牛津版五年级英语上全册教案Word文件下载.docx
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牛津版五年级英语上全册教案Word文件下载.docx
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trafficaccident9.Asksomepupilstoactthetrafficpolicemen.Post-taskactivityworkbookpage11.
Dividethestudentsintopairs.AskthemtocompletethedialogueinReadandwriteorally.2.
Studentswritethemissingwords.6.
Invitepairsofstudentstoreadandactthecompleteddialogue.consolidationGrammarpracticeBook5Apage1板书设计
module1
GettingtoknowyouUnit1canIdothis?
street
inthestreet
road
ontheroad
trafficlight
trafficjam
trafficaccident
cross
Don’tcross!
theredman
thegreenman
作业布置1.
writedownthewords.2.
Recitethetext.3.
Listentothetape.教学效果反馈
这堂课学生学得很开心,气氛也很活跃,让学生来当警察来指挥交通,在这个情景中学生知道了遵守交通规则要从自身做起,学生对一些国家的左行交通规则很感兴趣,音标发/i:
/和/Eu/的单词学生还是能说出很多,拓展的词汇有点难度。
课题module1GettingtoknowyouAthome教学目标知识与技能:
Usingmodalstoaskforpermission.e.g.canIgoout,mum?
Usingformulaicexpressionstoreplytorequests.e.g.Hereyouare.过程与方法:
Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements.
Predictstoryusingpicturecues.
Developwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovided.情感、态度与价值观:
对文明礼貌的教育。
教学重点和难点Usingmodalstoaskforpermission.Usingformulaicexpressionstoreplytorequests教学媒体
cassette5Aandacassetteplayer课前学生准备workbook教学过程备注Pre-taskpreparation1.
Askandanswer2.
RecitethetextP2.3.Stickatrafficlightontheboard.Pointtotheredmanandask:
canyoucrosstheroad?
Pointtothegreenmanandask:
7.
write:
canI-----?
canwe-----?
yes,I/wecan.No,I/wecan’t.while-taskprocedure1.
Lookandsay.Studentsfollowintheirbooks.2.
thenewpattern:
gooutcanIgoout?
3.
Takeoutasweet.Ask:
what’sthis?
Doyoulikesweets?
Pleasehavesomesweets.Thenewpattern:
havesome----4.
Say:
Ihavemydinneratsixo’clock.what’syourdinnertime?
Introduce:
dinnertime5.
Playthecassetteagain.Studentslistenandrepeat.6.
Studentspracticethedialogueingroupsofthree.7.
Selectgroupstoreadandactthedialogue.8.
Asksomequestions:
canBengoout?
why?
cankittyandBenwatchtelevision?
canBenhavesomesweets?
9.
Givethestudentstimetoprepare:
Askandanswer.AskthemtothinkwhatelsemrsLiwouldsay.10.
Invitegroupsofstudentstoactinfrontoftheclass.11.
Showsomepicturesthenaskpupilstosaythreekindsofsentences..eg.youcan’tplayonthegrass,Don’tplayonthegrass,please.
canhe/she/they……?
yes/No.Post-taskactivityworkbookpage1板书设计
Athomegoout
watchtelevision
havesome…canI/we…?
yes,youcan.
No,youcan’t.作业布置1.
Recitethetext.2.
Listentothetape.3.
Dosomeexercises.教学效果反馈
学生表演对话积极性很高,回答为什么时,because的发音不是很准,个别学生对have后面跟不可数名词时不能加s还是会遗忘,television的发音不是很准。
课题module1Gettingtoknowyouontheunderground教学目标知识与技能:
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.过程与方法:
Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners.
Locatespecificinformationinashorttextinresponsetoquestions.Identifymainideasfromatextwithteachersupport.情感、态度与价值观:
要文明乘坐地铁。
教学重点和难点
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.教学媒体Tape
multimedia
课前学生准备collectdifferentkindsofvehicles
workbook
教学过程备注Pre-taskpreparation1.
Dailytalk.T:
whatareyoudoing?
T:
canIgooutnow?
Doyoulikecats?
...2.
Recitethewordsofpage33.StickthesignoftheundergroundinShanghaiontheboard.Introduce:
underground/undergroundstation.while-taskprocedure1.
Review:
Invitestudentstodrawthesignstheyusuallyfindintheparkorstreet.2.
Showthesignoftheundergroundandintroduceit.3.
T:
whichsignwecanseeinanundergroundstation.Pleasedrawit.4.
Introduceitsmeaning.5.
Teachthenewwords:
smoke,way.6.
match.7.
Askandanswer:
whichsignmeans-----?
Thisone.8.
Lookandread.9.
Thestudentsread.10.
Lookatthepictureandask:
a.
wherearemrswangandAlicegoing?
b.
whichsignmeans‘ZhongshanParkundergroundstation’?
c.
whataretheydoing?
d.
wherearethey?
e.
Aretheyeatingordrinking?
f.
whichsignmeans‘Gooutthisway’?
g.
whichsignmeans‘Don’teatordrink’?
11.
Dpletethetaskinpairs.12.
Learnthephrase:
thebusstop13.
PleasesaydifferentkindsofvehiclesPost-taskactivityworkbookpage2matchthesigns.
consolidation板书设计
ontheunderground
underground
which
sign
mean
---whichsignmeans“…”?
---Thisone.
station
waitfor
smoke
or
eatordrink
writethetext.2.
Recitethesewords.3.
Recitethetext.教学效果反馈
学生对meanstation的发音不是很准,大部分学生能说出含/ai/、/i:
/、/ei/的单词,whichsignmeans中的means的s,很多学生漏读,否定句中and要变成or,学生会忘记。
学生通过课外搜集知道现代的先进科学技术使我们有了地铁、隧道、磁悬浮、轻轨等,上海的交通已经发生了日新月异的变化,学生知道文明乘坐要从自身做起。
课题module1GettingtoknowyouAtschool教学目标知识与技能:
Usingimperativestoexpressprohibitions.e.g.Don’tmakeanoise.Usingformulaicexpressionstoexpressapologies.e.g.I’msorry,missFang.过程与方法:
Useappropriateintonationinstatements情感、态度与价值观:
学校要做到的各项行规。
教学重点和难点Usingimperativestoexpressprohibitions.Usingformulaicexpressionstoexpressapologies.教学媒体Tape
somepictures课前学生准备collecttherulesinourschool
GrammarPracticeBook教学过程备注Pre-taskpreparation1.
Askandanswer.2.
Translatesomephrases.3.
Askthestudentswhattheyshouldnotdoinschools.4.
Thinkofthesignsonwecanfindinourschoollibraryorhall.while-taskprocedure1.
Lookatthesignsandsayitsmeanings.2.
Teachthenews:
Don’tmakeanoise.3.
Sayandact.4.
Playthecassetteagain.5.
Readandwrite:
matchthesignswiththepictures.6.
Actoutthedialogue.7.
Askeachgrouptochooseaplace.Discussanddrawthesigns.8.
Showthesigns.9.
Recitethetext.10.Saytherulesinourschool:
eg.InthelibraryInthehall11.Saytherulesathome12.Accordingtothepicturessaysomethingaboutitbyusingdifferentsentences.eg.He’sclimbingthetrees,Pleasedon’tclimbthetrees,youcan’tclimbthetrees.consolidationGrammarPracticeBookpage3板书设计
Atschool
makeanoise
climbthetree
leaverubbish
openthewindow
---Don’t….
---I’msorry./wearesorry.作业布置1.
Thinkaboutsomesignsinthelibrary,thenmakesomedialogues.教学效果反馈
这节课通过让学生讨论在校的一些规则,得出在校应该遵守的规则,还让他们讨论在家的规则,由此教育他们在校要做遵守行规的好少年,在家要做好孩子,讨论的气氛很活跃;
学生根据图片用不同句型来讲时,个别人语法出现混乱。
课题module1GettingtoknowyouUnit2ThisiswhatIwant教学目标知识与技能:
Asking‘wh-’questionstofindoutspecificinformation.e.g.whatdoyouwant,Alice?
Usingthesimplepresenttensetomakerequests.e.g.Iwantsomepaper,please.Usingformulaicexpressionstoexpressthanks.e.g.Thankyouverymuch.过程与方法:
Developwrittentextsbyputtingwordsinalogicalordertomakemeaningfulphrasesorsentences.
Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners.情感、态度与价值观:
学会要有礼貌。
教学重点和难点Asking‘wh-’questionstofindoutspecificinformation.Usingthesimplepresenttensetomakerequests.教学媒体Tape
课前学生准备GrammarPracticeBook教学过程备注Pre-taskpreparation1.
Dailytalk.2.
userealiatoreviewstationeryitems.while-taskprocedure1.
Newwords:
tape,apairofscissors,knife2.
Thenewpattern:
whatdoyouwant?
Understanditsmeaningwiththestationeryitems.b.
Trytoanswerthequestion.c.
Trytoaskthequestion.d.
workinpairs.3.
Ask:
whatdoesAlicewant?
whatdoEddieandDannywant?
5.
Practiseactingthedialogueingroups.Trytoreplaytheitemsinthedialoguewithotherstationeryitems.6.
Putavarietyofstationeryitemsonthedesk.Invitestudentstocomeoutandaskforanitem.8.
Learntheword:
knife--knives9.
Askandanswer.10.
Playaguessinggame:
whatismissing?
Practiseingroupslikethat:
whatdoeshe/shewant?
whatdothey
want?
whatdoa&
amp;
bwant?
Post-taskactivityworkbookpage31.
workinpairstocompletethedialogueinReadandwriteorally.2.
Readandactthedialogue.3.
writethemissingwords.4.
Askstudentstoactoutthedialoguesusingdifferentstationeryitems.consolidationGrammarPracticeBookpage4板书设计
Theartclass
want
Iwant…
Hewants…
anartclass:
feltpens
paper
crayons
glue
tape
apairofscissors
water
paints
knife--knives
学生做猜谜游戏很开心,四人小组练习时有点人称搞混,比如说成HewantShewant;
scissors的发音有点不准,一般现在时的第三人称单数要加强训练。
课题module1GettingtoknowyouAtmcDonald’s教学目标知识与技能:
Asking‘wh-’questionstofindoutspecificinformation.e.g.whatdoyouwant?
Usingthesimplepresenttensetomakerequests.Usingattributiveadjectivestodescribeobjects.e.g.alargecoke过程与方法:
Locatespecificinformationinresponsetosimpleinstructionsorquestions.
openaninteractionbyelicitingaresponse.maintainaninteractionbyprovidinginformationtoquestions.情感、态度与价值观:
在公共场合也要讲礼貌。
教学重点和难点Usingthesimplepresenttensetomakerequests.Usingattributiveadjectivestodescribeobjects.教学媒体Tape
课前学生准备manykindsoffood
workbook教学过程备注Pre-taskpreparation1.
Translations.3.DrawmcDonald’strademarkontheboard.Ask:
DoyouliketogotomcDonald’s?
whatdoyouliketoeat?
Doyoulike---?
while-taskprocedure1.
Askandanswe
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