牛津5A教案.docx
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牛津5A教案.docx
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牛津5A教案
课题
Module1Gettingtoknowyou
Unit1CanIdothis?
教学目标
知识与技能:
Usingtheintroductory‘there’toexpressfacts.
e.g.There’stheredman.
Usingimperativestogiveinstructions.
Usingimperativestoexpressprohibitions.
e.g.Don’tcrosstheroad.
Usingnounstoidentifyobjects.
e.g.Thetrafficlight’sred.
过程与方法:
Useappropriateintonationinquestionsandstatements.
Predictthemeaningofunfamiliarwordsbyusingcontext
orpicturecues.
情感、态度与价值观:
让学生了解交通法规。
教学重点和难点
Usingimperativestogiveinstructions.
Usingimperativestoexpressprohibitions.
教学媒体
Cassette5Aandacassetteplayer
课前学生准备
Collectmaterialsoftrafficrules
教学过程
备注
Pre-taskpreparation
1.Showapictureofthetrafficlights.Invitestudentstocolourthelights.Introduce:
trafficlight
2.Discuss:
Howtocrosstheroadsafelyandwhatthetree’scoloursontrafficlightsmean.
While-taskprocedure
1.Addroadsontheboard.Pointtothetrafficlights.Say:
There’stheredman/greenman.Canyoucrosstheroad?
2.Pointtothetrafficlightsfordriversontheboard.Inviteindividualstudentstowrite:
stop/wait/go
3.Playtherecording:
Lookandlearn.Studentslistenandrepeat.
4.Playthecassette:
Sayandact.
5.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.
6.Distributeacopyofphotocopiablepage1toeachpairofstudents.Studentsputthepicturesintherightorderandfillintheblanks.
7.SaysomethingaboutthetrafficrulesofHongkongandotherwesterncountries.
8.Learnthephrase:
trafficjamtrafficaccident
9.Asksomepupilstoactthetrafficpolicemen.
Post-taskactivity
Workbookpage1
1.Dividethestudentsintopairs.AskthemtocompletethedialogueinReadandwriteorally.
2.Studentswritethemissingwords.
6.Invitepairsofstudentstoreadandactthecompleteddialogue.
Consolidation
GrammarpracticeBook5Apage1
板书设计
Module1Gettingtoknowyou
Unit1CanIdothis?
streetinthestreet
roadontheroad
trafficlighttrafficjamtrafficaccident
crossDon’tcross!
theredmanthegreenman
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//的单词学生还是能说出很多,拓展的词汇有点难度。
课题
Module1Gettingtoknowyou
Athome
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-taskpreparation
1.Askandanswer
2.RecitethetextP2.
3.Stickatrafficlightontheboard.Pointtotheredmanandask:
Canyoucrosstheroad?
Pointtothegreenmanandask:
Canyoucrosstheroad?
7.Write:
CanI-----?
Canwe-----?
Yes,I/wecan.No,I/wecan’t.
While-taskprocedure
1.Playthecassette:
Lookandsay.Studentsfollowintheirbooks.
2.thenewpattern:
goout
canIgoout?
3.Takeoutasweet.
Ask:
What’sthis?
Doyoulikesweets?
Pleasehavesomesweets.
Thenewpattern:
havesome----
4.Say:
Ihavemydinneratsixo’clock.What’syourdinnertime?
Introduce:
dinnertime
5.Playthecassetteagain.Studentslistenandrepeat.
6.Studentspracticethedialogueingroupsofthree.
7.Selectgroupstoreadandactthedialogue.
8.Asksomequestions:
CanBengoout?
Why?
CanKittyandBenwatchtelevision?
CanBenhavesomesweets?
Why?
9.Givethestudentstimetoprepare:
Askandanswer.AskthemtothinkwhatelseMrsLiwouldsay.
10.Invitegroupsofstudentstoactinfrontoftheclass.
11.Showsomepicturesthenaskpupilstosaythreekindsofsentences..eg.Youcan’tplayonthegrass,Don’tplayonthegrass,please.Canhe/she/they……?
Yes/No.
Post-taskactivity
Workbookpage1
板书设计
Athome
gooutwatchtelevisionhavesome…
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
Module1Gettingtoknowyou
Ontheunderground
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
Tapemultimedia
课前学生准备
Collectdifferentkindsofvehiclesworkbook
教学过程
备注
Pre-taskpreparation
1.Dailytalk.
T:
Whatareyoudoing?
T:
CanIgooutnow?
T:
Doyoulikecats?
...
2.Recitethewordsofpage3
3.StickthesignoftheundergroundinShanghaiontheboard.Introduce:
underground/undergroundstation.
While-taskprocedure
1.Review:
Invitestudentstodrawthesignstheyusuallyfindintheparkorstreet.
2.Showthesignoftheundergroundandintroduceit.
3.T:
Whichsignwecanseeinanundergroundstation.Pleasedrawit.
4.Introduceitsmeaning.
5.Teachthenewwords:
smoke,way.
6.Match.
7.Askandanswer:
Whichsignmeans-----?
Thisone.
8.Playthecassette:
Lookandread.
9.Thestudentsread.
10.Lookatthepictureandask:
a.WhereareMrsWangandAlicegoing?
b.Whichsignmeans‘ZhongshanParkundergroundstation’?
c.Whataretheydoing?
d.Wherearethey?
e.Aretheyeatingordrinking?
f.Whichsignmeans‘Gooutthisway’?
g.Whichsignmeans‘Don’teatordrink’?
11.Distributeacopyofphotocopiablep3toeachstudent.Completethetaskinpairs.
12.Learnthephrase:
thebusstop
13.Pleasesaydifferentkindsofvehicles
Post-taskactivity
Workbookpage2
Matchthesigns.
Consolidation
板书设计
Ontheunderground
undergroundwhichsignmean
---Whichsignmeans“…”?
---Thisone.
stationwaitforsmoke(smoking)
oreatordrink
作业布置
1.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、、的单词whichsignmeans中的的很多学生漏读,否定句中要变成,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
Module1Gettingtoknowyou
Atschool
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
Tapesomepictures
课前学生准备
CollecttherulesinourschoolGrammarPracticeBook
教学过程
备注
Pre-taskpreparation
1.Askandanswer.
2.Translatesomephrases.
3.Askthestudentswhattheyshouldnotdoinschools.
4.Thinkofthesignsonwecanfindinourschoollibraryorhall.
(Stickthesignsontheboard.)
While-taskprocedure
1.Lookatthesignsandsayitsmeanings.
2.Teachthenews:
Don’tmakeanoise.
3.Playthecassette:
Sayandact.
4.Playthecassetteagain.
5.Readandwrite:
matchthesignswiththepictures.
6.Actoutthedialogue.
7.Askeachgrouptochooseaplace.Discussanddrawthesigns.
8.Showthesigns.
9.Recitethetext.
10.Saytherulesinourschool:
eg.InthelibraryInthehall
11.Saytherulesathome
12.Accordingtothepicturessaysomethingaboutitbyusingdifferentsentences.eg.He’sclimbingthetrees,Pleasedon’tclimbthetrees,Youcan’tclimbthetrees.
Consolidation
GrammarPracticeBookpage3
板书设计
Atschool
makeanoiseclimbthetree
leaverubbishopenthewindow
---Don’t….
---I’msorry./Wearesorry.
作业布置
1.Writethetext.
2.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
Module1Gettingtoknowyou
Unit2ThisiswhatIwant
(Theartclass)
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-taskpreparation
1.Dailytalk.
2.Recitethetext.
3.userealiatoreviewstationeryitems.
While-taskprocedure
1.Newwords:
tape,apairofscissors,knife
2.Thenewpattern:
Whatdoyouwant?
a.Understanditsmeaningwiththestationeryitems.
b.Trytoanswerthequestion.
c.Trytoaskthequestion.
d.Workinpairs.
3.Playthecassette:
Sayandact.
4.Ask:
WhatdoesAlicewant?
WhatdoEddieandDannywant?
5.Practiseactingthedialogueingroups.Trytoreplaytheitemsinthedialoguewithotherstationeryitems.
6.Actoutthedialogue.
7.Putavarietyofstationeryitemsonthedesk.Invitestudentstocomeoutandaskforanitem.
8.Learntheword:
knife--knives
9.Askandanswer.
10.Playaguessinggame:
(
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