牛津版五年级英语上全册教案

1 / 148 牛津版五年级英语上全册教案 莲山课 件 m 课题 module1Gettingtoknowyou Unit1canIdothis？ 教学目标 知 识 与 技 能 ： Usingtheintroductory there toexpressfacts. stheredman. Usingimperativestogiveinstructions. Usingimperativestoexpressprohibitions. tcrosstheroad. Usingnounstoidentifyobjects. 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。 2 / 148 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 :trafficlight :Howtocrosstheroadsafelyandwhatthetree scoloursontrafficlightsmean. While-taskprocedure :There stheredman/? :stop/wait/go : :Sayandact. driver. ies. 3 / 148 :trafficjamtrafficaccident Post-taskactivity Workbookpage1 consolidation GrammarpracticeBook5Apage1 板书设计 module1Gettingtoknowyou Unit1canIdothis？ streetinthestreet roadontheroad trafficlighttrafficjamtrafficaccident crossDon tcross! theredmanthegreenman 作业布置 4 / 148 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 module1Gettingtoknowyou Athome 教学目标 知识与技能： Usingmodalstoaskforpermission. ,mum? Usingformulaicexpressionstoreplytorequests. 过程与方法：Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements. Predictstoryusingpicturecues. Developwrittentextsbyaddinginformationtowritingwhen5 / 148 amodelorframeworkisprovided. 情感、态度与价值观：对文明礼貌的教育。 教学重点和难点 教学媒体 cassette5Aandacassetteplayer 课前学生准备 Workbook 教学过程 备注 Pre-taskpreparation :canyoucrosstheroad?Pointtothegreenmanandask:canyoucrosstheroad? :canI-?canwe-?yes,I/,I/wecan t. While-taskprocedure : :goout canIgoout? Ask:What sthis? 6 / 148 Doyoulikesweets? Pleasehavesomesweets. Thenewpattern:havesome- :Ihavemydinneratsixo clock.What syourdinnertime?Introduce:dinnertime :canBengoout?Why? cankittyandBenwatchtelevision? canBenhavesomesweets?Why? : . tplayonthegrass,Don tplayonthegrass,/she/they?yes/No. Post-taskactivity Workbookpage1 板书设计 Athomegooutwatchtelevisionhavesome canI/we?yes,youcan. 7 / 148 No,youcan t. 作业布置 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. 8 / 148 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 T:Whatareyoudoing? T:canIgooutnow? T:Doyoulikecats?. Shanghai:underground/undergroundstation. While-taskprocedure 9 / 148 :Invitestudentstodrawthesignstheyusuallyfindintheparkorstreet. : :smoke,way. :Whichsignmeans-?Thisone. :Lookandread. : ? ZhongshanParkundergroundstation ? ? ? ? Gooutthisway ? Don teatordrink ? :thebusstop Post-taskactivity 10 / 148 Workbookpage2 板书设计 ontheundergroundundergroundwhichsignmean -Whichsignmeans“”? -Thisone. stationwaitforsmoke(smoking) oreatordrink 作业布置 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。 11 / 148 课题 module1Gettingtoknowyou Atschool 教学目标 知识与技能： Usingimperativestoexpressprohibitions. tmakeanoise. Usingformulaicexpressionstoexpressapologies. 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 教学媒体 Tapesomepictures 课前学生准备 collecttherulesinourschoolGrammarPracticeBook 教学过程 备注 Pre-taskpreparation 12 / 148 (Stickthesignsontheboard.) While-taskprocedure :Don tmakeanoise. :Sayandact. :matchthesignswiththepictures. : sclimbingthetrees,Pleasedon tclimbthetrees,youcantclimbthetrees. consolidation GrammarPracticeBookpage3 13 / 148 板书设计 Atschool makeanoiseclimbthetree leaverubbishopenthewindow -Don t. -I msorry./Wearesorry. 作业布置 ,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。 14 / 148 课题 module1Gettingtoknowyou Unit2ThisiswhatIwant (Theartclass) 教学目标 知 识 与 技 能 ： Asking wh- questionstofindoutspecificinformation. ,Alice? Usingthesimplepresenttensetomakerequests. ,please. Usingformulaicexpressionstoexpressthanks. 过程与方法：Developwrittentextsbyputtingwordsinalogicalordertomakemeaningfulphrasesorsentences. Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners. 情感、 态度与价值观：学会要有礼貌。 15 / 148 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 While-taskprocedure :tape,apairofscissors,knife :Whatdoyouwant? 16 / 148 :Sayandact. :WhatdoesAlicewant? WhatdoEddieandDannywant? :knife-knives ： ( ,)Whatismissing? :Whatdoyouwant?Whatdoeshe/shewant ？Whatdotheywant?Whatdoa&bwant? Post-taskactivity Workbookpage3 consolidation GrammarPracticeBookpage4 板书设计 17 / 148 Theartclass wantIwant Hewants anartclass:feltpenspapercrayonsgluetape apairofscissorswaterpaintsknife-knives 作业布置 教学效果反馈 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 module1Gettingtoknowyou AtmcDonald s 教学目标 知 识 与 技 能 ： Asking wh- questionstofindoutspecificinformation. ? Usingthesimplepresenttensetomakerequests. Usingattributiveadjectivestodescribeobjects. 18 / 148 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 manykindsoffoodWorkbook 教学过程 备注 Pre-taskpreparation strademarkontheboard. 19 / 148 Ask:DoyouliketogotomcDonald s? Whatdoyouliketoeat? Doyoulike-? While-taskprocedure Whatdoyouwant? :Frenchfries,Bigmac,mcchicken Asktheotherstudents:Whatdoes-want? oup. goingtoorderfortheschoolpicnic. od, :inkFcinrestaurant Post-taskactivity WorkbookP4 20 / 148 consolidation GrammarPracticeBookP5 板书设计 AtmcDonald shamburgerBigmacmcchicken applepieFrenchfries ice-creamcokemilkorangejuice Areyouhungry? Whatdoyouwant? Iwant WhatdoesDannywant? Hewants 作业布置 教学效果反馈 Bigmac,mcchicken 这两个单词抄写出错很多，让学生一起通过讨论得出东西方人的饮食习惯与文化，让学生在学英语的同时能了解西方的文化，学生在讨论中非常兴奋；让他们编在饭店或快餐店的对话，尽管有语法错误可他们很享受。Alargecoke/asmallcoke关于 coke是可数名词的用法学生有21 / 148 点混淆。 课题 module1Gettingtoknowyou Apicnic 教学目标 知识与技能：Usingthesimplepresenttensetoexpresssimpletruths. mhungry./I vegotsome- Asking wh- questionstofindoutspecificinformation. ? 过程与方法： openaninteractionbyelicitingaresponse. maintainaninteractionbyprovidinginformationinresponsetoquestions.Reading Recognizefamiliarwordsinunfamiliarcontexts. 情感、态度与价值观： / 教学重点和难点 wh- questionstofindoutspecificinformation. 教学媒体 Tape 课前学生准备 SomefoodforpicnicGrammarPracticeBook 教学过程 22 / 148 备注 Pre-taskpreparation :Whathaveyougot? While-taskprocedure : A:Whathavewegot? B:I ve/We vegot- :Whathas-got? :Whathavetheygot? :Apicnic. Whathaveyougot? Whathavetheygot? 23 / 148 Post-taskactivity makesomedialogues. consolidation GrammarPracticeBookpage6 板书设计 Apicnic food(复数 )/haveapicnic Whathaveyougot?I vegot We vegot Whathashegot?He sgot 作业布置 教学效果反馈 Whathaveyougot?I vegotWe vegot Whathashe/shegot?He s/She sgot 这两种句型学生操练的很熟练，让他们讨论 去浏河营地带一些什么食物也是很兴奋。 myfather scar sred,myfather sgotacar.这里的 s 的24 / 148 意思个别学生会混淆。 课题 module1Gettingtoknowyou Sayandact 教学目标 知 识 与 技 能 ： Using wh- questionstofindoutspecificinformation. ? Usingmodalstomakerequests. ,please? Usingformulaicexpressionstoreplytorequests. Usingnounstoidentifyobjects. ,vegetables 过程与方法： Identifymainideas. 25 / 148 Producesimplephrasesandsentencesinvolvingrepetition. Predictstory,charactersusingpicturecues. 情感、态度与价值观：学会买东西时的礼貌用语。 教学重点和难点 教学媒体 Tapemultimedia 课前学生准备 ShoppinglistWorkbookGrammarPracticeBook 教学过程 备注 Pre-taskpreparation :rice,noodles,vegetables. While-taskprocedure :WhatdoesEricwantforhisdinner? 26 / 148 heywant. :eg,WhatcanIdoforyou？ canIhelpyou？ canIhavesome ，please？ Nowlisten. Post-taskactivity Workbookpage5 consolidation GrammarPracticeBookpage7andpage9 板书设计 rice,(复数 )_/_ noodles,vegetables .canIhavesome_,please?？ canIhelpyou？ 作业布置 教学效果反馈 学 生 编 在 超 市 或 百 货 商 店 里 的 对 话 ， 会 用WhatcanIdoforyou ？ canIhelpyou ？ 来 问 ，27 / 148 canIhavesome,please? 对在这里用 some 学生有点模糊，会和其他的一般问句搞混，在变成一般问句时会不把 some变 any。 课题 module1Gettingtoknowyou Unit3ThisiswhatIneed. 28 / 148 教学目标 知识与技能： Usingnounstoidentifyobjects. Asking wh- questionstofindoutvariouskindsofspecificinformationaboutaperson. Usingindefinitedeterminerstorefertoanunspecifiednumberofthings. usingattributiveadjectivestodescribeobjects. 过程与方法：Locatespecificinformationinresponsetoquestion. Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners. 情感、态度与价值观： / 教学重点和难点 Asking wh- questionstofindoutvariouskindsofspecificinformationaboutaperson. Usingindefinitedeterminerstorefertoanunspecifiednumberofthings. 29 / 148 教学媒体 Tapemultimedia 课前学生准备 Alist-thingsforschoolGrammarPracticeBook 教学过程 备注 Pre-taskpreparation :Whatdoyouwantforschool? :uniforms,shoesandsocksusingwordandpicturecards. :anorangeauniformanolduniformanorangeuniformapairofsocksapairofshoesapairofglasses While-taskprocedure :Whatdoyouneedforschool?Sayaftertheteacherandtrytoanswer. :Whatdoeskittyneedforschool? 30 / 148 ? : Post-taskactivity :WhatdoesAneedfor?WhatdoA&Bneedfor ？Whatdotheyneedfor? consolidation GrammarPracticeBookP10 板书设计 Unit3ThisiswhatIneed. needIneed Idon tneed -Whatdoyouneedforschool? -Ineed(shoessocksuniform) 作业布置 教学效果反馈 31 / 148 学生对 need 的第三人称单数的用法不熟练，必须要多加练习 ;auniform 这个词组个别学生一下子不能接受 ,还是喜欢用 an;发 /i:/和 /u:/的单词学生还是能说出一些，发 /c/的单词学生容易和发 /c:/的单词混淆。 课题 module1Gettingtoknowyou Let smakeacake. 教学目标 知 识 与 技 能 ： Asking wh- questionstofindoutvariouskindsofspecificinformationaboutanevent. ? Usingindefinitedeterminertorefertoanunspecifiedamount/numberofthing. usingthesimplepresenttensetoexpressopinions. Usingmodalstomakerequests. ,please? 32 / 148 Usingimperativestogiveinstructions. 过程与方法：Identifykeywordsinanutterancebyrecognizingthestress. Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners. 情感、态度与价值观：做妈妈的小帮手 教学重点和难点 Asking wh- questionstofindoutvariouskindsofspecificinformationaboutanevent. Usingindefinitedeterminertorefertoanunspecifiedamount/numberofthing. 教学媒体 Tapemultimedia 课前学生准备 ThingsweneedformakingacakeWorkbook 教学过程 备注 Pre-taskpreparation 33 / 148 Ask:Doesyourmummakecakes? Whatdoweneedtomakeacake? a)sugar,salt b)makephrases:howmuchsalt,muchsugar,somebutter,howmanybottlesofjuice,aspoonofsalt,twobowlsofmilk c)Saythecharacteristicofuncountablenouns d)Flour(同音 )flower T:?Isthecakesalty? e)fridge,oven T:Nowlet ? f)delicious T:Look, :WhatdoesEric smotherandBenneedtomaketheircake? : : Post-taskactivity S1;Whatdoweneed? 34 / 148 S2:Weneed- ： Howtomakesandwichesandhamburges？ (1)Reviewthevocabulary. (2)Readandfindoutwhattheyneed. (3)Writethemissingwords. (4)Dotherole-play. (5)Therestoftheclasscheckanswers. 板书设计 Let smakeacake. Whatdoweneedforacake? Weneed sugarsaltmilkeggsspoon bowlflourbutter Thatsmellsgood./nice. 作业布置 35 / 148 教学效果反馈 学生对不可数名词的组词还是有点小问题，要多加练习；学生对编对话如何做三明治和汉堡，很有兴致，比较贴近学生的生活实际；一部分学生对第三人称单数的用法不熟练，比如看投影说句子时总是漏加 s 或多加 s。 课题 module1Gettingtoknowyou Lookandsay 教学目标 知识与技能：Usingthesimplepresenttensetoexpresssimpletruths. vegotsomewater. Usingthesimplepresenttensetomakerequests. -Weneedsomescissors. Usingconjunctionstolinkcontrastingideas. -butweneedsomepaints. 过程与方法：Usemodeledphrasesandsentencestocommunicatewithteach36 / 148 ersandotherlearners. 情感、态度与价值观：学会有礼貌。 教学重点和难点 教学媒体 Tape 课前学生准备 Thinkover:Whatdoyouneedforartclass?WorkbookGrammarpracticeBook 教学过程 备注 Pre-taskpreparation :Iamgoingtodrawapicture.(Takeoutsomepaper)WhathaveIgot? :Pleasethink:WhatelsedoIneedtodrawapicture? While-taskprocedure :Whatdoyouneedforartclass?Thenlet shavealookatthem. ,Alice,EddieandDannyaredoingaproject. T:Whathavetheygot? 37 / 148 Whatdotheyneedtocompletethetask? :WhathaveAliceandkittygot? Whatdotheyneed? WhathaveEddieandDannygot? Whatdotheyneed? dmakeashoppinglist. yamendments. :Whathaveyougot?Whatdoyouneed?Remindstudentstousetheword and tolinkupthelasttwoitems. ：WhatdoyouneedforanEnglish/chinese/math/PEclass?Whatdoeshe/sheneedforanEnglish/chinese/math/PEclass? Post-taskactivity Workbookpage7 fwhattheyneed. consolidation 38 / 148 GrammarpracticeBookpage11 板书设计 We vegotbutwene ed 作业布置 教学效果反馈 学生对上课需要的东西非常清楚，也很乐意来编对话，就是第三人称单数的用法还是要加强练习，个别人会说Heneed.Sheneed. 。特别是人称变换时， Whatdoyouneed?接下来指着这个学生问其他学生 Whatdoeshe/sheneed?学生的回答特容易答错。 课题 module1Gettingtoknowyou Anewuniformforkitty 39 / 148 教学目标 知识与技能： Usingconjunctionstolinkcontrastingideas. Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking. Usingpredicativeadjectivestodescribeobjects. 过程与方法： Locatespecificinformationinashorttext. Understandtheconnectionbetweenideasbyidentifyingsimplelinkingwords. 情感、态度与价值观：如何挑选自己喜欢的东西 教学重点和难点 Usingpredicativeadjetimeofspeaking. 教学媒体 Tapemultimedia 课前学生准备 GrammarPracticeBook 教学过程 备注 Pre-taskpreparation 40 / 148 Ask:isthisbooknew?(No,it sold.) Ask:Isitbig?(yes.) It scheap. Write:Thisbagisbigbutitischeap. Say:It sthreehundredyuan. Write:Thispenissmallbutitisdear. :dear,expensiveandcheap. (同音 )deerbuy(同音 )byeby :Benandhisdadareinasportsshop,pleasemakeashortdialogue. While-taskprocedure :Lookandread. :Haskittygotauniform? Whydoeskittyneedanewuniform? Wheredotheygo? Whichuniformdoeskittywant? 41 / 148 Howmuchisit? Isitdear? DoesmrsLibuythatuniform? WhichuniformdoesmrsLibuy? Isitnice? Isitshort?Isitdear? :Workinpairstoworkoutthesentencesorallyandthenwritedownthesentences. Post-taskactivity Workbookpage8 consolidation GrammarPracticeBookpage12 板书设计 dear(同音 )deerbuy(同音 )byeby cheapexpensive 42 / 148 作业布置 教学效果反馈 学生对买东西比较感兴趣，特别是自己喜欢的东西，尤其在买运动用品，我设置这个贴近学生生活实际的情境让他们来操练运用英语，同时也培养了他们的生活经验。 课题 module2me,myfamilyandfriends Unit1me(singandact) 教学目标 知识与技能：Usingthesimplepresenttensetodescribehabitualactions Usingprepositionstoindicatetime 过程与方法：Locatespecificinformationinashorttextinresponsetoqu43 / 148 estions Identifymainideasfromatextwithteachersupport Developwrittentextsbyaddingpersonalideasandinformationtowritingwhenamodelorframeworkisprovided 情感、态度与价值观：让学生掌握正确的作息时间。 教学重点和难点 Usingthesimplepresenttensetodescribehabitualactions Usingprepositionstoindicatetime 教学媒体 Tape 课前学生准备 Bringaclockorawatch. 教学过程 备注 Pre-taskpreparation :washmyface,cleanmyteeth,gotoschool,eatmylunch, :6:05/8:10/12:20 While-taskprocedure : “I”inthetwoparagraphs. “washmyface”and“eatmylunch”inthetwoparagraphs. 44 / 148 afternoon. :Iwash/clean/go/eat/ride/read He/Shewashes /cleans/goes/eats/rides/readsonthe s or es attheendofeachactionverb. ,singandact. Post-taskactivity Anewsong consolidation GrammarPracticeBook5Apage13 板书设计 module2me,myfamilyandfriends Unit1me ThisisthewayI 45 / 148 washfacedoone shomework cleanteethcomehome eatbreakfasthavelunch(eatlunch) gotoschoolinthemorning/afternoon/evening 作业布置 教学效果反馈 学 生对学习英语歌曲很开心，个别学生跟不上调；做猜时间的 游 戏 能 激 发 他 们 的 学 习 兴 趣 ； 一 部 分 学 生 对in