牛津版五年級(jí)英語(yǔ)上全冊(cè)教案　

牛津版五年級(jí)英語(yǔ)上全冊(cè)教案

蓮山課

件

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課題

moduleIGettingtoknowyou

Unitlcanldothis?

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingtheintroductory'there

toexpressfacts.

'stheredman.

Usingimperativestogiveinstruetions.

Usingimperativestoexpressprohibitions.

'tcrosstheroad.

Usingnounstoidentifyobjects.

'sred.

過(guò)程與方法

Useappropriateintonationinquestionsandstatements.

Predictthemeaningofunfamiliarwordsbyusingcontext

orpicturecues.

情感、態(tài)度與價(jià)值觀：讓學(xué)生了解交通法規(guī)。

教學(xué)重點(diǎn)和難點(diǎn)

Usingimperativestogiveinstruetions.

Usingimperativestoexpressprohibitions.

教學(xué)媒體

cassette5Aandacassetteplayer課前學(xué)生準(zhǔn)備

collectmaterialsoftrafficrules教學(xué)過(guò)程

備注

Pre-taskpreparation

:trafficlight

:Howtocrosstheroadsafelyandwhatthetree

scoloursontrafficlightsmean.

While-taskprocedure

:There'stheredman/?

:stop/wait/go

:Sayandact.

driver.

ies.

:trafficjamtrafficaccident

Post-taskactivity

Workbookpage1

consolidation

GrammarpracticeBook5Apage1

板書設(shè)計(jì)

modulelGettingtoknowyou

Unitlcanldothis?

streetinthestreet

roadontheroad

trafficlighttrafficjamtrafficaccident

crossDon?tcross!

theredmanthegreenman

作業(yè)布置

教學(xué)效果反饋

這堂課學(xué)生學(xué)得很開(kāi)心，氣氛也很活躍，讓學(xué)生來(lái)當(dāng)警察來(lái)

指揮交通，在這個(gè)情景中學(xué)生知道了遵守交通規(guī)則要從自身

做起，學(xué)生對(duì)一些國(guó)家的左行交通規(guī)則很感興趣，音標(biāo)發(fā)

/i:/和/Eu/的單詞學(xué)生還是能說(shuō)出很多，拓展的詞匯有點(diǎn)難

度。

課題

modulelGettingtoknowyou

Athome

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingmodalstoaskforpermission.

,mum?

Usingformulaicexpressionstoreplytorequests.

過(guò)程與方法：

Recognizedifferencesintheuseofintonationtodifferent

iatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationtowritingwhen

amodelorframeworkisprovided.

情感、態(tài)度與價(jià)值觀：對(duì)文明禮貌的教育。教學(xué)重點(diǎn)和

難點(diǎn)

教學(xué)媒體

cassette5Aandacassetteplayer課前學(xué)生準(zhǔn)備

Workbook教學(xué)過(guò)程

備注

Pre-taskpreparation

:canyoucrosstheroad?Pointtothegreenmanandask:canyou

crosstheroad?

:canl?canwe?yes,I/,I/wecan,t.

While-taskprocedure

:goout

canlgoout?

Ask:What'sthis?

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

板書設(shè)計(jì)

Athomegooutwatchtelevisionhavesome,**

canl/we…？yes,youcan.

No,youcan,t.

作業(yè)布置

教學(xué)效果反饋

學(xué)生表演對(duì)話積極性很高，回答為什么時(shí)，because的發(fā)音

不是很準(zhǔn)，個(gè)別學(xué)生對(duì)have后面跟不可數(shù)名詞時(shí)不能加s

還是會(huì)遺忘，television的發(fā)音不是很準(zhǔn)。

課題

modulelGettingtoknowyou

ontheunderground

教學(xué)目標(biāo)

知識(shí)與技能：

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

過(guò)程與方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

Locatespecificinformationinashorttextinresponsetoqu

estions.

Identifymainideasfromatextwithteachersupport.

情感、態(tài)度與價(jià)值觀：要文明乘坐地鐵。

教學(xué)重點(diǎn)和難點(diǎn)

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

collectdifferentkindsofvehiclesworkbook教學(xué)過(guò)程

備注

Pre-taskpreparation

T:Whatareyoudoing?

T:canlgooutnow?

T:Doyoulikecats?...

Shanghai:underground/undergroundstation.

While-taskprocedure

:Invitestudentstodrawthesignstheyusuallyfindinthepa

rkorstreet.

:smoke,way.

:Whichsignmeans?Thisone.

:Lookandread.

?

'ZhongshanParkundergroundstation'?

?

?

?

'Gooutthisway'?

'Don'teatordrink'?

:thebusstop

Post-taskactivity

Workbookpage2

板書設(shè)計(jì)

ontheundergroundundergroundwhichsignmean

--Whichsignmeans"…”?

--Thisone.

stationwaitforsmoke(smoking)

oreatordrink

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)meanstation的發(fā)音不是很準(zhǔn)，大部分學(xué)生能說(shuō)出含

/ai/>/i:/、/ei/的單詞,whichsignmeans中的means的s,

很多學(xué)生漏讀，否定句中and要變成or,學(xué)生會(huì)忘記。

學(xué)生通過(guò)課外搜集知道現(xiàn)代的先進(jìn)科學(xué)技術(shù)使我們有了地

鐵、隧道、磁懸浮、輕軌等，上海的交通已經(jīng)發(fā)生了日新月

異的變化，學(xué)生知道文明乘坐要從自身做起。

課題

moduleIGettingtoknowyou

Atschool

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingimperativestoexpressprohibitions.

'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

'msorry,missFang.

過(guò)程與方法：Useappropriateintonationinstatements

情感、態(tài)度與價(jià)值觀：學(xué)校要做到的各項(xiàng)行規(guī)。教學(xué)重

點(diǎn)和難點(diǎn)

教學(xué)媒體

Tapesomepictures課前學(xué)生準(zhǔn)備

collecttherulesinourschoolGrammarPracticeBook教

學(xué)過(guò)程

備注

Pre-taskpreparation

(Stickthesignsontheboard.)

While-taskprocedure

:Don'tmakeanoise.

:Sayandact.

:matchthesignswiththepictures.

'sclimbingthetrees,Pleasedon'tclimbthetrees,youcan,

tclimbthetrees.

consolidation

GrammarPracticeBookpage3

板書設(shè)計(jì)

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

--Don,t….

--1'msorry./Wearesorry.

作業(yè)布置

,thenmakesomedialogues.

教學(xué)效果反饋

這節(jié)課通過(guò)讓學(xué)生討論在校的一些規(guī)則，得出在校應(yīng)該遵守

的規(guī)則，還讓他們討論在家的規(guī)則，由此教育他們?cè)谛Ｒ?/p>

遵守行規(guī)的好少年，在家要做好孩子，討論的氣氛很活躍；

學(xué)生根據(jù)圖片用不同句型來(lái)講時(shí)，個(gè)別人語(yǔ)法出現(xiàn)混亂。

課題

modulelGettingtoknowyou

Unit2ThisiswhatIwant

(Theartclass)

教學(xué)目標(biāo)

知識(shí)與技能：Asking'wh-'

questionstofindoutspecificinformation.

,Alice?

Usingthesimplepresenttensetomakerequests.

,please.

Usingformulaicexpressionstoexpressthanks.

過(guò)程與方法：

Developwrittentextsbyputtingwordsinalogicalordertom

akemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態(tài)度與價(jià)值觀：學(xué)會(huì)要有禮貌。

教學(xué)重點(diǎn)和難點(diǎn)

Asking'wh-'questionstofindoutspecificinformation.

Usingthesimplepresenttensetomakerequests.

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

GrammarPracticeBook教學(xué)過(guò)程

備注

Pre-taskpreparation

While-taskprocedure

:tape,apairofscissors,knife

:Whatdoyouwant?

:Sayandact.

:WhatdoesAlicewant?

WhatdoEddieandDannywant?

:knife——knives

：(',)Whatismissing?

:Whatdoyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

consolidation

GrammarPracticeBookpage4

板書設(shè)計(jì)

Theartclass

wantlwant***

Hewants…

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife-knives

作業(yè)布置

教學(xué)效果反饋

學(xué)生做猜謎游戲很開(kāi)心，四人小組練習(xí)時(shí)有點(diǎn)人稱搞混，比

如說(shuō)成HewantShewant；scissors的發(fā)音有點(diǎn)不準(zhǔn)，一般現(xiàn)

在時(shí)的第三人稱單數(shù)要加強(qiáng)訓(xùn)練。

課題

modulelGettingtoknowyou

AtmcDonald,s

教學(xué)目標(biāo)

知識(shí)與技能：Asking'wh-'

questionstofindoutspecificinformation.

?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

過(guò)程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions.

openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationtoquesti

ons.

情感、態(tài)度與價(jià)值觀：在公共場(chǎng)合也要講禮貌。教學(xué)重

點(diǎn)和難點(diǎn)

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

manykindsoffoodWorkbook教學(xué)過(guò)程

備注

Pre-taskpreparation

strademarkontheboard.

Ask:DoyouliketogotomcDonaldJs?

Whatdoyouliketoeat?

Doyoulike?

While-taskprocedure

Whatdoyouwant?

:Frenchfries,Bigmac,mcchicken

Asktheotherstudents:Whatdoes--want?

oup.

goingtoorderfortheschoolpicnic.

od,

:inkFcinrestaurant

Post-taskactivity

WorkbookP4

consolidation

GrammarPracticeBookP5

板書設(shè)計(jì)

AtmcDonald,shamburgerBigmacmcchicken

applepieFrenchfries

ice-creamcokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

Iwant***

WhatdoesDannywant?

Hewants…作業(yè)布置

教學(xué)效果反饋

Bigmac,mcchicken這兩個(gè)單詞抄寫出錯(cuò)很多，讓學(xué)生一起

通過(guò)討論得出東西方人的飲食習(xí)慣與文化，讓學(xué)生在學(xué)英語(yǔ)

的同時(shí)能了解西方的文化，學(xué)生在討論中非常興奮；讓他們

編在飯店或快餐店的對(duì)話，盡管有語(yǔ)法錯(cuò)誤可他們很享受。

Alargecoke/asmalIcoke關(guān)于coke是可數(shù)名詞的用法學(xué)生有

點(diǎn)混淆。

課題

modulelGettingtoknowyou

Apicnic

教學(xué)目標(biāo)

知識(shí)與技能：

Usingthesimplepresenttensetoexpresssimpletruths.

'mhungry./I,vegotsome--

Asking'wh-'questionstofindoutspecificinformation.

?

過(guò)程與方法：openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationinrespon

setoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、態(tài)度與價(jià)值觀：/教學(xué)重點(diǎn)和難點(diǎn)

'wh-'questionstofindoutspecificinformation.

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

SomefoodforpicnicGrammarPracticeBook教學(xué)過(guò)程

備注

Pre-taskpreparation

':Whathaveyougot?

While-taskprocedure

A:Whathavewegot?

B:I've/We'vegot

:Whathasgot?

:Whathavetheygot?

:Apicnic.

Whathaveyougot?

Whathavetheygot?

Post-taskactivity

makesomedialogues.

consolidation

GrammarPracticeBookpage6

板書設(shè)計(jì)

Apicnic

food（復(fù)數(shù)）/haveapicnic

Whathaveyougot?!Jvegot…

We'vegot…

Whathashegot?He?sgot…

作業(yè)布置

教學(xué)效果反饋

Whathaveyougot?!Jvegot…We'vegot…

Whathashe/shegot?He's/She'sgot…這兩種句型學(xué)生操練

的很熟練，讓他們討論去瀏河營(yíng)地帶一些什么食物也是很興

奮。

myfather'scar'sred,myfathersgotacar.這里的‘s的

意思個(gè)別學(xué)生會(huì)混淆。

課題

modulelGettingtoknowyou

Sayandact

教學(xué)目標(biāo)

知識(shí)與技能：Using'wh-

questionstofindoutspecificinformation.

?

Usingmodalstomakerequests.

,please?

Usingformulaicexpressionstoreplytorequests.

Usingnounstoidentifyobjects.

,vegetables

過(guò)程與方法：Identifymainideas.

Producesimplephrasesandsentencesinvolvingrepetition.

Predictstory,charactersusingpicturecues.

情感、態(tài)度與價(jià)值觀：學(xué)會(huì)買東西時(shí)的禮貌用語(yǔ)。教學(xué)

重點(diǎn)和難點(diǎn)

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

ShoppinglistWorkbookGrammarPracticeBook教學(xué)過(guò)程

備注

Pre-taskpreparation

:rice,noodles,vegetables.

While-taskprocedure

:WhatdoesEricwantforhisdinner?

heywant.

:eg,Whatcanldoforyou?canlhelpyou?canlhavesome…，

please?

Nowlisten.

Post-taskactivity

Workbookpage5

consolidation

GrammarPracticeBookpage7andpage9

板書設(shè)計(jì)

rice,（復(fù)數(shù)）_/—

noodles,vegetables

.canlhavesome,please??canlhelpyou?

作業(yè)布置

教學(xué)效果反饋

學(xué)生編在超市或百貨商店里的對(duì)話，會(huì)用

Whatcanldoforyou?canlhelpyou?來(lái)問(wèn)，

canlhavesome…，please?對(duì)在這里用some學(xué)生有點(diǎn)模糊，

會(huì)和其他的一般問(wèn)句搞混，在變成一般問(wèn)句時(shí)會(huì)不把some

變any。

課題

modulelGettingtoknowyou

Unit3ThisiswhatIneed.

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingnounstoidentifyobjects.

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

usingattributiveadjectivestodescribeobjects.

過(guò)程與方法：

Locatespecificinformationinresponsetoquestion.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態(tài)度與價(jià)值觀：/

教學(xué)重點(diǎn)和難點(diǎn)

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

Alist-thingsforschoolGrammarPracticeBook教學(xué)過(guò)

程

備注

Pre-taskpreparation

:Whatdoyouwantforschool?

:uniforms,shoesandsocksusingwordandpicturecards.

:anorangeauniformano1duniformanorangeuniformapairof

socksapairofshoesapairofglasses

While-taskprocedure

:Whatdoyouneedforschool?Sayaftertheteacherandtrytoa

nswer.

:Whatdoeskittyneedforschool?

9

Post-taskactivity

iWhatdoesAneedfor^^WhatdoA&Bneedfor***

Whatdotheyneedfor…？

consolidation

GrammarPracticeBookP10

板書設(shè)計(jì)

Unit3ThisiswhatIneed.

needlneed…

Idon,tneed…

Whatdoyouneedforschool?

Ineed…(shoessocksuniform)

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)need的第三人稱單數(shù)的用法不熟練，必須要多加練

習(xí)；auniform這個(gè)詞組個(gè)別學(xué)生一下子不能接受，還是喜歡

用an;發(fā)/i:/和/u:/的單詞學(xué)生還是能說(shuō)出一些，發(fā)/c/的單

詞學(xué)生容易和發(fā)/c:/的單詞混淆。

課題

modulelGettingtoknowyou

Let'smakeacake.

教學(xué)目標(biāo)

知識(shí)與技能：Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

?

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

usingthesimplepresenttensetoexpressopinions.

Usingmodalstomakerequests.

,please?

Usingimperativestogiveinstruetions.

過(guò)程與方法：

Identifykeywordsinanutterancebyrecognizingthestress.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態(tài)度與價(jià)值觀：做媽媽的小幫手

教學(xué)重點(diǎn)和難點(diǎn)

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

ThingsweneedformakingacakeWorkbook教學(xué)過(guò)程

備注

Pre-taskpreparation

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

a)sugar,salt

b)makephrases:howmuchsalt,muchsugar,somebutter,howm

anybottlesofjuice,aspoonofsalt,twobowlsofmiIk

c)Saythecharacteristicofuncountablenouns

d)Flour(同音)flower

T:?Isthecakesalty?

e)fridge,oven

T:NowletJ?

f)delicious

T:Look,'

:WhatdoesEric,smotherandBenneedtomaketheircake?

Post-taskactivity

SI;Whatdoweneed?

S2:Weneed

：Howtomakesandwichesandhamburges?

(1)Reviewthevocabulary.

(2)Readandfindoutwhattheyneed.

(3)Writethemissingwords.

(4)Dotherole-play.

(5)Therestoftheclasscheckanswers.

板書設(shè)計(jì)

Let'smakeacake.

Whatdoweneedforacake?

Weneed???

sugarsaltmilkeggsspoon

bowlflourbutter

ThatsmelIsgood./nice.

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)不可數(shù)名詞的組詞還是有點(diǎn)小問(wèn)題，要多加練習(xí)；學(xué)

生對(duì)編對(duì)話如何做三明治和漢堡，很有興致，比較貼近學(xué)生

的生活實(shí)際；一部分學(xué)生對(duì)第三人稱單數(shù)的用法不熟練，比

如看投影說(shuō)句子時(shí)總是漏加S或多加So

課題

moduleIGettingtoknowyou

Lookandsay

教學(xué)目標(biāo)

知識(shí)與技能

Usingthesimplepresenttensetoexpresssimpletruths.

'vegotsomewater.

Usingthesimplepresenttensetomakerequests.

Weneedsomescissors.

Usingconjunctionstolinkcontrastingideas.

butweneedsomepaints.

過(guò)程與方法

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態(tài)度與價(jià)值觀：學(xué)會(huì)有禮貌。教學(xué)重點(diǎn)和難點(diǎn)

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

Thinkover:Whatdoyouneedforartclass?WorkbookGrammarp

racticeBook

教學(xué)過(guò)程

備注

Pre-taskpreparation

:lamgoingtodrawapicture.(Takeoutsomepaper)Whathavel

got?

:Pleasethink:WhatelsedoIneedtodrawapicture?

While-taskprocedure

:Whatdoyouneedforartclass?Thenlet'

shavealookatthem....

,Alice,EddieandDannyaredoingaproject.

T:Whathavetheygot?

Whatdotheyneedtocompletethetask?

:WhathaveAliceandkittygot?

Whatdotheyneed?

WhathaveEddieandDannygot?

Whatdotheyneed?

dmakeashoppinglist.

yamendments.

:Whathaveyougot?Whatdoyouneed?Remindstudentstouseth

eword'and'tolinkupthelasttwoitems.

WhatdoyouneedforanEnglish/chinese/math/PEclass?What

doeshe/sheneedforanEnglish/Chinese/math/PEclass?

Post-taskactivity

Workbookpage7

fwhattheyneed.

consolidation

GrammarpracticeBookpage11

板書設(shè)計(jì)

We'vegot…butweneecb-

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)上課需要的東西非常清楚，也很樂(lè)意來(lái)編對(duì)話，就是

第三人稱單數(shù)的用法還是要加強(qiáng)練習(xí)，個(gè)別人會(huì)說(shuō)

Heneed..Sheneed…。特別是人稱變換時(shí)，Whatdoyouneed?

接下來(lái)指著這個(gè)學(xué)生問(wèn)其他學(xué)生Whatdoeshe/sheneed?學(xué)生

的回答特容易答錯(cuò)。

課題

modulelGettingtoknowyou

Anewuniformforkitty

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingconjunctionstolinkcontrastingideas.

Usingthepresentcontinuoustensetodescribeanactiontak

ingplaceatthetimeofspeaking.

Usingpredicativeadjectivestodescribeobjects.

過(guò)程與方法：Locatespecificinformationinashorttext.

Understandtheconnectionbetweenideasbyidentifyingsim

pielinkingwords.

情感、態(tài)度與價(jià)值觀：如何挑選自己喜歡的東西教學(xué)重

點(diǎn)和難點(diǎn)

Usingpredicativeadjetimeofspeaking.

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

GrammarPracticeBook教學(xué)過(guò)程

備注

Pre-taskpreparation

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,pleasemakeashortdialo

gue.

While-taskprocedure

:Lookandread.

:Haskittygotauniform?

Whydoeskittyneedanewuniform?

Wheredotheygo?

Whichuniformdoeskittywant?

Howmuchisit?

Isitdear?

DoesmrsLibuythatuniform?

WhichuniformdoesmrsLibuy?

Isitnice?

Isitshort?!sitdear?

:Workinpairstoworkoutthesentencesorallyandthenwrite

downthesentences.

Post-taskactivity

Workbookpage8

consolidation

GrammarPracticeBookpage12

板書設(shè)計(jì)

dear（同音）deerbuy（同音）byeby

cheapexpensive

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)買東西比較感興趣，特別是自己喜歡的東西，尤其在

買運(yùn)動(dòng)用品，我設(shè)置這個(gè)貼近學(xué)生生活實(shí)際的情境讓他們來(lái)

操練運(yùn)用英語(yǔ)，同時(shí)也培養(yǎng)了他們的生活經(jīng)驗(yàn)。

課題

module2me,myfamilyandfriends

Unitime(singandact)

教學(xué)目標(biāo)

知識(shí)與技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

過(guò)程與方法：

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided情感、態(tài)

度與價(jià)值觀：讓學(xué)生掌握正確的作息時(shí)間。

教學(xué)重點(diǎn)和難點(diǎn)

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

Bringaclockorawatch.教學(xué)過(guò)程

備注

Pre-taskpreparation

:washmyface,cleanmyteeth,gotoschool,eatmylunch,

:6:05/8:10/12:20

While-taskprocedure

“I"inthetwoparagraphs.

“washmyface"and"eatmylunch“inthetwoparagraphs.

afternoon.

:Iwash/clean/go/eat/ride/read?,,

He/Shewashes

/cleans/goes/eats/rides/reads…onthe

‘s'or'es'attheendofeachactionverb.

,singandact.

Post-taskactivity

Anewsong

consolidation

GrammarPracticeBook5Apage13

板書設(shè)計(jì)

module2me,myfamilyandfriends

Unitime

ThisisthewayI,??

wash…facedoone'shomework

clean…teethcomehome

eatbreakfasthavelunch(eatlunch)

gotoschoolinthemorning/afternoon/evening

作業(yè)布置

教學(xué)效果反饋

學(xué)生對(duì)學(xué)習(xí)英語(yǔ)歌曲很開(kāi)心，個(gè)別學(xué)生跟不上調(diào)；做猜時(shí)間

的游戲能激發(fā)他們的學(xué)習(xí)興趣；一部分學(xué)生對(duì)

intheafternoon/evening詞組中the的發(fā)音有點(diǎn)遺忘；

breakfast的發(fā)音不是很準(zhǔn)。

課題

module2me,myfamilyandfriends

Ben'sday

教學(xué)目標(biāo)

知識(shí)與技能

Usingthesimplepresenttensetodescribehabitualactions

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

過(guò)程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided

情感、態(tài)度與價(jià)值觀：讓學(xué)生掌握正確的作息時(shí)間。教

學(xué)重點(diǎn)和難點(diǎn)

Usingthesimplepresenttensetodescribehabitualactions

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

教學(xué)媒體

Tape,aclock課前學(xué)生準(zhǔn)備

WorkbookGrammarPracticeBook

教學(xué)過(guò)程

備注

Pre-taskpreparation

8:205:30在9:15

:Whattimedoyougetup?Toelicit:'

While-taskprocedure

:WhattimedoesBengetup?Toelicit:Hegetsupathalfpastsi

x.AskthestudentstotellyouwhenBendoestheactivitiesin

Lookandsay.

,whattimedoesBengotoschool?Hegoestoschoolatseveno'

clock.

Thinkandwrite.

ncesinThinkandwrite.

:HegetsupathalfpastsixbutIgetupatseveno,clock.etc.

'sday.

Post-taskactivity

Workbookpage9

consolidation

GrammarPracticeBook5Apage14

板書設(shè)計(jì)

Ben'sday

Whattimedoyougetup?Whattimedoes,,,getup?

Igetupatsixo,clock,(getup,gohome,watchtelevision,

Hegetsupatsixo,clock,gotobed)

作業(yè)布置

教學(xué)效果反饋

一小部分學(xué)生對(duì)一般現(xiàn)在時(shí)的第三人稱單數(shù)的用法比較混

亂，對(duì)幾個(gè)特殊動(dòng)詞的第三人稱單數(shù)的變法有點(diǎn)模糊。個(gè)別

孩子對(duì)單詞television的發(fā)音不是很準(zhǔn)。讓學(xué)生說(shuō)他們同

桌的一天時(shí)，一般現(xiàn)在時(shí)的第三人稱單數(shù)的表達(dá)方法出錯(cuò)很

多，以后要逐步操練，循序漸進(jìn)。

課題

module2nie,myfamilyandfriends

minandmog,snight

教學(xué)目標(biāo)

知識(shí)與技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

過(guò)程與方法：

Useappropriateintonationinquestionsandstatements

openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport情感、

態(tài)度與價(jià)值觀：了解貓的生活習(xí)性。

教學(xué)重點(diǎn)和難點(diǎn)

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

GrammarPracticeBookWorkbook

教學(xué)過(guò)程

備注

Pre-taskpreparation

a)T:Whatdoyoudoatseveno?clock?

b)T:Whattimedoyougetup?

c)T:Whattimedoeshegetup?...

While-taskprocedure

adsilently.

:Whattimedominandmoggetup?toelicit:Theygetupatseven

o，

clock:Whattimedotheygooutside?Whatdotheydo?toelicit

:Theygooutsideatnineo,clock

下午上午

morning:早上6點(diǎn)到11：59

afternoon:中午12：00到下午6：00

evening:下午6：00到9：00

night:下午9：00以后

'sday.

Post-taskactivity

Workbookpage10

consolidation

GrammarPracticeBook5Apage15

板書設(shè)計(jì)minandmog,snightnightatnight

chasechasemice

eatdinner

breakfast

作業(yè)布置

教學(xué)效果反饋一部分學(xué)生對(duì)早上、下午、傍晚和晚上的時(shí)間

段有點(diǎn)模糊。讓學(xué)生說(shuō)自己喜歡的動(dòng)物的一天時(shí)，很有興致,

積極性被調(diào)動(dòng)起來(lái)了。一般現(xiàn)在時(shí)的第三人稱單數(shù)的用法還

要加強(qiáng)，個(gè)別學(xué)生出錯(cuò)較多。

課題

module2me,myfamilyandfriends

Doasurvey

教學(xué)目標(biāo)

矢口識(shí)與技能：Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

過(guò)程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyputtingwordsinalogicalorder

情感、態(tài)度與價(jià)值觀：了解班中同學(xué)的作息時(shí)間。教學(xué)重點(diǎn)

和難點(diǎn)

Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

GrammarPracticeBook教學(xué)過(guò)程

備注

Pre-taskpreparation

nthelist.

While-taskprocedure

etedtheirsurvey.

upmembers,,threechiIdrengetupatsixo'

clock.onechiIdgetsupatsevenoJclock.

's/friend'sday

Post-taskactivity

missWang,sday

consolidation

GrammarPracticeBook5Apage16andl7.

oxfordEnglishPracticeandAssessmentSeries5Apart1,mod

ule2,Unit1.

板書設(shè)計(jì)Doasurvey

Whattimedoyougetupinthemorning?

Igetupathalfpastsixinthemorning.

Whattimedoes'^getupinthemorning?

He/Shegetsupathalfpastsixinthemorning.

作業(yè)布置

教學(xué)效果反饋大部分學(xué)生能掌握一般現(xiàn)在時(shí)，一部分學(xué)生表

達(dá)時(shí)第三人稱單數(shù)不熟練，學(xué)生在做調(diào)查匯總時(shí)比較有興

致，在設(shè)置的情景中讓學(xué)生運(yùn)用所學(xué)的知識(shí)去和同伴交流，

表達(dá)意思，體現(xiàn)了聽(tīng)說(shuō)領(lǐng)先讀寫跟上的原則，要求學(xué)生說(shuō)最

喜歡的老師或朋友的一天，培養(yǎng)了他們綜合運(yùn)用語(yǔ)言的能

力。

課題

module2me,myfamilyandfriends

Unit2Areyouhappy?

(Singandact)

教學(xué)目標(biāo)

矢口識(shí)與技能：Askingsimplequestionstoobtain'yes/No'

responses

Usingimperativestogiveinstruetions

過(guò)程與方法：

Identifykeywordsinanutterancebyrecognizethestress

Producesimplephrasesandsentencesinvolvingrepetition

orlists

Recognizeunfamiliarwordsinfamiliarcontexts

情感、態(tài)度與價(jià)值觀：表達(dá)自己高興時(shí)的各種表現(xiàn)。

教學(xué)重點(diǎn)和難點(diǎn)

Askingsimplequestionstoobtain'yes/No'responses

Usingimperativestogiveinstruetions

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

Listentothesong教學(xué)過(guò)程

備注

Pre-taskpreparation

'Simonsays',/openyourbook./:clap,nod,:shout,

,singandact.

Post-taskactivity

Anewsong

Encouragethemoreablestudentstosingthesongagainbyadd

ingmorecommands,/nose/ears,etc.

consolidation

板書設(shè)計(jì)Singandact

Areyouhappy?Doyouknowit?Don?tbeafraidtoshowit.

clapclapone,shands

wavewaveone?shand

nodnodone,shead

shakeshakeone,shead

be

afraid

show

shout

hooray

作業(yè)布置

教學(xué)效果反饋

這首歌曲的旋律很好聽(tīng)，歡快的節(jié)奏，使學(xué)生精神振奮，他

們很喜歡唱歌，可是Don'tbeafraidtoshowit.這個(gè)句子不

會(huì)唱，邊唱邊配以動(dòng)作，小部分學(xué)生速度跟不上。下面的單

詞和詞組掌握的不熟練。

clapclapone,shands

wavewaveone'shand

nodnodone,shead

shakeshakeone,shead

Don,tbeafraidto***..Don,tbe+形容詞的表達(dá)方式學(xué)生不

熟練。

課題

module2me,myfamilyandfriends

Sayandact

教學(xué)目標(biāo)

矢口識(shí)與技能：Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople

過(guò)程與方法：openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving

情感、態(tài)度與價(jià)值觀：表達(dá)人的各種感覺(jué)。教學(xué)重點(diǎn)和難點(diǎn)

Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

Workbook教學(xué)過(guò)程

備注

Pre-taskpreparation

:hungry,thirsty,full,happy,sad,angry,afraid,tiredan

dsickbyinvi

While-taskprocedure

,?toelicit:She,shungry.

softheothercharacters.

Howareyou(ishe/she)?Howdoyou(doeshe/she)feel?

Areyou…or…？Ishe/she…or…？

:Whatareyou(ishe/she)?Whatdoyou(doeshe/she)do?

Post-taskactivity

Workbookpage11

consolidation

GrammarPracticeBook5Apage18.

板書設(shè)計(jì)SayandactHowareyoutoday?Howdoyoufeeltoday?

I，，mhappy.

tired

sick

IsBentiredorsick?Heis…

作業(yè)布置

教學(xué)效果反饋大部分學(xué)生對(duì)

Howareyoutoday?Howdoyoufeeltoday?IsBentiredorsick?

的問(wèn)答比較熟練。、

對(duì)詢問(wèn)Whatareyou

(ishe/she)?Whatdoyou(doeshe/she)do?一部分學(xué)生遺忘

較多。以后要多注意復(fù)習(xí)要有系統(tǒng)性。

課題

module2me,myfamilyandfriends

Readandwrite

教學(xué)目標(biāo)

知識(shí)與技能：

Usingthesimplepresenttensetoexpresssimpletruths

Using'wh~'

questionstofindoutvariouskindsofspecificinformation

aboutaperson

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

Askingsimplequestionstoobtain'yes/No'responses

Usingconjunctionstolinkcontrastingideas

Usingthedefinitearticletorefertoaspecificobject

過(guò)程與方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttextinresponsetoqu

estions

情感、態(tài)度與價(jià)值觀：表達(dá)個(gè)人的喜好。教學(xué)重點(diǎn)和難點(diǎn)

Usingthesimplepresenttensetoexpresssimpletruths

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

教學(xué)媒體

Tape課前學(xué)生準(zhǔn)備

GrammarPracticeBookWorkbook

教學(xué)過(guò)程

備注

Pre-taskpreparation

:I'?Thelongone?Theshortone?toelicitiThe^'one.

While-taskprocedure

:Readandwritesi1ent1y.

:Whatdoeskittywantforherbirthday?Whatcolourisit?toe

licit:

:Whichbagdoes,,,want?toelicit:He/Shewants,>,

,Does…1ikethe…one?toelicit:He/Shedoesn'

tlikethe…onebuthe/shelikesthe…，he/shelikesthe…on

e.

hedialogues.

shoptobuythegiftwithyourparents.

Theseredpensareforme.

Theboxesonthedeskarenice.

Thatgreenladyisoverthere.

Theladyoverthereistall.

Post-taskactivity

Workbookpagel2

consolidation

GrammarPracticeBook5A,page19

板書設(shè)計(jì)Readandwrite

birthday

thegreenone

Ilikethegreenonebutldon,tliketheredone.

kittylikesthegreenonebutshedoesn,tlikethepinkone.

作業(yè)布置

教學(xué)效果反饋?zhàn)寣W(xué)生說(shuō)自己的生日需要的禮物時(shí)很開(kāi)心，尤

其是去商店購(gòu)買時(shí)討價(jià)還價(jià)

培養(yǎng)了他們綜合運(yùn)用語(yǔ)言的能力。

一部分學(xué)生對(duì)以下習(xí)題掌握的不透徹。以后要多加指導(dǎo)練

習(xí)。

Theseredpensareforme.

Theboxesonthedeskarenice.

Thatgreenladyisoverthere.

Theladyoverthereistall.

課題

module2me,myfamilyandfriends

Intherestaurant

教學(xué)目標(biāo)

知識(shí)與技能:Usingnounstoidentifyobjects

Asking'-wh°

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

Usingconjunctionstolinkcontrastingideas

過(guò)程與方法：

Locatespecificinformationinresponsetosimplequestion

s

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttext

情感、態(tài)度與價(jià)值觀：表達(dá)個(gè)人的喜好。教學(xué)重點(diǎn)和難點(diǎn)

Asking'_wh'

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

教學(xué)媒體

Tapemultimedia課前學(xué)生準(zhǔn)備

WorkbookGrammarPracticeBook

教學(xué)過(guò)程

備注

Pre-taskpreparation

:sausages,carrots,:Doyoulike…？toelicit:yes,Ido./No

,Idon,

While-taskprocedure

:meatandfish,Vegetables,Riceandnoodles,Fruit,:desse

rtsbypointingtothepicturesofcakes,applespiesandice-

cream.

ups.

:Readandact,Studentslisten.

esnotlike