小学五年级牛津英语教案5.docx
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小学五年级牛津英语教案5.docx
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小学五年级牛津英语教案5
OxfordEnglish5BModule2
Unit1
TheFirstTeachingPlan
Teachingaims:
1.Basicaims:
(1)Usingthesimplepresenttensetoexpresssimpletruthse.g.Iworkinazoo.
(2)Usingimperativestogiveinstructions.e.g.Openthegates.
(3)Usingprepositionalphrasestoindicatetime.e.g.Atsixo’clock,MrTangopensthegates.
2.Developingaims:
Usingthesimplepresenttensetoexpresssimpletruths
3.Emotionalaims:
Tolovestudyandstudyhard.
Importantpoint:
Toexpresssimpletruths.
Difficultpoint:
Usingprepositionalphrasestoindicatetime.
Teachingaids:
cassette,player,somepictures,asmallblackboard.
Teachingprocess:
一、Pre-taskpreparation:
1.Reviewknownanimalvocabulary
(showthepictures)Pointtoeachofthepicturesofanimalsandinvitedifferentstudentstonametheanimals.
2.(showthepictureofaman)T:
Who’she?
S:
He’sazoo-keeper.
T:
Yes,he’sMrTang.He’sazoo-keeper.Heworksinazoo.
3.Readthewords:
workworks
二、While-taskprocedure:
1.T:
WhatdoesMrTangdoinazoo?
Listentothetape.
2.Listenagainandrepeat.
3.(hangasmallblackboard)Readthetimetableandlearnthewords:
gate,cage,kilos,50kilosofhay.
4.AskquestionsaboutthetimewhenMrTangdoesthingsinthezoo.
e.g.T:
WhattimedoesMrTangopenthegates?
S:
Heopensthegatesatsixo’clock.
(payattentiontotheword:
opens)
5.Learnthetime:
twentytonine.
6.Askquestionsaboutthefood.
e.g.T:
WhatdoesMrTangeat?
S:
Heeatsnoodlesandchicken.
T:
Whatdothetigerseat?
S:
Theyeatmeat.
T:
Howmuch?
S:
10kilosoffruit.
7.Workinginpairs,thestudentsaskandanswertheotherquestionsofanimals.
三、Post-taskactivity.
UsingthecompletedtaskandthetimetableonPage22oftheStudent’sBookinvitedifferentstudentstotalkaboutwhatMrTangdoesinthemorningatthezoo.
e.g.T:
MrTangisazoo-keeper.Heworksinazoo.ThencanyoutellwhenMrTangopenthegatesandcleanthecages?
S:
Atsixo’clock,MrTangopensthegates.Athalfpastsix,hecleansthecages.
四、Homework.
1.Talkaboutyourdailylifewithyourdeskmate.
2.Writesomesentencesaboutzoo-keeper’sdailylife.
板书设计
Lookandread
Workworksgatecage
Kilos50kilosofhay
Twentytonine
TheSecondTeachingPlan
Teachingaims:
1.Basicaims:
(1)Ask‘Wh-’and‘How’questionstofindoutquantity.
e.g.Howmuchhaydotheyeat?
(2)Ask‘Wh-’and‘How’questionstofindoutspecificinformation.e.g.Whatdotheelephantseat?
(3)Ask‘Wh-and‘How’questionstofindouttime.
e.g.Whattimedoyoufeedtheelephants?
2.Developingaims:
Howtoaskthequestionwhiletalkingaboutthefood
3.Emotionaims:
Toknowtheanimalsandtolovethem.
Importantpoint:
(1)Ask‘Wh-’and‘How’questiontofindoutquantity.
(2)Ask‘Wh-’and‘How’questionstofindoutspecificinformation.
Teachingaids:
cassette,player,somepictures,aslide.
Teachingprocess:
Pre-taskpreparation:
1.Review:
feed—feedsopen—opens
eat—eatshave—has
clean—cleanswork—works
2.Dailytalk:
T:
Whattimedoyougetup?
Whattimedoeshegetup?
Whendoyoueatyourbreakfast?
Whendoesheeathisbreakfast?
3.Saysomethingaboutazoo-keeper.
e.g.S:
I’mazoo-keeper.Iworkinazoo.Ifeedtheanimals.Atsixo’clock,Iopenthegates.Athalfpastsix,Icleanthecages.Iliketheanimals.
4.Asksomequestionsaboutthezoo-keeper.
e.g.Whattimedoyouopenthegates?
While-taskprocedure:
1.Lookatthetimetable(P22)
T:
Whatdothetigerseat?
S:
Theyeatmeat.
T:
Howmuchmeatdotheyeat?
S:
Theyeat10kilosofmeat.
Writedownthesentences:
Howmuchmeatdotheyeat?
Theyeat10kilosofmeat.
2.Workinginpairs.
3.(showsomepictures)T:
Look,thisisMrTang.He’sazoo-keeper.
ThisisBenandkitty.TheyaskMrTangSomequestions.
4.Listentothetapeandrepeat.
5.Listenagainthenlookattheirbooksandreadthesentences.
6.Actoutthisdialogue.
Post-taskactivities:
1.LookattheslideofP23.(Askandanswer)
T:
WhattimedoesMrTangfeedthemonkeys?
S:
Hefeedsthemateighto’clock.
T:
Whatdothemonkeyseat?
S:
Theyeatfruit.
T:
Howmuchfruitdotheyeat?
S:
Theyeat10kilosoffruit.
2.Theteacherfillsintheblanks.
3.Workinginpairs,thestudentsaskandanswersimilarquestionstocompletetheothertwocards.
Homework:
1.Readthedialogue
2.Makeadialogueaccordingtothetext.
板书设计
Sayandact
Howmuchmeatdotheyeat?
Theyeat10kilosofmeat.
一上课就让学生见到活泼可爱的动物,增加了课堂气氛,同时又为下面作了充分准备。
用问题引出将要听的内容一是给学生听的要求,二是帮助学生更好地理解内容。
这些问题的操练是为下一节课的学习作好铺垫。
第三人称来复述动物管理员的一天工作,这是在第一、二人称的基础上增加了难度,它既扩充了新知识,也做到难点反复出现,牢固掌握知识的效果。
复习动词的两种形式,为后面的教学做铺垫。
既是复习上一节课的内容,又顺势提出问题,为下面的新授搭好桥梁。
新旧知识不断加以巩固理解,直至灵活运用。
教师在让学生做一活动之前,让学生充分了解活动的要求及所要达到的程度。
TheThirdTeachingPlan
Teachingaims:
1.Basicaims:
(1)Usingimperativestogiveinstructions.e.g.GotoYananRoad.
(2)Usingprepositionstoindicateposition.e.g.left
(3)Usingprepositionstoindicatedirectione.g.Goupthesteps.
2.Developingaims:
Howtosaythefelicitoussentenceswhilesomebodyaskingyoutheway.
3.Emotionalaims:
培养学生热心帮助人的习惯。
Importantpoits:
1.Usingprepositionstoindicatepositione.g.left
2.Usingprepositionstoindicatedirectione.g.Goupthesteps
Difficultpoint:
Howtosaythefelicitoussentenceswhilesomebodyaskingyoutheway.
Teachingaids:
cassette,player,twomaps,oneslide
Teachingprocess:
Pre-taskpreparation:
1.Listentoasong“Pengoin’sgame”
2.T:
Whichworddoyouhear?
S:
Left,right.
3.Learnthewords:
left,right
4.Thestudentsstandup,thendotheactions.
5.Onestudentsaysthewords,theothersdotheactions.
6.Theteacherdoestheactions,thensaytothestudents“down,up”
7.Learnthewords,thentheboyssaythewords“down,up”thegirlsdotheactions.
8.Learn:
along.Drawapictureontheboardandsaythemeaning.
9.Readthefivewords.
10.Saytherhyme
Left,leftright,rightup,downandalong
Left,leftright,rightgoupandgodown.
While-taskprocedure:
1.(hangthemap)T:
Look,thisisGongnongRoad.YougotoGongnongRoad.Myschoolisontheright.
2.Learnthephrases:
ontherightontheleft
3.T:
Where’sthesupermarket?
Isitontheright?
S:
It’sontheleft.
T:
Youcansay“GotoGongnongRoad.Thesupermarketisontheleft.
4.Workinginpairs.
5.(hanganothermap)T:
ThisisRenminRoad.Ifyoudon’tknowhowtogettothebank,hospital.Pleaseaskyourdeskmate.
6.Inviteagrouptoactouttheplay.
7.T:
Where’sDongfangCinema?
Howdoyougettothecinema?
S:
…
T:
GotoRenminRoad.WalkalongRenminRoad.Crossaroad.Thecinemaisontheright.
8.Learnthephrases:
walkalong,crosstheroad.
9.Sayagain,thestudentsrepeat.
10.Encouragethestudentstosaythem.
11.Lookattheslide(P24)
Readthewords:
YananRoad,RainbowHotel,HolidayHotel,MoonPark,tourist.
12.Listentothetapeandrepeat.
13.Workinginpairs,asonestudentisgivingthedirections,theotherstudentistracinginpenciltheroutetoMoonPark.
Post-taskactivities:
1.Thestudentsaskandanswerquestionaboutplacesonthemap.
2.Nowlistening:
(1)ListentothetapetwiceandtraceMouseKiki’sdirectionsinpencilonthemapandtomarkwherethecheeseis.
(2)Showthestudent’smap.
Homework:
1.Displaythestreetplanoftheareanearyourschoolandsayaboutyourschool.
2.Drawaparrot.(standing,flying,sitting,eating,ortalking)
节奏欢快的歌曲让学生身心愉快,很快进入学习状态。
配上动作,让学生能更好地理解意思并牢固掌握。
教师把单词编成儿歌,使学生在轻松的气氛中快速记住这些单词。
很长的一段话分成两节来教学,易于中下学生的学习,也为下面的学习酝酿良好的学习兴趣。
为了避免单一的操练方式,教师让学生在纸上根据另一学生所说的画出来,培养了学生的操作能力。
边听边画图,充分体现了培养学生创造和想象思维能力的原则。
TheFourthTeachingPlan
Teachingaims:
1.Basicaims:
(1)Usingimperativestogiveinstructionse.g.Godownthesteps.
(2)Asking‘Wh’questionstofindoutvariouskindsofspecificinformationabout
anobject.e.g.Whatisitdoing?
(3)Usingadjectivestodescribeanimals.e.g.Theredparrot
2.Developingaims:
Howtosaythefelicitoussentenceswhilesomebodyaskingyouthewayorfindingtheanimals.
3.Emotionalaims:
TOloveanimals.
Importantpoints:
1.Usingimperativestogiveinstructions.
2.Usingadjectivestodescribeanimals.
Difficultpoint:
Howtosaythefelicitoussentenceswhilesomebodyaskingyouthewayorfindingtheanimals.
Teachingaids:
cassette,player,twoslides,apicture.
Teachingprocess:
Pre-taskpreparation:
1.Saytherhyme:
Left,leftright,rightup,downandalong
Left,leftright,rightgoupandgodown.
2.Lookattheslide(P24).Workinginpairs,thestudentstaketurnstoaskandanswerquestionsaboutthemap.
e.g.S:
WhereistheHolidayHotel?
S:
GoalongYananRoad.TheHolidayHotelisontheright.
3.Lookattheslide(P25)
T:
Wherearetheelephants?
S:
GotoZooRoad.Theelephantsareontheleft.
4.T:
Ifyouarehere.Yougodownthesteps.Crosstheroad.Walkupthesteps.Theelephantsareontheleft.
5.Learnthesentences:
Godownthesteps.Walkupthesteps.
6.Workinginpairs,thestudentsaskandanswertheparrotsorbirds.
7.Listentothetapeandrepeat.
8.Thestudentsreadthedialogue.
While-taskprocedure:
1.Thestudentstakeouttheirparrots.
2.Practicethedialogue
e.g.T:
Lookatmyparrot.It’sredandblue.
S:
Whatisitdoing?
T:
It’sstanding.
3.Workinginpairs.
4.(hangapictureofabigtree).There’saparrotonthebranch.
5.T:
Look,there’saparrotonthebranch.(Thenthestudentsreadtheword:
branch.)
6.Putthestudents’parrotsonthepicturethenaskandanswer.
e.g.S1:
Where’stheredandyellowparrot?
S2:
It’sonthebranch.
Post-taskac
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