上海沪教牛津版五年级英语上册全册教案.docx
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上海沪教牛津版五年级英语上册全册教案.docx
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上海沪教牛津版五年级英语上册全册教案
上海沪教牛津版五年级英语上册全册教案
Module1.Gettingtoknowyou
Unit1.CanIdothis?
Teaching-aims:
P2
1.Usingtheintroductory“there”toexpressfactse.g.There’stheredman.
2.Usingimperativestogiveinstructionse.g.Cross!
Go!
3.Usingimperativestoexpressprohibitionse.g.Don’tcrosstheroad.
4.Usingnounstoidentifyobjectse.g.Thetrafficelight’sred.
Focusanddifficulty:
1.Useappropriaeintonationinquestionsandstatements.
2.Toexpressmoreimperarivesaboutthetraffic.
Teachingprocedures:
Teacher’sActivities
Student’sActivities
Method
Time
Aid
Pre-taskpreparation:
A.Talkfreely
B.Usingimperativestomake
thesentences
While-taskprocedure:
A.trafficelights
1.Ask:
Whatcanyouseeonthe
road?
2.Toelicit:
trafficlights
3..Askthestudentstodrawthe
lightsandcolourthem.
4.Doactions
B.stopwaitgo
1.Ask:
Youseetheredtrafficlight,whatdoyoudo?
(presenttheothertwowordsusingthesameway)
2.Toelicit:
stopwaitgo
3.Quickresponse
4.Askthemtoworkinpairs.
C.There’sthe(green)man.
Cross!
Don’tcross.
1.Invitetwostudentstodrawtwomen.Oneisred.Theotherisgreen.
A:
Askandansweraboutthedailylife.
B:
Makesentences.
*Don’tclimbthetrees.etc.
1.Discuessandanswer.
2.Learnthewords.
3.Drawandcolourthelights
4.Lookandresponse.
*Thetrafficlightisred.etc.
1.sayandshowthebodylanguage.
2.Learnthewords
3.Listenandresponse
4.Workinpairs:
S1:
Jack,weareonWande
Road.Look,thetraffic
lightisyellow.
S2:
Wait.
1.Drawandcolour.
2.Toelicit:
theredmanandthe
greenman.
3.Youseethered/greenman,whatdoyoudo?
4.Toelicit:
Crosstheroad.
Don’tcrosstheroad.
5.Playagame:
Helpablindtocrosstheroad.
Post-taskactivities
1.Playthecassettetwice.
2.Askthemtoactoutthedialogue.
3.Playagame:
Atrain
4.PCP1
5.Doyouknowifwewalkorcrosstheroad,whereweshouldwalkandcanyoumakemorephraseswith“cross”?
6.Saytherulesabouttheroadsafty.
2.Learnandsay
3.Trytosay.
4.Learnandsay.
5.S1:
I’mablind.Canyouhelpme?
Ss:
Yes.
S2:
There’stheredman.
Ss:
Don’tcrosstheroad.
1.Listenandrepeat.
2.Actoutthedialoguewithyoufriend.
3.Playagame.
4.Dotheexercises
5.Trytosay:
*pavement
zebracrossing
Cross______Road.
Crosstheriver/sea.
6.Thinkandmakethemoresentences.
BoardDesign:
Feedback
这课是关于交通灯的,内容应该还是比较简单的,但是学生的比较薄弱,反馈的效果不好,连trafficlight的读音都有问题,让我觉得有些没底了。
Module1.Gettingtoknowyou
Unit1.CanIdothis?
Teaching-aims:
P3
1.Usingmodalstoaskforpermission.e.g.CanIgoout,Mum?
2.Usingformulaicexpressiontoreplytorequestse.g.Hereyouare.
Focusanddifficulty:
1.Usingappropriateintonationinquestionsandstatements.
2.Accordingtothepicturesortheinformation,expressthesentences,including
______can__________.CanI_______?
Yes/no.
Teachingprocedures:
Teacher’sActivities
Student’sActivities
Method
Time
Aid
Pre-taskpreparation:
A.Saysth.abouttheroadsafety.
Makedialogues.
B.Revision
1.Makesomephrases.
2.Review:
Can…
Yes/no.
While-taskprocedure:
A.Havesome/a…
1.T:
Areyouhungry/thirsty?
Toelicit:
havesome/a…
2.T:
I’mhungry/thirsty.
3..Practisebythemselves.
B.It’sraining.
1.Drawthepicturetoelicitthesentence.
2.Response:
T:
Look,it’sraining.
C.It’sdinnertime.
1.Presentation
T:
Oh,it’stwelve.
It’sdinnertime.(Doaction)
2.Usingmodalstomakethesentences.
3.Workinpairs
A.Saythesentencesthey’velearnt.
WorkinpairsonP2
1.S:
goout,watchTVetc.
2..Expressthesentences:
Canyou/he/she/I…
(parkrules,trafficrules…)
1.Sayandlearn
2.Makephrases“have…”
3.Workinpairs.
S1:
Oh,it’shot.
S2:
Pleasehavesometea.
1.Learnthesentence.
2.Ss:
Takeanumbrella.
Wecan’tgoout.
Puttheraincoat.
1.Learnandsay.
2.Ss:
It’sseveno,clock.
It’sschooltime.
3.Askandanswer:
S1:
What’syourdinnertime?
S2:
At__________.
D.Playthecassette.Studentsfollowintheirbooks.
E.Practice
1.Readandplaytherole
2.TalkbyTandSs
(P1)T:
CanBengoout?
3.Askthestudentstogivethemoreanswersaccordingtothefourpicture.
Post-taskactivities
1.Asksomequestion.
CanIcrosstheroad?
CanIplaythedrum?
CanIgoout?
CanIhavesomecakes?
2.PCP2
3.WbP1
D.Listenandrepeat.
1.Read“Lookandsay”,thenactoutitinpairs.
2.Answer:
No,hecan’t.it’sraining.
(Studentsdotherest)
3.Thinkandtrytosay:
(P4)CanIwatchTV?
-----Yes,youcan.
-----No,youcan’t.
It’sbedtime.
-----No,youcan’t.
Doyourhomework
1.Givethedifficultanswers.
Yes,youcan.
No,youcan’t.(Why)
2.Dotheexercises
BoardDesign:
Feedback
看似简单的一课,其实是一种表示请求的用法,学生在some和any间出现了混淆,我在课上加强了指导,但收效不是很大,尤其在练习的环节上,出现的问题更多,看来以后还是要加强指导。
Module1.Gettingtoknowyou
Unit1.CanIdothis?
Teaching-aims:
P4
1.Usingimperativestogiveinstructionse.g.Gooutthisway.
2.Usingimperativestoexpressprohibitionse.g.Don’tsmoke.
3.Usingthepresentcontinuoustensetodescribeanactione.g.Theyaregoingout.
4.Using“Wh”questionstofindoutvariouskindsofspecificimformationabouttheobject.
e.g.whichsignmeans…?
Focusanddifficulty:
1.Beabletoidentifythesigns
2.Using“Whichsignmeans…”tofindouttheimformation
Teachingprocedures:
Teacher’sActivities
Student’sActivities
Method
Time
Aid
Pre-taskpreparation:
A.Saysomerhymes.
B.Revision:
Showsomesigns,usingimperativestoexpressprohibition.
While-taskprocedure:
A.undergroungstation
1.Showthesignoftheunder-
groundstation.,toelicitit.
2.Tellsomeundergroundstationstheyknow.
3.Showtheslideofpicture1.
Ask:
*Wherearetheygoing?
*Whichsignmeans“Zhong
shanParkunderground”?
Toelicit:
Thisone.
B.Theyarewaitingforthetrain.
1.Showtheslidetoelicitit.
Ask:
Whataretheydoing?
2.Playaguessinggame.
C.Teach“Picture3”
1.Askstudentstoaskthequestionsaccordingtothepicture.
Toelicit:
smoke
A.PopEnglish.
B.Say“Don’t…”accrodingtothesigns.
1.Learnandsay.
2.Saytheundergroundstations.
______undergroundstation
3.Answerthequestions.
Learnandimitate.
2.S1:
Doaction.
S2:
(Guess)Areyouwaitingforthe(bus).
1.Makethequestions:
*Wherearethey?
*Whataretheydoing?
*Aretheyeatingordrinking?
*Aretheysmoking?
2.Ask:
*Whichsignmeans“Don’teatordrink/Don’tsmoke”?
*Wherecanyouseethesigns?
D.Practice
1.Playthecassette.
2.Askthemtoretellthetext.
3.Stickthesignsontheboard.
Askthemworkinpairs.
Post-taskactivities
1.PCP3
2.WBP2
2.Answerthequestions.
1.Listenandrepeat.
2.Lookattheslideandtalkaboutthem.
3.Workinpairs
S1:
Whichsign…
S2:
(Pointandsay)Thisone.
1.Dotheexercises.
BoardDesign:
Feedback
这是本Unit难度最大的一课,在教学过程中,发现学生的朗读都存在很大的问题,这是与生活相关的一课。
但是,有的东西与我们实际还存在着一定的差异,所以,我又加强了人文方面的熏陶。
Module1.Gettingtoknowyou
Unit1.CanIdothis?
Teaching-aims:
P5
1.Usingimperativestoexpressprohibitionse.g.Don’tmakeanoise.
2.Usingformulaicexpressionstoexpressapologiese.g.I’msorry,MissFang.
Focusanddifficulty:
1.Useappropriateintonationinstatements
2.Learnerstalkaboutcommonschoolprohibitions
Teachingprocedures:
Teacher’sActivities
Student’sActivities
Method
Time
Aid
Pre-taskpreparation:
A.Revision:
Askstudentstosaywhattheyshouldnotdointhepark/school/
library/playground/road.
While-taskprocedure:
A.Playthecassette.
B.Askthestudentstolookatthesignsin“Readandwrite”.Matchthesignswiththe
picture.
C.Workingroups.Refertothepicturein“Readandwrite”andpractiseactingastorysimilartotheonein“Sayandact”.
D.Chooseasigntoactastory.
A.Using“Don’t…”toexpressprohibitionsineachplace.
A.Listenandrepeat.
B.Lookandmatchthesignsandpictures.
C.Discussandplaytheroles.
D.Actoutthestorytheymade.
BoardDesign:
Feedback
Module1.Gettingtoknowyou
Unit2.ThisiswhatIwant
Teachingaims:
P6
1.Asking“Wh-“questionstofindoutspecificinformatione.g.Whatdoyouwant,Alice?
2.Usingthesimplepresenttensetomakerequestse.g.Iwantsomepaper,please.
3.Usingformulaicexpressionstoreplytorequestse.g.Here’ssomepaper.
Focusanddifficulty:
3.Learnerspractiseaskingforitemsintheclassroom.
4.Hereis/are…(Payattentiontotheuncountablenoun)
Teachingprocedures:
Teacher’sActivities
Student’sActivities
Method
Time
Aid
Pre-taskpreparation:
A.DailyTalk
B.Reviewstationeryitems.
Don’trepeat.
While-taskprocedure:
A.Whatdoyouwant?
I/Wewant…
1.Makethesituationstoelicitthe
sentences.E.g.
T:
Ifyouarehungry/thirsty,whatdoyouwant?
2.Usingthesentencestopractise.
5.Workinpairs.
B.Here’s/are…
Thankyouverymuch.
1.Maketheconversationtoelicitthesentences.
2.PractisebyTandSs----Ss
C.Teach:
gluetapescissors
1.Showtheobjectstoelicitthem.
2.Touchandguess:
Whatisit?
3.Usingthesentencesthey’vejustlearttopractisethewords.
A:
Askandanswerbythestudents.
B:
Saytheclassroomobjects.
1.Learnandsay.
Answer:
Iwant…
Wewant…
2.Askandanswerfreely
3.S1:
Ihaveanappleandanorange,whatdoyouwant?
S2:
Iwant…
1.learnandsay.
2.S1:
Iwantsomepaper.
S2:
Hereissomepaper.
S1:
Thankyouverymuch.
1.learn,spellandsay.
2.Touchtheobjectsandguess.
3.S
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