牛津版五年级英语上全册教案　

牛津版五年级英语上全册教案

莲山课

件

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课题

moduleIGettingtoknowyou

Unitlcanldothis?

教学目标

矢口识与技能：Usingtheintroductory'there

toexpressfacts.

'stheredman.

Usingimperativestogiveinstruetions.

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。

教学重点和难点

Usingimperativestogiveinstruetions.

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.

:trafficjamtrafficaccident

Post-taskactivity

Workbookpage1

consolidation

GrammarpracticeBook5Apage1

板书设计

modulelGettingtoknowyou

Unitlcanldothis?

streetinthestreet

roadontheroad

trafficlighttrafficjamtrafficaccident

crossDon?tcross!

theredmanthegreenman

作业布置

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

modulelGettingtoknowyou

Athome

教学目标

矢口识与技能：Usingmodalstoaskforpermission.

,mum?

Usingformulaicexpressionstoreplytorequests.

过程与方法：

Recognizedifferencesintheuseofintonationtodifferent

iatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationtowritingwhen

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: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

板书设计

Athomegooutwatchtelevisionhavesome,**

canl/we…？yes,youcan.

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

modulelGettingtoknowyou

ontheunderground

教学目标

知识与技能：

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

过程与方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

Locatespecificinformationinashorttextinresponsetoqu

estions.

Identifymainideasfromatextwithteachersupport.

情感、态度与价值观：要文明乘坐地铁。

教学重点和难点

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

教学媒体

Tapemultimedia课前学生准备

collectdifferentkindsofvehiclesworkbook教学过程

备注

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。

课题

moduleIGettingtoknowyou

Atschool

教学目标

矢口识与技能：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

(Stickthesignsontheboard.)

While-taskprocedure

:Don'tmakeanoise.

:Sayandact.

:matchthesignswiththepictures.

'sclimbingthetrees,Pleasedon'tclimbthetrees,youcan,

tclimbthetrees.

consolidation

GrammarPracticeBookpage3

板书设计

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

--Don,t….

--1'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。

课题

modulelGettingtoknowyou

Unit2ThisiswhatIwant

(Theartclass)

教学目标

知识与技能：Asking'wh-'

questionstofindoutspecificinformation.

,Alice?

Usingthesimplepresenttensetomakerequests.

,please.

Usingformulaicexpressionstoexpressthanks.

过程与方法：

Developwrittentextsbyputtingwordsinalogicalordertom

akemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

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

While-taskprocedure

:tape,apairofscissors,knife

:Whatdoyouwant?

:Sayandact.

:WhatdoesAlicewant?

WhatdoEddieandDannywant?

:knife——knives

：(',)Whatismissing?

:Whatdoyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

consolidation

GrammarPracticeBookpage4

板书设计

Theartclass

wantlwant***

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

modulelGettingtoknowyou

AtmcDonald,s

教学目标

知识与技能：Asking'wh-'

questionstofindoutspecificinformation.

?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

过程与方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions.

openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationtoquesti

ons.

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.

Ask:DoyouliketogotomcDonaldJs?

Whatdoyouliketoeat?

Doyoulike?

While-taskprocedure

Whatdoyouwant?

:Frenchfries,Bigmac,mcchicken

Asktheotherstudents:Whatdoes--want?

oup.

goingtoorderfortheschoolpicnic.

od,

:inkFcinrestaurant

Post-taskactivity

WorkbookP4

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/asmalIcoke关于coke是可数名词的用法学生有

点混淆。

课题

modulelGettingtoknowyou

Apicnic

教学目标

知识与技能：

Usingthesimplepresenttensetoexpresssimpletruths.

'mhungry./I,vegotsome--

Asking'wh-'questionstofindoutspecificinformation.

?

过程与方法：openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationinrespon

setoquestions.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

备注

Pre-taskpreparation

':Whathaveyougot?

While-taskprocedure

A:Whathavewegot?

B:I've/We'vegot

:Whathasgot?

:Whathavetheygot?

:Apicnic.

Whathaveyougot?

Whathavetheygot?

Post-taskactivity

makesomedialogues.

consolidation

GrammarPracticeBookpage6

板书设计

Apicnic

food（复数）/haveapicnic

Whathaveyougot?!Jvegot…

We'vegot…

Whathashegot?He?sgot…

作业布置

教学效果反馈

Whathaveyougot?!Jvegot…We'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,myfathersgotacar.这里的‘s的

意思个别学生会混淆。

课题

modulelGettingtoknowyou

Sayandact

教学目标

知识与技能：Using'wh-

questionstofindoutspecificinformation.

?

Usingmodalstomakerequests.

,please?

Usingformulaicexpressionstoreplytorequests.

Usingnounstoidentifyobjects.

,vegetables

过程与方法：Identifymainideas.

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?

heywant.

:eg,Whatcanldoforyou?canlhelpyou?canlhavesome…，

please?

Nowlisten.

Post-taskactivity

Workbookpage5

consolidation

GrammarPracticeBookpage7andpage9

板书设计

rice,（复数）_/—

noodles,vegetables

.canlhavesome,please??canlhelpyou?

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

Whatcanldoforyou?canlhelpyou?来问，

canlhavesome…，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

modulelGettingtoknowyou

Unit3ThisiswhatIneed.

教学目标

矢口识与技能：Usingnounstoidentifyobjects.

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

usingattributiveadjectivestodescribeobjects.

过程与方法：

Locatespecificinformationinresponsetoquestion.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、态度与价值观：/

教学重点和难点

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

教学媒体

Tapemultimedia课前学生准备

Alist-thingsforschoolGrammarPracticeBook教学过

程

备注

Pre-taskpreparation

:Whatdoyouwantforschool?

:uniforms,shoesandsocksusingwordandpicturecards.

:anorangeauniformano1duniformanorangeuniformapairof

socksapairofshoesapairofglasses

While-taskprocedure

:Whatdoyouneedforschool?Sayaftertheteacherandtrytoa

nswer.

:Whatdoeskittyneedforschool?

9

Post-taskactivity

iWhatdoesAneedfor^^WhatdoA&Bneedfor***

Whatdotheyneedfor…？

consolidation

GrammarPracticeBookP10

板书设计

Unit3ThisiswhatIneed.

needlneed…

Idon,tneed…

Whatdoyouneedforschool?

Ineed…(shoessocksuniform)

作业布置

教学效果反馈

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

modulelGettingtoknowyou

Let'smakeacake.

教学目标

知识与技能：Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

?

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

usingthesimplepresenttensetoexpressopinions.

Usingmodalstomakerequests.

,please?

Usingimperativestogiveinstruetions.

过程与方法：

Identifykeywordsinanutterancebyrecognizingthestress.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、态度与价值观：做妈妈的小帮手

教学重点和难点

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

教学媒体

Tapemultimedia课前学生准备

ThingsweneedformakingacakeWorkbook教学过程

备注

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.

板书设计

Let'smakeacake.

Whatdoweneedforacake?

Weneed•••

sugarsaltmilkeggsspoon

bowlflourbutter

ThatsmelIsgood./nice.

作业布置

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So

课题

moduleIGettingtoknowyou

Lookandsay

教学目标

知识与技能

Usingthesimplepresenttensetoexpresssimpletruths.

'vegotsomewater.

Usingthesimplepresenttensetomakerequests.

Weneedsomescissors.

Usingconjunctionstolinkcontrastingideas.

butweneedsomepaints.

过程与方法

Usemodeledphrasesandsentencestocommunicatewithteach

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?WorkbookGrammarp

racticeBook

教学过程

备注

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

板书设计

We'vegot…butweneecb-

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

modulelGettingtoknowyou

Anewuniformforkitty

教学目标

矢口识与技能：Usingconjunctionstolinkcontrastingideas.

Usingthepresentcontinuoustensetodescribeanactiontak

ingplaceatthetimeofspeaking.

Usingpredicativeadjectivestodescribeobjects.

过程与方法：Locatespecificinformationinashorttext.

Understandtheconnectionbetweenideasbyidentifyingsim

pielinkingwords.

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

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

板书设计

dear（同音）deerbuy（同音）byeby

cheapexpensive

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

Unitime(singandact)

教学目标

知识与技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

过程与方法：

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided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.

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

板书设计

module2me,myfamilyandfriends

Unitime

ThisisthewayI,••

wash…facedoone'shomework

clean…teethcomehome

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

intheafternoon/evening词组中the的发音有点遗忘；

breakfast的发音不是很准。

课题

module2me,myfamilyandfriends

Ben'sday

教学目标

知识与技能

Usingthesimplepresenttensetodescribehabitualactions

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

过程与方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided

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

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

教学媒体

Tape,aclock课前学生准备

WorkbookGrammarPracticeBook

教学过程

备注

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

板书设计

Ben'sday

Whattimedoyougetup?Whattimedoes,,,getup?

Igetupatsixo,clock,(getup,gohome,watchtelevision,

Hegetsupatsixo,clock,gotobed)

作业布置

教学效果反馈

一小部分学生对一般现在时的第三人称单数的用法比较混

乱，对几个特殊动词的第三人称单数的变法有点模糊。个别

孩子对单词television的发音不是很准。让学生说他们同

桌的一天时，一般现在时的第三人称单数的表达方法出错很

多，以后要逐步操练，循序渐进。

课题

module2nie,myfamilyandfriends

minandmog,snight

教学目标

知识与技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

过程与方法：

Useappropriateintonationinquestionsandstatements

openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport情感、

态度与价值观：了解猫的生活习性。

教学重点和难点

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

教学媒体

Tape课前学生准备

GrammarPracticeBookWorkbook

教学过程

备注

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点到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

板书设计minandmog,snightnightatnight

chasechasemice

eatdinner

breakfast

作业布置

教学效果反馈一部分学生对早上、下午、傍晚和晚上的时间

段有点模糊。让学生说自己喜欢的动物的一天时，很有兴致,

积极性被调动起来了。一般现在时的第三人称单数的用法还

要加强，个别学生出错较多。

课题

module2me,myfamilyandfriends

Doasurvey

教学目标

矢口识与技能：Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

过程与方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyputtingwordsinalogicalorder

情感、态度与价值观：了解班中同学的作息时间。教学重点

和难点

Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

教学媒体

Tapemultimedia课前学生准备

GrammarPracticeBook教学过程

备注

Pre-taskpreparation

nthelist.

While-taskprocedure

etedtheirsurvey.

upmembers,,threechiIdrengetupatsixo'

clock.onechiIdgetsupatsevenoJclock.

's/friend'sday

Post-taskactivity

missWang,sday

consolidation

GrammarPracticeBook5Apage16andl7.

oxfordEnglishPracticeandAssessmentSeries5Apart1,mod

ule2,Unit1.

板书设计Doasurvey

Whattimedoyougetupinthemorning?

Igetupathalfpastsixinthemorning.

Whattimedoes'^getupinthemorning?

He/Shegetsupathalfpastsixinthemorning.

作业布置

教学效果反馈大部分学生能掌握一般现在时，一部分学生表

达时第三人称单数不熟练，学生在做调查汇总时比较有兴

致，在设置的情景中让学生运用所学的知识去和同伴交流，

表达意思，体现了听说领先读写跟上的原则，要求学生说最

喜欢的老师或朋友的一天，培养了他们综合运用语言的能

力。

课题

module2me,myfamilyandfriends

Unit2Areyouhappy?

(Singandact)

教学目标

矢口识与技能：Askingsimplequestionstoobtain'yes/No'

responses

Usingimperativestogiveinstruetions

过程与方法：

Identifykeywordsinanutterancebyrecognizethestress

Producesimplephrasesandsentencesinvolvingrepetition

orlists

Recognizeunfamiliarwordsinfamiliarcontexts

情感、态度与价值观：表达自己高兴时的各种表现。

教学重点和难点

Askingsimplequestionstoobtain'yes/No'responses

Usingimperativestogiveinstruetions

教学媒体

Tapemultimedia课前学生准备

Listentothesong教学过程

备注

Pre-taskpreparation

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

,singandact.

Post-taskactivity

Anewsong

Encouragethemoreablestudentstosingthesongagainbyadd

ingmorecommands,/nose/ears,etc.

consolidation

板书设计Singandact

Areyouhappy?Doyouknowit?Don?tbeafraidtoshowit.

clapclapone,shands

wavewaveone?shand

nodnodone,shead

shakeshakeone,shead

be

afraid

show

shout

hooray

作业布置

教学效果反馈

这首歌曲的旋律很好听，欢快的节奏，使学生精神振奋，他

们很喜欢唱歌，可是Don'tbeafraidtoshowit.这个句子不

会唱，边唱边配以动作，小部分学生速度跟不上。下面的单

词和词组掌握的不熟练。

clapclapone,shands

wavewaveone'shand

nodnodone,shead

shakeshakeone,shead

Don,tbeafraidto***..Don,tbe+形容词的表达方式学生不

熟练。

课题

module2me,myfamilyandfriends

Sayandact

教学目标

矢口识与技能：Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople

过程与方法：openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving

情感、态度与价值观：表达人的各种感觉。教学重点和难点

Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople教学媒体

Tapemultimedia课前学生准备

Workbook教学过程

备注

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.

板书设计SayandactHowareyoutoday?Howdoyoufeeltoday?

I，，mhappy.

tired

sick

IsBentiredorsick?Heis…

作业布置

教学效果反馈大部分学生对

Howareyoutoday?Howdoyoufeeltoday?IsBentiredorsick?

的问答比较熟练。、

对询问Whatareyou

(ishe/she)?Whatdoyou(doeshe/she)do?一部分学生遗忘

较多。以后要多注意复习要有系统性。

课题

module2me,myfamilyandfriends

Readandwrite

教学目标

知识与技能：

Usingthesimplepresenttensetoexpresssimpletruths

Using'wh~'

questionstofindoutvariouskindsofspecificinformation

aboutaperson

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

Askingsimplequestionstoobtain'yes/No'responses

Usingconjunctionstolinkcontrastingideas

Usingthedefinitearticletorefertoaspecificobject

过程与方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttextinresponsetoqu

estions

情感、态度与价值观：表达个人的喜好。教学重点和难点

Usingthesimplepresenttensetoexpresssimpletruths

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

教学媒体

Tape课前学生准备

GrammarPracticeBookWorkbook

教学过程

备注

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

板书设计Readandwrite

birthday

thegreenone

Ilikethegreenonebutldon,tliketheredone.

kittylikesthegreenonebutshedoesn,tlikethepinkone.

作业布置

教学效果反馈让学生说自己的生日需要的礼物时很开心，尤

其是去商店购买时讨价还价

培养了他们综合运用语言的能力。

一部分学生对以下习题掌握的不透彻。以后要多加指导练

习。

Theseredpensareforme.

Theboxesonthedeskarenice.

Thatgreenladyisoverthere.

Theladyoverthereistall.

课题

module2me,myfamilyandfriends

Intherestaurant

教学目标

知识与技能:Usingnounstoidentifyobjects

Asking'-wh°

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

Usingconjunctionstolinkcontrastingideas

过程与方法：

Locatespecificinformationinresponsetosimplequestion

s

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttext

情感、态度与价值观：表达个人的喜好。教学重点和难点

Asking'_wh'

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

教学媒体

Tapemultimedia课前学生准备

WorkbookGrammarPracticeBook

教学过程

备注

Pre-taskpreparation

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

,Idon,

While-taskprocedure

:meatandfish,Vegetables,Riceandnoodles,Fruit,:desse

rtsbypointingtothepicturesofcakes,applespiesandice-

cream.

ups.

:Readandact,Studentslisten.

esnotlike