牛津英语五年级上册全册教案-已识别

《南楼小学》2013年度

OxfordEnglish

五年级第一学期

Teacher：荆菁

Module1Gettingtoknowyou

课题

Unit1Can1dothis?

知识与技能：Usingtheintroductory'there'toexpressfacts.

e.g.There'stheredman.

Usingimperativestogiveinstructions.

Usingimperativestoexpressprohibitions.

e.g.Don'tcrosstheroad.

Usingnounstoidentifyobjects.

教学目标

e.g.Thetrafficlight'sred.

过程与方法：Useappropriateintonationinquestionsand

statements.

Predictthemeaningofunfamiliarwordsbyusing

context

orpicturecues.

情感、态度与价值观：让学生了解交通法规。

Usingimperativestogiveinstructions.

Usingimperativestoexpress

教学重点

和难点

prohibitions.

教学媒体Cassette5Aandacassetteplayer

课前学生

Collectmaterialsoftrafficrules

准备

备注

教学过程

Pre-taskpreparation

1.Showapictureofthetraffic

lights.Invitestudentstocolourthe

lights.Introduce:trafficlight

2.Discuss:Howtocrosstheroad

safelyandwhatthetree'scolourson

trafficlightsmean.

While-taskprocedure

1.Addroadsontheboard.Pointto

thetrafficlights.Say:There'sthered

man/greenman.Canyoucrossthe

road?

2.Pointtothetrafficlightsfor

driversontheboard.Inviteindividual

studentstowrite:stop/wait/go

3.Playtherecording:Lookand

learn.Studentslistenandrepeat.

4.Playthecassette:Sayandact.

5.HavesomepairsactKittyandBen

andsomepairsactthedrivingtutorand

thedriver.

6.Distributeacopyofphotocopiable

page1toeachpairofstudents.

Studentsputthepicturesintheright

orderandfillintheblanks.

7.Saysomethingaboutthetrafficrules

ofHongkongandotherwestern

countries.

8.Learnthephrase:trafficjamtraffic

accident

9.Asksomepupilstoactthetraffic

policemen.

Post-taskactivity

Workbookpage1

1.Dividethestudentsintopairs.

Askthemtocompletethedialoguein

Readandwriteorally.

2.Studentswritethemissingwords.

6.Invitepairsofstudentstoread

andactthecompleteddialogue.

Consolidation

GrammarpracticeBook5Apage1

Module1Gettingtoknowyou

Unit1Can1dothis?

streetinthestreet

roadontheroad

板书设计

trafficlighttrafficjamtrafficaccident

crossDon'tcross!

theredmanthegreenman

1.Writedownthewords.

作业布置2.Recitethetext.

3.Listentothetape.

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

教学效果一些国家的左行交通规则很感兴趣，音标发/i:/和/Eu/的单词

反馈

学生还是能说出很多，拓展的词汇有点难度。

Module1Gettingtoknowyou

课题

Athome

知识与技能：Usingmodalstoaskforpermission.

教学目标e.g.Can1goout,Mum?

Usingformulaicexpressionstoreplytorequests.

e.g.Hereyouare.

过程与方法：Recognizedifferencesintheuseofintonation

todifferentiatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationto

writingwhenamodelorframeworkisprovided.

情感、态度与价值观：对文明礼貌的教育。

Usingmodalstoaskforpermission.

Usingformulaicexpressionstoreplyto

教学重点

和难点

requests

教学媒体Cassette5Aandacassetteplayer

课前学生

Workbook

准备

备注

教学过程

Pre-taskpreparation

1.Askandanswer

2.RecitethetextP2.

3.Stickatrafficlightontheboard.Point

totheredmanandask:Canyoucross

theroad?Pointtothegreenmanand

ask:Canyoucrosstheroad?

7.Write:Can1?Canwe?

Yes,l/wecan.No,l/wecan't.

While-taskprocedure

1.Playthecassette:Lookandsay.

Studentsfollowintheirbooks.

2.thenewpattern:goout

can1goout?

3.Takeoutasweet.

Ask:What'sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:havesome

4.Say:1havemydinneratsix

o'clock.What'syourdinnertime?

Introduce:dinnertime

5.Playthecassetteagain.Students

listenandrepeat.

6.Studentspracticethedialoguein

groupsofthree.

7.Selectgroupstoreadandactthe

dialogue.

8.Asksomequestions:CanBengo

out?Why?

CanKittyandBenwatchtelevision?

CanBenhavesomesweets?Why?

9.Givethestudentstimetoprepare:

Askandanswer.Askthemtothinkwhat

elseMrsLiwouldsay.

10.Invitegroupsofstudentstoactin

frontoftheclass.

11.Showsomepicturesthenask

pupilstosaythreekindsof

sentences,.eg.Youcan'tplayonthe

grass,Don'tplayonthegrass,

please.Canhe/she/they?Yes/

No.

Post-taskactivity

Workbookpage1

Athomegooutwatchtelevisionhavesome...

Canl/we...?Yes,youcan.

板书设计

No,youcan't.

作业布置1.Recitethetext.

2.Listentothetape.

3.Dosomeexercises.

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

教学效果

反馈

忘，television的发音不是很准。

Module1Gettingtoknowyou

课题

Ontheunderground

知识与技能：Gatherandshareinformation,ideasand

languagebyusingstrategiessuchasobserving.

过程与方法：Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

教学目标

Locatespecificinformationinashorttextin

responsetoquestions.

Identifymainideasfromatextwithteachersupport.

情感、态度与价值观：要文明乘坐地铁。

Catherandshareinformation,ideas

andlanguagebyusingstrategiessuch

教学重点

和难点

asobserving.

教学媒体Tapemultimedia

Collectdifferentkindsof

课前学生

准备

vehiclesworkbook

备注

教学过程

Pre-taskpreparation

1.Dailytalk.

T:Whatareyoudoing?

T:Can1gooutnow?

T:Doyoulikecats?...

2.Recitethewordsofpage3

3.Stickthesignoftheunderground

inShanghaiontheboard.Introduce:

underground/undergroundstation.

While-taskprocedure

1.Review:Invitestudentstodraw

thesignstheyusuallyfindintheparkor

street.

2.Showthesignoftheunderground

andintroduceit.

3.T:Whichsignwecanseeinan

undergroundstation.Pleasedrawit.

4.Introduceitsmeaning.

5.Teachthenewwords:smoke,

way.

6.Match.

7.Askandanswer:Whichsign

means?Thisone.

8.Playthecassette:Lookandread.

9.Thestudentsread.

10.Lookatthepictureandask:

a.WhereareMrsWangandAlice

going?

b.Whichsignmeans

(ZhongshanParkundergroundstation?

c.Whataretheydoing?

d.Wherearethey?

e.Aretheyeatingordrinking?

f.Whichsignmeans'Gooutthis

way?

g.Whichsignmeans'Don'teator

drink?

11.Distributeacopyofphotocopiable

p3toeachstudent.Completethetaskin

pairs.

12.Learnthephrase:thebusstop

13.Pleasesaydifferentkindsof

vehicles

Post-taskactivity

Workbookpage2

Matchthesigns.Consolidation

Ontheundergroundundergroundwhichsignmean

——Whichsignmeans

——Thisone.

板书设计

stationwaitforsmoke(smoking)

oreatordrink

1.Writethetext.

作业布置2.Recitethesewords.

3.Recitethetext.

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

教学效果s,很多学生漏读，否定句中and要变成or,学生会忘记。

反馈

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。

Module1Gettingtoknowyou

课题

Atschool

知识与技能：Usingimperativestoexpressprohibitions.

e.g.Don'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

教学目标

e.g.I'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。

Usingimperativestoexpress

prohibitions.Usingformulaic

教学重点

和难点

expressionstoexpressapologies.

教学媒体Tapesomepictures

Collecttherulesinour

课前学生

准备

schoolGrammarPracticeBook

备注

教学过程

Pre-taskpreparation

1.Askandanswer.

2.Translatesomephrases.

3.Askthestudentswhatthey

shouldnotdoinschools.

4.Thinkofthesignsonwecanfind

inourschoollibraryorhall.

(Stickthesignsontheboard.)

While-taskprocedure

1.Lookatthesignsandsayits

meanings.

2.Teachthenews:Don'tmakea

noise.

3.Playthecassette:Sayandact.

4.Playthecassetteagain.

5.Readandwrite:matchthesigns

withthepictures.

6.Actoutthedialogue.

7.Askeachgrouptochooseaplace.

Discussanddrawthesigns.

8.Showthesigns.

9.Recitethetext.

10.Saytherulesinourschool:eg.Inthe

libraryInthehall

11.Saytherulesathome

12.Accordingtothepicturessay

somethingaboutitbyusingdifferent

sentences,eg.He'sclimbingthetrees,

Pleasedon'tclimbthetrees,Youcan't

climbthetrees.

Consolidation

GrammarPracticeBookpage3

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

板书设计

—Don't

——I'msorry./Wearesorry.

1.Writethetext.

作业布置2.Thinkaboutsomesignsinthelibrary,thenmake

somedialogues.

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。

教学效果

反馈

Module1Gettingtoknowyou

课题Unit2Thisiswhat1want

(Theartclass)

知识与技能：Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant,Alice?

Usingthesimplepresenttensetomakerequests.

e.g.1wantsomepaper,please.

Usingformulaicexpressionstoexpressthanks.

教学目标

e.g.Thankyouverymuch.

过程与方'法：Developwrittentextsbyputtingwordsina

logicalordertomakemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、态度与价值观：学会要有礼貌。

Asking*wh-'questionstofindout

specificinformation.

教学重点

Usingthesimplepresenttensetomake

和难点

requests.

教学媒体Tape

课前学生

GrammarPracticeBook

准备

备注

教学过程

Pre-taskpreparation

1.Dailytalk.

2.Recitethetext.

3.userealiatoreviewstationery

items.

While-taskprocedure

1.Newwords:tape,apairof

scissors,knife

2.Thenewpattern:Whatdoyou

want?

a.Understanditsmeaningwiththe

stationeryitems.

b.Trytoanswerthequestion.

c.Trytoaskthequestion.

d.Workinpairs.

3.Playthecassette:Sayandact.

4.Ask:WhatdoesAlicewant?

WhatdoEddieandDannywant?

5.Practiseactingthedialoguein

groups.Trytoreplaytheitemsinthe

dialoguewithotherstationeryitems.

6.Actoutthedialogue.

7.Putavarietyofstationeryitems

onthedesk.Invitestudentstocomeout

andaskforanitem.

8.Learntheword:knife--knives

9.Askandanswer.

10.Playaguessinggame：(Putavariety

ofstationeryitemsonthedesk.Then

closepupils'eyes.Teacherwilltakeone

thing,)Whatismissing?

11.Practiseingroupslikethat:What

doyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

1.Workinpairstocompletethe

dialogueinReadandwriteorally.

2.Readandactthedialogue.

3.Writethemissingwords.

4.Askstudentstoactoutthe

dialoguesusingdifferentstationery

items.

Consolidation

GrammarPracticeBookpage4

Theartclass

want1want...

Hewants...

板书设计

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife--knives

1.Writedownthewords.

作业布置

2.Listentothetape.3.Dosomeexercises.

学生做猜谜游戏很开心，叫人小组练习时有点人称搞混，比如说成

教学效果

HewantShewant；scissors的发音有点不准，一般现在时的

反馈

第三人称单数要加强训练。

Module1Gettingtoknowyou

课题

AtMcDonald's

知识与技能:Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

e.g.alargeCoke

教学目标

过程与方法：Locatespecificinformationinresponseto

simpleinstructionsorquestions.

Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationto

questions.

情感、态度与价值观：在公共场合也要讲礼貌。

Usingthesimplepresenttensetomake

requests.

教学重点

Usingattributiveadjectivestodescribe

和难点

objects.

教学媒体Tape

课前学生

ManykindsoffoodWorkbook

准备

备注

教学过程

Pre-taskpreparation

1.Dailytalk.

2.Translations.

3.DrawMcDonald'strademarkonthe

board.

Ask:DoyouliketogotoMcDonald's?

Whatdoyouliketoeat?

Doyoulike——?

While-taskprocedure

1.Askandanswer

Whatdoyouwant?

2.newwords:Frenchfries,BigMac,

McChicken

3.Playthecassette.

4.Dividetheclassintogroups.Ask

thestudentstopractiseactingthe

dialogue.

5.Actoutthedialogueinfrontof

theclass.

Asktheotherstudents:Whatdoes——

want?

6.ListMcDonald'sfooditems.Ask

studentstoaddpricesaswell.

7.Photocopiablepage4

8.Workinpairs.Askthestudentsto

findouttheamountofeachfooditem

theywantintheirgroup.

9.Drawatableontheblackboard.

Askthegroupleaderstotellyouwhat

theirgroupswant.Inviteastudenttodo

therecording.

10.Theclassworktogethertofindout

theamountofeachfooditemthatthey

aregoingtoorderfortheschoolpicnic.

11.Askthepupilstosaythedifference

betweenChinesefoodandthewestern

food,

12.Makeashortdialogue:inKFCin

restaurant

Post-taskactivity

WorkbookP4

Consolidation

GrammarPracticeBookP5

AtMcDonald's

hamburgerBigMacMcChicken

applepieFrenchfries

ice-creamCokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

1want...

板书设计

WhatdoesDannywant?

Hewants...

作业布置1.Listentothetape.

2.Writethetext.

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

教学效果

的对话，尽管有语法错误可他们很享受。AlargeCoke/asmall

反馈

Coke关于Coke是可数名词的用法学生有点混淆。

Module1Gettingtoknowyou

课题

Apicnic

知识与技能：Usingthesimplepresenttensetoexpress

simpletruths.

e.g.I'mhungry./l'vegotsome——

Asking*wh-'questionstofindoutspecificinformation.

e.g.Whathavewegot?

教学目标

过程与方法：Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationin

responsetoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、态度与价值观：/

Usingthesimplepresenttenseto

expresssimpletruths.Asking'wh-'

教学重点

questionstofindoutspecific

和难点

information.

教学媒体Tape

SomefoodforpicnicGrammar

课前学生

准备

PracticeBook

备注

教学过程

Pre-taskpreparation

1.Dailytalk.

2.Recitethewordsofpage7

3.Dividestudentsintogroups.Ask

themtoputtheirfoodonthegroup's

desk.Ask:Whathaveyougot?

While-taskprocedure

1.Putsomefoodonthetableand

workinpairs.

2.Askandanswer:

A:Whathavewegot?

B:I've/We'vegot

3.Playthecassette.Studentslisten

andfollowintheirbooks.

4.Studentslistenandrepeat.

5.Givethestudentstwominutesto

rememberwhateachcharacterhasgot.

6.Askthestudentstoclosetheir

books.Ask:Whathas——got?

7.Encouragethemoreablestudents

totrytorecallwhatallthecharacters

havegot.Ask:Whathavetheygot?

8.Playagame:Apicnic.

Whathaveyougot?

9.Askandansweronpage8

Whathavetheygot?

10.Disscusswhatwilltheypreparefor

Liuheon25thofSeptember.

Post-taskactivity

Makesomedialogues.

Consolidation

GrammarPracticeBookpage6

Apicnic

food（复数）/haveapicnic

Whathaveyougot?I'vegot...

板书设计

We'vegot...

Whathashegot?He'sgot...

1.Readthetext.

作业布置

2.Dosomeexercises.3.Listentothetape.

教学效果

Whathaveyougot?I'vegot...We'vegot...

反馈

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的意思

个别学生会混淆。

Module1Gettingtoknowyou

课题

Sayandact

知识与技能:Using'wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingmodalstomakerequests.

e.g.Can1havesomefish,please?

教学目标

Usingformulaicexpressionstoreplytorequests.

e.g.Thereyouare.

Usingnounstoidentifyobjects.

e.g.noodles,vegetables

过程与方法：Identifymainideas.

Producesimplephrasesandsentencesinvolving

repetition.

Predictstory,charactersusingpicturecues.

情感、态度与价值观：学会买东西时的礼貌用语。

Usingmodalstomakerequests.Using

formulaicexpressionstoreplyto

教学重点

和难点

requests.

教学媒体Tapemultimedia

ShoppinglistWorkbookGrammar

课前学生

准备

PracticeBook

备注

教学过程

Pre-taskpreparation

1.Askandanswer.

2.Makesomedialogues.

3.Askthestudentstothinkwhat

theywouldliketohavefordinnertoday.

4.Introduce:rice,noodles,

vegetables.

5.Askstudentstomaketheirown

shoppinglist.

While-taskprocedure

1.Playthecassette.Listenand

follow.

2.Closethebooksandask:What

doesEricwantforhisdinner?

3.Practicethedialogueinpairs.

4.Actoutthedialogues.Encourage

themoreablestudentstoreplacethe

fooditemswiththethingstheywant.

5.Playshopswiththefoodpackets.

6.Invitepairsofstudentstoactout

thedialogueinfrontoftheclass.

7.Makeashortdialogueinthe

supermarketorinthedepartment

store.:eg,Whatcan1doforyou?Can

1helpyou?Can1havesome...,

please?

Nowlisten.

Post-taskactivity

Workbookpage5

Consolidation

GrammarPracticeBookpage7andpage

9

rice,（复数）_/_

noodles,vegetables

板书设计

.Can1havesome____,please?Thereyouare.Whatcan1

doforyou?Can1helpyou?

作业布置1.Makesomeshortdialogues.

2.Listentothetape.3.Recitethetext.

学生编在超市或百货商店里的对话，会用Whatcan1doforyou?

Can1helpyou?来问，Can1havesomeplease?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

教学效果

反馈

句时会不把some变any。

Module1Gettingtoknowyou

课题

Unit3Thisiswhat1need.

知识与技能:Usingnounstoidentifyobjects.

e.g.socks

Asking'wh-'questionstofindoutvariouskindsofspecific

informationaboutaperson.

Usingindefinitedeterminerstorefertoanunspecified

numberofthings.

教学目标

usingattributiveadjectivestodescribeobjects.

e.g.anewbag

过程与方法：Locatespecificinformationinresponseto

question.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、态度与价值观：/

Asking'wh-'questionstofindout

variouskindsofspecificinformation

aboutaperson.

教学重点

和难点

Usingindefinitedeterminerstoreferto

anunspecifiednumberofthings.

教学媒体Tapemultimedia

Alist--thingsforschoolGrammar

课前学生

准备

PracticeBook

备注

教学过程

Pre-taskpreparation

1.Askandanswer.

2.Recitesomewords.

3.Ask:Whatdoyouwantforschool?

4.Introduce:uniforms,shoesand

socksusingwordandpicturecards.

5.Makesomephrases:anorangea

uniformanolduniformanorange

uniformapairofsocksapairof

shoesapairofglasses

While-taskprocedure

1.Makethestudentstounderstand:

Whatdoyouneedforschool?Sayafter

theteacherandtrytoanswer.

2.Askthestudentstofindoutwhat

Kittyneedsforschool.

3.Playthecassette.Listenand

follow.

4.Playthecassetteagain.Listenand

repeat.

5.Closethebooks.Ask:Whatdoes

Kittyneedforschool?

6.Practisethedialogueinpairs.

7.WhatdoyouneedforP.E.lesson?

8.Read:Thinkandwrite.Students

writetheirlists.

9.Askandanswer.

Post-taskactivity

Workinpairs.Practisethepatterns:

WhatdoesAneedfor...?WhatdoA&B

needfor...?Whatdotheyneedfor...?

Consolidation

GrammarPracticeBookP10

Unit3Thisiswhat1need.

need1need...

1don'tneed...

板书设计——Whatdoyouneedforschool?

——1need...(shoessocksuniform)

作业布置1.Readthetext.

2.Dosomeexercises.3.Listentothetape.

学生对need的第三人称单数的用法不熟练，必须要多加练习；a

uniform这个词组个别学生一下子不能接受，还是喜欢用an;发

教学效果

/i:/和/u:/的单词学生还是能说出一些，发/C/的单词学生容

反馈

易和发/C:/的单词混淆。

Module1Gettingtoknowyou

课题

Let'smakeacake.

知识与技能:Asking*wh-'questionstofindoutvariouskinds

ofspecificinformationaboutanevent.

e.g.Whatdoweneed?

Usingindefinitedeterminertorefertoanunspecified

amount/numberofthing.

e.g.Weneedsome-

usingthesimplepresenttensetoexpressopinions.

教学目标

Usingmodalstomakerequests.

e.g.Can1haveabowl,please?

Usingimperativestogiveinstructions.

过程与方法：Identifykeywordsinanutteranceby

recognizingthestress.

Usemodeledphrasesandsentencestocommunicatewith

teachersandotherlearners.

情感、态度与价值观：做妈妈的小帮手

Asking,wh-'questionstofindout

variouskindsofspecificinformation

aboutanevent.

教学重点

Usingindefinitedeterminertoreferto

和难点

anunspecifiedamount/numberof

thing.

教学媒体Tapemultimedia

Thingsweneedformakinga

课前学生

准备

cakeWorkbook

备注

教学过程

Pre-taskpreparation

1.Dailytalk.

2.Playthegame.

3.Takeoutacake.

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

4.Newwords

a)sugar,salt

b)Makephrases:howmuchsalt,

muchsugar,somebutter,howmany

bottlesofjuice,aspoonofsalt,two

bowlsofmilk

c)Saythecharacteristicof

uncountablenouns

d)Flour(IRJ#)flower

T:Thecakeissweet.Soweneedsome

sugar.Doyouknowsalt?Isthecake

salty?

e)fridge,oven

T:Nowlet'smakeacake.whatelsedo

weneed?

f)delicious

T:Look,thecakeisfished.Thatsmells

good.It'sdeliciou