上海版牛津英语五年级上册教案范本.docx

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1、上海版牛津英语五年级上册教案上海版牛津英语五年级上册教案1 教案内容： 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1. Master the pronunciation of the new words. 2. Use the patterns to solute the tasks. 3. Use the fruit word

2、s in daily life. 教学策略、方法： 1、任务驱动型教学 小学英语新课程标准要求，合理地设计教案，在课堂上有安排地组织任务型的教学活动, 让他们有目的地进行学习活动，能调动学生的主动性, 提高学生的学习爱好。 2、TPR教学 TPR教学充分利用了小学生活泼好动的特点，带有嬉戏的性质，可以削减学生的学习负担，培育他们开心的学习心情，提高学习效率，在激发学生学习英语的爱好方面也有肯定的作用， 教学打算： 1.老师打算： cassette player, cassette, some fruits, word and picture cards. 2.学生打算： real fruits

3、, colour pens, some paper, pencils. 教学过程：(Procedures): Pre-task preparation: 1. Sing some songs and do some actions.(利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习主动性，同时复习以前学过的学问。) a) Good Morning. b) Read, draw, sing. 2. Play games: (利用嬉戏等引出新的教学内容) 1) Simon Says. (Listen and act) 2) Touch and guess: Feel the fruit and

4、 say out the words. 3. Introduce the fruit: This is a/an Thats a/an 4. Today well learn “Look and learn” in Unit 5 (Fruit). While-task procedure 1. Show the real objects and teach the new words of fruit. (运用实物、图片等，配上动作，教学本课的新单词，。) 1)(Put up a banana.) Whats this? - Its a banana. This is a banana. Ba

5、nana, banana,香蕉，香蕉apple弯又弯。 2)(Taste the pear.) Whats that? -Thats a pear. Pear, pear是梨子，梨子pear甜又香。 3)(Touch the mango.) This is a mango. Mango, mango是芒果，芒果mango甜又酸。 4)(Point to a peach)Thats a peach. Peach, peach是桃子，桃子peach大又鲜。 2. Stick on the word and picture cards on the board, and then read the

6、words for several times. 3. Point to the cards, repeat the words in chorus, then in groups. 4. Read one by one. 5. Listen to the tape, follow it and point to each picture as it is being read out. 6. Re-arrange the word and picture cards in random order. Post-task Activities 1.Play games(Divide the w

7、hole class into groups and have a competition): (分组进行嬉戏、竞赛等，复习和巩固这节课上学过的学问。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。) 1)Say some words,ask someone to pick out the correct words and put it on the board. 2)Say the words and point them out. 3)What fruit do you like? (Ask some pupils to answer and pick them out.) 4)

8、Teacher hides some words and the pupils guess the words. 5)Which group is the quickest? Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions. Apple, apple, show me your book. Pear, pear, touch your ar

9、ms. Peach, peach, close your eyes. Mango, mango, open your book. 2. Read the rhyme: (利用朗朗上口的rhyme巩固新知，提高学生的学习爱好。) banana,banana香蕉，香蕉banana 弯又弯， Pear,pear梨儿，梨儿pear甜又甜, Peach,peach桃子，桃子peach大又鲜， Mango,mango是芒果，芒果mango甜又香。 3. Listen and draw the fruit. Then show me your drawings and stick some better p

10、ictures on the blackboard. (利用小学生爱画画的特点，熬炼和提高学生的听力和绘画实力，同时展示一些优秀的作品，使学生有成就感。) 4. Count the stars to see which group is winner. (实施评价，展示结果，刚好对教学状况进行反馈，让学生树立自信，培育合作精神。) Homework: 1. Write down the words under your drawings. 2. Say out the fruit words in English when you see some fruit. 上海版牛津英语五年级上册教案2

11、 一、教学目标： 1、能听懂、会说句型There is a !语音语调正确。 2、能听懂、会说、初步认读单调bottle,can ,box, 发音正确。 二、教学重难点： 1、能听懂、会说句型There is a !语音语调正确。 2、牛津版二年级下册英语教案Keep the water clean：能听懂、会说、初步认读单调bottle,can ,box, 发音正确。 三、教学打算：教学光盘，实物 四、教学过程： Step1 Free talk and lead in 1.师指着窗外问 What can you see ? S: I can see trees. S2: I can see

12、cars (在教室里)T: What can you see in our classroom? S1: I can see a ruler,. S2: I can see an big apple. (老师可以在教室里放一些玩具，水果之类的物品。) T; What can you see? S1; I can see a dool. S2: I can see . T: I can see many clothes .(学生热了后把外衣脱下后放在教室四周的柜上。) T: look , there is a coat ! (师作远远指出的动作，让学生理解there is 的意思。) Ss:(手

13、指coat,跟老师读) there is a coat! T: look, there is a jacket. 学生手指jacket,跟读 there is a jacket! (板书) there is ,学生跟读。 2. Show different things on the teachers' desk Make sentences: There is a . Step2. Presentation and practice 1)逐一呈现并教学三个单词 T: there is a bottle. 教学bottle 、box、can, 学生跟读，留意订正学生的发音。 2)练习驾

14、驭这三个单词 老师快速的举起物品，比一比学生谁得反应快，很快说出相应的单词。 组织学生四人小组练一练，读一读。 3)Game :猜一猜 老师将图片随机的反贴在黑板上，让学生猜一猜每幅图分别是什么? S1: a bottle, a box, a can . S2: a box, a bottle, a can Step3 Homework (1)听录音，读熟B部分单词。 (2)激励学生平常用所学的日常交际用语相互打招呼。 上海版牛津英语五年级上册教案3 教学目标： 学问实力与技能 Learn to greet people with hello, hi, Good morning/afterno

15、on/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC. 过程与方法 With the studying strategies of Imitating and Drilling, get the students to do Pair work to le

16、arn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others information by practicing conversations; Know the greetings well by singing English song. 情感、看法与价值观 This content is easy to understand and the basic greetings in English, and

17、its the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures. 重点难点： 1、Learn t

18、he pronunciation and writing of letters AaHh and consolidate the pronouncing rules of the vowel letters A, E in English words. 2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers. 3、Learn to greet people with How are you? and their answers. 教学过程： Section A

19、 创设情境，导入新课Create plots and scenes to guide the new lesson The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters AaHh; Know something about familiar boy names and girl names. We

20、can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware (about greeting) for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentenc

21、es are guided Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; And then the teacher communicates with the students; At last get the students to communicate with each other. 自读感知，整体把握Pre-read to apperceive and grasp the whole Section A is d

22、esigned by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them

23、 to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings. 合作沟通，解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target

24、language: Hi/Hello, Bob! Hi/Hello, Eric! Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! The teacher communicates with the students in class first: (Say hello to the students)Hello, ! (Get the students to answer)Hello, 。! (Say hello to the students)Hi, ! (Get the studen

25、ts to answer)Hi, 。! (Say hello to the students)Good morning/afternoon/evening, ! (Get the students to answer)Good morning/afternoon/evening, ! After the students grasp the target sentences, the teacher projects the courseware (about greeting) or shows some cartoons and imitates different voices of t

26、he people in the cartoons (or play the tape) to say hello to and greet each other: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; The students listen carefully while watching and grasp the pronunciation of some familiar English names, fi

27、nish the teaching task of Activity 1b. Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b. Hi/Hello, Bob! Hi/Hello, Eric! Good morning/afternoon/eve

28、ning, Helen! Good morning/afternoon/evening, Alice! Learn the pronunciation and writing of English letters AaHh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attentio

29、n to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b. Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c. Get the students to write the corre

30、sponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d. Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important,

31、finish the teaching task of Activities 3. 1)Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a. 2)Play the tape of Activity 4a again and get the students to listen and match the

32、conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b. Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice!，finish the teachi

33、ng task of Activity 4c. 中西方日常交际差异：中国人见面喜爱问：“你吃过了吗?”老外听了，以为你要请客;“你去哪儿?”老外认为你是干涉他的隐私。而西方人见面以问候为主，如：Hello!， Hi!， Good morning.等。问候语的运用：Good morning早上好(指早晨、上午);Good afternoon下午好(指午后，黄昏前);Good evening晚上好(指黄昏后，就寝前)。 应用迁移，巩固提高Application and transfer, consolidation and improvement 1. Make letter cards: Get

34、 different letters and words by assembling the cards freely. Its helpful to promote the intercourse between the students and bring up their friendship. 2. Identify the character cartoons: Know some familiar boy and girl names. Section B and Self Check 创设情境，导入新课 The main content in Section B is to re

35、view and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a t

36、eaching courseware (about saying hello and greeting) for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen! Hi/Hello, Eric! How

37、 are you? Im fine, thanks. Im OK.。 自读感知，整体把握 Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?;In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of t

38、he vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students interest in English at the same time. 合作沟通，解读探究 The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and f

39、amiliarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. Good morning/afternoon, Helen! Hi/Hello, Eric! How are you? Im fine, thanks. How are you? Im OK. Project the courseware or play the tape of Activity 1 and get the students

40、to watch or listen and imitate, and make them learn to greet others by using How are you? Im fine, thanks. How are you? Im OK., finish the teaching task of Activity 1. Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fa

41、ncy and write them down in the cards, finish the teaching task of Activity 2a. After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activ

42、ity 2b. Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a. Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English l

43、etter, finish the teaching task of Activity 3b. 1)Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4. 2)Playing the tape of Activity 5 and teach the students this English song

44、, finish the teaching task of Activity 5. 1、How are you? 也是一句问候语，一般用于熟人之间，意思是“你(身体)好吗?”，它的答句一般是：Fine/Im fine. Thank you.，而不能用How are you?干脆回答。 2、Thank you与Thanks：“thank”是动词，“Thank you”是“感谢你”，表示感谢对方，“Thanks”是名词“感谢”(复数形式)。 应用迁移，巩固提高Application and transfer, consolidation and improvement 1、Choose an En

45、glish name: The teacher can organize an activity to get the students to choose an immovable English name for themselves (see the name lists at the last pages of the textbook) in order to boost up the atmosphere of learning English and help them communicate with each other better without the interfer

46、ence of mother tongue. And using the English names in the mutual intercourse can improve the students interest in English. 2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students abilities o