上海沪教牛津版五年级英语上册教案备课.docx

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1、上海市三城学校学科：English班级：五（1）姓名：陆晓英2006学年第一学期学科成绩统计表五（1）班教师教学计划（ 2006学年度第一学期）制定日期：9/7姓名陆晓英学科英语年级五班级五班级情况分析班级基本情况分析本班共有42人。班级同学中除个别同学以外，许多同学英语基础薄弱，尤其是 外地的插班生。同时，学习的习惯也比较差。相对而言，要提 高整体的水平存在着一定的难度。本学期，我们又转进4位新 同学，一个星期观察，发现他们由于教材不一样，学习环境变 化，所以心里造成差异，不太适应这里的教学，学习情况也不 太理想。教学 质量 目标尽量达到区成绩措施1 .抓好学生的学习习惯培养。2 .充分运用

2、电教媒体进行教学。模仿是基础，英语教学中的模仿离不开 录音、投影及图片的运用，媒体的运用能调动学生学习的积极性3 .分层次布置作业。根据学生掌握知识的程度，布置不同的作业。4 .及时进行补差。对学习有困难的学生进行无偿补课。5 .做好教师和家长之间的联系.6 .继续做好后进生的补缺补差工作，争取不让一个学生掉队。生KJ课题研究完成日期公不-课开课日期元验排 单测安周次内容周次内容4Moudule 18Moudule 212Moudule 314Moudule 4教学进度表（ 2006学年度第一学期）Week陆晓英DateContentsP.s.19/1-9/2Unitl29/5-9Z9Unit

3、l39/12-9/16Unitl Unit2Testi49/19-9/23Unit259/26-9/30Unit2, Unit3Test2610/3-10/7National Day holidays710/10-10/14Unit3810/17-10/21Unit3 Unit4Test3910/24-10/28Unit41010/31-11/4Unit4 RevisionTest41111/7-11/11Unit51211/14-11/18Unit5Test51311/21-11/25Unit61411/28-12/2Unit6Test61512/5-12/9Unit71612/12-12/

4、16Unit7Test71712/19-12/23Unit81812/26-12/30Unit8Test8192006/1/2-1/6201/9-1/13Unit9211/16-1/23Revision, Final ExamModule 1. Getting to know youUnit 1. Can I do this?Teaching-aims:P21. Using the introductory “ there“ to express facts e.g. Theres the red man.2. Using imperatives to give instructions e.

5、g. Cross! Go!3. Using imperatives to express prohibitions e.g. Dont cross the road.4. Using nouns to identify objects e.g. The traffice lights red.Focus and difficulty:1. Use appropriae intonation in questions and statements.2. To express more imperarives about the traffic.Teaching procedures:Teache

6、rs ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Talk freelyB. Using imperatives to make the sentencesWhile-task procedure:A. traffice lights1. Ask: What can you see on the road?2. To elicit: traffic lights3. . Ask the students to draw the lights and colour them.4. Do actionsB. s

7、top wait go1. Ask: You see the red traffic light ,what do you do?(present the other two words using the same way)2. To elicit: stop wait go3. Quick response4. Ask them to work in pairs.C. Theres the (green) man. Cross! Dont cross.1. Invite two students to draw two men. One is red. The other is green

8、.A: Ask and answer about the daily life.B: Make sentences. *Dont climb the trees, etc.1. Discuess and answer.2. Learn the words.3. Draw and colour the lights4. Look and response.*The traffic light is red. etc.1. say and show the body language.2. Learn the words3. Listen and response4. Work in pairs:

9、51: Jack, we are on Wande Road. Look, the traffic light is yellow.52: Wait.1. Draw and colour.2. To elicit: the red man and the green man.3. You see the red/green man,what do you do?4. To elicit: Cross the road.Dont cross the road.5. Play a game: Help a blind to cross the road.Post-task activities1.

10、 Play the cassette twice.2. Ask them to act out the dialogue.3. Play a game: A train4. PC Pl5. Do you know if we walk or cross the road, where we should walk and can you make more phrases with “cross”?6. Say the rules about the road safty.2. Learn and say3. Try to say.4. Learn and say.5. SI: Im a bl

11、ind. Can you help me?Ss: Yes.S2: Theres the red man.Ss: Dont cross the road.1. Listen and repeat.2. Act out the dialogue with you friend.3. Play a game.4. Do the exercises5. Try to say:* pavementzebra crossingCrossRoad.Cross the river/sea.6. Think and make the more sentences.Board Design:Feedback这课是

12、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traffic light的读音都有问题，让我觉得有些没底了。Module 1. Getting to know youUnit 1. Can I do this?Teaching-aims:P31. Using modals to ask for permission, e.g. Can I go out, Mum?2. Using formulaic expression to reply to requests e.g. Here you are.Focus and difficulty:1. Using ap

13、propriate intonation in questions and statements.2. According to the pictures or the information,express the sentences , including can. Can I? Yes/no.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A.Say sth. about the road safety.Make dialogues.B. Revisio

14、n1. Make some phrases.2. Review: Can.Yes/no.While-task procedure:A. Have some /a .1. T: Are you hungry/thirsty?To elicit: have some/a .2. T: Tm hungry/ thirsty.3. . Practise by themselves.B. Its raining.1. Draw the picture to elicit the sentence.2. Response:T: Look, its raining.C Its dinner time.1.

15、PresentationT: Oh, its twelve.Its dinner time. (Do action)2. Using modals to make the sentences.3. Work in pairsA. Say the sentences they,ve learnt.Work in pairs on P21. S: go out, watch TV etc.2.1. xpress the sentences:Can you/he/she/L.(park rules, traffic rules.)1. Say and learn2. Make phrases hav

16、e3. Work in pairs.51: Oh, its hot.52: Please have some tea.1. Learn the sentence.2. Ss: Take an umbrella.We cant go out. Put the raincoat.1. Learn and say.2. Ss: Its seven o,clock. Its school time.3. Ask and answer:51: Whats your dinner time?52: At.D. Play the cassette. Students follow in their book

17、s.E. Practice1. Read and play the role2. Talk by T and Ss(P1)T: Can Ben go out?3. Ask the students to give the more answers according to the four picture.Post-task activitiesl.Ask some question .Can I cross the road?Can I play the drum?Can I go out?Can I have some cakes?2. PC P23. Wb PlD. Listen and

18、 repeat.1. Read “ Look and say” , then act out it in pairs.2. Answer:No, he cant, its raining. (Students do the rest)3. Think and try to say: (P4) Can I watch TV? Yes, you can.No, you canL Its bed time.No, you cant Do your homework1. Give the difficult answers.Yes, you can.No, you cant. (Why)2. Do t

19、he exercisesBoard Design:Feedback看似简单的一-课，其实是-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。Module 1. Getting to know youUnit 1. Can I do this?Teaching-aims:P41. Using imperatives to give instructions e.g. Go out this way.2. Using imperatives to express prohibitions e.

20、g. Dont smoke.3. Using the present continuous tense to describe an action e.g. They are going out.4. Using fc4WhMquestions to find out various kinds of specific imformation about the object, e.g. which sign means .?Focus and difficulty:1. Be able to identifythe signs2. Using “Which sign means.M to f

21、ind out the imformationTeaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Say some rhymes.B. Revision: Show some signs, using imperatives to express prohibition.While-task procedure:A. undergroung station1. Show the sign of the underground station., to eli

22、cit it.2. Tell some underground stations they know.3. Show the slide of picture 1. Ask: *Where are they going?* Which sign means “Zhong shan Park underground” ?To elicit: This one.B. They are waiting for the train.1. Show the slide to elicit it. Ask: What are they doing?2. Play a guessing game.C. Te

23、ach “Picture 3”1. Ask students to ask the questions according to the picture.To elicit: smokeA. Pop English.B. Say Dont accroding to the signs.1. Learn and say.2. Say the underground stations.underground station3. Answer the questions.Learn and imitate.2. SI: Do action.S2: (Guess) Are you waiting fo

24、r the (bus).1. Make the questions:* Where are they?* What are they doing?*Are they eating or drinking?* Are they smoking?2. Ask: * Which sign means “Dont eat or drink/ Dont smoke”?* Where can you see the signs?D.Practice1. Play the cassette.2. Ask them to retell the text.3. Stick the signs on the bo

25、ard. Ask them work in pairs.Post-task activities1. PC P32. WB P22. Answer the questions.1. Listen and repeat.2. Look at the slide and talk about them.3. Work in pairs51: Which sign.52: (Point and say) This one.1. Do the exercises.Board Design: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 与生活相关的课。

26、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。Module 1. Getting to know youUnit 1. Can I do this?Teaching-aims:P51. Using imperatives to express prohibitions e.g. Dont make a noise.2. Using formulaic expressions to express apologiese.g. Im sorry,Miss Fang.Focus and difficulty:1. Use appropriate intonation

27、in statements2. Learners talk about common school prohibitionsTeaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Revision:Ask students to say what they should not do in the park/school/ library /playground/road.While-task procedure:A. Play the cassette.B.

28、Ask the students to look at the signs in “Read and write”. Match the signs with the picture.C.Work in groups. Refer to the picture in “Read and write” and practise acting a story similar to the one in “Say and act”.D. Choose a sign to act a story.A. Using Dont.to express prohibitions in each place.A

29、. Listen and repeat.B. Look and match the signs and pictures.C. Discuss and play the roles.D. Act out the story they made.Board Design:FeedbackModule 1. Getting to know youUnit 2. This is what I wantTeachingaims:P61. Asking Wh- questions to find out specific information e.g. What do you want, Alice?

30、2. Using the simple present tense to make requests e.g. I want some paper, please.3. Using formulaic expressions to reply to requests e.g. Heres some paper.Focus and difTiculty:1. Learners practise asking for items in the classroom.2. Here is/are .(Pay attention to the uncountable noun)Teaching proc

31、edures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Daily TalkB. Review stationery items.Dont repeat.While-task procedure:A. What do you want?I/We want.1. Make the situations to elicit the sentences. E.g.T: If you are hungry/thirsty, what do you want?2. Using the senten

32、ces to practise.3. Work in pairs.B. Heres /are .Thank you very much.1. Make the conversation to elicit the sentences.2. Practise by T and SsSsC. Teach : glue tape scissors1. Show the objects to elicit them.2. Touch and guess: What is it?3. Using the sentences theyve just leart to practise the words.

33、A: Ask and answer by the students.B: Say the classroom objects.1. Learn and say.Answer: I want.We want.2. Ask and answer freely3. SI: I have an apple and an orange, what do you want?S2:1 want.1. learn and say.2. SI: I want some paper.S2: Here is some paper.51: Thank you very much.1. learn, spell and

34、 say.2. Touch the objects and guess.3. SI: What do you want, a bottle of glue or a tape?52: .4.Ask the students to be teachers to tell us the classroom objects they know.Post-task activities1. Work in groups: in Ask and answer”2. WB P34.To be the teacher and tell the class the classroom objects they

35、 know.e.g. wapping paper ribbon envelope stamp etc.1. Ask and answer in groups, each group contains three students.2. Do exercises.师生Board Design:Feedbackwant的句型是本学期的重点，虽然与以前学的like的很相近，但学生还是不能理解，在 今天的课中我还与后面的need句型想结合进行了扩展，以方便于后面的学习。Module 1. Getting to know youUnit 2. This is what I wantTeachingaim

36、s:P7l.Ask Wh- questions to find out specific imformation e.g. What do you want?2. Using the simple present tense to make requests e.g. I want a Mcchicken and some orange.3. Using attributive adj. To describe objectse.g. a large CokeFocus and difficulty:1. Use appropriate intonation in words.2. Pay a

37、ttention to the sentence:wants.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Talk freely.B. Revision: Ask the students to draw McDonalds trade markC. Ask: Do you like to go to McDonalds ?What do you like to eat?Ask them to draw the pictures of the McD

38、onald, food.While-task procedure:A. Teach: apple pie BigMac, McChicken1. Ask the students to be the teachers to tell the class the words and pronunciation of the food.2. Practise the words using the kinds of the sentences.B. Teach 44 Look and Say”1. Play the cassette.2. Look at the food on the board

39、 and Practise.C. What doeswant?He/she wants.A: Talk about the hobbit, food, stationery, etc.B: Draw the trade mark.C.Answer the questions and draw the pictures on the board.1. To be the teacher to tell the class.2. Say sth. about the new words.1. Listen and repeat.2.1) Ss: I am hungry and thirsty.I

40、wantand _.2)S 1: What do you want?S2:1 want .1. Ask one student 4fcWhat do you want? Then ask the other student what he/she wants?To elicit: He/She wants.2. A memory gameInvite two students to the front, and tell the other students what they want . The rest of the class listen and try to remember.3.

41、 Do a survey: Walk around the classroom and ask the classmates if they go to McDonalds, what do they want?Post-task activities1. play the cassette again and do the listening exercises.2. Play the role and act out the dialogue.1. Try to say: He/she want.2. Listen and remember, then response : wants .

42、3. Walk around the classroom and ask the classmates : What do you want? Then tell the teacher:wants .1. Listen and try to fill the blanks.(on the paper)2. Work in groups: At McDonaldsBoard Design:Feedback上麦当劳的一课是同学们最感兴趣的，毕竟与生活实践非常贴近，可以说，这是开学至 今大家上课最积极的一课。可喜的是，在发音上也很标准，可能真的是这课的内容比较 吸引学生的注意吧。但毕竟不是每篇课文

43、都如此的。Module 1. Getting to know youUnit 2. This is what I wantTeachingaims:P81 .Using the simple present tense to express simple truths e.g. I am hungry, 19ve got some.2 . Ask Wh-question to find out specific information e.g. What have we got?Focus and difficulty:1. Be able to express the sentence: F

44、ve got/ He/Shes got.2. Using the food items to make the dialogues.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Speak EnglishMake dialoguesB. Revision: the food items “ to have”While-task procedure:A. have a picnic1. Ask: If it is fine on Sunday, what

45、 are you going to do ?To elicit: have a picnicB. Teach: Look and Say1. Show the wallpicture Ask: What are they doing?2. Ask: What have they got? Give the students two minutes to remember what they have got.3. Play the cassette.4. Ask: What hasgot?5. Ask the students to draw some food items on the paper they like , ask each group: what have you got?Post-task activities1. Talk about your room