上海版牛津英语5B教案.docx
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上海版牛津英语5B教案
MoreOralPractice
TheFirstPeriod
TeachingAims:
1.BasicAims:
（1）Lookandsay
（2）Tolearnthephoneticsymbols:
[ei][ai][³u][au]
2.DevelopingAims:
Tousethephoneticsymbolsnimbly.
Mainanddifficultpoints:
Tolearnthephoneticsymbols:
[ei][ai][³u][au]
TeachingAids:
Pictures,cassetteplayer,cards.
TeachingProcedure:
Ⅰ.Pre-taskpreparation:
1.Song《HomeontheRange》在一定节奏下让学
2.Chant生说唱英语，为培
3.Dailytalk养学生良好的语
音语调打下扎实
的基础。
Ⅱ.While-taskProcedure:
1.Lookandsay（P20）复习巩固所学过
T:
Lookatthepicturesandtalktoyourpartneraboutthe的内容。
sunandtheshadows.
T:
Takeoutyourpaperandcolourthepictures.Thentalk让学生在画画、说
aboutthethingandtheshadows.说中进一步理解
消化所学的知识。
2.Phoneticsymbols
（1）T:
Readthewordstogether.在读单词的过程
papernamelaketakebabygame中学会[ei]
playlaypaintsaileightweight
（Learn:
[ei]）
（2）T:
Lookatthisphoneticsymbol.It’s[ai].通过举例子说明，
Pleasetellmesomewords.e.g.bike让学生自己学会
[ai]
P:
light…
（3）
Compare通过比较发音，帮
[ei][ai]助学生进行区分，
lakelike以逸混淆。
namenine
racerice
Maymy
（4）T:
lookandread.[эu]的发音较难，
noagothosehomeshowbowl要反复操练，纠正
（Learn:
[зu]）学生的发音。
（5）T:
Thisis[au].Pleasesaysomewords.
e.g.out
P:
how…
（6）Compare通过比较，区分
[зu][au][эu]和[au]的发
closecloud音。
growground
knownow
showshout
3.Song《Long,LongAgo》调节课堂气氛。
Ⅲ.Post-taskactivities
1.Listenandreadthephoneticsymbolstogether.听录音跟读音
标，帮助学生进
一步巩固发音。
2.Aretheythesameordifferent?
通过练习，检查学
manyname（）howyellow（）生的掌握程度。
bagbake（）painteight（）
flytiger（）outdown（）
Ⅳ.Assignment:
1.Readthephoneticsymbolsfluently.
2.Dosomeexercises.
附：
板书设计
[ei][ai][зu][au]
TheSecondPeriod
TeachingAims:
1.BasicAims:
（1）Look,askandanswer
（2）Tolearnthephoneticsymbols:
[m][n][η][tr][dr]
2.DevelopingAims:
Tousethephoneticsymbolsnimbly.
Mainanddifficultpoints:
Tolearnthephoneticsymbols:
[m][n][η][tr][dr]
TeachingAids:
Pictures,cassetteplayer,cards.
TeachingProcedure:
Ⅰ.Pre-taskpreparation:
1.Song《MyBonnie》
2.Chant:
[ei][ai][зu][au]在有节奏的旋
律中复习音标，
学生琅琅上口，
帮助记忆和运
用。
Ⅱ.While-taskprocedure:
1.Look,askandanswer（P20）增强学生的看
T:
KittyandAliceareinthepark.Theyarehavinga图说话能力和
picnic.Pleasecompletethedialogue.Thenactitout.表演能力。
T:
Makeanewdialoguelikethis.Thenactitout.培养学生的创
2.Phoneticsymbols新能力和活用
（1）[m][n][η]知识的能力。
T:
lookandreadthewords.通过读单词，
milkcream比较出[m]、[n]
nightfind和[η]的不同发
singthankhungryEnglish音。
（Learn:
[m][n][η]）
（2）Compare
[m][n][n][η]
amanthinthing
termturnwinwing
micenicesinsing
moonnoon
（3）[tr][dr]让学生观察老师
T:
lookatmymouthandlistentome.的嘴形和听单词
“tree,try,dress,dry”的发音，区发
（Learn:
[tr][dr]）[tr]和[dr]的发音。
（4）Compare
[tr][dr]
trydry
tripdrill
trunkdrunk
treedream
3.Song《LightRow》调节课堂气氛。
Ⅲ.Post-taskactivities:
1.Listenandreadthephoneticsymbolstogether.听录音跟读音
标，帮助学生进
一步巩固发音。
2.Aretheythesameordifferent?
通过练习，让学
mothergrandma（）nightwin（）生对本堂课的情
singEnglish（）treedrink（）况进行反馈。
3.Choosethedifferentword.
（）creammynine
（）trydrilltrip
（）ringbankthin
（）treedrydream
Ⅳ.Assignment:
1.Readthephoneticsymbolsfluently.
2.Dosomeexercises.
附：
板书设计
[m][n][η][tr][dr]
Module1Usingmyfivesenses
Unit1Usingmyeyes
Thefirstperiod
TeachingAims:
BasicAims:
1.Continuetoleamthesimplepresenttense.
2.Usingprepositionstoindicatepositionandtime.
3.Trytoanswerquestionsaccordingthetext.
DevelopingAims:
Usingthesimplepresenttensetoexpresssimpletruth.
EducationAims:
Trytoanswerquestionsaccordingthetext.
TeachingAids:
pictures,acassetteplayer
Teachingprocedure:
Pre-task1.Rhyme
2.Singasong
（通过儿歌活跃课堂气氛。
）
PreparationRevision
a.Pleasesaysth.About‘Ben’sday’
b.Guessinggame:
Isit…?
c.Review:
behind,besideandinfrontofusingstudentsandobjects.
While-task1.Words:
rise,shadow,high
Procedurea.Introduce:
shadowusingthepicture
b.Introduce:
rise,highusingtheaction.
c.Saythenewwordsandhavethestudentsrepeatafterme.
2.PlaythecassetteforthefirstparagraphinLookandRead.
Studentslistenandfollowintheirbooks.
3.Playthecassetteagain.Studentslistenandrepeat.
4.Askthestudentstoanswerquestions
①.Wheseisthesun?
②.Whereisitsshadow?
③.Isitlong?
5.Playthecassetteforthesecondparagraph
6.Playthecassetteagain.Studentslistenandrepeat.
7.Askandansweraboutthisparagraph.
8.Introduce:
godown.
9.Playthecassetteforthethirdparagraphtwice.
10.Havethestudentsaskandanswer.
11.Readandanswer.
Lookatthepicturesandanswerquestions
Post-taskTalkabouttheshadowoftheschoolbuildingatthedifferenttimeofaactivityday,thentrytoaskandanswer.
Consolidation:
ExercisesofworkbookandGrammarbook.
课后随笔
Thesecondperiod
TeachingAims:
BasicAims:
1.Usingmodalstotalkaboutability.
2.Asking‘Wh-’questionstofindouttheplace.
3.Usingimperativestogiveinstructionsanddirections
4.Usingthesimplepresenttensetoexpresssimpletruth.
DevelopingAims:
Asking‘Wh-’questionstofindouttheplace.
EducationAims:
Usingthesimplepresenttensetoexpresssimpletruth.
TeachingProcedure.
Pre-taskPreparation
1.Apoem:
wherewherewhere
2.Revision:
Guessinggame:
Whereisit?
It’s…
Wherearethey?
They’re…
While–taskProcedure
1.Introduce:
inside、outsideaccordingthewords‘in’and‘out
Introduce‘flat’usingthepictureand‘glasses’usingapairofglasses.
2.Saythenewwordsandhavethestudentsreadafterme.
3.playthecassette:
Lookandsay.Studentslisten.
4.Playthecassetteagain.Studentslistenandfollowintheirbooks.
Askstudentstoremembertheplaceofeachpicture.
5.Askstudentstodopairworkaboutthesepictures.
6.Havestudentsmakeshortdialogues.
7.Askstudentstolookat‘Readandmatch’
Post–task.Activity
OxfordEnglishWorkbookandGrammarPracticeBook4B
课后随笔
Thethirdperiod
BasicAims:
1.Usingimperativestogiveinstructions
2.Usingmodalstotalkaboutabilities
3.Askingquestionstofindoutthepositions
DevelopingAims:
Usingmodalstotalkaboutabilities
EducationAims:
Askingquestionstofindoutposition
TeachingProcedure:
Pre-taskStudentsdopairworktotalkabouttheirshadows.
Preparatione.g.Canyouseemyshadow?
Isitlong/short?
Whereisit?
Isit?
Etc.
While-task1.Playthecassette:
Lookandsay.
ProcedureStudentslistenandfollowintheirbooks.
2.Playthethecassetteagain.studentslistenandrepeat.
3.AskStudentstoactoutthedialogueswiththeirpanterners,thencheckoneortwo.
4.Playthecassette:
Makeashadow.Studentslistenandfollowintheirbooks.
5.Playthecassetteagain.Studentslistenandrepeat.
6.Askstudentstosaytheinstructionswhilethey’remakingashadow.
7.Askstudentstowritedownsomesentencesabouttheirshadow.Formoreablestudentsencouragethemtowriteafewmoresentencestodescribetheirshadows.
Post-taskHavestudentsplayagameabouttheirshadows
Activity——Closeyoureyes.
——Openyoureyes.Canyouseemyshadows?
——Isitthe?
ConsolidationQxfoxdEnglishWorkbookandGrammarPracticeBook4B.
课后随笔
TheFourthPeriod
TeachingAims:
BasicAims:
1.Askingsimplequestionstoobtain‘yes/no’response.
2.Usingformulaicexpressionstoexpressandrespondtoapologies.
3.Usingadjectivestoshowquantities.
DevelopingAims:
Usingformulaicexpressionstoexpressandrespondtoapologies.
EducationAims:
Usingadjectivestoshowquantities.
TeachingAids:
acassetteplayer,wordandpicturecards,somefouit.
TeachingProcedure:
Pre-task1.SinganEnglishsong
Preparation2.Dailytalk
1.Howareyou?
2.what’stheweatherliketoday?
3.Doyoulike…?
4.Haveyougotabook?
5.Whathaveyougot?
6.Hasshe/hegotapen?
3.Reviewsomefruit.
1.Doyoulikefruit?
2..Whatkindsoffruitdoyoulikebest?
3..Whatcolourarethey?
4.Wherecanwebuythem?
5.Let’sgotothesupermarket.
While-task1.Displaythewallpictureforpage5.
Procedure:
①.T:
Oh,therearemanyfruitatthesupermarket.
Whatarethese/those?
Introduce:
strawberriesgrapesplumsandcherries.
②.Saythenewwordsaftertheteacher.
e.gWhatarethey?
They’restrawberries.
Doyoulikeplums?
Yes,Ilikeplums.
2.①.Playthecassette:
Sayandact.Thestudentslistenandfollowintheirbooks.
②.Playthecassetteagain.
Studentslistenandrepeat.
③.Thestudentsreadthedialogueinpairs.
④.Read:
Askandanswer.Thestudentspractisethemodeldialogue.
⑤.Inviteafewpairstorole-playthedialogue.
Plst-task1.Dividethestudentsintogroups.AskthemtotakeouttheirFruit.Thenwritedownashoppinglist.e.g.greenapples.
2.Askstudentstomakeashortdialogueaboutshoppinglist.Onewillbethestallkeeper.Theotherswillbecustomers.
3.Invitesomegroupstorole-playthedialogueinfrontoftheclass.
Consolidation:
workbook5BP4
GrammarPractieBook5BP4.
课后随笔
TheFifthPeriod
TeachingAims:
BasicAims:
BasicAims:
1.Usingadjectivestoshowquantities.
2.Usingprepositionstomdicateposition.
3.Askingsimplequestionstoobtain‘yes/no’responses.
DevelopingAims:
Usingprepositionstoindicateposition.
TeachingAids:
acassetteplayer,wordandpicturecards,somefruit,abox.
TeachingProcedure.
Pre-task1.Reviewthenamesofdifferent.
ProcedureKindsoffruit.
1.T:
Look!
What’sthis/Whatarethese?
P:
It’s/They’re…
2.T:
Doyoulike（thenameoffruit）?
P:
Whatdoyoulikebest?
3.T:
Haveyougotany（thenameoffruit）?
2.Reviewinsid
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