小学五年级牛津英语教案7.docx
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小学五年级牛津英语教案7
Unit3
TheFirstTeachingPlan
Teachingaims:
Basicaims:
1.能用特殊疑问句Where…?
询问地点。
e.g.Where’sSam?
2.能用简单的过去式谈论过去的状态。
e.g.Hewashereatteno’clock.
3.能用介词短语表示时间。
e.g.Hewashereateleveno’clock.
Educationaims:
培养学生热心助人的思想。
Developingaims:
能运用所学的过去式描述日常生活中已发生的事。
Keypoints:
1.能用简单的过去式谈论过去的状态。
2.能用介词短语表示时间。
Difficultpoints:
能运用所学的过去式描述日常生活中已发生的事。
Teachingaids:
picturecards,toydog,cassette5B,acassetteplayer,etc.
Preparation:
Makeacopyofphotocopiablepage32.
Teachingprocedure:
Ⅰ.Pre-taskpreparation:
1.Review:
Where’s…?
Showthetoydog.Invitestudentstoguesswherethedogis?
2.Askthestudentsiftheyhaveeverlostsomeoneorsomething.Encouragestudentstotelltheirexperiencestotherestoftheclass.
Ⅱ.While-taskprocedure:
1.ShowtheWallpicture.
Playthecassette:
Lookandsay.Thestudentslistenandfollowintheirbooks.
2.Playthecassetteagain.Thestudentslistenandrepeat.
3.Showthepicturecards:
supermarket,flat,policestationandconstable,andlearnthesewords.
4.Workinginpairs,thestudentsrole-playthedialogueonpage31oftheStudent’sBook.
5.Inviteafewpairstorole-playthedialogueInfrontoftheclass.
6.Readthenotice:
‘lostdog’,andinvitedifferentstudentstorepeatthesentences.
7.Read:
Writeareport.Thestudentshelpyoutocompletethereportorally.
8.Askthestudentstotalkabouttheirparents,teachers,etc.
e.g.S1:
Myfatherwasathomeat6:
30.
9.DistributeacopyofPhotocopiable32toeachstudent.Explainthetask.Thestudentsfillinthemissingwordstocompletethereport.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.
Ⅲ.Post-taskactivities:
1.Workbookpage15
a.Invitestudentstoreadthewordsatthetopofthetask.
b.Invitedifferentstudentstohelpyoutoprovidethecaptionsandcompletethesentencesorally.Promptwherenecessary.
c.Studentscompletethetask.
d.Invitedifferenttomesofthedayontheboard.Invitedifferentstudentstotellyouwheretheywereyesterdayatthosetimes.
e.g.Wherewereyouateleveno’clock?
Iwasatschool.,etc.
Ⅳ.Homework:
1.Listentothecassette.Readthedialogueandnoticeforfivetimes.
2.GrammarPracticeBook5Bpage30.
板书：
Unit3Athome
supermarketHe
flatShewashereatteno’clock.
policestationIt
constableI
通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。
用生动形象的图片引出所要学的单词，使学生记忆深刻。
培养学生正确的语音语调。
这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。
通过练习及时掌握新授知识，让学生明确was的具体运用。
TheSecondTeachingPlan
Teachingaims:
Basicaims:
1.能用简单的过去式谈论过去的状态。
e.g.Thepicturewasbesidethewindow.
2.能用介词短语表示方位。
e.g.It’sbesidethemirrornow.
Educationaims:
培养学生仔细观察事物的习惯。
Developingaims:
利用所学的新句型联系生活实际进行交际。
Keypoints:
1.能用简单的过去式谈论过去的状态。
2.能用介词短语表示方位。
Difficultpoints:
利用所学的新句型联系生活实际进行交际。
Teachingaids:
pictures,picturecards,etc.
Preparation:
MakeacopyofPhotocopiablepage33.
Teachingprocedure:
Ⅰ.Pre-taskpreparation:
1.Review:
e.g.T:
Wherewereyouat9:
00?
S1:
Iwasatschool.
2.Askthestudentstonamethedifferentkindsoffurnituretheyhaveathome.
3.Introduce:
furniture,usingtheWordandPicturecards.
Ⅱ.While-taskprocedure:
1.InvitedifferentstudentstotellyouanyEnglishwordsthattheymayknowfordifferentkindsoffurniture.
e.g.S:
table,desk,chair,etc.
2.Writethewordsontheboard:
lamp,shelf,rug,picture,sofaandmirror
3.Practisethenewwords.UsingtheWallpictureforpage32andtheWordandPictureCards.
T:
what’sthis\that?
S1:
It’salamp.etc.
4.Playthecassette:
Lookandlearn.Thestudentslistenandfollowintheirbooks.
5.Playthecassetteagain.Thestudentslistenandrepeat.
6.DisplaythePictureCardsofdifferentkindsoffurniture.Invitedifferentstudentstocometothefronttheclass,chooseaPictureCard,matchitwiththecorrespondingpictureintheWallpicture,andsaytheword.
7.LookattheWallpicture1,andtalkaboutit.
e.g.Thepicturewasbesidethewindow.
8.LookattheWallpicture2,andaskthestudents.
e.g.T:
Thepicturewasbesidethewindow.Nowwhereisit?
S:
Itisbesidethemirror.
9.Thestudentscomparethetwopicturesandidentifythedifferencesbetweenthem.Invitedifferentstudenttocometothefrontoftheclasstoanswer.TheychoosefromthelistofprepositionsatthebottomofthepageandpointattheWallpictureastheyareanswering.
10.Playthecassette:
Lookandact.Listenandrepeat.
11.Workinginpairs,thestudentstaketurnstoaskandanswerquestionsaboutthepictures.
12.Inviteafewpairstoaskandanswerquestionsinfrontoftheclass,usingtheWallpicture.
13.DistributeacopyofPhotocopiablepage33toeachstudent.Explainthetask.Thestudentscompletethesentencesbylookingatthepicturesandfillinginthecorrectprepositionsandnouns.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.
Ⅲ.Post-taskactivities:
1.Invitedifferentstudentstocometothefrontoftheclassandtomoveasmallclassroomitemfromoneplacetoanother.Encouragethestudentstofollowthemodeldialogue.Promptwherenecessary.
e.g.Thebookwasonthedesk.Whereisitnow?
toelicit:
It’sunderthechair.
Ⅳ.Homework:
1.Listentothecassette.Readthewordsanddialogue.
2.GrammarPracticeBook5Bpage31and32.
板书：
Unit3Athome
lamp---Thepicturewasbesidethewindow.
shelfWhereisitnow?
rug---It’sbesidethemirror.
picture
sofa
复习前一教时的内容，也为下面的新授作好铺垫。
联系生活实际，引入新授内容。
采用图片，单词卡片等，通过游戏形式，让学生在看、听、说中牢固掌握单词。
通过层层深入，最后在学生很感兴趣的比较图画的不同的游戏中操练这一句型，而且这一形式对培养学生的观察能力很有帮助。
运用所学知识对教室内的布置进行交谈，做到学以致用。
教后随笔：
TheThirdTeachingPlan
Teachingaims:
Basicaims:
1.能用祈使句发指令。
e.g.Drawthefurniture.
2.能用简单的过去时态谈论过去的状态。
e.g.Thesofawasunderthewindow.
3.能用简单的现在时态表达简单的事实。
e.g.Nowit’snearthebigtable.
4.能用介词词组表达方位。
e.g.underthewindow
Educationaims:
在活动中培养学生的审美情趣。
Developingaims:
联系生活实际进行交际运用。
Keypoints:
1.能用简单的过去时态谈论过去的状态。
2.能用简单的现在时态表达简单的事实。
Difficultpoints:
联系生活实际进行交际运用。
Teachingaids:
pairsofscissors,paper,simplemodelsofroomsforeachother,etc.
Preparation:
MakeacopyofPhotocopiablepages34and35foreachgroup.Makesimplemodelsofroomsoutofcardboardforeachgroup.
Teachingprocedure:
Ⅰ.Pre-taskpreparation:
1.Reviewtheactivityonpage32oftheStudent’sBook.DisplaytheWallpictureforpage32andinviteafewpairsofstudentstoidentifythedifferencesbetweenthetwopictures.Theyaskandanswerabouttheitemsoffurniture.
e.g.S!
:
Thesofawasbesidethechairs.Whereisitnow?
S2:
It’snearthewindow.
Ⅱ.While-taskprocedure:
1.4-6studentsmakeagroup.Showsomepiecesofpaperandpairsofscissors,andmakesomefurniture.
a.Drawsomefurniture.
b.Colourit.
c.Cutoutthefurniture.
2.Putthefurnitureinthesittingroom.
3.Playthegameinpairs.
T:
Lookatthesitting-room.Nowcloseyoureyes.（Tmovesthefurniture.）
T:
O.K.Openyoureyes.What’sdifferent?
S:
Thesofawasunderthewindow.Nowit’snearthebigtable.
4.Workinginpairs:
S1-S2,S3…
Thestudentstaketurnstomovethefurnitureintheroomandtotalkaboutwhathaschanged.
（S1movesthefurniture.）
S1:
What’sdifferent?
S2:
Thechairwasbesidetheshelf.Nowit’snearthetable.
Thedeskwas…Nowit’s….
…
Ⅲ.Post-taskactivity
Workbookpage16
a.Invitestudentstoreadthewordsatthetopoftheworksheet.
b.Invitedifferentstudentstocompletethesentencesorally.
c.Thestudentsfillinthemissingwords.
d.Invitedifferentstudentstoreadthecompletedsentences.
Ⅳ.Homework:
GrammarPracticeBook5Bpage33.
板书：
Drawthefurniture.
Colourit.
Cutoutthefurniture.
复习上一课内容，熟练运用过去时态，为交际运用打下扎实的基础。
培养学生的动手操作能力，熟练领会各种指令。
装扮居室，在活动中培养学生的审美情趣。
在活动中学习，其乐无穷。
既培养了学生实际运用英语进行交际的能力，又充分发挥了学生的创造思维。
教后随笔：
TheFourthTeachingPlan
Teachingaims:
Basicaims:
1.用简单的过去时态谈论过去的状态。
e.g.Therewerefiveinthebed.
2.学会唱英文歌曲“Rollover!
”。
Educationaims:
让学生从歌曲中受到美的熏陶。
Developingaims:
能用较流利的规范的语音语调唱英文歌曲。
Keypoints:
学会唱英文歌曲“Rollover!
”。
Difficultpoints:
用较流利的规范的语音语调唱英文歌曲。
Teachingaids:
Cassette5Bandacassetteplayer,etc.
Preparation:
Bringthestudent’sfurniturecut-outs.
Teachingprocedure:
Ⅰ.Pre-taskpreparation:
1.Showthestudent’sfurniturecut-outsandtaketurnstomovethefurnitureandtotalkaboutwhathaschanged.
e.g.S1:
Thesofawasnearthetable.Nowit’sbesidethewindow.
2.Talkabout“Wherewereyou\yourfatherandmother…at…yesterday?
”
e.g.S1:
Wherewereyouateleven?
S2:
Iwasinthepark.
S1:
Wherewasyourmotherateleven?
S2:
Shewasinthepark,too.
Ⅱ.While-taskprocedure:
1.Playthecassette:
Listentothesong---“Rollover!
”.
2.Introduce:
roll,usingtheWordandthePictureCards.
3.Introducethesentences:
a.Therewerefiveinthebed.
b.Therewasoneinthebed.
4.Playthecassetteafewtimes.Thestudentslearnthesongandsingalong.Theyfollowthewordsintheirbooks.
5.Singandact.
Ⅲ.Post-taskactivity:
Distributeasheetofpapertoeachstudent.Workingingroups,thestudentsdrawpicturestoillustratethesong,followingthepicturesonpage34oftheStudent’sBook.Displaythepicturesontheclassroomwall.
Ⅳ.Homework:
1.Listenandtothecassette.Singthesong.
2.OxfordEnglishShanghaiEdition）PracticeandAssessment5BPart1,Module2,Unit3.
板书：
Song:
Rollover!
rollTherewerefiveinthebed.
Therewasoneinthebed.
联系学生生活实际复习过去时态，熟练运用这一时态。
通过听录音让学生对所要学的歌曲有一了解，并培养其正确规范的语音语调。
通过板书这两句句子，使学生了解were与was在therebe句子中的不同运用。
让学生体会成功的喜悦。
教后随笔：
Class:
Name:
（ ）1.Goodmorning!
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