5B 备课.docx

5B 备课.docx

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5B备课

学科：

英语

班级：

五

（1）

姓名：

金洁

2008学年第二学期

对教材的分析与理解

教材内容：

5Bcontainscorelanguagelearningmaterial.Usingawidevarietyoftext-typesandactivitiestointroducelookandsay,lookandread,lookandlearn,readandsay,sayandact,askandanswer,readandanswer,playagame,singasong,makea…andintroducetasksalllanguagethepupilathis/herpersonallevel.Thislanguagepreparationprovidespupilswiththemeanstocarryoutsuccessfullythesubsequentlearningtasks,whicharefullydescribedintheTeacher’sBook.

教材目标：

The“buildingblock’’approachisbasedthefactthatlearningandthecapacitytolearnaredevelopmental;thatis,thatpupillearnsbybuildingonknownlanguage,conceptsandactivities,todevelopandexpandprogressively.

Thedevelopmentofthethematicthroughrelatedmodulesensuresthedevelopmentoflanguagebyconstantlyrevisitingandrecycling,thusbuildingfromastrongbasewithinlevels.Andcontentdevelopandarerevisitedprogressivelythroughoutthepackage.Vocabularyandstructuresareintroducedandpracticedthroughtasksatacontrolledpacesteadyenoughtoinvolvepupils’interestwhilstensuringconstantconsolidation.

Atlowerlevels,carehasbeentakentoensurethatpupilsarelearningwithinfamiliar,comfortablecontextssothatthelanguageisappropriatetotheirneedsandinterests.Athigherlevels,pupilsinvolvementisencouragedthroughoutOxfordEnglishbytasksandactivitiesthatfocusoninteraction;teachertoensurecommunicationandthepurposefuluseofEnglish.

总体设想：

Workboo5Bprovidesfurtherpost-taskactivitiesandexercisesthatreinforcethelanguagelearnedthroughthepupils’bookandtheassociatedtasks.Theyincludeactivitiesthatrequirethepupiltoincludeapersonalelementintheformofothers.Surveyformsandpersonalinformation.thustheworkbookbecomesarecordofthestudent’sindividuallearningprogress.Theworkbookisprimarilyintendedforuseintheclassroom,theworkbookisprimarilyintendedforuseintheclassroom.,butmaybeusedforhomeworkaswell.OverprintedAnswerkeysareprovided.

GrammarPracticeBook5B:

whilefurtherconsolidatinglanguageandvocabularylearnedinthepupil’sbook,grammarpracticeBook5Brevisitsstructuresinappealingandhumorouscontexts.,makinghisbasicintroductiontogrammarstimulatingforstudents.Overprintedanswerkeysareprovided.

Teacher:

JinJie金洁

School:

Xinchengschool上海市莘城学校

Analysisaboutstudents:

学生对生活常识有一定的了解，但对影子的一些常识我觉得还是有些欠缺的。

Book:

OxfordEnglish5B

Unit:

Module1UsingmyfivesensesUnit1Useyoureyes!

--PeriodOne

Aims:

1.words:

rise,shadow,high,godown

2.structures:

Thesunrises/goesdown…,Whereistheshadow?

Languagefocus:

1．Usingthesimplepresenttensetoexpresssimpletruths.

2．Usingprepositionstoindicateposition.

3．Askingquestionstofindoutposition.

Aids:

thepictures,tape

Reflectionandrebuilding:

学生对影子这个自然现象很感兴趣，所以大家在玩玩，比比，画画，说说中巩固，效果很好。

但是，Block’sshadow这个词组学生在发音和衔接上有些困难，要后续进行巩固。

PROCEDURES

CONTENTS

METHODS

PURPOSES

I.Pre–task:

Revision:

II.While-task

Presentation:

III.Post-task

Consolidation:

IV.Assignment:

1.behind,infrontof

2.besidenexttonear

1.shadow

2.Lookandread

1.Readandanswer:

1）Isthesunhighinthesky?

2）Istheboy’sshadowlongorshort?

3）Whereistheboy’sshadow?

2.Lookandwrite

1）It’safternoon.Thesunishighinthesky.

Ashadowisbesidetheblack.

Theshadowisshort.

2）It’sevening.Thesunisnothighinthesky.Ashadowisinfrontoftheblack.Theshadowislong.

1.Readthetext.

2.DoGPBP1.

T--Ps（Showthecards）

T（showthedollunderthelight）

T-Pa-Pb

T（showhowtoshadowchangeduringaday）

2.Ps（Listentothetape）

3.Pa–Pb（Listenandrepeat）

3.Pa–Pb（Showthechangingwiththedollandthelight）

Ps–Pa（Lookatthepicturesandanswer）

Ps（Lookatthepicturesandwrite）

Reviewtheprep.andtheposition.

T:

Showtheshadow’schangingduringaday.

Ps:

Learntouseprep.Toinducateposition.

Askingquestionstofindoutpositions.

Teacher:

JinJie金洁

School:

Xinchengschool上海市莘城学校

Analysisaboutstudents:

学生对介词应该有了一定的了解，只是个别介词学生掌握的不是太好，有些比较模糊。

Book:

OxfordEnglish5B

Unit:

Module1UsingmyfivesensesUnit1Useyoureyes!

--PeriodTwo

Aims:

1.words:

insideouside

2.structures:

Whereisit?

It’s…Wherearethey?

Theyare…

Languagefocus:

1．Usingmodalstotalkaboutability.

2．Asking“Wh-‘questionstofindoutposition.

3．Usingprepositionstoindicateposition.

Aids:

tapepapershadow

Reflectionandrebuilding:

PROCEDURES

CONTENTS

METHODS

PURPOSES

I.Pre–task

1.Revision:

II.While–task:

Presentation:

III.Post–taskConsolidation:

IV.Assignment:

1.Makeashadow.

2.Readthetext.

1.Whereisit?

It’s...

1）inside

2）outside

3）Askandanswer.

2.Wherearethey?

Theyare…

1.Lookandsay..

2.Readandmatch

1）Themouse

isinsidetheclock.

2）Themouseisoutsidetheclock.

3）Themouseisontheclock.

4）Themouseisbehindtheclock.

5）Themouseisinfrontoftheclock.

6）Themouseisinsidethecat.

DoGPBP2.

Ps（Drawandcutoutashadow）

Ps（Followthetape）

T（Puttheshadowinside/outsidethebag）

T–Ps–Pa

T:

（hidesomeshadows）

Askandanswer

Pairwork.

Ps（Readafterthetape）

（d）Ps（Readthesentencesandmatch）

（a）

（b）

（c）

（f）

（e）

Thepupilsprepareforthenewcontents.

Withtheobjects.Thepupilscancontrasttheposition.

Usingthesimplepresenttensetoexpresssimpletruth.

Itshouldbestressedthepluralandthesingularnouns.

Teacher:

JinJie金洁

School:

Xinchengschool上海市莘城学校

Analysisaboutstudents:

学生对水果掌握的非常好的，在情景中的表达应该也是很好的。

Book:

OxfordEnglish5B

Unit:

Module1UsingmyfivesensesUnit1Useyoureyes!

--PeriodThree

Aims:

1.structures:

I’vegotsome…Ihaven’tgotany…..Haveyougotany…?

Languagefocus:

1．Askingsimplequestionstoobtain‘yes/no’response

2．Usingformulaicexpressionstoexpressandrespondtoapologies

3．Usingadjectivestoshowquantities

Aids:

tapeobjects

Reflectionandrebuilding:

本课的重点是认识水果，如榴莲，梅子等，同时让学生在购物中运用新单词，并复习巩固句型。

学生对此比较熟悉，因此对话表演进行很顺利。

对选择疑问句的理解也较好。

结合对水果放置的位置，进行问答，学生能给出不同的介词词组答案。

PROCEDURES

CONTENTS

METHODS

PURPOSES

I.Pre–task

DailyTalk

Revision

II.While–task

Presentation:

III.Post–task

Consolidation:

IV.Assignment:

1.What’sthedatetoday?

2.Whatdoesyourfatherdo?

3.Howmanypeoplearethereinyourfamily?

4.Whatcanyoudo?

1.Readtheprep.

inside–outside

infrontof–behind

beside=near=nextto

in-out

on-under

2.Listeningwork:

1）cuponthedesk

2）chairinfrontofthedesk

3）umbrellabesidethecupboard

4）shoesinsidethebox

5）boxoutsideyourbedroom.

6）footballyourbrother’sbedroom.

7）hatstomother

8）kiteinsidethecupboard.

9）bagonthetopofcupboard.

1.Ihavegotsome...

Ihaven’tgotany…

2.Haveyougotany…?

Yes./No.

3.Redonesorgreenones?

Redones,please.

1.Sayandact:

>

2.Actoutthedialogue.

S1:

Haveyougotany…?

S2:

Yes,I’vegotsome…

…onesor…ones?

Sorry,Ihaven’tgotany….（…ones,please）

S1.Wherearethey?

S2.They’re….the…

DoGPBP3.4.

Askandanswer

Psreadtheprep.

Ps（Listenandmatch）

Pa–Pb（Showtheobjects）

Pairwork

Pairwork

（choosethefruit）

Ps（Followthetape）

Pairwork（withtheshoppinglist）

Psreviewtheprep.toexpresstheposition.

Listeningworkcanimprovethepupils’English

Thepupilscan’tcompare“some”with“any”.

Thepupilsuseadj.toshowquantities.

Teacher:

JinJie金洁

School:

Xinchengschool上海市莘城学校

Analysisaboutstudents:

学生对both这个词有些了解，但掌握的不好

Book:

OxfordEnglish5B

Unit:

Module1UsingmyfivesensesUnit2Useyourears!

--PeriodOne

Aims:

1.Words:

quietloudbothawake

2.StructuresTheyarebothasleep.

Languagefocus:

1．Theyarebothasleep.

Aids:

tapepictures,aball

Reflectionandrebuilding:

这个故事不仅让学生学会了新词和too的句型，更重要的是，让他们在知识的学习过程中学会关心他人。

知识重点需加强的是both….和祈使句Be…。

PROCEDURES

CONTENTS

METHODS

PURPOSES

I.Pre–task

Warmingup:

II.While–task:

Presentation:

II.Post–task:

IV.Assignment:

Greetings

Haveadialogue.

1.loud,quiet.

2.Whatcanyouhear?

Icanhear…

It’stoo…

3.Theyarebothasleep.

1）both

bothasleep.

bothawake

bothbells

bothpencils

2）Theyarebothasleep.

Iwantbothpencils.

1.Readthetext.

2.Readandanswer.

TorF

Pictures1

1）Ben’snewbicycleisblue.（F）

2）Ben’snewbicyclehasabell.（T）

Picture2:

1）Benisridinghisbicycletothepark.

2）SamwalksinfrontofBen’sbicycle.“T”

Picture3

1）Twooldladiesareawake.（F）

2）SamwalksinfrontofBen’sbicycle.（F）

Picture4:

1）Thetwoold

ladiesareasleep.（F）

2）Ben’sbellistooloud.（T）

DoGPBP5.

Ps:

（Sayandact）

PairWork

T:

（AskPstolistenthenoisesaroundthem）

T–Ps–Pa

T:

showthepictures

T–Ps–Pa

Pa–Pb

（Makesentenceswith“both”）

Ps（Followthetape）

Pa–Pb

（Readthetextanddecide）

Trueorfalseofthesentences

Thepoemcanmakethepupilsexciting.

Withthegamethepupilscanunderstandtheadj.

Thepupilslearnthe“both”toobtaintheresponses.

Thisexercisecanhelpthepupilsunderstandingthetextwell.

Teacher:

JinJie金洁

School:

Xinchengschool上海市莘城学校

Analysisaboutstudents:

like/want的句子学生掌握的应该比较好的，今天所学的两个新单词的发音对学生来说应该有一定的难度。

Book:

OxfordEnglish5B

Unit:

Module1UsingmyfivesensesUnit2Useyourears!

--PeriodTwo

Aims:

1.words:

hammerscrewdriver

2.Structures:

Doyouwantbothhammers?

No,the…one,please.

Languagefocus:

1．Doyouwantbothhammers?