1. 主页 > 知识大全 >

《牛津小学英语5A Unit8》教学设计优秀5篇

五年级英语5A教学计划表格式牛津版 篇一

五年级英语5A教学计划表格式牛津版

一、情况分析:

经过两年的学习,学生已有一定的英语基础,渴望通过新学期的学习获得更多的知识,以丰富自己的交际内容,提高交际能力。本册教材所涉及的话题内容更丰富,涉及的词汇和日常交际用语、句型也有所增加。教学时应注意教材前后编排的连续性,以便教学时做到有的放矢,把新旧知识结合起来。

本册教科书共十个单元,其中第五和第十单元为复习单元。每单元各由八个板块组成;这些板块既相对独立、有所侧重,又紧密联系、相互呼应,教学中根据学生的实际情况将各个板块有机结合、合理安排,使他们相互渗透、融会贯通。

Learn to say是情景对话板块该板块通过情景对话,着重训练学生的听说技能,以提高会话能力,同时还呈现新的词汇和句型。

Look and learn主要按话题归类和图词结合的方式出现词汇。这些单词中有的已在三、四年级中出现过,有的则是全新的。因此,在教学中要根据实际情况,区别对待,特别要加强对要求四会掌握的词语的操练。教学单词应该与句子、语篇结合起来,努力做到“词不离句,句不离文”。

第三和第四板块中的句型,是每个单元的教学重点,一般都要求四会掌握。句型必须放在情景之中教学,这样做,一能激发学生的求知欲;二能帮助学生理解句型的意思,了解句型使用的场合;三能防止操练时是枯燥乏味。句型操练时教师还要注意训练的广度和密度,要让尽可能多的学生有训练的机会。

Read and act 和Look and read板块的任务是培养学生初步的'语感和良好的朗读、阅读习惯。Act 这个活动要求较高,难度较大,教师在教学时要根据“由易到难,循序渐进”的原则,让学生在熟练地读和说的基础上,先小组活动,后到全班的前面表演对话。

Look,find and say/Do a survey/Work in pairs等是具有游戏和“任务型”学习性质的活动板块。这个板块提供的饶有趣味的语言材料和生动活泼的活动形式有助于学生在玩中学,在学中玩,对于激发学生的学习兴趣,提高学生运用语言的能力,发展学生的智力都有作用。

Listen and repeat 是语音板块。本册教科书提供了a,e,i, o 四个元音以及分别含有这四个字母的绕口令式的趣味句子,教师要让学生多听、多读、多比较,以培养他们的语感。

最后一个板块是歌曲和歌谣。本册教科书共安排了四首歌曲和四首歌谣。教英语歌曲和歌谣不仅有利于激发学生的学习兴趣,培养他们的节奏感,还有利于提高其人文素养。新 课 标 第 一 网

复习单元各由四个板块组成。每个板块通过形式多样、生动活泼的练习,有计划地复习了主要词语、句型和日常交际用语。在教学时教师可根据具体情况将各个板块重新组合,科学地安排各种学习活动,以完成复习巩固的教学任务。

二、教学目标:

1能按三会与四会的要求掌握所学单词。

2能按四会要求掌握所学句型。

3能使用比较熟练地运用所学的日常交际用语,进行简单的交流,做到大胆开口,读音正确。

4能在图片、手势、情景等非语言提示的帮助下,听懂清晰的话语和录音。

5初步培养良好的书写习惯,能做到书写规范、整洁。

6养成听英语、读英语、说英语的习惯,认真模仿语音、语调,以逐步培养语感。

7能根据要求和情景运用相关的语言知识和语言技能,完成某项任务,并促使语言能力的提高。

8能演唱已学过的英语歌曲,诵读已学过的歌谣。

三、教学内容安排表(英语)

时间

周次

教学内容

教时

教学要求

重点、难点

教具准备

单元

篇目

Unit 1

The first day at school

6

1 能听得懂、会说、会读和会拼写单词day,at school,all,alot(of),aroom,any,a house,a flower等等。

2能听得懂、会说、会读和会写句型Is there a/an …?Are there any …?How many …are there…?及它们的回答。

3 能听得懂、会说、会读日常交际用语和句型 I’m not sure. Let’s go and see. Let’s go and have a look.

4 了解元音字母a在单词中的发音。

5 会唱英文歌曲Two jackets.

1 能听得懂、会说、会读和会拼写单词day,at school,all,alot(of),aroom,any,a house,a flower等等。

2能听得懂、会说、会读和会写句型Is there a/an …?Are there any …?How many …are there…?及它们的回答。

3 能听得懂、会说、会读日常交际用语和句型 I’m not sure. Let’s go and see. Let’s go and have a look.

挂图

磁带

录音机

自制图片

Unit 2

A new house

6

1能听得懂、会说、会读和会拼写live, a bedroom, a study, large, under,behind,a door.

2 能听得懂、会说、会读和会写句型What’s in/on/under/behind..?以及回答 There’s/there isn’t a/an…There are some / aren’t any…

3 能听得懂、会说、会读日常交际用语和句型They like the…very much. I live in a new house. Here… for you.

4 了解元音字母a的发音。

5 会诵读歌谣Do you like my house?

1能听得懂、会说、会读和会拼写study,large,live, bedroom, under,behind,door

2 能听得懂、会说、会读和会写句型What’s in/on/under/behind..?以及回答 There’s/there isn’t a/an…There are some / aren’t any…

3 能听得懂、会说、会读日常交际用语和句型They like the…very much. I live in a new house. Here… for you

挂图

磁带

录音机

自制图片

Unit 3

At a Music lesson

6

1 能听得懂、会说、会读和会拼写单词a lesson,sing,a song, dance, play,learn, make, put,him.

2能听得懂、会说、会读和会写句型Can you…?yes, I/we can./ No, I/we can’t.I can… What can you do?

3 能听得懂、会说、会读日常交际用语和句型 Ok. Let’s start. Listen to…

4 初步掌握情态动词can的基本用法。

5 了解元音字母a的发音。

6 能有表情地演唱歌曲We can sing and dance

1 能听得懂、会说、会读和会拼写单词a lesson,sing,a song, dance, play,learn, make, put,him.

2能听得懂、会说、会读和会写句型Can you…?yes, I/we can./ No, I/we can’t.I can… What can you do?

3 能听得懂、会说、会读日常交际用语和句型 Ok. Let’s start. Listen to…

4 初步掌握情态动词can的基本用法。

挂图

磁带

录音机

自制图片

Unit 4

Halloween

6

1能听得懂、会说、会读和会拼写a family, thing, need, a horse, a pig, work, with, evening.

2 能听得懂、会说、会读和会写句型Do you like…? Yes , I do./No , I don’t. I like… What do you like? I like…

3 能听得懂、会说、会读日常交际用语和句型What do you need? We need some… What else do you need? ….,please. Here’s your change.

4 进一步掌握名词复数的词形和读音的变化。

5了解元音字母e的发音。

6 会有表情地诵读歌谣Halloween

1能听得懂、会说、会读和会拼写a family, thing, need, a horse, a pig, work, with, evening.

2 能听得懂、会说、会读和会写句型Do you like…? Yes , I do./No , I don’t. I like… What do you like? I like…

3 能听得懂、会说、会读日常交际用语和句型What do you need? We need some… What else do you need? ….,please. Here’s your change.

4 进一步掌握名词复数的词形和读音的变化。

挂图

磁带

录音机

自制图片

Unit 5

Review and check

6

1、通过复习,要求学生能比较熟练地听、说、读、写所学过的词汇和句型。

2、综合运用所学的日常交际用语和三会句型。

3、在生活中运用所知识,激发学生学习英语的兴趣。新课标第一网

1通过复习,要求学生能比较熟练地听、说、读、写所学过的词汇和句型。

2综合运用所学的日常交际用语和三会句型。

挂图

磁带

录音机

自制图片

Unit 6

Doing housework

6

1能听得懂、会说、会读和会拼写morning, home, help, Maths, sleep, jump.

2 能听得懂、会说、会读和会写句型 What is/are…doing?以及其正确回答。

3 能听得懂、会说、会读日常交际用语和句型Are youfreenow?How about…? See you this afternoon等等

4了解元音字母e的发音。

5 会唱歌曲What are you doing?

1能听得懂、会说、会读和会拼写morning, home, help, Maths, sleep, jump.

2 能听得懂、会说、会读和会写句型 What is/are…doing?以及其正确回答。

3 能听得懂、会说、会读日常交际用语和句型Are youfreenow?How about…? See you this afternoon等等

挂图

磁带

录音机

自制图片

Unit 7

After school

6

1能听得懂、会说、会读和会拼写after class, look for, join, study, newspaper ,a picture book, play with.

2 能听得懂、会说、会读和会写现在进行时的一般疑问句及其回答。

3 能听得懂、会说、会读日常交际用语和句型Perhaps they are. I’ll go and join them 等等。

4了解元音字母i的发音。

5 会诵读歌谣In the evening.

1能听得懂、会说、会读和会拼写after class, look for, join, study, newspaper ,a picture book, play with.

2 能听得懂、会说、会读和会写现在进行时的一般疑问句及其回答。

3 能听得懂、会说、会读日常交际用语和句型Perhaps they are. I’ll go and join them 等等。

挂图

磁带

录音机

自制图片

Unit 8

A camping trip

6

1能听得懂、会说、会读和会拼写children, a bill, show, fish, fat, thin.

2 能听得懂、会说、会读和会写句型 What do you/theyhave?I/We/You/They have…What does he/she have?He/She has…

3 能听得懂、会说、会读日常交际用语和句型We alllikeour…Look,…and…are coming. Great!

4了解元音字母i的发音。

5 会唱歌曲What do you have?

1能听得懂、会说、会读和会拼写children, a bill, show, fish, fat, thin.

2 能听得懂、会说、会读和会写句型 What do you/theyhave?I/We/You/They have…What does he/she have?He/She has…

3 能听得懂、会说、会读日常交际用语和句型We alllikeour…Look,…and…are coming. Great!

挂图

磁带

录音机

自制图片

Unit 9

Shapes

6

1能听得懂、会说、会读和会拼写shape, teach, fly, us, the sun, the moon, star, year, know, paper.

2 能听得懂、会说、会读和会写句型 What shape is the…?It’s a/an… Show us how to…

3 能听得懂、会说、会读日常交际用语和句型Happy new year!Don’t forget to… Draw …first.

4了解元音字母o的发音。

5 会诵读歌谣Twinkle,twinkle,little star.

1能听得懂、会说、会读和会拼写shape, teach, fly, us, the sun, the moon, star, year, know, paper.

2 能听得懂、会说、会读和会写句型 What shape is the…?It’s a/an… Show us how to…

3 能听得懂、会说、会读日常交际用语和句型Happy new year!Don’t forget to… Draw …first.

挂图

磁带

录音机

自制图片

Unit10

Review and check

6

1 通过复习,要求学生能比较熟练地听、说、读、写已学过的单词和句型。

2 通过本单元的复习操练,要求学生综合运用所学的日常交际用语。

1 通过复习,要求学生能比较熟练地听、说、读、写已学过的单词和句型。

2 通过本单元的复习操练,要求学生综合运用所学的日常交际用语。

四、教学措施

1 重视书写教学,使学生能够正确地书写单词、句型,并养成良好的书写习惯。

2 重视语音教学,使学生能够准确流利朗读会话。

3 注重语言环境的创设,使学生能够灵活地运用所学单词、句子及会话。

4 注意教学的开放性,重视培养学生的创新能力。

5 结合教学内容,对学生进行思想品德教育。

6 活用教材,根据学生的实际情况,将每单元各个板块重新组合。

7 丰富学生课外阅读,鼓励学生多阅读英语小短文,美文来提高自己的英语水平。

8 对于部分后进生,进行分层教学,降低难度,以此保持其学习兴趣。

【结语】:以上就是关于《牛津小学五年级英语5A教学计划表格式》的具体内容,谢谢查阅。

《牛津小学英语5A》第八单元第四教时教学计划参考 篇二

《牛津小学英语5A》第八单元第四教时教学计划参考

一、 教学目标:

1、进一步巩固本单元句型What do you / they have? I/ We/ They/ have…

What does he/ she have? He/ She has …

2、能正确地听、说、读、写词汇fat, thin。

3、能初步了解字母i在单词中的读音。

4、能根椐图示语完成面具的制作。

5、能较熟练地在情景中运用本单元所学的句型和日常交际用语。

二、教学重点:

1、能综合运用本单元所学过的单词、句型和日常交际用语。

2、能初步了解字母i在单词中的读音。

三、教学难点:

1、掌握字母在单词中的'读音。

2、能将所学的句型运用于具体情景的对话或短文中。

四、课前准备:

1、录音机和短文录音磁带。

2、学生准备纸、水彩笔和剪刀、线。

3、单词、音标卡片。

4、学生准备同学或父母、朋友的照片。

5、学生预习课文E部分内容。

五、教学过程:

A.Warm up

老师与学生谈论天气和提议出去游玩:What day is today? What’s the weather liketoday? Let’s have a trip. It’s great. Boys and girls. What do you have?

学生四人一组表演对话,复习句型:I / We/ You / They have …

What do you / they have?

B.Revision

1、老师出示幻灯片:其他一位老师的照片

T: Who’s the woman? S: She’s Miss *. She’s our Chinese teacher.

T: Good. Look, she has big eyes and small mouth. She has long hair.

2、请学生拿出自己准备的照片,介绍同学、老师、父母或朋友的特征,来操练has的用法,并与have进行区别。其中引出生词:fat, thin

3、 选出最佳介绍者,予以表扬。

C. Make and say

1、让学生拿出纸、笔、剪刀和线,先请学生看图和指示语,理解面具的制作过程。

2、个别学生读出对面具制作的描述。

3、老师说指令,学生进行制作。

4、比一比,赛一赛,哪一组学生制作好的面具多。(限定时间)

5、请学生简短地描述一下自己制作好的面具。

D. Read the passage

1、听课文录音,初步理解短文内容。

2、学生跟读录音,并回答问题:What do they have? (A lot of toys.)

What does the girl have? (A bear.)

What does her brother have? (A panda.)

What does her sister have? (An elephant. 生词操练elephant)

What does Tom have? (A monkey.)

What does his brothers have? (Six dogs.)

3、小组活动,学生展示自己带来的玩具或其他物品,通过句型操练描述这些物品的特征。

4、学生交流。

E. Listen and repeat

1、出示幻灯片:一只大冰箱

T: What can you see in the picture? (A fridge.)

T: What’s in the fridge? (A box of milk.)

T: Can you spell “milk”?

S: Yes, I can. M-i-l-k.

学生说出fish, chicken …

2、学生听录音后跟说单词和句子。在说的过程中让学生体会元音字母i在单词中的发 音[ i ]。

3、再让学生说出一些单词中i发[ i ]词。如:is, it, sing, big, picture,m, sit, with …

F. Assign homework

1、默写本单元四会要求的句子和单词。

2、完成练习册E、F部分内容。

《牛津小学英语5A Unit8》教学设计 篇三

the lesson i am going to talk about is from the first period of unit8 in oxford english textbook 5a. i will describe my instructional design in seven parts.

part one about the students

children in grade five have learnt and grasped many words and expressions from oxford english from 3a to 4b. they can use them correctly when chatting with others. all these are belonging to the advantages of teaching and learning.

part two analysis of the textbook

the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills: listening, speaking, reading, and writing.

part three teaching objectives

(1). knowledge objects: students are able to use the words and expressions to communicate with others when they are going on a camping trip.

the words: a tent, a telescope, a tin opener, a pot, a stove, a blanket, a towel.

the sentence structures: what do you /they have? i/we/they have…

what does he/she have? he/she has…

(2)ability objects: namely listening, speaking, reading, and writing skills and comprehensive application ability of the four skills.

(3) emotional objects. make students be aware of their own advantages and disadvantage in learning, and teach them to be willing to cooperate with others.

(4) moral education object. teach students to love the nature.

part 4 teaching emphases and difficulties

1.the expression about camping things.

2.2the verb forms of the third personal singular form.

part 5 teaching methods: the methodology is three p model. that is presentation, practice, production.

part 6 teaching procedure

the first stage is free talk. i will play the tape. let students listen to the song “what are you doing?” and review the present continue tense. after listening, we will talk about the picture “what are the children doing ?”i will give them the answer: they are having a camping trip. maybe students are not familiar with the camping trip. next show a series of pictures of the great nature to the students, let them telling their feeling after enjoying these pictures. students will say they love the beautiful nature very much, so that they will be aroused the interests in learning this topic.

then we’ll talk about the things of camping trip, according to the pictures. when i teach the words: tent, telescope, tin-opener, pot, stove, blanket, towel, i will introduce the usage. for instance, the tent is used for sleeping or having a rest and the telescope is used for watching beautiful scene and looking for a suitable, comfortable camping site. after showing all the pictures, let students read and spell the words to consolidate them.

the third stage is the chant. i’ll ask students to clap their hands and chant like this; blanket, blanket, i have a blanket, pot, pot, we have a pot. you have a blanket and they have a pot. it is very interesting for them to chant in rhyme.

the fourth stage is playing a game. i have some things. what else do you have? let students guess. i will give six bags. each bag has one thing. there is a hat, a tin of fish, a water bottle, a coat, some bread, some apples. the topic of this lesson is camping trip. these things are closely related to it. i think a game will help them relax and let them learn english in a happy and gay atmosphere.

on the fifth stage, i will present the sentence structures, when the students are familiar with the new words. it is the time to present the new structure. at first, i ask students to show their toys. each student has a toy. i invite some students to answer the question“what do you have?” they will answer “i have a toy bear.”“i have…” then write the sentences on the blackboard. then practice “you have…and i have…” let students work in pairs. after that, practice “we have…and they have…” in groups. on the screen, it will give models. we know the purpose of learning english is to use english. students should have more chances to use the language they’ve learnt. so the step is employed to create a language environment for students’ communication in the class.

the next step is further study : the third personal singular pronouns“he, she, it,”, and the verb form is “has”。 it is necessary for students to practice the new structure “what does he/she have?”“he/she…”

after presentation, i will ask students to do the exercise: read, talk and write. read the short passage and talk about the questions and fill in the blanks. the activity, “fill in the blanks” helps students with writing and serves as a feedback and consolidation of the language point.

the last but not the least, sing a song “what do you have?”。 and i will encourage them to change the song words to make a new one.

finally, i will assign the homework.

牛津小学英语5A Unit 7 After school Part A教 篇四

牛津小学英语5A Unit 7 After school Part A教案

牛津小学英语5A Unit 7 After school Part A教案 一、 教学目标: [认知目标]1.能听懂、会说、会读、会拼写单词及短语 after school, look for, join, study等。 2.能进一步巩固在进行时的一般疑问句及其回答。Is he/she …?Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are … 3.能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。 [能力目标]4.帮助学生进一步掌握英语语篇学习的方法,提高阅读能力。 [情感目标]5. 通过本课的学习培养学生的语言表达能力。进一步提高学生对英语语篇学习的学习兴趣。 二、教学重点: 1.能进一步巩固在进行时的一般疑问句及其回答。Is he/she …?Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are … 2.能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。三、教学难点:能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。四、教学准备:设计并制作PPT,录音机,教学光盘,练习纸 五、设计理念:整个教学设计由老师引导,学生自主参与,获取新知,然后巩固操练,合作创新。教学中采取轻松自由的交谈方式,引导学生运用新的语言表达方式谈论放学后学生的活动,这充分体现了新课程标准要求的采用互动的课堂模式,提倡开放的'学习方式,鼓励学生创造性地运用语言。“互动”、“开放”、“创造”营造了平等、民主、宽松的课堂氛围,学生就获得了相当大的主动权。 六、教学过程 Step 1 Review 1.  Listen and do 教师说出一系列动词短语,学生做动作,如watch TV, play basketball, play the piano, sing等。并说stop,让学生暂停。 T: What are you doing? S: I’m … T: What’s he/she doing? S: He/She is … T: What are they doing? S:They are… 2.Guessing game( 课件呈现6张图片的一小部分) Using: A: Is he/she/it …? 他/她/它正在……吗? B: Yes, he/she/it is.  No, he/she/it isn’t. A: Are they …? 他们正在……吗? B: Yes, they are.  No, they aren’t. T―S,S―S(设计意图:1.让学生做做、说说,符合小学生的年龄特征,并活跃课堂气氛。在做与说的过程中巩固现在进行时的用法。2. 通过课件展示图片部分,在问答的过程中帮助学生复习现在进行时的一般疑问句,不但很好地巩固了前一课时所学的内容,而且为下面学习课文打好了基础,当学生接触到课文里的这一句式时便不会感到陌生。) Step 2 Presentation and Practice 1.(the last picture of revision) S: Are they……? T: Perhaps they are. I’ll go and join them.(板书并教学) a.师出示更多的图片问学生:Are they…?让学生用Perhaps they are.I’ll go and join them.来回答。 b.Practise in pairs. c.师出示一个男孩玩溜溜球图片,问学生:Is he playing with a yo-yo? S: Perhaps he is.T:I’ll go and join him. (同样引出Perhaps she is.I’ll go and join her.) 2.  (the last picture of Part 1) a. 课件展示Helen骑自行车的图片。 T: What’s she doing? Ss: She’s riding a bike. T: (出示zoo的图片 ) Are you going to the zoo? Helen: (运用课件对话) No, I’m not. Teach “Are you going to the…?” and practise.  课件展示park 和garden图片。 Ss: Are you going to the park / garden? Helen: No, I’m not. T: Where are you going? Helen: I’m going to the reading room. Teach “Where are you going?” Ss: Where are you going? Helen: I’m going to the reading room 替换下列地点名词toilet, sports hall, playground, table tennis room进行pair work 练习,教师巡视。 Pair work: A: Are you going to the…? B: No, I’m not. A: Where are you going? B: I’m going to the…. (设计意图:创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固,收到了良好的学习效果。) Step 3 Learn the dialogue 1. Background a.(出示课件) T: Look at the clock, what time is it? Ss: It’s three o’clock. T: Yes, it’s three o’clock in the afternoon. Classes are over. The students are going home. Can you guess the meaning of “Classes are over.” S1: 课都结束了。 Learn: Classes are over. Class:课;班级。(揭示课题Unit 7 After school) b.T: Who’s he?(呈现Gao Shan的照片)Is he playing basketball?   S: …   T: Gao Shan is looking for Wang Bing. (教授look for,并与find 进行区分。look for 强调寻找的过程find 表示找到,强调结果。) c.Listen to the tape of background and retell the background.(设计意图:小学英语课堂中强调故事情景的创设,这里学生在“下课了”情景的创设及教师的引导中慢慢进入A部分的教学。通过对三句话的梳理,交代下面Gao Shan与Miss Li对话的背景。目标:学生能够理解背景知识中的三句话,分别交代了时间、人物、事件,能试着说出这三句话,并基本能够区分look for和find。) 2. Left part①Listen to the tape and answer some questions a.  Is Wang Bing helping Miss Li? b. Where are Mike and Wang Bing? c.  Are they playing basketball? d. What will Gao Shan do? ②Watch a video and repeat, work in pairs, read together.③Retell the dialogue according to some phrases.(将对话中一般疑问句标出) ( 设计意图:先易后难,符合学生的认知规律。请学生先听录音,并根据几个问题理解这部分大致内容之后,扫除语言知识障碍,再理解语篇内容,能让学生更好地理解并记忆深刻。) 3.  Right part ① Listen to the tape and fill in blanks   Who Doing what Where Helen     Gao Shan     Su Hai and Su Yang     ②Watch and repeat, role play. ③Retell the story according to the form (在此过程中解释study的两种不同意思)(设计意图:在“Gao Shan与Helen相遇会说些什么”情景的渲染下学生对对话较感兴趣。并通过听录音完成表格的方式理解大意,在此基础上看动画,并根据表格来回忆对话内容都是能够调动起学生学习的热情。) Step4 Consolidation 1. Read Part A and try to recite it 2.Read and fill in the blanks: Classes ______over. Gao Shan is_____ ______Wang Bing. He’s ______helping Miss Li in the office. Perhaps they are playing basketball in the __________.He will go and ______them. Helen is going to the  . Su Hai and Su Yang aren’t _______ in the library.They are  in the library. 3.阅读短文,判断对错,用“T”或“F”表示。 I’m Tom. I have three good friends. They’re Mike, Helen and Nancy. Today is Saturday. Mum and Dad aren’t at home. My good friends come to my home. We are very busy now. Mike and I are making a cake in the kitchen. Helen and Nancy are helping my sister do housework. Look, Helen is cleaning the windows. Where’s Nancy? Oh, she’s in the sitting-room. She is sweeping the floor. We’re tired, but we’re very happy. Questions: (  )1. Tomorrow is Sunday. (  )2. My parents are at home. (  )3. Mike is making a cake in the kitchen with me. (  )4. Helen is cleaning the windows with my sister. (  )5. We don’t like doing housework. (设计意图:新课标中强调对于每节课的教授内容都要有一定的评价,这里通过练习的设计来检测学生的掌握情况。练习3是课外阅读理解的练习,提醒学生将每个题目在文中的依据找出。课外阅读题的设计意在培养学生在短文中提取有效信息的能力。) Step5 Homework 1Try to read the dialogue in part A fluently. 2 Have a role play to perform the dialogue. 3.学有余力的学生仿照短文,描述家人晚上的活动。 Step6 Blackboard design

牛津小学英语5A第二单元教案 篇五

牛津小学英语5A第二单元教案

牛津小学英语5A第二单元教案一、 教学内容《九年义务教育六年制小学教科书・牛津小学英语》5A第一单元第一教时(Read and say)。 二、 教学目标: 1、 能正确理解、掌握对话内容,并能朗读、初步表演对话 2、 能正确地听、说、读、写词汇:live, study, a bedroom, large,  beside, a wall, a bed, between. 3、能正确地听说读写句型:What’s in /on/beside/between…?  There’s /There isn’t a /an…There are some /aren’t any… 4、 能正确地听、说、读日常交际用语或句型:I live in a new house now.  They like the …very much.  Here is a/an…for you.  Here are some …for you. 三、 教学重点: 1 能正确理解、掌握对话内容,并能朗读、初步表演对话。 2 词汇: live, a study, a bedroom, large, beside, a wall, between, a bed… 3 句型: What’s in /on /under /behind /beside /between…? There’s a /an…in /on /under /behind /beside …? There are some… There isn’t a /an…There aren’t any…. 四、教学难点: 1 能比较流畅地朗读对话,并进一步表演对话。 2 能正确地听、说、读、写句型What’s in/ on/ beside/ between…?及其答语。 3 能正确地使用否定句There isn’t….There aren’t ….及正确使用any 五、 课前准备: 1、教具准备: a 准备录音机、磁带 b 准备电脑课件 2、教学准备: a把Read and say的图片扫描到课件中 b把Read and say的对话及录音内容设置到课件中。 六、教学过程: Step(一)Revision and Presentation 1、 Free talk (约2分钟) 师生之间相互问候:Glad to see you .Are you all here ? (Yes.) What’s the date today ? (It’s September 9th ) 等。 2、 设计情景,有外宾参观我们学校,选几名学生做小导游,用There be句型介绍学校的情况。 如:There are two buildings in our school. There are twenty classrooms in our school. 选出优秀的小导游并奖励。 3、 引出新课,今天我们去参观Yang Ling的新家,老师来当解说员,电脑屏幕显示书中第一幅图,介绍背景。 Yang Ling and her parents live in a new house. It is near the school. They like the new house very much. 电脑屏幕显示新单词“live”、“house”,让学生明白其意思并跟读,组词造句。 Yang Ling and her parents live in a new house now.  用同样的方法让学生明白They like the new house very much.后,让学生争做小解说员,优秀者有奖励。 Step(二) Presentation and practice 1、 电脑屏幕显示放大的Yang Ling家的新居,复习单词a bathroom, a bedroom, a study, a kitchen, a dining-room, a sitting-room等,这些词在3B中就已学过,相信在老师的帮助下,学生能较顺利地说出这些单词。 2、 借助电脑屏幕,让学生上来指着屏幕上的图并描述新居的情况,如:Yang Ling’s house is big. There are three bedrooms, two bathrooms, a study, a kitchen, a dining-room and a large sitting-room.让学生试着说这句话,或分句描述。(注意:当There be后面紧跟单数名词时,be动词常用单数形式。) 3、 老师就屏幕上的居室分布图与学生展开讨论,如:Is there a study/a kitchen/a dining-room in Yang Ling’s house? Yes, there is./No,there isn’t. Are there any bedrooms/reading rooms in it? Yes, there are./No,there aren’t. How many bedrooms are there? There are … 4、 出示下一张扫描图――Yang Ling卧室的图,借助画中的'地图,教单词world及词组a map of the world, 顺便教学生a map of China。教师教句子The map is on the wall. 学生跟读。 5、 教师提问Where’s the desk/telephone? 引出介词beside, between的教学。 Step(三) Read and say 1、 电脑屏幕显示整篇课文文字稿及插图、并配有录音,学生听整段对话,并模仿跟读两遍。 2、 学生自读对话,教师巡视并给予个别辅导。 3、 学生分角色朗读对话。 Step(四) Consolidation 利用学生之间互不了解对方家居室情况而产生的信息沟展开问答,并编成小对话,二人或三人一组。 Step(五) Assign homework 1、 Listen to the tape and read after the tape. 2、 Copy the new sentences. 3、 Make new dialogues. Step(六) After class 1、 根据本课教学内容有条件的老师可拍摄自家居室状况,让学生展开讨论(因学生对有关老师的信息都比较感兴趣)。也可先让学生问,老师答,然后再看录象等,这样做比较符合小学生学英语的心理特点,既提供了逼真的活动环境,又能使小学生兴趣盎然。如果条件不允许,亦可直接用教材配套的挂图等。 为切实贯彻素质教育,做到让学生成为课堂的主人,本教案在教学设计中处处体现了以学生为本的原则,采用争当优秀小导游,谁了解小朋友家居室情况多等比赛,让学生不断地在用中 学,学中用,从而达到真正掌握语言。

博观而约取,厚积而薄发。以上就是快回答给大家分享的5篇《牛津小学英语5A Unit8》教学设计,希望能够让您对于牛津小学英语5a教案的写作更加的得心应手。

本站内容由网友提供,版权归原作者本人所有,本网站不对网站真实性负责,如有违反您的利益,请与我们联系。