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1、沪教牛津版英语五年级下册全册教案设计Module 1 Changes and differencesUnit 2 Our new home（第一课时）教学栏 目：Listen and enjoy, Look and learn, Ask and answer教学目标：1、通过Listen and enjoy的儿歌朗读，活跃课堂气氛，并引出本单元的话题。2、通过look and learn栏目，帮助学生掌握本单元的核心句型。教学重、难点1 能掌握单词 why, because, study, dining room2、会运用句型 Do you like.? I like.Why? Because
2、.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、出示第一个问题，让学生看Listen and enjoy的图片 讨论问题。QI： Who lives in the shoe?T： Who lives in the shoe?SI： An old woman.S2： An old woman and her children.S3： An old womans big family.播放录音，出示第二和第三个问题，学生听录音后讨论 问题。Q2: What does the old woman do?Q3: What does she
3、 say?T： What does the old woman do?SI： She gives the children some food.T:. What does she say?S2: Its time to go to bed.最后，学生跟录音朗读儿歌，可以自己朗读，也可以集 体朗读。2、呈现不同房间的图片，学生边欣赏图片边思考以下问题。Q4： Whats in your room?51: There is a kitchen, a living room, a bathroom and two beds.52: There is a kitchen, a dining room,
4、 a living room, two bathroom and three bedrooms. While-task procedures1、依次出示不同房间的图片或单词卡片，让学生说出与 这些房间对应的英文单词或拼读这些单词，以复习学过的相 关内容。T： (show a picture of a kitchen)Ss： Kitchen. K-i-t-c-h-e-n, kitchen.紧接着，学生根据一张书房的图片学习单词study.T： Look. This is a study. Is there a study in your room?SI： No, there isnt.S2： Y
5、es, there is a study in my room.T： What can you do in the study?51: I can read books in the study.S2:1 can do my homework in the study.S3:1 can play computer games in the study.然后，用同样的方法带领学生学习单词dining room.2、呈现课本第12页Ask and answer栏目Nancy和Dan 家中房间的图片，教师分别对Nancy和Dan的家进行描述， 让学生猜测哪个是Nancy的家，哪个是Dan的家。3、学
6、生针对Nancy和Dan家的房间图，两人一组对话, 巩固和运用所学语言。Post-task activities1、出示两个房间的图片，学生两人一组说说喜欢那个房 间，并阐述喜欢的理由。Module 1 Changes and differencesUnit 2 Our new home (第二课时) 教学栏目：Listen and say, Write and say 教学目标：1、通过Listen and say中关于新家的对话，帮助学生巩固新学的核心句型。2、通过Write and say栏目，让学生从口头表达过渡到笔头练习，巩固运用 所学词汇和句型。教学重、难点1、词汇：all day
7、2、句型：一Why do you like it?Because it is so big.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、出示Listen and enjoy的儿歌，让学生朗读或背诵， 在复习所学内容的同时活跃课堂气氛。2、通过和学生对话，了解学生的家庭居住情况。While-task procedures学生根据Listen and say的图片，听录音后回答问题。1) What are they talking about?2) Are they happy with their new home?2、出示以下细
8、节问题，让学生带着问题再听一遍录音后 作答，以培养学生捕捉关键信息的能力。1) Which room does Sally like?2) Which room does Sallys dad like?3) What do Peter and Paul like?3、在回答完细节问题后,教师出示问题Why do they like their new home?并再次播放录音，让学生听元录音后，两人 一组谈论上述问题。SI： Why does Sally like the living room?S2： Because it is so big. Why does Sallys dad li
9、ke the study?SI： Because it is quiet. He can read and write there. Why do Peter and Paul like the garden?S2:： Because They can play in the garden all day.4、学生四人一组，扮演Brown 一家，操练对话，巩固 运用核心句型。鼓励学生尽量模仿录音中的语音语调。SI： (act as Mum) Why do you like our new home?52: (act as Sally) 1 like our new home because t
10、he living room is so big.53: (act as dad) 1 like our new home because the study is quiet. 1 can read and write there.54: (act as Peter) Paul and 1 like our new home because we can play in the garden all day.Post-task activities让学生完成课本第13页Write and say的练习，描写自 己的家，并阐述喜欢某个房间的原因。教师可补充1 do not like.becau
11、se.句型，让学生阐述不喜欢某个房间的原因，在 培养学生写作能力的同时，巩固学生灵活运用各种句型。Module 1 Changes and differencesUnit 2 Our new home(第三课时)教学栏目：Look and read, Learn the sounds教学目标：4、 帮助学生通过阅读故事大雁为什么迁徙?，了解故事并完成调查报告，帮助学生进一步巩固新学语言知识。5、 了解字母组合ir, ur, au及oo在单词中的发音。6、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，描述自己梦想的家园。教学重、难点3、语音：ir(skirt)zur(
12、purse), au(Laura), oo(floor)4、词汇：change, place, every, then教学方法：情景教学法。教学过程：第二次备课第一次备课Pre-task preparation1、请一两组学生在全班同学面前表演Listen and say的 对话，复习第二课时的内容。对于学有余力的学生，可要求 他们适当改编对话。2、展开一些动物的图片，让学生看图思考动物们是什么 样子，以及动物是否也会搬新家，以此引出本课时的内容。T: (show pictures of some animals) Do animals have their homes?Ss: Yes, th
13、ey do.T: (show a picture of a rabbit) What does a rabbits home look like?SI: Its a hole. Its dark.While-task procedures1、学生独立阅读Look and read的短文后完成表格。Where to flywhyIn autumnSouthThey cannot find enough foodIn springnorthIt is warm.2、学生独立阅读Look and read的第一段后回答问题。1) How many times do wild geese change
14、 homes every year?2) Where do they fly in spring?3) Where do they fly in autumn?学生独立阅读Look and read的第二段后回答问题。1) Where are wild geese in winter?2) Why don/t they stay in the north?3) Will they fly back to the north?3播放Look and read的录音，学生跟读课文。然后出示 课本第11页的动物图片，让学生看图思考还有什么动物会 迁徙。鼓励学生畅所欲言，不予以对错评论。4、出示 Le
15、arn the sounds 的语言单词卡片 ir(skirt),ur(purse), au(Laura), oo(floor)请学生跟读并感知字母 组合ir, ur, au, oo在单词中的发音。教师播放录音，学生跟着录音朗读。播放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在多个单词中找出教师所读单词。Post-task activities3、组织学生表演Look and read的课本剧。鼓励学生加 上生动的肢体语言。4、让学生完成练习册中task第一部分的问题提示做调 查，了解同学梦想的房子是什么样子。Module 1 Changes and differences Unit
16、3 In the future （第一课时） 教学栏目：Listen and say, Look and learn 教学目标：1、通过Listen and say中的关于Kitty未来情况的短文，帮助学生掌握本单元 的核心句型。2、通过look and learn栏目，帮助学生学习表示日常行为动作的动词短语。 教学重、难点1、能掌握单词 future, stand, machine, will, in the future,2、会运用句型 I will to be a teacher.I wont wear glasses.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pr
17、e-task preparations1、学生观看屏幕上快速呈现的人物图片，说出人物职 业，以复习学过的关于职业的单词。T： (show a picture of a doctor) Whos she?Ss： A doctor.T： (show a picture of a driver) Whos he?Ss： A driver. 然后就不同职业提问，让学生回答问题，为下面的新课 学习和表达打下基础。T: What can a doctor do?SI: A doctor can help sick people.While-task procedures1、出示年历并与学生问答，帮助学生展
18、开合理的想象, 进入所示情景中。T： Look at the calendar. Which year is it now?Ss： Its the year.T: (show a new calendar) Look. Which year is it now?Ss: Its the year. 接着，学生根据教师口中的单词卡片，学习单词future.T： (show the flashcard for future) In 15 years, what will happen to you? Its the future. Future, f-u-t-u-r-e, future.Ss: Fu
19、ture, f-u-t-u-r-e, future.T: (write in the future on the blackboard) Today well talk about your future.然后，学生根据教师黑板上出示的句型，学习单词W川 和句型 | will be. 1 will.T: In the future, what will you be? What will you do? In 15 years, KII be . years old. KII still work in the school. My son will be 21 years old. Hell
20、2、学生看Listen and say的组图1,在教师的帮助下理 解图意。T: (point to the machine) Look. This is a machine. Look at the first picture. What is Kitty doing?SI: Shes putting some money into the machine.3、出示Look and learn的单词卡片，让学生猜测每个单 词卡片所对应的动词短语，并结合本单元的核心句型与学生 对话。T: (show the flash card for do exercise) What are the chi
21、ldren doing in the picture?SI: Theyre doing exercise.T: Yes, theyre doing exercise. Who does morning exercise every day?4、让学生两人一组分别扮演神奇机器和Kitty朗读两段 文字，引导学生朗读时关注人称变化。5.学生默读，依次回答Answer the questions的问题： Will Kitty be a teacher?Will she have beautiful eyes?Will she wear glasses?Will she live in Shangha
22、i?6.根据课文内容，请学生用自己的话来复述Kitty 15后的变化。训练学生对语言句型She will的综合运用能力。Post-task activities1、学生仿照Listen and say中照片背面的文字，用第一 人称将自己未来的情况写在一张小纸条上，每人写五到六 项，如：In 15 years,.1 will not have long hair.1 will be beautiful.1 will be a pilot.1 will enjoy my life.接着，学生将自己所写的小纸条和同桌的放在一起，结 对问答。51: Will you have long hair?52
23、: No/ wont. Ill have short hair.Module 1 Changes and differencesUnit 3 In the future（第二课时）教学栏 目： Ask and answer, Think and write 教学目标：1、通过Ask and answer的问答练习，帮助学生巩固新学的核心句型。2、通过Think and write的写作活动，帮助学生将新学的语言知识运用到写 作中。教学重、难点句型： What will. do? Will he / she.?He/ She will.教学方法：任务教学法、情景教学法。 教学过程：第一次备课第二
24、次备课Pre-task preparations1学生两人一组，分角色表演根据Listen and say的短 文所改编的对话，复习上一课时的内容，活跃课堂气氛。2、教师与学生问答，以复习旧知，导入新课。While-task procedures1、教师与学生根据Ask and answer栏目中Peter的信息 卡和句型提示问答。T: What will Peter do?51: Hell be a doctor.T: What will he live?52: Hell live in London.T: Will he be tall and strong?53: Yes, he wil
25、l.T: Will he have only one child?54: No, he wont. Hell have two children.接着，学生根据Ask and answer中的Alice的信息卡结 对问答。2、学生根据Think and write栏目设计信息卡并印发给 学生，让学生描绘自己十年后的情况。3、学生在黑板上挑一张自己朋友的信息卡并作介绍，可 以先介绍朋友现在的情况，然后再根据黑板上所画、所写的 内容介绍朋友未来的情况，最后，请其他同学猜一猜自己介 绍的人是谁。S1 ： Now my friend is short and thin. He doesnt wear
26、glasses. He lives in Shanghai. He likes English. He doesnt like sport. In ten years, hell be tall and strong. He will wear glasses. He will not live in Shanghai. He will live in the UK. He will be a teacher. He will teach students Chinese. Who is he?4、学生将自己朋友未来的情况记录在课本第19页Think and write栏目中，并仿照Askan
27、d answer中的对话，和同桌 就各自朋友未来的情况进行问答。Post-task activities学生根据教师布置的题目My father and my mother in the future,仿照Think and write栏目写一篇短文，然后与同 学交流分享。Module 1 Changes and differencesUnit 1 Tidy up!(第一课时)教学栏 目：Listen and say, Sing a song教学目标：1、通过演唱Sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心 句型。2、通过Listen and say中有关整理房间的对话，
28、帮助学生掌握本单元的核心 句型。3、通过look and learn栏目，帮助学生学习日常生活用品的名称。教学重、难点1、 能掌握单词 tidy, let, sock, cap, yours, mine, tidy up2、会运用句型 Are they yours?及回答 No, they arent.教学方法：任务教学法、情景教学法。第二次备课教学过程:第一次备课Pre-task preparations1、利用教室中的实物与学生进行对话，以复习学过的句型 Whose.is this/that? Whose.are these/those?T： (point to a bag in the
29、classroom) Whose bag is this/that?SI： lts(S2s name) 7s.T： Is this/that.?S2： Yes, its. / No. Its.T： Whose.are these/those?S3： They are.T： Are these/those.?S4： Yes, they are. / No, they arent.2、让学生欣赏Sing a song中的歌曲，并朗读歌词，然 后跟唱。唱完以后，学生还可以用身边的实物改编歌词并演 唱，以初步感知本单元的核心句型。While-task procedures1、教师与学生就Listen
30、and say第一幅图片中的情景展Module 1 Changes and differencesUnit 3 In the future(第三课时)教学栏目：Look and read, Learn the sounds 教学目标：7、 通过阅读故事现在和未来，帮助学生进一步巩固新学语言知识, 并培养阅读技能，养成良好的生活和学习习惯。8、 了解字母组合ee, ea, eer及ear在单词中的发音。9、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，与同学交流未来的憧憬，并描述同学未来的生活。教学重、难点5、语音：ee(bee), ea(tea), eer(deer
31、), ear(tear)6 词匚：exercise, early, hard, do exercise 教学方法：任务教学法，情景教学法教学过程：第一次备课第二次备课Pre-task preparation1、学生朗读教材刖两个单兀Learn the sounds的儿歌， 复习所学的语音内容。Ss: Mark has a litter car.Laura wants to buy a new skirt.2、学生回答教师提出的相关问题，复习旧知，同时为新 课学习做准备。T: What are you good at? And what are you weak in?SI: 1 am good
32、 at English, but 1 am weak in Maths.T: (write be weak in on the blackboard) be weak in means not good at. Be weak in.Ss: Be weak in. While-task procedures1、出示以下问题，让学生阅读Look and read的第一段， 然后回答问题。1) What is Bobby good at?2) What is Bobby weak in?3) What does Bobby like?4) What does Bobby not like?结合对课
33、问内容，迅速地填写Bobbys now and future的 表格，今昔对比。2、播放Look and read的录音，学生听录音并跟读课文。 提醒学生注意模仿录音的语音语调。3、在学生熟悉课文的基础上，教师出示Look and read的 挂图，让学生合上书本，根据图片说说Bobby的现在和未来。SI： Bobby is good at Maths, but he is weak in English.52: In the future, he will study hard. He will read more English books.53: Bobby doesnt like to
34、 get up early, so he has no time for breakfast. He was often late for school.54: In the future, he will try to get up early and have breakfast. He will not to be late for school any more.4、出示 Learn the sounds 的语言单词卡片 ee(bee), ea(tea), eer(deer), ear(tear)请学生跟读并感知字母组合ee, ea, eer, ear在单词中的发音。教师播放录音，学生
35、跟着录音朗读。播放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在多个单词中找出教师所读单词。Post-task activities1、学生用所给单词或短语填空，补全短文。2、让学生完成书上My now and future的任务，并与同 学交流，互相陈述自己的现在和将来，其他同学可因陈述 内容进行提问。Module 2 Work and playUnit 4 Reading is fun（第一课时）教学栏目：Listen and say, Write and say 教学目标：1、通过Listen and say中的关于购书意愿的情景对话，帮助学生掌握本单元 的核心句型。2、通过Wri
36、te and say栏目，帮助学生从口头和写作两方面巩固运用所学词 汇和句型。教学重、难点1、 能掌握单词 storybook, buy, story, over there2、会运用句型 I am going to read a story every day.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、和学生随意对话，可以用前一单元学过的句型引入本 单元话题。T： What will you do at the weekend?SI： I will go to the park with my parents.S2： I w
37、ill go to visit my grandfather and grandmother.S3： I will do my homework. T： I will go to the bookshop to buy some books. I am going to the bookshop on Saturday.While-task procedures1、先完整播放Listen and say的动画，再分段教学。出 示Listen and say的第一张图片，就图片与学生问答，引入第 一段对话的内容。T： (point to the picture) Where are Kitty
38、and Alice?SI： They are in the bookshop.T: Are there any books in the bookshop?S2: Yes.T: What are they talking about? Lets find out.播放第一段对话的录音，并出示以下问题，学生听录音 后回答问题。.1) What is Kitty going to buy?2) What is Alice going to do?出示Listen and say的第二张图片，就图片与学生问答, 引入第二段对话的内容。T: (point to the picture) What bo
39、ok is in Alice/s hand?51) Picture stories of China.T: What book is in Kittys hand?52) Stories for children.T: What are they talking about now? Lets find out.播放第二段对话的录音，并出示以下问题，学生听录音 后回答问题。1) Does Alice like the picture book?2) What are the pictures about?3) What is Kitty going to do?然后，让学生独立完成课本第25页
40、的练习Circle the correct answers02、完整播放对话录音，学生听录音并逐句跟读对话，提 醒学生注意模仿录音中的语音语调。待跟读完毕，将全班学 生分成两组，分角色朗读对话。3、出示课本第27页Write and say的问题，让学生两人 一组,一人扮演Kitty,另一人扮演Alice,根据listen and say 的对话，猜测Kitty和Alice最喜欢的书籍分别是什么，其 大致内容以及喜欢的原因，然后根据Write and say中的问 题，向对方做介绍。51: (act as Kitty) My favourite book is Stories for chil
41、dren. It/s a book of interesting stories with pictures for children. I like it because I can get a lot of fun from it.52: (act as Alice) My favourite book is Picture stories of China. Its a book of pictures of different places in China. I like it because the pictures are very beautiful. I am going t
42、o visit these places in the future.4、学生将自己最喜欢的书籍、其大致内容以及喜欢的原 因写在一张小纸条上，但不要写上名字。写完后交给教师， 教师请一名学生从中抽取一张纸条，仿照writeandsay中的 句式，向全班同学做汇报，并寻找纸条的主人。然后，纸条 的主人站出来，从剩下的纸条中抽取一张，进行同样的活动。 可允许学生用中文表达书的名字。Post-task activities1、学生两人一组，根据Writeandsay栏目的问题续写 listen and say的对话，然后进行角色扮演，扮演完整的对话。Module 2 Work and play Un
43、it 4 Reading is fun （第二课时） 教学栏目:Look and learn, Ask and answer, Culture corner 教学目标：1、通过Ask and answer的问答练习，帮助学生巩固新学的核心句型。2、通过lookand learn栏目，帮助学生学习词汇。3、通过Culture corner栏目，帮助学生了解楼层在英国和美国的不同表达。 教学重、难点I司匚：dictionary, magazine, newspaper, storybook句型：Is he/ she going to buy.?教学方法：任务教学法、情景教学法。教学过程：第一次备课
44、第二次备课Pre-task preparations1、就上一课时Listen and say的内容与学生问答，以复 习本单元的核心句型。T: Where are Kitty and Alice?51: They are in the bookshop.T: Whats Kitty going to buy?52: She/s going to buy a storybook.T: What/s Alice going to do in the future?53: Shes going to visit different places in China in the future.T: W
45、hats Kitty going to do every day?54: Shes going to read a story every day. 2、继续与学生问答，引入本课时的学习内容。T: A big bookshop has more than two floors. What elsewill you buy in a bookshop?While-task procedures1、出示Ask and answer栏目的书店楼层图以及Look and learn栏目的单词卡片，在真实语境中教授新单词。T: (show the flashcard for dictionary) Wh
46、at/s this?55: Its a dictionary.T: Yes, ltzs a dictionary.55: Dictionary, dictionary.T: (point to the floor plan of the bookshop) I am going to buy a dictionary. Which floor am I going to?51: You are going to the third floor.继续用同样的方法教授magazine, newspaper和 storybook.2、出示culture corner中的建筑图，告诉学生：在英国, 一栋建筑地面以上的第一层叫做the ground floor,而the ground floor上面的一层，也就是第二层才叫the first floor;在 美国，the first floor是从地面以上第一层开始算起的，与英 国的the ground floor相对应。3、教师可以介绍书店的楼层，以总结本单元的核心句型 和单词，并为学生操练对话做准备。T： (point to the floor plan of the bookshop) Look. This is a bookshop. It is not very big, but it is