《沪教牛津版小学英语五年级下册英语教学设计.pdf》由会员分享，可在线阅读，更多相关《沪教牛津版小学英语五年级下册英语教学设计.pdf（57页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、沪教牛津版小学英语五年级下册英语教学设计Unit 1 Tidy up!教案第一课时教学目标：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 sing中有关整理房间的对话，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。教学过程：第一次备课Pre-task pre
2、parations1、利用教室中的实物与学生进行对话，以复习学过的句型Whose.isthis/that?Whose.are these/those?T：(point to a bag in the classroom)Whose bag is this/that?SI：Its(S2s name)s.T：Is this/that.?S2：Yes,its./No.ItsT：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，病朗读歌词，
3、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 and say第一幅图片中的情景展开问答。引出对话内容。T：Look!This is a picture of a room.Is it tidy?Ss：No,it isnt.T：Who are they in the picture?Ss：They are Sally and Peter.T：What are they doing?S3：They are tidying up the room.T：(write tidy up on t
4、he blackboard)Yes.They are tiding it up.tidy up“means“make it clean”.How do they tidy it up?Lefs listen.2、出示以下句子，让学生听录音后判断句子正误并改错，以检测他们是否理解了对话的大致内容。1)The socks are Peter 9s.()2)The socks are not on the bed.()3)Both the cap and the T-shirt are P au ls.()4)Sally asks Peter to put the T-shirt on the ch
5、air.()然后出示下面两组句子，利用学生的书和文具和他们问答，帮助学生理解mine和 yours的用法。Is that your book?/Is that book yours?This is my book./This book is mine.T:Is this your pen?SI:Yes,its mine.T:Is this yours too?S2:No.It isnt.3、让学生听录音并跟读对话，男女生分角色朗读对话。然后，学生两两一组,根据Listen and say的对话以及后续练习中的对话提示做问答练习。S1:Whose bedroom is it?S2:Its Pet
6、er and Pauls bedroom.S1:Who is tidying up the bedroom?S2:Sally and Peter are tidying up the bedroom.S1:Whose socks are those?S2:They are Pauls.SI:Whose cap is this?S2:Its Peters.4、出示一双短袜和一顶帽子或相应的图片，与学生对话，引导学生学习单词socks和 cap,同时引出用Yes,./Ok./Sure.等表达方式来应答别人的请求或指令。Post-task activities1、跟学生借一些学习用品，根据这些学习用
7、品和学生问答。T:Whose ruler is this?S1:It is mine.T:Is this ruler yours?S2:No,ifs hers.T:Is this ruler hers?S3:Yes,its hers.接着，利用几件其它学习用品和学生问答。T:Whose pencils are those?S1&S2:They are ours.T:Are these pencils yours(S3s name)?S3:No,they are theirs.T:Are these pencils yours(S4s name)?S4:No,they arent.They ar
8、e theirs.然后，让学生利用自己的学习用品，仿照上述对话进行句型操练。Unit 1 Tidy up!教案第二课时教学目标：通过Think and write的语言输出活动，帮助学生巩固新学的语言知识。教学重、难点1、词 匚：crayon,umbrella,hers,theirs2、句型：-Whose.is this/are these?-Its/theyre 教学方法：任务教学法、情景教学法。教学过程：第一次备课Pre-task preparations1、让学生利用实物进行问答，在问答之后根据Please puJ/Can you put?等指令正确的摆放实物，并学会用Yes,/Ok./
9、Sure.等表达方式来应答别人的请求或指令。T:Whose.is this/that?SI:Ifs./s.T:Is it yours/his/hers.?SI:Yes./No.Its.T:Please put the.SI:Ok.T:Whose.are these/are those?S2:TheyreT:Are they yours/his/hers.?SI:Yes./No.TheyreT:Can you put them.SI:Sure.接着，学生可以根据以上示范，开展对子活动或小组活动，以进一步巩固课时一所学内容。While-task procedures1、出示Think and wr
10、ite中的连线图，然后出示umbrella的单词卡片。学生根据教师提供的语境和单词卡片，通过问答学习新词汇，并巩固已学句型。T：(show a picture of an umbrella)Whats this?SI：Its an umbrella.T：(stick the picture on the blackboard)Umbrella,an umbrella.Ss:：Umbrella,an umbrella.T:(point to the picture)Whose umbrella is this?S2：Its Bens.T：This umbrella is Bens.Its his
11、.Ss:：This umbrella is Bens.Its his.然后，用同样的方法教授crayon.2、学生根据Think and write中的图片,看图填表。3、学生根据表格所填的内容，两人一组做问答练习。一方面检查学生对图片内容的理解是否正确，另一方面让学生操练所学的语言。S1：Are the crayons Alices?S2：No,they are not hers.S1：Whose crayons are these?S2:：They are Jills.S3：Is the schoolbag Joes?S4：No,ifs not his.S3：Whose schoolbag
12、 is it?S4:：Its Alices.4、学生根据图片及表格内容，完成Think and write中的书写练习，巩固重点和难点，从听、说、读的技能过渡到写的训练。Post-task activities学生分为6 组，开展小组活动，每个学生把一件物品放在桌上，然后小组内学生根据桌上的物品对话。Unitl Tidy up!教案第三课时教学目标：1、帮助学生通过阅读故事 神奇的石头抓住关键信息，了解故事大意，并完成后续练习。2、了解字母组合ar,ue,0。在单词中的发音。3、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,描述物品的归属和应摆放的位置。教学重、难点1
13、、语音：ar(car),ue(blue),oo(school)2、词汇：(be)full of,a few教学方法：情景教学法。教学过程：第一次备课Pre-task preparation1、让学生根据教师出示的学习用品回答问题。T:(show a pencil)Whose pencil is this?SI:Its my pencil.T:Is this your pencil?S2:No,it isnt.Its(S3s name)9s.T:(show some books)Whose books are these?S3:They are my books.T:Are these your
14、 books?S4:No,they arent.They are(S5s name)s.接着让学生两两对话，以进一步巩固课时一和课时二所学内容。While-task procedures1、播放Read a story的录音，让学生合上书本听故事。然后，教师出示教学挂图中的故事图片，与学生问答，熟悉故事人物。T:(point to Jimmy)What is his name?Ss:His name is Jimmy.T:(point to the father)Who is he?Ss:He is Jimmys father.出示以下问题，学生带着问题阅读文章，然后回答问题。Picture
15、11)What is in the box?(The box is full of nails.)2)Whose box is it?(It is Jimmys fathers.)Picture 21)What does Jimmy do?(He drops the nails.)2)What happens to the nails?(All the nails fall on the floor.)Picture 31)What does Jimmys father gives him?Oimmys father gives him a black stone.)2)What does J
16、immy5s father say?(He says,“this stone can help you,Jimmy,try it.)Picture 41)Where does Jimmy put the stone?(He puts the nails near the stone.)2)What happens to the nails this time?(The nails all stick to the stone.)2、学生再次阅读故事，教师在黑板上写出每幅图片的关键词，学生根据图片及关键词复述故事。Picture 1:box,table,nailsPicture 2:drop,n
17、ails,fall,messPicture 3:give,black stone,help,tryPicture 4:put,near,stick,floor,clean,magic stone3、指导学生完成课本第5 页 Read a story的后续练习，然后填空完成故事概要。Jimmys father has a small box.He puts it on the table.There are a lot of nails in it.Jimmy drops the box.Al the nails fall on the floor.Jimmy says,“what a mess
18、!”Jimmysfather gives him a black stone to help him.It is a magic stone becauseall the nails stick to it.4、出示Learn the sounds的语言单词卡片ar(car),ue(blue),oo(school)请学生跟读并感知字母组合ar,ue,00在单词中的发音。T:ar,/a:/,car,carSs:ar,/a:/,car,carT:ue,/u:/,blue,blueSs:ue,/u:/,blue,blueT:oo,/u:/,school,schoolSs:oo,/u:/,school
19、,school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 actvities1、学生三人一组，演出课本剧。2、让学生完成练习册中ta s k的看图搭配练习，然后组织学生根据Ask andanswer的句型提示，就图片信息结对问答，巩固所学句型和词汇。Unit2 Our new home第一课时一、教学目标(Teaching aims)1.通 过Listen and enjoy的儿歌朗读，活跃课堂气氛，并引出本单元话题。2.帮助学生学习Look and learn的词汇，为本单元的句型学习打好词汇基础。3
20、.通过Ask and answer的问答练习，帮助学生学习本单元的核心词汇。二、教学重难点(Teaching points and difficulties)1.i司?匚:why,because,study,dining room.2.句 型:Do you like.?I like./Why?because.三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)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:Wh
21、o 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 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
22、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。Q.4:Whats in your home?SI:Theres a kitchen,a living room,a bathroom and two bedrooms.S2:Theres a kitchen,a dining room,a living room,two bathrooms and threebedrooms.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 o
23、f 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 home?SI:No,there isnt.S2:Yes,theres a study in my home.T:What can you do in the study?SI:I can read books in the study.S2:1 can do my homework in the study.S3:1 can play computer gam
24、es in the study.然后，用同样的方法带领学生学习单词dining room。2.将事先准备好的两套公寓的平面图发放给学生。学生两人一组，一名学生持图 1,另一名学生持图2,两人根据手中的平面图进行问答，并将正确的房间名称填写在相应的方框内，以巩固运用所学单词。图 1Flat AKitchen1Bathroom2Study3Dining room4Bedroom5Living room6Bedroom7图21234 56Flat BFlat A1234567Living room1Dining room2KitchenFlat B2BedroomBathroomBedroom456
25、SI:In Flat A,we cook food in Room 1.What about Flat B?(S2 writes Kitchen in Room 1)S2:In Flat B,we have tea and watch TV in Room 1.(SI writes Living room in Room 1)SI:In Flat A,we have a bath or take a shower in Room 2.What about you?(S2 writes Bathroom in Room 2)S2:In Flat B,we have meals in Room 2
26、.(SI writes Dining room in Room 2)3.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D an的家进行描述，让学生猜测哪个是Nancy的家，哪个是Dan的家。T:In Nancys home,theres a living room,a bedroom and a study.In Dans home,theres also a living room,a study and a bedroom.But theres a piano in Nancysbedroom.In Dans bedroom,the
27、res a picture on the wall.Which is Nancys homeand which is Dans home?SI:The first one is Nancys home.S2:The other is Dans home.4.学生针对Nancy和Dan家的房间图，两人一组对话，巩固和运用所学语言。SI:Do you like Nancys home or Dans home?S2:1 like Dans home.SI:Why do you like Dans home?S2.Because the study is large and bright.若学生学有
28、余力，教师可以适当拓展Why dont you like?句型，让学生两人一组进行操练。SI:why dont you like./s home?S2:1 dont like./s home because.Post-task activities1.让学生模仿教师之前提供的房间平面图，画一画自己家的平面图；接着，请学生将自己家的平面图贴在黑板上，并简单介绍。SI:Look.This is my home.Theres a kitchen a living room,a dining room,a bathroomand two bedrooms.I like the living room
29、because I can play and watch TV in it.2.每张贴两张房间图以后，让学生两人一组说说喜欢谁的家，并阐述喜欢的理由。SI:Do you like./s home or./s home?S2:1 like./s home.SI:Why?S2:Because.SI:Why dont you like./s home?S2:Because.【板书设计】Unit2 Our new homewhy,because,study,dining room.Do you like.?I like./Why?because.Unit2 Our new home第二课时一、教学目标
30、(Teaching aims)1.通过Listen and say中关于新家的对话，巩固本单元的核心句型。2.通过Write and say拦目，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。二、教学重难点(Teaching points and difficulties)1.词汇：all day.2.句型：Why do you like it?Because its so big.三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1.出示Listen and enjoy的儿歌，
31、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。T:Whats in your home?SI:Theres a kitchen,a living room,.and.T:What can you do in the.?SI:I can.T:Which room do you like best?Why?SI:I like.because.While-task proceduresI.学生根据Listen and say的图片，听录音后回答问题。(1)What are they talking about?(Theyre talking abou
32、t their new home.)(2)Are they happy with their new home?(Yes,theyre happy with their new home.)2.出示以下细节问题，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?(She likes the living room.)(2)Which room does Sallys dad like?(He likes the study.)(3)What do Peter and Paul like?(They like the ga
33、rden.)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，让学生听完录音后，两人一组讨论上述问题。SI:Why does Sally like the living room?S2:Because its so big.Why does Sallys dad like the study?SI:Because its quiet.He can read and write there.Why do Peter and Paul like thegarden?S2:Because they can play in the ga
34、rden 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人物的语音语调。SI:(act as Mum)Why do you like our new home?S2:(act as Sally)I like our new home because the living room is so big!S3:(act as Dad)I like our new home because the study is quiet.I can read and writethere.S4:(act as Peter)Paul and I li
35、ke our new home because we can play in the garden allday.Post-task activities1.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I do not like because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，鼓励学生灵活运用各种句型。There is a living room,a dining room,a bathroom,口 kitchen and two bedrooms in myhome.There is a park n
36、ear my home.I like the living room because it is so biR.I canwatch TV and play there.I do not like the park because there are too many peoplethere.2.学生完成写作后，与同桌交换互阅并相互提问。告诉学生可以综合运用已学句型，尽量多提问。SI:Do you like your bedroom?S2:Yes,I do.SI:Why do you like it?S2:Because theres a big bed in it.SI:What does
37、your study look like?S2:My study is big and bright.Theres a desk,a chair,some books and a guitar in it.SI:Thats good.I like your study too.【板书设计】Unit2 Our new homeall day.Why do you like it?Because ifs so big.Unit2 Our new home第三课时一、教学目标(Teaching aims)1.通过阅读短文 大雁为什么迁徙？，完成调杏报告，帮助学生进一步巩固新学语言知识，培养通过阅读查
38、找、整理信息的技能，了解简单的科普知识。2.帮助学生学习字母组合ir,ur,au,oor在单词中的发音。3.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。二、教学重难点(Teaching points and difficulties)1.词汇：change,place,every,then2.语音：ir(skirt),ur(purse),au(Laura),oor(floor).三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1.请一两组学
39、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.展示一些动物的图片，让学生看图思考动物们的家是什么样子，以及动物是否也会搬新家，以此引出本课时内容。T:(show pictures of some animals)Do animals have their homes?Ss:Yes,they do.T:(point to a picture of a rabbit)What does a rabbits home look like?SI:Its a hole.Its dark.T:(point to a pictur
40、e of a wild goose)Whats this?S2:Its a wild goose.T:Yes.A wild goose means“大雁”.Does it change homes?Lets find it out.While-task procedures1.学生独立阅读Look and read的短文后完成表格。Where to flyWhyIn autumnsouthIn winter,they cannot findenough food in the north.In springnorthIn spring,it is warm in thenorth.2.学生独立
41、阅读Look and read的第一段后回答问题。(1)How many times do wild geese change homes every year?(They change homestwice every year.)(2)Where do they fly in spring?(They fly north in spring.)(3)Where do they fly in autumn?(They fly south in autumn.)学生独立阅读课文第二段后回答问题。(1)Where are wild geese in winter?(They are in the
42、 south.)(2)Why dont they stay in the north?(Because they cannot find enough food there.)(3)Will they fly back to the north?(Yes.They will fly back to the north in spring.)教师可补充教授单词east(东 方)和west(西方)，并告诉学生鸟儿可以准确地辨别迁徙的方向。然后让学生再次完整阅读课文，并根据上述表格复述大雁迁徙的过程及原因。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，比学
43、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 Learn the sounds 的语音单词卡片 ir(skirt),ur(purse),au(Laura),oo(floor),请学生跟读并感知字母组合ir,ur,au,oor在单词中的发音。T:ir,/3：/,skirt,skirt.Ss:ir,/3：/,skirt,skirt.T:ur,/3：/,purse,purse.Ss:ur,/3：/z purse,purse.T:au,/:/,Laura,Laura.Ss:auz/:/,Laura,Laura.T:oor,/:/,floor,floor.Ss:oor,/:/
44、,floor,floor.然后播放Learn the sounds的录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中的语音语调。Post-task activities1.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。2.让学生根据 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。然后学生根据调查所得信息，为同学设计梦想的家园。最后，作为回家作业，请学生完成Think and w rite,写一写自己梦想的家园。【板书设计】Unit2 Our new homechange,place,every,thenir(skirt),ur(pur
45、se),au(Laura),oor(floor)Unit 3 In the future教案第一课时教学目标：1、通 过 Listen and say中的关于Kitty未来情况的动短文，帮助学生掌握本单元的核心句型。2、通 过 look and leam栏目，帮助学生学习表示日常行为动作的动词短语飞教学重、难点1、能掌握单词 future,stand,machine,will,in the future2、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Pre-task preparatio
46、ns1、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，帮助学生展开合理的想象，进入所示情景中。T：Look at the
47、 calendar.Which year is it now?Ss：Its the year.T:(show a new calendar)Look.Which year is it now?Ss:Ifs 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 thefuture.Future,f-u-t-u-r-e,future.Ss:Future,f-u-t-u-r-e,future.T:(write in the future
48、 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 ill和句型I will be.Iwill.T:In the future,what will you be?What will you do?In 15 years,Til be.yearsold.Til still work in the school.My son will be 21 years old.HeH2、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)Loo
49、k.This is a machine.Look at the first picture.What isKitty 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 flashcard for do exercise)What are the children doing in the picture?SI:Theyre doing exercise.T:Yes,they9re doing exer
50、cise.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。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,.I will not have long hair.I will be beautiful.I will be a pilot.I 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。S1:Will