上海滬教牛津版五年級英語上冊教案備課

1、學科：English 班級：五1姓名： 陸曉英2006學年第 一 學期學科成績統(tǒng)計表五1班 教師教學方案2006學年度第一學期 制定日期：9/7姓名陸曉英學科英語年級五班級五1班級情況分析班級根本情況分析本班共有42人。班級同學中除個別同學以外，許多同學英語根底薄弱，尤其是外地的插班生。同時，學習的習慣也比擬差。相對而言，要提高整體的水平存在著一定的難度。本學期，我們又轉(zhuǎn)進4位新同學，一個星期觀察，發(fā)現(xiàn)他們由于教材不一樣，學習環(huán)境變化，所以心里造成差異，不太適應這里的教學，學習情況也不太理想。教學質(zhì)量目標 盡量到達區(qū)成績措施1抓好學生的學習習慣培養(yǎng)。2.充分運用電教媒體進行教學。模仿是根底，英

2、語教學中的模仿離不開錄音、投影及圖片的運用，媒體的運用能調(diào)動學生學習的積極性3.分層次布置作業(yè)。根據(jù)學生掌握知識的程度，布置不同的作業(yè)。4.及時進行補差。對學習有困難的學生進行無償補課。5做好教師和家長之間的聯(lián)系.6繼續(xù)做好后進生的補缺補差工作，爭取不讓一個學生落伍。教學研究課題研究完成日期公開課開課日期單元測驗安排周次內(nèi)容周次內(nèi)容4Moudule 18Moudule 212Moudule 314Moudu1e 4教學進度表2006學年度第一學期陸曉英Week Date Contents P.s.1 9/1-9/2 Unit1 2 9/5-9/9 Unit1 3 9/12-9/16 Unit1

3、 Unit2 Test14 9/19-9/23 Unit2 5 9/26-9/30 Unit2, Unit3 Test26 10/3-10/7 National Day holidays7 10/10-10/14 Unit3 8 10/17-10/21 Unit3 Unit4 Test39 10/24-10/28 Unit4 10 10/31-11/4 Unit4 Revision Test411 11/7-11/11 Unit512 11/14-11/18 Unit5 Test513 11/21-11/25 Unit6 14 11/28-12/2 Unit6 Test615 12/5-12/

4、9 Unit7 16 12/12-12/16 Unit7 Test717 12/19-12/23 Unit8 18 12/26-12/30 Unit8 Test819 2006/1/2-1/6 20 1/9-1/13 Unit9 21 1/16-1/23 Revision, Final ExamModule 1. Getting to know youUnit 1. Can I do this? Teaching-aims: P2 Using the introductory “ there to express facts e.g. Theres the red man.Using impe

5、ratives to give instructions e.g. Cross! Go!Using imperatives to express prohibitions e.g. Dont cross the road.Using nouns to identify objects e.g. The traffice lights red.Focus and difficulty:Use appropriae intonation in questions and statements.To express more imperarives about the traffic.Teachin

6、g procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Talk freelyB. Using imperatives to make the sentencesWhile-task procedure:A. traffice lights1. Ask: What can you see on the road?2. To elicit: traffic lights3. Ask the students to draw the lights and colour them.

7、4. Do actionsB. stop wait goAsk: You see the red traffic light ,what do you do?(present the other two words using the same way)2. To elicit: stop wait go3.Quick response4. Ask them to work in pairs.C. Theres the (green) man. Cross! Dont cross.1. Invite two students to draw two men. One is red. The o

8、ther is green.A: Ask and answer about the daily life.B: Make sentences. *Dont climb the trees. etc.1. Discuess and answer.2. Learn the words. 3. Draw and colour the lights4. Look and response.*The traffic light is red. etc.1. say and show the body language.2. Learn the words3. Listen and response4.

9、Work in pairs:S1: Jack, we are on Wande Road. Look, the traffic light is yellow. S2: Wait.1. Draw and colour.To elicit: the red man and the green man.You see the red/green man,what do you do?To elicit: Cross the road. Dont cross the road.Play a game: Help a blind to cross the road.Post-task activiti

10、esPlay the cassette twice.Ask them to act out the dialogue.Play a game: A trainPC P1Do you know if we walk or cross the road, where we should walk and can you make more phrases with “cross?Say the rules about the road safty.2. Learn and say3. Try to say.4. Learn and say.5. S1: Im a blind. Can you he

11、lp me?Ss: Yes.S2: Theres the red man.Ss: Dont cross the road.1. Listen and repeat.2. Act out the dialogue with you friend.3. Play a game.4. Do the exercises5. Try to say:* pavementzebra crossingCross _ Road.Cross the river/sea.6. Think and make the more sentences.Board Design:Feedback這課是關(guān)于交通燈的，內(nèi)容應該還

12、是比擬簡單的，但是學生的比擬薄弱，反應的效果不好，連traffic light的讀音都有問題，讓我覺得有些沒底了。Module 1. Getting to know youUnit 1. Can I do this? Teaching-aims: P3Using modals to ask for permission. e.g. Can I go out, Mum?Using formulaic expression to reply to requests e.g. Here you are.Focus and difficulty:Using appropriate intonation

13、 in questions and statements.According to the pictures or the information,express the sentences , including _ can_. Can I _? Yes/no.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A.Say sth. about the road safety. Make dialogues.B. RevisionMake some phrase

14、s.Review: Can Yes/no.While-task procedure:A. Have some /a 1. T: Are you hungry/thirsty? To elicit: have some/a 2. T: Im hungry/ thirsty.3. Practise by themselves.B. Its raining.Draw the picture to elicit the sentence.Response:T: Look, its raining. C. Its dinner time.PresentationT: Oh, its twelve. It

15、s dinner time. (Do action)Using modals to make the sentences.Work in pairsA. Say the sentences theyve learnt.Work in pairs on P21. S: go out , watch TV etc.2.Express the sentences:Can you/he/she/I(park rules, traffic rules)Say and learn2. Make phrases “have 3. Work in pairs. S1: Oh, its hot. S2: Ple

16、ase have some tea.Learn the sentence.2. Ss: Take an umbrella.We cant go out.Put the raincoat.1. Learn and say.Ss: Its seven o,clock.Its school time.Ask and answer:S1: Whats your dinner time?S2: At _.D. Play the cassette. Students follow in their books.E. PracticeRead and play the roleTalk by T and S

17、s (P1)T: Can Ben go out? Ask the students to give the more answers according to the four picture.Post-task activities1.Ask some question . Can I cross the road? Can I play the drum? Can I go out? Can I have some cakes?PC P2Wb P1D. Listen and repeat.Read “ Look and say , then act out it in pairs.Answ

18、er:No, he cant. its raining.(Students do the rest )Think and try to say: (P4) Can I watch TV? Yes, you can. No, you cant.Its bed time. No, you cant.Do your homework1. Give the difficult answers. Yes, you can. No, you cant. (Why)2. Do the exercisesBoard Design:Feedback看似簡單的一課，其實是一種表示請求的用法，學生在some和any

19、間出現(xiàn)了混淆，我在課上加強了指導，但收效不是很大，尤其在練習的環(huán)節(jié)上，出現(xiàn)的問題更多，看來以后還是要加強指導。Module 1. Getting to know youUnit 1. Can I do this? Teaching-aims: P41. Using imperatives to give instructions e.g. Go out this way.2. Using imperatives to express prohibitions e.g. Dont smoke.3. Using the present continuous tense to describe an

20、 action e.g. They are going out.Using “Whquestions to find out various kinds of specific imformation about the object.e.g. which sign means ?Focus and difficulty:Be able to identifythe signsUsing “Which sign means to find out the imformationTeaching procedures:Teachers ActivitiesStudents ActivitiesM

21、ethodTimeAidPre-task preparation:A. Say some rhymes.B. Revision: Show some signs, using imperatives to express prohibition.While-task procedure:A. undergroung stationShow the sign of the under-ground station., to elicit it.Tell some underground stations they know.Show the slide of picture 1.Ask: *Wh

22、ere are they going?*Which sign means “Zhong shan Park underground ?To elicit: This one.B. They are waiting for the train.Show the slide to elicit it.Ask: What are they doing?Play a guessing game.C. Teach “Picture 3”1. Ask students to ask the questions according to the picture. To elicit : smokeA. Po

23、p English.B. Say “Dont accroding to the signs.Learn and say.2. Say the underground stations._ underground station3.Answer the questions.Learn and imitate.S1: Do action.S2: (Guess) Are you waiting for the (bus).Make the questions:* Where are they?* What are they doing?*Are they eating or drinking?* A

24、re they smoking?2. Ask: *Which sign means “Dont eat or drink/ Dont smoke? *Where can you see the signs?D.PracticePlay the cassette.Ask them to retell the text.3. Stick the signs on the board. Ask them work in pairs.Post-task activitiesPC P3WB P22. Answer the questions.Listen and repeat.Look at the s

25、lide and talk about them.3.Work in pairsS1: Which signS2: (Point and say) This one.1. Do the exercises.Board Design:Feedback這是本Unit難度最大的一課，在教學過程中，發(fā)現(xiàn)學生的朗讀都存在很大的問題，這是與生活相關(guān)的一課。但是，有的東西與我們實際還存在著一定的差異，所以，我又加強了人文方面的熏陶。Module 1. Getting to know youUnit 1. Can I do this? Teaching-aims: P51. Using imperatives

26、 to express prohibitions e.g. Dont make a noise.2. Using formulaic expressions to express apologies e.g. Im sorry,Miss Fang.Focus and difficulty:1. Use appropriate intonation in statements2. Learners talk about common school prohibitionsTeaching procedures:Teachers ActivitiesStudents ActivitiesMetho

27、dTimeAidPre-task preparation:A. Revision: Ask students to say what they should not do in the park/school/library /playground/road.While-task procedure:A. Play the cassette.B. Ask the students to look at the signs in “Read and write. Match the signs with the picture.C.Work in groups. Refer to the pic

28、ture in “Read and write and practise acting a story similar to the one in “Say and act.D. Choose a sign to act a story.A. Using “Dont to express prohibitions in each place.A. Listen and repeat.B. Look and match the signs and pictures.C. Discuss and play the roles.D. Act out the story they made.Board

29、 Design:FeedbackModule 1. Getting to know youUnit 2. This is what I want Teaching aims: P6 Asking “Wh-“ questions to find out specific information e.g. What do you want, Alice?Using the simple present tense to make requests e.g. I want some paper, please.Using formulaic expressions to reply to reque

30、sts e.g. Heres some paper.Focus and difficulty:Learners practise asking for items in the classroom.Here is/are (Pay attention to the uncountable noun)Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Daily TalkB. Review stationery items. Dont repeat.While

31、-task procedure:A. What do you want? I/We want Make the situations to elicit the sentences. E.g. T: If you are hungry/thirsty, what do you want?2. Using the sentences to practise.Work in pairs. B. Here s /are Thank you very much.1. Make the conversation to elicit the sentences.Practise by T and Ss S

32、sC. Teach : glue tape scissors1. Show the objects to elicit them.2. Touch and guess: What is it?Using the sentences theyve just leart to practise the words.A: Ask and answer by the students.B: Say the classroom objects. Learn and say. Answer: I want We wantAsk and answer freelyS1: I have an apple an

33、d an orange, what do you want?S2: I want learn and say.2. S1: I want some paper. S2: Here is some paper. S1: Thank you very much.learn, spell and say.Touch the objects and guess.S1: What do you want, a bottle of glue or a tape?S2: 4.Ask the students to be teachers to tell us the classroom objects th

34、ey know.Post-task activitiesWork in groups: in “Ask and answerWB P34.To be the teacher and tell the class the classroom objects they know.e.g. wapping paper ribbon envelope stamp etc.1. Ask and answer in groups, each group contains three students.2. Do exercises.師生Board Design:Feedbackwant的句型是本學期的重點

35、，雖然與以前學的like的很相近，但學生還是不能理解，在今天的課中我還與后面的need句型想結(jié)合進行了擴展，以方便于后面的學習。Module 1. Getting to know youUnit 2. This is what I want Teaching aims: P7 1.Ask “Wh- questions to find out specific imformation e.g. What do you want?2. Using the simple present tense to make requests e.g. I want a Mcchicken and some o

36、range.3. Using attributive adj. To describe objects e.g. a large CokeFocus and difficulty:Use appropriate intonation in words.Pay attention to the sentence: _ wants _.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Talk freely.B. Revision: Ask the stude

37、nts to draw McDonalds trade markC. Ask: Do you like to go to McDonalds ?What do you like to eat?Ask them to draw the pictures of the McDonald food.While-task procedure:A. Teach: apple pie BigMac, McChickenAsk the students to be the teachers to tell the class the words and pronunciation of the food.P

38、ractise the words using the kinds of the sentences.B. Teach “ Look and SayPlay the cassette.2. Look at the food on the board and Practise.C. What does _ want? He/she wantsA: Talk about the hobbit, food , stationery, etc.B: Draw the trade mark. C.Answer the questions and draw the pictures on the boar

39、d.To be the teacher to tell the class .Say sth. about the new words.Listen and repeat.2.1) Ss: I am hungry and thirsty. I want _ and _. 2)S1: What do you want? S2: I want Ask one student “What do you want? Then ask the other student what he/she wants?To elicit: He/She wantsA memory gameInvite two st

40、udents to the front, and tell the other students what they want . The rest of the class listen and try to remember.3. Do a survey: Walk around the classroom and ask the classmates if they go to McDonalds, what do they want?Post-task activitiesplay the cassette again and do the listening exercises.2.

41、 Play the role and act out the dialogue.1. Try to say: He/she wantListen and remember, then response : _ wants Walk around the classroom and ask the classmates : What do you want? Then tell the teacher:_ wants Listen and try to fill the blanks.(on the paper)2. Work in groups: At McDonaldsBoard Desig

42、n:Feedback上麥當勞的一課是同學們最感興趣的，畢竟與生活實踐非常貼近，可以說，這是開學至今大家上課最積極的一課?？上驳氖?，在發(fā)音上也很標準，可能真的是這課的內(nèi)容比擬吸引學生的注意吧。但畢竟不是每篇課文都如此的。Module 1. Getting to know youUnit 2. This is what I want Teaching aims: P8 1.Using the simple present tense to express simple truths e.g. I am hungry, I ve got some2. Ask “Wh-question to find

43、 out specific information e.g. What have we got?Focus and difficulty:Be able to express the sentence: Ive got_/ He/Shes got _.Using the food items to make the dialogues.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Speak English Make dialoguesB. Revis

44、ion: the food items “ to haveWhile-task procedure:A. have a picnicAsk: If it is fine on Sunday, what are you going to do ?To elicit: have a picnicB. Teach: Look and SayShow the wallpicture Ask: What are they doing?Ask: What have they got? Give the students two minutes to remember what they have got.

45、Play the cassette.Ask: What has _ got?Ask the students to draw some food items on the paper they like , ask each group: what have you got? Post-task activitiesTalk about your room Practise in “Ask and answer3. GB P6A: Ask and answerB. Say the words quickly. Make the sentences.Answer freely.Learn and

46、 saySs: They are having a picnic.(on board)Read and remember what they have got.3. Listen and repeat.Ss: He/She has got Work in groups: Draw the food items on the paper and say together: We have gotThink and introduce your room .* In my bedroom, I have gotAsk and answer 3. Do exercises.Module 1. Get

47、ting to know youUnit 2. This is what I want Teaching aims: P9 Using “Wh-questions to find out specific information e.g. What do you want?Using modals to make requests e.g. Can I have some fish, please?Using formulaic expressions to reply to requests e.g. There you are.Using nouns to identify objects

48、 e.g. noodles vegetableFocus and difficulty:1. Be able to set up markets stalls and play shop assistants and customers using shopping lists.2.There you are. is as the same meaning as “Here you are.Teaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation:A. Say the

49、rhymes.B. Revision: Can?While-task procedure:A. rice noodles vegetablesShow the pictures or objects to elicit them.Make the sentences with the words.B. Teach “ Say and actDistribute a piece paper to each student.Play the cassette. Listen and remember what Eric want, write Sth. on the paper.Ask: What

50、 does Eric want for his dinner?To elicit: Eric wantsPlay the cassette once more. Invite pairs of students to read the dialuges.Tell the students:What do you want? Except answering“ I /We want , we can also say: Can I have?Post-task activities1. Ask students make a shopping list, ask them to refer to

51、 the pictures in “Say and act.A: Pop EnglishB. Make conversations by “Can?1. Look , learn and say. Imitate and spell the words2. Make the sentences with the new words.1. Each one can get the paper2. Listen and write the words you hear.3. Say: Eric wants_.4. Listen and follow.5. Read the diaogue in p

52、airs.Write a shopping list. Work in groups and prepare to act Invite them to perform3. Do listening exercises. (PC P6)4. PC P52.Act out the dialogue they made.Listen and complete the exercises.Do the exercises.Board Design:Feedback今天的課中有學生這樣問：“老師，什么樣的名詞是不可數(shù)名詞?！拔镔|(zhì)名詞都是不可數(shù)名詞。我順口就答道?！澳鞘裁礃拥氖俏镔|(zhì)名詞？我頓時語塞。這要

53、和學生怎么解釋那，畢竟純語法的東西，還是學生很難理解的。課后不禁在想，這牛津教材，又要口語，又兼顧語法還真是難啊。Module 1. Getting to know youUnit 3. This is what I need Teaching aims: P10 1. Using nouns to identify objects e.g. socks2. Asking“Wh- questions to find out various kinds of specific imformation about a person e.g. Kitty, what do you need for

54、school?3. Using attributive adj. To describe objects e.g. a new bagFocus and difficulty:1. Use appropriate intonation in words.2. Asking about and expressing needs.3. The difference between “I want and “I needTeaching procedures:Teachers ActivitiesStudents ActivitiesMethodTimeAidPre-task preparation

55、:Sing a song.Make short dialoguesSay the rhymes.Revision: 1. About stationery items2. About clothes items.While-task procedure:shoes 1. Ask: How many pairs of shoes have you got? To elicit: shoes2. Make sentences 3. Show any other shoes. To elicit: sport shoes leather shoes4.Ask them to say Sth. abo

56、ut the shoes.5. Ask: Do you know the brand of sport shoes?B. Socks1.Show some socks to elicit: socks2. Guess: What colour are your classmates socks?3. Talk about the socks. If youre the shop assistant, please introd- uce your goods for the people.C. uniform1. Say: Today you are pretty, you look orde

57、rly. Do you know WHY? To elicit: uniform2. Ask: Who also has uniform?D. I need1. Say some sentences to elicit the sentence: I need * If you want to drive a car, you need a licence.* If you want to fly, you need a pair of wings.* Im thirsty, I need some water.* I want to go out, but its raining, I ne

58、ed an umbrella.2.Let the student understand the meaning and response.* Ben is a pupil.* Today you have a P.E. Class.* Summer is coming.* You want to fly.* Its cold.* Its raining.* Alices shoes are old.* Its dinner time.*Eddie wants to write.* You want to draw.Post-task activities1.Play the cassette.

59、2. Ask: What does kitty need for school?3. Ask: What do you need for school? (oral pratice) , then write the things on the paper.4.Invite students to say.5. Group work: What do you need for P.E. class, art class, dinner or picnic. ( Each group choose one topic to discuss, and write the things, they

60、can refer to the words on the board.)Things for schoolI need _. ( Activity 3)Sing* Can I go out,Mum? * How do you go to Zhongshan Park?* What cant we do in the * , what do you want?1.Say the words quickly.Answer and learn the new words.2. Make the sentence .3.Look and learn.4. Introduce your shoes.5