牛津版五年級英語上全冊教案

蓮山課

件

m

課題

moduleIGettingtoknowyou

Unitlcanldothis?

教學目標

矢口識與技能：Usingtheintroductory'there

toexpressfacts.

'stheredman.

Usingimperativestogiveinstruetions.

Usingimperativestoexpressprohibitions.

'tcrosstheroad.

Usingnounstoidentifyobjects.

'sred.

過程與方法

Useappropriateintonationinquestionsandstatements.

Predictthemeaningofunfamiliarwordsbyusingcontext

orpicturecues.

情感、態度與價值觀：讓學生了解交通法規。

教學重點和難點

Usingimperativestogiveinstruetions.

Usingimperativestoexpressprohibitions.

教學媒體

cassette5Aandacassetteplayer課前學生準備

collectmaterialsoftrafficrules教學過程

備注

Pre-taskpreparation

:trafficlight

:Howtocrosstheroadsafelyandwhatthetree

scoloursontrafficlightsmean.

While-taskprocedure

:There'stheredman/?

:stop/wait/go

:Sayandact.

driver.

ies.

:trafficjamtrafficaccident

Post-taskactivity

Workbookpage1

consolidation

GrammarpracticeBook5Apage1

板書設計

modulelGettingtoknowyou

Unitlcanldothis?

streetinthestreet

roadontheroad

trafficlighttrafficjamtrafficaccident

crossDon?tcross!

theredmanthegreenman

作業布置

教學效果反饋

這堂課學生學得很開心，氣氛也很活躍，讓學生來當警察來

指揮交通，在這個情景中學生知道了遵守交通規則要從自身

做起，學生對一些國家的左行交通規則很感興趣，音標發

/i:/和/Eu/的單詞學生還是能說出很多，拓展的詞匯有點難

度。

課題

modulelGettingtoknowyou

Athome

教學目標

矢口識與技能：Usingmodalstoaskforpermission.

,mum?

Usingformulaicexpressionstoreplytorequests.

過程與方法：

Recognizedifferencesintheuseofintonationtodifferent

iatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationtowritingwhen

amodelorframeworkisprovided.

情感、態度與價值觀：對文明禮貌的教育。教學重點和

難點

教學媒體

cassette5Aandacassetteplayer課前學生準備

Workbook教學過程

備注

Pre-taskpreparation

:canyoucrosstheroad?Pointtothegreenmanandask:canyou

crosstheroad?

:canl?canwe?yes,I/,I/wecan,t.

While-taskprocedure

:goout

canlgoout?

Ask:What'sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:havesome

:Ihavemydinneratsixo'clock.What

syourdinnertime?Introduce:dinnertime

:canBengoout?Why?

cankittyandBenwatchtelevision?

canBenhavesomesweets?Why?

.’tplayonthegrass,Don

tplayonthegrass,/she/they...?yes/No.

Post-taskactivity

Workbookpage1

板書設計

Athomegooutwatchtelevisionhavesome,**

canl/we…？yes,youcan.

No,youcan,t.

作業布置

教學效果反饋

學生表演對話積極性很高，回答為什么時，because的發音

不是很準，個別學生對have后面跟不可數名詞時不能加s

還是會遺忘，television的發音不是很準。

課題

modulelGettingtoknowyou

ontheunderground

教學目標

知識與技能：

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

過程與方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

Locatespecificinformationinashorttextinresponsetoqu

estions.

Identifymainideasfromatextwithteachersupport.

情感、態度與價值觀：要文明乘坐地鐵。

教學重點和難點

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving.

教學媒體

Tapemultimedia課前學生準備

collectdifferentkindsofvehiclesworkbook教學過程

備注

Pre-taskpreparation

T:Whatareyoudoing?

T:canlgooutnow?

T:Doyoulikecats?...

Shanghai:underground/undergroundstation.

While-taskprocedure

:Invitestudentstodrawthesignstheyusuallyfindinthepa

rkorstreet.

:smoke,way.

:Whichsignmeans?Thisone.

:Lookandread.

?

'ZhongshanParkundergroundstation'?

?

?

?

'Gooutthisway'?

'Don'teatordrink'?

:thebusstop

Post-taskactivity

Workbookpage2

板書設計

ontheundergroundundergroundwhichsignmean

--Whichsignmeans"…”?

--Thisone.

stationwaitforsmoke(smoking)

oreatordrink

作業布置

教學效果反饋

學生對meanstation的發音不是很準，大部分學生能說出含

/ai/>/i:/、/ei/的單詞,whichsignmeans中的means的s,

很多學生漏讀，否定句中and要變成or,學生會忘記。

學生通過課外搜集知道現代的先進科學技術使我們有了地

鐵、隧道、磁懸浮、輕軌等，上海的交通已經發生了日新月

異的變化，學生知道文明乘坐要從自身做起。

課題

moduleIGettingtoknowyou

Atschool

教學目標

矢口識與技能：Usingimperativestoexpressprohibitions.

'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

'msorry,missFang.

過程與方法：Useappropriateintonationinstatements

情感、態度與價值觀：學校要做到的各項行規。教學重

點和難點

教學媒體

Tapesomepictures課前學生準備

collecttherulesinourschoolGrammarPracticeBook教

學過程

備注

Pre-taskpreparation

(Stickthesignsontheboard.)

While-taskprocedure

:Don'tmakeanoise.

:Sayandact.

:matchthesignswiththepictures.

'sclimbingthetrees,Pleasedon'tclimbthetrees,youcan,

tclimbthetrees.

consolidation

GrammarPracticeBookpage3

板書設計

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

--Don,t….

--1'msorry./Wearesorry.

作業布置

,thenmakesomedialogues.

教學效果反饋

這節課通過讓學生討論在校的一些規則，得出在校應該遵守

的規則，還讓他們討論在家的規則，由此教育他們在校要做

遵守行規的好少年，在家要做好孩子，討論的氣氛很活躍；

學生根據圖片用不同句型來講時，個別人語法出現混亂。

課題

modulelGettingtoknowyou

Unit2ThisiswhatIwant

(Theartclass)

教學目標

知識與技能：Asking'wh-'

questionstofindoutspecificinformation.

,Alice?

Usingthesimplepresenttensetomakerequests.

,please.

Usingformulaicexpressionstoexpressthanks.

過程與方法：

Developwrittentextsbyputtingwordsinalogicalordertom

akemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態度與價值觀：學會要有禮貌。

教學重點和難點

Asking'wh-'questionstofindoutspecificinformation.

Usingthesimplepresenttensetomakerequests.

教學媒體

Tape課前學生準備

GrammarPracticeBook教學過程

備注

Pre-taskpreparation

While-taskprocedure

:tape,apairofscissors,knife

:Whatdoyouwant?

:Sayandact.

:WhatdoesAlicewant?

WhatdoEddieandDannywant?

:knife——knives

：(',)Whatismissing?

:Whatdoyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

consolidation

GrammarPracticeBookpage4

板書設計

Theartclass

wantlwant***

Hewants…

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife-knives

作業布置

教學效果反饋

學生做猜謎游戲很開心，四人小組練習時有點人稱搞混，比

如說成HewantShewant；scissors的發音有點不準，一般現

在時的第三人稱單數要加強訓練。

課題

modulelGettingtoknowyou

AtmcDonald,s

教學目標

知識與技能：Asking'wh-'

questionstofindoutspecificinformation.

?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

過程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions.

openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationtoquesti

ons.

情感、態度與價值觀：在公共場合也要講禮貌。教學重

點和難點

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

教學媒體

Tape課前學生準備

manykindsoffoodWorkbook教學過程

備注

Pre-taskpreparation

strademarkontheboard.

Ask:DoyouliketogotomcDonaldJs?

Whatdoyouliketoeat?

Doyoulike?

While-taskprocedure

Whatdoyouwant?

:Frenchfries,Bigmac,mcchicken

Asktheotherstudents:Whatdoes--want?

oup.

goingtoorderfortheschoolpicnic.

od,

:inkFcinrestaurant

Post-taskactivity

WorkbookP4

consolidation

GrammarPracticeBookP5

板書設計

AtmcDonald,shamburgerBigmacmcchicken

applepieFrenchfries

ice-creamcokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

Iwant***

WhatdoesDannywant?

Hewants…作業布置

教學效果反饋

Bigmac,mcchicken這兩個單詞抄寫出錯很多，讓學生一起

通過討論得出東西方人的飲食習慣與文化，讓學生在學英語

的同時能了解西方的文化，學生在討論中非常興奮；讓他們

編在飯店或快餐店的對話，盡管有語法錯誤可他們很享受。

Alargecoke/asmalIcoke關于coke是可數名詞的用法學生有

點混淆。

課題

modulelGettingtoknowyou

Apicnic

教學目標

知識與技能：

Usingthesimplepresenttensetoexpresssimpletruths.

'mhungry./I,vegotsome--

Asking'wh-'questionstofindoutspecificinformation.

?

過程與方法：openaninteractionbyelicitingaresponse.

maintainaninteractionbyprovidinginformationinrespon

setoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、態度與價值觀：/教學重點和難點

'wh-'questionstofindoutspecificinformation.

教學媒體

Tape課前學生準備

SomefoodforpicnicGrammarPracticeBook教學過程

備注

Pre-taskpreparation

':Whathaveyougot?

While-taskprocedure

A:Whathavewegot?

B:I've/We'vegot

:Whathasgot?

:Whathavetheygot?

:Apicnic.

Whathaveyougot?

Whathavetheygot?

Post-taskactivity

makesomedialogues.

consolidation

GrammarPracticeBookpage6

板書設計

Apicnic

food（復數）/haveapicnic

Whathaveyougot?!Jvegot…

We'vegot…

Whathashegot?He?sgot…

作業布置

教學效果反饋

Whathaveyougot?!Jvegot…We'vegot…

Whathashe/shegot?He's/She'sgot…這兩種句型學生操練

的很熟練，讓他們討論去瀏河營地帶一些什么食物也是很興

奮。

myfather'scar'sred,myfathersgotacar.這里的‘s的

意思個別學生會混淆。

課題

modulelGettingtoknowyou

Sayandact

教學目標

知識與技能：Using'wh-

questionstofindoutspecificinformation.

?

Usingmodalstomakerequests.

,please?

Usingformulaicexpressionstoreplytorequests.

Usingnounstoidentifyobjects.

,vegetables

過程與方法：Identifymainideas.

Producesimplephrasesandsentencesinvolvingrepetition.

Predictstory,charactersusingpicturecues.

情感、態度與價值觀：學會買東西時的禮貌用語。教學

重點和難點

教學媒體

Tapemultimedia課前學生準備

ShoppinglistWorkbookGrammarPracticeBook教學過程

備注

Pre-taskpreparation

:rice,noodles,vegetables.

While-taskprocedure

:WhatdoesEricwantforhisdinner?

heywant.

:eg,Whatcanldoforyou?canlhelpyou?canlhavesome…，

please?

Nowlisten.

Post-taskactivity

Workbookpage5

consolidation

GrammarPracticeBookpage7andpage9

板書設計

rice,（復數）_/—

noodles,vegetables

.canlhavesome,please??canlhelpyou?

作業布置

教學效果反饋

學生編在超市或百貨商店里的對話，會用

Whatcanldoforyou?canlhelpyou?來問，

canlhavesome…，please?對在這里用some學生有點模糊，

會和其他的一般問句搞混，在變成一般問句時會不把some

變any。

課題

modulelGettingtoknowyou

Unit3ThisiswhatIneed.

教學目標

矢口識與技能：Usingnounstoidentifyobjects.

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

usingattributiveadjectivestodescribeobjects.

過程與方法：

Locatespecificinformationinresponsetoquestion.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態度與價值觀：/

教學重點和難點

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednum

berofthings.

教學媒體

Tapemultimedia課前學生準備

Alist-thingsforschoolGrammarPracticeBook教學過

程

備注

Pre-taskpreparation

:Whatdoyouwantforschool?

:uniforms,shoesandsocksusingwordandpicturecards.

:anorangeauniformano1duniformanorangeuniformapairof

socksapairofshoesapairofglasses

While-taskprocedure

:Whatdoyouneedforschool?Sayaftertheteacherandtrytoa

nswer.

:Whatdoeskittyneedforschool?

9

Post-taskactivity

iWhatdoesAneedfor^^WhatdoA&Bneedfor***

Whatdotheyneedfor…？

consolidation

GrammarPracticeBookP10

板書設計

Unit3ThisiswhatIneed.

needlneed…

Idon,tneed…

Whatdoyouneedforschool?

Ineed…(shoessocksuniform)

作業布置

教學效果反饋

學生對need的第三人稱單數的用法不熟練，必須要多加練

習；auniform這個詞組個別學生一下子不能接受，還是喜歡

用an;發/i:/和/u:/的單詞學生還是能說出一些，發/c/的單

詞學生容易和發/c:/的單詞混淆。

課題

modulelGettingtoknowyou

Let'smakeacake.

教學目標

知識與技能：Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

?

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

usingthesimplepresenttensetoexpressopinions.

Usingmodalstomakerequests.

,please?

Usingimperativestogiveinstruetions.

過程與方法：

Identifykeywordsinanutterancebyrecognizingthestress.

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態度與價值觀：做媽媽的小幫手

教學重點和難點

Asking'wh-'

questionstofindoutvariouskindsofspecificinformation

aboutanevent.

Usingindefinitedeterminertorefertoanunspecifiedamou

nt/numberofthing.

教學媒體

Tapemultimedia課前學生準備

ThingsweneedformakingacakeWorkbook教學過程

備注

Pre-taskpreparation

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

a)sugar,salt

b)makephrases:howmuchsalt,muchsugar,somebutter,howm

anybottlesofjuice,aspoonofsalt,twobowlsofmiIk

c)Saythecharacteristicofuncountablenouns

d)Flour(同音)flower

T:?Isthecakesalty?

e)fridge,oven

T:NowletJ?

f)delicious

T:Look,'

:WhatdoesEric,smotherandBenneedtomaketheircake?

Post-taskactivity

SI;Whatdoweneed?

S2:Weneed

：Howtomakesandwichesandhamburges?

(1)Reviewthevocabulary.

(2)Readandfindoutwhattheyneed.

(3)Writethemissingwords.

(4)Dotherole-play.

(5)Therestoftheclasscheckanswers.

板書設計

Let'smakeacake.

Whatdoweneedforacake?

Weneed???

sugarsaltmilkeggsspoon

bowlflourbutter

ThatsmelIsgood./nice.

作業布置

教學效果反饋

學生對不可數名詞的組詞還是有點小問題，要多加練習；學

生對編對話如何做三明治和漢堡，很有興致，比較貼近學生

的生活實際；一部分學生對第三人稱單數的用法不熟練，比

如看投影說句子時總是漏加S或多加So

課題

moduleIGettingtoknowyou

Lookandsay

教學目標

知識與技能

Usingthesimplepresenttensetoexpresssimpletruths.

'vegotsomewater.

Usingthesimplepresenttensetomakerequests.

Weneedsomescissors.

Usingconjunctionstolinkcontrastingideas.

butweneedsomepaints.

過程與方法

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners.

情感、態度與價值觀：學會有禮貌。教學重點和難點

教學媒體

Tape課前學生準備

Thinkover:Whatdoyouneedforartclass?WorkbookGrammarp

racticeBook

教學過程

備注

Pre-taskpreparation

:lamgoingtodrawapicture.(Takeoutsomepaper)Whathavel

got?

:Pleasethink:WhatelsedoIneedtodrawapicture?

While-taskprocedure

:Whatdoyouneedforartclass?Thenlet'

shavealookatthem....

,Alice,EddieandDannyaredoingaproject.

T:Whathavetheygot?

Whatdotheyneedtocompletethetask?

:WhathaveAliceandkittygot?

Whatdotheyneed?

WhathaveEddieandDannygot?

Whatdotheyneed?

dmakeashoppinglist.

yamendments.

:Whathaveyougot?Whatdoyouneed?Remindstudentstouseth

eword'and'tolinkupthelasttwoitems.

WhatdoyouneedforanEnglish/chinese/math/PEclass?What

doeshe/sheneedforanEnglish/Chinese/math/PEclass?

Post-taskactivity

Workbookpage7

fwhattheyneed.

consolidation

GrammarpracticeBookpage11

板書設計

We'vegot…butweneecb-

作業布置

教學效果反饋

學生對上課需要的東西非常清楚，也很樂意來編對話，就是

第三人稱單數的用法還是要加強練習，個別人會說

Heneed..Sheneed…。特別是人稱變換時，Whatdoyouneed?

接下來指著這個學生問其他學生Whatdoeshe/sheneed?學生

的回答特容易答錯。

課題

modulelGettingtoknowyou

Anewuniformforkitty

教學目標

矢口識與技能：Usingconjunctionstolinkcontrastingideas.

Usingthepresentcontinuoustensetodescribeanactiontak

ingplaceatthetimeofspeaking.

Usingpredicativeadjectivestodescribeobjects.

過程與方法：Locatespecificinformationinashorttext.

Understandtheconnectionbetweenideasbyidentifyingsim

pielinkingwords.

情感、態度與價值觀：如何挑選自己喜歡的東西教學重

點和難點

Usingpredicativeadjetimeofspeaking.

教學媒體

Tapemultimedia課前學生準備

GrammarPracticeBook教學過程

備注

Pre-taskpreparation

Ask:isthisbooknew?(No,it?sold.)

Ask:Isitbig?(yes.)

It''scheap.

Write:Thisbagisbigbutitischeap.

Say:It'sthreehundredyuan.

Write:Thispenissmallbutitisdear.

:dear,expensiveandcheap.

(同音)deerbuy(同音)byeby

:Benandhisdadareinasportsshop,pleasemakeashortdialo

gue.

While-taskprocedure

:Lookandread.

:Haskittygotauniform?

Whydoeskittyneedanewuniform?

Wheredotheygo?

Whichuniformdoeskittywant?

Howmuchisit?

Isitdear?

DoesmrsLibuythatuniform?

WhichuniformdoesmrsLibuy?

Isitnice?

Isitshort?!sitdear?

:Workinpairstoworkoutthesentencesorallyandthenwrite

downthesentences.

Post-taskactivity

Workbookpage8

consolidation

GrammarPracticeBookpage12

板書設計

dear（同音）deerbuy（同音）byeby

cheapexpensive

作業布置

教學效果反饋

學生對買東西比較感興趣，特別是自己喜歡的東西，尤其在

買運動用品，我設置這個貼近學生生活實際的情境讓他們來

操練運用英語，同時也培養了他們的生活經驗。

課題

module2me,myfamilyandfriends

Unitime(singandact)

教學目標

知識與技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

過程與方法：

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided情感、態

度與價值觀：讓學生掌握正確的作息時間。

教學重點和難點

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime教學媒體

Tape課前學生準備

Bringaclockorawatch.教學過程

備注

Pre-taskpreparation

:washmyface,cleanmyteeth,gotoschool,eatmylunch,

:6:05/8:10/12:20

While-taskprocedure

“I"inthetwoparagraphs.

“washmyface"and"eatmylunch“inthetwoparagraphs.

afternoon.

:Iwash/clean/go/eat/ride/read?,,

He/Shewashes

/cleans/goes/eats/rides/reads…onthe

‘s'or'es'attheendofeachactionverb.

,singandact.

Post-taskactivity

Anewsong

consolidation

GrammarPracticeBook5Apage13

板書設計

module2me,myfamilyandfriends

Unitime

ThisisthewayI,??

wash…facedoone'shomework

clean…teethcomehome

eatbreakfasthavelunch(eatlunch)

gotoschoolinthemorning/afternoon/evening

作業布置

教學效果反饋

學生對學習英語歌曲很開心，個別學生跟不上調；做猜時間

的游戲能激發他們的學習興趣；一部分學生對

intheafternoon/evening詞組中the的發音有點遺忘；

breakfast的發音不是很準。

課題

module2me,myfamilyandfriends

Ben'sday

教學目標

知識與技能

Usingthesimplepresenttensetodescribehabitualactions

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

過程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyaddingpersonalideasandinformat

iontowritingwhenamode1orframeworkisprovided

情感、態度與價值觀：讓學生掌握正確的作息時間。教

學重點和難點

Usingthesimplepresenttensetodescribehabitualactions

Asking'wh-'questionstofindoutthetime

Usingprepositionstoindicatetime.

教學媒體

Tape,aclock課前學生準備

WorkbookGrammarPracticeBook

教學過程

備注

Pre-taskpreparation

8:205:30在9:15

:Whattimedoyougetup?Toelicit:'

While-taskprocedure

:WhattimedoesBengetup?Toelicit:Hegetsupathalfpastsi

x.AskthestudentstotellyouwhenBendoestheactivitiesin

Lookandsay.

,whattimedoesBengotoschool?Hegoestoschoolatseveno'

clock.

Thinkandwrite.

ncesinThinkandwrite.

:HegetsupathalfpastsixbutIgetupatseveno,clock.etc.

'sday.

Post-taskactivity

Workbookpage9

consolidation

GrammarPracticeBook5Apage14

板書設計

Ben'sday

Whattimedoyougetup?Whattimedoes,,,getup?

Igetupatsixo,clock,(getup,gohome,watchtelevision,

Hegetsupatsixo,clock,gotobed)

作業布置

教學效果反饋

一小部分學生對一般現在時的第三人稱單數的用法比較混

亂，對幾個特殊動詞的第三人稱單數的變法有點模糊。個別

孩子對單詞television的發音不是很準。讓學生說他們同

桌的一天時，一般現在時的第三人稱單數的表達方法出錯很

多，以后要逐步操練，循序漸進。

課題

module2nie,myfamilyandfriends

minandmog,snight

教學目標

知識與技能：

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

過程與方法：

Useappropriateintonationinquestionsandstatements

openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Identifymainideasfromatextwithteachersupport情感、

態度與價值觀：了解貓的生活習性。

教學重點和難點

Usingthesimplepresenttensetodescribehabitualactions

Usingprepositionstoindicatetime

Asking'wh-'questionstofindoutthetime

教學媒體

Tape課前學生準備

GrammarPracticeBookWorkbook

教學過程

備注

Pre-taskpreparation

a)T:Whatdoyoudoatseveno?clock?

b)T:Whattimedoyougetup?

c)T:Whattimedoeshegetup?...

While-taskprocedure

adsilently.

:Whattimedominandmoggetup?toelicit:Theygetupatseven

o，

clock:Whattimedotheygooutside?Whatdotheydo?toelicit

:Theygooutsideatnineo,clock

下午上午

morning:早上6點到11：59

afternoon:中午12：00到下午6：00

evening:下午6：00到9：00

night:下午9：00以后

'sday.

Post-taskactivity

Workbookpage10

consolidation

GrammarPracticeBook5Apage15

板書設計minandmog,snightnightatnight

chasechasemice

eatdinner

breakfast

作業布置

教學效果反饋一部分學生對早上、下午、傍晚和晚上的時間

段有點模糊。讓學生說自己喜歡的動物的一天時，很有興致,

積極性被調動起來了。一般現在時的第三人稱單數的用法還

要加強，個別學生出錯較多。

課題

module2me,myfamilyandfriends

Doasurvey

教學目標

矢口識與技能：Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

過程與方法：

Locatespecificinformationinresponsetosimpleinstruct

ionsorquestions

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

Developwrittentextsbyputtingwordsinalogicalorder

情感、態度與價值觀：了解班中同學的作息時間。教學重點

和難點

Asking'wh'questionstofindoutthetime

Usingthesimplepresenttensetoexpresshabitualactions

教學媒體

Tapemultimedia課前學生準備

GrammarPracticeBook教學過程

備注

Pre-taskpreparation

nthelist.

While-taskprocedure

etedtheirsurvey.

upmembers,,threechiIdrengetupatsixo'

clock.onechiIdgetsupatsevenoJclock.

's/friend'sday

Post-taskactivity

missWang,sday

consolidation

GrammarPracticeBook5Apage16andl7.

oxfordEnglishPracticeandAssessmentSeries5Apart1,mod

ule2,Unit1.

板書設計Doasurvey

Whattimedoyougetupinthemorning?

Igetupathalfpastsixinthemorning.

Whattimedoes'^getupinthemorning?

He/Shegetsupathalfpastsixinthemorning.

作業布置

教學效果反饋大部分學生能掌握一般現在時，一部分學生表

達時第三人稱單數不熟練，學生在做調查匯總時比較有興

致，在設置的情景中讓學生運用所學的知識去和同伴交流，

表達意思，體現了聽說領先讀寫跟上的原則，要求學生說最

喜歡的老師或朋友的一天，培養了他們綜合運用語言的能

力。

課題

module2me,myfamilyandfriends

Unit2Areyouhappy?

(Singandact)

教學目標

矢口識與技能：Askingsimplequestionstoobtain'yes/No'

responses

Usingimperativestogiveinstruetions

過程與方法：

Identifykeywordsinanutterancebyrecognizethestress

Producesimplephrasesandsentencesinvolvingrepetition

orlists

Recognizeunfamiliarwordsinfamiliarcontexts

情感、態度與價值觀：表達自己高興時的各種表現。

教學重點和難點

Askingsimplequestionstoobtain'yes/No'responses

Usingimperativestogiveinstruetions

教學媒體

Tapemultimedia課前學生準備

Listentothesong教學過程

備注

Pre-taskpreparation

'Simonsays',/openyourbook./:clap,nod,:shout,

,singandact.

Post-taskactivity

Anewsong

Encouragethemoreablestudentstosingthesongagainbyadd

ingmorecommands,/nose/ears,etc.

consolidation

板書設計Singandact

Areyouhappy?Doyouknowit?Don?tbeafraidtoshowit.

clapclapone,shands

wavewaveone?shand

nodnodone,shead

shakeshakeone,shead

be

afraid

show

shout

hooray

作業布置

教學效果反饋

這首歌曲的旋律很好聽，歡快的節奏，使學生精神振奮，他

們很喜歡唱歌，可是Don'tbeafraidtoshowit.這個句子不

會唱，邊唱邊配以動作，小部分學生速度跟不上。下面的單

詞和詞組掌握的不熟練。

clapclapone,shands

wavewaveone'shand

nodnodone,shead

shakeshakeone,shead

Don,tbeafraidto***..Don,tbe+形容詞的表達方式學生不

熟練。

課題

module2me,myfamilyandfriends

Sayandact

教學目標

矢口識與技能：Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople

過程與方法：openaninteractionbyelicitingaresponse

maintainaninteractionbyprovidinginformationinrespon

setoquestions

Locatespecificinformationinashorttextinresponsetoqu

estions

Gatherandshareinformation,ideasandlanguagebyusingst

rategiessuchasobserving

情感、態度與價值觀：表達人的各種感覺。教學重點和難點

Usingconjunctionstoexpressalternatives

Usingpredicativeadjectivestodescribepeople教學媒體

Tapemultimedia課前學生準備

Workbook教學過程

備注

Pre-taskpreparation

:hungry,thirsty,full,happy,sad,angry,afraid,tiredan

dsickbyinvi

While-taskprocedure

,?toelicit:She,shungry.

softheothercharacters.

Howareyou(ishe/she)?Howdoyou(doeshe/she)feel?

Areyou…or…？Ishe/she…or…？

:Whatareyou(ishe/she)?Whatdoyou(doeshe/she)do?

Post-taskactivity

Workbookpage11

consolidation

GrammarPracticeBook5Apage18.

板書設計SayandactHowareyoutoday?Howdoyoufeeltoday?

I，，mhappy.

tired

sick

IsBentiredorsick?Heis…

作業布置

教學效果反饋大部分學生對

Howareyoutoday?Howdoyoufeeltoday?IsBentiredorsick?

的問答比較熟練。、

對詢問Whatareyou

(ishe/she)?Whatdoyou(doeshe/she)do?一部分學生遺忘

較多。以后要多注意復習要有系統性。

課題

module2me,myfamilyandfriends

Readandwrite

教學目標

知識與技能：

Usingthesimplepresenttensetoexpresssimpletruths

Using'wh~'

questionstofindoutvariouskindsofspecificinformation

aboutaperson

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

Askingsimplequestionstoobtain'yes/No'responses

Usingconjunctionstolinkcontrastingideas

Usingthedefinitearticletorefertoaspecificobject

過程與方法：

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttextinresponsetoqu

estions

情感、態度與價值觀：表達個人的喜好。教學重點和難點

Usingthesimplepresenttensetoexpresssimpletruths

Usingthesimplepresenttensetomakerequests

Usingthesimplepresenttensetoexpressinterests

教學媒體

Tape課前學生準備

GrammarPracticeBookWorkbook

教學過程

備注

Pre-taskpreparation

:I'?Thelongone?Theshortone?toelicitiThe^'one.

While-taskprocedure

:Readandwritesi1ent1y.

:Whatdoeskittywantforherbirthday?Whatcolourisit?toe

licit:

:Whichbagdoes,,,want?toelicit:He/Shewants,>,

,Does…1ikethe…one?toelicit:He/Shedoesn'

tlikethe…onebuthe/shelikesthe…，he/shelikesthe…on

e.

hedialogues.

shoptobuythegiftwithyourparents.

Theseredpensareforme.

Theboxesonthedeskarenice.

Thatgreenladyisoverthere.

Theladyoverthereistall.

Post-taskactivity

Workbookpagel2

consolidation

GrammarPracticeBook5A,page19

板書設計Readandwrite

birthday

thegreenone

Ilikethegreenonebutldon,tliketheredone.

kittylikesthegreenonebutshedoesn,tlikethepinkone.

作業布置

教學效果反饋讓學生說自己的生日需要的禮物時很開心，尤

其是去商店購買時討價還價

培養了他們綜合運用語言的能力。

一部分學生對以下習題掌握的不透徹。以后要多加指導練

習。

Theseredpensareforme.

Theboxesonthedeskarenice.

Thatgreenladyisoverthere.

Theladyoverthereistall.

課題

module2me,myfamilyandfriends

Intherestaurant

教學目標

知識與技能:Usingnounstoidentifyobjects

Asking'-wh°

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

Usingconjunctionstolinkcontrastingideas

過程與方法：

Locatespecificinformationinresponsetosimplequestion

s

Usemodeledphrasesandsentencestocommunicatewithteach

ersandotherlearners

connectideasbyusingsimplelinkingwords

Locatespecificinformationinashorttext

情感、態度與價值觀：表達個人的喜好。教學重點和難點

Asking'_wh'

questionstofindoutvariouskindsofspecificinformation

Usingthesimplepresenttensetoexpressinterests,feelin

gsandopinions

教學媒體

Tapemultimedia課前學生準備

WorkbookGrammarPracticeBook

教學過程

備注

Pre-taskpreparation

:sausages,carrots,:Doyoulike…？toelicit:yes,Ido./No

,Idon,

While-taskprocedure

:meatandfish,Vegetables,Riceandnoodles,Fruit,:desse

rtsbypointingtothepicturesofcakes,applespiesandice-

cream.

ups.

:Readandact,Studentslisten.

esnotlike