小学五年级牛津英语教案7

Unit3TheFirstTeachingPlanTeachingaims:Basicaims:1.能用特殊疑问句Where…?询问地点。e.g.Where’sSam?2.能用简单的过去式谈论过去的状态。e.g.Hewashereatteno’clock.3.能用介词短语表示时间。e.g.Hewashereateleveno’clock.Educationaims:培养学生热心助人的思想。Developingaims:能运用所学的过去式描述日常生活中已发生的事。Keypoints:1.能用简单的过去式谈论过去的状态。2.能用介词短语表示时间。Difficultpoints:能运用所学的过去式描述日常生活中已发生的事。Teachingaids:picturecards,toydog,cassette5B,acassetteplayer,etc.Preparation:Makeacopyofphotocopiablepage32.Teachingprocedure:Ⅰ.Pre-taskpreparation:1.Review:Where’s…?Showthetoydog.Invitestudentstoguesswherethedogis?2.Askthestudentsiftheyhaveeverlostsomeoneorsomething.Encouragestudentstotelltheirexperiencestotherestoftheclass.Ⅱ.While-taskprocedure:1.ShowtheWallpicture.Playthecassette:Lookandsay.Thestudentslistenandfollowintheirbooks.2.Playthecassetteagain.Thestudentslistenandrepeat.3.Showthepicturecards:supermarket,flat,policestationandconstable,andlearnthesewords.4.Workinginpairs,thestudentsrole-playthedialogueonpage31oftheStudent’sBook.5.Inviteafewpairstorole-playthedialogueInfrontoftheclass.6.Readthenotice:‘lostdog’,andinvite通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。用生动形象的图片引出所要学的单词，使学生记忆深刻。differentstudentstorepeatthesentences.7.Read:Writeareport.Thestudentshelpyoutocompletethereportorally.8.Askthestudentstotalkabouttheirparents,teachers,etc.e.g.S1:Myfatherwasathomeat6:30.9.DistributeacopyofPhotocopiable32toeachstudent.Explainthetask.Thestudentsfillinthemissingwordstocompletethereport.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.Ⅲ.Post-taskactivities:1.Workbookpage15a.Invitestudentstoreadthewordsatthetopofthetask.b.Invitedifferentstudentstohelpyoutoprovidethecaptionsandcompletethesentencesorally.Promptwherenecessary.c.Studentscompletethetask.d.Invitedifferenttomesofthedayontheboard.Invitedifferentstudentstotellyouwheretheywereyesterdayatthosetimes.e.g.Wherewereyouateleveno’clock?Iwasatschool.,etc.Ⅳ.Homework:1.Listentothecassette.Readthedialogueandnoticeforfivetimes.2.GrammarPracticeBook5Bpage30.板书：Unit3AthomesupermarketHeflatShewashereatteno’clock.policestationItconstableI培养学生正确的语音语调。这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。通过练习及时掌握新授知识，让学生明确was的具体运用。TheSecondTeachingPlanTeachingaims:Basicaims:1.能用简单的过去式谈论过去的状态。e.g.Thepicturewasbesidethewindow.2.能用介词短语表示方位。e.g.It’sbesidethemirrornow.Educationaims:培养学生仔细观察事物的习惯。Developingaims:利用所学的新句型联系生活实际进行交际。Keypoints:1.能用简单的过去式谈论过去的状态。2.能用介词短语表示方位。Difficultpoints:利用所学的新句型联系生活实际进行交际。Teachingaids:pictures,picturecards,etc.Preparation:MakeacopyofPhotocopiablepage33.Teachingprocedure:Ⅰ.Pre-taskpreparation:1.Review:e.g.T:Wherewereyouat9:00?S1:Iwasatschool.2.Askthestudentstonamethedifferentkindsoffurnituretheyhaveathome.3.Introduce:furniture,usingtheWordandPicturecards.Ⅱ.While-taskprocedure:1.InvitedifferentstudentstotellyouanyEnglishwordsthattheymayknowfordifferentkindsoffurniture.e.g.S:table,desk,chair,etc.2.Writethewordsontheboard:lamp,shelf,rug,picture,sofaandmirror3.Practisethenewwords.UsingtheWallpictureforpage32andtheWordandPictureCards.T:what’sthis\that?S1:It’salamp.etc.4.Playthecassette:Lookandlearn.Thestudentslistenandfollowintheirbooks.5.Playthecassetteagain.Thestudentslistenandrepeat.6.DisplaythePictureCardsofdifferentkindsof复习前一教时的内容，也为下面的新授作好铺垫。联系生活实际，引入新授内容。采用图片，单词卡片furniture.Invitedifferentstudentstocometothefronttheclass,chooseaPictureCard,matchitwiththecorrespondingpictureintheWallpicture,andsaytheword.7.LookattheWallpicture1,andtalkaboutit.e.g.Thepicturewasbesidethewindow.8.LookattheWallpicture2,andaskthestudents.e.g.T:Thepicturewasbesidethewindow.Nowwhereisit?S:Itisbesidethemirror.9.Thestudentscomparethetwopicturesandidentifythedifferencesbetweenthem.Invitedifferentstudenttocometothefrontoftheclasstoanswer.TheychoosefromthelistofprepositionsatthebottomofthepageandpointattheWallpictureastheyareanswering.10.Playthecassette:Lookandact.Listenandrepeat.11.Workinginpairs,thestudentstaketurnstoaskandanswerquestionsaboutthepictures.12.Inviteafewpairstoaskandanswerquestionsinfrontoftheclass,usingtheWallpicture.13.DistributeacopyofPhotocopiablepage33toeachstudent.Explainthetask.Thestudentscompletethesentencesbylookingatthepicturesandfillinginthecorrectprepositionsandnouns.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.Ⅲ.Post-taskactivities:1.Invitedifferentstudentstocometothefrontoftheclassandtomoveasmallclassroomitemfromoneplacetoanother.Encouragethestudentstofollowthemodeldialogue.Promptwherenecessary.e.g.Thebookwasonthedesk.Whereisitnow?等，通过游戏形式，让学生在看、听、说中牢固掌握单词。通过层层深入，最后在学生很感兴趣的比较图画的不同的游戏中操练这一句型，而且这一形式对培养学生的观察能力很有帮助。运用所学知识对教室内的布置进行交谈，做到学以致用。toelicit:It’sunderthechair.Ⅳ.Homework:1.Listentothecassette.Readthewordsanddialogue.2.GrammarPracticeBook5Bpage31and32.板书：Unit3Athomelamp---Thepicturewasbesidethewindow.shelfWhereisitnow?rug---It’sbesidethemirror.picturesofa教后随笔：TheThirdTeachingPlanTeachingaims:Basicaims:1.能用祈使句发指令。e.g.Drawthefurniture.2.能用简单的过去时态谈论过去的状态。e.g.Thesofawasunderthewindow.3.能用简单的现在时态表达简单的事实。e.g.Nowit’snearthebigtable.4.能用介词词组表达方位。e.g.underthewindowEducationaims:在活动中培养学生的审美情趣。Developingaims:联系生活实