2014新版沪教版牛津英语5A导学案Unit1
上海版牛津英语5a教案全册
Module 1 Getting to know youUnit 1 Can I do this?Period 1Contents:A: Words: cross, road, traffic light, waitB: Structures: There’s the red man.Cross! Go!Don’t cross the road.The traffic light’s red.C: Functions:Giving and responding to simple instructions, warnings and prohibitions.Learning tagets:A: Basic aims: 1. Listening: Work out the meaning ofwords using visual clues.2.Speaking: Use appropriate intonation inquestions and statements.3.Reading: Predict the meaning ofunfamiliar words by using contextpicture cues.B: Further aims: Add some other information as many asPossible.Language focus:1. Using the introductory ‘there’ to express facts.2. Using imperatives to give instructions.3. Using imperatives to express prohibitions.4. Using nouns to identify objects.Materials and aids: Student’s Book 5A page 2Cassette 5A and a cassette playerWorkbook 5A page 1Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: There be… Don’t… In this period,they will continue to practice these sentences.They can use the introductory ‘there’ toexpress facts. They can use imperatives toexpress prohibitions and give instructions.They can use nouns to identify objects.Period 2Contents:A: Words: go out, outB: Structures: Can I go out, Mum?Here you are.C: Functions: Asking for and giving/denying permission to do simple things.Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements.2. Speaking: Use appropriate intonation inquestions and statements.3. Reading: Predict story using picture cues.4. Writing: Develop written texts by addinginformation to writing when amodel or framework is provided. B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using modals to ask for permission.2. Using formulaic expressions to reply to requests. Materials and aids: Student’s Book 5A page 3Cassette 5A and a cassette playerWorkbook 5A page 1Unit position: In Grade Four, students have learned thesentences: Can you…? In this period, they willuse modals to ask for permission. They can useformulaic expressions to replay to requests.Period 3Contents:A: Words: drink, mean, or, one, sign, smoke, station,underground, wait for, way, whichB: Structures: Go out this way.Don’t smoke.They are going out.They are on the train.Which sign means…?C: Functions: Asking about and recognizing common signs in English.Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners.2.Reading: Locate specific information in ashort text in response toquestions. Identify main ideasfrom a text with teachersupport.3.Writing: Gather and share information,ideas and language by usingstrategies such as observing. B: Further aims: Add some other information as many aspossible.Language focus:1. Using imperatives to give instructions.2. Using imperatives to express prohibitions.3. Using the present continuous tense to describe an action taking place at the time of speaking.4. Using the present continuous tense to express simple truths.5. Using ‘Wh-’ questions to find out various kinds of specific information about an object.Materials and aids: Student’s Book 5A page 4Cassette 5A and a cassette playerWorkbook 5A page 2Word and Picture Cards 5AUnit position: In Grade Four, students have learned thepresent continuous tense. In this period, theywill continue to practice the present continuoustense. They can use the present continuous tense to describe an action taking place at the time of speaking and express simple truths.Period 4Contents:A: Words: make a noise, rubbishB: Structures: Don’t make a noise.I’m sorry, Miss Fang.C: Functions: Asking about and recognizing common signs inEnglish.Learning tagets:A: Basic aims: Speaking: Use appropriate intonation instatements.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using imperatives to express prohibitions.2. Using formulaic expressions to express apologies. Materials and aids: Student’s Book 5A page 5Cassette 5A and a cassette playerDrawing paperUnit position: In Grade Four, students have learned somesigns. In this period, they will continue to readand write some signs. They can useimperatives to express prohibitions. They can use formulaic expressions to express apologies.Unit 2 This is what I wantPeriod 1Contents:A: Words: glue, paper, scissors, tape, wantB: Structures: What do you want, Alice?I want some paper, please.Here’s some paper.Thank you very much.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners. Use appropriateintonation in questions andstatements.2.Writing: Develop written texts byputting words in a logical orderto make meaningful phrasesor sentences.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Asking ‘Wh-‘ questions to find out specific information.2. Using the simple present to make request.3. Using formulaic expressions to replay to requests.4. Using formulaic expressions to express thanks. Materials and aids: Student’s Book 5A page 6Cassette 5A and a cassette playerWorkbook 5A page 3Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: I want… Here’s…Here are… Thankyou very much. In this period, they willcontinue to practice these sentences. Theywill study how to ask ‘Wh-‘ questions to findout specific information. They can use thesimple present to make request. They can useformulaic expressions to replay to requests.They can use formulaic expressions to expressthanks.Period 2Contents:A: Words: BigMac, French fries, McChicken, a large Coke B: Structures: What do you want?I want a McChicken and some orange juice,please.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction inresponse. Maintain aninteraction by providinginformation to questions. B: Further aims: Add some other information as many aspossible.Language focus:1. Asking ‘Wh-‘ questions to find out specific information.ing the simple present tense to make requests.ing attributive adjectives to describe objects.Materials and aids: Student’s Book 5A page 7Cassette 5A and a cassette playerWorkbook 5A page 4Unit position: In Grade Four, students have learned somekind of food. In this period, they will learnsome new words about food. They will ask‘Wh-‘ questions to find out specificinformation. They can use the simple presenttense to make requests. They can useattributive adjectives to describe objects.Period 3Contents:A: Words: picnicB: Structures: I’m hungry./I’ve got some …What have we got?C: Functions: Comprehension a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction byeliciting a response. Maintainan interaction by providinginformation in response toquestions.3.Reading: Recognize a familiar words inunfamiliar contexts.B: Further aims: Add some other information as many aspossible.Language focus:1. Using the simple present tense to express simple truths.2. Asking ‘Wh-‘ questions to find out specific information. Materials and aids: Student’s Book 5A page 8Cassette 5A and a cassette playerPictures of food cut out frommagazinesDrawing paperWallpictures 5AUnit position: In Grade Four, students have learned thesentences: I’m hungry. I want some… In thisperiod, they will continue to practice thesesentences. They will study how to ask‘Wh-‘ questions to find out specific information.They can use the simple present tense toexpress simple truths.Period 4Contents:A: Words: vegetable, noodlesB: Structures: What do you want?Can I have some fish, please?There you are.C: Functions: Asking about and expressing wants.Expressing thanks.Learning tagets:A: Basic aims: 1. Listening: Identify main ideas.Locate specific information inresponse to simple instructionsor questions.2. Speaking: Produce simple phrases andsentences involving repetition.Open an interaction by elicitinga response.Close an interaction by usingappropriate formulaic phrases.3. Reading: Predict story, characters usingpicture cues. Locate specificinformation in a short text.Identify main ideas from a textwith teacher support.4.Writing: Develop written text by addinginformation to writing.B: Further aims: Add some other information as many aspossible.Language focus:1. Using ‘Wh-‘ questions to find out specific information.ing modals to make requests.ing formulaic expressions to reply to requests.ing nouns to identify objects.Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AWorkbook 5A page 4Food packetsUnit position: Students have learned the sentences in thefirst, second and third period. In this period,they will continue to practise these sentences.They will use ‘Wh-‘ questions to find outspecific information. They can use modals to make requests. They can use formulaic expressions to reply to requests and use nouns to identify objects.Unit 3 This is what I needPeriod 1Contents:A: Words: for, need, uniform, socksB: Structures: Kitty, what do you need for school?C: Functions: Comprehending a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements. Locate specificinformation in response toquestions.2. Speaking: Produce simple sentencesinvolving repetition or lists.Use modeled phrases andsentences to communicate withteachers and other learners.3. Writing: Develop written text by addingpersonal ideas and informationto writing when a modal orframework is provided.B: Further aims: Add some other information as many aspossible.Language focus:1. Using nouns to identify objects.2.Asking ‘Wh-‘ questions to find out various kinds of specificinformation about a person.ing indefinite determiners to refer to an unspecifiednumber of things.ing attributive adjectives to describe objects. Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AUnit position: Students have learned the phrases: somebooks, some crayons… in Grade Four. In thisperiod, they will continue to use indefinitedeterminers to refer an unspecified numberof things. They can use nouns to identifyobjects and use attributive adjectives todescribe objects. They can ask ‘Wh-‘questions to find out various kinds of specificinformation about a person.。
上海全部整合版本牛津英语5A备课教案.docx
.5A Module 1 Getting to know youUnit 1 My birthdayContent5A M1U1 Look and learn (P3)(Period 1)1. To learn the following new words: first, second,Aims third, fourth, fifth, sixth, party, begin, bring, favourite2. To learn the expressions of time: the first of⋯3.To encourage students to use the new words.4.To encourage students to read moreinteresting books.Language focus To use the words and phrases correctly.Teaching aids Multi-media, PPT, etcProceduresStep Teacher ’s activities Students ’ activities PurposePre-task 1. Sing a song. 1. Sing a song.快的歌曲堂preparatio 2. Daily talk. 2. Answer the questions.造松的氛。
n How many months are日常水果there in a year?展开，本埋下伏What are they?笔。
While-task 1. To teach: the first 1. To learn: the first of⋯通的日期学procedure of ⋯，并感知日期To elicit: What’ s the(1)Look and read.的表达方式。
date today?(1) Show the phrase(2)Look and say.the first of September the first of ⋯(2) Show more dates.(3)Try to say:通三个日的表_______ is on the _______.述，巩固所学知。
牛津小学英语5AUnit1教案
牛津小学英语5A Unit1教案5A Unit 1一教学内容《九年义务教育六年制小学教科书牛津小学英语》5A第一单元第一教时(Look, read andlearn 和Ask and answer)。
二教学目标1 认知目标：能正确地听、说、读词汇first，reading room, table tennis, toilet, garden, swing,slide能正确地听、说、读、写词汇 any能正确地听、说、读、写句型Is there a …? Yes, the re is. / No, there isn’t.Are there any…? Yes, there are. / No, there aren’t.2 功能目标：能正确地运用there be句型问答和表述身边的事物。
3 情感目标：在学习的过程中加深学生对学校的了解并激发学生爱校的情感。
三教学重点能正确理解、掌握句型，并能流利的进行对话和运用。
四教学难点能正确地听、说、读、写There be…句型的一般疑问句形式，肯定和否定回答及名词复数形式。
五教学准备1．B, C部分的教学图片。
2．板书。
3．多媒体课件。
六教学过程A Free talk and revision1. (可使用课件标题)Nice to see you again, boys and girls. Welcome back to school.This is the first lesson of the new term.在与学生的问候中，引出生词first.在老师列举几个词例，如：… is the first student of our class, …is the first number让学生举出一些词例(可使用课件第二页)。
2. Today we will learn something about our school. There’s a big playground in our school.There are some trees in our school. Could you please tell me what is in our school? (在老师和板书的引导下学生用 there be 句型说说学校里有什么？)There’s a …There are …B Presentation and practice1. 在学生说出很多关于学校的人或物，如：offices, flowers, classrooms, teachers,desks, chairs … 后，引入新课(可使用课件Is there a garden in our school?)。
新版牛津英语教案5A Unit 1
Unit 1 The first day at school教学目标：1、能听懂、会说、会读和会拼写单词day, all, room, any, house, flower, at school,a lot of.2、能听懂、会说、会读和会写句型Is there a… in the…? Yes, there is. No, there isn’t. Are there any …in the…? Yes, there are. No, there aren’t.3、能听懂、会说、会读日常交际用语或句型It is the first day of the new term. All the students are back at school. They are happy to see each other again.4. 了解元音字母a在单词中的读音。
5. 能有表情地演唱歌曲Two jackets.教学重难点：1、能听懂、会说、会读和会拼写单词day, all, room, any, house, flower, at school,a lot of.2、能听懂、会说、会读和会写句型Is there a… in the…? Yes, there is. No, there isn’t. Are there any …in the…? Yes, there are. No, there aren’t.教学准备：磁带，录音机，挂图，单词卡片等教学安排:五教时教学设计:第一课时教学目标:1.复习巩固四年级所学知识.2.能掌握词汇first, second, third... building, day, all, happy, glad, again等.3.能正确运用对话中的日常交际用语.4.初步理解和掌握课文第一段: It is the first day of the new term. All the students are back at school. They are happy to see each other again.教学重难点：1.能掌握词汇first, second, third... building, day, all, happy, glad, again等.2.能正确运用对话中的日常交际用语.3.初步理解和掌握课文第一段: It is the first day of the new term. All the students are back at school. They are happy to see each other again.教具准备:录音机和磁带, 课文挂图 , 歌曲"Two jackets"教学过程:Step 1 Warming up.1.Listen and sing a song "Two jackets"2.Free talkA. Revision.B. Greetings. Welcome back to school. Nice to meet you. (According to the real situation, the students practise ) Then moving to the sentence. Glad to see you. (students practise) Step 2 Presentation and practice1.T: What day is it today S: It's Monday.T: What's the date today ? It's September 1st.2.T:It's the first day of the new term. (new words: first, day, term) (amplify the structure of "the first ... of the" ) I'm happy. Today all the students are back at school. Glad to see you. We are happy to see each other again. (new words: all, back, back at school, glad, again, each other) (Read and practice them, eg: read, make phrases, etc.) (According to the situation, let the students understand the meaning of the key sentences.)3.Look at the picture of the text and answer the questions. (making clear the background)4.A. Read and say (Paragraph 1)1) Listen to the tape2) Read after the tape3) Read by together5.Look at Picture 2 , review "There is..."T: There is a new building in the picture. (new word: building) T: How many floors are there in this buildingS: Four. (new word: floor)Learn the name of "the ground floor/the first floor/ the second floor..." T: What's the name of the rooms in this building? We will learn them next class.Step 3.Homework1. Talk about our school2. Copy the new words3. Some translations.板书设计：Unit 1 The first day at schoolIt is the first day of the new term.All the students are back at school.They are happy to see each other again.第二课时教学目标:1. 复习四年级相关知识 a computer room, a music room, a tape recorder, a desk, a chair等.2. 能掌握词汇any, a reading room, sure,, garden, toilet, a table tennis room等.3. 能正确理解,掌握对话内容,并能初步朗读对话.4. 能运用日常用语I'm not sure. Let's go and see. 等.5. 初步掌握句型How many ... are there? There are(is) ... .以及Is there a ... in the ... Yes, there is./No, there isn't.及其复数形式.教学重难点:1、能掌握词汇any, a reading room, sure, a sports hall, garden, toilet, a table tennis room等.2、能正确理解,掌握对话内容,并能初步朗读对话.3、初步掌握句型How many ... are there? There are(is) ... .以及Is there a ... in the ... Yes, there is./No, there isn't.及其复数形式.教具准备:磁带和录音机, 新大楼挂图 ,部分B look read and learn 单词图片,歌曲"Two jackets"教学过程:Step 1 Warming up1.Sing a song "Two jackets"2.Free talk and revision .It's the second/third day of the new term. Today we see each other again. Greetings.Step 2.Presentation and practice1.T: Look at the picture of our school.How many buildings are there in our school?S: Three.T: How many floors are there in Building ？S: Four.T: Where are we now ?We are on the second floor.Grade 4 is on the ___ floor. (first) Grade 3 is on the ___ floor. (ground) (Review the name of each floor)2.Practise the sentence “There is (are) ... "( review: a computer room, a music room ...) Gradually, teacher moves to the sentence “Is (Are) there a (any) ...” (new word: any)e the above sentence to bring in the new words “a sports hall, a table tennis room, a garden, a toilet, a reading room”, and showing the pictures.Read and practise the new words.When practising the sentences and new words, teacher presents "I'm not sure." "Let's go and have a look."4.Showing the picture of our school and talk about it in groups, then talk about it in class.5.Learn the dialogue1) Listen & think with questions (according to the dialogue)2) Answer some questions3) Read after the tape4) Role playStep 3. Homework1.Copy the new words2. Act the dialogue板书设计：Unit 1 The first day at schoolI'm not sure. Let's go and see.How many ... are there? There are(is) ... .Is there a ... in the ...Yes, there is./No, there isn't.第三课时教学目标:1. 进一步掌握句型Is /Are there ... There is/ are... . & How many ... are there 及其回答.2. 能正确掌握词汇 a swing, a slide.3. 熟读对话,并初步改编或扩充本单元所学的对话.教学重难点：1. 进一步掌握句型Is /Are there ... There is/ are... . & How many ... are there 及其回答.2. 能正确掌握词汇 a swing, a slide .教具准备:磁带和录音机,一张楼层示意图,上面有学过的专用室的名字, 单词图片 ,课文挂图C&D ,歌曲"Two jackets"教学过程:Step 1 Warming up.1.Sing "Two jackets"2.Free talk and revision1) Greetings.2) Look at the picture 2 of the text and answer the questions. What's on the first floor ... ...3) Read the text together.4) Act the dialogue 3.Step 2.Presentation and practice1.T: Is there a swing in our school (showing the word picture) ? S: Yes, there is./ No, there isn't.2.T: How many swings are there in our school S: There are two. (the same method to bring in new words: a slide, a see-saw) 板书:Is there a ...in ... Yes, there is./No, there isn't. Are there any ... in ... Yes, there are./No, there aren't. How many ... are there ... There is (are)... .3.Practise those sentences using the things in the classroom.Step 3. Consolidation. (Learn C & D )1. Summarize the usage of the sentences Is there a ... Are there any... How many ... are there ... There is (are)....2. Students look at the sketch map of the floors and ask questions.3. Work in pairs to finish the pictures of Part C&D.4.Have a dictation of the wordsStep 4. Homework1.Act out the text and recite it2.Make a new dialogue (talk about our school)3.Do some written work .板书设计：Unit 1 The first day at schoolIs /Are there ... There is/ are... .How many ... are there？There are...第四课时教学目标:1. 复习本单元所学词汇.2. 能较熟练地在情景中运用所学句型和日常交际用语.3. 能复习掌握词汇flower, tree, near, house等.教学重难点：1.能较熟练地在情景中运用所学句型和日常交际用语.2. 能复习掌握词汇flower, tree, near, house等.教具准备:E Read and act 挂图 , 几张已学过的表示地点的图, 歌曲"Two jackets"教学过程:Step 1.Warming up.1.Sing "Two jackets".2.Free talk and revision1) Greetings2) Practise their new dialogue in groups, then act it out in classStep 2. Practise F1. Is there a building in the picture Are there any flowers (new word: flower) How many flowers are there How many cars are there in the street ... ...2. What' near the building (new word: near) ... ...3. Read and practise the new words.4. Ask and answer the questions in pairs according to the picture.Step 3. E Read and act .1. Listen and answer: What's near your house Is it a big one or a small one How many flowers are there ... ... (new word: house)2.Read the dialogue.3. Make a new dialogue. T: It's a sunny day today. Shall we go to the Hongmei Park S: OK. / Good idea! T: Shall we go and play there S: Yes./Good idea.4. Make new dialogues in groups, then act it out in class.5.Do exercises Workbook A-D (listening)Step 4. Homework1. Recite and act E2. Continue to make a new dialogue imitating E3. Review the words and expressions, prepare for the dictation.板书设计：Unit 1 The first day at schoolIs /Are there ... There is/ are... .How many ... are there？There are...第五课时教学目标:1. 了解元音字母a在开音节单词中的读音.2. 复习本单元所学的词汇.3. 熟练掌握句型Is there a ... in the ... Yes, there is. /No, there isn't.及其复数形式.4．进一步掌握句型How many ... are there... 及其回答.教学重难点：1.了解元音字母a在开音节单词中的读音.2.熟练掌握句型Is there a ... in the ... ?Yes, there is. /No, there isn't.及其复数形式.教具准备:磁带和录音机, G插图 ,歌曲"Two jackets"教学过程:Step 1.Warming up.1.Sing "Two jackets"2.Free talk and greetings3.Act out their new dialoguesStep 2. Revision1. Words and expressions.2. Sentences.3. Read A & E .4. Dictations of Unit 1 .Step 3.Listen and repeat .Teacher shows the picture of Part G, students answer the question “What's in the pictures?”Teacher puts the words on the blackboard, giving prominence to "a " a [ei] cake plate plane grape1. Think about other similar words2. Listen to the tape and read after it.Step 4.Do exercises.1.句型转换：1)There is a new slide in the garden.（改一般疑问句并作肯定回答）2) There are some classrooms.( 改一般疑问句并作否定回答)3) There are ten classrooms in our school.（划线提问）4) There is a table tennis room.（一般疑问句）5) Are there any swings in the playground?（否定回答）6) All the students are back at school.（否定句）7) There are a lot of rooms in it.（同义句）2.单词辨音1) A woman B man C family2) A what B about C watch3) A plate B table C tap4) A blue B ruler C cup5) A her B driver C nurse3.改错1) How many plate are there?2) Is there a garden? Yes, there’s.3) Are there some books? No, there aren’t.4) It is first day of the new term.Step 5. Homework.1.听录音，熟读课文。
上海牛津英语5A全部教案
上海牛津英语5A全部教案Unit 1: Hello!Lesson 1: GreetingsLearning Objectives- Understand and use greetings in English- Respond to different greetings appropriately - Introduce themselves in EnglishKey Vocabulary- Hello-Hi- Good morning- Good afternoon- Good evening- How are you?- I'm fine, thank you.- What's your name?- My name is...- Nice to meet you.Teaching Procedure1. Warm-up (5 minutes)- Greet the students in English by saying "Good morning!" and asking "How are you?"- Encourage the students to respond with "Good morning!" and "I'm fine, thank you. How are you?"2. Presentation (10 minutes)- Introduce the new vocabulary by showing flashcards or pictures of greetings.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different greetings with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns greeting each other and responding with appropriate expressions.- Walk around the classroom and provide assistance as needed.4. Production (15 minutes)- Have the students form a circle with their chairs.- Each student should introduce themselves by saying "Hello, my name is... Nice to meet you."- Encourage the students to ask each other "What's your name?" and respond with "My name is..." and "Nice to meet you."5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the importance of greetings in different cultures.6. Follow-up Activity (Optional)- Divide the class into two teams.- Play a game where each team takes turns greeting the other team in English.- Award points for correct greetings and responses.Unit 2: My DayLesson 1: Daily RoutineLearning Objectives- Understand and use vocabulary related to daily routines- Describe their own daily routines in English- Ask and answer questions about daily routinesKey Vocabulary- get up- have breakfast- go to school- have lunch- do homework- play games- have dinner- go to bedTeaching Procedure1. Warm-up (5 minutes)- Review the vocabulary from the previous lesson on greetings.- Play a quick game of Simon Says using the greetings and responses.- For example: Say "Simon says 'Good morning!'" and the students should respond with "Good morning!"2. Presentation (10 minutes)- Introduce the new vocabulary by showing pictures or flashcards of daily routines.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different daily routines with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns asking and answering questions about their daily routines.- Encourage them to use the new vocabulary and expressions.4. Production (15 minutes)- Have the students work in pairs to create and performshort dialogues about their daily routines.- Each pair should write a simple dialogue using the new vocabulary and perform it in front of the class.- Provide feedback and encouragement to each group.5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the students' favorite parts of their daily routines.6. Follow-up Activity (Optional)- Have the students draw a picture or write a short paragraph describing their ideal daily routine.- They should use the new vocabulary and expressions learned in the lesson.。
2新版沪教版牛津5A导学案Unit1My_future第二课时
1．单词拼读，学生两人一组，一个读单词，一个拼读。
2.全班学生做接龙游戏，直到每个同学都能熟练掌握单词为止。
对
学
对学伙伴交换课本听对
学
1.组长先读一遍单词；
2.组员分别给组长读一遍单词；
3.组长选出读的最好的一名组员进行全班领读
2.掌握句型:
六年级英语导学案
主备：刘慧慧
教学栏目：look and learn，say and act
备课时间：11.10-11.14
年级：六
今日寄语：Custom makes all things easy.有个好习惯，事事皆不难
课时：第2课时
课题：Unit10Air
课型：新授
学
习
目
标
1.学生能听、说、读、写单词：factory, smoke, dirty , clean ,fresh, plant trees.
2.通过say and act的情景对话，帮助学生理解核心句型的含义和用法。
3.通过对话表演，帮助学生操练句型，引导学生关注环保和空气污染问题。
解
读
目
标
重点,难点：
词汇：factory, smoke, dirty , clean ,fresh, plant trees
句型：It makes the air dirty.
3.Where does the air come from?
4. Where can they get clean air?
个别学生站起来朗读课文，看是否能够熟练朗读。
群学
1.角色扮演：学生对对话的内容熟悉到一定程度之后，分组进行表演。
2.回答下列问题：
1.What should we do to keep the air clean?
牛津英语5am1u1导学案
Task 1. 我是单词朗读拼写小能手。 Task 2. 我是小小讲解员：讲一讲本课课文大意及重点句型。 Task 3. 我是课文朗读精英， 用流畅优美的语音语调朗读课文。
达标测评 我会填 st_p
（互改—改错—自评、互评—汇报）
tr_ffic
lig_t
w_it
cro___ （2）it (复数)______ （4）see（近义词）________
根据要求写单词。 Task 3. 自编对话。 （1）go(反义词)_______ （3）have（第三人称单数）_________ （5）street（近义词）______ 火眼金睛 1. Look! The traffic light is ____. Go! A. orange A. Go A. be A. Do B. is B. can’t B. yellow C. red C. Stop C. are C. don’t 2 .The traffic light is red._______! B. Wait 3. The traffic light ___ yellow. 4. ____walk on the grass.
3. —Don’t make a noise! —I’m ___, Mr. Li A. is B. thank you C. sorry
A bad beginning makes a bad ending.不善始者不善终。
总结 反思
第 4 页 共 4 页
I can do 达标测评 我会填 m_ke 火眼金睛 1. ___climb the tree. A. Don’t B. Do C. not l_ave rubb_sh sch__l （互改—改错—自评、互评—汇报）
(沪教版)牛津英语5A教案Module1Unit3period4
orally and then write the
sentences in their
notebooks.
2.Have volunteers read out
the sentences. Ask the
less able students to
write the sentences on
their sentences on the
board. The rest of the
class check answers.
Grammar Practice Book 5A
page12
tense in Grade Four. In this period, they will
continue to use the present continuous tense to
describe an action taking place at the time of
speaking. They can use conjunctions to link
ing predicative adjectives to describe objects.
Materials and aids:Student’s Book 5A page 13
Cassette 5A and a cassette player
Workbook 5A page 8
Unit position:Students have learned the present continuous
B:Further aims:Add some other information as many as possible.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
对比下列不同词性的单词，你有什么发现？
n. v.
teacher teach
driver drive
flyer fly
cook cook
1. I like children . I want to be a ____________.
2. I am a ____________. I can cook nice food.
群学
1.Read the text in the group in different ways.
小组可选择自己的方式读课文。例如：可以齐读，可以分角色读，可以带动作读，等等
（5’）
2.Make a survey小组内接龙问答并完成表格
A: What do you want to be?
B: I want to be au want to be a teacher, a cook or…?
对学伙伴讨论理想职业的原因
A：What do you want to be?
B: I want to bea doctor.
A: Why do you want to be a doctor?
2.What do you want to be? I want to be a ... I want to...
句型的理解和实际应用
难点：1. pilot的发音和含义
2.want to +动词原形的意义和应用
3.want to be意义的理解和应用
学习流程：
导入--解读目标--出示任务1完成自学对学群学—出示任务2完成群学--展示--点评—检测
3. I want to be a _________. I want to fly a plane.
4. I am a ___________. I can drive a taxi.
5. I want to be a ________. I want to help people.
（1’）
对
学
对学伙伴交换课本听对方读单词，圈出错误的地方，帮助对方改正不对的发音。。
中方园双语学校英语导学案
主备：
审核：
编号：unit1-B-1
备课时间：2014-8-24
班级：五三、五四
今日寄语：Custom makes all things easy.有个好习惯，事事皆不难
使用时间：
课题：Unit1 My future
Period1 Listen and say & Look and learn
(1’)
群
学
1.组长先读一遍单词；
2.组员分别给组长读一遍单词；
3.组长选出读的最好的一名组员进行全班领读
（3’）
2.能通过多种方式（图片、实物、肢体语言等）根据实际情况用句型Do you have a/an…？Yes, we do./No, we don’t.进行对话。
自
学
自己朗读P2课文,然后回答P3四个问题：（2’）
2.I can use“What do you want to be? I want to be a ... I want to ...”to talk about my future.
我能通过多种方式（图片、实物、肢体语言等），根据“My future”话题，在实际生活情景中进行交际
解
读
目
标
重点：1.职业类名词及对应动词短语的听说认读及拼写
B: I want tohelp people. (3’)
want to be和want to do的区别？
Want to be + n.
表示：想要成为什么（职业）的人
Want to +动词原形
表示：想要做什么动作或做什么事
eg. I want to be a singer.
I want to sing a song.
学习内容
学习方式
导航台（方法指导）
菜单栏（相关知识）
测一测
1.能听、说、读、写单词词组：cook、pilot、taxi driver、doctor、help people、drive a taxi、fly a plane、cook food
自学
1.自己读P3，5单词词组一遍，圈出不会读不明白意思的单词词组（1’）。
达
标
检
测
1.练习册P2第一题
2.课本P5仿写5组句子。
I want to be a doctor.I want to help people.
反
思
课型：单词、句型新授
学
习
目
标
1.I can read and talk about the jobs by listening and practising
我能通过听音、原声模仿、小组练读等方式正确听、说、认读、理解单词和词组：cook、pilot、taxi driver、doctor、help people、drive a taxi、fly a plane、cook food