最新-五年级英语下册 Module1 Unit3(3)教案沪教牛津版精品

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五年级下册英语教案-Module 1 Unit 3 In the future∣沪教牛津版三起

Module 1Unit 3 In the future面前拍了一张照片，发现照片的背面有一段文字，字上写着十年后的她的外貌，职业，以及对职业的热爱，一切都是Kitty 所向往的生活，这令她很激动。

的确，每个人都有一个憧憬的未来景象，如果你也站在类似于神奇的机器面前，你能想到未来的你会变成什么样子吗，你会喜欢那时的自己吗，让我们一起畅享一下美好的未来吧。

【知识目标】1.学习本课重点单词future, stand, machine, exercise, early ,hard..2.对音标的掌握，如字母组合ee,ea,eer,ear 在单词bee ,tee ,dear, tear 中的正确发音。

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。

3.通过look and learn 栏目，帮助学生学习表示日常行为动作的动词短语。

【能力目标】要尝试用自然拼读的方法记忆单词，也要对听说能力意识地发展锻炼，自己创造一些语境来锻炼自己的口语，与生活相联系起来。

【情感目标】通过对本课的学习,让学生懂得使用本课重点句式与同学们进行交流,在游戏和表演中学习新的词汇及句型，培养学生热爱运动，热爱生活。

【教学重点】1、目标单词的掌握,能掌握单词future, stand, machine, will, in the future,2、掌握一般将来时态，会运用句型I will to be a teacher.【教学难点】1、对音标的掌握，如字母组合ee,ea,eer,ear在单词bee ,tee, dear ,tear中的正确发音。

2、对情态动词will 的把握。

recorder, MultimediaStep 1. Greetings and pre-task preparati ons1、学生两人一组，分角色表演根据Listen and say的短文所改编的对话，复习上一课时的内容，活跃课堂气氛。

牛津上海版五年级下册M1U3教案

enjoy v.享受 joy n.喜欢 enjoyable adj.享受的
enjoy oneself ==have a good time 玩的开心
Play sth for sb. 为某人弹奏... loudly adv.大声地 loud adj.大声的
6.学习read a story 故事
Loudest 最吵的（最高级）
found
发现，找到
sing
sang
唱歌
fly
flew
飞
sit
sat
坐
forget
forgot
忘记
sleep
slept
睡觉
get
got
得到
speak
spoke
说话
give
gave
给
spend
spent
花费
go
went
去
stand
stood
站立
have/has
had
有
swim
swam
游泳
hear
heard
形容词、副词的比较级和最高级
情况
加法
例词
一般情况
直接加-er ; -est
all-taller-tallest
以e结尾的词
加–r ; -st
nice-nicer-nicest
以“辅音+y”结尾的词
变y为i再加-er ; -est
dry-drier-driest
heavy-heavier-heaviest
learn
learnt
学习
write
wrote
写
leave
left

五年级英语下册 Module3 Unit3教案沪教牛津版

Unit 3 What is the weather like?
一、教学目标：
1．能听、说、读、写天气类单词sun, sunny, cloud, cloudy, rain, rainy,
snow, snowy, wind, windy。

2．能区分天气类单词的词性：sun (n.), sunny (adj.), cloud(n.), cloudy(adj.), rain(n.), rainy(adj.) snow(n.), snowy(adj.), wind(n.), windy(adj.)
3．掌握日常交际用语：
What’s the weather like today?It’s….
What’s the weather like in Beijing/Shanghai…?It’s….
二、教学内容重难点分析：
本课的教学重点是通过各种形式，让学生掌握并运用有关天气的词汇及日常交际用语，在此过程中，又有自然科学的渗透，学生在接受英语知识的同时，得到了科学的熏陶。

在本课的教学过程中，对词性的把握这一环较难，教师应该多强调，让学生理解不同的词性。

三、课前准备：
1．教具准备：表格（每人一份）
2．教学准备：课件，卡片
3．板书准备：课前在黑板上写好What’s the weather like today?
四、教学过程：
五、板书设计：。

五年级下册英语- Module 1 Unit 3 教案沪教牛津版

能够配合老师用以前学过的句型讨论相关问题。
通过谈论话题并自然引入本单元教学内容。
讲授新课
一、Listen and say.
1.Look and guess.
出示课文图片并提问Who is she?继续提示图片公布答案She is Kitty in the future.
2.Let’s learn.
学习单词future, stand, machine, will, exercise, in the future, in front of, take a photo, wear glasses, do exercise并以听读等形式进行学习掌握。
通过反复的听读训练,巩固单词；针对性的完成学习目标；
学习形式生动多样化,使学生集中注意力,同时保持学习的积极性。
能够复习新句型,加深学生记忆。
课堂小结
这节课的教学任务目标是学习单词future, stand, machine, will, exercise, in the future, in front of, take a photo, wear glasses, do exercise.
Will Kitty wear glasses in the future? What will she look like? Where will she live? What will she be? 6. Listen and say.
播放课文听力并读课文,注意模仿语音语调。
7. Answer the questions.
B: Will you do exercise?
A: Yes, I will./ No, I won’t.
猜对者,所在小组加分。
三、Practice

上海牛津版英语五年级下册Module1Unit3M1U3同步讲义教案

2. My city is a noisy place, with all the buses and cars.我住的城市全都是公交车和小汽车，是个很吵的地方。
both，all 的用法区别
both，all 这两个单词都可以解释为“都”，表示两者时用 both，表示两者以上的物或人时用 all。
I've got two kites. I like both kites. 我有两个风筝。这两个风筝我都喜欢。
key words:must time rule follow 音标：[i:] [at noise? It’s a lorry. 3. motorbike 摩托车
【例句】 This motorbike is so cool. 批注：可以根据这个单词的发音来记 4.outside 外面
【例句】 It was too noisy outside. 批注：out 是“在外”的意思，也可以和 inside 一起记 5.sleep 睡觉
Keys: I . 1. was 2. flew 3. were 5. played 6. went
II. 1. visited her grandparents
4. ate
4
2. is washing the clothes 3. cooked in the kitchen 4. eats bread 5. swept leaves in the park
4. eat _________ Ⅱ. Look and complete the sentences
5. play _________ Mary
6. go _________ last Saturday.
The girl
now.

英语五年级下册-Module 1 Unit 3 In the future 教案沪教牛津版

--He/She will …
--Where will he/she live?
--He/She will …
--Will he/she …?
--Yes, he/she will.No, he/she won’t.
He/She will …
做游戏复习单词，注意集中注意力；
能够配合同学复习前一节的故事情景。
通过反复的训练，巩固句型；针对性的完成学习目标；
学习形式生动多样化，使学生集中注意力，同时保持学习的积极性。
能够达到复习新句型，加深学生记忆。
课堂小结
这节课的教学任务目标是掌握字母组合ee, ea, eer, ear在单词中的发音；能熟练读单词，注意发音规律。通过单词的反复听读和练习，使学生掌握发音规律。
复习单词将学生的注意力很快集中到课堂上来。
在复习回忆并练习对话，同时将本单元重点句型系统起来。
讲授新课
一、Think and write.
1.根据题目要求In ten years, what will you your friend be like? Where will he or she live? What will he or she do?写一写。
4. Let’s chant.
带节奏唱一唱，体会字母组合的发音。
5.Let’s play.
看嘴型，猜单词。老师不发出声音的情况下，让学生根据口型猜测单词。
6.True or false.
判断每组单词中划线部分发音是(T)否(F)相同。
三、Practice
1.选择正确答案。
2．按要求写句子。
四、SummaryБайду номын сангаас
通过句型的反复听读练习进一步巩固单词和句型。通过灵活多样，丰富多彩的课堂形式的进行，激发学生学习英语的兴趣，使短暂的课堂充分发挥作用。

牛津上海版(试用本)五年级下册英语Module 1 Unit 3 How noisy!The fifth period教学设计

让学生积极主动地运用所学的语言，表达对周围声音的喜好，培养学生保持安静的环境，在公共场所不大声喧哗的良好习惯.
Assignment
Read“Learn the sounds.”
While-task procedure
Listen and answer
Learn the sounds
Play the recording of noises made by cars, aeroplanes, drills, etc. Have the students listen to the noises and answer some questions.
Put the wall picture on the blackboard．Play the recording of different noises.Flash the cards and ask the students to respond quickly.
学生自编儿歌，激发学生的学习兴趣。
1．Show the phonetic symbol cards for the sounds. Read the words in“Learn the sounds”Ask the students to repeat after the tape until they can pronounce the sounds correctly.
Unit 3 How noisy!
The fifth period
【教学目标】
认知内容：
1．Using the key words and sentences to talk and write about noises.
2．Identifying the pronunciation of the sounds in words.

五年级下册英语教案-Moudle 1 Unit 3 Period 4 牛津上海版(试用本)

Structure:They hear the songs of the birds and the rivers.
Function:
1.理解故事的主要意思。
2.能流利朗读故事，语音，语调准确，并能根据图片复述课文。
ingmodeled sentences to give specific information
What day is it?
How is the weather like?
Whose book is this?
How does the frog grow?
T:What’s that sound?
S:It’s the sound of water.
T:Do you like it?
S:Yes,I do.
Module1 Using my five senses
Unit3 How noisy!
Period4
Topic:The noises in the Noise Kingdom
Teaching aims:
Words:kingdom，loudly，quietly，loudest，shout
Phrases：the loudest noise, hear about this idea, hear the songs of the birds and the river
3).Whose birthday is coming?
4).What must all the people do?
5).What do the people do on the king’s birthday?
6).What do they hear?
7).Do they like the sounds?

新牛津沪教五年级下册module 1《unit 3 use your hands》优秀教案(重点资料).doc

Unit 3 Use your handsPeriod 1Education Aims:1.Love animals.Basic Aims:ing adjectives to describe objects. e.g. It’s soft and fluffy.ing the simple present tense to express simple truths. e.g. I can feel two things.ing the simple present tense to express simple truths. e.g. This one’s mine. Developing Aims:ing the simple present tense to express simple truths. e.g. This one’s yours.Main points:1. Using adjectives to describe objects. e.g. It’s soft and fluffy.ing the simple present tense to express simple truths. e.g. This one’s mine.Difficult points:ing the simple present tense to express simple truths. e.g. Thisone’s mine.Materials:pictures, cassette player, some objectsTeaching procedure:Pre-task preparation:1.Song <The wheels …….> 创设英语学习氛围2.Play a game. 游戏中学生可以将以Pass a parcel and introduce own toys. 以前学过的形容词加以e.g. I have got a rabbit. It’s white and soft. 复习，又可让学生摸一下，为下个层次猜parcel内的物品打下伏笔。

2019-2020年五年级英语下册 Module1 Unit3(3)教案沪教牛津版

2019-2020年五年级英语下册 Module1 Unit3(3)教案沪教牛津版Education Aims: A friend in need is a friend indeedBasic Aims:ing prepositions to indicate position e.g. I am under the cushioning pronouns to indicate possession e.g. It is not yours.ing adjectives to describe objects e.g. Now the soft cushion is ours.ing imperatives to give instructions e.g. Draw a cat’s face. Developing Aims: Make a new dialogue.Main points: Using pronouns to indicate possession e.g. It is not yours.Using adjectives to describe objects e.g. Now the soft cushion is ours. Difficult points: Using pronouns to indicate possession e.g. It is not yours.Using adjectives to describe objects e.g. Now the soft cushion is ours. Materials: pictures, cassette player, some objects, scissors, crayons, string. Teaching Procedure:Pre-task preparation:1.Song <Sing a Ling a Ling>2.Revision(1). Ask and answerAct out some dialogues“Whose ….is this?” 复习旧知识为新授作e.g. Is it yours? 准备。

上海牛津版英语五年级下册Module3Unit1M3U1同步讲义教案

1课时数：3 学科教师：XX 授课类型 T M3U1 （牛津5下）基础知识梳理星级★★★ 教学目标1、使学生能够基本掌握牛津 5年级下册M3U 件的基础词汇及重要句型;2、使学生掌握现在进行时的基本用法和解题技巧；T 同步-M3U1基础知识梳理教法建议：本次课的主题和SIGNSf 关，导入的方式可以参考以下几种：1 .提问并引导学生 What does this sign mean? 然后引导学生使用 It means You can't/mustn 't/shouldn 't …来回答句子，并引出本单元课文中的场景。

2 .上面九幅图片分别代表不同的 SIGNS 标志，老师可以引导学生大致讲下每幅图片的场景，主要目的是通过视觉效应把学生带入本次课堂，且导出今天的重要句型：What does this sign mean?及回答It means You can't/mustn 't/shouldn 先不要说出答案，要求学生学完课本之后给出答案！把句型的训练带入课文 …… 导入部分的教学请注意以下几点： 1 .可以根据学生口语程度的不同选择用英语或者汉语来表达，但是尽量引导学生用英语来表达自己的观点。

2.一次只问一个问题，等学生回答完一个问题后再问另外一个，并且问题之间有递进关系。

避免连续发问而使学生抓学员编号：YYY年级：五年级（建议2-5分钟）不住要点。

3.学生在自由表达的时候可能会因为不会用英语表达而问老师，遇到一些意料之外的问题时，如果老师回答不了，尽量引导学生换一种方式来表达。

想要应答自如上面的场景吗？让我们先扫开单词障碍吧!一、词汇Words11. telephone n.电话；电话机vt.& vi.给（某人）打电话词汇扩展：复数：telephones第三人称单数：telephones过去式：telephoned 过去分词：telephoned 现在分词：telephoning 批注：老师可引导学生由phone来记忆此新词.马桶盖toilet lid手纸toilet roll批注：教师可带领学生说有关去休息室的其它词组机.restaurant n.饭店；餐馆；饭馆；菜馆词汇扩展：复数：restaurants 知识扩展：指有各种规格、营业时间固定、供应不同风味菜肴和饮料的食店或大餐厅。

新牛津沪教五年级下册module 3《unit 1 colours around us》教学设计(精品).doc

Using the simple present tense to express simple truth
过程与方法：Identify key words in an utterance by recognizing the stress.
Use modeled phrases and sentences to communicate with teachers or other learners.
Locate specific information in a short text in response to question.
情感、态度与价值观：
教学重点和难点
Asking ‘wh-’ questions to find out possession
e.g. Whose bird is this?
课前学生准备
English book, reading the text
教学流程
Pre-task preparation
1.Daily talk.
2.Review: mine yours his hers ours
3.Show the pictures of the birds. Ask: What colour is it?
Whose bird is this ?
Is it …?
Yes,it iss around us
Unit 1 Colours around us
Say and act
教学目标
知识与技能：Asking ‘wh-’ questions to find out possession
Using pronouns to identify possession

牛津沪教五下Module 1《Unit 3 Use your hands》word教案之一

5B M1U3 Use your hands! (p12)Knowledge objectives:1.To learn new words: yours, his, hers, ours, its, theirs2.To learn the sentencesWhose…is this/are these?It’s my….= It’s mine./ They are my….= They’re mine.3. To learn the text “Look and say” on p12.Skill objectives1. Be able to read and use new pronouns: yours, his, hers, ours, its, theirs2. Be able to use the sentences to express belongings.Whose…is this/are these?It’s my….= It’s mine./ They are my….= They’re mine.3. Be able to understand the text.一、Pre-taskGreeting:T: Class begins.S: Stand up.T: Good morning, boys and girls.S: Good morning, Miss Wang.T: Nice to see you!S: Nice to see you, too.T: Sit down, please.1. Review the phonetics symbols and new wordsT: First, let’s do some rev iew. Who can read these phonetics symbols? Read it and who will try?1) Read the phonetics symbols2) Spell the new words/'flʌfɪ/ fluffy/'ʃaɪnɪ/ Shiny/rʌf/ Rough/wɔ:m/ Warm/hɑ:d/ Hard/smu:ð/ Smooth/maɪn/ Mine/'pɑ:sl/ Parcel2. Rewrite the sentences1) How is it?How____ it ______?2) Whose dog is this?Whose ____ ____ dog?3) That is my parcel. (句义不变)That ____ ____ ____.4) Those are my rulers. (句义不变)Those ____ are ____.二、While-task1. Lead in: yours1) Pick up one pupil and ask himT: Is this your pencil case?S: Yes, it’s my pencil case.T: Or, we can say: Yes, it’s mine.2) Explain the two answers and read againT: Is this your pencil case?Yes, it’s my pencil case. And, we can also say: Yes, it’s mine.3) Ask one more pupilT: Is this your pencil case?S: Yes, it’s my pencil case. / Yes, it’s mine.T: Yes, it’s your pencil case. It’s yours.4) Show yours on PPT5) Blackboard: yoursYour …=yoursRead yours *6) Show 4 pictures to practiceEg: This is your bike.= This bike is yours.Kite apple glass book2. Lead in: ours1) Pick up one pupils to ask the questionT: Is this your classroom?S: Yes, it’s our classroom.T: Whose classroom is this?S: It’s our classroom. = It is ours.2) Blackboard: our … = ours3) ours :show the phonetics symbols4) Read the word ours for several times5) PracticeThat is our school. = That school is ___.These are our bags. = These bags ___ ___.This radio is ours. = This ___ ___ ___.Those lamps are ours. = ________________3. Lead in: his, her1) Show a dialogueWhose sweets are these? Are they yours, Kitty?No, Miss Fang. They’re his.Whose shoes are these? Are they yours, Eddie?No, Miss Fang. They’re hers.2) Read the dialogue and let the pupil find the rule3) Show the phonetics symbols of his and hershisher4) Read his and her many times4. Lead in: theirs, its1) Let pupils try to find the rules ,write down its and theirs5. Exercises: theirs-their; my-mine; ours-our; your-yours; hers-her; hisa.Our classroom is on the third floor. _______ (they) is on the second floor.b.Look at the two pencils. The red one is ______(you) and the blue oneis_____(I).c. He likes my pen. He do esn’t like ______(she).d. Here are many bicycles. Which one is _______(he)?6. Listen to the tape and follow the tape.三．Post-task:1. Complete “Ask and answer”2. That bag is hers. （划线提问）_______ _______ that bag?These rubbers are ours. （划线提问）______ _____ these rubbers?These lunch boxes are theirs. （划线提问）______ _______ _______ lunch boxes?This chair is mine. （单数句改复数句）______ chairs _____ ______.Those parcels are theirs. （复数句改单数句）_____ parcel is ________.四．Homework：。

沪教牛津版英语五年级下《Unit 3》教案

Module 1 Changes and differencesUnit 3 In the future〔第一课时〕教学栏目：Listen and say, Look and learn教学目标：1、通过Listen and say中的关于Kitty未来情况的短文，帮助学生掌握本单元的核心句型。

2、通过look and learn栏目，帮助学生学习表示日常行为动作的动词短语。

教学重、难点1、能掌握单词future, stand, machine, will, in the future,2、会运用句型I will to be a teacher.I won’t wear glasses.教学方法：任务教学法、情景教学法。

Module 1 Changes and differencesUnit 3 In the future〔第二课时〕教学栏目：Ask and answer, Think and write教学目标：1、通过Ask and answer 的问答练习，帮助学生稳固新学的核心句型。

2、通过Think and write 的写作活动，帮助学生将新学的语言知识运用到写作中。

教学重、难点句型： What will … do?Will he / she…?He/ She will…教学方法：任务教学法、情景教学法。

Module 1 Changes and differencesUnit 3 In the future〔第三课时〕教学栏目：Look and read, Learn the sounds教学目标：1、通过阅读故事《现在和未来》，帮助学生进一步稳固新学语言知识，并培养阅读技能，养成良好的生活和学习习惯。

2、了解字母组合ee, ea, eer及ear在单词中的发音。

3、通过学习任务(task),帮助学生稳固和综合运用本单元所学的知识和技能，与同学交流未来的憧憬，并描述同学未来的生活。

教学重、难点1、语音：ee(bee), ea(tea), eer(deer), ear(tear)2、词汇：exercise, early, hard, do exercise教学方法：任务教学法，情景教学法第2课时教学设计一、教学目标(Teaching aims)1. 帮助学生学习Look and learn中几个关于动物的单词。

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Period 3
Education Aims: A friend in need is a friend indeed
Basic Aims:ing prepositions to indicate position e.g. I am under the cushion
ing pronouns to indicate possession e.g. It is not yours.
ing adjectives to describe objects e.g. Now the soft cushion is ours.
ing imperatives to give instructions e.g. Draw a cat’s face. Developing Aims: Make a new dialogue.
Main points: Using pronouns to indicate possession e.g. It is not yours.
Using adjectives to describe objects e.g. Now the soft cushion is ours. Difficult points: Using pronouns to indicate possession e.g. It is not yours.
Using adjectives to describe objects e.g. Now the soft cushion is ours. Materials: pictures, cassette player, some objects, scissors, crayons, string. Teaching Procedure:
Pre-task preparation:
1.Song <Sing a Ling a Ling>
2.Revision
(1). Ask and answer
Act out some dialogues
“Whose ….is this?” 复习旧知识为新授作
e.g. Is it yours? 准备。

Is it his?
Is it hers?
Is it theirs?
No, it isn’t
Yes, it is. It’s mine
(2)Play a guessing game. 在游戏中复习介词与
Describe a classroom object, e.g. it’s big/small/hard/soft/ 形容词为新授作铺垫rough/smooth/hot/cold/fluffy/Shiny. Say where the object
is, e.g. It’s in/on/under/above/beside/the window, etc. Invite
different student students to guess what the object is. Prompt
them, where necessary.
While—task procedure:
1.To learn the word: cushion move
T: Guess. It’s soft and. It’s under the desk. What is it? 承接上个猜的游戏P:…… 自然引出新单词。

T: Yes, it’s a cushion.
Learn: cushion.
a. Pay attention to this, u---[u] 注意语音的训练。

b.Make some short dialogues with this word. (Ask and 让学生在使用单词中
answer) 巩固单词。

e.g. Is this cushion yours? No, it isn’t.
Is this cushion hers? No, it isn’t.
Is this cushion yours? Yes, it is ours
(2) .Learn: move
T says and act “move”
2.Look, listen, ask and answer
T:(show two cats and two cushions)
Look, who is this?
Who’s that?
P: Min, Mog.
T: Today. They have a question. This cushion is soft.
So, it’s comfortable. Whose cushion is it?
Let’s listen to the cassette and look at the pictures.
(2). Ask and answer 学生在每幅图的自问自
Picture1. Where are both cushions? 答中了解大意，并养成
What are Min and Mog doing? 自主学习的好习惯。

Where are Min and Mog?
Picture2. What has happened?
What are Min and Mog doing?
Picture3. Is Min in/on/under/beside…..the cushion?
Where is Min?
Is Mog in/on/under/beside…..the cushion?
Where is Mog?
What are Min and Mog doing?
Are they happy?
Picture4. Where is Min?
Where is Mog?
What are they doing?
Is the cushion Mog’s?
Is the cushion Min’s?
Whose cushion is this?
Picture5. How is this cushion?
Dose Mog like the cushion?
Dose Min like the cushion?
Is Min’s cushion soft?
Is Mog’s cushion hard?
Which cushion dose Min like? Why?
Which cushion dose Mog like? Why?
Picture6. Where are Min and Mog?
Whose cushion is this?
Is Min happy? Why?
Is Mog happy? Why?
(1)T: Although this cushion is Min’s, Min and Mog all on 渗透德育教育，患难之
the cushion. They say, the cushion are theirs, Min and 中见真朋友。

Mog are very happy. A friend in need is a friend indeed.
1. T: Do you want to act out this dialogue? 制作头饰为表演对话
P: Yes. 作准备。

T: First Let’s make two masks. The white cat, Min and the
black cat, Mog.
(1)(Show the pictures and sentences of steps) Listen and 弄清步骤及制作方法。

look at the board.
(2)Match the picture and sentences.
(3)Make a mask. Who will play parts of Min and Mog and
who will make that mask.
4. Act out the dialogue. 戴着自己制作的头饰，
学生更能投入地表演
兴趣更大，从而更好地
达到了巩固知识的效
果。

2. Song: <Click Go the Shears>
Post—task activity.
1. Make a new dialogues. 给学生更广阔的空间
发挥他们的创造性及
发散性思维。

Topic: A friend in need is a friend indeed
2. Do Photocopiable page 16
Assignment.
1. Do Grammar Practice Book 5B page12 and 13
2. Retell the story。

板书：
cushion move
A friend in need is a friend indeed.。