小学牛津英语5B说课稿
牛津小学英语5B教案
牛津小学英语5B全册教案《牛津小学英语5B》Unit 1 A New Term一、教学内容《义务教育课程标准实验教科书牛津小学英语》5B第一单元第一教时（Part B and Part C）二、教学目标1、能正确地听、说、读、写单词Monday, Tuesday, Wednesday, Thursday, Friday, Chinese,Science,Computer Studies.2、能正确地理解并应用句型What day is it today ?It’s…What lessons do you have in the … We have …3、能用所学单词、句型问答并初步感知句型Welcome back to school. Nice to see you.三、教学重点正确应用所学的句型问答四、教学难点单词的四会掌握五、教具准备自制课表、录音、投影六、教学过程A. Free talk1.Greetings用“Happy New Year!’’“Welcome back to school!”“How areyou?’’等日常交际用语进行问答，复习并导入新知2.Revision复习“I like English .What do you like?’’“Do you like…?’’“Howabout you?’’等所学句型，渗透新知3.Present “Science，Social Science, PE, Computer Studies’’方法：延续以上对话引出。
通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。
可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。
例如：I like Science. What subject do you like? Oh you like Art.Me,too. How about you/ And you? …师生示范一例，生生操练并问答表演。
牛津小学英语5B教案精心整理
牛津英语5B教案Unit 1 A New T erm(第一课时)一、教学目标1、能正确地理解、掌握对话内容，并能朗读、初步表演对话。
2、能正确地听、说、读写单词a subject, interesting, a week 和句型What day is it today ?It‟s…What lessons do you have in the … We have …3、能正确地运用对话中的日常交际用语Nice to see you. How about you?4、在掌握重点句型的基础上，通过本课学习培养学生的语言实际运用能力。
二、教学重点1、能正确理解对话内容并能朗读和初步表演对话。
三、教学难点1、能比较流畅的朗读对话，并能在掌握对话的基础上分角色表演。
四、课前准备：录音、图片、多媒体五、教学过程Step 1 Revision1. Greetings用“Happy New Y ear!‟‟ “Welcome back to school!” “How are you?‟‟等日常交际用语进行问答，复习并导入新知2. T:（出示挂历）What day is it today?S: It‟s…(Let the Ss spell the words quickly.)3. Play a game “What‟s missing ?”（即先抽出一张星期名称的单词卡片，再让学生说说少了哪一张，可采用小组竞赛的的方式的进行。
）4. Sing a song …Wish you are happy every day‟Step 2 Presentation and practice1. 教学句型“What subjects do you like?” “I like…”T: We are having an English lesson. Do you like English?Ss: Y es, …/No, …(师帮助学生回答)T: What subjects do you like?(生跟读，出示板书)S1:I like …(师作提示)2. Teach: How about you?师指明一名学生：How about you? 生自然地理解并作答，师可稍作提示“I like…”3. Drill1) 师问生，直观呈观句型运用的情景，为学生自己开口说作铺垫。
牛津小学英语5B全册教案
牛津小学英语5B全册教案《牛津小学英语5B》Unit 1 A New Term一、教学内容《义务教育课程标准实验教科书 牛津小学英语》5B第一单元第一教时（Part B and Part C）二、 教学目标1、能正确地听、说、读、写单词Monday, Tuesday, Wednesday, Thursday, Friday, Chinese,Science,Computer Studies.2、能正确地理解并应用句型What day is it today ?It’s…What lessons do you have in the … We have …3、能用所学单词、句型问答并初步感知句型Welcome back to school. Nice to see you.三、教学重点正确应用所学的句型问答四、教学难点单词的四会掌握五、教具准备自制课表、录音、投影六、教学过程A. Free talk1.Greetings用“Happy New Year!’’ “Welcome back to school!” “How areyou?’’等日常交际用语进行问答，复习并导入新知2.Revision复习 “I like English .What do you like?’’ “Do you like…?’’ “Howabout you?’’等所学句型，渗透新知3.Present “Science，Social Science, PE, Computer Studies’’方法：延续以上对话引出。
通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。
可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。
例如： I like Science. What subject do you like? Oh you like Art.Me,too. How about you/ And you? …师生示范一例，生生操练并问答表演。
牛津小学译林英语5B全册教案设计
牛津小学译林英语5B全册教案设计一、教学内容本节课选自牛津小学译林英语5B Unit 1part A，主要讲述了主人公们去动物园参观的故事。
通过本节课的学习，学生能够掌握一般过去时的表达方式，以及如何运用动词过去式描述过去发生的动作。
二、教学目标1. 学生能够听懂、会说、会读本节课的生词和重点句子。
2. 学生能够运用一般过去时描述过去发生的动作。
3. 学生能够通过本节课的学习，提高自己的观察能力和团队合作能力。
三、教学难点与重点重点：一般过去时的表达方式，以及动词过去式的运用。
难点：一般过去时的句子结构，以及动词过去式的变化。
四、教具与学具准备教具：PPT、录音机、动物园图片学具：课本、练习册五、教学过程1. 热身（5分钟）教师播放上一节课的录音，学生跟读。
然后教师提问学生关于上一节课的内容，检查学生对上一节课的掌握情况。
2. 引入（10分钟）教师向学生展示动物园的图片，引导学生谈论自己去动物园的经历。
然后教师引导学生说出一般过去时的句子，为学生本节课的学习做好铺垫。
3. 呈现（10分钟）教师通过PPT展示本节课的主要内容，引导学生跟读。
然后教师讲解一般过去时的表达方式，以及动词过去式的变化。
4. 操练（10分钟）教师组织学生进行小组活动，让学生运用一般过去时和动词过去式进行对话。
教师巡回指导，纠正学生的发音和语法错误。
5. 巩固（10分钟）教师出示一些有关动物园的句子，让学生判断句子是否运用了一般过去时。
然后教师让学生运用一般过去时和动词过去式编写一个小故事。
7. 作业布置（5分钟）让学生运用一般过去时和动词过去式编写一个小故事，并写在作业本上。
六、板书设计一般过去时动词过去式七、作业设计1. 请用一般过去时写一篇关于你去动物园的故事。
答案：Last weekend, I went to the zoo. I saw many interesting animals, such as tigers, lions and pandas. It was a great day.2. 请用一般过去时写一篇关于你和朋友去游乐园的故事。
牛津小学英语5B全册英文教案
Oxford Primary School English5B Unit 1 A new termTeaching aims and demands:1.Four skilled words: Monday, Tuesday, Wednesday, Thursday, Friday, a subject, Chinese, Science, Computer Studies, interesting, a week.2.Four skilled sentence patterns: What d ay is it today? It‟s…What lessons do you have in the…? We have…and… What subject do you like? I like…3.Three skilled everyday English and sentence patterns: Welcome back to school. Nice to see you. I hope we have more. How about you?4.To know the pronunc iation of the vowel letter “O” in the closed syllables.5.Enable the Ss to sing the English song “Wish you are happy everyday.”The First Period1、Teaching contents:Oxford Primary School English 5B Unit 1 (B, C)2、Teaching aims:1.Four skilled words: Monday, Tuesday, Wednesday, Thursday, Friday, Chinese, Science, Computer Studies.2.Four skilled sentence patterns: What day is it today? It‟s…What lessons do you have in themorning/afternoon? We have…3、Teaching preparations: A calendarTeaching steps:A. Classroom management1.Listen to a song “Wish you are happy every day.”2.Free talk:Happy New Year, boys and girls. Welcome back to school. Nice to meet/see you.How are you? What day is today?/ What day is it today?What‟s the date today?What‟s the weather like today?B. Presentation(1)1. T: What day is it today? (Using a calendar) It‟s… （Monday Tuesday Wednesday Thursday Friday）2.Practise ( T- Ss, T-s, s-s)3.Say a chant Monday, Tuesday, Wednesday, ××.Thursday, Friday, Saturday,××Sunday, Sunday, Sunday,××Thursday, Wednesday, Tuesday,××Monday, Monday, Monday, ××Today‟s a fun day, a fun day,a fun day!C. Presentation (2)1. T: In this term. We have many subjects. What are they? Look at the picture cards.(See picture cards on the Bb.)They are Chinese , English, Maths, Science, Social Science , Art, PE and Computer Studies.2. Pratise in pairsA: What subject do you like?B: I like English. How about you?A: I like Science.3. Act out the dialogue.D: Presentation(3)1.T: Look, this is our timetable.What lessons do you have in the morning/ afternoon /on Monday morning /on Tuesday afternoon/ on Friday morning?S: We have…(Chinese , English, Maths, Science, Social Science , Art, PE and Computer Studies.) Z: Practise in groups of four : S: Act out the dialogue.E: Look , read and learn(SB. P. &. B)1.Listen and repeat2.Read in chorus.F. Ask and answer( SB. P. 9.C)G. Homework1. Make a timetable using English or pictures.Then talk about them.2.Copy and learn the words by heart on P.8The Second Period1．Teaching contents:Oxford Primary School English 5B Unit 1(A ,D)2、Teaching aims:1:Four skilled words: a subject, interesting, a week2:Four skilled sentence patterns: What subject do you like? I like……3、Teaching important and difficult points: The same as aims and demands.4、Teaching peparations: A picture timetable5、Teaching steps:A :classroom management1.Listen to a song “wish you are happy every day”2.Free talk: I have a new coat.T: What do you have? SA: I have a new school bagWhat does…have?SA: She has a new pencil box.T: We have many subjects this term. What are they?SC :They are Chinese, English, Maths…T: What day is it today? What subject do you like? What lessons do you have in the morning?B. Revision1.Look, read and learn(SB.P.8. B)say and spell the words.2.Ask and answer (SB.P.9 .C)3.Work in pairs (SB.P.10 .D)C. Presentation1.T: Look at the two pictures .This is Miss Li‟s class.2.words and expressions. Monday morning this term, in a week3.Questions and answers(1) What day is it today?(2)What are Miss Li and her students doing?(3)Is this the first lesson of the new term?(4)What lessons do they have in the morning/ On Monday morning?(5)How many subjects do they have this term?(6)What are they?(7)What subject does Su Hai like? (Maths)(8)How about Su Yang? (English)(9)Why? It‟s interesting.(10)How many English lessons do they have in a week?(Four) (They hope they have more)D. Read and say(SB. P.6.A)1.Read and then role dialogue reading.2.Explain some language points: day, today; Nice to meet you./ Nice to see you.on Monday, on Monday morning, in the morning/afternoon…3. Read in chorus.E. Homework1.Listen and read.2.Copy(SB.P.9.C), prepare to have a dictation.3.Design a timetable you like.(SB.p.12) Show the best on the noticeboard.The Third Period1、Teaching contents:Oxford Primary School English 5B Unit 1(E.F)2、Teaching aims:1:Three skilled everyday English and sentence.Patterns: Welcome back to school. Nice to see you. I hope we have more. How about you?2:Enable the Ss to sing the English song “Wish you are happy everyday”.3、Teaching Preparations: A time table, picture cards.4、Teaching steps:A Classroom management1.Sing a song “Wish you are happy everyday.”2.Free talk:a. What day is it today?b. What‟s the date today?c. What‟s the w eather like today?d. What lessons do you have in the morning?e. What subject do you like?f. What lessons do you have on Monday morning /Tuesday afternoon?B. Revision1. Words: Monday Tuesday Wednesday Thursday Friday Chinese Science Computer Science.2. Have a dictation3. Reading ( SB.P.6-10)C. Look and read ( SB.P11.E)Reading: look at the pictures. Read the sentences and understand the rules of it.321-123=198 432-234=198 543-345=198 654-456=198……….D. Design a timetable you like. Then talk about it.——What lessons do you have on Monday? ——We have…E. Homework:1.Recite the text.(part A SB.P.6)2.Make dialogues according to the timetable. (SB.P.12)3.Copy(SB.P.10.D)4.Read Unit 1 twice. Listen to it for twenty minutes.5.Try to do workbook exercises.6.Prepare to have a dictation about sentence.Patterns. a. What day is it today? b. It‟s Tuesday. c. What lessons do you have in the morning?d. We have Chinese, Maths, English and Art.e. What subject do you like?f. I like Computer Studies.g. How about you?h. I like Science.The Fourth Period1、Teaching contents:Oxford Primary School English 5B Unit 1(G.H)2、Teaching aims:1: To know the pronunciation of the vowel letter “O” in the closed syllables…2. Enable the Ss to sing the song.3、Teaching important and difficult points:Use the words and sentence patterns skillfully in everyday life.4、Teaching preparations:A tape recorder, picture cards, a timetable(picture) …5、Teaching steps:A. Classroom management1.Sing a s ong “ Wish you are happy everyday.”(SB. P.13.H)2.Free talk: T: What day is it today? Ss: Today is ……Monday Tuesday Wednesday Thursday Friday.T: What lessons do you have Ss: We have………… in the morning / afternoon? B: Revision1.Words Ask individual Ss to spell the four skilled words.2. Reading. Then make dialogues according to timetable.3.Have a dictation.a. What day is it today?b. It‟s Wednesday.c. What lessons do you have in the afternoon?d. We have Chinese, English and PE.e. What subject do you like?f. I like science.g. How about you? h. I like Computer Studies.C. Listen and repeat (P.13.G)Clock, coffee, doctor, hot | | box, not, chocolate, from copyD. Workbook exercises.Finish off workbook exercises.E. Homework:1.Recite the text (Part A)2.Learn the four skilled words and some patterns by heart.3. Read Unit twice, listen to it for twenty minutes.4.Make dialogues according to what they learned in Unit 1 as often as possible.5. Sing the song.Unit2 A telephone callAims and demands.1.The main function items in the Unit are “talking about illness and how to make a telephone call .‟‟2.The focal points are the sentence patterns : “What`s wrong with you ?How do you feel now? and theiranswers .3.Through guestures and facial expressions ,require the students to learn eight kinds of ill ness words4..Through situational teaching ,ask the students to talk about illness, to know the English expression ofmaking a telephone call .using the sentence patterns learned in the Unit .T ime arrangementThis Unit can be divided into five to six periods. 1.Unit 2. Part B,D 2.Uit 2 Part C,E 3. Unit2 Part A,H4.Unit2 Part F,G5.Revision6.Workbook exercisesThe First Period1.The Contents of the teachingOxford Priary School English 5B .Unit 2(B,D)II .Aims and demands1.Four skilled words :a headache ,a cough ,a fever ,a cold ,2.To understand and use the sentence patterns “What`s wrong with you ? I`ve got …”correctly.3.To know the rhyme well .III. T he focal and difficult pints1.Four skilled words :a headache ,a cough ,a fever ,a cold ,2.Correctly listen and say the sentence patterns ,“What`s wrong with you ? I ` ve got … .And use them skillfully .IV .Preparation before class1.Teaching materials . a. Picture cards with action expressing illness on them .b.Wall picture about Part B.c.A tape recorder and some tapes.2.Writing on the Bb: Write the title of the Unit before class . Unit 2.A telephone callV . Steps and methodsA.Classroom management1.Listen to a rhyme “I`m ill”2.Free talk (T---S) a.Good morning . b.What day is it today ?c.What lessons do you have in the morning ?d.What subject do you like ?3.Students act out the dialogues they prepared .2.Revision and presentation1.Review parts of a body in Unit2 4B.(hair,eye,ear,nose,mouth.)Introduce back, stomach, leg, arm. etc.a. Game 1 Touch your headb. Game 2 Show me your eyesc.Game 3 Hand to head (Work in pairs) Both students put one‟s hand to the other‟s head.2.Review the sentence patterns and words in Unit 9 4A“What‟s the matter?” and its answers , “I‟m tired.” etc.Introduce the new sentence pattern, “What‟s wrong withyou?”3.Introduce the new words in the unit connected with parts of a body first.e.g. a toothache, an earache, a headache, a stomach ache, a backache.(1).Match the picture cards while teaching.(2.)Help the students make a conclusion of the suffix of the words “ache”. Stress the word, “a headache”.4.There is no suffix about the words “a fever , a cold, a cough.” ,Use body languages when teaching illness words.5.Practise the sentence patterns “ what‟s wrong with you?” and its answers “I‟ve got…”( using expressions and gestures.)C. Look, read, and learn. (SB.P.16.B)1.Through various kinds of practice, let the student say the words correctly,ing body languages to make dialogues with the sentence patterns“What‟ wrong with you? I‟ve got…” (T---S, T---Ss, S---T, S---Ss)3.Work in pairs, then act out the dialogues.D. Work in pairs. (SB.P.18.D)a.Students look at the wall pictures carefully. B. Talk about the pictures or dub the pictures.c.Act out the dialogues. D. Make a performance.E. Ask two students to come to the front and take one of the picture cards from the teacher. One pretends to be ill, the other asks questions, using body languages.E. Homework1.Learn four skilled words by heart.2.Listen to the recordings and read the unit after class.e body languages to practice the sentence patterns.4.Copy the words. (SB.P.16.B)The Second PeriodI.The contents of the teachingOxford Primary School English 5B Unit 2 (C,E)I.Aims and demands1.Require the students to master the four skilled sentence patterns :How do you feel now ?Ifeel…,What‟s wrong with you? I‟ve got…2.Three skilled words and expressions: take, medicine, take some medicineThe focal and difficult pointsFour skilled sentence patterns: How do you feel now? I feel … What‟s wrong with you? I …ve got…Preparation before classTeaching materials: Picture cards, wall pictures, a tape recorder, a stethoscopewriting on the blackboard Unit 2 A telephone callSteps and methodsA.Classroom management1.Listen to a rhyme, “I‟m ill”2.Free talk---Where is A? ---Why is he\she absent? ---What‟s wrong with him\her?B.Revisione body languages to review the words: a headache, a toothache, an earache, a backache, afever, a stomach ache, a cough.2.Make a performance, using sentence patterns learnt in the unit.---What‟s wrong with you?---I‟v got a fever.---I‟m sorry to hear that.Practice the dialogues.(T---Ss, T---S, S---T, S---S) First work in pairs, then act out the dialogues.C.Ask and answer (ST. P.17. C)T: What‟s wrong with you?S: I‟v got a fever.T: I‟m sorry to hear that. How do you feel now?S: I feel hot.T: I can get a glass of water for you. S: Thank you.Do substitution practice.Put the wall picture on the blackboard. Ask the students to talk about it in pairs.Act out the dialogues. One student pretends to be ill, the other asks questions,D.Read and act (ST.P.19.E)(A dialogue between a doctor and a patient. Use a stethoscope.)1．Ask one of the student to pretend to be ill, teacher, wearing a stethoscope on the neck, pretends to be a doctor.T: What‟s wrong with you?S: I‟ve got a headache.T: I‟m sorry to hear that. How do you feel now? S: I feel hot.T: Open your mouth and say “Ah”S: Ahhh.T: You‟ve got a cold. Take some medicine and have a lot of rest,S: OK. Thank you doctor.2.Show the students a wall picture. Talk about the picture, Who are they ? What‟s w rong with the woman? What‟s the doctor‟s suggestion?3.Listen to the tape. Let the students know the meaning of the whole dialogue. Then answer some questions in order to know how much the students understand the dialogue.4.Students open their books and do some reading practice.5.Role dialogue. Then act out the dialogue.E. Homework1.Write the dialogues in Part D in their exercises books.2.Listen to the tape and read Unit 2 from B to E twice.3.Prepare to act out the dialogues. ( SB. P.19. E)The Third PeriodI.The contents of the teachingOxford Primary School English 5B Unit 2 (F, G, H)II. Aims and demands1.Require the students to master the usage of making a telephone call.2.To know the pronunciation of the vowel letter “O” in the closed syllable in words.3.Enabl e the students to say the rhyme fluently, “I‟m ill.”III. The focal and difficult pointse the sentence patterns learnt in the unit fluently.2.Enable the students to make a telephone call, using the correct words and expressions.IV. Preparation before class1. A tape recorder, tapes, a toy telephone.2.Ask the students to bring their toy telephones to class.3.Write the title of the unit on the blackboard before class.Unit 2 A telephone callII.Steps and methodsA.Worm-up activities1.Free talk2.Learn to say a rhyme (SB.P. 21. H), using body languages while practice it with the students. Asksome of them to act out the dialogue.eg:I‟m ill. What‟s the matter?I‟ve got a high fever.Let‟s go to see a doctor.No, no, I‟m feeling better.I just want my mother.B. Revision and presentation1.Review sentence patterns, using body languages.A: What‟s wrong with you?B: I‟ve got a toothache.A: I‟m sorry to hear that. How do you feel now?B: I feel ill.A: I can get some medicine for you. B: Thank you.First model dialogues, then practice in pairs. Finally, ask some pairs to act out the dialogue.2.Review the dialogue between the doctor and the patient in Unit 2 E. Pay attention to pronunciationand intonation3.Introduce the new material how to make a telephone call.T: Hello. Where is C? S: Sorry, I don‟t know.T: Who has his\her telephone number? S: I have. It‟s….T: Good. Let me call him\her. (Pretend to make a telephone call, using a toy telephone. )(The bell is ring.) Hello. May I speak to C?C: This is C speaking. T: This is Miss Yin…4.Practice the telephone call with the students. If the number is wrong, say, “Sorry, wrong number.”(T---S, S---T,S---S)C. Play a game. (SB.P.20.F)1.Let the students read the whole dialogue first.2.Let the students ask questions about the dialogue.3.Explain some language points. choose: select, get one from the many, call sb. : telephone sb. sorry,wrong number: not right; wrong telephone call4.Practice reading.5.Model dialogue, work in groups of four.6.Ask some students to act out the dialogue.D. Listen and repeat (SB.P21.G)1.Review the pronunciation rule of the vowel letter “O” in the closed syllable in words in the previousUnit.2.Listen to the recording of the four words: brother, love, monkey, and mother. To know thepronunciation of the letter “O” in the words.3.Make a conclusion of the pronunciation rule of the vowel letter “O” in closed syllable in words.4.With the help of the picture, let the students understand and read the sentence “My mother and mybrother love that fat monkey”.Pay attention to the rhythm of the sentence.E. Homework1.Copy Unit2 E. in the exercise books.2.Try to make a telephone call to your friends.3.Preview Unit2 A.The Fourth PeriodI. The contents of the teachingOxford Primary School English 5B Unit 2 (A)II. Aims and demands1.Correctly master the four skilled words and sentence patterns: lunch, speak; what‟s wrong with you? I‟ve got…. How do you feel now? I feel…2.Fluently say the three skilled everyday English and sentence patterns: May I speak to …? This is … speaking. I‟m sorry to hear that. See you soon.III. The focal and difficult points3.Correctly master the four skilled words and sentence patterns: lunch, speak; what‟s wrong with you? I‟ve got…. How do you feel now? I feel…IV. Preparation before class1. A tape recorder, tapes, wall pictures.2.Write the title of the unit on the blackboard before class. Unit 2 A telephone callV. Steps and methodsA.Classroom management1.Listen to a rhym e, “I‟m ill.”2.Free talkGood morning, class. Nice to see you again. How are you today? Not so good. I‟m ill. I‟m sorry to hear that.B. Revision and presentation1.Review sentence patternsA: What‟s wrong with you? B. I‟ve got a headache.A: I‟m sorry to hear that. How do you feel now? B: I feel cold.A: I can get a blanket for you. B: Thank you.2．A telephone call(1)A: Hello. May I speak to C? C: This is C speaking.A: This is A. How are you? C: Fine, thank you.A: Goodbye! C: Bye!(2)A: Hello. May I speak to D? E: Sorry, wrong number.3.Practice the dialogue. (T---S, S---T, S---S) Act out the dialogue.B.Read and say (SB.P.14. A)2.Put the wall picture on the blackboard, then talk about the picture.Who are the girls? Where are they? What are they doing? What‟s wrong with Helen?3.Listen to the recordings carefully. Then ask the students to answer some questions to see how much they have got from it.a.What day is it today?b.Is Helen at school today?c.Where is she?d.Why is she at home?e.Who calls her after lunch?f.What‟s wrong with Helen?g.How does she feel now?h.Is she taking any medicine?i.Are classes over?j.What can Su Yang get for Helen?4.Reading practice5.Explain some language points:call sb. , after lunch, speak to sb. ,stay in bed, a bad cough, feel ill, take some medicine, get better soon This is Helen speaking. What‟s wrong with you? I‟ve got a hea dache. How do you feel now? See you soon.C.Role dialogue1.Practice the dialogue. (T---SS, T---S, S---T, S---S)2.Work with their partners.3.Act out the dialogue.D.Homework1.Read Part A fluently. Prepare to act the dialogue in next class.2.Learn the four skilled words and sentence patterns by heart and copy them. Prepare to have a dictation.3.Listen to the recordings for twenty minutes.5B Unit 3 HobbiesAims and demands.The main function items in the Unit are talking about hobbies, and require the Ss express others‟ hobbies correctly.Time arrangementThis Unit can be divided into five periods. 1.B,C,F 2.C,D 3.A,G 4.E,H 5.revision and exerciseThe First Period1.The contents of the teachingOxford primary school English 5b unit3 (B C Do you have any hobbies?Yes, I do .I like…. F )II. Aims and demands1.Four skilled words and phrases: collect stamps/coins, go shopping, take photos2. To understand and use the sentence patterns “Do you have any hobbies? Yes, I do. I like…” correctly.3.To do a survey in class or do it after classIII. The focal and difficult points1.To use the phrases of Part B correctly2.Correctly listen ,write, and say the sentence patternsIV. Preparations before class1.Teaching materialsa.wall pictures of Part Bb. a paper of the surveyc. a tape recorder and the tapeV. Steps and methodsA. Free talka. eg : Good morning! how are you? Nice to see you.(show some animal cards or some fruit.)Do you like apples/ pears/dogs…? Yes, I do./ No, I don‟t.b. The students act out the dialogues.B. Presentations1.Show the pictures and say the phrases: collect stamps, make clothes, take photos2..the teacher can show the pictures and ask: What‟s he doing? He‟s going shopping. And presentother phrases: make model ships, keep goldfish, grow flowers, etc.3.the Ss listen to the tape and read after the tape.4.The teacher can practise the sentence patterns using the phrases.C.Practice1.Guess the phrases by one‟s body languages2.Make the dialogue with the sentence patterns and phrases or we can say other phrases, such as: playfootball/ draw pictures/ sing/ play the guitar …3.show the survey paper and do the surveyeg. teacher can make the dialogue “Do you have any hobbies?Yes, I do. I like ….”with Ss and then tell the Ss how to do the survey. Or Ss finish the survey after cla ss.D. HomeworkCopy the four skilled words or phrases.The Second PeriodI.The contents of the teachingOxford primary school English 5B Unit 3 C(I like …, He/she likes …)DII. Aims and demands1.Require the Ss to master the sentence patterns “Do you have an y hobbies? Yes, I do. Ilike….”skillfully. To try to use the sentence patterns:” I like …, He/she likes ….”correctly. (try to understand the third-person )2.finish Part DIII. The focal and difficult pointsUse, write and say the sentences correctly.IV. Preparations before class1.the wall pictures of Part C2. a tape recorder and the tapeV. Steps and methodsA.Free talk and revision1.Present the pictures of Part B, the Ss say the phrases.2.The teacher presents the pictures. The Ss talk about the their hobbies with the sentences: Do youhave any hobbies? Yes , I do. I like …3.Play a gameThe teacher prepares some animal cards before class, one student chooses one and acts as the animal, and the other Ss guess and say: He/She likes the dog ….B.Presentation1.Make a interviewThe Ss interview his classmates about hobbiesEg.S1:Do you have any hobbies?S2:Yes, I do .I like going shopping.S1( point to another student) He likes going shopping to.2. make the dialogues in pairs.C.Practice1. C. ask and answer, practise the dialogues in pairs2.Act out the dialoguesD.Look, read and complete.1.The teachers show the pictures of Part D: this is a picture of Su Hai‟s family. Su Hai and her familyhave some hobbies, then talk about with the Ss ,make the Ss know the meaning of the pictures.2.The Ss do the exercise3.Check the answerD.Homework1.Make out the dialogues2.Write down the dialogues of Part C (1,3)The Third PeriodI.The contents of the teachingOxford primary school English 5Bunit 3(A,G)II. Aims and demands1.Correctly master the four skilled words :collect, beautiful, a classmate2.correctly use the phrases and everyday English : take photos, shoe us his stamps, please. Here theyare.3.correctly understand and use the sentence patterns4.sum up the common pronunciation [u]III. The focal and difficult points1.correctly understand the dialogue and try to act it out.IV. Preparations before class1.the wall pictures of part A2. a tape recorder and the tape3.some ship stamps and animal stampsV. Step and methodsA.free talkeg. Good mornin g! How are you? What subject do you like? Do you like …?B.Presentation and practice1.show something, like stamp, model ship, toys, and photos. Learn the new words about those.2.Teach the Ss to say : I like …, and require other Ss to say : he/she likes ….3.the teacher shows the picture of Part A, and introduce.4.Ask and answer.5.…Does Yang Ling like …? Yes, she does.6.show the wall pictures of Part A, and have a talk with Ss, just like:look, here is a picture. Who are they in the picture?And what are these on the table?(some stamps)What‟s Mike doing?(taking photos)Is Yang Ling making clothes? (yes)…4.the Ss read the dialogue in roles and act it out5.Ask some groups to act out the dialogueA.Listen and repeatB.the Ss read the words togetherC.sum up the common pronunciationD.present the phonetic symbol and read after the tape.E.read the sentenceF.read the dialogue of part A and try to act it out.The Fourth PeriodI.The contents of the teaching (E,H)II.Aims and demands:Require the Ss to use the sentence patterns in a real situation skillfully.III. Presentations Read and act1.T (show the picture) Now, boys and girls, look at the picture. What does Liu Tao like? Can you guess?Ss: …Listen to the tape2.teach the words: water, every, aunt, carefully with the picture, learn the dialogue3.answer the Questions:(make sure the Ss understand the dialogue) eg,1)what‟s Liu Tao doing?2)who likes growing flowers, too?3)Does Liu Tao water the trees and the flowers every day?4.Read the dialogue after the tape and act out the dialogue.Sing a songFirst enjoy the song together.Sing after the tape5B Unit4 An English friendAims and demands.The main function items in the Unit are “talking about an English friend.‟‟ The focal points are the sentence patterns “Does he/she…? Yes, he does. No, he doesn‟t.” .Through gu estures and facial expressions ,require the students to learn several kinds of active phrases .Through situational teaching ,ask the students to talk something about their friends , require the Ss to use v. and adv. properly in a certain situation.Time arrangementThis Unit can be divided into four to five periods.The First PeriodI.The Contents of the teachingOxford Primary School English 5B Unit 4II. Aims and demands1. Four skills: fast high ,Does he/she…? Yes, he does. No, he doesn‟t.2. Three skills: speak loudly, run fast, jump high, dance beautifully, walk carefully, sit quietly3. Require the Ss to use v. and adv. properly in a certain situationIII. The focal and difficult pints1.Four skilled words : fast high, Does he/she…? Yes, he does. No, he doesn‟t.2.Correctly listen and say the three skills phrases .IV .Preparation before class1.Teaching materials .a. Picture cards with action expressing on them .b.Wall picture about Part B.c.A tape recorder and some tapes.2.Writing on the Bb:Write the title of the Unit before class .Unit 4 An English friendV. Steps and methodsA. Warming up1. Sing a song “Come on and join into the games”2. Free talka.Good morning .b.What day is it today ?c.What lessons do you have in the morning ?d.What subject do you like ?3.Students act out the dialogues they prepared .B. Presentation and practice1. jump higha. Now, let‟s do some exercise. Sun rise. Wave your arms. Shake your body. Stand up. Ju mp high etc. Run fast.。
牛津小学译林英语5B全册教案设计(1)
牛津小学译林英语5B全册教案设计一、教学内容1. Unit 1 The same but different（相同的，不同的）知识点：比较级和最高级的用法，描述事物的相同与不同。
知识点：交通方式的表达，使用there be结构描述场景。
3. Unit 3 Asking the way（问路）知识点：问路和指路的常用表达，描述路线。
4. Unit 4 Seeing the doctor（看医生）知识点：就医场景的表达，描述病情和医生建议。
二、教学目标1. 能够熟练运用比较级和最高级描述事物的相同与不同。
2. 掌握交通方式的表达，并能够运用there be结构描述场景。
3. 学会问路和指路的常用表达，能够描述路线。
4. 熟悉就医场景的表达，能够描述病情和医生建议。
三、教学难点与重点1. 教学难点：比较级和最高级的用法，问路和指路的表达。
2. 教学重点：熟练运用各单元的核心词汇和句型，进行场景描述和交流。
四、教具与学具准备1. 教具：PPT，教学挂图，卡片，磁铁。
2. 学具：练习本，彩笔，单词卡片。
五、教学过程1. 实践情景引入：通过展示相同和不同事物的图片，引出Unit 1的主题。
通过询问学生上学的方式，引出Unit 2的主题。
通过角色扮演问路和指路，引出Unit 3的主题。
通过扮演医生和病人的角色，引出Unit 4的主题。
2. 例题讲解：通过例句讲解比较级和最高级的用法。
以实际场景为例，讲解交通方式和there be结构的用法。
以问路和指路场景为例，讲解相关表达。
以就医场景为例，讲解病情和医生建议的表达。
3. 随堂练习：让学生进行小组活动，练习比较级和最高级的用法。
让学生根据场景，运用交通方式和there be结构进行描述。
让学生分组角色扮演，练习问路和指路的表达。
让学生模拟就医场景，进行病情和医生建议的交流。
六、板书设计1. 板书各单元核心词汇和句型，以醒目的颜色标出重点。
2. 在板书例句时，注重句子结构的清晰展示。
牛津小学英语5B Unit6 A PE lesson 说课稿
牛津小学英语5B Unit6 A PE lesson 说课稿Good morning everyone. It's my pleasure to be here. Now I'd like to say something about my teaching plane, Unit6 A PE lesson from oxford English for primary school.1. Analysis of studentsThe students in Grade 5 have had some basic English knowledge. They can express themselves in simple English. They are eager to learn more and have been interested in English. All these are the advantages of English learning.2. My understanding of this lessonThe topic of this Unit6"At a PE lesson" is loved by the students. It can attract the students' curiosity, interest and attention.According to the National standard of curriculum states. English lessons are the procedures that the English learners acquire the language knowledge and the skills through the English learning. This lesson is closed to the real life of the students. Many students love sports because it is full of activities. So I'll take this point into my class. Enable the students to learn English at “A PE lesson" .In this surrounding, they will be more confident, more talent and more interest.3. Teaching aimsAccording to the students’English level and the demands of the National standard of curriculum states . I made following teaching aims: 1）Aims on the knowledge.Enable the students to understand and speak the new words: left, right, a hand, a leg, a foot(feet) and the phrases: stand in a line, jump up and down，touch… with . put your feet together. Make sure that students can use these sentences in real situations.2）Aims on the abilitiesEnable the students to act and say with each other by the orders. To develop students’ abilities of communication and co-operation3）Aims on the emotionWe should make students grasp the orders in this period, but also be aware of the importance of doing exercises and keeping healthy. In this way, it can help them develop their healthy and positive characteristics 4. Key points of this lesson1)Enable students to understand and speak the new words: left,right,hand,leg,foot(feet) and the phrases: stand in a line, jump up and down, touch…with, put your feet together. Make sure that students can use these sentences in real situations2)Enable students to follow the orders and do actions3)To develop students’ abilities of listening and speaking5. Difficult pointsThe difficult of this period is how to give orders and do actions6. Teaching methodsIn order to cultivate the students’abilities of listening, speaking, reading, and writing .To increase the students’ ability of learning English by themselves and to arouse their interest in this period .I’ll use the teaching methods below:1) Communication methodI’ll set up a real situation. In this way, the students can say in pairs or in groups .They will say English freely and needn’t worrying about making mistakes2) Task based methodThat is to say I’ll let the students finish a task by making a short dialogue and acting it out. To help the students get a better understanding of the key structure.7. Teaching proceduresStep1: warming upSo as to the psychological characteristics of children, I will begin this lesson with a song. Sing a song can make students feel pleased and satisfied and also can arouse their exciting emotion.We will have a free talk .I will ask and answer with the students using these questions “what day is it today”“what subjects do you have this term?”“what subject do you like?” This step is used to review the knowledge in the former units and make a atmosphere of English learning. Some students will say their favourite subject is PE, It can lead into the new knowledge of Unit 6.Step2.presentation and practiceFirstly, we will learn the new words :left, right, a hand, a leg and so on with the help of CAI. Ask students to watch and say, this step is not to present the new words one by one just with CAI. It can provide a real situation to understand the meaning of the new words better, it can arouse the students’ interesting of English learning ，too.Secondly, we will learn the new phrases: stand in a line. touch with, jump up and down by acting and saying, Acting and saying will help the students get a better understanding of the phrases.Thirdly ,we will play a game‘listen and do’with the orders. In order to practice the orders. After the game, we will have a competition, Competition is a good way to practice the orders and attract the students’interesting. It can develop the students’ability of communication and co-operation.Step3.consolidationIn the consolidation, At first, I ask them to make a dialogue with theirpartners, They can speak to several classmates who they want to co-operate with, So they can walk freely and speak loudly, In this way, they feel happy and successful. By way of communication, the students will understand the meaning of the sentence structure better and master the knowledge firmly.At last, I will sum up what we have learned this lesson, Tell them the benefits of doing exercises, Encourage them to do more exercise in their daily life.8. Homework1.Copy the new words two times2.Make a dialogue with your parents and act it out作者简介：朱素平，女，1988年7月生，兴化市陈堡中心小学骨干教师，多次在省市级论文比赛中获奖，兴化市说课，上课比赛一等奖获得者。
小学牛津英语5B说课稿
小学牛津英语5B说课稿丰县创新外国语小学卜红丽一说教材我说课的内容是牛津小学英语5B Unit 9 part B C 。
本部分内容的核心是介绍国家，国籍和语言。
以及本单元最重要的一个句型：Where are you from ? I’m from …从本单元的结构及难易程度来看，我将两部分结合起来，作为本单元第一教时。
结合新课程标准和大纲要求，本课时的教学内容设计如下：（一）语言知识目标1 听得懂，会说，会读，会拼写单词China Chinese English UK British USA AmericanAustralia Australian Japan Japanese France French2 能听懂，会说，会读，会写句型Where are you from ?I’m from … I’m …(二) 语言技能目标1 根据图片和提示说出国家，语言。
2 能运用句型Where are you from 及回答进行简单的对话。
(三) 情感态度目标通过本课学习使学生对英语产生一定的兴趣，在他们懂各个国家的英文表达的过程中体会到成就感，自豪感，特别是“你好吗？”用各个国家的语言表达的时候体会到学习语言的快乐。
(四) 教学重难点1 能听懂，会说，会读，会拼写单词UK British USA American Australia Australian Japan Japanese France French2 能听懂，会说，会读，会写句型Where are you from ? I’m from … I’m …3 能熟练运用句型完成AB句对话。
(五) 教学准备图片，录音机二说教法和学法1 层层引导课堂上的每一个环节，都为后面的一个环节作铺垫。
2 反复操练本单元的四会单词和句型一定要用各种不同的形式进行操练，操练内容要明确，内容要广。
3 活跃气氛上半堂课主要是在学习新知识，接受新知识，课堂气氛比较严肃，学生也较紧张。
牛津小学英语全英文说课稿
5B Unit8 At the weekends (Part A 1st period) 说课稿Hello, everyone. Today I’ll talk about “Fun with English” 5B Unit8 At the weekends Part A Read and say, the 1st period. I’ll prepare five parts to say something about this lesson.Part one:Analysis of the teaching material“Fun with English” this teaching material pays more attention to children’s interests, experience. Many topics in it are related to our daily life. That is helpful for children to learn. The topic of this lesson is “weekends activities”. In this lesson, we’ll through a passage to talk about our weekends activities. We’ll learn some new words, phrases, sentence patterns and reading skills. The purpose is to improve students’abilities of reading and using language. According to these, my teaching aims are:1.To enable the students to communicate with othersabout weekends freely, by using the new sentence patterns “How do you spend your weekends? I often……Sometimes…….”“How does he/she spend his/her weekends? He/ She often…… Sometimes…….”2.To make the students understand the meaning of new words and phrases: weekends, learn……from, sport, spend, watch cartoons, catch butterflies.3.To train the students’ abilities of using reading skills to find out the information they need quickly.4.To encourage the students to communicate with others in English.Key and difficult points1.To enable the students to communicate with others about weekends freely, by using the new sentence patterns “How do you spend your weekends? I often……Sometimes…….”“How does he/she spend his/her weekends? He/ She often…… Sometimes…….”2.To train the students’ abilities of using readingskills to find out the information they need quickly. Part two:Teaching methodsAccording to the new course aims: we should pay more attention to students’interests, life experience and different levels of knowledge, we should let them take part in, practise and cooperate in class. As the students in Grade 5 have abilities of reading short passage. So I’ll use these teaching methods to solve my key and difficult points.1.Happy methodAs the principle that students learn best when they feeling happy and secure. First, I’ll use the song“Hobbies”to arouse students’learning interests, and chant following with music.2.Situation methodsI’ll set up some real situations, in this way, the students can talk in pairs or in groups. They can talk freely and needn’t worry about making mistakes. Eg: free talk, video in after-reading.3.Task-based methodThis is a lesson of reading, I’ll teach them to use reading skills to complete different levels of tasks.Part three: Learning methodsAs the old saying goes：“It is better to teach one the skill of fishing than to offer him fish.”According to this lesson and students situation, I’ll teach them to use skimming, scanning and intensive reading to cultivate their reading abilities.Part four: Teaching aidsIn this lesson, CAI and some cards will be used.Part five:Teaching procedureStep1: Warming up1.sing a song 《Hobbies》2.free talkEnglish song is one of better ways to arouse students’interests of learning English. It can set up a real sorrouding of English, make students feel relaxed and get ready for this lesson. Through free talk between teacher and students, they’ll learn new words and phrases: learn……from, sport, at the weekends.Step2: Presentation1.Pre-readingAccording to the language acquisition, I’ll use the knowledge students have learnt in unit4 Part D to help the students to learn the new knowledge. That is : from“usually”to“often”, from“What do you uaually do at the weekends?”to“How do you spend your weekends?”, from“What does he/she usually do at the weekends?”to“How does he/she spend his/her weekends?”. At the same time, I’ll use the “information gap”between students to solve the problem with the subject is the third person singular. That is the first key and difficult point in my teaching.Let’s chantWe’ll say the chant following with music. Not only to learn the new phrases, but also to train their spoken English.2.While-reading(1)Presentation in wholeI’ll give them some key words to let the students themselves ask and answer. That’s to say: change“teachers ask, students answer”into“students ask, students answer”,in this course, they’ll use skimming to get a general idea of the text and to find out the answers. In fact, asking a question is often more important than solving a problem. Only learn to ask, can complete the real communication, only learn to ask, can change their study attitude from passive to active.(2)Multiple choiceStudents will use skimming to find out“How many peopleare there?”“What are their names?”on P60. and will use scanning to circle the key words(weekends activities). At last, I’ll give them a summary about skimming and scanning.(3)JudgeAsk students to read intensively to find out the answers, and the reasons of why it is false.It is very important to train students’reading skills and abilities of thinking in English. It is more useful and effective than just explaining the vocabulary, practising sentence patterns. That is the second key and difficult points in my teaching.(4)SummaryIt is another way of consolidation.3.After-readingI’ll use the“information gap”(the coming weekends and May Day), first let them watch the video(know how to talk about it), and then every group will have a reoporter, thereporters will interview others. At last, reporters will give us reports.The purpose of this is to train the students to think in English and to do things in English. Let students “used by learning, learnt by using, apply their knowledge”, that is also the teaching philosophy.Step3: HomeworkBlackboard design牛津小学英语6b unit7全英文说课稿Hello, everyone, the teaching design I’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons. This is the first peorid of Unit7. And it covers three parts(B, C and E).In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure.Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’.Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.Here are the analysis of the students and the text book.1.Then I’ll talk about my teaching aims.Firstly, knowledge aims:(1)To enable the students read and spell the new words and understand the meaning of them.(2) The students know how to use the new sentence patterns ‘Can I have a/an/some/the …? What for? I want to … Sure. Here you are.’(3) The students can write a letter to their penfriend. Secondly, skill aims. (1) Practise the students’ skills of listening, speaking and writing.(2) Practise the students’ communicative skill and creativity.2. Teaching points:The key points of the lesson: The students can read the words correctly. The students can understand the meaning of the new sentence patterns and use them. The students know how to write a letter. The difficult points of the lesson: The students know how to write a letter. To improve the students’ abilities of speaking and writing.3. Teaching approaches:The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.4.Teaching aids: I will use CAI, writing paperNext, I’ll talk about my teaching procedures: I’ll follow four steps.Step1 Warm-upFirst, I’ll have a free talking with the students. Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like:What day is it today? What’s the date today? What’s your favourite subject? What do you like doing? …Step2 PresentationI’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’ Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many different answers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’.At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example ‘Peter lives in London…’ Then let the students answer some ques tions. ‘ Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary School… Purpose: The purpose of the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step. Then I’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’ Maybe the students will say ‘Yes.’T: OK. But if you want to make a penfriend with him, you shouldwrite a letter to him. Yes or no? S: Yes. T: Before you write the letter, what do you need? S: Maybe the students will say ‘writing paper.’ T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one. I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly. T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some? S: Maybe the students will say ‘Yes’. T: OK. If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure. Here you are. If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement. It is a better way to teach the new knowledge, because the students can understand the meaning of sentence patterns by themselves bythe dialogue. The objects(writing paper) can encourage the students join the part.Step3 Production1.Look and say.I will choose P1/2/3/6 and let the students do the pair work. It is to parctise the new sentence patterns. But I don’t show the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents. I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.2.Write a letter.I will let the students write a letter like Liu Tao to theirpenfriend Peter. Before writing, I’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it. The purpose is to improve the students’ ability of writing and know a new way to communicate with others.Step4 Assignment1. Write the four pictures in their copybooks. Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents. Let the students speak English in their daily lives.。
5B__Unit8_At_the_weekends_说课稿_
小学牛津英语5B Unit8 At the weekends Part A第一课时说课稿仪征市刘集小学马凤娟一、教材分析说课的内容是牛津小学英语5B Unit 8 At the weekends Part A第一课时，这个单元的核心内容是“周末活动”。
Part A涉及的句型有：How do you spend your weekends? How does he/she spend his/her weekends? 这些和Unit 4的句型What does he/she usually do on Sundays? He/She usually …有一定联系。
二、学情分析：通过几年的英语的学习，五年级的学生都积累了一定的英语基础，在加上在第四单元中已经学过句型What does he / she usually do on Sundays ? He /She usually… ,学生对第三人称有一定的认识，也为本单元的学习打下了很好的基础，教师应该利用学过的知识结合各种形式的活动，使学生在情景中自然导入到新知识的学习。
三、教学目标：课程标准强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我对本课时设计了如下教学目标：1.情感目标：通过活动，游戏，儿歌等形式让学生在老师创设的氛围中敢于，乐于，善于开口讲英语，积极参与交流。
并通过谈论和交流周末生活，知道怎样度过周末更有意义并体会生活的美好，从而更加热爱和珍惜现在的美好的生活。
2.认知目标：（1）掌握对话中出现的关于昆虫的三会新单词butterfly以及其复数形式butterflies。
（2）掌握对话中出现的词组，如catch butterflies, watch cartoons, at the weekends, learn from等。
(3 )句型：How do you spend your weekends? I often… ,sometimes I … How does he/she spend his/ her weekends?He / She often … , sometimes he / she …（4）能模仿对话的语音语调，理解并熟练的朗读对话，读音准确。
牛津小学英语5B说课稿 Unit 3 Hobbies (A)
牛津小学英语5B说课稿Unit 3 Hobbies （A）
牛津小学英语5BUnit3Hobbies（A）说课稿
一．说教材
牛津小学英语5BUnit3Hobbies第一课时的教学内容。
本单元集中出现了六种表示兴趣爱好的单词及短语，日常交际用语主要也是围绕“兴趣爱好”来编排的。
不同的人，会有不同的兴趣爱好，比如：你喜欢集邮，我喜欢种花，他喜欢拍照，她喜欢做衣服等等。
教材强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中，融学习情感、学习能力的形成与语言学习的全过程中，突出兴趣培养，重视学科内容的有效融合，注重培养学生自主学习的意识和能力。
二．说教学目标：
1、认知目标
（1）能听懂、会说会读、会写单词及短语
hobbies,hobby,collectstamps,takephotos,growflowers,makeclothes,ship,beautiful,cl assmate
（2）能听懂、会说、会读、会写日常交际用语Doyouhaveanyhobbies？及其答语Yes，Ido.Ilike....He/Shelikes....He/Shedoesn’tlike....
（3）朗诵歌谣Doyouhaveanyhobbies?
2、能力目标
（1）培养学生运用语言的能力。
（2）培养学生乐于表达，勇于展示自我的能力。
3、情感目标
（1）创设丰富多才的学习活动，直观，形象的让学生感知英语，学习英。
牛津版小学五年级下册英语5B说课稿
牛津版小学五年级下册英语5B说课稿牛津版小学五年级下册英语5B说课稿一、教材分析说课的内容是牛津小学英语5B的Unit 8，这个单元的核心内容是“周末活动”。
本单元和Unit 4的What does he/she usually do on Sundays?He/She usually …有一定联系，通过周末活动引出本单元的`四会内容和昆虫名称。
涉及的句型有：How do you spend your weekends?How does he/she spend his/her weekends?二、教学策略新课程强调从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。
为了到达教学目标，落实教学重点、化解教学难点，本堂课借助flash：do you have any hobbies？复习平时的活动；借助一些小奖品，如塑封的蝴蝶，螳螂等，激发学生的兴趣，同时也为下节课昆虫的教学打下基础。
我借助多媒体课件化解难点。
在整个教学中，我注意师生的互动，从唱-游戏-对话-猜谜等活动完成了本课的教学任务。
三、教学目标新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我对本课设计了如下教学目标：情感目标：通过活动、游戏学生能产生学习英语的兴趣；学生能敢于、乐于、善于开口讲英语，积极参与交流，树立学好英语的信心。
2.认知目标（1）、四会掌握词组：at the weekends learn from 三会词组of course catch insects watch cartoons 等以前学过的词组。
（2）、句型：How do you spend your weekends?I oftenHow does he spend his weekends?He often…How does she spends her weekends?She often…（3）、能听读课文并理解熟读。
小学牛津英语5B说课稿
小学牛津英语5B说课稿小学牛津英语5B说课稿小学牛津英语5B说课稿一、说教材：我说课的内容是江苏牛津版教材5B第九单元BC部分。
这两部分是本单元的核心内容，具体介绍了国家、国籍和语言。
重点学习句型Where are you from? 及其答语。
在Book 4B第八单元中学生已学过China，Chinese，English.,因此.教师可采用以旧带新的方法拓展相关内容。
在教学中我主要采用面向全体而又分层教学的方法，介助情境教学，利用各种媒体的辅助，让学生在教师鼓励性评价中体会学习英语的乐趣，在多说、多做、多练中学会用书面和口头语传递信息，提高学习效率，同时增进对西方文化的理解。
根据本学段学生心理年龄的特点和学生的实际水平我制定了如下学习目标：(一)语言知识目标：1)能听得懂、会说、会读和会拼写单词UK,British, USA, American, Australia, Australian, Japan, Japanese, France, French。
2)学习四会句型Where are you from? I’m from …I’m …（二）语言技能目标：1）能根据情境和图片说出单词和句子2）在设计的情景下进行简单的英语交流。
（三）情感态度目标：1）进一步提高学生对英语的学习热情，增强学习兴趣。
2）培养学生积极主动地参与课堂活动，大胆开口，主动模仿。
3）通过本课的学习培养学生的语言表达能力。
（四）文化意识目标：让学生掌握并了解一些国家、国籍和他们的语言，能在学习中体会到世界文化的丰富多彩，感受世界和平的重要，培养学生的爱国情感。
（五）下面说一下本课的重点难点：学习要求四会的语句：Where are you from? I’m from …I’m …/ UK,British, USA, American, Australia, Australian, Japan, Japanese, France, French等。
牛津小学英语5BUnit3hobbiesBC部分英文说课稿
Good morning, dear teachers:I 'm so glad to be here to talk about my lesson with you. The contents of this lesson is Oxford English, book 5B, unit 3 part BC. My teaching lesson includes 6 parts. They're analysis of teaching materials, teaching aims, key points and difficult points, teaching methods and learning methods, teaching procedure and blackboard design. 'Ill talk about them in turn,Part1. Analysis of teaching materialsThis unit is talking about hobbies. Because it 'c s ommon in SS'daily life and the sentence pattern will be represented in next study, I think it plays an important role in this book. According to the contents and the fact of Ss, I establish the following teaching aims.Part2 teaching aimsAims on knowledge:1. To acquires the following phrases: collect stamps, go shopping etc.2. To master the following sentence pattern: Do you have any hobbies? Yes, I do. I like …he/she likes …Aims on ability:1. To improve SS'speaking, listening, writing, reading abilities on thetopic of hobbies.2. to cultivate SS'abilities in observation and communicationAims on emotion:Lead SS to enjoy their colorful activities in daily life and inspire their enthusiasm towards life.Part3. Key points and difficult pointsKey points are the skilled phrases like go shopping etc and the sentence pattern which I have mentioned in teaching aims. According to the teaching materials and the fact of SS, I think the most difficult points are the next 3:1. to understand -ing form. 2. to distinguish the verb form between 1st person and 3rd person. 3. to make sure SS can use the sentence pattern and the answers in daily life correctly.Part4. Teaching methods and learning methodsTo make the lesson successful and efficient I 'll use pictures and PPT to help me. By the way of setting up situations and task-based activities, SS can learn the words and sentences in a more efficient way.Part5. Teaching procedureTo accomplish the aims, I design the following stepsStep1. Warm-up (5)In order to attract SS'attention, I lead SS to listen to a song: Hobbies. Then is a free talk, I: Do you like reading? What do you like? SS are required to answer and ask me the same questions. I: I like reading; my hobby is reading.I like making friends; my hobby is making friends. My hobbies are reading and making friends. Then the title will be introduced. And the word “hobby”istaught and I ask SS to use it to make a sentence.After it, I move on to show Mike 's picture and say: look! He is my new friend. His name is Mike.Purpose: it is important to form a better learning surrounding for SS by listening and speaking and at the same time it provide a situation to learn in the next study.Step2. presentation and practice (25)I'll mainly talk about it, and it will be divided into 4 sections.Section1. CAI shows a picture of Mike and his family. I: I know you all have hobbies. How about Mike'family? If you want to know, you should ask”Do you have any hobbies?” SS must ask actively. In this way I can teach it. CAI presents Mike's voice: Yes, we do. As for me , I like taking photos. The “take photos”can be taught. Read it together—by boys, by girls. Next, I'll ask a student who likes taking photos to stand up. I encouraged them to say: I like taking photos. He (points to Mike) likes taking photos, too. Then I 'll sum-up: like+ ing; he/she should use likes. Next is practicing.As we all know: the main instructional aims of learning English in primary school is to cultivate pupils' basic abilities of listening and speaking and their good sense of the English language.Section2. because Mlike's hobby is known to us ,CAI shows his work: a picture of flowers. And I 'll say: what beautiful flowers! Who grows it?Can you guess? SS must guess. Before guessing, I'll teach” grow flowers”. SS read it in groups—one by one. CAI: mother. I: Mike 's mother grows flowers. Lead SS to ask her: do you have any hobbies?I 'll act as mother: Yes, I do. I like growing flowers and going shopping. Them “go shopping”can be taught. Ask a student to be a little teacher to teach it. I emphasize the spelling--double P. next. CAL: a department store. I: mikes mot'her likes going shopping, she likes buying clothes. But his grandmother doesn't, she likes making clothes. So make clothes can be taught.Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better .Section3. Continued from the preceding phrase: make clothes, I plan a brain storming. Make —ss are supposed tosay: make cakes/cards. I add one: make model ships. Then teach it. CAI: all kinds pictures of ships, last one is ship stamp. I: what 'sit? SS: it 'sa ship. I: yes, it 'sa ship stamp.CAI: father . I: what 's father 's hobby? A. collect stamps. B. make model ships. Next, I ' llteach “collect stamps ”, emphasize its pronunciation. SS spell it one by one. With the hint of CAI, SS are supposed to say: he likes collecting stamps. In this way, Task-based teaching method is used here to develop Ss' ability of communication and also their ability of co-operation will be well trained.section 4. this section is practicing. I 'll give them 4 pictureswhich from part c. and give SS several minutes to make dialogues and the answers will be checked.Purpose: To check the knowledge Ss have learned in this period.Step3. Consolidation (10 with homework)1. Listen to the song :hobbies again. Ask SS to change thelyrics and try to sing. I will choose the best singer .2. Ask SS to do a survey to know their desk mates and their parents ' hobbies.And they must use new sentence pattern; then make a summery,eg:Marry likes reading.Marry 's mother likes watching TV. Her father likes swimming.As we all know: the key points and difficult points are presented again, and SS ' ability of co-operation is improved.Step4. HomeworkIs this the end o f the class? I don ' t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the lear ned to com muni cate with each other in their life.In a word, the whole period is based on tasks, which are desig ned from easy steps to steps that are challe nging. Whe n the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.Patt6 blackboard desig nNow I 'write down the import words and sentences on the blackboard. It'served for the whole class.In a word, the less on is based on the prin ciple of situati on and task-based teachi ng method. And SS' in terest is aroused and ability of com muni cati on is improved.That' s all. Thanks a lot for your attention。
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小学牛津英语2B Unit5 说课稿
09 小教沈丹丹
一说教材
我说课的内容是苏教版牛津小学英语2B的Unit5part A B部分。
本部分内容的核心是介绍六门小学课程。
以及本单元最重要的一个句型：What lesson（s）do you have？I have…从本单元的结构及难易程度来看，我将两部分结合起来，作为本单元第一教时。
结合新课程标准和大纲要求，本课时的教学内容设计如下：
（一）语言知识目标
1 听得懂，会说，会读单词
English Chinese Maths
2 能听懂，会说，会读，会写句型
What lesson（s）do you have？
I have…. 或I have …,…and….
(二) 语言技能目标
1 根据图片和提示说出课程。
2 能运用句型What lesson（s）do you have？及回答I have…. 或I have …,…and….进行简单的对话。
(三) 情感态度目标
通过本课学习使学生对英语产生一定的兴趣，并热爱学习各门课程，同时体会到不同课程学习的快乐。
(四) 教学重难点
1 能听懂，会说，会读单词
English Chinese Maths
2 能听懂，会说，会读，会写句型
What lesson（s）do you have？
I have…. 或I have …,…and….
3 能熟练运用句型完成AB句对话。
(五) 教学准备
图片，PPT
二说教法和学法
1 层层引导
课堂上的每一个环节，都为后面的一个环节作铺垫。
2 反复操练
本单元的四会单词和句型一定要用各种不同的形式进行操练，操练内容要明确，内容要广。
3 活跃气氛
上半堂课主要是在学习新知识，接受新知识，课堂气氛比较严肃，学生也较紧张。
在这个时候穿插一点小游戏放松一下，对下半堂课的学习效率有一定的帮助。
4 情景对话
运用本课的重要句型进行简单的对话，培养学生组织语言的能力。
三说教学程序
整个教学过程我采用了Free talk , Presentation，Play a game ，Let’s chant ，Practice 一系列教学活动。
Step 1 Free talk
T: Hello . How are you ?
Ss: Hello . Fine , thank you .
T: What can you see now?
Ss: I can see…
Ss: I can see a school.
Step 2Presentation
1 通过Free talk 中的对话，引出本课要讲的重点单词school
2 通过school 引出今天要上的课程，现在是英语课，引出英语课的单词，同样，引出其他两门课程。
3 Play a game 通过单词游戏来增加学生的课程兴趣，并记牢单词。
4 通过学好的单词来引出今天的句型
What lesson（s）do you have？
I have…. 或I have …,…and….
5 Let’s chant 通过韵律诗来调动学生的兴趣，同时加深他们对所学内容的印象。
Step 3Practice and Consolidation
1 用本课所学句型及单词进行简短的对话。
Eg : Hello . Nice to see you .
Hello , Nice to see you .
What lesson（s）do you have？
I have Chinese. 或I have English，Chinese and Maths.
2 请几组同学上来表演对话。
Step 4Homework
1. Listen and repeat the dialogue four times.
2. Practic in pairs with the dialogue.
四教学反思。