上海版新牛津英语5B教案M1U
(沪教版)牛津英语教案5BModule1Unit3(3)
Period 3Education 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。
【小学 五年级英语】上海版牛津英语5B教案 共(35页)
【小学五年级英语】上海版牛津英语5B教案共（35页）Module 1 Using my five sensesUnit 1 Use your eyes～The First PeriodTeaching aims: 1. Words: shadow, rise, high,2. Structures: Where is the shadow? Language Focus: The prep.Difficult Points: Asking about the position. Teaching aids: tape a doll a light cardsPROCEDURES CONTENTS METHODS PURPOSESI. Pre – task: 1. behind, in T--Ps(Show the Review the prep.and Revision: front of cards) the position.2. beside nextto nearII. While-task 1.shadow T(show the doll T: Show the Presentation: under the light) shadow‘s changingT- Pa- Pb during a day.T (show how toshadow change2.Look and read during a day)2.Ps(Listen to the Ps: Learn to use prep.tape) To inducate position.3.Pa – Pb (Listenand repeat)3. Pa – Pb(Showthe changingwith the dolland the light)III. Post - task 1. Read and Ps – Pa (Look at Consolidation: answer: the pictures and1) Is the sun high answer) Asking questions to in the sky? find out positions.2) Is the boy‘sshadow long orshort?3) Where is theboy‘s shadow?2.Look and write1) It‘s afternoon.The sun ishigh in thesky.A shadow is Ps ( Look at thebeside the black. pictures andThe shadow is write)short.2) It‘s evening.The sun is nothigh in thesky. A shadowis on front ofthe black. Theshadow islong.IV.Assignment: 1. Read the text.2. Do GPBP1.Feed Back:学生对影子这个自然现象很感兴趣，而且句型比较简单，所以大家在玩玩，比比，画画，说说中巩固，效果很好。
牛津小学英语5B全册教案1(标准版)
牛津小学英语5B全册教案1unit 1 a new termperiod 1一、教学内容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、教学过程step1. free talk1.greetings用“happy new year!’’ “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.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。
step2. presentation and practice1.learn “monday”教师自由谈话引出，例如：oh, someone likes pe, but someone likes english…today is“monday”(出示自制课表)，师重复该单词，生静听、模仿跟读。
5B教案
小学英语电子教案Oxford English (Shanghai Edition)教案一年级课题页码5B M1U1. Use your eyes! Period1. P2教学目标知识与技能过程与方法情感态度与价值观1.学习单词：shadow, block ,high, rise, go down2. 学习句型：The sun rises/goes down behind the mountain in themorning. The block’s shadow is long/short. It’s behind/besidethe block. It’s in front of the block.3. 引导学生观察大自然并学会用一般现在时描述自然现象。
教材分析重点难点继续学习一般现在时并会用一般现在时表述自然现象；学习介词的运用。
Procedure Content MethodsPre-task preparation 1. watch a flash“ where isTobi?”Guessing game: Guess “where is Tobi? ”2.Where’s the mouse and where’s the moon? 复习更多的介词。
Watch carefully and fill in the blanks using prepositions.While-taskprocedure 1. Teach the word:shadow, block, high, rise,go down.T:Show Ss the PPT2.Teach the word: behind, beside, in front of T: PPT again show Ss the different position of the shadow at different time during the day.3.Teach the sentences:The sun rises behind themountain in the morning.The block’s shadow islong. It’s behind theblock…Ss: Repeat the sentences4. Look and read P2. Enjoy the flash: The sun and theshadow of the block.Post task activities Part2 of P2.Look at thepictures. Answer thequestions. Let Ss answer the questions according to the pictures they see from the PPT.Let Ss say somethingabout the shadow afterwatching the movie andthen fill the blanks aboutmy shadow.Enjoy a movie: My shadow !Assignment1.Listen ,read and recite P22.Copy Part1 of P2 twice3.观察和描述自己的shadow课后随笔1.小部分学生对新单词shadow的发音还有点困难2. 介词behind, beside and in front of 等的运用还需要通过做练习巩固3.描述“My shadow”只有部分学生完成得不错教案二年级课题页码5B M1U1. Use your eyes! Period2. P3教学目标知识与技能过程与方法情感态度与价值观1. 学习单词：inside, outside2. 复习用介词表示事物方位的表达教材分析重点难点继续学习介词的运用以及P3的对话内容。
(沪教版)牛津英语教案5BModule1Unit1(5)
The Fifth PeriodTeaching Aims:Basic Aims:Basic Aims:ing adjectives to show quantities.ing prepositions to mdicate position.3.Asking simple questions to obtain ‘yes/no’responses.Developing Aims:Using prepositions to indicate position.Teaching Aids:a cassette player,word and picture cards,some fruit,a box. Teaching Procedure.Pre-task 1.Review the names of different.Procedure Kinds of fruit.①.T:Look!What’s this/What are these?P:It’s/They’re…②.T:Do you like(the name of fruit)?P:What do you like best?③.T:Have you got any(the name of fruit)?2.Review inside,outside,behind,in front of,beside.T:I’ve got a ball.Please guess where it is?You can say“Is it…?”P:Is it in the box?Is it behind the box?Is it beside the box?3.Review the patte rn.Where are they?They’re…T:Oh,I can’t see my books.Where are they?P:They’re on teacher’s desk.While-task 1.Play the cassette,Look and say.Produce The students listen and follow in their books.2.The students listen and repeat.3.The student read the dialogue in pairs.4.Read:Ask and answer.The students practise the model dialogue.5.Invite a few pairs to role-play the dialogue.Post-task Divide the students into groups.Activity 1.T:Suppose we’re in the fruit shop.There are ma ny fruit in it.Please make a new dialogue which is similar with‘look and say’.2.Invite some groups to role-play the dialogue in front of the class. Consolidation: Work book 4B P5 and Grammar Practice Book 4B P5.。
上海版新牛津英语5B教案M1U1
5B Module 1 Using my five senses Unit 1 What a mess!教学内容:Look and say Whose---? It’s/They’remine/yours/his/hers/ours/theirs.Look and learn notebook paints crayon school bag tape glue brush Say and act Tidy up the roomRead a story A magic stoneListen andenjoyRhymeLearn thesounds/ei/ /ai/教时安排:1st period look and learn2nd period Look and say Think and write3rd period Say and act4th period 5th period Read a storyListen and enjoy Learn the soundsThe first period 2/8教学内容:认知内容: 1. 单词： notebook paints crayon school bag tape glue brush能力要求：1.掌握学习用品类名词。
情感态度：通过各种语言活动，培养学生语言的表达能力。
教学过程:分层作业:优: 掌握10种学习用品.困: 掌握7种学习用品培优辅困:辅导学生多种人称代词的正确使用。
反思与重建:通过情景的创设，从形容词性物主代词的复习进入到了名词性物主代词的学习和操练，学生容易理解，但在运用中正确使用对他们来说是个难点，应多设置情景让学生操练、比较，自行掌握。
The second period 2/9教学内容:认知内容: 1. Wh-questions: Whose---? It’s/They’remine/yours/his/hers/ours/theirs.2. Using the possessive nouns to identify the possession of objects.能力要求：学会用所学的句型进行问答。
上海版牛津英语5B全册教案
PPT, pictures,tape recording,etc.
Teaching procedure
Steps
Teacher’s activities
Student’s activities
Purpose
Pre-task preparation
1.Quick response
1) Read the passage.
2) Answer the Qs.
3) To know: Keep the room clean and tidy.
旧句型回顾，为第二课时的物主代词学习铺垫。
对本课小故事的文章阅读，提升学生综合能力。
Homework
1.Listen to P3 and follow the tape.（听P3，并跟读单词）
一词多义，拓展学生词汇量。
歌曲演唱，引起学生学习兴趣。
诗歌朗诵，串联新词，激发学生学习兴趣。
Post-task activities
1.Review the pattern.
2.A passage.
Pair work:
--Whose … is this/ are they?
--It’s / They’re …
1)Learn the sound : ay /ei/
2)Watch the flash: crayons.
3)Think and read.
1)Get to know two meanings of ‘brush.’
2)Know more about the other kinds of ‘brush.’
名词性物主代词的学习，提前渗透本单元音标。
改变句型，让学生了解名词性物主代词和形容词性物主代词的转换。
上海版牛津英语5B教案设计
上海版牛津英语5B教案Module 1 Using my five sen sesUnit 1 Use your eyes ! The First PeriodTeach ing aims: 1. Words: shadow, rise, high,2. Structures: Where is the shadow? Lan guage Focus: The prep.Difficult Poin ts: Asking about the positi on.Teach ing aids: tape a doll a light cardsThe Sec ond PeriodTeach ing aims: l.words: in side, outside2. Structures: Where is it? It ' s…Where are they? They are …Language Focus: Where …?Difficult Poi nts: Where are they?Teach ing aids: tape, shadows标准实用The Third Period:Teaching aims:〔.Structures: I ' ve got some … Have you got any …？Lan guage Focus: Have you got …?Difficult Poi nts: some anyTeach ing aids: Tape objects标准实用标准实用标准实用Feed Back :本课的重点是认识水果，如榴莲，梅子等，同时让学生在购物中运用新单词，并复习巩固句型。
学生对此比较熟悉，因此对话表标准实用演进行很顺利。
对选择疑问句的理解也较好。
结合对水果放置的位置，进行问答，学生能给出不同的介词词组答案。
Unit 2 Use your ears!The First PeriodTeach ing aims:1. Words: quiet loud both2. Structures They are both asleep.Lan guage Focus: They are both asleep.Difficult Poi nts: both标准实用标准实用标准实用Feed Back :这个故事不仅让学生学会了新词和too的句型，更重要的是，让他们在知识的学习过程中学会关心他人。
牛津英语5BM1U1新教案
Oxford English 5B Module 1 Using my five sensesUnit1 What a mess!一、单元教学目标语用任务学生能用核心词汇，表述学习用品的名称并对其做简单描述，能用核心句型询问物品的所有人并且能做正确的回答，能运用名词性的所有人来叙述物品所有人，做到语音语调正确，表达规范流畅。
语言知识与技能1.在Tidy up the classroom的语境中能够运用本单元核心词汇schoolbag,brush,glue,paints,crayon,notebook,tape等来表述学习用品的名称并对其简单描述。
2.在相关语境中能用Whose...?来询问物品所有人，并且能正确回答。
3.在语境中，能够通过对话、表演、小组讨论等形式用名词性所有格形式询问和回答物品所有人。
4.了解/ei/ / ai/在单词中的发音，并会正确朗读。
语言情感通过一个单元的学习，了解热爱卫生，养成良好生活习惯的重要性，激发热爱生活的情感。
学习策略1．任务为驱动，结合语篇语境学习核心词汇与语句。
2．听读理解为主导，初步学习获取和梳理信息的方法。
3. 通过故事阅读，将课文学习迁移到学生实际生活，综合运用目标语言。
二、学情分析学生在五年级的学习中已经形容词性所有格，并且初步学习了表达学习用品的词汇，对于本单元的学习有了一定的语言和词汇的基础。
三、单课教学目标Period 1 Tidy up our classroom主体学习文本：A: Whose notebook is this ?Is it Alice's, Kitty?B: Yes, It's hers.A: Whose brush is this? Is it Alice's, Kitty ?B: No, It's not hers. It's Danny's.A: Ok. Let's put it on his desk. Are these crayons his, too?B: Yes, they are his.A: Whose tape is this? Is it Eddie’s?B: Yes, it’s his.A: Whose glue is this?B: It’s Jill’s.A: Whose school bag is this? Is it yours, Peter?B: Yes, it's mine.A: Put it on your chair, please. Whose paints and picture book are these?B: They're John and Mary's.辅助文本：The new term is co ming. Peter has a new school bag. It’s a big red bag. He goes into the classroom. Oh! The classroom is not clean and tidy.Look! The blue notebook is on the desk. It's Alice's. But the crayons are on the chair. They are Danny's. And the brushes are his, too. Beside the chair, there is a brush. The glue and the tape are not on the desk. They are on the floor! The tape is Eddie's and the glue is Jill's. Yes, the tape is hers. Where are the paints and the picture book? They are on the teacher’s desk. They are John and Mary's. And where is Peter’s bag? Oh. It’s under the chair! What a mess!预设输出语言：A: Whose... is/are … （place）?B: It’s.../They’re...教学过程：Period 2 Tidy up my room主体学习文本：It is Saturday today. Mr and Mrs Chen go shopping in the morning. Sally and Peter are at home. They are in the living room. Look at the living room. The ball is on the floor. There are some T-shirts on the sofa. What a mess! Sally and Peter want to tidy up the room.A: Whose ball is this? Is it yours, Peter?B: No. It’s Paul’s.A: Can you put it in his box?B: OK.A: Whose T-shirt is this?B: It’s mine.A: Don’t put it on the sofa. Put it in your be droom.B: Yes, Sally.A: Is that T-shirt yours too, Peter?B: No. It’s Dad’s.A: Can you put it in Mum and Dad’s bedroom?B: Sure.The living room is clean and tidy now. Sally and Peter are very happy.预设输出语言：It is Saturday today. Mr and Mrs Chen go shopping in the morning. Sally and Peter are at home. They are in the l____ ____. Look at the living room. What a m___! Sally and Peter want to t__ __ the room.Look at the ball. It’s on the floor. It’s P____. Peter puts it into h__ box. There are two T-shirts on the sofa. This one is P_____. ‘Don’t put it on the sofa. Put it in y____ bedroom.’ Sally says. That T-shirt is not h___. It’s D___. Please put it in t____ bedroom. Now the living room is clean and tidy.教学过程：Period 3 A magic stone主体学习文本：Jim’s father is a carpenter. He has a workshop. He has many tools in his workshop. There is a box in the workshop. There are a lot of nails in it. They are sharp. John is playing. The box falls onto the floor. The nails are on the floor. Jim’s father gives him a black stone. The black stone is hard and smooth. It is a magic stone. Put it near the nails. All the nails stick to it. We call it a magic stone.预设输出语言：Jim's father is a __________.Jim and his father are in the ______.Jim sees a box.There are many _______ in it. The nails are________. The box ___________ the floor. The nails are on the floor. Jim’s father gives _______ a black ston e. It is ______and______. Jim _______ the nails ______ the magic stone. We call it ________.教学过程：Oxford English 5B M1U2 Watch it grow!单元教学目标：A.语言知识目标1、在创设的语境中，以口、笔的方式较熟练地运用本单元的核心词汇：egg, cocoon, caterpillar, chicken, duckling, puppy, grow, fly。
牛津沪(N版)5BM1U2教案设计
Oxford English 5BM1U2 Watch it grow一、教材内容略二、单元目标:【语用任务】要求学生能掌握自然世界中昆虫、动物不同阶段的表达名称与成长过程；能运用一般过去时态（主要是to be 句型）的It was... Now it is...及were, are 等句式来表达成长过程中生命体的变化过程，尤其是蝴蝶、蚕、青蛙、鸡和鸭子等的成长过程。
在此基础上，引导学生感受大自然生命形式的不同，让学生感受身边和谐共生的大千世界。
·语言知识与技能1. 学习和掌握词汇：egg, cocoon, caterpillar, chicken, duckling, puppy, grow, fly, was, were 等，做到音、形、义的统一。
2.学习并掌握to be 动词一般过去时态的陈述句表达，... was \ were...，了解使用的正确方法。
适当兼顾其他句式的学习与使用。
3.继续掌握一般现在时态的用法，能正确运用第三人称单数做主语时的动词形式表达。
4.了解并能对某种动物或者昆虫的成长过程进行适当描述。
5.学习并掌握字母组合-ere, -ear, -air, -eer 的发音，如here, hair, wear 等。
·文化与情感1.通过文本学习，让学生懂得关爱生命，珍爱动物。
·学习策略能在课堂学习中，通过倾听、模仿、阅读、思考及小组合作等方式，完成学习任务。
三、单课教学话题第一课时：Watch animals grow第二课时：Watch the butterfly grow第三课时：Watch the silkworm grow第四课时：Watch the frog grow第五课时：Watch me grow1、重点: The pronunciation of the new word.2、难点: Using the simple past tense properly.3、教学过程：第二课时教学设计1、重点: The pronunciation of the new word.2、难点: Using the simple past tense to describe the growth of the butterfly.第三课时教学设计1、重点: The pronunciation of the new word.2、难点: Describe the life stages.第四课时教学设计1、重点: The pronunciation of the new word.2、难点: Describe the life stages of the moth.3、教学过程：第五课时教学设计1、重点: To judge the sound correctly.2、难点: Describe the life stages of the people。
(沪教版)牛津英语教案5BModule1Unit1(4)
The Fourth PeriodTeaching Aims:Basic Aims:1.Asking simple questions to obtain ‘yes/no’response.ing formulaic expressions to express and respond to apologies.ing adjectives to show quantities.Developing Aims:Using formulaic expressions to express and respond to apologies. Education Aims:Using adjectives to show quantities.Teaching Aids:a cassette player,word and picture cards,some fouit. Teaching Procedure:Pre-task 1.Sing an English songPreparation 2.Daily talk①.How are you?②.what’s the weather like today?③.Do you like…?④.Have you got a book?⑤.What have you got?⑥.Has she/he got a pen?3.Review some fruit.①.Do you like fruit?②..What kinds of fruit do you like best?③..What colour are they?④.Where can we buy them?⑤.Let’s go to the supermarke t.While-task 1.Display the wallpicture for page 5. Procedure: ①.T:Oh,there are many fruit at the supermarket.What are these/those?Introduce:strawberries grapes plums and cherries.②.Say the new words after the teacher.e.g What are they?They’r e strawberries.Do you like plums?Yes,I like plums.2.①.Play the cassette:Say and act.The students listen and followin their books.②.Play the cassette again.Students listen and repeat.③.The students read the dialogue in pairs.④.Read:Ask and answer.The students practise the modeldialogue.⑤.Invite a few pairs to role-play the dialogue.Plst-task 1.Divide the students into groups.Ask them to take out theirFruit.Then write down a shopping list.e.g.green apples.2.Ask students to make a short dialogue about shoppinglist.One will be the stall keeper.The others will be customers.3.Invite some groups to role-play the dialogue in front of theclass.Consolidation:work book 5B P4Grammar Practie Book 5B P4.。
(沪教版)牛津英语教案5BModule1Unit3(2)
Period 2Education Aims:1.Obey some rules for the class.Basic Aims:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this?ing pronouns to indicate possession. e.g. They’re his.ing the simple present tense to express simple truths. e.g. It’s mine.Main points:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this?ing pronouns to indicate possession. e.g. They’re his.Difficult points:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil ca se is this?ing pronouns to indicate possession. e.g. They’re his.Materials:pictures, cassette player, some objectsTeaching procedure:Pre-task preparation:1.Song <Down in the valley> 让学生进入英语学习氛围。
2.Daily talk 巩固积累。
Ask some questions to our study star.3.Ask and answer 复习旧句型为新授作Act out some dialogues. 铺垫。
Main drills: e.g.—Whose book is this?--It’s my book.---Whose books are these?--- They’re our books.While –task procedure：1.To learn: Whose … ? ; mine, yours, his, hers, theirs,ours(1). T: On my way to our classroom, I find something on 创设情景，在失物招the floor. I pick them up. Hey, who lost them? 领的过程中将his, hers, e.g. T: This is a rabbit. Is it yours, P1? theirs, ours自然引出P1: No, it isn’t mine.学生较易接受。
(沪教版)牛津英语教案5BModule1Unit1(1)
Module 1 Using my five sensesUnit 1 Using my eyesThe first periodTeaching Aims:Basic Aims:1.Continue to leam the simple present tense.ing prepositions to indicate position and time.3.Try to answer questions according the text.Developing Aims:Using the simple present tense to express simple truth.Education Aims:Try to answer questions according the text.Teaching Aids:pictures,a cassette playerTeaching procedure:Pre-task 1.Rhyme2. Sing a song(通过儿歌活跃课堂气氛。
)Preparation Revisiona. Please say sth. About ‘Ben’s day’b.Guessing game: Is it…?c. Review: behind, beside and in front of using students andobjects .While-task 1.Words:rise, shadow,highProcedure a. Introduce: shadow using the pictureb. Introduce:rise,high using the action.c. Say the new words and have the students repeat after me.2.Play the cassette for the first paragraph in Look andRead.Students listen and follow in their books.3.Play the cassette again. Students listen and repeat.4.Ask the students to answer questions①.Whese is the sun?②.Where is its shadow?③.Is it long?5.Play the cassette for the second paragraph6.Play the cassette again.Students listen and repeat.7.Ask and answer about this paragraph.8.Introduce:go down.9.Play the cassette for the third paragraph twice.10.Have the students ask and answer.11.Read and answer.Look at the pictures and answer questionsPost-task Talk about the shadow of the school building at thedifferent time of a activity day,then try to ask and answer. Consolidation: Exercises of workbook and Grammar book.。
【英语教案】牛津英语5BUnit1 A new term教案
【英语教案】牛津英语5BUnit1 A new term教案【英语教案】牛津英语5bunit1anewterm教案第1单元纽特一、单元教材分析本单元是新学期开始时的第一单元。
通过第一节课，老师和学生讨论主题和时间表，以开始主题，重点关注周、课程名称和相关句型。
本单元安排的情景与新学期课程有关。
主题贴近学生的实际情况。
这种语言交际性强，有利于提高学生的学习兴趣。
中学教师应尽量结合学生的实际情况，让学生在情境中学会交际，在交际中学习语言。
二、单元教学目标1.你能理解吗？你能说吗？可以阅读和拼写单词：chinese,english,aweek,onday,tuesday,wednesday,thursday,andfriday.2.你能理解吗？你能说吗？能读写句型：whatdayisittoday?---it’s...你有什么…？——我们有。
和whatsubjectdoyoulike?---ilike...3.你能理解吗？你能说吗？能够阅读日常交流术语和句型：welcoebacktoschool.很高兴见到你。
你呢？4、了解元音字母“o”在闭音节单词中的读音。
5.能唱英文歌祝你快乐三、单元教学重点和难点1.你能理解吗？你能说吗？可以阅读和拼写单词：chinese,english,aweek,onday,tuesday,wednesday,thursday,andfriday.2.你能理解吗？你能说吗？能读写句型：whatdayisittoday?---it’s...你有什么…？——我们有。
和whatsubjectdoyoulike?---ilike...3.你能理解吗？对能够阅读日常交流术语和句型：welcoebacktoschool.很高兴见到你。
你呢？四、单元教具准备单元动画CD，磁带，课程表。
五、单元课时安排本单元分为四个班。
第一课时学习a,h部分内容。
在二班学习B、F和h部分。
第三课时学习c,d部分内容。
上海牛津版五年级下学期同步5B教案
fall onto … , magnet, mess, nail, stick to, tidy up, whoorkps.
2. Sentence structures:
Whose … is this/that? It
’s …
Whose … are these/those? They ’ re …
Put …
Whose notebooks are
they?
They are Kitty and Ben ’ s.
They are Kitty and Ben’ s
notebooks.
They are theirs. / They 能 初 步 感 知
4. tape, glue
are their notebooks.
mess!
A: What a mess! 能 从 中 认 识
Whose …？
到 我们要保
Assignment Writing: 教学反思：
4
2. The text: B: It is/They are ...
持 教室的整
Look and say
1. Listen the text 2. Read the text.
4. Sounds: /e? / /a?/
II. Key points:
1. Pronouncing and writing the key words correctly.
2. Understanding dialogues talking about the possession of objects
ball and a new pencil case. She can put her tape and glue in the pencil case.
(沪教版)牛津英语教案5BModule1Unit1(3)
The third periodBasic Aims:ing imperatives to give instructionsing modals to talk about abilities3.Asking questions to find out the positionsDeveloping Aims:Using modals to talk about abilitiesEducation Aims:Asking questions to find out positionTeaching Procedure:Pre-task Students do pair work to talk about their shadows.Preparation e.g.Can you see my shadow?Is it long/short?Where is it?Is it ?Etc.While-task 1.Play the cassette:Look and say.Procedure Students listen and follow in their books.2.Play the the cassette again.students listen and repeat.3.Ask Students to act out the dialogues with their panterners,thencheck one or two.4.Play the cassette:Make a shadow.Students listen and follow intheir books.5.Play the cassette again.Students listen and repeat.6.Ask students to say the instructions while they’re making ashadow.7.Ask students to write down some sentences about theirshadow.For more able students encourage them to write a fewmore sentences to describe their shadows.Post-task Have students play a game about their shadowsActivity ——Close your eyes.——Open your eyes.Can you see my shadows?——Is it the ?Consolidation Qxfoxd English Workbook and Grammar Practice Book 4B.。
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5B Module 1 Unit2 Watch it grow 教学内容:
教时安排:
The first period
教学内容:
认知内容: Using the key words in context.
能力要求：能用所学的单词正确表述动物的不同成长阶段。
情感态度：能正确掌握动物的不同成长阶段。
教学过程:
The second period
教学内容:
认知内容: 1. Using the simple past tense to talk about past states.
2. Using the simple present tense to talk about present states.
3. Using adjectives to describe some insects and animals.
能力要求：学会用所学的句型表达昆虫和动物的不同成长阶段。
情感态度：通过学生之间相互交流，培养学生运用所所学的语言正确表达昆虫和动物的不同成长阶段。
教学过程:
The third period
教学内容:
认知内容: 1. Using the simple past tense to talk about past states.
2. Using the simple present tense to talk about present states.
能力要求：学会正确表述事物的变化。
情感态度：通过学习，培养学生之间相互交流的能力，同时让学生积极主动地运用所学的语言，表达动物和昆虫的变化成长过程。
教学过程:
The fourth period
教学内容:
认知内容: Using adjectives to describe some animals and insects.
能力要求：学会用所学的句型进行表述, 培养学生的语言表达能力。
情感态度：通过语篇的阅读，增加学生语言的信息量，同时让学生积极主动地运用所学的语言，表达动物和昆虫的变化成长过程。
教学过程:
The fifth period 教学内容:
认知内容: 1. Using the key words and sentences to talk and write about the growth of animals and insects.
2. Identifying the pronunciation of the sounds in words.
能力要求：学会用所学的句型进行表述, 培养学生运用语言进行交际的能力。
情感态度：让学生积极主动地运用所学的语言，表达动物和昆虫的变化成长过程。
教学过程:。