牛津英语5B_Tidy_up教案
5B Unit1 Tidy up第一课时二备
基于目标导向的教学评一体化教学设计环节二新知呈现与归纳1.创设Peter搬新家的情境，从而展开对话。
看图与学生对话。
在看图与学生的交流中，学习本单元的核心词汇。
2.听录音，给图片排序。
3.出示问题，带着问题观看视频，提取关键信息，在问答中学习socks,cap，mine，yours等。
设计意图：1.在情境中学习核心词汇，跟读模仿，学习词汇的音、形、意。
2.初步感知对话内容，为后面的整体输出做铺垫。
3.观看视频，再听对话，注重细节，理解和学习名词性物主代词。
95%学生能够通过对话学习学会核心词汇90%学生能够根据视频提取关键信息并作答。
环节三新知巩固Read the passage loudly，correctly，fluently with emotions.播放视频，大声、准确、流利并有感情的朗读全文，注意语音语调。
（设计用途：再次听读、跟读文本视频，巩固对文本的理解，培养学生对文本的整体认知和朗读能力。
）98%学生能够听读文本内容。
环节四课堂拓展一、试着写出文中原句的同义句。
1) Are they yours? = Are they ______ _______?2) It’s mine. = It’s _____ _______.二、试着补全下面的单词。
1）I have a blue c__p.2）I like drawing. I have 12 cr__ __ ons.3）It’s raining. Take your __mbre__ __ __.4）There is a pair of s__ ck__ on the floor.三、根据提示把句子补充完整。
1）This is ______(I/my) bag.2）Those books are not _______(mine/my).3）It’s not our rabbits. ______(Our/Ours) are black. 4）--Is it your mother’s car?--No, it’s not ______(hers/her)环节五课后作业。
牛津英语5B,牛津英语上海版五年级下册五年级下册英语教案
教学课题Unit 1 tidy up总课时数 1 教学内容Module 1 Changes and differences.Unit 1 tidy up教学目标1.Words and phrases: life, different, ago, any, television, us, g randchildren, lady.2. Sentences: There weren‟t any buses. We lived in a small house.There are lots of buses and cars. We live in a big house.3. Grammar: Compare the life.教学重点Compare the life.教学难点Compare the life.教学准备cards, pictures, Tape-recorder.教学过程一、Warming up1.Greeting2.Talking about: holiday and changing of you.二、Lead inT: In the winter holiday, you had a lot of changes. Now you are older and cleverer.I am very glad to see your changes. And write …changing‟ on the blackboard. Tell students …Everything is changing. No change, no progresses.三、New teaching1.Show some old photos and say: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life.2.Listen to the tape and underline the new words.3.Teach the new words. ❶Show some new word cards.❷Correct pronunciation.❸Practice new words in different kinds of method.❹Explain important phrases.3.Listen to the tape-recorder and read follow it .4.Act out text.教学课题Unit 1 tidy up总课时数 2教学内容Module 1 Changs amd differences.Unit 1 tidy up教学目标1.Words and phrases: life, different, ago, any, television, us, g randchildren, lady.2. Sentences: There weren‟t any buses. We lived in a small house.There are lots of buses and cars. We live in a big house.3. Grammar: Compare the life.教学重点Compare the life.教学难点Compare the life.教学准备cards, pictures, Tape-recorder.教学过程一、Warming up1. Greeting2. Talking about: holiday and changing of you.二、Revision1. Review the new words.2. Ask the students read the text.3. Act out text.三、Practice1.Pay attention to SB unit1 part2 and copy them to make sentences.2.Show some pictures. Make some students find different in them and describe in English.四、单项选择（）1. There weren‟t ___buses.A. someB. anyC. one（）2 .We lived ___ a small house.A. atB. inC.on（）3.Yesterday I watched TV ____my grandchildren.A. andB. withC. to（）4.Thank you for____ me.A. helpB. HelpingC. helped（）5.She ____ TV every day.A.watchingB. watchedC. watches.（）6. It‟s a programme ___ monkeys.A. aboutB. forC. in（）7.She ____ have a bike last year.A. doesn‟tB. didn‟tC. don‟t（）8.My mother worked ____the fields.A. inB. onC. at（）9. ---___do you go to school every day?--- I go to school by bus.A. HowB. WhatC. When（）10. There ___ three books on the desk one hour ago.A. wasB. wereC. are五、Summary and homework.1.SummaryT: Today we have learnt “How to describe past and present life, review simple past tense and present tense.”2.Today‟s homeworka.Listen and read Unit1 three times, try to recite and act.pare two photos and write differences.Designs:Module 1 Changes and differencesUnit 1 tidy upweren‟t lived smallare live big教学课题Unit 2 our new home总课时数 3教学目标1.Word and phrases: fire, radio, telephone, field, hope.2.Sentences: She worked in the fields. She didn‟t have a television.3.Grammar: Talk about the life of past and now.教学重点Talk about the life of past and now.教学难点Talk about the life of past and now.教学准备cards, pictures, Tape-recorder.教学过程一．Warming up.1.Greetings.2.Act out last text.3.Free talk: Compare …Old China and New China.‟二．Lead inYesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter forDaming, tells about that programme and her feeling.三．New teaching.1.Show some questions.a.What programme did Lingling watch last night?b.What was the old lady‟s life like many years ago?c.Who does Lingling miss?2.Listen to the tape-recorder and find answers.3.Learn new words.a.Show some object and cards.b.Correct pronunciation.c.Practice new words in different kinds of method.4.Listen to the tape-recorder and act out it.教学课题Unit 2 our new home总课时数 4教学目标1.Word and phrases: fire, radio, telephone, field, hope.2.Sentences: She worked in the fields. She didn‟t have a television.3.Grammar: Talk about the life of past and now.教学重点Talk about the life of past and now.教学难点Talk about the life of past and now.教学准备cards, pictures, Tape-recorder.教学过程一、Warming up1. Greetings.2. Act out last text.3. Free talk: Compare …Old China and New China.二、Revision1. Review the new words.2. Ask the students read the text.3. Act out text.三、Practise1.Play a game.Put nine cards on the desk. Two students use cards to make dialogue.For example:A: Where was he/she seven days ago?B: He/She was …A: What did he/she do there?B: He/She …2.Do A B Unit 2 exercise1.a.Listen to the tape.b.Understand generalization.c.Choose right answer.四、句型转换1. She was a teacher.（变一般疑问句）________ _________ a teacher?2. They will fly kites. （变否定句）They________ fly kites.3. They should cook vegetables. （变否定句）They ________ cook vegetables4. He visited the British Museum yesterday.（变为一般将来时态）________________________________________________________5. There were many buses. （变为一般现在时态）五、Homework（家庭作业）Introduce the great changes of our hometown/school/home.Designs:Unit 2 our new homeShe didn’t have a television.She worked in the fields.教学课题Unit 1 reading is fun总课时数 5 教学内容Module 2 work and playUnit 1 reading is fun教学目标1.Words and phrases: learnt these dancer2.Sentences: She learnt English. Did she learn any foreign languages？He is learning English now.3.Grammar: Talking about the past and present.4.Teaching properties: word cards photos tape.教学重点Talking about the past and present.教学难点Talking about the past and present.教学准备cards, pictures, Tape-recorder.教学过程Greeting: T: Hello, Good morning, class. S: Good morning, teacher.T: How are you today? S: We are well.T: What day is today? S: Thursday.T: Are you ready for your English class? S: Yes. We are ready.Game: Review the past tense of some verbs.二、New teachinge some pictures to learn important sentences.Did you/he /she …..? Yes, I/she/he did. No, ... didn‟t.He is doing …….2.Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods.3.Listen and repeat.4.Act out the test. (Give Ss some minutes to practise.)d.Practise new words in different kinds of method.5.Listen to the tape-recorder and act out it.6.教学课题Unit 1 reading is fun总课时数 6 教学内容Module 2 GrandparentsUnit 1 reading is fun教学目标1.Words and phrases: learnt these dancer2.Sentences: She learnt English. Did she learn any foreign languages？He is learning English now.3.Grammar: Talking about the past and present.4.Teaching properties: word cards photos tape.教学重点Talking about the past and present.教学难点Talking about the past and present.教学准备cards, pictures, Tape-recorder.教学过程Greetings.二、Revision1. Review the new words.2. Ask the students read the text.3. Act out text.三、Practice and consolidate.1.Show two pictures and have Ss describe (use the important sentences)2.Do activity3.Have Ss look it，give some minutes to practise in pairs ,then act it out.四、Task—fulfillingGame : teacher have Ss take out their photos and describe it. The others guess it.五、Sum the lesson.六、Homework:Try to describe the other persons to your parents.板书设计：Unit 1 reading is funShe learnt English.Did she learn any foreign languages？Yes,she did./No,she didn‟t.He is learning English now.练习：1. 按要求写单词.live(过去式)_____________ city(复数)____________ be(过去式)____________do(过去式) _____________ talk(现在分词)___________ dance(名词)___________ learn(过去式) ___________ come(现在分词)____________2. 英汉互译在田地里______________ be tired___________________努力学习______________ teach Chinese______________读书_________________ by school bus______________做蛋糕_______________ foreign languages_______________谈论_________________ learn English___________________教学课题Unit 2 at the weekend总课时数7 教学内容Module 2 GrandparentsUnit 2 at the weekend教学目标1.Words and phrases: study hard retired2.Sentences: Mr Li was a teacher. He taught Chinese.Chen Hai is an English teacher. He‟s teaching Mr Li.3. Grammar: Talk about the past and the present.教学重点Talk about the past and the present.教学难点Talk about the past and the present.教学准备word cards, pictures, Tape-recorder.教学过程一、Warming—up1. Greeting : Free talk2. Game: “What did he do?”二、New teaching1. Lead---inTeacher has a student stand in the front of the class.T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let‟s come to the text.2. Important words and sentences①Listen and underline the new words. Teacher uses all kinds of methods to guide.②Show some pictures and let Ss describe them.③Listen and repeat3.Practice in pairsShow a picture of sports player .Have Ss say out the differences between the pictures.(use the important sentences)Show three pictures and have Ss compare.教学课题Unit 2 Mr Li was a teacher.总课时数8 教学内容Module 2 GrandparentsUnit 2 Mr Li was a teacher.教学目标1. Words and phrases: study hard retired2. Sentences: Mr Li was a teacher. He taught Chinese.Chen Hai is an English teacher. He‟s teaching Mr Li.3. Grammar: Talk about the past and the present.教学重点Talk about the past and the present.教学难点Talk about the past and the present.教学准备cards, pictures, Tape-recorder.教学过程一、Warming up1. Greeting：Free talk2. Game: “What did he do?”二、Revision1. Review the new words.2. Ask the students read the text.3. Act out text.三、PronunciationHave Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times.四、Say a poemLook. Listen and follow the tape. Then say together with actions.Introduce the great changes of our hometown/school/home.五、选词填空：who what where do did1 --- _______were you last night? --- I was at school.2 --- _______is the old lady? --- She‟s my grandma.3 --- _______ _______she do yesterday? --- She learnt English.4 --- ________they watch TV every day? --- No, they don‟t.六、Summary and homework1、Have Ss sum this lesson. Teacher gives complement.2、Write the mutation in your life.板书设计：Unit 2 at the weekendMr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He‟s teaching Mr Li.教学课题Unit 1 open day总课时数9 教学内容Module 3 things we doUnit 1 open day教学目标1. Words and phrases: email sandwiches traditional delicious2. Sentences: What did she have for breakfast/lunch/dinner?She had…3. Function: Describing eating habits教学难点Describing eating habits教学准备cards, pictures, Tape-recorder.教学过程一、Warming up:T: Hello, boys and girls.S: Hello, teacher.T: What‟s your favourite food?S: My favourite food is…二、Presentation:T: I had bread this morning, what did you have?Ss: I had rice/milk/noodles…T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food?Ss: Talk about English food which they know.T: Tell the student Daming get an email from Lingling. It‟s talk about English food.Now let‟s see what Lingling introduces. Then write the title.三、Teach new lesson:Step1 Show them some new word cards and teach them the pronunciation.Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food.And explain some English eating habits.Step3 Give the student some questions:1. What did Daming have got?2. What did Lingling have for breakfast/lunch/dinner?Listen to the tape for the second time, ask the students to answer the question, and then check the answer together.Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.教学课题Unit 1 open day总课时数10 教学内容Module 3 English FoodUnit 1 open day教学目标1. Words and phrases: email sandwiches traditional delicious2. Sentences: What did she have for breakfast/lunch/dinner?She had…3. Function: Describing eating habits教学重点Describing eating habits教学准备cards, pictures, Tape-recorder.教学过程一、Warming up:T: Hello, boys and girls.S: Hello, teacher.T: What‟s your favourite food?S: My favourite food is…二、Revision1. Review the new words.2. Ask the students read the text.3. Act out text.三、Practice1. Ask the student to see the third part of the text. Use the sentences to make dialogues in pairs.2. 完成运用任务1：SB第一单元活动33. 完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的食品。
教案五年级下册第1单元牛津英语五年级下册第1单元Tidyup!
单元教学设计课题：牛津英语五年级下册第1单元Tidy up!一、学情分析经过四年半的学习，五年级下学期的学生已经具备了较好的英语基础，在会话交谈、情景表演、书面表达等语用输出形式中都有较好的表现。
在学习本单元之前，他们已经在三、四年级时学习过使用my, your, its, her, his等形容词性物主代词、名词所有格以及this, that, these, those等指示代词来”等句子来表达物品陈列或摆放的表示物品的归属，也学习过用“There be…”“(Put)…in/on/under…情况，在此基础上，他们将在本单元中进一步学习整理物品的方法和旧物利用的小窍门，并在相关语境中理解名词性物主代词、形容词性物主代词和名词所有格在表示物品归属时的差异。
由于名词性物主代词属于小学阶段首次出现的知识，在此后学习中出现的频率也不算高，学生理解起来会有些困难，因此，这个知识点将会是他们学习本单元时需要突破的重点和难点。
二、教材分析五年级上册第1模块Changes a nd differences介绍的是生活中的各种变化，本单元是其中的第1单元，围绕着“Tidy up”（整理物品）给生活带来变化这一话题展开学习，并将名词性物主代词这个难懂语法知识点融入到语境中去学习，让学生在学习整理物品的对话中去理解和运用相关词汇。
名词性物主代词在小学阶段属于首次出现，此类词汇通常也不会孤立存在，而是常与以前学习过的形容词性物主代词或名词所有格一起出现在对话、短文等学习内容中，共同完成表达物品归属的功能，然而，在核心栏目Listen and say的对话中，只出现了Peter和Sally两个主要人物和一个不露面的Paul，如此单薄的人设不足以完成名词性物主代词的学习任务，而且对话的场景发生在卧室里，所涉及到的物品也很有限，现实生活中需要整理物品场所，除了卧室以外，客厅、厨房、教室等地也经常需要学生参与收拾和整理，在这过程中可能会涉及到的物品种类也是多种多样的，如，衣物、玩具、学习用品、生活用品等。
牛津英语5b教案
牛津英语5b教案教案标题：牛津英语5B教案教案目标：1.帮助学生掌握牛津英语5B教材中的词汇、语法和句型。
2.培养学生的听、说、读、写的综合能力。
3.提高学生的英语交流能力和自信心。
教学重点：1.学习并掌握本单元的重点词汇和短语。
2.学习并掌握本单元的语法知识和句型。
3.培养学生的听力和口语表达能力。
教学难点：1.运用所学词汇和语法知识进行实际交流。
2.理解并运用本单元的听力材料。
教学准备：1.牛津英语5B教材和课件。
2.多媒体设备。
3.练习册和作业本。
4.单词卡片和图片。
教学过程：Step 1: Warm-up (热身活动)1.通过展示图片或使用实物引起学生对本单元话题的兴趣。
2.使用问题引导学生进行简短的讨论，激发学生的学习兴趣。
Step 2: Presentation (呈现)1.通过多媒体设备展示本单元的重点词汇和短语，并进行发音和意义的讲解。
2.使用图片和实物进行语言输入，帮助学生理解和记忆新词汇和短语。
Step 3: Practice (练习)1.进行词汇和短语的听说练习，包括单词拼写、词组搭配和句子造句等。
2.设计口语练习活动，让学生运用所学词汇和短语进行对话练习。
Step 4: Grammar (语法)1.介绍本单元的语法知识和句型，例如使用情态动词表示能力、许可和建议等。
2.通过例句和练习让学生理解和掌握语法知识。
Step 5: Listening (听力)1.播放本单元的听力材料，让学生听并理解相关信息。
2.设计听力练习活动，帮助学生提高听力技巧和理解能力。
Step 6: Reading and Writing (阅读和写作)1.进行阅读理解练习，让学生通过阅读文章获取信息并回答问题。
2.设计写作任务，让学生运用所学词汇和语法知识进行写作练习。
Step 7: Consolidation (巩固)1.进行课堂小结，复习本节课的重点内容。
2.布置课后练习，巩固学生对本单元知识的掌握。
5B Unit 1 Tidy up!教案(课时1)
Module 1 Changes and differencesUnit 1 Tidy up!教学内容与目标分课时教案一、任务预设学生能询问和表达物品的归属和应摆放的位置。
二、课时分配三、教学过程第一课时Pre-task preparations1. 利用教室中的实物与学生进行对话，以复习学过的句型Whose...isthis/that?Whose...are these/those?T：(point to a bag in the classroom) Whose bag is this/that?S1：It’s (S2’s name)’s.T：Is this/that ...?S2：Yes，it’s.../No.It’s ...T：Whose…are these/those?S3：They’re ...T：Are these/those ...?S4：Yes，they’re…/No. They’re ...然后，学生可以利用自己的实物仿照上述对话进行小组活动。
S1：Whose ... is/are ...?S2：It's/They’re.S1：Is/Are ...?S3：Yes./No. It’s/They’re ...2. 让学生欣赏Sing a song中的歌曲，并朗读歌词，然后跟唱。
唱完以后，学生还可以用身边的实物改编歌词并演唱，以初步感知本单元的核心句型。
While-task procedures1. 教师与学生就Listen and say第一幅图片中的情景展开问答，引出对话内容。
T：Look! This is a picture of a room. Is it tidy?Ss：No，it isn’t.T：Who are they in the picture?Ss：They’re Sally and Peter.T：What are they doing?Ss：They’re tidying up the room.T：(write tidy up on the blackboard) Yes. They’re tidying it up. “Tidy up”means “make it clean”. How do they tidy it up? Let’s listen.2. 出示以下句子，让学生听录音后判断句子正误并改错，以检测他们是否理解了对话的大致内容。
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。
牛津英语5B全册教案
牛津英语5B全册教案牛津英语5B全册教案(第一教时)一、教学目标：1、能正确地听、说、读、写单词a headache，bad ，a cough ，got，a fever ，a cold2、能正确地听、说、读单词a toothache ，an earache ，a backache ，a stomach ache3、能正确地理解并运用句型What’s wrong with you? I’ve got…4、能初步熟悉歌谣。
二、教学重点及难点：1、能正确地朗读和书写本课时要求掌握的单词。
2、能正确地理解和运用句型What’s wrong with you? I’ve got….三、课前准备：1、本课所教单词的图片。
2、录音机和磁带。
四、教学过程：A、课前热身Game: Touch your nose/eyes/head/ear/tooth并导入back stomachB. Free talkT: How are you?S: Fine thank you. /Not so good当有学生回答Not so good 时，教师关切地询问What’s the matter?What’s wrong with you? 并用手势引导学生回答。
（What’s the matter? 在4A出现过教师可告诉学生What’s the matter?和What’s wrong with you?的意思一样.）板书：What’s wrong with you? 生跟读在生回答后,师：I’m sorry to hear that. I hope you get better soon.[板书，生跟读]C. Presentation and practice.1、Teach: toothachea. 师与一生表演呈现T: How are you?S: Not so good.T: What’s wrong with you?S: I’ve got a toothache. (托腮作痛苦状)T: I’m sorry to hear that. I hope you get better soon.b. 师出示图片并配以单词a toothache生跟读：a toothache a toothache I’ve got a toothache.(板书：I’ve got a….)c. 练习What’s wrong with you? I’ve got a…. I’m sorry to hear that. I hope you get better soon.师问生答生问生答2、同法教学单词earache backache headache stomachache并启发学生总结此类单词的词尾特点：后缀-ache3、学单词fever cold cough4、听B部分录音并跟读5、Say a rhyme <<I’m ill>>a.听录音，理解意思b.听录音跟读c.试着模仿改编，并朗诵.（替换high fever）D操练句型及单词1、整体操练师出示图片问：What’s wrong with you?要求生根据图片内容边做相应的动作边回答：I’ve got a……T: I’m sorry to hear that. I hope you get better soon.2、学生两人一组自编对话并表演3、P18 Work in pairsa.Picture1 师生问答b.Picture 2-6 学生两人一组看图进行模仿练习。
最新牛津上海版深圳五年级下册unit 1《tidy up》第一课时教案.doc
Module1 Unit1-Period1 教案一、教学目标：1、知识目标：词汇：学生能够认读理解mess, let, tidy, sock, yours, cap, mine, crayonm语句：学生能够认读理解Whose... is this/ are they? It’s/ They are (2)2、技能目标：(1) 学生能够在不同情境中灵活运用本课新词和以前所学物品单词。
(2) 学生能够在不同情境中运用本课重点句型Whose… is this/ are they? It’s/ They are…(3) 在任务驱动下完成文本学习并最后实现任务达成：询问物品归属并回答。
3、情感目标：学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组讨论交流中体验合作学习的快乐。
养成良好的生活习惯。
二、教学重难点名词性物主代词的理解和运用。
三、教学过程：课前：Enjoy a song < Tidy up>在有趣的动画中渗透本届课的主题和部分词语。
Step 1: New words:T: Hello, boys and girls. Let’s learn some new words about this lesson.听音，学习单词mess, tidy, sock, yours, cap, mine, crayon同时讲授名词性物主代词和形容词性物主代词的区别和构成。
学习完之后做练习let’s write--- Is this ______ (you) cap?---Yes, it’s _______(I ).--- Whose sweater is there?--- It’s _______(Lily).Step 2:Read and answer:Whose socks are they?Whose cap is this?Whose T-shirt is this?阅读每一幅图回答问题，每幅图中空出文中的重点单词，让学生试着来填，然后整体阅读对话，也课文分角色朗读Step 3:总结答案Whose socks are they?It’s Paul’s.Whose cap is this?It’s Pater’s.Whose T-shirt is this?It’s Paul’s.Step 4 : Think and tick.1、T: Children. Now, let’s check your memory. OK?Ss: OK!T: Read the sentences and choose the right sentences.2·1·c·n·j·y第一幅图：（） It’s Peter’s room.（）Mum come to help.（）It’s very tidy.（）Sally help tidy the room.第二幅图：（）They are tidying up the floor.（）The cap is under the bed.（）This is Sally’s cap.第三幅图：（）It’s still a mess room.（）The room is very tidy now.（）Sally helped a lot.2、Look and say.同桌根据句子提示进行问答，难度逐步增加。
Tidy up!（部级优课）
Tidy up!（部级优课）
作者：
来源：《江苏科技报·E教中国》2023年第16期
学科：小学英语
教材版本：牛津上海课标版（五年级下册）
主讲教师：李雪艳
学校：长春市九台区兴隆镇中心学校
教学分析：课堂教学中，教师通过让学生阅读小故事的方式导入本节课的学习内容，之后，带领学生通读整篇文章，抓取文中的关键信息，了解故事大意，并完成后续的练习。
随后，教师带领学生学习字母组合ar、 ue、 oo在单词中的发音，引导学生将其运用到其他含有相关字母组合的单词拼读中。
利用学习任务（Task）帮助学生巩固和综合运用本单元所学的知識技能，从而更好地掌握知识。
描述物品的归属和摆放位置，培养学生热爱生活、规范整理物品的好习惯。
重点难点：了解字母组合ar（car）、 ue（blue）、 oo（school）在单词中的发音。
通过语言输出活动帮助学生巩固新学的语言知识，并能够理解故事、复述课文。
2016沪教版牛津英语小学五年级下册5B全册教案
Module 1 Changes and differencesUnit 1 Tidy up!（第一课时）教学时间：教学目标：1、通过演唱Sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心句型。
2、通过Listen and sing中有关整理房间的对话，帮助学生掌握本单元的核心句型。
3、通过look and learn栏目，帮助学生学习日常生活用品的名称。
教学重、难点1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up2、会运用句型Are they yours?及回答No, they aren’t.教学方法：任务教学法、情景教学法。
教学过程：Module 1 Changes and differencesUnit 1 Tidy up!（第二课时）教学时间：教学目标：通过Think and write 的语言输出活动，帮助学生巩固新学的语言知识。
教学重、难点1、词汇： crayon, umbrella, hers, theirs2、句型： -Whose...is this/are these?-It’s/they’re…教学方法：任务教学法、情景教学法。
教学过程：Module 1 Changes and differencesUnit 1 Tidy up!（第三课时）教学时间：教学目标：1、帮助学生通过阅读故事《神奇的石头》抓住关键信息，了解故事大意，并完成后续练习。
2、了解字母组合ar, ue, oo在单词中的发音。
3、通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，描述物品的归属和应摆放的位置。
教学重、难点1、语音：ar(car), ue(blue), oo(school)2、词汇：(be) full of, a few。
教学方法：情景教学法。
教学过程：Module 1 Changes and differencesUnit 2 Our new home!（第一课时）教学时间：教学目标：1、通过Listen and enjoy的儿歌朗读，活跃课堂气氛，并引出本单元的话题。
最全面上海版牛津英语5B全册教案2021
5B Module Using my five sensesUnit What a mess!Period OneContents 5BMU Look and learn (P)1. 能掌握新单词notebook, brush, paints, crayon, school bag, tape, glue 地发音与含义；Aims 2. 能运用句型Whose ⋯is this/ are they? 来询问他人地职业，并能做出正确回答；3. 能使用正确地形容词性物主代词来表达物品地归属；4. 初步感知ai, ay 地发音/ei/ 。
Teaching aids PPT, tape recording, etc.Teaching procedureSteps Teacher ’s activities Student ’s activities PurposePre-task 1. T he chant W“hose 1) Watch the flash W“hose puppy is this ”. 回顾4BMU 一preparation 积极向上While-task ，procedure 探索自己本puppy is this? ”2. Look and review1. Teach “schoolbag. ”2. T each the newwords2) Try to read this chant.1) Watch the flash of “4BMULook andsay. ”2) Answer the Qs.1) Learn the new word ‘school bag. ’2) Try to describe your own bag.Listening: Where is Peter ’s new schoolbag?课，并配以朗朗上口地儿歌，帮助学生尽快回忆与本课相关地句型。
新授单词部分：以一个简短地故事串联。
(小学学案)5BU1TidyupP2
5B Module1 Changes and differencesUnit 1 Tidy up!〔Period 2〕Can you help him? How to help?2.Today let’s learn a story “A magic stone〞3.Look and order(说明他们的想法)4.Watch the video ，验证所排图片顺序.StepШ：While-reading〔15’〕1.Watch the video twice and then answer questions.(1).What does Jimmy see on the table?(2).Whose box is it?2.Read and answer.(1).In Picture2，what falls on the floor?(2).Who/What help Jimmy?3.Picture walkPicture 1Look! Th ey’re Jimmy and his Dad. What can you see?〔showing a box of nails〕Look! What are these in English? They’re nails.(学生在三年级学习过tail,在四年级学习过email，因此运用正迁移和自然拼读法学习nail〕。
It is full 猜想故事内容，激活知识根底。
通过看图排序，视频验证和读故事答复下列问题等活动，初步了解故事大意。
逐图深入学习，训练学生的读图能力，利用nails实物、图片和演示帮助学生理解full of 之意。
of nails.(用两盒钉子，一盒满的，一盒不满的，用动作帮助学生理解full of,可以再出示It is full of orange juice/apples......〕T: Whose nails are these？S:...(说明理由〕。
Unit1Tidyup(教学设计)-2023-2024学年牛津上海版(三起)英语五年级下册
9.学生能够通过本节课的学习，提高自己的英语水平，为将来的学习和职业发展打下坚实的基础。
10.学生能够通过本节课的学习，提高自己的思维品质和学习能力，培养良好的学习习惯和自主学习能力。
课后作业
1.请用英语写出五种清洁工具的名称，并说明它们各自的作用。
2.根据课文内容，用英语描述如何清洁和整理你的房间。
Example: To clean and tidy up my room, I first pick up all the clothes and put them in the laundry basket. Then I take all the books and stationery and put them back on the shelf. Next, I sweep the floor and mop it. After that, I dust all the surfaces and wipe them clean with a cleaning cloth. Finally, I make my bed and put all the toys in their place.
5.学生能够通过具体的清洁和整理案例，深入了解清洁和整理的特性和重要性，并能够提出创新性的想法或建议，培养创新思维和批判性思维能力。
6.学生能够通过课堂展示和点评，提高自己的表达能力，加深对清洁和整理的认识和理解，提高学习效果。
7.学生能够通过课后作业，巩固学习效果，提高自己的写作能力，加深对清洁和整理的认识和理解。
在教学过程中，教师可以充分利用教材中的图片和例句，帮助学生理解和记忆本单元的词汇和句型。同时，教师还可以设计一些有趣的课堂活动，如角色扮演、小组讨论等，让学生在实践中运用本单元的知识，提高他们的英语口语表达能力。
牛津英语5B_Tidy_up教案
Module 1 Changes and differencesUnit 1 Tidy up!(第一课时)教学目标:1、通过演唱Sing a song得歌曲,活跃课堂气氛,让学生感知本单元得核心句型。
2、通过Listen and sing中有关整理房间得对话,帮助学生掌握本单元得核心句型。
3、通过look and learn栏目,帮助学生学习日常生活用品得名称。
教学重、难点1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up2、会运用句型Are they yours?及回答No, they aren’t、教学方法:任务教学法、情景教学法。
Module 1 Changes and differencesUnit 1 Tidy up!(第二课时)教学目标:通过Think and write 得语言输出活动,帮助学生巩固新学得语言知识。
教学重、难点1、词汇: crayon, umbrella, hers, theirs2、句型: -Whose、、、is this/are these?-It’s/they’re…教学方法:任务教学法、情景教学法。
Module 1 Changes and differencesUnit 1 Tidy up!(第三课时)教学目标:1、帮助学生通过阅读故事《神奇得石头》抓住关键信息,了解故事大意,并完成后续练习。
2、了解字母组合ar, ue, oo在单词中得发音。
通过学习任务(task),帮助学生巩固与综合运用本单元所学得知识与技能,描述物品得归属与应摆放得位置。
教学重、难点1、语音:ar(car), ue(blue), oo(school)2、词汇:(be) full of, a few。
教学方法:情景教学法。
Module 1 Changes and differencesUnit 2 Our new home!(第一课时)教学目标:1、通过Listen and enjoy得儿歌朗读,活跃课堂气氛,并引出本单元得话题。
小学牛津英语5b教案
小学牛津英语5b教案教案标题：小学牛津英语5B教案教案概述：本教案旨在为小学五年级学生编写一份针对牛津英语5B教材的教案。
通过本教案的实施，学生将能够掌握本单元的语法重点、词汇重点和听说读写技能，提高他们的英语综合运用能力。
教案目标：1. 语言目标：- 学会使用本单元的目标语法：一般过去时- 掌握本单元的词汇重点：包括动词短语、形容词和名词- 提高学生的听说读写技能，培养他们的英语综合运用能力2. 学科素养目标：- 培养学生的合作学习能力，提高他们的团队合作意识- 培养学生的自主学习能力，激发他们对英语学习的兴趣和热情- 培养学生的跨文化交际能力，增进他们对其他文化的了解和尊重教学重点：- 一般过去时的用法和规则- 目标词汇的拼写和运用- 听力技能的提高和应用教学难点：- 一般过去时与现在完成时的区别- 听力材料中的细节理解和推理能力教学准备：- 牛津英语5B教材和配套教学资源- 多媒体设备和投影仪- 学生练习册和笔记本- 教学素材：图片、卡片、录音等教学过程：1. 导入（5分钟）- 制作一张包含目标词汇的图片卡片，并用投影仪展示给学生，让学生猜测单词的意思。
- 引导学生回顾上一单元的学习内容，复习一般现在时和现在进行时的用法。
2. 语言输入（15分钟）- 通过多媒体设备播放教材中与本单元相关的听力材料，引导学生听懂并理解材料中的关键信息。
- 教师讲解一般过去时的用法和构成规则，并通过示例句子帮助学生理解。
3. 语言输出（20分钟）- 学生分组进行对话练习，使用一般过去时描述自己的周末活动。
教师在每组之间进行巡回指导和纠正。
- 学生将对话内容整理成小短文，展示给全班同学，并互相评价。
4. 听说读写训练（25分钟）- 听力训练：播放一段与本单元内容相关的听力材料，要求学生听懂并回答问题。
- 口语训练：学生分角色进行对话练习，模拟真实情景，提高他们的口语表达能力。
- 阅读训练：学生阅读教材中的课文，理解其中的关键信息，并回答相关问题。
教案Unit 1 Tidy up!(3)
牛津深圳版英语五年级下册Unit 1 Tidy up!
第三课时教学设计
(5) wood poor
5.Sing together
教师带领学生跟唱
6.Practice
连线
按要求写句子
1. They are hers.（改为否定句）
2. The umbrella is his.(翻译成中文)
3. The black cap is mine.(就划线部分提问)
5. Summary
Words : tidy, sock, cap, tidy, mess
Sentences：Are they yours?
No, they aren’t.
练习跟唱歌曲
完成课堂练
习，认真分析
问题，再作答
案。
课堂小结这节课的教学任务目标是学习字母组合ar, ue,
oo在单词中的发音。
巩间和综合运用本单元
所学的知识和技能，描述物品的归属和应摆
放的位置。
激发和培养学习英语的兴趣，用所学
英语进行交际的意识和勇气。
激发学生学习英语的
兴趣，增强他们的自信心，通过教学评价的开展，
让学生体验到成就感，促进学生学习和发展。
板书Unit1 Tidy up!
ar (car), ue (blue), oo (school)。
Unit 1 Tidy up! 第一课时 教案(1)
牛津深圳版英语五年级下册Unit1 Tidy up!第一课时教学设计
2. Copy the new new words and phrases .
课堂小结这节课的教学任务目标是能理解并会朗读故事；能听懂、会说、会拼读单词和短语：tidy, sock,
cap, tidy, mess本课为新授课，通过反复播放录音视
频并跟读模仿学习词汇和朗读课文；通过灵活多
样，丰富多彩的课堂形式的进行，熟悉课文内容，
进而可以进行对话表演，激发学生学习英语的兴
趣，增强他们的自信心，通过教学评价的开展，让
学生体验到成就感，促进学生学习和发展。
板书。
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Module 1 Changes and differences
Unit 1 Tidy up!
（第一课时）
教学目标：
1、通过演唱Sing a song 的歌曲，活跃课堂气氛，让学生感知本单元的核
心句型。
2、通过Listen and sing 中有关整理房间的对话，帮助学生掌握本单元的
核心句型。
3、通过look and learn 栏目，帮助学生学习日常生活用品的名称。
教学重、难点
1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up
2、会运用句型Are they yours? 及回答No, they aren ’t.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课第二次备课Pre-task preparations
1、利用教室中的实物与学生进行对话，以复习学过的
句型Whose...is this/that? Whose...are these/those?
T：(point to a bag in the classroom) Whose bag is
this/that?
S1：It ’s(S2’s name) ’s.
T：Is this/that...?
S2：Yes, it ’s... / No. It ’s...
T：Whose...are these/those?
S3：They are...
T：Are these/those...?
S4：Yes, they are. / No, they aren ’t.
...
2、让学生欣赏Sing a song 中的歌曲，病朗读歌词，
然后跟唱。
唱完以后，学生还可以用身边的实物改编歌词并
演唱，以初步感知本单元的核心句型。
While-task procedures
1、教师与学生就Listen and say 第一幅图片中的情景
展开问答。
引出对话内容。
T：Look！This is a picture of a room. Is it tidy?
Ss：No, it isn ’t.
T：Who are they in the picture?
Ss：They are Sally and Peter.
T：What are they doing?
S3：They are tidying up the room.
T：(write tidy up on the blackboard) Yes. They are
tiding it up. “tidy up “means“makeit clean ”. How
do they tidy it up? Let ’s listen.
2、出示以下句子，让学生听录音后判断句子正误并改错，以检测他们是否理解了对话的大致内容。
1) The socks are Peter ’s. ( )
2) The socks are not on the bed.
( )
3) Both the cap and the T-shirt are Paul ’s.
( )
4) Sally asks Peter to put the T-shirt on the chair.
( )
然后出示下面两组句子，利用学生的书和文具和他们问答，帮助学生理解mine 和yours 的用法。
Is that your book? / Is that book yours?
This is my book. / This book is mine.
T: Is this your pen?
S1: Yes, it ’s mine.
T: Is this yours too?
S2: No. It isn ’t.
3、让学生听录音并跟读对话，男女生分角色朗读对话。
然后，学生两两一组，根据Listen and say 的对话以及后
续练习中的对话提示做问答练习。
S1: Whose bedroom is it?
S2: It ’s Peter and Paul ’s bedroom.
S1: Who is tidying up the bedroom?
S2: Sally and Peter are tidying up the bedroom.
S1: Whose socks are those?
S2: They are Paul ’s.
S1: Whose cap is this?
S2: It ’s Peter ’s.
4、出示一双短袜和一顶帽子或相应的图片，与学生对话，引导学生学习单词socks 和cap, 同时引出用Yes,.../Ok./Sure. 等表达方式来应答别人的请求或指令。
Post-task activities
1 、跟学生借一些学习用品，根据这些学习用品和学生问答。
T: Whose ruler is this?
S1: It is mine.
T: Is this ruler yours?
S2: No, it ’s hers.
T: Is this ruler hers?
S3: Yes, it ’s hers.
接着，利用几件其它学习用品和学生问答。
T: Whose pencils are those?
S1、S2: They are ours.
T: Are these pencils yours (S3 ’s name)?
S3: No, they are theirs.
T: Are these pencils ours (S4 ’s name)?
S4: No, they aren ’t. They are theirs.
然后，让学生利用自己的学习用品，仿照上述对话进行句型操练。
Module 1 Changes and differences
Unit 1 Tidy up!
（第二课时）
教学目标：
通过 Think and write
的语言输出活动，帮助学生巩固新学的语言知识。
教学重、难点
1、词汇： crayon, umbrella, hers, theirs
2、句型： -Whose...is this/are these?
-It
’s/they ’re ⋯ 教学方法：
任务教学法、情景教学法。
教学过程：
第课 第课 Pre-task preparations 1、让学生利用实物进行问答，在问答之后根据 Please put.../Can you put...? 等指令正确的摆放实物，并学会用 Yes,.../Ok./Sure. 等表达方式来应答别人的请求或指令。
T: Whose...is this/that?
S1: It ’s ⋯ ’s.
T: Is it yours/his/hers
⋯ ? S1: Yes. /No. It
’s ⋯ T: Please put the
⋯ S1: Ok.
T: Whose ⋯ are these/are those?
S2: They ’re ⋯
T: Are they yours/his/hers
⋯ ? S1: Yes. /No. They
’re ⋯ T: Can you put them ⋯ S1: Sure.
接着，学生可以根据以上动，以进一步巩固课时While-task procedures .。