牛津5a五年级上教案备课Word下载.docx

牛津5a五年级上教案备课Word下载.docx

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过程与方法：

Useappropriateintonationinquestionsandstatements.

Predictthemeaningofunfamiliarwordsbyusingcontext

orpicturecues.

情感、态度与价值观：

让学生了解交通法规。

教学重点和难点

教学媒体

Cassette5Aandacassetteplayer

课前学生准备

Collectmaterialsoftrafficrules

教学过程

备注

Pre-taskpreparation

1.Showapictureofthetrafficlights.Invitestudentstocolourthelights.Introduce:

trafficlight

2.Discuss:

Howtocrosstheroadsafelyandwhatthetree’scoloursontrafficlightsmean.

While-taskprocedure

1.Addroadsontheboard.Pointtothetrafficlights.Say:

There’stheredman/greenman.Canyoucrosstheroad?

2.Pointtothetrafficlightsfordriversontheboard.Inviteindividualstudentstowrite:

stop/wait/go

3.Playtherecording:

Lookandlearn.Studentslistenandrepeat.

4.Playthecassette:

Sayandact.

5.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.

6.Distributeacopyofphotocopiablepage1toeachpairofstudents.Studentsputthepicturesintherightorderandfillintheblanks.

7.SaysomethingaboutthetrafficrulesofHongkongandotherwesterncountries.

8.Learnthephrase:

trafficjamtrafficaccident

9.Asksomepupilstoactthetrafficpolicemen.

Post-taskactivity

Workbookpage1

1.Dividethestudentsintopairs.AskthemtocompletethedialogueinReadandwriteorally.

2.Studentswritethemissingwords.

6.Invitepairsofstudentstoreadandactthecompleteddialogue.

Consolidation

GrammarpracticeBook5Apage1

板书设计

streetinthestreet

roadontheroad

trafficlighttrafficjamtrafficaccident

crossDon’tcross!

theredmanthegreenman

作业布置

1.Writedownthewords.

2.Recitethetext.

3.Listentothetape.

教学效果反馈

这堂课学生学得很开心，气氛也很活跃，让学生来当警察来指挥交通，在这个情景中学生知道了遵守交通规则要从自身做起，学生对一些国家的左行交通规则很感兴趣，音标发/i:

/和//的单词学生还是能说出很多，拓展的词汇有点难度。

Athome

Usingmodalstoaskforpermission.

e.g.CanIgoout,Mum?

Usingformulaicexpressionstoreplytorequests.

e.g.Hereyouare.

Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovided.

对文明礼貌的教育。

Usingformulaicexpressionstoreplytorequests

Cassette5Aandacassetteplayer

Workbook

1.Askandanswer

2.RecitethetextP2.

3.Stickatrafficlightontheboard.Pointtotheredmanandask:

Canyoucrosstheroad?

Pointtothegreenmanandask:

7.Write:

CanI-----?

Canwe-----?

Yes,I/wecan.No,I/wecan’t.

1.Playthecassette:

Lookandsay.Studentsfollowintheirbooks.

2.thenewpattern:

goout

canIgoout?

3.Takeoutasweet.

Ask:

What’sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:

havesome----

4.Say:

Ihavemydinneratsixo’clock.What’syourdinnertime?

Introduce:

dinnertime

5.Playthecassetteagain.Studentslistenandrepeat.

6.Studentspracticethedialogueingroupsofthree.

7.Selectgroupstoreadandactthedialogue.

8.Asksomequestions:

CanBengoout?

Why?

CanKittyandBenwatchtelevision?

CanBenhavesomesweets?

9.Givethestudentstimetoprepare:

Askandanswer.AskthemtothinkwhatelseMrsLiwouldsay.

10.Invitegroupsofstudentstoactinfrontoftheclass.

11.Showsomepicturesthenaskpupilstosaythreekindsofsentences..eg.Youcan’tplayonthegrass,Don’tplayonthegrass,please.Canhe/she/they……?

Yes/No.

gooutwatchtelevisionhavesome…

CanI/we…?

Yes,youcan.

No,youcan’t.

1.Recitethetext.

2.Listentothetape.

3.Dosomeexercises.

学生表演对话积极性很高，回答为什么时，because的发音不是很准，个别学生对have后面跟不可数名词时不能加s还是会遗忘，television的发音不是很准。

Ontheunderground

Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.

Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners.

Locatespecificinformationinashorttextinresponsetoquestions.

Identifymainideasfromatextwithteachersupport.

要文明乘坐地铁。

Gatherandshareinformation,ideas