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沪教版五年级英语下册全册教案（上海牛津5B教学设计） Module1Changesand differencesUnit1 Tidyup!（第一课时） 教学时间：教学目标：1、通过演唱Singa 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Listenandsing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lookandlearn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Arethey 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...is this/that? Whose...are these/those?T：(point to a bag in the classroom) Whose bag isthis/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，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 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 aretiding it up. “tidy up “means “make it clean”. How dothey 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。 Module1Changesand differencesUnit1Tidyup!（第二课时） 教学时间： 教学目标：通过Thinkand 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...isthis/are these? -It’s/they’re… 教学方法：任务教学法、情景教学法。 教学过程： 第一次备课Pre-task preparations1、让学生利用实物进行问答，在问答之后根据Pleaseput.../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，学生可以根据以上示范，开展对子活动或小组活动，以进一步巩固课时一所学内容。 While-task procedures1、出示Think and write中的连线图，然后出示umbrella的单词卡片。学生根据教师提供的语境和单词卡片，通过问答学习新词汇，并巩固已学句型。T：(show a picture of an umbrella) What’s this?S1：It’s an umbrella.T：(stick the picture on the blackboard) Umbrella, anumbrella.Ss:：Umbrella, an umbrella.T：(point to the picture) Whose umbrella is this?S2：It’s Ben’s.T：This umbrella is Ben’s. It’s his.Ss:：This umbrella is Ben’s. It’s his.然后，用同样的方法教授crayon.2、学生根据Think and write中的图片，看图填表。3、学生根据表格所填的内容，两人一组做问答练习。一方面检查学生对图片内容的理解是否正确，另一方面让学生操练所学的语言。S1：Are the crayons Alice’s?S2：No, they are not hers.S1：Whose crayons are these?S2:：They are Jill’s.S3：Is the schoolbag Joe’s?S4：No, it’s not his.S3：Whose schoolbag is it?S4:：It’s Alice’s....4、学生根据图片及表格内容，完成Think and write中的书写练习，巩固重点和难点，从听、说、读的技能过渡到写的训练。Post-task activities学生分为6组，开展小组活动，每个学生把一件物品放在桌上，然后小组内学生根据桌上的物品对话。 Module1Changesand differencesUnit1Tidyup!（第三课时）教学时间：
《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ear,u合, oo在单词中的发3音。、通过学习任务(task),帮助学生巩固和
综合的用本单元所学运知识和技能，描述物品的
归属和应摆放的位置a教学重、难点1、语音：。r(car),ue(blue),oo(school)2、词汇：(be)fullof, a few。教学方法：情景教学法。教学过程： 第一次备课 Pre-task preparation1、让学生根据教师出示的学习用品回答问
题T: (show a pencil) Whose pencil is this?。S1: It’s my pencil.T: Is this your pencil?S2: No, it isn’t. It’s (S3’s name) ’s.T: (show some books) Whose books are these?S3: They are my books.T: Are these your books?S4: No, they aren’t. They are (S5’s name) ’s.接着让学生两两对话，以进一步巩固课时一和课时二所学内容。 While-task procedures1、
播生Read a story放录音，让学的合上书本听故事。然后，教师出示教学
挂图中的故事图片，与学生问答，
熟悉tT: (poin故事人物。 to Jimmy) What is his name?Ss: His name is Jimmy.T: (point to the father) Who is he?Ss: He is Jimmy’s father.出示以下问
题，学生带着问题阅读文章，然后回答问题
。Picture 11) What is in the box? (The box is full of nails.)2) Whose box is it? (It is Jimmy’s father’s.)Picture 21) What does Jimmy do? (He drops the nails.)2) What happens to the nails? (All the nails fall on
教学目标：1、帮助学生通过阅读故事
再次阅读故事，教师在黑板上写出每幅图片的关
键词，学生根据图片及关键 Picture 1: box,词复述故事。table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near, stick, floor, clean, magic stone3、指导学生完成课本第5页Read a story的后续练习，然后填
空完成故事概要tJimmy’s father has a small box. He pu。s it on thetable. There are a lot of nails in it. Jimmy drops thebox. Al the nails fall on the floor. Jimmy says,”whata mess!” Jimmy’s father gives him a black stone tohelp him. It is a magic stone becauseall the nails stick to it.4、出示Learn the sounds的语言单词卡片ar(car),ue(blue), oo(school)请学生跟读并感知
字母组ar,合ue,oo在单词中的
发,T: ar,/a:/音。car,carSs: ar,/a:/,car,carT: ue,/u:/,blue,blueSs: ue,/u:/,blue,blueT: oo,/u:/,school,schoolSs: oo,/u:/,school,school 教师
播放录音，学生跟着录音朗读。播
放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在
多个单词中找 Post-task 出教师所读单词。actvities1、学生三人一组，演出课本
剧册让学生完成练习。中task的看图
搭配练习，然后组a学生根据Ask 织nd answer的句型提示，就图片
信息结
对问答，巩固所学句型和词汇。
the floor.)Picture 31) What does Jimmy’s father gives him?(Jimmy’s father gives him a black stone.)2) What does Jimmy’s father say?(He says,”this stone can help you,Jimmy. try it.”) Picture 41) Where does Jimmy put the stone? (He puts the nails near the stone.)2) What happens to the nails this time?(The nails all stick to the stone.)2、学生
儿歌朗读，活跃课堂气氛，并引出本单元的话题e2、通过lookandl。arn栏目，帮助学生掌握本单元的核心句型。教学重、难点1、能掌握单词why,because,study, dining room2、会运用句型Doyou like…? I like…Why?Because…教学方法：任务教学法、情景教学法。教学过程： 第一次备课Pre-task preparations1、出示第一个问
题a让学生看Listen ，nd enjoy的图片
讨论问题s Q1：Who live。in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old womanand her children.S3：An old woman’s big family.播
问录音，出示第二和第三个放题，学生听录音后讨论
问题eQ2: What does th。 old woman do?Q3: What does she say?T：What doe
T：(write tidy up on the blackboard) Yes. They aretiding it up. “tidy up “means “make it clean”. How dothey 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。 Module1Changesand differencesUnit1Tidyup!（第二课时） 教学时间： 教学目标：通过Thinkand 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...isthis/are these? -It’s/they’re… 教学方法：任务教学法、情景教学法。 教学过程： 第一次备课Pre-task preparations1、让学生利用实物进行问答，在问答之后根据Pleaseput.../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，学生可以根据以上示范，开展对子活动或小组活动，以进一步巩固课时一所学内容。 While-task procedures1、出示Think and write中的连线图，然后出示umbrella的单词卡片。学生根据教师提供的语境和单词卡片，通过问答学习新词汇，并巩固已学句型。T：(show a picture of an umbrella) What’s this?S1：It’s an umbrella.T：(stick the picture on the blackboard) Umbrella, anumbrella.Ss:：Umbrella, an umbrella.T：(point to the picture) Whose umbrella is this?S2：It’s Ben’s.T：This umbrella is Ben’s. It’s his.Ss:：This umbrella is Ben’s. It’s his.然后，用同样的方法教授crayon.2、学生根据Think and write中的图片，看图填表。3、学生根据表格所填的内容，两人一组做问答练习。一方面检查学生对图片内容的理解是否正确，另一方面让学生操练所学的语言。S1：Are the crayons Alice’s?S2：No, they are not hers.S1：Whose crayons are these?S2:：They are Jill’s.S3：Is the schoolbag Joe’s?S4：No, it’s not his.S3：Whose schoolbag is it?S4:：It’s Alice’s....4、学生根据图片及表格内容，完成Think and write中的书写练习，巩固重点和难点，从听、说、读的技能过渡到写的训练。Post-task activities学生分为6组，开展小组活动，每个学生把一件物品放在桌上，然后小组内学生根据桌上的物品对话。 Module1Changesand differencesUnit1Tidyup!（第三课时）教学时间：
《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ear,u合, oo在单词中的发3音。、通过学习任务(task),帮助学生巩固和
综合的用本单元所学运知识和技能，描述物品的
归属和应摆放的位置a教学重、难点1、语音：。r(car),ue(blue),oo(school)2、词汇：(be)fullof, a few。教学方法：情景教学法。教学过程： 第一次备课 Pre-task preparation1、让学生根据教师出示的学习用品回答问
题T: (show a pencil) Whose pencil is this?。S1: It’s my pencil.T: Is this your pencil?S2: No, it isn’t. It’s (S3’s name) ’s.T: (show some books) Whose books are these?S3: They are my books.T: Are these your books?S4: No, they aren’t. They are (S5’s name) ’s.接着让学生两两对话，以进一步巩固课时一和课时二所学内容。 While-task procedures1、
播生Read a story放录音，让学的合上书本听故事。然后，教师出示教学
挂图中的故事图片，与学生问答，
熟悉tT: (poin故事人物。 to Jimmy) What is his name?Ss: His name is Jimmy.T: (point to the father) Who is he?Ss: He is Jimmy’s father.出示以下问
题，学生带着问题阅读文章，然后回答问题
。Picture 11) What is in the box? (The box is full of nails.)2) Whose box is it? (It is Jimmy’s father’s.)Picture 21) What does Jimmy do? (He drops the nails.)2) What happens to the nails? (All the nails fall on
教学目标：1、帮助学生通过阅读故事
再次阅读故事，教师在黑板上写出每幅图片的关
键词，学生根据图片及关键 Picture 1: box,词复述故事。table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near, stick, floor, clean, magic stone3、指导学生完成课本第5页Read a story的后续练习，然后填
空完成故事概要tJimmy’s father has a small box. He pu。s it on thetable. There are a lot of nails in it. Jimmy drops thebox. Al the nails fall on the floor. Jimmy says,”whata mess!” Jimmy’s father gives him a black stone tohelp him. It is a magic stone becauseall the nails stick to it.4、出示Learn the sounds的语言单词卡片ar(car),ue(blue), oo(school)请学生跟读并感知
字母组ar,合ue,oo在单词中的
发,T: ar,/a:/音。car,carSs: ar,/a:/,car,carT: ue,/u:/,blue,blueSs: ue,/u:/,blue,blueT: oo,/u:/,school,schoolSs: oo,/u:/,school,school 教师
播放录音，学生跟着录音朗读。播
放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在
多个单词中找 Post-task 出教师所读单词。actvities1、学生三人一组，演出课本
剧册让学生完成练习。中task的看图
搭配练习，然后组a学生根据Ask 织nd answer的句型提示，就图片
信息结
对问答，巩固所学句型和词汇。
the floor.)Picture 31) What does Jimmy’s father gives him?(Jimmy’s father gives him a black stone.)2) What does Jimmy’s father say?(He says,”this stone can help you,Jimmy. try it.”) Picture 41) Where does Jimmy put the stone? (He puts the nails near the stone.)2) What happens to the nails this time?(The nails all stick to the stone.)2、学生
儿歌朗读，活跃课堂气氛，并引出本单元的话题e2、通过lookandl。arn栏目，帮助学生掌握本单元的核心句型。教学重、难点1、能掌握单词why,because,study, dining room2、会运用句型Doyou like…? I like…Why?Because…教学方法：任务教学法、情景教学法。教学过程： 第一次备课Pre-task preparations1、出示第一个问
题a让学生看Listen ，nd enjoy的图片
讨论问题s Q1：Who live。in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old womanand her children.S3：An old woman’s big family.播
问录音，出示第二和第三个放题，学生听录音后讨论
问题eQ2: What does th。 old woman do?Q3: What does she say?T：What doe
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