牛津小学英语5A Unit 1 The first day at school教案（优推4篇）
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《牛津小学英语5A Unit8》教学设计【第一篇】
the lesson i am going to talk about is from the first period of unit8 in oxford english textbook 5a. i will describe my instructional design in seven parts.
part one about the students
children in grade five have learnt and grasped many words and expressions from oxford english from 3a to 4b. they can use them correctly when chatting with others. all these are belonging to the advantages of teaching and learning.
part two analysis of the textbook
the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills: listening, speaking, reading, and writing.
part three teaching objectives
(1). knowledge objects: students are able to use the words and expressions to communicate with others when they are going on a camping trip.
the words: a tent, a telescope, a tin opener, a pot, a stove, a blanket, a towel.
the sentence structures: what do you /they have? i/we/they have…
what does he/she have? he/she has…
(2)ability objects: namely listening, speaking, reading, and writing skills and comprehensive application ability of the four skills.
(3) emotional objects. make students be aware of their own advantages and disadvantage in learning, and teach them to be willing to cooperate with others.
(4) moral education object. teach students to love the nature.
part 4 teaching emphases and difficulties
expression about camping things.
verb forms of the third personal singular form.
part 5 teaching methods: the methodology is three p model. that is presentation, practice, production.
part 6 teaching procedure
the first stage is free talk. i will play the tape. let students listen to the song “what are you doing?” and review the present continue tense. after listening, we will talk about the picture “what are the children doing ?”i will give them the answer: they are having a camping trip. maybe students are not familiar with the camping trip. next show a series of pictures of the great nature to the students, let them telling their feeling after enjoying these pictures. students will say they love the beautiful nature very much, so that they will be aroused the interests in learning this topic.
then we’ll talk about the things of camping trip, according to the pictures. when i teach the words: tent, telescope, tin-opener, pot, stove, blanket, towel, i will introduce the usage. for instance, the tent is used for sleeping or having a rest and the telescope is used for watching beautiful scene and looking for a suitable, comfortable camping site. after showing all the pictures, let students read and spell the words to consolidate them.
the third stage is the chant. i’ll ask students to clap their hands and chant like this; blanket, blanket, i have a blanket, pot, pot, we have a pot. you have a blanket and they have a pot. it is very interesting for them to chant in rhyme.
the fourth stage is playing a game. i have some things. what else do you have? let students guess. i will give six bags. each bag has one thing. there is a hat, a tin of fish, a water bottle, a coat, some bread, some apples. the topic of this lesson is camping trip. these things are closely related to it. i think a game will help them relax and let them learn english in a happy and gay atmosphere.
on the fifth stage, i will present the sentence structures, when the students are familiar with the new words. it is the time to present the new structure. at first, i ask students to show their toys. each student has a toy. i invite some students to answer the question“what do you have?” they will answer “i have a toy bear.”“i have…” then write the sentences on the blackboard. then practice “you have…and i have…” let students work in pairs. after that, practice “we have…and they have…” in groups. on the screen, it will give models. we know the purpose of learning english is to use english. students should have more chances to use the language they’ve learnt. so the step is employed to create a language environment for students’ communication in the class.
the next step is further study : the third personal singular pronouns“he, she, it,”, and the verb form is “has”。 it is necessary for students to practice the new structure “what does he/she have?”“he/she…”
after presentation, i will ask students to do the exercise: read, talk and write. read the short passage and talk about the questions and fill in the blanks. the activity, “fill in the blanks” helps students with writing and serves as a feedback and consolidation of the language point.
the last but not the least, sing a song “what do you have?”。 and i will encourage them to change the song words to make a new one.
finally, i will assign the homework.
5A小学英语复习教学反思【第二篇】
①词汇复习贯穿于每一节复习课，启发学生挖掘单词音、形、义间的联系，从而掌握词汇记忆的`策略。
②课内外结合，帮助学生形成词汇学习的调控策略。在制定复习计划时，教师应明确各个阶段甚至每天学生应该复习掌握的单词。每天上课的前五分钟可以做听写练习或做一些考反应等竞赛式的游戏活动去帮助学生记单词或检测他们记单词的进度。听写不仅仅是单个单词的听写，要注意把听写与情景或上下文结合起；而且听写的目的也不仅仅是检测他们能记忆多少个单词，有时可以去做Sharedictation,以小组为单位，学生可以互相交流；听写时还要注意对不同学生可有不同的要求，如对于平时成绩好的学生，可做listenandspell,但对于学习速度较慢的学生可做listenandnumberthewords,listenandchoosethewordstofillinthesentence,listenandmatchthewords&pictures,etc.另外，每天都可以给学生在词汇表中划出当天要复习的范围，当学生自认为记住了那个单词，就在单词前做个记号，这样，那些没记号的单词就是他们还没记住且要重点复习的词。
牛津小学英语5A Unit 8教学案例【第三篇】
牛津小学英语5A Unit 8教学案例
一、案例背景1、教材和学生分析
自从接到了参加江苏省信息技术资源英语录像课评比的通知，我就开始着手设计本课。本课的主题是a camping trip，教学对象为五年级学生。本节课的教学内容既涉及学生在三、四、五年级学过的有关物品的单词，又涉及了表示“有”的说法。根据学习内容和学生情况，采用了以旧带新引入新知识的教学策略，并以新旧知识的整合作为本课的落脚点，以帮助学生在学习过程中不断扩展和丰富语言知识，组增强学生的交际能力。
2、教学目标：
1）能正确地听、说、读、写词汇tent, pot, hill, a tin of, children, show。
2）能正确地听、说、读词汇tin-opener, match, blanket, telescope, fish, camping trip (site)。
3）能理解掌握句型 What do you/ they have ? I/ We/ They have …
What does he/ she have ? He/ She has …
4）能正确地运用对话中的日常交际用语和三会句型，能正确理解、掌握对话内容，并能朗读、初步表演对话。
3、教学重难点：
1）能正确理解、掌握对话内容，并能朗读、表演对话。
2）能正确地听、说、读、写四会要求词汇
3）能初步理解掌握句型What do you/ they have ? What does he/ she have? 及其答语。
4、教具准备
多媒体课件、图片、实物、卡片
二、教学过程
I. Greeting
1. Greeting
T: Good morning, boys and girls. Nice to see you ’s on duty today?
S1: I am. My name’s… . I’m a girl. I like reading and dancing. Today is … . We have Chinese, Maths, English and PE in the morning. We have Art and Science in the afternoon. That’s all.
2. Free talk.
T: OK, boys and girls, let’s play a game, OK?
老师做出一个动作，如run, T: What am I doing? Guess.
S: You’re running.
学生依次进行问答，一个喊一个的名字
（jumping, walking, sleeping, dancing, swimming, sitting, standing,speaking）
3. T: Now, let’s sing a song,OK?
Sing a song ---what are you doing? 5’
（设计思路）在教学中，要做到以学生为主体，通过free talk，可以使大部分学生得到发言的机会，另外，学生们在回答自己提问的同时，配合动作，又极大地提高了学习本课内容的兴趣。同时，行为动词的引入，也为进一步的学习埋下了伏笔。
II. Presentation
1. T: Please look at the slide. （图）It is spring now. What’s the meaning of
‘spring’? ----春天
T: Spring is coming. The trees turn green and the flowers start to grow. Do you want to go on and outing? Ss: Yes, we do.
---- go camping Let’s go camping! 让我们去野营吧！（图）
---- a camping trip a camping site
They’re having a camping trip. They’re at a camping site. 2’
2. T: When we go camping, what do we need?
1)Ss answer the question.
S: We need … .
( a tent, a telescope, a tin-opener, a pot, a stove, a blanket, a owel, some tins, a tin of fish(四会), a tin of chicken, some fruit, some chocolates, a box of chocolates, some water, some eggs, some biscuits and so on.)（图）
Look at the slide.
2) Read the words of Part B after the tape.
（设计思路）通过对野营所需物品的谈论，可以很自然的引出本课的生词，并且在轻松、和谐的课堂氛围中，可以更好、更快的掌握本课的三会及四会单词，并会带入句型中加以运用。通过We need….这个熟悉的句型，可以很轻松的引出本课have、has的用法。 5’
3. 1) T: We have so many things. We can go camping now,What do you have? ( to S1)
S1: (出示实物) I have …. ( to S2…..S6)
Practise ‘I have … .’
2) T: What does he/she have? Ss: He/She has …(指着刚才出示实物的学生说)
（设计思路）机械性的操练活动旨在让学生反复练习该句型，为之后的语言输出做铺垫。
4. have 与has 的用法
都表示拥有，但have 用于第一、二人称以及第三人称的复数，而has用于第三人称单数。（生总结，并看幻灯）
（设计思路）这样的练习即符合小学生好奇心强、对未知事物充满兴趣的心理特点，又可以在课堂教学中可以充分调动学生参与和体验的热情。此环节立足整体把握教材的知识体系，在导入新知识时先分析新旧知识的联系，再以旧带新，做到语言知识的融会贯通，不断丰富学生的语言积累。 5’
5. Let’s chant.
What do you have? I have a tent.
What do I have? You have a tin.
What do you have? We have a pot.
What do they have? They have some fruit.
What does he have? He has a chair.
What does she have? She has a stove.
Go, go, lets go. Let’s go camping!
比较do 与does 的用法
Do和does都是助动词，用帮助行为动词构成句子。Do用于一、二人称以及第三人称的`复数， does用于第三人称单数。 3’
（设计思路）在教学过程中采用朗朗上口、简单易读的儿歌，一直是我使用的教学手段之一。通过阅读，可以使学生较好的掌握have、has的用法，培养他们的语感，让他们张口就可以说出正确的用法。
6. T: Boys and girls, I think you must be tired. Let’s learn a song, OK?
---- What do you have?
7. T: Boys and girls, do you like going camping? Ss: Yes, we do.
T: Miss Li and her students are having a camping trip. Listen to the tape, and try to answer my questions.
Questions: 1) Where are the children?
They are at a camping site. It’s near a hill.
---- 4-skill words children hill
Learn to say: site, a camping site
2) What are they doing?
They are showing their things to each other.
---- 4-skill words show Learn to say: each other
3) What does Liu Tao have？ He has a big tent.
What does David have? He has a chair.
What does Nancy have? She has a chair, too.
What does Helen have? She has a tin of chicken and a tin of fish.
What does Yang Ling have? She has a tin-opener.
What does Mike have? He has a pot and a stove.
What do Su Hai and Su Yang have?
They have two blankets and a telescope.
What does Miss Li have? She has a box of chocolates.
What does Mr Green have? He has some
（设计思路）在Part A 的学习中，我先设计了几个题目。通过课件的展示，让学生边听边思考提出的几个问题。问题涉及到wh-的几个类型。问题的设计应注意层次性、注意启发性、注意广泛性、注意灵活性。 对学生课堂提问的回答给予积极评价。
III. Practice
.1. Listen to the tape again, and try to fill in the blankets.
1）Now the children and their teachers are the hill. They’re a camping site. They’re their things to each other. Liu Tao has a big . Davida chair. Nancy has a chair, too. Helen has a tin ofand a tin of . Yang Ling has a , Mike has a and a stove. Su Hai and Su Yang have two blankets and a . Miss Li and Mr Green have a box of chocolates and some fruit. They’re very happy!
（设计思路）此项练习可以使学生更好的理解Part A 的内容，通过对课文的阅读与理解，提高他们的听、说、读写等综合运用语言的能力。
2) Read the paragraph together. 3’
IV. Consolidation
1. Read Part A. 2’
2. T: Who can make a dialogue with the following drills?
A: The camping trip is do you have?
B: I have … .
A: I have … . How about … and …? What do they have?
C: I have … .
D: I have … .
ABCD: Great!/ How nice!/ Good! Let’s go camping! 7’
V. Homework
1. Listen to the tape and copy the new words .
a dialogue about the camping trip with your classmates. 1’
（设计思路）作业的设计使课堂英语学习延伸到了课外。
牛津小学英语5A Unit 7 After school Part A教【第四篇】
牛津小学英语5A Unit 7 After school Part A教案
牛津小学英语5A Unit 7 After school Part A教案 一、 教学目标： [认知目标]1.能听懂、会说、会读、会拼写单词及短语 after school, look for, join, study等。 2.能进一步巩固在进行时的一般疑问句及其回答。Is he/she …？Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are … 3.能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。 [能力目标]4.帮助学生进一步掌握英语语篇学习的方法，提高阅读能力。 [情感目标]5. 通过本课的学习培养学生的语言表达能力。进一步提高学生对英语语篇学习的学习兴趣。 二、教学重点： 1.能进一步巩固在进行时的一般疑问句及其回答。Is he/she …？Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are … 2.能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。三、教学难点：能听得懂、会说和会读日常交际用语和句型Perhaps they are. I’ ll go and join them. Where are you going? 等。四、教学准备：设计并制作PPT，录音机，教学光盘，练习纸 五、设计理念：整个教学设计由老师引导，学生自主参与，获取新知，然后巩固操练，合作创新。教学中采取轻松自由的交谈方式，引导学生运用新的语言表达方式谈论放学后学生的活动，这充分体现了新课程标准要求的采用互动的课堂模式，提倡开放的'学习方式，鼓励学生创造性地运用语言。“互动”、“开放”、“创造”营造了平等、民主、宽松的课堂氛围，学生就获得了相当大的主动权。 六、教学过程 Step 1 Review 1. Listen and do 教师说出一系列动词短语，学生做动作，如watch TV, play basketball, play the piano, sing等。并说stop，让学生暂停。 T: What are you doing? S: I’m … T: What’s he/she doing? S: He/She is … T: What are they doing? S:They are… game( 课件呈现6张图片的一小部分) Using: A: Is he/she/it …? 他/她/它正在……吗？ B: Yes, he/she/it is. No, he/she/it isn’t. A: Are they …? 他们正在……吗？ B: Yes, they are. No, they aren’t. T―S，S―S（设计意图：1.让学生做做、说说，符合小学生的年龄特征，并活跃课堂气氛。在做与说的过程中巩固现在进行时的用法。2. 通过课件展示图片部分，在问答的过程中帮助学生复习现在进行时的一般疑问句，不但很好地巩固了前一课时所学的内容，而且为下面学习课文打好了基础，当学生接触到课文里的这一句式时便不会感到陌生。） Step 2 Presentation and Practice 1.(the last picture of revision) S: Are they……? T: Perhaps they are. I’ll go and join them.(板书并教学) a.师出示更多的图片问学生：Are they…?让学生用Perhaps they ’ll go and join them.来回答。 in pairs. c.师出示一个男孩玩溜溜球图片，问学生：Is he playing with a yo-yo? S: Perhaps he :I’ll go and join him. (同样引出Perhaps she ’ll go and join her.) 2. （the last picture of Part 1） a. 课件展示Helen骑自行车的图片。 T: What’s she doing? Ss: She’s riding a bike. T: (出示zoo的图片 ) Are you going to the zoo? Helen: (运用课件对话) No, I’m not. Teach “Are you going to the…?” and practise. 课件展示park 和garden图片。 Ss: Are you going to the park / garden? Helen: No, I’m not. T: Where are you going? Helen: I’m going to the reading room. Teach “Where are you going?” Ss: Where are you going? Helen: I’m going to the reading room 替换下列地点名词toilet, sports hall, playground, table tennis room进行pair work 练习，教师巡视。 Pair work: A: Are you going to the…? B: No, I’m not. A: Where are you going? B: I’m going to the…. (设计意图：创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固，收到了良好的学习效果。) Step 3 Learn the dialogue 1. Background a．（出示课件） T: Look at the clock, what time is it? Ss: It’s three o’clock. T: Yes, it’s three o’clock in the afternoon. Classes are over. The students are going home. Can you guess the meaning of “Classes are over.” S1: 课都结束了。 Learn: Classes are over. Class:课；班级。(揭示课题Unit 7 After school) : Who’s he?（呈现Gao Shan的照片）Is he playing basketball? S: … T: Gao Shan is looking for Wang Bing. (教授look for，并与find 进行区分。look for 强调寻找的过程find 表示找到，强调结果。) to the tape of background and retell the background.（设计意图：小学英语课堂中强调故事情景的创设，这里学生在“下课了”情景的创设及教师的引导中慢慢进入A部分的教学。通过对三句话的梳理，交代下面Gao Shan与Miss Li对话的背景。目标：学生能够理解背景知识中的三句话，分别交代了时间、人物、事件，能试着说出这三句话，并基本能够区分look for和find。） 2. Left part①Listen to the tape and answer some questions a. Is Wang Bing helping Miss Li? b. Where are Mike and Wang Bing? c. Are they playing basketball? d. What will Gao Shan do? ②Watch a video and repeat, work in pairs, read together.③Retell the dialogue according to some phrases.（将对话中一般疑问句标出） ( 设计意图：先易后难，符合学生的认知规律。请学生先听录音，并根据几个问题理解这部分大致内容之后，扫除语言知识障碍，再理解语篇内容，能让学生更好地理解并记忆深刻。) 3. Right part ① Listen to the tape and fill in blanks Who Doing what Where Helen Gao Shan Su Hai and Su Yang ②Watch and repeat, role play. ③Retell the story according to the form (在此过程中解释study的两种不同意思)（设计意图：在“Gao Shan与Helen相遇会说些什么”情景的渲染下学生对对话较感兴趣。并通过听录音完成表格的方式理解大意，在此基础上看动画，并根据表格来回忆对话内容都是能够调动起学生学习的热情。） Step4 Consolidation 1. Read Part A and try to recite it 2．Read and fill in the blanks: Classes ______over. Gao Shan is_____ ______Wang Bing. He’s ______helping Miss Li in the office. Perhaps they are playing basketball in the __________.He will go and ______them. Helen is going to the . Su Hai and Su Yang aren’t _______ in the are in the library. 3.阅读短文，判断对错，用“T”或“F”表示。 I’m Tom. I have three good friends. They’re Mike, Helen and Nancy. Today is Saturday. Mum and Dad aren’t at home. My good friends come to my home. We are very busy now. Mike and I are making a cake in the kitchen. Helen and Nancy are helping my sister do housework. Look, Helen is cleaning the windows. Where’s Nancy? Oh, she’s in the sitting-room. She is sweeping the floor. We’re tired, but we’re very happy. Questions: ( )1. Tomorrow is Sunday. ( )2. My parents are at home. ( )3. Mike is making a cake in the kitchen with me. ( )4. Helen is cleaning the windows with my sister. ( )5. We don’t like doing housework. (设计意图：新课标中强调对于每节课的教授内容都要有一定的评价，这里通过练习的设计来检测学生的掌握情况。练习3是课外阅读理解的练习，提醒学生将每个题目在文中的依据找出。课外阅读题的设计意在培养学生在短文中提取有效信息的能力。) Step5 Homework 1Try to read the dialogue in part A fluently. 2 Have a role play to perform the dialogue. 3.学有余力的学生仿照短文，描述家人晚上的活动。 Step6 Blackboard design