《牛津小学英语》5B第九单元教案（4篇）
【阅读指引】阿拉题库网友为您分享整理的“《牛津小学英语》5B第九单元教案（4篇）”范文资料，以供您参考学习之用，希望这篇文档对您有所帮助，喜欢就下载分享给大家吧！
B Unit1
课题unit2 more exercises
课型
新授
课时
1
教学
内容：words: low,high, far, farther, slow, early, better sentence patterns:ben runs faster than the boys jump higher than the girls?does jim swim slower than david?
教学
目标: low,high, far, farther, slow, early, betterb. sentence patterns:ben runs faster than the boys jump higher than the girls?does jim swim slower than david?重点 难点：比较级的一般疑问句问法，及其回答。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a preparationlisten and do教师可结合以前教学相关动词的动作和节奏帮助学生复习已学过的动词，特别是本课出现的：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…quickly respond：说反义词复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
b presentation1. t: what time do you go to bed? s1: at … t: what about you? s2: at … t: oh, who goes to bed later?s: go to bed later than . （板书）此处的later解释为“晚的”2.通过提问what time do you get up?引出 gets up earlier than .（板书）3. 通过跳远比赛引出 jumps farther than .（板书）4. 通过跳舞比赛引出 dances better than . （板书）提醒学生注意这几个比较级变化，引导学生总结副词的比较级变化规则：副词的比较等级的形式变化与形容词大致相同，但以后缀-ly结尾的副词一般用more:carefully-more carefully, beautifully-more beautifully注意：early末尾的ly并非后缀。通过比赛跳高引出does jumps higher/ lower than ?yes, he does. / no, he doesn’t. jumps higher than .do and jumps higher/ lower than and ?yes, they do./ no, they don’t. 可重复1-4环节的提问或者利用b部分的挂图，引出比较级的一般疑问句
b presentation
c work in pairs (c )1. look and read the and answer in pair using the dialogues and words（注意书上的fat 可改为far）write down the dialogues you make
板书设计：unit 2 more exerciseslow- lower does jumps higher/ lower than ?slow-slower yes, he does. / no, he doesn’t. jumps higher than .late-later do and jumps higher/ lower than and ?early-earlier yes, they do./ no, they don’t. far-fartherwell-better
教学后记
课题
unit2 more exercises
课型
新授
课时
2
教学
内容：: be good at, do well in, have problems with, player, express for communication:that’s is not as strong as the other runs as fast as patterns:ben runs faster than the boys jump higher than the girls?does jim swim slower than david?
教学
目标: be good at, do well in, have problems with, player, express for communication:that’s is not as strong as the other runs as fast as patterns:ben runs faster than the boys jump higher than the girls?does jim swim slower than david?
重点 难点：
比较级句型的熟练掌握。
课前 准备：
录音机
师生互动教学过程教学步骤教师活动学生活动
a preparation
quickly respond：（说反义词）复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …2. ask and answer:does the bird fly higher than the chicken?does the horse run slower than the pig?do the ducks swim faster than the fish? …does your father get up earlier than you?
b :（承接上面的问答）does run faster than ?who like pe? who can swim? who runs faster?(根据学生的回答)oh, i think is good at pe. who’s good at pe, too?(进一步提问)：who’s good at chinese/english/ maths/ music/ art/…?2. t: do you know jim? is he good at pe? listen and answer.（听第二遍回答）what is jim good at? why doesn’t jim do well in pe? 教学not as …as…句型：不如…3. listen and read the sentences above4. read the dialogues and discuss: what are jim’s advantages?what are jim’s disadvantage?what should jim do?小组讨论后，可派代表发言，其他同学补充5. read and learn the dialogues:边听读对话，边学习词汇： have problems with…,player, true边通过与学生的交谈学习相关语言项目do you have problems with your homework?—and you? do you have problems with your english homework?/ do you have problems with your maths?…i’m not doing well in pe?—do you doing well in pe/ computer studies/ science…?ben runs faster than me?—who runs faster/ slower than you?mike runs as fast as ben. – who runs/ swims as fast as you?and you can swim fast. – can you swim? can you swim fast?i’ll get up earlier every day and do more exercises before i go to school.—what exercises can jim do? 6. read in roles7. read and judge
c further learning（这一环节课根据班级情况选用）1. t: i’m not good at pe. i want to do more exercises. do you have any suggestions? have ss discuss in group2. have ss make an exercise planning for each student （也可不局限于体育学科，进一步扩展到其他学科， 如英语、美术等）
板书设计：unit 2 more exercisesjim is good at english and does not do well in pe.
教学后记
课题unit2 more exercises
课型
新授
课时
3
教学
内容：a. phrase: animal showb..熟练运用交际用语：that’s is not as strong as the other runs as fast as 四会掌握句型：ben runs faster than the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. phrase: animal showb..熟练运用交际用语：that’s is not as strong as the other runs as fast as 四会掌握句型：ben runs faster than the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用所学用语。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a free talk
are you good at …?what subject are you good at?who is good at pe/…?who runs faster than ?who can swim?do you get up early?how do you go to school in the morning?do you want to do better in pe/ english/…?what do youwant to do?b the text together/ in the dialogue
c listen and write (d)1. look and answer:（要求学生回答要完整） t: look, here’s an animal you know them?what are they doing?which animals skate better, the monkeys or the bears?do the bees fly higher than the butterflies?do the fish swim faster than the ducks?which animals do you like better, the monkeys or the bears?2. listen and write3. check the answers4. have ss say and write more sentences about the picture
d play a game (f)1.讲解游戏规则，师生示范2.根据班级情况，给于适当的时间让学生记忆，s1提问，ss抢答。3.教师也可用课外的图片补充到游戏中来，丰富游戏内容
板书设计：unit 2 more exercises ________ fly _______than _________. __________ skate _______ than _________.__________ sw _______swim______ than _________.
教学后记1. read and recite the text2. wb e,f
课题unit2 more exercises
课型
新授
课时
4
教学
内容：a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s is not as strong as the other runs as fast as 四会掌握句型：ben runs faster than the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s is not as strong as the other runs as fast as 四会掌握句型：ben runs faster than the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用及能够灵活运用熟练掌握。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a say a rhyme(h)
and listen and learn: well done3. 教师可让学生结合动作，引导学生按节奏诵读b revision1. game: true of false?教师讲解游戏规则：一人随意说一句话，但要用到比较级，如the cats run faster than the ducks./ my father gets up earlier than my mother.其余人判断所说的是否正确，认为正确的stand up并说that’s true!认为错误的可以说that’s not true! and practice the dialogues in text
c look, read and judge1. have ss read and judge2. listen,read and learna. traffic:交通(heavier) 在此处以为“多的，密集的”3. read and check the answer
d listen and repeat ( g)1. read and compareforty, horse, morning, sports [ ]2. listen and read the sentence3. learn more words: for, short, …
板书设计unit 2 more exercises[ ] forty, horse, morning, sports
教学后记1. read and recite the rhyme2. exercises in wb2
B Unit2
新版牛津英语3bunit1-4
第一单元知识点 in class在上课
能使用简单的祈使句表达一些上课时的交际用语。
一、词汇
in clas在上课 please请 open开 反义词 close关上 the这、这个 door门 sorry对不起 come in 进来 window窗户 blackboard黑板 rubber橡皮 parrot鹦鹉 listen to听 don’t=do not
二、句型及语法
1、 习惯搭配/短语
good morning，class. 早上好，同学们。
stand up. 起立
sit down, please. 请坐
open the door. 开门
close the window. 关窗
come in. 请进
i’m sorry. 对不起 （用于表达歉意）
listen to… 听…
what’s this/that ?
2、the的用法
定冠词the 用来特指人或事物。所指的人或事物是同类中特定的一个。可以和单、复数名词，也可以和不可数名词连用。
例：the apple 这个苹果 （许多的苹果中，特指这一个苹果，而不是其他的苹果。）
3、mr的用法
对男士的尊称为 mr… (…先生)
mrs 太太、夫人 （是对已婚妇女的称呼）
miss 小姐 （是对未婚妇女的称呼）
4、询问“这/那是什么？”的句型及其答句
what’s this/that ?
it’s …
5、don’t引导的祈使句
结构：① don’t + 动词原形 + 其他 。
② don’t be + 其他 。
don’t listen to the parrot.不要听鹦鹉的。
don’t be late. 不要迟到。
6、“某人有某物”的表达
主语 + have/has … have/has 的意思是 “拥有” 。主语是三单的时候要用has。
例：bob has two big , big books. 鲍勃有2本大大的书。
第二单元知识点 in the library在图书馆
能用don’t… 表达图书馆内的一些禁止事项
一、 词汇
in 在。。。里 library图书馆 shout喊、叫 run跑 eat吃 talk谈话 here这里、在这里 sleep睡觉 drink喝 milk牛奶 shh嘘 your你的
二、句型及语法
1、don’t引导的祈使句 表示“不要。。。。。。”
don’t run. 不要跑 don’t talk. 不要说话 don’t sleep. 不要睡觉
don’t shout. 不要叫 don’t eat here. 不要在这里吃
2、如何表达“你想要。。。吗？”的句型及其答句
---would you like + 某物（名词） ？
---yes, please. (肯定回答)
---no, thanks. (否定回答)
3、习惯搭配/短语
up and down 上上下下
i’m sorry. 对不起
第三单元知识点 is this your pencil?这是你的铅笔吗？
询问物品的归属。询问人或物品的位置
一、 词汇
pencil铅笔 schoolbag书包 pen钢笔 crayon蜡笔 ruler尺子 pencilcase铅笔盒 lunch box午餐盒 where在哪里 over there在那里
isn’t=is not that’s=that is where’s=where is
二、句型及语法
1、询问物品归属的句型及其答句
---is this/that your …? 这/那是你的。。。吗？
---yes, it is. 是的，它是。 no, it isn’t. 不，它不是。
(this 指近处的物品 that 指远处的物品)
句中的your 可以用my / his / her / their 等替换
2、如何介绍自己的物品
this /that is my … 这/那是我的。。。
3、询问某人/某物位置的句型
where is/are + 某人 / 某物 ?
4、习惯搭配/短语
on the floor 在地板上
beside the door 在门旁边
talk about 谈论
thank you. 谢谢你。
第四单元知识点 where’s the bird?鸟在哪里？
能描述物品的具体位置
一、 词汇
bird鸟 beautiful漂亮的 desk书桌 chair椅子 tree树 guess猜
under在。。。下面 on在。。。上面 in在。。。里面 behind在。。。后面
one一 two二 three三 oh哦、啊 wow 哇、呀
二、句型及语法
1、介词大家族
under在。。。下面 on在。。。上面 in在。。。里面 behind在。。。后面
2、how 引导的感叹句
how + 形容词/副词 （+主语+谓语） ！
例：how beautiful ( it is )! 它多么漂亮啊！
感叹句：是用来表示喜、怒、哀、乐等情绪，句末用感叹号“！”
补充：what 引导的感叹句结构：
what +（ a/an ）+ 形容词 + 名词 + 主语 + 谓语 ！
例：what a good girl she is ! 她是一个多好的女孩啊！
3、由is 引导的一般疑问句 及其答句
--- is it … ? 它是。。。吗？
---yes, it is. 是的，它是。 no, it isn’t. 不，它不是。
例：---is it in your pencilcase？ 它在你的铅笔盒里吗？
---yes, it is. 是的，它在。
注：该句型是由 肯定句型 it is …… 转化而成的。 将be动词调到句的前面，大写了首写字母并将句尾的句号变为问号。
4、描述物品具体位置的句型
主语 + be动词 + 介词短语 . 。。。。。。在。。。。。。
例： it’s behind the door. 它在门后面。
the bird is under your desk. 鸟在你的书桌下面。
5、习惯搭配/短语
under your desk 在你的书桌下面
behind the door 在门后面
on your chair 在你的椅子上面
in my desk 在我的书桌里面
in the tree 在树上
here you are 给你。
B Unit3
lesson plan people who help usthe 1st period of oxford 1b unit 4learning objectives:1. learn to use postman / fireman / policeman / milkman / driver to identify people’s learn to describe know thanks giving and be willing to help : the usage of the articleaaids: media, exercise paper and word cards ii while-task rhymes : five little monkeys look at you and me wordsmilkman driver policeman, postman fireman all of the words patternshe is a … he is a …he is … he is a …he is …he has got …he can … ss: say and act screen: the elephant elmert: introduce elmer and tell a story about himscreen: elmer needs milkss: make a rhyme. milk, milk, i love you. milkman, milkman, come, come quickly. screen: elmer gets on the school busss: say hello to the driver screen: elmer sees a policeman and a postman on the road. sa: act as a policeman and a postman screen: elmer is in the : act out the story school is fun. movie: on firess: say something about the fireman. ss: mime the wordspicture game: which word is missing?ss: read the wordsscreen: guessing gamess: read the word and act outscreen: different situationsss: say which one must come herescreen: different job, different help. sa: actt: say he is a …ss: guesspassing gamegroup work: what are they? ss: listen to the song on p21 then try to say what he is and how he : about a policemansa: describess: readscreen: about a milkmansa: add the sentences screen: about s postman and a drivert: ask some questionsgroup work: describe one of the postman and the driver 用儿歌进行热身，使学生进入英语学习的状态。 7个单词不同的引入方法让学生的精神始终处于兴奋状态。不同的操练方式也让学生兴趣浓厚。 guessing game 是较常用操练的方式，可激励学生，发挥学生主动性，让他们主动地运用语言。 由单词到句子再到语段，实现了知识材料的逐步积累、知识难度的逐步加深。iii post-task information gap movie: elmer puts off the fire pair work screen: if you can, just do your shoulder to the wheel.
鼎力相助。two heads are better than one.
一个好汉三个帮。there is kindness to be found everywhere.
人间处处有温情。 最后的交际性操练的游戏让学生主动使用语言，通过问答的方式及新鲜有趣的图片来刺激了学生的主观能动性。 中英文谚语的出示便于学生理解，也提升了课堂教学的立意。iv. assignment1. words on p19: listen, read and spell2. patterns on p20: listen and read3. song about more jobs: enjoy (on the internet of yifu primary school) 教学反思：这节课借助sonia提出的主题people who help us, 教授职业名词 fireman/ policeman/ postman/ milkman/ driver，学生能运用he is a …描述人物的职业，同时学过的句型 he is … / he has got …/ he can …等，较详细地介绍人物。我们设定的情感目标是让学生了解职业特征，激发他们的感恩之情，培养助人为乐的好品质。实践下来，效果不错。在教学过程中，有以下亮点：ø pre-task preparation: 用节奏明快的儿歌five little monkeys 活跃课堂气氛；用以前学过的自编儿歌look at you and me 复习描述人物的单词。ø while-task procedure: 用故事描述的方法引出新授单词，引人入胜；通过不同的操练方式让学生体验职业特点，理解职业价值；运用多种器官活动帮助记忆。ø post-task activity: 用出人意料的故事结尾帮助学生理解“以我所能，助人为乐” 的现实意义。ø assignment: 利用校园网为学生习得课外知识搭建平台。 有待改进之处：² 媒体制作的精美程度。² 单词呈现的自然顺畅。
B Unit4
teaching materials:
《义务教育课程标准实验教科书·牛津小学英语5b》第六单元第三课时（ part h, part e ）
teaching aims:
:
put your feet together.
put your hands on your head.
move your legs to the left.
jump up and down.
bend your knees.
do handstands.
do push ups.
do some exercise.
touch…with….
a song: do some exercise with me.
teaching emphases and difficulties:
:
move…to…
touch…with…
do handstands/push ups.
a song: do some exercise with me.
teaching preparations:
show:
unit 6 at a pe lessongive orders:
jump up and down.
move your legs to the left.
/m v/
bend your knees.
/b nd/
put your feet together.
your hands on your head.
touch … with…
try to follow the orders.
blackboard:
do some exercise with mebe healthy:
/h l / turn left. bend down. jump.
do push ups. do handstands.
/p /
recorder.
teacher’s steps:
a. free talk and revision:
: good morning.
ss: good morning.
t: are you?
s1: fine, thank you. and you?
t: not bad. thank you.
s2, do you like suzhou?
s2: yes, i like the city very much.
t: s3,what do you usually do on sundays?
s3: i usually…
t: and s3 stand in a line.
now listen carefully. turn right. lift up your left leg. touch your knees with your hands 3 times.
very good. thank you.
choose someone to give orders.
b. presentation:
orders:
1)ss read and learn the orders on the blackboard in groups.
2)ss read them out in groups. t corrects.
3)read the orders together/one by one/in teams.
4)guess their meanings according to the verbs.
attention: the chinese meaning of “move”(移动).
emphasis: touch … with…means: 用……碰……
(touch=碰， with=用)
5)t says chinese, ss say in english.
6)t gives orders, ss follow them. then s gives orders, others try to follow them.
7)t acts, ss say the orders in english.
8)ss act and give orders freely.
a song:
1)show the small blackboard.
2)read the words on the small blackboard. clap and read.
3)listen to the song.
4)sing after the tape.
5)sing the song together.
6)ss sing and act.
: give orders:
1)t gives orders. ss follow them together.
2)ss read the orders in groups. then one gives orders, others try to follow them.
e:
1)listen to the tape.
2)act according to the tape.
3)ss act, others make up dialogues according to their action.
4)read the dialogues.
a song:
c. homework:
the song after the tape 3 times.
the orders 4 times.
the text after the tape 5 times.