小学五年级牛津英语教案1

第一篇：小学五年级牛津英语教案1

Module 1 Using my five senses

Unit 1 Using my eyes

The first period

Teaching Aims:

Basic Aims:

1.Continue to leam the simple present tense.2.Using prepositions to indicate position and time.3.Try to answer questions according the text.Developing Aims:

Using the simple present tense to express simple truth.Education Aims:

Try to answer questions according the text.Teaching Aids:pictures,a cassette player

Teaching procedure:

Pre-task1.Rhyme

2.Sing a song

(通过儿歌活跃课堂气氛。)

PreparationRevision

a.Please say sth.About ‘Ben’s day’

b.Guessing game: Is it„?

c.Review: behind, beside and in front of using students and objects.While-task1.Words:rise, shadow,high

Procedurea.Introduce: shadow using the picture

b.Introduce:rise,high using the action.c.Say the new words and have the students repeat after me.2.Play the cassette for the first paragraph in Look and Read.Students listen and follow in their books.3.Play the cassette again.Students listen and repeat.4.Ask the students to answer questions

①.Whese is the sun?

②.Where is its shadow?

③.Is it long?

5.Play the cassette for the second paragraph

6.Play the cassette again.Students listen and repeat.7.Ask and answer about this paragraph.8.Introduce:go down.9.Play the cassette for the third paragraph twice.10.Have the students ask and answer.11.Read and answer.Look at the pictures and answer questions

Post-taskTalk about the shadow of the school building at the different time of a

activity day,then try to ask and answer.Consolidation:Exercises of workbook and Grammar book.The second period

Teaching Aims:

Basic Aims:

1.Using modals to talk about ability.2.Asking ‘Wh-’questions to find out the place.3.Using imperatives to give instructions and directions

4.Using the simple present tense to express simple truth.Developing Aims:

Asking‘Wh-’questions to find out the place.Education Aims:

Using the simple present tense to express simple truth.Teaching Procedure.Pre-taskPreparation

1.A poem:where where where

2.Revision:

Guessing game:Where is it?It’s„

Where are they?They’re„

While –taskProcedure

1.Introduce:inside、outside according the words‘in’and ‘out

Introduce ‘flat’ using the picture and ‘glasses’using a pair of glasses.2.Say the new words and have the students read after me.3.play the cassette:Look and say.Students listen.4.Play the cassette again.Students listen and follow in their books.Ask students to remember the place of each picture.5.Ask students to do pair work about these pictures.6.Have students make short dialogues.7.Ask students to look at ‘Read and match’

Post –task.Activity

Oxford English Workbook and Grammar Practice Book 4B

The third period

Basic Aims:

1.Using imperatives to give instructions

2.Using modals to talk about abilities

3.Asking questions to find out the positions

Developing Aims:

Using modals to talk about abilities

Education Aims:

Asking questions to find out position

Teaching Procedure:

Pre-taskStudents do pair work to talk about their shadows.Preparatione.g.Can you see my shadow?

Is it long/short?

?Etc.While-task1.Play the cassette:Look and say.ProcedureStudents listen and follow in their books.2.Play the the cassette again.students listen and repeat.3.Ask Students to act out the dialogues with their panterners,then check one or

two.4.Play the cassette:Make a shadow.Students listen and follow in their books.5.Play the cassette again.Students listen and repeat.6.Ask students to say the instructions while they’re making a shadow.7.Ask students to write down some sentences about their shadow.For more able

students encourage them to write a few more sentences to describe their

shadows.Post-taskHave students play a game about their shadows

Activity——Close your eyes.——Open your eyes.Can you see my shadows?

——Is itthe?

ConsolidationQxfoxd English Workbook and Grammar Practice Book 4B.The Fourth Period

Teaching Aims:

Basic Aims:

1.Asking simple questions to obtain ‘yes/no’response.2.Using formulaic expressions to express and respond to apologies.3.Using adjectives to show quantities.Developing Aims:

Using formulaic expressions to express and respond to apologies.Education Aims:

Using adjectives to show quantities.Teaching Aids:a cassette player,word and picture cards,some fouit.Teaching Procedure:

Pre-task1.Sing an English song

Preparation2.Daily talk

①.How are you?

②.what’s the weather like today?

③.Do you like„?

④.Have you got a book?

⑤.What have you got?

⑥.Has she/he got a pen?

3.Review some fruit.①.Do you like fruit?

②..What kinds of fruit do you like best?

③..What colour are they?

④.Where can we buy them?

⑤.Let’s go to the supermarket.While-task1.Display the wallpicture for page 5.Procedure:①.T:Oh,there are many fruit at the supermarket.What are these/those?

Introduce:strawberries grapes plums and cherries.②.Say the new words after the teacher.e.g What are they?They’re strawberries.Do you like plums?Yes,I like plums.2.①.Play the cassette:Say and act.The students listen and follow in their books.②.Play the cassette again.Students listen and repeat.③.The students read the dialogue in pairs.④.Read:Ask and answer.The students practise the model dialogue.⑤.Invite a few pairs to role-play the dialogue.Plst-task1.Divide the students into groups.Ask them to take out their Fruit.Then write

down a shopping list.e.g.green apples.2.Ask students to make a short dialogue about shopping list.One will be the

stall keeper.The others will be customers.3.Invite some groups to role-play the dialogue in front of the class.Consolidation:work book 5B P4

Grammar Practie Book 5B P4.The Fifth Period

Teaching Aims:

Basic Aims:

Basic Aims:

1.Using adjectives to show quantities.2.Using prepositions to mdicate position.3.Asking simple questions to obtain ‘yes/no’responses.Developing Aims:

Using prepositions to indicate position.Teaching Aids:a cassette player,word and picture cards,some fruit,a box.Teaching Procedure.Pre-task1.Review the names of different.Procedure

While-task

Produce

Post-task

Activity

Consolidation:

Kinds of fruit.①.T:Look!What’s this/What are these? P:It’s/They’re„ ②.T:Do you like(the name of fruit)? P:What do you like best? ③.T:Have you got any(the name of fruit)? 2.Review inside,outside,behind,in front of,beside.T:I’ve got a ball.Please guess where it is? You can say“Is it„?” P:Is it in the box? Is it behind the box? Is it beside the box? 3.Review the pattern.Where are they?They’re„ T:Oh,I can’t see my books.Where are they? P:They’re on teacher’s desk.1.Play the cassette,Look and say.The students listen and follow in their books.2.The students listen and repeat.3.The student read the dialogue in pairs.4.Read:Ask and answer.The students practise the model dialogue.5.Invite a few pairs to role-play the dialogue.Divide the students into groups.1.T:Suppose we’re in the fruit shop.There are many fruit in it.Please make a new dialogue which is similar with‘look and say’.2.Invite some groups to role-play the dialogue in front of the class.Work book 4B P5 and Grammar Practice Book 4B P5.

第二篇：小学五年级牛津英语教案7

Unit 3

The First Teaching Plan Teaching aims : Basic aims: 1.能用特殊疑问句Where„? 询问地点。e.g.Where’s Sam?

2.能用简单的过去式谈论过去的状态。e.g.He was here at ten o’clock.3.能用介词短语表示时间。e.g.He was here at eleven o’clock.Education aims: 培养学生热心助人的思想。

Developing aims: 能运用所学的过去式描述日常生活中已发生的事。Key points: 1.能用简单的过去式谈论过去的状态。

2.能用介词短语表示时间。

Difficult points: 能运用所学的过去式描述日常生活中已发生的事。Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc.Preparation: Make a copy of photocopiable page 32.Teaching procedure: Ⅰ.Pre-task preparation: Review: Where’s…?

Show the toy dog.Invite students to guess where the dog is ? 2.Ask the students if they have ever lost someone or something.Encourage students to tell their experiences to the rest of the class.Ⅱ.While-task procedure: Show the Wallpicture.Play the cassette: Look and say.The students listen and follow in their books.Play the cassette again.The students listen and repeat.Show the picture cards: supermarket, flat, police station and constable, and learn these words.Working in pairs, the students role-play the dialogue on page 31

of the Student’s Book.Invite a few pairs to role-play the dialogue In front of the class.Read the notice: ‘lost dog’ , and invite different students to repeat the sentences.Read: Write a report.The students help you to complete the report orally.Ask the students to talk about their parents, teachers, etc.e.g.S1: My father was at home at 6:30.Distribute a copy of Photocopiable 32 to each student.Explain the task.The students fill in the missing words to complete the report.Discuss the task while walking around each group in order to give more or less input as necessary.Ⅲ.Post-task activities: Workbook page 15 Invite students to read the words at the top of the task.Invite different students to help you to provide the captions and complete the sentences orally.Prompt where necessary.Students complete the task.Invite different tomes of the day on the board.Invite different students to tell you where they were yesterday at those times.e.g.Where were you at eleven o’clock? I was at school.,etc.Ⅳ.Homework: Listen to the cassette.Read the dialogue and notice for five times.Grammar Practice Book 5B page 30.板书：

Unit 3

At home supermarket

He

flat

She was here at ten o’clock.police station

It

constable

I

通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。用生动形象的图片引出所要学的单词，使学生记忆深刻。培养学生正确的语音语调。

这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。通过练习及时掌握新授知识，让学生明确was的具体运用。

The Second Teaching Plan Teaching aims: Basic aims: 1.能用简单的过去式谈论过去的状态。e.g.The picture was beside the window.2.能用介词短语表示方位。e.g.It’s beside the mirror now.Education aims: 培养学生仔细观察事物的习惯。

Developing aims: 利用所学的新句型联系生活实际进行交际。Key points: 1.能用简单的过去式谈论过去的状态。

2.能用介词短语表示方位。

Difficult points: 利用所学的新句型联系生活实际进行交际。Teaching aids: pictures, picture cards, etc.Preparation: Make a copy of Photocopiable page 33.Teaching procedure: Ⅰ.Pre-task preparation: Review: e.g.T: Where were you at 9:00? S1: I was at school.Ask the students to name the different kinds of furniture they have at home.Introduce: furniture, using the Word and Picture cards.Ⅱ.While-task procedure: Invite different students to tell you any English words that they may know for different kinds of furniture.e.g.S: table, desk, chair, etc.Write the words on the board: lamp, shelf, rug, picture, sofa and mirror Practise the new words.Using the Wallpicture for page 32 and the Word and Picture Cards.T: what’s this that? S1: It’s a lamp.etc.Play the cassette: Look and learn.The students listen and follow in their books.Play the cassette again.The students listen and repeat.Display the Picture Cards of different kinds of furniture.Invite different students to come to the front the class, choose a Picture Card, match it with the corresponding picture in the Wallpicture, and say the word.Look at the Wallpicture1,and talk about it.e.g.The picture was beside the window.Look at the Wallpicture2, and ask the students.e.g.T: The picture was beside the window.Now where is it?

S: It is beside the mirror.The students compare the two pictures and identify the differences between them.Invite different student to come to the front of the class to answer.They choose from the list of prepositions at the bottom of the page and point at the Wallpicture as they are answering.Play the cassette: Look and act.Listen and repeat.Working in pairs, the students take turns to ask and answer questions about the pictures.Invite a few pairs to ask and answer questions in front of the class, using the Wallpicture.Distribute a copy of Photocopiable page 33 to each student.Explain the task.The students complete the sentences by looking at the pictures and filling in the correct prepositions and nouns.Discuss the task while walking around each group

in order to give more or less input as necessary.Ⅲ.Post-task activities: Invite different students to come to the front of the class and to move a small classroom item from one place to another.Encourage the students to follow the model dialogue.Prompt where necessary.e.g.The book was on the desk.Where is it now? to elicit: It’s under the chair.Ⅳ.Homework: Listen to the cassette.Read the words and dialogue.Grammar Practice Book 5B page 31 and 32.板书：

Unit 3 At home lamp

---The picture was beside the window.shelf

Where is it now? rug

---It’s beside the mirror.picture sofa

复习前一教时的内容，也为下面的新授作好铺垫。联系生活实际，引入新授内容。

采用图片，单词卡片等，通过游戏形式，让学生在看、听、说中牢固掌握单词。通过层层深入，最后在学生很感兴趣的比较图画的不同的游戏中操练这一句型，而且这一形式对培养学生的观察能力很有帮助。

运用所学知识对教室内的布置进行交谈，做到学以致用。

教后随笔：

The Third Teaching Plan Teaching aims:

Basic aims: 1.能用祈使句发指令。e.g.Draw the furniture.2.能用简单的过去时态谈论过去的状态。e.g.The sofa was under the window.3.能用简单的现在时态表达简单的事实。e.g.Now it’s near the big table.4.能用介词词组表达方位。e.g.under the window Education aims: 在活动中培养学生的审美情趣。Developing aims: 联系生活实际进行交际运用。

Key points: 1.能用简单的过去时态谈论过去的状态。

2.能用简单的现在时态表达简单的事实。Difficult points: 联系生活实际进行交际运用。

Teaching aids: pairs of scissors, paper, simple models of rooms for each other, etc.Preparation: Make a copy of Photocopiable pages 34 and 35 for each group.Make simple models of rooms out of cardboard for each group.Teaching procedure: Ⅰ.Pre-task preparation: Review the activity on page 32 of the Student’s Book.Display the Wallpicture for page 32 and invite a few pairs of students to identify the differences between the two pictures.They ask and answer about the items of furniture.e.g.S!: The sofa was beside the chairs.Where is it now? S2: It’s near the window.Ⅱ.While-task procedure: 1.4-6 students make a group.Show some pieces of paper and pairs of scissors, and make some furniture.Draw some furniture.Colour it.Cut out the furniture.Put the furniture in the sitting room.Play the game in pairs.T: Look at the sitting-room.Now close your eyes.(T moves the furniture.)T: O.K.Open your eyes.What’s different?

S: The sofa was under the window.Now it’s near the big table.Working in pairs : S1-S2, S3…

The students take turns to move the furniture in the room and to talk about what has changed.(S1 moves the furniture.)S1: What’s different?

S2: The chair was beside the shelf.Now it’s near the table.The desk was … Now it’s ….…

Ⅲ.Post-task activity Workbook page 16 Invite students to read the words at the top of the worksheet.Invite different students to complete the sentences orally.The students fill in the missing words.Invite different students to read the completed sentences.Ⅳ.Homework: Grammar Practice Book 5B page 33.板书：

Draw the furniture.Colour it.Cut out the furniture.复习上一课内容，熟练运用过去时态，为交际运用打下扎实的基础。培养学生的动手操作能力，熟练领会各种指令。装扮居室，在活动中培养学生的审美情趣。

在活动中学习，其乐无穷。既培养了学生实际运用英语进行交际的能力，又充分发挥了学生的创造思维。

教后随笔：

The Fourth Teaching Plan Teaching aims: Basic aims: 1.用简单的过去时态谈论过去的状态。e.g.There were five in the bed.2.学会唱英文歌曲“Roll over!”。Education aims: 让学生从歌曲中受到美的熏陶。

Developing aims: 能用较流利的规范的语音语调唱英文歌曲。Key points: 学会唱英文歌曲“Roll over!”。

Difficult points: 用较流利的规范的语音语调唱英文歌曲。Teaching aids: Cassette 5B and a cassette player, etc.Preparation: Bring the student’s furniture cut-outs.Teaching procedure: Ⅰ.Pre-task preparation: Show the student’s furniture cut-out sand take turns to move the furniture and to talk about what has changed.e.g.S1: The sofa was near the table.Now it’s beside the window.Talk about “Where were youyour father and mother… at … yesterday?” e.g.S1: Where were you at eleven? S2: I was in the park.S1: Where was your mother at eleven? S2: She was in the park, too.Ⅱ.While-task procedure: Play the cassette: Listen to the song---“Roll over!”.Introduce: roll, using the Word and the Picture Cards.Introduce the sentences: There were five in the bed.There was one in the bed.Play the cassette a few times.The students learn the song and sing along.They follow the words in their books.Sing and act.Ⅲ.Post-task activity: Distribute a sheet of paper to each student.Working in groups, the students draw pictures to illustrate the song, following the pictures on page34 of the Student’s Book.Display the pictures on the classroom wall.Ⅳ.Homework: Listen and to the cassette.Sing the song.Oxford English Shanghai Edition)Practice and Assessment 5B Part 1, Module 2, Unit 3.板书：

Song: Roll over!roll

There were five in the bed.There was one in the bed.联系学生生活实际复习过去时态，熟练运用这一时态。

通过听录音让学生对所要学的歌曲有一了解，并培养其正确规范的语音语调。通过板书这两句句子，使学生了解were与was在there be 句子中的不同运用。让学生体会成功的喜悦。

教后随笔：

Class: Name:()1.Good morning！A.Morning!B.Hello!C.Hi!()2.Nice to see you again!.A.How are you ? B.Nice to see you , too.C.How do you do ?()3.Good night,mom!

A.Night!B.Good night!C.Good evening.()4.How do you do ?

A.How are you ? B.Fine,thanks.C.How do you do ?()5.How many story books do you have ? A.I have 10.B.I can see 10.C.Thirty yuan.()6.Do you have new teachers? A.Yes,we do.B.Yes,we don’t.C.Yes,we have.()7.Who’s your art teacher ?

A.Mr Zhu.B.Miss Zhu.C.He’s tall.()8.What’s he like?

A.He’s tall and strong.B.Yes,he is.C.Mr Zhu.()9.Is your English teacher young? A.No,she isn’t.B.Yes,she is.C.No,she is.()10.? Her name is Chen Jie.A.What’s your name ? B.What’s she name ? C.What’s her name ?()11.? I like Chinese,math and English.A.What classes do you like? B.What do you like? C.What are you like ?()12.? We have English and P.E.A.What do you have on Mondays ? B.What do you have ? C.What do you have on Monday?()13.? It’s Monday.A.What is it today ? B.What day is it today ? C.What day is today ?()14.? I watch TV and do my homework.A.What do you do ? B.What do you do in Mondays? C.What do you do on Sundays ?()15.May I have a look ?

A.Sure.Here you are.B.Look!C.Here you are.()16.Our math teacher is Canada.A.from B.in C.at

()17.I three new teachers.A.has B.am C.have()18.What’s Chinese teacher like ? A.you B.your C.you’re

()19.My P.E.teacher is thin.A.too B.so C.very

()20.There are days in a week.A.six B.seven C.eight

()21.There are month(月)in a year(年).A.ten B.eleven C.twelve()22.I often watch TV Saturday.A.on B.in C.at

()23.I like P.E.I don’t lime music.A.but B.and C.so()24.This is apple.It is red apple.A.a , a B.an,an C.an, a()25.What do you like ? A.classes B.class C.class’s 六年级英语测试题

Class: Name:()1.How are you ?

A.Fine,thanks.B.Yes,it is.C.How are you ?()2.Nice to meet you!

A.Fine,thank you.B.OK.C.Nice to meet you ,too!()3.How do you go to school ?

A.I go to Canada by plane.B.I go to school by bike.C.What about you ?()4.How do you go to the USA ?

A.I usually go to school by bus.B.I go to England by ship.C.I go by plane.()5.? My home is near the post office.A.Where is your home ? B.OK.C.See you then!()6.See you at 2 o’clock.A.See you then!B.The fifth floor.C.It’s easy.()7.? You can go by the No.15 bus.A.It’s not far.B.How can I get to Zhongshan Park ? C.Sure.()8.Where is the hospital?

A.Next to the cinema.B.Thank you.C.You’re welcome.()9.Excuse me ,is there a cinema near here ? A.Yes,there is.B.No,it’s not far.C.It’s near the post office.()10.? ? It’s near the post office.A.Yes,there is.B.No,it’s not far.C.Where is the library?()11.? It’s next to the hospital.A.Where is the cinema ,please ? B.Is it far ? C.Go straight.()12.How can I get to the hospital ?

A.It’s next to the hospital.B.You can go by the No.201 bus.C.Thank you.()13.Thank you.A.Thank you.B.OK.C.You’re welcome.()14.How can I get to the museum?

A.Go straight.Then turn left.B.Thank you.C.It’s east of the cinema.()15.Where is the post office ? A.Go straight.Then turn left.B.Thank you.C.It’s east of the cinema.()16.What are you going to do this evening ?

A.I’m going to the cinema.B.I go to school on foot.C.Yes,it is.()17.Is it far ? A.No,it is.B.Yes , it is.C.Yes,it isn’t.()18.do you go to school ? A.What B.Where C.How()19.I go to school bike.A.on B.by C.get()20.Can I go foot ? A.by B.at C.on()21.How can I to the post office ? A.near B.get C.for()22.me.A.Excuse B.How C.next()23.birthday to you!A.After B.Happy C.First()24.The hospital is the left.A.at B.in C.on

()25.is the bookstore ? A.Where B.How C.When

四年级英语测试题

Class: Name:()1.Good afternoon!

A.Hello!B.Hi!C.Afternoon!()2.Nice to see you again!

A.How are you ? B.Hello!C.Nice to see you , too.()3.Good night,moom!

A.Good evening!B.Good night!C.Night!()4.How are you ?

A.Fine,thank you.B.I am 10.C.Nine.()5.How do you do ?

A.Fine ,Thank you.B.How are you ? C.How do you do ?()6.How old are you ?

A.How are you ? B.I am 11.C.I have 11.()7.? I have 23.A.How many books do you have ? B.How many books can you see? C.How many book do you have ?()8.? I can see 6.A.How many lights do you have ? B.How many lights can you see ? C.How many light can you see ?()9.May I have a look ?

A.Sure.Here you are.B.Look!C.Sure.Here are you.()10.? 50 yuan.A.How much is this schoolbag ? B.How many is this schoolbag ? C.How much are this schoolbag ?()11.Where’s my seat ?

A.It’s near the door.B.It’s on the door.C.It’s under the door.()12.Let’s clean the desks and chairs.A.All right!B.Hello!C.It’s nice.()13.What’s this ?

A.There is a board.B.It’s a bee.C.It’s bee.()14.? My name is Mike.A.Here are you ? B.What’s your name ? C.How do you do ?()15.Who’s the inventor of paper ? A.Chinese people.B.Oh!Great!C.Hello!()16.I a student.You a teacher.A.am ,am B.are, are C.am, are

()17.This a boy.His name Zhang Peng.A.is, is B.am , is C.is , are()18.Let clean the fish bowl.A.I B.me C.my

()19.This is apple.It is red apple.A.an ,an B.a, a C.an, a()20.We a new classroom.A.are B.have C.has()21.There a bee in our classroom.A.is B.are C.am()22.have a new schoolbag.schoolbag is heavy.A.I , my B.I ,My C.My , I

()23.Put your English book your head.A.at B.in C.on

()24.There many books in the desk.A.am B.is C.are

()25.How many do you have ? A.pencil B.pencils 三年级英语测试题

Class: Name:()1.当向别人打招呼时，应该说： A.Hello.B.Good morning.()2.How are you ? 的正确答语是： A.name B.I’m fine,thank you.()3.当想知道别人的名字时，应该说： A.What’s your name ? B.See you.()4.字母K的小写是： A.k B.()5.Nice to meet you 的意思是: A.见到你很高兴。B.你好吗？()6.向别人告别时，应该说： A.Good bye!B.Hi.()7.Jenny is a A.boy B.girl()8.Li Ming is a A.boy B.girl()9.Jenny lives in A.Canada.B.China.()10.字母P的大写是： A.P B.q()11.当向别人说谢谢时，应该说： A.Nice to meet you.B.See you later.()12.早上好的正确答语是：

A.Good morning.B.See you later.’

C.pencils.()13.What’s this ？ It’s a A.desk B.book()14.This is a A.teacher B.Danny

()15.This is a boy.What’s name ? A.his B.her

第三篇：牛津小学六年级英语教案unit 1

牛津小学英语6B教案——Unit 1 Who is younger?第一课时

一、教学内容：

6B.Unit 1 A部分,Listen ,read and say.二、教学目标： 初步掌握理解句型，并能在交际中口头运用比较级句型 2 掌握四会单词tall,taller ,old ,older,young.younger.3 掌握三会单词和词组cute，go for a walk.4 能听懂会说句型Are you as tall as your ……,Su Yang’s twenty minutesthan me ,Who is younger, you or Su Yang ?

三、教学重、难点： 能正确理解、掌握四会单词并能听懂会说句型Are you as tall as your ……,Su Yang’s twenty minutes than me ,Who is younger, you or Su Yang ?。

四、课前准备：

1准备录音机和本课A部分的磁带。2 准备A部分的图片。

3课前写好本课的课题6B.Unit 1A部分Look, read and say

五、教学过程：

A Sing a song.跟录音机边听边表演唱英文歌曲Hello B Free talk.师生交流

T: Good morning, boys and girls.Ss: Good morning, T: Nice to see you again.Ss: Nice to see you, too.T: How old are you ? Ss: I’m 12years old.T: How old is he? Ss: He’s 11 years old ,too.C Presentation and drill新授和操练

1教师通过刚才的师生问答引出句型I’m older than xxx。2 教师板书old和older进行教学同时让学生理解。3 教师出示音标让学生试读，然后集体升降调朗读。教师继续指刚才比较年龄的2个学生说：Who is younger，xxx or xxx ？同样的方法引出 young和younger的学习。仍然就刚才创设情景的2个学生，T：Are you as tall as him？T：Yes，I am taller than him。引出tall和taller的学习。6 教师板书巨型并领读。

D Practice and consolidation练习和巩固 让学生听录音，引出单词cute和the only child 的学习。2 让学生模仿跟读录音。学生小组活动，每人接龙说一个比较级的句子，I’m older than you(him,her).I’m taller than you.I’m younger than you。4 在次基础上小组讨论巨型：Who is younger(,taller ,older),xxx or xxx? 5 Ask and answer in pairs.。六 布置作业：

听本课A部分的录音，要求学生跟读、读熟，并能够和同学比身高和年龄。

调查班级同学的年龄和身高

七、板书设计

Unit 1 Who is younger ? I’m taller than you.Who is younger ?you or SuYang ? SuYang is twenty minutes younger than me.八、教后记: 牛津小学英语6B教案——Unit 1 Who is younger?第二课时

一、教学内容：

6B.Unit 1B部分 Look ,Read and learn

二、教学目标：

1能正确理解、掌握A部分会话，并能朗读、初步表演对话。

2能正确地运用对话中出现的日常交际用语交流。

3正确掌握B部分出现的四会单词light lighter ,heavy heavier,和句型Who is taller ,you and SuYang?Whose ruler is longer ,yours or mine? 4． 掌握B部分中出现的三会单词long, longer ,short shorter stronger strong, big bigger ,small, smaller ,fat fatter, thin thinner,，三、教学重、难点：

能正确理解、掌握B部分单词。能熟练运用巨型操练单词。

四、课前准备：

1准备录音机和磁带。

2准备本课单词的图片。3 准备好的调查内容。54 课前写好本课的课题。

五、教学过程：

A Sing a song.跟录音机边听边表演唱英文歌曲Hello B Free talk.师生交流

T: Good morning, boys and girls.Ss: Good morning, T: Nice to see you again.Ss: Nice to see you, too.T: What day is it today? Ss: It’s Monday.T: Are you as tall as xxx?？ T: Who is taller ,you or Tom?? T: Who is younger ,you or Su Yang ?? S3: I’m younger than Su Yang.C Presentation and drill新授和操练 T有和学生的对话引出B部分单词的教学。T: Who ia taller ,xxx or xxx?引出同异类单词的教学。教师板书old older, short shorter ,strong stronger ,fat fatter, thin, thinner.big bigger, small smaller，让学生静听，后模仿、跟读。教师继续创设情景用巨型引出单词并引导学生回答。T：Whose bag is heavier, yours or mine? S: Mine.教师板书单词：heavy heavier, light lighter.让学生静听模仿跟读。然后集体升降调朗读。运用刚才所学句型进行单词操练，教师问，学生回答。

T: Who is taller ,xxx or xxx? T: Whose bag is heavier, yours or mine? 5 运用刚才所学句型和单词小组内学生进行交流。小组内学生汇报刚才所说的句型，分组进行，看哪组学生说的又流利、又正确。Talk in pairs then ask and answer.D Practice and consolidation练习和巩固 1 让学生听录音，模仿跟读单词。2 游戏：

A：一学生说形容词他的同桌说出比较级。B：分集团接龙说单词。3 再次让学生听录音，模仿跟读单词。在学生跟读中，纠正学生朗读中出现的错误。在学生能正确朗读的基础上让升学自己总结部分形容词比较级的变化规则。六 布置作业：

1抄写形容词和他的比较级。

跟读录音。

七、板书：

Unit 1 Who is younger ? I’m taller than you.Who is younger ?you or SuYang ? SuYang is twenty minutes younger than me.单词的书写 教后：

牛津小学英语6B教案——Unit 1 Who is younger?第三课时

一、教学内容：

6B.Unit 1C部分Work n pairs

二、教学目标： 掌握形容词以及比较级的正确用法。掌握四会单词light lighter ,heavy heavier.3 熟练运用四会句型：Who is taller than Gao Shan ?Whose bag is heavier,yours or mine ?

三、教学重、难点： 能正确理解、掌握四会单词light lighter ,heavy heavier.5 并能熟练运用四会句型：Who is taller than Gao Shan ?Whose bag is heavier,yours or mine ?

四、课前准备：

1准备录音机和本课C部分的投影片。

2课前写好本课的课题。

五、教学过程：

A Sing a song.跟录音机边听边表演唱英文歌曲 B Free talk.师生交流

T: Good morning, boys and girls.Ss: Good morning, T: Nice to see you again.Ss: Nice to see you, too.T: What day is it today? Ss: It’s Monday.T: Are you as tall as xxx?？ T: Who is taller ,you or Tom?? T: Who is younger ,you or Su Yang ?? S: I’m younger than Su Yang.C Revision复习会话

1看A部分投影片，师生问答，讨论会话。

2让学生试着复述A部分第一段。3 学生小组内表演会话。投影形容词以及比较级，学生起升降调朗读。D Presentation and drill新授和操练

1教师出示C部分的图片创设情景引出句型的操练： T：Look.Who is he ? Who is taller ,David or Gao Shan ? Ss:Gao Shan is.T:Who is taller than David? 这时学生就很容易回答了。用同样的方法操练其他的形容词。（thin ,old ,long ,fat ,short,young）2

教师继续出示实物自己的包和学生的包引出句型 T：Whose bag is heavier,yours or mine ? Ss:mine is.教师运用同样的方法引出其他单词进行操练（heavier, strong ,lightv…）

3.教师和学生操练2组后，让学生模仿自己练习。

4教师先让掌握比较好的学生做示范。然后同桌问答

5教师板书句型四会句型，由学生集体朗读。6 Talk in pairs then ask and answer.E Practice and consolidation练习和巩固 1 出示C部分的投影片，看图1，师生会话。Who is taller ,David or Gao Shan Who is taller than David? Whose bag is heavier,yours or mine 2 根据实际情况学生分组讨论，后分小组汇报。3 自己创设情景运用句型表演。六 布置作业：

看C部分图片，仿造今天所学句型编写会话，各编写两段。

七、板书设计

Unit 1 Who is younger ? Who is taller than David ? Gao Shan is.Whose bag is heavier,yours or mine? Yours is.八.教后记：

牛津小学英语6B教案——Unit 1 Who is younger?（第四课时）

一、教学要求：

1、巩固四会单词与句子；

2、巩固三会单词和句子；

3、巩固两会单词并学习E,F部分，两会：try again

4、巩固语音：or-/з:/

5、歌曲《I wish I was taller》

二、教学重点：

能综合全面复习、掌握本单元知识点。

三、教学难点：

能综合运用本单元所学过的单词、句型和日常交际用语。

四、课前准备：

提前板书重点句型、人物图片、学生调查表、录音机、磁带、练习册。

五、教学过程：

Step 1.Sing a song : Step 2.Revision 1.Ask and answer.e.g.Who is taller ,…or …? Who is thinner than …? Whose eyes are bigger,hers or his? Which river is longer,Chang Jiang or Huang He? Which mountain is higher,Tai Shan or Hua Shan? 2.Play guessing games: a.Guess numbers:Bigger or smaller?Up or down? b.Guess your classmates:Who is he/she?Is he/she taller than me?… Step 3.Who’s my friend?(E)1.Open your books,and look at the form in Page 12.T:How many children are there ?Who’re they? What’s …’s height?What’s …’s weight?(引导学生对人名进行学习，并复习height,weight)2.Say sth.about the children and guess.3.Learn to say “Try again”.4.Take out your forms and guess in groups.(示范表达后再进行小组游戏，重点在于表达比较级句型。)5.Act in front of the class.(小组派出代表，全班进行猜测。)Step 4.Look ,read and judge.(E)1.(人物图片Liu Tao,Gao Shan,Mike,Ben and Wang Bing)Say sth.about them 2.Look at the dialogue and judge.3.Check the answers.4.Look and answer the questions: a.Who’s older than Wang Bing? b.Who’s taller than Ben? c.Is Gao Shan as tall as Mike? d.Why will Liu Tao be the goalkeeper? 5.Act the dialogue.Step 5.Workbook Wb P5 E.Look,read and write.P6 F.Read,write and answer.引导学生学习快速阅读，获得关键信息，学会分析、判断、表达。Step 6.Assign homework

1、小作文：My good friend,完成后教师收上来然后打乱发下，让学生之间相互阅读，并写出文中人名。

2、完成课后练习。牛津小学英语6B教案——Unit 1 Who is younger?第五课时

一、教学内容：

6B.Unit 1 D部分Listen and write

二、教学目标：

1掌握形容词以及比较级的使用。

2掌握四会单词tall ,light ,young ,old ,heavy

3掌握三会单词twin ,minute ,centimeter, child ,cute, also, chat.4 能听得懂会说会读日常交际用语.Whose bag is heavier ,yours or mine ?I’m as tall as you.SuYang is younger than Su Hai.5．能正确使用本单元的四会句型 Who is taller than David ? Gao Shan is.Whose bag is heavier,yours or mine? Yours is.三、教学重、难点：

1能正确理解、掌握四会单词和句型。

2能够听懂D部分的会话，完成该部分的句子。

四、课前准备

1准备录音机和本课D部分的磁带。

2准备D部分句型填空的投影片。

3课前写好本课的课题6B.Unit 1 D部分Listen and write

五、教学过程：

A

听本课的歌曲《I wish I was taller》 B Free talk.师生交流

T: Good morning, boys and girls.Ss: Good morning, T: Nice to see you again.Ss: Nice to see you, too.T: What day is it today? Ss: It’s Monday.T: Who is taller than David ? T: Whose bag is heavier,yours or mine? C Revision复习

1看A部分投影片，师生问答，讨论会话。

2让学生复述A部分第一段。

3学生到台前表演会话。

4请学生运用所学的举行根据实际情况来表演。

5游戏：接龙默单词，形容词以及比较级 D Presentation and drill新授和操练

1出示D 部分图片,先请学生就图片自己讨论。

运用本单元的句型学生互相问答

2听本课会话录音，让学生理解D部分会话。

3根据刚才的录音，教师提问，学生试着回答会话的内容。

4再次让学生听会话录音，让学生进一步理解会话。5

打开书，让学生独立完成10页的填空，同时请六位学生到黑板上板书填空的内容。

6学生完成后集体进行校对。7

集体朗读板书句型。

E Practice and consolidation练习和巩固

仿造D部分的内容，请4位同学到前面请学生讨论。2

游戏活动：猜人游戏。运用所学的句型。

听本课歌曲录音，教师讲解，让学生试着学唱一遍。六 布置作业：

抄写本课四会单词各一行，每行各抄写单词四遍。2

准备自己家的照片分组讨论。七 板书设计：

投影10页的句子

八、教后记：

牛津小学英语6B教案——Unit 1 Who is younger?第六课时

一、教学内容：

综合练习

二、教学目标： 掌握形容词以及比较级的使用。

2.能听得懂、会说、会读和会拼写tall ,light ,young ,old ,heavy。3.掌握会话中出现的三会单词和词组twin ,minute ,centimeter, child ,cute, also, chat.4.能听得懂、会说、会读和会写四会句型：Who taller than David?Gao Shan is taller than David.5.能听得懂、会说、会读日常交际用语.Whose bag is heaviwer ,yours or mine ?I’m as tall as you.SuYang is younger than Su Hai.6.了解字母组合or在单词中的读音。7.会说英语歌谣《Iwish Iwas taller.》

三、教学重、难点： 正确掌握B部分出现的四会单词light lighter ,heavy heavier,和句型Who is taller ,you and SuYang?Whose ruler is longer ,yours or mine?

四、课前准备： 准备录音机和本课H部分的磁带 2 练习题的投影片。

3课前写好本课的课题。

五、教学过程： A

跟音乐集体唱歌曲。B 1.Free talk.师生交流

2.请学生之间用所学的句型问答，分组比赛 C Revision 复习

1看A部分投影片，创设情景让学生表演

2让学生复述A部分第一段和会话。

3学生小组内表演会话内容。

4教师让学生根据实际情况说自己的优势 I’m taller than xxx I’m younger than xxx I’m stronger than xxx My father is taller than My pencil is longer than xxx’s …

5让学生看黑板，朗读、拼读刚才教师板书的四会单词。6

学生拿出课前准备好听写本，听写本课四会单词。D

学生一齐拍手唱歌谣两遍。

E Practice and consolidation练习和巩固 1.游戏； 用所学的句型来猜班级的同学 2．教师投影本单元的练习题请学生完成 六 布置作业：

1朗读本课的会话，要求学生能够复述、背诵。

2学会唱歌曲。七 板书设计： 投影本单元的练习题目

八、教后记

第四篇：五年级英语教案1

Unit

Let’s learn

part B

郇玉红

教学目标

1．能够听、说、读、写动词和动词短语的ing形式：sleeping , climbing , fighting, swinging, drinking water.2． 能够听懂、认读句子What are the elephants doing ? They’re drinking.3．能够听懂、理解Story time中的故事。

教学重难点

1.掌握有关动物行为的单词：sleep , climb, fight, swing, drink, water。

2.重点是五个动词短语的ing形式。

3.难点是四会掌握五个动词短语的ing形式并能够运用其正确形式描述动物的行为。

教具准备

1.教师准备录音机和磁带

2.教师准备本课的单词卡片

教学过程(Step 1 Preparation

1.歌曲：Animals , Animals Are Everywhere 播放录音让学生跟着表演唱。

2.TPR活动。

T: Everybody, follow me.Walk, Walk, Walk.I am walking „.3.游戏：教师发指令，如：Climb like a panda/ drink like an elephant/ Jump like a rabbit/ Sleep like a koala.学生一边跟读听到的指令一边做动作。复习一些动词.4.教师向全班展示学生带来的各种单个的动物玩具，问“What is it? What colour is it? Where is it? What is the„„doing ?” 然后让学生问答操练。

Step2.Presentation

（一）单词导呈。

1.教师让一学生扮演一只猴子，做行走动作，问What is the monkey doing ? 让学生回答。“It’s walking.”同样动作扮演两只猴子，问：What are the monkeys doing ? 引导学生回答“They are walking.”重复两次。

2.教师让俩学生扮演两只猴子做睡觉状。问：What are the monkeys doing? 学生中可能会回答go to bed, have a sleep等，教师引导学生做正确回答：They are sleeping.教师出示sleep-sleeping词卡。教读几遍。学生快速开火车读。

然后伴随学生扮演猴子的动作，学生开火车问答：

What are the monkeys doing? They are sleeping.3.教师让两学生扮演猴子爬一根木棍。同样方式教学climbing.教师板书句型：What are the monkeys doing? They are climbing.学生齐读——半班问答——开火车问答。

学生之间互相扮演动物做动作，并互相用板书上的句型做替换问答。

4.类似的方法教其他的几个词组；fighting（扮演两只猴子做打架状）, swinging（做荡秋千状）, drinking water（需要教师讲解配合）。注意每个短语教学完毕之后，要及时运用学生学生肢体动作进行句型问答，做到“词不离句”。

依次在刚才的句型下面板书这些动词短语。注意swinging 和 swinging的发音。

（二）听读正音。

放B Let’s learn部分的录音，学生跟读。

（三）合作学习。

学生小组合作，朗读Let’s learn部分的内容。教师指导学生用不同图片进行替换，提醒学生注意动物名称和动作的改变。

小组汇报两到三组。

Step3.Practice

1.做游戏：What is missing?

教师将该部分的单词卡全部放在黑板上，然后学生闭上眼睛，教师快速的拿掉一张，学生睁开眼睛，猜拿掉的是哪一幅图。并能用一句话表达图画的意思: The „ are „ing.2.一生让自己的玩具动物做动作，问： What are the„.doing? 另一生回答。同桌之间互相描述对方的动物正在做什么。

Step4.Production

1.教师将五张词卡放在讲台上，请一名学生上来随意抽取一张卡片，教师带领其他学生问：What are they? What are they doing？引导学生根据图画的意思回答。

2.教师收集几位学生的动物玩具放在讲台上，说：Look at the zoo.There are many animals.Look at the „.What are they doing? 教师在讲桌后面做动作，学生小组猜测。猜得快而准的小组获胜。

Step5.Progress

1.让学生当堂书写本课所学的四会词汇。

2.做《配套练习》中的相关题目。

Homework

1.课后听B Let’s learn部分的录音，并读给家长或同伴们听。

2.和同伴一起，做Let’s play部分的游戏。

板书设计：

Unit 5 Look at the monkeys

What are the „s doing?

They are„„

第五篇：五年级牛津英语教案Unit11 Chinese festivals

Unit 11 Chinese festivals 第一课时

Look and learn

Ask and answer 教学目标

1.学生通过听音乐和看图片的方式，感知理解“festival”,并且了解不同的节日名称：the Spring Festival

the Mid-Autumn Festival

the Double Ninth Festival

2.学生通过问答练习及思维导图，利用旧句型进行交流：提高会话技能。

3.学生通过调查问卷活动，能在真实语境中交流自己喜欢的节日。教学重点与难点

重点:词汇:festival the Spring Festival

the Mid-Autumn Festival the Double Ninth Festival

句型：When...? What do you do...? What do you usually eat...?

难点：运用各种句型交流中国的传统节日。教学方法和手段

情境教学法

小组交流

多媒体课件 使用教材的构想

在引入“festival”后，不能直接出示节日的单词，应和学生进行深入交流，启发学生关于节日的想法，从而调动学生的思维的参与，在交流中感知各种节日。教学流程

一、Pre-task preparations 1.Play the music of《春江花月夜》.Students listen and guess.2.Talk about festival.T:What festival is it?

S1:It’s the Mid-Autumn Festival.Write the title.二、While-task procedures Look and learn 1.Show a picture of “the Spring Festival”,and talk about it.T:When is the Spring Festival?

S2:It’s in January or February.T:How’s the weather during the Spring Festival？

S2:It’s very cold.T:What do you do during the Spring Festival?

S2:We visit relatives and have dinner with them.T:What food do you usually eat at the Spring Festival?

S2:We usually eat fish and dumlings.2.Students talk about other festivals in pairs.三、Post-task activities Do a survey S3:What festival do you like? S4:I like...S3:When is the...Festival? S4:It’s in...or...S3:How’s the weather during/at...? S4:It’s...S3:What do you do during/at...S4:I usually...S3:What do you usually eat during/at...? S4:I eat...