【正文】 your name ? you.()： B.() to meet you 的意思是: 。Teaching aids: Cassette 5B and a cassette player, : Bring the student’s furniture procedure: Ⅰ.Pretask preparation: Show the student’s furniture cutout sand take turns to move the furniture and to talk about what has : The sofa was near the it’s beside the about “Where were youyour father and mother… at … yesterday?” : Where were you at eleven? S2: I was in the : Where was your mother at eleven? S2: She was in the park, too.Ⅱ.Whiletask procedure: Play the cassette: Listen to the song“Roll over!”.Introduce: roll, using the Word and the Picture the sentences: There were five in the was one in the the cassette a few students learn the song and sing follow the words in their and act.Ⅲ.Posttask activity: Distribute a sheet of paper to each in groups, the students draw pictures to illustrate the song, following the pictures on page34 of the Student’s the pictures on the classroom wall.Ⅳ.Homework: Listen and to the the English Shanghai Edition)Practice and Assessment 5B Part 1, Module 2, Unit ：Song: Roll over!rollThere were five in the was one in the ，熟練運用這一時態(tài)。Education aims: 讓學(xué)生從歌曲中受到美的熏陶。在活動中學(xué)習(xí)，其樂無窮。Difficult points: 聯(lián)系生活實際進行交際運用。 the window Education aims: 在活動中培養(yǎng)學(xué)生的審美情趣。教后隨筆：The Third Teaching Plan Teaching aims:Basic aims: 。聯(lián)系生活實際，引入新授內(nèi)容。Key points: 。The Second Teaching Plan Teaching aims: Basic aims: 。用生動形象的圖片引出所要學(xué)的單詞，使學(xué)生記憶深刻。Key points: 。’s Sam?。 was here at ten o’。培養(yǎng)學(xué)生正確的語音語調(diào)。 picture was beside the 。采用圖片，單詞卡片等，通過游戲形式，讓學(xué)生在看、聽、說中牢固掌握單詞。 the 。Developing aims: 聯(lián)系生活實際進行交際運用。Teaching aids: pairs of scissors, paper, simple models of rooms for each other, : Make a copy of Photocopiable pages 34 and 35 for each simple models of rooms out of cardboard for each procedure: Ⅰ.Pretask preparation: Review the activity on page 32 of the Student’s the Wallpicture for page 32 and invite a few pairs of students to identify the differences between the two ask and answer about the items of !: The sofa was beside the is it now? S2: It’s near the window.Ⅱ.Whiletask procedure: students make a some pieces of paper and pairs of scissors, and make some some out the the furniture in the sitting the game in : Look at the close your eyes.(T moves the furniture.)T: your ’s different?S: The sofa was under the it’s near the big in pairs : S1S2, 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 it’s near the desk was … Now it’s ….…Ⅲ.Posttask activity Workbook page 16 Invite students to read the words at the top of the different students to plete the sentences students fill in the missing different students to read the pleted sentences.Ⅳ.Homework: Grammar Practice Book 5B page ：Draw the out the ，熟練運用過去時態(tài)，為交際運用打下扎實的基礎(chǔ)。既培養(yǎng)了學(xué)生實際運用英語進行交際的能力，又充分發(fā)揮了學(xué)生的創(chuàng)造思維。Developing aims: 能用較流利的規(guī)范的語音語調(diào)唱英文歌曲。通過聽錄音讓學(xué)生對所要學(xué)的歌曲有一了解，并培養(yǎng)其正確規(guī)范的語音語調(diào)。？()，應(yīng)該說： bye!.() is a () Ming is a () lives in .()： ()，應(yīng)該說： to meet you later.()： you later.’.()’s this ？ It’s a () is a () is a ’s name ? 第二篇：小學(xué)五年級牛津英語教案1Module 1 Using my five sensesUnit 1 Using my eyesThe first periodTeaching Aims:Basic Aims: to leam the simple present prepositions to indicate position and to answer questions according the Aims:Using the simple present tense to express simple Aims:Try to answer questions according the Aids:pictures,a cassette playerTeaching procedure: a song(通過兒歌活躍課堂氣氛。 在5B就已學(xué)過，在此只需稍加復(fù)習(xí)。writing paper ,envelope, post card, glue這四個詞均可由實物直接引出，因為教師已布置學(xué)生提前預(yù)習(xí)，所以可請英語發(fā)音較好的學(xué)生上臺當(dāng)小老師教其他同學(xué)。D．。A guessing game: 可將本部分詞匯設(shè)計為謎語，如下：Liu Tao39。根據(jù)B部分詞匯，自編謎語。四、課前準備：教具準備：B、C部分教學(xué)掛圖；C部分句型卡片。C．Presentation and 、教師出示準備好的C部分句型卡片，因沒有生詞，可請學(xué)生自由朗讀。D．、本部分均為四會內(nèi)容，其中要向?qū)W生特別強調(diào)I want to +動詞原形。預(yù)習(xí)A部分對話。2． 運用本課所學(xué)知識，鼓勵學(xué)生大膽用英文與國外友人交流。教師可與一學(xué)生問答引出，再由學(xué)生進行。1． 教師出示penfriend, also, subject, address這四個詞匯，因為課前已布置學(xué)生預(yù)習(xí)，可請學(xué)生當(dāng)小老師上臺教讀，并講解中文意思。聽完錄音后，請學(xué)生回答問題，引導(dǎo)學(xué)生進入對話情景。2． 請語音教好的學(xué)生讀其中一句，其他學(xué)生快速讀出下一句。六、板書設(shè)計 牛津小學(xué)英語6B教案——Unit 7 A letter to a penfriend第四課時一、教學(xué)內(nèi)容：6B Unit 7 read and say（第三部分）二、教學(xué)目標(biāo)：1． 聽懂、會說、會讀并會拼寫單詞penfriend, also 2． 聽懂、會說、會讀詞匯subject, address 3． 聽懂、會說、會讀日常交際用語I hope should I do? 4． 正確理解、掌握對話內(nèi)容，并能朗讀、表演對話。四、課前準備：1． 教具準備：A部分教學(xué)掛圖，寫好問題的卡片，自錄 Peter自我介紹的錄音帶。問題大致如下：Question 1:Does Liu Tao want to have a postcard? does Liu Tao want to have? does Liu Tao want to do? and ，Liu Tao與媽媽談?wù)撍男鹿P友Peter以及如何給Peter回信，是本篇對話的重要內(nèi)容。m 39。2． 活動——自我介紹。牛津小學(xué)英語6B教案——Unit 7 A letter to a penfriend第五課時一、教學(xué)內(nèi)容：6B Unit 7 and write/ , think and write/ and write二、教學(xué)目標(biāo)：1． 培養(yǎng)學(xué)生正確的聽力習(xí)慣，提高聽力水平。2． 向?qū)W生介紹英文書信的書寫方法。1）在學(xué)生聽錄音前，教師可先引導(dǎo)他們看練習(xí)的引言部分，讓他們了解對話主題，預(yù)測可能聽到的內(nèi)容，做好心理準備。1）教師先引導(dǎo)學(xué)生自己閱讀本課的語言材料，理解句子含義。3．Think and write 本部分是Peter給Liu Tao的回信，介紹了除書信以外的另一種通訊方法，或稱電子郵件。3）讓學(xué)生觀察書中的格式，鼓勵他們說出與書信的不同之處。2． 有表情地誦讀歌謠 I want to write a 、教學(xué)重、難點：1． 了解字母組合ur在單詞中的讀音，并能擴充舉例。s school? are Helen39。3）教師可引導(dǎo)學(xué)生朗讀，也可在學(xué)生中展開朗讀競賽，看誰讀得又快又準