上海版牛津英语五年级上册教案

时间：2022-12-24 08:16:06 晓晴2 五年级

小学五年级也喜欢学英语，对各种课堂活动的参与积极性很高，有强烈的兴趣。因此，在教学中应不断激发他们的兴趣和热情，今天小编在这给大家整理了一些上海版牛津英语五年级上册教案，我们一起来看看吧!

上海版牛津英语五年级上册教案1

教案内容：

教学目标：

1. Listening: Listen and identify the key words.

2. Speaking: Pronounce the words properly.

3. Communicating: Use nouns to identify objects.

教学重点、难点：

1. Master the pronunciation of the new words.

2. Use the patterns to solute the tasks.

3. Use the fruit words in daily life.

教学策略、方法：

1、任务驱动型教学

小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动, 让他们有目的地进行学习活动，能调动学生的积极性, 提高学生的学习兴趣。

2、TPR教学

TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，

教学准备：

1.教师准备：

cassette player, cassette, some fruits, word and picture cards.

2.学生准备：

real fruits, colour pens, some paper, pencils.

教学过程：(Procedures):

Pre-task preparation:

1. Sing some songs and do some actions.(利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。)

a) Good Morning.

b) Read, draw, sing.

2. Play games: (利用游戏等引出新的教学内容)

1) Simon Says. (Listen and act)

2) Touch and guess: Feel the fruit and say out the words.

3. Introduce the fruit:

This is a/an… That’s a/an…

4. Today we’ll learn “Look and learn” in Unit 5 (Fruit).

While-task procedure

1. Show the real objects and teach the new words of fruit. (运用实物、图片等，配上动作，教学本课的新单词，。)

1)(Put up a banana.) What’s this? ---- It’s a banana. This is a banana.

Banana, banana,香蕉，香蕉apple弯又弯。

2)(Taste the pear.) What’s that? ---That’s a pear.

Pear, pear是梨子，梨子pear甜又香。

3)(Touch the mango.) This is a mango.

Mango, mango是芒果，芒果mango甜又酸。

4)(Point to a peach)That’s a peach.

Peach, peach是桃子，桃子peach大又鲜。

2. Stick on the word and picture cards on the board, and then read the words for several times.

3. Point to the cards, repeat the words in chorus, then in groups.

4. Read one by one.

5. Listen to the tape, follow it and point to each picture as it is being read out.

6. Re-arrange the word and picture cards in random order.

Post-task Activities

1.Play games(Divide the whole class into groups and have a competition): (分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。)

1)Say some words,ask someone to pick out the correct words and put it on the board.

2)Say the words and point them out.

3)What fruit do you like? (Ask some pupils to answer and pick them out.)

4)Teacher hides some words and the pupils guess the words.

5)Which group is the quickest?

Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruit’s name, the whole group has to stand up and do the actions.

Apple, apple, show me your book. Pear, pear, touch your arms.

Peach, peach, close your eyes. Mango, mango, open your book.

2. Read the rhyme: (利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。)

banana,banana香蕉，香蕉banana 弯又弯，

Pear,pear梨儿，梨儿pear甜又甜,

Peach,peach桃子，桃子peach大又鲜，

Mango,mango是芒果，芒果mango甜又香。

3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)

4. Count the stars to see which group is winner. (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)

Homework:

1. Write down the words under your drawings.

2. Say out the fruit words in English when you see some fruit.

上海版牛津英语五年级上册教案2

一、教学目标：

1、能听懂、会说句型There is a …!语音语调正确。

2、能听懂、会说、初步认读单调bottle,can ,box, 发音正确。

二、教学重难点：

1、能听懂、会说句型There is a …!语音语调正确。

2、牛津版二年级下册英语教案Keep the water clean：能听懂、会说、初步认读单调bottle,can ,box, 发音正确。

三、教学准备：教学光盘，实物

四、教学过程：

Step1 Free talk and lead in

1.师指着窗外问 What can you see ?

S: I can see trees.

S2: I can see cars……

(在教室里)T: What can you see in our classroom?

S1: I can see a ruler,.

S2: I can see an big apple…….

(教师可以在教室里放一些玩具，水果之类的物品。)

T; What can you see?

S1; I can see a dool.

S2: I can see …..

T: I can see many clothes .(学生热了后把外衣脱下后放在教室周围的柜上。)

T: look , there is a coat !

(师作远远指出的动作，让学生理解there is 的意思。)

Ss:(手指coat,跟教师读) there is a coat!

T: look, there is a jacket.

学生手指jacket,跟读 there is a jacket!

(板书) there is ,学生跟读。

2. Show different things on the teachers' desk

Make sentences: There is a ...

Step2. Presentation and practice

1)逐一呈现并教学三个单词

T: there is a bottle.

教学bottle 、box、can,

学生跟读，注意纠正学生的发音。

2)练习掌握这三个单词

教师快速的举起物品，比一比学生谁得反应快，很快说出相应的单词。

组织学生四人小组练一练，读一读。

3)Game :猜一猜

教师将图片随机的反贴在黑板上，让学生猜一猜每幅图分别是什么?

S1: a bottle, a box, a can .

S2: a box, a bottle, a can Step3 Homework

(1)听录音，读熟B部分单词。

(2)鼓励学生平时用所学的日常交际用语相互打招呼。

上海版牛津英语五年级上册教案3

教学目标：

知识能力与技能

Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC.

过程与方法

With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others’ information by practicing conversations; Know the greetings well by singing English song.

情感、态度与价值观

This content is easy to understand and the basic greetings in English, and it’s the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures.

重点难点：

1、Learn the pronunciation and writing of letters Aa~Hh and consolidate the pronouncing rules of the vowel letters A, E in English words.

2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers.

3、Learn to greet people with How are you? and their answers.

教学过程：

Section A

创设情境，导入新课Create plots and scenes to guide the new lesson

The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters Aa~Hh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware (about greeting) for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; And then the teacher communicates with the students; At last get the students to communicate with each other.

自读感知，整体把握Pre-read to apperceive and grasp the whole

Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings.

合作交流，解读探究Cooperate and intercourse to unscramble and research

The main content in Section A is to learn the target language:

Hi/Hello, Bob!

Hi/Hello, Eric!

Good morning/afternoon/evening, Helen!

Good morning/afternoon/evening, Alice!

【Intercourse】The teacher communicates with the students in class first:

(Say hello to the students)Hello, …!

(Get the students to answer)Hello, …。!

(Say hello to the students)Hi, …!

(Get the students to answer)Hi, …。!

(Say hello to the students)Good morning/afternoon/evening, …!

(Get the students to answer)Good morning/afternoon/evening, …!

【Experiences】After the students grasp the target sentences, the teacher projects the courseware (about greeting) or shows some cartoons and imitates different voices of the people in the cartoons (or play the tape) to say hello to and greet each other: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task of Activity 1b.

【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b.

Hi/Hello, Bob!

Hi/Hello, Eric!

Good morning/afternoon/evening, Helen!

Good morning/afternoon/evening, Alice!

【Demonstration】Learn the pronunciation and writing of English letters Aa—Hh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b.

【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c.

【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d.

【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important, finish the teaching task of Activities 3.

【Experiences】

1)Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a.

2)Play the tape of Activity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b.

【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice!，finish the teaching task of Activity 4c.

【要点直击】【English notes】

中西方日常交际差异：中国人见面喜欢问：“你吃过了吗?”老外听了，以为你要请客;“你去哪儿?”老外认为你是干涉他的隐私。而西方人见面以问候为主，如：Hello!， Hi!， Good morning.等。问候语的使用：Good morning早上好(指早晨、上午);Good afternoon下午好(指午后，黄昏前);Good evening晚上好(指黄昏后，就寝前)。

应用迁移，巩固提高Application and transfer, consolidation and improvement

1. Make letter cards: Get different letters and words by assembling the cards freely. It’s helpful to promote the intercourse between the students and bring up their friendship.

2. Identify the character cartoons: Know some familiar boy and girl names.

Section B and Self Check

创设情境，导入新课

The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware (about saying hello and greeting) for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.。

自读感知，整体把握

Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?;In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students’ interest in English at the same time.

合作交流，解读探究

Good morning/afternoon, Helen! Hi/Hello, Eric!

How are you? I’m fine, thanks. How are you?

I’m OK.

【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? I’m fine, thanks. How are you? I’m OK., finish the teaching task of Activity 1.

【Making】Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a.

【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b.

【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a.

【Activities】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b.

【Experiences】

1)Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4.

2)Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5.

【要点直击】【English notes】

1、How are you? 也是一句问候语，一般用于熟人之间，意思是“你(身体)好吗?”，它的答句一般是：Fine/I’m fine. Thank you.，而不能用How are you?直接回答。

2、Thank you与Thanks：“thank”是动词，“Thank you”是“谢谢你”，表示感谢对方，“Thanks”是名词“谢谢”(复数形式)。

应用迁移，巩固提高Application and transfer, consolidation and improvement

1、Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves (see the name lists at the last pages of the textbook) in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students’ interest in English.

2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students’ abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language.

课后小结Summarize after class

【Summary】Learn to say hello to others with hello, hi, Good morning/afternoon/evening and greet people with How are you? and its answers; Grasp the target sentences: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.; Learn the pronunciation and writing of the letters Aa~Hh and the pronunciation of the vowel letters A and E in words; Familiarize the familiar boy and girl names and understand the meanings of some abbreviations HB, CD、BBC.

上海版牛津英语五年级上册教案4

教学目标：

1、能正确地听说读写句型What do you / they have? I/ We/ You/ They have… What does she /he have? She /He has…

2、能正确地听说读词组 camping trip, tent, pot, stove, blanket, telescope, tin-opener.

3、能正确地听说读写单词 hill , children ,show , fish .

4、能流利的朗读课文

教学重点：

1、能正确地听说读单词和句型

2、能正确地理解课文

教学难点：

1、能正确地听说读写单词和句型

2、能熟练地运用本课所学的物品和句型来组织对话

课前准备：

1、教具准备：多媒体，磁带，录音机。

2、板书准备：写好课题 Unit 8 A camping trip

教学过程：

A Free talk

1 (点击课件封面使音乐停)Greeting

2 (点击课件封面中音符的图标出现歌曲的画面)

T: First let’s sing a song ‘What are you doing?’

让学生有表情地演唱这首歌曲，复习旧知，活跃课堂气氛。

3 (点击课件歌曲画面回到课件封面)

T: What are you doing now?

Ss: We’re having an English class.

(点击课件封面的图标出现图片)

T: Yes!But, what are the children doing?

Ss: …

T: Let me tell you!

(点击出现课题)

They are having a camping trip! A camping trip.

领读课题

B Presentation and practice

1、学习单词及词组

a T：In today’s class, let’s go on a camping trip! OK?

Ss: OK!

T：(点击课件出现孩子们图片) Look! Here’re the children ..

b T: They’re going on a camping trip. Let’s go with them together . OK?

Ss : OK .

T : Now they’re at a camping site . They’re very happy . They are showing their things .

c　教师可先展示自己所带的物品，再让学生展示。Show your book / pencils …

2、学习、操练句型

a T：look ! What do they have ?

Ss : They have a tent .(ten – tent )

b T : What do you have ?

Ss : I have a blanket . (thank – blanket )

c T : What do you have ?

Ss : We have a pot and a stove .

d T : What does he have ?

Ss : He has a pair of telescopes .

(点击课件，组织学生有节奏地利用生词和句型诵读小儿歌)

What do you have ?

I have a bianket .

What do you have ?

We have a pot .

What do they have ?

They have a tent .

What does he have ?

He has a telescope .

C Consolidation

1、Listen to the text and write “√”in the blanks .

2、What are “a tin of fish , a tin opener” , Let’s watch and find .

3、Teach ( a tin opener , a tin of chicken , a tin of fish . )

D Practice

1、Read the text by yourselves .

2、teach (hill)

3、Read and match

4、Choose one picture and read with your partner.

5、Fill in the blanks .

6、Your camping time .

E Assign homework

1、Read the new words and the text .

2、Make a dialogue like the text and write down .

上海版牛津英语五年级上册教案5

【教材简介】

This book is designed for students in Grade 2. There are two children in the book, Sam and May. Each unit is divided into five parts: let’s act, let’s talk, let’s learn, let’s play and let’s enjoy. Let’s act involves students’ physical action. Let’s talk presents dialogues. Let’s learn shows the new words and letters in this unit. Let’s play strengthens the target language. Let’s enjoy uses enjoyable activities such as songs, rhyme, stories and so on. The book makes use of a wide variety of carefully graded activities, including composite pictures, stories, songs, rhymes.

【设计理念】

This class is to expand students’ horizon and to develop their physical mentality and ability. Students in groups are very cooperative when having games. We will review the words at Step 1. I will show the new lesson at Step 2. Step 3 will create the opportunity for groups. And Step 4 will strengthen the knowledge.

【学情分析】

Students in this grade are about seven or eight years old. Most of them are willing to express themselves in class. However, due to the age students can’t pay all the attention in class. Team work is an effective way to attract their attention.

【教学目标】

Students can understand the words in this unit, for example “horse” “bear” “elephant” “tiger” “monkey” and “panda”. Students can foster the interest and desire of learning English, and fond of taking part in kinds of class activities. Students can identify the animals in real circumstance.

【教学重点】

Students can master the correct pronunciation of the six words in this unit.

【教学难点】

Students can improve their confidence of learning English, and are not afraid of making mistakes in public.

【教学准备】

Pictures and CD/PPT

【教学方法】

教法：TPR -- Total Physical Response Teaching Method Communicative Language Teaching Method 学法：Cooperative Learning Method

【教学课时】 One Period

【教学过程】

Step 1.Warming-up

I. Talk with the students using “How are you?” Ask all to answer. T: How are you?

S: I’m fine, thank you.(together)

II. Review the words we have learned last class. Ask each team to read and give the best team a sticker.

T: Last unit we have learned some farm animals. Let’s review them. Are you ready? S: Yes, I am ready. (together)

(change the words cards and speed up step by step)

Design Intent: This step enables every students open their mouth to say English. It is the key to eliminating students’ mental disorders and building self-confidence. Each team wants to be the best. At the same time give a praise for the best team.

Step2. Presentation I. Open the book.

Ask students to read the title of this unit. Correct the wrong pronunciation.

T: Today we will learn some new animals. They are in the circus. (show the picture of the circus) Can you guess the meaning of “circus”? S:.....

T: Today let’s learn unit 2 In the circus. Write the title on the blackboard. T: Follow me “in the circus”. S：.......

II. Show the new lesson.

T: The first animal is ___. (Take out the picture)

Follow me “horse ”.(write the word on the blackboard) What’s the meaning of horse? S: ...

T: Horse, horse, look at the horse. (ask the meaning of look at and explain it with action) S: ...

Ask students to point the picture and read the word. Take out “bear”

T: A new animal --- bear

Follow me “bear”.(write the word on the blackboard) What’s the meaning of bear? S:...

T: Bear, bear, look at the bear. S: ...

Ask students to point the picture and read the word. Take out “elephant”

T: It has a long nose, yes or no?

Follow me “elephant”.(write the word on the blackboard) What’s the meaning of elephant? S:...

Ask students to read the word in a team.

T: Elephant, elephant, look at the elephant. (pay attention to “the”) Ask students to point the picture and read the word. Take out “tiger” T: It is big, yes or no?

Follow me “tiger”.(write the word on the blackboard) What’s the meaning of tiger? S:...

T: Tiger, tiger, look at the tiger. S: ...

Ask students to point the picture and read the word. Take out “monkey” T: It is little, yes or no?

Follow me “monkey”.(write the word on the blackboard) What’s the meaning of monkey? S:...

T: Monkey, monkey, look at the monkey. S: ...

Ask students to point the picture and read the word. Take out “panda”

T: It is white and black, yes or no?

Follow me “panda”.(write the word on the blackboard) What’s the meaning of panda? S:...

T: Panda, panda, look at the panda.

Ask students to point the picture and read the word.

Design Intent: Colorful pictures will attract pupils’ attention. They are more likely to get the meaning from pictures than words. What’s more, pictures will leave a deep impression on students.

Step3. Practice

T: Boys and girls, let’s read the words together and then play “bomb game”. Are you ready? S: ......

T: Read the words with your partner. (invite some teams)

Design Intent: This step will create the opportunity to practice the words and correct the wrong pronunciation. At the same time, students will have fun to remember the words.

Step4. Production

Play game “look and match” for two or three times. T: look at the screen carefully. Who wants to try? S: ......

Design Intent: This step enables students distinguish the words and their meaning. And team work is an effective way to cooperate with their members.

Step5. Summary

Today we have reviewed farm animals and learned six animals in the circus. Students should master the pronunciation of the words and are able to express look at.

Design Intent: This step just costs several minutes, however, it can’t be ignored. We

will make a conclusion on what we have learned this class. It also strengthens the right pronunciation of the words and sentences.

【作业设计】

Homework: Read the words we have learned this class. I will check it next time