上海本地版英语五上牛津上海本地版英语五年级上册5A全册教案

5A教学大纲Unit1一：知识目标1. 语音：掌握音标/i:/，/i/ 的发音，并能正确读出例词。

2. 重点词汇：四会：first , second, third, fourth, fifth, sixth, party, begin,bring, wear,favourite三会：invitation, present, smart3. 重点句子：1. That sounds interesting.2. I can’t wait!3. When’s your birthday?4. What do you have?5. What time does the party begin?二：能力目标1. 学会用英语表达具体的月份及日期。

2. 了解序数词的定义，并掌握first , second, third, fourth, fifth, sixth的用法。

三：文化目标引导学生体会，了解英语国家的人们在过生日时的文化差异，风俗习惯。

Unit2一：知识目标1.语音：掌握音标/e/，/æ/的发音，并能正确读出例词。

2. 重点词汇：四会：taxi, underground, zebra, crossing, traffic lights, pavement, arrive, by , cross, leave,live,on foot,arrive(at)三会：get off, journey, underground station3. 重点句子：1. How do you come to school?2.I come to school by bus.3. When do you leave home?4.That’s correct.二：能力目标1. 学会用英语表示不同的交通工具和交通方式。

2. 掌握不同的交通方式所用的不同的介词，例如by和on的用法。

3. 掌握祈使句的用法，如Wait for the green light.三：文化目标引导学生了解中西方在交通规则方面的不同点。

Module 1 Getting to know youUnit 1 Can I do this?Period 1Contents:A: Words: cross, road, traffic light, waitB: Structures: There’s the red man.Cross! Go!Don’t cross the road.The traffic light’s red.C: Functions:Giving and responding to simple instructions, warnings and prohibitions.Learning tagets:A: Basic aims: 1. Listening: Work out the meaning ofwords using visual clues.2.Speaking: Use appropriate intonation inquestions and statements.3.Reading: Predict the meaning ofunfamiliar words by using contextpicture cues.B: Further aims: Add some other information as many asPossible.Language focus:1. Using the introductory ‘there’ to express facts.2. Using imperatives to give instructions.3. Using imperatives to express prohibitions.4. Using nouns to identify objects.Materials and aids: Student’s Book 5A page 2Cassette 5A and a cassette playerWorkbook 5A page 1Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: There be… Don’t… In this period,they will continue to practice these sentences.They can use the introductory ‘there’ toexpress facts. They can use imperatives toexpress prohibitions and give instructions.They can use nouns to identify objects.Period 2Contents:A: Words: go out, outB: Structures: Can I go out, Mum?Here you are.C: Functions: Asking for and giving/denying permission to do simple things.Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements.2. Speaking: Use appropriate intonation inquestions and statements.3. Reading: Predict story using picture cues.4. Writing: Develop written texts by addinginformation to writing when amodel or framework is provided. B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using modals to ask for permission.2. Using formulaic expressions to reply to requests. Materials and aids: Student’s Book 5A page 3Cassette 5A and a cassette playerWorkbook 5A page 1Unit position: In Grade Four, students have learned thesentences: Can you…? In this period, they willuse modals to ask for permission. They can useformulaic expressions to replay to requests.Period 3Contents:A: Words: drink, mean, or, one, sign, smoke, station,underground, wait for, way, whichB: Structures: Go out this way.Don’t smoke.They are going out.They are on the train.Which sign means…?C: Functions: Asking about and recognizing common signs in English.Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners.2.Reading: Locate specific information in ashort text in response toquestions. Identify main ideasfrom a text with teachersupport.3.Writing: Gather and share information,ideas and language by usingstrategies such as observing. B: Further aims: Add some other information as many aspossible.Language focus:1. Using imperatives to give instructions.2. Using imperatives to express prohibitions.3. Using the present continuous tense to describe an action taking place at the time of speaking.4. Using the present continuous tense to express simple truths.5. Using ‘Wh-’ questions to find out various kinds of specific information about an object.Materials and aids: Student’s Book 5A page 4Cassette 5A and a cassette playerWorkbook 5A page 2Word and Picture Cards 5AUnit position: In Grade Four, students have learned thepresent continuous tense. In this period, theywill continue to practice the present continuoustense. They can use the present continuous tense to describe an action taking place at the time of speaking and express simple truths.Period 4Contents:A: Words: make a noise, rubbishB: Structures: Don’t make a noise.I’m sorry, Miss Fang.C: Functions: Asking about and recognizing common signs inEnglish.Learning tagets:A: Basic aims: Speaking: Use appropriate intonation instatements.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using imperatives to express prohibitions.2. Using formulaic expressions to express apologies. Materials and aids: Student’s Book 5A page 5Cassette 5A and a cassette playerDrawing paperUnit position: In Grade Four, students have learned somesigns. In this period, they will continue to readand write some signs. They can useimperatives to express prohibitions. They can use formulaic expressions to express apologies.Unit 2 This is what I wantPeriod 1Contents:A: Words: glue, paper, scissors, tape, wantB: Structures: What do you want, Alice?I want some paper, please.Here’s some paper.Thank you very much.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners. Use appropriateintonation in questions andstatements.2.Writing: Develop written texts byputting words in a logical orderto make meaningful phrasesor sentences.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Asking ‘Wh-‘ questions to find out specific information.2. Using the simple present to make request.3. Using formulaic expressions to replay to requests.4. Using formulaic expressions to express thanks. Materials and aids: Student’s Book 5A page 6Cassette 5A and a cassette playerWorkbook 5A page 3Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: I want… Here’s…Here are… Thankyou very much. In this period, they willcontinue to practice these sentences. Theywill study how to ask ‘Wh-‘ questions to findout specific information. They can use thesimple present to make request. They can useformulaic expressions to replay to requests.They can use formulaic expressions to expressthanks.Period 2Contents:A: Words: BigMac, French fries, McChicken, a large Coke B: Structures: What do you want?I want a McChicken and some orange juice,please.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction inresponse. Maintain aninteraction by providinginformation to questions. B: Further aims: Add some other information as many aspossible.Language focus:1. Asking ‘Wh-‘ questions to find out specific information.ing the simple present tense to make requests.ing attributive adjectives to describe objects.Materials and aids: Student’s Book 5A page 7Cassette 5A and a cassette playerWorkbook 5A page 4Unit position: In Grade Four, students have learned somekind of food. In this period, they will learnsome new words about food. They will ask‘Wh-‘ questions to find out specificinformation. They can use the simple presenttense to make requests. They can useattributive adjectives to describe objects.Period 3Contents:A: Words: picnicB: Structures: I’m hungry./I’ve got some …What have we got?C: Functions: Comprehension a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction byeliciting a response. Maintainan interaction by providinginformation in response toquestions.3.Reading: Recognize a familiar words inunfamiliar contexts.B: Further aims: Add some other information as many aspossible.Language focus:1. Using the simple present tense to express simple truths.2. Asking ‘Wh-‘ questions to find out specific information. Materials and aids: Student’s Book 5A page 8Cassette 5A and a cassette playerPictures of food cut out frommagazinesDrawing paperWallpictures 5AUnit position: In Grade Four, students have learned thesentences: I’m hungry. I want some… In thisperiod, they will continue to practice thesesentences. They will study how to ask‘Wh-‘ questions to find out specific information.They can use the simple present tense toexpress simple truths.Period 4Contents:A: Words: vegetable, noodlesB: Structures: What do you want?Can I have some fish, please?There you are.C: Functions: Asking about and expressing wants.Expressing thanks.Learning tagets:A: Basic aims: 1. Listening: Identify main ideas.Locate specific information inresponse to simple instructionsor questions.2. Speaking: Produce simple phrases andsentences involving repetition.Open an interaction by elicitinga response.Close an interaction by usingappropriate formulaic phrases.3. Reading: Predict story, characters usingpicture cues. Locate specificinformation in a short text.Identify main ideas from a textwith teacher support.4.Writing: Develop written text by addinginformation to writing.B: Further aims: Add some other information as many aspossible.Language focus:1. Using ‘Wh-‘ questions to find out specific information.ing modals to make requests.ing formulaic expressions to reply to requests.ing nouns to identify objects.Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AWorkbook 5A page 4Food packetsUnit position: Students have learned the sentences in thefirst, second and third period. In this period,they will continue to practise these sentences.They will use ‘Wh-‘ questions to find outspecific information. They can use modals to make requests. They can use formulaic expressions to reply to requests and use nouns to identify objects.Unit 3 This is what I needPeriod 1Contents:A: Words: for, need, uniform, socksB: Structures: Kitty, what do you need for school?C: Functions: Comprehending a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements. Locate specificinformation in response toquestions.2. Speaking: Produce simple sentencesinvolving repetition or lists.Use modeled phrases andsentences to communicate withteachers and other learners.3. Writing: Develop written text by addingpersonal ideas and informationto writing when a modal orframework is provided.B: Further aims: Add some other information as many aspossible.Language focus:1. Using nouns to identify objects.2.Asking ‘Wh-‘ questions to find out various kinds of specificinformation about a person.ing indefinite determiners to refer to an unspecifiednumber of things.ing attributive adjectives to describe objects. Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AUnit position: Students have learned the phrases: somebooks, some crayons… in Grade Four. In thisperiod, they will continue to use indefinitedeterminers to refer an unspecified numberof things. They can use nouns to identifyobjects and use attributive adjectives todescribe objects. They can ask ‘Wh-‘questions to find out various kinds of specificinformation about a person.。

.5A Module 1 Getting to know youUnit 1 My birthdayContent5A M1U1 Look and learn (P3)(Period 1)1. To learn the following new words: first, second,Aims third, fourth, fifth, sixth, party, begin, bring, favourite2. To learn the expressions of time: the first of⋯3.To encourage students to use the new words.4.To encourage students to read moreinteresting books.Language focus To use the words and phrases correctly.Teaching aids Multi-media, PPT, etcProceduresStep Teacher ’s activities Students ’ activities PurposePre-task 1. Sing a song. 1. Sing a song.快的歌曲堂preparatio 2. Daily talk. 2. Answer the questions.造松的氛。

n How many months are日常水果there in a year?展开，本埋下伏What are they?笔。

While-task 1. To teach: the first 1. To learn: the first of⋯通的日期学procedure of ⋯，并感知日期To elicit: What’ s the(1)Look and read.的表达方式。

date today?(1) Show the phrase(2)Look and say.the first of September the first of ⋯(2) Show more dates.(3)Try to say:通三个日的表_______ is on the _______.述，巩固所学知。

上海牛津英语5A全部教案Unit 1: Hello!Lesson 1: GreetingsLearning Objectives- Understand and use greetings in English- Respond to different greetings appropriately - Introduce themselves in EnglishKey Vocabulary- Hello-Hi- Good morning- Good afternoon- Good evening- How are you?- I'm fine, thank you.- What's your name?- My name is...- Nice to meet you.Teaching Procedure1. Warm-up (5 minutes)- Greet the students in English by saying "Good morning!" and asking "How are you?"- Encourage the students to respond with "Good morning!" and "I'm fine, thank you. How are you?"2. Presentation (10 minutes)- Introduce the new vocabulary by showing flashcards or pictures of greetings.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different greetings with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns greeting each other and responding with appropriate expressions.- Walk around the classroom and provide assistance as needed.4. Production (15 minutes)- Have the students form a circle with their chairs.- Each student should introduce themselves by saying "Hello, my name is... Nice to meet you."- Encourage the students to ask each other "What's your name?" and respond with "My name is..." and "Nice to meet you."5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the importance of greetings in different cultures.6. Follow-up Activity (Optional)- Divide the class into two teams.- Play a game where each team takes turns greeting the other team in English.- Award points for correct greetings and responses.Unit 2: My DayLesson 1: Daily RoutineLearning Objectives- Understand and use vocabulary related to daily routines- Describe their own daily routines in English- Ask and answer questions about daily routinesKey Vocabulary- get up- have breakfast- go to school- have lunch- do homework- play games- have dinner- go to bedTeaching Procedure1. Warm-up (5 minutes)- Review the vocabulary from the previous lesson on greetings.- Play a quick game of Simon Says using the greetings and responses.- For example: Say "Simon says 'Good morning!'" and the students should respond with "Good morning!"2. Presentation (10 minutes)- Introduce the new vocabulary by showing pictures or flashcards of daily routines.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different daily routines with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns asking and answering questions about their daily routines.- Encourage them to use the new vocabulary and expressions.4. Production (15 minutes)- Have the students work in pairs to create and performshort dialogues about their daily routines.- Each pair should write a simple dialogue using the new vocabulary and perform it in front of the class.- Provide feedback and encouragement to each group.5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the students' favorite parts of their daily routines.6. Follow-up Activity (Optional)- Have the students draw a picture or write a short paragraph describing their ideal daily routine.- They should use the new vocabulary and expressions learned in the lesson.。

Unit 5 Friends
第一节：语篇教学课，第一课时
教学内容：
1.词汇：same, both, clever, cross, carry, heavy, class.
2.句型：We both like…/ I like…/ She/ He likes …
教学目标：
1.初步感知辅音字母组合/dr/和/pr/的发音。

2.能听懂，会说本课的词汇：same, different, both, clever, cross, carry, heavy, class.
3.能运用We both like …来描述自己和好朋友的兴趣爱好。

教学重难点：
依据《英语课程标准》，结合对学生和教材的分析结果，确定本课时的教学重难点：
1.教学重点：全体学生能初步感知和运用We both like…/ I like…/ She/ He
likes … 来表达自己喜欢的动物.运动和其他.
2.教学难点:学生能明白用like + ving形式表达喜欢做的事情，但是他们容易忽
略掉ving，例如：like playing football。

教学流程：
板书设计:。

Unit 5 Friends
第一节：语篇教学课，第一课时
教学内容：
1.词汇：same, both, clever, cross, carry, heavy, class.
2.句型：We both like…/ I like…/ She/ He likes …
教学目标：
1.初步感知辅音字母组合/dr/和/pr/的发音。

2.能听懂，会说本课的词汇：same, different, both, clever, cross, carry, heavy, class.
3.能运用We both like …来描述自己和好朋友的兴趣爱好。

教学重难点：
依据《英语课程标准》，结合对学生和教材的分析结果，确定本课时的教学重难点：
1.教学重点：全体学生能初步感知和运用We both like…/ I like…/ She/ He
likes … 来表达自己喜欢的动物.运动和其他.
2.教学难点:学生能明白用like + ving形式表达喜欢做的事情，但是他们容易忽
略掉ving，例如：like playing football。

教学流程：
板书设计:。

按住Ctrl键单击鼠标打开配套名师教学讲课视频播放上海沪教版牛津小学英语5A（5－8单元）The First Period一、教学内容：复习第一单元，完成本单元A部分内容。

二、教学目标：1．通过复习，学生进一步掌握第一单元的四会单词和句型。

2．通过复习，学生能灵活使用第一单元日常交际用语。

3．完成本单元A部分内容。

三、教学重、难点：通过复习，学生进一步掌握第一单元的四会单词和句型。

通过复习，学生能灵活使用第一单元日常交际用语。

四、课前准备：1．第一单元图片和挂图。

2．磁带和录音机。

3．本部分内容的投影片。

五、教学过程：Step 1 Warm up1．师生齐唱歌曲Two jackets。

2．Free talk。

Step 2 Revision教师出示第一单元会话挂图，创设情景，学生表演对话。

鼓励学生自由创作。

2．教师出示词汇卡片，师生问答复习第一单元词汇和句型：T：What can you see in the picture？S：I can see a building.T：Is there a reading room in the building？S：Yes，there is.（No，there isn’t.）T：Are there any computer rooms？S：Yes，there are.（No，there aren’t.）T：How many sports halls are there？S：There are four.（a toilet，a garden，a table tennis，a swing，a slide， a see－saw的方法同上）3．教师引导学生运用所学词汇和句型，根据实际情况自由交际。

Step 3 Look，read and learn1．教师出示本部分内容的投影片，指导学生朗读句子。

2．要求学生根据图片及句子内容，把图片和句子配对，然后在图下的格子里填上相应句子的英文字母。

上海版牛津英语五年级上册教案5篇海阔凭你跃，天高任你飞。

愿你信心满满，尽展聪明才智;妙笔生花，谱下锦绣第几篇。

学习的敌人是自己的知足，要使自己学一点东西，必需从不自满开始。

以下是带来的上海版牛津英语五年级上册教案内容，感谢您的阅读，希望能帮助到您!上海版牛津英语五年级上册教案1Module 1 Unit1We lived in a small house.教学目标：1、知识目标：(1)New words: life ,different, ago, any, television, grandchildren, us,grandmother, lady(2)New sentences：There were/weren’t …. There are….We lived…many years ago. We live…now.2、能力目标：(1)能根据情境正确使用There be ……,We lived…many years ago. Welive…now.句型谈论生活、学习中的事物(2)培养学生听、说、读、写的能力。

教学重点：：如何让学生在课堂上学会There be …, We lived…many years ago. Welive…now.句型并能在生活中灵活运用该句型。

教学过程：一.预习检测写出下列动词的过去式。

do_____ is____ are_____live_____ have______ watch____二.合作探究，学习课文。

1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。

2)进行游戏“火眼金睛找生词新句”。

让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。

3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。

巩固练习;重点句式操练Listen and say。

先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：Thereis/are……/There was/were……造句。

牛津上海版小学英语五年级上册全册教案目录Module1 Getting to know you《Unit1 My birthday》 (2)Module1 Getting to know you《Unit2 My way to school》 (8)Module1 Getting to know you《Unit3 My future》 (13)Module2 Me, my family and friends《Unit1 Grandparents》 (17)Module2 Me, my family and friends《Unit2 Friends》 (21)Module2 Me, my family and friends《Unit3 Moving home》 (27)Module3 Places and activities《Unit1 Around the city》 (31)Module3 Places and activities《Unit2 Buying new clothes》 (35)Module3 Places and activities《Unit3 Seeing the doctor》 (38)Module4 The natural world《Unit1 Water》 (44)Module4 The natural world《Unit2 Wind》 (49)Module4 The natural world《Unit3 Fire》 (54)Project1《A birthday party》 (59)Project2《My new home》 (63)Module1 Getting to know you《Unit1 My birthday》1教学目标1.知识目标:a. 能听、说、读、写:January, February, March, April, May, J une, July, August, September, October, November, December.b. 能熟练运用句型:When's your birthday? My birthday is i n...2.能力目标:利用现代信息技术,培养学生自主学习的能力和利用信息技掌握新知识的能力;发展学生的思维能力和培养学生的创新意识和相互协作意识。

牛津小学英语五年级上册5A教学计划一、学生情况分析：经过两年的学习，学生已有一定的英语基础，渴望通过新学期的学习获得更多的知识，以丰富自己的交际内容，提高交际能力。

本册教材所涉及的话题内容更丰富，涉及的词汇和日常交际用语、句型也有所增加。

教学时应注意教材前后编排的连续性，以便教学时做到有的放矢，把新旧知识结合起来。

二、教材分析：本册教材的知识要求是掌握一定量的词汇，二十多个基本句子结构和一定量的日常交际用语.，包括：“位置关系”、“介绍地点”、“赠送物品”、“课堂实录”、“寻找人物”、“电话用语”、“询问去向”、“物品形状”，等等。

其中一部分与前几册课文有间接或直接的联系。

新授单元由七个板块组成：第一部分是Read and say情景对话板块。

该板块通过情景会话，着重训练学生的听说技能，提高会话能力。

第二部分是Look read and learn，主要呈现词汇。

第三、四板块中的句型是每个单元的教学重点。

第五板块Read and act的任务是培养学生初步的语感、阅读能力和良好的朗读习惯。

第六板块Listen and repeat 是语音训练板块。

第七板块Fun house是一个活动板块，可利用它来提高学生对于英语的兴趣。

三、教学目标：1、'双基'目标（1）掌握每个单元的词汇和句型。

（2）能在实际生活中运用达到学以致用的目的。

2、情意目标（1）培养浓厚的学习兴趣。

（2）培养良好的学习习惯。

（3）培养同学间的协作精神和爱国主义精神。

四、教学安排：单元课时周次目标活动Unit 1 5教时2～3 1 能听得懂、会说、会读和会拼写单词day,atschool,all,alot(of),aroom,any,a house,a flower等等。

2能听得懂、会说、会读和会写句型Is there a/an …？Are there any …?How many …are there…?及它们的回答。

《牛津小学英语5A》教案一、教材分析《牛津小学英语 5A》是小学英语学习的重要阶段，教材内容丰富多样，涵盖了词汇、语法、听说读写等多个方面。

本教材注重培养学生的英语综合运用能力，通过生动有趣的情境和活动，激发学生的学习兴趣。

教材中的词汇包括了日常生活、学校、家庭、动物等常见主题，语法知识点则逐步加深，如一般现在时、现在进行时等的基本用法。

教材中的对话和短文贴近学生生活，有助于提高学生的阅读理解和口语表达能力。

二、学情分析五年级的学生已经有了一定的英语基础，具备了初步的听说读写能力。

他们对英语学习有较高的热情，好奇心强，喜欢参与各种英语活动。

然而，部分学生在语法的理解和运用上可能还存在困难，需要更多的练习和指导。

三、教学目标1、知识目标学生能够掌握教材中的重点词汇和句型。

理解并正确运用所学的语法知识。

2、技能目标能够听懂、会说、认读教材中的对话和短文。

能够用英语进行简单的交流和表达。

3、情感目标培养学生学习英语的兴趣和积极性。

增强学生的自信心，敢于用英语表达自己的想法。

四、教学重难点1、教学重点重点词汇的记忆和运用。

关键句型的理解和操练。

语法知识点的掌握和应用。

2、教学难点复杂句型的结构和用法。

语法知识在实际语境中的灵活运用。

五、教学方法1、情景教学法通过创设生动的情境，让学生在实际情境中学习和运用英语。

设计有趣的游戏活动，激发学生的学习兴趣，巩固所学知识。

3、任务驱动法布置明确的任务，让学生在完成任务的过程中提高英语能力。

六、教学过程1、导入通过播放一段与本单元主题相关的英语歌曲或动画，引起学生的兴趣，导入新课。

2、词汇教学利用图片、实物、动作等多种方式呈现新词汇，帮助学生理解词义。

带领学生跟读、拼写词汇，进行多次重复练习。

3、句型教学结合情境，讲解重点句型的结构和用法。

让学生进行模仿操练，通过替换关键词等方式进行句型练习。

4、对话教学播放对话录音，让学生整体感知对话内容。

逐句讲解对话，帮助学生理解。

Module 1 Getting to know youUnit 1 Can I do this?教学目标：1、Vocabulary: cross,drink,go out,make anoise,or,out,road,rubbish,smoke,station,traffic light,underground,wait,wait for2、Grammar: Stop!/Don’t,!modal verb:can(permission)Yes/No question:Can I have some,?3、Daily expressions:I’m/We’re sorry.教学重点：1、the new words2、the new sentences教学难点：the new sentences教学过程：Look and learn1、用图片引入新授单词:traffic light, stop,wait,go2、教师示范朗读单词，学生模仿跟读。

3、游戏练习单词。

Listen and say1、播放录音，让学生看书听录音。

2、再次播放录音，学生边听边跟读。

3、教师示范朗读，让学生模仿跟读。

4、让学生看图说说句子的意思，教师讲解。

5、练习句子Look！The traffic light’s red.Stop!Look! The traffic light’s yellow.Wait!Look! The traffic light’s green.Go!Look and learn1、用图片引入新授单词:cross,Don’t cross.2、教师示范朗读单词，学生模仿跟读。

3、游戏练习单词。

Listen and say1、播放录音，让学生看书听录音。

2、再次播放录音，学生边听边跟读。

3、教师示范朗读，让学生模仿跟读。

4、让学生看图说说句子的意思，教师讲解。

There’s the red man.（红灯。

Module 2Unit 5 Friends教案一、教材和学生分析1、本单元主要围绕朋友们喜欢和不喜欢做的事情来设计的。

教学的主要语言点是：I like...she like ….we both like ….sWhat do you like doing? I like...(doing something). Does he like...(doing something)? Yes, he does. /No, he doesn’t.本课的真实语境是让学生用所学句型表达自己和朋友喜欢什么，都喜欢什么。

2、五年级学生已经有了一定的听、说、读、写能力。

对于本课like的疑问句式也有了一定的了解和运用，像：I like+名词以及I like +动词的ing形式。

本课主要是在学生已有的基础上做进一步的落实、巩固与扩展。

主要培养学生的综合语言运用能力。

二、教学目标1、知识目标能够听、说、读、写、用这些语句：What do you like doing? I like...(doing something).Does he like...(doing sth.)? Yes, he does. /No, he doesn’t.2、能力目标能听懂会说目标语句，并能运用这些句子与人进行交流及对话。

能读懂课文，能够按要求书写单词和目标语句，并能用句式写出自己的喜好。

3、情感目标将所学英语用于日常生活中，感受学习的乐趣，愿意与同学进行交流。

三、课前准备单词卡片，图片。

上课时所需课件。

四、教学过程1、Warm upGreeting and Free talk.（这一环节都是学生们所熟悉的运动项目，在平时的日常生活中他们都可以接触到，贴近学生的生活。

）T: Good morning boys and girls. What day is today?S: Today is Friday.T: Tomorrow comes the weekend. Will you do something to relax yourself? What is your favourite sport?S: I like swimming.T: Do you often run?S1: I like running very much.T: Do you like singing? What do you like doing?S: I like…（利用Greeting and Free talk这一环节，我们可以复习旧知识，为我们学习新句型和新知识做好铺垫，激发学生们学习的欲望和积极性。