牛津上海版小学五年级上册5A教案全册

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.。

5AM1U1 My birthday 单元设计（）单元任务分析该单元的主题为My birthday，要求学生把握的核心辞汇是序数词：first、second、third、fourth、fifth、sixth等，让学生会用序数词正确表达日期，如：the fourth of October。

还可依照学生的具体情形拓展序数词的利用。

要紧句型是When’s … birthday?及回答It’s on the…of…。

要求学生能以我的生日为主题，进行时刻、内容、地址等的问答，邀请函的设计等。

除核心词之外，本单元还需要温习再现有关月份、礼拜、时刻等的表达。

另外，需要把握和操练的辞汇和词组包括bring some orange things to the party、 make a birthday invitation、make hats等，这些词组在日常交流中实际利用价值较大，可结合学生的实际情形进行教学，使学生能够做到运用这些辞汇进行流畅地交流。

音标教学方面，对[i:][I]进行发音的归类，让学生能看到音标想到字母或字母组合。

在情感表达方面，生日主题偏重通过邀请卡的书写，生日相关时刻、地址、主题的问答，生日聚会的开展营造生日前和生日中的愉快气氛。

本单元的故事教学是生日主题的延续，通过讲述父亲的辛苦工作及生日时收到父亲亲手制作的礼物的兴奋，旨在温习巩固新旧知识的同时，教育小孩知道感恩。

单元教学目标通过本单元的学习，学生能：1．把握序数词：first、second、third、fourth、fifth、sixth……把握单词：party、begin、bring、wear、favourite2．把握句型：When’s … birthday? It’s on the…of…The sounds interesting. I can’t wait.3．温习巩固月份、礼拜、衣饰的单词和词组及时刻表达法。

4．温习巩固can句型问答、时刻的问答及句型What do you have? I have……5．通过操练进一步把握一样此刻时态三单的表达方式。

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.。

课题：译林版五年级上册Unitl Goldilocks and the three bears课时:The first period （ Story time）教学目标：（-）知识目标：1.能够听懂、会说、会读故事中出现的词汇:Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；2.能够听懂、会说、会读句型：There is... There are...并理解句型的意思；3.能够听懂、会说、会读日常用语:What a beautiful ...! This ... is too ...（二）能力目标：1.学生能够阅读并理解故事；2.学生能够在理解的基础上表演出故事；3.学生能够改编故事并试着表演岀来。

（三）情感目标：让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。

教学重点：1.能够从整体上阅读故事并理解故事；2.能够语音语调正确地朗读故事、复述故事。

教学难点：能够根据课文内容创编剧木并表演。

教学准备：1.教师准备：PPT,三副碗勺，熊掌道具，词汇卡和图片，板书。

2.学生准备：听5遍Story time录音。

教学步骤Stepl: Pre-reading1.Free talk （创设整体情境）T: OK. It's time for class! Are you ready?Ss: Yes.T: Good morning, everyone!Ss: Good morning,...T: Boys and girls, tell me, what do you like doing at home?SI: Hike...（学生个别回答，老师及时回应）T: Children, do you like reading stories?Ss: Yes.T: Good・ Today our class will read a story together. Are you excited?Ss: Yes!2.Listen and guess （激发学生的学习兴趣和积极性）T: Great! First, Let's go to a place. Try to guess: what place is it? Fll give you some clues. Now look, it9s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it?（提示学生可以用屮文回答）SI: A forest.T: Good・ Let me show you a picture of forest. （Teach: forest） Have you ever been to a forest? Ss: No.T: Well, dorf t be sad. Here I got a video about forest. Do you want to take a look?Ss: Yes!T: OK. Let9s watch it. After watching, tell me, what can you see in the forest?（观看视频）3.Look and say（1）T: OK. Is the forest beautiful?Ss: Yes, it is.T: What can you see in the beautiful forest ?SI: I can see a ...S2: I can see some …（2）T: Good! Look at this picture. There are many trees in the forest. Let5s read the sentence.（全班跟读句型）T: Now, look, there are ...in the forest. Who can try?（让学生模仿例句说说There are ...）Step2: While-reading1.Watch and answer （T解故事的背景，预测故事的发展）（1）T: Wow, there is a girl in the forest. Right?（学生跟读句子）T: Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. （Teach: Goldilocks） Oh, ifs so suiprising. Goldilocks is in the forest. What does she see in the forest? Ss: She sees a big house. （Teach: house）T: Yes. Look at Goldilocks.（出示人物图片）She's very happy.（板书）Because she sees a big house.（板书）How does she think about this house? LeTs listen.（音频：What a beautiful house!）Is it a nice house?Ss: Yes.T: Now, read it together.（指导朗读）（2）T: In the forest, there is a house. Whose house is it? Maybe ifs ... Can you guess?SI: Maybe it's ...'s house.（学生猜一猜）T: OK. Here's a video. After watching, tell me, whose house is it?（学生观看视频）T: Is the story interesting? Ss: Yes, it is.T: OK. Answer my question. Question 1: Whose house is it?Ss: It?s the three bearshouse.T: Right! Ifs the three bears' house. What will happen to Goldilocks and the three bears? Today we911 read this story. And the name of the story is :（揭题，读题目）2.Read and answer （整体感知故事文本，了解故事大意）（1）T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house?（让学生Cl 读故事思考问题）（2）T: WhaFs in the big house?（捉示学生用There is /are 回答）（3）T: In this big house there are three beds. There are three bears. There are /is ...（总结学生的答案并弓丨Hi: And also there is some soup. Teach: soup）T: Goldilocks is in the house. What time is it? Look, there's a clock.Ss: It，s twelve.T: Yes. It's 12 o'clock. It's time for lunch. And how is Goldilocks?Ss: She^s hungry and thirsty,（板书）T: What's on the table?SI: There is some soup.3.Look and guess （获取课文的细节信息）（1）T: Look at Goldilocks. Guess, which soup does she like? Does she like this soup? （PPT 显示三碗汤）s：学生逐一回答。

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:。

小学牛津英语5a教案教案标题：小学牛津英语5A教案教案目标：1. 学习并掌握牛津英语5A教材中的语言知识和技能。

2. 培养学生的听、说、读、写的综合语言能力。

3. 培养学生的合作学习和自主学习能力。

4. 培养学生的跨文化交际意识和能力。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 学习并运用本单元的语法知识。

3. 培养学生的听力和口语表达能力。

4. 培养学生的阅读和写作能力。

教学难点：1. 运用所学的语言知识和技能进行实际交流。

2. 培养学生的听力理解和口语表达能力。

教学准备：1. 教师准备：教材《牛津英语5A》、多媒体课件、教具、单词卡片等。

2. 学生准备：学生课本、笔记本、学习用品等。

教学过程：Step 1: 导入（5分钟）1. 利用多媒体课件或教具引入本单元的话题，激发学生的学习兴趣。

2. 利用图片或实物引导学生回忆和复习上一单元的内容。

Step 2: 新课呈现（15分钟）1. 利用多媒体课件或教具呈现本单元的重点词汇和短语，并进行发音和意义的教学。

2. 引导学生通过对话、图片等形式理解并掌握新课的语法知识。

3. 帮助学生理解并掌握新课的语法规则和用法。

Step 3: 听说训练（20分钟）1. 播放录音或利用多媒体课件进行听力训练，让学生听懂并理解相关对话和文章。

2. 进行口语练习，让学生运用所学的知识进行对话或情景模拟练习。

Step 4: 读写训练（20分钟）1. 引导学生朗读课文，并进行语音、语调和语速的指导。

2. 进行阅读理解训练，帮助学生理解并回答相关问题。

3. 进行写作练习，让学生根据所学的知识写出相关的句子或短文。

Step 5: 巩固练习（15分钟）1. 利用教材或其他练习册进行相关练习，帮助学生巩固所学的知识和技能。

2. 进行小组活动或游戏，让学生在合作中运用所学的语言进行交流和表达。

Step 6: 作业布置（5分钟）1. 布置相关的课后作业，巩固学生的学习成果。

2. 鼓励学生自主学习和积极参与课外英语活动。

Module 3 Places and activitiesUnit 1 A day at schoolPeriod OneTeaching contents: Look and readTeaching Aims:1. 知识目标：1). New words: floor, hundred, fan, cupboard, quarter2). U sing the introductory “there” to express facts.e.g. There are ___ floors.2. 能力目标：能用英语表达生活场所中的存在的物体。

3. 情感目标：培养学生热爱自己的学校、自己的家园。

Difficult and key points: There are some ___ in the classroom.There is a ____ in the school.Teaching aids: pictures, radio.Teaching procedure:Module 3 Places and activitiesUnit 1 A day at schoolPeriod TwoTeaching contents: Find, count and writeTeaching Aims:1. 知识目标：Asking “How” questions to find out the quantitye.g. How many floors are there in your school?There are ____. \There is one.2. 能力目标：能用“How many”句型询问及回答。

3. 情感目标：通过询问更加深对学校的了解和热爱。

Difficult and key points: How many ____s are there in your school?There are ____. \There is one.Teaching aids: word cards, picture, radioTeaching procedure:Module 3 Places and activitiesUnit 1 A day at schoolPeriod ThreeTeaching contents: Look and sayTeaching Aims:1. 知识目标：1), New words: timetable, subject, English, Chinese, Maths,Science, Music, Physical Education, Art and Craft2). Using nouns to identity events.3). Using nouns to indicate time.2. 能力目标：能用英语表达自己所喜欢的科目。