上海牛津版英语5BM3U1讲义(教师版)

知行书院学生个性化教学方案捧着一颗心来，不带半根草去知行书院学生个性化教案本学生：科目：日期：知行书院学生辅导教案学生姓名王妍学校梅ft二小授课教师何远会年级五年级上课时间1-3 授课日期2.5教学目标5B un i t1知识点讲解教学重点句型和语法知识连接名词性物主代词教学方法讲解法，练习法，谈话法本次教学主要内容知识点的回顾句型和语法的讲解1.名词性物主代词:mine, yours, his, hers, ours, theirsmine,yours,his,hers,ours,their-s 都是名词性物主代词。

以前学过的my, your, his, her, our, their 是形容词性物主代词。

它们的用法有区别，形容词性物主代词后面需要接名词，而名词性物主代词要单独使用。

2.特殊疑问句：Whose…is this? It’s/They’re mine/yours/his/her/ours/theirs学生能结合实际情景运用句型Whose…is this? 提问，用It’s/They’re mine/yours/his/her/ours/theirs.应答。

名词性物主代词相当于一个形容词性物主代词加一个名词。

注意:Sally’s, Paul’s, Dad’s 等根据上下文可以用作名词性物主代词，也可以用作形容词性物主代词。

Whose T-shirt is this?It’s mine(=my T-shirt).Whose balls are these? Are they yours (=your alls),Peter?No .They’re Paul’s(=Paul’s ball)3. 语音 /eɪ/(a,a-e,ai,ay,eigh) /aɪ/ (i,i-e,y,igh,ie)练习读一读，按要求写出下列单词的变化形式 1. those （单数形式） 2. brush （复数形式）3. my （名词性物主代词）4. they （单数形式）5. hers （复数形式） 7. it’s （同音词）6. paints （同类词） 8. tape （同类词）7. --- is her birthday? --- It’s on the second of May.用所给单词的适当形式填空，每线词数不限）： 1. Look at the (paint). They are for (you) brother. 2. --- (who) glue is it? --- It’s (Paul). 3. --- Is it (they) playground? --- Yes, it’s (they). 4. --- What Jane (do)? --- She’s a (teach).5. --- How many (brush)? --- There (be) three.6. --- Can I (help) you? --- I want two (loaf) of bread.7. --- What he (like)? --- He (like) vegetables.8. --- It’s 7:00. Where you (play) ? --- In the park.知行书院秉承“知行合一，捧着一颗心来，不带半根草去”的教育服务理念，关注每一位学生综合学习能力的均衡发展，根据每位学生的具体特点，通过知行书院的教研团队，进行专业分析与辅导，让每位学生认知学习目标、激发学习兴趣并付诸实际行动，实现素质和成绩的突破。

1. 上次课后巩固作业复习；2. 互动探索教学建议：1. 根据上节课的课后预习内容，讨论城市里的不同场所地点的英文称呼。

可以让每个学生到白板上去写出图片对应的单词，看谁写的又快又准确；2、让学生相互提问，如何到达各个场所，从而引导出本课的一则重要知识点——用英语进行问路的表达方式。

建议可以两个学生进行一问一答，第三个学生通过听前两名学生的对话，在图上画出相应的路线图。

然后交换进行。

1. Look and write. Write the names of places around our city in English.A._____________________B._____________________C.______________________D._____________________E.______________________F.______________________答案：A. hotel B. bank C. hospital D. bakery E. cinema F. museum2. Ask and answer. Suppose you are at the department store now, and you want to buy some books. But you don’t know where the bookstore is. What can you do then? Can you ask the way to the bookstore in English?Please make a dialogue with your partner. Write it down and then share it with us.A:_________________________________B:_________________________________A:_________________________________B:_________________________________A:_________________________________B:_________________________________A:_________________________________B:_________________________________参考：A: Excuse me. How can I get to the bookstore?B: Walk along Garden Street. Turn right at the first crossing. Then go straight Adams Street and you willsee the bookstore next to the supermarket.A: Go along Garden Street and turn right, and then go straight. Right?B: Yes, that’s right.A: Great. Thank you very much.B: You are welcome.M3U1重点单词和短语教学建议：此部分内容为课本M3U1重点词汇，可以采用师生互动或者生生互动的方式，对于词汇和词组进行抢答。

1. 上次课后巩固作业复习；2. 互动探索教学建议：1. 根据上节课的课后预习内容，讨论城市里的不同场所地点的英文称呼。

可以让每个学生到白板上去写出图片对应的单词，看谁写的又快又准确；2、让学生相互提问，如何到达各个场所，从而引导出本课的一则重要知识点——用英语进行问路的表达方式。

建议可以两个学生进行一问一答，第三个学生通过听前两名学生的对话，在图上画出相应的路线图。

然后交换进行。

1. Look and write. Write the names of places around our city in English.A._____________________B._____________________C.______________________D._____________________E.______________________F.______________________答案：A. hotel B. bank C. hospital D. bakery E. cinema F. museum2. Ask and answer. Suppose you are at the department store now, and you want to buy some books. But you don’t know where the bookstore is. What can you do then? Can you ask the way to the bookstore in English?Please make a dialogue with your partner. Write it down and then share it with us.A:_________________________________B:_________________________________A:_________________________________B:_________________________________A:_________________________________B:_________________________________A:_________________________________B:_________________________________参考：A: Excuse me. How can I get to the bookstore?B: Walk along Garden Street. Turn right at the first crossing. Then go straight Adams Street and you willsee the bookstore next to the supermarket.A: Go along Garden Street and turn right, and then go straight. Right?B: Yes, that’s right.A: Great. Thank you very much.B: You are welcome.M3U1重点单词和短语教学建议：此部分内容为课本M3U1重点词汇，可以采用师生互动或者生生互动的方式，对于词汇和词组进行抢答。

学科教师辅导教案讲义编号：组长审核：1.学习look and learn部分Smoke 抽烟 smoky 有烟雾的No swimming!=Don’t swim!=You mustn’t swim here!=You aren’t allowed to swim.=You can’t swim here.What does this sign mean?=What’s the meaning of this sign?情态动词 can must should +动词原形，变否定直接在后面+not, 变疑问句时直接把情态动词提前。

must 必须---mustn’t（禁止）/ needn’t （不需要）2.学习look and say 部分Walk one’s dog 遛狗 park keeper g公园管理员3.学习listen and enjoy 部分，加深can’t shouldn’t mustn’t用法Throw 扔 throw away 扔掉4.学习音标/l/ /r/5.学习say and act部分Have a picnic野餐 get into 进入--get out of 出来 pick 摘 pick up Bench 长凳 beach沙滩6.学习read a story部分Path 小路 stepmother 后母 stepfather 继父 leave-left-leftsay to oneself 自言自语 the next day 第二天 on the way to..去..的路上By the way 顺便问一下 in the way 挡路 in the middle of 在...中间later adv.稍后 come back=return 返回 lose -lost-lost迷失lose one’s way 迷路 worry 担心 worry about = be worried aboutFollow 跟随 following 以下的。

Period 2Education Aims:1.Obey some rules for the class.Basic Aims:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this?ing pronouns to indicate possession. e.g. They’re his.ing the simple present tense to express simple truths. e.g. It’s mine.Main points:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this?ing pronouns to indicate possession. e.g. They’re his.Difficult points:1.Asking ‘Wh-’ question to find out possession. e.g. Whose pencil ca se is this?ing pronouns to indicate possession. e.g. They’re his.Materials:pictures, cassette player, some objectsTeaching procedure:Pre-task preparation:1.Song <Down in the valley> 让学生进入英语学习氛围。

2.Daily talk 巩固积累。

Ask some questions to our study star.3.Ask and answer 复习旧句型为新授作Act out some dialogues. 铺垫。

Main drills: e.g.—Whose book is this?--It’s my book.---Whose books are these?--- They’re our books.While –task procedure：1.To learn: Whose … ? ; mine, yours, his, hers, theirs,ours(1). T: On my way to our classroom, I find something on 创设情景，在失物招the floor. I pick them up. Hey, who lost them? 领的过程中将his, hers, e.g. T: This is a rabbit. Is it yours, P1? theirs, ours自然引出P1: No, it isn’t mine.学生较易接受。

Module 1 Using my five sensesUnit 1 Using my eyesThe first periodTeaching Aims:Basic Aims:1.Continue to leam the simple present tense.ing 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 playerTeaching procedure:Pre-task 1.Rhyme2. Sing a song(通过儿歌活跃课堂气氛。

)Preparation Revisiona. Please say sth. About ‘Ben’s day’b.Guessing game: Is it…?c. Review: behind, beside and in front of using students andobjects .While-task 1.Words:rise, shadow,highProcedure a. Introduce: shadow using the pictureb. 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 andRead.Students listen and follow in their books.3.Play the cassette again. Students listen and repeat.4.Ask the students to answer questions①.Whese is the sun?②.Where is its shadow?③.Is it long?5.Play the cassette for the second paragraph6.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 questionsPost-task Talk about the shadow of the school building at thedifferent time of a activity day,then try to ask and answer. Consolidation: Exercises of workbook and Grammar book.。

The third periodBasic Aims:ing imperatives to give instructionsing modals to talk about abilities3.Asking questions to find out the positionsDeveloping Aims:Using modals to talk about abilitiesEducation Aims:Asking questions to find out positionTeaching Procedure:Pre-task Students do pair work to talk about their shadows.Preparation e.g.Can you see my shadow?Is it long/short?Where is it?Is it ?Etc.While-task 1.Play the cassette:Look and say.Procedure Students 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,thencheck one or two.4.Play the cassette:Make a shadow.Students listen and follow intheir books.5.Play the cassette again.Students listen and repeat.6.Ask students to say the instructions while they’re making ashadow.7.Ask students to write down some sentences about theirshadow.For more able students encourage them to write a fewmore sentences to describe their shadows.Post-task Have students play a game about their shadowsActivity ——Close your eyes.——Open your eyes.Can you see my shadows?——Is it the ?Consolidation Qxfoxd English Workbook and Grammar Practice Book 4B.。

1课时数：3 学科教师：XX 授课类型 T M3U1 （牛津5下）基础知识梳理 星 级★★★ 教学目标1、使学生能够基本掌握牛津 5年级下册M3U 件的基础词汇及重要句型;2、使学生掌握现在进行时的基本用法和解题技巧；T 同步-M3U1基础知识梳理教法建议：本次课的主题和SIGNSf 关，导入的方式可以参考以下几种：1 .提问并引导学生 What does this sign mean? 然后引导学生使用 It means You can't/mustn 't/shouldn 't …来回 答句子，并引出本单元课文中的场景。

2 .上面九幅图片分别代表不同的 SIGNS 标志，老师可以引导学生大致讲下每幅图片的场景，主要目的是通过视觉效应把学生带入本次课堂，且导出今天 的重要句型：What does this sign mean?及 回答It means You can't/mustn 't/shouldn 先不要说出答案，要求学生学完课本之后给出答案！把句型的训练带入课文 …… 导入部分的教学请注意以下几点： 1 .可以根据学生口语程度的不同选择用英语或者汉语来表达，但是尽量引导学生用英语来表达自己的观点。

2.一次只问一个问题，等学生回答完一个问题后再问另外一个，并且问题之间有递进关系。

避免连续发问而使学生抓 学员编号：YYY年 级：五年级 （建议2-5分钟）不住要点。

3.学生在自由表达的时候可能会因为不会用英语表达而问老师，遇到一些意料之外的问题时，如果老师回答不了，尽量引导学生换一种方式来表达。

想要应答自如上面的场景吗？让我们先扫开单词障碍吧!一、词汇Words11. telephone n.电话；电话机vt.& vi.给（某人）打电话词汇扩展：复数：telephones第三人称单数：telephones过去式：telephoned 过去分词：telephoned 现在分词：telephoning 批注：老师可引导学生由phone来记忆此新词.马桶盖toilet lid手纸toilet roll批注：教师可带领学生说有关去休息室的其它词组机.restaurant n.饭店；餐馆；饭馆；菜馆词汇扩展：复数：restaurants 知识扩展：指有各种规格、营业时间固定、供应不同风味菜肴和饮料的食店或大餐厅。