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1、2019年五年級(jí)英語(yǔ)上冊(cè) Module 1Unit 2 This is what I want（period3）教案 滬教牛津版Teaching contents : Look and sayTeaching Aims :1 .知識(shí)目標(biāo): 學(xué)習(xí)句型”What have you got ?” 以及詞組”have a picnic”. 2. 能力目標(biāo): 能用What have you got ?提問(wèn)及回答, 并引伸其他人稱.Difficult and key points : Different answering.Teaching aids : recorder ,pictures, tape,

2、 slide.Teaching procedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSing a songRevisionT: Whats the weather like ?Are you hungry ?What do you want ?Can you go out now ?Presentation1. Show a pencil.T: Ive got a pencil. Have you got a pencil ?S1: Yes, Ive got a pencil.T: S2, what have you got ?S2: Learn: What have you

3、got ? Ive got 2. Work in pairs.3. Show a big picture.T: (Point the grapes). There are some grapes. Theyre for you. What have you got , S1 and S2 ?S1 and S2 : Weve got some grapes.Learn: Weve got 4. Work in pairs. (with sandwiches, orange juice, some Cokes)5. T: Look, there are many desks and chairs

4、in our classroom. They are for us. Weve got many desks and chairs. And what have we got in the classroom ?Ss: Weve got some lights and windows.6. Ask some questions of the things in the classroom. 6. Look at the slide.T: What are they doing ? They are having a picnic.Learn: have a picnic.Consolidati

5、on1. Listen to the tape and repeat. 2. Introduce the picture.a. Answer these questions.b. Introduce this picture.3. Read the text and act out the text. 課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)Look and sayWhat have we got ?WeveWhat have you got ?Ive gotHave a picnic思考與對(duì)策附送：2019年五年級(jí)英語(yǔ)上冊(cè) Module 1Unit 3 This is what I need（period

6、2）教案 滬教牛津版Contents: A: Words: bake, salt, LetsB: Structures: What do we need? We need some That smells good. Can I have a bowl, please? Bake the cake.C: Functions: Asking about and expressing needsLearning tagets: A: Basic aims: 1. Listening: I dentify key words in an utterance by recognizing thestr

7、ess. Locate specificinformation in response to simple questions.2. Speaking: Use modeled phrases and sentences to communicate with teachers and other learners.3. Reading: Predict the meaning of unfamiliar words by using context or picture cues.4. Writing: Gather and share information by using strate

8、gies such as brainstorming and listing.B: Further aims: Add some other information as many as possible.Language focus: 1. Asking Wh- questions to find out various kinds of specific information about an event.2. Using indefinite determiners to refer to an unspecified amount number of things.3. Using

9、the simple present tense to express opinions.4. Using modals to make requests.5. Using imperatives to give instructions.Materials and aids: Students Book 5A page 11 Cassette 5A and a cassette player Workbook 5A page 6 Word and Picture Cards 5A Food packets Pictures of cakes cut out from magazinesUni

10、t position: Students have learned the sentences: What doyou need for chool in the first period. In thisperiod, they will continue to ask Wh- questionsto find out various kinds of specificinformation about an event. They can useindefinite determiners to refer to anunspecified amount number of things.

11、 They canuse the simple present tense to expressopinions, use modals to make requests, and useimperatives to give instructions.StepContentsMethodsPre-task preparationWhile-task procedurePost-task activitySongReviewWords Sentences:1. Sing a song2. Look at the pictures. Review food vocabulary. T: What

12、 do you like to eat? S: I like to eat 1. Put the pictures of cakes on the board. T: Does your mum make cakes? What do we need to make a cake?Introduce: flour, sugarand salt using realia. Putthe Word and PictureCards on the board.Bring food packets.2. Play the recording: Read and say. Ask the student

13、s to read: Readand say.T: What do Erics motherand Ben need to maketheir cake?3. In pairs, the studentspactise the dialogue.Invite pairs of studentsto act the dialogue in front of the class.4. Read: Ask and answer. Give pairs of students a few minutes to practise the dialogue. Have a few pairs read the dialogue.5. Divide the students into pairs. Ask the students to put the food packets on their own desks first. Ask the more able groups to find out the food items they need to make fruitjelly. Ask th