小學五年級也喜歡學英語，對各種課堂活動的參與積極性很高，有強烈的興趣。因此，在教學中應不斷激發他們的興趣和熱情，今天小編在這給大家整理了一些上海版牛津英語五年級上冊教案，我們一起來看看吧!

上海版牛津英語五年級上冊教案1

教案內容：

教學目標：

1. Listening: Listen and identify the key words.

2. Speaking: Pronounce the words properly.

3. Communicating: Use nouns to identify objects.

教學重點、難點：

1. Master the pronunciation of the new words.

2. Use the patterns to solute the tasks.

3. Use the fruit words in daily life.

教學策略、方法：

1、任務驅動型教學

小學英語新課程標準要求，合理地設計教案，在課堂上有計劃地組織任務型的教學活動, 讓他們有目的地進行學習活動，能調動學生的積極性, 提高學生的學習興趣。

2、TPR教學

TPR教學充分利用了小學生活潑好動的特點，帶有游戲的性質，可以減少學生的學習負擔，培養他們愉快的學習情緒，提高學習效率，在激發學生學習英語的興趣方面也有一定的作用，

教學準備：

1.教師準備：

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

2.學生準備：

real fruits, colour pens, some paper, pencils.

教學過程：(Procedures):

Pre-task preparation:

1. Sing some songs and do some actions.(利用歌曲, 并配上動作，活躍課堂氣氛，調動學生的學習積極性，同時復習以前學過的知識。)

a) Good Morning.

b) Read, draw, sing.

2. Play games: (利用游戲等引出新的教學內容)

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. (運用實物、圖片等，配上動作，教學本課的新單詞，。)

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

Banana, banana,香蕉，香蕉apple彎又彎。

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大又鮮。

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): (分組進行游戲、競賽等，復習和鞏固這節課上學過的知識。同時加入競爭機制，增加教學的趣味性，提高學生的競爭意識。)

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鞏固新知，提高學生的學習興趣。)

banana,banana香蕉，香蕉banana 彎又彎，

Pear,pear梨兒，梨兒pear甜又甜,

Peach,peach桃子，桃子peach大又鮮，

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. (利用小學生愛畫畫的特點，鍛煉和提高學生的聽力和繪畫能力，同時展示一些優秀的作品，使學生有成就感。)

4. Count the stars to see which group is winner. (實施評價，展示結果，及時對教學情況進行反饋，讓學生樹立自信，培養合作精神。)

Homework:

1. Write down the words under your drawings.

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

上海版牛津英語五年級上冊教案2

一、教學目標：

1、能聽懂、會說句型There is a …!語音語調正確。

2、能聽懂、會說、初步認讀單調bottle,can ,box, 發音正確。

二、教學重難點：

1、能聽懂、會說句型There is a …!語音語調正確。

2、牛津版二年級下冊英語教案Keep the water clean：能聽懂、會說、初步認讀單調bottle,can ,box, 發音正確。

三、教學準備：教學光盤，實物

四、教學過程：

Step1 Free talk and lead in

1.師指著窗外問 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…….

(教師可以在教室里放一些玩具，水果之類的物品。)

T; What can you see?

S1; I can see a dool.

S2: I can see …..

T: I can see many clothes .(學生熱了后把外衣脫下后放在教室周圍的柜上。)

T: look , there is a coat !

(師作遠遠指出的動作，讓學生理解there is 的意思。)

Ss:(手指coat,跟教師讀) there is a coat!

T: look, there is a jacket.

學生手指jacket,跟讀 there is a jacket!

(板書) there is ,學生跟讀。

2. Show different things on the teachers' desk

Make sentences: There is a ...

Step2. Presentation and practice

1)逐一呈現并教學三個單詞

T: there is a bottle.

教學bottle 、box、can,

學生跟讀，注意糾正學生的發音。

2)練習掌握這三個單詞

教師快速的舉起物品，比一比學生誰得反應快，很快說出相應的單詞。

組織學生四人小組練一練，讀一讀。

3)Game :猜一猜

教師將圖片隨機的反貼在黑板上，讓學生猜一猜每幅圖分別是什么?

S1: a bottle, a box, a can .

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

(1)聽錄音，讀熟B部分單詞。

(2)鼓勵學生平時用所學的日常交際用語相互打招呼。

上海版牛津英語五年級上冊教案3

教學目標：

知識能力與技能

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.

過程與方法

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、態度與價值觀

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.

重點難點：

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.

教學過程：

Section A

創設情境，導入新課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.

自讀感知，整體把握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，解讀探究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.

【要點直擊】【English notes】

中西方日常交際差異：中國人見面喜歡問：“你吃過了嗎?”老外聽了，以為你要請客;“你去哪兒?”老外認為你是干涉他的隱私。而西方人見面以問候為主，如：Hello!， Hi!， Good morning.等。問候語的使用：Good morning早上好(指早晨、上午);Good afternoon下午好(指午后，黃昏前);Good evening晚上好(指黃昏后，就寢前)。

應用遷移，鞏固提高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

創設情境，導入新課

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.。

自讀感知，整體把握

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，解讀探究

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.

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.

【要點直擊】【English notes】

1、How are you? 也是一句問候語，一般用于熟人之間，意思是“你(身體)好嗎?”，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與Thanks：“thank”是動詞，“Thank you”是“謝謝你”，表示感謝對方，“Thanks”是名詞“謝謝”(復數形式)。

應用遷移，鞏固提高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.

課后小結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.

上海版牛津英語五年級上冊教案4

教學目標：

1、能正確地聽說讀寫句型What do you / they have? I/ We/ You/ They have… What does she /he have? She /He has…

2、能正確地聽說讀詞組 camping trip, tent, pot, stove, blanket, telescope, tin-opener.

3、能正確地聽說讀寫單詞 hill , children ,show , fish .

4、能流利的朗讀課文

教學重點：

1、能正確地聽說讀單詞和句型

2、能正確地理解課文

教學難點：

1、能正確地聽說讀寫單詞和句型

2、能熟練地運用本課所學的物品和句型來組織對話

課前準備：

1、 教具準備：多媒體，磁帶，錄音機。

2、 板書準備：寫好課題 Unit 8 A camping trip

教學過程：

A Free talk

1 (點擊課件封面使音樂停)Greeting

2 (點擊課件封面中音符的圖標出現歌曲的畫面)

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

讓學生有表情地演唱這首歌曲，復習舊知，活躍課堂氣氛。

3 (點擊課件歌曲畫面回到課件封面)

T: What are you doing now?

Ss: We’re having an English class.

(點擊課件封面的圖標出現圖片)

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

Ss: …

T: Let me tell you!

(點擊出現課題)

They are having a camping trip! A camping trip.

領讀課題

B Presentation and practice

1、學習單詞及詞組

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

Ss: OK!

T：(點擊課件出現孩子們圖片) 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　教師可先展示自己所帶的物品，再讓學生展示。Show your book / pencils …

2、學習、操練句型

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 .

(點擊課件，組織學生有節奏地利用生詞和句型誦讀小兒歌)

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 .

上海版牛津英語五年級上冊教案5

【教材簡介】

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.

【設計理念】

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.

【學情分析】

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.

【教學目標】

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.

【教學重點】

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

【教學難點】

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

【教學準備】

Pictures and CD/PPT

【教學方法】

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

【教學課時】 One Period

【教學過程】

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: ...

2

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”

3

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.

【作業設計】

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