牛津版五年級英語上全冊教案

8. say the rules for shanghai zoo or changfeng park9. say the rules for your class.post-task activitymake some bookmarks.1. divide the s into groups. distribute sheets of drawing paper to each group. ask them t cut their sheet of drawing paper into small rectangles.2. ask s to think of some rules and signs for the parks. s write a prohibition and a sign on a rectangular piece of paper and make a bookmark.3. s exchange their work. 板書設計in the parkyou can’t ride your bicycle here.why not?look at the sign.教學效果反饋訓練學生聽的能力，讓學生根據聽到的內容來判斷，同時帶出各種句型，擴大學生的知識面，也能促進學生的口頭表達能力。 讓學生說公園和動物園的規則，氣氛熱烈，尤其是講班級的規則時，學生躍躍欲試，羅列了很多，也提醒了他們要遵守規則做個自律的好少年。課題module 3  places and activitiesa day out教學目標知識與技能：using the present continuous tense to describe an action taking place at the time of speaking.           using prepositionsto indicate position/place/directions.過程與方法：predict story using picture cues.            develop written texts by putting words in a logical order to make meaningful phrases or sentences.情感、態度與價值觀：了解外出野餐的過程。 教學重、難點using prepositions to indicate position/place/directions.教學媒體cassette 5a and a cassette player.  課前學生準備grammar practice book教學流程 備注pre-task preparation1.      ask and answer2.      introduce: country park by showing pictures of country parks. write: country park on the board. ask: which country park do you like? invite individual s to come to the board and draw an ideal country park.3.      let’s have a trip with classmates. suppose  the processwhile-task procedure1. tell s that the lis are going to have a picnic in the country park. write these sentences on the board: they eat breakfast. the lis get up. they wash their faces and clean their teeth. ask s to put these three sentences in the right order. 2. ask s to look at the pictures in look and talk. s then read the sentences in read and write.3. s work in pairs to match the sentences and the pictures.4.      invite pair of s to read the story to the class.5.      divide s into groups. ask them to write the story again adding some more sentences. ask some guided questions to prompt the intermediate and less able s, e.g. what time do they get up? what have they got? what time do they go home? etc.