最新人教版小学五年级英语上册全册教案大全+期末考试卷与答案精选N套

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最新人教版小学五年级英语上册全册教案大全+期末考试卷与答案精选N套

最新人教版小学五年级英语 上册全册教案大全+期末考试卷与答案精选N套 最新人教版小学五年级英语上册全册教案 Unit one What’s he like?‎ Lesson 1 ‎ 一.教学内容 Main scene  Part A (let’s try  let’s talk)‎ 二.教学目标 ‎ ‎ 1.能正确听,说,朗读“Who is ...?-- He/She is...What’s he/she like? -- He/She is... Is he/she…?--Yes,he/she is. No, he/she isn’t.”‎ ‎ 2.能正确听,说,认读表示人物外貌与性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever.‎ ‎ 3.能听懂,会说,会表演Let’s talk 的内容并在真实场景中运用。‎ 三.教学重难点 ‎ 重点:学生能够表演Main scene 和let’s talk的交际内容,能够根据实际 情况用英语讨论他人外貌与性格特征。‎ ‎ 难点:用英语准确询问并回答人物特征,如:“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”  ‎ 四.课前准备 ‎ 教师自制的单词卡  、录音机、录音带    ‎ 五.教学过程 Step1. Warming-up ‎1.Let’s look and say the names.(教师出示本单元通过多媒体播放一些卡通图片,分别展示年老,年轻,滑稽,有礼貌,工作努力,聪明,严格等外貌与性格特征,让学生认读,说一说这是谁,怎么样。)‎ ‎2.Let’s listen and sing”Who’s your teacher?”‎ Step2. Presentation ‎1.学习Main scene ‎(1)出示Main scene中的部分教学挂图,让学生观察。‎ ‎(2)看图回答问题。‎ Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.)‎ Dialogue2: What are they talking about?(The teacher introduces classmates to each other.)‎ Dialogue2:Who is a new student?(Oliver)‎ ‎(3)听录音,模仿朗读,理解对话内容。‎ ‎(4)教师领读对话,学生模仿,齐读练习,生生对话,小组表演。‎ ‎2.学习let’s try  let’s talk ‎ ‎(1)listen and tick.听录音,完成探究学习第一题。‎ ‎(2)创设情境:这节课我们和Oliver,WuYifan一起去了解Mr Young。‎ ‎(3)看let’s talk部分的课文插图,听录音,模仿朗读,理解意思。‎ ‎(4)根据let’s talk内容尝试分角色朗读对话。‎ ‎(5)学生两人一组,完成“Talk about your teachers.”‎ ‎(6)学生表演,以检查学生对本课对话的掌握情况,对做得较好的学生予以表扬。‎ ‎3.Make a survey.‎ T: Who’s your... ...? Ss:... ...‎ T:What’s he/she like?‎ Step3. Consolidation 三人一组,发现并用我们学过的句型讨论小组内每个成员的三个优点。‎ S1: Who’s that... ...? S2:... ...‎ S1:What’s he/she like? S2:He/she is…‎ S1:Is he/she... ...? S2:Yes,he/she is. No,he/she isn’t. ‎ Step4  Homework ‎1.完成课堂检测中的相关习题。 ‎ ‎2.Make a new dialogue and act it out。‎ 六.板书设计 Unit one   What’s he like?‎ ‎ Main scene  Part A (let’s try  let’s talk)‎ Who is he?-- He is our music teacher.‎ What’s she like? -- She’s very kind.‎ Is he young?--Yes,he is.‎ 七.教学反思 Unit one    What’s he like?‎ Lesson 2‎ 一.教学内容Part A  let’s learn/ ask and answer/ let’s spell .  ‎ 二.教学目标 ‎ 1.能够正确听,说,朗读“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等询问某人是谁,外貌或性格怎么样的相关交际用语。‎ ‎ 2.能够正确听,说,认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict等词汇。‎ ‎ 3.能够听懂,会说,会表演let’s learn的内容并在真实场景中运用所学语言进行真实交流和运用。‎ 三.教学重难点 ‎ 重点:学生能够表演let’s learn的交际内容,能够根据实际情况用英语讨论人物。‎ ‎ 难点:用英语准确询问并回答人物特征,如“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等。‎ 四.课前准备 ‎ ‎ 单词卡片,录音机,磁带 五.教学过程 Step1. Warming-up ‎1.sing a song”Who’s your teacher”‎ ‎2.show pictures and say 出示一些学科教师图片,让学生快速说出来,如Chinese teacher/math teacher/English teacher/art teacher/music teacher.‎ T: Who’s this man/woman?‎ S: He/she is ... ...‎ Step2. Presentation ‎1.Look and guess.看图片,猜一猜。‎ 教师出示刚才展示的教师图片,让学生猜一猜教师是什么性格?‎ T:guess,what’s he/she like?‎ S: Is he/she strict/funny…?‎ T:Yes,he/she is.No,he/she isn’t.‎ 两组示范后,教师将卡片交给学生,进行生生对话。‎ ‎2.展示Let’s learn 图片,快速让学生说出Mr还是Miss。‎ ‎3.look at the pictures and say.看图说句子。‎ 如:Mr Young is our music teacher.He is old.‎ ‎4.播放课本插图,两人一组选择图片讨论。‎ Step3 Consolidation Group work:小组讨论任课老师。‎ ‎1.准备好一张你喜欢的老师的画像,并向你的组员介绍。‎ ‎2.让学生表演,以检查学生对本课句型的掌握情况,对做得好的学生予以表扬。‎ Step4  Homework ‎ 1. Copy the words of let’s learn.‎ 2. Make a dialogue about your teachers.‎ 六. 板书设计 Unit one   What’s he like?‎ Part A  let’s learn ask and answer let’s spell ‎ ‎ old young funny kind strict Who’s your art teacher?--Mr Jones.‎ Is he young?--Yes,he is.‎ 七. 教学反思 Unit one   What’s he like?‎ Lesson 3‎ 一.教学内容 Part B let’s try  let’s talk 二.教学目标 ‎1.继续学习“Who’s…?He/she is…What’s he/she like?” He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等询问某人是谁,怎么样的相关交际用语。‎ ‎2.能够听懂,会说,会表演Let’s talk的内容并在真实场景中运用所学语言进行真实交流和运用。‎ ‎3.在对话交流中使学生养成用英语交流的习惯,培养良好的语音语调和语感。‎ 三.教学重难点 ‎ 重点:学生能够表演Let’s talk的交际内容。‎ 难点:能用Who’s …?He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”进行真实交际。‎ 四.课前准备 ‎ 词卡,课件 五.教学步骤 Step1  Warming-up ‎1.sing a song”who’s your teacher?”‎ ‎3.Let’s listen and chant.  ‎ Step2. Presentation 1. 学习let’s try ‎(1)listen and tick (2)Listen and answer ‎2.学习let’s talk ‎(1)教师针对对话设计相关问题,引导学生思考。‎ ‎(3)听录音,模仿朗读,理解对话内容。‎ ‎(4)教师领读对话,学生模仿,齐读练习,生生对话,小组表演。‎ ‎3.学生小组内讨论自己的老师。‎ S1:Who is your Chinese(math/English/art/PE/music) teacher?‎ S2:Mr/Ms... ...‎ S1:What’s he/she like? S2:He/She is ... ...‎ Step3 Consolidation Student show their dialogue.‎ Step4  Homework 1. Read let’s talk。‎ ‎2.Make a new dialogue and act it out.‎ 六.板书设计 ‎ Unit one   What’s he like?‎ ‎ Part B let’s try  let’s talk ‎ know What’s she like?-- She’s kind.‎ ‎ her Is she strict?--Yes,sometimes.‎ 七. 教学反思 Unit one   What’s he like?‎ Lesson 4‎ 一. 教学内容 Part B Read and write 二. 教学目标 1. 教学要点 能听懂、会说句型:He can speak English and Chinese. He makes me finish my homework. He’s very helpful at home.能够在实际情境中正确应用这些句型;‎ 2. 能够正确使用be动词;‎ 3. 帮助学生养成尊师重教的美德。‎ 三.教学重难点 ‎ 重点:学生能够理解Read and write短文内容。‎ 难点:能用He/She is ... ...进行真实交际。‎ 四.课前准备 ‎ 词卡,课件 五.教学步骤: ‎ Step 1 Warm-up ‎1.Review the words.(教师说出汉语,学生说英语,拼写并造句。)‎ ‎2. Free talk ( Who’s your ... teacher?  Is he/ she ...?)‎ Step 2 Presentation ‎1.Today I’ll introduce a robot. His name is Robin. What’s Robin like? Is he strong? Is he hard-working? Is he he helpful at home? Let’s meet Robin now.‎ ‎2.请学生认真阅读,然后想一想主人是怎样描述机器人的,要求学生边阅读边完成表格。‎ ‎3.学生完成表格后,教师用问答的方式核对答案。‎ ‎ T:Do you know Robin? S1:Yes,he is a robot.‎ ‎ T:Is Robin... ...? S1:Yes,he is./No, he isn’t.‎ ‎4.讲解语言难点 My grandpa made him.  He make me finish my homework.  Robin is short but strong.   He can speak English and Chinese.‎ 5. 听录音,跟读并理解句意。‎ 6. 教师领读,学生模仿,齐读,再请个别学生领读。‎ ‎6.请学生独立设计一个机器人,先画一张草图然后用语言对机器人的外貌特征加以描述,如:‎ I have a robot. His name is …He’s … He … ‎ Step 3 Consolidation ‎(1)教师播放Story time 视频,请学生四人一组进行讨论,然后回答问题:Do they have a new English teacher? Who’s their new PE teacher? Is the new PE teacher a football player? What’s their PE teacher like?‎ 讲解故事大意,跟读故事 Step 4 Homework ‎ 熟读Read and write.‎ 六.板书设计 Unit one   What’s he like?‎ Part B Read and write ‎ make→ made ‎ ‎ My grandpa made him.  ‎ ‎ He make me finish my homework.  ‎ 七. 教学反思 Unit two My week Lesson 1‎ 一.教学内容 Main scene  Part A (let’s try  let’s talk)‎ 二.教学目标 ‎ 1. 能听、说、读、写单词“Monday”,“Tuesday”,“Wednesday”,“Thursday”,“Friday”,“Saturday”,“Sunday”和“weekend”。‎ ‎ 2. 能在创设的实际情景中灵活运用句型“What do you have ‎ on …?”,“I have … ”。‎ ‎3. 能完成“Let’s play”部分的对话任务。‎ ‎4. 能听懂、会唱歌曲“Days of the week”。‎ ‎5. 激发学生的学习热情,鼓励学生就班级的课程表和同学进行交流。‎ 三.教学重难点 重点:理解Main scene中的句子,会用“What do we have on Fridays?-I have a PE class.? ”“Do you often... ...?--No,I don’t”进行场景对话。‎ 教学难点:能够听懂,会说,会表演Main scene。‎ 四.教学准备 单词卡,录音机 五.教学步骤 Step 1 .Warm-up ‎1.放两遍歌曲“Days of the week”(P70)的录音。播放第一遍录音时,学生跟着录音小声唱歌曲;播放第二遍录音时,全班学生跟着录音一起大声唱歌曲,活跃课堂气氛。‎ ‎2. 教师询问时间,引导学生回答:“It’s ... ...o’clock now. ”教师补充It’s time for English class. ”帮助学生复习课程的英语表达。‎ Step 2.Main scene ‎ T:What day is it today?‎ ‎ T:What do you have on Mondays?(板书,理解,引导学生回答)‎ ‎ Ss:I have... ...(看本班课程表,根据实际情况回答。)‎ ‎ T:Do you often play sports?(板书,理解,引导学生做肯定或否定回答)‎ ‎ Ss:Yes,I do./No,I don’t.‎ 通过师生间反复问答感知句型。‎ Step 3 .Let’s try Listen and fill in the blanks.‎ Step 4 Let’s talk ‎(1)教师针对对话设计相关问题,引导学生思考。‎ ‎(3)听录音,模仿朗读,理解对话内容。‎ ‎(4)教师领读对话,学生模仿,齐读练习,生生对话,小组表演。‎ Step 5.Consolidaion 学生用所学句型替换关键词进行对话练习。‎ S1:What do we have on Mondays?‎ Ss:We have... ...‎ Step 6 Summary ‎ 师生一起总结本节课学习的词汇和句型。‎ Step 7 Homework ‎1. 听录音,跟读本部分内容。‎ ‎2. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎3. 制作本班英文班课程表。‎ 六.板书设计 Unit two My week Main scene  Part A (let’s try  let’s talk)‎ ‎ - What do you have on Mondays? ‎ ‎ - I have a PE class.‎ ‎ -Do you often play sports?(read books )‎ ‎-No,I don’t.‎ 七. 教学反思 ‎ ‎ ‎ ‎ ‎ ‎ Unit two My week Lesson 2‎ 一. 教学内容Part A Let’s learn Let’s play Let’s spell 二. 教学目标 ‎ 1.能够正确听,说,朗读“What do you have on Fridays?-I have a PE class.? ”“Is it Monday?.--Yes./No.”等询问某一天课程以及是否是某一天的相关交际用语。‎ ‎ 2.能够正确听,说,认读表示星期的名词Monday,Tuesday,Wednesday等词汇。‎ 三.教学重点 ‎ 重点:能够正确听,说,朗读What do you have on Wednesdays--I have Chinese,English,maths and music.Is it Monday?.--Yes./No.‎ ‎ 难点:能够运用所学句型进行真实场景对话。‎ 四.教学准备 单词卡,日历,课程表,录音机 五.教学步骤 Step 1.Warm-up ‎ (1) 教师放Start部分的歌谣Let’s chant录音,学生复习巩固有关星期的新单词和课程名称。‎ ‎ (2)日常口语练习,内容可参考如下:‎ ‎  A:What day is it today?‎ ‎  B:It's Tuesday.‎ ‎  A:What do you have?‎ ‎  B: I have P.E.class.I like Tuesdays.‎ Step 2.Presentation 1. 学习Let's learn ‎(1)引导学生看Let's learn部分的课程表,教师扮演robot,学生扮演Wu Yifan,实时提问:‎ T:What do you have on Mondays?‎ Ss:I have Chinese,English,maths an music.‎ ‎(教师替换问句中的星期名词,针对课程表提问,反复练习句型。)‎ ‎ (2)学生两人一组进行对话练习,巩固知识。‎ ‎ 2.Let’s play ‎ (1) 教师请一位学生站起来与自己示范对话,如:‎ ‎ T : You have English, Chinese, art and music.‎ ‎ Ss: Is it Wednesday?‎ ‎ T: No.‎ ‎ Ss: Is it Friday?‎ ‎ T: Yes.‎ (2) 学生同桌合作,仿照上面的示例编写类似的对话,练习并展示。‎ (3) 教师请几对学生上讲台表演对话。‎ Step 3 Consolidation ‎ ‎1. 看谁反应快 教师用手势表示1—7中任何一个数字,学生快速说出相应的星期,如教师用手势表示“1”,学生快速说出“Monday”。‎ ‎2. 接龙游戏 每组第一个学生问:What do you have on Mondays?下一个答:I have Chinese,English,maths and music.答完接着往下问,注意替换问句中的星期。回答流畅正确的学生可以坐下,答错的学生先站着。比一比哪知坐着的学生多,哪组赢。‎ 3. 根据Let’s learn的内容编Let’s chant让学生读一读。‎ ‎ Monday,Monday,Monday,Chinese,English,maths,music on Monday.‎ ‎ Tuesday, Tuesday, Tuesday, maths,science,art on Tuesday.‎ ‎ Wednesday,Wednesday,Wednesday... ...onWednesday.‎ ‎ Thursday ,Thursday ,Thursday ... ...onThursday .‎ ‎ Friday,Friday,Friday... ...Friday.‎ Step 4 Summary 师生一起总结本节课学习的词汇和句型。‎ Step 5 Homework ‎1. 听录音,跟读本部分内容。‎ ‎2. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎3. 制作本班英文班课程表。‎ 六.板书设计 Unit two My week ‎ Monday Tuesday Wednesday Thursday Friday ‎ Saturday Sunday → weekend ‎ - What do you have on …?‎ ‎ - I have … / We have …‎ 七. 教学反思 ‎ ‎ ‎ Unit two My week Lesson 3‎ 一.教学内容 Part B let’s try let’s talk ‎ 二.课时目标 ‎1. 能听、说、认读单词story book,read books, play football,play ping-pong,listen to music”和“park”。‎ ‎2. 能听懂、会说句子“Do you often read books in this park?”,“I like this park very much.”,“Me too.”。‎ ‎3. 能完成“Let’s try”部分的听力任务。‎ ‎4. 感知英语在日常生活中的实用性,鼓励学生学习有用的英语。‎ 三.教学重难点 重点:1. 能听、说、认读新词。2. 能听懂、会说句子“Do you often read books in this park?”,“I like this park very much.”,“Me too.”。‎ 难点:能灵活运用句型“Do you often …?”询问他人的日常活动并作出相应的回答。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生准备人物头饰、画笔和画纸。‎ 五.教学过程 Step 1 Warm-up Step2.学习 Let’s talk ‎1.介绍对话情景 T: It’s Saturday afternoon. Zhang Peng and Sarah are in the park. They are talking now. Let’s listen to the tape and see what they’re talking about.‎ ‎2.针对对话提出相关问题,引导学生阅读,理解对话。‎ ‎① What’s that in Sarah’s hand?‎ ‎② Does Sarah often read books in the park?‎ ‎③ What does Zhang Peng often do in the park?‎ ‎④ Do they like the park?‎ ‎ Answer:‎ ‎① It’s a story-book.‎ ‎② No, she doesn’t.‎ ‎③ He often plays football.‎ ‎④ Yes, they do.‎ ‎3.播放录音,学生跟读,注意模仿录音中的语音、语调。‎ ‎4.同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”。‎ Step3.Consolidation(巩固)‎ ‎ Let’s try ‎ (1) 明确听力任务 ‎ (2) 第一次播放教学录音,学生根据录音内容完成练习。‎ ‎ (3) 第二次播放教学录音,师生一起核对答案。‎ Step4.Homework(布置作业)‎ ‎1. 听录音,跟读B. Let’s talk部分内容。‎ ‎2. 把本节课学习的生词在四线三格内抄写六遍。‎ 六.板书设计 Unit two My week Part B let’s try let’s talk ‎ often -Do you often read books in this park?‎ ‎ -No,I don’t.‎ ‎ park - Do you often play football here?‎ ‎ -Yes,I do.I like this park very much.‎ 七.教学反思 ‎ ‎ Unit two My week Lesson 4‎ 一.教学内容 Part B let’s learn Group work 二.课时目标 ‎1. 能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.‎ ‎2. 能够在真实语境中正确运用以上五个词组描述周末活动。‎ 三.教学重难点 重点:能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.‎ 难点:能灵活运用句型“Do you often …?”询问他人的日常活动并作出相应的回答。‎ 四.教学准备 录音机、录音带、词卡、挂图。‎ 五.教学过程 Step 1 Warm-up ‎ 利用教学挂图呈现B Let’s talk板块的对话情景,学生表演对话,教师请3组学生上台表演。最后一组演完之后,教师说:Zhang Peng often plays football on the weekend.What about Amy and Chen Jie?‎ ‎ 出示B Let’s learn 部分的挂图。‎ Step2. Let’s learn ‎1.播放Amy 和Chen Jie 对话录音,询问学生,Chen Jie 周末经常做什么?出示词卡,教学短语wash my clothes.板书句型:‎ ‎ Do you often wash your clothes on the weekend?(提问,引导学生回答)‎ ‎ Yes,I do./No,I don’t.(教师板书)‎ ‎2.教师提问What do you do on the weekend?学生自由谈论周末活动。‎ ‎3.当学生讲到与本节课要学的短语相同的周末活动时,教师出示词卡教学短语,然后依次将短语wash my clothes,watch TV, do homework,read books,play football.带入句型Do you often... ...on the weekend?中对不同的学生提问,反复练习重点句型。‎ 4. 播放录音,学生跟读。‎ 5. 学生两人一组,将短语带入重点句型问答练习。‎ Step3.Group work 1. 教师设置问题:What does Wu Yifan/Chen Jie/Oliver do on the weekend?学生带着问题看书找答案。‎ 2. 教师对学生提问:What do you do on the weekend?‎ 3. 学生小组内“开火车”问答,第一个学生提问。What do you often do on the weekend?第二个学生回答完接着问下一个,以此类推。‎ Step4.Consolidation ‎“滚雪球游戏”‎ 教师对学生提问:What do you often do on the weekend?第一名学生回答:I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组,如I often do my homework and read books.第三名学生在前面的基础上再加上一个新词组,依此类推。‎ Step5.Homework ‎1. 抄写B. Let’s learn部分的单词。‎ ‎2. 两人一组练习模仿例句练习对话。‎ 六.板书设计 Unit two My week Part B let’s learn Group work ‎ -Do you often wash your clothes on the weekend?‎ ‎ -Yes,I do.‎ 七.教学反思 ‎ ‎ Unit two My week Lesson 5‎ 一. 教学内容 Part B Read and write 二.课时目标 ‎1. 能够在图片的辅助下读懂吴一凡和机器人的对话,完成判断信息正误的活动。‎ ‎2. 能够根据提供的信息模仿对话,补全新的对话。‎ 三.教学重难点 重点:能够读懂对话,完成判断信息正误的活动。‎ 难点:能够根据提供的信息模仿对话,补全新的对话。‎ 四.教学准备 录音机、录音带、词卡、挂图。‎ 五.教学过程 Step 1 Warm-up 师生间问答,复习本单元的核心句型,引入新课。‎ T:What day is it today?‎ ‎ What do you have on... ...?‎ ‎ Do you often... ... on... ...?‎ Step2. Read and write ‎1.T:What does Wu Yifan have on Fridays?What does Wu Yifan do on the weekend?Do you know?‎ 播放录音,要求学生带着问题听录音,并画出相关答句。‎ 2. 教师利用BLet’s learn挂图呈现一周课程安排表,分别在Chinese,maths,English,art,music等课程下做标记,引导学生注意课程出现的频率,并联系often和sometimes所表示的频率差别。‎ 3. 引导学生用often和sometimes分别谈谈自己的周末活动。‎ 4. 教师提问:Do you like sports?学生回答后,教师继续问:Does Wu Yifan like sports?吴一凡不喜欢运动,机器人建议他做运动。‎ ‎ You should play sports every day.Here is a new schedule for you.‎ ‎(板书should schedule,带学生认读。 )‎ 5. 完成活动Tick or cross。‎ Step5.Homework ‎1. 抄写B. Let’s learn部分的单词。‎ ‎2. 两人一组练习模仿例句练习对话。‎ 六.板书设计 Unit two My week Part B Read and write ‎ Should schedule 七.教学反思 ‎ ‎ ‎ ‎ Unit three What would you like?‎ Lesson 1‎ 一.教学内容 A. Let’s learn A. Role-play 二.课时目标 ‎1. 能听、说、读、写单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。‎ ‎2. 能在创设的实际情景中灵活运用句型“What would you like to eat / drink?”,“I’d like …”‎ ‎3. 能完成“Role-play”部分的任务。‎ ‎4. 继续保持学生对学习英语的兴趣,激发学生用英语进行交流的热情。‎ 三.教学重点 ‎1. 能听、说、读、写单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。‎ ‎2. 能在创设的实际情景中灵活运用句型“What would you like to eat / drink?”,“I’d like …”。。‎ 四.教学难点 能完成“Role-play”部分的任务。‎ 五.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生人物头饰。‎ 六.教学步骤 Step.1.Warm-up ‎1. Free talk T: Good morning, everyone. Welcome back to school. How are you today?‎ Ss: Fine, thank you.‎ T: Nice to see you again.‎ Ss: Nice to see you, too.‎ ‎2. 教师拿出学生以前学习过的食物图,师生进行对话,如:‎ ‎ T: What are these?‎ ‎ Ss: They are …‎ T: What’s your favourite food?‎ Ss: My favourite food is …‎ Step 2 .Preview ‎1. 教师用多媒体课件出示以前学习过的食物单词图片,全班学生说出相应的汉语。‎ ‎2. 学生同桌合作,谈论最喜欢的食物。‎ S1: What’s your favourite food?‎ S2: My favourite food is …‎ 三、新课呈现(Presentation)‎ ‎1. A. Let’s learn ‎(1) 教学新单词 ‎① 师生对话。‎ T: What do you like, Chinese food of western food?‎ Ss: I like …‎ T: Some like Chinese food and some like western food. What western food do you know?‎ Ss: ...‎ T: Today let’s learn some popular western food.‎ 教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片,引出单词“sandwich”,“salad”,“hamburger”和“ice cream”。‎ T: Do you know what English people like to drink? They like to drink tea.‎ ‎② 教师把生词写在黑板上,带领学生读几遍,然后让学生分组比赛读、分男女生读。‎ ‎(2) 教师拿出食物图片,与学生进行对话,如:‎ T: What would you like to eat, S1?‎ S1: I’d like …, please.‎ T: Here you are. What would you like to eat, S2?‎ S2: I’d like …, please.‎ ‎(3) 第一次播放教学录音,全班学生跟着录音读。‎ ‎(4) 第二次播放教学录音,全班学生分男女生跟着录音读。‎ ‎(5) 学生拿出人物头饰,替换对话中的关键词,重新编写对话,然后教师请两三对学生上讲台表演对话。‎ ‎2. A. Role-play ‎(1) 教师请两位学生站起来示范读对话。‎ ‎(2) 学生同桌合作,一人扮演客人,一人扮演服务员,模仿示例表演对话,提醒学生表演时要把客人与服务员该有的表现表演到位。‎ ‎(3) 教师请几组学生上讲台表演对话,并评选出“最佳表演者”.‎ 四、巩固延伸(Consolidation & Extension)‎ ‎1. 句子接龙 ‎ 把全班学生分成八大组,每组的第一位学生问第二位学生:“What would you like to eat? ”,第二位学生说:“I’d like …”,并问第三位学生“What do you like to eat?”,以此类推。‎ ‎2. 课堂练习——选择与其他不同类的选项:‎ ‎( ) ① A. sandwich B. tea C. hamburger ‎ ‎( ) ② A. salad B. fish C. ice cream ‎( ) ③ A. tea B. water C. tofu ‎( ) ④ A. Coke B. juice C. salad ‎3. Check the answer ① B, ② B, ③ C, ④ C 五、课堂小结(Summary)‎ 师生一起总结本节课学习的知识,学生说一说还有什么不懂的地方以及自己学习中遇到的困难。‎ ‎、布置作业(Homework)‎ ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟读本部分内容。‎ ‎3. 在画纸上画出自己今天吃的早餐和午餐。‎ 六.板书设计 ‎ Unit three What would you like?‎ ‎ sandwich salad hamburger ice cream tea ‎ - What would you like to eat / drink?‎ ‎ - I’d like …‎ 七. 教学反思 Unit three What would you like?‎ Lesson 2‎ 一.教学内容A. Let’s talk Let’s try 二.课时目标 ‎1. 能听、说、认读单词“drink”和“thirsty”。‎ ‎2. 能询问别人想吃(喝)些什么并作出相应的回答。‎ ‎3. 能完成“Let’s try”部分的听力任务。‎ ‎4. 提高学生合作学习的能力,能灵活运用所学句型聊关于“饮食”的话题。‎ 三.教学重难点 重点:能听、说、认读单词“drink”和“thirsty”: 能询问别人想吃(喝)些什么并作出相应的回答。‎ 难点:能灵活运用所学句型聊关于“饮食”的话题。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学过程 一、课前热身(Warm-up)‎ Step.1. Free talk T: Hello, boys and girls.‎ Ss: Hello, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. What do you have for breakfast?‎ Ss: I have … for breakfast.‎ T: It’s time for our class. Here we go!‎ ‎2. 教师依次出示上节课学习的新词卡片,全班学生大声说出相应的汉语意思。‎ Step.2.Preview ‎ 学生拿出食物词卡,同桌合作,一人问:“What would you like to eat?”,另一人抽取词卡并回答:“I’d like …”。‎ Step.3.Presentation A. Let’s talk ‎1. 教学单词 ‎(1) 教师做“口渴”的动作,说:“Oh, I’m thirsty.”,然后再做“喝水”的动作,说:“I’d like to have something to drink.”‎ ‎,由此引出新单词“drink”和“thirsty”。‎ ‎ 教师也可以用多媒体课件出示“乌鸦喝水”的故事,介绍说:“Look, the crow is thirsty now. It’s looking for some water to drink.”由此引出新单词。‎ ‎(2) 教师用多媒体课件出示几种饮料的图片,如水、橙汁、可乐、茶等,问:“What would you like to drink?”,学生选择自己喜欢的饮料并回答:“I’d like to drink some …”。‎ ‎(3) 学生同桌合作,谈论自己想喝些什么饮料,如:‎ S1: I’m thirsty.‎ S2: What would you like to drink?‎ S1: I’d like some water.‎ S2: Here you are.‎ ‎2. 介绍对话情景 T: It’s in Sarah’s family. They’re talking about what to eat and drink. Let’s listen to the tape and know something about their talking.‎ ‎3. 第一次播放教学录音,全班学生跟着录音读。‎ 第二次播放教学录音,学生听完录音后回答下面问题:‎ ‎① Who’s hungry?‎ ‎② What would Father like to eat?‎ ‎③ What would Father like to drink?‎ Answer:‎ ‎① Father.‎ ‎② A sandwich.‎ ‎③ Some water.‎ 第三次播放教学录音,全班学生分角色跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。‎ ‎4. 学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。‎ ‎5. Ask and answer ‎ ‎(1) 让学生自己读一读本部分的例词。‎ ‎(2) 请两位学生站起来示范对读对话。‎ ‎(3) 学生同桌合作,用例词替换对话中的关键词,编写对话。‎ ‎(4) 教师请两三对学生上讲台表演编写的新对话。‎ Step.4.Consolidation ‎ ‎1. A. Let’s try ‎(1) 明确听力任务 T: Sarah is hungry. What would she like to eat? Listen and fill in the blanks.‎ ‎(2) 先让学生观察图片,然后播放教学录音;播放第一遍录音师,学生根据录音内容完成填空任务;播放第二次录音时,师生一起核对答案。‎ ‎2. 让学生自制一份营养午餐的菜谱,并在小组内进行交流。‎ 参考句型:‎ I have … for lunch today.‎ Do you have …?‎ What do you have for lunch today?‎ ‎3. 课堂练习——用适当的词完成下列句子:‎ ‎① I’m ____________. I want something to eat.‎ ‎② I like salad. What _____________ you?‎ ‎③ What do you _____________ for lunch?‎ ‎4. Check the answer ‎① hungry, ② about, ③ have ‎ Step.5.Summary ‎1. 师生一起总结本节课所学生的词汇与句型,说说本节课的重难点,教师评价学生的表现。‎ ‎2. 鼓励学生关注自己的饮食状况,养成良好的饮食习惯。‎ Step.6.Homework ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟读A. let’s talk部分内容。‎ 六.板书设计 Unit three What would you like?‎ ‎ thirsty drink ‎ I’m thirsty.‎ ‎ -What would you like to eat / drink?‎ ‎ - I’d like …‎ 七.教学反思 Unit three What would you like?‎ Lesson 3‎ 一.教学内容 B. Let’s learn Look, write and say 二.课时目标 ‎1. 能听、说、读、写单词“fresh”,“healthy”,“hot”和“sweet”“delicious”。‎ ‎2. 能询问最喜欢的食物,如“What’s your favourite food?”。‎ ‎3. 能用所学的形容词简单描述自己喜欢的食物。‎ 三.教学重难点 重点: 能听、说、读、写单词“fresh”,“healthy”,“hot”和“sweet”。 能询问最喜欢的食物,如“What’s your favourite food?”。‎ 难点:能简单讲述自己喜欢某种食物的原因。‎ 四.教学准备 ‎ 录音机、录音带、词卡。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Very well, thanks.‎ T: What would you like for breakfast, S1?‎ Ss: I’d like …‎ T: What would you like for breakfast, S2?‎ Ss: I’d like …‎ ‎2. 请一两对学生上讲台表演“A. Let’s talk”部分的对话。‎ Step.2.Preview ‎1. 教师播放两遍歌曲“What would you like to eat today?”的录音。播放第一遍录音时,全班学生一起跟着小声唱歌曲;播放第二遍录音时,全班学生分男女生比赛唱歌。‎ ‎2. 学生同桌合作,谈论彼此最喜欢的东西,如颜色、科目、日常活动等。‎ S1: What’s your favourite colour?‎ S2: My favourite colour is blue / brown / white / … What about you?‎ S1: My favourite colour is yellow / black / orange / … What’s your favourite subject?‎ S2: My favourtie subject is maths / English / … What about you?‎ S1: My favourite subject is …‎ Step.3.Presentation ‎1. B. Let’s learn ‎(1) 教师利用多媒体课件分别呈现新鲜的、健康的、美味的、辣的和甜的食物,引出单词“fresh”,“healthy”,“delicious”,“hot”和“sweet”。‎ ‎(2) 教师带领学生读几遍单词,然后全班学生分男女生读,最后学生在小组内读,小组成员相互纠正不准确的发音。‎ ‎(3) 第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,全班学生分角色跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。‎ ‎(4) 学生同桌合作练习表演对话,然后请一两对学生上讲台表演。‎ ‎(5) 同桌合作,用例词替换对话中的关键词编写对话,然后教师请两三对学生上讲台表演。‎ ‎2. B. Look, write and say ‎(1) 学生根据图片完成句子。‎ ‎(2) 教师请一位学生站起来示范读Zoom说的话。‎ ‎(3) 学生根据图片说说自己喜欢什么食物以及原因,如“I like vegetable. They’re healthy. What about you?”‎ Step.4.Consolidation ‎1. 学生拿出画纸和画笔,自制健康食谱,并向同桌介绍。‎ ‎2. 用is或are填空:‎ ‎① The apples _________ sweet.‎ ‎② The fish _________ fresh.‎ ‎③ The grapes ___________ sour.‎ ‎3. Check the answer ‎① are, ② is, ③ are Step.5.Summary ‎1. 师生一起总结本节课学习的词汇和句型,说说本节课的重难点,教师评价学生的表现。‎ ‎2. 鼓励学生关注自己的饮食状况,养成良好的饮食习惯。‎ Step.6.Homework ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟读B. Let’s learn部分内容。‎ 六.板书设计 Unit three What would you like?‎ ‎ B. Let’s learn B. Look, write and say ‎ fresh healthy delicious hot sweet ‎ What’s your favourite food?‎ ‎ Ice cream. It’s sweet.‎ ‎ I love ice cream. It’s sweet. What about you?‎ 七. 教学反思 Unit three What would you like?‎ Lesson 4‎ 一.教学内容B. Let’s talk Let’s try 二.课时目标 ‎1. 能听、说、认读单词“favourite”和“food”。‎ ‎2. 继续谈论最喜欢的食物并给出原因。‎ ‎3. 能完成“Let’s try”部分的听力任务。‎ ‎4. 提高学生的英语交际能力,培养学生学好英语的自信心。‎ 三.教学重难点 重点:能听、说、认读单词“favourite”和“food”。‎ 难点:能在实际情景中运用本课时的重点句型进行交际。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk T: Good morning, everyone. Nice to meet you.‎ Ss: Good morning, teacher. Nice to see you, too.‎ T: How are you today?‎ Ss: Fine, thank you.‎ T: S1, what’s your favourite food?‎ S1: My favourtie food is …‎ T: S2, what’s your favourite food?‎ S2: My favourite food is …‎ ‎2. 教师随机出示上节课学习的五个单词的词卡,全班学生表演相应的动作。‎ Step.2.Preview 猜一猜 教师请两三位学生上讲台,写出自己最喜欢的食物,其他学生猜一猜,如: T: Guess! What’s her / his favourite food?‎ ‎ Ss: Ice cream?‎ ‎ T: No, guess again.‎ ‎ Ss: Salad?‎ ‎ T: Yes, you’re right.‎ Step.3.Presentation ‎1. B. Let’s talk ‎(1) 教师在黑板上画出自己喜欢吃的几种食物,说:“Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.”,教师边说边在黑板上画几个笑脸,帮助学生理解“favourtite food”的意思。‎ ‎(2) 介绍对话情景。‎ ‎ T: Sarah and Zhang Peng are talking about today’s menu. Let’s go and see what they would like to eat today.‎ ‎(3) 教师出示本部分的教学挂图,问:“What food and drink are in today’s menu?”,学生根据情景图回答:“There are noodles, beef, fish, sandwich, tomato soup and milk in today’s menu.”。‎ ‎(4) 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,全班学生分男女生跟着录音读。第三次播放教学录音,学生听完录音后回答下面问题:‎ ‎① What’s Zhang Peng’s favourite food?‎ ‎② What’s Sarah’s favourite food?‎ ‎③ What do they have today?‎ Answer:‎ ‎① Noodles. He loves beef noodles.‎ ‎② Fish.‎ ‎③ They have beef noodles and tomato sandwiches today.‎ ‎(5) 学生同桌合作练习表演对话,然后教师请几对学生上讲台表演。‎ ‎(6) Ask your friend about your favourite food and drink ‎① 学生四人一组,调查组内同学最喜欢的食物和饮料。‎ ‎② 教师请两三位小组代表上讲台汇报本组各位学生最喜欢的食物和饮料。‎ Step.4.Consolidation ‎ ‎ 1. B. Let’s try ‎(1) 明确听力任务 ‎ T: Zhang Peng and Sarah are thirsty. What would they like to drink? I’ll play the tape for you to listen. After listening, match each person with the right picture.‎ ‎(2) 第一次播放教学录音,学生根据录音内容连线。‎ ‎(3) 第二次播放教学录音,师生一起核对答案 ‎2. 课堂练习——仿照例子写句子:‎ 示例:I like bananas. They’re sweet.‎ ‎① I like ____________. They’re ______________.‎ ‎② I like ____________. They’re ______________.‎ ‎③ I like ____________. They’re ______________.‎ ‎④ I like ____________. It’s ______________.‎ ‎⑤ I like ____________. It’s ______________.‎ Step.5.Summary 小结本课的重要句型并对学生的饮食习惯进行必要的引导。‎ T: When you like something, you can say …‎ Ss: I like … Because it’s / they’re …‎ T: When you want to know someone’s favourite food, you may ask …‎ Ss: What’s his / her favourite food?‎ T: If you want to know my favourite food, you may ask ...‎ Ss: What’s your favourite food?‎ T: I like tomatoes. They’re healthy.‎ T: Boys and girls. We must have much vegetables and fruit. They’re healthy for us. ‎ Step.6.Homework ‎1. 听录音,跟读B. Let’s talk部分内容。‎ ‎2. 把本节课学习的生词在四线三格内抄写六遍。‎ ‎3. 调查自己家庭成员最喜欢的食物和饮料。‎ Name father mother grandma grandpa Sister/brother Favourite food Favourite drink 六.板书设计 Unit three What would you like?‎ B. Let’s try Let’s talk What’s your favourite food?‎ ‎ I love beef noodles.‎ ‎ Well, let’s see.‎ We have beef noodles and fish sandwiches today.‎ 七. 教学反思 Unit three What would you like?‎ Lesson 5‎ 一.教学内容 A. Let’s spell B. Let’s wrap it up 二.课时目标 ‎1. 通过大量的听读操练,掌握双元音/əʊ/和/au/在单词中的发音,能读准“Let’s spell”部分的例词,并完成本部分的听力任务。‎ ‎2. 简单了解单数可数名词变成复数的规则。‎ ‎3. 纠正学生错误的发音,引导学生自主总结发音规律。‎ ‎4. 逐步培养学生学习英语语音知识的兴趣,提高学生的听力能力。‎ ‎5. 创设良好的英语学习氛围,激发学生学习英语的热情。‎ 三.教学重难点 ‎ 重点:‎ ‎ 1. 通过大量的听读操练,掌握双元音/əʊ/和/au/在单词中的发音,能读准“Let’s spell”部分的例词,并完成本部分的听力任务。‎ ‎ 2. 简单了解单数可数名词变成复数的规则。‎ ‎ 难点:‎ ‎ 1. 引导学生自主总结发音规律,激发学习英语语音知识的兴趣。‎ ‎ 2. 双元音/əʊ/和/au/的发音对比。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. ‎ ‎2. 先让学生在四人小组内介绍自己家人最喜欢的食物,如“My father’s favourite food is fish and his favourite drink is tea. What’s my mother’s favourite food and drink? Noodles and orange.”,然后教师请三位小组代表向全班同学介绍。‎ Step.2.Preview 玩游戏:剪刀、石头、布(Rock, Scissors and Cloth)‎ ‎ 规则:学生小组合作,玩“剪刀、石头、布”‎ 游戏,要求输的一方说出一种食物的英文名称,说不出的人被淘汰,最后剩下的一位同学是获胜者。‎ Step.3.Presentation A. Let’s spell ‎1. Read, listen and chant ‎(1) 教师在黑板上用简笔画画出一只奶牛,说:“Look, this is a cow.”,然后在奶牛旁边画出一些花,说:“There are some flowers. Wow! They’re so beautiful.”,最后在旁边画一个坐着的小男孩,说:“The boy loves to see the cow and the flowers. He sits down and enjoys them.”‎ ‎(2) 教师画一间房子,墙面上有一扇开着的窗户,房子外面有一棵树,树上没有树叶,树下面堆积着黄色的树叶,树干上趴着一只蜗牛,天上飘着雪花,然后教师说:“Look at the blackboard. Some leaves are on the ground. The snow is falling down. It’s cold. Close the window, please. Oh, the snail is slow. When can it go home?”。‎ ‎(3) 教师把本部分的两组例词写在黑板上。‎ ‎ cow flower wow down ‎ slow snow yellow window ‎(4) 教师带领全班学生读几遍,引导学生发现,第一组单词中的字母组合ow都发/au/,第二组单词中的字母组合ow都发/əʊ/。‎ ‎(5) 播放本部分的教学录音,全班跟着录音读,提醒学生在跟读时要注意模仿录音中的发音,尽量做到读准元音字母的发音。‎ ‎2. Listen, number and say ‎(1) 学生自己读一读本部分的四组单词。‎ ‎(2) 播放本部分的教学录音,学生根据录音内容圈出答案。‎ ‎(3) 再次播放教学录音,师生一起核对答案。‎ ‎(4) 第三次播放录音,全班学生跟着录音读。‎ ‎3. Listen, write and say ‎(1) 教师先让学生观察图片,然后播放教学录音,全班学生根据录音内容填空。‎ ‎(2) 再次播放教学录音,师生一起核对答案。‎ ‎(3) 让学生选择自己喜欢的一句话,并把其在四线三格中抄写两遍。‎ Step.4.Consolidation ‎ ‎1. B. Let’s wrap it up ‎(1) 教师用多媒体课件出示一只香蕉的图片,说:“This is one banana.”,再出示两只香蕉的图片,说:“They’re two bananas.”。‎ ‎(2) 教师用多媒体课件出示一个三文治的图片,说:“This is one sandwich.”,再出示两个三文治的图片,说:“They’re two sandwiches.”。‎ ‎(3) 教师将上面四个句子写在黑板上。‎ ‎ This is one banana. They’re two bananas.‎ This is one sandwich. They’re two sandwiches.‎ ‎(4) 教师讲解:把可数名词单数变成复数是,一般来说是直接在单词后记加“-s”,如果单词以-s, -sh, -ch, -x结尾,则在单词后面加“-es”‎ ‎。(可数名词单数变复数的规则不止这两项,此处如果把所有规则都呈现出来的话,学生不容易记住,学习兴趣也会大打折扣)‎ ‎(5) 学生填写表格,师生一起核对答案。‎ ‎2. 课堂练习——把下列句子重新排序,组成意思完整的对话:‎ ‎( ) We have tofu, fish and rice.‎ ‎( ) Your school meals are yummy.‎ ‎( ) Look at our school menu.‎ ‎( ) What do you have for lunch on Mondays?‎ ‎( ) Thank you.‎ ‎3. Check the answer: 3 4 2 1 5 ‎ Step.5.Summary ‎1. 师生一起总结本节课学习的词汇和句型。‎ ‎2. 鼓励学生在日常英语学习中注意单词的发音,要发准音、多模仿。‎ Step.6.Homework ‎1. 听录音,跟读Let’s spell部分内容。‎ ‎2. 预习下节课的内容。‎ 六.板书设计 Unit three What would you like?‎ ‎ This is one banana. They’re two bananas.‎ ‎ This is one sandwich. They’re two sandwiches.‎ 七. 教学反思 Unit three What would you like?‎ Lesson 6‎ 一.教学内容Read and write Story time 二.课时目标 ‎ 1. 能读懂“Read and write”的阅读任务,复习有关食物的句型。‎ ‎ 2. 能听懂“Let’s check”部分的录音并完成句子填空练习。‎ ‎ 3. 能读懂“”部分的故事。‎ ‎ 4. 了解英文信件的书写格式。‎ ‎ 5. 能听、说、认读单词“dear”。‎ ‎ 6. 学会一些复习策略,培养学生对复习课的兴趣。‎ 三.教学重难点 重点:‎ ‎ 1. 能读懂“Read and write”部分的日记,简单了解日记的格式,并完成相应练习。‎ ‎ 2. 能读懂“Let’s check”部分的录音,圈出正确答案并回答问题。‎ ‎ 3. 能读懂“Story time”部分的故事。‎ 难点:‎ ‎ 1. 了解英文信件的书写格式。‎ ‎ 2. “Story time”部分趣味故事的理解。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带。‎ ‎2. 教师准备图片、词卡。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: Nice to see you.‎ Ss: Nice to see you, too.‎ T: What do you have for breakfast today?‎ Ss: I have … for breakfast today.‎ T: What’s time now?‎ Ss: It’s …‎ T: Oh, it’s time for our class. Let’s begin now.‎ ‎2. 教师出示本单元所学的单词的卡片,全班学生说出相应的汉语意Step.2.Preview ‎ 教师把全班分成两大组,每组派一位学生代表上讲台。教师在黑板上贴上各种食物图片。教师随机说一个食物单词,学生立刻用手拍相应的食物图片,看谁最先拍到图片。几轮游戏后,拍到图片次数较多的为获胜者。‎ Step.3.Presentation ‎1. B. Read and write ‎(1) 简单介绍阅读材料。‎ T: Do you remember Robin?‎ Ss: Yes.‎ T: Robin is a robot. It’s a helpful robot. It can do many things. It can cook. Today Robin will cook. Wu Yifan and his grandpa each write a letter about what they want to eat. Let’s read the two letters and see.‎ ‎(2) 让学生观察信件的格式,教师稍作讲解:英文书信一般由六部分组成,即:信头、信内地址、称呼、正文、结束语和署名。正文开头部分一般顶格写上“Dear …”,意为“亲爱的……”,结尾应署上姓名。‎ ‎(3) 教师播放教学录音,学生根据录音内容选择正确的图片。‎ ‎(4) 学生自主阅读信件,回答下面的问题。‎ ‎① What’s Wu Yifan’s favourite food?‎ ‎② Does Wu Yifan like beef?‎ ‎③ What’s Grandpa’s favourite food?‎ Answer:‎ ‎① Ice cream.‎ ‎② No, he doesn’t.‎ ‎③ Chicken.‎ ‎(5) Write to Robin and tell what you would like to eat.‎ ‎ ‎ ‎ 学生仿照文中的信件,写一封信给罗宾,说一说自己想吃什么食物,然后学生在四人小组内读一读自己写的信件,最后教师请两三位小组代表站起来读一读。‎ ‎2. Let’s check ‎(1) 介绍听力任务。‎ ‎ T: Here is a listening material about Amy’s favourite food. Please listen to the tape and fill in the blank.‎ ‎(2) 先让学生观察图片中的食物,然后播放教学录音,学生根据录音内容完成句子填空。‎ ‎(3) 教师再次播放教学录音,师生一起核对答案。‎ Step.4.Consolidation ‎ ‎1. C. Story time ‎(1) 教师用多媒体课件出示本部分的教学挂图,学生猜测故事大致内容。‎ ‎(2) 介绍故事背景。‎ ‎ T: Zoom and Zip are at the farm now. Zoom is hungry. They’ll cook by themselves. Let’s listen to the tape and see what happens.‎ ‎(3) 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。‎ ‎(4) 第二次播放教学录音,学生听完录音后回答下面的问题:‎ ‎① What would Zoom like to eat?‎ ‎② What are so fresh?‎ ‎③ Is the salad healthy?‎ ‎④ What does Zoom think about the dinner at the farm?‎ Answer:‎ ‎① He’d like a salad.‎ ‎② The vegetables.‎ ‎③ Yes, it is.‎ ‎④ Dinner at the farm is great.‎ ‎(5) 学生在小组内练习分角色表演故事,然后教师请两三组学生上讲台表演,提醒学生表演时要带上适当的表情和动作,教师评选出“最佳表演组”,并给予表扬。‎ ‎2. 课堂练习——选择填空:‎ ‎( ) ① Bananas _________ my favourite.‎ ‎ A. is B. are C. like ‎( ) ② I’m hungry. ________ go to a restaurant.‎ ‎ A. Let B. Let’s C. Lets ‎( ) ③ Cabbage and cucumber are _________.‎ ‎ A. meat B. vegetables C. fruit ‎( ) ④ Opoos! These noodles are __________ salty.‎ ‎ A. to B. two C. too ‎( ) ⑤ It’s 6:30 p.m. Let’s have ___________.‎ ‎ A. breakfast B. lunch C. dinner ‎3. Check the answer ‎① B, ② B, ③ B, ④ C, ⑤ A Step.5.Summary 师生一起总结本单元学习的词汇和句型。‎ Step.6.Homework ‎1. 听录音,跟读本单元的内容一次。‎ ‎2. 预习下一单元的内容。‎ 六.板书设计 Unit three What would you like?‎ B. Read and write B. Let’s check C. Story time ‎ -What would you like to eat / drink?-I’d like …, please.‎ ‎ -What’s your favourite food?-It’s sweet / hot / delicious / …‎ 七. 教学反思 Unit four What can you do?‎ Lesson 1‎ 一. 教学内容 A. Let’s try Let’s talk 二. 教学目标 ‎ 1. 能够理解对话大意,能够运用核心句型完成问答活动。‎ ‎ 2. 能够在情景中运用句型What can you do for the party?I can... ...询问并回答某人能做什么事情。‎ ‎ 3. 能够按照正确的语音、语调朗读对话并进行角色扮演。‎ 一. 教学重难点 重点:够在情景中运用句型What can you do for the party?I can... ...询问并回答某人能做什么事情。‎ 难点:能够按照正确的语音、语调朗读对话并进行角色扮演。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学步骤 Step.1.Warm-up 1. Lead-in (Main scence)‎ ‎ T:The children will have an English party next Tuesday.‎ 然后借助日历或学校校历介绍:We’ll... ...next... ...帮助学生理解句意。‎ T:Chen Jie can play the pipa.Zip can dance.Zoom can sing.‎ Step.2.Let try ‎ T:What can Mike do?‎ ‎ 听录音,选出正确答案。‎ Step.3.Let talk 1. 引入话题:‎ 如果我们学校也办一场晚会,同学们会做什么呢?‎ T:What can you do for the party,chlidren?(板书,带读,问答。)‎ 引导学生回答I can... ...‎ T:Wonderful!You are helpful.‎ 1. 听录音,理解对话。‎ 同学们会做很多,那么我们看看我们的朋友Zhang P eng、 John 、Wu yifan会做什们呢?‎ ‎ 教师设计问题,学生带着问题听录音。‎ ‎ What can Zhang P eng do?‎ ‎ What can John do?‎ 2. 听录音,模仿朗读。‎ 3. 学生三人一组,分角色练习表演对话,教师鼓励学生配上相应的动作。‎ 4. 请几组学生进行展示,鼓励其他学生和教师一起进行评价。‎ Step.4.Consolidation ‎ 教师引导学生复习各种文娱活动的英文名称,然后请学生将sing,dance,draw pictures,clean the room,do some kung fu等词带入本节课核心句型中练习对话。‎ ‎ S1:What can you do,...?‎ ‎ S2:I can.. ...‎ Step.5.Summary 师生一起总结本节课学习的知识,学生说一说还有什么不懂的地方以及自己学习中遇到的困难。‎ Step.6.Homework 1. 听录音,跟读本部分内容。 ‎ 2. 将本节课学习的新单词在四线三格内抄写5遍。‎ 六.板书设计 Unit 4 What can you do?‎ A. Let’s try Let’s talk ‎ What can you do for the party?‎ ‎ I can sing English song.‎ ‎ I can do some kung fu.‎ 七.教学反思 Unit four What can you do?‎ Lesson 2‎ 一. 教学内容 A. Let’s learn do a survey 二. 教学目标 ‎ 1. 能够听、说、读、写词汇dance,sing English song,do kung fu,play the pipa,draw cartoons.‎ ‎ 2. 能够在情景中运用句型What can you do?I can...‎ ‎ ...询问并回答某人能做什么事情。‎ ‎ 3. 能够完成关于课余文化活动的调查并填写点查表。‎ 三.教学重难点 重点: 能够听、说、读、写词汇dance,sing English song,do kung ff,play the pipa,draw cartoons.‎ 难点:能够在语境中正确运用短语及句型交流。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学步骤 Step.1.Review(复习)‎ 从Let’s talk 的对话导入词汇教学。教师边出示此卡边问学生:‎ ‎ T:Hi,children .We will have an English party next Tuesday.What can you do for the party,.....?‎ ‎ S1:I can... ...‎ T:Great!You are helpful.What can you do,...?‎ S2:I can... ...‎ T:Wonderful!You are helpful.What can you do,...?‎ S3:I can... ...‎ 在交流的过程中,教师板书重点句型,并将单词卡粘贴在黑板上。‎ 在教学play the pipa后,教师可进一步介绍一些西方的乐器,如:erhu,guzheng,piano,violin等。‎ Step.2.Let’s learn 1. 学生听录音,跟读短语及句子。‎ ‎2.学生两人一组将短语带入核心句型问答,鼓励学生配上相应的动作。‎ ‎ SI:What can you do?‎ ‎ S2:I can... ..‎ ‎3.请几组学生进行展示,鼓励其他学生和教师一起进行评价。‎ Step.4.Consolidation ‎ 活动一:请五名学生手持本节课单词卡片站在讲台前,教师说一个单词或词组,手持相应卡片的学生要快速举起卡片,其他学生大声朗读上面的单词。‎ 活动二:请学生上台来做动作,其他学生猜活动名称。‎ Step.5.Do a survey ‎ 1.教师呈现Zhang Peng和John之间的对话,问:What can Zhang Peng do?学生找出答案,教师在相应的方格中打钩。‎ 2. 教师和一名学生做示范,如:‎ T;What can you do,...?‎ S:I can sing English song and dance.‎ 3. 学生四人一组展开调查并完成调查表格。然后,教师应到学生进行汇报。‎ Step.6.Homework 1. 听录音,跟读本部分内容。 ‎ 2. 将本节课学习的新单词在四线三格内抄写5遍。‎ 六.板书设计 Unit four What can you do?‎ A. Let’s learn do a survey ‎ What can you do ?‎ ‎ I can draw cartoons. ‎ 七. 教学反思 Unit four What can you do?‎ Lesson 3‎ 一.教学内容 B. Let’s try let’s talk 二.教学目标 ‎ 1. 能够理解对话大意;能够按照正确的语音、语调进行朗读对话。‎ ‎ 2. 能够在情景中运用句型Can you... ?Yes,I can./No,I can’t询问对方能够做什么并回答。‎ ‎ 3. 能够运用核心句型进行连锁回答活动。‎ ‎ 4.能够在情景中恰当运用功能句Today we’ll learn some kung fu.‎ 三.教学重难点 重点: 会用句型Can you do any kung fu?Yes,I can./No,I can’t对话。‎ 难点:能够在语境中正确运用短语及句型交流。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学步骤 Step.1.Let’s try ‎1.从Let’s try 的导入对话教学。教师呈现如下表格,提问:Can Zhang Peng/Mike do any kung fu?引导学生一起表述:Zhang Peng can do some kung fu.Mike can’t do any kung fu.请学生在黑板上的表格中打钩打叉。‎ Zhang Peng ‎ Mike John Oliver do some kung fu ‎ √‎ ‎ ×‎ Step.2.Let’s talk ‎1.教师指着表格中John和Oliver的名字问:CanJohn do any kung fu?How about Oliver?‎ 2. 播放录音,学生听录音,填写表格。‎ 3. 学生观察图片,回答问题。‎ ‎ Who is Mr Ma?‎ ‎ What does he teach?‎ 学生回答正确后,教师板书马老师说的话:Today we’ll learn some kung fu.(板书,带读,理解句意。)‎ ‎4.板书核心句型Can you do any kung fu?Yes,I can.(教学,提示学生注意在疑问句和否定句中用do any kung fu,在陈述句中用do some ‎ kung fu)‎ ‎5.学生听录音,跟读短语及句子。‎ ‎6.学生两人一组将短语带入核心句型问答。‎ ‎ SI:Can you do any kung fu?‎ ‎ S2:Yes,I can. ‎ ‎ SI:Great!/Cool!Wonderful!‎ ‎7.请几组学生进行展示,鼓励其他学生和教师一起进行评价。‎ Step.3.Can you do it? ‎ 1. 教师带学生认读、朗读Can you do it?部分的词汇,并鼓励学生补充其他词汇。如:dance,draw pictures,draw cartoons,play the pipa,play the piano,play ping-pong,play football,make a cake,make a kite等。‎ 2. 教师和几名学生示范连锁回答,提醒学生一个问题只能问一次。对话示例如下:‎ ‎ T:Can you sing English songs?‎ ‎ S1:Yes,I can.Can you do any kung fu?‎ ‎ S2:No,I can’t.Can you make a cake?‎ ‎ S3:No,I can’t.‎ ‎3.学生分组练习连锁回答。‎ Step.4.Summary ‎ 总结本节课学习的知识,学生说一说还有什么不懂的地方以及自己学习中遇到的困难。‎ Step.5.Homework 1. 听录音,跟读本部分内容。 ‎ 2. 课后四人一组练习Let’s talk部分的对话,下一节课表演。‎ 六.板书设计 Unit four What can you do?‎ B. Let’s try Let’s talk ‎ Today we’ll learn some kung fu.‎ ‎ Can you do any kung fu?--Yes,I can.‎ ‎ ‎ 七.教学反思 ‎ ‎ Unit four What can you do?‎ Lesson 5‎ 一. 教学内容 B. Let’s learn Write and say 二.教学目标 ‎ 1.能听、说、读、写五个有关课余文化活动的单词或词组:swim,speak English,cook,play basketball,play ping-pong.‎ ‎ 2. 能够在语境中正确运用这五个单词或词组询问某人是否具备某种技能并作答。‎ 三.教学重难点 重点: 会用句型Can you ...?Yes,I can./No,I can’t对话。‎ 难点:能够在语境中正确运用短语及句型交流。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学步骤 Step.1.Let’s learn 1. 教师呈现本单元主情景图中Zoom和Zip的图片,引导学生表达Zip can dance.Zoom can sing.教师接着说:Yes,Zoom can sing.What else can he do?接着教师播放Let’s learn部分的对话,然后说:zoom can swim.He can do some kung fu,too.‎ 2. 教师板书Zoom和Zip的对话,学生朗读教师边做有用的动作边问学生:Can you swim?引导学生回答Yes,I can./No,I can’t。‎ 3. 教师利用单词卡,引入词汇教学。‎ 4. 在呈现单词卡play basketball,play ping-pong时,请学生看卡片造句,如:Oliver can play basketball. Amy can play ping-pong.‎ 1. 呈现speak English图片,问;What can Wu Yifan do?引导学生回答:He can speak English.教师接着再问:Can you speak English?Can you speak Chinese?引导学生回答,并根据自己实际情况表述:I can speak English.I can speak Chinese,too.‎ 2. 听录音,模仿跟读。‎ 3. 师生问答。‎ ‎ T:Can you ...?‎ ‎ S:Yes,I can./No,I can’t ‎8.学生两人一组替换关键词练习对话,巩固单词和核心句型。‎ Step.2.consolidation ‎ 活动一:教师说一项活动名称,学生作相应的动作。‎ ‎ 活动二:教师编一个简单的Let’s chant,学生边做动作边朗读。‎ ‎ Swim,swim,swim,I can swim.‎ ‎ Speak ,speak,speak,I can speak English.‎ ‎ Cook,cook,cook,I can cook.‎ ‎ Play,play,play,I can play basketball.‎ ‎ I can play ping-pong,too.‎ 活动三:Write and say ‎ 1.教师领读Sarah 的话,熟悉句子结构,然后学生根据自己的实际情况填写表格,并向同桌描述。‎ ‎ 2.请几名学生展示自己编写的英语句子。‎ ‎ Step.4.Homework ‎ 抄写Let’s learn部分的短语。‎ 六.板书设计 Unit four What can you do?‎ ‎ B Let’s learn write and say ‎ Zip:Can you swim?‎ ‎ Zoom:Yes,I can.I can do some kung fu,too ‎ ‎ 七.教学反思 Unit four What can you do?‎ Lesson 6‎ 一.教学内容 B Read and write 二.教学目标 ‎ 1.能够在图片的帮助下读懂电子邮件并完成判断正误的活动。‎ ‎ 2.能够写出三个描述自己能做或者不能做什么的句子。‎ 三.教学重难点 重点:理解短文句意。‎ 难点:怎样用我们学过的句子写英文邮件。‎ 四.教学准备 录音机、录音带、词卡。‎ 五.教学步骤 Step.1.Lead-in 1. 围绕“朋友”的话题展开讨论。教师出示一张自己朋友的照片,介绍:This is my best friend.She is friendly,clever and kind.She can speak English.She can cook.She can play basketball,too.‎ 2. 教师问学生:Who is your best friend?引导学生回答。‎ Step.2.Read and write ‎ 1.出示机器人的图片,介绍:This is Robin.Do you know him?引导学生根据第一单元学过的内容回忆Robin,并做简单描述。‎ ‎2.学生听录音,读短文,谈一谈Robin的性格以及会做的事情。‎ 3. 教师带学生认读短文,理解句意。‎ 4. 判断句子正误。‎ 5. 教师播放录音,学生跟读模仿。‎ 6. 分组朗读邮件。‎ Step.3.Consolidation ‎ 1.教师问:Do you want to be Robin’s friend?引导学生回答后,请学生口头描述自己的性格及能力。‎ ‎ 2.指导学生完成个性化书写活动。‎ ‎ Step.4.Homework ‎ 1.听录音,模仿跟读 Read and write这一部分的短文。‎ ‎ 2.模仿Read and write用五个英语句子写一篇介绍自己性格和能力的小作文。‎ 六.板书设计 Unit four What can you do?‎ ‎ B Read and write ‎ ‎ I am...‎ ‎ I can...‎ ‎ I can’t... ‎ ‎ ‎ 七.教学反思 Unit five There is a big bed Lesson 1‎ 一.教学内容:A. Let’s learn A. Let’s play 二.课时目标 ‎ ‎ 1. 能听、说、读、写单词“clock”,“plant”,“bike”,“water bottle”和“photo”,并能用句型“There is …”表达某处有某物。‎ ‎ 2. 能做“Let’s play”部分的游戏。‎ ‎ 3. 培养学生积极与他人合作的优良品质。‎ ‎ 4. 教育学生要热爱自己的家。‎ 三. 教学重点难点 ‎ 重点:‎ ‎ 1. 能听、说、读、写单词“clock”,“plant”,“bike”,“water bottle”和“photo”,并能用句型“There is …”表达某处有某物。‎ ‎ 2. 能做“Let’s play”部分的游戏。‎ ‎ 难点: ‎ ‎ 教学There be句型的简单运用。‎ 四.教学准备 ‎ 1. 教师准备多媒体课件、录音机和录音带、图片、衣服实物。‎ ‎ 2. 学生准备画笔和画纸。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ T: Good morning, everyone. How are you today? ‎ ‎ Ss: Fine, thank you. And you?‎ ‎ T: I’m fine, too.‎ ‎2. 教师播放歌曲“What can you do?”的录音,全班学生跟着录音大声唱歌曲,创设学习英语的氛围。‎ Step.2.Preview ‎ 1. T: You can do so many things. You’re helpful. Look! The room is clean and beautiful. (课件出示一间干净、整齐的房间)‎ ‎ T: What can you see in this picture?‎ ‎ S: I can see a bed, a desk and a …‎ ‎ 2. 教师依次指着图片中的bed, window, desk, picture, chair问:“What’s this?”,学生回答:“It’s a / an …”并快速拼读。‎ ‎ T: This is a nice room. I want to make this room nicer. So I need to put more things in this room.‎ Step.4.Presentation ‎ 1. A. Let’s learn ‎ (1) 教学新单词 ‎ T: First, let’s put a clock in the room. (教师边说边点击课件,房间的墙上出现一个钟表) Now there is a clock in the room. Follow me,‎ ‎ pleas. Clock, c-l-o-c-k, clock, there is a clock.‎ ‎ 教师用同样的方法引出词语:plant, water bottle, bike, photo ‎ (2) 教师带领学生读几遍新词汇,学生齐读。‎ ‎ (3) 教师介绍张鹏的房间。 ‎ ‎ T: Do you know what Zhang Peng’s room like? Let’s go and see.‎ ‎ (4) 第一次播放录音,全班学生跟着录音读,了解对话的大致内容。‎ ‎ (5) 学生同桌合作,用句型“There is ...”介绍自己班级的物体。‎ ‎ 2. A. Let’s play ‎ (1) 教师请三位学生上讲台,表演本部分的“句子接龙”游戏。‎ ‎ (2) 学生三人一组,模仿示例表演“句子接龙”游戏,然后教师请两三组学生上讲台表演。‎ Step.4.Consolidation ‎ ‎ 1. 画一画 ‎ 教师说:“There is a clock, a chair, a bed … in my room.”,学生根据教师的描述画图。‎ ‎ 2. 课堂练习——填入所缺字母,完成单词:‎ ‎ ① 瓶子 bot __ __ e ② 时钟 clo __ __ ③ 自行车 b __ __ e ‎ ④ 水 w __ t __ r ⑤ 照片 pho __ __ ⑥ 植物 pl __ __ t ‎ 3. Check the answer Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型,学生说说自己还有哪些不懂的地方。‎ Step.6.Homework ‎ 1. 抄写本节课学习的新单词,每词8遍。‎ ‎ 2. 跟着录音朗读本节课所学习的内容。‎ 六.板书设计 Unit five There is a big bed A. Let’s learn A. Let’s play clock plant bottle water bottle bike photo This is my room. There is a clock, a …‎ 七. 教学反思 Unit five There is a big bed Lesson 2 ‎ 一.教学内容:A. Let’s try A. Let’s talk 二.课时目标 ‎ 1. 能听、说、认读单词“there”。 ‎ ‎ 2. 能灵活运用There be句型介绍房间内有什么,并用适当的形容词描述房间内的物体。‎ ‎ 3. 能完成“Let’s try”部分的听力任务。‎ ‎ 4. 激发学生与他人合作、交流的欲望,加强学生对彼此的了解。‎ 三.教学重难点 ‎ 重点:‎ ‎ 1. 能听、说、认读单词“there”。‎ ‎ 2. 能灵活运用There be句型介绍房间内有什么,并用适当的形容词描述房间内的物体。‎ ‎ 难点:‎ ‎1. There be句型的用法。‎ ‎2. 激发学生与他人进行合作、交流的欲望。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、图片。‎ ‎2. 学生准备画笔和画纸、人物头饰。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ T: Hello, boys and girls.‎ ‎ Ss: Hello, teacher.‎ ‎ T: How are you today?‎ ‎ Ss: Fine, thank you. And you?‎ ‎ T: I’m fine, too.‎ ‎ 2. 教师出示图片,学生说相应的单词,复习新词汇。‎ Step.2.Preview ‎ 活动:猜一猜 ‎ ‎ 教师出示六幅卧室图,与学生进行对话,如:‎ ‎ T: I have six photos of bedroom. Do you know which one is my bedroom? You can ask me: What’s in your bedroom? Who want to have a try?‎ ‎ S1: What’s in your bedroom?‎ ‎ T: There is …‎ ‎ S2: Oh, the second photo is your bedroom.‎ ‎ T: Yes, the second photo is my bedroom. You’re right.‎ Step.3.Presentation ‎ A. Let’s talk ‎ 1. 教师再次出示自己的卧室图片,让学生同桌用There be句型说一说卧室里面有什么,并对卧室里的物体进行评价,如: S1: There is a water bottle in the bedroom.‎ ‎ S2: Oh, it’s nice.‎ ‎ S1: There is a photo on the wall.‎ ‎ S2: I like the photo. X ‎ ‎ 2. 介绍对话情景 ‎ T: There is a photo of Zhang Peng’s room. Sarah and Zhang Peng are ‎ talking about the room. Let’s listen to the tape and know something about their talking.‎ ‎ 3. 第一次播放教学录音,全班学生跟着录音读。‎ ‎ 第二次播放教学录音,学生听完录音后回答下面问题:‎ ‎ ① Is Zhang Peng’s room nice?‎ ‎ ② Is the bed big or small?‎ ‎ ③ Where is the computer?‎ ‎ Answer:‎ ‎ ① Yes, it is.‎ ‎ ② It’s big.‎ ‎ ③ It’s on the desk.‎ 第三次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。‎ ‎ 4. 学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。 ‎ ‎ 5. Describe the picture ‎ 教师出示情景图,学生用There be句型描述房间里有些什么物体。‎ Step.4.Consolidation ‎ ‎ 1. A. Let’s try ‎ (1) 明确听力任务 ‎ T: Sarah and Mike are in Zhang Peng’s bedroom. What’s in the room? I’ll play the tape and you should tick the right picture.‎ ‎ (2) 先让学生观察图片,然后播放教学录音。‎ 播放第一遍录音,学生选出正确的图片;播放第二次录音时,师生一起核对答案。‎ ‎ 2. Talk and draw ‎ 学生结对合作,一名学生用自己学习过的句型(如:I have … / There is / are …)描述自己的房间,另一名学生根据描述在空房间内画出相应的物品,然后交换角色练习。比一比谁画得更像、更好。 ‎ ‎ 3. 课堂练习——选择填空:‎ ‎ ( ) ① This is __________ bedroom.‎ ‎ A. I B. my C. me ‎ ( ) ② There ________ a photo on the wall.‎ ‎ A. is B. are C. be ‎ ( ) ③ - Is this your coat? - ___________.‎ ‎ A. Yes, it isn’t. B. No, it isn’t. C. No, it is.‎ ‎ ( ) ④ In my room I have two big __________.‎ ‎ A. bike B. bikes C. a bike ‎ 4. Check the answer ‎ ① B, ② A, ③ B, ④ B Step.5.Summary ‎ 师生共同总结本节课学习的主要知识,学生说说自己还有哪些不懂的地方,师生一起讨论解决。‎ Step.6.Homework ‎ 1. 跟录音朗读本节课学习的内容。‎ ‎ 2. 用英语向父母介绍自己的卧室。 ‎ 六.板书设计 Unit five There is a big bed A. Let’s try A. Let’s talk Your room is really nice.‎ There is a big bed.‎ ‎ 七.教学反思 Unit five There is a big bed Lesson 3‎ 一.教学内容B. Let’s learn B. Find and say 二.课时目标 ‎ 1. 能听、说、读、写表示位置关系的单词“front”,“between”,‎ ‎“above”,“beside”,“behind”和词组“in front of”。‎ ‎ 2. 能灵活运用句型“Where is …?”,“It’s …”谈论物体的位置。‎ ‎ 3. 能完成“Find and say”部分的任务。‎ ‎ 4. 能简单描述家具的摆设和位置。‎ ‎ 5. 鼓励学生在日常生活中多用英语进行交流。‎ 三. 教学重难点 ‎ 重点:‎ ‎ 1. 能听、说、读、写表示位置关系的单词“front”,“between”,“above”,“beside”,“behind”和词组“in front of”。 ‎ ‎ 2. 能灵活运用句型“Where is …?”,“it’s …”谈论物体的位置。‎ ‎ 难点:‎ ‎ 1. 理清物体的位置关系。‎ ‎ 2. 介词“on”和“above”都表示“在……上面”,但两者表示的位置关系不一样,要注意区分。‎ 四.教学准备 ‎ 1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎ 2. 学生准备一支笔和一本书。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ T: Good morning, boys and girls.‎ ‎ Ss: Good morning, teacher.‎ ‎ T: How are you today?‎ ‎ Ss: Very well, thanks.‎ ‎ T: It’s time for our class. Let’s begin. ‎ ‎ 2. 教师请两三组学生上讲台表演“A. Let’s talk”部分的对话,表扬表演到位的学生。‎ Step.2.Preview ‎ 学生两人一组,把词卡面朝上放在课桌上。教师说一句话,如:“There is a … / There are …”,学生试着找到相应的词卡,用手拍一下,并迅速拼出单词。‎ Step.3.Presentation ‎ 1. B. Let’s learn ‎ (1) 教学新单词 ‎ ① 教师拿出一个纸盒,并从纸盒中拿出一个小球,问:“What’s this?”,引导学生说:“It’s a ball.”。教师把小球放进盒子,问:“Where is the ball?”,引导学生说:“It’s in the box.”。‎ ‎ ② 教师介绍几种位置关系,并用多媒体出示位置关系图,帮助学生从感官上感知几种常见的位置关系。‎ ‎ ③ 教师拿出一本书和一支笔,和学生做问答练习,如: ‎ ‎ T: Where is the pen?‎ ‎ Ss: It’s in / on / under / behind / beside / over / in front of the book.‎ ‎ ④ 学生同桌合作,一位学生做动作,另一位学生说句子。如一位学生把笔放在书上面,另一位学生说:“It’s on the book.”‎ ‎,然后同桌互换角色。‎ ‎ (2) 第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,全班学生分角色跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。‎ ‎ (3) 同桌合作,替换对话中的关键词编写对话,然后教师请两三对学生上讲台表演。‎ ‎ 2. B. Find and say.‎ ‎ (1) 教师用多媒体课件出示本部分的挂图,学生在四人小组内用There be句型说一说图中物体的位置关系。‎ ‎ (2) 教师依次请几位小组代表站起来说一说,每人说一句话,不许重复。‎ Step.4.Consolidation ‎ ‎ 1. 按我说的做。‎ ‎ 学生全体起立,教师发指令,如“Stand behind the chair.”,学生根据指令站到自己的椅子后面。(注意:教师发指令时要穿插使用方位介词)‎ ‎ 2. 课堂练习——根据描述画一画:‎ ‎ ① - Where is the photo? - It’s on the wall.‎ ‎ ② - Where is the ball? - It’s in the box.‎ ‎ ③ - Where is the cat? - It’s behind the closet.‎ ‎ ④ - Where is the desk? - It’s beside the bed.‎ Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型,教师评价学生的表现。‎ Step.6.Homework ‎ 1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎ 2. 听录音,跟读B. Let’s learn部分内容。 ‎ 六.板书设计 Unit five There is a big bed B. Let’s learn B. Find and say ‎- Where is the ball? - It’s in front of the dog.‎ in front of between above beside behind 七. 教学反思 Unit five There is a big bed Lesson 4‎ 一.教学内容B. Let’s try B. Let’s talk 二.课时目标 ‎ 1. 能听、说、认读单词“grandparents”,“their”,“house”,“lot”,“flower”和词组“lots of”。‎ ‎ 2. 掌握There be句型复数形式的运用。‎ ‎ 3. 能完成“Let’s try”部分的听力任务。‎ ‎ 4. 能综合运用方位介词和There be句型描述房间物体的位置。‎ ‎ 5. 提高学生用英语交际的能力,激发学生参与课堂活动的热情。‎ 三.教学重难点 ‎ 重点:‎ ‎ 1. 能听、说、认读单词“grandparents”,“their”,“house”,“lot”,“flower”和词组“lots of”。‎ ‎ 2. 掌握There be句型复数形式的运用。‎ ‎ 难点:‎ ‎ There be句型复数形式的运用。‎ 四.教学准备 ‎ 1. 教师准备多媒体课件、录音机和录音带、词卡。 ‎ ‎ 2. 学生准备人物头饰。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ T: Good morning, everyone. Nice to meet you.‎ ‎ Ss: Good morning, teacher. Nice to see you, too.‎ ‎ T: What’s in the classroom?‎ ‎ Ss: There is a blackboard, some desks and chairs …‎ ‎ T: Where is the blackboard?‎ ‎ Ss: It’s …‎ ‎ 2. 教师出示方位介词位置关系图,和学生一起复习方位介词。‎ Step.2.Preview ‎ 游戏:I can do.‎ ‎ 1. 教师发指令,学生根据指令做动作。如:‎ ‎ Take out your pen. ‎ ‎ Put your pen on your head.‎ ‎ Put your English book in your desk.‎ ‎ Put your hand in front of your body.‎ ‎ 2. 学生小组合作,一名学生发指令,其他学生根据指令做动作。‎ Step.3.Presentation ‎ B. Let’s talk ‎ 1. 教学新单词 ‎(1) Lead-in ‎ T: Who are father and mother?‎ ‎ Ss: They’re parents.‎ ‎ T: Then who are father’s (mother’s) father and mother?‎ ‎ Ss: They’re grandparents.‎ ‎ (2) 参观祖父母的家。‎ ‎ (Show a house)‎ ‎ T:Let’s visit my grandparents’ house. Look, it’s their house. What’s in front of the house? They’re flowers. They’re lots of flowers. ‎ ‎ (3) 教师把新词汇写在黑板上,带领学生学习。‎ ‎ grandparents their house lots lots of ‎ ‎ 2. 介绍对话情景 ‎ T: Zhang Peng, Mike and Sarah are talking together. They’re talking about Zhang Peng’s living room. Let’s go and see what are in his living room.‎ ‎ 3. 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,学生听完录音后回答下面问题:‎ ‎ ① Are there any pictures in Zhang Peng’s living room?‎ ‎ ② Who draws the pictures?‎ ‎ ③ Whose plants are they?‎ ‎ ④ Where is the garden?‎ ‎ Answer:‎ ‎ ① Yes, there are.‎ ‎ ② Zhang Peng’s father. ‎ ‎ ③ They’re Zhang Peng’s grandmother’s plants.‎ ‎ ④ It’s in front of the house.‎ ‎ 第三次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。‎ ‎ 4. 教师出示几个句子让学生比较。‎ ‎ There is a big bed.‎ ‎ There is a nice photo.‎ ‎ There are so many pictures here.‎ ‎ There are so many plants, too.‎ ‎ 教师总结:在There be句型中,be动词的单复数由紧跟在be动词后面名词的单复数决定。‎ ‎ 5. 学生拿出人物头饰,三人一组合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。‎ ‎ 6. Pair work T: Look at the picture in this part. What else can you see? Talk with your partner.‎ Step.4.Consolidation ‎ ‎ 1. B. Let’s tryx ‎ ‎ (1) 明确听力任务 ‎ T: There is a listening material. Listen to the tape and try to find out what is in the living room. Tick the right answer.‎ ‎ (2) 第一次播放教学录音,学生根据录音内容勾出正确选项。‎ ‎ (3) 第二次播放教学录音,师生一起核对答案。‎ ‎ 2. 同桌合作,用There be句型和方位词相互说一说自己房间内物体的位置。‎ ‎ 3. 课堂练习:‎ ‎ ( ) ① This is a picture _________ my room.‎ ‎ A. at B. of C. to ‎ ( ) ② There _________ a desk and a shelf in the study.‎ ‎ A. is B. are C. some ‎ ( ) ③ The trash bin is _________ the door.‎ ‎ A. over B. on C. behind ‎ ‎ ( ) ④ The computer is _________ the desk.‎ ‎ A. in B. on C. of ‎4. Check the answer ‎① B, ② A, ③ C, ④ B ‎ Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型。‎ Step.6.Homework ‎ 1. 听录音,跟读B. Let’s talk部分内容。‎ ‎ 2. 完成练习册的练习。‎ 六.板书设计 Unit five There is a big bed B. Let’s try B. Let’s talk grandparents their house lots lots of ‎ This is the living room.‎ There are so many pictures here.‎ ‎ There are lots of flowers in it.‎ My grandparents have a garden in front of their house.‎ 七. 教学反思 Unit five There is a big bed Lesson 5‎ 一.教学内容A. Let’s spell B. Let’s wrap it up 二.课时目标 ‎ 1. 通过大量的听读操练,掌握双元音字母/ei/在单词中的发音,让学生感悟一些信息英语语音的方法。‎ ‎ 2. 完成“Let’s wrap it up”部分的连线和填空任务,掌握There ‎ be句型中be动词单复数形式的运用。‎ ‎ 3. 能听懂、会唱歌曲“A photo of me”。 ‎ ‎ 4. 培养学生积极学习的精神和合作学习的态度。‎ 三.教学重难点 重点:‎ ‎ 1. 通过大量的听读操练,掌握双元音字母/ei/在单词中的发音,让学生感悟一些信息英语语音的方法。‎ ‎ 2. 完成“Let’s wrap it up”部分的连线和填空任务,掌握There be句型中be动词单复数形式的运用。‎ 难点:‎ ‎ 1. 双元音/ei/在单词中的发音。‎ ‎ 2. 提高学生的英语听力能力。‎ 四.教学准备 教师准备多媒体课件、录音机和录音带。‎ 五.教学过程 Step.1.Warm-up ‎ ‎ 1. Free talk ‎ T: Good morning, everyone.‎ ‎ Ss: Good morning, teacher.‎ ‎ T: How are you today?‎ ‎ Ss: Fine, thank you. And you?‎ ‎ T: I’m fine, too. What’s our classroom?‎ ‎ Ss: There is / are … in our classroom.‎ ‎ 2. 教师请一两组学生上讲台表演“B. Let’s talk”部分对话。‎ Step.2.Preview ‎ 1. 唱歌曲。‎ ‎ (1) 播放两遍歌曲“A photo of me”,全班学生大声跟着录音唱。‎ ‎ (2) 第二次播放歌曲录音,全班学生分组比赛唱歌曲。‎ ‎ 2. 教师出示一个房间图,学生用There be句型说说房间里有什么。‎ ‎ 3. 学生同桌合作玩“剪刀、石头、布”游戏,赢的一方问:“What’s in the room?”,输的一方用回答“There is / are … in the room.”‎ Step.3.Presentation ‎ A. Let’s spell ‎ 1. Read, listen and chant ‎ ‎ (1) 呈现例词 ‎ 教师用多媒体依次呈现本部分的图片,引出例词,并把例词写在黑板上。‎ rainy rainbow paint wait say way birthday Monday ‎ (2) 播放本部分的教学录音,全班跟着录音读,提醒学生在跟读时要注意模仿录音中的发音,尽量做到读准元音字母的发音。‎ ‎ (3) 学生在四人小组内依次读例词,尝试找出例词的发音规律。‎ ‎ (4) 教师总结:第一行单词中的字母组合“ai”‎ 和第二行单词中字母组合“ay”在单词中都发/ei/音。‎ ‎ (5) 教师简单讲解发音要领:发双元音/ei/时,口型由/e/向/i/滑动,下巴向上合拢,舌位随之抬高。注意双元音的发音特点是前重后轻、前长后短。‎ ‎ (6) 脱口而出。 ‎ ‎ 让学生朗读下列语句,注意双元音/ei/的发音。‎ No pain, no gain.‎ Call a spade a spade.‎ Haste makes waste.‎ I hate to trouble him.‎ There is no way I can get out of it.‎ ‎ 2. Listen, read and circle ‎ (1) 教师带读,然后让学生分组读、分男女生读。‎ ‎ (2) 播放本部分的教学录音,学生根据录音内容圈出正确的选项。‎ ‎ (3) 再次播放教学录音,师生一起核对答案。‎ ‎ 3. Look, listen and write ‎ (1) 学生观察本部分图片,教师播放教学录音,根据录音内容填空。‎ ‎ (2) 再次播放教学录音,师生一起核对答案。‎ ‎ (3) 让学生选择自己喜欢的一句话,把其在四线三格中抄写两遍。‎ Step.4.Consolidation ‎ 1. B. Let’s wrap it up ‎ (1) 学生根据图片中物体的数量连线并根据连线写句子,如“There ‎ are two pictures above the table.”‎ ‎ (2) 学生用There be句型写一写学校里在什么地方有什么物体,如“There are some flowers in front of the library.”。‎ ‎ 2. 教师出示下列句子,学生同桌进行问答。也可以把全班学生分成两大组,一组问,另一组答,然后交换角色。 ‎ Where is the plant? Where is the plant?‎ Beside the table, beside the table.‎ ‎ It’s beside the table.‎ Where is the photo? Where is the photo?‎ ‎ On the wall, on the wall.‎ ‎ It’s on the wall.‎ ‎ 3. 课堂练习:‎ ‎ ( ) ① Where is your computer?‎ ‎ A. It’s red. B. It’s new. C. It’s on the desk.‎ ‎ ( ) ② What’s in your bedroom?‎ ‎ A. There is a bed, a closet and a desk.‎ ‎ B. There are many vegetables.‎ ‎ C. There is a sun in the sky.‎ ‎ ( ) ③ What can you see?‎ ‎ A. I can sweep the floor. Htt ‎ ‎ B. I can fly a kite.‎ ‎ C. I can see a mirror.‎ ‎ ( ) ④ Is this your bedroom?‎ ‎ A. Yes, it is. B. Yes, he is. C. Yes, he isn’t.‎ ‎ 4. Check the answer ‎ ① C, ② A, ③ C, ④ A ‎ Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型。‎ Step.6.Homework ‎ 1. 听录音,跟读Let’s spell部分内容。‎ ‎ 2. 听两遍歌曲“A photo of me”,全班同学齐唱。‎ 六.板书设计 Unit five There is a big bed A. Let’s spell B. Let’s wrap it up rainy rainbow paint wait say way birthday Monday 七.教学反思 Unit five There is a big bed Lesson 6‎ 一.教学内容B. Read and write B. Let’s check C. Story time 二.课时目标 ‎ 1. 能读懂“Read and write”部分的选择任务和写作任务。‎ ‎ 2. 能读懂“Let’s check”部分的录音并完成判断和填空任务。‎ ‎ 3. 能听、说、认读单词“move”,“dirty”,“everywhere”和“mouse”。‎ ‎ 4. 能读懂“Story time”部分的故事。‎ ‎ 5. 提高学生综合运用英语知识的能力。‎ ‎ 6. 教育学生要爱护环境。‎ 三.教学重难点 重点:‎ ‎ 1. 能读懂“Read and write”部分的选择任务和写作任务。‎ ‎ 2. 能读懂“Let’s check”部分的录音并完成判断和填空任务。‎ 难点:‎ ‎ 学生英语综合运用能力的提高。‎ 四.教学准备 ‎ 1. 教师准备多媒体课件、录音机和录音带。‎ ‎ 2. 教师准备词卡、教学挂图。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ T: Good morning, boys and girls.‎ ‎ Ss: Good morning, teacher.‎ ‎ T: How are you today?‎ ‎ S1: I’m fine, thank you.‎ ‎ 2. 教师播放歌曲“A photo of me”的录音,全班学生跟着录音唱歌曲,创设学习英语的氛围。‎ Step.2.Preview ‎ A game ‎ 学生在小组内玩“词语接龙”游戏,第一位学生说出一个方位介词,如“on”,第二位学生在原来的基础上再添加一个表述方位的介词,如“on, under”,以此类推。然后教师请几位小组代表上讲台玩“词语接龙”游戏,获胜者所在的小组将会得到老师的奖励。‎ Step.3.Presentation ‎ 1. B. Read and write ‎ (1) 教学新单词。‎ ‎ ① 教师用多媒体课件呈现搬家的场景和老鼠的图片,引出单词“move”和“mouse”。‎ ‎ ② 教师用多媒体课件呈现到处都是垃圾的场景,说:“Look, here is the rubbish and there is the rubbish. The rubbish is everywhere. It’‎ s dirty.”,教师利用身体语言帮助学生理解单词“dirty”的意思。 ‎ ‎ (2) 简单介绍阅读材料。‎ ‎ T: We know that the robot, Robin, is very helpful. Wu Yifan’s art teacher has some trouble. So he writes an email to ask for help.‎ ‎ (3) 第一次播放教学录音,学生根据录音内容选择正确的图片。第二次播放教学录音,学生根据录音内容判断下面句子正误。‎ ‎ ① Mr Jones is an art teacher.‎ ‎ ② The rooms in the old house are clean.‎ ‎ ③ There are pencils and crayons on the table.‎ ‎ ④ There is a mouse in front of the computer.‎ ‎ Answers: ① T, ② F, ③ F, ④ F ‎ (4) What’s in your room?‎ ‎ 学生用There be 句型写一写自己的房间里有什么,并在四人小组内相互交流。‎ ‎ 2. Let’s check ‎ (1) 介绍听力任务。 ‎ ‎ T: Now I’ll play the tape for you. After listening to the tape, you’ll know what’s in the room. Please tick or cross and fill in the blanks.‎ ‎ (2) 第一次播放教学录音,学生判断图片正误。第二次播放教学录音,学生完成填空练习。第三次播放教学录音,师生一起核对答案。‎ Step.4.Consolidation ‎ ‎ 1. C. Story time ‎ (1) 教师出示“Story time”部分的教学挂图,让学生猜故事大意。‎ ‎ (2) 教师播放本部分录音,学生听录音读故事,了解故事大意。‎ ‎ (3) 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,学生听完录音后回答下面的问题:‎ ‎ ① Where does the can want to go?‎ ‎ ② Why don’t Monkey and Rabbit help the can?‎ ‎ ③ Who helps the can at last?‎ ‎ Answer:‎ ‎ ① It wants to go home. ‎ ‎ ② Because they are late for school.‎ ‎ ③ Zoom ‎ (4) 第三遍播放教学录音,学生分角色跟着录音读对话。‎ ‎ (5) 学生在小组内容练习分角色表演故事,然后教师请两三组学生上讲台表演,提醒学生表演时要带上适当的表情和动作,教师评选出“最佳表演组”,并给予表扬。‎ ‎ (6) 学生讨论从这个故事中得到的启示,教师总结:保护环境是我们的责任,不能以任何理由推卸这个责任。‎ ‎ 2. 课堂练习:‎ ‎( ) ① There __________ a book and a pencil-box on the desk.‎ ‎ A. is B. are C. be ‎( ) ② There __________ some orange juice in the bottle.‎ ‎ A. are B. is C. have ‎( ) ③ I _____a room. There _____a big bed and a new closet in it.‎ ‎ A. has, is B. have, are C. have, is ‎( ) ④ - _________________ - It’s nice.‎ A. What’s your room like? B. What’s in your room? ‎ ‎ C. Where is your room?‎ ‎3. Check the answer ‎① A, ② B, ③ C, ④ A Step.5.Summary ‎ 师生一起总结本单元学习的词汇和句型。 ‎ ‎ 词汇:‎ ‎ clock, plant, bottle, water bottle, bike, photo, front, in front of, between, above, behind, beside, there, grandparent, their, house, lot, lots of, flower, move, dirty, everywhere, mouse ‎ 句型:‎ Your room is really nice.‎ There is a big bed.‎ My computer is here on the desk.‎ Where is the ball?‎ It’s in front of the dog.‎ There are so many plants here, too.‎ There are lots of flowers in it, too.‎ Step.6.Homework ‎ 1. 听录音,跟读本单元的内容一次。‎ ‎ 2. 将单元学习的新单词在四线三格内抄写六遍。‎ ‎ 3. 预习下一单元的内容。‎ 六.板书设计 ‎ Unit five There is a big bed B. Read and write B. Let’s check C. Story time Your room is really nice.‎ There is a big bed.‎ My computer is here on the desk.‎ Where is the ball?‎ It’s in front of the dog.‎ There are so many plants here, too.‎ There are lots of flowers in it, too.‎ ‎ 七.教学反思 Unit six In a nature park Lesson 1‎ 一.教学内容A. Let’s learn A. Draw and ask 二.课时目标 ‎ 1. 能听、说、读、写单词“forest”,“river”,“lake”,“mountain”和“hill”。‎ ‎ 2. 能在创设的实际情景中灵活运用句型“Is there a …?”,“Yes, there is.”。‎ ‎ 3. 能完成“Draw and ask”部分的绘画和问答任务。‎ ‎ 4. 引导学生感受自然之美,培养学生热爱大自然的美好情感。‎ 三.教学重难点 ‎ 重点:‎ ‎1. 能听、说、读、写单词“forest”,“river”,“lake”,“mountain”和“hill”。‎ ‎ 2. 能在情景中对话中灵活运用句型“Is there a …?”,“Yes, there is.”。‎ 难点:单词“mountain”的发音较难,要带领学生反复操练。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生准备画笔和画纸。‎ 五.教学过程 ‎ Step.1.Warm-up ‎1. Free talk ‎2. 教师播放歌曲“A photo of me”的录音,全班学生跟着录音大声唱歌曲,然后让学生分男女生比赛唱歌曲,活跃课堂气氛,激发学生的学习热情。‎ Step.2.Presentation ‎ 1.Lead-in ‎ 教师出示本单元主情景挂图,学生观察后告诉老师,Oliver,Amy.John等同学去了哪里,看到些什么?‎ ‎ 2.教学新单词 ‎ (1) 教学forest. ‎ T:Where will the children go?引导学生回答,并出示forest单词卡片 ,带读。‎ ‎ (2) 教学lake ‎ T:Is there a lake in the forest?引导学生回答,并出示forest单词卡片 ,带读。‎ (3) 教学river ‎ 教师拿出一张河流的图片,问学生:Is this a lake?学生猜测后,教师给出正确答案,并引导学生回答;No,it isn’t.It’s a river.教学river。‎ ‎(4)教学mountain和hill 教师向学生展示主情景图,介绍说:There is a lake,a river,and a forest in the nature park.然后提问,What else?学生回答后,教师出示mountain的图片,带读。‎ 教师将新词带入本节课核心句型Is there a...in the park?中展开问答,引导学生回答Yes,there is.‎ 教师出示小山丘的图片,再问Is there a mountain in the park?引导学生回答No,there isn’t.带读hill。‎ ‎3.教师播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。‎ ‎4. 学生同桌合作,利用情景图中提供的信息替换示例对话中的关键词,编写对话,然后请几位学生上讲台表演。‎ ‎5. A. Draw and ask ‎(1) 学生同桌合作,拿出画笔和画纸,画出一个自然公园图。‎ ‎(2) 学生同桌用句型“Is there a … in front of / beside / behind / … the …?”进行问答练习。‎ Step.3.Consolidation ‎ 1. 教师让学生描述一幅自然公园图片。‎ ‎ 范文:This is a picture of a nature park. There is a forest in the park. There are many flowers on the grass. There is a river. There are many fish in the river. The cloud is white. Do you like this park?‎ ‎2.教师编一组问答句,男女生问答练习。‎ ‎ Boys:forest,forest,forest.‎ Girls:Is there a forest in the park?‎ ‎ Boys:Yes,there is.Yes,there is.‎ Boys:mountain,mountain,mountain ‎ Girls:Is there a mountain in the park?‎ Boys:Yes,there is.Yes,there is.‎ ‎(带入所有新词,说完一遍后,男女生交换问答,再练习一遍。)‎ Step.4.Summary 师生一起总结本节课学习的词汇和句型,学生说出自己还有哪些不懂的地方,师生一起讨论解决。‎ Step.5.Homework ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟“Let’s learn”部分内容。‎ 六.板书设计 Unit six In a nature park A. Let’s learn A. Draw and ask ‎- Is there a …?‎ ‎- Yes, there is.‎ 七. 教学反思 Unit six In a nature park Lesson 2‎ 一.教学内容 A. Let’s try A. Let’s talk 二.课时目标 ‎1. 能听、说、认读单词“boating”和词组“go boating”。‎ ‎2. 能听懂、会说句子“Is there a …?”,“Yes, there is. / No, there isn’t.”进行问答练习。‎ ‎3. 能完成“Let’s try”部分的听力任务。新 课 标 第 一 网 ‎4. 继续带领学生领略大自然之美,激发学生用英语进行交流的欲望。‎ 三.教学重难点 重点:‎ ‎1. 能听、说、认读单词“boating”和词组“go boating”。‎ ‎2. 能听懂、会说句子“Is there a …?”,“Yes, there is. / No, there isn’t.”进行问答练习。‎ 难点:‎ 知道“go + doing”结构的含义。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生准备人物头饰。‎ 五.教学过程 Step.1.Warm-up ‎ 1. Free talk ‎ 2. 教师用多媒体课件出示一幅自然公园的图片,师生用句型“Is ‎ there a … in the park?”进行对话,如:‎ ‎ T: Is there a river / mountain / hill / … in the park?‎ ‎ Ss: Yes, there is. / No, there isn’t.‎ Step.2.Preview ‎ 1. 教师出示图片,学生快速说出相应的英语单词并拼读。‎ ‎ 2. 教师播放两遍歌曲“At a nature park”,学生跟着录音唱歌曲。‎ Step.3.Presentation ‎ A. Let’s talk ‎ 1. 教学新单词。‎ ‎ 教师用多媒体课件出示一只小船的图片,说:“Look, this is a boat. Read after me, please. Boat, boat, this is a boat. ‎ ‎ 2. 教师做“划船”动作,说:“Let’s go boating.”,帮助学生明白词组“go boating”的意思。‎ ‎ 3. 介绍对话情景 ‎ T: Miss White and the children go to the forest. What do they see in the forest? Let’s go and see.‎ ‎4. 第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,学生听完录音后回答下面问题:‎ ‎① Is there a river in the forest?‎ ‎② Is there a lake in the forest?‎ ‎③ Are there any small boats?‎ Answer:① No, there isn’t.② Yes, there is.③ Yes, there are.‎ 第三次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。‎ ‎5. 学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。‎ ‎6. Talk about the park with your partner. ‎ ‎(1) 请一对学生站起来示范读本部分的对话。‎ ‎(2) 学生同桌合作,仿照示例谈论照片上面有什么。‎ Step.4.Consolidation ‎ 1. A. Let’s try ‎ (1) 明确听力任务 T: Look at the picture in this part. Chen Jie and Mike are talking about the picture. I’ll play the tape for you and you’ll tick the words you hear.‎ ‎ (2) 播放第一遍录音师,学生根据录音内容选词;播放第二次录音时,师生一起核对答案。‎ ‎2. 课堂练习——选择填空:‎ ‎( ) ① _________ there a book and two rulers on the desk?‎ ‎ A. Am B. Is C. Are ‎( ) ② Is there __________ grass in the park?‎ ‎ A. a B. / C. an ‎( ) ③ There is __________ river in __________city.‎ ‎ A. a, a B. the, the C. a, the ‎( ) ④ - Is there a forest in the park? - No, __________.‎ ‎ A. it isn’t B. there is C. there isn’t ‎( ) ⑤ There is a _________ and some __________ in the sky.‎ ‎ A. birds, cloud B. bird, clouds C. birds, cloud ‎3. Check the answer① B, ② B, ③ C, ④ C, ⑤ B Step.5.Summary 师生一起总结本节课学习的主要内容,鼓励学生在日常生活中多用英语进行交流。‎ Step.6.Homework ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟读“Let’s talk”部分三遍。‎ 六.板书设计 Unit six In a nature park A. Let’s try A. Let’s talk ‎ - Is there …?‎ ‎- Yes, there is. / No, there isn’t.‎ ‎ Let’s go boating.‎ 七. 教学反思 Unit six In a nature park Lesson 3‎ 一.教学内容 B. Let’s learn B. Write and say 二.课时目标 ‎1. 能听、说、读、写单词“tree”,“bridge”,“building”,“village”和“house”。‎ ‎2. 能灵活运用句型“Are there any …?”进行问答练习。‎ ‎3. 能完成“Write and say”部分的写作和说话任务。 ‎ ‎4. 教育学生要保护环境,热爱自己的家园。‎ 三.教学重难点 重点:‎ ‎ 1. 能听、说、读、写单词“tree”,“bridge”,“building”,“village”和“house”。‎ ‎ 2. 能灵活运用句型“Are there any …?”进行问答练习。‎ 难点:‎ 句型“Is there …?”和“Are there …?”的对比和应用。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生准备画笔和画纸。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Very well, thanks.‎ T: Nice to see you. ‎ Ss: Nice to see you, too.‎ ‎2. 教师播放歌曲“At a nature park”的录音,全班学生跟着录音唱歌曲,活跃课堂气氛。‎ Step.2.Preview 师生对话:‎ T: Is there a blackboard in our classroom?‎ Ss: Yes, there is.‎ T: Is there a car in the classroom?‎ Ss: No, there isn’t.‎ Step.3.Presentation ‎1. B. Let’s learn ‎(1) 教学新单词 ‎① 教学bridge 教师出示一张自然公园的图片,图片中包含河流、河流上有桥、草、森林等景物。‎ T: Look at this picture. What is it?‎ Ss: It is a nature park.‎ T: Yes. It’s a nature park. What’s in the nature park? (引导学生用“Is there a forest / river … in the nature park?”提问)‎ Ss: Is there a … in the nature park?‎ T: Yes, there is. / No, there isn’t.‎ T: It’s a beautiful nature park in the picture. There’s a forest, a path and a river in it. What’s on the river?‎ Ss: It’s a bridge.‎ 教师带读bridge,并强调字母组合“dg”的发音。然后学生练读,并尝试用bridge造句。‎ ‎② 教学house ‎ 教师出示一座房子的图片并引入单词house。然后教师领读house,并强调字母组合“ou”在此处的发音。‎ 用以下方式练读:‎ House, house, I have a small house.‎ House, house, it’s a nice house.‎ House, house, I love my house.‎ 教师出示较多的房子的图片并领读单词。‎ T: How many houses are there in the picture?‎ 引导学生用“There are … houses in the picture.”回答。‎ ‎③ 教学village 教师指着很多房子的图片,说:“Look! It’s not a nature park. It’s a village.”。‎ 教师领读village,再出示一个小山村的图片(图中包含trees, birds, river等事物),问:“What can you see in the village?”。‎ 引导学生用“There are … in the village.”回答。‎ 教师再出示两幅较为相似的village图片,问:“What’s the difference between Village A and Village B?”,引导学生用“There are … in Village A. There are … in Village B.”回答。‎ ‎④ 教学building 教师出示一座高楼的图片,问:“What is this?”,引出单词“building”。‎ 教师领读building,并强调字母组合“ing”的发音,学生同桌练习读building。‎ ‎⑤ 教师用多媒体课件出示森林的图片,说“Look, this is a forest. What’s in the forest? There are many trees.”‎ ‎(2) 教师用多媒体出示本部分的情景图,介绍对话情景。 ‎ ‎ T: Oliver and Wu Yifan are in a village now. They are talking about the things in the village. Let’s listen to the tape and ss.‎ ‎(3) 第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,全班学生分角色跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。‎ ‎(4)‎ ‎ 同桌合作,用情景图的单词替换对话中的关键词编写对话,然后教师请两三对学生上讲台表演。‎ ‎2. B. Write and say ‎ 学生用There be句型写四句话,介绍“Let’s learn”部分情景图中有些什么。‎ Step.4.Consolidation ‎ ‎1. 学生拿出画纸和画笔,画一画自己理想中的自然公园。‎ ‎2. 教师请几位学生上讲台用There be句型介绍自己的作品,其他学生用句型“Is / Are there any …?”问讲台上的学生。‎ Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型。‎ Step.6.Homework ‎1. 将本节课学习的新单词在四线三格内抄写六遍。‎ ‎2. 听录音,跟读B. Let’s learn部分内容。‎ 六.板书设计 Unit six In a nature park B. Let’s learn B. Write and say ‎ There is / are …‎ ‎- Are there any lakes on the mountains?‎ ‎ - Yes there is one.‎ tree bridge building village house 七. 教学反思 Unit six In a nature park Lesson 4‎ 一.教学内容 B. Let’s try B. Let’s talk 二.课时目标 ‎ ‎1. 能听、说、认读单词“nature”,“park”和“nature park”。‎ ‎2. 能听懂、会说句子“Are there any …?”,“Yes, there are. / No, there aren’t.”进行问答练习。‎ ‎3. 能完成“Let’s try”部分的听力任务。‎ ‎4. 培养学生团结合作的精神和积极学习英语的态度。‎ 三.教学重点 ‎1. 能听、说、认读单词“nature”,“park”和“nature park”。‎ ‎2. 能听懂、会说句子“Are there any …?”,“Yes, there are. / No, there aren’t.”进行问答练习。教学难点 There be句型的综合运用。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 教师准备各科教材和各科老师的照片。‎ ‎3. 学生准备画笔和画纸。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk ‎2. 教师播放歌曲“At a nature park”的录音,全班学生跟着录音唱歌曲,活跃课堂气氛。‎ Step.2.Preview ‎1. 教师快速出示与上节课所学单词对应的图片,学生大声说出单词并集体拼读。‎ ‎2.同桌合作,用句型“Is / Are there … in your city / village?”进行问答练习。‎ Step.3.Presentation B. Let’s talk ‎1. 教学新单词 ‎ 教师用多媒体课件出示自然公园的图片,引出词组“nature park”。‎ ‎2. 教师播放本部分的教学录音,问:“Where do Miss White and her students go?”学生根据录音内容回答:“They go to the forest.”。‎ ‎3. 介绍对话情景 T: There is a nature park in the forest. Now Miss White and Zhang Peng are at the nature park. What are they talking about? Let’s listen to the ‎ tape and see.‎ ‎4. 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,学生听完录音后判断下面句子正误:‎ ‎① The nature park is not quiet.‎ ‎② There aren’t many people in the nature park.‎ ‎③ There are some tall buildings in the nature park.‎ ‎④ There aren’t any animals in the nature park.‎ Answer:① F② T③ F④ F 第三次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。 ‎ ‎5. 学生同桌合作练习表演对话,然后教师请几对学生上讲台表演。‎ ‎6. Tick a picture and find your “friend”.‎ ‎(1) 找两对学生站起来读一读本部分的两段对话。‎ ‎(2) 学生根据对话内容选择相应的图片,师生一起核对答案。‎ Step.4.Consolidation ‎ ‎1. B. Let’s try ‎(1) 介绍听力任务 ‎ T: Listen to the tape and try to find out where are the tables.‎ ‎(2) 第一次播放教学录音,学生根据录音内容完成句子填空。‎ ‎(3) 第二次播放教学录音,师生一起核对答案 Step.5.Summary ‎ 师生一起总结本节课学习的词汇和句型,并让学生说说自己本节课的收获以及还有什么不懂的地方。‎ Step.6.Homework ‎1. 听录音,跟读B. Let’s talk部分内容。‎ ‎2. 完成练习册的练习。‎ 六.板书设计 Unit six In a nature park B. Let’s try B. Let’s talk The nature park is so quiet.‎ There aren’t many people.‎ ‎ - Are there ...?‎ ‎ - Yes, there are. / No, there aren’t.‎ 七. 教学反思 Unit six In a nature park Lesson 5‎ 一.教学目标 A. Let’s spell B. Let’s wrap it up 二.课时目标 ‎1. 通过大量的听读操练,掌握双元音/au/在单词中的发音,提高学生对音标知识的综合运用能力和对知识的融会能力。‎ ‎2. 完成“Let’s wrap it up”部分的任务,知道融会确定There be句型的一般疑问句中be动词的单复数。‎ ‎3. 激发学生学习音标知识的兴趣。‎ 三.教学重难点 重点:‎ ‎1. 通过大量的听读操练,掌握双元音/au/在单词中的发音,提高学生对音标知识的综合运用能力和对知识的融会能力。‎ ‎2. 完成“Let’s wrap it up”部分的任务,知道融会确定There be句型的一般疑问句中be动词的单复数。‎ 难点:‎ 使学生能准确发音,培养学生纠正错误发音的能力。‎ 四.教学准备 教师准备多媒体课件、录音机和录音带、词卡和挂图。‎ 五.教学过程 ‎ Step.1.Warm-up ‎1. Free talk ‎2. 教师请一两组学生上讲台表演“B. Let’s talk”部分对话。‎ ‎3. 教师播放歌曲“At a nature park”,全班学生跟着录音唱歌曲.‎ Step.2.Preview ‎1. 教师出示一张自然公园的挂图,与学生进行对话,如:‎ T: What’s this?‎ Ss: It’s a nature park.‎ T: What’s in the nature park?‎ Ss: There is …‎ T: Is there a …?‎ Ss: Yes, there is. / No, there isn’t.‎ ‎2. 猜一猜。‎ ‎ 教师在出示一张自然公园挂图,让几个学生背对图片,用“Is there a …?”来提问,其他学生看图回答:“Yes, there is. / No, there isn’t.”。‎ Step.3.Presentation A. Let’s spell ‎1. Read, listen and chant ‎(1) 教师用多媒体课件依次出示本部分的图片,引出例词并把例词写在黑板上。‎ ‎ house mouse sound count ‎(2) 播放本部分的教学录音,全班跟着录音读,提醒学生在跟读时要注意模仿录音中的发音,尽量做到读准元音字母的发音。‎ ‎(3) 教师带领学生读几遍单词,纠正学生错误的发音。‎ ‎(4) 学生读顺口溜,练习例词发音。‎ ‎ There is a mouse in the house. The mouse makes some sound. Oh, there are some other mice. Let’s count.‎ ‎(5) 教师讲解发音要领:双元音/au/的发音和汉语中的“凹”相似,但是更夸张。先发/a/,然后滑向/u/音,嘴巴张大,一定要夸张。‎ ‎(6) 出示下面的句子,学生在练读过程中巩固双元音/au、的发音。‎ Never doubt yourself.‎ Am I allowed to smoke here?‎ I am really proud of my daughter.‎ Write it down now. Don’t rely on your memory. Htt I don’t want to go out. I want to hang around the house.‎ ‎2. Look, listen and circle ‎(1) 学生同桌相互读一读本部分的三组单词。‎ ‎(2) 播放本部分的教学录音,学生根据录音内容圈出正确的单词。‎ ‎(3) 再次播放教学录音,师生一起核对答案。‎ ‎3. Look, listen and write ‎(1) 介绍任务。‎ ‎ T: There are three pictures. Look at the pictures and listen to the tape. After listening, you should complete the three sentences below the picture.‎ ‎(2) 教师播放教学录音,全班学生根据录音内容填空。‎ ‎(3) 再次播放教学录音,师生一起核对答案。‎ ‎(4) 让学生选择自己喜欢的一句话,并把其在四线三格中抄写两遍。‎ Step.4.Consolidation ‎1. B. Let’s wrap it up ‎(1) 教师用多媒体课件出示本部分的教学挂图,介绍任务。 ‎ ‎ T: Look at the picture. You should complete the questions and give your answers.‎ ‎(2) 师生用问答的方式核对答案。‎ ‎(3) 教师总结There be句型的一般疑问句的构词及意义。‎ ‎① There be句型用来表示“某处有某人或某物”,其基本句型为“There be + 某人或某物 + 某地”,如:‎ There are a lot of beautiful flowers in the garden. ‎ There is a camera on the fridge.‎ ‎② There be句型变一般疑问句,把be动词放在there的前面,be动词首字母大写,句末用问号,如:‎ There is a / an / some ... → Is there a / an / any …?‎ 肯定回答:Yes, there is.‎ 否定回答:No, there isn’t.‎ There are some …→ Are there any …?‎ 肯定回答:Yes, there are.‎ 否定回答:No, there aren’t.‎ ‎2. 课堂练习——把下列句子改为一般疑问句,并分别作肯定和否定回答。‎ ‎① There is a river in the nature park.‎ ‎② There is a water bottle in my new room.‎ ‎③ There is some milk on the table. ‎ ‎④ I have a picture.‎ ‎⑤ There is a pen and two rulers on the desk.‎ ‎3. Check the answer ‎① Is there a river in the nature park? Yes, there is. / No, there isn’t.‎ ‎② Is there a water bottle in my new room? Yes, there is. / No, there isn’t.‎ ‎③Is there any milk on the table? Yes, there is. / No, there isn’t.‎ ‎④ Do you have a picture? Yes, I do. / No, I don’t.‎ ‎⑤ Is there a pen and two rulers on the desk? Yes, there is. / No, there isn’t.‎ Step.5.Summary 师生一起总结本节课学习的主要知识,评价学生在课堂上的表现。‎ Step.6.Homework ‎1. 听录音,跟读Let’s spell部分内容。‎ ‎2. 把歌曲“At a nature park”唱给爸爸妈妈听。‎ 六.板书设计 Unit six In a nature park A. Let’s spell B. Let’s wrap it up house mouse sound count 七.教学反思 Unit six In a nature park Lesson 6‎ 一.教学内容B. Read and write B. Let’s check C. Story time 二.课时目标 ‎1. 能读懂“Read and write”部分的绘画和填空任务,复习本单元的主要词汇和句型。‎ ‎2. 能读懂“Let’s check”部分的录音并完成判断和回答问题的任务。‎ ‎3. 能听、说、认读单词“high”。‎ ‎4. 能读懂“Story time”部分的趣味故事。‎ ‎5. 提高学生的英语阅读能力和学习英语的兴趣。‎ 三.教学重难点 ‎ 重点:‎ ‎1. 能读懂“Read and write”部分的绘画和填空任务,复习本单元的主要词汇和句型。‎ ‎2. 能读懂“Let’s check”部分的录音并完成判断和回答问题的任务。‎ 难点:‎ 提高学生综合运用英语知识的能力。‎ 四.教学准备 ‎1. 教师准备多媒体课件、录音机和录音带、词卡。‎ ‎2. 学生准备画笔和画纸。‎ 五.教学过程 Step.1.Warm-up ‎1. Free talk ‎2. 教师播放歌曲“At the nature park”的录音,全班学生跟着录音唱歌曲,活跃课堂气氛。‎ Step.2.Preview 教师出示图片,与学生进行趣味问答。‎ ‎1. Animals T: Is there a monkey in the tree?‎ S1: Yes, there is.‎ T: Are there any fish on the road?‎ S2: No, there aren’t.‎ T: Are there any cats in the library?‎ S3: No, there aren’t. ‎ ‎…‎ ‎2. Home T: Is there a sofa in the living room?‎ S1: Yes, there is.‎ T: Is there a bed in the kitchen?‎ S2: No, there isn’t.‎ T: Are there any books in the dining room?‎ S3: No, there aren’t.‎ ‎…‎ Step.3.Presentation ‎1. B. Read and write ‎(1) 教学新单词。‎ 教师指着教室里的日光灯,说:“Oh, look at the light. They’re too high. I can’t touch them.”,教师边说边做动作,帮助学生明白单词“high”的意思。‎ 教师问:“What is high?”,学生回答:“The sky / kite / building / … is high.”。‎ ‎(2) Read and draw.‎ ‎ T: Hello, everyone. It’s time to meet your friend, Robin. Now Robin is at Mr Jones’ house. What can the robot see? Let’s listen to the tape and know about it.‎ ‎(3) 教师播放教学录音,学生根据录音内容回答问题。‎ ‎① Where is Robin?‎ ‎② What’s in front of the mountain?‎ ‎③ What’s on the lake?‎ Answers:‎ ‎① He is at Mr Jones’ house. X ‎ ‎② In front of the mountain, there is a small village.‎ ‎③ There are man ducks on the lake.‎ ‎(4) Draw a picture at the park.‎ 学生自主阅读短文,根据短文的描述画出自然公园的图片,然后在六人小组内呈现自己画的图片,最后每个小组选出最好的一张图片,教师评选出“最佳小画家”,并给予奖励。‎ ‎(5) Write three questions about the nature park and give the answers.‎ ‎ 学生用There be句型的一般疑问句写出问句,同桌合作进行问答练习。‎ ‎2. Let’s check ‎(1) 介绍对话任务。‎ ‎ T: Listen to the tape, tick or cross the pictures and answer the questions.‎ ‎(2) 第一次播放教学录音,学生根据录音内容判断图片正误。‎ ‎(3) 第二次播放教学录音,学生根据录音内容回答问题:‎ ‎(4) 第三次播放教学录音,师生一起核对答案。‎ Step.4.Consolidation ‎ ‎1. C. Story time ‎(1)‎ ‎ 教师依次出示本部分的教学挂图,学生根据挂图内容猜测故事大意。‎ ‎(2) 教师播放本部分的教学录音,学生验证自己的猜测是否正确。‎ ‎(3) 介绍故事背景。‎ ‎ T: Zoom and Zip go to the nature park on a nice day. What will happen? Let’s listen to the tape and see.‎ ‎(4) 第一次播放教学录音,全班学生小声跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,学生听完录音后回答下面的问题:‎ ‎① What can they do in the nature park?‎ ‎② What are beautiful, too? ‎ ‎③ Are there any people in the house?‎ ④ What do they do first?‎ Answer:‎ ‎① They can take some pictures.‎ ‎② The mountains and trees are beautiful, too.‎ ‎③ No, there aren’t.‎ ④ They take pictures of the koala first.‎ ‎(5) 学生在小组内容练习分角色表演故事,然后教师请两三组学生上讲台表演,提醒学生表演时要带上适当的表情和动作,教师评选出“最佳表演组”,并给予表扬。‎ Step.5.Summary 师生一起总结本单元学习的词汇和句型。‎ 词汇:‎ ‎ forest, fiver, lake, mountain, hill, tree, bridge, building, village, house, boating, go boating, nature park, aren’t, high 句型:‎ What’s in the park?‎ Let’s go to the forest.‎ Are / Is there …?‎ Yes, there are / is. (No, there aren’t / isn’t.)‎ Let’s go boating.‎ The nature park is so quiet.‎ There is a nature park near the house.‎ Step.6.Homework ‎1. 听录音,跟读本单元的内容一次。‎ ‎2. 将单元学习的新单词在四线三格内抄写六遍。‎ ‎3. 预习下一单元的内容。‎ 六.板书设计 Unit six In a nature park B. Read and write B. Let’s check C. Story time What’s in the park?‎ Let’s go to the forest.‎ ‎ Are / Is there …?Yes, there are / is.‎ 七.教学反思 pep五年级上册英语期末考试卷 一、听句子,选出句子中所包含的单词。(10分) (    )1. A. house           B. road         C. building           D. city (    )2. A. flower          B. path          C. park                 D. lake (    )3. A. mirror          B. closet        C. curtain           D. trash bin (    )4. A. bedroom       B. kitchen      C. bathroom       D. living room (    )5. A. cabbage        B. mutton      C. potato            D. eggplant 二、听句子,判断下面的图形是否与句子内容一致,一致的在括号内写“T”,不一致的写“F”。(10分) 1.   .   2.    3.      4.       5.       (   )             (   )       (   )             (   )                 (   )   三、听录音,选出你所听到的句子的最佳应答,把答案填在括号里。(10分) (    )1、A. I’d like some beef .         B. I have chicken and fish. (    )2、A. No, they aren’t.             B. No, there aren’t. (    )3、A. We have P.E and art.         B. I like P.E and art. (    )4、A. It’s behind you.            B. They’re behind you. (    )5、A. It’s Sunny.                 B. It’s Sunday.‎ 笔试部分(70分)   四、找出下面单词中意思不同类的一个,把它的序号写到前面的括号里。(10分) (   )1. A. tasty       B. sour        C. thin         D. salty   (   )2. A. bedroom   B. closet     C. kitchen    D. bathroom  (   )3. A. village     B. tree        C. flower      D. glass (   )4. A. fish         B. tofu        C. tomato      D. road (   )5. A. curtain     B. trash bin   C. fresh      D. mirror 五、找出画线部分读音与其他单词不同的一项。(5分) (   )1. A. short        B. work            C. horse          D. fork (   )2. A. doctor       B. forest          C. visitor        D. actor (   )3. A. whose        B. where           C. who            D. whom (   )4. A. table        B. make           C. baby            D. wash (   )5. A.  Sunday      B. computer       C. funny          D. just   六、单项选择,请将正确选项字母标号填写在题前括号内。(10分) ‎ ‎ (   ) 1. There ____ some beautiful trees in front of our building.           A. have        B. has        C. is        D. are (   ) 2. --- What's your new music teacher like?              --- _______           A. She likes sports.              B. She is funny.       C. Fish and vegetables.         D. She likes my mother. (   ) 3. --- What do we have _____ Mondays?              --- We have English, math and P.E.             A. in        B. on        C. for       D. at (   ) 4. --- What would you like for lunch?                 --- I'd like some______.           A. tomato and mutton          B. tomatoes and mutton           C. tomato and muttons        D. tomatoes and muttons (   ) 5. --- Would you like some _______?                 --- Yes, please.           A. grape        B. potatoes        C. carrot        D. green bean (   ) 6. --- Sarah, dinner is ready, please ______.               --- OK, Mum.           A. do the dishes        B. cook the meals              C. set the table         D. wash the clothes (   ) 7. There is a mirror _____ the wall.           A. on        B. in        C. over        D. at (   ) 8. There are no ______ in our village.           A. lake        B. river        C. tall buildings        D. mountain (   ) 9. I don't like grapes. They're ______.           A. sweet        B. sour        C. fresh        D. yummy (   ) 10. --- _______is your favourite day?                --- Monday.            A. What        B. How        C. How day        D. Who 七、用括号中所给单词的适当形式填空。(5分)  1. They’re _________ (health) for me. 2. Watermelon is_________(I) favourite fruit. 3. The hamburger is________(taste).  4. The noodles are too _________ (salt) 5.  ________  (There is缩写形式) a table in the room.   八、为问句找答语,把正确的答句的字母标号写在相应问句前的括号内。(10分)  (   ) 1. What classes do you have on Mondays?          A. Yes, he is. (   ) 2. Is there a road near the river?                     B. Chicken. (   ) 3. What can you do, Mike?                                 C.‎ ‎ We have P.E. and music. (   ) 4. Is your teacher strict?                                   D. Yes, there is. (   ) 5. What's your favourite food?                       E. I can clean the bedroom. 九、选择与图画相符的句子,并将图片的字母标号填到相对应的句子前面括号内。(10分)   (   ) 1. I often read books at home. (   ) 2. The young lady is our principal. She's kind. (   ) 3. This is a picture of my room. (   ) 4. It's a beautiful nature park. There is a lake and a forest. (   ) 5. Chen Jie can put away the clothes. 十、选择正确的英语句子,将答案填在提前括号中。(10分) (   ) 1.当你想尝试做一件事情时,可以说:_______ A.I can try it.      B. I’d like to have a try. (   ) 2.如果你的朋友在家能干很多家务活,可以对他/她说:_______ A. I’m helpful.        B. You are helpful.  (   ) 3.当你问谁会用电脑时,可以说:_______ A. Who can use the computer?      B. What can use the computer? (   ) 4.某事听起来不错,可以说:_______ A. That listens good.      B. That sounds good. (   ) 5.“明天是星期三。”可以说:_______ A. Today is Wednesday.      B. Tomorrow is Wednesday.   十一、阅读短文,判断下列语句的正误,正确的打“√”,错误的打“×”。(10分)‎ Hello! My name is Tom. I like English very much. My favourite food is beef, eggplant and tofu. I’m very helpful at home. I can do the dishes, set the table and water the flowers. Today is Saturday. I often read books, do my homework and watch TV on Saturdays. What do you do on weekends? My home is near a river. There are some mountains behind my house. There is a road in front of my house. You can see two bridges over the river. I like my home.‎ ‎(    ) 1. Tom likes beef, eggplant and tofu. (    ) 2. Tom can sweep the floor. (    ) 3. Tom often waters the flowers on Saturdays. (    ) 4. There are some mountains in front of Tom’s house. (    ) 5. There are two bridges over the river.‎ 一、听句子,选出句子中所包含的单词。(每小题2分,共10分) 1.B  2.C  3.A  4.C  5.B 二、听句子,判断下面的图形是否与句子内容一致,一致的在括号内写“T”,不一致的写“F”。( 每小题2分,共10分) 1.F  2.T  3.F  4.F  5.F ‎ 三、听录音,选出你所听到的句子的最佳应答,把答案填在括号里。(每小题2分,共10分) 1.B  2.B  3.B  4.A  5.B 笔试部分(70分) 四、找出下面单词中意思不同类的一个,把它的序号写到前面的括号里。(每小题2分,共10分)  1.C  2.B  3.A  4.D  5.C 五、找出画线部分读音与其他单词不同的一项。(每小题1分,共5分) 1.B  2.B  3.B  4.D  5.B 六、单项选择,请将正确选项字母标号填写在题前括号内。(每小题1分,共10分) 1.D  2.B  3.B  4.B  5.B  6.C  7.A  8.C  9.B  10.A 七、用括号中所给单词的适当形式填空。(每小题1分,共5分) 1.healthy   2.my   3.tasty  4.salty  5.There’s 八、为问句找答语,把正确的答句的字母标号写在相应问句前的括号内。(每小题2分,共10分) 1.C  2.D  3.E  4.A  5.B 九、选择与图画相符的句子,并将图片的字母标号填到相对应的句子前面括号内。(每小题2分,共10分) 1.D  2.E  3.B  4.A  5.C 十、选择正确的英语句子,将答案填在提前括号中。(每小题2分,共10分) 1.B  2.B  3.A  4. B  5.B 十一、阅读短文,判断下列语句的正误,正确的打“√”,错误的打“×”。(每小题2分,共10分) 1.√  2.×  3.×  4.×  5.√‎ PEP小学五年级英语上册期末测试听力材料 一、听句子,选出句子中所包含的单词。(每小题读一遍。) 1. There is a road near the river. 2. There is a park in the city. 3. The mirror is on the wall. 4. There is a bathroom in the house. 5. I have mutton for lunch on Mondays.  二、听句子,判断下面的图形是否与句子内容一致,一致的在括号内写“T”不一致的写“F”。 (每小题读两遍。) 1. Sarah can set the table. She is helpful. 2. There is a river and some flowers. 3. The picture is on the table. 4. There isn't a lamp on the desk. 5. She is young and pretty. 三、听录音,选出你所听到的句子的最佳应答,把答案填在括号里。(每小题读两遍。) 1. What do you have for lunch today? 2. Are there any houses here? 3. What classes do you like? ‎ ‎4. Where is my mirror?   5. What day is it today? ‎ ‎ 小学五年级上册英语期末试卷(一)‎ ‎ 姓名 成绩 ‎ 一、请用直线把汉语与相应的英语单词连接起来。(10分)‎ strict 客厅 周四 clean the bedroom behind 在…后边 试一试 favourite do homework 严格的 打扫卧室 Thursday living room 酸的 洗碗 have a try sour 做作业 最喜爱的 do the dishes 二、下面各组单词中,有一个不同类的,把它选出来。(10分)‎ ‎( ) 1. A. Tuesday B. Saturday C. holiday D. Monday ‎( ) 2. A. bathroom B. kitchen C. living room D. park ‎( ) 3. A. closet B. end table C. clothes D. shelf ‎( ) 4. A. at B. on C. over D. in ‎( ) 5. A. sweet B. sour C. salty D. strict 三、按要求写出词语。(10分)‎ young(反义词) I’d like(完全形式) ‎ two(同音词) breakfast(同类词) ‎ do not(缩略形式) Sun.(完全形式) ‎ empty the trash(汉语) can’t(完全形式) ‎ have(三单形式) potato(复数) ‎ 四、阅读下面的对话,根据上下文内容填入所缺的单词, 使对话意思合理、完整,注意字母大小写的规范要求。(每空2分,共20分)‎ ‎1. A: _______ your art teacher? B: Mr. Carter.‎ ‎2. A: ________your father like? B: He’s tall and strong.‎ ‎3. A: your English teacher quiet? B: No, she isn’t.‎ ‎4. A: ______ your favorite fruit? B: I like apples.‎ ‎5. A: can you do? B: I can make the bed.‎ ‎6. A: Can you sweep the floor? B: No, I _________.‎ ‎7. A: _______there a bed, a desk and a big closet in your bedroom? B: Yes, there is.‎ ‎8. A: _______there any bridges in your village? B: No, there aren’t.‎ ‎9. A: _______is the red house? B: It’s near the river.‎ ‎10. A: many goats are there? B: There are 35.‎ 四、连词成句。(10分)‎ 1. pandas, any, there, are, mountains, the in (?)‎ ‎ ‎ 2. clothes, on, bed, are, many, the,there (.)‎ ‎ ‎ 2. set, you, the, table, can (?)‎ ‎ ‎ 3. our, is, Li, teacher, Miss. , English, new (.)‎ ‎ ‎ 4. today, is, what, it, day (?)‎ ‎ ‎ 五、按要求写出句子(10分)‎ 1. I like grapes.(改为否定句)‎ ‎ ‎ 2. I’d like some beef for lunch. (对划线部分提问)‎ ‎ ‎ 3. Is there a river?(作否定回答)‎ ‎ ‎ 4. What’s your favourite food? (用fish回答。)‎ ‎ ‎ 5. What’s your English teacher like? (用tall,strong回答。)‎ ‎ ‎ 六、根据中文意思提示,用单词的适当形式填空。(本大题共10分,每小题2分)‎ ‎1.我们在周五上英语、数学。‎ We _____ English and Math on_________ .‎ ‎2.他们在周六通常看电视。 ‎ They often __________TV ______ Saturdays.‎ ‎3.午饭想吃点什么?我想吃茄子和土豆。‎ ‎—What would you ______for_______? ‎ ‎—I'd like some ________and _______.‎ ‎4.在家里吉姆能做饭了。‎ Jim ______ _______the meals at home.‎ ‎5.The blackboard is in ________________(前面) of the classroom.‎ 七、选择正确的答案,将字母填入题前的括号里。(10分)‎ ‎( )1. Mr. Lin is our math teacher. He’s a .‎ A. boy B. man C. woman ‎( )2. The bridge is _____the river.‎ A. on B. at C. over ‎( )3. —Can you do the dishes? — ‎ A. Yes, he can. B. Yes, I can. C. No, she can’t.‎ ‎( )4. Potatoes my favourite food.‎ A. are B. is C. am ‎( )5. There _______ many chairs and a teacher’s desk.‎ A. are B. is C. /‎ ‎( )6.— Is he tall? — , he’s short.‎ A. Yes, he is. B. No, he isn’t. C. No, he is.‎ ‎( )7. —What can Sarah do?‎ ‎ — _____ can make the bed.‎ A. I B. he C. she ‎( )8. We can help ______.‎ A. her B. he C. she ‎( )9. Are there any fish?‎ A. Yes, there are. B. Yes, they’re. C. Yes, there’re.‎ ‎( )10. Do you like milk? Yes, I .‎ A. don’t B. am C. do 八、 阅读理解(阅读短文,选出与短文内容相符的选项,把它的编号写在左边的括号里)(每小题2分,共10分)‎ ‎ Hello. I am John. Today is Monday. I have three teachers. They are Mr. Carter, Miss Green and Mrs. Black. Mr. Carter is a new teacher, he comes from the U.K and he teaches us math. His class is so funny that we all like him very much. Miss Green is our art teacher, she is strict but she’s very kind. Mrs. Black is so smart. They are all nice that we all like them.‎ ‎( ) 1. I have _________ new teacher.‎ ‎ A. three B. two C. a ‎ ‎( ) 2. Mr. Carter is a _________ teacher.‎ A. English B. math C. Chinese ‎( ) 3. Tomorrow is_________.‎ A. Monday B. Tuesday C. Wednesday ‎( ) 4. _________ is an art teacher.‎ ‎ A. Mr. Carter B. Mrs. Black C. Miss Green ‎( ) 5. _________ is smart.‎ ‎ A. Mr. Carter B. Mrs. Black C. Miss Green PEP人教版小学五年级英语上册期考试卷 五、选择题。将正确答案的序号填在题前的括号里。(30分)‎ ‎(     )1、She        a new principal .‎ ‎            A . am       B . is      C . are ‎(     )2、What’s he like ?         ‎ ‎            A . He’s thin .   B . He’s ten     C . He’s a teacher .‎ ‎(     )3、What do you have        Mondays ?‎ ‎          A . in       B . to      C . on ‎(     )4、What do you have       lunch ?‎ ‎            A . to       B.for      C.in ‎(     )5、What can you do ?      ‎ ‎           A . I like the book .   B . I can’t empty the trash .  ‎ C . I can look the meals .‎ ‎(     )6、Can you make the bed ?        ‎ ‎            A . Yes , I do .    B . Yes , I can .   C . Yes , I am .‎ ‎(     )7、There       a mirror , a bed and closet in my room .‎ ‎            A . are      B . am     C . is ‎(     )8、There is a picture       the wall .‎ ‎            A . on      B . in     C . behind ‎(     )9、Are there any fish in the river ?‎ A . No , there isn’t .  B . No , there are .  C . No , there aren’t .‎ ‎(     )10、I have       apple .‎ ‎            A . an      B . the     C . a 六、连词成句。(20分)‎ ‎1、is   He   and   tall   thin   ( . )‎ ‎2、do   on   What   you   Sundays   do   ( ? )‎ ‎3、don’t   We   grapes   ( . )  like ‎4、can   I   the   sweep   floor   ( . )‎ ‎5、is   a   bed   There   my   in   room   ( . )‎ ‎ 九、 阅读理解 ‎ Hello. I am John. Today is Monday. I have three teachers. They are Mr. Carter, Miss Green and Mrs. Black. Mr. Carter is a new teacher, he comes from the U.K and he teaches us math. His class is so funny that we all like him very much. Miss Green is our art teacher , she is strict but she’s very kind. Mrs. Black is so smart . They are all nice that we all like them.‎ ‎( ) 1. I have ______________ new teacher.‎ ‎ A. three B. two C. a ‎ ‎( ) 2. Mr. Carter is a ________________ teacher.‎ A. English B. math C. Chinese ‎( ) 3. Tomorrow is________________‎ A. Monday B. Tuesday C. Wednesday ‎( ) 4. ______________ is an art teacher.‎ ‎ A. Mr. Carter B. Mrs. Black C. Miss Green ‎( ) 5. _______________ is smart.‎ ‎ A. Mr. Carter B. Mrs. Black C. Miss Green ‎ 五年级英语期末考试 一、语音。(本题5分,每小题1分)‎ 找出一个划线部分的读音与其它两个读音不同的单词,把序号填在左边的括号里。‎ ‎( )31、A、flower B、flow C、slow ‎ ( )32、A、today B、day C、Friday ‎( )33、A、city B、curtain C、clean ‎( )34、A、math B、with C、mouth ‎( )35、A、what B、who C、why 二、选择填空。(本题10分,每小题1分)‎ ‎ 从A、B、C三个选项中,选择正确的选项。‎ ‎( )36、The fifth day of a week is _____ .‎ ‎ A、Sunday B、Friday C、Thursday ‎ ‎( )37、There _____ a pencil and two pens in my pencil-case.‎ ‎ A、are B、is C、be ‎ ‎( )38、The bird is _____ the tall tree and the pear is _____ the shor tree .‎ ‎ A、in;in B、in;on C、on;on ‎( )39、They are my family _____ .‎ ‎ A、photo B、photoes C、photos ‎( )40、It is time _____ school.‎ ‎ A、to go to B、to go C、go to ‎ ‎( )41、Can Amy _____ the trash ?‎ ‎ A、empty B、emptys C、empties ‎ ‎( )42、Look!this is a picture _____ my city .‎ ‎ A、for B、to C、of ‎( )43、There is a fan _____ my head .‎ ‎ A、on B、over C、in ‎ ‎( )44、Help _____ to some nuts, boys and grils. ‎ ‎ A、youselves B、your C、yourself ‎( )45、I can play_____.‎ ‎ A、a chess B、the chess C、chess ‎ 三、词汇填空。 (本题15分)‎ ‎(一)用括号内所给单词的正确形式填空。(本题5分,每小题1分)‎ ‎46、I’m ___________ (help) at home .‎ ‎47、The tall ___________(build) are very beautiful .‎ ‎48、I’d like some beef and ___________ (tomato) .‎ ‎49、Miss White is ___________ (we)English teacher. ‎ ‎50、I’d like ___________ (have) a try.‎ ‎(二)根据给出的汉语,并结合句子的意思,在横线上写出一个形式正确的英语单词。‎ ‎51、The boy’s ____________ _____________(看电视)now.‎ ‎52、____________ (羊肉) is my favourite food..‎ ‎53、The long ____________(桥)is over the river .‎ ‎54、Do you have a ____________ (镜子).‎ ‎55、Sarah often ______ the______ (浇花)on Saturdays.‎ 四、句型转换。(本题10分,每小题2分)‎ ‎ 请按要求变换句式,在横线上写出一个形式正确的英语单词。‎ ‎56、I can make the bed.( 对划线部分问)‎ ‎________________ can you ________________ ?‎ ‎57、I’d like some grapes. (改为否定句)‎ I ____________ like___________ grapes.‎ ‎58、The air is fresh. (改为感叹句) ‎ ‎____________ _________ the air is! ‎ ‎59、I have no new pens.(改为同义句)‎ ‎ I ________________ have___________________ new pens .‎ ‎60、Zhang Peng reads books every morning .(改为一般疑问句) ‎ ‎ ________________ Zhang Peng ____________ books every morning?‎ 五、补全对话。(本题10分,每小题2分)‎ 根据上下文的意思,在横线上填一个形式正确的英语单词或短语,使对话内容完整。‎ A :I have my own room now . 61、_____________you?‎ B :I have my own room too.‎ A :Cool! 62、______________ it like?‎ B :There is a big closet and a new bed.‎ ‎ A :63、______________ a computer?‎ B :Yes, there is.‎ A :Wow! Can I 64、______________ at it?‎ ‎ B :65、______________‎ 六、阅读理解。(本题10分,每小题2分)‎ Hello. I am John. Today is Monday. I have three teachers. They are Mr. Carter, Miss Green and Mrs. Black. Mr. Carter is a new teacher, he comes from the U.K and he teaches us math. His class is so funny that we all like him very much. Miss Green is our art teacher , she is strict but she’s very kind. Mrs. Black is so smart . They are all nice that we all like them.‎ ‎(一)根据短文内容,判断下列句子的正误,正确的请在括号里划“√”,错误的请在括号里划“×”。‎ ‎( ) 66、Miss Green teaches us art.‎ ‎ ( ) 67、My teachers are Mr. Carter, Mrs Green and Miss. Black.‎ ‎ ( ) 68、Mrs. Black is a smart and nice teacher.‎ ‎(二)根据短文内容,在下面句子横线里填上一个符合短文内容、形式正确的英词单词,使句子意思完整。‎ ‎69、Mr. Carter is a funny .‎ ‎ 70、Miss Green is but .We all like her.‎
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