冀教五年级下册英语全册

冀教五年级下册英语全册

第六册 ‎ ‎ Lesson 1 Look!‎ 教学目标：‎ 1． 知识目标：要求学生掌握四会单词：look, see, point 体会表演looking, seeing, pointing；巩固食物名称单词和动物单词；‎ 2． 能力目标：能灵活使用句子 I see ___________.能运用所学的英语词汇和句式解决描述观察中所看到的东西。‎ 3． 情感目标：培养学生观察能力，提高学生对事物的探究兴趣。‎ 教学重、难点：‎ 要求四会的单词look, see, point和要求掌握的句式I see ___________.。‎ 教具、学具准备：‎ 1． 单词卡片。‎ 2． 录音机或课件。‎ 教学过程：‎ Class Opening and Review 1. 做游戏：“Colour point” ‎ 教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生一起说歌谣，指颜色。‎ ‎(设计意图：这个环节的设置既复习了一些颜色，又引出了本课中提到的颜色。)‎ 2. 做游戏“Name it” ‎ 教师说出颜色名称和表示词汇的类别，如Rde:food,这时学生必须写下他们所能想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多就算赢。‎ 教师拿出准备好的一些食物，说：“I’m hungry. I want to eat some bread. I like to eat some bread. What do you like to eat?” “I like to eat____.”复习表示实物名称的词汇。利用单词卡片What’s your favourite food? My favourite food is ____.‎ 也可用此句型复习动物词汇。‎ ‎(设计意图：这个环节的设置用来复习以前学过的食物词汇和动物词汇，同时复习What’s your favourite ____?这个句式。) ‎ ‎3. 教师指着教室中的某个物品，说Look, I see _______. (引出新概念。) ‎ New Concepts 1． 本课的新概念look, see, point学生曾多次接触，比较熟悉，让其表演looking, seeing, pointing.‎ 教师要向学生说明look和point的区别，look表示看的动作，see表示看见，是看的结果。让学生多运用这些单词说句子。‎ 1． 学生熟悉句式后，再利用实物和单词卡片学习。‎ 让学生看卡片，练习句型，Look! I see a _______. ‎ 2． 运用实物进行练习。‎ 让学生向周围或窗外看，练习句型Look! I see a _______. _______is piointing.‎ 3． 两人一组做问答练习。 What do you see? Look! I see ________.‎ ‎(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出自己观察到的，教师加以指导就可以了，通过练习巩固新知。)‎ 4． 听录音两遍，注意语音语调。‎ 第一遍听后回答问题，What does Jenny/ Danny/ LiMing see?‎ 第二遍跟读，让学生足以模仿录音中的语调。‎ ‎6.两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里……）‎ ‎ 教师先找一个口语较好的学生作一下示范。然后让学生分组练习，鼓励学生多说些知道的句子。如：‎ ‎ Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅图画) What do you see?‎ ‎7.利用实物或单词卡片汇报演出。‎ ‎（设计意图：锻炼学生自己的创造性，可以结合以前学过的句型和词汇，并利表演出来，运用于实际生活中。）‎ Class Closing Activity book 板书设计：‎ Lesson 1 Look! ‎ look, see, point looking, seeing, pointing Look! I see a ___________.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 课后习题：‎ 一． 找出不同类的一个单词。‎ ‎( )1. chicken dumplings noodles school ‎( )2. cow rice sheep goat ‎( )3. bus train airplane kite ‎( )4. fruit vegetable bicycle meat ‎ 二． 连词成句 see a I cow brown ‎ ‎_____________________________________‎ school red see I a small ‎______________________________________‎ Lesson 2 What Are you doing ?‎ 教学目标：‎ 1. 要求学生掌握四会单词：行为动词draw sleep 和形容词quiet loud ‎2. 理解并能够运用短语： drawing a picture looking out the window ‎ singing a song sleeping reading a book ‎3. 句型what are you doing ? I am ___ing. What is he (she) doing? He (She) is ____ing . ‎ 教学重点：本课的四会单词： draw sleep quiet loud 教学难点：本课的难点在于对课文的理解和句型的灵活运用。‎ 教学用具：录音机、教学卡片、实物等。‎ 教学过程：‎ 一、 Class opening and review(复习行为动词) ‎ 1. 唱歌曲：“I am Drawing”找一名唱的好的学生到前面做动作领唱。‎ 2. 学生已学过，walk run jump sit stand 这几个行为动词，教师可以用自问自答的形势，借助体态语言说出下面的话 What am I doing? ---I am standing .‎ ‎ What are you doing? ---you are sitting .‎ What am I doing? ---I am walking .‎ What am I doing? ---I am seeing.‎ What am I doing ? ---I am pointing.‎ ‎(设计意图 标提倡“以旧引新”,在这个环节中，教师自己做动作，让学生借助形体语言理解句子，并复习学过的行为动词，为这一课的教学作好铺垫)‎ 二、Key concepts(新授) ‎ ‎1．学习单词：draw, sleep 继续上一环节的动作，What am I doing ? ---I am drawing.‎ 让学生猜教师在做什么。What am I doing ? ---I am sleeping.‎ 利用单词卡片学习这两个词汇，并练习拼读、造句。‎ ‎2.给全班发指令，使用新旧词汇，特别注意draw和sleep，开始时，教师边发指令，边做动作，然后只发指令。‎ Read a book! Draw a picture!‎ Sing a song! Go to sleep!‎ ‎……‎ 叫一名正在做动作的学生，提问并出示句子 What are you doing? I am _____ing.‎ ‎ 两人一组做动作练习以上句型。‎ ‎ 指名到前面表演并练习对话。‎ ‎3.学习单词 quiet, loud ‎ When I am drawing, I am quiet.‎ ‎（这时把食指贴在嘴唇上作“别出声”状，重复quiet, quiet）‎ But when I am singing ,I am loud。‎ ‎（这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很容易理解这两个词了。并板书单词）‎ ‎ 利用卡片学习新词，提示学生这是一对反义词。‎ ‎ 结合前面学过的句型练习这两个词，可以教师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you doing? I am _____ing.‎ ‎ 4. 课文阅读 ‎（1）（听第一部分录音）回答问题：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing?‎ ‎ （2）跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解决。‎ ‎ （3）分角色大声朗读。‎ ‎（文章第二部分“In the afternoon”教法基本同上）‎ 注意理解now这个词的意思。让学生猜测是什么意思。教师指正。‎ 设计意图：新课程提倡“任务型教学”和“目标性听、读课文”由开始设置疑问到学生在听课文的过程中有重点的有目的地理解课文，再到听完课文后回答问题，学生经历了从带着兴趣好奇心想去了解课文到与课文的完全接触和初步理解，最后终于解决疑问找到答案的探究发现过程。‎ ‎5. 表演课文对话，可以让学生对照课本进行表演。给学生一些时间进行表演前的准备。‎ 三、Class Closing Activity book 板书设计： ‎ Lesson 2 What Are you doing?‎ ‎ draw drawing a picture point quiet singing a song sleep loud reading a book ‎ see looking out the window sleeping 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 课后习题：‎ 1. 把单词补充完整，并连线。‎ q _ i _ t 睡觉 ‎ l_ _ d 安静的 s l _ _ p 画画 d r _ w 看见 s _ _ 吵闹的 p _ _ n t 指 ‎2.拓展练习 让学生小组合作，创设一个任意情景，要求利用 quiet, loud, sleep, draw, 然后进行表演。‎ Lesson3 Who Is singing?‎ 教学目标：‎ A. 知识目标：对本课单词baby man woman; ‎ 句型Who is this? This is a man.做到听说读写四会。‎ ‎ 能听懂说出认读单词their ‎ 能够理解并表演第二部分：Who is singing?‎ B. 能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自己的感受；用现在进行时描述。‎ C. 情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。‎ 教学重点：本课的四会单词： man, woman, baby ‎ 句型：Who is ___? It’s ____.‎ 教学难点：本课的难点在于对课文的理解和句型的灵活运用。‎ 教学用具：录音机、教学卡片、实物等。‎ 教学设计：‎ Class Opening and Review ‎1. 用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）‎ ‎（教学意图：也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）‎ New Concepts 1. 出示图片，教授单词 man woman baby ‎ 教师示范利用图片描述。（可以给他们起名字）‎ This is Tim. He is a father.‎ How old is he? He is ____ years old. ‎ He is a man.‎ 在让学生依例描述图片，也可以手写。‎ 让学生描述woman 和baby.‎ ‎（教学意图：根据第一部分教学内容，充分利用直观教具和多媒体创造各种语言情景，让学生利用各种感观参与英语学习的实践活动，加快对语言材料的吸收和运用，提高学生运用语言的能力。）‎ 通过游戏巩固新词。‎ 可以教师描述，让学生猜词。如：He is a father.‎ How old is he? He is ____ years old. ‎ He is a …… 。‎ 也可以让学生做动作表演，其他学生猜词。‎ 2. 教师领读课文第一部分。‎ 给学生一些卡片，让学生模仿课文进行描述。‎ 然后让学生模仿Li Ming 描述自己的家庭。可以先让学生画一画自己的家庭，然后再介绍。教师最好给一个示范。‎ ‎（教学意图：学生利用自己家庭的实际情况描述，使英语更贴近生活，更便于学生之间运用。）‎ ‎3.复习句型：She/He is ___ing. 创设情景，复习正在进行时。板书学生提出的动词短语，加上ing并朗读。‎ ‎（增加本课需要掌握的动词短语：sing cry talk sleep）‎ ‎4.变换问题： What is he doing?‎ ‎ What is she doing?‎ ‎ What are they doing?‎ 引导学生做出正确回答。‎ ‎5.小组合作学习，操练句型。‎ 可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学的语言。‎ ‎（设计意图：合作操练以巩固知识为主，也可让学生拓展练习。）‎ ‎6.自读课文，说说了解到了哪些信息。‎ ‎7.回答问题：Who is singing? Who is crying? ‎ Who is talking?    Who is sleep?‎ ‎8.小组合作读课文，提出不懂的地方，互相帮助解决。‎ ‎ （教学意图：锻炼学生阅读能力，使学生学会用多种学习方式学习，增强学习策略方式。）‎ ‎9.分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。‎ ‎（教学意图：根据学生能力，可进行情景小表演，分组或其他形式。）‎ Class Closing Activity book 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 板书设计：‎ Lesson3 Who is Singing?‎ ‎ ‎ man woman baby singing crying Who is ___? It’s ____. talking sleeping 课后习题：‎ 1. 填入所缺字母。‎ m _ n b _ b _ w _ m _ n s _ n g ‎ c r _ t _ l k s l _ _ p ‎ ‎ ‎ ‎ 2.画一张自己家庭的全家像，给每个人分别标上 mam, womam, baby, girl, boy.并写出描述家庭关系的单词（mother, father, son, cousin）‎ Lesson 4 Who Is Thirsty Ⅰ.教学目标：‎ ‎1.知识与技能：‎ 掌握词汇quick now 理解并灵活运用下列句型 :Who is_____?‎ ‎ What would you like to drink?‎ ‎ Would you like ______? Yes, please./No,thanks.‎ ‎2.过程与方法: 采用情景交际法和分组对话表演法 ‎3.情感态度教育: 学会与他人合作和关心他人 Ⅱ.教学重点、难点:‎ ‎ 灵活运用句型Who is_____?‎ ‎ What would you like to drink?‎ ‎ Would you like ______? Yes, please. / No, thanks.‎ Ⅲ. 教具学具准备 1. 录音机和磁带 2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯 Ⅳ. 教学过程 Step1. Greetings and review 以教室里同学们的活动为主要情境,复习操练Who is ____?,形成师生互动,生生互动.‎ ‎(设计意图: 简单的问候以及小对话的操练,在上课开始就给孩子们营造一种轻松愉快的课堂氛围,增进师生之间的情感交流,使学生进入一种自然而真实的语言状态.)‎ Step2. New concepts 1. T: (作干渴状) Well, I am very thirsty now. I would like to drink something. Look!‎ ‎ There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展示给学生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good!‎ ‎(设计意图: 教师投入的,甚至夸张的表演及意想不到的实物展示一下子吸引了孩子们的注意力, 他们会目不转睛地观看和倾听老师的表演, 甚至会幻想如果让自己选择, 他会喜欢喝哪一种饮料. 此时, 他们进入了一种自然真实的语言环境.)‎ ‎2. T: Who is thirsty too now? (重复Who is thirsty? 边说边写在黑板的正上方 )‎ ‎ S1: I am. ‎ S2: I am thirsty, too.‎ T: Would you like some sth to drink?‎ S1: Yes.‎ T: What would you like to drink?(板书)‎ ‎(To S1): Would you like some tea? (板书)‎ S1: Yes, please.‎ T: Here you are.(倒一些茶给他)‎ ‎(To S2:) Would you like some tea?‎ S2: No.‎ T: Would you like some milk?‎ S2: No.‎ T: What would you like?‎ S2: Some pop, please.‎ T: Ok. Here it is! (倒一些汽水给他)‎ ‎(设计意图:创设一种开放, 和谐, 积极互动的语言活动氛围, 努力产生一种融入式的真实语言环境. 让学生体验用英语做事的快乐和自豪感. 从而自然地不知不觉地沉浸其中, 增强语感, 同时也渗透了本节课的重点内容)‎ ‎3. Listening Li Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. They’re on the train. What are they doing? Are they thirsty? Listen to the tape and let’s see who is thirsty. (‎ ‎(设计意图: 听录音为学生提供地道的语言材料和标准的语音语调, 有助于学生正确模仿, 强化记忆, 以便形成良好的语言素质, 同时, 有了前面的师生的对话的铺垫, ‎ 这一环节帮助学生更好的理解课文) ‎ ‎(Ss answer the question: “Who is thirsty?)‎ ‎4. Reading Comprehension Read the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板书)‎ ‎(Ss answer the questions)‎ 乘胜追击, 进一步检查学生对课文的理解, 提出问题.‎ Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板书)‎ Is Danny slow, too? No, he is quick. (板书)‎ ‎(设计意图:通过阶梯性目标性阅读, 让学生在逐步加深对文章整体理解的同时, 有重点地去捕捉有效信息, 提高了学生的阅读理解能力, 从师生对话到听课文录音再到此时的大声朗读课文, 难点句型也不在是难点, 在不知不觉中被易化了.)‎ Step 3: Practice ‎ 1. Read the text in group of five and role-play it.(At least two groups)‎ 1. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.‎ 2. Act out the dialogue. (At least two groups)‎ ‎(设计意图:分角色朗读, 设定情景编对话及对话表演, 这一系列的操练活动, 始终以学生为主体, 他们始终是课堂的主人, 老师只是一个引导者, 一个助手, 或者说一个导演, 学生们在朗读中学习并收集材料, 在既定情景中自由创作. 在对话表演中体验共同创作的快乐, 真正起到了 “用中学, 学后用” 和 “乐中学, 学中乐” 的绝佳教学效果.)‎ Step 4: Homework 1. Get ready for the dialogue-acting.‎ 2. Do the exercises in the Activity-book.‎ Ⅴ.板书设计:‎ Lesson4 Who Is Thirsty?‎ ‎1. Who is thirsty? What would you like to drink?‎ ‎ ‎ Li Ming, Jenny and Danny ‎ Would you like …?‎ ‎2. What would Li Ming A cup of tea.‎ Jenny like to drink? Some tea, too Danny Some pop.‎ ‎3. Why are Jenny and Danny slow? ‎ Their tea is too hot to drink.‎ 3. Is Danny slow too?‎ ‎ No. Danny is quick.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 5 Who Is Hungry?‎ Ⅰ.教学目标：‎ ‎1.知识与技能：‎ 理解并灵活运用下列句型 :Who is hungry?‎ ‎ What would you like to eat?‎ ‎ Would you like some______? ‎ Yes, please./No,thanks.‎ ‎ May I have some…?‎ ‎2.过程与方法: 情景交流及对话表演 ‎3.情感态度教育: 学会与他人合作和关心他人 Ⅱ.教学重点、难点:‎ Who is hungry?‎ ‎ What would you like to eat?‎ ‎ Would you like some______? ‎ Yes, please./No,thanks.‎ ‎ May I have some…?‎ Ⅲ. 教具学具准备 录音机和磁带 一些袋装小吃和一些图片 Ⅳ. 教学过程 Step1. Greetings and review ‎(表演上节课布置的情景对话)‎ Step2. Leading-in and listening T: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?‎ Ss: Rice, dumplings, noodles, apple, hamburgers…‎ T: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? What’s a snack? Look, these are snacks.(show them to the class).‎ 出示单词卡片，教学生认读这个词。引导学生利用新词说句子。如I like / don’t like snakes.‎ ‎ 师：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, let’s listen to the tape.‎ ‎( Play the tape and Ss answer the question： Do you think Danny, Li Ming and Jenny like them?)‎ Step3. Reading ‎1. Read the text and answer the question ‎ ‎“What would Jenny, Li Ming and Danny like to eat on the train?” ‎ ‎( Write the question on the blackboard)‎ ‎--( Ss read the text and answer the questions)‎ 鼓励学生提出更多的问题，并让其他学生回答。‎ ‎2. Read the text after the teacher to understand it better.‎ 1. Read the text aloud in groups and try to make it into a dialogue.‎ Step4.Optional- practice Ss can read the text in groups or practise the dialogue in groups 找表演好的小组到前面进行表演。‎ Step5. Homework 1. Collect as many words about food as you can.‎ 2. Go on with the dialogue about the text.‎ 3. Do the exercises in the Activity Book.‎ Ⅴ. 板书设计 ‎ Lesson5 Who Is Hungry?‎ Do Jenny, Li Ming and Danny like a snack?‎ What would Jenny ‎ ‎ Li Ming like to eat on the train?‎ ‎ Danny ‎ ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson6 What Are They Doing？‎ Ⅰ.教学目标：‎ ‎1.知识与技能：‎ 理解并灵活运用下列句型 : What is __ doing? -- He/She is __ing …‎ ‎ What are you doing? -- I’m __ing …‎ ‎ What are they doing? – They’re __ing …‎ ‎2.过程与方法: 情景交流及对话表演 ‎3.情感态度教育: 学会细心观察,与他人合作和关心他人.‎ Ⅱ.教学重难点: ‎ 理解课文并能够熟练使用下面的句型 What is __ doing? -- He/She is __ing …‎ ‎ What are you doing? -- I’m __ing …‎ ‎ What are they doing? – They’re __ing …‎ Ⅲ.教具学具准备 录音机和磁带,多媒体课件 Ⅳ.教学过程 Step1. Greetings and review ‎ 可以做动作，让学生猜词语，如hungry, thirsty, sleep,draw 等。然后出示卡片，复习这些词。‎ Step2. Leading-in and listen Show some pictures to the class by ppt.(幻灯片)and present the sentences: ‎ What is he doing? He is running./ What is she doing? She is singing./ What are they doing? They’re playing.‎ ‎(To the class) What are you doing? ‎ C: We’re looking and listening.‎ T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train?” What are they doing? ‎ ‎( Write the question on the blackboard)领学生多读几遍。‎ ‎ Ok, let’s listen and find the answer. What are Jenny,Li Ming and Danny doing on the train?”‎ 播放录音，第一遍听，第二遍跟读，之后让学生回答问题。What are Jenny,Li Ming and Danny doing on the train?”‎ Step3. Reading comprehension Read the text and fill the chart Who What is he/she doing?‎ The baby ‎ The woman The three men Danny ‎ 检查学生的完成情况，进行指导。‎ Step4. Practice Do “ask and answer” in pairs like this:（利用书中的图画。）‎ What’s the baby doing? – He is___ing.‎ ‎…‎ 教师先与一名学生示范一组，然后再让学生联系。‎ Step5: Homework 画一幅人物图，并写出句子What’s the ____ doing? – He/She ‎ is___ing.‎ Ⅴ. 板书设计 Lesson6 What are they doing?‎ What is __ doing? -- He/She is __ing …‎ ‎ What are you doing? -- I’m __ing …/ We’re __ing …‎ ‎ What are they doing? – They’re __ing …‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 7:Are You Ready For a Song?‎ ‎ ‎ 一、 教学目标： ‎ ‎ ‎ 知识目标：‎ ‎1、完成本正课的句型问答，并通过句型练习，能正确地运用句型：Can you_____?及其答语，描述能在火车上做什么。‎ 2、 复习现在进行时并学习本课的歌曲。‎ 3、 完成本单元的故事和活动手册。‎ 4、 复习单词∶loud,quiet 能力目标：‎ ‎1、利用所学的知识进行情景交际联系。‎ ‎2、通过所学歌曲，进一步加深对现在进行时的认识。‎ 情感目标：‎ 通过学习，培养学生对大自然的热爱及合作意识。‎ 二、教学重点：‎ ‎1、能正确运用单词“loud,quiet 和句型“Can you____?”及其答语。‎ ‎2、完成本单元的故事和活动手册。‎ ‎3、复习现在进行时。‎ ‎4、利用所学进行情景交际练习。‎ 三、教学难点：‎ 利用所学进行情景交际练习。故事的学习。‎ 四、教具、学具准备：‎ 录音机（磁带）或光盘，‎ 五：教学过程：‎ 1、 Greeting T: Hello! Boys and girls. How are you today?‎ Ss: I’m fine.‎ T: How’s the weather today?‎ Ss: The weather/It’s ___,‎ T: How do you go to school?‎ S: I walk to go to school./I go to school by bus.‎ T: What can you see on a bus?‎ T: I see___.‎ T:What can you do on a bus?‎ Ss: I can ___.‎ T:How do you go to Beijing?‎ Ss: I go to Beijing by bus/train/car.‎ T: What can you do on a train?‎ Ss: I can ___.‎ T: Can you look out of the window? Can you read a picture?‎ ‎(让学生在不知不觉中完成了本课的一部分学习任务，调动了学生的学习积极性)‎ 2、 Let’s sing a song ‎ T: Today, Danny is on the train, too.What happened? Let’s listen to the song.‎ 和学生一起朗读歌词，解答学生不懂的词语或句子。‎ 按节奏朗读歌词。达到熟练。‎ ‎(打开书或看光盘，学习本课的歌曲，教师可利用手势语或体态语言帮助学生理解本课的歌词，边唱边做动作，这样也可激发学生的学习兴趣)‎ 3、 Story Book T: Today Baby Becky doesn’t go to school. He goes for a walk with her mother. What can do? Let’s look at the story.‎ ‎ 播放故事录音，让学生边看书边听。勾出自己不懂的地方。‎ 然后将学生分成小组，互相帮助解决勾出的问题，小组内解决不了的，全班同学一起解决，教师指导。‎ ‎ 再次听故事，跟读，并思考老师提出的问题。What can Baby Becky do?‎ ‎ 回答老师的问题。‎ ‎ 师生讨论故事，可以互相提问，也可以自由讨论。老师可以给出一些有关的问题，如：Do you like Baby Becky？why or why not?‎ 表演故事。将学生分成小组，组内的学生分别扮演不同的角色，表演这个故事。‎ 小组到前面展示对话表演。‎ ‎(对于本课的故事教学，教师主要培养学生的合作意识，带动那些不积极参与的学生。)‎ 4、 Class closing ‎ Activity Book ‎ （检查本课所学知识的掌握情况，对于所遇到的问题及时解决）‎ 板书设计：‎ ‎ Lesson 7: Are You Ready for a Song? ‎ ‎ ‎ What can you see on a bus? I can see___.‎ ‎ What can you do on a bus? I can ___. ‎ ‎ What can you do on a train? I can___.‎ Can you look out of the window? Yes, I can.‎ Can you Read a picture? No, I can read a book.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 8 Again, Please 一、 教学目标：‎ 知识目标：‎ ‎1、掌握本单元的四会单词和句型“Who is ____? It’s ___.‎ ‎2、能流利地用英语表达你在火车上所看到的、听到的和所能做的事情。‎ ‎3、能利用所学进行情景交际练习。‎ 能力目标：‎ 通过本课的复习，能对本单元所学知识进行简单的总结，能正确的表达自己在旅途中的思想感情。‎ 情感目标：‎ 培养学生对大自然的热爱及其小组合作意识。‎ 二、教学重点 ‎1、本单元的单词、句型“Who is ___? It’s ___.”‎ ‎2、能正确表达自己在车上的所见、所闻，并能进行情景交际练习。‎ 教学难点：‎ 能利用所学知识进行情景交际练习。‎ 一、 教具、学具 单词卡片、录音机（磁带）或光盘 四、教学过程 ‎1、Greeting and review.‎ 表演唱歌曲Who’s drawing? 把学生带入课堂学习的氛围之中。‎ ‎2、教师发指令，做游戏Simon says. 重点复习本单元所学过的词汇draw,look,point,see,sleep,quick,slow,loud,quiet,等。‎ 教师将学生分成小组， Play “Simon Says”,继续复习本单元的单词：baby, man, woman, draw, look, point, see, sleep” 同时教师提问“ Are you loud/quiet?”‎ ‎(当学生做动作时，比如说教师发出指令，Please point to the blackboard后，可继续问“Who is quick? It’s ___.”并把最快小组的分数写到黑板上，这样既复习了单词，又复习了本课的句型，还培养学生的合作意识，调动所有学生的学习积极性。)‎ ‎（3）Play“Go fish.” 把学生分成二人组或四人组，每人一沓词汇卡片，类似纸牌的钓鱼游戏，相同的词汇卡片可以配成一对，看谁配成堆的卡片多，谁就赢。 ‎ 在玩游戏的过程当中，让学生能正确的背着拼写本课的四会单词，并练习说单词和句子。‎ ‎ （此环节教学中，根据学生的年龄特点，体现了玩中学，学中玩，让学生带着浓厚的兴趣完成教学任务。‎ ‎(4)小组竞赛：交给分别给出每小组相同的时间，看看哪组拼写的单词多。‎ ‎ （这样的竞赛，不但培养了学生们的合作意识，还巩固了所学的单词）‎ ‎(5)、小组利用所学的单词编句型或对话，展示本组的成果时，教师要适当的给予鼓励。鼓励学生说出尽量多的英语。‎ ‎ 教师先找一两名学生进行示范，否则学生会觉得无所适从。‎ ‎（对于五年级的学生来说，句型已经是学习的重点，所以由单词过渡到句型是非常必要的）‎ ‎（6）、T: I am very happy. Are you happy?” ‎ ‎ Ss: I am happy, too.‎ ‎ T: Now ,Let’s go to Beijing.(教师边说边做出开车的动作），‎ ‎“What can you see on the train? ‎ What can you hear on the train? ‎ What can you do on the train?”‎ 之后分组讨论问题，小组编对话，展示成果。‎ ‎ （这样的环节，可以带动成绩较差的学生，做到人人有收获。）‎ 五、Class Closing ‎ ‎ 公布各小组的成绩，对各小组进行不同程度的鼓励。‎ ‎ Activity Book 六、板书设计 ‎ Lesson 8 :Again, Please!‎ ‎ Group 1:‎ ‎ Group 2:‎ ‎ Group 3:‎ ‎ Group 4:‎ ‎ What can you see on the train? ‎ ‎ What can you hear on the train? ‎ ‎ What can you do on the train?‎ ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 9: Arriving in Beijing 一、 教学目标：‎ 1. 掌握本课四会单词：men, women, children, people, many 2. 能够正确运用四会单词：men, women, children, people, many ‎3. 培养学生较好的文化意识与英语语感。教育学生在社会中做到尊老爱幼、遵守社会公共秩序。小组合作，互相帮助。‎ 二、教学重、难点 掌握与运用men, women, children, people 三、教具学具 录音机、磁带、CAI（or poster）:第9课第二部分的图片 四、教学过程 ‎（一）‎ ‎1. Greeting:‎ ‎2. Chant: What do you see?‎ ‎（二）‎ ‎1. Show CAI （or poster）about many people in the train station.‎ ‎2. Let class discuss and answer: What do you see in this CAI.‎ ‎3. Learn men, women, children and people.‎ ‎4. Listen and follow ‎5. Let’s Chant: Leave Arrive Chant ‎6. Look at the CAI again, then answer these questions:‎ ‎1) What are the women doing?‎ ‎2) What are the children doing?‎ ‎3) What are the men doing?‎ ‎7. Listen the tape carefully, then answer my question:‎ Who is tired and hungry?‎ ‎8. Open your book and look at the second part，and then follow the tape.‎ ‎9. Show the poster to practice ‎10. Homework ‎（三）‎ ‎}‎ Class closing ‎1) What are the women doing?‎ ‎2) What are the children doing?‎ ‎3) What are the men doing?‎ ‎4) Who is tired and hungry?‎ 五、板书:‎ people man ———— men woman ———— women child ———— children 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson ‎10 A Walk in Beijing 一、教学目标：‎ ‎ 1、知识技能：‎ ‎ （1）掌握四会单词slow, slowly, quick, quickly.‎ ‎ （2） 能正确使用slow, slowly; quick, quickly并且造句。‎ ‎ （3）能把所学内容提升到实际生活的对话当中去应用。‎ ‎ 2、能力目标：Tell a funny story of your trip to the class.‎ ‎ 3、情感目标：根据课文内容“在北京街道散步”，Danny在过马路时的对话。培养学生对过繁华街道时应注意和了解的内容，培养学生良好的行为习惯。因此，在教学中加强助人为乐，尊老爱幼的道德情操，增强了他们的爱国情操。‎ 二、教学重、难点：‎ 1. 形容词变副词的方法及用法。‎ 2. 能力的提升，对话表演 三、教具准备：单词卡片 录音机 磁带 图片 幻灯片 四、教学过程：‎ 一 Greetings: ‎ ‎ Teacher: Hello, boys and girls. How are you today? How do you feel?‎ ‎ Students: I feel happy!‎ ‎ T: There are many teachers. Do you feel scared?‎ ‎ (摘苹果，然后领读scared)‎ ‎ Now, look, there’re many apples. If you answer a question, you can choose one apple.‎ ‎ 二 复习新授 ‎ （一）引入 ‎ T: OK. Now I know everyone likes to sing a song first. Let’s sing a song, ok?‎ ‎ Ss: Ok.‎ ‎ T: Stand up and follow me.‎ ‎ (sing the song of 《stop, look, listen, think》)‎ ‎ T: What do you listen? What can you see?‎ ‎ S: There are many cars, buses, a policeman, children, a road……‎ ‎ T: Yes. There is a street. Now, look at blackboard.‎ ‎ Here is a street in Beijing. Can you guess : what does the street has?‎ ‎ S: Yes. It has a restaurant, many cars and buses.‎ ‎ S: It has many trucks, bicycles, children and people on the street.‎ ‎ S: ……‎ ‎ （教师把学生想象出的人物以及交通工具，建筑物等粘贴在街道上或者街道旁，看图复习一遍图片上的单词，教师带学生读一遍）‎ ‎ （二）看图（黑板上学生们想想出来的图画）师生对话练习，新授 ‎ T: Now, look at the picture. Can you make a sentence with quick or slow?‎ ‎ S: The cars and bicycles are quick. ‎ ‎ S：The people are quick. ‎ ‎ S：The children are slow. ‎ ‎ S：The buses and trucks are slow. ……‎ ‎ T：Good. The cars are quick.(板书)‎ ‎ The children are slow.(板书)‎ ‎ （复习slow, quick）‎ ‎ T: What are the children doing?‎ ‎ S: They are walking (down the street).‎ ‎ T: Yes. They’re walking. ‎ ‎ The children walk slowly. (板书)‎ ‎ The cars are slow. The cars go quickly. (板书)‎ ‎ (领读slowly, quickly, 学生一个个的读,并且背着拼读，并且造句，可以是黑板上的例句)‎ ‎ T: Now, look me! I am jumping. Am I jumping slowly or quickly?‎ ‎ Ss: You’re jumping slowly.‎ ‎ T: Can you jump?‎ ‎ Ss: Yes, I can.‎ ‎ T: Please jump quickly—run slowly—fly quickly……（带学生做动作，边说边坐）‎ ‎ Very good! Boys and girls, What do you find? When do we say quickly or slowly?‎ ‎ (由学生找规律，自己说出方法，然后教师在通过课件总结出规律)‎ ‎ (三) 练习：‎ ‎ T: Now, let’s play a game and ‎ ‎ practice!(出示幻灯图片,学生连词成句，看图造句,对学生进行奖励，发苹果) ‎ ‎ T: Great! Everyone does a good job. Who has an apple, come here please. ‎ ‎ ‎ ‎(连词组句，将苹果背面单词的排列好成为一句话，在带大家重温一遍今天的重点句型；然后按照他们站的位置，把苹果正面翻过来，师问：Does everyone have a happy apple? Does everyone have a sad apple? Does everyone have a scared apple? (复习everyone, 为下节课打好基础。)‎ ‎ 三 阅读课文，对话表演 ‎ （一）听音回答问题：‎ ‎ T: Now, I feel happy. Are you happy?‎ ‎ Ss: Yes, I feel happy, too.‎ ‎ T: Do you know，how does Danny and Jenny feel? Let’s listen and answer!‎ ‎ （先让学生读一下一会将要回答的问题，让学生有目的的去听课文，然后回答问题。）‎ ‎ （二）跟读课文：（一遍）‎ ‎ （三）设置情景，布置编对话任务，小组合作 ‎ Make up a dialogue :(you can choose one ) ‎ ‎ 要求： use “slowly”and “quickly” in it ‎ （一）人物：family members and salesclerk ‎ 地点： at the zoo ‎ 内容： watch animals：panda, tiger, rabbit, ‎ ‎ lion, fish, bird, monkey and so on.‎ ‎ （二）人物：an old woman and young children ‎ ‎ 地点： near our school ‎ 内容： go to school and cross a street ‎ 五、 布置作业：‎ ‎ Homework: ‎ ‎ 1. Write down what do you know, when you cross the street.‎ ‎ 2. Write down your funny story with pictures. ‎ 六、板书 slow ———— slowly scared quick ———— quickly 七、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 11: Tian’anmen Square 一、教学目标：‎ ‎1．知识目标：‎ a) 能听懂、会读、会说:loudly, quietly, easy, hard, hurt ,fly a kite .‎ b) 能听懂、会读、会说句型：1They are laughing loudly ./He is standing quietly .2This is easy/hard .‎ ‎2．能力目标：‎ a) 使学生能把所学的单词运用到所学过的句子中去。‎ b)能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意愿。‎ ‎3．情感目标：‎ 通过学习用英语在情境中描述自己的所见所闻所做，把所学的语言与学生的生活实际结合起来，激发学生学习英语的兴趣，培养学生自主学习英语的能力以及交流和合作学习的能力。‎ 二、教学重、难点：‎ 使学生争取掌握（包括正确地说、读、写、用）单词：loudly, quietly, easy, hard, hurt ,fly a kite 三、教具学具： ‎ 多媒体课件,单词图卡,算式条,句型条,风筝 四、教学过程：‎ Step 1: 师生问候 T：Hello, Boys and girls.（唱歌问候How are you, how are you ,how are you today?‎ Ss：（唱歌回答）I am fine，thanks, I am fine，thanks, how a lovely day!‎ （通过师生间亲切的歌曲问候，建立轻松、和谐、民主的课堂气氛，使学生很自然地进入英语学习状态。） ‎ Step 2: Revision:‎ 1.T：Are you happy today ? Let’play a game: do the action follow my order .Boys stand up /girls sit down /boys laugh /gils walk/ children talk/sing/cry...‎ ‎ Ss：OK.(listen and do the action and )‎ （采用游戏来缓解学生的紧张情绪，并复习了boy, girl, children, laugh ,talk, play . 等单词,为进一步学习奠定了良好的基础） ‎ Step 3 : 新课呈现: (在游戏中不知不觉引入新知,衔接自然,让学生在玩中学,学中玩)‎ ‎1. loudly They are laughing loudly ‎ T: We can see some children .What are they doing ? They are laughing loudly (动作)教loudly在教读过程中让学生read loudly .‎ 让学生sing loudly / laugh loudly 并引导学生说I am singing/laughing loudly . ‎ ‎2. quietly T(动作)Quietly please. Look .I am a cat now . I am walking quietly .教读quietly并通过音量让学生明白loudly quietly.‎ ‎3 . easy, hard This is easy. This is hard.‎ ‎ 通过一根小木棒很容易折断和一小扎小木棒很难折断来演示单词easy和hard。边做边说：This is easy. This is hard.(学生通过拿椅子桌子以及算式1+1=2 和123x456=?来体验This is easy. This is hard)‎ ‎4 fly a kite (实物教学)‎ T.look!What`s this .This is kite . 出示短语fly a kite,教读(小组比赛读).几生上台演示.Let`s fly a kite .‎ ‎5 hurt T : (师放风筝时不小心碰对头) Oh ,no ,I hurt my head .‎ 教读hurt.‎ ‎(创设情景,让学生”体验”语言)‎ ‎(教读全部) loudly, quietly, easy, hard, hurt ,fly a kite . 1They are laughing loudly ./He is standing quietly .2This is easy/hard .‎ Step 4 : 游戏巩固(知识的输出)‎ ‎ 1. 起立坐下  T：Let’s play a game. OK? Group1 are “loudly,” , Group2 are “quietly”….When I say “loudly” Group1 站着,.其他组坐下.(先单词后句子,逐步增加难度.此活动要求练习学生的听力和对所学单词的迅速反应能力。‎ 说单词猜动作.‎ Step 5 :‎ ‎1.T :Well done! Our friend Danny and Jenny are playing on Tian`anmen square . They are flying a kite .Can Danny fly a kite? Let`s watch the vedio and read loudly .‎ ‎2 say the sentences that you can .‎ Step 6 : Task –fulfilling(语言的输出,综合能力的运用)‎ 在情境中描述自己的所见所闻所做.‎ Describe what can you see/hear /do on Tian`anmen square (学生上台边贴图边用所学知识描述).‎ 五、板书设计：‎ Lesson11: Tian’anmen Square loudly They are laughing loudly quietly They are standing quietly.‎ easy This is easy/ hard.‎ hard It’s easy/ hard.‎ fly a kite Let`s fly a kite .‎ hurt I hurt my head.‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson12：The Palace Museum 一、教学目标：‎ ‎1、认知目标：能听懂会读本课的内容。‎ ‎( 1 )掌握词汇camera, picture, help, hurt，并能读、写、说出和听懂这些词汇。‎ ‎（2）可以说出和听懂film, take a picture, May I take your picture? I hurt my ......。Dont worry. I can help you.等用语。‎ ‎2、能力目标：能在一种贴近现实生活的语境中正确地运用所学的用语进行对话，以达到“学习活动化，活动交际化”的目的。‎ ‎3、情感目标：激发积极的情感因素。‎ ‎（1）在学习运用Dont worry . I can help you.等用语的过程中学会关心他人，与他人进行友好的交际。‎ ‎（2）通过情景对话，感受到所学知识融汇到实际交往中的乐趣，从而激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践 二、教学重点、难点 教学重点：‎ ‎（1）掌握词汇camare, picture, help, hurt.‎ ‎（2）会用受伤后求助及如何安慰别人等用语。‎ 教学难点：‎ 运用本课所学的用语进行情景对话。‎ 三、教具、学具准备 照相机、胶卷、相片、剪刀、创可贴、纸片、录音机等。‎ 四、教学过程：‎ 一、Class opening and review ‎1、师生间互相打招呼问好并自由对话。‎ Hello! Are you happy? Whats your name? Nice to meet you.‎ ‎（营造英语氛围，让学生进入学习英语的状态。）‎ ‎2、唱“Head, should, knees, toes”.‎ ‎（学生一边唱一边指着身体各部位，一方面达到复习人体部位名称的词汇，另一方面活跃了课堂氛围。）‎ ‎3、Show me......学生按指令拿出实物并说This is a ......。‎ ‎（养成良好的听说习惯和用英语思维的习惯。）‎ ‎4、How oid are you?/I am _years old.‎ 二、New Concepts ‎（一）呈现新知camera, film, take a pictrue, picture及要帮别人照相的用语。‎ ‎（1）教师假装去公园玩，对学生说：I am going to the park today. I want to take my camera.What a camera ? Look! I can show you!接着呈现实物camera， 板书单词，教读练说camera.‎ ‎（2）呈现实物film，教读练说film，This is film.‎ ‎（3）边说边演示Film goes in the camera. Now I’m putting film in my camera. 让学生理解。‎ ‎（4）T：Ok! Let’s take a picture.边说边演示take a picture.让学生边说边做出照相动作。‎ ‎（5）教师拿着照相机与一些学生对话，演示要帮别人照相的用语，并帮他们照相。‎ T: May I take your picture ?‎ S: Sure./ No, thanks.lian ‎（6）练说句子，分两大组相互问答?同桌两人相互问答，并做出照相动作。‎ ‎（7）实物呈现 picture. 板书单词，教读练说。‎ ‎（打破常规的直接呈现单词，直接教读句子的教学模式，通过语境利用实物及动作演示来呈现单词和句子，让学生很直观的、很自然的接受新知。）‎ ‎（二）操练巩固新知 ‎（1）游戏：猜一猜。‎ ‎（2）游戏：找朋友。‎ ‎（3）创设情景：小伙伴们相约去一个地方玩，然后相互帮照相。学生分组自编小对话。‎ ‎（在活动在游戏、游戏活动中操练，让全班同学热情高涨，跃跃欲试，学生在情景会话中感受运用英语的喜悦。）‎ ‎（三）呈现新知 hurt, help , 及受伤后求救和安慰别人的用语：I hurt my ..... Dont worry! I can help you .‎ ‎( 1 )露出贴有创可贴的手臂，引出单词 hurt, 板书单词，教读练说，让学生口头造句。‎ ‎（2）教师剪纸，装作伤着了手指向学生求救，让学生帮包扎。T: Help! I hurt my finger. 引出help, 板书单词，教读练说单词及句子。‎ ‎（3）当最后一名说完I hurt my ......时，教师拿出创可贴边安慰边帮他包扎。T: Dont worry ! I can help you. 教说句子。‎ ‎（四）操练巩固新知 ‎（1）让几名学生分别指着受伤的身体部位向全班同学求助。进行对话。‎ ‎（2）同桌练习求助、安慰的用语。 ‎ ‎（3）学生自己创设情景表演求助、安慰。‎ ‎（五）利用教科书 No.1‎ ‎（1）学生翻开书，同桌讨论书上插图，试读单词和句子。‎ ‎（2）播放录音磁带，学生跟读。‎ ‎（3）齐读。‎ ‎（既紧扣教材，又抛开教材来设计新知的教学，然后再回到教材，通过学生自主活动，把书本上的知识内化为实实在在的语言交际能 ‎（六）利用教科书 No.2‎ ‎（1）各小组试读课文，自学讨论How old is the Palace Musuem ? Danny 发生了什么事？他说了什么？‎ ‎（3）听录音磁带跟读。‎ ‎（4）齐读课文。‎ 四、Class closing.‎ 作业：完成本课的活动手册 五、板书设计 ‎ Lesson12：The Palace Museum camera I want to take my camera film This is film.‎ picture take a pictrue help I can help you 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson13: Taking Pictures 一、教学目标：‎ ‎(1)帮助学生掌握四会词语：hurt help ‎(2)学生能够熟练掌握和运用一下短语：take a picture ,be careful.‎ 二、教学重点难点：hurt help.‎ 三、教具学具：camera 、film 、 audiotape ‎ 四、教学过程：‎ Step one：‎ ‎1 、Greeting.‎ ‎2、Play “spell It” or “Letters” to review any vocabulary from this unit.(camera, picture)‎ ‎3、Play the “semen says” to review parts of the body.‎ Step two：‎ Take a picture ‎1、Introduce Demonstrate:“ take a picture” with my camera and film.‎ Play” Stop! Go!” with the phrase ‎2、May I take your picture?” Each time the students stop, they take turns saying:” Hi! May I take your picture?” They listen to the answer and only act out taking a picture if their partners say yes.‎ Step three:‎ ‎1. Review the story so far. Last time, they were at the Palace Museum. Danny hurt his nose, how about the camera and the film?‎ ‎2. Where are they now? And what happed? Let students look at the pictures then guess.‎ ‎3. Introduce the passage.‎ ‎4. Use the students ’book and audiotape. Listen and read.‎ Divide the class into small groups.‎ Ask each group to make up a dialogue about taking pictures.‎ Encourage the students to use as much vocabulary from this unit as possible. (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly ).‎ Step four:‎ Have a practice of the word“ hurt”.Teacher acts some parts of her body hurt let students say them out. Such as my ears hurt. My head hurts. And so on.‎ Step five:‎ Use the activity book. Check for understanding.‎ 五、板书设计：‎ Lesson13: Taking Pictures May I take your picture? Sure.‎ No, thanks, my nose hurts. It has a bandage on it .‎ Help! I am falling! Be careful!‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson14 ：Shopping in Beijing 一， 教学目标 能力目标: Review the phrase: Let’s go to the — to —.‎ 知识目标：Review the phrase: Let’s go to the — to —.‎ 情感目标：Encourage the students to make their own observations about the pictures and the story.‎ 二、教学重点：everyone 三，教具、学具：Same real photographs.‎ 四、教学过程：‎ Class Opening and Review ‎ ‎1、Greeting Hello, everyone!‎ ‎2、Play “Charades” to review the phrase : Let’s go to the — to —.‎ Let’s go to the shop to buy .‎ Let’s go to the restaurant to eat .‎ Let’s go to the library to read a book.‎ Let’s go to the gym to play .‎ Introduce Demonstrate: everyone with volunteers .‎ Ask for a series of volunteers to come to the front of class. Ask each to perform an action loudly or quietly.‎ Teacher: (point to each volunteer in turn.) ‎ What is he /she doing?‎ Class: He/she is _____ing.‎ Teacher: Is he/she ____ing loudly or quietly? ‎ Class: Loudly/Quietly. ‎ Teacher: (To all t Is he/she ____ing loudly or quietly?he volunteers. ) Stop!‎ Please —loudly / quietly now! (To the class.)‎ Look! Everyone is ____ing loudly/quietly.‎ ‎ Use the student book and audiotape.‎ Review the story so far 、last time, Jenny, Danny and Li Ming were at the Palace Museum. What happened? Look at pictures. What are they doing now? (shopping ) why ? Tell them to continue the action until I give a command. ‎ They must listen carefully! Then lead a dialogue. ‎ Practice ‎ Divide the class into small groups. Ask each group to make up a dialogue about shopping for gifts on a trip.‎ ‎ Play: Mother, May I ? to review adverbs from this unit. (quickly, slowly, loudly and quietly).‎ Use the activity book.‎ Check for understanding. ‎ Class Closing Activity book Lesson 14 No.1 ‎ 五，板书：‎ Lesson14 ：Shopping in Beijing Let’s go to the — to —.‎ What is he /she doing?‎ He/she is _____ing.‎ Is he/she ____ing loudly or quietly?‎ Is he/she ____ing loudly or quietly?‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 15: Are You Ready for a song ?‎ 一、教学目标：‎ 1、 知识目标：1.学唱歌曲 Everyone goes for a walk .‎ ‎2. 完成书上的测试题，学习故事“Maddy’s Family Photographs”‎ 1、 能力目标：能够读懂、听懂故事“Maddy’s Family Photographs”，并能回答简单问题。‎ 2、 情感目标：激发学生 对英语的持久兴趣，培养学生勤动脑，学会思考。‎ 二、教学重点、难点：能准确回答书中的问题，能听懂故事。‎ 三、教具准备：录音机、故事书 四、教学过程：‎ 一、 Class Opening and Review 1. Greetings 2. T: Open your book and turn to page 30 .(让学生观察图片说话)‎ ‎（这首歌曲的歌词是这个单元的重点知识，所以在学习歌曲之前让学生自己说出来不仅复习了以前的知识，同时孩子们还掌握了歌词。）‎ 3. 学唱这首歌曲。‎ 先听两遍，让学生有一个初步的印象。在分段进行。‎ ‎ 4.Quiz ‎ 1. 分组观察图片，讨论。‎ 2. 找同学回答。‎ 3. 听录音。检查答案是否正确。（同时锻炼了孩子的听力。）‎ 二、Story :Maddy’s Grandfather ‎ 1. Prepare to Read T: Look at the pictures. Who do you think these characters are? Is the man younger or older than maddy ? ‎ What do you think it happening ?‎ Does anyone have a relative who is hard of hearing ?‎ 2. Listen to the audiotape, read 3. Discuss a. Is Maddy older or younger than her grandfather/aunt/uncle?‎ b. What does Maddy’s grandfather speak?‎ c. Can he hear well ? ‎ d. What does maddy have to shout ?‎ e. What happens ?‎ 4. Talk about the students’ photographs 5. Activity Book L15 N1‎ 三、Class Closing Homework: Activity Book 五、板书设计 Lesson 15: Are You Ready for a song ?‎ a. Is Maddy older or younger than her grandfather/aunt/uncle?‎ b. What does Maddy’s grandfather speak?‎ c. Can he hear well ? ‎ d. What does maddy have to shout ?‎ What happens ?‎ 六、教学反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson16 Again, please.‎ 一、教学目标：‎ 1. 知识目标：‎ （1） 重点词汇：‎ ‎ quick , slowly , loudly , quietly ‎ ‎ easy , hard , many ‎ ‎ camera , picture, everyone ‎ ‎ men, women , children , people ‎ help , hurt ‎ （2） 标准口语：‎ ‎ take a picture ‎ Ate you okay? Yes/No.‎ Be careful !‎ Don’t worry. ‎ 2. 能力目标：‎ （1） 学生能够正确地在句中使用形容词和副词。‎ （2） 熟练运用everyone。‎ （3） 掌握不规则名词复数，并运用。‎ 3. 情感目标：通过本单元的学习，了解我国的首都北京，培养学生的爱国之情。‎ 二、教学重、难点：‎ quick , slowly , loudly , quietly ‎ ‎ easy , hard , many ‎ ‎ camera , picture, everyone ‎ ‎ men, women , children , people ‎ help , hurt ‎ ‎ take a picture ‎ Are you okay? Yes/No.‎ Be careful !‎ Don’t worry. ‎ 三、教具、学具：教学图片、实物等 四、教学过程：‎ Step1 Warming-up and revision ‎1.学生互相问候，建立氛围。‎ ‎2.Game “Find friend”‎ 通过游戏复习不规则名词复数。‎ ‎3.展示课件大标题，让同学们谈论“What’s in Beiing ?‎ ‎4.Prictice 通过学生表演动作，其他学生来填空，复习形容容词和副词的用法。‎ Step2 Practise ‎1.Play a game “What’s missing?”‎ ‎（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）‎ ‎2.Text Step3 Class closing 五、板书设计：‎ ‎ Lesson16 Again, please quick quickly men ‎ slow slowly women loud loudly children quiet quietly people ‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 17 Let’s buy postcards!‎ 一、教学目标：‎ ‎（一）、知识：‎ ‎1. 掌握下列四会词汇：‎ postcard, letter, e-mail.‎ ‎2. 运用学到的日常用语简单地会话。‎ ‎（二）能力：‎ ‎1. 在创设的情境中运用所学的知识，使语言交际能力进一步提高。‎ ‎2. 通过对话，初步学会用英语购物，为学会生活打下基础。‎ ‎（三）、情感：‎ 激发积极的情感因素,培养与人交流的能力。‎ 二、教学重点、难点：‎ 重点：四会词汇：postcard, letter, e-mail 难点：所学词汇和句型的灵活运用，进行交际。‎ 三、教具、学具：‎ 明信片、信件、电脑、录音机、‎ 四、教学过程：‎ Class Opening and Review Greeting.‎ Sing “I Am Drawing”.‎ Key Concepts Postcard, letter, e-mail Introduce ‎ Demonstrate “postcard” and “letter with real objects. ‎ Talk about :What do you write a letter on?‎ What does a postcard have?‎ Where can we buy postcards?‎ Demonstrate “e-mail” with a computer. Translate ‘e-mail’. Note that we say “ an e-mail”.‎ Talk about: What do you write an e-mail on?‎ Use the student book and audiotape.‎ ‎ Play the audiotape. Ask some students to read the text.‎ Introduce T: Look, here is a shop. It has many postcards. Which one do you like? Why? (Ask the students to answer.) ‎ T: Do you want to choose one to send to your family or friend? Introduce “send” with a picture. Who do you want to send them to?‎ ‎ Now, I’m a clerk. Can you buy it? (鼓励学生用How much ______?及I’ll take ______. 等句子 进行对话，可再叫几名学生进行示范。)‎ T: very good! You can get it.‎ T: Danny, Jenny and Li Ming are in the hotel shop. Let’s listen carefully.‎ Show the questions:‎ What does Jenny’s postcard have? Who does she want to send it to? ‎ What does Li Ming’s postcard have? Who does he want to send it to? ‎ Listen to the audiotape. Fill in the blanks. ‎ who What picture Whom Jenny the Palace Museum mum and dad Li Ming Tian’anmen Square Cousin Jing Listen to the audiotape again. Answer these questions:‎ What is the panda doing? ‎ How much for this postcard？‎ How many postcards does Danny want to buy? Do you know why?‎ Practice Divide the class into small groups. Ask each group to make up a dialogue about buying postcards. Why are they buying postcards? Who do they buy them for？What pictures do the postcards have? ‎ Present ‎ Class closing 五、 板书设计 Lesson 17 Let’s buy postcards!‎ ‎ a letter paper.‎ You write on ‎ an e-mail a computer.‎ We buy postcards in the hotel shop.‎ How much ________ ? ________ yuan.‎ I’ll take __________ .‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 18 :Jenny Writes a Postcard 一.教学目标:‎ ‎1.Vocabulary: top, bottom, left, right, corner, stamp ‎     2.Learn how to write a postcard. 二.教学重点:‎ ‎1. top，bottom，left，right,corner ‎2．I  want  to  send  this  postcard  to  ________ . 三.教学难点：‎ 学生会用英语写名信片。 四.教学教具：     word-cards, audiotape, postcards 五.教学过程：‎ Revision 1. Greeting 2. 做“Draw and Guess”游戏用以复习postcard和e-mail 3. 做“What Day is it”游戏用以复习星期的名称、月份和序数 New concepts: 1.bottom, top, left, right Introduce:‎ Use a postcard to demonstrate “top”, “bottom”, “left”, “right”, and “corner”. Write on the blackboard and read a few times together.     Ask for volunteers to show you the top,bottom,left and right of objects in the classroom.‎ ‎(让学生能够正确运用所学单词)     Point to the picture of a postcard on blackboard and ask “Where do we put the stamp?” in Chinese. Teach them the new word “stamp”. We put the stamp in the top, right corner of the postcard. Play a game.(传递单词游戏)     One by one read the word on the card.‎ ‎2.Introuduce how to write a postcard.(介绍明信片写法)     Where do you write on a postcard? On the left.     Where do you put the address? On the right.     Teach them write the day first,and write the name. ‎ ‎(提示：一.在明信片右边地方写收信人的地址，注意要先写收信人的姓名，再从小到大写上收信人的地址。二.内容的写法：顺序是先写日期，其次称呼，正文，最后结束语)‎ ‎3.Drills Make a postcard by yourself.Then introduce it.‎ ‎(要求每个学生都做一张明信片，用top bottom, left 和right来向学生说明在哪儿写日期，在哪儿写地址，在哪儿写名字。‎ ‎4.Open books. Let’s listen to the audiotape and read after the speaker.(读课文)     Look at Jenny’s postcard.Who can tell us what does she say?‎ ‎5..Do exercises in the activity book.(听力练习)‎ ‎ Class closing 六.板书设计 ‎ Top corner ‎ bottom 七. 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 19 Li Ming’s Letter 一.Teaching aims and requiremenfs.‎ ‎1. Students can read , write,say and aurally understand the following vocabulary :envelope corner.‎ 二.Key concepts:‎ ‎ Envelope corner 三. Resources:‎ ‎ Word---cards, paper, pencil, envelope, stmap.‎ 四. Teaching procedure ‎ 1. class opening and Review ‎ ‎ （1）Greeting: hello, everyone! How are you today? How’s the weather? What day is it?‎ ‎ （2）Play a game:“what’s missing?”（复习1---12序数词）‎ ‎ （3）Sing a song:“The Month song.”‎ ‎ （4）Play a game:“pen pal”（讲上一节课制作的名信卡邮发出去）‎ ‎ 2. New concepts:‎ ‎ （1）Role---play writing a letter. As you do this:‎ ‎ I am writing a letter.‎ ‎ I am writing a letter to____.‎ ‎ I I am writing with a pen.‎ ‎ I am writing on a piece of paper.‎ ‎ I am putting my letter in an envelope.‎ ‎ Now I am writing the address.‎ ‎ Now I am putting a stmap in the corner.‎ ‎ 同事教授 envelope, corner, 领读几遍。‎ ‎ （2）Put the envelope.‎ ‎ T; Can you point to the bottom of the envelope?（top, left, right corner）‎ ‎ C;‎ ‎ 进行多次练习，重点练习 Can you point to the corner of the envelope?‎ ‎ （3）Play a game: “Pen pal”游戏 ‎ ‎ （4）what’s the right corner of the envelope?‎ ‎ （5）Play a game to practice directions:（turn right ,turn left, go straight）‎ 五.Class closing:‎ ‎ Activity book: Lesson 19: Number 2‎ 六.版书： Lesson 19: Li Ming’s letter ‎ Envelope corner post office 七. 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 20 At the post office ‎ 一、教学目标：‎ A 知识目标 ‎1、能够掌握单词：post card ， letter ，以及重点句子 ‎ How much…..?‎ ‎2、能够独立朗读课文中的对话内容，理解主要意思。‎ B. 能力目标 ‎ ‎ ‎ 通过学习，能够正确运用买东西时的英语表达形式，能够在比较真实的情景下进行购物的交流，提高学生的语言交际与表达能力。‎ C. 情感目标 ‎ 在活动中进一步增加学生的英语兴趣，学会运用简单的礼貌用语。‎ 二、教学重点：‎ 能够正确运用所学的postcard , letter , stamp 等单词，能够理解运用课文内容。‎ 三、教学难点：买东西时的英语交际用语 四、教学准备：售货员服装， 邮票，信封，铅笔，卡片等。‎ 五、学具准备：学生卡片，邮票，信封等 六、教学过程：‎ ‎（一）Class Opening and Review ‎ ‎1. Greeting ‎ ‎ Hello , boys and girls ! How do you feel ?‎ ‎2. Review :Play a game ‎ Review to words that learned in last lesson.‎ ‎3. Sing a song ‎ 设计意图:利用生动、活泼的歌曲，把学生带进一个轻松、愉快的学英语的课堂，调动了学生学习的积极性，恰当的游戏不仅复习了旧知识，更让学生愉快地动起来，不由自主地进入了一个英语学习的佳境。 (二) New Concepts ‎ Step 1 : Demonstrate ‎ Show a dialogue :‎ Lynn：Hello , Mingming . Where are you going ?‎ Ming: To the post office . I want to buy some stamps . Because I want to send my postcards to my friends .‎ Lynn: May I go with you ?‎ Ming: Sure ! Let’s go .‎ At the post office :‎ Clerk : Good morning ! May I help you ?‎ Lynn: Hello , I need two stamps, please . ‎ Clerk: Where are you sending your postcard ?‎ Lynn: I’m sending it to Beijing . How much is the stamp , please ?‎ Clerk : One yuan .‎ Lynn: I ‘ll take two , please . Thank you ,‎ Clerk : You are welcome . Good-bye !‎ 设计意图：在创设的真实地对话情景中让学生感知语言的运用技能，并在预设中理解本课的重要知识点。而且在呈现中避免了枯燥乏味。‎ Step 2 : Practice ‎ Four students in a group to make up a short dialogue .‎ Step 3 : Understand the book .‎ ‎ Play the recorder and read the sentences .‎ Step 4 : Play a game ‎ ‎ Make a shop at the classroom.‎ ‎(三) Class Closing ‎ Activity Book : Exercises .‎ Homework: Make up a dialogue and write on paper .‎ 设计意图:英语作业的形式也要有所改变,新颖而且有创新性,更让学生乐于接受.并可将优秀作品在班内或校内展示.从而激发学生在英语学习上的兴趣,达到积极巩固的目的.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 21 Writing the Address 一、教学目标：‎ 知识目标：掌握词汇stamp。使学生学会在明信片上用英语写地址。‎ 能力目标：在创设的情境中运用所学的口语、书面语知识，使语言交际能力进一步提高。‎ 情感目标：学会通过用明信片的形式主动与人交流，建议更广泛的交往空间；通过地址写法的对比，了解中英语言的差异，激发爱国主义情感。‎ 二、教学重点、难点：‎ 重点：stamp 难点：地址的正确书写。‎ 三、教具、学具：一张放大的邮票、录音机、磁带 四、教学过程 ‎（一）、复习导入 ‎1、PLAY“Simon says”,复习top, bottom, right ‎ 和left（告诉学生向上指表示top，指下面表示bottom，左指表示left，右指表示right，由单个学生来指挥）‎ ‎2、做《活动手册》第一题听力 ‎（设计意图：本课课文频繁的涉及了top, bottom, right, left等词，第1步复习，用以让学生熟悉这些词汇的意义与发音，第2步复习，为了让学生在句子层次中复习这几个单词的用法）‎ ‎（二）、讲授新知识 ‎ 1、出示一枚放大的邮票，师：What’s this ? （前面是接触到Stamp这一单词，所以大部分学生应该会读，本课要让学生会写、会用）‎ 师：“Who can spell it ?”拼读句子，师要板书，让学生说一说，谁有办法记住这个单词的写法。‎ ‎２、在黑板上划一张大型的明信片 师：Where do you put the stamp？‎ ‎（请单个学生回答，再问几个学生，最后齐答）‎ 师：a、Where do you put the address？‎ b、What’s your address？请学生用汉语讲出来 国家－省份－城市－乡镇（街道）－门牌号 c、What’s Danny’s address？（先让学生看课文，再回答问题，答后，将其板书在黑板上）‎ ‎９４２ Ninth Avenue　Edmonton ， Alberta Canada 并用汉语翻译在旁边 请学生总结中英文地址书写顺序的不同 ‎（设计意图：地址书写的难点，关键在顺序的排列不同，让学生自己去观察、发现，是一个不可缺少的体验过程，以后便不容易出现“忘了顺序”的现象）‎ ‎（三）、活动与练习 ‎１、让学生拿出自己提前准备好的明信片（可以自己画一张）‎ 要求每个学生也为自己的母亲画一张明信片，在上面写上自己家的地址 ‎（设计意图：本环节充分体现了任务型教学理念，让学生能够自己用所学的新知识去完成任务，这是一个参与的体验过程）‎ ‎２、师：Does Danny Know his address？Read and listen ‎ 播放录音至Ｐ４３第四行，让学生看书跟读 ‎３、自读课文剩余部分，然后请两位同学表演课文内容。‎ ‎（设计意图：此活动充分利用课文的有趣的情景优势，让学生会使用语言进行有效的交际，这是一个实践的体验过程）‎ ‎（四）、结束课堂 ‎１、完成《活动手册》‎ ‎２、一起拼读stamp 板书：‎ Lesson21:Writing the Address stamp Mrs.Dinosaur ‎ ‎942 Ninth Avenue Edmonton,Alberta Canada ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 22 : Sending an E-mail ‎ 一、 教学目标 （1） 知识技能：学生能够理解并掌握 computer 这个单词，学会用computer 发E-mail 。‎ ‎（2）过程与方法:由于这节课的特殊性，学生在微机室用实物电脑进行电子邮件的发送，使教学简单化，可视化。‎ ‎（3）情感态度：激发学生学习英语的浓厚兴趣，培养他们英语学习的主动性，使他们养成大胆说英语的习惯，体会学习过程的成就感和快乐。‎ 二、 教学重点：‎ 掌握单词computer。‎ 三、教学难点：‎ ‎ 学生能用电脑熟练地写和发送电子邮件。‎ 四、教学过程：‎ 教 学 设 计 设 计 意 图 （1） a.Greeting : ‎ Hello ,class ! ‎ How are you today ? ‎ How is the weather ?‎ ‎……‎ b.Play a game : “Draw and Guess”to review “postcard” “letter” and “E-mail”.‎ c.Drill : I write a/an on a ‎ ‎ .( 指着黑板上的图画进行练习) ‎ ‎ (2) New concepts ‎ a .Point to a computer and ask “what`s this ?”Introduce “computer”.‎ b.Write “computer” on the blackboard .‎ Lead the Ss read and spell this word .‎ c. Play the audiotape and let the Ss listen . Then answer the questions:‎ ‎ Who wants to send an E-mail ?‎ ‎ Where is the computer ?‎ ‎ How much is to send an E-mail ?‎ d. Do you want to send an E-mail to your friend ? Let`s send our friends an E-mail on the computer ,OK ?‎ e.强调些电子邮件的格式和写信和写明信片的格式一样。Lead the Ss to send on the computer .‎ f .Who did you send an E-mail to ?‎ ‎ Ss answer with : ‎ I send an E-mail to .‎ g. Do the exercise of activity book No1.‎ Blackboard design：‎ Lesson 22 : Sending an E-mail ‎ computer 电脑 I write a/an on a .‎ I send an E-mail to .‎ 用游戏来复习以前所学的单词，并使学生进入英语学习氛围，活跃了课堂气氛。‎ 使用实物电脑进行单词教学，并让学生在电脑上进行实际操作，给朋友发送电子邮件，创造机会让学生真正体验知识的形成过程，有助于对新知识的掌握和理解。‎ 操作过后，让学生根据实际情况和学过的句型进行表达：给谁发了电子邮件。这时候，学生会感到很容易就能把句子表达出来。‎ Exercise ：用单词的适当形式填空 ‎ ‎1. I write an E-mail on a .‎ ‎2．I send a (明信片) to .‎ ‎ 3．This is a (信)。‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 23 Are you ready for a song ?‎ ‎ 教学目标 帮助学生复习以及加以巩固本单元所学知识，例如：明信片和信封上地址的正确书写，邮票的正确粘贴位置，以及电子邮件中姓名的书写位置等等。从而帮助学生了解到日常生活中如何正确书写信封和收发e-mail。‎ 一、 教学重难点 ‎1．歌曲韵律的把握。‎ ‎2．单元新授单词的正确拼读。‎ 三、教具、学具 ‎ 1．多媒体、录音机。‎ ‎ 2．学生自制明信片、信封。‎ 四、教学设计 Step1 ：Review T：Hello！Boys and girls ! Nice to see you !‎ S : Nice to see you !‎ T: This unit we have learned how to write the address on the postcard and where do we stick the stamp on the envelope. Now ,who can tell me about these ?‎ S：We stick our stamps in the top , right corner .‎ T：Yes , you are right ! ok ! where do we write our name if we write an e-mail ?‎ S: Write it at the bottom .‎ T: Good !‎ Step2: the song ‎ 1、 播放录音让学生熟悉歌曲，了解歌曲大意。‎ 1、 再次播放歌曲，中间停顿。要求学生回答歌曲中相应的问题。‎ 2、 逐段教授歌曲，请学得较快的同学到前面领唱。‎ 3、 将学生分成两组，采用问和答的形式对唱。‎ Step3: the story ‎ 1、 在阅读之前，和学生们共同讨论一些相关问题。例如:‎ Has anyone in the class ever sent an e-mail ?‎ Look at the pictures .who sends an e-mail in this story ?‎ Where are Danny , Jenny and Li Ming ？（in Beijing , at the hotel. ）‎ Where is Little Zeke ? ( in Canada. )‎ 2、 播放录音，学生听录音仔细阅读。‎ 3、 讨论以下问题，帮助学生加深对故事大意的理解。‎ Who does Jenny send the e-mail to ？‎ Who gets the e-mail ? Why ?‎ Did you like the story ？Why or why not ?‎ 4、 利用《活动手册》，完成听力练习。‎ 5、 结合故事，做 Secret Word 游戏。播放故事录音并仔细观察学生理解情况。不时地停止播放录音并更换秘密词汇。‎ 五、 板书设计 ‎ This is the of the . ‎ This is the . This is the .‎ ‎ ‎ This is the . ‎ 六、课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ LESSON  24：AGAIN，PLEASE！‎ 教学目标 ‎1、情感目标：‎ 学会与别人分享自己的感受，学会与他人共处 ‎ 2、 知识目标：‎ ‎①巩固运用英文写明信片、书信和电子邮件的基本格式 ‎②掌握单词：bottom、computer、corner、‎ e-mail、envelope、left、letter、postcard、‎ right、stamp、top、send ‎3、 能力目标：‎ ‎①学会运用已掌握的单词造句新 课标 第一网 ‎②会用写明信片、书信和电子邮件的基本格式 教学重难点 1、 重点：‎ A掌握单词：bottom、computer、corner、e-mail、envelope、left、letter、postcard、right、stamp、top、send 。 ‎ B运用英文写明信片、书信和电子邮件的基本格式 ‎ 2、 难点：‎ 运用英文写明信片、书信和电子邮件的基本格式 教具学具：‎ ‎ 单词卡、录音机、明信片、信纸、信封 教学设计：‎ ‎ CLASS  OPENING  AND  REVIEW（5分钟）‎ 1、 Greeting 2、 Review（复习23课英文歌曲：齐唱-----分唱）‎ NEW  CONCEPTS（15分钟）‎ A：Review words：bottom、computer、corner、e-mail、envelope、left、letter、postcard、right、stamp、top、send（可以运用“What is missing ？”游戏，复习单词的发音；用单词造句子比赛；单词听写）‎ B：用“pen pal”游戏的变化形式做游戏。找十名左右自告奋勇的学生扮作“电子邮件信使”。用油彩或水彩笔在每位学生前额上（或手上）涂上一道“电光”。（老师也可以用黄色的纸剪出“电光”，给每名学生戴一个）要求每个学生在一张纸上画一幅电脑屏幕的图画，在图画下面写上单词computer。然后让学生在这个屏幕上给自己笔友写一封电子邮件，同时要求他们写下笔友的地址。如果他们写好了，喊一声send那些自告奋勇者便马上取走邮件并且传送给该生的笔友。那些自告奋勇者也写邮件并且亲自将邮件给自己的笔友。‎ C：Writing ‎ 做“Simon Says”游戏来复习top，bottom,‎ ‎ right和left。告诉学生向上指表示top,指下面表示bottom。找一名自告奋勇的学生来指挥此游戏。这名学生需要背对全班，这样，左和右的命令就不会混淆。教师观看全班表演。 要求学生分成若干个学习小组；学生在小组内说一说“How to write a postcard or a letter to your friend？”接着写一份明信片或信件给同班的同学，并送到同学的手上；收到的同学负责检查是否有写得正确，并进行评价。写作过程中教师注意及时纠正学生的错误。‎ D：小组内互查课文的朗读，并评价，教师抽查。‎ E:Activity book(5分钟) 完成活动手册55——56页练习 板书：‎ bottom、computer、corner、e-mail、‎ envelope、left、letter、postcard、‎ right、stamp、top、send 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 25：Li Ming Goes Home 一．教学目标：‎ ‎1、知识与技能：This lesson teaches students regular past—tense verbs、 walked、looked、talked、played .‎ ‎2、过程与方法：They can say and understand the common phrases. “Did you miss me? Did you have a good trip?” Answer ‎3、情感态度价值观：They can express their feeling and try to speak more.‎ 二．教学重难点：Regular past-tense verbs ：walked 、looked 、talked ‎ 三．教具学具：Tape recorder and tape pictures CAI 四．教学过程:‎ 教学环节 教师活动 学生活动 设计意图 Class opening.‎ Review.‎ Greeting .‎ Lead them do the games:‎ ‎1、What `s missing?‎ Greeting .‎ Review the words about weeks、months and ‎2、What day is it ?‎ Q: What day was yesterday?‎ ‎ ordinals .‎ A: It was -------.‎ 通过复习及问候让学生对已学词汇进行回顾，创造良好的语言环境。‎ New concepts.‎ Make a chart on the blackboard as show below.‎ Make up sentences as act out .Try to make them under stand .(Make models)‎ Do the game :Travel.‎ Play the audiotape .(Part 1)‎ Review the story so far. Li Ming Danny and Jenny went on a trip to Beijing where are they now?‎ Divide the class into small groups.‎ Encourage every one.‎ Do the listening exercise.‎ Check for under standing.‎ Today yesterday ‎ play played walk walked ‎ talk talked look looked Have a try. Make a sentence with right verb tense。‎ Do the game.‎ Listen and read.‎ ‎(Ask questions.)‎ Play attention to the new word ‎“gift”. and sentences.‎ Did you miss me?‎ Did you have a good trip?‎ It’s for you.‎ Practice by them selves.‎ Make up a dialogue about coming home from a trip.‎ Write what you hear.‎ Use the activity book.‎ 通过肢体语言及详细的表格让学生体会动词过去时的变化情况.给学生创新的机会,充分展示个人才华,不拘泥于仅限词汇.‎ 对故事的掌握在于是否会运用语言,创造合适的空间情境让学生大胆的发挥,能让学生更自由.‎ 在练习时要注意良好习惯的养成,达到锻炼的目的.‎ Class closing.‎ Home work Finish the homework.‎ 板书设计 Lesson 25：Li Ming Goes Home walked、looked、talked、played .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 第26课：Jenny回家 ‎ ‎ 教学目标：‎ ‎1知识方面：能够认读掌握，灵活运用不规则动词的过去式。ate saw went ‎ ‎ 2能力方面：能够把所学单词运用到日常口语交际，在适当环境中灵活运用 。 ‎ ‎ 3情感态度价值观：通过游戏激发学生学习兴趣，通过创设情境，激发学生的积极性，让学生感受到英语学习是有趣的，容易的。‎ 教学重点：不规则动词的过去式。ate saw went ‎ ‎ 教学难点：灵活运用不规则动词的过去式 教具学具：录音机，单词卡片，课件 ‎ 教学过程：‎ ‎ 1问候 ‎ T：Let’s begin our class. Hello boys and girls ‎ S: Hello, teacher. ‎ ‎—— 师生交流情感，解除拘束感 T; How are you ?‎ S: Fine, thank you ， and you ?‎ ‎ T: I’m fine ,too ‎ 2游戏“Travel” —— 复词规则动词过去式 ‎ 教师手持”Today”， “Yesterday”两张卡片在全班来回走动，让学生抽此卡片。‎ ‎ 教师用动作给出一些常用的动词， 如：教师作“走，跳，玩，谈话等”的动作，学生抽到卡片后就说 ‎ ‎ S1：Today ,I walk .‎ ‎ S2: Yesterday , I walked.‎ ‎ 3教授 ‎ 以上我们复习了一些规则动词的过去式，今天我们来学习一些不规则动词的过去式 ‎ 出示课件： ‎ ‎ Today： Yesterday：‎ ‎ go went ‎ see saw ‎ eat ate ‎ have had ‎ am was ‎4听录音并跟读课文第一部分 ‎5出示课件，根据所给内容说话 ‎ ‎ Jenny的旅行计划 ‎ The first day Tian’anmen Square ‎ The second day Palace Museum ‎ The third day Wangfujing ‎ ‎6听录音并跟读第二部分内容 ‎7练习，完成活动手册第一题 ‎8布置作业：总结所学常用规则和不规则动词的过去式，并在现实生活中主动应用 板书设计 ‎ Lesson 26：Jenny Goes Home ‎ Today： Yesterday：‎ ‎ go went ‎ see saw ‎ eat ate 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 27 Danny Goes to School 教学目标：‎ ‎1、掌握重点句子 What happened?并能够对此问句进行回答。‎ ‎ 2、了解hurt fall break的过去式为hurt fell broke。‎ ‎3、培养学生遇到挫折仍保持良好心态的心理。‎ 教学重难点：‎ ‎ 学生能回答What happened?这个问句来讲述已发生过的事情。‎ 教具学具：‎ ‎ 教具：本课第一部分中有关Danny的图片 ‎ 写有hurt fall break及其过去式的词汇卡片 ‎ 录音机 ‎ 学具：学生准备一些有意义或有趣的照片 教学过程：‎ ‎ 一、复习 ‎ 用“Travel”的变化形式做游戏以复习以前学过的动词过去式。‎ ‎ 二、新授 ‎1、利用手偶及有关Danny的图片进行对What happened?的教授。‎ Teacher: I have some pictures of Danny.（对手偶说）Danny, can you talk about your pictures? ‎ Danny: OK.‎ Teacher: (拿出一张照片)Oh! What happened, Danny?‎ Danny: I hurt my nose!‎ Teacher: (拿出二张照片) What happened?‎ Danny: I fell!‎ Teacher: (拿出三张照片) What happened?‎ Danny: I broke my tail!‎ Teacher: Oh, poor Danny!（面向学生）Can you talk about Danny’s pictures, what happened?（将学生分成若干组，给他们一定的时间进行练习并找几组表演）‎ ‎2、出示写有hurt fall break及其过去式的卡片并领读，告诉学生这三个词是不规则动词，要特殊记忆。‎ ‎3、听录音，阅读第二部分Danny’s story, 对本部分内容进行提问，检查学生的理解情况，如：‎ What does Danny talk with Mr. Wood?‎ Where did Danny hurt？‎ Did Danny have fun in Beijing?‎ 三、编排对话 将全班学生分成若干组，就自己准备的照片进行讲述，并编一段与照片有关的对话，要求学生在对话中用到句子：What happened?‎ 让自告奋勇者到前面表演对话。‎ 四、课后练习 选词填空 ‎1、What , Danny?‎ ‎2、I my nose!‎ ‎3、I . ‎ ‎4、I my tail!‎ fell happened broke hurt 板书：‎ Lesson 27 Danny Goes to School What happened?‎ hurt hurt fall fell break broke 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson28 :Jenny’s and Danny’s Pictures 教学目标:‎ ‎1、知识与技能:学生能读、写、说、运用句型This is (名字)at the (地点)。‎ ‎2、过程与方法:,通过游戏，复习不规则动词和规则动词。利用演一演的方法使学生掌握新知识，通过练一练的方法使知识加以巩固。课上多以实物出现激发学生的学习兴趣。‎ ‎3、情感态度与价值观:照片能留给孩子们美好的回忆，也能激发孩子们对北京的热爱，并能增加孩子们的环境保护意识。也使得孩子们对别人更有爱心。‎ 教学重点:掌握句型 This is (名字)at the (地点)。‎ 教学难点: This is (名字)at the (地点)句型的灵活运用，还有过去时态的正确运用。‎ 教具准备:词汇卡片、习题卡片录音机、磁带.数码相机，多媒体课件。‎ 教学过程: ‎ 一、Class opening and Review.‎ ‎1、师生问候:‎ ‎2、游戏“What happened?”复习eat/ate gowent seesaw.‎ ‎3、配词连线。每位同学的桌上放有习题卡片，学生独立完成。‎ today yesterday eat saw ‎ see worked go helped play pointed work went jump ate point jumped help played 多媒体课件出示正确答案，老师拿出数码相机给做对的同学拍集体照，加以鼓励。‎ 教师：没完全做对的同学要加油了，老师相信你们也是很棒的，有信心吗？好，今天我们就来学习有关照片的知识。‎ 教师板书课题。‎ 二、New Concepts ‎1、演一演，找一名学生，教师悄悄说library,这名学生扮作去找一本书并且去读这本书。教师拍照。然后教师说：This is (名字)at the (地点)，并板书。让其他同学自告奋勇重复此游戏，然后全班同学猜地名并用这个句型说句子。‎ ‎2、阅读课文.同学们想知道课文中都有什么照片吗?多媒体出示课文内容,第一遍学生一边看一边听,第二遍学生只听录音.然后学生默读课文,并回答问题.‎ ‎3、操练.利用词卡袋和词卡向学生展示怎样做句型替换: ‎ This is at the . 教师一边说出单词,一边指向这些单词.然后找成对的自告奋勇的学生上来,边指着单词边读句子.这些学生轮流相互替换句子中的名字和教师指示的词汇卡片上的地点名称(restaurant shop school classroom gym city library house apartment hotel ).‎ ‎4、情景练习.将全班分成若干小组,让每组学生设计场景,假设拍一张照片,然后叙述这张“照片”.教师需强调:虽然我们说This is (名字)at the (地点).(用一般现在时),但谈论的照片的动作是过去时.‎ 三、Class Closing ‎ ‎1、布置作业：画或者找四幅照片，用今天学到的句型进行描述，写在照片的下面。‎ ‎2、唱一首英语歌曲结束教学。‎ 板书设计：‎ Lesson28 :Jenny’s and Danny’s Pictures This is at the .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 29 : Gifts for Everyone ‎ 一、教学目标 ‎1．知识目标：理解运用单词：gift ‎2、能力目标：运用gift编对话，培养学生语言运用能力。‎ ‎3．情感目标：在合作中学习知识，培养学生学习英语的兴趣，帮助学生养成合作学习的态度。‎ 二、教学重难点：‎ 重点：理解运用单词gift。‎ 难点：运用gift编对话。 ‎ 三、教学准备：收音机，教师卡片，磁带。学生自带的礼物。‎ 四、教学过程 Class opening and review ‎1. Greeting。‎ ‎2. Game“Draw and guess”‎ 复习第二册中玩具的单词。‎ ‎3. 实物练习：复习教室中物品名称。‎ New concepts ‎1. Introduce Lead a dialogue ：‎ T：This is a gift. A gift . What is this ?（ Read after me：gift ）‎ T：I like gifts . Do you like gifts？（Please answer me ）‎ T：Who is this gifts for ?‎ ‎2. 学生利用自带的礼物进行链式操练 ：‎ S 1：This is a gift . It’s for you !‎ S 2：Thank you !‎ S 1：You’re welcome!‎ S 2：This is a gift . It’s for you !‎ S 3：Thank you !‎ S 2：You’re welcome!‎ ‎3. Use the tape and student’s book.‎ 听录音，理解课文：‎ What gift for Steven?‎ What gift for Kim?‎ What gift does Jenny give Mr. Wood?‎ What gift does Danny give Mr. Wood?‎ ‎4. Practice ：make up a dialogue. ‎ 将全班分成若干小组，让学生编排关于送礼物的对话。表演时检查学生的理解情况。‎ ‎5. Use the activity book .‎ Class closing.‎ 板书设计 Lesson 29 : Gifts for Everyone ‎ a kite Steven ‎ ‎ gift a hat Kim ‎ a picture Mr. Wood ‎ a T-shirt Mr. Wood 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson 30：A letter from Li Ming 一、教学目标 a、知识与技能：复习书信写法及动词过去式。‎ b、过程与方法：通过写信复习本单元重点。‎ c、情感态度价值观：培养学生对中、英文信的格式的正确书写习惯。‎ 二、教学重难点：书信格式、动词过去式 ‎ 三、教具学具准备：录音机 教学卡片 旅游照片 四、教学过程 ‎（一）Class opening and review ‎1、Greeting。‎ ‎2、Game“Simon says”。Review the words：jump、sleep、take a picture and so ‎ on。‎ ‎（二）New concepts Use the pictures and review some words about the letter（letter, postcard，e－mail,top,bottom,left,‎ right,corner,envelope,stamp）‎ ‎ Ask the students to understand the letter and read it then find the past－tense verbs。‎ Practice：‎ 先让学生结组以Danny或Jenny的身份用汉语组织语言试着口头回信，然后在让每个组试着给Li　Ming写英文回信，并回答信中的问题，最后各组在全班进行交流。（同学之间互相取长补短，吸取他人写信时好的方式方法，如附加图片等。）‎ 教师针对以上交流，随时进行指导纠正。‎ Play the audiotape and read after it。‎ Practice：‎ 让学生试着介绍自己提前准备好的旅游照片。 ‎ ‎（三）Class closing ‎ ‎ Homework：Do the activity book 五、 板书设计 Lesson 30：A letter from LiMing had-have liked-like jumped-jump was-is were-are ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ lesson 31. Are You Ready for a Quiz ?‎ 一、教学目标 a、知识与技能：完成本课所涉及的小测试;学生能够读懂故事书中的小故事。‎ b、过程与方法：通过小测试及故事理解，提高学生的阅读及听力理解能力。‎ c、情感态度价值观：培养英语学习的兴趣，提高学生的英语综合水平。‎ 二、教学重点：能准确回答书中的问题，听懂并理解故事内容，顺利完成相关练习。‎ 三、 教具学具准备： 录音机、故事书、教学卡片 四、 教学过程 ‎（一）Class opening and review ‎1、Greeting。‎ ‎2、Review：Irregular past-tense verbs and regular past-tense verbs.‎ ‎3、Chant：What did you do？‎ Listen、read and plus the action ‎4、Quiz：a.Use the quiz as the listening exercise. The students finish it on the paper. Play the tape twice. Then check for understanding. b.Ask them to write the answer below each question .‎ ‎（二）Story：A gift for little Zeke Prepare to read Ask the class to look at the picture in the story. ‎ Questions：Is Little Zeke happy or sad? Why?‎ ‎……‎ Read the story Play the audiotape twice and check for understanding.‎ Discuss the story ‎ Do Little Zeke want a gift?‎ Who gives Little Zeke a gift?‎ What is the gift?‎ ‎……‎ Use the activity book.‎ Ask the students to listen carefully. Play the tape twice.‎ ‎（通过有目的的提问及讨论，学生带着问题去听、去理解故事内容，在故事教学中听说读写四个方面都得以训练。）‎ ‎（三）Class Closing Main idea of the story.‎ 五、 板书设计 Lesson 31: Are you ready for a quiz?‎ 规则动词和不规则动词过去式的教学卡片 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Lesson :32  Again，Please！‎ 教学目标：‎ ‎1、知识技能：‎ ‎（1）读、写、运用下列动词的过去式: ‎ ate, saw, went，walked, talked, liked, played, worked, shopped, jumped, looked, pointed, helped ‎（2）掌握并运用句型: This is ____ at the ____.　　‎ What　happened?‎ ‎2、过程方法：‎ 同学们介绍旅行中的趣事，培养学生的语言运用能力和表达能力。采用小组合作式、体验式等多种学习方式，通过竞赛游戏、表演等环节使学生理解掌握词汇及句型。‎ ‎3、情感目标：‎ 培养学生较好的文化意识与英语语感。在教学中要特别加强国情教育，爱国主义、集体主义教育。增强他们的爱国情操。小组合作，互相帮助，培养学生的合作能力。‎ 教学重点：‎ 运用本单元学习的动词的过去式及句型。‎ 教学难点：‎ 介绍自己的旅途趣事并编对话。‎ 教具准备：‎ 录音机、磁带、学生的旅游照片 教学过程：‎ 一、热身 ‎1、Greeting.‎ ‎2、reviews:‎ ‎①快乐过去式我来猜。（把学生分两组，进行竞赛。）‎ ‎②利用录音机播放故事，做秘密词汇游戏。‎ ‎3、Talking:‎ Where did you go last summer? Did you have a good trip?‎ 二、练习 ‎1、示范。‎ 拿起一名同学的旅游照片，进行对话：‎ T；Do you like to go on a trip? ‎ S；Yes, I do.‎ T；Where is here?‎ S；It is ＿.‎ T；It is a famous city. Where did you go in ＿?‎ S；I went to ＿、 ＿ and ＿.‎ T；What did you do in ＿?‎ S；I looked in shops. I eat snacks. I bought many gifts. ‎ T；What a nice trip!‎ ‎2、小组内活动。‎ ‎①小组内成员利用旅游照片进行问答练习。可利用如下句型：‎ On your trip, what did you see?‎ What did you do in ＿ ?‎ Are you happy in ＿?‎ Did you have a good trip?‎ What happened?‎ ‎②谈论自己的旅行趣事。用上句型This is ＿ at the ＿.‎ ‎③设置旅游回来的情境，学生编对话并进行表演。‎ 三、测试 做活动手册第32课。‎ 四、结束课堂教学 写下自己的旅行趣事。‎ 板书设计：‎ Lesson :32  Again，Please！‎ On your trip, what did you see?‎ ‎ 　　　　What did you do in ＿ ?‎ Are you happy in ＿?‎ Did you have a good trip?‎ What happened?‎ This is ＿ at the ＿.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎