外研小学英语五年级上册全册教案

外研小学英语五年级上册全册教案

教学内容 Module1 Unit1 When did you come back? ‎ 教学目标 ‎1、When did you come back? We came back …….‎ ‎2、调查:在假期中外出游玩的同学是什么时候回来的。‎ ‎3、互相谈论假期的生活。‎ 教学重点 描述过去发生的事情。‎ 教学难点 使运动词的过去式,描述已经发生的事情。‎ 学情分析 教学准备 单词卡片、录音机及磁带和光盘。‎ 教学设计 集体预案 个性调整 ‎1、Greeting and warming up ‎ What’s your name ? Where are you from? Do you live in Qionghai? ‎ Do you live near her / him ? Do you sit near her / him ? ‎ ‎（熟悉学生，并将对话中出现的“near”在这里先做铺垫）‎ ‎2、T: What time is it? Ss: I t’s… T: It’s time for …. Ss: English class . ‎ T: Yes, we have English class at 9:40 today.‎ ‎ T: But what time do you go to school / go home / go to bed ? ‎ Ss: I go to school at …‎ ‎（让学生先巩固一般现在时，为之后教授过去时铺垫，方便两者的比较）‎ ‎3、T: Me too. I often go to bed at … But yesterday, I went to bed at …‎ Do you know “yesterday”? （强调昨天）Can you find the difference? ‎ ‎（让学生通过比较，自己去发现过去时的变化）‎ 教学went to bed 领读，带读，检查度等等形式 ‎ T: Miss Zheng went to bed at … What time did you do to bed yesterday? ‎ Ss: I went to bed at …‎ ‎4、学生自己试着将go to school / go home 变成过去时，并通过各种读的形式来巩固。‎ ‎5、T: What time do you go to school / go home ?‎ ‎6、pair work, and ask your deskmates, and then show their talk.‎ ‎7、T: what time asks for time, and we also can use “when”.‎ ‎8、T: Look at Miss Zheng’s timestable of last Sunday? Can you ask me? ‎ ‎9、引出词组“come back”，并进行教学。‎ ‎10、学生在提最后一个问题时，教师特别放慢回答速度，可以强调“came back”‎ ‎ 教学came back. 通过发音来记忆单词。‎ ‎11、T: Miss Zheng came back from Kaihua last Sunday. What about Amy? ‎ Where did she come from? Let’s listen to the tape.‎ ‎12、Listen to the tape carefully and try to say: ‎ ‎ Amy came from __________‎ ‎ （通过听力练习，培养学生理解答疑）‎ ‎13、T: Who can read the first part? ‎ ‎14、T: Now Let’s go on Listening, and try to finish the blanks.‎ ‎（通过听力练习，进一步巩固过去时的书写和认读）‎ ‎15、Check answers and read them. Check reading.‎ ‎16、Read the last part, and try to tick or cross，then check the answers and tell me why?‎ ‎17、Listen the whole talk and follow the tape (培养学生仿读的能力)‎ ‎18、T: After reading, can you do this exercise? Check the answers.‎ ‎（拓展练习，检查学生是否真正理解对话了）‎ ‎19、Homework: read the talk, and preview the next.‎ 教学反思 教学内容 Module1 Unit2 Did they buy some ice creams? ‎ 教学目标 Be able to talk about past activities : Did you … ? Yes, I did. / No, I didn’t.‎ 教学重点 能熟练运用Did you …？句型对过去发生的事情进行推测。‎ 教学难点 能正确运用所学单词和句子谈论过去发生的事情和活动。‎ 学情分析 教学准备 教学设计 集体预案 个性调整 Step 1 Warming-up ‎1.Greetings.‎ ‎2.Listen and do some actions.‎ ‎ Play football, play basketball, walk, talk, write a letter, draw a dragon, play the flute, sing a song, run, fly a kite.‎ ‎3.Listen to the recording of Unit 1 and repeat.‎ Step 2 Presentation ‎1.Show the students some postcard. Learn to say: a postcard T: We know Lingling is in London now. She wrote a postcard to Daming. Let’s see what she said in the postcard.‎ P4. Listen to the tape.‎ Introduce the form of a postcard. New word: dear.‎ ‎2.Listen again and underlined the activities of each sentence.‎ ‎ Went to the park, met John, bought ice creams, went home, ran to the bus, dropped.‎ ‎3.Learn the new words: met, ran.‎ ‎4.Listen and repeat. Read the text by oneself.‎ Step 3 Practice ‎1.Read and answer. SB Unit 2 Activity 2.‎ ‎ Get the students to read the questions by themselves. Ask several students to answer the questions.‎ ‎2.Think and talk about you. SB Unit 2 Activity 3.‎ ‎ First practice in groups, then ask several students to say in class.‎ ‎3.Listen and repeat. SB Unit 2 Activity 4.‎ ‎4.Listen and say, then sing. SB Unit 2 Activity 5.‎ Step 4 Summary 教学反思 教学内容 Module2 Unit1 How many do you want?‎ 教学目标 ‎1、Enable the Ss to learn the words: need, food, cheese, kilo.‎ ‎2、Make the Ss understand and use the new sentence patterns:‎ ‎ “How many bananas do you want？ How much cheese do you want?”‎ 教学重点 Make the Ss use the following sentences correctly:‎ ‎ “ How many … do you want？‎ ‎ “ Do you like…? ”‎ 教学难点 How to make a shopping list? What do we need to buy?‎ 学情分析 教学准备 单词卡片,录音机及磁带,光盘。‎ 教学设计 集体预案 个性调整 Step1：‎ ‎1.Revise ‎ Remember the last module’s words and lessons.‎ ‎ T：last module we learnt the “ did ”.‎ ‎ go—went run—ran meet—met buy—bought ‎2.Learn the new words and lessons：‎ ‎ Show the powerpoint to the students: There are some pictures of need ,food, shopping list, cheese, kilo.‎ ‎ Then play a game：high low voice, it can help boys and girls recite the words.‎ Step2‎ T: What did you do yesterday？‎ Ss: I did my homework.‎ T: Please guess: What did I do yesterday?‎ S1:Maybe you went shopping.‎ T: Yes, you are right. I went to a supermarket. I bought lots of things, look at the board:‎ T: Can you speak out in English?…‎ Step3‎ Today Lingling and Ms Smart go to the supermarket, too. Let us look at it.‎ ‎1. Firstly,the students should follow the tape—recorder, then circle the new words in ‎ the text.‎ ‎2.Secondly,some boys and girls can read some questions,‎ the questions are on the board:‎ ‎1)Where are Ms Smart and Lingling?‎ ‎ 2)What do they need to buy?‎ ‎ 3)Does Lingling like bananas?‎ ‎ 4)How much cheese does Ms Smart want？‎ ‎3.Thirdly，the students should follow the tape-recorder again，sentence by sentence ，then the teacher and the students Can find“ What do they buy for the picnic？”‎ ‎—They are bananas、cheese、noodles.‎ ‎4. Look at your books: What is on lingling’s hand?‎ Ss: It is a shopping list.(list的意思是目录,清单的意思)‎ ‎“how many”和“how much”都是用来询问多少的意思，但在用法上有区别,how many用来询问可数名词的数量，how much用来询问不可数名词的数量。‎ ‎5.Then the students should answer the questions：‎ ‎ 1）They are in the supermarket.‎ ‎ 2）They need to buy food for their picnic.‎ ‎ 3）Yes, she does.‎ ‎ 4）Half a kilo.(half一半)‎ Step4‎ ‎ 1)Show some pictures on the board(apple, pear, banana, cheese, meat, milk)引导学生说出那些是可数名词，那些是不可数名词。‎ ‎2）Use the pictures to make some sentences with “how much” and “how many” .‎ Homework：‎ ‎ 1．Recite the words and lessons.‎ ‎ 2．Make a dialogue about shopping ‎ 3．Find some information about shopping on the computer.‎ 教学反思 教学内容 Module2 Unit 2 How much milk do you want?‎ 教学目标 ‎1、知识目标：掌握单词juice, box, bottle, 句型How much…?‎ ‎2、能力目标: 能正确运用句型How much…? 及知道juice, box,bottle 的用法。‎ ‎3、情感目标: 学会在购买物品时征询他人的意见。‎ ‎4、学习策略目标：能正确根据所购买的物品采用适当的句型。‎ 教学重点 运用How much…? 购买不可数的物品。‎ 教学难点 如何区别事物的不可数。‎ 学情分析 教学准备 单词卡片,录音机及磁带,光盘 教学设计 集体预案 个性调整 Step 1:Warming up Activity1: Say a chant.‎ Apple, apple,I like apple. How many, how many apples do you want? Six, six, please.‎ ‎….‎ Activity2: “快速反应”比赛 利用物品卡片快速在学生眼前晃动，然后问：How many…? 学生凭印象回答。‎ ‎[设计意图] ：学生在说chant 的时候不仅是对上节课的句型进行复习，而且还为学生创造了愉快的学习氛围。第二个“快速反应比赛”主要是激发学生的学习兴趣，吸引学生的注意力。‎ Step 2: Review Activity : Guess 出示某种食物的部分图片，让学生猜猜这种食物是什么。‎ ‎[设计意图] ：让学生复习不可数食物的单词，为新课做好铺垫。‎ Step 3: Presentation Activity1: listen to the tape 学生听课文录音。‎ Activity2: Listen and say 听录音，说说小朋友们要购买什么。‎ Activity3: Listen and repeat（twice）‎ 听录音，跟读课文。‎ ‎[设计意图] ：通过听课文录音，感知课文，理解句型的运用情境。并学习正确的语音语调。‎ Step 4: Practice Activity1: look and say 学生看图片，回答问题： How much…?‎ Activity2: 编句子 学生运用 How much___ do you want? 在横线上填写正确的不可数单词。‎ Activity 3: 进行对话练习,学生可以灵活采用不同的单词。在练习中帮助学生正确掌握 box, bottle 的用法。‎ A: Do you like…?‎ B: Yes, I do.‎ A: How much…?‎ B:….‎ ‎[设计意图] ：学生首先是回答How much…? 问题，理解句型；然后根据物品的可数和不可数完成句子，加深对重点句型的理解；最后在一定的场景中进行语音交际，灵活运用所学句型。‎ Step 5: Consolidation Activity: Look and ask ,then answer 出示含有不可数和可数的物品，让学生采用正确的句型进行提问。小组之间进行比赛，看看哪个组出错率最低。‎ ‎[设计意图] ：让学生进行how many….? 和How much…? 进行正确的提问，主要是在学生的头脑里构建可数和不可数的概念，让学生明白这两种句型的区别，能正确运用句型。‎ Step 6: Production Activity: shopping ‎ 模拟商店的情景，一个学生当售货员，一个学生当顾客，模仿: A: How much milk do you want? B: Five bottles, please.进行购物对话表演。分小组进行比赛。‎ ‎[设计意图] ：设计购物的情景，帮助学生运用所学的语言知识。‎ Step 7: summery and assessment ‎1.让学生谈论本节课的学习重点及自己碰到的难点。‎ ‎2．总结本节课同学们的表现。‎ ‎[设计意图] ：课文学完后，学生必须能理解本节课的重点句型。教师针对学生的表现予以适当的评价，能保护学生学习的兴趣，激发他们学习的积极性。‎ 七、Homework：‎ ‎1. 听课文录音，朗读课文。‎ ‎2. 与家人玩“丢骰子”的游戏。碰到可数物品要用How many…?碰到不可数要用How much…?‎ ‎[设计意图] ：朗读课文时巩固课文的基本途径，让学生回家后玩“丢骰子”的游戏，是为了巩固本课所学的重点知识 教学反思 教学内容 Module 3 Unit 1 We visited lots of places.‎ 教学目标 ‎1、语言知识目标：能听、说、认读本课的重点单词：the British Museum, the London Eye, wheel, wonderful, understand, postcard; 能正确使用动词过去式；能利用What did you do? Where did you go? 询问别人过去做过的事情。‎ ‎2、语言能力目标：能根据图片听、说相应的单词，能运用What did you do? Where did you go ? 询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。‎ ‎3、‎ 情感、策略和文化目标：培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹以及中西方的文化差异。‎ 教学重点 本课中目标句型的运用和单词 教学难点 单词The British Museum的发音和目标句型。‎ 学情分析 教学准备 简单的PPT课件、单词卡片、录音机、学生准备旅游的照片。‎ 教学设计 集体预案 个性调整 一、Warming-up ‎1、Greeting: T: Hello, everyone! My English name is Amy, nice to meet you .‎ Ss: Nice to meet you, too.‎ T: Do you like English songs? Let’s sing a song “Where did you go ?”‎ ‎（设计意图：与学生口语的对话，拉近教师与学生的距离。利用歌曲中的问句 Where did you go ? What did you do? 激活学生的思维，为新课的语言知识结构做好铺垫。）‎ 二、Presentation ‎1、Lead in T: Where did I go at the weekend? Let’s play a game?‎ Guess ,look at the screen (看图读句子)‎ Write down a title: Module 3 At the weekend ‎（设计意图：结合猜的游戏，引出要学习的句型和本模块的主题，并解释周末在中国和西方不同的文化差异。）‎ T: I had a dream yesterday: I visited lots of places with my friend .We visited lots of places ‎（设计意图：为了将课文很好的串起来，我把自己变为对话中的人物Amy。巧妙把课文内容用做梦的形式体现。）‎ ‎2、Teaching new words ‎(1) The British Museum (呈现单词卡片)反复纠正发音（板书句子，where did you go ?）反复回答: We went to The British Museum. We went to …‎ ‎（设计意图：为了体现英语课程标准中，“听说先行，读写跟上的原则”。我在单词的教学中时刻注意词不离句，句不离目标句型，紧密与教学内容结合。）‎ ‎(2) The London Eye (呈现单词卡片)‎ T：Who can read it ? Ss: the London Eye .‎ T：We visited the London Eye .‎ ‎（课件呈现句子，The London Eye is a big wheel ,单词卡片： wheel ‎(3) Wonderful (呈现单词卡片) : ‎ T: I think the London Eye is wonderful .do you know about the great wall? How about the great wall? ( the great wall is wonderful )‎ How about the yellow river ?( the yellow river is wonderful , too )‎ ‎（设计意图：英语教学同时也是语言教学，因此，语言是一种活的知识，它需要不断的去在现实中应用。我把wonderful这个词用在不同的场景中，让学生感知wonderful的意义。）‎ ‎(4)呈现三组图片，I liked the British Museum best, How about you ?‎ ‎（设计意图：本课教学中出现I ‎ liked…best句型，针对这个句型在训练中有难度，我直接采取三幅与教学内容有关的图片，自己做出选择，然后说出语言句型，引导学生运用I liked…best说出自己的喜好。）‎ ‎(5)直观呈现单词： postcard, understand ‎3、Teaching text :‎ ‎(1) This morning ,I phoned Damming told my dream ,please listen ‎ ‎(2)The first ,look at the screen (呈现问题，依次用汉语解释。‎ ‎(3)The second: listen to the tape and think over) .‎ ‎（设计意图：设计中紧紧利用dream这条线，将所有内容串起来，给学生以完整的故事。所以把教学的对话以打电话的形式给予学生，并结合教学的目标句型。首先给予问题，并解释问题，其次，播放教学对话，让学生带着问题去听。做到英语教学中教师的指令一定要明确，让学生有目的的去听。）‎ ‎(4) Answer the question. (5) Now listen and repeat. ‎ ‎(6) The teacher teach the dialogue (7) Read by yourself. ‎ ‎(8) check up reading: I speak Chinese , you speak English. ‎ 三、Practice ‎ ‎(1)Talk about your trip 呈现图片：In this summer holiday , I went to Beijing ,I visited the great wall ,It is very old ,It’s very famous I visited the summer places .‎ ‎(2)talk about your trip (采用百零八塔，鸟岛，青秀园，黄河公园，拦河大坝)‎ ‎(3)教师巡视辅导。‎ ‎(4)学生交流。‎ ‎（设计意图：小学英语课程目标指出：小学英语的教学任务是培养学生学习英语的兴趣。因此，我联系学生的生活实际来训练目标句型。图片呈现我们周围学生知道并亲身游览过的图片，极大的激发学生的学习兴趣。）‎ 四、Extent :‎ ‎(1)T: Ok ,your trip are interesting ,Amy wrote a journey about her dream ,but she didn’t finished ,who can help her ?‎ ‎(呈现journey )‎ ‎(2) Ss: fill in the blanks (3) 请学生交流 (4) 朗读journey 五、Summary ‎ 评价（结合内容和学生课堂的表现给予合适的评价）‎ 六、Homework ‎1. 假设你是玲玲，给大明写一张明信片，告诉他你在伦敦周末是怎么度过 ‎2. 与朋友进行分角色对话朗读对话，并抄写单词。‎ 教学反思 教学内容 Module3 Unit2 What did Daming do? ‎ 教学目标 一、掌握这几个句型：What did you ...? Where did you go? How...? When...?‎ 二、培养学生应用句子的能力。‎ 三、培养学生热爱大自然的思想感情。‎ 教学重点 能用简单的语句描述过去发生的事情。‎ 教学难点 能用简单的语句描述过去发生的事情以及动词过去式的用法。‎ 学情分析 教学准备 some pictures、tape、recorder、cards.‎ 教学设计 集体预案 个性调整 一.、Warm-up【热身复习】‎ ‎1、Greeting ‎2、Game:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。‎ ‎　T：What did she/he do last weekend? S: She watched TV.‎ ‎3、Group work——What did you do last weekend?‎ ‎4、学唱歌曲“The London Eye”并学习语音部分 二、Pre-task【任务呈现——我们的足迹】‎ ‎1、导入：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。如：It’s very long and old. It’s in Beijing. Where is it? 学生答：The Great Wall.‎ ‎2、Free task——谈论旅游经历 ‎　师：“There are many places of interest in China, Where did you go?”‎ ‎　生：I went to Huangguoshu Falls, It’s big and wonderful.‎ 同桌互相介绍曾去过的名胜古迹或城市。‎ ‎3、[任务呈现]‎ 师：“Did you have a good time on your trip?”‎ Can you share your experiences with us? Today, Let’s write a traveling diary.‎ 三、While-task【任务实施】‎ ‎1、视听结合，有声有色 师：Daming and his father had a good weekend. Where did they go?‎ Let’s go and see.‎ 播放课文，进行听法指导，请学生根据课文完成课文活动2的问题。‎ ‎2、教师分段播放录音，请学生回答问题，解读课文难点。‎ ‎　Q1: Who went to the Great wall? 　A: Daming and his father.‎ ‎　Q2: When did they go? A: They went there at ten o’clock in the morning.‎ ‎ Q3: How did the go? A: They went there by bus.‎ ‎ Q4: What did they do? A: They took photos of the mountains.‎ ‎　Q5: What did Daming do? He took a photo of his fatter.‎ ‎3、教师再次播放录音，请学生跟读，教师给予适当的指导。‎ ‎4、完成课堂活动用书练习1.‎ 四、Post-task 【任务展示】‎ ‎1、Pair work 同桌合作用问答形式完成课文活动3，并根据问题介绍自己上周末的活动。‎ ‎2、Group work ‎ 学生四人一组展开活动，互相询问同伴去过的一个地方，本组成员合作完成一张地图，图上标出大家去过的地点，并逐个向全班介绍自己的旅游经历，学生以画市区图，也可以画全国地图，甚召世界地图。‎ 五、Homework 【作业超市】‎ ‎1、完成课堂活动用书练习2——连词成句。‎ 选作， 用英文写一篇旅游日记，谈论自己难忘的一次旅游。‎ ‎2、给自己的笔友或好友寄一张明信片，介绍你上周末在英国伦敦旅游的经历。‎ 教学后记：通过对课文的学习了解了中外文化的差别，并且谈论方位加入到课堂当中。‎ 教学反思 教学内容 Module 4 Possessions Unit 1 It's mine 教学目标 ‎1、知识目标：‎ ‎（1）熟练掌握和运用单词：mine, yours, hers, his。‎ ‎（2）能够运用It’s mine/ yours/ his/ hers.和whose… is this?句型谈论和询问物品的所属关系。‎ ‎2、语言技能目标：能正确表达物品的所属关系。‎ ‎3、思想情感目标：激发学生学习英语的兴趣，让学生懂得遇事冷静思考，不要盲目争论。‎ 教学重点 学会运用句型：It’s mine/ yours/ his/ hers.和Whose… is this?‎ 教学难点 能区别名词性物主代词mine, yours, his, hers 和形容词性物主代词my, your, his, her用法。‎ 学情分析 教学准备 Word cards, CAI 教学设计 集体预案 个性调整 教学过程： ‎ ‎（一）热身 ‎ T：Hello! Boys and girls! Good morning! First, let’s play the“Simon says”game. If you’re wrong, you’ll stand here and replace me. Clear? ‎ T： Now, let’s begin, Simon says touch your ear. ‎ Simon says point to your head. ‎ Nod you head. ‎ Simon says touch your partner’s shoulder. ‎ Point to her desk. ‎ Simon says pick up you pen and say it’s my pen. ‎ ‎… ‎ T：OK! You’re wonderful! ‎ ‎(二)呈现mine, yours, his, hers. It’s mine/yours/hers/his. It isn’t mine/yours/hers/his ‎ T：Where is my coat? I feel a little cold.（教师事先放一件外套在教室某个角落） ‎ S： Oh, It’s your coat. Here you are! ‎ T：Thank you! Oh, It’s my coat! It’s mine. Now,‎ ‎ boys and girls, please touch your coat and say“It’s my coat, it’s mine. ” Read one more time. ‎ T：It’s my coat, it’s mine.(板书) ‎ T：Who can use “book”make a sentence like this. Who can try? ‎ S1：It’s my book, it’s mine. ‎ T：Clever boy! Any more? ‎ S2： It’s my book, it’s mine. ‎ T：How clever you are! ‎ 老师走到讲台下，随意拿起一位同学的铅笔。 ‎ T: Is it your pen ? ‎ S：Yes ,it’s my pen. ‎ T：It’s your pen, it’s yours.（示意其他同学指着这位同学说：“It’s your pen, it’s yours.”重复几次。用类似方法呈现hers his） ‎ ‎（三）操练 ‎ T：拿出服装图片(图片正面为服装，背后写有Tam’s 或 Amy’s )和两个人物头像。 ‎ Now, let’s introduce two friends for you, Tom and Amy . There are some clothes on my hands, let’s guess which one is Amy’s and which one is Tom’s. ‎ T：出示T-shirt , 示范学生读. ‎ This T-shirt is ＿＿’s. ‎ T：展示卡片的背面，针对学生的答案 ‎ No, it isn’t Amy’s, it’s Tom’s. It’s his. ‎ Yes, it’s Amy’s, it’s hers. ‎ 用 sweater, trousers, skirt, dress 继续操练“It’s hers/ his”“ It isn’t hers/ his”句型 ‎ ‎(四)巩固 ‎ ‎（师从学生那儿借来一些书、笔、文具盒） ‎ T：（拿起一支铅笔） Is this Xiaoming’s pencil? ‎ 指导示范学生用Yes, it’s his./No, it isn’t his. It’s Xiaofang’s.回答，重复两次，让学生跟读。 ‎ T：（拿起一本书）Is this Lingling’s book? ‎ S：Yes, it’s hers./ No, it isn’t hers. It’s A’s. (老师可以跟学生一起回答，以提醒学生，发现学生错误及时纠正) ‎ T：师拿起自己的一支钢笔，走下讲台，向某个学生问道：“XX，Is this your pen?” ‎ S：No, it isn’t mine. ‎ T：Yes, it isn’t yours, it’s mine.（示意学生跟读） ‎ 老师让一个学生上台充当小老师，继续用桌上的文具问学生，在实际操作中培养学生的语感，并检查学生对所学知识的掌握情况。 ‎ ‎（五）、课文教学 ‎ ‎（1）教单词wear, line, clean, matter, argue. ‎ ‎(老师拿出教学挂图)Look at the picture 1,what’s ‎ the matter?（板书单词：matter） ‎ T：（指着正好请病假同学的座位）What’s the matter with XX? ‎ S：他生病请假了。 ‎ T：Oh, he is ill. what’s the matter with XX? He is ill. what’s the matter with XX? He is ill.(生跟读) ‎ T：Now, look at the picture, what’s the matter with Sam and Amy? ‎ S：They are 吵架。 ‎ T：Yes, they are arguing.（板书：arguing argue并让学生用argue造句） ‎ e.g： Don’t argue with your mother. ‎ T：They are arguing for a T-shirt. Both Sam and Amy want to wear the T-shirt. （板书：wear） ‎ ‎（师指着自己的衣服）Today, I wear a red coat. What about you? ‎ S：I wear a …… （通过举例让学生明白wear的意思） ‎ T： The T-shirt isn’t Sam’s and Amy’s, it’s ＿＿. ‎ S：It’s Lingling’s. ‎ T：How clever you are. But where is Sam’s and Amy’s T-shirt?(出示教学挂图2) ‎ S：They are on the 绳子。 ‎ T：They are on the line. (板书line ) line ，line ，louder, please. ‎ Sam’s and Amy’s clean T-shirt on the line.( 板书：clean.) ‎ Clean, clean, the clean coats on the line. ‎ ‎（2）放录音或读对话。学生看书听录音。放录音时教师要举起书指着图上说相应话语的人物。再放录音，要求学生们指着相应的说话的人物。 ‎ ‎（3）朗读课文 ‎ ‎1、老师读出前两幅图的对话，要求学生跟读。 ‎ ‎2、教师和全体学生分角色朗读Sam, Amy, mother，Lingling的说话内容。 ‎ ‎3、全班分为四大组，朗读对话，比一比哪组读得比较好。 ‎ ‎4、请学生四人一组，朗读练习。 ‎ ‎5、请几组学生表演课文内容。 ‎ 教学反思 教学内容 Module 4 Possessions Unit2 This bag is hers.‎ 教学目标 ‎1、知识目标：理解和把握句型Whose…is this?以及单词mine、yours、his、hers。‎ ‎2、能力目标：培养学生用所学知识来指出物体的主人，以及用所学知识来获取他人信息的能力。‎ ‎3、德育目标：激发学生学习英语的爱好，养成积极参与活动、积极与他人合作的良好习惯。‎ 教学重点 能说明物品所属关系。‎ 教学难点 根据物品特征猜测物品所属 学情分析 教学准备 多媒体课件, 收集部分学生的学习用品.‎ 教学设计 集体预案 个性调整 一、热身与复习 ‎1. Greetings.‎ ‎2. Sing an English song: Where did you go?‎ ‎3.Revision mine yours hers his sweater T-shirt cap bag whose(教学新词)‎ 二、任务呈现及课文教学 Lead-in 师Is it your bag…? Whose bag is this?‎ ‎(创设英语学习的氛围，激发学生的学习兴趣，组织教学)‎ 教学新词： whose ‎ 师：It’s ×××’s.（引导学生说出物品所属）‎ a.教师拿出以收集的物品之一 ——pen问：Whose pen is this?‎ 师：It’s ×××’s。（Pen的主人）‎ b.教师拿出自己的钢笔问：Whose pen is this?‎ 学生们回答：It’s Ms He’s pen.‎ ‎3.课文知识呈现 a.以Whose things are they?引出了幻灯片先呈现新知识。‎ ‎(请学生逐一幻灯片找出物品所属，教学新知识。)‎ b.课文教学 播放光盘教学课文，学生跟读课文并模仿读音。‎ ‎（请小老师来带读对话）‎ c. Game: Lost and Found Who is the owner?‎ d.语音大比拼 ‎ 请学生听音，并找出相同的发音，归纳。‎ 三、任务完成 出示巩固练习让学生完成 选词填空 his whose hers mine yours A: ________ bag is this? ‎ B: It’s Lingling’s.‎ ‎2. Amy likes red sweater. This sweater is_________.‎ ‎3. A: Is this my T-shirt?‎ ‎ B: No, that is __________.‎ ‎4. This cap isn’t Sam’s. The yellow one is _________.‎ ‎5. It isn’t my book. _________ is on the desk.‎ 四、巩固 chant Cake, cake, this is my cake. It’s mine. It’s mine. This cake is mine.‎ Bike, bike, this is her bike. It’s hers. It’s hers. This bike is hers.‎ Plane, plane, this is his plane. It’s his. It’s his. This plane is his.‎ Kite, this is your kite. It’s yours. It’s yours. This kite is yours.‎ 五、作业 ‎1、听本节课的课文录音。‎ ‎2、跟同学描述一下自己的物品和他人的物品。‎ 教学反思 教学内容 Module5 In Class Unit1 There are enough.‎ 教学目标 ‎（一）语言知识 ‎ ‎ 1、能理解、认读生词：enough , give out , be careful , everyone , them . ‎ ‎ 2、 能理解和认读句子There are enough...; 和There aren’t enough... . ‎ ‎（二）语言技能目标 ‎ ‎ 能用There are enough. 和There aren’t enough表达物品数量是否充足. ‎ ‎（三）情感态度目标：‎ ‎ 能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感。 ‎ 教学重点 用句型There are enough.和There aren’t enough. 表达物品数量是否充足。‎ 教学难点 单词enough和词组give out 的理解与运用。 ‎ 学情分析 教学准备 磁带、相应的单词卡片 教学设计 集体预案 个性调整 ‎(一)、热身启动：‎ ‎1、Sing a song 《How many do you want ?》‎ ‎2、Free talk ‎(二)、复习导入：‎ ‎1、师说：Yesterday I went to the Supermarket. I bought some presents for you.‎ I put them in the blue box. Can you guess : What’s in the box ?‎ ‎2、指生猜。‎ ‎3、师再问：What’s on the desk? 让学生进一步巩固重点句型There are… .‎ ‎(三)、单词呈现：‎ ‎1、（1）师手拿4本书，问：How many books are there in my hand? 学生回答：　There are four.‎ ‎（2）师再问：How many children are there in this group?学生回答：There are four.‎ ‎2、师给这4个学生分书，并说：I give one book to every child.　分完后说：There are enough pencils.让学生猜什么意思。‎ ‎3、师为学生创设情境，学习There aren’t enough pencils.‎ ‎4、让学生练习读句子There are enough.... 和There aren’t enough....并给读得好的学生发铅笔：give a pencil to you.或give you　a pencil.让学生猜give的意思。‎ ‎5、学习单词“give”。‎ 小游戏：让学生传递卡片，体会“give”的意思。‎ ‎6、学习词组“give out”。‎ ‎（1）师说：There are many cards. I want to give out the cards.‎ 并告诉学生“give out”是分发的意思。并说：Who can help me?‎ ‎（2）找4个学生帮忙分卡片。‎ ‎（3）分完后，问发卡片的学生：Are there enough cards?‎ ‎（4）学习肯定回答和否定回答。Yes, there are. / No, there aren’t.‎ ‎（5）练习句型。‎ ‎(四)、学习课文：‎ Yesterday Ms Smart bought some pencils to her children.‎ ‎1、听第一遍录音。回答问题：What did Ms Smart buy yesterday?‎ ‎2、学生回答。‎ ‎3、听第二遍录音。并解决How many pencils did Ms Smart buy? How many students are there in the classroom?　这两个问题。‎ ‎4、学生回答。‎ ‎5、听录音跟读课文，解决背景单词。并问How many pencils did Johnhave?‎ ‎(五)、巩固练习 Part 3：point and say 练习There are enough... 及There aren’tenough...‎ ‎(六)、Homework:‎ 读课文,小组表演。‎ 教学反思 教学内容 Module5 In Class Unit 2 There are too many books on the desk.‎ 教学目标 ‎（1）复习、巩固关键单词: enough, give, every, everyone, them, careful.及句型：“There are enough / not enough - - -”‎ ‎（2）新授本单元句型：“ There are too many - - -.”‎ ‎（3）学习并能灵活运用句型：‎ ‎ ——“There are enough / not enough - - -”‎ ‎ ——“ There are too many - - -.”‎ 教学重点 对单词意思的理解和熟练掌握，以及对句型的理解和灵活运用：“There are enough / not enough - -” “ There are too many - ”‎ 教学难点 所学单词相关语句在实际生活中的应用，特别是正确使用 “enough / not enough”以及“too many”的应用。‎ 学情分析 教学准备 单词卡、图片和多媒体课件 教学设计 集体预案 个性调整 ‎　 Step 1. 热身复习 (Warm-up/ Revision)‎ ‎ （1）唱歌，轻松进入英语课堂。‎ T: Good morning, boys and girls!‎ Ss: Good morning, Mrs Zhou!‎ T: How are you?‎ Ss: I’m fine, thank you! And you?‎ T: I’m fine, too, thank you!‎ ‎ First, let’s sing a song together.‎ ‎(2)复习 a. Do you remember?‎ T: Ok, please look at the TV screen! Do you remember these words? I want to ask some of you to read these words. Then say out the plural form of the word（单词的复数形式）. Who want to have a try?‎ b. Last time, we have learnt ‘There are enough’ and ‘There are not enough’.（指着板书） Before our new class, Let’s review the two sentences.‎ 板书：‎ ‎——“There are enough - - -”‎ ‎ ——“ There are not enough - - -.”‎ c.看图说句子 ‎ A: There are seven children.‎ ‎ B: There are six bananas.‎ ‎ C: There are not enough bananas.‎ ‎…………‎ Step 2. 呈现新课（Presentation）‎ ‎(1) 巧设情景引入 师：孩子们！炎热的夏天已经过去,凉爽的秋天正在向我们挥手！你们快瞧! 连我们可爱的小猴子也出来透气来了! 并且它还有意外的收获呢!‎ T: A monkey’s got a banana. He is very happy! One monkey, one banana. There is enough banana.‎ 师：一只小猴子和一支香蕉, 所以这里的香蕉已经足够了!‎ T: But now, six monkeys are coming here. They are not very happy. One banana, seven monkeys. There are not enough bananas. There are too many monkeys. So, what’s the meaning of ‘too many’?‎ 生：太多!‎ 师：非常好! 但是这个时候, 又来了六只小猴子! 一支香蕉和七只小猴子,所以这里没有足够的香蕉, 小猴子太多了! 那让我们来帮帮它们吧!‎ T: Let’s help the monkeys Looking for their bananas. Where are the bananas? Look, there are two bananas under the kite. There are three under the tree. There is one in the box. Six bananas we can see.‎ 师：我们来帮帮小猴子们找找香蕉! 美味的香蕉究竟在哪里呢? 瞧! 在风筝下面有两根! 快看! 在树下面有三根! 哈哈!在盒子里面还有一根! 现在我们一共找到了六根香蕉了!‎ T: They have got seven bananas. They are very happy! Seven monkeys, seven bananas. There are enough bananas.‎ 师：七只小猴子和七只香蕉,每只小猴子都能够有自己的香蕉了,所以他们高兴地跳起了舞来! 因为现在这里有足够的香蕉了!‎ ‎(2) 出示课文, 教授新课：‎ T: Look! Oh! What’s wrong? There are too many books on the desk. Who put them on it? And some of them on the floor. Do you know?‎ Ss: No.‎ T: And there are too many apples in the bag. Who put them in it? And some of them on the floor, too. Do you know?‎ Ss: No.‎ T: Ok! Let’s listen to the radio and find the answer!‎ ‎(老师播放课文录音)‎ Questions: 1. Who put too many books on the desk?‎ ‎ 2. Who put too many apples on the floor?‎ ‎(3)学生回答问题（Guess）‎ ‎(4)教师带读，学生跟读，齐读。‎ ‎(5)活动2，看图用句型There are too many…说句子。‎ ‎ A．同桌或同学之间相互交流。‎ ‎ B．让学生汇报答案。‎ Step 3. 拓展操练 (Extension)‎ ‎(1) Look and write.‎ ‎(根据图片来选择正确的词组完成句子.)‎ ‎ aren’t enough too many ‎ ‎1). There are ______ children.‎ ‎ There _______ bikes.‎ ‎2). There are _______ girls.‎ ‎ There ________ pears.‎ ‎3). There are _______ flowers.‎ ‎ There ________ vases.‎ ‎4). There are _______ boys.‎ ‎ There ________ books.‎ ‎ (2)Look and write ‎ (看图片填词语)‎ ‎ A：There are too many_________.‎ ‎ B: There aren’t enough ________.‎ 师：同学们要注意了，在做此项练习的时候，你先要仔细观察图片. 两者事物比较一下,看看什么太多了,什么又不够呢!‎ 师：真不错！同学们表达得这么清晰流畅，声音又那么响亮，充满自信，真棒！‎ 师：今天新授的知识这么快就能很好的掌握，并运用到练习中去。‎ Step 4. 小结 ‎1.用enough / not enough来表达物品足够和不够, 描述过多的事物时可以用 too many 来修饰.‎ ‎2.完成学习指导P25-26。‎ 教学反思 教学内容 Module6Self-assessment unit1 You can play football well.‎ 教学目标 ‎1．能听懂、会说并认读下列单词：well, team, control, badly, really, catch, fantastic； ‎ ‎2．能听懂、会说并认读下列句子：Can you run fast? Yes, I can. /No, I can’t. You can play football well. ‎ 教学重点 ‎1. 能认读词汇 well, team, control, badly, really, catch, fantastic的认读。 ‎ ‎2. 能运用“can…well”句型来评价自己和他人。‎ 教学难点 结合实际在真实的语境中运用well, badly评价自己和他人的表现。‎ 学情分析 教学准备 多媒体课件、录音机、磁带、单词卡片、足球、篮球。 ‎ 教学设计 集体预案 个性调整 ‎　　Activity 1. Warming - up ‎ ‎1. Greetings. ‎ ‎2. Listen and do：教师说动词短语， 如run fast, play basketball, swim, ride a bike, play table tennis, jump far, play football, jump high, play chess…学生边听边做相应的动作。 ‎ ‎3. Free talk ‎ ‎(1)T (教师边做相应的动作边问): Can you run fast/ play basketball/ play football/ jump high …? ‎ S…: Yes, I can. /No, I can’t. ‎ T: Oh, you can …. / Oh, you can’t…. ‎ ‎(2)Ask and answer in pairs. ‎ ‎1. New words. ‎ 出示课件、卡片教学单词team, fantastic, well. ‎ ‎(1)课件出示一张巴西足球队的照片问学生：What is this? 然后出示单词卡回答：It’s a team, a football team.板书team，对此进行教学。 ‎ 操练：Chant: Team, team, a football team. ‎ ‎(2) 课件将其中一名队员放大问学生：Who’s he?找学生回答：He’s罗纳尔多。教师肯定并出示单词卡补充：Yes, he is fantastic . 同时伸出大拇指并做进一步解释:He’s very good.以帮助学生理解fantastic一词的意思。 ‎ 板书fantastic，领读并提醒学生注意a在单词中的发音及重读音节所在。 ‎ 操练：Chant: Fantastic, fantastic, he’s fantastic. ‎ read after the teacher/ read one by one/say together… ‎ ‎（3）教师再次指向罗纳尔多问学生： What can he do well? 引导或帮助学生回答：He can play football well. 同时伴以动作使学生能够理解句子的意思。出示卡片，学习well. ‎ 操练：Say loudly/lowly/quickly/slowly… ‎ ‎2．New sentences ‎ 以实物和肢体语言创设活动情景，使学生在活动中感受、理解并运用句子You can play football well.及单词catch, control, badly. ‎ ‎(1)教师出示一足球问学生：Can you play football well ? 找一学生回答：Yes, I can. /No, I can’‎ t。教师邀请该生到教室前尝试将足球踢进已备好的球框里，根据其表现引导学生用:Well! You can play football well. 或Oh, sorry. Badly.来对该生进行评价，并加以板书、学习。 ‎ 方法：Chant：well, well, play football well. You can play foot ball well. Badly, badly. Sorry, badly. ‎ 操练：Say it after the teacher；boys/girls say; say it one by one… ‎ ‎(2)组织学生玩踢足球游戏，在游戏中根据踢球同学的表现，引导学生用所学You can play foot ball well. Sorry, badly.对其进行评价。 ‎ ‎(3)采用类似的方法，用其它活动项目，如：catch the ball, control the ball ,创设接球、控球、评价活动，引导学生在活动中用:Can you catch/control the ball? Yes, I can. / No, I can’t. You can catch/control the ball well. Sorry, badly.对他人或自己的行为表现进行评价，从而完成对本课单词 catch、control、well、badly及句型 can…well的理解与运用。 ‎ ‎3、Text ‎ ‎(1)课文导入 ‎ 出示玲玲的头饰问学生：Who’s this? what can she do well? Now let’s have a look. ‎ ‎(2)课文学习： ‎ 教师将本课的挂图贴在黑板上，并对图上的内容进行提问，让学生仔细观察后回答，从而对课文内容有一个粗略的理解。 ‎ 教师给学生预设下列问题:Can lingling run fast? Can she control the ball? Can she jump high? Can she catch the ball well? Can she play football well? Who is a fantastic goalkeeper? 并让学生打开课本，仔细听录音，使学生在进一步理解课文的基础上回答这些问题。 ‎ 教师播放CD-ROM，请学生模仿跟读，教师注意纠正学生的语音、语调。 ‎ 学生自读课文，提出自己的不认识或有疑问的地方，如really, be good at, goalkeeper,… 教师根据情况个别讲解或集体讲解。 ‎ ‎（3）Act out the text. ‎ 三人一组分角色表演对话。‎ Activity 3. Practice ‎ Fill in the blanks ‎ Lingling wants to be in a football team. She can’t run fast and control the ball badly. But she can jump high. She can catch the ball well. so she can be a good goalkeeper. And she can play football well. ‎ Activity4. Consolidation ‎ ‎（1）我喜爱的明星。 ‎ 教师课件展示：刘翔在跑步，姚明在打篮球，张怡宁在打乒乓球，罗纳尔多在踢足球等体育明星的照片，让学生四人一组谈论自己喜欢的体育明星,并评价他们的特长，遇到困难时教师允许学生使用少量的汉语.例如 I like Guo Jingjing. She can 跳水 well. 从而完成对本课句型的拓展运用。 ‎ ‎(2)Talk about you and your family and your friends. ‎ 学生两人一组互相交流自己、家人和朋友擅长的运动,教师巡视给予指导。 ‎ Activity 5. Summary ‎ 集体看板书，教师引导学生小结本节课所学内容。 ‎ Activity 6. Assignments ‎ 特长调查。教师给学生设计一份特长调查表格，让学生课后去调查同学们的各方面的特长，为班级才能展示挑选出最佳人选。表格可以如下: ‎ Name What can you do well? ‎ I can…. ‎ 教学反思 教学内容 Module 6Self-assessment Unit2 I can do it very well.‎ 教学目标 ‎1、知识技能目标 ‎ a、语言点：I can do it very well. I can’t do it at all. ‎ b、能听懂、会读、会说句型：Can you run fast? Yes，I can ./ No，I can’t . ‎ ‎ I can do it very well. I can’t do it at all. ‎ c、能用所学句型：I can do it very well. I can’t do it at all. ‎ d、能有节奏地朗诵本课的小诗。How well do you play football? I can’t play it at all. How well do you play basketball? I can’t play it, I’m not tall. But what can I do best of all? I can climb up any wall. ‎ 教学重点 能用所学句型进行交流。 ‎ 教学难点 使用 at all, very well进行自我评价 。 ‎ 对fast, high, badly能跟对应的动词搭配。‎ 学情分析 教学准备 教学卡片、课件等。‎ 教学设计 集体预案 个性调整 ‎　Step 1. Warming up ‎ ‎1. Greetings ‎ T: Boys and girls. I want you to meet a new friend. His name is Quack-quack. Quack-quack is a lovely duck. 教师神秘地拿出手偶小鸭子,学着小鸭子走路的样子，一边Hello的叫。然后模仿鸭子的声音跟学生们打招呼： ‎ Q: Hello, boys and girls. Ss: Hello, Quack-quack. ‎ ‎2. Sing and do the action. ‎ Q: Nice to meet you. I want to be your good friend. Let’s sing a song, okay? Let’s enjoy the music. ‎ Step 2 Free talk ‎ Q: I’m a lovely duck. As you know, I like swim. I can swim very well. What can you do ? Can you tell me? ‎ S1:I can play the flute. ‎ S2: I can wash clothes. ‎ ‎… ‎ Step3 Revision and leading in. ‎ T: What can Lingling do? Please look at the screen and review the last text. ‎ T: Now who can tell me what can Lingling do? ‎ 教师引导学生一起说：Lingling can jump really high, and she catch the ball well. So she can be a fantanstic goldkeeper. ‎ Sam can do something special. What can he do? Let’s have a look. ‎ Step4 Presentation ‎ ‎1. 点击课件text，确认。跳出画面表示Sam第一个特长的图片。 ‎ Oh, how funny. What does Sam do? Sam can do 1 very well. Look, like this. 教师模仿Sam动眉毛的动作，说，It’s easy. I can do 1, too. Can you? ‎ Who wants to have a try? ‎ 请几个学生模仿这个动作，并能说出句子I can do 1 very well。 ‎ ‎2.点击右下角的下一个，跳出画面表示Sam第二个特长的图片。 ‎ Sam can do 2 very well. Let me try. 教师模仿Sam动耳朵的动作，说，Oh, it’s so hard. I can’t do it ‎ at all. How about you? ‎ 这个动作很高难度，基本上很少有人能做到，请几个学生模仿这个动作，并练习说句子I can’t do 2 at all. ‎ 用同样的方法教学3（噘嘴）、4背后摸手、5左手用筷子吃中餐、6用刀叉吃西餐。 ‎ ‎3.Read the text. ‎ Step 5 Consolitation and extension ‎ ‎1. A game. 绝活show ‎ Q: quack-quack, I can do something special,too. Look carefully. 教师关闭小鸭的嘴巴，小鸭就会把舌头伸出来老长，并能卷起来。学生看到会很惊讶，很自然地给小鸭掌声。 ‎ T: I can do something specially, too. 教师跳一两个新疆舞动作，并扭动脖子。学生看到会很惊讶，也很自然地给老师掌声。 ‎ T: I can do it very well. What about you? Can you show us? ‎ 学生会表演很多我们意象不到的绝活，比如舌头舔手肘、卷动舌头、肚皮舞、拉丁舞、街舞、鲤鱼打挺、弯指关节、劈叉、下桥、掰腿等。 ‎ 在这个环节，课堂气氛会很活跃，学生踊跃表现自己的绝活。教师要注意让他们玩的同时别忘了操练句子。玩的学生做完动作后说：I can do it very well.其他同学则一起说：×× can do it very well. We can’t do it at all. ‎ 让孩子们在活动中学，在情景中运用，达到语言交际的作用。 ‎ ‎2．Poem ‎ There are lots of interesting thing in our class. now, I want you to meet a special animal. What is it? Please listen, look and then guess. ‎ 关闭上一个窗口，点击课件poem，确认。给我们呈现的是一首非常有意思的小诗，图文并茂，生动活泼，非常吸引学生。 ‎ What can it do? What can’t it do? ‎ It can’t play football. It can’t play basketball. ‎ It can climb up any wall. What is it? ‎ Can you guess? 学生猜出是蜘蛛spider后,教师还可以继续开发他们的智力，除了蜘蛛还可以是什么动物？（gecko壁虎，ant蚂蚁） ‎ 教师用快板打节奏，学生则拿笔跟着节奏敲打自己的笔盒，师生一起有节奏的朗读这首poem。通过快板打节奏为学生伴奏，新颖独特，加上学生的“大合奏”，这个环节再次把课堂推向高潮。 ‎ ‎3. Exercise 1 Listen and write ‎ 关闭上一个窗口，点击课件Exercise 1，确认。这是一个学生活动用书的练习题。注意练习副词fast,‎ ‎ well, badly, high 的搭配。听写结合，也为下一个练习做好铺垫。 ‎ ‎4．Exercise 2 Make a servey ‎ 点击课件Exercise 2，确认。要求学生做一个调查。 ‎ We’re going to have a Sports Day. What are you going to do for Sports Day ? ‎ 学生通过推荐别人或自我推荐，运用very well/at all/badly/fast/high等词语，运用句型I can… / I can’t…进行自我或对他人评价，达到知识的提炼。 ‎ 现在是准备开校运会的时期，搞一个运动会的报名活动正是时候，也跟课文内容吻合，是本课知识的拓展。 ‎ 教学反思