外研版小学英语五年级上册三起全册教案

外研版小学英语五年级上册三起全册教案

1 / 42 外研社五年级英语（三起）上册 教材分析 一、学情分析： 五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已 基本养成。但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较 严重。因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣。 二、教学要求和任务。 1．养成良好的听英语、读英语、说英语的习惯。 2．初步养成良好的书写习惯。 3. 能按三会与四会的要求掌握所学词语。 4．能四会要求掌握所学句型。 5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚， 语调正确。 6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。 7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。 8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。 三、教学重点难点。 1．重点： ①四会句型、单词。 ②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。 ③运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调 正确。 2．难点：养成良好的听英语、读英语、说英语的习惯。 四、主要措施。 1．根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学 习积极性。 2．在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动 学生的非智力因素，提高学生 实际运用语言的能力。 3．活用教材，根据学生会的实际情况，将每单元各个板块重现组排降低难度。 2 / 42 Module 1Unit 1 Did you come back yesterday？教学设计 课 题 MODULE 1 London Unit 1 Did you come back yesterday？ 课时安排 1 课时 第 1 课时 学习目标 （1）简单了解过去时 （2）能够认读 went to shool / went to bed / went home / came back （3）能运用句型 When did you go… / come back?询问过、去干事情的时间，并能 过去时回答. （4）能够在问题和练习的帮助下，了解对话意思 （5）培养合作学习的的能力，培养学生综合运用语言的能力。 学习重点、 难 点 1 重点、：学生在不同情境中听懂、会说主要句型，并能替换关键词自如运用。 2 难点：在 Group work 中通过交流自然的使用所学句型，让学生在操练中悟。 导学流程 教师活动 学生活动 教学添补 一、自学展 问。 （10）分钟 Step 1 Warmer 1 Say hello to the students. I'm very glad to see you again. 2 Listen and do: 3 Ask and answer. Talk about your vacation . 师生问好。 Listen and do: Stand up! Point to the window! Point to the seiling! Point to the floor! Touch your nose.Touch your left ear.Touch your right eye... Talk about theirseves vacation . let them learn some new words like:“when , finish , home, come—came” let the students try to use the words to say something. 呈现问题： What did you do on summer vacation? What did you see? What did you eat? When did you finish your homewor？ 二、互动探 究。 (20)分钟 Step 2 Learn the text. 1. Learn new words: In this class we are going to learn some past tense words. Look at the board : Finish---finished, wait—waited, drop—dropped, come—came. buy –bought T: explain the rules of past tense. T: please do as I do: back--- come back came 1. Learn new words: In this class we are going to learn some past tense words. Look at the board. Please do as I do: back--- come back came back 呈现动词： finish-finished, wait-waited, drop-dropped, come-came. buy –bought 呈现动词词组： back--- come back came back 3 / 42 back near-- near the school, near the park home--- ice-cream---- finish--- let the students try to make phrases in this way. 2 Learn the text. Look at the first picture then read the first paragraph. In each group , tell your partners what you have learned and what you don’t understand. Ask 4 good students to read the text in role. near-- near the school, near the park home--- ice-cream---- finish--- let the students try to make phrases in this way. Look at the first picture then read the first paragraph. Use the same methods study the next. Listen to the tape.first listen , then close the books, try to grasp the main meaning . then read it in each group , and try to help each other. near-- near the school, near the park home--- ice-cream---- finish--- 三、拓展提 升。 （10）分钟 Step 3 Do Ex.1 Listen and read ,then circle True or False. 1 Have the students to listen to the text . 2 Read them and think about true or false. 3 Listen again then chess the answers. Step4DoEx.2:Correct the false statements. Homework: Read the text five times , and remember these new words . Listen and read ,then circle True or False. 1 Have the students to listen to the text . 2 Read them and think about true or false. 3 Listen again then chess the answers. Do Ex.2Correct the false statements. 板书设计 板书设计 Module1 Unit1 Did you come back yesterday？ When did you come back? We came back last Sunday. I dropped my ice cream. 教学反思 4 / 42 Module 1 Unit 2 We bought ice creams.教学设计 课 题 Unit 2 We bought ice creams. 课时安排 1 课时 第 1 课时 学习目标 1. 认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音 2.能够理解对话内容并在理解其意思的同时，学会在一定的情景中恰当的使用，同时 教育学生要养成认真细致的好习惯。 3.能够总结字母组合 ow, ou 的发音规律 ，以及 cl, cr 的发音区别，并能朗读 Pronunciation 部分的例词。 学习重点、 难 点 1、需要掌握的两组四会句子，特别提醒学生注意专有名词要大写。 2：Pronunciation 的学习，教师要引导学生读准单词，并发现其发音规律。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step 1 Warming up 1) Greeting with the kids. 2) Show the PPT (first the picture then the verb phrases) to review: walk to school, see a bus, go home by bike , eat rice, go to the park… 3) Ask and answer as following while talking about the pictures, 1) Greeting with the kids. 2) Show the PPT (first the picture then the verb phrases) to review: walk to school, see a bus, go home by bike , eat rice, go to the park… 3) Ask and answer as following while talking about the pictures, 呈现词组：walk to school, see a bus, go home by bike , eat rice, go to the park… 二、互动探 究。 (20)分钟 1) Show the PPT: a postcard, then teach the new word: postcard ,and lead into the new lesson. 2) （Open their books） Listen to the tape and read after it from one sentence to another, then answer the following questions: Who wrote the postcard? Who got the post card? 3) Listen to the tape and underline the verb phrases: (1) went to the park（2） met John（3）bought ice creams （4）went home by bus （5） ran to the bus（6） Show the PPT: a postcard, （Open their books）Listen to the tape and read after it from one sentence to another, then answer the following questions: Listen to the tape and underline the verb phrases: 呈现词组： (1) went to the park （2） met John （ 3 ） bought ice creams （4）went home by bus（5） ran to the bus（6） dropped my ice 5 / 42 dropped my ice cream Then ask the kids to read them out. 4) Show the PPT: Then ask the kids to give out its Original Form(原 型) 5） Ask the kids to read the text silently and try to find the answer to the following questions ( Show the PPT) 6）Check the answers(vie to answer 抢答比赛) 7）Teach them to write the postcard in English. Then ask the kids to read them out. Then ask the kids to give out its Original Form( 原 型) the kids to read the text silently and try to find the answer to the following questions Check the answers(vie to answer 抢答比赛) write the postcard in English. cream 呈现动词的过 去式： went met ran bought dropped 呈现问题： Did shegoto the Park yesterday? Did they meet John? Did they go home by bike? Did Lingling walk to the bus? Did she drop her ice cream? 三、拓展提 升。 （10）分钟 1)Listen to the tape and fill in the blanks. Yesterday I ( ) to the park with Sam and Amy.We ( ) John ( ) the park. He is Sam and Amy's friend.We ( ) ice creams.Then we ( ) home ( ) bus.I ( ) to the bus. But I ( ) my ice cream. 2) Retell the text. Then ask the kids to try to retell the text. Step 4, Homework Finish AB EX. 4, 5 1)Listen to the tape and fill in the blanks. 2) Retell the text. try to retell the text. 2）呈现词组： (1) went to the park （2） met John （ 3 ） bought ice creams （4）went home by bus（5）ran to the bus （6） dropped my ice cream 板书设计 板书设计： Unit 2 We bought ice creams. Did they buy ice creams ？ Yes ,he did.No,he didn`t. 词组：went to the park met John bought ice creams went home by bus ran to the bus dropped my ice cream 教学反思 6 / 42 Module 2 Unit 1 What did you buy?教学设计 课 题 MODULE 2 Unit 1 What did you buy? 课时安排 1 课时 第 1 课时 学习目标 1、能用'how many', 'how much'询问数量。 2、培养创新精神和合作意识。 学习重点、 难 点 掌握句型 How many do you want? 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1: 1、Warming up. 2、Listen and sing a song: There was a chicken. Greet: Hello, boys and girls. Listen and sing asong: There was a chicken. （学生随着音乐做动作） 二、互动探 究。 (20)分钟 Step Two: Revision. Let's play a guessing game. 游戏 1： 教师让学生 猜口袋里装的是什么， 并猜出数量。对学生说： What are these? How many are there? 游戏 2：教师手中有 一些卡片，让学生猜上 面的食品及数量。 Let's chant. shop 里面 things 多， 红红的 apple，黄黄的 banana，ice cream 在 冰箱里，egg egg 一 个个，cake cake 香喷 喷 ， 许 许 多 多 watermelon, 今 天 要 去 picnic, 我 们 还 需 要 什 么？ Let's play a guessing game. T: What are these? Ss:Ice creamsapples. bananas pears. T: Yes, and how manyarethere? Ss: Three two six T: What is this? Ss: meat rice noodle cheese . T: How much is there? Ss:Two kilos.Three kiloes. 50 kilos Half a kilo. Let's chant. 呈现内容： Ice creamsapples. bananas pears. Three two six meat rice noodle cheese Two kilos.Three kiloes. 50 kilos Half a kilo. 呈现 chant: shop 里 面 things 多，红红的 apple， 黄黄的 banana，ice cream 在冰箱里， egg egg 一个个， cake cake 香喷喷， 许多多 watermelon, 今天要去 picnic,我 们还需要什么 7 / 42 三、拓展提 升。 （10）分钟 Step3: Make a shopping list. Step 4. Make a survey. 向其他小组调查统计所 需物品的种类及数量， 填写表格。要求学生运 用一下句型：What are you going to buy? Howmany_doyou want? 教师注意示范，学生完 成任务后向全班汇报。 Step 5. Card games. 教师引导学生讨论，先 示范引导： Look,there are many things in this picture. What are these? How many_doyouwant? Howmuch_ doyouwant? 教师呈现这些句型， 让学生仍然在小组内讨 论回答。最后让雪横在 讲台前谈论图片，展示 讨论结果。 Step 6Homework. Do the shopping after class 1. We need many things,so we must make a shopping list. 2. Work in groups. Write the things on the paper. 3.Read the shopping list. 将学生分为 6 组，同伴将物品 的名称写在纸片上。然后选择 'how many'或 'how much' 如果对了，就会得到小贴画。 最后，这些卡片连在一起就构 成了别样的购物清单。 学生讨论，先示范引导： Look,there are many things in this picture. What are these? How many___do youwant? Howmuch___ do you want? 让学生仍然在小组内讨论回 答。最后让雪横在讲台前谈论 图片，展示讨论结果。 Make a shopping list. 呈现问题： What are you going to buy? How many___do you want? 呈现这些句型 What are these? Howmany___doyou want? Howmuch___doyou want? 板书设计 板书设计： Module 2 Unit 1 What did you buy? A:What are these? B:Ice creamsapples. bananas pears. A:Howmany___do you want? B:Three two six A:Howmuch___do you want? B:Two kilos.Three kiloes. 教学反思 8 / 42 Module 2 Unit 2 How much cheese do you buy?教学设计 课 题 Unit 2How much cheese do you buy? 课时安排 1 课时 第 1 课时 学习目标 1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音。 2、能用 how much 询问数量。 3、培养创新精神和合作意识。 学习重点、 难 点 1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音。 2、能用 how much 询问数量。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 1、Warming up Hello,boys and girls. 2、用手势帮助学生复习 数词，以此来引出句型 “How many?”，并通过 图片和实物进行操练。 再 让 学 生 运 用 How many do you want?自由 对话,然后点名汇报。 1、 师生问好 学生复习数词，通过图片和实 物 进 行 操 练 句 型 “ How many?”， 学 生 运 用 How many do you want?自由对话, 呈现句型 How many?”， How many do you want? 二、互动探 究。 (20)分钟 1.教学新单词 (1) 出 示 各 种 食 品 图 片 , 让生齐读出来 。 (2) 最 后 一 张 出 示 奶 酪 , 引入单词 cheese。 教说该单词 , 分小队 , 分排练读。告诉学生 cheese 是不可数名词。 (3)引入单词 kilo.使生 理解该单词意为“一公 斤”。教说、练说该单词。 (4)引入词组 half a kilo。 使生理解为“半公斤”。 教说、练说该词组。 (5)将所学新词齐说一 遍，并利用 cheese 练说。 a kilo of cheese。 2. 教学新句子 (1)老师利用板书中的 可 数 名 词 问 :How many ...do you want ?再 用“How much...do you want?” (3)让学生两两一组,就 黑板上的单词进行问答 练习.然后出示课件 E: 看食品图片 ,让生齐读出来 。 分小队 , 分排练读。告诉学生 cheese 是不可数名词。 生理解该单词意为“一公斤”。 教说、练说该单词。 词组 half a kilo。使生理解为 “半公斤”。教说、练说该词组。 将所学新词齐说一遍，并利用 cheese 练说。a kilo of cheese。 学生理解这两个句型是物品询 问数量的.然后让他们总结出 两个句型分别用在何种情况。 练习两个新句型.放第一遍课 件,指名根据画面回答问题;放 呈现单词： Cheese Kilo half a kilo cheese 呈现句型： How many ...do you want ? How much ...do you want?” 9 / 42 练习两个新句型.放第 一遍课件,指名根据画 面回答问题;放第二遍 课件时,全班跟读. (4)老师仍然利用板书 提问 How much?启发学 生理解该句意思是询问 价钱。在练说时速度要 由慢到快，拍手有节奏 地练说该句。 (5)Game：More or less 第二遍课件时,全班跟读. 学生理解该句意思是询问价 钱。在练说时速度要由慢到快， 拍手有节奏地练说该句。 一个学生上前面来猜价钱，其 它同学根据他说出的价钱说 more 或 less 来给他提示。 三、拓展提 升。 （10）分钟 1、让学生 6 人自由结 组，并发给他们每组一 张纸，让学生先来列一 个清单。待学生列好清 单后，利用实物投影展 示几组。大家一起看一 看，说一说清单上都有 什么东西。 2、出示课件：一个购物 的对话范例。老师先与 一个学生做一个示范， 然后让学生在每组里找 一、两个学生当售货员， 其它同学买东西，进行 购物对话。 3、对话展示。 五、作业布置： 1、课文录音，模仿课文 句子，能够熟读课文； 2、用今天所学的句型询 问朋友周末购物情况。 学生先来列一个清单。待学生 列好清单后，利用实物投影展 示几组。大家一起看一看，说 一说清单上都有什么东西。 老师先与一个学生做一个示 范，然后让学生在每组里找一、 两个学生当售货员，其它同学 买东西，进行购物对话。 板书设计 板书设计： Unit 2 How much cheese do you buy? How many ___s do you buy? How much ____ do you buy? 教学反思 10 / 42 Module 3 Unit 1 Where did you go?教学设计 课 题 Module 3 Unit 1 Where did you go? 课时安排 1 课时 第 1 课时 学习目标 1.掌握动词在过去时中的规则变化。 2.掌握本课单词 cooked walked watched helped did played yesterday. 3.学生能够用所学的过去式短语描述昨天所做的事情。 学习重点、 难 点 教学重点：1.掌握表示过去时的句型，如 Yesterday I cooked fish. 2.理解过去时的意义及表达方法。 教学难点：1.学生感知动词不规则变化，如 do---did。2.动词过去式的读音。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Warming up 1 、Greetings 2、sing an English song . 《Where did you go ?》 3 、Free-talk T:Did you go to Yantai ? T : When did you go ? (ask another student) (one by one) 1、 Greetings Nice to meet you, boys and girls. 2、sing an English song .《Where did you go ?》 3 、Free-talk S1: Yes , I did . S1: I went to Yantai yesterday. (last year last month last week last Saturday) S1: Did you go to…? cooked walked watched helped 二、互动探 究。 (20)分钟 Presentation Learn the newsentences: Visit means“看望、拜 访”. Here it means“参 观”. 1、听第一遍录音 listen and think “What did Lingling , Sam and Amy do at the weekend?”. 2、听第二遍录音 Now open your books , listen to the textcarefully and try to answer these questions . 3、学生自读课文，寻 求问题答案。 4、小组讨论，交流。 5、学生自主发言（对学 生的回答进行评价， 6、你知道英国都有那些 著名景物？学生说出所 Presentation visit means“看望、拜访”. Here it means“参观” 听录音,整体感知课文内容。 listen to the text carefully and try to answer these questions . 3、学生自读课文，寻求问题答 案。 4、小组讨论，交流。 5、学生自主发言 学生说出所学过的景物，如： 呈现问题： （1）Where did they go ? （2）What’s the London Eye ? （ 3 ） Did Lingling like the London Eye ? （4）What did Lingling like best ? 11 / 42 学过的景物，如：Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。 同时教师展示相关图 片，教师说：They are all very beautiful. But I like the London Eye best . Which do you like best ? 引 导 学 生 用 I like … best 回答。 对 like… best 进行简单操练。 Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。 学生用 I like … best 回答。 对 like… best 进行简单操练。 呈现著名景物： Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。 三、拓展提 升。 （10）分钟 Production T: Look I have some photos . Do you want to know where I went ? You can ask me some questions . 出示照片， （四）Extension T : Now talk about your weekend,practice in groups . Then ask : Who wants to come to the front and tell us your weekend ? （五） Homework listen to the tape and read after it . 生问师答的方式来操练重点句 型：S : Where did you go ? T : I went to … S : What did you visit there ? T : I visited …there . S : Did you have a good time ？ T：Yes , I did . / No, I didn’t . Talk about your weekend,practice in groups . Then ask : Who wants to come to the front and tell us your weekend ? 呈现问句： Where did you go ? What did you visit there ? Did you have a good time ？ 板书设计 板书设计： Module 3At the Weekend Unit 1 Where did you go? T : Where did they go ? S : I went to … T : What did you visit there ? S : I visited …there . T : What did Lingling like best ? S : Yes , she did . / No, she didn’t . 教学反思 12 / 42 Module 3 Unit 2 Daming took a photo of his father.教学设计 课 题 Unit 2 Daming took a photo of his father. 课时安排 1 课时 第 1 课时 学习目标 1.听懂、会说 What day is it today? What do we have on Mondays?，并能在实际情境中 运用。 2.能听、说、读、写单词：Monday, Tuesday, Wednesday, Thursday, Friday，并能根据 实际情况替换句型熟悉运用。 3.会唱歌曲 Friends，并能简单介绍自己最好的朋友。 学习重点、 难 点 重点：学生在不同情境中听懂、会说所学知识，并能自然的在实际生活中用。 难点：掌握四会单词。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Warming up 1、Greetings. 2、Find the friends: (小 黑板出示) 3 、 Listen and do the attcions. 4、Free talk. (师动作演示) What did you do at thweekend？ T: Where did you go? Find the friends: 1)请几个学生上台前找出动词对 应的过去式.2）教师读动词原形， 学生读过去式。3）全班拍手诵读。 Listen and do the attcions. 学生先跟着老师边说边做，然后师 说词，学生做动作。速度由慢到快。 S1:I …. S2:I…. S1: I went to … S2: I went to … 呈现动词： got do meet takebuy are visit walk 呈现词组： play basketball watch TV takepictures listen to music 二、互动探 究。 (20)分钟 New lesson 指导学生看课文图片。 （出示教学挂图） what can you see? 2、 (出示长城图片) 3、指图片远处的山脉， 教学单词“mountain”， 板书 “mountain”并画 简笔画理解， 教师出示图片向学生介 绍黄山、泰山、华山。 4 、 Where did Daming and his father go? 板书：They went to the Great Wall. 5listen to the tape and try to answer questions. 先听录音读问题，然后 全班齐读问题。 6、学习课文。 1）教师讲解中文意思。 2）教学单词“hour”, 学生看课文图片。 S1:I can see …. It’s in Beinjing. It’s very long and very old. It’s wonderful. 学习单词：mountain 提醒学生注 意与“hill”的区别。 学生了解黄山、泰山、华山 学 生 的 回 答 ： They went to the Great Wall. listen to the tape and try to answer the questions. 先听录音读问题，然后全班齐读问 题。 学单词“hour”,及同音词“our” Mountain 呈现句子: It ’ s in Beinjing. It ’ s very long and very old. It ’ s wonderful. 出示问题： Who went to the Great Wall? When did theygo? How did they go? What did 13 / 42 出示同音词“our”。 3）Find out the past tense of the verb. 要求学生画出文中动词 过去式并将原形写在旁 边，教师根据学生找的 情况适当板书过去式。 7、Listen and repeat. 8、Answer the questions. 先四人小组找答案，师 生一起纠正答案。 9、Read the text together. Find out the past tense of the verb. 要求学生画出文中动词过去式并 将原形写在旁边，教师根据学生找 的情况适当板书过去式。 Listen and repeat. Answer the questions. 先四人小组找答案，然后请学生在 全班汇报，师生一起纠正答案。 Read the text together. they do? What did Damingdo? 三、拓展提 升。 （10）分钟 1. Talk about you：根据 问题介绍周末的活动。 1）Pair work 2）Group work:教师分 给每小组一个问题的任 务，小组互相进行问答。 2、各小组汇报。 3、学唱歌曲。 1)教读歌词，理解歌词 大意。 2）播放歌曲，学生跟唱。 3）模仿唱，表演唱。 Step 5 Summary What have you learned today?归纳总结本课所 学的单词和句型。 Step 6 Homework 完成课堂作业 Ex3 、4。 1. Talk about you：根据问题介绍自 己上周末的活动。 1）Pair work: 两人互问互答。 2）Group work:教师分给每小组一 个问题的任务，小组互相进行答。 2、各小组汇报。 3、学唱歌曲。 1)教读歌词，理解歌词大意。 2）播放歌曲，学生跟唱。 3）模仿唱，表演唱。 板书设计 板书设计： Unit 2 Daming took a photo of his father. Who went to the Great Wall? When did theygo? How did they go? What did they do? What did Damingdo? 教学反思 14 / 42 Module 4 Unit 1 Mum bought a new T-shirt for me.教学设计 课 题 Module 4 Unit 1 Mum bought a new T-shirt for me. 课时安排 1 课时 第 1 课时 学习目标 掌握语词 语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose . key sentences : it’s mine (yours ,his ,hers ,Lingling’s ) 功 能: 说明物品所属关系. 学习重点、 难 点 掌握语词 语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose . key sentences : it’s mine (yours ,his ,hers ,Lingling’s ) 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1. Warmer 1 、 Greeting with the students. 2Do some actions together. Greeting with the students. Do some actions together 呈现：mine , yours ,his ,her s .matter ,argu e .wet ,line , whose 二、互动探 究。 (20)分钟 Step2lead in. 教 师 出 示 一个苹果，表达 “It’ s an apple. It’s mine.” 然后出示写着“It’s…” 的卡片引导学生操练 （1）全班读（2）小组 读（3）个别读（4）要 求学生拿一样自己的物 品说“It’s mine.” 2、分别指着三位学生并 拿起他/她的任一物品 说“It’s yours/his/hers.” 3、再次出示苹果，“It isn’t yours/his/hers.” 然后用卡片“It isn’t…” 引导生操练否定句型。 4、创设肢体动作引导学 生 深 刻 识 记 单 词 “mine/yours/his/hers” Step2 Presentation 1 、 Show the video of two mice. They are arguing about the bread. 2 、 Read the text by themselves and circle the correct answers. 1. Learn the words: mine, yours, his, hers with the things of the students’ and my own. （1）全班读（2）小组读（3）个 别读（4）要求学生拿一样自己的 物品说“It’s mine.” 2. Group work: 学生操练否定句型。 It isn’t yours/his/hers. It isn’t… 肢体动作引导学生深刻识记单词 “mine/yours/his/hers” 1 、 Show the video of two mice. They are arguing about the bread. 2、Read the text by themselves and circle the correct answers. it isn’t yours ,it’s mine .T: don’t argue, what’s the matter ? B:baoyawen want to wear my T-shirt .G1: zhaoyingjie want to wear my T-shirt . 呈现问题： 1) Did Ms Smart wash Lingling’s T-shirt? Yes No 2)IsLingling`s T-shirtclean (干净的) ? Yes No 15 / 42 3Listen and find “mine, yours, his, her ” and underline the sentences with these words. 4、Follow the tape, then read in groups and show their reading. Listen and find “mine, yours, his, her” and underline the sentences with these words. Follow the tape, then read in groups and show their reading. 3)DidLingling wear( 穿 )her T-shirt ? Yes No 三、拓展提 升。 （10）分钟 Step3 Practice 1、Look and find: Whose clothes? 2、教师引导学生看活动 三里的四副图，并给出 示范。教师检查练习情 况，并及时评价。 3、强化练习 做学生用书上的第一 题，考察学生对课文熟 悉程度。 做学生用书上的第二 题，考察学生对含有本 课重点单词和句子掌握 情况。 Step4 Summary Draw a conclusion of this class. Step5Homework 1. Read the dialogue and try to recite part 1 2. Write and remember the words “mine, yours, hers, his”. Look and find: Whose clothes? 学生同桌两个人进行练习。 做学生用书上的第一题，考察学生 对课文熟悉程度。 做学生用书上的第二题，考察学生 对含有本课重点单词和句子掌握 情况。 板书设计 板书设计： Module 4 Unit 1 Mum bought a new T-shirt for me. It’s mine (yours ,his ,hers ,Lingling’s It isn’t yours/his/hers. It isn’t… 教学反思 16 / 42 Module 4Unit2 What`s the matter with Daming?教学设计 课 题 Unit2 What`s the matter with Daming? 课时安排 1 课时 第 1 课时 学习目标 1、理解和把握句型 Whose…is this?以及单词 mine、yours、his、hers。 2、培养学生用所学知识来指出物体的主人，及用所学知识来获取他人信息的能力。 3、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。 学习重点 难 点 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。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学 展问。 （10）分 钟 热身与复习 1. Greetings. 2. Sing an English song: If you happy 3.Revision：mine his yours hers sweater T-shirt cap bag whose (教学新词) Sing an English song: If you happy 3.Revision mine yours hers his sweater T-shirt cap bag whose 掌 握 语 词 语 :mine , yours ,his ,h ers 二、互动 探究。 (20)分钟 Presentation Ss read the words T: Very good! Look at these words we learnt last lesson. Please read them. (Teacher uses the word’s cards ) Ss: mine yours hershis 2.T: Now look at here. (Teacher shows the picture of sweater and word’s card of mine) Sweater, sweater, this sweater is mine. Ss: Sweater, sweater, this sweater is mine. 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。 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:LostandFound Ss read the words Teacher uses the word’s cards Ss: mine yours hers his 2. look at here. (Teacher shows the picture of sweater and word’s card of mine) Sweater, sweater, this sweater is mine. Ss: Sweater, sweater, this sweater is mine. 学生逐一幻灯片找出物品所属，教 学新知识。 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 呈 现 新 单 词： mine yours hers his sweater bag T-shirt cap whose 呈现句子： Sweater, sweater, this sweater is mine. 17 / 42 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。 请学生听音，并找出相同的发音， 归纳。 三、拓展 提升。 （10）分 钟 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.Amylikesredsweate. 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.Thiscakeis 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。 生完成选词填空 his whose hers mine yours A: ____ bag is this? B: It’s Lingling’s. 2.Amylikesredsweate. 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. 呈现 chant： Cake, cake, this is my cake. It’s mine. It’s mine. This cakeismine. 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. 板书设计 板书设计： Unit2 What`s the matter with Daming? Whose…is this? This ___ is hers (mine、yours、his). 教学反思 18 / 42 Module5 Unit 1 There are only nineteen crayons.教学设计 课 题 Module5 In Class Unit 1 There are only nineteen crayons. 课时安排 1 课时 第 1 课时 学习目标 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... . 3、能用 There are enough. 和 There aren’t enough 表达物品数量是否充足. 4、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。 学习重点、 难 点 重点：用句型 There are enough.和 There aren’t enough. 表达物品数量是否充足。 难点：单词 enough 和词组 give out 的理解与运用。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Warming up.热身 （1）数数字。和同学们 一起数一下男生与女生 的个数。 （2）编成 chant。师生 拍手边打节奏边说。 课件出示 chant: 1）数数字。和同学们一起数一下 男生与女生的个数。 （2）编成 chant。师生拍手边打节 奏边说。 课件出示 chant: teacher: How many boys? How many boys? children: There are….There are…. 呈现 chant： How many boys? There are…. There are…. How many girls? How many boys? There are… 二、互动探 究。 (20)分钟 Presentation. 整 体 感 知 课文：(多媒体课件) Listen and choose. 1.Sam,please____the pencils. A.give out B.give to 2.Give one pencil____ child. A.every B.everyone 3.Are there____pencils? A.many B.enough 4.Good,we’ve goenough for___. A.every B.everyone 5.Give _____out,Sam. A.they B.them 6.Be_________!Oh no! A.careful B.care 3.单词学习。 ①单词初步学习。本节 课重点单词为 give, every,everyone，enough, them,careful。 ②单词卡片集中学习。 Listen and choose.学生边仔细听， 边思考以下问题的答案。 1.Sam,please____the pencils. A.give out B.give to 2.Give one pencil to __child. A.every B.everyone 3.Are there _________pencils? A.many B.enough 4.Good,we’ve got enough for___. A.every B.everyone 5.Give _______out,Sam. A.they B.them 6.Be_________!Oh no! A.careful B.care ①直接拼读法、旧引新法、分散记 忆法等方法帮助学生的发音；通过 肢体表演、合成等方法帮助学生理 解其义。 ②单词卡片集中学习。利用比赛的 形式，通过直读英、看汉语说英男 女读、个人读、同桌读、小组读等 呈 现 练 习 ： 1.Sam,please_ the pencils. A.give out B.give to 2.Give one pencil to __ child. A.every B.everyone 3.Are there __ pencils? A.many B.enough 4.Good,we’ve got enough for__. A.every B.everyone 5.Give___out, Sam.A.they B.them 6.Be__!Ohno! A.careful B.care 呈现新单词： 19 / 42 ③Let’s play a game!-- 4.重点句型学习。 （1）自读课文，找出含 有 there be 结构的句子。 （2）引导学生回答。 （3）指导学生的读。 5.回归课文。 ①（出示多媒体课件） Read and choose. 自 读 课文，判断正误。 ②（多媒体出示）Listen and mime.根据学生模 仿情况，决定听的次数。 ③以小组为单位，分角 色朗读课文。 ④(多媒体出示)Let’s show!教师作出评价。 形式，加深学生对单词的记忆。 ③Let’s play a game!---Looking for my cards!教师将单词卡分给学生， 然后问 Where is “give”.拿 give 单词卡的学生站起来，举着卡片大 声说 give，学生跟读两遍。教师依 次问其他卡片。 学生在寻找时，一定留给学生足够 的时间，发现有困难的学生，教师 给予个别指导。 ①（出示多媒体课件）Read and choose.自读课文，判断正误。 ②（多媒体出示）Listen and mime. 根据学生模仿情况，决定听的次 数。 ③以小组为单位，分角色读课文。 ④(多媒体出示)Let’s show! give,every, everyone ， enough, them,careful 呈 现 句 子 ： Are there enoughpencils ?/There are 25 children in the class./ There areonly 15pencils. /There aren’t enough!/Thee Are enough. /There are ten pencils there. 三、拓展提 升。 （10）分钟 巩固与拓展练习。 （1）there be 句的练习。 ①出示多媒体课件。 ②出示多媒体课件。 ③A game: 出示多媒体 课件。 （2）否定句的练习。 ①出示多媒体课件。 ②A game.抢座位 （3）there be 一般疑问 句的练习。 ①同桌练习。 ② 同 桌 展 示 。 7.Homework.（描述自己 的学校） For example: There are enoughdesks. ①three children and four apples. ②two children and two caps. ③用 There are enough…造句。看 谁造的最多，谁就是冠军。 （2）there be 否定句的练习。 ①four monkeys and three bananas. ②A game.抢座位：教师喊 stop， 学生迅速坐下，说：“There aren’ t enough chairs. （3）there be 一般疑问句的练习。 ①同桌练习。利用教师里现有实物 进行问答。②同桌展示。教师作出 评价。 板书设计 板书设计： Module5 Unit 1 There are only nineteen crayons. Two children and two caps. There are enough. Three children and four apples. There aren’t enough 教学反思 20 / 42 Module 5Unit2 There are forty.教学设计 课 题 Module5 unit2 There are forty. 课时安排 1 课时 第 1 课时 学习目标 1）会理解 There are too many…的意思。. 2 )引导学生思考问题，培养学生的表达能力。 3）培养学生合作学习的能力。 学习重点、 难 点 重点：理解 There are too many…所表达的意思。 难点：会运用 There are too many…，There are (not)enough 来表达物品数量是否充足。 了解字母组合 ear, eer, oor, our,air,ear 在单词中常见的读音 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1. Warming up 就教室的摆设，让学生 用 There are enough, There aren’t enough 造 句 ， 例 如 There are enough chairs . 学生用 There are enough, There aren’t enough 造句， 二、互动探 究。 (20)分钟 Step2.Play a game (放 4 张椅子在教室前 面，请 4 位同学上来 All the students should say “Are there enough chairs, Are there enough chairs, Are there enough chairs… Step.3Practice T:指向装不完铅笔的铅 笔盒，示意学生 （指导学生说完整） T 打开课本，依次指向 课本的插图，示意学生 说 ， 再 由 全 班 说 。 There are too many people on the bus. There are too many books in the bag.There are too manyclothes on the line. There are too many apples in the bag.T:Very good.You are so clever! T:Are there enough chairs? Ss:Yes,there are enough chairs. （搬去一张椅子，4 个同学继续玩） T:Are there enough chairs? Ss:No,there aren’t enough chairs. Ss: There are too many pencils in the pencil box. 学生说，再由全班说 Ss: There are too many people on the bus. There are too many books in the bag. There are too many clothes on the line. There are too many apples in the bag. 呈现句型： There are too many people on the bus. There are too many books inthe bag. There are too many clothes on the line. There are too many apples in the bag. 三、拓展提 升。 （10）分钟 Step4.Listen and repeat T:Turn to Page21( 指 向 学生用书),Listen to me carefully.（教师读一次） Listen and repeat Listen to me carefully.（教师读一 次） 21 / 42 Now,follow me,please. （如：/iê/,ear↗, ear↘, dear↗,dear↘用升降调 教学生跟读。 T:Very good! Step5.let’s learn a poem. what can you see from the pictures? 小 女 孩 在 干吗 Ss:（指导回答）Practice the piano,do the work, learn the words,learn Chinese/English/Maths, help her mather/father, make a cake. listen carefully. 先 读 一 次，再让学生跟读 2、3 次，在读的同时教动作 Step6 语音教学） 学生打开书。 教师播放录音磁带，全 班一起完成练习. Step6.Homework 留心观察一下周边的 事，并用“too many/ enough/not enough” 的 句式写出来。 用升降调教学生跟读 学习 Poem . Look at the pictures, Ss:（指导回答）Practice the piano,do the work,learn the words,learn Chinese/English/Maths,help her mather/father,make a cake. listen to me carefully.（先读一次， 再让学生跟读 2、3 次，在读的同 时教动作）把全班分为 2 组，一组 说 “But there’s not enough time! There’s not enough time!”另一组则 读前面的句子. 全班同学听并跟读。 学生一边听，一边划线，一边说单 词。 教师一边贴，学生一边读。然后要 求学生把这些单词照读音分组 呈现词组： Practice the piano,do the work, learn the words,learn Chinese/ English/ Maths,help her mather/ father, makeacake. 呈现单词： ear, dear, hear, near, fear,beer, deer, tour, pour, hair, stair, bear, pear, wear 板书设计 板书设计： Module5 unit2 There are forty.. There are too many people on the bus. There are too many books in the bag. There are too many clothes on the line. There are too many apples in the bag. 教学反思 Module6 Unit1 You can play football well.教学设计 课 题 Module 6 Self—assessment unit 1 You can play football well 课时安排 1 课时 第 1 课时 22 / 42 学习目标 理解 I don’t play well. You can jump high. You are good at basketball. You can catch the ball well. Lingling is a fantastic goalkeeper. 学习重点、 难 点 询问和表达你及你的同学能做什么，在什么方面做得好, 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1. Warming up 热身复习 教师说一些学过的动词和动 词词组，学生重复并做动作。 play football play basketball play table tennis jump jump high jump far run run fast run slow ride ride fast ride slow 学生重复并做动作。 学生回答问题：Who can run fast?Who can jump high?Who can play football?能做到的学 生就马上说 I can. 呈现词组： play football play basketball play table tennis jump jump high jump far run run fast run slow 二、互动探 究。 (20)分钟 Step2 任务呈现与课文导入 学习用英语说为什么喜欢。 谈论关于运动的话题。教师与 单个同学交流，为课文教学做 好铺垫。 示例：Can you run fast? Can you jump high? Can you play football well? Are you good at basketball? 教师对学生的回答要做适当 的反应。 然后听录音，找到玲玲擅长的 运动。 3. 课文教学 （1）播放磁带，学生听然后 回答问题： 1.Can Lingling run fast? (No,she can’t.) 2.Can Lingling controlthe ball？（No,she can’t） 3.Can Lingling jump high? (Yes,she can.) 4. Can Lingling catch the ball well? (Yes,she can.) 学生回答问题的同时，教师在 黑板上写 fast,high,well,badly 这几个词。领读这四个词，确 谈论关于运动，师与单个同学 交流， 然后听录音，找到玲玲擅长的 运动。 学生听然后回答问题： 学生交流问题。 跟读这四个词，学生一定要掌 握词意。 全班同学分成三部分，分角色 呈现句子： Can you run fast? Can you jump high? Can you playfootball well? Are you good at basketball? 呈 现 单 词 23 / 42 定学生已掌握词意。 （2） 学生独自做活动 3，然 后和同桌说一说 （3）全班一起做练习 2 先让学生看懂问题，然后教师 播放磁带。每一句话后停顿， 学生找出答案。 在小组内就本练习进行问答 练习。 （4）全班一起完成练习 3 表演课文。 （2） 学生独自做活动 3，然 后和同桌说一说 （3）全班一起做练习 2 让学生独立完成，然后在小组 内对答案。 在小组内就本练习进行问答 练习。 （4）全班一起完成练习 3 注意理解。 fast,high, well,badly 三、拓展提 升。 （10）分钟 （1）学生评价球队表现，并 说一说他们喜欢哪个人物，为 什么。教师允许学生使用少量 汉语。 示例 They’re goodatbasketball. They’re fantastic.I like Liu Chuanfeng.He’s thin and tall. He can jump very high.He can catch the ball well.He can control the ball well,too.And he’s very cool. (2)学生三人一组谈论个人喜 欢哪些运动健将，为什么以及 他们擅长什么项目。教师允许 学生使用少量汉语。 示例：I like Tian Liang.He can dive very well. 5.课后作业 五、 学生评价球队表现，并说一说 他们喜欢哪个人物，为什么。 教师允许学生使用少量汉语。 学生三人一组谈论个人喜欢 哪些运动健将，为什么以及他 们擅长什么项目。教师允许学 生使用少量汉语。 呈现句型： They’re good at basketball. They’re fantastic.I like Liu Chuanfeng. He’s thin and tall. He can jump very high.He can catch the ball well.He can control the ballwell, too.Andhe’s very cool 板书设计 板书设计： Module6Self-assessment Unit 1 You can play football well. You can play football well Can you play football wellbadly? Yes, I can. 教学反思 Module 6Unit2 He ran very fast.教学设计 课 题 Unit2 He ran very fast. 课时安排 1 课时 第 1 课时 24 / 42 学习目标 1、 能听、说、认单词：like, football, basketball, table tennis, morning exercises 2、学会用 I like…and I don’t like …谈论运动项目、动物、颜色等。 3. 营造一种轻松愉快学习英语的气氛，利用多种形式激发学生学习英语的兴趣与主动 参与的积极性。 学习重点、 难 点 熟练掌握本课单词和运用句型 I like…and I don’t like … 难点：单词“exercises”读音和词组“morning exercises”在句型中的流利运用。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step 1Warm-up 1. Greeting 2. 朗诵诗歌 Not Enough Time. 3. Free talk ——我是 小能手 师：“What can you do well?” 生：“I can dance/ sing draw very well.” 2. 朗诵诗歌 Not Enough Time. 3. Free talk ——我是小能手 师：“What can you do well?” 生：“I can dance/ sing draw very well.” 呈现句子： What can you do well?” I can dance/ singdraw very well.” 二、互动探 究。 (20)分钟 Step 2Pre-task【任务呈 现】——特长展示] 1.导入——TPR 活动 听教师口令做动作，如 swim, fly a kite, ride a bide, run fast, jump far,jump high 等。 2、让学生对以上动作进 行评价： I can ……(very) well. I can ……(very) badly. I can’t ……at all. Step 3、任务呈现 1、课文活动 1：“Sam can do something very special”. 师：Can you do 1? 2、学唱歌曲 How well do you play football? 3、学习语音部分：“Can you read them very well?”(朗读比赛，并进 行自我、互相评价)板书 pencil, apple, banana, table, toe, rabbit, dog, hand. 4、完成课堂活动用书练 听口令做动作，如 swim, fly a kite, ride a bide, run fast, jump far,jump high 等。 2、让学生对以上动作进行评价： I can ……(very) well. I can ……(very) badly. I can’t ……at all. 生：Yes, I can do 1 very well. No, I can’t do 1 at all. 2、学唱歌曲 How well do you play football? 3、学习语音部分：“Can you read them very well?”朗读比赛，并进 行自我、互相评价 4、完成课堂活动用书练习 1 学 会 用 I can…and I can’t … 谈 论 运动项目、 呈现单词： pencil, apple, banana, table, toe, rabbit, dog, hand. 25 / 42 习 1。 三、拓展提 升。 （10）分钟 Step 4 任务展示 1、四人小组互相提问， 展示和回答，找出同学 们的特长，如：Can you sing/ dance/ say a chant / act out a play / do the activities/ ……well? 2、向全班展示. Step 5 Learn Poem 呈现的是一首非常有意 思的小诗，图文并茂， 生动活泼，很吸引学生。 3. Listen and write 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。 Step 6 Summary and Evaluation 以男女两队进行比赛的 方式进行本课的评价， 评价是教师教学和生学 习过程中的重要一环。 Step 7 Homework 向你的好朋友写信，介 绍你的特长。 1、四人小组互相提问，展示和回 答，找出同学们的特长，如：Can you sing/ dance/ say a chant / act out a play / do the activities/ …… well? 2、向全班展示. Learn Poem 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。 Listen and write 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。 Summary and Evaluation 以男女两队进行比赛的方式进行 本课的评价， 呈 现 首 有 意 思的小诗，图 文并茂， What canitdo? What can’t it do? It can’t play football. It can’t play basketball. It can climbup any wall. What is it? 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。 板书设计 板书设计： Unit2 He ran very fast. I like…and I don’t like … I can ……(very) well. I can ……(very) badly. I can’t ……at all. 教学反思 26 / 42 Module7 Unit1 He can’t see.教学设计 课 题 Module 7 Unit 1 He can’t see. 课时安排 1 课时 第 1 课时 学习目标 1)能听懂、读、会说句型 He can’t see .She can’t hear. 2)正确运用 She/He/They can’t …… 3) “三会”单词：programme useful blind deaf hear firemen sausage 学 习 重 点 、 难 点 1)能听懂、读、会说句型 He can’t see .She can’t hear. 2)正确运用 She/He/They can’t …… 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学 展问。 （10）分 钟 一、Warmer 1. Greeting. 2. Sing a song then say the chant. 3. Give some help. 二、Revising 1. Can you run fast? 2. Can you jump high? 3.Can you do your homework? 4. Can you read English books? Sing a song then say the chant Revising 1. Can you run fast? 2. Can you jump high? 3.Can you do your homework? 4. Can you read English books? 呈现问句进 行复习： 1. Can you run fast? 2. Can you jump high? 3.Can you do your homework? 4. Can you read English books? 二、互动 探究。 (20)分钟 三、Lead in 1.Teach the new words blind This man is blind. He can’t see. (Show thecard, and ask: “Can this mansee?” Help the students answer with body language. Then T say: “He can’t see. He is blind.” Teach thenew word acting the blind. 2. New sentences: This man is blind. He can’t see. Can I have a hot dog , please? No, we can’t. 四、Present the task Today we’re going to talk about some animals’ ability , using “can” and “can’t” to describe. 五、Step 1 Learn the new words “blind” 理解“blind” New sentences: This man is blind. He can’t see. Can I have a hot dog , please? No, we can’t. using “can” and “can’t” to describe. 呈 现 New sentences: This man is blind. He can’t see. Can I have a hot dog , please? No, we can’t. . 27 / 42 1.Show a picture of a blind man and ask: Can he see? Let the students answer: No, he can’t. T; Yes, he’s blind. And look at this girl .She can’t hear. She’s deaf. So how can they live ? Who can help them in their life? Let’s learn the text. 六、Step 2 1.Play the cassette , l 2.Please answer these questions: What is Amy doing? 七、Step 3 1. Play the cassette again and let the students listen and read the text. Let the students answer: No, he can’t. T; Yes, he’s blind. And look at this girl .She can’t hear. She’s deaf. So how can they live ? Who can help them in their life? Let’s learn the text. 六、Step 2 1.Play the cassette , l 2.Please answer these questions: What is Amy doing? 七、Step 3 Play the cassette again and let the students listen and read the text. 呈现句型： He can’t see. He’s blind. Shecan’thear. She’s deaf. 三、拓展 提升。 （10）分 钟 .八、Step 4 Complete the AB Ex1.1.Explain the title and play the cassette. 九、Step 5 1.Read the three pictures and conclusion: 2.Talking about some animals with “can” and “can’t”. eg. This is a cat. It can run . It can jump high.But it can’t swim. 十、Homework 1. Ask the students to reflect this lesson. 2. Copy the text once. Complete the AB Ex1.1.Explain the title and play the cassette. 1.Read the three pictures and conclusion: “ Dog are useful. Dog can help us. Can you tell me more about dogs.” 2.Talking about some animals with “can” and “can’t”. eg. This is a cat. It can run . It can jump high.But it can’t swim. 呈现句型： Dog are useful. Dog can help us. 强化练习： Talkingabout someanimals with “can” and “can’t”. 板书设计 板书设计： Module 7Community Unit 1 He can’t see. He can’t see. He is blind. Can I have a hot dog ,please? No, we can’t. 教学反思 28 / 42 Module7 Unit2 The little girl can`t walk.教学设计 课 题 Unit 2 The little girl can`t walk. 课时安排 1 课时 第 1 课时 学习目标 Useful New words and expressions: 1、programme, useful, community, blind, by himself, deaf, by herself, firemen, by themselves, hotdogs2、① There’s a programme about dogs. ② Dogs are very useful in the community.③ He can`t walk well by himself. 学习重点、 难 点 重点、① There’s a programme about dogs.② Dogs are very useful in the community. ③ He cannot walk well by himself.④ Hotdogs are made of sausages. 难 点① There’s a programme about dogs.② Dogs are very useful in the community. ③ He cannot walk well by himself.④ Hotdogs are made of sausages. 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Teaching steps: 1 A free talk about dogs. 2 Presentation: The teacher asks, “ Why do you love dogs?” A free talk about dogs. the Ss to answer, “Dogs can help people.” 做好铺垫。 二、互动探 究。 (20)分钟 3 Teaching of the text (1) Ss listen to the tape for the 1st time with their books closed. They try to catch as much information as possible. (2) Ss listen to the tape for the 2nd time and at the same time look at the pictures on the wall chart on the Bb. Talk about the pictures. (3) Ss listen to the tape for the 3rd time and repeat with their books open. Explain the language points. (4)Teach: useful ②.Teach: blind. Teacher: This man can't see. He is blind. ③ Teach：by himself. (Pointing to a picture ) ④ Teach: deaf. Teacher: This woman cannot hear. She is deaf. ⑤ Teach: by herself. ⑥Teach: by myself/by (1) Ss listen to the tape for the 1st time with their books closed. They try to catch as much information as possible. (2) Ss listen to the tape for the 2nd time and at the same time look at the pictures on the wall chart on the Bb. Talk about the pictures. (3) Ss listen to the tape for the 3rd time and repeat with their books open. Explain the language points. Learn : useful Learn :blind. Ss practice saying the above Learn :by himself. blind man guided by a dog. Learn :deaf. ⑤Learn: by herself. ⑥Learn: by myself/by Talk about the pictures. Explain the language points. 呈现句型： This man can't see. He is blind. This woman can`t hear. She is deaf. 呈现新词组： by myself/by yourself in the 29 / 42 yourself in the sameway. ⑦Teach: firemen. ⑧Teach: by themselves. ⑨Teach: hotdog. 4 Teach the Ss to read the text. 5 Ss listen to the tape again and repeat as a whole class, in groups and as individuals. yourself in the sameway. ⑦Learn: firemen. ⑧Learn: by themselves. ⑨Learn: hotdog. Ss read the text. Ss listen to the tape again and repeat as a whole class, in groups and as individuals. sameway. firemen. bythemselves. 呈现句型： This man is blind.But he can walk well, because the dog helps him. 三、拓展提 升。 （10）分钟 6Revise by himself/ herself/themselves/myse lf/yourself. 7 Play a game: Ss pass some of the pictures talkedabout. When the music stops, the students with the pictures have to talk about the pictures in their hands. 8 A speed contest: Divide the class into 2 groups. Each pupil reads one sentence of the text. 9 Homework: Give a picture to each small group. They make up a story using their pictures. Ask some small groups to come to the front and act out their stories. Revise by himself/herself/ themselves/myself/yourself. Play a game: Ss pass some of the pictures talkedabout.When the music stops, the students with the pictures have to talk about the pictures in their hands. Divide the class into 2 groups. Each pupil reads one sentence of the text. The group using less time wins. 呈现词组： by himself/ herself/ themselves/ myself/yourse lf. 明 确 游 戏 规 则 小组竞赛。 板书设计 板书设计： Unit 2 The little girl can`t walk.. This man can't see.He is blind. This woman can`t hear. She is deaf. This man isblind.But he can walk well, Because the dog helps him. 教学反思 30 / 42 Module 8 Unit 1 What time does your school start?教学设计 课 题 Module 8 Unit 1 What time does your school start? 课时安排 1 课时 第 1 课时 学习目标 1. 学习掌握基本单词和句型：What do you have at school? At school I have Chinese, Maths, English, Science. 2.会说本课句型，并能在特定情景下自如运用本课句型.看图朗读本课课文。 3. 培养学生浓厚的学习兴趣，乐于模仿，敢于开口，有较强的自信心，乐于参加活动。 培养学生团结合作的精神，以及学英语，爱英语，热于用英语交流的良好态度。 学习重点、 难 点 1.能正确运用本课重点句型: 2.能在任务中灵活运用本课句型。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1: Warm up 1 Sing a song. Step2 Revision Say chant. Chant: Basketball, basketball. I like basketball. I playbasketball.Football,football. He likes football. He/She plays football. 呈现 Chant: Basketball, basketball. I like basketball. Football, football. He likes football. 二、互动探 究。 (20)分钟 Step3: Presentation and practice. 1. T: What do you do at the weekend? T: I play basketball. 2.What does he/she doat the weekend? 3.Play a game. T: What do you do at the weekend? T: What does he do at the weekend? Step4:Learn new lesson. 1.T: I know what you do at the weekend.But what do you do at school? Chant: What do you have? What doyouhave? What do you have at school? 2.Pair work: What do you have at school? At school I have Chinese. 3.Learn “At school I have English.At school I have Science.At school I have Maths.” S1: I play football. S2: What do you do at the weekend? Ss: He/She plays football. Play a game. ( Listen and guess) S1: playfootball. S2: He plays basketball. S3: He plays football. Ss: At school I play football.At school I play basketball. Chant: What do you have? What doyouhave? What do you have at school? 2.Pair work: What do you have at school? 3.Learn “At school I have English.At school I have Science.At school I have Maths.” 呈现 Chant: What do you have? What doyouhave? What do you have at school? 呈现句型： At school I have English.At school 31 / 42 4. Play games. a) T: Look at the school timetable. Let’sseewhich subject is missing. Ss: Maths. Science. b)let’shaveacompetition. Look, I have put the books in order. I will ask two students listen and put the cards on the school timetable. Can you help me? c) T: What do you have at school? d) Let ’ s play a chain game.What do you have at school? At school I have Chinese. Step5: Listen and repeat. Listen and point. Listen and repeat. 4. Play games. a) Let’s see which subject is missing. Ss: Maths. Science. b) let’s have a competition. Ss: At school I have Scienc e At school I have English.At school I have Maths. At school I have Chinese Ss: At school I have English, ↗ Maths,↗Chinese↗ and Science. ↘Work in groups.Check up. What do you have at school? At school I have Chinese ↗ and Science↘… Listen and point. Listen and repeat. I have Science.At school I have Maths. 呈现句型： At school I have English↗ Maths, ↗ Chinese↗ and Science.↘Workin groups.Check up. 三、拓展提 升。 （10）分钟 Step6:ActivityAmylikes Do you like Chinese? Yes, I do. No, I don’t. I like … Step7: Finish the task. Let’s have acompetition. I give you 1 minutes. Step8: Have a chant. Step9: Homework Listen and repeat5times. Tell your parents what you have at school. Step6: Activity book. P16, 1. Amy likes …Do you like Chinese? Yes, I do. No, I don’t. I like … Finish the task. Let’s have a competition. I give you 1 minutes. Then tell me what you have at school. Have a chant. 板书设计 板书设计： Module 8 School Unit 1 What time does your school start？ What do you have at school? At school, I have Chinese↗ and Science↘… At school I have English. At school I have Maths. 教学反思 32 / 42 M8U 2 Yesterday I went to Sam and Amy`s school.教学设计 课 题 Unit 2 Yesterday I went to Sam and Amy`s school. 课时安排 1 课时 第 1 课时 学习目标 1、 学习目标语句：Where id Lingling go yesterday? Yesterday I went to Sam and Amy’s school .单词:bell, rang 2、能口头运用 Where id Lingling go yesterday? 这类语句询问过去发生的事情，并能运用 Yesterday I went to Sam and Amy’s school .这类语句回答。 3、能识别单词 bell, rang，并能书写单词 classroom。 4、学习字母及字母组合的发音规则，通过朗读含有这些字母及字母组合的单词来感知这 些字母及字母组合的读音。 学习重点、 难 点 教学重点：Where did Lingling go yesterday? Can I ask you some questions? What do you do at break? 教学难点：/s/ /z/ 的发音及其对应的字母和字母组合 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Warming up. 1. Greetings. 2. Review the words. （单词卡 片）教师说动词，学生说过去式。 (强调应该双写字母 p 再加 ed) 3、Guessing game.学生判断是中 国的学校还是英国的学校。 1)They start school at 8 o`clock. 2)They play in the playground before 9 o’clock. 3)Theydoexerciseseverymorning. 4)They play in the playground every morning. . 师说动词，生说过去式。 go——went ring——rang skip——skipped 3、Guessing game. 教师说一些句子，请学生判断 描述的是中国的学校还是英 国的学校。例如： S: China. S: England. S: China. S: England. 呈现动词： go-went ring-rang skip—— skipped 二、互动探 究。 (20)分钟 二、New Teaching 1、介绍中国和英国书信地址格 式不同。中国应该是从大范围到 小范围，而英国应从小范围到大 范围。 2 学习词组 go into the classroom 采用创设情境的方法来区分 in 和 into 两词。 3、课文导入： ⑴、听录音，思考下列问题： 1 Where did Lingling go yesterday? ②What time do they start school in England? 3 What do they do in the 了解中国和英国书信地址不 同的格式。 学 习 词 组 go into the classroom 区分 in 和 into 两词 听录音，思考下列问题： 呈现情景： 一 生 进 教 室，报告说 “May I come in?.教 师说“Come in ,please.” 当 学 生 进 入 教 室 以 后 ， 教 师 说：She goesinto the classroom.” 呈现问题： 33 / 42 playground? ④What did Lingling do with the girls? ⑤What time did the bell ring? ⑥What did they do then? ⑵、 听录音，让学生试着记住 主要内容，请学生复述自己听到 的内容，鼓励有能力的学生将句 子说得完整些。教师也可通过提 问的方式引导学生复述，注意适 时地纠正学生的错误。 ⑶、采用小组竞赛抢答的形式， 回答上面的问题。 ⑷、听录音，逐句跟读。 听录音，学生试着记住主要内 容，学生复述自己听到的内 容，说得完整些。 ⑶、采用小组竞赛抢答的形 式，回答上面的问题。 ⑷、听录音，逐句跟读。 Where did Lingling go yesterday? What time do they start school in England? What do they do in the playgroun? 三、拓展提 升。 （10）分钟 三、拓展练习 让学生给英国的朋友写信，描述 自己学校的生活。书信格式要用 英文格式，然后交流。 四、学习音标：8 个音标 1、首先请学生听录音，并跟读； 2、教师在黑板上写出“sun”和 “rice”，并领读，启发学生发现 它们的读音特点：字母“s”和 “c”读音相同，发/s/音，教师 教授音标。并请学生根据学过的 单词举出发音相同的单词。以同 样的方式学习后面的几组词。 五、布置作业： 写信向朋友介绍自己或其他学 校的校园生活。 让学生给英国的朋友写信，描 述自己学校的生活。书信格式 要用英文格式，然后交流。 1、请学生听录音，并跟读； 2、教师在黑板上写出“sun” 和“rice”，并领读，启发学生 发现它们的读音特点：字母 “s”和“c”读音相同，发/s/ 音，教师教授音标。并请学生 根据学过的单词举出发音相 同的单词。以同样的方式学习 后面的几组词。 六、板书设计： Unit 2 Where did Lingling go yesterday？ What time do they start school in England? What do they do itheplayground? What did Lingling do with she? What time did the bell ring? What did they do then? 教学反思 34 / 42 Module 9 Unit 1 Are you feeling bored ?教学设计 课 题 Module 9 Feelings Unit 1 Are you feeling bored ? 课时安排 1 课时 第 1 课时 学习目标 1、学习词汇： sad, bored, angry, tired, 并复习旧单词 happy, hungry, thirsty . 2、学习句型：Are you feeling …?Yes , I am . / No , I’m not . 3、使学生能够在真实情景中表达自己的观点，学会表达不同的情绪。 4、让学生敢于开口说英语，培养学生的合作精神和学习英语的兴趣；在培养学生乐 于关心他人的品质。 学习重点、 难 点 教学重点：1、能够用 Are you feeling …?句型询问他人的情绪。 2、能够认读并正确运用单词：sad，bored, hungry ,tired . 教学难点：能够熟练地用所学的句子询问他人的感受。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step 1、 Warm-up 1、Greetings . 2、Sing a song .并通过 对话：Are you happy? 引出 happy 一词，进入 本节课的主题--feeling. Sing a song . 二、互动探 究。 (20)分钟 Step 2、Presentation 1、 利用幻灯片展示各 种不同的感觉图片，并 提问，教授新词 sad , bored , angry , tired，同 时复习旧单词 hungry , thirsty, happy . 2、读单词 3、做表情，猜单词。 4、通过师生问答，引出 句型 Are you feeling _? 5、同桌操练句型。 6．学生抽图片，其他学 生 通 过 用 Are you feeling_____?提问，来 巩固句型。 7、从 Are you feeling _? 过渡到 Is he /she feeling ____? 8、Let`s chant，巩固 新词和句型。 9、课文教学 1.播放课件.学生边听课 文录音，边观看屏幕上 的情境图。 学习新词 sad,bored, angry, tired， 同时复习旧单词 hungry ,thirsty, happy . 每一位学生都参与。 3、做表情，猜单词。 4、通过师生问答，引出句型 Are you feeling _____? 5、同桌操练句型。 6．学生抽图片，其他学生通过 用 Are you feeling_____?提问， 来巩固句型。 7、从 Are you feeling _?过渡到 Is he /she feeling ____? 8、Let`s chant，巩固新词和句 型。 播放课件.学生边听课文录音， 边观看屏幕上的情境图 问题出示在课件上，学生带问题 呈 现 新 词 sad,bored, angry, tired， 复习旧单词 hungry,thirsty happy . 呈 现 句 型 ： Are you feeling ____? 呈现 chant： Happy,happy, I’mfeeling happy. Very very happy . Sad, sad,He’s feeling sad. Very verysad . Angry, angry, She’s feeling angry.Very very angry . 呈现问题： 35 / 42 Listen to the tape and find out. 2.跟读课文,并学 miss. 3.再听一遍录音 Listen to the tap again and read the text. 4.分组朗读课文 5.进行活动 2，两人试着 进行 A、B 的对话，然 后让学生上讲台表演 听录音，然后试着找答案，接着 老师指导学生 retell 并回答问题 2.跟读课文,并学 miss. 3.再听一遍录音，读课文。 4.分组朗读课文 5.进行活动 2，两人试着进行 A、 B 的对话，然后让学生上讲台表 演 Is Lingling feeling sad? Is Lingling feeling bored? Is Lingling feeling angry? What’s she think about? What’s she going to do? 三、拓展提 升。 （10）分钟 Step 3Practice 师读句子 1、Today is my birthday, so I’m feeling ( ). 2、I’m feeling ( ) , I want some orange juice . 3、I’m feeling ( ), I want to go to bed . 4、I’m feeling ( ) , I want some noodles . 5、I helped my mother today,now I`mfeeling( ). 6、It’s raining . I stay at （呆在 home , now I`m feeling ( ) . Step4.Consolidation ---play a game 师先示范，学生上来游 戏，采用淘汰制。 Step 5、Homework 1.抄写单词和句子。 2.回家试着用所学的句 子问家里人的感受。 学生选择合适的情绪单词，并画 出相应的表情。 学生上来游戏，采用淘汰制。 I’m feeling happy .Who is feeling sad ? 呈现练习： 1.Today is my birthday,soIm feeling ( ). 2、I’m feeling ( ) , I want some orange juice . 3、I’m feeling ( ), I want to go to bed . 4、I’m feeling ( ) , I want somenoodles . 5、I helped my mother today, Now I`m feeling( ). 6、It` sraining. I stay at 呆在 home,nowI`m feeling ( ) . 板书设计 板书设计： Module 9 Feelings Unit 1 Are you feeling bored? Is Lingling feeling sad? Is Linglingfeeling bored? Is Linglingfeeling angry? What’s shethink about? What’s she going to do? 教学反思 36 / 42 Module9 Unit2 I feel happy.教学设计 课 题 . Unit 2 I feel happy. 课时安排 1 课时 第 1 课时 学习目标 1）学习、掌握 happy sad bored tired hungry 等单词。 （2）能灵活运用句型：How do you feel？I feel…；Do you tired ?Yes,I do .No, I don’t. 学习重点、 难 点 1）学习新单词：happy sad tired bored hungry. （2）学习新语言结构：I feel… 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step 1: Warming up(热身) (1) Greeting. (2) Review. 复习单词。A chant. I’m tired, very very tired!... (3)Free talk: Review. 复习单词。A chant. I’m tired, very very tired!... Free talk: 呈现问题： What time did you get up today? Are you feeling tired now? 二、互动探 究。 (20)分钟 Step 2: Presentation(呈现) and consodidation.(巩固操练) Activity 1: Listen and answer. 1. We are happy. Look. Page 36. There are many children. How do they feel? 2.Look at picture 1. What can you see? 3.Listen and answer. How do they feel? 4.In picture 1, how does the boy feel? Why? He helped… 5.In picture 2, how does the girl feel? Why? She won a…(教 won 和 game, 教完后师再问，学生 再答) 6.In picture 3, how does Sam feel? Why? 7.In picture 4, how does Lingling feel? Why?(教 lost 教完后师再 问，学生再答) 8.In picture 5, how does Daming feel? Why? (教 smell 教完后师 再问，学生再答) Activity 2: Retell. Let’s retell. Today I helped my grandfather on the farm all day. Now I feel…(根据板书生复述) 板题，教读 feel happy 生跟读。 1.Listen and answer the questions. How many children are there? What does the text about? 2.Look at picture 1. What can you see? 3.Listen and answer. How do they feel? 4.In picture 1, how does the boy feel? Why? He helped… 5.In picture 2, how does thegirl feel? Why? She won a(学 won 和 game, 教完后师再问，学生 再答) 6.In picture 3, how does Sam feel? Why? 7.In picture 4, how does Lingling feel? Why?(学 lost 教 完后师再问，学生再答) 8.In picture 5, how does Daming feel? Why? (学 smell 教完后师再问，学生再答) Activity 2: Retell. Let’s retell. Today I helped my grandfather on the farm all day. Now I feel…(根据板书生复述 学习 feel happy 生跟读。 呈现问题： How many children are there? What does the text about? 37 / 42 Activity 3.教授新课 （1）学习新单词：tird sad bored hungry happy 活动表演单词。 （2）Please look at the screen and guess how do they feel? 出示多媒体插图，学生听录音， 跟读。 小组内相互读，选择正确的单词 填到句子里。 汇报，课件展示填好的句子。 1）学习新单词：tird sad bored hungry happy 活动表演单词。 2）Please look at the screen and guess how do they feel? 出示多媒体插图，学生听录 音，跟读。 小组相互读，选择正确的单词 填到句子里。 汇报，课件展示填好的句子。 三、拓展提 升。 （10）分钟 Step 3: Look and say.(扩展活动) Activity 1: Ask and answer Let’s talk about the pictures. 1. Look at exercise 2. You act as student A. I’m student B.(问完第一幅图，师说： I got up early in the morning today. 做打哈切状，示意学生问 Are you feeling tired?) Work in pairs. Finish exercise 2. You can talk about yourself. Activity 2: Let’s do. Finish the exercise 5 Step 4: Phonetic alphabet. Listen and repeat. Put the letter “s”and “t”together. They pronounce / ts /. More words. Can you say? Any other words? Step 5: Summerise. Let’s learn a poem. Step 6Homework. Make sentences.用 I feel…说自 己的感受。 Let’s talk about the pictures. 1. Look at exercise 2. You act as student A. I’m student B.(问完第一幅图，师 做打哈切状，示意学生问 Are you feeling tired?) Work in pairs. Finish exercise 2. You can talk about yourself. Let’s do. Finish the exercise 5 Step 4: Phonetic alphabet. Listen and repeat. Put the letter “s”and “t”together. . Let’s learn a poem. the example. Hi, are you willing to be my partner? For example, son, rice. The letter “s”and the letter “c” pronounce / s /. 。 板书设计 板书设计： Unit 2 I feel happy. How does the boyfeel? Why? He helped… How does the girlfeel? Why? She won a… 教学反思 38 / 42 Module 10 Unit 1 He was in the kitchen.教学设计 课 题 MODULE 10 Manners Unit 1 He was in the kitchen. 课时安排 1 课时 第 1 课时 学习目标 1. A.掌握单词：kitchen,toilet,living room,now,last,hide,sofa. B.掌握句子：Where is Sam ?He`s in the bedroom.He was in the living room.He was in the kitchen. He is hiding behide the sofa. 2.学生会用 He was in 或 He is hiding 描述谁在哪儿。 3.指导学生描述谁正在那儿，谁曾在那儿。 学习重点、 难 点 正确运用 He was in 或 He is hiding 描述谁在哪儿。 导学流程 教师活动 学生活动 教学添补 教学目标 一、自学展 问。 （10）分钟 Step1:warm up T:Good morning,boys and girls! T:Are you ready for English class? T:Let`s sing song together “Are you sleeping？ ” Ss: Good morning,Tina! Ss ：Yes,we are ready. Students sing together. Sing song together “Are you sleeping？ 二、互动探 究。 (20)分钟 Step2:pPresentation Look at this picture.What’s the matter? 1、Listen and chant. T:Let’s chant. 2、Listen,read and act out. Show the text picture T:What are they doing? T:. (Do the action) T: Where is Sam? Let’s listen to the first part and answer the question:Is he the winner? T (Do the actions) T: Let’s listen. Show the word card of “bedroom” T: listen to the second part. Write the topic on the blackboard. Show the words cards Look at this picture. Ss: Where are you? Ss: I`m in the kitchen.(clap clap) I`m in thebedroom.(clapclap) I`m in the toilet. (clap) (clap) I`m in the living room. (clap clap) Look at the text picture S: Play hide and seek. Ss: Play hide and seek. Ss: He`s in the bedroom. Listen to the tape. S: ….. Students read the sentence and do the actions. Listen. Listen to the second part. 呈现： I`m in the kitchen.(clap clap) I`m in the bedroom.(clap clap) I`m in the toilet. (clap) (clap) I`m in the living room. (clap clap) 39 / 42 “kitchen,toilet”. T: kitchen, kitchen, in the kitchen Toilet, toilet in the toilet (Do the action) T:Look at the text picture again. Let’s listen. T:Look at the last picture. Where is Tom ? T: Let’s listen. Ss: kitchen, kitchen, in the kitchen Toilet., toilet, in the toilet (Do the action) Look at the text picture again. Let’s listen. T:Look at the last picture. Ss: He is hiding behide the sofa. S: He was in the living room. 呈现单词：kitchen toilet 呈 现 ： kitchen, kitchen, in the kitchen Toilet., toilet, in the toile 呈现 S:He is hiding behide the sofa. He was in the living room. 三、拓展提 升。 （10）分钟 Step4:Practice Act the dialouge out in three. Step5:Consolidation T:What’re the good manners?Ms Smart is singing to her song .Let’s listen and sing together. (Tune of “Are you sleeping？”） 1.Listen to the tape. 2.Let`s students read the sentence. Step6 Homework Write 5 sentences: Where is Sam ?He`s in the bedroom.He was in the living room.He was in the kitchen. He is hiding behide the sofa. Act the dialouge out in three. Listen and sing together. (Tune of“Are yousleeping”） 1.Listen to the tape. 2.Let`s students read the sentence. 板书设计 板书设计： Module 10 Unit 1 He was in the kitchen. Where is Sam ? He`s in the bedroom. He was in the living room. He was in the kitchen. He is hiding behide the sofa.. 教学反思 40 / 42 Module10 Unit2 Don`t shout please!教学设计 课 题 Module10 Unit2 Don`t shout please! 课时安排 1 课时 第 1 课时 学习目标 1 学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。 2 学习本课音素/m/ /n/ /l/ /w/ /j/ /ng/ /y/ 3 学习本课 chant. 4 督促学生要养成良好的文明习惯 学习重点、 难 点 教学重点：巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。 教学难点：1.巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。 2. 学习本课音素/m/ /n/ /l/ /w/ /j/ /ng/ /y/ 导学流程 教师活动 学生活动 教学填补 教学目标 一、自学展 问。 （10）分钟 一复习热身 1 表演上一单元课文：四人 小组准备。 2 利用单词卡认读本模块 的所有单词。 1 表演上一单元课文：四人 小组准备。 2 利用单词卡认读本模块的 所有单词。 呈 现 本 模 块 单词。 二、互动探 究。 (20)分钟 二新课教学 1 将本课第一部分图片用 CAI 课件的形式呈现 1)先让学生把每副图里 所运用到的动词词组表达 出来：walk on the grass, shout in the zoo, climb the tree, go to school… 2)小组汇报，老师并用课件 呈现所有词组，纠正学生表 达不规范的地方。集体认读 一次。 3) Listen and chant. 2 让学生看本课第一部分 的要求，怎样使用 Don`t… Let`s…来描述行为习惯。 老师可以放手让学生自 由发言。 3 完成活动手册练习 1，选 择 Don`t… Let`s…进行填 空。 学生完成后，请一些学生 大声地朗读出来。 4 组织完成活动手册练习 4 5 音素学习： 播放录音，组织学生一起正 学生把每副图里所运用到 的动词词组表达出来：walk on the grass, shout in the zoo, climb the tree, go to school… 按 5 个小组分配，每组负责 讨论 2 幅图。可以在小组之 间互相援助。 小组汇报， Listen and chant.集体认读 一次. 学生看本课第一部分的要 求，使用 Don`t… Let`s…来 描述行为习惯。 完成活动手册练习 学生完成后，一些学生大声 地朗读出来。 4 完成活动手册练习 4：和 学生一起总结日常生活中 需要注意到的与人交往的 礼节和礼貌用语。 5 音素学习： 播放录音，和学生一起正确 呈现词组： walk on the grass, shout in the zoo, climb the tree, go to school… 呈现句型： Don`t… Let`s… 呈现练习 1 41 / 42 确模仿辅音的发音方法。 6 chant 学习：听录音，模仿 跟读。 模仿辅音的发音方法。 6 chant 学习：听录音，模仿 跟读。 呈 现 各 辅 音 字母。 三、拓展提 升。 （10）分钟 三、拓展运用： CAI 展示日常生活中一些 好的和不好的行为习惯， 让学生以小组的形式进行 讨论，并写下来。 这些场景包括： 面对熟睡的小孩大声说话： Don`t shout. 在草地上： Don`t walk on the grass. 在爬树： Don`t climb the tree. 在床上跳 Don`t jump. 再请学生想一写些好的建 议,运用 Let`s…表达出来。 请学生自由展示他们的句 子。 四、Homework. 1.一部分能力较强的学生， 给自己制作一张表贴 在自己的卧室，上面用英 语写上自己什么事情可以 做，什么事情不可以 做，时刻提醒自己要遵守。 2.对另一部分接受能力较弱 的学生，认字阅读本课的课 文，争取能清楚阐述书上图 片的意思 学生以小组的形式进行讨 论，并写下来。 这些场景包括： 面对熟睡的小孩大声说话： Don`t shout. 在草地上： Don`t walk on the grass. 在爬树： Don`t climb the tree. 在床上跳 Don`t jump. 学生想一写些好的建议,运 用 Let`s…表达出来。 学生自由展示他们的句子。 呈现示例： 面对熟睡的 小孩大声说 话： Don`t shout. 在草地上： Don`t walk on the grass. 在爬树： Don`t climb the tree. 在床上跳 Don`t jump. 板书设计 板书设计： Module10 Unit2 Don`t shout ,please. Don`t walk on the grass. Don`t shout . .Don`t climb the tree. Let`s go and see the pandas. 教学反思 42 / 42