外研版三年级起点五年级下册英语集体备课教案

. —－可编辑修改，可打印—— 别找了你想要的都有！ 精品教育资料 ——全册 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 ，，试卷，教学 课件 超市陈列培训课件免费下载搭石ppt课件免费下载公安保密教育课件下载病媒生物防治课件 可下载高中数学必修四课件打包下载 ，教学设计等一站式服务—— 全力满足教学需求，真实 规划 污水管网监理规划下载职业规划大学生职业规划个人职业规划职业规划论文 教学环节 最新全面教学资源，打造完美教学模式 五 年级 下 册 英语 教学进度 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 周 次 教 学 内 容 课时 主备课人 第一周 Module 1 2 周小燕 第二周 Module 2 2 易小楠 第三周 Module 3 2 冉英 第四周 Module 4 2 周小燕 第五周 Module 5 2 易小楠 第六周 Module 6 2 冉英 第七周 Review Module1-3 2 周小燕 第八周 Review Module4-5 2 易小楠 第九周 Mid-term Examination 2 冉英 第十周 Module 7 2 周小燕 第十一周 Module 8 2 易小楠 第十二周 Module 9 2 冉英 第十三周 Module 10 2 周小燕 第十四周 Review Module 6-8 2 易小楠 第十五周 Review Module 9-10 2 冉英 第十六周 Final-term Review 2 周小燕 第十七周 Final-term Review 2 易小楠 第十八周 Final-term Review 2 冉英 第十九周 Final examination 第 一 单元教材分析 单元课题 Module 1 Changing 本模块的教学内容是描述过去到现在生活的变化。 本册教材的背景依旧是Lingling在英国的学习过程和生活，所以部分课文介绍的是Lingling在英国的活动和见闻。 第一单元的课文情境是Amy叫Lingling一起来看一个关于中国的电视节目。在节目中，以为中国老奶奶在接受采访。她谈到过去生活和现在的不同；人们过去住的房子很小，食物不够，公共汽车很少，而且也没有电视；现在人们住进了大房子，食物很丰富，公共汽车和小汽车都很多，老奶奶每天都可以看电视。节目结束后，Amy感叹中国正在发生很大的变化。Lingling则非常想念祖国、想念住进的奶奶。 第二单元的课文情境是Lingling写给Daming的一封信。Lingling告诉Daming她昨晚看了一个介绍中国的电视节目。节目里，以为老奶奶讲述了过去的生活；过去她在田间劳作，生火做饭，没有电视机、收音机和电话，也不会读书写字。Lingling在信中表示，她很想念奶奶也很想念Daming。 本模块承接上学期的学习内容，教师可以引导学生归纳、总结已学的和本模块新学的动词过去式，帮助学生逐步积累，进而达到掌握。 单元课 时分配 课序 课　　　　题 课时 Unit1 We lived in a small house. 1 Unit2 She didn’t have a television. 1 总　课　时 2 课 题 Unit 1 We lived in a small house. 教学目标 Teaching objectives: 1. Words and phrases: life, different, ago, any, television, us, grandchildren, lady. 2. Sentences: There weren’t any buses. We lived in a small house. There are lots of buses and cars. We live in a big house. 3. Grammar: Compare the life. 教学重点教学难点 重点：新单词和新句型的教学与运用。 难点：如何让学生在课堂上学会“There be„,We lived„many years ago. We live„now .”句型，并能在生活中灵活运用该句型。  教学准备 cards, pictures, Tape-recorder. 教学时间 教 学 过 程 执教随笔 1． Warming up 1. Greeting 2. Talking about: holiday and changing of you. 2． Lead in T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write ‘changing’ on the blackboard. Tell students ‘Everything is changing. No change, no progresses. 3． New teaching 1. Show some old photos and say: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life. 2. Listen to the tape and underline the new words. 3. Teach the new words. a. Show some new word cards. b. Correct pronunciation. c. Practise new words in different kinds of method. d. Explain important phrases. 4. Listen to the tape-recorder and read follow it . 5. Act out text. 4． Practise 1. Pay attention to SB unit1 part2 and copy them to make sentences. 2. Show some pictures. Make some students find different in them and describe in English. 5． Summary and homework. 1. Summary T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.” 2. Today’s homework a. Listen and read Unit1 three times, try to recite and act. b. Compare two photos and write differences. 板书设计 Unit 1 We lived in a small house.    Ten years ago:    We lived in a small house. There weren’t any buses.  Now:       We live in a big house.   There are lots of buses and cars.        教学后记 课 题 Unit 2 She didn’t have a television. 教学目标 1. Word and phrases: fire, radio, telephone, field, hope. 2. Sentences: She worked in the fields. She didn’t have a television. 3. Grammar: Talk about the life of past and now. 教学重点教学难点 Use the past tense to describe the past things. 教学准备 tape-recorder, word cards, PPT, multi-media computer 教学时间 教 学 过 程 执教随笔 一．Warming up. 1. Greetings. 2. Act out last text. 3. Free talk: Compare ‘Old China and New China.’ 二．Lead in Yesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for Daming, tells about that programme and her feeling. 三．New teaching. 1. Show some questions. a. What programme did Lingling watch last night? b. What was the old lady’s life like many years ago? c. Who does Lingling miss? 2. Listen to the tape-recorder and find answers. 3. Learn new words. a. Show some object and cards. b. Correct pronunciation. c. Practise new words in different kinds of method. 4. Listen to the tape-recorder and act out it. 四 ．Practise 1. Play a game. Put nine cards on the desk. Two students use cards to make dialogue. For example: A: Where was he/she seven days ago? B: He/She was … A: What did he/she do there? B: He/She … 2. Do A B Unit 2 exercise1. a. Listen to the tape. b. Understand generalization. c. Choose right answer. 五．Homework Introduce the great changes of our hometown/school/home. 板书设计 Unit 2 She didn’t have a television. fire radio She didn’t have a television. telephone field She worked in the fields. Hope 教学后记 第 二 单元教材分析 单元课题 Module 2 Grandparents 本模块的教学内容是描述某人过去到现在的变化。 第一单元的课文情境是Lingling向Sam和Amy展示自己爷爷奶奶的照片。Lingling拿出一张奶奶年轻时候的照片，对Sam和Amy说，自己的奶奶从前是以为舞蹈演员，她曾在中国许多城市演出，而且学过英语。随后，Lingling又展示了一张爷爷年轻时候的照片，告诉Sam和Amy，自己的爷爷从前是一名司机，他虽然没有学过英语，不过现在正在学。 第二单元的课文介绍了Mr Li和Chen Hai的故事。Mr Li二十年前是一名语文教师，Chen Hai是他的学生，学习很用功。现在Mr Li退休了，Chen Hai成为了一名英语教师，而Mr Li成为了他的学生。 本模块的学习重点继续巩固一般过去时的运用,教师可以引导学生归纳,总结本模块出现的东西过去式。 单元课 时分配 课序 课　　　　题 课时 Unit1 She learnt English. 1 Unit2 Mr Li was a teacher. 1 总　课　时 2 课 题 Unit 1 She learnt English. 教学目标 1. Words and phrases: learnt these dancer 2. Sentences: She learnt English. Did she learn any foreign languages. He is learning English now. 3. Grammar: Talking about the past and present. 教学重点教学难点 重点： Talking about the past and present. 难点：Use the past tense to describe the past things. 教学准备 word cards photos tape 教学时间 教 学 过 程 执教随笔 Step 1.Warming—up Greeting: T: Hello, Good morning, class. S: Good morning, teacher. T: How are you today? S: We are well. T: What day is today? S: Thursday. T: Are you ready for your English class? S: Yes. We are ready. Game: Review the past tense of some verbs. Step 2.New teaching 1. Use some pictures to learn important sentences. Did you/he /she …..? Yes, I/she/he did. No, didn’t. He is doing ……. 2. Learn new words and phrases. Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods. 3. Listen and repeat 4. Act out the test. (Give Ss some minutes to practise.) Step 3.Practice and consolidate. 1. Show two pictures and have Ss describe (use the important sentences) 2. Do activity 3. Have Ss look it , give some minutes to practise in pairs ,then act it out. a) Task—fulfilling Game : teacher have Ss take out their photos and describe it. The others guess it. b) Sum the lesson c) Homework: Try to describe the other persons to your parents. 板书设计 Unit 1 She learnt English. these      am\is---was              He’s learning English.  dancer    playing—play--played        Did she learn English?  learnt    learning---learn---learnt   Yes, she did.\ No, she didn’t.  教学后记 课 题 Unit 2 Mr Li was a teacher. 教学目标 1.Words and phrases: study hard retired 2.Sentences: Mr Li was a teacher. He taught Chinese. Chen Hai is an English teacher. He’s teaching Mr Li. 3. Grammar: Talk about the past and the present. 教学重点教学难点 难点：The difference between the past tense and the present tense. 重点：Talk about the past and the present. 教学准备 word cards\ Pictures\tape 教学时间 教 学 过 程 执教随笔 Step1. Warming—up 1． Greeting : Free talk 2． Game: “What did he do?” Step 2. New teaching 1. Lead---in Teacher has a student stand in the front of the class. T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s come to the text. 2. Important words and sentences 1 Listen and underline the new words. Teacher uses all kinds of methods to guide. 2 Show some pictures and let Ss describe them. 3 Listen and repeat 3. Practice in pairs Show a picture of sports player. Have Ss say out the differences between the pictures.(use the important sentences) Show three pictures and have Ss compare. 4. Pronunciation Have Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times. 5. Say a poem Look. Listen and follow the tape. Then say together with actions. 6. Summary Have Ss sum this lesson. Teacher gives complement. 7.Homework Write the mutation in your life. 板书设计 Unit 2 Mr Li was a teacher. am\is---was  （Ten years ago） Mr Li was a teacher.      teach---taught                He  taught  Chinese.      study---studied               He studied very hard.                     （Now）    Chen Hai is an English teacher.   He’s teaching Mr Li 教学后记 第 三 单元教材分析 单元课题 Module 3 English Food 本模块的教学内容是询问和回答一日三餐。 第一单元的课文情境是Daming告诉Fanfan他收到了Lingling的电子邮件.Fanfan询问邮件内容，Daming说Lingling提到了英国的食物：Lingling昨天吃了英式早餐，吃的是鸡蛋和香肠；午餐吃了三明治；晚餐吃了炸鱼加炸薯条。Fanfan想知道Lingling是否喜欢英国的食物，Daming告诉她，Lingling觉得英国的食物很美味。 第二单元的课文是Amy写给Daming的一封信。Amy告诉Daming，Sam在学校吃了四个汉堡包。Lingling吃了一个三明治，因为她不喜欢吃汉堡包。她把自己的汉堡包给了Sam。Amy很想念中国菜，Ms Smart今天晚上会给他们做中国菜。 本模块继续巩固一般过去时的运用，教师可以引导学生进一步归纳、总结动词过去式的形式。 教师在本模块也可以对事物名词进行归纳和总结，制作食物词汇图，帮助学生理解和记忆。 单元课 时分配 课序 课　　　　题 课时 Unit1 She had eggs and sausages 1 Unit2 Sam ate four hamburgers 1 总　课　时 2 课 题 Unit 1 She had eggs and sausages. 教学目标 1、 Words and phrases: email sandwiches traditional delicious 2、 Sentences: What did she have for breakfast/lunch/dinner? She had… 3、 Function: Describing eating habits 教学重点教学难点 重点：  （1） 重点词汇email ,egg, sandwich,delicious,traditional    （2）  What did she\he have for breakfast \lunch\dinner yesterday? She\He had 难点：    单词traditional的发音 教学准备 card Tape-recorder pictures 教学时间 教 学 过 程 执教随笔 1. Warm up: T: Hello, boys and girls. S: Hello, teacher. T: What’s your favourite food? S: My favourite food is… 2. Presentation: T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles… T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food? Ss: Talk about English food which they know. T: Tell the student Daming get an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces. Then write the title. 3. Teach new lesson: Step1 Show them some new word cards and teach them the pronunciation. Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits. Step3 Give the student some questions: Q1 What did Daming have got? Q2 What did Lingling have for breakfast/lunch/dinner? Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs. 4. Practice Ask the student to see the third part of the text. Use the sentences to make dialogues in pairs. 5. Homework Go over the text. Pay attention to the important sentences and the name of the food. 板书设计 Unit1 She had eggs and sausages What did she\he have for breakfast \lunch\dinner yesterday?   She\He had…  教学后记 课 题 Unit2 Sam ate four hamburgers 教学目标 1、 Words and phrases: ate hamburger gave tonight 2、 Sentences: What did you eat/drink last night? I ate/drank… 3、　Function: Talk about eating habits and favourite food 教学重点教学难点 掌握单词：ate  hamburger  gave  tonight  掌握句型：What did you eat/drink last night?           I ate/drank…            What are you going to eat/drink tonight?           I am  going to eat/drink...  教学准备 PPT 多媒体 教学时间 教 学 过 程 执教随笔 1、Warmer: T: Hello. Ss: Hello teacher. T: What did you have for breakfast this morning? Ss: I had… T: What’s your favourite food? Ss: My favourite food is… 2、Presentation: Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions. T: Let’s see how many hamburgers Sam can eat. Then write the title on the board. 3、 Teach new lesson: Step1 T: Take out some new word cards. Ask students to try to read out them, and then teach them these words. Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions: 1、 Who ate hamburgers? 2、 Who had a sandwich? 3、 What is mum going to cook tonight? Step2 Play the tape, the students should read after it. Then check the answers. Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best. Step4 Game 将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。 Step5 Summary 先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充 板书设计 Unit 2  Sam ate six hamburgers    Words：  hamburger  eat    gave   drank  tonight             What did you eat/drind last night              I ate/drank….    What are you going to eat/drind tonight?   I am going to eat/drink…..  教学后记 第 四 单元教材分析 单元课题 Module 4 Library 本模块的教学内容是提出建议，说明能做的事情。 第一单元的课文情境是Ms Smart的朋友寄来了一些书和CD，Ms Smart建议Amy和Lingling设立一个家庭图书馆。Amy和Lingling将书分类摆放；她们将所有与科学相关的书和所有的CD放在一个书架上，然后将所有的词典单独摆放。她们还为朋友们准备了借书卡。可是当Sam和John来借书时，Lingling发现，书本的位置和书架的编号竟然对不上！ 第二单元的课文是一段关于如何从学校图书馆获取相关信息的说明；学生将要展开关于动物的小研究，他们有很多不同的方法可以找到相关信息，例如阅读书籍、听CD光盘、观看电影和查阅电子书。 本模块的学习重点是巩固用“Let’s...”提出建议和用“can”说明可以做的事情。这些内容相对比较容易掌握，因此教师应该给基础较薄弱的学生更多巩固和运用的机会。 单元课 时分配 课序 课　　　　题 课时 Unit1 Let’s make a home library 1 Unit2 We can find information from books and CDs. 1 总　课　时 2 课 题 Unit 1 Let’s make a home library 教学目标 1.知识目标 (1)使学生掌握单词“library， sent, CD , idea, put, shelf, heavy, dictionary, card, library card ”。 （2）使学生掌握句型 “①These are all books about science. ②Let’s put them on Shelf A. ③ Where are the books about animals ? ④They’re on Shelf A.”。 2.能力目标 使学生能运用所学语言提出建议，说明能做的事情。 3.情感目标 1.让学生积极参与学校及家庭的各项活动。 2.培养学生的团结协作精神和竞争意识。 教学重点教学难点 1.掌握本课的单词 “library， sent, CD , idea, put, shelf, heavy, dictionary, card, library card ”。 2.熟练地掌握句型“①These are all books about science. ②Let’s put them on Shelf A. ③ Where are the books about animals ? ④They’re on Shelf A.”并且能熟练的应用于生活当中。 教学准备 教学卡片，课件，视频，字典 教学时间 教 学 过 程 执教随笔 Step1. Warm-up Greetings Step2 Presentation Play a guessing game T: Do you like playing games? OK, We’re going to play a game called “Riddles”. There are six riddles ,I read them for you , then you try to tell us the answer. The answer is on the screen. （课件出示：六幅图片，上面有编号A、B、C、E、D、F。每个谜语对应本课的新单词。） （1）T: It’s round（圆的）,It can play（播放） music. (CD) Which one ? （2）T: You can put（放） books on it.(shelf) （put） T: This is a book shelf .We can put books on it.学习“shelf”“put”. （利用升降调，phonics教学法。） （3）T: You can borrow（借） books from it. （library）（重点学。） （4）T: You can use it borrow books from the library. 学习“library card---card” （library card ,card） （5）T: You can write emails on it. （sent） T: Yes, It’s a computer. I think all of you like it very much .Right? Because we can play computer games，we can sent emails . Yesterday I sent an email to my friend. 学习“sent” （6）T: You can find Chinese words（汉字） in it . （dictionary， heavy）（带一本字典，利用实物教学。） （设计意图：利用猜谜来教授本课的新单词，培养学生用英语思考问题的良好习惯，激发学生的学习兴趣，以趣促学，有效提高英语课堂教学的效率。） Step3.Practice 1. Now let’s check the new words. （老师利用升降调领读所有单词，然后看口型猜单词。） 2.（课件9）Play a game. Read these words as quickly as you can.（利用白板的探照灯功能让学生来快速认读单词。） T：Please clap hands for yourselves like this. “Well done, you! Well done, me!” (设计意图：通过这两个练习让学生进一步熟悉和掌握本课的生词。) Step4 Text—learning T： A friend sent many books and CDs to me. What should I do? T： I have a good idea ,学习“idea”,Let’s make a library. 1.T:How to make a home library? Look at the screen. Step 1, classify（分类）the books. （课件9 ）T: There are three books .They’re books about animals. We can say “These are all books about animals.” T: Look at these pictures. What can we say? Yes, “These are all books about art.” 2.（课件10）T: Who can make a sentence? S1：“These are all books about dictionaries.” 3.T: Step 2 , arrange（整理）the books. （课件11）“These are all books about animals. ”,“This is Shelf A.” “Let’s put them on Shelf A.” （课件12）“These are all books about science. ” “Let’s put them on Shelf B.” 4.（课件13）Step 3, how to find a book? 如果你要找书，你会说: Where are the books about______, please ? 你应回答: They are on Shelf ___ . 5.（课件14）Drill. T:I want to find some books. Who can help me? （句型练习，教师提问，学生回答，请学生问学生。） 6.Group work：小组练习句型，全班展示，按顺序循环问答。 （设计意图：通过创设情境，利用分步教学的方法，化难为易，帮助学生充分理解句型，并且能够地掌握句型。） 7.Amy and Lingling made a home library. Let’s see how did they do? 8.Open your book ,turn to page 20 ,Look at the cartoon, first time you just listen. Listen again, then answer questions Listen and tick（利用白板的书写功能。） （ ）1.Who sent these books and CDs to Amy and Lingling ? A. Daming B. A friend C. John （ ）2. What are these big books ? A. They’re books about science. B. They’re books about Maths. C. They’re dictionaries. （ ）3.Where are the books about art? A. On Shelf A B. On Shelf B C. On Shelf C （ ）4.What are the books about on Shelf B ? A. Animals B. Computers C. CDs （设计意图：让学生带着任务来学习课文，通过回答问题帮助学生更好的理解课文。） 9.Read after the video. 10.Read in roles（提前让学生分好角色，老师的角色齐读。） 11.（课件15）Say a chant Let’s say a chant. CD,CD, in the books. Books, books, on the shelf. Shelf, shelf, in the library. Library, library, let’s /make a/ home library. （设计意图：运用自编的chant ,通过有节奏的朗读，既锻炼了学生的口头表达能力，又起到了首尾呼应的作用。） 12.（课件16）Summary T: You did a good job. There are many books in your family. So, you can make a home library. I think all of you like reading books. Because“ A good book is a good friend.” Step 5. Homework 1.Read the text. 2.Try to make a home library. 板书设计 Unit1 Let’s make a library Where are the books about _____? They’re on Shelf___. These are all books about animals. Let’s put them on Shelf A. 教学后记 课 题 Unit 2 We can find information from books and CDs. 教学目标 1、掌握单词：information,e-book,project,guide,film,as well,way,on,topic. 2、掌握句型：We can find information from books and CDs. 3、感知”pie”与”lie”中”ie”的读音，”light”与”night”中”igh”的读音，”girl”与“skirt”中”ir”的读音。 4、提高学生自主获取信息的能力，培养关心、帮助他人的美好情感。培养学生听、说、表达、表演的能力。 教学重点教学难点 1、掌握单词：information,e-book,project,guide,film,as well,way,on,topic. 2、掌握句型：We can find information from books and CDs.熟练掌握单词及表演对话。 教学准备 挂图、卡片、磁带 教学时间 教 学 过 程 执教随笔 Step 1. Warming up 1. Sing a song: Where did you go? 【设计意图】利用歌曲帮助学生复习所学内容，并以此激发学生的学习兴趣，活跃课堂气氛。 2. Revision 课件出示贴有Shelf A,Shelf B ,Shelf C,Shelf D,Shelf E的书架，书架从上到下分别摆有玩具(toys)、光盘(CD-ROMs)、苹果(apples)、书(books)、钢笔(pens)。利用书架上摆放的物品，复习上节课所学句型 “Where are the …,please? They are on …” For example: 老师对学生说，“Where are the apples, please?” 学生回答: “They are on Shelf C.”【设计意图】上课伊始, 用前一单元学过的内容和学生交谈，既复习了旧知识，又为本节课知识的拓展埋下了伏笔,起到了很好的过渡作用. Step 2. Presentation 出示第一部分图片，“在日常生活中，除了阅读纸质图书外，我们还可以查阅什么形式的图书呢？Let’s have a look.” 2.Dialogue. （1）看图片，听录音，回答问题。 课件出示课本23页的图片，让学生分组讨论：平时查找所需资料和信息都是通过什么途径找到的？然后每组选一名同学进行交流。 （教师带上Mr. Smart的头饰） “I’m Mr Smart. Now I’m the first time to travel to China.Would you like to help me?” 课件显示问题: Where can I find out about train information? Where can I find out about Chinese words? Where can I find out about Chinese food? Where can I find out about the weather? Where can I find out about Chinese books? 观察图片，让学生带着问题听录音。 【设计意图】先让学生整体感知课文，让学生带着任务有目的地听录音学课文，对所学句型有一个初步的认识。 （2）看课本，听录音，回答问题。 打开课本，再听录音。然后请学生回答。（在学生回答的同时，课件要在每个问题后面显示图片。即将挂图右边的小图分别拖到相应问题的后面。）第一个问题教师要根据学生的回答板书句型，如： Where can I find out about train information? You can find out about train information in this timetable. 教师领读句型。在学生基本掌握的基础上，将问句中的第一人称“I”改为书中第二人称“you”,再机械操练句型。 同桌练习，巩固句型。 【设计意图】学生根据教师所提问题听录音，使学生对课文有了初步的感知。然后再听录音，根据课文内容回答问题，从而调动学生的眼、耳、脑等多种感官参与学习过程，深入理解课文内容，并为后面的练习做好铺垫。 Step 3. Practice 1.集思广益找信息。 （1）师生问答，示范引路。 T:Where can you find out about animals? Ss: In the library./At the zoo./On TV… （2）生生问答，拓展巩固。 Where can you find out about sports? Where can you find out about games? Where can you find out about toys? Where can you find out about food? Where can you find out about China? Where can you find out about England? 学生四人一组，轮流充当询问信息的人，其他三名同学集思广益，为他提供可找到相关信息的具体途径。比比看小组中哪位同学提供的途径最多，教师分发stickers予以奖励。 【设计意图】通过“集思广益找信息”的活动，巩固操练句型“Where can you find out about…?”让学生明确询问和寻找信息的表达方式以及寻找信息的各种途径。 2.练习跟进，巩固强化。 课件显示，完成练习。 1. 1. Look and complete.(Activity Book, Page 16, Exercise 1) 【设计意图】学生通过练习，在选词填空的过程中把握课文的主要内容。同时再次明确寻找信息的各种途径。 Step 4. Consolidation 1.Listen and point to the places, then write labels(Activity Book, Page 17, Exercise 2) 小组检查，然后运用今天所学句型进行对话练习。 【设计意图】拓展练习，巩固了新知，锻炼了学生的听说和运用英语的能力。 Step 5. Summary Step 6.Homework 课后为班级管理员安排值班顺序，帮助他们合理管理图书。 板书设计 Unit 2 We can find information from books and CDs. information e-book project guide film as well way topic 教学后记 第 五 单元教材分析 单元课题 Module 5 Decisions 本模块的学习内容是谈论事物的特性。 第一单元的课文情境是Lingling的行李箱坏了，Ms Smart要为她买一个新的，于是两个人一起去了百货商店。Lingling看到一款黑色的提包，觉得它又大又好看，但Ms Smart认为这个包对Lingling来说太重了；Ms Smart给Lingling推荐了一款绿色的提包，它不但轻，而且有两个口袋，可以装雨伞，但Lingling觉得它太小了；最后Ms Smart看到一款蓝色的箱子，它又大又轻，还有四个轮子，用起来很方便。Ms Smart最终给Lingling买了这个蓝色的箱子，Lingling向Ms Smart表示感谢。 第二单元的课文情境是Amy和Lingling在商场买衣服，Amy和Lingling觉得一件带有熊猫图案的蓝色T恤衫很漂亮，不过这件衣服的尺码对Lingling来说太大了。Lingling询问售货员是否有尺码小一些的，售货员拿出一件白色的T恤衫，Amy觉得这件衣服很漂亮，建议Lingling带这件衣服回中国。 本模块的学习重点是巩固用形容词说明事物特性的用法。这是形容词的重要用法之一，难度相对不大，但要准确说明事物的特性，学生需要掌握的形容词也会比较多。所以，教师要注意引导学生对形容词进行归纳和总结，并给学习有困难的学生更多运用和实践的机会。 单元课 时分配 课序 课　　　　题 课时 Unit1 It’s big and light. 1 Unit2 It’s too big for you. 1 总　课　时 2 课 题 Unit 1 It’s big and light. 教学目标 1. Words and phrases: light broken heavy pocket 2. Sentences: It’s big and light. It’s got two pockets. Grammar: It is …; I have got … .Use adjectives to describe objects. 教学重点教学难点 重点：1、Sentences: It’s big and light.  It’s got two pockets. It’ll be easy for me.  2、 Words：broken、heavy、light and pocket. 难点：Be able to use the sentence structure “It’s……” to describe the characters  of  objects, and  can make the choice  among  several things. 教学准备 cards tape-recorder CAI 教学时间 教 学 过 程 执教随笔 Stept1. Warming up A. Songs: Poem of Module 4 Unit 2 B. Free talk: Describe your bag or a picture. Stept2. Leading and new words Today we’re going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentences with these words. Step3. Text Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions: (1) .What does Lingling need? (2) .Where are Lingling and Ms Smart? (3) .What’s the black bag like? (4) .What’s the green bag like? (5) .Which bag has got pockets? (6) .Which bag has got wheels? (7).Which bag does Lingling like? (8).Which bag does Ms. Smart like? (9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell. Step4. Practice Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice. Stept5. Homework Describe animals. Games: Draw yourself. (Draw a picture of yourself and try to describe.) 板书设计 教学后记 课 题 Unit 2 It’s too big for you. 教学目标 1. Words and phrase: hard has got have got 2. Sentences: It’s …for…; It’s too big for you. 3. Grammar: Describe objectives. 教学重点教学难点 1.能运用形容词描述物体的特征。  2.能运用It’s too big for you.这类语句说明不同的意见。 教学准备 CD-ROM,多媒体课件,T恤等  教学时间 教 学 过 程 执教随笔 Step1.Warmer and leading (Look at the screen) Can you use it? Review the words and make sentences with them. I you we she he they it me you us her him them it Step2. Words Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy? Step3.Test. Play the tape. Listen and answer the questions (Show ppt) 1. What does Lingling want to buy? 2. What can you see on it? 3. What color does Lingling buy at last? 4. What color does Lingling like? 5. Why does she change her mind to buy another color? At last, please the students act the dialogue. Step4. Practice 1. Show the pictures. Have the students look, say and write. Make sentences with: It’s … for…. Draw it on the board. Then the students write the sentences on their exercise book. 2. Show the ppt. Play the tape. Have the students listen and underline the same pronounce, and then do the AB. Step5.Game: Show many cards of fruit Students guess it. Is it … (color or shape)? Step6. Learn to sing. Listen to the tape for several times. Try to sing and do the actions. Homework：Describe your bag. 板书设计   Unit 2 It’s too big for you.               easy   me               hard   me                    It’s … for ….                        big      him                         small    her 教学后记 第 六 单元教材分析 单元课题 Module 6 Travel 本模块的教学内容是介绍自己的旅游经历。 第一单元的课文情境是Lingling向Amy和Ms Smart 展示她和家人的照片。Lingling首先向他们展示了自己去年七月和父母一起去新疆旅行的照片，他们在奶奶家住了一个星期。Ms Smart觉得新疆的山脉非常漂亮。然后Lingling像他们展示了她叔叔一家在海南的照片。Lingling的叔叔和他三个孩子住在海南，他们每年都来北京。Ms Smart想起六月份在北京见过他们，而且还记得他们是黎族人。 第二单元的课文介绍了Lingling在新疆旅行的经历。去年七月。Lingling和父母一起前往位于中国西部的新疆，她骑了马、爬了天山、看了天池。新疆很美，她在那里非常开心。 本模块的学习重点是介绍自己以前的旅行经历，包括景区风景和自己的心情。本模块将继续巩固一般过去时的运用，教师可以引导学生进一步归纳、总结动词过去式的形式。 单元课 时分配 课序 课　　　　题 课时 Unit1 I went there last year. 1 Unit2 She visited the Tianchi Lake. 1 总　课　时 2 课 题 Unit 1 I went there last year. 教学目标 （1） 知识目标   1． 能听懂、会说并认读单词： photo, stay, week  能听懂、会说并认读下列句子：When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.   3.初步理解课文大意。  （二）能力目标   在情景中运用When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.来谈论旅游经历。   （三）情感目标   开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。  四、教学重、难点  教学重点教学难点 重点 ： 1、认读单词photo, stay, week   2、 When did you go to …? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didn’t.   难点 ： 在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。 教学准备 教学时间 教 学 过 程 执教随笔 Step 1: leading (Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England Step 2: Take out many photos Introduce: This is a photo( 举一张 ). These are photos (举全部，多张照片) Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks. Explain: ‘stayed’ is the past tense of stay Week: from Sunday and Saturday is one week. Step 3: Playing the tape So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it. Ask the students to close their books Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions . Now tell the students to open their books and underline all the questions in the dialogue Have the students answer the questions Do Activity book Exercise 1 Step 4: Show the pictures and have the student try to say and write. Use the drills. At last give them answers Who has got some photos? Where is Lingling? When did Lingling go there? Who did she go with? Where does her uncle live? Steps 5: Activity book Exercise 3 Homework: Talking about where you went? And write down 板书设计 Unit 1 I went there last year. New words:     When did you go there?  photo           I went there____.             stay-stayed     Did you go with your____?  a week          Yes, I did./No, I didn’t 教学后记 课 题 Unit 2 She visited the Tianchi Lake. 教学目标 1、掌握单词：eaat, best, north, rest, have a rest. 2、掌握句型：She visited the Tianchi Lake. It’s in the west west of China.描述过去的事情和位置。 3、感知“or”与“oor” “our”的读音，“ou”与“ow”的读音，“our”与“ur”的读音。 教学重点教学难点 重点：是新单词及句子，能听懂、会说、会用单词rode，parents，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说句子“Where did you go to for your holidays? Where is„?”It’s in the north/south/east/west of China.  难点：是用英语描述自己的旅行、字母组合的发音规律总结。 教学准备 图片，多媒体课件，卡片 教学时间 教 学 过 程 执教随笔 一、 复习导入 复习west and south等词汇；句型：it’s in the … of China. 二、 学习新知 Part I Lingling and Amy are playing game. What do they do ? Let’s have a look. Read and show. 1）听录音，感知全文。 2）带着问题看课文视频。 We know Lingling went to Xinjiang last July. What did she do? Let’s watch the video 3）在回答问题的过程中学习she rode a horse.学习ride a horse,然后做动作ride a horse，由此过渡到rode的学习，引导学生做动作学习rode a horse.接着学习she climbed the Tianshan Mountains. She visited the Tianchi Lake.指出天山和天池这种固有名词开头字母要大写。理解have a lovely time 的意思。 4）.巩固单词——Magic eye(幻灯片快闪，学生抢读) 5）．回归课文[来源:学.科.网Z.X.X.K] A．听、指、跟读。 B．自读、分角色读。 三、拓展完成任务。 1. Play a game: 句子接龙 I went to… and I bought… 2. 完成调查表。 Where did you go? Where is it? When did you go? Who did you go with? What did you do ? 通过west引出east, rest , best的读音，进而学习have a rest.由south推出north的读音。先让学生整体感知课文，让学生带着任务有目的地听录音学课文，对所学句型有一个初步的认识.根据课文内容回答问题，从而调动学生的眼、耳、脑等多种感官参与学习过程，深入理解课文内容，并为后面的练习做好铺垫。 3. 通过各种游戏活动，让学生明确过去式的表达和方位的描述，创新学习方式。 四、作业 Listen to the tape and read the text 3 times. 板书设计 Unit 2 She the visited Tianchi Lake. She had a lovely time there.  When        Who        Where         What   Last July     Lingling      Xinjiang       rode a horse      her parents west of China climbed the Tianshan Mountains                                          visited the Tianchi Lake  教学后记 第 七 单元教材分析 单元课题 Module 7 Time 本模块的教学内容是谈论活动、行为或事件发生的时间。 第一单元的课文情境是Daming在上学路上遇到了Fangfang。他告诉Fangfang，自己的父亲每天早上八点去上班，他是一名警察。Fangfang告诉Daming，他的父亲每天傍晚六点才去上班，他是一家工厂的工人。Daming又说，他的母亲每天晚上十一点去上班，她是一名护士。Fangfang说自己的母亲每天早上五点半就去上班，她是一名出租车司机。正在这时，Fangfang的母亲正好开着出租车经过，于是她开车送他俩去了学校。 第二单元的课文情境是Sam，Amy和Ms Smart轮流给Mr Smart 打电话，询问他到家的时间，Mr Smart都回答说七点。Mr Smart觉得很奇怪，为什么大家今天这么在意自己几点到家呢？Mr Smart回家之后，Ms Smart、Sam和Amy一起对他说：“生日快乐！”原来今天是Mr Smart 的生日，大家要给他一个惊喜。 本模块的学习重点是巩固一般现在时和一般将来时的运用，部分学生对于这两种时态了能还没有完全掌握，教师要注意给这些学生更多巩固和运用的机会。教师在授课时不需要比较这两种时态的区别，因为这不是小学阶段的学习目标。 单元课 时分配 课序 课　　　　题 课时 Unit1 My father goes to work at eight o’clock every morning. 1 Unit2 I’ll be home at seven o’clock. 1 总　课　时 2 课 题 Unit 1 My father goes to work at eight o’clock every morning. 教学目标 1.  知识目标：让学生基本掌握时间的英语表达方式以及一些普通职业的英语表达方式。 2. 2. 能力目标：通过学习，学生可以用完整的句子表达父母的职业及上班时间。 3. 情感目标：使学生能够了解到父母工作的繁忙，体谅父母的辛苦，在家能够多帮助父母做一些力所能及的家务活。 教学重点教学难点 1） 单词： 职业：policeman/worker/nurse/doctor/taxi driver 其他：evening/late/factory/early 2）词组 时间的2种不同的表达方式： 整点：at eight o’clock 半点：at half past eight 其他：take…to…/go to work 3）句型 My father/mother goes to work at（时间）. What does he/she do? He/She is a（职业）. That’s early/late. 教学准备 多媒体课件 教学时间 教 学 过 程 执教随笔 Step 1:Warming-up（5分钟） 1.和同学们进行正常问候。 2.小游戏——猜时间。让同学们猜PPT上播放的时钟上面的时间。 3.小游戏——猜职业。通过一些与各职业相关图片让学生猜出各职业。教师引出“what does he/she do?”句式，并引导学生用“He/She is a …”句式回答。 （设计意图：带领同学们复习学习过的时间表达方法，并导入新的有关职业的单词和句式的表达方法。） Step 2:Presentation（24分钟） Task 1：1）要求同学们翻开书本到第38页，播放一遍课文，请学生划出课文中有关时间和职业的词句。 2）请同学们回答PPT上显示的与课文相关的问题，并讲解课文中的重点词句。 3）再次播放录音并要求学生们跟读课文。 （设计意图：训练同学们的听的能力和对课文的理解） Task 2： 请同学们分角色表演课文内容。 （设计意图：训练同学们的说和读的能力） Step 3: Practice（8分钟） Activity :“Can you help us?”——请同学们帮助Amy和Sam完成介绍自己的家人的上班时间和职业。 1.在PPT上展示一些有关职业和时间的图片 2.引导学生根据图片用这节课学过的句子完整地介绍上班时间和职业。 （设计意图：检验同学们对这节课的重点知识的掌握状况，并进一步巩固） Step 4:Summary（2分钟） 1.观看视频——让同学们观看一个关于尊重劳动工作者的视频 2.引导同学们要尊重各行各业的劳动工作者，并懂得体谅父母。 Step 5:Homework（1分钟） 请同学用英语课后练习自己的爸妈上班的时间和职业。 板书设计 M7U1 My  father goes to work at eight o’clock every  morning            mother                                       evening/ night   He is a  policeman  She is a  worker in a factory  doctor/nurse taxi driver. 教学后记 课 题 Unit 2 I’ll be home at seven o’clock. 教学目标 1.知识目标：让学生基本掌握时间的英语表达方式以及一般将来时表达方式。   2. 能力目标：通过学习，学生可以用完整的句子询问并回答将来时的问题。 3.情感目标：使学生能够了解到父母工作的繁忙，体谅父母的辛苦，学会关爱父母。 教学重点教学难点 1.能够灵活准确的询问并回答时间。 2.能够掌握本课重点短语：a quarter to seven/half past seven/be home/be late 3.掌握本课句型：（1）Will you be home at seven o’clock? (2)Are you going to be late? (3)What time will you be home?  教学准备 教学时间 多媒体课件、图片 教 学 过 程 执教随笔 Step 1:Warming-up 1. 教师向学生提问：‘When do you get up in the morning?’请部分学生能够用英语回答，然后对学生所：‘Daming今天迟到了，他是几点起床的呢？Let’s have a look!’ 2. 播放M7U2活动1的动画，请学生看动画，理解语境。教师可借此机会提醒学生：要养成早睡早起的良好作息习惯。 3. 再次播放录音，请学生依次进行全班跟读、小组跟读、个人跟读。最后请部分学生展示。 4. 使用图片、单词卡片等教具，带领学生学习‘quarter to’,并对‘to’进行运用训练。 Step 2:Presentation 教师对学生说：‘大家已经调查了家人的日常作息时间，学完今天的课文，请大家向全班介绍一下自己家人的日常作息时间。’ 1. 播放活动二的动画，请学生看动画，教师帮助学生理解课文大意。 2. 再次播放录音，请学生完整的听一遍，进一步理解语句。播放第三遍的录音，请学生逐句跟读。对于学生跟读有困难的语句，教师可以按照意群和节奏带读，提醒学生注意模仿语音语调。 3. 使用图片、单词卡片等教具，带领学生学习‘worry’，并对其进行运用训练。 4. 完成练习一。重点在于通过听力练习，检测并巩固学生对课文的理解。 5. 请学生四人一组，分角色朗读并表演课文，请部分小组上前展示。 6. 鼓励学生看图复述课文，提醒学生注意自己的语音语调。 7. 教师可以鼓励学生在家人过生日的时候，向他们表达生日的祝福，学生可以当面祝福，也可以制作生日卡片。引导学生学会孝敬父母，关爱他人。 Step 3: Practice 1.完成活动3，请学生看图，依次描述图片内容，然后朗读第一幅图对应的例句。 2.完成活动4，请学生听录音，跟着录音逐列朗读单词。每读完一列后，请学生注意观察其中的彩色字母组合，告诉学生，这些字母组合的读音相同。最后请学生再次朗读单词，体会其中的读音规则。 Step 4:Summary Step 5:Homework 1. 想家人展示自己跟读模仿课文录音的情况。 板书设计 Module 7 Unit 2 I’ll be home at seven o’clock. A quarter to seven Half past seven Are you going to be late? 教学后记 第 八 单元教材分析 单元课题 Module 8 本模块的教学内容是表达请求和意愿，谈论过去的行为。 第一单元的课文情境是Daming即将去纽约看望他的表兄Simon，他问Fangfang该给Simon带什么礼物。Fangfang提议说带一只玩具熊猫，Daming说Simon已经有玩具熊猫了，因为他的妈妈和奶奶都是中国人。Fangfang又提议说带一只风筝，Daming觉得这个主意不错。在F的帮助下，Daming做了一只中国龙的风筝。Fangfang认为Simon一定会喜欢这件礼物，并且建议Daming在风筝上写上汉子“龙”。 第二单元的课文描述了Daming制作风筝的过程：他先在一张黄色的纸上画了一条龙，然后给龙涂上了颜色，接着把龙剪下了，再在龙身上贴上木棍，最后绑上风筝线，一只风筝就做好了。 本模块第一单元的学习重点是一般将来时，教师可带领学生巩固、强化“will”表达请求和意愿的用法；第二单元的学习重点是一般过去时，教师带领学生总结本模块所学动词的一般过去式。 单元课 时分配 课序 课　　　　题 课时 Unit1 Will you help me？ 1 Unit2 I made a kite. 1 总　课　时 2 课 题 Unit 1 Will you help me？ 教学目标 1.New words and drills. 2.Talking with the future tense. 3.Drawing their interests and training their habits. 教学重点教学难点 重点：掌握 Will you help me?   Of course I will.这些句子. 并能在实际情景中运用Will you  ...? Yes, I will./No, I won’t.。  难点：正确使用Will及动词进行交流问答。 教学准备 cards, pictures, Tape-recorder. 教学时间 教 学 过 程 执教随笔 Step 1 warm up 1.Greeting: 2. Listen and do. fly kites play football play chess ride a bike take photos wear a T—shirt read books play the violin play computer games eat eggs and sausages 3.Free talk What day is it today? What’s the weather like in Qingdao? Where are you going this weekend? Step 2 presentation 1. Children, we’ll learn Module 8, will you help me? (出示课题) Let’s watch CD-ROM and think two questions. Q1: Where is Daming going? Listen and choose. Q2: What’s Daming’s cousin’s name? listen and answer. (出示课件) 2. Q3: If you’re Daming, what present will you take? Watch it again. (板书) I think I’ll …. S: I think I’ll make a Chinese kite! Listen and repeat. Pair work. (出示课件) s: I think I’ll make a bird/dragon/few kite! 3. T: I think you’ll have a picnic next week. What will you do? (出示课件) group work S1: I think I’ll wear a T-shirt. S2: I think I’ll wear a T-shirt and play football. S3: I think I’ll wear a T-shirt, play football and eat a hamburger. S4: I think I’ll wear a T-shirt, play football, eat a hamburger and fly a kite. 4. Oh, where’s my book? I haven’t got a book, will you help me? Ss: yes, I will. Daming will make a kite, who will help him? Watch it again. （板书）Will you help me? Of course, I will. Listen and repeat. Pair work. 5. play a guessing game. (出示课件) I choose a picture, then let the students to ask. Will you…? Then guess the students. 6. read the words, listen and make the sentences. Then stand in line. 7. Listen, point and find “will”. Read the sentences with will Listen and repeat 2 times. Then read it in pairs. 8. Listen and judge. Then do the activity book. Step 3 consolidation and extension. (出示课件) read it. Then write your plan. Step 4 summary Read the base sentences together. Step 5 homework: 1.Listen and repeat the dialogue 5 times. 2.Copy the sentences 2 times. 3. Finish your plan. 4 .Write your summer plan, send email to me. 板书设计 Unit 1 Will you help me? Of course = Yes, I will.          No, I won’t. =  will not        I think I’ll make a Chinese kite.             I will 教学后记 课 题 Unit 2 I made a kite. 教学目标 Knowledge target: 1、Students can understand, read, speak and write the words drew, cut, put, painted and could. 2、Students can read, speak and understand the words strings, sticks, a piece of and scissors. 3、 Students can use past tense to express how they made a thing. Ability target: Students can express the things they need for making a thing. Students can express how they made a thing step by step. Moral target: Students enjoy the beautiful pieces of paper-cut and the things made by paper. Students try to think in different ways and be creative. 教学重点教学难点 1. Using the past tense correctly.  2.Will you…?  How I made the kite. 教学准备 tape recorder, photos, word cards, ppt. 教学时间 教 学 过 程 执教随笔 1、Warm up Greetings. Talk about the things they did before class. Show the words “draw-drew”, “put-put”. Guess the colors of the paper. Use the new expression “a piece of_____ paper”. Do the jigsaw puzzle and use “Put it on ____.” to show the picture of a dragon. Then show the words “paint-painted”, “cut-cut”. 2、Presentation Show the picture of “Daming” and ask What did Daming do yesterday? What did he make? What kind of kite? For whom? 3、New Lesson Read the text and choose the things Daming needed for making a kite. Listen, then read and number the pictures about the making steps. Listen and imitate the text. Read the text by themselves. Answer the questions about the text as quickly as they can. Fill in the blanks about the text. 4、Consolidation What did Lingling do with a piece of paper? Show the pictures of the paper-cut. Read and match the pictures and the steps. Read a story about how Sam made the book mark and answer the questions about it. Show some creative pieces of works made by paper with music. Ask students to think about how people made them. 5、Sum up We’ve learnt how Daming made the kite, how we could make the paper-cut or a book mark. You’ve got some pieces of paper. Put some strings on it and write something on it. It will be a nice book mark. 6、Homework You can make something with paper. Write down how you made it in English. 板书设计 Unit 2 I made a kite Drew a dragon Cut the picture Put sticks Tied ... 教学后记 第 九 单元教材分析 单元课题 Module 9 本模块的教学内容是谈论过去发生的事情。 第一单元的课文情境是Daming收到了Lingling从英国寄来的信，信里介绍了Lingling上周去儿童剧院看戏的事。Lingling说演员们有的女扮男装，有的男扮女装，他们讲了很多笑话，把孩子们逗得哈哈大笑。之后，Lingling和朋友们一起去餐厅吃了汉堡包和薯条。最后，Lingling问Daming是否已经为美国之行做好了准备。 第二单元的课文是Simon从美国寄给Daming的一封信。Simon在信中说：再过三周全家就要和Daming见面了，Simon的爸爸会在Simon的房间里加一张床；Simon的妈妈给Daming买了新T恤衫；S的爸爸读了一本介绍中国历史的书，他有一些问题要请教Daming；他们还为Daming借了一辆自行车。最后Simon还在信中提醒Daming别忘记带几张中国歌曲的CD，他们在晚上可以一起欣赏中国歌曲。 本模块的学习重点是复习和巩固一般过去时的用法，谈论过去发生的事情。教师要充分利用这一机会帮助基础较薄弱的学生巩固、强化行为动词过去式的用法。 单元课 时分配 课序 课　　　　题 课时 Unit1 We laughed a lot. 1 Unit2 Mum bought new T-shirts for you. 1 总　课　时 2 课 题 Unit 1 We laughed a lot. 教学目标 （一）知识目标： 学习单词：wore, told, show,women, actor, joke, funny, after,theatre ready 掌握句型：The men wore women’s clothes.The actors told lots of jokes.并能用以上句型描述过去发生的事情。 （二）能力目标： 通过本节课的学习，培养学生的听、说、读、写的综合能力。小组合作培养学生的团体协作精神。 教学重点教学难点 掌握动词的不规则变化是本课重点。熟练地运用目标语句描述过去发生的事情是本课的难点。 教学准备 多媒体课件 教学时间 教 学 过 程 执教随笔 1 Greetings： 师生运用简单的句子进行问候交流，消除陌生感。 2 Warm-up: (播放课件)师生同chant 自制有韵律的儿歌，边跟着节奏边做动作 walk walk walked （做走的动作） jump jump jumped （跳跳的动作） run run ran （做跑的动作） eat eat ate （做吃的动作） tell tell told （做告诉的动作） wear wear wore (做穿的动作) 并教授新单词:wore,told,ready， （设计意图：通过有节奏的chant 既复习了已学的动词过去式，又可以很自然地引出新单词，并且营造了轻松愉悦的氛围拉近了师生距离，使学生迅速进入学习状态） 3 Lead-in: T:Today I wear a vest. Yesterday I wore a dress. What about you? Ss:Yesterday I wore .......(请若干同学描述自己昨天穿的衣服) T: Look at the picture.Three years ago,At Spring Festival Gala, Xiaoshenyang wore women's clothes.He had a show with ZhaoBenshan and Yadan. （教授单词women,show并练习） 4 Presentation Step1 T:小品的名字是什么？ Ss:《不差钱》 T：Do you like it? Ss:Yes. T:Now today Let's enjoy it again.(播放小品，) T:Three years ago,after the show,we laughed a lot.(学习新单词after并讲解题目意思) T:Three years ago,after the show,why did we laugh? You can speak Chinese.(学生边说出开怀大笑的原因，边学习新单词women,funny,theatre,actor,joke和目标语句:The men wore women's clothes. The actors told lots of jokes.并板书） （设计意图：通过观看比较熟悉的小品，引导学生思考，通过自己的亲身体验来引出新单词和目标语句，在此情境中既激发了学生的学习兴趣，而且使学生更容易地掌握本课的重难点。） Step 2 T: Last week Lingling,Amy and Sam laughed a lot,too.Lingling wrote a letter to Daming and told Daming what she did last week.Now Let's look at the letter.Please enjoy the movie and find the verbs in the past tense. (课件播放文本内容，请学生边听边划出动词的过去式,并玩游戏复习已学的动词过去式) (设计意图：边听边找出动词的过去式，培养学生的判断能力和自主学习的能力。突破本课重点。请学生说出已学的动词过去式，从而把已学知识和新学知识链接在了一起。) Step 3 T：listen again and find the new words. (设计意图：使学生在新的语境中再次体会新单词的意义，使所学知识更加牢固。) Step 4 T:Listen and answer questions: 1、Where did they go last week? 2、What did the men and the women wear? 　　3、 What did the actors do? 　　4、What did they eat? (设计意图：在掌握新单词和了解情景的前提下听录音，培养学生听的能力和判断能力。) 5 Practice and Extension： (1)看图选词填空 (2)listen and number (3) 根据语境填词 （4）学生分组看图说话 （5）描述自己昨晚做的事情。 （设计意图：拓展环节贴近学生们的生活环境，学生能用已学知识描述过去发生的事情。锻炼了学生的口语表达能力，达到了语言学以致用的目的。） 八、Homework: What did you do last night? Please discribe and write down： 开头已给出：Last night I was at home. I___________________ （设计意图：写作就是把口述的内容写到纸上。先引导孩子说，然后再布置写的任务，层层递进，培养了孩子们的书写能力。） 板书设计 Unit 1 We laughed a lot.   went-go    told-tell   laughed-laugh    wore-wear    was-is      ate-eat 教学后记 课 题 Unit 2 Mum bought new T-shirts for you. 教学目标 1．掌握生词：borrow, read-read, at all, in, another, history, ask, question, forget, bring, soon. 2．掌握句子:Mum bought new T-shirts for you. 3．会用运用已学语言谈论过去发生的事情和将要发生的事情。 教学重点教学难点 会用运用已学语言谈论过去发生的事情和将要发生的事情。 教学准备  多媒体课件、单词卡片、课文配套视频。 教学时间 教 学 过 程 执教随笔 Warming-up and review  1.  Revise simple past tense with these words: wore, women, actor, told, joke, funny, after, show, read.  2. Say a tongue twister. Leading  T: My friend will visit me soon. I bought a bed and a bike for him. Now, let’s see what Simon’s parents buy for Daming. New concepts  1. Stick the picture on the board.  Play the tape: Look and listen. Then talk about the letter in Chinese.  2.  Play the tape again, listen and repeat. 3. Read the letter by yourself.  4. Stick the sentence cards on the board. Revise simple past tense and simple future tense. We are going to see you in three weeks. Dad is going to put another bed in my room. Mum bought new chopsticks for you. He is going to ask you some questions. We borrowed a bike for you.  Have the students stick the pictures of Simmon’s family beside correct sentence.  5. Activity 2 of SB  Make an example with the first picture. Then have the students describe the other pictures, and ask them to pay attention to simple past tense and simple future tense.  6. Activity 3 of SB  ①Listen and repeat. Pay attention to the pronunciation.  ②Underline the letters that make the sound.  7. Let’s sing  ①Go through the words of the song.  ②Listen the tape and learn to sing.  ③Sing the song all together.  Practices:  1.  Listen and say, then read the letter.  2. Exercise Book.  ①Read the answers, then write the questions.  ②Game: Say and guess.  Homework:  1. Copy new words.  2. Write a letter. Use the words in the box.  板书设计 Unit2 Mum bought new T-shirts for you. soon        question bed         borrow room        evening history We are going to see you in three weeks. 教学后记 第 十 单元教材分析 单元课题 Module 10 Preparations 本模块的教学内容是制定和谈论计划、谈论旅行经历。 第一单元的课文情境是Daming第二天就要出发去美国了，奶奶打电话嘱咐Daming做好准备。Daming说自己有些紧张，于是奶奶建议Daming列一张清单，写明自己的目的地、腰带的行李、出发的时间以及送自己去机场的人。最后，奶奶祝Daming一路平安。 第二单元的课文是Daming写给父母的一封信。Daming在信上说，他已于昨日平安抵达纽约，奶奶和Simon去机场接他，他们随后乘坐一辆黄色的出租车去了Simon的家。Daming还说，纽约非常漂亮，高楼林立，车水马龙。奶奶为Daming做了中国菜，不过Daming更想尝尝美国菜，他想更多地了解美国。 本模块的学习重点是复习、巩固将来时和一般过去时的运用。教师应给尚未掌握这两种时态的学生更多练习的机会，通过不断的强化，使全班学生都能基本掌握“be going to”表示将来的用法和行为动词的过去式。 单元课 时分配 课序 课　　　　题 课时 Unit1 Where are you going？ 1 Unit2 I’m in New York now. 1 总　课　时 2 课 题 Unit 1 Where are you going？ 教学目标 1.Function: Preparing for a trip. 2.Vocabulary:list,airport,shoe,ticket,toothbrush. 教学重点教学难点 Ss can use the sentences to make preparations for trips. 教学准备 multimedia, cards, tables, a bag 教学时间 教 学 过 程 执教随笔 Step 1 .Warming-up 1.Greetings. 2.Free talk. T: What day is today? Ss: Today is ... T: What day is tomorrow? Ss: Tomorrow is... （设计意图：通过free talk为学生创设轻松的学习氛围，拉近师生间的距离，同时也为接下来的学习做好铺垫。） Step 2. Presentation 1.T:Good.On Saturday, I am going to go to Qingtao to visit my grandma. I’ll take lots of things. Now they’re in my bag. What’s in my bag? Can you guess? (1)T shows the bag and asks students to guess. (2)Teach the new words: list, shoe, ticket, toothbrush. (3)T asks some students to talk about where are they going to go ?What are they going to take? (设计意图：教师通过谈论自己的周末活动，为学生创设真实的语境，以此导入本课的重点，过渡自然。同时通过guessing game让学生展开想象，并在猜测过程中学习新词汇，从而激发学生的学习兴趣。) 2.Task: Today we are going to learn how to make some preparations. After we learned the lesson, you must make some preparations for your trips on your summer holidays, and then I’ll ask you to be reporters. (设计意图: 通过布置暑假任务, 让学生明确了本课的学习目标和学习重点, 使学生在任务驱使下学习。同时设计这一任务贴近学生的生活，增加了学生学习的兴趣和动力。) 3. Learn the text. (1)T: Tommorrow Daming is going to going to go to New York. Now he is talking to his grandma on the phone. Listen to the tape and answer some questions: Where is Daming going to go? When is Daming going to go? What is Daming going to take? Who’s going to go? (2)Listen again and repeat the text, then find the sentences with “be going to”. （设计意图：问题的设置帮助学生在听录音的过程中明确听音目的和听音重点，通过让学生先整体感知课文，再学习重点句型,这样的方式对培养学生的听说能力起到较大功效。） (3)Say a chant. Where are you going to go ? To the airport,to the airport. What are you going to take? Shoes,ticket and toothbrush. When are you going to go? At 8 o’clock,at 8o’clock. Who is going to go? It’s me,it’s me. (设计意图:通过节奏感强的chant,不仅活跃了课堂气氛,还帮助学生轻松地巩固了本课的重难点。) (4)Listen and choose the correct answers. T: We know Daming is going to go to New York tomorrow. What about Lijie? Where is he going to go tomorrow? Step 3 Practice and Consolidation T: Just now Daming and Lijie made some preparations for their trips. What about you? On May Day, where are you going to go? 1.Practice in pairs and survey classmates’ plans, then fill in the tables. On Summer holiday, Name Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you? 2.Ask someone to be reporters and interview classmates or teachers. (设计意图:通过pair work了解班级同学的暑假旅游计划,完成课前布置的任务,同时通过小记者活动,将知识联系到实际生活中,让学生在真实语境下运用语言,从而达到语言习得的目的。) Step 4 Homework 1.Copy the words and sentences three times. 2.Listen to the tape and read the text fluently. 3.Tell your parents or friends your trips on May Day and write them down. （设计意图：把本课内容延伸至生活，通过说，读，写练习进一步巩固本课的知识。） 板书设计 Unit 1 Where are you going to go? Who ——— Daming Where ——— To the airport When ——— At seven o'clock List What ——— clothes shoes present tickets passport toothbrush How ————— By plane 教学后记 课 题 Unit I’m in New York now. 教学目标 1、能够识别单词：arrive, taxi, flat, building, made, again. 2、学习目标语句：Grandma made Chinese food for me. I want to try American food. I will write again soon.  3、能够了解感知元字母组合 wh, wr, 在单词中的发音,并能够熟练朗诵本课歌谣 It’s a big exciting world。 4、功能：  能够谈论旅行经历。 教学重点教学难点 1、掌握新单词：arrive, taxi, flat, building, made, again. 2、掌握句型：Grandma made Chinese food for me.I want to try American food. I will write again soon. 教学准备 卡片、录音机、磁带、图片等。 教学时间 教 学 过 程 执教随笔 Step1、Warm-up  1、师生之间相互问候  2、教师向同学讲述自己的某次旅行经历。内容包括何时，与何人去过何地，乘坐何种交通工具，随身携带了什么东西，经历过什么有趣的事，吃过什么特色的食物。  Step2、Presentation  1、在上节课中我们的好朋友Daming也去旅行，教师说：Where is he going to go？ What is he going to take？When is he going to go to the airport？Who’s going to go to the airport? 通过询问复习疑问词：where、what、when、who，和上节课重点内容。  2、教师说：上节课我们知道Daming在为旅行做准备，现在他已经到达纽约，让我们一起来看看Daming 在New York 的所见所闻。  Step3、New teaching  1、教师播放录音，让学生标出新单词arrive, taxi, flat, building, made, again. 并感知课文。  2、教师再次播放录音，并让学生回答问题 。   Questions:     （1）Where is Daming now ?    (New York )     （2）When did Daming arrive ?  (Yesterday ) （3）Who met Daming at the airport?  (Grandma and Simon)  (4)What did Daming see in New York?  (Buildings, cards and people)  （5）What food did he want to try?  (American food)  3、教师分析课文，并讲解重点内容。   一般过去时：arrive-- arrived  meet--met, is---was, go---went  Make---made. 并让学生感知过去时的语境。  一般现在时、一般将来时让学生感知、体会语境，掌握将来时be going to \ will + 原形。  4、 教师让学生完成课文活动2，并回答。    1）、He is in New York now.    2)、He arrived yesterday.   3）、Grandma and Cousin Simon met him at the airport.    4）、His Grandma made Chinese food for him.  5、教师带领学生分析课文活动3中的字母组合 wh, wh, wr 在单词中 \w\,\h\,\r\的发音,并让学生跟读录音。 Wh  when  where    /w/ Wh  who   whose   /h/ Wr  write   wrong   /r/  6、 教师播放录音，学习Part 4 的歌曲It’s a big exciting world .并配上表情、动作。使课堂气氛再次得到升华。 Step4、Practice  教师让同桌之间用以下句型相互提问，并回答问题 Where are you from?   Where are you going to go?   When are you going to go there?   What are you going to do there?   Who’s going to go with you ?  Step5、Extension  讲述自己的旅游经历：向同学讲述自己的某次旅行经历。内容包括何时，与何人去过何地，乘坐何种交通工具，随身携带了什么东西，经历过什么有趣的事，吃过什么特色的食物。  Step6、Summary and homework.  1、Summary  今天我们学习了如果用一般过去时arrive¬¬¬¬    arrived  meet    met, is    was, go    went make    made. 、一般现在时、一般将来时be going to \ will + 原形，描述自己的旅行经历，并能够运用where、what、when、who，进行提问。  2、Homework  1） 完成练习册，并掌握一般现在时、一般过去时、一般将来时的用法。  2）向家人、朋友讲述老师的旅行经历。 板书设计 Unit 2 I’m in New York now arrive taxi Grandma mad Chinese food for me. flat I want to try American food. building 教学后记 Module 5 Unit1 It’s big and light. P1porcket� � P2broken� � P3heavy� � P4light� � It’s got… It has… PAGE 49 .