2020年最新五年級下冊英語全冊教案教學設計教學設計

1、1111Module Unit 1 Tidy up!教案（第一課時）教學目標：1、通過演唱Sing a song的歌曲，活躍課堂氣氛，讓學生感知本單元的核心句型。2、通過Listen and sing中有關整理房間的對話，幫助學生掌握本單元的核心句型。3、通過look and learn欄目，幫助學生學習日常生活用品的名稱。教學重、難點1、能掌握單詞tidy, let, sock, cap, yours, mine, tidy up2、會運用句型Are they yours?及回答No, they arent.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task p

2、reparations1、利用教室中的實物與學生進行對話，以復習學過的句型Whose.is this/that? Whose.are these/those?T：(point to a bag in the classroom) Whose bag is this/that?S1：Its(S2s name) s.T：Is this/that.?S2：Yes, its. / No. Its.T：Whose.are these/those?S3：They are.T：Are these/those.?S4：Yes, they are. / No, they arent.2、讓學生欣賞Sing a

3、song中的歌曲，病朗讀歌詞，然后跟唱。唱完以后，學生還可以用身邊的實物改編歌詞并演唱，以初步感知本單元的核心句型。 While-task procedures1、教師與學生就Listen and say第一幅圖片中的情景展開問答。引出對話內(nèi)容。T：Look！This is a picture of a room. Is it tidy?Ss：No, it isnt.T：Who are they in the picture?Ss：They are Sally and Peter.T：What are they doing?S3：They are tidying up the room.T：(

4、write tidy up on the blackboard) Yes. They are tiding it up. “tidy up “means “make it clean”. How do they tidy it up? Lets listen.2、出示以下句子，讓學生聽錄音后判斷句子正誤并改錯，以檢測他們是否理解了對話的大致內(nèi)容。1) The socks are Peters. ( )2) The socks are not on the bed. ( )3) Both the cap and the T-shirt are Pauls. ( )4) Sally asks Pe

5、ter to put the T-shirt on the chair. ( )然后出示下面兩組句子，利用學生的書和文具和他們問答，幫助學生理解mine 和 yours的用法。Is that your book? / Is that book yours?This is my book. / This book is mine.T: Is this your pen?S1: Yes, its mine.T: Is this yours too?S2: No. It isnt.3、讓學生聽錄音并跟讀對話，男女生分角色朗讀對話。然后，學生兩兩一組，根據(jù)Listen and say的對話以及后續(xù)練習

6、中的對話提示做問答練習。S1: Whose bedroom is it?S2: Its Peter and Pauls bedroom.S1: Who is tidying up the bedroom?S2: Sally and Peter are tidying up the bedroom.S1: Whose socks are those?S2: They are Pauls.S1: Whose cap is this?S2: Its Peters.4、出示一雙短襪和一頂帽子或相應的圖片，與學生對話，引導學生學習單詞socks和cap,同時引出用Yes,./Ok./Sure.等表達方式

7、來應答別人的請求或指令。 Post-task activities 1、跟學生借一些學習用品，根據(jù)這些學習用品和學生問答。T: Whose ruler is this?S1: It is mine. T: Is this ruler yours?S2: No, its hers.T: Is this ruler hers?S3: Yes, its hers.接著，利用幾件其它學習用品和學生問答。T: Whose pencils are those?S1、S2: They are ours. T: Are these pencils yours (S3s name)?S3: No, they a

8、re theirs.T: Are these pencils ours (S4s name)?S4: No, they arent. They are theirs.然后，讓學生利用自己的學習用品，仿照上述對話進行句型操練。（第二課時） 教學目標：通過Think and write 的語言輸出活動，幫助學生鞏固新學的語言知識。 教學重、難點1、詞匯： crayon, umbrella, hers, theirs2、句型： -Whose.is this/are these? -Its/theyre 教學方法：任務教學法、情景教學法。 教學過程：第一次備課第二次備課Pre-task prepara

9、tions1、讓學生利用實物進行問答，在問答之后根據(jù)Please put./Can you put.?等指令正確的擺放實物，并學會用Yes,./Ok./Sure.等表達方式來應答別人的請求或指令。T: Whose.is this/that?S1: Itss.T: Is it yours/his/hers?S1: Yes. /No. ItsT: Please put theS1: Ok.T: Whoseare these/are those?S2: TheyreT: Are they yours/his/hers?S1: Yes. /No. TheyreT: Can you put themS1

10、: Sure.接著，學生可以根據(jù)以上示范，開展對子活動或小組活動，以進一步鞏固課時一所學內(nèi)容。While-task procedures1、出示Think and write中的連線圖，然后出示umbrella的單詞卡片。學生根據(jù)教師提供的語境和單詞卡片，通過問答學習新詞匯，并鞏固已學句型。T：(show a picture of an umbrella) Whats this?S1：Its an umbrella.T：(stick the picture on the blackboard) Umbrella, an umbrella.Ss:：Umbrella, an umbrella.T：

11、(point to the picture) Whose umbrella is this?S2：Its Bens.T：This umbrella is Bens. Its his.Ss:：This umbrella is Bens. Its his.然后，用同樣的方法教授crayon.2、學生根據(jù)Think and write中的圖片，看圖填表。3、學生根據(jù)表格所填的內(nèi)容，兩人一組做問答練習。一方面檢查學生對圖片內(nèi)容的理解是否正確，另一方面讓學生操練所學的語言。S1：Are the crayons Alices?S2：No, they are not hers.S1：Whose crayon

12、s are these?S2:：They are Jills.S3：Is the schoolbag Joes?S4：No, its not his.S3：Whose schoolbag is it?S4:：Its Alices.4、學生根據(jù)圖片及表格內(nèi)容，完成Think and write中的書寫練習，鞏固重點和難點，從聽、說、讀的技能過渡到寫的訓練。Post-task activities學生分為6組，開展小組活動，每個學生把一件物品放在桌上，然后小組內(nèi)學生根據(jù)桌上的物品對話。（第三課時）教學目標：1、 幫助學生通過閱讀故事神奇的石頭抓住關鍵信息，了解故事大意，并完成后續(xù)練習。2、 了解字

13、母組合ar, ue, oo在單詞中的發(fā)音。3、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述物品的歸屬和應擺放的位置。 教學重、難點1、 語音：ar(car), ue(blue), oo(school)2、 詞匯：(be) full of, a few。教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、讓學生根據(jù)教師出示的學習用品回答問題。T: (show a pencil) Whose pencil is this?S1: Its my pencil.T: Is this your pencil?S2: No, i

14、t isnt. Its (S3s name) s.T: (show some books) Whose books are these?S3: They are my books.T: Are these your books?S4: No, they arent. They are (S5s name) s.接著讓學生兩兩對話，以進一步鞏固課時一和課時二所學內(nèi)容。 While-task procedures1、播放Read a story的錄音，讓學生合上書本聽故事。然后，教師出示教學掛圖中的故事圖片，與學生問答，熟悉故事人物。T: (point to Jimmy) What is his

15、name?Ss: His name is Jimmy.T: (point to the father) Who is he?Ss: He is Jimmys father.出示以下問題，學生帶著問題閱讀文章，然后回答問題。Picture 11) What is in the box? (The box is full of nails.)2) Whose box is it? (It is Jimmys fathers.)Picture 21) What does Jimmy do? (He drops the nails.)2) What happens to the nails? (All

16、 the nails fall on the floor.)Picture 31) What does Jimmys father gives him?(Jimmys father gives him a black stone.)2) What does Jimmys father say?(He says,”this stone can help you,Jimmy. try it.”) Picture 41) Where does Jimmy put the stone? (He puts the nails near the stone.)2) What happens to the

17、nails this time?(The nails all stick to the stone.)2、學生再次閱讀故事，教師在黑板上寫出每幅圖片的關鍵詞，學生根據(jù)圖片及關鍵詞復述故事。Picture 1: box, table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near, stick, floor, clean, magic stone3、指導學生完成課本第5頁Read a story的后續(xù)練習，然后填空完成故事概要。Jimmys fa

18、ther has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. Al the nails fall on the floor. Jimmy says,” what a mess!” Jimmys father gives him a black stone to help him. It is a magic stone because all the nails stick to it.4、出示Learn the sounds的語言單詞卡片ar(car),

19、ue(blue), oo(school)請學生跟讀并感知字母組合ar, ue,oo在單詞中的發(fā)音。T: ar,/a:/,car,carSs: ar,/a:/,car,carT: ue,/u:/,blue,blueSs: ue,/u:/,blue, blue T: oo,/u:/,school, school Ss: oo,/u:/,school, school 教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities1、 學生三人一組，演出課本劇。2、 讓學生完成練習冊中task的看圖搭配練習，然

20、后組織學生根據(jù)Ask and answer的句型提示，就圖片信息結對問答，鞏固所學句型和詞匯。Module 1 Changes and differencesUnit 2 Our new home!（第一課時） 教學時間： 教學目標：1、通過Listen and enjoy的兒歌朗讀，活躍課堂氣氛，并引出本單元的話題。2、通過look and learn欄目，幫助學生掌握本單元的核心句型。教學重、難點1、能掌握單詞why, because, study, dining room2、會運用句型Do you like? I like Why? Because教學方法：任務教學法、情景教學法。教學過

21、程：第一次備課第二次備課Pre-task preparations1、出示第一個問題，讓學生看Listen and enjoy的圖片討論問題。Q1：Who lives in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old woman and her children.S3：An old womans big family.播放錄音，出示第二和第三個問題，學生聽錄音后討論問題。Q2: What does the old woman do?Q3: What does she say?T：What does the old wom

22、an do?S1：She gives the children some food.T: . What does she say?S2: Its time to go to bed.最后，學生跟錄音朗讀兒歌，可以自己朗讀，也可以集體朗讀。2、呈現(xiàn)不同房間的圖片，學生邊欣賞圖片邊思考以下問題。Q4：Whats in your room?S1: There is a kitchen, a living room, a bathroom and two beds.S2: There is a kitchen, a dining room, a living room, two bathroom an

23、d three bedrooms. While-task procedures1、依次出示不同房間的圖片或單詞卡片，讓學生說出與這些房間對應的英文單詞或拼讀這些單詞，以復習學過的相關內(nèi)容。T：(show a picture of a kitchen)Ss：Kitchen. K-i-t-c-h-e-n, kitchen.緊接著，學生根據(jù)一張書房的圖片學習單詞study.T：Look. This is a study. Is there a study in your room?S1：No, there isnt.S2：Yes, there is a study in my room.T：What

24、 can you do in the study?S1: I can read books in the study.S2: I can do my homework in the study.S3: I can play computer games in the study.然后，用同樣的方法帶領學生學習單詞dining room.2、呈現(xiàn)課本第12頁Ask and answer欄目Nancy和Dan家中房間的圖片，教師分別對Nancy和Dan的家進行描述，讓學生猜測哪個是Nancy的家，哪個是Dan的家。3、學生針對Nancy和Dan家的房間圖，兩人一組對話，鞏固和運用所學語言。 Pos

25、t-task activities 1、出示兩個房間的圖片，學生兩人一組說說喜歡那個房間，并闡述喜歡的理由。Module 1 Changes and differencesUnit 2 Our new home!（第二課時） 教學時間： 教學目標：1、通過Listen and say中關于新家的對話，幫助學生鞏固新學的核心句型。2、通過Write and say欄目，讓學生從口頭表達過渡到筆頭練習，鞏固運用所學詞匯和句型。教學重、難點1、詞匯：all day2、句型： -Why do you like it? -Because it is so big.教學方法：任務教學法、情景教學法。教學過

26、程：第一次備課第二次備課Pre-task preparations1、出示Listen and enjoy的兒歌，讓學生朗讀或背誦，在復習所學內(nèi)容的同時活躍課堂氣氛。2、通過和學生對話，了解學生的家庭居住情況。While-task procedures1、學生根據(jù)Listen and say的圖片，聽錄音后回答問題。1) What are they talking about?2) Are they happy with their new home?2、出示以下細節(jié)問題，讓學生帶著問題再聽一遍錄音后作答，以培養(yǎng)學生捕捉關鍵信息的能力。1) Which room does Sally like

27、?2) Which room does Sallys dad like?3) What do Peter and Paul like?3、在回答完細節(jié)問題后，教師出示問題Why do they like their new home? 并再次播放錄音，讓學生聽完錄音后，兩人一組談論上述問題。S1：Why does Sally like the living room?S2：Because it is so big. Why does Sallys dad like the study? S1：Because it is quiet. He can read and write there. W

28、hy do Peter and Paul like the garden?S2:：Because They can play in the garden all day.4、學生四人一組，扮演Brown一家，操練對話，鞏固運用核心句型。鼓勵學生盡量模仿錄音中的語音語調(diào)。S1：(act as Mum) Why do you like our new home?S2: (act as Sally) I like our new home because the living room is so big.S3: (act as dad) I like our new home because th

29、e study is quiet. I can read and write there.S4: (act as Peter) Paul and I like our new home because we can play in the garden all day.Post-task activities讓學生完成課本第13頁Write and say的練習，描寫自己的家，并闡述喜歡某個房間的原因。教師可補充 I do not like.because.句型，讓學生闡述不喜歡某個房間的原因，在培養(yǎng)學生寫作能力的同時，鞏固學生靈活運用各種句型。Module 1 Changes and dif

30、ferencesUnit 2 Our new home（第三課時）教學時間：教學目標：4、 幫助學生通過閱讀故事大雁為什么遷徙，了解故事大完成調(diào)查報告，幫助學生進一步鞏固新學語言知識。5、 了解字母組合ir,ur,au及oo在單詞中的發(fā)音。6、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述自己夢想的家園。教學重、難點3、 語音：ir(skirt), ur(purse), au(Laura), oo(floor)4、 詞匯：change, place, every, then教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparatio

31、n1、請一兩組學生在全班同學面前表演Listen and say的對話，復習第二課時的內(nèi)容。對于學有余力的學生，可要求他們適當改編對話。2、展開一些動物的圖片，讓學生看圖思考動物們是什么樣子，以及動物是否也會搬新家，以此引出本課時的內(nèi)容。T: (show pictures of some animals) Do animals have their homes?Ss: Yes, they do.T: (show a picture of a rabbit) What does a rabbits home look like?S1: Its a hole. Its dark. While-ta

32、sk procedures1、學生獨立閱讀Look and read的短文后完成表格。Where to flywhyIn autumnSouthThey cannot find enough foodIn springnorthIt is warm.2、學生獨立閱讀Look and read的第一段后回答問題。1) How many times do wild geese change homes every year?2) Where do they fly in spring?3) Where do they fly in autumn?學生獨立閱讀Look and read的第二段后回答

33、問題。1) Where are wild geese in winter?2) Why dont they stay in the north?3) Will they fly back to the north?3、播放Look and read的錄音，學生跟讀課文。然后出示課本第11頁的動物圖片，讓學生看圖思考還有什么動物會遷徙。鼓勵學生暢所欲言，不予以對錯評論。4、出示Learn the sounds的語言單詞卡片ir(skirt), ur(purse), au(Laura), oo(floor)請學生跟讀并感知字母組合ir, ur, au, oo在單詞中的發(fā)音。教師播放錄音，學生跟著錄

34、音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities3、 組織學生表演Look and read的課本劇。鼓勵學生加上生動的肢體語言。4、 讓學生完成練習冊中task第一部分的問題提示做調(diào)查，了解同學夢想的房子是什么樣子。Module Unit 3 In the future教案（第一課時）教學目標：1、通過Listen and say中的關于Kitty未來情況的動短文，幫助學生掌握本單元的核心句型。2、通過look and learn欄目，幫助學生學習表示日常行為動作的動詞短語。教學重、難點1、能掌握單詞futur

35、e, stand, machine, will, in the future, 2、會運用句型 I will to be a teacher. I wont wear glasses.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、學生觀看屏幕上快速呈現(xiàn)的人物圖片，說出人物職業(yè)，以復習學過的關于職業(yè)的單詞。T：(show a picture of a doctor) Whos she?Ss：A doctor.T：(show a picture of a driver) Whos he?Ss：A driver.然后就不同職業(yè)提問，讓學

36、生回答問題，為下面的新課學習和表達打下基礎。T: What can a doctor do?S1: A doctor can help sick people. While-task procedures1、出示年歷并與學生問答，幫助學生展開合理的想象，進入所示情景中。T：Look at the calendar. Which year is it now?Ss：Its the yearT: (show a new calendar) Look. Which year is it now?Ss: Its the year.接著，學生根據(jù)教師口中的單詞卡片，學習單詞future.T：(show

37、the flashcard for future) In 15 years, what will happen to you? Its the future. Future, f-u-t-u-r-e, future.Ss: Future, f-u-t-u-r-e, future.T: (write in the future on the blackboard) Today well talk about your future.然后，學生根據(jù)教師黑板上出示的句型，學習單詞will和句型 I will be I willT: In the future, what will you be? W

38、hat will you do? In 15 years, Ill be years old. Ill still work in the school. My son will be 21 years old. Hell2、學生看Listen and say的組圖1，在教師的幫助下理解圖意。T: (point to the machine) Look. This is a machine. Look at the first picture. What is Kitty doing?S1: Shes putting some money into the machine.3、出示Look a

39、nd learn 的單詞卡片，讓學生猜測每個單詞卡片所對應的動詞短語，并結合本單元的核心句型與學生對話。T: (show the flashcard for do exercise) What are the children doing in the picture?S1: Theyre doing exercise.T: Yes, theyre doing exercise. Who does morning exercise every day?4、讓學生兩人一組分別扮演神奇機器和Kitty朗讀兩段文字，引導學生朗讀時關注人稱變化。 Post-task activities 1、學生仿照

40、Listen and say中照片背面的文字，用第一人稱將自己未來的情況寫在一張小紙條上，每人寫五到六項，如：In 15 years, . I will not have long hair. I will be beautiful. I will be a pilot. I will enjoy my life.接著，學生將自己所寫的小紙條和同桌的放在一起，結對問答。S1: Will you have long hair?S2: No, I wont. Ill have short hair.（第二課時）教學目標：1、通過Ask and answer的問答練習，幫助學生鞏固新學的核心句型。2

41、、通過Think and write的寫作活動，幫助學生將新學的語言知識運用到寫作中。教學重、難點句型： What will do? Will he / she? He/She will教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、學生兩人一組，分角色表演根據(jù)Listen and say的短文所改編的對話，復習上一課時的內(nèi)容，活躍課堂氣氛。2、教師與學生問答，以復習舊知，導入新課。While-task procedures1、教師與學生根據(jù)Ask and answer欄目中Peter的信息卡和句型提示問答。T: What will

42、 Peter do?S1: Hell be a doctor.T: What will he live?S2: Hell live in London.T: Will he be tall and strong?S3: Yes, he will.T: Will he have only one child?S4: No, he wont. Hell have two children.接著，學生根據(jù)Ask and answer中的Alice的信息卡結對問答。2、學生根據(jù)Think and write 欄目設計信息卡并印發(fā)給學生，讓學生描繪自己十年后的情況。3、學生在黑板上挑一張自己朋友的信息卡

43、并作介紹，可以先介紹朋友現(xiàn)在的情況，然后再根據(jù)黑板上所畫、所寫的內(nèi)容介紹朋友未來的情況，最后，請其他同學猜一猜自己介紹的人是誰。S1：Now my friend is short and thin. He doesnt wear glasses. He lives in Shanghai. He likes English. He doesnt like sport. In ten years, hell be tall and strong. He will wear glasses. He will not live in Shanghai. He will live in the UK.

44、 He will be a teacher. He will teach students Chinese. Who is he?4、學生將自己朋友未來的情況記錄在課本第19頁Think and write欄目中，并仿照Ask and answer中的對話，和同桌就各自朋友未來的情況進行問答。Post-task activities學生根據(jù)教師布置的題目My father and my mother in the future, 仿照Think and write欄目寫一篇短文，然后與同學交流分享。（第三課時）教學目標：7、 幫助學生通過閱讀故事現(xiàn)在和未來，幫助學生進一步鞏固新學語言知識，并培

45、養(yǎng)閱讀技能，養(yǎng)成良好的生活和學習習慣。 8、 了解字母組合ee, ea, eer及ear在單詞中的發(fā)音。9、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，與同學交流未來的憧憬，并描述同學未來的生活。 教學重、難點5、 語音：ee(bee), ea(tea), eer(deer), ear(tear)6、 詞匯：exercise, early, hard, do exercise教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、學生朗讀教材前兩個單元Learn the sounds的兒歌，復習所學的語音內(nèi)容。Ss: Mar

46、k has a litter car. Laura wants to buy a new skirt.2、學生回答教師提出的相關問題，復習舊知，同時為新課學習做準備。T: What are you good at? And what are you weak in?S1: I am good at English, but I am weak in Maths.T: (write be weak in on the blackboard) be weak in means not good at. Be weak in.Ss: Be weak in. While-task procedures

47、1、出示以下問題，讓學生閱讀Look and read的第一段，然后回答問題。1) What is Bobby good at?2) What is Bobby weak in?3) What does Bobby like?4) What does Bobby not like?2、播放Look and read 的錄音，學生聽錄音并跟讀課文。提醒學生注意模仿錄音的語音語調(diào)。3、在學生熟悉課文的基礎上，教師出示Look and read 的掛圖，讓學生合上書本，根據(jù)圖片說說Bobby的現(xiàn)在和未來。S1：Bobby is good at Maths, but he is weak in Eng

48、lish.S2: In the future, he will study hard. He will read more English books.4、出示Learn the sounds的語言單詞卡片ee(bee), ea(tea), eer(deer), ear(tear)請學生跟讀并感知字母組合ee, ea, eer, ear在單詞中的發(fā)音。教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities1、學生用所給單詞或短語填空，補全短文。2、 讓學生完成練習冊中task第一部分的問題提示做

49、調(diào)查，了解同學夢想的房子是什么樣子。Module 2 Unit 4 Reading is fun教案(第一課時)教學目標：1、通過Listen and say中的關于購書意愿的情景對話，幫助學生掌握本單元的核心句型。2、通過Write and say欄目，幫助學生從口頭和寫作兩方面鞏固運用所學詞匯和句型。教學重、難點1、能掌握單詞storybook, buy, story, over there2、會運用句型 I am going to read a story every day.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、和

50、學生隨意對話，可以用前一單元學過的句型引入本單元話題。T：What will you do at the weekend?S1：I will go to the park with my parents.S2：I will go to visit my grandfather and grandmother.S3：I will do my homework. T：I will go to the bookshop to buy some books. I am going to the bookshop on Saturday. While-task procedures1、先完整播放List

51、en and say的動畫，再分段教學。出示Listen and say的第一張圖片，就圖片與學生問答，引入第一段對話的內(nèi)容。T：(point to the picture) Where are Kitty and Alice?S1：They are in the bookshop.T: Are there any books in the bookshop?S2: Yes.T: What are they talking about? Lets find out.播放第一段對話的錄音，并出示以下問題，學生聽錄音后回答問題。.1) What is Kitty going to buy? 2)

52、What is Alice going to do?出示Listen and say的第二張圖片，就圖片與學生問答，引入第二段對話的內(nèi)容。T: (point to the picture) What book is in Alices hand?S1: Picture stories of China.T: What book is in Kittys hand?S2: Stories for children.T: What are they talking about now? Lets find out.播放第二段對話的錄音，并出示以下問題，學生聽錄音后回答問題。1) Does Alic

53、e like the picture book?2) What are the pictures about?3) What is Kitty going to do?然后，讓學生獨立完成課本第25頁的練習。2、完整播放對話錄音，學生聽錄音并逐句跟讀對話，提醒學生注意模仿錄音中的語音語調(diào)。待跟讀完畢，將全班學生分成兩組，分角色朗讀對話。3、出示課本第27頁Write and say的問題，讓學生兩人一組，一人扮演Kitty，另一人扮演Alice，根據(jù)listen and say 的對話，猜測Kitty 和 Alice 最喜歡的書籍分別是什么，其大致內(nèi)容以及喜歡的原因，然后根據(jù)Write and

54、 say 中的問題，向對方做介紹。S1: (act as Kitty) My favourite book is Stories for children.Its a book of interesting stories with pictures for children. I like it because I can get a lot of fun from it.S2: (act as Alice) My favourite book is Picture stories of China. Its a book of pictures of different places in

55、 China. I like it because the pictures are very beautiful. I am going to visit these places in the future.4、學生將自己最喜歡的書籍、其大致內(nèi)容以及喜歡的原因寫在一張小紙條上，但不要寫上名字。寫完后交給教師，教師請一名學生從中抽取一張紙條，仿照write and say 中的句式，向全班同學做匯報，并尋找紙條的主人。然后，紙條的主人站出來，從剩下的紙條中抽取一張，進行同樣的活動?？稍试S學生用中文表達書的名字。 Post-task activities 1、學生兩人一組，根據(jù)Write and say 欄目的問題續(xù)寫listen and say 的對話，然后進行角色扮演，