外研社三年級(jí)起點(diǎn)五年級(jí)上冊(cè)英語(yǔ)教案(共37頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Module1 LondonTeaching Objectives:1. Learn the new words “when, come back, home, finish, hurry up, wait, drop, met, ran” and“When did you come back? /We came back ” “Did you?” 2. Let students describe what they did by using the past form. 3. Let students be friendly to others.Teaching K

2、ey and points：Master “When did you come back? We came back” Let students describe what they did by using the past form.Teaching methods: pair work, Task-based Language teaching, Situational Teaching Method Teaching aids: pictures, cards, tape recorder, computerUnit 1 When did you come back?Teaching

3、Procedure： Step I. Warming-up Listen and actT: Come to the blackboard! Walk back! play football，watch TV，play computer games ，go swimmingSs: Do actions（通過(guò)聽(tīng)和做,調(diào)動(dòng)學(xué)生的積極性,活躍了氣氛，復(fù)習(xí)了已經(jīng)學(xué)過(guò)的動(dòng)詞詞組，也為新的學(xué)習(xí)做好語(yǔ)言知識(shí)和情感態(tài)度上的準(zhǔn)備）Step II. Revision 1. Guess: What did Miss Wu do yesterday?（brain storm）T do actions, Ss gues

4、s and use sentences describe.For examples: 1).（教師做做飯的動(dòng)作）學(xué)生用英語(yǔ)描述：You cooked yesterday. 2). (教師做打電腦的動(dòng)作)學(xué)生用英語(yǔ)描述：You played computer games yesterday.（用一般過(guò)去時(shí)描述,啟發(fā)學(xué)生回憶以往的語(yǔ)言知識(shí)）Step III. Presentation 1.Listen and answer. Who are they?S2: Sam, Lingling and Amy.T: Are Lingling 、Sam and Amy in England or in Ch

5、ina?S1: They are in London.S2: I think they are in a park.T: Good job.(通過(guò)回答問(wèn)題，學(xué)生對(duì)課文進(jìn)行了簡(jiǎn)單的了解，為下面學(xué)習(xí)整篇課文做了鋪墊) 2. 1)T: When did Amy come back? What did Lingling buy in the park? Lets read by yourselves and underline the answers. T: When did Sam and Amy and Sam come back?S1: They came back last Sunday.講解

6、come back (教師站在教室中間向?qū)W生發(fā)指令)T: Walk to the blackboard. (學(xué)生向黑板走去)，教師招手并對(duì)學(xué)生說(shuō): Come back.如此幾次，學(xué)生理解了come back的意思。練習(xí)When did you come back? I/ We/ They/ he came back(板書(shū))師問(wèn): Where did you go during your summer holiday? When did you come back? 2)T: What did they buy in the park?S2: They bought some ice cream

7、s.(教師出示圖片，學(xué)生明白了ice cream的意思)操練Hi-ice; eat-cream 3)T: What happened after that?S3: Lingling dropped her ice cream.講解drop (教師拿一本書(shū)裝做不小心掉在地下) T: Oh. I dropped my book. （告訴學(xué)生drop的過(guò)去式是dropped）讓學(xué)生造句。 3. Teacher writes the words on the blackboard. Then read after teacher.(教師通過(guò)肢體語(yǔ)言與動(dòng)作讓學(xué)生理解了come back drop ice

8、 cream等單詞的含義,并通過(guò)教師領(lǐng)讀，學(xué)生自讀加深了印象) 4.Follow the tape recorder and read the dialogue. （學(xué)生跟讀課文然后以四人為單位分角色朗讀，教師評(píng)出最佳朗讀組） 5. T: Yesterday, they were very busy. Lets say: What did they do yesterday? （給學(xué)生兩分鐘準(zhǔn)備）T: What did Sam do yesterday evening?S1: Sam watched TV.S2: He helped his dad.T: Can you ask questio

9、ns like me?Ss: Yes.S3: What did Amy do yesterday evening?S4: She painted a picture.（這一活動(dòng)使課堂變得豐富和鮮活起來(lái)，鮮艷的圖片吸引了學(xué)生的注意力，學(xué)生根據(jù)今天所學(xué)內(nèi)容能夠?qū)D片進(jìn)行問(wèn)答練習(xí)）Step Practice 1.（展示圖片）.T: Who is she? Yes, its me. On summer vacation my family went to Qingdao .We went there by car. My daughter and I went swimming in the sea.

10、 We ate some seafood. At there, we had a good time.（語(yǔ)言最終是為交際服務(wù)的,因此在此介入一些真實(shí)的活動(dòng)是很有必要的） 2. Talk about the summer vacation 1) I want to know where did you go on summer vacation. 2) When did you come back? 3) How did you go there? 4) What did you do? 5) What did you wear? (在大屏幕上出示這些句子，告訴學(xué)生在交談中可以通過(guò)這些問(wèn)題來(lái)詢(xún)問(wèn)

11、其他同學(xué)的暑假生活)Step Homework Say and write: What did your parents or friends do last weekend? Writing on Blackboard: Where did you go?When did you come back? I/ We/ They/ he came backWhat did you buy/do?I dropped my ice cream.課后反思：熱身活動(dòng)時(shí)我設(shè)計(jì)了復(fù)習(xí)學(xué)過(guò)的短語(yǔ)，通過(guò)聽(tīng)和做,調(diào)動(dòng)學(xué)生的積極性,活躍了氣氛，復(fù)習(xí)了已經(jīng)學(xué)過(guò)的動(dòng)詞詞組，也為新的學(xué)習(xí)做好語(yǔ)言知識(shí)和情感態(tài)度上的準(zhǔn)備。接

12、下來(lái)的brain storm中學(xué)生積極性不是很高，放假回來(lái)學(xué)生的口語(yǔ)有所下降。最后的拓展環(huán)節(jié)，學(xué)生在剛開(kāi)始說(shuō)的時(shí)候語(yǔ)言不是很多,但經(jīng)過(guò)提醒后又變得豐富起來(lái)，合作的氛圍很濃。達(dá)到了互動(dòng)的效果，將課堂推向了一個(gè)高潮。有個(gè)別較落后的學(xué)生雖然語(yǔ)言不多,但也參與了交際活動(dòng)，教師巡視并給予指導(dǎo)。最后通過(guò)同學(xué)和老師的提示學(xué)生在全班敘述自己的暑期生活，效果不錯(cuò)。只是本節(jié)課一小部分同學(xué)對(duì)dropped的發(fā)音沒(méi)掌握好，我會(huì)利用早讀的時(shí)間加強(qiáng)學(xué)生發(fā)音練習(xí)。Unit 2 Did they buy ice creams?Teaching Procedure： I. Warm-up:1. Greetings. T: He

13、llo, boys and girls. How are you?2. Free talk(復(fù)習(xí)昨天學(xué)的句型)T: I went to Jiajiayue supermarket yesterday. S1: When did you go to Jiajiayue supermarket? 展開(kāi)大量練習(xí)：When did you have an ice cream? When did you have English?When did you go to school?II. Lead-in:1教師說(shuō)說(shuō)暑假出行, 以復(fù)習(xí)學(xué)過(guò)的動(dòng)詞過(guò)去式T:I came back from Guilin. I

14、 went to the Beijing .I bought a hat there. I met an old friend. I had lunch there .I ate an ice cream.(教師邊說(shuō)邊板書(shū)動(dòng)詞gowent meet -met have had Buy-bought eatate )2Read together.III. New-teaching:1. T: We know Lingling is in London. She writes to Daming. Lets look!2Listen and answer.T: Did Lingling go to

15、 the park yesterday?(學(xué)生邊回答，教師邊引導(dǎo)理解課文內(nèi)容)3. Read, ask and answerT: Who did Lingling, Amy and Sam meet yesterday? What did they buy? How did they go home?4.講解新知met(meet的過(guò)去式)，ran(run的過(guò)去式)，dropped(drop的過(guò)去式)5.T: I ate an ice cream yesterday.Did you eat ice cream yesterday? S: Yes, I did.6.講解句子：Did you _ye

16、sterday? Yes, I did. No, I didnt.IV. extension（1）Lets listen and repeat.（2）Play a game. T: I watched TV yesterday. What did you do?(要求學(xué)生必須先描述第一個(gè)人說(shuō)的，然后再說(shuō)自己。) (3) Listen and repeat.V. Sum-up: Let students conclusion what they have learned.VI. HomeworkActivity bookP5第4題Writing Design:Unit2 Did they buy

17、 ice creams?Did you _yesterday?Yes, I did. No, I didnt.課后反思：這一單元主要是運(yùn)用動(dòng)詞的過(guò)去試描述過(guò)去發(fā)生的事情。第二單元盡管是對(duì)第一單元的復(fù)習(xí)，可對(duì)于下游的同學(xué)有點(diǎn)難度。開(kāi)頭我以Free talk作為熱身運(yùn)動(dòng)，給學(xué)生營(yíng)造一個(gè)快樂(lè)的英語(yǔ)語(yǔ)言氣氛，學(xué)生們非常積極的配合，很快進(jìn)入到學(xué)習(xí)英語(yǔ)的氛圍中了，單詞卡片的復(fù)習(xí)讓孩子們的注意力很快就集中起來(lái)。傳授新知時(shí)，通過(guò)提問(wèn)，讓學(xué)生尋找答案，然后對(duì)新知鞏固操練，還充分運(yùn)用眼神、手勢(shì)、動(dòng)作、表情等形式來(lái)幫助教學(xué)，讓孩子們?cè)谝曈X(jué)上有了強(qiáng)烈的沖擊，并讓他們對(duì)過(guò)去和現(xiàn)在句型的運(yùn)用有個(gè)了解。學(xué)習(xí)新句型，操練中分

18、全班朗讀、小組朗讀、男女生朗讀，接著，以小組合作學(xué)習(xí)為前提，同桌（四人小組）之間交流，這樣可以給孩子們一個(gè)輕松的氛圍，做好充分的練習(xí)。最后拓展的游戲，給孩子們一個(gè)充分展現(xiàn)自己的平臺(tái)，也能獲得學(xué)以致用的成就感。最大限度的引起學(xué)生的學(xué)習(xí)興趣，為學(xué)生提供足夠的機(jī)會(huì)用英語(yǔ)進(jìn)行交流和活動(dòng)，讓學(xué)生感受到運(yùn)用所學(xué)英語(yǔ)在課堂上進(jìn)行交流后產(chǎn)生一種自豪感，心里產(chǎn)生愉悅感。我所教的班有幾個(gè)學(xué)生，在課堂上的表演都十分投入，表演得很好，特別是得到老師的表?yè)P(yáng)或得到小獎(jiǎng)品時(shí)，這些學(xué)生的心情非常激動(dòng)。但這節(jié)課，我還有一些做得不足的地方，對(duì)下游的學(xué)生提問(wèn)的不夠多，第二遍聽(tīng)錄音提問(wèn)時(shí)沒(méi)有顧及到下游學(xué)生，所以，只有一小部分同學(xué)舉手

19、，希望自己在今后的教學(xué)中，能改正不足之處，虛心向有經(jīng)驗(yàn)的老師請(qǐng)教，完善自己的教學(xué)。Module2 Shopping模塊分析：Unit1 Ms Smart帶Lingling去超市購(gòu)買(mǎi)野餐需要的食物。Lingling看著購(gòu)物清單詢(xún)問(wèn)Smart需要多少香蕉和奶酪。同時(shí)Smart還詢(xún)問(wèn)Lingling是否喜歡這些食物。讓學(xué)生初步了解在購(gòu)物時(shí)如何用英語(yǔ)詢(xún)問(wèn)物品的多少和價(jià)格，重點(diǎn)運(yùn)用：1.How manydo you want?及回答；2.Do you like something?來(lái)詢(xún)問(wèn)某人的喜好。Unit 2 讓學(xué)生制定購(gòu)物單，主要練習(xí)How muchdo you want?(不可數(shù))的句型，學(xué)會(huì)用英

20、語(yǔ)購(gòu)物。1.語(yǔ)音方面：主要了解字母u,o,a,字母組合ir,ur,er,ar,在單詞中的常見(jiàn)讀音，讓學(xué)生在朗讀單詞的過(guò)程中體會(huì)字母及字母組合的發(fā)音。2.重點(diǎn)句型：How many/muchdo you want? 及其回答Do you like? 及其回答3.重點(diǎn)單詞：need, food, shopping list, cheese, juice, how many/much, kilo, box, bottle4.教學(xué)難點(diǎn)：能掌握并熟練運(yùn)用句型 How many /much.do you want?教學(xué)目標(biāo)一、語(yǔ)言知識(shí)目標(biāo):1.功能: 談?wù)撡?gòu)買(mǎi)物品的數(shù)量。2.結(jié)構(gòu)、句子: How much

21、/How many do you want?Half a kilo. / One kilo. Six bottles of juice.3.詞匯聽(tīng)：能夠在句子中聽(tīng)懂單詞：cheese, juice, banana, noodle, orange, pear, milk, rice, egg, kilo, box, bottle, picnic, need, food, shopping list, how much/how many, supermarket, what about說(shuō): 能夠在句子中使用單詞或短語(yǔ)：cheese, juice, box, bottle, need, food,

22、shopping list, how much/how many讀: 能夠認(rèn)讀單詞或短語(yǔ)：cheese, juice, box, need, food, shopping list, how much /how many會(huì)默寫(xiě)：need, food,shopping list, cheese, how much, kilo, juice, box, bottle二、語(yǔ)言技能目標(biāo)1.聽(tīng)：能夠聽(tīng)懂用how many和how much詢(xún)問(wèn)有關(guān)食物數(shù)量的表達(dá)：How many bananas do you want? I want six bananas.How much milk do you wa

23、nt? I want six bottles (of milk).2.說(shuō)：能夠用How many do you want?和How much do you want?詢(xún)問(wèn)食物的數(shù)量；能夠區(qū)別回答How many do you want?和How much do you want?的提問(wèn)；能夠唱課文歌曲，并能?chē)L試改編歌詞。3.讀：能夠讀出課文中含有How many /much do you want?的問(wèn)句；能夠讀懂cheese, milk，juice和banana,兩類(lèi)不同名詞的含義及復(fù)數(shù)表達(dá)；能夠看圖讀課文。4.寫(xiě)：能夠借助圖片或?qū)嵨锓抡照n文寫(xiě)出有關(guān)食物數(shù)量的表達(dá)：How much milk

24、 do you want? Five bottles, please.How many bananas do you want? Six, please.三、學(xué)習(xí)策略：在生活實(shí)踐中學(xué)習(xí)英語(yǔ)四、文化意識(shí)：了解中國(guó)、美國(guó)、英國(guó)和歐盟國(guó)家分別使用的貨幣。五、情感態(tài)度：樂(lè)于模仿，敢于開(kāi)口，積極參與課堂的各項(xiàng)組織活動(dòng)。Unit1 How many do you want?教學(xué)過(guò)程：一、 Warm up教師播放學(xué)生在Module 1中學(xué)習(xí)的英語(yǔ)歌曲，學(xué)生跟錄音唱。二、Revision and lead-in利用歌曲，復(fù)習(xí)上單元中的對(duì)話，從而用句型where did you buy it? 引出單詞supe

25、rmarket。接著出示不同數(shù)量的各種食物(bananas/noodles/apples/oranges/pears/cheese/milk/luice )，用”Do you like?”和“how many”/”how much”提問(wèn)。三、Presentation活動(dòng)一1.T: Ms smart and Lingling are at the supermarket now,播放課文VCD, 學(xué)生觀看并回答以下兩個(gè)問(wèn)題：（1）. How many bananas do they want?（2）. How much cheese do they want?2由問(wèn)題一操練對(duì)話：How many

26、 do you want? Six, please. Do you like bananas? Yes ,I do./No, I dont.由于本組對(duì)話是學(xué)生的已有知識(shí)，進(jìn)行簡(jiǎn)單操練即可。由問(wèn)題二引出新單詞：cheese, kilo, half a kilo，one kilo of noodles,并利用圖片學(xué)習(xí)新單詞。以小組活動(dòng)的形式重點(diǎn)操練對(duì)話：How much cheese do you what? Half a kilo./ One kilo3.聽(tīng)錄音，在每一句話后停頓，學(xué)生跟讀，模仿錄音中的語(yǔ)音、語(yǔ)調(diào)。四、Practice1.活動(dòng)二，學(xué)生一人扮演Ms Smart，一人扮演Lingli

27、ng，教師指兩幅圖中任意一幅，學(xué)生兩人表演。提醒學(xué)生在表演時(shí)要根據(jù)對(duì)話的內(nèi)容配以適當(dāng)動(dòng)作。叫自愿者到前面表演，教師對(duì)學(xué)生及時(shí)鼓勵(lì)。2.活動(dòng)三，教師出示活動(dòng)中的四個(gè)回答，學(xué)生讀出這四個(gè)句子，然后分別找出與這些回答對(duì)應(yīng)的問(wèn)句。學(xué)生兩人一組做問(wèn)答練習(xí)，完成后互換角色。五、Consolidation1. 表演購(gòu)物短劇。教師將各種物品的圖片分為食物類(lèi)，水果類(lèi)，文具類(lèi)等分別放在教室不同角落的桌子上，教師找?guī)酌瑢W(xué)做售貨員，讓學(xué)生以大排為單位購(gòu)買(mǎi)。教師給出重點(diǎn)句型：What do you want？/Can I help you？How many /much do you want?Do you like

28、bananas? Yes ,I do./No, I dont.2.打亂購(gòu)物順序，讓學(xué)生重新排列。學(xué)生兩人一組完成此項(xiàng)任務(wù)。六、Sum up如何談?wù)撡?gòu)買(mǎi)物品的數(shù)量七、Homework聽(tīng)錄音，模仿語(yǔ)音語(yǔ)調(diào)，熟讀課文。課后反思：最后的拓展環(huán)節(jié)，學(xué)生在剛開(kāi)始說(shuō)的時(shí)候語(yǔ)言不是很多,但經(jīng)過(guò)提醒后又變得豐富起來(lái)，合作的氛圍很濃。達(dá)到了互動(dòng)的效果，將課堂推向了一個(gè)高潮。有個(gè)別較落后的學(xué)生雖然語(yǔ)言不多,但也參與了交際活動(dòng)，教師巡視并給予指導(dǎo)。Book5 Module3 At the weekendWe visited lots of places.教材分析:本模塊的教學(xué)內(nèi)容是At the weekend. 在u

29、nit 1對(duì)話中，通過(guò)Amy 和Daming 打電話，學(xué)生們了解了Amy 和Lingling 周末的活動(dòng),從而學(xué)習(xí)如何詢(xún)問(wèn)別人或介紹自己周末的活動(dòng)。教學(xué)目標(biāo)分析：1、語(yǔ)言知識(shí)目標(biāo) 能聽(tīng)、說(shuō)、認(rèn)讀本課的重點(diǎn)單詞、詞組：the British Museum, the London Eye, wheel, wonderful, understand, postcard2、語(yǔ)言能力目標(biāo)能運(yùn)用What did you do? Where did you go ?句型詢(xún)問(wèn)過(guò)去的事情，并能利用動(dòng)詞過(guò)去式熟練表達(dá)過(guò)去所做的事情。3、情感、策略和文化目標(biāo) 培養(yǎng)學(xué)生學(xué)習(xí)的興趣，鼓勵(lì)學(xué)生積極合作，養(yǎng)成樂(lè)于與人交流的

30、良好習(xí)慣，引導(dǎo)學(xué)生了解西方的名勝古跡。教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn)：繼續(xù)學(xué)習(xí)一般過(guò)去時(shí)：What did you do at the weekend? We visited lots of places. Where did you go?We went to the British Museum.難點(diǎn)：掌握本課的新單詞及學(xué)會(huì)詢(xún)問(wèn)以及描述過(guò)去發(fā)生的事情。教學(xué)準(zhǔn)備簡(jiǎn)易課件，單詞卡片，名勝景觀的圖片、明信片教學(xué)過(guò)程Step Free talkT: Boys and girls. Nice to meet you! Ss: Nice to meet you, too!T: How are you? S: Im

31、 fine, thanks.Step Warm- up1、Sing the song: Where did you go? 2、復(fù)習(xí)動(dòng)詞的過(guò)去式。教師以連線的方式考察學(xué)生對(duì)動(dòng)詞過(guò)去式的掌握情況。go send like meet visitsent liked met visited went(設(shè)計(jì)意圖：利用歌謠開(kāi)始本課教學(xué)，可以創(chuàng)設(shè)輕松的學(xué)習(xí)氛圍，消除學(xué)生的緊張情緒，由歌曲Where did you go?引出本課的重點(diǎn)句型，激發(fā)學(xué)生的興趣。復(fù)習(xí)動(dòng)詞的過(guò)去式，為后面的教學(xué)環(huán)節(jié)做好鋪墊。)Step Presentation1、 Lead-in(出示圖片，放大)，T: Whats this? Y

32、es, Its a postcard. My friend sent me. Its about London. Do you know about London? Here are many beautiful places , lets look.Teach “the British Museum”and “the London Eye”(老師點(diǎn)擊課件，出示大英博物館和倫敦眼的圖片)學(xué)習(xí)并描述這個(gè)地方。并且引出“Its wonderful.”句型。在描述倫敦眼的過(guò)程中給學(xué)生演示一下wheel的形象.T: Its a big wheel. Its wonderful.另外，課件展示the G

33、reat Wall, the huanghe Rever ,啟發(fā)學(xué)生說(shuō)出The Great Wall is wonderful. The huanghe Rever is wonderful,too. 在學(xué)習(xí)完各個(gè)景點(diǎn)后然后提問(wèn)學(xué)生我們剛剛?cè)ミ^(guò)哪些地方，幫助學(xué)生用“We went to”來(lái)回答問(wèn)題. 2.Practice: 教師準(zhǔn)備一些風(fēng)景名勝的圖片，貼在教室的黑板上。如 “the Great Wall, Mt Tai, the Summer Palace.” 請(qǐng)兩個(gè)學(xué)生上臺(tái)活動(dòng)，一個(gè)學(xué)生問(wèn) “Where did you go?” 另一學(xué)生站在不同圖片前回答 “I went to the ”T

34、: Amy and Lingling are in London now. Do you want to know something about them? OK, lets listen .Step. Listen and answer（1） Listen to the tape , then answer the questions: What did Amy and Lingling do at the weekend? Where did they go? What did Lingling like best？Under line the answer.（2）Look at you

35、r books and Listen and repeat.( 要求學(xué)生畫(huà)出文中動(dòng)詞過(guò)去式并將原形寫(xiě)在單詞的旁邊)(3) Listen to the first part of the text and find out “What did Amy and Lingling do at the weekend? ”They visited lots of places. What are they? Read the Read the second part of the text and circle.(4) Read the second part of the text and unde

36、rline the Wh sentences ,then ask some students to write the words on the blackboard, then find out the answer.Eg. Where did they go? Whats the London Eye?(5). Ask the students to ask more questions like this.Such as: What did the visit?What did they send Daming?(6).Read the third period and answer?D

37、id Ling like the London Eye?What did Lingling like best?（7）PracticeRead the dialog in role, then ask some students to act the dialog in the front. (8) Read the whole text and then complete.Amy, Lingling and Sam _lots of places at the weekend. They _to the British Museum. They _ Big Ben and the Londo

38、n Eye. Amy _ Daming a postcard. Lingling _the bus ride best.Ask the students to try to retell the text like this in groups.Step V. Make a survey, Practice in groups. T:Linglings weekend is nice. What about you? Talk about your weekend in groups，and then write them down. 四人一組，以小組為單位對(duì)上周末的活動(dòng)進(jìn)行調(diào)查。根據(jù)調(diào)查的信

39、息寫(xiě)成小短文。My weekend NameWhere did you go?What did you do?Step VI. Sing a new song（課件）Where did you go?Where did you go? What did you do? What did you buy in London?I went to the British Musume. I visited lots of places(the London Eye).I didnt buy anything at all, but I had a wonderful weekend!Step VII

40、. Summary.Step VIII. omework1、聽(tīng)課文錄音，熟讀課文.2、給自己的朋友或筆友寫(xiě)一封信，將自己在周末所做的事情用英語(yǔ)寫(xiě)下來(lái)，與朋友一同分享。課后反思：四人一組，以小組為單位對(duì)上周末的活動(dòng)進(jìn)行調(diào)查。根據(jù)調(diào)查的信息寫(xiě)成小短文。在小組成員互相問(wèn)答的過(guò)程中，學(xué)生有機(jī)會(huì)用英語(yǔ)進(jìn)行交流，讓英語(yǔ)真正運(yùn)用于生活，使學(xué)生獲得了輸出的喜悅與自豪，讓他們寫(xiě)成小短文，以此訓(xùn)練他們的寫(xiě)作能力。Unit 2 What did Daming do?教學(xué)內(nèi)容：復(fù)習(xí)Unit 1.學(xué)習(xí)Unit 2教學(xué)過(guò)程：Step1：Greeting and Revision師生之間相互問(wèn)好.Mime the stor

41、y教師挑選兩個(gè)學(xué)生上臺(tái)進(jìn)行課文表演或?qū)⑷喾殖蓛纱蠼M，分別扮演Daming和Amy.另外可以采用提問(wèn)的方法來(lái)引導(dǎo)學(xué)生復(fù)習(xí)上節(jié)課學(xué)習(xí)的內(nèi)容，同時(shí)注意強(qiáng)調(diào)學(xué)生在回答問(wèn)題的時(shí)候要使用動(dòng)詞的過(guò)去式。T：Now，lets mime the story of unit1. Who wants toact as Amy? Who wants to act as Daming?T: This group acts as Amy. That group acts asDaming.(All the boys act as Daming. All the girlsact as Amy.) Please pay

42、more attention to yourpronunciation.Step2：lead in（1）教師在課件上展示長(zhǎng)城的圖片，詢(xún)問(wèn)學(xué)生這是哪里？并提問(wèn)搜集有關(guān)長(zhǎng)城的資料的同學(xué)，讓他們盡量使用英語(yǔ)來(lái)介紹自己所搜集到的資料。T: last night，I had a dream. In my dream I went tothe Great Wall.It was very beautiful. And I met Daming and hisfather. We werevery happy.T: Do you know the place in the picture? Have you

43、been there? Anyone can give me some informationabout it?Ss: (學(xué)生介紹搜集的關(guān)于長(zhǎng)城的資料)Step3：learn Unit2（1） listen to the tape,and guess the meaning ofthe text.（2）Listen again and repeat the text.(要求學(xué)生畫(huà)出文中動(dòng)詞過(guò)去式并將原形寫(xiě)在單詞的旁邊)（3） Read and answer.(讓學(xué)生自由朗讀課文，并在文中找出活動(dòng)2問(wèn)題的答案，教師挑選同學(xué)來(lái)回答問(wèn)題)Who went to the Great Wall?When

44、 did they go?How did they go?What did they do?What did Daming do?Step4：practice通過(guò)課文的學(xué)習(xí)，讓學(xué)生們完成活動(dòng)3.讓學(xué)生們相互提問(wèn)，并挑選學(xué)生來(lái)回答問(wèn)題。設(shè)計(jì)意圖將所學(xué)知識(shí)拓展運(yùn)用到生活中，培養(yǎng)學(xué)生的語(yǔ)用意識(shí)，在用中學(xué)，學(xué)中用。突破Unit2小短文的方法：（1）聽(tīng)并圈出動(dòng)詞的過(guò)去式 went walked were took .（2）自讀，找出第二部分的問(wèn)題的答案。（說(shuō)一說(shuō)）（3）歸納問(wèn)題的答案.（寫(xiě)一寫(xiě)）（4）補(bǔ)全短文Daming and his father _ to the Great Wall atthe

45、weekend. It is very old and _. They_thereat ten oclock in the morning. They went by_toBadaling. Then they_for one hour. There_lotsof people. They_photos of the mountains. Daming_a photo of his father.（5）改寫(xiě)短文，描述學(xué)生暑期期間參觀名勝古跡的經(jīng)歷。_went to the _in the summer holiday.It isvery_and _.We/I went there at_ocl

46、ockin the_.We /I went there by_.ThenWe_.There were lots of_and_.We/I tookphotos of the_.(4、5部分在課堂完成，全班同學(xué)集體完成)Homework：板書(shū)設(shè)計(jì)：Module3 Unit2What did Daming do?1. Who went to the Great Wall?2. when did they go?3. How did they go?4. What did they do?5. What did Daming do?Mime the story課后反思：教師挑選兩個(gè)學(xué)生上臺(tái)進(jìn)行課文表

47、演或?qū)⑷喾殖蓛纱蠼M，分別扮演Daming和Amy.另外可以采用提問(wèn)的方法來(lái)引導(dǎo)學(xué)生復(fù)習(xí)上節(jié)課學(xué)習(xí)的內(nèi)容，同時(shí)注意強(qiáng)調(diào)學(xué)生在回答問(wèn)題的時(shí)候要使用動(dòng)詞的過(guò)去式。這個(gè)環(huán)節(jié)既能對(duì)作業(yè)內(nèi)容的檢測(cè)，也是學(xué)生將所學(xué)課文情景交際化運(yùn)動(dòng)的好機(jī)會(huì)。在表演過(guò)程當(dāng)中盡量不要打斷學(xué)生的對(duì)話，有錯(cuò)誤的發(fā)音出老師可以記下來(lái)，在稍后點(diǎn)出來(lái)并對(duì)全班強(qiáng)調(diào)。這樣可以糾正錯(cuò)誤，又不打擊學(xué)生表演的積極性。Module4Unit 1 Its mine! Teaching Aims:1. Learn how to express the possession of the things;2. Learn some new sentenc

48、es:Its mine/ yours/ his/ hers.3. Use the sentences above freely.Teaching Focus and Difficulties: Aim 2 and 3Teaching new words: Mine, yours, argue, matter, wear, hers, his, line, cleanTeaching Aids: Tape recorder , cards and something (pen , book ect.)Teaching Steps: Step Warmer : Listen and do. Sta

49、nd up! Sit down! Point to my nose. Point to your nose.Point to my mouth. Point to your mouth. Then the teacher can ask a boy and a girl to go front and do together. Point to his nose . Point to her nose. Step Leading and teaching1. Put one thing (a ball, a pen, ect.) on the floor before this English

50、 class. I pick it up and ask “ Whose pen is it?” “ Is it yours?”(go to one of the students) leading the students to say “Its yours.” The teacher can say Its mine. Teaching the new words “mine, yours”. Practise it in pairs. Then showing.S: Its mine. It isnt yours. Its yours. 2. The teacher can point

51、to a book of a boy or a girl then say “Its his or hers.” Showing the things of Ms Smart , Daming, Sam, or Lingling. Let the students look and guess. T: Whats this ? Whose T-shirt is it? S: Its a T-shirt. Its Linglings. Its hers.Practise it in four then show.S: Its mine. Its his. Its hers. Step Teach

52、ing the new wordsWear: I can do the action. Let the students guess. (If the time is impossible I can let the students look at the picture and guess.)Clean: I make one of my hand dirty. Let the students know .Line: I ask the student to look at the line in my hand and teach them.Argue and matter: I sh

53、ow a picture of arguing and ask the students to guess What are they doing . Tell the students Amy and Sam are arguing too. Whats the matter? Step Learning text.1. Listen and circle the new words.2. Listen and answer the questions:Did Ms Smart wash Linglings T-shirt?Is Linglings T-shirt clean?3. List

54、en and repeat.Step Lost and FoundHanding out some things made by cards. Then tell them to write their names behind them. Handing in them .T: Whose banana is it?S1: Its mine. S2: It isnt yours. Its mine.T: Who can guess?S3: I think its s. Its his/hers.Step Learning an English song.Whose book is it? Whose book is it? It is mine/his. It is mine/his. Whose book is it? Whose book is it? It is yours/hers. It is yours/hers.課后反思：本節(jié)課一小部分同學(xué)對(duì)名詞性物主代詞運(yùn)用沒(méi)掌握好，我會(huì)利用早讀的時(shí)間加強(qiáng)練習(xí)。Module 5 In ClassUnit 1 There are e