最新外研版五年級上冊英語全冊教案

1、外研版五年級上冊英語全冊教案課時教學(xué)計劃主備人：單元m1u1課 題 when did you come back?課型新授1. 使學(xué)生能聽、說、認、讀 when, back, home, those, ice cream, with, finish, hurry, hurry up, wait, drop 等單詞。42知識 與能力教學(xué)目標過程 與方法情感 與態(tài)度2. 感知句子 when did you come back? we came back，并理解其意思。3. talk about our holiday. using the words where did youcome back?

2、合作學(xué)習(xí)，小組學(xué)習(xí)，交往式學(xué)習(xí)1. 激發(fā)學(xué)生學(xué)習(xí)英語的興趣， 使學(xué)生樹立學(xué)習(xí)英語的自信心。2. 培養(yǎng)學(xué)生的合作交流能力重點talk about the past things.難點使用動詞過去式，描述過去發(fā)生的事情。1. listening to the tape.2. group work.教法3.using ppt.4.using cards.1. listening to the tape.2. work in groups.學(xué)法3.learning through the ppt.4.learning words with the cards教學(xué)ppt, computer, tape-

3、recorder, tape, cards準備預(yù)習(xí)1.talk about your summer holiday.設(shè)計2.collect the pictures about your holiday.教學(xué)過程二次備課step1: warm up and lead in.1. greeting.t:hello,boys and girls.how are you? ss: im fine. thank you!t: were you happy in your holiday? ss: yes.t: let s talk about our summer holiday, ok? ss： o

4、k. ( 請同學(xué)們談?wù)勛约旱氖罴偕?2. lead int: where did you go?ss: i went to. ( 復(fù)習(xí) go 的過去式 went.) t: what did you buy?ss: i bought(.復(fù)習(xí) buy的過去式 bought.)t: when did you come back? ss: 3. summary the past tense.go-wentdo-didcome-camebuy-bought step2: new words.1. show words cards and teach the ss the new words. make

5、 some screen to learn the words :dropdropped (如：通過動作 .i dropped my pen/book) wait waited finish finished2. play a game:用單詞卡只露第一個字母 .讓學(xué)生猜單詞 (設(shè)計目的: 練習(xí)單詞的認識及拼寫能力 .)step3: textt: do you know amy and sam? ss: yest: where did they go?when did they come back?listen carefully and answer the questions.t play

6、 the tape recorder, ss listen and answer the questions. play again, read after the tape.do the exercises.choose t or f.( ) 1. lingling is in london with sam and amy. ( ) 2. they are back yesterday.( ) 3. they came back yesterday.( ) 4. john lives near amy and sam. check the answer.work in groups. tr

7、y to act the text out. ask some group act in class.step4: surveyask you ss and fill in the form where did you go?what did you by?when did you come back?step5: summery step6: homeworkdo the form after class.when did you ?nameleavecomeback【板書設(shè)計】unit1when did you come back?go wentbuy bought come camewh

8、en did you come back?do did drop dropped finish finishedwait waitedi came back課時教學(xué)計劃主備人：單元m1u2課 題 did they buy ice creams?課型新授知識 與能力教學(xué)過程 與方目標法情感 與態(tài)度1.使學(xué)生能聽、說、認、讀dear, met, ran等單詞。2.會使用句型 did you? yes, i did. / no, i didnt.合作學(xué)習(xí)，小組學(xué)習(xí)，1. 激發(fā)學(xué)生學(xué)習(xí)英語的興趣， 使學(xué)生樹立學(xué)習(xí)英語的自信心。2. 培養(yǎng)學(xué)生的合作交流能力3. 學(xué)會關(guān)心別人。重點talk about t

9、he past things.難點使用動詞過去式，描述過去發(fā)生的事情。5. listening to the tape.6. using ppt.教法7.group work.8.using cards.5. listening to the tape.6. learning through the ppt.學(xué)法7.work in groups.8.learning words with the cards教學(xué)ppt, computer, tape-recorder, tape, cards準備預(yù)習(xí)talk about your homework.設(shè)計教學(xué)過程二次備課step1: warm u

10、p1. greeting.2. game: talk about what you did last weekend.3. make a chant do do didbuy buy bought go go went step2: lead in guessing gamet take a postcard, show the back to the ss, let the ss guess what it is.teach the word :postcardt: can you write a postcard?lingling wrote a postcard to daming.wh

11、at did she say?listen and answer the questions.1. did lingling go to the park yesterday?2. did they meet john?3. did they buy ice creams?4. did they go home by bike?5. did lingling walk to the bus?6. did lingling drop her ice cream? step3: textlisten to the tape.work in groups. answer the questions.

12、 read after the tape.read together.step4: group worklet the ss work in groups, talk about themselves. act in class.step5: listen and repeat.listen carefully and repeat. step6: sing a song.listen to the tape first.sing with the tape.have a match, sing the song, lets see which group is the winner.step

13、7: gamework in groups, and do the game of sb6 step6: homeworkwrite a postcard to your friend, tell him or her what did you do yesterday.【板書設(shè)計】unit2 did they buy ice creams?dearmeet meta: did you ?runranb: yes, i did./ no, i didn t.課時教學(xué)計劃主備人：單元m2u1課 題 how many do you want?課型新授型1 enable the ss to lear

14、n the words:need,food,cheese,kilo.2 make the ss understand and use the new sentence patterns:知識與能力how many bananas do you wan？t you want?how much cheese do過程與方法3 develop the ss abilities of listening and speaking .4 distinguish the words:need,food,cheese,kilo,and can write many and much.1 reviewthew

15、ords about need,food,cheeseby game method.2 teach the text with the task-based method. 3 do a survey by cooperative learning .情感與態(tài)度1 faster the ss consciousness of good cooperation.2 keep the ss confidence in learning english.make the ss use the following sentences correctly:重點how many ,do you want？

16、do you like ,? 難點how to make a shopping list? what do we need to buy?教法1 game method2 task based method 3 approach method學(xué)法1 cooperativelearning教學(xué)tape-recorder, word cards, pictures準備預(yù)習(xí)the students should read the new words and lessons for five times,it can設(shè)計help the students understand the text.教學(xué)過

17、程二次備課step1：1. revisereview the last modules words and lessons by ppt. t： last module we learnt the word “ did ”. gowentrunranmeetmetbuy bought2. learn the new words and lesson：sshowthe powerpointtothestudents:there are some pictures of the words: need ,food,shopping list,cheese,kilo.then play a game

18、：high low voice,it can help boys and girls recite the words.step2t:what did you do yesterday？ ss:i did my homework.t:please guess:what did i do yesterday? s1:maybe you went shopping.t:yes,you are right.i went to a supermarket.i bought lots ofthings,look at the board:t:can you speak out in english?,

19、step3today lingling and ms smart go to the supermarket,too.let uslook at it.1. firstly,the students should followthe tape recorder,then circle the new words in the text.2. secondly,some boys and girls can read some questions, the questions are on the board:1)w here are ms smart and lingling? 2)w hat

20、 do they need to buy?3) does lingling like bananas?4) how much cheese does ms smart wan？t3. thirdly ， the students should follow the tape-recorder again， sentence by sentence， then the teacher and the students can find “ what do they buy for the picnic？” they are banana、s cheese、noodles.4. look at y

21、our books:what is on linglings hand? ss:it is a shopping list.(list的意思是目錄 ,清單的意思 )how many和 how much都是用來詢問多少的意思， 但在用法上有區(qū)別 ,how many 用來詢問可數(shù)名詞的數(shù)量， how much用來詢問不可數(shù)名詞的數(shù)量。5. then the students should answer the questio：ns1） they are in the supermarket.2） they need to buy food for their picnic. 3） yes,she

22、does.4） half a kilo.(half 一半) step41)show some pictures on the board(apple,pear,banana,cheese, meat,milk)引導(dǎo)學(xué)生說出那些是可數(shù)名詞，那些是不可數(shù)名詞。2）use the pictures to make some sentences w“ithhow much” and “how many” .homework：1. recite the words and lessons.2. make a dialogue about shopping3. find some informations

23、 about shopping on the computer.【板書設(shè)計】module2shoppingunit1 how many do you want? needfoodcheese kiloshopping listhow manyhow much how many bananas do you want?how much cheese do you want?主備人：課時教學(xué)計劃單元m2u2課 題 how much milk do you want?課型新授型1 enable the ss to learn the words:picnic,box,bottle,juice.2 m

24、ake the ss understand and use the new sentence patterns:how much milk do you want ？ how much juice do we知識與能力過程與方法need?3 develop the ss abilities of listening and speaking .4 學(xué)習(xí)感知元音字母以及字母組合 u,o,ar,a,er,ir,ur在單詞中的發(fā)音， 通過朗讀含有這些字母和字母組合的單詞， 讓學(xué)生感知發(fā)音規(guī)律。1 reviewthewords about picnic,box,bottle,juiceby game

25、method.2 teach the text with the task-based method. 3 do a survey by cooperative learning .情感與態(tài)度1 faster the ss consciousness of good cooperation.2 keep the ss confidence in learning english.make the ss use the following sentences correctly:重點how much ,do you want？ 難點how to make a shopping list? how

26、 much milkjuicewater do we need？ 教法1 game method 2 task based method 3 approach method學(xué)法1 cooperativelearning教學(xué)tape-recorder, word cards, pictures準備預(yù)習(xí)the students should read the new words and lessons for five times,it can設(shè)計help the students understand the text.教學(xué)過程二次備課step1：4. reviserecite the unit

27、1s words and phrases and sentences.the teacher should choose some students come to the blackboard.2.learn the new words and lesson：sshow the powerpoint to the students:there are some pictures of picnic,rice,box,bottle,juice.then play a game：high low voice,it can help boys and girlsrecite the words.

28、step21.the teacher should play the tape-recorder: s1:what are we going to take on our picnic? s2:lets make a list(目錄、清單 ).s3:what about juice? s4:yes.how much do we need?s5:six boxes. s6:all right.5. the teacher should explain the text for the ss.6. then the ss can make a dialogue about make a shopp

29、ing list. step31. look at the page8s part2:look at the pictures,then make some dialogues like this: s1:how much milk do you want?s2:five bottles,please.s3:how much rice do you want? s4:four bags.s5:how many oranges do you want? s6:half a kilo,please.2. look at the page9s part3,listen and repeat.home

30、work:1. recite the part1s dialogue.2. make a dialogue about shopping list ,write down on your notebook.【板書設(shè)計】module2shoppingunit2 how much milk do you want?words:picnicboxjuicebottlephrases:shopping listhow manyhow muchsentences:how much juice do we need? how much milk do you want?課時教學(xué)計劃主備人：單元m3u1課

31、題 we visited lots of places.課型新授知識 與能力教學(xué)目標過程 與方法情感 與態(tài)度能聽、說、認讀本課的重點單詞： the british museum,the london eye, wheel, wonderful, understand, postcard;能正確使用動詞過去式； 能利用 what did you do? where did you go? 詢問別人過去做的事情。通過活動體驗，在交流中學(xué)會談?wù)撋现苣氖碌幕顒?，談?wù)摬痪们鞍l(fā)生的事情，發(fā)展綜合語言運用能力。提高學(xué)生跨文化交際意識。培養(yǎng)學(xué)生學(xué)習(xí)的興趣，鼓勵學(xué)生積極合作，引導(dǎo)學(xué)生了解西方的名勝古跡。使學(xué)生

32、能聽說，認讀單詞the britishmuseum, the london eye, wheel,重點wonderful，understand, postcard。能準確理解并熟練運用what did you do at the weekend? where did you do? where/how/when/what did,?難點掌握本課的新單詞及利用動詞過去式的變化進行描述。教法任務(wù)型教學(xué)法學(xué)法合作交流法教學(xué)課件 cd-rom準備預(yù)習(xí)預(yù)習(xí)單詞課文，各聽讀 10 遍設(shè)計教學(xué)過程二次備課step 1. warming-up1.greetingst: good morning, boys a

33、nd girls.ss: good morning, ms li.t: how are you?ss: fine, thanks.2. sing a song: where did you go? (module 1 book 5)3、復(fù)習(xí)動詞的過去式：教師以連線的方式考察學(xué)生對動詞過去式的掌握情況。gosendlikemeetvisit sentlikedmetvisitedment(設(shè)計意圖：利用歌謠開始本課教學(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?引出本課的重點句型，激發(fā)學(xué)生的興趣。復(fù)習(xí)動詞的過去式，為后面的教學(xué)環(huán)節(jié)做好鋪墊。)step2

34、presentation1、教學(xué)新詞匯（ 1） t : amy s weekend is vyenr ice. she visited lots ofplaces. let s see the wonderful places.課件呈現(xiàn)三個地點圖片，但是學(xué)生可以選擇任何一個圖片的序號猜猜地點。通過猜一猜讓學(xué)生增加興趣。t: now please guess the places,you can choose the number andguess.s1: number 1.t: what s this?s1: it s the britishmuseum.以同樣的方式呈現(xiàn) the london

35、 eye, big ben。教師領(lǐng)讀幾遍。然后請學(xué)生讀課文句子： we went to the britishmuseum.and we visited big ben and the london eye（. 1）呈現(xiàn) postcard, wheel,wonderful, understandt: i have a postcard,my friend sent me last monday. there s a picture on it.please listen to me and guess what it is:（讓學(xué)生根據(jù)教師的描述判斷明信片中的圖片，學(xué)習(xí)新詞wonderful,

36、 postcard,understand,whee。l ）it s wonderfu呈l! 現(xiàn)單詞 wonderful. 教師利用句子 i willgo to london next year, its wonderful.來引導(dǎo)學(xué)生理解詞義。 it s a big whee呈l. 現(xiàn)單詞 wheel.利 用圖片解釋 wheel. t: look, its a wheel, it can turn round and round. 然后問學(xué)生： do you understand? 引出單詞understand 。 t: if you understand, please nod your h

37、ead, if you don t understand, please shake your he教a師d. 用動作示范。t: who understand? please tell us請. 學(xué)生說說卡片中是什么。2 . practice 1)當(dāng)學(xué)生已經(jīng)明白單詞含義后，讓學(xué)生開始認讀單詞：利用課件快 速閃現(xiàn)單詞， 要求學(xué)生快速整體認讀。 學(xué)生分組認讀單詞。然后請一個學(xué)生抽取單詞，另一個學(xué)生猜測，如果不對，下面的學(xué)生大聲朗讀進行糾錯。如果說對了，就說 youre wonderful!( 設(shè)計意圖： 本課的新詞匯較為抽象， 且難度大。教師通過講故事的方式顯現(xiàn)新詞匯，可以使枯燥的單詞教學(xué)變的生動

38、和自然， 使學(xué)生的學(xué)習(xí)效率明顯提高。 )2).讀一讀句子：（課件呈現(xiàn)句子） (1) we went to the british museum.(2) and we visited big ben and the london eye.(3) it s a big wheel.(4) it s wonderful.(5)i don tunderstand.(6)we sent you a postcard.3單). 詞、圖片配對游戲（請六個學(xué)生分別說上面的句子，下面的學(xué)生根據(jù)句子中 所含的新單詞進行圖片和單詞的配對。比一比誰的動作快 作快）4). 說說自己的周末 t:just now we t

39、alk about amy s weekend. now leat bout our weekend. who wants to show us your weekend 請? 幾 個 學(xué)生上臺表演周末所做的事， 其他同學(xué)猜一猜。 順序如下：s talk（ 1）ss: what did you do at the weekend（? 2）s1 進行表演（ 3）其他學(xué)生說出表演的內(nèi)容。 eg: liyun went to thesupermarket at the weekend.示( 范表演為學(xué)生提供一個可操作的模式，以任務(wù)型的活動方式，通過合作學(xué)習(xí)，并予以評價知道，給學(xué)生提供平等的說英語的機

40、會，鼓勵學(xué)生在競賽中學(xué)，這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛，又促進了交流。 )3. presenting the new text:t：lingling had a happy weekend.where did she go? lets listen and answer my questions.（1） ） listen to the text and answer questions:what did they do at the weekend?where did they go?what is the london eye?did they send a postcard to

41、 daming?（2） ） listen and repeat.（3） ） group work:小組合作，回答問題。（設(shè)計意圖：通過“任務(wù)型”聽錄音，教師領(lǐng)讀，糾正學(xué)生發(fā)音，教給學(xué)生正確的發(fā)音，讓他們習(xí)慣標準發(fā)音，進而有意識的模仿，形成正確的口語。）step3practice（1） ）教師引導(dǎo)學(xué)生回答“ what do you usually do at the weekend?讓學(xué)生將平時周末所做的活動羅列出來。 點擊課件，出示日歷。指著上個周末問學(xué)生 what did you do at the weekend? 鼓勵學(xué)生用學(xué)過的過去式回答問題。（2） ）教師準備一些風(fēng)景名勝的圖片，貼在

42、教室的黑板上。如“ the great wall, mt tai, the summer palace. 請兩個學(xué)生上臺活動，一個學(xué)生問“ where did you go?另一學(xué)生站在不同圖片前回答“ i went to the設(shè)計(意圖：通過生動活潑的活動，呈現(xiàn)本課重點句型。該活動能讓學(xué)生動一 動，學(xué)生在動的過程中既活躍了思維，又操練了新句型。) step4homework1、介紹你與家人的上周末生活。 2、向你的好友介紹你的旅游經(jīng)歷，講述你曾參觀的名勝古跡。(自選一個內(nèi)容，并寫下來。 )【板書設(shè)計】unit iwe visited lots of places.單詞；the britis

43、h museum, the london eye, wheel, wonderfu，l句子； what did you do at the weekend?where did you do?課時教學(xué)計劃understand, postcard,主備人：單元m 3u2課 題 what did daming do?課型新授知識 與能力教學(xué)過程 與方目標法情感 與態(tài)度使學(xué)生能聽說， 認讀單詞 postcard, hour能準確理解并熟練運用 what did you do at the weekend?where did you do?where/how/when/what did,?通過活動體驗，

44、在交流中學(xué)會談?wù)撋现苣氖碌幕顒?，談?wù)摬痪们鞍l(fā)生的事情，發(fā)展綜合語言運用能力。提高學(xué)生跨文化交際意識。培養(yǎng)學(xué)生學(xué)習(xí)的興趣，鼓勵學(xué)生積極合作，引導(dǎo)學(xué)生了解西方的名勝古跡。使學(xué)生能聽說，認讀單詞postcard, hour能準確理解并熟練運用 what did重點you do at the weekend? where did you do?where/how/when/what did,?難點在真實情景中靈活運用新知識描述過去發(fā)生的事情。不規(guī)則動詞的過去式。教法情景教學(xué)法學(xué)法合作交流法教學(xué)課件 cd-rom準備預(yù)習(xí)預(yù)習(xí)單詞課文，各聽讀 10 遍設(shè)計教學(xué)過程二次備課 . warm-up【熱身復(fù)習(xí)】

45、1、greeting2、game:學(xué)生表演自己上周末的活動，全班通過猜其活動來復(fù)習(xí)一般過去時的表達。t：what did she/he do last weekend? s: she watched tv.3、group word what did you do last weekend? 4、學(xué)唱歌曲“ the london eye”并學(xué)習(xí)語音部分 .pre-task【任務(wù)呈現(xiàn) 我們的足跡】1、導(dǎo)入：教師準備一些名勝古跡的圖片與旅游時所照的照 片，通過描述讓學(xué)生猜是哪個地方。 如：it s very long and old. it s in beinjing. where is it? 學(xué)

46、生答： the great wall. 2、free task談?wù)撀糜谓?jīng)歷師：“ there are many places of interest in china, where didyou go?”生： i went to huangguoshu falls, its big and wonderful.同桌互相介紹曾去過的名勝古跡或城市。3、 任務(wù)呈現(xiàn) 師：“ did you have a good time on your trip?”can you share your experiences with us? today, let s write a traveling diar

47、y. .while-task【任務(wù)實施 】1、視聽結(jié)合，有聲有色師： daming and his father had a good weekend. where did they go?lets go and see.播放課文，進行聽法指導(dǎo)，請學(xué)生根據(jù)課文完成課文活動 2 的問題。2、教師分段播放錄音，請學(xué)生回答問題，解讀課文難點。q1: who went to the great wall?a: daming and his father. q2: when did they go?a: they went there at ten oclock in the moring. q3: h

48、ow did the go?a: they went there by bus. q4: what did they do?a: they took photos of the mountains.q5: what did daming do? he took a photo of his fatter.3、教師再次播放錄音， 請學(xué)生跟讀， 教師給予適當(dāng)?shù)闹笇?dǎo)。 .post-task【任務(wù)展示】1、pair work 同桌合作用問答形式完成課文活動3，并根據(jù)問題介紹自己上周末的活動。2、group work x|k|b| 1 . c|o|m學(xué)生四人一組展開活動，互相詢問同伴去過的一個地 方，本

49、組成員合作完成一張地圖，圖上標出大家去過的地 點，并逐個向全班介紹自己的旅游經(jīng)歷， 學(xué)生以畫市區(qū)圖， 也可以畫全國地圖，甚召世界地圖。v. homework【作業(yè)超市】1、 用英文寫一篇旅游日記，談?wù)撟约弘y忘的一次旅游。2、給自己的筆友或好友寄一張明信片， 介紹你上周末在英國倫敦旅游的經(jīng)歷?！景鍟O(shè)計】unit 2whatdiddamingdo?單詞；hour .mountain句子；what diddaming do at the weekend?where did you go?where/how/when/what did,?課時教學(xué)計劃主備人：單元m4u1課題 it s mine課型新

50、授1. 能夠聽、說 its mine. / its his./ its hers./ its lingling 知識 與能力教學(xué)過程 與方目標法情感 與態(tài)度s./ it isnt hers./it isn t his.并能綜合運用新、舊知識組織對話完成一定交際任務(wù)。2. 能聽懂、理解課文內(nèi)容，并就課文內(nèi)容回答問題。以樸實的教學(xué)手段為載體， 將情景教學(xué)法、直觀教學(xué)法、游戲法、聽說演唱法有機的溶為一體， 為學(xué)生創(chuàng)設(shè)一種輕松、活潑、和諧、有趣的學(xué)習(xí)氛圍。1. 進一步提高學(xué)生對英語的學(xué)習(xí)熱情，增強學(xué)習(xí)愛好。2. 培養(yǎng)學(xué)生積極主動地參與課堂活動， 大膽開口， 主動模擬。3. 通過本課的學(xué)習(xí)培養(yǎng)學(xué)生愛衛(wèi)生

51、、愛干凈的良好品質(zhì)。重點教學(xué)重點： 把握描述他人或自己的東西的句型it s mine. / its his./ it s hers. / its lingling s. / it isn t hers. /it isn t his。難點名詞性物主代詞的運用。教法情景教學(xué)法、直觀教學(xué)法、游戲法、聽說演唱法有機的溶為一體，為學(xué)生創(chuàng)設(shè)一種輕松、活潑、和諧、有趣的學(xué)習(xí)氛圍。學(xué)法小組討論，表演教學(xué)電腦、課件、錄音機 /帶、單詞大卡片準備預(yù)習(xí)讓學(xué)生提前預(yù)習(xí)課文聽錄音設(shè)計教學(xué)過程二次備課step1. warm-up1. greetings2. devided groups.3. let s play a g

52、ame. ok? listen and do the actions. t: point to my head.point to your head. point to his head.point to her head. t： do the actions.t： say and point together.在課堂開始，教師設(shè)計了與本教學(xué)內(nèi)容相關(guān)的一個熱身，使學(xué)生在動手動嘴的過程中不知不覺進入新課。練習(xí)了形容詞性物主代詞，為本課學(xué)習(xí)名詞性物主代詞打下堅實的基礎(chǔ)。這一活動真正起到了預(yù)熱作用。step2 presentation第一環(huán)節(jié)： 1.師指著預(yù)備好的書包、 課本、鉛筆、大衣等物品說：

53、“l(fā)ook, there are something on the desk. whose bag is it? whosebook is it? whose coat is it? （從這引入新課， 充分利用有限的資源，給學(xué)生創(chuàng)設(shè)一種真實的教學(xué)環(huán)境，培養(yǎng)他們的愛好。）板書 whose book /bag/coat is it? 領(lǐng)讀 whose 及句子。2. ss: it s my book/bag/coat. 或者 it s his book/ bag/coat.師順勢引導(dǎo)說： yes, it s mine.3. 師指一名學(xué)生的書說： whose book is it?s: it s my

54、 book. t:yes, it s yours. 出示 yours 領(lǐng)讀。4. 指一名女生的書，問其余同學(xué)：whose book is it? s:it s her book. t:yes, it s hers. 出示 hers 領(lǐng)讀。5. 指一名男生，用同樣方法學(xué)習(xí) his。第二環(huán)節(jié)： t: look, what s this? (出示課件 t 恤衫 ) our friends amy, lingling and sam are talking about a t-shirt. 問 ： whose t-shirt is it？ open your books and listen to the tape. find the answer.s: it s lingling s. t: yes, that s right.listen again and find the answer :where are sam s and amy s t-shirt?第三環(huán)節(jié)：請學(xué)生跟磁帶讀，然后在小組里分角色對話，最后給全班表演。這一環(huán)節(jié)，同學(xué)們合作完成對話，為后面的表演作了鋪墊，并有意識地拉近知識與生活的距離，使學(xué)生的語言知識