最新外研社小學五年級英語下冊全套教學設計第二學期全冊教案

1、最新外研社小學五年級英語下冊全套教學設計第二學期全冊教案 導讀：就愛閱讀網(wǎng)友為您分享以下“最新外研社小學五年級英語下冊全套教學設計第二學期全冊教案”資訊，希望對您有所幫助，感謝您對92的支持! Modul e 1 Changing Ss: Yes.T: Now, let s sing a songWhere did you go.Ok?Ss: Ok!T: Great! Who can tell us were there any happy things in your holidays?(學生發(fā)言, 通過這樣的師生交流，教師可以幫助學生回顧相關的語言知識，例如：一般過去時的用法、常用詞匯等，

2、為后面的教學做鋪墊。)Step2 leading in （課文導入）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. Everything is changing. No change, no progresses.教師邊說邊把新單詞“change ”板書到黑板上，出示課題。Step3：New teaching（課文教學）1、單詞教學T: I am a teacher, you are students.

3、We are different.(different 要讀慢且重讀) 出示different 的單詞卡片. 老師示范學生跟讀.T: OK. Look here! Whats this?(指著電視機圖片問)T: Yes, its a television.出示television 單詞卡片, 讓學生讀.T: Look at the blackboard. 出示課件一個祖母和幾個外孫女對話. 教師緊跟出示grandmother 和grandchil dren 的單詞卡片. 學生讀.老師出示life 的單詞卡問:Whats the meaning in Chinese? Ss:生活.T:life生

4、活. Life life life 學生跟讀T:T am a lady(指著自己說) 并出示單詞卡. 學生讀.T: ago ago ago.one by one please.Ss: ago ago ago(us和any 也如上面教法)單詞訓練游戲(把單詞卡粘貼在黑板上，讓學生競賽，聽老師說出某個單詞，學生迅速把該單詞卡片取下，快者為勝。)2、課文教學教師把畫有房子和汽車的兩幅畫掛在黑板上，問學生:Are there anythings in the picture?Ss: There are houses and cars.T:Yes. There are houses and cars.

5、We live in the house. We will learn something about this picture. OK, Listen the radio.聽課文錄音的同時，請你們找出課文中出現(xiàn)的新單詞與新句型。（游戲“火眼金睛，找新單詞與新句型”。讓學生以競賽搶答的形式快速找出課文中出現(xiàn)的新單詞與新句型。）3、課文訓練學生了解了課文內(nèi)容后，教師播放領讀帶錄音，讓學生大聲跟讀課文。然后分組分角色朗讀課文。4、重點句型操練先讓學生熟讀課文第二部分：Listen and say 問一學生T: Were there computer in your house?S: No.T: T

6、here were no computer in his house. Follow me.Ss: There were no computer in his house.以同樣的方式問幾個學生. T: They are very clever! Now, We can see a lot of buses and cars in the road. Yes?S: Yes!T: There are a lot of buses and cars in the street.T: Are there anythings in our class?S: There are blackboard、b

7、ook 5、延伸拓展出示課件第二部分的兩幅圖, 讓學生分組討論準備，談論圖中內(nèi)容，然后每個組派一個代表來講給全班同學聽。T: Boys and girls look at me. Who can talk about these pictures?Ss: Four years ago, we lived in the small house. Now, we live in a big house.(老師幫助學生完成)Ss: Four years ago, We flied kite. Now ,we listen to the music.讓學生充分發(fā)揮想象, 自由發(fā)言.Step4 Summ

8、ary and homework(總結(jié)與家庭作業(yè))1. Summary （總結(jié)）T: Today, we learn about the different between past and now. Now, we live in a happy life, we should love our life. and love our parents. 2. Today s homework（家庭作業(yè)）a. Listen and read Unit1 three times, try to recite and act.b. Copy the new words and sentences.

9、板書設計:Module 1 ChangingUnit 1 We lived in a small house. weren t lived smallaren t live big 練習：單項選擇（10分）1（ ）There werent _buses .A. some B. any C. one2 ( ) We lived _ a small house. A at B in Con3 ( )Yesterday I watched TV _my grandchildren. A and B with C to 4 ( ) Thank you for_ me. A help B helping

10、 C helped5 ( ) She _ TV every day. A watching B watched C watches. 6 ( ) Its a programme _ monkeys. A about B for C in7 ( ) She _ have a bike last year. A doesn t B didnt C don t8 ( ) My mother worked _the fields. A in B on C at9 ( ) -_do you go to school every day?- I go to school by bus.A How B Wh

11、at C When10( ) There _ three books on the desk one hour ago.A was B were C are Unit 2 She didnt have a television.教學目標：新單詞fire, radio telephone, field, hope；音標教學：字母組合ai/ay, al/au, ar 的發(fā)音規(guī)則；一般過去時的教學：She didn t have a television. She worked in the fields.教學重點：單詞和音標教學，用過去時談論生活中發(fā)生的事。 教學難點：一般過去時的運用。教學工具：

12、點讀筆，課件，音標卡教學程序：Step1：熱身復習讓個別學生到前面來用英語談論他或她的爺爺、奶奶、外公或外婆過去的生活與現(xiàn)在的生活。即處理Unit2, Part2:Think and talk about your grandparentsStep2：課文導入告訴學生：“自從Lingling 昨天在英國看了那個關于中國的節(jié)目，她就非常想念自己的奶奶，于是她寫信給Daming, 講述她看到的那個節(jié)目并傾訴她對親人的思念。下面我們一起來聽聽她在信中是如何描述節(jié)目中那個老奶奶過去的生活的?！痹诼牭耐瑫r，請把你不認識的單詞用橫線畫出來。Step3：課文教學先讓學生聽錄音，找出新單詞，然后教師叫學生根據(jù)

13、所學過的音標把單詞一個個讀出來，接下來老師把新單詞教給學生。再讓學生聽第二遍錄音并回答以下問題：What programme did Lingling watch last night?What was the old ladys life like many years ago?Who does Lingling miss? 教師播放第三遍錄音，學生大聲跟讀課文。Step4：音標教學把字母組合ai /ay, al/au, ar 及相應的音標卡寫、貼在黑板上先讓學生讀出這些音標，老師再糾正教授音標。游戲：聽音標競賽（教師準備兩套音標卡片，并將全班分成兩組，每人發(fā)一張卡片，教師快速念音標，持有該

14、音標卡片的學生應迅速站起來，最先站起來的人得兩分，后站出來的得一分，沒站出來的得零分，得分多的組獲勝。）Step5：Chant 的教學 讓學生先跟老師熟讀各句，然后聽錄音合著節(jié)拍一起說Chant ，最后讓學生組與組競賽說，看哪組說得最好。 游戲：Do, ask and answer （拓展部分）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

15、there?B: He/She Step6 Homework（家庭作業(yè)）用英語寫封短信給老師：介紹你的爺爺/ 奶奶/ 外公/ 外婆過去的生活和現(xiàn)在的生活。板書設計： Unit 2 She didnt have a television.She didnt have a television.She worked in the fields. 練習：句型轉(zhuǎn)換1 She was a teacher.（變一般疑問句）_ _ a teacher?2 They will fly kites. （變否定句）They_ fly kites.3 They should cook vegetables. （變否

16、定句）They _ cook vegetables4 He visited the British Museum yesterday.（變?yōu)橐话銓頃r態(tài)） _5 There were many buses. （變?yōu)橐话悻F(xiàn)在時態(tài)） Modul e 2 Grandparents Unit 1 She learnt English.教學目標：1、知識目標：目標語句：Did your grandma learn English? Yes,she did. She is learning English now.單詞：learnt these dancer 2、能力目標： 能用英語來詢問過去所發(fā)生的事情

17、以及他人過去和現(xiàn)在的狀態(tài)。3、情感目標：激發(fā)學生的學習熱情，進行文明禮儀教育，感染學生，對其進行中華美德孝順的教育。教學重點：Did your grandma learn English? He is learning English now. 說明自己想要表達的過去和現(xiàn)在的狀態(tài)。教學難點：用英語描述過去和現(xiàn)在的變化。教學用具：Tape recorder, CAI, some cards教學過程Step1. Warming upT : Boys and girls .Im happy to enjoy English with you .Are you happy ? Are you read

18、y for your English class ? Ss : Yes . T :Now, let s sing a song . Stand up and clap your hands .（教學評開始上課，給學生一個輕松的環(huán)境，師生同唱一個關于動詞過去式的歌曲，學生能夠復習過去式，并為這節(jié)課的學習做鋪墊，復習已經(jīng)學過的知識。） Step2. PresentationT: Boys and girls ,last night , I watched TV and did some housework .What did you do last night ? Did you do your

19、homework? Did you learn English?Ss: Yes.T : You learnt English .She learnt English .Today, Well learn Module 2 Unit1 She learnt English.(板書) First, Look at the screen . (利用課件、卡片學習單詞。分組練、男女生練) Look at the picture, what is she? Can you guess? (Show the picture of Yang Liping), ask: T: what is she? Ss:

20、 She is a dancer. T: She danced in lot of Chinese cities.（dance-danced-dancer ） （教學評析：注意/t/的發(fā)音, 通過卡片讓學生充分練習） T:. who can dance?（找同學上去跳舞）then ask: What did she do? 讓學生在真實情境中運用過去式，開火車讀出單詞。 （通過楊麗萍的跳舞圖片讓學生練習dancer 并很自然的學習了danced ;讓學生上去表演，提問并讓學生思考如何回答，這樣能把學到的過去式運用到具體的語言環(huán)境中去。）T: We are learning English .

21、English is a foreign language.(學習foreign language ，同時介紹Japanese ,French, Russian等外國語。Let s chant（師生拍手齊說）learn learnt 是學習driver driver是司機these 這些 those 那些舞蹈演員是dancerthese clothes 這些衣服foreign languages是外語Step 3.Listen to the tape and answer the questionsT ：We know Lingling is still in England with Sam

22、 and Amy. She misses China and she misses her grandmother. .Lingling is looking at some photos. Do you know what her grandmother like? What are they? Now listen and find the answer. 1）Did linglings grandma learn English?2） Did linglings grandpa learn Eglish?3）What is linglings grandpa doing now?Read

23、 in pairs and talk about the questions. 1、播放第一遍錄音，進行課文的整體呈現(xiàn)。 2. 再播放第二遍錄音 ，學生帶著問題聽錄音并尋找答案（Study in their groups. ）Step 4 、Practise in groups （完成表格） Step 5 小組合作分角色朗讀、表演對話。一般過去時歸納總結(jié)（出示課件）一、用法： 一般過去時表示過去某個時間發(fā)生的動作或存在的狀態(tài)。二、構成及變化 ： 1. be動詞在一般過去時中的變化： am 和is 在一般過去時中變?yōu)閣as ；are 在一般過去時中變?yōu)閣ere ；否定句在was 或were 后加

24、not ，一般疑問句把was 或were 提前。2. 行為動詞在一般過去時中的變化 ：肯定句：主語 + 動詞的過去式 . I watched TV last Sunday . 否定句： 主語+ didnt + 動詞原形. I didn t watch TV last Sunday . 一般疑問句：Did + 主語 + 動詞原形 ? Did you watch TV last Sunday? Yes, I did. No , I didnt .動詞過去式變化口訣（出示課件）過去式，不難記一般直接加 -ed以 -e 結(jié)尾只加 d遇到一元一輔 重讀閉音節(jié)，末尾字母要雙寫遇到輔音字母 + y，變-y

25、為-i 加-ed ；不規(guī)則變化要特殊記 Step 6 homework 組內(nèi)談論家人的照片 e.g Many years ago, mygrandpa was a driver / worker Now he is Did he /she ? Yes , he did . / No , he didnt .板書設計：Unit 1 She learnt English.Did she learn any foreign languages？Yes,she did./No,she didnt.He is learning English now. 練習：按要求寫單詞.live(過去式)_ city

26、(復數(shù))_ be(過去式)_do(過去式)_ talk(現(xiàn)在分詞)_ dance(名詞)_learn(過去式)_ come(現(xiàn)在分詞)_英漢互譯在田地里_ be tired_努力學習_ teach Chinese_讀書_ by school bus_做蛋糕_ foreign languages_談論_ learn English_ Unit 2 Mr Li was a teacher.教學目標：(1) 句子：Mr. Li was a teacher. (2) 單詞：retired, study, hard.教學重點:新單詞，談論過去并與現(xiàn)在做比較; 音標教學：字母組合aw, air, ass

27、的發(fā)音規(guī)則.教學難點： be 的過去式was ，were 的用法和retire, study的過去時. 教學工具：圖片或照片、點讀筆、單詞卡、課件教學程序：Step 1 Warming up（熱身復習）1、師生問候。2、做“看一看，說一說”的游戲，比一比每組說得快又好，運用： What did she do yesterday ? She watched TV.Step 2 Lead in（課文導入）1、教師請一名學生帶著英語課本走到講臺并和自己站在一起，先指著自己介紹：I am a teacher ，然后指著講臺上的學生引導其他學生一起說：She is a student (pupil) .

28、接著告訴學生：I am teaching English now . 2、教師拿出自己學生時代的一張照片，指著照片告訴學生：Ten years ago . I was a student 。然后指著自己說“Now I am a teacher .” 教師繼續(xù)對學生說：“接下來讓我們一起看看課文中主 人公的過去和現(xiàn)在的變化?！監(jiān)k, lets come to the text.Step 3 New teaching（課文教學）1、利用多媒體出示本課掛圖，教師播放課文錄音，呈現(xiàn)3B 活動1，請學生帶著以下兩個問題：What did they do ten years ago ? What do t

29、hey do now ?認真聽錄音。聽過后，問文中出示了哪兩個人物？ Mr Li 和Chen Hai 。讓學生看圖辨別出Mr Li 和Chen Hai ，并試著說出在不同的圖畫中他們的身份及活動。2、再次播放錄音，學生邊聽邊在書中勾出生詞和短語，學習新詞：studied 學習原形study , class班級 ，hard 努力地，講解動詞：taught 原形teach , retired 退休的。 3、請學生再看書，并播放錄音，同時找出時態(tài)的動詞或短語，教師將本課的重點句型寫在黑板上：Mr Li was a teacher . He taught Chinese . Chen Hai is a

30、n English teacher . He s teaching Mr Li . 4、教師將重點句型中表示時態(tài)的單詞或短語（was taught , is , is teaching）用紅筆標出，并將寫有不同時間狀語（now , ten years ago）的紙片貼在句子后，告訴學生不同的時態(tài)要用不同的時間狀語。Step 4 音標教學：字母組合aw, air, ass 的發(fā)音規(guī)則。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。 Step 5 Summary and homework（總結(jié)與家庭作業(yè)

31、）（1）熟讀課文，背誦Part 2 重點句子。 （2）抄寫單詞及句子。板書設計Unit 2 Mr Li was a teacher. Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He s teaching Mr Li. 練習選詞填空。who what where do did1- _were you last night? -I was at school. 2-_is the old lady? -Shes my grandma.3-_ _she do yesterday? -She learnt

32、English. 4-_they watch TV every day? - No, they don t. Modul e 3 English Food Unit 1 She had eggs and sausages學習任務What did she have for breakfast/lunch/dinner?She had功能談論飲食習慣運用任務1、 SB 第一單元活動32、 列出昨晚的食譜，說說自己喜歡或不喜歡的食品。 教學程序一、Warm up:（熱身復習）T: Hello, boys and girls.S: Hello, teacher.T: Whats your favour

33、ite food?S: My favourite food is二、Presentation:（介紹 課文導入）T: I had bread this morning, what did you have?Ss: I had rice/milk/noodles T: We always have rice, noodl es, and dumplings for meals. They are Chinesefood. Do you know English food?Ss: Talk about English food which they know.T: Tell the student

34、 Daming get an email from Lingling. Its talk about Englishfood. Now let s see what Lingling introduces. Then write the title.三、Teach new lesson:（課文教學）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 studentst

35、o find out the new words and the name of the food.And explain some English eating habits.Step3 Give the student some questions:1、 What did Daming have got?2、 What did Lingling have for breakfast/lunch/dinner?Listen to the tape for the second time, ask the students to answer thequestion, and then che

36、ck the answer together.Step4 Ask the stud ents to see the pictures and play the tape, the stud entsread after it. At last the students read the text in pairs.三、Practice （練習）1、 Ask the stud ent to see the third part of the text. Use thesentences to make dialogues in pairs.2、 完成運用任務1：SB 第一單元活動33、完成運用任

37、務2：列出昨晚的食譜，說說自己喜歡或不喜歡的食品。五、Homework （家庭作業(yè)）Go over the text. Pay attention to the important sentences and the name of the food.板書設計： Unit 1 She had eggs and sausages What did she have for breakfast/lunch/dinner?She had 練習：按要求寫單詞.give(過去式)_ city(復數(shù))_ drink(過去式)_sing(名詞)_eat(現(xiàn)在分詞)_ study(過去式)_dangerous

38、(反義詞)_ shop(現(xiàn)在分詞)_know （同音詞）. wear (同音詞same （反義詞） 3 用動詞的正確形式填空（5分）1).Many years ago, she_(cook) on a fire.2).Let s_(go) to the supermarket.3).He _(do) her homework last night.4).They _(be) going to cook English food.(like) hamburgers.教后記： Unit2 Sam ate six hamburgers學習任務Sam ate six hamburgersHe like

39、s hamburgers very much.What did you eat/drink last night?What are you going to eat/drink?功能談論飲食及喜歡的食物。運用任務1、SB 第二單元活動52、給外國朋友發(fā)電子郵件，說說中國的飲食文化；教學程序一、Warmer:（熱身復習）T: Hello. Ss: Hello teacher.T: What did you have for breakfast this morning?Ss: I hadT: Whats your favourite food?Ss: My favourite food is二、

40、Presentation:（介紹）Take out a picture of hamburger and ask the stud ents “Do you like hamburger? ” “How many hamburgers can you eat? Stud ents answer the questions. T: Lets see how many hamburgers Sam can eat. Then write the title on the board.三、Teach new lesson:（課文教學）Step1 T: Take out some new word c

41、ards. Ask students to try to read out them, and then teach them these words.Step2 Put on a l etter of this unit. Ask stud ents to see the l etter and at the same time to listen to the tape. For the first time the students should draw a line und er the new words. Then ask them to try to answer these

42、questions:1、 Who ate hamburgers?2、 Who had a sandwich?3、 What is mum going to cook tonight?Step2 Play the tape, the stud ents shoul d read after it. Then check the answers.Step3 Ask the stud ents to see the second part. Use the food to make some dial ogues. Students do it in pairs. To see which grou

43、p is the best.Step4 Game將全班分成幾組，教師出示有關食物的卡片，要求學生看到食物后馬上造句，哪組有一名學生先站起來，就算哪組先搶達到。搶到的小組每人要迅速造一個句子，只要有一個成員沒有完成造句，就不得分，最后哪組搶達最多，造句最多，教師發(fā)給每個成員一枚粘貼作為獎勵。四、Practice （練習）1、完成運用任務1：SB 第二單元活動52、完成運用任務2：給外國朋友發(fā)電子郵件，說說中國的飲食文化；3、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。 五、 Su

44、mmary and homework（總結(jié)與家庭作業(yè)）1、先讓學生總結(jié)一下本節(jié)課學到了什么，老師對總結(jié)不完整的部分加以補充。2、模仿課文寫一封信給自己的好朋友或同學板書設計：Unit2 Sam ate six hamburgersSam ate six hamburgers He likes hamburgers very much.What did you eat/drink last night?What are you going to eat/drink?練習設計：單項選擇。1（ ）I ve got _email from Lingling. A a B an C one2 ( ) S

45、he _ an English breakfast yesterday. A has B have C had 3 ( )What _ she _ yesterday evening?A did, have B did, has C does, have4 ( ) They had noodles _ lunch. A on B in C for5 ( ) Lingling _ English food very much. A. likes B. like C. liked6 ( ) What_ Daming_ to eat tonight? A are, going B. is, goin

46、g C does, go7 ( ) He _ eat hamburgers tonight. A does go to B is going to C are going to8 ( ) She _ one apple to dog every day. A give B gives C gave9 ( ) He _ fish last night. A ate B eat C eating10 ( ) -_ Amy_ Chinese food ? - Yes, she does.A. Did, miss B. Does, missed C Does ,miss教后記： Modul e 4 L

47、ibrary Unit 1 Where are the books about computers, please?學習任務 Where are theabout pl ease?in two weeks time.功能如何在圖書館借書運用任務1.SB 第一單元活動32、自行設計百貨超市，運用Where are, please? They are練習如何在某地找到某物教學程序Step1 ：Warming up（熱身復習）1 、Sing a song、Play a guessing gameStep2 ：Presentation （介紹）T: I need a book about Englis

48、h food. What can I do?Ss: You can buy the book.T: I can have it in the library.學生可能不知道library 這個詞，這時教師板書該單詞，領讀單詞，請學生跟讀。T: Amy 和Lingling 昨天也去了圖書館，我們一起來聽聽她們?yōu)槭裁唇钑窃鯓咏璧?。Step3 Teach new lesson（課文教學）1、 教師將本課的掛圖貼在黑板上，播放課文錄音，請學生邊聽邊理解課文大意。2、 教師再次播放錄音，請學生邊聽邊用筆勾畫出課文中的生詞、短語以及不熟悉的句子，并根據(jù)上下文和圖片猜生詞的意思。3、 教師將生詞寫在黑板

49、上，為同學示范發(fā)音，并逐個講解。4、 教師播放錄音，請學生跟讀、模仿語音語調(diào)Step4： Practice （練習）1、 讓學生四人一組，分別扮演Amy, Lingling, librarian, 和Ms Smart，進行對話表演。教師請幾組學生上臺表演，比一比哪組表演的最生動，并發(fā)給每人一個小貼紙以獎勵。2、完成運用任務1：SB 第一單元活動33、完成運用任務2：自行設計百貨超市，運用Where are, please? They are練習如何在某地找到某物Step5 Summary and homework1、 請同學們看課文掛圖，大體描述課文中在圖書館的對話內(nèi)容。2、 熟讀課文并記憶重

50、點單詞和句型。3、Ask them to make up a dialogue with the new drills and new words. 板書設計：Unit 1 Where are the books about computers, please? Where are theabout please?in two weeks time. 練習：按要求寫單詞.find(過去式)_lady(復數(shù))_ bring(過去式)_dance(名詞)_study(現(xiàn)在分詞)_ use(過去式)_ easy(反義詞)_ write(現(xiàn)在分詞)_too （同音詞）. I(同音詞3 翻譯下列短語。傳

51、統(tǒng)的中國食物_ 有關計算機的書_列車信息_ 圖書證_ 帶回來_ make an e-card_ in two weeks time_ be good at_ listen to music_ find out_ 4 用動詞的正確形式填空（5分）1)Sam _ ( get up) early this morning.2)Lingling _ (drink) some milk now.3)We_ (live) in a small house last year.4)-What _ (do ) you do tomorrow? -I _ (work) in the office.5)She _

52、(want) to help students. 教后記： Unit 2 Where can you find out about animals?學習任務 Where can you find out about.?You can find out aboutin/ on功能詢問和尋找相關信息運用任務1.SB 第二單元活動52、組織學生制作電子賀卡送給父母、老師或同學教學程序Step1 Warming up（熱身復習）1、 Sing a song2、 Show the pictures, ask the students to make up dialogues.Step2 Presenta

53、tion（介紹）T: Today we will learn how to research the message what we need.學完之后，大家要試著通過各種途徑來查詢信息。Step3 Teach new lesson（課文教學）1、 T: Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one. Tell the student we can find out about words in a dictionary. As the same w

54、ay, teach them the other new words.2、 Play the tape the student should read the text after the tape. Then they should practice the text in groups or pairs. Help the student to grasp the sentence: “You shoul d find out about in / on” Ask some groups to read in pairs.Step4 practice （練習）1、教師請幾組學生自主上臺表演

55、對話，比比看哪組表達的最流利，交流的最自如，好的予以獎勵。2、完成運用任務1：SB 第二單元活動53、完成運用任務2：組織學生制作電子賀卡送給父母、老師或同學4、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。Stpe5 Summary（小結(jié)）T: What have we learnt this class?Step6 Homework（家庭作業(yè)）According to this class, do activity book practice 1. 板書設計：Unit 2 W

56、here can you find out about animals? A:Where can you find out about.?B:I can find out aboutin/ onie igh irdie high girllie night shirt練習：單項選擇。1（ ）The timetable _ _ the wall. A are, on B is, in C is, on2 ( ) Please bring _the book _ two weeks time.A back, in B on, in C about, after3 ( ) Its easy _ a

57、computer. A on B in C with4 ( ) Lets_ to the library. A go B going C went5 ( )Where_ the books about food? A is B are C were6 ( ) There _ any cars or buses. A .were B. werent C wasnt 7 ( ) Heres a card _ you. A on B to C for8 ( )She didnt_ a radio. A. had B. have C has9( ) He gave a present _ his Mu

58、m. A in B for C to10( ) Can I have your library card, please? - _A Yes, I can. B No, I cant C Yes, here you are.教后記： Modul e 5 Decisions UNIT 1 Its big and light.學習任務It s big and light.It s got two pockets 功能描述事物的特征運用任務1.SB 第一單元活動32、創(chuàng)設一個購物情境，用不同的形容詞來描述事物的特征。教學程序Step1 Warming up（熱身復習）1、Sing a song2、S

59、how the pictures, ask the students to make up dialogues.Stept2. Leading and new words（導入和新單詞）Today we re going to learn how to d escribe 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

60、 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 teaching(課文教學)Open the book and listen to the tape record er , listen again and repeat, (show ppt= power point) l ook at the