外研版三年级起点五年级下册英语集体备课教案设计

实用文案实用文案标准文档标准文档实用文案标准文档五年级下册英语教学进度计划表周周次教学内容课时主备课人第一周Module12周小燕第二周Module22易小楠第三周Module32冉英第四周Module42周小燕第五周Module52易小楠第六周Module62冉英第七周ReviewModule1-32周小燕第八周ReviewModule4-52易小楠第九周Mid-termExamination2冉英第十周Module72周小燕第十一周第十一周Module82易小楠第十二周Module92冉英第十三周Module102周小燕第十四周ReviewModule6-82易小楠第十五周ReviewModule9-102冉英第十六周Final-termReview2周小燕第十七周Final-termReview2易小楠第十八周Final-termReview2冉英第十九周Finalexamination第一单元教材分析单元课题单元课题Module1Changing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。课序课题课时Unit1Welivedinasmallhouse.1单元课单元课时分配Unit2Shedidn’thaveatelevision.1总课时2课题Unit1Welivedinasmallhouse.教学目标Teachingobjectives:1.Wordsandphrases:life,different,ago,any,television,us,grandchildren,lady.2.Sentences:Thereweren’tanybuses.Welivedinasmallhouse.Therearelotsofbusesandcars.Weliveinabighouse.3.Grammar:Comparethelife.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“Therebe„,Welived„manyyearsago.Welive„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一．Warmingup1.Greeting2.Talkingabout:holidayandchangingofyou.二．LeadinT:Inthewinterholiday,youhadalotofchanges.Nowyouareolderandcleverer.Iamverygladtoseeyourchanges.Andwrite‘changing’ontheblackboard.Tellstudents‘Everythingischanging.Nochange,noprogresses.三．三．Newteaching1.Showsomeoldphotosandsay:Look,lifewasverydifferentmanyyearsago.Buthowwasitdifferent?Today,wewilllearnhowtocomparepastandpresentlife.2.Listentothetapeandunderlinethenewwords.3.Teachthenewwords.a.Showsomenewwordcards.b.Correctpronunciation.c.Practisenewwordsindifferentkindsofmethod.d.Explainimportantphrases.4.Listentothetape-recorderandreadfollowit.5.Actouttext.四．Practise1.PayattentiontoSBunit1part2andcopythemtomakesentences.2.Showsomepictures.MakesomestudentsfinddifferentinthemanddescribeinEnglish.五．Summaryandhomework.1.SummaryT:Todaywehavelearnt“Howtodescribepastandpresentlife,reviewsimplepasttenseandpresenttense.”2.Today’shomeworka.ListenandreadUnit1threetimes,trytoreciteandact.b.Comparetwophotosandwritedifferences.板书设计Unit1Welivedinasmallhouse.Tenyearsago:Welivedinasmallhouse.Thereweren’tanybuses.Now:Weliveinabighouse.Therearelotsofbusesandcars.教学后记课课题Unit2Shedidn’thaveatelevision.教学目标1.Wordandphrases:fire,radio,telephone,field,hope.2.Sentences:Sheworkedinthefields.Shedidn’thaveatelevision.3.Grammar:Talkaboutthelifeofpastandnow.教学重点教学难点Usethepasttensetodescribethepastthings.教学准备tape-recorder,wordcards,PPT,multi-mediacomputer教学时间教学过程执教随笔一．一．Warmingup.1.Greetings.2.Actoutlasttext.3.Freetalk:Compare‘OldChinaandNewChina.’二．LeadinYesterday,LinglingsawtheprogrammeaboutChina,shemissedhergrandmotherverymuch.SoshewritesaletterforDaming,tellsaboutthatprogrammeandherfeeling.三．Newteaching.1.Showsomequestions.a.WhatprogrammedidLinglingwatchlastnight?b.Whatwastheoldlady’slifelikemanyyearsago?c.WhodoesLinglingmiss?2.Listentothetape-recorderandfindanswers.3.Learnnewwords.a.Showsomeobjectandcards.b.Correctpronunciation.c.Practisenewwordsindifferentkindsofmethod.4.Listentothetape-recorderandactoutit.四．Practise1.Playagame.Putninecardsonthedesk.Twostudentsusecardstomakedialogue.Forexample:A:Wherewashe/shesevendaysago?B:He/Shewas…A:Whatdidhe/shedothere?B:He/She…2.DoABUnit2exercise1.a.Listentothetape.b.Understandgeneralization.c.Chooserightanswer.五．HomeworkIntroducethegreatchangesofourhometown/school/home.板书设计Unit2Shedidn’thaveatelevision.fireradioShedidn’thaveatelevision.telephonefieldSheworkedinthefields.Hope教学后记第二单元教材分析单元课题单元课题Module2Grandparents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MrLi和ChenHai的故事。MrLi二十年前是一名语文教师，ChenHai是他的学生，学习很用功。现在MrLi退休了，ChenHai成为了一名英语教师，而MrLi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Unit1ShelearntEnglish.1Unit2MrLiwasateacher.1总课时2课题Unit1ShelearntEnglish.教学目标1.Wordsandphrases:learntthesedancer2.Sentences:ShelearntEnglish.Didshelearnanyforeignlanguages.HeislearningEnglishnow.3.3.Grammar:Talkingaboutthepastandpresent.教学重点教学难点重点：Talkingaboutthepastandpresent.难点：Usethepasttensetodescribethepastthings.教学准备wordcardsphotostape教学时间教学过程执教随笔Step1.Warming—upGreeting:T:Hello,Goodmorning,class.S:Goodmorning,teacher.T:Howareyoutoday?S:Wearewell.T:Whatdayistoday?S:Thursday.T:AreyoureadyforyourEnglishclass?S:Yes.Weareready.Game:Reviewthepasttenseofsomeverbs.Step2.Newteaching1.Usesomepicturestolearnimportantsentences.Didyou/he/she…..?Yes,I/she/hedid.No,didn’t.Heisdoing…….2.Learnnewwordsandphrases.TeacherplaysthetapeandhaveSsunderlinethenewwordsandphrases.Teacherguidestolearnbyallkindsofmethods.3.Listenandrepeat4.Actoutthetest.(GiveSssomeminutestopractise.)Step3.Practiceandconsolidate.1.ShowtwopicturesandhaveSsdescribe(usetheimportantsentences)2.Doactivity3.HaveSslookit,givesomeminutestopractiseinpairs,thenactitout.a)a)Task—fulfillingGame:teacherhaveSstakeouttheirphotosanddescribeit.Theothersguessit.b)Sumthelessonc)Homework:Trytodescribetheotherpersonstoyourparents.板书设计Unit1ShelearntEnglish.theseam\iswasHe’slearningEnglish.dancerplaying—play--playedDidshelearnEnglish?learntlearninglearnlearntYes,shedid.\No,shedidn’t.教学后记课题 Unit2MrLiwasateacher.1.Wordsandphrases:studyhardretired2.Sentences:MrLiwasateacher.HetaughtChinese.教学目标ChenHaiisanEnglishteacher.He’steachingMrLi.3.Grammar:Talkaboutthepastandthepresent.教学重点教学难点难点：Thedifferencebetweenthepasttenseandthepresenttense.重点：Talkaboutthepastandthepresent.教学准备wordcards\Pictures\tape教学时间教学过程执教随笔Step1.Warming—up1．Greeting:Freetalk2．Game:“Whatdidhedo?”Step2.Newteaching1.LeadinTeacherhasastudentstandinthefrontoftheclass.T:Tenyearsago,Iwasastudent.Now,Iamateachet.Ok,let’scometothetext.2.Importantwordsandsentences①Listenandunderlinethenewwords.Teacherusesallkindsofmethodstoguide.②ShowsomepicturesandletSsdescribethem.③Listenandrepeat3.PracticeinpairsShowapictureofsportsplayer.HaveSssayoutthedifferencesbetweenthepictures.(usetheimportantsentences)ShowthreepicturesandhaveSscompare.4.PronunciationHaveSslistenandrepeat.PutthesewordsontheBb.Letthemfindthesimilarpronunciation.Followthetapetwotimes.55.SayapoemLook.Listenandfollowthetape.Thensaytogetherwithactions.6.SummaryHaveSssumthislesson.Teachergivescomplement.7.HomeworkWritethemutationinyourlife.板书设计Unit2MrLiwasateacher.am\iswas（Tenyearsago）MrLiwasateacher.teachtaughtHetaughtChinese.studystudiedHestudiedveryhard.（Now）ChenHaiisanEnglishteacher.He’steachingMrLi教学后记第三单元教材分析单元课题单元课题Module3EnglishFood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，MsSmart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Unit1Shehadeggsandsausages1Unit2Samatefourhamburgers1总课时2课题Unit1Shehadeggsandsausages.教学目标1、Wordsandphrases:emailsandwichestraditionaldelicious2、Sentences:Whatdidshehaveforbreakfast/lunch/dinner?Shehad…3、Function:Describingeatinghabits教学重点教学难点重点：（1）重点词汇email,egg,sandwich,delicious,traditional（2）Whatdidshe\hehaveforbreakfast\lunch\dinneryesterday?She\Hehad难点：单词traditional的发音教学准备cardTape-recorderpictures教学时间教学过程执教随笔.Warmup:1T:Hello,boysandgirls.S:Hello,teacher.T:What’syourfavouritefood?S:Myfavouritefoodis…2.Presentation:T:Ihadbreadthismorning,whatdidyouhave?Ss:Ihadrice/milk/noodles…T:Wealwayshaverice,noodles,anddumplingsformeals.TheyareChinesefood.DoyouknowEnglishfood?Ss:TalkaboutEnglishfoodwhichtheyknow.T:TellthestudentDaminggetanemailfromLingling.It’stalkaboutEnglishfood.Nowlet’sseewhatLinglingintroduces.Thenwritethetitle.3.Teachnewlesson:Step1Showthemsomenewwordcardsandteachthemthepronunciation.Step2Opentheirbooks;listentothetapeforthefirsttime,askthestudentstofindoutthenewwordsandthenameofthefood.AndexplainsomeEnglisheatinghabits.Step3Givethestudentsomequestions:Q1WhatdidDaminghavegot?Q2WhatdidLinglinghaveforbreakfast/lunch/dinner?Listentothetapeforthesecondtime,askthestudentstoanswerthequestion,andthenchecktheanswertogether.theanswertogether.Step4Askthestudentstoseethepicturesandplaythetape,thestudentsreadafterit.Atlastthestudentsreadthetextinpairs.4.PracticeAskthestudenttoseethethirdpartofthetext.Usethesentencestomakedialoguesinpairs.5.HomeworkGooverthetext.Payattentiontotheimportantsentencesandthenameofthefood.板书设计Unit1ShehadeggsandsausagesWhatdidshe\hehaveforbreakfast\lunch\dinneryesterday?She\Hehad…教学后记课课题Unit2Samatefourhamburgers教学目标1、Wordsandphrases:atehamburgergavetonight2、Sentences:Whatdidyoueat/drinklastnight?Iate/drank…3、Function:Talkabouteatinghabitsandfavouritefood教学重点教学难点掌握单词：atehamburgergavetonight掌握句型：Whatdidyoueat/drinklastnight?Iate/drank…Whatareyougoingtoeat/drinktonight?Iamgoingtoeat/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:Helloteacher.T:Whatdidyouhaveforbreakfastthismorning?Ss:Ihad…T:What’syourfavouritefood?Ss:Myfavouritefoodis…2、Presentation:Takeoutapictureofhamburgerandaskthestudentsstudents“Doyoulikehamburger?”“Howmanyhamburgerscanyoueat?Studentsanswerthequestions.T:Let’sseehowmanyhamburgersSamcaneat.Thenwritethetitleontheboard.3、Teachnewlesson:Step1T:Takeoutsomenewwordcards.Askstudentstotrytoreadoutthem,andthenteachthemthesewords.Step2Putonaletterofthisunit.Askstudentstoseetheletterandatthesametimetolistentothetape.Forthefirsttimethestudentsshoulddrawalineunderthenewwords.Thenaskthemtotrytoanswerthesequestions:1、Whoatehamburgers?2、Whohadasandwich?3、Whatismumgoingtocooktonight?Step2Playthetape,thestudentsshouldreadafterit.Thenchecktheanswers.Step3Askthestudentstoseethesecondpart.Usethefoodtomakesomedialogues.Studentsdoitinpairs.Toseewhichgroupisthebest.Step4GameStep4Game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。Step5Summary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Unit2SamatesixhamburgersWords：hamburgereatgavedranktonightWhatdidyoueat/drindlastnightIate/drank….Whatareyougoingtoeat/drindtonight?Iamgoingtoeat/drink…..教学后记第四单元教材分析单元课题单元课题Module4Library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MsSmart的朋友寄来了一些书和CD，MsSmart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。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Unit1Let’smakeahomelibrary1Unit2WecanfindinformationfrombooksandCDs.1总课时2课题Unit1Let’smakeahomelibrary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,librarycard”。（2）使学生掌握句型“①Theseareallbooksaboutscience.②Let’sputthemonShelfA.③Wherearethebooksaboutanimals?④They’reonShelfA.”。2.2.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,librarycard”。2.熟练地掌握句型“①Theseareallbooksaboutscience.②Let’sputthemonShelfA.③Wherearethebooksaboutanimals?④They’reonShelfA.”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-upGreetingsStep2PresentationPlayaguessinggameT:Doyoulikeplayinggames?OK,We’regoingtoplayagamecalled“Riddles”.Therearesixriddles,Ireadthemforyou,thenyoutrytotellustheanswer.Theanswerisonthescreen.（课件出示：六幅图片，上面有编号（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’sround（圆的）,Itcanplay（播放）music.(CD)Whichone?（2）T:Youcanput（放）booksonit.(shelf)（put）T:Thisisabookshelf.Wecanputbooksonit.学习“shelf”“put”.（利用升降调，phonics教学法。）（3）T:Youcanborrow（借）booksfromit.（library）（重点学。）（4）T:Youcanuseitborrowbooksfromthelibrary.学习“librarycardcard”（librarycard,card）（5）T:Youcanwriteemailsonit.（sent）T:Yes,It’sacomputer.Ithinkallofyoulikeitverymuch.Right?Becausewecanplaycomputergames，wecansentemails.YesterdayIsentanemailtomyfriend.学习“sent”（6）T:YoucanfindChinesewords（汉字）init.（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.Practice11.Nowlet’scheckthenewwords.（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）Playagame.Readthesewordsasquicklyasyoucan.（利用白板的探照灯功能让学生来快速认读单词。）T：Pleaseclaphandsforyourselveslikethis.“Welldone,you!Welldone,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。)Step4Text—learningT：AfriendsentmanybooksandCDstome.WhatshouldIdo?T：Ihaveagoodidea,学习“idea”,Let’smakealibrary.1.T:Howtomakeahomelibrary?Lookatthescreen.Step1,classify（分类）thebooks.（课件9）T:Therearethreebooks.They’rebooksaboutanimals.Wecansay“Theseareallbooksaboutanimals.”T:Lookatthesepictures.Whatcanwesay?Yes,“Theseareallbooksaboutart.”2.（课件10）T:Whocanmakeasentence?S1：“Theseareallbooksaboutdictionaries.”3.T:Step2,arrange（整理）thebooks.（课件（课件11）“Theseareallbooksaboutanimals.”,“ThisisShelfA.”“Let’sputthemonShelfA.”（课件12）“Theseareallbooksaboutscience.”“Let’sputthemonShelfB.”4.（课件13）Step3,howtofindabook?如果你要找书，你会说:Wherearethebooksabout______,please?你应回答:TheyareonShelf___.5.（课件14）Drill.T:Iwanttofindsomebooks.Whocanhelpme?（句型练习，教师提问，学生回答，请学生问学生。）6.Groupwork：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.AmyandLinglingmadeahomelibrary.Let’sseehowdidtheydo?8.Openyourbook,turntopage20,Lookatthecartoon,firsttimeyoujustlisten.Listenagain,thenanswerquestionsListenandtick（利用白板的书写功能。）（）1.WhosentthesebooksandCDstoAmyandLingling?A.DamingB.AfriendC.John（）2.Whatarethesebigbooks?A.They’rebooksaboutscience.B.They’rebooksaboutMaths.C.They’redictionaries.（）3.Wherearethebooksaboutart?A.OnShelfAB.OnShelfBC.OnShelfC（）4.WhatarethebooksaboutonShelfB?A.AnimalsB.ComputersC.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.Readafterthevideo.10.Readinroles（提前让学生分好角色，老师的角色齐读。）11.（课件15）SayachantLet’ssayachant.CD,CD,inthebooks.Books,books,ontheshelf.Shelf,shelf,inthelibrary.Library,library,let’s/makea/homelibrary.（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）SummaryT:Youdidagoodjob.T:Youdidagoodjob.Therearemanybooksinyourfamily.So,youcanmakeahomelibrary.Ithinkallofyoulikereadingbooks.Because“Agoodbookisagoodfriend.”Step5.Homework1.Readthetext.2.Trytomakeahomelibrary.板书设计Unit1Let’smakealibraryWherearethebooksabout_____?They’reonShelf___.Theseareallbooksaboutanimals.Let’sputthemonShelfA.教学后记课课题Unit2WecanfindinformationfrombooksandCDs.教学目标教学目标1、掌握单词：information,e-book,project,guide,film,aswell,way,on,topic.2、掌握句型：WecanfindinformationfrombooksandCDs.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,aswell,way,on,topic.2、掌握句型：WecanfindinformationfrombooksandCDs.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Step1.Warmingup1.Singasong:Wheredidyougo?【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ShelfA,ShelfB,ShelfC,ShelfD,ShelfE的书架，书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“Wherearethe…,please?Theyareon…”Forexample:老师对学生说，“Wherearetheapples,please?”学生回答:“TheyareonShelfC.”【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.Step2.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’shavealook.”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’mMrSmart.NowI’mthefirsttimetotraveltoChina.Wouldyouliketohelpme?”课件显示问题:WherecanIfindoutabouttraininformation?WherecanIfindoutaboutChinesewords?WherecanIfindoutaboutChinesefood?WherecanIfindoutabouttheweather?WherecanIfindoutaboutChinesebooks?观察图片，让学生带着问题听录音。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：WherecanIfindoutabouttraininformation?Youcanfindoutabouttraininformationinthistimetable.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。Step3.Practice1.集思广益找信息。（1）师生问答，示范引路。T:Wherecanyoufindoutaboutanimals?Ss:Inthelibrary./Atthezoo./OnTV…（（2）生生问答，拓展巩固。Wherecanyoufindoutaboutsports?Wherecanyoufindoutaboutgames?Wherecanyoufindoutabouttoys?Wherecanyoufindoutaboutfood?WherecanyoufindoutaboutChina?WherecanyoufindoutaboutEngland?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“Wherecanyoufindoutabout…?”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.Lookandcomplete.(ActivityBook,Page16,Exercise1)【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。Step4.Consolidation1.Listenandpointtotheplaces,thenwritelabels(ActivityBook,Page17,Exercise2)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。Step5.SummaryStep6.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Unit2WecanfindinformationfrombooksandCDrmatione-bookprojectguidefilmaswellwaytopic教学后记第五单元教材分析单元课题单元课题Module5Decisions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，MsSmart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MsSmart认为这个包对Lingling来说太重了；MsSmart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MsSmart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。MsSmart最终给Lingling买了这个蓝色的箱子，Lingling向MsSmart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。单元课课序课题课时Unit1It’sbigandlight.1UnitIt’stoobigforyou.1时分配时分配2总课时2课题Unit1It’sbigandlight.教学目标1.Wordsandphrases:lightbrokenheavypocket2.Sentences:It’sbigandlight.It’sgottwopockets.Grammar:Itis…;Ihavegot….Useadjectivestodescribeobjects.教学重点教学难点重点：1、Sentences:It’sbigandlight.It’sgottwopockets.It’llbeeasyforme.2、Words：broken、heavy、lightandpocket.难点：Beabletousethesentencestructure“It’s……”todescribethecharactersofobjects,andcanmakethechoiceamongseveralthings.教学准备cardstape-recorderCAI教学时间教学过程执教随笔Stept1.WarmingupStept1.WarmingupA.Songs:PoemofModule4Unit2B.Freetalk:Describeyourbagorapicture.Stept2.LeadingandnewwordsTodaywe’regoingtolearnhowtodescribesomethingusebig,small,tall,short,fat,thinandsoon.Takeoutyourbag.Whosebagisbig?(Studentsanswer)Whosebagisheavy?Whosebagislight?Whosebagisbroken?Whosebaghaspockets?Inthisway,showthenewwords.Havethestudentsunderstandandrememberthem.Atlast,trytomakesentenceswiththesewords.Step3.TextOpenthebookandlistentothetaperecorder,listenagainandrepeat,(showppt=powerpoint)lookatthescreenandreadthequestions:(1).WhatdoesLinglingneed?(2).WhereareLinglingandMsSmart?(3).What’stheblackbaglike?(4).What’sthegreenbaglike?(5).Whichbaghasgotpockets?(6)(6).Whichbaghasgotwheels?(7).WhichbagdoesLinglinglike?(8).WhichbagdoesMs.Smartlike?(9).Whichbagdidtheybuy?Readthetextforseveraltimesthenanswerthequestions.Atlastgivetheanswersonthescreen.Readthetextingroups,inpairs,onebyone,boyandgirl.Trytoretell.Step4.PracticeShowthepictures:elephant,bird,pandadog,tiger,pencils,shoes,kites,bags.Practicetodescribethepictures,usingthewords:fat,thin,heavy,light,beautiful,big,small,cute,new,old,broken,nice.Stept5.HomeworkDescribeanimals.Games:Drawyourself.(Drawapictureofyourselfandtrytodescribe.)板书设计教学后记Module5Unit1It’sbigandlight.P1porcketP2brokenP3heavyP4lightIt’sgot…Ithas…课课题Unit2It’stoobigforyou.教学目标1.Wordsandphrase:hardhasgothavegot2.Sentences:It’s…for…;It’stoobigforyou.3.Grammar:Describeobjectives.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’stoobigforyou.这类语句说明不同的意见。教学准备CD-ROM,多媒体课件,T恤等教学时间教学时间教学过程执教随笔Step1.Warmerandleading(Lookatthescreen)Canyouuseit?Reviewthewordsandmakesentenceswiththem.IyouweshehetheyitmeyouusherhimthemitStep2.WordsTakeoutapictureofacoat,andsay:Ihavegotaredcoatandabluecoat.Pointtothepictureand:Theredoneistoobigforme,theblueoneistoosmallforme.Havethestudentsmakesentenceswithyou,we,she,he,they,it.Theycanusehavegotandhasgot.Explainhardisdifficult(hard=noteasy).WhatdoesLinglingwanttobuy?Step3.Test.Playthetape.Listenandanswerthequestions(Showppt)1.WhatdoesLinglingwanttobuy?2.Whatcanyouseeonit?3.WhatcolordoesLinglingbuyatlast?4.WhatcolordoesLinglinglike?5.5.Whydoesshechangehermindtobuyanothercolor?Atlast,pleasethestudentsactthedialogue.Step4.Practice1.Showthepictures.Havethestudentslook,sayandwrite.Makesentenceswith:It’s…for….Drawitontheboard.Thenthestudentswritethesentencesontheirexercisebook.2.Showtheppt.Playthetape.Havethestudentslistenandunderlinethesamepronounce,andthendotheAB.Step5.Game:ShowmanycardsoffruitStudentsguessit.Isit…(colororshape)?Step6.Learntosing.Listentothetapeforseveraltimes.Trytosinganddotheactions.Homework：Describeyourbag.板书Unit2It’stoobigforyou.设计设计easymehardmeIt’s…for….bighimsmallher教学后记第六单元教材分析单元课题单元课题Module6Travel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MsSmart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。MsSmart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。MsSmart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。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Unit1Iwenttherelastyear.1Unit2ShevisitedtheTianchiLake.1总课时2课题Unit1Iwenttherelastyear.教学目标（一）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：Whendidyougoto…?Wewentthere….Didyougowith…?Yes,Idid./No,Ididn’t.3.3.初步理解课文大意。（二）能力目标在情景中运用Whendidyougoto…?Wewentthere….Didyougowith…?Yes,Idid./No,Ididn’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,week2、Whendidyougoto…?Wewenttherelastyear.Didyougowithyourmotherandfather?Yes,Idid./No,Ididn’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。教学准备多媒体课件、单词卡片、CD-ROM、照片等教学时间教学过程执教随笔Step1:leading(IntroducetheEnglishWhereisBeiji