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1、Module 1题目Module 1 题材(主要内容Lingling和Sam, Amy在英国。Amy和Lingling看到电视节目中记者在采访一位中国老太太。老人在采访中谈到了过去生活的艰辛和如今生活发生的改变。教学目的语言学问目的功能议论人们过去和如今的生活改变。语法构造、句子本模块接着学习过去式。议论过去：There werent any buses. We lived in a small house.比较如今：There are lots of buses and cars. We live in a big house.词汇听能在听录音的过程中从语句中区分出单词：life, diff
2、erent, ago, any, television, grandchildren, us, grandmother, lady, fire, radio, telephone, field, hope说能在句子中正确运用单词：life, different, ago, any, television, fire, radio, telephone, field, hope, grandchildren读能在图片的提示下、跟着录音在语句中正确朗读单词：life, different, ago, any, television, us, lady, fire, radio, telephone
3、, field, hope写可以抄写单词：life, ago, us, radio, hope语言技能目的听能在图片的扶植下听懂课文中的录音材料。说能运用所学习的语句看图说出图中的改变。读能借助图片读懂课文中议论过去和如今生活所运用的句子；能读懂Lingling的信；可以在读词的过程中体会字母组合ai, ay, al, au, ar在单词中的发音。写能用课文中所学语言看图完成句子：Many years ago, there werent . We lived . Now, there are .We live .学习策略主动及别人合作，共同完成学习任务；主动运用所学内容进展练习和理论；主动运用
4、所学英语进展表达和沟通。文化意识使学生初步理解如今生活条件的改善，知道祖国正在向前开展，从而更加酷爱我们的祖国。情感看法使学生养成视察生活、酷爱生活的良好品质，启发学生要有上进心和责任感为建立更美妙的祖国及家园而奋斗。任务1. 议论远古时代人们的生活及我们如今生活的不同；2. 介绍校园班级、城市、社区里的改变；3. 通过画画，给同学说说自己家乡的改变或者给笔友写一封信说说自己家乡的改变。Unit 1 We lived in a small house.教学目的：1、学问目的：1新单词life ,different, ago, any, television, grandchildren, us
5、, grandmother, lady2新句型：There be , We livedmany years ago. We livenow.2、技能目的：能依据情境正确运用There be ,We livedmany years ago. We livenow.句型议论生活、学习中的事物，提出问题并作出解答。3、情感目的：比较过去及如今的生活，体会并珍惜如今的华蜜生活。教学重点：新单词和新句型的教学及运用。教学难点：学会 There be ,We livedmany years ago. We livenow.句型并能在生活中敏捷运用该句型。教学工具：两幅画有房子和汽车的画房子一大一小，单词卡
6、片，点读笔，贴纸，课件教学过程：Step1 Warming up热身复习T：Good morning, boys and girls!Ss：Good morning, Ms Liang.T：Sit down, please.Ss: Thank you!T: Youre welcome. Do you have a good time in your holidaysSs: Yes.T: Now, lets sing a songWhere did you go.OkSs: Ok!T: Great! Who can tell us were there any happy things in y
7、our holidays(学生发言,通过这样的师生沟通，老师可以扶植学生回忆相关的语言学问，例如：一般过去时的用法、常用词汇等，为后面的教学做铺垫。)Step2 leading in 课文导入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.老师边说边把新单词“change板书到黑板上，出示课题。Step3：N
8、ew teaching课文教学1、单词教学T: I am a teacher, you are students. We are different.(different 要读慢且重读示范学生跟读.T: OK. Look here! Whats this(指着电视机图片问)T: Yes, its a television.出示television单词卡片,让学生读.T: Look at the blackboarldren的单词卡片.学生读.老师出示life的单词卡问:Whats the meaning in ChineseSs:生活.T:life生活. Life life life 学生跟读
9、T:T am a lady(指着自己说)并出示单词卡.学生读.T: ago ago ago.one by one please.Ss: ago ago ago(us和any也如上面教法)单词训练嬉戏(把单词卡粘贴在黑板上，让学生竞赛，听老师说出某个单词，学生快速把该单词卡片取下，快者为胜。)2、课文教学老师把画有房子和汽车的两幅画挂在黑板上，问学生:Are there anythings in the pictureSs: There are houses and cars.T:Yes. There are houses and cars. We live in the house. We w
10、ill learn something about this picture. OK, Listen the radio.听课文录音的同时，请你们找出课文中出现的新单词及新句型。嬉戏“火眼金睛，找新单词及新句型。让学生以竞赛抢答的形式快速找出课文中出现的新单词及新句型。3、课文训练学生理解了课文内容后，老师播放领读带录音，让学生大声跟读课文。然后分组分角色朗读课文。4、重点句型操练先让学生熟读课文第二部分：Listen and say问一学生T: Were there computer in your houseS: No.T: There were no computer in his ho
11、use. Follow me.Ss: There were no computer in his house.以同样的方式问几个学生.T: They are very clever! Now, We can see a lot of buses and cars in the road. YesS: Yes!T: There are a lot of buses and cars in the street.T: Are there anythings in our classS: There are blackboard、book5、延长拓展出示课件第二部分的两幅图, 让学生分组探讨打算，议
12、论图中内容，然后每个组派一个代表来讲给全班同学听。T: Boys and girls look at me. Who can talk about these picturesSs: Four years ago, we lived in the small house. Now, we live in a big house.(老师扶植学生完成)Ss: Four years ago, We flied kite. Now ,we listen to the music.让学生充分发挥想象,自由发言.Step4 Summary and homework(总结及家庭作业)1. Summary总结
13、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. Todays homework家庭作业a. Listen and read Unit1 three times, try to recite and act.b. Copy the new words and sentences.板书设计:Module 1 ChangingUnit 1 We lived in a sm
14、all house. werent lived small arent live big练习：单项选择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 to4 ( ) Thank you for_ me. A help B helping C helped5 ( ) She _ TV every day. A watching B watc
15、hed C watches. 6 ( ) Its a programme _ monkeys. A about B for C in7 ( ) She _ have a bike last year. A doesnt B didnt C dont8 ( ) 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 What C When10( ) There _ three books on the desk one ho
16、ur ago. A was B were C are Unit 2 She didnt have a television.教学目的： 新单词fire, radio telephone, field, hope；音标教学：字母组合ai/ay, al/au, ar 的发音规那么；一般过去时的教学：She didnt have a television. She worked in the fields. 教学重点：单词和音标教学，用过去时议论生活中发生的事。教学难点：一般过去时的运用。 教学工具：点读笔，课件，音标卡教学程序：Step1：热身复习 让个别学生到前面来用英语议论他或她的爷爷、奶奶、
17、外公或外婆过去的生活及如今的生活。即处理Unit2, Part2:Think and talk about your grandparentsStep2：课文导入 告知学生：“自从Lingling昨天在英国看了那个关于中国的节目，她就特别惦念自己的奶奶，于是她写信给Daming,讲解并描绘她看到的那个节目并倾诉她对亲人的思念。下面我们一起来听听她在信中是如何描绘节目中那个老奶奶过去的生活的。在听的同时，请把你不相识的单词用横线画出来。Step3：课文教学 先让学生听录音，找出新单词，然后老师叫学生依据所学过的音标把单词一个个读出来，接下来老师把新单词教给学生。再让学生听第二遍录音并答复以下问题
18、：What programme did Lingling watch last night What was the old ladys life like many years ago Who does Lingling miss 老师播放第三遍录音，学生大声跟读课文。Step4：音标教学 把字母组合ai /ay, al/au, ar 及相应的音标卡写、贴在黑板上先让学生读出这些音标，老师再订正教授音标。嬉戏：听音标竞赛老师打算两套音标卡片，并将全班分成两组，每人发一张卡片，老师快速念音标，持有该音标卡片的学生应快速站起来，最先站起来的人得两分，后站出来的得一分，没站出来的得零分，得分多的组
19、获胜。Step5：Chant的教学 让学生先跟老师熟读各句，然后听录音合着节拍一起说Chant，最终让学生组及组竞赛说，看哪组说得最好。嬉戏：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 agoB: He/She was A: What did he/she do thereB: He/She Step6 Homework家庭作业 用英语写封短信给老师：介绍你的爷爷/ 奶奶/
20、 外公/ 外婆过去的生活和如今的生活。板书设计：Unit 2 She didnt have a television.She didnt have a television.She worked in the fields.练习：句型转换1 She was a teacher.变一般疑问句_ _ a teacher2 They will fly kites. 变否认句They_ fly kites. 3 They should cook vegetables. 变否认句They _ cook vegetables4 He visited the British Museum yesterday
21、.变为一般将来时态_5 There were many buses. 变为一般如今时态Module 2 题目Module 2题材主要内容Lingling拿出爷爷、奶奶年轻时候的照片给Sam和Amy看，他们比照片中的人物很新奇。于是Lingling向他们介绍了爷爷、奶奶过去的职业及语言的学习状况。教学目的语言学问目的功能议论人物的职业、语言的学习及昨天做过的事情。语法构造、句子学习is, dance, learn的过去式was, danced, learnt。议论过去：She was a dancer. She learnt English.词汇听能在听录音的过程中从语句中区分出单词：learn
22、t, these, dancer, class, study, hard, retired说能在句子中正确运用单词：learnt, these, class, study, hard, retired 读能在图片的提示下、跟着录音在语句中正确朗读出单词：learnt, class, study, hard, retired写可以抄写单词：these, class, study, hard语言技能目的听能在图片的扶植下听懂课文中的录音材料。说可以运用所学语言议论自己爷爷奶奶过去的职业、语言学习状况；同学之间可以互相理解昨天所做的事情；可以说出自己五年前的生活及如今生活的不同。 读能借助图片读出课
23、文中对爷爷、奶奶过去职业及语言学习状况的介绍；读懂Unit 2的课文；能在读词的过程中体会字母组合aw, air, ass在单词中的发音。写能用所学语言看图完成句子：Five years ago, he was a . He taught/studied . Now, he is a . 学习策略看图或照片描叙人物，猜测人物的职业，建立词语及事物间的联络；留意视察图片及生活中别人的改变，主动运用所学语言进展表达和沟通，熬炼语言表达实力。文化意识初步理解英语是一门世界语言及学习英语的普遍性和重要性。情感看法主动视察生活及别人的改变，主动参及各种英语理论活动，活动中乐于及别人合作及沟通，进一步增加
24、学习英语的爱好和自信念。任务1. 说说爷爷奶奶退休前的工作及语言学习状况；2. 议论昨天一家人的活动；3. 告知同学自己五年前的生活及如今生活的不同之处。Unit 1 She learnt English.教学目的： 1、学问目的：目的语句：Did your grandma learn English Yes,she did. She is learning English now.单词：learnt these dancer 2、实力目的：能用英语来询问过去所发生的事情以及别人过去和如今的状态。3、情感目的：激发学生的学习热忱，进展文明礼仪教化，感染学生，对其进展中华美德孝顺的教化。教学重点
25、：Did your grandma learn English He is learning English now.说明自己想要表达的过去和如今的状态。教学难点：用英语描绘过去和如今的改变。教学用具：Tape recorder, CAI, some cards 教学过程Step1. Warming up T : Boys and girls .Im happy to enjoy English with you .Are you happy Are you ready for your English class Ss : Yes . T :Now, lets sing a song . S
26、tand up and clap your hands .教学评开始上课，给学生一个轻松的环境，师生同唱一个关于动词过去式的歌曲，学生可以复习过去式，并为这节课的学习做铺垫，复习已经学过的学问。Step2. Presentation T: Boys and girls ,last night , I watched TV and did some housework .What did you do last night Did you do your homework Did you learn EnglishSs: Yes. T : You learnt English .She lear
27、nt English .Today, Well learn Module 2 Unit1 She learnt English.(板书) First, Look at the screen . (利用课件、卡片学习单词。分组练、男女生练) Look at the picture, what is she Can you guess (Show the picture of Yang Liping), ask: T: what is she Ss: She is a dancer. T: She danced in lot of Chinese cities.dance-danced-dance
28、r 教学评析：留意/t/的发音,通过卡片让学生充分练习 T:. who can dance找同学上去跳舞then ask: What did she do 让学生在真实情境中运用过去式，开火车读出单词。 通过杨丽萍的跳舞图片让学生练习dancer 并很自然的学习了danced ;让学生上去表演，提问并让学生思索如何答复，这样能把学到的过去式运用到详细的语言环境中去。T: We are learning English . English is a foreign language.(学习foreign language，同时介绍Japanese ,French, Russian等外国语。 Le
29、ts chant师生拍手齐说 learn learnt 是学习 driver driver是司机 these 这些 those 那些 舞蹈演员是dancer these clothes这些衣服 foreign languages是外语Step 3.Listen to the tape and answer the questions T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. .Lingling is looking at so
30、me photos. Do you know what her grandmother like What are they Now listen and find the answer. 1Did linglings grandma learn English 2 Did linglings grandpa learn Eglish 3What is linglings grandpa doing now Read in pairs and talk about the questions. 1、播放第一遍录音，进展课文的整体呈现。 2. 再播放第二遍录音 ，学生带着问题听录音并找寻答案St
31、udy in their groups. Step 4 、Practise in groups 完成表格Step 5 小组合作分角色朗读、表演对话。一般过去时归纳总结出示课件一、用法： 一般过去时表示过去某个时间发生的动作或存在的状态。 二、构成及改变 ： 1. be动词在一般过去时中的改变： am 和is在一般过去时中变为was；are在一般过去时中变为were；否认句在was或were后加not，一般疑问句把was或were提早。2.行为动词在一般过去时中的改变 ：确定句：主语 + 动词的过去式 . I watched TV last Sunday . 否认句： 主语+ didnt + 动
32、词原形. I didnt watch TV last Sunday . 一般疑问句：Did + 主语 + 动词原形 Did you watch TV last Sunday Yes, I did. No , I didnt . 动词过去式改变口诀出示课件 过去式，不难记 一般干脆加 -ed 以 -e 结尾只加 d 遇到一元一辅 重读闭音节，末尾字母要双写遇到辅音字母 + y，变-y为-i 加-ed；不规那么改变要特别记 Step 6 homework 组内议论家人的照片 e.g Many years ago, my grandpa was a driver / worker Now he is
33、 Did he /she Yes , he did . / No , he didnt . 板书设计：Unit 1 She learnt English.Did she learn any foreign languages？Yes,she did./No,she didnt.He is learning English now.练习：按要求写单词.live(过去式)_ city(复数)_ be(过去式)_do(过去式)_ talk(如今分词)_ dance(名词)_learn(过去式)_ come(如今分词)_英汉互译在田地里_ be tired_努力学习_ teach Chinese_读书
34、_ by school bus_做蛋糕_ foreign languages_ 议论_ learn English_Unit 2 Mr Li was a teacher.教学目的： (1) 句子：Mr. Li was a teacher. (2) 单词：retired, study, hard.教学重点:新单词，议论过去并及如今做比较; 音标教学：字母组合aw, air, ass 的发音规那么.教学难点： be的过去式was，were的用法和retire, study的过去时.教学工具：图片或照片、点读笔、单词卡、课件教学程序：Step 1 Warming up热身复习1、师生问候。 2、做“
35、看一看，说一说的嬉戏，比一比每组说得快又好，运用： What did she do yesterday She watched TV.Step 2 Lead in课文导入1、老师请一名学生带着英语课本走到讲台并和自己站在一起，先指着自己介绍：I am a teacher ，然后指着讲台上的学生引导其他学生一起说：She is a student (pupil) .接着告知学生：I am teaching English now . 2、老师拿出自己学生时代的一张照片，指着照片告知学生：Ten years ago . I was a student 。然后指着自己说“Now I am a tea
36、cher . 老师接着对学生说：“接下来让我们一起看看课文中主人公的过去和如今的改变。Ok, lets come to the text.Step 3 New teaching课文教学1、利用多媒体出示本课挂图，老师播放课文录音，呈现3B活动1，请学生带着以下两个问题：What did they do ten years ago What do they do now 仔细听录音。听过后，问文中出示了哪两个人物？ Mr Li 和Chen Hai 。让学生看图区分出Mr Li和Chen Hai ，并试着说出在不同的图画中他们的身份及活动。2、再次播放录音，学生边听边在书中勾诞生词和短语，学习新词
37、：studied学习原形study , class班级 ，hard努力地，讲解动词：taught原形teach , retired 退休的。 3、请学生再看书，并播放录音，同时找出时态的动词或短语，老师将本课的重点句型写在黑板上：Mr Li was a teacher . He taught Chinese . Chen Hai is an English teacher . He s teaching Mr Li . 4、老师将重点句型中表示时态的单词或短语was taught , is , is teaching用红笔标出，并将写有不同时间状语now , ten years ago的纸片贴
38、在句子后，告知学生不同的时态要用不同的时间状语。Step 4 音标教学：字母组合aw, air, ass 的发音规那么。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，假如没有，老师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规那么的理解。Step 5 Summary and homework总结及家庭作业1熟读课文，背诵Part 2 重点句子。2抄写单词及句子。 板书设计Unit 2 Mr Li was a teacher.Mr Li was a teacher. He taught Chinese.Chen Hai is an English teacher.Hes
39、 teaching Mr Li.练习选词填空。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 English.4-_they watch TV every day - No, they dont.Module 3 题目Module 3题材主要内容Daming收到Lingling从英国发来的电子邮件，理解到有关英国的饮食习惯。教学目的语言学问目的功能说明中西方饮食文化的不同。语法构造
40、、句子学习运用have及过去式had议论饮食：What did she have for breakfast yesterday She had eggs and sausages. Sam ate six hamburgers.词汇听能在听录音的过程中从语句中区分出单词：egg, email, sandwich, traditional, delicious, hamburger, ate, gave, drank, tonight说能在句子中正确运用单词：email, sandwich, traditional, delicious, hamburger, ate, gave, drank
41、, tonight读能在图片的提示下、跟着录音在语句中正确朗读单词：email, sandwich, delicious, hamburger, ate, gave, drank写可以抄写单词：egg, email, ate, drank, gave 语言技能目的听能在图片的扶植下听懂课文中的录音材料。说可以看图或在语境中及别人议论、沟通饮食习惯及喜爱的食物。读可以看图读出课文中对英国饮食习惯的描绘；可以读懂Amy写给Daming的信；可以在读词的过程中体会出字母组合ea, ee, ear, ere, eir在单词中的发音。写能看图仿照本模块中的例句写句子：What did you have
42、for lunch yesterday I had sandwiches. 学习策略课堂中主动及同学协作进展有关课文话题的沟通。文化意识初步理解英语国家的饮食习惯、食品名称及中西方饮食文化的不同。情感看法主动探究、发觉、理解英语国家的饮食文化，乐于接触异国文化，拓展国际视野。任务1. 给外国挚友发电子邮件，说说中国的饮食文化；2. 列出昨晚的食谱，说说自己喜爱或不喜爱的食品。Unit 1 She had eggs and sausages IIA I went there in May.B How do you do!C Its cloudy.D Nice to meet you, too.E
43、 Of course.F She went to Xinjing.G No, he isnt.H See you.I Thank you.J They my counsins.教学目的1、学问技能目的：1Words:复习稳固及食物、水果、饮料、一日三餐单词；驾驭本课四会词：email、 egg、 sandwich、 delicious。2Sentences: What did she /he have for breakfast/lunch/dinner yesterdayShe/He had eggs and sausages/sandwiches/fish and chips.2、情感、文化目的教化学生养成良好的饮食习惯，利于安康。教学重点：驾驭向别人询问昨天一日三餐吃过什么的详细表达方法。教学难点： What did/he she have for.yesterdayShe/he had .。教学工具：单词卡，图片、课件、点读笔教学程序Step1 Warm up热身复习T: Hello, boys and girls. S: Hello, Miss Liang. T: Whats your favourite food S: My favourite food is课件出示大量食物的图片，引发学生的头脑风暴，复习学过