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1、学习必备 欢迎下载 教学内容 Module1 Unit1 When did you come back?教学目标 1、When did you come back?We came back.2、调查:在假期中外出游玩的同学是什么时候回来的。3、互相谈论假期的生活。教学重点 描述过去发生的事情。教学难点 使运动词的过去式,描述已经发生的事情。学情分析 教学准备 单词卡片、录音机及磁带和光盘。教学设计 集体预案 个性调整 1、Greeting and warming up Whats your name?Where are you from?Do you live in Qionghai?Do y
2、ou live near her/him?Do you sit near her/him?（熟悉学生，并将对话中出现的“near”在这里先做铺垫）2、T:What time is it?Ss:I ts T:Its time for.Ss:English class.T:Yes,we have English class at 9:40 today.T:But what time do you go to school/go home/go to bed?Ss:I go to school at （让学生先巩固一般现在时，为之后教授过去时铺垫，方便两者的比较）3、T:Me too.I often
3、 go to bed at But yesterday,I went to bed at Do you know“yesterday”?（强调昨天）Can you find the difference?（让学生通过比较，自己去发现过去时的变化）教学 went to bed 领读，带读，检查度等等形式 T:Miss Zheng went to bed at What time did you do to bed yesterday?Ss:I went to bed at 4、学生自己试着将 go to school/go home 变成过去时，并通过各种读的形式来巩固。5、T:What tim
4、e do you go to school/go home?学习必备 欢迎下载 6、pair work,and ask your deskmates,and then show their talk.7、T:what time asks for time,and we also can use“when”.8、T:Look at Miss Zhengs timestable of last Sunday?Can you ask me?9、引出词组“come back”，并进行教学。10、学生在提最后一个问题时，教师特别放慢回答速度，可以强调“came back”教学 came back.通过发
5、音来记忆单词。11、T:Miss Zheng came back from Kaihua last Sunday.What about Amy?Where did she come from?Lets listen to the tape.12、Listen to the tape carefully and try to say:Amy came from _ （通过听力练习，培养学生理解答疑）13、T:Who can read the first part?14、T:Now Lets go on Listening,and try to finish the blanks.（通过听力练习，
6、进一步巩固过去时的书写和认读）15、Check answers and read them.Check reading.16、Read the last part,and try to tick or cross，then check the answers and tell me why?17、Listen the whole talk and follow the tape (培养学生仿读的能力)18、T:After reading,can you do this exercise?Check the answers.（拓展练习，检查学生是否真正理解对话了）19、Homework:read
7、 the talk,and preview the next.教学反思 教学内容 Module1 Unit2 Did they buy some ice creams?教学目标 Be able to talk about past activities:Did you?Yes,I did./No,I didnt.光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 教学重点 能熟练运用 Did you？句型对过去发生的事情进行推测。教学难点 能
8、正确运用所学单词和句子谈论过去发生的事情和活动。学情分析 教学准备 教学设计 集体预案 个性调整 Step 1 Warming-up 1.Greetings.2.Listen and do some actions.Play football,play basketball,walk,talk,write a letter,draw a dragon,play the flute,sing a song,run,fly a kite.3.Listen to the recording of Unit 1 and repeat.Step 2 Presentation 1.Show the stu
9、dents some postcard.Learn to say:a postcard T:We know Lingling is in London now.She wrote a postcard to Daming.Lets see what she said in the postcard.Introduce the form of a postcard.New word:dear.2.Listen again and underlined the activities of each sentence.Went to the park,met John,bought ice crea
10、ms,went home,ran to the bus,dropped.3.Learn the new words:met,ran.4.Listen and repeat.Read the text by oneself.Step 3 Practice 1.Read and answer.SB Unit 2 Activity 2.Get the students to read the questions by themselves.Ask several students to answer the questions.2.Think and talk about you.SB Unit 2
11、 Activity 3.First practice in groups,then ask several students to say in class.3.Listen and repeat.SB Unit 2 Activity 4.4.Listen and say,then sing.SB Unit 2 Activity 5.Step 4 Summary 教学反思 教学内容 Module2 Unit1 How many do you want?教学目标 1、Enable the Ss to learn the words:need,food,cheese,kilo.2、Make the
12、 Ss understand and use the new sentence patterns:光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 “How many bananas do you want？How much cheese do you want?”教学重点 Make the Ss use the following sentences correctly:“How many do you want？“Do you like
13、?”教学难点 How to make a shopping list?What do we need to buy?学情分析 教学准备 单词卡片,录音机及磁带,光盘。教学设计 集体预案 个性调整 Step1：1.Revise Remember the last modules words and lessons.T：last module we learnt the“did”.gowent runran meetmet buybought 2.Learn the new words and lessons：Show the powerpoint to the students:There ar
14、e some pictures of need,food,shopping list,cheese,kilo.Then play a game：high low voice,it can help boys and girls recite the words.Step2 T: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 bo
15、ught lots of things,look at the board:T:Can you speak out in English?Step3 Today Lingling and Ms Smart go to the supermarket,too.Let us look at it.1.Firstly,the students should follow the tape recorder,then circle the new words in the text.2.Secondly,some boys and girls can read some questions,the q
16、uestions are on the board:光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 1)Where are Ms Smart and Lingling?2)What do they need to buy?3)Does Lingling like bananas?4)How much cheese does Ms Smart want？3.Thirdly，the students should follow the tap
17、e-recorder again，sentence by sentence，then the teacher and the students Can find“What do they buy for the picnic？”They are bananas、cheese、noodles.4.Look at your books:What is on linglings hand?Ss:It is a shopping list.(list 的意思是目录,清单的意思)“how many”和“how much”都是用来询问多少的意思，但在用法上有区别,how many 用来询问可数名词的数量，
18、how much 用来询问不可数名词的数量。5.Then the students should answer the questions：1）They are in the supermarket.2）They need to buy food for their picnic.3）Yes,she does.4）Half a kilo.(half 一半)Step4 1)Show some pictures on the board(apple,pear,banana,cheese,meat,milk)引导学生说出那些是可数名词，那些是不可数名词。2）Use the pictures to m
19、ake some sentences with“how much”and“how many”.Homework：1Recite the words and lessons.2 Make a dialogue about shopping 3Find some information about shopping on the computer.教学反思 教学内容 Module2 Unit 2 How much milk do you want?教学目标 1、知识目标：掌握单词 juice,box,bottle,句型 How much?2、能力目标:能正确运用句型 How much?及知道 ju
20、ice,box,bottle 的用法。3、情感目标:学会在购买物品时征询他人的意见。4、学习策略目标：能正确根据所购买的物品采用适当的句型。光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 教学重点 运用 How much?购买不可数的物品。教学难点 如何区别事物的不可数。学情分析 教学准备 单词卡片,录音机及磁带,光盘 教学设计 集体预案 个性调整 Step 1:Warming up Activity1:Say a chant.Apple
21、,apple,I like apple.How many,how many apples do you want?Six,six,please.Activity2:“快速反应”比赛 利用物品卡片快速在学生眼前晃动，然后问：How many?学生凭印象回答。设计意图：学生在说 chant 的时候不仅是对上节课的句型进行复习，而且还为学生创造了愉快的学习氛围。Step 2:Review Activity:Guess 出示某种食物的部分图片，让学生猜猜这种食物是什么。设计意图：让学生复习不可数食物的单词，为新课做好铺垫。Step 3:PresentationActivity1:listen to t
22、he tape 学生听课文录音。Activity2:Listen and say 听录音，说说小朋友们要购买什么。Activity3:Listen and repeat（twice）听录音，跟读课文。Step 4:Practice Activity1:look and say 学生看图片，回答问题：How much?Activity2:编句子 学生运用 How much_ do you want?在横线上填写正确的不可数单词。Activity 3:进行对话练习,学生可以灵活采用不同的单词。在练习中帮助学生正确掌握 box,bottle 的用法。A:Do you like?B:Yes,I do.
23、A:How mu ch?B:.设计意图：学生首先是回答 How much?问题，理解句型；然后根据物品的可数和不可数完成句子，加深对重点句型的理解；最后在一定的场景中进行语音交际，灵活运用所学句型。Step 5:Consolidation 光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 Activity:Look and ask,then answer 出示含有不可数和可数的物品，让学生采用正确的句型进行提问。小组之间进行比赛，看看哪个组
24、出错率最低。设计意图：让学生进行 how many.?和 How much?进行正确的提问，主要是在学生的头脑里构建可数和不可数的概念，让学生明白这两种句型的区别，能正确运用句型。Step 6:Production Activity:shopping 模拟商店的情景，一个学生当售货员，一个学生当顾客，模仿:A:How much milk do you want?B:Five bottles,please.进行购物对话表演。分小组进行比赛。设计意图：设计购物的情景，帮助学生运用所学的语言知识。Step 7:summery and assessment 1.让学生谈论本节课的学习重点及自己碰到的难
25、点。2总结本节课同学们的表现。设计意图：课文学完后，学生必须能理解本节课的重点句型。七、Homework：1.听课文录音，朗读课文。2.与家人玩“丢骰子”游戏。可数物品要用 How many?不可数用 How much?设计意图：朗读课文时巩固课文的基本途径，让学生回家后玩“丢骰子”的游戏，是为了巩固本课所学的重点知识 教学反思 教学内容 Module 3 Unit 1 We visited lots of places.教学目标 1、语言知识目标：能听、说、认读本课的重点单词：the British Museum,the London Eye,wheel,wonderful,understa
26、nd,postcard;能正确使用动词过去式；能利用 What did you do?Where did you go?询问别人过去做过的事情。2、语言能力目标：能根据图片听、说相应的单词，能运用 What did you do?Where did you go?询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。3、情感、策略和文化目标：培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹以及中西方的文化差异。教学重点 本课中目标句型的运用和单词 教学难点 单词 The British Museum 的发音和目标句型。光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这
27、里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 学情分析 教学准备 简单的 PPT 课件、单词卡片、录音机、学生准备旅游的照片。教学设计 集体预案 个性调整 一、Warming-up 1、Greeting:T:Hello,everyone!My English name is Amy,nice to meet you.Ss:Nice to meet you,too.T:Do you like English songs?Lets sing a song“Where did you go?”（设
28、计意图：与学生口语的对话，拉近教师与学生的距离。利用歌曲中的问句 Where did you go?What did you do?激活学生的思维，为新课的语言知识结构做好铺垫。）二、Presentation 1、Lead in T:Where did I go at the weekend?Lets play a game?Guess,look at the screen(看图读句子)Write down a title:Module 3 At the weekend（设计意图：结合猜的游戏，引出要学习的句型和本模块的主题，并解释周末在中国和西方不同的文化差异。）T:I had a drea
29、m yesterday:I visited lots of places with my friend.We visited lots of places（设计意图：为了将课文很好的串起来，我把自己变为对话中的人物 Amy。巧妙把课文内容用做梦的形式体现。）2、Teaching new words(1)The British Museum(呈现单词卡片)反复纠正发音（板书句子，where did you go?）反复回答:We went to The British Museum.We went to （设计意图：为了体现英语课程标准中，“听说先行，读写跟上的原则”。我在单词的教学中时刻注意词
30、不离句，句不离目标句型，紧密与教学内容结合。）(2)The London Eye(呈现单词卡片)T：Who can read it?Ss:the London Eye.T：We visited the London Eye.（课件呈现句子，The London Eye is a big wheel,单词卡片：wheel(3)Wonderful(呈现单词卡片):T:I think the London Eye is wonderful.do you know about the great wall?How about the great wall?(the great wall is wond
31、erful)How about the yellow river?(the yellow river is wonderful,too)（设计意图：英语教学同时也是语言教学，因此，语言是一种活的知识，它需要不断的去在现实中应用。我把 wonderful 这个词用在不同的场景中，让学生感知 wonderful 的意义。）(4)呈现三组图片，I liked the British Museum best,How about you?(5)直观呈现单词：postcard,understand 3、Teaching text:(1)This morning,I phoned Damming told
32、my dream,please listen (2)The first,look at the screen(呈现问题，依次用汉语解释。(3)The second:listen to the tape and think over).（设计意图：设计中紧紧利用 dream 这条线，将所有内容串起来，给学生以完 光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 整的故事。所以把教学的对话以打电话的形式给予学生，并结合教学的目标句型。首先给予问
33、题，并解释问题，其次，播放教学对话，让学生带着问题去听。做到英语教学中教师的指令一定要明确，让学生有目的的去听。）(4)Answer the question.(5)Now listen and repeat.(6)The teacher teach the dialogue (7)Read by yourself.(8)check up reading:I speak Chinese,you speak English.三、Practice (1)Talk about your trip 呈现图片：In this summer holiday,I went to Beijing,I visi
34、ted the great wall,It is very old,Its very famous I visited the summer places.(2)talk about your trip(采用百零八塔，鸟岛，青秀园，黄河公园，拦河大坝)(3)教师巡视辅导。(4)学生交流。（设计意图：小学英语课程目标指出：小学英语的教学任务是培养学生学习英语的兴趣。因此，我联系学生的生活实际来训练目标句型。图片呈现我们周围学生知道并亲身游览过的图片，极大的激发学生的学习兴趣。）四、Extent:(1)T:Ok,your trip are interesting,Amy wrote a journ
35、ey about her dream,but she didnt finished,who can help her?(呈现 journey)(2)Ss:fill in the blanks (3)请学生交流 (4)朗读 journey 五、Summary 评价（结合内容和学生课堂的表现给予合适的评价）六、Homework 1.假设你是玲玲，给大明写一张明信片，告诉他你在伦敦周末是怎么度过 2.与朋友进行分角色对话朗读对话，并抄写单词。教学反思 教学内容 Module3 Unit2 What did Daming do?教学目标 一、掌握这几个句型：What did you.?Where di
36、d you go?How.?When.?二、培养学生应用句子的能力。三、培养学生热爱大自然的思想感情。教学重点 能用简单的语句描述过去发生的事情。教学难点 能用简单的语句描述过去发生的事情以及动词过去式的用法。学情分析 教学准备 some pictures、tape、recorder、cards.教学设计 集体预案 个性调整 光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 一.、Warm-up【热身复习】1、Greeting 2、Game
37、:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。T：What did she/he do last weekend?S:She watched TV.3、Group work What did you do last weekend?4、学唱歌曲“The London Eye”并学习语音部分 二、Pre-task【任务呈现我们的足迹】1、导入：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。如：Its very long and old.Its in Beijing.Where is it?学生答：The Great Wall.2、Free tas
38、k谈论旅游经历 师：“There are many places of interest in China,Where did you go?”生：I went to Huangguoshu Falls,Its big and wonderful.同桌互相介绍曾去过的名胜古迹或城市。3、任务呈现 师：“Did you have a good time on your trip?”Can you share your experiences with us?Today,Lets write a traveling diary.三、While-task【任务实施】1、视听结合，有声有色 师：Dam
39、ing and his father had a good weekend.Where did they go?Lets go and see.播放课文，进行听法指导，请学生根据课文完成课文活动 2 的问题。2、教师分段播放录音，请学生回答问题，解读课文难点。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 morning.Q3:How did the go?A:They went there by bus.Q4:Wha
40、t did they do?A:They took photos of the mountains.Q5:What did Daming do?He took a photo of his fatter.3、教师再次播放录音，请学生跟读，教师给予适当的指导。4、完成课堂活动用书练习 1.四、Post-task【任务展示】光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 1、Pair work 同桌合作用问答形式完成课文活动 3，并根据问题介
41、绍自己上周末的活动。2、Group work 学生四人一组展开活动，互相询问同伴去过的一个地方，本组成员合作完成一张地图，图上标出大家去过的地点，并逐个向全班介绍自己的旅游经历，学生以画市区图，也可以画全国地图，甚召世界地图。五、Homework【作业超市】1、完成课堂活动用书练习 2连词成句。选作，用英文写一篇旅游日记，谈论自己难忘的一次旅游。2、给自己的笔友或好友寄一张明信片，介绍你上周末在英国伦敦旅游的经历。教学后记：通过对课文的学习了解了中外文化的差别，并且谈论方位加入到课堂当中。教学反思 教学内容 Module 4 Possessions Unit 1 Its mine 教学目标 1
42、、知识目标：（1）熟练掌握和运用单词：mine,yours,hers,his。2、语言技能目标：能正确表达物品的所属关系。激发学生学习英语的兴趣，让学生懂得遇事冷静思考，不要盲目争论。教学重点 学会运用句型：Its mine/yours/his/hers.和 Whose is this?教学难点 能区别名词性物主代词mine,yours,his,hers 和形容词性物主代词my,your,his,her 用法。学情分析 光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真
43、正理解对话学习必备 欢迎下载 教学准备 Word cards,CAI 教学设计 集体预案 个性调整 教学过程：（一）热身 T：Hello!Boys and girls!Good morning!First,let s play the“Simon says”game.If youre wrong,you ll stand here and replace me.Clear?T：Now,let s begin,Simon says touch your ear.Simon says point to your head.Simon says touch your partner s should
44、er.Point to her desk.Simon says pick up you pen and say it s my pen.T：OK!You re wonderful!(二)呈 现 mine,yours,his,hers.It s mine/yours/hers/his.It isn t mine/yours/hers/his T：Where is my coat?I feel a little cold.（教师事先放一件外套在教室某个角落）S：Oh,Its your coat.Here you are!T：Thank you!Oh,It s my coat!It s mine.N
45、ow,boys and girls,please touch your coat and say“Its my coat,it s mine.”Read one more time.T：Its my coat,it s mine.(板书)T：Who can use“book”make a sentence like this.Who can try?S1：Its my book,it s mine.T：Clever boy!Any more?S2：It s my book,it s mine.T：How clever you are!老师走到讲台下，随意拿起一位同学的铅笔。T:Is it yo
46、ur pen?S：Yes,its my pen.T：Its your pen,it s yours.（示意其他同学指着这位同学说：“Its your pen,its yours.”重复几次。用类似方法呈现 hers his）（三）操练 T：拿出服装图片(正面为服装，背写有 Tams 或 Amys)和两个人物头像。Now let s introduce two friends for you,Tom and Amy.There are some clothes on my hands,let s guess which one is Amy s and which one is Tom s.T：
47、出示 T-shirt,示范学生读.This T-shirt is s.T：展示卡片的背面，针对学生的答案 No,it isn t Amys,its Toms.Its his.Yes,its Amys,its hers.用 sweater,trousers,skirt,dress 操练“Its hers/his”“It isnt hers/his”(四)巩固 （师从学生那儿借来一些书、笔、文具盒）T：（拿起一支铅笔）Is this Xiaoming s pencil?指导示范学生用 Yes,its his./No,it isn t his.Its Xiaofang s.回答，重复两次，让学生跟读
48、。T：（拿起一本书）Is this Lingling s book?S：Yes,its hers./No,it isnt hers.Its As.(老师可以跟学生一起回答，以提醒学生，发现学生错误及时纠正)T：师拿起自己的一支钢笔，走下讲台，向某个学生问道：“XXIs this your pen?”S：No,it isnt mine.T：Yes,it isnt yours,it s mine.（示意学生跟读）老师让一个学生上台充当小老师，继续用桌上的文具问学生，在实际操作中 光盘教学设计集体预案个性调整熟悉学生并将对话中出现的在这里先做着将变成过去时并通过各种读的形式来巩固学习必备欢迎下载引出
49、词组的书写和认读培养学生仿读的能力拓展练习检查学生是否真正理解对话学习必备 欢迎下载 培养学生的语感，并检查学生对所学知识的掌握情况。（五）、课文教学 （1）教单词 wear,line,clean,matter,argue.(老师拿出教学挂图)Look at the picture 1,what s the matter?（板书单词：matter）T：（指着正好请病假同学的座位）Whats the matter with XX?S：他生病请假了。T：Oh,he is ill.what s the matter with XX?He is ill.whats the matter with XX
50、?He is ill.(生跟读)T：Now,look at the picture,what s the matter with Sam and Amy?S：They are 吵架。T：Yes,they are arguing.（板书：arguing argue 并让学生用 argue 造句）e.g：Dont argue with your mother.T：They are arguing for a T-shirt.Both Sam and Amy want to wear the T-shirt.（板书：wear）（师指着自己的衣服）Today,I wear a red coat.Wha