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1、Module 1 Our life一.教学内容分析Module 1 的话题是“Our life”，学生在四年级及五年级上学期已经学习了大量的有关这方面话题的句子，而本单元主要的是学习一般现在时第三人称的陈述句和疑问句。Unit 2 是用电话对话的形式引出Jiamin平时学习的情况，这打电话的日常用语在四年级的Module 4 Unit 1 1 的 Fun with language以笑话 的 形 式 出 现 过，但 大 部 分 学 生 对 此 印 象 不 深。本 单 元 的 句型.should/shouldnt可以与五年级.can/cant must/must句型和句子联系起来教学。二.教学对
2、象分析到了本学期，学生已经差不多学了三年的英语了，有的或许是五年了，我们在教学中应该注意从以培养学生听，认，说能力为主转移到以培养他们的阅读，写作能力为主。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，帮助学生把所学知识系统化，教会学生学习的方法，在适当的时候可培养学生的自学能力。三.教学策略Module 1 的内容比较接近生活，我们在教学的过程中应尽量与实际联系起来，设计多个活动让学生在情景中学习、巩固，学会用英语做事情。本册书开始让学生接触音标，我们在音标教学时要注意结合学生的学习规律，避免将教学内容变得僵死化。我们可以先呈现音标例词，让学生小组讨论，寻找共同音素，
3、发现发音规律。让学生在理解的基础上，再自我发现新知识，他们会对学习内容更加感兴趣，印象更深刻。四.教学目标（一）语言技能1.听做：能根据听到的内容指认本单元的新单词，能听懂别人谈论某人日常生活习惯的语句及课文对话内容.2.说唱：能运用本单元的语言材料在真实情景中打电话、谈论别人的生活习惯，对别人提出建议，以及能唱书中和老师编的歌和诗3.玩演：能积极参加课堂游戏及尝试表演课文内容和故事.4.读写：能读本课的新单词，读懂课文，正确书写本课的四会单词和重点句型.(二)语言知识1.词汇：New Words:四会：study,early,subject,hour,practice,piano,than,
4、pen friend,glad,rd be glad to.,may,e-mail,each,other,each other,noon,begin,teach,soon,worried,be worried about,tired,hand in,on time,do well(in).,should,worry,catch up with,together,seldom,shouldnt三会：former,LeedsSentence Structure:Could you help me?Fd love/be glad to.May I speak to.?This is.speaking
5、.What/What time/Who/Whose/Where does he/she do.?He/She always/usually/often/seldom/never does.I/You/He/She should/shouldn do.2.语法:能正确表达一般现在时第三人称的句子能正确运用情态动词should/shouldn表达，介词to,for的正确运用。3.语音：能正确运用音素/i:/,/i/,/p/,/b/,/t/,/d/拼读单词，能读准第三人称单数动词，并能用升降调读出本单元的单词，并用正确的语调，语音说本课的交际用语.4.话题：能用所学知识打电话、谈论别人的生活习惯，并
6、能说出在日常生活中哪些事情应该做的，哪些不应该做的（三）.情感态度能积极主动地参加老师所组织的课堂活动，在学习过程中享受学英语的乐趣。在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。（四）.学习策略：1.能积极与他人合作，共同完成任务。2.能对所学习内容主动练习和实践。3.能积极运用所学的知识。（五）.文化意识：了解西方人与朋友约会时一些不应该做的事情二.教学重点，难点重点：运用本课的单词，句型去谈论某人的生活，向别人提出建议.难点一般现在时第三人称单数动词的变化三.教学媒体图画，电脑，软件，鼓四.
7、课时本单元用8 课时完成,Unit 1 :3课时;Unit 2:3课时;Unit 3:2课时.五.课时设计Unit 1 第一课时一.内容Dialogue（书 Pl-3）二.语言点Vocabulary:四会：study,early,subject,hour,practise,piano,than,pen friend,Id be glad to,may,e-mail,each other三会：former,LeedsSentence Structure:What/What time/Who/Whose/Where does he/she do.?He/She always/usually/oft
8、en/seldom/never does.Could you help me?Id love/be glad to.三.任务Talk about ones life.四,教学过程（一）Leading-in1.出示P l的图画并问学生：A.What are they doing?B.What does he/she usually do at/in.?2.根据学生的答案导出课题和本课的主要内容（）Pre-taskL出示“Sue”正在弹钢琴的照片2.问：Whos she?How old is she?What does Sue do on Weekdays?Do you want to be he
9、r pen friend?3.教单词：practise,piano,than,hour,pen friend,Fd be glad to.E-mail,each,other,each other（让学生注意practise的读音和小时的表达法：an hour）（H）While-task1.学生听录音3 次，回答问题A.Is Sue Miss White?s former pupil?B.Does Sue study at Lily school in Leeds,England?C.How does Sue go to school?D.What subjects does Sue study
10、 at school.?2.检查答案并教单词：former,Leeds,subject,3.跟读课文2 次，4.小 组分角色读，演课文（可以给适当的图画和句子或表格做提示）5.检查。（四）Pro-task and Check1.让学生把课文中谈到Janet的日常生活的句子找出来，并在小组内说一说。2.检查，并让学生观察这些句子的动词，总结一般时第三人称单数动词的变化。3.Sing along边星艮唱边做动作.4.总结本节课的新单词和语法知识。5.出示活动手册P1第一题的图画，让学生互相问问说说图画中人物的生活。6.检查。7.笔头练习：根据活动手册P1图画填单词。（如果时间不够，可作为课后作业。
11、）A.Ann the every day.B.Judy her homework in the evening on weekdays.C.Tim to school by.D.John his friends every Saturday.E.Marry at Rose School.F.Ken always the for half an hour every day.8.检查。（五）Homework1.抄读本节课的四会单词：一个一行，边抄边读。2.完 成 活P13.熟读课文。U n itl第二课时一.内容Rhyme,Work with language（1,2）二.语言点Vocabula
12、ry：noon,begin,teach,soonSentence Structure:What/What time/Who/Whose/Where does he/she do.?He/She always/usually/often/seldom/never does.三.任务能运用所学知识谈论某人的生活。四.教学过程（一）Leading-in1.评讲 活的作业。2.Sing the song the tape Uanet gets up early every day。（二）Pre-task1.让学生根据歌词想一想：What do you think of Janet?Why?2.出 示“
13、Rhyme”，并教育学生要养成准时的良好习惯。3.让学生打着拍，读Rhyme4.师 说：要做到准时，首先要安排好自己的时间，现在让我们看看Sue是怎样设计自己的时间表的。5.出示 Work with language 1,教单词：noon,begin6.老师先做示范，然后让学生根据时间表讨论一下S ue的日常生活。Model:Sue gets up at seven in the morning on weekdays.7.检查（三）.While-task8.比赛让学生用What/What time/How/Does小组内提问和回答，看哪一组能提出最多的问题，并回答正确。9.小 结：一般现在时
14、第三人称单数的陈述句和疑问句的表达。10.让学生仿照Sue的时间表，想一想，写一写自己的时间表11.游戏:马拉松先请一位学生说一个关于自己的生活的句子，/IO：I get up at seven inthe morning.然后第二位学生重复第一位的句子，但要变人称，并再说一个关于自己的生活的句子，如：He/She gets up at seven in the morning.I havebreakfast at seven thirteen.然后再请第三位学生重复刚才两位说的句子，再说一个关于自己生活的句子，如：He/She gets up at seven in the morning.
15、He/She has breakfast at seven thirteen.I go to school at eight.这样一直接下去，看谁能接到最后。12.根据游戏中学生的表现和说的情况总结。（四）Post-task and Check13.采访：采访一下你的同学，问问他们父母平时的生活时间。When/What time does your father/mother.?He/She.Gets upGo to workGo to bed.FatherMother14.总结采访的情况和本节课的内容。（五）Home work1.家庭听写Unit 1的四会单词.2.按照书P5的时间表，说说读
16、读关于Sue日常生活的句子。3.完 成 活 P3的第5 题。U n itl第三课时一.内容Work with language3 P 2-4二.语言点Vocabulary:Unit 1 的单词Sentence Structure:What/What time/Who/Whose/Where does he/she do.?He/She always/usually/often/seldom/never does.三任务能运用所学知识做相关的练习或活动。四.教学过程（一）Leading-in1.Have a dictation2.Check the homework in 3.Talk abou
17、t Sues life according the timetable.（二）Pre-task4.做-做 Work with languages5.检查，对答案。6.向学生介绍“e-mail”的格式。7.让学生做一做 活P2的第3 小题。8.对答案，并让学生读一读。9.出 示 活 P2第四题的画。10.让学生比较图中人和动物，说说他们的特征。11.让学生读一读本题的句子，并把句子的编号写在相应图的括号内。（三）While-task12.出示一幅画有两个女孩在练钢琴，一个练了 2 个小时，一个练了 1 个半小时，一个短头发，一个长头发。13.让学生根据图画提出问题，并回答。14.让学生比较图画中
18、的人物，仿照 活 P2第四题的句子，写一段话（不少于5 句）。15.根据学生写的情况小结。16.做一 做 活 P4第6 题17.检查，对答案。（四）Pro-task and Check18.出示几位外国小朋友的相片或图画，19.让学生说说自己想知道关于他们哪方面的情况，并用问题的形式说出来。20.老师回答他们的问题。21.让学生小组说说自己的校园生活。22.根据学生的实际情况总结。（五）Home work让学生选择以上一位自己喜欢的外国小朋友作为自己的笔友，仿照书P 5并用 e-mail的形式向他或她介绍一下自己的校园生活。Unit 2 第一课时一.内容Dialogue,Fun with la
19、nguage二.语言点Vocabulary:worried,be worried about.,tired,hand in,on time,do wellin(in).,should,worry,catch up with,together,seldom,shouldn,t=should notSentence Structure:May I speak to.?This is.speaking.He/She always/usually/often/seldom/never does.I/You/She/He should/shouldn.三任务能正确用电话用语，能用英语介绍别人的日常生活.
20、四.教学过程(一)Leading-in1 .Free talk.May I speak to.?This is.speakingHow are you?Im fine,thank you.And you?Im fine too.Thanks.2.看情景，说说应该跟这些小朋友说写什么话A.小朋友在墙上画画B.小朋友摘公园的花C.小朋友喂动物园的猴子(Zl)Pre-task1.出示图画(Jiamin)2.T：This is my pen friend Jiamin.What does he look like?3.出示Jiamin另一幅又瘦又累的图片4.T:What does he look li
21、ke now?5.引导学生说出句子：He looks thinner now than before.He looks tired.6.T：Why Jiamin looks thinner now than before?Why he looks tired?7.让学生小组猜猜其原因。He usually/often/sometimes/seldom/never.(三)While-task8.听课文录音3 次，找出真正的原因。并说说他的不良表现。9.教单词：hand in,on time,do well(in.)10.T:Fm worried about my pen friend Jiami
22、n.What should Jiamin do?Lets helphim together.11.教单词：worry,worried,be worried about,together.12.让学生小组讨论给Jiamin的建议。He should/shouldn.13.检查并出示书Dialogue)让学生读一读，并对学生进行情感教育。（四）Pro-task and Check14.跟读课文2 次，分角色朗读，并小组表演。15.检查，评价。16.给出情景，让学生小组扮演打电话。D.打电话采访教练，了解一位拿了奥运金牌的运动明星的状况.E.打电话问问笔友近来的生活状况F.妈妈打电话帮孩子请假.17
23、.检查，评价18.总结：1、本节课的单词2.电话用语3.如何向别人提出建议.（五）Homework2.抄读本课单词一个一行。3.完 成 活unit 2 第 1,5 题。Unit 2 第二课时一.内容Sound families 活Unit 2 第 3,4Fun with language .语 舌 点Vocabulary:bee,bead,pit,pea,deed,pit,deep,tipSentence Structure:He/She always/usually/often/seldom/never does.I/You/She/He should/shouldnt.三任务能用英语向别人
24、提出建议，能用发音规律正确读准单词四.教学过程（）Leading-in1.评讲作业 活P5第 1题听力2.再放录音，让学生注意这题动词结尾的读音：gets,looks,has,practices,goes3.归纳一般现在时第三人称单数动词的变化(二)Pre-task1.出示 Sound families 3 a 的单词2.让学生听听它们的读音，说说词尾s 的发音，并引导他们找出发音规律。3.同样方法教 Sound families 3 b,c,d,e4.让学生按照规律再把Sound families 3 的单词读一遍5.给出单词，让学生运用发音规律尝试读出来6.让学生读Sound Famili
25、es4的句子，注意动词词尾的读音7.逐条呈现Sound Families 1 的单词8.让学生读一读，讨论红色字母的发音，找出它们的共同音素9.让学生尝试读出Sound Families2的单词。10.让学生读出 活 Unit 2 第 3 题的单词和句子11.让学生读读 活 Unit3第4 题的例子，注意“stays”的词尾音12.小组讨论例子三个句子有什么变化13.根据变化规律，完成本题14.对答案，并读一读，注意第三人称单数动词的读音。(H)While-task1.玩游戏：Grandma says(Fun with language)A.一位同学抽句子条，并把句子读出来，B.其他同学做句子
26、意思相反的动作。(当是“should”就不做，“shouldnt就反而按照句子的意思做。)C.抽 6 位同学出来根据其他同学说的句子做相反的动作。玩前先示范2 次。2.评 讲 活 P5第 5 题3.出不笑话：4.小组讨论：What do you think of her?What should she do?5.检查，小结6.让学生小组扮演笑话，并抽查,评价.（四）.Pre-task and Check7.让学生小组说说自己平时的学习表现，其他同学向他提出建议。8.小组用本班一位同学的表现，仿照课文编对话，并分角色扮演老师打电话家访。9.抽 查，评价。10.总结本节课的教学内容及学生的表现.（
27、E）.Homework1.读准课文，并尝试背下来。2.家听Unit2的单词Unit 2 第三课时一.内容Work With Language 活Unit2第2,6 题二.语言点Vocabulary:Unit2 的单词Sentence Structure:He/She always/usually/often/seldom/never does.I/You/She/He should/shouldnt.三.任务能用英语谈论别人的生活，并向别人提出建议。四.教学过程（一）Leading-in1.have a dictation（二）Pre-task1.出示 Work With Language 1
28、 的图2.让学生根据图画提出问题，并说出答案3.让学生根据左边的单词，先将图画编号4.完成 Work With Language 15.读一读答案，注意动词的读音。6.给出情景，让学生说说情景中人物的日常生活表现，并给出建议7.仿照例子，小组说说Work With Language 2 的图8.抽查（四）While-task9.做 活 Unit2第2 题A.先读一读所要判断的句子B.再让学生听录音C.评讲答案，错的让学生说出原因10.做 活 Unit2 第 6 题11.评讲答案12.分角色朗读本题的对话（五）Pro-task and Check13.小组根据对话内容，讨论给Sally的建议14
29、.根据对话内容，写出问题的答案A.Are Sallys eyes good?B.Does Sally often help her mother do housework at home?C.Whos Mr.Chen?D.How is Sally at school?E.Which sport is she good at?15.检查，小结16.Guessing Game：老师说一段关于班里一位同学在学校表现的话，让学生猜出是谁17.让学生用英语写写自己最要好的同学在学校的表现18.让学生读一读自己所写的内容19.根据学生写的情况总结（五）Homework1.修改课堂所写的一段话2.用英语说说
30、自己的学习表现，并写写对自己的建议,Unit 3第一课时一.内容Story Time二语言点Vocabulary:sleepy,more minutes,asleepSentence Structure:He/She always/usually/often/seldom/never does.I/You/She/He should/shouldn.三.任务理解故事内容，能综合运用本单元的知识做听，说，写的练习或活动.四.教学过程（一）Leading-in1.听写Module 1的单词2.让学生把对自己的建议向全班读一读，鼓励他们要养成好的习惯（二）Pre-task3.呈 现Story的 第1
31、,4幅图画4.讨论问题：Pl:What are piggy and poggy doing in picture 1?What time is it?Should we watch TV at this time?Why?P4:Do piggy and poggy like the programme?Why?5.听录音，检查答案6.让学生猜单词的意思：asleep,sleepy,more,（故事内容）minute（hour）7.教以上单词（H）While-task8.分角色读，演故事。采访：让学生用句型：Whats your name?What time do you.?采访同学，完成下表9
32、.让学生根据采访结果，仿照书PROJECT”做一做，写一写，提醒学生要注意人称的变化及动词的变化9.抽查学生，并让他们读一读.，并根据所做情况小结.NameGet upGo to school.（四）Pro-task and Check10.做活 Unit 3 的第1题A.先让学生把给出的答案读一遍B.听录音，做题目，教会学生要学会听关键词C.评讲11.做活1111让 3 的第3 题A.看图写出句子所缺的单词B.让学生读一读句子,注意动词词尾的发音C.让学生同位根据图画和句子，提出问题，并回答.12.总结（五）Home work1.完成 活unit3第 5 题2.写写父母的日常生活Unit 3
33、 第二课时一.内容Did you know?Additional wordsSelf-assessment 语点Vocabulary:chat,hurry,straight,Sentence Structure:He/She always/usually/often/seldom/never does.I/You/She/He should/shouldn.三任务.能用所学知识完成课堂活动或练习四.教学过程（一）Leading-in评讲活动手册 的作业（二）Pro-task1.Sing a song Group the pupils and ask them to read the dialo
34、gue in roles,and help them imagine the feeling and intonation of apatient.9、Get the pupils to discuss in groups about what Janet shoulddo and share with whole class.Work with LanguageObjectives1、To practise advice like“You should.and You shouldnt2、To learn more adjectives to describe illness.3 To he
35、lp understanding what is supposed to do and what isnot supposed to do in order to keep healthy.Suggestions1、In this part,establish a situation that many pupils feel illtoday,and the school invites a doctor here for consultation.Thenask the pupilswhatthe doctor willdoandsay.2、Tellthe pupils thatthedo
36、ctor goes toseethepupils whoare not feeling wellfirst.3、Thenshow picturesfrom1,teach thenewwords and talkabout the pictures together with the pupils.4、The pupils finish 1,then you check the answers with them.Then tell the pupils that the doctor is coming to the classand help them know how to keep he
37、althy.6、Play the tape and let the pupils finish 2.7 Group the pupils and ask them to give advice to each otherin order to live a healthier life.Unit 5 Janet Goes to the DoctorsDialogueObjectives1、To expose pupils to situations of seeing a doctor,and toget to knowthe language used in clinics.2、To rev
38、iew using third person singular to describe a personshabits and routines.3、To learn more new words and and expressions about seeinga doctor.Suggestions1 Remind the pupils of Janets illness,and tell them that shesgoing to see the doctor today.2、Get the pupils to predict what the doctor will do and sa
39、y.3、After the prediction,teach the new words and the newexpressions in the dialogue.4、Play the tape and ask the pupils to listen carefully andcheck their predictions.5、Let the pupils read the dialogue in groups.6、Then ask the pupils to think about what they would askand what they wouldnt say if they
40、 were Janets doctor.7、Ask the pupils to finish 2,and then check the answers.Sound FamiliesObjectives1、To raise awareness of the letter-sound and sound-spellingcorrespondence.2、To provide more practice in reading regular words.Suggestions1、Show pictures in 2 and teach how to read the words.2、Ask the
41、pupils to read after you.3、Get the pupils to observe the words in 1,and try tonotice the features of the vowels and digraphs like“ck,ph”4、Give the pupils time to experiment reading the wordsthemselves,and give appropriate supports.5、Ask the pupils to read the words after you.Sound FamiliesObjectives
42、1、To raise awareness of the letter-sound and sound-spellingcorrespondence.2、To provide more practice in reading regular words.Suggestions1、Show pictures in 2 and teach how to read the words.2、Ask the pupils to read after you.3、Give the pupils time to experiment reading the wordsthemselves,and give a
43、ppropriate supports.4、Ask the pupils to read the words after you.Work With LanguageObjectives1、To reinforce what they have learnt.2、To learn more words and expressions about illness.3、To work out the meaning of the language in a situation,and practise the language learnt in the situation.Suggestions
44、1、For 1,explain the new words and expressions bye showingthe pictures or by acting them out.2、Ask the pupils to match the pictures and the speech bubbles,and then check the answers.3 In 2,use the pictures in the textbook to establish thesituation.4、Read the sentences together with the pupils,and if
45、necessary,explain some of the sentences.5、Ask the pupils to work in pairs to identify the sentencessaid by doctors and patients respectively,and finish 2 6、Check the answers with the whole class 7、Then ask the pupils to work in pairs again to make adialogue of seeing a doctor.8、Invite some of the pu
46、pils to present their dialogues.Fun with languageObjectives1、To review the words and expressions learnt.2、To get feedback of the pupils9 understanding of the languagefrom their pictures.3、To practise the language in an interesting way.Suggestions1 For 1,group the pupils and ask them to find the word
47、slearnt in this module.2、Put/write all the words found in 1 and read them togetherwith the pupils.3、Let the pupils finish 2 at home,and give them a chanceto show what they can do in class.4、If your pupils are good at drawing or are very creative,you may ask them to draw on a piece of paper,and thenm
48、ake a picture to show in class.5、Set up a situation in 3,and ask the pupils to make adialogue in pairs.6、Then ask the pupils to role-play their dialogues for theclass.Unit 6 Lets Go furtherStory TimeObjectives1、To provide the pupils with an interesting topic-related story.2、To provide more language
49、input.3、To practise reading simple stories with the help of pictures.Suggestions1、Play the tape/video,and ask the pupils to listen/watchcarefully.2、Show pictures of the story in jumbled order.3、Then ask the pupils to work out the right order of thepictures in groups.4、Check the answer.5、Play the tap
50、e/video again,and ask the pupils to followalong.6、Let the pupil read the story in roles.7、Ask pupils to role-play the story or tell their parents thestory as homework Module 3 Our School and Our Class一、教学内容分析Module 3的Topic是Our School and Our Class,主要以谈论校内建筑以及学校活动为主，逐步学会运用形容词和名词的比较级谈论事物，以及表达自己的看法。本单元