五年级上册英语教案

来源：九壹网

Module 1 London

Unit 1 When did you come back?

教学目标：1.单词：when back those ice cream with finish hurry wp wait drop (2个词组2个过去式 came dropped) 2.句型：When did you come back? We came back last Sunday. dropped my ice cream. 教学重点： home ice cream ran-run met-meet back from China last Sunday

教学难点：When did you come back? We came back last Sunday.

I dropped my ice cream.

教学工具：radio and word pictures 教学程序：教学设计修改、补充、完善 1、热身复习教师欢迎学生暑假后回到学校，请学生谈一谈自己的暑假生活。教师问Where did you go during your summer vacation? What did you see there? What did you eat? 这样可以营造学习氛围，让学生逐渐重新习惯用英语会话，为后面的学习奠定较好的基础。 2、任务呈现与课文导入 learn the new words and introduce the text in Chinese. The teacher should say sth about the text background. 3、课文教学（1）学习新词教师出示home ice cream ran-run met-meet back from China last Sunday的图片及拼写卡片，问学生What is this in English？并分别领读这些单词。教师将图片帖在黑板上，再分别出示与之相匹配的单词及词组卡片，要求学生将这些卡片帖到对应的图片下方。 (2) SB活动1 听课文录音回答问题。教师提问When did Amy come back? Who dropped the ice cream. 放第一遍录音，学生回答问题。教师让1-2个小组来汇报结果。听录音跟读。放第二遍录音，学生可以根据自己英语的程度自由选择是否参考句子及图片。要求学生跟读每一句话，并尽量模仿录音中的语音、语调。（3）SB活动2 学生三人一组，分别扮演对话中的Lingling，Amy和Sam（如果有配套

的动画片，可让学生在角色扮演前先看一遍，让学生更好地理解语境语言，加深印象）。告诉学生这里就是伦敦。Lingling，Amy和Sam现在London。请学生将对话演出来，表演时可以离开座位自由对话。最后请自愿者在全班面前表演。 4、任务完成 SB活动3。 5、课后作业（1）听读SB活动2中的对话。（2）Copy the key words and sentences five times. 板书设计：课后反思：

Unit 2 Did they buy ice creams?

教学目标：

This is a letter about Lingling’s funny experience with Sam and Amy in London.

了解字母、字母组合e, ea, I, a 在单词中常见的读音歌曲：Where did you do? 教学重、难点：

1、read the letter

2、recite the key words. 3、answer the questions 教学准备：教学程序：教学设计教学随笔 1、热身复习核对课堂活动用书Unit 1练习答案。借助挂图复习SB Unit 1。 2、任务呈现与课文导入 review the words of Unit 1,Module 1 ;let some students read the text. 教师应对学生的描述给予鼓励和肯定。

3、课文教学（1）用动画或大挂图加录音带呈现SB Unit 2活动1 放第一遍录音，let the student preview the letter.放第二遍录音，学生检查，and follow the read the text.教师对学生给予鼓励和表扬。（2）SB Unit 2活动2 播放录音，在每一句话后停顿，学生重复，模仿录音中的语音、语调。抽几组学生汇报。如果该组学生说的句子不够，其他组补充，直到把能说的句子都说出来为止。 4、任务完成全班完成SB Unit 2活动3。课文学习（1）语音教学学习SB活动1。教师出示一些单词卡片，上面的词包括Chinese，teacher，river，rabbit，letter，hen，cat，apple。单词划线处的元音字母写成红色。教师出示单词卡片，学生读出单词。学生听录音，思考划线处的发音。教师举起写有Chinese的卡片，请学生判断e字母在这个单词中的发音。再举一些例子。学生可以两人合作，或小组合作来想单词。以同样的方式来学习其他元音字母及字母组合在单词中的发音。（2）歌曲教学 SB 活动2。学生看书歌曲部分下面的图，用英语描述每一幅图上都有什么，让学生读每一个句子，确认学生明白每一句。问学生这四句话分别用来描述哪一幅图。放第一遍歌曲录音，学生听。放第二遍录音，在每一句后暂停，学生跟唱。用此种方式让学生跟录音唱几遍，直到学生学会为止。 6、课后作业 SB活动2，唱给家人听。听磁带跟读SB Unit 1、2、3中的内容，模仿标准地道的英语。完成AB Unit 2练习2和3。 copy the letter three times. 板书设计：

课后反思：

Revision

教学目标：

复习module 1 中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

1、When did you come back? I came back last Sunday. 2、Did they buy ice cream? Yes, I did. No, I didn’t. 教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 1）Daily greetings: 2)Sing a song：If you are happy 3)复习单词[大小声]：本课中出现的所有单词 Step II: 课文复习 1）播放录音，让学生听录音并模仿。 2）教师领读课文，然后让学生自己朗读。 3）学生齐读课文。 4）讲解同步练习册。P1-5 Step III: sum up (总结本课) Step IV: homework 板书设计：修改、补充、完善课后反思：

Module 2 Shopping Unit 1 How many do you want?

教学目标:

1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音。

2、能用'how many', 'how much'询问数量。 3、培养创新精神和合作意识。

教学重、难点:能用'how many', 'how much'询问数量,并区别用法。教学准备：多媒体课件，卡片，挂图，录音机教学过程：教学设计教学随笔

Step I Warming up. Listen and sing a song: There was a chicken.（学生随着音乐做动作） Greet: Hello, boys and girls. （通过歌曲营造学习英语的氛围，吸引学生注意力，稳定学生情绪，顺利进入英语教学。） Step II Revision. Let's play a guessing game. 游戏1：教师让学生猜口袋里装的是什么，并猜出数量。对学生说：What are these? How many are there? e.g. T: What are these? Ss: Ice creams \\ apples.\\ bananas \\ pears. T: Yes, and how many are there? Ss: Three \\ two\\ six. 游戏2：教师手中有一些卡片，让学生猜上面的食品及数量。 e.g. T: What is this? Ss: meat \\ rice \\ noodle \\ cheese . T: How much is there? Ss: Two kilos.\\ Three kilos.\\ 50 kilos \\ Half a kilo. (该游戏简单有效灵活，让所有的学生都兴奋的参与到活动中来，利用游戏培养学生听力，反应能力，同时区分“how many”和“how much”的不同。) Let's chant. shop 里面things多，红红的apple，黄黄的banana，ice cream在冰箱里，egg egg一个个，cake cake香喷喷，许许多多watermelon,今天要去picnic,我们还需要什么？（通过韵句培养学生英语美感，准备进入新课。） Step Three: Make a shopping list. 1.Do you like shopping? Oh, yes, but what are we going to buy? We need many things, so we must make a shopping list. 2.Work in groups. Write the things on the paper. 3.Read the shopping list. （培养小组合作意识，考察对实际生活经验的掌握情况，学生甚至可能会分类列举，如食品，饮料，文具，服装。） 4.Make a survey. 向其他小组调查统计所需物品的种类及数量，填写表格。要求学生运用一下句型：What are you going to buy? How many do you want? 教师注意示范，学生完成任务后向全班汇报。 5.Card games. 将学生分为6组，同伴将物品的名称写在纸片上。然后选择'how many'或'how much' 。如果对了，就会得到小贴画。最后，这些卡片连在一起就构成了别样的

购物清单。（卡片游戏不枯燥，激发学生兴趣。主动探索知识的新奥秘。设计竞赛，可以调动学生的积极性，培养集体荣誉感。） Step Four :Extension. 1.Talk about a shopping list. 教师出示一幅准备好的购物清单图片。教师引导学生讨论，先示范引导：Look, there are many things in this picture. What are these? How many do you want? \\ How much do you want? 教师呈现这些句型，让学生仍然在小组内讨论回答。最后让雪横在讲台前谈论图片，展示讨论结果。（教师在对图片的讨论中渗透教学重点。） Step Five: Do the shopping. According the shopping list, students have to do the shopping. A student is an assistent, the others are customers in every group.To ask the customers.通过购物清单，学生要进行购物活动。分好角色，售货员可以用 'What do you want?' 或 'Can I help you?'询问，顾客用'I want......'来回答。 e.g.A: Welcome, can I help you? B: I want some apples. A: How many apples do you want? B: I want two kilos. A: Do you want any cheese? B: Yes, I want half a kilo. （自编自导，根据自己的生活常识购买物品，培养学生自主学习，合作学习，提高创新意识，创设轻松、民主的氛围，及时鼓励学生，让学生充满成就感。任务型教学，真正把学到的东西运用到实际生活中。） Step Five: Homework. Do the shopping after class. （作业和生活联系，感受英语的实效性。）板书设计：课后反思：

Unit 2 How much milk do you want?

教学目标:

1、会读、会写新单词。

2、 How much„do you want?

教学重、难点: Go shopping with English and write list. 教学准备：教学过程：教学设计 Warmer: Go over SB Unit 1 A1. Talk about seasons: T: What season do you like? What do you like to do in the season? Talk about picnic: T: Do you have any picnic? What must you prepare for picnic? T: After class we must make a list for our picnic. Listen and say: 1. Please answer my questions: How many children are there in the picture? What are in their hands? What are they doing? What are on the paper? 2. Play the tape and have them listen. 3. Explain: make a list, be going to 4.Play the tape and have the students repeat. AB Unit 2 E1 SB Unit 2 A2: Act it out SB Unit 2 A3: AB Unit 2 E2 Make sentence with: how many, how much 1. How much cheese you want? 2. How many apples do you want? 3. How many eggs do you want? 4. How many bananas do you want? How much meat do you want? 板书设计：

教学随笔课后反思：

Revision

教学目标：

复习module 2 中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

1、区分可数名词与不可数名词之间的区别。 2、How much\\How many之间的区别及用法。教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计修改、补充、完善 Step I:热身活动 2）Daily greetings: 2)Sing a song：If you are happy 3)复习单词[大小声]：本课中出现的所有单词，并能让学生区分出那些是可数名词，哪些是不可数名词。 Step II: 课文复习 4）播放录音，让学生听录音并模仿。 5）教师领读课文，然后让学生自己朗读。 6）学生齐读课文。 Step III:句型训练。利用五字棋的方式让学生进一步理解how many and how much之间的不同。 Step IV:讲解同步练习册。P2-9 Step V: sum up (总结本课) Step VI: homework 板书设计：课后反思：

Module 3 At the weekend

Unit 1 We visited lots of places.

教学目标: 知识和技能目标：

能听懂、会读、会认、会抄写单词: came (come的过去式) busy /really /Science Museum /fly / night /sky /forgot /took /violin

学习任务:

a.能听懂,会读,会说,并能灵活运用:It was raining on Saturday so we couldn’t go shopping. Some friends came so we could play with them.I couldn’t take any photos because I forgot my camera.

b.能听懂理解课文的对话内容, 并初步学会朗读. 情感态度：

a.培养学生浓厚的学习兴趣，积极参与说英语、做游戏等活动。 b.培养学生乐于参与并能描述过去能与不能做的事. 学习策略(运用任务)：

能描述Amy的一家过去能与不能做的事. 让学生想一想需要什么物品, 向家长说明需要的原因. 教学重点:

1.四会掌握本课的单词

2.能听懂,会读,会说并能灵活运用句型:It was raining on Saturday so we couldn’t go shopping. Some friends came so we could play with them.I couldn’t take any photos because I forgot my camera. 教学难点:

1 能描述过去能与不能做的事

2.让学生想一想需要什么物品, 向家长说明需要的原因. 任务设计:

能描述过去能与不能做的事教具: 教学过程：师生教学活动设计一、Warmer 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 ? let’s sing a song “where did you go ? （设计意图：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 ? let’s paly a game ? Guess ,look at the screen (看图读句子) write down a title :Module 3 At the weekend T: yesterday, I had a dream . : I visited lots of places with my friend . We visited lots of places ‘ 2 Teaching new words

修改、补充、完善

(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 The British Museum. We went to … (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 abour the great wall ? ( the great wall is wonderful ) How about the yellow river ?( the yellow river is wonderful , too ) (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 Teachong text : (1) This morning ,I phoned Daming told 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 . (4) Answer the question (5) Now listen and repeat (6) The teacher teach the dialogue (7)read by yourself (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 visited the great wall ,It is very old ,It’s 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。四、 summary 评价（结合内容和学生课堂的表现给予合适的评价）六、homework 板书设计：

课后反思：

Unit 2 What did Daming do?

教学目标：

1.学会听说读写新单词 hour,mountain,并会运用 go to school,listen to music , play football 等表示过去的动词短语。

2. 学会运用句型：Where did you go at the weekend? When did you go？ How did you go? What did you do?

能力目标：能口头运用Where / When /What/ How did „ ? 这类语句询问过去发生的事情的具体信息。情感目标：以游戏、比赛等多种方式培养学生综合运用语言的能力，增强学生参与、竞争与合作精神。教学重点：学会Where did you go at the weekend?How did you go?等句型的问答。教学难点：能用Where did you go at the weekend? How did you go?等教学用具：教学过程：师生教学活动设计 Step1 Warm-up 1.Greeting 2.Listen to a song “Where did you go?” and find out the past tense of verbs. do-did go-went have-had„ 3.Game: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:hat did she/he do last weekend? S:She watched TV. Step2 Lead-in 1.T point to the wall and ask “What’s this?” “It’s a wall” 并出示单词卡片Wall T:What’s the longest wall in the world? S1:The Great Wall. T:Great! It’s very long and old. It’s in Beinjing. Did you go to the Great Wall? S2:Yes,I did. T:„引导学生回答 T:When did you go there? I went there at___. What did you do ? I ____ed. How did you go ? I went by ___. What did you see?I saw___. 2.Free task T:There are many places of interest in China.Where did you go? S:I went to Huangguoshu Falls, It’s big and wonderful.

修改、补充、完善

同桌互相介绍曾去过的名胜古迹或城市。 3.T:Did you have a good time on your trip?Can you share your experiences with us? Today, Let’s write a traveling diary. 4.T：Daming and his father had a good weekend. Where did they go?Let’s go and see. 播放课文，请学生根据课文完成课文活动2的问题 5.1) Teach “hour”(并告诉其同音词),then practice. 2)Look at my Englsh cards Give the past tense: go-----went are—were walk—walked take—took. Step3 Practise 1.Pair work完成课文活动3，并根据问题介绍自己上周末的活动。 2.音标学习 1)听录音，跟读，注意划红线的字母的读音。 2)板书dog,fox ,并标出音标，举例：box hot „ 3)Tall,morning, 标出音标，举例：call, ball, sport. 4)Book, football ,音标，举例：look, foot 5)Food,moon,音标，总结：oo在字母d,t,k,前一般发成短音，但是Food除外，其他一般都发成长音。 Exercise: ( )1.A.dog B.hot C. old ( )2.A.tall B.word C morning ( )3.A.book B.food C. good Step4 Homework 抄写单词板书设计：课后反思：

Revision

教学目标：

复习module 3中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

1、区分可数名词与不可数名词之间的区别。 2、How much\\How many之间的区别及用法。教学准备：单词卡片、挂图、磁带教学程序：

师生教学活动设计 Step I:热身活动 3） Daily greetings: 2)Sing a song：If you are happy 3)复习单词[大小声]：本课中出现的所有单词，并能让学生区分出那些是可数名词，哪些是不可数名词。 Step II: 课文复习 7）播放录音，让学生听录音并模仿。 8）教师领读课文，然后让学生自己朗读。 9）学生齐读课文。 Step III:句型训练。利用五字棋的方式让学生进一步理解how many and how much之间的不同。 Step IV:讲解同步练习册。P2-9 Step V: sum up (总结本课) Step VI: homework 板书设计：课后反思：修改、补充、完善

Revision

教学目标：

复习module 1-3中的重点内容。教学准备：利用测试卷的形式进行。课时：3节（2节测试，1节解析试卷）教学程序：

第1-2课时：进行考试第3课时：试卷评析师生教学活动设计

修改、补充、完善

板书设计：课后反思：

Module 4 Possession Unit 1 It’s mine.

教学目标：知识目标：

1) 能听会说会用单词：mine, yours, argue, matter, hers, his, line, wet, whose. 2) 能灵活运用以下句型并与人交流：It’s mine/his/hers/yours/Ling ling’s.等等. 技能目标：学生能用mine, yours, hers, his, whose等词说明物品所属。情感态度：让学生学会积极与他人交流，获取相关信息。

教学重、难点：1,能根据图或卡片听说单词：mine, yours, argue, matter, hers, his, line, wet, whose.2,能运用句型进行简单交流：It’s mine/his/hers/yours/Ling ling’s.Don’t argue. What’s the matter? 等等. 教学用具: 教学过程: 师生教学活动设计修改、补充、完善一: Warm-up 1.Revise words related to clothes: shorts, cap, shirt, blouse, trousers, dress, skirt, T-shirt, and so on. 2.Listen and do the actions: T: Point to the ceiling/floor/your nose/his nose/her book/my nose„. Ss: Do the actions. 二: Task-setting and the text lead in: T: 教师展示一些学生的铅笔，书包，外套等物品，说：I’ve got something from Lost-Found Room.（失物招领处）Maybe something here is yours. If something is yours, what can you say to get it back? Let’s learn the text to find the answer. 三: Learn the text: Learn the new words: 1.教师把一块布浸湿，用手摸一摸，说：It’s wet. 一组学生传湿布，学习：It’s wet. 2.教师走到学生中拿起学生的书，铅笔盒，橡皮说：This is his book. This is his./This is her pencil-box. This is hers. / This is your eraser. This is yours. / 教师拿起自己的书说：This is my book. This is mine. 14

一边把his/her, hers, your, yours, my, mine写在黑板上。 2:SB 活动1: (1)让学生带着以下问题听活动1的录音，然后回答这些问题： What colour is Sam’s-shirt? What colour is Amy’s-shirt? What colour is Ling ling’s T-shirt? Where are Sam’s T-shirt and Amy’s T-shirt? And why? (2) 出示红T恤图片，学生猜测是谁的。同时出示Lingling,Sam, Amy的头饰。启发学生用来猜测。猜测完后暂不告诉学生答案，让一名学生看图片背面的文字（在背面上明显的写“玲玲”）启发学生说出It’s lingling’s. It’s got her name on it in Chinese.然后一起重复。 (3) 学习板书内容： This is my nose. This is mine, This is your book. This is yours. This is his shirt. This is his. This is her ruler. This is hers. (4)Let students open their books and read after the tape. (5)把全班分成四组，分角色朗读Sam, Amy Ms smart和Lingling。 (6)Let students listen to the tape again and then act it out in class. 四:Fulfill the task: 1:小组完成AB练习2。把全班学生分成四人一组。要求学生打开课堂活动用书，一起讨论。 2:全班完成AB练习3。学生合上书，凭着记忆进行回答。 3: 全班完成SB练习3:教师出示这几幅图的一角，学生看部分猜整体： Lingling’s skirt, Amy’s skirt, Sam’s trousers, Ms Smart’s sweater. E.G: A: this is Ms smart’s. B: Yes, it’s hers. A: No, It’s lingling’s B: No, It isn’t hers. It’s Ms smart’s. 4:what did I get from the Lost-Found Room? Let’s see together.教师拿着“任务呈现与课文导入”步骤中展示的物品，与学生进行问答。例如： T: whose book is this? S1: it’s mine. S2: It isn’t yours. It’s mine. S3: it isn’t hers. It’s Tom’s. 五:Assignment of homework 1、 (必做) Listen and repeat M4 Unit 1 3 times; Imitate the sentences’ stress, pause, and rhythm. (选做)三人一组创作表演剧：在发现他人丢失物品后分析失主是谁。 2、

板书设计：课后反思：

Unit 2 This bag is hers

教学目标：Vocabulary: whose

Struction: Whose „ is this? Is it ××’s „?

教学重、难点：学会表述物体的归属教学用具：教学过程：师生教学活动设计 Step 1: Warming up 1.Sing an English song: If you happy 2.Greeting: Good morning 3.Ask and answer: Hello/ Hi/ How are you? Is it your book/ pen/ bag„? 创设英语学习的氛围，激发学生的学习兴趣，组织教学。并通过问答复习学生学过的本模块的重点单词：Mine yours his hers Step 2: Presentation 1.T: Boys and girls, please look at here. What are these? (Teacher shows the pictures about sweater, T-shirt, bag and cap) Do you remember them? Ss read the words T: Very good! Look at these words we learnt last lesson. Please read them.(Teacher uses the word’s cards ) Ss: mine yours hers his 2.T: Now look at here. (Teacher shows the picture of sweater and word’s card of mine) Sweater, sweater, this sweater is mine. Ss: Sweater, sweater, this sweater is mine. Teacher uses the same method goes through all four pictures and four word’s cards: T-shirt, T-shirt, this T-shirt is yours. ect. 3.Group work 通过色彩鲜艳，直观性强的图画复习了学过的单词，并用单词卡片把学生

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记忆深处的单词和本模块的重点单词联系起来，达到运用的目的。 4.Teacher finds an apple from the desk. T: Oh, an apple. I like eating apple. It’s delicious. (教师做吃苹果状) But it isn’t mine. And whose apple is this? T: Whose apple is this? Is it you apple? S1: Yes, it’s mine. / No, this is ××’s apple. 5.Teacher uses the real objects that the students took before to do more practice. And that the whole class know the means of the word ” whose ” and the sentences “whose „ is this? ” 6.T: Are you clear now. Please practice the sentence and make a similar dialogue in your group. 7.Teacher asks some groups to show in front. 提出任务，在语境中呈现新句型，把学生已知的实物及本单元的重点单词融入句型教学中，做到词不理句、句不离篇。叫学生带自己喜欢的水果、文具、小玩具等，增加了学生的直观性，提高了他们的学习兴趣，有助于学生对所学内容的理解，为新授内容的学习做好准备。 Step 3: Lesson’s learning 1. T: Turn to page 16. Activity one 2. Ss listen to the tape and repeat 3. T: Listen to me carefully. And try to ask my questions. T: Whose sweater is this? (points to group1 ) Gorup1: It’s Amy’s sweater Teacher points the T-shirt and lets the group1 ask and group2 answer. Group1: Whose T-shirt is this? Group2: It’s Sam’s T-shirt. Teacher points the bag and lets the group2 ask and group3 answer. Group2: Whose bag is this? Group3: It’s Lingling’s T-shirt. Teacher points the cap and lets the group3 ask and group4 answer. Group3: Whose cap is this? Group4: It’s Jimmy’s T-shirt. 经过反复的新句型练习后，在学生基本上掌握了新句型后回到文本教学，并用活动2进行巩固确保绝大部分学生都能掌握课文内容。 Step 4: Game “Find the Lost” 1. The teacher collects some students’ real objects to the teacher’s desk., lets students to guess whose things are these, and uses the sentence: whose „ is this? Eg: T: whose cat is this? S1: Is it Lily’s cat? T: Is it your cat? Lily: Yes, it’s mine / No, its Lucy’s cat.

2. One student from each group, to come in front and have competition. 课堂结尾是巩固新知的重要环节。利用游戏和竞赛避免了反复朗读或问答的枯燥，在学生的易疲劳期最大程度的调动学生的学习主动性，取得“学中乐”的效果。 Step 5: Homework 板书设计：课后反思： Revision

教学目标：

复习module 4中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

1、学会使用名词性物主代词。 2、理解whose的用法。教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 1、 Daily greetings: 2、利用五字棋复习巩固本模块的名词性物主代词及名词的所有格结构。 Step II: 练习 3、学习之友Ｐ14-15页4、5题。 4、活动用书Ｐ16-17页3、4、5、6。 Step III: sum up (总结本课) Step IV: homework 板书设计：课后反思：修改、补充、完善

Module 5 Unit 1 There are enough.

教学目标：

1、知识目标：要求掌握单词give, every, enough和句子 There are enough„ There aren’t enough„.

2、能力目标：能够运用句子 There are enough„ There aren’t enough„.进行表达与交流。 3、情感目标：培养学生学习英语的兴趣，培养学生的爱心。

教学重、难点：用本模块的重点句型There are enough. There are not enough. 来表达物品的数量是否充足。

教学准备：录音机，桔子，苹果教学过程：

师生教学活动设计 StepⅠWarm-up 1、Greetings 2、Revision （1）Say the number quickly. 2 5 8 10 15 25 （2）复习句型: Use the sentences:There are / is „. （3）Sing a song. How many apples? How many apples ? There are five. There are five. I like apples. I like apples. Give me one. Give me one. StepⅡ Presentation. 1、Introduce ⑴ Lead-in T: I have four apples. (老师拿出4个苹果.) T:Do you like apples? S1:Yes. S2\\S3\\S4.(依次问学生，并分给学生。) T：There are four apples.There are four children.There are enough apples.What’s Chinese meaning? (有足够的苹果.) Read after the teacher. ⑵ Chant. T:Now let’s chant. Look at me. Enough,enough. Enough apples. There are enough apples. T: You chant, the others clap your hands.(一生说,其他学生打节奏) 3、Teach “There are enough„” T: I have three oranges. (老师拿出3个桔子,分给4个学生) T: There are three oranges. There are four children.

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There aren’t enough oranges. 4、Chant in groups. Aren’t e nough, aren’t e nough Aren’t enough oranges.. There aren’t enough. oranges. StepⅢ Practice 1. 自编歌曲，并以歌曲巩固所学知识。 There are two pens. There are two boys. Enough pens ? Enough pens? Yes, there are enough. Yes, there are enough for every boy, for every boy. There are five girls. There are four books. Enough books ? Enough books? No, there aren’t enough. No, there aren’t enough for every girl, for every girl. 2. Listen and Answer Listen to the tape and answer the questions: ⑴How many pencils did Ms smart buy yesterday？ ⑵How many children are there in the class？ ⑶Are there enough pencils？ StepⅣ Extention. T:Are there enough books/chairs/desks/ teachers? (呈现山区贫困孩子画面。） Ss：No. T：There aren’t enough books/chairs/desks. What can we do for them? So they can give them some books, some chairs, and some desks. Let’s help the poor students together, let’s give them our love. StepⅤ Homework. 1. 正确书写今天所学的单词与句型。 2. 观察自己家里的物品是否足够，并运用所学句型：There are/ aren’t enough„与同学、朋友交流。板书设计：课后反思：

Module 5 Unit 2 There are too many books on the desk

教学目标：

(1)会理解There are too many„的意思。.

(2)学习策略目标:：引导学生思考问题，培养学生的表达能力。

(3)情感目标：培养学生合作学习的能力。教学重点和难点：

（1）重点：理解There are too many„所表达的意思。

（2）难点：会运用There are too many„，There are (not)enough来表达物品数量是否充足。教学准备：铅笔盒、铅笔、句子卡片条、学生的语、数、英课本教学过程：

师生教学活动设计 Step1. Warming up T:Good morning,boys and girls!Glad to see you again!How are you? Ss:„ T：OK.Before the class.I want to play a game with you.Do you like playing games? (放4张椅子在教室前面，请4位同学上来) T:I want 4 students to playing the game. Who trry? Ss:„ T:All the students should say “Are there enough chairs, Are there enough chairs, Are there enoughchairs„”And you (4 students)should go around the chairs. When we say “stop”,you must stop and sit down on the chairs. Clear? Ss:Yes(玩游戏) T: Are there enough chairs? Ss: Yes, there are enough chairs. （搬去一张椅子，4个同学继续玩） T: Are there enough chairs? Ss: No, there aren’t enough chairs. T: Very good! Step2.Presentation 教学句型There are too many„ T：（拿出一个小铅笔盒）What’s this? Ss: Pencils box. T: Yes, i t’s a pencil box. Now, I want to put some pencils in it.1,2,3„Oh! I can’t put the pencil in it, why?（为什么？） Ss:装满了（装不下了、盒子太小了„„） T: Yes, the pencil box isn’t big enough. There are too many pencils. Follow me, please. There are too many pencils in the pencil box. Ss:„（读几次）（在学生读的同时贴上There are too many „的卡片纸，再让他们分组读） Step.3Practice T: OK, use the sentence to say it(指向装不完铅笔的铅笔盒，示意学生说) Ss: There are too many pencils in the pencil box.（指导学生说完整）（指向一堆课本，示意学生说） (打开课本，依次指向课本的插图，示意学生说）可以先指定一组说，再由全班说。 Ss: There are too many people on the bus. There are too many books in the bag. There are too many clothes on the line. There are too many apples

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in the bag. T: Very good. You are so clever! T：（画3个苹果，4个线条人，并标明apple, children）Look at the blackboard, please. How many apples are there?(3) How many children are there?(4) So we can say: There aren’t enough apples. There are too many children. Follow me ,please.” There aren’t enough apples. There are too many children.” Ss: There aren’t enough apples. There are too many children. T: （画5本书，6个线条人，并标明book, students）Let’s use ”aren’t enough”and”too many” to say it. Ss: There aren’t enough books. There are too many students. T: Now, the whole class, take out a piece of paper. And you draw a simple picture, such as food and stick people(木条人)，或交通工具等等。Use ”aren’t enough”or”too many” to say it,clear? Ss:„（画画）（例子：clothes,money,oranges,cars） T:OK! Who wants to show us your picture? Who try? Come here, please. Ss:„（请两三个同学上来讲） T：Good job. Now, turn on your activity book. Look at the pictures, and use ”aren’t enough”or”too many” to finish the sentences.Picture1,we can say„ Ss: There are too many children. There aren’t enough bike. T:Right!Picture2. Ss:„ „(完成任务1后，继续说任务4“look and say”，任务4可以一组回答一幅图) T: Good job! Step4.Listen and repeat T: Turn to Page21(指向学生用书),Listen to me carefully.（教师读一次） Now, follow me, please.„（如：/iê/,ear↗, ear↘, dear↗,dear↘„用升降调教学生跟读） T: Very good! Step5.Poem(事前准备语、数、英3本书) T: Now ,let’s learn a poem. Turn to Page21.Look at the pictures, what can you see from the pictures?（小女孩在干吗） Ss:（指导回答）Practice the piano, do the work, learn the words, learn Chinese/English/Maths, help her mather/father, make a cake. T: Yes, listen to me carefully.（先读一次，再让学生跟读2、3次，在读的同时教动作）如果时间允许，把全班分为2组，一组说“But there’s not enough time! There’s not enough time!”另一组则读前面的句子. T: Well done! Step6.Homework T:请同学们留心观察一下周边的事，在日常生活中遇到过什么需要解决的问题，并用“too many/enough/not enough”的句式写出来，不会写的单词可以用图画来表示。

板书设计：课后反思：

Revision

教学目标：

复习module 5中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

1、学会使用there are enough/ not enough 来表达物品数量是否充足。 2、学会使用too many 来表达物品数量是否充足。教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 1、 Daily greetings: 2、复习巩固本模块的重点单词。 Step II: 课文复习——重点句型的讲与练 Step III:做课后练习 3、学习之友Ｐ18-19页5、6题。 4、活动用书Ｐ18-21页1、5、6、2、3、6。 Step IV:sum up (总结本课) Step V: homework 板书设计：课后反思：修改、补充、完善

Module 6 Unit 1 You can play football well

教学目标： 1、知识目标：

（1）熟练掌握和运用单词：well, badly, team, control, catch, really, fantastic 。

（2）能够运用Can you „.?句型向他人询问并做出答复。并能口头运用I / You /She /He can catch the ball well /badly 。等这类语句描述自己及他人的能力。 2、语言技能目标：能给与自己与他人正确的评价。

3、思想情感目标：激发学生学习英语的兴趣，培养学生合作意识和自主学习的能力。教学难点：

教学重点：学会句型：Can you „.? Yes, I can./ No, I can’t .

教学难点：能用下列句子：I / You/She /He can catch the ball well /badly.I don’t play well.描述自己与他人的能力。教学准备:

Word cards, tape, a football,CAI 教学过程:

师生教学活动设计 Step I Warm-up. 1. Greetings. 2. Sing a song. (I’m listening to the music.) 3. Review the phrases: listen to music, run fast, jump high, play football„ a. Listen and act. b. Look and say. Step II Presentation. 1. Free talk. (Talk about football. Do you like football？We’re going to set up a football team.... ) 2. Teach: team, football team 3. Just now, you sang well. I can sing. (Teacher sings ) I can sing well. You can sing well. Teach: “well” and the phrases: sing/dance/play football/draw well. T: I can sing well. What can you do well? Ss: I can dance/sing/draw well. T: You can dance/sing/draw well. T: What can you do well? Can you play football well? S: I can play football well. T: You can play football well. But I can’t play football. I play football badly. Teach: “badly” and the phrases: sing/dance/play football/draw badly T: What about you? Ss: I sing/dance/play football/draw „badly. 4. T: A football team member must run fast and jump high. T: Can you run fast? S1S2: Yes, I can. T: Really? Let’s have a match. T: Fantastic. (Says to the winner.) You can run really fast. T: Can you jump high? S3S4: Yes, I can. T: Really? Let’s have a match.

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T: Fantastic. (Says to the winner.) You can jump really high Teach: “really” with the correct tones. 5. T: There is an important person in the football team. He can play football with hands. Guess “Who’s he?” Ss: “守门员” Teach: goalkeeper, fantastic goalkeeper T: Look at the picture. He’s a fantastic goalkeeper. Now repeat: goalkeeper, goalkeeper, fantastic goalkeeper, fantastic goalkeeper. Because he can catch the ball. T: Can you catch the ball? „ Teach: catch, catch the ball, catch the ball well/badly T: I can catch the ball well. / I catch the ball badly. (Teacher says and acts) T: Who can catch the ball well? (Teacher throws the ball to „) Ss: I can catch the ball well. / I catch the ball badly. T: A team member must control the ball. Can you control the ball? „ Teach: control, control the ball, control the ball well/badly T: I can control the ball well/ I control the ball badly. (Teacher says and acts) T: Who can control the ball well. Ss: I can control the ball well. T: Let’s have a match (Ask two students to act.)You/He/She can control the ball well. You/(He/She) control(s) the ball badly. Step III: Learn the text 1. T: Now we have got a football team. ×× can run fast. ×× can jump high. ××× can control the ball well . So they can join our football team. And Lingling wants to play football. Is she a fantastic goalkeeper? Open your book. Look, listen and repeat. Then answer the questions. 2. Listen and repeat. 3. Then answer the questions. ① Can Lingling run fast? ② Can Lingling jump high? ③ Can Lingling control the ball well? ④ Can Lingling catch the ball well? ⑤ So Lingling can be a good goalkeeper. Yes or No? Step IV Extension： T: Now look at the screen and guess: Who is a good goalkeeper? A cat, a panda, a dog or a bird? Why? (Let students discuss in group and then report.) Group1 reports: We think a cat is a good goalkeeper. Because a cat can run fast and jump high. Group2 reports: We think a dog is a good goalkeeper. Because it can run fast and jump high. It can catch the ball well. „„ Step V Summary Step VI Homework.：

板书设计：课后反思：

Module 6 Unit 2 I can do it very well

教学目标：1、知识技能目标

a、语言点：I can do it very well. I can’t do it at all.

b、能听懂、会读、会说句型：Can you run fast? Yes，I can ./ No，I can’t . I can do it very well. I can’t do it at all. c、能用所学句型：I can do it very well. I can’t do it at all.

d、能有节奏地朗诵本课的小诗。How well do you play football? I can’t play it at all. How well do you play basketball? I can’t play it, I’m not tall. But what can I do best of all? I can climb up any wall. 2、情感态度：

乐于开口说英语，积极参与同学交流。能评价自己和他人, 调查同学们擅长做的事。教学重点：能用所学句型进行交流。

教学难点：使用 at all, very well进行自我评价。对fast, high, badly能跟对应的动词搭配。

教学方法：1、直观教学法，采取手偶、课件等直观手段教学；

2、愉快学习法，整个教学都弥漫着一种和谐、融洽、振奋、饱满的情绪气氛。 3、情景教学法，创造情景，使学生进入语境。

4、唱游法。游戏教学有利于化解缺失语言环境的障碍,降低英语教学的难度，学生轻轻松松地学英语,学习的乐趣不言而喻。小诗可以增强记忆力和降低学习难度,减轻学生的学习负担，是小学英语教学的润滑剂、兴奋剂。课前准备：教学过程：

师生教学活动设计 Step 1. Warming up 1. Greetings Q: Nice to meet you. I want to be your good friend. Let’s sing a song, okay? Let’s enjoy the music. 打开课件，点击song 确认。师生一起唱歌I can’t do it并做律动，。 Step 2 Free talk Q: I’m a lovely duck. As you know, I like swim. I can swim very well.

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What can you do ? Can you tell me? S1:I can play the flute. S2: I can wash clothes. Step3 Revison and leading in. T: What can Lingling do? Please look at the screen and revion the last text.关闭上一个窗口，点击课件revisoin，确认。可以复习上节课的课文。 T: Now who can tell me what can Lingling do? 教师引导学生一起说：Lingling can jump really high, and she catch the ball well. So she can be a fantanstic goldkeeper. Sam can do something special. What can he do? Let’s have a look. Step4 Presentation 1. 关闭上一个窗口，点击课件text，确认。跳出画面表示Sam第一个特长的图片。 Oh, how funny. What does Sam do ? Sam can do 1 very well. Look, like this. 教师模仿Sam动眉毛的动作，说，It’s easy. I can do 1,too. Can you? Who wants to have a try? 请几个学生模仿这个动作，并能说出句子I can do 1 very well。 2. 点击右下角的下一个，跳出画面表示Sam第一个特长的图片。 Sam can do 2 very well. Let me try. 教师模仿Sam动耳朵的动作，说，Oh, it’s so hard. I can’t do it at all. How about you? 这个动作很高难度，基本上很少有人能做到，请几个学生模仿这个动作，并练习说句子I can’t do 2 at all. 用同样的方法教学3（噘嘴）、4背后摸手、5左手用筷子吃中餐、6用刀叉吃西餐。 3.Read the text. 4.Poem There are lots of interesting thing in our class. now,I want you to meet a special animal. What is it ? please listen, look and then guess. 关闭上一个窗口，点击课件poem，确认。给我们呈现的是一首非常有意思的小诗，图文并茂，生动活泼，非常吸引学生。 What can it do? What can’t it do? It can’t play football. It can’t play basketball. It can climb up any wall. What is it? 教师可以用快板打节奏，学生则拿笔跟着节奏敲打自己的笔盒，师生一起有节奏的朗读这首poem。通过快板打节奏为学生伴奏，新颖独特，加上学生的“大合奏”，这个环节再次把课堂推向高潮。 3. Exercise 1 Listen and write 4．Exercise 2 Make a servey 点击课件Exercise 2，确认。要求学生做一个调查。We’re going to have a Sports Day. What are you going to do for Sports Day ? Step 6 Homework For homework today,please make a servey for our class party.让学生课后调查自己班上同学的特长，并做好记录。 Step 7 Summary and Evaluation 以男女两队进行比赛的方式进行本课的评价，凡是积极回答或表演的同学都可以加分。评价是教师教学和学生学习过程中的重要一环。

Step 8 Class closing All of you did a very good job. I enjoy today’s lesson. Thank you. 板书设计：课后反思：

Revision

教学目标：

复习module 6中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

学会用can/can’t 来评价自己及他人的能力。教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 2、 Daily greetings: 2、复习巩固本模块的重点单词。 Step II: 课文复习——重点句型的讲与练 Step III:做课后练习 3、学习之友Ｐ21页4题，Ｐ23页7题。 4、活动用书Ｐ22-25页1、6、5题。 Step IV:sum up (总结本课) Step V: homework 板书设计：课后反思：修改、补充、完善 Revision

教学目标：

复习module1-6中的重点内容。

讲解期中试卷

课时：3节（2节解析试卷、1节巩固提高）教学程序：

第1-2课时：试卷讲解第3课时：学生巩固提高师生教学活动设计板书设计：课后反思：修改、补充、完善

Module 7 Unit 1 He can’t see

教学目标： 1、知识目标：

（1）学习词汇：useful, programme, blind, deaf, hot dog, sausage, firemen. （2）学习句型：He/She/These firemen can’t„ 2、能力目标：

能使用句型He/She/These firemen can’t„讲述他们做得到或者做不到的事情。 3、情感目标

培养学生对社会的关爱，对动物的热爱，树立学生的爱心意识。教学重点：

1、学习新词汇：useful, programe, blind, deaf, hotdog, sausage, firemen. 2、学习新新语言结构：He/She/These firemen can’t„ 教学难点：

语言结构：He/She/These firemen can’t„ 课前准备：录音机、磁带、单词卡片、图片。教学过程：

师生教学活动设计 1、Warming up 教师和学生对话交流：“Can you swim?Can you play basketball?” 学生回答：Yes,I can.或No, I can’t. 2、Revision 学生两人一组练习问答：“Can you„?Yes,I can./No,I can’t.”出示图片或单词辅助，有针对性地复习。 3、New teaching （1）学习单词useful, community 与学生对话：Can you draw? I can draw very well.教师拿出自己画的图片，上面画有电脑、电视、电话等，介绍：They are very useful in the community.用汉语讲解useful和community的意思。板书单词useful重复读，学生跟读。启发学生说出相同的例子，如Cars are useful in the community.并且说出为什么这些对我们的生活有帮助。引导学生意识到动物也对人类有帮助，比如小狗。（2）呈现课文，学习单词Programme 老师介绍：There is a programme about dogs.用汉语解释programme为“节目”。节目里介绍了狗对人类的帮助。大家一起来观看这个节目。教师提出问题：注意观察狗帮助了哪些人。（3）学习单词blind，学习语言结构“He can’t see.” 在收看完该节目后，教师出示：盲人、医生、、聋哑人、消防员等人物图片，请学生选择课文中狗帮助了哪些人。学生选择盲人，给学生看盲人和导盲犬的画面，教师介绍：This man can’t see. He is blind. 通过图片学生理解blind的含义，板书blind，学生跟读。接着介绍：He is blind. He can’t see.指向图中的导盲犬：Look, this dog helps him. 板书“He can’t see.”学生跟读句子。（4）学习“She can’t hear.”学习单词。学生选择聋哑人的图片。教师对照盲人的图片讲解：He is blind. He can’t see. Now look at this picture.出示聋哑人和助听犬的图片，问：引导学生说：She can’t hear so she is deaf. She can’t hear. 板书deaf和She can’t hear.教师重复，学生跟读。询问：Who can help her?引导学生说出：A dog can help her. （5）教师出示“hot dog”图片，引导学生学习“hot got”和“sausage”。（6）学习“There firemen can’t find people”。学习单词firemen。学习继续选择消防员的图片，出示消防员抢救现场的图片，看图学单词fireman及其复数形式firemen。板书firemen，学生重复这个单词。介绍：These firemen can’t find people . Theses dogs help them. 板书句型，学生跟读。（7）总结狗对人类的帮助。听录音，学生跟读课文，并练习朗读。

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教师启发学生思考动物对人类还有什么其他帮助，如：Dogs can help policemen and look after housee.Horses can help people find way home.Dolphins can help doctors if they can’t find the certain mental innesses. 4、Practice （1）教师出示图片或单词和词组“play basketall,play football,swim, ride a bike, run fast, tidy the room”等。找一位学生到前面，其他学生运用“He/She can/ can’t„”猜测这位同学能否做某件事。被猜的同学选择笑脸或哭脸表示能或不能。（2）游戏“猜猜他/她是谁。” 描述学生的本领或特长，让大家猜猜他是谁。然后让学生将描述的范围扩大到大家熟知的一些英雄、伟人、以及各界明星。 5、Summary 总结狗对人类的帮助，总结本单元语言结构。 6、Homework 设计一份保护动物的海报，画动物，写出他们对人类的帮助。板书设计：

课后反思： Module 7 Unit 2 They can’t walk

教学目标：

1、知识目标：要求掌握单词walk, sit down, eat, swim, her, him, them, help(s). 和句子

2、能力目标：能够运用句子This „can/can’t „ „help(s) her/ him/ them. 进行表达与交流。

3、情感目标：培养学生学习英语的兴趣。爱好；培养学生的合作能力和语言交际能力。

教学重点、难点： 1、能听说读写单词：walk, sit down, eat, swim, her, him, them, help(s). 2、能掌握句型：He/She/They can’t_______. 3、能用can和can’t谈论能力。课前准备：教学过程：师生教学活动设计 Ⅰ.Greetings. Ⅱ.Introduce the assessment. Ⅲ.Revision.

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① 出示单词卡片复习单词：Programme, useful, blind, deaf, hear, firemen, sausage ② chant. Go, go, go, go to school Play, play, play, play football. Play, play, play, play basketball. Go, go, go, go out of school. Ride, ride, ride, ride a bike. ⅳ Presentation. 3. What is it? 1.What can the spider do?(show on the ppt) 2What can’t the spider do?(let’s student disguss) Then show a picture (YaoMing) and ask students ⑴ T: Who is he? S:He is YAOMING. ⑵ What can he do ? He can/can’t... 2. (课件)呈现图片引出单词walk及呈现句子This man can walk„Now look at the picture :Can the little girl walk? S:No,she can’t T:Yes.This little girl can’t walk.(板书并带读这个新句型)Then ask ss who can help her everyday? Ss:Her father helps her.(板书带读,个人读,小组读) 3. (课件)用同样的方法来呈现 Sit down,eat,swim.并操练。 ⅴ.Consolidation. 1. 自编歌曲，并以歌曲巩固所学知识。 Walking, walking, walking This little girl can’t walking. Sit down ,sit down, sit down This old man can’t sit down. Eating, eating, eating This chick can’t eating. Swimming, swimming, swimming This little girl can’t swimming. 2. 巩固课文学习。 ① Listen, then answer the questions. 1.can little girl walk/swim? 2.can old man sit down? 3.can chicks eat? ② Listen and Repeat ③Make a dialogue. ④Read together. 3 practice I can do...I can’t do来进行训练(培养学生合作.交流意识） Ⅶ. Homework.

1. 正确书写今天所学的单词与句型。 2. 观察自己出去交游事的事物，并运用所学句型：can and can’t „与同学、朋友交流。板书设计：

课后反思： Revision

教学目标：

复习module 7中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

学会用can/can’t 来评价自己及他人的能力。句型：He/She/They can/ can’t„„ 教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 3、 Daily greetings: 2、复习巩固本模块的重点单词。 Step II: 课文复习——重点句型的讲与练 Step III:做课后练习 3、学习之友Ｐ25-26页3、4、5、7题。 4、活动用书Ｐ26页1、4、6,27页2、5题。 Step IV:sum up (总结本课) Step V: homework 板书设计：

课后反思：修改、补充、完善 Module 8 Unit1 What time does school start?

教学目标： 1、知识目标:

（1）能听懂、会读、会说单词exercise，playground，before,skip,coffee,tea.

（2）能听、说、读并掌握句型：What time do you get up? I get up at half past seven. What time does school start? My school starts at eight o’clock. 2、能力目标:

能熟练运用所学句型What time do you „?/ What time does„?来询问关于日常生活的话题，并能进行正确回答。并能利用所学句型描述学校生活。

3、情感目标:培养学生开口说英语,认真听课的好习惯。培养学生热爱自己的学校的情感。教学重难点：

教学重点：能熟练运用所学句型What time do you„?/ What time does„? 来询问关于日常生活的话题,并能进行正确回答。

教学难点：运用所学句型描述自己的学校生活。教学准备：教学过程: 师生教学活动设计 Step Ⅰ Warm-up 1、Greetings. 2、Say a chant: I like coffee, I like tea. 【设计意图：通过chant的说唱，让学生们动动手动动脑，活跃了课堂气氛，增添了上课的趣味性。】 StepⅡPresentation 1、Introduce ⑴出示学校的图片介绍说：This is my school. This is our playground.(教学playground) ⑵出示学校学生跳绳和做操的照片，教学skipping，exercise What are they doing? They are skipping. They are doing morning exercises. ⑶出示学校作息时间表引出句型：What time does school start? 及回答My school starts at eight o’clock. 【设计意图：出示自己学校的照片，学生感觉熟悉，教学playground，skipping，exercise，学生容易接受】 2、T： We know the school life in China,how about the children in England? Today we go and visit their school with Amy. 【设计意图:通过介绍自己的学校引出Amy的学校生活是什么样的？与我们的学校有什么不同?】 Step Ⅲ Text 1、 Listen and Answer What time does Amy’s school start? What time does Amy get up? Does Amy walk to school? What do they do in the morning? 2.Do the exercises about the text. Do

修改、补充、完善 get up go to have lunch go home do homework go to bed 34

Name school 【设计意图：老师出示表格,用询问时间做铺垫，进一步把这节课的重点句型引出来，同时加深学生对中国学校生活的理解；同时表格的出示也激发了孩子对英国学校生活的好奇心，为下文学习做铺垫。】 Step Ⅳ Exercise 请你向老师和同学们介绍你和你的学校生活 (CAI) Hello, I’m____. I’m a boy\\girl. I’m from ____. I get up at________. I go to school at________________. I go to school by bus.\\ I walk to school. My school starts at ______ We do ______________every morning . We go home at ________. 【设计意图：介绍自己来复习本课出现的句型及回答,使知识的巩固更加有趣，提高学生的学习积极性。】 StepⅤ Homework 1. Listen to the tape and read the text. 2. Copy the new words. 3. Write five sentences about your school life. 板书设计：

课后反思： Module 8 Unit 2 Where did Lingling go yesterday?

Teaching aims:

1、能听懂Where did Lingling go yesterday?这类语句询问过去发生的事，并能听懂，口头运用Yesterday I went to Sam and Amy 's school这类语句回答过去所发生

的事。

2、能够在句中听懂单词及短语：bell , ring/rang, go into, get ready for。能够看图或指实物认读单词：bell, ring/rang。能够在句中认读单词：bell。 3、能够用过去时态描述过去的行为。

4、学习辅音/s/,/z/,/θ/,/r/,/h/。

Key points: 能听懂和灵活运用一般过去时进行询问和回答，并能运用一般过去时描述过去的行为。

Difficult points: 能灵活运用一般过去时描述过去行为。

Teaching tools: Teaching process:

师生教学活动设计 Step 1 warming-up Play a game (Activity 5) 1. Do an example T: Now, I'm a clock.What time is it?(师呈现一长一短两指针,模仿活动五男孩表演,让学生模仿回答) S1: It's 7 o'clock. T : What do you do at 7 o'clock？ S1: I get up at 7 o'clock. „„ 2. Work in pairs and do a competition(引导学生就每天做的事进行对话练习，每组抽一对进行比赛并采用记分制评比) Step 2 Leading-in T: Yesterday I went to LeShan, I visited my friends. How about you? Where did you go yesterday? S1: I went to...（板书在黑板上） T: I visited my friends.What did you do yesterday?（同上） S1: I wrote a letter\\.... (抽三四个学生回答) Step 3 Presentation 1. Activity1 and Activity 2 (1)T：Lingling今天给Daming写了一封信,描述了自己在英国学校的见闻,下面请同学们听听她给我们介绍了些什么? 听第一遍，整体感知。第二遍：Please listen carefully, then answer my questions. Q1: Where did Lingling go yesterday?(听第一段后学生回答)(板书所有6个问题在黑板左侧)继续分组比赛回答问题 S1:Yesterday she went to Sam and Amy's school.(板书这问题答案在黑板中间,对应前面问题的位置)(所有6问与答采用左问右答的形式一一对应板书) T: Now, listen again and check your answer.(听后请同学起来订正答案) T: Continue listening with three questions.(听2，3段) Q2: What time do they start school in England? S2: In England they start school at 9 o'clock. Q3: What do they do in the playground? S3: They all play in the playground. Q4: What did Lingling do with the girls? S4: She skipped with the girls. T: Listen again and check your answers.（在每个与答案相关的句子后暂停，请同学起来订正答案），教学skipped，（板书skip---skipped在小组评比分数版块下方单词词组版块下） T: Next, listen with two questions(播放最后一段). Q5: What did the bell ring ?(呈现实物教学bell及摇响铃教学

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ring/rang)(板书ring---rang在skip---skipped下面 ) S5：The bell rang at 9 o'clock. Q6: What did they do then ? S6: They went into the classroom. T: Listen again and check your answers. 教学go into (教师展示走进教室的动作） (2) Retell these answers. （注意人称的变化） (3) T: Open your books. 讲解书信格式 (4) Listen and repeat. 2. Activity3 (1)Listen and repeat together. (Activity 3) (2)Listen and repeat with a competition of groups 3. Activity 4 (1)Have some students describe these four pictures.(教学get ready for) (2)Listen again and say ,then sing. Step4 Practice Do an interview with using “Where did you go yesterday?What did you do yesterday?” (根据导入部分的铺垫让学生先自由练习再上台表演) 1 Work in pairs 2 Do a show Step6 Summary Retell these answers. Step7 Homework 填空 Yesterday Lingling ___ to Sam and Amy's school . She___with the girls in the playground , then the bell ___at 9 o'clock. In England they ___ at 9 o'clock.They don't___ morning exercises. They____ in the playground. 板书设计：

课后反思： Revision

教学目标：

复习module 8中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

学会用what time does / what time do you„„来描述时间的表达方式。能用简单的英语描述学校生活。教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 4、 Daily greetings: 2、复习巩固本模块的重点单词。 Step II: 课文复习——重点句型的讲与练 Step III:做课后练习 3、学习之友Ｐ29页4、5、题。 4、活动用书Ｐ31页5、32页3、6题。 Step IV:sum up (总结本课) Step V: homework 板书设计：

课后反思：修改、补充、完善 Module 9 Unit 1 Are you feeling sad?

教学目标：

知识目标：能听懂、会说、会读、会写本单元的单词与句型。能力目标：学生能对本单元的内容进行扩展运用。情感目标：培养学生有爱心，学会关心、爱护他人。教学重难点：学生能运用所学句型进行扩展性的对话。教学准备：教学过程：

师生教学活动设计 Step 1:Warming-up 1. Greeting 2. Sing a song I’m the music man . Step 2 1. T: You sing very well. I’m felling very happy. Are you felling happy? 板书：I’m felling very happy. Are you felling happy? S: Yes, I am.板书：Yes, I am. T：If you are not feeling happy.You can say— S:No,I’m not. 板书：No, I’m not.

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T(ask some students)I’m feeling happy. Are you feeling happy? (师生、生生、生师之间练习) 当有学生回答No,I’m not. T: What’s the matter? 学生会说：“没什么。” T:（帮助学生说）Nothing. 板书并领读：What’s the matter? Nothing. 2.T：OK, Please close your eyes. Now open your eyes and look at me.(师扮生气状)Now I’m feeling – S:Angry.\\生气。 T.指向会说这个单词的学生)You are very good.Can you be a teacher and teach us the word? 设计意图：让会说的学生当小老师，改变老师传授知识的常态，既让小老师有自豪的心理体验，又能激发其他学生好好学习。 T：Please show and say out your feeling.(老师师范) 学生边扮生气状边说：I’m feeling angry.\\ I’m feeling very angry. 2. 呈现情景 T.Look at the man.What’s he doing? 帮助学生回答，引出新单词。He’s thinking.板书thinking 师范单词发音，让学生注意th的发音要领。 T look at the little girl.Is she feeling angry? S:No,she isn’t. T(引导学生回答)：She’s feeling bored. 板书单词bored.领读单词和句子。指名读、让一组学生火车接龙问答（S1:I’m feeling bored.Are you feeling bored?S2:Yes,I am.\\No,I’m not. I’m feeling bored.Are you feeling bored?），其他学生当评委，判断是否发音正确。设计意图：以多种练习方式进行操练，防止学生产生厌倦心理，让学生始终保持学习的热情。 3．T：（出示悲伤的脸的简笔画）OK!Look at this boy.Is he feeling bored? S: No,he isn’t. T: Is he feeling angry? S: No,he isn’t. T:He’s feeling – S:Sad. T:Yes,you are very good.Can you say the sentence again loudly? S:Yes,I can.He’s feeling sad. 板书sad 领读单词与句子。 Step3．Drill 1.利用老师自编的chant.老师示范，学生模仿跟读。 2.Play a game. T:You’re so great!We’ll play a game together.If you are right,I’ll give you a present.Look at the present. S：angry.happy.sad.borde. T:You ask like this:Is he feeling sad?or is she feeling sad? S(guessing):Is he feeling happy? T:Yes,he is.(Teacher give the students a present happy face picture) Step 4 Text learning(文本学习) 1.T:You’re very great!Are you feeling happy? S:Yes,we are. T:Is our friend Lingling feeling happy?Now listen and try to answer the questions.

3. 利用实物投影仪呈现问题： Is Lingling feeling happy? What is she doing? Teacher plays the tape. After listening, students try to write down the answer on their paper. Then check the answers. 4. Learn the other new words T: Read the text and underline the new words or sentences that you can’t undenstand. T. Do you have any questions? S: Yes. 4．Listen and repeat. Then answer the questions. 利用多媒体出示问题： (1)Does Lingling miss China? (2)What is she thinking about? 5.Read the text in role Step 5 Consolidation 教师评价、小组评价与个人评价相结合，让学生体会参与教学活动的乐趣。 Step 6 Summary and Homework T：You act it very well. Are you feeling happy in this lesson? Today’s homework: a. Listen to the tape and repeat. Then read the text. b. Make a dialogue about feeling. 板书设计：课后反思：

Module 9 Unit 2 I feel happy

教学目标: 知识目标：

（1）学习、掌握happy sad bored tired hungry 等单词。

（2）能灵活运用句型：How do you feel？I feel„；Do you tired ?Yes,I do .No, I don’t. 能力目标：培养学生的听、说和灵活运用语言的能力。德育目标：培养学生懂得关心他人与善于表达自己的意识。

情感目标：通过各种活动加强师生间、学生间的情感交流、培养学生学习英语的兴趣。重点与难点:

重点：学习单词happy sad tired bored hungry .

句型；How do you feel？I feel „；Do you feel „？Yes，I do。No，I don’t.

难点：新单词相关语句在实际生活中的应用。课前准备: 教学过程:

师生教学活动设计 1、Warming up (1)教师与学生打招呼，做好课前准备。 Class begins! (2)学生一起拍手唱歌，边唱边做动作。 2、Revision T：Are you feeling thirty? S:„（根据实际情况回答） T:Are you feeling angry? S:„（根据实际情况回答） 3、New Teaching （1）Let’s listen to a poem, ok? (让学生听读part4，引学生进入英语环境中。) ※ 学生先听一遍 ※ 然后让学生打开书，边指边听 ※ 再跟着老师读一遍（2）Well，Are you bored now ?I think you should be bored .so now let’s do something very happy and exciting. (3)（If you are happy）让学生看起来就很兴奋，很高兴！然后问：How do you feel?are you feeling happy now? (4)引出新单词，学习新单词 happy sad tired bored hungry （5）Now please look at the screen and guess how do they feel ? 学习Part2(now point and talk ) A:Today I helped my grandfather on the farm . B:Do you feel tired ? A:Yes ,I do . ※ 拿出卡片问学生：Do you feel„? Yes,I do .No,I don’t.或者学生问学生（同桌问、或走访问等）（7）OK! Sit up strict! Let’s learn some pronunciations. Ok?※出示表格 ts ds tr dr ch J,dg ︳ cats beds train driver chair jaket coats friends trousers dress lunch bridge ※ 教师带读两遍 ※ 学生齐读一遍 4、Practice ※Now .games time .act and say（播放兔子舞舞曲，学生随着音乐传球，

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音乐一停，谁拿到球谁表演，表演好的给予奖励） ※小组比赛（出示明星的各种表情，学生抢答，给快的小组加分，并给予奖励） 5、Summary and homework ※再把单词过一遍，happy sad tired bored hungry（齐读） ,然后告诉大家回去把这些单词读给你的家人、朋友听。 ※Now tell me if you are happy ,please clap your hands follow the music as louder as you can . 6、Say goodbye Class is over ! goodbye boys and girl! 板书设计：课后反思：

Revision

教学目标：

复习module 9中的所有新单词及句型。完成本模块中的活动用书。教学重、难点：

Are you feeling sad/ bored/ angry 学会谈论情绪及感受

教学准备：单词卡片、挂图、磁带教学程序：师生教学活动设计 Step I:热身活动 5、 Daily greetings: 2、复习巩固本模块的重点单词。 Step II: 课文复习——重点句型的讲与练 Step III:做课后练习 3、学习之友Ｐ29页1、3、5、7题。 4、活动用书Ｐ34页3、6、36页2、6题。 Step IV:sum up (总结本课) Step V: homework 板书设计：

修改、补充、完善课后反思：

Module 10 Unit 1 You should look, then cross the road

教学目标: （一）认知目标

1.能听、说、读、写单词:cross,hold,hand 2.听懂并会说句子You should\\ shouldn’t . 3.理解课文内容

(二)能力目标：学会给他人提出合理化建议教学重点: You should look, then cross the road. You should hold my hand. You should say hello to my friends. You shouldn’t walk in the road. 教学难点: should\\ shouldn’t的区别教学用具:录音机，磁带，单词卡片教学过程: 师生教学活动设计 Step 1 Warm up 1. Greetings 2. Revision:say the poem together Step 2 Main activities 1. T points to the pictures of the text and asks the Ss to discuss “What should the boy do?” 2. T asks some Ss to talk about the pictures,they can use Chinese 3. T teachs the main sentences and writes them on the blackboard You should look, then cross the road. You should hold my hand. You should say hello to my friends. You shouldn’t walk in the road, 4. Group work: make some sentences with should\\ shouldn’t 5．Role play their situations and say some sentences(学生自由创设情景并用should\\ shouldn’t造句) 6.point and say 7.teach the text 8.read the text in roles Step 3 Homework 1. Listen and read the dialogue for 15 minutes. 2. reside the new words 修改、补充、完善 43

板书设计：

课后反思： Module 10 Unit 2 You should eat fruit

教学目标: 1、掌握学习should/ shouldn’t的有关句型

You should say hello to my friend. You shouldn’t walk in the road.

2、通过游戏熟练掌握有关should/ shouldn’t句型。教学重、难点：

让学说在游戏中积极交际，自主训练听说读能力。课前准备：教学过程：师生教学活动设计 . Warm-up【热身复习】 1、Greeting 2、Game：请学生把自己在生活中和学习中碰到的各种事例表演出来，全班一起总结出十件应该做的事情和不应该做的事情。小组评比看谁说得多 Ⅱ.Pre-task【任务呈现】——班内规则 1、活动1 根据课文图片，用You should /You shouldn’t 描述，然后两人一组进行小组练。 2、[任务呈现] 师：我们班将在教学后面开办一个图书角，大家想想如何将我班的图书角办好？ You should/ You shouldn’t… Ⅲ.While-task【任务实施】 1、根据学生的回答，教师自己或请学生设计并画出图书角要张贴的标志，并请台下的同学来猜，最后师生一起写出英文句子以说明标志的意见。 2、四人小组合作制作班级图书角罐（Class library Rules）的制作，要求图文并茂，比一比，哪个小组写得好，最准确，设计精美。 Ⅳ.Post-task【任务展示】 ①各小组合作上台宣读所写内容，师生边看边读，边看边听，选出最优秀小组。 ②张贴作品，享受成功。 Step VI: Homework 1.Listen and repeat the dialogue after the tape for three times.

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2.Copy the four-skill items , and make sentences with what / how. 3.Finish the following survey and report it tomorrow. 调查你的一位朋友说有关应该与不应该做的事情：板书设计：

课后反思： 45

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