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  • 百花范文网 > 实用 > 工作计划 > [湘少版五年级下册英语全册教案]

    [湘少版五年级下册英语全册教案]

    时间:2021-03-07 01:01:31来源:百花范文网本文已影响

    湘少版英语五年级下册 全册教案设计 2021-1-27 Unit 1 We’re going to read stories 一、教材分析 (Teaching Material) 本单元主要学习使用 be going to do 句型来谈论将要发生或将要、 打算去做的事情。

    课堂上可以安排各种情境如新学期来了同学们准备 如何管理学习、同学要来做客你准备做些什么等等。

    二、教学目标 (Teaching Aims) 1、通过学习,能使用新句型来谈论将要发生或打算去做的事情;

    2、在合作学习中,培养学生合作交流能力,鼓励学生多开口, 敢于发言;

    3、通过学习,培养学生的口语发音与交际。

    教学重难点 (Important & Difficult Points) 1、理解并掌握新单词 story, listen to, interesting, talk about, put on, play, great, write about;

    2、掌握并能运用句型 am/ is/ are going to…;

    四、课时安排 (Periods Arrangement) 三到四个课时 五、教具 (Teaching Aids) 录音机、图片、卡片、CD、课件等等。

    Unit 1 We’re going to read stories Period 1 一、教学目标 (Teaching Aims) 1、知识目标(Knowledge Aims):
    1) 能看懂、 会读、 会说新单词 story, listen to, interesting, talk about, put on, play, great, write about; 学习、运用新句型:am / is / are going to…, Are we going to …? 2、能力目标(Ability Aims):
    1) 能向他人询问、回答将来将要发生的事情;

    2) 能理解课本 A 与 B 部分。

    3、情感目标 (Emotion Aims) 学会小组合作,团结友爱。

    二、教学重难点(Teaching Focus & Difficulties) 1) 重点:理解并掌握生单词; 2) 难点:掌握并运用新句型。

    三、课前准备(Preparation for Class) 课件、图片、卡片、CAI 等等。

    四、教学过程 (Teaching Process) Step one: warming up 1. Greetings. T: Hi, boys and girls. Good morning. How are you? 2. Free talk. T: We just had our winter holiday. Tell me what did you do? S1: I visited my parents. S2: I went to Shenzhen. … T: Wow, how wonderful! Now it is a new term. What are you going to do in this term? Step two: presentation Introduce new words and sentences 1) T: (showing pictures) Boys and girls, look! That is what Dino is going to do this evening. I am going to listen to music. (Introduce other new words like this) 2 ) T: OK. Now let’s play a game. Do you remember what Dino is going to do this evening? Is he going to listen to music? Do you like music? So, are we going to listen to music tonight? Yes, we are. No we aren’t. (Write the sentences down on the blackboard) The dialogue 1) Listen to the tape of Part A. Listen and find who you can hear. Listen and repeat. Listen and read. Act it out. Step three: consolidation Give students some scenes to have conversation in groups. Such as “Have a plan for the weekend with your friends”. Step four: homework 1) Read after the record of Part A five times and try to recite it please. 2) Copy the new words and sentences three times and try to tell your parents about your weekend plan. 五、板书设计(Blackboard Design) Unit 1 We’re going to read stories story listen to interesting talk about put on play great write about Period 2 一、教学目标(Teaching Aims) 1、知识目标(Knowledge Aims):
    1) 能看懂、 会读、 会说新单词 story, listen to, interesting, talk about, put on, play, great, write about; 2) 学习、运用新句型:am / is / are going to…, Are we going to …? 2、能力目标(Ability Aims):
    1) 熟练运用新单词、新句型;

    2) 理解 D 部分小短文,并完成练习。

    3、情感目标 (Emotion Aims) 1) 重视小组合作精神;

    2) 敢于发言,勇于表达。

    二、教学重难点(Teaching Focus& Difficulties) 1) 重点:掌握新单词,巩固上节课学习的单词;

    2) 难点:正确、熟练运用本单元重点句型进行对话。

    三、课前准备(Preparation for Class) 课件、图片、CAI 等等。

    四、教学过程(Teaching Process) Step one: warming up and lead-in 1. Greetings. 2. Free talk. Talk about what you are going to do tomorrow. Step two: presentation 1. Play the chain game. S1: Are we going to watch TV tomorrow? S2: Yes, we are. Are we going to play games tomorrow? S3: No, we aren’t. Are we… 2. The text. Read and find what it is about. Listen and read. Read and finish the exercises. Step three: practice Have a competition between girls and boys. They should speak out sentences with “We are going to…” as many as possible. Step four: homework 1) Read the Section D three times. 2) Try to make your own graph please just like the one on page 3. You could choose anyone 五、板书设计(Blackboard Design) Unit 1 We are going to read stories Are we going to write? Yes, we are. /No, we aren’t. Period 3 一、教学目标(Teaching Aims) 1、知识目标(Knowledge Aims):
    1) 巩固并熟练运用本单元学习的新单词、新句型; 2) 能进一步熟练运用本单元重点句型 Are we going to …? 2、能力目标(Ability Aims):
    1) 能理解、掌握新单词;

    2) 理解、掌握并运用以上新句型进行交流对话与写作。

    3、情感目标 (Emotion Aims) 1) 重视与同学的分享与交流;

    2) 发扬尊师爱友的精神。

    二、教学重难点(Teaching Focus& Difficulties) 1) 重点:掌握新单词,巩固上节课学习的单词;

    2) 难点:正确、熟练运用本单元重点句型进行对话。

    三、课前准备(Preparation for Class) 学生上节课的作业、课件、图片、CAI 等等。

    四、教学过程(Teaching Process) Step one: warming up 1. Greetings. 2. Free talk. Tell us what your friends, parents or others going to do this weekend. Step two: presentation Introduce animals to students. Talk about their favorite animals. Lead students to say “I am going to play panda”. Have a competition about which group says more sentences. Read the book and write down what they discuss in group. Step three: practice Make word cards by themselves and make sentences in group. Create some scenes for students to have a conversation. For example, meet your classmates on street, write a letter to your pen pal about your weekend plan. Step four: homework 1) Read the whole unit twice please and try to recite the new words in page 2. 2) Write a letter to your friends just like the two letters on page 3. You can talk about anyone you know. 五、板书设计 Unit1 We are going to read stories We are going to ______. Are we going to ______? Unit2 We’re going to do some research. 主备人:
    审核人:
    日期:
    第 1 课时 教学 目标 1、 理解并掌握四会新词:find, read, collect, study and think, write. 2、 掌握并能运用句型:is\am\are going to… 3、 通过学习,培养学生的口语发音和交际。

    教学 重点 理解并掌握新单词 教学 难点 通过学习,能使用新句型来谈论将要发生或打算去做的事情。

    导 学 流 程(定向导学:教材 5-6 页) 教学行为提示 一、 English Talent Show! Title: Are we going to …? 二、 目标导航 1. Greetings. 2. Let’s have fun.(P4) 三、 自学自研 (self-study) 1. Listen to the tape and circle the words if you don’t know, and then guess the meaning. 2. Listen to the tape again and try to answer the questions. Question: Are we going to do some research? 四.交流展示(Discussion and show) Task1: I can read. find, read, collect, study and think, write. 1. Read after T or LT.\Words and spelling. 2. Game: Trick game. Task2: I can show. Key structure: What are we going to…? We are going to … 1. Ask and answer. 2. Let’s practise. 五.巩固提升 Listen, point and read. 展示时,一定要大胆、大声。注意自己的举止,上下场要有秩序,倾听的同学要保持安静。

    游戏激趣。

    使用双色笔做好笔记。

    鼓励小老师组织同学进行操练,形式可多样。

    可根据情境的展开自由会话,力求脱稿,并活用日常用语。

    对照书本进行听力训练后对单词进行抽测。

    六. 教后反思 Unit2 We’re going to do some research. 主备人:
    审核人:
    日期:
    第 2 课时 教学 目标 1、进一步学习新词find, read, collect, study and think, write. 2、能向他人询问、回答将来将要发生的事情。

    3、学会小组合作,团结友爱。

    教学 重点 理解并掌握新词。

    教学 难点 掌握并运用句型。

    导 学 流 程(定向导学:教材 5-7页) 教学行为提示 一、English Talent Show! Title: Are we going to …? 二、目标导航 1. Greetings. 2. Picture talking. 三、自学自研 (self-study) 1. Listen to the recording and try to read. 2. Listen again and answer the question: Are we going to study and think? 四、交流展示(Discussion and show) Task1: I can read. find, read, collect, study and think, write. 1. Game: Sharp ears. 2. Words and sentences. Task2: I can show. 1. Listen and try to repeat it sentence by sentence. 2. Role play. 3. Let’s check. 五、 巩固提升 Finish Part D. 展示时,一定要大胆、大声。注意自己的举止,上下场要有秩序,倾听的同学要保持安静。

    温故而知新。

    使用双色笔做好笔记。

    鼓励小老师用多种形式操练单词。

    注意模仿语音语调。

    鼓励学生创设情境进行展示。

    独立完成后再分享做题经验。

    六、教后反思 Unit2 We’re going to do some research. 主备人:
    审核人:
    日期:
    第 3 课时 教学 目标 1. 学生能够巩固复习之前所学动词和动词短语。

    2. 学生能在特定语境下正确熟练的使用句型:be going to … 3. 培养学生与他人交流和小组合作的意识。

    教学 重点 掌握新词与句型 教学 难点 学生能熟练运用be going to …来商量和询问计划或打算。

    导 学 流 程(定向导学:教材 5-8 页) 教学行为提示 一、English Talent Show! Title: Are we going to …? 二、目标导航 1. Greetings. 2. Letters and words. 三、 自学自研 (self-study) 1. Listen to the tape, and then answer the question. What are we going to do today? 2. Listen again and try to repeat. 四、交流展示(Discussion and show) Task1: I can read. 1. Read after LT. 2. Train game. Task2: I can show. 1. Let’s practise.(P6) 2. let’s write. (P8) 五、巩固提升 Write the new words and ready for dictation. 展示时,一定要大胆、大声。注意自己的举止,上下场要有秩序,倾听的同学要保持安静。

    知识点的衔接与拓展。

    注意双色笔的使用。

    模仿语音语调。

    鼓励小老师用多种形式操练单词。

    讨论的声音要轻,要求参与度高,有创新。

    独立完成后分享解题过程。

    六、教后反思 Unit 3 Let’s make a kite. Period 1 Teaching aims and demands: 一、知识目标 1、能看懂、会读、会说新单词:cut draw paint glue tie a kite show paper bamboo 2、学习、运用新句型cut the bamboo; draw a picture etc. 3、能用first, then, and then, next, lastly来描述事情的经过。

    二、能力目标 1、能向他人介绍做风筝的经过;

    2、能理解本课A、B部分 三、情感目标 培养学生爱动手的能力,热爱生活的高尚情操,陶冶他们的性情。

    Teaching main points and difficulties 1、重点:理解并掌握新单词 2、难点:能用英文描述做风筝的经过。

    Teaching tools: PPT 剪刀、小刀、纸、竹子、胶水、彩笔、线 Teaching procedures: Step 1 Greetings 1、Greet the whole class after they sing the ABC song. 2、Free talk. Ask these questions: What season is it now? Is it beautiful in spring? Do you love spring? Why? What can you see in spring? What can people usually do in spring? (Show a picture) Help the students answer with: a kite, fly a kite. Teach the new words: a kite, fly a kite. Step 2 Presentation 1、T: Flying a kite is very interesting. But do you know how to make a kite? Today let’s learn how to make a kite. Now I’ll show you how to make a kite. Look at me carefully and follow me. 2、Show a piece of paper and a bamboo, teach the words: paper and bamboo. 3、Teach the phrases while the teacher is doing the actions, then write the phrases on the blackboard: Cut the bamboo; cut the paper; draw a picture; paint it; glue the paper to the bamboo; tie a string to the kite. Step 3 Practice 1、Ss look at the pictures and make a competition between Group A and Group B. Each group talks about how to make a kite according to the pictures one by one. The group which says out correctly will get a red star. If they can’t say out, the other group will get the chance. 2、Help the class talk about how to make a kite with: “First and then next lastly”. And Ss read after the teacher. 3、Game—Relay game. Let’s do a relay to talk about how to make a kite between Group A and Group B. Step 4 Reading Books open. And Ss read after the teacher for Part A. Homework: 1、Read out Part A and try to recite how to make a kite. 2、Make a kite by themselves. Blackboard design: Unit 3 Let’s make a kite. cut the bamboo; cut the paper; paint it; glue the paper to the bamboo; tie a string to the kite. Period 2 Teaching aims and demands: 一、知识目标 1、能看懂、会读、会说新单词:cut draw paint glue tie a kite show paper bamboo 2、学习、运用新句型cut the bamboo/paper; draw a picture etc. 3、能用first, then, and then, next, lastly来描述事情的经过。

    二、能力目标 1、能向他人介绍做风筝的经过;

    2、能理解本课A、B部分 三、情感目标 培养学生爱动手的能力,热爱生活的高尚情操,陶冶他们的性情。

    Teaching main points and difficulties 1、重点:理解并掌握新单词 2、难点:能用 来描述做风筝的经。

    Teaching tools: PPT 剪刀、小刀、纸、竹子、胶水、彩笔、线 Teaching procedures: Step 1 Greetings and lead-in T: Hi, boys and girls. Good morning. How are you? 2. Free talk and lead in T: Do you like plants? (plants已学,较容易理解) S: Yes! T: Now I’d like to show you something. Here’s a bottle, First, we put some soil in the bottle. Then ,we plant seeds in the bottle, who can help me?(请学生上来帮忙);
    And then, we water them ,who can help me?(照上) Next,put the glass in the sun; Lastly ,the seeds grow up; Let’s show our plants(拿出一个做好的); it’s so beautiful, Today, what are we going to make this class? Let’s make a kite(板书标题:Let’s make a kite) Step 2 Presentation 1、show some pictures about flying a kite 2、Questions: Do you like flying a kite? What do we do to make a kite? (show a picture and teach the words: bamboo, paper, glue ) First, we teach the phrases while the teacher is doing the actions or showing the pictures. Then write the phrases on the blackboard: cut the bamboo; cut the paper; draw a picture; paint it; glue the paper to the bamboo; tie a string to the kite. Step 3 Practise. 1. Ss look at the pictures and make a competition between Group A and Group B. Each group talks about how to make a kite according to the pictures one by one. The group which says out correctly will get a red star. If they can’t say out, the other group will get the chance. 2. (在上堂课已布置孩子们做一些手工品)Ask the students to practice the words “First, then, and then, next, lastly” and describe how to make it according to the arts made by the students. Step 4 Reading Part A and B Homework: 1. Make a kite or a handwork by themselves and use the words like ‘First, then…”to describe how to make it. 2. Show a picture and tell them if they’re interested in it, you can call the number which is on the poster. Period 3 一、教学目标 1、知识目标:巩固并熟练运用本单元学习的新单词、新句型;

    2、能力目标:能理解、掌握新单词,并且能用新句型介绍制作风筝的步骤;

    3、情感目标:重视与学生的分享和交流,发扬尊师爱友的精神。

    二、教学重难点 1.重点:掌握新单词,掌握本单元的句型。

    2.难点:正确、熟练运用本单元重点句型进行对话。

    三、课前准备 课件、图片等等。

    三、教学过程 Step 1: Warming up 1) Greetings 2) Sing a song 3) Review the new words Step 2: Presentation 1) Let’s learn Part D 2) 粗读课文,了解文章大意,标出新单词;

    3) 教师分析课文,并且让学生拿出纸和笔将文中描述的事物画出一幅画,发挥学生的想象;

    4) 让学生看自己的图片用简单的英语描述,小组进行展示;

    5) 熟读课文 Step 3:Practice 1)请同学用英语描述制作风筝的步骤 2)让学生熟练本单元的单词 3)练习凭借游戏出示。

    Step 4 Homework 教学反思:
    Assessment I 一、教学目标 1. 复习Unit1-Unit 3的重点词汇和句型;

    2. 考察学生的听力;

    3. 培养学生的课堂活动能力。

    二、教学重点难点 重点:帮助学生系统地复习前几单元的知识,进一步进行巩固加深。

    难点:前几单元的语法知识。

    三、教学准备 单词卡片,教学磁带等。

    四、教学步骤 Step 1 Warming up 1)师生问好 2)唱已学过的英语歌曲 Step 2 Exercise and feedback 1)A部分.选择正确的单词填入空格中。

    B部分.听音,判断正误。

    C部分.我能…… 如果你能做就画一个笑脸,不能,就画一个哭脸。

    2) 两人一组按题目要求提问并回答。

    3) 选择一些学生作答。

    4) D部分,我喜欢…如果你喜欢,就画一个笑脸,不喜欢,就画一个哭脸。

    找出本月生日的学生,同学们为他们唱生日歌。折纸船、纸飞机等。

    Step 3 Consolidation 1)四人小组自由选择主题进行会话。

    2)评价。

    3)家庭作业.将1—3单元课文读一遍,认为自己读得很好的就画五角星,一般的画钩,不好的画叉。

    教学反思:
    Unit 4 Don’t talk here Period 1 一、教学目标 1、词汇:能听说读写新单词here、Mrs、take、library、throw、waste、floor、road、park;

    2、能听说读B部分句型Don’t talk in the library. Don’t eat in class.等等。

    3、能使用Don’t...向他人表示禁止或建议。

    二、教学重难点(见1,2) 三、教学过程 Step 1:Warming up Step2: 单词教学创设情境进行单词教学:利用光头强和熊二的对话引出 here,出示音标。

    同种方法教授Mrs, take, take, library, throw, waste, floor, road, park. Step3:利用开火车,跳青蛙,转盘等游戏巩固新单词。

    Step 4:利用去年学习的What does that sign mean?出示各种图标请学生抢 答。

    Step 5 课件出示不准在图书说话Don’t talk in the library. 同种方法教授Don’t eat in class. Don’t throw waste paper on the floor. 学生展示: 一学生做动作,一学生表达。

    四、Practice 出示图片,请同学说英语。

    五、总结。

    头脑风暴:出现B部分的句子,请学生开火车,看哪个组表现最好。

    Period 2 一、教学目标 1、继续学习B部分的句型;

    2、掌握A部分,并能角色扮演;

    3、能使用Don’t...向他人表示禁止或建议。

    二、教学重难点(见1,2) 三、教学过程 Step 1:Warming up:1、Greeting 2、Re view the new words Step 2:教授A部分 1、听教师读,画出重点句型;

    2、分析文章,了解课文大意;

    3、跟读 4、分角色读;

    5、小组展示 Step 3 Let’s Practice 1、回顾上学期所学的What does that sign mean? 2、尽可能的多说句子,例如:Don’t play basketball on the road. 3、小组展示,看哪个小组说的句子最多 Step 4 Homework Period 3 一、教学目标 1、学习D部分,让学生学会为班级或者图书馆制定班规; 2、能听说读B部分句型Don’t talk in the library. Don’t eat in class.等等。

    3、小组角色扮演C部分。

    Don’t talk in the library. Don’t play football on the road. Don’t pick flowers in the park. Don’t draw on the wall. 二、教学重难点(见1,2) 三、教学过程 Step 1 Warming up:Greeting 2.检测B部分句型以及所学的新单词 Step 2 Part D 1、听录音了解课文大意;

    2、请学生翻译;

    3、请学生讲解课文后的练习;

    4、为Bob和Paul制定规则 Don’t listen to music late in the evening. Don’t read in bed till late. Don’t throw waste paper on the floor. Don’t sing loudly. Step 3设置情境请学生为班级设计班规,小组展示。

    Step 4 Homework Unit 5 When’s your birthday? Period 1 1教学目标 能力目标:学会利用信息介绍自己的姓名、年龄和生日信息。

    情感目标:
    在完成任务的过程中,促进学生的合作与协调能力,使学生相互了解,相互沟通,增进友情。

    教学目标:能听懂、会说新单词Children’s Day、mouth、January……December等。

    能运用句型“When’s……?” “It’s on the……”谈论日期。

    能掌握日期的表达方法。

    能了解国内外一些重大节日的小知识。

    2学情分析 本课为湖南少年儿童出版社五年级下册的第五单元的第一课时。

    语言功能:谈论日期及部分节假日。

    语言结构:When is your birthday? It is on the fifth of March. International Children’s Day is on the first of June. 3重点难点 教学重点:掌握A部分的句型,B部分的单词。

    教学难点:流利地按顺序说出12个月份的名称,灵活地运用句型“When’s ……”、“It’s on the……”谈论日期。

    4教学过程 活动1【导入】 Step1 Warm-up: 1. Greetings 2. sing a song. (生日快乐的歌) 活动2【讲授】 Step2 新授 1)由歌曲引出课文标题,When’s your birthday? 出示幻灯片 2)教授月份的新单词 January February March April May June July August September October November December 3)游戏 复习月份,运用游戏的方式。(出示幻灯片) Step3 Presentation 1.复习数字基数词和序数词1-30 2.教数字的表达运用“It’s on the ….of …”(在黑板上板述) 3.小组合作:Ask and answer: When’s your birthday? 运用上面所学日期的表达方式 4.出示月份的图片,重点讲六一儿童节和国庆节 5.用It’s on the ….of …句型来表达更多重要的节日 活动3【练习】 Step4 练习 小组合作,回答下列问题 1. How many months are there in a year? 2.Which is the shortest (最短的)month of the year? 3. Which month do you like best? Why? 活动4【活动】 Step5 Let’s read and learn Part A, Group work, read Part A and find out the answers to the below questions: 1. When’s Peter’s birthday? What about Lingling? 2. Read again, Try to point out the difficulties. 3. Teach in May and International Children’s Day 4. Listen and read 5. Practice reading Part A. 活动5【练习】 Step6 Consolidation and extension  1. Introduce the favorite person's birthday 2. Make a conclusion about the text’s contents. 3. Homework, Recite Part A. and the twelve months. Unit 5 When’s your birthday? Period 2 1教学目标 a. 能听、说、读、写:January, February, March, April, May, June, July, August, September, October, November, December b. 能熟练运用句型:When's your birthday? It's in.../ My birthday is in... 2重点难点 重点:能听、说、读、写十二个月份. 难点:通过合作,培养学生综合运用语言的能力。

    (When's your birthday? It' sin .../My birthday is in ...) 3情感目标 创设学习情境,激发学生学习的热情和兴趣,提高学生学习的积极性和主动性。

    4教学过程 教学活动 活动1【导入】 Step1Warm-up 1. Greetings 2. Listen a month song. 活动2【新授】 Step2 Presentation 1. Ask what song it is? And teach the month words from January to July. Let’s chant for group work. Janu Janu January Feb Feb Febrary March March April May May June July 2. Teach the other month words. Ask them to point out the same part “ber”. 3. Game: Magic finger, when T shows two fingers, they should read the word twice. Show three fingers, they should read three times like this. 4. Group work: Practice reading the following phrases and then perform in front. 八月,八月August 九月就是September 十月,十月October November and December 活动3【练习】 Step3.Practice 1. Play the month song again. Ss try to repeat. 2. Practice singing the song in pairs. 活动4【讲授】 Step4 Presentation 1. Say you’re tired. Now Let’s listen a song to have a rest. (birthday song) 2. Teach the title “Unit 5 When’s your birthday? 3. Ask: When’s your birthday? Help them to answer: My birthday is in … (Show a month card) 4. Ask students to report their birthday like them: My birthday is in …. 活动5【练习】Step5 Practice 1. Group work. Ask and answer. When’s your birthday? Let them write down the answers on a paper. 2. Game: Ask, answer and choose the right month. 3. Part C. Let them find out the other answer way: It’s in …. 4. Let’s sing a song. (用两只老虎的歌调来唱) When’s your birthday? When’s your birthday? It’s in February. It’s in February. When’s your birthday? When’s your birthday? It’s in February. It’s in February. When’s your birthday? When’s your birthday? It’s in March. It’s in March. When’s your birthday? When’s your birthday? It’s in March. It’s in March. Etc. 活动6【作业】 Step 4 Consolidation and extension 1. Introduce the favorite person's birthday 2. Read Part C again and find out It’s on the…of 3. Homework, Recite Part A. and the twelve months. Period 3 学时重点 It’s on the …….of …. 理解part A 学时难点 通过合作,培养学生综合运用语言的能力。

    (When's your birthday? It’s on the .../ My birthday is in... 教学活动 活动1【导入】Step1 Warm up 1. Greetings 2. Revise the ordinal number. 活动2【讲授】Step2 Presentation 1. Sing a song. (用两只老虎的歌调来唱) When’s your birthday? When’s your birthday? It’s in February. It’s in February. When’s your birthday? When’s your birthday? It’s in February. It’s in February. 2. Teach It’s on the…of … 3. Group work: Ask and answer: When’s your birthday? It’s on ….. 4. Divide them into two groups and practice. 5. Show some festival’s picture and teach International Children’s Day. 6. Say out more festival and perform using: It’s on the ….of … 活动3【练习】 Step 3 Practice Group work, Give them some dates and write them down, then report in front. 活动4【讲授】 Step 4 Let’s read and learn 1. Part A, Group work, read Part A and find out the answers to the below questions: When’s Peter’s birthday? What about Lingling? 2. Read again, Try to point out the difficulties. 3. Teach in May and International Children’s Day 4. Listen and read 5. Practice reading Part A. 活动5【讲授】 Step 5. Read and answer 1. Part D. First show the three questions and explain the meaning. When’s Fran’s birthday? When are Simon and Sandy going to meet? What are Simon and his friends going to do? 2. Group work. Discuss and find out the answers to the question above. 3. Read again and explain the difficulties. 活动6【作业】 Step 6 Consolidation and extension 1. Introduce the favorite person's birthday 2. Make a conclusion about the text’s contents. 3. Homework, Recite Part A. and twelve months. Unit6 I’ll make a beautiful card 教学目标 Teaching Aims:
    (一)语言目标 1. 词汇:能听懂、会说、认读有关母亲节的词汇Mother’s Day card, restaurant, gift, rose, a box of chocolates. 2. 句型:能用句型I’ll do — 表达母亲节的一些活动 3. 语篇:能理解、读懂课文A部分。

    (二)应用目标 1. 能运用课文A部分的句型和B部分的词汇自由谈论母亲节的活动。

    2. 学情分析 学生学习有自信心,有较好的学习兴趣,能运用一些比较常用的单词和句子来表达简单的思想,乐于小组合作完成学习任务。但他们还需要扩大词汇量,需要加强对文本的理解,需要在丰富的语境下多进行自由交流。

    3. 重点难点 Important points:
    (1)能听懂、会说、认读有关母亲节的词汇和句型。

    (2)能理解、读懂课文A部分的内容。

    Difficult point :能运用文中的句型和词汇自由谈论母亲节的活动。

    教学过程 【导入】Warming-up 1. Greetings 2. Free talk. (1) —When is your birthday? —My birthday is in May. It’s on the third of May. (2) Show the calendar and introduce Mother’s Day. What day is it today? What date is the second Sunday in May? The second Sunday in May is Mother’s Day. (3)Introduce the origin of Mother’s Day. 【讲授】Presentation 1. T: Next Sunday is Mother’s Day. What will you do for your mother, Peter? S1: I’ll give her a gift on Mother’s Day. T: What gift will you give to your mother? S1: I’ll buy her a box of chocolates. T: That’s good. 结合对话和单词卡片、实物、课件图片学习新单词gift,a box of chocolates及句型I’ll do …. 2.Learn the new words and expressions-Mother’s Day card, restaurant, rose in the same way. 设计意图:利用实物和图片、课件真实地呈现知识,唤起学生已有的生活经验,帮助他们理解本课的单词和词组,运用新的句型。

    3、Practice the new words and expressions in different ways. 4、Let’s chant. A card, a gift, for my mum. Chocolates, flowers for her, too. Mother, mother, mother, I love you. Mother, mother, mother, Happy Mother’s Day! 【活动】Let’s listen and say 1、Books closed. Listen and answer the question: What gifts will the children give to their mothers? 2、Books open. Listen and repeat. 3、Work in groups of 4 or 5 to read and practice the dialogues in Part A. 4、Role-play the dialogues in Part A. 【作业】Homework 1. Listen and read the dialogues in Part A. 2. Prepare at least a gift for your mother, bring to school next English class. Period 2 教学内容 Teaching Contents: Parts C and D,Unit 6, 教学目标 Teaching Aims:
    1. 词汇:复习有关母亲节的词汇并学习fan, money, lucky stars等新词汇。

    2. 能运用所学词汇和句型谈论、表演母亲节的一些活动。

    3. 能理解Part D的对话。

    教学重点 Important points:
    1.能运用所学词汇和句型谈论、表演母亲节的一些活动。

    2.能理解、读懂课文C、D部分的内容。

    教学难点 Difficult point:能理解、运用Part D的对话。

    教学准备 Teaching aids:单词卡片、学生准备好的母亲节礼物、多媒体课件 教学过程 【导入】Warming-up 1. Greetings 2. Revision. Have a chain drill. T: Next Sunday is Mother’s Day. What will you give to your mother, Peter? S1: I’ll give her a box of chocolates (show the object). What about you, Li Ming? S2: I’ll give her a beautiful card (show the card). What about you, Jack? S3: I’ll give her …… 【活动】Practice 1. Show a gift box and say: T: Look, this is a gift I’ll give to my mother. Please guess what it is in. S1: Is it a beautiful card? S2: Is it a box of chocolates? S3: Are they any flowers? S4: …… T: Please open it, Lucy. What’s in it? Ss: Oh, it’s a scarf, a beautiful scarf. 2. Books open. Ss read the dialogue in Part C and practice role-playing it in pairs. 3. Pair work. Encourage the students to Role-play similar dialogues using their own gifts. e.g. S1: Mum, today is Mother’s Day. Sit here and have a cup of milk. S2: Thank you. S1: Here’s a card. It’s for you. Happy Mother’s Day. S2: Wow! How nice! Thank you. 【活动】Presentation and read 1. Show a girl and say, This is Jane, she’s looking so sad. Do you know why? Now let me tell you. She doesn’t have money to buy a gift for her mother on Mother’s Day. What can he do? Please help her. 2. Ss talk about their ideas. 3. Teach the new words and expressions, fan, lucky stars, coloured paper. 4. Ss read the dialogue in Part D by themselves. T explains some difficult points. 5. Finish the exercises below. Then check the answers. 【练习】Do reading exercises. Today is Mother’s Day. I can make a card for Mom. I write “To my dear Mom” on the card. I write “I love you.” Wish you’re happy every day on the card. I draw a lovely dog on it, too. Mom and I like dogs very much. I give the card to Mom. Mom is happy. He says, “Thank you, Jack.” ( ) 1. Today is Father’s Day. ( ) 2. Jack can make a card for Mom. ( ) 3. Jack and Mom like dogs. ( ) 4. Jack can’t draw and write. 【作业】Homework 1. Read the dialogue in Part D. 2. Do you know Father’s Day? Surf the Internet to find out how people celebrate Father’s Day. Unit7 There’s a post office near my school 一、教学目标 1.能听懂,会说新单词post office, a corner, outside, a road, a street, a shopping center 2.能理解并表演课文对话。

    3.能正确使用表方位的介词。

    二、学情分析 本课单词掌握起来有难度。

    三、重点难点 掌握A,B部分的单词及句型。

    表演对话,理解带刺someone, anyone的区别及用法。

    四、教学过程 Step1 Warming up 师生问候。

    唱已学英语歌曲。

    利用第一单元课文C部分看图说话练习,复习所学介词及句型“There is/are….” Step 2 Presentation and drill 出示课文B部分单词卡片,教学新单词。(通过“high and low voice, Follow me 这两个小游戏,反复操练新单词。) 站在教室后,设置场景,远望黑板上的图片。

    T:Is there…?(帮助学生理解句子意思含义并根据图意回答) S:Yes, there is. / No, there isn’t. 板书句型,并进行操练。

    听课文A部分读音,回答问题。

    Is there a bus on the road? Is there anyone near the post office? 再听遍课文并跟读。

    Step 3 Practice 同桌练习对话。

    分角色表演。

    完成课文C部分练习,用句型“There is…”描述画面。

    Step 4 Homework【作业】 翻译下列句子:
    路上有一辆公共汽车吗? ____________________________________ 有一只猫在角落里。

    ____________________________________ The woman is standing outside a shop. ___________________________ There’s a policeman near the post office. ___________________________ Unit8 Can you show me the way to the Xinhua Hotel? 一、教学目标:
    1.知识目标:学生能牢记该课的新单词,记住新短语、句型、句子和语言知识点 2.能力目标:学生能听懂对话录音,会和别人展开对话,能就类似话题,创造性地自编对话 3.情感目标:让学生了解并学会礼貌问路,形成生活礼貌的习惯 二、学情分析 小组合作试行阶段,有相当一部分同学跟不起来,不能很顺利地完成任务,小组组长的发挥能力有所增强,学生自我学习意识已见雏形。

    三、重点重难点 教学重点 1. How to ask for directions in English? 2. How to show directions in English? 教学难点 1. Vocabulary: turn left /right, go straight, get on, get off, airport, railway station, hotel, hospital. 2. Speak out the directions clearly 四、教学过程 【活动】Can you show me the way to Xinhua hotel 1. Leading in 1 Play a cartoon video and ask Ss to find out what the two characters are doing in this cartoon video. 2. Presentation The T present some pictures about airport, railway station, hotel, hospital. and teach the new words to the Ss. 3. Practice Ask Ss to read the new words together loudly. Show Ss signs about places, and lead them to imagine the meaning of each plays. Show Ss two maps about places and guide them to use these signs for giving directions. 4. Presentation the sentences The T presents the pictures about Part A and present the dialogue to the Ss 5. Practise the conversation Ask the Ss to read the conversation together. Divide the Ss into groups and read the conversation. Group work: ask the leader of each group to read the conversation with the team members. Performance: choose some groups to come to the front and use the map to perform the conversation. 6. Assessment Collect more phrases and sentence patterns about asking and showing directions as possible as they can Recite Part A dialogues Make up and write down two new dialogues according to the sample dialogues. Period2 1教学目标 能运用与问路相关的指令语,并找到某地方:turn left\right, go straight, get on\off 能与同伴用“Can you show me the way to...?”问路,并用turn left\right, go straight, get on\off等词进行回答。

    2重点难点 重点句型的应用;
    课文的理解及拓展。

    3教学过程 教学活动 1【讲授】 一.师生问候:
    (T): It’s time for class!Boys and girls, are you ready? (Ss): Yes! (T): Ok. Let’s begin our class! 二.热身活动:
    (T): First, do some exercise with me. OK? (Ss): OK! (T): Stand up, please! [学生全体起立,播放音乐,师生一起按节奏运动] 三.导入:
    (T): Well done! Sit down, please! Today I want to introduce a new friend to you, who is he? Please look here. (T): He is Lucy. Let’s say “Hello” to her. (Ss): Hello! (T): Lucy comes from Australia, she is living in Nanjing now. We know Nanjing is a famous city of the world, so do you want to visit there? (Ss): Yes! (T): OK, let’s go together! 四.复习Part B单词:
    (T)Here is a map of Nanjing. What can you see in the picture? (S1—Sn):I can see an airport /a hospital / a hotel / a railway station. (T):Excellent! Now all the places are in my hands, let’s review the words, read them one by one. [ 教师正音 ] (T):Read the words together. 五.学习Part C句型:
    (shopping centre引出)— (T): OK! Wow! So many interesting places here! A shopping centre, a railway station, a hotel.... (T): Who wants to go to the Hotel? Please put up your hand! OK, but do you know the way? (Ss): No! (T): I know the way! If you want to go there, you can ask me the way. (S1): Excuse me, can you show me the way to the Hotel, please? (T): Er... Go straight along this street, and then turn left at the third crossing, the Hotel is on your left. (S1): Thank you! (T): You are welcome! Anybody else? I can tell you the way. (S2……Sn): Excuse me, can you show me the way to the Hotel, please? (T): Now ask me together! (Ss): Excuse me, can you show me the way to the Hotel, please? (T): Go straight along this street, and then turn left at the THIRD crossing, the Hotel is on your left. (Ss): Thank you! (T): You are welcome! (T): Can you find the Hotel now? (Ss): Yes! (railway station操练)—— (T): Ok, Here is a railway station. If you want to go there, please ask your partner the way! Ask and answer in pairs. [ 学生同位练习句型问答 ] (T): Now stop here. Can you find the way? (Ss): Yes! (T): OK. Now I ask some pairs to make dialogues. (T): OK! Show me the way together! Excuse me, can you show me the way to the railway station, please? (Ss): Go straight along this road, and then turn right at the third crossing, the railway station is on your left. (T): Thank you very much! [学生整体操练] (T): Well done class! 听两遍课文,完成练习:
    (T): OK, we have visited so many places, a hotel and a railway station. Now please open your books and turn to page 39… 七.引出课文(明确到library的三步):
    (T): Very good! Lucy wants to go to the library, now let’s visit the library with her. OK? (Ss): OK! (T): Can you show me the way to the library? Now listen to the text, and then find the answer. [播放磁带] (T): OK! So how to get to the library? Can you show me the way to the library, please? Have you found the answer? (S): Yes! (T): Who can give me your answer? (S1): She takes Bus No. 15 near her home .She gets off at City Park. Then she goes straight along Park Road, she turns right at the second crossing, the library is just on the left. (T): Right? (Ss): Yes! (T): All right! Three steps: FIRST, take Bus No. 15 and gets off at City Park. THEN go straight along Park Road. AT LAST turn right at the second crossing. You can find the library on the left. (T): OK! Excuse me, can you show me the way to the library, please? [ (Sn……Sn+1):FIRST, take Bus No. 15 and gets off at City Park. THEN go straight along Park Road. AT LAST turn right at the second crossing. You can find the library on the left. ] (T): Right! Can you show me the way to the library, please? (Ss): FIRST, take Bus No. 15 and gets off at City Park. THEN go straight along Park Road. AT LAST turn right at the second crossing. You can find the library on the left. (T): Thank you! 八. 回到课文(听完P39内容并回答相关问题):
    (T):Let’s go on with our journey. Can you show me the way to the zoo\the Shopping Center\... [ (S1……Sn):回答问题 ] 九.跟读课文:
    (T):Very good! I think you can understand the whole text, right? (Ss):Yes! (T):Now listen to the tape again, and read follow it. 十.练习朗读:
    (T):Now you read the text by yourself. 十一.复述课文: (T):Very good! Please try to retell the text with your partner. 十二.结束:
    (T):Well done! Sit down, please! Now I’m afraid time’s up. So much for this lesson, and after class, you should retell the exercise on page39. Period3 一 教学目标 1.知识目标 ① 能正确地听、说、读、写词汇和句型:
    Turn left/right, go straight, get on\off ② 能听懂、会说、会读日常交际用语和句型:
    Go straight..., and then ..., you may take bus No. 10... 进行指路。

    2.能力目标:
    能运用本课所学句型进行指路。

    3.情感目标:
    鼓励学生积极参与,通过多种形式的活动来激发学生的学习兴趣,培养学生学习的主动性、积极性和合作精神,并且培养学生从小养成乐于助人的良好习惯。

    二 重点难点 重点:能听懂、会说、会读日常交际用语和句型:
    Go straight..., and then .., you may take bus No. 10... 难点:能运用本课所学句型进行指路。

    三 教学过程 【活动】 A 跟音乐集体唱歌曲。

    B 1.Free talk. 师生交流 2.请学生之间用所学的句型问答,分组比赛 C Revision 复习 1看A部分投影片,创设情景让学生表演 2让学生复述A部分会话, 学生小组内表演会话内容。。

    3引出本单元的四会单词,词组和句型并让学生集体朗读. 4教师让学生根据实际情况问路指路,运用四会句型. 5学生拿出课前准备好听写本,听写本课重点单词,词组和句型。

    D Show the“ Map of Your City“, 创设情境:Mary and Anne are going to take a train to the city. They are going to visit your school. Tell them the way from the railway station to your school. Have Ss write a letter to tell Mary and Anne the way from the railway station to your school. T checks their work and asks some Ss to show their letters. Make sure if they can use “Go straight..., and then ...You may take bus No.10... “ etc. to tell the right way. E Practice and consolidation练习和巩固 1. A game: Tell the way by looking the map (P40) 2. Encourage Ss to find many ways to the airport (Have Ss discuss in groups) 3. Share their work together. F.布置作业:
    1 朗读本课指路key sentence,要求学生能够复述、背诵并表演 教学反思:
    Unit9 He’s kind to children Period 1 (一)语言目标 1词汇:能听懂、会说、认读、会写新单词kind,friendly,smart,active,serious。

    2句型:能用“He / She is …” “He looks…” “He loves …”向别人简单介绍自己或他人的性格特点。

    (二)应用目标 1.向别人简单介绍自己或他人的外貌特征。

    2.向别人简单介绍自己或他人的性格特征。

    3.能听懂、会说B部分的对话。

    (三)重点难点 1.重点:能听懂、会说、认读、会写新单词kind,friendly,smart,active,serious;
    能用“He / She is …” “He looks…” “He loves …”向别人简单介绍自己或他人的性格特点。

    2.难点:A部分的let’s listen and say综合了本单元的三种句型。以串成对话的形式出现。教师需要对学生前面已学过的形容词进行归纳和总结,并多设置一些复习单词和句型的活动。

    (四)教学准备 单词卡片,人物图片或照片,教学挂图、教学磁带等等。

    (五)教学过程 Step1 Warm-up/Revision 1.师生问候。

    2.复习上节课所学过的单词与句型,接力活动。每排学生读一个单词,一排接一排进行单词或短语认读。

    Step2 新课呈现 1.学习friendly,kind 出示Peter的图片,请学生根据chant中描述Peter外貌、性格的形容词,教师根据学生的回答出示单词卡片并带读单词。引导学生观察Peter的图片,引导学生说出Peter的外貌和性格特征,板书friendly并带读;
    板书“he is tall” “he looks friendly” “he is kind”.带读单词及句子。

    呈现Peter给学生上课、Peter打篮球、Peter和机器人下棋、Peter边写作,边思考问题等四张图片,教学strict,active,smart,serious等单词,给图片配上单词,板书单词并带读。

    Step3 课文学习 对话学习:教师可分步骤循序渐进地引导学生熟悉对话。

    第一步:Listen and underline. T: look, this is peter. This is peter’s grandpa, listen to the tape, and try to find what peter’s grandpa looks like? Please underline the key words when you listen to the dialogue. 第二步:Answer the question.学生回答问题,教师带全班同学复述正 确答案。

    Q1: What Peter’s grandpa looks like? Q2: What does peter’s grandpa do? Q3: How is peter’s grandpa? Q4: what does he love? 第三步:listen and repeat.听录音,跟读对话,提醒学生注意模仿语调,读出疑问的语气。

    Step4 趣味操练 教师引导学生用英语描述班上学生的外貌和性格特征,如 “he is tall” “he looks friendly” “he is kind”.其余学生猜: “who’s he/she?”教师也可描述学生喜爱的动画片中的人物、明星或伟人等,让学生猜一猜是谁。

    Step5 作业布置 1.读出B部分的生词。

    2.画出你爸爸、妈妈的肖像图,并用三四个句子说明爸爸、妈妈的职业、外貌和性格特征。

    3.听磁带、读对话,并试着表演对话 Period 2 一 教学目标 1、能借助图片理解Part D,并完成练习 2、能通过阅读了解一些阅读方法 二 重点难点 学生能借助图片理解part D 并完成练习 三 教学过程 Warming up  1. Greetings 2. Introduce you family member Reading 1. Listen and answer: What is Lingling’s uncle look like? 2. read and answer the questions(略) 3. read again and finish the blanks(略) 4. Check 5.借助3的表复述课文 Practice 1、Pair work:介绍他人 2、汇报 Unit 10 Where were you yesterday? Period 1 教学目标:
    1. Able to understand and read the new words: yesterday, today, tomorrow, at work, at home, weekdays, sick, railway, station, in bed, in hospital 2. Able to understand and read the text 3. Use “Where were you?” “I was…..” to require what people did in past time. 教学重点及难点:
    重点:Grasp new words 难点:Act out the dialogue 教学方法:
    解释法,对话法 教学准备:
    a calendar, some picture word cards, tape etc. 教学步骤:
    Step 1 Warming up 1. Greetings 2. Sing English songs Step 2 Presentation and drill 1. Show a calendar. T: What day is it today? / How many days are there in a week? What are they? S: ……. T: The days from Monday to Friday are Weekdays. Saturday and Sunday are weekends. Today is ….And yesterday was… Point to the calendar to help students to understand what new words mean, write and teach. 2. Put pictures of places under the days. T: Today is….and I’m at school. Yesterday was… and I was at the library/ sick and in the hospital/ …..Where were you? S: …… Encourage students answer with what they know. 3. Listen to Part A, understand the main idea, and answer. Where was Mingming yesterday? 4. Help students to understand: sick, better, give me… 5. Listen to the tape and repeat. 6. Practice the dialogue. Step 3 Practice Game — Chain game Step 4 Consolidation 1. Make a small survey. 2. Give assessment 板书:
    yesterday today weekdays sick railway station Where were you, Mingming? I was……. Period 2 教学目标:
    1. Able to understand Part D, and finish the questions 教学重点及难点:
    重点:Understand Part D, and finish the questions 难点:Retell the part D 教学方法:
    操练法 教学准备:
    Some pictures of scenery, word cards, tape etc. 教学步骤:
    Step 1 Warming up 1. Greetings 2. Sing a song. Step 2 Presentation and drill 1. Show pictures of scenery or photos, pin them on a blank paper) T: Hello, boys and girls. I like traveling very much. I’ve been to many places, for example, Shanghai, Beijing, Guangzhou…...They are all beautiful places. I took many pictures. Hand in the photos to the students; write the new words and phrases on the Bb. 2. Read part D, and answer the questions Where was Mr White last week? Why did he feel happy in Hangzhou? Did he like the food in Guangzhou? Why did Mr White love China? 3. Explain “cities visited saw weather sunny went said” to students. 4. Listen to the tape and repeat. Step 3 Practice 1. Talk out Part D. 2. Discuss and finish the form. Weekdays Monday Tuesday Wednesday Thursday Friday Places 3. Finish the questions, and then practice with your partner. Step 4 Consolidation 1. Retell Part D 2. Give assessment. 3. Homework: Repeat the text. 板书:
    Where were you yesterday? Where were you on…? I was … on … Weekdays Monday Tuesday Wednesday Thursday Friday Places Period 3 教学目标:
    1. Grasp the new words, sentences, grammar in the unit 2. Able to describe where you went 3. Sing the song 教学重点及难点:
    重点:Grasp and use the words 难点:Use the knowledge to talk about where you went. 教学方法:
    解释法,对话法 教学准备:
    Pictures, photos, word cards tape etc. 教学步骤:
    Step 1 Warming up 1. Greetings. 2. Sing English song. 3. Dictate the words and phrases in the unit. Step 2 Presentation and drill 1. Point to Part E, and fill in the blanks. 2. Check their answers. Step 3 Practice 1. Learn the song “Where Were You?” 2. Change the lyrics “little lady, at home, sir” into “dear sir, at school, girl”. And sing the song. 3. Sing by boys and girls separately. Step 4 Consolidation Game---Travel in the dream. Teacher plays a piece of piano, let students act as sleeping Homework 板书:
    Where were you yesterday? Unit11 Who was first? Period 1 教学目标 1 能熟练地运用新单词。

    2能掌握序数词的规律,并能灵活地运用序数词。

    学情分析 学生们对基数词,已经有初步的认识,可能对序数词可能会出现混淆的情况,通过开运动会让学生们对序数词有清楚的认识。再通过做游戏来巩固序数词。

    重点难点 重点:课文A部分和B部分的短语和单词。

    难点:用序数词准确地描述顺序。

    教学过程 Step1 Warming up 1 Greetings. 2 Let’s sing. 3 Review T: I count numbers “one two three….” Let’s play games. I’ll divide class into three groups. Which group can count numbers and get the first. Step2 Presentation and drill (1)Teacher shows a picture abut Sports Day. (2)T: Look at this picture, What were they doing? Ss: They were having sports meeting. Present new words; one-hundred-metre race; Sports (3)Read the new words one by one. (4)Show a picture and then ask students: “Who was first?” Teacher writes the sentence on the blackboard. Teacher helps students answer: Amy was first. Lingling was second. Anne was thirst. (5)Teacher presents:1st--first 2nd--second 3rd---third 4th—fourth 5th—fifth 6th—six 7th—seventh 8th –eighth 9th—ninth 10th--tenth Ask students to read the words. Step3 practice Teacher prepares some word cards. Let’s play a game — I can say. Teacher show first. I can say: “I am first.” T: Here are some word cards. They are first, second, third, fourth, fifth. I will take a picture from there. If I take first, I can say: I am first. Maybe I take fifth, I am last. Are you clear? Step4 Consolidation 1 Let’s chant. 基变序,有规律。

    词尾加上-th。(fourth, sixth, tenth) 一、二、三,特殊例,结尾字母t, d, d。(first, second, third) 八去t,九去e, (eighth, ninth) ve要用f 替。(fifth) Step 5 Homework Copy the new words. Read the text. Period 2 教学目标 (一)语言目标 1. 词汇:能听懂、会说、认读单词:first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, race。

    2. 句型:能用“Who was first?”“The tiger was first.”陈述森林动物赛跑的结果。

    (二)应用目标 能在所创设的情境或游戏环节中理解、运用序数词。

    (三)教学准备 序数词的单词卡片、动物图片、教学课件 (四)重点难点 重点:序数词的认读、理解和运用。

    难点:序数词first, second, third, fifth的读音。

    (五)教学过程 【导入】 (一)Greetings T: Hello, boys and girls. Are you ready for class? (二)Lead-in  1. T: I’ve got four questions for you. The first question: What day is it today? Then what day was it yesterday? Yesterday was very special day for the animals, do you know why? I will tell you later. (设计目的:
    设置悬念,激发学生的好奇心,为后面动物运动会的情境创设蓄势。) 2. The second question: Do you know any animals? What animals do you know? 3. The third question: What animals can run very fast? (设计目的:本节课是以动物运动会为情境开展教学,当中会涉及到很多的动物名称,为后面的教学环节做好铺垫) 4. The fourth question: Please guess this word. It’s got four letters. (1)The first letter is in tiger bear rabbit. What is it? Yes, it’s “r”. (2)The second letter is in animal lizard kangaroo. What is it? Yes, it’s “a”. (3)The third letter is in cow cat crocodile. What is it? Yes, it’s “a”. (4) The fourth letter is in elephant monkey forest. What is it? Yes, it’s “e”. (设计目的:让学生再次感知序数词和复习动物名称,同时,引入新单词race。) (5) Then how to read this word? face → race (设计目的:从face 到race, 以旧带新,巧妙解决race的读音问题) 5. You see today you are also in a race. I’d like to see who will be the winner. So come on. (设计目的:让学生再次理解race的含义,同时与本节课的评价方式相结合) 【讲授】 (三)Presentation and practice 1. T: Just now, I said that yesterday was a very special for the animals. Why? Let’s have a look. (播放动物运动会开幕式视频) (设计目的:渲染情境,给学生以视觉的冲击力,为动物的100米赛跑做好铺垫。) 2. T: Wow, how exciting! There were Animal Games yesterday. There was a one hundred meter race. Who were in the race? Please look. T: Horse, tiger, rabbit, elephant, giraffe were in the race. 3.(1)T: Who was first? Can you guess? S1: The horse was first. S2: The tiger was first. T: Now let’s check the answers. The tiger was first. Which word is first? (拿单词卡带读:first, first. The tiger was first.并用同样 的方法教second, third, fourth, fifth) (2)T: Who was second? The horse was second. (3)T: Who was third? The giraffe was third. (4)T: Who was fourth? The elephant was fourth. (5)T: Who was fifth? The rabbit was fifth. (设计目的:用动物的赛跑引入序数词的学习,增强学生学习的趣味性,给学生留下深刻的印象。将单词事先贴在黑板上,让学生根据老师的读音选择相应的单词,增强学生辨别单词,认读单词的能力。) 【练习】 (四)Production   Little reporter T: Who’s he? Ss: He’s Li Ping. T: What’s he? Ss: He’s a reporter from CCTV. T: Do you want to be a reporter? Let me show you how to give a report about race. Yesterday, there was a one-hundred meter race. The tiger was first. … Li Ping, CCTV. T: Please practice in groups. Try to help each other. T: Now show time. Who will be the first. (设计目的:通过我是小记者的环节,让学生不仅能说出所学的序数词,还能有出完整语篇的输出。这样就将单词教学融入了情境,融入了语篇。接下来的拓展环节, 还是在运动会的情境中,引出long jump, high jump, swimming 800m等项目,并将运动的比赛成绩单发给各个小组,请各组派一位小记者就比赛结果进行报道。) Period 3 教学目标 1. Use the new words well. 2. Able to understand Part D, and finish the exercise 3. Able to use ordinal numbers to describe the orders 学情分析 1.学习兴趣不是很高,部分学生甚至有厌恶感,同时,许多学生还是为学习而学习,谈不上兴趣问题;

    2.部分学生学习的目的性不是很强,导致学习习惯不好,学习无明确的计划,有作业就写,无作业就玩。

    重点难点 重点:Part D 难点:Describe the orders well. 教学过程 Step1.Warming up 1. Greetings 2. Sing English song 3. Report the homework of last lesson Step2.Presentation and drill 1. Group activity. Finish Part C. 2. Show part D T: How many squares are there in the picture? What’s on the second square? S: There is a school on the second square. Step3. Practice 1. Talk about Part D, discuss in groups 2. Finish Part D, fill the blanks. Step4.Consolidation Game — Guess, guess, guess Play the game by teams. One student describe another one about his/ her appearance, wearing, hobby and order of seats and so on, others guess who is student. Give assessment. Homework 量一量自己家人的身高,并说说谁第一,谁第二,谁第三…… Unit12 Where did you go? Part A 教学目标 1、知识与技能 (1)能认读四个新单词(go to the forest, go to the museum, make notes, take pictures, ask questions, listen to music. 以及下面几个动词的过去式:do—did, have—had, see—saw, make—made, take—took..)和两个新句型(Where did you go? What did you see?),做到发音准确、清晰,并能听懂其含义;

    (2)能够运用新句型进行情景会话;

    (3)能够根据flash课件自主听读英语对话、故事。

    2、过程与方法 (1)通过师生说和自主听读体验交际式英语教学的一般过程,掌握英语听说的基本方法;

    (2)通过自己动脑动手操作领会英语单词和句子的含义及用法。

    (3)仔细倾听老师和同学的发言,用英语表达和与同学交流。

    (4)采用视听法、听说法、任务型活动教学法及交际法,创设各种真实或接近真实的语言环境,以学生参与、体验的形式,来激发学生对英语学习的兴趣,调动学生学习英语的积极性。

    3、情感、态度与价值观 (1)激发学生学习英语的兴趣,帮助学生树立学好英语的信心,培养学生热爱生活、热爱英语的态度,并在成功中体会英语学习的乐趣。

    (2)增强学生的参与意识,培养学生团队合作意识和团队合作精神,引导学生积极与他人合作,共同完成学习任务。

    (3)通过本课的学习,使学生学会谈论度假方式,培养同学间团结、友善的精神,以及增进学生对国内外风景名胜的认识,热爱大自然,形成积极向上的生活观。

    学情分析 1、学生是小学五年级的学生,学英语已经三年了。

    2、学生已经学习了go ,come, run, be, sing, read等单词的过去式。学生对What did …do?. Did …? Where …? 等句型非常熟悉。

    3、五年级的学生,生性活泼好动,思维活跃,喜欢直观形象思维,对动画、竞赛特别感兴趣。善于与同学交流,乐于表达自己,渴望得到同学和教师的赞许。

    4、学生对于Flash动画的呈现形式感到很好奇,尤其是交互可参与式的。

    重点难点 1、本课教学的重点是理解一般过去时态与现在时态在意义上的区别,落实be 动词和一些基本的规则和不规则的实义动词在一般过去时里的用法。熟练会话Where did you go? We went to the mountains. What did you see? We saw birds, trees and flowers.等。

    2、本课时的难点是不规则动词过去式的识记及运用。

    教学过程 Step1 Warm-up热身(幻灯片Let’s warm up) 1、Sing a song. (How’s the weather?) 2、Greetings(师生问候) T: Are you happy today? Ss: Yes, we are happy. 3、Free talk:Talk about the weather、day and the date. T: What day is it today? S1: It’s Friday. T: What was the weather like yesterday? S2: It was sunny. T: What was the date yesterday? S3: It was May 23rd. 4、Brainstorm. (幻灯片Let’s guess. What’s the name of the place?) 【设计意图】唱歌、谈论天气、星期和日期是每一节课的必要环节,这些话题都是我们的日常用语,学生会在每天的问答中积累这些话题的表达方式,最终达到学以致用的目的。同时,头脑风暴的游戏有助于今天我们学习地点名词打下基础,并且活跃了学生的学习兴趣。

    Step2 Presentation新课呈现(幻灯片:Let’s learn )  1、播放flash动画,引出主人公Lingling T: Look! This is Lingling. Yesterday was her birthday. She went out with her classmates. Now, let’s watch TV. Where did they go? Can you ask her? Ss: Where did you go, Lingling? 教师播放动画,学生观看。当“Yuelu Mountain”出现时,画面停止,教师指着单词问 T: Where did Lingling go? 引导学生理解“Yuelu Mountain”,点击屏幕上的“Yuelu Mountain”,出现正确的读音和中文意思,教师领读。

    【设计意图】用贴近学生生活的场景导入新课,形象生动,学生易理解,也为进一步学习奠定了基础。同时也能调动学生的好奇心和积极性,活跃课堂气氛。

    2、 继续播放视频,视频依次定格在岳麓书院,长沙海底世界,动物园和湖南省博物馆,操练Where did you go 及教授Changsha Underwater World , Yuelu Academy, zoo, Hunan provincial Museum, go to the forest, go to the museum, make notes, take pictures, ask questions, listen to music . T: What did Lingling see?Can you ask her? 让学生观看视频并回答 S: I saw … 教师再用图片让学生集体认读一遍单词。

    【设计意图】用真实的情境给学生呈现本课的重点单词,让学生很自然地接受新知识,而且印象深刻。同时复习了动词的过去式和句型Did …?,既巩固了旧知识,又激发学生学习新知识的好奇心。

    3、 Point and say 请学生上台点出教师或学生口中的风景名胜图。

    【设计意图】该环节是对所学单词进行的小操练。让学生自己动手找一找,认一认。

    Step3 Practice 1、Read after the teacher:教师指着黑板,领读句子。(幻灯片:Read) 【设计意图】让学生整体感受句型 2、Group Competition(幻灯片Group Competition) 教师把四张图片分发给四个组,小组问答竞赛,由小老师问,各小组按照自己小组图片回答。(第二轮教师可将各小组图片交换后再问答) 小老师问: Where did you go? 学生集体回答: We went to the Changsha Underwater World.(可多请几位小老师上台问,由小组齐答。) 【设计意图】通过这个问答练习,教师可以训练学生的听说的能力,让学生进一步理解和掌握本课句型,同时可以锻炼“小老师”的综合能力。

    3、 Watch and follow(幻灯片Dialogue) A:用课件播放课文Part A动画一遍,学生观看后回答问题:
    T: Where did Lingling go? S1: She went to the Yuelu Mountain. T: Where did she have lunch? S2: She had her lunch at the park. T: What did she see? S3: She saw birds, trees and flowers. B:再播放课文Part A动画一遍,学生跟读 T: Read after the flash together. 【设计意图】该环节是对课文的熟知。

    Step4 Consolidation and Extending  1巩固新知和综合拓展 自由会话。(幻灯片I am a little traveler.) 学生带着自己旅游照片,纪念品,特产谈论各自的旅游见闻。

    活动结束后,给予奖励。

    【设计意图】通过这个活动,学生们能够运用所学语言进行交谈,教师及时对学生的表现给予肯定和鼓励,激发学生学习英语的兴趣。

    2、做练习(幻灯片Do exercise) Read and write(按要求写出下列单词的过去式) 1、go ____ see ____ have____ do ____ am___ 2、I ____to Beijing yesterday. It ____ very great. I ___ to the Great Wall. I ___many beautiful places. 说明:此部分是备选内容,教师可以根据具体情况适当选用该部分的内容。

    Step 5 Summary课堂小结 1、引导学生共同总结这节课学的知识,可用幻灯片展示句型和词汇。(幻灯片Summary) 2、课后作业(幻灯片Homework) (1)听A /B部分的录音,大声朗读课文。

    (2)上网收集全国有名的风景名胜并记下其特征。

    Period 2 教学目标:
    复习巩固B部分的词汇。

    复习巩固“Where did you go?” Where did you do?等问句及其答句。

    能借助插图阅读和理解课文D部分的小短文。

    教学重点、难点:
    重点:能简单谈论自己或他人的旅游或活动的经历;
    能借助插图阅读和理解课文D部分的小短文。

    难点:课文D部分的小短文中有4个问题,学生对此可能会产生畏难情绪,老师可通过课件或图片帮助学生理解这些问题。

    教学准备:
    单词卡片、图片、表格、PPT 教学过程:
    Step1 Warm-up Free talk. Revision. a. Relay race接力活动:每排学生读一个单词,一排接一排进行单词或短语认读。认读下列动词,并将动词原形与动词过去式配对。

    b.听课文B部分录音,学生跟读B部分单词。

    c.听课文A部分录音,学生跟读A部分对话课文。

    Step 2 Practice Ask and answer 老师和一名学生进行示范游戏。两人分别在4张小纸条上写好四个地名,折好后放在空盒中,并摇动盒子,然后两人轮流抽取纸条并就其内容进行回答。

    T: Where did you go? S: I went to the Hunan Museum. 学生两人一组进行问答游戏。抽2-3组学生表演。

    4.Make a survey 老师担任记者,邀请3个学生进行采访,并填写调查表格。

    Sample: T: Where did you go, Li Ping? L: I went to the Huna Museum. T: Did you enjoy yourself? L: Yes, I did. Step 3 Let’s read 老师呈现Amy ,Jane ,Anne周末郊游的场景,导入:
    Where did the girls go last Sunday? What did they do last Sunday? 学生读短文,找出文中几个女孩所去的地点及描述这三个女孩活动的动词 短语,并给这些动词短语画线 学生现读短文,给下列图片排序。

    通过课件或单词卡片呈现本单元重点动词的原形及过去式,要求学生将动词 原形与它相对应的过去式配对。

    Step 4 Homework 朗读课文A\D部分 预习E部分 Period 3 Part E.F 教学目标 1. 知识与技能: (1)学生能熟练认读地点单词和本单元的重点句型“Where did you go?”,做到发音准确清晰,并能听懂其含义;

    (2)学生能熟练地运用所学句型进行情景对话。

    2. 过程与方法:
    (1)通过师生说和自主体验交际式英语教学的一般过程,掌握英语听说的基本方法;

    (2)仔细倾听老师和同学的发言,用英语表达和与同学交流;

    (3)采用视听法、听说法、任务型活动教学法及交际法,创设各种真实的语言环境,以学生参与、体验的形式,来激发学生对英语学习的兴趣,调动学生学习英语的积极性。

    3. 情感、态度与价值观:
    (1)增强学生的参与意识,培养学生团队合作意识和团队合作精神,引导学生积极与他人合作,共同完成学习任务;

    (2)通过本课的学习,学生学会谈论旅游话题,增进学生对国内外风景名胜的认识,热爱大自然,争做文明游客,抵制不文明的行为,形成积极向上的生活观。

    重点难点 教学重点:识记地点单词;

    教学难点:运用所学句型进行情景对话。

    教学过程 Step1 Preparation (准备热身) 1. Greetings. 2. Sing an English song: London Bridge. T: Wonderful, I like your singing. London is beautiful, Hunan is beautiful, too. Today, we’re going to see many beautiful places in Hunan. 3. Divide into two teams: T: There are two teams in our class: boys’ team and girls’ team. Please get on your buses and fight for the great medal. Step2 Presentation and drill (呈现感知) 1. Challenge One: Look and speak. (1) T: Let’s go to Challenge One: Look and speak. Please look at these pictures and speak out where it is. (Places: Changsha Underwater World/Yuelu Academy / Yuelu Mountain/ Hunan Provincial Museum/ Zoo) (2) T: Let’s see more new places. (Places: Window of the World/Yueyang Tower/McDonald’s Restaurant) (3) T: Let’s play a game: Guess, guess, guess. If you know where it is, stand up and speak out as quickly as you can. (Places: zoo/ Yuelu Academy/ Yueyang Tower/ Changsha Underwater world) (4)T: Last week I went to Changsha Underwater World. Where did you go? In this lesson we continue to learn Unit 12 Where did you go? T: I went to Changsha Underwater World. Where did you go? S1: I went to... S2: I went to... T: Great! You passed this challenge. Step 3 Let’s Write Last week there was an English party in Class 3. You enjoyed the party and the items. Write about the party. Step 4 Practice (操练体验) Let’s have fun Let’s rhyme. I was at the beach one day, And I saw five big waves begin to play. The first wave gave a great big swish. The second wave washed up many fish. The third wave washed away my boat, And out to the sea, I saw it float. The fourth wave washed away a shell. The fifth wave made a little swell. The five waves played with me all day, And we had a great, big race. Step 5 Homework 和同学或家人玩课文F部分的游戏。

    设计一条湖南省内三日游的旅游路线,并用英文标注景点名称。

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