dnf魔枪士加点-五月的天

牛津上海版小学英语五年级下册全册教案
目录

Module1 Using my five senses《Unit1 What a mess!》
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2
Module1 Using my five senses《Unit2 Watch it grow!》
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7
Module1 Using my five senses《Unit3 How noisy!》
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12
Module2 My favourite things《Unit1 Food and drinks》
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17
Module2 My favourite things《Unit2 Films》
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22
Module2 My favourite things《Unit3 School subjects》
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31
Module3 Things around us《Unit1 Signs》
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37
Module3 Things around us《Unit2 Weather》
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44
Module3 Things around us《Unit3 Changes》
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50
Module4 More things to learn《Unit1 Museums》
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56
Module4 More things to learn《Unit2 Western holidays》
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62
Module4 More things to learn《Unit3 Story time》
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66
《Daily expressi ons》
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71







1

Module1 Using my five senses《Unit1 What a mess!》
1教学目标
知识与技能
1.能够使用正确的单词来描述一些学习用品。
2.能够以Whose…isare…? 句型询问物品主人。
3.能使用名词性物主代词来回答询问。
4.能够了解音标eI和aI在单词中的发音。
方法与过程
1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体,创设情景,激发学生学习兴趣。
情感态度、价值观
在语言交流的过程中,促使学生能养成整理房间与物品的习惯。
2学情分析
学生已 经学过形容词性物主代词,在此基础上学习名词性物主代词,
在单词记忆上没有难处,但是在词性的区别 和使用上对于学生来说也
是一个难点,要讲清讲透,并针对性操练,来加强记忆并能灵活使用。
3重点难点
教学重点
1.能够使用正确的单词来描述一些学习用品。
2.能够以Whose…isare…? 句型询问物品主人。
3.能使用名词性物主代词来回答询问。
教学难点
2

1.能够以Whose…isare…? 句型询问物品主人。
2.能使用名词性物主代词来回答询问。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】pre－task

Pre-task preparation
Listen and enjoy.

Review
Whose…isare…?
Listen and enjoy.
Chant:
Whose, whose, whose puppy is this?
It’s Min’s. It’s Min’s. It’s Min’
Whose, whose, whose dress is this?
It’s Mum’s. It’s Mum’s. It’s Mum’
Whose, Whose, whose hat is this?
It’s Dad’s. It’s Dad’s. It’s Dad’
Whose, whose, whose doll is this?
It’s Jin’s. It’s Jin’s. It’s Jin’
3

s puppy.
s dress.
s hat.
s doll.

Point to objects in the classroom and ask them some questio
ns:
T: (Pick up a pencil) Whose pencil is this? Is it your penc
il, …?
S: Yes, it’s my pencil. No, it’s hisher pencil.
通过英语儿歌的欣赏,创设良好的学习氛围。
以chant 形式来复习whose句型。

通过师生,生生间的问答进行whose 句型的复习,并且让学生复习形
容词性物主代词的使用方式
活动2【讲授】while－task
While-task procedure
3. Look and learn.
school bag, brush, glue, paints, crayon, notebook, tape
Learn the possessive pronouns
his, hers, theirs, ours,
Try to say:
The…is are …’s.
It’sThey’re…
3. Ask and answer:
T: What’s on the desk?
S: There is a notebook on it.
4

T: Yes. Notebook, N-O-T-E-B- O-O-K.
Have the students learn the new words.
通过师生问答引出新单词的教学,旧句型中操练新单词,同时引出名
词性物主代词的教学。

4. Look at the pictures and ask and answer:
(school bag-Peter, paints-Alice, crayons-Ben and I , notebo
ok-Kitty, tape-Miss Fang, glue-Sally, brushes-Danny and Be
n)
e.g., T: Whose notebook is this?
S: It’s Kitty’s (notebook).
T: Yes, it’s her notebook. It’s hers.
Try to say:
e.g., The notebook is Kitty’s. It’s hers.
The paints are Alice’s. They’re hers.
学生在模仿练习中巩固名词性物主代词。

5. Students work in pairs to complete ‘Think and write’ o
n Page 3.
Then invite some individual students to check the answer
s.
完成书本练习,从说过渡到写。
5

活动3【练习】post－task
Post-task activity
Guessing game (Group work)
6. Put some stationary on the desk, ask and answer.
S1: Whose rubber is this?
S2: The rubber is Kitty’s.
S1: Yes, it’s hers. No, it isn’t hers.
通过猜谜的游戏来让学生在语段中巩固本课知识。
活动4【作业】homework
1. Read SB: p.3: Look and learn.
2. Copy and recite the words: school bag, brush, glue, pain
ts, crayon, notebook, tape, yours, mine, his, hers, ours, t
heirs
3. Exercise: M1U1Period 1








6

Module1 Using my five senses《Unit2 Watch it grow!》
1教学目标
语言知识:
1、在The changes of a butterfly语境中,学习本单元核心词汇:
was, were, caterpillar, butterfly, chicken, duckling, duck,
puppy, dog.
学习并理解词汇:cocoon, caterpillar
2、学习、理解并运用核心句型:…was….It was _______. Now i
t is _______.
…were…. They were _______. Now they are _______.
语言技能与运用:
1、能根据图片正确认读并运用词汇:was, were, caterpillar, but
terfly, chick, chicken, duckling, duck, puppy, dog, gro
w, cocoon 2、能结合所学核心词汇和句型,描述蝴蝶生长的过程,并体验文本所
表现的语言含义和情感态度。
情感态度:通过学习蝴蝶生长的过程,激发学生热爱昆虫、小动物的热
情。
2学情分析
3重点难点
1、通过模仿朗读、师生问答、听音填词等方法,体验文本情感。
2.、在介绍蝴蝶成长的语境中感知、理解并运用词汇和词组:
7

egg chicken duckling puppy gr
ow fly
was were butterfly interesting make a lot of sil
k lay eggs
be born in catch a fly flies
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】I. Pre－task
1. Read ‘listen and enjoy’
2. Daily talk
shoes are those?
2. Whose scarf is this?
3. Is that your hat?(是的)
4. Are these gloves hers?(不是,是他的)
5. Put the books on the desk.
3. Fill in the blanks
a.________( who ) paints are those? They’re ______( we ).
that crayon ______(you )? No, it’s ______( she ).
c. Look at _____( I ). _____( I ) eyes are big.
d. Let ____( we ) play football together.
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e. These are ______( he ) brushes. _______ ( I ) are in t
he bag.
4. Change the sentences
small cherries are hers.(划线提问) _____ _____
these small cherries?
b. Are those her sweets? (肯定句) Those
_____ _____ _____.
c. These books are ours. (同义句) These
_____ _____ books。
d. Jim’s father gives him a black stone. (同义句) Jim’s f
ather gives __ ____ _____ __ ___.
5. Read and write
活动2【讲授】II. While－task
一、The changes of a butterfly
1. T: The butterfly is an interesting you know ho
w it grows?
Listen and do T of F
( )1. The butterfly is an interesting insect.
( )2. The egg is big and black.
( )3. The caterpillar(毛毛虫) likes eating leaves.
( )4. The cocoon(蚕茧) is brown.
( )5. A butterfly can’t fly.
9

New words and sentence:
an egg, an white egg, a caterpillar a green caterpillar
It was an egg. Now it is a caterpillar.
It was an white egg. Now it is a brown caterpillar.
Cocoon, a brown cocoon
It was… Now it is …
Sentence: It was… Now it is …
were They were… Now they were …
Change the sentences:
It is a green apple. (过去时) It________ a green apple.
The frogs are on the rock. (过去时) The frogs ________ on
the rock.
The mouse is under the chair. (过去时) The mouse______ ____
____ the chair
Their friends are at home. (过去时) Their friends______
_ at home .
Was, wasn’t, were, weren’t
Learn to how to change the sentences.
活动3【练习】III. Post－task
Read the text of P8.
Ask and answer.
10

Fill in the blanks
Make an introduction. The changes of the other animals
活动4【作业】IV. Homework
1. Read and recite the text.
2. Read and copy the new words.
4. Talk about:
















11

Module1 Using my five senses《Unit3 How noisy!》
1教学目标
1）学习和掌握工具类单词，如：motorbike, lorry, drill等，了
解这些实物的相关信息；
2）能运用已学句型：What’s that noise? I can hear ….It’s ….
I like hate …. Because I can can’t ….来问答与运用对
所听到的声音的喜好及原因；
3）在儿歌、阅读、对话交际过程中，了解工具的功能，此类工具的
声音对日常生活的影响。
4）学习双元音音素ɔI的发音。
2学情分析
本班学生经过四年半的英语学习，掌 握并积累了一定数量的词汇与一
些重要的、常见的语法与时态，初步具备了一定的英语语言技能，愿意与同学交流与分享英语学习成果，也养成了较好的英语学习习惯，
如预习和复习等。升入五年级以 来，学生英语学习的求知欲不断增强，
经过学生自己的努力，特别是近半年多来他们能在老师的的鼓励和 引
导下能积极主动地用课内外学过的英语来表达自己切身感受和想法，
随着这种意识地不断增强 ，学生渐渐养成了这种表达的习惯，英语表
达的能力也在不断提高。
但是，由于学生所处的家 庭背景不同，家长的重视程度不一，学生个
体的差异，因此学生语言知识、语言技能方面也存在着一定的 差异。
教学中关注核心板块的学习，特别关注学生的差异。同时还要满足一
12

些学习非常努力，语言能力强的学生…… 所有的这一切都需要教师
通过适当的 教学途径进行有益调控和引导，巧用、善用教学方法来确
保学生的全员参与、全程参加以及全员收获。
3重点难点
1）学习和掌握工具类单词，如：motorbike, lorry, drill等，了
解这些实物的相关信息；
2）能运用已学句型：What’s that noise? I can hear ….It’s ….
I like hate …. Because I can can’t ….来问答与运用对
所听到的声音的喜好及原因；
4教学过程
活动1【导入】Pre－task preparation
about the word noise
2. Learn: noise, noisy
活动2【活动】While－task procedure
1. To elicit:motorbike
1. Lead in.
2. Imitate the word and know more about it.
3. Practise: What can you ride? I can ride _____. ( a bike
a motorbike)
4. Imitate the dialogue between Ben and Kitty.
通过故事导入单词学习，让学生在视听过程中，体验声音，自然学习
语段，在语境中模仿新知。
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2. To elicit:another
1. Lead in.
2. Read more sentences about the word and try to get the me
aning.
通过故事的过渡，引入anot her，学生初步感知理解单词含义，出示
语句，学生在具体的语境中进一步理解another。
3. To elicit:lorry
1. Lead in.
2. Imitate the word.
Read a mini passage about the bus and lorry.
3. Act the dialogue between Ben and Kitty.
学生自由朗读，通过语段理解lorry的功能；尝试在故事中体验、 感
知、运用本课时的重点句子。
4. To elicit:drill
1. Lead in.
2. Imitate the word.
3. Read and answer about the mini passage about “drill”.
4. Act the dialogue between Ben and Kitty.
学生默读drill的相关语段，通过问答检测学生对文本的理解。在过
程中有效提升学生得阅读能力 。
同时在让学生分角色朗读对话中，整合所学知识。
活动3【练习】Post－task activities
14

Read and fill in the blanks.
1. Read the whole story about Ben and Kitty.
2. Fill in the blanks.
用完整呈现本课的 故事，通过故事形式复习本课的单词，将词汇教学
整合在语段中，从而达到学以致用。
Tick and say
1. Discuss:
Where can you hear that noise?
Do you like that noise? Why?
and say:
What noise can you hear at home in the street?
I can hear _______ at home in the
street. It’s ________. I likehate that noise. Because I c
ancan’t _______.
Read and fill in the blanks.
1. Read the whole story about Ben and Kitty.
2. Fill in the blanks.
用完整呈现本课的故事，通过故事形式复习本课的单词，将词汇教学
整合在语 段中，从而达到学以致用。
Tick and say
1. Discuss:
Where can you hear that noise?
15

Do you like that noise? Why?
and say:
What noise can you hear at home in the street?
I can hear _______ at home in the
street. It’s ________. I likehate that noise. Because I c
ancan’t _______.
通过对子活动，学生自由讨论不同声音的来源，做过程中体验声音对
我们生活的影响。
通过对子活动，学生自由讨论不同声音的来源，做过程中体验声音对
我们生活的影响。
活动4【作业】Assignment
1. Listen, read and copy the words: noise, noisy, motorbike,
lorry, drill, etc
2. Try to say: What’s that noise? I can hear ________.
It’s _____. I likehate that noise. Because I cancan’t _
_______.
基本的抄写和听读是必要的。在此基础上，让学生试着说段，培养学
生的语用能力。




16

Module2 My favourite things《Unit1 Food and drinks》
1教学目标
准确说出各种食物的英文,感知理解每一样食物和自己的联系。
尝试用What do you usually have for lunch? I usually have…f
or is made from… It tastes…My favourite food i
s…一般现在时态的问答,学会准确并详细描述自己喜爱的食物
能就自己的喜好和别人的喜好进行对话。
要求学生能够从生活之中网络上电视上感知不同地区人对食物的不
同喜好。
2学情分析
课前对学生做了简单的调查,五年级学生能够比较流利地说一些比较
简单 的词汇和句型,但是不能够有效输出有难度的句型和词汇。他们
所能直接说出来的都是些概括性词汇,缺 少细节。所以本节课利用生
动形象的动画,声音调动学生学习的积极性。让这些大孩子不仅仅能
说个大概,而且能够详细细致地表达自己的喜好。
3重点难点
教学重点：用一般现在时态来讲述健康或不健康的生活与饮食习惯。
教学难点：运用所学内容说出如何保持健康。
4教学过程
活动1【活动】教案
Procedure
Contents
17

Methods
Purpose
1. Pre-task preparation
Sing songs: Colours
something about the food in China
Sing songs: I’m hungry
T: Let’s sing a song first.
China is a big country. There are twenty-three provinces an
d 56 folks in China. Lanzhou people like Lanzhou pulled noo
dles. It is made from yellow noodles and some beef. It tast
es spicy and salty. Shanghai people like Russian soup. It i
s made from potatoes, tomatoes, cabbages, beans and carrots.
It tastes sweet and sour. Fried pork chop is their favouri
te dish. It is made from pork. It’s crunchy and salty.
以歌唱的形式带学生进入学习状态。
用问答形式引出中国地大物博饮食习惯多种多样
II. While-task procedure
elicit the “wheat-based” food and “rice-based food”
know about students to elicit shanghai food-“Russian soup”
Watch the vedio
elicit “vegetable”
elicit “potato”
18

“tomato”
elicit “cabbage”
elicit “bean”
Dialogue Time
Sing a song
Watch the vedio
Elicit“pork”
Fill blanks
Free talk
Elicit “Lanzhou pulled noodles”
People in west
What wheat-based food are they?
What rice-based food are they?
Where are you from?
What’s your favourite food?
3. What do you usually have for lunch?
What do Shanghai people usually have for lunc
h? Look at the chameleon. What colour is it?
Eating vegetables is good for vegetables makes us
healthy.
Vegetable or not vegetable
Potatoes are round.
19

Vegetables with brown skin .
They grow under the ground.
___ is made from___.
通过讲述主要的主食不同让孩子感知不同地区的饮食习惯
将孩子的兴趣引入课堂
通过记忆提问的方式让孩子记住关键核心单词
Tomatoes are ____________.
Tomatoes are small, red and soft.
Speak time
It is _____ or ______.
It is _____.
It is a kind of _________.
Different kinds of beans
What vegetable do you usually have for lunch ? B: I usuall
y have…for…A: How do they taste? … are my favourite ve
getables.
Vegetable song
Fried pork chop
Fried
Introduce it
What do Shanghai people usually have for lunch?
What do east people usually have for lunch?
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Lanzhou is in the ...They usually ...for....It is made from
... and ....
It tastes… …is their favourite food .
What do people in west usually have for …?
让孩子自己抒发下对于蔬菜的喜爱之情
引入上海名菜 上海炸猪排引起孩子兴趣
让孩子自己自由的说一说东部人吃什么
引入西部的食物作对比
III. Post-task procedure
Talk about yourselves
A: What do you usually have for lunch?
B: I usually have … for...
It is made from…
It tastes…
… is my favourite food.
将课堂引入生活。






21

Module2 My favourite things《Unit2 Films》
1教学目标
1. 能在Film Festival的语境中,初步感知、理解核心词汇cinema
的意思。
2. 能在Film Festival的语境中,听懂并朗读核心句型 Shall we
…?
3. 能根据影讯资料,尝试运用句型I like … I want to see…分享
交流喜欢的电影,并简述理由。
4. 能在交流分享喜欢的电影的过程中,体验电影带来的不同感受。
2学情分析
本节课的 授课对象是小学五年级学生,他们通过四年多的学习
积累,已经具备了一定的英语学习能力和简单的英语 运用能力。本节
课是本单元的第一课时,学生在之前的英语学习中从未涉及过关于电
影的相关知 识,只是在平日的生活实践中欣赏过一些电影。但在牛津
英语(上海版)四年级下册Days of the week的学习中,曾就Happy W
eekends的话题中感受、交流过关于学生喜欢的一些电影类型及影片
名字。
3重点难点
教学重点
能根据影讯资料,尝试运用句型I like … I want to see…分享交
流喜欢的电影,并简述理由。
教学难点
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能从喜爱的电影类别、电影名字、选择理由等方面,有序地表达自己
喜欢的电影及理由。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】趣味导入主题，激发学习兴趣
1. 短片视频呈现,激活电影元素
T: Wow, Film Festival is coming. That is a big event in Sha
nghai. It’s Shanghai International Film Festival.
2 . 主题交流,激发兴趣
T: I like films. Do you like films?
Ss: Yes.
T: What film do you like?
S1: I like Star Wars.
S2: I like Little Princess.
S3: I like Frozen.
T: Ok. Today we’ll talk about films I like.
(教师板书本课课题Films I like)
[设计意图]
上课伊始,老师根据教学内容以视频的方式呈现上海国际电影节的相
关 内容,旨在帮助学生迅速进入本课的语境。通过询问学生喜欢什么
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电影,激活学生已有的生活经验,激发他们对电影的热爱,为接下来的
教学内容做好准备。

活动2【导入】观看电影集锦，复习影片类型
教师利用视频短片呈现8部 影片的剪辑,让学生边看边说出影
片的名字;接着以师生对话的方式引导学生将这些影片进行类型归类,
并谈谈自己喜欢的电影类型;再通过听勾三个主人公喜欢的电影类型
进行反馈评价。
T: Let’s enjoy some film clips and tell me what films you
can see.
(播放影片)
T: Wow, so many films in the video. Look, Kung Fu Panda, Zo
otopia and Big hero 6 are …
Ss: Action films.
T: Frozen, Despicable Me and Toy Story are…
Ss: Comedy films.
T: What about Star Wars and Pearl Habour?
Ss: They are war films.
T: There are many types of films like adventure, romance, f
amily and so on. What type of films do you like?
S1: I like comedy films.
S2: I like war films.
24

S3: I like action films.
T:What about Ben, Kitty and Mum? What type of films do they
like? Let’s listen and tick.
[设计意图]
1. 通过观看时下热门影片,复习电影影片类型,激活学生已有的社会
认知。
2. 通过师生问答、听听勾勾的方式,检测学生是否听懂电影类型,为
本课语用表达中描述喜欢的电影类别有 效输入语言。

活动3【讲授】明确观影提议，感知理解句型
教师利用课件 ,以视听的形式导入新课的语境,以师生对话的方
式让学生初步感知、理解核心句型“Shall we…?”表示提建议的功
能。
T: Look! Ben, Kitty and Mum are at home. Listen, what are t
hey talking about? (播放录音)
T: Oh, what festival is coming?
Ss: Film festival is coming.
T: Yes. Mum is going to…
Ss: See a film.
T: Mum says, ‘Shall we go to see a film this afternoon?’
[设计意图]
25

在新课的导入环节,教师通过视听呈现对话的语境—Film
festival is coming.通过师生对话的方式让学生初步感知和理解本
课的核心句型“Shall we …?”,引出讨论去看电影的话题。
活动4【活动】默读对话内容，初步感知文本
教师利用课件呈现预设的问题,让学生带着问题默读对话,整体
感知对话内容并回答问题。
T: Please read silently. Underline the films on a
t the cinema.
Cirlce the film they want to see together.
[设计意图]
教师根据五年 级学生的年龄特点,运用整体教学的模
式,让学生带着问题默读文本,整体感知对话,并通过教师预设的 两个
问题初步明确电影院上映的电影和他们(Ben, Kitty, Mum)最终一
起想去 看的电影。采用默读的方式,其目的在于检测学生自主阅读、
获取信息的能力,形成初步的默读习惯和阅 读策略。
活动5【活动】共读对话片段，了解电影选择
在整体感知电影院上映的电影、三人一起想看的电影后,教师呈
现Ben, Kitty和Mum分别想 看的电影的对话内容,并通过看图、回答、
朗读、扮演角色等方式,引导学生进一步获取影片信息,梳理 文本内
容。
26

在学生已经知晓Ben想看的电影之后,为了能让学生尝试用“I
like… I want to…”表述喜欢的电影类型和想看的电影,教师通过
让学生扮演Kitty或Mum来学以致用。
[设计意图]
在学习Ben, Kitty和Mum想看的电影对话片段中,教师让学生 不
但提取关于影片的相关信息,又以Ben作为例子开展语用结构梳理,
建构语用框架,如: Film Festival is coming. I like… I want t
o see… It’s about…再使学生利用这些语言支架,尝试扮演Kitty
或Mum进行语用输出。
活动6【讲授】听读对话片段，明确选片理由
1. 在解读完Ben,Kitty和Mum 分别想看的电影后,教师通过猜测、
提问、推断、视听等方式,引导学生进一步找寻他们的选片理由。
2. 学生在找出Ben, Kitty和Mum选片的理由后,教师又通过视频
让学生体验为什么Ben 认为Zootopia的电影故事很有趣; 通过大量
的图
片、背景音乐及影评让学生体验为什么Mum认为Frozen的
电影画面很美、星级评价很高。
3. 学生以滚雪球的方式,根据语言框架的支持,尝试扮演Ben, Kit
ty, Mum来进行语言输出。
T: Now you are Ben, Kitty or Mum. Can you tell me what fi
lm you like and why?
4. 学生模仿朗读,教师梳理喜爱电影的原因。
27

[设计意图]
对话的这一部分是本课学习的重点和难点。教师在开展这 一教学
过程时,首先以开放性的问题让学生猜猜主人公为什么想看Zootopia
和Froz en,目的是要激发学生的学习兴趣,激活学生已有的知识,形成
信息差,推动学生对主人公选片理由的 探索。之后,教师循序渐进地开
展教学,既关注学生对对话内容的理解,又关注学生语言的积累,更关< br>注学生从具体思维走向抽象思维的能力。
活动7【活动】梳理文本内容，理清对话结构
教师通过提问,帮助学生理解对话结构,复述对话主要内容。
T: Film Festival is coming. What are Ben, Kitty and Mum goi
ng to do this
afternoon?
What film do Ben, Kitty and Mum want to see?
What film do they want to see together?
[设计意图]
复述是语言输出的重要形式,可以培养学生的语言记忆
能力和表达能力。在阅读 后的巩固活动中,教师让学生根据课件提示
简单复述文本信息,可以帮助学生回忆对话的内容,降低复述 的难度,
同时让学生内化所学语言。
活动8【活动】问题导读对话，整体复习语言
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教师通过问题的引领,让学生扮演不同的角色,有感情 地朗读对
话内容。同时对学生朗读的正确性、流利度、情感、语气等方面给予
评价。
T: Film Festival is coming.
T: What are you going to do this afternoon?
What films are on at the cinema?
What film do you want to see?
What film do you want to see together?
What time is the film Frozen on? And what time are they goi
ng to leave home?
[设计意图]
在阅读后的第二个巩固活动中,教师让学生在学习和理
解对话的基础上回归教学内容,加深对对话内容的 理解,为语言输出
做好铺垫。
活动9【活动】借助手册信息，表达观影意愿
学生根据影讯资料选择喜欢的电影,简述理由,并与同伴分享。
T: Film Festival is coming. Look, you have a film guide for
this festival. You can read it and tell me what film you l
ike and why.
(学生翻阅Film Guide,选择自己喜欢的电影,简述理由,分享汇
报)
[设计意图]
29

学生通过阅读影讯资料,自主选择喜爱的电影,进行有序表达,丰富语
用输出。
活动10【作业】明确作业要求，延伸课堂学习
教师结合学生现有的英语水平分层设计了回家作业。
1. Look and read.
2. Try to write it down if you can.
[设计意图]
家庭作业是课堂教学的延伸,可以巩固课堂教学的成果。教师布置的
分层作业,既面向全体学生 ,又充分尊重学生的个体差异,循序渐进地
发展学生的英语学习能力。
活动11【活动】提升情感体验，铺垫后课教学
教师播放电影中温暖、快乐、激动、励志等片段集锦供学生观看
欣赏。(教师播放视频,学生观看欣赏)
T: Films make us warm. Films make us happy. Films make us e
xcited. Films make us strong. Do you like films?
Ss: Yes.
T: We like films.
[设计意图]
通过视频的渲染,提升学生对电影的认识,体验电影带来的不 同感受。
同时也为下一课时的教学进行铺垫。


30

Module2 My favourite things《Unit3 School subjects》
1教学目标
1、知识目标:
单词: timetable, from…to…, lunch?short break
句型: It is …(时间). It’s time for… It’s time to …
This is the timetable for…
From …to …
2、技能目标:
(1) 能运用句型根据课程表表述自己什么时间上什么课。
(2) 学会介绍某人的课程表,拓展学生周末的生活作息表;
(3) 进一步巩固与拓展核心语言内容,激发学生的学习兴趣。
3、情感目标:
培养学生的交际能力, 拓宽视野。
2学情分析
该班共有XX位学生。通过近五年 的英语学习,已经积累了一定数量的
词汇与一些重要的、常见的语法与时态,具备了一定的听说读写演的
技能,大多数的学生具有语言学习和交流的欲望,愿意与同伴交流,有
31

着较强的求知欲和表现欲。但是,由于现行教材的大容量和高密度,
一小部分学生由于 英语基础弱,家庭及自身的重视程度不够,对英语
学习的积极性不高,因此教师要通过适当的教学途径进 行有意调控和
引导,充分发掘与运用教材所提供的有效信息,在情境中推进词句学
习的运用,以 满足不同层面学生之所需。
3重点难点
1、教学重点:熟练掌握单词和句型,能够运用句型It’s time for…
It’s time to …表达什么时间上什么课。
2、教学难点:能够根据自己的时间表进行写作。
4教学过程
活动1【导入】Pre－task preparation
1. Warming-up
(1) Sing a song ‘Our school will shine today’
(2) Look at the pictures and free talk: What are they
doing at school?
歌曲感知,并通过日常对话复习单词和句型。
2. Review.
(1) Guess: What subject is it?
(2) Ask and answer:What’s your favourite subject?
通过问答和谜语对已学的各个学科名称进行复习。

活动2【讲授】While－task procedure
32

1. To learn: timetable
(1) T:We have seven classes one day. We can see the classes
on the table. And we can see the time and classes on this
timetable.
(2) Read the word.
(3) Sentences: This is the timetable for_____.
运用句型对单词进行操练,并注意介词的用法。
2. To learn: from …to…
(1) Listen to the recording for ‘Say and act’ on page 34.
(2) Listen and choose.
(3) Learn : from …to …
(4) Read the sentences.
操练句型,理解词组的含义。
3. To learn:break
(1) Read the word.
(2) Read the sentence:
We have a short break after each class.
We have a long time to have a rest after four classes.
(3) Discuss:
What do you usually do at lunch break? (read books, play ca
rds, play a game with string…)
33

让学生在思维训练中体会a short break 和a lunch break 的差
别。
学生的切身体验是理解知识最好的方法。
learn:
It’s time for…
It’s time to…
(1) Show a timetable for Jack.
(2) Sentence: From… to … Jack has a an …
(3) Write the key patterns
It’s time for…
(4) Have the students practice it according to the pict
ures.
在情景中引出句型It’s time for…,根据时间表来进行操练。
活动3【活动】Post－task activity
1. Read the text and fill in the blanks.
2. Ask and answer.
3. Retell the text.
运用关键句子进行复述课文,巩固新知
4. Show Jack’s timetable for Sunday.
5. According the timetable to finish the composition.
看看、听听Jack周末的作息表,适当拓展,也为学生作业作示范。
6. Fill in the table.
34

7. Make your own timetable. 制定自己的时间表,完成自己的小作
文。
活动4【练习】Exercises
1. Fill in the blanks:
Hello, this is my __________ for today. I have _______
_ classes. In the morning, I have ________ classes. They
are _____, ________, ________ and ________. I like English
and Maths. There is a short break after each class.
From 11.30 to 13.00, I have a ______ ______.
In the afternoon, I have _______ and ________. ________ is
my favourite subject, because I like painting.
2. Answer the questions:
(1) Does Jack have a break after each class?
(2) Does Jack like English?
(3) What is Jack doing at 9.45?
(4) What time does he have a lunch break?
(5) What’s Jack’s favourite subject? Why?

3. Try to say1:
This is Jack’s timetable for today.
In the morning, he has...classes.
He likes...
35

There is a short break after each class.
From 11.30 to 13.00, he has...
In the afternoon, he has...
... is his favourite subject, because ...
Look at my timetable for Sunday.

4. Try to say2:
At..., I ...
Then, I …
It’s ..., It’s time forto...
From... to ..., I ...
I like...
I want to...
I can...
I enjoy both learning and playing.
It’s a timetable just for me!
活动5【作业】Assignment
1. Listen and read the text on p34
2. Say and act about Jack’s timetable
3. Write your timetable for______
4. Talk about your timetable for Saturday Sunday
回家作业,由易到难,分层递进。
36

Module3 Things around us《Unit1 Signs》
1教学目标
1. 在Signs in the park的对话语境中, 通过视听、问答、朗读等
方式,正确运用核心词汇进行询问、应答、讲述并书写,并理解You c
an’t …= No …的含义。
2. 在Signs in the park的对话语境中,通过视听、问答、朗读、表
演等方式,明白Signs are very important and useful. We must f
ollow signs.。
3. 在Signs in the park的对话语境中,通过问答、朗读、角色表演
等方 式,感知理解和正确运用核心句型,进行询问、应答并书写。
如:What does this sign say mean?
–It says It means we can can’t mustn’t shouldn’t…
2学情分析
他们活泼可爱,有自己的 想法,思维活跃,愿意和老师交流。虽然是五
年级的学生,通过四年半的英语学习,应该有一定的基础, 但是这届学
37

生基础很薄弱,部分学生英语学习断层,没有基础 ,自然很难有个学习
习惯,根据他们现有的水平,放低起点,让每个学生有收获。
3重点难点
1. 重点
在语境中通过听、说、演等方式,学习并运用What does this sign
say mean? –It says It means we can can’t mustn’t sh
ouldn’t…句型进行有关公园中禁止标志的问答和对话及掌握’No
ball games’, ‘No dogs’,‘No bicycles’的含义。
根据关键词句能表演有关公园中禁止标志的对话,做到语言准确、语
言优美。
2. 难点
通过对话语篇的学习,能理解核心句型What does this sign mean?
的答句 –It means we can can’t mustn’t shouldn’t…在使
用中的差异。
能根据核心语言,通过小组合作等方式,来正确表演对话,理解signs
是重要的、有用的。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】Signs in the park
Pre-task
preparation
38

1. Review Listen and enjoy
signs
information signs and warning signs

3. The meaning of the signs
Ss say the rhyme together.

1. This sign says here is an entrance.
It means we can get in from here.
2. This sign says ‘Don’t swim’.
It means we can’t swim here.
1. Look at the sign.
It says ‘_______________’.
It means__________________.
复习标志及含义,顺利进入本课的话题:Signs in the park。
活动2【讲授】Signs in the park
While-task
procedure
Signs in the park

Part One:

39

the first sign in the park
Don't play football=‘No ball games’

What does this sign mean?
It means we shouldn’t play football here.

We can see the signs everywhere around us.
1. Listen and answer the questions.
What day is it?
Where are they?
What do they want to do?
2. Listen to the dialogue and answer the questions.
Can they play football on the grass? Why?
Ask and answer to elicit:
Look at the sign.
It says ‘Don't play football ’.
It says ‘No ball games’.
It means we shouldn’t play football here.
1. Answer the questions and elicit “What does this sign me
an?”.
4-1 Ss read this sentence.
4-2 Ask and answer
40

What does this sign mean?
It means we shouldn’t play football here.
T-S S-T S-S
4-3 Pair-work
4-4 Read the dialogue of Part One.
4-5 Role-play dialogue Part One
让学生带着问题去听,在听与问答的过程中展开情境。Peter and Da
nny 在公园中玩得正玩得开心的时候,公园管理员的出现也便引入了
本课的话题。
第一次呈现句型,多方式操练。
尝试分角色表演片段1。
活动3【讲授】Signs in the park
Part Two:

walk one’s dog
the second sign in the park

Don't walk your dog .
= No dogs

1. Listen and answer the questions.
Where are they and what are they doing?
41

A girl is coming. What is she doing?
2. different persons
and answer to elicit:
Look at the sign.
It says ‘Don't walk your dog ’.
It says ‘No dogs’.
It means we shouldn’t walk your dog here.
1. Listen and read the sentence correctly.

5. Read the dialogue of Part Two
6. Role- play dialogue Part Two.
不同人称的转换,虽然看起来不起眼,但对于学生掌握这一知识点却
是有实际效用的。
用连词成句的方式操练巩固句型,从而达到教、学、练、考的统一。
尝试分角色表演片段2。
Part Three
the third sign in the park
Don't ride a bicycle .
= ‘No bicycles’.
1. A boy is riding his bicycle in the park.
2. Ask and answer to elicit:
Look at the sign.
42

It says ‘Don't ride a bicycle ’.
It says ‘No bicycles’.
It means we shouldn’t ride a bicycle here.
3. Role-play dialogue Part Three
难度递进,由扶到放,让学生在情境下运用重点句型进行自编对话。
活动4【活动】Signs in the park
Post-task
activities
1. the whole dialogue
2. a new dialogue

the whole dialogue
2. Make a new dialogue ‘Signs in the park’

两 次跟读,不同的呈现方式,在巩固本科内容的同时也训练了学生的
听力。,读效用的的方式操练巩固句型 ,从而达到教、学、练、考的同
意re ns.





43

Module3 Things around us《Unit2 Weather》
1教学目标
语用任务:
通过Read a story的学习,了解并运用 核心词汇与句型介绍农
民喜欢的天气,并尝试表述理由。语音正确、表达较流利,内容基本达
意 。
语言知识与技能:
1. 能正确跟读含有字母组th的单词,巩固字母组th在单词中的发
音。
2. 能用核心词汇cloud, rain, snow, storm, stormy, fog, foggy,
yesterday, degree, weather进行询问,应答及描述,并能正确抄
写。理解其音、义、形。
3. 能在老师的帮助下用核心句型What’s the weather like today?
What was the weather like yesterday? It is…. It was
….进行询问和应答。能将一般过去时态转换成一般现在时态进行有
关天气以及喜欢原因的表达。
44

2学情分析
本单元的主题是Weather ,通过对教材的反复研究,在第二课时
我想要表达的内涵是相同的天气给与不同的人群的感受是不一样的 。
因此教材的核心版块呈现的就是孩子们和农民对于相同天气的不同
认识。
每 次备到这一单元,总会很纠结这个有关George的这个故事,
如何将它融入整个单元的设计。我也是 经过反复思考,觉得其实他和
这个单元的联系,一是农民的身份和核心文本中的农民一致;语言内
容也与核心文本中有重复。所以这次单元整体设计中,我把他设计在
了第二课时,作为辅助文本帮助学 生理解核心文本中农民为什么会喜
欢晴天、雨天、雪天而不喜欢刮风的天气,因为学生没有类似农民的< br>生活经历,通过George的这个故事让学生通过了解农民一年四季的
劳作,可能学生就比较容 易理解彼此观点的不同了。
3重点难点
首先我通过看一看、说一说、读一读等不同的 方法,组织同学们
复习前一课时学习的孩子们眼中的天气内容,在复习巩固核心词汇与
句型的基 础上,引出今天的话题。通过鼓励学生借助音标、小组互助
等方式自学Read a story,从而 先了解农民们一年四季辛勤的劳作,
然后运用核心词汇与句型进行分析与归纳,介绍农民喜欢的和不喜欢
的天气,并尝试表述理由。通过不同的人对于相同的天气有着不同的
感受对比,体会天气在人们 生活中的重要性,至此完整再现本单元Loo
45

k and say的核心文本。并引起学生们对天气的关注,为下一课时的
学习埋下伏笔。
4教学过程
4.1.1教学活动
活动1【讲授】5B M3U2 Weather
Procedures
Contents
Methods
Purposes
I. Pre-task
preparation
the sound:θ ð
2. Review the passage
1) What’s the date?
2) What’swas the weather like?
What’swas the temperature?
3) Does…
like …weather? Why? Why not?
1. Conclusion
Different people has different feelings about the weather.
4. Elicit the topic
Weather in farmers’ eyes
46

1-1 Look and say
2-1 Read and say
2-2 Ask and answer
2-3 Look and say
通过 看一看、说一说、读一读等不同的方法,组织同学们复习前一课
时学习的孩子们眼中的天气内容,在复习 巩固核心词汇与句型的基础
上,引出今天的话题。
II. While-task
procedure:
1. What is the farmer’s favourite weather?
2. Know more about the farmer.
1) Introduce a farmer.
2) What was the weather like in four seasons in George’s e
yes?
3) What did George do in four seasons?
does the farmer like different kinds of the weather?
and say

2-1 Look and say

2-2-1 Watch and write
2-2-2Ask and answer
47

2-3Read
Ask and answer
Say
3-1Read and say
通过鼓励学生借助音标、小组互助等方式自学Read a story,从而先
了解农民们一 年四季辛勤的劳作,然后运用核心词汇与句型进行分析
与归纳,介绍农民喜欢的和不喜欢的天气,并尝试 表述理由。
III. Post-task
Activities:
The same weather in different people’s eyes.
Compare it in children’s eyes and in farmers’ eyes
Look and read
通过不同的人对于相同的天气有着不同的感受对比, 体会天气在人们
生活中的重要性,至此完整再现本单元Look and say的核心文本。并
引起学生们对天气的关注,为下一课时的学习埋下伏笔。
IV. Assignments
1. Read the story, on page 48&49.
2. Know about the weather
(Dial 12121Surf on the InternetWatch on TV Listen to the
radio…)

48

复习巩固本课核心文本。介绍了解天气预报的各种方式,为下节课做
好准备。
Blackboard design:
5B M3U2 Weather
Period 2 Weather in farmer’s eys
What’s the weather like today?
It’s…
What was the weather like yesterday ?
It was…
Date Weather temperature children reason
farmer reason
May.24 rainy Kitty the rain
help grow
June.18 windy Ben fly a kite
blow down
August.8 sunny 30 degrees Ben hot
make…strong
December.3 snowy Alice make… help grow s
trongly
have…


49

Module3 Things around us《Unit3 Changes》
1教学目标
1. 能掌握区分新单词village, town, city fisherman, the Sha
nghai History
Museum
2. 理解大意,并能朗读这篇文章。
3. 通过学习,了解上海的变化,并能说说上海的变化。
2重点难点
1. 能掌握区分新单词village, town, city fisherman, the Sha
nghai History
Museum
2. 理解大意,并能朗读这篇文章。
3教学过程
50

3.1
第一学时

3.1.1教学活动
活动1【讲授】Changes in Shanghai (Period Four)
Steps
Student’s activities
Teacher’s activities
Purpose
Pre-task preparation
a song
2. Revision.
1) Sing a song: Better city, better life.
2) Watch the pictures of Shanghai.
3) Say the changes in Shanghai.
Shanghai was small. Now it is big.
There were _____ houses.
Now there are _______ buildings.
(boat road shop……)

在歌曲的欣赏中让学生感受到上海的日新月异。

通过观看上海变化的图片,让学生 用句型说说,复习了一般过去时和
一般现在时。同时也能激发学生更深一步了解上海变化的兴趣。
51

While-task procedure
1. the Shanghai History Museum
1) Lead in:
T: There are many changes in Shanghai. Do you want to know
more? Let’s go to the Shanghai History Museum.
2) Teach:
The Shanghai History Museum.
a. Learn to say.
b. Introduce other museums.
3) Listen and watch the pictures.
4) What can you see in it?(超链接)
5) A rhyme.
6) Introduce.
引出本课的主线:上海历史博物馆。下面的教学都是在介绍博物馆中
的照片,使教学有整体感。

在观看中让学生知道在上海历史博物馆中可以看到些什么。同时通过
提问,引出儿歌 ,然后再到说段,层层递进。
2. Picture 1
1)Lead in.
T: There are many photos in the Shanghai History Museum. Do
you want to see?
52

2) Ask and answer:
What do you see in the photos?
Did many people live here?
What did people do many years ago?
3)Teach: fisherman, farmer
a. T: He catches fish for his living. What
does he do? He works on the farm. What
does he do?
b. Learn to say.
c. A rhyme:
Fisherman.
Catch fish for his living.
Farmer.
Work on the farm.
How busy they are!
4) Teach: village, town, city
a. Lead in.
T: Not many people lived here. Many of them were fishermen
and farmers. So many years ago, Shanghai was a small villag
e.
b. Show the meanings and read.
c. Choose the correct word.
53

4) Read.
5) Introduce.


通过博物馆中的照片自然引出第一幅图片。
在问答中出示句子。


在问题中不仅引出了单词,同时也让学生知道这两 种职业的特征。配
以儿歌,在趣味中让学生更好地掌握单词。



运用解释配合大小的演示让学生能理解分辨这三个单词。
整合前面的内容,先读,再挖空让学生说,设计坡度,降低学生说的难
度。
3. Picture 2
1) Lead in the sentence.
2)Teach: came, became
3) Read the sentence: Later, people from other places came
to Shanghai and it became a town.
3) Imagine: There was were ____ here.
54

4) Introduce.
在这句句子的基础上让学生想象现在上海有什么。

把前面的内容融合过来,培养学生说段的能力。
4. Picture 3
1) Listen.
2) Do “True” or ”false”
3) Read.
4) Try to introduce it.
在听的过程中做判断,既引出了内容,又培养了学生听的能力。
Post-task activities
Review the story.
1) Read the story again.
2) Complete the sentences.
3)Try to say.
重温故事,阅读语篇,适当练习检验学生对故事的掌握。
Homework
1. Listen to P54,55 and follow the tape.
to say the changes of Shanghai
作业跟进,巩固今日所学。


55

Module4 More things to learn《Unit1 Museums》

1教学目标
1、学会新单词和词组:the Louvre Museum, Paris, human, cultur
e, thousands of paintings, famous, most, the Mona Lisa,
2、能借助单词和词组的学习,熟练朗读文本,并能初步运用thousand
s of和most.
3、感受罗浮宫的伟大和神秘,激发学生学习外国文化的热情。
2学情分析
本节课是本单元的第四教时,学生对museum并不陌生。本课时的重点
是阅读,所以设计就该落在文本的整体引入和整体阅读上。其中,对于
形容词的最高级也在之前出现过 ,学生知道其基本的含义,但对于mos
t的用法不知。教师就此引入,让学生在一定的语境中去体会m ost的
真正用意。Thousands of 的用法并不难,但和数量关系的a thousan
56

d 等等比较来看,学生就比较容易混淆其s 的用法,所以,在本课时中,
还应进行对比,强化两者不同的用法。
3重点难点
教学重点:
1、几个单词的读音
2、词组thousands of 和most的初步运用,体会形容词最高级的含
义和结构。
教学难点:
1、单词thousands of 的运用,已经和a thousand, two thousand
的不同比较。
2、罗浮宫的文化背景介绍。
4教学过程
4.1
第一学时

4.1.1新设计
Procedures
Step
Teacher's activities
Students' activities
Purpose
Pre-task
preparation
Review the different museum.
57

2、Listen to the first and the second passage.
1、Say about the museum
2、understand the passage
通过复习,唤起学生的记忆,也为今天的罗浮宫学习埋下伏笔。
While-task procedure
teach:
the Louvre Museum & Paris
1) Ask the questions.
2) Show a passage about Paris.
3) Show some nice pictures.
1) Answer the question.
2) Listen to the passage.
3) Enjoy the pictures.
巴黎是一个浪漫而美丽的城市,学生对其十分的向往,通过图文介绍
让学生了解巴黎,认识巴黎 。此时,用听力的方式进行,拓宽学生的知
识面和听力能力。
teach: human & culture
1) Read the words.
2) Read the passage.
1) Read the words.
2) Read the passage.
对于第一、二段文字进行阶段性总结回顾,有助于学生理清文章内容。
58

teach:
thousands of paintings
To elicit: There are thousands of paintings in the museum.
1) To teach: paintings
2) To teach: thousands of
3) Show some pictures.
1) Read the word.
2) Read the phrase.
3) Make the sentences.
4) compare the different phrases.
通过看图说话的形式让学生掌握thousands of的用法。
结合具体的实例,让学生了解thousands of 和two thousand 的区
别。
teach:
the Mona Lisa, famous, most
To elicit: There are thousands of paintings in the museum.
And the most famous one is the Mona Lisa.
1) Read the word:
the Mona Lisa
2)Listen to the passage.
3) Read the word.
4) Make the sentence.
59

5) Read the word.
6) Read the examples.
7) Read and fill in the blanks.
让学生初步感知the most加形容词或副词最高级的用法。同时,用题
例的方式,让学生了解most的多种含义已经用法。
结合新学单词famous,适时拓宽学生的思 考面,让学生用组词造句的
方式,增强对famous的运用。
teach: on one trip
1) Show the question and Enjoy the video.
2) Ask and answer.
3) Show the passage.
1) Read the phrase.
2) Enjoy the video.
3) Ask and answer.
4) Read the passage.
这个部分不难,通过视频的导入,边训练听力,边引出这部分内容。
用问答的方式,及时检测听力效果,帮助学生理清文章要义。
Post-task activity
1. Read and fill in the blanks.
2. True or false.
1. Read and fill in the blanks.
2. True or false.
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< br>结合所学课文,进行填空和判断,帮助学生提炼课文重点内容,及时巩
固所学内容。
Assignment
1. Copy the new words and text.
2. Retell the Louvre Museum
板
书
设
计
A visit to the Louvre Museum
the Louvre Museum
Paris : the capital of France
thousands of paintings
the Mona Lisa
famous
most
on one trip





61

Module4 More things to learn《Unit2 Western holidays》
1教学目标
1. 了解西方的四大节日
2. 熟练运用短语“go on Easter egg hunts, eat chocolate eggs,
have a family dinner, give presents to each other”等等,
并能用句型“It’s on…”和“People Children…”来描述这四
个节日的时间及风俗。
2学情分析
There are about 45 students in this class of Grade 5. They
have learned English for several years and most of them are
quite interested in English learning. They have already
got a certain number of words related to the topic. Besides,
they also have good learning habits and enjoy the activiti
es in the class. But they have difficulty in answering the
62

questions with a whole sentence. So I decide to talk with
these students as a friend and encourage them to express th
emselves.
3重点难点
教学重点:1. 了解西方的四大节日
2. 熟练运用短语“go on Easter egg hunts, eat chocolate eggs,
have a family dinner, give presents to each other”等等,
并能用句型“It’s on…”和“People Children…”来描述这四
个节日的时间及风俗。
教学 难点:在了解各个节日的时间和风俗习惯后有自己的喜好并能自
己说说这一天人们都会做些什么。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】Preparation
Preparation
Sing the song“Twinkle, twinkle, little star”together. (缓
解学生紧张情绪,吸引他们对课堂的注意力)
Greetings. (日常口语的练习,为后面学生给建议做铺垫)
活动2【导入】Review
Present the new friend Ben---- ET (为整堂课铺垫一个情景,用
人物串联整个课堂)
63

Review the festivals in China (主要复习中国的几个主要节日及
时间的表达方式)
活动3【讲授】Presentation
Ben is going to some western countries, and he wants to inv
ite some friends. (通过外星人的路线图,呈现本节课主要的背景,
即西方国家)
Christmas
Show the girl named Tina. Listen to the song and guess her
favourite holiday. (听歌,猜节日,吸引学生的注意力,也为后面的
Christmas song做铺垫 )
Show the passage about Christmas to Ss. And guide them to f
ind out the holiday, date and activities. (培养学生的阅读能
力,并引导他们找出圣诞节的关键信息)
Sing Christmas song (渲染圣诞节气氛)
Show the nice food of Christmas. (感受圣诞节)
Show the pictures and explain Christmas. People give presen
ts to each other, hug each other and say ‘Merry Christmas’
to each other.
Decorate our Christmas tree. Ask some students to read and
decorate. (学生通过动作感知decorate的概念,并通过抽读后能装
饰圣诞树来奖励学生)
3. Easter
64

Watch the video and find out the boy’s favourite holi
day. (图音结合,了解过渡到另一个节日)
Answer some questions about the Easter.
Watch a short video about making Easter eggs. (了解复活节最
主要的一个活动,原汁原味的感受他们的复活节)
Do the action and explain ‘hide’. (通过动作与指令,学生对h
ide一词的上口很快)
Game: An egg hunt (通过游戏,把hide, egg hunt以及find 串联
到一起,提升学生的兴趣和上口能力)
Retell (学生根据板书及PPT的提示,套用句型来复述Easter)
活动4【活动】Progress
Ben got some post cards.
Help Ben pick out the post cards about Thanksgiving and Hal
loween.(通过图片分类熟悉这两个节日及其短语)
Complete the post cards about Thanksgiving and Halloween.
(复习关于两个节日的短语,并让学生上口)
Watch the video of text book and answer the questions.
活动5【测试】Production
Interview our classmates:
What’s your favourite western holiday?
When is …?
What do people do on that day?
65

(学生通过采访,黑板上的短语提示, 有了自己的喜好,并自主表达喜
好的节日风俗)





Module4 More things to learn《Unit3 Story time》
1教学目标
1.知识目标:
⑴利用拼读规律掌握kind, wall, giant的发音,准确流利地读出以
上生词及词组。
⑵能准确拼写本课的词汇no entry,能模仿本课短文给花园写说明。
⑶进一步了解本课一般现在时,并能在一定语境中正确使用。
2.技能目标:
⑴加 强听说能力,能够对于童话故事中所出现的人和物与他人进行介
绍,交流,描述事物的特征,描述个人的 喜好,描述事情发生的频率。
⑵形成认读能力。能够在图片的提示下,认读出单词kind,giant ,wa
ll, 词汇 no entry,及句子He finds the children play in his g
arden.等。
66

⑶提高书写能力,对故事中的 人和物做介绍。在教学过程中,将教学活
动,安排在一定的语境和情景中进行,突出了培养学生用英语思 考和
用英语进行交流的能力。
3.情感态度目标:
⑴继续培养学生喜欢学习英语,敢于尝试,建立学习的自信心。
⑵培养学生在英语学习中,坚持用英语与他人合作交流,实践探索,共
同进步。
⑶在语言运用过程中,让学生明白“快乐是要与人分享的”
4.学习策略目标:
⑴ 学生在学习过程中开展小组合作学习,共同完成表演故事和设计描
述理想中的花园,让学生在学习过程中 互相帮助,交流合作,让能力强
的学生在帮助他人的过程中巩固学习,让学习能力弱的学生在鼓励和别人的帮助下努力学习。
⑵利用图片声音等学生喜欢的形式展现巨人的花园不同的情景,让学生感兴趣,把综合语言运用能力的培养落实在教学过程中,调动学生
多种感官体验实践,参与,从而 在学习中感受快乐和成功,做到自主学
习和拓展学习相结合。
5.文化意识目标:1简单了解世界上的著名的花园名字和景色。
2学情分析
五年 级的学生在听说读写各方面均有一定的基础,其中,本节课的部
分词汇在以前教材中有出现,通过课前的 谈话和对单词的测试,可以
知道学生对于课文中出现的词汇kind, wall等在听说读写几个方面
67

都掌握得非常好。但是对于有些词汇,如giant, no entry, 等,学
生没有接触过,需要适当练习加强记忆。学生已经能够很好地掌握和
运用一般现在时这一语法内 容,对于学生不是难点,但是学生对于遇
到主语为单三动词要有变化还是会容易出错。对于根据范文写句 子,
学生已经有了相当的能力,本节课是要在原来基础上有所加强。此外,
学生的听说读的能力 较强,而写的能力有待加强。
3重点难点
1.教学重点:
⑴利用拼读规律掌握kind, giant, wall的发音,准确流利地读出以
上生词。
⑵能准确拼写本课的词汇,no entry
⑶了解本课一般现在时的语法规则,并能在一定语境中正确使用。
2.教学难点:
⑴能够对于童话故事中所出现的人和物与他人进行介绍,交流,描述
事物的特征,描述个人的喜好,描述 事情发生的频率。。
⑵当主语是第三人称单数时,动词词尾加s的变化。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】教学活动
自由交谈,教师自我介绍,然后问及学生。
68

当提到 爱好reading时,引出学生熟知的童话作家安徒生及其作品,
并顺势引出the giant’s garden.介绍作者及作品。
利用课件播放快乐王子,老师讲解,由此引出另一部著作the giant’
s garden.
介绍garden .ask “do you like the garden? What can you see
in the garden? What can you do in the garden?
再出示巨人的图片,让学生用自己的语言描述一下巨人的形象及给他
们的感觉 。
将本课的CD-ROM,播放一遍
教师提问“is the giant angry ,sad or happy?”
学生为图片排序
学生带着问题听课全文,然后回答问题
正式进入故事学习前,让学生对故事的情节展开想象。
然后将本课的CD- ROM,播放一遍,提出问题后播放本课的课文视频。
每复述到一幅图,教师带领学生感受生词
老师宣布今天学习有关课文的第一部分,全文共三部分。
给出判断题,学生读课文并判断。1、The children like to play i
n the garden.
2、The giant likes the children .
学生作出判断后追问为什么,what does the giant say ?what does
the giant do ?组织学生再次读课文,小组活动,A giant has a __
___ garden. One day , some children ______ in his garden .
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They have a lot of ___. The giant is ____ . He crie
s to the children , “___ ____!” He builds a tall _____ ar
ound his garden . The children are ____ , so they run awa
y. After that , they _____ play in the garden, because th
ey see a board on the wall , the board says “ ____ ______ !
”
教师布置作业:请设计出你们理想的花园,并用英文作以介绍
。
利用投影展示一个说唱内容,播放一个节奏强的节拍伴奏。
Garden, garden, beautiful garden. Children like to play i
n the garden. Giant , giant , he likes his garden .
He is angry with the children .
“Get out , no entry !”
The children cannot play in the garden.
老师组织将学生分组,学生分小组表演故事
老师追问what do you know from the story .引导学生知道快乐是
需要分享的。
“next ,I am happy to share some beautiful gardens with you
.There are many beautiful and famous gardens in the world,
let’s see ”
将自己收集到的有关世界上著名的美丽的花园展示给同学们。

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《Daily expressions》
1教学目标
知识目标:
1. 掌握用于提出建议的祈使句。
2.了解名词的可数和不可数类别。
3.巩固too many, too much, enough, plenty of的正确运用。
能力目标:
1. 能够正确抓住阅读材料中的关键信息,提高阅读能力。
2.能够用英语建议他人形成良好的饮食习惯。
情感目标:
1. 帮助的家人、朋友形成良好的饮食习惯,并对肥胖的家人、朋友提
出饮食方面的建议。
2.正确认识当前“过度节食减肥”现象,树立正确的健康意识。
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2重点难点
重点:
1. 对祈使句型肯定句、否定句的掌握——eatdrink…, don’t eat
don’t
drink…
2.对词组:too many, too much, enough, plenty of的正确运用。
3.加强对可数名词和不可数名词的认识。
难点:
词组too many, too much, enough, plenty of的正确运用
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【讲授】eating habits
Step1 Warm-up
师生问好。
与学生交谈what do you like eatingdrinking?
I like eating drinking …
(设计意图:与学生进行口语交际,询问学生喜欢的食物。该
环节既复习了以前学过的食物单词,又为新的教学内容做好铺垫。)

Step 2 Presentation
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展示Part A 的E- book。
让学生谈论Harry 的饮食。
T: Look at Harry. What does he have on his tray?
S1: Harry has meat and fries. He has a soft drink.
T: Does Harry look fit and healthy, why?
S2: No, he doesn’t, because he eats unhealthy food.
T: Yes, Harry has a bad eating habit. He is fat and unhappy,
what can he do now? Let’s look at a story about Harry.
(设计意图:该环节通过复习A部分提出Harry 饮食不健康的
问题引出阅读材料Harry减肥的故事,并在提出问题的基础上复习课
本单词, 巩固学生在阅读之后的运用。)
3. 分发关于故事的一些问题,让学生带着问题看故事短片,抓住相关
信息。
4. 播放短片: Harry and fit camp.
5. 学生小组讨论并回答问题。
6.组织学生 讨论减肥成功后的Harry该如何养成良好的饮食习惯,给
Harry提出一些建议。
Ss: Eat plenty of vegetables, they are good for you.
Drink plenty of water.
Do more exercise.
Don’t eat too many sweets and don’t drink too many soft
drinks…
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(设计意图:在故事的情景中有针对性的,以提建议的方式操练关键句
型和单词。)

Step 3 Reading Practice
1. 给学生两分钟的时间完成关于Johnny的故事。
2. 完成相应的练习题。
3. 针对故事的关键提出一些问题来检查学生对故事的理解:
Why Jonny’s mum is so worried but the doctor is not worri
ed at all?
Do you think how old Johnny is?
...
(设计意图:快速阅读,引导学生在有限的时间里抓住相关信
息,掌握对文章大概的内 容,对培养学生阅读习惯有很大的帮助。)
4.老师概述第二个故事:Richard and his mother.
5. 学生阅读完成整个故事的内容。
( 设计意图:精读练习,由老师以口述的形式讲出故事大概内容,
帮助学生抓住故事内容的主要脉络,然后 独立完成整篇故事,并对故
事的一些细节做以分析,加深理解。)

Step 3 oral practice
鼓励学生以回答问题的形式来复述故事内容。
T: what are Richard and his mother’s problems?
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S1 : Richard and his mother are overweight.
T: What did they do ?
S2: Richard went on a diet and his mother went to a fit cam
p.
…
鼓励学生用英文来解释故事中的新单词如:guide, a balanced diet,
serious, according to
鼓励学生运用运用新旧知识来分析家人或朋友在饮食上存在的问题,
并提出建议:
E.g. my father eats too much salted food. He shouldn’t ea
t too much salted food. He should eat plenty of fresh foo
d and that is healthy for him…
(设计意图:让学生结合生活实际对身边的家人和朋友提出建设性的
建议。 从而运用本课重点知识,同时鼓励学生结合旧知识如情态动词
should来讨论新问题。)

Step 5 Writing Practice
要求学生给故事Harry and his mother写一个结尾.
T: Did Mrs. Lee stay at the camp for two more months? Wha
t was she like when she came home?
S1: Mrs. Lee did not stay at the fit camp for two more mo
nths. She was still very fat when she came home…
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S2: Mrs. Lee stayed at the fit camp for two more months.
She was thin and fit when she came home. Her husband was ve
ry happy…
S3: …
(设计意图:该环节让学生充分发挥想象力,结合以前学过的语言知
识给故事写一个与众 不同的结尾,增加课堂活动的自主性和趣味性,
让学生有充分发挥的余地,同时达到以读促写的目的。同 时18人的小
班配额允许老师在书写后给予每个孩子现场表达分享的机会,让学生
体会成功的喜 悦。)
2. 布置作业:让学生给我们的教室和食堂设计一些饮食方面的警示
语。
老师师范:Eat more vegetables, they are our good friends!
An apple a day, keep the doctor away!



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