鳜鱼养殖-英语美文摘抄

沪教版小学英语五年级下册全册教案
目录

Module 1 Changes and differences《1 Tidy up!》
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2
Module 1 Changes and differences《2 Our new home》
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7
Module 1 Changes and differences《3 In the future》
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12
Module 2 Work and play《4 Reading is fun》
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16
Module 2 Work and play《5 At the weekend》
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20
Module 2 Work and play《6 Holidays》
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26
Module 3 Things we do《7 Open Day》
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28
Module 3 Things we do《8 Buying clothes》
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30
Module 3 Things we do《9 Seeing the doctor》
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34
Module 4 Things we enjoy《10 Great inventions》
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37
Module 4 Things we enjoy《11 Chinese festivals》
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40
Module 4 Things we enjoy《12 The giant’s garden》
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43








1

Module 1 Changes and differences《1 Tidy up!》
1教学目标
1.通过演唱Sing a song的歌曲,活跃课堂气氛,让学生感知本单元
的核心句型。
2.通过Listen and say中有关整理房间的对话,帮助学生掌握本单
元的核心句型。
3.通过Look and learn栏目,帮助学生学习日常生活用品的名称。
2重点难点
词汇:tidy,let,sock,cap,yours,mine,tidy up
句型:Are they yours?
No,they aren’t.
3教学过程
3.1.1教学活动
活动1【导入】复习导入
1、利用教室中的事物与学生进行对话,以复习学过的句型Whose...i
s thisthat? Whose...are thesethose?
T:(point to a bag in the classroom)Whose bag is th
isthat?
S1:It’s(S2’s name)’s.
T:Is thisthat...?
S2:Yes,it’s...No,It’s...
T:Whose...are thesethose?
2

S3:They’re...
T:Are thesethose...?
S4:Yes,they’re...No,they’re...
然后,学生可以利用自己的实物仿照上述对话进行小组活动。
S1:Whose...isare...?
S2:It’sThey’re...
S1:IsAre...?
S3:’sThey’re...
活动2【导入】以儿歌导入
2让学生欣赏Sing a song中的歌曲,并朗读歌词,然 后跟唱。唱完以
后,学生还可用身边的实物改编歌词并演唱,以初步感知本单元的核
心句型。
Whose box is this?
Is this yours? Is this his?
Whose box is this?
It’s mine, not his.

Whose socks are these?
Are these hers? Are these his?
Whose socks are these?
They’re hers, not his.
活动3【讲授】讲授新课
3

3教师与学生就Listen and say地、第一幅图片中的情景展开问答,
引出对话内容。
T:Look,this is a picture of a it tidy?
Ss:No,it isn’t.
T:Who are they in the picture?
Ss:They’re Sally and Peter.
T:What are they doing?
Ss:They’re tidying up the room.
T:’re tidying it up.“Tidy up”means“make it c
lean.”How do they it up?Let’s listen.
2出示 以下句子,让学生听录音后判断句子正误并改错,以检测他们是
否理解了对话的大致内容。
1)The socks are Peter’s.
2)The socks are not on the bed.
然后出示下面两组句子,利用两组句子,利用学生的书和文具和他们
问答,帮助学生理解mine和yours的用法。
Is that your book?Is that book yours?
This is my book is mine.
T:Is this your pen?
S1:Yes,it’s mine.
T:Is this yours too?
S2:No it isn’t.
4

3、让学生听录音并跟读对话,男女生分角色朗读对话。然后, 学生两
两一组,根据Listen and say的对话及后续练习中的对话提示做问
答练习。
Sally: Look at your bedroom. What a mess! Let’s tidy it up.
Peter: Sure, Sally.
Sally: Whose socks are those? Are they yours, Peter?
Peter: No, they aren’t. They are Paul’s.
Sally: Can you put them on his bed?
Peter: Sure.
Sally: Whose cap is this?
Peter: It’s mine.
Sally: There’s a T-shirt. Is this yours too, Peter?
Peter: No. It’s Paul’s.
Sally: Can you put it on his bed?
Peter: Sure.
Peter: The room is now clean and tidy. Thank you for your h
elp, Sally.
Sally: You’re welcome, Peter.

4、出示一双短袜和一顶帽子或相应的图片,与学生对话,引导学生学
习单词soc ks和cap,同时引出用Yes,...oksure.等表达方式来应
答别人的请求或指令。然后, 教师可将Please put...Can you pu
5

t ...?和Yes,....写在黑板上,告诉学生可用这样的指令和
应答句进行对话,让学生跟读学习 。
5、跟学生借一些学习用品,根据这些学习用品和学生问答。
让学生利用自己的学习用品,仿照上述对话进行句型操练。
活动4【作业】作业
Homework:
1. Listen to and read Student’s Book pages 2 and 3.
2. Ask and answer with your deskmate.
3. Finish Workbook pages 3 and 5.
活动5【讲授】板书设计
词汇:tidy,let,sock,cap,yours,mine,tidy up
句型:Are they yours?
No,they aren’t.
whose … is this?
It’s _____’s ...
Whose socks are these?
They are _______’s.
They are …
Whose socks are these?
They’re hers, not his.


6

Module 1 Changes and differences《2 Our new home》
1教学目标
知识目标:
1、学习单词:dining room, study,why,because四个单词
2、句型:Why do you like it? Because it`s...
能力目标:
能运用句型Why do you like it? Because it`s...回答喜欢原因
的能力。
情感目标:
通过歌曲课文的学习,培养学生学习英语的兴趣,并且培养学生小组
合作意识。
2学情分析
五年级学生在英语课堂上还存在着学习方法和学习策略 经
验不 足等问题,但他们却有着极强的求知欲和表现欲。根据学生的心
理特点,我在课堂上多以表扬为主,注重 对学生英语学习兴趣的培养,
鼓励他们大胆说、认真想!让学生们在玩玩、做做、说说中学习英语。
3重点难点
单词dining room ,study,why,because的学习以及Why do you lik
e it? Because it`s...句子的运用
4教学过程
4.1
第一学时

4.1.1教学活动
7

活动1【导入】Step1：Warm up
T: Hello, boys and girls.
T:Nice to meet you.
How are you?
活动2【讲授】Step2： Presentation
1、Lead in
T: First,let’s watch a video .
T:What about it?
Today we are going to learn 《Our new home》
板书课题Our new home
(设计意图:通过让学生看视频, 让学生知道我们这节课我们要学习什
么,激发了学生学习英语的兴趣,引出课题)

2、Look and learn
(1) What can you see ?
复习bathroom, bedroom, living room, kitchen
(2)学习dining room,以及句子Why do you like it? Because i
t`s...
板书dining room, Why Because
(3)Work in pairs 巩固练习句型

活动3【活动】Step3 Learn the text
8

1.看课文视频,了解课文大意
2.小组讨论三个问题
(1)Which room does Sally like? Why?
(2) Which room does Sally`s dad like? Why?
(3) What do Peter and Sally like? Why?
3.集体学习
1. Which room does Sally like? Why?
I like the living room. Because it`s so big.
2. Which room does Sally`s dad like? Why?
I like the study.
Because it`s quiet. I can read and write there.
3. What do Peter and Sally like? Why?
They like the garden. Because they can play in the
garden all day.
(1)学习study 单词
板书study
(2)听音朗读句子(分不同形式读句子)
and repeat.
5.分角色读课文
(设计意图:在此我通过问题来学习课文,呈现句型,即了解课文又学
习了重点。)

9

活动4【练习】Step4、当堂检测
( )1、________do you like the study?
Because it`s quiet.
A. Who B. Why C. What
( )2、Why do you like the dinning room?
_________we can eat delicious food.
A. So B. And C. Because
( )3、I like our new home __________the living
room is so big.
A. because C. But
( ) 4、________are Peter and Paul?
They`re in the garden.
A. What B. Who C. Where
( ) 5、 They can play ______ the garden all day.
A. in B. to C. on
活动5【练习】Step5拓展延伸
A: Hello!
B: Hello!
A: Let`s go to the …
B: OK!
A: I like the …
B: Why do you like it?
10

A: Because it`s…
B: Good bye!
A: Good bye!

活动6【活动】板书设计：
Our new home

dining room I like the

Why do you like it?
Because it`s...











11

study

Module 1 Changes and differences《3 In the future》
1教学目标
1、通过Listen and say中的关于Kitty未来情况的动短文,帮助
学生掌握本单元的核心句型。
2、通过look and learn栏目,帮助学生学习表示日常行为动作的
动词短语。
2重点难点
1、future, stand, machine, will, in the future,
2、会运用句型 I will to be a teacher.
I won’t wear glasses.
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【导入】In the future
Pre-task preparations
1、学生观看屏幕上快速呈现的人物图片,说出人物职业,以复习学过
的关于职业的单词。
T:(show a picture of a doctor) Who’s she?
Ss:A doctor.
T:(show a picture of a driver) Who’s he?
Ss:A driver.
…
12

然后就不同职业提问,让学生回答问题,为下面的新课学习和表
达打下基础。
T: What can a doctor do?
S1: A doctor can help sick people.
While-task procedures
1、出示年历并与学生问答,帮助学生展开合理的想象,进入所示情景
中。
T:Look at the calendar. Which year is it now?
Ss:It’s the year
…
T: (show a new calendar)
Look. Which year is it now?
Ss: It’s the year
…
接着,学生根据教师口中的单词卡片,学习单词future.
T:(show the flashcard for future)
In 15 years, what will happen to you?
It’s the future.
Future,
f-u-t-u-r-e, future.
Ss: Future, f-u-t-u- r-e, future.
T: (write in the future on the blackboard) Today
13

we’ll talk about your future.
然后,学生根据教师黑板上出示的句型,学习单词will和句型
I will be…
I will…
T: In the future, what will you be? What will yo
u do?
In 15 years, I’ll be …years old.
I’ll still work in the school. My son will be 2
1 years old. He’ll…
2、学生看Listen and say的组图
1,在教师的帮助下理解图意。
T: (point to the machine)
Look. This is a machine.
Look at the first picture. What is Kitty doing?
S1: She’s putting some money into the machine.
3、出示Look and learn 的单词卡片,让学生猜测每个单词卡片
所对应的动词短语,并结合本单元的核心句型与学生对话。
T: (show the flashcard for do exercise) What are t
he children doing in the picture?
S1: They’re doing exercise.
T: Yes, they’re doing exercise. Who does morning
exercise every day?
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4、 让学生两人一组分别扮演神奇机器和Kitty朗读两段文字,引导学
生朗读时关注人称变化。
Post-task activities
1、学生仿照Listen and say
In 15 years, ...
I will not have long hair.
I will be beautiful.
I will be a pilot.
I will enjoy my life.
接着,学生将自己所写的小纸条和同桌的放在一起,结对问答。
S1: Will you have long hair?
S2: No, I won’t. I’ll have short hair.










15

Module2 Work and play《4 Reading is fun》
1教学目标
1、通过Listen and say中的关于购书意愿的情景对话,帮助学生
掌握本单元的核心句型。
2、通过Write and say栏目,帮助学生从口头和写作两方面巩固运
用所学词汇和句型。
2学情分析
五年级的学生通过几年的英语学习已经具备了一定的英语基础,积累
了一定的词汇和句型,可以进行简 单的交流,有初步的英语阅读能力
和英语思维能力。本班孩子思维活跃,好表现,听说能力较强,但读、
写的能力较弱,因此,在本课的教学中对“读、写”有较强的训练。针
对两极分化较大的情况, 在教学中对不同层次的学生有不同程度的要
求,让每个孩子都能享受学习的乐趣。
3重点难点
1、能掌握单词storybook, buy, story, over there
2、会运用句型 I am going to read a story every da
y..
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【讲授】Reading is fun
Pre- task preparations
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1、和学生随意对话,可以用前一单元学过的句型引入本单元话题
T: What will you do at the weekend?
S1: I will go to the park with my parents.
S2:I will go to visit my grandfather and grandmot
her.
S3:I will do my homework. …
T:I will go to the bookshop to buy some book
s. I am going to the bookshop on Saturda
y.
While- task procedures
1、先完整播放Listen and say的动画,再分段教学。出示Liste
n and say的第一张图片,就图片与学生问答,引入第一段对话的内
容。
T:(point to the picture) Where are Kitty and Alic
e?
S1:They are in the bookshop.
T: Are there any books in the bookshop? S2: Yes.
T: What are they talking about? Let’s find out. 播
放第一段对话的录音,并出示以下问题,学生听录音后回答问题。.
1) What is Kitty going to buy? 2) What is Alic
e going to do?
17

出示Listen and say的第二张图片,就图片与学生问答,引入第二
段对话的内容。
T: (point to the picture) What book is in Alice’
s hand?
S1: Picture stories of China. T: What book is i
n Kitty’s hand? S2: Stories for children.
T: What are they talking about now? Let’s find ou
t. 播放第二段对话的录音,并出示以下问题,学生听录音后回答问
题。
1) Does Alice like the picture book? 2) What ar
e the pictures about? 3) What is Kitty going to d
o?
然后,让学生独立完成课本第25页的练习。
2、完整播放对话 录音,学生听录音并逐句跟读对话,提醒学生注意
模仿录音中的语音语调。待跟读完毕,将全班学生分成 两组,分角色朗
读对话。
3、出示课本第27页Write and say的问题,让学生两人一组,一人
扮演Kitty,另一人扮演Alice,根据listen and say 的对话,猜
测Kitty 和 Alice 最喜欢的书籍分别是什么,其大致内容以及喜
欢的原因,然后根据Write and say 中的问题,向对方做介绍。
S1: (act as Kitty) My favourite book is Stories fo
r children.
18

It’s a book of interesting stories with pictures f
or children. I like it because I can get a lo
t of fun from
S2: (act as Alice) My favourite book is Picture st
ories of China. It’s a book of pictures of diffe
rent places in China. I like it because the pictu
res are very beautiful.I am going to visit these
places in the future.
4、学生将 自己最喜欢的书籍、其大致内容以及喜欢的原因写在一张
小纸条上,但不要写上名字。写完后交给教师, 教师请一名学生从中抽
取一张纸条,仿照write and say 中的句式,向全班同学做汇报,
并寻找纸条的主人。然后,纸条的主人站出来,从剩下的纸条中抽取一
张,进行同样的活动。可 允许学生用中文表达书的名字。
Post-task activities
学生两人一组,根据Write and say 栏目的问题续写l
isten and say 的对话,然后进行角色扮演,扮演完整的对话。






19

Module2 Work and play《5 At the weekend》
1教学目标
知识与能力目标:
1、故事情境中,学生能听懂、认读和理解核心词汇build、 tomorr
ow 、next 、cry、 until,进而理解整个故事。
2、情境任务中,学生能运用核心语句What isare ... going t
o do ...?询问别人打算做什么... isare going to... 介
绍自己或别人打算做什么。
过程与方法目标:
1、阅读任务中学生能运用ski mming和scanning等方法通读故事、
捕捉所需信息,理清故事时间线、理解故事寓意。
2、学生能运用核心语句... is are going to... 叙述和转
述故事角色打算做什么,从而发展语言思维能力。
情感态度目标:
1、通过小组活动,培养学生敢于交流、相互合作的能力。
2、通过阅读故事、角色表演,听 唱游戏,学生能认识体会“今日事今
日毕”的重要性,培养孩子们做事不拖拉的优良品质。
2学情分析
五年级学生对于英语的学习具有浓厚的学习兴趣,在经过四年的英语
基础 学习后他们具备了一定的英语语言基础和学习习惯,也初步了解
了一些英语阅读中的基本方法和技巧。对 于故事这一富有趣味和寓意
的文体,需要学生在任务活动中积极参与,在语言情境中充分感受、感
20

知、体验,开动语言思维大胆进行语言表达和交流,才能读懂故事获 得
乐趣。在任务活动中他们的思维和表达还有待引导和启发,教师需要
在课中特别关注。
3重点难点
教学重点
1、故事情境中,学生能听懂、认读和理解核心词汇build、 tomorr
ow 、next 、cry、 until,进而理解整个故事。
2、学生能运用核心语句... isare going to... 转述之前经过
调查询问得来的别人打算做什么的信息,发展语言思维能力。
教学难点
1、情境任务中学生能运用skimming和scanning的阅读方法通读故
事了解故事大意, 捕抓关键信息。
2、通过阅读故事、角色表演,学生能体会到“今日事今日毕”的重要
性,培 养孩子们做事不拖拉的优良品质。
4教学过程
4.1.1教学活动
活动1【导入】Pre－reading Activities
Step 1 Greeting and free talk.(weather, days of th
e week,tomorrow.) Tomorrow is...
Step2 Review. Plans for tomorrow
Step3 Lead-in and enjoy the story.
21

Little Monkey has a plan too. What is it? Let’
s watch the story.
设计意图:激活旧知,情境中导入故事,观看动画,学生整体感知故事。

活动2【讲授】While－reading Activities
Task1: Read and answer.默读
Q&A What is Little Monkey going to do?
设计意图:教师给出阅读方法提示,学生默读,抓住故事核心信息。

Task2: Listen and judge.静听
True or false
are 5 days in the story. F
last(最后),Little Monkey builds a house. F
the first day, it is raining, Little Monkey d
oesn’t have a house. He makes a plan. T
设计意图:教师给出阅读提示,学生静听故事,进行阅读判断。

Task3: Rebuild the story in dialogues.仿读
Analyze the key words to make students understand t
he story better.
Rebuild the dialogues of the characters with key pa
tterns.
22

设计意图:解析语言现象,师生丰满故事情节,学生体验角色情感。
活动3【活动】Post－reading Activities
Task 1. Group work: Act out the story.
设计意图:学生朗读和表演故事,体验角色感情变化,
Task 2. Make an ending for the story.
Task 3. Answer the question and enjoy a song.
附注:(时间来得及就唱与核心语言无关,对学生激发兴趣升华情感有
用)
Sing the song曲调两只老虎
Do it tomorrow. Do it tomorrow. I play now. I pla
y now. When it’s raining, I have no house. I’m s
o sad. I’m so sad.
Do it now. Do it now. I work now. I work now. W
hen it’s raining, I have my house. I’m so happ
y. I’m so happy.
Should Little Monkey build the house now?
设计意图: 表演故事,升华情感体验,理解故事寓意。
活动4【作业】Homework
1. Fill the blanks. *
2. Share the story with your friends. .*
3. Make an ending for the story. Then write it do
wn.**
23

设计意图:分层作业,学生通过选取两项延续课堂教学效果。
活动5【测试】quiz
课 后 测 评

班级:______ 姓名:__________ 成绩_____________

仔细阅读故事后,根据故事内容判断,正确的打T错误的打F。
On the first day of the story, Little Monkey ha
s his house. ( )
It’s raining on the first day. Little Monkey ha
s a plan. ( )
Little Monkey finish the plan on the third and for
th day. ( )
Little Monkey build his house at the end of the s
tory. ( )
We should always wait for tomorrow when we hav
e a plan. ( )

完成短文填空。
Little Monkey: Oh no! It’s _______, but I don’t _
_____ a house.
I’m ___________ to build one tomorrow!
24

Little Monkey: Oh no!It’s ______ again! I don’t h
ave a house.
I ‘m going to ______________.
Little Rabbit: You should build your house now.
Don’t ______________________


创意续写。故事到了第七天,如果你是这只小猴子,你会在第七天怎么
办?试着写一写。

Hello, I’m Little Monkey. Today is _______(weathe
r).









25

Module2 Work and play《6 Holidays》

1教学目标
1、通过学习Listen and say 中关于度假计划的情景对话,帮助学生
学习本单元的核心句型。
2、通过Listen and answer活动,锻炼学生的听力能力和捕捉重要信
息的能力。
2重点难点
会用本单元核心句型来交流有关度假的计划。
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【讲授】教学过程
Pre-task preparations
1、Listen and enjoy.
播放课本Listen and enjoy动画,让学生先听再跟着说。
(设计意图:既活跃了课堂气氛,又为学习本课新知做好铺垫。)
2、Ask and answer.
师生问答说一说:喜欢summer holidays还是 winter holidays.最
后学生用一段话说说自己的假期.
3、Look and say. 课件出示有关三亚的图片,学生看图说一说对三亚
的了解。
26

While-task procedures
1、播放Listen and say 的录音,播放之前出示以下问题,学生边看
书边听,听完后回答问题。
do they get there?
will they stay?
long will they stay there?
再次播放课文录音,生听完后回答下面的问题。
will they do in Sanya? (设计意图:采用任务式教学方式,
能让学生集中注意力,有目的地听。)
2、Listen and read.
播放课文视频,学生逐句跟读。
3、Practise in groups.
学生小组内分角色朗读课文,再展示。
Post-task activities
让学生独立完成课本第37页的练习,再指名 汇报,全班订正答案,最
后师生根据关键词一起复述课文。
(设计意图:学以致用,考察学生的对本文的理解情况,还锻炼了学生
找关键词的能力。)
Homework
完成课本第39页Think and write,制定自己的假期计划。


27

Module 3 Things we do《7 Open Day》
1教学目标
1.通过Look and learn 栏目 ,帮助学生学习学校设施的名称。
2.通过Listen and say 关于学校开放日的情景对话,帮助学生掌握
核心句型。
2重点难点
词汇学习:meet , school gate , art room , hall , finally , m
eeting room
句型学习:First , they’ll visit our classroom .
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【活动】Open Day
Pre_task preparations
1.学生欣赏一首有关学校的儿歌或歌曲,并说出歌曲中有关学校设施
的单词。
2.出示学校不同设施的照片或学校平面图,通过与学生问答复习与本
课时有关的知识点。
T: What’s that ?
S: It’s a library .
T: What can you do in the library ?
S:I can read books in it .
28

T: When do you go to the library?
S:I go to the library on Tuesday afternoon.
While-task procedures
1.播放Listen and say 的录音。
让学生听录音,思考以下问题:
1)When will the parents come to school ?
2)Where will Ms Guo meet the parents?
在与学生问答的同时,结合单词卡片,引出新授单词meet , school g
ate , art room , hall , finally , meeting room
2. 发给学生五张写有关活动安排的纸条。
再次播放录音,让学生根据录音,按顺序排列五张纸条。
They’ll visit the classroom . They’ll visit the art room .
They’ll go to the hall . They’ll go to the library . The
y’ll meet the teachers in the meeting room .
让学First , Next , Then , After that , Finally 按顺序写在排
列好的句子前, 请学生朗读。
3.让学生完成课本第47页的后续练习,按照对话内容给图片编号。
4.播放录音,学生 先跟读对话,然后分组分角色朗读对话,提醒学生注
意模仿录音的语音语调。
Post- task activities
1.学生参考课本第50页的问答练习,并根据对话内容结对问答。
2.学生五人一组,表演对话。
29

Module3 Things we do《8 Buying clothes》
1教学目标
1.通过Look and learn 栏目,帮助学生学习各种服装的名称,为本单
元的句型学习打好词汇基础;
2.通过Ask and answer的问答练习,帮助学生操练核心词汇和句型。
2学情分析
五年 级的学生对英语的学习已经有了一定的基础,为了不断激
发他们的学习兴趣,一定要采用多种手段。本课 的教学内容是用Whic
h ... do you like? I like the ... o ne.句型来询问对方喜欢哪
件东西,以及自己的优先选择,内容贴近生活实际,相信同学们会有很高的兴趣。
3重点难点
词汇:which 、trousers 、sweater、coat、shoe
句型:Which(pair of)...do you like, the ...one or the ...one?
I like ....
4教学过程
4.1.1教学活动
活动1【讲授】Unit 8 Buying clothes
Step 1 Warming up
1. Warming up: Hello, boys and girls......
2.出示学习目标
30

3.让学生欣赏一些服装图片,复习一些已学服装词汇.
T: (Show pictures of clothes) I have a clothes shop. In M
y clothes shop. There are many beautiful clothes. There
are hats、T-shirts、shirts、socks and so on.
S1: T-shirt. S2: dress.
T:Can you spell them? Trousers、shoes、sweater、coat, We ha
ven’t learned it. Let’s study together.
(通过谈话,把学生的注意力集中到英语课程的学习中来,为下一步
学习做铺垫。)
Step 2 Presentation
1.根据准备活动中的句型导入单词.
T: What’s this? It’s a sweater. sweater
S2: sweater
T: Look at the sweaters. Which sweater do you like, the b
lue one or the write one? I like the blue one.
S1:I like the …one.
(导入本课所学单词和句型,并给学生讲解所学句型。)
2. 根据课本第56页 Ask and answer 栏目的问答练习,根据提供
的图片安排结对问答;
S1: Which sweater do you like, the blue one or the red on
e?
S2: I like the ……one.
31

(让学生进一步巩固和运用本单元所学的核心句型和词汇,并检查学
生的掌握情 况。)
Step 3 Practice
Then students practice these dialogue in pai
rs
学生两人一组结对问答。
(让学生进一步巩固和运用本单元所学的核心句型和词汇,并检
查学生的掌握情况。)
Step 4: Homework
Copy the new words and the sentences.
(让学生巩固所学单词句型。)
教学评价设计:
单项选择。
1 Which coat do you like, the pink one ____the yellow one?
A or B and C but
2 _____ toy do you like?
The big one on the window.
A Which B What C Where
3 This pair of trousers _____too small.
A are B is C
板书设计:
Unit 8 Buying clothes
32

trousers sweater coat shoes
Which (pair of)… do you like, the … one or the …one?
I like the ……one.



















33

Module3 Things we do《9 Seeing the doctor》
1教学目标
1、通过阅读故事《没牙的老虎》,了解故事大意,体会故事的 寓意:
健康的重要性和智慧的力量!
2、通过听、说、读、演,帮助学生提高综合运用语言知识的能力。
2重点难点
理解故事,复述故事。
3教学过程
3.1.1教学活动
活动1【导入】Pre－task preparations

1、猜谜激趣。
PPT播放老虎的叫声,生猜,最后根据学生回答出示谜底:老虎图片。
2、看图找不同。
PPT出示两幅老虎的照片,左边的老虎有牙,右边的老虎没牙。
师问生答,引出生词:toothless,并教读。
T:The tiger is ?Listen the story.
And find out why the tiger is Toothless.
(设计意图:都说兴趣是最好的老师。这个环节通过猜谜、找不< br>同和猜老虎为什么没有牙,很好地激发了学生的探索欲望。)
活动2【讲授】While－task procedures

34

1、观察图片,逐图学习故事,老师讲述,师生问答,学习新词汇并初步
了解故 事。
出示图一,师生问答。
T:Look at the picture carefully.I can see a can
you see?How do the animals feel?
根据学生回答引出关键短语:be afraid of…并领读。
出示问题:Who are the animals afraid of? 学生回答。
T:All the animals are afraid of the the moment,a f
ox is have a meeting.
出示图二,教读短语:have a meeting.
出示问题:Who has a good idea?
出示图三和问题: does the fox give the tiger?
the tiger like the candy?
教读生词:present. 复习短语:a lot of candy.
出示图四,学习新短语。
T:The tiger likes the candy very tiger eats the ca
ndy every day.
出示问题:'s wrong with the tiger?(老师做动作,引导学生
说出:He has a toothache.) The animals come to help the tige
r.出示问题: do the animals help the tiger?
教读短语:pull…out.
T:At last,he becomes a toothless(引导学生说) tiger!
35

2、Listen and repeat.

Step 3:Post-task activities
1、Work in groups.
①Read in groups.
②Do role play in groups.
③Show.
1、Retell the story.
根据图片和关键词一起复述故事。
3、Summary.
What can you learn from this story?











36

Module 4 Things we enjoy《10 Great inventions》
1教学目标
1.会听、说、读Look and learn栏目的核心词汇。
2.学习如何介绍发明及其功能。
3.通过学习,培养学生热爱科学探索的精神。
2重点难点
重点:
词汇 (camera,watch,invention,invent,anywhere,travel,mys el
f)
句型(People can tell the time anywhere. ---What are you goin
g to invent?---I’m going to invent a flying kite!)
难点:用英语介绍发明及其功能。
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【活动】Pre－task preparations
1、Greetings.
2、Listen and enjoy.(播放课本Listen and enjoy视频)
3、PPT出示中国古代的四大发明,谈话导入,再板书课题---Great in
ventions.最后领读课题,教学单词invention.
活动2【活动】While－task procedures
1、Think and say.
37

T:Do you know other great inventions in the world?
and guess.
出示谜语,让学生猜,接着教授camera,watch两个单词,tell the ti
me anywhere,write on it,travel from one place to another ve
ry fast几个词组,最后引导学生说出句子Camera is a great inve
ntion.
3、Listen and circle.
播放Listen and say 录音,学生听录音,圈出有关invention的单
词。
4、Listen and complete.
再次播放Listen and say录音,让学生听音,现在文中圈出答案, 再
小组合作填写表格。接着,PPT出示正确答案,全班核对答案。
最后,师生问答,引导学生思考Joe是怎样想的。
T:Joe want to invent a flying 's a you w
ant to be a little inventor?What are you going to invent?
5、Think and say.
让学生跟同桌说说自己打算发明什么,以及它的功能。
S:I’m going to invent …
People can...
6、Listen and follow.
让学生观看Listen and say视频,并跟读。
7、Read and recite.
38

让学生自己朗读课文,再填空复述课文内容。
8、Say and act.
让学生先在小组内分角色朗读课文,再指名展示。



















39

Module 4 Things we enjoy《11 Chinese festivals》
1教学目标
1、通过阅读短文《中国节日》,让学生们了解中国传统文化,增强爱
国意识。
2、通过听、说、读、帮助同学们能综合运用句型来介绍中国传统节
日
2重点难点
教学重点:通过阅读短文《中国节日》,让学生们了解中国传统文化,
增强爱国意识
教学难点:理解短文,运用自己的话介绍中国的传统节日。
3教学过程
3.1.1教学活动
活动1【导入】Step1： Pre－reading
1、Listen and guess T:Let’s listen to the music and guess
what festival it is? PPT播放三首具有代表性中国节日的歌曲,让
学生们猜一猜每首歌代表的是哪个节日。
2、奖励小礼物 T:Perfect! Give you a gift.(用小礼物奖励回答正
确的学生)
3、引出主题 T:Wow! You are clever boys and girls. These are
the Spring Festival、the Mid-Autumn Festival、the Double Ni
40

nth Festival. They are all Chinese festivals. Today we will
learn Unit 11 Chinese festivals.
活动2【讲授】Step 2：While－reading
1、Look and Learn (1)依次出示这三个节日的图片,要求学生跟读单
词。
(2)配对,在黑板上出示三个节日的图片,要求学生把正确的单词卡片
贴在图片的下面。
2、Listen and say T: Do you like the Spring Festival? Why d
o you like it ? S: Because ……… T: When is the Spring Fes
tival? Do you know? OK, Let’s listen to the radio and comp
lete this form. Festival Time Activities The Spring Festiva
l January or February Have a big dinner ,eat dumpling
Get red packets Visit their friends and relatives
Watch firewoks
3、Listen and read 出示图一,播放录音,教读important单词。
出示图二,播放录音,教读单词、短语have a big dinner、fish、du
mpling单词。 听图三录音,思考两个问题。
(1)Who do you visit at the Spring Festival?
(2)What do children often get at the Spring Festival? 播放
烟火视频,问What is
it ? 引出烟花单词 fireworks,并领读。 播放录音,要求学生逐句跟
读。
41

4、Read in your group Now read in you group and show.
5、Ture or False
(1)The Spring Festival is a small festival in China.
(2)People also call the Spring Festival Chinese New Year.
(3)Families have a big dinner together on Children’s Day.
(4)Children often get red packets.
(5)People don’t like fireworks.
活动3【练习】Step 3：Post－reading
1、Think and say T:Do you know the other festivals in China.
Look here . 出示中国其他节日的图片。
2、Think and write 根据上面的句子仿写句子。 The Spring Fest
ival The Spring Festival is in January or February. It is u
sually cold. At the Spring Festival, people visit friends a
nd relatives .They eat fish and dumpling. I like the Spring
Festival. The___________Festival The (Festival )is in ____
_________________ It is usually ______. At the___________,p
eople_____________.They eat _______. I like the ___________
_.
活动4【作业】Homework.
1. Listen to and read Student’s Book pages 74 and 75.
2. Say something about the Spring Festival.
3. Finish Workbook pages 62 and 64.
42

Module 4 Things we enjoy《12 The giant’s garden》
1教学目标
1.学生通过看、听、读和情景对话 的方式,整体感知和理解故事,能正
确流畅地朗读故事内容。
2. 通过故事阅读复习所学的语言知识,引导学生明白“快乐要与人分
享”的道理。
3. 通过完成后续练习,帮助学生学会快速查找文中细节信息。
4. 通过读故事和判断正误的练习,帮助 学生进一步理解故事内容,学
习故事中出现的单词和句型,为后续的课本剧表演作铺垫。
2学情分析
本节课的教学对象是本校五(1)班的学生,该班的学生对英语有
着较浓厚的兴趣,学生拥有了一定的故事阅读的方法、具备一定的语
言知识和语言能力。经过近三年的学 习,学生的听、说、读的能力有
了很大的进步,但是读写的能力还较薄弱,需在课堂中给予系统指导。< br>教师从有趣的故事教学入手,采取先扶后放,逐步引导;小组合作,努
力探究;当堂练习,检验巩 固;加强运用,提升能力的方式,利用学生在
前几册教材中已学的语言知识,创设真实的语境,分层呈现 。运用循序
渐进引导的方式,帮助学生参与课堂听读训练,培养学生良好的英语
听读习惯,让他 们学会倾听、认读、阅读和理解故事内容,从而掌握学
习方法,体会学习快乐;通过复习和讨论,帮助学 生理解故事的寓意,
43

明白“快乐要与人分享”的道理。通过课 堂上教师精心设计的练习,
以任务型的方式交给各个学习小组来当堂训练,以期使每一位学生达
到不同程度的巩固、消化、和提高。
3重点难点
1、能掌握故事中的重点词汇:句型、和日常用语:wall, kind, thro
ugh, no entry, knock down; She brings beautiful flowera and
birds, but she does not bring any to the giant’s garden.
It is always winter in the giant’s garden.
2、能把握故事细节,使用正确的语音、语调朗读和表演所学故事。
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 procedures (创设情境 激趣导入)
1、Read and enjoy 通过歌谣形式活跃课堂气氛,回忆故事中的人物。
方法:师生一同诵读,男女诵读,分小组诵读
2、展示Look and say,通过学生分组讨论,请个别组派代表对全班复
述等形式,复习上节课的内容。
操作方法:
活动2【讲授】While－task procedure(自主学习 合作交流)
1.教师出示挂图(故事图1-9),同时播放故事录音,让学生听录音判断
句子 正误并改错,以检测学生是否理解故事大意。然后教师与学生核
对答案,并逐一讲解。
44

1) The giant lives in a small house. (F; The giant lives
in a big house.)
2) Some children come and play in the garden. (T)
3) The giant gets angry when he sees the children playing i
n his garden. (T)
4) The children are afraid of the giant because he is ver
y big. (F; The children are afraid of the giant
because he looks very angry.)
5) The giant builds a wall around his garden. (T)
6) Miss Spring does not come to the giant's garden, but Mis
s Summer and Miss Autumn come. (F; Miss Spring does
not come to the giant's garden. Miss Summer and Miss Autum
n do not come either. )
7) One morning, the giant feels very happy to see Miss Spri
ng come to his garden again. (T)
8) The giant sees Miss Spring bring the children to the gar
den. (F; The garden sees the children bring Miss Spring to
the garden.)
9) The giant pulle down the wall around his garden and welc
omes the children to play in his garden. (T)
45

10) From then on, Miss Spring comes to the giant’s garden
very early every year. (F; From then on, Miss Spring never
comes to the giant's qarden late every year.)
2. 让学生阅读故事,并把有疑问的地方画出来或写在小纸条上。
3.教师逐一板书学生有疑问的单词、词 组和句子。然后就这些问题展
开生生、师生问答。最后带领学生朗读这些疑难的单词、词组和句子。
4.学生看图朗读故事,可以先个别读、小组读,再集体朗读。
and read:学习故事第五段。
根据图片问答理解文章。然后再听录音,了解giant说了什么。模仿
跟读。
6. Listen, judge and complete:学习故事第六段。
听录音,理解故事后完成判断练习以及填空练习。
7. Listen and number:学习故事第七段
听录音,理解大意后,按顺序给句子编号并完成填空练习。
8. Listen and complete:学习故事第八段
听录音,理解大意后完成填空练习。
9. Think and read,理解故事的结尾。请学生猜测故事的结局,再出
图和文字。
活动3【练习】Post－task activities(练习巩固 当堂反馈)
1. Think and number,按顺序给图编号,检测学生对故事的理解。
2. Think and retell,学生根据关键词对图片逐一进行复述。然后朗
读课文,加深印象。检查学生对故 事的理解,训练口头表达能力。
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and read:教师出示文本,学生齐读。
活动目的:朗读文章,深入理解故事。
and number:观看故事完整的动画,之后完成句子排序练习。
活动目的:总结故事内容,检测学生对故事的理解。
( ) The children come into the garden through
a hole in the wall. They bring Miss Spring into the gaint’s
garden.
( ) The giant builds a wall and puts up a sign. It sa
ys “No entry!”
( ) Then Miss Summer and Miss Autumn do not come to t
he garden either.
( ) The giant is happy. He knocks down the wall. The
children can play in his garden again.
( ) In the castle lives a giant. The giant has a gard
en.
( ) Miss Spring sees the sign. So she does not come t
o the garden.
( ) The giant is very cold and sad.
活动4【作业】家庭作业
to and read Student’s Book pages 80 to 85.
2. Retell the story.
3. Finish Workbook pages 69, 71 and 72.
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