一、教学目标
1、 掌握单词和短语:
back.home.those.ice cream.finish.with.hurry.drop.come back.live in.go home.hurry up 2、单词的过去式用法:
do-did come-came drop _dropped go-went 3、掌握句子 Did you „„? 词语读音以及运用 二、教学重点 本课句型
Did you „„?的掌握应用 三、教学难点
使运动词的过去式,描述已经发生的事情。 四、 教学过程: (一)热身复习 T: 1. 问候学生:
Good morning boys and girls. How are you today? Nice to meet you! T:Can you tell me your holiday?(请几个学生谈谈自己的暑假生活) Ss:Nice to meet you too! Yes,I did. 汇报交流 2. 唱英文歌: Walking song (二)课文导入
T:The lesson we’re going to do today is/about London. Where’s London? (下面我们将听到lingling,sam和amy的谈话。通过今天的学习,大家可以进一步了解如何用英语叙述过去发生的事情。)
Ss: It’s in England. (三)课文教学
1、T:Now I want you to open your books.FindModule1,Unit 1,Activity1.Now look at the pictures .please.What can you see? Listen carefully!
S1:I can see Amy ,Sam and Lingling. S2;They are in a park.They are in London 2、教师指着图中的人物
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John告诉学生:“He’s John”接着问:“Are they talking? What are they talking about? Let’s listen.”
请学生翻开SB Unit1活动1,播放录音。请学生边听边看书。 3、分段播放录音,请学生回答问题:
T: When did Sam and Amy come back? What did they buy in the park? What happened after that?
S1:They came back last Sunday. S2: They bought some ice creams. S3: Oh! No, droped lingling’s ice cream.
4、通过各种方式教授新单词。例如:教师站在一个学生身边说:“Walk to theblackboard,please!”学生走到黑板前,教师再向他招手说:“Come back,please.”
教师使用不同的方法教授“come back”“drop, ice cream”。
5、教师再次播放录音,并在每句话后停顿,多放几遍。请学生重复。教师指导。 6、请全班以四人小组为单位分角色朗读并表演课文,教师请几个小组给全 班表演,评出“最佳朗读组”和“最佳表演组”。 7、完成SBUNIT1活动2。
教师出示日历,问学生今天是星期几,请学生指出“last Sunday”的日子,指上一星期日。 8、完成SBUNIT1活动3。教师请学生假象自己一直居住在某个城市,或来自其他城市。 (四)任务完成
1、请学生观察几幅小图,根据图及句子提示,使运正确动词的一般过去式来完成句子。 2、出示一分调查表,调查假期外出的同学离去与归来的时间。 When did you„?
Name: Leave: Comeback:
(五)请全班以四人小组为单位分角色朗读并表演课文,请学生分组模仿书中的事例,进行对话练习学生自渎句子,理解句子并做出判断。请学生朗读自己完成的句子。
五、板书设计
Modul 1Unit1
Come back When did you come back ?
drop Where did you go on summer vacation? ice cream How did you go there?
What did you do?
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Module1 Unit2 We bought ice creams. 学习内容 Module 1 Unit2.We bought ice creams. 知识目标: 1.使学生能听、说、认、读dear, met, ran等单词。 2.会使用句型Did he/she…? Yes, he/she did. / No, he/she didn’t. 能力目标: 正确描述和提问过去发生的事情 情感目标: 1.激发学生学习英语的兴趣,使学生树立学习英语的自信 2.培养学生的合作交流能力.3.学会关心别人。 学 习 目 标 教学重点:Talk about the past things. 重难教学难点:使用动词过去式,描述过去发生的事情。能熟练运用Did you …?句型点及对过去发生的事情进行推测。 突破突破措施:借助讨论学生假期复习一般过去时,采用情景教学法,同时让学生熟练措施 掌握动词过去式。 学法小组合作交流、情景教学 指导 课前 课件、单词卡、贴画 准备 导学案设计 1.听单词和课文录音,跟读2遍,并在文中划出单词。 预习2.划出文中你熟知的动词过去式。 学案 3.小组讨论一下昨天做的事情。 一、复习导入 1.把学生找到的动词过去式以韵句的形式展示。 Do do did Buy buy bought Go go went… 2. Talk about what you did yesterday. 自主Did you play football/watch TV..? 乐学 引导学生回答: 肯定回答——Yes ,I did.否定回答——No ,I didn’t. 合作2.Lingling went to London.Did Daming go to London too?玲交流 玲和大明联系了吗?一起来听一下大明和朋友的对话吧。 3.展示一张明信片让学生猜测并学习单词postcard. 4.Listen and repeat,then read in roles. 二、课文学习 1.课文教学 Can you write a postcard? 3
个性化设计 课前先知 韵句活跃气氛,故事循序渐进 检 测 反 馈 Lingling wrote a postcard to Daming. What did she say? Listen and answer the questions. 1)Did Lingling go to the park yesterday? 2)Did they meet John? 3)Did they buy ice creams? 4)Did they go home by bike? 5)Did lingling walk to the bus? 6)Did Lingling drop her ice cream? 2.回答问题并让小组总结句子的规律。 Did +主语 +动词原形+其它…? 回答:Yes,人称+did. No,人称+didn’t. 3.两人一组问答练习。 4.小组读课文比赛。小组合理分工,以不同的方式展示自己的学习成果。 三、音标学习 1.学生感知四个音标的发音,并认识一下。 2.朗读音标及单词。 3.小练习:判断读音是否一致。 ( ) 1. Chinese teacher ( ) 2. letter egg ( ) 3. apple happy ( ) 4. river ice ( ) 5. sea head 四.歌曲欣赏: What’s the song about?Listen to the tape first. Sing with the tape. Have a match, sing the song, let’s see which group is the winner. I.按要求写单词。 1.met(动词原形) 2.run(过去式)__________ 3.go(过去式) 4.did(动词原形)__________ 5.watch(过去式) 6. drop(过去式)__________ II.根据汉语提示,补全句子。 1.We ___________________(回来)last Sunday. 2. I went home ____________ (乘)bike yesterday. 3. Did you _________________(步行)school yesterday? 4.I _____________ (看电视) yesterday. 5.We __________ (去)the Huangpu River yesterday. 引导学生学会思考和总结 及时巩固,寻找漏洞 针对1.听读课文3遍。 性作2.Write a postcard to your friend, tell him or her what did you 业 do yesterday. Unit2 We bought ice creams. 板书 dear A: Did he/she…? 设计 meet—met B: Yes, he/she did. / No, he/she didn’t. run—ran 4
Module 2 Unit 1 What did you buy?
一、知识与能力目标:
1.能听懂会说单词:list,need first,lost can
2.能听懂会用句型:What did you buy? We bought some apples. 一、教材分析(Text description)
本节课是小学英语五年级外语教学与研究出版社New Standard English小学英语三年级起五年级上册Module 2 unit 1第一课时,课文的情境是Amy一家人要带Lingling去野餐,需要为野餐准备食物。Ms Smart列了购物清单,让Amy和Mr Smart去超市买些吃的,但是Mr Smart 丢失了购物清单。在超市他问Amy要买多少苹果,多少奶酪。Amy记住了要买四个苹果,但不知道要买多少奶酪。俩人回家后,Ms Smart问他们买了什么,Mr Smart和Amy一一说明,结果发现忘了买香蕉,却多买了一打鸡蛋。主要运用句型:What did you buy? How many bananas did you buy? How much cheese did you buy?
二、教学目标(Teaching objectives ) 1、全体学生能运用单词
list, need, first, can, lost, how much, cheese, any, use, over there.
听懂句子What did you buy? How many bananas did you buy? How much cheese did you buy?
2、全体学生能运用单词can, how much, any, use, half.能说What did you buy? How many bananas did you buy? How much cheese did you buy?
3、部分学生能认读并运用单词 list, need ,first, lost, cheese, over there
三、教学重、难点分析(Important and difficult points)
1.重点:能听懂,并认读Part2 Listen and read表述的信件的内容。 2.难点:
能用What did you buy? How many bananas did you buy? How much cheese did you buy? 来询问别人.并学会问答。
四、教学准备(Teaching strategies) PPT
课件、单词卡片
五、教学流程(Teaching procedures) Step1. Warm-up
T: Good morning girls and boys. Ss: Good morning
T: Welcome to my class. Now, everyone let’s do it.(播放前一段歌曲,并跟着做动作if you are happy and you know it )
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Boys and girls, Are you happy now? Today we will learn the new lesson: Step2: Lead-in
T: What did you do yesterday?
Ss: did homeworkers, helped my mother cook dinner?
T: Now I’m so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish, meat, some vegetables?
Step 3: Presentation
Everyone if you go to the supermarket what do you want to buy? (引导学生们回答有关这节课要讲到的单词,互动)
Now prepare one paper, listen carfare and write down the massage.
Q:What did dad ask Sam to buy? some fruit. And where is the fruit?
Sam ate it all. (听一遍录音,全班回答后,然后打开课本全班跟录音读一遍并赞扬他们perfect, big hands to yourself. )
Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy?
T:Ok, close your book, next we listen the tape and answer the questions. (在听录音的过程中,板书动词go,meet,come,buy,eat,drop,拿出板书好问题的小黑板,听完录音并回答问题后,开始全班复习一遍动词过去式)
Q: 1. Did dad make a shopping list? --- yes, he did. 2. Did they lose the list? --------- yes, they did. 3. Did they buy bananas? ----------- no, they didn’t. Read and draw tick(?) or cross(?).
1. Lingling likes bananas. (?) --likes apples. 2. Mr Smart and Amy lost the list. (?) 3. Mr Smart and Amy bought four pears. (?) 4. They bought some bananas. (?) --didn’t buy any 5. They bought 12 eggs. (?)
Open your book.before that look at the blackboard, let’sreview the past tense. Go-went, meet-met, come-came, buy-bought, eat-ate, drop-dropped.(齐读一遍后,教师讲解一遍文章,注意新的单词和句型,便开始表演角色)
T: Who can read the first paragraph? V
olunteer, I need two students. (教师举手示意鼓励学生回答问题)
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S1: me?
T: Nice, big hands. Need means is want (需要),is a verb. List just like you want to buy something and write down a paper, such as we need bananas?books?apples?fish?any more, and write down, or we can say shopping list. Contrary if I write the name for a paper, you should call the paper -- name list. (解释need,list,知道意思就不需要做跟过多的解释)
T: Next part who want to try? S: me?
T: Perfect, Big hand. Everyone do you notice? How many and how much, they are different? Think about they are different or the same? (板书how many和how much, 并解释,重点句型) (他们都是用于询问“多少”,不同的地方是,一个用来提问可数名词的数量,另一个用来提问不可数名词的数量,并举例,解释新单词cheese)
T: do you understand? The last paragraph, who want to try? This is a good chance. S1: me ?
T: big hand. Good for you! Now listen the tape and read it right away. (学生跟读一遍,模仿语音调)
Ss: ???
T: boys and girls, we need you with your partner to role play. Who want to try? (根据课本进行角色扮演,根据时间而定,两组队员就好了,纠正读音,检查错漏)
Ss: ???
Steps 3 Practice (12mins)
T: page 24, in this part, let’s play a game. Pay attention to me, if I’m go to the
supermarket, and Huangxiaoming is a sale assistant. Ok. Xiaoming ask me how many apples\\books do you want. (举例示范,并让这位学生开口问自己,自己再回答) ---I need six apples\\books.
T: and how much this apples? Step 4 Practice . 1.Listen point and say
2.Read it by yourself ,If you have questions ,you can ask me or your pattern. 3.read it together. Step 5Production 小组合作,表演购物剧。 Step6 Summary T:What did you learn? 1.read these sentences (齐读板书)
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2.(学生自己总结自己的收获) Step 7 Homework .
T:Homework for you.After class,you can go on finishing the postcard.We’ll communicate next class.
T:Class is over.thank you for your listening.Bye! 板书设计
Module2Unit1 What did you buy?
What did you buy?
How many bananas did you buy? How much cheese did you buy?
M2U2 How much cheese did you buy?
教学目标: 1.语言知识目标:
能掌握以下单词和句型:单词:bottle, half, kilo, a lot of, over there, use . 句型:How much cheese did you buy?
2.语言技能目标:使学生学会如何询问数量,如何谈论购物。 3.情感态度目标:
在英语课堂中培养孩子们的英语涵养,把学生情感态度的培养渗透到英语教学之中,让学生体会学习英语的乐趣。
教学重点:
能掌握并熟练运用以下句型:How many /much...did you buy? 教学难点:
要求学生根据前面所学内容会用How much cheese did you buy?句型,并会用这些句型来询问数量,如何购物。运用所学的来练习对话,把课本上的语言生活化。
教学过程: 一、热身导入
1、出示SBUnit2活动1,请学生看图,注意Amy的神情和动作。 T:Amy今天胃痛,大家知道是为什么吗?Let’s have a look!
播放视频,请学生回答Amy胃痛的原因:She ate all the chocolate. She drank all the juice.引导学生得出结论:吃零食、喝饮料要适度,不能过量。
2、这次播放视频,全部跟读,提醒学生注意模仿语音语调。 二、课文学习
1、播放SB Unit2活动2的视频,请学生理解语境。
2、再次播放,请学生完整地听一遍,进一步理解语句。播放第三遍,请学生跟读。 3、使用单词卡,带领学生学习use, over there, bottle, half, kilo, a lot of, 并对use,half进
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行运用训练。
4、分角色朗读,复述课文。 三、巩固训练
1、完成SB Unit2活动3。
(1)T:本模块中用了“how many/how much„?”这一结构询问买了多少东西。然后通过板书例句,让学生发现how many后面的名词是复数形式(可数名词),而how much后面的名词不是复数形式(不可数名词)。
(2)请形式看图,说出图中有哪六种食物和饮料,然后请学生按照示例,两人一组进行问答,最后请部分学生展示。
2、完成SB Unit2活动4。
请学生听录音,跟录音逐例朗读单词,告诉学生彩色字母或字母组合的读音相同。 3、完成SB Unit2活动5,跟视频,学唱歌曲《How many do you want?》. 4、完成SB Unit2活动6,请学生一次说出每个格子里是什么食物或饮料;,应该用how many还是用how much提问。
5、完成SB Unit2活动7,分组仿照示例对活动6的购物进行问答,并把相应的文字填在横线处。
四、全课总结。 板书设计:
Unit2 How much cheese did you buy?
How many apples did you buy? Four.
How much cheese \\milk did you buy? Half a kilo\\Two bottles.
Module 3 Unit 1 Where did you go?
教学目标: 1. 知识目标
(1)掌握词汇:weekend,place, British Museum, how, best, took, river, hour, minute, twenty, trip, along.
(2)掌握句型:What did you do at the weekend? Where did you go? 2. 技能目标
(1)能读懂、理解课文大意并回答出相关问题;
(2)能运用所学句型询问过去所做的事情,去过的地方,并能回答提问。 教学重点:
教学重点:学生能听说,认读单词the British Museum,the London Eye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute;能准确理解并熟练运用What did
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you do at the weekend? Where did you go? Where/How/When/What did„? 教学难点:
学生掌握本课的新单词及利用动词过去式的变化进行描述,使用动词过去式,询问过去发生的事情。 突破措施:
借助中西国家的名胜古迹以及学生旅游见闻掌握重点句型。 教学过程:
整个教学过程我采用了听、说、玩、演、唱一系列的教学活动,具体设计为热身——新知导入——趣味操练——课文学习—拓展应用五个环节。 Step1.热身导入
1、师生互相问候,请学生演唱上一模块所学的歌曲。 T:大家想知道Lingling去参观了伦敦的哪些景观吗?Let’s have look. 2、播放SB Unit1活动1的动画,请学生看动画理解韵句大意。 3、再次播放动画,全班跟读。 Step2任务呈现
T:韵句中有三个问题,学习本模块后,我们也要用这些问题来调查一下同学们的周末活动。在这之前,我们先来看看Lingling的伦敦之行吧。
Step3课文学习
1、播放SB Unit1活动2的动画,请学生看动画,理解课文大意。老师可以通过简单的提问来帮助学生理解。
2、再次播放动画,请学生完整地听一遍,进一步理解语句。播放第三遍,请学生逐句跟读,提醒学生注意模仿语音语调。
3、使用单词卡,带领学生学习单词或短语:weekend,place, British Museum, how, best, took, trip, along, river, hour, minute, twenty, 对其中的place, how, took, river, hour, minute进行运用训练,并对Where did you go?句型进行重点训练。
4、请学生分角色朗读。
5、鼓励学生看图复述课文内容。 Step4 巩固训练
完成SB Unit1活动3.请学生看图,听录音,并跟读,提醒学生这是一个打电话的场景,帮助学生理解语境。
Step5任务完成
完成SB Unit1活动4.
请学生分组按照示例就上周末的情况进行问答。 Step6. Homework
1.介绍你与家人的上周末生活。 2.向你的好友介绍你的旅游经历,讲述你曾参观的名胜古迹。(自选一个内容,并写下来。) 【板书设计】 Module 3 Unit I Where did you go?
What did you do at the weekend? Where did you go?
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M3U2 Daming took a photo of his father.
教学目标: 1.知识目标:
能听、说、认读本课的单词:wall/ mountain/ plant/arrive
能听懂、会说、会问句型 where / when / how did they ? what did they do ?并结合课文回答。 2.技能目标:
能口头运用where / when / how did you ? what did you do ? 这类语句来描述过去所发生事情的具体信息。
3.情感目标:
培养学生学习的兴趣,鼓励学生积极与他人合作,感受长城的壮观、热爱中国山河之美。 4.学习策略:
通过问题的展示,引导和启发学生在各种情境中感受语言的交际功能,在阅读教学活动中,逐步掌握阅读技巧。
5.文化意识:进一步了解中西方国家的重要标志物,强化热爱祖国意识。 教学重难点:
1.教学重点:能口头运用where/when/how did you ?这类语句询问过去发生的事情的具体信息。能识别单词wall/mountain/plant/arrive.
2.教学难点:学生能够透彻理解where/when/how did you ?这类语句询问过去发生事情的具体信息,并在老师的帮助下灵活运用。教学过程 :
一、Warm-up热身复习 1、Greeting
2、教师带领学生打着拍子一起说上一单元所学的韵句。
3、T:Daming给Lingling发来了几张照片,照片上是什么呢?Let’s have a look. 4、播放SB Unit1活动1的动画,请学生看动画听录音,理解语境:这是Lingling在向John介绍照片。
5、再次播放SB Unit1活动1的动画,学生跟读。 二、课文学习
T:上一节课,我们进行了周末活动的调查,这节课,我们来看看Daming在周末做了什么。
1、播放SB Unit1活动2的动画,请学生看动画听录音,理解语境.
2、再次播放SB Unit1活动2的动画,请学生完整听一遍。播放第三遍,学生逐句跟读。提醒学生注意模仿语音语调。
3、使用单词卡,带领学生学习of, wall, arrive, for, mountain, with, plant, 并对of, for, with, plant,进行运用训练。
3、完成SB Unit1活动3。这是课文阅读理解活动,适合学生学习课文之后、自己复述课
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文之前进行,可用于检查学生对课文的理解,也可以用于准备课文复述。请学生自己先读一遍问题,理解大意。然后请学生逐一朗读问题,并回答,再把答案写在对应的横线上。
三、训练巩固
1、完成SB Unit1活动4
请学生听录音,跟着录音逐列朗读单词。每朗读一列后,请学生注意观察其中的彩色字母,告诉学生,这些字母或字母组合读音相同。最后请学生再次朗读单词,体会其中的发音规则。
2、完成SB Unit1活动5
请学生先看图片,猜测歌曲的内容。播放歌曲动画,请学生熟悉曲调和歌词。然后朗读歌词录音,请学生跟录音演唱。
3、完成SB Unit1活动6
引导学生观察图片,理解活动要求:四人一组,学生A、B、C分别在卡片上写出地点、交通方式、做了什么事,学生D根据卡片内容造句。
4、完成SB Unit1活动7
请学生看图理解活动要求:用采访的方式调查同学们上周末的活动。请学生先朗读例句,进一步熟悉询问和回答的方式,然后进行调查。
四、布置作业 板书设计:
M3U2 Daming took a photo of his father. 单词:of, for, mountain, wall, arrive, with, plant 句子:What did Daming do at the weekend?
Where did you go?
Where/How/When/What did„
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