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英语 学科 五 年级 上海 版本 上 册教学进度 小学英语第 5A 册教学分析 周次 模块 内容 备注 第 1周 Module 1 Getting to know each other 开学第一课 第 2周 Unit 1 My future 第 3周 Unit 2 Going to school 第 4周 Unit 3 My birthday 第 5周 Revision 1 & Project 1 第 6周 Module 2 Relationships Unit 4 Grandparents 第 7周 Unit 5 Friends 第 8周 Unit 6 Family life 第 9周 Revision 2 &Project 2 第 10周 Module 3 Out and about Unit 7 At the beach 第 11周 Unit 8 An outing 第 12周 Unit 9 Around the city 第 13周 Revision 3 & Project 3 第 14周 Module 4 The natural world Unit 10 Wind 第 15周 Unit 11 Water 第 16周 Unit 12 Fire 第 17周 Revision 4 & Project 4 第 18周 期末复习 第 19周 期末考试 第 20周 完成期末各项工作 总计 周节次 学期总节数 本 册 教 学 目 标 在培养学生的听说能力的基础上，重在逐步培养学生的读写能力，初 步掌握一定的阅读技巧和写话的方法。 语音： 掌握二十一个字母组合不同的发音，运用读音规则来拼记单词，掌握 一定的根据读音规则拼记单词的方法。 词汇： 能正确地拼读和听写单词和词组，辨别形近词的不同读音和含义， 能列举与所学单词有相同性质，或相同意思或相反意思的单词，并 掌握一定的词法。 本学期需要掌握的语法有： 1.词汇： 能听说读写 99个单词，在掌握单词所表示的含义和掌握词法后 能正确地使用到句子或语段，积累一定的词汇量，丰富语言，从而提高英 语学习兴趣。 句型：What do you want to be? How do you come to school? When’s your birthday? What do you usually do with your parents? We both like sports. I’m doing my homework. Is Paul collecting shells? What are you doing? Walk along Winter Street. Turn left at Spring Street. The children are flying their kites happily. We use water to wash our hands. We must be careful with fire. We mustn’t play with matches. 在适当的语境中灵活运用相应的句子，能根据提示或图片进行简 单的问答和描述，听懂常用指令后作出反应或给出一定的指令。 3.语段：经历词汇积累，句型结构的掌握，初步培养语段阅读和写作能力， 同时要求学生能做一些简单的角色扮演，逐渐形成初步与人交流， 同时发扬同学之间的协作互助精神，促进每一位学生的发展. 全 册 分 析 五年级上册教材充分体现了全套教材的特点，教材特点如下： 1.按“话题—功能—结构—任务”体系编写。话题、功能、结构、任务四 个方面紧密联系，融为一体，既吸取国外教材注重交际、情景真实的有点， 又发扬国内以往教材结构清晰、系统性强的长处，以利于学生在掌握语言 基本结构的同事获得听、说、读、写的基本技能和能力。句型不是通过机械性 的单句操练进行教学，而是溶化在有情景的对话中，力求使学生在操练句 型时就学到现实生活中有交际价值的语言。 2.内容浅显易懂，重点突出，题材结合实际、贴近生活，语言正确规 真实地道，插图生动活泼、富有情趣，比较符合小学生的生理和心理特点， 比较符合儿童学习语言的规律。 3.活动设计形式多样、活泼有趣，体现了双向性、互动性与合作性。 4.采用循环式的编排方法，较好地体现了“由浅入深、由易到难、循序 渐进、逐步扩展、点面结合、不断复现”的原则。 5.在安排词语和语法项目时采用了“早渗透”和“重积累”的方法。 “早渗透”，是指某些词语和某个语法项目在进行正式教学之前，先在前 面课文中少量出现，使学生对之有所接触和了解，以便正式学习时比较容 易领会和掌握。所谓“重积累”，是指把已学过的词语和或语法与新授内 容结合起来，以旧带新，温故知新，逐步扩展，不断积累。 教 情 分 析 学生已经从被动学习变成了主动学习，学生英语交流能力有所提高， 思维也普遍活跃起来，自信心也增强了。学生的英语水平与课堂学习的积 极性显著提高，但是仍有个别学生还是要加强，以达到全体学生共同进步。 在今后的教学中，应该面向全体学生，以培养和激发学生学习英语的 兴趣为重点，充分调动他们的自主能动性，积极性，以听、说、玩、演为教 学的主要方向，营造学生互相帮助，学习英语的语境和氛围。 学 情 分 析 五年级的学生已有了一定的基础，大部分学生对英语有着浓厚的兴趣 渴望通过新学期的学习获得更多的知识，以丰富自己的交际内容，提高交 际能力，当然也有少数学生由于种种不同的原因，如智力方面的问题，学 习态度上的问题，学习态及家庭方面的因素等，逐渐觉得学习上有困难， 本学期必须在继续培养学生学习兴趣和听说能力的同时，采用符合学生心 理特点的教学方法和教学手段，坚持听说领先，有计划地培养学生的读写 能力，特别对于个别学习上有困难的学生，教师要耐心采取积极鼓励的方 法，创设生动活泼的课堂气氛，调动他们的学习积极性。 方 法 措 施 1.认真备好课，精心设计教案。坚持上好每堂课，利用师生间的轻松交流 接近师生间的距离，注意激发和培养每个学生的学习兴趣。 2.更新教育观念，明确教师职责，建立民主、平等、和谐、合作的教育观， 让学生在轻松氛围中学到知识。 3.课堂教学重视创设情境，融单词、对话教学于情景表演中，让学生在表 演中操练，在实际中运用。 4.充分发挥活动优势，通过头、手、眼、腿等表达出大量肢体语言和动作， 采用游戏教学、直观教学、情景教学、看图引入等方法，使学生在轻松愉快 的环境中自然习得语言。 5.注重教材的灵活性和可操作性，扶差带优，以满足不同层次学生的需求。 课 题 研 究 在基于学科特点的学习策略能力培养的课题研究的引领下，英语学科已经 进行了一系列的培养学生能力的研究。本学期我们将着重培养四年级学生 的英语阅读能力，通过以下途径提高学生阅读能力。 1、深入理解，拓宽阅读材料。 2、情智相生，激活阅读感知。 3、循序进京，提升阅读能力。 4、广泛拓展，丰富阅读材料。 课 时 计 划 Module1: 三个单元（ 6课时+1节复习） Module2: 三个单元（6课时+1节复习） Module3: 三个单元（6课时+1节复习） Module4：三个单元（6课时+1节复习） Unit 1 My future单元教学设计 教学设计首页 课题 Unit 1 My future 课 型 new 课 时 1 授课 时间 年 月 日 项目 内容 单元 整体 分析 要求学生熟练掌握关于职业的部分词汇以及职业的工作特征；通过一系列的问 答（如： What do you want to be? What do you want to do in the future? 和调查来巩固对职业的理解，包括长大后的职业取向以及原因说明。 同时，通过学习帮助学生树立正确的人生观和远大的理想，从小认真学习。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 worker, pilot, farmer, cook, shop assistant以及 fly, help, sick等。 Look and say: 核心学习板块，主要进行句型的教学，重点是 What do you want to be? I want to be a/an ... I want to (do) … Say and act: 这是两大核心板块的巩固和提升。利用“做调查”这一形式 来巩固新知识，实现学以致用。在这一过程中，不仅要对学生已有知识（现在 进行时、一般疑问句等）进行复习，还要整合新学鼓励学生说话，提高其理解 力和交际能力。 Read a story: 阅读延伸。通过一则生动、有趣的寓言故事，不仅为学生创 设了运用语言的平台，而且通过故事让学生懂得“每份工作都是吸引人的，只 要最适合自己的才是最好的”的人生道理。 Think and write: 这是核心学习板块的延伸，注意了学习技能的兼顾。通 过阅读相关内容，了解不同的职业特征，并借助书面加以强化。 Do a survey: 通过调查，鼓励学生进行会话训练，进一步巩固职业名称 以及新学句型，梦想将来的职业并对此职业形有一定的初步认识。 Learn the sounds: 语音学习，感受辅音字母或字母组的发音，进一步树立音 素概念，做到发音准确、到位。 单元 目标 1.能正确朗读、拼写新授词汇。 2.能初步描述相关职业的工作特点。 3.能在对职业进行流利问答的同时懂得不同的人物有不同的职业。 4. 能通过阅读短文理解其中包含的寓意，并针对所抓住的信息进行正确的判 断。 5. 能在单词朗读和儿歌诵读中体会字母组合的发音。 学 情 分析 五年级学生虽然处于高年级学段，但仍然活泼好动，喜欢直观形象思维和抽象 思维相结合，对游戏、竞赛和画画还有兴趣。大部分学生对英语还有着浓厚的学 习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期 开始，对学生又提出了新的要求，培养听、说、读、写的技能。所以应以学生的发 展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌 握良好学习方法，培养学生良好的学习习惯。 教 学 方 法 与 手 段 教学方法：1.绘画法；2.表演法；3.游戏法；4.竞赛法；5.挑战法；6.音乐法； 7.演角色；8. 用直观教具 英语教学的目的是要学生学会英语单词、句子并能灵活运用，而方法又不拘一 格，作为教师我们有义务挖掘激发学生的潜能，点燃学生心中智慧的火花。 教学目标 1. 通过 Think and write栏目整合已学表示职业的词汇，如 teacher,doctor 等，同时学习 Look and learn中的词汇。 2. 通过词汇操练活动导入核心句型 What do you want to be? I want to be... 3. 以 Read a story的情景对话为中心，巩固核心句型及核心词汇。 4. 展开Ask and answer的活动，讨论学生的理想职业，并完成口头汇报。 教学重难 点 教学重点： 词汇cook, pilot, taxi driver, want, teach 句型What do you want to be? I want to be ... Do you want to be a ...? 教学难点： 当句子主语为第三人称单数时，动词要做适当的变化。 want to do 与 want to be的正确用法。 教学方法 与手段 Speaking: 1.Use modeled phrases and sentences to communicate with teacher and other learners. 2.Start an interaction by asking questions. 3.Maintain an interaction by replying to questions. Listening: Recognize differences in the use of intonation to differentiate questions and statements. 使用教材 的构想 教材提供了学生必要掌握的单词，句型，结合英语课程目标和学生的生活 实际，呈现更多的贴近学生生活实际的语言信息和材料，把教材中的单词，句 型融入任务型的教学活动中，学生整体感知理解，并且对知识进行适当的拓展 和延伸。 板书设计 Unit 1 My future What do you want to be ? I want to be a pilot. Cook Taxi driver. 教学设计续页 教学流程 个性化设计 调控 Step I. Pre-task preparations Think and write. Show some pictures about different jobs, and let the students guess what they are. Show the new words: cook, pilot, taxi driver. T: Look at this picture, this is Mrs. Jones, she teaches children. What does she do? S1: She is a teacher. Look and learn Teach other words and review the words in the same way. _________ helps people, she is a _________. ... Step II.While-task procedures 1.Play a game. T: Do you want to be a ...? S1: Yes, I do. I want to ... S2: No, I don’t. I want to be a ...I want to ... 2.Ask and answer Show the pictures about different jobs. T: What do you want to be? S1: I want to be a ... I want to ... 3.Read a story Look at a picture of a frog. Listen to a story about the frog’s job, then judge these sentences.Then complete the sentences. 通过看图猜职业的 活动巩固已经学过 的职业单词并引出 新授职业单词。 将职业名称与所从 事工作放入重点句 型进行学习。 讲解 want 的使用方 法。Want 表示想要， 之后可以直接跟名 词表示想要某物， 之后还可以跟动词 不定式表示想要做 某事。 强调 want的第三人 称单数现在式的使 用。 jobs be good at Step III. Post-task activities Make and act a new story with the new words as the story about the froggy. 运用本课所学知识 自己自编对话，分 组进行表演，达到 学以致用。 当堂达 标设计 Read the story, then complete the sentences. Froggy wants to be a pilot. He wants to ___________, but he is _______ of flying. He wants to be _______, but he cannot _____ well. One day, he sees a _______ in the lake. The chick cries for help. Froggy ________ into the lake with a lifeguard and ________. He then becomes a __________. He _______ his new job. 作业设 计 练习 1. Listen to the tape 2. Copy the new words. 3. Make some sentences. 预习 P2-P3. 教学反 思 大部分学生可以说出职业名称，并且通过预习可以学习新的单词，五年级学 生有了一定的自学能力，并逐渐学会自学。 教学设计首页 课题 Unit 1 My future 课 型 new 课 时 2 授课 时间 年 月 日 项目 内容 教学目标 1. 复习上课时的核心词汇和句型； 2. 能谈论自己的职业理想，享受生活； 3. 根据问题引领等多种形式阅读故事，在抓住关键信息的同时，有序阅读故事； 4. 感悟爱好与职业选择的关系； 教学重难 点 教学重点： 语音：sk（desk，mask） 词汇want，teach，job，become，be good at 句型What do you want to be? I want to be... Do you want to be a...? 教学难点： 当句子主语为第三人称单数时，动词要做适当的变化。 want to do 与 want to be的正确用法。 教学方法 与手段 Speaking: 1.Use modeled phrases and sentences to communicate with teacher and other learners. 2.Start an interaction by asking questions. 3.Maintain an interaction by replying to questions. Listening: Recognize differences in the use of intonation to differentiate questions and statements. 使用教材 的构想 教材提供了学生必要掌握的单词，句型，结合英语课程目标和学生的生活 实际，呈现更多的贴近学生生活实际的语言信息和材料，把教材中的单词，句 型融入任务型的教学活动中，学生整体感知理解，并且对知识进行适当的拓展 和延伸。 板书设计 Do you want to be…? Sk desk Mask 教学设计续页 教学流程 个性化设计 调控 Step I. Pre-task preparations 1. Prepare some pictures of your relatives and friends, show them to the class and describe them e.g. This is my uncle. He can cook well. He likes cooking. He works in a restaurant. He’s a cook. 2. Use the key words and phrases to read the song. Show different occupation picture cards. What do you, what do you, what do you want to be?I want to, I want to, I want to be a/an... Step II.While-task procedures 1. Listen to the tape and answer the questions. 1) What does Peter want to be? (He wants to be a pilot.) 2) What do pilots do? (They fly planes.) Learn other words about jobs in the same way. 2. Listen to the tape, show the picture and introduce. T: (show picture 1) This is Peter. He wants to be a pilot. He wants to fly a plane. Pair work: Ask other words. 3. Show more jobs, and “ask and answer”, then fill the form. T: Let’s do a survey. Go and ask your friends what they want to be in the future. Step III. Post-task activities Who wants to be a doctor? Raise your hand. (Some students raise hands. Write the number of students on the blackboard, next to the job.) T: Who wants to be a ...(job)? 使用本单元核心词 汇及句型引领学生 朗读儿歌。出示不同 职业的照片和词卡 引导学生把单词套 入歌谣中。 巩 固 listen and say的内容 出 示 ask and answer，如学生能 力较强，可以出示 更多的职业和工作 内容，学生走出座 位，在班内开展调 查。 完成书面调查报告 并在班内交流。 全班合作完成一份 学生理想职业调查 报告。 T: Many of you want to be pilots. Why? S1: We like flying planes. In our class, ... students want to be... They like... ...students want to be... They like... Pair work Name: _________________ I like: __________________ I can: __________________ Show the words about “sk”, let the students say the pronunciation: Desk, mask, task, disk, ask Play the tape “Learn the sound” Give more words to practice: ck: clock, rock, knock, tick-tock, chick sk: ask, desk, mask, task, disk 鼓励学生模仿录音 中的语音语调，还 可与较早前学过的 语音比较，给出几 个单词，让学生归 类。 当堂达 标设计 Think and write 1. _________ helps people. She is a ____________. 2. _________ teaches children. She is a ___________. 3. _________ flies a plane. He is a _____________. 4. _________ cooks nice food. He is a _____________. 5. _________ drives a taxi. She is a _____________. 作业设 计 练习 操练句型，用以下词汇进行造句练习： a doctor/help people; a taxi driver/drive a taxi; a pilot/fly a plane; a cook/cook food S1：What do you want to be? S2: I want to be ... I want to ... 预习 P8—P13课文内容，单词，句型 教学反 思 学生对于第三人称的变化还需要加强,对于一般疑问句的问答还不是特别熟悉. 学生已经掌握了一定的语音知识,能够很快正确发音. 第 一 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 词汇：by, walk, Ms, journey, primary school, underground, station, take, after, hour, bus stop, by bus, far from ...... on foot, by bike, by car, get off 句型： How do you come to school? I come to school ____________. My father goes to work __________. My mother goes to work __________. _________ go(es) to ____________. I go to school ________________. 语音： sp 达 标 检 测 设 计 1、将句子补充完整 1. Mr Zhang cooks nice food. He is a ___________. 2. Miss Li helps people. She is a _________. 3. Uncle Chen works on a farm. He is a ___________. 4. Mrs Yang teaches English. She is a __________. 5. I can fly a plane. I am a ________. 二、单项选择 ( ) 1. _________ subject do you want to teach? A. What B. How C. How many ( ) 2. --______ Joe want to be a cook? -- Yes, he does. A. Do B. Is C. Does ( ) 3. I want to help people, and I want to ______. A. a doctor B. be a cook C. be a doctor ( ) 4. My mother is good at ________. A. cook B. cooking C. to cook ( ) 5. A lifeguard jumps ________ the lake. A. in B. to C. into ( ) 6. I ______ to be a singer, but Alice _______ to be a teacher. A. want, want B. want, wants C. wants, wants ( ) 7. It’s raining. I want ______ my umbrella. A. take B. to take C. taking ( ) 8. My brother is afraid of ______. A. swimming B.swim C. to swim ( ) 9. -- What do you want to be? -- I want to _________. A. teach B. teach English C. be a teacher ( ) 10. --_______ wants to cook nice food? -- Tom. A. What B. Who C. Where Unit 2 Going to school 单元教学设计 单元 整体 分析 要求学生能掌握日常生活中常见的交通工具和交通景物，能运用一般现在时态 的特殊疑问 How do you come to school? I come to school…来合理表达出行所选择 的交通工具或者方式，了解并遵守过马路的交通规则。同时，鼓励学生感受交通工具 给我们带来的便利，学会合理运用交通工具和安排出行时间，选择环保的出行方式。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词组学习，重点是单词 by bike, by bus, by car, on foot等。 Listen and say: 核心学习板块，主要进行句型学习，重点是 How do you come to school? I come to school… 涉及出行时所见的交通工具、交通景物以及外出所用 的交通工具和方式。 Look and read: 阅读延伸，通过阅读Ms Guo上班路上所使用的不同的交通工 具的故事，鼓励学生运用新学，进一步进行巩固和拓展新学，并关注动作的有序发 生。 Do a survey: 借助调查统计，运用 How do you come to school? I come to school…/等展开问答，来完成同学上学的出行方式。既训练了学生对新学的理解和掌 握，又培养了学生的概括、提炼和表述能力，激发了学生的学习兴趣。 Think and write: 通过介绍家庭成员上班或上学的方式巩固操练所学知识，既训 练了新知，也提升了学生写的能力。 Draw and say: 借助画一画、说一说的方式，鼓励学生学会观察身边的事物，尝 试运用所学的知识进行交流和表达。 Learn the sound: 语音学习，感受字母组合的发音，进一步树立音素概念，做到 发音准确、到位。 单元 目标 1) 能正确朗读、拼写交通工具。 2) 能运用一般现在时态的特殊疑问句进行交通方式的问答。 3) 能在阅读短文的时候，了解故事的主题，抓住关键信息。 4) 能根据提示用所学知识介绍家人出行的方式，写一段话。 5) 能正确读出字母组合-sp的发音，选择正确的单词。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 Materials 综合应用 第 一 课 时 Look and learn Think and write 单 词 by bike, by bus, by car, on foot 交通类单词 ferry, underground P9 P13 语境建议： 讲述自己父 母的上班路 线交通方式; 讲述自己到 某处的路线 交通方式; 句 型 How do you go to ..? 第 二 课 时 Look and say Do a survey 单 词 by, walk far from, near P8-9 P12 语境建议： Meet at the supermark et; Meet at the museum 等，了解出 行方式 句 型 --- How do you come to school? --- I come to school… walk to school I live near…. 第 三 课 时 Look and read Draw and say Learn the sound 单 词 by, walk, Ms, underground, take, after, hour get on P10-11 P13 语境建议： Ms Guo’s journey to work; 介绍自己上 学的线路 语 音 -sp Wasp, crisp go away, 句 型 She walks to the station and takes the train. There be…. She lives on Green Road. 第 四 课 时 单元复习 Unit 2 Going to school 教学设计 课题 Unit 2 going to school 课型 new 课时 1 授课 时间 年 月 日 项目 内容 教学 重难点 重点 1.能正确听说读写四会短语 by bus . by bike .by car .on foot . 2.通过 listen and say 的情景对话，能够运用句型 how do you come to school ? 询 问他人去学校的方式，并能用 I come to school … 回答 难点 表示不同交通方式的短语 on foot ,by bus 等所用的介词不同。 区别 go to school 和 come to school的用法。 板书 设计 Module 1 getting to know each other Unit 2 going to school How do you come to school ? I come to school 教学设计续页 教学流程 个性化调控 Step 1 pre-task preparations Free talk T: where do you live ? S1: I live on shengli street . T: It is near our school . what about you ? S2:I live on datong road ? T: It is far from our school . Ask several students about their address . Step 2 while –task procedures T: I live on Wuyi road . it is near our school .i come to school by bus . Ask S1 , Do you come to school by bus ? S1: No , I don’t . T : How do you come to school ? (show other pictures ) S1: I come to school on foot . T: who comes to school on foot too ? S3:I come to school on foot too. T: You can also say “ I walk to school ” Ask students who comes to school on foot to say together “I walk to school ” Step 3 pair work Ask students to do the pairwork --- how do you come to school ? ---I come to school ….。 Step 4 listening Listen to the tape and complete the notes on page 9 Joe comes to school __________________ . Alice comes to school __________________. Kitty comes to school __________________. Peter comes to school____________________. Step5 homework . 个性化调控应达到 30% Write “far from ” on the blackboard . Show a picture of “ by bus” Write the phrases on the blackboard . Write the other phrases On foot by car by bus Give more phrases ( by taxi , by motorbike …) 当 堂 达 标 设 计 课堂练习 Joe comes to school __________________ . Alice comes to school __________________. Kitty comes to school __________________. Peter comes to school____________________. 作 业 设 计 预习性 作业 Drow a map about how you come to school ,write the small note on page 11 I live far from/ near my school . I go to school …. 练习性 作业 Copy the phrases on page 9 Read the dialogue on page 8 Ask others about how do the go to some places . How do you go to ….? I go to… by …/ on foot . 教 学 反 思 学生能够熟练问答 How do you come to school?并能用新学的单词进行回答 .但是对于区别 come to school和 go to school 个别学生还需要加强理解. Unit 2 Going to school 教学设计 课题 Unit 2 going to school 课型 new 课时 2 授课 时间 年 月 日 项目 内容 教学 重难点 词汇Ms ,journey underground take after hour stop get off 理解短文 《郭老师的上班路线》，能根据短文完成 p9的地图，并能仿照课文简单的介 绍自己的上学路线。 板书 设计 Unit 2 going to school Ms Guo’s journey to work Drow the map of page 11 教学设计续页 教学流程 个性化调控 Step 1 Freetalk How do you come to school ? I come to school … How does your father go to work ? He goes to work … Step 2 groupwork Chick the homework . ask some students to show their homework. Ask you group mates how he /she comes to school and how their parents go to work , then finish the text on page 13 My father goes to work ________________. My mother goes to work _________________. _____________ go(es) to _________________. I go to school ______________________. Ask some groups to show their projects . Step 2 T: I’m a teacher of hou xiaohe primary school. I live on wuyi street , I ususlly walk to school. But when it rains , it is different . There is a bus stop near my home . I walk to the junqu bus stop .after ten minutes , I get off at dongjihuying street station . then I go to work on foot . Ask students to say themselves . Step 3 Pair work Open the book , read the passage of “Ms Guo’s journey to work” and finish the map on page 11 Ask one student to finish the map on the blackboard. Read the passage for several times . Step 4 homework 个性化调控应达到 30% When teacher says ,write the new words on the blackboard . Bus stop get off minute (hour) Dow the map on the blackboard 当 堂 达 标 设 计 课堂练习 My father goes to work ________________. My mother goes to work _________________. _____________ go(es) to _________________. I go to school ______________________. 作 业 设 计 预习性 作业 Preview the sound of “sp” Write some words which includes the “sp” 练习性 作业 Copy the new words Read the passage on page 10 five times 教 学 反 思 学生在描述住址远近的时候出现障碍, live near 或者 live far from 要鼓励多用. 他们可以熟练的运用新 单词问答,描述第三人称单数时需要提示. Unit 2 Going to school 教学设计 课题 Unit 2 going to school 课型 Review 课时 3 授课 时间 年 月 日 项目 内容 教学 重难点 Sp 字母组合的发音，并能延生到其他包含 sp 字母组合的单词 。 继续巩固句型 how do you come to school ? I come to school … 的用法 。 板书 设计 Unit 2 going to school sp / sp / wasp crisp how do you go to …. ? I go to … by… / on foot . ----- I take…. to…… 教学设计续页 教学流程 个性化调控 Step 1 Listen to the tape and learn the sound of “sp” Ask students to read the sentences follow the tape Find out how to read the “sp” Step 2 do a survey Name On foot By car By bus By bike Other transportation Ask students ask their group mates ,tick the transportations . How do you come to school ? I come to school …. Show the results In our group ,…students come to school on foot . ….students come to school bu bus ………………….. 个性化调控应达到 30% Write the words on the blackboard Wasp crisp 第 2 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 词汇 by walk Ms underground take after hour bus stop , by bus , far from ,on foot ,by bike ,by car ,get off 句型 how do you come to school ? I come to school… 字母组合 sp 的发音规律 。 达 标 检 测 设 计 Read ,choose and write 1. Kitty comes ______ (to/at) school _____(by/on) foot . 2. I live far ______(to/from) school 3. ______ (after/on) half an hour ,miss guo gets ______(off/to) the bus . 4. Peter takes the underground ______(to/with)garden street . 5. I go home _____ (by/on) bike . Read and circle. Unit 3 My birthday 单元教学设计 主备课人：宋芳朴 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 要求学生熟练掌握序数词以及日期、时间的表达；通过过生日这个话题来完成本单元 的核心词汇及句型。（如：When’s your birthday? It’s on…包括如何询问生日及生日 聚会的对话，通过学习帮助学生体验中外文化的异同，并激发学生学习英语的兴趣。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 party、when、begin、bring、thing、favourite、interesting、hat以及日常用语如 have fun 等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是 When’s your birthday? It’s on…和如何发出邀请及请求对方做某事Can you…？ Say and act: 这是两大核心板块的巩固和提升。利用创设生日聚会的情景来学习 和巩固日常用语，这一过程不仅要对学生已有知识（一般现在时、特殊疑问句和一般 疑问句等）进行复习，还要整合新学的内容，更要鼓励学生说话提高理解能力和交 际能力。 Make and say: 是一个语言输出栏目。目的让学生通过参照 listen and say中 peter的邀请卡来动手设计一个自己的生日活动邀请卡并能巩固练习本单元的核心句 型而且还可以提高学生学习英语的兴趣。 Do a survey:是语言实践运用活动，通过这一活动来巩固和操练本单元的核心句 型并能鼓励学生从信息交流中体验语言的交际功能。 Learn the sounds: 语音学习，感受辅音字母或字母组的发音，进一步树立音素概念， 做到发音准确、到位。 Culture Corner：这是呈现不同国家对待接受礼物时的不同表现，通过这一现象了解 异国文化差异。 单元 目标 1.能在语境中正确运用本单元的核心词汇。 2.能用 When’s your birthday? It’s on…。作问答。 3.能简单谈谈自己的主题生日聚会。 4. 能正确读出字母组合 st在单词中的发音并能迁移到其他含有该字母组合的单词拼 读中。 5. 能够感受与朋友一起庆祝生日的快乐。 学 情 分析 我们学校的孩子基础可能稍差一些他们可能只能掌握核心句型 When’s your birthday? It’s on…来作简单的问答，对于日常用语只能放在平常课前或课后了。对于 序数词来说孩子们得学习整个学期，我会每次上课时时询问 what’s the date?来让学 生巩固记忆。 教 学 方 法 与 手 段 创设情景、有效的利用多媒体进行学习、角色扮演法、跟读法等。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 教学目标 语境 第 一 Look and learn 单 词 1-31序数词, 基数词和日 期的表达 节假日和日期 1. 正确朗读拼读序 数词单词 喜欢的月份 及原因 课 时 Do a survey 2. 理解序数词的用 法 3. 能谈论生日 party 句 型 When’s your birthday? It’s on.. When’s (节 假日) There be句 型 What day is it? What’s the date today? 第 二 课 时 Listen and say Make and say 单 词 party、when、b egin、bring、thin g、favourite、int eresting、hat 朋友或家人 的详细情况 如年龄、喜好 1. 复习上课时的核 心词汇和句型 2. 能谈论自己生日 party 谈论My birthday 句 型 When’s your birthday? When’s your father’sbirt hday? When’s your (家人及 朋 友 ’s)birthday ? 第 三 课 时 Say and act Learn the sounds Culture corner 单 词 party、when、 begin、bring、 thing、favouri te、interestin g、hat When’s your birthday? What’s your favourite colour? What do you want for your birthday? What do you like to do on your birthday? 写一段话 1. 复习并巩固第一 二课时的关键句型 和核心词汇； 2. 根据问题引领等 多种形式阅读故事， 在抓住关键信息的 同时，有序阅读故 事； 3. 感悟不同国家的 风俗文化 通过情景感 受快乐 句 型 When’s your birthday? What’s your favourite colour? What do you want for your birthday? What do you like to do on your birthday? . 语 音 -st Toast postman 教学设计首页 课题 Unit 3 my Birthday 课型 New 课时 Period 1 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生已经学过月份，.初步接触过关于数字的词汇，并且在 4A中学习过句型：what do you like ? I like … 教学 目标 1、帮助学生学习 look and learn 中序数词和日期的表达。 2、通过 Do a survey 的活动，帮助学生掌握句型 When’s your birthday? My birthday is on… 教学 重难点 。词汇：序数词 1st-31st 句型：When’s your birthday? My birthday is on…\It’s on.. 板书 设计 Unit 3 My birthday first, second, third, ninth, twelfth, twentieth When’s your birthday? My birthday is on 21st October 教学设计续页 教学流程 个性化调控 Pre-task preparation 1: 1、 Greetings Hello! Boys and girls! What’s the date? (Students answer questions!) 2、Sing a song about month. Show ppt 学生跟唱，复习月份单词 3、 Show ppt，1-12月份的单词，抽查学生拼读 1-12月份单词 4、 集体朗读 5、 教师提问：Which month do you like? Why? 6、enjoy the song Watch theppt andenjoy the song 7、Do you know “dates” 教师提出问题 Q:What day is it? What’s the date today?引出中秋节 提醒学生不能用基数词 8号来回答日期。要在 8后面加 th 8、How many days in a moth? There are thirty-one days in October. 9、教师提问 9月 1日怎么进行表达，引出 first， 然后出示 first October 的表 达方式； 10、practice dates While-task procedure 2: 1、Learn the ordinal numeral 1-31 2、Listen and read 3、Find a cardinal Numbers and Ordinal Numbers are different。 学习 31个序数词变化的普遍规律和不规则的几个词 a. 提问总结出普遍结尾加 th； b. 出示完全不同的三个: first, second, third（以前课文中应该也有出现的）； c. 还有个别不规则的的序数词。 While-task procedure 3: 1, write the date A、Let students pay attention to the abbreviations behind different forms, have a plenty of st, nd, rd, mostly th, then let the students try to write a write the date. . b、Students complete the calender acronym C、The teacher shows example, add in, students write a write other date; Check your answers. While-task procedure 4: 1、And date of festivals matching, and then read it 1、 Let the students according to the holiday and date matching and formulated into a complete statement, pay attention to the preposition on before the date. 2 . Let the students to ask a group a, the attention on the use of; 3. The collective read four sentences. 个性化调控应达到 30% 让学生欣赏关于时光飞逝， 日夜替换的歌曲视频，感受 时间让事物变化的奇妙，为 引出本课内容做铺垫 教师放出关于时光飞逝，日 月变换的话语，引出 dates这 个话题。 4、Listen and say Listen to Alice and Joe's dialogue, learn to ask others birthday special questions and answers. 5、Investigation activities Let students communicative practice after use, let the students ask class 3-4 friends birthday information, report and use the third person. 6、 Read and fill in the blanks to complete the sentence After oral questioning, fell to written, let the students step by step, with examples to complete the sentence, at the same time, train the students' ability to read graph to obtain information. A. let students to take A look at what Cindy calendar days on behalf of the ring in (to watch). B. complete the first dialogue, as an example. C. do 2-3 students themselves, and then check the answers. Post-task activity 1、Rapid response game 2、listen and circle 3、Collaborative writing 4、Write a friend's information. For his friend's information is described by the third person My friend is a boy/girl. He/She is … years old. His/Her birthday is on … His/Her favourite food is ... He/She likes (season) ... He/She likes (sport) … His/Her favourite colour is ... Who is he/she? 5、Read and write Read and number the birthdays of Lisa’s family members. My name is Lisa. My birthday is in March. Today is my birthday. I am so happy. Grandpa's birthday is in June. He is 70 years old. We will have a big dinner on his birthday. Grandma's birthday is in January. She is happy and healthy. My mum is a teacher. She is a lucky (幸运的 ) teacher. Her birthday is on Teachers' Day. Mike is my baby brother. His birthday is in March. We often plant a tree on his birthday. Dad's birthday is in December. It is cold. Sometimes we can make snowmen on his birthday. 当 堂 达 标 设 计 I . Look and write （先把日历填写完整，再在横线上写出日期的完整形式） 作 业 设 计 预习性 作业 练习性 作业 1、读熟 1-31序数词，先背会、写会前三个序数词。 2、询问朋友及父母的生日 Name: father / mother Age: Birthday: Favourite food Favourite season Favourite sport Favourite colour 教 学 反 思 序数词对于学生来说是个难点,很容易混淆,也很难记忆.学生需要多练习和巩固.在记忆方法上还需要多 加强.学生可以简单描述有规律的序数词,个别词出现混淆. 教学设计首页 课题 Unit 3 my Birthday 课型 New 课时 Period 2 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生已经学过询问过生日的句子 教学 目标 1、以 listen and say的情景对话为中心，巩固核心词汇句型及核心词汇。 2、通过制作生日卡片来感受过生日的快乐，并练习新学的语言知识。 教学 重难点 词汇 party、when、begin、bring、thing、favourite、interesting、hat等 日常用语：That sounds interesting. I can’t wait. 板书 设计 Unit 3 My birthday Step 1 Make a plan Step 2 Buy things Step3 Make an invitation Step 4 Invite friends 教学设计续页 教学流程 个性化调控 Pre-task preparation 1 a、Greetings b、sing a song about “month” and sing. Pre-task preparation 2: A、 ask and answer 1. What’s the date today? 2. When’s Christmas Day？ 3. When’s the Mid-autumn Festival ？ 4. When’s children’s day ? 5. When’s your birthday ? B、practice C、play a game A small train one by one to read D、综合语言训练 Name Father/Mother 个性化调控应达到 30% Age Birthday Favourite food Favourite season Favourite sport Favourite colour My father/mother is … years old. His/Her birthday is on … His/Her favourite food is ... He/She likes (season) ... He/ She likes (sport) … His/Her favourite colour is ... While-task procedure 1 1、Do you have a special day? What’s the date? A special day My special day is 26th September. It’s my birthday. 2、讨论并说一说生日 party My special day is 26th September. It’s my birthday. I want to have a special party. 3、学生在小组内讨论一下，如果 Peter要举办一个生日聚会 Peter需要做些 什么事，并总结归纳出 4个步骤。 What does Peter need to do? He needs to … Planning a birthday plan Step1、make a plan Step2、Buy things Step3、Make an invitation Step4、Invite friend 4、Listen and fill the blanks This is my plan for my birthday. I want to have an orange birthday party at home. The party begins at 2 p.m. I need to buy a birthday cake, some food and juice, and some balloons. I want to invite my good friends to my party. They’re Kitty, Alice, Jill and Joe. My birthday plan Place Time Things I need How many people 5、学习 begin这个词的含义和用法 解释“begin”的用法 A、Read and say This is my plan for my birthday. I want to have an orange birthday party at home. The party begins at 2 p.m. I need to buy a birthday cake, some food and juice, and some balloons. I want to invite my good friends to my party. They are Kitty, Alice, Jill and Joe. The party begins It’s time for the party S1: What time does the party begin? S2: It begins at two o’clock in the afternoon. While-task procedure 2: 1、Look and learn Peter wants to have an orange party. Orange is his favourite colour. He can buy some orange things 2、make an invitation 3、学会邀请人 Make an invitation While-task procedure 3 Learn the text（listen and say） 学习对话中 bring和 interesting。 将 bring与 take作比较，interesting意思是“有趣的”，可用 fun解释。必要时 用中文解释，并用一些例子让学生进一步理解。 I like skating. It’s interesting 4、Invite friends Peter：My birthday is coming. Can you ______________________, Joe? Joe: Sure. _________ your birthday? Peter: It’s _____________________. Joe: What time does the party _______? Peter: It begins at _________________________. Joe: OK. Peter: Can you ____________________ to the party? It’s an “________ party”. Orange is my ________. Joe: An “orange party”? That sounds _________. I can’t _________. Post-task activity 1 采访 Review Peter both teachers and students to prepare the birthday party of four steps Step 1 Make a plan Step 2 Buy things Step3 Make an invitation Step 4 Invite friends Place Time Things I need How many people Make a dialogue : each link teachers use pictures to help students, their memory provides the way for students to apply in actual life, and to prepare for below to complete the task. 当 堂 达 标 设 计 Peter：My birthday is coming. Can you ______________________, Joe? Joe: Sure. _________ your birthday? Peter: It’s _____________________. Joe: What time does the party _______? Peter: It begins at _________________________. Joe: OK. Peter: Can you ____________________ to the party? It’s an “________ party” . Orange is my ________. Joe: An “orange party”? That sounds _________. I can’t _________. 作 业 设 计 预习性 作业 Make my own birthday plan(制定自己的生日计划) My birthday plan Place Time Things I need How many people 练习性 作业 Homework I. Make a birthday invitation (制作生日邀请卡) 教 学 反 思 学生很喜欢学习这一课,喜欢开生日派对邀请别人.积极写邀请卡片.大部分同学都可以完成写的任务,课 堂效果良好. Dear ________, Please come to my “_______” party. Time: _______________ Place: ______________ Yours ________ 教学设计首页 课题 Unit 3 my Birthday 课型 New 课时 Period 3 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生在第二课时已经对课文主要内容有所了解，教师可以利用第三课时加强和巩固课文 教学 目标 1、通过 say and act的情景对话，帮助学生理解日常用语的适用语境丰富生日 聚会话题的语言。 2、通过学习任务，帮助学生巩固和综合运用本单元所学的知识和技能。 教学 重难点 。词汇：hat， have fun 日常用语：thank you so much. Let’s have fun！ 板书 设计 Unit 3 My birthday My birthday plan Place Time Things I need How many people 教学设计续页 教学流程 个性化调控 Pre-task preparation 1: 1、Enjoy the songs 复习与本课表达日期有关的月份和序数词 2、播放一首与生日礼物相关的歌曲 3、talk about Peter’s party This is Peter. He’s ____ years old. He likes _______. It’s his favourite colour. His birthday is coming. It’s on ___________. He wants to have a _________party. It’s an “_______” party. It’s special. He gets ready for his birthday party. 4、Review steps birthday party Review of both teachers and students to Peter to prepare the four steps of the birthday party, for this class content Each link teachers use pictures to help students, their memory method for students use in actual life. On the fourth step, teachers should guide students to think about. Peter invited others to Party except to send you can mail to the post office. 5、 send out the invitations I can send my invitations at the post office. My friends can have a surprise 教师引出 Peter要去邮局，引出 Post office, 然后让学生说一说。 While-task procedure 1、 1、学习 Learn the sounds 以叙事的方式引出 Peter进邮局后的所见所闻，并且新授以 st结尾的发 音/st/的单词。 1. 引出 Peter寄信时看见一个邮递员，他正在吃土司，引出这个新单词并 且辨析和理解词义，然后再学习路灯这个词； 2. 加入 first 和 last这两个词，集中学习，归纳-st的发音； 3. 连贯朗读四个句子，形成完整的故事概念，并且注意 st的发音。 2、听对话，找出含 st音的单词 3、读一读，想一想自己若参加 Peter的生日聚会，会准备什么样的礼物。 4、At the party What orange things do they have? What orange things do you see? What orange things do they have? Jill has ... 教师出示答案，提问What does Alice have? 回答 She has a gift. 5、Read Alice Peter gift of dialogue, review thank you gifts and language, and let the students know different customs between Chinese and western to accept gifts. 6、读对话，让学生了解西方礼仪中不仅要感谢对方送的礼物，还要表示对 礼物的赞赏。 T: What orange things does Alice have? S: She has an orange card. 7、学习 Culture corner 8、完成后续练习 个性化调控应达到 30% 师生共同回顾 Peter准备生日 庆祝会的四个步骤，为本节 课内容作铺垫 操作方法：每个环节教师用 图片帮助学生共同回忆，为 学生实际生活中的运用提供 方法。放到第四个步骤时，教 师要引导学生思考。Peter邀 请别人参加 Party除了当面送 上外还可以去邮局邮递。 Match and say 9、学习 Say and act 10、role-play、 11、 学生说一说生日会上的事： sing, dance, play games, sing a birthday song, make a wish, eat the cake, ...； Peter’s birthday’s wish 大家听一听，让学生说说自己有有什么生日愿望。 Post-task activity 1: 1、discuss and plan We want to have a birthday party for … His/Her birthday is on … 2、填表 When’s your birthday? What’s your favourite colour? What do you want for your birthday? What do you like to do on your birthday? Name Birthday Favourite colour He/She wants … He/She likes to … I can bring … 3、创编对话 当 堂 达 标 设 计 Children: Happy birthday, ______! A: Thank you! Welcome to my “________ party” . What _________ things do you have? B: I have ______________________. C: I have ______________________. A: What do you have, _______? D: Look! I have a gift for you. Open and see. A: Wow! It’s ___________. Thank you so much. D: I’m glad you like it. A: Look at the table. Here are some _____ things for you. They’re _________________. Let’s have fun! Children: Make a wish! A: I wish _______________. Let’s eat the cake. Children: Hurry! 作 业 设 计 预习性 作业 1. Read and recite “Say and act”. 2. Think and write a birthday party plan. 3. Finish Workbook pages 18 and 19. 练习性 作业 教 学 反 思 他们可以表演这个聚会场景,并投入情景当中.学生很容易学习本单元的语音并能拼出相关词的读音. 第 3 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 1、1-31序数词 达 标 检 测 设 计 Look and write 2 Feb. 24 Nov.21 Sept. 3 Apr. Feb. 26 Dec 5 Jun. Unit 4 Grandparents 单元教学设计 单元 整体 分析 本单元要求学生熟练掌握程度副词，能正确使用程度副词来表达频率。通过一系列的 问答（如：What do you usually do ? What do you usually do with your …? 来练习 和巩固有关频度的副词、动词短语和日期的表达，掌握辅音字母组合 sh的读音。同时， 学生通过学习Culture corner，了解不同国家的老人节。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 always, usually, often, sometimes及 never等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是 What do you usually do with your parents ? I usually … 这是两大核心板块的巩固和提升。利用 “问答”巩固新知识，实现学以致用。其中频度副词的正确理解与运用是个难点。 Read a story: 阅读延伸。通过阅读有趣的故事，让学生进一步巩固和运用所学新 知识，同时复习其他的语言形式，如电话用语、日期等。 Do a survey: 通过调查，鼓励学生进行会话训练，进一步巩固频度副词以及新 学句型，能简单描述自己的日常生活。 Think and write: 这是核心学习板块的延伸，注意了学习技能的兼顾。通过阅读 相关内容，复习动词短语，巩固频度副词，并借助书面加以强化，对学生进行写作 的训练。 Learn the sounds: 语音学习，感受辅音字母组合 sh的发音，进一步树立音素概 念，做到发音准确、到位。 单元 目标 1.能在语境中正确运用本单元的核心词汇。 2.能用What do you do with your grandparents?询问对方和祖父母一起做的事情。并 能用 I always/usually/often/sometimes…with my grandparents. 描述自己和祖父母 一起做事的频度。 3. 能通过阅读故事Where is grandma?，进一步巩固新学词汇和句型。 5. 能在单词朗读和儿歌诵读中体会字母组合 sh的发音。 学 情 分析 学生已经掌握了家庭成员的说话,可以描述出爸爸妈妈爷爷奶奶的外貌特征.能够简单 说出他们的职业,年龄和生日. 教 学 方 法 与 手 段 创设情景、有效的利用多媒体进行学习、角色扮演法、跟读法等。 课时划分与分课时目标 标题 单元知识 整合与拓展的知识 教学目标 语境推进 第 一 课 时 Listen and say Look and learn Do a survey 单 词 usually, often, sometimes, always, never 动词短语 play football, play the piano, do my homework, etc 1. 正确朗读拼写和 使用频度副词 2. 通过调查及问答 练习巩固句型 通过调查活 动互相交流 日常生活。 句 型 Do you usually …? What do you usually do? 第 二 课 时 Listen and say Ask and answer Think and 单 词 usually, often, visit, sometimes, always, never 动词短语 Brush teeth, have breakfast, have dinner, ,etc. 1.通过情景对话巩 固频度副词。 2. 能谈论自己和祖 父母及外祖父母的 日常生活。 谈论自己和 grandpare nts 的日常 生活 write 3.通过 Think and write 的写作练习， 能综合运用新学的 语言知识。 句 型 What do you usually do with your …? What do you usually do with your …? What do you usually do with your …? 第 三 课 时 Read a story Culture corner Learn the sound 单 词 play sports go shopping 节日的表达 The Spring Festival The Dragon Boat Festival the Mid- autumn Festival 1. 复习并巩固第一、 二课时的关键句型 和核心词汇； 2. 根据问题引领等 多种形式阅读故事， 在日常生活中能做 到经常和祖父母交 流，关心祖父母。 3.通过 culture corner 了解不同国 间的老人节，学会 尊敬老人。 通过故事情 境增加对老 年人的了解， 尊敬老人。 句 型 Do you want to go shopping with...? This is Mary. Come with me. She takes Mary and John to grandma’s home. . 语 音 -sh Fish, wash, dish… Catch a fish Wash the fish Cook the fish Unit 4 Grandparents 课题 Grandparents 课型 新授 课时 第一课 时 授课 时间 年 月 日 项目 内容 教学 重难点 教学重点：在日常对话与交流中能正确理解和运用频度副词。 教学难点：能区分不同副词的频度并正确运用。 板书 设计 Unit 4 grandparents Always Usually Often Sometimes never 教学设计续页 教学流程 个性化调控 Pre-task preparations 1. T: Show students some pictures of leisure activity. T: Do you like playing football? S1: Yes, I do. T: When do you play football? S1: I play football on Saturday afternoon. T: Who do you play with? T: I play with my friends. 2. Write some activities on the blackboard. Ask the students how often do they do the activities? Play football Brush teeth Go shopping Go to the cinema While-task procedure 1. Teach the words: always, often, sometimes. 教师根据上面活动的表格，作出总结。列出 Look and learn 中的频度副词， 并在相应的单词后放上数量不同的星星，依次为 always, usually, often, sometimes, never. Never 后不放星星。 2. 介绍自己的生活习惯，让学生进一步理解频度副词。 T: I’m a teacher. I always get up at half past six. I usually leave home at seven o’clock. I always eat lunch at school. I usually go home at half past six. I sometimes go to the supermarket after work. I often cook dinner for my family. Sometimes I eat at a restaurant. Ask students some questions about my daily life. 1) Do I get up at six everyday? 2) Do I go home at half past six everyday? 3) Do I go to the supermarket everyday? 4) Do I cook for my family everyday? 3. 学生抽取写有频度副词及星期的卡片，根据所抽到的卡片组成问句， 然后互相问答。 S1: Do you usually play basketball on Thursday? S2: No. I never play basketball on Thursday. S1: Do you usually go to school at half past seven? S2：Yes, I do. 然后以以 What do you usually do after school? What do you usually on Saturday?让学生描述他们放学后或周末进行什么活动？ 4. Talk about your daily life. activity play football play basketball go shopping … always usually often sometimes never 以小组为代表汇报本组情况。 Post-task activities. 模仿教师的日常生活描述自己的日常生活。 当 堂 达 标 设 计 课堂练习 Usually Play basketball Thursday, September 11, 2014 练习册 22页第二题 作 业 设 计 预习性 作业 1. 预习课文，听录音阅读课文。 2. 预习频度副词，区分不同的频度。 练习性 作业 1. 抄写频度副词，并用星星表示其频度。 2. 写五到六个句子描述自己的日常生活。 教 学 反 思 学生可以表述出爷爷奶奶的外貌，并且用学习的句子对话，对于频率副词用的比较少，通过学习理解 了用法但是还需要多练习，动词短语需要巩固。 Unit 4 Grandparents 教学设计 课题 Grandparents 课型 新授 课时 第二课 时 授课 时间 年 月 日 项目 内容 教学 重难点 教学重点： 掌握句型What do you usually do with your grandparents? I usually play chess with my grandpa. 教学难点： 能准确运用频度副词描述自己的祖父母的日常生活。 板书 设计 教学设计续页 教学流程 个性化调控 Pre-task preparations 1. T: Ask the students to show the photos of their grandparents and introduce them. Ss: This is my grandma. She likes… She goes to the market everyday. T: When do you play football? 2. Ask the students about their life with grandparents. T: Do you like living with your grandparents? S1: Yes, I do./ No, I don't’. T: What do you usually do with your grandparents? S2: I usually … While-task procedure 1. 学生带着问题听 Listen and say的课文录音，然后通过问答检验学生是 否听懂对话。 1）Who usually plays chess with her grandpa? 2）Whose grandparents live far away? 3）Whose grandparents lives in the UK? 2. 学生独立阅读课文，然后填空完成有关人物与活动的表格。 Who…? How often…? What…? Alice usually Play chess Kitty often Go to the park Kitty sometimes Play the piano Peter often Write emails 把学生分成三组，选择表格中的一个人物，扮演这个角色说说自己和祖父 母的活动。 S：Hello, I’m Alice. I usually play chess with my grandpa. 指导学生完成课本第 25页的练习。 3.让学生独立完成一张调查表，然后互相调查。 Things I do with grandparents Go to the park Go shopping Watch TV Take a walk Play chess Have dinner Chat Write emails … T: What do you do with your grandparents? S1: I go to the park/watch TV … with my grandparents. 询问学生做这些事情的频率。 T: How often do you …with your grandparents? S1: I usually/sometimes/often…go to the park/watch TV … with my grandparents. 4. 要求学生在完成上一表格的基础上加入做事情的频率，并在同学间进 行对话。 Things I do With whom? How often? Go to the park grandma always S1: What do you usually do with your grandparents? S2: I always/usually/sometimes/often…with them. S3: … S4: … Post-task activities 让学生制作一本相册，贴上自己与祖父母的照片，先口述照片内容再写下 来。 当 堂 达 标 设 计 练习册 21页Write, ask and answer. They are my… We live/ don’t live together. I always/usually/often/sometimes… with … I love my grandparents. 作 业 设 计 预习性 作业 1.预习课文，听录音阅读课文。 2.想想自己经常和祖父母做的事，用英语写出来。 练习性 作业 1. 听录音熟读课文并抄写课文。 2. 写五到六个句子描述自己和祖父母的日常生活。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 4 Grandparents 教学设计 课题 Grandparents 课型 新授 课时 第三课 时 授课 时间 年 月 日 项目 内容 教学 重难点 教学重点：读懂故事Where is Grandma? 教学难点：简单复述故事 板书 设计 教学设计续页 教学流程 个性化调控 Pre-task preparations 1. 出示一些重阳节的照片，与学生讨论。 T: What do you usually do at the Double Ninth Festival? S1: I usually go hiking at the Double Ninth Festival. S2: I usually visit my grandparents at the Double Ninth Festival. 3. 出示照片介绍Grandparents’ Day。与学生讨论可以为祖父母做什么事。 T: Grandparents’ Day is a festival in the US. It’s on a Sunday in September. Children always do something for their grandparents on this day. What do youu do for your grandparents? S1: I sometimes … S2: I always … While-task procedure 1. 播放 Read a story 中故事Where is Grandma?的动画或录音，通过以 下问题帮助学生了解故事大意。 1）Who are the children？ 2）What do Mary and John usually do with Grandma? 3）When do Mary and John usually do with Grandma? 4） Is Grandma at the bus stop on Saturday? 5）Who takes Mary and John to Grandma’s home? 6）Why doesn’t Grandma go to the bus stop? 2. 列出不同人物说的话，让学生进行配对。 3. 让学生猜一下故事的发展。 T: What happens next？ S1: … T: What do they say? S2: … 然后让学生想象任务见面后可能说的话，完成课本第 27页 Read a story的后续练习。 4. 列出故事中的一些句子让学生通过阅读给句子排序。 1) Grandma is in the kitchen. 2) Mary and John are at the bus stop. 3) Coco takes Mary and John home. 4) Mary takes Grandma on the phone, 5) Do I cook for my family everyday? 5. Learn the sounds. -sh dish wash fish … Post-task activities 1. Role play. 学生五人一组，演出课本剧。帮助学生安排角色和整理对白。 2. Retell the story. Show students pictures about the story and ask them to retell the story. 当 堂 达 标 设 计 课堂练习 练习册 25页 Task：Little Bear’s grandparents. 作 业 设 计 预习性 作业 1. 预习课文，听录音阅读故事，了解股市大意。。 2. 预习频度副词，区分不同的频度。 练习性 作业 1. 完成练习册 23页和 24页。 2. 搜集有关老人节的相关资料。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 四 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 词汇：usually, often, visit, sometimes, always, never, play sports, go shopping 句型：What do you usually do with your …? I usually … This is Mary. Come with me. 达 标 检 测 设 计 选择填空 1） We can meet ____ at the bus stop. a. in b. at c. on 2) What do you usually____ with your friend? a. do b. doing c. does 3. My friend lives in the UK. I sometimes ______ emails to her. a. do b. make c. write 二、对话配对。 1. What do you usually do with your grandparents? A. She’s cooking in the kitchen. 2. Where is she? B. I want to be a pilot. 3. When’s your birthday? C. I usually read books with them. 4. What do you want to be? D. Peter does. 5. Who wants to fly a plane in the sky? E. It’s on 31st March. Unit 5 Friends 单元教学设计 主备课人： 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 通过本单元的学习，学生能区分并合理运用（the）same与 different；能正确运用 句型We both like...来表述朋友间的相同喜好，行为或共同特征等：在此过程中，能 感受到友情的珍贵。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，核心词汇有 clever,same,class,both,heavy,different,word,easy,say,ask,answer等。 Look and say: 核心学习板块，主要进行句型的教学，重点是 ...Both(do)...要求 学生能正确运用上述句型来描述朋友之间的相同喜好或相同特征。在此过程中，了解 same和 different 的意义。 Read a story: 阅读延伸，通过Oliver与朋友分享阅读，让学生明白朋友的重要 性。 Do a survey:clever,same,class,both,heavy,different,word,easy,ask,answer 比较 same和 different的句式用法，即用来训练学生对新知的理解和掌握，又培养学生的 概括，提炼和表达能力。 Think and write:进一步运用 listen and say 的核心问句，介绍自己与长辈的关系， 训练学生运用合理的语言，初步培养学生的写作能力。 Listen and enjoy:通过朗读节奏明快的儿歌活跃课堂气氛，感受英语语言的的优美。 Learn the sound:语音学习，感受字母组合的发音，进一步树立音素的概念，做到梵 音准确到位。 单元 目标 1 ： 能 正 确 朗 读 ， 拼 写 词 汇 表 内 的 单 词 ， 如 ： clever,same,class,both,heavy,different,word,easy,ask,answer等。 2:能运用 both正确描述朋友之间的相同的喜好。 3：能在阅读短文的时候，了解故事的主题，抓住关键信息。 4：能在单词朗读和儿歌诵读中感知字母组合的 pr-,dr-的发音。 5：能用所学的句型围绕朋友这一主题鞋一段话。 学 情 分析 教 学 方 法 与 手 段 在本单元的学习过程中，教师鼓励学生学会观察与比较，在对共性和个别进行合理 区分和梳理上，运用（the）same 与 different，能知晓 both 的用法。通过调查任务 的实施，用 both 来表达和分享他人的相同喜好与相同特征。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 教学目标 语境 第 一 课 时 Look and learn Listen and enjoy listen and say 单 词 Same,class, different, both 形容词，动 词词组 1. 帮助学习 look and learn 的词汇。 2. 通过 listen and enjoy 的儿歌，引 出单元话题及导入 句型。 3. 通过 listen and say 的语篇，帮助 学生学习核心词汇 和句型。 They both like.. 句 型 We both... Who’s your good friend? Do you like...? Yes,I do . No,I don’t. Carry, Help sb do sth. Each other 第 二 课 时 Do a survey Think and write 单 词 Clever, each other 形容词，动 词词组 1:通过Do a survey 的语言输出活动， 帮助学生运用新学 的语言知识。 2：通过 Think and write 的写作活动帮 1:Who’s your good friend? 2:Are you We both... I have... ...has... Like playing 助学生进一步巩固 新学的语言知识。 in the same class? 第 三 课 时 Read a story Learn the sound 单 词 Word,easy, say,ask, answer, make phone calls all Interesting, bored 1. 帮助学生阅读的 故事《无聊的奥利 弗》理解故事的内 容，感受朋友的意 义。2：帮助学生学 习字母组合 dr- 和 pr-在单词中的发音。 3：通过学习任务 （task），帮助学 生巩固和综合运用 本单元所学的知识 和技能。 The princess has a dream. In her dream,she puts on a pretty dress. 句 型 I’m bored.I don’t know. Is that Ken? Forest. handsome 语 音 dr- pr- dress princess The princess has a dream Unit 5 Friends 教学设计 课题 Friends 课型 New 课时 Thefirst period 授课 时间 年 月 日 项目 内容 教学 重难点 词汇：clever, same,class,both,heavy,different,each other 句型：We both... 板书 设计 Friends Kitty likes playing table tennis . Alice likes playing table tennis. They both like sport. 教学设计续页 教学流程 个性化调控 Pre-task preparations 1:T: I have a friend.She is an animal.She is very small.I always talk to her.But she doesn’t talk at all. She likes to play.We go to the park almost every day. Who’s my friend? S1:A dog. 2:出示一位好友的照片，向学生介绍。 T：This is my friend.(name) He/She likes playing table tennis. We often play table tennis together. He’s/She’s my best friend. 然后询问学生关于他们的朋友的情况。 T:Who’s your best friend? S1:(name)is my best friend. T:What do you often do with him/her? S1：I often...with him/her: T:What does he/she like doing? S1:He/She like ... While-task procedures 1:屏幕上依次出示 Listen and say 的图片，学生通过问答学习单词和句子。 T：Kitty and Alice are good friends.What do they like doing?(listen to the tape,and fill the blanks). 学生填完表格之后，带出句型We both....以及单词 same等。 通过图片呈现 same（相同的）和 different（不同的）两个核心词。 教师出示包含两件物品的图片，应提示学生在句子中使用 same是前面要 加 the，different后加名词时应为复数形式。 2：播放 Listen and say 的录音，让学生听录音之后回答问题。 1）Are Kitty and Alice in the same school? 2）Do they both like sport? 3）Do they both like playing volleyball? 4）Do they like each other? 3:学生根据课文内容完成课本第 31页后续联系，然后将下列语段补充完整。 This is Kitty and this is Alice.They are________.They are in the _______class.They both like______.Kitty likes playing_______and Alice likes playing________,They both like____________.They like each other.They are good _________. 4:学生看图，用自己的话介绍Kitty和Alice. This is Kitty.She has a friend ,Alice.They’re in the same class.They both like Kitty Alice school sport animal Like doing sth. sport.Kitty likes playing table tennis.Alice likes playing volleyball.They both like helping people.They like each other. They’re good friends. Post-task activities 1:出示一些动画人物的图片，让学生比较他们相同和不同的地方。 T:Who are they? Ss:They;re(name)and (name) T:Do they wear the same clothes?Do they like the same things?Are they friends? Ss:Yes/No. 2:学生展示自己朋友的照片，仿照课文口头介绍自己的朋友。 This is my friend. His/Her name is ... We’re in the same...We both like... I like...He/She likes...We like each other.We’re good friends. 当 堂 达 标 设 计 课堂练习 作 业 设 计 预习性 作业 练习性 作业 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 5 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 词汇：clever,same,class,both,heavy,different,word,easy,say,ask,answer 句型：We both like sport. 语音：dr- pr- 达 标 检 测 设 计 Unit 5 Friends 教学设计 课题 Friends 课型 New 课时 Thesecond period 授课 时间 年 月 日 项目 内容 教学 重难点 句型：We both... 词汇：word easy.say.ask.answer,make phone calls 日常用语：I’m bored.I don’t know.Is that Ken? 语音：dr-(dress) pr-(princess) 板书 设计 Friends 1:Who’s your good friend? 2:Are you in the same school? 3:Do you like the same sport? 教学设计续页 教学流程 个性化调控 Pre-task preparations 1.和学生玩猜谜语的游戏。教师描述班中任意一位学生的外貌特征及喜好 让学生猜猜他是谁。 T:He’s/She’s in our class.He’s/She’s tall/short...He.She likes sport.He/she likes running and playing table tennis.Who’s he/she? Ss:He/She is (name) 2.给学生欣赏一组和朋友在一起的照片，让学生互相讲述，分享朋友间一 起度过的美好时光。 T:Look,this is a photo of my friend and me.We’re good friends.We like to be together.We both like... He/She likes...I like....We like each other. We’re happy when we’re together. While-task procedures 1：播放 Listen and enjoy 的儿歌，让学生自编一首类似的歌谣。 2：通过提问，让学生说说他们的好朋友的情况。 1）Who’s your best friend? 2)What do you like? 3）What does your friend like? 4)What do you both like (doing)? 5)What do you often do together? 6)How do you feel when you’re together? 教师引导学生回答问题，然后安排学生两人一组，互问互答。 3)出示下列表格，让学生自行在班级中寻找一两名同学，通过问答收集信 息。 调 查结束并完成表 格 之后，学生报告 调 查的结果，向班 级 展示。 3.用多媒体展示小故事打乱顺序的图片，学生听录音给图片排序。 学生阅读故事并回答问题。判断对错等方式学习单词和理解故事。然后学 生跟着录音朗读课文。 name class Street he/she lives in Age Likes (doing) Favourite animal Favourite sport Favourite subject Favourite colour 4.出示 Learn the sounds 的语音单词卡片 dr-(dress).pr-(princess),请学生跟读 并感知 dr-.pr-在单词中的发音。 T:dr,/dr/ ,dress,dress. Ss:dr,/dr/ ,dress,dress. T:pr,/pr/, princess,princess. Ss:pr,/pr/, princess,princess. 然后，教师播放 Learn the sounds的录音，请学生根据录音模仿朗读儿歌， 鼓励学生模仿录音中的语音语调。 Post-task activities 1：学生根据自己朋友的情况完成 Think and write 的写作练习，然后和同 桌互相介绍自己和好朋友的情况。 学生按照Do a survey 的内容互相访问，了解彼此的好朋友，学生根据调查 情况作汇报。请个别学生上来向全班同学汇报。教师可以提供模板供学生参 考。 ...is ...’s friend.They’re in the same class.They both like.../... ....likes... ...has a good friend .His name’s... They’re in the same class.They both like... 学生之间相互交换彼此所写的文字，然后针对具体内容进一步询问，了解 对方的好朋友。 2：对班上同学与朋友之间的相同和不同之处展开调查，进一步巩固对核 心词汇及句型的运用。 当 堂 达 标 设 计 课堂练习 作 业 设 计 预习性 作业 练习性 作业 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 6 Family life 单元教学设计 主备课人： 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 要求学生熟练掌握关于家庭的居室，日常生活活动的部分词汇；通过一系列的问答 如： Where are you? I’m in the… I’m…谈论正在做的事情。同时，通过学习“地球 一小时”帮助学生树立节约用电的意识，。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 bathroom,bedroom, kitchen, living room等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是 I’m doing my homework. 重点词汇是 do … homework , Say and act: 这是两大核心板块的巩固和提升。利用“做调查”这一形式来巩固 新知识，实现学以致用。在这一过程中，不仅要对学生已有知识（现在进行时、一般 疑问句等）进行对比学习，还要整合新学鼓励学生说话，提高其理解力和交际能力。 Play a game, sing a song 是对相关内容的趣味性的巩固。 Think and write: 这是核心学习板块的延伸，注意了学习技能的兼顾。通过阅读 相关内容，了解不同人物的居室及正在进行的活动，并借助书面加以强化。 Learn the sounds: 语音学习，感受辅音字母组 br， cr的发音，进一步树立音素概念， 做到发音准确、到位。 单元 目标 1.能正确朗读、拼写新授词汇。 2.能用What are you doing?询问对方正在做什么事情，并能用现在进行时描述自己 或别人正在做的事情。 3.能正确读出辅音字母组合 br,cr在单词中的发音，并能迁移运用到其他含有此组合 的单词拼读中。 4. 能树立节约用电的意识，体会与家人在一起生活的幸福。 学 情 分析 学生在本模块的第四单元中对一般现在时有了较深入的认识，对现在进行时也有了 初步的接触，本单元中将会对这两个时态做进一步的学习。但是学生可能会遇到的难 点还是关于这两个时态的的区别用法。 教 学 方 法 与 手 段 情景演绎，TPR, 趣味游戏， 课时划分与分课时目标 标题 单元知识 整合与拓展的知识 教学目标 语境推进 第 一 课 时 Look and learn Listen and say Sing a song 单 词 Living room, bedroom, kitchen, bathroom, do… homework 动作类词汇 have a shower/bath wash dishes 1. 正确朗读拼写职 业类单词 2.通过情景对话， 帮助学生掌握本单 元的核心句型。 Watch the video, guess the actions 句 I’m doing my homework He/She is doing his/her They’re doing their 型 homework. homework. 第 二 课 时 Play a game, think and write 单 词 1. 复习上课时的核 心词汇和句型 2. 通过“Think and write”的语言 输出活动实践新学 的语言知识。 通过游戏的 形式，巩固 重点知识。 句 型 I’m doing my homework. 动作类词汇 及其动名词 形式。 Read a book, Cook dinner, Paint… 第 三 课 时 Say and act, learn the sounds 单 词 Their, light, watch TV, before, turn off, tell a story 介绍有关 earth hour 的知识 It is on the last Saturday of March each year. On that day, from 8:30---9:30in the evening, people turn off the lights to save energy. 1. 复习并巩固第一、 二课时的关键句型 和核心词汇； 2. 帮助学生学习字 母组合 br, cr,在单 词中的发音。 3. 通过任务， 帮助 学生巩固和综合运 用本单元所学的知 识和技能。 4.培养节约能源的 意识。 通过故事情 境强化一般 现在时和现 在进行时的 比较，并培 养学生节约 能源的意识。 句 型 一般现在时 和现在进行 时的比较。 I usually do my homework at night, but now I’m playing word games with my family. 语 音 br, cr Brian, bread, ice cream, bring, Unit 6 Flamily life 教学设计 课题 Family life 课型 新授课 课时 1 授课时间 年 月 日 项目 内容 教学 重难点 重点：living room, bed room, kitchen, bathroom, do…homework 难点：I’m doing my homework. 板书 设计 Unit 6 Family life living room I’m doing my homework. bed room kitchen bathroom do…homework 教学设计续页 教学流程 个性化调控 Pre-task preparations: 1．Look at a flash “London Bridge is falling down” then students sing the song with the tape 2. Ask and answer T: What do you usually do with your family? Ps: go shopping, go for a picnic, play cards… While-task procedure: 1. Show the pictures of the rooms in my house T:This is my room.There is a sofa and tea table.I can watch tv,play games,meeting guest here. It’s my living room. Ps: living room.(repead) Ps learn the words for “Look and learn” (bedroom: sleep, read, play…) (kitchen: cook dinner, wash dishes,dry dishes,eat) (bathroom : wash hands, have a bath, take a shower) T:We can sleep,read and play there.It’s my… Ps:bedroom(repead) … a.Ps read and learn the words after the tape. b.Listen and guess T: I want to brush my teeth. Where can I go? Ps: bathroom T: I want to wash the dishes. Where can I go? Ps:kitchen … 2. Show photo of Kitty’s family T:Who is she/he? Ps:He/She is… T:Where are the Lis? What are they doing now? a.(学生带着问题看课文动画 Listen and say) b.Listen and answer T:Where is Kitty? What is she doing? P1: Kitty is in the living room. She is doing her homework. (教授 doing 拼读 新授 do…homework) T:Where is Ben? What is he doing? P2: Ben is making a model plane. He is in his bedroom. (教授making 拼读) X 教学流程 个性化调控 T: Where is May? What is she doing? Ps: May is washing her hair. She is in the bathroom. (教授washing 拼读) T: Where is Mr Li? What is he doing? Ps: Mr Li is cooking dinner. He is in the kitchen. (教授 cooking 拼读) 3. Read aloud 4. Say and act Post-task activity 1. 完成课本第 37页write and say 2. Think and say It is seven o’clock in the evening. We are busy. My father is _________ in the __________. My mother is ________ in the ________. I’m _____ in my _______. 当 堂 达 标 设 计 课堂练习Think and say It is seven o’clock in the evening. We are busy. My father is _________ in the __________. My mother is ________ in the ________. I’m _____ in my _______. 作 业 设 计 预习性 作业 预习课本 39，40页 练习性 作业 1. Read and recite the words in “Look and learn”. 2. Listen to and read the passage in “Listen and say”. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 6 Flamily life 教学设计 课题 Family life 课型 新授课 课时 2 授课时间 年 月 日 项目 内容 教学 重难点 重点：I’m doing my homework. 板书 设计 Unit 6 Family life I’m doing my homework. 教学设计续页 教学流程 个性化调控 Pre-task preparations 1. 欣赏并跟唱 Sing a song 的歌曲 London Bridge is falling down. 2. 学生用现在进行时改编歌曲，并试着演唱。 Mrs Li is washing her hair, washing her hair, washing her hair, Mrs Li is washing her hair, In the bathroom. While-task procedures 1. Play a game 运 用 纸 牌 填 写 地 点 和 事 项 如 ： bathroom,bedroom,park,school,….eating dinner,taking a bath, sleeping…学生任意抽取组合进行练习 2. 出示课本 Think and write的图片 Ps:分别对四人的位置动作进行描述 3. Ask and answer T:Where is Mrs brown? What is she doing? P1:She is reading a book in the livingroom. 接力问答 P1: Where is Mr brown? What is he doing? P2：He is cooking in the kitchen. P2: Where is Peter? What is he doing? … 4. Filling the blanks 5. Read and spell Look at the picture,and answer. T:What is Mrs Brown doing now? P1:She is reading a book. T:What is Ben doing now? P2:He is making a model plane. T:What is Mr Brown doing now? P3:He is sitting on the sofa. Post-task activities 1.Think and write Mrs Brown is_______in the______ Mr Brown is__________________ Peter________________________ Paul________________________ Sally_______________________ do —> doing wash —> washing sing —> singing cook —> cooking play —> playing draw —> drawing close —> closing dance —> dancing take —> taking taste —> tasting make —> making run —> running swim —> swimming cut —> cutting hop —> hopping skip —> skipping do ___________sing ________ see __________swim _________ take __________sit ____________ play ___________make _________ dance _________run ___________ get ___________give ___________ 2. What do you do with your family? 当 堂 达 标 设 计 课堂练习 do ___________sing ________ get ___________ see __________swim _________ give ___________ take __________sit ____________ play ___________make _________ dance _________run ___________ 作 业 设 预习性 作业 1. Read the rhyme in “Learn the sounds”. at home read a book watch TV wash the dishes … go out have a picnic play football fly a kite … 计 练习性 作业 2. Listen to and preview “Say and act”. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 1 Flamily life 教学设计 课题 Flamily life 课型 新授课 课时 3 授课时间 年 月 日 项目 内容 教学 重难点 重点：语音： br(bread), cr(ice cream) 词汇：their , light, watch, TV, before, turn off, watch TV, tell a story 难点：一般现在时与现在进行时的区别 板书 设计 ice Earth Hour Name usually now Alice watches TV She is looking at the stars Kitty reads story books with Ben Grandma is telling a story Sally does her homework at night He is playing word games with her family. 教学设计续页 教学流程 个性化调控 Pre-task preparations: Sing a song to warm up. “London Bridge” (To play the game “hot potato” and answer the questions) T: What do you usually do in the morning? (go to school, play basketball) T: What do you usually do in the evening from 8.30 to 9.30? (watch TV, do homework, listen to English tape ) While-task procedures: 1. T: Do you know”Earth Hour”? It is on the last Saturday of March each year. On that day, from 8:30---9:30in the evening, people turn off the lights to save energy. Now, just imagine that it is the “Earth hour”. What are you doing now? Are you watching TV/reading a book?/doing your homework S1: No, I’m sleeping./… T: Now , let’s see what Kitty, Alice and Sally are doing now? 2. Books open P1: Read and to know the background . T: What do people do during Earth Hour? (People turn off the lights) P2: Read and answer the queation. T: What does Alice usually do in the evening? (Alice usually watch TV with her parents in the evening.) T: What are Alice and her Grandma doing now? Now they’re looking at the stars.) P3: listen and fill in the blanks. Kitty usually_______before bedtime,but now Grandma____________a story. P4: listen and fill in the blanks. Sally usually________, but now she____________. 3.Complete the reporter’s notes 4.Show the picture of Brian and picture of “Ice cream, bread”. He likes bread and ice cream. He usually has bread with ice cream for breakfast. T: br /br/ bread,bread (Ss repeat) T: cr /kr/ cream, cream (Ss repeat) Listen to the recording and repeat. Post-task activity: Role play in group of four. Act out ”say and act” (Students try to make their own sentences.) 当 堂 达 标 设 计 课堂练习 1. During the Earth Hour, many people_______ their lights. 2. I usually_________(watch TV), but now I___________(look at ) the stars. 3. Sally uaually_______(do) her homework, but now she _________(play)word games with her family. 作 业 设 计 预习性 作业 预习七单元的生词及课文 练习性 作业 1. 造句 假象是“Earth　Hour” I usually_________, but now I ____________. 2. 练习册第六单元笔试部分。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 6 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 1.能听懂 Kitty和家人谈论他们正在做的事情的对话。 听懂关于“地球一小时”的一段采访。 2. 用现在进行时描述自己及他人正在做的事情。 读懂 Kitty和家人谈论他们正在做的事情的对话 读懂关于“地球一小时”的一段采访。 3. 正确拼写新授词汇。 3.正确书写本单元的核心句型：I’m doing my homework. 用简短的语句写出家人的位置及正在做的事情。 达 标 检 测 设 计 一. Listen and match Alice Kitty Joe Peter Kitchen bathroom living room bedroom 2． Read and choose 1. In spring, children often________(play/playing) games outside. 2. Now Peter and Paul_________(make/ are making) a model train. 3. I never________(doing/do)my homework in the bathroom. 4. Don’t turn off the light. We_______(read/ are reading) now. 5. Look! The girl is ________(dance/dancing). 3． Writing 假如今天是周末，请用现在进行时描述一下家人的活动。 Unit 7 At the beach 单元教学设计 主备课人：温育英 授课人： 授课时间： 年 月 日- 年 月 日 单元 要求学生熟练掌握关于海边度假活动的相关词汇、短语及现在进行时的问答；通过一 整体 分析 系列的问答（如：Is Paul collecting shells?Yes,he is./No,he isn't.) 来巩固运用现在 进行时的一般疑问句问答。同时学习运用现在进行时和相关的动词词组描述海边度假 的场景。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 beach sea Look and say: 核心学习板块，主要进行句型的教学，重点 Is Paul collecting shells?Yes,he is. Say and act: 这是两大核心板块的巩固和提升。利用对话这一形式来巩固新知识， 实现学以致用。在这一过程中，不仅要对学生已有知识（现在进行时、一般疑问句 等）进行复习，还要整合新学鼓励学生说话，提高其理解力和交际能力。 Stick and say: 开放性的语言输出栏目。以学生真实的旅行经历操练核心词汇及 句型。要引导学生大胆表达，适时拓展学生的词汇。 Listen and enjoy: 这是儿歌欣赏栏目，调节课堂气氛，在愉快的学习氛围中， 有效巩固核心句型。 Learn the sounds: 语音学习，感受辅音字母或字母组的发音，进一步树立音素概 念，做到发音准确、到位。 单元 目标 1.能正确朗读、拼写新授词汇。 2.能用 Is/ Are...(doing)?询问他人正在进行的活动。 3.能用现在进行时和相关的动词词组描述海边度假的场景。 4.能在单词朗读和儿歌诵读中体会字母组合的发音。 学 情 分析 学生在第六单元已经学过现在进行时的结构及用法，本单元继续学习现在进行时的 一般疑问句形式。在学习 like doing时，学生对于动词加 ing的几种情况有所了解， 可复习巩固一下，并告诉学生现在分词与此变化相同。多数学生乐于表演。 教 学 方 法 与 手 段 视听法、听说法、角色扮演 Unit 7At the beach 教学设计 课题 Unit 7 课型 new 课时 1st 授课 时间 年 月 日 项目 内容 教学 重难点 教学重点：词汇：beach，enjoy，collet，sea，on holiday，have a good time 句型：Is Paul colleting shells？Yes,he is. 教学难点：现在进行时的一般疑问句形式。 板书 设计 Unit 7 At the beach The Browns are on holiday in Sanya. They are at the beach. Sally is enjoying the sunshine. Peter is reading a book. Mrs Brown and Paul are colleting shells. Mr Brown is swimming in the sea. They are all having a good time. Is Paul collecting shells? Yes,he is. 教学设计续页 教学流程 个性化调控 Pre-task preparations 1.Look and say. T acts (draw a tree):What am I doing? S1:You are drawing. 2.Ask and answer. T(point S2):What are you doing?Are you listening to me/Are you ...? S2:Yes,I am./No,I'm not. While-task procedures 1.Look and learn Show the pictures of the beach and sea.Learn the new words "beach,sea". 2.Listen and enjoy. 1)Show PPT:Is Sally -------- volleyball?Yes,she ---.Yes,she ---. Ss look,listen and fill in the blanks. 2)Learn the new words:collet,shell. 3)Ss listen and repeat. 3.Listen and say 1)Show the picture of the Browns at the beach. Ss look and listen to the short passage.Then answer some questions. Who are they?How many people are there in their family?Where are they?What are they doing? 2)A game.quickly response. T:The Browns are on holiday in Sanya.Paul is _________ S1:Collecting shells. T: The Browns are on holiday in Sanya.Sally is _________ S2:Enjoying the sunshine.(learn the new word:enjoy) 3)Answer the questions.P47 Practise the drill patterns:Is Paul colleting shells?Yes,he is. Is he/she ...? Yes,he/she is./No,he/she isn't. Are they...?Yes,they are./No,they aren't. Post-task activities 1.Group work. Look and try to retell the short passage. 2.Show some pictures quickly.Ss look and answer questions. Is he/she...?What's he/she doing? 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 Look,think and choose. 1.--Is Peter reading a book? --Yes,_________. A.he isn't B.he is C.he can 2.We ___ all having a good time. A. are B. am C is 3.--Are you enjoying the sunshine? --No,_________. A.I am B.I'm not C. I is 作 业 设 计 预习性 作业 P50 P51 练习性 作业 1.Listen and read the text five times. 2.Copy the new words and drill patterns.Try to recite them. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 7At the beach 教学设计 课题 Unit 7 课型 new 课时 2nd 授课 时间 年 月 日 项目 内容 教学 重难点 1.复习巩固核心句型。 2.语音：fr(fruit),gr(grandpa),tr(tree) 板书 设计 Unit7 At the beach Is Mr Brown swimming? No,he isn't.He's reading a book. fr fruit from frog gr grandma ground grow tr tree true trip 教学设计续页 教学流程 个性化调控 Pre-task preparations 1.Listen and enjoy. Ss listen and say. 2.A guessing game. S1 acts what T told. S2:Is he/she ...? T:Yes,he/she is./No,he/she isn't. While-task procedures 1.Ask and answer. 1)Show the pictures P49. T:Look at this photo.Is Mr Brown swimming? S1:No,he isn't. T:What's he doing? S1:He's reading a book. 2)Pair work. 2.Stick and say. 1)Group work. Show their photos , introduce the people and activities. 2)Invite several Ss to introduce their pictures to the class. 3.Learn the sounds 1)Ss try to read the sounds and the words. 2)Show PPT.Ss look,listen and repeat. Post-task activities Try to write a short passage about their pictures.P50 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 1.P49 Choose one of the picture and write a dialogue. 2.Look and read the sounds and the words. Fr fruit from frog Gr grandma ground grow Tr tree true trip 作 业 设 计 预习性 作业 P48 P49 练习性 作业 1.Listen and read the sounds five times. 2. write a short passage about their pictures.P50 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 7At the beach 教学设计 课题 Unit 7 课型 new 课时 3rd 授课 时间 年 月 日 项目 内容 教学 重难点 1.词汇：letter,put,know,year 2.日常用语：It's fun. 3.巩固和综合运用本单元所学的知识与技能。 板书 设计 Unit7 At the beach It's fun. I'm writing a letter. I want to put it in a bottle I don't know. I'm 11 years old. 教学设计续页 教学流程 个性化调控 Pre-task preparations 1.Listen and enjoy. Ss listen and say. 2.Try to rewrite the rhyme. While-task procedures 1.Say and act. 1)Show the pictures P48.Discuss. Picture 1 T:Where are the children?What's Sally doing? Ss answer. T: What are the boys talking about?Discuss . Play the recording.Ss listen and act. Discuss picture 2---picture5, understand the new words and daily expressions. 2)Ss listen the whole dialogue. 2.Excises P49. Complete the sentences. 3.Play the recording.Ss look,listen and repeat. 4. Group work. Role play. Post-task activities Try to make a new dialogue. 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 1.P49 Complete the sentences. 2.Fill in the blanks. 1)Alice is ________(write) a letter now. 2)Peter _______(throw) a bottle into the sea. 3)Sally is _______（do）her homework. 4)Who ______(be) you? 5)This ______(be) my family. 作 业 设 计 预习性 作业 Unit8P52P53 练习性 作业 1.Listen and read the dialogue five times. 2.Copy the new words and recite them. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 7 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 听：听懂描述 Peter一家在海边度假活动的短文及对话。 说：用现在进行时描述人们在海边度假时所做的一些事情。 用 Is/Are...(doing)?询问他人正在做的事情。 读：读懂描述 Peter一家在海边度假活动的短文及对话。 写：正确书写本单元的核心词汇。 正确书写本单元的核心句型：Is Paul collecting shells？Yes,he is. 达 标 检 测 设 计 1.Look,think and choose. 1）--Is Peter reading a book? --Yes,_________. A.he isn't B.he is C.he can 2.）We ___ all having a good time. A. are B. am C is 3）--Are you enjoying the sunshine? --No,_________. A.I am B.I'm not C. I is 2.Fill in the blanks. 1)Alice is ________(write) a letter now. 2)Peter _______(throw) a bottle into the sea. 3)Sally is _______（do）her homework. 4)Who ______(be) you? 5)This ______(be) my family. Unit 8 An outing 单元教学设计 主备课人： 授课人： 授课时间： 年 月 日- 年 月 单元 整体 分析 要求学生复习关于动作的词汇以及现在分词的变化形式；通过用 what are you doing?询问他人正在做的事情，并能作出回答。同时，通过阅读故事，进一步 巩固新学语言知识，并培养阅读技能。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 map, hill, find, another, lake, key, think以及短语 at the top of, get through等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是 what are you doing? I’m reading the map.在这一过程中，通过情景对话学习，帮助学 生对现在进行时进行复习及延伸，提高其理解力和交际能力 Read a story: 阅读延伸。通过一则生动、有趣的童话故事，不仅为学生创设 了运用语言的平台，而且通过故事让学生知道不要随便和陌生人接触，不要 随便喝一些不了解的饮料，让学生加强自我保护意识。 Play a game: 这是核心学习板块的延伸，通过让学生分组玩游戏，让学生 操练 what’s he/she doing? 说出相应时刻每个人正在做的事情。 Listen and enjoy: 这是一首描述小熊一家三口在做不同事情的儿歌，旨在 让学生在轻松有趣的儿歌诵读活动中巩固核心句型。 Learn the sounds: 语音学习，呈现了包含字母组合 sl, sn,sw的三个单词，通 过儿歌的跟读和诵读，让学生感知字母组合 sl,sn,sw的发音。 单元 目标 1.能在语境中正确运用本单元的核心词汇。 2.能用现在进行时的特殊疑问句 what are you doing？询问他人正在进行的活 动并能作出回答。 3.能正确读出字母组合 sl,sn,sw在单词中的发音，并能迁移运用到其他含有相 关字母组合的单词拼读中。 4. 体验寻宝活动过程，感受经过努力获得成功的乐趣。 学 情 分析 在本册的六七单元我们已经学习了现在进行时的句型，学生对于这个句型有 一定的了解，所在在八单元中我们要对这一句型进行复习巩固及延伸，让学 生充分理解并能正确运用这个句型 what are you doing? What is he/she doing?来询问别人正在做的事情。 教 方 法 与 手 段 我采取玩游戏的方式展开本课，让学生在玩游戏中复习六单元的词汇。 同时采取图片形式让学生认识新的单词。 通过多媒体展开课文，老师可结合图片利用不同人物在故事中的活动操练问 句。并可通过多媒体让学生读故事，让学生真切的感受当时的情境，让课文更 真实更生动。 最后通过游戏和歌曲方式巩固课堂重点句型。充分调动全班的积极性，让学生 积极参与。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 教学目标 语境 第 一 课 时 Look and learn Listen and say 单 词 map hill find another lake at the top of 地形地势相 关词汇 Forest mountain river stream 1. 帮助学生学习 look and learn中 的生词。 2. 通过 listen and say的情景对话， 帮助学生掌握核 心句型 what are you doing?及其 回答。 3.通过 listen and enjoy 活跃课堂气 氛，操练核心句 型。 Watch the video, sing a song 句 型 What are you doing? I’m reading the map. ? 第 二 课 时 Listen and enjoy Listen and say Play a game 单 词 1. 复习上课时的 核心词汇和句型 2. 能询问他人正 在做什么并能做 出回答。 谈论正在 做的事情。 句 型 What are you doing? I’m reading the map. 现在分词的 变化规律 What’s he/she doing? He/she is … 第 三 课 时 Read a story Learn the sounds 单 词 Key thing get through Jump into 1. 复习并巩固第 一、二课时的关键 句型和核心词汇； 2.观看多媒体并 欣赏故事，在抓 住关键信息的同 时，有序阅读故 事； 3. 通过阅读故事， 巩固新学语言知 识，并培养阅读 通过故事 情境培养 阅读技能。 句 型 What is he doing? He is … 语 音 sl sn sw slide snake swing slow, snow, sweet, 技能。 Unit 8 an outing 教学设计 课题 An outing 课型 新授 课时 3 授课 时间 年 月 日 项目 内容 教学 重难点 词汇：map, hill, find, another, lake, key, think, at the top of, get through 句型：What are you doing?及其回答。 了解字母组合 sl, sn, sw在单词中的发音。 理解现在进行时的表意功能。 板书 设计 What are you doing? I’m reading the map. What is he/she doing? He/she is painting. 教学设计续页 教学流程 个性化调控 Step ⅠWarm-up 1．Say a rhyme: What are you doing now? I’m singing now. What are you doing now? I’m writing now. What are you doing now? I’m sleeping now. 2. Play a game: Guess, what is he doing? (让一个学生表演让别的学生猜一猜。游戏一直是学生喜闻乐 见的课堂教学方式之一，设计这个游戏的目的是学习和巩固 已学短语句型） T: What is he doing? Is he cleaning the window? Ss: No. he is cleaning the desk. … Step Ⅱ Presentation ①T: look, it’s a map of China. Do you know which province is it? Ss: No T: it’s Zhejiang. and there is a beautiful place .look, where is it? Ss: the West Lake. T: great! It’s so beautiful. T: (show a picture of hill) this is a hill. follow me. hill Ss: hill ②呈现 listen and say寻宝的场景，引出对话的主题。 T: the children are on an outing today. They go to a beautiful place. They’re doing something very special too. They’re having a treasure hunt. They’re looking for something special. Listen to the tape and answer the questions. 1. Where are they? (They are at Green Hill) 2. How many children are on the treasure hunt? (Four) 3. What are they looking for? (They are looking for a diamond) 4.How many letters do they find at Green Hill? (Two) 5. What does the first letter say? (It says, You can find a diamond at the top of Green Hill ) Step Ⅲ Consolidation 1. Read the text after the tape. 2. Read it in roles. 3. put the sentences in order. (Page 53) 当 堂 达 标 设 计 课堂练习 1. what are you doing? I _______________(read) a book. 2. let’s ___________(read) the letter. 3. the Big Stone is ___the hill. A. at B. in C. on 作 业 设 计 预习性 作业 练习性 作业 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 教学设计续页 教学流程 个性化调控 Step ⅠWarm-up Listen and enjoy Papa bear, papa bear, What are you doing? I’m reading, I’m reading. Reading about fishing. …… Step Ⅱreview the text ①安排学生扮演 Alice, Peter, Joe, Kitty几个角色，分 组表演对话。 ②学生回答下面的回答，完成短文真空。 ⑴ Where are the children? (They’re at Green Hill.) ⑵ What are they doing?(They’re looking for the Big Stone) ⑶Where’s the Big Stone?(it’s on Green Hill) ⑷What does the first letter say?(You can find a diamond at the top of green hill) ⑸What does the other letter say?(Look down and you can see the diamond.) ⑹Do they see the diamond?(Yes) ⑺What is the diamond?(The lake) The children are at -----------. They are looking for the ----------. The big stone is on Green Hill. They read the ----------.they find the bib stone. There is a --------. It says, you can find a ---------- at the top of ----------. The children are at the top of ----------. They find another letter. It says, look down and-------------------------. The children see a -------. It is like a big diamond. Step Ⅲ play a game T: Look! Here’s the map. Now let’s play a game. I get a “three”. so I go to picture 3.but I have to answer a Question before I go. What is the question? Ss: What’s she doing? T: She’s swimming. Ss: Yes! T: So I can move to picture 3.Now let’s get into groups of for and have fun. … Step IV Learn the sounds 出示 learn the sounds的语音单词卡片 sl(slide)sn(snake)及 sw(swing),请学生跟读并感知字母 组合的发音。 T: sl /sl/, slide, slide. Ss: sl /sl/, slide, slide. T: sn /sn/, snake, snake. Ss: sn /sn/, snake, snake. T:sw, /sw/, swing,swing. Ss: sw, /sw/, swing,swing. 当 堂 达 标 设 计 课堂练习 who how how old 1. ---------is your mother? She’s thirty-seven. 2. ---------wants to cook nice food? Joe 3. ---------does your father go to work? He goes to work by car. 作 业 设 计 预习性 作业 练习性 作业 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 教学设计续页 教学流程 个性化调控 Step I 1．Look at the pictures and tell me what is he doing? What are they doing? ① ② 2. T: What’s in the picture? What’s the little girl’s name? What’s she doing? What’s the name of the story? Step Ⅱ Presentation ① T: The story’s name is Alice in wonderland. Follow me. Wonderland.仙境。 Ss: Wonderland.仙境 T: wonder 奇妙的，非凡的。 Land 陆地，地面 。 Wonderland.仙境 Ss: wonder 奇妙的，非凡的。 Land 陆地，地面 。 Wonderland.仙境 ② Now read the text and answer the questions. 1. Where does Alice see a white rabbit? 2. What is the rabbit wearing? 3. What does Alice do after she sees the rabbit? 4. What does Alice find in the hole? 5. Can Alice get through the small door? 1. In the garden. 2. A coat. 3. She runs after him. 4. A small door and a small key. 5. No, the door is too small. ③ T: How does Alice open the small door? S1: She opens the door with a key. T: yes, key. This is a key.(老师拿出钥匙)， but the key has another meaning. Another 另一个。 Ss: another 另一个。 T: but the key has another meaning. 另一个意思 是关键。 So key has two meanings. One is 钥匙 another is 关键. T: you know the door is too small, she can’t get through the door, so how can she get through the door? Now please look at the pictures and put the sentences in order on page55. b----c----e-----d-----a Step Ⅲ Consolidation ① Read it in roles. ② 分六小组，表演课本剧。 当 堂 达 标 设 计 课堂练习用正确形式填空 1， the rabbit --------(jump) into a big hole. 2， Alice can’t ----------(get) through the door. 3， Here ----------(be) two letters. 作 业 设 计 预习性 作业 练习性 作业 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 八 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 1．词汇：map hill find another lake key think at the top of get through 2.句型： what are you doing? I’m … What is he/she doing? He/she is… What are they doing? They are… 达 标 检 测 设 计 选出不同类的一项 1．hill 2. lake 3. river 4. key ----------- 1. cooking 2. playing 3writing 4.jumping--------- 1. wear 2. run 3 jump 4.bottle--------- 1. big 2. fat 3drink 4.small--------- 1. become 2. gets 3. finds 4. drinks-------- 选择题 1． The lake is -------- a big diamond. A . likes B. look like C. like 2. -------- funny! A .What B. How C. Where 4. There ------ a tiger and two lions in the cage. A . is B. am C. are Unit 9 Around the city 单元教学设计 主备课人：宋文杰 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 本单元的核心教学内容是“问路”和“指路”，本单元紧紧围绕这一话题展开各项语言活动。本 课中学生要重点学习问路中常涉及的相关用语 Is it far from here? How do I get to…?及其答语Walk along the street。Turn left/Turn right at…通过课文学习和描述自己熟悉的城市环境，把认路， 指路的语言知识融会贯通，并激发学生学习英语的兴趣。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 post office, , flower shop, hospital,toy shop等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是 How do I get there?和如何正确的指路Walk along Winter Street。 Turn left at … Say and act: 这是认路和指路的巩固和提升。利用去动物园游玩，通过对动物园 地图的讨论来学习和巩固问路及指路用语，这一过程不仅要对学生已有知识（一般 现在时、特殊疑问句和一般疑问句等）进行复习，还要整合新学的内容，更要鼓励学 生说话提高理解能力和交际能力。 Think and write: 是一个语言输出栏目。目的让学生通过 listen and say学习后， 对认路和指路的一个思考与练习，用来能巩固练习本单元的核心句型而且还可以提 高学生学习英语的兴趣。 Ask and answer:是语言实践运用活动，通过这一活动来巩固和操练本单元的核 心句型并能鼓励学生从信息交流中体验语言的交际功能。 Draw and say：是综合语言运用能力的培养，对于到底同一地点的不同路径的 描述，也是提高学生实际语言运用能力的有效途径。 Learn the sounds: 语音学习 sm，sp,st,感受辅音字母或字母组的发音，进一步 树立音素概念，做到发音准确、到位。 单元 目标 1.能在语境中正确运用本单元的核心词汇。 2.能用 Walk along … Turn left/ right at …作出指路。 3.能清晰明确的指出自己所熟悉环境的路径。 4. 能正确读出字母组合 sm，sp，st在单词中的发音并能迁移到其他含有该字母组合 的单词拼读中。 学 情 分析 我们学校的孩子基础可能稍差一些，他们可能只能掌握核心句型 How do I get there?Walk along… Turn left/right at…来作简单基础的问答，对于略复杂地图的路 径说明，只能放在平常课前或课后了。我会在上课时经常性出示一张太原的地图， 用两三分钟，询问How do I get there？来让学生巩固练习以达到能实际运用。 教 学 方 法 与 手 段 创设情景、有效的利用多媒体进行学习、角色扮演法、跟读法等。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 教学目标 语境 第 一 Look and learn 单 Post office, hospital, toy 地点名称及 指路的表达 1. 帮助学生学习 look and learn中 通过图片出 示社区场所。 课 时 Listen and say Think and write 词 shop, flower shop, along, turn ,left,right get to，between 的生词。 2. 通过 listen and say的情景对话， 帮助学生掌握核心 句型How do I get there？及其回答 Walk along … Turn left… 3. 引导学生在学习 对话的过程中感受 如何进行有礼貌的 问路和指路。 出示学校附 近地图 句 型 Walk along Winter Street. Turn left at Spring Street. How do I get there? 祈使句。 Where is …? 第 二 课 时 Listen and say Ask and answer 单 词 学过的较为 熟知的场所 名称 Zoo，park，sc hool，cinema, supermarket… 1. 复习上课时的核 心词汇和句型 2. 能根据地图谈论 自己想去的场所， 及告诉别人如何到 达其它场所 谈论问路及 指路 句 型 How do I get to…? How do I get to…? How does he get to…? 第 三 课 时 Say and act Draw and say Learn the sounds 单 词 Between， road，street ， Smoke， spide，star On the left/right It’s between …and… 1. 复习并巩固第一 二课时的关键句型 和核心词汇； 2. 根据问题引领等 多种形式阅读故事， 在抓住关键信息的 同时，有序阅读故 事； 通过谈论地 图提高语用 能力 句 型 What do you want to see? I want to see… How can I get to…? . 语 音 -sm -sp -st Smoke,small spider,star Smile, smell,sport, spell,study, stop, 教学设计首页 课题 Unit 9 Around the city 课型 New 课时 Period 1 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生已经学过许多场所名称的单词，并且在 4B中学习过有关街道名称的表达。并且在 5A unit 2学过：She gets off at Spring street Bus Stop。 教学 目标 1、帮助学生学习 look and learn 中场所名称单词的表达。 2、通过 Think and write 的练习，帮助学生掌握核心句型 Walk along Winter Sreet. Turn left at Spring street。 教学 重难点 。词汇：Post office, hospital, toy shop, flower shop, along, turn ,left,right get to，between ,quite 句型：How do I get to …? Walk along Winter Street. Turn left at Spring Street. 板书 设计 Unit 9 Around the city How do I get to …….? post office/flower shop/hospital/toy shop Walk along ….. turn left right Turn left./right at …. get to Walk straight ….. between 教学设计续页 教学流程 个性化调控 Step 1.Greeting and free talk 1. T: What day is it today? What's the date today?How do you go to school? S123: … 2.. T: Boys and girls, on your way to school, what can you see? S1: I can see a post office, a hospital, ... T: Good! You can see some buildings and so many people on your way to school, and I can also see a lot of traffic signs on my way to work. Look, here they are!(CAI show some traffic signs.) But what do they mean? T: What does this sign mean? Ss: Turn left. T: What about this one? Ss: Turn right. T: What does this sign mean? Ss: Walk along this street. T: Good! All the traffic signs can show us the way. Let’s read them. Ss: Read the signs together. T: You can read very well. This time, can you look and say their meanings? S1:Walk along Winter Street. Turn left at Spring Street. Step 2 Lead-in 1. T: Look, this is our good friend ——Kitty. T: Kitty wants to go to somewhere. But she doesn’t know the way. What should she do? Ss: Ask the way. T: Yes, now she is asking a man the way. Ss: Read: Asking the way. T: But where does he want to go? Let’s listen to their conversation and try to answer the question. Ss: Listen and think. T: Where does Kitty want to go ? Have you got the answers? S1: Post office. T: Is it right? Read after me: Post office Step 3 Presentation and Practice 1. T: Kitty wants to go to the post office. But Where’s the post office? This time, read the dialogue by yourselves, draw the lines and circle the right places. Ss: Read, draw and find. T: Where’s the post office?! S: The post office is over there. T: How do you know that? Which sentence tells you? Can you read the sentence? S1: Walk along Winter Street. Turn left at Spring Street. Walk straight and you 个性化调控应达到 30% 通过日常交谈营造了一个英 语的氛围，同时复习本学期 的重点内容，通过如何到校 为下面的问路做铺垫 从生活实际出发，通过认识 交通标识，解决本课中的一 些新词汇和短句。这样的设计 也有助于学生学会用英语表 达后，今后再看到这些交通 标识能用英语思维。 通过学生熟知的朋友 Kitty进 入情境，Kitty不知道路了， 该怎样办？然后通过听课文 录音，初步感知课文，进入 “问路”这一话题语境。 can see the post on you right.It's between the cinema and the flower shop. Read after me:between 2. T: Well done! Please turn to page 58. Read after the computer. 3. Please read the dialogue again . Step 3 : practise 1. T: Now please turn to page 61. Look at the map。 What can you see on the map？ S：I can see an arrow 2. T: Now think and write。Pay attention to the driactions。 S：Turn right and walk straight。 3. T: Now please practice in pairs! The map here can help you. Ss Practice in pairs. 4. Get some of Ss ask and answer according the map. 通过设疑，让学生在听、看的 过程中有目的的进行语篇的 学习。再通过同桌的口语练习， 实现语言的输出，简易地图 的呈现，能够帮助学生正确 的指路。 当 堂 达 标 设 计 On Sunday afternoon, Kitty wants go to the _________. But shedoesn’t know how to ____ there. Now she is on ________ Street,. Walk ______ Winter Street. Turn _______ at Spring Street. Walk _______ and she can see the post office on her _______. It’s ___________ the cinema and the flower shop. 作 业 设 计 预习性 作业 画出自己家或学校周围的简单地图，标出典型场所。复习所学过的场所的单词。 练习性 作业 3、 1. Listen and read the dialogue fluently. 4、 2. Make a summary about asking the way and showing the way. Then write a dialogue about it. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 教学设计首页 课题 Unit 9 Around the city 课型 New 课时 Period 2 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生已经学过询问过的问路及指路的句子 教学 目标 1、以 listen and say的情景对话为中心，巩固核心词汇句型及核心词汇。 2、通过练习 ask and answer，以地图为依托练习巩固新学的语言知识。 教学 重难点 复习词汇 school，museum，library，museum等 日常用语：How do I get to …? Walk along …… Turn left/right at … 板书 设计 Unit 9 Around the city How do I get to the museum/library….? Walk along …. Turn left/right….. Walk straight . You can see … on your left/right. 教学设计续页 教学流程 个性化调控 Step1 Warm up 1.greetings. 2. (1.) What’s the date today? (2.) What day is it today? 3.Play a game：Simon says: Raise your right/left hand. Stand on you right/left foot. Turn left/right。 Put a ruler between two pencils. Step2 Presentation： 1.T: Show ss the picture of page 58.Look at the map. What's the name of the street? S: It's Winter Street. T：What's on Winter Street? S: There is a park, a hospital and a garden on Winter Street. T: What's on Spring Street? S: There is a flower shop, a post office , a cinema and a school on Spring Street. 2. T:Where is Kitty now? 个性化调控应达到 30% 通过师生之间的对话 进一步复习已经学习 的知识，复习巩固核 心句型，也为下面的 学习作好铺垫。 S: She's on Winter Street. T: Where does Kitty want to go? S: she wants to go to the post office. T; How does Kitty get to the post office? S:Walk along Winter Street, turn left and walk straight. T: Where is the post office? S: It's on Spring Street. It's between the cinema and the flower shop. 3.T: Now please turn to page 58. read the dialogure together. Pay attention to use"Excuse me" 4. T: There’s a map of our city. Let me introduce this map,OK? Here is a …… post office, supermarket, cinema, park... T: Now I am at the school gate.I want to go to the hospital/cinema/supermarkert... T: Excuse me. How do I get to the cinema ? S: Turn left, walk along the street and you can see the hospital your right. S1:..... T: Now practise in pairs. 5. Get some of Ss to show their diaougues. Step 3:Play a game: Stick a map on the blackboard. Ask two students to come to the front. One student's eyes are covered with a cloth,and draw the line on the map. The other one says: Walk along, turn left/right... Step 4:practise 1. T: Now please turn to page 62. Look at the map。 What can you see on the map？ S：I can see a library， a hospital，... 2. T: Excuse me. How do I get to museum? S：Walk along Apple Street。 Turn right at Grape Street and you can see the musemun on your left. 3. T: Now please practice in pairs! One is asking the way, the other is telling the way. The map here can help you. Ss Practice in pairs. 4. Get some of Ss ask and answer according the map. 当 堂 达 标 设 计 1. How do I _______ the cinema? A： get to B: get C: gets to 2. How do I ______ there? A: get to B: get C: gets to 3. Turn left _____ Apple Street. A: at B: in C: on 作 业 设 计 预习性 作业 1. 读 p60课文并了解课文大意。 2. 以自己家为出发点到某地，设计不同的路线并描述。 练习性 作业 1、Read and copy the new words and expressions. 2 、Make a diloague. 3．Say sth. about the way to a place. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 教学设计首页 课题 Unit 9 Around the city 课型 New 课时 Period 3 授课 时间 年 月 日 项目 内容 学生已有 知识技能 学生在第二课时已经对课文主要内容有所了解，教师可以利用第三课时加强和巩固课文 教学 目标 1.通过 say and act的情景对话，帮助学生理解日常用语的适用语境丰富问路指 路话题的语言。 2.通过学习任务，帮助学生巩固和综合运用本单元所学的知识和技能。 教学 重难点 词汇：road smoke spider, star 日常用语：What do you want to see? How do we get there? 板书 设计 Unit 9 Around the city What do you want to see? I want to see….. How do we get there? We can walk along….. Then ，we can turn left… 教学设计续页 教学流程 个性化调控 Step 1. Pre-task preparation 1. Free talk T:What day is it today? What's the date today? How do you go to school? How do you get to school? How do you get to …? Step 2.While-task procedure 1. T: Peter and his friends wants to visit the zoo. They want to see different animals. 2. Let’s look, listen and answer these questions: a. What animal does Peter want to see? How do they get there? b.What animal does Kitty want to see? How do they get there? c.What animal does Alice want to see? How do they get there? 3. T shows the map of the zoo Q1: What animal does Alice want to see?. S: She wants to see the monkeys. How do we they get there? S: Walk along Summer Roadand then turn right at Spring Road. We can see the monkeys on our right. 4.Q2: What animal does Kitty want to see? S: Kitty wants to see the birds. T:How do they get there? T Shows the map of the zoo. Ask students to fill in the blanks. Walk along________ ________ and see the birds _______. Ask and answer: T: How do they get there? Ss: Walk along Spring Road adn see the birds. 5. Q3 What animal does Peter want to see? How do they get there? T shows the map of the zoo. Ask and answer in pairs . Get some Ss to ask and answer S1: What animal does Peter want to see? S2: Peter wants to see the bears. S1:How do they get there? S2:Turn left and walk along Winter Road. They can see the bears on their left. 6.Say the way together. Turn to page 60 and read the dialogue together. 7. Read the dialogue in roles.Act out the dialogue 8. T: Peter, Alice and Kitty want to see different animals. But animals are at the different places in the zoo. Which way is best? 9.How about you?Work in pairs: S1: What do you want to see? S2: I want to see… S1: How do you get there? 个性化调控应达到 30% 日常对话围绕已学的主题展 开，起巩固所学知识的作用。 给予学生一个整体的印象,为 下文的学习作铺垫 在分片段学习的过程中，从 老师提问学生回答，然后学 生提问学生回答，再到小组 操练；从依托文本到脱离文 本，层层递进，让学生在问 答中加深印象。 S2: Walk along… Turn … I see the … on my … Step 3: practise 1. T: Now please turn to page 63. Look at the map。 What can you see on the map？ S：I can see a library， a hospital，a restaurant... 2. T: This is Jill's home. Jill wants to see a film. Where can she go? How does she get there? S：Walk along Brown Street。 Turnleftt at Garden Street .Walk straight and sehcan see the cinema on her right. 3. T:Jill wants to buy some toys. Where can she go? How does she get there? Ss:.... 3. T: Now please practice in pairs! One is asking the way, the other is telling the way. The map here can help you. Ss Practice in pairs. 4. Get some of Ss ask and answer according the map. Step 4: Learn the sounds 1.T: sm /sm/, smoke small, smell T: sp /sp/, spider, sport, spell, T:st, /st/, star ,stop, study 2. Say the rhyme together 形式由易到难，紧扣本节课 的教学内容。最后尝试让学生 用今天所学的内容进行表达。 当 堂 达 标 设 计 Fill in the blanks Peter, Alice and Kitty are at the zoo. They want to see different _________. Peter wants to see the ___________ . Alice wants to see the __________ . Kitty wants to see the ________. They walk _________ Summer Road and then turn _______ at Spring Road. They can see the monkeys on their _____. And the birds is on ______ Road, too. Then they can walk ______ Spring Road and see the ________ . After that, they can turn ______ and walk along _______ Road and see the bears on their _________. 作 业 设 计 预习性 作业 选一个熟悉的离家较远的地方，结合在 unit2所学过的乘坐公交的句型，来说明路 线。并画出简单路线图。 练习性 作业 1.Read the dialogue of page 60 2. Make a dialogue and act out with your partners 3.Look at the map of page 60, choose a animal and talk about it。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 九 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 1． 词 汇 ： Post office, hospital, toy shop, flower shop, along, turn ,left,right get to，between，road， 2.句型： How do I get to….? How do I get there? Walk along….. Turn left/right at….. 达 标 检 测 设 计 一 .Choose the answer（用 at, on, along, of, by, to 填空，每词限用一 次）： 1. Walk ____________ Apple Road. You can find a supermarket ______ your right. 2. We can go to the zoo _____________ taxi. It’s fast. 3. Turn right ____ Summer Street. 4. How get we get _____ the train station? 5. The students are looking at the map ____________ the zoo. 二、Read and choose 1. Is the hospital _____ here? A: far away B: far from C: away from 2. Where is the post office? It's ______ the cimema and the flower shop. A: between B: to C: on 3. How _______ Kitty get ______ the post office? A. do; to B. does; to C. do; for 4. What does Peter want to see? He ________ the elephants. A: want B： wants to C: want to 5. --- How can I ________ Shanghai Museum? --- ________ the street, and turn left at Nanjing Road. You can see Shanghai Museum on your right. A. get down, Go to n B. go to, Go to C. get to,Walk along 三．Read and complete post office: Walk along Red Road. Turn right at Green Road.You can see the post office on your left. It’s quite near. hospital: Walk along Red Road. Turn right at Green Road. Walk straight and you can the hospital on your right. supermarket: Walk along Red Road. Turn left at Green Road.You can see the supermarket on your left. cinema: Walk along Red Road. Turn right at Green Road. Walk straight and you can the cinema on yourleft. zoo: Walk along Red Road. Turn right at Green Road.You can see the zoo on your right. It’s quite near. Unit 10 Wind 单元教学设计 授课时间：2014 年 月 日- 2014 年 月 日 单元 整体 分析 要求学生熟练掌握副词词汇，描述在刮风的天气下风的状态及周围的环境和人物 活动，并能用现在进行时描述正在发生的事情。教育学生能养成细心观察身边的事物 的习惯。 各学 习项 目分 析 Listen and say: 核心学习板块，主要进行句型的教学，重点是 The children are flying their kites happily . Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 : gently, strongly, slowly, quickly. Read a story: 这是两大核心板块的巩固和提升。在这个环节中要鼓励学生说话，提高 其理解力和交际能力。 Make and say: 利用“动手制作”这一形式鼓励学生积极参与活动，进行会话训练，巩 固运用重点句型“The wind is blowing gently. My windmill is moving slowly.”，实现学 以致用。在这一过程中，不仅要学会制作，还要在制作之后描述风和风车的状态。 Draw and write: 辅助学习板块，在口语练习的基础上，通过这一训练，提高学生的写 作能力。 Learn the sounds: 语音学习，感受元音字母 ii的发音，进一步树立音素概念，做到发 音准确、到位。 You’re here. Green Road Red Road Black Road A B C D E 单元 目标 1. 能正确朗读、拼写新授词汇。 2. 描述在刮风的天气下风的状态及周围的环境和人物活动。 3. 能用现在进行时描述正在发生的事情。 4. 能通过 listen and say, draw and write:提高学生灵活运用语言的能力，从而提高 学生的交际能力。 5. 能在单词朗读和儿歌诵读中体会字母的发音。 学 情 分析 学生已经学过个别形容词，本单元主要是区分形容词和副词在用法上的不同。 教 学 方 法 与 手 段 Audio-lingual method 课时划分与分课时目标 标题 单元知识 整合与拓展的知识 教学目标 语境推进 第 一 课 时 Listen and say Look and learn 单 词 Blow, gently, softly, strongly, happily, move, slowly, quickly. 1. 正确朗读拼写 新单词。 2. 描述在刮风的 天气下风的状态 及周围的环境和 人物活动。 Watch a video. 句 型 The children are flying their kites happily. 现在进行 时 What are they doing?/What’s he/she doing? 第 二 课 时 Make and say Draw and write Read a story. 单 词 Sound, paper, quiet 1. 复习上课时的 核心词汇和句型 2. 动手制作风车， 并谈论相关变化。 通过学习 故事和动 手制作风 车，谈论 刮风时风 的状态和 当时发生 的事情。 句 型 Me too. Why? 拟声词 Tink-tink, Clink-clink. 第 三 课 时 Learn the sounds Revision: Work book 单 词 The words of Unit 10 1. 复习并巩固第 一、二课时的 关键句型和核 心词汇； 2. 学习字母组合 sc及 sk在单 词中的发音。 3. 围绕话题展开 对话，提高学 生的交际能力. 热爱大自然， 热爱生活。 通过复习， 联系巩固 本单元的 重难点内 容。 通过故事 情境提升 对自然的 认识。 句 型 The children are flying their kites happily. She’s flying a kite. He’s playing basketball. 语 音 Sc sk Scarlet Scarf Skating Skateboard chants Unit 10 Wind 教学设计 课题 Unit10 Wind 课型 New 课时 Period 1 授课 时间 年 月 日 项目 内容 教学 重难点 Important points：Words：blow, gently, softly, strongly, happily, move, slowly, quickly. Sentences：The children are flying their kites happily. Diffcult points：Ss use what they have learnt correctly and freely. 板书 设计 Unit 10 Wind The wind is blowing gently/ strongly. The windmill is moving slowly/ quickly. 教学设计续页 教学流程 个性化调控 Step 1. leading in A riddle: It has no shape. It has no color. It has no smell, and you cannot catch it. You can hear it, but you cannot see it. What is it? Step 2.Presentation Show Ss the voice of wind to imagine what’s happening at that time. T: The wind is blowing gently, the kites are flying. Now, look, what is it? Ss: It’s a windmill. Step 3 While-task procedures 1. show pictures on ppt T: The wind is blowing gently, the windmill is moving slowly. The wind is blowing strongly, the windmill is moving…? Ss: Quickly. 2. Listen to the text and answer the questions below: T: The wind is blowing gently. What are the flowers doing? S1: They’re dancing in the wind. T: How are they dancing? S2: They’re dancing softly. 3. Show the flash, and Ss read it together. Step 4 post-task activities 1. Practice I’m walking quickly. The windmill is moving quickly. You’re playing happily. 2. Complete the sentences on page 69. 3. Games: Walk quickly. Walk slowly. Blow gently. Blow strongly. 当 堂 达 标 设 计 Make sentences I’m walking quickly. The windmill is moving quickly. You’re playing happily. 作 业 设 计 预习 性 作业 1. Listen the story and try to understand it. 2. Learn the sounds, and try to spell the words, and read the chant. 练习 Complete the sentences on page 69. Unit 4Do you have any cousins?教学设计 课题 Unit 4Do you have any cousins? 课型 New 课时 Period 2 授课 时间 年 月 日 项目 内容 教学 重难点 Important points：Words：Sound, paper, quiet Sentences： Me too. Why? 板书 设计 Unit 4 Do you have any cousins? Words：Sound, paper, quiet Sentences： Me too. Why? 教学设计续页 教学流程 个性化调控 Step 1 pre-task preparations 1. Draw and say Revise the sentences and draw a picture on page73. 2. Make and say Ss make a windmill by themselves and then use the sentences learned such as “The wind is blowing gently. My windmill is moving slowly.” Step 2 while-task procedures 1. T: I like the windmill, and I like a wind-bell too. Do you like it? Can you make a wind-bell? How does it sound? Now, let’s see a story about wind-bell. 2. Ss watch the video on the ppt, and then answer the questions: What does little duck have? What is made of? How does it sound? What does the little pig do? Why is it too quiet? 3. Listen again and then complete the story. Step 3 Consolidations: Little Duck has a ________ on her window. It is made of _____. It sounds “________”. That’s the sound of the _____. Little Rabbit has a wind-bell in her room. It is made of __________. It sounds “_________”. It is like _____. Little Rabbit ____ it. Little Pig _____ to hear the ______ of the wind too. He ______ some paper to make a _____ wind-bell. The wind blows ______. The sound of the wind is too _____. Little Pig _______ like it. 当 堂 达 标 设 计 课堂练习: 1. Answer the questions: What does little duck have? What is made of? How does it sound? What does the little pig do? Why is it too quiet? 2. Little Duck has a ________ on her window. It is made of _____. It sounds “________”. That’s the sound of the _____. Little Rabbit has a wind-bell in her room. It is made of __________. It sounds “_________”. It is like _____. Little Rabbit ____ it. Little Pig _____ to hear the ______ of the Unit 10 Wind 教学设计 课题 Unit 10 Wind 课型 New 课时 Period 3 授课 时间 年 月 日 项目 内容 教学 重难点 Important points：Words： happy, happily. Strong, strongly, soft, softly Sentences：The children are flying their kites happily. Me too. Why? 板书 设计 Unit 10 Wind Sentences：The children are flying their kites happily. Me too. Why? 教学设计续页 教学流程 个性化调控 Step 1 revision 1. Chant: It’s windy. The wind is strong. It blows strongly. We cannot go out. It’s rainy. The rain is heavy. It rains heavily. We are watching TV at home. 2. Retell “listen and say”, “The sound of the wind”. Step 2 while-task procedures 1. Learn the sound and follow the chant. [sk ] scarlet scarf skating skateboard 2. Choose the different one ( ) 1. Scan 2. ski 3. kite ( ) 1. desk 2. rest 3. east ( ) 1. secret 2. Skate 3. scarf Step 3 Consolidations: Finish unit 10 of the workbook. 当 堂 达 标 设 计 课堂练习: 1. Ss learn the sound [sk] and follow the chant. 2. Oral work : Retell “listen and say”, “The sound of the wind”. 作 业 设 计 预习 性 作业 Listen to the tape and try to understand: Listen and say of unit 11. 练习 性 作业 1. Listen, say, read and write the important words. 2. Do some exercises and finsh workbook. 教 现象 第 10 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 1. Ss can listen say, read write the words: blow, gently, softly, strongly, happily, move, slowly, quickly, sound. 2. Ss can master the sentences: The wind is blowing… . The flowers are dancing in the wind … . The children are flying their kites… .The windmill is moving … . 3. Enjoy a story :Say and act: Ss can listen, read and understand the story , then try to act. 4. Learn the sounds [sk ] scarlet scarf skating skateboard 达 标 检 测 设 计 Complete the text. 1). I’m____(happy). I have a new friend. 2). The clouds are moving ____(quick) in the sky. 3). The wind is blowing ___(strong). The leaves are falling. 4). The wind is blowing____(gentle). What can you do on _____(wind)days? 5). The rain is ____(heavy). People in the street are going home____(quick). Unit 11 Water 单元教学设计 主备课人： 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 要求学生熟练掌握关于水的部分词汇以及水的用途；通过一系列的问答（如： Where does water come from?和 How do we use water?调查来了解在不同场所水 的用途，包括了解水和人类的密切关系，意识到节约用水的重要性以及知道如何节 约用水。同时，通过学习帮助学生树立正确的人生观和节约意识。 各学 习项 目分 析 Look and learn: 核心学习板块，主要进行词汇的学习，重点是单词 use, clothes, farmer, useful, up, shine, over ,tree, ground, 及短语 grow crops, put out fires等。 Listen and say: 核心学习板块，主要进行句型的教学，重点是We use water to wash our hands. Ask and answer 这是两大核心板块的巩固和提升。利用“问答”这一形式来巩 固新知识，实现学以致用。在这一过程中，不仅要对学生已有知识（短语）进行复 习，还要整合新学鼓励学生说话，提高其理解力和交际能力。 Read a story: 阅读延伸。通过一则生动、有趣的寓言故事，不仅为学生创设了运 用语言的平台，而且通过故事让学生认识水循环的过程。 Complete the sentences: 通过练习题，鼓励学生进行句型训练，进一步巩固水 的用途以及新学句型，对水的用途及合理使用，有一定的初步认识。 Learn the sounds: 语音学习，感受辅音字母或字母组的发音，进一步树立音素 概念，做到发音准确、到位。 单元 目标 1.能在语境中正确运用本单元的核心词汇。 2.能用 How do we use water?和 We use water to …就水的用途问答。 3.能用 At home /work, we use water to …谈谈在不同场所水的用途。 4. 能在单词朗读和儿歌诵读中体会字母组合 th的发音,并能迁移运用到其他含有 th 组合的单词拼读中。 5.了解水和人类的密切关系，意识到节约用水的重要性以及知道如何节约用水。 学 情 分析 经历了四年多的英语学习，学生已经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，已经初步具备了一定的英语技能，也养成了较好的英语学 习习惯。对我校五年级学生来说，虽然各班学生人数较多，学生之间也存在着一定 的学习差距，但是学生对英语学习普遍保有兴趣，上课较为专心，有着较为强烈的 表现欲望，也愿意与他人分享学习的成果和快乐。 教 学 方 法 与 手 段 通过图片以及多媒体来了解水的分布，体会水用途以及资源的匮乏。小组活动来练 习本课的核心内容。通过小游戏、小比赛来学习语音巩固核心内容。通过提问回答等 多种形式达到教学目标。 课时划分与分课时目标 标题 单元知识 整合与拓展的知识 教学目标 语境推进 第 一 课 Listen and say ， Look and 单 词 use, clothes, farmer, 水的单词 Sea, rain, tap, rivers ,lakes, cook food, 1.通过图片和学生 已有的知识来了解 水的来源。并能用 以图片小水 滴来探讨水 来自何处， 时 learn, Culture corner useful, clean things, etc Water comes from rain.做基本的阐述。 2.根据学生的生活 经验来讨论水在我 们生活中的基本用 途。用核心句型： We use water to wash our faces. 3.能用我们所学的 核心句型来介绍水 （来源和用途） 4.逐步感受水在我 们生活中无处不用。 在我们生活 中的用途。 句 型 We use water to wash our hands. 1.Where does water come from? 2.How do we use water ? Water comes from the sea, the rain and the tap. . 第 二 课 时 Ask and answer 单 词 farmer, put out fires ,grow crops 节约用水的 词组表达 Turn off the taps, clean the rivers… 1.通过 Ask and answer的语言输 出活动，帮助学生 巩固本单元的生词 及句型。 2.通过对不同职业 水的用途学生感受 到水的不可或缺。 3.通过预习来讨论 共享如何节约用水， 并且付诸实践。 谈论对于不 同的职业 Water的用 途。同事探 讨如何节约 用水 句 型 We use water to wash clothes. How do we use water else? How do we save water? We use water to clean things and to cook food at home We can turn off the taps to save water. 第 三 课 时 Read a story 单 词 Up, shine, over, tree, ground 1. 通过阅读故事， 帮助学生认识 水循环的过程。 2. 通过学习任务 Task ,帮助学生 巩固和综合运 用本单元所学 的知识和技能。 通过故事情 境提升对水 循环的进一 步认识。 语 音 -th this that the this that they Unit 11 Water 教学设计 课题 Water 课型 New 课时 1 授课 时间 年 月 日 项目 内容 教学 重难点 重点：1.词汇：use, clothes, farmer, useful, grow crops, put out fires 2.句型：Water comes from… We use water to… 难点：句型We use water to… 能用核心句型阐述水的基本用途。 板书 设计 Unit 11 Water lake , river, rain, well, sea wash faces , wash clothes, clean the floor, cook food ,brush our teeth, cook food 教学设计续页 教学流程 个性化调控 come from use Step1:Leading-in T: Look at this! Can you guess what it is? (It’s no taste,no smell,no color. It’s everywhere around us.) Ss: It’s a drop of water. Step2: Presentation 1. T: Today ,I bring the drop of water here. Can you guess where it comes from? (出示相关的图片 lake ,sea, river,rain,well…来提示） Ss:It comes from lakes ,sea, rain, well, waterfall… 2. T: Water is everywhere around us.Water is very important. I drink water every day.I use water to drink and cook. How do you use water? S1: I use water to wash my face. S2: I use water to clean my house. S3:… 3.Pair work Two students to practice the target language: How do you use water? We/I use water to… Step3: Consolidation 1.Students give a show and teacher writes the key words on the blackboard. 2. Students write some sentences about the use of water according to the key words on the blackboard. Water comes from the sea, the rain and the tap.Water comes from rivers,lakes and wells. We use water to clean my room .We use water to wash my face, to brush my teeth. We also use water to play water games. Step4: Summary Step5: Homework 个性化调控应达到 30% useful water wash clothes wash vegetables clean the floor … Clean the teerth cook foodwash dishes 当 堂 达 标 设 计 3. 课堂练习 Students write some sentences about the use of water according to the key words on the blackboard. 作 业 设 计 预习性 作业 预习短语的英文表达 Wash clothes clean the floor cook food brush our teeth wash vegetables make drinks 练习性 作业 把黑板上的思维导图写成一段话，总结水的来源和用途。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 11 Water 教学设计 课题 Unit11 Water 课型 new 课时 2 授课时间 年 月 日 项目 内容 教学 重难点 重点：1.词汇 ：farmer, useful, grow crops, put out fires 2.句型：How do we use water? We use water to wash clothes. 难点：能根据人物工作的不同来用核心句型阐述水的不同用途。 板书 设计 Unit11 Water How do you use water? We use water to… Cooks use water to… cook: cook food / make drinks farmer: water crops fireman: put out fires worker: wash cars/ clean houses 教学设计续页 教学流程 个性化调控 Step1:Revision T: Water is very useful.We use water to wash our face.We use water to … Ss:We use water to clean our floor. We use water to … Step2: Presentation T: Water is useful and important to us. Water is also useful to firemen. Firemen use water to put out fires. Water is useful to cooks.Cooks use water to… S1:Cooks use water to… (提到几种有代表性的职业，引导学生用核心句型来表述水的用 途） Step3:Group work 1.Students work in one group. Ask and answer like this: S1: How do people use water to do? S2: I use water to wash our face. S3:Firemen use water to put out fires. S4:Cooks use water to cook food. 2.T: Water is useful. It is very important to you , to me, to cooks , to firemen, to everyone. But water resources are limited. We should save water.How can we save water? Discuss in your group and find more ways to save water. Groups show the ways they find to save water. Step4: Consolidation 出示主题Water is useful，让学生根据主题，试着介绍水的用途。 然后学生围绕Water is useful and we should save water.和今天 所学的句型，写一段短文告诉大家水的作用并且倡导大家节约用 水。 Water is useful.We use water to wash our hands and faces.My mum uses water to make juice. Firemen use water to put out fires. Farmers use water to grow fruit and vegetables. Water helps us in many ways.We use water every day.We should save water.We can turn off the taps. We can keep rivers clean… 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 出示主题Water is useful，让学生根据主题，试着介绍水的用途。然后学生围绕Water is useful and we should save water.和今天所学的句型，写一段短文告诉大家水的作用 并且倡导大家节约用水。 作 业 设 计 预习性 作业 找出节约用水的方法，并且用英语表达出来。作出记录。 练习性 作业 完成相关的短文以及活动手册相关内容。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 11 Water 教学设计 课题 Water 课型 New 课时 3 授课时间 年 月 日 项目 内容 教学 重难点 重点： 单词：Up, shine, over, tree, ground 难点： 1.通过 Read a story的故事阅读，帮助学生认识水循环的过程。 2. 帮助学生阅读故事《The journey of Little Water Drop》。引导学生通过阅读活动 抓住关键信息，了解故事大意。 板书 设计 Unit 11 Water Where is Little Water Drop? Where is Little Water Drop now? How does it get there? Where is Little Water Drop sitting? How does it come down ? Where does it go now? 教学设计续页 pictures 教学流程 个性化调控 I Revision T shows some pictures ,Eg: the sun , clouds , rivers ,mountains , trees , ice , snow, rain , water drop. T: Where can you find water? (T shows a picture of a tap)What’s this ? S1: It’s a tap. T What’s coming out of the tap? S2: Water…. Ss talk about the picture in the group. T: Yes, it’s a drop of water. This is Little Water Drop. It travels a lot. Let’s see where it goes. II. Presentation 1. T: The water is important in our life , we should know the water. How can we know the water? Discuss it in the group and say it. T: very well. Now let’s look at the pictures and learn the story < The journey of Little Water Drop >. Ss read the story alone and answer the questions. Picture 1: Where is Little Water Drop? Ss: It is in the sea. Picture 2: Where is Little Water Drop now? How does it get there? Ss: It is in the sky. It goes hot and goes up. Picture 3: Where is Little Water Drop sitting? Ss: It is sitting on a cloud. Picture 4: Little Water Drop comes down. How does it come down ? Where does it go now? Ss: It comes down as rainwater. It goes inside a tree. 2. Play the tape. Ss read together. 3. T: The water rises to the sky. The water becomes clouds. It rains. The water comes down as rainwater. It is very cold. The water comes down as snow. Ss draw the water cycle.(水循环) III. Drilling 1. Look at the pictures and the key words on the blackboard. Ss retell the story in the group. 2. T: What do we learn from the story? Ss discuss in the group. Ⅳ Practice The water is important to the Dai people , we should know more about water stories. Can you find any other the water culture stories? Ss tell us their stories. a ⅤDo the exercises.＆Learn the sounds. 学生感知在 th单词中的发音。 th this this th that that 教师播放儿歌，鼓励学生模仿录音中的发音。 当 堂 达 标 设 计 课堂练习 Do the exercise in exercise-book. Read, choose and write on pa ge 77. 作 业 设 计 预习性 作业 To look for more information about the journey of rain drop. 练习性 作业 To finish the passage on exercise-book. (活动手册 66 页。) 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit 12 Fire 单元教学设计 主备课人： 新道街小学 授课人： 授课时间： 年 月 日- 年 月 日 单元 整体 分析 功能：对必须要求做的事进行警告和禁止。 语言知识： 词汇： fire, hurt, must, careful, smoke, hate, burn down, (be) careful with, not…at all. 句型：We must be careful with fire We mustn’t play with matches. Safety first. 语音： th (thin, path) 语言技能： 听 听懂关于如何防火的对话 说 用情态动词must对必须要做及禁止做的事情提出警告或禁止。 用Don’t… 阻止他人的不文明行为或禁止他人做某事。 读 读懂关于如何防火的对话。 读懂《亚兹、 肉与火》的故事。 写 正确书写本单元的核心词汇。 正确书写本单元的核心句型： We must be careful with fire. We mustn’t play with matches. 各学 习项 目分 析 Listen and say呈现了消防员到学校介绍防火知识的场景。核心句型是 We must be careful with fire. We mustn’t play with matches. Look and learn 通过图片展示了 Don’t smoke!以及 Don’t play with matches两组防 火标语。 Read a story 呈现了故事《亚兹、肉与火》。石器时代的亚兹不爱吃生肉，却在偶然的 情况下发现火烤过的肉味道好极了，从此一家人学会了用火煮食。 Listen and enjoy以歌谣的形式展示遇到火灾时该如何逃生。 Make and day 让学生通过动手制作防火标志，并说说标志的内容。 单元 目标 1.能正确朗读、拼写新授词汇。 2.能初步描述相关职业的工作特点。 3.能在对职业进行流利问答的同时懂得不同的人物有不同的职业。 4. 能通过阅读短文理解其中包含的寓意，并针对所抓住的信息进行正确的判断。 5. 能在单词朗读和儿歌诵读中体会字母组合的发音。 学 情 分析 因为课时安排的原因，某些学生对知识回生的现象很突出。有的学生受到学习习 惯和学习能力的制约，有些知识掌握较差，学生学习各题的差异性，学生的情况层 次不齐，两极分化的情况明显，对英语感兴趣的孩子很喜欢英语，不喜欢英语的孩 子很难学进去。他们好奇心强，自尊心很强，好胜心强，集体荣誉感也强，有自己的 评判标准和思想，对知识的学习趋于理性化，有自主学习的欲望和探索的要求。 教 学 方 法 与 手 段 情景教学法，游戏教学法，讲授法，交际法，讨论法，合作性学习 和任务型教学方 法。 课时划分与分课时目标 标题 单元知识 整合的知识 拓展的知识 教学目标 语境 第 一 课 时 Look and learn Think and write 单 词 pilot, teach, cook, taxi driver, job, 职业类单词 dancer, painter, engineer, etc 1. 正确朗读拼写职 业类单词 2. 理解职业分类 3. 能谈论职业 Watch the video, guess the jobs 句 型 He/ She is a _____ He/ She can ______ What does your father (mother) do? 第 二 课 时 Listen and say Ask and answer 单 词 want, sick, fly, help 职业类单词、 动词类单词 1. 复习上课时的核 心词汇和句型 2. 能谈论自己的职 业理想，享受生活 谈论My future 句 型 What do you want to be? What do you do? What do you want to do? 第 三 课 时 Read a story Play a game Learn the sound 单 词 become lifeguard, save 职业类单词 动名词 1. 复习并巩固第一 二课时的关键句型 和核心词汇； 2. 根据问题引领等 多种形式阅读故事， 在抓住关键信息的 同时，有序阅读故 事； 3. 感悟爱好与职业 选择的关系 通过故事情 境提升对职 业的认识 句 型 Do you want to be..? He doesn't like flying. He can't sing. But he is afraid of flying. But he is not good at singing. 语 音 -sk desk mask at the desk make a funny mask Unit12 Fire 教学设计 课题 Fire 课型 新授 课时 Period1 授课 时间 年 月 日 项目 内容 教学 重难点 词汇： fire, hurt, must, careful, smoke, burn down,(be)careful with 句型： We must be careful with fire. We musn’t play with matches. 日常用语：Safty first. 板书 设计 教学设计续页 教学流程 个性化调控 Pre-task reparations 1． T: Let’s play a game. Guess the word. You have 10 chances to guess a work. It’s a word with four letters. Guess a letter. T: No, there isn’t an “a”. T: Yes, there’s an “i. 目的是为了猜出单词”fire 2. T: What can you do with fire? 给学生展示一段 video T: But fire is dangerous. Look, there’s a fire. The firemen are helping people. They’re putting out the fire. We must be careful with fire. While-task procedures 1. 呈现图片 point it and asks T: What does he do? T: What does firemen do? T: What do you think of him? 第二张图片 T: Where’s the fireman? T: What’s he doing? 2. Listen and say 听录音后回答问题 T: Fire is dangerous. What can fire do?(Fire can burn down a lot of trees. Fire can hurt people.) T: What must we do then? (We must be careful with fire.) T: What mustn’t we do in the forest?(We mustn’t smoke) T: What mustn’t we do at home?(We mustn’t play near fires. We mustn’t play with matches) 3.出示火警标志，用must句型来表达标志的含义 T: This is a sign for fire safety. What does it mean? 4.Play a game Look and learn Pos-task activities 1.出示图片 T: Work in pairs and talk about “ What are the children doing in the picture. Are they doing the right things? What do you want to say to them?” Show themselves 2. 出示图片 不同场所的图片，让学生们把相应的图片摆好，然后说说这 些标志的意义。 T: Who can read the sign? T: Where can we put the sign? T: What do you want to say to them? 个性化调控应达到 30% 然后，让学生以一整段话的形式来介绍这些警示牌。 This is a sign. It says,” Don’t play with matches.” We can put it in the kitchen. It’s safe. 当 堂 达 标 设 计 课堂练习: 课文内容填空练习 __________ can burn down a lot of trees. It can ________ people too. We must be _________ with fire. We ____________ smoke in the forest. We _____________ play near fires at home. We mustn’t play with matches at ______________. 作 业 设 计 预习性 作业 回忆或查阅资料:Where can we find fire? Where can you find the sign about the fire? 练习性 作业 以词块的形式拼背核心词汇：fire, hurt, must, careful, smoke, 抄写并背会核心句型：We must… We mustn’t… 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit12 Fire 教学设计 课题 Fire 课型 新授 课时 2 授课 时间 年 月 日 项目 内容 教学 重难点 语音: th ( thin, path) 板书 设计 教学设计续页 教学流程 个性化调控 Pre- task Preparations: 1. Greeting: How are you doing today? What’s the weather like today? 2. Read the poem together: Look at the fire. Fire, fire, fire! Call the fire station, One, one, nine! Bring the fire engine, Engine, engine, engine! The brave firemen put out the fire! 3. Game: T: Please tell me what the sign means as quickly as you can. (T shows the sign and the students say.) While-task procedures: 1. Look at the sentences on Page 84, Listen to the tape and try to fill in the blanks. We mustn’t ________. We mustn’t be ________. We mustn’t play with _________. T asks: Where can you see these signs? What can we do when there is a fire? 2. Show the pictures of the classroom, library and canteen. T: What must we do? What mustn’t we do there? 3. Group work: T: Can you design your own signs? Please Look at the pictures on Page 85. Let’s make the signs. Please write down the words. Who can come and show us your sign. 4. Write these words on the blackboard. Thin path Underline the part ‘th’ T: th, / / thin, thin Th / / path, path Listen and try to join in! Post-task activities Fire is very dangerous. We must stay away from it. We must use it carefully. Can you make a poster about Fire? 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 Fill in the blanks: Fire is very _________. We _______ fire to cook food. But fire can _______ people. We must be ________ with fire. We __________ starts a fire in the park on in the forest. At home, we _________ play near fire. When there is a fire, we call 119. 作 业 设 计 预习性 作业 Listen the story on page 82. 练习性 作业 1. Recite the words of Unit 12. 2. Try to read the sentences on Page 84. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 Unit12 Fire 教学设计 课题 Fire 课型 新授 课时 3 授课 时间 年 月 日 项目 内容 教学 重难点 The story Words: hate, not…at all 板书 设计 教学设计续页 教学流程 个性化调控 Pre- task Preparations: 1. Greeting: How are you doing today? What’s the weather like today? 2. Read the poem on Page 84 together: 3. Play a VCR about the humans in Stone Age. Then ask: 1) The Stone Age is a long time ago in human history. Where did people live then? (Caves) 2) Did they have fire in their caves? 3) What did they eat? While-task procedures: 1. Today we are going to learn the story of a little boy named Yaz, please listen to the tape and read the story of Page 82. Then try to answer: 1) What’s the boy’s name? 2) Does he live in the same time that we live in? 3) Where does he live? 4) What does fire give them? 5) Do they eat raw meat or cooked meat? 6) Who likes eating raw meat? 2. Group work: Please read together and try to answer: 1) Yaz does not like raw meat. What does he do? 2) What happens then? 3) What do Yaz and his family do with the cooked meat? 3. Listen and try to read follow the tape. 4. Let’s practice in group. 5. Talk about the differences between the present and the Stone Age. Post-task activities Please talk with your friends and parents about the humans in the Stone Age. 个性化调控应达到 30% 当 堂 达 标 设 计 课堂练习 Fill in the blanks: Yaz and his family live in the _______. They live in a _______. They have a ________ in the cave. Fire gives them _________. Yaz’s _________ and ________ like raw ________. But Yaz does not like it. He throws the raw meat into the _______. The fire _______ the meat. The meat ________ nice. They _______ the cooked meat. It tastes nice. Then they always cook meat _______. 作 业 设 计 预习性 作业 练习性 作业 Recite the words of Unit 12. 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 第 12 单元复习设计 授课时间： 年 月 日 听 说 读 写 必 会 内 容 Words: fire, hurt, must, careful, smoke, hate Sentences: We must be careful with fire. We mustn’t play with matches. 达 标 检 测 设 计 1. 仿写句子： We must listen carefully. We must ________________ ________________________ We mustn’t play in the street. We mustn’t ______________ ________________________ 2. 完成单词： F_ _ _, h _ _ t, m_ st, sm_k_, h_t _ 3. 完成下列句子： 1） They _______ (go ) to school by train. 2） He _______ ( hurt) his legs. 3） She _________ ( do) her homework in the evening. 4） We can ________ ( catch ) it with hands. 5） Let’s _________ (play ) it together.