小学英语外研一年级起点四年级上册全套 81页

Module1 UNIT1 Lucy lives in London.‎ 课时目标：‎ ‎　　1)复习一般过去式和一般现在式第三人称单数的动词变化 ‎　　2）掌握英文书信的一般格式 ‎　　3）能够运用Where does she live? She lives in …… .‎ ‎　　It was my birthday on Saturday.‎ ‎　　We were at Buckingham‎ ‎Palace.‎ ‎　　课时重、难点简析：‎ ‎　　1) 一般现在式第三人称单数的动词变化＋s/es ‎　　Where does she live? She lives in …… .‎ ‎　　学生对此语法项掌握的不扎实，虽然2－3年级都有学习和复习，但是在实际运用中会忘掉动词的相应变化。‎ ‎　　2）What does she/he live?‎ ‎　　特殊疑问句和第三人称单数的动词变化放在一起出现，对应学生来说要通过多练习才能掌握。‎ ‎　　学生认知分析：‎ ‎　　1） 学生对英文书信的格式有了解 ‎　　2） 对于一般过去式和一般现在式的第三人称单数的动词变化有了解。‎ ‎　　3）对于大地点（城市、国家）前用in，在小地点（home/park…）前用at，都学过、练习过。‎ ‎　　教学过程 ‎　　Warm-up ‎　　Good morning, boys and girls.‎ ‎　　How are you?‎ ‎　　Did you have a good summer holiday?‎ ‎　　What did you do in summer holiday?‎ ‎　　I read some books, watched the film and did many other things.‎ ‎　　What about you?‎ ‎　　You did so many things in summer holiday. The summer holiday passed. Now we’re having class. We’re having an English class.‎ ‎　　Who can ask me?‎ ‎　　PPC(What are you/is he/is she doing?‎ ‎　　I’m/She’s/He’s __ing …… .‎ ‎　　Reminding: )‎ ‎　　S: What are you doing?‎ ‎　　T: I’m eating noodles.‎ ‎　　Who can come here and do the action?‎ ‎　　Who can ask?‎ ‎　　Presentation:‎ ‎　　1.What is Amy doing? Let’s watch to the video ‎　What is Amy doing? If you are Amy.‎ ‎　　S: I’m reading a letter.‎ ‎　　Great! What does the letter say?‎ ‎　　2.Let’s watch the video again and answer the questions.‎ ‎　　1) Where does she live?‎ ‎　　She lives in London.‎ ‎　　2) What day was Zara’s birthday?‎ ‎　　It was my birthday on Saturday.‎ ‎　　3) Where were they?‎ ‎　　We were at Buckingham‎ ‎Palace.‎ ‎　　3. Listen and repeat the text.‎ ‎　　4. read in group ‎　　5. Show ‎　　Practise:‎ ‎　　6.AB E1‎ ‎　　1)read and do ‎　　2)check the answer ‎　　7. Talk about your birthday.‎ ‎　　It was my birthday on Monday. We were at Guanxiangshan ‎　　Park.‎ ‎　　Who can talk about yours?‎ ‎　　8.Book Practise3‎ ‎　　1)give an example ‎　　2)do in pairs ‎　　3)show ‎　　9.AB E3&E4‎ ‎　　1)ask and anwer ‎　　2)show ‎　　4)write down ‎　　板书：‎ ‎　　Module 1‎ ‎　　Unit 1 Lucy lives in ‎London ‎　　What is she doing? She’s reading a letter.‎ ‎　　What does she live ? She lives in London.‎ ‎　　作业：‎ ‎　　1）listen and repeat the text 5 times ‎　　2）retell the words.‎ Module1 UNIT2 I've got a new friend.‎ 教学目标:‎ ‎　　5. 阅读和学写英文信及回信 ‎　　6. 复习现在时态和过去时态 ‎　　教学重难点及突破措施:‎ ‎　　5. 英文信格式 ‎　　6. 含有be动词的过去时态句型.‎ ‎　　措施:‎ ‎　　5. 强调英文信称呼,正文,结束语,写信人都顶格写 ‎　　6. 含有be动词的句子变过去时: am /is变为 was ; are变为were .‎ ‎　　1.text:‎ ‎　　.Listen and repeat.‎ ‎　　● Have the students draw a picture of something they own. They must take turns to guess the other student’s picture.‎ ‎　　Examples ‎　　A: I’ve got a picture of something.‎ ‎　　B: Is it a pet?‎ ‎　　A: No, it isn’t.‎ ‎　　B: Is it a toy?‎ ‎　　A: Yes.‎ ‎　　B: Is it a toy train?‎ ‎　　A: No.‎ ‎　　B: Is it a toy car?‎ ‎　　A: Yes, it is.‎ ‎　　2.Listening:‎ ‎　　T2 close the book and listen ,then repeat.‎ ‎　　3.Sing :‎ ‎　　T3 listen and say .Then sing.‎ ‎　　4. Game: guess.‎ ‎　　● Write these mixed up words on the board.‎ ‎　　gknuimn ‎　　enzhuohzg ‎　　igunli ‎　　hawanu ‎　　● Tell the students that these are the names of some Chinese cities.‎ ‎　　● Now have the students word in pairs. They have to put the letters in the correct order to make the words.‎ ‎　　Answers ‎　　Kun Ming ‎　　Zheng Zhou ‎　　Gui Lin ‎　　Wu Han ‎　　Homework:‎ ‎　　Listen to the tape 30 min a day.‎ ‎　　Read Module 1Unit2 at home.‎ ‎　　Try to write a letter to Lucy.‎ Module2 UNIT1 I helped my mum.‎ ‎　教学目标：‎ ‎　　1)学生能四会单词：wash, help, finish, clean，以及知道他们的过去式；‎ ‎　　2)学生能正确认读功能句a. I cleaned my room .‎ ‎　　b. I washed my trousers.‎ ‎　　c. I helped my mum .‎ ‎　　3)学生能在“昨天”这个时间范围内正确理解并初步使用过去式；‎ ‎　　教学重点：‎ ‎　　1. 初步感知过去式的正确用法；‎ ‎　　2. 学习生词wash, help, finish, clean，知道并会用他们的过去式；‎ ‎　　教学难点：‎ ‎　　使学生理解过去式的正确使用范围，学生能有意识的正确使用过去式。‎ ‎　　教学过程：‎ ‎　　Step 1 Warm up:‎ ‎　　1. Sing a song.‎ ‎　　T: Are you happy today? If you are happy, let’s sing the song “If you are happy”.‎ ‎　　2. Guessing game.‎ ‎　　T: Well done. Sit down please. This time let’s do and guess.‎ ‎　　教师示范：教师看一眼图片，然后做动作让学生猜，再请学生上来。‎ ‎　　Step 2 Presentation:‎ ‎　　1. Yesterday.‎ ‎　　(1) PPT:‎ ‎　　T: Look, this is a calendar, today is …? How about this one? It’s …‎ ‎　　Yesterday. Now read after me: yes-ter-day. 师重复几遍。‎ ‎　　(2) T: 拿着卡片让学生开火车读。‎ ‎　　2. 初步感知动词过去式。‎ ‎　　T: Yesterday I was very happy, because yesterday was my birthday. Let’s look and listen what did I do?‎ ‎　　T: Do you want to listen again。‎ ‎　　T: What did I do yesterday? 师引导I played in the park. What else?‎ ‎　　PPT: 根据学生的回答来显示图片。‎ ‎　　T: Excellent. Now let’s read them together.‎ ‎　　3. 简单用。‎ ‎　　T: I was very happy yesterday. What did you do yesterday?‎ ‎　　教师将学生提到的动词分类贴/写在黑板上 ‎　T: Oh. You did lots of things yesterday. Now let’s read them together.‎ ‎　　Step 3 Text:‎ ‎　　1. Whole input listen.‎ ‎　　T: That’s what we did. How about our friend Daming, what did he do ‎　　yesterday? Let’s look and listen.‎ ‎　　如果学生答得不好则再听一遍.‎ ‎　　2. new words.按学生选择的顺序教。‎ ‎　　(1) clean ‎　　T: 大小声：I cleaned my room.‎ ‎　　(2) wash ‎　　T: I washed my hands. I washed my T-shirt.‎ ‎　　(3) finish&help ‎　　T: I am drawing a picture, but I can’t finish it. Who can finish it?‎ ‎　　Who can help me?‎ ‎　　4. Practice.‎ ‎　　(1) T: (拿着卡片) Let’s read them. 1,2.‎ ‎　　(2) T: Now, let’s put them in the right place.(师读句子，故意放错，看生的反应)。‎ ‎　　(3) Read the sentences together.‎ ‎　　5. Reinforcement.‎ ‎　　(1) Passing game.‎ ‎　　T: Look, we learned so many things. (师指黑板) we are a little bit tired.‎ ‎　　Let’s played a game, OK?‎ ‎　　T: The first s read the sentence and remember it. Then I will say 1, 2, 3 go. You pass the sentence as fast as you can. Your team win.(师边说边做动作)。‎ ‎　　T: Say the sentences to the Ss. Are you ready? 1, 2, 3 go.‎ ‎　　T: Clap your hands for them. (有节奏的拍手)‎ ‎　　(2)Make sentences.‎ ‎　　T: Now I want 3 Ss, who can come here and help me? Each s choose one,‎ ‎　　and make a sentence to your group member.‎ ‎　　T: Who wants to try?‎ ‎　　Step 4 practise ‎　　1. About task.‎ ‎　　T: Just now, we talked about yesterday. Now, let’s say sth about last week.‎ ‎　　Look, this is my son, he is too young to help me, but he kissed me last ‎　　week. I was very happy. Did you kiss your mum?‎ ‎　　What did you do last week?‎ ‎　　2. T: … Can you help me?‎ ‎　　Look, we have ……I cleaned my room last week. What about you?‎ ‎　　3. T: Understand? Now take out your paper and talk with your partner.‎ ‎　　4. T: Who wants to show?‎ ‎　　Step 5Home work ‎　　1Read the text .‎ ‎　　2,Write the words and the sentences ‎ Module2 UNIT2 Amy painted a picture ‎　教学目标 ‎　　1.语言知识目标：‎ ‎　　（1）进一步理解和掌握一般过去时的用法和意义。‎ ‎　　（2）能够正确地朗读规则动词过去式-ed的读音 / t / / d / / Id/。‎ ‎　　（3）能够正确地听、说、认读下列句子：‎ ‎　　Yesterday, Mr Smart cooked noodles.‎ ‎　　Ms Smart phoned Grandma.‎ ‎　　Amy painted a picture.‎ ‎　　2.语言技能目标：‎ ‎　　能用一般过去时对他人在过去时间内所做的事情进行简单的描述。‎ ‎　　3. 情感态度目标：‎ ‎　　帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的生活习惯。‎ ‎　　4．学习策略目标：‎ ‎　　（1）通过活动,培养学生积极与他人合作，共同完成学习任务的能力。‎ ‎　　（2）在语言学习过程中，引导学生采用观察、归纳等方法学习语言。‎ ‎　　教学的重点及难点 ‎　　重点：能对他人过去发生的一系列动作进行描述。‎ ‎　　难点：掌握规则动词过去式的变法以及-ed的不同发音, 进一步理解和掌握一般过去时所表示的意义。‎ ‎　　课程资源的利用 ‎　　CD-ROM, 多媒体课件，卡片，活动用书，磁带，录音机，头饰等。‎ ‎　教学流程 ‎　　Step One: Warming up ‎　　1. Greet the students. Divide them into groups of apples and pears.‎ ‎　　2. Say a chant. (课件出示自编chant内容，有音乐伴奏)‎ ‎　　【设计意图】以一首自编的chant开始，其目的是不但复习了Unit 1 中刚刚学到的一般过去式, 而且激发了学生的表现欲和参与欲, 使学生迅速进入浓厚的英语课堂氛围中。‎ ‎　　Step Two: Revision ‎　　1. Compare and say.‎ ‎　　(1) Change the verbs into the past simple tense forms.‎ ‎　　(2) Help students be aware of the pronunciation of ‘ed’.‎ ‎　　(3) Drill the verbs and their past simple tense forms.‎ ‎　　2. Go over the story learned in Unit 1. Elicit and help the students retell the story by using ‘Yesterday, Daming…’‎ ‎　　【设计意图】使用课件逐一出示动词，让学生说出chant 中出现的规则动词过去式，并引导学生感知-ed的发音规则。同时教授此课中出现的phone的过去式，引导学生发现以e结尾的动词只加d变过去式和painted 的-ed发音，分解难点，扫除新授障碍。 T：We use the past tense form of the verbs to describe the past activities. As we know Daming got a reward yesterday. Why? (课件出示图片理解got a reward )　然后老师逐一出示图片,‎ ‎ 提问个别学生单独描述后，全班共同看图描述，复习unit 1 所学内容。此环节为后面新授做好铺垫 Step Three: Elicitation and presentation ‎　　1. Elicit the new story.‎ ‎　　(1) Arrange a task for listening. What did the Smarts do yesterday?‎ ‎　　Get students listen to the CD-ROM and find out the answers .‎ ‎　　(2) Feedback by using the self-made software. Show students the pictures one by one with the sentences in which the verbs are deleted. Ask them to fill in the blanks. Then copy the main verbs on the board.‎ ‎　　(3) Check it one by one by asking “Who cooked noodles?...” Copy the subjects on the board.‎ ‎　　(4) Elicit and help them to find the objects of each sentences. Stick the cards on the board.‎ ‎　　2. Listen and repeat.‎ ‎　　3. Look and say.‎ ‎　　【设计意图】导入环节老师通过导入语 Do you want to know what Sam and his family did yesterday?　引学生的注意力,　自然入课。这样设计符合 “乐学”, 强调学生的主体性,　激发学生学习动机。任务呈现, 让学生清楚本节课的学习目标是继续学习描述过去发生的事情，下课前同学们将观看一段录像，说出自己的同学昨天做了什么，然后用书面形式表达出来。通过任务呈现使学生从课堂一开始就明确了要完成的任务。同时也让学生感觉到只有通过本课的学习才能获得知识、技能、信息来完成这个任务。课文呈现，从听说入手呈现一个完整的故事情节,　让学生感知理解本课功能句型,　目的是为学生的听力发展打下基础。然后设计看图回答问题---测测你的记忆力---动词短语对对碰三个环节，目的是检测学生的理解程度。其次的 listen and repeat环节,　目的是培养了学生模仿说的能力。最后是look and say，目的是加深学生对一般过去时用法的理解和记忆。[‎ ‎　Step Four: Practice and Consolidation ‎　　1. Play a guessing game.‎ ‎　　Use the pictures from Activity chant. Cover a certain part of a picture, ask them to guess what the boy/ girl is doing.‎ ‎　　2. Learn the chant.‎ ‎　　(1) Play the CD-ROM , Ss say along the music.‎ ‎　　(2) Ss say and act with T one sentence by one sentence.‎ ‎　　(3) Ss stand up and say the chant with the action.‎ ‎　　3. Mime and say.‎ ‎　　(1) Give students a demonstration.‎ ‎　　(2) Work in pairs.‎ ‎　　(3) Feedback.‎ ‎　　【设计意图】通过看一看，猜一猜活动演绎歌谣中句子的含义，将韵律诗导出；然后初次听，让学生小声跟说初步感受韵律；再次听，引导学生模仿，逐句跟说；最后师生听伴奏带边说边做动作，完成对韵律诗的初步学习。活动Mime and say.　用CAI课件呈现AB Activity 1和 SB Activity 4中的动词过去式短语，通过师生、生生示范，使学生明确活动怎样做，克服学习焦虑。然后进行两人pair work练习，最后小组展示并给与小组评价。此活动将枯燥的语言现象转变为学生乐于接受的生动有趣的课堂形式,使学生全员参与进一步拓展延伸了所学内容。‎ ‎　　Step Five: Fulfill the task.‎ ‎　　1. Watch a video and remember what he did yesterday.‎ ‎　　2. Feedback and check the answers.‎ ‎　　3. Look and say what the child did yesterday.‎ ‎　　4. Complete the worksheet. Then work in pairs, compare the answers.‎ ‎　　5. Ask the child in the video to report first, then call another student to report. At last ask the whole class to say together ‎【设计意图】通过观看同学生活录像，进行说、读、写技能的训练，完成活动任务。此活动深入了解学生的生活, 发掘兴趣点, 创设情景，引导学生们通过观察，对过去发生的一系列动作进行描述，并将获取信息进行处理和使用。在运用过程中认识, 领悟语言, 激发兴趣, 启迪思维, 从而挖掘学生运用语言的能力，同时也发展了学生用英语解决实际问题的能力。此环节还注重情感渗透，帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的生活习惯。‎ ‎　　Step Six: Summary and homework.‎ ‎　　1.Summary.‎ ‎　　2 Homework.‎ ‎　　1)　Draw and write about what you did on Children’s Day.‎ ‎　　2)　Finish off Exercise 1 on AB P8.‎ ‎　　【设计意图】教师引导学生对本课的所学内容进行总结，评出优胜小组给与奖励。总结归纳能加深学生对本课知识的整体印象，评价不仅可以激发学生强烈的学习英语的愿望和竞争意识，而且增强了他们的学习信心。作业设计的目的是将任务活动延神到课堂之外的学习和生活中,在课下为学生们创造语言实践的机会。‎ ‎　　Blackboard design ‎　　Module 2 unit 2 Amy painted a picture.‎ ‎　　Yesterday, Mr Smart cooked noodles.‎ ‎　　Tom helped him.‎ ‎　　Ms Smart phoned Grandma.‎ ‎　　Sam watched TV.‎ ‎　　Amy painted a picture.‎ UNIT1 She didn't walk to school yesterday.‎ 一、教学目标：‎ ‎　　1、 知识与能力目标： 本模块主要讲授的是实义动词的一般过去式的否定形式“didn’t”的用法。在第一单元中通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读、歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。‎ ‎　　2、 情感态度目标： 以National Day为契机，培养学生热爱祖国、热爱家乡的美好情感。‎ ‎　　二、教学重点及难点：‎ ‎　　能通过练习、运用等活动使学生能够掌握一般过去式及其实义动词一般过去式否定形式的用法是本模块的重点。‎ ‎　　本模块涉及到的语法项目比较多，有一般现在时及其第三人称单数、一般过去式及实义动词的否定式。使学生能正确的运用进行语言的交际是本模块的难点。‎ ‎　　三、课前准备：‎ ‎　　录音机、磁带、单词卡片、VCD ‎　　四、教学过程 ‎　　Step1 Warm — up ‎　　1 I do you say.老师做动作,学生用 ” You _______yesterday. ” 来描述老师昨天做过的事情.‎ ‎　　2 Free talk:‎ ‎　　T: “ When do you usually get up? /How do you usually go to school? ” (复习usually 的用法)‎ ‎　　Step2 Presentation and practice:‎ ‎　　1指导学生询问老师的一些情况.老师就自己的情况做出回答,如：“I usually get up at 6.But I didn’t get up at 6 yesterday.”让学生初步了解“didn’t”的意思。‎ ‎　　2、T：“lingling usually gets up at 6:30.But she didn’t get up at 6 :30 yesterday,either.”可让学生猜一下没在6点半起床的原因。‎ ‎　　3、听录音，验证Lingling没在6：30起床的原因。引出“Yesterday was National Day.”教授National Day给学生补充几个主要国家的国庆节在什么时候并渗透热爱祖国、家乡的情感教育。‎ ‎　　4、再听录音。勾出课文中含“didn’t”的句子。并初步理解句子的意思。‎ ‎　　5、提前给出三个问题，让学生带着问题听录音。‎ ‎　　“Did Lingling get up at 6:30 yesterday? Did Lingling walk to school yesterday? Did Lingling learn English and Maths yesterday?”‎ ‎　　回答问题，教师板书。‎ ‎　　She didn’t get up at 6:30. She didn’t walk to school. She didn’t learn English and Maths.并教读。‎ ‎　　6、放录音、跟读课文。‎ ‎　　7、 Activity Book P10 Activity1 听录音排顺序，然后根据图片提示复述课文内容。‎ ‎　　Step3 Consolidation and Extension:‎ ‎　　1 、SB Activity 3 两两谈论并反馈。‎ ‎　　2、 把学生分成几个小组，给每个小组分发卡片，分小组分别写人名、动词词组、表示过去的时间等。随机从每组当中抽出一张卡片，用didn’t 来造句。‎ ‎　　3、AB Activity 2‎ ‎　　Step4 Summary:‎ ‎　　1 叙述Lingling 通常做些什么。‎ ‎　　2 叙述Lingling 昨天与以前有什么不同。‎ ‎　　Step5 Homework:‎ ‎　　1 听录音、跟读课文 ‎　　2 完成调查表：‎ ‎　　Time ‎　　Usual ‎　　Last weekend ‎　　并用I usually _________. But I didn ’ t__________yesterday.书写一篇短文。‎ ‎　　Step6 Blackbord design:‎ ‎　　Module 3 Unite 1 She didn’t walk to school yesterday.‎ ‎　　She didn’t get up at 6:30.‎ ‎　　She didn’t walk to school.‎ ‎　　She didn’t learn English and Maths.‎ Module3 UNIT2 I didn't play football.‎ 一、教学目标：‎ ‎　　1、 知识与能力目标： 本模块主要讲授的是实义动词的一般过去式的否定形式“didn ’ t ” 的用法。在第一单元中通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读、歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。‎ ‎　　2、 情感态度目标： 以National Day为契机，培养学生热爱祖国、热爱家乡的美好情感。‎ ‎　　二、教学重点及难点：‎ ‎　　能通过练习、运用等活动使学生能够掌握一般过去式及其实义动词一般过去式否定形式的用法是本模块的重点。‎ ‎　　本模块涉及到的语法项目比较多，有一般现在时及其第三人称单数、一般过去式及实义动词的否定式。使学生能正确的运用进行语言的交际是本模块的难点。‎ ‎　　三、课前准备：‎ ‎　　录音机、磁带、单词卡片、VCD ‎　　四、教学过程 ‎　　Step1 Warm — up ‎　　1、 Enjoy a song “ Today is National Day! ”‎ ‎　　2、 对歌曲的内容进行提问：What did she do ? what didn ’ t she do?‎ ‎　　3、 Free talk: What do you usually do? Did you do it yesterday?‎ ‎　　Step2 Presentation and practice:‎ ‎　　1T: “ What about Daming? What does he usually do? ” 让学生猜猜Daming通常会做些什么，注意引导学生用第三人称单数形式进行描述。‎ ‎　　2听录音，验证学生的猜测。给猜的准确的学生奖励。‎ ‎　　3再听录音，在放录音之前给学生一个问题：What was the weather like?听录音，找出答案。‎ ‎　　4听录音、跟读。‎ ‎　　5、课件展示Part2 让学生用第三人称单数形式转述课文。引导学生注意动词的变化play — plays ride---rides ‎　　Step3 Consolidation and Extension:‎ ‎　　1 找学生展示自己上节课的表格，‎ ‎　　Time ‎　　Usual ‎　　Last weekend ‎　　并朗读用I usually _________. But I didn ’ t__________yesterday.书写的短文。‎ ‎　　2、其他同学仿照活动2的方式向自己的同桌转述该同学的内容。‎ ‎　　3、做SB Activity4‎ ‎　　4、 做ABActivity2‎ ‎　　Step4 Summary:‎ ‎　　A game:‎ ‎　　Sa : “ I usually_______.But I didn ’ t____________. ”‎ ‎　　Sb: “ Sa usually_______.But he/she didn ’ t____________. ”‎ ‎　　Step5 Homework:‎ ‎　　1、 听录音跟读对话。‎ ‎　　2、 写一写你的同学或者家人昨天或者周末的活动与平时有什么不同。‎ ‎　　Step6 Blackbord design:‎ ‎　　Module 3 Unite 2 I didn ’ t play football.‎ ‎　　I usually_______. But I didn ’ t____________.‎ ‎　　He/She usually_______. But he/she didn ’ t_______‎ Module4 Chinese people invented paper.‎ ‎　一、 教学目标与要求 ‎　　1、 知识目标 ‎　　Words: important , paper , newspaper , invented , pringting , printed ‎　　Sentences: Paper is important.‎ ‎　　Chinese people invented …….‎ ‎　　Chinese people didn’t invent …….‎ ‎　　2、能力目标 ‎　　Help the students use these words and sentences in ‎　　activities and daily life.‎ ‎　　Help the students to know some greating inventions.‎ ‎　　Help the students to learn the past indefinite tense.‎ ‎　　2、 情感态度目标 ‎　　Inspire the students’ interest.‎ ‎　　Inspire the students to love our homeland .‎ ‎　　二、 教学重点 ‎　　To master the basic sentence “Chinese people invented…….”‎ ‎　　To master the past indefinite tense “invent-invented , print-printed”‎ ‎　　To talk about what Chinese people invented.‎ ‎　　三、 教学难点 ‎　　To talk about what Chinese people didn’t invent.‎ ‎　　To use these words and sentences in the past indenfinite tense correctly.‎ ‎　　四、课前准备 ‎　　Radio , cards , small pictures , multimedia ‎　　五、 教学过程 ‎　　Step 1 Warm up ‎　　教师通过着急的找卡片的活动创设情境让学生感知important。通过“头脑风暴”让学生思考什么是对自己重要的，扩展运用important。‎ ‎　　1、Where is my card?It’s very important for me.‎ ‎　　2、Are TVs important ?‎ ‎　　What is important for you (in our lives)?[‎ ‎　Step 2 Presentation and practice ‎　　1、老师通过抢答趣味操练newspaper,并为后面的Chinese/English people 作铺垫。‎ ‎　　T: Books are made of paper.‎ ‎　　Show some things:paper telephone/boat/plane ‎　　T:.Look,some important news on this paper.‎ ‎　　Show the newspaper.‎ ‎　　T:.猜报纸Game: Chinese or English newspaper.‎ ‎　　2.读报纸，运用学生想要了解蔡伦的信息差导入重点句型Chinese people invented paper。‎ ‎　　通过对发音的渗透，引导学生归纳以t结尾的词加ed的发音规则。‎ ‎　　导入Cailun ‎　　T: Who is he? What do you know about him?‎ ‎　　导入invent发音 in-tent ‎　　invented渗透发音ed/id/，‎ ‎　　want—wanted ‎　　prait—praited ‎　　3.导入：Cailun invented paper.‎ ‎　　Chinese people invented paper.‎ ‎　　Chinese people are very clever.‎ ‎　　替换kites/chopsticks ‎　　People invented …….‎ ‎　　以People invented…….展开讨论，降低难度，使学生在用中操练重点词句。避免机械操练。‎ ‎　　4.谈论四大发明，导入printing ‎　　Chinese people invented ……‎ ‎　　导入printing ‎　　5.Let me print sth for you.‎ ‎　　黄金眼：What did they print?‎ ‎　　通过用印泥印图片帮助学生理解print与draw,paint的区别。‎ ‎　　黄金眼游戏，锻炼学生的观察记忆和合作能力。‎ ‎　　Step 3 Consolidation and extension ‎　　1.Listen and find out the word “invented”‎ ‎　　2.Listen and repeat the sentences with “invented”‎ ‎　　3.Read and finish the sentences.do some exercises .完成活动手册练习 ‎　　通过阅读完成句子训练学生的读写能力，为段落写作做铺垫 ‎　　4．出示物品图片，自行车、电视、电话、丝绸、飞机。。。‎ ‎　　T:.Who invented bicycles?‎ ‎　　导入Chinese people didn’t invent …….‎ ‎　　T: Guess and choose:Which thing was invented by Chinese people?‎ ‎　　在游戏中帮助学生理解didn’t的意思。‎ ‎　　本环节利用与学生之间的信息差，即操练句型又获取有关发明的知识，拓宽学生知识面。‎ ‎　　Step 4 Summary ‎　　T: What have you learn today?让学生自己总结今天学到了什么 ‎　　Step 5 Homework ‎　　Listen to the tape and repeat the text ‎　　Copy the sentences.‎ ‎　　Step 6 Blackboard design ‎　　Unit 1 Chinese people invented paper.‎ ‎　　Chinese people invented paper.‎ ‎　　Printing.‎ ‎　　Chinese people didn’t invent …….‎ Module4 He invented this bicycle in 1839.‎ ‎[ 教学目标 ]‎ ‎　　1. 掌握目标语句：Chinese people invented …‎ ‎　　学习新词：invent paper important printing print 并能用目标语句练习说;Chinese people invented paper.Chinese people invented printing.‎ ‎　　2. 理解文章的内容， 能将学到的词汇融于目标语句进行练习，能熟读重点句型，并有感情的表演对话。‎ ‎　　3. 通过小组活动， 培养合作意识；通过了解中国的四大发明， 激发学生的爱国热情，培养民族自豪感。‎ ‎　　[ 教学重点 ]‎ ‎　　词汇：invent paper important printing print ‎　　目标语句: Chinese people invented …‎ ‎　　Chinese people invented paper.‎ ‎　　Chinese people invented printing .‎ ‎　　Chinese people invented important things.‎ ‎　　[ 教学难点 ]‎ ‎　　如何用正确的语言进行对话表演，如何熟练背诵本课的重点句型。‎ ‎　　[ 教学准备]‎ ‎　　录音机，头饰，图片，单词卡片，实物，POWERPOINT 课件 ‎　　[ 教学流程 ]‎ ‎　　一．Warm- up（ 热身启动 ）‎ ‎　　1.Sing a song first .‎ ‎　　《Today is National Day .》‎ ‎　　2.Free talk ‎　　T: Hello , my children , can you tell me sth about your National Day ?　Ｗｈat did you do ? Where did you go ?‎ ‎　　Ss:I went to …I helped my mum, I cooked noodles, I satyed at home,…(教师边听， 边将这些过去式写在黑板上。)‎ ‎　　T: Good,now let’s read all the words here. (教师和学生一起复习刚才所有的单词 )‎ ‎　　3.大屏幕展示动词过去式，将尾音相同的单词归为一类。‎ ‎　　二．Presentation （任务呈现）‎ ‎　　(教师拿出一张纸，问学生)‎ ‎　　T:Do you know what is it ?‎ ‎　　S:Paper .‎ ‎　　T:Yes,paper, do you know who invented it ?‎ S: No.‎ ‎　　T:Ok , I will tell you today .Please open your books ,turn to page14. (引入今天的新课文)‎ ‎　　三 Text teaching（课文教学）‎ ‎　　1. T：listen and find “invent”.‎ ‎　　学生听对话一遍后，请学生说出带有“invent”的，句子 教师在大屏幕上出示，并和孩子一起读出来。‎ ‎　　Chinese people invented important things.‎ ‎　　Chinese people invented paper.‎ ‎　　Chinese people invented priting ,too.‎ ‎　　2. T：invent ---invented，who invented paper?‎ ‎　　S:Chinese people.‎ ‎　　T: Yes, his name was Cailun.，(这时教师展示蔡伦的图片， 用汉语讲解蔡伦发明纸的历史，激发学生的爱国热情)‎ ‎　　T:Are Chinese clever?‎ ‎　　S:Yes, we are.‎ ‎　　T:Are you clever ?‎ ‎　　S:Yes,we are.‎ ‎　　3. T:Good, let me look !Now look and say the new words.(大屏幕展示新单词) paper, printing ,impotant ,print.‎ ‎　　教师在讲解paper和printing时，用实物和卡片， 并让学生重复说：Chinese people invented paper/printing.在讲解important 的时候，教师出示几个重要的东西， 如：Paper is very important , printing is very important , books are very important , 然后让学生接着说：…is very imortant .孩子们会说出很多这样的句子。‎ ‎　　最后教师幽默地说：Is Ms Lian very important ?‎ ‎　　After reading the words, and making many sentences, ask the children to write the words down .‎ ‎　　4. Let’s listen again ,try to repeat the dialogue twice ‎( 再听两遍录音，学生跟读)。‎ ‎　　5. T:Practise the dialogue by yourselves.‎ ‎　　T： Good, children , please read the dialogue by yourselves, and we ill act it later.‎ ‎　　Then , check reading , ask them to act the dialogue in different groups.‎ ‎　　(此环节， 教师可以将头饰等发给学生， 让学生分角色到前面来表演， 体验对话中的角色。在练习与表演中提高学生的小组合作能力，口语交际的能力和自我表演的能力。同时教师用语言表扬孩子，或者将小奖品发给表演好的小组， 进行形成性评价。)‎ ‎　　6. PPT展示中国的四大发明， 教师教授学生说出 这四大发明， 领着孩子说几遍。 继续操练目标语句;Chinese people invented …‎ ‎　　(paper, printing , gun powder ，campass)‎ ‎　　四．Practice (巩固练习)‎ ‎　　1.Look and remember . 教师准备一些句子， 放在屏幕上， 和孩子们一起进行记忆游戏， 给学生一分钟看这些句子，然后在本上写下所能记住的句子，接着请学生读这些句子。记下来最多的人获胜。‎ ‎　　Chinese people invented important things.‎ ‎　　Chinese people invented paper.‎ ‎　　I printed this newspaper.‎ ‎　　Sam printed this book.‎ ‎　　Chinese people invented printing.‎ ‎　　2.Point and say .‎ ‎　　T: Look , there are some pictures here, can you say the sentences following the exaples?‎ ‎　　Examples: Chinese people invented …‎ ‎　　Chinese didn’t invent…‎ ‎　　(此游戏为了练习本课的目标语句和新单词， 加入了didn’t, 为下一课的学习打下基础，培养了学生的口语表达能力和逻辑思维能力)‎ ‎　　五．Production (任务完成)‎ ‎　　Listening and fill in the blanks.‎ ‎　　教师给孩子们每人一张小试卷，播放录音， 孩子们听音写出所缺的单词。‎ ‎　　T: Now let’s listen and write !‎ ‎　　Chinese people _____very clever. They invented ____________ things, they invented ________and ______________. They ________ lots of books.‎ ‎　　完成之后， 小组检查并朗读。‎ ‎　　六. Summary and homework .(小结与作业)‎ ‎　　1. Ask children to read the words and sentences , do the summary of the lesson.‎ ‎　　2. Homework ： Tell the stories of Chinese inventions to your parents, and get more information about the different inventions .‎ Module5 UNIT1 We went to the Great Wall.‎ 一、 教学目标 ‎　　1、知识目标：重点学习不规则动词的一般过去时， I/ He/ She/ We/ They saw/ate/had/bought…‎ ‎　　能够听说读写的单词和短语：‎ ‎　　go(went) see(saw) eat(ate) have(had) the Great Wall ‎　　能够听说读写的语句：‎ ‎　　We went to the Great Wall.‎ ‎　　We ate apples.‎ ‎　　We had a good time.‎ ‎　　2、能力目标:能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时 ‎　　3、 情感态度目标 ‎　　热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。‎ ‎　　二、 教学重难点：‎ ‎　　能听够听说读写语句 I/ He/ She/ We/ They saw/ate/had/bought…‎ ‎　　三、 准备： word cards、CD-rom activity book.‎ ‎　　四、 教学过程:‎ ‎　　一、Step 1 warm-up ‎　　1、Review word (show word cards)‎ ‎　　invented watched learnt saw finished phoned cooked went helped ‎　　2、T do the action,Ss say the word ‎　　T:做“看”动作 ‎　　S：说出相应的单词过去式 ‎　　Step 2 Presentation and practise ‎　　1、(show pictures of the Great Wall)‎ ‎　　T:Where is it?‎ ‎　　T:I went to the Great Wall .‎ ‎　　出示词条 went ‎　　认读 went ‎　　出示词条 went----go ‎　　T:Did you go to the Great Wall?‎ ‎　　T help Ss say: I went to …‎ ‎　　教师指着回答的学生说: She He went to …‎ ‎　　然后引导所有回答的学生说We went to …‎ ‎　　Did you go to the 五.四 square?‎ ‎　　I went to … 引导学生将 I went to … 转换成We went to …‎ ‎　　2、I went to the Great Wall.And I climbed to the Great Wall.‎ ‎　　出示词条 climbed, ed 用不同颜色加深 ‎　　climbed---climb Did you climb to the Great Wall?‎ ‎　　T help Ss say ：I climbed……‎ ‎　　3、Good Boys and girls.Look at the mountain. It’s high.‎ ‎　　出示词条 mountain ‎　　I like mountian . I climbed the mountain.‎ ‎　　4、 Yesterday it was a school trip.‎ ‎　　认读trip ‎　　5、 课文教学：‎ ‎　　Do you want to know where did Sam and Daming go ?‎ ‎　　Let’s watch TV.‎ ‎　　(1)Where did they go ? Were Sam and Daming happy?‎ ‎　　(2) Ss answer the questions.‎ ‎　　T：Yes. They had a good time.‎ ‎　　认读had---have ‎　　(3) Listen again find went saw ate had bought ‎　　（4）This is a picture of the Great Wall.What did they buy?‎ ‎　　Daming and Sam bought it for dad.‎ ‎　　What present did you buy?‎ ‎　　I bought…‎ ‎　　转述他人 He/ She bought…‎ ‎　　(5) What did they see ?What did they eat?(pratise in pairs)‎ ‎　　认读see-saw, eat-ate 在ate的教学中引出eat tea，引导学生发现异同，进行语音渗透。‎ ‎　　Where did we go ?‎ ‎　　（6）Listen and repeat the dialoug ‎　　6、 将go、 see、 eat、 buy、 have、 went 、saw、 ate 、bought had 分发到学生手中。‎ ‎　　老师说动词原形，手持go 词条的学生站起，手持went词条的学生后站起，如果答对，全班跟读。‎ ‎　　7、 Do AB Unit1 Activity 1‎ ‎　　Step 3 Consolidation and extension ‎　　1、出示SB Unit1 Activity 3‎ ‎　　Ss Practie “They went to the……”‎ ‎　　2、拿出自己参观旅游的照片，小组讨论。运用 I/ He/ She/ We/ They saw/ate/had/bought…‎ ‎　　Step 4 Summary ‎　　We visited the Great Wall with Sam and Daming .What did you know?‎ ‎　　I/ He/ She/ We/ They saw/ate/had/bought…‎ ‎　　Step 5 Homework ‎　　1、 Copy the sentences on the blackboard and do AB Unit1 Activity2 3‎ ‎　　2、 Listen and repeat the text.‎ ‎　　3、 自己设计一张旅游海报，配以文字说明，还可以加图片。‎ ‎　　Step 6 Blackboard design.‎ ‎　　M5 Unit 1 We went to the Great Wall.‎ ‎　　We saw lots of mountains .‎ ‎　　We ate… .‎ ‎　　We had a good time.‎ Module5 UNIT2 I wore warm clothes ‎　一、 教学目标与要求 ‎　　1、 知识目标：重点学习不规则动词的一般过去时， I/ He/ She/ We/ They fell over/wore/learnt……‎ ‎　　能够听说读写的单词和短语：‎ ‎　　lovely out way really ‎　　能够听说读写的语句：‎ ‎　　wear(wore) hurt ice-skating skate fall over (fell over)‎ ‎　　2、 能力目标:能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时 ‎　　3、 情感态度目标 ‎　　热爱运动，热爱生活，不怕困难挫折的乐观情绪。‎ ‎　　二、教学重难点：‎ ‎　　能听够听说读写语句I/ He/ She/ We/ They fell over/wore/learnt…‎ ‎　　三、准备： word cards、录音机 activity book.‎ ‎　　四、教学过程:‎ ‎　　热身活动 ‎　　1.greeting 师生相互问候。‎ ‎　　2. 全班一起说module 2 unit 2的chant ‎　　She paintted a picture ‎　　She watched tv ‎　　She played the flute ‎　　He listenedd to music ‎　　He played football ‎　　He helped his mother ‎　　There were biscuits for all ‎　　二、Step 2 Presentation and practise ‎　　(1)出示词条skate，进行认读 由skate自然过渡到ice skating. in winter, the weather is very cold,we Can do one kind of sport on the ice. What kind of sport?让学生猜可以进行那项运动，然后出示单词卡片ice skating,教授并操练单词ice skating。‎ ‎　　Yesterday，Sam and Daming visited the Great Wall.Yestday, Lucy wrote a letter to me .She told me something about her school trip.do you want to know about it?教师装出很神秘的样子，拿出一封信。‎ ‎　　（信件展示）。Do you want to know about it ?‎ ‎　　(2)She told me that she went ice skating, the ice was very cold.she wore warm clothes.（在黑板上写下这个句子）然后出示单词卡片wore,what’s the meaning of wore?如果学生不知道wore的意思，教师可以走到一个学生旁边，oh, you wear new clothes,you look so beautiful /handsome today ‎(3)first,she didn’t know how to go ice skating,she fell over.教师做出摔倒的动作，在黑板上写上she fell over这个句子，然后出示单词卡片fell over，解释并操练fell over。‎ ‎　　(4)lucy fell over, but she didn’t hurt.(在黑板上写上这个句子).然后出示hurt单词卡片，what’s the meaning of hurt? I hurt,oh,where is the hospital.操练单词hurt。‎ ‎　　（5）then ,she learnt to skat, it was easy。She didn’t fall over again.在黑板上写上句子, She didn’t fall over again.出示单词卡片learnt，解释操练learnt，I learnt to play football,last term,.what kind of sport did you learn last term?你上个学期学习了什么运动。‎ ‎　　1、 课文教学 ‎　　出示信件，出现完整的文章 ‎　　Dear （）:（教师英文名）‎ ‎　　Yesturday ,we went on a school tirp.‎ ‎　　We went （ice-skating）.I （wore） warm clothes trousers and sweater .The ice was very cold.‎ ‎　　First,I（fell over） .But it didn’t（ hurt） .Then I （learnt） to skate .It was easy! And I didn’t （fall over） again. It was really fun.‎ ‎　　From ‎　　Lucy ‎　　2、(practise in pairs).‎ ‎　　（1）、What’s the weather like?‎ ‎　　（2）、Did she hurt?‎ ‎　　（3）、Did she learn to skate?‎ ‎　　3、Fill in the blanks（在原文上填空，教室可作适当的提醒）‎ ‎　　在上面的短文填空。‎ ‎　　4.在课文的look and talk about lucy 部分，1.小组看图合作练习，然后派一个代表上来演示。‎ ‎　　2猜谜，教师说关于运动的谜语，教学生猜 ‎　　A （谜语）.I did something yesterday. I wore special boots. It was cold. I fell over a lot. What did I do?‎ ‎　　(Answer（答案）: You went ice-skating.)‎ ‎　　B （谜语）.I did something yesterday. I did it in the countryside. I walked a lot. It was difficult. My legs hurt. What did I do?‎ ‎　　(Answer:（答案） You climbed a mountain.)‎ ‎　　5.歌曲学习，Say the song.‎ ‎　　解释词义，可请学生先猜一下lovely out way really先播放一遍课文录音让学生熟悉歌词。‎ ‎　　播放第二次歌曲录音，这回让学生跟着唱。‎ ‎　　唱完歌曲后跟学生讲一下长城的历史，然后让学生出出主意，采取怎样的措施来保护长城。‎ ‎　　如。Regulat the number of people visiting the wall.‎ ‎　　Close parts of that are severely damaged.‎ ‎　　6. 完成学生课堂活动用书，练习四和练习五，教师可将“ear,hear,bear,pear,where, there,等单词的顺序打乱写在黑板上，请学生字母发音相同的单词。‎ ‎　　7.完成学生课堂活动用书，练习1，‎ ‎　　完成学生课堂活动用书练习2word search，完成练习后让学生完成另一个word search，不过这个word search找出来的 词是动词的原形。如eat ,buy ,fall.finish等。‎ ‎　　g o a e h e l p ‎　　q b v w a s h s ‎　　h u f a l l p c ‎　　a v l e a r n i ‎　　v w e a r f i f ‎　　e s a t s d u i ‎　　m r h s b s y n ‎　　a z s e u u r i ‎　　S a e e y a q s ‎　　c l i m b w b h Module6 UNIT1 It didn't make gold ‎　教学目标：‎ ‎　　1． 知识目标：通过课文教学，使学生能够熟练正确地朗读课文。‎ ‎　　2． 能力目标：通过课文教学，使学生能够运用过去式进行表达。‎ ‎　　3． 情感目标：通过课文教学，使学生理解课文内容，学习马良乐于助人的好品质。‎ ‎　　教学重点：‎ ‎　　学生能够正确运用过去式进行表达。‎ ‎　　教学难点：‎ ‎　　学生能够理解本课的语法点，并能够正确运用。‎ ‎　　教学准备：‎ ‎　　实物、PPT、人物头饰 ‎　　教学过程：‎ ‎　　一．热身-导入：‎ ‎　　1. 歌曲：walking ,running ‎　　2. 师生谈话，用与学生聊天的方式引入课文。‎ ‎　　Do you like walking? Do you like running? Do you like painting? 引出paintbrush ‎　　教师拿出一支画笔，课件展示画笔以及单词的发音特点。‎ ‎　　3．教师以自编的歌曲教授并让学生练说paintbrush的发音。‎ ‎　　设计意图：以最快捷的方式引出本课轻松地引出本课的难点单词，在歌曲中练习，不但激发学生的学习兴趣，而且有效地降低了难度。‎ ‎　　二．课文教学---整体理解故事:‎ ‎　　1、 利用课件图片引出马良。‎ ‎　　T: My paintbrush is ordinary. But look! There is a boy. He had a magic paintbrush. Who is he?‎ ‎　　SS: Ma Liang.‎ ‎　　T: Do you know anything about Ma Liang?‎ ‎　　SS: Yes.‎ ‎　　T: There’s a story of Ma Liang in English. After learning, you can tell this story to your parents in English. It will be very cool. Now Let’s see the story.‎ ‎　　设计意图：学生对马良的故事已十分了解，告诉学生用英语说出这个故事是件很酷的事情，激发起学生学习的兴趣 ‎　　2、教师用课件整体呈现故事，学生第一次听故事了解文章内容，同时引导学生学习新单词paintbrush realmagicgold ‎　　在观看最后一幅图的过程中让学生以不同的语气(高兴、生气、惊讶、讲述)练说本课的重点句型：It didn’t make gold. It made a snake.‎ ‎　　设计意图： 通过课件整体呈现故事，培养学生整体理解的能力，同时进行重点单词的教学，为课文教学扫清障碍。‎ ‎3、活动：True or False ‎　　1）利用涨洪水，大救援的游戏活动，让学生通过判断句子的正误，整体检查学生第一次听完课文后的理解效果。‎ ‎　　2）教师通过简笔画，以及让学生判断的句子引出并形成本课的板书。‎ ‎　　4、看板书读句子 ‎　　设计意图：这第一次听后有效地检查学生理解效果。重点句子的板书为学生接下来的认读和进一步学习课文打下基础。‎ ‎　　三、课文教学---深度理解故事 ‎　　1、师生谈话，进行思想教育。‎ ‎　　T: I have a question:Why did the paint brush make a snake? why didn’t it make gold?‎ ‎　　SS:…‎ ‎　　T:So the magic paintbrush only helps good people, it doesn’t help bad man. So I think you will be a good person, and you will have your own magic paintbrush.‎ ‎　　2、理解学习本课重点和难点的句子 ‎　　(1) Let’s look whom Maliang helped in the story.‎ ‎　　通过观看课件引出句型 ‎　　The little boy didn’t have sheep.‎ ‎　　Maliang painted the sheep.‎ ‎　　Then the sheep was real.‎ ‎　　(2)各种活动操练以上句型 ‎　　作动作跟读 ‎　　大小声的游戏 ‎　　上下句接力 ‎　　（3）学生上台表演，并通过情景“向村民讲述”的方式，引导学生变化并使用句型：‎ ‎　　I didn’t have _____.‎ ‎　　Maliang painted the _____.‎ ‎　　Then the _____ was real.‎ ‎　　(4)Chant ‎　　设计意图：多样的形式操练难点句子，学生学得轻松。学生上台表演，并通过情景“向村民讲述”的方式，引导学生变化使用句型，是培养学生的运用语言的能力。‎ ‎　　（5）引导学生看图和句子自己说有关“the old woman”韵文 ‎　　(6) 引导学生看图自编有关the young man韵文。‎ ‎　　设计意图：教师慢慢放手让学生自己运用所学的句子进行操练，活动难度逐渐加大，但学生在操练的过程中语言运用能力不断得到巩固和提高。‎ ‎　　3、 第二次听一遍整个故事。‎ ‎　　4、 小组活动：给课文的图排序号 ‎　　5、 听并跟读整个故事。‎ ‎　　6、二人活动： 选择A OR B （看图，判断句子，同座合作作出选择。一人负责举A。 一人负责B）‎ ‎　设计意图：通过给课文的图排序号，让学生再次加深对整篇课文的理解；选择A OR B的活动二人合作的形式，降低难度，提高速度，同时有效地培养形式认读理解的能力。）‎ ‎　　四、课文教学---表演故事 ‎　　1、 设计不同的任务：‎ ‎　　（1）用以下的句型描述想象中马良帮助你的一次经历 ‎　　I didn’t have _____. Maliang painted the _____. Then the _____ was real.‎ ‎　　设计意图：这是一个开放性的问题，即可以使学生调动所有学过的句子表达自己的思想，也是对学生进行的一个思维训练。‎ ‎　　（2）选一幅图说说马良的故事 ‎　　（3）和朋友一起表演马良的故事 ‎　　设计意图：给学生足够的时间去思考，去准备，并提供不同的任务形式让绝大多数学生真正地参与到课堂中来，真正给学生一个展示自己的舞台。‎ ‎　　2、学生展示 ‎　　五、总结，揭示本课的语法难点 ‎　　1、利用课件针对学生们的表现，表演大家，并送给学生们一个礼物：一本魔法书。打开魔法书揭示本课的语法难点：‎ ‎　　一般过去时，事情都已定 ‎　　表肯定，动词后加ed。‎ ‎　　特殊情况另外记。‎ ‎　　Didn’t didn’t 表否定 ‎　　它是一面照妖镜，‎ ‎　　妖魔鬼怪显原形 ‎　　2、 让学生读口诀 ‎　　3、 给出今天所学动词的原形，让学生找出过去式。（have—had paint—painted make—made take—took do--did）‎ ‎　　4、 笔头练习 ‎　　设计意图：巧妙的利用口诀让学生记住动词过去式的构成，化解难点和重点，激发学生的学习兴趣。‎ ‎　　六、作业：‎ ‎　　1、读一读课文 ‎　　2、和朋友继续排练马良的故事 ‎　　3、抄一抄课文中的动词以及它们的过去时 ‎　　七、歌曲：If you are happy ‎　　思想教育：乐于助人的人，是个快乐的人。‎ ‎　　板书设计：‎ ‎　　Module 6 It didn’t make gold..‎ ‎　　Ma liang had a paintbrush. There was a bad man.‎ ‎　　It was magic.‎ ‎　　He took Ma Liang’s paintbrush.‎ ‎　　This old woman didn’t have food. He painted gold.‎ ‎　　Ma Liang pained food.‎ ‎　　The food was real.‎ ‎　　It didn’t make gold .‎ ‎　　It made a snake.‎ Module6 UNIT2 He didn't come back ‎　一、教学目标 ‎　　㈠ 知识与能力目标 ‎　　知识目标：‎ ‎　　1、能够听说认读 angry, only, took away,‎ ‎　　He took Ma Liang away.‎ ‎　　2、 能够听说读写 say (said)‎ ‎　　He didn’t come back.‎ ‎　　能力目标：‎ ‎　　引导学生用一般过去时的肯定形式和否定形式，为大家讲一些英文的小故事。‎ ‎　　㈡ 情感态度目标 ‎　　通过课文的学习，让学生体会到善有善报、恶有恶报，给学生建立乐于助人的情感价值观。‎ ‎　　二、 教学重点及难点 ‎　　重点：能够听说读写 say (said) He didn’t come back.‎ ‎　　难点：运用一般过去式为大家英文小故事。‎ ‎　　三、课前准备 ‎　　VCD、单词卡片、课件 ‎　　四、教学过程 ‎　　Step 1 Warm up ‎　　1头脑风暴 ‎　　老师用课件出示很多图片如：课本25页第4题，图片上有对号和错号，迅速用课件展示图片，逐一出示，每幅图停留2秒，然后再消失。所有的图片都展示完后，老师开始提问，如：Did you see a duck?学生根据刚才的印象来回答。回答对的给本组加分。‎ ‎　　设计目的：为了激起学生的学习兴趣，能够使学生集中精力，积极动脑思考，比赛的形式又能营造竞争的气氛，学生在这样的环境中，能够很快地进入课堂学习中来。‎ ‎　　2、Free talk:‎ ‎　　T : Do you want to have a magic paintbrush?‎ ‎　　S:Yes!‎ ‎　　T: If you’re MaLiang, you have a paintbrush, what will you do with the magic paintbrush?‎ ‎　　S:……‎ ‎　　设计的主要目的是为了激发学生的想象力，让全体学生积极地积极思考，运用所学的句型表达自己的想法，激发学生乐于助人的情感，同时又是对上节课的复习回顾，为下面继续学习神笔马良的故事作好铺垫。‎ ‎　　Step 2 Presentation and practice ‎　　㈠Listen to the tape.‎ ‎　　What happened then? Let’s listen to the tape.‎ ‎　　学生回答课文问题，学习单词和句型 ‎　　1、angry ‎　　T:The bad man took the magic paintbrush. He paint gold, but it made a snake. Look at the picture, is he feel happy? 出示 angry 的图片 ‎　S: No. He was not happy.‎ ‎　　T: Yes, he was angry. 做出生气的样子。读angry,学生模仿老师做的动作读单词。‎ ‎　　看表情对比 happy 和angry ‎　　T: Look at my face, say the words as quickly as you can.‎ ‎　　S : 根据老师的表情，快速说单词。‎ ‎　　2、only ‎　　T: Why did the bad man feel angry?‎ ‎　　S : The magic paintbrush didn’t help him.‎ ‎　　T : Did the magic paintbrush help MaLiang?‎ ‎　　S : Yes, it did.‎ ‎　　T: The magic paintbrush only helped MaLing. 突出 only 的发音出示单词卡片并领读，让学生体会意思。‎ ‎　　3、took away ‎　　T: And then, what did the ban man do ?‎ ‎　　S : He took MaLiang away.‎ ‎　　T : 出示卡片 ，took away, 并领读，做动作演示，让学生体会意思 。‎ ‎　　板书句子 ：He took MaLiang away. 指导学生读读句子 。‎ ‎　　4、said ‎　　Game: I say a word or sentence you must say:“You said, ……”.‎ ‎　　T: 老师小声说 I say “ angry ” .‎ ‎　　S: You said “ angry ” .‎ ‎　　T: 老师小声说 I say “ only ” .‎ ‎　　S: You said “only ”.‎ ‎　　T : 老师大声说 I say “ took away ” .‎ ‎　　S: You said “took away ” .‎ ‎　　T: 老师大声说 I say “ He took MaLiang away. ”‎ ‎　　S : You said “ He took MaLiang away ” .‎ ‎　　游戏结束时，老师出示两张卡片 say said, 通过刚才的游戏，既复习了新学的单词和句型，还对比这两个单词，再用卡片加以巩固，学生容易掌握。‎ ‎　　5、He didn’t come back.‎ ‎　　T: The bad man got the ship, he went to the sea in his ship. Did he come back? 老师出示坏人在大海里翻船的图片，帮助学生理解 ‎　S: No. He didn’t come back.‎ ‎　　老师板书句子 。He didn’t come back.‎ ‎　　㈡ Listen and repeat.‎ ‎　　1、Now, Listen and repeat the whole story.‎ ‎　　2、Read it to your partner.‎ ‎　　㈢ Look at the pictures and talk about the story with your partner.‎ ‎　　课件出示几幅图，给学生一定的提示，让学生根据提示复述这个故事。‎ ‎　　其目的是为了培养学生概括、复述课文的能力，同时也注意引导学生看图说话，为以后的讲故事作铺垫。‎ ‎　　㈣ listen and complete the passage.‎ ‎　　The bad man was_______. The magic paintbrush _______help him. It______ helped MaLing. He ______MaLiang _______. “I want a ship, ” _______the bad man. “ You paint it! ” So MaLiang ________ the ship. Then the ship was real. The bad man ______ to the sea in his ship. But he didn’t ______ ______.‎ ‎　　Step 3 Consolidation and extension ‎　　1、Page 24 point and say.‎ ‎　　Point the picture to your partner, and say the picture.‎ ‎　　这一部分为了练习学生对故事情节的掌握，在此基础上拓展，考查学生灵活的运用所学过去式讲述故事。‎ ‎　　2、听音配图 ‎　　把要讲述故事的配图提供给学生,并提供另外的易混淆配图.让学生根据所听到的故事选择图片。‎ ‎　　活动目的：训练听力及口语表达过去事情的能力。‎ ‎　　3、 故事比赛 ‎　　学生分成四人一组,小组成员利用图片讲述一个故事.每组推荐一名同学在全班表演.教师和同学一起评出谁讲得最棒！‎ ‎　　活动目的：训练学生口语表达能力 ‎　　Step 4 Chant ‎　　1、listen and repeat.‎ ‎　　学生在老师的带领下一齐说 chant 调节课堂气氛，同时让学生理解其中的含义。‎ ‎　　2、read to your partner.‎ ‎　　同位两个合作，有节奏地说一说。‎ ‎　　Step 5 Summary ‎　　学生根据板书来总结这节课的主要内容，并在老师的引导下用chant的方式巩固重点知识。‎ ‎　　angry angry The bad man was angry .‎ ‎　　only only It only helped MaLiang.‎ ‎　　took away took away He took MaLiang away.‎ ‎　　He went to the sea. He went to the sea.‎ ‎　　He didn’t come back again.‎ ‎　　Step 6 Homework ‎　　1、和同学合作演一演神笔马良的故事 ‎　　2、为爸爸妈妈讲一个英文小故事 ‎　　Step 7 Blackboard design ‎　　Module 6 Unit 2 He didn’t come back.‎ ‎　　angry ‎　　only ‎　　took away ‎　　said ‎　　He didn’t come back.‎ ‎ Module7 UNIT1 Did you break your toy?‎ 一、 教学目标 ‎　　1、 知识与能力目标 ‎　　能够听说读写单词break, fall, see ；‎ ‎　　能够听说认读单词did, didn’t, cry, monster, scary thing ‎　　能够听说读写句子Did you…? Yes, I did. No, I didn’t ‎　　2、 情感态度目标 ‎　　教育学生要做善良的人，当别人伤心难过时应给予安慰。‎ ‎　　二、 教学重点及难点 ‎　　掌握一般过去时的一般疑问句及其回答，并能在真实情景中运用。‎ ‎　　三、 课前准备 ‎　　多媒体课件、单词卡片、调查表 ‎　　四、 教学过程 ‎　　Step 1 Warm up ‎　　1. 师生问好。‎ ‎　　2. 老师向学生介绍自己昨天都做了哪些事。‎ ‎　　Yesterday, I …‎ ‎　　Step 2 Presentation and practice ‎　　1. T: What did you do yesterday?‎ ‎　　Did you watch TV/ play football/ go swimming?‎ ‎　　引导学生回答 “Yes, I did. / No, I didn’t.”‎ ‎　　2. 教师出示一幅图，小男孩踢球打碎了玻璃。学习单词 break.‎ ‎　　T: Xiaoxin broke the window, so he was sad. What do you want to say to him?‎ ‎　　引导学生对他说 Don’t worry. 同时进行情感渗透。‎ ‎　　3. 学习课文。‎ ‎　　（1） 出示Tom 哭了的图片，学习单词 cry. 小Tom 哭了，为什么？他 看到了什么 ？ 看课文录像或听录音，回答问题： What did he see ?‎ ‎　　通过学生的回答学习单词 monster , a scary thing ‎　　(2)妈妈、Amy和Sam 分别问了小Tom 三个问题，他们是怎样问的？Listen to the tape again and complete the questions.‎ ‎　　Did you fall ?‎ ‎　　Did you break your toy?‎ ‎　　Did you see a scary thing?‎ ‎　　重点学习三个动词，渗透 all ea ee 三个字母组合的发音。‎ ‎　　（3）Have a chant. 巩固重点句。‎ ‎　　Did you fall? Did you fall? No, I didn’t. No, I didn’t.[‎ Did you break your toy? No, I didn’t. No, I didn’t.‎ ‎　　Did you see a scary thing? Yes, I did. Yes, I did.‎ ‎　　(4) 打开书，听录音跟读课文，注意模仿地道的语音语调。‎ ‎　　（5） 默读课文，找出包含“did” 的句子。 反馈并小组朗读。‎ ‎　　（6）Activity book 1 Look and write.‎ ‎　　Step 3 Consolidation and extension ‎　　1. Do a survey.‎ ‎　　昨天你的同位都做了哪些事？做个小调查吧。‎ ‎　　A: Did you…?‎ ‎　　B: Yes, I did. / No, I didn’t.‎ ‎　　Ask two students to ask and answer in pairs.‎ ‎　　A: Did you play football?‎ ‎　　B: No, I didn’t.‎ ‎　　…‎ ‎　　T：Boys and girls, did A play football?‎ ‎　　Help the students answer “Yes, he did./ No, he didn’t .”‎ ‎　　通过对小调查的反馈同时完成第一人称到第三人称的转换。‎ ‎　　2. Guessing game ‎　　(A) T: Yesterday, I was very happy. Why? What did I do yesterday? Guess!‎ ‎　　PPT 出示老师的一张照片，只露出脸上的表情，其他部分遮挡起来。‎ ‎　　Ss: Did you go shopping?‎ ‎　　Did you go to the zoo?‎ ‎　　Did you read books?‎ ‎　　Did you go to the park?‎ ‎　　…‎ ‎　　伴随着学生的猜测，PPT 一步步露出照片的其他部分，通过老师的服装、拿着的物品来提示学生猜测的方向。‎ ‎　　(B) PPT 出示一个男孩的照片。其他部分遮挡。‎ ‎　　T: What did he do? Can you guess?‎ ‎　　Help the students to guess “ Did he…?”‎ ‎　　帮助学生使用第三人称进行一般疑问句的提问。‎ ‎　　PPT 出示男孩画画的照片，画的是潍坊风光。‎ ‎　　引导学生抒发热爱家乡的思想感情。‎ ‎　　3. Finish Activity book Unit 1.‎ ‎　　Step 4 Summary ‎　　引导学生总结本节课所学内容，引导学生发现过去时的一般疑问句中应使用动词原型，而不是动词过去式。‎ ‎　　Step 5 Homework ‎　　1. Copy the sentences (P27).‎ ‎　　2. .A. Listen and repeat the dialog.‎ ‎　　B. Use “Did you…”to get some information about your friends.‎ ‎　　作业1为必做作业，作业2中的A B 两部分学生可以根据实际情况选作一项。‎ ‎　　Step 6 Blackboard design ‎　　Module 7 Unit 1 Did you break your toy?‎ ‎　　Did you …? fall ‎　　Yes, I did. break ‎　　No, I didn’t. see Module7 UNIT2 There were three children 一、教学目标 ‎　　1. 知识与能力目标 ‎　　能够听说的单词和短语： good night in fact kiss ‎　　能够听说读写句子 ： There were three children.‎ ‎　　能够听说认读的语句 ： The monster wanted to eat the children.‎ ‎　　2. 情感态度目标 ‎　　教育学生在真实生活中是没有妖怪吃孩子的，树立科学的世界观。‎ ‎　　二 、 教学重点及难点 ‎　　掌握There be 句型的过去式形式，并能根据单复数准确运用。‎ ‎　　三 、 课前准备 ‎　　录音带、单词卡片、图片 ‎　　四 、 教学过程 ‎　　Step 1 Warm up ‎　　1. 师生问好 ‎　　2. 询问 学生 昨天做过的事情，复习过去时态。‎ ‎　　T: What did you do yesterday?‎ ‎　　Ss: …‎ ‎　　T: Did you …?‎ ‎　　Ss: Yes, I did. / No, I didn’t.‎ ‎　　Step 2 Presentation and practice ‎　　1. 学习单词 run ( ran ).‎ ‎　　T: Did you run yesterday?‎ ‎　　S1: Yes, I did.‎ ‎　　T: Oh, he ran yesterday.‎ ‎　　出示单词卡片，跟读模仿，学习单词 run—ran ‎　　2. 学习句式 There was/ were…‎ ‎　　(1) 出示一张画有一个怪物的图片。一闪而过。‎ ‎　　T: Look, what did you see?‎ ‎　　Ss: I saw a monster.‎ ‎　　T: How many monsters were there?‎ ‎　　Ss: One.‎ ‎　　帮助学生回答完整的句子 There was one monster.‎ ‎　　(2) 出示一张三个怪物的图片。一闪而过。‎ ‎　　T: What did you see? How many monsters were there?‎ ‎　　Ss: Three.‎ ‎　　T: You can say “There were three monsters.”‎ ‎　　(3) 比较 There was… 和 There were… 两个句子 ‎　　引导学生发现区别：There was…用于单数形式。There were …用于复数形式。（帮助学生理解 was, were 是 is , are 的过去式。‎ ‎　　3. 学习课文。‎ ‎　　（1） 出示Unit 1中Tom 看电视哭了的图片。‎ ‎　　T: Tom was crying, why?‎ ‎　　Ss: He saw a monster on the TV.‎ T: How many monsters were there?‎ ‎　　How many children were there? Can you guess?‎ ‎　　Ss: There was/ were…‎ ‎　　T: Who is right? Let’s listen to the tape.‎ ‎　　播放课文录音，帮助学生找到正确的答案。‎ ‎　　（2） T: What did the monster want to do?‎ ‎　　Listen again and answer.‎ ‎　　Ss:…‎ ‎　　学习句子 The monster wanted to eat the children.‎ ‎　　(3) 自读课文，圈出课文中的动词过去式。‎ ‎　　（4）听录音，跟读课文。‎ ‎　　（5）Ask and answer in pairs.( Activity 2 )‎ ‎　　4. 学习Activity 3&4.‎ ‎　　(1) 出示练习4的图片。‎ ‎　　T: Once upon a time, there was an old woman.‎ ‎　　Look, where did she live?‎ ‎　　Ss: She lived in a house.‎ ‎　　T: She had lots of children. How many were there?‎ ‎　　Ss:…‎ ‎　　(1) 听录音，回答问题。‎ ‎　　How many children were there?” Activity 3‎ ‎　　Learn “ in fact”‎ ‎　　（3） Listen again and find the difficult words.‎ ‎　　重点讲解 kissed, good night ‎　　（4） Listen and say, then chant.‎ ‎　　（5） Play a game. Ask and answer. Activity 4.‎ ‎　　Step 3 Consolidation and extension ‎　　1.Finish the exercises in Activity book of unit 2.‎ ‎　　2. What was in our classroom last year? Write down the answers and talk in groups.‎ ‎　　TV(s)‎ ‎　　Computer(s)‎ ‎　　Student(s)‎ ‎　　Blackboard(s)‎ ‎　　1‎ ‎　　学生填好表格后运用There was/ were 句式进行反馈。‎ ‎　　Ss: There was one TV. There were …‎ ‎　　Step 4 Summary ‎　　引导学生总结本节课所学内容，引导学生发现 There be 句型的一般现在时态和一般过去时态的区别。‎ ‎　　Step 5 Homework ‎　　1. Copy the new words and important sentences.‎ ‎　　2. a. Listen and repeat the dialog.‎ ‎　　b. Try to make a new story about the monster. Use the sentences “ There was … There were …”‎ ‎　　作业1为必做作业，作业2中的A B 两部分学生可以根据实际情况选作一项。‎ ‎　　Step 6 Blackboard design ‎　　Module 7 Unit 2 There were three children.‎ ‎　　There was a… is—was are ---were ‎　　There were … run---ran want---wanted Module8 UNIT1 What did she play?‎ 一、 教学目标：‎ ‎　　⒈语言知识目标：掌握四会单词last , gold , practice , cup,come ,win及其过去式 came , won.‎ ‎　　掌握功能句①When did they come?They came last Wednesday.‎ ‎　　②What did she play?She played the flute.‎ ‎　　2． 语言技能目标：能运用功能句去谈论过去发生的事件 ‎　　3． 情感目标：培养学生的交流合作意识，教育学生应该做到“Practice makes perfect”“Where there is a will, there is a way”‎ ‎　　二、教学重、难点：‎ ‎　　1． 教学重点：正确使用疑问词：what ,when和一般过去时中不规则动词win—won, come--came ‎　　2．教学难点：Students are able to talk about the news with the past verbs.‎ ‎　　三、教学准备：‎ ‎　　录音机、图片、卡片、磁带、课堂活动用书 ‎　　四、教学过程 ‎　　Step1 Warm-up ‎　　a. Greeting “What day is today?”‎ ‎　　b. Free talk by using “What did you do last Saturday?” “Did you/they… ”‎ ‎　　设计理念:通过用过去时来回答问题激活学生已有知识和能力。‎ ‎　　Step2 Presentation ‎　　“T” Look at the picture! Last week, some English children came to China. (Teacher shows pictures ) And then teach “come ----came ”‎ ‎　　“T” W hat did they do ? Do you known? Let’s listen !‎ ‎　　设计理念：呈现问题，为进一步学习做铺垫 ‎　　Step3 New teaching ‎　　a. Listen to the tape and think the question “Did they come for the music competition(teach read)?”‎ ‎　　b. Listening to the tape again and read sentences with “what , when”. Then answer the questions:‎ What did she play? When did they come?‎ ‎　　c. Look at the picture and answer “what did she win ?”and learn “gold cup win –won ” and try to make sentences with these words .‎ ‎　　d.Read the dialogue after the tape. And think “Can Amy play the flute? What did Mum to Amy say?” Answer and understand “Practice makes perfect.”‎ ‎　　设计理念：通过问答让学生理解感悟课文提高学生语言运用能力，同时提供了合作与交流的空间使学生的语言在合作中得到培养,并教育学生“Practice makes perfect.” （熟能生巧）‎ ‎　　Step4 Consolidation ‎　　a. Ask and answer with pairs or groups ‎　　What did you do last Sunday?‎ ‎　　Where did you go?‎ ‎　　When did you go?‎ ‎　　b.Do AB excise 2 , excise 4‎ ‎　　c. 新闻报道，老师准备一张剪报，将前几天报纸上关于亚运会新闻剪下请同学播报新闻 (PPT)。如：Last week Yaoming went to Guangzhou and played a basketball match. Last Friday LiuXiang won a gold cup.‎ ‎　　设计理念：利用所学的知识将本课内容付诸于应用，使学生达到语用的目的，同时培养学生的创造能力。‎ ‎　　Step5 Summary and Homework ‎　　a. What did you learn this lesson?‎ ‎　　b. To copy word and key sentences three times .‎ ‎　　c. Make a survey after class “What did they do last Saturday? Where did they go ? When did they go ? ” 下节课再反馈。‎ ‎　　Board design: Module 8 unit 1 What did she play?‎ ‎　　When did they come?‎ ‎　　They came last Wednesday. come ---came ‎　　What did she play ?‎ ‎　　She played the flute.‎ ‎　　So practice a lot.‎ Module8 UNIT2 Where did you go?‎ 一、 教学目标 ‎　　1、 知识与能力目标 ‎　　能够熟练运用所学句型 ‎　　2、 情感态度目标 ‎　　(1) 积极与他人合作，主动与他人交流。‎ ‎　　（2） 敢于主动向别人提问。‎ ‎　　二、 教学重点及难点 ‎　　重点: key words and key sentences.‎ ‎　　难点: Students are able to talk about the news with the past verbs.‎ ‎　　三、 课前准备：‎ ‎　　课件，录音机（磁带），调查表格 ‎　　四、 教学过程 ‎　　Step1: Warm up ‎　　Free talk: What did you do last Sunday?‎ ‎　　Step2: Presentation and practice ‎　　1、(课件展示)‎ ‎　　T: Yesterday was Sunday. I went to a park. (照片)I saw many flowers. (照片)‎ ‎　　Where did you go? What did you see?‎ ‎　　T : Who can ask?‎ ‎　　Ss ask and answer.‎ ‎　　2、The text ‎　　Listen and point ‎　　Listen and repeat ‎　　3、Chant ‎　　(1)First, listen ‎　　(2)Try to read.‎ ‎　　(3)Try to chant.‎ ‎　　4、Play a game: Throw a small stone. Then ask and answer.(Book P33第4题)‎ ‎　　5、Practice: Activity Book P32 P33‎ ‎　　Step3: Consolidation and extension ‎　　1、Fill the blanks ‎　　A : Where did you go? B : I went to …‎ ‎　　A : What did you see? B : I saw …‎ ‎　　Name ‎　　Answers ‎　　2、Talk with your pariner.‎ ‎　　A: Where did he/she go? B : He/She went to …‎ ‎　　A: What did he/she see? B : He/She saw …‎ ‎　　Step4: Summary ‎　　Read together.‎ ‎　　Step5: Homework ‎　　Ask your partners: Where did you go yesterday? What did you see?‎ ‎　　Tomorrow I will ask you.‎ ‎　　Step6: Blackboard design ‎　　Module 8 Unit 2 Where did you go?‎ ‎　　Where did you go? I went to …‎ ‎　　What did you see? I saw …‎ ‎　　Where did he/she go? He/She went to …‎ ‎　　What did he/she see? He/She saw …‎ Module9 UNIT1 What happened to you?‎ ‎【教学目标】‎ ‎　　（1）语言知识目标：在口语操练中复习和巩固已学的词汇和句型；掌握新单词thirsty，put，watermelon以及短语a bike ride.同时要求掌握句型What happened to you?以及了解fell off, fell on, fell over的区别。‎ ‎　　(2 ) 语言技能目标：通过本课的学习，能听懂课文录音；能熟练朗读课文，能准确回答关于课文的一些问题；能运用所学语言在真实场景中进行问答对话。‎ ‎　　（3）情感态度目标：通过本课的学习，教育学生在走路，骑车时都要注意交通安全；在做任何事都要小心。‎ ‎　　【教学重点、难点】‎ ‎　　（1）对句型What happened to you?的掌握以及在生活场景中的运用。‎ ‎　　（2）文中涉及到的fell off 和fell on以及我们之前学到的fell over学生易混淆。‎ ‎　　（3）对新单词put的理解和运用。‎ ‎　　（4）熟练阅读课文，理解、回答问题。‎ ‎　　【教材分析】‎ ‎　　本课为新标准英语（一年级起始用）第七册第九模块第一单元，第一单元教学主题为What happened to you? 本节课学生将学习用“What happened to you?”来提问来询问别人发生了什么事情，并能根据一定的场景来回答，摔倒，受伤，摔下来等并学习短语a bike ride, 和thirsty, watermelon, put这几个单词。‎ ‎　　【学生分析】‎ ‎　　学生已经学过过去式，对fell over，hurt都比较熟悉，通过提问课件展示学生比较熟悉的语言环境向学生提问What happened to you? 让学生先用这两个词来回答再引入到课文。‎ ‎　　【教学方法】‎ ‎　　根据英语课程标准，遵循以学生为中心，以兴趣为支点，以交流为目的，以现实生活为情境的原则，采用任务型的教学模式，教师多引导，学生多参与，体验，交流，合作，主体性得到充分发展，综合语言能力得到提高。同时，层层推进，牵引学生的兴趣。‎ ‎　　【教学准备】‎ ‎　　多媒体课件，图片，录音机。‎ ‎　　【教学过程】‎ ‎　　教学设计 ‎　　教师活动设计 ‎　　学生活动设计 ‎　　设计意图 ‎　　1、热身 ‎　　1、向学生问好：Good ‎　　afternoon, class. / Nice to meet you.‎ ‎　　1、向老师问好：Good afternoon, Miss yang.‎ ‎　　Nice to meet you, too.‎ ‎　　营造一个轻松愉快的英语课堂氛围。‎ ‎　　2.引入 ‎　　1、先播放姚明摔倒的视频，提出问题What happened to Yao Ming?‎ ‎　　并自己回答出来，Yao Ming fell over.‎ ‎　　2、再展示刘翔受伤的图片，同样提出问题What happened to Liu Xiang？‎ ‎　　3、展示Daming 受伤的图片，询问学生What happened to Daming?‎ ‎　　1、学生认真看视频，对老师提出的问题不一定能知道意思,就老师自己来回答问题。‎ ‎　　2、学生认真看着图片，再对老师的提问就比较清楚意思，回答：Liu Xiang got hurt.‎ ‎　　3、学生认真思考，到底大明是怎么受伤了。‎ ‎　　学生对姚明，姚明都很熟悉，属于真实语言环境，而fell over 和 hurt正好也是学生学过的。‎ ‎　　给学生留下悬念，开始今天的新课学习。‎ ‎　　3、课文教学 ‎　　1、老师播放动画课件。‎ ‎　　2、展示 Daming,Sam骑车的图片，提出问题：What did Daming and Sam do yesterday?学生回答后，老师给予肯定，同时说But we can say another way, they went for a bike ride.‎ ‎　　3、教读a bike ride,配上骑自行车的动作。‎ ‎　　4、Do you like ride a bike?‎ ‎　　So, let’s go for a bike ride. Follow me .Go!‎ ‎　　逐步加快动作。‎ ‎　　停下来后问学生，Are you ‎　　1、学生观看后，对整个 ‎　　故事理解了个大概。‎ ‎　　2、学生很容易就回答出 They were ride their bike.‎ ‎　　3、学生跟读。‎ ‎　　4、Yes.学生全体起立，跟老师一起做好准备，骑自行车。开始！‎ ‎　　学生跟着老师的节拍加快动作。‎ ‎　　整个故事连贯性很强，先整体输入。‎ ‎　　从熟悉的ride one’s bike引入到a bike ride.‎ ‎　　学生边读边看老师的动作会加强记忆 ‎　　演示后，再让学生参与，更容易记住这个新单词Put，再配上练习，I say, I do.‎ ‎ tried? Are you thirsty? Are you hungry?教读thirsty.‎ ‎　　5、骑自行车非常的累，口渴，那我们的Daming ‎　　Sam 同样也是这样的。‎ ‎　　展示出课文的第二幅图。‎ ‎　　6、展示课文的第三幅图，教读put，演示给学生看Miss Yang put my bag on the desk.再请学生演示把watermelon放在Sam 的自行车上。‎ ‎　　7、Game：I say, I do.‎ ‎　　老师发出指令，Put the book on the desk. …..‎ ‎　　8、像Sam这样骑自行车是非常危险的，我们可不能这样哦。Then what happened to Sam?展示出课文的第四幅图。教读 ‎　　Fell off, fell on. 并请学生来表演。‎ ‎　　Yes，学生回答后，理解thirsty.跟读。‎ ‎　　5、跟随老师前面的铺垫，理解课文。‎ ‎　　6、学生跟读，根据老师的动作演示，明白put的意思，并让学生自己来放西瓜在自行车上。‎ ‎　　7、学生跟随老师一起做这些动作。‎ ‎　　8、学生思考老师提出的问题。‎ ‎　　学生跟读，并加上动作。‎ ‎　　边说边做。加强记忆。‎ ‎　　体现本课文的情感目标。骑车注意安全。‎ ‎　　5、课文小结 ‎　　1、听录音第一遍，要求学生找出happened, went, bought, put, fell.‎ ‎　　2、听录音第二遍，要求学生完成五个紧扣课文的问题。‎ ‎　　3、听录音第三遍，要求学生能跟读。纠正不规范发音。‎ ‎　　4、带领学生以板书为线索复述课文。老师先做示范。‎ ‎　　1、学生边听录音，边找出这些单词。‎ ‎　　2、学生边听录音，边找出答案。‎ ‎　　3、边听磁带边跟读。‎ ‎　　4、在老师的示范下，看着板书，尝试自己复述这个故事。‎ ‎　　在听三遍录音，都给学生事先留下任务，每一遍都有目的的去听。‎ ‎　　6、练习 ‎　　1、要求学生两人一组，能读课文，复述这个故事或是加上动作加上表情演绎。‎ ‎　　1、学生按自己水平选择读或是复述或是演绎。‎ ‎　　给予学生肯定 ‎　　2、请几组学生上讲台来给全班同学展示练习成果。‎ ‎　　2、学生上台来展示练习成果、‎ ‎　　7、情感拓展 ‎　　1、展示两张危险骑车的图片，告诫学生不能这样做。总结出行车安全。‎ ‎　　1、同时学生可以自己思考总结我们应该注意什么，让学生牢记安全是第一位。‎ ‎　　延伸到情感目标，升华主题。‎ ‎　　8、作业布置 ‎　　1、要求听录音并熟读课文。‎ ‎　　2、和同桌练习What happened to you?并能做简单回答。‎ ‎　　9、结束 ‎　　1、算出小组评比结果。并给予相应奖励。‎ ‎　　2师生相互说bye bye，在轻松愉快的氛围中下课。‎ ‎　　【板书设计】‎ ‎　　Module 9 Unit 1 What happened to you?‎ ‎　　Sam(头像) Daming(头像)‎ ‎　　1、自行车（简笔画） a bike ride 自行车（简笔画）‎ ‎　　2、hungry and thirsty watermelon(图片) buy—bought ‎　　3、watermelon（图片）‎ ‎　　自行车（简笔画） put ‎　　4、自行车（简笔画） Daming(头像)‎ ‎　　Sam（头像） watermelon(图片)‎ ‎　　fell off fell on Module9 UNIT2 I bumped my head.‎ ‎　一、 教学目标与要求 ‎　　1、 知识与能力目标 ‎　　能够熟练运用所学句型 ‎　　2、 情感态度目标 ‎　　(1)培养学生合作学习的意识，以小组为单位描述或表演候诊室一幕。‎ ‎　　（2）培养学生助人为乐、团结互助的品质。‎ ‎　　二、 教学重点及难点 ‎　　三、 课前准备：‎ ‎　　课件，录音机（磁带），剪刀，红纸，演出道具：护士帽，包扎伤口纱布 ‎　　四、 教学过程：‎ ‎　　Step1:Warmup ‎　　Sing the song“head，knee and toes ……”‎ ‎　　Step2:Presentation and practice ‎　　T : Look,this is a star.(展示一颗星星)‎ ‎　　(1)Did you like it?‎ ‎　　I can cut papers.‎ ‎　　I can cut stars.Look!(师剪纸并不小心剪到手指)‎ ‎　　Oh,my god,I cut my finger.‎ ‎　　Read after me“cut my finger”‎ ‎　　Read and do.‎ ‎　　(2)(播放动画片：蜡笔小新碰头)‎ ‎　　Oh,he bumped his head.‎ ‎　　Read after me“bump” “bumpmy head”‎ ‎　　(3)hurt my knee ‎　　(4)Practise:Read and do the actions quickly.“bump my head”“cut my finger”“hurt my knee”‎ ‎　　The text ‎　　Listen and repeat.‎ ‎　　Chant: What happened to you?‎ ‎　　What happened to your……?‎ ‎　　Practice ‎　　(1)Guessing.‎ ‎　　(电脑显示图片一角)‎ ‎　　T : What happened to this boy?‎ ‎　　Ss guess ‎　　Step3:Consolidation and extension ‎　　(2)Acting ‎　　(老师当护士，三个学生当伤员)‎ ‎　　T : What happened to you ?‎ ‎　　S1 : I hurt my knee.‎ ‎　　T : Did you fall over?‎ ‎　　S1 : Yes.‎ ‎　　T : What happened to you?‎ ‎　　S2 : I bumped my head.‎ ‎　　T : Did you fall off your bike?‎ ‎　　S2 : Yes.‎ ‎　　T : What happened to you?‎ ‎　　S3 : I cut my finger.‎ ‎　　T : Did you cut papers?‎ ‎　　S3 : Yes.‎ ‎　　Practice in groups.‎ ‎　　(3)Activily book P36 P37‎ ‎　　Step4:Summary ‎　　Read together.‎ ‎　　Step5:Homework ‎　　Ask and answer with your partner:What happened to you?Did you …?‎ ‎　　Step6:Blackboard design ‎　　What happened to you?‎ ‎　　｛‎ ‎　　I cut my finger.‎ ‎　　I hurt my knee.‎ ‎　　I bumped my head.‎ ‎　　Did you …?‎ ‎　　｛‎ ‎　　Yes,I did.‎ ‎　　No,I di Module10 UNIT1 I've got a stomach ache ‎　教学目的：‎ ‎　　1．能听得懂、会说、会读和会拼写单词headache ,stomach ache, toothache,‎ ‎　　fever和matter, medicine ‎　　2．听得懂、会说、会读和会写句子What’s the matter? I’ve got …‎ ‎　　3．能用所学句子说说自己的病痛。‎ ‎　　4．stomach ache,toothache读音要到位。‎ ‎　　教学重点：‎ ‎　　1．听懂、会说、会读，会拼写单词headache ,stomach ache, toothache,‎ ‎　　fever和matter, medicine ‎　　2．听懂、会说、会读和会写句子What’s the matter ?I’m…‎ ‎　　教学难点：‎ ‎　　1能用句子表述自己的病痛。‎ ‎　　2能用过去时简单说说自己做过的事情。‎ ‎　　教具准备：‎ ‎　　图片：hamburger, cake, bread, juice, milk, a hot-dog等 ‎　　实物：hamburger，a glass of water ,a cake，some bread，milk，a fan等 、‎ ‎　　磁带、录音机。‎ ‎　　教学过程：‎ ‎　　Step 1.Warm-up activities ‎　　(1)Sing the song “We are happy bees”‎ ‎　　(2)Greetings ‎　　T:Hello,boys and girls.Good morning.‎ ‎　　Ss: Good morning.‎ ‎　　T:Nice to meet you.‎ ‎　　Ss: Nice to meet you,too.‎ ‎　　(3)T:What are they?‎ ‎　　Ss:A hot dog/ hamburger/cake……‎ ‎　　T:Here’s a……for you.‎ ‎　　Ss:Thank you.‎ ‎　　[评：教师充分采用TPR英语活动教学法。通过唱歌曲营造英语宽松、和谐的学习气氛，通过日常的英语对话练习，使学生自然过渡到英语课堂中来。]‎ ‎　　(4)Do it! (学生按教师的指令做动作)‎ ‎　　T：Stand up!／Sit down!／Sit down!／Stand up! (教师辅以手势，渐渐加快)‎ ‎　　Ss:：Stand up!／Sit down!／Sit down!／Stand up!‎ ‎　　[评：通过学生的运动，导入新课内容，体现了学生在乐中学，学中乐]‎ ‎　　Step 2. Presentation and Practice ‎　　1.Teaching “What’s the matter? I’m tired ‎　(1)T: What’s the matter? What’s the matter? （教师做睡觉状，并用低缓语调说：“I’m tired．”出示卡片What’s the matter?）‎ ‎　　Ss: What’s the matter?(理解其含义)‎ ‎　　T：I’m tired. (教师做睡觉状)‎ ‎　　Ss:Read it one by one.(注意tired的正确发音)And spell it.‎ ‎　　(2)T—Ss S1---S2‎ ‎　　[评：教师充分利用了体态语，使学生轻松理解其含义，并能模仿运用。]‎ ‎　　1. Use the same way to teach “ill”‎ ‎　　2. Read the words “tired/ill”.(Quickly)‎ ‎　　[评：在学生迅速认读单词过程中，训练学生的反应能力，同时也为下面的单词教学作了铺垫。]‎ ‎　　3. Teaching the word “hot”‎ ‎　　T: What’s the matter?(拿出一把扇子，做出很热的样子，边出示卡片 “hot”.) I’m hot.‎ ‎　　Ss:Read it one by one.And spell it.‎ ‎　　T—Ss Group1—Group2‎ ‎　　T: What’s the matter?‎ ‎　　Ss:I’m hot.‎ ‎　　T:Here’s a fan for you.‎ ‎　　Ss:Thank you.‎ ‎　　[评：在单词教学中，教师采用了词不离句，句不离景的教学手段，从而来提高学生的口语交际能力。]‎ ‎　　4. Teaching the word “cold”‎ ‎　　T:(对一生扇扇子，让生感觉到不热了) What’s the matter，××？ Are you hot?‎ ‎　　Ss:I’m not hot. I’m cold.(Read and spell it)‎ ‎　　T: What’s the matter?‎ ‎　　Ss:I’m not hot.I’m cold.‎ ‎　　T:Here’s a jacket for you.‎ ‎　　Ss:Thank you.‎ ‎　　5. Have a rest.(Say a rhyme)‎ ‎　　A: What’s the matter?‎ ‎　　B:I’m tired/ill/hot/cold.‎ ‎　　[评：教师关注学生的学习过程，利用灵活多样的教学方式和全身反应教学法，营造了一种无拘无束，轻松愉快的学习氛围，]‎ ‎　　6. Teaching “hungry/thirsty”‎ ‎(1)出示食物, 老师闻了闻：How delicious!手摸肚子，装出饿的样子：I’m hungry.‎ ‎　　Ss: (Read and spell it.)‎ ‎　　T: What’s the matter?‎ ‎　　Ss:I’m hungry.‎ ‎　　T:Here’s a cake for you.‎ ‎　　Ss:Thank you.‎ ‎　　S1—S2(Practise one by one)‎ ‎　　[评：教师换了食物道具，激发学生的学习兴趣，同时放手由学生自由地说，尽情地表演情景对话，培养学生会使用英语进行合作与交流。]‎ ‎　　(2)老师继续手摸肚子，表现出很饱的样子：I’m not hungry. I’m full. But I’m thirsty.(做出口喝的模样)‎ ‎　　Ss: (Read and spell it.)‎ ‎　　T: What’s the matter?‎ ‎　　Ss:I’m thirsty.‎ ‎　　T:Here’s a glass of water for you.‎ ‎　　Ss:Thank you.‎ ‎　　S1—S2(Practise one by one)‎ ‎　　7. Practice ‎　　(1)Listen to the tape and repeat.‎ ‎　　(2)Read the words together: tired tired I’m tired…….‎ ‎　　(3) Read the words one time quickly.‎ ‎　　[评：强化学生的单词认读水平，防止学生只会说，不会认的现象。]‎ ‎　　Step 3.Consolidation ‎　　1.Say a rhyme (师做动作，让生自问自答)：‎ ‎　　A: What’s the matter?‎ ‎　　B:I’m tired/ill/hot/cold/hungry/thirsty ‎　　2.Work in pairs ‎　　S1: What’s the matter?‎ ‎　　S2:I’m hot/cold/hungry/thirsty.‎ ‎　　S1:Here’s a fan /jacket/cake/glass of water…… for you.‎ ‎　　S2:Thank you.‎ ‎　　S1:Goodbye.‎ ‎　　S2:Bye.‎ ‎　　[评：教师在这一环节中，放手让学生去运用语言交际，进行任务型教学，倡导自主、合作、探究的英语教学模式；陶冶情操，激发学生表达的欲望，提高了口语实践能力，最大限度地调动了学生学习的主动性和积极性。]‎ ‎　　3．Listen and number ‎　　Step 4.Assign homework ‎　　1. copy the new words four times.‎ ‎　　2. copy the sentence:‎ ‎　　A: What’s the matter?‎ ‎　　B:I’m hot/cold/hungry/thirsty.‎ ‎　　附板书设计:‎ ‎　　Module 10 Unit 1 I’ve got a stomach ache.‎ ‎　　What’s the matter?‎ ‎　　I’ve got a stomach ache.‎ ‎　　What did you eat yesterday?‎ ‎　　I ate biscuits.‎ Module10 UNIT2 Wang Fei's got a cold.‎ ‎　一、 教学目标与要求 ‎　　1. 知识与能力目标 ‎　　知识目标：能够听说读写语句：Wang Fei’s got a cold.和单词toothache, fever.‎ ‎　　能力目标：能够描述别人的病情。‎ ‎　　2. 情感态度目标 ‎　　培养学生关心他人的优秀品德。‎ ‎　　二、 教学重点及难点 ‎　　能够听说认读写下列句子：‎ ‎　　Wang Fei’s got a cold.‎ ‎　　能够仿说和运用下列句子：‎ ‎　　What’s happened to…? XX’s got a….‎ ‎　　三、 课前准备 ‎　　CD-ROOM ,word cards, activity book.‎ ‎　　四、 教学过程 ‎　　Step 1 Warm up ‎　　1. Listen to the song: Miss Dolly Had a Dolly.学生边听边看歌词。‎ ‎　　设计意图：通过歌曲调动学生学习的积极性，而且为后面环节学唱歌曲作铺垫。‎ ‎　　2. Show and report the case history.‎ ‎　　For example:‎ ‎　　S1: I’ve got a stomach ache, because I ate ….‎ ‎　　设计意图：复习上节课所学内容，也会下一个环节作铺垫。‎ ‎　　Step 2 Present ‎　　1. Check memory.承接上一个活动。‎ ‎　　T: What happened to XX?‎ ‎　　老师做动作，提示学生理解这句话在这种情况下的意思，并引导学生回答：‎ ‎　　XX’s got a….‎ ‎　　通过问答练习，使学生掌握介绍他人病情的句型。‎ ‎　　Practise with partner.‎ ‎　　S1: What’s happened to XX?‎ ‎　　S2: XX’s got a ….‎ ‎　　设计意图：通过一个游戏式的复习活动，引出并学习新句型，使学生更容易理解和掌握句型。‎ ‎　　2. Guessing game.‎ ‎　　T: Yesterday four students weren’t at school. Li Jie, Wang Fei, Shanshan and Mingming. Why? Are they ill? Can you guess?‎ ‎　　Ss: Li Jie’s got a….‎ ‎　　Wang Fei’s got a….‎ ‎　　Shanshan’s got a….‎ ‎　　Mingming’s got a….‎ ‎　　设计意图：通过这个游戏，激发学生对课文的兴趣，也提供给学生充分的机会去运用句型。‎ ‎　　3. 老师将本课的挂图挂在黑板上。‎ ‎　　Look at picture and listen to the tape.‎ ‎　　Answer the question:‎ ‎　　What happened to them?‎ ‎　　Ss: Li Jie’s got a headache.‎ ‎　　Wang Fei’s got a cold.‎ ‎　　Shanshan’s got a toothache.‎ ‎　　Mingming’s got a fever.‎ ‎　　引出单词：headache, cold, toothache, fever.‎ ‎　　Read these words and do actions. Pay attention to the pronunciation of toothache.‎ ‎　　Listen to the tape and repeat, then answer the question:‎ ‎　　Where are they ?‎ ‎　　Ss: Li Jie is at home.‎ ‎　　Wang Fe I didn’t go to school.‎ ‎　　Shanshan isn’t at school.‎ ‎　　Mingming stayed at home.(注意stay)‎ ‎　　Read the text together.‎ ‎　　设计意图：通过听、看、说的练习，使学生深入理解课文，基本能够熟读课文，甚至部分学生能背诵课文。‎ ‎　　Step3. Consolidation and extension ‎　　1.四人一组，运用学生在课下所画的生病的图片，一问一答讨论这些人物的病情，并完成表格：‎ ‎　　Name ‎　　Illness ‎　　S1: What happened to XX?‎ ‎　　S2: XX’s got a ….‎ ‎　　最后请一名学生起来汇报。‎ ‎　　设计意图：通过这一活动提高学生的听说读写的能力，而且加强了合作意识。‎ ‎　　2. Sing the song: Miss Dolly Had a Dolly.‎ ‎　　Listen and repeat. 边听边跟读歌词，从整体上把握歌词大意，老师可以通过肢体语言使学生加深理解。‎ ‎　　Listen and sing. 让学生模仿跟唱，鼓励学生边唱边表演。‎ ‎　　Sing together.‎ ‎　　设计意图：激发学生学习英语的兴趣。‎ ‎　　Step 4 Summary ‎　　T：We should learn from Miss Polly. If your friends are ill, you will help your friends.做一个乐于助人的好学生。‎ ‎　　Step5 Homework ‎　　1.Read the text and recite the words.‎ ‎　　2.Make a survey:调查周围同学、朋友及家人都曾经出现过那种病情，完成表格。‎ ‎　　Name ‎　　Illness ‎　　Cause ‎　　Step6 Blackboard design ‎　　Li Jie’s got a headache.‎ ‎　　Wang Fei’s got a cold.‎ ‎　　Shanshan’s got a toothache.‎ ‎　　Mingming’s got a fever.‎