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Module1Unit1Did youcome backyesterday学习目标I“——Did youcome backyesterday——No,we cameback lastSunday.Do youlive inLondon too时间预设小检测一自学、对学、群学」一展示―一达标测评】学法指导:II.5-20ioi5III.A.注意倾听请使用双色笔标出不会的单词注意坐姿课前预习.听单词和课文录音,跟B.C.IV.1读遍
3.将自己理解的句子意思用铅笔标注在课文中2家长签字单词大闯关(听写一对改一改错一报到)Stepl:Check快把写错的单词再正确写两遍吧Step2:Presentation你能在文中找到这些过去式么?Step3:Cooperation Answer the questions.Step4:Show孩子们,请选择一项任务展示组长要合理分工,展示过程中精彩及时补充I*time to show!PK,会额外加分哟!参考任务包Step5:Consolidation翻译短语L小小翻译家II.1Did youcome backyesterday、2Do youlive inLondon too、3I droppedmy icecream!.选择适当的介词填空inwith infor up at知识与能力使学生能听说,认读单词能准确理解并熟练运用of,hour,wall,arrive,mountain,with,plant,What didyou do at the weekendWhere did you do Where/How/When/What did...过程与方法通过活动体验,在交流中学会谈论上周末从事的活动,谈论不久前发生的事情,发展综合语言运用能力提高学生跨文化交际意识情感与态度培养学生学习的兴趣,鼓励学生积极合作,引导学生了解西方的名胜古迹重点使学生能听说,认读单词能准确理解并熟练运用postcard,hour What did you do at theweekend Where did you go Where/How/When/What did...难点
①在真实情景中灵活运用新知识描述过去发生的事情
②不规则动词的过去式教法情景教学法学法合作交流法教学准备课件CD-ROM预习设计预习单词课文,各听读遍10教学过程二次备课【热身复习】I.Warm-up1Greeting、学生表演自己上周末的活动,全班通过猜其活动来复习一般过去时的表达2Game:T What did she/he dolast weekendS:She watchedTV.、3Group word------What did you dolast weekend、学唱歌曲并学习语音部分4“The LondonEye”[任务呈现——我们的足迹】II.Pre-task、导入教师准备一些名胜古迹的图片与旅游时所照的照片,通过描述让学生猜是哪个地方1如:学生答Ifs verylong andold.Ifs inBeijing.Where is it TheGreat Wall.、谈论旅游经历2Free task-----师“There aremany placesof interestin China.Where did you go”生I went to HuangguoshuFallso Ifsbig andwonderful.同桌互相介绍曾去过的名胜古迹或城市、[任务呈现]3师“Did youhave agood timeon yourtrip”Can youshare yourexperiences withus Today,lefs write a travelingdiary.【任务实施】III.While-task、视听结合,有声有色1师Darning andhis fatherhad agood weekend.Where did they goLetsgo andsee.播放课文,进行听法指导,请学生根据课文完成课文活动的问题
2、教师分段播放录音,请学生回答问题,解读课文难点2QI:Who went to theGreat WallA:Darning andhis father.Q2:When didthey goA:They wentthere atten oclockin themorning.Q3:How didthey goA:They wentthere by bus.Q4:What didthey doHtA:They tookphotos of the mountains.Q5:What didDarning doHetook a photo of his father.、教师再次播放录音,请学生跟读,教师给予适当的指导3【任务展示】IV.Post-task、同桌合作用问答形式完成课文活动并根据问题介绍自己上周末的活动1Pair work3,、2Group work学生四人一组展开活动,互相询问同伴去过的一个地方,本组成员合作完成一张地图,图上标出大家去过的地点,并逐个向全班介绍自己的旅游经历,学生以画市区图,也可以画全国地图,甚召世界地图、用英文写一篇旅游日记,谈论自己难忘的一次旅游
1、给自己的笔友或好友寄一张明信片,介绍你上周末在英国伦敦旅游的经历2【板书设计】Unit2Darning tooka photoof hisfather.]Mi^hour,mountain,wall,arrive,with,plant句子:What didDarning do at the weekendWhere did you goWhere/How/When/What did...【教学反思】Module4Unit1Mum bought a new T-shirt for me.教学目标知识与能力.能够听、说.并能综合运用新、旧知识组织对话1Its myT-shirt.It isntyour T-shirt完成一定交际任务,能听懂、理解课文内容,并就课文内容回答问题2过程与方法以朴实的教学手段为载体,将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体,为学生创设一种轻松、活泼、和谐、有趣的学习氛围情感与态度.进一步提高学生对英语的学习热情,增强学习爱好
1.培养学生积极主动地参与课堂活动,大胆开口,主动模拟
2.通过本课的学习培养学生爱卫生、爱干净的良好品质3重点教学重点把握描述他人或自己的东西的句型Ifs myT-shirt.It isntyour T-shirt.Whats thematter Mum boughta newT-shirt forme.难点名词性物主代词的运用教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体,为学生创设一种轻松、活泼、和谐、有趣的学习氛围学法小组讨论,表演教学准备电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程二次备课Stepl.Warm-up
1.Greetings
2.Divided groups.
3.Lefs playa game.OK Listen and do the actions.T:Point to my head.Point toyour head.Point tohis head.Point toher head.T Dothe actions.T Sayand pointtogether.在课堂开始,教师设计了与本教学内容相关的一个热身,使学生在动手动嘴的过程中不知不觉进入新课练习了形容词性物主代词,为本课学习名词性物主代词打下坚实的基础这一活动真正起到了预热作用Step2Presentation第一环节
1.老师指着预备好的书包、课本、铅笔、大衣等物品说€CLook,there aresome things(从这引入新课,充分利用有限的on thedesk.Whose bagis itWhose bookis itWhose coat is it资源,给学生创设一种真实的教学环境,培养他们的爱好)板书领Whose book/bag/coatis it读及句子whose.或者s mybook/bag/coat Itshis book/bag/coat.老师指一名学生的书说
4.Whose bookis itS:Ifs mybook.指一名女生的书,问其余同学
5.Whose bookis itS:Ws herbook.第二环节(出示课件恤衫)T:Look,whats thisT Ourfriends Amy,Lingling andSam aretalking问about aT-shirt.Whose T-shirt is it Open your books and listen to the tape.Find the answer.Turnto Page
20.
6.Its Linglings.T:Yes,thats right.Listen againand findtheanswer:Where areSams andAmys T-shirts第三环节请学生跟磁带读,然后在小组里分角色对话,最后给全班表演这一环节,同学们合作完成对话,为后面的表演作了铺垫,并有意识地拉近知识与生活的距离,使学生的语言知识得到实际应用Step3Practice四人一组让学生把从家里拿来的书包、外套、裙子等物品放在一起,利用今天所学习句型进行对话,找出物品的主人假如找对了物品的主人,就给小组加分,进行奖励还可以到别组找这一开放式环节的设计贴近生活实际,创造了一个开放的语言环境,并能充分发挥学生的主体性,让学生动起来,对所学的句型也能进行充分地练习,让学生感受到学以致用的乐趣Step4ProductionT andgive the students theexample.Let the students discussand show themselves sentencesto practisethe main content.T andplay the gameGuess^to practisethemaincontent.T.The earthis yours,mine,his andhers.Lefs careand loveit.Step5Homework.用所学知识描述身边的东西是谁的这是对所学知Write apassage withmine,yours,his andhers识的反馈,要求学生合作学习,共同完成任务,在活动中培养协作精神和竞争意识,发展综合运用语言的能力和人际交往智能,并享受到成功的喜悦【板书设计】Module4Unit1Mumboughta newT-shirt forme.Whats thematterMum boughta newT-shirt forme.Where areSams andAmys T-shirtsUnit2Whafs thematter withDarning教学目标知识与能力.理解和把握句型以及单词1There isa cap.lost,sports,shoes
0.培养学生用所学知识来指出事物的主人,以及用所学知识来获取他人信息的能力
2.能听懂、理解课文内容,并就课文内容回答问题3过程与方法以朴实的教学手段为载体,将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体,为学生创设一种轻松、活泼、和谐、有趣的学习氛围情感与态度.进一步提高学生对英语的学习热情,增强学习爱好
1.培养学生积极主动地参与课堂活动,大胆开口,主动模拟4重点理解和运用名词性物主代词难点区分形容词性物主代词和名词性物主代词教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体,为学生创设一种轻松、活泼、和谐、有趣的学习氛围学法小组讨论,表演教学准备电脑、送性、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程二次备课Step1Warm-up、1Greetings、2Play a gameListen and do the actions.T Point tomyhead.Point toyour head.Point tohis head.Pointtoher head.T Dothe actions.T Sayand pointtogether.Step2Presentation
1.Learning
1.Review theclothes9names throughthe PPt.Let the students takeout thepen.点题Today,we willlearn Module4Unit2Whats thematter withDarning
2.TextEveryone isgood.Now letsgo back to thebook to help theuncle findthe thingsowner.Openyour booksandlisten to the tape.Find theanswer:Whats thematter withDarningStep3PracticePlay a game:Find the ownerT:Who wantstohelpme findtheownerOne studentcomes hereand closesyour eyes.I need3students.You bringone thingto me.Guess:Whose...is thisSI:This bagis...Step4ProductionMake adialogue withyour friends.[板书设计】Module4Unit2Whats thematter withDarningHe losthis bag.I foundthis bagon the school bus.Thats mybag.Those aremy shoes.Module5Unit1There are only nineteencrayons.教学目标.能口头运用这类语句对可数名词的数量提问1“How manyfaces can you see”.能识另单词及短语2ij crayon,begin,give out,all right,thirteen,fourteen,fifteen,sixteen,seventeen,eighteen,nineteen,floor.能书写单词3crayon,begin,floor,many,happily重点难点如何对数量提问
1.如何表示的基数词
2.11-19教学过程
一、复习单词.十三--十九的基数词1找规律后缀teen.听写单词2crayon,begin,floor,many,happily
二、自学活动一自读句子同桌翻译你们可以看到多少张脸?我们可以看到十五张脸
1.
2..讲解句型3How many...canyouseeWe cansee...后边跟复数名词How many.练习:4十三支铅笔十六个苹果
三、小组合作学习活动二.小组共同翻译班内展示成果
12.师生共同点拨开始上课Class begins.分发.好的give outAll right重点句子
22.How manypupils arethere inyour class教学过程热身导入师生互致问候,请学生打着拍子说上一单元所学的韵诗告诉学生“数字们在唱歌跳舞聚会呢Lefshavealook!播放活动的动画或者录音,请学生看动画或者听录音,理解韵诗大意sb Unit21再次播放录音,请学生依次进行全班跟读、小组跟读、个人跟读,注意体会韵诗的节奏教师使用图片、单词卡片等教具带领学生学习并对进行运用训练这一次“number,thirty,fbrty,fifty,sixty,seventy,eighty,ninety,happily,happily”活动中数字很多,不要求学生一次就全部掌握请学生关注这些数词的异同,尝试总结数词构成的规律请学生先学习个自己喜欢或者需2-4要运用的数词,以后再逐步掌握所有数词教师告诉学生“这节课我们要进行家庭人口调查,看看大家家里都有几口人”播放活动的动画或者录音,请学生看动画或者听录音,理解语境sb Unit22再次播放录音,请学生完整听一遍,进一步理解语句播放第三遍录音,请学生逐句跟读对于学生跟读有困难的语句,教师可按照意群和节奏带读,提醒学生模仿语音语调教师应引导学生注意到犯的错误,并借此机会告诉学生在英语学习中出现各种错误Lingling是难免的,出错并不可怕,只有大胆开口练习,才能逐渐减少错误另外,所犯的错Lingling误也是小学生初学数词时很容易犯的读音错误,教师要及时提醒学生注意区分和的读音teen ty区别使用图片、单词卡等教具,带领学生学习并对其进行运用训练many,请学生三人一组,分角色朗读并表演课文,请部分小组上前展示鼓励学生看图复述课文,提醒学生注意自己的语音语调请学生展开讨论大家喜欢班里有名学生还是名学生?教师要引导学生合理、辩证地思4020考问题,做出自己的判断,不要简单地认为班级学生多就一定好或不好班级学生多,可以认识更多朋友,可以集思广益,还可以开展大型活动;班级学生少,课堂上大家参与活动的机会就多,教师也可以更容易地照顾到每一个人所以,到底个人一个班好,还是人一个班好,4020要根据学生的需求而定,而不应单纯根据人数而定由此引导学生得出结论要全面认识和分析问题,不能盲目得出结论,跟不能人云亦云巩固训练完成活动请学生看表格和数据,理解活动要求然后请学生朗读例句和表格里的sb Unit23内容,仿照示例,两人一组对话,最后请部分学生展示完成活动请学生听录音,跟着录音逐列朗读单词每次读完一列后,请学生注意sb Unit24观察其中的彩色字母,告诉学生,这些字母组合的读音相同,请学生在此朗读单词,体会其中的读音规则完成活动请学生看图,说说看到了哪些动物播放韵句的动画或者录音,请学生sb Unit25看动画或者听录音,整体感知韵诗播放朗读韵句的录音,请学生逐句跟读在此播放韵句录音,请学生跟着录音说韵句最后请学生分小组练习并展示小组练习成果完成活动6,7请学生四人一组展开调查,并仿照示例进行回答学生参加调查时,要说出家庭的总人数如爷爷奶奶、外公外婆也和自己同住,要把他们计算进家庭总人数中请各组选出一名组长,对小组成员的家庭成员构成和总人数进行记录然后各组根据记录结果,共同完成调查报置的撰写布置作业熟读数字并能够准确读准,背诵活动一板书设计Unit2There areforty.How manypupils arethere inyour classnumber,thirty,forty,fifty,sixty,seventy,eighty,ninety,happilyModule6Unit1You can play football well.学学会正确的评价一个人();句型学习
1.Assessing oneself
2.Can you...Yes,T习;.词》匚can./No,I cant.I can...well/badly3well,badly,team,control,really,目;.短语;catch,fantastic,goalkeeper4catch theball,control theball标学习重点;重难
1.Can you…Yes,I can./No,I cant.I can...well/badly学习难点单词的掌握运用;点及
2.control,fantastic,goalkeeper突破措施温故而知新,创设情境,在竞赛、游戏中学习英语,培养学生突破
3.具有自我评价的能力措施课前单词卡片,磁带,足球准备导学案设计个性化设计
一、预习单词预好地队,组well-well-team-team-习控制不好地control-control-badly-badly-学真正地,确实地接住,抓住really-really-catch-catch-案极好的,极出色的fantastic-fantastic-门员goalkeeper-goalkeeper-yp
一、复习导入(复习以前学习的歌曲)
1.Sing asong.Im listeningto themusic.复习歌曲中的短语
2.listen to music,run fast,jump high,playfootball...
二、导入新课自主上月我们举行了运动会,大家成绩很好今天,我希望大家
1.乐也可以踊跃发言.(教师利用教具足球This isfootball team学渗透单词)合“team”作
2.Act andguess play basketball play football playtable tennis交(请个学生做动作,其他学生猜)jump highrun fastswim…流
3.T:I canplay basketball.Can youplay basketballSl:Yes,I can.T:Can youplay basketball wellSl:No,I cant.T:But I canplay basketballwell.(学习单词知道这个单词的意思以及在句子当中如何使well,用)出示贝克汉姆和姚明的图片
4.问学生Who isheCan heplay basketball/football wellWhichteam ishe in带着问题阅读课文
5.Ql:Can Linglingrun fastQ2:Can Linglingcontrol theballQ3:Can Linglingjump highQ4:Can Linglingcatch theballwell读课文时,先自己读,然后分组读,最后分角色演示
一、英汉互译.队,组好
12.检不好地跳高
3.
4.测接住,抓住
5.
6.run fast反
二、连词成句
7.control theball
8.climb upthe wall馈
1.can hegood agoalkeeper be
2.control canyou ballthe well
3.catches ballthe hebadly very(调查表)教师要求学生对自己的好
1.Form—Make asurvey朋友进行调查,并作记录调查的项目有足球、篮球、乒乓球,调查三个好朋友name Goodat...
2.Read the text.
3.Write the new words.教学反思|学习.学会正确的评价自己和别人;1目.句型学习2I can do itvery well.I singvery badly.标重难学习重点学习难点字母的
1.I cando itvery well.I singvery badly.
2.p/b/t/d点及发音;突破措施自己动手去做一做,培养学生具有自我评价的能力
3.突破措施课前单词卡片,磁带准备个性化设计导学案设计预习学案
一、预习单词fast-run fasthigh-jump highwell-badly
一、热身复习请学生以小组为单位展示上一节的作业,说说自己的
1.调查结果用预习学案中的单词造句
2.
二、导入新课教师(记得)
1.Do youremember whatcan Linglingplay(你还记得玲玲会打什么吗)学生Can sheplay itwell通过回忆,回答上面的两个问题
2.Sam cando something(特别的)(萨姆能做一very specialLets havea look.些特别的事情,让我们一起看一看吧!)出小的图片,请同学们仔细观察,看看自自
3.Activity1主己能不能做这些事情然后请学生在组内边做边说,练乐习句子I cando itvery well.I cant do itat all.学合
4.Activity2作请同学们看插图,理解对话,然后组内提问回答,找出交同学们的特长同时,完成的节目单“classparty”流姓名表演节目••••••••••••、
5.Activity34让学生跟着录音读单词和文章,多读几遍,注意单词中的彩色部分绕口令表演
6.学习绕口令然后看看She sellsseashells at the seashore.谁能说的最好检测反馈课堂活动用书第二单元练习,听录音,补全句子调查全班同学谁的家务干得好,例如谁会做蛋糕,谁
1.课会煮面条等调查完后,可以记录在一份表格中,比外一比谁是家务能手(仿照课后作业的表格自己Unitl拓展动手做个表格)教学ll belate.Unit2We boughtice creams.教学目标知识与能力使学生能听、说、认、读等单词
1.dear,met,ran.会使用句型2Did he/she...Yes,he/she did./No,he/she didnt过程与方法合作学习,小组学习,情感与态度激发学生学习英语的兴趣,使学生树立学习英语的自信心L,培养学生的合作交流能力
3.学会关心别人4重点Talk aboutthe pastthings.难点使用动词过去式,描述过去发生的事情教法
1.Listening tothe tape.
2.Using PPT.
3.Group work.
4.Using cards.学法
1.Listening tothe tape.
2.Learning throughthe PPT.
3.Work ingroups.
4.Learning wordswith thecards教学准备PPT,computer,tape-recorder,tape,cards预习设计Talk about your homework.教学过程二次备课Stepl:Warm up
1.Greeting.
2.Game:talk aboutwhat youdid lastweekend.
3.Make achantDo dodidBuy buyboughtGo go went...Step2:lead inGuessinggameT take a postcard,showthebacktothe Ss,let theSsguess whatit is.Teach theword:postcardT:Can youwritea postcard反思Unit2He ranvery fast.
1、基本能听懂、了解p,pp,b,t,d在单词中常见的读音
2、基本能听懂、会读并灵活运用How welldo youplay football.的语言结构重点
1、p,pp,b,t,d在单词中常见的读音以及How welldo youplay football的、、语言结构难点p,pp,b,t,d在单词中常见的读音教学过程个人改进意
1.热身复习jump rideswim readdraw教师说动作名称,学生重复并做相应动作示例draw apicture washclothes play the fluteplay football make a cakejump highrun fast playthe violinrowa boatread fastdraw adragonride abike cooknoodles repaira chairmaketea flya kitetakeapicture学生从fast,high,well,badly中选择喜欢的造一个句子
2.任务呈现与课文导入学生学会评价,肯定和鼓励自己和他人制作一本班的DIY集,每一个同学的名字和特点都要收集在这本DIY册里
3.课文教学1Unit2活动1播放优教通录音,学生跟读教师指导并进行拓展操练示例The monkeycando...The elephantcan’tdo...at all.2用多媒体课件为背景搞活动学生假设自己是动物学校的成员学校要选一名有特长的来当象大使,很多学生来竞选第一^^图M King孙悟空根据M King的特点进行猜测他会怎样说学生可以发挥想象力来表现:I canrunfast.I canjump high.I canhelp you.I canfly.等教师可以用一些令人意外的描述来增加游戏的挑战性和趣味性比如就第一幅图的M King说I canplaytheflute.第二幅图Kitty Cat学生根据Kitty Cat日本的一只可爱的卡通猫的特点进行猜测她会怎样说答案可以是I canspeak Japanese.第三幅图Snoopy Dog学生可以说I canride fast.如果教师使用电脑,可以露出局部进行提示比如第三幅图,可以露出骑车的脚、自行车把等进行提示3全班一起完成练习2播放优教通录音,学生跟读练习My grandpacan...and mygrandma can...4全班一起完成活动3学生看书上的图片,教师指导学生完成习题并书写在课本上5播放优教通录音,学生跟读练习活动4了解p,pp,b[d在单词中常见的读音6全班一起完成活动5,教师可播放优教通课件学生看书上的图片,熟读韵诗放第一遍录音,学生听放第二遍录音,在每行结尾处停顿,学生重复确定学生能明白韵诗的意思全班分成两个部分一部分说单数句,另一部分说偶数句然后互换角色,边说边拍手
4.课后作业练习活动6和活动7Module7Unit1He cantsee.教材分析本模块始终围绕句型谈论能做到和不能做到的事情在以此为主线的学习中,还加入了
1.can动词第三人称单复数和人称代词宾格形式的知识简单运用在学习中,主要了解了如何用英语表述盲、聋等残障人士和消防官兵不能做到的事,
2.Unit1从而让我们关注到狗对人类的帮助再通过向询问引导学生复习巩固Sam MsSmart Can you...学情分析在继第模块对句型的肯定形式进行了深入的学习后,本模块的学习对学生来说,就6can cant显得更加容易掌握了句型对小学生而言,本来就是较容易掌握的句型之一,再加上反复Can地复习操练,很多学生会轻视甚至忽视这一知识点的再学习针对这一点,我在本单元的教学中,除了抓好重点句型的巩固复习以外,再将教学中的次重点放大,如人称代词宾格形式cant的学习及掌握;动词第三人称的单、复数形式的运用这些知识点,都是一直困扰学生的,因此,在教学中要合理的安排教学环节的时间和进程,有效地开展教学中的游戏和活动,不但不会让学生小看本模块的知识点学习,还能为大部分学生解决困扰他们的难题教学目标认知目标掌握词汇
1.presenter,useful,blind,deaf,firefighter掌握句型
2.This manis blind.He cantsee.This doghelps him.复习句型及回答
3.Can we…Yes,I can./No,I cant.能力目标结合客观原因,用描述别人做不到的事
1.cant能用询问能否做某事
2.Can we...情感目标教育学生爱护动物,保护动物,并与它们友好相处教学重点和难点重点能识记、理解单词
1.presenter,useful,blind,deaf,firefighter正确运用句型描述别人做不到的事
2.can*难点结合课文内容描述别人不能做到的事情
1.理解部分人称代词的宾格形式
2.教学过程(热身)Step1Warming-upI.Greetings.(我会说,我会演).
2.1can say,I canactI canwalk,walk,walk.He canrun,run,run.We cansee,see,see.They canhear,hear,hear.说和演的语速和动作由慢到快【设计意图】师生边做边演,可以课堂气氛,也复习了旧知,为下面学习新课文做好铺垫,同时也创设了英语学习的良好氛围Step2PresentationLeading-in.师生对话1Now,I havesome questionsfor you.“Can you....playfootball,play basketball,swim...No,I cant教师拿出身边的钢笔和铅笔,说问学生2Pens arevery useful.Pencils areuseful too.““Do you课件展示狗的图片like dogsToday weare goingto talk about someuseful animals.”学生边看课件边听课文录音,思考教师同时板书单元题目学生思考3He cantsee这段对话讲了什么故事?【设计意图】让学生尽量从整体上感知课文Listen andunderline the new words.教授单词领读同学读,开火车等形式1programme,useful教授单词提醒注意的发音,通过动作手势的形式使学生理解单2blind,deaf,hear ea,ear词的意思,做出看不见或耳聋的模样,让学生感知Pm blind.I cantsee.Vm deaf.I canthear.出示图片,板书领读并提醒学生注意字母组合及单数复数firemen,sausage ire,au fireman的读音sausages领读所教新单词及短语,并通过乘火车、小组读等多种方式加以巩固【设计意图】对于五年级学生采用实物和在具体的语境中讲授新单词,可以让学生在有意义的语言环境中非常自然地接受,同时注意对学生进行单词发音规律的教学,以锻炼学生比较、联系及自学单词的能力在此过程中,对学生进行适当的激励教学评价,让学生体验到习得语言的快乐跟读课文.
3.Listen and repeat【设计意图】让学生跟读原声带,边听边指所听到的句子同时在读的过程中注意对学生诸如连读,重读等朗读技巧的指导多媒体图片显示,引领学生加深对课文中重点句子的理解练习Step3Practice听录音,判读正误.
1.Listen andchoose,true orfalse播放录音,学生听后判读正误【设计意图】听录音判读,使学生更加熟悉课文内容踊跃地参与到课堂教学中来,同时也进一步巩固了本课要求学生掌握的重点句型学生用相似的语句把课文中的重点句子反复操练,朗朗上口,提高了学习兴趣Chant.巩固Step4Consolidation课件再次显示课文中的原句,填空【设计意图】与开头呼应,不仅操练了目标语言,动词原形,引导学生运用所学知can t+识解决实际问题小结Step5Summary教师引导学生小结今天所学句型动词原形”汇报本节课学习的主要内容及其具体“cant+运用师生共同欣赏动物与人相亲相爱的图片培养学生帮助有困难的人美好情感Step6家庭作业Step7Assignments模仿课文录音,能流利朗读课文
1.Listen andrepeat.搜集人与动物互助的资料,以英语海报的形式张贴在教室墙上2【设计意图】引导学生把所学知识应用于实际生活中,最终提高实际运用语言的能力为不同层次的学生设置不同等级的作业,给学生提供了充分的自主选择权利,同时也将课内学习延伸到课外,维持学生对英语的持久学习兴趣Unit2This littlegirl cant walk.功能谈论能力的不足语法全体学生能运用This littlegirl can^walk.语言知识目标词汇语音感知中与中的读音,中kind“kite”“k”music”“c”“greerT“dog”“g”的读音,教学目标中的“产与中“甲的读音,与中“fish”coffee”“visit”“love”“V”的读音全体学生能听懂、会说This littlegirl语言技能can9twalk.目标全体学生能认读全体学生能按要求完成语句书写情感、态乐于感知并积极尝试使用英kind语度、价值教学重重点用,之说明能力的不足这一内容难度不大“can教学方式直观教学法、教学法TPR教学准备多媒体课件,单词卡片,点读笔等(热身活动)Step1Warm-up.学生互致问候
1..请学生打着拍子说上一单元所学的韵句
2.播放活动的动画或录音让学生看动画理解语境提醒学生注意3SB Unit21时态,一般过去时与一般现在时的不同叩,(呈现活动)St2Presentation、任务呈现教学过告诉学生“这节课我们要开展认识动物能力的比赛我们1先学习今天的课文,为比赛做好准备”、课文学习播放活动的动画,帮助学生理解课文语境再次播放动画,2SB Unit12请学生完整地听对话,进一步理解语句播放第三遍动画,请学生逐图跟读语句对于学生跟读有困难的语句,按照意群和节奏带读,请学生注意模仿语音语调使用单词卡片带领学生学习并对进行运用训练鼓“kind”This littlegirl carTtwalk.励学生分组朗读对话和看图复述课文,提醒学生注意自己的语音语调Step3(巩固活动)Consolidation.完成活动
1.SB Unit
1.教师说明活动要求看图写图片说明,然后陈述图片内容请学生看第一幅图,2朗读例句,然后独立书写第二幅图和第三幅图的内容最后请部分学生念出他们写的句子,全班核对答案完成活动
3.SB Unit
1.请学生听录音,跟着录音逐列朗读单词每读一列后,请学生注意观察其中的彩4色字母,告诉学生,这些字母或字母组合的读音相同最后请学生再次朗读单词,体会其中的读音规则(扩展活动)完成活动Step4Extension.SB Unit
2.最后展示各小组练习成果任务完成完成活动5SB Unit
2.按照课本上表格的样子绘制一张挂图,分发学生笑脸和哭脸的贴纸请学生以小6组为单位依次到黑板前贴纸对全部贴对的小组进行奖励(布置作业)Step5Homework.向家人展示自己跟读模仿课文录音的情况
1..按要求完成语句书写板书设计2Unit2This littlegirl cantwalk.This littlegirl cantwalk.The doghelped thegirl.教学反思Module8Unit1what time does your school start
一、教学目标、能听、说、读并掌握句型1What time do youget upI get up at half past seven.Whattime does school startMy school starts at eight oclock.、能熟练运用所学句型询问关于日常生活的话题,并能进行正2What timedo you…确回答教学重点能熟练运用所学句型…询问关于日常生活的话题,并能进行正确What timedo you回答教学难点、正确运用动词的第三人称单数形式
1、运用所学句型描述自己的学校生活来询问2What time does/What time does教学重点难点教学准备课时安排新单词卡片、课文、点读笔、实物Step1:Warming-up
1.Greetings.
2.Review the new wordsof Module
8.复习动词词组(课件显示)师点名读,其
3.T:Look at the screen.Who can read it他学生跟读get up,listen tomusic,play basketball,go to school,go to bed,watch TV,playfootball,do homework,do exercises.Now sayand do.复习时间(整点和半点)的表达:
4.T:Do youlike watching TV Ss:Yes,I do.T:I like.(屏幕出示时钟)watchingTV.And Ilike thistoo Look!Whats thisOh,its aclock..师继续出示钟面,问What timeis itSs:Three oclockWhat timeisitnow Ss:Six师不断出示钟面提问学生oclock.Step2:Presentation老师问一名学生老
1.I get up at half pastsix.What timedo youget upSs:I get up at.师继续问一名学生同样问题.老师再问一名学生What timedo you go to school Ss:I老师重复go to school at.What timedo you老师将两个动词词组()放到句型中带读,全班齐读,大小声操练getup,go toschool师作动作(Now makesentences.go to bed,listentomusic,watch TV,playbasketball,play),弓|导学生用造句football What timedo you.老师出示时钟问2700,Look here!What timeisitSs:Seven oclock.T:What timedo you getup引导生回答(全班齐读):I getup at seveno5clock.老师重复一遍I getupat seven oclock.板书I at教师出示时钟问730,What timedo you go toschool Ss:I go toschool athalf past.师出示时钟问seven930,What timedo you do exercisesSs:I do exercises athalf.师出示时钟问past nine1000,What timedo you go tobed Ss:I go tobedat tenoclock.请学生示范问答谈谈你自己的情况
3.Now talk aboutyou.T:Who canask What师点名回答timedo youT:Who can answer两人练习对话课件显示
4.2minutes T:Now Practisein pairs.A:What timedo you点名六组展示B:I at.T:Who wantto try老师问全班
5.What timedo you gotoschool Ss:I gotoschoolat.T What time does重复一遍school startWhat timedoes school start板书老师讲解第三人称单数,要用What timedoes schoolschool doesoFor example:板板…?板全班What timedoes he...What timedoes she...What timedoes Amy齐读,大小声操练,操练句子师问一名学生one byone What timedoes school start引导生回答What timedoes school start Canyou answerMy school starts at eight.师重复板书.师讲解oclock My school starts ateight oclock.My school starts at第三人称单数,动词要加教读句子school startSo My school starts ateighto,clock.,全班齐读,小组齐读,操练.师再问全班two bytwo What timedoesschoolstartSs:课件显示My schoolstarts ateight oclock.
6.Look at the screen,please makesentences:Picture1T:What timedoes shegetupSs:She getsupatsevenoclock.Picture2T:What timedoes thecat listentomusicSs:The catlistens tomusic at nine oclock.Picture3T:What timedoes QQplaybasketballSs:QQ playsbasketball athalfpastseven.学生自己造句Picture4-6T:Who canask Who cananswer.老师点名问答Picture7-9T:Who wanttobethe littleteacher Youask,and youcanpoint anyoneto answer.Step3New text
1.T:What timedoes yourschoolstart.Ss:My schoolstartsateightoclock.T:What time老师does Amys schoolstartLets openyourbooksand turnto Page
30.Listen carefully.放录音.
2.Now answermy question:What timedoes AmysschoolstartWhocanSs:Amysschool startsat nine oclock.
3.Listen andrepeat.判断句子的正误理解课文内容:课件
4.T F,1School startsathalfpastseveninEngland.F2Amy andSam gotoschoolbybus.F3Their houseis neartheschool.T4They dontdoexercisesevery morning.T
5.They play in the playground beforenineoclock.TStep4Extension:Talk about yourschoollife.Myschoollife.My nameis...Im fromaPrimary School.Myschoolstartsat...I lovemy school.Step5Homework Finishyour writing.Step6SummaryT:Todays topicis:What timedo you...What timedoesschool/he/she/Amy...板书设计Unit1What timedoesschoolstartWhat timedo youI at.What timedoes schoolMyschoolstartsat...教学反思Unit2Yesterday Iwent to Sam andAmysschool.教学目标听懂并会答
5.Where didLingling goyesterday Yesterdayshe went toSam and Amysschool.能力目标:描述过去的行为情感目标培养学生学会增进友谊教学重点难点教学准备课时安排教学重点的过去式rangring教学难点动词的过去式新单词卡片,课文,点读笔,实物一课时教学过程二次备课教学准备卡片、录音机、挂图等Teaching stepsStep1:Warm up
1.Greetings
2.T:Good morning,boys and girls.Ss:Good morning,Miss Yi.T:How areyou Ss:I amfine.And youT:I amfine,too.Thanks!
2.Free talkT:What timedoyougetupSI:I getupatsevenoclock.T:Whattimedoyouwatch TVS2:I watchTV atnineo5clock.Step2:Presentation请学生判断描述是中国的学校还是英国的学校T:They start schoolat8oclock.S,给China.T:They platyin theplayground before9oclock S:England.T:Lingling写一封信,描述自己在英国学校中的见闻DarningStep3:Listen tothe tapeand answermy questions.1Where didLingling goyesterday2Whattimedo theystartschoolin England3What dothey doin theplayground4What didLingling dowith thegirls5Whattimedidthebell ring音标6What didthey dothen Step3:s,c sunrice z,s zoonose ththis mothersh shoefishr redrobot hhouse headStep4:GameT:Lets playa game,OKT:Look!Whattimeisitnow SI:Ifs3o9clock.T:What doyou do at3oclock S2:I haveMusicat3oclock.Step5Sing asong T:Now,lets learnanewsong-I getup inmorning.Ss:OK!Step6:Cooler T:Time isup.Class isover.Are youhappy Ss:Yes.T:See you,boys andgirls!板书设计Unit2Yesterday IwenttoSamandAmys.School startsatnineoclock.They allplayin theplayground.教学反思Module9Unit1Are you feeling bored学习词汇:()学习语句:
1.feel,sad,bored,angry,miss,ill,better,tell,told.2Are you扩展运用来询问他人感受的语句并回答feeling Ishe/she feeling...能力目标
2.教学目标使学生能够在真实情景中表达自己的情感,学会表达不同的情绪.情感目标()培养学生学习英语的兴趣,让学生敢于开口说英语,和乐于关心31他人的品质O()引导学生学会自我调整,保持一颗快乐的健康心态2教学重点难点教学准备课时安排、能够用句型询问他人的情绪1Are you feeling…、能够认读并正确运用单词2sad,angry,bored,happy新单词卡片,课文,点读笔,实物一课时教学过程二次备课
(一)Warm-up
1.Greetings()
2.Assessment.angry bird,happy pig.()
3.Enjoy asong and dotheactions Ifyou are happy
(二)Present、重点句型呈现引1T:You singvery well.Tm feeling happy.Are youfeeling happy出单词板书feel-feeling Are youfeeling...Yes.、导入听活动老师做狗叫的声音21wooFT Wha/s thisSs:dog.T:Now lefslistenand say.、活动听力活动()听第一段3211T Emhappy,and youarehappy.Is Linglingfeeling听完后,(引出happy Listen.T:Is LinglingfeelinghappyNow Lingling is feelingsad sad,做表情)()听第二段2T Lingling is feelingsad.Whafs thematter Lingling^grandma(弓出做表情)()听第三段is ill.I ill,3T Linglingsgrandma isilL Isshe betternow(引出并教读)听力活动better2Listen andchoose^/or crossx1Lingling isfeelingbored.x、、2Linglingisfeeling angry.x3Lingling doesntmiss China.44Lingling calledDad、听力》舌动yesterday,x5Linglingishappy now.43Listen andread.।
(三)Practice猜表情(叫一个同学带上面具做一个表情并保持住其他的同学用
1.Arc youfeeling…进行猜测,戴面具的同学根据实际情况回答Yes./No.SI:Are youfeeling...B:No.S2:、听狼来了的故事,并用填空Are youfeeling...2“happy,bored,sad,angry”板书设计Unit1Areyoufeeling boredAreyoufeelinghappy boredYes/NoMy grandmais illin hospital.教学反思Unit2I feelhappy..教学目标1情感目标通过各种活动加强师生间、学生间的情感交流,培养学生的英语情1趣知识目标学会使用.来表达自己的情绪感受2I feelhappy/sad/tired/bored/hungry及询问他人的情绪状况能力目标培养学生听、说和灵活运用语言的能力3教学重点
2.学习新单词1happy,sad,tired,bored,hungry学习新语言结构2I feel….教学难点学习语言结构3I feel…新单词卡片,课文,点读笔,实物一课时教学过程二次备课Step1Warming-upGreeting andsing asongStep2Presentation andPractice1lead inPlay agame guessand dotheaction“review thewords and sentences welearnedlast lesson.
①2Learn the new lessonanddodrills Askthe Ss“Today Ifeel tired.Do youknowwhy”Because I helped mygrandfather onthe farmall day.^Show Ss the CAI.Learn the设计意图激发学生的new words“tired,grandfather,smelland sentence!feel tired.”好奇心和学习兴趣,调动学生的参与热情在旧知识中引出新知
②Ihelpedmygrandfather onthe farmall day.So mygrandfather madea lotof foodsforme.Eg:noodles,pizza,chicken andhamburger.Icansmell nicenoodle soup.Learn the new words:,设计意图:通过模smell”and sentences:Do youfeel hungryYes I do.No Idon t799仿来完成任务,进一步了解新知识并能够运用到情境中培养学生的思维能力,想象能力和创新精神促进语言运用能力的提高3Acts设计意图:在这个活动中,教师是参与Practice in4groups\.Make theconversations.者,帮助者,学生是活动的主体各个学习层次的学生都能参与进来激发学生说英语的愿望开展小组合作学习,有利于学生积极参与课堂活动,并能开动脑筋,主动请教,乐于与他人合作,共同完成学习任务Step3Consolidation设计意图培养学生的语感和语音的正确性,增力口学生的Listen andsay thepoem语言输出量,增强学生的口语能力,为学生的真实语言交际打下基础Step4Sum-up设计意图巩固本课所学,帮助学生养成良好的学习习What havewe learnedtoday惯和形成有效的学习策略,培养学生的自主学习能Step5HomeworkWrite ashort passageaboutyourfeelings today.Lingling wroteapostcard to Darning.What didshe sayListen and answer the questions.
1.Did Linglinggotothe parkyesterday
2.Did theymeet John
3.Did they buy ice creams
4.Did theygo homeby bike
5.Did Linglingwalk tothe bus
6.Did Linglingdrop herice creamStep3:TextListen tothe tape.Work ingroups.Answerthequestions.Read afterthe tape.Read together.Step4:Group workLetthe Sswork ingroups,talkaboutthemselves.Act inclass.Step5:listen andrepeat.Listen carefullyandrepeat.Step6:Sing asong.Listen tothe tapefirst.Sing withthe tape.Have amatch,sing thesong,lets seewhich groupis thewinner.Step7:GameWork ingroups,anddothegameof SB6Step8:HomeworkWrite apostcardtoyour friend,tell himor herwhatdid you do yesterday.【板书设计】Unit2We boughticecreams.dear A:Did he/she...meet-met B:Yes,he/she did./No,he/she didnt.run—ranStep9:Consolidation按要求写单词L(过去式)
7.drop根据汉语提示,补全句子II.(乘)
2.1went homebike yesterday.(步彳亍)
3.Did youschool yesterdayModule2Unit1What didyou buy矢口识与能力1Enable theSs tolearn thewords:need,food,cheese,kilo.2Make theSs understandand usethenewsentence patterns:“How manybananas didyou buyHow much cheese didshe say”3Develop theSs abilitiesof listeningand speaking.4Distinguish thewords:need,food,cheese,and canwrite manyand much.过程与方法1Review thewords aboutneed,food,cheese bygame method.2Teach the text withthe task-based method.3Do asurvey bycooperative learning.情感与态度1Faster theSs consciousnessof goodcooperation.4Keep theSs confidencein learningEnglish.重点Make theSs usethe followingsentences correctly:“How many...didyou buy.?”“Do youhke.・难点How tomake a shopping listWhat dowe needto buy教法1game method2task-based method3approach method学法1cooperative learning教学准备A tape-recorder,word cards,pictures预习设计The studentsshould readthenewwords andlessons forfive times.lt canhelpthe studentsunderstand the text.教学过程二次备课Stepl
1.ReviseReview thelast modules words andlessons byPPT.T Lastmodule welearnt theword did一gowentrun-ran meet-met buy-boughtShow thepowerpoint tothe students:There aresome picturesofthewords:need,food,shoppinglist,cheese,kilo.Then playagamehigh lowvoice,it canhelp boysand girlsrecite thewords.Step2T:What didyou doyesterday Ss:I didmy homework.T:Please guess:What didIdoyesterdayS1:Maybe youwent shopping.things.Look atthe board:T:Canyouspeak outin EnglishStep3look atit.-recorder,then circlethenewwords inthetext.
2.Secondly,some boysand girlscanreadsome questions.The questionsareonthe board:1Where areMr Smartand Lingling2What dothey needto buy3Does Linglinglike bananas4How manyapples didMr Smartbuy
3.Thirdly,the studentsshould followthetape-recorder again,sentence bysentence,then theteacher and一thestudentscan find“What dotheybuyfor thepicnic”They arebananas,apples andcheese.in linglingshand是目录,清单的意思Ss:It isashopping list.list和都是用来询问多少的意思,但在用法上有区别,用来询问可“how many”how much”how many数名词的数量,用来询问不可数名词的数量how much1They areinthe supermarket.2They needto buyfood for their picnic.3Yes,she does.Step4弓导学生说出哪些是1Show some pictures onthe boardapple,pear,banana,cheese,juice,chocolate I可数名词,哪些是不可数名词2Use the pictures tomake somesentences with“how much^and“how many”.Homework
1.Recite thewords andlessons.
2.Make adialogue aboutshoppingo
3.Find someinformation aboutshopping onthe computer.【板书设计】Module2Unit1What didyou buyneed foodcheese shopping list how many howmuchHow manybananas didyou buyHow muchcheese didyou buyStep5:Consolidation选出下列各组单词中不同类的一项L B.shopping C.apple B.much C.how B.eggs C.cheese B.orange C.pear B.want C.picnic从栏中为栏选择合适的答语n.ii iA.Five.sthelist B.I boughtsome icecreams.Unit2How muchcheese didyou buy矢口识与能力1Enable theSs tolearn thewords:picnic,box,bottle,juice.2Make theSs understandand usethenewsentence patterns:How muchcheese didyou buyHow muchjuice didyou buy”3Develop theSs abilitiesof listeningand speaking.学习感知元音字母以及字母组合在单词中的发音,通过朗读含有这些字母和字4u,o,ar,a,er,ir,ur母组合的单词,让学生感知发音规律过程与方法1Review thewords aboutpicnic,box,bottle,juice bygame method.2Teach thetext withthe task-based method.3Do asurvey bycooperative learning.情感与态度1Faster theSs consciousnessof goodcooperation.4Keep theSs confidencein learningEnglish.重点Make theSs usethe followingsentences correctly:“How much...doyouwant”难点How tomake ashopping listHow muchjuice/cheese didyoubuy教法1game method2task-based method3approach method学法1cooperative learning教学准备A tape-recorder,word cards,pictures预习设计The studentsshould readthenewwords andlessons forfive times.lt canhelpthestudentsunderstand thetext.教学过程二次备课SteplRecite theUunit1swordsand phrasesandsentences.The teachershould choosesome studentsto cometotheblackboard.Show thepowerpoint tothestudents:There aresomepicturesof picnic,rice,box,bottle,juice.Then playagamehigh lowvoice,it canhelp boysandgirlsrecite thewords.Step2Sl:What arewe goingto takeon ourpicnic,目录、清单.S2:Let smake alistS3:What aboutjuiceS5:Six boxes.S6:A11right.
2.The teachershould explainthetextfortheSs.
3.Then theSs canmake adialogue aboutmakeashopping list.Step3Page IPs Part2:Look atthepictures,then makesome dialogueslike this:S1:How muchjuice didyou buyS2:We boughttwo bottles.S3:How muchcheese didyou buyS4:Halfakilo.S5:How muchchocolate didyou buyS6:Halfakilo.Page12sPart3,listen andrepeat.Homework:
1.Recite thePart1s dialogue.
2.Make adialogue aboutshoppinglist,and writedown onyournotebook.Module2Unit2How muchcheese didyoubuypicnic bagjuice bottle【板书设计】shoppinglisthowmanyhow muchwords:How muchjuice didyou buyphrases:How muchcheese didyou buysentences:Step4:Consolidation.选出下列句子中错误的一项并改正在后面的横线上I
1.Howmuchapples didyou eatA B Chalf kilo__________bought AC manycheesedidyou buyBB C
3.How A
4.We caneats somenow.ABC
5.Here aretwo bigbottle foryou.ABC英汉互译II..我昨天买了个苹果15Module3Unit1Where didyou go教学目标知识与能力能听、说、认读本课的重点单词:the BritishMuseum,the London能正确使用动词过去式;能Eye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute;利用询问别人过去做的事情What didyoudoWhere didyou go过程与方法通过活动体验,在交流中学会谈论上周末从事的活动,谈论不久前发生的事情,发展综合语言运用能力提高学生跨文化交际意识情感与态度培养学生学习的兴趣,鼓励学生积极合作,引导学生了解西方的名胜古迹重点使学生能听说,认读单词the BritishMuseum,the London能准确理解并熟练运用Eye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute;Whatdid youdoatthe weekend Where didyou goWhere/How/When/What did...难点掌握本课的新单词及利用动词过去式的变化进行描述教法任务型教学法学法合作交流法教学准备课件CD-ROM预习设计预习单词课文,各听读遍10教学过程二次备课Step1Warming-upSs:Good morning,Ms Yang.T:How areyouSs:Fine,thanks.
2.Sing asong:Where didyougo.复习动词的过去式教师以连线的方式考察学生对动词过去式的掌握情况3(设计意图利用歌谣开始本课教学,可以创设go sendlike meetvisit sentliked metvisited met轻松的学习氛围,消除学生的紧张情绪,由歌曲皿力分引出本课的重点句型,激发学生的ew兴趣复习动词的过去式,为后面的教学环节做好铺垫)Step2Presentation、教学新词汇1()1T:Amys weekendis verynice.She visitedlots ofplaces.Lets seethe wonderfulplaces.课件呈现图片,但是学生可以选择任何一个图片的序号猜猜地点通过猜一猜让学生增加兴趣T:Now pleaseguess theplaces,and youcan choosethe numberandguess.SI:Number
1.T:What9s thisSkitsthe BritishMuseum.以同样的方式呈现教师领读几遍然后请学生读课文句子the LondonEye,Big BenWe wenttoothe BritishMuseum.And wevisited BigBen andthe LondonEye.呈现学习新词The BritishMuseum,the LondonEye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute
2.Practice)当学生已经明白单词含义后,让学生开始认读单词利用课件快速闪现单词,要求学生快速1整体认读学生分组认读单词然后请一个学生抽取单词,另一个学生猜测,如果不对,下面的学生大声朗读进行纠错如果说对了,就说.单词、图片配对游戏(请六个学生分别说上面的句子,下面的学生根据句子中所含的新单词进行图片和单词的配对比一比谁的动作快作快说说自己的周末4T:Just nowwe talkedabout Amysweekend.Now letstalkaboutour weekend.Who wantstoshowus请几个学生上台表演周末所做的事,其他同学猜一猜顺序如下your weekend1Ss:What didyoudoattheweekend进行表演2SI其他学生说出表演的内容.示范表演为3Eg:Li Yunwenttothesupermarketattheweekend学生提供一个可操作的模式,以任务型的活动方式,通过合作学习,并予以评价知道,给学生提供平等的说英语的机会,鼓励学生在竞赛中学,这样既创造了轻松愉快、自然和谐的课堂气氛,又促进了交流3resenting thenew text:T Linglinghad ahappy weekend.Where didshe goLefs listenand answermy questions.1Listen tothetextandanswerthequestions:What didyoudoattheweekendWheredidyougoWhat isthe LondonEyeHow didyougoto theseplaces2Listenandrepeat.小组合作,回答问题3Group work:设计意图通过“任务型”听录音,教师领读,纠正学生发音,教给学生正确的发音,让他们习惯标准发音,进而有意识的模仿,形成正确的口语Step3practice教师引导学生回答让学生将平时周末活动罗列出来1“What doyou usuallydoattheweekend”点击课件,出示日历指着上个周末问学生鼓励学生用学过的“Whatdidyoudoattheweekend”过去式回答问题2教师准备一些风景名胜的图片,贴在教室的黑板上utheGreat Wall,Mt Tai,the Summer请两个学生上台活动,一个学生问另一学生站在不同图片前回答Palace.”“Wheredidyougo”…设计意图通过生动活泼的活动,呈现本课重点句型该活动能让学生动一动,“wenttothe学生在动的过程中既活跃了思维,又操练了新句型Step4Homework、介绍你与家人的上周末生活
1、向你的好友介绍你的旅游经历,讲述你曾参观的名胜古迹自选一个内容,并写下2来【板书设计】Unit IWheredidyougo单词;the BritishMuseum,the LondonEye,museum,trip,along,river,twenty minutes句子;WhatdidyoudoattheweekendWhere didyougo【教学反思】教学目标Unit2Darning tookaphotoofhisfather.。