外研版小学五年级英语下册教案全册 - 图文

外研版小学五年级英语下册教案

（第六册）

为了适应新时代的发展，培养高素质人才，更好地搞好本学期的英语教学，使英语教学再上一个新台阶，特制定本学期英语教学计划。

一、班级情况分析

本班共有学生38人，其中男生20人，女生18人。这些学生来自小阿陀周围的12个自然村，基础知识处于一般水平，差生占60%。虽已学过两年英语，但对语法知识掌握较差，只对简单的语法知识有所了解，本学期加大力度渗透语法知识学习，力争对基础语法知识有所掌握，加强生词、句子教学，使学生能连词成句，连句成篇。

二、教材分析：

本册教材是供小学五年级下学期使用的。全书共分11个模块，内含一个期末复习模块，每个模块分为两个单元，一般情况，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习。包括一首歌谣或小诗。其中一些不常用的单词，不要求学生在歌谣之外学会使用。在本册中，我们将继续跟着Lingling和Smart一家在英国访问；Daming 也准备去美国看望他的表哥Simon及其一家人，我们将继续学习如何讲述过去发生的事情，如何表达自己的意见，如何与他人进行讨论等。

三．教学目标

1．逐步培养学生对英语的学习兴趣，为将来的学习打下更好的基础。 2．让学生结合语用和语境掌握语句和语词的基本意义，逐步获得最基本的运用英语的能力。 3．创设情境，设计任务让学生把课堂知识应用于日常生活等实践活动中。 4．能认读、会写适量的单词。

5．学习问侯并回应；询问姓名、年龄、位置、物品名称并给予回答。 6．学习数字13-100。

7.会用英语谈论自己的喜好。 8．会唱英语歌谣和小诗。

9．教育学生在学习英语知识的同时，要学好自己国家的语言文字，从而对学生进行热爱祖国、热爱祖国语言文字的思想教育。

10.教育教学过程中，教师要注意学生各种良好习惯的养成教育。 四、教学措施：

1、从基础入手，使学生熟练掌握简单的语句、问候并回答，询问姓名、年龄、地点、物品，多给学生练习的机会。

2、开展英语角，中午饭听录音，举行问答竞赛，提高其运用能力，使学生养成良好地学习习惯和兴趣。

3、创造良好的学习氛围 。

4、课堂中尽量使用英语，适当使用母语。 5、合理确定教学要求。

6、及时纠正控制性错误，注意用委婉、间接的方式。

7、经常给予学生以鼓励。养成学生良好的语音、语调习惯。 五、教学中应注意的问题

注意使学生发音的正确性，用兴趣教学，使学生注意在用方面下功夫，流利地说出日常用语和一般用语。 六、教学进度

超镇教办进度一周。

Module 1 Changing 题目 题材 (主要） 内容 语言 知识 目标 Changing（变化） Lingling和Sam, Amy在英国。Amy和Lingling看到电视节目中记者在采访一位中国老太太。老人在采访中谈到了过去生活的艰苦和现在生活发生的变化。 教学目标 功能 谈论人们过去和现在的生活变化。 本模块继续学习过去式。 语法 谈论过去：There weren’t any buses. We lived in a small house. （结构、 比较现在：There are lots of buses and cars. We live in a big 句子） house.

能在听录音的过程中从语句中辨别出单词：life, different, ago, 听 any, television, grandchildren, us, grandmother, lady, fire, radio, telephone, field, hope 能在句子中正确使用单词：life, different, ago, any, 说 television, fire, radio, telephone, field, hope, grandchildren 词汇 能在图片的提示下、跟着录音在语句中正确朗读单词：life, 读 different, ago, any, television, us, lady, fire, radio, telephone, field, hope 写 能够抄写单词：life, ago, us, radio, hope 听 能在图片的帮助下听懂课文中的录音材料。 说 能运用所学习的语句看图说出图中的变化。 能借助图片读懂课文中谈论过去和现在生活所使用的句子； 语言 能读懂Lingling的信； 技能 读 能够在读词的过程中体会字母组合ai, ay, al, au, ar在单词中的目标 发音。 能用课文中所学语言看图完成句子：Many years ago, there 写 weren’t . We lived . Now, there are .We live . 学习策略 积极与他人合作，共同完成学习任务； 主动运用所学内容进行练习和实践； 积极运用所学英语进行表达和交流。 文化意识 使学生初步了解现在生活条件的改善，知道祖国正在向前发展，从而更加热爱我们的祖国。 情感态度 使学生养成观察生活、热爱生活的良好品质，启发学生要有上进心和责任感为建设更美好的祖国及家园而奋斗。 任务 1. 谈论远古时代人们的生活与我们现在生活的不同； 2. 介绍校园（班级、城市、社区）里的变化； 3. 通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。

Unit 1 We lived in a small house.

学习任务

There weren’t any buses. We lived in a small house.

There are lots of buses and cars. We live in a big house.

功能

比较过去与现在的生活

运用任务

1、SB第一单元活动3；

2.谈论远古时代人们的生活与我们现在生活的不同； 3.介绍校园（班级、城市、社区）里的变化；

教学程序

一． Warming up（热身复习）

1. Greeting

2. Talking about: holiday and changing of you. 二． Leading in(课文导入)

T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write ‘changing’ on the blackboard. Tell students ‘Everything is changing. No change, no progresses.

三． New teaching（课文教学）

1. Show some old photos and say: Look, life was very different many years

ago .But how was it different? Today, we will learn how to compare past and present life.

2. Listen to the tape and underline the new words. 3. Teach the new words.

a. Show some new word cards. b. Correct pronunciation.

c. Practise new words in different kinds of method. d. Explain important phrases.

4. Listen to the tape-recorder and read follow it . 5. Act out text. 四． Practise（练习）

1. Pay attention to SB unit1 part2 and copy them to make sentences. 2. 完成运用任务1：Show some pictures. Make some students find different

in them and describe in English.

3. 完成运用任务2 describe past and present life 4. 完成运用任务3

五． Summary and homework.(总结与家庭作业)

1. Summary（总结）

T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.” 2. Today’s homework（家庭作业）

a. Listen and read Unit1 three times, try to recite and act. b. Compare two photos and write differences.

板书设计:

Module 1 Changing

Unit 1 We lived in a small house.

weren’t lived small are

live

big

练习：

单项选择（10分）

1（ ）There weren’t ___buses ..A. some B. any C. one 2 ( ) We lived ___ a small house. A at B in Con

3 ( )Yesterday I watched TV ____my grandchildren. A and B with C to 4 ( ) Thank you for____ me. A help B helping C helped

5 ( ) She ____ TV every day. A watching B watched C watches. 6 ( ) It’s a programme ___ monkeys. A about B for C in

7 ( ) She ____ have a bike last year. A doesn’t B didn’t C don’t 8 ( ) My mother worked ____the fields. A in B on C at 9 ( ) ---___do you go to school every day? --- I go to school by bus. A How B What C When

10( ) There ___ three books on the desk one hour ago. A was B were C are 教后记：

Unit 2 She didn’t have a television.

学习任务

She didn’t have a television. She worked in the fields.

功能

谈论人们过去和现在的生活变化。

运用任务

1、SB第二单元活动2 2、SB第二单元活动5

3、通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。

教学程序

一．Warming up.（热身复习）

1. Greetings.

2. Act out last text.

3. Free talk: Compare ‘Old China and New China.’ 二．Lead in（课文导入）

Yesterday, Lingling saw the programme about China, she missed her

grandmother very much. So she writes a letter for Daming, tells about that programme and her feeling. 三．New teaching. （课文教学）

1. Show some questions.

a. What programme did Lingling watch last night? b. What was the old lady’s life like many years ago? c. Who does Lingling miss?

2. Listen to the tape-recorder and find answers. 3. Learn new words.

a. Show some object and cards. b. Correct pronunciation.

c. Practise new words in different kinds of method. 4. Listen to the tape-recorder and act out it. 四 ．Practise（练习）

1. Play a game.

Put nine cards on the desk. Two students use cards to make dialogue. For example:

A: Where was he/she seven days ago? B: He/She was ?

A: What did he/she do there?

B: He/She ?

2、完成运用任务1：SB第二单元活动2 3、完成运用任务2:SB第二单元活动5

4、完成运用任务3：通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。

5、学说字母组合的发音。

首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五．Homework（家庭作业）

Introduce the great changes of our hometown/school/home.

板书设计：

Unit 2 She didn’t have a television.

She didn’t have a television. She worked in the fields.

练习：句型转换

1 She was a teacher.（变一般疑问句） ________ _________ a teacher?

2 They will fly kites. （变否定句） They________ fly kites.

3 They should cook vegetables. （变否定句） They ________ cook vegetables

4 He visited the British Museum yesterday.（变为一般将来时态） ________________________________________________________ 5 There were many buses. （变为一般现在时态）

教后记：

Module 2 Grandparents

题目 Grandparents（外）祖父母 题材 Lingling拿出爷爷、奶奶年轻时候的照片给Sam和Amy看，他们对照片中的人物（主要） 很好奇。于是Lingling向他们介绍了爷爷、奶奶过去的职业及语言的学习情况。 内容 教学目标 语言 功能 谈论人物的职业、语言的学习及昨天做过的事情。

知识 目标 语法 （结构、 句子） 听 词汇 学习is, dance, learn的过去式was, danced, learnt。 谈论过去：She was a dancer. She learnt English. 能在听录音的过程中从语句中辨别出单词：learnt, these, dancer, class, study, hard, retired 说 能在句子中正确使用单词：learnt, these, class, study, hard, retired 读 能在图片的提示下、跟着录音在语句中正确朗读出单词：learnt, class, study, hard, retired 写 能够抄写单词：these, class, study, hard 语言 技能 目标 能在图片的帮助下听懂课文中的录音材料。 能够运用所学语言谈论自己爷爷奶奶过去的职业、语言学习情况； 同学之间能够相互了解昨天所做的事情； 能够说出自己五年前的生活与现在生活的不同。 读 能借助图片读出课文中对爷爷、奶奶过去职业及语言学习情况的介绍； 读懂Unit 2的课文； 能在读词的过程中体会字母组合aw, air, ass在单词中的发音。 写 能用所学语言看图完成句子：Five years ago, he was a . He taught/studied . Now, he is a . 学习策略 看图或照片描叙人物，猜测人物的职业，建立词语与事物间的联系； 注意观察图片及生活中他人的变化，主动运用所学语言进行表达和交流，锻炼语言表达能力。 文化意识 初步了解英语是一门世界语言及学习英语的普遍性和重要性。 情感态度 主动观察生活及他人的变化，积极参与各种英语实践活动，活动中乐于与他人合作与交流，进一步增强学习英语的兴趣和自信心。 任务 1. 说说爷爷奶奶退休前的工作及语言学习情况； 2. 谈论昨天一家人的活动； 3. 告诉同学自己五年前的生活与现在生活的不同之处。 听 说

Unit 1 She learnt English.

学习任务

She learnt English.

Did she learn any foreign languages. He is learning English now.

功能

谈论过去并与现在做比较

运用任务

1、说说爷爷奶奶退休前的工作及语言学习情况； 2、谈论昨天一家人的活动；

教学程序

一、 Warming—up（热身复习） Greeting:

T: Hello, Good morning, class. S: Good morning, teacher.

T: How are you today? S: We are well. T: What day is today? S: Thursday.

T: Are you ready for your English class? S: Yes. We are ready. Game: Review the past tense of some verbs. 二、 New teaching （课文教学）

1. Use some pictures to learn important sentences. Did you/he /she ?..? Yes, I/she/he did. No, didn’t. He is doing ??.

2. Learn new words and phrases.

Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods. 3. Listen and repeat

4. Act out the test. (Give Ss some minutes to practise.) 三、 Practice and consolidate.（练习与巩固）

1. Show two pictures and have Ss describe (use the important

sentences) 2. Do activity 3.

Have Ss look it , give some minutes to practise in pairs ,then act it out.

四、 Task—fulfilling（任务完成）

1、完成运用任务1：说说爷爷奶奶退休前的工作及语言学习情况； 2、完成运用任务2：谈论昨天一家人的活动； 五、 Sum the lesson and homework

Try to describe the other persons to your parents. 板书设计：

Unit 1 She learnt English.

She learnt English.

Did she learn any foreign languages？

Yes,she did./No,she didn’t.

He is learning English now.

练习：

按要求写单词.

live(过去式)______________ city(复数)____________ be(过去式)____________ do(过去式)_____________ talk(现在分词)___________ dance(名词)___________ learn(过去式)___________ come(现在分词)_______________ 英汉互译

在田地里______________ be tired___________________ 努力学习______________ teach Chinese______________ 读书_________________ by school bus______________ 做蛋糕_______________ foreign languages_______________ 谈论_________________ learn English___________________

教后记：

Unit 2 Mr Li was a teacher.

学习任务

Mr Li was a teacher.

He taught Chinese.

Chen Hai is an English teacher. He’s teaching Mr Li.

功能

谈论过去并与现在做比较

运用任务

1、 SB第二单元活动5

2、 告诉同学自己五年前的生活与现在生活的不同之处。

教学程序

一、 Warming—up（热身复习） Greeting : Free talk Game: “What did he do?” 二、Lead---in（课文导入）

Teacher has a student stand in the front of the class. T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s come to the text.

三、 New teaching（课文教学） 1. Important words and sentences

① Listen and underline the new words. Teacher uses all kinds of methods to guide.

② Show some pictures and let Ss describe them. ③ Listen and repeat 2. Practice in pairs

(1)Show a picture of sports player have Ss say out the differences between the pictures.(use the important sentences) （2） Show three pictures and have Ss compare. 四、. Practice（练习）

1、Have Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times. 2、完成运用任务1：SB第二单元活动5

3、完成运用任务2：告诉同学自己五年前的生活与现在生活的不同之处。

4、Say a poem

Look. Listen and follow the tape. Then say together with actions. 5、学说字母组合的发音。

首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五、Summary and homework（总结与家庭作业）

1、Have Ss sum this lesson. Teacher gives complement. 2、Write the mutation in your life. 板书设计

Unit 2 Mr Li was a teacher.

Mr Li was a teacher.

He taught Chinese.

Chen Hai is an English teacher. He’s teaching Mr Li.

练习

选词填空。who what where do did

1--- _______were you last night? ---I was at school. 2---________is the old lady? ---She’s my grandma.

3---________ ________she do yesterday? ---She learnt English. 4----__________they watch TV every day? --- No, they don’t. 教后记

Module 3 English Food

题目 English Food（英国食物） 题材 Daming收到Lingling从英国发来的电子邮件，了解到有关英国的饮食习惯。 （主要） 内容 教学目标 语言 功能 说明中西方饮食文化的不同。 知识 语法 学习运用have及过去式had谈论饮食： 目标 （结构、 What did she have for breakfast yesterday? She had eggs and 句子） sausages. Sam ate six hamburgers. 听 能在听录音的过程中从语句中辨别出单词：egg, email, sandwich, 词汇 traditional, delicious, hamburger, ate, gave, drank, tonight

语言 技能 目标 听 说 读 写 学习策略 文化意识 情感态度 任务 说 能在句子中正确使用单词：email, sandwich, traditional, delicious, hamburger, ate, gave, drank, tonight 读 能在图片的提示下、跟着录音在语句中正确朗读单词：email, sandwich, delicious, hamburger, ate, gave, drank 写 能够抄写单词：egg, email, ate, drank, gave 能在图片的帮助下听懂课文中的录音材料。 能够看图或在语境中与他人谈论、交流饮食习惯及喜欢的食物。 能够看图读出课文中对英国饮食习惯的描述； 能够读懂Amy写给Daming的信； 能够在读词的过程中体会出字母组合ea, ee, ear, ere, eir在单词中的发音。 能看图仿照本模块中的例句写句子：What did you have for lunch yesterday? I had sandwiches. 课堂中积极与同学配合进行有关课文话题的交流。 初步了解英语国家的饮食习惯、食品名称及中西方饮食文化的不同。 主动探索、发现、了解英语国家的饮食文化，乐于接触异国文化，拓展国际视野。 1. 给外国朋友发电子邮件，说说中国的饮食文化； 2. 列出昨晚的食谱，说说自己喜欢或不喜欢的食品。

Unit 1 She had eggs and sausages

学习任务

What did she have for breakfast/lunch/dinner? She had?

功能

谈论饮食习惯

运用任务

1、 SB第一单元活动3 2、 列出昨晚的食谱，说说自己喜欢或不喜欢的食品。

教学程序

一、 Warm up:（热身复习）

T: Hello, boys and girls. S: Hello, teacher.

T: What’s your favourite food? S: My favourite food is?

二、Presentation:（介绍 课文导入）

T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles?

T: We always have rice, noodles, and dumplings for meals. They are Chinese

food. Do you know English food?

Ss: Talk about English food which they know. T: Tell the student Daming get an email from Lingling. It’s talk about English

food. Now let’s see what Lingling introduces. Then write the title. 三、Teach new lesson:（课文教学）

Step1 Show them some new word cards and teach them the pronunciation. Step2 Open their books; listen to the tape for the first time, ask the

students to find out the new words and the name of the food. And explain some English eating habits. Step3 Give the student some questions: 1、 What did Daming have got?

2、 What did Lingling have for breakfast/lunch/dinner?

Listen to the tape for the second time, ask the students to answer the question, and then check the answer together.

Step4 Ask the students to see the pictures and play the tape, the students

read after it. At last the students read the text in pairs.

四、 Practice（练习）

1、 Ask the student to see the third part of the text. Use the sentences

to make dialogues in pairs.

2、 完成运用任务1：SB第一单元活动3

3、完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的食品。 五、Homework（家庭作业）

Go over the text. Pay attention to the important sentences and the name of the food.

板书设计：

Unit 1 She had eggs and sausages

What did she have for breakfast/lunch/dinner? She had?

练习： 按要求写单词.

give(过去式)______________ city(复数)____________ drink(过去式)____________ sing(名词)_____________eat(现在分词)___________ study(过去式)___________ dangerous(反义词)___________ shop(现在分词)_______________

know （同音词） . wear (同音词) same （反义词） 3 用动词的正确形式填空（5分）

1).Many years ago, she_________(cook) on a fire. 2).Let’s______________(go) to the supermarket. 3).He ____________(do) her homework last night. 4).They ________(be) going to cook English food.

5).Lingling had a sandwich because she- (like) hamburgers. 教后记：

Unit2 Sam ate six hamburgers

学习任务

Sam ate six hamburgers

He likes hamburgers very much. What did you eat/drink last night? What are you going to eat/drink?

功能

谈论饮食及喜欢的食物。

运用任务

1、SB第二单元活动5

2、给外国朋友发电子邮件，说说中国的饮食文化；

教学程序

一、Warmer:（热身复习） T: Hello.

Ss: Hello teacher.

T: What did you have for breakfast this morning? Ss: I had?

T: What’s your favourite food? Ss: My favourite food is? 二、 Presentation:（介绍）

Take out a picture of hamburger and ask the students “Do you like

hamburger?” “How many hamburgers can you eat? Students answer the questions. T: Let’s see how many hamburgers Sam can eat. Then write the title

on the board. 三、 Teach new lesson:（课文教学）

Step1 T: Take out some new word cards. Ask students to try to read out them, and then teach them these words.

Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions:

1、 Who ate hamburgers? 2、 Who had a sandwich? 3、 What is mum going to cook tonight?

Step2 Play the tape, the students should read after it. Then check the answers.

Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best.

Step4 Game

将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。

四、 Practice（练习）

1、完成运用任务1：SB第二单元活动5

2、完成运用任务2：给外国朋友发电子邮件，说说中国的饮食文化； 3、学说字母组合的发音。首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五、 Summary and homework（总结与家庭作业）

1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。 2、模仿课文写一封信给自己的好朋友或同学

板书设计：

Unit2 Sam ate six hamburgers Sam ate six hamburgers He likes hamburgers very much. What did you eat/drink last night? What are you going to eat/drink?

练习设计：

题目 Library（图书馆） 单项选择。

1（ ）I’ve got __email from Lingling. A a B an C one

2 ( ) She ___ an English breakfast yesterday. A has B have C had 3 ( )What __ she ___ yesterday evening?

A did, have B did, has C does, have

4 ( ) They had noodles ___ lunch. A on B in C for

5 ( ) Lingling ___ English food very much. A. likes B. like C. liked 6 ( ) What___ Daming__ to eat tonight? A are, going B. is, going C does, go

7 ( ) He ____ eat hamburgers tonight. A does go to B is going to C agoing to

8 ( ) She __ one apple to dog every day. A give B gives C gave 9 ( ) He __ fish last night. A ate B eat C eating 10 ( ) ---____ Amy___ Chinese food ? --- Yes, she does.

A. Did, miss B. Does, missed C Does ,miss

教后记：

Module 4 Library

题材 （主要) 内容 语言 知识 目标 Amy的妈妈给Amy和Lingling买了一台新电脑，可她们不会使用，于是她们到图书馆借书学习怎样使用电脑。第二天，她们学会了使用电脑并做了一张电子贺卡送给妈妈。 教学目标 功能 如何在图书馆借书，询问和寻找相关信息。 语法 学习如何询问物品的方位：Where are the books about computers, （结构、 please? They’re on Shelf C. 句子） 学习如何询问和寻找相关信息：Where can you find out about animals? You can find out about animals in the library. 听 能在听录音的过程中从语句中辨别出单词：library, find, 词汇 CD-ROM, bring, use, card, easy, dictionary, newspaper, information, timetable 说 能在句子中正确使用单词：library, find, CD-ROM, card, use, dictionary, newspaper, computer 读 能在图片的提示下，跟着录音在语句中正确朗读出单词：find, library, CD-ROM, card, dictionary, newspaper 写 能够抄写单词：library, use, card, easy 听 能听懂询问和寻找相关信息的句子：Where are the books about computers, please? They’re on Shelf C. 说 能在创设的情境中练习对话，运用句子：Where are..., please? They are? 读 能够看图读出询问物品方位、询问和寻找信息的句子，体会字母 组合ie, igh, ir在单词中的发音。 写 能用课文中所学语言看图完成句子：Where are ? Where can you find out about ? 对所学内容能主动练习和实践，积极运用所学英语进行表达和交流。 了解电脑在现代生活中的作用。 提高学生自主获取信息的能力，培养关心帮助他人的美好情感。 自行设计百货超市，运用Where are?, please? They are?练习如何在某地找到某物， 组织学生制作电子贺卡送给父母、老师或同学。

Unit 1 Where are the books about computers, please?

语言 技能 目标 学习策略 文化意识 情感态度 任务

学习任务

Where are the?about?please?

?in two week’s time.

功能

如何在图书馆借书

运用任务

1.SB第一单元活动3

2、自行设计百货超市，运用Where are?, please? They are?练习如何在某地找到某物

教学程序

Step1 ：Warming up（热身复习）

1 、Sing a song

２、Play a guessing game

Step2 ：Presentation（介绍）

T: I need a book about English food. What can I do? Ss: You can buy the book.

T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。 T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。

Step3 Teach new lesson（课文教学）

1、 教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。 2、 教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。

3、 教师将生词写在黑板上，为同学示范发音，并逐个讲解。 4、 教师播放录音，请学生跟读、模仿语音语调

Step4： Practice（练习）

1、 让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。

2、完成运用任务1：SB第一单元活动3

3、完成运用任务2：自行设计百货超市，运用Where are?, please? They are?练习如何在某地找到某物

Step5 Summary and homework

1、 请同学们看课文挂图，大体描述课文中在图书馆的对话内容。 2、 熟读课文并记忆重点单词和句型。

3、Ask them to make up a dialogue with the new drills and new words.

板书设计：

Unit 1 Where are the books about computers, please?

Where are the?about?please? ?in two week’s time.

练习：

按要求写单词.

find(过去式)_______lady(复数)____________ bring(过去式)____________

dance(名词)_____________study(现在分词)___________ use(过去式)___________ easy(反义词)___________ write(现在分词)_______________ too（同音词） . I(同音词) 3 翻译下列短语。

传统的中国食物_________________ 有关计算机的书_______________

列车信息_________________ 图书证______________ 带回来____________ make an e-card_____________ in two week’s time___________________ be good at___________ listen to music_________ find out_____________ 4 用动词的正确形式填空（5分）

1)Sam _________ ( get up) early this morning. 2)Lingling _________ (drink) some milk now. 3)We_______ (live) in a small house last year.

4)-What ____ (do ) you do tomorrow? -I _______ (work) in the office. 5)She ______(want) to help students.

教后记：

Unit 2 Where can you find out about animals?

学习任务

Where can you find out about?.? You can find out about?in/ on?

功能

询问和寻找相关信息

运用任务

1.SB第二单元活动5

2、组织学生制作电子贺卡送给父母、老师或同学

教学程序

Step1 Warming up（热身复习）

1、 Sing a song

2、 Show the pictures, ask the students to make up dialogues.

Step2 Presentation（介绍）

T: Today we will learn how to research the message what we need.学完之后，大家要试着通过各种途径来查询信息。

Step3 Teach new lesson（课文教学）

1、 T: Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one. Tell the student we can find out about words in a dictionary. As the same way, teach them the other new words.

2、 Play the tape the student should read the text after the tape. Then they should practice the text in groups or pairs. Help the student to grasp the sentence: “You should find out about? in / on?” Ask some groups to read in pairs.

Step4 practice （练习）

1、教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好的予以奖励。

2、完成运用任务1：SB第二单元活动5

3、完成运用任务2：组织学生制作电子贺卡送给父母、老师或同学 4、学说字母组合的发音。

首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

Stpe5 Summary（小结）

T: What have we learnt this class?

Step6 Homework（家庭作业）

According to this class, do activity book practice 1.

板书设计：

Unit 2 Where can you find out about animals?

A:Where can you find out about?.? B:I can find out about?in/ on? ie igh ir die high girl lie night shirt

练习：

单项选择。

1（ ）The timetable ___ ___ the wall. A are, on B is, in C is, on 2 ( ) Please bring ___the book __ two week’s time.

A back, in B on, in C about, after

3 ( ) It’s easy ___ a computer. A on B in C with 4 ( ) Let’s___ to the library. A go B going C went 5 ( )Where___ the books about food? A is B are C were

6 ( ) There __ any cars or buses. A .were B. weren’t C wasn’t 7 ( ) Here’s a card ___ you. A on B to C for 8 ( )She didn’t__ a radio. A. had B. have C has 9( ) He gave a present __ his Mum. A in B for C to

10( ) Can I have your library card, please? ----- _________ A Yes, I can. B No, I can’t C Yes, here you are. 教后记：

Module 5 Decisions

题目 题材 （主要） 内容 语言 Decisions（决定） Lingling要回中国了，可是她的旅行包坏了，所以Ms Smart要给她买一个新包。通过选择和比较，最后买到了一个称心的旅行包。 功能 教学目标 描述事物的特征，表达自己的看法。

知识 目标 语法 （结构、 句子） 词汇 听 说 读 写 学习描述物品的特征： It’s big and light. 学习表达对某物的看法： It’s too big for you. It’ll be easy for you. 能在听录音的过程中从语句中辨别出单词：light, broken, heavy, pocket, hard, easy, big, small 能在句子中正确使用单词：easy, hard, heavy, light, big, small 能在图片的提示下，跟着录音在语句中正确朗读单词：light, broken ,heavy, pocket, hard 能够抄写单词：light, hard, heavy 能听懂描述事物特征及表达对其看法的句子：This black big is nice. It’s easy for him. 能在创设的情境中描述物品的特征并表达自己的看法：It’s big and light. It’s too big for you. 能够看图读出描述物品特征及表达看法的句子，体会字母组合oa, oy, oo在单词中的发音。 能用课文中所学语言看图完成句子：It’s heavy. It’s easy for him. 语言 技能 目标 听 说 读 写 学习策略 文化意识 情感态度 任务 在词语与相应事物之间建立联想；积极与他人合作，共同完成学习任务。 培养学生的自主意识和创新意识。 创设一个购物情境，用不同的形容词来描述事物的特征。

UNIT 1 It’s big and light.

学习任务

It’s big and light. It’s got two pockets

功能

描述事物的特征

运用任务

1.SB第一单元活动3

2、创设一个购物情境，用不同的形容词来描述事物的特征。

教学程序

Step1 Warming up（热身复习）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues. Stept2. Leading and new words（导入和新单词）

Today we’re going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentences with these words. Step3. Text teaching(课文教学)

Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What’s the black bag like?(4).What’s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell.

Step4. Practice（练习）

1、Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice. 2.完成运用任务1：SB第一单元活动3

3、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。

Stept5. Homework（家庭作业）

1.画一个你喜欢的包，然后用英语描述它 2.Describe animals.

3、Games: Draw yourself.

(Draw a picture of yourself and try to describe.)

板书设计：

Module 5 Unit1 It’s big and light.

P1 porcket

P2 broken

P3 heavy

P4 light It’s got? It has?

练习：

为I栏找出正确的答语

I ( )1 Who are they ? ( )2 Is he your grandpa? ( )3 How do you do? ( )4 What did she do ? ( )5 What’s the weather like? ( )6 Can I see your photos? II A I went there in May. B How do you do! C It’s cloudy. D Nice to meet you, too. E Of course. F She went to Xinjing.

教后记：

UNIT 2 It’s too big for you.

学习任务

It’s ?for?;

It’s too big for you. Try this one in whiter.

功能

如何表达自己的看法

运用任务

1、 SB第二单元活动5

2、创设一个购物情境，用不同的形容词来描述事物的特征。

教学程序

Step1.Warmer （热身活动）

(Look at the screen) Can you use it? Review the words and make sentences with them.

I you we she he they it me you us her him them it

Step2. Words and leading（单词和导入）

Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it.

They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy?

Step3.Test teaching. (课文教学)

Play the tape. Listen and answer the questions (Show ppt)

1. What does Lingling want to buy? 2. What can you see on it?

3. What color does Lingling buy at last? 4. What color does Lingling like?

5. Why does she change her mind to buy another color? At last, please the students act the dialogue. Step4. Practice（练习）

1. Show the pictures. Have the students look, say and write. Make sentences

with: It’s ? for?. Draw it on the board. Then the students write the sentences on their exercise book.

2. Show the ppt. Play the tape. Have the students listen and underline the

same pronounce, and then do the AB. 3. 完成运用任务1：SB第二单元活动5

4、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。 5、学说字母组合的发音。 首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

Step5. Learn to sing. （学习歌曲）

Listen to the tape for several times. Try to sing and do the actions. Step6. Homework：（家庭作业） Describe your bag.

板书设计：

UNIT 2 It’s too big for you. It’s ?for?; It’s too big for you. Try this one in whiter.

练习：

按所给单词的适当形式填空。

1)There are lots of _______(bus).

2)Thank you for_______ (dance) to us. 3)She danced in lots of ______(cities). 4) He______________ (teach) English now.

5 )Ten years ago, he _________(teach) Chinese.

6 )He ________(live) there with his three children. 7 )He should ______(study) hard. 题目 Travel（旅行） 教后记：

Module 6 Travel

题材 （主要） 内容 语言 知识 目标 Amy看到了Lingling所带的相片，于是Lingling便向Amy和Ms Smart介绍相册上她所去过的中国几个著名风景区及其地理位置。 功能 语法 （结构、 句子） 听 能在听录音的过程中从语句中辨别出单词：photo, stay, 词汇 week, parent, ride, horse, holiday, climb, east, west, north, south 说 能在句子中正确使用单词：photo, parent, ride, holiday, climb, east, west, north, south 读 能在图片的提示下，跟着录音在语句中正确朗读出单词：photo, parent, ride, horse, climb, holiday 写 能够抄写单词：photo, week, parent, horse 听 能听懂描述旅游见闻的句子：When did you go to Xinjiang? We went there last year. 描述某地方位的句子：It’s in the east/west/south/north. 说 能够借助过去旅游的照片，运用本课句型描述一次旅游活动：Last year, I went to Qingdao and visited my friend. 读 能够看图读出谈论旅游见闻和描述某地方位的句子，体会字母组合or, oor, our/ou, ow/our, ur在单词中的发音。 写 能用课文中所学语言看图完成句子：Last year, I went to . It’s in the . 注意观察生活或媒体中有关旅游见闻的简单英语，积极运用所学英语进行表达和交流。 了解祖国的地理知识，知道一些著名城市的位置及其名胜古迹。 培养学生热爱祖国大好河山的美好情感。 谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。 教学目标 谈论旅游见闻，描述某个地方的方位。 学习谈论过去的事情：I went there last year. 学习如何描述某地方位：It’s in the east/west/south/north. 语言 技能 目标 学习策略 文化意识 情感态度 任务

UNIT 1 I went there last year

学习任务

Did you go with?

where/when/what/who did you???

功能

谈论旅游见闻

运用任务

1、 SB第一单元活动3

2、 谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。

教学程序

Step1.Warmer （热身活动）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues. Step 2: leading（导入）

(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England

Step 3: Take out many photos and new words（出示照片并学习新单词）

Introduce: This is a photo( 举一张 ). These are photos (举全部，多张照片)

Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.

Explain: ‘stayed’ is the past tense of stay

Week: from Sunday and Saturday is one week.

Step 4: Test teaching. (课文教学) 1、So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it. Ask the students to close their books

Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions .

Now tell the students to open their books and underline all the questions in the dialogue

Have the students answer the questions

2、Show the pictures and have the student try to say and write.

Use the drills. At last give them answers Who has got some photos? Where is Lingling?

When did Lingling go there? Who did she go with?

Where does her uncle live?

Step 4 Practice（练习）

1、完成运用任务1：SB第一单元活动3

2、 完成运用任务2:谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。 Step5Homework(家庭作业)

Talking about where you went? And write down

板书设计：

UNIT 1 I went there last year

Did you go with?

where/when/what/who did you???

练习：

单项选择

1 Where ____ the books about computer? A was B is C are 2 Where ___ you yesterday? A were B are C is 3 Lingling, ____ your bad. A Look B See C Look at

4 The T-shirt has got a panda ___ it. A on B in C at 5 Try this one ____ white. A on B in C at 6 It ____ got four wheels. A is B was C has

7 My cousins ______ Beijing every year. A visit B visits C visited 8 It’s ____ the west of China. A on B in C to 9 We stayed ____ my friend. A for B to C with

10 He made ___ e-card ___ me. A a, to B an, for C a, to

教后记：

Unit 2 It is in the north of China

学习任务

Where did you go for your holidays? Where is ?

It is in the north/south/east/west of China.

功能

描述某个地方的方位

运用任务

1、 SB第二单元活动2 2、 SB第二单元活动5

3、 谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。

教学程序

Step1.Warmer （热身活动）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues.

Step2. New words （新单词）

Show the cards of the new word. Have the student read and remember them Then explain the word: parent means mother or father; Holiday means the day that you do not work or study, you are free.

Step3. Test teaching(课文教学)

1、Play the tape, have the students open their books listen and read then answer the questions

1. Where did Lingling go? 2. When did she go?

3. Who did she go with? 4. Where is Xinjiang? 5. What did she ride?

6. What mountain did she climb? 7. What lake did she visit? 8. Did she have a good time?

At last give answer to the students

2、On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right. Read and point

Show a map of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong

Practice: Have the students talk about their holiday. If they did not go anywhere,

Step 4 Practice（练习）

1、完成运用任务1：SB第二单元活动2

2、完成运用任务2：SB第二单元活动5

3、完成运用任务3：谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。 4、学说字母组合的发音。 首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

Step5. Sing a song （学唱歌曲）

Play the tape and the student learn to sing Game: Draw a picture (in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite ) Step Homework: （家庭作业） Write and draw

1. Where is your favourite place? 2. When did you go there? 3. What did you do there? 4. Who did you go with?

板书设计：

Unit 2 It is in the north of China

Where did you go for your holidays?

题目 Communications（交流） Where is ?

It is in the north/south/east/west of

China. 练习：

阅读短文，回答问题。10分

My name is Amy. Last autumn, I went to Beijing with my parents. Beijng is in the north of China. It has lots of places of interest. I visited the Great Wall and took photos with my parents. I went to Tian’an men Square. It is very beautiful. We stayed there for two weeks with my grandparents. We had a lovely time.

1 Did Amy go with her parents to Beijing? 2 Where’s Beijing?

3 Has Beijing got lots of places of interest? 4 What did Amy do with her parents? 5 How long did they stay there?

教后记：

Module 7 Communications

题材 Amy教给Tom发送电子邮件，之后Tom用电子邮件与Dad 交流。 （主要） 内容 教学目标 语言 知识 目标 功能 语法 （结构、 句子） 了解如何发送电子邮件，并用电子邮件与人沟通交流。 学习祈使句： Let’s send an Email. Click on “Email”. Write your message. 复习现在进行时： I am working very hard. 一般将来时： I will be home at seven o’clock. 听 能够在听录音的过程中辨别出单词：message, another, idea, 词汇 office, busy 说 能够在句子中正确使用单词：message, idea, office, busy 读 能够在图片的帮助下正确认读单词：message, idea, office, busy 写 能够正确抄写单词：message, idea, office, busy 听 能够听懂如何发送电子邮件的指令：Click on “Email”. Now click on “Write”. Write your message. Click on “Send”. 说 能够表达如何发送电子邮件，并能够简单说出自己的近况。 读 语言 技能 目标 能够在图片的帮助下指读课文，理解发送电子邮件的步骤； 能够在读词的过程中体会字母组合ch, tch, ck, kn 在单词中的发音。 写 能够在图片的帮助提示下，写出发送电子邮件的步骤。 学习策略 积极运用所学的语言进行表达和交流，并通过与同学合作的方式（如：同学相互介绍发送电子邮件），进一步巩固所学知识，共同完成学习任务。 文化意识 让学生了解现代科技电子邮件在现实生活中的使用，激发学生努力学习的热情。 情感态度 通过积极参与互发电子邮件的活动，培养学生敢于开口、乐于开口、积极参与实践的习惯。 任务 运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。

Unit 1 Let’s send an email.

学习任务

Let’s send an email to dad.

Clik on ‘Email’. Write your message.

功能

学习如何发送电子邮件

运用任务

1、 SB第一单元活动3

2、 运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，

提高交流能力。

教学程序

Step1.Warmer （热身活动）

1、Sing a song： my home’s the place 2、自由讨论:描述方位 Step 2: leading（导入）

请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说出电话，书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。

利用多媒体课件展示一幅电脑图片，询问学生我们可以用它来做什么，然后告诉学生我们可以用它来和别人交流，今天我们就来学习如何发送电子邮件给你的亲朋好友。

Step3：text teaching(课文教学)： （1）、板书单词“email”，同时向学生讲解什么是电子邮件：“它是从一个电脑到另一个电脑的信息。”用课件展示动画从一个计算机到另一个计算机的过程。并出示图片。请学生读单词，可以齐读，分小组读，或者男女生分组读。 （2）、播放录音，呈现活动1，请学生听录音熟悉课文内容。 再放录音，请学生找到问题的答案：What’s an email? Where is the email from? (3)、 教师将重点句子板书在黑板上： Let’s send an email to dad. Click on ‘email’. Click on ‘write’. Write your message. Click on‘send’.

（4）、 请学生回答上面的问题，教师 进行总结。继续提问；怎样发送电子邮件？ 展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，按正确地顺

序把

图片排列好。然后再听一遍录音，让学生熟悉发送电子邮件的过程。

（5）、领读重点句子，让学生重复，找单个学生复述句子，然后自由练习如何发送电子邮件。教师将图片打乱顺序贴到黑板上，找学生将图片与句子连线。 （6）、再放一遍录音，请学生跟读课文。再让学生复述如何发送电子邮件。对复述好的学生给予奖励。 （7）、完成活动手册练习1，练习2，先让学生听录音，再找学生说出自己的答案。并找学生对错误的论断进行改正。

Step4 practice(练习) （1）、听一听，画一画

请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write some words on your poster，put the poster on the wall！让学生课后将自己的海报粘贴

到墙上，并描述一下自己的作品，评选出好的作品给予奖励。 （2）、完成运用任务1：SB第一单元活动3 （3）、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。 （4）、游戏：我说你做

两人一组，一人说指令，另一个人做动作，比比看谁的反应快。 Step5 homework（课后作业）

（1）、熟悉发送电子邮件的 过程。 （2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。

板书设计

Unit 1 Let’s send an email.

Let’s send an email to dad. Click on ‘email’. Click on ‘write’. Write your message. Click on ‘send’.

练习：

连线,将A栏的词组合成一个短语,再与C栏的汉语连起来.(18分 A B C click on the mouse 使用鼠标

use an email 写信息 send your friend 发送电子邮件 write idea 好主意

draw “Email” 画你的朋友

good the message 点击电子邮件图标

教后记：

UNIT 2 I will be home at seven o’clock.

学习任务

I am working very hard.

I will be home at seven o’clock.

功能

通过电子邮件进行交流

运用任务

1、 SB 第二单元活动5

2、 运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，

提高交流能力。

教学程序

Setp 1：Wamer(热身活动)

1、 Sing a song : 2、 自由交谈:关于旅游

Setp 2:leading in (导入)

让我们一起来看看汤姆回复给SMART的电子邮件。

Setp 3：Text teaching(课文教学)

（1）、播放录音，呈现活动1，教师提问：“what’s an email ？”请学生回答. (2)、再放一遍录音，请学生模仿跟读，直至读的熟练为止。 （3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：

I am working very hard.

I will be home at seven o’clock.

(4)出示活动2的图片，请学生来描述一下，对说的好的学生给予奖励。让学生良人一组来进行描述。教师给予指导。

（5）、播放活动3的录音，请全班跟读，熟悉每个单词的发音。把单词卡随意粘贴到黑板上，教师一边贴，学生一边读。然后将其分组。 （6）、组织全体学生听录音，完成活动手册练习4。

Setp 4 Partice (任务完成)

1、完成运用任务1：SB 第二单元活动5：教师发出指令，学生记住之后，按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。

2、游戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸爸妈妈的身份给自己写一封电子邮件。对写的好的学生进行表扬。

3、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。

4、学说字母组合的发音。

首先，听音学说，找出共同发音.

再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解

Setp 5：Learn song(学习歌曲)。

逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分角色演唱歌曲。

Setp 6:Homework(课后作业)

请学生根据上一节课后收到的邮件，给对方回复一封电子邮件。

板书设计

UNIT 2 I will be home at seven o’clock.

I am working very hard.

题目 Discussion（讨论） I will be at home at seven o’clock.

练习：

选择填空. (12分).

( ) 1. What’s _________email? A. a B. an C. \\

( ) 2. Thank you for ________me an email. A. send B. sends C. sending ( ) 3. I’ll ________home at seven o’clock. A. at B. be C. go to

( ) 4.It flies ______ one tree to another tree. A. in B. at C. from

( ) 5.Lingling is _____the phone for you. A. to B. in C. on

( ) .6. ________about a green bag?

A. How B. What a C. Where

( ). 7. The red line is _________the yellow one. A. big than B. same as C. the same as

( ) 8. Her mother and grandma ________Chinese. A. from B. are C. is

( ) 9. He _________ buy a present for her brother. A. wants B. wants to C. want to

( ) 10. I’m working very hard_________the office.

A. to B. on C. at

( ) 11. -------How are you? ----_________

A. I am Sam. B. I am nine C. I’m fine. ( ) 12. Let’s send an email ________Dad. A. to B. for C. from

教后记：

Module 8 Discussion

题材 Daming要到美国去，打电话征求Sam送什么礼物给表弟，最后商定送一个中国龙（主要） 风筝。 内容 教学目标 语言 知识 目标 功能 学习如何给别人提建议； 通过对事物的对比发表自己的看法。 学习征求建议： 语法 （结构、 What do you suggest? What do you think? 学习表达建议： 句子） What about?? How about?? Why don’t you?? 学习表达观点： I think so. I don’t think so. 复习有关比较的句式： Line A is longer. Is Line A the same as Line B? 听 能在听录音的过程中辨别出单词：suggest, quickly, excited, 词汇 America, China, kind, dragon, same, circle 说 读 写 能够在句子中正确运用单词：suggest, quickly, America, China, kind, dragon, same 能够在图片的帮助下、跟着录音正确朗读单词：suggest, quickly, America, China, kind, dragon, same 能够正确抄写单词：suggest, quickly, America, China, dragon, same 语言 听 能够听懂他人征求意见、建议以及表达观点的句子：What do you 技能 suggest? What about chopsticks? 目标 说 能够根据实际情况说出自己的建议，表达自己的观点并向他人征求建议：How about a dragon kite? Why don’t you give him a kite? I think so. 能够在图片的帮助下认读课文, 体会句子表达的含义； 读 能够在读词的过程中体会字母组合ll, ng, nk,在单词中的发音。 写 能够在图片的帮助下，抄写向别人表达建议的句子：What about chopsticks? How about a dragon kite? Why don’t you give him a kite? 学习策略 积极运用所学英语进行表达和交流； 积极与他人合作，共同完成学习任务。 文化意识 让学生了解在英、美国家中，征求意见和表达建议时的语气非常委婉，从而养成文明礼貌待人的习惯；同时让学生知道“龙”是中国的象征。 情感态度 教育学生在讨论中积极参与，主动请教，培养合作意识；在比赛中乐于模仿，敢于开口，培养公平竞争的态度及创新精神。 任务 运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什么礼物给自己的朋友。 Unit1 What do you suggest?

学习任务

What do you suggest? What about??? Why don’t you ??? How about???

功能

学习如何给别人提建议

运用任务

1、 SB第一单元活动3

2、 运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什么礼物

给自己的朋友。

教学程序

Setp1:Wamer(热身复习)

A: Song: We are clever boys and girls. B: Free Talk: How to send an email? C: New concepts:

1) Greetings.

2) Sing an English song. Setp2:Leading in(课文导入)

1) 热身复习后,教师对学生说:I am going to visit a foreign friend this

weekend .And I want to take a present for him .What do you suggest? 请学生提出建议.

2) 教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢？Sam 又是如何

给Daming 提出建议的呢？下面让我们一起来学习今天的课文。 Setp3:Text teaching(课文教学)

1） 把挂图贴在黑板上，播放课文录音。

呈现SB Unit 1Activities 1的内容，请学生边听边看挂图。听过后，教师指着挂图上的人物，引导学生说出对话发生的场景。

2） 再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，

将其写在黑板上： What do you suggest? What about chopsticks?

Why don’t you give him a kite? How about a dragon kite?

将“What do you suggest?” “What about? ？”“Why don’t you??”和“How about??”用方框框起来。告诉学生给别人提供建议时，可以使用这些句型。然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。

3)．完成SB Unit 1 Activities 2 Setp4:Pactice(任务完成) 1） 游戏：“打电话”。 选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同的角色。 2） 游戏“小小购物车”

准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请学生到讲台上随意拿起某件物品，使用提供建议的句型来建议教师购买。 3）完成运用任务1：SB第一单元活动3

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