外研版(三起)五年级上册英语全册教案

Module 1

Unit 1 Did you come back yesterday?

I．学习目标：

1.I can read the new words：met, you, those, ice cream, us, finish, hurry, wait, drop;

2.I can read and understand the text.

3.I can use the key points:

“----Did you come back yesterday？

-----No, we came back last Sunday.

Do you live in London too?

II．时间预设: 小检测51--→自学、对学、群学201--→展示101 -→达标测评51

III. 学法指导：A.注意倾听 B.请使用双色笔标出不会的单词 C.注意坐姿

IV．课前预习: 1.听单词和课文录音，跟读3遍。

2.将自己理解的句子意思用铅笔标注在课文中。

家长签字

Step1: Check . 单词大闯关（听写→对改→改错→报到）

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？

1.go----went 去

2.meet---- met 遇见

3.see----saw看见

https://www.360docs.net/doc/64871754.html,e----came 来

5.visit----visited 参观

6.drop----dropped 掉下

Step3: Cooperation

Answer the questions。

1.Did Amy come back yesterday?

2.Did John live in London too?

Step4: Show

孩子们，It’s time to show！请选择一项任务展示。组长要合理分工，展示过程中精彩PK，及时补充会额外加分哟！

参考任务包：

Step5: Consolidation

I.翻译短语。

1.hurry up

2.go home____________

https://www.360docs.net/doc/64871754.html,e back

4.ice cream____________

5.wait for

6.live in ____________

II．小小翻译家。

1、Did you come back yesterday?

2、Do you live in London too?

3、I dropped my ice cream!

III.选择适当的介词填空。

with in for up at

1.Look __________ these flowers!

2.Hurry ________,or you’ll be late.

3.The car is waiting ________ us.

4.Do you live _______ Canada?

5.Li Ming is in China ________ John and Lucy.

Unit 2 We bought ice creams.

教学

目标知识与能力 1.使学生能听、说、认、读dear, met, ran等单词。

2.会使用句型Did he/she…? Yes, he/she did. / No, he/she didn’t.

过程与方法合作学习，小组学习，

情感与态度 1.激发学生学习英语的兴趣，使学生树立学习英语的自信心。

2.培养学生的合作交流能力

3.学会关心别人。

重点 Talk about the past things.

难点使用动词过去式，描述过去发生的事情。

教法 1. Listening to the tape.

2. Using PPT.

3. Group work.

4. Using cards.

学法 1. Listening to the tape.

2. Learning through the PPT.

3. Work in groups.

4. Learning words with the cards

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

Step1: Warm up

1. Greeting.

2. Game: talk about what you did last weekend.

3. Make a chant

Do do did

Buy buy bought

Go go went…

Step2: lead in

Guessing game

T take a postcard, show the back to the Ss, let the

Ss guess what it is.

Teach the word :postcard

T: Can you write a postcard?

Lingling wrote a postcard to Daming.

What did she say? Listen and answer the questions.

1. Did Lingling go to the park yesterday?

2. Did they meet John?

3. Did they buy ice creams?

4. Did they go home by bike?

5. Did lingling walk to the bus?

6. Did Lingling drop her ice cream?

Step3: Text

Listen to the tape.

Work in groups. Answer the questions.

Read after the tape.

Read together.

Step4: Group work

Let the Ss work in groups, talk about themselves.

Act in class.

Step5: listen and repeat.

Listen carefully and repeat.

Step6: sing a song.

Listen to the tape first.

Sing with the tape.

Have a match, sing the song, let’s see which group is the winner. Step7: Game

Work in groups, and do the game of SB6

Step8: Homework

Write a postcard to your friend, tell him or her what

did you do yesterday.

【板书设计】Unit2 We bought ice creams.

dear A: Did he/she…?

meet—met B: Yes, he/she did. / No, he/she didn’t.

run—ran

Step9: Consolidation

I.按要求写单词。

1.met（动词原形）

2.run（过去式）__________

3.go（过去式）

4.did（动词原形）____________

5.watch（过去式）

6. drop（过去式）__________

II．根据汉语提示，补全句子。

1.We ___________________（回来）last Sunday.

2. I went home ____________ （乘）bike yesterday.

3. Did you _________________（步行）school yesterday?

4.I _____________ （看电视）yesterday.

5.We __________ （去）the Huangpu River yesterday.

Module 2

Unit 1 What did you buy?

知识与能力 1 Enable the Ss to learn the words:need,food,cheese,kilo.

2 Make the Ss understand and use the new sentence patterns:

“How many bananas did you buy？How much che ese did she say?”

3 Develop the Ss abilities of listening and speaking .

4 Distinguish the words:need,food,cheese, ,and can write many and much.

过程与方法 1 Review the words about need,food,cheese by game method.

2 Teach the text with the task-based method.

3 Do a survey by cooperative learning .

情感与态度 1 Faster the Ss consciousness of good cooperation.

2 Keep the Ss confidence in learning English.

重点 Make the Ss use the following sentences correctly:

“ How many … did you buy？

“ Do you like…? ”

难点 How to make a shopping list? What do we need to buy?

教法 1 game method 2 task –based method 3 approach method

学法 1 cooperative learning

教学

准备 Tape-recorder, word cards, pictures

预习设计 The students should read the new words and lessons for five times,it can help the students understand the text.

教学过程二次备课

Step1：

1. Revise

Review the last module’s words and lessons by PPT.

T：last module we learnt the word “ did ”.

go—went run—ran meet—met buy—bought

2.Learn the new words and lessons：

Show the powerpoint to the students:There are some pictures of the words: need ,food,shopping list,cheese,kilo.

Then play a game：high low voice,it can help boys and girls recite the words. Step2

T:What did you do yesterday？

Ss:I did my homework.

T:Please guess:What did I do yesterday?

S1:Maybe you went shopping.

T:Yes,you are right.I went to a supermarket.I bought lots of

things,look at the board:

T:Can you speak out in English?…

Step3

Today Lingling and Mr Smart go to the supermarket,too.Let us

Look at it.

1.Firstly,the students should follow the tape—recorder,then circle the new words in the text.

2. Secondly,some boys and girls can read some questions,

the questions are on the board:

1) Where are Mr Smart and Lingling?

2) What do they need to buy?

3) Does Lingling like bananas?

4) How many apples did Mr Smart buy？

3. Thirdly，the students should follow the tape-recorder again

，sentence by sentence ，then the teacher and the students

can find “ What do they buy for the picnic？”

—They are bananas、apples、cheese

4.L ook at your books:What is on lingling’s hand?

Ss:It is a shopping list.(list的意思是目录,清单的意思)

“how many” 和“how much”都是用来询问多少的意思，但在用法上有区别,how many 用来询问可数名词的数量，how much用来询问不可数名词的数量。

5.Then the students should answer the questions：

1） They are in the supermarket.

2） They need to buy food for their picnic.

3） Yes,she does.

Step4

1) Show some pictures on the board(apple,pear,banana,cheese,

juice,chocolate)引导学生说出那些是可数名词，那些是不可数名词。

2）Use the pictures to make some sentences with“how much”and “how many” . Homework：

1． Recite the words and lessons.

2． Make a dialogue about shopping

3． Find some informations about shopping on the computer.

【板书设计】Module2 Unit1 What did you buy?

need food cheese

shopping list how many how much

How many bananas did you buy?

How much cheese did you buy?

Step5: Consolidation

I.选出下列各组单词中不同类的一项。

( ) 1.A. banana B. shopping C. apple

( ) 2.A. many B. much C. how

( ) 3.A. supermarket B. eggs C. cheese

( ) 4.A. food B. orange C. pear

( ) 5.A. like B. want C. picnic

II.从II栏中为I栏选择合适的答语。

I II

( ) 1.Where is the fruit? A. Five.

( ) 2.Here’s the list. B. I bought some ice creams.

( ) 3.What did you buy? C. Yes, I bought six.

( ) 4.How many apples did you buy? D. Here! I ate it all.

( ) 5.Did you buy any eggs? E. Thank you.

Unit 2 How much cheese did you buy?

知识与能力 1 Enable the Ss to learn the words:picnic,box,bottle,juice.

2 Make the Ss understand and use the new sentence patterns:

How much cheese did you buy? How much juice did you buy?”

3 Develop the Ss abilities of listening and speaking .

4 学习感知元音字母以及字母组合u,o,ar,a,er,ir,ur在单词中的发音，通过朗读含有这些字母和字母组合的单词，让学生感知发音规律。

过程与方法 1 Review the words about picnic,box,bottle,juice by game method.

2 Teach the text with the task-based method.

3 Do a survey by cooperative learning .

情感与态度 1 Faster the Ss consciousness of good cooperation.

2 Keep the Ss confidence in learning English.

重点 Make the Ss use the following sentences correctly:

“ How much …do you want？”

难点 How to make a shopping list? How much juice/cheese did you buy？

教法 1 game method 2 task –based method 3 approach method

学法 1 cooperative learning

教学

准备 Tape-recorder, word cards, pictures

预习设计 The students should read the new words and lessons for five times,it can help the students understand the text.

教学过程二次备课

Step1：

1. Revise

Recite the unit1’s words and phrases and sentences.

The teacher should choose some students come to the blackboard.

2.Learn the new words and lessons：

Show the powerpoint to the students:There are some pictures of

picnic,rice,box,bottle,juice.

Then play a game：high low voice,it can help boys and girls recite the words.

Step2

1.The teacher should play the tape-recorder:

S1:What are we going to take on our picnic?

S2:Let’s make a list(目录、清单).

S3:What about juice?

S4:Yes.How much juice did we need?

S5:Six boxes.

S6:All right.

2. The teacher should explain the text for the Ss.

3. Then the Ss can make a dialogue about make a shopping list. Step3

1.Look at the page11’s part2:

Look at the pictures,then make some dialogues like this:

S1:How much juice did you buy?

S2:We bought two bottles.

S3:How much cheese did you buy?

S4:Half a kilo.

S5:How much chocolate did you buy?

S6:Half a kilo.

2.Look at the page12’s part3,listen and repeat.

Homework:

1. Recite the part1’s dialogue.

2. Make a dialogue about shopping list ,write down on your notebook.

【板书设计】Module2 Unit2 How much cheese did you buy?

words: picnic bag juice bottle

phrases: shopping list how many how much

sentences: How much juice did you buy?

How much cheese did you buy?

Step4: Consolidation

I.选出下列句子中错误的一项并改正在后面的横线上。

( ) 1. How much apples did you eat? _____________

A B C

( ) 2.I bought half kilo? _____________

A B C

( ) 3. How many cheese did you buy? _____________

A B C

( ) 4. We can eats some now. _____________

A B C

( ) 5. Here are two big bottle for you. _____________

A B C

II．英汉互译。

1.我昨天买了5个苹果。

—————————————————————————————

2.How much juice did you buy?

____________________________________________________

Module 3

Unit 1 Where did you go?

教学目标

知识与能力能听、说、认读本课的重点单词：the British Museum, the London

Eye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute; 能正确使用动词过去式；能利用What did you do? Where did you go? 询问别人过去做的事情。

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 British Museum, the London

Eye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute;能准确理解并熟练

运用What did you do at the weekend? Where did you go? Where/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10遍

教学过程二次备课

Step 1. Warming-up

1. Greetings T: Good morning, boys and girls.

Ss: Good morning, Ms Yang.

T: How are you?Ss: Fine, thanks.

2. Sing a song: 《Where did you go?》

3.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。

go send like meet visit sent liked met visited met (设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲《Where did you go?》引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。)

Step2 Presentation

1、教学新词汇

（1）T : Amy’s weekend is very nice. She visited lots of places. Let’s see the wonderful places.

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 please guess the places, you can choose the number and

guess.

S1: Number 1.

T: What’s this?

S1: It’s the British Museum.

以同样的方式呈现the London Eye, Big Ben。教师领读几遍。然后请学生读课文句子：We went to the British Museum. And we visited Big Ben and the London Eye.

呈现学习新词:

TheBritishMuseum,theLondonEye,weekend,place,how,best,took,trip,along,river,hour,twe nty,minute

2 . Practice

1)．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）

4). 说说自己的周末

T: Ju st now we talk about Amy’s weekend. Now let’s talk about our weekend. Who wants to show us your weekend? 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：

（1）Ss: What did you do at the weekend?

（2）S1进行表演。

（3）其他学生说出表演的内容。Eg: Liyun went to the supermarket at the weekend. (示范表演为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。)

3.presenting the new text:

T：Lingling had a happy weekend. Where did she go? Let’s listen and answer my questions.

（1）Listen to the text and answer questions:

What did you do at the weekend? Where did you go?

What is the London Eye?

How did you go to these places?

（2）Listen and repeat.

（3）Group work:小组合作，回答问题。

（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。）

Step3 practice

（1）教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末所做的活动罗列出来。点击课件，出示日历。指着上个周末问学生“What did you do at the weekend?”鼓励学生用学过的过去式回答问题。

（2）教师准备一些风景名胜的图片，贴在教室的黑板上。如“the Great Wall, Mt Tai, the Summer Palace.” 请两个学生上台活动，一个学生问“Where did you go?” 另一学生站在不同图片前回答“I went to the …” (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，学生在动的过程中既活跃了思维，又操练了新句

型。)

Step4 Homework

1、介绍你与家人的上周末生活。

2、向你的好友介绍你的旅游经历，讲述你曾参观的名胜古迹。(自选一个内容，并写下来。)

【板书设计】Unit I Where did you go?

单词；the British Museum, the London Eye, museum, trip，along, river,twenty minutes

句子；What did you do at the weekend?

Where did you go?

【教学反思】

Unit 2 Daming took a photo of his father.

教学目标

知识与能力

使学生能听说，认读单of,hour,wall,arrive,mountain,with,plant能准确理解并熟练运用What did you do at the weekend?

Where 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postcard, hour能准确理解并熟练运用What did you do at the weekend? 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10遍

教学过程二次备课

Ⅰ. Warm-up【热身复习】新

1、Greeting

2、Game: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。

T：What did she/he do last weekend?

S: She watched TV.

3、Group word——What did you do last weekend?

4、学唱歌曲“The London Eye”并学习语音部分

Ⅱ.Pre-task【任务呈现——我们的足迹】

1、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。如：It’s very long and old. It’s in Beijing. Where is it? 学生答：The Great Wall.

2、Free task——谈论旅游经历

师：“There are many places of interest in China, Where did you go?”

生：I went to Huang guo shu Falls, It’s big and wonderful.

同桌互相介绍曾去过的名胜古迹或城市。

3、[任务呈现]

师：“Did you have a good time on your trip?”

Can you share your experiences w ith us? Today, Let’s write a traveling diary.

Ⅲ.While-task【任务实施】

1、视听结合，有声有色

师：Daming and his father had a good weekend. Where did they go?

Let’s go and see.

播放课文，进行听法指导，请学生根据课文完成课文活动2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。

Q1: Who went to the Great wall?

A: Daming and his father.

Q2: When did they go?

A: They went there at ten o’clock in the morning.

Q3: How did they go?

A: They went there by bus.

Q4: What did they do? Ht

A: They took photos of the mountains.

Q5: What did Daming do?

He took a photo of his father.

3、教师再次播放录音，请学生跟读，教师给予适当的指导。

Ⅳ.Post-task【任务展示】

1、Pair work 同桌合作用问答形式完成课文活动3，并根据问题介绍自己上周末的活动。

2、Group 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。

V.Homework【作业超市】

1、用英文写一篇旅游日记，谈论自己难忘的一次旅游。

2、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。

【板书设计】Unit 2 Daming took a photo of his father.

单词；hour . mountain,wall,arrive,with,plant

句子；What did Daming do at the weekend?

Where did you go? Where/How/When/What did…?

【教学反思】

Module 4

Unit 1 Mum bought a new T-shirt for me.

教学目标

知识与能力 1.能够听、说It’s my T-shirt. It isn’your T-shirt.并能综合运用新、旧知识组织对话完成一定交际任务。

2.能听懂、理解课文内容，并就课文内容回答问题。

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 1.进一步提高学生对英语的学习热情，增强学习爱好。

2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。

3.通过本课的学习培养学生爱卫生、爱干净的良好品质。

重点教学重点：把握描述他人或自己的东西的句型It’s my T-shirt.

It isn’your T-shirt. What’s the matter? Mum bought a new T-shirt for me.

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

Step1. Warm-up

1. Greetings

2. Devided groups.

3. Let’s play a game. OK? Listen and do the actions.

T: Point to my head.

Point to your head.

Point to his head.

Point to her head.

T：Do the actions.

T：Say and point together.

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。

Step2 Presentation

第一环节：1.师指着预备好的书包、课本、铅笔、大衣等物品说：“Look, there are something on the desk. Whose bag is it? Whose book is it? Whose coat is it? （从这引入新课，充分

利用有限的资源，给学生创设一种真实的教学环境，培养他们的爱好。）板书Whose book /bag/coat is it? 领读whose及句子。

2.Ss: It’s my book/bag/coat. 或者It’s his book/ bag/coat.

3.师指一名学生的书说：Whose book is it? S: It’s my book.

4.指一名女生的书，问其余同学：Whose book is it? S:It’s her book.

第二环节：T: Look, what’s this? (出示课件T恤衫) Our friend’s Amy, Lingling and Sam are talking about a T-shirt. 问：Whose T-shirt is it？Open your books and listen to the tape. Find the answer. Turn to page 20.

S: It’s Lingling’s. w

T: Yes, that’s right.

Listen again and find the answer :

Where are Sam’s and Amy’s T-shirt?

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。

Step3.Practice

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。

Step4：ProductionX

1.Show the PPt and give the students the example, Let the students to discussion and show themselves sentences to practice the main content.

2.Show the PPt and play the game”Guess”to practice the main con tent.

3. Show the PPt.The earth is yours, mine, his and hers. Let’s care and love it.

Step5. Homework

Write a passage with mine , yours, his and hers.用所学知识描述身边的东西是谁的。这是对所学知识的反馈，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】Module4 Unit1 Mum bought a new T-shirt for me.

What’s the matter?

Mum bought a new T-shirt for me.

Where are Sam’s and Amy’s T-shirt?

Unit 2 What’s the matter with Daming?

教学目标

知识与能力 1.理解和把握句型There is a cap.以及单词lost、sports、shoes.

2.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。

3.能听懂、理解课文内容，并就课文内容回答问题。

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 1.进一步提高学生对英语的学习热情，增强学习爱好。

2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。

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、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

Step1. Warm-up

1、Greetings.

2、Play a game .

Listen and do the actions.

T：Point to my head.

Point to your head.

Point to his head.

Point to her head.

T：Do the actions.

T：Say and point together.

Step2 Presentation

1. Learning

1>.Review the clothes’name through the PPt.

Let the students take out the pen.

点题：Today, we will learn Module 4 Unit 2 What’s the matter with Daming?

2. Text

Every one is goo d. Now let’s go back the book to help the uncle find the thing’s owner. Open your books and listen to the tape. Find the answer: What’s the matter with Daming? Step3.Practice

Play a game: Find the owner

T:Who wants to help me find the owner? One student comes here and closes your eyes. I need 3 students. You bring one thing to me. Guess: Whose …is this?

S1: This bag is …

Step4：Productionw

1. Make a dialogue with your friends.

【板书设计】Module 4 Unit 2 What’s the matter with Daming?

He lost his bag.

I found this bag on the school bus.

That’s my bag.

Those are my shoes.

Module 5

Unit 1 There are only nineteen crayons.

教学目标 1.能口头运用“How many faces can you see?” 这类语句对可数名词的数量提问。

2.能识别单词及短语：crayon，begin ，give out，all right，thirteen ，fourteen，fifteen，sixteen，seventeen，eighteen，nineteen，floor，

3.能书写单词：crayon，begin，floor，many，happily

重点

难点 1. 如何对数量提问。

2. 如何表示11----19的基数词。

教学过程

一.复习单词：

1.十三------十九的基数词.

找规律：后缀teen

2.听写单词：crayon，begin，floor，many，happily

二. 自学活动一：

1. 自读句子：

2. 同桌翻译：

你们可以看到多少张脸？我们可以看到十五张脸。

3.讲解句型：

How many ……can you see？

……we can see.

How many后边跟复数

4.练习：

十三支铅笔十六个苹果

三. 小组合作学习活动二：

1. 小组共同翻译：

2. 班内展示成果：

师生共同点拨：Class begins. 开始上课。

Give out 分发All right.好的

3. 重点句子：

There are only…….只有……。

二．课文教学

(1)SB练习1

A. T播放磁带，学生听并思考以下问题。

1) How many people are there in this dialogue?

2) What is Sam doing?

3) Are there enough pencils?

B. 听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。在抢答的同时，T 把一些单词写在黑板上，领读学生掌握不好的词。T给获胜的小组加分。

示例：enough give every everyone them careful

B. 放录音，SS跟读。

a) 俩人一组完成AB练习2

b) SB活动3

1) 学生独自完成此活动，后俩人一组练习描述图。

2) T准备一些图片或实物，学生练习描述。

例：一大瓶水，俩个小杯子。

There is too much water.

There are not enough cups.

许多页纸，俩个小袋子。

There is too much paper.

There are not enough bags.

3) 必答，每组派3人比赛，对一句加一分。

4) 全班完成AB练习1

放一遍磁带。然后对编号。第二步要求写句子，难度比较大。六人一组，每人负一幅图。最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。

布置

作业背诵活动二的内容，并能流利地诵读活动一的内容。

板书

设计 Module 5 Unit 1 There are only nineteen crayons.

How many faces can you see?

crayon，thirteen

begin，fourteen，

floor，fifteen，

many，sixteen，

Happily seventeen，

eighteen，

nineteen

Unit 2 There are forty.

教学目标

1.There are forty.

2. How many pupils are there in your class?

重难点Words of Unit 2

1.There are forty.

2. How many pupils are there in your 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。Let’s have a look!

播放sb unit2活动1的动画或者录音，请学生看动画或者听录音，理解韵诗大意。

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

“number,thirty,foty,fifty,sixty,seventy,eighty,ninety,happily”,并对“happily”进行运用训练。这一次活动中数字很多，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2-4个自己喜欢或者需要运用的数词，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sb unit2活动2的动画或者录音，请学生看动画或者听录音，理解语境。

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lingling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，lingling所犯的错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teen和ty的读音区别。

使用图片、单词卡等教具，带领学生学习many,并对其进行运用训练。

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40名学生还是20名学生？教师要引导学生合理、辩证地思考问题，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40个人一个班好，还是20人一个班好，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sbunit2活动3.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内容，仿照示例，两人一组对话，最后请部分学生展示。

完成sbunit2活动4.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sbunit2活动5.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，共同完成调查报告的撰写。

布置作业

熟读数字并能够准确读准，背诵活动一

板书设计

Unit 2 There are forty.

How many pupils are there in your class?

number,thirty,foty,fifty,sixty,seventy,eighty,ninety,happily Module 6

Unit 1 You can play football well.