五年级英语教案
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.
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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 .
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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.
Module 1 Unit1
We lived in a small house.
教学目标：
1、知识目标：
（1）New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady
（2）New sentences：There were/weren’t …. There are….
We lived…many years ago. We live…now.
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2、能力目标：
（１）能根据情境正确使用There be ……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物
（２）培养学生听、说、读、写的能力.
教学重点：：如何让学生在课堂上学会 There be …, We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型.
教学过程：
一．预习检测
写出下列动词的过去式.
do_____ is____ are_____
live_____ have______ watch____
二．合作探究，学习课文.
1）播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型.
2）进行游戏“火眼金睛找生词新句”.让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型.
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3）在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文.
巩固练习；
重点句式操练Listen and say.先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：There is/are……/There was/were……造句.
练习检测：
拓展延伸
让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听.回忆课文内容，试着用重点句复述课文.
引导学生对本节所学内容进行归纳总结：运用句式…There be.We lived…many years ago . We live …now.谈论及比较过去和现在的生活.
课后反思：
Module 1 Unit 2
She didn’t have a television.
教学目标：
能听说读写单词：lady fire radio field telephone hope
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1.能熟练运用这类句子”She didn’t…She worked…谈论人们过去的生活.
2.学会归纳动词的过去式，并能灵活运用.
3.教学重点：
学会归纳动词的过去式，并能灵活运用.
教学过程：
一．预习检测
英汉互译并连线.
有关中国的节目 many years ago
许多年以前 programme about China
谈论 last night
在田野里 on a fire
昨天晚上 in the fields
在火上 talk about
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二．合作探究，学习课文.
1.听课文录音，圈出文中出现的动词过去式.
2.同桌学习课文.
3.师讲解“or”的用法.
三．巩固练习
完成课本第二部分.
练习检测
拓展延伸
学案上拓展延伸部分.
板书设计：
课后反思：
Module 2 Unit 1
She learnt English.
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教学目标
1．学会词汇learnt these dancer
2．能听懂会说Unit 1这篇对话.
3．学习目标语句：Did your grandma learn English? Yes, she did. /No, she didn’t.
4．能口头运用Did your grandma learn English?这类语句询问过去的行为，并能口头运用Yes, she did./No, she didn’t.回答.
教学重点：学会词汇learnt these dancer
教学难点：运用目标语句She danced in lots of Chinese cities .Did she learn any foreign languages? Yes, she did. /No, she didn’t. He was a dancer .谈论过去.
教学过程：
Step1.预习检测
根据所给单词，补全句子.
1.Sam was____then.Now he is_____.(short tall)
2.My mother___ ______then.Now she___ ___.(old young)
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Step2.合作探究，学习课文.
1.听课文录音，理解课文大意.
2.小组内学习课文.
3.师解决疑惑.
4.学生自己读课文，找出下面问题的答案.
Who are they ?
Why is she wearing these clothes?
Did she learn English?
Step3.巩固练习
完成课本第三部分.
.练习检测
拓展延伸
学案上阅读短文，判断正误.
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板书设计：
课后反思：
Unit 2 Mr Li was a teacher.
教学目标：
1.能听说读写单词：class study hard retired.
2.能熟练运用这类句子”Ten years ago, Mr. Li was a teacher. Now Mr. Li is retired.”表达过去和现在的状态和行为的区别.
教学重点：
能熟练运用这类句子”Ten years ago, Mr. Li was a teacher. Now Mr. Li is retired.”表达过去和现在的状态和行为的区别
教学过程：
Step1.预习检测
写出下列动词的过去式.
is_____ teach_______ study_________ are_______
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do_______-
Step2.合作探究，学习课文.
1.听课文录音.理解课文大意.
2.在听课文录音.找出短文中出现的动词原形和过去式.
3.小组内学习课文.
4.师解决疑惑.
Step3.巩固练习
完成课本第二部分.
用过去和现在描述图片.
Step4.拓展延伸
学案上拓展延伸部分
练习检测
板书设计：
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课后反思：
Module 3 Unit 1
She had eggs and sausages.
教学目标：
1、能听、说、读、写单词；egg,email,sandwich,traditional,delicious.
2、能熟练使用“What did she have for lunch ?She had sandwiches.”这类句子询问并回答一日三餐吃过的食物.
3、学会早、午、晚餐及一些英国传统食物的单词.
教学重难点：
1、理解一般过去时的结构及用法.
2、能熟练使用“What did she have for lunch? She had sandwiches.”这类句子并回答一日三餐吃过的食物.
预习提纲：
1、英汉互译
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1）汉堡包 2)English food
3)早餐 4）have sandwiches
5）午餐 6)fish and chips
7）一封电子邮件 8)traditional dish
2、填空
Dear Daming,
How are you? I’m very well in London. Yesterday I had an English breakfast. I had ( ) and sausages. I had sandwiches for( ).And I had ( )for dinner. It’s a traditional English dish. I like English food. It’s delicious!
教学过程：
1、导入：谈论一日三餐所吃的食物并复习相对应的单词.
2、教学步骤：
第一步；看图听录音，理解课文内容.
第二步；请学生概括本文大意.
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第三步；总结重点句型.
第四步；讲解课文.
第五步；跟读录音.
第六步；分角色进行对话练习.
拓展延伸：
看图，把短文补充完整并判断正（T）误（F）.
Dear Lingling ,
I made a survey about food today.Lanlan had ______________________(米饭，鸡蛋)for breakfast yesterday.Maomao had bread and ___________________(香肠)for breakfast.Jim had ____________(汉堡)for lunch.Mike had rice for lunch.I had some __________________(面条)and meat for dinner.No pupil had _________________(鱼，薯条)for dinner.
From,
Amy
( ) 1. Maomao had bread and sausages for breakfast.
( ) 2. Jim had three sandwiches for lunch.
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( ) 3. I had some rice and meat for dinner.
( ) 4. No pupil had fish and chips for dinner.
课堂检测：
根据实际情况回答问题.
1. What did you have for breakfast yesterday?
_____________________________________________
2. What did you have for lunch yesterday?
___________________________________________
3. What did you have for dinner yesterday?
__________________________________________
4. What fruit did you have yesterday?
__________________________________________
5. What did you drink yesterday?
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板书设计：
教学反思：
Unit 2 Sam ate four hamburgers.
教学目标：
1、能听、说、读、写单词：hamburgers,ate,gave,drank,tonight.
2、能熟练使用“Sam ate six hamburgers.What did you eat/drink last night?I ate/drank…”这类句子表达过去做过某事.
3、熟练运用所学英语知识谈论英国人的饮食及喜欢的食品.
4、了解字母组合ea/ee,ear和ere/eir在单词中的发音.
教学重难点：使用“Sam ate six hamburgers.What did you eat/drink last night?I ate/drank…”这类句子表达过去做过某事.
预习提纲：
1、英汉互译
1）all the fish
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2) at school
3)没有食物
4）四个汉堡
5)给某人某物
2、阅读活动2回答下列问题
1）Who ate four hamburgers at school today?
_______________________________________
2) Who had a sandwich?
_______________________________________
3)Does Amy miss Chinese food？
________________________________________
4）What is Ms Smart going to cook tonight?
________________________________________
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5）Who wrote this letter to Daming?
________________________________________
教学过程：
1、导入：用英语回答下列：问题.
（1）What is your favourite food?
（2）What did you have for breakfast yesterday?
（3）What did you have for lunch yesterday?
（4）What did you have for dinner yesterday?
2、课文教学：
1）一步听录音，看课文.整体感知课文内容.
2）请学生画出文中出现的动词过去式.
3）讲解课文.
4）跟读录音.
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5）试着给自己的朋友写一封信，告诉他们自己昨天所吃的食物.
拓展延伸：
阅读短文，判断正（T）误（F）
Dear Amy,
Today I had a hamburger for lunch.I like hamburgers very much.But my mother doesn’t like hamburgers at all.She drank juice.Tomorrow is my birthday.My mother is going to make a cake for me .I’m going to eat lots of delicious food!I hope you will be with me .
With love,
Daming
( ) 1.Daming ate a hamburger for lunch today.
( ) 2.Daming’s mother likes hamburgers very much.
( ) 3.Dam’s mother is going to make some juice for Daming.
( ) 4.Daming is going to eat delicious food tomorrow.
练习检测：
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写出下列动词的过去式.
have_______ eat________ give__________
drink_________ cook____________ buy___________
板书设计
教学反思
Module 4 Unit 1
Let’s make a home library.
教学目标：
1、能熟练运用Where are the…about…please?的句型，并能表演对话.
2、听、说、读、写本课的单词library find CD-ROM bring use card easy
3、让每个学生都能积极互动参与课堂教学活动，增强他们学习英语的信心，从而更加热爱英语.
4、通过小组竞赛活动，培养学生的团结协作精神和竞争意识.
教学重、难点：
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“四会”单词和会话表演
预习提纲：
Ⅰ.英汉互译
1.图书馆 2.学生
3.主意 4.重的
5.邀请 6.错误的
7. send to 8.a book about science
9.put on 10.借书卡
Ⅱ、读课文回答下列问题
1.Who sent these books and CDs to them?
________________________________
2.What are these big books?
________________________________
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3.Where are the books about art?
________________________________
4.What are the books about on the shelf B?
________________________________
教学过程：
Step1 Warming up
1 、Sing a song
2、Play a guessing game
Step2 Presentation
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，领读单词，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.
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Step3 Teach new lesson
1、学生自读课文，其次播放课文录音，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、将生词写在黑板上，领读，并逐个讲解.
4、播放录音，请学生跟读、模仿语音语调
拓展延伸：（英汉互译）
(1)有关计算机的书 ___________________
(2) be good at ______________
(3) make an e-card __________________
(4)带回来__________________
(5)in two weeks’ time________________
（6）图书证_____________________
课堂检测：(选词填空)
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CD-ROM library bought bring e-card
Sandy
Mum______a new computer for us.Amy wanted to make an _______ for Mum.We needed a book about computers. So we went to the______.We got a computer book.There was a_______in it.We must______it back in two weeks’ time.
板书设计
教学反思
Unit 2
We can find information from books and CDs.
教学目标：
1、能听、说、读、写单词：information, timetable, dictionary, newspaper.
2、能熟练运用“Where can you find out about…?You can find out about…in/on…?”这类句子询问和寻找相关信息.
教学重、难点：
学会询问和询问相关信息
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预习提纲：
读一读，写一写
1 You can find books about art from a _______(图书馆)or from a _____(书店).
2 You can get information from a ______(书)or from a____(光盘).
3 You can see a film from a ____(电影院)or from a ___(计算机)
4 You can find the word “happy” in a ____(字典).
教学过程：
1、导入：
提问学生：\"I need a book about English book. What can I do ?\"
答：\"You can buy the book.\"也可能回答\"You can have it in the library.\" \"library\"这个词可以让他们说中文，
教师板书 .教师告诉学生：\"library\"就是本模块讨论的主要话题，Amy和Lingling昨天也图书馆借书了，我们来看看，他们为什么借书，借了什么书，怎样借的书.
2、课文学习
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1）看书听录音理解课文大意
2)再听录音，边划出文中生词、短语和不熟悉的句型，并根据上下文和插图进行猜测.
3)将本课生词、短语及句型写在黑板上，逐个讲解生词并领读.
4)播放活动2的录音，请学生跟读，注意语音语调.
5)学生理解课文内容后，教师播放领读带，请学生跟课文.然后学生
拓展延伸:
读一读，猜一猜，填一填.
1. You can find it at the zoo .It’s got a long neck. It’s very tall. It’s a _____.
2. You can put it in a computer. It’s round. It’s a_______.
3. You can go on the internet with. It’s very useful. It’s a_________.
课堂检测:(选词填空)
newspaper CD-ROM dictionary computer radio
1.I can find out about today’s news in the ____________.
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2.I can find out about the word“dinner”in a _________.
3. Dad bought a new _________ for us. We can plan games on it.
4. My grandpa listens to the ___________ every day.
5. Mum is watching a __________ about cooking.
板书设计：
教学反思：
Module 5 Unit 1
It’s big and light.
教学目标：
1. Words and phrases: light broken heavy pocket
2. Sentences: It’s big and light. It’s got two pockets.
3. Grammar: It is …; I have got … .Use adjectives to describe objects.
教学准备: cards tape-recorder CAI
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A.Songs: Poem of Module 4 Unit 2
B.Free talk: Describe your bag or a picture.
教学过程：
Stept1. Leading and new words
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.
Step2. Text
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.
Step3. Practice
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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.
Stept4. Homework
Describe animals.
练习检测
板书设计
课后反思
Unit 2 It’s too big for you.
教学目标:
1. Words and phrase: hard has got have got
2. Sentences: It’s …for…; It’s too big for you.
3. Grammar: Describe objectives.
教学过程：
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Step1.Warmer and leading
(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
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. 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?
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4. What color does Lingling like?
5. Why does she change her mind to buy another color?
Step4. Practice
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.
Step5.Game: Show many cards of fruit
Students guess it. Is it … (color or shape)?
Step6. Learn to sing.
Listen to the tape for several times. Try to sing and do the actions.
Step7.Homework：Describe your bag.
练习检测
板书设计
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课后反思
Module6 Unit1
I went there last year
一、教学目标：
1.学习谈论过去的事情：I went there last year.
2.学习如何描述某地方位：It’s in the east/west/south/north.
语言技能目标：
1.能听懂描述旅游见闻的句子：When did you go to Xinjiang? We went there last year.
2.描述某地方位的句子：It’s in the east/west/south/north.
3.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.
二、教学重难点：
1.重点掌握一般过去时态的一般疑问句和特殊疑问句：
Did you go with…?
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When did you go to…?
2.谈论旅游见闻.
三、教具准备：
多媒体课件、图片、单词卡片
四、教学过程：
（一） 热身导入：
1、师：Boys and girls! Let’s play a game, listen and do the actions.
教师发出指令：Sand up please! Point to the west, point to the east, point to the south, point to the north..
(复习表示方位的词，可以采用分组、男女等各种方式让学生复习.)
2、师：Look！This is a map of China. Where is Xingjiang? Where is Beijing? Where is Shanghai? Where is Hainan? (引导学生用“It’s in the of China.”来说句子.)
（二）呈现新知：
1、Please talk about your travel.
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师：Do you like travelling? Where did you go? What did you do?
(学习新词：travel，并板书完整课题，揭示课题.)
（三）课文学习：
Lingling went to Xinjiang last year. Now let’s learn more about Lingling’1. Listen and underline the new words.
2. Listen and answer .
When did Lingling go to Xinjiang?
Did Lingling go with her mother and father?
学生回答并板书答案.
3. Listen and repeat.要求学生听录音并模仿语音语调.
4. Read in groups then act it out.
5. Let’s chant.
Photos, photos.
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Lingling has got some photos.
China, China.
Xingjiang is in the west of China.
July, July.
She went to Xingjiang in July.
Stayed, stayed.
They stayed there for a week.
（四）巩固练习：
1. Lingling some photos.（ have got ）
2. Xinjiang is of China. ( west )
3. She there last year. ( go )
五、拓展活动.
Make a survey .
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Name
Questions
Where did you go?
Where is it?
When did you go there?
Did you go with your mother?
What did you do?
六、板书设计：
七、课后反思：
Unit 2 She visited the Tianchi Lake.
一、教学目标：
1.知识能力：能听懂、会说、认读、并拼写单词parent rode horse climb holiday以及句型Where did you go for your holiday?熟练描述某个地方的方位.
二、教学重点:
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1.新授单词：parent rode horse climb holiday
2.新授句型：Where did you go for your holiday?
三、教学难点：
描述某个地方的方位.
四、教学用具：
图片、CD-ROM、录音机、头饰
五、教学过程：
1. warming-up
师生互相问好.
2.Revision
(1)复习方位词：west east north south.
(2)教师出示地图（标注出重要城市），请学生介绍：It’s in the south of China.等
3.New teaching
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(1)Play the tape and give questions:
a. When did Lingling go to Xingjiang?
b. Where is Xingjiang?
c. Which mountain did Lingling climb?
d. Which lake did Lingling visit?
e. Did she have a good time?
(2)板书本课生词并示范其发音.
（3）Play the tape again and ask the pupils to repeat sentence by sentence.
(4) Ask the pupils to retell the story.
(5) 播放录音读单词，学习字母组合的发音规律.
（6）学习本课歌曲：My home’s the place.
4.Consolidation
(1)Play a game: 句子接龙
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I went to… and I bought….
(2)口头作文：画出你去过的一个最喜欢的地方并描述，每组选出代表在全班交流.
（3）Play a game:猜方向
把小动物卡片贴在地图的东南西北某个地方，运用句型：Is it in the north/south/east/west?
5.Summary
学生归纳本课所学的知识，教师做以总结.
练习检测：
1.对时间提问用 2.对地点提问用
3.对人物提问用 4.对动作提问用
拓展延伸：
用过去式简单的描述自己的一次旅游经历
板书设计：
教学反思：
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Module 7 Unit 1
My father goes to work at eight o’clock every morning.
教学目标：
1、使学生熟练地使用本课语言项目，即句型“I helped Mum.”“,Did you cook meat yesterday?”“Yes, I did. / No, I didn’t.”
2、能理解、会说新单词：yesterday、 phone
3、能运用句型谈论过去的行为或事件.
教学重难点：
使学生掌握本课句型，注意培养学生用所学语言进行交际的能力，引导学生敢于大胆.
教学过程：
Step 1. 热身复习
1、Sing the songs and do the actions.
2、Free talk about “Do you like …?” “Yes, I do.” “No, I don’t.”
3、Greeting T: What do you do at the weekend?
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Ss: I play football.
4、Play the TPR activities. For example:“watch TV, play football, walk in the park, cook fish…”
Step 2. 课文导入
1、看日历，ask“What day is it today?” “It’s Wednesday.” “What day is it tomorrow?” “It’s Thursday.” 猜一猜“What day was it yesterday?”“It’s Tuesday.”
2、引出新单词yesterday
3、今天我们就来学习如何用英语表达过去发生的事
4、读韵律诗
I watched TV watched TV.
I cooked fish cooked fish.
I helped mother helped mother.
I cleaned the classroom cleaned the classroom.
I played the computer played the computer.
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I walked in the park walked in the park.
Step 3. 课文教学
1、听到一声电话铃声，让学生猜一猜是谁在打电话.（出示Ms Smart和Lingling打电话情景）
2、今天Ms Smart和Lingling打电话都谈论了哪些过去的事情，我们一起来看一看.
3、Look at the pictures and do the activity book.
4、Listen and repeat the sentences together.
5、Listen and repeat sentences one by one.
Step 4.任务展示
扮演Ms Smart和一个学生扮演Amy利用句型谈论过去发生的事情做示范.
课堂练习:
板书设计：
课后反思：
Unit 2 I’ll be home at seven o’clock .
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教学目标
1、使学生熟练地使用本课语言项目，即句型“Grandma cooked fish . Grandpa cooked noodles .
2、能听懂、会说本文对话
3、掌握所学短语.
4、能运用句型谈论过去的行为或事件.
教学重难点：
使学生掌握本课句型，注意培养学生用所学语言进行交际的能力，引导学生敢于大胆开口说话.
教学过程：
Step 1. 热身复习.
Step 2. 新课导入：
课文教学：
让学生观察图片了解课文大意.
听录音 课文中的短语.
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在听录音，回答问题艾米的爷爷奶奶昨天都的干了什么？（让学生试着回答）
听录音，连线.
学习韵诗.
做记忆游戏，看谁说的最多.
课堂练习：
板书设计：
课后反思：
教学目标：
1.单词和词组：
suggest quickly excited 2.重点句子：
Module 8
Unit 1 Will you help me?
America Chinese kind dragon
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What do you suggest? What about……?
Why don’t you ……? How about……?
3.语法：特殊问句的用法.
教学准备：Cards Pictures Tape-recorder
教学过程：
Step1热身复习
a: Song: We are clever boys and girls.
b: Free Talk: How to send an email?
Step2课文学习
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.
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Step3合作交流
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：
Step4课后作业
组织学生课后三人一组，分别扮演Ms Smart, Sam和Daming ,将课文编排成英文品，在班上表演.
练习检测
板书设计：
课后反思
Unit 2 I made a kite.
教学目标：
1.单词和词组：drew cut made tied put
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2.重点句子：I drew a dragon. I cut the paper. I made a kite.
教学准备：
Cards 、 Pictures 、 Tape-recorder.
教学过程：
Step1热身复习
1. Sing an English song.
2. Free talk:
Step2课文学习
1. Listen and chant.
I drew a dragon.
I cut a paper.
I made a kite for my sister.
2. Listen and read.
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放录音，请学生看图画听课文，把握整体内容，学生跟读并引导学生掌握句子的节奏.
Step3拓展延伸
组织全体学生看图并描述图中发生的事物.
练习检测
板书设计
课后反思
Module 9
Unit 1 We laughed a lot.
教学目标：
1、 学生能够听、说、认读、以及理解单词：theatre，women，actor，joke，funny，after，show，ready，wear的过去式wore，tell的过去式told
2、能灵活运用We laughed a lot.描述过去发生的事.
教学重、难点：
1、重点：
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会用动词过去式描述过去发生事情.
2、难点：
对重点句型The men wore women’s clothes，The women wore men’s clothes，The actors told lots of jokes的掌握.
预习提纲：
写出下列动词的过去式.
go → wear →
tell → is →
laugh → eat → do →
教学过程：
Step1、导入
出示小沈阳男扮女装、女演员女扮男装和赵本山说小品等学生喜闻乐见的图片，层层导入本课的重点句The men wore women’s clothes，The women wore men’s clothes，再让学生根据课文中的图片说出这个重点句子，过渡到课文中.
Step 2、合作学习
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1) 让学生通过录音机听课文，快速找到动词过去式.
2）再听录音，并找问题的答案：
Where did they go?
When did they go?
Where did they go after the show?
What did they eat？
3）抽学生解决问题
4）让学生选择自己喜欢的方式进行朗读课文
练习检测：
翻译短语
去年______________ 那时 _________________
两天前 _________________ 上个周末 _________________
板书设计：
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课后反思：
Unit 2
Mum bought new T-shirts for you.
教学目标：
1、学生能够听、说、读、写单词: soon bed room history question borrow evening.
2、能口头运用：We are going to see you in three weeks. Mum bought new chopsticks for you. He’s eating an apple now.来说明过去、现在、将来的事情.
教学重、难点：
1、重点：
继续用动词过去式描述过去发生事情.
2、难点：
对重点时态的掌握.
预习提纲：
英汉互译
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1、给某人买某物
2、问一些问题
3、向某人借某物
4、listen to
5.a book about Chinese history
教学过程：
Step1、导入
Step 2、合作学习
1、利用单词卡片，认读生字：
soon bed room history question borrow evening
2、听录音，感知课文
3、再听录音，划出不懂的地方，小组讨论，师生交流
4、小组进行活动二的练习
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练习检测：
1） He is _________(go)to school.
2） She ________(eat) a hamburger yesterday.
板书设计：
课后反思：
Module 10
Unit 1 Where are you going?
教学目标:
1. Words: list airport shoe ticket toothbrush
2. Sentences: Where are you going to go?
What are you going to take?
When are you going to go?
Who’s going to go with you?
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3. Grammar: Simple future tense.
教学用具:
Cards pictures tape-recorder
教学过程：
Step1. Free talk
T: What are you going to do next Sunday?
S: (Answer)
T: Who’s going to travel?
S: (Answer)
T: What are you going to take?
S: (Answer)
T: When are you going to go?
S: (Answer)
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T: Who’s going to go with you?
S: (Answer)
T: I hope you have a good time.
Step2. New text
T: Daming is going to travel. Let’s have a look what he is going to do.
⑴Read the text, then find out the new words.
⑵Teacher write the new words on the blackboard.
⑶ Learn the new words.
⑷ Play the game with the new words.
⑸ Read the text again.
⑹ Listen to the tape.
⑺Find two students read the text.
⑻Read the text then find the teacher’s questions.
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①Where is Daming going to go?
②What is Daming going to take?
③When is Daming going to the airport?
④Who’s going to the airport?
⑼Students answer
Step3. Homework
⑴Write words on the exercise book.
⑵ Talk your trip to your friends.
练习检测
板书设计
课后反思
Module 10
Unit 2 I’m in New York now.
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教学目标：
1、学生能够听、说、读、写单词: arrive taxi flat building made again
2、能口头运用：
Grandma made Chinese food for me.
I want to try American food.
I will write again soon.说明不同过去、现在、将来的事情.
教学重、难点：
运用不同时态说明不同过去、现在、将来的事情.
预习提纲：
1 Where is Daming now?
2. When did Daming arrive there?
3. Who met Daming at the airport?
4. What food did Grandma make for Daming?
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教学过程：
Step1、导入 :
Step2、合作学习
1)自己读课文，找出不理解的单词、短语
2)小组交流课文中重点单词、短语、句型的用法
3)师生共同学习课文
4)字母组合wh/wh/wr的发音
练习检测:
1、The bird are ___________(fly)in the sky.
2、I_______________(buy)a book yesterday.
板书设计：
课后反思：
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