外研版五年級(jí)英語(yǔ)上冊(cè)電子教案.doc

Did you come back yesterday？Teaching goals:1. 能夠識(shí)別、運(yùn)用單詞及短語(yǔ)met, above, ground, those, finish, with, wait, dropped, hurry up, ice cream2. 能口頭運(yùn)用Did you come back yesterday?這類(lèi)語(yǔ)句詢(xún)問(wèn)過(guò)去發(fā)生事情的具體信息，并能用We came back last Sunday.這類(lèi)語(yǔ)句回答3. 培養(yǎng)學(xué)生合作學(xué)習(xí)的能力Teaching difficult point：Did you come back yesterday?Yes, we did.Teaching main point：了解一般過(guò)去時(shí)態(tài)特殊疑問(wèn)句的結(jié)構(gòu)。Teaching periods: periodTeaching procedures:Step 1: Warm up and lead-in1. Free talkT: Did you go to Beijing?S: Yes, I did./ No, I didnt.T: When did you go there?S: 2. Guide to say: when- When did you go there?3. Show the learning aimsStep 2: Presentation1. Amy came back from China. Now she meets John. Lets listen.2. Listen and choose: Where is Lingling? In London or in China? 3. Listen again and answer: When did Amy come back?4. Listen to the tape sentence by sentence and repeat.5. Guide to say the words and the sentences.6. Read in groups.7. Fill in the blanks and retell the story.Step 3: PracticeAsk and answer like this:A: Did you go to ?B: Yes, I did./ No, I didnt.A: When did you go there?B: I went there Step 4: Test寫(xiě)出下列單詞的過(guò)去式go come dropStep 5: Summary教師引導(dǎo)學(xué)生齊讀板書(shū)句子Step 6: Homework1. Listen to the text and say 板書(shū)設(shè)計(jì)：Unit 1 When did you come back?When did you come back?We came back last Sunday.教學(xué)反思：師生自由交流，談?wù)撀糜卧?huà)題，自然引出本課重點(diǎn)句When did you ?在課文學(xué)習(xí)過(guò)程中，通過(guò)聽(tīng)讀課文，回答問(wèn)題，幫助學(xué)生理解課文，初步了解一般過(guò)去時(shí)態(tài)特殊疑問(wèn)句的結(jié)構(gòu)。在原有知識(shí)的基礎(chǔ)上，學(xué)生能夠較好地理解本課新語(yǔ)法。 We bought ice creams.Teaching goals:. be able to know the text.2. Ss can use past tense to talk about.Teaching difficult point: main sentensesTeaching main point:past tenseTeaching period: 1 periodTeaching procedures:Step1.Warm-up 1. Game: 教師快速出示動(dòng)詞或動(dòng)詞詞組，讓學(xué)生快速做出該動(dòng)作。 2. 讓學(xué)生從另一組動(dòng)詞過(guò)去式中找出與圖片配對(duì)的單詞，學(xué)習(xí)和鞏故不規(guī)則動(dòng)詞過(guò)去式。如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw 3. Free talk 用“旅游日記”或“假期影集”與組員談?wù)摷偃丈?。如?Where did you go on vacation? What did you do? Did you? When did you come back? Step2.Pre-task【任務(wù)呈現(xiàn)最快樂(lè)的一天】 1、教師出示提前收集的名勝風(fēng)景區(qū)明信片，提問(wèn)：“Did you go to ？” Did you see? Did you buy？ 2、教師出示英國(guó)倫敦的名勝風(fēng)景區(qū)明信片，提問(wèn)：“Where did lingling go?”學(xué)生回答：“London”.教師問(wèn)：“Where did she go？ What did she see/meet/buy?”學(xué)生回答后，教師引出課文活動(dòng)5的歌曲：“Listen to a song from Amy”，學(xué)唱歌曲。3、任務(wù)呈現(xiàn)寄一張風(fēng)景明信片給你的朋友 教師展示倫敦明信片，并介紹：“This is from Amy to Daming. What did she say? Lets go and see. Then please write about your yesterday to Amy or your friends.”讓我們一起瞧一瞧怎樣寫(xiě)明信片呢？ Step3.While-task 播放課文錄音，并讓學(xué)生回答課文活動(dòng)的問(wèn)題。聽(tīng)一遍錄音，并dear, love, went to the park, met John, bought ice creams, went home, ran to the bus, dropped,并請(qǐng)學(xué)生跟讀。 Step4.Post-task【任務(wù)展示最快樂(lè)的一天】 學(xué)生四人一組展開(kāi)活動(dòng)，輪流講述自己快樂(lè)的昨天，用過(guò)去時(shí)描述自己做了哪些事情。學(xué)生進(jìn)行信息交換，評(píng)選出最快樂(lè)的一天向全 班匯報(bào)。 教師介紹Damings letter 寫(xiě)給Amy的回信。 “I met our Chinese teacher by the river yesterday. She walked with her cat. Then we saw a rabbit and a hen . They played with an apple.” 板書(shū) Chinese, teacher, river, rabbit, letter, hen, cat, apple,讓學(xué)生讀出單詞、聽(tīng)錄音思考并回答劃線(xiàn)處的發(fā)音;然后完成課堂活動(dòng)用書(shū)練習(xí)請(qǐng)學(xué)生邊聽(tīng)邊劃出每組單詞中有著特定發(fā)音的字母或字母組合。 Step5Homework 1、朗讀課文。 2、寫(xiě)單詞What did you buy?Teaching goals:1.全體學(xué)生能運(yùn)用單詞list, need, first, can, lost, how much, cheese, any, use, over there.,聽(tīng)懂句子What did you buy? How many bananas did you buy? How much cheese did you buy?2.全體學(xué)生能運(yùn)用單詞can, how much, any, use, half.能說(shuō)What did you buy? How many bananas did you buy? How much cheese did you buy?3.部分學(xué)生能認(rèn)讀并運(yùn)用單詞list, need ,first, lost, cheese, over thereTeaching difficult point:1 能聽(tīng)懂，并認(rèn)讀Part2 Listen and read表述的信件的內(nèi)容。Teaching main point:2 能用What did you buy? How many bananas did you buy? How much cheese did you buy?來(lái)詢(xún)問(wèn)別人.并學(xué)會(huì)問(wèn)答。Teaching periods:2 periodsTeaching strategie:PPT課件 Teaching procedures:Step1. Warm-upT: Good morning girls and boys.Ss: Good morning Miss Deng.T: Welcome to my class. Now, everyone lets do it.(播放前一段歌曲，并跟著做動(dòng)作if you are happy and you know it )Boys and girls, Are you happy now? Today we will learn the new lesson:Step2: Lead-inT: What did you do yesterday?Ss: do homeworkers, help my mother cook dinner?T: Now Im so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish, meat, some vegetables?Step 3: PresentationEveryone if you go to the supermarket what do you want to buy? (引導(dǎo)學(xué)生們回答有關(guān)這節(jié)課要講到的單詞，互動(dòng))Now prepare one paper, listen carfare and write down the massage.Q:What did dad ask Sam to buy? some fruit. And where is the fruit? Samate it all. (聽(tīng)一遍錄音，全班回答后，然后打開(kāi)課本全班跟錄音讀一遍并贊揚(yáng)他們 perfect, big hands to yourself. )Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy?T:Ok, close your book, next we listen the tape and answer the questions. (在聽(tīng)錄音的過(guò)程中，板書(shū)動(dòng)詞go,meet,come,buy,eat,drop,拿出板書(shū)好問(wèn)題的小黑板，聽(tīng)完錄音并回答問(wèn)題后，開(kāi)始全班復(fù)習(xí)一遍動(dòng)詞過(guò)去式)Q: 1. Did dad make a shopping list? - yes, he did.2. Did they lose the list? - yes, they did.3. Did they buy bananas? - no, they didnt.Read and draw tick(?) or cross(?). 1. Lingling likes bananas. (?) -likes apples.2. Mr Smart and Amy lost the list. (?)3. Mr Smart and Amy bought four pears. (?)4. They bought some bananas. (?) -didnt buy any5. They bought 12 eggs. (?) Open your book, page 23.before that look at the blackboard, letsreview the past tense. Go-went, meet-met, come-came, buy-bought, eat-ate,drop-dropped.(齊讀一遍后，教師講解一遍文章，注意新的單詞和句型，便開(kāi)始表演角色)Step3:practise: Ss read the textStep4:homework:remember new wordsWhat did you buy?Review:Step1.T: Who can read the first paragraph? Volunteer, I need two students. (教師舉手示意鼓勵(lì)學(xué)生回答問(wèn)題)S1: me?T: Nice, big hands. Need means is want (需要)，is a verb. List just like you want to buy something and write down a paper, such as we need bananas? books?apples?fish?any more, and write down, or we can say shopping list. Contrary if I write the name for a paper, you should call the paper - name list. (解釋need,list,知道意思就不需要做跟過(guò)多的解釋)T: Next part who want to try?S: me?T: Perfect, Big hand. Everyone do you notice? How many and how much, they are different? Think about they are different or the same? (板書(shū)how many和how much, 并解釋?zhuān)攸c(diǎn)句型) (他們都是用于詢(xún)問(wèn)“多少”，不同的地方是，一個(gè)用來(lái)提問(wèn)可數(shù)名詞的數(shù)量，另一個(gè)用來(lái)提問(wèn)不可數(shù)名詞的數(shù)量，并舉例,解釋新單詞cheese)T: do you understand? The last paragraph, who want to try? This is a good chance.S1: me ?T: big hand. Good for you! Now listen the tape and read it right away. (學(xué)生跟讀一遍，模仿語(yǔ)音語(yǔ)調(diào))Ss: ?T: boys and girls, we need you with your partner to role play. Who want to try? (根據(jù)課本進(jìn)行角色扮演，根據(jù)時(shí)間而定，兩組隊(duì)員就好了，糾正讀音，檢查錯(cuò)漏)Ss: ?Steps2. Practice (12mins)T: page 24, in this part, lets play a game. Pay attention to me, if Im go to the supermarket, and Huangxiaoming is a sale assistant. Ok. Xiaoming ask me how many applesbooks do you want. (舉例示范，并讓這位學(xué)生開(kāi)口問(wèn)自己，自己再回答) -I need six applesbooks. T: and how much this apples?Step 3. Practice .1.Listen point and say2.Read it by yourself ，If you have questions ，you can ask me or your pattern.3.read it together.Step3. Production小組合作 ，表演購(gòu)物劇。Step4. Summary:T：What did you learn？1.read these sentences（齊讀板書(shū)）2.（學(xué)生自己總結(jié)自己的收獲）Step 5. Homework .T：Homework for you.After class，you can go on finishing the postcard.Well communicate next class.T：Class is over.thank you for your listening.Bye！這個(gè)作業(yè)是對(duì)拓展環(huán)節(jié)的一個(gè)延伸，由于學(xué)生的學(xué)習(xí)水平有差異，因此，拓展環(huán)節(jié)的書(shū)信練習(xí)有很多學(xué)生沒(méi)能完成，將其延伸到下一堂課的課前三分鐘Free talk，給學(xué)生提供了更廣的思考空間。Step6.板書(shū)設(shè)計(jì)What did you buy?How many bananas did you buy?How much cheese did you buy?教學(xué)反思：成功之處：本節(jié)課我將游戲、歌曲等通過(guò)現(xiàn)代信息技術(shù)融串于整個(gè)教學(xué)過(guò)程。設(shè)計(jì)了幾個(gè)游戲讓學(xué)生進(jìn)行實(shí)際性操練，并進(jìn)行有效的示范，使游戲開(kāi)展自如流暢，操練多樣化。不足之處：個(gè)別學(xué)生對(duì)這8個(gè)數(shù)字掌握的不好，只會(huì)讀，不認(rèn)識(shí)單詞。整改措施：今后的課堂上要抓好落實(shí)。How much cheese did you buy?Teaching goals：1.能掌握以下單詞和句型：?jiǎn)卧~：bottle, half, kilo, a lot of, over there, use .句型：How much cheese did you buy?2.語(yǔ)言技能目標(biāo)：使學(xué)生學(xué)會(huì)如何詢(xún)問(wèn)數(shù)量，如何談?wù)撡?gòu)物。3.情感態(tài)度目標(biāo)：在英語(yǔ)課堂中培養(yǎng)孩子們的英語(yǔ)涵養(yǎng)，把學(xué)生情感態(tài)度的培養(yǎng)滲透到英語(yǔ)教學(xué)之中，讓學(xué)生體會(huì)學(xué)習(xí)英語(yǔ)的樂(lè)趣。Teaching difficult point：能掌握并熟練運(yùn)用以下句型：How many /much.did you buy?Teaching main point:使學(xué)生學(xué)會(huì)如何詢(xún)問(wèn)數(shù)量，如何談?wù)撡?gòu)物Teaching strategie：課件，圖片，白板，多媒體遠(yuǎn)程資源等。Teaching periods:2 periodsTeaching procedures：Step1: Warming-up1. Greetings and introduce.2.Sing a song “Ten little fingers”, and use your fingers do the actions.用手勢(shì)幫助學(xué)生復(fù)習(xí)數(shù)詞，讓同學(xué)們?cè)诟枨袕?fù)習(xí)，并且為后面的“How many”出現(xiàn)左鋪墊。并通過(guò)圖片和實(shí)物進(jìn)行操練。再讓學(xué)生運(yùn)用How many do you want?自由對(duì)話(huà),然后點(diǎn)名匯報(bào)。如：1、T: How many? (教師出示不同數(shù)量的手指。)S: Seven.2、T: How many books?S: Two books.（設(shè)計(jì)意圖：教師出示兩本課本，引導(dǎo)學(xué)生注意后面的可數(shù)名詞要以復(fù)數(shù)的形式出現(xiàn)。對(duì)話(huà)活動(dòng)在英語(yǔ)課堂教學(xué)的重要形式。課堂上，我不僅可指導(dǎo)學(xué)生體會(huì)對(duì)話(huà)的內(nèi)容，更要?jiǎng)?chuàng)設(shè)學(xué)生操練的機(jī)會(huì)，讓學(xué)生在交際過(guò)程中運(yùn)用所學(xué)的語(yǔ)法知識(shí)，真正做到“在用中學(xué)，在學(xué)中用”。這個(gè)活動(dòng)讓學(xué)生利用本課的重點(diǎn)詞匯和句型，把知識(shí)的學(xué)習(xí)轉(zhuǎn)變成知識(shí)的應(yīng)用，充分體現(xiàn)了學(xué)生的自主學(xué)習(xí)，并能激起學(xué)生的學(xué)習(xí)興趣,有利于強(qiáng)化和鞏固學(xué)習(xí).）Step2 Lead in.(presentation)1.教師創(chuàng)設(shè)情境，導(dǎo)出課題。(利用課件)T：Yesterday I went shopping. Can you guess “What did I buy?”(1) 出示香蕉圖片 , 讓生齊讀出來(lái) 。T: How many did I buy?(2)一張出示奶酪 , 引入單詞 cheese。教說(shuō)該單詞 , 分小隊(duì) , 分排練讀。告訴學(xué)生cheese 是不可數(shù)名詞。T: Do you like going shopping? Do you like cheese? How much did you buy? 學(xué)生不會(huì)回答。引出課題，告訴學(xué)生通過(guò)本節(jié)課，我們就能回答這個(gè)問(wèn)題。(3)利用課件，show shopping list, let Ss read them out, and find they are countable nouns. And they can add “-s” .T: How many?(設(shè)計(jì)意圖：復(fù)習(xí)上一單元“How many?并引導(dǎo)孩子們回答?！?(4)設(shè)計(jì)一個(gè)任務(wù);Talk about your shopping.利用課件出示“cheese”“”rice“meat”,引入單詞kilo.使生理解該單詞意為“一公斤”。教說(shuō)、練說(shuō)該單詞引入詞組half a kilo。使生理解為“半公斤”。教說(shuō)、練說(shuō)該詞組。(5)利用課件出示“juice”,來(lái)導(dǎo)入“bottle”，通過(guò)課件演示，知道“juice” 不可數(shù)，“bottle”可數(shù)名詞。（6）Show “chocolate” ”eggs”, to lead in “a lot of”.(設(shè)計(jì)意圖：任務(wù)型教學(xué)是小學(xué)英語(yǔ)教學(xué)很重要的教學(xué)手段。在“任務(wù)前”階段，教師通常向?qū)W生介紹需要學(xué)生完成的“任務(wù)“（目的、完成任務(wù)的程序、時(shí)間等)Step3 Learn the text.(1) Lets look at What did Sam and Amy buy?First, listen and point, then answer three questions.(2)Answer questions, and repeat, check the answers.(3)Listen and try to act it out.(4)Activity4.Listen and repeat.Step4 Practice1.Game.Put the nouns to the right house. ”How many” ”How much”(鞏固孩子們本模塊的學(xué)習(xí)重點(diǎn)，可數(shù)名詞和不可數(shù)名詞在句型How many .did you buy ?“How much.did you buy?”)2. Summary. “how many”和“how much”的用法。3. Listen and say the song “How many do you want?”，再來(lái)鞏固加深孩子們對(duì)知識(shí)重點(diǎn)的掌握。4.Practice in pairs,然后出示課件Book13 Activity6.How much cheese did you buy?Review:Step1.review grammar from last class.Step2. 擴(kuò)展性活動(dòng)1.Game：最佳購(gòu)物者。Book13 activity7A: What did you buy?B: I bought some_A:How many/much _ did you buy?B: I bought some_2.、對(duì)話(huà)展示。（設(shè)計(jì)意圖： 有許多學(xué)生在日常生活中熟悉并感興趣的話(huà)題，提供了許多真實(shí)的語(yǔ)境和語(yǔ)言材料。因此，我們可以充分利用好教材，以學(xué)生為主體，運(yùn)用任務(wù)型教學(xué)，培養(yǎng)學(xué)生的創(chuàng)造性思維能力，鼓勵(lì)學(xué)生自己思考，使他們能夠用所學(xué)的知識(shí)來(lái)解決新問(wèn)題。這個(gè)活動(dòng)從學(xué)生的生活出發(fā)，從他們的興趣入手，把教學(xué)內(nèi)容生活化，情景化，使之真實(shí)可感，突出了語(yǔ)言的實(shí)用性。）Step3.homework：從以下作業(yè)中選擇一道自己喜歡的作業(yè)：1、課文錄音，模仿課文句子，能夠熟讀課文；2、用今天所學(xué)的句型詢(xún)問(wèn)朋友周末購(gòu)物情況。教學(xué)反思：本課主要是讓學(xué)生學(xué)會(huì)如何詢(xún)問(wèn)數(shù)量，如何談?wù)撡?gòu)物懂得不同的名詞應(yīng)用不同的句型去詢(xún)問(wèn)。拓展性活動(dòng)直奔本課主題，大部分學(xué)生都能正確應(yīng)用，對(duì)答自如，部分后進(jìn)生會(huì)混淆用哪個(gè)，相信通過(guò)進(jìn)一步學(xué)習(xí)他們會(huì)逐步改正過(guò)來(lái)。Where did you go?Teaching goals：1. learn new words.2.用一般過(guò)去時(shí)表達(dá)過(guò)去發(fā)生的事情What did you do at the weekend ? We visited lots of places. Where did you go? We went to the British Museum. Teaching difficult point：Sentence StructuresTeaching main point: 用一般過(guò)去時(shí)表達(dá)過(guò)去發(fā)生的事情T(mén)eaching periods: 2 periodsTeaching procedures:Step 1.Warming up and Revision1 Sing a song. “Where did you go?”(以過(guò)去式的歌曲來(lái)活躍課堂氣氛，為本課起了一個(gè)鋪墊作用)Step 2 .Presentation1. T: This summer I went to Dalian .And what did you do this summer?Ss: I went to the park ./I did my homework.T: Lingling is in London with Sam and Amy. Do you know what did they do at the weekend ? Now this class well learn M3U1 .Where did you go? (板書(shū)課題領(lǐng)讀兩遍) Please turn to Page 14.1. Listen to the tape and understand the text context.2. Listen again and circle the new words.（這一環(huán)節(jié)學(xué)生交流預(yù)習(xí)中遇到的重點(diǎn)難點(diǎn)，小組試著討論解決一些單詞的讀法。）小組交流之后，再請(qǐng)學(xué)生舉手詢(xún)問(wèn)自己不理解的單詞和句子。New words and phrases on the board:weekend , places museum,trip,hour,minute,river.a.在自主學(xué)習(xí)、小組討論的基礎(chǔ)上，利用單詞卡片輔助教學(xué)新單詞和詞組。在學(xué)習(xí)單詞的過(guò)程采用了多種方法練習(xí)。（Follow me ./Read together. / Read one by one./Read two by two. /I speak Chinese , you speak English. I speak English , you speak Chinese./Spell the word. etc.b. Listen again, answer the questions:(課件展示)What did Amy ,Lingling and Sam do at the weekend ?Where did they go?How did they go to these places ?Did Lingling like the bus ride best?Answer the questions by yourself, then talk about in your group.Now Check the answers.(以搶答的形式回答，盡量做到公平，每個(gè)小組回答一個(gè)問(wèn)題)They visited lots of places.They went to the British Museum and they visited Big Ben and the London Eye.They went by bus.Yes, she did.Step3.practise:Ss read the text by themselvesStep 4.homeworkWhere did you go?Step1.reviewStep2.1.Group work:Read the text in roles: Daming ,Amy .(分角色朗讀課文，有助于培養(yǎng)學(xué)生的角色意識(shí))Know the Chinese meaning of the text.（讓學(xué)生在活動(dòng)中參與小組學(xué)習(xí)、交流、探索、提高）。Step 3.Consolidation and Extensiona. Look at P16. Look at the dialogues.For example: A: Where did you go last Sunday? B:I A ：What did you do ? B:IA:When did you go?A:How did you go?Ask and answer in pairs in your group. Then lets check. Who wants to be the little teacher?(把交流答案的過(guò)程交給小老師處理，根據(jù)回答情況進(jìn)行評(píng)價(jià)得分，同時(shí)仿照以上環(huán)節(jié)對(duì)小老師適時(shí)鼓勵(lì))。b. Homework:（作業(yè)布置可以使學(xué)生更好地掌握過(guò)去式的重點(diǎn)內(nèi)容，同時(shí)也鍛煉了他們的口頭表達(dá)能力）Ask and answer with your friends: Where did you go at the weekend ?What did you do ? When? How? Who?Step4.板書(shū)設(shè)計(jì)Where did you go ?What did you do at the weekend?Where did you go ?How did you go these places?the British Museum. Daming took a photo of his fatherTeaching goals：1.全體學(xué)生能理解并認(rèn)讀單詞of, arrive, wall, mountains, with, plants. 全體學(xué)生能運(yùn)用of, 部分學(xué)生能運(yùn)用arrive, wall, mountains, with, plants.2.大部分學(xué)生能通過(guò)找關(guān)鍵信息回答Who/How/When/What ?等特殊疑問(wèn)句，來(lái)理解課文內(nèi)容。3.大部分學(xué)生能正確、流利地朗讀課文。Teaching difficult point:1.全體學(xué)生能理解并認(rèn)讀單詞of, arrive, wall, mountains, with, plants. 全體學(xué)生能運(yùn)用of, 部分學(xué)生能運(yùn)用arrive, wall, mountains, with, plants.2.能通過(guò)找關(guān)鍵信息回答Who/How/When/What ?等特殊疑問(wèn)句，來(lái)理解課文內(nèi)容。Teaching main point:1. 詞語(yǔ)arrive的理解和運(yùn)用。2. 能通過(guò)找關(guān)鍵信息回答Who/How/When/What ?等特殊疑問(wèn)句，來(lái)理解課文內(nèi)容。Teaching periods: 2periodsTeaching procedures：Step1：Warming up1. Listen to the song “High 歌”.2. Watch the video “Beautiful scenery of China”.1. Greetings.2. Sing a song“Where did you go?”【設(shè)計(jì)意圖：學(xué)生邊唱歌邊做動(dòng)作，既使學(xué)生很快地進(jìn)入課堂的英語(yǔ)學(xué)習(xí)氣氛，又感知回顧了特殊疑問(wèn)句及一般過(guò)去式，為課文的學(xué)習(xí)做好鋪墊?！縎tep2 Pre-reading1.師講述自己的旅行經(jīng)歷。2.學(xué)習(xí)Damings trip， 整體感知，語(yǔ)篇全文。Watch the video and answer the questions.1) Who went withs father?2) How did they arrive?【設(shè)計(jì)意圖：通過(guò)講述自己的旅游經(jīng)歷，引入文本情境，激發(fā)學(xué)生的閱讀興趣并引出評(píng)價(jià)arrive at the Great Wall。帶著問(wèn)題有目的地看，引導(dǎo)學(xué)生根據(jù)自己所需有針對(duì)性地提取信息，并整體感知課文內(nèi)容, 為精讀課文做好準(zhǔn)備。】Step3 While-reading1. 設(shè)問(wèn)質(zhì)疑，深入閱讀。Read the lesson and find out the answers.1）When did they arrive?2) What did they do?2. 問(wèn)題深入，推進(jìn)閱讀。What did Daming do?3. 聽(tīng)讀結(jié)合，加深理解。設(shè)計(jì)意圖：?jiǎn)栴}牽動(dòng)下，讓學(xué)生有目的地自讀課文，深層次理解學(xué)習(xí)重點(diǎn)內(nèi)容，引導(dǎo)學(xué)生在尋找細(xì)節(jié)信息時(shí)放慢閱讀速度，在關(guān)鍵信息處劃線(xiàn)或做標(biāo)記。并結(jié)合課文插圖、動(dòng)畫(huà)，讓學(xué)生在文本情境中理解課文。把提取的關(guān)鍵信息直觀(guān)、形象地呈現(xiàn)在黑板上，幫助學(xué)生理解語(yǔ)篇，掌握重點(diǎn)語(yǔ)言,也為后面的復(fù)述課文做好鋪墊。Step4.practice:Ss read the text fluently.Step5.homework:remember new words.Daming took a photo of his fatherStep 1.reviewStep 2. Post-reading1.Try to retell the lesson.2. Describe your friends trip.【設(shè)計(jì)意圖：引導(dǎo)學(xué)生學(xué)會(huì)根據(jù)關(guān)鍵詞復(fù)述課文，加深對(duì)課文的理解。鼓勵(lì)學(xué)生將所閱讀的內(nèi)容與自己的生活聯(lián)系起來(lái)，將閱讀技能與語(yǔ)言技能進(jìn)行整合，對(duì)學(xué)生進(jìn)行綜合語(yǔ)言訓(xùn)練?！?.Listen to the tape and read the passage fluently.4. Tell your parents about your friends trip.【設(shè)計(jì)意圖：布置此開(kāi)放性作業(yè)，旨在培養(yǎng)學(xué)生運(yùn)用英語(yǔ)交際的意識(shí)，鍛煉學(xué)生用英語(yǔ)做事情的能力。】Step 3.homeworkTry to retell the lesson.Mum bought a new T-shirt for meTeaching goals： 1、學(xué)習(xí)單詞:shorts argue; matter; wear; your. 2、學(xué)習(xí)句型：Mum bought a new T-shirt for me.Whats the matter? Thats OK. Teaching difficult point：能用Mum bought a new T-shirt for me. Whats the matter? Thats ok.對(duì)他人表示關(guān)心。 Teaching main point: 學(xué)習(xí)句型：Mum bought a new T-shirt for me.Whats the matter? Thats OK. Teaching periods:2 periodsTeaching procedures:： Step 1.Warming up Say the chantStep 2.Presentation 1.T（指向自己）:Oh,look,Today I wear a pink dress.(指向班級(jí)其他同學(xué)并說(shuō) He wears a red T-shirt.) T:Liming wears a black coat. T:Tangyu wears a purple T-shirt. T:wear,Do you know “wear”.(show a word card “wear”) （板書(shū)wear） Lead the student to read.(Let them try to use it) S: I wear a sweater. S:I wear a red dress. . T:Well done.look at these two red T-shirts.(出示掛在繩子上T-shirt圖片) T ask s1 : Is it your T-shirt? S: No. T ask s2: Is it your T-shirt? S: No. T:I really want to know .Whose are they? well know the answer.Today well study our new lesson.Module4 unit1 Mum bought a new T-shirt for me. (板書(shū))(lead the students to read the title two times.) Step 3 : learn the text 1.Listen to the tape and understand the text context. 2.Listen again and circle the new words. 3.Learn the new words:shorts,argue,matter.Whats the matter? Dont argue. A,please look at picture 1,Whats the matter? (板書(shū)) Read this sentence three times. B, Show the word card”matter” (read it with a variety of forms) C, practice the sentence”whats the matter?” D, T:please look at picture 1,Whats the matter with Sam and Amy? S:他們?cè)跔?zhēng)吵 Show the word card”argue” E:T: (show the pictures)well done. Where are Sams and Amys T-shirt? S: They are on the line.(出示繩子上的T-shirts) T:Whose T-shirt is clean? S:Linglings T-shirt is clean. (創(chuàng)設(shè)語(yǔ)境練習(xí)clean) T: At last,What do Sam and Amy say to lingling at last?(找同學(xué)吧原句讀出來(lái)) T：What did Lingling say? S: Thats OK.(板書(shū)) (創(chuàng)設(shè)語(yǔ)境，練習(xí)運(yùn)用Thats ok.) Step .practise Ss practise dialogue.Step5.homework remember main sentences.Mum bought a new T-shirt for meStep1.reviewStep2.The consolidation of the practice 1. the role of reading the text .(小組內(nèi)角色扮演) 2.According to the text to juge（根據(jù)短文內(nèi)容判斷正T誤F) Linglings T-shirt isnt clean. Sams T-shirt is on the line. Ms Smart bought a T-shirt for Sam and Amy. Lingling wear her T-shirt. Ms Smart washed three T-shirts. 3. do activity Step 5. summery today weve learned new words and sentences “matter,argue,T-shirts,whats the matter?,Thats ok.Mum bought a new T-shirt for me.”學(xué)會(huì)用過(guò)去式陳述別人給你買(mǎi)了什么，學(xué)會(huì)關(guān)心他人，學(xué)會(huì)寬容他人。 Step 6: Homework Whats the matter with Daming? Teaching goals:1.通過(guò)圖片、任務(wù)認(rèn)領(lǐng)等環(huán)節(jié)，全部學(xué)生能初步學(xué)會(huì)運(yùn)用Whats the matter with you?及其答句I lost my2、通過(guò)知識(shí)拓展、交流，90%以上的學(xué)生能熟練運(yùn)用Whats the matter with提問(wèn)并根據(jù)具體情況用適用的第三人稱(chēng)單數(shù)來(lái)回答。3、通過(guò)聽(tīng)、跟讀、自讀等多種形式，98%學(xué)生能正確理解課文內(nèi)容4、通過(guò)較大容量的語(yǔ)言輸入，初步培養(yǎng)學(xué)生用英語(yǔ)思考和交流的習(xí)慣及在情境中靈活運(yùn)用所學(xué)句型的能力和知識(shí)遷移能力。5、學(xué)生通過(guò)合作學(xué)習(xí)能夠形成一定的團(tuán)隊(duì)精神，同時(shí)通過(guò)課文的學(xué)習(xí)能夠獲得關(guān)心他人、幫助他人以及拾金不昧的教育。Teaching difficult point:理解課文內(nèi)容，能在適當(dāng)?shù)恼Z(yǔ)境中用Whats the matter with句型及其答句。Teaching main point:能結(jié)合所學(xué)的語(yǔ)言知識(shí)，通過(guò)聯(lián)系生活實(shí)際，靈活運(yùn)用Whats the matter with及其 答句，特別是第三人稱(chēng)形式。Teaching periods:2 periodsTeaching peocedures:Step1.Warm-up1、Greetings and free talk:Hello, everyone!How are you?Did you go to school by school bus?What did you take? A bag or a kite?Did you take your yellow cap?Did you buy shoes yesterday?【設(shè)計(jì)意圖】熱身的打招呼和Free talk環(huán)節(jié)，運(yùn)用的句型是本冊(cè)書(shū)的重點(diǎn)句型，而單詞則是本節(jié)課將會(huì)出現(xiàn)的學(xué)生已經(jīng)學(xué)過(guò)的單詞。這樣既復(fù)習(xí)了句型和單詞，又為本節(jié)課的學(xué)習(xí)打下初步的基礎(chǔ)。Step2.Lets play a game : I say and you do.Point to your head; Point to my desk. Point to his hand. Point to her nose. Point to his book. Point to her bag.【設(shè)計(jì)意圖】通過(guò)這個(gè)小游戲，讓學(xué)生在熟悉的句型和有趣的動(dòng)作中，復(fù)習(xí)人稱(chēng)代詞和物主代詞，特別是his和 her，為本節(jié)課的學(xué)習(xí)繼續(xù)掃清障礙。Step3.Lead inYou did a good job. Now please take out your English book. （拿出你的英語(yǔ)書(shū)，放到桌面。××同學(xué)在轉(zhuǎn)來(lái)轉(zhuǎn)去找書(shū)） XXX, Whats the matter? S: My English book is lost. （書(shū)不見(jiàn)了）You can say: I lost my English book. (板書(shū) lost lose 簡(jiǎn)單介紹含義，與四年級(jí)學(xué)過(guò)的lost迷路的意思相區(qū)分)【設(shè)計(jì)意圖】很真實(shí)的情境，利用學(xué)生找不到課本，引導(dǎo)學(xué)生說(shuō)出My English book is lost。這個(gè)句型學(xué)生在四年級(jí)學(xué)過(guò)，但是意思不同，老師接著引導(dǎo)學(xué)生說(shuō)出I lost my English book，然后通過(guò)板書(shū)lost lose，給學(xué)生講解過(guò)去式和原形以及它的不同含義。同時(shí)板書(shū)的lost，也是本單元很重要的一個(gè)詞語(yǔ)，構(gòu)成了重點(diǎn)句型的答句。Step4.Presentation(一)Part 11、Whats the matter with Ben? Lets watch the video and find out the answer(放第一部分課件，進(jìn)入到第一部分的文本，聽(tīng)一遍，跟讀一遍，然后回答問(wèn)題)Whats the matter with you, Ben? A. I lost my book. B. I lost my cap.Did Ben find （找到）his cap?Did Lili help Ben? Yes, we should help the others.【設(shè)計(jì)意圖】由于第一部分內(nèi)容簡(jiǎn)單，孩子們沒(méi)有生單詞，所以直接聽(tīng)一遍，再跟讀一遍，學(xué)生已經(jīng)能掌握這一部分內(nèi)容的含義，通過(guò)不同形式的兩個(gè)問(wèn)題，幫助學(xué)生鞏固了這一部分內(nèi)容，同時(shí)也進(jìn)行了一定的拓展：由Whats the matter拓展到了Whats the matter with you?，方便下一部分過(guò)渡到Whats the matter with Daming?第二個(gè)問(wèn)題中的find更是為第二部分的學(xué)習(xí)奠定了堅(jiān)實(shí)的基礎(chǔ)。在學(xué)生回答完問(wèn)題后，很自然地引出了“當(dāng)朋友遇到困難時(shí)，我們應(yīng)該幫助他們”這一話(huà)題，對(duì)學(xué)生進(jìn)行了德育教育。2、檢測(cè)評(píng)價(jià)： 課件呈現(xiàn)不同孩子及物品，集體操練句型。（可運(yùn)用原來(lái)課件的部分內(nèi)容）3、小組合作，藏起同桌的某一物品，詢(xún)問(wèn)：What s the matter with you, XXX? 回答：I lost my 4、抽生展示（評(píng)價(jià)活動(dòng)）【設(shè)計(jì)意圖】這一部分的評(píng)價(jià)是為了檢測(cè)目標(biāo)一是否達(dá)成。通過(guò)集體回答鞏固句型并進(jìn)行拓展，再通過(guò)小組合作進(jìn)行句型的進(jìn)一步拓展，通過(guò)學(xué)生的展示評(píng)價(jià)來(lái)檢測(cè)目標(biāo)是否達(dá)成。(二)Part 2We know Ben lost his cap and he found it