廣州版五年級(jí)英語(yǔ)下冊(cè)教案.doc

Module 1 Our life一. 教學(xué)內(nèi)容分析Module 1的話題是“Our life”， 學(xué)生在四年級(jí)及五年級(jí)上學(xué)期已經(jīng)學(xué)習(xí)了大量的有關(guān)這方面話題的句子，而本單元主要的是學(xué)習(xí)一般現(xiàn)在時(shí)第三人稱的陳述句和疑問(wèn)句。Unit 2是用電話對(duì)話的形式引出Jiamin平時(shí)學(xué)習(xí)的情況，這打電話的日常用語(yǔ)在四年級(jí)的Module 4 Unit 11 的Fun with language 以笑話的形式出現(xiàn)過(guò)，但大部分學(xué)生對(duì)此印象不深。本單元的句型should/shouldnt 可以與五年級(jí)can/cant must/must句型和句子聯(lián)系起來(lái)教學(xué)。二教學(xué)對(duì)象分析到了本學(xué)期，學(xué)生已經(jīng)差不多學(xué)了三年的英語(yǔ)了，有的或許是五年了，我們?cè)诮虒W(xué)中應(yīng)該注意從以培養(yǎng)學(xué)生聽，認(rèn)，說(shuō)能力為主轉(zhuǎn)移到以培養(yǎng)他們的閱讀，寫作能力為主。學(xué)生已有了幾年英語(yǔ)的基礎(chǔ)，老師特別要注意培養(yǎng)學(xué)生的綜合運(yùn)用語(yǔ)言的能力，幫助學(xué)生把所學(xué)知識(shí)系統(tǒng)化，教會(huì)學(xué)生學(xué)習(xí)的方法，在適當(dāng)?shù)臅r(shí)候可培養(yǎng)學(xué)生的自學(xué)能力。三教學(xué)策略Module 1的內(nèi)容比較接近生活，我們?cè)诮虒W(xué)的過(guò)程中應(yīng)盡量與實(shí)際聯(lián)系起來(lái)，設(shè)計(jì)多個(gè)活動(dòng)讓學(xué)生在情景中學(xué)習(xí)、鞏固，學(xué)會(huì)用英語(yǔ)做事情。本冊(cè)書開始讓學(xué)生接觸音標(biāo)，我們?cè)谝魳?biāo)教學(xué)時(shí)要注意結(jié)合學(xué)生的學(xué)習(xí)規(guī)律，避免將教學(xué)內(nèi)容變得僵死化。我們可以先呈現(xiàn)音標(biāo)例詞，讓學(xué)生小組討論，尋找共同音素，發(fā)現(xiàn)發(fā)音規(guī)律。讓學(xué)生在理解的基礎(chǔ)上，再自我發(fā)現(xiàn)新知識(shí)，他們會(huì)對(duì)學(xué)習(xí)內(nèi)容更加感興趣，印象更深刻。四 教學(xué)目標(biāo)(一)語(yǔ)言技能X k B 1 . c o m1. 聽做: 能根據(jù)聽到的內(nèi)容指認(rèn)本單元的新單詞, 能聽懂別人談?wù)撃橙巳粘Ｉ盍?xí)慣的語(yǔ)句及課文對(duì)話內(nèi)容.2. 說(shuō)唱: 能運(yùn)用本單元的語(yǔ)言材料在真實(shí)情景中打電話、談?wù)搫e人的生活習(xí)慣，對(duì)別人提出建議，以及能唱書中和老師編的歌和詩(shī)3. 玩演: 能積極參加課堂游戲及嘗試表演課文內(nèi)容和故事.4. 讀寫: 能讀本課的新單詞, 讀懂課文, 正確書寫本課的四會(huì)單詞和重點(diǎn)句型.(二)語(yǔ)言知識(shí)1. 詞匯:New Words: 四會(huì): study, early, subject, hour, practice, piano, than, pen friend, glad, Id be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in),should, worry, catch up with, together, seldom, shouldnt三會(huì): former, LeedsSentence Structure: Could you help me? Id love/be glad to.May I speak to?This isspeaking.What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .I/You/He/She should/shouldnt do 2. 語(yǔ)法:能正確表達(dá)一般現(xiàn)在時(shí)第三人稱的句子 能正確運(yùn)用情態(tài)動(dòng)詞should/shouldnt 表達(dá)，介詞to, for的正確運(yùn)用。 3. 語(yǔ)音: 能正確運(yùn)用音素/i:/, /i/, /p/,/b/,/t/,/d/拼讀單詞，能讀準(zhǔn)第三人稱單數(shù)動(dòng)詞，并能用升降調(diào)讀出本單元的單詞，并用正確的語(yǔ)調(diào),語(yǔ)音說(shuō)本課的交際用語(yǔ). 4. 話題：能用所學(xué)知識(shí)打電話、談?wù)搫e人的生活習(xí)慣，并能說(shuō)出在日常生活中哪些事情應(yīng)該做的，哪些不應(yīng)該做的(三).情感態(tài)度能積極主動(dòng)地參加老師所組織的課堂活動(dòng)，在學(xué)習(xí)過(guò)程中享受學(xué)英語(yǔ)的樂(lè)趣。在教學(xué)過(guò)程中對(duì)學(xué)生進(jìn)行環(huán)境教育，灌輸綠色奧運(yùn)概念，小學(xué)生要響應(yīng)號(hào)召節(jié)能減排。教育好學(xué)生保護(hù)環(huán)境。愛護(hù)花草樹木，不要亂仍垃圾，教育學(xué)生要節(jié)約用水。(四).學(xué)習(xí)策略: 1. 能積極與他人合作，共同完成任務(wù)。2. 能對(duì)所學(xué)習(xí)內(nèi)容主動(dòng)練習(xí)和實(shí)踐。3. 能積極運(yùn)用所學(xué)的知識(shí)。(五).文化意識(shí)：了解西方人與朋友約會(huì)時(shí)一些不應(yīng)該做的事情 二. 教學(xué)重點(diǎn),難點(diǎn)重點(diǎn): 運(yùn)用本課的單詞,句型去談?wù)撃橙说纳睿騽e人提出建議.難點(diǎn):一般現(xiàn)在時(shí)第三人稱單數(shù)動(dòng)詞的變化三. 教學(xué)媒體圖畫,電腦,軟件,鼓四. 課時(shí)本單元用8課時(shí)完成,Unit 1 :3課時(shí);Unit 2:3課時(shí);Unit 3:2課時(shí).五. 課時(shí)設(shè)計(jì)X k B 1 . c o m Unit 1 第一課時(shí)一.內(nèi)容 Dialogue(書P1-3)二.語(yǔ)言點(diǎn)Vocabulary: 四會(huì)：study, early, subject, hour, practise, piano, than, pen friend, Id be glad to, may, e-mail, each other三會(huì)：former ，LeedsSentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .Could you help me? Id love/be glad to.三.任務(wù)Talk about ones life.四.教學(xué)過(guò)程(一)Leading-in1. 出示P1的圖畫并問(wèn)學(xué)生：A. What are they doing?B. What does he/she usually do at/in?2根據(jù)學(xué)生的答案導(dǎo)出課題和本課的主要內(nèi)容 (二)Pre-task1. 出示“Sue”正在彈鋼琴的照片2. 問(wèn)：Whos she? How old is she?What does Sue do on Weekdays?Do you want to be her pen friend?3. 教單詞：practise, piano, than, hour, pen friend ，Id be glad to. E-mail, each, other, each other (讓學(xué)生注意practise的讀音和一小時(shí)的表達(dá)法：an hour)(三)While-task1. 學(xué)生聽錄音3次，回答問(wèn)題A. Is Sue Miss Whites former pupil?B. Does Sue study at Lily school in Leeds, England?C. How does Sue go to school?D. What subjects does Sue study at school.?2. 檢查答案并教單詞：former, Leeds, subject, 3. 跟讀課文2次，4. 小組分角色讀，演課文（可以給適當(dāng)?shù)膱D畫和句子或表格做提示）5. 檢查。(四)Pro-task and Check1. 讓學(xué)生把課文中談到Janet的日常生活的句子找出來(lái)，并在小組內(nèi)說(shuō)一說(shuō)。2. 檢查，并讓學(xué)生觀察這些句子的動(dòng)詞，總結(jié)一般時(shí)第三人稱單數(shù)動(dòng)詞的變化。3. Sing along邊跟唱邊做動(dòng)作.4. 總結(jié)本節(jié)課的新單詞和語(yǔ)法知識(shí)。5. 出示活動(dòng)手冊(cè)P1第一題的圖畫，讓學(xué)生互相問(wèn)問(wèn)說(shuō)說(shuō)圖畫中人物的生活。6. 檢查。7. 筆頭練習(xí)：根據(jù)活動(dòng)手冊(cè)P1圖畫填單詞。（如果時(shí)間不夠，可作為課后作業(yè)。）A. Ann _ the _ every day.B. Judy _ her homework in the evening on weekdays.C. Tim _ to school by _.D. John _ his friends every Saturday.E. Marry _ at Rose School.F. Ken always _ the _ for half an hour every day. 8. 檢查。（五）Homework1 抄讀本節(jié)課的四會(huì)單詞：一個(gè)一行，邊抄邊讀。2 完成活P13 熟讀課文。 Unit 1 第二課時(shí)一.內(nèi)容 Rhyme, Work with language(1, 2) 二.語(yǔ)言點(diǎn) Vocabulary：noon, begin, teach, soon Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務(wù)http:/w w w.xkb1. com能運(yùn)用所學(xué)知識(shí)談?wù)撃橙说纳睢Ｋ?教學(xué)過(guò)程(一) Leading-in1.評(píng)講活的作業(yè)。2.Sing the song the tapeJanet gets up early every day。（二）Pre-task1. 讓學(xué)生根據(jù)歌詞想一想：What do you think of Janet? Why?2. 出示“Rhyme”，并教育學(xué)生要養(yǎng)成準(zhǔn)時(shí)的良好習(xí)慣。3. 讓學(xué)生打著拍，讀Rhyme4. 師說(shuō)：要做到準(zhǔn)時(shí)，首先要安排好自己的時(shí)間，現(xiàn)在讓我們看看Sue是怎樣設(shè)計(jì)自己的時(shí)間表的。5. 出示W(wǎng)ork with language 1，教單詞：noon, begin6. 老師先做示范，然后讓學(xué)生根據(jù)時(shí)間表討論一下Sue 的日常生活。Model: Sue gets up at seven in the morning on weekdays.7. 檢查(三).While-task8. 比賽讓學(xué)生用What/What time/How/Does小組內(nèi)提問(wèn)和回答，看哪一組能提出最多的問(wèn)題，并回答正確。9. 小結(jié)：一般現(xiàn)在時(shí)第三人稱單數(shù)的陳述句和疑問(wèn)句的表達(dá)。10. 讓學(xué)生仿照Sue的時(shí)間表，想一想，寫一寫自己的時(shí)間表11. 游戲：馬拉松先請(qǐng)一位學(xué)生說(shuō)一個(gè)關(guān)于自己的生活的句子，如：I get up at seven in the morning. 然后第二位學(xué)生重復(fù)第一位的句子，但要變?nèi)朔Q，并再說(shuō)一個(gè)關(guān)于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再請(qǐng)第三位學(xué)生重復(fù)剛才兩位說(shuō)的句子，再說(shuō)一個(gè)關(guān)于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.這樣一直接下去，看誰(shuí)能接到最后。12. 根據(jù)游戲中學(xué)生的表現(xiàn)和說(shuō)的情況總結(jié)。(四)Post-task and Check13. 采訪：采訪一下你的同學(xué)，問(wèn)問(wèn)他們父母平時(shí)的生活時(shí)間。When/What time does your father/mother?He/She Gets upGo to workGo to bedFatherMother 14. 總結(jié)采訪的情況和本節(jié)課的內(nèi)容。 (五)Homework1. 家庭聽寫Unit 1的四會(huì)單詞.2. 按照書P5的時(shí)間表，說(shuō)說(shuō)讀讀關(guān)于Sue日常生活的句子。3. 完成活P3的第5題。Unit 1 第三課時(shí)一.內(nèi)容 Work with language3 P2-4二.語(yǔ)言點(diǎn) Vocabulary: Unit 1的單詞 Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務(wù) 能運(yùn)用所學(xué)知識(shí)做相關(guān)的練習(xí)或活動(dòng)。四.教學(xué)過(guò)程(一) Leading-in1. Have a dictation2. Check the homework in 3. Talk about Sues life according the timetable.(二) Pre-task4. 做一做Work with language35. 檢查，對(duì)答案。6. 向?qū)W生介紹“e-mail”的格式。7. 讓學(xué)生做一做活P2的第3小題。8. 對(duì)答案，并讓學(xué)生讀一讀。9. 出示活P2第四題的畫。10. 讓學(xué)生比較圖中人和動(dòng)物，說(shuō)說(shuō)他們的特征。11. 讓學(xué)生讀一讀本題的句子，并把句子的編號(hào)寫在相應(yīng)圖的括號(hào)內(nèi)。(三)While-task12. 出示一幅畫有兩個(gè)女孩在練鋼琴，一個(gè)練了2個(gè)小時(shí)，一個(gè)練了1個(gè)半小時(shí)，一個(gè)短頭發(fā)，一個(gè)長(zhǎng)頭發(fā)。13. 讓學(xué)生根據(jù)圖畫提出問(wèn)題，并回答。14. 讓學(xué)生比較圖畫中的人物，仿照活P2第四題的句子，寫一段話（不少于5句）。15. 根據(jù)學(xué)生寫的情況小結(jié)。16. 做一做活P4第6題17. 檢查，對(duì)答案。 (四)Pro-task and Check18. 出示幾位外國(guó)小朋友的相片或圖畫，19. 讓學(xué)生說(shuō)說(shuō)自己想知道關(guān)于他們哪方面的情況，并用問(wèn)題的形式說(shuō)出來(lái)。20. 老師回答他們的問(wèn)題。21. 讓學(xué)生小組說(shuō)說(shuō)自己的校園生活。22. 根據(jù)學(xué)生的實(shí)際情況總結(jié)。(五)Homework http:/w w w.xkb1. com讓學(xué)生選擇以上一位自己喜歡的外國(guó)小朋友作為自己的筆友，仿照書P5并用e-mail的形式向他或她介紹一下自己的校園生活。 Unit 2 第一課時(shí)一.內(nèi)容 Dialogue ,Fun with language二.語(yǔ)言點(diǎn) Vocabulary: worried, be worried about, tired, hand in, on time, do well in(in), should, worry, catch up with, together, seldom, shouldnt=should notSentence Structure: May I speak to?This isspeaking.He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能正確用電話用語(yǔ)，能用英語(yǔ)介紹別人的日常生活.四.教學(xué)過(guò)程(一)Leading-in1.Free talk. May I speak to?This is speaking How are you? Im fine, thank you. And you?Im fine too. Thanks.2. 看情景，說(shuō)說(shuō)應(yīng)該跟這些小朋友說(shuō)寫什么話A 小朋友在墻上畫畫B 小朋友摘公園的花C 小朋友喂動(dòng)物園的猴子 (二)Pre-task1. 出示圖畫（Jiamin）2. T：This is my pen friend Jiamin. What does he look like?3. 出示Jiamin另一幅又瘦又累的圖片4. T: What does he look like now?5. 引導(dǎo)學(xué)生說(shuō)出句子：He looks thinner now than before. He looks tired.6. T：Why Jiamin looks thinner now than before? Why he looks tired?7. 讓學(xué)生小組猜猜其原因。He usually/often/sometimes/seldom/never.(三)While-task8. 聽課文錄音3次，找出真正的原因。并說(shuō)說(shuō)他的不良表現(xiàn)。9. 教單詞：hand in, on time, do well(in)10. T: Im worried about my pen friend Jiamin. What should Jiamin do? Lets help him together. 11. 教單詞：worry, worried, be worried about, together.12. 讓學(xué)生小組討論給Jiamin的建議。He should/shouldnt13. 檢查并出示書Dialogue2, 讓學(xué)生讀一讀，并對(duì)學(xué)生進(jìn)行情感教育。(四)Pro-task and Check14. 跟讀課文2次，分角色朗讀，并小組表演。15. 檢查，評(píng)價(jià)。16. 給出情景，讓學(xué)生小組扮演打電話。D 打電話采訪教練,了解一位拿了奧運(yùn)金牌的運(yùn)動(dòng)明星的狀況.E 打電話問(wèn)問(wèn)筆友近來(lái)的生活狀況F 媽媽打電話幫孩子請(qǐng)假.17. 檢查, 評(píng)價(jià)18. 總結(jié)：1、本節(jié)課的單詞 2電話用語(yǔ) 3. 如何向別人提出建議. (五)Homework2 抄讀本課單詞一個(gè)一行。3 完成活unit 2第1，5題。Unit 2 第二課時(shí)一.內(nèi)容 Sound families 活Unit 2 第3, 4 Fun with language二.語(yǔ)言點(diǎn) Vocabulary: bee, bead, pit, pea, deed, pit , deep, tipSentence Structure:He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能用英語(yǔ)向別人提出建議，能用發(fā)音規(guī)律正確讀準(zhǔn)單詞四.教學(xué)過(guò)程(一) Leading-in1 評(píng)講作業(yè)活P5第1題聽力2 再放錄音，讓學(xué)生注意這題動(dòng)詞結(jié)尾的讀音：gets, looks, has, practices, goes3 歸納一般現(xiàn)在時(shí)第三人稱單數(shù)動(dòng)詞的變化(二) Pre-task1 出示Sound families 3 a的單詞2 讓學(xué)生聽聽它們的讀音，說(shuō)說(shuō)詞尾s的發(fā)音，并引導(dǎo)他們找出發(fā)音規(guī)律。3 同樣方法教Sound families 3 b，c，d，e4 讓學(xué)生按照規(guī)律再把Sound families 3 的單詞讀一遍5 給出單詞，讓學(xué)生運(yùn)用發(fā)音規(guī)律嘗試讀出來(lái)6 讓學(xué)生讀Sound Families4的句子，注意動(dòng)詞詞尾的讀音7 逐條呈現(xiàn)Sound Families1的單詞8 讓學(xué)生讀一讀，討論紅色字母的發(fā)音，找出它們的共同音素9 讓學(xué)生嘗試讀出Sound Families2的單詞。10 讓學(xué)生讀出活Unit 2第3題的單詞和句子11 讓學(xué)生讀讀活Unit 3第4題的例子，注意“stays”的詞尾音12 小組討論例子三個(gè)句子有什么變化13 根據(jù)變化規(guī)律，完成本題14 對(duì)答案，并讀一讀，注意第三人稱單數(shù)動(dòng)詞的讀音。(三) While-task1.玩游戲：Grandma says (Fun with language)A一位同學(xué)抽句子條，并把句子讀出來(lái)，B其他同學(xué)做句子意思相反的動(dòng)作。（當(dāng)是“should”就不做，“shouldnt就反而按照句子的意思做。）C抽6位同學(xué)出來(lái)根據(jù)其他同學(xué)說(shuō)的句子做相反的動(dòng)作。玩前先示范2次。2評(píng)講活P5第5題3. 出示笑話：4. 小組討論：What do you think of her? What should she do?5. 檢查,小結(jié)6. 讓學(xué)生小組扮演笑話,并抽查,評(píng)價(jià).(四).Pre-task and Check7. 讓學(xué)生小組說(shuō)說(shuō)自己平時(shí)的學(xué)習(xí)表現(xiàn),其他同學(xué)向他提出建議。8. 小組用本班一位同學(xué)的表現(xiàn)，仿照課文編對(duì)話，并分角色扮演老師打電話家訪。9. 抽查，評(píng)價(jià)。10. 總結(jié)本節(jié)課的教學(xué)內(nèi)容及學(xué)生的表現(xiàn).(五).Homework1 讀準(zhǔn)課文，并嘗試背下來(lái)。2 家聽Unit2的單詞Unit 2 第三課時(shí)一.內(nèi)容 Work With Language 活Unit2第2，6題二.語(yǔ)言點(diǎn) Vocabulary: Unit2的單詞 Sentence Structure : He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能用英語(yǔ)談?wù)搫e人的生活，并向別人提出建議。四.教學(xué)過(guò)程(一)Leading-in1. have a dictation(二)Pre-task1. 出示W(wǎng)ork With Language1的圖2. 讓學(xué)生根據(jù)圖畫提出問(wèn)題，并說(shuō)出答案3. 讓學(xué)生根據(jù)左邊的單詞，先將圖畫編號(hào)4. 完成Work With Language15. 讀一讀答案，注意動(dòng)詞的讀音。6. 給出情景，讓學(xué)生說(shuō)說(shuō)情景中人物的日常生活表現(xiàn)，并給出建議7. 仿照例子，小組說(shuō)說(shuō)Work With Language 2的圖8. 抽查(四) While-task9. 做活Unit 2第2題A 先讀一讀所要判斷的句子B 再讓學(xué)生聽錄音C 評(píng)講答案，錯(cuò)的讓學(xué)生說(shuō)出原因10. 做活Unit2第6題11. 評(píng)講答案12. 分角色朗讀本題的對(duì)話(五) Pro-task and Check13. 小組根據(jù)對(duì)話內(nèi)容,討論給Sally的建議 14. 根據(jù)對(duì)話內(nèi)容，寫出問(wèn)題的答案A Are Sallys eyes good?B Does Sally often help her mother do housework at home?C Whos Mr. Chen?D How is Sally at school?E Which sport is she good at?15. 檢查，小結(jié)16Guessing Game：老師說(shuō)一段關(guān)于班里一位同學(xué)在學(xué)校表現(xiàn)的話，讓學(xué)生猜出是誰(shuí)17讓學(xué)生用英語(yǔ)寫寫自己最要好的同學(xué)在學(xué)校的表現(xiàn)18讓學(xué)生讀一讀自己所寫的內(nèi)容19根據(jù)學(xué)生寫的情況總結(jié) (五)Homework1 修改課堂所寫的一段話2 用英語(yǔ)說(shuō)說(shuō)自己的學(xué)習(xí)表現(xiàn)，并寫寫對(duì)自己的建議，Unit 3 第一課時(shí)一.內(nèi)容 Story Time二語(yǔ)言點(diǎn)Vocabulary: sleepy, more minutes, asleepSentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 理解故事內(nèi)容,能綜合運(yùn)用本單元的知識(shí)做聽,說(shuō),寫的練習(xí)或活動(dòng).四.教學(xué)過(guò)程(一)Leading-in1. 聽寫Module 1的單詞2. 讓學(xué)生把對(duì)自己的建議向全班讀一讀，鼓勵(lì)他們要養(yǎng)成好的習(xí)慣(二)Pre-task3. 呈現(xiàn)Story的第1，4幅圖畫4. 討論問(wèn)題：P1:What are piggy and poggy doing in picture 1?What time is it?Should we watch TV at this time? Why?P4: Do piggy and poggy like the programme? Why?5. 聽錄音，檢查答案6. 讓學(xué)生猜單詞的意思：asleep, sleepy, more, (故事內(nèi)容) minute（hour）7. 教以上單詞 (三)While-task8. 分角色讀，演故事。采訪：讓學(xué)生用句型：Whats your name?What time do you? 采訪同學(xué)，完成下表NameGet upGo to school9. 讓學(xué)生根據(jù)采訪結(jié)果, 仿照書 “PROJECT” 做一做, 寫一寫, 提醒學(xué)生要注意人稱的變化及動(dòng)詞的變化9. 抽查學(xué)生,并讓他們讀一讀.,并根據(jù)所做情況小結(jié). (四)Pro-task and Check10. 做 Unit 3的第1題A. 先讓學(xué)生把給出的答案讀一遍B. 聽錄音,做題目,教會(huì)學(xué)生要學(xué)會(huì)聽關(guān)鍵詞C. 評(píng)講11. 做Unit3的第3題A. 看圖寫出句子所缺的單詞B. 讓學(xué)生讀一讀句子,注意動(dòng)詞詞尾的發(fā)音C. 讓學(xué)生同位根據(jù)圖畫和句子,提出問(wèn)題,并回答. 12. 總結(jié) (五)Homework1. 完成unit3 第5題2. 寫寫父母的日常生活Unit 3 第二課時(shí)一.內(nèi)容 Did you know? Additional wordsSelf-assessment二.語(yǔ)言點(diǎn) Vocabulary: chat, hurry, straight, Sentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù). 能用所學(xué)知識(shí)完成課堂活動(dòng)或練習(xí)四.教學(xué)過(guò)程(一)Leading-in 評(píng)講的作業(yè)(二)Pro-task1. Sing a song2. 根據(jù)歌詞和實(shí)際,說(shuō)說(shuō)我們?cè)谡n堂上哪些是應(yīng)該做的,哪些是不應(yīng)該做的(三)While-task1. 呈現(xiàn)Additional words的圖畫2. 判斷should/shouldnt3. 呈現(xiàn)Additional words的句子4. 猜猜單詞chat, hurry, straight的意思.5. 把句子與相應(yīng)的圖畫連起來(lái).6. 呈現(xiàn)Did you know?的圖畫7. 讓學(xué)生用英語(yǔ)談?wù)搱D畫的意思8. 出示句子9. 向?qū)W生介紹西方人日常生活中一些不應(yīng)該做的事情10. 讓學(xué)生比較中西方在這些事情上的做法有什么相同與不同11. 讓學(xué)生小組討論我們?nèi)粘Ｉ钪心男┦菓?yīng)該做的,哪些是不應(yīng)該做的.12. 做unit 3的第4題A. 找出關(guān)鍵詞B. 寫出圖的編號(hào),并畫出鐘的時(shí)間C. 檢查答案13. 做unit3的第2題A. 讀一讀題目所給的句子B. 聽錄音,判斷句子正誤C. 評(píng)講答案, 要求學(xué)生說(shuō)出錯(cuò)的原因14. 做unit3的第6題A. 讀短文B. 分清e(cuò)-mail的內(nèi)容是寫誰(shuí)C. 比較兩封e-mail的內(nèi)容,找出兩者的相同點(diǎn)和不同點(diǎn)D. 填表,評(píng)講 (四)Pro-task and Check1. 完成Self-assessment2. 總結(jié)學(xué)生的表現(xiàn)及本單元的主要內(nèi)容(五)Homework 仿照P13寫一封e-mail給老師, 內(nèi)容主要是關(guān)于自己的日常生活.Module 2 Seeing a DocotorUnit 4 Janet Fells Ill?DialogueObjectives1、To learn the names of common illness in English.2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .3、To practise advice, especially when someone is ill .4、To raise the awareness of fostering healthy living habits.5、在教學(xué)過(guò)程中對(duì)學(xué)生進(jìn)行環(huán)境教育，灌輸綠色奧運(yùn)概念，小學(xué)生要響應(yīng)號(hào)召節(jié)能減排。教育好學(xué)生保護(hù)環(huán)境。愛護(hù)花草樹木，不要亂仍垃圾，教育學(xué)生要節(jié)約用水。Suggestions 1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese). 2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture. 3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4. 4、Show the pictures in 1 and ask the pupils to talk about the pictures. 5、Bring forth the questions in 2 and then play the tape. 6、Check the questions in 2 with the pupils to get a general idea of the dialogue. 7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively. 8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient. 9、Get the pupils to discuss in groups about what Janet should do and share with whole class.Work with LanguageObjectives 1、To practise advice like “You should ”and “You shouldnt ”.2、To learn more adjectives to describe illness.3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.Suggestions w W w .X k b 1. c O m1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first . 3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .4、The pupils finish 1, then you check the answers with them.Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.6、Play the tape and let the pupils finish 2. 7、Group the pupils and ask them to give advice to each other in order to live a healthier life .Unit 5 Janet Goes to the DoctorsDialogueObjectives 1、To expose pupils to situations of seeing a doctor, and to get to know the language used in clinics . 2、To review using third person singular to describe a persons habits and routines . 3、To learn more new words and and expressions about seeing a doctor.Suggestions 1、Remind the pupils of Janets illness, and tell them that shes going to see the doctor today. 2、Get the pupils to predict what the doctor will do and say. 3、After the prediction, teach the new words and the new expressions in the dialogue. 4、Play the tape and ask the pupils to listen carefully and check their predictions. 5、Let the pupils read the dialogue in groups. 6、Then ask the pupils to think about what they would ask and what they wouldnt say if they were Janets doctor. 7、Ask the pupils to finish 2, and then check the answers .Sound FamiliesObjectives 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words.2、Ask the pupils to read after you .3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.5、Ask the pupils to read the words after you .Sound FamiliesObjectives http:/w w w.xkb1. com 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words. 2、Ask the pupils to read after you . 3、Give the pupils time to experiment reading the words themselves, and give appropriate supports. 4、Ask the pupils to read the words after you.Work With LanguageObjectives 1、To reinforce what they have learnt. 2、To learn more words and expressions about illness. 3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.Suggestions 1、For 1, explain the new words and expressions bye showing the pictures or by acting them out . 2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers. 3、In 2, use the pictures in the te