最新2016-2017学年秋季学期外研版小学五年级英语(三年级起)上册教案全册

课时教学计划主备人施教时间年月日单元M1U1课题WHENDIDYOUCOMEBACK课型新授知识与能力1使学生能听、说、认、读WHEN,BACK,HOME,THOSE,ICECREAM,WITH,FINISH,HURRY,HURRYUP,WAIT,DROP等单词。2感知句子WHENDIDYOUCOMEBACKWECAMEBACK，并理解其意思。3TALKABOUTOURHOLIDAYUSINGTHEWORDSWHEREDIDYOUCOMEBACK过程与方法合作学习，小组学习，交往式学习教学目标情感与态度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重点TALKABOUTTHEPASTTHINGS难点使用动词过去式，描述过去发生的事情。教法1LISTENINGTOTHETAPE2GROUPWORK3USINGPPT4USINGCARDS学法1LISTENINGTOTHETAPE2WORKINGROUPS3LEARNINGTHROUGHTHEPPT4LEARNINGWORDSWITHTHECARDS教学准备PPT,COMPUTER,TAPERECORDER,TAPE,CARDS预习设计1TALKABOUTYOURSUMMERHOLIDAY2COLLECTTHEPICTURESABOUTYOURHOLIDAY教学过程施教者调整STEP1WARMUPANDLEADIN1GREETINGTHELLO,BOYSANDGIRLSHOWAREYOUSSIMFINETHANKYOUTWEREYOUHAPPYINYOURHOLIDAYSSYESTLETSTALKABOUTOURSUMMERHOLIDAY,OKSSOK请同学们谈谈自己的暑假生活2LEADINTWHEREDIDYOUGOSSIWENTTO复习GO的过去式WENTTWHATDIDYOUBUYSSIBOUGHT复习BUY的过去式BOUGHTTWHENDIDYOUCOMEBACKSS3SUMMARYTHEPASTTENSEGOWENTDODIDCOMECAMEBUYBOUGHTSTEP2NEWWORDS1SHOWWORDSCARDSANDTEACHTHESSTHENEWWORDSMAKESOMESCREENTOLEARNTHEWORDSDROPDROPPED如通过动作IDROPPEDMYPEN/BOOKWAITWAITEDFINISHFINISHED2PLAYAGAME用单词卡只露第一个字母让学生猜单词设计目的练习单词的认识及拼写能力STEP3TEXTTDOYOUKNOWAMYANDSAMSSYESTWHEREDIDTHEYGOWHENDIDTHEYCOMEBACKLISTENCAREFULLYANDANSWERTHEQUESTIONSTPLAYTHETAPERECORDER,SSLISTENANDANSWERTHEQUESTIONSPLAYAGAIN,READAFTERTHETAPEDOTHEEXERCISESCHOOSETORF1LINGLINGISINLONDONWITHSAMANDAMY2THEYAREBACKYESTERDAY3THEYCAMEBACKYESTERDAY4JOHNLIVESNEARAMYANDSAMCHECKTHEANSWERWORKINGROUPSTRYTOACTTHETEXTOUTASKSOMEGROUPACTINCLASSSTEP4SURVEYASKYOUSSANDFILLINTHEFORMWHEREDIDYOUGOWHATDIDYOUBYWHENDIDYOUCOMEBACKSTEP5SUMMERYSTEP6HOMEWORKDOTHEFORMAFTERCLASSWHENDIDYOU【板书设计】UNIT1WHENDIDYOUCOMEBACKGOWENTBUYBOUGHTWHENDIDYOUCOMEBACKCOMECAMEDODIDICAMEBACKDROPDROPPEDFINISHFINISHEDWAITWAITED【教学反思】课时教学计划主备人施教时间年月日单元M1U2课题DIDTHEYBUYICECREAMS课型新授知识与能力1使学生能听、说、认、读DEAR,MET,RAN等单词。2会使用句型DIDYOUYES,IDID/NO,IDIDNT过程与方法合作学习，小组学习，教学目标情感与态度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TALKABOUTTHEPASTTHINGS难点使用动词过去式，描述过去发生的事情。教法5LISTENINGTOTHETAPE6USINGPPT7GROUPWORK8USINGCARDS学法5LISTENINGTOTHETAPE6LEARNINGTHROUGHTHEPPT7WORKINGROUPS8LEARNINGWORDSWITHTHECARDS教学准备PPT,COMPUTER,TAPERECORDER,TAPE,CARDS预习设计TALKABOUTYOURHOMEWORK教学过程施教者调整STEP1WARMUP1GREETING2GAMETALKABOUTWHATYOUDIDLASTWEEKEND3MAKEACHANTDODODIDBUYBUYBOUGHTGOGOWENTSTEP2LEADINGUESSINGGAMETTAKEAPOSTCARD,SHOWTHEBACKTOTHESS,LETTHESSGUESSWHATITISTEACHTHEWORDPOSTCARDTCANYOUWRITEAPOSTCARDLINGLINGWROTEAPOSTCARDTODAMINGWHATDIDSHESAYLISTENANDANSWERTHEQUESTIONS1DIDLINGLINGGOTOTHEPARKYESTERDAY2DIDTHEYMEETJOHN3DIDTHEYBUYICECREAMS4DIDTHEYGOHOMEBYBIKE5DIDLINGLINGWALKTOTHEBUS6DIDLINGLINGDROPHERICECREAMSTEP3TEXTLISTENTOTHETAPEWORKINGROUPSANSWERTHEQUESTIONSREADAFTERTHETAPEREADTOGETHERSTEP4GROUPWORKLETTHESSWORKINGROUPS,TALKABOUTTHEMSELVESACTINCLASSSTEP5LISTENANDREPEATLISTENCAREFULLYANDREPEATSTEP6SINGASONGLISTENTOTHETAPEFIRSTSINGWITHTHETAPEHAVEAMATCH,SINGTHESONG,LETSSEEWHICHGROUPISTHEWINNERSTEP7GAMEWORKINGROUPS,ANDDOTHEGAMEOFSB6STEP6HOMEWORKWRITEAPOSTCARDTOYOURFRIEND,TELLHIMORHERWHATDIDYOUDOYESTERDAY【板书设计】UNIT2DIDTHEYBUYICECREAMSDEARMEETMETADIDYOURUNRANBYES,IDID/NO,IDIDNT【教学反思】课时教学计划主备人施教时间年月日单元M2U1课题HOWMANYDOYOUWANT课型新授型知识与能力1ENABLETHESSTOLEARNTHEWORDSNEED,FOOD,CHEESE,KILO2MAKETHESSUNDERSTANDANDUSETHENEWSENTENCEPATTERNS“HOWMANYBANANASDOYOUWANTHOWMUCHCHEESEDOYOUWANT”3DEVELOPTHESSABILITIESOFLISTENINGANDSPEAKING4DISTINGUISHTHEWORDSNEED,FOOD,CHEESE,KILO,ANDCANWRITEMANYANDMUCH过程与方法1REVIEWTHEWORDSABOUTNEED,FOOD,CHEESEBYGAMEMETHOD2TEACHTHETEXTWITHTHETASKBASEDMETHOD3DOASURVEYBYCOOPERATIVELEARNING情感与态度1FASTERTHESSCONSCIOUSNESSOFGOODCOOPERATION2KEEPTHESSCONFIDENCEINLEARNINGENGLISH重点MAKETHESSUSETHEFOLLOWINGSENTENCESCORRECTLY“HOWMANYDOYOUWANT“DOYOULIKE”难点HOWTOMAKEASHOPPINGLISTWHATDOWENEEDTOBUY教法1GAMEMETHOD2TASKBASEDMETHOD3APPROACHMETHOD学法1COOPERATIVELEARNING教学准备TAPERECORDER,WORDCARDS,PICTURES预习设计THESTUDENTSSHOULDREADTHENEWWORDSANDLESSONSFORFIVETIMES,ITCANHELPTHESTUDENTSUNDERSTANDTHETEXT教学过程施教者调整STEP11REVISEREVIEWTHELASTMODULESWORDSANDLESSONSBYPPTTLASTMODULEWELEARNTTHEWORD“DID”GOWENTRUNRANMEETMETBUYBOUGHT2LEARNTHENEWWORDSANDLESSONSSHOWTHEPOWERPOINTTOTHESTUDENTSTHEREARESOMEPICTURESOFTHEWORDSNEED,FOOD,SHOPPINGLIST,CHEESE,KILOTHENPLAYAGAMEHIGHLOWVOICE,ITCANHELPBOYSANDGIRLSRECITETHEWORDSSTEP2TWHATDIDYOUDOYESTERDAYSSIDIDMYHOMEWORKTPLEASEGUESSWHATDIDIDOYESTERDAYS1MAYBEYOUWENTSHOPPINGTYES,YOUARERIGHTIWENTTOASUPERMARKETIBOUGHTLOTSOFTHINGS,LOOKATTHEBOARDTCANYOUSPEAKOUTINENGLISHSTEP3TODAYLINGLINGANDMSSMARTGOTOTHESUPERMARKET,TOOLETUSLOOKATIT1FIRSTLY,THESTUDENTSSHOULDFOLLOWTHETAPERECORDER,THENCIRCLETHENEWWORDSINTHETEXT2SECONDLY,SOMEBOYSANDGIRLSCANREADSOMEQUESTIONS,THEQUESTIONSAREONTHEBOARD1WHEREAREMSSMARTANDLINGLING2WHATDOTHEYNEEDTOBUY3DOESLINGLINGLIKEBANANAS4HOWMUCHCHEESEDOESMSSMARTWANT3THIRDLY，THESTUDENTSSHOULDFOLLOWTHETAPERECORDERAGAIN，SENTENCEBYSENTENCE，THENTHETEACHERANDTHESTUDENTSCANFIND“WHATDOTHEYBUYFORTHEPICNIC”THEYAREBANANAS、CHEESE、NOODLES4LOOKATYOURBOOKSWHATISONLINGLINGSHANDSSITISASHOPPINGLISTLIST的意思是目录,清单的意思“HOWMANY”和“HOWMUCH”都是用来询问多少的意思，但在用法上有区别,HOWMANY用来询问可数名词的数量，HOWMUCH用来询问不可数名词的数量。5THENTHESTUDENTSSHOULDANSWERTHEQUESTIONS1）THEYAREINTHESUPERMARKET2）THEYNEEDTOBUYFOODFORTHEIRPICNIC3）YES,SHEDOES4）HALFAKILOHALF一半STEP41SHOWSOMEPICTURESONTHEBOARDAPPLE,PEAR,BANANA,CHEESE,MEAT,MILK引导学生说出那些是可数名词，那些是不可数名词。2）USETHEPICTURESTOMAKESOMESENTENCESWITH“HOWMUCH”AND“HOWMANY”HOMEWORK1RECITETHEWORDSANDLESSONS2MAKEADIALOGUEABOUTSHOPPING3FINDSOMEINFORMATIONSABOUTSHOPPINGONTHECOMPUTER【板书设计】MODULE2SHOPPINGUNIT1HOWMANYDOYOUWANTNEEDFOODCHEESEKILOSHOPPINGLISTHOWMANYHOWMUCHHOWMANYBANANASDOYOUWANTHOWMUCHCHEESEDOYOUWANT【教学反思】课时教学计划主备人施教时间年月单元M2U2课题HOWMUCHMILKDOYOUWANT课型新授型知识与能力1ENABLETHESSTOLEARNTHEWORDSPICNIC,BOX,BOTTLE,JUICE2MAKETHESSUNDERSTANDANDUSETHENEWSENTENCEPATTERNS“HOWMUCHMILKDOYOUWANTHOWMUCHJUICEDOWENEED”3DEVELOPTHESSABILITIESOFLISTENINGANDSPEAKING4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1REVIEWTHEWORDSABOUTPICNIC,BOX,BOTTLE,JUICEBYGAMEMETHOD2TEACHTHETEXTWITHTHETASKBASEDMETHOD3DOASURVEYBYCOOPERATIVELEARNING情感与态度1FASTERTHESSCONSCIOUSNESSOFGOODCOOPERATION2KEEPTHESSCONFIDENCEINLEARNINGENGLISH重点MAKETHESSUSETHEFOLLOWINGSENTENCESCORRECTLY“HOWMUCHDOYOUWANT”难点HOWTOMAKEASHOPPINGLISTHOWMUCHMILKJUICEWATERDOWENEED教法1GAMEMETHOD2TASKBASEDMETHOD3APPROACHMETHOD学法1COOPERATIVELEARNING教学准备TAPERECORDER,WORDCARDS,PICTURES预习设计THESTUDENTSSHOULDREADTHENEWWORDSANDLESSONSFORFIVETIMES,ITCANHELPTHESTUDENTSUNDERSTANDTHETEXT教学过程施教者调整STEP14REVISERECITETHEUNIT1SWORDSANDPHRASESANDSENTENCESTHETEACHERSHOULDCHOOSESOMESTUDENTSCOMETOTHEBLACKBOARD2LEARNTHENEWWORDSANDLESSONSSHOWTHEPOWERPOINTTOTHESTUDENTSTHEREARESOMEPICTURESOFPICNIC,RICE,BOX,BOTTLE,JUICETHENPLAYAGAMEHIGHLOWVOICE,ITCANHELPBOYSANDGIRLSRECITETHEWORDSSTEP21THETEACHERSHOULDPLAYTHETAPERECORDERS1WHATAREWEGOINGTOTAKEONOURPICNICS2LETSMAKEALIST目录、清单S3WHATABOUTJUICES4YESHOWMUCHDOWENEEDS5SIXBOXESS6ALLRIGHT5THETEACHERSHOULDEXPLAINTHETEXTFORTHESS6THENTHESSCANMAKEADIALOGUEABOUTMAKEASHOPPINGLISTSTEP31LOOKATTHEPAGE8SPART2LOOKATTHEPICTURES,THENMAKESOMEDIALOGUESLIKETHISS1HOWMUCHMILKDOYOUWANTS2FIVEBOTTLES,PLEASES3HOWMUCHRICEDOYOUWANTS4FOURBAGSS5HOWMANYORANGESDOYOUWANTS6HALFAKILO,PLEASE2LOOKATTHEPAGE9SPART3,LISTENANDREPEATHOMEWORK1RECITETHEPART1SDIALOGUE2MAKEADIALOGUEABOUTSHOPPINGLIST,WRITEDOWNONYOURNOTEBOOK【板书设计】MODULE2SHOPPINGUNIT2HOWMUCHMILKDOYOUWANTWORDSPICNICBOXJUICEBOTTLEPHRASESSHOPPINGLISTHOWMANYHOWMUCHSENTENCESHOWMUCHJUICEDOWENEEDHOWMUCHMILKDOYOUWANT【教学反思】课时教学计划主备人施教时间年月日单元M3U1课题WEVISITEDLOTSOFPLACES课型新授知识与能力能听、说、认读本课的重点单词THEBRITISHMUSEUM,THELONDONEYE,WHEEL,WONDERFUL,UNDERSTAND,POSTCARD能正确使用动词过去式；能利用WHATDIDYOUDOWHEREDIDYOUGO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。教学目标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THEBRITISHMUSEUM,THELONDONEYE,WHEEL,WONDERFUL，UNDERSTAND,POSTCARD。能准确理解并熟练运用WHATDIDYOUDOATTHEWEEKENDWHEREDIDYOUDOWHERE/HOW/WHEN/WHATDID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。学法合作交流法预习设计预习单词课文，各听读10遍教学过程施教者调整STEP1WARMINGUP1GREETINGSTGOODMORNING,BOYSANDGIRLSSSGOODMORNING,MSLITHOWAREYOUSSFINE,THANKS2SINGASONGWHEREDIDYOUGOMODULE1BOOK53、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。GOSENDLIKEMEETVISITSENTLIKEDMETVISITEDMENT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WHEREDIDYOUGO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。STEP2PRESENTATION1、教学新词汇（1）TAMYSWEEKENDISVERYNICESHEVISITEDLOTSOFPLACESLETSSEETHEWONDERFULPLACES课件呈现三个地点图片，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。TNOWPLEASEGUESSTHEPLACES,YOUCANCHOOSETHENUMBERANDGUESSS1NUMBER1TWHATSTHISS1ITSTHEBRITISHMUSEUM以同样的方式呈现THELONDONEYE,BIGBEN。教师领读几遍。然后请学生读课文句子WEWENTTOTHEBRITISHMUSEUMANDWEVISITEDBIGBENANDTHELONDONEYE（1）呈现POSTCARD,WHEEL,WONDERFUL,UNDERSTANDTIHAVEAPOSTCARD,MYFRIENDSENTMELASTMONDAYTHERESAPICTUREONITPLEASELISTENTOMEANDGUESSWHATITIS（让学生根据教师的描述判断明信片中的图片，学习新词WONDERFUL,POSTCARD,UNDERSTAND,WHEEL。）ITSWONDERFUL呈现单词WONDERFUL教师利用句子IWILLGOTOLONDONNEXTYEAR,ITSWONDERFUL来引导学生理解词义。ITSABIGWHEEL呈现单词WHEEL利用图片解释WHEELTLOOK,ITSAWHEEL,ITCANTURNROUNDANDROUND然后问学生DOYOUUNDERSTAND引出单词UNDERSTAND。TIFYOUUNDERSTAND,PLEASENODYOURHEAD,IFYOUDONTUNDERSTAND,PLEASESHAKEYOURHEAD教师用动作示范。TWHOUNDERSTANDPLEASETELLUS请学生说说卡片中是什么。2PRACTICE1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YOUREWONDERFUL设计意图本课的新词汇较为抽象，且难度大。教师通过讲故事的方式显现新词汇，可以使枯燥的单词教学变的生动和自然，使学生的学习效率明显提高。2读一读句子（课件呈现句子）1WEWENTTOTHEBRITISHMUSEUM2ANDWEVISITEDBIGBENANDTHELONDONEYE3ITSABIGWHEEL4ITSWONDERFUL5IDONTUNDERSTAND6WESENTYOUAPOSTCARD3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TJUSTNOWWETALKABOUTAMYSWEEKENDNOWLETSTALKABOUTOURWEEKENDWHOWANTSTOSHOWUSYOURWEEKEND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）SSWHATDIDYOUDOATTHEWEEKEND（2）S1进行表演（3）其他学生说出表演的内容。EGLIYUNWENTTOTHESUPERMARKETATTHEWEEKEND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。3PRESENTINGTHENEWTEXTTLINGLINGHADAHAPPYWEEKENDWHEREDIDSHEGOLETSLISTENANDANSWERMYQUESTIONS（1）LISTENTOTHETEXTANDANSWERQUESTIONSWHATDIDTHEYDOATTHEWEEKENDWHEREDIDTHEYGOWHATISTHELONDONEYEDIDTHEYSENDAPOSTCARDTODAMING（2）LISTENANDREPEAT（3）GROUPWORK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。）STEP3PRACTICE（1）教师引导学生回答“WHATDOYOUUSUALLYDOATTHEWEEKEND”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“WHATDIDYOUDOATTHEWEEKEND”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“THEGREATWALL,MTTAI,THESUMMERPALACE”请两个学生上台活动，一个学生问“WHEREDIDYOUGO”另一学生站在不同图片前回答“IWENTTOTHE”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。STEP4HOMEWORK1、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】UNITIWEVISITEDLOTSOFPLACES单词；THEBRITISHMUSEUM,THELONDONEYE,WHEEL,WONDERFUL，UNDERSTAND,POSTCARD,句子；WHATDIDYOUDOATTHEWEEKENDWHEREDIDYOUDO【教学反思】课时教学计划主备人施教时间年月日单元M3U2课题WHATDIDDAMINGDO课型新授知识与能力使学生能听说，认读单词POSTCARD,HOUR能准确理解并熟练运用WHATDIDYOUDOATTHEWEEKENDWHEREDIDYOUDOWHERE/HOW/WHEN/WHATDID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。教学目标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WHATDIDYOUDOATTHEWEEKENDWHEREDIDYOUDOWHERE/HOW/WHEN/WHATDID难点在真实情景中灵活运用新知识描述过去发生的事情。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CDROM预习设计预习单词课文，各听读10遍教学过程施教者调整WARMUP【热身复习】1、GREETING2、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。TWHATDIDSHE/HEDOLASTWEEKENDSSHEWATCHEDTV3、GROUPWORDWHATDIDYOUDOLASTWEEKEND4、学唱歌曲“THELONDONEYE”并学习语音部分PRETASK【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ITSVERYLONGANDOLDITSINBEINJINGWHEREISIT学生答THEGREATWALL2、FREETASK谈论旅游经历师“THEREAREMANYPLACESOFINTERESTINCHINA,WHEREDIDYOUGO”生IWENTTOHUANGGUOSHUFALLS,ITSBIGANDWONDERFUL同桌互相介绍曾去过的名胜古迹或城市。3、任务呈现师“DIDYOUHAVEAGOODTIMEONYOURTRIP”CANYOUSHAREYOUREXPERIENCESWITHUSTODAY,LETSWRITEATRAVELINGDIARYWHILETASK【任务实施】1、视听结合，有声有色师DAMINGANDHISFATHERHADAGOODWEEKENDWHEREDIDTHEYGOLETSGOANDSEE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。Q1WHOWENTTOTHEGREATWALLADAMINGANDHISFATHERQ2WHENDIDTHEYGOATHEYWENTTHEREATTENOCLOCKINTHEMORINGQ3HOWDIDTHEGOATHEYWENTTHEREBYBUSQ4WHATDIDTHEYDOATHEYTOOKPHOTOSOFTHEMOUNTAINSQ5WHATDIDDAMINGDOHETOOKAPHOTOOFHISFATTER3、教师再次播放录音，请学生跟读，教师给予适当的指导。POSTTASK【任务展示】1、PAIRWORK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、GROUPWORK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。VHOMEWORK【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】UNIT2WHATDIDDAMINGDO单词；HOURMOUNTAIN句子；WHATDIDDAMINGDOATTHEWEEKENDWHEREDIDYOUGOWHERE/HOW/WHEN/WHATDID【教学反思】课时教学计划主备人施教时间年月日单元M4U1课题ITSMINE课型新授知识与能力1能够听、说ITSMINE/ITSHIS/ITSHERS/ITSLINGLINGS/ITISNTHERS/ITISNTHIS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。教学目标情感与态度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ITSMINE/ITSHIS/ITSHERS/ITSLINGLINGS/ITISNTHERS/ITISNTHIS。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施教者调整STEP1WARMUP1GREETINGS2DEVIDEDGROUPS3LETSPLAYAGAMEOKLISTENANDDOTHEACTIONSTPOINTTOMYHEADPOINTTOYOURHEADPOINTTOHISHEADPOINTTOHERHEADTDOTHEACTIONSTSAYANDPOINTTOGETHER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。STEP2PRESENTATION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,THEREARESOMETHINGONTHEDESKWHOSEBAGISITWHOSEBOOKISITWHOSECOATISIT（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WHOSEBOOK/BAG/COATISIT领读WHOSE及句子。2SSITSMYBOOK/BAG/COAT或者ITSHISBOOK/BAG/COAT师顺势引导说YES,ITSMINE3师指一名学生的书说WHOSEBOOKISITSITSMYBOOKTYES,ITSYOURS出示YOURS领读。4指一名女生的书，问其余同学WHOSEBOOKISITSITSHERBOOKTYES,ITSHERS出示HERS领读。5指一名男生，用同样方法学习HIS。第二环节TLOOK,WHATSTHIS出示课件T恤衫OURFRIENDSAMY,LINGLINGANDSAMARETALKINGABOUTATSHIRT问WHOSETSHIRTISITOPENYOURBOOKSANDLISTENTOTHETAPEFINDTHEANSWERSITSLINGLINGSTYES,THATSRIGHTLISTENAGAINANDFINDTHEANSWERWHEREARESAMSANDAMYSTSHIRT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。STEP3PRACTICE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。STEP4PRODUCTION1SHOWTHEPPTANDGIVETHESTUDENTSTHEEXAMPLE,LETTHESTUDENTSTODISCUSSIONANDSHOWTHEMSELVESSENTENCESTOPRACTICETHEMAINCONTENT2SHOWTHEPPTANDPLAYTHEGAME”GUESS”TOPRACTICETHEMAINCONTENT3SHOWTHEPPTTHEEARTHISYOURS,MINE,HISANDHERSLETSCAREANDLOVEITSTEP5HOMEWORKWRITEAPASSAGEWITHMINE,YOURS,HISANDHERS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】MODULE4UNIT1ITSMINEWHOSEBOOKISITMINEMYITSMINEYOURSYOURITSMYBOOKHERSHERHISHIS【教学反思】课时教学计划主备人施教时间年月日单元M4U2课题THISBAGISHERS课型新授知识与能力1理解和把握句型THISBAGISHERS以及单词MINE、YOURS、HIS、HERS。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。教学目标情感与态度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施教者调整STEP1WARMUP1、GREETINGS2、PLAYAGAMELISTENANDDOTHEACTIONSTPOINTTOMYHEADPOINTTOYOURHEADPOINTTOHISHEADPOINTTOHERHEADTDOTHEACTIONSTSAYANDPOINTTOGETHERSTEP2PRESENTATION1LEARNING1REVIEWTHECLOTHESNAMETHROUGHTHEPPTLETTHESTUDENTSTAKEOUTTHEPENTWHATSTHISITSAPENWHOSEPENISTHISS1ITSMYPEN板书WHOSEISTHIS并带读WHOSETHETEACHERTAKESOUTTHEPENTWHOSEPENISTHISSITSYOURPENITSMISSZHOUSPENTYES,ITSMYPENITSMINEITSMINETHISPENISMINE板书MYBAGMINETHISPENISMINETWHOSEPENISTHISS1ITSMYPENS2ITSMINE引导学生说出THISPENISMINE4支钢笔（让个别学生问）WHOHASTHEPENSTANDUP,PLEASESAYTOGETHERTHISPENISMINE2PRACTISETHESENTENCESTRUCTURETWHOSEBOOKISTHISSITSMINETHISBOOKISMINESOH,ITSYOURBOOKITSYOURSTHISBOOKISYOURS板书YOURBOOKYOURSTHISBOOKISYOURSTWHOSEBOOKISTHISSITSYOURSTHISBOOKISYOURS3SHOWTHEWORDS“HIS,HER”TWHOSEBAGISTHISISTHISYOURBAGS1NOITSHERBAGTYESITSHERBAGITSHERSTHISBAGISHERS呈现HERS及操练点题TODAY,WEWILLLEARNMODULE4UNIT2THISBAGISHERSTWHOSEBAGISTHISITSHERSTHISBAGISHERSTEXCUSEMEISTHISYOURRULERS2NOITSHISRULERTYESITSHISRULERITSHISTHISRULERISHIS呈现HIS及操练，读板书2TEXTEVERYONEISGOODNOWLETSGOBACKTHEBOOKTOHELPTHEUNCLEFINDTHETHINGSOWNEROPENYOURBOOKSANDLISTENTOTHETAPEFINDTHEANSWERSTEP3PRACTICEPLAYAGAMEFINDTHEOWNERTWHOWANTSTOHELPMEFINDTHEOWNERONESTUDENTCOMESHEREANDCLOSESYOUREYESINEED3STUDENTSYOUBRINGONETHINGTOMEGUESSWHOSEISTHISS1THISBAGISSTEP4PRODUCTION1MAKEADIALOGUEWITHYOURFRIENDSTWHOSEPENCILBOXISTHISISTHISYOUR_S2NOS3NOITHINKITSHERSTEXCUSEMEISTHISYOUR_S4YES,ITSMINETHEREYOUARES4THANKYOUTHROUGHTHEPPTLETTHESTUDENTSDOTHEEXERCISES2SINGTHECHANTPEN,PENTHISISMYPENITSMINEITSMINETHISPENISMINEBOOK,BOOKTHISISYOURBOOKITSYOURSITSYOURSTHISBOOKISYOURSBAG,BAGTHISISHERBAGITSHERSITSHERSTHISBAGISHERSRULER,RULERTHISISHISRULERITSHISITSHISTHISRULERISHISSTEP5HOMEWORKMAKEADIALOGUEWITHYOURCLASSMATES【板书设计】MODULE4UNIT2THISBAGISHERSWHOSEISTHISMYPENMINETHISPENISMINEYOURBOOKYOURSTHISBOOKISYOURSHERBAGHERSTHISBAGISHERSHISRULERHISTHISRULERISHIS【教学反思】课时教学计划主备人施教时间年月日单元M5U1课题THEREAREENOUGH课型新授课知识与能力知识目标A能听、说、认读下列单词ENOUGH,GIVEOUT,BECAREFUL,EVERYONE,EVERY。B能听懂、会说下列句型THEREAREENOUGHTHEREARENTENOUGH能力目标能用THEREAREENOUGH和THEREARENTENOUGH表达物品数量是否充足。过程与方法谈话法合作学习法任务型教学法教学目标情感与态度能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感。重点用句型THEREAREENOUGH和THEREARENTENOUGH表达物品数量是否充足。难点单词ENOUGH和词组GIVEOUT的理解与运用。教法任务型教学法学法谈话法合作学习法教学准备教学课件，录音机，磁带预习设计让学生预习单词，听录音，阅读课文，熟悉课文大意。教学过程施教者调整STEP1WARMUPTGOODMORNING,BOYSANDGIRLSSSGOODMORNING,MISSCHENTCANYOUSINGTHESONGSSYES,WECANTOKLETSSINGTHESONG教师播放课件中有关歌曲，和同学们一边做动作一边唱。STEP2LEADINTGREATNOW，LETSPLAYAGAMEAREYOUHAPPYSSYESTYOUWILLLOOKATAPICTUREPLEASEOPENYOUREYESWIDE教师播放有关苹果的幻灯片，然后让学生根据幻灯片上的提示回答问题。OK，HOWMANYAPPLESARETHEREINTHEPICTURES1THEREARETHREEAPPLESTISHE/SHERIGHT教师此处可根据学生的回答情况灵活应对。（教师用同样方法讲解幻灯片中有关猫咪和花朵的图片。）STEP3NEWTEACHINGANEWWORDSANDSENTENCES1TNOWINEEDYOURHELPS2,PLEASEGIVEYOURBOOKTOMES2OK学生将手中的书给老师。教师用同样的方法请坐在第一排的同学把手中的书给自己。教师把书放在讲桌上然后将GIVE这个单词写在黑板上教授。2（教师将GIVEOUT写在黑板上教授然后请一位学生把收上来的书分发给学生，让学生理解这个词组的意思。）TNOWIWILLGIVEOUTTHEBOOKSTOYOUS3，CANYOUHELPMES3OK3TOH,YOUSHOULDBECAREFUL设计学生在发书的过程中出现不小心将书掉在地上的情况，以此引出词组BECAREFUL。发书完毕，教师将此词组写在黑板上并做讲解。4TS3,ARETHEREENOUGHBOOKSS3YES,THEREARE教师将ENOUGH这个单词写在黑板上并做讲解。TTHEREARESIXSTUDENTSTHEREARESIXBOOKSTHEREAREENOUGHBOOKS教师将这三个句子写在黑板上讲授并让学生练习。5TTHEREARESIXSTUDENTSTHEREARESIXBOOKSEVERYSTUDENTHASGOTABOOKEVERYONEHASGOTABOOK教师把单词EVERY,EVERYONE写在黑板上讲解。6HAVESTUDENTSPRACTIS