外研版（三起）小学英语五年级下册全册优质教案

1、Unit1We lived in a small house教学目标：1、掌握单词: life, different, ago, any, television, grandchildren, us, grandmother, lady.2、学习重点句型：There werent any buses. We lived in a small house.教学重点：1、学习本课的新单词及短语，能够将词汇灵活的运用到实际的语言表达中。2、学习重点句型：There werent any buses. We lived in a small house.教学难点：学习和巩固句型“There were/

2、werentmany years ago.”的用法。教学准备：多媒体课件、录音机、 图片教学过程：Step 1: Warm upT: I had a happy winter holiday. I visited my friends. What about you ?S: Step 2: PresentationYouve done many interesting things. Lets look at Lingling. We all know Lingling is still in England with Sam and Amy. Does she miss China? Let

3、s listen to the radio and find the answer.1、Listen and point. (听音指句子，整体感知课文内容,并回答老师刚才提出的问题。)2、Listen and underline the new words.(听录音，画出新单词)教师引导学习新单词（1）life类似单词有like，light,注意f的发音。（2）ago在短语中学习many years ago, many days ago, three weeks ago。（3）television （TV）Do you like watching TV? If you like, please

4、 remember television. （4）grandmother/ grandmagrandchildren: grandmothers sons son or daughter.（5）其余的单词different, any, us, lady，采用集体读，个别读，男读，女读等多种方式学习。3、Listen and read. (听音跟读)4、Listen again and find out the changing of China.(听音跟读，找出中国的变化。)5、 再听录音，学生跟读课文，并练习朗读。Step 3: Classroom tests完成第四部分Practise.S

5、tep 4: Summary 请学生结合板书总结What have we learned today?总结主要语言结构。Step 5: Homework1、爱听录音的你，请积极模仿录音，把自己最满意的录音录下来。2、爱诵读的你，请大声朗读课文给你的朋友或家长听。3、善于归纳的你，请你以表格的形式总结中国的过去与现在的变化。板书设计：Unit 1 We lived in a small house.life different ago any television grandchildren us grandmother ladyThere werent any buses.We lived i

6、n a small house.教学反思： Unit 2 She didnt have a television教学目标：1、重点语句：She didnt have a television.2、重点单词：fire, radio, telephone, field, hope3、学习eia: c:的发音，通过朗读含有这些字母的单词感知这些字母的读音。教学重点：1、本课的新单词及短语2、学习和巩固句型“She didnt have a television.”的用法。教学难点：能够将词汇和短语灵活的运用到实际的表达中。教学准备： 录音机 教学过程：Step 1: Warm up复习第一单元的内容

7、。教师带领学生简单的复述本课有关中国变化的内容。Step 2: Presentation1、听录音，解决下列问题（1）划出新单词（2）划出动词过去式（3）了解课文故事大意2、学习新单词：（1）radio, telephone，hope根据手势让学生学习，印象深刻。（2）field,通过简笔画“田”学习。（3）fire, fireman 由fire和man 组成。3、整理动词过去式watch watched(a television program)talktalked(about her life)cookcooked(on a fire)workworked(in the fields)do

8、ntdidnt(have a television)cantcouldnt(read or write)让学生一边整理动词过去式一边说短语。4、让学生简单交流课文的故事大意。听录音，跟读。Step 3: Classroom tests1、听录音，回答问题(1) Daming wrote a letter to lingling. ( )(2) An old lady talked about her life many years ago. ( )(3) She worked on a fire. ( )(4) She didnt have a television. ( )2、拓展练习：Th

9、ink and talk about your grandparents many years ago.Step 5: Homework1、听录音，读熟课文。（必做）2、写一封信给老师或者是同学，交流一下你假期的经历。（选做）。板书设计：Unit2 She didnt have a televisionfire radio telephone field hopeShe didnt have a television.教学反思：Unit1 She learnt English教学目标：1、能正确的理解掌握文章内容，并能准确朗读。2、能正确听说读写词汇“be的过去式was 、were的用法。3、

10、学习单词：Learnt（learn的过去式）， these， dancer ，foreign ，language。4、了解句型“Did you/he/she + verb-ed.?”的语言结构，并会做回答“Yes，I/ He/ She did. No, I/ He/ She didnt.”。教学重点：1、能正确听说读写词汇“be的过去式was 、were的用法。2、学习和巩固句型“Did you/he/she + verb-ed.? 以及回答语Yes，I/ He /She did. No, I/ He/ She didnt.”的用法。3、学习单词：Learnt（learn的过去式）， thes

11、e， dancer ，foreign ，language。教学难点：1、be的过去式was 、were的用法。2、能正确的理解掌握文章内容，并能准确朗读。3、学习本课的新单词及短语，能够将词汇灵活的运用到实际的语言表达中。教学准备：多媒体课件、录音机、图片教学过程：Step 1: Warm up听一听，唱一唱Module 1的英语歌曲Step 2: Presentation1、学习新单词learnt、taught、language、wrote、dancer、foreign、studied、hard。2、学习句型。教师出示活动图片，引入新句型“Did you/he/she + verb-ed.?

12、 以及回答语Yes，I/ He/ She did. No, I/ He/ She didnt.”的学习。Step 3: Teacher-student interaction1、教师在黑板上板书本课课文内容中出现的新词汇“learnt、taught、language、wrote、dancer、foreign、studied、hard”，进一步加强巩固学生对生单词的记忆，有利于对本课文的理解学习。2、要求学生结合教材，教师播放第一遍录音。要求学生仔细听录音，一旦听到黑板上板书的新词汇，就马上以举手动作示意。3、播放第二遍录音。在播放之前，教师在黑板上板书几个与课文对话内容相关的问题。4、抽学生单

13、独回答，或以小组为单位回答，也可全班齐答。学生在回答以上问题时，教师可以根据不同学生的个体差异作出不同要求。如要求一部分学生进行完整回答；要求另一部分学生只需找出关键词进行回答即可。5、再次播放录音，要求学生跟读，并就刚才回答的问题作为听音集中点。Step 4: Classroom tests1、完成课后活动游戏和练习.2、进行全班汇报。Step 5: Homework可以布置书面作业和口头作业两部分。1、用句型“ Did you/he/she + verb-ed.? 以及回答语Yes，I/ He/ She did. No, I/ He/ She didnt.”造五个句子，下节课进行课堂检查。

14、2、让同学们课后自己组织进行操练这个句型。板书设计：Unit1 She learnt Englishbe的过去式was were的用法Learnt（learn的过去式）taught、language、wrote、dancer、foreign、studied、hardDid you/he/she + verb-ed.? Yes，I/ He/ She did. No, I/ He/ She didnt.教学反思：Unit 2 Mr. Li was a teacher教学目标：1、能正确的理解掌握文章内容，并能准确朗读。2、能正确听说读写单词“learnt、taught、language、wrote

15、、dancer、foreign、studied、hard”3、掌握和运用句型“Twenty years ago，Mr. Li was a teacher.”。教学重点：1、能正确听说读写单词“learnt、taught、language、wrote、dancer、foreign、studied、hard”2、掌握和运用句型“Twenty years ago，Mr. Li was a teacher.”教学难点：能够将所学词汇和句型灵活的运用到实际的语言表达中。教学准备：多媒体课件、录音机、图片教学过程：Step 1: Warm up听一听，唱一唱课后活动5的英语歌曲Step 2: Presen

16、tation1、学习新单词，复习旧单词。learnt、taught、language、wrote、dancer、foreign、studied、hard利用多媒体课件呈现单词图片进行学习。2、学习句型。教师出示活动图片，引入新句型“Twenty years ago，Mr. Li was a teacher.”的学习。Step 3: Teacher-student interaction1、学习课文对话内容。（1）教师出示多媒体课件并指着上面的人物直接导入课文。（2）播放课文录音，让学生一边看课件一边认真听。（3）请学生起来翻译对话的意思。（4）请学生听第二遍录音，教师讲解对话内容。（5）教师再

17、次播放录音，学生跟着录音进行跟读。（6）教师组织学生进行游戏“翻译比赛”。2、字母组合aw，air，ass在单词中发音的规律。（1）出示图片，请一名学生到讲台上来试着读一读单词，注意引导读准单词。（2）让学生看每两个单词里面都有相同的字母，告诉他们这几个字母在这几个单词中发固定的音。然后让学生仔细听这些字母组合发音是什么。（3）在黑板上板书字母“aw，air，ass”，在下面写出单词。（4）让学生说一说所列单词中相同字母发什么音。（5）问学生是否想到相同读音的其他单词，学生说出后，教师把这些单词板书到黑板上。（6）教师播放录音，让学生听。播放第二遍，每个单词后暂停，让学生重复。（7）教师抽两名

18、学生到讲台上，面对全班同学进行领读。Step 4: Classroom tests1、完成课后活动游戏和练习.2、进行全班汇报。Step 5: Homework运用所学句型“Twenty years ago，Mr Li was a teacher.”造个5句子。板书设计：Unit 2 The little girl cant walklearnt taught language wrote dancer foreign Twenty years ago，Mr. Li was a teacher.教学反思：Unit1 She had eggs and sausages教学目标：1、学习单词：ha

19、mburger, English, breakfast, lunch, sandwich, traditional, delicious, fish, chips.2、掌握句型：What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.教学重点：1、掌握单词：hamburger, English, breakfast, lunch, sandwich, traditional, delicious, fish, chips.2

20、、掌握句型：What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.教学难点：学会用本课所学句型询问及回答自己一日三餐的饮食情况。教学准备：多媒体、PPT教学过程：Step 1: Warm upChant.Is is was, do do did, Have have had. Go, go went. One two three, go, go go! Step 2: Presentation1、猜单词T: Now boy

21、s and girls, lets play a guessing game. Ok? （1）让学生猜食物单词：noodles, rice, dumplings. 由dumplings 引出相对应的traditional。（2）说饺子是中国的传统食物。教读traditional.Dumplings are traditional Chinese food. （3）继续玩猜食物的游戏：hamburger.教读此单词。Do you like hamburgers? Because it is very delicious. 教读单词delicious。（4）再猜三明治的图片，引出sandwich。

22、教读sandwich。Do you like sandwiches? Because it is delicious. （5）再猜食物fish and chips. 教读fish and chips. Fish and chips are traditional English food. （6）再到食物eggs and sausages. 教读eggs and sausages. Do you like eggs and sausages? Because they are very delicious. （7）最后教读所有的单词，并且重复其中英语传统的食物。2、学习句型T: Yesterd

23、ay I had eggs and noodles. What about you? What did you have for breakfast yesterday? （breakfast 后面写上lunch and dinner. 每个用白板进行覆盖。）I had.for breakfast. （1）引出what did she/he have for breakfast? She/he had.然后三人小组合作互相问。用句型：What did you have for breakfast? I had.What did she have for breakfast? She had.（

24、2）之后对午餐和晚餐进行练习，然后三人小组进行练习。Step 3: Teacher-student interactionT: Do you know Lingling? Where is Lingling? Lingling is in England. Daming has got an email for Lingling. Do you know Email?1、教读email这个单词。2、让学生看看玲玲在电子邮件上都说了些什么？What is Linglings email about? 开始打开录音听录音回答问题。Its about English food. 3、再听一遍，然后思

25、考以下问题。What did lingling have for breakfast?What did lingling have for lunch?What did lingling have for dinner?4、记忆力大考验出示几个孩子吃的食物，用课件闪现这些食物单词，记得最准，回答最好的孩子获胜。Step4: Summary最后复习所有的单词和句型，并告知学生们Keep healthy。Step5: Homework自制调查表，用今天所学句型调查自己家人的一日三餐。板书设计：Unit1 She had eggs and sausageshamburger English brea

26、kfast lunch sandwich traditional delicious fish chips What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.教学反思：Unit2 Sam ate four hamburgers教学目标：1、认识，会读会写单词：ate、hamburger、 gave、 tonight2、学习并掌握句型：What did you eat/drink last night?I ate/dra

27、nk What are you going to eat/drink tonight?I am going to eat/drink.3、通过两个不同时间的单词(last night, tonight)的比较，使学生根据不同时间选择不同的时态，同时注意动词适当形式的变化。教学重点：掌握本课所学单词和句型教学难点：学生能根据不同时间选择不同的时态，同时注意动词适当形式的变化。教学准备：多媒体、PPT教学过程：Step 1: Warm up1. Greeting2. Say a chantI like coffee, I like tea.I like sandwiches, and they l

28、ike me.I like coffee, I like tea. I dont like hamburgers, and they dont like me.3. ReviseT: What did you have for breakfast this morning?Ss: I hadT: What did she/he have for breakfast/lunch/dinner yesterday?Ss: She/ He had .Step 2: Presentation1. Take out a picture of food and ask the students “What

29、s this?”“ What are they?”Ss: Fish, sandwich, noodles, cakes, rice, milk. 2. Learn words and sentencesLook at pictures and say: hamburger - eat hamburger milk - drink milk apple - give me an apple3. T: I am full now, because I had so much food last night What did you eat/drink last night?4. Learn wor

30、ds (eat-ate, drink drank ) eat ate late drink drankthank-bank5. Activity and practiceWhat did you eat/drink last night? I ate/drank What did she/he eat/drink last night? She/he ate/drank 6. Teach words: last night, today , tonight T: Are you hungry? What are you going to eat/drink tonight?Ss: I am g

31、oing to eat/drink.Step 3: Teacher-student interaction1. Listen and say:Listen to the letter and answer the questions:a. Who ate four hamburgers? b. Does Sam like hamburger very much?c. What did Lingling have?d. Does Lingling like hamburgers very much?e. What is Mum going to cook tonight?f. Who wrote

32、 this letter to Daming?2. Chant Step 4: Classroom tests1、Sam 吃了六个汉堡。 Sam _ six _.2、他非常喜欢三明治。 He likes _very much.3、我们把我们的鸡蛋给了Sam。We _our eggs to Sam.4、今晚我将喝牛奶。 _Im going to _milk.5、昨晚我喝了果汁。 I _juice last night.Step 5: Homework1. Introduce English food to your parents2. Write to your friends or paren

33、ts letter板书设计：Unit 2 Sam ate six hamburgershamburger eat gave drank tonightWhat did you eat/drink last night I ate/drank.What are you going to eat/drink tonight?I am going to eat/drink.教学反思： Unit1 Lets make a home library教学目标：1、掌握单词：library, student, sent, CD, idea, put, shelf, heavy, dictionary, ca

34、rd, library card, ask, wrong, dear.2、掌握句型：Lets make a home library. These are all books about science.Where are the , please? They are on 3、学生能运用所学语言提出建议，说明能做的事情。教学重点：1、掌握单词：library, student, sent, CD, idea, put, shelf, heavy, dictionary, card, library card, ask, wrong, dear.2、掌握句型：Lets make a home

35、library. These are all books about science.Where are the , please? They are on 教学难点：学生能运用所学语言提出建议，说明能做的事情教学准备：多媒体、PPT、图片、单词卡教学过程：Step 1: Warm upGreetingStep 2: Presentation教师展示自己为班级图书角捐赠或募集的图书，并请学生继续为班级图书角募集图书。教师对学生说：“这节课我们要先在小组范围内为图书角选拔管理员候选人。我们先来学习课文，看Amy和Lingling是如何担当图书管理员的吧。”1、教师播放课文录音，请学生边听边理解课

36、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、使用图片、单词卡等教具，带领学生学习 sent, CD, library, idea, put, shelf, heavy, dictionary, card, library card, ask, wrong, dear。 4、教师播放录音，请学生跟读、模仿语音语调。5、朗读第三部分对话，讲解句型：Lets make a home library. These are all books about science.Step 3: Teacher-student in

37、teraction1、课件出示贴有Shelf A, Shelf B , Shelf C, Shelf D, Shelf E的书架，书架从上到下分别摆有玩具(toys)、光盘(CD)、苹果(apples)、书(books)、钢笔(pens)。利用书架上摆放的物品，学习句型:“Where are the , please? They are on ”For example: 老师对学生说，“Where are the apples, please?” 学生回答: “They are on Shelf C.”2、同桌之间进行第四部分的对话，请练习的较好的同学上台进行展示。Step5: Summary

38、 总结本课学习的单词和句型Step6: Homework Ask them to make up a dialogue with the new drills and new words.板书设计：Unit1 Lets make a home librarylibrary student sent CD idea put shelf heavy dictionary card library card ask wrong dear Lets make a home library. These are all books about science.Where are the , please

39、? They are on 教学反思：Unit2 We can find information from books and CDs.教学目标：1、掌握单词：information, e-book, project, guide, film, as well, way, on, topic.2、掌握句型：We can find information from books and CDs.3、感知“pie”与“lie”中“ie”的读音，“light”与“night”中“igh”的读音，“girl”与“skirt”中“ir”的读音。4、提高学生自主获取信息的能力，培养关心、帮助他人的美好情感。

40、教学重点：1、掌握单词：information, e-book, project, guide, film, as well, way, on, topic.2、掌握句型：We can find information from books and CDs.教学准备：多媒体、PPT教学过程：Step 1: Warm up1. Chant: 2. Revision教师将书放到一个学生的桌子上，问学生说：“Where are my books, please?” 学生回答: “They are on my desk.”Step 2: Presentation出示第一部分图片，“在日常生活中，除了阅

41、读纸质图书外，我们还可以查阅什么形式的图书呢？Lets have a look.”1、看图片，听录音，回答问题。课件出示课本23页的图片，让学生分组讨论：平时查找所需资料和信息都是通过什么途径找到的？然后每组选一名同学进行交流。T: “Im M.r Smart. Now Im the first time to travel to China. Would you like to help me?”课件显示问题:Where can I find out about train information?Where can I find out about Chinese words?Where

42、can I find out about Chinese food?Where can I find out about the weather?Where can I find out about Chinese books?观察图片，让学生带着问题听录音。2、看课本，听录音，回答问题。请学生回答问题。（在学生回答的同时，课件要在每个问题后面显示图片。即将挂图右边的小图分别拖到相应问题的后面。）第一个问题教师要根据学生的回答板书句型，如：Where can I find out about train information?You can find out about train info

43、rmation in this timetable.教师领读句型。在学生基本掌握的基础上，将问句中的第一人称“I”改为书中第二人称“you”,再继续操练句型。3、同桌练习，巩固句型。Step 3: Teacher-student interaction集思广益找信息。1、师生问答，示范引路。老师对学生说:“Where can you find out about animals?”学生回答: “In the library. /At the zoo. /On TV”2、生生问答，拓展巩固。Where can you find out about sports?Where can you fin

44、d out about games?Where can you find out about toys?Where can you find out about food?Where can you find out about China?Where can you find out about England? 学生四人一组，轮流充当询问信息的人，其他三名同学集思广益，为他提供可找到相关信息的具体途径。比比看小组中哪位同学提供的途径最多，教师分发stickers予以奖励。Step 4: Homework1、熟读课文2、完成配套习题板书设计：Unit2 We can find informa

45、tion from books and CDsinformation e-book project guidefilm as well way on topic Where can you find out about.We can find information from books and CDs.教学反思：Unit1 Its big and light教学目标：1、会说单词light , broken , heavy , pocket2、会说句型: Its big and light. Its got two pockets. Itll be easy for you.3、学会用英语描

46、述事物的特征。让学生学会比较事物之间的不同,能够根据描述指出说的是哪一个东西。教学重点：1、会说单词light , broken , heavy , pocket2、会说句型:Its big and light. Its got two pockets. Itll be easy for you.教学难点：会用英语描述事物的特征。教学准备： 录音机、课件、图片教学过程：Step 1 Warmingup 1. Greeting.2. Review.1、复习一些表示颜色的词,如：red, blue, yellow, green, black.2、复习反义词,如:new -old ,big -sma

47、ll ,fat-thin ,shorttallStep 2: Presentation 创设情景,呈现单词。1、教授单词 broken,先出示课件,(鸡蛋破了,铅笔坏了等图片),让学生理解broken的意思。2、教授单词light, heavy, pocket. （1）出示乒乓球图片T: Look, Whats this? What color is it?Ss: Its a table tennis, itsT: Its light. 教学light, 齐读,小组读,板书light（2）出示铅球图片T: Look, Its heavy. 教学heavy, 齐读、分组读, 板书heavy.出课

48、件light, heavy,齐读,再用两个球进行比较。请学生找身边的物品进行比较轻重。（3）拿着书包,介绍书包上的口袋T: Look. This yellow bag is big, its got a pocket. 指着口袋教学pocket, 齐读。版权所有出示课件pocket。并引出句子It has got two pockets.3、出课件巩固单词,教师及时做出评价。Step 3: Teacher-student interaction1、导入T: Lingling is going to come back China, But her bag is broken, Ms. Smar

49、t will buy a new bag for her, which bag does Lingling buy? Do you want to know more about it? Now listen carefully, and point to your book.2、出课件,呈现问题, 播放录音第一遍,请学生带着问题认真听。a. Whats the matter with Linglings bag?b. How many bags do they see?c. Which bag does Lingling buy? Why?3、播放录音第二遍学生跟读。播放录音第三遍,回答问题

50、,向学生讲解We ll take it, please. 中take的意思是buy。21Step 4: Classroom tests 1、课件呈现练习题,请学生以小组为单位,完成练习题。2、 完成课本活动4。Step 5: Summary 1. 回顾本课所学知识。2. 总结各个小组得分,评出优胜组。Step 6: Homework1. Try to describe the things in your house. 2. Read the text.3. Recite the words in Module 5.板书设计：Unit1 Its big and lightlight Its b

51、ig and lightheavy Its got two pockets.pocket Itll be easy for you.broken Your bag is broken.教学反思：Unit 2 Its too big for you教学目标：1、能听懂并运用Its too big for you.这类语句说明不同意见。2、能运用并书写单词too, try, lovely1世纪版权所有教学重点：能运用并书写单词too, try, lovely1教学难点：能听懂并运用Its too big for you.这类语句说明不同意见。教学准备：录音机、实物教学过程：Step 1: Warm

52、 up 1. Greeting.2. Play a game.跷跷板游戏通过一问一答式的游戏帮助学生复习形容词的反义词。Step 2: Presentation1、学习句型。（1）出示事先准备好的T-shirt,用“Whose T-shirt is this?”展开活动,多找几名学生进行询问,引出句型Its too big for you.21（2）出示课件,巩固句型Its too big for you.2、Listen and fill in the blanks.颜色_Blue T-shirtWhite T-shirt特点_Its nice.It has got a panda on i

53、t.Its small.是否购买_No.Yes.售出原因_Its too big for Lingling.Thats lovely.Step 3: Teacher-student interaction1、分组或男女生分角色朗读课文。2、学生上台进行角色表演。Step 4: Classroom tests1、复习人称代词的宾格。2、对重点句型Its too+形容词+ for + sb.(宾格)进一步的练习,帮助学生掌握此句型。Step 5: Homework学生之间用英语描述身边的事物。板书设计：Unit2 Its too big for youtoo try lovelyIts too b

54、ig for you.教学反思：Unit1 I went there last year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：Its in the east/west/south/north.3、能听懂描述旅游见闻的句子：When did you go to Xinjiang? We went there last year.4、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.教学重点：1、学习谈论过去的事情：I wen

55、t there last year.2、学习如何描述某地方位：Its in the east/west/south/north.教学难点：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、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.教学准备：多媒体课件、图片、单词卡片教学过程：Step 1: Warm up1. T：Boys and girls! Lets play a game, listen

56、 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. T: Look! This is a map of China. Where is Xingjiang? Where is Beijing? Where is Shanghai? Where is Hainan? (引导学生用“Its in the of China.”来说句子。)Step

57、 2: Presentation1. T：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。)Lingling went to Xinjiang last year. Now lets learn more about Linglings travel.2. Listen and underline the new words.3. Listen and answer .(1) When did Lingling go to Xinjiang?(2) Did Lingling

58、go with her mother and father?学生回答并板书答案。Step 3: Teacher-student interaction1. Listen and repeat.让学生听录音并模仿语音语调。2. Read in groups then act it out.3. Lets chant.Step 4: HomeworkMake a survey .Name:Questions:1.Where did you go?2. Where is it?3. When did you go there?4. Did you go with your mother?5. Wha

59、t did you do?板书设计：Unit1 I went there last yeartravel I went there last year.Its in the east/west/south/north.When did you go to Xinjiang? We went there last year.Last year, I went to Qingdao and visited my friend.教学反思：Unit 2 She visited the Tianchi Lake教学目标：1、学会听、说、读、写本课新单词: rode、horse 、climb2、掌握本课出

60、现的动词过去式。3、能运用句型Where is_（地名）? Its in the_ （方位）of China. 来描述方位。教学重点：学生能掌握本课的词汇和句型。教学难点：通过观看自己去旅游拍摄的照片,运用本课所学的句型介绍自己旅游时所经历的事和描述所看到的景。教学准备：录音机、地图、图片教学过程：Step 1: Warm up1. Greeting.2. Review(1)复习方位词:west east north south。(2)教师出示地图(标注出重要城市),请学生用汉语介绍某个城市的方位。Step 2: Presentation1、教师出示图片进行提问，让学生根据图片的内容回答 T: