二年级下册英语教案

Module6Unit1Herearehishanda.教学目标：语言知识目标：说明存在和数量。全体同学能够理解和运用herearehishands.stamp,computer,shall,arm.全体学生能够感知课文的语音语调。能够拼写3－4个自选单词。文化意识目标：了解中西方文化的不同。情感态度：能体会英语学习的乐趣。学习策略：在课堂中注意倾听，积极思考。学情分析：对于三年级的学生来说，数量词掌握的较好，但是在hereis／hereare句型中还要加强练习。重点难点Hereis／hereare句型的运用。教学过程：Step1Warm－up1.singasong2.playaguessinggame

Step2Preview－checking1.dothepreview-checking2.learnthenewwordsStep3Text－Learning1.Watchandanswer.Wherearetheygoingtodrawapicture

A.onthecomputer

B.onthebook2.ReadandAnswer(1)Howmanyarmshasthemonstergot

(2)Howmanyhandshasthemonstergot(3)Whatelse(其他的)hasthemonstergot3.ReadandRetellStep4Group－work选词填空（is/are）Here______somewater.

Here________myChinesebookandEnglishbook.Here_______aclock.

Here_______hisapples.Step5PracticeLookandSayA:Hereis…

B:Hereare..Step6Prodution1.Listenandfillintheblanks.Look!Thisisamonster.Hereishishead.He______gotonehead.Here______hisarms.Hehasgot______arms.Andherearehishands.Hehasgoteight_______.Here______hisleg.Hehasgotoneleg.

Andherearehisfeet.Hehas______twofeet.

2.Drawapictureingroups.(提示：请根据短文来画)andshowittotheclass.Step7SummaryandHomework必做：Copythewordsandrecitethetext.

选做：Finishtheexercisebook.Step8test1.用括号里词的适当形式填空。(1)Hereisa______(monster).

(2)Herearehis______(hand).(3)It______(have)gottwolegs.

(4)I____(have)gotanewschoolbag.2.单项选择(1)Theyaregoingtowatch______thecomputer.A.on

B.at

C.in(2)Let’s______apicture.

A.draw

B.todraw

C.drawing(3)Onefoot,two_____,stamp!Stamp!Stamp!

A.foot

B.feet

C.foots

Module6Unit2

Thereisasmallmonster

教学目标

1.能听说认读单词poster,monster,hand,,arm,footfeet,face;句子Therearehishands.Thereisasmallmonster.在活动中提高听说读写译能力。

2.使用句型:Thereis/are...来描述某地有某物

3.能体会到学习英语的乐趣，养成良好的英语学习习惯。

教学重难点重点

:全体学生能够掌握句Thereis….Thereare

难点

:全体学生能运用已学语言说明存在和数量

关键

Practisemore

教学准备

教师

PPT，wordcards，CD-ROM

学生

Thetextbooks

教学过程

Step1Warmup

1.Greetings

2.唱headandshoulders歌曲，复习身体部位英语1.Listenandact.Touchyournose…Sssay:Thisismynose.学生听录音看动画，说韵句

Step2Presentation同学们想不想看看大明做的海报呀，今天让我们来看大明做的海报吧！

Step3Textlearning

1.播放录音，并布置问题What’sontheposterWhat’sitlike

2.Readandfindanswers:]

3.Listenandcircle

4.Listenandjudge

Step4Practice

1.Fillintheblanks

2.Singasong

3.Describethepicture

4.Doexercises

Step5Summary

Step6Homework

1.Saythechanttoyourbestfriends.2.Readthedialoguesathome.

BD：Module6Unit2Thereisasmallmonster.

Thereare+复数.

Thereis+单数Module7Unit1Aretheremanychildreninyourclass学情分析

Sshavelearnedthenumbers,butit’sofdifficultyforthemajoritytousethemproperlyandcorrectly.Moreover,SsarenotconfidentenoughtospeakEnglish,theyarewillingto,though.Inaddition,thereexistsawideEnglishabilitygapbetweenSs.

教学目标1．

Teachingaims

（一）languagepoints1）newword：thirty2）sentencestructure：

HowmanyapplesarethereintheboxThereare….（二）skilltrainingSscanusethenumberstocountcorrectlyandthesentencestructure“Howmany…”and“Thereare…”toaskandanswerquestions.（三）emotionaltraining1）Ssdevelopeaninterestincounting.2）SscanenhanceconfidenceinEnglish,especiallyinspeaking.重点难点1.Thecorrectpronunciationof“thirteen”and“thirty”.2.Thesetencestructure“Howmany…”and“Thereare…”

教学过程Step1GreetingandWarmer1.Greetings.2.Checkthepre-classassignment：

NumberDance3.Mathsquestions.TwoandtwoTenandten

Step2

Lead-inLookandsay.T:Whatcanyouseeinthepicture(Activity1)Ss:Icanseeamonkey,dog,rabbit.

T:OnlyonemonkeyinthepictureTwomonkeysThreemonkeys.

T:HowmanymonkeysarethereStep3

Textlearning

Listenandanswer.T:HowmanymonkeysarethereDrillsthesentencestructure“Howmany…”“Thereare…”Lookandsay.WhatcanyouseeListenandanswer.Howmanyapplesarethereinthebox

Howmanypearsarethereinthebox5.Tcorrectsthepronunciationof“thirteen”and“thirty”6.Listenandread.

Step4

Consolidation1..Picturetalking.

Lookandsay.

(CAI)

Howmanybirdsarethere

HowmanypeachesarethereHowmanyapplesarethereStep5

ExtensionGroupwork:GuessinggameTshowsSsaboxwithmanykindsoffruitandletSsguess.

Ssworkwiththeirdeskmatestofinishthepaper.

Sspresenttheirguessandtheirconversation.Step6

Homework

1..Listenandrepeatthetext.2.Ssdrawafruittreeandasktheirfriendsbyusingthesentencestructure.共1学时Module7Unit2Howmanyapplesarethereinthebox教学目标1．学生能够正确听说读写单词thirty2．学生能够熟练掌握并运用句型How

many...are

there...及答语There

are

...3．学生能够理解并朗读课文。4.

学生能够在互相帮助中收获快乐。学情分析学生在M4接触到了数字thirteen以及Howmanypens这样的句型。在本模块的学习中学生要注意区分thirty和thirteen并且能够在相应语境中运用句型Howmany...arethere...及答语Thereare...重点难点重点：1：新单词thirty.

2：句型How

many...are

there...及答语There

are...

3:

理解朗读课文。难点：区分单词thirteen和thirty的读音教学过程Step1：WarmingupandLeadinginT:

First,

let’s

sing

a

song,How

many.Ready,

go!S:

one,

two,

three（呈现一首用flash动画制作的英文歌，教师带领学生一边做动作一边唱歌）T：Look

at

the

picture.How

many

monkeys

are

there

in

the

picture

Let’s

listen

and

count..S:

How

many

monkeys

are

there

One,

twotwenty-six.

There

are

twenty-six.(播放光盘动画。学生边听边说，边数）T:

How

many

monkeys

are

there

in

the

picture（呈现板书）S:

There

are

twenty-six.T:

Let’s

ask

and

answer

together.(学生看着板书齐读)S:

How

many

monkeys

are

there

There

are

twenty-six.T:

Today

we’ll

learn

M7U2.

We’ll

go

to

a

fruit

farm.

We’ll

help

the

farmer

pick

fruit.(呈现图片，创设情境)Step2：Presentation评论（0）T:

Let’s

listen

and

find.How

many

apples

are

there

in

the

box

How

many

pears

are

there

in

the

box

(情景图片中出现相应的问号。板书呈现两个问句。学生带着问题听课文。)T:

Question1:

How

many

apples

are

there

in

the

box(呈现板书)S:

There

are

twenty-six.(课件呈现两个问题，一个为填空形式，一个为选择形式。每组叫一名同学回答，评比加分。)T:

How

many

pears

are

there

in

the

box

Are

there

thirteen

No,there

are

thirty.(引出本课新单词thirty.)T:

Read

after

me,thirty.S:

thirty(齐读两遍，根据发音读两遍。)T:

Now

read

in

lines.thirty!S:

thirty.(竖排起立齐读)T:

Read

after

me.

Thirty,

thirteen.（单词卡片呈现，尾字母做了变化）S:

thirty,

thirteen.(区分thirty和thirteen的读音。每组叫三名同学检测，评比。)T:

How

many

pears

are

there

in

the

boxS:

There

are

thirty.(每组叫一名回答问题，练习句型。)T:

Now

let’s

listen

and

say.(学生看着动画跟读课文。)T:

Open

your

books.

Turn

to

page

41,

let’s

read

the

text.I’m

the

farmer.

Boys,

you

are

Sam,Girls,

you

are

Daming.

Let’s

stand

up

and

read.（师生共同朗读，给与示范。）T:

Group

Apple,

you

are

the

farmer.Group

Pear,

you

are

Sam.Group

Orange,

you

are

Daming.

Let’s

stand

up

and

read.(分角色起立朗读课文，练习朗读课文能力。)T:

Now

let’s

role

play.

I’m

the

farmer.

You

are

Sam.

You

are

Daming.(师生共同示范课文角色扮演。师生带着头饰，拿着水果盒来扮演课文，帮助学生学生理解课文内容。)T:

Group

Apple,S1,the

farmer.

S2,Sam.S3,Daming.Begin!S1:

How

many

apples

are

there

in

the

boxS2：There

are

twenty-six.S1:

How

many

pears

are

there

in

the

boxS3:

There

are

thirteen.S2:

No,

there

are

thirty.(每一组叫三名同学角色扮演。最后从三组中各叫一名同学角色扮演，小组评比。)Step3：PracticeT:

Do

you

like

games（用课件呈现出闯关游戏）

S:

Yes!T:

Now

let’s

PK.

Game

one:

Pick

fruit.(课件依次呈现橘子树，苹果树，梨树)T:

How

many

oranges

are

there

on

the

tree

(让学生大概猜一下)S:

There

are

T:

Let’s

count

together!S:

two,

four,sixeighteen.（两个一起数，小组加分）T:

How

many

apples

are

there

on

the

treeS:

There

are

eighteen.(齐答)T:

Now

let’s

ask

together！S:

How

many

oranges

are

there

on

the

tree（齐问）S:

There

are

eighteen.(每组叫两名同学回答)T:

How

many

apples

are

there

on

the

treeS:

There

are

aboutT:

Let’s

count

together!S:

three,

sixthirteen(三个一起数，巩固十三的读音，小组加分)T:

let’s

ask

together!

S:

How

many

apples

are

there

on

the

tree（齐问）S:

There

are

thirteen.(每组叫两名同学回答)T:

How

many

pears

are

there

on

the

treeS:

There

are

T:

Let’s

count

together!S:

five,

tenthirty(五个一起数，巩固三十的读音，小组加分)T:

Game

two!

Memory

game!

Look

carefully!

How

many

monkeys

are

there

in

the

picture（课件呈现图片，然后快速消失）S:

There

are(每组叫一名同学回答)T:

Now

let’s

check.(课件再次呈现图片，小组加分)

Now

let’s

ask

together!S:

How

many

monkeys

are

there

in

the

pictureS:

There

are

eight.(每组叫两名同学回答)T:

Look

carefully!

How

many

rabbits

are

there

in

the

picture(课件呈现图片，快速消失）S:

There

are(每组叫一名同学回答)T:

Now

let’s

check.(课件再次呈现图片，小组加分)

Now

let’s

ask

together!S:

How

many

rabbits

are

there

in

the

pictureS:

There

are

ten.(每组叫两名同学回答)T:

Look

carefully!

How

many

lions

are

there

in

the

picture(课件呈现图片，快速消失）S:

There

are(每组叫一名同学回答)T:

Now

let’s

check.(课件再次呈现图片，小组加分)

Now

let’s

ask

together!S:

How

many

lions

are

there

in

the

pictureS:

There

are

thirteen.(每组叫两名同学回答,巩固十三的读音。)T:

Game

three!

Ask

and

answer!

Look

at

the

table.

How

many

children

are

there

in

class

oneS:

There

are

forty-two.(师生问答，给与示范)T:

Who

can

ask

and

answer

You

two!S1:

How

many

boys

are

there

in

class

twoS2:

There

are

thirty-one.(生生问答，给与示范。巩固三十读音)T:

Now

ask

and

answer

in

two!(学生前后座两人一组进行问答练习)T:

One,two,

three!S:

Three,two,

one!T:

Who

can

ask

and

answer

You

ask,

you

answer!S1:

How

many

are

there

in

classS2:

There

are

(每组叫两组问答，小组加分)T:

Now

look

at

the

table.

How

many

children

are

there

in

our

classS:

There

are

fifty-four

children.T:

How

many

girls

are

there

in

our

classS:

There

are

twenty-two.T:

So

how

many

boys

are

there

in

our

classS:

There

are

thirty-two.(每组叫一名同学回答，巩固三十读音和书写)T:

Take

out

your

paper.

Write

it.

Then

ask

and

answer

in

two.(学生完成手中表格。

巩固三十的书写。然后前后座两人一组问答。可以问教室中其他人或物的数量)T:

Who

can

ask

and

answer

You

ask

and

you

answer.S1:

How

many

windows

are

there

in

our

classS2:

There

are

four.S1:

How

many

clocks

are

there

in

our

classS2:

There

are

one.S1:

How

many

desks

are

there

in

our

classS2:

There

are

fifty-four.(每组叫两名同学回答，小组加分)T:

There

are

fifty-four

children

in

our

class.There

are

twenty-two

girls

in

our

class.

Your

homework

today:

finish

the

paper.(学生完成背面的There

is\are句子仿写)

T:

Now

let’s

check

who

is

the

winner!

How

many

apples

are

there

on

the

tree(用本节课所学句型数一数评比台上果树上水果的数量，进行评比)S:

There

are

ten.T:

How

many

pears

are

there

on

the

treeS:

There

are

ten.T:

How

many

oranges

are

there

on

the

treeS:

There

are

ten.T:

So

all

of

you

are

the

winner!（三组均为冠军）Step4：HomeworkT:

This

is

your

homework.T:

OK.

Class

is

over!S:

Stand

up!T:

Goodbye，

everyone!S:

Goodbye，

Jilly!Module8Unit1Heworkshard.教学目标1.

通过第二课时的学习，学生能够流利地朗读课文。

2.

通过操练句型，学生能正确地使用“Is

she

/

he

…

Yes,

she

/

he

is.

No,

she

/

he

isn’t.

”句子询问同学的性格特点。能正确地用“He

is

…

/

He

isn’t

…

/

She

is

…

/

She

isn’t

…”描述同学。3.

情感态度：能够让学生懂得每个人都有优点，要学会欣赏他人。学情分析本次为借班上课，学生是三年级的孩子，他们具有一定的英语基础。对新鲜人，事有较强的好奇心。大部分学生敢于开口，模仿力很强，记忆力好，学习速度快，并乐于参与形式多样的教学活动。但学生在流利朗读课文上有一些困难，要多鼓励学生大胆说。重点难点1.

能正确地使用“Is

she

/

he

…

Yes,

she

/

he

is.

No,

she

/

he

isn’t.

”句子询问同学的性格特点。2.

能正确地用“He

is

…

/

He

isn’t

…

/

She

is

…

/

She

isn’t

…”描述同学。教学过程Step1Warmup1．

Havethestudentssayapoemonpage5.2．TPR:Theteacherdosomeactions,andthenthestudentssaythewords.(nice,clever,shy,quiet,loud,naughty,good,bad,helpful,happy,sad)3．

Freetalk:T:What’s…likeS1:He’svery….Step2Presentationandpractice1.

T:Allofyouhaveyouradvantages,however,someoneisabitnaughty.HowaboutDamingIsDamingnaughtyinclassLet’swatchthevideo.2.

Playthevcd.Andthenhavethestudentsanswerthequestion.板书问题：IsDamingnaugtyinclass根据学生回答板书答案：No,heisn’t.Practisethekeysentencesindifferentways.3.

TheteacherplaystheVCDagain.Andhavethestudentsansweranotherquestion:IsDaminglazyinclass板书新单词：lazy.Thestudentsguessthemeaningof“lazy”4.

T:IsDaminglazyinclassSs:No,heisn’t.引导学生说：Heworkshard.强调第三人称单数主语后的动词形式。5．T：Damingisn’tnaughtyinclass.Andheisn’tlazyinclass.Howabouthiswork(Showthestudentsapaper.出示一张Daming100分的试卷)板书：Hisworkisgood.(强调work是名词，表示功课)6．

HavethestudentstalkaboutDaming’sperformanceinclass.T:IsDamingnaughtyinclassSs:No,heisn’t.Heisn’tnaughtyinclass.T:IsDaminglazyinclassSs:No,heisn’t.Heisn’tlazyinclass.Ss:Hisworkisgood.T:Hisparentsarehappywiththat.7.

Havethestudentslistentothedialogueandfind“am,is,are”Onestudentssaythesentences,theotherstudentsrepeat.8.

Havethestudentsrepeatandimitatethedialogue.Thenreaditindifferentroles.9．DotheexercisesinActivitybook.Step3Consolidationandextension1.

Reviewtheadjectivewordswiththecards.Thestudentscandosomeactionsaboutthewords.Thenmakeadialogueingroups.先集体复习学过的形容词，然后根据老师给出的文本例子，以小组为单位，编写新歌谣,上台边做动作边说歌谣。Theexample:naughty

naughty.

…isnaughty.

shy

shy

…isshy.

clever

clever

…isclever.

quiet

quiet

…isquiet.

Wearegoodfriends.

Wearegoodfriends.2．Game:记忆力大比拼

男女分为两组。每个人在卡纸上写出自己的两个特点。找五个女生上台，卡纸向全班同学展示3秒钟。女生根据老师出示的形容词卡片来问男生：Isshe….男生回答：Yes,sheis.或者No,sheisn’t.然后再找无名男生上台，方法同前。Step4SummaryT：CanyoutalkaboutDaming’sperformanceinclassS1:Heisn’tnaughtyinclass.S2:Heisn’tlazy.S3：Hisworkisgood.Havethestudentsreadthekeywordsandkeysentencesonblackboard.Step4Homeworka)

Listenandrepeatthedialoguefor5times.b)

Writethenewwordsandsentencesfor2lines.c)

Talkaboutyourfriendwithyourparents.Module8Unit2She’squitegoodatEnglish.教学目标与要求

1、知识与能力目标

⑴学生会谈论学习成绩和表现等。

⑵认读单词：quite,goodat,say,try,fast.

⑶初步认读句子：She’sgoodat…

She’squitegoodat…

Shetrieshardat…

Shedoesn’tworkhardat…

2、情感态度目标

通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。

教学重点及难点

⑴重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。

⑵难点：try的第三人称单数；quite和quiet的区别。

课前准备

本课单词卡片，VCD。

教学过程

Step1Warmup

i.

Reviewtheadjectivewordswiththecards.

ii.

Freetalk:

S1:I’mverynaughty.ButI’mveryclever.

T:IsS1naugtyinclass

Ss:Yes,heis.

T：Ishequiet

Ss:No,heisn’t.

Iii.Listenandchant.IIikeEnglish.IlikeMaths

Step2Presentationandpractice

1.

出示一张成绩单，数学是100分。

T：ThisstudentisverygoodatMaths.

板书goodat.帮助学生理解意思。

2．T:AreyougoodatMaths

S1:Yes,Iam.

S2:No,I’mnot.

3.T:

HowaboutLinglingIsshegoodatMathsLet’swatchthevideo.

Playthevideoandhavethestudentsanswerthequestion.

T:IsshegoodatMaths

Ss:Yes,sheis.SheisgoodatMaths.

d)

T:Lookatyourpaper.WhataboutherEnglishWhataboutherScienceNowlet’slistentotheradioandfinishthereport.

教师发给学生一份表格，引导学生通过挺对话，把表格中的信息补充完整。

Report:Lingling

Maths:

verygood

English:

_______

Science:

_______

PE:

runfast

Art:

_________

Chinese:

verygood

e)

T:

HowaboutLingling’sEnglish

Ss:

quitegood.

(帮助学生区分quietquite两个词)

f)

T：IsshegootatScience

Ss:

No,sheisn’t.

T:

ShetrieshardatScience.

板书trytries

g)

Helpthestudentsfinishthereport.ThenplaytheVCD,andhavethestudentsrepeatthetext.

h)

Groupwork:

HavesomestudentsretellLingling’sreport.

9.Dothepractice2onpage24.LookatthereportofSam.RetellSam’sreportinpairs.

Step3Consolidationandextension

1.

Havethestudentsdotheexercise1inActivityBookUnit2.

First,listentothetape,saythesubjects.

Second,finishthereport.

Third,askandanswer.

2．Doasuperinterview.访问自己的一个朋友，完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型：

She’sgoodat…

She’squitegoodat…

Shetrieshardat…

Shedoesn’tworkhardat…Step4Summary

1.T：Whathaveyoulearnedinthislesson

Ss:

……

2.Readthekeywordsandkeysentencestogether.

Step5Homework

1．

Listenandrepeatthetextfor5times.

2．

Writethenewwordsandsentencesfor2lines.

3．

Talkaboutyourfriendwithyourparents.Step6BlackboarddesignModule6Unit2She’squitegoodatEnglish.

She’sgoodat…

She’squitegoodat…

Shetrieshardat…

Shedoesn’tworkhardat…Module9Unit1Theywereveryyoung.教学目标语言知识：谈论过去的事情和状态，对比过去与现在的不同。能理解：were,young,beautiful,was,also,then,who,grandparent,old,yesterday,weren’t=werenot,wasn’t=wasnot,fun运用：Theywereveryyoungthen.Buttheyareveryoldnow.HewasinHongKong.语言技能：

全体学生能运用：Theywereveryyoungthen.Buttheyareveryoldnow.HewasinHongKong.学习策略：

在学习新的语言结构时，遇到问题主动向老师或同学请教文化意识：

在学习和日常交际中，能初步注意到中英文在谈论过去的事情和情况时的异同情态态度：

在小组活动中能与其他同学积极配合和合作学情分析由于本模块是学生第一次接触一般过去时，他们在这一时态的理解上可能有一定困难。所以在“was,were”与“am,is,are”的区分运用上，学生可能会有各种疑惑和错误，老师要通过直观的图片对比，让学生理解一般过去时的显著特征，并且通过多种活动来运用这一新知识点，来巩固和运用重点难点谈论过去的事情和状态，对比过去与现在的不同。运用：Theywereveryyoungthen.Buttheyareveryoldnow.

教学过程Step1Warmup－leadinT:(出示一些动物的图片：学生用形容词来描述这些图片，）

S:It’s

long.。It’s

tall.。…从而引出接下来的蝴蝶图片。butterfly

T:showabeautifulbutterfly.

S:It’sbeautiful.T:showtheworm.

Is

it

beautifulT:PlaytheCDRom.T:“Itwasalsobeautifulthen.”出示毛毛虫的图片。（复习形容词，及系动词，为本课学习做铺垫。通过蝴蝶和毛毛虫的变化，让学生感受现在时和过去时态的不同。）Step2Taskpresentation1.Phototime.T:showtwophotos:

(Oneisagirlabouttwoyearsold.)

Thenask:WhoisthisCanyouguess

T:Iwastwothen.

(showanotherphoto)

Iamthirtynow.

老师在此用背景语言：Iwascute.Iambeautiful.

(时光飞逝，我们在慢慢长大，父母亲人在慢慢变老，也给我们留下了很多照片作为纪念，学习本课之后，我们一起来描述出这些变化。)同时呈现本课的评价方式，每个小组都是一只毛毛虫，看看哪个小组最先变为美丽的蝴蝶。（通过老师童年和现在的照片对比，学生再次感受一般过去时的用法，并为课文的学习做情境的铺垫。呈现本课的任务）Step3Textlearning1．Textlearning.

T:出示爷爷奶奶的照片，问：

WhoaretheyS:listentotheCD.

Andfindoutthechanges.grandparents:grandmaandgrandpa

changes:

Theywereveryyoungthen.

Buttheyareveryoldnow.

(writedownthesentences)

学生体会：arewere的变化，在图片和句子的帮助下，感受一般过去时的意义。Talkaboutyourgrandparents.

S:learntouse“are/were”

Practicetoreadthesentencesinpairs.3.

PandaphotoChildrentalkaboutthetwointerestingphotosingroups.通过熊猫的变化，来运用Theywere…thenTheyare…now4．Listentothetextagain,findoutthechangesoflingling.

Howoldwereyou

Iwastwo.

lingling’shair:老师出示图片：Yourhairwasveryshortthen.

Nowitislong.。

展示老师的图片，说一说老师的变化，而后让学生拿出自己的照片，说一说自己的头发变化。Iwasonethen.

NowIamten.

Myhairwasshortthen.

Nowitislong.7.practicetoreadthetext.Step4Practise1.Magicphoto

time（showsomepictures）Theywerelittlethen.

Theyarebignow.Hewas…

Heis….Itwas….

Itis..

…..

（(图片的展示是有层次的，先空出一次单词，而后是两个，然后是人称的变化，从而把单复数都练习到)Step5Tpletion1.Familyphototime:

T:showsomephotosofteacher’sfamily,thentalkaboutit.

T:children,whataboutyou

Canyoushareyourphotoswithyourfriends

S:talkourtheirphotosandtalkourtheirphotosingroups.S:feedbackinclass.（完成本课的任务，学生们在小组内说一说自己家人或者自己的对比照片。Step6Summery＆Homework1总结各个小组的成绩。

2总结本课的所学到的知识。3

希望大家能够在课后细心观察更多生活中的变化，跟好朋友们分享。Module9Unit2HewasinHongKong.教学目标知识目标：创设情境，使学生学会并且掌握waswerewasn’tweren’t来描述过去发生的动作或存在的状态。能力目标：培养学生积极参与、合作学习、大胆交流，敢于开口说英语，提高综合语言运用能力。情感目标：通过本课学习，学生能主动地听英语、说英语、唱英语歌、做英语游戏。敢于开口，乐于模仿，在鼓励中树立孩子的自信心，增强学生的语言表达能力。在小组活动中培养他们的团队合作意识。学情分析由于本模块是学生第一次接触一般过去时，他们在这一时态的理解上可能有一定困难。所以在“was,were”与“am,is,are”的区分运用上，学生可能会有各种疑惑和错误，老师要通过直观的图片对比，让学生理解一般过去时的显著特征，并且通过多种活动来运用这一新知识点，来巩固和运用重点难点重点句型：MumandAmywereinLondon.

Dadwasn’tinLondon.

IwasinBeijing.难点：学会并正确使用be动词的过去时态“was,were,wasn’tandweren.教学过程Step1Warmup:1.Greeting

2.Let’stalkaboutsomepictures.谈论人或者事物过去与现在的变化。3.介绍自己的假期是在哪里度过的。Step2TaskpresentationListen，pointandsay.Listenandrepeat.Listenandsay.四.Let’ssayapoemtogether开展竞赛，让孩子反复练习熟练歌词。加动作表演五．Let’ssingasongaboutthispoem六．向孩子们展示我假期在大连的照片。Look,It’sme.Wehadholidaysjustnow.Ihadahappyholiday.IwasinDalian.HowaboutyourholidayIwasin_____Andyou小组讨论，介绍自己的假期是在哪里度过的。七．小组展示八．PresentationWatchthecartoon,WherewasLittleSixyesterday.ReadLook,thisisSam’sdad.DoyouwanttoknowwherewasMr.SmartintheholidaysWatchthecartoonandanswerwherewasMr.SmartintheholidaysHewasinHongKong.Todaywe’lllearnModule9Unit2HewasinHongKong.ButwheretheotherpeopleDoyouwanttoknowSamwrotealettertohisfriendLucy.Let’shavealook出示信件八．LearningTips自读课文，回答下列问题，并用横线划出答案1.WhereweremumandAmyintheholidays2.WherewasSamyesterday

MumandAmyweren’tinBeijing.TheywereinLondonwithmygrandparents.

DadwasinHongKongSamwasinBeijingwithDamingat

his

homeyesterday.让学生总结flatyesterday发音以及地名有什么特点。地名首字母大写。让学生进行小组练习，描述这几幅图片十．LearningTips跟读课文，关注文中be动词的变化。让学生自己总结什么时候用waswere.然后让孩子将地点与人物连接起来。打乱顺序让让学生改错，引出wasn’tweren’tStep3Practice描述图片

探讨照片Step4拓展运用给自己的朋友写封信介绍自己的假期生活Step5HomeworkWritealettertoyourfriendtalkaboutyourholidayTalkaboutyourphotos.Module10Unit1Wereyouonthesecondfloor教学目标一、知识目标：1.学习新单词first,second,floor,worried并掌握其含义。

2.学习，理解并且使用新句型WashethereNo,hewasn’t./Yes,hewas.WereyouonthesecondfloorYes,wewere.二、能力目标：1.

通过本节课的学习，学生能够运用first和second这两个序数词表示楼层。2.

通过本节课的学习，学生能够对过去的状态进行简单的描述，询问和回答。三、情感目标：①通过本节课文的学习，学会关心家人，体谅家人。出门在外不可到处乱跑，以免走失，注意安全。②采用多种途径，让学生积极参与课堂，敢于表达，从而体会到学习英语的乐趣。教学重点1.能够正确使用序数词first，second来表示楼层。2.能够理解并使用目标语句WashethereNo,hewasn’t./Yes,hewas.WereyouonthesecondfloorYes,wewere.教学难点1.能够正确运用was,were表示过去时态的be动词。2.正确使用first，second表示楼层。教学准备多媒体，点读机，单词卡教学过程Step1warming－up1.Greeting:teachersayshellotothechildrenandintroducesherself.2.Enjoyapieceofmusic,module7unit2activity3,“Iwasfat”.Comparedthedifferencesofthepigs.T:Lookatthepictures,thepigwasfatthen,butnowitisthin.Thepigwasslowthen,butnowitisfast.3.Showtwophotosandmakeupsentences.Hewasshortthen.Nowheistall.4.Showtwophotosofteacher,findthedifferences.S:Herhairwasshortthen.Nowherhairislong.5.Listenpointandsay.Step2Presentation1.Teacherasksaquestion:IfIwanttobuysomedrinksandfood,wherecanIgotobuy

Ss:supermarket!Showapictureofasupermarket.Thebuildinghastwofloors.在图片中标出1F和2F。同时说出firstfloor和secondfloor，并进行单词first,second,floor的学习。2.Teacherasksaquestion:whatcanyouseeinthesupermarketSs:watermelons,bananas…….T:whatwasonthefirst/secondfloorTeachergivesanexamplesentencetothestudents:Thebananaswereonthefirstfloor.Discusswithyourpartner,fourstudentsinagroup.3.Groupwork:lookatthepicturesandmakeupsentenceswiththesentencepattern.Eg:The……wasonthe……4.Lastweekend,IwasinthesupermarketwithmyMum.Itwasfun..(本句为上模块单元2里的句子)然后问学生：Doyouliketogotothesupermarket请学生自由回答。然后对课文做出引入：DamingandhisMumwenttothesupermarketlastweekend.Lookatthepicture!请学生观察图，看见了谁？大明的妈妈的表情如何，happy还是worried猜测发生了什么事，Whathappened

教授单词worried。Step3Listening

1.First-listening:观察挂图后，给学生一个问题：WherewasDaming听录音一遍后请学生回答：Hewasonthesecondfloor.2.Second-listening:readafterthetape,teachergivessomeadvises.Step4Practise1.Lookatthepictureslilyandgoofy.

Makeupsentenceswiththesentencepattern.Eg:……wasonthe……Wasshe/heonthe……

Yes,she/hewas.

No,she/hewasn’t.2.小小设计师：为每个孩子准备一张白纸，白纸上有一座两层楼房的轮廓。①纸发给每个孩子，告诉他们这是他们自己的房子，可是里面什么也没有，需要用画画的方式来填满它。②给学生3分钟时间来画。③鼓励学生运用句式"…….Was/were…onthefirst/secondfloor."来介绍自己的房子。④教师运用Was/Were……onthefirst/secondfloor进行师问生答。3.搬家公司：教师在黑板上设计一所房子，分为上下两层，分别进行简笔画涂鸦进行师生提问，生生提问。Whatwas/wereonthefirst/secondfloorWas/were……onthefirst/secondfloorStep5Homework1.Readthetextandlistentothetape.2.Finishyourhouseandintroduceittoyourfriendsafterclass.Module10Unit2WereyouonthesecondfloorTeachingcontents:1.Words:vegetablelastmilk

2.Sentencedrills:Where…..

TheywereherelastSunday.Itwasthere.Let’sgoandfindthem.

Teachingaims:

Targetaims:Wherewas/were…？

能力目标:Learntopoem；readaloudthetext.

情感目标:Learnttogoshopping.

教学重点:Readaloudandactoutthetext.

教学难点:运用正确语句和语法表演情境。

Teachingaids:CD,somecardspicturestape

教学过程：

Step1Warmup:1.Greeting.2.Askandanswe