第一篇：新標(biāo)準(zhǔn)小學(xué)英語第十二冊Module 1英文教案（范文模版）

新標(biāo)準(zhǔn)小學(xué)英語第十二冊Module 1英文

教案

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《英語》（新標(biāo)準(zhǔn)）小學(xué)一年級起始第12冊

module1Unit1Iwantahotdog

總1電1

Teachingaim:

Languagefunction

：Studentsknowthathowtoorderfoodanddrink.Languagestructure：Usingsimplepresenttense:want.Sentencepattern:whatdoyouwanttoeat?

Iwantahotdog,please.Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.keypoints：whatdoyouwanttoeat?

Iwantahotdog,please.Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.Difficultpoints：Theusingwayof“whatdoyouwant?”

“Howmuchisit/arethey?”cardinalnumbers，cola.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm-up

.Greetings:T：Hello，boysandgirls.Howareyou？ 2.Freetalk：whatistheweatherliketoday？whatdayistoday？

Talkaboutsomeinterestingexperienceduringthewintervacation.3.chantandsay：Noodleandrice.4.Saythefoodyouknow.5.Teachingnewwords：hotdog，cola.（設(shè)計意圖：通過課前freetalk進(jìn)行熱身，創(chuàng)設(shè)良好的英語語言環(huán)境。并自然引入到新的飲食話題中來。）

Ⅱ.Presentation

.Theteachershouldshowsomepicturesoffoods:

Forexample:dumplings,noodles,bread,hamburger,hotdogs,cola,tea,rice...T:canyoutellmewhatarechinesefood?Andwhatarewestern-stylefastfood?

chinesefood:dumplings,noodles,tea,rice..western-stylefastfood:bread,hamburger,hotdogs,cola,milkshake...2.Theteachershouldbringoutthreekindsoffood:hamburger,cola,hotdog

T:canyoutellmewhatarethey?

S1:hamburger

T:canyouguesshowmuchitis?

S2:It'sabout3yuan.T:Down,down,down

S3:It'sabout4yuan.S4:It'sabout3yuanand7jiao.Thenteach“cola”and“hotdog”

（設(shè)計意圖：通過猜價格游戲，學(xué)習(xí)詢問價格及價格的英文表達(dá)方法。）

Ⅲ．Newteaching

.Theteachersays:Aftertheexercises,Ifeelhungryandthirsty.Iwantsomethingtoeatanddrink.canyougivemesomesuggestions?

2.TodayDaming,SimonandSimon

’sfathergototherestauranttohavethemeal.Thedialoguetellsusthestory.)Listentothedialoguebetweenthewaitressandthecustomers.2)Playthecassetteandcirclethenewwords.3)Playthecassetteandasksomequestions.Questions: a.Howmanyfoodarethereinthedialogue

？whatdoesSimon/Daming/Dadwanttoeat？

b.T:Howmucharethey？

S:…

（設(shè)計意圖：設(shè)計問題，讓學(xué)生帶著問題聽課文，整體感知課文內(nèi)容。學(xué)習(xí)具體語境下訂餐的自然表達(dá)。）

Ⅳ.Practice

a.Readthetextafterthetape.b.Practiceinpairs.c.Performance

V.Finishthetasks:

.Supposeyouareintherestaurantandgoingtohaveameal.2.Investigatethestudentswhowentouttotourduringthewintervacation.Thenmakethesimilardialogueswithotherfoods.（設(shè)計意圖：創(chuàng)設(shè)真實(shí)語言交流環(huán)境，讓學(xué)生充分的時間練習(xí)所學(xué)語言，在與同伴交流的過程中靈活運(yùn)用語音，自然交流。）

V.SummaryandHomework

.Readthetextinrole.2.LearntosayinEnglishwhenyougointoarestaurantandhaveameal.module1Unit1Iwantahotdog

總2電2

Teachingaim:

Languagefunction

：Practiceorderingfoodanddrinksinarestaurant.Languagestructure：Usingsimplepresenttense:want.Sentencepattern:whatdoyouwanttoeat?

Iwantahotdog,please.canIhavesome…?

Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.keypoints：

makeashortdialoguewiththelearnedstructures.FinishtheexercisebooksofUnit1.Difficultpoints

：makeashortdialoguewiththelearnedstructures.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm-up

.Greetings:Say

“

Hello

”tothepupilsandaskthemseveralquestions.whatistheweatherliketoday？whatdayistoday？

whatdidyouhaveforbreakfast?

2.Agame:DoTPRgames,suchas“DoasIsay,notasIdo.”Practicethetwowordsof“eat”and“drink”.3.Saythefoodyoulikeordislike.cAI:Iwant…../Idon’twant….mymotherlikes….（設(shè)計意圖：通過提供食物圖片，學(xué)生自由表達(dá)自己喜歡或不喜歡的食物，集復(fù)習(xí)與運(yùn)用于一體，自然、高效。）

Ⅱ.Textteaching

.TodayDaming,SimonandSimon

’sfathergototherestauranttohavethemeal.canyoutellmeanythingaboutthestory?

a.whatdoesSimon/Daming/Dadwanttoeat？

b.T:Howmucharethey？

S:…

2.Readthetextafterthetape.3.Practiceinpairs.4.Performance

.Supposeyouareintherestaurantandgoingtohaveameal.2.Investigatethestudentswhowentouttotourduringthewintervacation.Thenmakethesimilardialogueswithotherfoods.（設(shè)計意圖：通過問題復(fù)習(xí)課文內(nèi)容，強(qiáng)化關(guān)鍵句式的表達(dá)，此環(huán)節(jié)對于學(xué)習(xí)較弱的孩子尤其重要，要特別鼓勵、關(guān)注學(xué)習(xí)較弱同學(xué)的發(fā)言。）

V.FinishtheexercisebooksonP2-3.VI.SummaryandHomework

.Readthetextinrole.2.copythenewwordsandexpressionsinthetext.3.writeashortfunnystoryhappenedinarestaurant.module1Unit2whatdoyouwanttoeat?

總3電3

Teachingaim:

Languagefunction:whatdoyouwanttoeat?Iwant….Howmuchisit?

It’s…dollarsand…centsinall.Languagestructure:whatdoyouwanttoeat?Iwant….Howmuchisit?

It’s…dollarsand…centsinall.keypoints：whatdoyouwanttoeat?Iwant….Howmuchisit?

Difficultpoints：It’s…dollarsand…centsinall.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm–up：

Agame:DoTPRgames,suchas“DoasIsay,notasIdo.”Practicethetwowordsof“eat”and“drink”.T:Iwanttoeat./drink/run/…

Ⅱ.Freetalk:

a.T：Iwantsomenoodles.S:…

b.即興表演：Inarestaurant

S1：whatdoyouwanttoeat？S2:…

（設(shè)計意圖：通過課前freetalk進(jìn)行熱身，j及學(xué)生即興表演，對上節(jié)課的主要句型進(jìn)行復(fù)習(xí)鞏固，發(fā)展學(xué)生的語言交際及表現(xiàn)能力。）

Ⅲ．NewteachingwatchtheVcRofPart2,talkaboutit.a.T：whatdoestheboywanttoeat?

whatdoestheboywanttodrink?

b.T：Iwantsomejuice.whatdoyouwanttodrink？

Ss:Iwant….whatdoyouwanttoeat/drink？

c.Answerthequestions:

It’s…dollarsand…cents.whatisit?

T:whatdoyouwanttoeat?-----whatcanIdoforyou?canIhelpyou?whatdoyouwant?

（設(shè)計意圖：T通過談?wù)搶υ捴械膬?nèi)容及練習(xí)，了解新的表達(dá)方法及回答：whatdoyouwanttoeat/drink?，）

Ⅳ.Practice

a.Listenandwrite.c.Goshopping:Inthebookstore,inthefruitshop,inthetoyshop.whatdoyouwanttoeat?

Iwant….Howmuchisit?

That’s…yuaninall.（設(shè)計意圖：通過創(chuàng)設(shè)不同語言交流環(huán)境，讓學(xué)生充分的時間練習(xí)所學(xué)語言，在與同伴交流的過程中靈活運(yùn)用語音，自然交流。）

Exercises：Page4

yesterday,FangfangandLiLeiwenttoarestaurantwiththeirmothers.Fangfang’smum:whatdoyouwant,Fangfang?

Fangfang:Iwantfishandrice,please.Fangfang’smum:Andwhatdoyouwanttodrink?

Fangfang:Applejuice,please.LiLei’smum:whatdoyouwant,LiLei?

LiLei:Iwantnoodlesandchicken.LiLei’smum:Andwhatdoyouwanttodrink?

LiLei:cola,please.waitress:canIhelpyou?

LiLei

’smum:yes.wewantchickenandfish,riceandnoodles,anapplejuiceandacola.waitress:ok.That’s50yuanand20cents.Enjoyyoumeal.)whatdoesfangfangwanttoeat?

2)whatdoesLiLeiwanttoeat?

3)whatdoesfangfangwanttodrink?

4)whatdoesLiLeiwanttodrink?

5)Howmuchisthemealinall?

（設(shè)計意圖：充分利用練習(xí)冊上的聽說訓(xùn)練，讓學(xué)生從口頭表達(dá)向筆頭表達(dá)過度，鞏固所學(xué)知識。）

Ⅵ.SummaryandHomework

a.Listentothetape.b.Askthepriceaboutyourthings.

第二篇：新標(biāo)準(zhǔn)第十二冊六年級短語

六年級上短語

有 擁有 超過 長城 多長 there be have got more than the Great Wall how long 中國人 讀故事 頤和園 打籃球 多少歲 Chinese people read stories the Summer Palace play basketball how old 中餐館 五指山 寄給… 想要做… 中國新年 Chinese restaurants the Five-Finger Mountains send… to want to do Chinese New Year 排成一行 許多樂趣 從…出來 與…不同 成千上萬的 in line a lot of fun come out of be different from thousands of 許多 看著 讀書 來自 謝謝 中餐 紐約 每年 快點(diǎn) 筆友 半點(diǎn) 每天 喝水 用英語說英語在英國在中國lots of 像這樣 look at 走進(jìn)去 read books 來這里 come from 有樂趣 thank you 新朋友 Chinese food 看電視 New York 在周末 every year 在白天 hurry up 在晚上 pen pal 在樹上 half past 靠近與 every day 好主意 drink water 集郵冊 in English 在街上 speak English 去游泳 in England 放風(fēng)箏 in China

有樂趣

like this 回答問題 go inside 一副刀叉 come here 學(xué)習(xí)英語 have fun 中國商店 new friends 把…放入 watch TV 吸吮拇指 at the weekend 去圖書館 in the day 中國舞蹈 at night 制造和平in the tree 在世界上 near to 在聯(lián)合國 a good idea 其中之一 stamp albums 當(dāng)然可以 in the street 制造嗓音 go swimming 整個晚上 fly kites 舉行野餐 have fun

在十一月

answer questions 幫助我媽媽 help my mum a knife and fork 有一個驚喜 have a surprise learn English 與…一起玩 play with Chinese shops 在他們家里 in their homes

put…into 在12月25日 on the 25th of December suck your thumb 對某人很難 be difficult for sb.go to the library 令人感興趣的 be interesting Chinese dancing 一張…的圖片 a picture of make peace 從開始到最后 from start to end in the world 成百萬上千的 millions of in the UN 打掃你的房間 tidy your room one of 在臟亂的房間 in a messy room of course 在干凈的房間

in a tidy room

make noise 所有美好的事物 all the good things all the nighthave a picnicin November

第三篇：新標(biāo)準(zhǔn)英語一年級起點(diǎn)第十二冊全冊備課

新標(biāo)準(zhǔn)英語一年級起點(diǎn)第十二冊全冊備課

一、教材基本情況：

外語教學(xué)與研究出版社發(fā)行的新標(biāo)準(zhǔn)英語（一年級起點(diǎn)）第十二冊。這套教材具有美術(shù)設(shè)計新穎、貫徹素質(zhì)教育、遵循國家標(biāo)準(zhǔn)、教學(xué)理念先進(jìn)、多媒體配套成龍、中外專家合作、語音規(guī)范地道等優(yōu)勢。

《小學(xué)新標(biāo)準(zhǔn)英語》》第十二冊共有10個模塊。在各模塊有兩個單元，每單元設(shè)計了以下幾個部分：首先是listen，point and find。在這部分學(xué)生會看到本單元的基本故事，書中的小朋友在用英語互相交流。學(xué)生要認(rèn)真聽，認(rèn)真看，理解他們在干些什么，說些什么，然后努力去學(xué)著說。然后是Listen and say。這部分是對重點(diǎn)句型的練習(xí)與鞏固。接著是practise。這部分設(shè)計了一些課堂活動。學(xué)生可以按照書中的范例，運(yùn)用前面學(xué)到的表達(dá)方法進(jìn)行交流，進(jìn)一步鞏固和提高用英語聽、說、做、玩、演的技能。第二單元還專門設(shè)計了listen and say，then sing。在這里，同學(xué)們可以結(jié)合本單元的內(nèi)容，唱一唱，說一說，玩一玩，做一做，動動腦筋，使英語學(xué)習(xí)成為一件快樂的事情。

這一冊的教學(xué)內(nèi)容，在繼續(xù)培養(yǎng)學(xué)生的聽、說、寫的基礎(chǔ)上，繼續(xù)側(cè)重學(xué)生閱讀理解方面的能力，同時也繼續(xù)對學(xué)生在寫的能力方面進(jìn)行要求，引導(dǎo)學(xué)生寫出簡單的小短文。比如書信，海報等。繼續(xù)對出現(xiàn)在每一個模塊中的語法點(diǎn)進(jìn)行形象的，生動的講解。做好小學(xué)階段的復(fù)習(xí)工作。六年級下冊是小學(xué)階段的最后一冊，為了讓教師能有足夠的時間幫助學(xué)生梳理、復(fù)習(xí)整個小學(xué)階段所學(xué)的內(nèi)容，打下扎實(shí)的基礎(chǔ)，為進(jìn)入初中階段做好準(zhǔn)備，在本冊教材的編排上編者注意語言點(diǎn)安排得比較集中,篇幅較短,便于老師進(jìn)行內(nèi)容的拓展和回顧,更系統(tǒng)地組織學(xué)生復(fù)習(xí)。

二、內(nèi)容與目標(biāo)

1、如何描述想干什么（want to do）并復(fù)習(xí)許多食物單詞；

2、學(xué)習(xí)及鞏固be going to表述的將來時態(tài)；

3、學(xué)習(xí)并鞏固一般過去時態(tài)的句型；

4、用含有can的句型表述自己的能力 ；

5、學(xué)習(xí)簡單的一般現(xiàn)在時態(tài)的表示方法；

6、繼續(xù)學(xué)習(xí)動詞的過去時態(tài)。

7、引導(dǎo)學(xué)生系統(tǒng)地梳理知識，進(jìn)行充分地復(fù)習(xí)。

三、教學(xué)重點(diǎn)及難點(diǎn)：

教學(xué)重點(diǎn)：

1、使學(xué)生會正確運(yùn)用英語時態(tài)及相應(yīng)的句型進(jìn)行交際和表達(dá)，提高學(xué)生的口語表達(dá)能力。

2、進(jìn)一步提高學(xué)生的英語聽、說、讀、寫能力，培養(yǎng)學(xué)生良好的英語語感。

3、引導(dǎo)學(xué)生對所學(xué)的英語知識進(jìn)行整理和復(fù)習(xí)，使知識形成系統(tǒng)。

教學(xué)難點(diǎn)：

1、使學(xué)生扎實(shí)掌握不規(guī)則動詞的過去式。

2、引導(dǎo)學(xué)生對英語知識進(jìn)行系統(tǒng)地梳理，形成科學(xué)體系。

3、促進(jìn)“學(xué)困生”的有效提高。

四、各模塊教法建議 Module 1

一、模塊教學(xué)建議語言功能：學(xué)會簡單表達(dá)自己的愿望，學(xué)會在餐廳里點(diǎn)餐學(xué)習(xí)任務(wù)：I want … 運(yùn)用任務(wù)：模擬一個場景，讓學(xué)生自己選擇，表達(dá)自己的愿望，運(yùn)用句型I want ….模塊分析：本模塊主要圍繞購買食品進(jìn)行，學(xué)生通過“買”和“賣”的過程實(shí)踐，學(xué)會表達(dá)I want…和What do you want?的問答形式。本模塊設(shè)計的活動注重加強(qiáng)在真實(shí)生活中的應(yīng)用能力，同時以模擬活動來拓展學(xué)生的學(xué)習(xí)空間，增強(qiáng)團(tuán)隊之間的交流。

二、活動建議：商場購物、自己當(dāng)老板（設(shè)計菜單）Module 2

一、模塊教學(xué)建議 語言功能：策劃自己的計劃學(xué)習(xí)任務(wù)：用 be going to句型學(xué)會表達(dá)自己將要或打算去做的事情運(yùn)用任務(wù)：通過排列時間、人物表來安排自己或他人的事務(wù)模塊分析：本模塊是通過一次野炊的經(jīng)歷（過程）展現(xiàn)的，表達(dá)了對將要發(fā)生的事情進(jìn)行預(yù)測和打算。在一般將來時be going to的句式學(xué)習(xí)中，體現(xiàn)了完整的人物、時間、地點(diǎn)和事件，同時又有現(xiàn)在進(jìn)行時 be doing的句型比較。因此要設(shè)計一些區(qū)別比較明顯的活動來鞏固。

二、活動建議：評選優(yōu)秀“氣象”先生、“夢想劇場”（用be going to 來表達(dá)自己的“夢想”）

Module 3

一、模塊教學(xué)建議語言功能：講述身邊正在發(fā)生的事情學(xué)習(xí)任務(wù)：現(xiàn)在進(jìn)行時的主要形式 運(yùn)用任務(wù)：講述身邊正在發(fā)生的故事模塊分析：本模塊的主要目標(biāo)是講述目前正在發(fā)生的事情或在進(jìn)行的動作。這是高段學(xué)生比較容易掌握加以運(yùn)用句式。因此要讓學(xué)生學(xué)會看圖說話，并會區(qū)分現(xiàn)在分詞-ing的適當(dāng)形式：直接加ing的單詞；去e加ing 的單詞；雙寫詞尾，再加ing的單詞；以及去y變i再加ing的單詞。可以結(jié)合三年級的教材進(jìn)行復(fù)習(xí)。Module 4

一、模塊教學(xué)建議語言功能：描述一個情景，展示個人的能力學(xué)習(xí)任務(wù)：情態(tài)動詞can的不同表達(dá)方式和現(xiàn)在正在做的事情運(yùn)用任務(wù)：根據(jù)情景，表示相關(guān)的能力模塊分析：本模塊的主要目標(biāo)是復(fù)習(xí)“can”的基本用法，表達(dá)自己的意愿和能力。它的表達(dá)方式比較簡單，沒有什么大的難度。因此可以根據(jù)以往的學(xué)習(xí)，全部復(fù)習(xí)或拓展學(xué)習(xí)“can …very well”和“can’t …at all”。并結(jié)合第五冊的閱讀材料《The Little Red Hen》作為聽力練習(xí)或趣味小品表演進(jìn)行活動。

二、活動建議誰最能干活動目的：聽力訓(xùn)練，讓學(xué)生理解can的不同程度，提高寫單詞的能力活動準(zhǔn)備：學(xué)生練習(xí)紙。活動過程：教師事先自編一個聽力材料，再給學(xué)生每人練習(xí)紙。學(xué)生根據(jù)教師朗讀的短文，在紙上的各自中寫出不同人員、can or can’t, very well, at all等。見格子設(shè)計： Who Can can’t Very well Can’t …at all Peter play basketball sing well run very fast dance Sam Lisa Module 5

一、模塊教學(xué)建議語言功能：談?wù)摶蛎枋霎?dāng)某人正在做某事時，同時又發(fā)生了什么事情學(xué)習(xí)任務(wù)：學(xué)會描述故事的繼發(fā)性運(yùn)用任務(wù)：根據(jù)情景，表示發(fā)生的事情和相繼的動作模塊分析：本模塊的主要目標(biāo)是談?wù)摶蛎枋霎?dāng)某人正在做某事時，同時又發(fā)生了什么事情，在學(xué)習(xí)結(jié)構(gòu)上講，是將現(xiàn)在進(jìn)行時和一般現(xiàn)在時結(jié)合起來運(yùn)用，并用but then 或and then 相連接，表示事情的繼發(fā)性。主要句式比較典型：Now Daming is playing his trumpet, but then the telephone rings.該活動的語言訓(xùn)練要求比較高，建議最好能先分解在結(jié)合進(jìn)行。

二、活動建議 ：趣味接龍 Module 6

一、模塊教學(xué)建議語言功能：談?wù)撨^去發(fā)生的事情（1）學(xué)習(xí)任務(wù)：一般過去時的理解和運(yùn)用，規(guī)則動詞和不規(guī)則動詞的變化形式。運(yùn)用任務(wù)：講述過去發(fā)生的動作或事情模塊分析：本模塊主要通過講述過去發(fā)生的事情來學(xué)習(xí)一般過去時。但與前幾次學(xué)習(xí)的不同是，本模塊是將一般過去時放在現(xiàn)在的談話之中，并不是獨(dú)立地學(xué)習(xí)。因此，其難度在于正確區(qū)分不同的情景和不同的動作發(fā)生的時間。同時，還要鞏固過去式的不同構(gòu)成：規(guī)則動詞和不規(guī)則動詞的變化形式。

二、活動建議：復(fù)述活動 Module 7

一、模塊教學(xué)建議語言功能：談?wù)撨^去發(fā)生的事情（2）學(xué)習(xí)任務(wù)：以第三人稱形式講述過去的事情，繼續(xù)學(xué)習(xí)過去式不規(guī)則動詞的變化形式。運(yùn)用任務(wù)：設(shè)計情景，講述過去發(fā)生的動作或事情 模塊分析：本模塊的內(nèi)容圍繞神州飛船和飛行員楊利偉在太空飛行的經(jīng)歷而編排的，是比較新穎和具有時代感的一篇課文，也是學(xué)生喜愛的內(nèi)容。因此，抓住這一個具有歷史重大意義的話題展開活動，提升學(xué)生的學(xué)習(xí)情感，同時也有利于學(xué)生通過真實(shí)的情景，運(yùn)用真實(shí)的語意進(jìn)行語法點(diǎn)的學(xué)習(xí)和鞏固。

二、活動建議：新聞聯(lián)播 Module 8

一、模塊教學(xué)建議語言功能：談?wù)摵驮儐柲橙诉^去的能力學(xué)習(xí)任務(wù)：學(xué)習(xí)和理解could和couldn’t 的正確表達(dá)方式運(yùn)用任務(wù)：運(yùn)用could和couldn’t +動詞原形的句式表達(dá)過去的某種能力 模塊分析：本模塊的內(nèi)容是根據(jù)真實(shí)人物Helen Keller的事跡改編的。教師可以通過本文的學(xué)習(xí)，激勵學(xué)生不怕困難，努力學(xué)習(xí)。在學(xué)習(xí)could 和couldn’t的學(xué)習(xí)中，表達(dá)過去的某種能力，再通過展開與現(xiàn)在的can 和can’t 的對比，使語言學(xué)習(xí)更真實(shí)感。

二、活動建議：復(fù)述名人事跡

Module 9

一、模塊教學(xué)建議語言功能：詢問事情的原因以及回答學(xué)習(xí)任務(wù)：學(xué)習(xí)why 引導(dǎo)的疑問句，學(xué)會表述事情的原由運(yùn)用任務(wù)：說明某人的心情和動作，并能用why 和because來問答 模塊分析：本模塊是通過觀察、表述某人的心理狀態(tài)，或比較意外的舉止而詢問原由的句型，在語法點(diǎn)上看，是學(xué)習(xí)原因狀語從句。學(xué)生可以通過“What’s the matter?”“Why…”的訓(xùn)練中學(xué)會正確的表達(dá)方法。可以結(jié)合第十冊中的歌曲“If you’re happy”學(xué)習(xí)來加深對句型的理解和操練。

二、活動建議變臉活動目的：通過畫“變臉”表達(dá)自己的情感和感受，并說明原因 Module 10

一、模塊教學(xué)建議語言功能：談?wù)搶淼挠媱澓痛蛩?學(xué)習(xí)任務(wù)：學(xué)會運(yùn)用be going to do sth句型的表達(dá)意義運(yùn)用任務(wù)：用一般將來時的不同形式來說明將來的計劃和打算 模塊分析：可以結(jié)合第五冊的課文進(jìn)行復(fù)習(xí)和運(yùn)用be going to，也可以與一般過去時一起復(fù)習(xí)，形成對比。尤其要注意be going to go to 的用法。同時最好能讓學(xué)生感受到will 和 be going to 在“將要、想要、會”和“打算要”的微妙區(qū)別。在復(fù)習(xí)鞏固期間，要適當(dāng)注意一般疑問句和特殊疑問句的用法。要多展開情景設(shè)置，進(jìn)行對話和小品式的練習(xí)。

二、活動建議：夢想明天、昨天、今天和明

第四篇：新標(biāo)準(zhǔn)第五冊全冊英文教案

新標(biāo)準(zhǔn)第五冊全冊英文教案

本冊教材具有以下特點(diǎn)： １、注重學(xué)生語言運(yùn)用能力的培養(yǎng)，突出語言的實(shí)踐性和交際性，同時也突 出語言的真實(shí)性和實(shí)用性。２、注重學(xué)生自學(xué)能力和學(xué)習(xí)策略的培養(yǎng)，為學(xué)生進(jìn)一步學(xué)習(xí)或終身學(xué)習(xí)奠 定基礎(chǔ)。３、注重中外方化的雙向交流，使學(xué)生通過學(xué)習(xí)，培養(yǎng)未來跨方化交際所需 要的能力。４、注重學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度地激發(fā)學(xué)生的學(xué)習(xí)動機(jī)。５、注重融合學(xué)科內(nèi)容，加強(qiáng)學(xué)科之間的整合和滲透，讓學(xué)生通過英語學(xué)習(xí)來獲得其他學(xué)科的知識。６、注重教材的靈活性和可操作性，以滿足不同層次學(xué)生的要求。７、注重教學(xué)資料的配套，為學(xué)生提供良好的學(xué)習(xí)環(huán)境，幫助學(xué)生拓展自我 發(fā)展空間。８、注重中小學(xué)各階段的銜接，以保證各學(xué)段的順利過渡，全面提高中小學(xué) 英語教學(xué)的質(zhì)量。

Module 1 London Unit 1 When did you come back? Function: Talking about past activities Target Language: When did you come back? We came back? Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, drop Procedures: Step 1 Warm-up 1.Say “Hello” to the pupils and ask them several questions.2.Review more verbs or verb phrases.Step 2 Introduction 1.Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? Whe n did you come back? Etc.2.Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities.Step 3 Presentation 1.Put the chart on the blackboard and ask the children to look at the pic ture carefully.Ask the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a park.They are in London.2.Point to John and tell the children that he is John.Now listen and loo k.3.Play the cassette and ask some questions.4.Teach the new words in different ways.5.Play the cassette again and pause after each utterance for the children to repeat.6.Practice in groups and act out the dialogue.Step 4 Finish a Task 1.Suppose you are from another city and make a dialogue.2.Investigate the students who went out to tour during the summer vacati on.Step 5 Homework 1.Read the text in role.2.Introduce your own city.Unit 2 Did they buy ice creams? Function: Talking about past activities Target Language: Did you?? Yes, I did./ No, I didn’t.Vocabulary: dear, met(meet), ran(run)Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go? Procedures: Step 1 Warm-up 1.Review verb phrases.2.Review Unit 1.Step 2 Introduction 1.Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see? 2.Show the back of the postcard and tell the children that Lingling wrot e a letter on it.Step 3 Presentation 1.Play the cassette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.2.Play the cassette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to? 3.Write down the words: met, bought, went, ran, dropped and ask the chi ldren to guess the original form.4.Finish activity 2.Ask the children to ask and answer in pairs.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework

1.Read the letter and sing the song.2.Finish activity 6: sentence relay.Module 2 Shopping Unit 1 How many do you want? Function: Market shopping, talking about quantities of things Target Language: How much/many do you want? Do you like? Vocabulary: need, food, shopping list, cheese, how much, kilo Procedures: Step 1 Warm-up 1.Sing the song of where did you go.2.Ask the students “what did you do yesterday?” Step 2 Introduction 1.Tell the children: I went shopping yesterday.I went to Guangming Str eet.I went to the supermarket.I bought lots of things.Wrote down the w ord of supermarket on the blackboard and teach to read.2.Tell the children that Lingling and Ms Smart will go shopping.Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation 1.Observe the pictures and ask them who they see and what they are do ing? 2.Play the cassette and ask the children listen thoroughly.Ask the childr en: Where are Ms Smart and Lingling? What need they buy? 3.Play the cassette the second time and ask the children to find out the food

that Ms Smart buys.4.Ask the children to look at the list.This is a shopping list.5.Explain the usage of how many and how much.6.Play the cassette again and ask the children to imitate.Step 4 Finish a Task 1.Ask the children to look at the shopping list and read the food and qu antities correctly.2.Learn to buy things on computer.Step 5 Homework 1.If condition permissions, the children can learn to go shopping on com puter.2.Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes.Unit 2 How much milk do you want? Function: Write a shopping list in English and go shopping in English Target Language: How much?do you want? Vocabulary: juice, box, bottle Pronunciation: / /, /a:/, / /, Song: How many do you want? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the season and ask the children what kind of outside activit y they like.2.Talk about picnic.What should be prepared before picnic? 3.Tell the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in English.Step 3 Presentation 1.Put the chart on the blackboard and ask the children some questions.2.Play the cassette the first time and ask the children to grasp the text fr om the whole.3.Play the cassette the second time and ask the children try to read the s entences by themselves.4.Act out the dialogue in role.Choose one to make a record finishing th e list.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the letter and sing the song.2.Finish activity 5: Use a spinner to finish the boxes.Module 3 At the Weekend Unit 1 We visited lots of places.Function: Talking about past activities

Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.Ask the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy weekend.Do you want to know what I did at the weekend? 2.Ask Ss: where are Amy and Sam? Where did they go? They went to the park.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 3.2.Investigate the students’ activities at the weekend and finish the activit y

list.Step 5 Homework 1.Listen to the tape of this unit.2.Encourage the children to write letters to their pen friends.Write down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did?? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the dream.Last night I had a dream.In my dream I went to the great Wall.And I met Daming and his father there.We are very h appy.2.Say the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a look.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren

to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 6: Play and say.Module 4 Possessions Unit 1 It’s mine!Function: Solving a dilemma Target Language: It’s mine/his/hers/yours.It’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.The teacher shows the children something.2.Say to Ss: I’ve got something from the Lost-Found Room.May be something here is yours.If something is yours, what can you s ay to get it back? Let’s learn the text to find the answer.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 5.2.Finish activity 6 in the whole class..Step 5 Homework 1.Listen to the tape of this unit.2.Finish activity 4.Make a play in a group of three.Unit 2 This bag is hers.Function: Solving a dilemma Target Language: It’s yours/his/hers? It’s Lingling’s? Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk with the children that we have found the things we lost at the L ost-Found Room.2.Today we are going to help the other students to find the lost things.Let us see how many things have been left here.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.17 4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 4.Module 5 In Class Unit 1 There are enough.Function: Describing contrast Target Language: There are enough? There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher shows the children something.2.Ask the class: Open your pencil boxes.How many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 There are too many books on the desk.Function: describing contrast Target Language: There are too many?

Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds

and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 6 Self-assessment Unit 1 You can play football well.Function: Assessing oneself and other people Target Language: Can you run fast? Yes, I can.No, I can’t.You can play football well.Vocabulary: well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Play football.Who can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 I can do it very well.Function: assessing oneself and the other people Target Language: I can do it very well.I sing very badly.Vocabulary: very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 7 Community Unit 1 He can’t see.Function: Investigating community Target Language: He can/can’t? She can/can’t? They can/can’t? Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Can you play football? Can you run fast? Can you do this? 3.Let the children answer and at the same time write down the topic of community.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 They can’t walk.Function: Talking about the ability Target Language: They can’t walk.Their mothers help them.Vocabulary: sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Show the pictures of activity one.2.Review the learned verbs and say: what are the meanings of these pict ures.Step 3 Presentation

1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard.2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday?

Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Say several sentences and tell if it is Chinese school or England schoo l.2.T: They start school at 8 o’clock.Ss: China.T: They play in the playground before 9 o’clock.Ss: England.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.33 4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/hungry.Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard 2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction

1.Prepare the chess: Do you play chess at the weekend? I can play ches s.Write the word of chess on the blackboard and teach, then say: I can p lay chess and I am the winner.So I feel very happy.Draw a happy face.2.I’ve got nothing to do.I feel bored.Draw a bored face.3.teach the words of sad and angry in the similar manner.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 10 Manners Unit 1 You should look, then cross the road.Function: Instructing on correct behavior Target Language: You should look, then cross the road.You shouldn’t walk in the road.You should hold my hand, too.Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2.On the road, what does Ms Smart say to Tom? 3.They meet a friend of Ms Smart.What happened? Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings 3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a groups.40 Unit 2 You should eat fruit.Function: Talking about good behaviors Target Language: You should? You shouldn’t? Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the bed.Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Review Module

Unit 1(forty minutes)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Say hello to the students and choose a song the children like best.2.Ask the children some questions at random.Step 2 Play the yes/No game 1.Divide the class into four groups, presenting the game of activity one.Prepare two cards, yes is written on one piece of paper and no on the other one.2.Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”

3.Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d.A student of group two must answer according to the word on the car d.Step 3 Look and say 1.Give an example how to do this game.2.If there is a basketball and a tick on the picture, the children should s ay: Lingling bought a basketball.If there is a cap and a cross on the pict ure, the children should say: Lingling didn’t buy a cap.3.Give the children half a minute and let them memorize the other pictu res and then ask them to close the books.4.The teacher prepares two cards: one is yes and the other one is no.5.If the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative sentence.6.See whose memory is best.Step 4 Ask and answer 1.Prepare some pictures of food and the weight or quantity should be m arked.2.If there are no pictures, some cards can be used.3.Write down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice?

4.Put the pictures or cards on the blackboard.5.Make sentences relay, such as: S1: How many apples do you want?

S2: I want three kilos of apples.S3: How much cheese do you want? Et c.6.Have a match: which group can say the most sentences in one minute and this group is the winner.Step 5 Look, ask and answer 1.Look at the table carefully.2.Ask and answer in pairs.3.One child asks a question and the other one answers yes or no accordi ng to the tick or cross.4.Tell the children when they ask, they can ask at random.Unit 2(forty minute)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Recite several poems or sing songs that have been learned in this boo k.Step 2 Point and say 1.Ask the children to look at the pictures carefully.2.Tell the children that the letter under each word is the first letter of a name.3.Let the children do ask and answer practice.Step 3 Look and say 1.Let the children look at the picture carefully.2.Let the children describe the pictures.What’s the person in the picture doing?

3.Then ask the children if their behavior is correct or not.4.Ask them use the word of should or shouldn’t.5.At last ask he children talk about the daily actions that should be done or should not to be done.Step 4 Game: How do I feel? 1.Prepare some cards before class: happy, sad, angry, tired, bored, hungr y, thirsty.2.Play a game in groups.3.Let one child draw a card from the teacher’s hand.Don’t let the other children to see it.4.Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guesses: Are you happy? Are you sad? 5.If it is right, the student who does the action gives a positive answer;if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to guess.Step 5 Point, ask and answer 1.This activity should be done in groups.2.It’d better to be done by the way of relay.3.For example, the first child asks: Do you like apples? The second chil d answers according to his or her actual situation.Yes, I do.Or no, I do n’t.30

第五篇：新標(biāo)準(zhǔn)英語第四冊Module1教學(xué)設(shè)計方案

敘述式教學(xué)設(shè)計方案模板

Amy’s Taller Than Lingling

張莉花 宜路鎮(zhèn)界牌小學(xué)

一、概述

本課是新標(biāo)準(zhǔn)英語三年級起點(diǎn)第四冊第五模塊的第一單元，本單元真實(shí)地通過同學(xué)之間的比較，讓同學(xué)很好地理解比較級的句型用法。要求學(xué)生掌握than，old，young，strong 等詞，并能運(yùn)用HeShe is +比較級+than??句型進(jìn)行教學(xué)活動。通過使用多媒體課件及創(chuàng)設(shè)真實(shí)情景的方法，有效地操練句型。

二、教學(xué)目標(biāo)分析

1、知識目標(biāo)：熟悉并靈活運(yùn)用單詞：old、young、strong、than、older、younger、stronger、taller、shorter；形容詞變比較級的一般變化規(guī)律，在形容詞后加er.并掌握其發(fā)音。

2、能力目標(biāo)：能正確運(yùn)用形容詞的比較級形式來進(jìn)行描述兩個人或兩個事物的差異；培養(yǎng)其綜合運(yùn)用語言的能力。

3、情感目標(biāo)：培養(yǎng)學(xué)生認(rèn)真觀察事物以及感知周圍事物差異的能力，同時加強(qiáng)學(xué)生之間合作互助的能力。

三、學(xué)習(xí)者特征分析

四年級學(xué)生已對英語有所初步的了解，并且學(xué)生有了一定的英語基礎(chǔ)，掌握了一定的英語描述性形容詞，只要學(xué)生仔細(xì)觀察周圍的事物，用簡單的形容詞來描繪然后進(jìn)行不同事物之間的簡單比較。

四、教學(xué)策略選擇與設(shè)計

學(xué)習(xí)針對四年級學(xué)生的身心特征，結(jié)合學(xué)生的原有認(rèn)知水平，采用形象直觀法讓學(xué)生展開聯(lián)想，發(fā)展思維。采用情景表演法，加深學(xué)生的理解。此課比較貼近現(xiàn)實(shí)，學(xué)生比較容易理解和接受，很容易就有話可說，通過使用多媒體課件及創(chuàng)設(shè)真實(shí)情景的方法，采用roleplay使學(xué)生切實(shí)有效地操練句型,培養(yǎng)學(xué)生用英語在實(shí)際情景中進(jìn)行交流的能力。

五、教學(xué)資源與工具設(shè)計

教科書、配套的參考書和學(xué)生習(xí)題冊，以及科目小組研究探討會、集體備課等都是廣闊的教學(xué)資源的來源，當(dāng)然還有因特網(wǎng)，其中土豆網(wǎng)為我們教師的教學(xué)工作提供了很好的參考平臺。教學(xué)工具有：課件、磁帶錄音機(jī)、卡片以及粘畫等。

敘述式教學(xué)設(shè)計方案模板

六、教學(xué)過程

一、Warm-up 復(fù)習(xí)第四模塊學(xué)習(xí)的歌謠（與天氣有關(guān)），并與學(xué)生進(jìn)行一段對話 What’s the weather like today? It is sunny/windy/rainy.How are you? How old are you?

二． Lead-in 首先我想和同學(xué)們做一個游戲，一聽說做游戲?qū)W生們的積極性都很高，告訴學(xué)生需要兩名學(xué)生的幫助，哪兩位學(xué)生能幫助我呢？我就選了兩個比較有代表性的學(xué)生（能突出本單元的重點(diǎn)內(nèi)容short/tall/young/old/strong）到講臺前站好，先讓他們兩個人做一下自我介紹（名字，年齡）并向同學(xué)們提問：Who is short/tall/ young/old/strong?引出新句型并板書

A is taller/shorter/stronger/ younger/older than B.學(xué)習(xí)新單詞與新句型：tall –taller short—shorter strong—stronger（通過學(xué)生身邊熟悉的人物，激發(fā)學(xué)生的學(xué)習(xí)興趣，發(fā)展其擴(kuò)展性思維。）告訴學(xué)生—er的發(fā)音，教師讀前邊學(xué)生讀后邊（或分組讀男女生讀）我發(fā)現(xiàn)學(xué)生們對這種讀法很感興趣。學(xué)習(xí)句型時A is taller/shorter/ stronger/ younger/older thanB（在學(xué)習(xí)是分別做出高的.矮的.強(qiáng)壯地.年輕地.年齡大地動作教師運(yùn)用豐富的體態(tài)語言和語音語調(diào)進(jìn)行教學(xué)，幫助學(xué)生更好的記憶）三.Text-learn 同學(xué)們還記得Daming Lingling Sam Amy么？那你們想不想知道我們這四個朋友誰高.誰矮.誰更強(qiáng)壯一些呢？Listen to the tape 3 time.(1)Listen and answer Close your book Question:What have you listened?(2)Listen point and answer Questions:Amy和Lingling誰的個子高？Sam和 Daming 誰的個子矮？誰更強(qiáng)壯一些？（3）Listen and repeat 四．鞏固練習(xí)

1.通過競賽，老師說形容詞，學(xué)生說形容詞的比較級，初步了解形容詞比較級的一般形式。（也可以拓展一些單詞long high big fat thin）2.Chant Tall tall taller I’m taller than you.Old old older I’m older than you.Short short shorter I’m shorter than you.Young young younger I’m younger than you.2

敘述式教學(xué)設(shè)計方案模板

Strong stronger stronger I’m stronger than you.(邊拍手邊唱；分組說單詞句子)本課形容詞比較級的讀音很重要，但如一味教學(xué)生認(rèn)讀容易厭倦，利用Chant輕快的節(jié)奏，充分調(diào)動學(xué)生的積極性，鞏固難點(diǎn)。3.Pairwork 4.同桌之間互相比較年齡，身高。當(dāng)比較誰更強(qiáng)壯是可以做游戲“較手勁”來看看。who is stronger ? Let’s play an interesting game ‘較手勁’.學(xué)生再說出 ?is stronger than（通過游戲，讓學(xué)生邊學(xué)邊玩邊練，達(dá)到寓教于樂。）這時全體學(xué)生都聚精會神的看兩個學(xué)生的表演（可以多叫幾組學(xué)生上前表演）5.Groupwork 6.四人一組調(diào)查同組的年齡，身高等，自由比較對話。A: I am ?..than xx.B: Are you ? than?? C:Yes,I am.No,I am not.D: I am ?..than xx.等。看哪個小組做的最好（讓全班同學(xué)評價）。7.集體活動

教師出示姚明 周杰倫等明星照片，讓學(xué)生們和明星比較或者是和本班里的學(xué)生比較，給學(xué)生一分鐘的時間思考。通過這一活動的練習(xí)我發(fā)現(xiàn)學(xué)生們對明星是很感興趣的，都想要和他們作比較，覺得自己很厲害；有些學(xué)生與班里的學(xué)生作比較，有些學(xué)生聽到是和自己做的比較，也想起來說說自己和對方，無形之中形成了一種競爭，堂氣氛也很活躍。五 總結(jié)

這節(jié)課你學(xué)到了什么？學(xué)生說教師再總結(jié)。

六 作業(yè)

在家里中和你爸爸媽媽或者選擇更多的事物或動物，用 比較級描繪。

七、板書

Module5unit1 Amy’s Taller Than Lingling

A is taller than B A is shorter than B A is younger than B A is stronger than B

七、教學(xué)評價設(shè)計

針對本課重點(diǎn)進(jìn)行精確的練習(xí)設(shè)計，檢測學(xué)生學(xué)習(xí)的效果；給學(xué)生進(jìn)行合理的分組，用角色扮演來進(jìn)行會話表演，看哪一組表現(xiàn)的然后予以獎勵。

八、幫助和總結(jié)

本課講完并對學(xué)生進(jìn)行檢測后，根據(jù)測驗(yàn)的結(jié)果，總結(jié)學(xué)生學(xué)習(xí)的狀況，對于普遍性錯誤予以整體性的糾正和輔導(dǎo)，并且要注意自己的教學(xué)失誤在哪然后予以改正；對于個別差生

敘述式教學(xué)設(shè)計方案模板

要給與特別輔導(dǎo)，不要提出過高要求；對于優(yōu)秀生可以另外提出稍高的要求。