2009—20XX年第二學(xué)期四年級(jí)英語(yǔ)整體備課Module1Friends（二課時(shí)）一教學(xué)目標(biāo)（一）語(yǔ)言運(yùn)用能力：聽(tīng)：聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。說(shuō)：運(yùn)用新授句型進(jìn)行英語(yǔ)對(duì)話。讀：讀準(zhǔn)單詞，熟練朗讀課文。寫：寫會(huì)7個(gè)單詞，1個(gè)短語(yǔ)。（二）情感培養(yǎng)：培養(yǎng)學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)之間的友誼和感情。二教學(xué)方法：教師講授+小組合作學(xué)習(xí)三教學(xué)重難點(diǎn)：1.單詞的正確發(fā)音。2.掌握句型“ThisisMsSmart.She’saniceteacher.”四現(xiàn)代化教學(xué)手段：錄音機(jī).卡片第一課時(shí)課題：Unit1She’saniceteacher.課型：新授教學(xué)過(guò)程設(shè)計(jì)一（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．教師帶領(lǐng)學(xué)生做一組快速對(duì)游戲。例如：tall.short.fat.thin.(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．師生交流。教師隨意和學(xué)生聊聊寒假的情況，問(wèn)問(wèn)他們有沒(méi)有結(jié)交新朋友。2．講授新句型。ThisismyfriendBetty.Sheisverynaughty.之后同桌交流。3.導(dǎo)入新課。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組。3．教師講解。先講解單詞，然后講解句型。4．學(xué)生自讀課文。之后同桌交流讀課文。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)7個(gè)單詞，1個(gè)短語(yǔ)。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module1FriendsThisismyfriendBetty.（單數(shù)）區(qū)別Thesearemyfriends.（復(fù)數(shù)）nice好的，友善的abit有一點(diǎn)shy害羞的clever聰明的nauty淘氣的五自我評(píng)價(jià)學(xué)生能運(yùn)用新授句型進(jìn)行英語(yǔ)對(duì)話，能熟練朗讀課文，寫會(huì)7個(gè)單詞，1個(gè)短語(yǔ)。第二課時(shí)課題：He’scool.課型：新授一教學(xué)過(guò)程設(shè)計(jì)（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．單詞互答。教師和學(xué)生通過(guò)單詞英漢互答的方式檢查學(xué)生的掌握程度。3，做游戲。讓學(xué)生用學(xué)過(guò)的詞句介紹同桌。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．通過(guò)圖片引出課文：Panpan正要把自己的家庭成員介紹給大家，我們一起去認(rèn)識(shí)，聽(tīng)過(guò)Panpan的介紹，我們也可以試著介紹一下自己的家庭成員。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組，根據(jù)插圖才才生詞和詞組的意思。3．教師講解重點(diǎn)。板書生詞并講解。4．鞏固游戲。教師說(shuō)單詞，學(xué)生根據(jù)教師說(shuō)的單詞做出相應(yīng)的動(dòng)作。也可以讓學(xué)生充當(dāng)“小老師”。例如：cool.clever.naughty.cute等。5．熟讀課文。可以采用多種機(jī)械操練的方式幫助學(xué)生練習(xí)發(fā)音。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)3個(gè)單詞。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module1FriendsUnit2He’scool.cool酷的little小的，年幼的cute可愛(ài)的五自我評(píng)價(jià)帶領(lǐng)學(xué)生學(xué)習(xí)語(yǔ)言學(xué)生能聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。寫會(huì)3個(gè)單詞。Module2London（二課時(shí)）一教學(xué)目標(biāo)（一）語(yǔ)言運(yùn)用能力：聽(tīng)：聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。說(shuō)：運(yùn)用新授句型進(jìn)行英語(yǔ)對(duì)話。讀：讀準(zhǔn)單詞，熟練朗讀課文。寫：寫會(huì)9個(gè)單詞。（二）情感培養(yǎng)：通過(guò)學(xué)習(xí)了解英國(guó)首都倫敦的風(fēng)土人情，標(biāo)志建筑和著名旅游景點(diǎn)等。二教學(xué)方法：教師講授+小組合作學(xué)習(xí)三教學(xué)重難點(diǎn)：1.單詞的正確發(fā)音。2.掌握句型“l(fā)ondonisthecapitalofEngland./Andit’sverybig.”四現(xiàn)代化教學(xué)手段：錄音機(jī).卡片五教學(xué)過(guò)程設(shè)計(jì)第一課時(shí)課題：londonisthecapitalofEngland.課型：新授一（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．教師帶領(lǐng)學(xué)生做游戲。進(jìn)行一個(gè)“說(shuō)首都”的比賽。分組進(jìn)行比賽，答對(duì)一個(gè)加一分，獲勝的小組表?yè)P(yáng)。T:WhatisthecaptialofAmerica?S:WashingtonD.C.(也可以用漢語(yǔ))。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．師生交流。教師隨意和學(xué)生聊聊寒假的情況，問(wèn)問(wèn)他們有沒(méi)有結(jié)交新朋友。2．講授新句型。ThisismyfriendBetty.Sheisverynaughty.之后同桌交流。3.導(dǎo)入新課。1．提問(wèn)：“WhatisthecaptialofEngland?”如果學(xué)生不知道可以告訴學(xué)生：“It’sLondon.”引出課文教學(xué)。2．導(dǎo)入：Amy和Lingling是同班同學(xué)。一天，帶來(lái)了一本關(guān)于自己家鄉(xiāng)——倫敦的書。Lingling對(duì)這本書很好奇，于是就請(qǐng)教Amy一些情況。今天學(xué)過(guò)之后，請(qǐng)大家也來(lái)介紹一下自己的家鄉(xiāng)。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組。3．介紹背景。教師向?qū)W生介紹一下倫敦的背景。例如：倫敦是英國(guó)的首都，世界著名的大城市，是因果的金融，文化，藝術(shù)和教育的中心，泰晤士河穿城而過(guò)。4．教師講解。先講解單詞，然后講解句型。5．學(xué)生自讀課文。之后同桌交流讀課文。（4）任務(wù)完成講解課堂活動(dòng)用書。七小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)9個(gè)單詞。八課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。九板書設(shè)計(jì)Module2LondonUnit1NewYorkisintheeast.londonisthecapitalofEngland.Andit’sverybig.capital首都about關(guān)于beautiful美麗的十自我評(píng)價(jià)學(xué)生能運(yùn)用新授句型進(jìn)行英語(yǔ)對(duì)話，能熟練朗讀課文，寫會(huì)九個(gè)單詞。第二課時(shí)課題：ThisistheRiverthames.課型：新授一教學(xué)過(guò)程設(shè)計(jì)（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．單詞互答。教師和學(xué)生通過(guò)單詞英漢互答的方式檢查學(xué)生的掌握程度。3．復(fù)習(xí)課文。將學(xué)生分成兩大組，分別扮演Amy和lingling,進(jìn)行對(duì)話，復(fù)習(xí)上節(jié)課的知識(shí).4．復(fù)習(xí)上節(jié)課的新授句型。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．通過(guò)圖片引出課文：在這節(jié)課上我們將進(jìn)一步了解倫敦著名的景點(diǎn)，繼續(xù)學(xué)習(xí)怎樣描述景物和物品。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．兩人合作，分別找出錄音中提及的倫敦的名聲以及描述這些名勝的詞匯。教師請(qǐng)學(xué)生說(shuō)出這些名稱和相應(yīng)的形容詞，并將它們寫在黑板上。3．教師講解重點(diǎn)。板書生詞并講解。4．鞏固游戲。教師說(shuō)單詞，學(xué)生根據(jù)教師說(shuō)的單詞做出相應(yīng)的動(dòng)作。也可以讓學(xué)生充當(dāng)“小老師”。例如：cool.clever.naughty.cute等。5．熟讀課文?？梢圆捎枚喾N機(jī)械操練的方式幫助學(xué)生練習(xí)發(fā)音。6.學(xué)唱歌曲《LondonBridgeisfallingdown》.（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)3個(gè)單詞。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module2LondonUnit2LondonisthecapitalofEngland.theRiverThames__longandwideBigBen__oldandtallHydePark__beautifulTowerBrige__famousandbeautiful五自我評(píng)價(jià)通過(guò)活動(dòng)的行式使學(xué)生熟練的掌握了句型，能夠進(jìn)行流利的對(duì)話。Module3Picnic（二課時(shí)）一教學(xué)目標(biāo)（一）語(yǔ)言運(yùn)用能力：聽(tīng)：聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。說(shuō)：運(yùn)用新授句型制定并談?wù)撚?jì)劃。We’regoingtohaveapicnic./Willyoutakeyourkite?/Yes,Iwill./No,Iwon’t.讀：讀準(zhǔn)單詞，熟練朗讀課文。寫：寫會(huì)16個(gè)單詞。（二）情感培養(yǎng)：培養(yǎng)學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)之間的友誼和感情。二教學(xué)方法：教師講授+小組合作學(xué)習(xí)三教學(xué)重難點(diǎn)1.單詞的正確發(fā)音。2.掌握句型“We’regoingtohaveapicnic./Willyoutakeyourkite?/Yes,Iwill./No,Iwon’t.”四現(xiàn)代化教學(xué)手段：錄音機(jī).卡片五教學(xué)過(guò)程設(shè)計(jì)第一課時(shí)課題：Willyoutakeyourkite?課型：新授一（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．教師帶領(lǐng)學(xué)生一起唱英文歌曲《LondonBridgeisfallingdown》.也可以采用小組競(jìng)賽的方式。并對(duì)學(xué)生說(shuō)：“Let’sseewhichgroupisthebest.”(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．課文導(dǎo)入：教師拿出球和尺子來(lái)引出新的句型：T:We’regoingtohaveaPElesson.Willyoutakeaball?S:Yes,Iwill.（可以引導(dǎo)學(xué)生說(shuō)）T:We’regoingtohaveaPElesson.Willyoutakearule?S:No,wewon’t.（可以引導(dǎo)學(xué)生說(shuō)）2．講授新句型:板書新句型“We’regoingto...Willyoutake…?”/Yes,Iwill./No,Iwon’t”并講解。強(qiáng)調(diào)“will”和“won’t”的讀音。并領(lǐng)讀。3.導(dǎo)入新課。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組。3．教師講解。先講解單詞，然后講解句型。4．學(xué)生自讀課文。之后同桌交流讀課文。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)16個(gè)單詞。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module3PicnicUnit1Willyoutakeyourkite?We’regoingto...Monday星期一Willyoutake…?Tuesday星期二Yes,Iwill.Wednesday星期三No,Iwon’t.Thuresday星期四Friday星期五Saturday星期六Sunday星期日五自我評(píng)價(jià)學(xué)生能運(yùn)用新授句型制定并談?wù)撚?jì)劃。We’regoingtohaveapicnic./Willyoutakeyourkite?/Yes,Iwill./No,Iwon’t.能讀準(zhǔn)單詞，熟練朗讀課文。并會(huì)寫16個(gè)單詞。培養(yǎng)了學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)他們之間的友誼和感情。第二課時(shí)課題：OnMondayI’llgoswimming.課型：新授一教學(xué)過(guò)程設(shè)計(jì)（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．師生交流。主要是進(jìn)行上節(jié)課單詞的復(fù)習(xí)和日常語(yǔ)的口語(yǔ)交流。T:Whatweatheristoday?Whatdayistoday?Whatdayistoday?Willyoudotoday?Willyoutakeyourballthisafternoon/tomorrow?(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．繪制表格引出課文：教師在黑板上繪制一個(gè)表示一周七天的表格，指著表格說(shuō)：“I’llplayfootballonMonday.I’llreadmybooksonTuesday.”邊說(shuō)邊配合動(dòng)作幫助學(xué)生理解。告訴學(xué)生：今天我們先看看Shanshan的一周計(jì)劃，然后我們?cè)僭囍鵀樽约阂恢艿膶W(xué)習(xí)和課外活動(dòng)制定一個(gè)計(jì)劃。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組，根據(jù)插圖才才生詞和詞組的意思。3．教師講解重點(diǎn)。板書生詞并講解。4．熟讀課文?？梢圆捎枚喾N機(jī)械操練的方式幫助學(xué)生練習(xí)發(fā)音。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)16個(gè)單詞。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module3PicnicUnit2OnMondayI’llgoswimming.goswimmingplaywithfriendsgototheparkdohomeworkvisitGrandmahelpmotherreadbooks五自我評(píng)價(jià)學(xué)生能說(shuō)出一周的安排。Module4Robot（二課時(shí)）一教學(xué)目標(biāo)（一）語(yǔ)言運(yùn)用能力：聽(tīng)：聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。說(shuō)：1.用“”談?wù)搶?lái)可能發(fā)生的事情。2.運(yùn)用情態(tài)動(dòng)詞“can”描述能力。3．談?wù)搶?lái)的天氣狀況。讀：讀準(zhǔn)單詞，熟練朗讀課文。寫：寫會(huì)6個(gè)單詞，1個(gè)短語(yǔ)。（二）情感培養(yǎng)：培養(yǎng)學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)之間的友誼和感情。二教學(xué)方法：教師講授+小組合作學(xué)習(xí)三教學(xué)重難點(diǎn)：1.用“”談?wù)搶?lái)可能發(fā)生的事情。2.運(yùn)用情態(tài)動(dòng)詞“can”描述能力。四現(xiàn)代化教學(xué)手段：錄音機(jī).卡片五教學(xué)過(guò)程設(shè)計(jì)第一課時(shí)課題：Unit1Robotswilldoeverything.課型：新授一（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．教是帶領(lǐng)全班一起做游戲。教師下指令，學(xué)生根據(jù)教師的指令做出相應(yīng)的動(dòng)作。T:DoasIsay:Run,jump,playfootball,playbasketball,playtheflute,rowaboat,makeacake,washclothes,dohomework…也可請(qǐng)學(xué)生發(fā)出指令做動(dòng)作。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．教師假裝很累，擦擦汗，對(duì)學(xué)生說(shuō)：I’mverytired.Whocanhelpus?Cantherobothelpus?引出課文內(nèi)容。2．導(dǎo)入新課。（3）課文教學(xué)。1．教師對(duì)機(jī)器人進(jìn)行簡(jiǎn)單描述。2．放錄音。同時(shí)用筆勾出生詞和詞組。3．再放錄音。學(xué)生認(rèn)真聽(tīng)。并找出問(wèn)題的答案。WhatcanDaming’sRobotdo?Willrobotsdothehouswork?Willrobotshelpchildrenlearn?Willrobotsdohomeworkforchildren?3．講解學(xué)生疑問(wèn)和問(wèn)題的答案。4．學(xué)生自讀課文。之后同桌交流讀課文。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)6個(gè)單詞，1個(gè)短語(yǔ)。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)五自我評(píng)價(jià)學(xué)生能聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。用“”談?wù)搶?lái)可能發(fā)生的事情。運(yùn)用情態(tài)動(dòng)詞“can”描述能力。并能談?wù)搶?lái)的天氣狀況。Module4RobotUnit1Robotswilldoeverything.WhatcanDaming’sRobotdo?Willrobotsdothehouswork?Willrobotshelpchildrenlearn?Willrobotsdohomeworkforchildren?第二課時(shí)課題：Unit2WillitbeinBeijing?課型：新授一教學(xué)過(guò)程設(shè)計(jì)（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．情景劇表演。讓學(xué)生分別扮演課文中的角色，借助語(yǔ)言和肢體動(dòng)作進(jìn)行表演。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．復(fù)習(xí)關(guān)于天氣狀況的形容詞。sunday,winday,cloudy,rain,snow,hot,cold,warm等。2．教師通過(guò)和學(xué)生談?wù)撎鞖夂蜋C(jī)器人引出今天的教學(xué)。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．訪第二遍錄音時(shí)，教師提出一個(gè)問(wèn)題：“WhatwilltheweatherbeinBeijing?”如果學(xué)生有困難，教師可用中文提示學(xué)生。然后解答。以次形式，繼續(xù)提問(wèn)：WhatwilltheweatherbeinGuangzhou/Sanya/Yinchuan?”引導(dǎo)學(xué)生回答：ItwillbesunnyinGuangzhou.ItwillbehotinSanya.ItwillbecoldinYinchuan.3.再抽查學(xué)生掌握的情況。4．教師講解問(wèn)題答案和重點(diǎn)。板書生詞并講解。5．熟讀課文?？梢圆捎枚喾N機(jī)械操練的方式幫助學(xué)生練習(xí)發(fā)音。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)6個(gè)單詞，1個(gè)短語(yǔ)。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module4RobotUnit2WillitbeinBeijing?Sunday Whatwilltheweatherbein…?Winday Itwillbe…CloudyRainSnowHotColdwarm五自我評(píng)價(jià)大家的興趣極高，能自編課本句表演。Module5Size（二課時(shí)）一教學(xué)目標(biāo)（一）語(yǔ)言運(yùn)用能力：聽(tīng)：聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。說(shuō)：比較和描述兩個(gè)人的差異。讀：讀準(zhǔn)單詞，熟練朗讀課文。寫：寫會(huì)4個(gè)單詞，3個(gè)短語(yǔ)。（二）情感培養(yǎng)：培養(yǎng)學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)之間的友誼和感情。二教學(xué)方法：教師講授+小組合作學(xué)習(xí)三教學(xué)重難點(diǎn)：比較和描述兩個(gè)人的差異。四現(xiàn)代化教學(xué)手段：錄音機(jī).卡片五教學(xué)過(guò)程設(shè)計(jì)第一課時(shí)課題：Amy’stallerthanLingling.課型：新授一（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．英漢互答。教師和學(xué)生通過(guò)單詞對(duì)答的方式復(fù)習(xí)上節(jié)課學(xué)過(guò)的形容詞。(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．畫圖講授單詞“old”和“young”。教師通過(guò)在黑板上畫圖引出新的單詞。T:Lookatthisman.Heisold.Lookatthisman.Heisyoung.講授單詞“old”和“young”。用同樣的方法講解“strong”2．導(dǎo)入新課。（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組。3．講解學(xué)生疑問(wèn)。4．教師講解。提問(wèn)：Lingling和Amy誰(shuí)的個(gè)子高？板書：Amy’stallerthanLingling.向?qū)W生講解“taller”和“than”(把“er”標(biāo)出來(lái))。5．學(xué)生自讀課文。之后同桌交流讀課文。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)4個(gè)單詞，3個(gè)短語(yǔ)。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module5SizeUnit1Amy’stallerthanLingling.Heisold.Heisyoung.Heisstrong.五自我評(píng)價(jià)學(xué)生能聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。能用語(yǔ)言描述兩個(gè)人的差異。能讀準(zhǔn)單詞，熟練朗讀課文。并會(huì)寫4個(gè)單詞，3個(gè)短語(yǔ)。第二課時(shí)課題：Unit2BeijingisbiggerthanDaming.課型：新授一教學(xué)過(guò)程設(shè)計(jì)（1）熱身復(fù)習(xí)1．師生問(wèn)好。2．師生交流。主要是進(jìn)行上節(jié)課單詞的復(fù)習(xí)和日常語(yǔ)的口語(yǔ)交流。通過(guò)單詞卡片進(jìn)行訓(xùn)練復(fù)習(xí)鞏固。3．把特殊單詞的比較形式進(jìn)行重點(diǎn)復(fù)習(xí)。fat,big,thin(2)任務(wù)呈現(xiàn)與課文導(dǎo)入1．復(fù)習(xí)專有名詞。結(jié)合課本上的圖片，進(jìn)行講授。theChangjiangRivertheYellowRiverMountTaitheGreatwalltheSummerPalaceTianjin,Beijing（3）課文教學(xué)。1．放錄音。學(xué)生認(rèn)真聽(tīng)。2．再放錄音。同時(shí)用筆勾出生詞和詞組，根據(jù)插圖猜猜生詞和詞組的意思。并根據(jù)提出的問(wèn)題進(jìn)行預(yù)習(xí)。Whichislonger,theChangjiangRiverortheYellowRiver?Whichishigh?MountTaiortheSummerPalace?Whichisbigger,BeijingorTianjin?3.再放錄音。找出問(wèn)題的答案。4．教師講解問(wèn)題答案和重點(diǎn)。板書生詞并講解。5．熟讀課文。可以采用多種機(jī)械操練的方式幫助學(xué)生練習(xí)發(fā)音。（4）任務(wù)完成講解課堂活動(dòng)用書。二小結(jié)1．聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。2．寫會(huì)16個(gè)單詞。三課后作業(yè)1．讀準(zhǔn)單詞。2．熟讀并背誦課文。四板書設(shè)計(jì)Module5PicnicUnit2BeijingisbiggerthanDaming.theChangjiangRiver。theYellowRiver MountTaitheGreatwalltheSummerPalaceTianjin,BeijingWhichislonger,theChangjiangRiverortheYellowRiver?Whichishigh?MountTaiortheSummerPalace?Whichisbigger,BeijingorTianjin?五自我評(píng)價(jià)學(xué)生能聽(tīng)懂課文，聽(tīng)準(zhǔn)單詞發(fā)音。培養(yǎng)了學(xué)生用英語(yǔ)交流溝通的能力，增強(qiáng)之間的友誼和感情。Module6UniteOne一．Learningtasks:Thisisgood.Thisboyisbetterthanthegirls.Thispictureisbad.Thispictureisworse.二．Function:Usingevaluationandcomparation三．Teachingprocess:1．listenandpoint.BeforedoingActivity1,writethefollowingcomparativesontheboardBetterlouderworsesmallerbiggerTellthestudentstoclosetheirbooks.Saythattheyaregoingtolistentothetapeandtellyouwhichcomparativestheyhear.Playthepassageonceandletthestudentslisten.Theyshouldhearboth‘better’and‘worse’.2.pointandsay.Tellthestudentstotryandbringthefollowingmagazinepicturestoclass:aholidayplace,acar,ahouse,astereo,aroom.Iftheycan’tfindmagazinepictures,theycandrawtheseplacesandobjects.Inthenextlesson,invitetwostudentstothefrontandgetthemtoholduptheirpicturesofhouses.Thenstudentshavetosaywhichoneisbetterandwhichoneisworse.Nowhaveanotherpaircometothefront.Theyshouldholdtheirpicturesofcarsandtherestoftheclasssayswhichoneisbetterandwhichoneisworse.Nowhavethestudentscontinuetheactivityinpairs.1.Nowlistenagainandcompletethesentences.Havethestudentsbringphotosoftwooftheirrelativesoffriendstoclass.Iftheycan’tbringphotos,havethemdrawpictures.Nowwritethesestructuresontheboard:Thisismy….andthisismy…His/hernameis…andhis/hernameis……istallerthan……isolderthan…theycanrun/swim/jump/playthepiano……isbetterthan…Nowhavethestudentscompletethepassageusinginformationabouttheirfriendsorrelatives.UniteTwo一．Learningtasks:LinglingisbetterthanDaming.AmyisworsethanSam.二．Function:Usingevaluationandcomparation.Teachingprocess:askandansweryoumaywanttoremindthestudentsofthedifferentkindsofmusic,e.g.popmusic,jazz,dancemusic,rapmusic.Youcanextendthisbyteaching‘rockmusic’(modernpopularmusicwithastrongbeat;oftenplayedloudly)and‘folkmusic’(traditionalstyle).Putthestudentsintogroupsofthreeandgetthemtolookatthebook.Havethemreadtheexampledialogueintheirgroups.Doanexample.Choosetwocompetentstudentsandsaytothefirstone,‘Whatmusicdoyoulike?Promptthestudentstoanswer,‘Ilike[typeofmusic].’Thesecondstudentshouldeitheragreeorsaywhichtypeofmusiche/sheprefers.Nowhavethestudentscontinuetheactivityintheirgroups.五自我評(píng)價(jià)學(xué)生能用語(yǔ)言描述兩個(gè)人的差異。ModulesevenUnit1一.learningtasksWashingtonD.C.isthecapitaloftheUSA.It’sintheeast.二．Functions:Talkaboutcountries,capitals,citiesanditsgeogerophicalpositionsandsoon.三.Teachingprocess:1.listenandpointEnsurethatthestudentsrememberthewords‘city’and‘country’.Say,‘It’sBeijingacit?’Nodyourheadandpromptthestudentstoanswer.‘Yes,itis.’Thensay,‘IsShanghaiacountry?’Shakeyourheadandthestudentsshouldsay,‘No,itisn’t.’promptthemtocontinueandadd,‘It’sacity.’Nowsaythatyouaregoingtocalloutthenameofsomethingandthestudentshavetosaywhetheritisacityoracountry.ExamplesT:SanFrancisco.Ss:City.T:China.Ss:Country.2.listenandsayDrawaroughmapoftheUSAandmarkthefollowingplacesonthemap:NewYork,SanFranciscoandWashingtonD.C.Allowthestudentstolookatthemapforoneminuteandthenerasethenames.Leavecirclestomarktheplacesyouhaveerased.Nowpointtoacircleandask,‘Whichplaceishere?’Thestudentsshouldrespond,‘That’s[cityname].’3.Point,askandanswer.ShowamapofChinaofdrawoneontheboard.Markthecompasspoints‘east’and‘west’iftheyarenotalreadyonthemap.Nowwritethenamesofsomecitiesthatareinthecastandsomethatareinthewest.Explaintothestudentsthatyouaregoingtocalloutthenameofacityandtheyhavetosayifthecityisintheeastorwest.Unite2一．Learningtasks:BeijingisthecapitalofChina.It’sinthenorth.二．Function:Talkaboutcountries,capitals,citiesanditsgeogeraphicalpositionsandsoon.三．Teachingprocess:listenandmatch.Thenpointandsay.BeforedoingExercise1,tellthestudentstoimaginethatthenorthistowardsthefrontoftheclass,southisattheback,westistotheleftandeastistotheright.Nowtellthestudentstostandup,saythatyouaregoingtogivetheminstructionsandtheyhavetolookthecorrectway.Doalotofexampleswiththeclass.lookatthemapsandwrite.Saysomeriddlesandhavethestudentsguesstheplaces.Module8Unitone一．Learningtasks:Theywereyoung.Iwastwo.二．Function:Use“was/were”totalkaboutthepastthings.三．Teachingprocess:1.listenandpoint.HavethestudentslookatthepicturesintheStudent’sBook.AskquestionsinChinese,e.g.WhatareAmyandLinglinglookingatinPicture1?WhatisAmypointingtoinPicture3?WhatisLingling’smothershowingthegirlsinthelastpicture?2.listenandsaywritethefollowinginformationontheboard:NowThenGrandparentsareold.Grandparentswereyoung.Lingling’shairislong.Lingling’shairisshort.Linglingisn’ttwo.Linglingwastwo.Tellthestudentsthatyouaregoingtosay,‘now’or‘then’andthenindividualstudentswillhavetomakeanappropriatestatementaboutLingling.Theyshouldusetheabovetableasaguide.pointandsay.Tellthestudentstobringaphotoofthemselvesoftheirrelativestoclass.Thephotoshouldshowthemortheirrelativeswhentheywereyoung.Iftheydon’thaveanyphotos.Theyshoulddrawapicture.Inclass,invitesomeofthestudentstothefronttoshowtheirpicturesandtoreadouttheirsentences.Nowputthestudentsintopairsandgetthemreadtheirsentencestooneanother.UnitTwo一．Learningtasks:Theyweren’toldthen.Theywereyoung.二．Function:Talkaboutthechangesofthepastandnow.三．Teachingprocess:warmerontheboardwriteoutthefollowingincompleteadjectives:-aughty-oung-hort-at-ld-ute-allTellthestudentsthatyouaregoingtocallouttheadjectivesandtheyhavetosaythemissingletters.Oncompletion,havethestudentscontinuetheactivityinpairs.Notethatthewordsontheboardare:naughty,young,short,fat,old,cute,tall.listenandsay,thenchant.pointandsay.Havethestudentslookatthetwopicturesandfindthethingsthatarethesame.Module9UnitOne一．Learningtasks:IhelpedMum.Didyoucookmeatyesterday?Yes,Idid./No,Ididn’t.二．Function:Talkaboutthepastdeedsorthings.三．Teachingprocess:1.listenandpoint.ExplaintothestudentsthatmanyverbsinEnglishare‘regular’.Thatmeanstheyfollowapattern,orrules.Tomakethenegativeofregularverbs,weusetheauxiliary,orhelpingverb‘do’plus‘not’andtheinfinitivewithout‘to’.Ofcourse,whenwearetalkingaboutthepast,wemustusethepasttenseformoftheauxiliary,whichis‘did’,e.g.didn’tplay,didn’ttalk.Theauxiliary‘do’(whichbecomes‘did’inthepasttense)isusedtoformclosed,or‘yes/no’questions,e.g.Doyouhaveadog?Didyougotothelibrary?2.tickandsay.Putthistableontheboardandtellthestudentstocopyit.SaturdayNameNameNameCookedPlayedfootballPlayedtabletennisWatchedTVHelpedMumWalkedintheparkDoanexamplewithastudent,usingthetableontheboard.Saythatyouaregoingtoaskquestionsandtheyhavetosay‘Yes’or‘No’.Completethetablebywritingintheappropriateboxes.Thendoanexamplewithanotherstudent.Nowtellthestudentsthattheyhavetointerviewthreepeoplesittingnearthem.Theyshouldputthosethreenamesatthetopofthepageandwrite‘Yes’or‘No’intheboxes.UnitTwo一．Learningtasks:DidDadcooklunch?Yes,hedid./No,hedidn’t.二.Function:Talkaboutthepastdeedsandthings.三．Teachingprocess:Nowcompletethechartandtelltheclass.Revisethedaysoftheweek.Writethedaysontheboardandnumberthemfor1to7.ExamplesMondayTuesdayWednesdayThursdayFridaySaturdaySundayNowexplainthatyouaregoingtosayanordinalnumberandthestudentshavetosaythecorrespondingday.Module10UnitOne一．Learningtasks:SamandIwentforabikerideyesterday.Andthen…?二．Function:Describeanaccidentalevent.三．Teachingprocess:listenandpoint.AskquestionsaboutthepicturesinChinese,e.g.WhatwasDamingthinkingaboutinPicture1?WhatwashethinkingaboutinPicture2?WhatwasDamingthinkingaboutinPicture3?HowdidSamcarrythewatermeloninPicture4?WhathappenedtoDaminginthelastpicture?Whatdidthegirlsdointhelastpicture?Nowwritethewords‘then’,‘a(chǎn)nd’and‘so’ontheboard.Explainthatthesewordslinksentencesorclausestogether.Saythat‘so’indicatesresult,e.g.Iwenttobedat11p.m.,soIwaslateforschool.Pointoutthat‘a(chǎn)nd’means‘followingthis’,showtheexampleinpicture5and6,i.e.ThenSamfelloffhisbike!Andthewatermelonbumpedmyhead!Theadverb‘then’means‘a(chǎn)fterthat’.Weoftenuse‘then’whenwearegivingasequenceofinstructions.tellthestory.Writethefollowingontheboard:Iatetenmangoes,soIwassick/wenttothedoctor.Ididn’tdomyhomework,somymotherwasangry/theteacherwasangry.IcleanedmyteethandthenIwentbed/watchedTV/readabook.Ifelloverandhurtmykneel/cried.Unit2learningtasks:Samhadlotsofchocolatebiscuitsyesterday.Sotodayhe’sgotastomachache.二．FunctionsTalkaboutsomething’scausesandresults.TalkaboutdiseasesTeachingprocess:listenandpoint.Explaintothestudentsthatyouaregoingtocalloutthenamesofthecharactersandtheyhavetosaywhattheydidorhadyesterday.ExplainsT:Lingling.Ss:Linglinghadaheadache.T:Sam.Ss:Samhadlotsofchocolatebiscuits.Nowfollowthesameprocedurebutaskabouttoday.ExamplesT:Lingling.Ss:Linglinghasgotafever.T:Sam.Ss:Samhasgotastomachache.Listenandsay,thenchant.Havethestudentslookatthepicturesandsaywhatthechantisabout(beingsick).Askthestudentswhattheydowhentheyaresickbutnotseriouslyill,e.g.gotobed,takemedicine,gotothedoctor.ReviewModuleUniteOne一．Learningtasks:Reviewofthewholebook.二．Fuction:Reviewallthecontentsofthebookwelearned.Byfinishingeachactivity,thestudentswillhaveacomprehensiveusageoftheknowledgepoints.三．Teachingprocess:1．WarmerWritethesemixedupwordsontheboard:ectuthynguayshlococineTellthestudentsthatthesewordsareadjectivesthattheyhavelearned.Getthestudentstolookatthefirstwordandseeiftheycanguesswhatitis.Iftheyarehavingproblems,saythatthefirstletteris‘c’.Theyshouldbeabletosaythatthewordis‘cute’.Nowputthestudentsinpairsan