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.可编辑修改，可打印别找了你想要的都有！ 精品教育资料全册教案，试卷，教学课件，教学设计等一站式服务全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式 Lesson 1 Look!教学目标：1 知识目标：要求学生掌握四会单词：look, see, point 体会表演looking, seeing, pointing；巩固食物名称单词和动物单词；2 能力目标：能灵活使用句子 I see _.能运用所学的英语词汇和句式解决描述观察中所看到的东西。3 情感目标：培养学生观察能力，提高学生对事物的探究兴趣。教学重、难点：要求四会的单词look, see, point和要求掌握的句式I see _.。教具、学具准备：1 单词卡片。2 录音机或课件。教学过程：Class Opening and Review1. 做游戏：“Colour point” 教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生一起说歌谣，指颜色。(设计意图：这个环节的设置既复习了一些颜色，又引出了本课中提到的颜色。)2. 做游戏“Name it” 教师说出颜色名称和表示词汇的类别，如Rde:food,这时学生必须写下他们所能想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多就算赢。教师拿出准备好的一些食物，说：“Im hungry. I want to eat some bread. I like to eat some bread. What do you like to eat?” “I like to eat_.”复习表示实物名称的词汇。利用单词卡片Whats your favourite food? My favourite food is _.也可用此句型复习动物词汇。(设计意图：这个环节的设置用来复习以前学过的食物词汇和动物词汇，同时复习Whats your favourite _?这个句式。) 3. 教师指着教室中的某个物品，说Look, I see _. (引出新概念。) New Concepts1 本课的新概念look, see, point学生曾多次接触，比较熟悉，让其表演looking, seeing, pointing.教师要向学生说明look和point的区别，look表示看的动作，see表示看见，是看的结果。让学生多运用这些单词说句子。2 学生熟悉句式后，再利用实物和单词卡片学习。让学生看卡片，练习句型，Look! I see a _. 3 运用实物进行练习。让学生向周围或窗外看，练习句型Look! I see a _. _is piointing.4 两人一组做问答练习。 What do you see? Look! I see _.(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出自己观察到的，教师加以指导就可以了，通过练习巩固新知。)5 听录音两遍，注意语音语调。第一遍听后回答问题，What does Jenny/ Danny/ LiMing see?第二遍跟读，让学生足以模仿录音中的语调。6.两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里） 教师先找一个口语较好的学生作一下示范。然后让学生分组练习，鼓励学生多说些知道的句子。如： Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅图画) What do you see?7.利用实物或单词卡片汇报演出。（设计意图：锻炼学生自己的创造性，可以结合以前学过的句型和词汇，并利表演出来，运用于实际生活中。）Class ClosingActivity book板书设计：Lesson 1 Look! look, see, pointlooking, seeing, pointingLook! I see a _.课后反思： 课后习题：一 找出不同类的一个单词。( )1. chicken dumplings noodles school( )2. cow rice sheep goat( )3. bus train airplane kite( )4. fruit vegetable bicycle meat 二 连词成句see a I cow brown _school red see I a small_Lesson 2 What Are you doing ?教学目标：1. 要求学生掌握四会单词：行为动词draw sleep 和形容词quiet loud2. 理解并能够运用短语： drawing a picture looking out the window singing a song sleeping reading a book3. 句型what are you doing ? I am _ing. What is he (she) doing? He (She) is _ing . 教学重点：本课的四会单词： draw sleep quiet loud教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录音机、教学卡片、实物等。教学过程：一、 Class opening and review(复习行为动词) 1. 唱歌曲：“I am Drawing”找一名唱的好的学生到前面做动作领唱。2. 学生已学过，walk run jump sit stand 这几个行为动词，教师可以用自问自答的形势，借助体态语言说出下面的话What am I doing? -I am standing . What are you doing? -you are sitting .What am I doing? -I am walking .What am I doing? -I am seeing.What am I doing ? -I am pointing.(设计意图 标提倡“以旧引新”,在这个环节中，教师自己做动作，让学生借助形体语言理解句子，并复习学过的行为动词，为这一课的教学作好铺垫)二、Key concepts(新授) 1学习单词：draw, sleep继续上一环节的动作，What am I doing ? -I am drawing.让学生猜教师在做什么。What am I doing ? -I am sleeping.利用单词卡片学习这两个词汇，并练习拼读、造句。2.给全班发指令，使用新旧词汇，特别注意draw和sleep，开始时，教师边发指令，边做动作，然后只发指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做动作的学生，提问并出示句子 What are you doing? I am _ing. 两人一组做动作练习以上句型。 指名到前面表演并练习对话。3.学习单词 quiet, loud When I am drawing, I am quiet.（这时把食指贴在嘴唇上作“别出声”状，重复quiet, quiet）But when I am singing ,I am loud。（这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很容易理解这两个词了。并板书单词） 利用卡片学习新词，提示学生这是一对反义词。 结合前面学过的句型练习这两个词，可以教师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you doing? I am _ing. 4. 课文阅读（1）（听第一部分录音）回答问题：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing? （2）跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解决。 （3）分角色大声朗读。（文章第二部分“In the afternoon”教法基本同上）注意理解now这个词的意思。让学生猜测是什么意思。教师指正。设计意图：新课程提倡“任务型教学”和“目标性听、读课文”由开始设置疑问到学生在听课文的过程中有重点的有目的地理解课文，再到听完课文后回答问题，学生经历了从带着兴趣好奇心想去了解课文到与课文的完全接触和初步理解，最后终于解决疑问找到答案的探究发现过程。5. 表演课文对话，可以让学生对照课本进行表演。给学生一些时间进行表演前的准备。三、Class ClosingActivity book板书设计： Lesson 2 What Are you doing? draw drawing a picturepoint quiet singing a songsleep loud reading a book see looking out the windowsleeping课后反思： 课后习题：1. 把单词补充完整，并连线。q _ i _ t 睡觉 l_ _ d 安静的s l _ _ p 画画d r _ w 看见s _ _ 吵闹的p _ _ n t 指2.拓展练习让学生小组合作，创设一个任意情景，要求利用 quiet, loud, sleep, draw, 然后进行表演。Lesson3 Who Is singing?教学目标：A. 知识目标：对本课单词baby man woman; 句型Who is this? This is a man.做到听说读写四会。 能听懂说出认读单词their 能够理解并表演第二部分：Who is singing?B. 能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自己的感受；用现在进行时描述。C. 情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。教学重点：本课的四会单词： man, woman, baby 句型：Who is _? Its _.教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录音机、教学卡片、实物等。教学设计：Class Opening and Review1. 用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）（教学意图：也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）New Concepts1. 出示图片，教授单词 man woman baby 教师示范利用图片描述。（可以给他们起名字）This is Tim. He is a father.How old is he? He is _ years old. He is a man.在让学生依例描述图片，也可以手写。让学生描述woman 和baby.（教学意图：根据第一部分教学内容，充分利用直观教具和多媒体创造各种语言情景，让学生利用各种感观参与英语学习的实践活动，加快对语言材料的吸收和运用，提高学生运用语言的能力。）通过游戏巩固新词。可以教师描述，让学生猜词。如：He is a father.How old is he? He is _ years old. He is a 。也可以让学生做动作表演，其他学生猜词。2. 教师领读课文第一部分。给学生一些卡片，让学生模仿课文进行描述。然后让学生模仿Li Ming 描述自己的家庭。可以先让学生画一画自己的家庭，然后再介绍。教师最好给一个示范。（教学意图：学生利用自己家庭的实际情况描述，使英语更贴近生活，更便于学生之间运用。）3.复习句型：She/He is _ing. 创设情景，复习正在进行时。板书学生提出的动词短语，加上ing并朗读。（增加本课需要掌握的动词短语：sing cry talk sleep）4.变换问题： What is he doing? What is she doing? What are they doing?引导学生做出正确回答。5.小组合作学习，操练句型。可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学的语言。（设计意图：合作操练以巩固知识为主，也可让学生拓展练习。）6.自读课文，说说了解到了哪些信息。7.回答问题：Who is singing? Who is crying? Who is talking? Who is sleep?8.小组合作读课文，提出不懂的地方，互相帮助解决。 （教学意图：锻炼学生阅读能力，使学生学会用多种学习方式学习，增强学习策略方式。）9.分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。（教学意图：根据学生能力，可进行情景小表演，分组或其他形式。）Class ClosingActivity book课后反思： 板书设计：Lesson3 Who is Singing? man woman baby singing cryingWho is _? Its _. talking sleeping课后习题：1. 填入所缺字母。m _ n b _ b _ w _ m _ n s _ n g c r _ t _ l k s l _ _ p 2. 画一张自己家庭的全家像，给每个人分别标上 mam, womam, baby, girl, boy.并写出描述家庭关系的单词（mother, father, son, cousin）Lesson 4 Who Is Thirsty .教学目标：1.知识与技能：掌握词汇quick now理解并灵活运用下列句型 :Who is_? What would you like to drink? Would you like _? Yes, please./No,thanks.2.过程与方法: 采用情景交际法和分组对话表演法3.情感态度教育: 学会与他人合作和关心他人.教学重点、难点: 灵活运用句型Who is_? What would you like to drink? Would you like _? Yes, please. / No, thanks. 教具学具准备1. 录音机和磁带2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯. 教学过程Step1. Greetings and review以教室里同学们的活动为主要情境,复习操练Who is _?,形成师生互动,生生互动.(设计意图: 简单的问候以及小对话的操练,在上课开始就给孩子们营造一种轻松愉快的课堂氛围,增进师生之间的情感交流,使学生进入一种自然而真实的语言状态.)Step2. New concepts1. T: (作干渴状) Well, I am very thirsty now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展示给学生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good!(设计意图: 教师投入的,甚至夸张的表演及意想不到的实物展示一下子吸引了孩子们的注意力, 他们会目不转睛地观看和倾听老师的表演, 甚至会幻想如果让自己选择, 他会喜欢喝哪一种饮料. 此时, 他们进入了一种自然真实的语言环境.)2. T: Who is thirsty too now? (重复Who is thirsty? 边说边写在黑板的正上方 ) S1: I am. S2: I am thirsty, too.T: Would you like some sth to drink?S1: Yes.T: What would you like to drink?(板书)(To S1): Would you like some tea? (板书)S1: Yes, please.T: Here you are.(倒一些茶给他)(To S2:) Would you like some tea?S2: No.T: Would you like some milk?S2: No.T: What would you like?S2: Some pop, please.T: Ok. Here it is! (倒一些汽水给他)(设计意图:创设一种开放, 和谐, 积极互动的语言活动氛围, 努力产生一种融入式的真实语言环境. 让学生体验用英语做事的快乐和自豪感. 从而自然地不知不觉地沉浸其中, 增强语感, 同时也渗透了本节课的重点内容)3. ListeningLi Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing? Are they thirsty? Listen to the tape and lets see who is thirsty. (设计意图: 听录音为学生提供地道的语言材料和标准的语音语调, 有助于学生正确模仿, 强化记忆, 以便形成良好的语言素质, 同时, 有了前面的师生的对话的铺垫, 这一环节帮助学生更好的理解课文) (Ss answer the question: “Who is thirsty?)4. Reading ComprehensionRead the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板书)(Ss answer the questions)乘胜追击, 进一步检查学生对课文的理解, 提出问题.Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板书)Is Danny slow, too? No, he is quick. (板书)(设计意图:通过阶梯性目标性阅读, 让学生在逐步加深对文章整体理解的同时, 有重点地去捕捉有效信息, 提高了学生的阅读理解能力, 从师生对话到听课文录音再到此时的大声朗读课文, 难点句型也不在是难点, 在不知不觉中被易化了.)Step 3: Practice 1. Read the text in group of five and role-play it.(At least two groups)2. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.3. Act out the dialogue. (At least two groups)(设计意图:分角色朗读, 设定情景编对话及对话表演, 这一系列的操练活动, 始终以学生为主体, 他们始终是课堂的主人, 老师只是一个引导者, 一个助手, 或者说一个导演, 学生们在朗读中学习并收集材料, 在既定情景中自由创作. 在对话表演中体验共同创作的快乐, 真正起到了 “用中学, 学后用” 和 “乐中学, 学中乐” 的绝佳教学效果.)Step 4: Homework1. Get ready for the dialogue-acting.2. Do the exercises in the Activity-book.板书设计:Lesson4 Who Is Thirsty?1. Who is thirsty? What would you like to drink? Li Ming, Jenny and Danny Would you like ?2. What would Li Ming A cup of tea.Jenny like to drink? Some tea, tooDanny Some pop.3. Why are Jenny and Danny slow? Their tea is too hot to drink.3. Is Danny slow too? No. Danny is quick.课后反思： Lesson 5 Who Is Hungry?.教学目标：1.知识与技能：理解并灵活运用下列句型 :Who is hungry? What would you like to eat? Would you like some_? Yes, please./No,thanks. May I have some?2.过程与方法: 情景交流及对话表演3.情感态度教育: 学会与他人合作和关心他人.教学重点、难点:Who is hungry? What would you like to eat? Would you like some_? Yes, please./No,thanks. May I have some?. 教具学具准备录音机和磁带一些袋装小吃和一些图片. 教学过程Step1. Greetings and review(表演上节课布置的情景对话)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?Ss: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? Whats a snack? Look, these are snacks.(show them to the class).出示单词卡片，教学生认读这个词。引导学生利用新词说句子。如I like / dont like snakes. 师：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, lets listen to the tape.( Play the tape and Ss answer the question： Do you think Danny, Li Ming and Jenny like them?)Step3. Reading1. Read the text and answer the question “What would Jenny, Li Ming and Danny like to eat on the train?” ( Write the question on the blackboard)-( Ss read the text and answer the questions)鼓励学生提出更多的问题，并让其他学生回答。2. Read the text after the teacher to understand it better.3. Read the text aloud in groups and try to make it into a dialogue.Step4.Optional- practiceSs can read the text in groups or practise the dialogue in groups找表演好的小组到前面进行表演。Step5. Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3. Do the exercises in the Activity Book. 板书设计 Lesson5 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What would Jenny Li Ming like to eat on the train? Danny 课后反思： Lesson6 What Are They Doing？.教学目标：1.知识与技能：理解并灵活运用下列句型 : What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing 2.过程与方法: 情景交流及对话表演3.情感态度教育: 学会细心观察,与他人合作和关心他人.教学重难点: 理解课文并能够熟练使用下面的句型What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing .教具学具准备录音机和磁带,多媒体课件.教学过程Step1. Greetings and review 可以做动作，让学生猜词语，如hungry, thirsty, sleep,draw 等。然后出示卡片，复习这些词。Step2. Leading-in and listenShow some pictures to the class by ppt.(幻灯片)and present the sentences: What is he doing? He is running./ What is she doing? She is singing./ What are they doing? Theyre playing.(To the class) What are you doing? C: Were looking and listening.T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train?” What are they doing? ( Write the question on the blackboard)领学生多读几遍。 Ok, lets listen and find the answer. What are Jenny,Li Ming and Danny doing on the train?”播放录音，第一遍听，第二遍跟读，之后让学生回答问题。What are Jenny,Li Ming and Danny doing on the train?”Step3. Reading comprehensionRead the text and fill the chartWho What is he/she doing?The baby The womanThe three menDanny 检查学生的完成情况，进行指导。Step4. PracticeDo “ask and answer” in pairs like this:（利用书中的图画。）Whats the baby doing? He is_ing.教师先与一名学生示范一组，然后再让学生联系。Step5: Homework画一幅人物图，并写出句子Whats the _ doing? He/She is_ing. 板书设计Lesson6 What are they doing?What is _ doing? - He/She is _ing What are you doing? - Im _ing / Were _ing What are they doing? Theyre _ing 课后反思： Lesson 7:Are You Ready For a Song? 教学目标： 知识目标：1、完成本正课的句型问答，并通过句型练习，能正确地运用句型：Can you_?及其答语，描述能在火车上做什么。2、 复习现在进行时并学习本课的歌曲。3、 完成本单元的故事和活动手册。4、 复习单词loud,quiet能力目标：1、利用所学的知识进行情景交际联系。2、通过所学歌曲，进一步加深对现在进行时的认识。情感目标：通过学习，培养学生对大自然的热爱及合作意识。二、教学重点：1、能正确运用单词“loud,quiet 和句型“Can you_?”及其答语。2、完成本单元的故事和活动手册。3、复习现在进行时。4、利用所学进行情景交际练习。三、教学难点：利用所学进行情景交际练习。故事的学习。四、教具、学具准备：录音机（磁带）或光盘，五：教学过程：1、 GreetingT: Hello! Boys and girls. How are you today?Ss: Im fine.T: Hows the weather today?Ss: The weather/Its _,T: How do you go to school?S: I walk to go to school./I go to school by bus.T: What can you see on a bus?T: I see_.T:What can you do on a bus?Ss: I can _.T:How do you go to Beijing?Ss: I go to Beijing by bus/train/car.T: What can you do on a train?Ss: I can _.T: Can you look out of the window? Can you read a picture?(让学生在不知不觉中完成了本课的一部分学习任务，调动了学生的学习积极性)2、 Lets sing a song T: Today, Danny is on the train, too.What happened? Lets listen to the song.和学生一起朗读歌词，解答学生不懂的词语或句子。按节奏朗读歌词。达到熟练。(打开书或看光盘，学习本课的歌曲，教师可利用手势语或体态语言帮助学生理解本课的歌词，边唱边做动作，这样也可激发学生的学习兴趣)3、 Story BookT: Today Baby Becky doesnt go to school. He goes for a walk with her mother. What can do? Lets look at the story. 播放故事录音，让学生边看书边听。勾出自己不懂的地方。然后将学生分成小组，互相帮助解决勾出的问题，小组内解决不了的，全班同学一起解决，教师指导。 再次听故事，跟读，并思考老师提出的问题。What can Baby Becky do? 回答老师的问题。 师生讨论故事，可以互相提问，也可以自由讨论。老师可以给出一些有关的问题，如：Do you like Baby Becky？why or why not?表演故事。将学生分成小组，组内的学生分别扮演不同的角色，表演这个故事。小组到前面展示对话表演。(对于本课的故事教学，教师主要培养学生的合作意识，带动那些不积极参与的学生。)4、 Class closing Activity Book （检查本课所学知识的掌握情况，对于所遇到的问题及时解决）板书设计： Lesson 7: Are You Ready for a Song? What can you see on a bus? I can see_. What can you do on a bus? I can _. What can you do on a train? I can_.Can you look out of the window? Yes, I can.Can you Read a picture? No, I can read a book.课后反思： Lesson 8 Again, Please一、 教学目标：知识目标：1、掌握本单元的四会单词和句型“Who is _? Its _.2、能流利地用英语表达你在火车上所看到的、听到的和所能做的事情。3、能利用所学进行情景交际练习。能力目标：通过本课的复习，能对本单元所学知识进行简单的总结，能正确的表达自己在旅途中的思想感情。情感目标：培养学生对大自然的热爱及其小组合作意识。二、教学重点1、本单元的单词、句型“Who is _? Its _.”2、能正确表达自己在车上的所见、所闻，并能进行情景交际练习。教学难点：能利用所学知识进行情景交际练习。二、 教具、学具单词卡片、录音机（磁带）或光盘四、教学过程1、Greeting and review.表演唱歌曲Whos drawing? 把学生带入课堂学习的氛围之中。2、教师发指令，做游戏Simon says. 重点复习本单元所学过的词汇draw,look,point,see,sleep,quick,slow,loud,quiet,等。教师将学生分成小组， Play “Simon Says”,继续复习本单元的单词：baby, man, woman, draw, look, point, see, sleep” 同时教师提问“ Are you loud/quiet?”(当学生做动作时，比如说教师发出指令，Please point to the blackboard后，可继续问“Who is quick? Its _.”并把最快小组的分数写到黑板上，这样既复习了单词，又复习了本课的句型，还培养学生的合作意识，调动所有学生的学习积极性。)（3）Play“Go fish.” 把学生分成二人组或四人组，每人一沓词汇卡片，类似纸牌的钓鱼游戏，相同的词汇卡片可以配成一对，看谁配成堆的卡片多，谁就赢。 在玩游戏的过程当中，让学生能正确的背着拼写本课的四会单词，并练习说单词和句子。 （此环节教学中，根据学生的年龄特点，体现了玩中学，学中玩，让学生带着浓厚的兴趣完成教学任务。(4)小组竞赛：交给分别给出每小组相同的时间，看看哪组拼写的单词多。 （这样的竞赛，不但培养了学生们的合作意识，还巩固了所学的单词）(5)、小组利用所学的单词编句型或对话，展示本组的成果时，教师要适当的给予鼓励。鼓励学生说出尽量多的英语。 教师先找一两名学生进行示范，否则学生会觉得无所适从。（对于五年级的学生来说，句型已经是学习的重点，所以由单词过渡到句型是非常必要的）（6）、T: I am very happy. Are you happy?” Ss: I am happy, too. T: Now ,Lets go to Beijing.(教师边说边做出开车的动作），“What can you see on the train? What can you hear on the train? What can you do on the train?”之后分组讨论问题，小组编对话，展示成果。 （这样的环节，可以带动成绩较差的学生，做到人人有收获。）五、Class Closing 公布各小组的成绩，对各小组进行不同程度的鼓励。 Activity Book六、板书设计 Lesson 8 :Again, Pleas
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