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. 五 年级 上 册 英语 教学进度计划表周 次教 学 内 容课时主备课人第一周 Module 1 2周小燕第二周 Module 22于海萍第三周 Module 32陈君第四周 Module 4 2周小燕第五周 Module 52于海萍第六周 Module 6 2陈君第七周Review Module1-3 2周小燕第八周Review Module4-5 2于海萍第九周Mid-term Examination2陈君第十周 Module 72周小燕第十一周 Module 82于海萍第十二周 Module 9 2陈君第十三周 Module 10 2周小燕第十四周 Review Module 6-82于海萍第十五周 Review Module 9-102陈君第十六周Final-term Review 2周小燕第十七周 Final-term Review2于海萍第十八周 Final-term Review2陈君第十九周Final examination第 一 单元教材分析单元课题Module 1 London 本模块的教学内容是询问和谈论过去发生的事情。单元课时分配课序课题课时Unit1Did you come back yesterday?1Unit2We bought ice creams.1总课时2课 题Unit 1 Did you come back yesterday?教学目标1.能够听懂会说本课新词：meet,above ground those,icecream,with,finish,drop, 词组:come back,hurry up2听懂会说动词的过去式meetmet ，comecame , dropdropped3能够听懂会说句子：Did you come back yesterday?能做出回答：I came back _.4能理解课文内容。教学重点教学难点教学重点：单词：met , comecame , dropdropped 教学难点：句子：Did you come back yesterday? Yes,/no I came back _.教学准备PPT,卡片教学时间教 学 过 程执教随笔(一) Warm-up 1GreetingT: Hello , how are you? Nice to see you!2Free talk T: Did you have a good time in summer holiday ? How do you feel on summer holiday this year ? What did you do on summer holiday ? If you feel happy on summer holiday this year,please hands up!(二)New concepts1引入（1）新词的教授T: Well, I went to Guilin , I came back last Sunday.（2）板书讲解back , come back（3）学生用come back造句（4）T: Did you come back yesterday?（引导学生讲出Yes,/no I came back _.（5）T: ok , I think everyone is happy in summer holiday . What about our friend ? Ok , lets have a look !2课文教学（1）播放第一幅图的录音T: Where did Lingling go ? whom did she meet? Where did they visit ?(教师边提问边引导学生理解对话内容)（2）播放第二幅图的录音T: Did Amy come back yesterday? Does Lingling live in London too? （3）播放剩下的录音T:Did they buy ice creams?(教师边提问，边引导学生理解对话内容和新词those ,drop)（4）播放录音，跟读课文（5）自由读三HomeworkActivity book板书设计 unit1Didyoucomebackyesterday? gowent buybought dodid finishfinished Didyoucomebackyesterday? comecame WecamebacklastSunday. waitwaited dropdropped教学后记课 题Unit 2 We bought ice creams.教学目标1复习已学过的动词过去式。2能够听懂会说met(meet的过去式)，ran(run的过去式)，dropped(drop的过去式)3学会Did 的一般疑问句，并进行肯定和否定回答。4能够理解课文内容。5元音字母 a,e,i及字母组合ea的发音能力目标：讨论过去的事情和活动情感目标：继续培养孩子学习英语的兴趣。教学重点教学难点1. met(meet的过去式)，ran(run的过去式) ，dropped(drop的过去式)2.学会Did 的一般疑问句，并进行肯定和否定回答。教学准备PPT,卡片教学时间教 学 过 程执教随笔一Warm-up(一) greeting(二) review1教师说说暑假出行, 以复习学过的动词过去式T:I came back from Guilin. I went to the 乐满地 . I bought a hat there.I saw an old friend.I had lunch there . I ate an ice cream .(教师边说边板书动词gowent see saw have had buy bought eatate )2齐读3学生回忆学过的动词过去式（教师板书）二 New concepts1引入T: We know Lingling is in London.She writes to Daming.Lets look!2课文教学（1）播放录音T: What did she say ? (学生边回答，教师边引导理解课文内容)（2）讲解新知met(meet的过去式)，ran(run的过去式)，dropped(drop的过去式)，并在小组内用动词过去式造句。（3）播放录音，学生跟读课文（4）ask and answer(教材P4 第二部分)，先口头练，再书写在书上。（5）（引入）T: I ate an ice cream yesterday.Did you eat ice cream yesterday ? S: Yes, I did.（6）讲解句子：Did you _yesterday?Yes,I did.No,I didnt.（7）操练句子 TSs TS SS（8）pair work （9）展示对话3Pairs work (教材P4 第三部分)4语音教学 让生明白a,e,i及字母组合ea在单词中的发音规律。三Homework1听录音，熟读课文。2 抄写本单元单词。板书设计M1U2Weboughticecreams. Didyou.? Yes,Idid.No,Ididnt. Weboughticecreams.send-sentrun-ran教学后记第 二 单元教材分析单元课题Module 2 Shopping 本模块的教学内容是询问和陈述购物的情况。单元课时分配课序课题课时Unit1What did you buy?1Unit2How much cheese did you buy?1总课时2课 题Unit 1 What did you buy?教学目标1全体学生能运用单词list, need, first, can, lost, how much, cheese, any, use, over there.,听懂句子What did you buy? How many bananas did you buy? How much cheese did you buy?2、全体学生能运用单词can, how much, any, use, half.能说What did you buy? How many bananas did you buy? How much cheese did you buy?3、部分学生能认读并运用单词list, need ,first, lost, cheese, over there教学重点教学难点1重点：能听懂，并认读Part2 Listen and read表述的信件的内容。2难点：能用What did you buy? How many bananas did you buy? How much cheese did you buy?来询问别人.并学会问答。教学准备PPT课件、单词卡片教学时间教 学 过 程执教随笔Step1. Warm-upT: Good morning girls and boys.Ss: Good morning Miss Deng.T: Welcome to my class. Now, everyone lets do it.(播放前一段歌曲，并跟着做动作if you are happy and you know it )Boys and girls, Are you happy now? Today we will learn the new lesson:Step2: Lead-inT: What did you do yesterday?Ss: do homeworkers, help my mother cook dinner?T: Now Im so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish, meat, some vegetables?Step 3: PresentationEveryone if you go to the supermarket what do you want to buy? (引导学生们回答有关这节课要讲到的单词，互动)Now prepare one paper, listen carfare and write down the massage. Q:What did dad ask Sam to buy? some fruit. And where is the fruit? Samate it all. (听一遍录音，全班回答后，然后打开课本全班跟录音读一遍并赞扬他们 perfect, big hands to yourself. )Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy?T:Ok, close your book, next we listen the tape and answer the questions. (在听录音的过程中，板书动词go,meet,come,buy,eat,drop,拿出板书好问题的小黑板，听完录音并回答问题后，开始全班复习一遍动词过去式)Q: 1. Did dad make a shopping list? - yes, he did.2. Did they lose the list? - yes, they did.3. Did they buy bananas? - no, they didnt.Read and draw tick(?) or cross(?). 1. Lingling likes bananas. (?) -likes apples.2. Mr Smart and Amy lost the list. (?)3. Mr Smart and Amy bought four pears. (?)4. They bought some bananas. (?) -didnt buy any5. They bought 12 eggs. (?) Open your book, page 23.before that look at the blackboard, letsreview the past tense. Go-went, meet-met, come-came, buy-bought, eat-ate,drop-dropped.(齐读一遍后，教师讲解一遍文章，注意新的单词和句型，便开始表演角色)T: Who can read the first paragraph? Volunteer, I need two students. (教师举手示意鼓励学生回答问题)S1: me?T: Nice, big hands. Need means is want (需要)，is a verb. List just likeyou want to buy something and write down a paper, such as we needbananas?books?apples?fish?any more, and write down, or we can sayshopping list. Contrary if I write the name for a paper, you should callthe paper - name list. (解释need,list,知道意思就不需要做跟过多的解释)T: Next part who want to try?S: me?T: Perfect, Big hand. Everyone do you notice? How many and how much, they are different? Think about they are different or the same? (板书how many和how much, 并解释，重点句型) (他们都是用于询问“多少”，不同的地方是，一个用来提问可数名词的数量，另一个用来提问不可数名词的数量，并举例,解释新单词cheese)T: do you understand? The last paragraph, who want to try? This is a good chance.S1: me ?T: big hand. Good for you! Now listen the tape and read it right away. (学生跟读一遍，模仿语音语调)Ss: ?T: boys and girls, we need you with your partner to role play. Who want to try? (根据课本进行角色扮演，根据时间而定，两组队员就好了，纠正读音，检查错漏)Ss: ?Steps 3 Practice (12mins)T: page 24, in this part, lets play a game. Pay attention to me, if Im go to the supermarket, and Huangxiaoming is a sale assistant. Ok. Xiaoming ask me how many applesbooks do you want. (举例示范，并让这位学生开口问自己，自己再回答) -I need six applesbooks. T: and how much this apples?Step 4 Practice .1.Listen point and say2.Read it by yourself ，If you have questions ，you can ask me or your pattern.3.read it together.Step 5Production小组合作 ，表演购物剧。Step6 SummaryT：What did you learn？1.read these sentences（齐读板书）2.（学生自己总结自己的收获）Step 7 Homework .T：Homework for you.After class，you can go on finishing the postcard.Well communicate next class.T：Class is over.thank you for your listening.Bye！ 这个作业是对拓展环节的一个延伸，由于学生的学习水平有差异，因此，拓展环节的书信练习有很多学生没能完成，将其延伸到下一堂课的课前三分钟Free talk，给学生提供了更广的思考空间。板书设计 Module2Unit1 What did you buy? What did you buy? How many bananas did you buy? How much cheese did you buy?教学后记课 题Unit 2 How much cheese did you buy?教学目标1.语言知识目标：能掌握以下单词和句型：单词：bottle,half, kilo, a lot of,over there, use .句型：How much cheese did you buy? 2.语言技能目标：使学生学会如何询问数量，如何谈论购物。3.情感态度目标：在英语课堂中培养孩子们的英语涵养，把学生情感态度的培养渗透到英语教学之中，让学生体会学习英语的乐趣。学习策略目标：对学生的学习进行指导，让学生完成具体学习任务并采取有效的步骤和方法。在教学过程中合理利用多种媒体进行学习和运用英语。教学重点教学难点能掌握并熟练运用以下句型 How many /much.do you want? How much is it going to cost? 教学准备PPT ,卡片教学时间教 学 过 程执教随笔一、 准备活动 用手势帮助学生复习数词，以此来引出句型“How many?”，并通过图片和实物进行操练。再让学生运用How many do you want?自由对话,然后点名汇报。如：1、T: How many? (教师出示不同数量的手指。)S: Seven.2、T: How many books? S: Two books. 二、呈现新课 1、教学新单词 (1)出示各种食品图片,让生齐读出来。(2)最后一张出示奶酪,引入单词cheese。教说该单词,分小队,分排练读。告诉学生cheese是不可数名词。(3)引入单词kilo.使生理解该单词意为“一公斤”。教说、练说该单词。(4)引入词组half a kilo。使生理解为“半公斤”。教说、练说该词组。(5)将所学新词齐说一遍，并利用cheese练说。E.g. a kilo of cheese。 2.教学新句子 (1) T:Tomorrow, we are going to have a picnic. What are we going to take on our picnic? Who can say?找学生说出野餐时想带的东西,老师板书,并适时穿插说”What about cakes?” Lets have some ice cream.”当黑板写满时,引出There is a list.教说单词list. (2)老师利用板书中的可数名词问:How many .do you want ?再用“How much.do you want?”问板书中的不可数名词.让学生理解这两个句型是物品询问数量的.然后让他们总结出两个句型分别用在何种情况。 (4)老师仍然利用板书提问How much is it going to cost?启发学生理解该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地练说该句。(5)Game：More or less 依次出示三种物品，找一个学生上前面来猜价钱，其它同学根据他说出的价钱说 more或less来给他提示。三、扩展性活动 1、T: Today is Mid-Autumn day。Lets have a party at tonight。But , there is Nothing。S： Make a list at first。And then ，lets go shopping. 让学生 6 人自由结组，并发给他们每组一张纸，让学生先来列一个清单。待学生列好清单后，利用实物投影展示几组。大家一起看一看，说一说清单上都有什么东西。 2、学生自编对话。3、对话展示。四、板书设计： a kilo of rice two bottles of milk six boxes of juice half a kilo of meat How many _s do you want? How much _ do you want? u, o ar, a a, er ir, ur duck arm balloon bird mother glasses teacher nurse 五、作业布置：从以下作业中选择一道自己喜欢的作业：1、课文录音，模仿课文句子，能够熟读课文； 2、用今天所学的句型询问朋友周末购物情况板书设计Unit2Howmuchcheesedidyoubuy?Howmany.didyoubuy?Four.Howmuch.didyoubuy?HalfakiloTwobottles.教学后记第 三 单元教材分析单元课题Module 3 Weekend Activities 本模块的教学内容是询问和陈述过去的行为。单元课时分配课序课题课时Unit1Where did you go？1Unit2Daming took a photo of his father ?1总课时2课 题Unit 1 Where did you go？教学目标1.学习单词British, museum ,thanks,weekend,place,museum,how,best,took Trip,river,hour,minute,twenty. 2.用一般过去时表达过去发生的事情What did you do at the weekend ? We visited lots of places. Where did you go? We went to the British Museum. 能力目标：1、学会运用一般过去时表达过去发生的事情，尤其要掌握部分不规则动词的过去式。2.通过学习培养学生听、说、读、写和灵活运用语言的能力，培养学生的竞争和参与合作的意识。情感目标：通过学习动词的过去式，培养学生敢于开口说英语，并让学生明白时间的可贵，学会合理安排自己的作息时间。学习策略：1景点资料、单词卡片、课文语境设置情景学习新单词和短语。2.采用激励性评价，在教学活动中充分激发学生的求知欲和表现欲，通过小组合作学习，培养学生自主运用语言的能力教学重点教学难点教学重点：Sentence Structures: A: What did you do at the weekend ? B： We visited lots of places. A：Where did you go ? B：We went to the British Museum . 教学难点：1.掌握单词和词组：museum,place,trip,river,hour,minute, lots of places,the British Museum,Big Ben,the London Eye,like.best,along the river. 2.学习并掌握句型“What did you do at the weekend?”和“Where did you go”的问答表达。教学准备图片，单词卡片，多媒体课件教学时间教 学 过 程执教随笔Step 1.Warming up and Revision 1Sing a song. “Where did you go?”(以过去式的歌曲来活跃课堂气氛，为本课起了一个铺垫作用) Step 2 .Presentation1. T: This summer I went to Dalian .And what did you do this summer? Ss: I went to the park ./I did my homework.T: Lingling is in London with Sam and Amy. Do you know what did they do at the weekend ? Now this class well learn M3U1 Where did you go? (板书课题领读两遍) Please turn to Page 14. 1.Listen to the tape and understand the text context.2.Listen again and circle the new words. （这一环节学生交流预习中遇到的重点难点，小组试着讨论解决一些单词的读法。）小组交流之后，再请学生举手询问自己不理解的单词和句子。New words and phrases on the board: weekend , places museum,trip,hour,minute,river. a.在自主学习、小组讨论的基础上，利用单词卡片辅助教学新单词和词组。在学习单词的过程采用了多种方法练习。（Follow me ./Read together. / Read one by one./Read two by two. /I speak Chinese , you speak English. I speak English , you speak Chinese./Spell the word. etc. b. Listen again, answer the questions:(课件展示) What did Amy ,Lingling and Sam do at the weekend ? Where did they go? How did they go to these places ? Did Lingling like the bus ride best? Answer the questions by yourself, then talk about in Your group. Now Check the answers.(以抢答的形式回答，尽量做到公平，每个小组回答一个问题) They visited lots of places. They went to the British Museum and they visited Big Ben and the London Eye. They went by bus. Yes, she did. c. Group work: Read the text in roles: Daming ,Amy .(分角色朗读课文，有助于培养学生的角色意识) Know the Chinese meaning of the text.（让学生在活动中参与小组学习、交流、探索、提高）。Step 3.Consolidation and Extension a. Look at P16. Look at the dialogues. For example: A: Where did you go last Sunday? B:I A ：What did you do ? B:IA:When did you go? A:How did you go? Ask and answer in pairs in your group. Then lets check. Who wants to be the little teacher?(把交流答案的过程交给小老师处理，根据回答情况进行评价得分，同时仿照以上环节对小老师适时鼓励)。b. Homework:（作业布置可以使学生更好地掌握过去式的重点内容，同时也锻炼了他们的口头表达能力） Ask and answer with your friends: Where did you go at the weekend ?What did you do ? When? How? Who?板书设计What did you do at the weekend? Where did you go ? How did you go these places? the British Museum, Take-took Go-went Like-liked Visit-visited教学后记课 题Unit2 Daming took a photo of his father ?教学目标1. 知识目标： 1)全体学生能理解并认读单词of, arrive, wall, mountains, with, plants. 全体学生能运用of, 部分学生能运用arrive, wall, mountains, with, plants. 2) 大部分学生能通过找关键信息回答Who/How/When/What ?等特殊疑问句，来理解课文内容。 3）大部分学生能正确、流利地朗读课文。 2. 能力目标： 1）学会寻找关键信息，理解语篇，掌握重点语言。 2）能根据关键信息复述课文并并转述朋友过去的经历，发展综合语言运用能力。 3） 描述过去发生的事情。 3. 情感目标： 1）培养学生的合作精神，在学习交际中感受学习的乐趣和成功的喜悦。 2）激发学生爱旅游、爱生活的情感，教育学生做一个文明的游客。教学重点教学难点重点： 1. 全体学生能理解并认读单词of, arrive, wall, mountains, with, plants. 全体学生能运用of, 部分学生能运用arrive, wall, mountains, with, plants. 2. 能通过找关键信息回答Who/How/When/What ?等特殊疑问句，来理解课文内容。 难点：1.词语arrive的理解和运用。 2. 能通过找关键信息回答Who/How/When/What ?等特殊疑问句，来理解课文内容。教学准备卡片教学时间教 学 过 程执教随笔课前准备：1. Listen to the song “High 歌”. 2. 2. Watch the video “Beautiful scenery of China”.Step1：Warming up 1. Greetings. 2. Sing a song“Where did you go?” 【设计意图：学生边唱歌边做动作，既使学生很快地进入课堂的英语学习气氛，又感知回顾了特殊疑问句及一般过去式，为课文的学习做好铺垫。】 Step2 Pre-reading 1. 师讲述自己的旅行经历。 2. 学习Damings trip， 整体感知，语篇全文。 Watch the video and answer the questions. 1) Who went withs father? 2) How did they arrive? 【设计意图：通过讲述自己的旅游经历，引入文本情境，激发学生的阅读兴趣并引出评价arrive at the Great Wall。带着问题有目的地看，引导学生根据自己所需有针对性地提取信息，并整体感知课文内容, 为精读课文做好准备。】 Step3 While-reading 1. 设问质疑，深入阅读。 Read the lesson and find out the answers. 1）When did they arrive? 2) What did they do? 2. 问题深入，推进阅读。 What did Daming do? 3. 听读结合，加深理解。 【设计意图：问题牵动下，让学生有目的地自读课文，深层次理解学习重点内容，引导学生在寻找细节信息时放慢阅读速度，在关键信息处划线或做标记。并结合课文插图、动画，让学生在文本情境中理解课文。把提取的关键信息直观、形象地呈现在黑板上，帮助学生理解语篇，掌握重点语言,也为后面的复述课文做好铺垫。】 Step4 Post-reading1. Try to retell the lesson. 2. Describe your friends trip. 【设计意图：引导学生学会根据关键词复述课文，加深对课文的理解。鼓励学生将所阅读的内容与自己的生活联系起来，将阅读技能与语言技能进行整合，对学生进行综合语言训练。】 Step5 Homework 1. Listen to the tape and read the passage fluently. 2. Tell your parents about your friends trip. 【设计意图：布置此开放性作业，旨在培养学生运用英语交际的意识，锻炼学生用英语做事情的能力。】板书设计Unit2Damingtookaphotoofhisfather.单词hourmountain wall arrive with plant 句子WhatdidDamingdoattheweekend? Wheredidyougo? Where/How/When/Whatdid?教学后记第 四 单元教材分析单元课题Module 4 Prossessions 本模块的教学内容是陈述和询问过去的行为，以及对他人表示关心。单元课时分配课序课题课时Unit1Mum bought a new T-shirt for me.1Unit2Whats the matter with Daming?1总课时2课 题Unit 1 Mum bought a new T-shirt for me. 教学目标1、语言技能 能用Sam took my T-shirt .He wants to wear it.But it isnt your T-shirt.Mum bought it for me.2、语言知识 全体学生能听懂Sam took my T-shirt .He wants to wear it.But it isnt your T-shirt.Mum bought it for me.3、情感态度 通过各种形式多样的活动，以及在真实环境下，教授新知识，激发学生的学习兴趣。4、学习策略 对所学内容能主动复习和归纳。5、文化意识 教育学生不要与人发生争吵，遇事要沉着、冷静的分析。教学重点教学难点1、 重点 陈述运用过去的行为及对他人的关心。 2、难点 对一般的请求和道歉能做出适当的反应。并学会用恰当的方式表达对他人的关心。教学准备单词卡片、图片、PPT、stickers.教学时间教 学 过 程执教随笔(一）复习导入Revision and lead in（5分钟） 1、Class begins. 2、Free talk T：Did you have a good time on holiday? Ss：Yes! T：Me, too. I bought a new T-shirt on this holiday. Look! I wear my new T-shirt. 【设计意图】对过创设情境来进行热身，将学生带入一个英语环境当中，能够使学生变得活跃。 （二）任务呈现Task presentation（2分钟） Look listen and say.播放书上第一题的动画。 【设计意图】呈现学习本课内容后的运用任务，即学了本课内容后，要做什么。与后面的任务完成环节遥相呼应。 （三）课文学习Text learning（15分钟） 1、 Listen and point（第一遍听录音，让学生用手指着，来整体感知课文） 听音回答问题What is the matter with Sam and Amy? 2、 Listen ,point and repeat.（听读指，同时学习本模块的单词） 单词教授方式：教师领读 小组内组长带领学生读单词 小组展示（通过邀请小组展示来看学生们的掌握情况，同时纠正学生的发音） 游戏：快速猜单词 （采用快闪法，露头法，这样既提高了学生的注意力，同时也使学生得到相对的休息，得到了预想的效果） 3、分角色朗读课文。 (设计意图：通过分角色朗读课文，学生初步了解在怎样的情境中运用这一句型，并更进一步理解课文的内容。) 4、Imitation show T：Read the text by yourself, then act the dialogue out. I need 4 students to come here. （分小组来表演，说明可以选择某个精彩片段来表演，也可以表演整篇） （设计意图：act the dialogue out难度增大，进一步拓展学生的思维能力，提高口语交际能力。同时采用任务教学法，使学生的语言知识得到运用，也有利于调动学生的积极性。） （四）训练巩固 Practice（7分钟） 1、Listen and say.课后第三题。 设计意图：对本课的重点句子反复操练。 （五）任务完成 Task completion（5 分钟） 2、Make a dialogue.课后第四题 设计意图：创造失物认领的语境，对本课的知识进行操练。 （六）小结与布置作业 Summary and homework（3分钟） 1.Summary ：What did you learn today? Any questions? 根据学生汇报，总结动词过去式。 (让学生自己总结一下今天本堂课所学的知识，同时教师再次点拨) （设计意图：培养学生勤于动脑、善于总结的学习习惯。） 2.Homework ：Listen and read the text fluently. Write the new words three times. (设计意图：课后布置作业起到巩固新知识的作用。)板书设计Module 4 Unit1: Mum bought a new T-shirt for me. Sam took my T-shirt . He wants to wear it. But it isnt your T-shirt.Mum bought it for me.教学后记课 题Unit 2 Whats the matter with Daming?教学目标1、理解和把握句型This is a cap.以及单词lost sports shoes。2、培养学生用所学的知识来指出事物的主人，以及用所学的知识来获取他人的信息的能力。3、能听懂、理解课文内容，并就课文内容回答问题。教学重点教学难点教学重点：理解和运用名词性物主代词。教学难点：区分形容词性物主代词和名词性物主代词。教学准备PPT,卡片教学时间教 学 过 程执教随笔一、 Warm-up(口语交际） Greetings and free talk: Hello, everyone! How are you? Wherd did you go at the weekend? How did you go there? Ben，Daming and their friends went to the zoo at the weekend, too. They took many things. Look, this is Bens bag. Lets see: What are they? Read loudly.(课件呈现：一个大包，里面飞出不同的东西：帽子， 鞋， 短裤，苹果，牛奶等) Theyre very happy. But Ben isnt happy. Lets ask: Ben, whats the matter? 二、 Presentation (一)Part 1 1、Whats the matter with Ben? Lets watch the video and find out the answer (放第一部分课件，进入到第一部分的文本，听一遍，跟读一遍，然后回答问题) Whats the matter with you, Ben? A. I lost my book. B. I lost my cap. Did Ben find （找到）his cap? Did Lili help Ben? Yes, we should help the others. 【设计意图】由于第一部分内容简单，孩子们没有生单词，所以直接听一遍，再跟读一遍，学生已经能掌握这一部分内容的含义，通过不同形式的两个问题，帮助学生巩固了这一部分内容，同时也进行了一定的拓展：由Whats the matter拓展到了Whats the matter with you?，方便下一部分过渡到Whats the matter with Daming?第二个问题中的find更是为第二部分的学习奠定了坚实的基础。在学生回答完问题后，很自然地引出了“当朋友遇到困难时，我们应该帮助他们”这一话题，对学生进行了德育教育。 2、检测评价： 课件呈现不同孩子及物品，集体操练句型。 （可运用原来课件的部分内容） 3、小组合作，藏起同桌的某一物品，询问：What s the matter with you, XXX? 回 答：I lost my 4、抽生展示（评价活动） 【设计意图】这一部分的评价是为了检测目标一是否达成。通过集体回答巩固句型并进行拓展，再通过小组合作进行句型的进一步拓展，通过学生的展示评价来检测目标是否达成。 (二)Part 2 1、We know Ben lost his cap and he found it , But Daming isnt happy. Whats the matter with Daming?（板书课题） Lets watch the video and choose the correct answer. 【设计意图】问题以选择题的形式出现，答案可以是单词，也可以是图片，形式多样，改变了都用问答题的形式出现给学生造成的困难。 try to answer Question 1. Whats the matter with
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