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Module 1Unit 1 We lived in a small house.Teaching objectives:Words and phrases: life, different, ago, any, television, us, grandchildren, lady.2. Sentences: There werent any buses. We lived in a small house.There are lots of buses and cars. We live in a big house.3. Grammar:Compare the life.Teaching properties: cards, pictures, Tape-recorder.Teaching procedures:Warming upGreetingTalking about: holiday and changing of you.Lead inT: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write changing on the blackboard. Tell students Everything is changing. No change, no progresses.New teachingShow some old photos and say: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life.Listen to the tape and underline the new words.Teach the new words.Show some new word cards.Correct pronunciation.Practise new words in different kinds of method.Explain important phrases.Listen to the tape-recorder and read follow it .Act out text.PractisePay attention to SB unit1 part2 and copy them to make sentences.Show some pictures. Make some students find differentinthem and describe in English.Summary and homework.SummaryT: Today we have learnt “How to describe past and present life, review simple past tense and presenttense.”Todays homeworkListen and read Unit1 three times, try to recite and act.Compare two photos and write differences.Designs:Module 1 ChangingUnit 1 We lived in a small house. werent lived smallare live big Module 1Unit 2 She didnt have a television.Teaching objectives:Word and phrases: fire, radio, telephone, field, hope.Sentences: She worked in the fields. She didnt have a television.Grammar: Talk about the life of past and now.Teaching procedures:一Warming up.Greetings.Act out last text.Free talk: Compare Old China and New China.二Lead inYesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for Daming, tells about that programme and her feeling.三New teaching.Show some questions.What programme did Lingling watch last night?What was the old ladys life like many years ago?Who does Lingling miss?Listen to the tape-recorder and find answers.Learn new words.Show some object and cards.Correct pronunciation.Practise new words in different kinds of method.Listen to the tape-recorder and act out it.四PractisePlay a game.Put nine cards on the desk. Two students use cards to make dialogue.For example:A: Where was he/she seven days ago?B: He/She was A: What did he/she do there?B: He/She Do A B Unit 2 exercise1.Listen to the tape.Understand generalization.Choose right answer.五Homework Introduce the great changes of our hometown/school/home.Module 2 Unit 1 She learnt English.一、Teaching objectives: Words and phrases: learnt these dancer Sentences: She learnt English. Did she learn any foreign languages. He is learning English now.Grammar: Talking about the past and present.Teaching properties: word cards photos tape.二、Teaching procedures.WarmingupGreeting:T: Hello, Good morning, class. S: Good morning, teacher.T: How are you today? S: We are well.T: What day is today? S: Thursday.T: Are you ready for your English class? S: Yes. We are ready.Game: Review the past tense of some verbs.New teaching Use some pictures to learn important sentences.Did you/he /she .? Yes, I/she/he did. No, didnt.He is doing .Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods.Listen and repeat Act out the test. (Give Ss some minutes to practise.)Practice and consolidate.Show two pictures and have Ss describe (use the important sentences)Do activity 3.Have Ss look it , give some minutes to practise in pairs ,then act it out.TaskfulfillingGame : teacher have Ss take out their photos and describe it. The others guess it.Sum the lessonHomework:Try to describe the other persons to your parents.Module 2 Unit 2 Mr Li was a teacher.一Teaching objectives:Words and phrases: study hard retired Sentences: Mr Li was a teacher. He taught Chinese. Chen Hai is an English teacher. Hes teaching Mr Li.3. Grammar: Talk about the past and the present.二Teaching properties: word cards Picturestape 三Teaching procedures:WarmingupGreeting : Free talkGame: “What did he do?”New teachingLead-inTeacher has a student stand in the front of the class.T: Ten years ago ,I was a student .Now, I am a teachet. Ok, lets come to the text.Important words and sentencesListen and underline the new words. Teacher uses all kinds of methods to guide.Show some pictures and let Ss describe them.Listen and repeat Practice in pairs Show a picture of sports player .Have Ss say out the differences between the pictures.(use the important sentences) Show three pictures and have Ss compare.4. PronunciationHave Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times.Say a poem Look. Listen and follow the tape. Then say together with actions.SummaryHave Ss sum this lesson. Teacher gives complement.HomeworkWrite the mutation in your life. Module 3Unit 1 She had eggs and sausagesTeaching objectivesWords and phrases: email sandwiches traditional deliciousSentences: What did she have for breakfast/lunch/dinner? She hadFunction: Describing eating habitsTeaching tools: card Tape-recorder picturesTeaching procedures:Warm up:T: Hello, boys and girls. S: Hello, teacher. T: Whats your favourite food? S: My favourite food is2、Presentation: T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food? Ss: Talk about English food which they know. T: Tell the student Daming get an email from Lingling. Its talk about English food. Now lets see what Lingling introduces. Then write the title.Teach new lesson:Step1 Show them some new word cards and teach them the pronunciation.Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits.Step3 Give the student some questions:What did Daming have got?What did Lingling have for breakfast/lunch/dinner?Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.PracticeAsk the student to see the third part of the text. Use the sentences to make dialogues in pairs.HomeworkGo over the text. Pay attention to the important sentences and the name of the food.Module 3Unit2 Sam ate six hamburgersTeaching objectives:Words and phrases: ate hamburger gave tonightSentences: What did you eat/drink last night? I ate/drank 3、Function: Talk about eating habits and favourite food二、Teaching tools: 三、Teaching procedures:1、Warmer: T: Hello. Ss: Hello teacher. T: What did you have for breakfast this morning? Ss: I had T: Whats your favourite food? Ss: My favourite food isPresentation:Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions. T: Lets see how many hamburgers Sam can eat. Then write the title on the board.Teach new lesson:Step1 T: Take out some new word cards. Ask students to try to read out them, and then teach them these words.Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions:Who ate hamburgers?Who had a sandwich?What is mum going to cook tonight?Step2 Play the tape, the students should read after it. Then check the answers.Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best.Step4 Game将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。Step5 Summary先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。Module4 Unit1 Lets make a home library.【内容来源】外研版三起点（2013年版）五下Module4 Unit1 【主 题】Lets make a home library.【课 时】此教学设计按单元写，教师可根据实际情况划分课时一、教学目标(Teaching aims)（一）知识目标(Knowledge aims)1. 听、说、读、写单词put, ask, idea, card, dear, wrong, heavy, library，听、说、认读单词sent, shelf, student, dictionary, library card, CD。2. 听、说、读、写并运用句型Lets .表示请求；运用Where are ?询问相关信息。（二）能力目标(Ability aims)1. 能够提出建议。2. 能够询问和寻找相关的信息。二、教学重难点(Teaching points and difficulties)（一）重点(Points)1. 听、说、读、写单词put, ask, idea, card, dear, wrong, heavy, library。2. 运用句型Lets .表示请求。（二）难点(Difficulties)1. library和dictionary发音较难。2. 运用句型Lets .表示请求。三、教学准备(Teaching preparation)课件（教师可以在优教平台直接调用或下载）。四、教学过程Step 1: Warm-up1. 师生相互问候。2. 教师播放Module3 Unit2活动5歌曲动画，学生跟唱，活跃气氛。3. Free talk: 师生运用句型What did you/she/he have for breakfast/lunch/dinner yesterday? I/She/He had .进行简单对话。Step 2：Presentation1. 活动1: Look, Listen and say.(1) 教师播放本部分动画，学生观看一遍，了解本部分内容大意。(2) 教师再次播放本部分动画，学生跟读。（student为新词，教师需注意学生的发音）(3) 教师通过动画中展示的很多书，让学生猜猜看从哪儿能借到这么多书，引出并教授新词library及library card。2. 活动2: Listen, read and act out.(1) 教师由单词library引出Lingling和Amy建的home library。(2) 教师播放课文录音，请学生边听边理解课文大意。 (3) 教师再次播放课文录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。(4) 教师在课件上出示本课新词shelf, dictionary, CD的图片，播放录音，逐个讲解；教师在课件上出示本课新词put, ask, idea, dear, wrong, heavy, sent，播放录音，逐个讲解；(5) 教师播放课文动画两遍，学生认真观看，回答问题： Where are the books about art? Where are the books about computers?答案： They are on shelf C. They are on shelf B.(6) 教师再次播放课文动画，学生逐句跟读。（提醒学生注意模仿录音中语音、语调）Step 3: Practice 1. 学生五人一组，进行分角色对话；教师可挑2组同学上台表演。2. 活动3: Listen and say. (1) 教师播放本部分录音，学生先听1遍，然后跟读。(2) 同桌间分角色对话。(3) 教师引导学生运用Lets 造句。3. 教师在课件上出示一个书架，并摆放各类书籍。师生/同桌间运用以下句型进行简单对话：What are the books about art/computers/sports/?They are on shelf .Step 4: Consolidation 活动4: Practice.1. 教师在课件上出示本部分图片，学生说出相应的英语单词。2. 教师找一名学生，仿照书上的例句进行对话，帮助学生了解本部分内容要求。3. 同桌两人一组，模仿例句进行对话。4. 教师可挑5组学生起来对话。Step 5: Summary教师引导学生总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表现。 Step6: Homework1. 登录优教同步学习网，观看课文动画，按照正确的语音、语调朗读课文对话。2. 登录优教同步学习网，在“同步学习”下预习Module4 Unit2。【板书设计】Module4 Unit1student library library cardput ask idea card dear wrong heavy sent shelf dictionary CDLets .Where are ?They are .【教学反思】Module4 Unit2We can find information from books and CDs 【内容来源】外研版三起点（2013年版）五下Module4 Unit2 【主 题】We can find information from books and CDs.【课 时】此教学设计按单元写，教师可根据实际情况划分课时一、教学目标(Teaching aims)（一）知识目标(Knowledge aims)1. 听、说、读、写单词on, way, film；听、说、认读单词topic, project, guide, e-book, as well, information。2. 听、说、读、写句子We can find information from books and CDs.3. 字母组合ie, igh, ir的发音及发音规则。（二）能力目标(Ability aims)能够询问和寻找相关的信息。二、教学重难点(Teaching points and difficulties)1. 听、说、读、写单词on, way, film。2. 运用句型We/You can . 寻找相关的信息。三、教学准备(Teaching preparation)课件（教师可以在优教平台直接调用或下载）。四、教学过程Step 1: Warm-up1. 师生相互问候。2. 教师播放Module4 Unit2活动5歌曲动画，学生先听一遍，然后跟唱两遍；分小组比赛唱歌。3. 教师引导学生运用Lets .提出建议；教师在课件上出示一个书架，并摆放各类书籍，师生运用以下句型进行简单对话：Where are the books about art/computers/sports/?They are on shelf .Step 2：Presentation1. 活动1: Look, listen and say.(1) 教师在课件上出示本部分图片，学生观察图片，猜猜看他们在谈论什么。(2) 教师播放本部分动画，学生先看1遍，然后跟读。(3) 教师询问学生：I want a Chinese book/. Where can I find it? 请学生举起相应的书本。2. 活动2: Listen and read.(1) 教师在课件上出示本部分图片，简单介绍主要内容：In this part, we can learn how to find information.(2) 教师播放本部分课文录音，学生边听，边画出新单词。教师在课件上出示新词on, way, film, topic, project, guide, e-book, as well, information，播放录音，学生跟读。(3) 教师再次播放本部分课文录音，学生听录音，回答问题：What are they going to do?Answers: They are going to do a science project about animals.(4) 教师播放课文动画，学生仔细观看，并回答问题：Where can they find information?Answers: They can find information from books and CDs. They can find information from films and e-books as well.(5) 教师播放课文录音，学生逐句跟读。（提醒学生注意模仿录音中语音、语调）Step 3: Practice 1. 活动3: Now talk about your school library. Then write.(1) 学生四人一组，讨论话题：学校图书馆。（有哪些种类的书，关于哪些话题的书）(2) 学生写出在学校图书馆能找到哪些方面的书。2. 活动6: Say and guess.(1) 教师在课件上出示本部分的图片及例句，帮助学生了解本部分的要求。(2) 教师挑学生示范表演对话。(3) 学生两人一组模仿例句，表演对话。3. 活动4: Listen and say.(1) 教师在课件上出示单词pie, lie，学生自己读，并找出发音相同的字母组合。教师教授/ai/的发音及发音规则：/ai/是双元音，发音时声带振动。发音时，由/a:/音滑向/i/音，前重后轻，口形随之变化。(2) 其它两组教法同上。并提醒学生注意，前两列发音一样，均为/ai/。（ir在girl和skirt中的发音为/:/，/:/是长元音，发音时声带振动。舌平放，舌尖轻抵下齿底部，舌中部略抬起。双唇呈扁平口型。）Step 4: Consolidation Do and say: Who can be the librarian?1. 教师在课件上出示本部分内容的要求及示例，帮助学生了解部分内容的要求。2. 教师在课件上出示图书馆图片，让学生了解不同种类的书分别在哪个书架。3. 其他学生提问：Where can I find books about science? 学生轮流上去回答问题，每回答对一个问题得到一颗星星，谁得到最多星星，谁担任图书管理员。Step 5: Summary教师引导学生总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表现。 Step6: Homework1. 登录优教同步学习网，观看课文动画，按照正确的语音、语调朗读课文对话。2. 登录优教同步学习网，在“同步学习”下预习Module5 Unit1 。【板书设计】Module4 Unit2on way film topic project guide e-book as well informationWe can find information from books and CDs.【教学反思】Module 5UNIT 1 Its big and light.Teaching objectives:Words and phrases: light broken heavy pocketSentences: Its big and light. Its got two pockets.Grammar: It is ; I have got .Use adjectives to describe objects. Teaching properties: cards tape-recorder CAISongs: Poem of Module 4 Unit 2Free talk: Describe your bag or a picture.New concepts: Stept1. Leading and new words Today were going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentences with these words.Step2. TextOpen the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).Whats the black bag like?(4).Whats the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell.Step3. PracticeShow the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice.Stept5. Homework Describe animals.Games: Draw yourself. (Draw a picture of yourself and try to describe.)Designs: Module 5 Unit1 Its big and light.P1porcketP2brokenP3heavyP4light Its gotIt hasModule 5 UNIT 2 Its too big for you.Teaching objectives:Words and phrase: hard has got have got Sentences: Its for; Its too big for you.Grammar: Describe objectives.Songs: Mangoes and rice,Free talk: Talk about your photo (or yourself).New concepts:Step1.Warmer and leading (Look at the screen) Can you use it? Review the words and make sentences with them.I you we she he they it me you us her him them itStep2. Words Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy?Step3.Test. Play the tape. Listen and answer the questions (Show ppt)What does Lingling want to buy?What can you see on it?What color does Lingling buy at last?What color does Lingling like? Why does she change her mind to buy another color?At last, please the students act the dialogue. Step4. PracticeShow the pictures. Have the students look, say and write. Make sentences with: Its for. Draw it on the board. Then the students write the sentences on their exercise book.Show the ppt. Play the tape. Have the students listen and underline the same pronounce, and then do the AB.Step5.Game: Show many cards of fruitStudents guess it. Is it (color or shape)?Step6. Learn to sing. Listen to the tape for several times. Try to sing and do the actions. Homework：Describe your bag.Module 6 UNIT 1 I went there last yearTeaching objectiveWords and phrases: photo .stay weekSentences: where/when/what/who did you?Teaching procedures: A: songs: mangoes and riceB: free talk: Where did you go?C: Step 1: leading (Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England Step 2: Take out many photosIntroduce: This is a photo( 举一张 ).These are photos (举全部，多张照片)Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.Explain: stayed is the past tense of stayWeek: from Sunday and Saturday is one week.Step 3: Playing the tape So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it. Ask the students to close their books Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions . Now tell the students to open their books and underline all the questions in the dialogue Have the students answer the questions Do Activity book Exercise 1Step 4: Show the pictures and have the student try to say and write.Use the drills. At last give them answers Who has got some photos? Where is Lingling? When did Lingling go there? Who did she go with? Where does her uncle live?Steps 5: Activity book Exercise 3Homework: Talking about where you went? And write down课题：Module 6 Unit 2 She visited the Tianchi Lake.学 习 目 标1、掌握单词：eaat, best, north, rest, have a rest.2、掌握句型：She visited the Tianchi Lake. Its in the west west of China.描述过去的事情和位置。3、感知“or”与“oor” “our”的读音，“ou”与“ow”的读音，“our”与“ur”的读音。学情分析该单元内容主要涉及学生对过去事情的表达，描述城市所处位置。对于Where提问学生也有了一定的基础。学习重点Aim1、2、3学习难点Aim 2、3教法与学法情景教学法 ，任务教学法，小组合作教学法学习准备图片，多媒体课件，卡片一、复习导入复习west and south等词汇；句型：its in the of China.二、学习新知Part ILingling and Amy are playing game. What do theydo ? Lets have a look.Read and show.Part II1）听录音，感知全文。2）带着问题看课文视频。We know Lingling
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