2017最新冀教版五年级英语下册教学设计

教案 教学内容：Lesson 1 I Am Excited 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：run, sorry, jump, sing, dance, sit, down, stand, up 2.学生能认读，理解并运用下列基本句型结构：Please don’t… 重点、难点：学生能认读，理解并运用下列基本句型结构： Please don’t… 教学准备：教学光盘 教学过程： 一、 Class opening and review 1. Greeting：How do you feel? 2. Review ：What did you do on the holiday? Talk about their holiday. 这是开学后的第一课，通过让学生谈论自己寒假的事情及春节买的新衣服，激活学生的思维，唤起记忆，为后面的有效学习打下良好的基础。 二、 New concept Mrs. Li and Danny, Jenny will go to Beijing, but now where are they? What happened? Let’s listen. 播放光盘。 整体感知课文，理解含义。同时听的时候给出问题，带着问题去听，让学生听的更集中更有针对性。 Is Danny naughty? What does Mrs. Li say? Introduce ：Don’t______. Please _______. Listen and write. Don’t swim! Don’t smoke! Don’t turn left! Please go straight! Please close the door 教师要借助图片、动作等直观形象的方式呈现新知，让学生理解性的去学习。 Watch the video again, follow to read. 听录音跟读，让学生模仿规范的语音语调,从人物的表情、语气变化中体会句子的含义。 Can you perform? 学生自编短剧，在惟妙惟肖的动作表演中理解运用本课的新知。 三、practice 1. Read the text. 分角色读课文并表演。 指导学生朗读时的语音语调，养成良好的按意群朗读的好习惯。 2. pair work: Listen and do. 3. Let’s do it! (1) (2) Read and match. Look, say and write. 学以致用，学生能把文本中学到的知识运用到自己的生活实践中，表达各自的情感，实现了“用英语做事情”的目的。 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 1: I Am Excited! run. jump. stand up. Don’t sing. Please sit down. dance. 课后反思： 教案 教学内容：Lesson 2 What Are You Doing? 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：see, look, look out of, look at , boy, girl, now, draw, picture, 2.学生能认读，理解并运用下列基本句型结构： What are you see? What are you doing? I am drawing a picture. 重点、难点:：1.学生能听懂、会说、认读并书写下列词汇：see, look, look out of, look at , boy, girl, now, draw, picture, 2.学生能认读，理解并运用下列基本句型结构： What are you see? What are you doing? I am drawing a picture. 教学准备：教学光盘 教学过程： 一．Class opening and review 1. Greeting：How do you feel? 2. Review ：What do you like to do？ 复习环节也要多采用小组或两人组活动，不是师问生答，而是生生对话，这样才能扩大学生的参与面,并且复习的内容要与新授知识相关。 二．New concept They are on the train now. What do they see on the train? Let’s listen ! 播放第一部分光盘。 整体感知文本，理解大意。 听的时候给出问题，带着问题去听，让学生听的更集中更有针对性 出示一些图片，What do you see? What are they doing on the train? Let’s listen. 此活动可以是口语表达，也可以是写句子，通过比赛的形式，看哪一队说的最多或写的最多，激发学生参与的兴致 播放第二部分光盘 培养学生根据要求抓住关键信息，然后提炼信息，完成 任务。 利用动画形式或其他运动的形式介绍现在进行时：I’m jumping. She is swimming. They are talking… 现在进行时强调正在进行的动作，所以教师呈现给学生的一定是正在做的事，持续播放的动画或动作等，更真实贴切，利于学生理解和接受。 播放整篇文本，listen and read. 三．Practice 1.Read and perform the text. 2. Let’s do it! Pair work, point and talk. 学以致用，学生能把文本中学到的知识运用到自己的生活实践中，实现了“用英语做事情”的目的。 四．Classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 2: What are you doing? What do you see? I see _________. What is the boy doing now? He is drawing a picture. What is the girl doing now? She is looking out of the window. 课后反思： 教案 教学内容：Lesson 3 Who Is Singing? baby, cry, talk, man, sleep 2.学生能认读，理解并运用下列基本句型结构：Who is/Who’s __ing? 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：woman, baby, cry, talk, man, sleep 2.学生能认读，理解并运用下列基本句型结构：Who is/Who’s ___ing? 教学准备：教学光盘 教学过程： 一．Class opening and review Greeting：How do you feel? Review ：What are you/is he/she doing now? 二．New concept They are on the train now. What are they doing now? Let’s listen ! 播放光盘。 整体感知文本，理解大意。 听的时候给出问题，带着问题去听，让学生听的更集中更有针对性。 Watch again, introduce “Who”谁。 Who is singing? Who is the man? Who is crying? 由旧知引出新知，这样过渡自然，学生易于理解。 出示一些图片，如活动图片或家庭图片，练习who 句型。Look at the pictures and talk: Who is running? Who is drawing? Who is the boy in red shorts? 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：woman, Who is the man with brown hair?... 运用图片等直观形象的辅助材料，帮助学生操练所学新知，符合小学生的认知规律和学习特点，效率高，印象深。 播放光盘 Listen and follow to read. Listen and sing. 优美的旋律，不断复现的新知，让学生在轻松愉悦的心境下巩固知识。 三．Practice 1.Read the text. 2. Let’s do it! Pair work, point and talk. 四．Classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 3: Who is singing ? Who is singing? The woman behind me is singing. Who is crying? The baby is crying. Who is talking? Danny is talking to the man behind you. 课后反思： 教案 教学内容：Lesson 4 Who Is Hungry? hungry, water, tea, candy 2.学生能认读，理解并运用下列基本句型结构：Who is hungry? Would you like _______? Yes, please. / No, thanks. 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：who, hungry, water, tea, candy 2.学生能认读，理解并运用下列基本句型结构：Who is hungry? Would you like _______? Yes, please. / No, thanks. 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ：What’s your favorite food? What would you like for breakfast/lunch/dinner? 二、New concept Danny is hungry. What would he like? Let’s listen ! 播放光盘。 整体感知文本，理解大意。 听的时候给出问题，带着问题去听，让学生听的更集中更有针对性。 What would Jenny and Li Ming like? Let’s read. 学生由听变为阅读，通过自读或小组合作读文本，找出问题的答案，逐步提高阅读能力。 播放光盘 Listen and follow to read. 模仿标准的语音语调跟读。 三、practice 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：who, 1.Read the text. 2. Let’s do it! （1）Pair work. Look and talk. (2) Look and write. 学以致用，学生能把文本中学到的知识运用到自己的生活实践中，实现了“用英语做事情”的目的。 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 4: Who is hungry ? Who is hungry? Danny is hungry. Would Li Ming like some water? No, thanks. He would like some tea. What would Jenny like? She would like some candy. 课后反思：

教案 教学内容：Lesson 5 What Are They Doing? What are you doing? They are ____ing? 2 学生将熟悉单词的重音。 二次备课 教学目标：1学生能认读，理解并运用下列基本句型结构： 重点、难点：1学生能认读，理解并运用下列基本句型结构： What are you doing? They are ____ing? 2 学生将熟悉单词的重音。 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ：What do you like to do? What are you/is he/she doing now? 二、New concept There are many people on the train. What are they doing? Let’s listen ! 播放光盘。 Read the text, find the answer. 通过实例介绍am, is, are的不同用法。 Listen and follow to read. Part 3: Listen and repeat. 单词重音要在不断的模仿与跟读中学习。 三、practice 1.Read and perform the text. 2. Let’s do it! Make, spin and write. 四、classclosing Homework: Read the text. Exercise book. 听、说、读、写不同形式的作业，满足 不同层次学生的需求，学生可以适当选择，各有提高。 板书设计： Lesson 5: What are they doing? What are you doing? I am playing ping-pong…. What is he/ she/ it doing? He/ She/ It is eating…. What are you/ they doing? We/ They are drawing…. 课后反思： 教案 教学内容：Lesson 6 Danny Is Lost! 教学目标：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 3.学生可以向同学复述故事。 重点、难点：学生能听懂和理解这个简单的故事。 学生可以向同学复述故事。 教学准备：教学光盘 教学过程： 一、Pre-reading Greeting： Danny is naughty. What will happen at the train station? 预测故事内容，培养学生思考能力。 二次备课 二、While-reading Step 1: Listen to the story, order the pictures. 整体感知故事，听之前布置任务，将图片排序，让学生听的更认真更有目的，同时理清故事脉络。 Step 2: 1.Read the story 1—4，then judge. 个体或小组分页读故事，从细节处入手，理解故事内涵，完成练习。 不同形式的练习，检测学生对故事的理解。 2. Read the story 5—8, answer the questions. 练习形式既要多样，还要分层次，由易到难逐步递进。 Step 3： Look at the pictures and retell the story or act out the story. 在图片和关键词的帮助下，让学生自己试着去复述故事或表演故事，体现了以生为本的课堂本质，更有利于培养学生的自主思维和表达能力。 三、Post-reading What will happen on the train? 四、Homework: Listen and read the story. Retell the story to your friends. 课后反思：

教案 教学内容：Lesson 7 Arriving in Beijing many, child, women, men 2.学生能认读，理解并运用下列基本句型结构： They are on their way to _____. There are many _____. 3.学生能够理解并掌握下列单词的单复数形式：child/children ,man/men 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：people, many, child, women, men 2.学生能认读，理解并运用下列基本句型结构： They are on their way to _____. There are many _____. 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ： What do you see on the street/ in the picture? What is he/she doing? What are they doing? 二、New concept They arrive in Beijing. When do they arrive? Where do they live? Let’s listen ! 播放光盘。 整体感知文本，理解大意。 听的时候给出问题，带着问题去听，让学生听的更集中更有针对性。 They are on their way to the hotel. What do they see on the way? Let’s read the text, find the answer. 借助图片介绍单数句子与复数句子,注意is, are的用法。 二次备课 教学目标： 1.学生能听懂、会说、认读并书写下列词汇：people, This/ That is a/an _____. These /Those are ____. 介绍名词的单复数形式，尤其不可数名词： Woman---women Man---men, child---children… Listen and follow to read. 三、practice 1.Read the text. 2. Let’s do it! Page 12, part 1 and 2. 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 7: Arriving in Beijing This is a child. A child is flying a kite. These are children. Some children are playing. That is a man. A man is running. Those are men. Some men are doing Tai Chi. This is a woman. A woman is singing. These are women. Some women are dancing. 课后反思： 教案 教学内容：Lesson 8 Tian’anmen Square worry, sad 2.学生能认读，理解并运用下列基本句型结构： This is difficult. Don’t worry. I can help you. 3.学生能讨论在天安门广场看到的景象和做的事情。 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：say, help, worry, sad 2.学生能认读，理解并运用下列基本句型结构： This is difficult. Don’t worry. I can help you 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ：What do you see on the street/ in the picture? What is he/she doing? What are they doing? 二、New concept They go to the Tian’anmen Square. What do they see? Let’s listen ! 播放光盘。 What are the people doing on the square? Let’s read and judge. 学生由听变为阅读，通过自读或小组合作读文本，判断正误，检测对课文理解，同时逐步提高阅读能力。 Listen and follow to read. 模仿标准的语音语调跟读 介绍there is, there are 句型。 There is a boy behind the tree. There are some monkeys at the zoo. 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：say, help, 难点的理解一是要借助图片、实物等直观形象的东西来呈现，二是要反复呈现，螺旋上升，滚动练习。 三、practice 1.Read the text. 2. Let’s do it! Page 23, Look, talk and write. 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 8: Tian’anmen Square It’s easy for Jenny to fly a kite. It’s difficult for Danny to fly a kite. There is a boy. He is singing. There are some women. They are walking. 课后反思： 教案 教学内容：Lesson 9 The Palace Museum a picture ,be 2.学生能认读，理解并运用下列基本句型结构： May I take your picture? Sure! Be careful! 3.学生能学会一首关于照相的歌曲。 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：take,take 重点、难点：1.学生能听懂、会说、认读并书写下列词汇： take,take a picture ,be 2.学生能认读，理解并运用下列基本句型结构： May I take your picture? Sure! Be careful! 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ： What do you see on the street/ in the picture? 二、 New concept They go to the Palace Museum. How old is the Palace Museum. Let’s listen ! 播放光盘。 整体感知文本，理解大意。听的时候给出问题，带着问题去听，让学生听的更集中更有针对性。 What do they do at the Palace Museum. Let’s read and judge. 学生由听变为阅读，通过自读或小组合作读文本，判断正误，检测对课文理解，同时逐步提高阅读能力。 Listen and follow to read. Listen and sing a song. 优美的旋律，不断复现的新知，让学生在轻松愉悦的心境下巩固知识。 三、 practice 1.Read the text. 2. Let’s do it! Page 25, talk and write 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 9: The Palace Museum The Palace Museum is beautiful. It’s old. It’s about 600 years old. May I take your picture? Sure. 课后反思： 教案 教学内容：Lesson 10 The Great Wall tired, stop, wait, afraid 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：feel, 2.学生能认读，理解并运用下列基本句型结构： How long is_____? Don’t be afraid. 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：feel, tired, stop, wait, afraid 2.学生能认读，理解并运用下列基本句型结构： How long is_____? Don’t be afraid. 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ： What do you know about the Palace Museum? What did they do at the Palace Museum? 复习环节也要多采用小组或两人组活动，不是师问生答，而是生生对话，这样才能扩大学生的参与面,并且复习的内容要与新授知识相关。 二、 New concept Today, they go to the Great Wall. What do you know about the Great Wall? Let’s listen ! 播放第一部分光盘。 整体感知文本，理解大意。 学生自己提出问题，然后回答，培养他们的提问意识和能力。 Can you write any sentences about the Great Wall? 整体感知文本，理解大意。 学生自己提出问题，然后回答，培养他们的提问意识和能力。 Listen and follow to read. On the way back to the hotel, what happened? Let’s listen. 听的时候给出问题，带着问题去听，让学生听的更集中更有针对性 播放第二部分光盘。 Listen and follow to read. 三、 practice 1. Read the text. 2. Let’s do it! Page 27, (1) ask and answer (2) look and write. (3) talk more about Beijing. 学以致用，学生能把文本中学到的知识运用到自己的生活实践中，实现了“用英语做事情”的目的。 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 10: The Great Wall The Great Wall is famous and great! It’s very old. It’s about 2000 years old. It’s also very long. It’s about 6000 kilometres. Danny feels tired and hungry. Don’t be afraid. Stop! Please wait! 课后反思： 教案 教学内容：Lesson 11 Shopping in Beijing 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：for,busy 2.学生能认读，理解并运用下列基本句型结构： Jenny buys ______for _____. What time is it? It’s two o’clock. / It’s 2:30. 重点、难点：1.学生能听懂、会说、认读并书写下列词汇：for,busy 2.学生能认读，理解并运用下列基本句型结构： Jenny buys ______for _____. What time is it? It’s two o’clock. / It’s 2:30. 教学准备：教学光盘 教学过程： 一、Class opening and review Greeting：How do you feel? Review ：What do you like to do? What do you want to buy? 二、 New concept What will they do today? Let’s listen ! 播放光盘。 What do they buy for their family? Let’s read and judge. 学生由听变为阅读，通过自读或小组合作读文本，判断正误，检测对课文理解，同时逐步提高阅读能力。 Listen and follow to read. Listen and repeat. 单词重音要在不断的模仿与跟读中练习。 三、 practice 1.Read the text. 2. Let’s do it! Page 29, answer the questions. Read and write. 四、classclosing Homework: Read the text. Exercise book. 板书设计： Lesson 11: Shopping in Beijing What do they want to buy? Jenny buys a ____ for her mother, some tea for her _____, a ____ for her sister and a cap for her _______. Danny buys a big ______. 课后反思： 教案 教学内容：Lesson 12 A Visit to the Great Wall 教学目标：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 3.学生可以向同学复述故事。 重点、难点：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 教学准备：教学光盘 教学过程： 一、Pre-reading Greeting：Do you know about the Great Wall? 预测故事内容，培养学生思考能力。 二、 While-reading 二次备课 Step 1: Listen to the story, order the pictures. 整体感知故事，听之前布置任务，将图片排序，让学生听的更认真更有目的，同时理清故事脉络。 Step 2: Read the Story 1—3，answer the questions. 个体或小组分页读故事，从细节处入手，理解故事内涵，完成练习。 不同形式的练习，检测学生对故事的理解。 2..Read the story 4—6, fill in the blanks. Let’s know more _____ things about the Great Wall. In China ,people say“He _____ does not go to the Great Wall is not a ____ man.” Don’t ____ or ____ on the Great Wall. Let’s keep it ____ and _________. 练习形式既要多样，还要分层次，由易到难逐步递进。 Step 3： Look at the pictures and retell the story or act out the story. 在图片和关键词的帮助下，让学生自己试着去复述故事或表演故事，体现了以生为本的课堂本质，更有利于培养学生的自主思维和表达能力。 三、 Post-reading Where else do they visit? Talk about a new story“A visit to the Palace Museum”. 四、 Homework: Listen and read the story. Retell the story to your friends. 课后反思： 教案 教学内容：Lesson13 :Let’s buy postcards 教学目标： 1.让学生能听说读个汇:postcard letter email send 2.让学生能认读、理解并运用句子 3.激发积极的情感因素,培养与人交流的能力。 重点、难点： 重点：四会词汇：postcard, letter, e-mail send 难点：所学词汇和句型的灵活运用，进行交际。 教学准备：教学光盘 信、自制明信片 二次备课 4词 教学过程： 1、导入新课：I have a good friend .I miss her very much.How can I do? 导入本课。 2、新授第一部分。 （1）首先在小组中自读第一步分出示第一张幻灯片让学生明白先自渎找出不会的单词划出来并先在小组中解决，小组长记录小组情况，小组活动结束后小组长负责汇报小组情况。 （2）组长汇报后师总结归纳出本课新单词：postcard letter email师边板书边领读，指名读。用实物和图片和学生一起问答练习新词汇。在利用幻灯片做猜词游戏巩固词汇。 （3）播放录音跟读后，让学生读一读自己想读的句子。（读对的加二分，错的加一分，小组长负责加分） 3、新授第二部分。 （1）小组中自学本部分。（同第一部分） （2）小组长汇报后教学本部分重点单词：send幻灯片出示图片让学生理解意思并领读指名读。How much学生经常见到，点一下，让学生说说意思。 （3）幻灯片出示本部分的问题让学生读一读，告诉学生听录音后回答这些问题。 （4）跟读和回答后重点读一读第二幅图和第四副图。 4、教学第三部分。 （1）完成第一题：先让学生指名读一读例句再让学生自己写一写画一画。给足学生时间，师巡视指导。完成后指名读一读。让学生自己总结归纳send 的用法。 (2)完成第二题：也先让学生读一读示例对话，再让学生写写。同桌展示。让学生总结本部分练习的什么？什么时候用。 5、总结本课：让学生自己说说本课主要学了什么？ 6、Homework: 活动手册13课 板书设计 Lesson13 :Let’s buy postcards postcard letter e-mail send I want to send-------------- to -----------？ 课后反思： 教案 教学内容：Lesson 14 Jenny Writes a Postcard 教学目标: 1.学生将学会如何书写明信片，如何写姓名和地址，如何给明信片贴上邮票。 2.学生能听懂、会说、认读并书写下列词汇：write，mum，dad，dear，fine，left，right 3.学生能认读、理解并运用下列基本句型结构： Where do you write on a postcard? On the left. Where do you put the address? On the right. 4.学生将学会唱一首关于明信片的歌。 重点、难点： 1.如何书写明信片，如何写姓名和地址，如何给明信片贴上邮票。 2.句型结构： 二次备课 Where do you write on a postcard? On the left. Where do you put the address? On the right. 教学准备：教学光盘 教学过程： 一．Revision 1.. 做“Draw and Guess”游戏用以复习postcard和e-mail 2. 做“What Day is it”游戏用以复习星期的名称、月份和序数 二．New concepts: 1. write，mum，dad，dear，fine，left，right Introduce: Use a postcard to demonstrate ：left，right Write on the blackboard and read a few times together. Ask for volunteers to show you the (让学生能够正确运用所学单词) Point to the picture of a postcard on blackboard and ask “Where do we put the stamp?” in Chinese. Teach them the new word “stamp”. We put the stamp in the top, right corner of the postcard. Play a game.(传递单词游戏) One by one read the word on the card. 2.Introuduce how to write a postcard.(介绍明信片写法) Where do you write on a postcard? On the left. Where do you put the address? On the right. Teach them write the day first,and write the name. (提示：一.在明信片右边地方写收信人的地址，注意要先写收信人的姓名，再从小到大写上收信人的地址。二.内容的写法：顺序是先写日期，其次称呼，正文，最后结束语) 3.Drills Make a postcard by yourself.Then introduce it. (要求每个学生都做一张明信片，用top bottom, left 和right来向学生说明在哪儿写日期，在哪儿写地址，在哪儿写名字。 4.Open books. Let’s listen to the audiotape and read after the speaker.(读课文) Look at Jenny’s postcard.Who can tell us what does she say? 5.Sing a song: 三．Homework: Activity Book Lesson 14 板书设计 Lesson 14 Jenny Writes a Postcard write，mum，dad，dear，fine，left，right Where do you write on a postcard? On the left. Where do you put the address? On the right. 课后反思： 教案 教学内容：Lesson 15 Sending the Postcards 教学目标： 1.学生能听懂、会说、认读并书写下列词汇：turn，wrong 2.学生能学会如何遵循基本的方向指令：Go straight. Turn left at the traffic lights. 3.学生能认读、理解并运用下列基本句型结构： How much are _____? They are ______. I’ll take them. 重点、难点： 1.学会基本的方向指令：Go straight. Turn left at the traffic lights. 2.句型结构： How much are _____? They are ______. I’ll take them. 教学准备：教学光盘 教学过程： 二次备课 （一）Class Opening and Review 1. Greeting Hello , boys and girls ! How do you feel ? 2. Review :Play a game Review to words that learned in last lesson. 3. Sing a song 设计意图:利用生动、活泼的歌曲，把学生带进一个轻松、愉快的学英语的课堂，调动了学生学习的积极性，恰当的游戏不仅复习了旧知识，更让学生愉快地动起来，不由自主地进入了一个英语学习的佳境。 (二) New Concepts Step 1 : Demonstrate Show a dialogue : Lynn：Hello , Mingming . Where are you going ? Ming: To the post office . I want to buy some stamps . Because I want to send my postcards to my friends . Lynn: May I go with you ? Ming: Sure ! Let’s go . At the post office : Clerk : Good morning ! May I help you ? Lynn: Hello , I need two stamps, please . Clerk: Where are you sending your postcard ? Lynn: I’m sending it to Beijing . How much is the stamp , please ? Clerk : One yuan . Lynn: I ‘ll take two , please . Thank you , Clerk : You are welcome . Good-bye ! 设计意图：在创设的真实地对话情景中让学生感知语言的运用技能，并在预设中理解本课的重要知识点。而且在呈现中避免了枯燥乏味。 Step 2 : Practice Four students in a group to make up a short dialogue . Step 3 : Understand the book . Play the recorder and read the sentences . Step 4 : Play a game Make a shop at the classroom. (三) Class Closing Activity Book : Exercises . Homework: Make up a dialogue and write on paper . 设计意图:英语作业的形式也要有所改变,新颖而且有创新性,更让学生乐于接受.并可将优秀作品在班内或校内展示.从而激发学生在英语学习上的兴趣,达到积极巩固的目的. 板书设计 Lesson 15 Sending the Postcards turn wrong Go straight. Turn left at the traffic lights. How much are _____? They are ______. I’ll take them. 课后反思： 教案 教学内容：Lesson 16 An Email Is Fast 教学目标： 1. 学生能听懂、会说、认读并书写下列词汇：email idea，computer，use 2. 学生将学会如何书写电子邮件内容和地址以及如何发送电子邮件。 3.学生将学会唱电子邮件之歌。 重点、难点： 1.书写：email idea，computer，use 2.学会如何书写电子邮件内容和地址以及如何发送电子邮件。 教学准备：教学光盘 教学过程： 一、Greeting : Hello ,class ! How are you today ? How is the weather ? …… 二、Play a game : “Draw and Guess”to review “postcard” 二次备课 “letter” and “E-mail”. Drill : I write a/an on a ( 指着黑板上的图画进行练习) 三、New concepts a .Point to a computer and ask “what`s this ?”Introduce “computer”. b.Write “computer” on the blackboard . Lead the Ss read and spell this word . c. Play the audiotape and let the Ss listen . Then answer the questions: Who wants to send an E-mail ? Where is the computer ? How much is to send an E-mail ? d. Do you want to send an E-mail to your friend ? Let`s send our friends an E-mail on the computer ,OK ? e.强调些电子邮件的格式和写信和写明信片的格式一样。Lead the Ss to send on the computer . f .Who did you send an E-mail to ? I send an E-mail to _____. . 四、Homework: Activity Book Lesson 16 板书设计 Lesson 16 An Email Is Fast email idea，computer，use 课后反思：

教案 教学内容：Lesson 17 Danny’s Email 教学目标： 1.学生能听懂、会说、认读并书写下列词汇：kind，us 2.学生能认读、理解并运用下列基本句型结构： How’s the weather in Canada? Is it snowy? It’s sunny. There is no snow. What a great trip! 重点、难点： 1.词汇：kind，us 2.基本句型结构： How’s the weather in Canada? Is it snowy? It’s sunny. There is no snow. What a great trip! 教学准备：教学光盘 二次备课 教学过程： 一、Greeting : Hello ,class ! How are you today ? How is the weather ? …… 二、Play a game : “Draw and Guess”to review “postcard” “letter” and “E-mail”. Drill : I write a/an on a ( 指着黑板上的图画进行练习) 三、New concepts a .Point to a computer and ask “what`s this ?”Introduce “computer”. b.Write “computer” on the blackboard . Lead the Ss read and spell this word . c. Play the audiotape and let the Ss listen . Then answer the questions: Who wants to send an E-mail ? Where is the computer ? How much is to send an E-mail ? d. Do you want to send an E-mail to your friend ? Let`s send our friends an E-mail on the computer ,OK ? e.强调些电子邮件的格式和写信和写明信片的格式一样。Lead the Ss to send on the computer . f .Who did you send an E-mail to ? I send an E-mail to _____. . 四、Homework: Activity Book Lesson 17 板书设计： Lesson 17 Danny’s Email kind，us How’s the weather in Canada? Is it snowy? It’s sunny. There is no snow. What a great trip! 课后反思： 教案 教学内容：Lesson 18 Little Zeke Sends an Email 教学目标：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 二次备课 3.学生可以向同学复述故事。 重点、难点：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 教学准备：教学光盘 教学过程： 一、Pre-reading Greeting：Do you know about the Great Wall? 预测故事内容，培养学生思考能力。 五、 While-reading Step 1: Listen to the story, order the pictures. 整体感知故事，听之前布置任务，将图片排序，让学生听的更认真更有目的，同时理清故事脉络。 Step 2: Read the Story 1—3，answer the questions. 个体或小组分页读故事，从细节处入手，理解故事内涵，完成练习。 不同形式的练习，检测学生对故事的理解。 2..Read the story 4—6, fill in the blanks. 练习形式既要多样，还要分层次，由易到难逐步递进。 Step 3： Look at the pictures and retell the story or act out the story. 在图片和关键词的帮助下，让学生自己试着去复述故事或表演故事，体现了以生为本的课堂本质，更有利于培养学生的自主思维和表达能力。 六、 Post-reading Who else do he send? Talk about a new story。 四、Homework: Listen and read the story. Retell the story to your friends. 课后反思： 教案 教学内容：Lesson 19 Li Ming Comes Home 教学目标： 1.学生能听懂、会说、认读并书写下列词汇：story，did，yesterday，night 2.学生能理解某事发生在现在和某事发生在过去的概念 3.学生能理解并运用：walk/walked 重点、难点： 1.词汇：story，did，yesterday，night 2.理解某事发生在现在和某事发生在过去的概念 教学准备：教学光盘 教学过程： 一、Class opening. Lead them do the games: 1、What `s missing? 2、What day is it ? Q: What day was yesterday? 二、New concepts. Make a chart on the blackboard as show below. Today Yesterday play played walk walked talk talked look looked Li Ming Danny and Jenny went on a trip to Beijing where are they now? 二次备课 Play attention to the new word “gift”. and sentences. Did you miss me? Did you have a good trip? It’s for you. 三、practice 1. Read the text. 分角色读课文并表演。 指导学生朗读时的语音语调，养成良好的按意群朗读的好习惯。 2. pair work: Listen and do. 七、 Homework: Activity Book Lesson 19 板书设计： Lesson 19 Li Ming Comes Home Today Yesterday play played walk walked talk talked look looked 课后反思： 教案 教学内容：Lesson 20 Jenny Goes Home 二次备课 教学目标：1.学生能听懂、会说、认读并书写下列词汇：had，went，saw，ate 2. 学生能认读、理解并运用下列基本句型结构： Did you miss me?Yes，I did. What did you do yesterday? I ate an orange. 3.能理解某事发生在现在和某事发生在过去的概念 4.能辨别这些动词的现在时和过去时形式：have/had go/went See/saw eat/ate 重点、难点： 辨别这些动词的现在时和过去时形式：have/had go/went See/saw eat/ate 基本句型结构： Did you miss me?Yes，I did. What did you do yesterday? I ate an orange. 教学准备：教学光盘 教学过程： 1问候 T：Let’s begin our class. Hello boys and girls S: Hello, teacher. —— 师生交流情感，解除拘束感 T; How are you ? S: Fine, thank you ， and you ? T: I’m fine ,too 2游戏“Travel” —— 复词规则动词过去式 教师手持”Today”， “Yesterday”两张卡片在全班来回走动，让学生抽此卡片。 教师用动作给出一些常用的动词， 如：教师作“走，跳，玩，谈话等”的动作，学生抽到卡片后就说 S1：Today ,I walk . S2: Yesterday , I walked. Today： Yesterday： go went see saw eat ate have had am was 4听录音并跟读课文第一部分 5出示课件，根据所给内容说话 Jenny的旅行计划 The first day Tian’anmen Square The second day Palace Museum The third day Wangfujing 6听录音并跟读第二部分内容 7练习，完成活动手册第一题 8布置作业：总结所学常用规则和不规则动词的过去式，并在现实生活中主动应用 板书设计 Lesson 20Jenny Goes Home Today： Yesterday： go went see saw eat ate 课后反思：

教案 教学内容：Lesson 21 Look at the Photos! 教学目标： 1. .学生能听懂、会说、认读并书写下列词汇：photo，were，was，happy 2.学生能继续加深对现在时和过去时概念的理解。 重点、难点： 1. 词汇：photo，were，was，happy 2. 继续加深对现在时和过去时概念的理解 二次备课 教学准备：教学光盘 教学过程： 一、复习 用“Travel”的变化形式做游戏以复习以前学过的动词过去式。 二、新授 1、利用手偶及有关Danny的图片进行对What happened?的教授。 Teacher: I have some pictures of Danny.（对手偶说）Danny, can you talk about your pictures? Danny: OK. Teacher: (拿出一张照片)Oh! What happened, Danny? Danny: I hurt my nose! Teacher: (拿出二张照片) What happened? Danny: I fell! Teacher: (拿出三张照片) What happened? Danny: I broke my tail! Teacher: Oh, poor Danny!（面向学生）Can you talk about Danny’s pictures, what happened?（将学生分成若干组，给他们一定的时间进行练习并找几组表演） 2、出示写有hurt fall break及其过去式的卡片并领读，告诉学生这三个词是不规则动词，要特殊记忆。 3、听录音，阅读第二部分Danny’s story, 对本部分内容进行提问，检查学生的理解情况，如： What does Danny talk with Mr. Wood? Where did Danny hurt？ Did Danny have fun in Beijing? 三、编排对话 将全班学生分成若干组，就自己准备的照片进行讲述，并编一段与照片有关的对话，要求学生在对话中用到句子：What happened? 让自告奋勇者到前面表演对话。 四、课后练习 选词填空 1、What_______ , Danny? 2、I ___my nose! 3、I______ . 4、I_____ my tail! fell happened broke hurt 板书： Lesson 21 Danny Goes to School What happened? hurt hurt fall fell break broke 课后反思： 教案 教学内容：Lesson 22 Gifts for Everyone 教学目标： 1. 学生能听懂、会说、认读并书写下列词汇：bought 2. 学生能认读、理解并运用下列基本句型结构： This is for you. I hope you like it. It is great. I really like it a lot. 3.能辨识动词变过去式的规则变化（词尾加ed） 4.能辨别be动词变过去式的规则。 重点、难点： 句型结构： This is for you. I hope you like it. 二次备课 It is great. I really like it a lot. 辨识动词变过去式的规则变化，be动词变过去式的规则 教学准备：教学光盘 教学过程： 一、Class opening and review 1. Greeting。 2. Game“Draw and guess” 复习第二册中玩具的单词。 3. 实物练习：复习教室中物品名称。 New concepts 1. Introduce Lead a dialogue ： T：This is a gift. A gift . What is this ?（ Read after me：gift ） T：I like gifts . Do you like gifts？（Please answer me ） T：Who is this gifts for ? 2. 学生利用自带的礼物进行链式操练 ： S 1：This is a gift . It’s for you ! S 2：Thank you ! S 1：You’re welcome! S 2：This is a gift . It’s for you ! S 3：Thank you ! S 2：You’re welcome! 3. Use the tape and student’s book. 听录音，理解课文： What gift for Steven? What gift for Kim? What gift does Jenny give Mr. Wood? What gift does Danny give Mr. Wood? 4. Practice ：make up a dialogue. 将全班分成若干小组，让学生编排关于送礼物的对话。表演时检查学生的理解情况。 5. Use the activity book . Class closing. 板书设计 Lesson 22 Gifts for Everyone a kite Steven gift a hat Kim a picture Mr. Wood a T-shirt Mr. Wood 课后反思： 教案 教学内容：Lesson 23 An Email from Li Ming 教学目标：1. 学生能听懂、会说、认读并书写下列词汇：back 2. 学生能认读、理解并运用下列基本句型结构： I had a great time... 3.能读出四个句子中的两词连续。 4.能学会并能唱一首新歌谣。 重点、难点： 基本句型结构：I had a great time... 教学准备：教学光盘 二次备课 教学过程： 一、Class opening and review 1、Greeting。 2、Game“Simon says”。Review the words：jump、sleep、take a picture and so on。 New concepts Use the pictures and review some words about the letter（letter, postcard，e－mail,top,bottom,left, right,corner,envelope,stamp） Ask the students to understand the letter and read it then find the past－tense verbs。 Practice： 先让学生结组以Danny或Jenny的身份用汉语组织语言试着口头回信，然后在让每个组试着给Li Ming写英文回信，并回答信中的问题，最后各组在全班进行交流。（同学之间互相取长补短，吸取他人写信时好的方式方法，如附加图片等。） 教师针对以上交流，随时进行指导纠正。 Play the audiotape and read after it。 Practice： 让学生试着介绍自己提前准备好的旅游照片。 Class closing Homework：Do the activity book 板书设计 Lesson 23 An Email from Li Ming had-have liked-like jumped-jump was-is were-are 课后反思： 教案 教学内容：Lesson 24 A Gift for Little Zeke 教学目标：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 3.学生可以向同学复述故事。 重点、难点：1.学生能听懂和理解这个简单的故事。 2.学生可以根据故事进行问答。 教学准备：教学光盘 教学过程： 五、Pre-reading Greeting： 二次备课 Where does Little Zeke live? 预测故事内容，培养学生思考能力。 六、While-reading Step 1: Listen to the story, order the pictures. 整体感知故事，听之前布置任务，将图片排序，让学生听的更认真更有目的，同时理清故事脉络。 Step 2: 1.Read the story 1—4，then judge. 个体或小组分页读故事，从细节处入手，理解故事内涵，完成练习。 不同形式的练习，检测学生对故事的理解。 2. Read the story 5—8, answer the questions. 练习形式既要多样，还要分层次，由易到难逐步递进。 Step 3： Look at the pictures and retell the story or act out the story. 在图片和关键词的帮助下，让学生自己试着去复述故事或表演故事，体现了以生为本的课堂本质，更有利于培养学生的自主思维和表达能力。 七、Post-reading What will happen on the train? 八、Homework: Listen and read the story. Retell the story to your friends. 课后反思：