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《Module5 Unit1 I was two then》教学课例执教人：高晓辉单位：洪庄杨乡河北高小学Module5 Unit1 I was two then一、教学目标：1.掌握重点单词：was, were, then, young, short, long, grandparents；2.掌握般过去式中be动词的不规则变化；3.能用一般过去式简单的描述过去。
二、教学重点：1.单词was, were, then, young, short, long, grandparents;2.句子I was...then.Iam…now.They were…then.They are…now.三、教学难点：1. 一般过去式在日常交流中的使用；2．过去式中be动词的不规则变化。
四、教学工具：1．课文相关图片；课文录音，教学课件。
五、教学过程：Step1：Warming up(热身)活动一：唱一唱。
用时：1分钟(教师播放chant大家一起跟着唱做，能够活跃课堂气氛调动学生们的学习积极性。
)Step2：Review (复习)活动二：口语练习。
用时：2分钟T：What is the weather today?S：It is sunny.T：Will it be sunny tomorrow?S：Yes, it will./ No, it won’t./ I don’t know.Step3：Presentation（表现新课）1.新课导入.用时：2分钟(1) 师继续问What was the weather like yesterday? (学生如果用一般现在时回答。
这时，老师开始纠正学生时态错误，引出一般过去式，并教学生准确的回答应该是It was……)(2) Show to PPT，上面是小时候的其他人和自己的照片？让学生讨论照片上的人有什么样的特征，如：低、矮、胖、瘦、长发、短发等。
老师实行总结，板书：I was two then./ Now I’m thirty./I was short then.Now I am tall. / they were fat then./ Now they are thin.并在重点单词下面画线。
《M5U1 Can you run fast》教案06一、准备阶段（一）教学目标情感目标：激发学生学习英语的热情。
知识目标：学习句型Can you make a cake? Yes, I can. No, I can’t.能力目标：培养学生使用can询问他人的能力和讲述自己的能力。
（二）教学重点学习一般疑问句Can you…? 及其回答。
（三）教学难点能够正确使用can。
（四）辅助资源挂图、录音机、磁带、图片二、教学过程（一）Warming up听英语书25页歌曲I can’t do it.（二）Revision1. 学生汇报上节课进行的调查的结果，如：S1 can run fast. S1 can’t ride fast. S2 can jump high. S3 can’t jump far…（复习上节课的教学重点，并为本节课的学习做好铺垫。
）2. 听录音做课堂活动用书24页第一题（本部分的题不涉及到本节课的新知，但是可以强化can/ can’t 的区分运用）3. 再次听录音，听到can 时，学生举左手重复，听到can’t时，学生举右手重复。
（三）Presentation1. 教师问学生：”Can you play football/ play basketball/ play volleyball/ play the flute? （复习play 有关的词组，以引出新词组play the flute的学习）2. 学习词组play the flute, 学生谈论自己I can \can’t play the flute.3. 教师问一个学生Can you play the flute? 待学生得到否定回答后，教师继续询问:” You can’t play the flute. But can you draw? What can you draw?”4. 学生边画边和同学谈论I can draw a … 在画好后向其他学生介绍自己的画。
六年级下册M5U1 He is playing the suona, but the phone rings.一、学习目标1.会读、会写、会运用单词：play, third, time, loudly, bark2.能根据图片提示或思维导图复述课文。
3.能熟练使用所学句型描述“一件事情正在发生,但又被突然发生的另外一件事打断了”的情形。
句型结构：“主语+be+ 动词ing, but +主语+ 动词原形/第三人称单数形式”二、学习过程1.Greetings2.Talk about picturesWhat are they doing now?3.Activity 1a.先看课文图片尝试描述：Who? What？Where?b. Look, listen, and say.1.What are the frogs doing?2.How do the frogs and dogs feel?4.Activity 2a. What’s Daming doing?New word: play 演奏，弹奏（音乐）play the suona play basketballplay the erhu play footballplay the flute play chess单词运用：Daming is playing the suona for the first time, but the phone rings. 我这样用：______________________________________________b. listen and answer: Daming looks upset(沮丧的），What’s wrong?How many times is Daming interrupted(打断）?New word: time次，回time 次，回（可数）time 时间（不可数）one time What’s the time?two times It’s time for lunch.many times单词运用：Daming is playing the suona for the second time, but the bell rings. 我这样用：______________________________________________c. Listen again and fill in the blanks.the first time: Daming is playing the suona, but _____ _____ _____.the second time: Daming is playing the suona again, but ___________.the third time: Daming is playing the suona for the third time, but______________________________________.New word: third第三（个）thirteen thirty thirsty third单词运用：Daming is playing the suona for the third time, but the dog starts to bark very loudly.我这样用：______________________________________________New word: bark （狗）吠，叫ar--par--parkar--bar--bark单词运用：The dog starts to bark very loudly.我这样用：______________________________________________New word: loudly 大声地ou--lou--cloudou--lou--loudly单词运用：The boy is singing loudly.我这样用：______________________________________________d. Listen and repeat (注意模仿语音语调）While reading underline the sentences with “…, but ….”_1.________________________________________________________2.________________________________________________________3.________________________________________________________Grammar tips:(1) 表达一件事情正在发生,而另一件事情突然发生,中间用but连接,but表转折。
Module5 Unit1 They’re cows.教学设计知行小学梁微●教学目标能力目标：能够运用功能句“What are they? They’re cows \ chickens \ ducks .”来询问描述农场中动物们的英文名称。
知识目标：1、掌握cow \ chicken \ duck \ pig \ they的正确读音并能正确认读，能听懂会说单词farm \ egg \2、能够正确认读功能句并能正确运用单词和功能句谈论农场里的小动物。
情感态度目标：激发学生学习英语的兴趣，提高小组合作学习的能力，激发竞争意识。
●教学重难点重点：1、了解并掌握单词cow \ chicken \ duck \ pig的正确读音，知道并听懂会说单词farm \ egg \ they。
掌握重点句型“What are they? They’re cows \chickens \ ducks .”2、知道they \ cows \ pigs \ chickens \ eggs \ ducks 为复数形式。
难点：正确认读cows\pigs \ chickens复数的读音[z] , ducks [s]，能够区别两种读音。
●教学手段单词卡片、农场图片、CD-ROM、 PPT●教学过程一、Preparation1、Greet and sing the song of M4 U 2.2、Free talk : (PPT) What’s this ? What are these? Ss: It’s a head \ nose \mouth. These are eyes \ ears. 通过复习身体部位引出：Is it a dog? Ss: No, it’s a pig. (学生互学单词pig,教师纠正规范发音通过发音让学生感知单词的读音)二、Presentation1、导入：（PPT）What’s this? It’s a pig. What are these? These are pigs. This is the father pig \ mother pig. They look angry. Why?让学生看CD-ROM, 了解大意(大明还闹出个小笑话，什么呢？)2、新授：（板书Module5 Unit1）Today let’s talk about animals.出示图（PPT）This is Daming’s grandpa. Where are they? They are on the farm.(单词教学farm-arm-far-car)学生说一说农场里知道的农场小动物都有哪些？出示几张farm的图片学生认读。
Unit 1 Great Scientists教学设计1Unit 1 Great Scientists教学设计1Teaching plan of Book 5Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to d o first aid treatment for burns correctly. Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they’ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net. Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word StudyGet Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair 1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly----2. Practice Use the correct form of the words to fill in the blanks.n. v. adj.infection Infect Infectiousexamination=exam examine Xscience /scientist X scientificconclusion conclude Xanalysis analyse Xdefeat defeat Xvalue Value(估价，评价) valuableinstructor/instruction instruct Instructive(有益的，教育性的)contribution /contributor contribute contributivecreation create creativecalculation calculate Xmovement move movablecompletion complete completive(完成的，完全的)enthusiasm X enthusiasticStep 3. Warming up (Group competition and introduce the great scientists)1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.“Give me a place to stand on, and I can move the earth.”----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages inexamining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary Step 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning. learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
新标准英语（一年级起点）四年级下册Module 5 Unit 1 We’re having a party.教学设计一、教材分析本套教材注重学生语言运用能力的培养，教学内容紧密联系学生的生活实际，本课是《新标准英语》（一年级起点）四年级下册第五模块第一单元。
本模块的话题是Mother’s Day，功能是描述现在进行时。
二、学情分析本课出自新标准英语一年级起点四年级下册。
孩子们正处于从中段向高段过渡的阶段，已初步形成了一定的学习态度，自我意识、自我主张，自我控制能力进一步加强。
从思维活动上讲，他们的逻辑思维能力开始形成，能归纳简单的语法结构。
三、设计理念教师根据新课标理念, 以人为本,面向全体,让学生通过感知,体验,实践,参与,合作交流来实现任务目标；在课程设计方面，教师紧紧围绕本模块描述正在干什么这一主题，突出对现在进行时的理解和运用。
在师生地位方面，教师在整个活动中只起一个活动者，组织者，指导者，参与者的作用，营造浓厚的英语氛围，激发学生的兴趣，引导学生乐于用英语开口说话，留出足够的时间和空间给学生。
四、教学目标（一）语言知识1. 全体学生能理解单词surprise,hear会运用单词hear。
2. 全体学生会运用We’re having a party.（二）语言技能1.全体学生能够听懂、会说We’re having a party.能拼写词汇hear。
2. 全体学生能运用已学语言描述正在发生的事情。
（三）情感态度积极运用所学英语进行表达和交流。
（四）学习策略对所学内容进行主动练习与实践，并在交际和写作中运用。
（五）文化意识进一步了解英语国家中主要的节日。
五、教学重点1.熟练掌握本课单词和目标语句；2. 能运用已学语言描述正在发生的事情。
六、教学难点现在进行时的be动词在表达时往往会丢掉。
七、教学准备卡片，CD-ROM，PPT，头饰八、教学过程ⅠWarm-up and lead-in（新授课）1. Greetings. T &Ss greet each other.2．T show picture-partyWhat can you see in the picture? I can see…What are we doing? Yes,we are having a party.(板书课题)（设计意图：通过谈论party的图片引导课题）ⅡTask Presentation五月的第二个星期日What is the festival? It’s Mother’s Day.还有不到一个月就是母亲节了，同学们想不想为妈妈做点什么？任务：学完这节课，同学们就可以用English 描述母亲节的party上，大家在做什么。
Module 5 Unit1 He is playing the Suona, but the phone rings.教学设计【教学目标】1.能识别认读新单词play, third, time, bark, loudly.2.能听懂会说目标语句He is playing the Suona, but the phone rings. He’s riding his bike, but it starts to rain.3.能运用已学语言描述正在做一件事情时另一件事情同时发生的场景。
4.能乐于感知并积极主动学习英语。
【教学重难点】能在真实情景中熟练运用现在进行时态述正在做一件事情时另一件事情同时发生的场景。
【课时安排】1课时【教学过程】一、导入环节（一）导入新课，板书课题（1分钟）导入语: Boys and girls, it’s raining outside. Let’s listen what the two dogs are talking. OK?!(播放chant视频)学生跟读。
（二）展示目标（1分钟）：过渡语：Let’s read the learning goals together.1.能识别认读新单词play, third, time, bark, loudly.2.能听懂会说目标语句He is playing the Suona, but the phone rings.He’s riding his bike, but it starts to rain.3.能运用已学语言描述正在做一件事情时另一件事情同时发生的场景。
过渡语：Are you ready for our class? Come on.二、先学环节（15分钟）（一）自主学习过渡语：Today is Simon’s birthday. They have a big birthday party. Now let’s listen and see what is happening.1.自学指导(一)单词（1）第一遍听课文录音并划出新单词。
本模块话题是围绕数字展开，通过对数字的学习来准确描述周围物品的数量。
其中Unit1主要是用There be 句型来对物品数量的描述，初步感知两件物品数目上的对应关系，Unit 2 就是继续深入学习对物品数目的提问与回答。
学生之前已经掌握了112的数量词，因此在接着学习有一定规律性的1319的数量词是比较容易接受和掌握的。
二、学情分析在三年级的时候同学们已经学习了112的英语表达，能够进行认读以及简单的运用。
而且在四年级下册中他们也已经学习了there be的句型，一些同学能够运用这个句型进行表达。
本课要求学生掌握1319的数量词，并且学会对物品的一定数量进行描述。
三、教学目标知识与技能目标：1.能听懂课文中数字的单词，并且能朗读课文。
2.能听懂句型There are nineteen crayons.并会用There be表达其他物品的数量。
3.能理解单词：nineteen,fifteen,give out ,all right,thirteen,fourteen,sixteen,seventeen,eighteen,.能听懂/会说/读/写crayon,begin,floor.能力目标：1.能听懂并认读：There are only nineteen crayons.并且能运用这个句型表达其他物品的数量。
2.能认读四会单词：crayon,begin,floor.以及24个自选数字。
教学重点：1.听读说1319的数量词，以及听读说写四会单词：crayon，begin，floor.2.运用句型There are来描述物品的数量。
教学难点：1.听读说1319的数量词，以及对fifteen,thirteen 发音的掌握。
2.对物品数量够不够如何用英语进行描述。
四、教学准备教学卡片，PPT五、教学步骤。
Module5Unit1How many?
潍坊滨海实验小学王炳玲
一、教案背景：
本课教材是外研社版本小学新标准英语（三年级起点）三年级上册Module5Unit1How many?
二、教学内容：How many? One---eight.
三、教学目标：
1.认知目标:
（1）能听懂、会说并灵活掌握数字One—eight及其顺序。
（2）单词：One ,two, three, four, five, six, seven,eight
2.能力目标：能灵活运用数字以及本课单词;培养学生将英语应用于生活的习惯。
3.情感态度价值观目标：运用多种教学手段如做游戏、创设情境等以激发学生学习英语的积极性,并力争能够让学生人人参与,通过鼓励、表扬来让学生有成就感，对自己充满信心，培养学生对语言的兴趣。
四、教学重难点: 掌握数字1到8的发音及顺序。
1、数字three和seven的发音；
2、数字1到8的顺序。
五、课前准备:
多媒体课件、录音机，数字卡片，图片
六、教学方法:
直观演示法、多媒体教学、合作学习法、TPR活动
七、教学过程：
（一）Warm-up
师拿几张狗的图片问颜色：What colour is it? (生回答)师拿三张狗的图片问：How many dogs? 引导学生回答：Three.从而导入课题并板书，让学生跟读几遍。
（二）New words：
1、师拿数字卡片“1”问：How many?生回答：One.师板书让学生摹写，并让
学生读：一行一行读，指名读，男女分读，小组读等方式。
同样的方法教授2－10.
2、Have a match:7个小组分别读单词比赛，看哪个小组读得好。
教师及时给予黑板评价。
3、Practise: 师生先示范练习。
师伸5个手指，拿几支彩笔，或者那几本书询问：How many?生回答。
然后同桌两人用不同的物品进行练习（卡片、手指、书本、笔等等）。
4、师每组抽查2名学生的练习情况，并进行评价。
(三)Text.
1、Listen and point.
2、Point and say.
3、Say it again.
4、课本剧表演：
教师作为一个魔术师，8名学生来前面蹲下，师说：How many? One.一名学生做小兔子状蹦出来，师再说Two,Three.又有两只小兔蹦出，直到八只小兔全部变出来，然后，全体学生一块数出数字来。
5、Read by yourself.
6、Activity 3.师说数字单词，生指。
然后，两人一组练习。
（四）Match:
1、师生先示范练习询问多少，用到不同的物品。
2、Practise in groups.
3、Show.小组展示。
教师及时进行评价。
（五）Play a guessing game.
师叫一名学生上前示范，师在生背后写数字，生猜。
2人上前练习。
同桌两人练习。
（六）Activity Book.
（七）Sum-up.评价小组，并奖励优胜组，发小贴画。
（八）Homework:
在家里跟你的爸爸妈妈用家里的物品练习询问多少。
板书设计：
Module 5 Unit 1
How many?
One, two, three, four, five, six, seven, eight.
教学反思：本节课是新标准英语三年级起点第一册第五模块第一单元的第一课时。
本课的教学内容是：学习数字1-8，句型How many…?
我所执教班级的孩子们都是刚开始接触英语的，对英语充满好奇心，学习英语的积极性很高，但因为年龄尚小，个个活泼好动，注意力易分散，没有耐心。
因此，我利用动画游戏的形式，直接激发他们对语言学习的兴趣，促使他们的多元智能在交际中得以自然体现和发展。
在教学中，为了体现学生的主体地位，让每一位学生在富有情趣的师生、生生互动中，主动地接受和领会教材中提供的信息，轻松自然地参与整个语言学习活动，发展语言交际能力和思维能力，我设计了以下教学环节：
1.交流感情，营造亲切氛围。
为了让学生很快融入英语课堂，适应语言环境，我设计了chant、问候交流，既营造了亲切氛围，拉近了我和学生们之间的距离，又训练了他们的日常用语。
2.歌曲开篇，课前热身。
边唱边做动作，一来活跃了课堂，集中了学生的注意力；二来复习了以前学习的内容，为本课的学习作了铺垫。
3．数数动作，听音说数
因为本课的教学内容是数字，所以我设计了让小朋友跟着老师一边扳手指一边数数的方法来学习这些10以内的英文数字，同时利用孩子们的好奇心，拍手，拍桌子，让孩子们根据听到的次数来说出这些英语数字，让他们在实际生活中学会英语。
4.及时操练，即时巩固。
每教一个单词，都及时安排学生操练，做到让学生在练中学习、练中理解、练中记忆、练中掌握。
让他们有信心继续学习。
5.教学手段灵活多变。
请能力较强的学生做小老师，帮助其他学生学习，让学生真正学以致用，体验成功。
6.小组合作，完成共同任务
教学中多次采用小组竞赛，小组共同完成任务的形式来巩固练习，这不仅适应了活动化教学的要求，又能较顺利地完成教学任务。
整堂课力求体现“在情境中教学、在活动中学习”的教学追求，力求使英语学习过程成为知识性、情趣性相结合的快乐学习过程。
