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Module 1 重点短语1.behind the tree在树后2.on your left在你的左边3.on your right在你的右边4.at NO.2 Park Street在第二大街5.Excuse me. 打扰了。
6.turn left向左转7.turn right向右转8.go straight on 直行9.next to a supermarket在一个超市的旁边10.beside the cinema在电影院附近11.Thank you so much.非常感谢。
12.You’re welcome！不用谢。
13.up the hill上山坡14.down the hill下山坡15.near the house在房子旁边16.near the park在公园旁边17.at the station在车站18.behind the door在门后重点句子1.Where are you?你在哪里？2.I’m on your left.我在你的左边。
3.I live at No. 2 Park Street.我住在第二大街。
4.Excuse me. Where’s the cinema, please?打扰了，请问电影院在哪里？5.It’s next to a supermarket. And it’s beside the cinema.它在超市附近，并且在电影院的旁边。
6.The bus is at the station.公交车在车站。
重点知识询问某物在哪里，用句型：Where’s the…?回答可能会用到表示方位的介词in（在……里面），on（在……上面），under（在……下面），behind（在……后面），next to（在……旁边），beside（在……附近），between…and…（在……之间）。
Module 2重点短语1.play football踢足球2.look at these pictures看这些照片3.read a book 读书4.take pictures照相5.watch TV看电视6.little brother 小弟弟7.play with a toy train玩玩具火车8.my sister 我的妹妹9.my friend 我的朋友10.fly a kite 放风筝11.ride a bike骑自行车12.listen to music 听音乐13.talk to my friend跟我的朋友交谈14.read a book about China读一本关于中国的书15.write a letter写信e here and look过来看看17.do my homework写作业重点句子1.She likes playing basketball.她喜欢打篮球。
外研版三起点六年级上册Module 5 单元整体教学设计一、单元整体概览（一）单元主题该主题属于“人与社会”范畴, 涉及同伴交往, 相互尊重, 友好互助, 跨文化沟通与交流等子主题内容。
（二）课标分析根据新课标, 要求学生能在教师的引导和启发下, 理解简答的语言材料, 领悟其基本意义, 运用所学语言与他人交流, 表达自己的能力、请求、意愿和喜好。
能在教师的引导和启发下, 基本认识到英语学习的重要性, 兴趣逐渐增强。
六年级的学生在教师的引导下, 初步找到适合自己的英语学习方法并加以运用。
基本形成良好的学习习惯。
1.主题:本单元涉及同伴交往, 相互尊重, 友好互助, 跨文化沟通与交流等子主题内容。
2.语篇:本模块第一单元课文是介绍自己的语言能力和交友情况, 并表达了自己的交友请求和意愿；第二单元是介绍自己的喜好, 让朋友了解自己。
3.语言知识:感知并模仿说英语, 体会意群、语调与节奏。
在特定的语境中, 运用词汇描述事物、行为和过程, 表达与主题相关的主要信息和观点。
在具体语境中, 与他人进行得体的交流, 进行社会交往, 表达情感、态度等, 保持良好的人际关系。
4.文化知识:不同文化背景下, 人们的交友习惯和方式、礼仪等。
5.语言技能:借助图片等, 理解语篇, 能提取、梳理、归纳主要信息, 完整、连贯地朗读所学语篇, 在教师的帮助下表演对话。
6.学习策略:积极运用所学知识进行表达和交流, 对所学内容进行主动复习和归纳, 在学习内容与个人经历之间建立有意义的联系。
主动与同学开展合作学习。
（三）学情分析六年级的学生已学过三年多的英语, 具备了一定的听、说、读、写英语的能力。
大多数学生已能听懂有关熟悉话题的语段和简短的故事。
能与教师或同学就熟悉的话题交换信息。
能读懂短篇故事, 但由于各种因素的影响, 学生发展参差不齐。
有少数学生因为基础不够好, 学习很吃力, 有的上课不专心, 注意力不集中, 这给教学带来不少困难。
德阳市青衣江路小学外研版小学英语教案三年级上册第五模块主备人：上课人：T: Can Sam come in?/Can Sam read all he books?Step3 Practice.1.Show some picture. Let students throw and say.2.Let students ask: Can I fly a kite?/ride a bike,watch TV, play football...)Practice in pairs.3.L et some pairs act it out this page.Step 4 Teaching of A6Show some pictures of visiting the school library.1.Then ask and answer.Can I write a letter herer?Yes, you can J No, you can't.2.Practice in pairs. Then read together.Step 5 Homework and do some exercise.Teaching reflection:Module 5Can I have an ice cream ?Can I come in?Analysis of teaching material:This unit is about ability questions and expressions. We should help the pupils use language to describe the personality of others and their own learning performance. This Unit 1 is about Amy's story. She is ill, but she want to do many things. Analysis of students: This module is close to life. It's interesting. All pupils have learnt some words and sentences for two years. They've le arnt “have a drink, have an ice cream,go out " So, helping them to use "Can L..? Yes, you can./ No, you can't"Teaching aims1,On knowledeGrasp these words & sentencesWords:can9 have, drink, shop, go out, thanks, Sentences:Can I have an ice? Yes, you can./ No, you cantOn abilityTrain the pupils' ability of speaking and listening. Help ss to learn how to express request.2,On emotionGuide all pupils to express request politely; Have some healthy food.Key points and difficulties:Key point: words and drills:Words: shop, drink ,go out, thanksjibrarySentences:Can I have an ice? Yes, you can./ No, you cantTeaching difficulties:Ss can use the knowledge to express request Teaching preparations: ENs, English cardsTeaching procedures:Period: 4Date:Teaching preparations: ENs, English cards Teaching procedures:M5U1 Can I have an ice cream?Date:Stepl Greeting and reviewT: Good morning, boys and girls. How are you today? Please look out of the window ,what's the weather like? Yes jt's... so , are you happy today? Yes, I feel happy too. Because I meet you again.1,Now there are four groups. If you can answer my question, ril give you an ice cream or a cake and other food. Are you clear? OK, now let's listen to a song.Step2 Teaching of AlT:OK,the little boy has a friend. If s a T-Rex. If s very cute. I want a T-Rex. Can I have a T-Rex?（学生回答，Yes or No.） OK, I can't have a T-Rex.But have many friend. So Bob has a friend too. They are playing now, so please look at the picture. What are they doing?（学生回答）They are looking atsomething.Oh it's a worm（教一下worm）T:Now,let's watch the flash read after it.（PLAY Al）OK Jet's read together.Step 3 presentation.（ teaching of A2）Just now we know that the little boy is happy.Bob and his friend are happy. How about Amy?（展示Amy 生病的图片）Is she happy? Yes, she is unhappy. A bad thing happened today. So, I have a question : what's wrong with Amy? Let's watch the flash and find the answer.（playA2 第一次）（call back the answer）Yes, her mom said: you are ill. So, she is ill.（Show a picture about “ You are ill. Tm ill"）She is ill, but she want to do many things.what does she want to do? So, please watch the flash again find the answer.（PlayA2 第二次）1.（call back the answer）（一起完成表格，边填表格边教单词和短语：have, have an ice ere am,have a drink, shop, goout分组读，依次读）Oh, she want to do so many things. But what can she do?（展示图片）OK Jet's watch the flash again and find the answer.（看完以后让学生上讲台贴板书，Yes or No）2.Now please open your book and turn to page 26. let's listen to the tape. This time you should read after it and fin d "can" and “can't" and I'll give you 3 minutes,you can practice with your partner. And then I'll ask some of to show it on the platform..Are you clear? OK, go!.（Play）（用光盘跟读边读边教新单词thanks）｛ show time）Step4 writing and singNow ,I'm hungry. Are you hungry? Can I have an ice cream? So, lefs sing a song.（用两只老虎的曲子编一首歌：can I have a cake? Can I have a cake? Yes, you can. Here, you are. Can I have an ice cream? Can I have an ice cream? No, you can't No, you can't.）OK, now ,can you sing this song? You are clever. You can discuss with your group members. Please look at this picture you can use these words.（分食物的图片给学生让他们自己编写歌曲）2mintues OK. Ready? Go!（编完歌曲请小组表演）Step5 conclusion/ Homework.OK, you did a good job today! Now, you know you should eat some healthy food, such as （边看图片边说）That good for you!After class you should teacher your parents your own songs. Now, let's see: who is the winner. Oh jt's group ....congratulations!OK, that's all fbr today! Thank you! Goodbye!Blackboard design:M5U1 Can I have an ice cream?Can I have a drink?Yes. Here you are.Can I have an ice cream?No, you can't.Teaching reflection:1,课堂指令要尽量简化。
新标准英语三起三册Module5的教后反思基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神，培养文化意识及爱国主义精神。
基于这一理念，我把好吃的、学生都非常喜爱的快餐带入课堂，以“感受东西方文化的差异”为主线，在课中精心创设尽量真实的语言环境，步步设疑，从老师听到那么多学生喜欢吃的食物后感到有点饿，想吃汉堡包，到你知道哪些洋快餐和中式快餐，再到我们借助什么工具来吃，请同学来感受刀的使用，最后通过课文了解中西方文化在其他方面的差异。
这一系列的教学环节，不仅活跃课堂气氛，激发学生兴趣，让学生在感受、体验、参与中来学习语言，感受中西方文化的差异，培养学生跨文化的意识。
并让学生知道有一些文化是我们中国独有的，让他们感受到中国文化的博大精深，培养爱国主义精神。
在本节课中我采用任务型教学途径，设计的教学活动尽量贴近学生真实的生活，因此我把讲述中西方文化差异这一比较枯燥的活动做了一下调整。
我设计了两个和同学们年龄相仿的人物----一个叫Billy,一个叫大河；一个英国，一个中国偏远的农村；一个想非常想了解中国的文化，一个非常想知道外面的世界。
这两个本身就存在对比的任务，更能激发同学们帮助他们的热情，并渗透了德育教育。
在完成整个任务的过程中，学生能用上他们所学的知识和技能，在合作中培养了他们综合运用语言的能力。
如果只用小组汇报的形式来结束此环节就很难体现活动的真实性，所以我利用录音机把他们说的话都记录下来，然后给他们邮寄过去，使整个活动有头有尾，浑然一体。
此外，我还抓住一些小的契机对学生进行教育。
如在讲授洋快餐的`时候，针对学生对洋快餐的过分喜好，适时的告诉他们这些食物中含有过多的油和脂肪，不宜多吃，要讲究膳食平衡，多吃清淡的食物才对身体有益处。
模板,内容仅供参考。
G8M5U2教学简案营丘镇中学刘建功一．教学目标：知识目标：1.词汇centre ,drum, guitar ,violin ,elder ,die ,rest2.短语、语法：make sb. +adj. Not only…but also…能力目标：1.读懂有关音乐及人物介绍的文章。
2.掌握人物介绍的基本方法。
二．教学过程：（一）课前预习。
Read and remember the new words of this unit.（二）.课上探究：1.复习检测：1)T: Ask : Do you like music? What kind of music doyou know? Then let students write .S:Answer and write the words ,then check in groups.2) T: Show the pictures and learn the new words.then practice.S: According the pictures and say the words.Match the words with the pictures.2.导入. T: 1)Play a piece of nusic: The Blue Danube.Ask:Do you knowthis music?Do you know who wrote this music?2) Introduce “The Danube” “Vienna”“Strauss”“Mozart”S: Students listen and answer the teacher‟s questions.3.Listening：T: Play the tape and ask two questions.S: Listen carefully and answer the questions.A.How many people are there in this passage? Who are they?B.Who was the greatest European composer?4.多层阅读：1).T: Ask students to read the passage and check the true sentences.S: Read the passage and find out the true sentences. (默读)Activity 2: Read and check the true sentences.①Many composers and musicians came to study and work in Vienna.（）②Strauss the younger played the piano ,the violin and the organ at the ageof six.（）③Mozart wrote his first opera at age of 14.（）④The family took Mozart around Europe.（）⑤The father Johann Strauss died in 1791.（）⑥Mozart wrote The Blue Danube.（）2) T: Ask students to read the passage again and answer the questions.S: Read the passage and answer the questions.Activity 3: Read and answer the questions. (默读)①Where is Vienna?②Which family was the most famous family of musicians in Vienna?③What sort of music did Johann Strauss the elder write ?④What was Johann Strau ss the younger …s most famous piece of music?⑤When was Mozart born ?⑥What did Mozart write in addition to operas ?⑦How old was Mozart when he was died?⑧Who do some people say was the greatest European composer?5.Learning and practice：1) T:Ask students to read aloud and find out the phrases and grammer.S:Work in groups and check the answers.2)T: Teach the important phrases and the grammer.S:Learn and make some sentences.①.the centre of… …的中心Eg. 维也纳是欧洲古典音乐的中心。
Nine girls?※教学目标1、知识与技能：掌握句型：How many…? 以及比较简单的问句Nine girls？的表示方法，学会数词9-12。
2、过程与方法：通过玩游戏的方式，新授数字9-12通过询问How many…句型，复习巩固数字1-123、情感、态度与价值观：利用学生们对游戏的兴趣，复习数字1-12，激发学生们对英语学习的兴趣※教学重难点结合本课的教学目标，我认为本课的教学重难点为：1、教学重点：教授句型How many…? 新授单词9-122、教学难点：学习句型How many…? 及其回答※教具准备录音机、单词卡片、多媒体※教学策略及教学方法针对教学重难点，我采用以下突破措施：（1）采用游戏的方式，引出新授数字单词9-12（2）通过儿歌复习数字1-10利用贴近学生生活实际的游戏搭建语言支架，借助多媒体展示生动形象的课件，图文并茂，刺激学生的多种感官优势，最大程度上调动所有学生的积极性；继续发挥小组互助合作学习机制，放手学生，充分发挥学生学习的主体作用，教师起好引导作用，加强生生以及师生间的多维互动。
※教学设计在整个教学设计中，我贯穿了听说为主的课堂教学。
1、Greetings上课后师生直接用英语进行课堂用语的复习。
2、Presentation（1）单词学习T：（利用已准备好的图片）How many?Ss：迅速看图片里的物品，并数出数字回答T：OK. Now we will continue the game.教师开始用完整的句子进行询问，如How many girls? 引导学生用最快速度看图片并完整回答问题，eight girls请学生上台拿着图片询问，操练一段时间。
（设计意图：通过游戏，设计语言支架，复习之前学过的数字1-8）T：增加难度，出示10个女孩的图片，个别询问：How many girls?Ss：seven girls eight girls (因为短时间数不清，所以只能猜，答案不一) T：教师疑问Seven girls？Eight girls？Let’s count.(边看图片边数one two three four…)教授新词nine , ten用相同方法教授eleven , twelve(设计意图：在游戏中引出新单词，自然而然，增加记忆效果)（2）课文学习A自主学习带着问题看课文动画，试着跟读。
