Module 1 Our life一. 教學內容分析Module 1的話題是“Our life”， 學生在四年級及五年級上學期已經學習了大量的有關這方面話題的句子，而本單元主要的是學習一般現在時第三人稱的陳述句和疑問句。Unit 2是用電話對話的形式引出Jiamin平時學習的情況，這打電話的日常用語在四年級的Module 4 Unit 11 的Fun with language 以笑話的形式出現過，但大部分學生對此印象不深。本單元的句型should/shouldnt 可以與五年級can/cant must/must句型和句子聯系起來教學。二教學對象分析到了本學期，學生已經差不多學了三年的英語了，有的或許是五年了，我們在教學中應該注意從以培養學生聽，認，說能力為主轉移到以培養他們的閱讀，寫作能力為主。學生已有了幾年英語的基礎，老師特別要注意培養學生的綜合運用語言的能力，幫助學生把所學知識系統化，教會學生學習的方法，在適當的時候可培養學生的自學能力。三教學策略Module 1的內容比較接近生活，我們在教學的過程中應盡量與實際聯系起來，設計多個活動讓學生在情景中學習、鞏固，學會用英語做事情。本冊書開始讓學生接觸音標，我們在音標教學時要注意結合學生的學習規律，避免將教學內容變得僵死化。我們可以先呈現音標例詞，讓學生小組討論，尋找共同音素，發現發音規律。讓學生在理解的基礎上，再自我發現新知識，他們會對學習內容更加感興趣，印象更深刻。四 教學目標(一)語言技能X k B 1 . c o m1. 聽做: 能根據聽到的內容指認本單元的新單詞, 能聽懂別人談論某人日常生活習慣的語句及課文對話內容.2. 說唱: 能運用本單元的語言材料在真實情景中打電話、談論別人的生活習慣，對別人提出建議，以及能唱書中和老師編的歌和詩3. 玩演: 能積極參加課堂游戲及嘗試表演課文內容和故事.4. 讀寫: 能讀本課的新單詞, 讀懂課文, 正確書寫本課的四會單詞和重點句型.(二)語言知識1. 詞匯:New Words: 四會: study, early, subject, hour, practice, piano, than, pen friend, glad, Id be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in),should, worry, catch up with, together, seldom, shouldnt三會: former, LeedsSentence Structure: Could you help me? Id love/be glad to.May I speak to?This isspeaking.What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .I/You/He/She should/shouldnt do 2. 語法:能正確表達一般現在時第三人稱的句子 能正確運用情態動詞should/shouldnt 表達，介詞to, for的正確運用。 3. 語音: 能正確運用音素/i:/, /i/, /p/,/b/,/t/,/d/拼讀單詞，能讀準第三人稱單數動詞，并能用升降調讀出本單元的單詞，并用正確的語調,語音說本課的交際用語. 4. 話題：能用所學知識打電話、談論別人的生活習慣，并能說出在日常生活中哪些事情應該做的，哪些不應該做的(三).情感態度能積極主動地參加老師所組織的課堂活動，在學習過程中享受學英語的樂趣。在教學過程中對學生進行環境教育，灌輸綠色奧運概念，小學生要響應號召節能減排。教育好學生保護環境。愛護花草樹木，不要亂仍垃圾，教育學生要節約用水。(四).學習策略: 1. 能積極與他人合作，共同完成任務。2. 能對所學習內容主動練習和實踐。3. 能積極運用所學的知識。(五).文化意識：了解西方人與朋友約會時一些不應該做的事情 二. 教學重點,難點重點: 運用本課的單詞,句型去談論某人的生活，向別人提出建議.難點:一般現在時第三人稱單數動詞的變化三. 教學媒體圖畫,電腦,軟件,鼓四. 課時本單元用8課時完成,Unit 1 :3課時;Unit 2:3課時;Unit 3:2課時.五. 課時設計X k B 1 . c o m Unit 1 第一課時一.內容 Dialogue(書P1-3)二.語言點Vocabulary: 四會：study, early, subject, hour, practise, piano, than, pen friend, Id be glad to, may, e-mail, each other三會：former ，LeedsSentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .Could you help me? Id love/be glad to.三.任務Talk about ones life.四.教學過程(一)Leading-in1. 出示P1的圖畫并問學生：A. What are they doing?B. What does he/she usually do at/in?2根據學生的答案導出課題和本課的主要內容 (二)Pre-task1. 出示“Sue”正在彈鋼琴的照片2. 問：Whos she? How old is she?What does Sue do on Weekdays?Do you want to be her pen friend?3. 教單詞：practise, piano, than, hour, pen friend ，Id be glad to. E-mail, each, other, each other (讓學生注意practise的讀音和一小時的表達法：an hour)(三)While-task1. 學生聽錄音3次，回答問題A. Is Sue Miss Whites former pupil?B. Does Sue study at Lily school in Leeds, England?C. How does Sue go to school?D. What subjects does Sue study at school.?2. 檢查答案并教單詞：former, Leeds, subject, 3. 跟讀課文2次，4. 小組分角色讀，演課文（可以給適當的圖畫和句子或表格做提示）5. 檢查。(四)Pro-task and Check1. 讓學生把課文中談到Janet的日常生活的句子找出來，并在小組內說一說。2. 檢查，并讓學生觀察這些句子的動詞，總結一般時第三人稱單數動詞的變化。3. Sing along邊跟唱邊做動作.4. 總結本節課的新單詞和語法知識。5. 出示活動手冊P1第一題的圖畫，讓學生互相問問說說圖畫中人物的生活。6. 檢查。7. 筆頭練習：根據活動手冊P1圖畫填單詞。（如果時間不夠，可作為課后作業。）A. Ann _ the _ every day.B. Judy _ her homework in the evening on weekdays.C. Tim _ to school by _.D. John _ his friends every Saturday.E. Marry _ at Rose School.F. Ken always _ the _ for half an hour every day. 8. 檢查。（五）Homework1 抄讀本節課的四會單詞：一個一行，邊抄邊讀。2 完成活P13 熟讀課文。 Unit 1 第二課時一.內容 Rhyme, Work with language(1, 2) 二.語言點 Vocabulary：noon, begin, teach, soon Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務http:/w w w.xkb1. com能運用所學知識談論某人的生活。四.教學過程(一) Leading-in1.評講活的作業。2.Sing the song the tapeJanet gets up early every day。（二）Pre-task1. 讓學生根據歌詞想一想：What do you think of Janet? Why?2. 出示“Rhyme”，并教育學生要養成準時的良好習慣。3. 讓學生打著拍，讀Rhyme4. 師說：要做到準時，首先要安排好自己的時間，現在讓我們看看Sue是怎樣設計自己的時間表的。5. 出示Work with language 1，教單詞：noon, begin6. 老師先做示范，然后讓學生根據時間表討論一下Sue 的日常生活。Model: Sue gets up at seven in the morning on weekdays.7. 檢查(三).While-task8. 比賽讓學生用What/What time/How/Does小組內提問和回答，看哪一組能提出最多的問題，并回答正確。9. 小結：一般現在時第三人稱單數的陳述句和疑問句的表達。10. 讓學生仿照Sue的時間表，想一想，寫一寫自己的時間表11. 游戲：馬拉松先請一位學生說一個關于自己的生活的句子，如：I get up at seven in the morning. 然后第二位學生重復第一位的句子，但要變人稱，并再說一個關于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再請第三位學生重復剛才兩位說的句子，再說一個關于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.這樣一直接下去，看誰能接到最后。12. 根據游戲中學生的表現和說的情況總結。(四)Post-task and Check13. 采訪：采訪一下你的同學，問問他們父母平時的生活時間。When/What time does your father/mother?He/She Gets upGo to workGo to bedFatherMother 14. 總結采訪的情況和本節課的內容。 (五)Homework1. 家庭聽寫Unit 1的四會單詞.2. 按照書P5的時間表，說說讀讀關于Sue日常生活的句子。3. 完成活P3的第5題。Unit 1 第三課時一.內容 Work with language3 P2-4二.語言點 Vocabulary: Unit 1的單詞 Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務 能運用所學知識做相關的練習或活動。四.教學過程(一) Leading-in1. Have a dictation2. Check the homework in 3. Talk about Sues life according the timetable.(二) Pre-task4. 做一做Work with language35. 檢查，對答案。6. 向學生介紹“e-mail”的格式。7. 讓學生做一做活P2的第3小題。8. 對答案，并讓學生讀一讀。9. 出示活P2第四題的畫。10. 讓學生比較圖中人和動物，說說他們的特征。11. 讓學生讀一讀本題的句子，并把句子的編號寫在相應圖的括號內。(三)While-task12. 出示一幅畫有兩個女孩在練鋼琴，一個練了2個小時，一個練了1個半小時，一個短頭發，一個長頭發。13. 讓學生根據圖畫提出問題，并回答。14. 讓學生比較圖畫中的人物，仿照活P2第四題的句子，寫一段話（不少于5句）。15. 根據學生寫的情況小結。16. 做一做活P4第6題17. 檢查，對答案。 (四)Pro-task and Check18. 出示幾位外國小朋友的相片或圖畫，19. 讓學生說說自己想知道關于他們哪方面的情況，并用問題的形式說出來。20. 老師回答他們的問題。21. 讓學生小組說說自己的校園生活。22. 根據學生的實際情況總結。(五)Homework http:/w w w.xkb1. com讓學生選擇以上一位自己喜歡的外國小朋友作為自己的筆友，仿照書P5并用e-mail的形式向他或她介紹一下自己的校園生活。 Unit 2 第一課時一.內容 Dialogue ,Fun with language二.語言點 Vocabulary: worried, be worried about, tired, hand in, on time, do well in(in), should, worry, catch up with, together, seldom, shouldnt=should notSentence Structure: May I speak to?This isspeaking.He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務 能正確用電話用語，能用英語介紹別人的日常生活.四.教學過程(一)Leading-in1.Free talk. May I speak to?This is speaking How are you? Im fine, thank you. And you?Im fine too. Thanks.2. 看情景，說說應該跟這些小朋友說寫什么話A 小朋友在墻上畫畫B 小朋友摘公園的花C 小朋友喂動物園的猴子 (二)Pre-task1. 出示圖畫（Jiamin）2. T：This is my pen friend Jiamin. What does he look like?3. 出示Jiamin另一幅又瘦又累的圖片4. T: What does he look like now?5. 引導學生說出句子：He looks thinner now than before. He looks tired.6. T：Why Jiamin looks thinner now than before? Why he looks tired?7. 讓學生小組猜猜其原因。He usually/often/sometimes/seldom/never.(三)While-task8. 聽課文錄音3次，找出真正的原因。并說說他的不良表現。9. 教單詞：hand in, on time, do well(in)10. T: Im worried about my pen friend Jiamin. What should Jiamin do? Lets help him together. 11. 教單詞：worry, worried, be worried about, together.12. 讓學生小組討論給Jiamin的建議。He should/shouldnt13. 檢查并出示書Dialogue2, 讓學生讀一讀，并對學生進行情感教育。(四)Pro-task and Check14. 跟讀課文2次，分角色朗讀，并小組表演。15. 檢查，評價。16. 給出情景，讓學生小組扮演打電話。D 打電話采訪教練,了解一位拿了奧運金牌的運動明星的狀況.E 打電話問問筆友近來的生活狀況F 媽媽打電話幫孩子請假.17. 檢查, 評價18. 總結：1、本節課的單詞 2電話用語 3. 如何向別人提出建議. (五)Homework2 抄讀本課單詞一個一行。3 完成活unit 2第1，5題。Unit 2 第二課時一.內容 Sound families 活Unit 2 第3, 4 Fun with language二.語言點 Vocabulary: bee, bead, pit, pea, deed, pit , deep, tipSentence Structure:He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務 能用英語向別人提出建議，能用發音規律正確讀準單詞四.教學過程(一) Leading-in1 評講作業活P5第1題聽力2 再放錄音，讓學生注意這題動詞結尾的讀音：gets, looks, has, practices, goes3 歸納一般現在時第三人稱單數動詞的變化(二) Pre-task1 出示Sound families 3 a的單詞2 讓學生聽聽它們的讀音，說說詞尾s的發音，并引導他們找出發音規律。3 同樣方法教Sound families 3 b，c，d，e4 讓學生按照規律再把Sound families 3 的單詞讀一遍5 給出單詞，讓學生運用發音規律嘗試讀出來6 讓學生讀Sound Families4的句子，注意動詞詞尾的讀音7 逐條呈現Sound Families1的單詞8 讓學生讀一讀，討論紅色字母的發音，找出它們的共同音素9 讓學生嘗試讀出Sound Families2的單詞。10 讓學生讀出活Unit 2第3題的單詞和句子11 讓學生讀讀活Unit 3第4題的例子，注意“stays”的詞尾音12 小組討論例子三個句子有什么變化13 根據變化規律，完成本題14 對答案，并讀一讀，注意第三人稱單數動詞的讀音。(三) While-task1.玩游戲：Grandma says (Fun with language)A一位同學抽句子條，并把句子讀出來，B其他同學做句子意思相反的動作。（當是“should”就不做，“shouldnt就反而按照句子的意思做。）C抽6位同學出來根據其他同學說的句子做相反的動作。玩前先示范2次。2評講活P5第5題3. 出示笑話：4. 小組討論：What do you think of her? What should she do?5. 檢查,小結6. 讓學生小組扮演笑話,并抽查,評價.(四).Pre-task and Check7. 讓學生小組說說自己平時的學習表現,其他同學向他提出建議。8. 小組用本班一位同學的表現，仿照課文編對話，并分角色扮演老師打電話家訪。9. 抽查，評價。10. 總結本節課的教學內容及學生的表現.(五).Homework1 讀準課文，并嘗試背下來。2 家聽Unit2的單詞Unit 2 第三課時一.內容 Work With Language 活Unit2第2，6題二.語言點 Vocabulary: Unit2的單詞 Sentence Structure : He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務 能用英語談論別人的生活，并向別人提出建議。四.教學過程(一)Leading-in1. have a dictation(二)Pre-task1. 出示Work With Language1的圖2. 讓學生根據圖畫提出問題，并說出答案3. 讓學生根據左邊的單詞，先將圖畫編號4. 完成Work With Language15. 讀一讀答案，注意動詞的讀音。6. 給出情景，讓學生說說情景中人物的日常生活表現，并給出建議7. 仿照例子，小組說說Work With Language 2的圖8. 抽查(四) While-task9. 做活Unit 2第2題A 先讀一讀所要判斷的句子B 再讓學生聽錄音C 評講答案，錯的讓學生說出原因10. 做活Unit2第6題11. 評講答案12. 分角色朗讀本題的對話(五) Pro-task and Check13. 小組根據對話內容,討論給Sally的建議 14. 根據對話內容，寫出問題的答案A Are Sallys eyes good?B Does Sally often help her mother do housework at home?C Whos Mr. Chen?D How is Sally at school?E Which sport is she good at?15. 檢查，小結16Guessing Game：老師說一段關于班里一位同學在學校表現的話，讓學生猜出是誰17讓學生用英語寫寫自己最要好的同學在學校的表現18讓學生讀一讀自己所寫的內容19根據學生寫的情況總結 (五)Homework1 修改課堂所寫的一段話2 用英語說說自己的學習表現，并寫寫對自己的建議，Unit 3 第一課時一.內容 Story Time二語言點Vocabulary: sleepy, more minutes, asleepSentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務 理解故事內容,能綜合運用本單元的知識做聽,說,寫的練習或活動.四.教學過程(一)Leading-in1. 聽寫Module 1的單詞2. 讓學生把對自己的建議向全班讀一讀，鼓勵他們要養成好的習慣(二)Pre-task3. 呈現Story的第1，4幅圖畫4. 討論問題：P1:What are piggy and poggy doing in picture 1?What time is it?Should we watch TV at this time? Why?P4: Do piggy and poggy like the programme? Why?5. 聽錄音，檢查答案6. 讓學生猜單詞的意思：asleep, sleepy, more, (故事內容) minute（hour）7. 教以上單詞 (三)While-task8. 分角色讀，演故事。采訪：讓學生用句型：Whats your name?What time do you? 采訪同學，完成下表NameGet upGo to school9. 讓學生根據采訪結果, 仿照書 “PROJECT” 做一做, 寫一寫, 提醒學生要注意人稱的變化及動詞的變化9. 抽查學生,并讓他們讀一讀.,并根據所做情況小結. (四)Pro-task and Check10. 做 Unit 3的第1題A. 先讓學生把給出的答案讀一遍B. 聽錄音,做題目,教會學生要學會聽關鍵詞C. 評講11. 做Unit3的第3題A. 看圖寫出句子所缺的單詞B. 讓學生讀一讀句子,注意動詞詞尾的發音C. 讓學生同位根據圖畫和句子,提出問題,并回答. 12. 總結 (五)Homework1. 完成unit3 第5題2. 寫寫父母的日常生活Unit 3 第二課時一.內容 Did you know? Additional wordsSelf-assessment二.語言點 Vocabulary: chat, hurry, straight, Sentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務. 能用所學知識完成課堂活動或練習四.教學過程(一)Leading-in 評講的作業(二)Pro-task1. Sing a song2. 根據歌詞和實際,說說我們在課堂上哪些是應該做的,哪些是不應該做的(三)While-task1. 呈現Additional words的圖畫2. 判斷should/shouldnt3. 呈現Additional words的句子4. 猜猜單詞chat, hurry, straight的意思.5. 把句子與相應的圖畫連起來.6. 呈現Did you know?的圖畫7. 讓學生用英語談論圖畫的意思8. 出示句子9. 向學生介紹西方人日常生活中一些不應該做的事情10. 讓學生比較中西方在這些事情上的做法有什么相同與不同11. 讓學生小組討論我們日常生活中哪些是應該做的,哪些是不應該做的.12. 做unit 3的第4題A. 找出關鍵詞B. 寫出圖的編號,并畫出鐘的時間C. 檢查答案13. 做unit3的第2題A. 讀一讀題目所給的句子B. 聽錄音,判斷句子正誤C. 評講答案, 要求學生說出錯的原因14. 做unit3的第6題A. 讀短文B. 分清e-mail的內容是寫誰C. 比較兩封e-mail的內容,找出兩者的相同點和不同點D. 填表,評講 (四)Pro-task and Check1. 完成Self-assessment2. 總結學生的表現及本單元的主要內容(五)Homework 仿照P13寫一封e-mail給老師, 內容主要是關于自己的日常生活.Module 2 Seeing a DocotorUnit 4 Janet Fells Ill?DialogueObjectives1、To learn the names of common illness in English.2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .3、To practise advice, especially when someone is ill .4、To raise the awareness of fostering healthy living habits.5、在教學過程中對學生進行環境教育，灌輸綠色奧運概念，小學生要響應號召節能減排。教育好學生保護環境。愛護花草樹木，不要亂仍垃圾，教育學生要節約用水。Suggestions 1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese). 2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture. 3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4. 4、Show the pictures in 1 and ask the pupils to talk about the pictures. 5、Bring forth the questions in 2 and then play the tape. 6、Check the questions in 2 with the pupils to get a general idea of the dialogue. 7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively. 8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient. 9、Get the pupils to discuss in groups about what Janet should do and share with whole class.Work with LanguageObjectives 1、To practise advice like “You should ”and “You shouldnt ”.2、To learn more adjectives to describe illness.3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.Suggestions w W w .X k b 1. c O m1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first . 3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .4、The pupils finish 1, then you check the answers with them.Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.6、Play the tape and let the pupils finish 2. 7、Group the pupils and ask them to give advice to each other in order to live a healthier life .Unit 5 Janet Goes to the DoctorsDialogueObjectives 1、To expose pupils to situations of seeing a doctor, and to get to know the language used in clinics . 2、To review using third person singular to describe a persons habits and routines . 3、To learn more new words and and expressions about seeing a doctor.Suggestions 1、Remind the pupils of Janets illness, and tell them that shes going to see the doctor today. 2、Get the pupils to predict what the doctor will do and say. 3、After the prediction, teach the new words and the new expressions in the dialogue. 4、Play the tape and ask the pupils to listen carefully and check their predictions. 5、Let the pupils read the dialogue in groups. 6、Then ask the pupils to think about what they would ask and what they wouldnt say if they were Janets doctor. 7、Ask the pupils to finish 2, and then check the answers .Sound FamiliesObjectives 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words.2、Ask the pupils to read after you .3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.5、Ask the pupils to read the words after you .Sound FamiliesObjectives http:/w w w.xkb1. com 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words. 2、Ask the pupils to read after you . 3、Give the pupils time to experiment reading the words themselves, and give appropriate supports. 4、Ask the pupils to read the words after you.Work With LanguageObjectives 1、To reinforce what they have learnt. 2、To learn more words and expressions about illness. 3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.Suggestions 1、For 1, explain the new words and expressions bye showing the pictures or by acting them out . 2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers. 3、In 2, use the pictures in the te