教科EEC版小学英语五年级下册全册教案

教科EEC版小学英语五年级下册全册教案
目录
Unit1 What Would You Like to Eat《Class 1 Textbook p.4》 (3)
Unit1 What Would You Like to Eat《Class 2 Textbook p.5》 (7)
Unit1 What Would You Like to Eat《Class 3 Textbook p.6-7》 (12)
Unit2 What Do You Want to Be《Class 1 Textbook p.14》 (15)
Unit2 What Do You Want to Be《Class 2 Textbook p.15》 (20)
Unit2 What Do You Want to Be《Class 3 Textbook p.16-17》 (23)
Unit2 What Do You Want to Be《Class 4 Textbook p.18－19》 (27)
Unit2 What Do You Want to Be《Class 5 Textbook p.20－22》 (30)
Unit3 What Are You Going to Do《Class 1 Textbook p.24》 (35)
Unit3 What Are You Going to Do《Class 2 Textbook p.25》 (42)
Unit3 What Are You Going to Do《Class 3 Textbook p.26－27》 (47)
Unit4 How Long Will You Stay There《Class 1 Textbook p.34》 (50)
Unit4 How Long Will You Stay There《Class 2 Textbook p.35》 (53)
Unit5 Where Is the Gift Shop《Class 1 Textbook p.44》 (60)
Unit5 Where Is the Gift Shop《Class 2 Textbook p.45》 (68)
Unit5 Where Is the Gift Shop《Class 4 Textbook p.48－49》 (72)
Unit6 How's the Weather in Your Country《Class 1 Textbook p.54》 (75)
Unit6 How's the Weather in Your Country《Class 2 Textbook p.55》 (81)
Unit6 How's the Weather in Your Country《Class 3 Textbook p.56－57》 (84)
Unit7 How Are You Feeling Now《Class 1 Textbook p.64》 (89)
Unit7 How Are You Feeling Now《Class 2 Textbook p.65》 (96)
Unit7 How Are You Feeling Now《Class 3 Textbook p.66－67》 (100)
Unit1 What Would You Like to Eat?《Class 1 Textbook p.4》1教学目标
1、学习What’s wrong with you?及回答
2、能够准确地使用现在进行时态和there be句型。

3、在表达状态的语境下,使用What’s wrong with you?进行问答,并能给出适当的建议。

2学情分析
五年级的学生对询问他人状态及回答已经有了一定的基础,所以本课的学习比较容易,基本上没有太多的新知识,因此,让学生了解更多的语言知识,把新知与已知建立正确的联系就显得尤其重要,这样也有利于学生对课文的理解、学习,有利于学生综合语言的发展。

3重点难点
1、重点:框架句型:What’s wrong with you?
2、难点:准确地把握情境内容。

4教学过程
教学活动
1【导入】复习导入
1.讨论身体状况和心情等。

T: Glad to see you here. How are you today?
【设计意图:在轻松的谈论中,为新课的学习埋下伏笔。

在复习的过程中,还学生思维的空间。

】
2.复习旧知:由五年级上册的故事,引入本课时故事的学习。

T: Do you remember where they are in Lesson 7? What’s wron g with Sandy? Did they find Billy? Were they happy? And now where are they?
【设计意图:在复习的过程中,还学生思维的空间。

让本课时的学习情境更完整。

】
2【讲授】新知学练
1. 读图:先看图,让学生说一说图中可能发生的事情。

Where are they?
Where are they going?
【设计意图:用读图的方式猜测课文大意,让学生对整篇文章有初步地了解。

】
2.“一听对话”课文理解
先让学生听一遍课文内容,对课文做初步地了解,同时选择他们要去的
地方(图片)Where are they going?
同时学习snack bar, 先与restaurant进行区分,再利用学生生活中的快餐店的图片,训练其读音。

【设计意图:初听课文,理解对话的大概意思。

利用生活中学生最熟悉的的图片,让学生明确snack bar的含意。

】
3.“二听对话”新知学说
图1:Why are they going to a snack bar? What’s wrong with Tino?
What time is it?
图2:What do they want to do?
Where go they want to go?
Where is the snack bar?
图3:This is our first time to meet 3PO. What could you say to her?
What about Tino?
图4:Where are they going?
【设计意图:问题牵引故事发展,用多种形式学习书中四幅插图,让学生学得轻松。

】
4. “三听对话”朗读训练
小结全文:利用录音和图片,让学生回忆课文内容,把故事情境整体化,同时给出朗读技巧符号。

分角色朗读:人机对话,培养学生的语流语调。

【设计意图:采用各种形式,培养学生准确把握对话中的准确情感。

】3【活动】小组合作
1. 小组合作对话、角色表演
2. 展示对话角色表演
4【练习】综合训练
利用课文内容,补全对话。

Exercise
请根据课文内容,把对话补充完整。

Dongdong: What’s wrong with you?
Tino: I’m __________ __________.
Billy: __________,__________. It’s already one thirty. Oh, _________ a snack bar ________ the _________. Sandy: Yes, let’s.
Tino: Hi, 3PO. Glad to see you here.
3PO: Hi, Tino. How is it going?
Tino: Just great!
3PO: I’m looking for _________ _________ _________. Tino: Oh, we’re going there. Let’s go together.
【设计意图:语篇是训练学生的阅读能力和理解能力最好的资源,再利用语篇进行语言的综合训练,对学生的学习更有帮助。

】5【作业】总结作业
1. 听本课时的录音内容。

2. 抄写一遍本课的对话。

3. 和同学共同练习本课时的表演。

Unit1 What Would You Like to Eat?《Class 2 Textbook p.5》1教学目标
1. Knowledge Objectives:
①四会:apple pie, Coke, hot dogs, orange juice ②三会:Frenc
h fries,enjoy your ,lunch,anything to drink二会:spaghetti,l emonad that’s ok with me.
③句子:What would you like to... ? I’d like...
2. Ability Objectives:
By the end of the lesson, the students should be able to
(1)学习在餐厅里点餐的用语。

(2)学生能够用英语说出餐厅里较多见的食品,并能够用英语熟练地买卖食品。

2重点难点
Focus of the lesson:
学生能够运用以下句型对想要的食物进行问答交流。

What would you like to eat? I’d like ...
Predicted area of difficulty:
学生能够明白I’d 的完整形式I would
3教学过程
教学活动
1【讲授】教学过程
Step I : Warming up and revision.
Greetings.
Show some pictures to review the works.
(sick fever ,cold,cough,headache,stomachache,toothache,hot, hungry,glad)
Then Play a game:T ask S1 do the action,other Ss guess word s.
(设计意图:通过复习有关生病和感觉的一些单词来为学生们学习本
课新知识做好语料铺垫,并以游戏的方式把学生们带入轻松的课堂环境中)
Step II : Presentation.
1.T points to the ppt and ask:Does he feel cold or hot? Ss:…..
T: Today we will learn lesson1.What’s wrong with you?(Bb) T does the action (sleep):What’s wrong with me?-
Ss:You’re sleepy.
(Look at the ppt.learn to read “sleepy”)
T: If you’re sleepy what should you do? (go to bed and get some sleep)
3. Look at the screen.learn to read the words of state.
( board,tired,cold,go to bed,get some sleep.sit here.tak
e a rest,go out to play )
4. T:What’s wrong with you?=what’ s the matter with you?
S1: I am ... (I have…./I feel….)
Bb:What’s wrong with you/her/him? I /he/she am/is... /have/has….feel/feels…..
(设计意图:通过做动作猜单词以及看图回答的形式来引出本课的重
点句型,让学生置身于真实的情景中感受语言的魅力。

)
Step III: Practice.
Ask and answer questions. T- S1, T- S2. Then the students p ractice in pairs.
(What’s wrong with you/her/him? I /he/she am/is.../h ave/has….feel/feels…..)
(设计意图:通过小组练习的形式让学生充分的进行口语操练。

) 2. (ppt). Ss look at the pictures of the state, Ask and ans wer questions in pairs. Then let some pairs show. (tired,bo ard,hungry,cold,glad)
A:What’s wrong with you/her/him?
B:I/ she/he is...
When the Ss say “hungry” T: Are you hungry?
Let’s go to the “snack bar”
T: Who can say a word with “c”/ “k”/”ck”
S: cake,cat,clock,like,black......
T sums up /k/on the ppt. Ss read.
( 设计意图:由hungry引出snack bar的学习,借此学习/k/并进行归类学习。

)
5.T:look at ppt. Where is the snack bar? S: On the corner There’s a snack bar on the corner.( there is.. 那儿有..) let’s have lunch there.
Focus on the new word “lunch” and the pronunciation of “u”—[ʌ]. Let volunteers give some old words with “u” . hungry,up,but,us..... T sums up [ʌ]. on the ppt. Ss read. T shows a book on the desk. There is a book on the desk.) (ppt.) Show the location of the object.Then Ask Ss say out sentence.(Make sentence by themslves)
One by one.
( 设计意图:运用课件,把学生自然的引入真实情境中,让学生在情景中进行语言操练,学会简单的there be 句型并做拓展练习.) StepIV: Consolidation.
1.Listen and answer the question. “ What is 3po doing?”
He is looking for a snack bar.
PPT:Shoe some pictures of the action words.
Piar work:A:What are you doing ?
B:I am ... (ing)
(设计意图:让学生带着问题去听,引导学生把握关键信息, 掌握听力技巧并在听力中来巩固学习现在进行时。

)
2.Listen and read the text.
Unit1 What Would You Like to Eat?《Class 3 Textbook p.6-7》1教学目标
The Knowledge Aims(知识目标):
1.学习在餐厅里点餐的用语。

2.学生能够用英语说出餐厅里较多见的食品,并能够用英语熟练地买卖食品。

The Ability Aims(能力目标):
培养合作、交际能力。

The Emotion Aims(情感目标):
了解异国文化和风俗。

2学情分析
v 学生有一定英语基础,自学能力,学习自主性增强了。

v 对学习压力的承受力增强。

v 但知识系统混乱,不能灵活运用所学知识。

v 写的能力偏弱。

v 学生两级分化严重。

v 面临与中学衔接问题。

3重点难点
Important Points
(教学重点)
1.句型:What would you like to eat?
I’d like … .(= I would like… .) That’s okay with me. For here or to go?
2.单词:french fries, apple pie, lemonade, Coke, juice Difficult Points
(教学难点)
1.句型:I’d like … .
2.单词:French fries, lemonade, Coke
4教学过程
4.1Class begins.
Good morning,class. How are you today Let’s sing together. Today we’ll continue to learn unit1：what would you like to eat Take your finger and write with me. There are many pictures of food what we have learned.What’s this
There is an old, who can tell me,what’s this Yes,tie. t－ie tie Change the letter p, Pie is a kind of western food, it is different from pizza. Let’s play a guessing game, say the words as quickly as you can. If I ask What would you like to eat You should answer I’d like... Look at my card,what’s this Turn the card and change
the words. Turn to page 5 and read them by yourself. Answer questions.
Q1：Where are they ... In picture 8,there is a new word, enjoy. Where is Joy Any means 任何东西（否，疑）For here or to go 在这吃还是带走？是选择疑问句I’ll find 4students .Who wants to be Sandy／Billy／Dongdong／Cashier You can choose level 1or level
2. We should be cherish the food.We all live in one world.
Unit2 What Do You Want to Be?《Class 1 Textbook p.14》
1教学目标
知识目标:1)学会谈论各人的理想。

2)学习职业和与之有关的活动。

能力目标:学习问答自己的理想,锻炼学生的听说能力和日常口语交际能力。

情感目标:让学生正确树立自己的人生观,树立崇高的理想,确立自己未来理想的职业,并为其努力学习。

2学情分析
EEC教材是由黑龙江省EEC学院编写的小学英语教材。

根据小学生的年龄特点和性格爱好,教材选取学生喜闻乐见的生活内容,以生动的故事为主线,并配有欢快音乐的学习磁带,着重培养学生的听说能力和交际能力,养成良好的学习习惯。

五年级的学生接受能力较强,很多学生已经形成了自己的学习方式,教师只需要稍加引导,使学生能够以适合自己学习的方式习得知识。

对于高年级的学生,语言交际能力的培养十分重要,所以教师要为学生创造出适合他们交际的环境,引导学生在贴近生活的环境中运用语言,让学生结合自己的实际经历,表达自己的真情实感。

3重点难点
单词: pilot engineer design spaceship fantastic
句型: What do you want to be?
I want to be a(an) . .
What do you want to do ?
I want to .
注意区分“What do you want to be?”和“What do you want to do?”。

4教学过程
教学活动
1【导入】Greetings
2【导入】Revision.
T: Please look at the picture ,and answer my questions . (出示歌唱家, 篮球运动员,教师,警察,医生…各种职业图片,请同学回答问题)
3【讲授】New lesson .
T: Today I want to show you other two jobs, Let’s go on Le sson2 What do you want to be ? (板书,读题)
T:Now,please look at the picture (出示飞行员图片, 教读单词) and read after me .
Let’s spell it ,P-I-L-O-T
Ss: …
T: Do you want to be a pilot ?
Ss:Yes ./No .
T: If you want to be a pilot ,please answer my questions . What do you want to be ?
Ss: I want to be a pilot .
T: If you are a pilot ,you can fly planes .
(出示开飞机图片教读 fly planes )
(请同学回答What do you want to do ? 这一问题)
Ss : I want to fly planes .
T: That sounds great !
(教师出示另一张工程师图片教读新单词)
T: 工程师是元音音素开头,表示一个要用 an
Ss:请同学说: I want to be an engineer.
T: That sounds great.
Ask and answer one by one.
T: I think engineers can do so many things, let’s have a l ook.
Show the pictures.
T: The engineers can design a room, a building, a bridg
e, and so on . They can also design the spaceships, look. Wow, that’s fantastic.
Students repeat.
T: Engineers can design spaceships. Do you want to design s paceships?
Ss: …
T: OK, now please tell me, what do you want to do?
Ss: I want to design spaceships.
Write on the blackboard. Read the sentences.
Make a dialog. Show some pairs.
4【活动】小结
1.总结单词
2.跟录音读句型
5【练习】练习
1. I think everybody has a dream . So I want to know your d reams ,now let me guess.
T: Do you want to be a teacher ?
Ss: No.
T: Do you want to be a policeman ?
Ss: Yes.(反复练习)
2.Today we have learned so many jobs . Now please talk abou t your jobs with your parters.
For example :
A: What do you want to be ?
B:I want to be a /an . .
I want to . . A: That sounds great !
B: What do you want to be ?
A: I want to be a /an .
I want to .
B: Wow , that’s fantastic !(请同学表演)
T: Now we must stop here, I’m very happy today, and I hope you are all happy. So see you next time. Good bye boys and girls .
Ss: Good bye teacher.
6【活动】板书设计
Lesson2 What do you want to be?
I want to be a pilot .
I want to be anengineer.
What do you want to be ?I want to be a pilot .
I want to be anengineer.
What do you want to do ? I want to fly plane
s .
I want to design spaceships.
Unit2 What Do You Want to Be?《Class 2 Textbook p.15》
1教学目标
知识与技能:能够听懂并能讨论课余生活。

过程与方法:锻炼学生的读写能力。

情感态度与价值观:使学生能够为实现理想做准备。

2学情分析
本课的教学对象是5年级的学生,他们通过小学5年的学习,对英语已经有了很大的兴趣。

通过对频度副词的学习,帮助学生更好的梳理自己的生活,抒发自己对未来的期望。

3重点难点
重难点:What do you do after school?
I usually practice the violin.
What do you want to be?
I want to be ......
4教学过程
教学活动
1【导入】Preparation
Greetings:Say “Hello”to the students and then make a free talk.
Lead in:Review the old words about “jobs”
Methods:Do some actions and review the words “ police man farmer doctor ”.
教师与学生互相问候,进行自由讨论,例如询问一下学生放学后的活动安排,以这样的话题导入本课。

2【讲授】Presentation
1.Listen to the tape carefully,and think about some questions:
Whose violin is this?
What does Sandy usually do after school?
What does Dongdong usually do after school?
What does Cody usually do after school?
教师让学生在听录音之后,讨论听录音之前的预设问题。

引导学生尽量用英文回答问题,同时鼓励学生大胆的说。

Teach the key words and the important sentences.
Key words: always, practice ,usually, pool, swimmer , just Steps and Methods:
(1)Look at the pictures and talk about the questions
(2) Look and listen.
(3)Listen and repeat .Try to read the dialogues correctly a nd learn the new words.
教师根据学生掌握的情况和对知识的理解程度给与针对性的讲解和必要的翻译。

3【练习】Practice
Practice the sentence:
What do you usually do after school?
I usually clean my room.Sometimes I help my mom cook Steps and Methods:
Help the students read and understand the words to practice the sentences.
Steps and Methods:Use pictures to practice the sentences. 教师鼓励学生大声跟读,在全体跟读之后,鼓励学生以小组,个人,同座等形式朗读课文。

4【测试】Production
Listen and repeat the dialogues and answer some questions t o make sure the students understand the dialogue.
以小游戏的形式巩固全文。

教师在课件上展示一个调查表,让学生展示出来。

将学生分为若干小组,进行问卷调查活动,并将答案整理到表格中。

5【作业】Summary
Performing the text play in groups.
学生通过表演课文,更深入的对文中的内容有所了解,并增强他们对英语的学习兴趣。

Unit2 What Do You Want to Be?《Class 3 Textbook p.16-17》1教学目标
1.能够听懂并能谈论课余生活。

2.能够听懂并能谈论理想。

2学情分析
五年级学生已经有两年学习英语的经验,有了一定的英语基础。

本教学班30名学生中,大部分同学对英语有浓厚的兴趣,能够轻松地完成老师布置的各项任务。

学生们随着年龄的增长,对于理想开始有自己的认识,因此,本课探讨的话题更易于激发学生的学习兴趣,提高学生的语言表达能力。

3重点难点
1.掌握频率副词的用法。

2.掌握谈论课余生活和理想的句型。

4教学过程
1【讲授】Talk together(2) What do you want to be
Warm-up:
1.师生互相问候:
T:How are you ,everyone?
Ss: I am fine ,thank you .And you ?
T: I am fine , too. Thank you.
3.导入新课:
T: Are you happy ?
Ss: Yes.
T: I am very happy. Do you want to know why I a m happy? Let’s learn
the new lesson. Look at the picture(出示明星图片)Wh
o are they ?
Ss: They are T-F-boys.
T: Yes, they are famous sings .When I was a chil d ,I wanted to be a
teacher. New I am an English teacher, so I am ver y happy .Do you have
your ideals? Let’s talk about your ideals. Read af ter me ; What do you
want to be ?(板书出示课题)
T:At first ,listen to the sing (利用歌曲激发学习兴趣) T:Do you like this song ? Let’s learn to sing th is song.
Talk together(2)
1.观察课文,找出新单词。

(1)学生观察课文图片,尝试回答教师提出的问题:What does Sand y/ Billy/Jane want to
be ?
(2)学生再次观察课文,找出不认识的单词: artist 画家foo
d 食物peopl
e 人,人们
(3)通过讲解字母及字母组合的发音学习单词。

(4)学生通过个人读,领读,齐读等方式认读单词。

2.播放17页课文的录音内容,进行朗读训练。

(1)以每幅图为内容,听课文内容。

(2)学生个体朗读,全体齐读课文。

(3)指名翻译课文内容。

(4)小组表演课文内容。

重点句型讲解: What do you want to be ? I want t o be an artist/a cook.(板书重点句型)
T:Can you find out the difference between “an arti st”and “a cook”?
S:an用于元音音素开头的单词前,a用于辅音音素开头的单词前。

T:Let’s do exercises.(出示练习题课件)
3.知识拓展与练习
(1)出示有关工作的图片:cook. artist .doctor. singer. pol iceman. teacher. Driver.
(2)以小组为单位,利用职业的图片用各种形式练习读单词。

(3)教师出示卡片,学生抽卡读单词。

(4)利用句型:“What do you want to be ?”做对话,并小组表演。

4.Make a survey:
(1)出示句型:What do you want to do ? I want to…
(2)做相关练习。

(3)以小组为单位,完成表格。

(4)学生以小记者的身份进行采访。

Game: Guess and guess.
(1)各小组派一名同学表演动作。

(2)其他同学根据动作猜一猜他的理想职业。

Sing a song:
T:Let’s sing this song together:“What do you want t o be ?”
Homework: Write about you ideals.
板书设计
What do you want to be ?
New word : artist food people
Sentence: 1.What do you want to be ? I want to b
e an artist /a cook.
2.What do you want to do ? I want to …
Unit2 What Do You Want to Be?《Class 4 Textbook p.18－19》1教学目标
知识目标: always,usually, sometimes, never, clean my room, go hiking with my family, study English,cook for my fami ly, practice the piano, do my homework,on the weekend以及句型 what do you do …?
能力目标: 在教师的引导下,学生能够尝试说出本课的重难点。

情感目标: 培养学生热爱生活的情感与态度。

2学情分析
五年级下的学生掌握了基本的语法知识和结构,同时也能够用英语简单描述自己的经常做的一些日常的事情。

3重点难点
重点: 描述做各种事情的短语及句型的学习;
难点: usually 等四个表示频率的单词在句型中的正确使用。

4教学过程
教学活动
1【导入】本课重点单词词组的导入
on the weekend; practice the piano; go hiking with my fam ily, cook for my family; study English…
2【讲授】重难点单词词组的讲授
在讲授 on the weekend 时,还利用“动作路径”这一动画方法给学生予以呈现,更加清晰和明确。

新短语的学习既包括读音讲授,情景再现同时还包括词组意义的呈现。

3【活动】游戏活动“”小心炸弹“”
由我来领读,学生们一起跟读,当我念到标有炸弹的地方就不能出声,否则全班就会对出错的人发出炸弹“嘣”的一声;课件中展现新授短语以及“小心炸弹”的主角:炸弹.学生对这个游戏很熟悉,所以可以在我领读之后,让1到2名学生来领读,更好的体现学生的参与。

4【讲授】本课难点词：频率副词的讲授
always, usually, sometimes, never.
引入方式:利用电脑,让学生在已经画好的四个圆上填充颜色,根据颜色的不同,导入这四个新单词。

学生和老师利用电脑互动的环节,单击鼠标给图画填充颜色。

5【练习】频率副词的练习
操练方式:抽签游戏
具体如下:电脑屏幕上出现6个数字,学生可以根据自己的喜好任意选择,当进入到相应数字的界面时,会出现英语,要求学生把这些英语连成一句正确的话,重点练习了always, usually, sometimes, ne ver.
注:在一句话正确的组合之后,还要求学生用手指比划,和电脑一起完成单词的拼写。

英语学习与电脑使用相结合,学生感到既新鲜又有趣。

6【练习】听力练习
listen to the tape and follow it.
7【测试】频率副词以及句型的综合测试
(1)利用word文档,提前制作了表格,让学生观察表格内容,并且根据图标内容填always, usually, sometimes, never。

(2)利用今天所学句型:what do you
usually do after dinner? 完成造句任务,并且把自己真实的表达打在电脑屏幕上。

8【作业】课后作业
用英语小报的方式描述自己通常,经常,偶尔和从不做的事情。

要求:用表示频率的图片完整的呈现自己可能做的事情。

Unit2 What Do You Want to Be?《Class 5 Textbook p.20－22》1教学目标
语言知识目标:培养学生的学习兴趣,使学生掌握一定的语言知识,能区分使用always, usually,
sometimes; 学会谈论日常生活;掌握部分关于职业的英语名称,练习关于未来职业的问答。

语言技能目标:教师创设情境,学生在情境中学语言,学生能运用所学语言进行交际的能力。

情感态度目标:培养学生学习英语的兴趣,通过学习和交流, 进一步提高学生的实际运用语言的能力。

学习策略目标:课上通过小组合作,师生互动、游戏操练等形式,让学生完成听、说、读、写的技能训练。

使学生能够灵活运用本课对话、培养学生实践、创新和自主探究学习的能力,并提高学生语言的实际运用能力。

2学情分析
本课中较难掌握的是四个频率副词的掌握和应用。

本年级学生虽基础比较扎实,但对于五年级学生来说仍是一个难点,所以在本课中仍需做多种教学设计,来提高学生对它们的掌握。

3重点难点
Ss can distinguish “What do you want to be?” and “What d o you want to do?”
4教学过程
新设计
Step1.Greetings
Step II. Revision
Free talk. A: What do you want to be? B: …A: Do you wa nt to be a / an …? B: …
Step III: Presentation
T:I want to be a singer. I want to sing .Do the action “si ng”. Play a game: T says the action and students do it. (设计意图:通过游戏帮助学生复习一些学过的动作,活跃气氛,并且引出新知。

)
T Do the action and students say it. Then show the ppt abou t the phrases: practice the piano/clean one’s room/ go hik ing/do one’s homework/wash the dishes/study English/take a walk\go swimming at the pool. Use different ways to read it: read it one by one, boys and girls read it separately, gro ups read it.
Point to a phrase: I always practice the piano. Show a tabl e and distinguish the three words.
BB:I always\usually… Sometimes I ….
Then students talk about what do they do freely.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
always
sometimes
(设计意图:用表格的形式让学生自己发现3个单词的区别,提高学生观察和思考的能力,培养自主学习。

)
Show the dialogue and students work in pairs: What do you do….? I …..
BB: What do you do on the weekend?
5. Do the exercises of P21
6. Point to Cody. This is Cody. She always… Can you guess what S1 do? Play a game: students guess one’s daily life a nd practice the dialogue: What does he / she do?
She /He..
7. Write a passage to describe your friend’s or your free time.
(设计意图:本课出现了许多短语适合学生习作练习,学生可以谈谈自己或他人的课余生活,第一人称的难度较低。

第三人称的难,适合不同层次学生,以便实现分层教学。

)
8. Listen and read the text .
Step IV:Practice
1.dish复数( )
2.friend复数( )
3.plane复数( )
翻译
4. do his homework___________
5. wash the dishes____________
6. go swimming_______________
7. I want to be a singer.(对划线部分提问)
改成一般疑问句
________________________________________
8. I usually wash the dishes. (对划线部分提问)
________________________________________
Step V: Consolidation
Do the exercise on P21.
2. Composition. Write a passage to describe your friend’s or your free time.
Step VI: Homework. 由执教者本人填写
用频率副词造句5个,如果有能力可以练成完整的对话。

五、Blackboard design
由执教者本人填写
Lesson 2 What Do You Want to Be ?
A: What do you do on the weekend ? B: I usually go hiking .
never/ sometimes/ always
Unit3 What Are You Going to Do?《Class 1 Textbook p.24》1教学目标
1.知识目标
①能够听、说、认读动词短语:take a trip / read a magazine / go to the cinema;能够听说读写时间短语:next week,this mornin g/ this afternoon /this evening
②能够听、说、认读句型:What are you going to do this evenin
g ?I’m going to the cinema . 并对其中的动词和时间短语进行替换练习。

2.能力目标
①能通过询问知道他人打算做什么。

②能正确表达自己将要进行的活动,并能围绕主题展开对话,
3.情感目标
①培养学生学会合理计划自己的学习与生活。

②培养学生从小树立理想并拟订远期目标
三、教学重点
能够听说读写Let’s learn部分的四会短语,并能替换be going to 句型中的动词和时间短语对将来的活动进行表述。

2学情分析
3重点难点
四会词汇的听、说、读、写以及对be going to句型的理解和替换操练。

4教学过程
教学活动
1【讲授】What are you going to do
Step I: Warm-up and revise the phrases.
1. T:It’s Tuesday today. It’s a sunny day today. My daugh ter’s birthday. She is two years old. I am going to buy a gift for her tomorrow. But I have no idea. What am I going to buy?(老师发愁的样子)Can you give me some advice?
The students give some suggestions like this: I think you a re going to buy a toy car for your daughter tomorrow.
I think you are going to buy a comic book for her tomorrow.…
设计意图:通过生活中的情节自然的引入be going to 的句型结构,把学生带入过生日的氛围中,让学生们自己开动脑筋,想一想生日时应该会喜欢什么礼物。

这样不仅利用给教师提出建议的形式来复习大量购物名词,而且学生们会联想到自己过生日时的快乐情景,想要的礼物,吸引了学生的注意力,激发了学生的学习兴趣。

2. 学生给出建议后,老是惊喜状,然后反问学生的安排。

T:What are you going to do tomorrow tonight this evening ex t week…?
3 课件出示大量动作词组, 归纳容易出错的短语,例如:乐器、球类。

设计意图:通过询问学生自己的安排,复习what are you going to d o tomorrow?I am going to…句型和大量动词词组。

Step II.复习句型I’m going to do something和时间短语
(1)接刚才的词语练习,教师引出句型I am going to visit my gran dparents tomorrow,what about you? What are you going to do? 学生回答并板书。

做对话练习并让学生总结所用时间短语
tomorrow ext week his morning his afternoon his evening…(2)I am going to be a doctor in 20 years’time.学生仿照造句,并强调in 20 years’time (20年后)
(3)归纳go to the cinema,go fishing,go swimming,go hiking…这些短语的用法
例如I am going to go swimming=I am going swimming. 出示图片做替换练习。

(4)巩固练习
设计意图:总结归纳将来时的两种用法,并把时间短语整理在一起便于学生掌握和运用,及时讲解及时归纳和巩固。

Step III 复习将来时的几种特殊疑问句
1 Guessing game
学生们猜测图中人物将来的活动。

利用句型猜测what is heshe goi ng to do next week?
三幅图引出句型where are they going to do this weekend? When are they going? 感知新句型,猜测时间地点。

“Where are you going this weekend? I am going to the books tore”
“When are you going? I am going at 3 o’clock.”
第四幅图:Our headmaster
Where is he going this evening?
What is he going to buy?
When is he going there?
How is he going there?引申句型
设计意图:游戏的形式,变化不同人称代词he, she, they拓宽句型的使用,并自然的引出新句型。

并且引申how are you going there? .
Listen and answer
Do you like reading books? We can get much knowledge from b ooks. My friend Chen Jie likes reading books,too. Listen to “Let’s talk” and answer the questions:
①Where is Chen Jie going this afternoon?
②What is Chen Jie going to buy ?
③When is Chen Jie going?
Let’s talk.
Where are you going this afternoon ?
I’m going to the bookstore .
What are you going to buy ?。