(word完整版)外研版五年级英语下册完整教案

Module 1 Changing
Unit 1 We lived in a small house.
学习任务
There weren’t any buses. We lived in a small house.
There are lots of buses and cars. We live in a big house.
功能
比较过去与现在的生活
运用任务
1、SB第一单元活动3；
2.谈论远古时代人们的生活与我们现在生活的不同；
3.介绍校园（班级、城市、社区）里的变化；
教学程序
一．Warming up（热身复习）
1.Greeting
2.Talking about: holiday and changing of you.
二．Leading in(课文导入)
T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write ‘changing’on the blackboard. Tell students ‘Everything is changing. No change, no progresses.
三．New teaching（课文教学）
1.Show some old photos and say: Look, life was very different many
years ago .But how was it different? Today, we will learn how to compare past and present life.
2.Listen to the tape and underline the new words.
3.Teach the new words.
a.Show some new word cards.
b.Correct pronunciation.
c.Practise new words in different kinds of metho
d.
d.Explain important phrases.
4.Listen to the tape-recorder and read follow it .
5.Act out text.
四．Practise（练习）
1.Pay attention to SB unit1 part2 and copy them to make sentences.
2.完成运用任务1：Show some pictures. Make some students find
different in them and describe in English.
3.完成运用任务2 describe past and present life
4.完成运用任务3
五．Summary and homework.(总结与家庭作业)
1.Summary（总结）
T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.”
2.Today’s homework（家庭作业）
a.Listen and read Unit1 three times, try to recite and act.
pare two photos and write differences.
板书设计:
Module 1 Changing
Unit 1 We lived in a small house.
weren’t lived small
are live big
练习：
单项选择（10分）
1（）There weren’t ___buses ..A. some B. any C. one
2 ( ) We lived ___ a small house. A at B in Con
3 ( )Yesterday I watched TV ____my grandchildren. A and B with
C to
4 ( ) Thank you for____ me. A help B helping C helped
5 ( )She ____ TV every day. A watching B watched C watches.
6 ( ) It’s a programme ___ monkeys. A about B for C in
7 ( ) She ____ have a bike last year. A doesn’t B didn’t C don’t
8 ( ) My mother worked ____the fields. A in B on C at
9 ( ) ---___do you go to school every day?
--- I go to school by bus.
A How
B What
C When
10( ) There ___ three books on the desk one hour ago.
A was
B were
C are
教后记：
Unit 2 She didn’t have a television.
学习任务
She didn’t have a television.
She worked in the fields.
功能
谈论人们过去和现在的生活变化。

运用任务
1、SB第二单元活动2
2、SB第二单元活动5
3、通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。

教学程序
一．Warming up.（热身复习）
1.Greetings.
2.Act out last text.
3.Free talk: Compare ‘Old China and New China.’
二．Lead in（课文导入）
Yesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for
Daming, tells about that programme and her feeling.
三．New teaching. （课文教学）
1.Show some questions.
a.What programme did Lingling watch last night?
b.What was the old lady’s life like many years ago?
c.Who does Lingling miss?
2.Listen to the tape-recorder and find answers.
3.Learn new words.
a.Show some object and cards.
b.Correct pronunciation.
c.Practise new words in different kinds of metho
d.
4.Listen to the tape-recorder and act out it.
四．Practise（练习）
1.Play a game.
Put nine cards on the desk. Two students use cards to make dialogue.
For example:
A: Where was he/she seven days ago?
B: He/She was …
A: What did he/she do there?
B: He/She …
2、完成运用任务1：SB第二单元活动2
3、完成运用任务2:SB第二单元活动5
4、完成运用任务3：通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。

5、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五．Homework（家庭作业）
Introduce the great changes of our hometown/school/home.
板书设计：
Unit 2 She didn’t have a television.
She didn’t have a television.
She worked in the fields.
练习：句型转换
1 She was a teacher.（变一般疑问句）
________ _________ a teacher?
2 They will fly kites. （变否定句）
They________ fly kites.
3 They should cook vegetables. （变否定句）
They ________ cook vegetables
4 He visited the British Museum yesterday.（变为一般将来时态）
________________________________________________________
5 There were many buses. （变为一般现在时态）
教后记：
Module 2 Grandparents
Unit 1 She learnt English.
学习任务
She learnt English.
Did she learn any foreign languages.
He is learning English now.
功能
谈论过去并与现在做比较
运用任务
1、说说爷爷奶奶退休前的工作及语言学习情况；
2、谈论昨天一家人的活动；
教学程序
一、Warming—up（热身复习）
Greeting:
T: Hello, Good morning, class. S: Good morning, teacher.
T: How are you today? S: We are well.
T: What day is today? S: Thursday.
T: Are you ready for your English class? S: Yes. We are ready.
Game: Review the past tense of some verbs.
二、New teaching （课文教学）
e some pictures to learn important sentences.
Did you/he /she …..? Yes, I/she/he did. No, didn’t.
He is doing …….
2.Learn new words and phrases.
Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods.
3.Listen and repeat
4.Act out the test. (Give Ss some minutes to practise.)
三、Practice and consolidate.（练习与巩固）
1.Show two pictures and have Ss describe (use the
important sentences)
2.Do activity
3.
Have Ss look it , give some minutes to practise in pairs ,then act it out.
四、Task—fulfilling（任务完成）
1、完成运用任务1：说说爷爷奶奶退休前的工作及语言学习情况；
2、完成运用任务2：谈论昨天一家人的活动；
五、Sum the lesson and homework
Try to describe the other persons to your parents.
板书设计：
Unit 1 She learnt English.
She learnt English.
Did she learn any foreign languages？
Yes,she did./No,she didn’t.
He is learning English now.
练习：
按要求写单词.
live(过去式)______________ city(复数)____________ be(过去式)____________
do(过去式)_____________ talk(现在分词)___________ dance(名词)___________ learn(过去式)___________ come(现在分词)_______________
英汉互译
在田地里______________ be tired___________________
努力学习______________ teach Chinese______________
读书_________________ by school bus______________
做蛋糕_______________ foreign languages_______________
谈论_________________ learn English___________________
Unit 2 Mr Li was a teacher.
学习任务
Mr Li was a teacher.
He taught Chinese.
Chen Hai is an English teacher.
He’s teaching Mr Li.
功能
谈论过去并与现在做比较
运用任务
1、SB第二单元活动5
2、告诉同学自己五年前的生活与现在生活的不同之处。

教学程序
一、Warming—up（热身复习）
Greeting : Free talk
Game: “What did he do?”
二、Lead---in（课文导入）
Teacher has a student stand in the front of the class.
T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s co me to the text.
三、New teaching（课文教学）
1.Important words and sentences
①Listen and underline the new words. Teacher uses all kinds of methods to guide.
②Show some pictures and let Ss describe them.
③Listen and repeat
2.Practice in pairs
(1)Show a picture of sports player have Ss say out the differences between the pictures.(use the important sentences) （2）Show three pictures and have Ss compare.
四、. Practice（练习）
1、Have Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times.
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：告诉同学自己五年前的生活与现在生活的不同之处。

4、Say a poem
Look. Listen and follow the tape. Then say together with actions.
5、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五、Summary and homework（总结与家庭作业）
1、Have Ss sum this lesson. Teacher gives complement.
2、Write the mutation in your life.
板书设计
Unit 2 Mr Li was a teacher.
Mr Li was a teacher.
He taught Chinese.
Chen Hai is an English teacher.
He’s teaching Mr Li.
练习
选词填空。

who what where do did
1--- _______were you last night? ---I was at school.
2---________is the old lady? ---She’s my grandma.
3---________ ________she do yesterday? ---She learnt English.
4----__________they watch TV every day? --- No, the y don’t.
Module 3 English Food
Unit 1 She had eggs and sausages
学习任务
What did she have for breakfast/lunch/dinner?
She had…
功能
谈论饮食习惯
运用任务
1、SB第一单元活动3
2、列出昨晚的食谱，说说自己喜欢或不喜欢的食品。

教学程序
一、Warm up:（热身复习）
T: Hello, boys and girls.
S: Hello, teacher.
T: What’s your favourite food?
S: My favourite food is…
二、Presentation:（介绍课文导入）
T: I had bread this morning, what did you have?
Ss: I had rice/milk/noodles…
T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food?
Ss: Talk about English food which they know.
T: Tell the student Daming get an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces.Then write the title.
三、Teach new lesson:（课文教学）
Step1 Show them some new word cards and teach them the pronunciation.
Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food.
And explain some English eating habits.
Step3 Give the student some questions:
1、What did Daming have got?
2、What did Lingling have for breakfast/lunch/dinner?
Listen to the tape for the second time, ask the students to answer the
question, and then check the answer together.
Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.
四、Practice（练习）
1、Ask the student to see the third part of the text. Use the
sentences to make dialogues in pairs.
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的
食品。

五、Homework（家庭作业）
Go over the text. Pay attention to the important sentences and the name of the food.
板书设计：
Unit 1 She had eggs and sausages
What did she have for breakfast/lunch/dinner?
She had…
练习：
按要求写单词.
give(过去式)______________ city(复数)____________ drink(过去式)____________
sing(名词)_____________eat(现在分词)___________ study(过去式)___________
dangerous(反义词)___________ shop(现在分词)_______________
know （同音词）. wear (同音词) same （反义词）3 用动词的正确形式填空（5分）
1).Many years ago, she_________(cook) on a fire.
2).Let’s______________(go) to the supermarket.
3).He ____________(do) her homework last night.
4).They ________(be) going to cook English food.
5).Lingling had a sandwich because she- (like) hamburgers.
Unit2 Sam ate six hamburgers
学习任务
Sam ate six hamburgers
He likes hamburgers very much.
What did you eat/drink last night?
What are you going to eat/drink?
功能
谈论饮食及喜欢的食物。

运用任务
1、SB第二单元活动5
2、给外国朋友发电子邮件，说说中国的饮食文化；
教学程序
一、Warmer:（热身复习）
T: Hello.
Ss: Hello teacher.
T: What did you have for breakfast this morning?
Ss: I had…
T: What’s your favourite food?
Ss: My favourite food is…
二、Presentation:（介绍）
Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat?Students answer the questions. T: Let’s see how many hamburgers Sam can eat. Then write the title on the board.
三、Teach new lesson:（课文教学）
Step1 T: Take out some new word cards. Ask students to try to read out
them, and then teach them these words.
Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions:
1、Who ate hamburgers?
2、Who had a sandwich?
3、What is mum going to cook tonight?
Step2 Play the tape, the students should read after it. Then check the answers.
Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best.
Step4 Game
将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。

抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。

四、Practice（练习）
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：给外国朋友发电子邮件，说说中国的饮食文化；
3、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

五、Summary and homework（总结与家庭作业）
1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。

2、模仿课文写一封信给自己的好朋友或同学
板书设计：
Unit2 Sam ate six hamburgers
Sam ate six hamburgers
He likes hamburgers very much.
What did you eat/drink last night?
What are you going to eat/drink?
练习设计：
单项选择。

1（）I’ve got __email from Lingling. A a B an C one
2 ( ) She ___ an English breakfast yesterday. A has B have C had
3 ( )What __ she ___ yesterday evening?
A did, have
B did, has
C does, have
4 ( ) They had noodles ___ lunch. A on B in C for
5 ( ) Lingling ___ English food very much. A. likes B. like C. liked
6 ( ) What___ Daming__ to eat tonight? A are, going B. is, going C does, go
7 ( ) He ____ eat hamburgers tonight. A does go to B is going to C are going to
8 ( ) She __ one apple to dog every day. A give B gives C gave
9 ( ) He __ fish last night. A ate B eat C eating
10 ( ) ---____ Amy___ Chinese food ? --- Yes, she does.
A. Did, miss
B. Does, missed C Does ,miss
教后记：
Module 4 Library
Unit 1 Where are the books about computers, please?
学习任务
Where are the…about…please?
…in two week’s time.
功能
如何在图书馆借书
运用任务
1.SB第一单元活动3
2、自行设计百货超市，运用Where are…, please? They are…练习如何在某地找到某物
教学程序
Step1 ：Warming up（热身复习）
1 、Sing a song
２、Play a guessing game
Step2 ：Presentation（介绍）
T: I need a book about English food. What can I do?
Ss: You can buy the book.
T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。

T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。

Step3 Teach new lesson（课文教学）
1、教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课
文大意。

2、教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。

3、教师将生词写在黑板上，为同学示范发音，并逐个讲解。

4、教师播放录音，请学生跟读、模仿语音语调
Step4：Practice（练习）
1、让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。

教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。

2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：自行设计百货超市，运用Where are…, please? They are…练习如何在某地找到某物
Step5 Summary and homework
1、请同学们看课文挂图，大体描述课文中在图书馆的对话内容。

2、熟读课文并记忆重点单词和句型。

3、Ask them to make up a dialogue with the new drills and new words.
板书设计：
Unit 1 Where are the books about computers, please?
Where are the…about…please?
…in two week’s time.
练习：
按要求写单词.
find(过去式)_______lady(复数)____________ bring(过去式)____________ dance(名词)_____________study(现在分词)___________ use(过去式)___________
easy(反义词)___________ write(现在分词)_______________
too（同音词）. I(同音词)
3 翻译下列短语。

传统的中国食物_________________ 有关计算机的书_______________
列车信息_________________ 图书证______________ 带回来____________
make an e-card_____________ in two week’s time___________________ be good at___________ listen to music_________ find out_____________ 4 用动词的正确形式填空（5分）
1)Sam _________ ( get up) early this morning.
2)Lingling _________ (drink) some milk now.
3)We_______ (live) in a small house last year.
4)-What ____ (do ) you do tomorrow? -I _______ (work) in the office.
5)She ______(want) to help students.
Unit 2 Where can you find out about animals? 学习任务
Where can you find out about….?
You can find out about…in/ on…
功能
询问和寻找相关信息
运用任务
1.SB第二单元活动5
2、组织学生制作电子贺卡送给父母、老师或同学
教学程序
Step1 Warming up（热身复习）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.
Step2 Presentation（介绍）
T: Today we will learn how to research the message what we need.学完之后，大家要试着通过各种途径来查询信息。

Step3 Teach new lesson（课文教学）
1、T: Take out a dictionary and say: “This is a dictionary” .Ask the student s
say the word one by one. Tell the student we can find out about words in a dictionary. As the same way, teach them the other new words.
2、Play the tape the student should read the text after the tape. Then they
should practice the text in groups or pairs. Help the student to grasp the sentence: “You should find out about… in / on…” Ask some groups to read in pairs.
Step4 practice （练习）
1、教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好的予以奖励。

2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：组织学生制作电子贺卡送给父母、老师或同学
4、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

Stpe5 Summary（小结）
T: What have we learnt this class?
Step6 Homework（家庭作业）
According to this class, do activity book practice 1.
板书设计：
Unit 2 Where can you find out about animals?
A:Where can you find out about….?
B:I can find out about…in/ on…
ie igh ir
die high girl
lie night shirt
练习：
单项选择。

1（）The timetable ___ ___ the wall. A are, on B is, in C is, on
2 ( ) Please bring ___the book __ two week’s time.
A back, in
B on, in
C about, after
3 ( ) It’s easy ___ a computer. A on B in C with
4 ( ) Let’s___ to the library. A go B going C went
5 ( )Where___ the books about food? A is B are C were
6 ( ) There __ any cars or buses. A .were B. weren’t C wasn’t
7 ( ) Here’s a card ___ you. A on B to C for
8 ( )She didn’t__ a radio. A. had B. have C has
9( ) He gave a present __ his Mum. A in B for C to
10( ) Can I have your library card, please? ----- _________
A Yes, I can.
B No, I can’t
C Yes, here you are.
Module 5 Decisions
UNIT 1 It’s big and light.
学习任务
It’s big and light.
It’s got two pockets
功能
描述事物的特征
运用任务
1.SB第一单元活动3
2、创设一个购物情境，用不同的形容词来描述事物的特征。

教学程序
Step1 Warming up（热身复习）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.
Stept2. Leading and new words（导入和新单词）
Today we’re going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentences with these words.
Step3. Text teaching(课文教学)
Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What’s the black bag like?(4).What’s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell.
Step4. Practice（练习）
1、Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags.
Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice.
2.完成运用任务1：SB 第一单元活动3
3、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。

Stept5. Homework （家庭作业）
1.画一个你喜欢的包，然后用英语描述它
2.Describe animals.
3、Games: Draw yourself.
(Draw a picture of yourself and try to describe.)
板书设计：
Module 5 Unit1 It’s big and light.
It’s got…
It has…
练习：
为I 栏找出正确的答语
UNIT 2 It’s too big for you.
学习任务
It’s …for…;
It’s too big for you.
Try this one in whiter.
功能
如何表达自己的看法
运用任务
1、SB第二单元活动5
2、创设一个购物情境，用不同的形容词来描述事物的特征。

教学程序
Step1.Warmer （热身活动）
(Look at the screen) Can you use it? Review the words and make sentences with them.
I you we she he they it
me you us her him them it
Step2. Words and leading（单词和导入）
Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy?
Step3.Test teaching. (课文教学)
Play the tape. Listen and answer the questions
(Show ppt)
1.What does Lingling want to buy?
2.What can you see on it?
3.What color does Lingling buy at last?
4.What color does Lingling like?
5.Why does she change her mind to buy another color?
At last, please the students act the dialogue.
Step4. Practice（练习）
1.Show the pictures. Have the students look, say and write. Make
sentences with: It’s … for…. Draw it on the board. Then the students
write the sentences on their exercise book.
2.Show the ppt. Play the tape. Have the students listen and underline the
same pronounce, and then do the AB.
3.完成运用任务1：SB第二单元活动5
4、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。

5、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。

Step5. Learn to sing. （学习歌曲）
Listen to the tape for several times. Try to sing and do the actions.
Step6.Homework：（家庭作业）
Describe your bag.
板书设计：
UNIT 2 It’s too big for you.
It’s …for…;
It’s too big for you.
Try this one in whiter.
练习：
按所给单词的适当形式填空。

1)There are lots of _______(bus).
2)Thank you for_______ (dance) to us.
3)She danced in lots of ______(cities).
4) He______________ (teach) English now.
5 )Ten years ago, he _________(teach) Chinese.
6 )He ________(live) there with his three children.
7 )He should ______(study) hard.
Module 6 Travel
UNIT 1 I went there last year
学习任务
Did you go with…
where/when/what/who did you……?
功能
谈论旅游见闻
运用任务
1、SB第一单元活动3
2、谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。

教学程序
Step1.Warmer （热身活动）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.
Step 2: leading（导入）
(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow)
Say the names of famous places in China and England
Step 3: Take out many photos and new words（出示照片并学习新单词）
Introduce: This is a photo( 举一张).
These are photos (举全部，多张照片)
Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.
Explain: ‘stayed’ is the past tense of stay
Week: from Sunday and Saturday is one week.
Step 4: Test teaching. (课文教学)
1、So that the students can listen to the conversations and follow in the books
Tell each pupil to get a piece of paper and draw a question on it.
Ask the students to close their books
Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions .
Now tell the students to open their books and underline all the questions in the dialogue
Have the students answer the questions
2、Show the pictures and have the student try to say and write.
Use the drills. At last give them answers
Who has got some photos?
Where is Lingling?
When did Lingling go there?
Who did she go with?
Where does her uncle live?
Step 4 Practice（练习）
1、完成运用任务1：SB第一单元活动3
2、完成运用任务2:谈谈自己外出旅游的一次经历，向同学们介绍所到城
市的方位。

Step5Homework(家庭作业)
Talking about where you went? And write down
板书设计：
UNIT 1 I went there last year
Did you go with…
where/when/what/who did you……?
练习：
单项选择
1 Where ____ the books about computer? A was B is C are
2 Where ___ you yesterday? A were B are C is
3 Lingling, ____ your bad. A Look B See C Look at
4 The T-shirt has got a panda ___ it. A on B in C at
5 Try this one ____ white. A on B in C at
6 It ____ got four wheels. A is B was C has
7 My cousins ______ Beijing every year. A visit B visits C visited
8 It’s ____ the west of China. A on B in C to
9 We stayed ____ my friend. A for B to C with
10 He made ___ e-card ___ me. A a, to B an, for C a, to
Unit 2 It is in the north of China
学习任务
Where did you go for your holidays?
Where is ?
It is in the north/south/east/west of China.
功能
描述某个地方的方位
运用任务
1、SB第二单元活动2
2、SB第二单元活动5
3、谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。

教学程序
Step1.Warmer （热身活动）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.
Step2. New words （新单词）
Show the cards of the new word. Have the student read and remember them
Then explain the word: parent means mother or father; Holiday means the day that you do not work or study, you are free.
Step3. Test teaching(课文教学)
1、Play the tape, have the students open their books listen and read then
answer the questions
1.Where did Lingling go?
2.When did she go?
3.Who did she go with?
4.Where is Xinjiang?
5.What did she ride?
6.What mountain did she climb?
7.What lake did she visit?
8.Did she have a good time?
At last give answer to the students
2、On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right. Read and point
Show a map of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong
Practice: Have the students talk about their holiday. If they did not go anywhere,
Step 4 Practice（练习）
1、完成运用任务1：SB第二单元活动2
2、完成运用任务2：SB第二单元活动5
3、完成运用任务3：谈谈自己外出旅游的一次经历，向同学们介绍所到
城市的方位。

4、学说字母组合的发音。

首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，
让他们大胆试读，以加深他们对这种拼读规则的理解。

Step5. Sing a song （学唱歌曲）
Play the tape and the student learn to sing
Game: Draw a picture (in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite )
Step Homework:（家庭作业）
Write and draw
1. Where is your favourite place?
2. When did you go there?
3. What did you do there?
4. Who did you go with?
板书设计：
Unit 2 It is in the north of China
Where did you go for your holidays?
Where is ?
It is in the north/south/east/west of China.
练习：
阅读短文，回答问题。

10分
My name is Amy. Last autumn, I went to Beijing with my parents. Beijng is in the north of China. It has lots of places of interest. I visited the Great Wall and took photos with my parents. I went to Tian’an men Square. It is very beautiful. We stayed there for two weeks with my grandparents. We had a lovely time.
1 Did Amy go with her parents to Beijing?
2 Where’s Beijing?
3 Has Beijing got lots of places of interest?
4 What did Amy do with her parents?
5 How long did they stay there?
教后记：
Module 7 Communications
Unit 1 Let’s send an email.
学习任务
Let’s send an email to dad.
Clik on ‘Email’.
Write your message.
功能
学习如何发送电子邮件
运用任务
1、SB第一单元活动3
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说
出自己的近况，提高交流能力。

教学程序
Step1.Warmer （热身活动）
1、Sing a song： my home’s the place
2、自由讨论:描述方位
Step 2: leading（导入）
请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说出电话，书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。

利用多媒体课件展示一幅电脑图片，询问学生我们可以用它来做什么，然后告诉学生我们可以用它来和别人交流，今天我们就来学习如何发送电子邮件给你的亲朋好友。

Step3：text teaching(课文教学)：
（1）、板书单词“email”，同时向学生讲解什么是电子邮件：“它是从一个电脑到另一个电脑的信息。

”用课件展示动画从一个计算机到另一个计算机的过程。

并出示图片。

请学生读单词，可以齐读，分小组读，或者男女生分组读。

（2）、播放录音，呈现活动1，请学生听录音熟悉课文内容。

再放录音，请学生找到问题的答案：What’s an email? Where is the email from?
(3)、教师将重点句子板书在黑板上：
Let’s send an email to dad.
Click on ‘email’.
Click on ‘write’.
Write your message.
Click on‘send’.
（4）、请学生回答上面的问题，教师进行总结。

继续提问；怎样发送电子邮件？
展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，
按正确地顺序把
图片排列好。

然后再听一遍录音，让学生熟悉发送电子邮件的
过程。

（5）、领读重点句子，让学生重复，找单个学生复述句子，然后自由练习如何发送电子邮件。

教师将图片打乱顺序贴到黑板上，找学生将图片与句子连线。

（6）、再放一遍录音，请学生跟读课文。

再让学生复述如何发送电子邮件。

对复述好的学生给予奖励。

（7）、完成活动手册练习1，练习2，先让学生听录音，再找学生说出自己的答案。

并找学生对错误的论断进行改正。

Step4 practice(练习)
（1）、听一听，画一画
请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write some words on your poster，put the poster on the wall！让学生课后将自己的海报粘贴到墙上，并描述一下自己的作品，评选出好的作品给予奖励。

（2）、完成运用任务1：SB第一单元活动3
（3）、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。

（4）、游戏：我说你做
两人一组，一人说指令，另一个人做动作，比比看谁的反应快。

Step5 homework（课后作业）
（1）、熟悉发送电子邮件的过程。

（2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。

板书设计
Unit 1 Let’s send an email.
Let’s send an email to dad.
Click on ‘email’.
Click on ‘write’.
Write your message.
Click on ‘send’.
练习：
连线,将A栏的词组合成一个短语,再与C栏的汉语连起来.(18分
A B C
draw “Email”画你的朋友
good the message 点击电子邮件图标
UNIT 2 I will be home at seven o’clock.
学习任务
I am working very hard.
I will be home at seven o’clock.
功能
通过电子邮件进行交流
运用任务
1、SB 第二单元活动5
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说
出自己的近况，提高交流能力。

教学程序
Setp 1：Wamer(热身活动)
1、Sing a song :
2、自由交谈:关于旅游
Setp 2:leading in (导入)
让我们一起来看看汤姆回复给SMART的电子邮件。

Setp 3：Text teaching(课文教学)
（1）、播放录音，呈现活动1，教师提问：“what’s an email ？”请学生回答.
(2)、再放一遍录音，请学生模仿跟读，直至读的熟练为止。

（3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：
I am working very hard.
I will be home at seven o’clock.。