B4 Module 5 Unit 1 倪世林
Module5 Unit1 It's mine.教学设计1)
新标准小学英语一年级起始第九册Module5 Unit 1 It’s mine.本课选自新标准英语五年级上册。
本节课的重点是教授学生运用名词性物主代词说明物品的归属。
本课的情境是Sam和Amy在争夺一件红色T恤衫，两个人都说衣服是自己的。
Ms Smart说他俩的T恤衫刚洗过，还都是湿的，在外面晾着。
这时Lingling走过来说红色T恤衫是自己的。
Sam 和Amy这才发现T恤衫上写着Lingling的名字。
于是两人赶紧向Lingling道歉，Lingling说没关系。
四年级的学生乐于通过图片对文本进行预测，表现欲强烈，喜欢表演。
学生在前四年的英语学习中曾在课文中见过形容词性物主代词my, your, his, her, their，并可以进行物品所属的描述。
这是学生第一次见到名词性物主代词:mine, yours, his, hers。
学生在之前的学习中知道如何表达歉意，但不知如何应答。
一、知识目标：1.全体学生能听、说、认读并运用单词：mine, whose, yours, hers，his。
2.全体学生能够理解单词：both, wet3.全体学生能听说认读和运用句型：Whose shirt is it? It’s mine.It isn’t hers.It isn’t his.二、技能目标：1.全体学生能够理解文本内容。
2.全体学生能够运用名词性物主代词询问和描述物品的主人。
三、情感目标：1.学生能够认识错误，主动认错，表达歉意，友好相处。
2.学生能够乐于感知并积极尝试使用英语。
1. 通过图片等搭建支架，让学生顺利表达出所学知识。
2. 在拓展环节给学生学习任务，引导学生运用本课所学知识进行语言输出。
1.教学重点：学生能听说认读和运用：Whose shirt is it? It’s mine. Itisn’t hers. It isn’t his.2.教学难点：名词性物主代词的运用。
教学辅助媒体：CD—ROM，PPT，word cardsStep1 Warm upStep2 Lead in1.Enjoy the video of Part1 and answer.T: What’s this? Whose eraser is it?Have students understand “mine”is equal to “my eraser”.2.Free talk.T: Have you got an eraser?Have students talk about their erasers using the sturcture “This is my eraser. It’s mine.”Step3 Presentation1.a. Have students observe Amy and Sam’s face.T: Are they happy? Why? What can you ask?Elict the key sentence: Whose T-shirt is it?b. Watch and find the answer: Whose T-shirt is it?2.Learn in details.a.T： Amy and Sam didn’t know the T-shirt is Lingling’s.Listen and find: What do they say? What does Ms Smart say?Elict the key sentence: It’s mine. It isn’t yours.b.Act out the second picture.Elict the key sentence: It isn’t hers. It isn’t his.c.Show students that the T-shirt is Lingling’s.T: Where is Amy’s T-shirt? How do you know?Have students observe the third picture and discuss.d.Read the last picture.T: If you do something wrong, please say sorry to others.3.Listen and imitate.4.Act in groups.Step3 Practice1.Practice in pairs.Do the practice on page 28. Then check.2.Group work.Talk about the school things in groups. Then check.Step4 Consolidation & Extension1.Read a story and answer questions.2.Read a story and judge.Step5 SummaryHave students sum up the key points.Step6 Homework1.Listen and imitate the text.2.Act the dialogue with your partner.。
四年级上册 Module Five Unit One 说课稿
小学新标准英语第三册Module 5 Unit 1 Can you run fast? （说课稿）新桥镇中心学校蒙超凤一、说教材1、教材内容我说课的内容是小学英语外研版第三册Module 5 Unit 1 Can you run fast?本单元主要是围绕学生生活和运动的各类基本能力run ，fast，jump，high，far，ride展开的一系列话题，这些东西都是学生非常熟悉而且和我们息息相关的，学生也乐于学习，并易于在生活中进行运用。
通过对话学习能够掌握询问运动能力的句型：Can you …? 及其答语Yes, I can . No, I can’t，并准确熟练地运用于实际交流中。
说目标1、教学目标依据学生现有的认知水平我确定以下教学目标：知识目标：能够听、说、认、读本课run ，fast，jump，high，far，ride六个生词，并能运用这六个单词看图填空，能用Can you …? 及其答语Yes, I can . No, I can’t技能目标：能综合运用所学语言进行交流，将新学词汇运用于句型中，发展学生自主学习的能力。
情感目标：通过本课的学习使学生乐于听、说英语，乐于模仿，积极参与，培养学生的合作精神。
2、教学重难点本课的重点是掌握单词, run ，fast，jump，high，far，ride难点是将新学词汇运用于Can you …?Yes, I can . No, I can’t句型中，联系生活来运用及交流。
三、说教法1、教法设计小学英语课堂进行的活动教学应该是能直接激发小学生对语言学习的兴趣，能使小学生的多元智能在交际活动中得以体现和发展。
因而，我在设计这堂课时，一直注意尽可能的把课堂还给学生，让学生与学生，学生与老师之间多进行语言的交流。
在操练单词时，利用新旧知识之间的相同点强化记忆。
我还发挥英语歌曲、chart及游戏比赛的激趣作用，让学生在愉快的气氛中，通过多种活动来操练重点单词和句型，突破教学重难点，并在教学过程中贯穿对学生的学习运动生活能力的认识性。
Module5Unit1It'smine!(教案)外研版(一起)英语五年级上册
Module 5 Unit 1 It's mine【学习内容】单词mine; yours; his; hers; argue; matter; wear; line; clean;句型：It’s mine/yours/hers/his.It isn’t mine/yours/hers/his.What’s the matter?Don’t argue!He wants to wear it.【学习重难点】1．物品所属的句型It's mine / It's his/ It's hers/ It's Lingling's/It isn't mine.2．名词性物主代词的运用。
【学习准备】录音机、单词卡片、一顶帽子、钢笔2支、铅笔盒2个、尺子一把。
学生桌面放有：钢笔、尺子、铅笔盒、书等各一个。
【学习过程】Step1: Warming up游戏: I say, you point.T：Boys and girls, let’s play a game, “I say, you point.” ok? Ss: OK.T: Now, point to your nose, point to your book, point to xxx's desk, point to her pencil -box 等)。
Step2：Presentation1．T: point to my book,学生手指着我的书，It's mine.(举起书，说It's mine时指向自己，重读mine)（出示单词卡片“mine”，领读板书mine，并教授板书It's mine）2．T：（拿起一学生的书）It's your book, Yes? Oh, it's “yours”出示单词卡片“yours”'s yours.T：Now , Please point to your book or desk mate's book and say “It’s mine”or “It’s yours.”(对于小组的表现给予不同的奖励。
外研社小学英语第四册Module5Unit1教案
外研社小学英语第四册Module5Unit1教案课题第四册 Module 5 SizeUnit 1 Amy’s taller than Linging.本节课通过MS Smart 在课堂上对学生的身高、年龄、力气的比照，让学生很好地理解比拟级的句型。
要求学生掌握than、old、 young、 strong 等词，并能运用He/She is +比拟级+than……句型进展教学活动。
通过使用图片及创设真实情景的方法，有效地操练句型，做到句型操练与情境相结合。
对于小学四年级的学生来说，日常生活中怎样比拟和描述两个人或物他们并不陌生，但用英语来描述就很难了。
结合学生的原有认知水平，采用形象直观法让学生展开联想，开展思维。
采用情景表演法，加深学生对知识的理解，调动学生的学习积极性，培养学生的语言综合能力。
1、知识目标：能够听、说、认、读本课的新词than、old、young、strong及掌握句型：A is taller/older……than B.2、能力目标：能正确运用形容词的比拟级形式来描述两个人的差异，运用所学词汇谈论同学之间的情况，并在日常生活中运用相关词汇。
3、情感目标：（1）激发学生学习英语的兴趣，使学生树立学习英语的自信心，培养学生的合作交流能力。
（2）培养学生自如地将所学的语言运用到生活中。
1、学习句型：A is taller/shorter……than B的表达。
2、能熟练听、说、认、读本课所学的新单词：older、younger、taller、shorter、than.Step 1 Warming upSing a song and do the actions.（设计意图：师生一起唱，并且边唱边做动作，调动学生的情绪，调节气氛。
）Step 2 Revision运用实物，学生看图、看物说形容词，并将全班同学分成两大组，开展快速对答游戏，例如：一组说“tall”,另一组那么快速说出“short”.（设计意图：通过复习一些已学过的形容词，为学习本课的教学做好铺垫。
Module5Unit1It‘smine表格式教案(含反思)
What colour is Sam’s T-shirt?
What colour is Amy’s T-shirt?
What colour is Linging’s T-shirt?
让学生逐句跟录音读课文。学习生词on the line,clean, wear.
通过形象的动作及实物展示让学生理解生词。
1) Did Ms Smart wash Lingling’s T-shirt?
Yes No
2) Is Lingling’s T-shirt clean(干净的) ?
Yes No
3) Did Lingling wear(穿)her T-shirt ?
Yes No
3、Guess “ Whose T-shirt is it？”(according to the three questions above.)
2.能力目标
能够用“It’s mine/his/yours/Lingling’s”描述物品所属关系。
能够跟录音朗读课文。
3.情感目标
能够主动借助生活中的实物谈论物品的所属关系，并能运用本课的主要句型
教学重、难点
重点：1.单词：whose, mine,your,yours,her,hers,his,argue,matter,wear,line,clean..
4、Maybe it’s Lingling’s . Then answer the question:
Where are Sam’s and Amy’s T-shirts？
5、Listen and find “mine, yours, his, her” and underline the sentences with these words.
M5U1备课
临邑县中小学当堂达标教学课时教案学校兴隆实验小学年级五学科英语授课人杨立玉班级备课时间年月日课题Module5 unit1 授课时间年月日教学目标识记单词：enough，every，everyone...掌握句型：There are enough/not enough...表达物品数量是否充足教学重点区分enough not enough too many...There be...用法难点There be 的用法方法情景教学法分组学习手段录音机实物板书设计Module 5 U1 In classThere are... enoughnot enoughtoo many学习目标会读单词enough every...能用There be 句型表达足够或不够教学过程教师活动学生活动一热身复习师生互相问好,学生演唱上一模块中学过的英文歌曲。
二导入课文1．全班完成AB Unit 1练习4.教师播放录音,学生画画,然后两人一组,用“Three’re…”的句型描述图画。
2．教师向全班提问：“Open your pencil boxes.How many pencils are there in your pencilboxes?Are there enough penicls for you?”引导学生回答:“Yes,there enough.”帮助学生理解“enough”的意思,引出今天的课文。
三课文教学1.播放课文录音,请学生把书翻到SB Unit 1活动1,边听边看插图,对课文有一个初步的印象。
2.再放录音请学生用笔勾出学过的词语或短语,然后教师进行解答。
3.教师第三次播放录音，让学生带着问题边听边思考：“How many pencils did Ms Smart buy yersterday? Are there enough 16 pencils? How many pencils are there in the blue box?”请不同的学生说一说。
B4M5U1教案
外研社新标准三年级起点第四册教案Module 5 Unit 1 Amy’s taller than Lingling.I. T eaching aims1. Learn the new words: than, old, young, strong.2. Learn some regular comparatives of adjective to make comparison：taller, shorter, older, younger, stronger.3. Learn to use the pattern: A is\are –er than B.II. Teaching key points and difficult pointsKey points: Use the comparative to make comparison correctly.Difficult points: The comparative of adjectives.III. Teaching methodsListening and talking;Task-finishing.IV. Teaching aidsWord cards, CAI, a tape recorderV. Teaching procedureStep 1 WarmerT: Boys and girls, let’s play a game: “London Bridge is falling down.”OK? Boy group and girl group, let’s see who is the winner.(Two boys or two girls make a “door” using their arms while singing the song “London bridge is falling down.” When they catch a girl or a boy, he or she must give an adjective quickly and correctly. The winner willget a happy face as a prize.)Step 2 Presentation1. Show the pictures:/it/u=854344678,2233309077&fm=51&gp=0.jpg /it/u=1828472675,4038532527&fm=51&gp=0.jpg /it/u=1041348179,1391594922&fm=51&gp=0.jpg /it/u=4179741764,1470019228&fm=52&gp=0.jpg /it/u=1620532013,3762388381&fm=51&gp=0.jpg /it/u=3577103044,1602533535&fm=52&gp=0.jpg /it/u=3467902070,373494859&fm=51&gp=0.jpg /attachment/201005/30/41421_1275224617kptp.jpg Revise the words: tall, short, old, young, big, small, fat, thin2. Look and say:①Show pictures of the trees.T: This tree is tall and that tree is short. Why?Ss: This tree is old and that tree is young.②Show pictures of an old man and a child.He’s old. She’s young. He is older than she. She is younger than he.③Show the pictures of the elephant and the rabbit.The elephant is big, the rabbit is small. I think the elephant is stronger than the rabbit, right?T: Who’s old in our class? A is older than B. B is younger than A.3.①Show a page on the screen : “than” , “taller”, “shorter”. “older”, “younger”,“stronger” .②Practice “than” one by one. (two groups)③Practice “tall, taller, short ,shorter, strong, stronger” with gesture. T: Who’s tall in our class? A is taller than B. B is shorter than A.T: Who’s old in our class? A is older than B. B is younger than A.Chain game: A is taller than B. B is taller than C.Step 3: Text learning:1. New words learning:①Listen to the tape and circle the new words or phrases that you think about.(整体感知，圈出新单词)②Listen again and read the new words loudly.③Practice the new words in your small group and then have group show.（小组合作学习新单词并展示成果）than, old, young, strong.2. Key sentences learning:①Listen to the tape again, and underline the key sentences②Talk about the key sentences in groups and have your show.(小组讨论并展示)3. Listen and answer the questions:①Who is taller than Lingling?②Who is younger than Daming?③Is Sam stronger than Lingling?Talk about the questions in groups and have your show.(小组讨论并展示)Step 4: Extension and Task-finishing1. Say a chant: Amy is taller than Lingling. Sam is younger than Daming.2. Find the changes of adjectives. And use the rules in other adjectives.small-smaller big-bigger fat-fatter thin - thinner3. Activity book Ex 1.Step 5:Homework1. Read the text.2. Compare with your parents.Bb design:Module 5 SizeUnit 1 Amy’s taller than Lingling .Amy’s taller than Lingling .And I’m olde r than Lingling.Is Sam stronger than Lingling?Y es, he is. / No, he isn’t.教学反思：本节课通过谈论几幅具有明显对比特征的图片引入了形容词的比较级。
Module-5Unit-1-Lingling-is-skipping教学设计-反思倪世林
新标准英语第四册Module 5 Unit 1教学设计一、教案背景教学内容主要是复习巩固以前学过的内容和继续扩展学习新的内容。
本册的主线培养学生的语感和节奏感，提高发音的正确性；通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。
在二年级学段，大部分学生对英语的学习积极性浓厚，喜欢在欢快的环境中学习英语，，教师应充满耐心，精心备课，在教学中多鼓励他们，帮助他们建立学好英语的自信心。
二、教材分析本课要学习的知识是让学生能够用“动词+ing”的句型来描述现在正在进行的事情。
在这里是一个巩固的环节，因为以前就有讲解过“V+ing”的形式语句，在这里得到更多的锻炼，让学生对于现在进行时更加熟悉掌握。
本课主要学习两个句型，主要例句：（1）Lingling is skipping.（2）Daming and Sam are playing hide-and-seek.（3）Daming is hiding and Sam is seeking.(4) Those girls are playing clapping games.三、教学目标（一）教学目标与内容1．知识目标：通过创设情景和大量练习，让学生能够谈论现在时，用进行时进行对话2．能力目标：在完成知识目标的基础上，通过游戏和阅读比赛活动的开展，培养学生的合作能力、竞争意识和综合运用语言知识的能力。
3．情感目标：通过学习现在进行时，可以让学生大概掌握简单的语法，培养学生自己组织语言进行交流。
4．策略目标：通过课前预习、课上互动、课下交流反思，老师和学生互敬互学，师生关系十分融洽。
(二)教学重点，难点1.新词汇：skip, playtime, sad, no one, me, hide , seek, hurry up2.新句型：（1）Lingling is skipping. （2）Daming and Sam are playinghide-and-seek. （3）Daming is hiding and Sam is seeking. (4) Those girls are playing clapping games.四、教学辅助工具多媒体，图片，跳绳。
M5U1新外研版教案新部编本
当男孩知道发生了什么的时候禁不住地哭了。
6. I think there’s a lesson there!我认为这里面蕴含着道理。
lessonn.“经验，教训”
e.g. This is a lesson for you of all!这就是给你们所有人的教训！
brave, cartoon, cute, funny, handsome, smart
2.Now work in pairs and check.Do they like the same cartoons as you?
3.Listen to Part 3 and answer the following questions.
Step6 EverydayEnglish
Let Ss say what they have learnt in the passage.
（目标一：词汇）
Step7 Languagepoints
Ss should master the main points from the passage in Part 3.If possible,let the students to sayat first.
keep doing sth. “坚持做某事”。
e.g. We must keep learning English everyday.我们必须坚持每天学英语。
5. I can’t help laughing when I watch them.我看这些总禁不住大笑。
can’t help doing sth. “禁不住做某事”。
Module5Unit1教案
在Module 5 Unit1《Our Earth》的教学过程中，我注意到了几个方面的问题，值得反思和改进。
首先，关于词汇教学，我发现学生在记忆和理解新词汇方面存在一定难度。尽管我采用了图片、实物等直观教具，但部分学生仍难以一次性记住所有词汇。在今后的教学中，我需要更加注重词汇教学的层次性，先让学生掌握核心词汇，再逐渐拓展相关词汇。同时，加强词汇复习和巩固，提高学生的记忆效果。
其次，在语法教学方面，There be结构的运用对学生来说是一个挑战。虽然我通过例句和错误分析等方式进行讲解，但仍有部分学生在实际运用中出现错误。针对这一问题，我计划在下一节课中增加更多的练习，让学生在课堂上就有机会巩固这一语法点。
此外，关于课堂活动，我发现学生在分组讨论和实验操作过程中，参与度并不均衡。有些小组讨论得非常热烈，而有些小组则显得较为沉默。为了提高学生的参与度，我将在下一节课中尝试调整分组方式，鼓励学生们积极表达自己的观点，提高课堂词汇，特别是相似词汇的区分，如hill和mountain，river和lake。
- There be结构的运用：该结构涉及主谓一致和就近原则，学生可能在使用时会出现错误。
-阅读理解的深度：学生可能难以理解课文中关于地球环境问题的深层含义，如气候变化、环境污染等。
在情感态度教育方面，虽然我试图通过小组讨论和情境体验等方式引导学生关注环保问题，但感觉效果并不理想。部分学生对环保问题的认识仍停留在表面。为了让学生真正认识到环保的重要性，我计划在课后组织一次环保主题活动，让学生亲身参与，感受环保的实际意义。
最后，关于课堂总结，我发现学生在课堂总结环节的提问较少，可能是因为他们对所学内容的理解还不够深入。为了提高课堂总结的效果，我将在今后的教学中加强对学生的引导，鼓励他们在总结环节提出疑问，及时解决学习中的问题。
Great-scientists-优质课件
How are you doing? In your last letter, you asked me about being a guest to a Chinese friend’s home. Now, I am writing to inform you of some relevant details. To begin with, according to our tradition, you are supposed to arrive early, so that you can help the family prepare the dinner, which is meaningful and interesting. Besides, you’d better bring some gifts, like a book or a Chinese knot. What’s more, when you are enjoying the meal, you need to avoid making noises while chewing food. Hopefully, these suggestions would be helpful for you. I have the confidence that you will have a great time.
Who is John Snow?
a famous doctor in London.
attended her as her personal physician.
Details
What is the problem?
The cholera was the most deadly disease of its day. Neither its cause, nor its cure was understood.
牛津译林版高中英语模块5 Unit 1 Getting along with others Read
Unit 1 Getting along with others Reading 教学案6 Lead-inTell the story of Robinson CrusoeQuestions1、Can you imagine what it would be like to live on a deserted island？2、How do you think Crusoe felt when he was alone on the island？3、How do you think he felt when he first saw Friday？4、Why do you think Robinson Crusoe gave much of his fortune to his friends？5、After living alone for 15 years，what do you think the most important thing for Crusoe was？6、After hearing the story of Robinson Crusoe，what do you think the most important thing in the world is？Do you have the experience of “friendship means the most〞？Tell us your story.More questions1、Do you keep in touch with your friends？2、Have you ever fallen out with a very good friend？Discussion1、If you had a quarrel with a friend，how would you deal with it？2、How would you mend a broken friendship？3、What are the possible reasons that lead to a broken friendship？(having little in common，lacking trust，there being conflict of interest，being jealous of each other，being indifferent to each other，being hostile敌意的to each other，….)Reading1、Today we are going to read two letters about broken friendships. Please turn to page 2 and go through the two letters as quickly as possible. Then answer the three questions in part A.2、Read the letters again carefully and finish C1、C2 and D on page 43、Finish E on page 5Language focusA. Secrets and lies1、betray：1) 出卖、背叛：betray sb. / sth. ；betray … to ….：把……出卖给……e.g. ~ me / my trust / one’s country / one’s faith，…I’ll never betray my country.Never betray your friend to an enemy.2) 泄露= give awaye.g. He betrayed the news to all his friends.The bitter smile on his face betrayed his failure / disappointment.2、primary：根底的、原始的、最初的e.g. a primary forest / school / unit / meaningWhat’s your primary concern？3、fun：乐趣、快乐e.g. The journey home was great fun.It is no fun working inside when the weather is so niceWhat fun it is to ….！fun的常用词组：have fun = have a good timefor fun：闹着玩的make fun of：取笑、作弄4、stupid：愚蠢的、笨的、荒唐的e.g. a stupid person / idea / mistakeIt’s stupid of sb. to do sth.5、overlook：无视、忽略；俯瞰e.g. overlook a mistake / a person’ s faultoverlook a valley from a hill / a tower overlooking the city6、determine：决心1) determine to do sth.2) be determined to do sth. / that …3) a determined mind / man4) He left，determined never to come again.7、admit(admitted / admitting / admission)1) 成认：①admit sth.：admit his mistake / his guilt②admit doing sth. / that …：成认做了……e.g. He admitted having taken the money.She admitted having done wrong to me.We admit that we have seen the film.③admit sb. / sth. to be …：成认……是/为……e.g. I had to admit him to be a good student.We admitted the experiment to be a failure.2) 允许(进入)admit sb. to / into + 地方e.g. A ticket can only admit one person into the theatre.Some foreign students are admitted into our school every year.8、swear(swore / sworn)：发誓、断言1)swear sth.e.g. They swore friendship forever.He swore eternal love to her.2) swear to do… / that …：发誓/ 断言将要做……e.g. He swore never to drink again.I swear that you are wrong.3) swear to doing sth.：断言曾做过……e.g. She swore to having been to the USA.9、forgive(forgave / forgiven)1) forgive (doing) sth. / (sb.) sth.e.g. Please forgive my being late.He will not forgive my disturbing his sleep.I won’t forgive your impoliteness.Forgive us our rudeness.2) forgive sb. for doing sth.e.g. Would you please forgive me for breaking the vase？10、tease：拿……取笑、欺负e.g. You are just teasing me.They teased me about my freckles(雀斑).I often tease her about her white hairs.tease sb. for sth.：哄某人要得到……e.g. The little boy teased his mother for sweets.B. A friendship in trouble11、brilliant：great：优秀的、英明的、光芒的、卓越的e.g. a brilliant student / leader / idea / example …12、focus one’s eyes / attention / the camera on …13、absent-minded：near-sighted / warm-hearted / kind-heartedabsence of mind：n.14、yell at：对……大声叫喊15、mean：unkind，1) 下贱的、心地不好、卑劣的e.g. Watch him. He can be really mean.It’s a mean trick to hide someone else’s book.Don’t be so mean to her.It’s mean of sb. to do sth.：……做某事真卑劣。
Moudle5U1教学设计
突破途径：听前预热：通过词汇学习部分，激发学生谈论卡通人物的热情的同时做语言知识的铺垫。
听中引导：通过表格填写后的追问，引导学生从卡通人物的性格，行为及对卡通人物的感受三方面进行信息梳理；梳理后连续三个深层问题追问，引发学生摸索并分析所提取信息间的逻辑关系，为最后环节的语言输出做框架上的铺垫。
听后激发：通过设置真实任务活动，激发学生的语用意识。
教学方法：PWP teaching method.教学预备：Multimedia computer, Textbook, blackboard, worksheet.教学流程图教学活动过程教学过程教师活动学生活动教学资源设计意图Pre-listening（7mins）I. Lead in：Show a video clip of sixcartoons and ask Ss topredict the title.Watch and predict. PPTVideo通过观看小视频，激发学生学习的爱好并引出话题。
II. Teach new words :Show Ss the posters ofthese six cartoons andteach them new wordsby encouraging them tovoice their opinions onthe cartoon charactersin these cartoons.Learn new words. PPTBlackboard展现视频中的卡通人物，给出谈论对象，激活学生已有词汇的同时，学习新词汇。
板书词汇从描述人物性格、行为及感受方面进行分类出现，为后面输出环节做语言知识铺垫。
Module 5 CartoonsUnit 1 It’s time to watch a cartoon.What is …like? What does/can…do in the film? What do/does …. think of …?cute brave smart optimistic kind funny…helpprotectfightkeep fightingclimb upfight but love…humorouscoolstronger thancan’t help laughing…a real herowant to be someone like hima lesson…。
Module5Unit1课件4-新标准(一起)小学英语四年级上
I went_____________. I saw_________.
I ate________. I bought______. I had a good time.
Last Sunday, I went to the park. I saw lots of ducks. Then I was hungry. I went to KFC. I ate a hamburger and chips. And I went to the
We went to the Great Wall. went We saw lots of mountains. saw We ate biscuits. And we ate apples. ate So you had had a good time. We bought you a present. bought
shop. I bought some apples and sweets. I had
a good time.
发现的快乐
原形 see buy have eat
过去式 had went ate saw bought
go
go-----went eat-------ate buy-----bought
see-----saw have------had
1.Where did they go? They went to the Great Wall. 2.What did they see? They saw lots of mountains. 3.What did they eat? They ate apples and biscuits. 4.What did they buy? They bought a present