五年级英语上册 Module 4 Unit 11教案 广州版
(三起点)外研版五年级英语上册《Module4__模块整体教案》
Module4 模块整体教案一、模块教材分析本模块学习一般过去时的综合运用，描述过去发生的事情。
教学内容是围绕着主人公Sam，Amy，Lingling，Daming的生活细节展开的一系列对话和活动。
此模块还涉及到过去式的否定句形式。
教学的重点应放在如何让学生运用一般过去时来描述过去发生了什么事情和存在的状态。
掌握词汇was, shorts, wear, your, sports。
第一单元主要通过创设情景，引出话题并进入重点语言的学习，主要句型是：Mum bought new clothes for Sam. Mum bought a new T-shirt for me. Mum bought it for me. She didn’t wear it.。
第二单元主要询问过去发生了什么事情及其相应的回答，学习字母a, i, o和字母组合oy, oi, oa的发音，主要句型是：What’s(What was)the matter with Daming/Sam/Susan/...?He/She lost...。
二、模块教学目标（一）知识目标1. 能理解并会说Unit 1 Activity 1 Look, listen and say. 和Unit 2 Activity 5 Listen and say. Then chant.中的句子。
2. 能听、说、读、写Unit 2 Activity 3 Listen and say. 和Unit 2 Activity 5 Look, listen and say.中的单词和句子。
3. 能听、说、认、读Unit 1 Activity 2 Listen, read and act out. 和Unit 2 Activity 6 Make funny sentences.& Activity 7 Act it out. then ask and answer.中的句子和做其中的活动。
广州版五年级上册英语教案 Module 4 Unit 10(period 1)
广州市小学五年级英语上册Module 4 TravelUnit 10 Where are you doing on holiday?Team 备课小组Author执笔Module/Topic模块及话题MODULE 5Unit 单元Unit 10Title题目Where Are You Goingon Holiday?Type of lesson课型dialogueObjectives：教学目标教学目标1.语言知识目标：掌握“四会”单词：get to by train stay on foot live掌握“三会”单词：fantastic Hong Kong super掌握句型：A. How are you going to get …? By…B.Where are you going to…?2.语言技能目标：A. 能理解和运用所学句子。
B.能用所学语言谈论假期计划。
3.情感态度目标：了解和合理选择旅行目的地。
4.学习策略目标：积极思考，联系实际，主动练习和实践所学内容。
DifficultiesAnalysis 教学难点分析：1.对单词的理解和记忆。
2.句型的理解和运用。
TeachingAids/Media主要教学媒体电脑，Powerpoint软件。
TeachingResource教学资源网络图库收集的图片。
Teaching Procedures 教学过程Teaching activity & Steps ofthe activity教学活动及具体的活动操作步骤Learning strategies学生学习策略Purpose设计意图1、Warm-up2.Pre-task3.While-task A. Sing the song “The Wheelson the bus”。
A. Review and present wordsof vehicles.a. T shows pictures of vehiclesand the pupils shout the words.b. Present new wordsB. Present new sentencepatterns.a. T shows pictures and asks Ssabout their holiday plans.---School holiday is comingsoon. Xiaoling, where are yougoing on your holiday?---I’m going to ….---How are you going there?By train?---Yes, I’m going there bytrain.b. T writes down the sentencesand asks Ss to read it aloud.c. T show s pictures of citiesand asks and answers with Sswith the sentences. T presentThat’s fantastic/nice/cool. aswell.d. T asks Ss to talk in groups.e. Groups perform theirdialogues.A. T leads Ss to theA. 学生唱歌并做动作。
五年级英语上册 Module 4 Unit 10 (第二课时)教案 广州版
广州市小学英语五年级上册Module 4 TravelUNIT 10 Where are you going on holiday? (第二课时)一、教学内容：Unit10 dialogue的第二自然段、work with language二、教学目标：1.掌握“四会”单词、词组：leave for half past half past seven yours quarter a quarterto ten2.学会更多形式的英语时间表达。
3.进一步加强巩固将来时特殊疑问句型的运用。
4.进一步提高学生英语听、说能力。
三、教学重、难点：（一）进一步加强巩固将来时特殊疑问句型的运用。
（二）时间的准确表达四、教学过程：（一）Revision1. Get some pupils to act out the dialogue2. Play a game of Fun with language using the sentences: Where are you going to? How …going to…?(在玩游戏时投影课本52、53页的图片)（二）Presentation1. Pre-task（1）出示教具钟，让学生用英语说出所表示的时间。
教half past …quarter to…（2）发给学生画有几个没有时针、分针的钟的示意图，让学生听到老师所读的时间后画出时针、分针。
2. While-task（1）让学生带着以下两个问题听第二段的课文录音后,并回答。
1）Where is Yongxian going to?2）How is he get there?（2）听课文第二遍录音后教单词leave for，并让学生回答以下问题1）What time is Yongxian going to leave for HongKong?2）What time is Miss White going to leave for Hong Kong?（3）Pupils read the dialogue.解释yours=your time（4）Pupils read the dialogue3. Post-taskGet pupils to act out the dialogue(三)Consolidation(四)HomeworkCopy the new words and read the dialogue.。
五年级英语上册 Module 4 Unit 11(3)教案 广州版
广州版小学英语五年级上册Unit 11 How Are You Going There? 第一课时I. Objectives1. Unit 11 Dialogue2. Vocabulary: zoo, tiger, Window of the World, trip, for a day trip,3. Language focus: What are you going to do on Tuesday?We’re going to…4. Sound FamiliesII. Procedures1. Warming up(1) Whole class read Unit 10 Dialogue(2) Act out the dialogue2. Presentation(1) Look at the books. Unit 11 How Are You Going There? Then try to complete the form in(2) Watch TV and check the answers.（电脑呈现）(3) Learn the new words together: zoo, tiger, Window of the World, trip, for a day trip, (for two days trip)Discuss: White tigers are very precious in the world. How can we protect them?(4) Whole class read the new words and remembers(5) Read the dialogue after the tape.(6) Read in groups.3. Summing up(1) There’re some places in the dialogue, please find them out: Xiangjiang Zoo, Window of the World, Foshan, Guangzhou Art Museum, stay at home(2) There’re some transports too: by bus, by train, by car, on foot(3) Practice: What are you going to do on your holiday?(4) Can you use the places and transports or some more places and transports to make a dialogue with your partner?(5) Act out the dialogue.(6) Write down your dialogue.4. Sound families: Listen to the teacher and try to read the sentences.oo The zoo is too far away from our school.oo The cook can cook good cookies.ow The tree by the window is growing slowly.ow The cow is eating the flowers now.III. HomeworkComplete the dialogue.Listen and read Unit 11 DialogueLayout Unit 11 How Are You Going There?What are you going to do on your holiday? zooI’m going to … tigerWindow of the WorldHow are you going (to get) there? tripBy… for a day tripfor two days tripUnit 11 How Are You Going There? 第二课时ObjectivesWork with LanguageFun with LanguageStory timeDid you know?Additional wordsProceduresWarming upChant: Go to school.Read a book.Don’t be slow.Hand in now.Read Unit 11 Dialogue in groups.Act out the dialogue.PresentationPresent some places(电脑呈现)Beijing, the Night Zoo in Panyu, Yuexiu Park, Hong Kong, Zhaoqing, the Shopping Centre in Beijing RoadTeach and remember: Night Zoo, Shopping Centre, roadIn pairs talk about how we can get to these places.For example: How can we get to the Yuexiu Park?You can get there by underground, by bus or on foot.In groups make a survey and fill in the table.Make a report in class.Game: Fun with LanguagePresent some places. (电脑呈现)In pairs mime a travel agent and customer and make dialogues.For example: What place are you going to visit?I’m going to visit Beijing, How can I get there?By train or by plane.When can I start by plant?Next Wednesday.What time?Twenty past seven in the morning.Story timeLook at the pictures and explain them.Look and listen to the story, then retell the story.Ask one or two pupils to retell the story.DevelopmentDid you know?Focus pupils on the photos and ask them if they have seen transport like this, and if so, where. Begin a discussion comparing Chinese transport with the transport in the photos. Additional wordsTo introduce further adjectives to describe transport.To challenge the stronger pupils to learn the words by themselves.HomeworkAdditional word: match the words with the pictures.Story time Part II.Project: Design tickets of different transport and talk about them.。
Module4Unit8Let'shaveboth(教案)教科版(广州)英语五年级上册
教案：Module 4 Unit 8 Let's have both（教科版广州英语五年级上册）一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和重点句子。
（2）能够运用所学知识进行简单的日常交流。
2. 能力目标（1）培养学生的听说能力和团队合作精神。
（2）提高学生的阅读理解和写作能力。
3. 情感目标培养学生的分享精神和珍惜友谊的品质。
二、教学内容本课主要讲述了一个关于两个朋友分享食物的故事，通过故事引导学生学会表达自己的喜好，并能够就事物进行简单的评价。
三、教学重点与难点1. 重点：本课的生词、短语和句型。
四、教具与学具准备1. 教具：PPT、录音机、磁带。
2. 学具：课本、练习册、铅笔、橡皮。
五、教学过程1. 热身（5分钟）（1）学生自由交谈，询问他们喜欢的食物和原因。
（2）教师引导学生在全班分享自己的喜好。
2. 引入（10分钟）（1）教师播放PPT，展示本课的故事情节，引导学生初步了解故事内容。
（2）学生听录音，跟读课文，注意语音语调。
3. 讲解（15分钟）（1）教师讲解生词和短语，让学生跟读，确保掌握。
（2）教师引导学生运用情态动词can表达自己的能力。
4. 实践（10分钟）（1）学生分角色扮演故事，进行角色表演。
（2）教师组织学生进行小组活动，讨论自己喜欢的食物和原因。
5. 巩固（10分钟）（1）学生完成练习册的相关题目。
（2）教师对学生的答案进行点评和指导。
六、板书设计1. 板书生词和短语。
2. 板书句型：Can you? Yes, I can./ No, I can't.3. 板书重点句子：I like because七、作业设计1. 抄写生词和短语。
2. 运用所学句型，写一篇关于自己喜欢的食物的短文。
八、课后反思本节课通过故事的形式，引导学生学会了表达自己的喜好和能力，学生在实践环节积极参与，表现出浓厚的兴趣。
但在巩固环节，部分学生对于情态动词can的运用还不够熟练，需要在今后的教学中加强训练。
五年级英语上册 Module 4 Unit 10 (第一课时)教案 广州版
广州市小学英语五年级上册Module 4 TravelUNIT 10 Where are you going on holiday? (第一课时)一、教学内容：Unit 10 Where Are You Going on Holiday? 第一、三、四段二、教学目标：（一）掌握“四会”单词：get to by train stay on foot live掌握“三会”单词：Fantastic Hong Kong super（二）掌握句型：1. How are you going to get …? By…2. Where are you going to…?三、教学重、难点：（一）句型：1. How are you going to get …? By…2. Where are you going to…?的掌握及运用（二）单词、课文的理解、记忆和上口四、教学过程：（一）Leading –in1. Sing a song “The Wheels on the bus” (sing after the tape)2. Free talk: T: Which city have you been to?P: Beijing Guilin…（二）Pre-task1.用图片复习已学的交通工具:bike plane motorcycle ship bus car及教新单词on foottrain2.教句型 Where are you going to…?How are you going to get to …? By…（1）T: New Year’s Day is coming soon. Where are you going to?板书：Where are you going on holiday?I’m going to…(投影课本52、53页的城市图片Beijing Hongkong等城市，外加America 、Xiamen的图片)T: Where are you going on holiday?P: I’m going to…（其间穿插教句子That’s fantastic/super/nice）T: How are you going to get to …?P: By…(2) P---P practice the sentences(三) While-task1. Tell pupils the background of the dialogue. 让学生带着以下两个问题来听第一次录音（1）How many persons are there?（2）Who are they?2.让学生带着以下两个问题来听第一段录音后并回答。
Module5Unit10Differenttastes(教案)教科版(广州)英语五年级上册
Module 5 Unit 10 Different tastes（教案）一、教学目标1. 知识目标学生能够听懂、会说、会读本课的生词和重点句子。
学生能够理解并运用“What does he/she like? He/She likes”等句型描述人物的喜好。
学生能够通过听力、口语和阅读活动，了解不同人物的口味偏好。
2. 能力目标学生能够通过小组合作，运用本课所学句型完成简单的交流。
学生能够通过听力、口语和阅读活动，运用所学知识进行简单的信息获取和表达。
3. 情感目标学生能够培养对不同文化的尊重和理解，学会接纳和欣赏不同的口味和习惯。
二、教学内容1. 主题内容本课的主题是描述人们的口味偏好。
通过学习，学生能够了解不同人物的口味喜好，并用英语进行描述。
2. 语言内容生词：strawberry, banana, egg, juice, milk, meat, rice, soup, vegetables, different, likes, favorite重点句型：What does he/she like? He/She likes What'shis/her favorite food? His/Her favorite food is三、教学重点与难点重点学生能够听懂、会说、会读本课的生词和重点句子。
学生能够理解并运用“What does he/she like? He/She likes”等句型描述人物的喜好。
难点学生能够正确运用“What's his/her favorite food? His/Her favorite food is”句型询问和描述人物的最喜欢的食物。
四、教具与学具准备教具教材、录音机、磁带或音频文件、多媒体教学课件。
学具学生用书、练习本、铅笔、橡皮。
五、教学过程1. 导入（5分钟）利用多媒体课件展示不同食物的图片，引导学生谈论他们的口味喜好。
2. 呈现（10分钟）通过播放录音或朗读课文，引导学生听懂并重复本课的生词和句子。
上教版五年级英语上册Module 4 Unit 11第四模块第十一单元第一课时优秀教案
同的明天而努力！
save the water from
today.
Tell your story to
your good friend.
学生学习活动评价设计
依据课程标准，在学生学习活动中，教师十分关注课堂教学的即时评价，注意面向全体学生，关注不同学情的学生，并通过丰富的语言变化和肢体语言的方式鼓励学生，既是对学生学习的总结，又是帮助学生树立学习自信心，对后续学习进行激励的手段。
板书设计
M4 U11 The Journey of Little Water Drop
shine
go up to fly over
want to be up fall down to the ground
live in inside the tree
教学反思
我执教的是五年级上册第四模块第11单元《The Journey of Little Water Drop》一课.本课的教学内容是关于小水滴旅程的文本材料。
教学时我将教学难点化整为零，一步一步的将本课的教学重点呈现在学生面前。
关注学生主体地位，在兼顾学生感受的同时立足于教材主体，借助问题的设置和学生自我分析等方式努力为学生营造一种学习的氛围，通过句意判断、朗读模仿、复述内化、多媒体课件等教学手段使学生始终处于文本所描写的故事情境中，使知识的学习、巩固、拓展潜移默化、充满趣味。
在备课时，我考虑到了学生的年龄特点和知识掌握的情况，简单的学生可以自学的教学内容，我充分放手让学生自己去思考、去发现，从而找到学习的乐趣。
稍有难度的内容，我就从旁指引，提问、点拨，帮助学生很自然的掌握知识。
借。
Module4Unit8Let’shaveboth(教案)教科版(广州)英语五年级上册
教案：Module 4 Unit 8 Let’s have both一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和重点句子。
（2）能够运用所学知识进行简单的日常交流。
（3）了解西方的节日文化，提高跨文化交际能力。
2. 能力目标（1）能够正确使用一般现在时描述人或物的特征。
（2）能够运用比较级和最高级描述人或物的特征。
（3）提高团队合作能力和创造力。
3. 情感目标培养学生的感恩之心，让他们学会珍惜身边的人和事物。
二、教学内容1. 主题：西方节日文化2. 语言知识：一般现在时、比较级和最高级、生词和重点句子。
3. 语言技能：听力、口语、阅读和写作。
三、教学重点与难点1. 重点：一般现在时、比较级和最高级的运用，生词和重点句子的掌握。
2. 难点：一般现在时的运用，比较级和最高级的区分。
四、教具与学具准备1. 教具：PPT、黑板、粉笔、录音机、磁带。
2. 学具：课本、练习册、单词卡片、录音机、磁带。
五、教学过程1. 热身（5分钟）（1）引导学生回顾上一单元学过的内容，进行简单的口语交流。
（2）播放英语歌曲，让学生跟随音乐节奏进行听力练习。
2. 引入（10分钟）（1）教师通过提问引导学生谈论西方节日，激发学生的学习兴趣。
（2）展示本课的图片，让学生猜测节日的名称。
3. 呈现（15分钟）（1）教师通过PPT展示本课的生词和重点句子。
（2）引导学生跟读，纠正发音。
4. 操练（15分钟）（1）教师组织学生进行小组活动，用一般现在时描述人或物的特征。
（2）学生进行角色扮演，运用比较级和最高级描述人或物的特征。
5. 巩固（10分钟）（1）教师提供一些句子，让学生用一般现在时、比较级和最高级进行填空练习。
（2）学生互相交换练习，检查答案。
6. 拓展（5分钟）（1）教师引导学生讨论西方节日的意义，提高学生的跨文化交际能力。
（2）学生分组进行对话创作，展示团队合作能力和创造力。
六、板书设计1. 一般现在时：主语 + 动词原形2. 比较级：主语 + 动词原形 + 比较级 + than3. 最高级：主语 + 动词原形 + 最高级七、作业设计1. 抄写生词和重点句子。
五年级英语上册 Module 4 Unit 11(4)教案 广州版
How many days are there in aweek?
Then a chant about days(出自二年级口语).
b)Ask several children about their plans of the coming weekends with questions learnt in Unit 10 and then present the new patterns “What are you going to do there ?/Who’s going to drive？”.
1.语言知识目标：
a.本节课能听懂、流利读、会说和拼写单词：zoo， tiger ，Window of the World ，能听懂、流利读、会说词组a day trip
b.熟练运用句型：(1)How are you going there/ to get …? By…/On foot.
(2)Where are you going …?
教学活动及具体的活动操作步骤
Learning strategies
学生学习策略
Purpose
设计意图
1、Warming-up and revision
2.Revion,Presen- tation and Practice
3.Consolidation
4.Development
5.Summary
a)Free talk about DAYS with questions,
Aids/Media
主要教学媒体
1.教学课件，用于操练词组、巩固Unit10所学的句型并引出新句型和发展学生运用语言写、说的能力。
教科版五年级英语(广州版)上册_Unit11_教学设计
Unit11 教学设计【内容来源】教育科学出版社（三起点）五年级上册Module6 Weather【主题】What’s the weather like today?(一) Let’s talkLearning objectivePupils learn the following language items through a dialogue:Language focus—Asking about the weather in a place:What is the weather like (today/ in England)?How is the weather (in October)?—Describing the weather:It is (cloudy)(in October).In (October), it is (very windy).The weather is ( very wet)in( April).It is usually (very sunny/ dry) in (May).—Making predictions about the weather: I think it will (rain soon).—Nouns: weather, rain, England—Adjectives: cloudy, wet, sunny, warm, dry, windy, cool, snowy—Expressions about activities: play outdoors, wear coat and hat, go swimming, eat lots of fruit, fly kite, make a snowman—Time expressions: soon, some daySuggestionsPresenting the dialogue• Have pupils look at the pictures on Pages 62-63. If you use the E-Resource, show the two pages on the screen.• Talk about the pictures on Pages 62-63 with pupils. Draw pupils’ attent ion to the fact that Peter is from another country. Use the pictures in the 2 speech bubbles to guide pupils to understand that Peter is talking about the weather in his home country, England. Present, or elicit, the words England and weather.• Set a purp ose for listening to the dialogue: Peter is from England. He is tellingXiaoling what the weather is like in England. What will Peter do in different months? Let’s listen and find out.• Play the recording all the way through; pupils follow by looking at t he text in their book. If you use the E-Resource, play the dialogue video. The video will make the meaning of the dialogue clear to the pupils.• Play the recording again, pausing after each line for pupils to repeat and for you to clarify meaning. If you use the E-Resource, click on each line. While doing this, highlight the target language items. Use the pictures and the context in the dialogue to convey the meaning, and provide further examples to illustrate each target language structure if necessary.• Conduct reading aloud practice on the dialogue. Divide the class into 2 groups; pupils will read the dialogue in the roles of Xiaoling and Peter.• If you use the E-Resource, you may use the Listen and repeat function first for pupils to repeat. Later, use the Role play function for pupils to join the conversation in the roles of Xiaoling and Peter.Presenting the vocabulary items• You may provide this lead-in to the further vocabulary items: In England, it is usually very sunny and warm in April. People like to play outdoors. So in different months, we have dif ferent weather. People will do different things. Let’s find out more about that.• Have pupils look at the pictures on Page 63. Use the pictur es to present the further vocabulary items. Go through the names of the months first. Then go over the words related to weather, and then the activity expressions.• Say each word and phrase for pupils to repeat after you. If you use the E-Resource, click on each picture/ word/ phrase for pupils to listen and repeat.• Guide pupils to produce the following sentences from the pictures:In May, it is warm. People wear T-shirts and go swimming.(and so on)• For further practice, point to, or click on, the pictures ran domly for pupils to say the sentences aloud.Substitution• Have pupils produce a dialogue similar to the one between Peter and Xiaoling, substituting the months, weather, and activities in the original dialogue with details from the pictures on Page 63. You may give pupils time to think of the new dialogue with substitutions that make sense.• Guide pupils to produce a dialogue like the following:Pupil A: What is the weather like today?Pupil B: It is so cloudy. I think it will rain soon.Pupil A: Again! The weather here is always very wet in April. What is the weather like in England in May?Pupil B: In England, it is usually warm in May. So we like to go swimming.Pupil A: And what about December?Pupil B: In December, it is very cold and snowy. We like to make a snowman.Pupil A: I hope I can visit England some day.(二) Fun with language1. Listen and write. (Page 64)Learning objectiveTo listen for the weather situation at different cities. Language focus—What’s the weather like in (Shenyang)now?—It’s ( cold and cloudy).—cold, cloudy, wet, cool, windy, warm, dry, hot, sunnySuggestions• Have pupils look at Task 1 on Page 64. If you use the E-Resource, how the task on the screen.• Ask pupils what the weather is like today: What is the weather like today?• Set a purpose for the listening: What is the weather like now in other cities in China?• If necessary, revise the weather words with pupils. The weather words that pupils will need are cold, cloudy, wet, cool, windy, warm, dry, hot, and sunny.• Explain the listening task. Pupils are to listen to 5 mini dialogu es, and writedown the weather at each city.• Play the example dialogue to show pupils how to do that.• With a less able class, you may put the weather words on the board for pupils to refer to while listening.• Play the recording, pausing after each mi ni dialogue if necessary for pupils to do write down the answer.• After the last question, play the recording again for pupils to check their answers.• Extension:When you have checked the answers with pupils, have them produce similar mini dialogues from their answers. For example:Pupils A: What’s the weather like in Beijing now?Pupil B: It’s cold and wet.Tapescript s(1) A: What’s the weather like in Shenyang now?B: It’s cold and cloudy.(2) A: What’s the weather like in Beijing now?B: It’s cold an d snowy.(3) A: What’s the weather like in Nanjing now?B: It’s cool and dry.(4) A: What’s the weather like in Guangzhou now?B: It’s warm and wet.(5) A: What’s the weather like in Haikou now?B: It’s hot and sunny.(6) A: What’s the weather like in Hong Kong now?B: It’s cloudy and windy.Answer keyCity WeatherBeijing cold and snowyNanjing cool and dryGuangzhou warm and wetHaikou hot and sunnyHong Kong cloudy and windy2. Learn and compare. (Page 64)n. sun rain wind cloud snow adj. sunny rainy windy cloudy snowy3. Look and say. (Page 64)Learning objectiveTo practise the following language items through talking about various weather situations.Language focus—What is the weather like today?—It’s sunny/ warm/ cold.Suggestions• Have pupils look at Task 2 on Page 64. If you use the E-Resource, show the task on the screen.• In this task, pupils are provided with 6 pictures that depict 6 different weather situations. Pupils work in pairs. Pupil A points to a picture and asks Pupil B the weather depicted by that picture.• If necessary, revise the weather words with pupils. For this task, pupils will need sunny, warm, cold, snowy, cloudy, dry and rainy.• Explain the task, using the example dialogue in Task 2.• Conduct the activity. In itially, pupils may work through the pictures in sequence. Later, Pupil A may ask about the 6 pictures in random order.4. Play a game. (Page 65)Learning objectiveTo use the following language items on a miming game.Language focus—Look at me. What’s the weather like?—It’s very ( hot/ cold/ etc.).Suggestions• Have pupils look at Task 3 on Page 65. If you use the E-Resource, show the task on the board.• This task is a mime-and-guess game. One pupil mimes an action that is typical of a certain weather situation. The other pupils will guess what the weather is.• Give pupils a minute or two to study the 2 pictures to find out how the game is played. Provide additional explanation if necessary.• Revise the weather words with pupils: cloudy, wet, sunny, warm, dry, windy, cool, and snowy. It is possible to mime all these weather situations.• With a less able class, you may leave the weather words on the board for pupils to refer to during the activity.• Conduct the activity. Initially, you may have indi vidual pupils to mime a weather situation for the whole class to guess. Later, pupils may play the game in groups.5. Read and say. (Page 65)Learning objectiveTo ask and state the weather situation in a city based on information given in a table.Language focus—What’s the weather like in (Beijing)?—It’s (sunny).Suggestions• Have pupils look at Task 4 on Page 65. screen.If you use the E-Resource, show the task on the screen.• In this task, pupils work in pairs. They refer to the weather information given in a table. Pupil A chooses a city and asks about its weather situation. Pupil B listens and answers the question using information from the table.• Explain the task to pupils, using the example dialogue in Task 4.• Go through the names of the cit ies orally with pupils. Have pupils repeat afteryou.• Conduct the task. Initially, pupils may work through the cities in sequence. Later, Pupil A may ask about the cities in random order.(三) Sing alongListen and sing. (Page 66)Learning objectiveTo appreciate language for describing winter through singing a song.Suggestions• Have pupils look at the picture on Page 66. If you use the E-Resource, show the page on the screen.• Give pupil s one or two minutes to study the picture.• Ask pupils what season is depicted by the picture.• Stimulate thinking by asking: Is winter a good season? Do you like winter?• Set a purpose for learning about the song: Some people like winter. Some people d on’t. What about the person who wrote this song? Let’s find out.• Invite pupils to read aloud the lyrics, correcting their pron unciation if necessary. Alternatively, demonstrate how to read the lyrics for pupils to listen. Explain briefly any words that may be unfamiliar to pupils.• Play the recording for pupils to listen. If you use the E-Resource, play the song video.• Play the recording again for pupils to Sing along.(四) Sound family1. Read the words. (Page 67)Learning objectiveTo learn the sound-spelling relationships represented by the graphemes “ing” and “y”.Suggestions• Have pupils look at the table on Page 67, or show the table from the E-Resource on the screen.• Ask pupils to look at the words in the column Words you know.• Start with th e first row. Read the words slowly to guide pupils to deduce the sound repre sented by “ing”.• Repeat the above procedures for the remaining group of words.• Play the recording for pupils to listen.• Play the recording again, pausing after each group of words for pupils to repeat.• Now, invite pupils to look at the Try more column. Ask pupils to apply the sound-spelling relationships they have learnt in sounding out the new words. Give help if necessary.2. Read aloud. (Page 67)Learning objectiveTo apply the sound-spelling relationships practised in the previous task in reading aloud a passage.Suggestions• All the target words in the reading passage have either been practised in the previous task or are familiar to pupils, except the word Browny.• The passage is primarily for pupils to apply the phonics rules they have learnt in the previous task in reading aloud a passage. However, it can also be used for reading comprehension practice.• Begin by talking about the pictures with pupils. Ask pupil s to say the season in each picture, and what the animal in each picture is doing. When you come to Picture 2, guide pupils to sound out Browny from the phonics rules they practised in the previous task.• Give pupils time to read the passage silently once f or comprehension.• You may invite pupils to try reading aloud the passage. Ask them to try sounding out the target words (words in blue)applying the phonics rules they have practised in the previous task.• Alternatively, play the recording or the E-Resource for pupils to listen to the correct pronunciation of the target words.• Invite pupils to read aloud the passage. Work on proper pronunciation, stress and rhythm.【教学反思】。
广州版五年级上册英语教案 Module 4 Unit 11(1)
广州市小学英语五年级上册Module 4 TravelUnit 11 How are you going there?一、教学内容分析本节课学习的内容是Module 4 Unit 11 Let’s learn together，是知识的延续和扩展。
主要学习用英语描述各种职业的具体职责，如：clean up，everything，deliver letters, serve us foods and drinks.二、教学对象分析经过一段时间的学习，学生对英语这种与自己的母语绝然不同的语言陌生感已逐渐消失，对英语教学的方法已经适应，并已初步形成英语学习的习惯。
但由于英语知识积累少，技能训练有限，学习英语仍有相当在的困难。
概念性知识的理解和机械记忆对他们来说有一定的困难，但生动活泼的交际情景则能很好地激发他们的兴趣。
因此，在教学过程中，本人注意充分利用学生已有的基础，将难点、重点巧妙化解于生动的情景教学、游戏教学当中，减低学生学习的压力，提高学习效率。
三、教学目标1.语言知识：a.能正确辩读以下词汇：everything，letters, serve, drinks, foods, deliversb.能正确理解以上词汇的含义，并在已学句子中迅速作出反应。
c.能运用所学日常用语，在交际的情景中作出准确的反应。
2.语言技能：对本课单词和句子能正确发音，能上口。
3.情感态度：在词汇，句子学习中增强学习英语的兴趣和参与热情，逐步养成良好的学习习惯。
培养学生热爱生活，增强责任心和自信心。
4.学习策略：通过交际性操练，让学生更深地体会交际运用对语言学习的重要性，并更积极、主动与他人合作，运用英语于交际中。
四、教学重点句型1.What do ….do? They…….2.What can you do? I can….的正确运用。
五、教学难点everything, deliver，foods and drinks 的正确发音和句型上口。
五年级上册英语课件-Module 4 Unit 11 Water
>>Presentation
Look and say
Where is Little Drop sitting? It is sitting on a cloud.
>>Presentation
Look and say
>>Lead-in
Look and say
Where can you find water?
>>Lead-in
Look and say
Water is in the waterfall, Water is in the rain, It comes down as rainwater. Where is Little Drop now? Unit 11 Water Look and say Where is Little Drop? >>Presentation Look and say Look and say How does he get there? Put the sentences in order Put the sentences in order 故事The journey of Little Water Drop。 Look and say It goes inside a tree.
Unit 11 Water
Period 3
>>Warm-up
Read and guess
Water all around us
Water has no taste at all. Water has no smell. Water is in the waterfall, The fountain, pump and well. Water is everywhere around us. Water is in the rain, In the bath, in the pond, And in the sea again.
五年级英语上册 Module 4 Unit 10教案 广州版
广州版小学英语《Success With English》五年级上册Module 4 TravelUnit10 Where are you going on holiday?教学内容分析:本课是Unit 10的第一课时，主要学习 Unit10 Where are you going on holiday? 的词汇和理解课文内容。
本课的课文较长，要在一节课里完成这篇课文的教学不容易。
课文每段的内容和句型结构都相似，基本都是围绕Where are you going …?How are you going...? What time are you going …？来编写的。
因此，我采用了教前两段的内容，后面两段内容通过让学生阅读的形式进行。
利用平时的课堂教学训练学生的阅读，利用现有的教学资源进行阅读教学的渗透，培养学生的自学能力。
教学目标:（一）语言知识目标：1．掌握四会词：get (to), by, train, leave for, half, past, half past seven, quarter, a quarter to ten, yours, stay, on foot.2．掌握三会词： fantastic, super, Hong Kong.3．能理解课文意思, 并流利朗读课文。
（二）语言技能目标：1．能就旅游话题谈论计划: Where are you going …?How are you going...? What time are you going …?2．学会运用: That’s fantastic/super/good/nice….赞美别人。
（三）情感态度目标：学会欣赏和赞赏别人。
（四）文化意识目标：让学生主动了解各地的美景和风光，教育学生热爱生活。
（五）学习策略目标：1．学会借助基本的语音知识拼读单词、拼写单词。
2．通过自主阅读材料，小组合作的方式培养学生的自学能力。
上教版(三起)英语五年级上册 教学设计 Module 4 Unit 11
Module 4Unit 11 Water本单元通过学习了解通过对本课的学习，让学生懂得使用本课重点句式与同学们进行交流，培养学生珍惜水资源的情感和节约用水的意识及习惯。
【知识目标】1.能用How do we use water和We use water to…就水的用途回答。
2.能用At home /work, we use water…谈谈在不同场所水的用途。
3.体会字母组合th的发音，并能迁移运用到其他含有th组合的单词拼读中。
【能力目标】能听懂、理解本课的句型并进行交际会话练习，能用句型：How do we use water和We use water to…进行日常生活中的提问和交流，培养学生良好的口语表达以及英语思维的能力。
【情感目标】通过对本课的学习,让学生懂得使用本课重点句式与同学们进行交流，培养学生珍惜水资源的情感和节约用水的意识及习惯。
【教学重点】1.词汇：use, clothes, farmer, useful, grow crops, put out fires2.句型：Water comes from… We use water to…【教学难点】句型We use water to…能用核心句型阐述水的基本用途。
Tape recorder, MultimediaStep 1. Leading-inT: Look at this! Can you guess what it is? It’s everywhere around us.Ss: It’s a drop of water.Step 2. Presentation1. T: Today, I bring the drop of water here. Can you guess where it comes from?(出示相关的图片lake, sea, river, rain, well…来提示)Ss: It comes from lakes, sea, rain, well, waterfall…2. T: Water is everywhere around us. Water is very important. I drink water every day. I use water to drink and cook. How do you use water?S1: I use water to wash my face.S2: I use water to clean my house.S3: …Step 3. Look and learnThe teacher shows pictures. The students look at the pictures and say the content of pictures. Step 4. Read a storyThe teacher leads the students to read the text.Step 5. Ask and answerTwo students to practice the target language:How do you use water?We/ I use water to…Step 6. Learn the soundsThe teacher leads the students to learn the pronunciation of “th”.Step7. Homework1. Read Student’s Book page 76.2. Read Student’s Book page 78 and make a new dialogue.。
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广州市小学英语五年级上册
Module 4 Travel
Unit 11 How are you going there?
一、教学内容分析：
本节课是广州市五年级英语Module 4 Travel Unit 11 How are you going there?的第一课时，它的主要内容是学习有关一周的旅行安排及旅行使用的交通方式。
学生通过学习，进一步掌握有关一周的旅行安排及询问旅行使用交通工具的句型。
教师可让学生回忆复习所学的相关知识，然后在此基础上对所学的知识进行扩展与深化。
二、教学对象分析：
本单元的教学对象是五年级的学生。
学生有了一定的词汇量和语言组织能力，但语言运用能力还有待进一步提高，特别是对一些语法结构还会出现例外的错误。
在教学时可充分利用学生已有的知识，多创设让学生使用语言的机会，提高语言运用能力。
三、教学目标分析
1.语言知识目标：
掌握“四会”单词、词组：zoo, tiger, Window of the World,
“三会”单词、词组：trip, a day trip
学习句型：A. How are you going there…? By…
B. What are you going to…do? I’m going to
2.语言技能目标：
理解并掌握课文；
进一步加强巩固将来时分外疑问句型的运用。
3.情感态度目标：
合理选择旅行交通工具。
4.学习策略目标：
积极思考，联系实际，主动练习和实践所学内容。
三、教学难点分析：
课文的理解与记忆
进一步加强巩固将来时分外疑问句型的运用
四、教学资源
网络图库收集图片。
五、教学过程：
Steps
Teacher’s activities
Children’sactivities
Warming up&Revision
1. Chant
“Every day is a happy day.”2. Game:
Guess some of the pupils how to go to school
3. Free talk:
Show different
Positions and talk about the holiday plan
4. Lead to the title:
1. Review the days of a week
2. Read the rhyme
3. Review the transportation
4. Review the positions and holidays
5. Read the title
Presentation
1. Introduce the dialogue
2. Listen and learn the dialogue
1) Listen, ask and answer some questions about the dialogue.
Then write down the important sentences.
2) Listen, repeat the dialogue and fill in the table
3. Ask the pupils to stick the words and phrases on the blackboard and read them
1. Listen, ask and answer
2. Listen and repeat
3. Fill in the table
4. Read aloud
Sum-up
See what they have learn in the
Text
Say what they have learn in the text
Consolidation Application
1. Have a discussion
2. Design and a travel plan
What are you going to do?
How are you going to do?
1. Group cooperation
2. Show their advice
3. Design and make a travel plan
4. Share their plans
Homework
1. Listen, read and recite the dialogue.
2. Copy the new words.
3. Talk about your travel plan with your parentsListen and copy them down
教学反思：
本课时是Module4 Travel的一部分，主要是以谈论旅行为题材，学习课文内容以及巩固将来时分外疑问句型的运用。
由于五年级的每一篇课文都有一定的容量，部分学生，特别是学困生对课文的记忆与理解存在困难。
因此，基于学生对本课出现的一周七天的旅行地点和交通方式比较感兴趣，在设计这节课时，我把更多的时间放在这课文内容的理解与记忆。
另外，在设计教学过程中我比较注重教学目的明确性，每一个教学环节都有一定的目的与作用，逐步发展学生的英语学习能力。
例如，在复习时，利用国旗来呈现chant，不仅生动有趣；而且节奏晦涩，有助于培养学生优良的语感与朗读的习惯；此外，还通过文中生动的画面及肢体语言给学生展现文中人物的旅行安排。
通过观察学生在这一节课堂上的表现，例如看学生朗读课文、回答问题、完成表格的情况等等，都能看出学生学习语言热情与真挚。
希望学生学会的不仅是本节课的语言知识，而且是学习语言的态度。
每节课都会存在一些不够之处，总会有这样或那样的遗恨。
同样，我这一节课还存在着不够，需要不断的学习与改进。
例如，在讲授课文中要懂得适时放手，板书重点句型，让学生在最短的时间内上口；在练习时要注意进行多种形式的有意义的操练及小组互帮的活动；要注重词汇及音标的教学，新旧单词语音上的联系，提高知识的重现率；设计针对性练习，强化教学内容的学习。
此外，还要善于运用激励机制及评价手段，鼓励学困生，帮助其树立学习英语的自信心。
基于以上的不够之处，在其他班再教本课时，我将在复习阶段巩固星期、交通工具的表达；讲授课文时结合节假日与地点介绍文中的人物，重现所学内容；创造机会让学生参与课文关键词的板书，激发其学习主动性；结合情景运用重点句型，使学生积极参与操练；设计针对性的练习，促进教学的有效性。
然而，在本班教完这一课时后，针对该节课的不够，我会在下一节课继续巩固运用该课句型及相关句型，例如：创造情景把How do you get there? /How would you like to get there? /Howare you going to get there?三种句型的问答进行对比、区分及记忆；此外，还要引导学生运用相关句型进行小短文的写作。