第一课时
一、教学内容：Main scene Let’s start Part A Let’s learn Let’s find out
二、教学目标与要求
1、能够听、说、读、写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。
2、能够听懂问句：What did you do last weekend?并能够做出正确的回答。
3、能够运用新学语言内容完成Let’s find out中的任务。
三、教学重点
听、说、读、写短语“watched TV, washed clothes, cleaned the room, played football and visited grandparents”，听懂、会说句子：What did you do last weekend?并能够在实际情景中灵活运用。
四、教学难点
5个词组读音和书写，掌握动词过去式及其发音。
五、课前准备
1、教师准备本课时所需的六张词卡。
2、教师准备录音机和录音带。
3、教师准备本单元的挂图。
六、教学过程
1、Warm-up
(1)Daily oral practice.
Good morning! Glad to meet you. How are you? What’s the weather like today?对话练习，已学知识的巩固。
(2)Hang–man game.玩游戏，猜单词。
( watch, wash, clean, play, visit)
2、Preview
(1) Let’s chant (第六册书本Page 7)
a.听一遍录音b、师生一起说唱
(2) Let’s start:
What do you usually do on the weekend?说说自己的周末，复习动词短语。
3、Presentation
(1)、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today?学生回答今天的日期, Today is April the 10th. It’s Sunday.
(2)、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。
(3)、教师问学生：What do you usually do on Sundays?学生回答教师的问题。
(4)、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day?引导学生回答：It was last Sunday?板书并带读单词：last。教师：It was last Sunday. It was the last weekend.板书、解释并朗读词组：last weekend。学生跟读并掌握词组：last weekend。
(5)、引出句型：What did you do last weekend?板书句型并朗读。
(6)、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。
(7)、Activity one: Bingo!
(8)、师生问答。(语言内容，媒介)
(9)、Activity two:摘苹果游戏
(10).教师领读Let’s learn部分。
4、Consolidation and e_tension
Let’s find out.
(1)、教师通过CAI出示图片，提问：
What did Zoom do last weekend?
板书并认读：do-did, water-watered.
(2)、教师问几个学生：What did you do?
(3)、Do a survey。学生之间相互了解，并做好记录。
完成后上台进行解说。
(4)、填入所缺的单词。
(5)、完成活动手册的相应练习。
(6)、回家朗读课本Let’s learn部分，抄写词组。
七、板书设计：
last weekend watch-watched wash-washed clean-cleaned
play-played visit-visited do-did water-watered
What did you do last weekend? I watched TV.
八、教后小结：
第二课时
一、教学内容：A Let’s try Let’s talk Let’s find out C Good to know
二、教学目标与要求
1、能够听说读写句型：What did you do last weekend? I played football.并能够在实际情景中运用。
2、能够用过去式的一般疑问句形式进行简单的提问，如：Did you clean the room? Yes, I did. / No, I didn’t.
3、能够听懂并完成Let’s try部分的联系。
4、能够运用新语言完成Let’s find out中的任务。
5、了解Good to know当中的标志的意思。
三、教学重点
能够听说读写句型：What did you do last weekend? I played football.并能够在实际情景中运用。
四、教学难点
学生初步了解动词过去式的一般疑问句形式。识记help的意思。
五、课前准备
1、教师准备若干张图片。
2、教师准备录音机与磁带。
3、教师准备该课时的教学挂图。
4、学生准备一张调查表。
六、教学过程
1、Warm-up
(1)、Enjoy the song: At the zoo
(2)、Daily oral practice
Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?
2、Preview
(1)、Activity 1
(2)、Let’s try.
T: What did you do last weekend?
S: …
T: What about Chen Jie?
3、Presentation and practice
Let’s talk
设计主情景“我是小小侦探”
(1)、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?
J: I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?
Sarah: Hmm! I watched TV.
John跑去问了Wu Yifan.
J: What did you do last weekend?
W：Hmm! I played football.
板书句型：What did you do last weekend? I played football.学生朗读。
教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.
T: What did you do last weekend?
S1: I …
T: What did you do last weekend?
S2: I …
T: Did you help the teacher clean the classroom?
引导学生回答。
板书help，并朗读。
(2)、Activity 2
(3)、Activity 3 Make the chant.
(4)、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend?
Z: I played football at school.
J: Did you help the teacher clean the classroom?
Z: Yes, I did.
J: Oh, Zoom. You are great!
(5)、听录音，跟读书本对话。
(6)、学生一起朗读对话。
4、Consolidation and e_tension
(1)、对话操练：Let’s find out. p28
(2)、完成活动手册相应练习
(3)、Good to know
七、板书设计：
What did you do last weekend? I played football.
八、教后小结：
第三课时
一、教学内容：Part A Let’s read. Let’s play. Part C Pronunciation
二、教学目标与要求
1、能听、说、认读Let’s read部分的内容，并完成相应活动。
2、能够了解双元音音标/ /、/ /、/ /的音与形，能够读出例词并选择音标与单词和配图正确连线。
三、教学重点
1)理解短文内容，学会描述自己或询问他人的周末生活。
2)was, busy, It was …’s birthday.
四、教学难点
1)理解短文内容，学会描述自己或询问他人的周末生活。
2)was, busy, It was …’s birthday.
五、课前准备
1、教师准备一幅本课时的教学挂图。
2、教师准备一台录音机和相关录音带。
3、学生准备本课时的单词卡片。
六、教学过程
1、Warm-up
(1)Let’s sing: The days of the week.
(2)Ask and answer:
What did you do last weekend?
What did you do yesterday?
I ( did) …last weekend/ yesterday.
2、Preview
结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。
3、Presentation
(1)Let’s learn.
从上面的问答中，老师总结并板书呈现：busy, … was busy last weekend.
①根据学生的'回答，教师可提出更细节性的问题：
T: What did you do last Saturday morning/ last Sunday evening…?
A: I (did)…last Saturday morning/ last Sunday evening…
T根据学生A的回答，再向其他学生提问：
T: What did A do last Saturday morning/ last Sunday evening…?
引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。
②完成表格后，T再次重复：
A was busy last weekend.
③根据板书及表格，引导其他学生以：
—————— was busy last weekend.
为开头转述其他同学上周周末的活动。
(2)Presentation of the sentences
① T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too.(可用课件展示)
② Now, let’s listen to the short passage and answer some questions.( T可根据段落内容顺序设计问题)
A：What did Wu Yifan do Saturday morning?
B: Whom did he visit? Why?
C: What did they do together?
D: What did they do in the evening?
E: What did Wu Yifan do Sunday morning? With whom?
F: What did Wu Yifan do in the afternoon?
③听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求答案。
④听音跟读，再齐读。
⑤要求学生独立完成课本中“Finish the sentences”.再进行组内讨论并校对答案。
1) Let’s play
T: Look at the calendar. Today is ( date ).
Yesterday was (date).
What did you do yesterday?
A: I (did) yesterday.
2) Activity 1 :滚雪球
Pronunciation
(1)听音模仿.教师要以夸张的口型带学生跟读。
(2)认读双元音音标。/ / , / /, / /.说明音标与字母的区别和联系。
(3)拼读单词。老师请学生自己拼读并读给大家听。
(4)读单词，连线。
(5) Activity 2: Play basketball
4、Consolidation and e_tension
(1)用词组或短句来描述自己爸爸或妈妈上周末的活动情况。
(2)完成活动手册相关内容。
七、板书设计：
Busy
… was busy last weekend.
八、教后小结：
第四课时
一、教学内容：Part B Let’s learn Let’s play. Part C Task time Let’s check
二、教学目标与要求
1、掌握四会词组：went to a park, went swimming, read a book, went fishing, went hiking.
2、学会用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you….? Yes, I did.来进行问答并完成Task time的表格。
三、教学重点
掌握四会词组,并用所学词组和句型进行调查
四、教学难点
掌握四会词组,并用所学词组和句型进行写作
五、课前准备
1、教师准备本课时所需的五张词卡及A部分所学单词。
2、教师准备录音机和的录音带。
六、教学过程
1、Warm-up
1) Free-talk:
T: What day is today?
A: Today is…
T: What day was yesterday? (强调yesterday)
B: Yesterday/ It was…
T: What did you do yesterday?
C: I (did)…yesterday. (用前几课时已经学的词组)
2) Chain-drill:
C: I (did)…yesterday. What did you do yesterday?
D: I (did)…yesterday. What did you do yesterday?
E, F…( ask the teacher)
T: I went to a park yesterday.
2、Presentation and practice
let’s learn
(1)继续Chain-drill,由T引出并出示新授词组:went hiking.
(2)学生已经了解了go的过去式后, T边用I went (这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
(3)Ask and answer:
A: T ask and Ss answer.
B: S1 ask and S2 answer.
C: S3 ask and T answer.
由此,T引出新授词组: read a book.
(4)自编chant. Chant together.
(5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.
(6) Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.
Practice:
通过各种游戏，操练所学词组
Activity 1找搭档
Activity 2我是侦察兵
Activity 3记忆大挑战
3、Task-time
1) Pair work
A: What did you do last weekend? / Did you …?
B: I (did)…/ Yes, I did.
2)在问答过程中完成书中所示的表格.
3)邀请几组同学到前面汇报调查结果
4、Let’s check
1) Ask Ss to describe each picture with the sentence structures of:
I (did) yesterday/ last weekend.
2) Listen and circle.
3) Check the answers.
5、consolidation and e_tension
(1)完成活动手册相应内容。
(2)课后继续交流同桌的周末或前天的活动信息.
七、板书设计：
went to a park—go to a park
went hiking—go hiking
went swimming—go swimming
went fishing—go fishing
read a book--read a book
八、教后小结：
第五课时
一、教学内容：Let’s chant Main scene Let’s try Let’s find out
二、教学目标与要求
1、能理解并询问他人在过去时间里干了什么事情。
2、掌握句型：Did you read books? Yes, I did./ No ,I didn’t.
三、教学重点
To master the following sentence structures:
Did you read books? Yes, I did./ No ,I didn’t.
四、教学难点：
To master the following sentence structures:
Did you read books? Yes, I did./ No ,I didn’t.
五、课前准备
1、教师准备图片。
2、教师准备录音机与磁带。
3、教师准备该课时的教学挂图。
六、教学过程
1、Warm-up
(1) Hang-man game
( went to a park, went swimming ,went fishing, went hiking, read books)
(2)游戏Bingo
(3) Let’s try听对话，选择图片
2、Presentation and practice
A.chant
(1)教师用课件呈现chant
(在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人)
(2)学生二人小组说唱书本上的chant
(3)学生用手头的卡片自编一个chant
B.Let’s talk
(1) Listen and do
(2) Look and answer
(3)Listen and read
C.practice
Activity 1.Let’s find out
Activity 2 The story of Zoom
Activity 3 Guessing
4、Consolidation and e_tension
1.听录音，做活动手册。
2.根据情景编对话。
七、板书设计：
Did you read books?
Yes, I did. No, I didn’t.
八、教后小结：
第六课时
一、教学内容：Let’s read Let’s sing story time
二、教学目标与要求
1、能综合运用动词的过去时。
2、阅读理解故事
三、教学重点
1、动词过去时的读音及不规则动词的变化
2、阅读部分的理解和有限度地再现
四、教学难点
1动词过去时的读音及不规则动词的变化
2阅读部分的理解和有限度地再现
五、课前准备
1、教师准备一幅本课时的教学挂图。
2、教师准备一台录音机和相关录音带。
3、学生准备本课时的单词卡片。
六、教学过程
1、Warm-up
Sing the song: at the zoo
2、Presentation
A: Activity 1 Memory testing
What did you do last weekend?
I went shopping.
I went shopping and visited grandparents
I went shopping and visited grandparents………
B: Activity 2比一比，谁说得最快。(见表格1)
请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。
C: Text A.看图跟读课文。
B.教师提示总结：
was / walked / studied / read /went
/saw / jumped / swam / returned
D: Activity 3无字的故事书
E: Exercises
(1)Finish the sentences
(2)Number the sentences
3、Comprehensive activity
story time
1. Two students a group and discuss the story.
2. Ask the questions:
(1)What did Zoom do on Saturday?
(2) What did Zoom do on Sunday?
3. Listen and read the story
4、Consolidation and e_tension
Mini role-play
Prepare and act out their stories in roles.
七、板书设计：
八、教后小结
课题：
Unit 7 Happy Birthday
重点：
Happy Birthday! 。
How old are you?及相应的回答 。
难点：
I’m… 中 音的提示。
How old are you? 与How are you? 的区分
教具准备：
1 教师准备数字1—10的单词卡片。
2 教师准备教学录音带。
3 教师准备Let’s talk部分的课件。
4 教师准备过生日用的蜡烛、气球、生日蛋糕图片等。
5 学生准备骰子。
教学过程：
1 热身、复习 (Warm-up/Revision)
（1）教师出示数字类单词卡片，学生认读卡片。
（2）复习A 部分的 Let’s do 。
（3）游戏：学生一个接一个的说数字1—10 ，教师随时拍手说：Stop 。说到哪个数字，如： seven 大家就一同重复此数字 seven 。
2 呈现新课 (Presentation)
（1）教师播放Let’s talk部分的情景课件。
（2）学生在课件中的熟悉的过生日的.情境中学说Happy Birthday to you! ，了解询问年龄的用语及回答How old are you? I’m… 。
（3）教师播放Let’s talk部分的录音，学生跟读句子。
（4）教师为学生创设过生日的情景，告诉学生：今天要给在本月过生日的同学共同开生日聚会 Birthday Party 。老师已准备好蜡烛、气球。
教师在黑板上贴上生日蛋糕的图片，并画一些花边来点缀黑板。请过生日的学生做到讲台前。同时播放歌曲 Happy Birthday to you! 全体学生向过生日的同学表示祝贺 Happy Birthday to you! ，并询问每个过生日同学的年龄 How old are you?
（5）教师在此时提示学生在西方不可以随便问女士年龄，否则被视为不理貌的行为。
3 趣味操练 (Practice)
（1）让学生两人一组，练习口语对话，要求用上How old are you? I’m… 。
（2）让学生按小组分角色表演对话内容。
（3）游戏：掷骰子，说年龄
教师让学生两至三人一组一起掷骰子，一人先问How old are you? ，对方回答I’m… 。方法同Let’s play 部分的图片。
4 课堂评价 (Assessment)
做活动手册本单元第1 部分的练习。
5 扩展性活动(Add-activities)
教师把学生带到室外，做击球说年龄的游戏。将学生分为3—4组，每组围成一个圈，每圈的学生分一个气球，学生做击球活动，当教师大声问道：How old are you? 手中拿到球的学生则回答问题 I’m… 。
板书设计：
Unit Six Happy Birthday
Happy Birthday to you! 生日蛋糕的图片
How old are you? I’m…
小学五年级英语教案范文一：属相
教材分析
本节课要求学生学会谈论自己及家人朋友的属相。这节课内容由词汇，对话，练习三部分构成。其内容在教材中占有重要地位。为后面学习谈论中国文化奠定了基础。
学情分析
课前对学生做了简单的调查，五年级学生对十二生肖有一定的了解，以前也学习了十二生肖中的大部分动物，对一些基本的句型也能够了解和掌握，能够在教师指令下参加一些活动，对直观生动的东西充满兴趣。所以本节课利用猜谜语、卡通图片、小组活动调动学生学习的积极性。
1、了解熟悉十二生肖动物的名称
2、能正确使用第一至第十二的序数词。
3、能正确理解图文意思，了解十二生肖的排位情况。
4、了解自己与家人朋友的生肖属相，并树立热爱动物，保护动物的意识。
学习重点及难点
词汇：dragon rooster rat ox
句型：What is your year? My year is the year of the.
教学难点：重点句型的拓展
教具准备：课件，录音机，生肖卡片
教学基本策略及设计思路
本课题是根据本年段学生学习语言的认知规律和《课标》提出的学习目标来设计的，注重直观，形象，激发学生好奇心和兴趣，以学生熟悉的生活情境和经验为基础，通过卡片、小组合作等活动让学生在“做中学，用中学”的过程中学习语言，运用语言。
教学过程
Step1师生问候，增进交流，复习旧知。
Step2讲授新知：1.设计情景，用猜谜语的形式逐一出示动物图片，在复习和学习12个动物单词中，渗透拓展词汇 ox drogon rooster rat
2.复习12个序数词。
3.学习句型Theis the.
4.小组合作，为12只动物排序。
设计意图
猜谜语，调动孩子的积极性，生动形象，图文并茂，模仿读音，形象记忆，并就问题进行思考。小组合作，完成课文内容为12只动物排序。
Step3
1、引出新知，每一年都有动物的名字，再次按顺序读十二生肖。
2、听录音，并思考相关问题。
3. 让学生分组对话，教师巡视。
4. 学生回答所给问题。
5、知识拓展：What is his/her year?看听 ,师生对话。
My year is the year of the_____
What is your year?
听音，看书，跟读
初识对话，再读对话，体会英语 表达培养自主学习能力和合作意识。检验学生掌握对话和知识生成情况.
Step4
1.播放课件，看短文。
2.回答问题。
What is Li Ming’s year?
What is Jenny’s year?
What is Denny’s year?
分小组练习对话
My year is the year of the_____.What is your year?
用课文内容进行听力练习。学会表达自己及他人的属性，从而将知识拓展延伸。
3.布置家庭作业
小学五年级英语教案范文二：认识五个新单词：young,old,funny,kind;strict
教学目标与要求
1、能听、说、认、读，并理解本课的五个新单词：young, old , funny, kind;strict
2、能掌握句型：who’s your…? what’s he /she like? 并能在具体的语境中运用;
3、培养学生热爱、尊敬老师的情感。
教学重点
let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
教学难点
如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
教学准备
1、准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡;
2、准备一些教师的照片或图片;
3、准备录音机及录音带。
教学方法
小组合作法、情景教学法
1、warm-up(热身)
(l) 播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong,
too.”并结合相关人物的图片，引导学生复习strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习，内容可参考如下：
t：hello, everyone! welcome back to school! nice to see you!
ss: nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
t：hi，everyone!nice to see you again.what grade are you in now?
ss：we’re in grade 5.
t：do you like your new english books(new classroom, new teacher)?
ss：yes!
t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?
2、presentation(新课呈现)
(l)出示let’s start部分图片，介绍说： rabbit has many new teachers in her school.
do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示let’s learn部分的图片，向学生介绍说： they are sarah’s teachers.
describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)根据以下信息请学生判断会话中描述的教师是 let’s learn配图中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是sarah的新教师。再引导学生利用 let’s learn部分所提供的替换句型，描述sarah的其他两位新教师，练习巩固所学新词。
(5)试着写单词。
范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。
3、let’s play (趣味操练)
(1)let’s find out (找一找)
指导学生用所学新词和句型描述let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。
(2)let’s sing (唱一唱)
放歌曲“my new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
4、consolidation and extension(巩固与扩展)
(l)让学生做本单元 a let’s learn部分的活动手册配套练习。
(2)让学生模仿let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 let’s find out部分设计一些谜语让大家猜一猜。可以参考以下语言： she is tall. she’s beautiful. she’s very young. we all like her. who’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
小学五年级英语教案范文三：Unit3What’surFavuriteFd?
单元教学目标：
1、能力目标
(1) 能够提问并回答三餐所吃的食物，如：What d u have fr lunch
tda/n Mndas……?We have tates, tfu and fish……
(2) 能够简单描述一些食物的味道，如：The apples are sweet……
(3) 能够提问并回答最喜欢吃的食物是什么，并说出原因，如：What’s
ur favurite fd? I lie apples. The are sweet……
(4) 能够听懂、会唱歌曲“What d u have fr lunch?”和本单元的歌
谣。
2、知识目标
(1) 认读A、B部分Let’s learn Let’s tal 中的单词和句子，并掌握四会
单词。
(2) 掌握四会句子，读懂对话内容，完成句子填空。
(3) 了解Let’s start Grup/pair wr Tas tie等部分的内容。
(4) 了解Prnunciatin中的字母组合w, a, fr, fl的发音规则，认读相
关的单词。
(5) 了解Str tie Gd t nw等部分的内容。
3、情感、策略、文化等有关目标
(1) 培养学生的合作精神和创新意识，引导学生通过以旧带新的方式自
主学习，同时也要注重合作学习。
(2) 了解中国表示美好愿望的传统美食，并介绍其他国家的代表性食
物，开拓学生的视野。
单元教学课时安排：
第一课时：Let’s start Main scene Let’s chant A Let’s learn Grup wr
第二课时：A let’s tr Let’s tal Tal and atch C Gd t nw
第三课时：A Read and write Grup wr C Let’s sing
第四课时：B Let’s tr Let’s tal Pair wr C Str tie
第五课时：B Let’s tr Let’s tal Pair wr C Tas tie
第六课时：B Read and write Grup wr C Prnunciatin Let’s chec
第一课时
一、教学目标与要求：
1、能够听、说、读、写本课时四会单词： tat, tfu, green beans,
fish, ptat, eggplant并认读者cabbage, uttn, pr三个单词及替换句型：What
wuld u lie fr lunch? I’d lie ……
2、能用本课时单词卡片完成小组活动，操练新单词。
3、能够说唱歌谣，并理解其含义。
二、教学重、难点：
重点：掌握有关食物的单词：tat, tfu, green beans, fish, ptat,
eggplant。
难点：本课时词汇量大，要求四会掌握的单词多。
三、课前准备：
教学挂图、单词卡片、录音带、录音机、学生卡片和彩笔
四、教学过程：
1、热身
跟录音，跟唱歌曲，复习有关食物的单词。
2、预习
(1) 吟唱歌谣。
(2) Let’s start
出示Let’s start 部分的挂图，出谜语，请学生猜是什么食物。师：I’
u t eat. I’ ellw and lng. I grw n the tree. M nae
begins with the letter as “bee”. What an I ?
可让学生进行抢答，以此复习学过的有关食物的单词。
(3) 回答谜底，为教授四会单词tat做准备。
3、新授：
Let’s learn
(1) 学生说出Let’s start 部分谜语的谜底后，自然引出四会单词
tat，教师出示单词卡片tat。由于本词在四年级下册已出现，在此便可反重点放在该单词的拼读上。在学生拼读熟练后，教师引入ptat的学习，随后呈现三个新单词：uttn,
cabbage, pr,
领读，让学生快速记住读音，然后教师说出其中某种食品的特点，学生认读单词。再以不同方式教读其他新单词：tfu, fish,
eggplant, green beans 并拼读这些单词。
(2) 做游戏操练新单词。
(3) 听Let’s learn 部分录音，认读新单词：cabbage, tat, tfu,
eggplant, uttn, fish, ptat, green beans.
(4) 教师出示六个四会单词，以四人小组为单位抢拼单词，拼读时
小组成员可提供帮助。
Let’s chant
听懂、学唱本课时的歌谣，复习巩固新单词。
Grup wr
以小组为单位利用食物图片完成任务，以此来操练新单词和巩固已学句型。
4、巩固延伸：
做活动手册配套练习，熟记单词
第二课时
一、教学目标与要求
1、能听懂、会说：What d u have fr lunch tda? I have
eggplant……并能在情景中进行运用。
2、能听懂提示语，按照Let’s tr录音内容判断两张配图的正误。
3、能够了解中国一些传统食物所蕴含的文化。
二、教学重、难点：
重点：掌握询问和回答三餐所吃食物的句型。
难点：句子What wuld u lie fr lunch? What d u have fr
lunch tda? 的不同用法。
针对本课时文化背景的学习，要求教师为学生介绍中国表示美好祝愿
的传统美食，以及其他国家具有代表性的食物，开拓学生的视野。
三、课前准备：
挂图、单词卡、录音机、录音带
四、教学过程：
1、热身
(1) 听歌曲，感知本课时的新语言。
(2) 进行师生对话。
2、预习
Let’s tr
播放Let’s tr 部分的录音，请学生做出正确判断。
3、新授
Let’s tal
(1) 通过校对Let’s tr 部分听力练习的答案进一步呈现新句
型。
(2) 用旧句型：“What wuld u lie fr lunch?”与新句型
“What d u have fr lunch tda?”进行比较，让学生进一步熟悉新句式。
(3) 运用卡片练习新句式。
(4) 放Let’s tal 部分的录音，让学生跟读句子。
学生可用不同的食物单词替换关键词，形成多组对话。
Tal and atch
学生进行两人小组练习，完成说说连连活动。
Gd t nw
出示本部分的图片，为学生介绍中国及其他国家的饮食文化。
巩固延伸：
做活动手册的配套练习，听录音，读给家长、朋友听，熟悉单词
第三课时
教学目标与要求：
1、能够听、说、读、写本课时四会句子，并使用该句型完成问卷调查。
2、能够理解部分对话的含义并完成句子填空。
3、能够听懂、会唱歌曲。
教学重、难点：
重、难点为四会掌握句子，还需要解释句子的含义。
课前准备：
挂图、录音机、录音带
教学过程：
1、热身
(1) Let’s sing
教师播放录音，学生跟唱歌曲，复习巩固A部分主要句型。
(2) 日常口语练习。
2、预习
复习有关星期的单词。
3、新授
Read and write
(1) 针对预习部分的内容提问学生，让学生齐声回答。教师接着问学生：
What d u have fr lunch n Mndas? 呈现一张Schl Menu说：Let’s see
tgether,引导学生回答问题。
(2) 让学生就一日三餐的话题进行小组交流，并制作一张菜单。然后由
两名代表以问答的形式在班内做汇报，适时引出句子：That sunds gd.
(3) 听Read and write 部分录音，指导学生在读懂对话的基础上完成
句子填空。教师重点指导四会句子的认读和书写。
(4) 引导学生用不同的食物单词替换对话中的关键词，操练新句型。
Grup w
请学生使用所学语言完成采访，并进行汇报。
巩固延伸
依照课文自编一段对话进行表演;做活动手册配套练习;听录音，读给家长朋友听;熟悉单词
第四课时
教学目标与要求：
1、能够听、说、读、写本课时四会单词：tast, salt, sweet, sur,
fresh,，并认读单词health。
2、能够说唱歌谣，并理解其含义。
3、能够了解故事大意。
教学重、难点：
重点：听、说、读、写四会掌握的单词。
难点：单词health 的发音。
课前准备：
单词卡、录音带、录音机
教学过程：
1、热身
(1) 教师放本单元Let’s sing部分的录音，学生跟唱歌曲。
(2) 参照上课时的课文内容进行师生对话或生生对话。
2、预习
听歌曲“An Apple a Das ”,学生跟唱并做动作。
3、新授
Let’s learn
(1) 教师接着预习部分的歌谣出示实物，根据以前学过的故事，引出单
词fresh,领读单词。再通过歌词理解Health的含义，领读单词，注意th的发间。引导学生想一想哪些水果或食品对人体健康有益，在学生说出水果或蔬菜时，可自然引出tast一词并带读。
出示盐、糖、醋，佯装品尝这三种调料，呈现不同表情，出示三个单词salt, sweet, sur,
让学生认读新单词。在教学新单词的过程中，应反复使用句子：“It’s
favurite.”让学生多次感知新词favurite, 以减轻下一课时的负担。
(2) 以游戏的方式操练新单词。教师拿出已准备好的三杯溶液，请某小
组的一名学生品尝并呈现不同表情，让其他组的学生猜单词。
(3) 听Let’s learn 部分录音，让学生认读单词：tast, salt, sweet, sur,
fresh, health.
(4) 教师出示单词卡片，学生抢读抢拼单词，拼读时小组成员可提供帮
助。
Let’s chant
让学生听懂、学唱本课时歌谣The apples are sweet……
巩固延伸：
收集有关食品的广告信息;做活动手册配套练习;听录音，读新单词给家长和朋友听;熟记单词
第五课时
教学目标与要求：
1、能够听懂、会说：What’s ur favurite fd? I/We lie……并能
在情景中熟练运用。
2、能够听懂Let’s tr 的录音，为几张配图正确排序。
3、能够根据Tas tie中所给的范例自编一则广告。
教学重、难点：
重点：掌握询问和回答最爱吃什么食物的句型：What’s ur favurite fd?
I lie ……
难点：单词favurite的发音。
课前准备：
单词卡片、调查表、录音带、录音机、彩笔
教学过程：
1、热身
(1) 播放歌曲“What Wuld u Lie?”，学生跟唱歌曲。
(2) 日常口语练习。
2、预习
(1) 放录音，跟唱歌谣。
(2) Let’s tr
教师放Let’s tr部分的录音，请学生为几张配图正确排序。录音内容
如下：
① Girl: D u lie bananas?
B :es, the’re sweet.
② Girl: D u lie tates?
B: es, the’re fresh.
③ Girl: What’s u favurite fd?
B: Beef, it’s health.
④ B: D u lie ice-crea?
Girl: es, it’s tast.
3、新授
Let’s tal
(1) 教师出示三张食品的图片，对学生说：I lie chicen,
beef and fish.教师指着chicen说：I lie chicen.在旁边画上一张笑脸;接着指向beef说：I
lie beef better.并在旁边画上两张笑脸;再指向fish说：I lie fish
best.在旁边画上三张笑脸。最后表述：S, favurite fd is
fish.出示favurite的单词卡，再询问学生，让学生充分理解这个词的含义。
教读句子： What’s ur favurite fd?
(2) 两人小组用该句型编一小段对话进行操练，同时也
可引导学生用该句型编一小段对话进行操练，同时也可引导学生用fruit and drin替换fd.
(3) 听录音，让学生跟读对话。学生可用不同的食物单
词做替换回答问句。
Pair wr
让学生拿出已发的调查表格，用所学句型对不同学生进行调查，
并要求对方陈述原因。先组内汇报，再向全班汇报，汇报时要说出：I lie …… Mie lies…… We
lie……教师看哪一小组表现好，适当给予奖励。
Tas tie
请学生拿出第一课时所做的谜语卡片，向全班展示。
巩固延伸：做配套练习，读对话给家长听，熟记单词
第六课时
教学目标与要求：
1、能够听、说、读、写本课时四会句子：What’s ur favurite fruit?
I lie apples. The’re sweet. I dn’t lie grapes. The’re
sur.并能在情景中正确运用。能够在Grup wr中使用该句型完成调查。
2、能够理解情景对话的含义并完成句子填空。
3、能够理解Prnunciatin中字母组合的发音规则，读出相关的单词。
4、能够完成Let’s chec部分。
教学重、难点：
重点：本课时的四会句子的掌握。
难点：单词favurite的拼写。
课前准备：挂图、录音带、录音机
教学过程：
1、热身
(1) 放录音，跟唱歌曲。
(2) 日常口语对话，进行师生对话或生生对话。
2、预习
请学生展示自己制作的广告，两人一组向大家介绍。
3、新授
Read and write
(1) 教师展示自己制作的广告图片，示意学生提问：What’s ur
favurite fruit? 教师回答：I lie apples. The are
sweet.另外出示带有哭脸的葡萄图片说：I dn’t lie grapes. The are Sur.
请学生模仿会话，教师可适当给予提示。
(2) 看图，指着Z说：L! What’s Z’s favurite fd? Can he
have it? Wh? Let’s listen t the tape.
(3) 教师指导学生完成句子填空。
(4) 教师适当指导四会句子的书写，尤其要注意单词favurete 的拼写。
Grup wr
教师引导学生用所学句型完成调查，找出小组中欢迎的食物。
Prnunciatin
先给出windw, ellw, snw 三个单词，让学生找出w的发音，再自己尝
拼读单词grw。用这种方式总结fl, a,
fr的发音。每教授一个字母组合的发音后，请学生听例词和绕口令，鼓励学生说出字母组合在单词中的发音。
Let’s chec
完成Let’s chec部分，帮助学生理解每组句子的含义。录音内容如下：
① hn: What d u have fr lunch tda, Mie? Mie: I have
cabbage, uttn and carrts. The’re tast.
② Waitress: What wuld u lie fr dinner? Sarah: I’d lie
green beans and fish. The’re health.
③ Wen1: What’s ur favurite fd? Wen2: Eggplant. It’s
tast. It’s favurite.
④ hn: Can I have se eggplant and tfu, please? I’
hungr. M: Sure.
巩固延伸：做配套练习，练习发音，书写单词和句子
（精品推荐）XX届高考二轮复习英语学案--专题一 名词和冠词
【典例精析】
1. （福建）what’s the _____ of having a public open space where you can’t eat, drink or even simply hang out for a while?
a. sense b. matter c. case d. opinion
【解析】a sense意为“感觉”在这样一个公共场所，不可以吃喝甚至不可以走动有什么感觉。
2.（天津卷）most air pollution is caused by the burning of ____ like coal, gas and oil.
a. fuels b. articles c. goods d. products
【解析】a fuel燃料，题干中coal, gas, oil均为燃料，由此选出a
3. （山东）i bought a dress for only 10 dollars in a sale; it was a real______.
a. exchange b. bargain c. trade d. business
【解析】b bargain廉价货符合句意，exchange交换；trade贸易，买卖；business事业，业务均不合句意
4. （江西卷）—shall we go out for a walk?
—sorry. this is not the right ____ to invite me. i am too tired to walk.
a. moment b. situation c. place d. chance
【解析】a 句意为：此刻邀请我不合适，moment此时，此刻符合句意；situation形式；place地方；chance机会均不合题意
5. （湖北卷）the young man made a ______ to his parents that he would try to earn his own living after graduation.
a. prediction b. promise c. plan d. contribution
【解析】b 年轻人对父母做出许诺。b许诺，答应符合句意；a意思为预测，c为计划，d意为贡献均不合句意
6. （湖北卷）the top leaders of the two countries are holding talks in a friendly______
a. atmosphere b. state c. situation d. phenomenon
【解析】a atmosphere氛围。气氛符合句意；b为状态；c为形式；d意为现象
7. （安徽卷）to save some of the human languages before they are forgotten, the students in our school started a discussion “save our ________” .
a. sky b. life c. arts d. voices
【解析】d句意：为了拯救那些被遗忘的人类语言，我校同学开展了题为“拯救我们的声音”的大讨论；此处声音妥当
8.（辽宁卷）my neighbor asked me to go for _________ walk, but i don’t think i’ve got _________ energy.
a. a; 不填 b. the; the c. 不填； the d. a; the
【解析】d go for a walk 去散步，走走，固定搭配；the energy 那个力量，专指去散步的力量，具体所指，所以用定冠词the.
9.（全国ⅱ）it’s not _________ good idea to drive for four hours without _________ break.
a. a; a b. the; a c. the; the d. a; the
【解析】a开车好几个小时没有一个一次休息不是一个好主意，所以从意义上都是单数，而且是可数名词，所以都用不定冠词a.
10.（山东卷)students should be encouraged to use _____ internet as _________ resource.
a. 不填； a b. 不填； the c. the; the d. the; a
【解析】d因特网专有名词用定冠词；作为一种资源，种类泛指用不定冠词a.
11.（湖南卷，22）have you heard ______ news？the piece of _______ petrol is going up again!
a. the, the b. 不填，the c. the, 不填 d. 不填，不填
【解析】c 听说那个消息，特指后面的石油价格上涨，所以用定冠词；石油不可数名词，所以不用任何冠词
12.（江苏卷，21）we went right round to the west coast by ______ sea instead of driving across ______ continent.
a. the; the b. 不填；the c. the; 不填 d. 不填；不填
【解析】b by +交通工具中间不用任何冠词；与水路对应，专指陆路，所以用定冠词the.
13.（江西卷，30）--- i am so sorry to have come late for the meeting.
--- it is not your fault. with __ rush-hour traffic and __ heavy rain, it is no wonder you were late.
a. a; a b. the; the c. /; / d. /; a
【解析】a 一种。。。样的交通状况用a;这么一场大雨，泛指，用a.
14.（陕西卷，10）i ate _________ sandwich while i was waiting for _________ 20:08 train.
a. the, a b. the, the c. a, the d. a, a
【解析】c 我吃了一个三明治，一般所指；特指哪一列火车，用定冠词the.
15.（四川卷，08）in the united states, there is always ____ flow of people to areas of ______ country where more jobs can be found.
a. a; the b. the ; a c. the; the d. a; a
【解析】a一群人流，a flow of 固定搭配；特指能找到工作的那个地方，所以用定冠词。
16.（浙江卷，2）______ apple fell from the tree and hit him on ______ head.
a. an; the b. the; the c. an; 不填 d. the; 不填
【解析】a一个苹果，可数名词；hit sb on the head 固定用法。击中某人某个部位用定冠词。
17.（重庆卷） in many places in china, ___ bicycle is still ___ popular means of transportation.
a. a; the b. /; a c. the; a d. the; the
【解析】c 自行车，专指大家知道的交通工具，用定冠词表类别；一种。。。方式，固定用法。
【学法导航】按照名词和冠词的考查规律，同学们在复习备考中要注意：
1. 语义学习是语言学习过程中的基础，没有一定的词汇量，听说读写等其它能力无从谈起。所以，在备考中，一定要重视词汇语义的学习和复习
2. 词汇意义的领悟和掌握既要机械记忆，又要在阅读、运用中领悟，巩固。要将词汇织成一个网，全面掌握一些重要的词汇及相关词汇
3. 同义词近义词的学习必须进行专项复习。收集大量的语言实例，反复记忆，用心领悟。
4. 考查零冠词用法。
5. 和某些抽象名词连用，使其具体化以及不可数名词在特指情况下将成为考查重点。
6. 冠词在一些固定短语，特殊句式的运用将仍旧会出现在某些省市的高考试卷中。
7. 比较级中的冠词也是考查的重点。
8. 冠词的基本用法，定冠词在adj.前表示一类尤其是考查的重点。
9. 语境、语义下的冠词灵活运用。
10. 根据知识网络将冠词的基本用法记牢，这是你做好试题的前提。
11. 熟悉一些名词的用法，和冠词结合。有很多不可数名词，有时候被具体化的情况，也是考查的重点
12. 多做练习，能够提高熟悉语境的能力，很多考题是要和语境相联系起来考查的，这方面一定要重视
【专题综合】
1.i heard you have______ vacant position for a secretary. i’ve come to apply for _____job.
a.the; a b.a; the c.不填； a d.a; 不填
2.---john, there is_____ mr. wilson on the phone for you.
---- i’m in____ bath.
a. a; the b. the; a c. a; 不填 d. 不填； 不填
3. people think that ______ opening ceremony of the 29th olympic games is _____ great success.
a. an; a b. the ; a c. the ;the d. the ; x
4. --- do you often listen to _____ radio?
----no, in fact i haven’t got____ radio.
a. a; the b. 不填； a c. the; a d. the; the
5.--- waiter, could we have_____ bill, please?
----darling, don’t forget to leave____ tip.
a. a; the b. a; 不填 c. the; 不填 d. the; a
6. the research showed beyond ________ that smoking contributes to heart diseases.
a. wonder b. doubt c. problem d. use
7 would you take my old tv in _______ for this camera?
a. place b. return c. exchange d. business
8 faced with the hard financial ____________, all the countries in the world should learn to cooperate to get it over.
a. situation b. position c. phenomenon d. state
9. it is a spectacular __________ as the fireworks are set off and light up the who sky during the spring festival.
a. look b. view c. scenery d. sight
10. quite a few employees’ payments are cut down and barely cover their household ________ due to the serious economic crisis.
a. bills b. expenses c. prices d. charges
11. suddenly we felt the _________atmosphere grow tense as neither of the sides would give in.
a. atmosphere b. state c. situation d. phenomenon
12. the chinese are looking forward to the first _______to land on the moon after three chinese astronauts’ successful trip to space.
a. measure b. attempt c. purpose d. desire
13. —who did you stay with yesterday? i couldn’t find you anywhere.
— ___________.
a. mr. green’s b.the greens c. greens d. the mr. green’s
14. i shouldn’t have accepted the man’s present, but i found it difficult to turn down his ______.
a. offer b. request c. suggestion d. plan
15. he kept sending her presents in an attempt to win her _______.
a. respect b. favor c. admiration d. pleasure
参考答案1-5 badcd
6【解析】b beyond doubt为固定短语，意为：无疑，确实。本句句意为：这项研究确实表明吸烟会导致心脏疾病。
7.【解析】c in return for…作为回报；in exchange for…交换。你愿意用我的旧电视机换这架照相机吗？
8【解析】a面对严重的经济形势，世界各国应努力合作共同克服。situation形式，处境。
9【解析】d look看；面貌；view指从某处看到的景色；scenery指自然景色；sight指所看到的事物，景象。在春节期间，当烟火被点燃照亮整个夜空的时候真是一幅壮观的景象。
10.【解析】b expense 意为“（时间、精力、金钱等的）消耗，花销，费用”。很多雇员收入下降不够维持生活的费用”。故选b项。bill 意为“账单，清单”。price 意为“价格，价钱，市价，代价，价值”。charge 意为“费用，捐税，代价，记账”，作“费用”解时指卖方开出的价钱。
11【解析】a atmosphere氛围，d意为现象。我们突然感觉到气氛变得紧张了。
12【解析】b measure 措施； attempt试图，尝试；purpose目的； desire渴望，欲望。在中国三名宇航员成功遨游太空后，中国正盼望着登月的第一次尝试。
13【解析】b此题考查考生对复数姓氏名词的掌握能力。表示姓…的一家人，应用the +姓氏的复数形式。
14【解析】a offer: statement offering to do, or give sth to sb.（为某人做某事或给某人某事物的）建议，提议request: act of asking for sth. 要求；suggestion提议或建议的内容；plan计划。本句句意为：我本不该接受那个人的礼物，但很难拒绝他的提议。故选a。
15.【解析】b 他不停送给她礼物，试图获得她的好感。favor: liking , goodwill , approval 喜爱，宠爱，好感，欢心。
【专题突破】
冠词做题技巧点拨：注意固定短语中的冠词；名词的具体化；抽象名词表示特指；在做题中要注意前后两个空的彼此照应；可以依据意思和语境把握冠词。
名词做题技巧点拨：注意同义词、近义词意思的把握，要依据语意、词义进行辨析。
1. recently cctv station has taken great pains to make a program that reviews the important_____0f .
a. affairs b. events c. matters d. things
2. there’s no ______from my bedroom window except for some factory chimneys.
a. view b. scene c. sight d. look
3. she is in a poor ______of health, which worries her mother much.
a. position b. situation c. state d. condition
4. the experiment turned out to be ________, which wasn’t ______ they wanted.
a. a completely failing; as b. a complete failure; what
c. completely failure; that d. failed; 不填
5. in the botanic garden we can find a（n）______of plants that range from tall trees to small flowers.
a. species b. group c. amount d. variety
6. he was chosen _________ of the company.
a. manager b. a manager c. the manager d. as a manager
7. i looked under __________ bed and found __________ book i lost last week.
a. the; a b. the: the c. 不填； the d. the; 不填
8.—how about __________ christmas evening party?
—i should say it was __________ success.
a. a; a b. the; a c. a; 不填 d. the; 不填
9. polar bears live mostly on __________ sea ice, which they use as __________ platform for hunting seals.
a. a; a b. a; the c. 不填； a d. the; 不填
10. we have every reason to believe that __________ beijing olympic games will be __________ success.
a. 不填； a b. the; 不填 c. the; a d. a; a
11. many people have come to realize that they should go on __________ balanced diet and make __________ room in their day for exercise.
a. a; 不填 b. the; a c. the; the d. 不填； a
12.—could you tell me the way to __________ johnsons, please?
—sorry, we don’t have __________ johnson here in the village.
a. the; the b. the; a c. 不填； the d. the; 不填
13. __________ walk is expected to last all day, so bring __________ packed lunch.
a. a; a b. the; 不填 c. the; a d. a; 不填
14. in __________ film cast away. tom hanks plays __________ man named chuck noland.
a. a; the b. the; a c. the; the d. a; a
15. how about taking __________ short break? i want to make __________ call.
a. the; a b. a; the c. the; the d. a; a
16. i wanted to catch __________ early train, but couldn’t get __________ ride to the station.
a. an, the b. 不填， the c. an, 不填 d. the, a
17. i like __________ color of your skirt. it is __________ good match for your blouse.
a. a; the b. a; a c. the; a d. the; the
couldn’t remember when he first met mr. anderson, but he was sure it was __________ sunday because everybody was at __________ church.
a. 不填； the b. the; 不填 c. a; 不填 d. 不填； a
19.— i knocked over my coffee cup. it went right over __________. — you shouldn’t put drinks near __________ computer.
a. the; 不填 b. the; a c. a; 不填 d. a; a
20. in __________ review off 44 studies, american researchers found that men and women who ate six key foods daily cut the risk of __________ heart disease by 76%. _______
a. a; the b. the; a c. a; 不填 d. 不填； a
21. of all __________ reasons for my decision to become a university professor, my father’s advice was __________ most important one.
a. the; a b. 不填； a c. 不填； the d. the; the
22. for him __________ stage is just __________ means of making a living.
a. a; a b. the; a c. the; the d. a; the
23. according to __________ world health organization, health care plans are needed in all big cities to prevent __________ spread of aids.
a. the; 不填 b. the; the c. a; a d. 不填； the
24. everywhere man has cut down __________ forests in order to grow crops, or to use __________ wood as fuel or as building material.
a. the; the b. the; 不填 c. 不填； the d. 不填； 不填
25. i know you don’t like __________ music very much. but what do you think of __________ music in the film we saw yesterday?
a. 不填；不填 b. the; the c. the; 不填 d. 不填； the
参考答案 1-5 bacbd 6-10 abbcc 11-15 abcbd 16-20. dccbc 21-25 dbbcd
（精品推荐）XX届高考二轮复习英语学案--专题十二 主谓一致
【典例精析】
1.（山东卷35）the country life he was used to ______ greatly since 1992.
a. change b. has changed c. changing d. have changed
【解析】b 考查主谓一致。分析句式找准主语为life主语，he used to定语修饰life，按照时态since决定时态，用现在完成时，故答案为b.
2.（上海卷31） professor smith, along with his assistants,______ on the project day and night to meet the deadline.
a. work b. working c. is working d. are working
【解析】c考查主谓一致。此处为语法一致，不要受along with his assistants的影响，故答案为c符合。
3.（辽宁卷21）nowadays, a large number of women, especially those from the countryside,_________ in the clothing industry.
a.is working s ed
【解析】c考查主谓一致。分析句式找准主语为a large number of women，把握时态为一般现在时，故答案为c。
4. a poet and artist ________ coming to speak to us about chinese literature and painting tomorrow afternoon.（XX年江苏高考）
a. is b. are c. was d. were
【解析】a考查主谓一致。a poet and artist为一个人，时态为一般现在时，故答案为a
5.most of what has been said about the smiths also ____true of the johnsons.（XX年安徽高考）
a.are b.is c.being d.to be
【解析】b考查主谓一致。分析句式找准主语most of what-----指说的内容，为不可数故答案为b，构成系表结构。
6. the company had about 20 notebook computers but only one-third _______ used regularly. now we have 60 working all day long.（浙江）
a. is b. are c. was d. were
【解析】d考查主谓一致。主语为one-third，但省略了notebook computers，分数的主谓一致依据修饰的名词的数，故答案为d。
7.（09四川）15.the teacher together with the students ________ discussing reading skills that ________ newly published in america.
a. are; were b. is; were c. are; was d. is; was
【解析】b 考查主谓一致。a together with b作主语时谓语动词与a的单复数保持一致；第二空为定语从句that指代reading skills，由于reading skills是书名所以谓语动词用单数。
8.（09湖南）4. either you or one of your students ______ to attend the meeting that is due tomorrow.
a. are b. is c. have d. be
【解析】b 主谓一致的用法。either …or…. 连接两个主语，按就近原则来确定谓语的单复数。one of your students 谓语应用单数形式。
【专题突破】考生做主谓一致的试题时要熟练掌握三大原则的具体用法，学会分析句式，把握特殊用法，注意如下两点：1. 主谓一致的考查主要体现在单项选择和短文改错两个题型中。同学们在练习和应试时，遇到这样的题时，要牢记主谓一致的三个基本原则。一定要根据句子内容抓住关键的主语部分，分析句式找准主谓，兼顾句子的时态和语态。
2. one of +复数名词做定语从句的先行词时，定语从句中的谓语动词与复数名词一致。 the only one of +复数名词做定语从句的先行词时，定语从句中的谓语动词用单数形式。
1. —is there anybody in the classroom ?
—no, the teacher, together with the students _____ to the playground.
a. go b. went c. has gone d. have gone
2. —are these your sheep ?
—no. mine _____ on grass at the foot of the hill.
a. are feeding b. feed c. is fed d. is feeding
3. sitting at the back of the room but in front of some old men and women _____ a very shy girl with two bright eyes.
a. was b. are c. were d. there was
4. mr. bush, together with his wife and daughter _____ going to japan next week.
a. are b. is c. will be d. would be
5. not the teacher but the students _____ excited.
a. is b. has c. are d. have
6. as i have a meeting at four, ten minutes _____ all that i can spare to talk with you.
a. are b. was c. is d. were
7. _____ of the land in that district _____ covered with trees and grass.
a. two fifth; is b. two fifths; are c. two fifth; are d. two fifths; is
8.he is the only one of the students who_______a winner of scholarship for three years.
a. is b. are c. have been d. has been
fessor smith, along with his assistants,____ on the project day and night to meet the deadline.
a. work b. working c. is working d. are working
only ______interested in football but ______beginning to show an interest in it.
a. the teacher himself is … all his students are
b. the teacher himself is …are all his students
c. is the teacher himself …are all his students
d. is the teacher himself …all his students are
11.---“each of the students, working hard at his or her lessons,_____ to go to university.”
----“so do i.”
a. hope b. hopes c. hoping d. hoped
12.e-mail, as well as telephone,______ an important part in daily communication.
a. is playing b. have played c. are playing d. hoped
13.books of this kind ______ well.
a. sell b. sells c. are sold d. is sold
14.every possible means ______ to prevent the air pollution, but the sky is still not clear.
a. is used b. are used c. has been used d. have been used
15.when and where to go for the on-salary holiday ______ yet.
a. are not decided b. have not been decided
c. is not being decided d. has not been decided
16.the number of people invited ______ fifty, but a number of them _____ absent for different reasons.
a. were, was b. was, was c. was, were d. were, were
17.______ of the land in that district ______ covered with trees and grass.
a. two fifth…is b. two fifth…are c. two fifths…is d. two fifths…are
参考答案和解析：
1.【解析】 c 本题考查的主谓一致的内容与上一题相同，从句子的语境判断，应当用现在完成时。
2.【解析】 a mine指my sheep 为复数形式。是主动语态。
3.【解析】 a 本句为倒装句。主语是a very shy girl with two bright eyes.核心主语是a very shy girl，为单数，全句为过去时。
4.【解析】 b 全句的核心主语是mr. bush，为单数，全句为将来时。
5.【解析】 c 运用就近原则，谓语动词和主语the students 一致，此处为主系表结构，用be动词。
6.【解析】 c 主语ten minutes表示时间，被视为一个整体，为单数形式。全句是现在时。
7.【解析】 d 本句核心主语是land，为单数形式，同时注意分数的表达形式。
8.【解析】d这是一个定语从句。在one前是否有定冠词决定定语从句中的谓语动词的单复数形式：one of the students中的先行词是the students，定语从句中的谓语动词要用复数形式。the only one of the students中的先行词是the only one，定语从句中的谓语动词要用单数形式。又因“for three years”是完成时的标志。
9.【解析】c professor smith决定谓语动词的数；his assistants和谓语动词的数无关。
10.【解析】d not only …but (also )连结两个句子，用部分倒装。
11.【解析】b “each of +名词复数”谓语用单数。
12.【解析】a本题考察主谓一致，当主语后面跟有as well as短语时，其后的谓语动词不受as well as之后的名词影响，仍然和主语在人称和数上保持一致。
13.【解析】a “kind(s) of + 名词”作主语时，谓语动词的数依kind 单复数而定；“复数名词 + of this/that kind ”作主语时，谓语动词的数依of 前面的名词而定。本题中sell 用作不及物动词表示“销售”。
14.【解析】c mean单数复数一个形式。在本题中代表单数。
15.【解析】d不定式作主语，谓语动词用单数。
16.【解析】c “the number of” 表示“……的数量”，谓语用单数；“a number of”表示“许多”，谓语用复数。
17.【解析】c 考察数词和主谓一致。分数词在句中作主语时，谓语动词必须跟分数词所修饰的名词保持数的一致。
【学法导航】在英语的句子中，谓语动词的形式应该与主语的人称和数保持一致，如何判定，则要看句子的意思。在多数情况下，根据句子的主语形式就能判定，但有的则要看整句的意思及强调的内容。具体来说，有就近原则；意义一致原则；整体原则；个体原则。掌握了这些原则，相信考生在今后的考试中就科以轻松地应对这一类型的考题。考生掌握了这四条原则后，再看到题目的话，相信很容易就可以明白试题的考试意图，并得到正确的答案！在做题的过程中总结原则，并把原则运用到试题中去，是一种很有效的学习策略，当然在复习中应该在老师的指导下，抓住重点来攻克，总之要抓住重点记忆，做题弄清主谓，把握时态语态即可：
（一）、复习时需重点注意的要点
1.集体名词看作整体时，谓语动词用单数，看作各个成员时，谓语用复数。如：
his family isn’t large.
his family are all fond of music.
2.些名词如news, maths, physics等虽然有词尾“s”但意义上是单数，谓语动词要用单数。如：the news is wonderful.
physics is an interesting subject.
3.由数词+表示重量、里程、时间、金钱等名词所构成的复数名词主语，是当作一个整体看待的，后面用单数动词。如：
five minutes is too short.
ten dollars is enough.
4.主语后面跟有介词with或together with 引导的短语时，谓语动词一般与前面的主语的人称和数一致。如：
the teacher together with ten students is doing an experiment in the lab.
5.主语当and连接的两个名词指同一人、同一事或同一概念时，and后面那个名词前没有冠词，谓语动词用单数。如：
the teacher and writer is respected by all the people around.
形容词＋and＋形容词＋名词作主语时，谓语动词用复数。如：
social and political freedom are limited there
用and连接的单数名词，前面有each, every, many a, no修饰语时，谓语要用单数。如： every man，woman, and child is entitled to take part in the activity.
each pen and each paper is found in its place.
6.“one or two＋名词复数”,“one or more＋名词复数”作主语，谓语动词用复数。”“one/a＋单数名词or two”作主语，谓语动词可用单数也可用复数。如：
one or two books are needed.
one book or two is /are needed.
7.不定式短语、动名词或从句作主语时，谓语动词一般用单数。如：
reading in the morning is good for learning english
但是，当and连接上述两个相同的结构时，谓语动词用复数。如：
reading books and playing table tennis are my great pleasure.
【专题综合】
1. but i know the government ________ his invention.
a. think highly b. speak high of c. sing highly d. thinks highly of
2. she is the only one among the ________ writers who ________ stories for children.
a. woman…writes b. women…writes c. women…write d. woman…write
3. the professor, together with his son, _________ lanzhou _________ beijing.
a. have left …for b. has left…for c. have left …to d. has left …to.
4. nobody but sam and john __________ in the laboratory.
a. are b. had been c. were d. is
5. my family _________ having supper when suddenly the bell rang.
a. is b. was c. are d. were.
6. the singer and dancer _________ come to our school.
a. have b. has c. were d. was.
7. a number of children _________ for the teacher to come now.
a. is waiting b. are waiting c. waits d. waited
8. the wounded __________ to the hospital at once.
a. were sent b. were send c. is sent d. was send
9. more than one person ________ late for class this morning.
a. are b. was c. is d. were
10. the cattle _______ grazing on the grass.
a. were b. was c. be d. is
11. the students each _____ a dictionary now.
a. has b. have c. has got d. had got
12. many a child _____ lost their parents.
a. has b. have c. is d. are
13. steam and ice _____ different forms of water.
a. is b. are c. was d. were
14. every desk and every chair _____ made of wood.
a. is b. are c. was d. were
15. _____ not only you but also he going to beijing?
a. are b. is c. were d. was
16. the manager or his secretary _____ to give you an interview.
a. is b. are c. were d. have
17. mary is one of the girls who _____ often late for school.
a. is b. are c. comes d. get
18. mary is the only one of the girls who _____ often late for school.
a. is b. are c. comes d. get
19. the united nations _____ an organization of independent countries.
a. is b. are c. was d. were
20. every means _____ been tried.
a. have b. has c. is d. were
参考答案： 1-20: dbbdd bbaba babaa abaab
教学目标：
Using adjectives to describe objects; e.g. The car is fast.
Using nouns to identify things; e.g. pavement, crossroad;
Locate specific information in response to simple instructions;
Helping students to Expend their horizon and develop their daily English;
重点难点：
Using adjectives to describe objects; e.g. The car is fast.
教学准备：
A computer, a TV set, PPT
教学过程：
Pre-task:
· Sing a song ”walking walking ”
· Quick response: red light, stop!
Yellow light, wait!
Green light, go!
While-task:
1. T: How do you go to school?
Ss:
T: Jerry and Tom also go to school on foot. Look! There are many lanes, which lane should they walk on? A? B? C? D?
Ss:
T: It is called pavement.
l Practice the pronunciation
l Guessing game: Teacher does some actions, Students guess and say jump, crawl, run, skate on the pavement
2. T: On their way to school, Jerry and Tom saw something. What do they see?
Ss: a car and a bicycle.
T: What the difference between the car and the bicycle?
Big—small new—old
Fast---slow (PPT showed )
3. Practice the pronunciation while teacher mimes running fast and slow.
4. Let’s have a competition
T: Pass the book to the end, please. Let us see which group is fast. Other students all together say: fast, fast, fast.
Group _ is fast!
Ask 2 volunteers to compete to see who hops slow. Other students all together say: slow, slow, slow.
____ is slow.
5. PPT shows groups of things: Students tell
____ is fast/ slow.
6. Make a new rhyme (group work)
Tom made a rhyme: Fast, fast. The car is fast. Drive on the road.
Can you make a rhyme with these words
l slow, Jerry, pavement
l slow, the ant, pavement
lLiu Xiang, fast, pavement
lfast, the motorcycle, road
7. T: Tom and Jerry keep walking on the pavement. They see traffic lights. Where can you see traffic lights?
l Explain crossroads ( cross)
l Practice the pronunciation
Post-task:
l Conversation
T: School is over.Jerry and Tom are going home together. Let’s see what they are talking.
I am Jerry. Who wants to be Tom?
T--- individual
T--- whole class
S--- S (pair work)
A: School is over. Let’s go home!
B: OK! Let’s walk on the pavement.
A: Look! The ___ is fast!
B: Look! The ____ is slow.
A: here is the crossroad. Look at the light.
B: It’s ___. ___!
2 Role- play
Be a kangaroo and a driver
We see many bicycles on the road in China. But in Australia, we often can see kangaroos and koalas. The road sign tells you to drive carefully. Students act as two persons in a car and a kangaroo or koala.
A: What do you think of Australia ?
B: I think Australia is______!
A: Look! The ___ is ____!
B: Please drive carefully!
Assignment:
Listen to the tape and practice the dialogue.
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning for the learning methods, they are poor in cooperative learning students are not active in the class ,and some students don’t like , I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll
the Ss how to be successful language learners.
the Ss pass "Observation—Imitation—Practice "(观察—模仿—实践三步教学法) to study language.
the Ss how to master dialogues and how to communicate with others.
全英文英语教案实施流程
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ,Benjamin Franklin is a famous politician and today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
2). Group work
A match competition. Match Column B with Column A more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Purpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI (电脑辅助教学)is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.
Step 3 Practice
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
2). Class work
Listen to some sentences to judge whether they are true or false.
Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
let Ss read the passage carefully and answer the question: Discuss the following questions in groups:
Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。let Ss find out the keys of the exercises after their reading.
Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak fact, it is a kind of demand of human (苏霍穆林斯基)says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.
Step4 Homework.
Summarize the whole lesson,and arrange the homework.
the exercises in the the mastering of knowledge of this lesson.
Ss to interview their friends asking the price and size of their clothing and make records of the information.
Purpose of my design: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to master the knowledge they learned. This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.
Part 5 Blackboard Design.
Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the various intelligence by gathering teaching methods. Purpose of my design:
1、Make the students be free to talk about social behaviors
2、Understand the reading passage and can talk more about teamwork.
3、Improve the students’ reading and writing skills.
As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.
Above is the lecture notes of my lesson. Thank you very much!
pep小学英语 Unit5 B Let’s talk说课稿全英文版 The Lecture Notes of 《 PEP Primary English 》 Book4 Unit5 B Let’s talk
Ladies and Gentlemen, It’s my great pleasure to be here sharing my leon with you.
The content of my leon is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes , let me talk about the teaching 1 Teaching Material:
This leon is about a shopping study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentence patterns of this leon “What size?” “How much are they?” and “we’ll take them.” are the key and difficult points of this study of this leon will help the Ss with daily communication.
Moreover, this leon completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.
Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind, I put forward the teaching objectives according to new English leon objective: a) The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We’ll take them.” b) The Ss can understand and read the conversation of the objective: a) The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;
b) The Ss can use the patterns to expre their thoughts in the proper objective: a) By completing the task, the Ss increase their interest and set up self-confidence in language study; b) Teach the Ss what is “love” and “managing money matters”, put the moral education in the language , the key points of this leon:
First of all, to study and use the sentence patterns “What size?” “How much are they?”“A pair of … for ….” “We’ll take them.” To improve the Ss’ abilities in “shopping”;
Secondly, teach the Ss how to study independently as well as by points:
The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.
Well, how to achieve the teaching objectives better, to stre the key points and break through the difficult points? The key is how to make use of the proper teaching methods; I’ll talk about my teaching methods 2 Teaching Methods:
According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.
The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.
The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific activity reflects real life and learners focus on meaning; they are free to use any language they want.
At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning 3 Studying Methods:
Let Ss study in a relaxed and agreeable understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, imagining, thinking make preparation for completing the new study task.
After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative , develop the Ss’ abilities of studying and working with the learning language 4 Teaching Proce:
In order to realize the teaching proce systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching proce into five 1 a song: The coat in window.
So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting this step, teacher and the Ss sing in unison and perform the song “The coat in window.”
Thus, review the sentence pattern “How much is …?” And arouse the Ss' performance desire, participation desire, and lead the Ss into a thick English studying 2 Presentation and : Look for Cinderella.
Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size ….”to make the question and design is a novelty of my leon; it leads the Ss into the fairy acquire the language unconsciously and can do communication to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”
With a good student to be the aistant, I perform to go shopping, and guide the Ss to make the answer: “They are ….”
In this course, Ss can understand the main contents of this dialogue and get the key points by scene : Gue the price.
From buying a pair of shoes for me to buying a pair for my mom, introduce the sentence pattern “A pair of … for ….”
The CAI presents a big cabinet with various shoes, ask the Ss to gue their price, and then display them.
It considers that children can keep their attentions in limited game can avoid the lifelene and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s achieve the aim of consolidating and deepening the sentence the ) At this time, John and his mom come to the shoe store.
It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and
pursuing
interest
an
freshne.
b) After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the .: What size does John wear? How much? Whether buy or not, etc.
c) After be familiar with the text, let the Ss try to act out the this step, it achieved the teaching aim of understanding and talking the dialogue of this 3 Task : Mother’s Day.
To master the language capability needs certain amount of I still adopt the “Task-based” teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this advance, I shall arrange the claroom to some busine locations, such as clothes store, shoes store, fruit store shall divide the cla into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.
For this step, I shall instruct the Ss to use the words and patterns learnt in the proce of completing certain , they may have mutual improvement in exchanging information during the communicating activities.
Most Ss can take their parts in the activities, especially for the Ss who have trouble in English the group activities, they can speak a little English with no doubt, this will encourage them to speak fact, it incarnates a kind of demand of human says:
“In one’s mind, there is always a kind of deeply rooted demand that is the hope to feel oneself a finder and Ss’ spirits, such demand is specially strong.”
This step also leads to the emotion objective of this leon that is to have moral education in this 4 Consolidation and extension.
Summarize the whole leon, and arrange the the correlative exercises in the activity the mastering of knowledge of this Ss to interview their friends asking the price and size of their clothing and make records of the information.
This content is an extension of the previous leon, to meet the needs of increasing communicating demand of some 5 Blackboard Design.
Show on the CAI.(It’s a ….)
Anyway, the teaching of this leon aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to are the lecture notes of my you
一、教材分析：
本册教材共6个单元、2个复习单元。每个单元分A、B、C三个部分，共12页。复习单元为6页。A、B两部分主要教学单词和对话。通过各种形式教学生字和单词，并培养学生的阅读能力。C部分作为扩展内容主要通过颜色、画图、填充问卷以及手工制作等形式复习并适当扩展所学语言，通过听力活动，评价学生的学习效果。二、学情分析：
五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已基本养成。但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重，口语能力较差。因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣，注意加强口语、阅读能力的训练。三、教学目标：
1.养成良好的听英语、读英语、说英语的习惯。2.初步养成良好的书写习惯。
3.能按三会与四会的要求掌握所学词语。4.能四会要求掌握所学句型。
5.能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
6.能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
7.能在任务型学习的过程中运用相关的语言知识技能，完成某项任务。8.能演唱已学的英语歌曲，能诵读已学过的英语歌谣。四、教学重点难点：
1、重点：①四会句型，单词。②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。③运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。2、难点：养成良好的听英语、读英语、说英语的习惯。五、主要措施：
1、根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学习积极性。
2、在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动学生的非智力因素，提高学生实际运用语言的能力。3、活用教材，根据学生会的实际情况，将每单元各个板块重现组排降低难度。
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