第十册4-10打印.doc

Module 4
单元分析
课题
Presents
教材分析
这篇课文的语言功能是赠送和接受礼物，主要通过大明和奶奶打电话这一对话形式，将赠送和接受礼物这一话题穿插进去，对话中强调一般过去时以及动词后面使用宾格人称等语法规则。一年级起点第十册的教材，没有过多地呈现新的语法内容，而是在以往学习的四种时态的基础上，再次出现了一般过去时特殊疑问句和一般疑问句两种用法，本节课着重练习和强调了过去时一般疑问句的用法及回答。
学情分析
学生对于过去式的句型并不陌生，尤其对于一般过去式的一般疑问句以及它的肯定和否定简短回答的用法在低年级也经常接触，但是在本节课的过去时一般疑问句的回答中出现了动词后面直接加宾格人称的这一回答方式，学生运用起来还是比较生疏，由于受思维定势的干扰，更容易在回答时出错。另外在回答时，动词后面选用宾格人称的单数或是复数来指代物品时，学生也分辨不好，容易混淆。
教学目标
1、 学习谈论昨天（或过去某一天）所做过的事情；
2、 通过打电话的方式向爸爸妈妈或自己的朋友说一说自己今天做过的事情；
3、 通过描述自己最喜爱的季节并阐明其原因的方式，培养孩子综合运用语言的能力。
交际句型
I send you a Math game.
Did you get it? Yes, Grandma.
I send you English books.
Did you read them? Yes, Grandma. I read them.
四会单词
Fine sent send get chocolate season
教具准备
教学课件，单词卡片等
课时安排
四课时

第一课时 总第 课时
课 题
Unit 1 Did you read them?
教学目标
a. 知识与技能：能够听懂会说本课课文，掌握基本句型I sent you….Did you…? Yes, I … 的用法以及听、说、读、写四会掌握单词：sent, got, chocolate.  
b. 过程与方法：在教师所设计的课堂教学活动中，通过参与、实践、体验、感悟，基本句型的表述方法，达到习得语言的目的。
教学重点
a.掌握单词sent, got, chocolate.          
教学难点
b. 能正确的运用英语表述赠送和接受礼物。
I sent you….Did you…? Yes, I … Thank you.
教学准备
卡片，课件
教学过程
教学内容
设计意图
Step 1.
Warming up:
Sing a song: There are twelve months in a year.
让学生复习一下月份单词，为后面讨论生日的话题做准备。同事活跃课堂气氛
Step 2.
Lead in
T: How are you?
Ss: I’m fine.
T: 除了可以说I’m fine. 还可以有以下的表达
Very well ,Ok, so-so, not bad, not very well, very bad
呈现一幅过生日的照片
T: Look! Daming had a birthday party in February.
He got lots of presents.
(礼物)
Guess what present did she get?
S: He got a pen/ a book/ a bike…
T: who sent these presents to him?
S: Maybe his mum,/his grandma/ his grandpa
T: Now, let’s listen to the dialogue and answer the question.
1) Listen to the dialogue.
2) Listen and repeat and answer the questions.
1.Did Daming get the Maths game?
2.Did Daming eat the American chocolates?
3.Did Daming read the English books?
4.Did Daming go to America?
3) Ask and answer in pairs.
4) Listen and repeat again then answer.
Where will Daming go this summer?
Who is eating the chocolate?
5) Do you remember? 复习动词过去式，要求学生从课文里找出单词的原形和过去式并划出来
read /ri:d/ read/red/
send /send/ sent
eat /i:t/ ate
get /get/ got
6) Let’s read these words
7)listen and repeat then answer
What did grandma send?
And what did she say?
I sent you a Maths game.
Did you get it?
I sent you American choco-lates. Did you eat them?
I sent you English books.
Did you read them?
请学生自己从对话中找到答案，并且组织学生朗读句子。体会it, them 的用法
首先让学生知道How are you? 的基本回答，然后扩展其他回答，让学生知道怎么运用这个句型。

通过大明过生日收到礼物引出本课话题，让大家猜一猜他收到了什么礼物，然后再猜猜看是谁送给他的礼物，让学生带着好奇心开始学习本课的课文，在学习课文时主要通过完成一些任务让学生理解课文。回答问题由易到难，先从一般疑问句开始练习，然后是特殊疑问句，这样有梯度的处理课文，会让学生逐步掌握课文。
复习动词过去式，让学生自己在对话中找答案，再次熟悉课文。并为回答下一个问题做准备。
这几个句子是本课的重点句子，让学生找出来，再强化朗读，并且体会it, them的用法，为下节课的句型训练做准备。
Step 3.
Do exercises
Read and circle
1) Daming’s grandma lives in ______
A. England B. China C. America
通过练习题检查学生是否掌握了对话大意，再次复习对话。
板书

Homework
1.Listen and read the dialogue on page 14.
2.Recite the words on page 14.

第二课时 总第 课时
课 题
Unit 1 Did you read them?
教学目标
a.知识与技能：能够听懂会说本课课文，掌握基本句型
I’ve got some books. I read them last week.的用法以及听、说、读、写四会掌握单词：read-read., listen-listened, ride-rode, wear-wore, play-played
b. 过程与方法：在教师所设计的课堂教学活动中，通过参与、实践、体验、感悟，基本句型的表述方法，达到习得语言的目的。
教学重点
1. 动词原形及过去式的正确使用。
2. 代词it, them, me, her, him 的正确使用
教学难点
代词it, them, me, her, him 的正确使用
教学准备
卡片，课件
教学过程
教学内容
设计意图
Step 1.
Warming up.
1 Free talk.
When is your birthday?
My birthday is in ____.
January February March
April May June July
August September
November December
2.Revise the dialogue on page 14. Get the Ss to act out the dialogue in front of the class.
3. 连词成句
Sent/ a/ Maths/ I / game/you
You/Did/ read/ them
to/ come/ this/ America/ please/ summer
让学生复习月份单词，能用简单句型表达自己的生日。
两人一组练习对话。

通过连词成句的练习检查学生回家听读课文的程度。同时再次复习本课重点句型。
Step 2.
1. Let’s review.
read -- read
listen -- listened
ride -- rode
wear -- wore
play -- played
2. Read and fill in the blanks.
1.Did you eat the cake?
Yes, I ____ it.
2.Did you ____ my present?
Yes, I got it.
3.Did she read the books?
Yes, she _____ them.
4.Did he send a letter to me?
Yes, he ____ it.
5.Did they see a film?
Yes, they ____ it.
先复习动词过去式为句型的训练做准备。

通过填空让学生练习动词过去式的使用。
Step 3.
Look and say.
Eg. I’ve got some books. I read them last week.
I’ve got a ball. I played it last week.
看图练习句型。掌握it, them的使用方法。
Step 4.
Fill in the blanks with “her, him, it, me”
1.There is a boy over there. Can you see ____?
2.I like that girl’s dress. Do you like ____ , too.
3.That girl is my friend. Do you know ____?
4.The dog is naughty . But ___is very nice.
5.I am in this picture. Can you see ____?
练习使用代词。
Step 5
Listen and write.
1) Did you _____ it? Yes, I _______ it.
2) Did you______ my present? Yes, I ______ it.
3) Did she ______ the books? Yes, she _____ them.
4) Did he ______ the letter? Yes, he ______ it.
5) Did they _______ the film? Yes, they _____ it.
再次练习使用动词原形及过去式。
Step 6.
Complete the sentences.
I sent you an English book. Did you get _____ ?
Yes, I got_______.
Look at the dress. Do you like ________?
No, I don’t like _______.
The shoes look nice. Do you want _____ ?
Yes, I want _______.
The children fell off their bikes.
Let’s help______.
通过练习让学生再次掌握it, them 的正确使用方法。
板书设计

Homework
1.Listen and read the dialogue on page 15.
2.Recite the dialogue about unit 1.

第三课时 总第 课时
课 题
Unit 2 My favourite season is spring.
教材分析
本课需要学生用已学过的句型描述四季.模块分析:本模块是本学期第四模块,其中My favorite…; I can….句型学生已经学习过并熟练掌握.在本模块中的目的是让学生用What is your favorite season? My favorite season is…会话,并能够用所学知识描述四季的特征.
教学目标
1、知识技能目标：
学生能够听、说、读、写单词spring, summer, autumn, winter, season；
能够认读、表达和运用重点句My favourite season is …. It’s …. I can ….    
能够运用所学词汇、句子表达或描写出自己喜欢的季节及原因；
能够正确朗读语篇、获取语篇的信息，在阅读的基础上进行仿写。
2、技能目标
学生在谈论最喜欢的季节中继续巩固本课的重点句型，结合自身感受和经历进行初步的仿说，再到仿写，提高学生的语言运用能力及写作能力；
通过小组合作互助活动，提高自主探究、合作学习的能力；
通过品读短文，感受四季之美，培养学生热爱生活，热爱大自然，积极乐观的生活情感态度。
教学重点
进一步巩固有关季节的单词和句型spring, summer, autumn, winter, it’s …. I can wear ….；
指导学生在理解的基础上有感情的朗读课文；
教学难点
运用所学知识谈论自己喜欢的季节及原因，并且能在生活中灵活运用。
教学准备
卡片，课件
教学过程
教学内容
设计意图
Step 1.
1.Warming up.
Let’s sing a song.
2. Presentation
T: Today let’s talk about seasons.
How many seasons are there in a year?
S: there are four seasons in a year.
T: What are they?
Ss: spring, summer, autumn and winter.
T: Now, Can you read the words?
出现表示四季的单词, 让学生认读单词。
Spring, summer, autumn, winter
1) Let some students read the words.
2) Read and spell the words in turns.
3) Write it in the air.

呈现四季的图片，让学生感受四季的不同

单词的认读很重要，虽然有些孩子会说单词，但必须强化单词的拼读，为学生背单词打好基础。
Step 2.
T: My favourite season is spring. What is your favourite season?
S1: My favourite season is summer.
S2: …
S3:…

让学生自由讨论自己最喜欢的季节，熟悉句型，并且强化四季单词的正确发音。
Step 3.
出示四幅和春天有关的图片
spring
T: What season is it?
S: It’s spring.
T: What’s the weather like in spring?
S: It’s warm.
S2: It’s windy.
1) Learn the words: warm, windy
2) Spell the words and read in turns.
T: What can you do in spring?
S1: I can fly a kite.
T: What can you see?
S2: I can see baby ducks.
T: There are some flowers.
T: Now, can you say something about spring?
I can_________.
I can see ________________.
There are some ____________.
Summer:
I can ____________.
I can wear _____________.
1) Learn new words:
Sandals, glasses, shorts
3) Read in turns.
4) Spell the words one by one.
5) Make a sentence with new words.
Autumn:
It’s cool, windy and rainy in autumn.
The leaves ______ the tree.
I can ____________ in autumn.
Winter:
It’s cold in winter.
I can __________.
I can wear ______________.
1) learn new words: gloves, coat
2) Read and spell the words.
先让学生看图片补充句子。然后去掉已有的单词让学生自己填一填，说一说。
这一课主要是让学生用学过的词和句型描述四季的特点。为了让学生能扎实掌握，我们进行分步学习四个季节的特点，讨论四季的天气，能做的事情，穿着等。讨论时注意新单词的教学，这部分单词比较多，为了让学生能轻松学会单词可以设计一些学习单词的游戏。
Step 4.
Magic eyes:
快速出示本课新单词，强化学生认读。
通过游戏让学生掌握本课新单词。
Step5
Let’s listen to the passage and fill in the blanks.
1.Amy’s favourite season is _________. It’s ______. I can see the ___________. There are ______ on the _____.
2._____ loves summer. It’s _____. He can ________. He can wear _____ and _______.
3.Lingling loves ________. It’s ______. The _____ fall from the _______. She can ______ with leaves.
4._______ loves winter. It’s ______. He can play with the ______. He can wear a ______ and ________.
听录音，然后填空，通过这个活动让学生在练习中再次学习描述四季的特征。
板书设计

Homework
1.Listen and recite the sentences about on page 16.
2.Recite the words about module 4.

第四课时 总第 课时
课题
练习
教学目标
继续谈论自己最喜欢的季节以及原因。
教学重点
What’s your favourite season? What can you do in spring/summer/autumn/winter?
教学难点
谈论自己最喜欢的季节以及原因。
板书

教学准备

教学过程
教学内容
设计意图
Step 1.
Warming up.
1．Free talk.
2. Revise the sentences on page 16. Get the ss to read them out together.
3. Get the ss to practice in asking and answering in pairs. What’s your favourite season? Why?

Step 2.
Listening
1. Sb page 17, 3. Get the ss to listen to the tape and repeat.
2. Play to the tape again.
3. Repeat the sentences what they hear.
4. Get the ss to read out the poem together.

Step 3.
Reading
1.All the ss to read out the poem together.
2.The ss read out the poem in groups, in lines and in teams.

Step 4.
Game
让学生们做一个游戏。 找两个学生站在讲台上， 一个去猜测另外一个的生日。
When is my birthday? Is it in spring/summer..? Is it in july/june..?

Homework
1.Listen and read the dialogue on page 14-17.
2.Recite the words about module 4.

教学反思

Module 5
单元分析
课题
My bag
教学目标
1、 通过商场的购物活动，复习描述性形容词。
2、 让学生复习运用“主语+is＋形容词”句型、“the +颜色+名词”短语来描述某事物；
3、 复习巩固对事物描述性的表达，同时让学生理解并运用“with +名词”句式来表达“用什么东西做某事”。
交际句型
This black bag is nice. It’s big.
It’s very heavy. Look at this green one. It’s light.
四会单词
Broken carry back shoulder brown hand
教具准备
教学课件，单词卡片等
课时安排
四课时

第一课时 总第 课时
课 题
Unit 1 Your bag is broken
教学目标
1.知识目标：
(1)能够听说读写新单词broken,并对所接触过的形容词如big, small, long, short等进行整理并运用。
(2)能够掌握功能句：Your bag is broken. This black bag is nice/big. But it is heavy.
2.能力目标：
通过对功能句的学习，使学生能用形容词对身边事物的明显特征进行描述比
较。
3.情感目标：
(1) 让学生通过语言来完成任务，感受成功，从而进一步培养学生学习英语兴
趣，形成积极学习英语的态度。
(2)培养与人沟通，团结合作的意识。
教学重点
( 1)单词broken及其他形容词的运用。
（2）学习功能句：Your bag is broken. This black bag is nice/big. But it is heavy.
教学难点
能够灵活地运用形容词，对事物的鲜明特征进行描述。
教学准备
卡片，课件
教学过程
教学内容
设计意图
Step1
Warmer
Greeting:
T: Class begins.
Ss:Stand up.
T:Good morning everyone!
Ss: Good morning, teacher!
T: How are you today?
Ss: I’m fine, thank you! And you?
T:I’m fine, too, thank you! Sit down please. And what’s the weather like today?
Ss:...
2.Sing a song
课前唱歌或是说儿歌都可以为学生创造一种轻松学习的环境，有助于整堂课的英语学习。
Step2
1.T:Do you like the game“find out the differences”找茬?
Show some pictures:
Picture one:
T:OK,look,which elephant is big?
This elephant is big, and that elephant is small.
Picture two:
T:Look,who is fat?
Yes,the woman is fat and the man is thin.
Picture three:
T:OK, look, which is hevy?
The black one is heavy, and the color one is light.
Picture four:
T:OK,look,what are they?
Ss: Snakes.
T:Yes,you are right.But which is long?
This one is long,and that one is shout.
Picture five:
T:And this shoes is new,and that one is old,and it is bad,right? Why? Because it is broken!
2.折断粉笔演示broken：
T:Now, pay attention to me. It’s good, right?( 折断)But now, it is broken.(操练新单词)
break→broke→broken
3.What is broken?
①出示断了的铅笔图片：
T:OK,look at the picture, what’s this? What’s wrong ?
Ss: Pencil, it’s broken.
T:It’s broken.This pencil is broken.
②出现倒了的大树：
T:Look!What happen?
Ss:The tree is broken.
③出现撞坏的车子：
T:And how about that?
Ss:The car is broken.
④出示受伤的手臂：
T:What’s wrong with the boy?
Ss:His arm is broken.
通过“找茬”游戏可以有效复习以前学过的形容词。
图中物体的特征很明显，单词都是以相反意义的形式出现的，有助于学生对这部分单词的总结学习。
在学习新单词“heavy”“light”的时候可以用真实的包让学生感受哪个重哪个轻，这样就创造了真实的语言环境，可以帮助学生记忆单词。
“broken”是本课的重点难点词汇。机械的朗读和操练并不能让学生记住它，所以我通过各种坏了的东西的图片让学生反复练习，这种举一反三的方法更适合高年级的学生，可以丰富学生的语言同时可以做到单词的扎实学习和运用。
Step3 text Learning
1.Text leading:
T:OK, now,let’s learn the text about module5 unit1 your bag is broken.
(1) T:OK,listen and answer the question:What’s wrong with Lingling’s bag? What will Ms Smart do?(播放视频)
Ss:Her bag is broken.She will buy her a new one.
(2) Listen again and answer.(一段段内容播放)
① 播放第一段对话：
Q1:What’s wrong with Lingling’s bag? (broken)
Q2:Where will Lingling go ?(China)
② 播放第二段对话：
Q3:How about the black bag?（heavy）
Q4:Which bag is Lingling like?(the black bag )
学完新词后，这篇对话就显得容易理解朗读了，为了检查学生对课文理解的程度及新词学习的效果，学习课文时主要用听录音回答问题的方法。先整体听读回答问题，再逐段听读回答问题，这样可以讲解到对话中细小的语言点。
Step 4 Read
T:Listen again and read after the CD-Rom.(一句句跟读)
T：OK,now,let’s read together.
T:OK,onw,group1,group2 are Ms Smart, group3,group4 are Lingling, I’m Sale assitent.Let’s read it together.
“Lingling,your bag is broken!”One two begin!
2.Read the dialogue with your partners.
朗读是不可缺少的，先跟录音朗读，纠正发音，模仿语音语调，在分角色朗读。
Step 5 practice
1.T:Look and say!
T:Look !The yellow shoes is ...(new).And the red shoes is broken.
T:The black bag is heavy, and the red bag is light.
T:This kite is big,and that kite is small.
2.Play a guessing game:
T: I say and you guess,do you like it?
(一名同学上前，面朝大家，根据老师的提示，猜出单词。)
① elephant:
T: Now, who want to have a try? Please come here.
T:OK,now,listen! It’s an animal. It have a long nose abd two big ears. What is it?
Ss: Elephant.
② monkey:
T: Now ,the next one, who want to have a try?
T:It’s also an animal. You can see them in the park, and they like eating banana very much. What is it?
③ apple:
T: Now ,next, who want to try?
T: It’s fruit. It’s round, it’s red ,but sometimes it is green.
④ banana:
T: It’s fruit. It’s long, and it is yellow, and monkey like to eat very much. What is it?
看图说话的活动充分检查了学生本课掌握的情况，运用所学单词及句型描述图画提高了学生组织语言及运用语言的能力。
游戏是英语课中不可缺少的，听描述猜东西，既能提高学生的听力能力又能激发学生学习的兴趣，在猜一猜的过程中再次测试学生对新单词的掌握程度。
Homework
背会单词：
heavy-light,big-smll,dirty-clean,broken-new,
old-new long-short big-small light-heavy tall-short

板书

第二课时 总第 课时
课 题
Unit 2 Mine is pink.
教学目标
1. 知识目标
1）复习形容词性物主代词及名词性物主代词。
2)学习词汇：back, shoulder, hand, carry, brown, on my back, over my shoulder, with my hand
3)掌握句型I carry it …”,“I …with my… ”
2. 能力目标：
a. To improve the students’ language ability.
b. To encourage the students to communicate with the others actively.
教学重点
能正确使用新单词和句型学习谈论比较物品。
教学难点
句型：I carry it with…
教学准备
卡片，课件
教学过程
教学内容
设计意图
Step1
Warmer
1 Greeting.
2 Let’s sing the song: if you are happy.
课前唱歌曲可调动学生的学习热情,同时也复习了歌曲中的身体部位单词，为本课新授部分做铺垫。
Step2
1 Ask two students to the front: Please touch your back, point