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Did you come back yesterday？ Teaching goals: 1. 能夠識別、運用單詞及短語met, above, ground, those, finish, with, wait, dropped, hurry up, ice cream 2. 能口頭運用Did you come back yesterday?這類語句詢問過去發(fā)生事情的具體信息，并能用We came back last Sunday.這類語句回答 3. 培養(yǎng)學生合作學習的能力 Teaching difficult point：Did you come back yesterday?Yes, we did. Teaching main point：了解一般過去時態(tài)特殊疑問句的結構。 Teaching periods: period Teaching procedures: Step 1: Warm up and lead-in 1. Free talk T: Did you go to Beijing? S: Yes, I did./ No, I didn’t. T: When did you go there? S: … 2. Guide to say: when-- When did you go there? 3. Show the learning aims Step 2: Presentation 1. Amy came back from China. Now she meets John. Let’s listen. 2. Listen and choose: Where is Lingling? In London or in China? 3. Listen again and answer: When did Amy come back? 4. Listen to the tape sentence by sentence and repeat. 5. Guide to say the words and the sentences. 6. Read in groups. 7. Fill in the blanks and retell the story. Step 3: Practice Ask and answer like this: A: Did you go to …? B: Yes, I did./ No, I didn’t. A: When did you go there? B: I went there … Step 4: Test 寫出下列單詞的過去式 go come drop Step 5: Summary 教師引導學生齊讀板書句子 Step 6: Homework 1. Listen to the text and say 板書設計： Unit 1 When did you come back? When did you come back? We came back last Sunday. 教學反思： 師生自由交流，談論旅游話題，自然引出本課重點句When did you …?在課文學習過程中，通過聽讀課文，回答問題，幫助學生理解課文，初步了解一般過去時態(tài)特殊疑問句的結構。在原有知識的基礎上，學生能夠較好地理解本課新語法。 We bought ice creams. Teaching goals: Ⅰ. be able to know the text. 2. Ss can use past tense to talk about. Teaching difficult point: main sentenses Teaching main point:past tense Teaching period: 1 period Teaching procedures: Step1.Warm-up 1. Game: ①教師快速出示動詞或動詞詞組，讓學生快速做出該動作。 2. ②讓學生從另一組動詞過去式中找出與圖片配對的單詞，學習和鞏故不規(guī)則動詞過去式。如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw 3. Free talk 用“旅游日記”或“假期影集”與組員談論假日生活。如： Where did you go on vacation? What did you do? Did you??? When did you come back? Step2.Pre-task【任務呈現(xiàn)——最快樂的一天】 1、教師出示提前收集的名勝風景區(qū)明信片，提問：“Did you go to ?？” Did you see?? Did you buy?？ 2、教師出示英國倫敦的名勝風景區(qū)明信片，提問：“Where did lingling go?”學生回答：“London”.教師問：“Where did she go？ What did she see/meet/buy?”學生回答后，教師引出課文活動5的歌曲：“Listen to a song from Amy”，學唱歌曲。 3、[任務呈現(xiàn)]——寄一張風景明信片給你的朋友 教師展示倫敦明信片，并介紹：“This is from Amy to Daming. What did she say? Let’s go and see. Then please write about your yesterday to Amy or your friends.”讓我們一起瞧一瞧怎樣寫明信片呢？ Step3.While-task 播放課文錄音，并讓學生回答課文活動的問題。聽一遍錄音，并dear, love, went to the park, met John, bought ice creams, went home, ran to the bus, dropped,并請學生跟讀。 Step4.Post-task【任務展示——最快樂的一天】 ①學生四人一組展開活動，輪流講述自己快樂的昨天，用過去時描述自己做了哪些事情。學生進行信息交換，評選出最快樂的一天向全 班匯報。 ②教師介紹Daming’s letter ——寫給Amy的回信。 “I met our Chinese teacher by the river yesterday. She walked with her cat. Then we saw a rabbit and a hen . They played with an apple.” 板書 Chinese, teacher, river, rabbit, letter, hen, cat, apple,讓學生讀出單詞、聽錄音思考并回答劃線處的發(fā)音;然后完成課堂活動用書練習 ③請學生邊聽邊劃出每組單詞中有著特定發(fā)音的字母或字母組合。 Step5．Homework 1、朗讀課文。 2、寫單詞 What did you buy? Teaching goals: 1.全體學生能運用單詞list, need, first, can, lost, how much, cheese, any, use, over there.,聽懂句子What did you buy? How many bananas did you buy? How much cheese did you buy? 2.全體學生能運用單詞can, how much, any, use, half.能說What did you buy? How many bananas did you buy? How much cheese did you buy? 3.部分學生能認讀并運用單詞list, need ,first, lost, cheese, over there Teaching difficult point: 1． 能聽懂，并認讀Part2 Listen and read表述的信件的內(nèi)容。 Teaching main point: 2． 能用What did you buy? How many bananas did you buy? How much cheese did you buy?來詢問別人.并學會問答。 Teaching periods:2 periods Teaching strategie:PPT課件 Teaching procedures: Step1. Warm-up T: Good morning girls and boys. Ss: Good morning Miss Deng. T: Welcome to my class. Now, everyone let’s do it. (播放前一段歌曲，并跟著做動作if you are happy and you know it ) Boys and girls, Are you happy now? Today we will learn the new lesson: Step2: Lead-in T: What did you do yesterday? Ss: do homeworkers, help my mother cook dinner? T: Now I’m so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish, meat, some vegetables? Step 3: Presentation Everyone if you go to the supermarket what do you want to buy? (引導學生們回答有關這節(jié)課要講到的單詞，互動) Now prepare one paper, listen carfare and write down the massage. Q:What did dad ask Sam to buy? –some fruit. And where is the fruit? –Sam ate it all. (聽一遍錄音，全班回答后，然后打開課本全班跟錄音讀一遍并贊揚他們 perfect, big hands to yourself. ) Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy? T:Ok, close your book, next we listen the tape and answer the questions. (在聽錄音的過程中，板書動詞go,meet,come,buy,eat,drop,拿出板書好問題的小黑板，聽完錄音并回答問題后，開始全班復習一遍動詞過去式) Q: 1. Did dad make a shopping list? --- yes, he did. 2. Did they lose the list? --------- yes, they did. 3. Did they buy bananas? ----------- no, they didn’t. Read and draw tick(?) or cross(?). 1. Lingling likes bananas. (?) --likes apples. 2. Mr Smart and Amy lost the list. (?) 3. Mr Smart and Amy bought four pears. (?) 4. They bought some bananas. (?) --didn’t buy any 5. They bought 12 eggs. (?) Open your book, page 23.before that look at the blackboard, let’s review the past tense. Go-went, meet-met, come-came, buy-bought, eat-ate, drop-dropped.(齊讀一遍后，教師講解一遍文章，注意新的單詞和句型，便開始表演角色) Step3:practise: Ss read the text Step4:homework:remember new words What did you buy? Review: Step1.T: Who can read the first paragraph? Volunteer, I need two students. (教師舉手示意鼓勵學生回答問題) S1: me? T: Nice, big hands. Need means is want (需要)，is a verb. List just like you want to buy something and write down a paper, such as we need bananas? books?apples?fish? any more, and write down, or we can say shopping list. Contrary if I write the name for a paper, you should call the paper -- name list. (解釋need,list,知道意思就不需要做跟過多的解釋) T: Next part who want to try? S: me? T: Perfect, Big hand. Everyone do you notice? How many and how much, they are different? Think about they are different or the same? (板書how many和how much, 并解釋，重點句型) (他們都是用于詢問“多少”，不同的地方是，一個用來提問可數(shù)名詞的數(shù)量，另一個用來提問不可數(shù)名詞的數(shù)量，并舉例,解釋新單詞cheese) T: do you understand? The last paragraph, who want to try? This is a good chance. S1: me ? T: big hand. Good for you! Now listen the tape and read it right away. (學生跟讀一遍，模仿語音語調(diào)) Ss: ??? T: boys and girls, we need you with your partner to role play. Who want to try? (根據(jù)課本進行角色扮演，根據(jù)時間而定，兩組隊員就好了，糾正讀音，檢查錯漏) Ss: ??? Steps2. Practice (12mins) T: page 24, in this part, let’s play a game. Pay attention to me, if I’m go to the supermarket, and Huangxiaoming is a sale assistant. Ok. Xiaoming ask me how many apples\books do you want. (舉例示范，并讓這位學生開口 問自己，自己再回答) ---I need six apples\books. T: and how much this apples? Step 3. Practice . 1.Listen point and say 2.Read it by yourself ，If you have questions ，you can ask me or your pattern. 3.read it together. Step3. Production 小組合作 ，表演購物劇。 Step4. Summary: T：What did you learn？ 1.read these sentences（齊讀板書） 2.（學生自己總結自己的收獲） Step 5. Homework . T：Homework for you.After class，you can go on finishing the postcard.We’ll communicate next class. T：Class is over.thank you for your listening.Bye！ 這個作業(yè)是對拓展環(huán)節(jié)的一個延伸，由于學生的學習水平有差異，因此，拓展環(huán)節(jié)的書信練習有很多學生沒能完成，將其延伸到下一堂課的課前三分鐘Free talk，給學生提供了更廣的思考空間。 Step6.板書設計 What did you buy? How many bananas did you buy? How much cheese did you buy? 教學反思： 成功之處：本節(jié)課我將游戲、歌曲等通過現(xiàn)代信息技術融串于整個教學過程。設計了幾個游戲讓學生進行實際性操練，并進行有效的示范，使游戲開展自如流暢，操練多樣化。 不足之處：個別學生對這8個數(shù)字掌握的不好，只會讀，不認識單詞。整改措施：今后的課堂上要抓好落實。 How much cheese did you buy? Teaching goals： 1.能掌握以下單詞和句型：單詞：bottle, half, kilo, a lot of, over there, use .句型：How much cheese did you buy? 2.語言技能目標：使學生學會如何詢問數(shù)量，如何談論購物。 3.情感態(tài)度目標：在英語課堂中培養(yǎng)孩子們的英語涵養(yǎng)，把學生情感態(tài)度的培養(yǎng)滲透到英語教學之中，讓學生體會學習英語的樂趣。 Teaching difficult point：能掌握并熟練運用以下句型：How many /much...did you buy? Teaching main point:使學生學會如何詢問數(shù)量，如何談論購物 Teaching strategie：課件，圖片，白板，多媒體遠程資源等。 Teaching periods:2 periods Teaching procedures： Step1: Warming-up 1. Greetings and introduce. 2.Sing a song “Ten little fingers”, and use your fingers do the actions. 用手勢幫助學生復習數(shù)詞，讓同學們在歌曲中復習，并且為后面的“How many”出現(xiàn)左鋪墊。 并通過圖片和實物進行操練。再讓學生運用How many do you want?自由對話,然后點名匯報。如： 1、T: How many? (教師出示不同數(shù)量的手指。) S: Seven. 2、T: How many books? S: Two books. （設計意圖：教師出示兩本課本，引導學生注意后面的可數(shù)名詞要以復數(shù)的形式出現(xiàn)。對話活動在英語課堂教學的重要形式。課堂上，我不僅可指導學生體會對話的內(nèi)容，更要創(chuàng)設學生操練的機會，讓學生在交際過程中運用所學的語法知識，真正做到“在用中學，在學中用”。這個活動讓學生利用本課的重點詞匯和句型，把知識的學習轉變成知識的應用，充分體現(xiàn)了學生的自主學習，并能激起學生的學習興趣,有利于強化和鞏固學習.） Step2 Lead in.(presentation) 1.教師創(chuàng)設情境，導出課題。(利用課件) T：Yesterday I went shopping. Can you guess “What did I buy?” (1) 出示香蕉圖片 , 讓生齊讀出來 。T: How many did I buy? (2)一張出示奶酪 , 引入單詞 cheese。教說該單詞 , 分小隊 , 分排練讀。告訴學生cheese 是不可數(shù)名詞。 T: Do you like going shopping? Do you like cheese? How much did you buy? 學生不會回答。引出課題，告訴學生通過本節(jié)課，我們就能回答這個問題。 (3)利用課件，show ‘shopping list’, let Ss read them out, and find they are countable nouns. And they can add “-s” . T: How many…?(設計意圖：復習上一單元“How many?并引導孩子們回答。”) (4)設計一個任務;Talk about your shopping.利用課件出示“cheese”“”rice“meat”,引入單詞kilo.使生理解該單詞意為“一公斤”。教說、練說該單詞引入詞組half a kilo。使生理解為“半公斤”。教說、練說該詞組。 (5)利用課件出示“juice”,來導入“bottle”，通過課件演示，知道“juice” 不可數(shù)，“bottle”可數(shù)名詞。 （6）Show “chocolate” ”eggs”, to lead in “a lot of”. (設計意圖：任務型教學是小學英語教學很重要的教學手段。在“任務前”階段，教師通常向學生介紹需要學生完成的“任務“（目的、完成任務的程序、時間等) Step3 Learn the text. (1) Let’s look at ‘What did Sam and Amy buy?’ First, listen and point, then answer three questions. (2)Answer questions, and repeat, check the answers. (3)Listen and try to act it out. (4)Activity4.Listen and repeat. Step4 Practice 1.Game.Put the nouns to the right house. ”How many” ”How much”(鞏固孩子們本模塊的學習重點，可數(shù)名詞和不可數(shù)名詞在句型How many ...did you buy ?“How much...did you buy?”) 2. Summary. “how many”和“how much”的用法。 3. Listen and say the song “How many do you want?”，再來鞏固加深孩子們對知識重點的掌握。 4.Practice in pairs,然后出示課件Book13 Activity6. How much cheese did you buy? Review: Step1.review grammar from last class. Step2. 擴展性活動 1.Game：最佳購物者。Book13 activity7 A: What did you buy? B: I bought some__ A:How many/much ___ did you buy? B: I bought some__ 2.、對話展示。 （設計意圖： 有許多學生在日常生活中熟悉并感興趣的話題，提供了許多真實的語境和語言材料。因此，我們可以充分利用好教材，以學生為主體，運用任務型教學，培養(yǎng)學生的創(chuàng)造性思維能力，鼓勵學生自己思考，使他們能夠用所學的知識來解決新問題。這個活動從學生的生活出發(fā)，從他們的興趣入手，把教學內(nèi)容生活化，情景化，使之真實可感，突出了語言的實用性。） Step3.homework： 從以下作業(yè)中選擇一道自己喜歡的作業(yè)： 1、課文錄音，模仿課文句子，能夠熟讀課文； 2、用今天所學的句型詢問朋友周末購物情況。 教學反思： 本課主要是讓學生學會如何詢問數(shù)量，如何談論購物懂得不同的名詞應用不同的句型去詢問。拓展性活動直奔本課主題，大部分學生都能正確應用，對答自如，部分后進生會混淆用哪個，相信通過進一步學習他們會逐步改正過來。 Where did you go? Teaching goals： 1. learn new words. 2.用一般過去時表達過去發(fā)生的事情 What did you do at the weekend ? We visited lots of places. Where did you go? We went to the British Museum. Teaching difficult point：Sentence Structures Teaching main point: 用一般過去時表達過去發(fā)生的事情 Teaching periods: 2 periods Teaching procedures: Step 1.Warming up and Revision 1． Sing a song. “Where did you go?”(以過去式的歌曲來活躍課堂氣氛，為本課起了一個鋪墊作用) Step 2 .Presentation 1. T: This summer I went to Dalian .And what did you do this summer? Ss: I went to the park ./I did my homework.…… T: Lingling is in London with Sam and Amy. Do you know what did they do at the weekend ? Now this class we’ll learn M3U1 .Where did you go? (板書課題領讀兩遍) Please turn to Page 14. 1. Listen to the tape and understand the text context. 2. Listen again and circle the new words. （這一環(huán)節(jié)學生交流預習中遇到的重點難點，小組試著討論解決一些單詞的讀法。）小組交流之后，再請學生舉手詢問自己不理解的單詞和句子。 New words and phrases on the board: weekend , places museum,trip,hour,minute,river. a.在自主學習、小組討論的基礎上，利用單詞卡片輔助教學新單詞和詞組。在學習單詞的過程采用了多種方法練習。（Follow me ./Read together. / Read one by one./Read two by two. /I speak Chinese , you speak English. I speak English , you speak Chinese./Spell the word. etc. b. Listen again, answer the questions:(課件展示) ①What did Amy ,Lingling and Sam do at the weekend ? ②Where did they go? ③How did they go to these places ? ④Did Lingling like the bus ride best? Answer the questions by yourself, then talk about in your group. Now Check the answers.(以搶答的形式回答，盡量做到公平，每個小組回答一個問題) ①They visited lots of places. ②They went to the British Museum and they visited Big Ben and the London Eye. ③They went by bus. ④Yes, she did. Step3.practise:Ss read the text by themselves Step 4.homework Where did you go? Step1.review Step2. 1.Group work: ①Read the text in roles: Daming ,Amy .(分角色朗讀課文，有助于培養(yǎng)學生的角色意識) ②Know the Chinese meaning of the text.（讓學生在活動中參與小組學習、交流、探索、提高）。 Step 3.Consolidation and Extension a. Look at P16. Look at the dialogues. For example: A: Where did you go last Sunday? B:I…… A ：What did you do ? B:I…… A:When did you go? A:How did you go? Ask and answer in pairs in your group. Then let’s check. Who wants to be the little teacher?(把交流答案的過程交給小老師處理，根據(jù)回答情況進行評價得分，同時仿照以上環(huán)節(jié)對小老師適時鼓勵)。 b. Homework: （作業(yè)布置可以使學生更好地掌握過去式的重點內(nèi)容，同時也鍛煉了他們的口頭表達能力） Ask and answer with your friends: Where did you go at the weekend ? What did you do ? When? How? Who? Step4.板書設計 Where did you go ? What did you do at the weekend? Where did you go ? How did you go these places? the British Museum. Daming took a photo of his father Teaching goals： 1.全體學生能理解并認讀單詞of, arrive, wall, mountains, with, plants. 全體學生能運用of, 部分學生能運用arrive, wall, mountains, with, plants. 2.大部分學生能通過找關鍵信息回答Who/How/When/What …?等特殊疑問句，來理解課文內(nèi)容。 3.大部分學生能正確、流利地朗讀課文。 Teaching difficult point: 1.全體學生能理解并認讀單詞of, arrive, wall, mountains, with, plants. 全體學生能運用of, 部分學生能運用arrive, wall, mountains, with, plants. 2.能通過找關鍵信息回答Who/How/When/What …?等特殊疑問句，來理解課文內(nèi)容。 Teaching main point: 1. 詞語arrive的理解和運用。 2. 能通過找關鍵信息回答Who/How/When/What …?等特殊疑問句，來理解課文內(nèi)容。 Teaching periods: 2periods Teaching procedures： Step1：Warming up 1. Listen to the song “High 歌”. 2. Watch the video “Beautiful scenery of China”. 1. Greetings. 2. Sing a song“Where did you go?” 【設計意圖：學生邊唱歌邊做動作，既使學生很快地進入課堂的英語學習氣氛，又感知回顧了特殊疑問句及一般過去式，為課文的學習做好鋪墊?！? Step2 Pre-reading 1.師講述自己的旅行經(jīng)歷。 2.學習Daming’s trip， 整體感知，語篇全文。 Watch the video and answer the questions. 1) Who went with’s father? 2) How did they arrive? 【設計意圖：通過講述自己的旅游經(jīng)歷，引入文本情境，激發(fā)學生的閱讀興趣并引出評價arrive at the Great Wall。帶著問題有目的地看，引導學生根據(jù)自己所需有針對性地提取信息，并整體感知課文內(nèi)容, 為精讀課文做好準備。】 Step3 While-reading 1. 設問質(zhì)疑，深入閱讀。 Read the lesson and find out the answers. 1）When did they arrive? 2) What did they do? 2. 問題深入，推進閱讀。 What did Daming do? 3. 聽讀結合，加深理解。 設計意圖：問題牽動下，讓學生有目的地自讀課文，深層次理解學習重點內(nèi)容，引導學生在尋找細節(jié)信息時放慢閱讀速度，在關鍵信息處劃線或做標記。并結合課文插圖、動畫，讓學生在文本情境中理解課文。把提取的關鍵信息直觀、形象地呈現(xiàn)在黑板上，幫助學生理解語篇，掌握重點語言,也為后面的復述課文做好鋪墊。 Step4.practice:Ss read the text fluently. Step5.homework:remember new words. Daming took a photo of his father Step 1.review Step 2. Post-reading 1.Try to retell the lesson. 2. Describe your friend’s trip. 【設計意圖：引導學生學會根據(jù)關鍵詞復述課文，加深對課文的理解。鼓勵學生將所閱讀的內(nèi)容與自己的生活聯(lián)系起來，將閱讀技能與語言技能進行整合，對學生進行綜合語言訓練?！? 3.Listen to the tape and read the passage fluently. 4. Tell your parents about your friend’s trip. 【設計意圖：布置此開放性作業(yè)，旨在培養(yǎng)學生運用英語交際的意識，鍛煉學生用英語做事情的能力?！? Step 3.homework Try to retell the lesson. Mum bought a new T-shirt for me Teaching goals： 1、學習單詞:shorts argue; matter; wear; your. 2、學習句型：Mum bought a new T-shirt for me.What’s the matter? That’s OK. Teaching difficult point：能用Mum bought a new T-shirt for me. What’s the matter? That’s ok.對他人表示關心。 Teaching main point: 學習句型：Mum bought a new T-shirt for me.What’s the matter? That’s OK. Teaching periods:2 periods Teaching procedures:： Step 1.Warming up Say the chant Step 2.Presentation 1.T（指向自己）:Oh,look,Today I wear a pink dress.(指向班級其他同學并說 He wears a red T-shirt....) T:Liming wears a black coat. T:Tangyu wears a purple T-shirt. T:wear,Do you know “wear”.(show a word card “wear”) （板書wear） Lead the student to read.(Let them try to use it) S: I wear a sweater. S:I wear a red dress. ....... T:Well done.look at these two red T-shirts.(出示掛在繩子上T-shirt圖片) T ask s1 : Is it your T-shirt? S: No. T ask s2: Is it your T-shirt? S: No. T:I really want to know .Whose are they? we’ll know the answer.Today we’ll study our new lesson.Module4 unit1 Mum bought a new T-shirt for me. (板書)(lead the students to read the title two times.) Step 3 : learn the text 1.Listen to the tape and understand the text context. 2.Listen again and circle the new words. 3.Learn the new words:shorts,argue,matter.What’s the matter? Don’t argue. A,please look at picture 1,What’s the matter? (板書) Read this sentence three times. B, Show the word card”matter” (read it with a variety of forms) C, practice the sentence”what’s the matter?” D, T:please look at picture 1,What’s the matter with Sam and Amy? S:他們在爭吵 Show the word card”argue” E:T: (show the pictures)well done. Where are Sam’s and Amy’s T-shirt? S: They are on the line.(出示繩子上的T-shirts) T:Whose T-shirt is clean? S:Lingling’s T-shirt is clean. (創(chuàng)設語境練習clean) T: At last,What do Sam and Amy say to lingling at last?(找同學吧原句讀出來) T：What did Lingling say? S: That’s OK.(板書) (創(chuàng)設語境，練習運用That’s ok.) Step .practise Ss practise dialogue. Step5.homework remember main sentences. Mum bought a new T-shirt for me Step1.review Step2.The consolidation of the practice 1. the role of reading the text .(小組內(nèi)角色扮演) 2.According to the text to juge（根據(jù)短文內(nèi)容判斷正T誤F) Lingling’s T-shirt isn’t clean. Sam’s T-shirt is on the line. Ms Smart bought a T-shirt for Sam and Amy. Lingling wear her T-shirt. Ms Smart washed three T-shirts. 3. do activity Step 5. summery today we’ve learned new words and sentences “matter,argue,T-shirts,what’s the matter?,That’s ok.Mum bought a new T-shirt for me.”學會用過去式陳述別人給你買了什么，學會關心他人，學會寬容他人。 Step 6: Homework What’s the matter with Daming? Teaching goals: 1.通過圖片、任務認領等環(huán)節(jié)，全部學生能初步學會運用What’s the matter with you?及其答句I lost my… 2、通過知識拓展、交流，90%以上的學生能熟練運用What’s the matter with…提問并根據(jù)具體情況用適用的第三人稱單數(shù)來回答。 3、通過聽、跟讀、自讀等多種形式，98%學生能正確理解課文內(nèi)容 4、通過較大容量的語言輸入，初步培養(yǎng)學生用英語思考和交流的習慣及在情境中靈活運用所學句型的能力和知識遷移能力。 5、學生通過合作學習能夠形成一定的團隊精神，同時通過課文的學習能夠獲得關心他人、幫助他人以及拾金不昧的教育。 Teaching difficult point:理解課文內(nèi)容，能在適當?shù)恼Z境中用What’s the matter with…句型及其答句。 Teaching main point:能結合所學的語言知識，通過聯(lián)系生活實際，靈活運用What’s the matter with…及其 答句，特別是第三人稱形式。 Teaching periods:2 periods Teaching peocedures: Step1.Warm-up 1、Greetings and free talk: Hello, everyone! How are you? Did you go to school by school bus? What did you take? A bag or a kite? Did you take your yellow cap? Did you buy shoes yesterday? 【設計意圖】熱身的打招呼和Free talk環(huán)節(jié)，運用的句型是本冊書的重點句型，而單詞則是本節(jié)課將會出現(xiàn)的學生已經(jīng)學過的單詞。這樣既復習了句型和單詞，又為本節(jié)課的學習打下初步的基礎。 Step2.Let’s play a game : I say and you do. Point to your head; Point to my desk. Point to his hand. Point to her nose. Point to his book. Point to her bag. 【設計意圖】通過這個小游戲，讓學生在熟悉的句型和有趣的動作中，復習人稱代詞和物主代詞，特別是his和 her，為本節(jié)課的學習繼續(xù)掃清障礙。 Step3.Lead in You did a good job. Now please take out your English book. （拿出你的英語書，放到桌面。××同學在轉來轉去找書） XXX, What’s the matter? S: My English book is lost. （書不見了） You can say: I lost my English book. (板書 lost lose 簡單介紹含義，與四年級學過的lost迷路的意思相區(qū)分) 【設計意圖】很真實的情境，利用學生找不到課本，引導學生說出My English book is lost。這個句型學生在四年級學過，但是意思不同，老師接著引導學生說出I lost my English book，然后通過板書lost lose，給學生講解過去式和原形以及它的不同含義。同時板書的lost，也是本單元很重要的一個詞語，構成了重點句型的答句。 Step4.Presentation (一)Part 1 1、What’s the matter with Ben? Let’s watch the video and find out the answer (放第一部分課件，進入到第一部分的文本，聽一遍，跟讀一遍，然后回答問題) What’s the matter with you, Ben? A. I lost my book. B. I lost my cap. Did Ben find （找到）his cap? Did Lili help Ben? Yes, we should help the others. 【設計意圖】由于第一部分內(nèi)容簡單，孩子們沒有生單詞，所以直接聽一遍，再跟讀一遍，學生已經(jīng)能掌握這一部分內(nèi)容的含義，通過不同形式的兩個問題，幫助學生鞏固了這一部分內(nèi)容，同時也進行了一定的拓展：由What’s the matter拓展到了What’s the matter with you?，方便下一部分過渡到What’s the matter with Daming?第二個問題中的find更是為第二部分的學習奠定了堅實的基礎。在學生回答完問題后，很自然地引出了“當朋友遇到困難時，我們應該幫助他們”這一話題，對學生進行了德育教育。 2、檢測評價： 課件呈現(xiàn)不同孩子及物品，集體操練句型。 （可運用原來課件的部分內(nèi)容） 3、小組合作，藏起同桌的某一物品，詢問：What’ s the matter with you, XXX? 回答：I lost my … 4、抽生展示（評價活動） 【設計意圖】這一部分的評價是為了檢測目標一是否達成。通過集體回答鞏固句型并進行拓展，再通過小組合作進行句型的進一步拓展，通過學生的展示評價來檢測目標是否達成。 (二)Part 2 We know Ben lost his cap and he found it