【正文】 己的愿望，運(yùn)用句型I want ….模塊分析：本模塊主要圍繞購買食品進(jìn)行，學(xué)生通過“買”和“賣”的過程實(shí)踐，學(xué)會表達(dá)I want…和What do you want?的問答形式。可以結(jié)合三年級的教材進(jìn)行復(fù)習(xí)。見格子設(shè)計(jì)： Who Can can’t Very well Can’t …at all Peter play basketball sing well run very fast dance Sam Lisa Module 5一、模塊教學(xué)建議語言功能：談?wù)摶蛎枋霎?dāng)某人正在做某事時(shí)，同時(shí)又發(fā)生了什么事情學(xué)習(xí)任務(wù)：學(xué)會描述故事的繼發(fā)性運(yùn)用任務(wù)：根據(jù)情景，表示發(fā)生的事情和相繼的動作模塊分析：本模塊的主要目標(biāo)是談?wù)摶蛎枋霎?dāng)某人正在做某事時(shí)，同時(shí)又發(fā)生了什么事情，在學(xué)習(xí)結(jié)構(gòu)上講，是將現(xiàn)在進(jìn)行時(shí)和一般現(xiàn)在時(shí)結(jié)合起來運(yùn)用，并用but then 或and then 相連接，表示事情的繼發(fā)性。運(yùn)用任務(wù)：設(shè)計(jì)情景，講述過去發(fā)生的動作或事情 模塊分析：本模塊的內(nèi)容圍繞神州飛船和飛行員楊利偉在太空飛行的經(jīng)歷而編排的，是比較新穎和具有時(shí)代感的一篇課文，也是學(xué)生喜愛的內(nèi)容。二、活動建議變臉活動目的：通過畫“變臉”表達(dá)自己的情感和感受，并說明原因 Module 10一、模塊教學(xué)建議語言功能：談?wù)搶淼挠?jì)劃和打算 學(xué)習(xí)任務(wù)：學(xué)會運(yùn)用be going to do sth句型的表達(dá)意義運(yùn)用任務(wù)：用一般將來時(shí)的不同形式來說明將來的計(jì)劃和打算 模塊分析：可以結(jié)合第五冊的課文進(jìn)行復(fù)習(xí)和運(yùn)用be going to，也可以與一般過去時(shí)一起復(fù)習(xí)，形成對比。４、注重學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度地激發(fā)學(xué)生的學(xué)習(xí)動機(jī)。６、注重教材的靈活性和可操作性，以滿足不同層次學(xué)生的要求。同時(shí)最好能讓學(xué)生感受到will 和 be going to 在“將要、想要、會”和“打算要”的微妙區(qū)別。二、活動建議：新聞聯(lián)播 Module 8一、模塊教學(xué)建議語言功能：談?wù)摵驮儐柲橙诉^去的能力學(xué)習(xí)任務(wù)：學(xué)習(xí)和理解could和couldn’t 的正確表達(dá)方式運(yùn)用任務(wù)：運(yùn)用could和couldn’t +動詞原形的句式表達(dá)過去的某種能力 模塊分析：本模塊的內(nèi)容是根據(jù)真實(shí)人物Helen Keller的事跡改編的。二、活動建議 ：趣味接龍 Module 6一、模塊教學(xué)建議語言功能：談?wù)撨^去發(fā)生的事情（1）學(xué)習(xí)任務(wù)：一般過去時(shí)的理解和運(yùn)用，規(guī)則動詞和不規(guī)則動詞的變化形式。它的表達(dá)方式比較簡單，沒有什么大的難度。二、活動建議：商場購物、自己當(dāng)老板（設(shè)計(jì)菜單）Module 2一、模塊教學(xué)建議 語言功能：策劃自己的計(jì)劃學(xué)習(xí)任務(wù)：用 be going to句型學(xué)會表達(dá)自己將要或打算去做的事情運(yùn)用任務(wù)：通過排列時(shí)間、人物表來安排自己或他人的事務(wù)模塊分析：本模塊是通過一次野炊的經(jīng)歷（過程）展現(xiàn)的，表達(dá)了對將要發(fā)生的事情進(jìn)行預(yù)測和打算。三、教學(xué)重點(diǎn)及難點(diǎn)：教學(xué)重點(diǎn)：使學(xué)生會正確運(yùn)用英語時(shí)態(tài)及相應(yīng)的句型進(jìn)行交際和表達(dá)，提高學(xué)生的口語表達(dá)能力。在這里，同學(xué)們可以結(jié)合本單元的內(nèi)容，唱一唱，說一說，玩一玩，做一做，動動腦筋，使英語學(xué)習(xí)成為一件快樂的事情。在這部分學(xué)生會看到本單元的基本故事，書中的小朋友在用英語互相交流。）Ⅱ.Textteaching.TodayDaming,SimonandSimon’?？:Howmucharethey？S:…..（設(shè)計(jì)意圖：通過問題復(fù)習(xí)課文內(nèi)容，強(qiáng)化關(guān)鍵句式的表達(dá)，此環(huán)節(jié)對于學(xué)習(xí)較弱的孩子尤其重要，要特別鼓勵、關(guān)注學(xué)習(xí)較弱同學(xué)的發(fā)言。）Ⅱ.Presentation.Theteachershouldshowsomepicturesoffoods:Forexample:dumplings,noodles,bread,hamburger,hotdogs,cola,tea,rice...T:canyoutellmewhatarechinesefood?Andwhatarewesternstylefastfood?chinesefood:dumplings,noodles,tea,rice..westernstylefastfood:bread,hamburger,hotdogs,cola,milkshake...:hamburger,cola,hotdogT:canyoutellmewhatarethey?S1:hamburgerT:canyouguesshowmuchitis?S2:It39?！癱ola”and“hotdog”（設(shè)計(jì)意圖：通過猜價(jià)格游戲，學(xué)習(xí)詢問價(jià)格及價(jià)格的英文表達(dá)方法。）Exercises：Page4yesterday,’smum:whatdoyouwant,Fangfang?Fangfang:Iwantfishandrice,’smum:Andwhatdoyouwanttodrink?Fangfang:Applejuice,’smum:whatdoyouwant,LiLei?LiLei:’smum:Andwhatdoyouwanttodrink?LiLei:cola,:canIhelpyou?LiLei’smum:,riceandnoodles,:’.)whatdoesfangfangwanttoeat?2)whatdoesLiLeiwanttoeat?3)whatdoesfangfangwanttodrink?4)whatdoesLiLeiwanttodrink?5)Howmuchisthemealinall?（設(shè)計(jì)意圖：充分利用練習(xí)冊上的聽說訓(xùn)練，讓學(xué)生從口頭表達(dá)向筆頭表達(dá)過度，鞏固所學(xué)知識。這部分是對重點(diǎn)句型的練習(xí)與鞏固。繼續(xù)對出現(xiàn)在每一個(gè)模塊中的語法點(diǎn)進(jìn)行形象的，生動的講解。教學(xué)難點(diǎn)：使學(xué)生扎實(shí)掌握不規(guī)則動詞的過去式。二、活動建議：評選優(yōu)秀“氣象”先生、“夢想劇場”（用be going to 來表達(dá)自己的“夢想”）Module 3一、模塊教學(xué)建議語言功能：講述身邊正在發(fā)生的事情學(xué)習(xí)任務(wù)：現(xiàn)在進(jìn)行時(shí)的主要形式 運(yùn)用任務(wù)：講述身邊正在發(fā)生的故事模塊分析：本模塊的主要目標(biāo)是講述目前正在發(fā)生的事情或在進(jìn)行的動作。二、活動建議誰最能干活動目的：聽力訓(xùn)練，讓學(xué)生理解can的不同程度，提高寫單詞的能力活動準(zhǔn)備：學(xué)生練習(xí)紙。因此，其難度在于正確區(qū)分不同的情景和不同的動作發(fā)生的時(shí)間。二、活動建議：復(fù)述名人事跡Module 9一、模塊教學(xué)建議語言功能：詢問事情的原因以及回答學(xué)習(xí)任務(wù)：學(xué)習(xí)why 引導(dǎo)的疑問句，學(xué)會表述事情的原由運(yùn)用任務(wù)：說明某人的心情和動作，并能用why 和because來問答 模塊分析：本模塊是通過觀察、表述某人的心理狀態(tài)，或比較意外的舉止而詢問原由的句型，在語法點(diǎn)上看，是學(xué)習(xí)原因狀語從句。二、活動建議：夢想明天、昨天、今天和明第四篇：新標(biāo)準(zhǔn)第五冊全冊英文教案新標(biāo)準(zhǔn)第五冊全冊英文教案本冊教材具有以下特點(diǎn)： １、注重學(xué)生語言運(yùn)用能力的培養(yǎng)，突出語言的實(shí)踐性和交際性，同時(shí)也突 出語言的真實(shí)性和實(shí)用性。Module 1 London Unit 1 When did you e back? Function: Talking about past activities Target Language: When did you e back? We came back? Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, drop Procedures: Step 1 Warmup “Hello” to the pupils and ask them several more verbs or verb 2 Introduction with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? Whe n did you e back? the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past 3 Presentation the chart on the blackboard and ask the children to look at the pic ture the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a are in to John and tell the children that he is listen and loo the cassette and ask some the new words in different the cassette again and pause after each utterance for the children to in groups and act out the 4 Finish a Task you are from another city and make a the students who went out to tour during the summer vacati 5 Homework the text in your own 2 Did they buy ice creams? Function: Talking about past activities Target Language: Did you?? Yes, I did./ No, I didn’: dear, met(meet), ran(run)Pronunciation: /i:/, /I/, /e/, / /Song: Where did you go? Procedures: Step 1 Warmup verb Unit 2 Introduction a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see? the back of the postcard and tell the children that Lingling wrot e a letter on 3 Presentation the cassette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, the cassette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to? down the words: met, bought, went, ran, dropped and ask the chi ldren to guess the original activity the children to ask and answer in 4 Sing a song the children to look at the pictures the cassette and ask the children to listen the sentences of the song one by the cassette several times and ask the children to sing 5 Homework the letter and sing the activity 6: sentence 2 Shopping Unit 1 How many do you want? Function: Market shopping, talking about quantities of things Target Language: How much/many do you want? Do you like? Vocabulary: need, food, shopping list, cheese, how much, kilo Procedures: Step 1 Warmup the song of where did you the students “what did you do yesterday?” Step 2 Introduction the children: I went shopping went to Guangming Str went to the bought lots of down the w ord of supermarket on the blackboard and teach to the children that Lingling and Ms Smart will go we are going to learn how to buy things in a supermarket in 3 Presentation the pictures and ask them who