1、第四册 Module 5 单元及课时备课一、 模块分析：围绕模块主题，主要是通过第一单元的对话来呈现教学内容，第二单元继续前一单元的教学内容同时又有一定的拓展。第一单元的重点是使学生掌握句型的简单表达，同时掌握带有句型的四会句子的书写， 初步理解和运用句型。学习及使用是重难点，通过学习，希望可以使全体学生能够在情境中正确运用。第二单元的重点是使学生加深理解， 熟练掌握句型的表达，掌握带有句型的四会句子的书写。但是使用仍然是难点，通过学习，希望可以使全体学生能够在情境中正确熟练运用。词语学习目标是单词。但是个别的发音对有的同学来说还是有些困难，需要老师个别指导，学生加强练习。二、 教学策略创设合
2、理的教学情境，运用“任务驱动法”，让学生在完成老师提前布置的任务中，完成课时的学习，在学习的过程中，学生们可以进行小组讨论，共同完成预设任务，达到高效的课堂教学。三、教学目标：（1）知识目标：90%的学生能够掌握四会单词，85%的学生能够听说读重要句型：。80%的学生可以正确分析句型的用法。（2）能力目标：80%的学生能够在学完本课内容后能理解内容并回答老师提出的问题，60%的学生能够复述本课时内容。（3）情感目标：100%的学生能积极的投入到课堂教学活动中来，激发学生的好奇心和求知欲，培养他们的竞争意识和合作精神。（4）语言运用目标：80%的学生能在恰当的情境中运用所学内容。每课时的新单词要
3、求做到学生能听说,认读. 在学习单词的同时,强化复习已学句型的听说。能较正确的使用新授句型。第 5 模块 主题：Size语用目标：learn to talk about comparisons.第一单元语言结构学习目标 单词及句型：than, old, young, strongAmys taller than Lingling.重点：using adjectives with regular comparative to make comparison.掌握句型的简单表达，初步理解和运用句型。难点：能够在情境中正确运用句型。第二单元语言结构学习目标单词及句型：Mount Qomolangma
4、, the Great Wall, the Summer Palace复习第一单元出现的句型。学习新句型， 对句型加以理解和运用。重点：熟练掌握句型的表达，能够在情境中正确熟练运用。难点：句型的区分使用。教后反思：本单元主题跟学生日常生活联系紧密，学生学习的兴致很高，能根据音节和音标自己学习拼读新单词，在学习单词和句型时没有遇到多少问题, 能用学到的句型对大小、尺寸等进行比较。单词 教学过程 设计意图hot dog 1.T: Lets meet a new friend, Garfield.Show the introduction of Garfield on the screen.T: H
5、e is fat. Do you know why ?S: He likes eating. 2.T: Good! What kind of food does he like? At the end of class you can tell me. 1.把又胖又懒的加菲猫引入课堂。因为本课教学内容是汉堡等垃圾食品，所以用了个胖胖的卡通人物形象，即亲近学生，让学生感兴趣，又形象地告诉学生垃圾食品吃多了会变成什么样，引导学生的健康地饮食习惯。做到知识目标与情感目标不分离。2.带着悬疑进入学习.图片中涉及了姓名，颜色，动物的单词。是对旧知识认读方面的复习。将要学习的新单词，图文并茂的展现出来，词
6、形词义同时出现，并且在语境中教词汇。对于非本课新单词，标注出汉语意思，有助于学生理解，减少认知负荷。1. T: Do you know his name? Who can ask?S: Whats your name?G: My name is Garfield.T: Lets say hello to him.1.介绍新朋友的同时，复习有关姓名，问候的听说与运用。2.加菲猫最喜欢的狗是什么狗？答案是热狗。这是平日里一个类似脑筋急转弯的问答。在这里通过这个问S: Hello. How are you?G: Fine.2.T: Garfields favorite animal is dog.
7、But he likes hot dogs, too.What is hot dog? Is it a real dog?S: No. 答由旧知 dog 引入新知 hot dog新旧知识不分离3.Follow the tape.4.Spell and write it on the blackboard.5.Pay attention to incomplete plosion.6.Read it one by one.76.G: I like hot dogs.T: What about you? Who likes hot dogs?S: I like hot dogs.Pay atten
8、tion to “s”G/T: me too.3.跟读磁带，而不是 follow me。首先接触标准发音。4 重视板书，强化学生对单词的辨识，复习字母的认读。5.语音教学，不完全爆破的发音。只讲具体如何发音，不讲语法。6.学生读词，纠正发音。7.在句子中练习单词，词不离句。hamburger1.T: Look. Garfields favorite food is hamburger. 2.Listen to the tape and repeat.3.Spell and write it on the blackboard.4.T: ham-bur-ger.5.Game: make a ha
9、mburger.6.Play the game together with 2.跟读磁带，而不是 follow me。首先接触标准发音。3重视板书，强化学生对单词的辨识，复习字母的认读。4.分音节进行语音的学习与模仿。5.叠汉堡的游戏是平时就玩的游戏，这里出现汉堡一词，用这个游戏，their desk mates.7.T: Who likes hamburgers?S: I like hamburgers.T: Here you are, hamburgers.S: Thank you.是汉堡这个词的又一个用法，进行了拓展，同时又机械练习了新词。6.同桌合作,锻炼学生的 协作能力 .7.前一个
10、词练习了 I like。这个词在此基础上加入了 here you are.一句。循序渐进，增加难度。词不离句、句不离篇、篇不离用French fries1.T: He also likes French fries.2.Listen to the tape and repeat.3.Spell and write it on the blackboard.4.Pay attention to f5.Read one by one.6.T: Look, I have some French fries. Who likes French fries?S: I like French fries.
11、T: OK. Have some French fries.2.跟读磁带。3.重视板书，强化学生对单词的辨识，复习字母的认读。4.语音教学。5.纠正发音。6.进一步增加难度，加入句子have some用真正的道具，让学生在真实的语言环境中体验语句。语言与情境不分离 课堂的其他教学环节。T: He is fat. He likes. They are all fast food. They are convenient and fast. But we cant eat a lot.在课堂的最后回到加菲猫,首尾呼应，进行情感教育。教学过程：Step1 Warm-up1. Share the ch
12、ant: Play play play, play, play football Read read read read read a book Row row row row row a boatWrite write write write write a letterMake make make make make a cakeTake take take, take, take picturesWash wash wash wash wash clothes2. RevisionSay as quickly as you can.Read together. (Then read in
13、 pairs) read in groups (read one by one).Free talk ：What can you do?- I can_. Can you?- Yes, I can. / No, I cant. I can _.【设计意图：让学生在抢答中复习动词词组。在自由对话中运用，做到词不离句。】Step2.PresentationI am very tired. As you know, sometimes we have to do many things. Thatll make us very tired. If someone can help us, thatl
14、l be good. Who can help us？( 出示机器人的图片， 以及单词 robot 及其音标， 学生自主拼读。 )Today we are going to talk about the robots.Guess what can robots do? (出示事例)Walk walk walk they can walkTalk talk talk they can talk.Learn learn learn they can learnNow, I have a question: what will the robots do in the future? T: List
15、en and answer: what will the robots do in the future?Listen again and Check the answer.Robots will _.Robots will _.【设计意图：初听录音，整体感知，带着问题有目的的去听，培养生捕捉信息的能力。】Teacher: one day, robots will do everything. But will they do our homework?(1) Free talk: imagine and write down what will robots do?(2).Act out t
16、he answer.【设计意图：突破本节课的重点难点 Robots will。】T：Read the dialogue and tick or cross.( ) One day, robots will do everything.( ) Robots will do the housework.( ) Robots will help children learn.【设计意图：判断的正确与否，从侧面反映了学生的阅读理解能力。】Chant: What will they do? What will they do?What will these robots do? Write a lett
17、er, read a bookSing songs and take pictures.Therere lots of things they will do!【设计意图：自编 chant，在有韵律的歌谣中巩固本课的重点难点。】Step3 Practice1.Listen ，point and repeat.2.Open your books，turn to Page ,listen, point and read loudly.【设计意图：从听、指、读考查学生对本节课重点难点的掌握。】3Act out the dialogue：Role-play, teacher check two pairs. Step 4.ProductionName Things robots will doMake A survey：P59 Group work Mike: What would you like for dinner？ Chen Jie: Id like some Homework：Read and try to recite the dialogue.Test: Exercise book, Page 13.
