新标准小学英语第十二册Module 1英文教案（范文模版）

第一篇：新标准小学英语第十二册Module 1英文教案（范文模版）

新标准小学英语第十二册Module 1英文

教案

本资料为woRD文档，请点击下载地址下载全文下载地址

《英语》（新标准）小学一年级起始第12册

module1Unit1Iwantahotdog

总1电1

Teachingaim:

Languagefunction

：Studentsknowthathowtoorderfoodanddrink.Languagestructure：Usingsimplepresenttense:want.Sentencepattern:whatdoyouwanttoeat?

Iwantahotdog,please.Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.keypoints：whatdoyouwanttoeat?

Iwantahotdog,please.Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.Difficultpoints：Theusingwayof“whatdoyouwant?”

“Howmuchisit/arethey?”cardinalnumbers，cola.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm-up

.Greetings:T：Hello，boysandgirls.Howareyou？ 2.Freetalk：whatistheweatherliketoday？whatdayistoday？

Talkaboutsomeinterestingexperienceduringthewintervacation.3.chantandsay：Noodleandrice.4.Saythefoodyouknow.5.Teachingnewwords：hotdog，cola.（设计意图：通过课前freetalk进行热身，创设良好的英语语言环境。并自然引入到新的饮食话题中来。）

Ⅱ.Presentation

.Theteachershouldshowsomepicturesoffoods:

Forexample:dumplings,noodles,bread,hamburger,hotdogs,cola,tea,rice...T:canyoutellmewhatarechinesefood?Andwhatarewestern-stylefastfood?

chinesefood:dumplings,noodles,tea,rice..western-stylefastfood:bread,hamburger,hotdogs,cola,milkshake...2.Theteachershouldbringoutthreekindsoffood:hamburger,cola,hotdog

T:canyoutellmewhatarethey?

S1:hamburger

T:canyouguesshowmuchitis?

S2:It'sabout3yuan.T:Down,down,down

S3:It'sabout4yuan.S4:It'sabout3yuanand7jiao.Thenteach“cola”and“hotdog”

（设计意图：通过猜价格游戏，学习询问价格及价格的英文表达方法。）

Ⅲ．Newteaching

.Theteachersays:Aftertheexercises,Ifeelhungryandthirsty.Iwantsomethingtoeatanddrink.canyougivemesomesuggestions?

2.TodayDaming,SimonandSimon

’sfathergototherestauranttohavethemeal.Thedialoguetellsusthestory.)Listentothedialoguebetweenthewaitressandthecustomers.2)Playthecassetteandcirclethenewwords.3)Playthecassetteandasksomequestions.Questions: a.Howmanyfoodarethereinthedialogue

？whatdoesSimon/Daming/Dadwanttoeat？

b.T:Howmucharethey？

S:…

（设计意图：设计问题，让学生带着问题听课文，整体感知课文内容。学习具体语境下订餐的自然表达。）

Ⅳ.Practice

a.Readthetextafterthetape.b.Practiceinpairs.c.Performance

V.Finishthetasks:

.Supposeyouareintherestaurantandgoingtohaveameal.2.Investigatethestudentswhowentouttotourduringthewintervacation.Thenmakethesimilardialogueswithotherfoods.（设计意图：创设真实语言交流环境，让学生充分的时间练习所学语言，在与同伴交流的过程中灵活运用语音，自然交流。）

V.SummaryandHomework

.Readthetextinrole.2.LearntosayinEnglishwhenyougointoarestaurantandhaveameal.module1Unit1Iwantahotdog

总2电2

Teachingaim:

Languagefunction

：Practiceorderingfoodanddrinksinarestaurant.Languagestructure：Usingsimplepresenttense:want.Sentencepattern:whatdoyouwanttoeat?

Iwantahotdog,please.canIhavesome…?

Howmuchisit?

It’sthirteendollarsandtwenty-fivecents.keypoints：

makeashortdialoguewiththelearnedstructures.FinishtheexercisebooksofUnit1.Difficultpoints

：makeashortdialoguewiththelearnedstructures.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm-up

.Greetings:Say

“

Hello

”tothepupilsandaskthemseveralquestions.whatistheweatherliketoday？whatdayistoday？

whatdidyouhaveforbreakfast?

2.Agame:DoTPRgames,suchas“DoasIsay,notasIdo.”Practicethetwowordsof“eat”and“drink”.3.Saythefoodyoulikeordislike.cAI:Iwant…../Idon’twant….mymotherlikes….（设计意图：通过提供食物图片，学生自由表达自己喜欢或不喜欢的食物，集复习与运用于一体，自然、高效。）

Ⅱ.Textteaching

.TodayDaming,SimonandSimon

’sfathergototherestauranttohavethemeal.canyoutellmeanythingaboutthestory?

a.whatdoesSimon/Daming/Dadwanttoeat？

b.T:Howmucharethey？

S:…

2.Readthetextafterthetape.3.Practiceinpairs.4.Performance

.Supposeyouareintherestaurantandgoingtohaveameal.2.Investigatethestudentswhowentouttotourduringthewintervacation.Thenmakethesimilardialogueswithotherfoods.（设计意图：通过问题复习课文内容，强化关键句式的表达，此环节对于学习较弱的孩子尤其重要，要特别鼓励、关注学习较弱同学的发言。）

V.FinishtheexercisebooksonP2-3.VI.SummaryandHomework

.Readthetextinrole.2.copythenewwordsandexpressionsinthetext.3.writeashortfunnystoryhappenedinarestaurant.module1Unit2whatdoyouwanttoeat?

总3电3

Teachingaim:

Languagefunction:whatdoyouwanttoeat?Iwant….Howmuchisit?

It’s…dollarsand…centsinall.Languagestructure:whatdoyouwanttoeat?Iwant….Howmuchisit?

It’s…dollarsand…centsinall.keypoints：whatdoyouwanttoeat?Iwant….Howmuchisit?

Difficultpoints：It’s…dollarsand…centsinall.Preparation:Taperecorder,photos,wordcards,ppt.Ⅰ.warm–up：

Agame:DoTPRgames,suchas“DoasIsay,notasIdo.”Practicethetwowordsof“eat”and“drink”.T:Iwanttoeat./drink/run/…

Ⅱ.Freetalk:

a.T：Iwantsomenoodles.S:…

b.即兴表演：Inarestaurant

S1：whatdoyouwanttoeat？S2:…

（设计意图：通过课前freetalk进行热身，j及学生即兴表演，对上节课的主要句型进行复习巩固，发展学生的语言交际及表现能力。）

Ⅲ．NewteachingwatchtheVcRofPart2,talkaboutit.a.T：whatdoestheboywanttoeat?

whatdoestheboywanttodrink?

b.T：Iwantsomejuice.whatdoyouwanttodrink？

Ss:Iwant….whatdoyouwanttoeat/drink？

c.Answerthequestions:

It’s…dollarsand…cents.whatisit?

T:whatdoyouwanttoeat?-----whatcanIdoforyou?canIhelpyou?whatdoyouwant?

（设计意图：T通过谈论对话中的内容及练习，了解新的表达方法及回答：whatdoyouwanttoeat/drink?，）

Ⅳ.Practice

a.Listenandwrite.c.Goshopping:Inthebookstore,inthefruitshop,inthetoyshop.whatdoyouwanttoeat?

Iwant….Howmuchisit?

That’s…yuaninall.（设计意图：通过创设不同语言交流环境，让学生充分的时间练习所学语言，在与同伴交流的过程中灵活运用语音，自然交流。）

Exercises：Page4

yesterday,FangfangandLiLeiwenttoarestaurantwiththeirmothers.Fangfang’smum:whatdoyouwant,Fangfang?

Fangfang:Iwantfishandrice,please.Fangfang’smum:Andwhatdoyouwanttodrink?

Fangfang:Applejuice,please.LiLei’smum:whatdoyouwant,LiLei?

LiLei:Iwantnoodlesandchicken.LiLei’smum:Andwhatdoyouwanttodrink?

LiLei:cola,please.waitress:canIhelpyou?

LiLei

’smum:yes.wewantchickenandfish,riceandnoodles,anapplejuiceandacola.waitress:ok.That’s50yuanand20cents.Enjoyyoumeal.)whatdoesfangfangwanttoeat?

2)whatdoesLiLeiwanttoeat?

3)whatdoesfangfangwanttodrink?

4)whatdoesLiLeiwanttodrink?

5)Howmuchisthemealinall?

（设计意图：充分利用练习册上的听说训练，让学生从口头表达向笔头表达过度，巩固所学知识。）

Ⅵ.SummaryandHomework

a.Listentothetape.b.Askthepriceaboutyourthings.

第二篇：新标准第十二册六年级短语

六年级上短语

有 拥有 超过 长城 多长 there be have got more than the Great Wall how long 中国人 读故事 颐和园 打篮球 多少岁 Chinese people read stories the Summer Palace play basketball how old 中餐馆 五指山 寄给… 想要做… 中国新年 Chinese restaurants the Five-Finger Mountains send… to want to do Chinese New Year 排成一行 许多乐趣 从…出来 与…不同 成千上万的 in line a lot of fun come out of be different from thousands of 许多 看着 读书 来自 谢谢 中餐 纽约 每年 快点 笔友 半点 每天 喝水 用英语说英语在英国在中国lots of 像这样 look at 走进去 read books 来这里 come from 有乐趣 thank you 新朋友 Chinese food 看电视 New York 在周末 every year 在白天 hurry up 在晚上 pen pal 在树上 half past 靠近与 every day 好主意 drink water 集邮册 in English 在街上 speak English 去游泳 in England 放风筝 in China

有乐趣

like this 回答问题 go inside 一副刀叉 come here 学习英语 have fun 中国商店 new friends 把…放入 watch TV 吸吮拇指 at the weekend 去图书馆 in the day 中国舞蹈 at night 制造和平in the tree 在世界上 near to 在联合国 a good idea 其中之一 stamp albums 当然可以 in the street 制造嗓音 go swimming 整个晚上 fly kites 举行野餐 have fun

在十一月

answer questions 帮助我妈妈 help my mum a knife and fork 有一个惊喜 have a surprise learn English 与…一起玩 play with Chinese shops 在他们家里 in their homes

put…into 在12月25日 on the 25th of December suck your thumb 对某人很难 be difficult for sb.go to the library 令人感兴趣的 be interesting Chinese dancing 一张…的图片 a picture of make peace 从开始到最后 from start to end in the world 成百万上千的 millions of in the UN 打扫你的房间 tidy your room one of 在脏乱的房间 in a messy room of course 在干净的房间

in a tidy room

make noise 所有美好的事物 all the good things all the nighthave a picnicin November

第三篇：新标准英语一年级起点第十二册全册备课

新标准英语一年级起点第十二册全册备课

一、教材基本情况：

外语教学与研究出版社发行的新标准英语（一年级起点）第十二册。这套教材具有美术设计新颖、贯彻素质教育、遵循国家标准、教学理念先进、多媒体配套成龙、中外专家合作、语音规范地道等优势。

《小学新标准英语》》第十二册共有10个模块。在各模块有两个单元，每单元设计了以下几个部分：首先是listen，point and find。在这部分学生会看到本单元的基本故事，书中的小朋友在用英语互相交流。学生要认真听，认真看，理解他们在干些什么，说些什么，然后努力去学着说。然后是Listen and say。这部分是对重点句型的练习与巩固。接着是practise。这部分设计了一些课堂活动。学生可以按照书中的范例，运用前面学到的表达方法进行交流，进一步巩固和提高用英语听、说、做、玩、演的技能。第二单元还专门设计了listen and say，then sing。在这里，同学们可以结合本单元的内容，唱一唱，说一说，玩一玩，做一做，动动脑筋，使英语学习成为一件快乐的事情。

这一册的教学内容，在继续培养学生的听、说、写的基础上，继续侧重学生阅读理解方面的能力，同时也继续对学生在写的能力方面进行要求，引导学生写出简单的小短文。比如书信，海报等。继续对出现在每一个模块中的语法点进行形象的，生动的讲解。做好小学阶段的复习工作。六年级下册是小学阶段的最后一册，为了让教师能有足够的时间帮助学生梳理、复习整个小学阶段所学的内容，打下扎实的基础，为进入初中阶段做好准备，在本册教材的编排上编者注意语言点安排得比较集中,篇幅较短,便于老师进行内容的拓展和回顾,更系统地组织学生复习。

二、内容与目标

1、如何描述想干什么（want to do）并复习许多食物单词；

2、学习及巩固be going to表述的将来时态；

3、学习并巩固一般过去时态的句型；

4、用含有can的句型表述自己的能力 ；

5、学习简单的一般现在时态的表示方法；

6、继续学习动词的过去时态。

7、引导学生系统地梳理知识，进行充分地复习。

三、教学重点及难点：

教学重点：

1、使学生会正确运用英语时态及相应的句型进行交际和表达，提高学生的口语表达能力。

2、进一步提高学生的英语听、说、读、写能力，培养学生良好的英语语感。

3、引导学生对所学的英语知识进行整理和复习，使知识形成系统。

教学难点：

1、使学生扎实掌握不规则动词的过去式。

2、引导学生对英语知识进行系统地梳理，形成科学体系。

3、促进“学困生”的有效提高。

四、各模块教法建议 Module 1

一、模块教学建议语言功能：学会简单表达自己的愿望，学会在餐厅里点餐学习任务：I want … 运用任务：模拟一个场景，让学生自己选择，表达自己的愿望，运用句型I want ….模块分析：本模块主要围绕购买食品进行，学生通过“买”和“卖”的过程实践，学会表达I want…和What do you want?的问答形式。本模块设计的活动注重加强在真实生活中的应用能力，同时以模拟活动来拓展学生的学习空间，增强团队之间的交流。

二、活动建议：商场购物、自己当老板（设计菜单）Module 2

一、模块教学建议 语言功能：策划自己的计划学习任务：用 be going to句型学会表达自己将要或打算去做的事情运用任务：通过排列时间、人物表来安排自己或他人的事务模块分析：本模块是通过一次野炊的经历（过程）展现的，表达了对将要发生的事情进行预测和打算。在一般将来时be going to的句式学习中，体现了完整的人物、时间、地点和事件，同时又有现在进行时 be doing的句型比较。因此要设计一些区别比较明显的活动来巩固。

二、活动建议：评选优秀“气象”先生、“梦想剧场”（用be going to 来表达自己的“梦想”）

Module 3

一、模块教学建议语言功能：讲述身边正在发生的事情学习任务：现在进行时的主要形式 运用任务：讲述身边正在发生的故事模块分析：本模块的主要目标是讲述目前正在发生的事情或在进行的动作。这是高段学生比较容易掌握加以运用句式。因此要让学生学会看图说话，并会区分现在分词-ing的适当形式：直接加ing的单词；去e加ing 的单词；双写词尾，再加ing的单词；以及去y变i再加ing的单词。可以结合三年级的教材进行复习。Module 4

一、模块教学建议语言功能：描述一个情景，展示个人的能力学习任务：情态动词can的不同表达方式和现在正在做的事情运用任务：根据情景，表示相关的能力模块分析：本模块的主要目标是复习“can”的基本用法，表达自己的意愿和能力。它的表达方式比较简单，没有什么大的难度。因此可以根据以往的学习，全部复习或拓展学习“can …very well”和“can’t …at all”。并结合第五册的阅读材料《The Little Red Hen》作为听力练习或趣味小品表演进行活动。

二、活动建议谁最能干活动目的：听力训练，让学生理解can的不同程度，提高写单词的能力活动准备：学生练习纸。活动过程：教师事先自编一个听力材料，再给学生每人练习纸。学生根据教师朗读的短文，在纸上的各自中写出不同人员、can or can’t, very well, at all等。见格子设计： Who Can can’t Very well Can’t …at all Peter play basketball sing well run very fast dance Sam Lisa Module 5

一、模块教学建议语言功能：谈论或描述当某人正在做某事时，同时又发生了什么事情学习任务：学会描述故事的继发性运用任务：根据情景，表示发生的事情和相继的动作模块分析：本模块的主要目标是谈论或描述当某人正在做某事时，同时又发生了什么事情，在学习结构上讲，是将现在进行时和一般现在时结合起来运用，并用but then 或and then 相连接，表示事情的继发性。主要句式比较典型：Now Daming is playing his trumpet, but then the telephone rings.该活动的语言训练要求比较高，建议最好能先分解在结合进行。

二、活动建议 ：趣味接龙 Module 6

一、模块教学建议语言功能：谈论过去发生的事情（1）学习任务：一般过去时的理解和运用，规则动词和不规则动词的变化形式。运用任务：讲述过去发生的动作或事情模块分析：本模块主要通过讲述过去发生的事情来学习一般过去时。但与前几次学习的不同是，本模块是将一般过去时放在现在的谈话之中，并不是独立地学习。因此，其难度在于正确区分不同的情景和不同的动作发生的时间。同时，还要巩固过去式的不同构成：规则动词和不规则动词的变化形式。

二、活动建议：复述活动 Module 7

一、模块教学建议语言功能：谈论过去发生的事情（2）学习任务：以第三人称形式讲述过去的事情，继续学习过去式不规则动词的变化形式。运用任务：设计情景，讲述过去发生的动作或事情 模块分析：本模块的内容围绕神州飞船和飞行员杨利伟在太空飞行的经历而编排的，是比较新颖和具有时代感的一篇课文，也是学生喜爱的内容。因此，抓住这一个具有历史重大意义的话题展开活动，提升学生的学习情感，同时也有利于学生通过真实的情景，运用真实的语意进行语法点的学习和巩固。

二、活动建议：新闻联播 Module 8

一、模块教学建议语言功能：谈论和询问某人过去的能力学习任务：学习和理解could和couldn’t 的正确表达方式运用任务：运用could和couldn’t +动词原形的句式表达过去的某种能力 模块分析：本模块的内容是根据真实人物Helen Keller的事迹改编的。教师可以通过本文的学习，激励学生不怕困难，努力学习。在学习could 和couldn’t的学习中，表达过去的某种能力，再通过展开与现在的can 和can’t 的对比，使语言学习更真实感。

二、活动建议：复述名人事迹

Module 9

一、模块教学建议语言功能：询问事情的原因以及回答学习任务：学习why 引导的疑问句，学会表述事情的原由运用任务：说明某人的心情和动作，并能用why 和because来问答 模块分析：本模块是通过观察、表述某人的心理状态，或比较意外的举止而询问原由的句型，在语法点上看，是学习原因状语从句。学生可以通过“What’s the matter?”“Why…”的训练中学会正确的表达方法。可以结合第十册中的歌曲“If you’re happy”学习来加深对句型的理解和操练。

二、活动建议变脸活动目的：通过画“变脸”表达自己的情感和感受，并说明原因 Module 10

一、模块教学建议语言功能：谈论将来的计划和打算 学习任务：学会运用be going to do sth句型的表达意义运用任务：用一般将来时的不同形式来说明将来的计划和打算 模块分析：可以结合第五册的课文进行复习和运用be going to，也可以与一般过去时一起复习，形成对比。尤其要注意be going to go to 的用法。同时最好能让学生感受到will 和 be going to 在“将要、想要、会”和“打算要”的微妙区别。在复习巩固期间，要适当注意一般疑问句和特殊疑问句的用法。要多展开情景设置，进行对话和小品式的练习。

二、活动建议：梦想明天、昨天、今天和明

第四篇：新标准第五册全册英文教案

新标准第五册全册英文教案

本册教材具有以下特点： １、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突 出语言的真实性和实用性。２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠 定基础。３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需 要的能力。４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我 发展空间。８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学 英语教学的质量。

Module 1 London Unit 1 When did you come back? Function: Talking about past activities Target Language: When did you come back? We came back„ Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, drop Procedures: Step 1 Warm-up 1.Say “Hello” to the pupils and ask them several questions.2.Review more verbs or verb phrases.Step 2 Introduction 1.Talk 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 come back? Etc.2.Tell 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 activities.Step 3 Presentation 1.Put the chart on the blackboard and ask the children to look at the pic ture carefully.Ask the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a park.They are in London.2.Point to John and tell the children that he is John.Now listen and loo k.3.Play the cassette and ask some questions.4.Teach the new words in different ways.5.Play the cassette again and pause after each utterance for the children to repeat.6.Practice in groups and act out the dialogue.Step 4 Finish a Task 1.Suppose you are from another city and make a dialogue.2.Investigate the students who went out to tour during the summer vacati on.Step 5 Homework 1.Read the text in role.2.Introduce your own city.Unit 2 Did they buy ice creams? Function: Talking about past activities Target Language: Did you„? Yes, I did./ No, I didn’t.Vocabulary: dear, met(meet), ran(run)Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go? Procedures: Step 1 Warm-up 1.Review verb phrases.2.Review Unit 1.Step 2 Introduction 1.Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see? 2.Show the back of the postcard and tell the children that Lingling wrot e a letter on it.Step 3 Presentation 1.Play 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, dropped.2.Play the cassette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to? 3.Write down the words: met, bought, went, ran, dropped and ask the chi ldren to guess the original form.4.Finish activity 2.Ask the children to ask and answer in pairs.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework

1.Read the letter and sing the song.2.Finish activity 6: sentence relay.Module 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 Warm-up 1.Sing the song of where did you go.2.Ask the students “what did you do yesterday?” Step 2 Introduction 1.Tell the children: I went shopping yesterday.I went to Guangming Str eet.I went to the supermarket.I bought lots of things.Wrote down the w ord of supermarket on the blackboard and teach to read.2.Tell the children that Lingling and Ms Smart will go shopping.Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation 1.Observe the pictures and ask them who they see and what they are do ing? 2.Play the cassette and ask the children listen thoroughly.Ask the childr en: Where are Ms Smart and Lingling? What need they buy? 3.Play the cassette the second time and ask the children to find out the food

that Ms Smart buys.4.Ask the children to look at the list.This is a shopping list.5.Explain the usage of how many and how much.6.Play the cassette again and ask the children to imitate.Step 4 Finish a Task 1.Ask the children to look at the shopping list and read the food and qu antities correctly.2.Learn to buy things on computer.Step 5 Homework 1.If condition permissions, the children can learn to go shopping on com puter.2.Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes.Unit 2 How much milk do you want? Function: Write a shopping list in English and go shopping in English Target Language: How much„do you want? Vocabulary: juice, box, bottle Pronunciation: / /, /a:/, / /, Song: How many do you want? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the season and ask the children what kind of outside activit y they like.2.Talk about picnic.What should be prepared before picnic? 3.Tell the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in English.Step 3 Presentation 1.Put the chart on the blackboard and ask the children some questions.2.Play the cassette the first time and ask the children to grasp the text fr om the whole.3.Play the cassette the second time and ask the children try to read the s entences by themselves.4.Act out the dialogue in role.Choose one to make a record finishing th e list.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the letter and sing the song.2.Finish activity 5: Use a spinner to finish the boxes.Module 3 At the Weekend Unit 1 We visited lots of places.Function: Talking about past activities

Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.Ask the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy weekend.Do you want to know what I did at the weekend? 2.Ask Ss: where are Amy and Sam? Where did they go? They went to the park.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 3.2.Investigate the students’ activities at the weekend and finish the activit y

list.Step 5 Homework 1.Listen to the tape of this unit.2.Encourage the children to write letters to their pen friends.Write down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did„? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the dream.Last night I had a dream.In my dream I went to the great Wall.And I met Daming and his father there.We are very h appy.2.Say the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a look.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren

to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 6: Play and say.Module 4 Possessions Unit 1 It’s mine!Function: Solving a dilemma Target Language: It’s mine/his/hers/yours.It’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.The teacher shows the children something.2.Say to Ss: I’ve got something from the Lost-Found Room.May be something here is yours.If something is yours, what can you s ay to get it back? Let’s learn the text to find the answer.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 5.2.Finish activity 6 in the whole class..Step 5 Homework 1.Listen to the tape of this unit.2.Finish activity 4.Make a play in a group of three.Unit 2 This bag is hers.Function: Solving a dilemma Target Language: It’s yours/his/hers„ It’s Lingling’s„ Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk with the children that we have found the things we lost at the L ost-Found Room.2.Today we are going to help the other students to find the lost things.Let us see how many things have been left here.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.17 4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 4.Module 5 In Class Unit 1 There are enough.Function: Describing contrast Target Language: There are enough„ There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher shows the children something.2.Ask the class: Open your pencil boxes.How many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 There are too many books on the desk.Function: describing contrast Target Language: There are too many„

Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds

and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 6 Self-assessment Unit 1 You can play football well.Function: Assessing oneself and other people Target Language: Can you run fast? Yes, I can.No, I can’t.You can play football well.Vocabulary: well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Play football.Who can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 I can do it very well.Function: assessing oneself and the other people Target Language: I can do it very well.I sing very badly.Vocabulary: very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 7 Community Unit 1 He can’t see.Function: Investigating community Target Language: He can/can’t„ She can/can’t„ They can/can’t„ Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Can you play football? Can you run fast? Can you do this? 3.Let the children answer and at the same time write down the topic of community.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 They can’t walk.Function: Talking about the ability Target Language: They can’t walk.Their mothers help them.Vocabulary: sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Show the pictures of activity one.2.Review the learned verbs and say: what are the meanings of these pict ures.Step 3 Presentation

1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard.2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday?

Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring)Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Say several sentences and tell if it is Chinese school or England schoo l.2.T: They start school at 8 o’clock.Ss: China.T: They play in the playground before 9 o’clock.Ss: England.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.33 4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the cassette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/hungry.Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard 2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring)Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction

1.Prepare the chess: Do you play chess at the weekend? I can play ches s.Write the word of chess on the blackboard and teach, then say: I can p lay chess and I am the winner.So I feel very happy.Draw a happy face.2.I’ve got nothing to do.I feel bored.Draw a bored face.3.teach the words of sad and angry in the similar manner.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 10 Manners Unit 1 You should look, then cross the road.Function: Instructing on correct behavior Target Language: You should look, then cross the road.You shouldn’t walk in the road.You should hold my hand, too.Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2.On the road, what does Ms Smart say to Tom? 3.They meet a friend of Ms Smart.What happened? Step 3 Presentation 1.Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2.Play the cassette the second time and let the children tick the new wo rds and guess their meanings 3.Continue to explain the new languages.4.Play the cassette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a groups.40 Unit 2 You should eat fruit.Function: Talking about good behaviors Target Language: You should„ You shouldn’t„ Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the bed.Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3.Teach the new words in different ways.4.Play the cassette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the cassette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Review Module

Unit 1(forty minutes)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Say hello to the students and choose a song the children like best.2.Ask the children some questions at random.Step 2 Play the yes/No game 1.Divide the class into four groups, presenting the game of activity one.Prepare two cards, yes is written on one piece of paper and no on the other one.2.Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”

3.Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d.A student of group two must answer according to the word on the car d.Step 3 Look and say 1.Give an example how to do this game.2.If there is a basketball and a tick on the picture, the children should s ay: Lingling bought a basketball.If there is a cap and a cross on the pict ure, the children should say: Lingling didn’t buy a cap.3.Give the children half a minute and let them memorize the other pictu res and then ask them to close the books.4.The teacher prepares two cards: one is yes and the other one is no.5.If the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative sentence.6.See whose memory is best.Step 4 Ask and answer 1.Prepare some pictures of food and the weight or quantity should be m arked.2.If there are no pictures, some cards can be used.3.Write down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice„

4.Put the pictures or cards on the blackboard.5.Make sentences relay, such as: S1: How many apples do you want?

S2: I want three kilos of apples.S3: How much cheese do you want? Et c.6.Have a match: which group can say the most sentences in one minute and this group is the winner.Step 5 Look, ask and answer 1.Look at the table carefully.2.Ask and answer in pairs.3.One child asks a question and the other one answers yes or no accordi ng to the tick or cross.4.Tell the children when they ask, they can ask at random.Unit 2(forty minute)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Recite several poems or sing songs that have been learned in this boo k.Step 2 Point and say 1.Ask the children to look at the pictures carefully.2.Tell the children that the letter under each word is the first letter of a name.3.Let the children do ask and answer practice.Step 3 Look and say 1.Let the children look at the picture carefully.2.Let the children describe the pictures.What’s the person in the picture doing?

3.Then ask the children if their behavior is correct or not.4.Ask them use the word of should or shouldn’t.5.At last ask he children talk about the daily actions that should be done or should not to be done.Step 4 Game: How do I feel? 1.Prepare some cards before class: happy, sad, angry, tired, bored, hungr y, thirsty.2.Play a game in groups.3.Let one child draw a card from the teacher’s hand.Don’t let the other children to see it.4.Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guesses: Are you happy? Are you sad? 5.If it is right, the student who does the action gives a positive answer;if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to guess.Step 5 Point, ask and answer 1.This activity should be done in groups.2.It’d better to be done by the way of relay.3.For example, the first child asks: Do you like apples? The second chil d answers according to his or her actual situation.Yes, I do.Or no, I do n’t.30

第五篇：新标准英语第四册Module1教学设计方案

叙述式教学设计方案模板

Amy’s Taller Than Lingling

张莉花 宜路镇界牌小学

一、概述

本课是新标准英语三年级起点第四册第五模块的第一单元，本单元真实地通过同学之间的比较，让同学很好地理解比较级的句型用法。要求学生掌握than，old，young，strong 等词，并能运用HeShe is +比较级+than„„句型进行教学活动。通过使用多媒体课件及创设真实情景的方法，有效地操练句型。

二、教学目标分析

1、知识目标：熟悉并灵活运用单词：old、young、strong、than、older、younger、stronger、taller、shorter；形容词变比较级的一般变化规律，在形容词后加er.并掌握其发音。

2、能力目标：能正确运用形容词的比较级形式来进行描述两个人或两个事物的差异；培养其综合运用语言的能力。

3、情感目标：培养学生认真观察事物以及感知周围事物差异的能力，同时加强学生之间合作互助的能力。

三、学习者特征分析

四年级学生已对英语有所初步的了解，并且学生有了一定的英语基础，掌握了一定的英语描述性形容词，只要学生仔细观察周围的事物，用简单的形容词来描绘然后进行不同事物之间的简单比较。

四、教学策略选择与设计

学习针对四年级学生的身心特征，结合学生的原有认知水平，采用形象直观法让学生展开联想，发展思维。采用情景表演法，加深学生的理解。此课比较贴近现实，学生比较容易理解和接受，很容易就有话可说，通过使用多媒体课件及创设真实情景的方法，采用roleplay使学生切实有效地操练句型,培养学生用英语在实际情景中进行交流的能力。

五、教学资源与工具设计

教科书、配套的参考书和学生习题册，以及科目小组研究探讨会、集体备课等都是广阔的教学资源的来源，当然还有因特网，其中土豆网为我们教师的教学工作提供了很好的参考平台。教学工具有：课件、磁带录音机、卡片以及粘画等。

叙述式教学设计方案模板

六、教学过程

一、Warm-up 复习第四模块学习的歌谣（与天气有关），并与学生进行一段对话 What’s the weather like today? It is sunny/windy/rainy.How are you? How old are you?

二． Lead-in 首先我想和同学们做一个游戏，一听说做游戏学生们的积极性都很高，告诉学生需要两名学生的帮助，哪两位学生能帮助我呢？我就选了两个比较有代表性的学生（能突出本单元的重点内容short/tall/young/old/strong）到讲台前站好，先让他们两个人做一下自我介绍（名字，年龄）并向同学们提问：Who is short/tall/ young/old/strong?引出新句型并板书

A is taller/shorter/stronger/ younger/older than B.学习新单词与新句型：tall –taller short—shorter strong—stronger（通过学生身边熟悉的人物，激发学生的学习兴趣，发展其扩展性思维。）告诉学生—er的发音，教师读前边学生读后边（或分组读男女生读）我发现学生们对这种读法很感兴趣。学习句型时A is taller/shorter/ stronger/ younger/older thanB（在学习是分别做出高的.矮的.强壮地.年轻地.年龄大地动作教师运用丰富的体态语言和语音语调进行教学，帮助学生更好的记忆）三.Text-learn 同学们还记得Daming Lingling Sam Amy么？那你们想不想知道我们这四个朋友谁高.谁矮.谁更强壮一些呢？Listen to the tape 3 time.(1)Listen and answer Close your book Question:What have you listened?(2)Listen point and answer Questions:Amy和Lingling谁的个子高？Sam和 Daming 谁的个子矮？谁更强壮一些？（3）Listen and repeat 四．巩固练习

1.通过竞赛，老师说形容词，学生说形容词的比较级，初步了解形容词比较级的一般形式。（也可以拓展一些单词long high big fat thin）2.Chant Tall tall taller I’m taller than you.Old old older I’m older than you.Short short shorter I’m shorter than you.Young young younger I’m younger than you.2

叙述式教学设计方案模板

Strong stronger stronger I’m stronger than you.(边拍手边唱；分组说单词句子)本课形容词比较级的读音很重要，但如一味教学生认读容易厌倦，利用Chant轻快的节奏，充分调动学生的积极性，巩固难点。3.Pairwork 4.同桌之间互相比较年龄，身高。当比较谁更强壮是可以做游戏“较手劲”来看看。who is stronger ? Let’s play an interesting game ‘较手劲’.学生再说出 „is stronger than（通过游戏，让学生边学边玩边练，达到寓教于乐。）这时全体学生都聚精会神的看两个学生的表演（可以多叫几组学生上前表演）5.Groupwork 6.四人一组调查同组的年龄，身高等，自由比较对话。A: I am „..than xx.B: Are you „ than„? C:Yes,I am.No,I am not.D: I am „..than xx.等。看哪个小组做的最好（让全班同学评价）。7.集体活动

教师出示姚明 周杰伦等明星照片，让学生们和明星比较或者是和本班里的学生比较，给学生一分钟的时间思考。通过这一活动的练习我发现学生们对明星是很感兴趣的，都想要和他们作比较，觉得自己很厉害；有些学生与班里的学生作比较，有些学生听到是和自己做的比较，也想起来说说自己和对方，无形之中形成了一种竞争，堂气氛也很活跃。五 总结

这节课你学到了什么？学生说教师再总结。

六 作业

在家里中和你爸爸妈妈或者选择更多的事物或动物，用 比较级描绘。

七、板书

Module5unit1 Amy’s Taller Than Lingling

A is taller than B A is shorter than B A is younger than B A is stronger than B

七、教学评价设计

针对本课重点进行精确的练习设计，检测学生学习的效果；给学生进行合理的分组，用角色扮演来进行会话表演，看哪一组表现的然后予以奖励。

八、帮助和总结

本课讲完并对学生进行检测后，根据测验的结果，总结学生学习的状况，对于普遍性错误予以整体性的纠正和辅导，并且要注意自己的教学失误在哪然后予以改正；对于个别差生

叙述式教学设计方案模板

要给与特别辅导，不要提出过高要求；对于优秀生可以另外提出稍高的要求。