.可編輯修改，可打印別找了你想要的都有！ 精品教育資料全冊教案，試卷，教學課件，教學設計等一站式服務全力滿足教學需求，真實規(guī)劃教學環(huán)節(jié)最新全面教學資源，打造完美教學模式 Lesson 1 Look!教學目標：1 知識目標：要求學生掌握四會單詞：look, see, point 體會表演looking, seeing, pointing；鞏固食物名稱單詞和動物單詞；2 能力目標：能靈活使用句子 I see _.能運用所學的英語詞匯和句式解決描述觀察中所看到的東西。3 情感目標：培養(yǎng)學生觀察能力，提高學生對事物的探究興趣。教學重、難點：要求四會的單詞look, see, point和要求掌握的句式I see _.。教具、學具準備：1 單詞卡片。2 錄音機或課件。教學過程：Class Opening and Review1. 做游戲：“Colour point” 教師提前在黑板上放上不同顏色的紙，指明幾個學生到前面做游戲，其他學生一起說歌謠，指顏色。(設計意圖：這個環(huán)節(jié)的設置既復習了一些顏色，又引出了本課中提到的顏色。)2. 做游戲“Name it” 教師說出顏色名稱和表示詞匯的類別，如Rde:food,這時學生必須寫下他們所能想起來的紅色的食品。（如：肉，蘋果，草莓）誰寫的最多就算贏。教師拿出準備好的一些食物，說：“Im hungry. I want to eat some bread. I like to eat some bread. What do you like to eat?” “I like to eat_.”復習表示實物名稱的詞匯。利用單詞卡片Whats your favourite food? My favourite food is _.也可用此句型復習動物詞匯。(設計意圖：這個環(huán)節(jié)的設置用來復習以前學過的食物詞匯和動物詞匯，同時復習Whats your favourite _?這個句式。) 3. 教師指著教室中的某個物品，說Look, I see _. (引出新概念。) New Concepts1 本課的新概念look, see, point學生曾多次接觸，比較熟悉，讓其表演looking, seeing, pointing.教師要向學生說明look和point的區(qū)別，look表示看的動作，see表示看見，是看的結果。讓學生多運用這些單詞說句子。2 學生熟悉句式后，再利用實物和單詞卡片學習。讓學生看卡片，練習句型，Look! I see a _. 3 運用實物進行練習。讓學生向周圍或窗外看，練習句型Look! I see a _. _is piointing.4 兩人一組做問答練習。 What do you see? Look! I see _.(設計意圖：利用已有知識引出新知識，減小教學的難度，同時可以放手讓學生自己說出自己觀察到的，教師加以指導就可以了，通過練習鞏固新知。)5 聽錄音兩遍，注意語音語調。第一遍聽后回答問題，What does Jenny/ Danny/ LiMing see?第二遍跟讀，讓學生足以模仿錄音中的語調。6.兩人一組自編對話。（學生自創(chuàng)情景，火車上，飛機上，操場上，教室里） 教師先找一個口語較好的學生作一下示范。然后讓學生分組練習，鼓勵學生多說些知道的句子。如： Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅圖畫) What do you see?7.利用實物或單詞卡片匯報演出。（設計意圖：鍛煉學生自己的創(chuàng)造性，可以結合以前學過的句型和詞匯，并利表演出來，運用于實際生活中。）Class ClosingActivity book板書設計：Lesson 1 Look! look, see, pointlooking, seeing, pointingLook! I see a _.課后反思： 課后習題：一 找出不同類的一個單詞。( )1. chicken dumplings noodles school( )2. cow rice sheep goat( )3. bus train airplane kite( )4. fruit vegetable bicycle meat 二 連詞成句see a I cow brown _school red see I a small_Lesson 2 What Are you doing ?教學目標：1. 要求學生掌握四會單詞：行為動詞draw sleep 和形容詞quiet loud2. 理解并能夠運用短語： drawing a picture looking out the window singing a song sleeping reading a book3. 句型what are you doing ? I am _ing. What is he (she) doing? He (She) is _ing . 教學重點：本課的四會單詞： draw sleep quiet loud教學難點：本課的難點在于對課文的理解和句型的靈活運用。教學用具：錄音機、教學卡片、實物等。教學過程：一、 Class opening and review(復習行為動詞) 1. 唱歌曲：“I am Drawing”找一名唱的好的學生到前面做動作領唱。2. 學生已學過，walk run jump sit stand 這幾個行為動詞，教師可以用自問自答的形勢，借助體態(tài)語言說出下面的話What am I doing? -I am standing . What are you doing? -you are sitting .What am I doing? -I am walking .What am I doing? -I am seeing.What am I doing ? -I am pointing.(設計意圖 標提倡“以舊引新”,在這個環(huán)節(jié)中，教師自己做動作，讓學生借助形體語言理解句子，并復習學過的行為動詞，為這一課的教學作好鋪墊)二、Key concepts(新授) 1學習單詞：draw, sleep繼續(xù)上一環(huán)節(jié)的動作，What am I doing ? -I am drawing.讓學生猜教師在做什么。What am I doing ? -I am sleeping.利用單詞卡片學習這兩個詞匯，并練習拼讀、造句。2.給全班發(fā)指令，使用新舊詞匯，特別注意draw和sleep，開始時，教師邊發(fā)指令，邊做動作，然后只發(fā)指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做動作的學生，提問并出示句子 What are you doing? I am _ing. 兩人一組做動作練習以上句型。 指名到前面表演并練習對話。3.學習單詞 quiet, loud When I am drawing, I am quiet.（這時把食指貼在嘴唇上作“別出聲”狀，重復quiet, quiet）But when I am singing ,I am loud。（這時也可以亮一嗓子，唱兩句歌，也可以提示學生這兩個詞是反義詞這樣學生就很容易理解這兩個詞了。并板書單詞） 利用卡片學習新詞，提示學生這是一對反義詞。 結合前面學過的句型練習這兩個詞，可以教師發(fā)指令，學生將這個詞用動作或聲音演示出來?；蚶蠋熝菔荆瑢W生猜詞。然后作對話練習What are you doing? I am _ing. 4. 課文閱讀（1）（聽第一部分錄音）回答問題：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing? （2）跟讀課文加深理解。學生提出不懂的地方，全班學生一起討論解決。 （3）分角色大聲朗讀。（文章第二部分“In the afternoon”教法基本同上）注意理解now這個詞的意思。讓學生猜測是什么意思。教師指正。設計意圖：新課程提倡“任務型教學”和“目標性聽、讀課文”由開始設置疑問到學生在聽課文的過程中有重點的有目的地理解課文，再到聽完課文后回答問題，學生經(jīng)歷了從帶著興趣好奇心想去了解課文到與課文的完全接觸和初步理解，最后終于解決疑問找到答案的探究發(fā)現(xiàn)過程。5. 表演課文對話，可以讓學生對照課本進行表演。給學生一些時間進行表演前的準備。三、Class ClosingActivity book板書設計： Lesson 2 What Are you doing? draw drawing a picturepoint quiet singing a songsleep loud reading a book see looking out the windowsleeping課后反思： 課后習題：1. 把單詞補充完整，并連線。q _ i _ t 睡覺 l_ _ d 安靜的s l _ _ p 畫畫d r _ w 看見s _ _ 吵鬧的p _ _ n t 指2.拓展練習讓學生小組合作，創(chuàng)設一個任意情景，要求利用 quiet, loud, sleep, draw, 然后進行表演。Lesson3 Who Is singing?教學目標：A. 知識目標：對本課單詞baby man woman; 句型Who is this? This is a man.做到聽說讀寫四會。 能聽懂說出認讀單詞their 能夠理解并表演第二部分：Who is singing?B. 能力目標：通過學習本課，能掌握相關的詞匯；用簡單的語言描述人物，描述人物的活動，表達自己的感受；用現(xiàn)在進行時描述。C. 情感目標：通過和Li Ming, Jenny, Danny在火車上的活動，增強學生觀察力，增加生活情趣，更加熱愛生活。教學重點：本課的四會單詞： man, woman, baby 句型：Who is _? Its _.教學難點：本課的難點在于對課文的理解和句型的靈活運用。教學用具：錄音機、教學卡片、實物等。教學設計：Class Opening and Review1. 用Simon Says的游戲復習所學動詞或動詞短語，也可以猜詞。（看卡片做動作）（教學意圖：也可利用其它游戲或歌曲復習所學動詞或動詞短語，主要是與前一節(jié)課銜接。）New Concepts1. 出示圖片，教授單詞 man woman baby 教師示范利用圖片描述。（可以給他們起名字）This is Tim. He is a father.How old is he? He is _ years old. He is a man.在讓學生依例描述圖片，也可以手寫。讓學生描述woman 和baby.（教學意圖：根據(jù)第一部分教學內(nèi)容，充分利用直觀教具和多媒體創(chuàng)造各種語言情景，讓學生利用各種感觀參與英語學習的實踐活動，加快對語言材料的吸收和運用，提高學生運用語言的能力。）通過游戲鞏固新詞?？梢越處熋枋觯寣W生猜詞。如：He is a father.How old is he? He is _ years old. He is a 。也可以讓學生做動作表演，其他學生猜詞。2. 教師領讀課文第一部分。給學生一些卡片，讓學生模仿課文進行描述。然后讓學生模仿Li Ming 描述自己的家庭。可以先讓學生畫一畫自己的家庭，然后再介紹。教師最好給一個示范。（教學意圖：學生利用自己家庭的實際情況描述，使英語更貼近生活，更便于學生之間運用。）3.復習句型：She/He is _ing. 創(chuàng)設情景，復習正在進行時。板書學生提出的動詞短語，加上ing并朗讀。（增加本課需要掌握的動詞短語：sing cry talk sleep）4.變換問題： What is he doing? What is she doing? What are they doing?引導學生做出正確回答。5.小組合作學習，操練句型?？梢运闹廖迦艘唤M，兩個學生對話練習，其他學生表演動作。綜合練習所學的語言。（設計意圖：合作操練以鞏固知識為主，也可讓學生拓展練習。）6.自讀課文，說說了解到了哪些信息。7.回答問題：Who is singing? Who is crying? Who is talking?    Who is sleep?8.小組合作讀課文，提出不懂的地方，互相幫助解決。 （教學意圖：鍛煉學生閱讀能力，使學生學會用多種學習方式學習，增強學習策略方式。）9.分角色朗讀課文。情景表演。可以讓學生借助課本進行對話表演。（教學意圖：根據(jù)學生能力，可進行情景小表演，分組或其他形式。）Class ClosingActivity book課后反思： 板書設計：Lesson3 Who is Singing? man woman baby singing cryingWho is _? Its _. talking sleeping課后習題：1. 填入所缺字母。m _ n b _ b _ w _ m _ n s _ n g c r _ t _ l k s l _ _ p 2. 畫一張自己家庭的全家像，給每個人分別標上 mam, womam, baby, girl, boy.并寫出描述家庭關系的單詞（mother, father, son, cousin）Lesson 4 Who Is Thirsty .教學目標：1.知識與技能：掌握詞匯quick now理解并靈活運用下列句型 :Who is_? What would you like to drink? Would you like _? Yes, please./No,thanks.2.過程與方法: 采用情景交際法和分組對話表演法3.情感態(tài)度教育: 學會與他人合作和關心他人.教學重點、難點: 靈活運用句型Who is_? What would you like to drink? Would you like _? Yes, please. / No, thanks. 教具學具準備1. 錄音機和磁帶2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性紙杯. 教學過程Step1. Greetings and review以教室里同學們的活動為主要情境,復習操練Who is _?,形成師生互動,生生互動.(設計意圖: 簡單的問候以及小對話的操練,在上課開始就給孩子們營造一種輕松愉快的課堂氛圍,增進師生之間的情感交流,使學生進入一種自然而真實的語言狀態(tài).)Step2. New concepts1. T: (作干渴狀) Well, I am very thirsty now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop.(像變魔術一樣拿出各種飲料并一一展示給學生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good!(設計意圖: 教師投入的,甚至夸張的表演及意想不到的實物展示一下子吸引了孩子們的注意力, 他們會目不轉睛地觀看和傾聽老師的表演, 甚至會幻想如果讓自己選擇, 他會喜歡喝哪一種飲料. 此時, 他們進入了一種自然真實的語言環(huán)境.)2. T: Who is thirsty too now? (重復Who is thirsty? 邊說邊寫在黑板的正上方 ) S1: I am. S2: I am thirsty, too.T: Would you like some sth to drink?S1: Yes.T: What would you like to drink?(板書)(To S1): Would you like some tea? (板書)S1: Yes, please.T: Here you are.(倒一些茶給他)(To S2:) Would you like some tea?S2: No.T: Would you like some milk?S2: No.T: What would you like?S2: Some pop, please.T: Ok. Here it is! (倒一些汽水給他)(設計意圖:創(chuàng)設一種開放, 和諧, 積極互動的語言活動氛圍, 努力產(chǎn)生一種融入式的真實語言環(huán)境. 讓學生體驗用英語做事的快樂和自豪感. 從而自然地不知不覺地沉浸其中, 增強語感, 同時也滲透了本節(jié)課的重點內(nèi)容)3. ListeningLi Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing? Are they thirsty? Listen to the tape and lets see who is thirsty. (設計意圖: 聽錄音為學生提供地道的語言材料和標準的語音語調, 有助于學生正確模仿, 強化記憶, 以便形成良好的語言素質, 同時, 有了前面的師生的對話的鋪墊, 這一環(huán)節(jié)幫助學生更好的理解課文) (Ss answer the question: “Who is thirsty?)4. Reading ComprehensionRead the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板書)(Ss answer the questions)乘勝追擊, 進一步檢查學生對課文的理解, 提出問題.Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板書)Is Danny slow, too? No, he is quick. (板書)(設計意圖:通過階梯性目標性閱讀, 讓學生在逐步加深對文章整體理解的同時, 有重點地去捕捉有效信息, 提高了學生的閱讀理解能力, 從師生對話到聽課文錄音再到此時的大聲朗讀課文, 難點句型也不在是難點, 在不知不覺中被易化了.)Step 3: Practice 1. Read the text in group of five and role-play it.(At least two groups)2. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.3. Act out the dialogue. (At least two groups)(設計意圖:分角色朗讀, 設定情景編對話及對話表演, 這一系列的操練活動, 始終以學生為主體, 他們始終是課堂的主人, 老師只是一個引導者, 一個助手, 或者說一個導演, 學生們在朗讀中學習并收集材料, 在既定情景中自由創(chuàng)作. 在對話表演中體驗共同創(chuàng)作的快樂, 真正起到了 “用中學, 學后用” 和 “樂中學, 學中樂” 的絕佳教學效果.)Step 4: Homework1. Get ready for the dialogue-acting.2. Do the exercises in the Activity-book.板書設計:Lesson4 Who Is Thirsty?1. Who is thirsty? What would you like to drink? Li Ming, Jenny and Danny Would you like ?2. What would Li Ming A cup of tea.Jenny like to drink? Some tea, tooDanny Some pop.3. Why are Jenny and Danny slow? Their tea is too hot to drink.3. Is Danny slow too? No. Danny is quick.課后反思： Lesson 5 Who Is Hungry?.教學目標：1.知識與技能：理解并靈活運用下列句型 :Who is hungry? What would you like to eat? Would you like some_? Yes, please./No,thanks. May I have some?2.過程與方法: 情景交流及對話表演3.情感態(tài)度教育: 學會與他人合作和關心他人.教學重點、難點:Who is hungry? What would you like to eat? Would you like some_? Yes, please./No,thanks. May I have some?. 教具學具準備錄音機和磁帶一些袋裝小吃和一些圖片. 教學過程Step1. Greetings and review(表演上節(jié)課布置的情景對話)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?Ss: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? Whats a snack? Look, these are snacks.(show them to the class).出示單詞卡片，教學生認讀這個詞。引導學生利用新詞說句子。如I like / dont like snakes. 師：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, lets listen to the tape.( Play the tape and Ss answer the question： Do you think Danny, Li Ming and Jenny like them?)Step3. Reading1. Read the text and answer the question “What would Jenny, Li Ming and Danny like to eat on the train?” ( Write the question on the blackboard)-( Ss read the text and answer the questions)鼓勵學生提出更多的問題，并讓其他學生回答。2. Read the text after the teacher to understand it better.3. Read the text aloud in groups and try to make it into a dialogue.Step4.Optional- practiceSs can read the text in groups or practise the dialogue in groups找表演好的小組到前面進行表演。Step5. Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3. Do the exercises in the Activity Book. 板書設計 Lesson5 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What would Jenny Li Ming like to eat on the train? Danny 課后反思： Lesson6 What Are They Doing？.教學目標：1.知識與技能：理解并靈活運用下列句型 : What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing 2.過程與方法: 情景交流及對話表演3.情感態(tài)度教育: 學會細心觀察,與他人合作和關心他人.教學重難點: 理解課文并能夠熟練使用下面的句型What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing .教具學具準備錄音機和磁帶,多媒體課件.教學過程Step1. Greetings and review 可以做動作，讓學生猜詞語，如hungry, thirsty, sleep,draw 等。然后出示卡片，復習這些詞。Step2. Leading-in and listenShow some pictures to the class by ppt.(幻燈片)and present the sentences: What is he doing? He is running./ What is she doing? She is singing./ What are they doing? Theyre playing.(To the class) What are you doing? C: Were looking and listening.T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train?” What are they doing? ( Write the question on the blackboard)領學生多讀幾遍。 Ok, lets listen and find the answer. What are Jenny,Li Ming and Danny doing on the train?”播放錄音，第一遍聽，第二遍跟讀，之后讓學生回答問題。What are Jenny,Li Ming and Danny doing on the train?”Step3. Reading comprehensionRead the text and fill the chartWho What is he/she doing?The baby The womanThe three menDanny 檢查學生的完成情況，進行指導。Step4. PracticeDo “ask and answer” in pairs like this:（利用書中的圖畫。）Whats the baby doing? He is_ing.教師先與一名學生示范一組，然后再讓學生聯(lián)系。Step5: Homework畫一幅人物圖，并寫出句子Whats the _ doing? He/She is_ing. 板書設計Lesson6 What are they doing?What is _ doing? - He/She is _ing What are you doing? - Im _ing / Were _ing What are they doing? Theyre _ing 課后反思： Lesson 7:Are You Ready For a Song? 教學目標： 知識目標：1、完成本正課的句型問答，并通過句型練習，能正確地運用句型：Can you_?及其答語，描述能在火車上做什么。2、 復習現(xiàn)在進行時并學習本課的歌曲。3、 完成本單元的故事和活動手冊。4、 復習單詞loud,quiet能力目標：1、利用所學的知識進行情景交際聯(lián)系。2、通過所學歌曲，進一步加深對現(xiàn)在進行時的認識。情感目標：通過學習，培養(yǎng)學生對大自然的熱愛及合作意識。二、教學重點：1、能正確運用單詞“l(fā)oud,quiet 和句型“Can you_?”及其答語。2、完成本單元的故事和活動手冊。3、復習現(xiàn)在進行時。4、利用所學進行情景交際練習。三、教學難點：利用所學進行情景交際練習。故事的學習。四、教具、學具準備：錄音機（磁帶）或光盤，五：教學過程：1、 GreetingT: Hello! Boys and girls. How are you today?Ss: Im fine.T: Hows the weather today?Ss: The weather/Its _,T: How do you go to school?S: I walk to go to school./I go to school by bus.T: What can you see on a bus?T: I see_.T:What can you do on a bus?Ss: I can _.T:How do you go to Beijing?Ss: I go to Beijing by bus/train/car.T: What can you do on a train?Ss: I can _.T: Can you look out of the window? Can you read a picture?(讓學生在不知不覺中完成了本課的一部分學習任務，調動了學生的學習積極性)2、 Lets sing a song T: Today, Danny is on the train, too.What happened? Lets listen to the song.和學生一起朗讀歌詞，解答學生不懂的詞語或句子。按節(jié)奏朗讀歌詞。達到熟練。(打開書或看光盤，學習本課的歌曲，教師可利用手勢語或體態(tài)語言幫助學生理解本課的歌詞，邊唱邊做動作，這樣也可激發(fā)學生的學習興趣)3、 Story BookT: Today Baby Becky doesnt go to school. He goes for a walk with her mother. What can do? Lets look at the story. 播放故事錄音，讓學生邊看書邊聽。勾出自己不懂的地方。然后將學生分成小組，互相幫助解決勾出的問題，小組內(nèi)解決不了的，全班同學一起解決，教師指導。 再次聽故事，跟讀，并思考老師提出的問題。What can Baby Becky do? 回答老師的問題。 師生討論故事，可以互相提問，也可以自由討論。老師可以給出一些有關的問題，如：Do you like Baby Becky？why or why not?表演故事。將學生分成小組，組內(nèi)的學生分別扮演不同的角色，表演這個故事。小組到前面展示對話表演。(對于本課的故事教學，教師主要培養(yǎng)學生的合作意識，帶動那些不積極參與的學生。)4、 Class closing Activity Book （檢查本課所學知識的掌握情況，對于所遇到的問題及時解決）板書設計： Lesson 7: Are You Ready for a Song? What can you see on a bus? I can see_. What can you do on a bus? I can _. What can you do on a train? I can_.Can you look out of the window? Yes, I can.Can you Read a picture? No, I can read a book.課后反思： Lesson 8 Again, Please一、 教學目標：知識目標：1、掌握本單元的四會單詞和句型“Who is _? Its _.2、能流利地用英語表達你在火車上所看到的、聽到的和所能做的事情。3、能利用所學進行情景交際練習。能力目標：通過本課的復習，能對本單元所學知識進行簡單的總結，能正確的表達自己在旅途中的思想感情。情感目標：培養(yǎng)學生對大自然的熱愛及其小組合作意識。二、教學重點1、本單元的單詞、句型“Who is _? Its _.”2、能正確表達自己在車上的所見、所聞，并能進行情景交際練習。教學難點：能利用所學知識進行情景交際練習。二、 教具、學具單詞卡片、錄音機（磁帶）或光盤四、教學過程1、Greeting and review.表演唱歌曲Whos drawing? 把學生帶入課堂學習的氛圍之中。2、教師發(fā)指令，做游戲Simon says. 重點復習本單元所學過的詞匯draw,look,point,see,sleep,quick,slow,loud,quiet,等。教師將學生分成小組， Play “Simon Says”,繼續(xù)復習本單元的單詞：baby, man, woman, draw, look, point, see, sleep” 同時教師提問“ Are you loud/quiet?”(當學生做動作時，比如說教師發(fā)出指令，Please point to the blackboard后，可繼續(xù)問“Who is quick? Its _.”并把最快小組的分數(shù)寫到黑板上，這樣既復習了單詞，又復習了本課的句型，還培養(yǎng)學生的合作意識，調動所有學生的學習積極性。)（3）Play“Go fish.” 把學生分成二人組或四人組，每人一沓詞匯卡片，類似紙牌的釣魚游戲，相同的詞匯卡片可以配成一對，看誰配成堆的卡片多，誰就贏。 在玩游戲的過程當中，讓學生能正確的背著拼寫本課的四會單詞，并練習說單詞和句子。 （此環(huán)節(jié)教學中，根據(jù)學生的年齡特點，體現(xiàn)了玩中學，學中玩，讓學生帶著濃厚的興趣完成教學任務。(4)小組競賽：交給分別給出每小組相同的時間，看看哪組拼寫的單詞多。 （這樣的競賽，不但培養(yǎng)了學生們的合作意識，還鞏固了所學的單詞）(5)、小組利用所學的單詞編句型或對話，展示本組的成果時，教師要適當?shù)慕o予鼓勵。鼓勵學生說出盡量多的英語。 教師先找一兩名學生進行示范，否則學生會覺得無所適從。（對于五年級的學生來說，句型已經(jīng)是學習的重點，所以由單詞過渡到句型是非常必要的）（6）、T: I am very happy. Are you happy?” Ss: I am happy, too. T: Now ,Lets go to Beijing.(教師邊說邊做出開車的動作），“What can you see on the train? What can you hear on the train? What can you do on the train?”之后分組討論問題，小組編對話，展示成果。 （這樣的環(huán)節(jié)，可以帶動成績較差的學生，做到人人有收獲。）五、Class Closing 公布各小組的成績，對各小組進行不同程度的鼓勵。 Activity Book六、板書設計 Lesson 8 :Again, Pleas