北京版小学英语五年级上册教案1单元
新教材北师大版 一起 五年级英语上册全册教案 第一学期全套教学设计
UNIT One Ann’s dream新课标体现：本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间的住所。
让学生对一般过去时有一个初步的认识。
引导学生形成与人为善的态度。
本单元能够丰富学生的天文知识，激发学生乐于观察的热情。
导学目标:知识技能：1、Listening:能够理解本单元的故事。
2、Speaking:能用过去时简单的描述在过去发生的事情，能用本单元主要句式询问对方或他人在过去时间的住所。
3、Reading:能正确、流利的朗读课文和一些辅音的读法。
4、Writing:能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
教学重点:1．Where are you from? 及回答.2．Where were you yesterday afternoon? I was at home.3．过去时was, were, had 的表达教学难点:1．过去时的用法及表达。
2．如何用过去时描述自己的梦和过去所在的场所。
3．一些单词的记忆。
单元第课（章）第课时总第课时课题Ann’s dream 课型New 主备人导学目标:1. The students can describe the picture.2. The students like to learn English.3. The students can be writing and reading.教学重点:1.How can use “had, was, were” in dialogue.Answer it.教学难点1. How to use past tense.2. Emphasis new words.导学过程:Step1:T: Introduce myself and let student introduce themselves (name, age, hobby and so on) （困）S: Introduce themselves about name, age etc.Step2:To review what has been learned last semester.Step3:Set the sceneT: Let the children talk about what they did during the summer vacation. Ask some questions: Where you went? Who you saw? What you did?Let them share their experience with each other.S: Try to answer the questions.T: Ask the children the question, “Where were you?”S: Try to answer the question.Step4:Get preparedT: Ask children if they had any dream at night these days. Let them talk about their dreams.S: Try to talk about their dreamsT: let them read about Ann’s dream.S: Read Ann’s dream.T: To describe what illustrated in each picture and the main plot is.S: Listen and think.T: Play the tape for the story.S: Listen to the tape. （困）Step5:Tell the storyT: Have the children look at the pictures .The teacher tells the story to the children. S: Listen and look at the picture.T: Have the children read the text by themselves.S: Read the text.T: Listen to the tape. Play the tape again. Ask some questions.Who had a dream?Who were in her dream?Where were they?Where were they now?Was it cold on Mars?Were there Martians on Mars? How do you think Ken and Ann fell?Were the Martians friendly?S: Try to answer the questions.Step6:Homework: Have the children create their own image of Martians.Blackboard writing:Ann had a dream last night.She and Ken were in her dream.They were in the space.They were on Mars.It was very cold on Mars.There were Martians on Mars. Ken and Ann were afraid.Yes, the Martians were friendly.第单元第课（章）第课时总第课时课题Ann’s dream 课型New 主备人导学目标:1. The students can describe the picture.2. The students like to learn English.3. The students can be writing and reading.教学重点:1. How can use “had, was, were” in dialogue. Answer it.教学难点1. How to use past tense.2. Emphasis new words.导学过程:Step1:Review :( plays a game)T: Take a card and hide it. I had a dream last night. In my dream I was…S: Guess it.Step2:Learn the new words.T: Have the children open their books at page4. Draw their attention to the top half of the page. Point to the picture and ask: “What can you see in the picture?”S: Open the book and answer the question.T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.S: Read the words after the teacher.T: Let student read the words again.S: read the words.T: Let students listen to the tape and point the new wordsS: listen and point. Repeat after the tape. 困Step3:Listen and number.T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures describes a different dream of Ann.S: Look at the picture.T: Let the children talk about where Ann was and what she was in each dream.S: Answer it.T: Play the tape. Let the children point the picture.S: Listen to the tape and point the picture.T: Play the tape again. Let children write the corresponding sentence number in the box next to the matching picture.S: listen and match.T: Point to each picture and elicit sentences from the children.Step4:Talk togetherT: Have the children open the books at page 5 and look at the picture on top of the page.S: Open the books look at the picture.T: Explain that Sue and Peter are talking about where they were yesterday. Ask the children where they think Sue and Peter were yesterday.S: Answer the question.T: Read the text and ask the children repeat.S: Listen and repeat.T: Pair works. For example, where was Ann yesterday? She was at the swimming pool.S: Practice the dialog.Step5:Listen and practice.T: Draw their attention to the picture at the bottom of the page. Have them talk about the picture and then practice reading the sentence by them.S: Talk about the picture.T: Play the tape and let student read after the tape.S: Listen and read. 困Step6:Homework: Read the story.Blackboard writing:Dream, Last night, air, afraid, yesterday, were, was, had, space, a spaceship, a space suit, an astronaut, a planet, the moon, stars.第单元第课（章）第课时总第课时课题Ann’s dream 课型New 主备人导学目标:1. The students can tell the story.2. The students like to learn English.3. The students can be writing and speaking.教学重点:1. How can us e “had, was, were” to make sentences.教学难点1. How to use past tense.2. How to tell the story..导学过程:Step1:Review the story.T: Point to each picture, elicit the story from the children. Point to the first picture and say, “In this picture, Ann had a…” Elicit from the children Ann had a dream. Repeat with other pictures and highlight the sentences They were on Mars. They were in a spaceship.S: Follow the teacher and retell the story.T: Ask the questions, “Where were you yesterday?”S: I was at school. I was at home. I had an English class etc.T: write the sentences on the blackboard and let the children read each sentences.S: Read the sentences after the teacher.Step2:Uncle Booky’s BlackboardT: Tell the children to look at the blackboard on the top of page 6. Model the structures by reading them aloud to the class.S: Listen and think. 困T: Have the children repeat the structures in a class drill. Use all possible combinations.S: Repeat the structures.T: Explain that we use was/were to describe things that happened in the past. Give an example, He was in Shanghai yesterday. He is in Beijing now.S: Make the sentences by themselves.Step3:Touch and say.T: Let the children look at the pictures at the bottom of the page. Let them tell the Mocky’s dream and that they only to say one sentence for each picture.S: Try to tell the dream.T: Ask some questions, “Who were in Mocky’s dream? Where were they?S: Try to answer the questions.T: Point to the picture and elicit descriptions from the children.S: Try to describe the pictures.Step4:Read and write.T: Have the children open the books at page 7. Explain to the children that the letter was written by a girl called Jane. Have them complete the letter.S: Try to complete the letter.T: If the children cannot do it, discuss with your partner.S: Do it and discuss.T: Let the children read the letter together.S: Read the letter.T: Have the children write about Uncle Booky’s dream.S: Try to write it by them. 困Step5:Tell the dream.T: Have the children to tell each other their dreams like two children on the book. Put them into pairs and practice.S: Try to tell the dream about them.Step6:Homework: Tell the dream to their parents.Blackboard writing:I was at home. We were at home.I was at school. We were at school.I had an English class. We had an English class.第单元第课（章）第课时总第课时课题Ann’s dream 课型New 主备人导学目标:1. The students can read the special sounds.2. The students like to learn English.3. The students can be listening and match.教学重点:1. How to pronounce the special sounds教学难点1. How to pronounce the special sounds.2. Listening and match and interview the students..导学过程:Step1:Special sounds.T: Have the children look at the pictures and try to read the words.S: Look at the picture and try to read.T: Play the tape and have the children repeat.S: Listen and repeat.Step2:Decode the messageT: Have the children open the book and ask them if they can read the message.S: Look at the message.T: Have the children look at the code and ask the children to decipher the message by themselves.S: Decipher the message.Step3:Write the messageT: Have the children write the message to the Martians.S: Write the message.T: Have the children pair work (They give their message to each other and decode the message)S: Decode the message.Step4:Listen and match.T: Have the children look at the pictures on top of page9.S: Open the books.T: Have the children talk about the pictures.S: Talk about the pictures.T: Play the tape and have the children listen and match.（困）S: Listen to the tape and match.（困）T: Have the children tell the teacher the name of the children was in the pictures. Step5:Ask and find out.T: Have the children look at the pictures at the bottom of the page.S: Look at the picturesT: Have the children interview the other students for where they were yesterday. S: Interview and write the sentences on the book.When they finished have them report their findings.Homework:Write the message to the Martians.第单元第课（章）第课时总第课时课题Ann’s dream 课型New 主备人导学目标:1. The students can read the story.2. The students like to learn English.3. The students can be listening and match.教学重点:1. How to read the story and choose the right answer教学难点1. How to read the story.2. How to answer the questions and write the words导学过程:Step1:Review the Ann’s dreamT: Have the children try to retell the Ann’s dream.S: Try to retell.T: Have the children retell the dream together.S: Do it.Step2:T: Have the children try to read Lane’s dream, and try to write the missing words. S: Read the Lane’s dream and try to write the missing words.T: Have the children try to read the dream and check the answer.S: Check the answer.Step3:T: Have the children write the Uncle Booky’s dream.S: Try to write it.困T: Review Ann’s dream with children.S: Retell the dream.T: Have the children write three sentences about Ann’s dream.S: Try to do it.Step4:ReflectionT: Explain some sentences to the children.S: Open the books and look at the sentences.T: Have the children read the sentences and try to do it.S: Read the sentences and write the answer about this unit.T: Have the children do the group work.S: Group work and finish the reflection.Homework:Review Ann’s dream.Homework: Have the children write Ann’s dream.UNIT twoMocky’s bad day新课标体现：本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间在干什么。
北京版-英语-五年级上册-unit 1 which do you like better lesson 2教案
Unit 1 Which do you like better? Lesson 2教案Lesson 2 第一课时教学内容：1.课文内容：-- What are you listening to, Yangyang?-- I’m listening to English stories. I like English best. It’s a popular language.-- I do best in math. Math is very useful in life.-- I like Chinese best. It’s difficult but very interesting.2.功能句型：Which class do you like best?I like Chinese best. I do best in Chinese.3.词汇：掌握：math useful life difficult interesting认读：English science music教学目标：（一）知识与技能目标：1. 能正确的理解课文内容，朗读课文，程度好的学生可以表演对话。
2.能听懂会说对课程做比较后的最爱的功能句，能简单表述最喜爱的原因，并能在实际情景中初步学习使用Which class do you like best?I like Chinese best. I do best in Chinese.3.能听说读写 math useful life difficult interesting,强化划线部分的字母与字母组合的发音，能认读English，science，music，Chinese, , Art, PE, ME4.理解会读词汇：I like…best.I do best in…（二）过程与方法目标：1. 通过先现场采访复习已学句型What’s your favorite…? I like … best.再学课程单词、功能句、看主题图设置情景使学生正确的理解课文内容；通过跟读录音、角色表演、pair wok 使学生能够正确朗读课文，表演对话。
北师大版五年级英语上册教案
北师大版五年级英语上册教案Unit 1 My Day.一、教学目标。
1. 语言知识目标。
- 学生能够听、说、读、写单词：get up, have breakfast, go to school, have lunch, go home, have dinner, do homework, go to bed。
- 能够熟练运用句型“What do you do in the morning/afternoon/evening?”“I...”进行问答。
2. 语言技能目标。
- 听：能听懂关于日常活动的简单对话。
- 说：能够用英语流利地描述自己一天的活动。
- 读：能读懂简单的关于日常活动的短文。
- 写：能正确写出描述自己日常活动的句子。
3. 情感态度目标。
- 培养学生合理安排自己一天时间的意识。
4. 文化意识目标。
- 了解不同国家孩子的日常活动可能存在差异。
二、教学重难点。
1. 重点。
- 掌握重点单词和句型的正确用法。
- 能够准确描述自己的日常活动。
2. 难点。
- 对“have breakfast/lunch/dinner”中“have”的理解和运用。
- 学生能够在实际情境中灵活运用所学句型进行交流。
三、教学方法。
情景教学法、任务驱动法、交际教学法。
四、教学过程。
1. Warming - up (5 minutes)- Greet the students and sing a song about daily activities, such as “This is the way we get up early” (教师可以自编简单的歌曲，曲调可以用熟悉的儿歌曲调)。
- Have a free talk with students. For example, ask them “How are you today?”“What did you do yesterday?”2. Presentation (15 minutes)- Show some pictures on the PPT about different daily activities like getting up, having breakfast, etc. Teach the new words one by one. For example, when showing the picture of a boy getting up, say “get up”clearly and let students repeat several times. Then write the word on the blackboard.- Use the pictures to make simple sentences. For example, for the picture of having breakfast, say “I have breakfast in the morning.” and let students follow.- Present the key sentence pattern “What do you do in themorning/afternoon/evening?” by asking students questions and guiding them to answer using the new words they just learned.3. Practice (20 minutes)- Pair work: Let students work in pairs. One student asks the question “What do you do in the morning?” using the sentence pattern, and the other answers. Then they change roles. Walk around the classroom to offer help if needed.- Group work: Divide the students into groups of four. Each group makes a short dialogue about their daily activities and then performs it in front of the class.- Fill in the blanks exercise: Show some sentences with blanks on the PPT, such as “I ______ (get up) at 7:00 in the morning.” Let studentsfill in the correct words.4. Consolidation (10 minutes)- Let students write a short passage about their own day. They should include at least five of the new words and sentence patterns they have learned.- Invite some students to read their passages in front of the class. Give positive feedback and correct any mistakes gently.5. Summary and Homework (5 minutes)- Summarize the key words and sentence patterns learned in this class.- Homework:- Read the new words and sentences three times.- Ask your parents about their daily activities and write them down in English.Unit 2 My School.一、教学目标。
五年级英语上册 Unit1(8)教案 北师大版
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 五年级英语上册Unit1(8)教案北师大版北师大版五年级英语上册教案Unit1 Ann’ s dream 课时进度（第 2 课时）课型特点新授课教学目标技能目标 1．能用英语简单描述过去的事情。
2. 能够用用人称代词的主格 I, we, you, she, he, they and it . And it 描述人物做过什么事3. 以话题为线索，通过整体感知语境借助图片，抓关键词，句等方式复述火星故事知识目标 1. 人称代词的主格 I, we, you, she, he, they and it 2. 一般过去时态的运用。
3. 语音：r and l 情感、文化、策略目标 1. 创设情景，营造轻松愉悦的学习氛围，让 Ss 乐学，并在活动中学会合作。
2. 能通科学幻想激发学生热爱科学，从而养成创新的科学习惯。
教学重点能够运用太空词汇讲述一些太空知识。
重点句型的认读如：I had a dream. 模仿跟读教学难点重点句型(一般过去时态) 的认读、理解教具准备录音机、挂图、实物教学过程活动进程学生活动教师引导设计意图重点关注 Step1 Greetings and warm-up 学生与教师问候 S：Good morning I m fine, thank you How are you? 教师热1 / 3情地和学生打招呼，与学生问候 T：Good morning, boys and girls. How are you? 通过师生、生生相互问候创设英语学习气氛，活跃课堂，拉近师生间距离学生能积极参与活动 Step2 Set thescene Step3 Listen and number Elicit : I had a dream last night. In my dream I was Ss:look and listen carefully. Then class work to practice thehigh and low voice Talk about the space story using theseNew words Ss look and talk about the picturesJust do it Flashcard cativity T: Use apicture about space to present the words T：Ask Ss to work in groups Look firstlyPlay the tape 复习一课的内容短时间机械操练词汇巩固词汇自学能力训练听力学生的思维习惯学生参与说了没有合作学习习惯学生交流没有？听的习惯Step4 Talk together Step5 Sounds and letters Try to understand the listening Look and talk ingroups Group show-off Sslook firstly. Then Ss Information gap to deal with them Ss:listen and write thesewords in air Ss:Assessment to each other Check theanswers Show the picture assessment---------------------------------------------------------------最新资料推荐------------------------------------------------------Please look firstly. Play the tape 体验成功用旧知换新的时态来训练一般过去时态掌握语音 r and l 的发音坚持书空的习惯培养小组合作习惯和正确评价他人的能力中差生会使用was and were? 听读和认读是否公正，公平作业设计 1 Listen tothe tape with their parents. 2 write the new words onP4 3times and tell their parents. 3 Preview P6-P7 板书设计Unit1 Ann dream Lesson2 The words New words Ihad a dream . Assessment I wasat home T1 T2 T3 Rl Red love . robot lunch 教学反思、3 / 3。
北师大版-英语-五年级上册-Unit1_第4课时教学设计
Unit1 第4课时教学设计教学目标1. 能在情景中询问、说出某人的职业。
2. 能读懂介绍他人职业的语段。
3. 能学唱本单元的歌谣。
教学重点1. 在情景中询问、说出某人的职业。
2. 读懂介绍他人职业的语段。
教学难点读懂语篇的主要内容。
教学准备课件、音频(教师可以在平台直接调用或下载)教学建议Get Ready(1) 师生分角色表演故事。
逐一出示故事中的主要插图，教师扮演Mocky，学生扮演其他角色。
T: Dear children, let’s act out the sto ry. I am Mocky. You are his friends.(2) 让学生四人一组，看故事主要插图，练习对话。
(3) 组织“头脑风暴”的游戏。
用PPT呈现各种工作场所，让学生说一说相应的职业，教师将单词卡片贴在黑板上。
出示职业图片，让学生匹配图片和单词。
Let’s Chant(1) 先让学生观察歌谣插图，猜一猜歌谣的内容。
T: Please look at the pictures carefully.Can you guess what the chant is about?(2) 教师播放歌谣，引导学生结合插图说一说歌谣的大意。
T: What do you know about the chant?(3) 教师播放歌谣，让学生听歌谣，鼓励学生用动作配合歌谣。
(4) 学生分组练习，学唱歌谣。
可以请几名学生随着韵律边说边做动作。
(5) 可以准备不同职业人物和工作场所的图片，引导学生尝试改编歌谣。
T: Look, there are more pictures. Can you make a new chant?Let’s Find Out(1) 采用问答方式，让学生说一说他们父母的职业。
T: What does your father do? What does your mother do?(2) 引导学生看这一板块的插图，读一读人物对话。
北京版小学英语五年级上册教案1单元
小学五年级第一学期英语备课教案UNIT ONE I LIKE SUMMER BETTER.一、教学背景和学情分析（一）点出本单元的话题和相关的语言知识：本单元教学内容：本单元是谈论有关“个人喜好”的话题。
本单元将学习：表述对两种事物对比后的偏爱或两种以上事物对比后的最爱：并能简单表述喜爱的原因。
I like …better. /I like … best. Because….重点学习形容词比较级（longer…）和最高级的基本表达形式和在语境中的使用, A is longer than B .A is more interesting than B. / I like …best.三课书中对事物的比较集中在对季节，对所学科目，对业余爱好的谈论。
（二）相关内容的上位知识分析及结合上位知识分析确定的本单元的教学重难点：二年级曾学习过询问他人对季节的喜好的句型：Which season do you like? I like ….三年级也曾学习过询问他人爱好的句型：What’s your favorite …? My favorite … is ….而本单元对喜好的表达重点放在对事物的比较后的表达。
并要求能用比较级形式简单表述喜好的原因。
因此形容词的比较级的表达应是比较重要的部分。
同时对所学科目喜好的谈论还是第一次学习(English, math…)。
因此，在词汇方面常见形容词及比较级形式，科目是重点学习内容。
（三）分析各课语言知识点之间的联系与整合；各单元间的铺垫与延伸第一课强调两者之间比较喜欢哪一个，在表述中使用better；第二课强调三种事物比较后的喜好，在描述时使用best；对喜爱的理由的表述三课有不同的表达方式。
语言知识逐层递进，也体现了学生语言能力上的逐次提高。
所以希望能够把better, best的表达对比着练习。
（四）本单元知识点、考点的梳理1.句式：能就季节，学科，业余爱好询问他人的爱好并能就自己的爱好进行描述和阐述原因，在相应情景下灵活地运用比较级。
五年级上册unit1教案小学英语五年级上册unit1教案
五年级上册Unit1教案教学目标1.能够听懂、理解和运用以下词汇：bee, bird, cat,dog, elephant, monkey。
2.能够口头表达出上述词汇。
3.能够认读以下句型：What’s this? It’s a bee./It’s a bird./ It’s a cat./ It’s a dog./ It’s an elephant./ It’s a monkey.4.能够用简单句回答“ What’s this?”的问题。
教学重点1.词汇的认读和口头表达。
2.句型的认读和回答。
教学难点1.多个动物词汇的识别和发音。
2.运用句型进行简单的提问和回答。
教学过程Step1：热身（5分钟）教师唱“Old McDonald Had a Farm”，鼓励学生模仿动物叫声（MOO MOO, BAA BAA等）。
Step2：新知（15分钟）1. 动物词汇学习教师在黑板上写出以下词汇：bee, bird, cat, dog, elephant, monkey。
读一遍词汇，鼓励学生跟读并重复几次。
2. 句型讲解教师口头、图像并用的讲解以下句型（重复三遍）：“What’s this? It’s a bee./ It’s a bird./ It’s a cat./ It’s a dog./ It’s an elephant./ It’s a monkey.”鼓励学生模仿发音和跟读。
3. 视频学习播放与本课相关的视频素材，可以配合字幕，让学生进一步理解和掌握所学内容。
Step3: 讲解练习（20分钟）1. 单词认读教师将词汇卡片发给学生，要求学生读出卡片上的词汇并做相应动作。
2. 句型运用教师对学生提问：“What’s this?”，学生回答“What’s this?”所过来的问题，并回答相应的答案，如“ It’s a cat.”。
Step4：小结（5分钟）作为本节课的小结，教师可以让学生轮流回答问题或选一张动物卡片络绎答出相应答案。
北师大版小学五年级英语上册全教案
小学英语五年级（上学期）全册备课本册书共六个单元，其中五个单元是精读课文，一个复习单元。
Unit 1: JobUnit 2: AnimalsUnit 3:ClothesUnit 4: PositionUnit 5: PlacesUnit 6: ReviewTeaching aims:UNIT ONEJob the 1st per Teaching aims:1 Use greetings and polite expressions in life2 Can understand and read the dialogue3 Can read and write the words correctly4 Can make the dialogueTeaching emphasis:1 use greetings and polite expression in life2 understand the sentencesTeaching process:Step 1:use greetings and polite expression in life.Example:T: Good morning/afternoon/Goodbye/Please/Thank you/You arewelcome/Excuse me/sorryS: Good morning/afternoon/Goodbye/Please/Thank you/You arewelcome/Excuse me/sorryStep 2: show new wordsT: show the new words cards like a student a teacher a policeman a _ vet a doctor Read the words after the teacherStep 3:model the dialogueT: hold up the flashcard for dance. Say “ She is a dancer ” and “ She can dance ”S: repeat the senten ces after the teacherLike this to do other senten cesT: review the word can and can ' tS: to know the differe nces into can and can 't.T: hold the flashcard for doctor. Say “ he is a doctor . He can' t help an imals.S: to repeat itStep 4:T: look at the picture and thi nk some questio nPicture1: where are Ann, Ken and Mocky?Picture2: what are Ann, Ken and Mocky look ing at?Picture3/4: what is happe ning now?Picture5: what is Ann pointing to?Picture6/7: who comes to help?Picture8: who is the man in the green shirt?Picture9/10: what is happe ning now?S: to look at the book and an swer the questi ons in Chin eseStep5:T: liste n to the radio “ what did they say? ”S: by liste ning by look ingBy listening by reading with the radioBlackboard writ ingShe/he is a dan cerShe/he can danceStep7: homeworkHomeworkAsk the children to tell the story to their families课后反思：学生对所学习的故事很感兴趣， 学习兴趣浓厚。
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小学五年级第一学期英语备课教案UNIT ONE I LIKE SUMMER BETTER.一、教学背景和学情分析（一）点出本单元的话题和相关的语言知识：本单元教学内容：本单元是谈论有关个人喜好”的话题。
本单兀将学习：表述对两种事物对比后的偏爱或两种以上事物对比后的最爱：并能简单表述喜爱的原因。
I like …better. /I like …best. B重点学习形容词比较级（longer… 和最高级的基本表达形式和在语境中的使用,A is longer thanB .A is more interesting than B . / I like …三课书中对事物的比较集中在对季节，对所学科目，对业余爱好的谈论。
（二）相关内容的上位知识分析及结合上位知识分析确定的本单元的教学重难占：八、、•二年级曾学习过询问他人对季节的喜好的句型：Which season do you like? Ilike….三年级也曾学习过询问他人爱好的句型：What' s/our favorite…? Myfavorite …is而本单元对喜好的表达重点放在对事物的比较后的表达。
并要求能用比较级形式简单表述喜好的原因。
因此形容词的比较级的表达应是比较重要的部分。
同时对所学科目喜好的谈论还是第一次学习（English, math…）。
因此，在词汇方面常见形容词及比较级形式，科目是重点学习内容。
（三）分析各课语言知识点之间的联系与整合；各单元间的铺垫与延伸第一课强调两者之间比较喜欢哪一个，在表述中使用better；第二课强调三种事物比较后的喜好，在描述时使用best；对喜爱的理由的表述三课有不同的表达方式。
语言知识逐层递进，也体现了学生语言能力上的逐次提高。
所以希望能够把better, bes t的表达对比着练习。
（四）本单元知识点、考点的梳理1句式：灵活地运用比较级。
能够正确的使用than表述两者间的比较。
I like …better. Because /Greger than B .A is more interesting than B. / I like …best.2. 正确理解并区分better, best的意思，并能在适当的情境中正确使用两个词。
3.like doing sth 的表达4. be good at doing 的表达。
5. do best in的理解和使用；I like …be S t do best in在意义上的不同。
6. 词汇：1）掌握常用形容词比较级的变化规则。
Long-loner/ big-bigger/ …P332）多音节形容词比较级前用more , morein teresti ng/in teresti ng/difficult/useful/popular.3）学科:English, Chinese, Music, Art, PE, ME, Science, Math4）在表达中会使用词组：like better 更喜欢like best 最喜欢go skati ng 去滑冰make a sno wma n 堆雪人too cold 太冷liste n to 听do best in 在某方面做的最好in life 生活中popular Ian guage 流行的语言like draw ing 喜欢画画二、本单元具体教学目标知识与技能目标1. 能流利地朗读课文，会表演对话；下能灵活地运用比较级。
能够正确的使用than表述两者间的比较。
I like …better. Because Aoinger than B .A is more interesting than B./ I like …best.3. 能就喜好这个话题米用多种形式的语言表达。
I like...better. I like …best.I like doing I am good atI do best in My favorite4. 词汇:科目：math, English, Chinese. Music, Art, PE, ME, Scienee,形容词和比较级：1）L ong-loner/ big-bigger/ …P332）多音节形容词比较级前用more , more interesting/difficult/useful/popular.3）季节：summer autu mn spri ng win ter4）其他：better, best, becausenight, life, story fairy tale, draw, animal5. 语音：or aw a-e ea ee ow th sh er igh ay6. 阅读理解story time三、本单元具体课时安排：1. 第一周（9 月6-10）,第一节课，授课内容Lesson 1 new words listen and say, let ' spractice2. 第一周，第二节课，授课内容Less on 1 liste n and choose, read and write ,storytime3. 第一周，第三节课，授课内容Less on 2 now words liste n and say, let ' s practice4. 第二周，第四节课，授课内容Less on 2 liste n and choose, read and write ,storytime5.第二周，第五节课, 授课内容Less on 3 Now I can say, Now I know, Now I canread6. 第二周,第六节课，授课内容Lesson 3 Now I can write, Now I can do Story timeUNIT ONE I LIKE SUMMER BETTER.Lesson 1 第一课时一、教学内容1. 课文内容：--Win ter or summer, which seas on do you like better?--I like summer better because the days are Ion ger tha n the ni ghts.--Win ter brings snow and ice. I go skat ing and make sno wme n. I like wi nter better.--It 'too cold in wi nter and too hot in summer. I like spri ng and autu mn better.2. 功能句型：--Win ter or summer, which seas on do you like better?--I like summer because the days are Ion ger tha n the n ights.3. 词汇：四会单词：or, better, because, ni ght, autu mn认读：Ion ger, shorter , bigger, smaller, fatter, thi nner二、教学目标：（一）知识与技能目标：1. 能正确的理解课文内容，朗读课文，程度好的学生可以表演对话。
2. 能听懂会说对季节做比较后的偏爱的功能句，能简单表述喜爱的原因，并能在实际情景中初步学习使用。
Win ter or summer, which seas on do you like better?I like summer because the days are Ion ger tha n the ni ghts.3. 初步学习形容词的比较级：lon ger, shorter , bigger, smaller, fatter, thi nner4. 能听说读写or, better, because, night, autumn,强化划线部分的字母与字母组合的发音5. 理解会读词汇：like better/go skat in g/make sno wme n（二）过程与方法目标：1. 通过先学形容词的比较级、功能句、看主题图设置情景使学生正确的理解课文内容；通过跟读录音、角色表演、pair wok使学生能够正确朗读课文，表演对话。
2. 通过看PPT图片操练功能句型、伙伴交流、汇报展示等方法，使学生能够听懂会说对季节做比较后的偏爱的功能句，能简单表述喜爱的原因，并能在实际情景中初步学习使用。
3. 通过看PPT图片、做比较，使学生初步学习、感知、理解形容词比较级。
4. 四会词汇学习借助语音，拼读能力的训练使学生达到听说读的程度，通过做练习Read and write巩固四会词，使学生对四会词汇做到能听说读写。
5. 通过做比较、看PPT图片、听录音跟读等形式使学生理解会读词汇：likebetter/go skati ng/make sno wmen（三）情感态度价值观目标：结合课文谈论比较喜欢两个事物中哪一个方面的话题，培养学生广泛的兴趣爱好。
三、教学重难点：（一）重点：1. 能听、说、读、写or, better, because, ni ght, autu mn 四会单词。
2. 能听懂、会说询问“比较喜欢两者中哪一个”的日常交际用语…or…，which … do you like better?及回答I like … because …（二）难点：1. 能够正确使用有关比较喜欢两者中哪一个及喜欢的原因的句型在实际情景中进行交际。
2. 能够正确使用形容词的比较级。
四、教具：PPT 录音机单词卡五、教学过程（一）warming up活动一看一看，说一说活动目标：复习、巩固形容词，使学生准确掌握long, short, big, small,fat, thi n, n ew, old, young, old 的正确运用。
实施方法及师生预设语言：让学生看到图片后，用英语说出图片上的物品，然后让学生根据图片用形容词进行描述。
教师利用幻灯片显示苹果图片，并问:What can you see in the picture?S: I can see two apples. Apples.Ss: A red apple and a gree n apple.T: What is the red apple like?S: It'big.T: What is the gree n apple like?S: It'small.教师依次利用幻灯片显示书包、裤子、猫、人物图片，并问：What ca nyou see in the picture?S: I can see two bags/pa nts/cats/me n. Pen cils/pa nts/cats/me nSs: A brow n bag and a pink bag.A blue pants and a black pan ts.A black cat and a white cat.A boy and a gran dpa.T: What is the brow n bag/ blue pan ts/ black cat/ boy like?S: lt'old/lo ng/fat.He is young.T: What is the pink bag/ black pan ts/ white cat/ gran dpa like?S: It's new/short/thin.He is old.设计意图：为学习形容词比较级做学习铺垫。