小学五年级英语教学实录5篇
英语课堂教学实录 文档
小学英语教学课堂实录PEP教材Unit 6（Book Six）课题： Unit Six Revision南海区大沥镇河西小学范少霞一、Warming-up1、GreetingsT: Good morning, everyone!Ss: Good morning, Hellen!T: How are you today?Ss: Fine, thanks. And you?T: I’m fine, too. It’s a sunny day, isn’t it?Ss: Yes, it is.T: It’s a good day to go outside. Let’s go to a nature park today.Ss: Great!2 、 Say and doT: Let’s go with music, move your body and say the words loudly and quickly.(教师利用CAI在屏幕上快速地播放一些本单元的单词，让学生跟着音乐的节奏大声地读出单词并摆动身体)[评：教师通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。
复习环节教师从词汇复习入手,通过复习单词热身，使一贯气氛沉闷的复习课有了新鲜的气息，从一开始就吸引了学生的注意力。
只是在呈现时只出现独立的单词，如果能把与复习内容相关的句子融入，有目的地连接更有效。
]二、Lead-inT: The nature park is so fun. There are many nature parks in my hometown .Can you guess where’s my hometown? Let me show you some beautiful pictures.(教师利用CAI播放有关家乡的一些精美图片，让学生欣赏然后猜出家乡的位置)T: Where is it? Can you guess?S1: It’s in Shaoguan.T: You’re so smart. That’s right. My hometown is in Shaoguan. It’s a beautiful city.And I live in a small village. Do you want to go to myhometown?Ss: Sure![评：教师的设计目标定位准确，既立足于课本有不拘泥于课本，设计的情景贴近实际，给学生学习的动机，学生的积极参与，体现了教师驾驭课堂的能力。
[专题范文]英语教学案例分析(精选5则)
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[专题范文]英语教学案例分析(精选5则)英语教学案例分析英语教学案例分析（一）：whalesAreNotFish现场观察与分析一、背景?1、上课时光：2001年2月15日2、上课地点：奉贤县钱桥中学初一（2）班3、学生状况：30位来自远郊农村，5位外地借读生，1位三峡移民。
学生英语基础普遍较差，理解潜力较差。
4、知识背景：学生在第一课Themoon中已学会了单音节和双音节形容词比较级的用法，并在教授Drill1时讲明了比较级与最高级的构成法规则相同，掌握了good，much，many，bad，little等形容词的比较级和最高级。
5、教学资料：whalesAreNotFish七年级第二学期LessonTwo第一教时?6、教学目标：能掌握单音节和双音节形容词的最高级的用法；能归纳总结形容词原级、比较级、最高级的用法并能理解运用。
?7、预期目的：传统的语法教学中，教师往往给出语法规则，然后让学生操练、套用规则以到达巩固目的。
这对学生来说，属于理解性学习方式。
这样的教学，学生的主体性没有得到充分发挥，课堂气氛较沉闷，学生较易感到枯燥乏味。
因此，我想将探究性学习方式渗透在课堂语法教学中，创设情境，让学生发现语法规则，巩固规则，运用规则，从中发展学生的探究潜力、创新精神。
?二、设计意图、教学片段及诊断分析“探究性学习”强调的是以学生为主体，问题为中心，研究为手段，实践为途径，过程体验重点，创新精神和实践潜力培养为目的的一种学习方式。
在本课设计时，我力求将上述特征体此刻课堂教学中。
我发现，研究性学习实施时三个相互交叉推进的阶段-进入问题情景、实践体验、表达和交流与外语教学“3P模式（Presentation-Practice-Production）”是相通的。
因此，我在Presentation这一阶段中，从身边的事物出发，创设情境，引出最高级，激发学生探求最高级使用规则的欲望并归纳总结（即发现、探究问题）。
小学英语_【课堂实录】Theywereactiveinclass-教学设计学情分析教材分析课后反思
小学英语五年级上册Unit 1 Teachers’ DayLesson 3 They were active in class.教学设计五上Unit 1 Teachers’ DayLesson 3 They were active in class.I.Analysis of the lesson:Unit 1 is about Teachers’ Day. In this unit, we will learn howto describe people’s appearances and characteristics and talk about what people were like in the past. Lesson 3 is mainly talking about people’s looks and characters in the past and present tense. At the same time, help them improve the reading skills, then they can usethe correct strategy to read a passage properly.This topic is very close to our daily life, so students must be very interested in it.II.Teaching goals:1. Knowledge goal：Students can read and say the following words and sentences: were, pupil, ago, but active, naughty, smart. They were active in class.They were naughty. They were smart. Now they are tall and beautiful.2. Ability goal：1) Students can describe people’s appearances and characteristics inthe past and present tense.2) Students can use the correct strategy to read a passage properly.3. Emotion goal：Call out students’ respect for teachers.III. Key points and difficult points:1.Key point: talk about people’s looks and characters in the past tense.2. Difficult point: distinguish the different use of were and are.Ⅳ.Teaching procedures:1.Greetings.2.Enjoy a song: Happy Teachers’ Day3. Revision:Sharp eyes: Say the adjectives and sentences as quickly as you can. 4. Free talk: Who is your favorite teacher?What’s he/she like? What was he/she like?【Purpose: Review the original knowledge and lay a foundation for the new lesson.】1.Show the first picture and introduce Mr. Wang. Ask: Who are they? They are Mr. Wang’s pupils. They were in his class ten years ago.2. Read quickly and answer: 1)Where are Mr. Wang’s pupils now? Why?2) Is Mr. Wang happy? They are back at school. Today is Teachers’ Day. Mr. Wang’ s pupils come back to see him. Yes, he is.【Purpose: Have a general idea of the text.】4. Show the second and third picture of the text. Mr. Wang is very happy, because his pupils come back to see him. Mr. Wang finds his pupils change a lot. So what are the changes of Mr. Wang’s pupils?5. Read paragraph 2&3carefully and answer the question:1)What were the boys like ten years ago?A. They were active in class.B. They were tall and strong .C. But sometimes they were naughty.2)What about the girls? What were they like then?A. They were naughty, too.B. They were smart .C. The girls were thin then.6. Read and answer: What do Mr. Wang’s pupils say?They say Happy Teachers’ Day!【Purpose: Lead students to know more information about the text.】1. Watch the cartoon and follow.2. Read in groups and everyone chooses your favorite paragraph to retell.3.Let’s write：1）read the words; 2) fill in the blanks;3) check the answer; 4) then read the sentences together.4.Read the article and answer with √or ×．(This is a diary written by one of Mr. Wang’s pupils.)I’m very happy today. I’m back to school. My favorite teacher is Mr.Wang. He was young ten years ago, but now he is old. My classmateswere naughty then. Now they are tall and strong. The trees were short then. Now they are tall. The desks and chairs were new then. Now they are old. How time flies! Everything changes. I love my teachers and my school forever.1)Mr. Wang was old then. ()2)My classmates were naughty then. ()3)The trees are short now. ()【Purpose: Practice the text in different ways and evaluate the learning effect.】1.Look at the blackboard and review the key sentence patterns.2.Emotional education: From this lesson, I think we should learn torespect our teachers. There are many ways to respect our teachers. You may come back to school to visit your teachers in ten years, or you may study hard now. You should listen carefully in class and finish your homework on time. Yes or no?3.Homework:1)Read the text fluently.2)Find more old photos of your families and describe what they werelike then.【Purpose: Consolidate what they have learned in class.】【Blackboard design】Unit 1 Lesson3 They were active in classThey were active in classBut sometimes they were naughty.They were smart.小学英语五年级上册Unit 1 Teachers’ DayLesson 3 They were active in class.学情分析Unit 1 Teachers’ DayLesson 3 They were active in class.学情分析五年级学生学了两年英语，大部分学生已经建立起对英语的学习兴趣。
小学英语如何让进行游戏教学设计5篇
Guess!”学生就会兴趣很浓厚了，他们都想让自己猜对，所以那时他们的注意力是集中的，他们可以猜“It'son/in/beside/behind/under……”这样他们就掌握了这些介词了。
,moon, star等单词，教师可用简笔画帮助教学，既生动，又形象。
3、让学生拼读单词。教师把所学单词书写在黑板上或卡片上，让学生拼读，掌握单词是由哪些字母组合而成的。
4、让学生想其读音和构成。通过以上三个步骤的训练，所学单词的读音和构成已基本上在学生大脑中形成。这时要求学生想一想所学单词读音和字母组合，主要是加深印象，让学生记牢。
What’s S1 doing? S2:S1 is hopping. Ss: What’s S2 doing? S3: S2 is ….
5.游戏活动的设计必须考虑在课堂中的作用。通常，导课时的游戏能激发学生的学习兴趣和调动学习的积极性;课中的游戏起调节教学节奏，缓解学生压力的作用;结课时的游戏则能达到学以致用的目的。因此，教师还应根据教学目的考虑游戏安排在哪个环节能发挥出效果。
1. 游戏前，教师应该非常熟悉游戏，充分准备好游戏材料，布置好活动场地。教师要根据不同游戏形式的具体要求，为学生分配好坐的位置或排好站的队形。
2.教师在宣布游戏规则时一定要做到言简意赅。如果有必要，教师应该做出示范，甚至组织学生试玩一次，以便游戏活动能够有条不紊的进行，从而达到预期的效果。
3.在游戏活动过程中，作为参与者的教师要自始至终地保持满腔热忱，鼓励学生积极参与。教师应该根据不同层次学生的不同需求，提供不同的帮助，使每个学生都能在各自的水平上获得进步。
人教版五年级英语上册unit4 part a lets learn 教学设计教学实录
Unit 4 What can you do?一、Teaching content : Part A Let’s learn二、Teaching aims: 1. students master the key words and sentences in lets learn.2.students can use the key words and sentences in the real situation.三、The key and difficult points: students master the key words and sentences in lets learn.四、Teaching processes:课堂实录Step 1 Warm up1.Good morning boys and girls.Hey, everyone,shall we begin our class?2.Wow today we will learn unit 4 what can you do.Follw me.What can you do?3.First,let’s catch the plane.Let’s begin.Did you catch it?Who catch it?Wow,boys and girls,you did a good job.Step 2 presentationNow i wanna introduce you somebody in my mind.Look!so beautiful! DO you know who she is.YES,she is Yang Liping, a beautiful lady,a very famous dancer,who is famous for peacock dance.So what can she do?Look,who is she? Can you guess?Yes, she is wang zhaojun, one of the 4 beauties in ancient time of china.what is in her hand ?do you know?What can she do?Wow, do you know him? Yes ,he is chenglong,jacky chen. What can he do? How about this girl? Do you know her? She is one of my students. She is very good atdrawing cartooons.What can she do?who can tell me?Do you remenr what can she do?Who can answer mebe？You try. Good boy.Dance dance ,listen to the record.read it one by one . a a a aaa an an an ananan dance how aboout this word? Clever boy.I have a question for you. Who can dance in our class?Wow what can jacky chen do? He can do kungfu. Clever girl.Do kungfu do kungfu ,listen to the record.read it one by one .u u u aaa ng ng nnn As we all know ,jacky chen is a kungfu star. Any other kungfu star do you know? Who is your favorite kungfu star?Maybe look at this. Do you know them? This is... he is famous all over the world. This is li lianjie, do you see his movies?i like his movie shao lin si.this is hong jinbao? Do you know him？When i was very young ,i saw lots of his movies.who is he? Do you like him?They are kung fu stars . they can do kung fu.Look at wang zhaojun. What is in her hand? Pipa . what can she do? Yes she can play the pipa.Play the pipa, play the pipa ,listen to the record.read it one by one . ay ay ay aaa pl pl pl play play play . wangzhaojun can play the pipa.can you play the pipa? What is this musical instrument. It is erhu.Can you play the erhu? What other musical instrument do you know?I sing twinkle twinkle little star and opera house . Can you guess what can i do? Yes ,I can sing English songs.maybe lets listen to a song. Is it an chinese song? Is it a english song?yes it is an english song . listen carefully .how about this one?so we can say they are english songs. Can you sing english songs?..... I can sing english songs.i i i iii o o o ooo I can sing chinese songs.Ican sing a french song. I can sing a japanese song.Do you remenber what can she do?Who can answer me？You try. Good boy.Draw cartoons , draw cartoons listen to the record.read it one by one . dr dr dr drdrdr aw aw aw ooo oo oo oo uuuI have a question for you. There are two groups of pictures ,which group is the cartoon？What other cartoon charactors do you know?板书what can jacky chen do?What can yang liping do?What can wangzhaojun do?What can i do?What can liu yifan do?who can fill in the blanks?Now i say you do draw cartoons sing english songs play the pipa,do kungfu danceLets say them out together.Now lets go to game 2 flashing cards ,speak out the phrases when the picture comes out.Wow ,boys and girls ,just now we talked about what others can do. Now lets talk about us.What can you do？You can answer i can ...now practice in groups of 4 ,one asks and the other 3 answer and act.maybe these words can help you.Time is up. Stop here.Which group want to show us?Clap your hands for them.Thank you so much.Now lets make a book. Im zhang san,i can sing english songs. Im li si,i can play the piano. Just like this ,you will dran and write.shall we begin?when the music stop ,and you will stop. Ok?I make a cover for you. This is our book ,right?Now look at today’s homework.I have the last question. What have you got today?Class is over. Goodbye students.。
教研实践记录小学英语(3篇)
第1篇一、背景介绍随着我国教育改革的不断深入，小学英语教学逐渐成为关注的焦点。
为了提高小学英语教学质量，我参加了本次小学英语教研实践活动，旨在通过实践探索，提升自身的教学水平和学生的英语学习效果。
二、教研实践过程1. 学习与研讨在教研实践初期，我们首先对小学英语课程标准、教材以及教学方法进行了深入学习和研讨。
通过查阅相关资料，我们了解到小学英语课程标准对学生的英语素养提出了明确的要求，包括听、说、读、写四个方面。
同时，我们分析了教材内容，明确了教学目标和重难点。
2. 教学观摩为了更好地了解优秀教师的课堂教学，我们组织了教学观摩活动。
在观摩过程中，我们关注了教师的课堂组织、教学方法、学生参与度等方面。
通过对比分析，我们发现优秀教师的课堂教学具有以下特点：（1）注重学生主体地位，关注学生的个体差异；（2）创设生动有趣的课堂氛围，激发学生的学习兴趣；（3）运用多种教学方法，提高学生的英语实际运用能力；（4）注重评价与反馈，及时调整教学策略。
3. 课堂教学实践在观摩学习的基础上，我们开始进行课堂教学实践。
以下是我们实践过程中的一些具体做法：（1）课前准备：认真备课，设计符合学生认知水平的教学活动，准备教具和教学资源。
（2）课堂导入：运用游戏、歌曲、图片等手段，激发学生的学习兴趣，吸引学生的注意力。
（3）课堂教学：根据教学目标，采用多种教学方法，如情景教学法、任务型教学法、合作学习等，提高学生的英语实际运用能力。
（4）课堂评价：关注学生的个体差异，及时给予评价与反馈，帮助学生调整学习方法。
4. 教学反思与改进在课堂教学实践中，我们不断反思自己的教学行为，总结经验教训。
以下是我们对教学实践的反思：（1）关注学生个体差异，因材施教。
在教学中，我们要关注学生的个体差异，针对不同学生的学习需求，采取不同的教学方法。
（2）创设生动有趣的课堂氛围，激发学生的学习兴趣。
教师应运用多种教学手段，如游戏、歌曲、图片等，营造轻松愉快的课堂氛围。
科普版五年级下册英语教学设计一等奖
科普版五年级下册英语教学设计一等奖2、科普版五年级下册英语教学设计一等奖4、科普版五年级下册英语教学设计一等奖教学目标1.学会词汇learnt these dancer2.能听懂会说Unit 1这篇对话。
3.学习目标语句：Did your grandma learn English? Yes, she did. /No, she didn’t.4.能口头运用Did your grandma learn English?这类语句询问过去的行为，并能口头运用Yes, she did./No, she didn’t.回答。
教学重点：学会词汇learnt these dancer教学难点：运用目标语句She danced in lots of Chinese cities .Did she learn any foreign languages? Yes, she did. /No, she didn’t. He was a dancer .谈论过去。
教学过程：Step1.预习检测根据所给单词，补全句子。
1. Sam wasXXXXthen.Now he isXXXXX.(short tall)2. My motherXXX XXXXXXthen.Now sheXXX XXX.(old young)Step2.合作探究，学习课文。
1.听课文录音，理解课文大意。
2.小组内学习课文。
3.师解决疑惑。
4.学生自己读课文，找出下面问题的答案。
Who are they ?Why is she wearing these clothes?Did she learn English?Step3.巩固练习完成课本第三部分。
.练习检测5、科普版五年级下册英语教学设计一等奖一、教学目标：1、知识目标：能够认读书写单词：same , circle ,2、能力目标：能运用句型Line A is longer. Is line A the same as line B?I think so. I don’t think so.通过事物的比较发表自己的看法。
小学英语课堂实录——如何有效地进行听说训练
小学英语课堂实录——如何有效地进行听说训练在小学英语教学当中，听说训练一直是最为重要的环节之一。
许多学生都因为听说不够理解，而在日后的英语学习过程中遇到挫折。
那么，在小学英语课堂中，如何进行有效的听说训练呢？一、营造英语氛围课前播放英文歌曲，课间活动进行英语问答，增加英语氛围，激发学生对英语的兴趣和好奇心。
可以在教室内挂上英文海报，将单词图片贴在教室周围，或者在墙上准备一个英语词汇墙，每周更新新词汇。
同时，鼓励学生使用英语进行日常交流，让他们感受到在英语环境下交流并不可怕，并且英语并不是一件让人感到烦躁的事情。
二、轻松自然的口语练习在小学英语教学当中，口语练习并不需要特别严格的要求。
老师可以通过简单的对话，引导学生使用英语进行简单交流。
教师可以让学生组成小组进行小组练习，鼓励学生随意发挥，充分发挥自己的想象和创造力。
同时，在口语练习中也可以通过发音练习来提高学生的口语水平。
可以为学生准备绕口令、童谣和对话，让学生在游戏中体会纯英语环境下的对话氛围。
在绕口令、童谣和对话练习中，注意操练小组各自表情动作和语音语调，增强学生对英语的理解。
三、活动化的沟通训练除了口语练习，多样化的活动也是非常有效地进行听说训练的一种形式。
教师可以准备一些小组活动，让学生在活动中进行语言交流。
比如，每个小组分别准备一篇英文童话，并为其他同学讲述，让学生在讲述童话的过程中同时发挥语言组织的能力；或者，让学生分别饰演各种角色，参加一场英语戏剧表演。
在这些活动中，学生必须要通过语言沟通进行交流，这种沟通训练对于学生的口语训练非常有益。
四、培养学生自学意识教师不仅应该在课堂上进行英语听说训练，还应该帮助学生养成自主学习的习惯。
教师可以通过英文电影、英文歌曲、英文书籍等方式去丰富学生的英语阅读和听力素材。
教师可以开展阅读基础教学，并鼓励学生利用互联网找到自己感兴趣的英文素材，并进行阅读。
通过这种方式，学生可以自主学习，积累更多的英语语言材料。
人教版PEP英语五年级下册《unit 3 my school calendar》教案
人教版PEP英语五年级下册《unit 3 my school calendar》教案一. 教材分析《人教版PEP英语五年级下册》第三单元的主题是“My School Calendar”，主要学习日常的英语表达以及学校活动的描述。
通过本节课的学习，学生将能够掌握表示日常活动的时间表达方式，以及描述学校活动的相关词汇和句型。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析五年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些表示时间的词汇和句型的掌握还不够熟练，需要通过课堂上的操练和巩固来提高。
此外，学生的学习兴趣和积极性对英语学习的效果有很大影响，因此在教学过程中需要注重激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握表示日常活动的时间表达方式，以及描述学校活动的相关词汇和句型。
2.能力目标：学生能够听、说、读、写关于日常活动和学校活动的英语句子。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
四. 教学重难点1.重点：表示日常活动的时间表达方式，以及描述学校活动的相关词汇和句型。
2.难点：正确运用所学的词汇和句型描述学校活动。
五. 教学方法采用情境教学法、任务型教学法和分组合作学习法。
通过创设情境，让学生在真实的语境中学习英语；通过完成任务，让学生在实践中运用英语；通过分组合作学习，让学生在互动中提高英语交际能力。
六. 教学准备1.准备教材、课件和教学道具。
2.设计好课堂活动任务。
3.准备一些关于学校活动的图片和视频资料。
七. 教学过程1.导入（5分钟）通过提问方式复习表示时间的词汇，如morning, afternoon, evening, morning break, lunch time, afternoon break等。
然后引入本节课的主题“My School Calendar”，让学生猜测本节课要学习的内容。
(完整)小学英语课堂教学评价及案例分析
小学英语课堂教学评价及案例分析［课堂实录1］小学三年级的一节词汇课上，一位男生看着教师单词图片说：“ruler!”，声音响亮，发音准确。
教师马上向他竖起两个大拇指，并向全班学生说：“Good，Good，very good！”课堂上马上响起了整齐又响亮的拍掌声。
这样的评价课堂上出现了十几次。
［课堂实录2］在五年级的课堂上，同桌之间按教师的要求进行pair work,，然后教师请一对学生表演，学生表演后，教师向全班学生说：“Great，great，excellent ！”。
全班对两个学生说：“Great， great， excellent！”声音不太响亮，也不太整齐。
［分析］以上两种现象，教师们应该都可以为常了。
不知从什么时候起，小学英语课堂掀起一种学生齐声表扬之风，一堂课下来，有不下十余次这样的表扬。
开始时，学生们兴趣勃勃，但随着年龄的增长，年级的升高，他们的声音由高到低，掌声也渐渐稀落。
究其原因，是因为学生对千篇一律、机械的表扬声方式开始厌倦、感到乏味。
因此他们参与评价的积极性便消失了，被评价的学生也感受不到表扬的音悦了。
这说明：评价语言不宜单一、机械化。
［建议］一、评价语言丰富化作为课堂教学的重要组成部分，英语教师的课堂用语可以为学生提供良好的可理解的语言输入，可以让学生在教师的话语中不知不觉地了解英语。
因此教师应用丰富的表达方式对学生评价，尽量是用一些描述性的语言体现语言的运用。
如“a clever girl,Wonderful！Nice picture！Well done！Good！Good idea！”这样才有利于学生充分体验语言的多样性，感觉学习的喜悦。
二、评价方法人文化另外，根据年龄特征，低年级学生教师需要通过适当的引导让学生对同伴南行评价，而高年级则不需要这样同声、同步和公式化的表扬，这样会让学生感到走过场的感觉，教师只要对学生出色的表现表示真诚的欣赏与鼓励，学生的积极性就会得以激发和保持，例如一张小贴画，一个亲昵的抚摸，一个鼓励的手势，一个真诚赞赏的眼神，更能让教师与学生情感真实的交流。
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小学五年级英语教学实录5篇教育者有目的有计划有组织的对受教育者的身心发展进行教化培育，以现有的经验、学识推敲于人，为其解释各种现象、问题或行为，以增长能力经验。
以下是给大家整理的内容，希望大家能够喜欢!小学五年级英语教学实录1xxxxxip】一、教材内容分析本课时的教学内容为新起点五年级下册第五单元教材第56-57页内容，即：Get ready, A Listen and tick, B Chant andsay和C Let’s write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词：went to the beach, drankcold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, boughtsome gifts, saw xxxx, tookxxxxs等短语;让学生通过看、听、选择等途径来感知并学习这些短语。
B部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会It wasboring. 等句子在交际情境中的运用。
C部分是学生根据语境，使用恰当的词语填空。
二、学生情况分析五年级的学生在本套教材第八册的第三单元学习了Travel Plans学习了sea, ski, eat xxxx, visit the MogaoCaves, West Lake, row a boat, the Great Wall, takephotos等描述旅游景点名称及相关活动的单词和短语，学生能够用We can …初步表达在风景名胜中所从事的相关活动。
这些为本节课的顺利开展打下了基础。
三、教学目标通过本节课的学习，学生能够达到以下目标：1. 能够听懂、会说went to the beach, drank cold drinks, swam in the sea, ateice-cream, went to the Stone Forest, bought some gifts, saw xxxx, tookxxxxs等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。
2. 能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to … I xxxx … 等操练本单元的重点词汇。
3. 能够根据语境选择单词的恰当的形式填空。
四、教学重难点教学重点：能够听懂、会说went to the beach, drank cold drinks, swam in the sea, ate ice-cream,went to the Stone Forest, bought some gifts, saw xxxx, tookxxxxs等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。
教学难点：能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to … I xxxx … 等操练本单元的重点词汇。
五、教学步骤1. 热身(唱一唱)T: Good xxxx, boys and girls.Ss: Good xxxx, Miss Fan.T: Look at these xxxxul xxxxs. Where is it? (点击课件，出现三亚风景图片)Ss: Sanya.T: Great! Is it a xxxxul place?Ss: Yes.T: Did you go to Sanya?Ss: Yes. / No.T: When did you go Sanya?S: I went there …T: __ went to Sanya. Our friend——Bill went to Sanya, too. What did Bill dothere? Let’s have a look.设计意图：开门见山，直入正题。
2. 学习(学一学，练一练)(1)单词教学①教学went to the beachT: Where is it? (点击课件，出现海滩)S: 海边/沙滩T: Yes. It’s beach. (点击课件，出现beach 单词) How to read the word? (出现teach, each)学生读单词，根据旧单词试着拼读新单词。
设计意图：用旧单词学习新单词的方法，培养学生学习能力。
T: /bi:t?/S: /bi:t?/T: Do you like the beach?S: Yes.T: What can you see there?S: I can see the sea, the sand and …T: Is it xxxxul?Ss: Yes.T: It’s so xxxxul, so Bill went to the beach. (点击课件，出现went) went to the beachSs: went to the beachT: Look at the xxxx. Bill went to the beach. Who else went to thebeach?Ss: Bill’s xxxx.T: You are right. You should go to the beach with your xxxx.设计意图：在学习的过程中适时进行安全教育是必须的。
T: Who went to the beach in our class?S: Me.T: Bill went to the beach. __ went to the beach, too. What did Bill dothere?设计意图：在说周围同学的经历的时候，同时也是巩固新学的动词过去式。
②教学swam in the seaT: The sea is blue. It’s hot. Bill swam in the sea. /sw?m/S: /sw?m/T: Bill ________. (教师引导学生说图)S: Bill swam in the sea.T: Did you swim in the sea, __?S: Yes.T: __ ____. (教师引导学生用学过的动词过去式短语说句子)S: __ swam in the sea.③教学drank cold drinksT: Bill swam in the sea half an hour. He was tired. What did he do then?Look! (点击课件)He ____. (教师引导学生说句子) Drank hot drinks?S: No.T: Bill drank cold drinks. /dr??k/S: /dr??k/T: Can you drink cold drink after xxxxes?S: No.T: xxxxg cold drinks after xxxx is not good for our body. You shoulddrink warm water. Right?S: Yes.T: Did you drink cold drinks in last summer?Ss: Yes. / No.T: After Bill drank cold drinks, he swam in the sea again. He swam and swam.Half an hour, he was tired again. What did he do?④教学ate ice-creamT: Look! (点击课件) He ate ice- cream. /eit/S: /eit/T: What does a—e say?Ss: It says /ei/.T: OK. Was Bill right?S: No.T: What should he do?S: He should drink warm water.T: Clever.⑤教学went to the Forest StoneT: Bill went to Sanya. What about Lily? Where did Lily go? Look! (点击课件) Where is it?S: xxxx.T: Good job. Did Lily go to xxxx with her xxxx?S: No.T: Who?S: …T: Lily went to xxxx with her uncle’s family. Where did Lily visit? Look!(点击课件)Where is it?S: 石林T: the Stone ForestSs: the Stone ForestT: The Stone Forest is very xxxxul. Lily went there. Who went there in our class?S: Me.T: What did you do there?S: … (教师帮助学生用过去式表达)⑥教学saw xxxxT: Look! What are these?S: xxxx.T: xxxxul?S: Yes!T: Lily went to the Stone Forest. The xxxx were there. Lily saw xxxx./s?:/S: /s?:/T: I saw many xxxx. Did you see xxxx? (手指课件上面的花儿)S: Yes. I saw xxxx.⑦教学took photosT: What did Lily do after seeing xxxx? (点击课件，出现词组和旧单词)S: took photosT: You are so clever. Who took photos for Lily?S: Lily’s uncle.T: Good. Did you take photos when you had a trip?S: Yes.T: OK. We will talk about your photos.⑧教学bought some giftsT: When Lily’s trip was over, she went to a shop. What did she do? (点击课件) S: bought some giftsT: Right. What did she buy?S: She bought some gifts.T: Super.(2)Listen and tickT: Now open your book and turn to P57. Let’s listen and tick. Take out your xxxx. (点击课件)学生听音，打勾，班内校正，及时评价。