五年级教学备课教案

1、五年级教学备课教案学期备课一、教学内容分析新标准英语六册书共十个模块，每个模块有三个单元。一、二单元是语言呈现和语言扩展，第三单元是语言练习，这册书并不是单纯的语言教材，而且具有丰富的文化内涵的语言教材，这套教材在培养学生的英语语言能力的同时，以素质教育为核心，以提高学生的全面素质为根本目的，促进学生听、说、读、写等技能方面的全面发展。开发学生的潜力，培养创新精神。二、 教学目的要求1 逐渐形成学英语的兴趣和爱好，形成在动态，真实环境中使用英语进行活动的积极性。2 运用英语与老师和同学进行初步的日常口头交际。3能参加运用英语组织和发展的日常课堂教学和生活游戏及其他课内外活动。4 能听懂简单的指

2、令并作出适当的反应，读懂简单的英语歌曲，背诵一些英语诗歌和歌谣。5 养成良好的书写英语的习惯。三、 教学重难点重点：1 学习日常会话能听懂会说每单元的会话2 能听懂会说、写本册的生词难点：语法现在完成时，一般现在时，过去时，将来时的理解及运用。四、 教学措施教学方法有情景教学法，问答法，操练法，游戏法1 教学会话时，要全身心进入角色，让学生仿佛置身于实际情景中，从而体会和理解会话的含意。2 利用实物做教具，实物有着独特的颜色，形状，性质等特征，教学词汇，句型时，也要利用课中会话的情景或卡片，图片及其他可以得到实物，使学生边学边体会所学词语在实际生活中的运用。3 课堂上创设丰富的游戏活动，激发学

3、生兴趣，如传话抛物，竞赛游戏等。五、 教学时间分配。每周三个课时，一个模块需要3个课时，共十个模块需要30个课时，需要10周时间就能结束功课。剩余时间为复习时间。唐坊镇第一小学电子备课教案学科英语年级五课题：Moduel1 Unit1 We lived in a small house.主备人：孙小苗备课时间：教学目标：语法：在一般过去时运用规则动词和不规则动词的过去式,在一般现在时中运用不规则动词的第三人称单数及复数形式语言:1.We lived in a small house . 2.a programme about China 3.very differrent in 4.in a

4、big house 5.Thank you for talking to us .教学重难点：比较过去与现在的生活课前准备：录音机修改与补充教学过程：Step1. Warmer Sing English songs. Step2. Revision教师和学生热情的打招呼，欢迎学生假期归来，学生之间互相问好，教师可以问学生Did you have a good time in your holidays?Were there any happy things in your holidays ?What did you do in your holidays ? 教师找几个学生起来说一说，并对每

5、个学生的回答予以反馈。Step3; 导入：T: Do you know lingling,? Ss: Lingling is still in England with Sam and Amy . They are talking about China.Step4 Presentation：活动1：看，听，学1、让学生看图。用中文提问，例如：第一幅图中Lingling 在看什么？他们在看什么节目？2、出示几张现代生活的图片，引出相应的句型。There are lots of buses and cars. We live in a big house. We have got lots of

6、 food.3、再出示几张几十年前的图片，引出句型：There weren't any buses. We lived in a small house.We didn't have enough food.4.总结现在和过去“有”和“没有”的区别。 Step5 Learn the text.1.自读课文，小组内讨论解决难点。2.检查讨论情况，解决共同的难点。3.点读笔领读两遍。4.朗读课文，组内分角色读。5.小组展示。Step6 Extension让学生看图描述图画。注意过去式和现在式的区别用法。小组之间展开比赛，评出优生小组。Step7Homework：1朗读课文三遍。 2

7、 默写四会单词。教后记：唐坊镇第一小学电子备课教案学科英语年级五课题：Moduel1 Unit2 She didn't have a television.主备人：孙小苗备课时间：教学目标：语法：在一般过去时运用规则动词和不规则动词的过去式在一般现在时中运用不规则动词的第三人称单数及复数形式语言：She didnt have a television . last night .talked about her life many years ago .cooked on a fire . in the fields .miss my grandmother .教学重难点：谈论人们过去

8、与现在的生活。提高学生英语口语水平，和运用英语的能力。课前准备：录音机修改与补充教学过程：Step1. Warmer Sing English songs. Step2:Revision 将学生分为四大组分别扮演Amy ,Lingling ,old lady interviewer，看图说话或给动画配音，鼓励学生加上适当的动作和表情。回顾学过的知识。Step3:Lead in 导入：玲玲给大明写了封信，介绍了昨天晚上观看的电视节目。你想知道她说了些什么吗？Step3 Presentation：活动1：看，听，学1、让学生看图。用中文提问，从图画中看到了什么？2、告诉学生你将放对话录音。放两遍录

9、音。让学生跟读录音模仿正确的语音语调3老师讲解课文，逐句领读，纠正学生的发音，并引导学生通过看图及老师的肢体语言理解课文大意。4利用肢体语言出示短语。如：last night . talked about her many year s ago .cooked on a fire . in the fields . miss my grandmother .让学生看图，老师领读短语并配带上动作，学生通过老师的肢体语言就会明白短语的意思了，师逐句领读短语，让学生掌握正确的语音语调。Step4:Practise in pairs 小组内互相帮助，突破重难点短语。带上肢体动作。帮助理解短语。Step

10、5:Game 游戏：抛物游戏，师和学生一起说短语边说边传物，传到谁的手里谁就说短语。Step6 :Extension老师和学生一起讲述信的大意。看谁描述的简练，语言准确简练。好的并以小贴画以奖励。Step 7:Listen and say ,then chant .先播放录音，让学生熟悉它的韵律，并且教师解释它的大意，B 逐句领读句子，学习歌曲和韵诗，必须让学生学会每个词，每个句子，把音发准，注意一些连读和失去爆破的地方，否则把音全部发出来，唱起来是非常别扭的，也随不上节奏。学歌词的音会才能通过听录音和活动来巩固掌握歌曲。C 跟录音齐唱歌曲。注意掌握它的节奏。D 小组间展开朗诵比赛。说的最好的

11、小组得分，最后评出这节课的优胜小组。发放贴画等奖品激励。Step8:家庭作业:1 读课文三遍. 2 听写单词并改错。板书设计: Module 1 Unit2last night . talked about her many years ago cooked on a fire . in the fields . miss my grandmother .教后记：Module 2 Grandparents二小 张玲Module2 Grandparents 单元备课Unit1的教学目标：1、 学习目标语句：Did your grandma learn English? Yes, she did.

12、/No, she didnt.词汇：these, dancer, lots of ,clothes.2、 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 didnt.回答。3、 识别词汇：these, dancer, lots of ,clothes. 书写：dance，learn。Unit2的教学目标：1、 学习目标语句:Ten years ago, Mr Li was a teacher. Hes retired now. 单词： class，study，hard, retired2、

13、能口头运用：Ten years ago, Mr Li was a teacher. Hes retired now. 说明过去和现在状态和行为的区别。3、 识别单词: class，study，hard, retired 书写： his，an ,pupil4、 学习感知字母组合aw, air, ass在单词中的发音，通过朗读含有这些字母组合的单词，让学生感知发音规律。5、 学习本课歌谣，这项内容不作具体要求，让学生根据自己的情况学习与掌握。Unit 1 She learnt English.一、教学目标（一）知识目标能正确使用一般过去时谈论过去的职业及学习语言情况，同学之间互相了解昨天发生的事情

14、。1、识别词汇：these, dancer, lots of ,clothes. 书写：dance, learn .2、过去式：is was dance danced learn- learnt .3、构词法：dance dancer drive- driver.4、学习目标语句：Did your grandma learn English? Yes, she did. /No, she didnt.并能口头运用这类语句询问过去的行为，并回答。5、时态：一般过去时 一般现在时,现在进行时(二)、能力目标：利用一般过去时态描述假日，来培养学生综合运用语言的目的。(三)、情感、文化目标：在教学过程

15、中培养学生学习兴趣，帮助学生树立自信心。同时学会与朋友一起分享自己的生活体验。通过比较人们的过去和现在，培养学生积极向上的学习态度和价值观，教育孩子们珍惜现在宝贵的学习机会。二、教学重点1、理解运用句型：Did your grandma learn English? Yes, she did. / No, she didnt.2、识别词汇：these, dancer, lots of ,clothes 书写：dance, learn .3、过去式：is was dance danced learn- learnt .4、构词法：dance dancer drive- driver三、教学难点理

16、解并运用一般现在时、一般过去时以及现在进行时描述事情；四、设计理念：我所执教的学生是小学五年级的学生，他们已经学习了一般过去时，学完了第一单元，因此本节课不以动词过去时的学习为主，而是以真实交际、运用为主。五、教学准备：课件、单词卡片、录音机六、教学过程1、Warm upT: Do you like watching TV?S: Yes, I do.T: (do the action) Im watching TV.(复习现在进行时)2、呈现（Presentation）Have a guessing game.Look at the picture, what is she? Can you

17、guess?依次问复习职业 teacher, driver, farmer, dancer) （设计意图：一个guessing game激起学生的兴趣，能很快融入到课堂，并复习了职业为学习dancer做了铺垫。）3、New Teaching(1)、Show the picture of Yang Liping, ask: What is she?引导学生回答：She is a dancer. (教学dancer这个单词 dance dancing danced dancer)T: Shes a famous dancer. She danced in lots of lots of Chine

18、se cities. T: Do you like dancing?S: Yes, I do. / No, I dont.Let one student act. Look, she is dancing. （设计意图：通过杨丽萍的跳舞图片让学生练习dancer 并很自然的学习了danced。） 让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。(2) 、Show my photo. Introduce: Five years ago, I was a student. I learnt English.(用卡片教授 learnt并练习)T: Do you

19、 like learning English? S: Yes, I do. （设计意图：通过我学生时的照片，教授learnt 和foreign language） T: And we are learning English now.(教学learn这个单词，let students make sentences: learn Chinese.)T: We are learning English now. But did your mother learn English?S: Yes, she did. /No, she didnt.T: She learnt English.(如果学生是

20、肯定回答，教师通过重复句子，引出learn的过去时learnt)learn learntT: Did your father learn English? S: Yes, he did. /No, he didnt.(如果学生肯定回答，可以重复He learnt English.) T: Did he learn any foreign languages? S: Yes, he did. / No, he didnt.（解释foreign languages的意思，并教读发音。）（3）通过板书重点句型，让学生自由对话练习。T: Did your grandpa learn English?

21、S: Practice in pairs（4）T：Did Linglings grandpa learn English? Listen and answer these questions.(教学these这个单词。)a. Who are they?b. Why is Linglings grandmother wearing these clothes?c. Which language did she learn?d. What was Linglings grandfather?e. Did he learn a foreign language?Students answer tho

22、se questions.（5）Repeat after the tape.（6）Act it out4、操练与指导（Drilling and Counselling）（1）完成SB第一单元活动3，教师先做示范，然后同桌之间练习对话。（2）Game: “Guessing Game”：学生们三人，两个背对背，另一个与其一面对面。面对面的一个做动作一个问，背对的同学猜“Yes or No”,如下：S1: (Do action) S2: Did he/she play basketball? S3: Yes, he/she did. No, he/she didnt.做若干次这样的练习。（3）回顾知

23、识点，教师讲解本课学习中所存在的问题。5、 Home work :a. Read the text fluently , copy the tape as possible as you can.b. Make sentences with three new words.c. Do a survey:采访自己身边的长辈，请他们谈谈自己的过去和现在（包括工作，喜好，习惯等）然后根据采访得来的信息写一篇小短文，与其他同学进行交流。（设计意图：把过去式放在真实的情景中运用，巩固了本课重点。）七、板书设计: dance Did linglings grandpa learn English?danc

24、er Yes,she did.danced What is linglings grandpa doing now? Hes learning English.Module2 Unit2 Mr Li was a teacher.一、教学准备与分析1、教学目标（1）知识目标：a、Words: study hard retiredb、Sentences: Mr Li was a teacher. He studied very hard.c、识别并区分元音d、cpoem(2)能力目标a、正确使用一般过去时b、掌握单词的发音规律。2、教学重点：a、一般过去时的句型b、发音部分的单词3、教学难点：re

25、tired的发音二、课堂教学程序1、warm upT: Do you know Mr Song? The headmaster of Class 1?S: Yes.T: This class Ill tell you something about us.2、呈现（Presentation）(1)T: Ten years ago, Mr Song was a teacher in Middle school of Tang Shan. He taught Chinese. (教学taught这个单词 teach-taught)(2)T: I was a good student in his

26、class. I studied very hard.(教学study这个单词 studystudied,同时帮助学生理解hard的意思并教读发音。)T: Who studied very hard in Grade 1 or Grade 2?S: .studied very hard in Grade1/2.(通过询问让学生复习巩固重点句型。)（3）T: Now, Im a English teacher, we work in the same school. And we all teach you. Its very interesting. Yes?3、T: This class C

27、hen Hai will tell us a story about himself. Its more interesting. Lets have a look.OK?(1)Listen and answer the question:What does the word ”retired” mean?(2)通过听录音，理解课文，讲解retired这个单词。(3)make sentences with the word”retired”, eg:My grandpa was a worker. Now he is retired.Let students make sentences.(通

28、过学生说句子巩固单词。)(4)Listen and repeat(5)Read it in groups.4、操练与指导（Drilling and Counselling）Part 2 Look and say.Part 5 Game: look ,ask and answer.三人一组开展游戏，一人问，一人做动作，一人回答，来复习巩固一般过去时。5、发音部分(1) draw saw aw字母组合的发音 chair hair air字母组合的发音class pass ass字母组合的发音让学生自己通过读单词总结发音规律（2）Game:单词小博士把一些学过的具有此类发音规律的单词写到黑板上，学生

29、通过读单词，判断发音，写到相应方框下面。如：bear, pear, glass, grass(3) listen and repeat .6、poem(1) read the sentences, and learn the words: leaves, move, through(2) read and understand the meaning.(3) listen and repeat(4) say and do the actions.7、Homework：谈一谈自己或父母，朋友在过去和现在在学习、工作、生活等各方面的变化。Module3English food三小 蔡廷强模块备课本

30、模块主要是围绕英国的用餐习惯展开，了解的饮食文化.Unit1通过大明收到的一封电子邮件，询问别人一日三餐吃过什么的具体表达方法。What did she/he have for breakfast lunch dinner yesterday?she/he had.Unit2 继续学习过去式what did you eat/drank last night？同时之前已经学过的将来时I am going to eat/drank.tonight使学生灵活运用一般过去式和一般将来时。单元总体目标1. 用英语谈论饮食习惯。2. 正确运用一般过去式和一般将来时进行口语交流3. 了解英国的饮食习惯和饮食

31、文化学情分析及教学建议学生们乐于谈论，贴近生活，深爱孩子们喜欢的食物或水果。教学中尽量多设置真实情景，分角色表现，帮助学生轻松掌握重难点。单元分配Unit1 she had eggs and sausages 1课时Unit2 sam ate 6 hamburgers 1课时Unit1 She had eggs and sausages   一教学目标1、知识目标:（1）识别本课中的单词：egg , email ,sandwich, traditional,delicious 。书写fish egg2）听懂目标语句What did she have for lunch?口头

32、运用She had sandwiches.这类语句回答有关询问。2技能目标：朗读课文正确，语音语调准确、流利、有感情。3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。三、教学重点：认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。四、 教学难点：单词的识读sandwich delicious traditional六、教具：食物图片、单词卡片、短语卡片、录音机七、教学过程设计及简述：Step1情景交际Good morning boys and girlsT:Whats  your favourite food?T:My favourit

33、e food is noodles .And you ?可以以图片提醒学生回答。说出你喜欢的食物。Step2集中识词T:I had noodles this morning .What did you have for breakfast?S:I . had   T: 转述She had  . T:rice noodles dumplings are all Chinese food .Doyou know any English food?T:学生自由表达，老师出示相应图片。T:We will learn Module 3 English food U

34、nit 1She had eggs and sausages.学生齐读课题教师出示本节课的重点单词：sandwich delicious traditional fish chipsStep3新课呈现T:玲玲从英国给大明发了一封电子邮件，（ email）她向大明讲了英国的饮食习惯，现在我们就来听听玲玲都介绍了英国的哪些食物。Listen the tapeT:What food did lingling have in England?S:.(根据学生的回答，呈现三幅食物挂图)egg and sausages sandwichesfish and chips并领读。T：Now lets lear

35、n the new words逐一呈现单词图文卡片识读   email T：Whats an email?S:. T：Its a computer message You send it from one computer to another师示范读，领读、生分别读.最后由慢到快连续读这个单词。egg T：Whats this ? Its an egg.师示范读，领读、生分别读T：What are  these ?They are eggs.(两副数量不同的图片比较让学生分清名词单复数。)sandwich  sandwiches学习同eggT

36、raditional      Tra  di  tional化多为少教。师示范读，领读、生分别读T：Spring festival is  a  traditional  Chinese festival.  dumplings is   a  traditional  Chinese food. fish and chips is a traditional English dinner.(图片再次利用)Delicious

37、    De  li  cious化多为少教。师示范读，领读、生分别读T：eggsand sausagessandwiches fish and chips is delicious (分别出示图片) T：what  is delicious? S:  .Game(看口型猜单词)到前面五个同学，每人拿一个单词卡片，老师小声分别说这五个新单词，下面坐的同学和上来的五名同学要注意教师的口型大声说出和举起老师说的单词。比比谁反应快。Read the phrases.(卡片出示)Listen to the tape and

38、 follow it.Boys read Daming .girls read FanfanPractice  with your neighberT: What did lingling have for breakfast?  S : She had.What did she have for lunch? S:.What did  she have for dinner? S:.根椐学生的回答板书。看黑板训练重点句型师生互问Eggs  and  fish  Can you write them ?use “egg. f

39、ish” to make sentence.Step4模仿操练Game“街头访问”具体做法:四人一组，选一名同学做记者，其余同学做被访者，记者分别问三个问题What did  you have for breakfast?  What did you have for lunch? What did  you have for dinner? 被访者要以I.做出相应的回答。教师做记者示范。Practice in the groupsStep5  综合运用Act it out在每一组表演后，教师有所指向面向全体或其他不参与表演的同学提问：What did

40、she have for lunch/breakfast /dinner?S:.一轮以后，可以让学生发问。（既让学生有趣味中练习了本课的重点句型，使学生在情境中使用人称转换，激发学生注意倾听，又发散了学生的思维，让学生复习大量的有关食物的单词。）T：Do you like English food?S:Why ? 引导学生说出They are delicious.T： Whats  your favourite  English food?引导学生说出更多的英国食物。T：I like English food,but I like Chinese foodbest.Lots

41、 of  English like Chinese food .Step5   Homework:  做一个健康饮食的小调查。Unit2 Sam ate six hamburgers.一、教学目标：1能够听懂、会说并认读下列单词：hamburger、 egg、 sandwich、 delicious、traditional。能听懂会说句型：What did she /he have for breakfast/lunch/dinner yesterday?She/He had eggs and sausages/sandwiches/fish and c

42、hips.2能够运用所学句型向别人询问昨天一日三餐吃过什么。3. 了解国外饮食，分析与中国饮食的不同，增强学生的文化意识。从而形成正确合理的生活饮食方式。二、教学重难点：1.对一日三餐单词的掌握和运用。2.了解英语国家饮食习惯。3.询问别人和谈论自己的一日三餐的饮食三、教学准备： 图片、单词卡片、 课件 四、课时安排：一课时五、教学步骤一、情境交际Chant: Noodles and rice are very very nice.（师生边唱边做动作。）这是一首学生们已经学会的关于食物的儿歌。在课的开始与学生们一起说唱，既可以作为学生的课前热身，使学生可以很快地进入到英语学习的氛围中，又复习了

43、一些表示食物的单词，可为本课的学习做铺垫。T: What did you have for breakfast/lunch/dinner yesterday?S1: I had rice /noodles/cakes/meat/sandwiches/milk/fish and chips二、集中识词1）T: What are we going to learn today?T闪现多种食物类的单词，吸引学生的注意力，调动学生记忆单词的能力。Can you tell me some words about food you know?2）T:I ate .What did I eat last n

44、ight?鼓励学生用来猜测。注意反复纠正学生对过去时的发音。（教师板书主要的动词及过去时）eat-ate drink-drank have-had教师反问学生：What did you eat/drink last night?（教师板书重点句型）3)、学习主要的动词过去时(eat ate drink drank )(注意在讲新单词时对音素的分析与学习,鼓励学生自己根据读音规则读出单词)eat_ate drink_drank三新课呈现1）由学生的对话表演引出，T：Do you like Chinese food?Yes, I like Chinese food, too.Tonight my

45、mum is going to cook Chinese food.2)Teach: tonightlast night-night todaytoday tonight3)T: Are you hungry? What are you going to eat/drink tonight?引导学生回答： Im going to eat/drink 让学生同桌之间或小组之间进行两个主要句型的重点练习。鼓励学生相互评价，注重动词的正确时态运用。然后可以让个别学生或小组起来问答表演，教师及时评价与鼓励。1).Listen to the tape（第一遍） and think about it.2)

46、 listen to the tape again and read after it.3)Check it out and read the letter together出示几个问答，让学生继续带问题读对话,小组讨论解决问题。A:Who ate six hamburgers?B: Does Sam like hamburgers very much?C: What did Lingling have?D: Does Lingling like hamburgers very much?E: What is Mum going to cook for Lingling tonight?Lis

47、ten to the tape and read after it，talk about the questions with their deskmate.check the answer.（问题由简单的判断题到较复杂的问答题，由易到难，提高学生对段落的理解和分析能力）Game.(Do and say)课前提前让学生们把自己喜欢吃的东西画在卡片上，同学交流今天的句型，然后展示给大家。四.模仿操练.1.练习主要句型：What did you eat/drink last night?先是老师和同学进行情景问答，然后是同学和同学，最后是同桌或小组进行对话交际，What did you eat/d

48、rink last night? 2.practise教师让学生以四人小组的形式练习主要句型：What did you eat/drink last night? I ate/drank .同时要鼓励学生用：What did she/he eat last night? She/he ate/drank .进行练习。五.综合运用1）Look at the pictures,say out the foods.2)Read the words.3)Enjoy the chant.4)Listen and learn to say.六.Homework(家庭作业)1.做个小小翻译家，回家后问清楚自

49、己家人喜欢吃的食物，回来后用自己学习的句型告诉你的同学和老师。2.课后和你的同桌编今天的对话，在课堂上展示给大家。Module 4 Library Unit 1 Where are the books about computers, please?教学目标：知识目标：1、 能熟练运用Where are theaboutplease?的句型，并能表演对话。2、 听、说、读、写本课的单词library find CD-ROM bring use card easy情感目标：1、 让每个学生都能积极互动参与课堂教学活动，增强他们学习英语的信心，从而更加热爱英语。2、 通过小组竞赛活动，培养学生的团

50、结协作精神和竞争意识。能力目标：1、 让学生能用英语查找资料2、 以任务活动发展学生的语言交际能力和创新能力。教学重点、难点：“四会”单词和会话表演教具准备：单词卡片、挂图、录音机、粘贴教学过程：Step1 Warming up1 、Sing a song、Play a guessing gameStep2 PresentationT: I need a book about English food. What can I do?Ss: You can buy the book.T: I can have it in the library.学生可能不知道library这个词，这时教师板书该

51、单词，领读单词，请学生跟读。T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。Step3 Teach new lesson1、 教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。2、 教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。3、 教师将生词写在黑板上，为同学示范发音，并逐个讲解。4、 教师播放录音，请学生跟读、模仿语音语调Step4 Practice1、 让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。教师

52、请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。2、 全班完成活动手册中的练习1和练习2。Step5 SummaryStep6 HomeworkAsk them to make up a dialogue with the new drills and new words.Unit2 Where can you find out about animals?一、教学目标1理解并掌握几个词语:train information,timetatble,words,dictionary,weather,newspaper2.重要句型：Where can you find ou

53、t about animals?You can find out about inon .3. 学会辨别几个音标发音。二、教学重点:Where can you find out about animals?You can find out about inon .三、教学难点: 几个元音的发音与辨别四、教学用具:录音机，磁带，字典等实物五、教学方法:情景法、游戏法教学过程：Step 1 Warm up1. Greetings2.say the poemStep 2 presentation1.T:Im going to go to America next week.This is the f

54、irst time for me to go to America.And I want to find out some information about America.Can you help me?（学习新单词information）课件出示需要查询的信息T：I want to know the plane information.Where can I find out about it?(学生提示：on the computer)T:Yes, I can find out about the plane information on the computer.Because th

55、ere are lots of timetable on the computer.（课件出示学习新词timetable）T:Where can I find out about the weather in America?(学习新词newspaper)Where can I find out about American food?My English is poor.Where can I find out about English words?(学习新词words/dictionary)2.group work:My penfriend is going to visit me fr

56、om England this weekend.He know little about China .Now he is in trouble.Can you help him?(Ss can get help from the tape比一比，看哪组提供的途径多为胜)Where can he find out about train information?Where can he find out about roads?Where can he find out about Chinese food?Where can he find out about Chinese words?Where can he find out about games?Where can he find out about toys?Wh