六年级上册英语教案模板（精选多篇）

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推荐第1篇：六年级上册英语教案

广东版开心英语六年级(上)全册教案

Unit1 I wrote a long letter.一教学目标

1.学会VOCABULARY 的单词。

2.复习巩固上学期学习的句型：―Did you…‖、“Yes, I did./No, I didn’t”、―What are you going to do? I’m going to...‖、“I’ll„” 3.懂得“air”、“ear”、“ere”在单词中的发音。二教学重点

1 掌握“air”、“ear”、“ere”的正确读法和发音。 2 熟练运用句式“Did you„”、“I’ll…”进行交际。三教学难点

1熟练运用句式“I’ll…”进行交际。四.教学用具

教学录音带自制课件学生自备的信封、邮票、课文中单词的实物五教学过程

The first period (Vocabulary、Review、Practic

1、Practic2) 1.revision : Say hello to the students

Sing a song which they have learned in last term .2.Presentation: Present the pictures of candy ice cream…with computer .Write down the Chinese 糖、雪糕„„

Have students to work out the number-plus-claifier Take out all the objects and elicit all the nouns.3.Practice(1) : Play a game and master the new words Line up a list of ―a‖ ,have Ss work out the English word of claifier, then

learn the new words together. Games: Make friends (match the number-plus-claifier and the noun together.) 4.Practice(2) : T ask Ss a question and elicit Review. Listen to the tape Read together

Redesign the dialogue Feedback 5.Conclusion: Go over the blackboard writing .6 .Homework : Copy the new words four for each . Read the text to their parents THE SECOND PERIOD (Conversation、Chant activity1-

2、Activity) 1.revision : Say hello to the students Listening test.2.Presentation: T tell a story about Tony and Gogo, and demonstrate how can Tony send

a letter.As to elicit all the new knowledge points.4.Practice : Listen to the tape and try to tell the story . Listen and repeat. Read together

Group work as to act out the dialogue Listen to Chant activity and sing together. Finish the Exercises on Page6. Comes to Activity on Page7 4.Conclusion: Go over the blackboard writing .5.Homework : Read the text to their parents

Imitate the eay on page7 and rewrite a new one.

The second period

(Sounds and words、Listen and chant、workbook) 1.revision : Say hello to the students Chant together as warm up.2.Presentation: Listen to the tape and find out what the features are . T demonstrate how to pronounce ―air‖、―ear‖、―ere‖. Ss read it one by one . Ss read the words freely, secondly ask them to set up more examples .3.Practice : Listen to the tape and chant together . Group work then make performance .4.Conclusion: Go over the blackboard writing .5.Homework : Read the text to their parents Copy the words of ―The sounds and words‖ (4 for each)

Unit 2 I usually look for cookies.The first period Teaching contents: Vocabulary and Target Teaching key points: New words: never sometimes usually always subway bus taxi bike How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.Teaching aids: recorder tape picture Teaching procedure:

一、T: How do you get to school? S: I walk get to school.(引导学生理解用 usually的含义) T: I usually get to school.

二、利用卡片引导学生学习新的单词

①I never take a bus to school.从句子中学习单词的意思（引导学生学习词组：take a taxi ride a bike \take a subway） ②板书句子：How do you get to school? I usually take the bus.③ Read together and group by group ④互相问答------进行小组中抽查掌握的情况。 ⑤ T: How does she get to school? T: Do you ever take a taxi to school? S: No ! I never take a taxi to school.⑥Practice 1\ 2 (Page 11)

三、要求学生能把其背出来。

四、

Do exercise: Look and write

walk

五、Copy the new words and sentences.Rev ise the Target 五：板书设计： How do you get to school? I usually take a bus.……does she/he………? She/He………….. The second period Teaching contents: Conversation Teaching key points: New words: insects look for find of course lost found I usually look for cookies.We’re lost.Teaching aids: recorder tape picture Teaching procedure:

一、先放一篇课文读一次，后让学生理解课文的内容，引导其把不懂的说出来。

二、重点教学生单词：find ---found insects look for ⑴ 每一幅图抽学生将他读一次。 ⑵叫学生表演Gogo Tony Jenny ⑶互相背书和小组间互相检查。

⑷唱歌---让学生边听歌边Finish the sentences.(5)Activity ----Draw, ask and answer ⑹Do exercise : Writing Book Unit 2 ⑺Homework: Copy conversation and revise it.The third period Teaching contents: Sounds and words Teaching key points: New words: ear hear near clear cheer beer Teaching aids: recorder tape picture Teaching procedure:

一、教师将ear 的音标写出来，让学生看着书本上的相同字母，把字母同一音标的圈出来。

二、播放录音，让学生跟读。

三、学生通过充分练习后，教师发一个音，让学生指着相应的单词，游戏是

看嘴猜单词。

四、玩游戏，小组间互相点和读。

五、小练习：完成填空题。

六、Let’s listen to the chant.播放一次录音，全班跟着唱。

七、Homework: Copy the words and Listen chant.

Unit 3 How often do you go hiking? The first period (Vocabulary & Target) Teaching objectives:

1、学习Vocabulary部分的单词和词组，要求四会。

2、学习Target部分对话，并能运用所学句型进行对话。Teaching key points: Vocabulary部分的单词、词组和Target部分的对话。 Teaching difficult points: 运用所学的单词、词组及句型进行交际会话。 Teaching procedure:

一、Revision 1.(学生做动作)Ask and answer: S1: Do you ever take the bus to school? S2: Yes, I do.S1: Does she ever take the bus to school? S3: Yes, she does.S1: How does she get to school? S3: She always take the bus.„„.

2.Sing the song: Every day I take the bus.

二、Presentation (一) 学习Vocabulary部分的单词及词组：

１、师创设情景（叫一位学生出来做钓鱼的动作，并出示日历）进行问答： T: How often do you go fishing? T: (师代学生答) I go fishing once a week.引出并教学单词及词组：how often go fishing once 2）用同样的方法教学其它的单词及词组： twice three times go dancing go hiking go ice-skating go swimming once a week once month once a year 3) Books open, listen to the tape and repeat, and then read the words together.4) Let the Ss to read the words by themselves freely.5) Play games.(抛球看图说短语比赛) 规则：教师把球抛给每组同学，接到球的同学就要看图赶快说出一个

短语，说对了加1分，说错了加一分。（注意：每组的机会要均等，而且每组里讲的短语不许相同。） 6) To check who can read the words and phrases.(二) 学习Target部分的句子

1) Listen to the tape for Target and repeat.2) Ask some students to repeat after the tape.3) To write down the sentences on the blackboard and practice.4) Show the pictures to let the Ss to make pair-works.A: How often do you go hiking? B: Very often.I go hiking about once a week.5) Practice in pairs freely.6) Ask some Ss to act out the dialogues.

三、Summarize（让学生总结这一节课所学的内容）

四、Homework

1、背诵Vocabulary部分的单词和Target部分的句子。

2、Copy the new words and drills.

3、运用所学的句型进行对话练习。

The Second Period 教学目标:

1、巩固学习Vocabulary部分的单词、词组和Target部分的对话。

2、能熟练掌握How often do you go hiking?这一型及其问答。教学重点、难点: 熟练运用所学句型进行对话。教学过程：

一、Revision

1、创设情景或出示图片，让学生间互相问答： A: How often do you go hiking? B: Very often.I go hiking about once a week.

二、学习Conversation

1、Let the students read the conversation by themselves.

2、Listen to the tape and repeat.

3、Teach the new phrases: not really.be good at twice a month

4、Read around the conversation by themselves, then act it out.

5、分组表演对话，对有创的学生给予表扬。

6、Read around the dialogues together.

三、学习Song activity

1、Talk about the pictures, then ask and answer.A: How often do you go hiking? B: Very often.I go hiking about once a week.

2、Listen to the tape carefully and then repeat.

3、分组Sing, 看哪组sing得最好。

四、Practice 1&2 1.Practice 1: Let the Ss to talk about the pictures freely, and then listen and tick.Last, check the answers.2.Practice 2: 1) First, teacher makes the examples, then let Ss ask and answer freely and fill in the blank.2) Act out the dialogues and check.

五、Summarize

六、Homework:

1、To copy and reside the sentences of Conversation.

2、运用所学的句型

进行对话练习。

The Third Period 教学目标：

1、巩固句型：

A: How often do you go hiking? B: Very often.I go hiking about once a week.

2、完成Activity A B C部分的阅读并能回答有关的问题。

3、学习Sounds and words 部分的字母、字母组合的发音及单词。

4、会应用所学的知识完成Workbook的练习。

教学重点：Sounds and words 部分的单词及其字母组合的发音。教学难点：

1、字母组合ir, ur和ear在单词中的发音。

2、阅读短文并回答问题。教学过程：

一、Review

1、Sing a song ―How often do you go hiking?‖

2、Read P16 ―Vocabulary‖ & ―Target‖

二、Activity

1、Let the Ss read the paages aloud and answer the questions.

2、Check the answer.

3、Read the paages together.

4、Let Ss write a paages about themselves and check.

三、学习Sounds and words:

1、Listen , point and say.1）出示图片教学单词，提醒学生注意字母组合ir, ur和ear在单词中的读音，并注意教师发音时的嘴形。 2）听录音，录音读到哪个单词，就让学生指到哪个单词。 3）跟录音机读单词，然后自由记忆。 4）出示图片快速拼读单词。

2、Listen and chant.1）看图问答：

T: Who’s that girl? S: That’s Mi Pear.T: What does she do? S: She’s a nurse.

T: What’s that words on her T-shirt? S: Oh, it’s p-e-a-r, pear.……

2）让学生自由朗读诗句。

3）Listen to the tape and point to the pictures.4）让学生跟录音一起chant。

四、小结。

五、作业：

1、背诵本课的单词和句子。

2、把Sounds and words部分的单词写一行。

Unit 4 Review 1 The first period 1.P21: Listen and write.(让学生听录音填写所缺的单词，最后老师检查) A.I bought B.I usually C.I go Hiking D.I’m go to

E.I sometimes get 2.P2 : Look, read and write.(按提示完成答句，辅导学生完成A, 然后叫一

个学生在黑板上做，其他学生在座位做，最后一起评讲)。 A.What does he do once a week ? He goes B.How often does she take a bus ? C.What are they going to get at the store? D.How does he usually get to school? E.How often do they go dancing every week? 3.P22: Read and write.（让一个学生在黑板做，其他在座位上做，先回答

A.B, 然后评讲，检查学生做得怎样，加以辅导，评讲完A.B后，再让学生完成C.D.E。

A.What are Mary’s hobies?

B.How does Mary get to the ice—skating rink? C.How often does Mary play table tennis? D.How does Mary get to school? E.What is Mary going to buy? 4.小结本节课学过的内容。 The second period 1.P23: Ask each other.（教师一上课就让学生回答几个问题） a.How often do you play computer games? b.How often do you watch TV? c.How often do you go shopping? 2.P23: Fill the chant.（辅导学生理解表格的内容，然后让学生自由采访，最

练，老师抽查，最后家庭作业笔试，写在书本) 4.P22: Listen, read and circle.（让学生听录音划圈，老师检查） 5.做 Wb的练习6.小结本课内容。 Unit 5 It’s a magic hat.The first period(第一课时) 教学目标：

1、学习和掌握数字40—100。

2、掌握人民币的表达法并会运用进行描述物品的价钱。

3、初步掌握和运用句型How much is……?来询问价钱。教学重点：

1、正确表达数字“几十几”。

2、描述一个物品的价钱。

3、能流利说句型How much is……?及正确回答。教学注意点：

1、比较数字并掌握记忆: four—fourteen---forty, five---fifteen---fifty, eight---eighteen---eighty

2、hundred的正确发音。

3、纠正错误的表达: It’s

教具：学习用品、实物、人民币和自制简单课件。教学过程： Ⅰ.Revision.1.Greeting, say hello to the children 2.Making a short conversation with some Ss, ask these questions: T: Good morning.How are you? What day is it today? How many days are there in a week? How many people are there in your family? 3.Sing the song ― Ten Little Indians‖.Ⅱ.Presentation.

1、当学生边唱歌时，在黑板右边迅速板书单词 one six two seven three eight four nine five ten

2、学生边数手指边说单词one to ten，引导学生往下数一直到twenty.抽学生上前板书单词，师生一起检查。 one --- eleven six --- sixteen two --- twelve --- twenty seven --- seventeen three --- thirteen eight --- eighteen four --- fourteen nine --- nineteen five --- fifteen ten

3、引导学生观察单词thirteen----nineteen，寻找英语表达数字“十几”的规律：通常在单词后面加teen。

4、引导学生比较、区分三个单词two --- twelve --- twenty，让学生迅速记忆。

5、Let’s count the students in the claroom.当到21时稍作停顿，示范并启发学生说21=20+1 twenty-one, 22=20+2 twenty-two, 23至29则让学生接着说。

6、当到30时，让一学生把该单词thirty拼出来，比较区分three --- thirteen---thirty, 然后继续往下数31—39。

7、当数到40，让学生猜单词的拼写，大多数学生都从three --- thirteen---thirty和four --- fourteen中也许会拼成fourty。教师示范40的正确读音并告诉学生fourty是错的，要去掉一个字母，再次让学生猜，最后得出forty。这样就很容易让学生记熟，并容易区别four --- fourteen---forty。

8、引导学生观察two --- twenty, three --- thirty, four --- forty 寻找表达“几十”的规律：单词结尾都有ty。

9、让学生猜并说出数字60、70、80、90，教师迅速板书新单词： one --- eleven two --- twelve --- twenty three --- thirteen --- thirty four --- fourteen --- forty ten

10、让学生说数字99，引出100，示范hundred的发音，齐读几次，one by one 抽查，特别注意及纠正字母组合dr的发音[dr]。

11、巩固数字：①首先是整十的数字，幻灯片中速出现20、30、40、50等，让学生说出来。②同为幻灯片出示表示“几十几”数字，如

24、

36、8

7、9

9、

56、72等。Ⅲ.Practice.

1、教师与一学生对话

T: Did you go to the store / supermarket yesterday? Did you buy……? What did you buy?

2、教师用疑问的语气问学生How much is it?重复两次，边说边拿出钱包，拿出一张2元的纸币，Is it two yuan? 学生一般都会回答Yes, it is.或 No, it isn’t.教师出示5元、10元、20元、50元或100元的纸币引导全班学生一起来问 Is it …… yuan? 最后启发该学生回答Yes, it is.It’s ten yuan./ No, it isn’t.It’s ten yuan.

3、教师出示不同的纸币，学生快速说出It’s …… yuan.板书黑板。

4、教师拿起学生的学习用品问How much is the / your ……?一方面训练答句，一方面大量输出新句型，目的要学生集中注意力在问句了。经过四五次之后，

先引导个别优生再全面进行，让学生问How much is the / your ……?学生在一定量的听力之后，一般都有能准确表达。把问句板书。

5、先利用实物，然后放课件，出现标有价钱的物品，进行多种形式的操练：师生之间、男女生之间、小组之间、个别学生之间进行对话。

6、进一步巩固：学生可以在教室自由走动，随便拿别人的东西进行询问价钱 How much is this / that / the …….? It’s ……yuan.Ⅳ.Conclusion.Ⅴ.Homework: 1.Learn the words by heart.2.Look at the pictures, ask and answer questions.3.Workbook, page 16, Ex.2 match the words and the pictures.Blackboard writing one --- eleven How much is the pen? two --- twelve --- twenty It’s 2 yuan.

three --- thirteen --- thirty How much is it? four --- fourteen --- forty It’s…… ten hundred The second period 教学目标：

1、学完全部单词和Target的句子，学习对话。

2、掌握及会运用句型How much is / are……?对不同的物品询问价钱，并会准确回答。

3、能用That’s cheap / expensive ! 对比物品的价钱。教学重点：能正确运用句型来询问和对比物品的价钱。教学注意点：

1、is, are与名词单复数的对应关系。

2、货币的简缩符号，yuan没有复数形式。

3、expensive的读音。

教具：学习用品、实物、人民币和自制简单课件。教学过程： Ⅰ.Revision 1.Greeting, say hello to the children.2.Go over the numbers 1-100 as quickly as poible.快速教会学生超过100的表

达法，如278 two hundred and seventy-eight.3.Ask and answer this question How much is this / that / the ……? It’s ……yuan.Ⅱ.Presentation.

1、出示两支不同价钱的钢笔， ask and answer: T: How much is this pen? S: It’s five yuan.T: How much is that pen? S: It’s fifty yuan.

教师引出新知识点，连续说三次，提醒学生注意新单词： This pen is five yuan.That’s cheap! That pen is fifty yuan.That’s expensive!

让个别优生模防着说，注意纠正expensive的发音。

学习单词cheap和expensive，开火车的形式检查That’s cheap!和That’s expensive!

2、巩固操练，用课件出示各种不同价钱的物品，师生之间、小组之间、男女生之间、同桌之间进行多种形式的问答操练。A: How much is this / that / the ……?

B: It’s ……yuan.That’s cheap! / That’s expensive!

3、拿出刚才出示过的一支钢笔，学生之间问答A: How much is this pen? B: It’s five yuan.教师再拿出相同的另外一支，尽量让多位优生说问句，启发学生寻找错误，得到正确的句子How much are these pens? 充分让学生思考答句，最后教师说出三个句子让学生选择It’s 10 yuan.These are 10 yuan.They are 10 yuan.

4、课件出示复数形式的不同物品(socks, shoes, pants, apples…) 的价钱，引导学生问答：

T: How much are these / those ……?

S : They are …… yuan.That’s cheap! / That’s expensive!

5、巩固操练，用课件出示各种不同价钱的复数物品，师生之间、小组之间、男女生之间、同桌之间进行多种形式的问答操练。A: How much are these / those ……?

B: They are …… yuan.That’s cheap! / That’s expensive!

6、简单引出并学习单词: dollar, pound Ⅲ.Practice 1.Open books at page 27, practice 2 学生间进行问答，抽学生表演。 2.Books close, listen to the tape once carefully, look at the following questions.Listen once more, then answer the questions.1) What’s that? 2) How much is the hat? 3) Is that cheap or expensive? 4) Can Gogo do magic?

推荐第2篇：六年级上册英语教案

Unit 1 How Do You Go There?

第一课时

教学目标：

1、能够听、说、读、写短语：on foot, by bike, by bus, by train。

2、能够听、说、认读短语：by plane, by ship, by subway。

3、能用句子 “How d0 you go to school? How do you go to Canada/„?” 来替换询问别人的出行方式；并能够用句子 “I go by„” 进行回答。

4、听懂、会吟唱Let\'s chant的歌谣。

5、帮助学生了解交通规则，并在生活中自觉遵守交通规则。教学重难点：

掌握四会短语和A Let\'s learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。课前准备：

1、教师准备Let\'s start部分和主情景图的教学课件。

2、教师准备录音机和本课时的录音带。

3、教师准备A Let\'s learn部分的单词卡片。教学步骤：

一、热身(Warm-up)

1、复习副词：always，usually，often，sometimes，never的读音与词义。

T: When do you get up? / When do you go to school? „ (引导学生用always，usually，often，sometimes回答)

2、T：Today I go to school by bus.I usually go to school on foot.教师利用肢体动作帮助学生理解句子意思。

T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话，引出几种常见的交通方式。引导学生看本课Let\'s start部分的标图并回答问题。

二、预习(Preview)

1、快速反应游戏

2、Let\'s chant

教师放本课Let\'s chant部分的录音，唱到on foot时，全班跺跺脚；唱到by car/ bike/ bus/ plane/ train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Let\'s learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。

三、新课呈现(Presentation)

Let\'s learn

1、教师做动作，自问自答： “How do I go to school? I go to school by bike.” 并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生： What about you? How do you go to school? 教师帮助学生说出完整的句子： “I go to school by„” 并将相应的短语写在黑板上。

2、看短语贴卡片游戏

教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的by短语旁边，教师领读短语和句子 “l go to school by...”

3、“快速反应” 游戏

教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike.

4、教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/ boat等，呈现和练习这些短语。然后指着课本上的配图问：“What can you see in the pictures?” 注意引导学生理解\"地铁\"的含义： “It\'s an underground railway in a city.It travels very fast.” 教师领读新学短语。

5、学生听录音，跟读Let\'s learn部分的内容。教师注意纠正学生的语音、语调。

6、教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写, 也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。

7、Let\'s play 教师请学生说一些地点，比如：school, Beijing, the US, the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问 “How do you go to Beijing/ the USA/ the moon?” 另一学生给出答案： “I go by train/ plane/ spaceship.”

四、巩固和延伸(Consolidation and extension)

1、教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot， by bike, by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。

2、学生做Let\'s learn部分的活动手册配套练习；教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。

五、Homework

1、学生背诵并抄写四会单词；

2、学生预习C Let\'s sing部分的歌曲。教学后记：

第二课时

教学目标：

1、能听、说、读、写四会掌握句子： “How do you go to school? Usually I go to school on foot.Sometimes I go by bike.” 并能在情景中正确运用。

2、能够表述自己以何种方式上学并简单陈述原因，如：Usually I go to school by bus，because it\'s fast.

3、能够听懂Let\'s try的录音内容并选出正确选项，掌握Let\'s talk，Let’s read部分的句型。

4、学会调查和统计、分析数据，并能表示出来。教学重、难点：

1、重点是听、说、读、写句型：How do you go to school? Usually/ Sometimes I go by„

2、难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。

2 课前准备：

1、教师准备录音机和本课时的录音带。

2、教师准备本单元A Let\'s learn部分的单词卡片。

3、学生每人准备一张卡片，画一个印象最深刻的交通标志。教学步骤：

一、热身(Warm-up)

1、听一听，猜一猜

2、Greeting

T: “Good morning! How do you go to school today? What about you? Do you go by bus, too?” 然后学生复习Let\'s chant部分的歌谣。

二、预习(Preview)

1、教师出示单词卡片，提问：“How do you go to school?” 学生根据图片内容回答

“I go to school by„” 师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型： “How do you go to school? I go to school by„”

2、Let\'s try

三、新课呈现(Presentation)

Let\'s talk

1、教师放课文录音，之前向学生提出问题： “How does Sarah go to school? Listen．”学生听后模拟Sarah来回答问题。

2、学生跟读录音，然后两人一组替换句型中的关键词练习对话。

3、Group work：

T: “How do I go to school，do you know? Ask me，please!” 然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案，并分别在后面两图旁标当地的价格，如：l yuan, 7 yuan回答说：“Usually I go to school by bike, because it\'s good exercise.Sometimes I go by bus, because it\'s cheap.It costs l yuan.Sometimes I go by taxi, because it\'s fast, but it\'s too expensive.It costs 10 yuan.

教师让学生四人一组，了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near.It\'s fast.It\'s cheap.Good exercise„

4、Let\' read 学生四人小组阅读，并完成课后练习。

5、听录音，跟读。教师对学生仍有疑问的地方讲解。

四、巩固和延伸(Consolidation and extension)

1、学生回家调查父母及其他亲戚的上班方式，写一篇小作文。

2、找出peak/ beat/ team/ deal/ pig/ big/ tin/ dish的读音之间的区别。

五、Homework

1、学生背诵并抄写Let\'s talk部分。

2、学生预习Let\'s read部分。教学后记：

第三课时

教学目标：

1、能够充分理解并正确朗读对话，能完成文后回答问题的练习。

2、能够了解辅音/p/，/b/，/t/，/d/与元音/i:/，/i/的发音规则.

3、了解Good to know部分的内容，能够辨认常见的交通标志，如：Cro way.No entry.No bikes.Turn right.No left turn.教学重、难点：

1、重点是学生能够充分理解并正确朗读对话。

2、难点是如何指引他人在不同地点换用不同的交通工具到达某一地点。课前准备：

1、教师准备录音机以及录音带。

2、教师课前在教室里张贴各种交通工具的图片或准备多媒体来展示。

3、学生每人准备一张白纸。教学步骤：

一、热身(Warm-up)

教师放C Let\'s sing部分的录音，学生跟唱。可组织男女生各唱一遍，看谁好。

二、新课呈现(Presentation)

Let\'s read

1、最佳路线\"活动

教师用简笔画呈现两个情境：Bob家住在山上，山脚有一条河，河对岸有公交车站通向学校；May家离学校很远，家附近有个地铁站，May的学校附近虽没有地铁站，但有一路公交车直通地铁站的入口。教师让学生分组活动，设计最佳上学路线，原则是省时方便。教师注意指导学生使用连词then来表示动作的先后顺序。教师要求各组派一人假设自己是Bob或May，上讲台汇报。

2、教师说： “Now let\'s read the dialogue and find out how Sarah goes to the park.Can you draw the route on your paper?” 学生两人一小组分角色朗读对话，教师在教室里巡回走动，解惑答疑，并指导学生简单画出Sarah的路线。

3、教师展示学生画出的路线并示范如何描述Sarah去公园的路程：“First，Sarah go to Zhang Peng\'s home by bike.Next, Sarah and Zhang Peng go to the bus stop on foot.Then they can go to the park by bus.” 教师板书first，next，then，让学生知道恰当使用一些连词有助于表达更为流畅。然后请几名学生依照顺序来描述Sarah和Zhang Peng去公园的路线，比一比谁说得最好。

4、教师放Let\'s read部分的录音，学生跟读。

5、学生两人一组练习对话。

三、巩固和延伸(Consolidation and extension)

1、教师随意抽取一张学生课前填写的调查表，对该学生说： “You\'ve been to Harbin.Is it a nice city? What can you see there? How do you go there?” 问同组其他三名学生以上几个问题。学生仍以四人一小组的形式展开活动，用问题： “Do you go to„by„?” 测某一小组成员到达表格中目的地的方式。一人只有一次猜测机会，不对，大家再一起问： “How do you go there?” 该学生回答。每小组选一名代表描述自己曾去过的某个地方。

2、Good to know：

教师询问学生课本上各个交通标志的意思： “What\'s the meaning?” 然后帮助学生回答： “Turn right.Crowalk.One way.” 等。再让学生完成图与文字搭配的练习。鼓励学生展示课前绘制的交通标志图并寻找更多交通标志与其他同学进行交流.

3、学生听录音、跟读对话。

四、Homework 学生背诵并抄写Let\'s read部分。

教学后记：

第四课时

教学目标：

1、能够听、说、认读以下短语：Stop at a red light.Wait at a yellow light.Go at a green light.能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。

2、能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。教学重、难点：

1、重点是掌握四会短语和单词：stop，wait，traffic lights，traffic rules。

2、难点是书写短语traffic light，traffic rule和理解动词stop，wait的含义。课前准备：

1、教师准备兔子舞的音乐和录音机、本课时的录音带及教学挂图。

2、教师在一块板上挂红黄绿三张圆形纸卡。

3、学生准备本课时的单词卡片。教学步骤：

一、热身(Warm-up)

\"兔子舞\"游戏

教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在前面学生的肩膀上，随着音乐的指令 “Left-Right-Go-Turn around-Go，go，go”，队伍开始向前慢慢移动，教师最好也参与游戏。

二、预习(Preview)

1、师生一起吟唱Let\'s chant的歌谣。

2、教师从歌谣中引出问题：“How do you go to school?”请学生根据实际情况回答，复习A部分主要句型。

三、新课呈现(Presentation)

1、教师指着教室里的日光灯说：I like the lights because I can see things clearly at night.Can we see lights in different colors in our city? Yes! Turn light, traffic lights.

2、教师边画简笔画，边说：\"We have red，yellow，and green lights.We call them traffic lights．教师板书traffic fights，然后问学生：“What do they mean，do you know?” 学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“When do we stop/ wait/ go?”引导学生回答：We stop at a red light...

3、教师出示自制红绿灯，请一名学生随意指向不同的颜色，教师示范动作，比如：看见绿灯，教师一边向前走一边说：“It is a green light.I can go.Go-go.Go!” 看见黄灯，停住不动但摆动双臂示意要走：“It is a yellow light.I must wait.Wait-wait-wait! I can go in a moment.” 看见红灯，提问学生：“The light is red.Call I go? No，no，no! It\'s dangerous! I must stop.Stop-stop-stop!”

4、教师板书stop，wait，go在相应的交通灯旁。为了帮助学生区别stop与wait，可以适当使用汉语解释词义。

5、Let\'s play

教师请出若干名学生，根据指令做相应的动作，连续做错两次动作的学生将被淘汰，如：教师说red light，学生停着不动，教师说yellow light，学生做好走的准备，教师说green light，学生往前走。然后换一组学生再做这个游戏，由其中一名学生来发指令。也可让全班学生分成六人一组分别进行小组活动。最后教师小结：\"Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．\"教师再指着以上三句话总结说：These are traffic rules．

6、教师继续提问：\"What does the\' traffic rule \'mean?\"板书并解释traffic rule，鼓励学生说出Let\'s learn部分的三个句子。然后教师说．Yes.These are traffic rules．You must remember the traffic rules．\"通过手势帮助学习理解remember的意思。

7、教师放Let\'s learn部分的录音，学生跟读。

8、教师引导学生以竞赛的形式书写四会单词和短语。可先引导学生利用学生卡片背面的灰体词进行单词描红，学生边描边拼读单词。

四、巩固和延伸(Consolidation and extension)

师生讨论不同的出行方式及其应当遵循的交通规则。

五、Homework

1、学生背诵并抄写四会词语。

2、学生预习Let\'s talk 部分。教学后记：

第五课时

教学目标：

1、能够听懂、会说并能书写句型：\"How Can I get to Zhongshan Park? You can go by the No．15 bus．\"能够在情景中正确运用。

2、能够在对话中正确使用礼貌用语，比如：\"Excuse me．Thank you．You\'re welcome．\"等。

6 教学重、难点：

1、重点是四会掌握句型：How Can I get to Zhongshan Park? You can go

By the No．15 bus．

2、难点是学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地。

课前准备：

1、教师准备录音机和本课时的录音带。

2、教师准备一张简易地图，要能够呈现本校附近的一些建筑物。教学步骤：

一、热身(Warm-up)

(1)教师将全班学生分为两组，每组选派一名代表上讲台发指令。如：Green／red／yellow light，各组学生在座位上做动作，做错者坐下，即被淘汰，最后站着的人数多的组胜出。

(2)教师让学生用自己的话描述交通规则，表述正确者为小组争得一分，描述有新意者得三分，如：It\'s a yellow light，I must wait．Now the light is green，I can go．Don\'t go at a red light，a car may hit you．

二、预习(Preview)

Let\'s try

教师放Let\'s try部分的录音，学生听录音选择相应的图片。

录音内容如下：

Man：Excuse me．how can I get to Dongfang Primary School?

Zhang：You can g0 by the No．14 bus．It\'s next t0 the nature park．

Man：Thank you．

Zhang：You\'re welcome．

教师检查有多少学生能够准确区分14与40的发音，如果答对率低，教师要注意纠正。教师还可以板书一组相似的数字，如：13／30，18／80，15／50，教师说英文，学生说出中文的数字，帮助学生区分／-ti：n／与l-u／。

三、新课呈现(Presentation)

1、Let\'s talk

(1)教师根据学生平时常去的场所提问，如当地的一家电影院、风景点、或学生的祖父母家等：\"How can you get to„?Can you go by„?Is it fast／slow／expensive t0 go by„?\"进行师生间的自由会话，再让学生感知一下新句型：How can I／you get to„?然后，教师请学生根据课本中提供的地图回答问题：\"How can I get to Zhongshan Park?\"引导学生回答，提示他们坐15路公交车为：\"By the No．15 bus．\"教师提供完整的答句：\"Yes．I can go by the No．15 bus．\"教师板书这组句子。

(2)教师继续提问：\"It\'s a place．You can buy food，drink，fruit，vegetables，school things and clothes there．What is it?(It\'s a supermarket．)\"教师最好出示一张当地比较有名的超市的照片或图片来给出谜底。教师再提问：\"How can I get

there? By bus or by bike?\"然后领读句子：\"I can go to the supermarket by„\"帮助学生理解supermarket是一个合成词，来源于super与market。

(3)\"你说我问\"活动

该活动可以进一步巩固生词supermarket与句型\"How can you get t0„?\"教师先示范：\"I usually go shopping in Hua Lian Supermarket．I like it．\"引导学生提问：

7 \"How can you get t0 the supermarket?\"教师根据实际情况回答：I can go by the No．

bus．Sometimes I go by bike because it\'s not far．

(4)教师与学生一起继续学习地点名词，如：bank，post office，cinema，教师出示单词卡片引导学生初步认读生词。待学生能基本识别后请本上的配图，提问：\"Where is the post office?\"学生迅速指向课本相应位置并说：\"It\'s here．\"教师也可以通过变换提问方式来提高学性，如：\"Can you see a fast food shop in the map?\'\'让学生一边指地答。

(5)教师引导学生看地图，回答教师的提问：\"How can I get to the bank／post office／

cinema„?\'\'可先用短语回答，如：\"By bike-／On foot_／By the No．15 bus．\"再引导学生使用完整的句子回答问题。

(6)教师说：\"Now let\'s listen to the tape and find out where Jim is going and how he can get there．\'学生听该部分录音，回答问题。

(7)教师再次放该部分录音，学生跟读。

(8)学生两人一组看地图，替换关键词自编对话，

(9)教师把组成四会句子的单词打散后发给学生，或者空缺出四会句子中的重点单词，请学生填四会句子。

2、Let\'s check

教师放录音，学生听录音完成判断题。

四、巩固和延伸(Consolidation and extension)

1、教师出示自制地图，请一名学生协助示范对话，然后让学生两人或三四人一组，编一个类似的对话并进行表演。

2、学生拿出上一课时布置的作业，即画一张从家里到学校(或从学校到家)的路线图，四人一组互相描述自己的路线。教师请几名学生以对话的形式汇报同组学生的情况：How do you go t0 school? I go on foot，because my home is near．

五、Homework 学生背诵并抄写Let\'s talk 部分。教学后记：

第六课时

教学目标：

1、能够读懂Let\'s read部分，并能判断短文后的句子是否正确。

2、帮助学生建立自觉遵守交通规则的观念，并了解不同国家交通规则的异同。

教学重，难点：

1、重点是帮助学生理解句型：In China／the US，drivers drive on the

right side Of the road．In England and Australia，however，drivers drive On the 1eft side Of the road．

2、难点是学生对文化差异的了解：在中国和美国等国家车辆靠右行驶，但在有些国家车辆靠左行驶，比如英国、澳大利亚、新加坡等地。

8 课前准备：

1、教师准备录音机和本课时的录音带。

2、教师在课前将写有usually，always，often，sometimes的纸条贴在教室的墙上。

3、教师课前在讲台前腾出一块空问，在地上画出模仿街道的分道线，为本课时活动做准备教学步骤：

一、热身(Warm-up)

(1)教师说口令：\"If you go by car, by bike or 0n foot，you must watch the traffic 1ights and know the traffic rules．Red! Yellow! Green!\"学生听音做动作：stop，wait，go。教师不断变换速度，做错动作的学生出局。

(2)教师说动作词，学生说出相应的交通灯的颜色，比如：wait--yellow，go-green，stop-red，学生之问比一比，看谁的反应快。

二、预习(Preview)

教师举起左手，说：\"This is my left hand．Show me your left hand! Then，show your right hand．\"确定学生能够区分left和right后，请一小组学生上讲台，教师发出的指令做动作：\"Turn left．Turn right．Turn back．\"然后换另一小组，快做动作准确的小组获胜。

三、新课呈现(Presentation)

1、Let\'s read (1)教师站在课前画好的分道线的右侧，往前走，边走边说：\"Now I\'m walking on the right side of the road．I know the traffic rules．Do you think so?\"教师重复并板书：“walk on the right side of the road”。老师再沿路的左侧往前走，请一名同学描述：“You are walking on the left side of the road”,老师板书句子：“walk on the left side of the road”。 (2)教师接下来说：“In different countries, traffic lights are the same ,but the traffic rules are different.”请学生打开课本第九页，听录音。 (3)学生阅读短文，完成文后的判断题。 (4)教师领读句子，学生跟读。

2、Story time

(1)做B Let\'s play的游戏，请一名学生代替教师发指令：\"stop，wait，go\"，其他学生听指令做动作。教师说：\"You are good children because you know the traffic rules．Let me do it．\'\'然后教师故意做错几个动作，在学生提醒的时候，抓紧时机说：\"I\'m sorry．I am against the traffic rules．\"然后板书：be against the traffic rules。

(2)教师放c Story time的录音，学生听录音回答问题：\"Where do Zoom and Zip want to go? How do they go there?\"

(3)学生打开学生用书第13页，教师提问：\"Why don\'t they go by taxi? Why does

the policeman stop them?\"学生读对话回答问题。

(4)教师放两遍录音，第一遍全班学生跟读，第二遍学生分角色跟读。

四、巩固和延伸(Consolidation and extension)

学生分组戴上头饰表。演A、B部分的对话和c部分的故事。教师注意启发学生的角色意识，尤其是扮演警察的学生要注意表演时的语气与神态需符合身

9 份。

五、Homework

1、学生背诵并抄写Let\'s read部分。教学后记：

Unit 2

Where is the science museum？

第一课时

Teaching aims:

1、能够听、说、读、写单词或短语：hospital，cinema，post office，bookstore

2、能够听、说、认读短语science museum。

3、能够听、说、认读句型：\"Where is the library? It\'s near the post office．\"并进行关键词的替换操练。

4、能够理解并会吟唱Let\'s chant的歌谣。

5、引导学生在学习过程中注重合作学习，利用课本中设计的Pair work，培养学生合作学习的意识。

Teaching importance and difficulties：

1、掌握Let\'s learn部分的四会单词和短语。

2、准确书写四会单词和掌握三会单词museum的发音。Preparations:

1、教师准备录音机、本课时的录音带

2、单词卡片 Procedures:

一、Warm-up

1、Game

2、Greeting: Today, I go to school on foot.What about you?

二、Presentation

1、Let\'s learn

listen and say

T: I want to post the letter.Where can I go? (post office)

Oh, I feel bad, I need to see a doctor.Where can I go? (hospital)

I\'m ok now,I want to see a film, Where can I go? (cinema)

I need to buy some books, where can I go? (bookstore)

Where is the post office? (It\'s near the hospital.)

We also can say \"it\'s next to the hospital.\" Can you gue what meaning of \"next to\"? It\'s the same as near.

2、Let\'s chant

There are other two building.Look at this one,this is a science museum.the other one is library.In the map,there are 2 blanks A and B.Now, please gue where are

10 they?

Sence: I want to go to the library, but I don\'t know how to get to the library? Can you help me?

Q: Excuse me,How can I get to the library?

Q: Where is the library?

三、Listen to the tape,read after it.

1、Make dialogues

2、Next week, we will have a long holiday.I want to go to Beijing.I prepare a map.But it\'s too small, who can help me write it on Bb?

3、Do the same with partners.

四、Homework

Copy the 4-skilled words, each 5 times.教学后记：

第二课时

Teaching aims:

1、能够听、说、认读主要句型：\"Where is the cinema／post office／„，please ?It\'s next to the hospital／cinema／„Is it far from here? No，it\'s not far．\"并能在实际情景中熟练运用。

2、能够书写四会句子：Where is the cinema，please ?It\'s next to the hospital．

3、能够听懂Let\'s try部分，并能根据录音内容选择正确的答案。

4、能够了解音标／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／的音与形；能够读出例词并选择音标与单词和配图正确连线。

5、继续学唱歌曲\"Where Are You Going?\" Teaching importance and difficulties：

1、4-skilled sentences: Where is the post office／„，please? It\'s next to the hospital／cinema／„Is it f打from here ?No,it is not far．

2、／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／ Preparations:

1、教师准备录音机和本课时的录音带。

2、学生准备好自己的城市设计图。Procedures:

一、Warm-up

1、Let\'s chant

2、Introduce ideal city

Let\'s Ss describe their cities in four-people groups, then let the best one introduce for the whole cla.

二、Preview

let\'s try

三、Presentation

Let\'s talk

(1)\"模拟城市\"

Teacher divides the cla into eight parts, and each part has a name：cinema,hospital，post office，bookstore，library，school .

T:\"The cinema is here.The hospital is next to the cinema． The post office is next to the hospital．\"

(2)Q：\"Is there a cinema near here?\"

S1：\"No.there isn\'t．\"

Q：\"Is there a cinema near here?\"

S2：\"Yes，there is．\"

Q：\"Where is the cinema，please?\"

S2: \"It\'s next to the hospital．\"

Bb (Where is the cinema, please? It\'s next to the hospital．)

(3)shows the picture of the \"Let\'s talk\".

T：\"Is it far from here?\" pointing to a place.

Ss:\"No．\"(No，it\'s not far)

(4)Listen to tape, and play in roles.

(5)Write the 4-skilled sentences.

四、Pronunciation

1、Listen to the tape and read after it.

2、Read and match

3、Let\'s sing

\"Where Are You Going?\'\'

五、Homework

Write a paage about your ideal city.教学后记：

第三课时

Teaching aims:

1、能够理解并会朗读Let\'s read部分的对话；能完成排序练习。

2、能够使学生简单了解中、西方地图不同的标识。

Teaching importance and difficulties：

1、The dialogues in the Let\'s read.

2、New sentences: What are you going to do after school? Get off at the cinema．Then walk straight for three minutes．

12 Preparations:

1、Tape, tape-recoder

2、The pictures of Let\'s read and Good to know. Procedures:

一、Warm-up

1、Sing the song: \"Where Are You Going?\'\'

2、Greeting

T：How do you go to school?

S：I usually go to school by bike．

二、Preview

学生仿照Let\'s chant替换关键词语自编歌谣。

T：Where is your home?

Ss：It\'s near „．

三、Presentation

Let\'s read

(1)T:\"School is over.I want to buy a pair of shoes after school.\"

T：\"What are you going to do after school?\"

Ss: \"1 want to„\"

Explain the \"going to„\"

(2)教师出示街区图，图中有各种不同的建筑，如：医院、邮电局、鞋店、书店、图书馆、超市、电影院和学校。教师手指板板上的街区图，告诉学生自己所处的位置，然后提问，如：\"Where is the hospital／post office„?Is it far from here?\"等。学生抢答：\"It\'s next to the„\"可以分组比赛，也可以全班学生一起参与抢答，答对者予以鼓励。

(3)教师在街区图的学校和鞋店旁边分别加上一个站牌说\"This is a bus stop.You can take the No．301 bus here．\"教师继续利用街区图指出自己所在的位置：\"Now I am at the school．I want to buy a pair of shoes．How Can I get to the shoe store?\'学生会回答\"You can go by the No．301 bus．\"教师继续提问：\"Where can I get off the bus?\"一边问一边手指着shoe store的位置，提示学生回答：\"Get off at the shoe store．\"

(4)教师指着街区图继续提问：\"Now I\'m at the shoe store．How can I get to the„?\"

根据地图所示选择离鞋店最近的直行可到的建筑物提问，引导学生回答：You Can go straight ahead．\"教师表示肯定，说：\"Yes! I can walk straight．\"继续问学生：\"Is it far from the shoe store?\"学生回答：\"No．\"教师接下来说：Yes．It\'s not far．I walk straight for three minutes．Then I Can get to the„．\"

(5)教师请学生阅读对话，回答以下问题：

What is Mike going to do? What is he going to buy?

Where is he going?

Where is the shoe store?

Which bus can he take?

Is the hospital on the right or left side of the road?

(6)学生课堂上完成排序任务。

(7)教师放Let\'s read部分的录音，学生跟读。

(8)学生两人一组分角色朗读对话。

Good to know

(1)教师出示Good to know部分的教学图，让学生知道如何使用地图以及要

13 注意的四个标识：1．The title 2．North pointer 3．Symbols 4．Scale。

(2)教师出示杭州、上海或者当地的城区图，请学生找出一些地名并判断距离的远近。

四、巩固和延伸(Consolidation and extension)

学生听A Let\'s read部分的录音并跟读，然后读给朋友或家长听。

五、Homework 学生背诵并抄写Let\'s read部分。

教学后记：

第四课时

教学目标：

1、能够听、说、认读四个方位词：south，east，west，north。

2、能够听、说、读、写短语：turn left，turn right，go straight。

3、能够听、说、认读句型：\"How can I get to the museum ?Go straight for five minutes.Then turn left．\"并能进行关键词的替换操练。

4、能够理解Story time的故事。教学重、难点：

1、重点是掌握四会短语：turn left, turn right, go straight.

2、难点是straight的发音和拼写。教学准备：

1、教师和学生准备B Let\'s learn部分的单词卡片。

2、教师准备录音机、本课时的录音带。

3、.教师准备一张中国地图教学步骤：

一、热身(Warm-up)

教师准备\"兔子舞\"的录音带。师生温习一下第一单元的\"兔子舞\"，跳的时候要注意强调单词left和right，师生一起跳一跳、乐一乐。

二、预习(Preview)

(1)\"滚雪球\"游戏

教师将有关公共场所的单词卡片贴在黑板上，第一名学生说一句话，如：I can see a hospital．第二名学生在后面加上一词，如：\"I can see a hospital and a cinema．，，每名学生都要比前面学生说的多加一个地点名词，这样依次进行.

(2)学生两人一组进行问答操练，如：Where is the„? It\'s„Is it far from here?

三、新课呈现(Presentation)

Let\'s learn

(1)教师伸出两只手介绍说：\"This is my left hand and this is my right hand．\"请两名学生分别站在自己两侧介绍说：\"A is on the left．B is on the right．\"然后

14 提问一学生：\"Where is A／B?\"引导学生回答：\"„is on the left／right．

(2)教师给自己发指令并做动作：Turn left．Turn right．Go straight ahead．

Let\'s play

教师准备一面彩旗和一块蒙眼布。将学生分成两大组，各组选派一名代表到上面。表示太阳慢慢从东方升起，教学east，要求学生注意ea字母组合的发音，提醒学生发音要到位。

(3)教师出示图片或照片，让学生猜测：\"Where is it?\"然后展示短语卡片学west。教师示范朗读，学生跟读。

(4)教师将课前准备的中国地图贴在黑板上介绍：\"Tibet is in the west of China．Zhejiang is in the east of China．\"教师边说边标出east和west，然后提问：\"Where is Xiniiang?\"教学north，教师领读该词，学生跟读，注意th字母组合的发音。教师再以同一方法教学south。教师发指令，请学生根据地图上\"上北、下南、左西、右东\"的方向标，听指令快速指方向，看谁反应快。

(5)\"听一听、排一排\"活动

每名学生拿出五张表场所的单词卡片，具体是哪五张卡片由教师指定。学生听教师发指令排出正确的位置，如教师可说：\"The post office is west of the library．The cinema is east of the library．\"等。此活动也可以在小组内进行，鼓励学生人人参与。

(6)教师出示museum的单词卡片，说：\"1 want to get to the museum．Where is the

Museum ?How can I get to the museum?\"教师板书：\"How can I get to the museum?\"示范朗读，学生跟读。

(7)教师放B Let\'s learn部分的录音，让学生认读单词并回答问题。

(8)教师出示本部分单词卡片，给学生10～15秒时间熟悉卡片，然后将单词盖上，学生以四人小组为单位看图抢读抢拼单词，拼读时小组成员可提供帮助。 (9)教师可让学生在学生卡片背面的灰体词上描红，边描边拼读该单词或短语，看谁描得既快又好。如果做得不对，组内成员可以提醒。

四、巩固和延伸(Consolidation and extension)

(1)\"优秀连队\"活动

教师将学生分成4～6组，每组推荐一人当小军官，给组内成员发指令，如：\"Turn right !Turn left!Go straight!\"根据整组学生的表现选出优秀连队。

(2)教师先做示范，然后引导学生编歌谣如：Left hand，left hand，show me your left

hand．Right foot，right foot，stamp your right foot.

(3)Story time

全班学生听Story time部分的录音，教师讲解故事内容，学生模仿跟读。教师让学生读一遍故事后回答相关的问题。学生分别说一说从故事中学习到了什么经验。

五、Homework：

学生抄写本部分的四会短语。教学后记：

第五课时

教学目标：

1、能够听、说、认读句子：\"It\'s east of the cinema．Turn left at the cinema，then go straight．It\'s on the left．\"并能在情景中进行运用。

2、能够四会掌握句子：Turn left at the cinema，then go straightoIt\'s on the left。

3、能够根据Let\'s try和Let\'s check部分的录音选出正确答案。教学重、难点：

重点和难点是使学生掌握句型：\"It\'s east of the cinema oTurn left the cinema，then go straight．It\'s on the left．，并能在情景中熟练运用所学对话。还要能够正确书写其中的四会掌握句型：Turn left at the cinema，then go straight \'。课前准备：

1、教师准备录音机和本课时的录音带。

2、教学生两人一组准备一张中国地图。

3、老师和学生准备本课时的单词卡片。教学步骤：

一、热身(Warm-up)

（1）\"寻宝藏\"活动

教师课前为每名学生准备一张相同的迷宫图。请学生根据教师的描述的路线，如果标对了，他们将会得到\"宝藏\"。该活动也可以在两人组内进行。

（2）教师可适当修改刚才的寻宝藏路线图，引导学生依照新路线编对话并进行演示。

二、预习(Preview)

教师放录音，让学生按照录音内容选择正确的答案，对本单元的重要语言进行阶段性评价。

录音内容如下：

．

1、Boy：Where is the library，please?

Girl：It\'s not flar.You can go there by the No．18 buso

2、Boy：How can I get to the cinema，please?

Woman：Turn left from here．Then walk straight for 15 minutes．It\'s on the left

3、Girl：Where is the library，please?

Man：It\'s next to the post office．

4、Gid：Excuse me，how can I get to the science museumf

Boy：Take the No.15 bus．Get off at the science museum .You can l see lt.

(1)Let\'s try

录音内容如下：

Boy:Excuse me，how Can I get to the science museum\'?

Girl：Take the No．t2bus．Get off at the hospital．Then walk east for lOminutes

You can see the science museum．It\'s next to the cinemao

Boy：Thank you．

Girl:You\'re welcome．

(2)教师再放Let\'s tall时部分的录音，学生跟读。

(3)教师指导学生根据文字提示选出正确的路线。

三、新课呈现(Presentation)

（1）教师将Let\'s talk部分的教学挂图贴在黑板上说\"1 want to go to the post office。。

Where is the post office?\"引导学生回答：\"It\'s east／west／south／north of„。?

接着让学生看挂图，利用图上出现的场所替换关键词进行问答。

（2）\"爱我中华\"活动：

学生两人一组准备一张中国地图，进行问答，如：\"Where is Jiangxi?It\'s east

0f Hunan．It\'s west of Zhejiang．It\'s south of Anhui．It\'s north of Guangdong.等。

（3）教师将学生分成六组，仿照教学挂图所示位置，把六张单词卡片(hospital，

bookstore，park，post office，cinema，school)分发给各组，然后教师站在图中Amy的位置上，说：I want to go to the hospital．Where is it?\"学生会说：\"It\'s east of the park．\'\'教师再问：\"How can I get there?\"引导学生说：\"Turn left affil the cinema，and go straight．Then turn right at the post office and go straight-It\'s on the left．\"学生跟读并进行一系列的替换练习。

（4）教师放B Let\'s talk部分的录音，学生跟读。

（5）学生两人一组，看地图，替换句型中的关键词自编对话，请几组学生表演

对话。

（6）教师引导学生书写四会句型。

四、巩固和延伸(Consolidation and extension)

1、学生做小组练习，再叫几名学生描述某一场所的位置，全班学生一起猜。

2、学生吟唱Let\'s chant部分的歌谣。

五、Homework

并抄写B Let\'s talk，并记会。

教学后记：

第六课时

教学目标：

1、能够理解并会朗读Let\'s read部分，能够完成选词填空练习。

2、能够完成Task time的任务。

3、能写简单的路线说明并了解写信的基本格式。教学重、难点：

重点和难点是能够听、说、认读句子：\"Start from the bus stop .Get off of our school．Take the No．17 bus．Get off at the post office．Walk east for three minute.Find the white building on the left．Look for me near the door．课前准备：

1、教师准备录音机和本课时的录音带。

2、教师准备本课时的教学挂图。

3、教师准备一张邀请卡。

17 教学步骤：

一、热身(Warm-up)

1、师生共唱歌曲\"Ten Little Candles Dance．\"

2、\"优秀小警察\"活动：

。

教师将B Let\'s talk部分的教学挂图贴在黑板上说：\"1 want to buy some books.Where can I go? How Can I get there?\'\'请学生扮演小警察指路。师生一起评选出优秀小警察并给予奖励。

二、预习(Preview)

师生进行日常会话。以下问题可供参考：

How old are you? How do you go to school?

Which bus do you take?

Where is your home?

What\'s the colour of the building you live in?

三、新课导入(Presentation)

1、教师课前安排一名学生站在教室外面充当邮递员，上课铃响后，邮递员敲门递给教师一封信说：\"There is a letter for you．\"教师接过信，看了看信封说：\"This letter is from Sarah．\"然后从信封中取出一张邀请卡，说：\"It\'s an invitation．What does it say?\"教师请学生粗读段落，回答该问题。

2、教师出示教学挂图说\"Yes,Look !It\'s Sarah\'s birthday．How old is she? Where is her home ?How Can we get to her home? Let\'s read again．\"让学生带着问题阅读对话，提出不懂的单词或句子，教师答疑。

3、\"过三关\"活动

教师朗读Let\'s read部分，朗读时故意读错三处，请学生看课文听教师朗读，听到错误及时指出。如果所出现的三处错误没有被学生发现，则表明教师已闯过三关。

4、教师指导学生完成选择填空。

5、教师要求学生根据Sarah信中的说明，画出到她家的路线图。比一比谁画得既快又好。

6、教师事先准备课文当中指示路径的六个句子，随意打乱顺序，要求学生正确排序，看哪一组排得既快又准确。

四、巩固和延伸(Consolidation and extension)

1、Task time

教师引导学生仔细看Task time中的地图，观察各处场所的位置以及公交车路线。然后让学生两两分组依照对话泡中的示范语言询问和回答某场所的位置以及到达该场所的路线。教师可适当提示学生图中交通指示灯四周的场所都可步行到达；而museum和hospital则可乘一路公共汽车到达。

2、学生听录音、跟读本课的目标。

五、Homework 学生朗读Let\'s read部分。

教学后记：

Unit 3 What are you going to do？

第一课时

教学目标：

1、能够听、说、认读句型：\"What are you going to do this evening? I\'m going to the cinema．\"并能对其中的动词和时间短语进行替换操练。

2、能够听、说、认读动词短语：take a trip，go to the cinema，read a magazine．

3、能够听、说、读、写时间短语：next week，this morning／afternoon／evening；并能够听、说、认读时间短语：tomorrow，tonight．

4、能够在Pair work中合理安排自己的活动时间并与他人进行交流。教学重、难点：

1、重点是能够听、说、读、写Let\'s learn部分的四会短语；并能替换going to do句型中的动词和时间短语对将来的活动进行表述。

2、难点也是四会词汇的听、说、读、写以及对be going to do句型了解和替换操练。免费下载绿色圃中小学教育网Http://Www.lsPjy.Com 课件|教案|试卷|无需注册

课前准备：

1、教师准备动词短语卡片，如：take a trip，go to the cinema等。

2、教师准备教学课件。

3、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、教师课前放本单元歌曲\"What Are You Going to Do?\"学生初步感知be to do句型。

2、师生进行日常会话，可将重点放在动词短语的问答上。

二、预习(Preview)

1、教师出示课前准备好的课程表，说\"Look! We have so many claes in a day指着Monday说：\"What claes do we have on Mondays?\'\'帮助学生一起说\"On Mondays，we have English，Chinese，math．„\"再请学生回答其他几个的课安排。

2、教师出示当天的日历，师生进行问答

3、\"演一演、猜一猜\"活动

教师准备好动词短语卡片，如：play spots，go hiking，do morning exercises． go to the cinema，take a trip，read a magazine等以及相关道具，如电影票、杂志、背包、太阳帽等。生抽出一张卡片，根据上面的图片或文字，用动作表现出来，其他学生猜什么短语。当有学生抽到新短语read a magazine时，教师可引他借助杂志来进行表演，其他学生由此可能会猜：read a book，教师借机引入新词magazine。教师可将take a trip留到最后自己表演，借助背包、太阳帽产生可能会猜出是go hiking，教师说：\"No，I\'m going to take a trip．，\'引出新短语take atrip。教师可设立\"最佳表演奖\"来鼓励学生进行创造性表演，也可设立；\'心有灵犀奖\"来鼓励学生踊跃竞猜。

4、教师放课文的录音，学生静听一遍后跟读，(教师可对\'I\'m going to the cinema．\"加以解释，语法规则见教学参考资料库。)随后学生两人一组进行练习，教师引导他们主动替换对话中的时间和动词短语，进行更为广泛的操练。

Pair work

教师出示Pair work部分的表格，说：Look!Here are some activities that are good for you．Please decide when you are going to do them and tell your partner．Pay attention：You can do them in two weeks．

学生先在表格中填人时间短语，然后进行结对操练。教师请几组学生演示对话。

四、巩固和延伸(Consolidation and extension)

1、学生抄写本课时的四会词汇。

2、学生以表格形式安排自己第二天的活动并向朋友或家人介绍。

3、学生跟录音学唱歌曲\"What Are You Going to Do?\"

五、Homework

1、学生朗读Let\'s learn部分的短语。

2、学生做本部分活动手册配套练习。

教学后记：

第二课时教学目标：

1、能够听、说、读、写句型：What are you going to do on the weekend? I\'m going to visit my grandparents this weekend．

2、能在Group work部分合理安排周末的旅游项目。

3、能够完成Let\'s try部分听录音判断对错的练习。

4、能够听懂、会唱歌曲\"What Are You Going to Do?\" 教学重、难点：

1、重点是学生能准确、自如地运用(并会书写)be going to do句型描述自己的活动计划与他人进行交流。

2、难点是听、说、读、写四会掌握句型：What are you going to do on

the weekend ?I\'m going to visit my grandparents this weekend．课前准备：

1、教师准备一张简明地图，图中标有ZOO，theme park，cinema，school，bookstore，post office，pet shop等场所。

2、教师准备一张当地的简明旅游图。

3、学生以四人为一小组准备当地的简明旅游图。

4、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

(1)教师课前放歌曲\"What Are You Going to Do?\"

(2)学生根据自己设计的表格向其他学生介绍自己一天的活动安排.

二、预习（Preview） Let\' try 教师说：\"The National Day is coming．I have a friend in Shanghai．What is she goingto do? Let\'s listen to the tape and find out．\"教师可分三次放录音，并根据学生的际情况有针对性地提问。学生听录音、回答问题并完成判断正误的练习。可供考的问题如下：

1、Where is she going？

2、How is she going there?

3、Who is she going with?

4、Is she happy?

5、What is she going to buy?

三、新课呈现(Presentation)

Let\'s sing

教师接着Let\'s try部分说：The girl is going to be doing on the National Day．She\'s very happy．Now let\'s listen to a song and find out what the children are going to do on Saturday.OK?

教师放C部分的歌曲，学生跟唱两遍后分师生、男女生或在小组间展开对唱。

Let\'s talk

1、对唱结束后，教师出示标有动物园、电影院等地点的简明地图，并圈出动物园所在位置，说：\"The boy／girl(根据歌曲录音中的声音)is going to ZOO．His／her home is here．(教师指着地图中离动物园较远的某一地点)Is it far from the zoo?\"学生回答：“Yes，it is far from the zoo．”教师再问：“How can he／she get to the zoo?”引导学生回答：“By bike／bus／taxi．”等。

2、教师放Let\'s talk部分的录音，学生跟读并分角色朗读。学生开展组与组之间的朗读比赛，教师鼓励学生对对话中的时间和地点进行替换。

3、教师出示打乱顺序的单词卡片，如：what ,do，going，are, the，to，you，weekend.又如：I，going，visit，to，am，my，this，grandparents，weekend。要求学生在最快时间内组合成句。师生一起拼读其中较难的单词如：weekend，grandparents，visit。

4、教师引导学生书写四会句型。

Group work

教师出示当地旅游图，师生可先就旅游景点自由会话，如：\"Where is it ? How do you go there?\"等。

然后教师布置任务Now you are a tour guide．Please write a schedule for this weekend．See who can design the best schedule for us．学生先在课文表格中写出自己的活动设计，并在小组内进行表述。组内推选出一名\"最佳小导游\"，如果时间允许还可举行全班性的比赛。

四、巩固和延伸(Consolidation and extension)

1、学生朗读本课时的对话。

2、学生抄写四会句子。

3、学生对自己的周末活动做出详细安排，并以表格形式写出。

五、Homework

1、学生将本单元的歌曲唱给家人或朋友听。

2、学生做本课时的配套练习。

教学后记：

第三课时教学目标：

1、读Let\'s read中的段落，并根据段落内容写出提纲式的LiuYun\'s weekend plan.

2、能够模仿文段内容陈述自己的周末活动安排。教学重、难点：

1、重点是阅读段落并根据段落内容进行第三人称的转述，掌握第三人称吋be going to do句型的用法。

2、难点是转述时第一人称与第三人称的人称代词与物主代词的变换。课前准备：

1、教师准备若干张表格(形式见教学过程说明)。

2、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、师生同唱歌曲\"What Are You Going to Do?\"

2、教师出示第二课时中the Great Wall，theme park和当地部分名胜及各种如bookstore，pet shop的图片(包括生词supermarket)。先请一名学生示范问答，如：What are you going to do this morning ?I\'m going to visit the Great Wall．How do you get there? By train．„教师鼓励学生踊跃提问，而非师生间单向问答。

二、预习(Preview)

教师请几名学生介绍自己的周末安排。在学生介绍的过程中，教师可根据提出更细节性的问题，姐\"When are you going to get up on Saturday? Where are you going on Saturday morning ?How are you going to the zoo?\"等。在一名学生答之后，教师给予评价，如：\"Wonderful !You\'re going to have a busy weekend，are you?\"等，并向其他学生提问：\"What is A going to do on Saturday morning? he is going with?\"等，引导学生将第一人称改为相应的第三人称进行回答，生回答的内容以短语形式填人课前准备好的表格中.完成表格后，教师说：“Amy is going to have a busy weekend．”板书have：weekend，引导其他学生以“I\'m going to have a busy weekend．”为开头介绍周末安排，并邀请其他学生做简单记录，对于其中涉及的非四会词汇或其他的词汇可师生一起拼写。

三、新课呈现(Presentation)

Let\'s read

1、在几名学生汇报完周末活动安排后，教师广泛而快速地询问其他学生：What are you going to do on Saturday／Sunday morning?\"等，确认学生能正确使用句型：\"I\'m going to„\"来回答。

2、教师接下来说“Liu Yun is going to have a busy weekend，too．What is she going to do? Please read the paage and answer my questions．”教师可以根据段落内容顺序设计问题，让学生朗读一遍课文后依次口头回答。

3、学生以小组为单位讨论并回答问题，如有不同答案，师生共同探讨，找出最佳答案。

4、教师放课文录音，学生跟读两遍后全班一起朗读，再自由朗读课文l一2遍。

5、学生独立填充Liu Yun\'s Weekend Plan，并在组内互相讨论，交流与校对。

四、巩固和延伸(Consolidation and extension)

1、学生模仿跟读Let\'s read的录音，并读给自己的同桌听。

2、学生模仿课文表述自己的周末活动安排。

五、Homework

1、学生做本部分活动手册的配套练习。

2、学生朗读Let\'s read部分。

教学后记：

第四课时教学目标：

1、能够听、说、认读单词或词组：dictionary，post card，newspaper，magazine，comic book；并能够书写post card；newspaper和comic book。

2、能够听、说、认读句子：\"What are you going to do? I\'m going to buy an English book in the bookstore．When are you going? This afternoon．\"并能进行关键词的替换练习。

3、能够用所学句型\"What are you going to buy? I\'m going to buy„\"进行Let\'s play部分的购物活动。

4、能够听瞳并会吟唱Let\'s chant部分的歌谣。

5、能够了解音标／a：／，／A／，／el，／O／，／m／，／n／，／o／的音和形并会朗读相关例词；能够完成Read and match部分看图、读音标、辨词形后连线的练习。教学重、难点：

1、重点是听、说、读、写四会单词和短语。

2、难点是三会单词dictionary的发音、四会单词的拼写和Pronunciation 部分字母组合th的两种发音。课前准备：

1、教师准备本课时的单词卡片及不同科目的课本，如：English book，Chinese．，。

等。

2、教师请学生帮助，模仿Let\'s play部分的插图在课前对教室进行布置。

3、教师自制Pronunciation部分的课件。

4、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、学生朗读Let\'s read的段落进行复习巩固。

2、学生陈述上节课后模仿课文设计的周末活动安排，教师根据其陈述内容提问其他学生，如：\"What is he going to do on Saturday morning?\"请他们回答，如：is going to„．

二、预习(Preview)

Let\'s chant

1、教师听完几名学生陈述后说：What a nice weekend !Now let\'s listen to the music and try to find out what the child is going to do today．教师用课件展示Let\'s chant的歌谣，然后放录音，学生看文字听，再跟节奏吟唱。

2、教师可简单解释歌谣中学生初次接触的短语，如take a sleep。师生根据歌谣内容进行问答，如：Are you going to buy a book／bake a cake ?Yes，I am.

三、新课呈现(Presentation)

Let\'s learn

1、教师继续Let\'s chant部分的提问：“Are you going to buy a book，too?”在有生回答\"Yes，I\'m going to buy a book．\"或\"Yes，I am．\"后教师再问：\"Where do you buy a book?\"学生回答：\"In a bookstore．\"

2、教师接着提问：\"What books can you buy in a bookstore?”启发学生回忆学过的书籍词汇，如：English book，Chinese book，math book，music book，science book等，学生回答出一种书，教师即出示一本该书的实物，把它们一一放下，师生一起拼写这些单词。

．

3、教师可通过继续出示实物的方式，依次呈现生词：comic book，dictionary，

newspaper，post card，也可通过与story-book的比较呈现comic book；还可用简单的英语进行解释，请学生猜是哪个生词，如：\"Dictionary：In this kind of book。we can find many new words．It is helpful to us．Post card：When New Year\'s Day is coming，we often send them to our friends．\"在呈现过程中，师生一起拼读生词中的四会单词。

4、学生进行单词拼写比赛，可以口头进行，看谁既快又好，以帮助记忆本课时四会单词。

Let\'s play

教师布置学生课前每人带2-3本图书并布置好5-6处\"卖书点\"(仿照课文Let\'s play中的插图)。每处\"卖书点\"由2-3名学生担任销售人员，其他学生自由购书。教师先与学生进行示范对话，可结合前几册学生用书中所学有关购物的句型对话进行拓展．

Let\'s learn

教师放Let\'s learn部分的录音，学生跟读后对其中的书籍名词和时间短语进行替换练习。

Pronunciation

1、教师出示Pronunciation部分的课件说：Look!I have a dictionary．You Can find many new words in it．Can you read them?教师呈现Pronunciation部分的音标和单词，放录音，让学生仔细听，感知音标的音与形。然后教师示范朗读，学生跟读。尤其是th的两种发音，教师应请学生仔细对照口型模仿朗读。

2、Read and match

学生跟读录音2-3遍后独立完成连线练习。

四、巩固和延伸(Consolidation and extension)

1、学生抄写本课时四会词汇。

2、学生朗读Pronunciation部分的例词，并试着找出更多的例词，

五、Homework

1、学生吟唱Let\'s chant部分的歌谣。

2、学生做本部分的配套练习。

教学后记：

第五课时

教学目标：

1、能够听、说、认读what，where，when引导的特殊疑问句并能做出相应回答。

2、能够听、说、读、写四会句子：Where are you going this aftenoon? I\'m going

bookstore．What are you going to buy ?I am going to buy a comic book．

3、能够听懂Let\'s try部分的对话并完成听音选图的练习。

4、能够使用各种疑问句釆访他人的活动安排并做记录。

24 教学重、难点：

1、教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。

2、教学难点是学生能运用what，where，when疑问句进行真实的交际。课前准备：

1、教师准备一张简明地图，标出bookstore，shoe store，fruit stand，pet shop等场所。

2、教师准备录音机和本课时的录音带。

3、教师课前在黑板上画出表格。教学步骤：

一、热身(Warm-up)

1、全班一起吟唱Let\'s chant的歌谣。

2、单词拼写竞赛：

要拼写的单词包括：this morning／afternoon／evening，next week，newspaper， postcard等。可采取小组合作的\"接龙式\"拼写形式；也可以选取组内一名学生拼写全部单词。拼出单词最快最多的组获胜。

3、教师出示简明地图，师生问答如下：

r：What shop is it?

s：It\'s a bookstore．

r：What can you buy in the bookstore?

s：

„

在学生回答各商店所出售的物品时，教师根据其回答在黑板上写出单词。

二、预习(Preview)

Let\'s try

教师指着地图中的商店及各商店所出售的物品说：Look!There are so many stores and so many goods．Let\'s listen to the tape and find out：①Where is Sarah going? ②What is she going to buy? ③Who is she going with?教师放三遍Let\'s try部分的录音，以上问题可根据学生的实际情况分三次提出，直到多数学生能回答并能将前两项答案填人教师课前画出的表格中。在填表过程中，教师请学生一起拼写其中的四会单词，如：bookstore，comic book。

三、新课呈现(Presentation)

Let\'s talk

1、\"我的购物计划\"活动

教师指着黑板上的简明地图及表格说：Look，Sarah and Chen J1e are going to bookstore．Where are you going? What are you going to buy? When are you going?

Please write a shopping plan．指导学生结合表格中的购物地点、时间及商品三项提示，根据自己的购物；制定一个购物计划，组内学生可以互相交流讨论。

学生做好计划后，师生根据表格中的三点要求：where，what，when进行提问。

教师先与几名学生进行上述对话，再由学生提问来获知教师的购物计划由学生将有关信息填人表格中。学生两人一组互相了解对方的shopping plan，灵活运用where，when，what导的三个疑问句互相提问和回答。

2、教师放课文的录音，学生静听后跟读，再分角色朗读。

3、学生两人一组根据课本上的替换图对对话中的各种信息进行替换，教师

25 指导，并请几组学生进行示范。

4、教师引导学生进行四会句子的书写。

Pair work

1、学生两人一组相互采访，根据表格中提供的三个疑问句了解同伴当天下午活动安排(不一定是购物)，并简要记录信息。

2、教师请几组学生在班级内演示采访过程。教师可对采访者的采访记录进行调查和评价，也可在非同桌的学生之间展开互评。

四、巩固和延伸(Consolidation and extension)

1、学生抄写本课时的四会句子。

2、学生课后对父母或朋友的近期活动进行采访，记录结果交给教师。

3、学生吟唱本单元的歌谣。

五、Homework

1、学生抄写Let\'s talk部分1+1，并记会。

2、学生做本部分配套练习。

教学后记：

第六课时教学目标：

1、能够听、说、认读Let\'s read部分的对话。

2、能够根据对话内容回答文后的问题。

3、能够就自己20年后的理想状况进行讨论。

4、能够理解Good to know部分的内容。

5、能够完成Let\'s check部分听音选图的练习。教学重、难点：

重点和难点是听、说、认读Let\'s read部分的对话。课前准备：

1、教师准备各种职业的单词卡片，如：soldier，doctor，nurse，farmer，English teacher，Chinese teacher，science teacher等。

2、教师准备关于文字记载方式的发展演变的课件。

3、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、师生一起吟唱Let\'s chant部分的歌谣。

2、教师出示各种职业的单词卡片，与学生进行问答：\"What is he／she? He\'s／

She\'s a doctor．\"等。教师把职业单词写在黑板上。

二、预习(Preview)

Task time

1、教师指着黑板上各种职业的单词说：\"Everyone has a dream．What are you

going to be in the future? Discu with your partner．\"引导学生使用\"I\'m going

to be a„\"进行分组讨论，教师指导并适当记录学生的讨论情况。

2、教师与学生快速问答，如：

r：What are you going to be one day?

s：I\'m going to be a teacher．

r：Oh，you want to be a teacher．(每项问答后教师都用这句话做总结，也可逐

步引导学生使用句型\"1 want to be„\"进行回答。)

三、新课呈现(Presentation)

Let\"s read

1、教师进行总结说：\"You\'re great．You have many wonderful dreams．Sarah has a wonderful dream ,too．What is she going to be one day? What is she going to do this weekend? Let\'s read a dialogue．\"学生仔细阅读对话，教师走动答疑。

2、教师请学生简要回答刚才提出的两个问题，如：\"A science teacher．Plant trees．\" 然后师生间自由会话：\"Do you want to be a science teacher?\'\'教师根据学生的回答继续提问：\"Do you like plants ?Are you going to plant any~ees?\"教师作出思考的表情，停顿一下说：\"What else? Let me see．„\"然后做出想起的样子，问：\"Are you going to read any magazines about plants?Do you need magazines about plants?\'\'教师板书a magazine about patoto师生自由会话后一起朗读文后提出的问题，学生再带着问题默读或朗读；同桌之间或组内同学可以互相讨论问题的答案并在横线上书写答句。

4、教师请学生回答问题，全班进行核对。教师提醒学生注意拼写准确、书写规范。

5、教师放课文的录音，学生跟读后全班一起朗读，然后分角色朗读。

Good to know

教师引入该部分教学：Some of you want to be Chinese teachers．So you should know something about the history of Chinese writing．教师借助资料片介绍该部分，扩充学生的知识面。

四、巩固和延伸

(Consolidation and extension)

Story time

教师说：Zoom has a dream，Let\'s watch the VCD．too．He wants to learn how to swim．How does he learn?教师放Story time的课件并放故事的录音。论故事的涵义，体会\"Learn by doing．\"的道理。

Let\'s check

教师放该部分录音，学生听录音选出正确选项。

五、Homework

1、学生朗读Let\'s read部分。

2、学生做本部分配套练习。

教学后记：

Recycle 1 第一课时教学目标：

1、能够听、说、认读Let\'s read I部分的对话并能完成文后判断正误的练习。

2、能够根据Let\'s find out的提示语言在地图中找到并写出对应的公共场所。

3、能够听懂、会唱歌曲\"How Can I Get to the Zoo?\'\' 教学重、难点：

1、重点是第

一、二单元主要语言的巩固和拓展。

2、难点是Let\'s find out部分根据提示语言在地图上确认并书写相应的公共场所。

课前准备：

1、教师准备一张标有post office，pet shop，hospital，park，Zoo等场所的简明地图课件。

2、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、全班一起吟唱第一单元Let\'s chant的歌谣。

2、师生进行自由会话：How do you go to school ? I go by„

3、教师用红笔在简明地图上标出某一地点，如：A，说：\"Now we are here．can I get to the park／cinema／pet shop?\"请学生一边指地名，一边说明路。如：\"Go straight．It\'s next to the post office．\"教师还可标出其它地点，如B等，请学生指路。

二、预习(Preview)

教师手指简明地图上的某一地点，说：\"Now we\'re here．We\'re going to the park．Is it far from here?\"引导学生根据地图上的距离回答。教师继续提问：\"How can we go to the park?\"学生可提出不同建议，如：\"We can go by bike／bus．等。

三、新课呈现(Presentation)

Let\'s read

1、教师说：\"Amy and Chen Jie are going to the park ,too．How do they go to the park? Let\'s read the dialogue．\"教师引导学生阅读对话，回答问题。

2、教师用幻灯呈现Let\'s read I对话下面判断正误的练习。师生一起朗读问题，让学生打判断正误，再朗读对话或听录音，校对答案。

3、学生自由朗读或分组分角色朗读本部分对话。

Let\'s find out

1、在学生分组朗读后，教师说：Amy and Chen Jie are in the park now．The park has a pet shop，an ice-skating area and a ping-pong area．What else? Let\'s read and find out．教师指导学生阅读文中的指示语言，并确定平面图的四个方向，学生独立或两人一组讨论完成填图练习。

2、师生以对话形式来核对答案。

Let\'s sing

1、教师说：\"The park is very interesting．Now let\'s go to the zoo．指着简明地图中的动物园，问：\"It\'s far from the park．How can I get to the zoo?\'请学生自由回答：\"By bike／car„\"

2、教师放歌曲\"How Can I Get to the Zoo?\"学生看歌词静听，然后跟唱2～3遍。

四、巩固和延伸(Consolidation and extension)

1、学生听录音，跟读本课时对话。

2、学生进行课外讨论：How can we get to the zoo?

五、Homework

1、学生朗读Let\'s read部分。

2、学生做本部分配套练习。

教学后记：

第二课时教学目标：

1、能够听、说、认读Let\'s read II部分的对话并能完成对话后判断正误的练习。

2、能够综合运用1～3单元的主要语言；能听懂Listen and choose部分的对话。

3、能够熟练运用be going to do句型讨论自己的梦想之旅。教学重、难点：

1、重点是1～3单元的综合复习，尤其是复习巩固be going to do句型。

2、难点是学生能够运用前三个单元的语言灵活有效地进行交流。课前准备：

1、教师准备一张简明城市交通图和若干面小彩旗。

2、学生课前对放学后的活动做出简单计划并进行表述。

3、教师准备录音机和本课时的录音带。教学步骤：

一、热身(Warm-up)

1、全班齐唱歌曲\"How Can I Get to the Zoo?\'\'

2、学生四人一组分角色朗读Let\'s read I部分的对话。

二、预习(Preview)

“探路先锋\"游戏

教师准备一张自制简明地图，以及若干面小彩旗。教出示交通图，在图中标出若干个地点，如A、B、C等，请两名学生到地图前，持一面彩旗。教师给出指示语，如：\"I\'m at Point A，I go straight from A．Then turn left at the traffic lights．Where am I?\"教师的指示语应清晰、准确，可由简至难步步推进。能够率先将彩旗贴至教师所述位置的为\"探路先锋\"，教师给予奖励。

三、新课呈现(Presentation)

1、“我是实习小交警\"活动

教师准备一张简明城市交通图和一顶交警帽。学生两人一组，分别扮演交警与问路者，可进行如下对话：

A：Good morning，sir_ Where is the post office，please?

B：Go straight．Turn right at the hospital．It\'s on the left．„

A：Thank you．

若问路者及其他学生能根据\"交警\"的指示语顺利找到目的地，则“实习\"小交警晋升为“正式\"小交警，教师颁发给交警袖章或其他奖励品。

2、教师说：\"Now we know the city very well．I\'m going to„this afternoon．Where

are you going ?What are you going to do after school?\"与学生展开如下对话：

T：What are you going to do after school?

S：I\'m going to the„．

T：Where is the„?

3、Let\'s read II

教师可接着学生的回答提问：\"What is A going to do this afternoon?\"学生回答后，教师继续提问：\"What are Zhang Peng and Mike going to do this afternoon? Do

29 you want to know? Let\'s read the dialogue．\"教师指导学生仔细阅读对话，回答提出的问题。师生一起朗读对话后判断正误的句子。

4、Listen and choose

教师接着Let\'s read部分说：Zhang Peng and Mike have their plans．Now let\'s listen and find out what John and Wu Yifan are going to do this afternoon．

教师放三遍录音，第一遍请学生静听，初步理解；第二遍请学生听音选图；第三遍请学生进行自我检查。如果时间允许，也可要求学生最后跟读一遍录音。

5、Group work

学生分组讨论自己想象中的假期并填写该部分表格。教师可鼓励学生课后将自己的梦想之旅写成短文(连贯的3～4个句子即可)参加评比，师生一起评选出七副作品在班级内展示。

四、巩固和延伸(consolidation and extension)

学生书写并修改有关My Dream Vacation，的段落，交给教师进行评选。

五、Homework

1、学生朗读Let\'s read II部分的对话。

2、学生做本部分配套练习。

教学后记：

第三课时教学目标：

1、能够进一步综合运用l～3单元的主要语言进行有实际交际意义的会话；能够听懂Listen and match的对话并完成连线练习。

2、能够理解并会吟唱Let\'s chant的歌谣。

3、能够认读l～3单元Pronunciation的音标并能把音标和相关例词正确连线。教学重、难点：

1、教学重点是学生对前三个单元主要语言的正确理解和有效运用。

2、教学难点是音标部分，要综合复习前三单元学过的音标，使学生能把音标和相关单词正确连线。课前准备：

1、教师准备前三个单元所学音标的卡片。

2、教师课前选一篇学生所做My Dream Vacation的短文，根据其内容仿照本课歌谣编创一首新歌谣。

3、教师准备录音机和本课时的录音带。教学步骤：

一、热身(warm-up)

1、全班齐唱歌曲\"How call I Get to the Zoo?\'\'

2、师生一起吟唱第一单元的歌谣，要求学生一边吟唱，一边用手打节拍。

二、预习(Preview)

教师对学生有关My Dream Vacation的短文做出总体评价，并请几名写得有创意的学生朗读他们的短文，教师针对其内容提问，如：\"Where are you going? What are you going to do? How are you going to there等。教师根据课前的准备，在最后一名学生朗读完文章并回答了问题以后，简化并板书该学生的回答，将其改编成为一首小歌谣，如：

Where are you going? What are you going to do?

I\'m going to the Zoo to see the monkeys．

I\'m going by bike．I\'m going On foot．

I live near the Zoo．So I won\'t take a train．

教师拍节拍示范朗读自己改写的新歌谣，学生模仿吟唱新歌谣。

三、新课呈现(Presentation)

Let\'s chant

在以上活动的基础上，教师放Let\'s chant部分的录音，学生静听并试着跟读，再看着文字吟唱。师生可进行问答式吟唱，并在小组间展开比赛。

Listen and match

教师说：\"Now let\'s to find out：Where are John, Mike，Chen Jie and Sarah going this weekend? How are they going ?Let\'s listen!\"教师放三遍录音，第一遍请学生静听，初步理解；第二遍请学生听音选图；

Read and match

1、“眼疾手快\"游戏

教师准备前三单元的音标卡片，把它们贴在黑板上。教师把学生分成四大组，每组各派一名代表上台，教师念出一个音标，最快认出并将它拿到手里的学生获胜。最后拿到音标卡片最多的学生获胜。

2、教师出示l～3单元Pronunciation部分某些例词的音标，请学生朗读。再让学生独立完成Read and match部分的练习，全班核对。

四、巩固和延伸(consolidation and extension)

1、学生朗读l～3单元Pronunciation的音标和例词。

2、学生跟录音吟唱Let\'s chant的歌谣。

五、Homework 学生综合复习l～3单元的语言。

教学后记：

Unit 4 I have a pen pal 第一课时教学目标：

1、能够听、说、认读句子：What is your hobby? I like collecting stamps.

2、能够听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，

31 diving， playing the violin，making kites。教学重、难点：

1、教学重点是掌握五个动词(短语)的ing形式。

2、教学难点是拼写：riding，diving，making。课前准备：

1、教师准备录音机及录音带。

2、教师准备A部分Let\'s learn的单词卡片。

3、教师准备一些树叶、一本集邮册、两只风筝。

4、学生准备A部分Let\'s learn的单词卡片。教学步骤：

一、热身(Warm-up)

教师放五年级下册Recycle 2的歌曲\"I Love Going Hiking\"，学生边唱边跟教师倘相应的动作。

二、预习(Preview)

\"滚雪球\"游戏

教师边出示各种形状的树叶，边说：\"I like collecting leaves．\"请一名学生在句子基础上再加一句话，如：\"I like collecting leaves．I like taking pictures．依次类推，看谁说出的句子最多。

三、新课呈现(Presentation)

Let\'s start

教师与一名学生示范。教师问：\"What\'s your hobby?\"学生回答：\"Swimming.What about you?\"教师回答后示范填写Let\'s start部分的表格。同桌或前后两名学生之间进行问答、填表。

Let\'s learn

1、教师边做动作边说自己的业余爱好：\"I like playing the violin．What is your hobby?\"引导学生回答：\"I like„\"教师板书：What is your hobby? I like playing the violin．指导学生拼读hobby，playing the violin并进行问答操练。

2、教师拿出集邮册，从里面取出一张邮票，问学生：\"What\'s this?\"引导学生回答：\"It\'s a stamp．\"教师板书stamp并带读。教师展示集邮册，同时说：\"I like

collecting stamps．\"然后板书并带读collecting stamps。教师问：\"Do you like

collecting stamps?\"，引导学生作答后拼读并操练：I like collecting stamps．

3、教师做骑自行车的动作，问：\"What am I doing?\"学生猜：\"You\'re„教师说：\"Yes，I am riding a bike．I go to work by bike every day．I like riding a bike．教师板书：riding a bike，指导学生拼读，告诉学生riding是ride去掉结尾不发音的e再加上ing。

4、教师出示一只风筝，问：\"What\'s this?\"引导学生回答：\"It\'s a kite．\"教师出示两只风筝，问：\"What are they?\"引导学生回答。接着教师做放风筝的动作，问：\"What am I doing?\"学生回答：\"You\'re flying a kite．\"教师回答：\"Yes，I like flying kites．I can make kites．I like making kites，too．\"然后出示making kites的单词卡片，问：\"What\'s he doing?\"引导学生回答：\"He\'s making kites．板书：making kites，学生拼读，注意making的拼写。

5、教师出示diving的单词卡片，问：\"What is he doing?\"引导学生回答：He\'s diving．教师板书：diving，学生拼读，注意diving的拼写。

6、教师手指板书，学生齐拍手练习说句子，如：What is your hobby? What is

32 your hobby? Playing，playing，I like playing the violin．Collecting，collecting，I like collecting stamps．Riding，riding，I like riding a bike．Making，making，I like making kites．Diving，diving，I like diving．

7、教师放Let\'s learn部分的录音，学生跟读。教师出示 Let\'s learn部分的单词卡片，学生根据单词卡片内容进行问答操练：What is your hobby?I like--

8、\"猜一猜\"游戏

学生拿出A Let\'s learn部分的单词卡片。同桌一组，每人抽出一张单词卡作为自己的爱好，一人猜：\"You like„\"另一名学生根据手中卡片上的内容回答：\"Yes／No．I like„\"两人可进行积分比赛，猜对卡片上的内容就得到这张卡片，最后看谁手里的卡片最多。

Group work

学生带好纸笔在组内进行调查，互相询问：“What is your hobby?\'\'调查完毕，各组派代表上台汇报调查结果：“„boys／girls like„\"也可说出名字，如：“„and„l ike„ \"若课上时间不够，可将调查活动放到课后进行，下一节课汇报。

四、巩固和延伸(Consolidation and extension)

1、让学生做本单元A Let\'s learn部分的配套练习。

2、让学生听Let\'s learn部分的录音，读给同桌听。

五、Homework

1、让学生背诵并抄写本课四会动词(短语)

2、预习Let\'s talk部分。

教学后记：

第二课时教学目标：

1、能够听、说、读、写句型：What\'s your hobby? I like collecting stamps．He likes collecting stamps，too．

2、能够认读音标：／3：／，／a／，／J、／，／3／，／l／，／r／，并能朗读Pronunciation部分例词。教学重、难点：

1、教学重点是句型：What\'s your hobby? I like collecting stamps．He likes collecting stamps，too．

2、教学难点是在实际情景中正确运用句型：He／She likes„ 课前准备：

1、教师准备录音机及录音带。

2、教师准备A Let\'s learn部分的单词卡片。

3、教师准备Pronunciation部分的课件。

4、教师准备各种展览活动的报刊。

5、教师准备一些名人照片。教学步骤：

一、热身(Warm-up)

1、连锁问答操练。教师对一名学生说：\"I like„，What\'s your hobby?\"该学生回答后向别的学生提问，依次进行。

2、教师出示A Let\'s learn部分的单词卡片和五年级下册第

四、

五、六单元

33 Let\'s learn部分的单词卡片，同桌根据卡片开火车问答操练，如：What\'s your hobby? I like„．

二、预习(Preview)

1、教师放A Let\'s learn部分的录音，学生跟读并拼读动词短语。

2、“看谁反应快\"游戏

教师请六名学生上台站成一排，每人手持一张A Let\'s learn部分的单词卡片，一名学生首先用本部分的一张卡片上的短语说一个句子，如：I like diving．捉住有diving单词卡片的学生则立即向前迈一步，根据其它五张卡片的内容说一个名子，如：I like playing the violin．如果句子正确，则可以退回到原来位置，如果句子有误或反应慢就要退出游戏。

三、新课呈现(Presentation)

Let\'s try

学生听录音，做练习。

Let\'s talk

1、教师课前在教室的墙上贴上各种海报，教师手指墙上画展的海报说：\"There is a painting show Saturday．I like painting．I am going to the show．What else likes painting? Who would like to go with me?\"有学生举手，教师则手指该名学生说：\"I like painting．He／She likes painting，too．\"接着教师手指邮票展的海报说：\"There is a stamp show Sunday．I like collecting stamps，too．Do you?\"有学生举手，教师说：\"He／She likes collecting stamps，too．\"板书：He likes collecting stamps，too．(板书likes中的s可以用不同颜色标出，以突出重点。)学生跟读，然后开火车进行造句练习：He／She likes„

2、教师放Let\'s talk部分的录音，学生跟读、分角色朗读。

3、学生指着墙上的海报进行对话操练。

请同桌学生依次起立汇报：I like„„likes„如果两人的爱好刚好相同，可以接着说，\"We can go to the„show together．\"教师及时指导、纠错。

4、教师指导学生拼写四会句子。鼓励学生将上一步骤中的汇报内容记录下来。

Let\'s play

1、教师请

六、七名学生上台站成一排，第一名学生A向前迈出一步说：\"I like„然后退回原处，第二名学生B迈出一步说：\"A likes„I like„\"，接下来第三名学生c迈出一步说：\"A likes„B likes„I like„\"，依次进行。

2、教师用实物投影仪展示一些名人照片，如：运动员、歌唱家、收藏家等，生抢答：\"He／She likes„\" “老师的爱好\"游戏

教师将学生熟悉的六位教师的名字写在黑板上。全班学生分成六组，每组负责讲述其中的一位教师。一组描述，其他的小组猜他描述的是哪位教师。要求首先要描述教师的爱好，如果其他小组猜不出，再继描述教师的体貌特征等，直到其他学生猜出教师名字为止。

Pronunciation

1、教师出示Pronunciation部分的挂图，带领学生认读音标：／3：／，／3／，／1／，／r／。带读例词，指导学生归纳发音规律。学生听录音跟读。

2、教师指导学生完成Read and match的练习。

3、\"摘星星\"游戏

学生分成两队，每队站一列。教师在黑板上贴一颗大红星，依次出示单音节音标词的单词卡片，如：／si：／，／red／等，两队的第一名学生抢先起立读单词。最先拼出的学生得到一颗星，最后哪队得到的星星最多就可以赢得大红星。

四、巩固和延伸(Consolidation and extension)

1、做本单元A Let\'s talk部分的配套练习。

2、让学生听Let\'s learn，Let\'s talk部分的录音，读给同伴听。

五、Homework

1、让学生背诵并抄写Let\'s talk部分。

2、预习Let\'s read部分

教学后记：

第三课时教学目标：

1、能够听、说、认读Let\'s read中的两封电子邮件。

2、了解一些有关英语信封书写的知识。

3、能够听懂、会唱歌曲\"My Pen Pal\"。教学重、难点：

1、教学重点是阅读Let\'s read中的两封电子邮件。

2、教学难点是能理解、认读句子：My twin sister Ann likes drawing picture and making kites．We look the same，but we don\'t like the same things．Tell me something about you．课前准备：

1、教师准备录音机及录音带，课件。

2、教师准备A Let\'s learn部分的单词卡片和五年级下册第

四、

五、六单元Let\'s 1earn部分的单词卡片。

3、教师准备一个用汉语书写的信封与一个用英语书写的信封。教学步骤：

一、热身(Warm-up)

1、上课前教师播放歌曲\"My Pen Pal\'\'的录音，让学生跟录音轻声哼唱。

2、教师放五年级下册第四单元B Let\'s chant部分的歌谣录音，学生听录音边动作边说唱歌谣。

二、预习(Preview)

1、教师放A Let\'s learn和Let\'s talk部分的录音，学生跟读。

2、教师出示A Let\'s learn部分和五年级下册第

四、

五、六单元Let\'s learn部分动作单词卡片，同桌开火车操练句型：What is your hobby? I like„

3、“抢答\"游戏学生分成两组。每组轮流派一名代表上台抽卡片表演卡片上的动作，本组其他学用\"He／She likes„\"句型猜卡片上的内容，如果猜出就可以得分。

三、新课呈现(Presentation)

Let\'s read

1、教师问：\"Do you remember Dalin，Xiaolin，Zhang Shu and Zhang Ren? They are twins．They look the same．Today，you\'ll get to know two more twins．\"然后教师出示本部分的课件，指着图画上的两个外国小姑娘说：\"Look at the two

35 girl.This girl has long hair．That girl has long hair，too．This girl has big eyes．That girl has big eyes，too．They look the same．What is she doing? She\'s drawing picture.What about the other girl? What is she doing? She\'s writing an e-mail．What are hobbies? Now let\'s read an e-mail．\'\'然后学生打开课本仔细阅读第一封电子邮件。

2、教师放本部分第一封电子邮件的录音，学生仔细听的同时再细读一遍电子邮件。然后教师说几个句子，请学生判断正误。

Liu Yun is Alice\'s new pen pal．

Alice likes swimming，diving and making kites．

Alice\'s twin sister Ann likes drawing pictures．教师再放一遍录音，学生跟读然后核对答案。

3、教师说：\"We all know Liu Yun is Alice\'s friend now．Liu Yun writes an e-mail to Alice．Let\'s read her reply．Please read the mail and tell me something about Liu Yun．\"学生翻开课本阅读第二封电子邮件。读完后请学生试着说一说刘芸的爱好及家庭情况。

4、教师放第二封电子邮件的录音，学生跟读。教师指导学生完成Answer the questions的练习。教师再放一遍录音，学生核对答案。

5、如果时间允许，教师简要介绍一下英文电子邮件的格式。

Group work

1、学生进行小组内调查，问：\"What is your hobby?\'\'并可将对方的业余爱好简单记录下来。

2、学生进行汇报：\"„likes„\"，师生可共同评选出班里爱好最广泛的学生。

Goodtoknow

教师带读Good to know中有关英语信封各部分名称的词汇，让学生说说含义，然后教师出示一个汉语信封与一个英语信封，让学生进行比较。教师介绍一些相关知识。

Let\'s sing

1、教师放歌曲\"My Pen Pal\'\'的录音，学生先仔细听录音，然后跟教师读歌曲。

2、学生跟录音学唱歌曲。

四、巩固和延伸(Consolidation and extension)

1、让学生做本单元A Let\'s read部分的配套练习。

2、让学生听A部分的录音，读给同伴听。

五、Homework

1、让学生抄写本单元A Let\'s read部分，并背诵。

2、预习B部分let\'s learn部分。

教学后记：

第四课时教学目标：

1、能够听、说、读、写五个动词的第三人称单数形式：lives，teaches，goes，watches，reads。

2、能够听、说、认读句子：Does your pen pal live in Shanghai? No，he doesn\'t．He lives in Beijing．

3、能够听懂、说唱歌谣\"Tell me about your pen pal\"。

4、能够听懂、理解Story time中的故事。教学重、难点：

1、教学重点是听、说、读、写掌握五个动词的第三人称单数形式。

2、教学难点是区别使用后缀s和es。课前准备：

1、教师准备录音机及录音带。

2、教师准备A、B部分let\'s learn的单词卡片。

3、教师准备一些动物单词卡片和第一单元Let\'s learn部分的单词卡片。

4、教师准备Story time部分的课件和一只玩具猴。教学步骤：

一、热身(Warm-up)

1、教师放第一单元Let\'s sing部分的歌曲\"How Do You Go to School?\"，学生听录音齐唱。

2、教师放歌曲\"My Pen Pal\"，学生听录音齐唱。

二、预习(Preview)

1、教师出示A Let\'s learn部分的单词卡片，同桌开火车拼读动词短语。

2、教师放A Let\'s read部分的录音，学生跟读。

3、师生对话。

三、新课呈现(Presentation)

1、教师板书：live，然后指着自己说：\"I live in„ Where do you live in?\'\'引导学生作答后教师出示一张动物单词卡片，如：fish，问：\"What is this?\'\'引导学生作答。教师继续问：\"Does it live in the sky?\"引导学生回答：\"No，it doesn\'t.it lives in rivers．回答时教师有意强调lives的发音。教师在黑板上的live后加上s。教师依次拿出其它动物的单词卡片，用一般现在时的一般疑问句形式就动物的住所提问，引导学生作答。教师再问：\"Does your father/mother/pen pal live in„?引导学生给出肯定或否定回答。教师板书：Does your father/mother/pen pal live in Shanghai? No，he doesn\'t．He fives in Beijing．教师向学生展示lives单词卡片，带读单词。

2、教师说：I teach English．Does Mr„teach English?\"引导学生作答：“No，he doesn\'t．He teaches„，”教师板书：teaches(es可用另一种颜色标出)，然后再用几位其它学科的教师的名字提问，引导学生给出完整回答。

3、教师说：“I go to work by bus．How do you go to school?\'\'引导学生回答： go to school by„\"教师继续问：“How does your father go to work? Does you go to work by bus?\"引导学生作答后板书：goes to work。教师继续提问几名学生：“Does your father／mother go to work by„?\"引导学生作答。随后教学watches和reads。教师指导学生拼写单词。建议教师引导学生比较动词原形和其第三人称单数形式，并用这两种形式造句加深印象，让学生在比较中逐步掌握。

4、教师将本部分的单词卡片混在一起，快速展示给学生，学生读，然后同桌开火车进行问答操练。

5、“猜一猜“游戏

教师出示第一单元A Let\'s learn部分的单词卡片，任意抽出一张，问：“How does your aunt／grandmother／grandfather／teacher go to work?”学生猜：“He goes to work on foot／by subway／„”教师给猜对的小组加分。

6、教师放B Let\'s learn部分的录音，学生跟读。

7、学生看板书提示根据实际情况进行问答操练。

Let\'s practice.

1、学生四人一组讨论用英语描述Bill的一天，并轮流用英语表达。

2、每个小组派代表上台介绍。

3、“考考你的记忆力”游戏

教师介绍某人的一天，然后请学生复述．

Let\'s chant

1、教师放第44页上歌谣的录音，学生跟录音说唱。

2、学生分组说唱歌谣。

Story time

，

教师向学生展示Story time部分的挂图，指着图中的人物问：“What are they doing? What does Joe see? Does Joe like the monkey?”然后教师放该部分的录音，学生听录音跟读、分角色朗读。如果时间允许，教师指导学生进行对话表演。

四、巩固和延伸(Consolidation and extension)

1、学生做本单元B Let\'s learn部分的配套练习。

2、“吉姆的故事”游戏:

学生五人一组。第一名学生说：\"Jim lives in the country．\"第二名学生说\"Jim lives in the country．He lives on a farm．\"第三名学生说：\"Jim lives in the country．He lives on a farm．He goes to work by car．\"依次进行，每人在前面学生的基础上再加一句话。同桌之问也可以进行该游戏。

五、Homework

1、学生背诵并抄写本课四会单词。

2、预习Let\'s talk部分。

教学后记：

第五课时教学目标:

能够听、说、读、写句型：Does she teach English? No，she doesn\'t．Yes．she does．

教学重，难点:

1、教学重点是四会掌握句型：Does she teach English? No，she doesn\'t．Yes，she does．

2、教学难点是在实际情景中正确运用所学对话。课前准备：

1、教师准备录音机及录音带。

2、教师准备B Let\'s learn的单词卡片和B Let\'s talk的课件。

3、教师准备卡片若干，正面写有人名，反面写有地名。教学步骤：

一、热身(Warm-up)

1、教师放歌曲\"My Pen Pal\"的录音，学生跟录音齐唱。

2、学生开火车介绍自己同桌的业余爱好，如：\"„likes„其同桌说：No,I like„．\"

3、教师放Let\'s chant部分的歌谣\"Tell me about your pen pal\'\'的录音，录音说唱歌谣。

二、预习(Preview)

教师出示B Let\'s learn部分的单词卡片，问：\"Does your uncle live in„?Does he go to work by„?Does he read newspapers in the morning／evening? Does he watch at night?\"学生根据实际情况作出肯定或否定面答。

三、新课呈现(Presentation)

Main Scene

教师引导学生看课件，教师说：\"Look! Chert Jie is looking at some picture.Her mother is beside her.What are they talking about?\"学生分角色朗读。教师可让学生试着用英语描述陈杰的笔友的情况。以下内容供参考：

He is from Canada．He lives in the city.

He goes to school by bus．

Let\'s try

He tikes making planes．He likes swimming.

学生听录音，做Let\'s try部分的练习Listen and circle.

Let\'s talk

1、教师说：\"Zhang Peng\'s mother is a teacher．What does she teach? Does she teach English?\"教师出示Let\'s talk部分的课件，放录音，学生听录音阅读对话。教师出示主句型：Does he／she„?Yes，he／she does．No，he／she doesn\'t．然后教师引导学生回答刚刚提出的问题，逐步掌握肯定和否定回答。再放一遍, 学生跟读.

2、教师说：“My mother is a teacher，too．Do you want to know more about her．Ask me some questions.\"教师依次出示B Let\'s learn部分的单词卡片，提示学生根据上面的短语和黑板上的重点句型提问，教师作答。

3、教师指导学生进行替换练习。必要时，提示学生可以换一下对话里的人物，如：Does your uncle live in the city? Yes，he does．Does your grandma live in the country? No，she doesn\'t．

4、“寻找家园”游戏

教师准备一些卡片，正面写有人名，反面写有地名，如：city，country，village,

farm，forest，mountain，nature park等。请一名学生上台抽取一张卡片，问台一学生：\"Gue．Where does„live?\'\'学生猜：\"Does he／she live in／on„?\"猜对的小组得一分。

5、教师指导学生书写四会句子。

Tick and say

学生听录音，然后完成书上的表格。

1、教师发给学生每人一张表格，表格内容见学生用书第52页。学生将个人信息填好后交给教师。教师请一名学生上台从一摞表格中抽取一张，告诉台下学生：\"It\'s a boy／girl．\"学生分成两大组，轮流提问，如：\"Does he／she like drawing pictures? Does he／she goes to school by bus?\"等等，看哪一组先猜出填写卡片的人是谁。

2、复习Pronunciation，Good to know和Story time的内容。

四、巩固和延伸(Consolidation and extension)

学生读Let\'s learn，Let\'s talk部分，读给同伴听。

五、Homework

1、让学生背诵并抄写B Let\'s talk1+1。

2、学生做本单元B Let\'s talk部分的配套练习。

教学后记：

第六课时教学目标：

1、能够听、说、认读句子：They are very different．

2、能够完成Let\'s check部分的练习。教学重、难点：

本课时教学重点和难点是理解Let\'s read中的短文。课前准备：

1、教师准备录音机及录音带。

2、教师准备A、B部分Let\'s learn的单词卡片和B Let\'s read的课件。教学步骤：

一、热身(Warm-up)

1、师放第二单元Let\'s sing部分歌曲\"Where Are You Going?\"，学生一起拍手唱。

2、师放Let\'s chant部分的歌\"Tell me about your pen pal\"，学生跟录音有节奏地说唱。

二、预习（Review）

1、听录音跟读A、B部分Let\'s learn，Let\'s talk和A Let\'s read的内容。

2、师出示A、B部分Let\'s learn的单词卡片，学生就单词卡片进行问答练习，如：What is your hobby? Does your uncle live in Beijing?等等。

3、“单词”游戏

学生分成若干小组。教师报一个四会单词，如：stamp，各小组第一排的学生争取第一个起立拼出该单词，首先正确拼出单词的为本组赢得一分。

4、生交流汇报Task time的完成情况，如：\"„is a„He／She goes to work at„He／She goes to work by„He／She lives in„He／She„in the evening\"。

三、呈现(Presentation)

Let\'s read

1、师说：\"Do you remember Alice and her twin sister? They look the same\"，后教师指着班上的两名学生问：\"Do they look the same?\"引导学生给出否定回答。教师给出完整回答：\"No，they don\'t．They look different．\"教师板书different，带读。教师接着问：\"Do they have the same hobbies?\"引导学生说出否定回答：\"No，they don\'t．\"教师说：\"They\'re very different．\"教师向学生展示本部分的课件，指图中的孪生姐妹对学生说：\"This is Alice.This is her twin sister．They look the same，but do they like the same things? Do they go to school together? Let\'s read．\"教师放本部分的录音，让学生打开课本，带着问题阅读。

2、师指导学生完成Write the questions and the answers的练习。

3、师放Let\'s read部分的录音，学生听录音跟读。

4、四人小组读短文，然后请两、三个小组朗读短文。

Let\'s play

1、请一名学生上台，他心中想好某一个同学的名字，台下学生通过提问猜

40 这名学生是谁，如：\"Does he go to schoo1 by bus? Does he like playing football／„?\"也可进行男女生比赛，看哪一队用最少的does引导的问句猜出这名学生的名字。

2、四人小组做游戏。

Let\'s check

1、师指导学生完成Let\'s check部分的练习Listen and write the answers。

2、\"记者招待会\"活动

请一名学生上台扮演一位名人举行一次记者招待会，其他学生扮演记者。记者分别向\"名人\"提问，如：Where do you live? What does your mother do? What does your father do? What is your hobby? Do you have a pen pal? Where does he five?等等，扮演名人的学生尽量给出合情合理的回答。

四、巩固和延伸(Consolidation and extension)

1、学生背诵并书写本单元四会单词和句子。

2、学生读B Let\'s read部分，读给同伴听。

五、Homework

1、让学生背诵并抄写B Let\'s read部分。

2、学生做本单元的配套练习。

教学后记：

Unit 5

What Does She Do? 第一课时教学目标：

1、能够听、说、读、写本课单词：singer，writer，actre，actor，artist，TV reporter。

2、能够理解、认读句子：What does your father／mother do? He\'s／She\'s a„。

3、能够听懂、会唱歌曲\"My Family\"。

教学重、难点：

1、重点是掌握A Let\'s learn部分的五种职业的英文表达，并能简单问答、介绍，表达自己的理想。

2、难点是在正确区分运用冠词an和a，如：an actre，a writer。课前准备：

1、教师准备本课的录音带。

2、师准备本课单词卡片、四年级上册B Let\'s learn部分的单词卡片she，he，it等代词卡片、一些名人的图片课件。

3、学生准备本课单词卡片。教学步骤：

一、热身(Warm-up)

教师放歌谣，学生边说边根据内容做一些动作。

二、预习(Preview)

“指手画脚”活动

教师把doctor，teacher，nurse，driver，farmer，baseball player等单词卡片面朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职名称。第一个猜出的学生抽下一张卡片继续做游戏。

三、新课呈现(Presentation)

Let\'s start

教师展示本部分的课件，然后对学生说：\"I am a teacher．I teach leons．\"教师板书：teach，teacher。注意：teach和teacher用不同颜色的笔标出来。请学生观察两个词并说出差别。教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。注意提示学生dancer，driver，writer三个词是直接在原动词后面加r。

Let\'s learn

1、教师出示singer图片，示范朗读，让学生跟说并做动作。

2、教师出示一名歌手的照片，问：\"What does she／he do?\"引导学生回答：\"She／He is a singer．\"启发学生说出更多歌手的名字。

3、用同样的方法学习其他职业：writer，TV reporter。教师依次拿出几张演员的图片，问学生：\"What does he do?\"引导学生回答：\"He\'s an actor．\"然后教师再依次出示几张女演员的照片，问：\"What does she do?\"引导学生回答：\"She is an actre．\"教师提示学生在actre和actor前面要用an。

4、\"快看快拼\"活动

教师快速出示一张本部分的单词卡片，学生争取首先说出单词。

5、教师指导学生在学生卡片背面边拼读边描红。

6、\"快看快说\"活动

教师同时决速出示一张职业图片和she，he，Sarah中的任一张卡片，学生根据卡片上的内容快速说出一个句子，如：She is an actre．

7、教师向学生展示杂志上的名人照片，问：\"Who\'s he／she? What does he／she do?\"引导学生回答：\"That\'s„He\'s／She\'s a„\"

8、\"对卡片、说句子\"活动

学生把本课职业单词卡片正面朝上放在课桌上，随意抽取一张。教师也从自己的卡片中抽取一张，然后和学生同时说：\"What does she do?\"教师迅速向学生展示自己的卡片，和教师选同一张卡片的学生起立根据卡片内容回答：\"She\'s a„\"

四、巩固和延伸(Consolidation and extension)

Group work

1、教师依次戴上Amy，Chen Jie等人物的头饰，并介绍说：\"I am Amy．I am going to be an artist．I am John．Iam going to be a／an„\"然后向一名学生提问：\"What are you going to be?\"引导学生回答：\"I\'m going to be a／an„\"

2、学生翻开课本第58页，在表格第一列填入要采访的同学名字，然后在教室里走动调查，完成表格，找出最受全班学生欢迎的职业。

3、Let\'s sing

五、Homework

1、学生抄写Let\'s learn部分单词。

2、学生做A Let\'s learn部分的配套练习。

教学后记：

第二课时

教学目标：

1、能够听懂、会说本课对话，并能做替换练习。

2、能够听、说、读、写句型\"What does your mother do? She is a dancer．\"并能在情景中运用。

3、了解元音／u：／，／u／和辅音／w／，／j／，／h／，／u／，／d3／的发音并读出例词。教学重、难点：

1、重点是掌握句型：What does„do? She／He is a／an„

2、难点是重点句型中问句的表达。课前准备：

1、教师准备本单元A部分单词卡片。

2、学生每人准备和教师相同的三套卡片和第

四、五单元的音标卡片。教学步骤：

一、热身(Warm-up)

1、教师放C部分歌曲\"My Family\"的录音，学生跟唱。

2、“说出来，接力赛!\"活动

全班学生分成几列站好。教师从本单元A Let\'s learn部分的卡片中随意抽取一张，每队的第一名学生A读出卡片上的单词并做出简单陈述，如：Writer,My father is a writer．然后站到队尾，如果不能正确表述则被罚下出局。教师再抽取一张卡片，每队的第二名学生说句子，依此类推。

二、预习(Preview)

Let\'s try

学生打开学生用书第59页，教师放录音，学生听音、选择。

三、新课呈现(Presentation)

Let\'s talk

1、“排列卡片”活动

学生两人一组将A Let\'s learn部分的单词卡片正面朝上放在桌上。教师打乱顺序读卡片上的单词，学生按教师读的顺序摆放卡片并读出卡片上的单词。然后，教师可以用句子描述卡片上的职业，如：I teach leons．学生说出职业名称后排列卡片。

2、教师说：\"My mother is a teacher．What does your mother do?请几名学生用\"She is a(„)．\"来回答。教师继续说：\"My father is a farmer．What does your father do?\"引导学生作答。教师板书并示范朗读句型：\"What does your mother do?She is a TV reporter．\"学生跟读、口拼句型。

3、教师放课文录音，学生跟读。学生两人一组做对话替换练习。

4、教师指导学生书写四会句子或完成活动手册上的书写练习。

Pronunciation

1、教师向学生展示该部分的课件，示范朗读音标／u：／，／u／，／w／，／j／，／h／，／tf／，／d3／，学生跟读。示范发／tf／，／d3／，学生跟读并摸摸自己的喉咙以感觉浊音的／d3／和清音的／tf／的区别。

2、教师引导学生通过拼读音标，尝试读出表格中的例词。然后教师放该部分的录音，学生跟读。鼓励学生说出更多含有本课音标的单词。教师指导学生完

43 成Read and match的活动。

四、巩固和延伸(Consolidation and extension)

Group work

1、学生在59页表格第一列的第2～4格中填人要采访的同学名字，(如不够用可写在空白处)，然后去采访班里同学：\"What does your mother／father do?\"如果时间允许，可以让几名学生汇报调查结果。

2、\"语音乒乓\"活动

学生两人一组，每组学生轮流说出一个音标及含有该音标的单词，如：

学生A：|w|

学生B：wood

五、Homework

1、学生背诵并抄写A Let\'s talk部分。

2、学生做Let\'s talk部分的配套练习。

教学后记：

第三课时教学目标：

1、能够听、说、认读Let\'s read部分的对话，完成相应的活动。

2、能够运用所学语言完成Let\'s find out活动。教学重、难点：

1、重点是巩固句型：What does„do? He／She is a／an„

2、难点是理解、认读句型\"How exciting!\"和\"How does she go to Hong Kong? She goes to Hong Kong by plane．，其中，第二个句型是为B部分内容的铺垫，建议课上适当操练。课前准备：

1、教师准备本单元A部分的单词卡片。

2、教师准备一个大的空盒子和一位朋友的图片和资料词卡。

3、学生准备一些名人的图片课件。教学步骤：

一、热身(Warm-up) \"炸弹\"活动

复习A Let\'s learn部分的职业词汇和Pronunciation部分的例词及含有该部分的词汇。

二、预习(Preview)

1、将全班分成两大组。教师从A Let\'s learn部分的单词卡片中任意抽取一张，举起来，两大组根据卡片内容做问答练习：What does he／she do? He\'s／She\'s a„

2、教师出示有关职业和家庭成员的单词卡片，请两名自愿上台表演的学生仿 A Let\'s talk部分内容做对话表演。

三、新课呈现(Presentation)

Let`s read

1、教师发给每名学生一张纸条，让学生在纸条上写下自己的名字、外貌特征将来想从事的职业。然后四名学生一组进行投掷比赛，如果谁能把纸团扔进前面的大盒子里，就可以大声说：\"I\'m going to be a／an(profeion)．\"如果纸团没有扔进盒子里，就没有机会大声说出自己将来想从事的职业。学生投掷进行得热

44 烈的时候，教师大声说：\"How exciting!\"然后在黑板上板书How exciting!教师适时说几次\"How exciting!\"然后带读：\"Exciting!game is exciting．How exciting!\"学生跟说。

2、猜一猜

教师从刚才游戏中使用的大纸盒里随意拿出一个纸团，把纸条上所写的人的特征和所向往的职业告诉学生，并提问：\"Who\'s he／she?\'\'请学生猜一猜：写这张纸条的学生是谁。

3、教师课前准备一个朋友的照片或简笔画，把该人物的相关信息分别写在纸上附在相应的照片后面，然后向学生介绍：\"This is my friend．教师鼓励学生提问，如：What does she／he like? What does she／he do? Where does she／he work? How does she／he go to work?教师回答，如：She／He works.„She／He goes to work by„

4、学生分小组或同桌之间进行问答练习．

5、教师说：\"Wu Yifan has an aunt and an uncle．Do you know anything about them?\"学生回答。教师说：\"OK．Now open your books and read the dialogue

6、教师向学生展示A Let\'s read部分的课件，指着照片上的两个人物问：\"What does she／he do?\"

7、教师放本部分录音，学生打开学生用书阅读短文，然后教师解答疑难点。注意：本部分的最后两个句子：How does she go to Hong Kong? She goes to Hong Kong by plane．是B Let\'s talk的主要句型。

8、教师指导学生完成Answer the questions的活动。

9、再放一遍录音，核对答案。

四、巩固和延伸(Consolidation and extension)

1、\"嘟嘟\"活动

。

教师读课文的对话，用beep替换句中的一个词，然后让学生说出被替换的词并试着说出完整的句子。学生熟悉规则后，可以让程度较好的学生担任教师角色读句子。

2、\"找一找，说句子\"活动

同桌学生使用一本学生用书，翻开B Let\'s read部分。教师读其中的一句，学生争取首先用手指点出这句话，并大声读出来。

3、教师放第57页上的歌谣录音，学生跟说。

五、Homework

1、学生背诵并抄写A Let\'s read部分。

2、学生做练习册A Let\'s read部分的配套练习

教学后记：

第四课时教学目标：

1、能够听、说、读、写单词：engineer，accountant，policeman，salesperson，cleaner

2、能够听、说、认读\"How does he go to work? He goes to work by bike．并能在情景中运用。

3、了解Good to know部分的内容。教学重、难点：

1、重点是掌握Let\'s learn部分的五个职业名称，并能简单问答、介绍。

2、难点是熟练掌握单词：engineer，accountant，policeman，salesperson。课前准备：

1、教师准备A、B Let\'s learn部分的单词卡片和课件。

2、教师准备描述职业的词条。

3、学生准备A、B Let\'s learn部分的单词卡片。教学步骤：

一、热身(Warm-up)

1、教师放第57页上的歌谣录音，学生跟说。

2、教师放歌曲\"My Family”的录音，学生跟唱。

二、预习(Preview)

\"快闪\"活动

教师从A Let\'s learn部分的单词卡片里任意抽取一张，快速展示给学生后放下，学生根据卡片上的内容说一句话。

三、新课呈现(Presentation)

Let\"s learn

1、教师举起engineer的卡片，说：\"Look at this man．What does he do?\"引导学生回答后带读，学生跟读。让学生说说他们知道的工程师的名字，如：\"My uncle is an engineer．\"

2、用类似的方法学习其它词：accountant，policeman，salesperson，cleaner。

3、\"排列卡片\"活动

学生把本部分的五张卡片面朝上放在自己的桌上。教师打乱顺序读出其中几张卡片的单词，学生根据教师读的顺序排好卡片，然后大声读出卡片上的单词。

4、\"选一选\"活动

教师把五张单词卡片贴在黑板上，问：\"What are you going to be?\"引导学生回答。

5、教师把bike的卡片贴在engineer的下面，并介绍说：\"He goes to work by

bike．\"学生跟读。然后教师依次在accountant，policeman，salesperson和cleaner的卡片下面贴上交通工具的卡片，如：subway，bus，car，motor cycle等。教师问：\"How does he／she go to work?\"引导学生回答：\"He／She goes to work by„\"接着教师问学生：\"How does your mother／father go to work?\"并根据回答在相应的交通工具下打钩，调查一下哪种交通方式使用得最普遍。

6、教师指导学生边拼读边在学生卡片的背面描红。

Let\'s find out

1、学生打开学生用书第6l页，教师指导学生完成Let\'s find out部分的练习。

2、\"指手划脚\"活动

教师说本部分的一个句子，如：\"He sells things．\"学生用动作表现对应的职业。

四、巩固和延伸(Consolidation and extension)

\"我比划，你来猜\"活动

请五六名学生到教室前，第一名学生背对黑板，其他则面朝黑板站好。教师给第一名学生A看一张职业单词卡片或描述职业的词条，学生A猜一猜职业名称，然后用动作表演该职业，第二名学生B根据学生A的动作猜职业名称并根据自己的理解表演动作，以此类推，最后一名学生根据前面学生的动作说出职业

46 名称。

2、Good to know

教师出示一张男警察的图片说：\"A policeman．\"然后教师再出示一张女警察的图片并问：\"Is she a policeman?\"引导学生回答：\"No，she isn\'t．She is

policewoman．\"同法介绍其它职业的不同表达法。

五、Homework

1、学生背诵并抄写B Let\'s learn部分单词。

2、做练习册B Let\'s learn部分的配套练习。

教学后记：

第五课时教学目标：

1、能够听懂、会说本课对话，并能在情境中运用。

2、能够听、说、读、写句型\"Where does she work? How does she go to work?\"并在情景中运用。

3、能够理解Story time的故事内容。教学重、难点：

1、重点是掌握句型：Where does she work? How does she go to work?

2、难点是正确使用本单元重点句型。

3、建议教师为学生提供部分工作场所名词，句型教学可参考第一单元内容。课前准备：

1、教师准备A、B Let\'s learn部分的单词卡片、家庭成员卡片和一些交通方式的卡片。

2、教师准备Story time部分的课件。教学步骤：

一、热身(Warm-up)

\"少了什么?\"活动

教师把A、B Let\'s learn部分的职业卡片和家庭成员卡片贴在黑板上，学生观看记忆两分钟后闭上眼睛，教师快速拿掉其中一张卡片，然后学生睁开眼睛找出拿下的是哪张卡片，第一个找出来并正确读出单词的学生可以得到这张卡片。

二、预习(Preview)

1、教师放第一单元歌曲\"How Do You Go to School?\'\'的录音，学生跟唱。在热身活动中得到卡片的学生开始把卡片传给后面的同学，依次传递，歌曲结束时，得到卡片的学生用卡片上的单词说一个句子，如：„is a„

2、Let\'s try

学生打开学生用书第62页，教师放录音，学生听音、勾出正确的选项。

三、新课呈现(Presentation)

Let\'s talk

1、教师说：\"I go to school by subway．\"在黑板上板书：subway，学生跟说，然后教师启发学生说出其它的交通方式，教师把学生想到的交通方式依次写在subway的下面。教师说：\"1 work in a schoo1．\"然后把school写在黑板上，启发学生说说不同的工作场所名称，如：post office，hospital，computer／shoe/car/„company等。

2、\"贴卡片\"活动

教师说句子，如：My mother works in a car company．She\'s an accountant．She

goes to work by bus．持有mother，bus和accountant卡片的学生快速跑到黑板前把卡片贴在Car company的旁边。

3、教师就黑板上的内容和学生做对话练习，如：What does your mother do?Where does she work?How does she go to work?教师板书\"Where does she work?\"和\"How does she go to work?\"，示范朗读，学生跟说。学生两人一组根据黑板上的语言提示做对话练习。

4、\"看卡片，说句子\"活动

5、教师放本部分的录音，学生跟读。学生两人一组读课文对话。

6、学生两人一组做对话替换练习。

7、教师指导学生书写四会句子。

四、巩固和延伸(Consolidation and ex tension)

Group work

学生在教室里走动并采访几名同学，如：Where does your father work? How does he go to work?并记录在自制的表格内。调查结束后，请几名学生汇报调查结果，如：Sarah\'s father works in a schoo1．He goes to work by subway

Let\'s check

做C部分Let\'s check练习，学生听音打勾。

Story time

教师向全班学生展示本部分的课件，根据故事的内容提几个问题，带问题听录音阅读故事。

五、Homework

1、学生背诵并抄写B Let\'s talk部分。

2、学生做B Let\'s talk部分的配套练习。

教学后记：

第六课时教学目标：

1、能够听、说、认读Let\'s read部分的短文，完成相应的活动。

2、能够运用所学语言较好完成Task Time部分的活动。教学重、难点：

1、重点是操练巩固本单元11个职业名称和重点句型：What does he／she do?Where does he／she work? How does he／she go to work?

2、难点是帮助学生理解短文中的新语言，如：help the bank use their money likes helping people，help tourists find their way。

3、教师课前让学生预习Task Time部分的内容，必要时做些记录。课前准备：

1、教师准备A、B Let\'s learn部分的单词卡片。

2、教师准备一个计时表、Main scene部分的课件和B Let\'s read部分的教学课件。

3、教师准备长卡片，上面写有职业选择建议，如：If you like drawing，you can be engineer．教学步骤：

一、热身(Warm-up)

1、\"翻卡\"活动

学生两人一组，将A、B Let\'s learn部分的单词卡片面朝上放在自己的课桌上,教师打乱顺序说卡片上的词或说一句与卡片内容相关的句子，学生争取第1个把相关的卡片翻过去。

．

2、\"10秒钟最佳者\"活动

教师把A、B Let\'s learn部分的单词卡片贴在黑板上，学生三人一组，其中，学生A是命名者，学生B是学生，c是裁判员。教师说：\"Go!\"学生A在十秒钟内说职业名称。时间到，教师说：\"Stop!\"各组的学生B和学生c报告本组的学生A说对了多少单词，看谁说的单词最多。每组学生交换角色继续做活动。

二、预习(Preview)

教师展示Main scene部分的课件，学生看图并回答教师的问题，如：Who is that man? What does the man do? Where does he work? How does zip go to school?然后教师提供给学生一些头饰、道具等，让学生自编对话表演。

三、新课呈现(Presentation)

Let\"s read

1、教师问：\"What are you going to be?\"学生回答。教师问：\'\'What\'s your hobby?

学生回答。教师继续问：\"What subject do you like best?\'\'学生回答。教师根据学生的回答向学生出示相关的择业建议，如：If you like math，you can be an accountant．\"教师说：\"I have some more tips here．\"然后把剩余的字条全翻贴在黑板上。

2、教师说：\"Would you like to know three new friends? They have different

hobbies and they have different jobs．Please open your books and read the paage

3、教师出示本部分的课件，指着第一幅图问：\"Who\'s this woman? What is her

hobby? What does she do? Where does she work? How does she go to work?\"让学生带着问题阅读，读后回答问题。

4、同法学习后面两段的内容。教师解释难点，如：\"He helps the bank use their

money well．She often helps tourists find their way．\"等。建议教师适时告诉学生，要丰富自己的业余生活，培养广泛的兴趣爱好。

5、教师放本部分录音，学生跟读。

6、教师指导学生完成Answer the questions．的活动。

7、\"嘟嘟声\"活动

教师快速读课文，故意用beep替换句子中的一个单词，学生听后说出被替换掉的单词并试着说出整个句子。

四、巩固和延伸(Consolidation and extension)

Task time

1、教师指导学生根据语言提示完成My parents中的表格，让学生两人一组，学生A问学生B表格中的问题，学生B根据自己填写的内容回答，学生A将内容记录在My partner\'s parents的表格里。然后两人互换角色，学生B提问，学生A回答，最后两人比较表格所填写内容是否一致。

2、你问我答

学生五至六人一组围坐成一圈，学生A站在圈中心，其他学生询问其家庭成员的工作情况，如：What does your uncle do? How does he go to work? What does he work?等。然后由学生B站到圈中心，其他学生提问。

3、\"同号争魁\"活动

学生四至六人一组，依次编号。教师报一个号码和一个职业名称，各小组有

49 此号码的学生到黑板前写出单词，第一个正确写出单词的学生可为本队得一分。

五、Homework

1、让学生背诵并抄写B Let\'s read部分。

2、学生做B Let\'s read部分的配套练习。

教学后记：

：

Unit 6

The Story of Rain 第一课时教学目标：

1、能够听、说、读、写A Let\'s learn部分的黑体单词：stream，rain，cloud，sun听、说、认读白体单词：vapour。

2、能够听、说、认读白体句子：Where does the rain come from?

3、能够完成Let\'s find out的任务。

4、学唱歌曲\"Little Water Drop\"。

5、了解水结成冰的相关知识。教学重、难点：

重点和难点是Let\'s learn部分的四会单词：stream，rain，cloud，sun和三会单词vapour。教师要启发学生开动脑筋巧记单词，并结合所给句型替换关键词，在情景中学习新单词，逐步达到掌握要求。课前准备：

1、教师准备A Let\'s learn部分的课件和单词卡片，准备四年级下册第四单元B Let\'s learn部分rainy的单词卡片。

2、教师准备实物投影仪、录音机及录音带。

3、教师准备一大张空白画纸，一个小玩具。

4、教师准备四年级下册第四单元B部分的歌谣录音带。

5、学生准备A Let\'s learn部分的单词卡片。教学步骤：

一、热身(Warm-up)

教师放四年级下册第四单元B部分的歌谣录音，学生跟说歌谣并做出相应的动作。

二、预习(Preview) 教师说：\"We drink water every day．We need water every day．What else needs water?\"教师出示Let\'s start部分的课件，引导学生看图回答：Trees／Flower／Animals／Birds need warm．Fish needs water，too．教师可以启发学生，想出更多动植物、昆虫名称，然后继续问：\"Where does water come from?\'引导学生回答：

推荐第3篇：湘教版六年级上册英语教案

Unit 1 What did you do during the holidays? （你在假期里做了什么？）

学情分析：

学生已掌握一定数量的动词和动词的现在分词，现在要学习过去式，并要将它们联系起来有一些困难。再加上新语法知识，它们会有畏难情绪。我们要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能正确运用过去时描述人物已经做过的事情。语言结构

What did you do during the holidays?.词汇

掌握词汇：during，holiday，learn，practise，speak，sentence，teach；理解词汇：during，holiday，learn，practise，speak，sentence，teach；语法：

一般过去时

Period 1

一、教学目标

1、能听懂、会说新单词during，holiday，learn，practise，speak，sentence，teach；

2、能理解课文；能正确运用一般过去时描述人物已经做过的事情。

二、教学重点及难点

重点：掌握本单元四会单词。

难点：理解课文。

三、教学准备单词卡片和图片、教学挂图、教学磁带等。

四、教学步骤 Step 1 Warming up 1．师生问候。 2．唱已学的英文歌曲。 Step 2 Presentation and drill 1． T: Hello, boys and girls.Nice to see you again! Today is the first day of this new term.I’m very happy.So let’s talk about the summer holidays together!

边说边将学生假期生活的图片贴在黑板上，布置成学生读书写字的场景。

2．

可出示一张学生读书的图片。T: Look! What is Minging doing ? He is reading an English storybook.

Mingming: I read many books during the holidays.板书单词holiday，带读。复数形式是 holidays。 3．用同样的方法教单词during和learn。

4．

出示一张写有一些相关动词的过去式的图片。T；板书单词write-wrote ，learn-learnt, read-read, do-did帮助学生理解其含义。并带读。游戏--Look and say.（看看小说）教师做口型，学生根据口型说单词。游戏--Loud and low voice （大小声）教师大声说单词，学生小声重复；或者教师小声说，学生大声说。 Step 3 Fast reading and listening 1．出示课文中人物的图片。T: Look! What did Mingming/Anne do during the holidays? Think it over.2．快速阅读课文A部分，回答问题。T: Today we’ll learn Unit One.First let’s listen to the text, and then answer my question: 检查学生阅读情况，帮助学生回答所提问题。

3．听课文A部分录音，模仿其语音、语调，掌握新词难句的正确读音。

Step 4 Intensive reading 1．精读课文，然后两人一组完成课文E部分练习。 2．教师与学生校对答案后让学生按正确顺序读一遍。 3．听课文A部分录音，跟读。 Step 5 Consolidation 1．黑板上的单词卡片及图片复述课文。

2．练习。（见《练习册》P1~3） 3．家庭作业：听磁带，读课文。

反思：

英国著名语言家c.e 埃克斯利说：“教英语的最好方法就是能引起学生学习英语兴趣的那种方法。”我们在单词教学中不能一味让学生死记硬背，而应尝试运用多种形式巧记，如采用儿歌、猜谜语、简笔画等形式。

Period 2 一．教学目标

1．能复述课文A部分；

2．能正确运用一般过去时描述人物已经做过的事情。

二．教学重点及难点重点：理解现在进行时难点：正确运用一般过去时描述人物已经做过的事情。

教学准备让学生们准备一些生活照片、单词卡片、教学磁带等。四．教学步骤 Step 1 Warming up 1．师生问候。 2．唱已学的英语歌曲。

3．利用卡片复习本单元新单词。游戏--Quick response （快速反应）教师说单词的中文，学生快速说出其英文；或者反过来，教师说英文，学生说中文。 4．复述课文。 1）两人一组进行复述 2）让一至两名学生上台复述。

Step 2 Presentation and drill1．学生自读课文一遍，将课文中一般过去时（如wrote ，learnt, read, did等）划记出来。然后两人一组进行讨论。 2．教师总结。

Step 3 Practice （课文D部分）

1、出示课文D部分图片或做动作、表情等，人学生两人一组看图或动作说句子。

2、小组活动。

3、完成书面练习。

Step4 Consolidation

1、创设情景，自由会话。

2、评价。

3、家庭作业：听磁带，读课文。

反思：学习单词的目的是为了运用词汇，并能正确运用到笔头表达之中。在英语教学中创设一定的语言情景，使学生宛如置于一种真实的语言环境中，就能使学生自然而然使用所学习词汇来表达他们的思想感情，从而达到学以致用的效果。

Period 3

一．教学目标

1、复习本单元单词、课文及语法知识；

2、能用英语谈论假期生活。

3、能独立完成课文E部分练习。二．教学重点及难点

重点：能用英语谈论假期生活。难点：完成课文F部分练习。

三．教学准备单词卡片、教学磁带等。四．教学步骤 Step 1 Warming up

1、师生问候。

2、复习本单元已学新单词。

3、分小组活动（可进行说句子比赛等）。

Step 2 Presentation and drill （课文E部分）

1、听录音，跟读课文。

2、复习单词和词组

3、听录音，回答问题。

Step 3 Practice （课文F部分）

1、教师解释题意。

2、让学生们说问句，找出答案。先口头练习，然后完成书面练习。 Step4 Consolidation

1、创设情景，自由会话（要求运用一般过去时。如果有时间，可让学生自己创设情景，自由交换）。

2、评价。

3、练习

4、家庭作业：听磁带，读课文。

Unit 2 Katie always gets up early.（凯蒂一直都起得很早。）学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，现在要学习运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时的用法，会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能正确运用一般现在时描述经常发生的行为、活动等。语言结构

Katie always gets up early .词汇

掌握词汇：get up , have breakfast ,return, wave, play che, dinner; 理解词汇：always， often，sometimes，never 语法：

一般现在时

Period 1

一、教学目标

1、能听懂、会说新单词和短语get up , have breakfast ,return, wave, play che, dinner;

2、能理解课文；

3、能正确运用一般现在时描述经常发生的行为、活动等。

二、教学重点及难点重点：掌握本单元四会单词。难点：理解课文。

三、教学准备单词卡片和图片、教学挂图、教学磁带等。

四、教学步骤 Step 1 Warming up

1、师生问候。

2、唱英文歌曲。

3、复习已学的单词（during，holiday，learn，practise，speak，sentence，teach；）。

Step 2 Presentation and drill

1、出示教学挂图。边说边做动作，让学生理解课文。然后，板书单词，带读，并利用单词卡片帮助学生理解其含义。

2、让学生看图说话。

Step 3 Fast reading and listening

1、速阅读课文A部分，回答问题。T: Today we’ll learn Unit 2.Katie always gets up early .First let’s listen to the text, and then answer my question: What time does Katie get up ? 检查学生阅读情况，帮助学生回答所提问题。

2、听课文A部分录音，模仿其语音、语调，掌握新词难句的正确读音。

Step 4 Intensive reading

1、读课文，然后两人一组完成课文B部分 Let’s learn。

2、听课文A部分录音，跟读。Step 5 Consolidation

1．根据黑板上的单词卡片及图片试复述课文。

2．练习。（见《练习册》P5）3．家庭作业：听磁带，读课文。反思：在教单词时，要求教师自己示范到位，发音清晰，讲解发音要点，同时培养学生认真听、专心看、积极模仿的好习惯。听清后再跟着说。在确定学生大都听清、模仿正确后，再出示单词卡片，以免分散学生的注意力。对直观的单词配以图片、体态语帮助学生理解，顺利完成音——形——义的逐步过渡。

Period 2 一．教学目标

1、能读课文A部分；

2、能理解第三人称单数做主语的一般现在时的用法；

3、能运用一般现在时描述经常发生的行为、活动等。二．教学重点及难点

重点：理解第三人称单数做主语的一般现在时的用法难点：运用一般现在时描述经常发生的行为、活动等。三．教学准备

单词卡片、教学磁带等。四．教学步骤 Step 1 Warming up

1、师生问候。

2、利用卡片复习本单元新单词。

3、试讲述自己的一天。

Step 2 Presentation and drill

1、

2、

3、出示单词卡片always often sometimes never 让学生们认读，纠正其发音。

3、总结词义与区别。

Step 3 Practice （课文C D部分）

1、学生两人一组根据表格描述Peter的一天。

2、小组活动。

3、两人一组谈论各自的日常生活。

4、完成D部分书面练习。Step4 Consolidation

1、让学生们调查好朋友的妈妈每一天所做的事情，完成表格。

2、评价。

3、练习。

4、家庭作业：听磁带，读课文。反思：

单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的，人类思想的交流也是通过由词构成的句子来实现的。没有词汇，任何语言都是不可想象的。因此单词具有语言的意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。

Period 3

一．教学目标

1、复习本单元单词、课文及语法知识；

2、能独立完成课文E部分练习。

3、能独立完成课文F部分练习。二．教学重点及难点

重点：区别副词always， often，usually，含义及用法。

难点：课文F部分练习。三．教学准备

单词卡片、教学挂图、教学磁带等。

四．教学步骤 Step 1 Warming up

1、师生问候。

2、可分小组说句子比赛。Step 2 Presentation and dril l （课文E部分）完成E部分练习。

，never的sometimes

Step 3 Practice （课文F部分）

1、Let’s rhyme.

2、完成书面练习。Step4 Consolidation

1、让学生模仿课本中的表格设计一份调查表。内容自定，然后陈述其调查结果。

2、评价。

3、完成练习

4、家庭作业：听磁带，读课文。

Unit 3 I like my computer

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元学习情态动词can的用法，了解电脑的功能，可能会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能理解并掌握情态动词can的用法。

语言结构

I like my computer .What can we do on the computers?

词汇

掌握词汇：email, find out about , send, search for,world, present,greeting,interesting 理解词汇：find out about search for on the computer 语法：

情态动词can的用法

Period 1

教学目标

1、能听懂、会说新单词和短语

email my friends , send greetings , in the world , search for a lot of things , find out about countris

2、能理解并复述课文；

3、能理解并掌握情态动词can的用法。

教学重点难点

重点：掌握本单元四会单词。理解并复述课文。难点：理解can的用法

教学准备 Word cards, Type CAI,

Drawing Instrument

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习What ’s this ? What’s that ?

复习周边的物体,同时老师说 We can ….with it .

Step 2 Presentation and drill

1、师指着自己的电脑问 What ’s this ?

Do you have a computer?

Do you like your computer? What can we do with it?

2、CAI利用图片，帮助学生理解。拼读单词并帮助学生理解其含义。

email my friends , send greetings , in the world , search for a lot of things , do his homework

find out about countries learn drawing and painting , play computer games ,

先开火车强化训练读音,再放到句子中操练.

3、让学生们根据CAI图片, 简单地描述电脑的功能, 理解并学会用can。

Step 3 Practice

1、自由读齐读分组读, 生生活动, 师生互动

Play games 单词游戏:

Gueing games.

2、Pairwork CAI集中图片,学生练习说话 What can we do on the computers?

3、听课文A部分录音，模仿其主意、语调，掌握新词难句的正确读音。

Answer: What did Peter see yesterday ?

Step 4 Intensive reading

1、精读课文，判断正误。答案：

1）Peter’s father bought him a computer for New Year. 2）Peter was very happy .

3）Peter’s computer is very fast .

4）Peter saw an interesting bird on the computer yesterday. 5）We can search for a lot of things .6）We can find out about countries in the world .

2、听课文A部分录音，跟读。

Step 5 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的，人类思想的交流也是通过由词构成的句子来实现的。没有词汇，任何语言都是不可想象的。因此单词具有语言的意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。

Period 2

教学目标

1、复习并巩固新单词和短语

email my friends , send greetings , in the world , search for a lot of things , find out about countris

2、能理解并复述课文；

3、巩固情态动词can的用法。

教学重点难点

重点：掌握本单元四会单词。理解并复述课文。难点：运用can

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

email my friends , send greetings , in the world , search for a lot of things , do his homework

find out about countries

learn drawing and painting , play computer games ,

Step 2 Presentation and drill

1、师指着自己的电脑问

What can we do with it?

CAI利用图片，帮助学生理解, 巩固并运用单词并帮助学生理解其含义。

2、让学生们根据CAI图片, 简单描述电脑的功能, 理解并学会用can。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、Pairwork

CAI集中图片,学生练习说话What can we do on the computers? Step 4 Let’s read

1、精读课文，判断正误。

1）Dongdong was very sad.

2）Dongdong’s father bought him a computer as his present. 3）He has a friend in Australia.

4）He could email his friends and do his homework. 5）Dongdong couldn’t draw, but Peter could.

6）Dongdong could search for a lot of things on the computer.

2、听课文D部分录音，跟读。

3、完成习题 Fill in the blanks. Step 5 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：我们在教学中应将传统教学手段与现代教学手段有效结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略，培养自主学习的能力以及观察、记忆、思维、想象能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。

Period 3

教学目标

1、复习并熟练运用新单词和短语

email my friends , send greetings , in the world , search for , find out about countries

2、灵活运用情态动词can。

教学重点难点

重点：掌握本单元四会单词。难点：can could的用法

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

email my friends , send greetings , in the world , search for a lot of things ,

find out about countries do his homework

learn drawing and painting , play computer games ,

Step 2 Presentation and drill

1、学生谈论What can we do with the computer? CAI利用图片，巩固并熟练运用单词。

2、让学生们根据CAI图片, 简单描述电脑的功能, 理解并学会用can。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、Pairwork CAI集中图片学生练习说话What can we do on the computers?

Step 4 Listen and read

Read aloud Part D

excited, bought him a computer, birthday present , email his friends , do his homework, wanted to learn , learn drawing and

painting, show him , how to search for a lot of things, showed Dongdong some computer games, It isn’t good for your eyes.Step 5 Let’s write P12 PartE

Fill in the blanks P12

Let’s have fun.Let’s rhyme

Step 6 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

我们在教学中应将传统教学手段与现代教学手段有效结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略，培养自主学习的能力以及观察、记忆、思维、想象能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。

Unit four: It’s the Mid-Autumn Festival.学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元学一些关于中秋佳节的知识，能通过中国中秋佳节的，可能会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

谈论中秋节的传统美食。

语言结构

The Mid-Autumn Festival is coming

词汇

掌握词汇：the mid-autumn festival, centre,mooncake, nuts 理解词汇：bright,even ,poem 语法：

enjy doing

Period 1

教学目标

1、复习并熟练运用新单词和短语

mooncake nuts seed nearby type taste

2、能够了解enjoy doing 的用法，能用“which type do you like?”询问他人对月饼的喜好级应用，并用I like the one with …..”作出回答

教学重点难点

重点：能够听懂，会说，认读新的单词 Mid-Autumn,moocake ,nuts 等单词。

难点：运用旧知识，如对“how much ….?” “which one do you like？”等句型做出回答

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习（教师合理安排教学进度，根据实际情况询问如：boys and girls ,what date is today ?等问题来引出学生的兴趣，提高学生的注意力）

4、教师用课件来引出即将到来，或者已经过去的中秋节

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子：today

English cla, the mid-autumn festivel ,让学生思考，用以上单词想出不同的句子。

2、教师快速的用课件或者卡片出示 moon tea

fruit family mooncake 等让学生快速抢答，从而巩固得到新的单词。 3 第一步：listen and answer 不打开书，只听，在听前布置任务第二步：listen and find 不打开书，听第二遍第三步;read and find

打开书，画出原文中Mrs li问的两个问题，并检查刚刚听到的是否正确

第四步：read and answer 第五步：read and repeat

Step 3 Practice

1、情景创设：在中秋节表演用英语与妈妈一起去商场买月饼去看爷爷奶奶。

背诵Part A。

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：

在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法。

Period 2

教学目标

1、复习并巩固新单词和短语

mooncake nuts seed nearby type taste等

2、能用 I enjoy …”表达自己的喜好

3、能理解，运用“enjoy doing….”

教学重点难点

重点：理解运用 “I enjoy ….”能学会运用阅读技巧scanning进行阅读。

难点：能在实际生活中运用到enjoy来谈论自己的喜好，注意到enjoy后面的doing这一动词形式。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习mooncake nuts seed nearby type taste等 1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多，如：A moocake , A round moocake。

2)让学生们根据CAI图片, 让同学们运用句型“enjoy doing…”造句。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、几人一组，把D部分改编成对话表演。Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语Mooncake nuts seed nearby type taste等

2、

3、能够灵活运用 “enjoy doing…..”表达自己的喜好

能够理解嫦娥奔月的故事；能理解E部分的短文并回答问题。

教学重点难点

重点：掌握本单元四会单词。

难点：理解嫦娥奔月的故事，并回答问题。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

1、Mooncake nuts seed nearby type taste等

Step 2 Presentation and drill

1、用不同的单词描绘中秋节将本课关键词汇加入其中，让同学们猜猜这是什么节日。

2、阅读文章《嫦娥奔月》。

Step 3 Practice

1、英语诗歌欣赏《The moon》 .

2、汉语诗歌欣赏《水调歌头》 Step 4 Consolidation

2、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。教学反思：

Unit 5 It will be sunny and cool tomorrow

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元学一些关于天气的词汇和一般将来时“I

will..”的用法，可能会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

谈论将来的天气。

语言结构

it will be sunny and cool tomorrow

词汇

掌握词汇：safe clear heavy light rain storm won’t 理解词汇：safe storm won’t 语法：

will/won’t 表将来

Period 1

教学目标

1、复习并熟练运用新单词和短语

safe clear heavy light rain storm won’t

3、能够了解it will/won’t be …tomorrow 的用法，并用其描述不同的天气；能理解、运用句型“there will/won’t be a ..”进一步描述不同的天气

4、能用英文指认将来不同的天气，能向同伴介绍将来的天气，能听懂，会说A部分的天气预报

5、教学重点难点

重点：能够听懂，会说，认读新的safe clear heavy light rain storm won’t 等单词。

难点：能运用名词rain wind

snow 等以及他们相对应的形容词rainy windy snowy等

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词sunny rainy windy cold 等或者提供不同的图片让学生自由发挥

2、教师快速的用课件或者卡片出示不同天气的图片等让学生快速抢答，从而巩固得到新的单词。

Step 3 Practice

1、情景创设：教师结合实际，为学生创立秋游的情景，在情境中合理的学习操练新单词weather forecast clear heavy light 等

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法。

Period 2

教学目标

1、复习并巩固新单词和短语

weather forecast clear heavy light等

2、能用 “it will/won’t be …”描述明天的天气

3、能理解， “will/won’t”表示将来的含义，能理解 it will be 和 there will be a … 中be的用法

4、能描述明天的天气，能理解课文D部分的短文

教学重点难点

重点：在语境中运用新的句型“I will/won’t be ….”与 “there will /won’t be a …”描述将来的天气；能运用合适的阅读技巧进行阅读。难点：对名词rain wind

snow 等以及他们相对应的形容词的正确应用

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习weather forecast clear heavy ligh等

Step 2 presentation

1、情景创设为十一黄金周设计合理的天气，并且讨论国庆出游的计划，然后交流

2、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

3、让学生们根据CAI图片, 让同学们运用句型造句。

Step 3 practice

游戏操练，天气预报员，教师出示听力原文学生扮演天气预报员

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

每次备课时，我都细心研究教材、考虑学生的分层和知识差异，穿插一些生动有趣的游戏活动以及有关中西方文化差异的故事。通过这些活动，增强了学生的英语学习热情和兴趣。而且，我经常有意识地给学生创设说英语的环境，与同学们相遇时，尽可能用英语问候；当学生来办公室请教问题时，也总是要求他们用英语提问，课堂上也尽量要求他们用英语提问。总之，通过一系列的手段让学生体会到学、用英语的乐趣，养成使用英语的良好习惯和意识。

Period 3

教学目标

1、复习并进一步巩固新单词和短语weather forecast clear heavy ligh等

2、能够灵活运用 “I will/won’t be …”表达明天的天气

3、能够运用所学的有关天气的单词和句型构建篇章。

教学重点难点

重点：掌握本单元四会单词。

难点：学唱Itsy bitsy spider ；能运用天气单词向他人介绍将来的天气。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习weather forecast clear heavy lighe等

Step 2 Presentation and drill

1、教师与同学谈谈你去过的城市，并且谈谈你去的时候那边的天气情况。

2、教师述说去过的地方，并运用图片引导同学们讲出当时的天气情况。

Step 3 Practice

教师利用视频向同学们出示全球极端天气预温室效应的情况，看完后师生谈谈自己的感受，并表达人类今后该怎样保护大自然

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Unit 6 I will bring a big bottle of orange juice

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元学一些关于食物的词汇，在这样的词汇中我们将学习到可数不可数名词的表示数量的区别，可能会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 谈论不同数量的食物。

语言结构: I will bring a big bottle of orange juice 词汇

掌握词汇 : bar bottle candy fruit picnic 理解词汇：can cookie radio pea bar bottle candy fruit picnic nut volleyball 语法：可数名词和不可数名词数量的表示方法

Period 1

教学目标

1、

2、

3、复习并熟练运用新单词和短语 bar bottle candy fruit picnic

能了解学会描述可数不可数名词的数量，同时理解，掌握a bottle of orange juice ,a few cans of Coke,等短语

教学重点难点

重点：能够听懂，会说，认读新的can cookie radio pea bar bottle candy fruit picnic nut volleyball 等单词。难点：区分可数不可数名词；能理解并描述不同名词的数量

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识：a box of cakes a bottle of orange juice ,a few cans of Coke,等短语

分析上一单元学习过的知识像mooncake如果用英语要怎么来描述一盒月饼呢?这样来引入这一单元所学习的问题

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词can cookie radio pea bar bottle candy fruit picnic nut volleyball 等或者提供不同的图片让学生自由发挥

2、教师快速的用课件或者卡片出示不同食物的图片等让学生快速抢答，从而巩固得到新的单词。

Step 3 Practice

1、情景创设：教师结合实际，为学生创立秋游的情景，在情境中合理的学习操练新单词can cookie radio pea bar bottle candy fruit picnic nut volleyball 等

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 2

教学目标

1、复习并巩固新单词和短语

can cookie radio pea bar bottle candy fruit picnic nut volleyball等

2、能用 “it will bring …”描述明天的天气

3、能熟练的描述不可数名词的数量

4、进一步的巩固，学会描述不可数名词的数量

教学重点难点

重点：在语境中运用新的句型“I will bring ….”，学会描述不可数名词Coke ,chocolate等的数量；能运用合适的阅读技巧进行阅读。难点：描述不可数名词Coke ,chocolate等的数量

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习can cookie radio pea bar bottle candy fruit picnic nut volleyball等 Step 2 presentation

4、情景创设讨论国庆出游的计划，然后交流，我们在国庆出游的那天带上一些什么样的食物呢？让同学们用英语来描述自己所带的食物和数量

5、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

6、

让学生们根据CAI图片, 让同学们运用句型造句。 Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：我还组织了英语兴趣小组，采取互帮互助的活动形式，培养他们对英语的浓厚兴趣。另外，英语课本剧的排练也是一个很好的兴趣培养方法，同学们通过排练，增强了对英语学习的浓厚兴趣。

Period 3

教学目标

1、复习并进一步巩固新单词和短语can cookie radio pea bar bottle candy fruit picnic nut volleyball等

2、能够灵活运用 “I will bring ….”并陈述旅游时带东西的计划。

教学重点难点

重点：掌握本单元四会单词。难点：描述不可数名词的数量

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习can cookie radio pea bar bottle candy fruit picnic nut volleyball等

Step 2 Presentation and drill

1、

2、出示一张照片向同学们谈论照片中的人物

学生交流、谈论自己家庭的野餐的计划，说出携带食物的数量

Step 3 Practice

1教师利用PPT出示一张野餐图图中有大量的食物，让同学们描述图上的食物

Step 4 Consolidation

6、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。

Unit 7 What can I do？

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题为提供帮助，在教学中老师要巧妙的将新知识通过迁移，创设多种情境，像志愿者这一类可以为人们提供帮助的一些工作，提高学生的爱心和对社会的关注。更能加强学生对于学习的兴趣。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 谈论自己会帮助他人做的事情语言结构: What can I do？词汇

掌握词汇: slow weak 理解词汇：himself free

Ms 语法：sb.can do sth.

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、himself free

Ms等

3、能交流可以做那些力所能及的事来关爱老人

4、能用I can …谈论自己会做那些事

5、会说A部分内容

教学重点难点

重点：能够听懂，会说，认读新的himself, free , Ms , an old woman,help the old people on the road等单词或者短语。难点：能正确理解“we can help them to clean their homes”和 “I can ask mum to make cakes for them .”两个句子

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识：himself, free , Ms , an old woman,help the old people on the road,等短语

教师用课件快速出示一些家务的图片，学生快速说出学过的词组教师一边展示句型条“what can you do at ..”一边询问学生你能在家或者学校做点什么事情。学生根据实际情况回答。

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词himself, free , Ms , an old woman,help the old people on the road 等或者提供不同的图片让学生自由发挥

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：

单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的，人类思想的交流也是通过由词构成的句子来实

现的。没有词汇，任何语言都是不可想象的。因此单词具有语言的意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。

Period 2

教学目标

1、复习并巩固新单词和短语

himself, free , Ms , an old woman,help the old people on the road等

2、能用 “I can help them …/I can ….”讲述自己能为他人提供的帮助

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型“I can ….”，讲述自己能为他人提供的帮助；能运用合适的阅读技巧进行阅读。难点：能运用 “help sb.(to)do sth.”的表达方式

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习himself, free , Ms , an old woman,help the old people on the road等

1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

2)让学生们根据CAI图片, 让同学们运用句型造句。

Step 2 presentation

1、以课文C进行分角色扮演

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语himself, free , Ms , an old woman,help the old people on the road等

2、能够灵活运用 “I can ….”并陈述可以为老人做些什么。

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习himself, free , Ms , an old woman,help the old people on the road等

Step 2 Presentation and drill

1、询问同学在家一般为父母做一些怎样的家务

2、情景对话。

Step 3 Practice

教师准备一些家务的图片，由第一个有同学看让后做出动作让下一个同学回答

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：英国著名语言家c.e 埃克斯利说：“教英语的最好方法就是能引起学生学习英语兴趣的那种方法。”我们在单词教学中不能一味让学生死记硬背，而应尝试运用多种形式巧记，如采用儿歌、猜谜语、简笔画等形式。

Unit 8 we shouldn’t waste water

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题为环境保护，教师可以创立多种情景、像关于环境保护的宣传海报等活动，创立多种对话情景。不仅能加强孩子们对于环境保护的重视，更能加强学生对于学习的兴趣。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 讨论环境保护该做什么和不该做什么语言结构: we shouldn’t waste water 词汇

掌握词汇 :swaste blouse enough world save drop 理解词汇：exercise indtead wild should 语法：should/shouldn’t do something..

Period 1

教学目标

推荐第4篇：湘教版六年级上册英语教案(完整版)

Unit 1 What did you do during the holidays? （你在假期里做了什么？）

学情分析：

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能正确运用过去时描述人物已经做过的事情。

语言结构

What did you do during the holidays?.词汇

掌握词汇：during，holiday，learn，practise，speak，sentence，teach；理解词汇：during，holiday，learn，practise，speak，sentence，teach；语法：

一般过去时

Period 1

一、教学目标

1、能听懂、会说新单词during，holiday，learn，practise，speak，sentence，teach；

2、能理解课文；能正确运用一般过去时描述人物已经做过的事情。

二、教学重点及难点

重点：掌握本单元四会单词。

难点：理解课文。

三、教学准备单词卡片和图片、教学挂图、教学磁带等。

四、教学步骤 Step 1 Warming up 1．师生问候。

2．唱已学的英文歌曲。 Step 2 Presentation and drill 1． T: Hello, boys and girls.Nice to see you again! Today is the first day of this new term.I’m very happy.So let’s talk about the summer holidays together!

边说边将学生假期生活的图片贴在黑板上，布置成学生读书写字的场景。 2．

可出示一张学生读书的图片。T: Look! What is Minging doing ? He is reading an English storybook.Mingming: I read many books during the holidays.板书单词holiday，带读。复数形式是 holidays。

3．用同样的方法教单词during和learn。 4．

出示一张写有一些相关动词的过去式的图片。T；板书单词write-wrote ，learn-learnt, read-read, do-did帮助学生理解其含义。并带读。游戏--Look and say.（看看小说）教师做口型，学生根据

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口型说单词。游戏--Loud and low voice （大小声）教师大声说单词，学生小声重复；或者教师小声说，学生大声说。

Step 3 Fast reading and listening 1．出示课文中人物的图片。T: Look! What did Mingming/Anne do during the holidays? Think it over.2．快速阅读课文A部分，回答问题。T: Today we’ll learn Unit One.First let’s listen to the text, and then answer my question: 检查学生阅读情况，帮助学生回答所提问题。 3．听课文A部分录音，模仿其语音、语调，掌握新词难句的正确读音。 Step 4 Intensive reading 1．精读课文，然后两人一组完成课文E部分练习。 2．教师与学生校对答案后让学生按正确顺序读一遍。 3．听课文A部分录音，跟读。 Step 5 Consolidation 1．黑板上的单词卡片及图片复述课文。 2．练习。（见《练习册》P1~3） 3．家庭作业：听磁带，读课文。

反思：

Period 2 一．教学目标

1．能复述课文A部分；

2．能正确运用一般过去时描述人物已经做过的事情。

二．教学重点及难点重点：理解现在进行时难点：正确运用一般过去时描述人物已经做过的事情。

教学准备让学生们准备一些生活照片、单词卡片、教学磁带等。四．教学步骤 Step 1 Warming up 1．师生问候。

2．唱已学的英语歌曲。

3．利用卡片复习本单元新单词。游戏--Quick response （快速反应）教师说单词的中文，学生快速说出其英文；或者反过来，教师说英文，学生说中文。 4．复述课文。

1）两人一组进行复述

2）让一至两名学生上台复述。

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Step 2 Presentation and drill1．学生自读课文一遍，将课文中一般过去时（如wrote ，learnt, read, did等）划记出来。然后两人一组进行讨论。 2．教师总结。

Step 3 Practice （课文D部分）

1、出示课文D部分图片或做动作、表情等，人学生两人一组看图或动作说句子。

2、小组活动。

3、完成书面练习。

Step4 Consolidation

1、创设情景，自由会话。

2、评价。

3、家庭作业：听磁带，读课文。

Period 3

一．教学目标

1、复习本单元单词、课文及语法知识；

2、能用英语谈论假期生活。

3、能独立完成课文E部分练习。二．教学重点及难点

重点：能用英语谈论假期生活。难点：完成课文F部分练习。

三．教学准备单词卡片、教学磁带等。四．教学步骤 Step 1 Warming up

1、师生问候。

2、复习本单元已学新单词。

3、分小组活动（可进行说句子比赛等）。

Step 2 Presentation and drill （课文E部分）

1、听录音，跟读课文。

2、复习单词和词组

3、听录音，回答问题。

Step 3 Practice （课文F部分）

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1、教师解释题意。

2、让学生们说问句，找出答案。先口头练习，然后完成书面练习。 Step4 Consolidation

1、创设情景，自由会话（要求运用一般过去时。如果有时间，可让学生自己创设情景，自由交换）。

2、评价。

3、练习

4、家庭作业：听磁带，读课文。

Unit 2 Katie always gets up early.（凯蒂一直都起得很早。）

学情分析：

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能正确运用一般现在时描述经常发生的行为、活动等。语言结构

Katie always gets up early .词汇

掌握词汇：get up , have breakfast ,return, wave, play che, dinner; 理解词汇：always， often，sometimes，never 语法：

一般现在时

Period 1

一、教学目标

1、能听懂、会说新单词和短语get up , have breakfast ,return, wave, play che, dinner;

2、能理解课文；

3、能正确运用一般现在时描述经常发生的行为、活动等。

二、教学重点及难点重点：掌握本单元四会单词。难点：理解课文。

三、教学准备单词卡片和图片、教学挂图、教学磁带等。

四、教学步骤

Step 1 Warming up

1、师生问候。

2、唱英文歌曲。

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3、复习已学的单词（during，holiday，learn，practise，speak，sentence，teach；）。 Step 2 Presentation and drill

1、出示教学挂图。边说边做动作，让学生理解课文。然后，板书单词，带读，并利用单词卡片帮助学生理解其含义。

2、让学生看图说话。

Step 3 Fast reading and listening

2、听课文A部分录音，模仿其语音、语调，掌握新词难句的正确读音。Step 4 Intensive reading

1、读课文，然后两人一组完成课文B部分 Let’s learn。

2、听课文A部分录音，跟读。Step 5 Consolidation 1．根据黑板上的单词卡片及图片试复述课文。

2．练习。（见《练习册》P5）3．家庭作业：听磁带，读课文。

反思：在教单词时，要求教师自己示范到位，发音清晰，讲解发音要点，同时培养学生认真听、专心看、积极模仿的好习惯。听清后再跟着说。在确定学生大都听清、模仿正确后，再出示单词卡片，以免分散学生的注意力。对直观的单词配以图片、体态语帮助学生理解，顺利完成音——形——义的逐步过渡。

Period 2 一．教学目标

1、能读课文A部分；

2、能理解第三人称单数做主语的一般现在时的用法；

3、能运用一般现在时描述经常发生的行为、活动等。二．教学重点及难点

重点：理解第三人称单数做主语的一般现在时的用法

难点：运用一般现在时描述经常发生的行为、活动等。三．教学准备单词卡片、教学磁带等。四．教学步骤

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Step 1 Warming up

1、师生问候。

2、利用卡片复习本单元新单词。

3、试讲述自己的一天。

Step 2 Presentation and drill

1、出示单词卡片always often sometimes never

2、让学生们认读，纠正其发音。

3、

3、总结词义与区别。

Step 3 Practice （课文C D部分）

1、学生两人一组根据表格描述Peter的一天。

2、小组活动。

3、两人一组谈论各自的日常生活。

4、完成D部分书面练习。Step4 Consolidation

1、让学生们调查好朋友的妈妈每一天所做的事情，完成表格。

2、评价。

3、练习。

4、家庭作业：听磁带，读课文。反思：

Period 3

一．教学目标

1、复习本单元单词、课文及语法知识；

2、能独立完成课文E部分练习。

3、能独立完成课文F部分练习。二．教学重点及难点

重点：区别副词always， often，usually，sometimes，never的含义及用法。

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难点：课文F部分练习。三．教学准备

单词卡片、教学挂图、教学磁带等。

四．教学步骤 Step 1 Warming up

1、师生问候。

2、可分小组说句子比赛。Step 2 Presentation and dril l （课文E部分）完成E部分练习。 Step 3 Practice （课文F部分）

1、Let’s rhyme.

2、完成书面练习。Step4 Consolidation

1、让学生模仿课本中的表格设计一份调查表。内容自定，然后陈述其调查结果。

2、评价。

3、完成练习

4、家庭作业：听磁带，读课文。

Unit 3 I like my computer

学情分析：

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能

能理解并掌握情态动词can的用法。

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语言结构

I like my computer .What can we do on the computers?

词汇

掌握词汇：email, find out about , send, search for,world, present,greeting,interesting 理解词汇：find out about search for on the computer 语法：

情态动词can的用法

Period 1

教学目标

1、能听懂、会说新单词和短语

email my friends , send greetings , in the world , search for a lot of things , find out about countris

2、能理解并复述课文；

3、能理解并掌握情态动词can的用法。

教学重点难点

重点：掌握本单元四会单词。理解并复述课文。难点：理解can的用法

教学准备 Word cards, Type CAI,

Drawing Instrument

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

What ’s this ? What’s that ?

复习周边的物体,同时老师说 We can ….with it .

Step 2 Presentation and drill

1、师指着自己的电脑问 What ’s this ?

Do you have a computer?

Do you like your computer? What can we do with it?

2、CAI利用图片，帮助学生理解。拼读单词并帮助学生理解其含义。

email my friends , send greetings , in the world , search for a lot of things , do his homework

find out about countries learn drawing and painting , play computer games ,

先开火车强化训练读音,再放到句子中操练.

3、让学生们根据CAI图片, 简单地描述电脑的功能, 理解并学会用can。

Step 3 Practice

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1、自由读齐读分组读, 生生活动, 师生互动

Play games 单词游戏:

Gueing games.

2、Pairwork CAI集中图片,学生练习说话 What can we do on the computers?

3、听课文A部分录音，模仿其主意、语调，掌握新词难句的正确读音。

Answer: What did Peter see yesterday ? Step 4 Intensive reading

1、精读课文，判断正误。答案：

1）Peter’s father bought him a computer for New Year. 2）Peter was very happy .

3）Peter’s computer is very fast .

4）Peter saw an interesting bird on the computer yesterday. 5）We can search for a lot of things .6）We can find out about countries in the world .

2、听课文A部分录音，跟读。

Step 5 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Period 2

教学目标

1、复习并巩固新单词和短语

email my friends , send greetings , in the world , search for a lot of things , find out about countris

2、能理解并复述课文；

3、巩固情态动词can的用法。

教学重点难点

重点：掌握本单元四会单词。理解并复述课文。难点：运用can

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

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email my friends , send greetings , in the world , search for a lot of things , do his homework

find out about countries

learn drawing and painting , play computer games ,

Step 2 Presentation and drill

1、师指着自己的电脑问

What can we do with it?

CAI利用图片，帮助学生理解, 巩固并运用单词并帮助学生理解其含义。

2、让学生们根据CAI图片, 简单描述电脑的功能, 理解并学会用can。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、Pairwork

CAI集中图片,学生练习说话What can we do on the computers? Step 4 Let’s read

1、精读课文，判断正误。

1）Dongdong was very sad.

2）Dongdong’s father bought him a computer as his present. 3）He has a friend in Australia.

4）He could email his friends and do his homework. 5）Dongdong couldn’t draw, but Peter could.

6）Dongdong could search for a lot of things on the computer.

2、听课文D部分录音，跟读。

3、完成习题 Fill in the blanks. Step 5 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Period 3

教学目标

1、复习并熟练运用新单词和短语

email my friends , send greetings , in the world , search for , find out about countries

2、灵活运用情态动词can。

教学重点难点

重点：掌握本单元四会单词。难点：can could的用法

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

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email my friends , send greetings , in the world , search for a lot of things , find out about countries do his homework

learn drawing and painting , play computer games ,

Step 2 Presentation and drill

1、学生谈论What can we do with the computer? CAI利用图片，巩固并熟练运用单词。

2、让学生们根据CAI图片, 简单描述电脑的功能, 理解并学会用can。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、Pairwork CAI集中图片学生练习说话What can we do on the computers? Step 4 Listen and read

Read aloud Part D

excited, bought him a computer, birthday present , email his friends , do his homework, wanted to learn , learn drawing and painting, show him , how to search for a lot of things, showed Dongdong some computer games, It isn’t good for your eyes.Step 5 Let’s write P12 PartE

Fill in the blanks P12

Let’s have fun.Let’s rhyme

Step 6 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Unit four: It’s the Mid-Autumn Festival.学情分析：

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

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教学目标

语音功能

谈论中秋节的传统美食。

语言结构

The Mid-Autumn Festival is coming

词汇

掌握词汇：the mid-autumn festival, centre,mooncake, nuts 理解词汇：bright,even ,poem 语法：

enjy doing

Period 1

教学目标

1、复习并熟练运用新单词和短语

mooncake nuts seed nearby type taste

2、能够了解enjoy doing 的用法，能用“which type do you like?”询问他人对月饼的喜好级应用，并用I like the one with …..”作出回答

教学重点难点

重点：能够听懂，会说，认读新的单词 Mid-Autumn,moocake ,nuts 等单词。

难点：运用旧知识，如对“how much ….?” “which one do you like？”等句型做出回答

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习（教师合理安排教学进度，根据实际情况询问如：boys and girls ,what date is today ?等问题来引出学生的兴趣，提高学生的注意力）

4、教师用课件来引出即将到来，或者已经过去的中秋节

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子：today

English cla, the mid-autumn festivel ,让学生思考，用以上单词想出不同的句子。

2、教师快速的用课件或者卡片出示 moon tea

fruit family mooncake 等让学生快速抢答，从而巩固得到新的单词。 3 第一步：listen and answer

不打开书，只听，在听前布置任务第二步：listen and find 不打开书，听第二遍第三步;read and find

打开书，画出原文中Mrs li问的两个问题，并检查刚刚听到的是否正确第四步：read and answer 第五步：read and repeat

Step 3 Practice

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1、情景创设：在中秋节表演用英语与妈妈一起去商场买月饼去看爷爷奶奶。

背诵Part A。

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：

在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法。

Period 2

教学目标

1、复习并巩固新单词和短语

mooncake nuts seed nearby type taste等

2、能用 I enjoy …”表达自己的喜好

3、能理解，运用“enjoy doing….”

教学重点难点

重点：理解运用 “I enjoy ….”能学会运用阅读技巧scanning进行阅读。

难点：能在实际生活中运用到enjoy来谈论自己的喜好，注意到enjoy后面的doing这一动词形式。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习mooncake nuts seed nearby type taste等 1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多，如：A moocake , A round moocake。

2)让学生们根据CAI图片, 让同学们运用句型“enjoy doing…”造句。

Step 3 Practice

1、P10 Part C Ask and answer in pairs .

2、几人一组，把D部分改编成对话表演。Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

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教学目标

1、复习并进一步巩固新单词和短语Mooncake nuts seed nearby type taste等

2、能够灵活运用 “enjoy doing…..”表达自己的喜好

3、能够理解嫦娥奔月的故事；能理解E部分的短文并回答问题。

教学重点难点

重点：掌握本单元四会单词。

难点：理解嫦娥奔月的故事，并回答问题。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

1、Mooncake nuts seed nearby type taste等

Step 2 Presentation and drill

1、用不同的单词描绘中秋节将本课关键词汇加入其中，让同学们猜猜这是什么节日。

2、阅读文章《嫦娥奔月》。

Step 3 Practice

1、英语诗歌欣赏《The moon》 .

2、汉语诗歌欣赏《水调歌头》 Step 4 Consolidation

2、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。教学反思：

Unit 5 It will be sunny and cool tomorrow

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元学一些关于天气的词汇和一般将来时“I will..”的用法，可能会有一些困难。老师要巧妙的将新知识通过迁移，运用由旧带新的过度法，帮助学生在不知不觉中获得新知，提高语言交际能力。

课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

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语音功能

谈论将来的天气。

语言结构

it will be sunny and cool tomorrow

词汇

掌握词汇：safe clear heavy light rain storm won’t 理解词汇：safe storm won’t 语法：

will/won’t 表将来

Period 1

教学目标

1、复习并熟练运用新单词和短语

safe clear heavy light rain storm won’t

3、能够了解it will/won’t be …tomorrow 的用法，并用其描述不同的天气；能理解、运用句型“there will/won’t be a ..”进一步描述不同的天气

4、能用英文指认将来不同的天气，能向同伴介绍将来的天气，能听懂，会说A部分的天气预报

5、

教学重点难点

重点：能够听懂，会说，认读新的safe clear heavy light rain storm won’t 等单词。难点：能运用名词rain wind

snow 等以及他们相对应的形容词rainy windy snowy等

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词sunny rainy windy cold 等或者提供不同的图片让学生自由发挥

2、教师快速的用课件或者卡片出示不同天气的图片等让学生快速抢答，从而巩固得到新的单词。

Step 3 Practice

1、情景创设：教师结合实际，为学生创立秋游的情景，在情境中合理的学习操练新单词weather forecast clear heavy light 等

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法。

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Period 2

教学目标

1、复习并巩固新单词和短语

weather forecast clear heavy light等

2、能用 “it will/won’t be …”描述明天的天气

3、能理解， “will/won’t”表示将来的含义，能理解 it will be 和 there will be a … 中be的用法

4、能描述明天的天气，能理解课文D部分的短文

教学重点难点

重点：在语境中运用新的句型“I will/won’t be ….”与 “there will /won’t be a …”描述将来的天气；能运用合适的阅读技巧进行阅读。

难点：对名词rain wind

snow 等以及他们相对应的形容词的正确应用

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习weather forecast clear heavy ligh等

Step 2 presentation

1、情景创设为十一黄金周设计合理的天气，并且讨论国庆出游的计划，然后交流

2、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

3、让学生们根据CAI图片, 让同学们运用句型造句。 Step 3 practice

游戏操练，天气预报员，教师出示听力原文学生扮演天气预报员

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语weather forecast clear heavy ligh等

2、能够灵活运用 “I will/won’t be …”表达明天的天气

3、能够运用所学的有关天气的单词和句型构建篇章。

教学重点难点

重点：掌握本单元四会单词。

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难点：学唱Itsy bitsy spider ；能运用天气单词向他人介绍将来的天气。

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习weather forecast clear heavy lighe等

Step 2 Presentation and drill

1、教师与同学谈谈你去过的城市，并且谈谈你去的时候那边的天气情况。

2、教师述说去过的地方，并运用图片引导同学们讲出当时的天气情况。

Step 3 Practice

教师利用视频向同学们出示全球极端天气预温室效应的情况，看完后师生谈谈自己的感受，并表达人类今后该怎样保护大自然

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Unit 6 I will bring a big bottle of orange juice

学情分析：

课时安排

A, B

1课时

C, D

1课时

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E, F

1课时

教学目标

语音功能: 谈论不同数量的食物。

语言结构: I will bring a big bottle of orange juice 词汇

掌握词汇 : bar bottle candy fruit picnic 理解词汇：can cookie radio pea bar bottle candy fruit picnic nut volleyball 语法：可数名词和不可数名词数量的表示方法

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、bar bottle candy fruit picnic

3、能了解学会描述可数不可数名词的数量，同时理解，掌握a bottle of orange juice ,a few cans of

Coke,等短语

教学重点难点

重点：能够听懂，会说，认读新的can cookie radio pea bar bottle candy fruit picnic nut volleyball 等单词。

难点：区分可数不可数名词；能理解并描述不同名词的数量

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识：a box of cakes a bottle of orange juice ,a few cans of Coke,等短语

分析上一单元学习过的知识像mooncake如果用英语要怎么来描述一盒月饼呢?这样来引入这一单元所学习的问题

Step 2 Presentation and drill

New words and new sentences

2、教师快速的用课件或者卡片出示不同食物的图片等让学生快速抢答，从而巩固得到新的单词。

Step 3 Practice

1、情景创设：教师结合实际，为学生创立秋游的情景，在情境中合理的学习操练新单词can cookie radio pea bar bottle candy fruit picnic nut volleyball 等

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

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Period 2

教学目标

1、复习并巩固新单词和短语

can cookie radio pea bar bottle candy fruit picnic nut volleyball等

2、能用 “it will bring …”描述明天的天气

3、能熟练的描述不可数名词的数量

4、进一步的巩固，学会描述不可数名词的数量

教学重点难点

重点：在语境中运用新的句型“I will bring ….”，学会描述不可数名词Coke ,chocolate等的数量；能运用合适的阅读技巧进行阅读。

难点：描述不可数名词Coke ,chocolate等的数量

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习can cookie radio pea bar bottle candy fruit picnic nut volleyball等

Step 2 presentation

4、情景创设讨论国庆出游的计划，然后交流，我们在国庆出游的那天带上一些什么样的食物呢？让同学们用英语来描述自己所带的食物和数量

5、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

6、

让学生们根据CAI图片, 让同学们运用句型造句。 Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Period 3

教学目标

1、复习并进一步巩固新单词和短语can cookie radio pea bar bottle candy fruit picnic nut volleyball等

2、能够灵活运用 “I will bring ….”并陈述旅游时带东西的计划。

教学重点难点

重点：掌握本单元四会单词。难点：描述不可数名词的数量

教学准备Word cards, Type，CAI, Drawing Instrument

19 / 37

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习can cookie radio pea bar bottle candy fruit picnic nut volleyball等

Step 2 Presentation and drill

1、出示一张照片向同学们谈论照片中的人物

2、学生交流、谈论自己家庭的野餐的计划，说出携带食物的数量

Step 3 Practice

1教师利用PPT出示一张野餐图图中有大量的食物，让同学们描述图上的食物 Step 4 Consolidation

6、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。

Unit 7 What can I do？

学情分析：

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 谈论自己会帮助他人做的事情语言结构: What can I do？词汇

掌握词汇: slow weak

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理解词汇：himself free

Ms 语法：sb.can do sth.

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、himself free

Ms等

3、能交流可以做那些力所能及的事来关爱老人

4、能用I can …谈论自己会做那些事

5、会说A部分内容

教学重点难点

重点：能够听懂，会说，认读新的himself, free , Ms , an old woman,help the old people on the road等单词或者短语。

难点：能正确理解“we can help them to clean their homes”和 “I can ask mum to make cakes for them .”两个句子

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识：himself, free , Ms , an old woman,help the old people on the road,等短语

Step 2 Presentation and drill

New words and new sentences

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

3、评价。

4、练习。

5、家庭作业。听磁带，背课文。

教学反思：

Period 2

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教学目标

1、复习并巩固新单词和短语

himself, free , Ms , an old woman,help the old people on the road等

2、能用 “I can help them …/I can ….”讲述自己能为他人提供的帮助

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型“I can ….”，讲述自己能为他人提供的帮助；能运用合适的阅读技巧进行阅读。

难点：能运用 “help sb.(to)do sth.”的表达方式

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习himself, free , Ms , an old woman,help the old people on the road等

1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。 2)让学生们根据CAI图片, 让同学们运用句型造句。

Step 2 presentation

1、以课文C进行分角色扮演

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语himself, free , Ms , an old woman,help the old people on the road等

2、能够灵活运用 “I can ….”并陈述可以为老人做些什么。

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

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3、复习himself, free , Ms , an old woman,help the old people on the road等

Step 2 Presentation and drill

1、询问同学在家一般为父母做一些怎样的家务

2、情景对话。

Step 3 Practice

教师准备一些家务的图片，由第一个有同学看让后做出动作让下一个同学回答

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Unit 8 we shouldn’t waste water

学情分析：

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 讨论环境保护该做什么和不该做什么语言结构: we shouldn’t waste water 词汇

掌握词汇 :swaste blouse enough world save drop 理解词汇：exercise indtead wild should 语法：should/shouldn’t do something..

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Period 1

教学目标

1、复习并熟练运用新单词和短语

2、:swaste blouse enough world save drop exercise indtead wild should等

3、说出环保的几种方式

4、了解破坏环境的行为

5、会说A部分内容

教学重点难点

重点：能够听懂，会说，认读新的:swaste blouse enough world save drop exercise indtead wild should等单词或者短语。难点：能正确理解记忆B部分词组

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识:swaste blouse enough world save drop exercise indtead wild should等

教师用课件出示美丽的风景图，让同学感受到大自然的美丽

教师一边展示句型条“should/shouldn’t do something..”一边询问学生你能保护大自然做点什么事情。学生根据实际情况回答。

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词swaste blouse enough world save drop exercise indtead wild should等等或者提供不同的图片让学生自由发挥

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 2

教学目标

1、复习并巩固新单词和短语waste blouse enough world save drop exercise wild should等

2、能用 “I should/shouldn’t do something.”讲述自己能为大自然提供的帮助

3、能能阅读理解D部分课文的内容

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4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型“should/shouldn’t do something..”，讲述自己能为大自然提供的帮助；能运用合适的阅读技巧进行阅读。

难点：能运用 should/shouldn’t do something.的表达方式

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习waste blouse enough world save drop exercise instead wild should等

1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。 2)让学生们根据CAI图片, 让同学们运用句型造句。

Step 2 presentation

1、围绕world 一词来展开联想，说出所想的事物

2、围绕I should/shouldn’t do something这一句型来说说我们为大自然做的事 Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3 教学目标

1、复习并进一步巩固新单词和短语waste blouse enough world save drop exercise instead wild should等

2、能够灵活运用 “I should/shouldn’t do something”并陈述可以为大自然做些什么。

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI,

Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习himself, free , Ms , an old woman,help the old people on the road等

Step 2 Presentation and drill

询问同学在家一般为大自然做一些怎样的事情

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Step 3 Practice

教师准备一些保护大自然的图片，由第一个有同学看让后做出动作让下一个同学回答

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Unit 9 This bird is bigger than the first one

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题事物的比较级，创立多种对话情景。不仅能加强孩子们对于世界的观察，更能加强学生对于学习的兴趣。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 比较事物的特征

语言结构: this bird is bigger than the first one 词汇

掌握词汇 than clay bigger taller longest 理解词汇：decide

loud

语法：形容词的比较级和最高级

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、than clay bigger taller longest decide

loud等

3、能用A is （比较级）than B 和…is the (最高级)

4、观察比较实物的大小

5、会说A部分内容

教学重点难点

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重点：能够听懂，会说，认读新的than clay bigger taller longest decide loud等

单词或者短语。

难点：能正确理解记忆B部分词组

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识: than clay bigger taller longest decide loud等教师用课件出不同大小的动物或者物品比较大小高矮

教师一边展示句型条“A is （比较级）than B 和…is the (最高级)”一边询问学生这样的物品大小是怎样的。学生根据实际情况回答。

Step 2 Presentation and drill

New words and new sentences

教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词than clay bigger taller longest decide loud等或者提供不同的图片让学生自由发挥

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

Period 2

教学目标

1、复习并巩固新单词和短语

than clay bigger taller longest decide loud等

2、能用 “A is （比较级）than B 和…is the (最高级).”来比较事物的大小

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型能用 “A is （比较级）than B 和…is the (最高级).”来比较事物的大小；能运用合适的阅读技巧进行阅读。难点能用 “A is （比较级）than B 和…is the (最高级).”来比较事物的大小教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

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2、唱英语歌曲

3、复习than clay bigger taller longest decide loud等

Step 2 presentation

1)游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。 2)让学生们根据CAI图片, 让同学们运用句型造句。

3)用 “A is （比较级）than B 和…is the (最高级).”来比较事物的大小

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语than clay bigger taller longest decide loud等

2、能够灵活运用“A is （比较级）than B 和…is the (最高级).”来比较事物的大小。

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习than clay bigger taller longest decide loud等

Step 2 Presentation and drill

观看一些体育明星的视频，来比较他们谁更高，更瘦等

Step 3 Practice

学生进行一次比赛，然后由同学进行比较

Step 4 Consolidation

1、背诵Part A。

2、评价。

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3、练习。

4、家庭作业。听磁带，背课文。教学反思：

Unit 10 I don’t feel well today

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题为谈论身体健康状况，让同学们保证有一个健康强壮的体魄。创立多种对话情景。不仅更能加强学生对于学习的兴趣，更能能加强孩子们对于健康的认知。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 能用本课学到的知识对于身体的情况进行交谈语言结构: I don’t feel well today 词汇

掌握词汇 don’t feel well ; have a headache ;have a fever ,take medicine 理解词汇：enjoy themselves; invite ; ill ; ceck 语法：祈使句 have a rest .Drink some water

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、don’t feel well ; have a headache ;have a fever ;take medicin; enjoy themselves; invite ; ill ; ceck 等

3、能用 “what’s wrong with you”向他人表示关切的问候

4、能用 “I have…”进行回答

5、会说A部分内容

教学重点难点

重点：能够听懂，会说，认读新的don’t feel well ; have a headache ;have a fever ;take medicin; enjoy themselves; invite ; ill ; ceck 等等单词或者短语。

难点：能正确理解记忆B部分词组

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

29 / 37

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识: don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等等教师用课件出不同大小的动物或者物品比较大小高矮

教师一边展示句型条what’s wrong with you向他人表示关切的问候。学生根据实际情况回答。

Step 2 Presentation and drill

New words and new sentences

教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等等或者提供不同的图片让学生自由发挥

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。教学反思：

Period 2

教学目标

1、复习并巩固新单词和短语don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等

2、能用“what’s wrong with you”向他人表示关切的问候

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型能用 “what’s wrong with you”向他人表示关切的问候；能运用合适的阅读技巧进行阅读。

难点能用 “what’s wrong with you”向他人表示关切的问候

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等

Step 2 presentation

1、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

2、让学生们根据CAI图片, 让同学们运用句型造句。

3、用 “what’s wrong with you”向他人表示关切的问候

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

30 / 37

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

1、复习并进一步巩固新单词和短语don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等

2、能够灵活运用“what’s wrong with you”向他人表示关切的问候

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习don’t feel well ; have a headache ;have a fever ;take medicine; enjoy themselves; invite ; ill ; sick 等 ,

Step 2 Presentation and drill

出示一些图片让同学讲讲图中所示是怎样的问题

Step 3 Practice

1有同学表演生病的情况，然后由一部分同学来猜，看谁能猜得更多

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

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Unit 11 shall we go to the theatre?

学情分析：

学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题为征求别人的意见或建议，可以让同学之间相处更有礼貌更融洽。创立多种对话情景。不仅更能加强学生对于学习的兴趣，更能能加强孩子们对于礼仪的认知。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 使用征求意见或表达建议的用语进行交际，并对他人的询问做出回答语言结构: shall we go to the theatre? 词汇

掌握词汇theatre ;concert ;hall;film;idear 理解词汇：newspapper; circus ;diary;yourselves 语法：祈使句一般将来时一般过去时

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

3、能用 “shall we…;let’s…”向他人征求意见

4、能正确的回答

5、会说A部分内容

教学重点难点

重点：能够听懂会说，认读新的theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等单词或者短语。

难点：能正确理解记忆B部分词组

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识: theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

情境对话，同学之间假定用电话交流，交流明天的意见

教师一边展示句型条“shall we…;let’s…”向他人征求意见。学生根据实际情况回答。

Step 2 Presentation and drill

32 / 37

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等或者提供不同的图片让学生自由发挥

Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思英国著名语言家c.e 埃克斯利说：“教英语的最好方法就是能引起学生学习英语兴趣的那种方法。”我们在单词教学中不能一味让学生死记硬背，而应尝试运用多种形式巧记，如采用儿歌、猜谜语、简笔画等形式。

Period 2

教学目标

1、复习并巩固新单词和短语

theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

2、能用“shall we…;let’s…”向他人征求意见

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型能用“shall we…;let’s…”向他人征求意见；能运用合适的阅读技巧进行阅读。

难点: 能用“shall we…;let’s…”向他人征求意见

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

Step 2 presentation

1、游戏操练：接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

2、让学生们根据CAI图片, 让同学们运用句型造句。

3、用“shall we…;let’s…”向他人征求意见

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

33 / 37

Period 3

教学目标

1、复习并进一步巩固新单词和短语theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

2、能够灵活运用“shall we…;let’s…”向他人征求意见

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习theatre ;concert ;hall;film;idear; newspapper; circus ;diary;yourselves 等

Step 2 Presentation and drill

出示一些图片让同学讲讲图中所示是怎样的问题

Step 3 Practice

由同学表达自己的困难让其他的同学帮助其解决

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Unit 12 it’s Christmas again

学情分析：

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学生已掌握运用一般过去时描述人物进行过的活动，和运用一般现在时描述经常发生的行为、活动以及理解第三人称单数做主语的一般现在时动词的用法，本单元话题为圣诞节，让同学们抱着一颗好奇心来学习，可以让同学之间相处更有礼貌更融洽。创立多种对话情景。不仅更能加强学生对于学习的兴趣，更能能加强孩子们对于圣诞节的认知。课时安排

A, B

1课时

C, D

1课时 E, F

1课时

教学目标

语音功能: 与朋友一起欢度圣诞语言结构: it’s Christmas again 词汇

掌握词汇merry;Christmas ;dre up;put up;decorate; 理解词汇：pudding;roast turkey;ham 语法：一般将来时一般现在时

Period 1

教学目标

1、复习并熟练运用新单词和短语

2、merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

3、能用 “here’s a ….for you ”互赠礼物

4、能正确的回答

5、会说A部分内容

教学重点难点

重点：能够听懂，会说，认读新的merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等单词或者短语。难点：能正确理解记忆B部分词组

教学准备：用于教授单词的卡片，图片，多媒体课件等

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习

学习操练新的知识: merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

情境对话，同学之间假定用电话交流，交流明天的意见

教师一边展示句型条能用 “here’s a ….for you ”互赠礼物。学生根据实际情况回答。

Step 2 Presentation and drill

New words and new sentences

1、教师用课件或者单词卡片出事单词短语或句子帮助同学们复习已学过的单词merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等或者提供不同的图片让学生自由发挥

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Step 3 Practice

1、教师分步骤循序渐进的引导学生们熟悉课文

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 2

教学目标

1、复习并巩固新单词和短语

merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

2、能用能用 “here’s a ….for you ”互赠礼物

3、能能阅读理解D部分课文的内容

4、能根据课文回答问题

教学重点难点

重点：在语境中运用新的句型能用“shall we…;let’s…”向他人征求意见；能运用合适的阅读技巧进行阅读。

难点能用“shall we…;let’s…”向他人征求意见

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

Step 2 presentation

1、游戏操练接龙。教师出示有关本课的图片，进行句子操练，看哪一组的句子多。

2、让学生们根据CAI图片, 让同学们运用句型造句。

3、能用 “here’s a ….for you ”互赠礼物

Step3 分组进行游戏，每组将老师的句子读给后面的同学看谁能快点完成

Step 4 Consolidation

1、根据黑板上的单词及图片复述课文。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

Period 3

教学目标

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1、复习并进一步巩固新单词和短语merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

2、能够灵活运用能用 “here’s a ….for you ”互赠礼物

教学重点难点

重点：掌握本单元四会单词。难点：根据E部分完成句子

教学准备Word cards, Type，CAI, Drawing Instrument

教学过程设计和安排

Step 1 Warming up

1、师生问候。

2、唱英语歌曲

3、复习merry;Christmas ;dre up;put up;decorate; pudding;roast turkey;ham等

Step 2 Presentation and drill

出示一些图片让同学讲讲图中所示是怎样的问题

Step 3 Practice

由同学表达自己的困难让其他的同学帮助其解决

Step 4 Consolidation

1、背诵Part A。

2、评价。

3、练习。

4、家庭作业。听磁带，背课文。

教学反思：

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推荐第5篇：新人教版六年级上册英语教案

低年级识字教学

中国的文化博大渊源，中国的文字更是中国文化的体现，每个汉字的背后都有一个故事或者一个典故。《语文课程标准》明确指出：识字写字是阅读和写作的基础，是1—2年级的教学重点，第一学段要认识常用汉字1600—1800个。①而现在的孩子年龄小，从小娇生惯养，一进入小学就要识记这么多生字，确实有一种“赶鸭子上架”的感觉，对语文教师来说，识字教学也成为了一个难点，识字教学本身就很枯燥乏味，再加上课时安排又紧，该怎样解决记得快忘得也快的难点；该如何培养孩子主动识字的愿望；如何调动学生的识字兴趣；该怎样省时高效的完成教学任务等问题，就成了教师们必须面对的问题。那么，怎样才能更好的解决这些难题呢？

一、尽快交给学生自主识字的方法

想要解决一个人的温饱问题，与其给他几条鱼不如给他一根鱼竿，指出走向河边的路，教给他钓鱼的方法。小学生正如那个饥寒交迫的人，而汉字则是他所需要的食物。如果按照传统的识字教学方法，不仅是小学生学习起来觉得枯燥乏味，而且还远远达不到小学生的需求量，这就要求低年级教师尽快教给他们自主识字的方法。正如那句俗话说的那样“授人以鱼不如授人以渔”。

1、找出汉字的特殊规律，归类学习

由于儿童的认知不是很多，因此，应从偏旁部首开始，通过分析汉字的结构以帮助小学生识字。将汉字归类可分为义旁归类法和声旁归类法等。有些字它们的声旁一样，偏旁部首不一样，则表达的意思也就不一样。如“清水的清”的偏旁是三点水，那它的意思就和水有关系，而“眼睛的睛”的偏旁则是目字旁，那它的意思就和眼睛有关系等。教师应鼓励学生运用自己最喜欢的、最能接受的方法尽快的认识汉字。

2、引导学生联想字形识字

中国最古老的文明就是从汉字开始，从最简单的图形导今天明朗的线条，经历了千年的演变，它的字体形象多变。在识字教学中，教师应充分抓住汉字的形象，直观的特点来诱发学生想象汉字的形体美，培养孩子们的想象力。比如在学习“毛笔”的“笔”、“书签”的“签”时，因为它们都是竹子头，所以都与竹子有关。“提水”的“提”、“阻挡”的“挡”、“打架”的“打”都与手有关。通过联想，再难记的汉字也变得生动有趣，使学生变得好学、乐学。

3、学会自学，促进学生自主识字

刚进入小学的儿童认识的汉字不多，因此，教师在识字教学中应有意识地让学生结合画面组词，让学生边说边识字，从而使学生在多种形式的练习中不断提高识字水平。

4、借助插图练习识字

看图画书是低年级学生的兴趣爱好，所以，低年级的语文课本中有许多色彩绚丽的插图，在学生对句子有一定的认识后，教师就要要求孩子们根据图画的内容，说出一句或两段通顺连贯的话。这样既能促进学生思维的发展，也为孩子们以后的读写奠定的扎实的基础。

5、让学生自学与互学识字

在学习中，学生才是学习的主人，而教师起到的则是一个引导的作用。教师可以让学生自学、同桌互学、小组共同学习、共同参与、互相交流自己认为比较好的识字方法，供其他同学参考学习，积极采纳别人的好的意见方法等。这样才能起到自学与互学的作用。才能更好的体现学生是学习的主人这一观点。

一、拓宽低年级学生的识字空间

识字教学是低年级教学当中的一大重点，要激发学生在生活中识字的兴趣，教师就要给学生展示在生活识字的机会，提供在生活中识字的舞台，让学生不断地交流自主识字的成果②。

1、识字与直观事物相结合

在低年级学生的学习生活中，有很多很多常见的事物，在教学过程中，教师可以利用这些直观的事物去教学生识字。例如，教室里都有“门”、“窗”、“桌”、“椅”、“黑板”等，那在学习这些生字的时候，教师就可以让孩子们用眼睛去观察、用小手去触摸这些直观的事物，从而使直观事物与识字教学紧密的联系起来，就能更好的帮助低年级学生识字。

2、识字与生活相结合

生活离不开语言，祖国的语言是由汉字组成的，而汉字又是语言的最小单位。人每天都要刷牙、洗手、洗脸，那在学习“手”、“脸”等时，教师就可以让学生摸摸自己的手、摸摸自己的脸；在学习“建”字时，我问学生有谁认识这个汉字，有同学说：“我认识，我家附近有一个建设银行。”另一个同学说:“我也知道这个字，我家门前的那条路路名就是建设路。”等，在学习“葡萄”这两个字时，我拿了一张画有葡萄的图画，并引导孩子们说出“葡萄”两个字，并用这两个字再说一个句子。当然在学生的学习生活当中，我还会利用孩子们最爱看的动画片进行识字教学。

3、拓展识字渠道

其实，祖国的语言无处不在，电视上、广告牌、宣传标语、车站牌、报纸、学生喜欢的故事书等。在教学过程中，我会引导孩子们在课外、在生活中、在社会上，利用这些无处不在、无时不有的识字资源进行识字学习，实现生活课堂化这一最终目的。

二、激发低年级学生的识字兴趣

1、创设情境，唤起情感，激发学生的识字兴趣

识字本身是很枯燥的，而面对枯燥的事物，人们的情绪总是消极和被动的。如果孩子们总是一味地被动识字，不仅识字率低，而且在一定程度上阻碍思维的发展。因此，作为低年级教师，一定要在孩子们的起步阶段通过多种途径来营造识字教学氛围。在教学过程中，用充满童趣的语言，赋予词语生命力，充分调动儿童的识字兴趣，不断激发学生去体验识字的乐趣。只有这样，小学生才能乐于识字、主动识字。

2、运用形象化的语言，游戏识字

爱活动是孩子的天性，在教学过程中我将利用孩子们的这一天性，让游戏与孩子们一起成长，让学生在游戏中学习。

首先，我会根据字形的特点，用猜谜语的方式去激发孩子们的识字兴趣，例如在学习“卡”字时，我会出示谜语“不上不下”让学生去猜；还有“弟弟站在木头边”的谜底就是“电梯”的“梯”③；“两个月亮并排走”的谜底则是“朋友”的“朋”；“一口咬掉牛尾巴”的谜底是“告诉”的“告”；还有“免费”的“免”的谜语可以编成这样“兔子差点不见了”④。“一帆风顺”的“帆”的谜语“带出下面几点来”等。通过这样的识字方法教学，既能激发低年级学生的识字兴趣，又培养了学生的创新思维，更能起到很好的识字效果，可谓一举多得。

除了通过猜字谜识字外，我还会编一些顺口溜来帮助学生更好的识字。例如，在学习“照”字时，我会根据这个字的字形特点，编一个更容易让学生识记的顺口溜：“上边日刀口，四点在下头，阳光湖面照，荷花清香透。”⑤在讲以“青”作声旁，加上不同形旁的字时，讲“清、请、睛、情、倩、晴、蜻、精”编为“有水方说清，有言去邀请，有目是眼睛，有心情意浓，丽人留倩影，日出天气晴，有虫是蜻蜓，有米人精神”⑥等。顺口溜在识字教学过程中的运用，更能引起孩子们识字学习的兴趣。

在识字教学环节中，除了运用猜字谜、编顺口溜引发孩子们的识字兴趣外，低年级教师还可以通过找朋友组新字，以及讲一些孩子们都爱听的故事，激发低年级学生的识字兴趣。例如在学习“鸭”、“鹅”这两个字时，给学生讲一讲《丑小鸭》的故事，用以激发小学生的识字兴趣。

3、运用加、减、换偏旁的方法识字

汉字都是由横、竖、撇、捺、点等笔画组成。针对汉字的这一特点，在识字教学中，低年级教师可以进行增、减、换偏旁来指导学生掌握更多的汉字。

“加一加”就是用熟悉的字加上偏旁的方法来学习生字。用学生以前学习过的生字加上偏旁变成一个新的生字，这样记忆起来比较简单。例如，在学习“杆”时，可以说成是“木”加上“干”就变成“旗杆”的“杆”；“车”加上“专”就变成了“转动”的“转”；“虫”加上“工”就是“彩虹”的“虹”；“月”加上“生”就成了“胜利”的“胜”；禾加上周就是“稠”；“贝”加“勾”就是“购”⑦等。学生学习这类汉字的积极性很高，常常在学习生字的同时既复习了部分旧字，又学会了一连串的新字。

减一减的方法就是把以前学过的生字去掉某一部分变成另外一个新的生字。比如，学习“冈”时就可以说是“岗”去掉“山”字；“语”去掉言字旁就成了“吾”了；“你”去掉单人旁就是“出尔反尔”的“尔”字⑧。其实学习的过程也可以变成一个游戏的过程，让学生来扮演不同的生字，让他们说去掉那个部分就可以变成新的生字了。这样学生学习的兴趣就被激发了。

换一换就是把现有的偏旁换成其他偏旁。例如，“摸”字的提手旁换成木字旁就变成了“模糊的模”，“拎”字的提手旁换成金字旁就变成了“铃声的铃”了；“柏”的木字旁换成三点水就是“停泊的泊”，换成单人旁就是“大伯的伯”等

4、通过比赛激发学生的识字兴趣

在识字教学的过程中，低年级教师可以穿插各种各样的教学方法，用以激发低年级学生的学习兴趣。比如，我会采用比赛的方法将学生分为几个小组，比一比看哪个小组在规定的时间内识记的生字最多，这样就能更好的激起学生们不服输的心理，加强学生的识字效果。

三、运用多种形式练习，巩固识字教学效果

识字的关键不只是学习生字，更重要在于运用，怎么才能将学到的汉字灵活运用呢？这就要求学生多做练习了。练习的过程比识字的过程更加枯燥乏味，怎样才能达到更好的练习效果呢？这就要求一线的教师在识字练习的过程中运用各种各样的形式巩固识字教学的效果。比如，让学生自己制作各种类型的识字卡片;在教室后面的黑板上开辟出一块专门的识字园地，以供学生们更好的巩固识字效果;每天摘录一些诗词名句，让学生读读背背。并将两个声旁相同形旁不同的字进行比较之后再组词、造句子，以巩固识字效果，例如“骄”和“娇”等；或是将一个字分解成两个字，如将“枯”可以分解为“木”和“古”等；再或者将一连串的形旁相同声旁不同的字就像串项链一样穿起来，连成一个句子或是一段话。例如学习单人旁的字时，我会将这些字串起来组成句子：“你和他是很好的朋友，我和他又是邻居，仔细一想，我们也是朋友了”等。多种形式的练习可根据孩子们独特的个性分别使用，这样既能让枯燥的识字练习变得更加有趣，更容易被小学生接受，又能起到很好的巩固效果。

适合的才是最好的。这就要求低年级教师充分了解自己的学生，依据他们独特的个性，找到更适合他们、更容易被他们接受的学习方法，这样识字对于低年级的学生来说将不再是“苦学”了。

童心纯真，童心无邪，孩子们很多看似幼稚的想法却闪耀着智慧的光华。在识字教学过程中，教师如能以满腔的热情为学生铺路搭桥，帮助学生找出隐含在汉字中的童趣，让识字教学百花齐放，那么识字将不再是孩子们的负担，而将成为他们的一种乐趣。

总之，小小汉字，奥妙无穷。教师要充分发挥教师的主导作用，结合学生的思维特点，调动学生的多种感官，使学生积极地参与识字教学，处处从学生主体的实际出发，鼓励学生想象，实践，学生就能获得成功的喜悦。从而使枯燥的识字教学成为培养学生发现兴趣和热情探索的热土

推荐第6篇：福建教育出版社六年级上册英语教案

集

备

原

稿

Unit 1 The Olympic Games Unit 1The Olympic Games文化和语言注释

1.本单元的话题是奥林匹克运动会（简称奥运会）。A部分主要谈论奥运会的一般情况，时态以一般现在时为主；B部分主要谈论2008年在北京举行的第29届奥运会，时态以一般过去时为主。

2.奥运会每四年一届，分为夏季奥运会和冬季奥运会。现代奥运会是全球影响最大的国际体育盛会，有一系列独特而鲜明的象征性标志，如奥林匹克标志、格言、奥运会会旗、会歌、会徽、奖牌、吉祥物等，这些标志有着丰富的文化含义，形象地体现了奥林匹克理想的价值取向和文化内涵。

二次调整/个

性设计

PartA 教学目标： ◆ 语言知识目标

1.学习词汇：game，ring，answer，Olympic Games，Summer Olympics，Winter Olympics，take place等。 2.学习句型：Did you„?Yes，we did.What do you know about the Olympic Games? 3.学习成节辅音/bl/，/pil/,/val/和/mal/的发音。 4.学唱歌曲：You and Me。 5.功能：讨论奥林匹克运动会。 ◆ 语言技能目标

1.能用所学的语言描述奥运会的会旗及召开的时间。2.能就奥运会的话题开展简单的讨论。 3.能说出自己喜欢的奥运会的运动项目。 ◆ 情感态度

培养学生热爱和平、勇于进取的品质；激发学生热爱祖国的民族自豪感。 ◆ 文化意识 1.知道奥运会召开的时间。 2.知道奥运会会旗上五环的含义。

教学重点：词汇Olympic Games, take place, ring以及句型There are„, We can see„

教学难点：主要谈论奥运会的一般情况，时态以一般现在时为主；教学策略：本节课采用的教学方法有：对比法、自主学习、合作学习法。教学中综合运用了讲授式、启发式、自主学习、小组合作学习等各种策略，指导学生进行自主探索学习，让学生在学习语言的基础上学习并掌握运用语言的能力。教具准备：

1.词组卡片：Summer Olympics，Winter Olympics等。 2.一些有关奥运会运动项目的图片。 3.奥运会会旗（或图片）。 4.录音机或教学光盘。教学过程： Step 1 Warming up 1.师生互致问候。

2.教师播放录音，全班学生一起欣赏歌曲：You and Me。 3.通过歌曲，揭示并板书课题：Unit 1 The Olympic Games 4.教学Olympic Games。

根据课题，出示卡片教学game，games和Olympic Games,告诉学生Olympic Games是专有名词，它的首字母要大写，接着教师将课题上的两个单词的第一个字母用红色粉笔标识出来。 Step 2 Presentation

（一）师生自由谈话，了解简单的奥运会情况。1.教师提出问题，了解简单的奥运会情况。问题一：Did you watch the Olympic Games on TV? （1）教师在黑板上出示问题，引导学生理解并熟读句子。（2）请学生回答，教师板书答句：Yes，I/we did.（3）复习如何谈论过去发生的事情和活动。

问题二：What do you know about the Olympic Games? （1）教师在黑板上出示问题，引导学生理解并熟读句子。（2）请学生自由发言，可以用中文表述。 2.初读课文，了解简单的奥运会情况。

（1）教师说：“Mr Wang and his students are talking about the Olympic Games.What do they say? Let’s listen and watch the CD -ROM.”

（2）教师播放课文录音或CD- ROM，学生边听边看课文对话。（3）请个别学生说一说，课文中谈到哪些有关奥运会的信息。

（二）课文教学。

1.请学生自读课文对话，画出不明白的地方，看看能否通过上下文推测出其含义或通过同桌同学互助解决难点。2.学习句子They take place every four years.（1）学习词组every four years,当学生明白其发音和意义后，引导学生说些类似的词组，如：every day，every two days，every three years等。

（2）出示卡片，教学词组take place并举一些范例帮助学生巩固该词组的用法，如: The party will take place on Sunday.Meetings take place every week.（3）请全班或个别学生示范读句子。

3.学习句子There are Summer Olympics and Winter Olympics.（1）出示Summer Olympics 和Winter Olympics的卡片，让学生读一读，然后将两张词组卡片贴在黑板上课题The Olympic Games的下方。（2）教师提出问题：What sports can we see at Summer Olympics? What sports can we see at Winter Olympics? 根据学生的回答，在卡片Summer Olympics旁贴上“游泳”“划船”和“打篮球”等图片，在卡片Winter Olympics旁贴上“滑冰”的图片。请学生看图说出句子：We can see swimming，boating and basketball at Summer Olympics.We can see skating at Winter Olympics.4.学习句子There are five rings on the Olympic Flag.（1）教师出示一面奥运会会旗的图片，引导学生说出the Olympic Flag。

（2）教师指着会旗上的五环说：“On the Olympic Flag，there are five.”引出单词ring的教学。

（3）教师指着会旗上的五环问:“What color are they?”请几个学生来回答。每个学生回答后，教师用Good answers/Very good answers/Your answers are very good等来评价。（4）出示单词answer并教学。

（5）文化渗透，与学生共同说一说奥运五环的含义。 5.熟读课文。

（1）请学生翻开课本第2页，教师播放课文录音或CD-ROM二至三遍，学生模仿跟读。

（2）请个别学生根据板书内容复述课文。

（三）巩固活动。

1.完成课本第3页的Ask and answer.部分。（1）教师播放录音，学生边听边默读。

（2）请学生自己读熟对话内容，然后教师问：“What do you know about the Olympic Games?”请大家你一言我一语地完成老师的问题。 2.完成课本第6页的Learn to write.部分。

（1）请学生独立完成练习，教师巡视，注意学生的书写习惯。（2）请个别学生到黑板上完成练习。（3）教师校对答案，学生订正。

（四）语音教学。

1.学习成节辅音/bl/的发音。

（1）教师出示table和vegetable两个单词，请学生读一读。（2）请学生找出两个单词在书写上的共同之处ble,并读一读。（3）将单词table分为两个音节，请学生读出ta—/teＩ/，ble—/bl/。 2.学习成节辅音/pl/的发音。

（1）教师出示pupil和people两个单词，请学生读一读。（2）请学生尝试将这两个单词划分一下音节，并分音节读一读。（3）请学生总结出/pil/和/ple/的发音。 3.学习成节辅音/vl/和/ml/的发音。

（1）出示/ble/，/pil/和/ple/,请学生读一读，找出发音规律。（2）出示/val/和/mal/,请学生尝试读出它们的发音。

（3）出示festival和animal两个单词，请学生读一读，看看自己是否读对了/val/和/mal/的发音。

4.教师播放课本第3页的Listen and learn the English sounds的录音，学生模仿跟读。 Step 3 Extension 综合活动：My favorite sports。

将学生分为四人一小组，教师准备几组小卡片，卡片里有奥运会运动项目的图片，学生可从中任意挑选自己喜欢的图片，然后根据自己所选择的图片编几个句子，在小组内交流。 Step 4 Homework 1.听录音跟读课文对话并背诵。

2.完成《活动手册》中本课的练习。（温馨提示：亲爱的老师，《活动手册》里练习的答案可以在本书的附件三里查看哦，也可以登录网址：www.daodoc.com下载。）

3.上网查询2008年北京奥运会的主题曲、会徽、口号、吉祥物等资料并用英语写出来。板书设计：

Unit 1 The Olympic Games Olympics Games

There are Summer Olympics and Winter Olympics.take place We can see„ every four years

PartB 教学目标 ◆ 语言知识目标

1.学习单词：hold，something，begin，slogan，world，dream，strong，together等。

2.学习句子：China held the 29th Olympic Games in Beijing.The games began on August 8，2008.One world，one dream.Faster，higher and stronger.3.学说韵律诗：One World，One Dream。 4.功能：谈论2008年北京奥运会。 ◆ 语言技能目标

1.能用英语说出第29届北京奥运会的时间、地点和口号。2.能学唱第29届北京奥运会主题曲。 ◆ 情感态度

铭记奥运精神，顽强拼搏，做好每一件事。 ◆文化意识

1.了解奥运精神是什么？ 2.了解奥运会的主要运动项目。

3.了解第29届北京奥运会的会徽、吉祥物、奥运奖牌等。

教学重点：hold过去式held，begin过去式began在句子中的运用。口号one world ，one dream.Faster,higher and stronger.教学难点：B部分主要谈论2008年在北京举行的第29届奥运会，时态以一般过去时为主。

教学策略：本节课采用的教学方法有：对比法、自主学习、合作学习法。教学中综合运用了讲授式、启发式、自主学习、小组合作学习等各种策略，指导学生进行自主探索学习，让学生在学习语言的基础上学习并掌握运用语言的能力。教具准备：

1.词组卡片：Olympic Games，Summer Olympics，Winter Olympics，take place，every four years等。

2.单词卡片：hold，held，begin，began等。3.北京奥运会的会徽与吉祥物图片。 4.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。

2.教师播放歌曲You and Me，让学生模仿唱一唱。 3.揭示课题。

（1）通过歌曲，告诉学生，今天我们将继续学习有关奥运会的话题。（2）出示卡片Olympic Games，并将卡片贴在黑板的中间位置，请学生读一读。

（3）板书课题Unit 1 The Olympic GamesPart B。 Step 2Review 1.师生自由对话，回顾已学过的有关奥运会的知识。

教师指着黑板上Olympic Games的卡片说：“Last cla we had learned something about the Olympic Games.Now tell me something about it.”

2.学生自由发言，教师根据学生所说，在Olympic Games的卡片四周贴上Summer Olympics，Winter Olympics，take place，every four years，Olympics Flag等卡片。 3.采用不同形式操练这些词组。

4.根据黑板上的信息，请学生复述上节课的内容。5.教师播放课本第2页的录音或CD-ROM，学生模仿跟读。 Step 3Presentation

（一）了解北京奥运会的情况。1.导入。教师说：“China held the Olympic Games，too.It’s in .”根据学生的回答，在Olympic Games卡片前写上the，在卡片后写上in Beijing。 2.教师出示下面的表格，请学生根据上网查询的资料说一说，可以用中文。

the Olympic Games in Beijing 会徽吉祥物第几届时间口号主题曲3.学生自由发言，教师在表格前两格贴上北京奥运会会徽和吉祥物的图片（后面四个表格不填写）。 4.请学生翻开课本第4页，自读对话并找出关键词句完成上面表格的后四个空格，如：会徽吉祥物第几届时间口号主题曲（图片）（图片）the 29th Olympic Games on August 8，2008One word，one dream.Faster，higher and stronger.You and Me.5.教师根据表格内容，开展教学活动。 (二）学习对话中的生词。

1.教师播放课文录音或CD-ROM，学生轻声模仿跟读。2.请学生画出对话中的动词。

3.教学单词held和began，复习单词tell，know和sing。（1）出示单词卡片hold和held，学习两个单词的音和形，告诉学生held是hold的过去式。在上面表格相应的位置上板书China held，然后学习句子China held the 29th Olympic Games in Beijing.（2）采用相同方法教学单词begin，began和The games began on August 8，2008.（3）复习单词tell，know和sing，并引出相应的句子。

4.请学生再次自读课文，引出单词something，slogan和together等单词的教学。

（三）巩固学习。

1.教师播放课文录音或CD-ROM二至三遍，学生模仿跟读。2.出示课本第5页Let’s talk部分的四个问题。（1）请学生读一读四个句子，理解句子含义。（2）请学生在作业纸上写出答案。（3）请个别学生就这四个问题开展对话。

3.请同桌的两位学生分角色练习课文对话，老师抽取几组同学向全班表演对话。

4.完成课本第5页的Read.Tick or cro.部分。（1）请学生自读小短文，并完成练习。（2）教师核对答案，并教学词组stand for。（3）请二至三位学生读一读小短文。

5.完成课本第7页的Listen and connect.部分。（1）教师播放录音，学生独立完成练习。（2）教师核对答案。听力材料：

MrKing lives in London.He loves sports.He wanted to see the 29th Olympic Games in Beijing.①On August 12，he came to China by plane.②He went to see the Great Wall on August 13.③On August 14，he watched 100-meter race.④On August 15，he took many photos.⑤On August 16，he bought some presents.Step 4Extension 1.综合活动：看图写话。

游戏规则：学生四人或六人为一个小组，教师给每组分一张有关奥运会的图片，请学生根据情景写出合适的句子，如： This is the Olympic Flag.It’s white.There are five rings on the Olympic Flag.They’re blue，black，red，yellow and green.学生合作完成任务后，每组请一位学生上台，汇报各小组所写的小短文。 2.学说韵律诗：One World，One Dream。 One World，One Dream同一个世界，同一个梦想 One world，one dream, 同一个世界，同一个梦想， One world，one dream,同一个世界，同一个梦想， Faster，higher，stronger,更快、更高、更强， Make the world better.让世界变得更美好。 Faster，higher，stronger,更快、更高、更强， Make the world better.让世界变得更美好。 3.学唱歌曲：You and Me。 Step 5Homework 1.听录音跟读课文对话并背诵。 2.完成《活动手册》上本课的练习。 3.完成课本第8页的自我评价。板书设计：

Unit 1The Olympic Games Part B 教后反思：

集

备

原

稿

Unit 2 Physical Exercises Unit 2Physical Exercises文化和语言注释 PartA教学目标 ◆ 语言知识目标

1.学习单词：between，women，healthy，exercise，always，often，sometimes等。

2.学习句型：He often/always does sth. Sometimes he does sth.3.学习成节辅音/ven/，/son/和/cle/等在单词中的发音。 4.学习韵律诗：Does He Often Exercise？ 5.功能：使用频度副词谈论日常行为习惯。 ◆ 语言技能目标

1.能在具体的语境中理解频度副词often，always和sometimes的意义和用法。

二次调整/个

性设计

2.能运用频度副词谈论自己或他人的日常行为习惯。3.能制订运动计划表，并说给老师和同学们听。 ◆ 情感态度

加强锻炼，增强体质。

教学重点：本单元的话题是体育锻炼。A部分主要谈论彼得的日常体育锻炼情况，复习第三人称单数一般现在时的谓语形式，同时学习表示频率的词汇always，often，sometimes；B部分主要描述一场篮球比赛，复习现在进行时。教学重点：教学难点：教具准备：

1.单词卡片：exercise，between等。

2.有关运动项目的图片，如：游泳、打篮球、踢足球等。3.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。 2.教师出示两条谚语：

Early to bed，early to rise，makes you healthy，wealthy and wise.（早睡早起身体好,财富、才智少不了。） No exercise，no life.（生命在于运动。）

教师读一读谚语，帮助学生理解谚语的大意后，教学单词healthy和exercise。

3.教师出示课本第14页的韵律诗，和学生们一起读一读，并配上相应的动作。然后播放录音，全班学生模仿录音边说边做动作。 Does He Often Exercise?他经常锻炼吗？ Does he often exercise? 他经常锻炼吗？ Yes，he does.是的，他经常锻炼。 He often goes running.他常去跑步， And swimming，too.也常去游泳。 Does he often exercise?他经常锻炼吗？ Yes，he does.是的，他经常锻炼。 He often plays football.他常踢足球， And basketball，too.也常打篮球。 4.揭示课题。

（1）教师指着韵律诗的题目问学生：“Do you often exercise?”请个别学生根据实际用“Yes，I do.”或“No，I don’t.”来回答，教学单词often。

（2）出示卡片exercise，揭示并板书课题:Unit 2 Physical Exercises Part A。 Step 2Review 1.师生自由谈话，引出学过的有关运动项目的单词和词组。（1）教师出示“游泳”的图片问：“Do you often swim?”如果学生回答：“Yes，I do.”教师就将图片贴在黑板上。

（2）教师出示“打篮球”的图片问：“Do you often play basketball？”如果学生回答：“No，I don’t.”教师接着问：“What do you often do?”教师根据学生的回答，将图片贴在黑板上。以此类推，将所有学过的与运动有关的图片贴在黑板上。

2.复习巩固有关运动项目的单词或词组。

（1）教师指着黑板上的图片，学生快速用英语说出来。

（2）请个别学生上台，在黑板上每张图片下方写出其英文表达法，其余学生认真看，然后指出不足之处并加以订正。（3）游戏——猜一猜。

游戏规则：请一位经常锻炼的学生上台，每组请一位学生用“Do you often„?”提问来猜测该同学经常锻炼的体育项目。给猜对的学生所在的小组加分。 Step 3Presentation

（一）读前活动。1.教师出示萨莉父亲和高老师的图片，并在图片下面写出两个问题： Who’s the man？ Who’s the woman? 待学生回答后，复习单词man，并教学单词woman和women。 2.教师出示萨莉的图片，提出问题：“Who’s she？Where is she from？”请学生回答。

3.教师出示彼得的图片，提出问题：“Who’s he？Where is he from？Is he good at sports？”请学生回答，并将彼得的图片贴在黑板上，板书：He’s good at sports.

（二）初读对话，了解彼得每天的运动情况。1.导入课文。

出示课文第9页的第一幅图，教师问：“What are they doing？”根据学生的回答，教师说：“Yes，they are having a cla meeting.Look，Sally and her father are talking.What are they talking about？Please listen and watch carefully.” 2.教师播放课文录音或CD-ROM,学生认真听。

3.听过录音后，教师引导学生总结出：They are talking about Peter.4.教师说：“Peter exercises every day.How does Peter exercise every day？”接着，教师请学生上台，将对话中提到的四种运动项目的图片取下并收起其余的图片，再请学生将对话中提到的四种运动项目的图片按顺序贴在黑板上。

（三）学习课文内容。

1.教学频度副词always，often和sometimes。

（1）教师拿出“起床”的图片，贴在四张图片的前面说：“He always gets up early in the morning.”在图片下写出单词always,并在always旁画个圆圈，把圆圈涂满颜色，然后教学单词always。

（2）教师指着第一幅图和第二幅图说：“Peter always gets up early in the morning.Then he goes running.”在两图中间画个箭号，上面写上单词then。接着，教师指向第三幅图问：“Does he often play basketball?”引导学生回答：“Yes,he does.”在图片下写出单词often，并在often旁画个圆圈，把圆圈的大部分涂上颜色，然后教学单词often。

（3）教师指着第四幅图说：“Does he often play football?What’s Sally’s answer？Please underline the answer.”学生在书中找出答案后，教师根据答案将sometimes写在第四幅图下，并在sometimes旁画个圆圈，把圆圈的一小部分涂上颜色。然后教学单词sometimes。（4）教师指向最后一幅图问：“Does he often do high jump？”得到“No，he doesn’t.”的回答后，教师将该图片取下来。板书如图：

Peter He is good at sports.起床图

then 跑步图打篮球图踢足球图 always often sometimes 2.学习句子。

（1）教师指着黑板上的图先示范看图说句子，如：This is Peter.He’s good at sports.He always gets up early in the morning.Then he goes running.He often plays basketball.Sometimes he also plays football.（2）请学生两人一组互相帮忙，复述图片内容，然后请个别学生展示。（3）请学生运用频度副词，根据实际谈谈自己，如： I often go to school at seven o’clock.Sometimes I play che with my father.I always go running on Sunday morning.3.情感教育。

（1）教师出示下面两个句子，请学生看课文，并完成填空练习。 Peter exercises . So he looks .完成练习后，带领学生说这两个句子，并让学生指着班上身体好的同学说：“XXX looks strong and healthy.”

（2）告诉学生，每天加强运动，能够增强体质。有了好身体，才能好好生活，好好学习。

4.熟读课文对话，并教学单词between。

（1）请学生翻开课本第9页，自读对话，提出问题或画出不明白的地方。

（2）出示图片和卡片，帮助学生明白between的意思并板书。（3）出示图片，巩固between，behind和beside等方位介词的用法。（4）教师播放课文录音二到三遍，学生模仿跟读。（5）请个别学生起来开展对话活动。

（四）巩固活动。

1.完成课本第10页的Ask and answer.部分。（1）教师播放录音，学生模仿跟读。（2）请个别学生读一读对话。

（3）提醒学生注意:当主语是第三人称单数时，动词的变化形式。 2.完成课本第13页的Learn to write.部分。

（1）请学生打开课本第13页，独立完成练习，教师巡视，看看学生是否掌握主语是第三人称单数时动词的变化形式。（2）学生完成练习后，教师核对答案。

（五）语音教学。

1.教师请学生翻开课本第10页，看Listen and learn the English sounds.部分的6个单词，同桌同学互帮互助，读一读单词，将不会读的单词做上记号。

2.教师播放录音或CD-ROM二至三遍，学生模仿跟读。3.请个别学生起立，示范读一读。

4.通过小组合作，总结出/ven/，/son/，/sin/，/cle/，/dle/的发音。Step 4Extension 综合活动：制订运动计划表。 1.出示下列表格： Name: 时间运动项目2.学生根据表格制订出自己的运动计划。

3.请学生A先说一说自己的计划，其余学生认真听，并做好记录。4.请听的学生用今天所学的知识说说学生A运动计划，如： He/She often .He/She always .Sometimes he/she .He/She doesn’t .Step 5Homework 1.听录音,熟读对话。

2.完成《活动手册》上本课的练习。

3.小练笔：运用always，often和sometimes写一写自己的日常活动情况，下节课汇报。

PartB 教学目标 ◆ 语言知识目标

1.学习单词:pa，ball，catch，them，cheer，their，cry等。2.学习句型：The game is between Cla One and Cla Two.be doing sth.3.复习韵律诗：Does He Often Exercise？ 4.功能：描述某一项活动。 ◆ 语言技能目标

1.能运用between描述方位。

2.能就日常的某项正在进行的活动做简短的叙述。

3.能运用所学语言在同学中开展调查，了解他们最喜欢的运动项目。◆ 情感态度

帮助学生养成良好的日常行为习惯。教具准备

1.单词卡片：pa，basketball，football，catch，cry，watch，cheese，che，there，their，tea，team等。

2.词组卡片：every day，every week，every four years，every Thursday afternoon等。 3.课文挂图。

4.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。

2.复习上一节课学习过的韵律诗：Does He Often Exercise？ 3.揭示并板书课题:Unit 2 Physical ExercisesPart B。 Step 2Review 1.对正在进行的活动内容进行描述。

教师出示图片，并提出问题：What is„doing?或What are„doing?学生看图回答问题。

2.复习方位词between的用法。

（1）出示课本第12页的第一幅图，引出Grandma is sitting between Ben and Sally.对这个句子进行教学。（2）就班上学生座位情况练习这个句型，如： B is sitting between A and C.G is sitting between F and H.„

（3）出示课本第12页的第二幅图，请学生尝试看图说句子。当学生都会说后，请几位学生到台前来，有的学生并列站立，有的学生前后站立，然后请台下的学生根据台上的同学的位置自由说句子，如： A is standing behind B.A is standing between C and D.A is standing beside C.„ 3.上节课作业展示。

（1）请学生A汇报自己的日常活动情况，其余学生认真听，并做好记录。（2）请学生B用第三人称描述学生A的日常活动情况。（3）再请二至三位学生完成该活动。 Step 3Presentation

（一）阅读课文，了解活动的时间和内容。

1.教师出示课本第11页的图，请学生看图，说一说图中的人物及他们正在做的事情。

2.请学生阅读课文内容，然后根据活动的内容、时间和地点填写下列表格。

When /What/ Where/ every Thursday afternoon have sports in the playground 3.学习巩固every的用法。

（1）教师出示下列词组：every day，every week，every four years，every Thursday afternoon等，请学生认读，巩固它们的音、形、义。（2）请学生根据自己的生活实际，运用这些词说句子，如： I exercise every day.I go to the park every week.The Olympic Games take place every four years.„

4.请学生看表格说句子：Every Thursday afternoon，we have sports in the playground.

（二）阅读课文，学习新内容。

1.教师播放课文录音或CD-ROM，学生边听边看书，录音结束后，给学生几分钟的时间完成下列表格，整理出每个人物的活动内容，然后进行新单词和新句型的教学。

Who/What/Boys/are playing basketball.Wang Tao is paing the ball to Peter.Some pupils are watching.Some girls are cheering for their cla team.2.学习单词pa 和ball。

（1）教师出示单词卡片pa,教授该单词。（2）教师用Pa me the book.Pa me the pen.等句子发指令，学生将相应的物品传递到教师的手中，也可以请个别学生发指令。（3）教师出示单词卡片basketball和football，请学生说出ball的发音。

（4）教师出示单词卡片ball，请学生回忆一下，哪些单词的音和形与ball相似，引出wall，tall和call的学习。

（5）教师出示图片，学习句子Wang Tao is paing the ball.3.学习单词catch和cry。

（1）教师出示一个篮球，并说：A，catch the ball.并将球传给学生A。学生A接住球后，教师说：A，please cry and pa the ball.引导学生A喊另一学生的名字，并将球传给他。

（2）教师出示单词卡片watch和catch，通过对比，学习单词catch。（3）教师再出示单词卡片cry，并教学，用we cry，they cry，he cries，Julia cries等方式进行巩固操练。（4）游戏——传球。

游戏规则：全班学生对着手拿篮球的同学喊：“A，pa the ball.A，pa the ball.”该生选定一位同学后说：“B，catch!”学生B如果接住了球，游戏继续，如果没接住，游戏结束。 4.学习单词cheer，their和team。

（1）教师出示单词卡片cheese，che和cheer，进行比较学习。（2）教师出示单词卡片there和their，告诉学生这两个单词发音相同。再出示单词my，your，his，her，our和their，复习巩固这几个物主代词的音、义及它们的用法。

（3）教师出示单词卡片tea和team，帮助学生学习team的发音，并指着课文挂图说：a blue team，a yellow team.Wang Tao and Peter are in the yellow team.5.再出示前面的两张表格，请学生根据表格复述课文内容。 6.教师播放课文录音或CD-ROM，学生模仿跟读，注意学生的语调及意群的读音。 7.出示句子：The game is between Cla One and Cla Two.和Peter and Wang Tao are players of Cla One.请个别学生范读，了解学生对这两个句子的掌握情况。

（三）巩固活动。

1.完成课本第12页的Look and say.部分。（1）教师播放课文录音或CD-ROM，学生模仿跟读。（2）请个别学生范读。

（3）教师出示第一幅图，引导学生说出Sally和Ben的位置，如：Sally is sitting beside her grandma.Ben is sitting beside his grandma.（4）教师出示第二幅图，引导学生说出Lily和Julia的位置，如：Lily is standing beside Sally.Julia is standing beside Sally.2.完成课本第14页的Listen and tick.部分。（1）教师播放录音或CD-ROM，学生独立完成练习。（2）教师再次播放录音或CD-ROM，与学生一起核对答案。听力材料：

A：Does Peter often exercise? B：Yes，he does.He goes running every morning.B：Does he go swimming？

A：Yes，he goes swimming on Wednesday and Saturday.B：What about high jump or long jump? A：He does high jump or long jump in his PE cla.B：When does he have his PE cla? A：On Tuesday and Thursday.B：When does he play basketball or football? A：On Sunday.3.完成课本第12页的Read.Tick or cro.部分。（1）请学生自读小短文，并完成课本中的练习。

（2）请学生四人一小组，读一读短文，互相帮助，解决疑难问题。（3）请个别学生范读。 Step 4Extension 综合活动：小调查。

1.请学生翻开课本第13页，就Ask and answer.部分的内容进行问答活动。

2.出示下列表格，请每位学生调查三位同学，写出他们最喜欢的运动： NameFavorite Sport3.请个别学生汇报一下自己的表格情况,如：A often exercises.His favorite sport is„.B doesn’t often exercises.He doesn’t like sports.„ Step 5Homework 1.听录音,熟读本课对话。

2.完成《活动手册》上本课的练习。3.完成课本第15页的自我评价。

4.小练笔：了解自己父母或爷爷奶奶锻炼的情况，并根据自己所了解的内容写一篇小短文。

教后反思：

集

备

原

稿

Unit 3Food and Health Unit 3Food and Health文化和语言注释

1.本单元的话题是食物和身体健康。随着生活水平的提高，我们的食物越来越丰富，但是肥胖症、高血压、高血脂、高血糖等“富贵病”也随之而来，而且有年轻化的趋势。在小学阶段就应该让学生明白饮食和健康的关系，养成良好的饮食习惯。本单元对学过的食物单词进行复习。 2.Bring me a basket，please.（请给我拿一个篮子来。）

二次调整/个

性设计

这句话是本单元教学的重点，课本第17页的看图说英语主要比较bring和take两个词汇的不同用法。

（1）bring的意思是“拿来，带来”，指把东西从别处拿到说话者所在的地方来，动作由远到近。如：

Bring me your new books tomorrow.（明天把新书带给我。）（2）take的意思是“拿走，带去”，是把东西从说话者所在的地方拿到别的地方去，动作由近到远。如：

It’s raining.Take an umbrella with you.（下雨了，带一把伞去。） 3.—You’re eating candy again，Ben.（本，你又在吃糖果。） —It’s sweet.I like it.（糖果很甜，我喜欢吃。）

（1）candy在美式英语中是“糖果、冰糖”的意思，为不可数名词。（2）sweet可以做形容词使用，意思是“甜的”。sweet也可以做名词，在英式英语中sweets是“糖果”的意思，用复数形式。

4.But it’s bad for your teeth.（但是糖果对你的牙齿不好。） teeth是tooth（牙齿）的复数形式。

5.Why not come with me？I’m going to pick some vegetables.（为什么不跟我一起去？我要去摘一些蔬菜。）

（1）Why not come with me？= Why don’t you come with me?在why not后用动词原形。如：

Why not go by bus?（为什么不乘公交车去？）（2）pick是“采摘”的意思。如：

Don’t pick flowers in the park.（不要摘公园的花。）

6.a cup of water是“一杯水”的意思，water是不可数名词。两杯水可以表达为two cups of water。

7.本单元语音学习内容为单词重音。英语的每个词，至少有一个音节读得特别重而清楚，而其他的音节则轻而含糊。读得重而清楚的音节，叫做单词重音，又叫重读音节。读得轻而含糊的音节，叫做非重读音节或轻读音节。

8.Now let’s talk about our food.（现在我们来谈谈我们的食物。） talk about„是“谈论某人/某事/某物”的意思。到目前为止学生已经接触到talk，speak，tell，say四个和“谈话、说话”有关的单词，注意区分它们的不同之处和使用场合。（1）say say是“讲，说”的意思，强调说话内容，一般作及物动词，常用于直接引述所说的话或间接叙述所说的话。“对某人说”要用say to sb如： Can you say it in English once more？（你能用英语再说一遍吗？） He says，“That’s great.” （他说：“好极了。”）

“I’m very hungry.”he said to his mother.（“我非常饿。”他对他妈妈说。）（2）speak a）speak意思是“讲话，发言”时一般是不及物动词，“和某人说话”要用speak to sb。如：

The baby is learning to speak．（这个孩子正在学说话。） She is speaking to her teacher.（她正在跟她的老师说话。） b）speak作为及物动词时，后面主要接语言。如： Do you speak English？(你说英语吗？）（3）talk talk意思是“谈话，说话，讲话”，与speak的意思相近，一般用做不及物动词，指一般的谈话或交谈。

a）talk about something（谈论某事）如：

Now let’s talk about our food.（现在我们来谈谈我们的食物。） b）talk with /to sb.(和某人交谈），如果只有一方对另一方说话时，一般用 talk to，如果双方或多方交谈，多用 with。如： Please talk to him right now.（请立即同他谈一谈。） He is talking with his friends.（他在和朋友们交谈。）（4）tell 意思是“告诉，讲”，指把一件事情传达给别人或讲述一件事情、一个故事等。常用做及物动词。 a)tell sb about sth.(告诉某人某事），如：

Now tell me something about the 29th Olympic Games.（现在告诉我一些有关第29届奥运会的信息。） b）tell a story（讲故事），如：

Can you tell me a story?（你能给我讲个故事吗？）

9.—Is there any problem with Menu A?（菜单A有没有问题？） —There aren’t any fruits or vegetables.（没有水果或蔬菜。） any用于否定句和疑问句中，后接不可数名词时意思为“任何量的”。如：I didn’t eat any meat.（我一点肉也没吃。）any 后接可数名词时意思为“任何数目的（人或物）”。如：Are there any books on the desk？（桌子上有书吗？）

10.Can you buy some candy for me，Mom?（妈妈，能给我买一些糖果吗？）

（1）some一般用于肯定句，后接不可数名词或可数名词的复数形式。如：

There is some tea in the cup.（杯子里有点茶。） I need some eggs and milk.（我需要一些鸡蛋和牛奶。）（2）在下列场合some也可以用于疑问句。 a）说话人认为得到的答复将是肯定的。如：

—Did you give him some money?（你给他钱了吧？） —Sure，I did.（当然给了。）

b）款待用语或提出一个要求并希望得到肯定的回答时。如： Would you like some tea?（要不要喝点茶？） Can you buy me some candy?（能给我买点糖果吗？）在上述的两个句子中都不能用any取代some。

11.歌曲An Apple的大意是：一天一苹果，医生不找我。

PartA 教学目标 ◆ 语言知识目标 1.学习单词:food，bring，basket，candy，bad，teeth，keep等。 2.学习祈使句：Bring me a„.Take a„.3.学习单词重音。 4.学唱歌曲：An Apple。 5.功能：谈论饮食与健康的关系。 ◆ 语言技能目标

1.能表达自己喜欢或不喜欢的食物。

2.能就食物是否有利于人们的身体健康提出合理化的建议。3.能用bring、take等词汇请求、劝告或建议别人做一件事。

◆ 情感态度

了解良好的饮食习惯对身体健康的重要性。教具准备

1.单词卡片：food，health，healthy，candy，teeth，basket，basketball，bring，keep等卡片和有关食物的单词卡片。2.Ben头像和课文三幅图。 3.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。 2.学唱歌曲：An Apple。

教师播放课本第20页的歌曲录音，学生边听边小声跟唱，然后教师解释歌词大意，说明苹果对人们的身体健康所起的作用，揭示并板书课题：Unit 3 Food and HealthPart A。 3.教学单词food，health和healthy。

（1）出示单词foot，请学生读一读，再出示单词food，引导学生读出它的音。

（2）出示单词health和healthy，区别它们的音、形、义。采用快速变换卡片的方式认读这两个单词。（3）出示下列句子，请学生读一读。 Food and health.It’s not good for your health.My grandpa is healthy.The children look very healthy.Step 2Review 1.复习已学过的食物名称。

（1）教师指着黑板上的单词food提出问题：“Can you say some words about food?”学生自由回答，并拼读出来，教师将食物单词卡片贴在单词food的下方。（2）游戏——Bingo。

游戏规则：教师请学生在练习本上画出9个格子，横向三个，纵向三个，然后听写9个有关食物的单词，让学生把听到的单词写在任意一个格子里。听写完成后，教师随意读三个单词，学生将教师所读的单词圈起来，三个单词能连成一排的学生要大声说出：“Bingo.”最先喊出“Bingo”的学生获胜。 2.师生自由对话。

（1）教师指着黑板上的食物单词卡片说：“So many food.What do you like?”

（2）请学生A说出自己喜欢的食物，教师将该生喜欢的食物卡片取出来，贴在黑板上单词health的旁边。（3）教师在黑板上出示下列表格：

They are good for you.They are bad for you.当学生明白这两句话的意思后，请全班同学判断学生A所喜欢的食物哪些是对健康有益的，哪些是对健康无益的，并将卡片贴在相应的句子下面。

3.学习句子They are good/ bad for you.和They keep your body healthy.（1）请个别学生读句子They are good for you.然后在黑板上这句话下面加上They keep your body healthy.教学单词keep，巩固单词body的音、形和义。最后请学生读一读这两个句子。

（2）出示单词bag，引导学生根据bag的发音自己读出bad，然后熟读句子They are bad for you.Step 3Presentation

（一）第一次读课文，了解Ben喜欢什么食物，不喜欢什么食物。1.导入。

教师出示Ben的头像，然后边板书边说：Ben likes.Ben doesn’t like.Let’s listen and watch the CD-ROM.2.教师播放课文录音或CD-ROM，录音结束后，请学生填写两个单词：candy和vegetables。

3.出示单词卡片candy和vegetables，请学生帮忙，将两个单词贴在黑板上表格中的相应的位置上。

4.教学单词candy和句子You’re eating candy again,Ben.（1）教学单词candy的读音。

（2）告诉学生，candy 在美式英语中是“糖果、冰糖”的意思，为不可数名词。sweet可以做形容词使用，意思是“甜的”；sweet也可以做名词，在英式英语中sweets是“糖果”的意思，用复数形式。（3）请学生看书中的句子You’re eating candy again，Ben.中的candy是不可数的，所以Ben的回答用It’s sweet.I like it.（4）学习句子You’re eating candy again，Ben.和It’s sweet.I like it.5.教学单词teeth和句子It’s bad for your teeth.（1）教师指着黑板上表格中的单词vegetables，引导学生说：“They are good for you.”

（2）指着candy，引导学生说：“It’s bad for you.”然后教师指着自己的牙齿说：“It’s bad for my teeth.”

（3）教学单词teeth，告诉学生teeth是tooth的复数形式，类似的还有foot和feet。（4）引导学生说下面的句子，巩固所学的单词和句型。如： Candy is bad for my teeth.Ice cream is bad for our teeth.Chocolate is bad for our teeth.„

（二）第二次读课文，帮助学生理解语境内容。

1.教师提出两个问题：Where is Kate?What does Kate’s mother want? 2.请学生自读课文找出答案。 3.教学句子Bring me a basket.（1）出示单词ring和bring，请学生读一读，并巩固操练。（2）出示单词basketball和basket，请学生读一读，并巩固操练。（3）学习句子Bring me a basket，please.4.看课文第一幅图及对话，请两位学生分角色进行对话练习。

（三）第三次读课文，找出Kate的妈妈要篮子的原因。

1.教师指着Kate的妈妈说的这句话：“Bring me a basket，please.”向学生提出问题：“Why does she want a basket?”

2.请学生再读课文，找出Kate的妈妈说的话：“I’m going to pick some vegetables.”并教学。

（四）巩固练习。

1.教师播放课文录音或CD-ROM，学生模仿跟读一次。2.请个别学生分角色表演课文对话。 3.完成课本第17页的Look and say.部分。

（1）请学生两人一组，开展“我读你听”的活动，若有疑难之处互相帮助解决，解决不了的再请教老师。（2）教师播放录音，全班学生模仿跟读。（3）请个别学生读一读。

（4）教师示范bring与take的用法区别。（5）出示一些情景图片，请学生看图说话。

4.完成课本第21页的Listen and circle the right picture.部分。（1）教师播放课文录音，学生独立完成练习。（2）教师再次播放录音，核对答案。听力材料：

①A：Hi，Sally.What’s your favorite Chinese food? B：Moon cakes.They are delicious.②A：What’s your favorite American food，Wang Tao? B：Hamburgers.③A：Do you like chicken or duck? B：I like duck.④A：Would you like some orange juice or soup? B:Orange juice，please.

（五）语音教学。

1.请学生看课本第17页的Listen and learn the English sounds.部分的六个单词，告诉学生“ ′”是重音的符号。

2.教师播放录音，请学生听一听这六个单词的读法，从中发现了什么？告诉学生，单音节词单独读时都是重读，两个或两个以上的音节才有重音。

3.教师领读这六个单词，然后请个别学生来读一读。

4.再出示一些双音节和多音节词，如：basketball，sixteen，sixty，about，today等。

（1）教师示范朗读，学生标出重音符号。

（2）请个别学生读一读，其余学生认真听，然后给出评价，看看该生的重音读得对不对。 Step 4Extension 综合活动：小调查。

1.教师向学生说明活动的步骤和要求，然后与一个学生示范下面要开展的小调查活动。

（1）T：What do you often eat? S：I often eat， and .T：Which food don’t you like? S：I don’t like .（2）教师将学生A回答的食物名称填入下表： They are/It’s good for you.They/It keep（s） your body healthy.They are /It’s bad for you.（3）教师展示表格，然后说： is (are） good for you.It/They keep（s） your body healthy.is（are）bad for you.„ 2.学生两人一组开展活动，填写完表格。 3.请个别学生向全班汇报。 Step 5Homework 1.听录音，熟读本课对话。 2.完成《活动手册》上本课的练习。

3.询问自己的父母都喜欢哪些食物，然后用英语告诉他们，哪些食物是有益健康的，哪些食物是不益于健康的。

PartB 教学目标 ◆ 语言知识目标

1.学习单词：menu，delicious，any，problem等。2.学习句型：What do you usually have for lunch? I /We usually have„and„.3.学说韵律诗：Do You Like Fast Food? 4.功能：谈论饮食与健康的关系。 ◆ 语言技能目标

1.能说出不同菜单的区别，并判断什么样的食谱有益于人们的身体健康。

2.学会合理搭配每餐食物。◆ 情感态度

帮助学生养成良好的日常饮食习惯。教具准备 1.单词卡片：menu，delicious，any，some，problem，because等。 2.冰淇淋和汉堡包的图片。 3.课文两幅菜单图。 4.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。

2.一起唱歌曲：An Apple。

3.学说韵律诗：Do You Like Fast Food ? （1）教师播放录音，全班学生跟读录音学说韵律诗一至二遍。 Do You Like Fast Food？你喜欢快餐吗？ Do you like fast food?你喜欢快餐吗？ Yes，I do.是的，我喜欢。 Do you like it，too?你也喜欢吗？ I don’t like chicken.我不喜欢鸡肉。 I don’t like cheese.我不喜欢奶酪。 No more，please.一点也不。 I like fish.我喜欢鱼。 I like rice.我喜欢米饭。 They’re very nice.它们非常好。

（2）请学生找出韵律诗中的几种有关食物的单词，如：fast food，chicken，cheese，fish和rice等，进行复习，然后请个别学生说一说这些食物是否有益于人们的身体健康，如： Fast food is bad for our health.Chicken is good for our health.„ 4.揭示课题。

教师说：“Today let’s continue to talk about food and health”.板书课题：Unit 3 Food and HealthPart B，并请个别学生读一读课题。 Step 2Review 1.出示课本中的Menu A的图，复习图中有关食物的单词。

（1）教师对学生说：“This is Menu A.Can you say the food on the menu in English？”教师在说的过程中，出示menu和delicious的单词卡片，将它们贴在黑板上请学生看图说词，并将它们拼读出来。（2）游戏——看谁反应快。

游戏规则：教师指图，学生说词，遇到可数名词的单词要大声说出来，遇到不可数名词的单词要小声说出来，哪一组反应错，则其余的组加分。 2.出示课本中的Menu B的图，复习图中有关食物的单词。

（1）教师对学生说：“This is Menu B.Please say the food in English.”请学生看图说词，并将它们拼读出来，教师将七个单词写在黑板上单词卡片menu的下方。

（2）教师在七个单词后加一条横线，请学生说一说应该填什么。教师根据学生的回答在横线上写出is或are，如： Juice is good for our health.Corn is good for our health.Eggs are good for our health.„

3.教学单词menu和delicious。

（1）教师指着Menu A的图说:“This is Menu A.”指着黑板上的menu说：“This is Menu B.Do you know the meaning of ‘menu’”？教学单词menu，Menu A，Menu B，two menus等。

（2）教师说：“There are so many delicious food in two menus.”出示delicious的单词卡片并教学。

（3）教师指着“水饺”的图说：“Dumplings are delicious.I like them.What about you？”请几位学生说一说他们喜欢的食物。 4.教师提出问题并板书：Which one do you like,Menu A or Menu B？请三至四位学生回答。 Step 3Presentation

（一）带着问题初读课文。1.提出问题。

教师说：“Some of you like Menu A.Some of you like Menu B.What about our friend Yang Ming？Which one does he like？Why does he like it?”

2.教师播放课文录音或CD-ROM，学生边听边在书中画出答案。3.请个别学生回答问题，教师拿出“冰淇淋”和“汉堡包”的图片贴在黑板上，并在它们后面将句子补充完整，如：

is sweet.are delicious.4.出示单词卡片because，复习该单词的音和义，然后请学生拼读，教师在“冰淇淋”图片前写出单词Because。 5.问答练习。

T：Which one does Yang Ming like? S：He likes Menu A.T：Why does he like it? S：Because ice cream is sweet.Hamburgers are delicious.教师先与学生对话，然后让学生分小组对话，最后再请个别学生完成对话练习。

（二）再读课文，学习单词any，problem和句子Is there„？There aren’t„.1.请学生翻开课本第18页，看对话中的最后四句话，教师示范读，边读边配上肢体语言，帮助学生理解这四句话的意思。

2.请学生自读对话，看看学生能否根据上下文及课本第74页的单词表读懂最后的四句话。

3.学习新单词any和problem。（1）出示单词卡片，教学单词any。

（2）出示单词卡片some 和any，告诉学生some 一般用在肯定句中，而any一般用在否定句和疑问句中，如：

I have some questions.Do you have any questions? I need some fruits.Do you need any fruits? There are some fruits in the basket.There aren’t any fruits in the basket.4.学习新句型。

（1）板书刚刚提到的最后两个例句：There are some fruits in the basket.There aren’t any fruits in the basket.然后带领学生读这两个句子。

（2）在句子中的There are下画一条线，告诉学生，这是英语中常见的一种句型，表示“某处有某人/某物。”这种结构的一般疑问句变化只需要把be动词移到句首，再在句尾加上问号即可，如课本中的这句话：Is there any problems with Menu A? （3）巩固操练。

教师指着自己桌上的物品说：“There is an English book on the desk.There are five cards on the desk.Are there any cards on your desk？”请学生用“Yes”或“No”回答即可。然后让学生指着自己桌上的物品模仿老师的话说一说。

（三）分角色表演对话内容。

1.教师播放课文录音或CD-ROM二至三遍，学生模仿跟读。2.请一位学生上台扮演老师，与台下的学生进行对话。

（四）巩固练习。

1.完成课本第19页的Read.Tick or cro.部分。（1）请学生自读对话，独立完成练习。

（2）出示答案，帮助学生校对。如果有错误的答案，帮助找出原因。（3）告诉学生some一般用于肯定句，后接不可数名词或可数名词的复数形式。如：

There is some tea in the cup.（杯子里有点茶。） I need some eggs and milk.（我需要一些鸡蛋和牛奶。）

any一般用于语否定句和疑问句，文中疑问句Can you buy some candy for me？Can you buy some fruits for me？表示提出一个要求并希望得到肯定的回答，所以不能用any取代some。（4）同桌两人分角色读对话。（5）请几组学生上台分角色读对话。 2.完成课本第20页的Learn to write.部分。

（1）学生独立完成练习，教师巡视，提醒学生注意名词的复数形式。（2）同桌交换课本，互相检查书写是否正确。（3）教师展示答案，请学生读一读这六个句子。 Step 4Extension 综合活动：制作午餐食谱。

1.完成课本第19页的Ask and answer.部分。（1）教师播放录音，学生模仿跟读。（2）请个别学生读一读对话。 2.小组活动：制作我喜欢的午餐食谱。（1）教师在黑板上画出下列表格： Our Lunch Menu We like ， and .Why? .（2）学生四人一小组，先模仿黑板上的表格，画在一张纸上。（3）四人合作共同完成任务。

（4）完成表格后，在小组内将表格内容说一说，并派一人为代表向全班同学汇报他们的午餐食谱以及制订这张食谱的理由。

（5）小组代表汇报，汇报结束后，老师提出问题：“Is there any problem with this menu？”如果没有问题，就下一个学生接着汇报，如果有问题，请给予合理化的建议。

Step 5Homework 1.听录音，熟读本课对话。 2.完成《活动手册》上本课的练习。

3.调查一两个自己好朋友的饮食情况，并做好记录。4.完成课本第22页的自我评价。

教后反思：

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Unit 4Buying New Clothes Unit 4Buying New Clothes文化和语言注释

1.本单元的话题是购物和服装。在购买服装的情景下谈论衣着，学习新

二次调整/个

性设计

单词dre，cap，clothes，a pair of shorts/trousers，并对学过的服装单词进行复习。

2.My daughter wants a dre.And my son wants a pair of shorts.(我女儿要一件连衣裙，我儿子要一条短裤。） a pair of是“一双，一对，一副”的意思。

（1）a pair of的后面跟由两部分组成的物体的名称，用其复数形式。如：

a pair of glaes（一副眼镜），a pair of shoes （一双鞋）由于短裤和长裤都是由两条裤管组成的，所以分别表达为:a pair of shorts（一条短裤），a pair of trousers（一条长裤）。

（2）a pair of后接可数名词的复数形式，但如果a pair of短语做主语，句子的谓语动词要与pair的数目保持一致。如：

There is a pair of glaes on the desk.（书桌上有一副眼镜。） There are two pairs of shoes under the bed.（床铺下面有两双鞋子。）

3.Can I try it on?（我可以试穿吗？）

put on（穿上），take off（脱下），try on （试穿）这一类的词组是由“动词+副词”构成的短语，如果后面跟着宾语，使用规则如下：（1）如果宾语是名词，有两种形式，如：

Put on your coat./Put your coat on.（穿上你的大衣）

（2）如果宾语是代词，只有一种形式，即：宾语要放在动词和副词之间，如：

Put it on.（把它穿上）

4.She looks beautiful in her new dre.（她穿着新的连衣裙看起来很漂亮。）

句中的look是系动词，和后面的beautiful一起描述主语的特征。穿着某种衣服的介词用in，如：

Who’s the girl in red？（红衣女孩是谁？） 5.本单元语音学习内容为句子重音。句子重音的功能是：体现句子的节奏感和韵律感，突出重点，使听者更容易理解。一般来说,在句子中需重读的词都是实词，比如：名词、动词、形容词、副词、数词；而表示语法关系的虚词或功能词无需重读，如：代词、冠词、连词、介词等。本单元第24页的前两个例句就能说明这一点。

但是在某些情况下虚词也要重读，强调或突出某个虚词或be动词时，应将其重读。如本单元第24页的第3小题的答复部分强调照片里的婴儿是“我”，此时me要重读。

A：I `think the `baby in the `photo is your `brother.（我想照片里的婴儿是你的弟弟。） B：`No.It’s `me.（不，那是我。）

6.Girls can wear shorts，trousers and T-shirts like boys.（女孩子可以像男孩一样穿短裤、长裤和T恤衫。) （1）在上述的句子中like是介词，意思是“像（某人）”。如： Jim looks like his father.（吉姆长得像他的父亲。）

（2）wear是“穿着”的意思，表示状态；而put on是“穿上”的意思，表示动作，是非延续性动词，要注意它们的差别。如： It’s cold.Put on your coat.（天气很冷，穿上你的大衣。） Sally is wearing a new dre today.（萨利今天穿着一件新的连衣裙。）

7.These clothes are very boring.（这些衣服非常单调。）

（1）clothes指“衣服，服装”，是复数名词，不可与数词连用。如： Put your dirty clothes in the basket.（把你的脏衣服放到篮子里。）（2）boring的意思是“无趣的，单调的，乏味的”。如： The meeting is very boring.（那会议非常无聊。） —Is the book interesting?（那本书有趣吗？） —No.It’s very boring.（不，非常乏味。） 8.It’s getting cool.（天气渐渐凉爽了。）

PartA 教学目标 ◆ 语言知识目标

1.学习单词：daughter，son，dre，pair，shorts，cap等。2.学习句型：Can I help you„? 3.学习句子中的单词重音。

4.学唱歌曲：Who Is Wearing a Dre Today? 5.功能：购买服装。 ◆ 语言技能目标

1.能在模拟购物的情景中运用所学的语言进行购物。2.能在购物中表达自己的情感和感觉。 3.能运用已有知识征询他人的意见。 ◆ 情感态度

懂得与他人沟通，征询并接受他人的意见和建议。教具准备

1.单词卡片：dre，cap，shorts，try it on,a pair of等。 2.服装店图画几张。 3.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。

2.师生齐唱歌曲：Who Is Wearing a T-shirt Today? 3.根据歌曲，教师提出问题，如： Who is wearing a T-shirt today? Who is wearing a skirt today? Who is wearing a hat today? Who is wearing sports shoes today? 教师每提一个问题，都出示相应的服装图片，并将它们贴在黑板上。 4.揭示课题。

（1）教师指着黑板上的图片说：“There are so many clothes.If we need new clothes.We can go to the shops to buy new clothes.” （2）板书课题：Unit 4 Buying New Clothes Part A。 Step 2Review 1.复习有关服装类的单词。

请学生根据黑板上的图片读出相应的单词，然后请个别学生上台，在图片下写出英文单词，其余学生可以写在作业纸上。 2.复习句型„want（s） a skirt.教师说：“There are so many clothes.Who want new clothes？”当学生A说：“I want a„.”后，教师引导全班学生说：“A wants a„.”板书wants和want，请学生注意它们的用法。可以多请几位学生来说一说他们想要的服装。 Step 3Presentation

（一）教学单词dre，shorts，cap和词组a pair of„

1.教师说：“Now Sally，Ben and their mother are buying new clothes.What does Sally want？What does Ben want？Let’s listen and watch carefully.”

2.教师播放课文录音或CD-ROM，学生边看书边听，然后找出答案。3.回答问题，并在单词wants的前面板书Sally和Ben，在wants的后面板书a dre和a pair of shorts and cap。如： Sally a dre.wants Ben a pair of shorts and a cap.4.教学单词dre。用单词che引导学生读出dre的发音，然后出示skirt和dre的图片，帮助学生区分这两个单词的意思。 5.教学单词shorts和词组a pair of shorts。

（1）出示单词short，复习其含义，再在单词后加上“s”,教学shorts（短裤）。

（2）出示单词卡片short，shirt，skirt，shorts等，进行“读一读、认一认”的活动。（3）教师在单词shorts前加上短语a pair of，让学生理解其意思是“一对、一副”，告诉学生短裤有两个裤管，要用a pair of来表达。并尝试说短语，如：a pair of shoes，a pair of shorts，a pair of glaes等。 6.教学单词cap。

（1）出示单词cat，引导学生读出cap的发音。

（2）出示cap和hat的图片，帮助学生认清什么样的帽子为cap，什么样的帽子为hat。

（二）学习单词daughter和son。

1.请学生翻开课本第23页，自读第一段对话。

2.出示句子Can I help you，madam？请学生读一读，告诉学生这句话是口语中一句极为常用的句子，广泛用于商店、饭店、旅馆、办事处等场所，作为对顾客的招呼语。madam是对女顾客的称呼，对男顾客可称呼sir。请学生用Can I help you，madam？Can I help you，sir？进行打招呼练习。

3.出示单词daughter和son，请学生根据对话情景，猜测出这两个单词的意思，并进行教学。

（三）学习课文第二段和第三段的对话。

1.教师播放课文第二段和第三段对话的录音或CD-ROM，请学生边听边小声模仿。

2.出示句子Can I try it on？教学try it on。

3.出示句子She looks beautiful in her new dre.画出词组in her new dre，告诉学生，这里in是“穿着”的意思。当学生明白其用法后，请学生根据班上同学的着装情况说一说，如： A looks beautiful in her skirt.B looks cool in his new sports shoes.C looks beautiful in her dre.„

（四）听录音，熟读本课对话并表演。

1.教师播放课文录音或CD-ROM二至三遍，学生模仿跟读。2.表演对话。

（1）请一位学生扮演aistant，教师扮演mother，请一个女生扮演Sally，一个男生扮演Ben，根据课文内容进行对话表演，鼓励学生多用自己的语言来表演。（2）请四位学生上台表演。

（五）巩固活动。

1.完成课本第24页的Ask and answer.部分。

（1）先让全班学生看书齐读表格里的关于服装的单词。（2）两人一组操练句型，教师巡视检查。（3）请个别学生展示。

2.完成课本第27页的Learn to write.部分。

（1）学生独立完成练习，教师巡视，帮助有困难的学生。（2）请学生四人一小组，互相帮助，检查练习完成情况。

（六）语音教学。

1.请学生翻开课本第24页，教师播放录音，学生们听第一句话，让学生自己说一说，读句子的时候要注意什么，引出重音符号。2.教师告诉学生，句中标有重音符号的，说明此处要重读。 3.教师指导朗读。

4.教师再播放Listen and learn the English sounds.部分的其他几个句子的录音，让学生模仿跟读。然后请几个学生示范读句子。 Step 4Extension 综合活动：A Shopping Day。 1.小组活动。

学生四人为一小组，教师为每组提供一张“Mini服装店”的图画，图中主人公的身边有许多备选的衣服。学生们首先要推选出一名售货员，然后其余学生都要运用课上学过的知识，用英语进行选购衣服，并将选购到的服装贴在图中主人公的身上，然后进行汇报。 2.学唱歌曲：Who Is Wearing a Dre Today? Step 5Homework 1.听录音，熟读并背诵本课内容。 2.完成《活动手册》上本课练习。

3.结合今天所学的知识，谈论一下班上同学的着装。

PartB 教学目标 ◆ 语言知识目标

1.学习单词：trousers，clothes，boring，her，shopping等。2.学习句型： „like„.3.学说童谣：What Is It? 4.功能：谈论服装。 ◆ 语言技能目标

1.能够用所学的语言描述他人和自己的服装。2.能运用介词like描述相似的事物。

◆ 情感态度

通过学习，培养认真观察事物的态度。教具准备

1.有关服饰的图片。

2.Wang Tao，Sally，Lily，和Yang Ming的头饰各一个，一个箱子，男女生服装若干。 3.录音机或教学光盘。教学过程 Step 1Warming up 1.师生互致问候。

2.师生齐唱歌曲：What Is It? （1）教师贴出Lily的头像，并在头像下面贴出skirt，T-shirt和dre的图片，然后播放韵律诗的录音，全班学生看图模仿说二至三遍。（2）教师贴出Sally的头像，并在头像下面贴出coat，sweater和hat的图片，全班学生看图，用同样的节奏说韵律诗一至二遍。（3）教师贴出Wang Tao的头像，并在头像下面贴出shirt，shorts和shoes的图片，说韵律诗一至二遍。

（4）教师贴出Yang Ming的头像，并在头像下面贴出jacket，cap和trousers的图片，先教学单词trousers，然后再说韵律诗一至二遍。 3.揭示并板书课题：Unit 4 Buying New ClothesPart B。 Step 2Revision 1.复习有关服饰的单词。

（1）根据黑板上的图片，读一读，拼一拼，并在图片旁写出英文单词。（2）教师随机指向黑板上的图片，请学生用a coat，a dre，a pair of shorts等快速说词，告诉学生，trousers要用a pair of trousers来表达“一条长裤”。 2.复习句型I wear„.教师指着自己的服装说：“Today I wear a T-shirt，a skirt and a pair of shoes.What about you？”请个别学生汇报自己今天所穿的服装。 Step 3Presentation

（一）初读课文，理解课文大意。

1.导入。教师说：“Yesterday Sally bought a new dre.It’s pink.Today she wears her new dre to go to school.Now she is talking about clothes with Wang Tao.What do they say？Let’s listen and watch carefully.”

2.教师播放课文录音或CD-ROM，学生边听边看。3.请学生说一说自己对课文的理解。

4.将黑板上Lily和Sally的头像合并排在一起，并将jackets，shorts，trousers，sports shoes等女孩能穿的服装图片贴在头像下面，边贴边引导学生说：“Girls can wear jackets，shorts，trousers„.” 5.将黑板上Wang Tao和Yang Ming的头像合并排在一起，教师引导学生说：“Boys can’t wear„.Boys can only wear„.” 6.教师板书句子：Girls can wear trousers like boys.Boys can’t wear skirts or drees like girls.请学生说一说以前学过的like的用法，并指出like在这个句子中表示“像„„一样”，请学生读一读句子，并模仿说句子，如：

Boys can’t have long hair like girls.（男孩不能像女孩一样留长头发。）

Ducks can’t fly like birds.（鸭子不能像鸟一样飞。）

（二）熟读课文，教学单词boring。

1.请学生自读对话，告诉学生最后一句话有一个生词，请根据对话内容或单词表，理解最后一句话的含义。

2.告诉学生，bore是boring的动词形式，or读做/ɔː/。3.教师播放课文录音二至三遍，学生模仿跟读。 4.同桌两人分角色熟读课文。

（三）巩固活动。

1.完成课本第26页的Look and say.部分。（1）教师播放录音，学生模仿跟读。（2）请个别学生示范读一读。

2.完成课本第28页的Listen and circle the right picture.部分。（1）请学生用英文说出八幅图。

（2）教师播放录音，学生独立完成练习。（3）教师再次播放录音，核对答案。听力材料：

（A：womanB：man） ①A：Can I help you，sir? B：I need a pair of brown trousers.②B：I also need a dre for my daughter.A：How old is she? B：She’s six.A：What about this pink one? B：That’s very nice.（A：boyB：mother） ③A：Mom，I’m tall now.I need a new pair of shorts.B：OK.Let’s go shopping.④B：It’s a sunny day.Let’s walk to the supermarket.A：All right.Step 4Extension 1.完成课本第26页的Read.Tick or cro.部分。（1）学生自读短文了解大意，并完成练习。（2）教师巡视，了解学生完成情况。（3）师生一起理解短文大意，并核对答案。 2.综合活动： Making a Shopping List。

将学生分为四人一小组，根据教师提供的情景制作购物单。情景一： Winter is coming.What clothes do you need? 情景二： Summer is coming.What clothes do you need? 情景三： Spring is coming.What clothes do you need? 学生根据这三个情景制作购物单，然后请小组派代表向全班同学汇报。 Step 5Homework 1.听录音，熟读并背诵本课内容。 2.完成《活动手册》上本课练习。 3.完成课本第29页的自我评价。

教后反思：

集

备

原

稿

Review1 Review1教学目标 ◆ 语言知识目标

1.复习Unit 1至Unit 4的内容。

2.通过活动，对四个单元的知识进行巩固和运用。3.复习成节辅音和重音。 ◆ 语言技能目标

1.能用英语就奥林匹克运动会的话题开展简单的交流。2.能准确使用频度副词来描述活动。 3.能用英语谈论饮食与健康的关系。 4.能用英语谈论服装。 ◆ 情感态度

通过学习，培养学习英语的兴趣和大胆开口说英语的基本素养。教具准备

1.卡片：Unit 1至Unit 4的重点词汇和句子。 2.录音机或教学光盘。第一课时教学过程 Step 1Warming up 1.师生互致问候。

2.揭示并板书课题：Review 1。 Step 2Review Unit 1

（一）导入第一单元语境。

1.全班学生跟着录音齐唱歌曲：You and Me.

二次调整/个性设计

2.教师说：“This song is about.”引出the Olympic Games，教师板书the Olympic Games，并引导学生读一读。

（二）复习第一单元的单词与句型。

1.教师出示奥运会会旗贴在黑板上问：“What’s this?”根据回答，在图旁写出the Olympic Flag.2.教师提问：“What do you know about the Olympic Games？”学生自由发言。

3.教师出示下面的练习，让学生写一写，说一说。（1）There are Olympics and Olympics.（2）The Olympic Games take place every years.（3）There are on the Olympic Flag.（4）They’re blue，，，and.4.教师再提出问题：“What do you know about the 29th Olympic Games in Beijing？”并板书the 29th Olympic Games in Beijing，然后贴出卡片：When，the Olympic Slogans，the Olympic Theme Song(主题歌），提醒学生主题歌与奥运会的会歌The Olympic Hymn不同。 5.根据学生的回答，教师板书如下： Whenbegan on August 8，2008 the Olympic SlogansOne world，One dream.Faster,stronger and higher.the Olympic Theme SongYon and Me 6.复习单词和词组。

（1）出示有关动词watch，hold，tell，begin，know，answer，sing等，复习它们的音、形、义和过去式。

（2）出示有关词组take place，Olympic Games，Winter Olympics，Summer Olympics，every four years等，请学生认读。 7.根据黑板上的内容，引导学生说一说。

（三）复习第一单元课文对话。

1.请学生翻开书本第2页和第4页，教师播放录音，学生模仿跟读。2.分角色表演对话。

3.请学生翻开课本第30页，完成第一单元的Look，think and say.部分。

（1）请学生先自读对话，然后独立完成填空练习。（2）同桌两位学生进行对话活动。（3）个别学生展示活动。

4.请学生翻开课本第33页，完成Read.Tick or cro.部分。（1）学生自读短文了解大意，并完成练习。（2）教师巡视,了解学生完成情况。（3）师生一起理解短文大意，并核对答案。（4）请二至三位学生读一读小短文。 Step 3Review Unit 2

（一）复习between，beside，behind等词汇。

1.教师出示between，beside，behind等单词卡片，请学生读一读，并理解它们的含义。

2.出示课本第12页的第一幅图和第二幅图，请学生说一说图中每个人物的位置。

3.根据班上学生的座位，或请几位学生上台站好，请学生说一说他们的位置。

（二）复习频度副词always，often，sometimes。

1.教师板书此三个单词，并在单词下面画出三幅图，帮助学生复习巩固三个单词的用法。

2.请学生翻开课本第9页，自读课文，然后回答问题： What does Peter always do? What does Peter often do? 3.根据学生的回答，板书有关运动类的词组，如：go running，play basketball/football，do high jump等。

（三）复习有关运动类的词组及第二单元Part A的对话。

1.教师提出问题：“Do you exercise every day？What do you often do？”请学生根据实际回答，教师板书其他有关运动类的词组，如：go swimming，do long jump等。

2.复习所有有关运动类的词组，边说边做动作。

3.教师播放课本第9页的录音或CD-ROM，学生跟读二至三遍。4.请几位学生分角色读一读对话内容。

（四）复习第二单元Part B的内容。

1.教师出示下列问题，请学生看课本第11页，然后在本子上写出问题的答案。

（1） When do the children have sports? （2） Where are the children? （3）What are the boys doing? （4）What is Wang Tao doing? （5）What are some girls doing? 2.请五位学生上台，在黑板上写出答案。教师核对答案后，引导学生读一读。

3.教师播放课本第11页的录音或CD-ROM，学生跟读二至三遍。4.请个别学生读课文。

5.根据黑板上的问题及答案，教师先示范复述课文内容，然后请个别学生复述课文内容。

（五）巩固活动。

1.请学生翻开课本第30页，完成第二单元的Look，think and say.部分。

（1）请学生先自读对话，然后独立完成填空练习。（2）同桌两位学生进行对话活动。（3）个别学生展示活动。

2.请学生翻开课本第34页，完成Fill in the miing words.部分。（1）请学生独立完成填空练习,教师巡视。教师要注意关注学生对第三人称单数后动词的变化形式的掌握情况，及时纠错。（2）个别学生展示完成情况。

推荐第7篇：六年级上册第一单元英语教案

Unit 1 How can I get There? 单元教学目标：

1、能听说读写句型;Where is the„?It’s near the door.how we get there?Turn left at the bookstore.

2、能在具体情境中运用句型Whereisthe„?和How can we get there?Turn left\\right at the„问路并描述路线。

3、能听说人

读

单

词

和

词

组

：

science

museum,post office,bookstore,cinema,hospital等。单元教学重难点：

1、能听说读写句型;Where is the„?It’s near the door.how we get there?Turn left at the bookstore.

2、能在具体情境中运用句型Whereisthe„?和How can we get there?Turn left\\right at the„问路并描述路线。教法：情景教学法

学法：游戏法、合作学习法教学准备：单词卡片、小黑板总课时：6课时

第一课时

一、教学目标

1．能够听、说、读、写短语：on foot，by bike，by bus，by train，pep 2．能够听、说、认读短语：by plane，by ship，by subway。

3．能用句子“How d0 you go to school? How do you go to Canada／„?”来替换询问别人的出行方式；并能够用句子“I go by„”进行回答。

4．听懂、会吟唱Lets chant的歌谣。

5．帮助学生了解交通规则，并在生活中自觉遵守交通规则。

二、教学重点、难点：

本课时的教学重点和难点是掌握四会短语和A Lets learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。

三、课前准备

1．教师准备Lets start部分和主情景图的教学挂图 2．教师准备录音机和本课时的录音带。 3．教师准备A Lets learn部分的单词卡片。

四、教学步骤： 1．热身(Warm-up) (1)复习副词：always，usually，often，sometimes，never的读音与词义。 T: When do you get up?/ When do you go to school?...(引导学生用always，usually，often，sometimes回答) (2)T：Today I go to school on bus.I usually go to school on foot.教师利用肢体动作帮助学生理解句子意思。 T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话，引出几种常见的交通方式。引导学生看本课Let’s start部分的标图并回答问题。

2．预习(Preview) (1)Lets chant 教师放本课Lets chant部分的录音，唱到on foot时，全班跺跺脚；唱到by Car／bike／bus／plane／train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Lets learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。 3．新课呈现(Presentation) Lets learn (1)教师做动作，自问自答：“How do I go to school? I go to schoolby bike．”并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生： What about you? How do you go to school? 教师帮助学生说出完整的句子：“I go to school by„”并将相应的短语写在黑板上。

(2)看短语贴卡片游戏，教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的“by”短语旁边，教师领读短语和句子“l go to school by...” (3)“快速反应”游戏

教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike．

(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane／subway/ ship／boat等，呈现和练习这些短语。然后指着课本上的配图问：“What can you see in the pictures?”注意引导学生理解“地铁”的含义：“Its an underground railway in a city．It travels very fast．”教师领读新学短语。

(5)学生听录音，跟读Lets learn部分的内容。教师注意纠正学生的语音、语调 (6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。

(7)Lets play 教师请学生说一些地点，比如：school，Beijing，the US，the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问“How do you go to Beijing／the USA／the moon?”另一学生给出答案：“I go by train/plane／spaceship．”4．巩固和延伸(Consolidation and extension) (1)Main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on footby bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。

(2)学生做Lets learn部分的活动手册配套练习；教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。 (3)学生背诵并抄写四会单词； (4)学生预习c Lets sing部分的歌曲。

第二课时

一、教学目标

1．能听、说、读、写四会掌握句子：“How do you go to school? Usually I go to schoolon foot．Sometimes I go by bike．”并能在情景中正确运用。

2．能够表述自己以何种方式上学并简单陈述原因，如：Usually I go to school by bus because its fast．

3．能够听董Lets try的录音内容并选出正确选项。掌握Let’s talk and read and write部分的句型。

4．学会调查和统计、分析数据，并能表示出来。

二、教学重、难点

1．本课时的教学重点是听、说、读、写句型：How do you go to school? Usually Sometimes I go by„

2．本课时的教学难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。

三、课前准备

1．教师准备录音机和本课时的录音带。

2．教师准备本单元A Lets learn部分的单词卡片。

3．教师课前在黑板上画出空白柱状图，用于统计班内学生上学方式的调查

4．学生每人准备一张卡片，画一个印象最深刻的交通标志。

四、教学过程

1．热身(Warm-up) T: “Good morning! How do you go to school today? What about you? Do you go by bus，too?”然后学生复习Lets chant部分的歌谣。 2．预习(Preview) (1)教师出示单词卡片，提问：“How do you go to school?”学生根据图片内容回答：“I go to school by„”师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型：“How do you go to school? I go to school by„” (2)Lets try

3．新课呈现(Presentation) (1)教师放课文录音，之前向学生提出问题：“How does Sarah go to school? listen．”学生听后模拟Sarah来回答问题。

(2)学生跟读录音，然后两人一组替换句型中的关键词练习对话。

(3)Group work T：“How do I go to school，do you know? Ask me，please!”然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案，并分别在后面两图旁标当地的价格，如：l yuan，7 yuan，回答说：“Usually I go to school by bike。because its good exercise．Sometimes I go by bus，because its cheap．It costs l yuan.Sometimes I go by taxi，because its fast，but its too expensive．It costs 1o yuan．

教师让学生四人一组，了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near．Its fast．Its cheap．good exercise．„ (4)Let’ read 学生四人小组阅读，并完成课后练习。 (5)听录音，跟读。教师对学生人有疑问的地方讲解。 4.巩固和延伸(Consolidation and extension) (1)学生回家调查父母及其他亲戚的上班方式，写一篇小作文。 (2)找出peak/beat/team/deal/pig/big/tin/dish的读音之间的区别。

第三课时

一、教学目标

1．能够充分理解并正确朗读对话，能完成文后回答问题的练习。

2．能够了解辅音，/p／，/b/，/t/，/d／与元音/i:/，/i/的发音规则.

3．了解Good to know部分的内容，能够辨认常见的交通标志，如：Croway，No entry，No bikes，Turn right和No left turn。

二、教学重、难点

1．本课时的教学重点是学生能够充分理解并正确朗读对话。

2．本课时的教学难点是如何指引他人在不同地点换用不同的交通工具到达某一

三、课前准备

1．教师准备录音机以及A Lets read，C Pronunciation和c Lets sing部分的录音。

2．教师课前在教室里张贴各种交通工具的图片或准备多媒体来展示。

3．学生每人准备一张白纸。

四、教学过程

1．热身(Warm-up) 教师放c Lets sing部分的录音，学生跟唱。可组织男女生各唱一遍，看谁好。

2．新课呈现(Presentation) Lets read

(1)“最佳路线”活动教师用简笔画呈现两个情境：Bob家住在山上，山脚有一条河，河对岸有公交车站通向学校；May家离学校很远，家附近有个地铁站，May的学校附近.虽没有地铁站，但有一路公交车直通地铁站的入口。教师让学生分组活动，设计最佳上学路线，原则是省时方便。教师注意指导学生使用连词then来表示动作的先后顺序。教师要求各组派一人假设自己是Bob或May，上讲台汇报。

(2)教师说：“Now lets read the dialogue and find out how Sarah goes to the parkCan you draw the route on your paper?”学生两人一小组分角色朗读对话，教师在教室里巡回走动，解惑答疑，并指导学生简单画出Sarah的路线。

(3)教师展示学生画出的路线并示范如何描述Sarah去公园的路程：“First，SarahCan go to Zhang Pengs home by bike．Next, Sarah and Zhang Peng go to the bus stop on foot．Then they can go to the park by bus．”教师板书first，next，then，让学生知道恰当使用一些连词有助于表达更为流畅。然后请几名学生依照顺序来描述Sarah和Zhang Peng去公园的路线，比一比谁说得最好。 (5)教师放Lets read部分的录音，学生跟读。

(6)学生两人一组练习对话。

4、巩固和延伸(Consolidation and extension) (1)教师随意抽取一张学生课前填写的调查表，对该学生说：“Youve been to Harbin．Is it a nice city ?What can you see there? How do you go there?”问同组其他三名学生以上几个问题。学生仍以四人一小组的形式展开活动，用问题：“Do you go to„by„? 测某一小组成员到达表格中目的地的方式。一人只有一次猜测机会，不对，大家再一起问：“How do you go there?”该学生回答。每小组选一名代表描述自己曾去过的某个地方。

(2)Good to know 教师询问学生课本上各个交通标志的意思：“Whats the meaning?”然后帮助学生回答：“Turn right．Crowalk．One way．”等。再让学生完成图与文字搭配的练习。鼓励学生展示课前绘制的交通标志图并寻找更多交通标志与其他同学进行交流.(3)学生听录音、跟读对话。

(4)学生完成本部分活动手册配套练习。教学反思：

第四课时

一、教学目标

1．能够听、说、认读以下短语：Stop at a red light．Wait at a yellow light．Go at a green light．能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。 2．能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出

相应的动作。

二、教学重、难点

1．本课时的教学重点是掌握四会短语和单词：stop，wait，traffic lights，traffic rules。 2．本课时的教学难点是书写短语traffic light，traffic rule和理解动词stop，wait的含义。

三、课前准备

1．教师准备兔子舞的音乐和录音机、本课时的录音带及教学挂图。 2．教师自制教具模拟红绿灯：即在一块板上挂红黄绿三张圆形纸卡。 3．学生准备本课时的单词卡片。

四、教学过程

1．热身(Warm-up) “兔子舞”游戏教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在前面学生的肩膀上，随着音乐的指令“Left-Right-Go-Turn around-Go，g。，go”，队伍开始向前慢慢移动，教师最好也参与游戏。 2．预习(Preview)

(1)师生一起吟唱Lets chant的歌谣。

(2)教师从歌谣中引出问题：“How d。you go to school?”请学生根据实际情况回

答，复习A部分主要句型。 3．新课呈现(Presentation) (1)教师指着教室里的日光灯说：I like the lights because I can see things clearly at night .Can we see lights in different colours in our city ? Yes! turn light , traffic lights．„

(2)教师边画简笔画，边说：“We have red，yellow，and green lights.We call them traffic lights．，教师板书traffic fights，然后问学生：“What do they mean，do you know?，，学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“When do we stop／wait／go?’’引导学生回答：We stop at a red light．．．- (3)教师出示自制红绿灯，请一名学生随意指向不同的颜色，教师示范动作，比如：看见绿灯，教师一边向前走一边说：“It is a green light.I can go.Go-go。go!，，看见黄灯，停住不动但摆动双臂示意要走：“It is a yellow light.I must wait．Wait-wait-wait! I can go in a moment．”看见红灯，提问学生：“The light is red。Call I go? No，no，no! Its dangerous !I must stop．Stop-stop-stop!”

(4)教师板书stop，wait，go在相应的交通灯旁。为了帮助学生区别stop与wait，可以适当使用汉语解释词义。

（5）Lets play

教师请出若干名学生，根据指令做相应的动作，连续做错两次动作的学生将被淘汰，如：教师说red light，学生停着不动，教师说yellow light，学生做好走的准备，教师说green light，学生往前走。然后换一组学生再做这个游戏，由其中一名学生来发指令。也可让全班学生分成六人一组分别进行小组活动。最后教师小结：Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．”教师再指着以上三句话总结说：These are traffic rules．

(6)教师继续提问：“What does the‘ traffic rule ’mean?”板书并解释traffic rule，

鼓励学生说出Lets learn部分的三个句子。然后教师说．Yes.These are traffic rules．You must remember the traffic rules．”通过手势帮助学习理解remember的意思。

(7)教师放Lets learn部分的录音，学生跟读。

(8)教师引导学生以竞赛的形式书写四会单词和短语。可先引导学生利用学生卡片背面的灰体词进行单词描红，学生边描边拼读单词。 4．巩固和延伸(Consolidation and extension)

(1)师生讨论不同的出行方式及其应当遵循的交通规则 (2)学生做B Lets learn部分活动手册配套练习。 (3)学生背诵并抄写四会词语。

(4)学生画一张从家到学校(或从学校到家)的简单路线图，准备下一他同学进行交流。

第五课时

一、教学目标

1．能够听懂、会说并能书写句型：“How Can I get to Zhongshan Park? You can go by

the No．15 bus．”能够在情景中正确运用。 2．能够在对话中正确使用礼貌用语，比如：“Excuse me．Thank you．Youre welcome．”等。

二、教学重、难点分析

1．本课时的教学重点是四会掌握句型：How Can I get to Zhongshan Park? You can go

By the No．15 bus．

2．本课时的教学难点是学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地。三．课前准备

1．教师准备录音机和本课时的录音带。

2．教师准备一张简易地图，要能够呈现本校附近的一些建筑物。

四、教学过程： 1．热身(Warm-up) (1)教师将全班学生分为两组，每组选派一名代表上讲台发指令。如：Green／red／yellow light，各组学生在座位上做动作，做错者坐下，即被淘汰，最后站着的人数多的组胜出。

(2)教师让学生用自己的话描述交通规则，表述正确者为小组争得一分，描述有新意者得三分，如：Its a yellow light，I must wait．Now the light is green，I can gO．Dont go at a red light，a car may hit you．

2．预习(Preview) Lets try 教师放Lets町部分的录音，学生听录音选择相应的图片。录音内容如下： Man：Excuse me．how can I get to Dongfang Primary School? Zhang：You can g0 by the No．14 bus．Its next t0 the nature park． Man：Thank you． Zhang：Youre welcome．教师检查有多少学生能够准确区分14与40的发音，如果答对率低，教师要注意纠正。教师还可以板书一组相似的数字，如：13／30，18／80，15／50，教师说英文，学生说出中文的数字，帮助学生区分／-ti：n／与l-u／。 3．新课呈现(Presentation) Lets talk (1)教师根据学生平时常去的场所提问，如当地的一家电影院、风景点、或学生的祖父母家等：“How can you get to„?Can you go by„?Is it fast／slow／expensive t0 go by„?”进行师生间的自由会话，再让学生感知一下新句型：How can I／you get to„?然后，教师请学生根据课本中提供的地图回答问题：“How can I get to Zhongshan Park?”引导学生回答，提示他们坐15路公交车为：“By the No．15 bus．”教师提供完整的答句：“Yes．I can go by the No．15 bus．”教师板书这组句子。

(2)教师继续提问：“Its a place．You can buy food，drink，fruit，vegetables，school things and clothes there．What is it?(It’s a supermarket．)”教师最好出示一张当地比较有名的超市的照片或图片来给出谜底。教师再提问：“How can I get there? By bus or by bike?”然后领读句子：“I can go to the supermarket by„”帮助学生理解supermarket是一个合成词，来源于super与market。

(3)“你说我问”活动

该活动可以进一步巩固生词supermarket与句型“How can you get t0„?”教师先示范：“I usually go shopping in Hua Lian Supermarket．I like it．”引导学生提问：“How can you get t0 the supermarket?”教师根据实际情况回答：I can go by the No．

bus．Sometimes I go by bike because its not far． (4)教师与学生一起继续学习地点名词，如：bank，post office，cinema，教师出示单词卡片引导学生初步认读生词。待学生能基本识别后请本上的配图，提问：“Where is the post office?”学生迅速指向课本相应位置并说：“Its here．”教师也可以通过变换提问方式来提高学性，如：“Can you see a fast food shop in the map?’让学生一边指地答。

(5)教师引导学生看地图，回答教师的提问：“How can I get to the bank／post office／

cinema„?’’可先用短语回答，如：“By bike-／On foot_／By the No．15 bus．”再

引导学生使用完整的句子回答问题。

(6)教师说：“Now lets listen to the tape and find out where Jim is going and how he can get there．学生听该部分录音，回答问题。 (7)教师再次放该部分录音，学生跟读。

(8)学生两人一组看地图，替换关键词自编对话，

(9)教师把组成四会句子的单词打散后发给学生，或者空缺出四会句子中的重点单词，请学生填会句子。 Lets check 教师放录音，学生听录音完成判断题。 4．巩固和延伸(Consolidation and extension)

(1)教师出示自制地图，请一名学生协助示范对话：然后让学生两人或三四人一组，编一个类似的对话并进行表演。 (2)学生拿出上一课时布置的作业，即画一张从家里到学校(或从学校到家)的路线图，四人一组互相描述自己的路线。教师请几名学生以对话的形式汇报同组学生的情况：How do you go t0 school? I go on foot，because my home is near． (3)学生做本部分活动手册配套练习并书写四会句子。

第六课时

一、教学目标

1、能够读懂Lets read部分，并能判断短文后的句子是否正确。能够理解Story time的故事。

2、帮助学生建立自觉遵守交通规则的观念，并了解不同国家交通规则的异同。

二、教学重，难点

1、本课时的教学重点是帮助学生理解句型：In China／the US，drivers drive on the right side Of the road．In England and Australia，however，drivers drive On the 1eft side Of the road．

2、本课时的教学难点是学生对文化差异的了解：在中国和美国等国家车辆靠右行驶，但在有些国家车辆靠左行驶，比如英国、澳大利亚、新加坡等地。

三、课前准备

1 教师准备录音机和本课时的录音带。

2教师准备Zoom，Zip和policeman的头饰。

3．教师在课前将写有usually，always，often，sometimes的纸条贴在教室的墙上。 4．教师课前在讲台前腾出一块空问，在地上画出模仿街道的分道线，为本课时活动做准备。

四、教学过程：

1．热身(Warm-up) (1)教师说口令：“If you go by car, by bike or 0n foot，you must watch the traffic 1ights and know the traffic rules．Red! Yellow! Green!”学生听音做动作：stop，wait，go。教师不断变换速度，做错动作的学生出局。

(2)教师说动作词，学生说出相应的交通灯的颜色，比如：wait--yellow，go—green，stop—red，学生之问比一比，看谁的反应快。 2．预习(Preview) 教师举起左手，说：“This is my left hand．Show me your left hand! Then，show your right hand．”确定学生能够区分left和right后，请一小组学生上讲台，教师发出的指令做动作：“Turn left．Turn right．Turn back．”然后换另一小组，快做动作准确的小组获胜。 3．新课呈现(Presentation) Lets read (1)教师站在课前画好的分道线的右侧，往前走，边走边说：“Now Im walking on the left side of the road．I know the traffic rules．Do you think so?”教师重复. Story time (1)做B Lets play的游戏，请一名学生代替教师发指令：“stop，wait，go，其他学生听指令做动作。教师说：“You are good children because you know the traffic rules．Let me do it．’’然后教师故意做错几个动作，在学生提醒的时候，抓紧时机说：“Im sorry．I am against the traffic rules．”然后板书：be against the traffic rules。

(2)教师放c Story time的录音，学生听录音回答问题：“Where do Zoom and Zip want to go? How do they go there?”

(3)学生打开学生用书第13页，教师提问：“Why dont they go by taxi? Why does

the policeman stop them?”学生读对话回答问题。

(4)教师放两遍录音，第一遍全班学生跟读，第二遍学生分角色跟读。 4．巩固和延伸(Consolidation and extension) 学生分组戴上头饰表。演A、B部分的对话和c部分的故事。教师注意启发学生的角色意识，尤其是扮演警察的学生要注意表演时的语气与神态需符合身份。教学反思：

推荐第8篇：六年级英语教案

一、名词复数规则

1．一般情况下，直接加-s，

如：book-books, bag-bags, cat-cats, bed-beds 2．以s.x.sh.ch结尾，加-es，

如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries 4．以“f或fe”结尾，变f或fe为v, 再加-es，

如：knife-knives 但有些词只加s: roofs, proof s, chiefs.5.以o结尾的名词，有些加es: Negroes, heroes, tomatoes, potatoes; 其它加s: radios, zoos, pianos, photos; zero加s,es均可。 6．不规则名词复数：

policeman-policemen, man-men, policewoman-policewomen, foot-feet, mouse-mice woman-women, fish-fish, child-children .

tooth-teeth

people-people, Chinese-Chinese, Japanese-Japanese

二、一般现在时

一般现在时基本用法介绍

一般现在时的功能

1.表示事物或人物的特征、状态。如：The sky is blue.天空是蓝色的。 2.表示经常性或习惯性的动作。

如：I get up at six every day.我每天六点起床。 3.表示客观现实。

如：The earth goes around the sun.地球绕着太阳转。

一般现在时的变化 1.be动词的变化。

否定句：主语+ be + not +其它。

如：He is not a worker.他不是工人。

一般疑问句：Be +主语+其它。

如：-Are you a student? -Yes.I am./ No, I\'m not. 特殊疑问句：疑问词+一般疑问句。

如：Where is my bike? 2.行为动词的变化。

否定句：主语+ don\'t( doesn\'t ) +动词原形(+其它)。如：I don\'t like bread. 当主语为第三人称单数时，要用doesn‘t构成否定句。如：He doesn\'t often play.一般疑问句：Do( Does ) +主语+动词原形+其它。

如：- Do you often play football? - Yes, I do./ No, I don\'t. 当主语为第三人称单数时，要用does构成一般疑问句。如：- Does she go to work by bike? Yes, she does./ No, she doesn\'t.特殊疑问句：疑问词+一般疑问句。

如：How does your father go to work? 动词+s的变化规则 1．一般情况下，直接加-s，

如：cook-cooks, 2．以s.sh.ch.x.o结尾，加-es，

如： gue-guees, wash-washes, watch-watches , go-goes 3．以“辅音字母+y”结尾，变y为i, 再加-es，

如：study-studies 一般现在时用法专练: 写出下列动词的第三人称单数

三、否定句：

在be动词（am, is, are）l后加not或情态动词will后加not成won’t。

例如：I’m going to have a picnic this afternoon.I’m not going to have a picnic this afternoon.

四、一般疑问句：

be或will提到句首，some改为any, and改为or，第一二人称互换。

例如：We are going to go on an outing this weekend.Are you going to go on an outing this weekend?

五、对划线部分提问。

一般情况，一般将来时的对划线部分有三种情况。 1.问人。Who 例如：I’m going to New York soon.→Who’s going to New York soon. 2.问干什么。What „ do.例如： My father is going to watch a race with me this afternoon.→What is your father going to do with you this afternoon. 3.问什么时候。When.例如：She’s going to go to bed at nine.→When is she going to go to bed? 同义句：be going to = will I am going to go swimming tomorrow（明天）.= I will go swimming tomorrow.

推荐第9篇：小学六年级英语教案

Module1Unit 2 What do you want to eat? learning aims：

1、能听懂、会读、会说、会写本单元的单词restaurant, menu

2、能听懂会说：

What do you want to eat? I want a hamburger, please.What do you want to drink? 等句子。

3、能利用所学到得知识在快餐店中进行实际的语言交际；

4、会唱歌曲: What do you want to eat? 教学步骤：

Step 1 Warm-up and show the learning aims 1.Review Unit 1.（key words and sentences）

2.T: Boys and girls, today we are going to learn Module 1 Unit2 What do you want to eat? (板书课题) First， please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。) Step 2 Learn the new words and the key sentences.① Try to read by themselves.② Listen to the tape and read after the tape.③Read the words in their own small groups.Step 3: Learn the Text (T: Last leon we have learned that how to be a waiter or waitre in a restaurant and ask the customers what they want to eat.let’s listen to the tape.Then please tell me what Lingling and her Dad want to eat and drink.⑴.Show the children the teaching chart.⑵.Play the tape and ask the children several questions: Where are they? What do they want to do? What do Lingling\\her father want to eat and drink? ⑷.Practice the key sentences: What do you want to eat? I want to eat….What do you want to drink? I want to drink….Finish activity 2.Ask the children to ask and answer in pairs.⑸.Role play of the text.Step 4: Sing the song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the chant one by one.4.Play the caette several times and ask the children to chant together.Step 5 ：Finish a task 1．Play the game in group :The big dinner.2．Recite the new words and the key sentences correctly and skillfully in 5 minutes.3.Copy the new words and the key sentences correctly three times. Blackboard Writing: What do you want to eat? New words：restaurant menu What do you want to eat?

I want to eat….What do you want to drink?

I want to drink….

推荐第10篇：小学六年级英语教案

Unit 4 第一课时教学设计

一、教学目标与要求

1．能够听、说、认读句子：What is your hobby? I like collecting stamps·

2．能够听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，diving playing the violin，making kites。

二、教学重、难点分析

1．本课时的教学重点是掌握五个动词（短语）的ing形式。

2.本课时的教学难点是拼写：riding，diving，making。

三、课前准备

1．教师准备录音机及录音带。

2．教师准备A部分Let\'s learn的单词卡片。 3．教师准备一些树叶、一本集邮册、两只风筝。

4．学生准备A部分Let\'s learn的单词卡片。

四、教学步骤和建议

1．热身(Warm-up)

教师放五年级下册Recycle 2的歌曲“I Love Going Hiking”，学生边唱边跟教师倘相应的动作。

2．预习(Preview)

“滚雪球”游戏

教师边出示各种形状的树叶，边说：“I like collecting leaves．”请一名学生在此去基础上再加一句话，如：“I like collecting leaves．I like taking pictures．依次类推，看谁说出的句子最多。

3．新课呈现(Presentation) +

Let\'s start

教师与一名学生示范。教师问：“What\'s your hobby?”学生回答：“Swimming.What about you?”教师回答后示范填写Let\'s start部分的表格。同桌或前后两名学生之间进行问答、填表。 Let\'s learn

（1）教师边做动作边说自己的业余爱好：“I like playing the violin.What is your hobby?”引导学生回答：“I like ...”教师板书：What is your hobby? I like playing the violin．指导学生拼读hobby，playing the violin并进行问答操练。

（2）教师拿出集邮册，从里面取出一张邮票，问学生：“What\'s this?”引导学生回答：“It\'s a stamp.”教师板书stamp并带读。教师展示集邮册，同时说：“I like collecting stamps.”然后板书并带读collecting stamps。教师问：“Do you like collecting stamps?”，引导学生作答后拼读并操练：I like collecting stamps．

（3）教师做骑自行车的动作，问：“What am I doing?”学生猜：“You\'re ...教师说：“Yes，I am riding a bike．I go to work by bike every day．I like riding a bike．教师板书：tiding a bike，指导学生拼读，告诉学生riding是tide去掉结尾不发音的e再加上ing。

（4）教师出示一只风筝，问：“What\'s this?”引导学生回答：“It\'s a kite.”教师出示两只风筝，问：“What are they?”引导学生回答。接着教师做放风筝的动作，问：“What am I doing?”学生回答：“You\'re flying a kite．”教师回答：“Yes, I like flying kites．I can make kites．I like making kites，too.”然后出示making kites的单词卡片，问：“What\'s he doing?”引导学生回答：“He\'s making kites．板书：making kites，学生拼读，注意making的拼写。

（5）教师出示diving的单词卡片，问：“What is he doing?”引导学生回答：He\'s diving．教师板书：diving，学生拼读，注意diving的拼写。

（6）教师手指板书，学生齐拍手练习说句子，如：What is your hobby? What is your hobby? Playing，playing, I like playing the violin.Collecting，collecting，I likecollecting stamps．Riding，riding，I like riding a bike．Making，making，I like making kites．Diving，diving，I like diving．

（7）教师放Let\'s learn部分的录音，学生跟读。教师出示 Let\'s learn部分的单词卡片，学生根据单词卡片内容进行问答操练：What is your hobby? I like ...

（8）“猜一猜”游戏。学生拿出A Let\'s learn部分的单词卡片。同桌一组，每人抽出一张单词卡作为自己的爱好，一人猜：“You like ...”另一名学生根据手中卡片上的内容回答：“Yes／No．I like ...”两人可进行积分比赛，猜对卡片上的内容就得到这张卡片，最后看谁手里的卡片最多。

Group work

学生带好纸笔在组内进行调查，互相询问：“What is your hobby?”调查完毕，各组派代表上台汇报调查结果：“...boys／girls like ...”也可说出名字，如：“...and ...like ...”若课上时间不够，可将调查活动放到课后进行，下一节课汇报，建议教师指导学生自己做个简单的调查表，边调查边填写表格。

4.巩固和延伸(Consolidation and extension)

（1）让学生做本单元A Let\'s learn部分的活动手册配套练习。（2）让学生听Let\'s learn部分的录音，读给家长或同伴听。（3）让学生背诵并抄写本课四会动词（短语）。

第11篇：新标准六年级英语教案

《英语》六年级第七册第五模块第1单元教案 Pleased to meet you! 教学准备与分析

1、教学内容

学生用书：Module5Unit 1Activity1, 2, 3

2、教学目标

2．1技能与知识目标 A．基本要求

基本能听懂、会说词汇： pleased meet addre pen friend pretty 基本能听懂、会说:

“Can you speak English?” “Can I write to your friend?” B．初步要求

情态动词的一般疑问句 C．复习巩固 “I can do sth..” 2．2运用能力目标

在这一模块中，让学生学习讲述自己的能力，通过介绍自己的情况结识笔友或网友。

Talking about ability

3、教学重点词汇：pleased meet addre pen friend pretty

4、教学难点

“Can you speak English?” “Can I write to your friend?” “You can be my pen friend.” “I can do sth..”

5、任务设计

运用任务1：SB Unit 1 练习

2、3 2: AB Unit 1练习

1、

2、

3、

4、5 3：a.询问同学的能力.

b.在班里进行技能调查，看看同学们有哪些平时所不为人知的特长。回家后，有所学句式询问家人或新朋友。

6、教学用品

录音机/带，相片，词条，图片

二、课堂教学程序

1、Warm up

⑴Greetings: T—Ss Ss—Ss

(2) Do a chant “I am me, and you are you!”

2、导入（Leading ）（1）Lead in

T：（拿着手偶给大家介绍）This is our new friend--- Tom.Tom: Pleased to meet you!

引领孩子们回答 “Pleased to meet you too.” Tom: My name is Tom.What’s your name? Ss: My name is ….

Tom: I’m from Shanghai.Where are you from? Ss: I’m from Xinjiang.

Tom: Can I be your pen pal? 教授“pen pal”

Ss: Yes, you can.

Tom: My addre is …, what’s your addre? Ss: My addre is…

教授 “addre” 学生练习My addre is… Tom: I can swim very well, What can you do? Ss I can…

(2).Free Talk

T : What can you do?

S1: I can dance.( 强调can后用动词原形)

（Watch PPT— pictures about kinds of actions） Ask questions:

T: “What can he/she do?”

S1: He/She can jump/sing/speak English/…”

T: “Can you jump/sing/speak English/…?”引导学生做出正确答语: “Yes, I can.” “No, I can’t”

b.Then show the PPT of main sentence structures: “Can you do (something)?” “Yes, I can.” “No, I can’t”

Students look at pictures and do dialogue in pairs with the main structures offered on PPT.

c.Students show heir dialogue.

3、呈现（Presentation）

(1)S open their books

Question: Look at the pictures

a.How many people are there? b.Who are they? (2)Listen to the tape. (3) Give the questions：

a.Can Lingling speak English? b.Is Laura from America? c.Can Laura write Chinese? d.Can Lingling write English?

(4) Repeat after the tape.Students answer the questions.(5) Teacher explains the text and student practice the key points.The key points: pleased meet addre pen friend pretty (7) Students practice to make sentences with the key points. Game：听音乐传词卡词卡单词造句

4、操练与指导（Drilling and Counselling） Game: Gueing Game.Two students, A and B.

Teacher shows a verb, for example：dance / write Chinese / speak English /…and so on.

A see the word and do action ( NO TALKING), B ask with sentence: “ Can you… ?”.

If B gue right, A says “Yes, I can”, this group got stars.If B gue wrong, go on the next verb.

(2) 完成SB第一单元活动2，教师先做示范，然后同桌之间练习对话。 5.选择完成运用任务

在班里进行技能调查，看看同学们有哪些平时所不为人知的特长。 6.Homework：

a.Write the new words.

b.Make sentences with “ Can you…?” 三.课后反思:

本课除了有对情态动词 “Can you …?” “ I can….” 以及初次见面问候语的扎实练习外，对交笔友这一现象也进行了正确的文化引领，教育孩子们文明礼貌用语和乐观开朗、广交良友。本课的亮点在于老师在引课时带着手偶给大家介绍新朋友，自然的引出了本课的只要语言知识点，在手偶与孩子们的对话活动中，很大的调动了孩子们的兴趣。不足之处是教师没有将写信的格式进行复习，以致后来孩子们在互相写信时格式上失误频频。以后要注意。

第12篇：六年级英语教案(上)

1I wrote a long letter.

I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there (The First Period) Conversation Getting ready: a.

Bring in a plastic bottle with a piece of paper rolled up inside.b.

T: (Hold up a bottle.) What‟s this? [S1: It‟s a bottle.] c.

T: What‟s inside the bottle? What do you think? d.

Have some Ss gue.[S1: Is it a (letter)?] e.

Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.

Point to the first picture.b.

T: They‟re at the beach.What did Tony write? [Ss: They wrote a letter.] c.

T: Let‟s look at the pictures and listen to the tape.d.

Play the tape and point to each picture for Ss to follow.e.

T: Let‟s listen again and repeat.

Play the tape again, pausing after each sentence to let Ss repeat.g.

Put Ss into groups of three and have the practice acting out the dialog.h.

Ask volunteers to perform for the cla using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.

Put Picture Cards 1-8 (picture-side up) on the board and display real items, if available.b.

T: (Point to Picture Card a piece of candy.) A piece of candy.Repeat.[Ss: A piece of candy.] (Flip the card over to the word side.) c.

Continue with the other words.Using the book: a.

T: Listen to the tape and repeat.Point to each word as you say it.b.

Play the tape and have Ss repeat.c.

Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.

Bring in realia, e.g.a bag of chips, a box of tiues, etc.b.

Put Ss in groups and give each group one item.c.

T: (Ask one group.) What did you get? [Ss: We got (a bag of chips).] Using the book: a.

T: Listen to the tape and repeat.b.

Play the tape and have Ss repeat the sentences.c.

Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教学后记: 学生对于量词与名词的掌握还是比较好的，但个别的同学对于量词词组的综合使用和量词的复数形式的用法，部分中下生不能很好地掌握，课后应该多渗透可数与不可数名词的区别及用法。

(The Second Period) Practice 1 Getting ready: a.

Ask four Ss to write questions A-D on the board.b.

Ask another four Ss to read the questions aloud.Using the book: a.

Have Ss look at the pictures for A.b.

T: (Point to each picture.) What‟s this? [Ss: It‟s (a bag of chips).] c.

T: Let‟s listen to the tape.

Play the tape for number A, then pause.e.

T: Did Tony buy a piece of candy? [Ss: No, he didn‟t.] What did Tony buy? [Ss: He bought a bag of chips.] f.

Have Ss put a checkmark in the correct box.g.

Ask one student to write the answer on the board: He bought a bag of chips.h.

Repeat the procedures with the other three questions.Practice 2 Getting ready: a.

Go over the vocabulary using the pictures in the top row.b.

Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.

Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.

T: Find a partner.Ask each other questions like this.b.

Demonstrate with one student first.c.

T: (Point to Mrs.Green.) (S1‟s name), did Mrs.Green buy a (carton of ice cream) yesterday? [S1: Yes, she did.] d.

T: Now, (S1‟s name), you ask a question.[S1: (T‟s name), did Mrs.Green buy a (box of pencils)?] e.

T: No, she didn‟t.

Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1) Getting ready: a.

Have Ss look at the pictures around the lyrics.b.

T: (Point to the boy.) What does he have? [Ss: He has a bag of chips.] c.

Do the same with the girl on the right.Using the book: a.

T: Let‟s read out the lyrics first.

Read out the sentences and have Ss repeat.c.

T: Now, let‟s listen to the tape.

Play the tape and point to each word.e.

Play the tape again and have Ss chant together.f.

Divide the cla into two groups.g.

Have one group chant the question parts and the other group chant the answers.h.

If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2) Getting ready: a.

Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.

T: (Hold up each item.) What‟s this? [Ss: It‟s (a piece of candy).] c.

T: How do you spell (piece)? d.

Have a volunteer come to the board and write the word.e.

Continue with the other items.Using the book: a.

Have Ss look at the letters on the page.b.

T: Look at the letters.What words can you make? c.

Give Ss time to write the words.d.

T: Can you draw lines from the left side to the right side to make phrases? e.

Show the example a piece of candy.f.

Have Ss work in pairs if they are having difficulty.g.

Check the answers with the whole cla.教学后记: 学生对课文内容的发音较感兴趣，听力部分完成的比较好。但个别同学说话的完整性需要在口语交际时多加训练，为以后写作打下良好的基础。

(The Third Period) Activity Getting ready: a.

T: (Point to the picture of the girl.) Look.This girl is talking about yesterday.Can you find the new words? (Point to the first paage on the page.) [Ss: A carton of ice cream.A bag of chips, etc.] b.

De the same with the picture of the boy and the second paage.Using the book: a.

T: Let‟s read! b.

Give Ss time to read the first paage silently.c.

Ask some Ss to read the sentences aloud.d.

T: Now, look at the questions.(S1‟s name), can you read the first question? [S1: When was the girl‟s birthday?]

T: What‟s the answer? [Ss: It was April 9th.]

Continue with the rest of the questions and have Ss write the answers.g.

Walk around the claroom to check Ss‟ writing.h.

Repeat the procedure for the second paage.Sounds and words(1) Getting ready: a.

Write air, ear and ere on the board.b.

T: Today we practice a combination of two sounds.c.

T: (Point to air.) The letters air sounds / /.Let‟s practice.Repeat./ /.[Ss: / /.] d.

Continue with the rest of the letters.Using the book: a.

Have Ss look at the pictures on the page.b.

T: Let‟s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.d.

T: Let‟s listen again and this time, repeat.e.

Have Ss repeat after the tape.f.

After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2) Getting ready: a.

T: Put your heads down and close your eyes.b.

T: Now, I will read a chant.Repeat the words with the sound / /.c.

T: Where is the chair? [Ss: Where, chair.] d.

Continue with the rest of the sentences.Using the book: a.

T: Let‟s listen to the chant.Point to the pictures.b.

Play the tape once and have Ss point to the pictures.c.

Play the tape again and have Ss point to the lyrics while listening to the chant.d.

T: Let‟s chant together.

Play the tape and have Ss chant along.教学后记: 学生对量词的掌握还是比较好的，Sounds方面，由于学生掌握了一定的语音知识，比较容易接受。

(The Fourth Period) Extension activities Conversation

Before the leon, write a meage on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the leon, T points to the bottle and asks, e.g.What‟s this? Ss answer, e.g.It‟s (a bottle).T points to the piece of paper inside and asks What‟s inside? Ss answer It‟s a piece of paper.T says Look! There‟s a meage! Ask a volunteer to read it to the cla.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary

Put the Picture Cards/ realia in a line on the floor.Divide the cla into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing acro from each other, etc.Then T calls out a number and item, e.g.Number (3)! Get (a bag of chips)! Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got (a bag of chips)! The game continues with other numbers and card/items.Review

Before cla, put stickers under a few Ss‟ chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2‟s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1‟s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1

After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Aign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let‟s try one tighter! T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did (S1‟s name) buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the cla.Practice 2 Bring several shopping bags to cla.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look! (S1‟s name), (S2‟s name) and (S3‟s name) went to the store.I wonder what they got at the store.T asks, e.g.(S1‟s name), did you get a (bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn‟t.If S1 answers yes, he/she shows the card to the cla.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教学后记: 由于学生基础比较薄弱，所以学生对于有一点的难度的题目完成的不太理想。特别是综合的时态运用及句型的转换。

(The Fifth Period) Chant activity

Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other‟s shoulders and stand next to one of the cards in the circle.Then T starts the music and the cla starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a (piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought (candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole cla that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the cla.Optional activity

Bring a soft ball to cla.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase (see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let‟s go on a picnic! What do you want to bring? T starts by saying, e.g.I‟m going to bring (a bag of chips).What do you want to bring, (S1‟s name)? T toes the ball to S1.Then S1 says I‟m going to bring (a bag of chips) and (a bottle of soda).What do you want to bring, (S2‟s name)? S1 toes the ball t S2 .Ss continue with the word chain, toing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake; a carton of eggs, milk, orange juice, yogurt; a bag of salt, sugar; a bottle of soda; a box of crayons, cereal; a roll of wrapping paper, etc.教学后记: 通过各种练习的训练，学生对本组教学内容的掌握还是比较理想的，但对量词的复数形式不太熟练，常漏-s。

2 I usually look for cookies.2008-02-25 20:12:05.0

2 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer

(The First Period) Conversation Getting ready: a.

Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.

T: (Point to Gogo, Tony and Jenny.) They are looking for some insects.Do you think they can find the insects? c.

Elicit responses from Ss.Using the book: a.

Have Ss open their books and look at the pictures.b.

T: Let‟s listen to the tape.

Play the tape and point to each picture for Ss to follow.d.

T: Did they find any insects? [Ss: No, they didn‟t.] What did Gogo find?[Ss: He found some cookies.] e.

T: Let‟s listen again and repeat.

Play the tape, pausing after each expreion to have Ss repeat.g.

Put Ss into groups and have them practice acting out the dialog.h.

Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.

Put Picture Cards 9-12 (never, sometimes, usually and always) word-side up on the board.b.

T: Listen.I eat rice for dinner every day.(Point to always.) I always eat rice for dinner.c.

Turn the card over to show the picture.d.

Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.

T: Listen to the tape and repeat.Point to each word as you say it.b.

Play the tape and have Ss repeat.c.

Show Picture Cards 9-16 at random and have Ss say the words.d.

Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.

Put Picture Cards 13-16 word-side up on the board.b.

T: I usually get to school (by bike).(S1‟s name), how do you get to school? [S1: I usually (take the bus).] c.

Continue with several Ss.Using the book: a.

T: Listen to the tape.b.

Play the tape.c.

T: Listen again and repeat.d.

Play the tape again and have Ss repeat.e.

T: Now, get into pairs.Make up your own dialogs.f.

Ask volunteers to perform their dialog for the cla.教学后记:学生对于陈述句的掌握不是很理想，很多学生容易直接用中文的思想来翻译，如：I go to school take a bus.或者是：I by bike to school.而且几个时间的词语的发音方面也不是很好。

(The Second Period) Practice 1 Getting ready: a.

Ask four Ss to write questions A-D on the board.b.

Ask another four Ss to read the questions aloud.Using the book: a.

Have Ss look at the pictures for A.b.

Write She ____.underneath question A on the board.c.

T: (Point to each picture.) Can you make a sentence? [Ss: She (usually rides a bike).] d.

T: Let‟s listen to the tape.e.

Play the tape for A, then pause.f.

T: How does she get to work? [Ss: She always rides a bike to work.] g.

Have Ss put a checkmark in the correct box.h.

Repeat the procedure with the other three questions.Practice 2 Getting ready: a.

Have Ss look at the example question on the page.b.

Ask Ss to read the question.[Ss: How do they get to school?] c.

Have Ss look at the character‟s faces and review their names( Tony, Jenny, Ben and Lisa).Using the book: a.

T: Now, work with a partner like this.(S1‟s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.

T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.

Give Ss time to practice asking and answering.d.

Walk around the claroom to provide help if needed.Song activity Getting ready: a.

Have Ss look at the pictures.b.

T: (Point to the boy taking a bus.) Is he taking a bus or a taxi? [Ss: He‟s taking a bus.] c.

Ask questions about the other pictures.Using the book: a.

Ask individual Ss to read the lyrics.b.

T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.

Play the tape and have Ss fill in the blanks.d.

Pause the tape from time to time if neceary.e.

T: Now, let‟s sing!

Play the tape again and have Ss practice singing together.g.

Divide Ss into three groups and aign each group a verse.h.

Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.

Play the tape and have each group sing along.教学后记: 学生对于一般现在时的一般疑问句的肯定、否定回答掌握的比较好（比较简单），但对于陈述句的句式还是有一定的难度。 (The Third Period) Activity Getting ready: a.

Ask a student to come to the front of the cla.b.

Ask the student to play the role of Gogo and follow the conversation on the page.c.

T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.

Ask another student to come to the front of the cla.Ask her to play the role of Jenny and ask S1 the other question.e.

S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.

Put Ss into pairs.b.

Ask Ss to practice the bookstore Q&A in Gogo‟s row with their partner.

S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.

Ask Ss to draw their own answers in the row of „YOU‟.e.

Practice the Q&A with their partner.Sounds and words: (1) Getting ready: a.

Write ear on the board.b.

T: (Point to the word.) Let‟s practice this sound.c.

T: / /.[Ss: / /.] Using the book: a.

Have Ss look at the pictures on the page.b.

T: Let‟s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.d.

T: Let‟s listen again and this time, repeat.e.

Have Ss repeat after the tape.f.

After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words: (2) Getting ready: a.

Write year, ear, hear, cheer, near, clear on the board.b.

Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear) Using the book: a.

T: Let‟s listen to the chant.b.

Play the tape once.c.

T: Now, listen and point to the pictures.d.

Play the tape and have Ss chant along.教学后记: 由于上一节课，学生对一般现在时一般疑问句的用法掌握得一般，通过本节课的训练，学生掌握的还是不错的。Sounds部分也掌握得比较理想。

(The Fourth Period) Extension activities Conversation

Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects! T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies! This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for (my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for (my books).Continue until every student has had a turn.Vocabulary

Divide Ss into four groups.Aign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the cla.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target

Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don‟t tell your partner the word.Demonstrate with one pair first.For example, if S1‟s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice

Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I (never) ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to gue before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before cla, prepare some Do you ever…? questions for Ss.In cla, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go! T times Ss for 30 seconds, then says Stop! Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1‟s name), does (S2‟s name) ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2‟s about S1s.

教学后记: 通过游戏的形式加强学生对句型的操练，学生的学习积极性比较浓厚，对句型的掌握也比较牢固，练习质量比较高。

(The Fifth Period) Song activity

Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while paing the envelopes around the circle in opposite directions.When the song is over, the cla asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We (sometimes) take a (spaceship).Then they put the cards back in the envelopes and the cla plays again.Activity

Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school (by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the cla into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver‟s seat with his/her arms for driver to sit in.S3 could be the paenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the cla.Other Ss try to gue what mode of transportation they are acting out, e.g.It‟s a (bus)! 教学后记: 通过Mimi-research的游戏加强学生对句型的操练，培养学生的小组合作精神比较好，也促进了学生的竞争意识。

How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse (The First Period) Conversation Getting ready: a.

Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.

T: I go hiking once a month.c.

Pantomime swimming.Then hold up two fingers.d.

T: I go swimming twice a week in the summer.e.

T: (S1‟s name), how often do you go hiking? [S1: I go hiking (once a year).] f.

T: (S2‟s name), how often do you go swimming? [S2: I go swimming (three times a week in the summer.)] Using the book: a.

Have Ss open their books and look at the pictures.b.

T: Let‟s listen to the tape and read the story.

Play the tape and point to each picture for Ss to follow.d.

T: Let‟s listen again and repeat.

Play the tape, pausing after each sentence to have Ss repeat.f.

Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.

Have pairs practice acting out the dialog.h.

Encourage some pairs to act out the dialog in front of the cla.Vocabulary Getting ready: a.

Bring in Picture Cards 17-24.b.

Show the picture side of the Picture Card once.c.

T: Repeat.Once.[Ss: Once.] d.

Show the word side of the card.e.

T: How do you spell once? (Point to each letter for Ss to say.) [Ss: O-N-C-E.] f.

Continue with the rest of the cards.Using the book: a.

T: Open your book.Listen to the tape and point to each word.b.

Have Ss point to the words.c.

Play the tape again, and have Ss repeat each word.d.

Hold up Picture Cards in random order (picture-side up) and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.

Put Picture Cards 17-24 word-side up on the board.b.

Write How often do you ____? underneath the cards.c.

T: (Point to the Picture Card go fishing) (S1‟s name), how often do you go fishing? [S1: I go fishing (once a month).] d.

Continue with several Ss.教学后记：学生对本单元的单词和句型都感兴趣，学起来也容易很多，第一课时掌握的内容良好，对twice的发音加强一下就可以了。

(The Second Period) Practice 1 Getting ready: a.

Write How often ___________? b.

T: (Point to the first picture in A.) How often does he go swimming? c.

T: (Point to the second picture in A.) Can you make a question? [Ss: How often does she go ice-skating?] d.

Continue with individual students with different pictures.Using the book: a.

Have Ss look at the pictures for A.b.

Write He ____.underneath question A on the board.c.

T: ( Point to each picture.) Can you make a sentence? [Ss: He goes swimming (once a month).] d.

T: Let‟s listen to the tape.

Play the tape for A, then pause.f.

T: How often does he go swimming? [Ss: He goes swimming once a week.] g.

Have Ss put a checkmark in the correct box.h.

Repeat the procedures with the other three questions.Practice 2 Getting ready: a.

Have Ss look at the Q&A on the page.b.

Ask two Ss to come to the front of the claroom and role-play Gogo and Tony.Using the book: a.

T: (Point to the second column with swimming.) (S1‟s name), can you make a question? [S1: How often do you go swimming ?] b.

T: (Think and answer truthfully.) I go swimming (once a week).c.

T: Now, you answer the questions.Write your answers on the top row.d.

Give Ss a few minutes to answer.e.

Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.

Have Ss look at the pictures.b.

T: (Point to the picture of Tony.) What is Tony going to do? [Ss: He‟s going to go hiking.] c.

Ask questions about the other pictures.Using the book: a.

Ask individual Ss to read the lyrics.b.

T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.

Play the tape and have Ss fill in the blanks.d.

Pause the tape from time to time if neceary.e.

T: Now, let‟s sing!

Play the tape again and have Ss practice singing together.g.

Divide Ss into four groups and aign each group a verse.h.

Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.

Play the tape and have each group sing along.教学后记：从学生完成听力部分的结果来看，大部分学生掌握的还是比较好的，在课后应加强学生对句子的阅读和造句的训练，让学生能形成一种语感。

(The Third Period) Activity Getting ready: a.

Hold up your book.b.

T: (Point to the picture of the frog in A.) What is this? [Ss: It‟s a frog.]

Continue with the other pictures.Using the book: a.

Ask a volunteer to read out the frog‟s introduction in A.b.

Ask another volunteer to read out the question for the cla.c.

Give Ss time to write the answer on the page.d.

Do the same with the other two questions.e.

Put Ss into pairs to check their answers.Sounds and words (1) Getting ready: a.

Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.

Have Ss look at the board.c.

Underline the letters ir, ear and ur in the words.d.

T: Let‟s practice this sound.e.

T: / /.[Ss: / /] Using the book: a.

Have Ss look at the pictures on the page.b.

T: Let‟s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.d.

T: Let‟s listen again and this time, repeat.e.

Have Ss repeat after the tape.f.

After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words (2) Getting ready: a.

Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.

Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt) Using the book: a.

T: Let‟s listen to the chant.

Play the tape and have Ss point to each word as the tape says it.c.

T: Let‟s chant together.

Play the tape again and have Ss practice chanting.e.

Divide Ss into four groups.f.

T: Let‟s see who can chant better!

Have each group chat in their own creative way.h.

Choose a group with the best performance and explain why they win.教学后记：渗透的语音知识对学生的作用较大，利用学生的竞争来学好本单元的发音，掌握良好。

(The Fourth Period) Extension activities Conversation

Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the cla.Vocabulary Divide the cla into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk; the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are succeful, they get a point.Target Divide the cla into two teams: Question Team and Answer Team.The teams stand on opposite sides of the claroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you (go swimming)? and toes the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I (go swimming twice a week).Then S2 toes the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.

(The Fifth Period) Practice 1

Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to gue what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to gue the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2

After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in cla go ice-skating once a year.Song activity

Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the cla by miming, showing their fingers, and pointing to the correct word on the board.Activity

Divide the cla into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What‟s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the cla into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.

Write the r-combination ir, ur and ear on the board.Brainstorm with the cla the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her; ur: burn.b.

Ask the cla to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教学后记:

1、教学内容不多，句型比较简单，而且内容贴近我们的生活实际，学生掌握的比较好。在综合练习中，反映学生对以前所学的动词词组遗忘率比较高。

2、对于一般现在时的第三人称的动词变化，学生掌握得不太牢固，总忘记词性变化，-s。学生对歌曲的学习还是比较浓厚。

3、学生的阅读能力比较薄弱，理解课文能力很差，对人称的转变，对句型的结构不理解，须加大训练力度。

4 Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.

T: (Point to sentence A.) (S1‟s name), can you read the beginning of the sentence? [S1: I bought…]

Continue with the rest.Using the book a.

T: Now listen to the tape.b.

Play the tape for A, then pause the tape.c.

T: I bought … (Gesture for Ss to answer.) [Ss: a roll of toilet paper.] d.

Repeat for B, and have Ss write the answer on the page.e.

Continue with the rest.Review 2 Getting ready a.

Bring in Picture Cards 1-24.b.

Review the cards orally.Using the book a.

Ask a volunteer to read aloud question A for the cla.b.

T: Now, look at the pictures.Write the answers on the page.c.

Give Ss time to fill in the blanks.d.

Continue with the rest.e.

Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.

Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tiues and a roll of toilet paper on the board, picture-side up.b.

Ask individual Ss to write the correct word underneath each picture, and then have the whole cla say the word.c.

T: We‟re going to read Jenny‟s e-mail.Using the book a.

T: Now, let‟s read the e-mail.b.

Give Ss time to read the e-mail silently.c.

Have individual Ss read aloud the e-mail sentence by sentence.d.

T: (Point to question A.) (S1‟s name), can you read the question? [S1: What are Mary‟s hobbies?] e.

T: What‟s the answer, (S2‟s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.

T: Write the answer on the page.g.

Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.

Point to the word pearl.b.

T: / /, /,,/.Pearl.I‟ll play the tape.Let‟s find the sound / /.c.

Play the tape.d.

T: Can you find the words with the sound / /? Circle them.e.

Have Ss say the words so that the cla can check the answers.f.

Repeat procedures for questions B and C.教学后记：本单元的复习工作开展较好，学生在知识上的连贯比五年级要好，听力部分掌握的情况良好。

Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?

Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?

Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the cla.Read and find

Divide the cla into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel

Divide the cla into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn‟t.They ran to their friend‟s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the cla into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教学后记: 本单元主要学习量词词组、动词词组、时间时态，涉及四种时态的综合运用，涉及特殊疑问句、一般疑问句及其回答与运用，还有双元音的字母、字母组合发音。学生对词汇的掌握比较好，但对于句型、动词、时态的掌握有待加强训练。

5 It‟s a magic hat.

Objectives and Requirements: Language Review: How much is the guitar? It‟s $85.Wow! That‟s expensive! How much are those socks? They‟re $1.hey! That‟s cheap! Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys (The First Period) Conversation Getting ready a.

Bring in some real money, e.g.¥1,¥2,¥5,¥10,and ¥100 bills (or use Gogo Money WB p.70) b.

T: (Show a ¥1bill.) This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.

Continue with different notes.d.

T: (Show a ¥10 bill.) How much is this? [Ss: Ten yuan.] e.

Do the same with some other notes.f.

Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.

T: Now, let‟s listen to the tape.

Hold up the book and point to the pictures.c.

T: Let‟s listen again and repeat.

Play the tape, pausing after each expreion to have Ss repeat.e.

T: (Point to the hat.) How much is this hat? [Ss: It‟s a hundred dollars.] f.

T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.

Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expreions as the characters‟ voices and add actions.Vocabulary Getting ready a.

Bring in Picture cards 25-32 on the board, picture-side up.b.

Show the picture side of the Picture Card forty.c.

T: Listen and repeat.d.

Show each Picture Card and say the word for Ss to repeat.Using the book a.

T: Listen to the tape and repeat.Point to each picture as you say it.b.

Have Ss listen, repeat and point to each picture.c.

Point to the pictures at random and have Ss say the words.d.

Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.

T: (Point to S1‟s eraser.) How much is that eraser? b.

Teach Ss how to answer with their currency.[S1: It‟s (two yuan).] c.

T: (Point to S1‟s pencils.) How much are those pencils? [S1: They‟re (five yuan).] d.

Ask some more Ss, and have them answer accordingly.e.

Have Ss ask T similar questions.f.

Answer truthfully.Using the book a.

Have Ss look at the pictures on the page.b.

Ask individual Ss to read out the sentences.c.

Play the tape a few times and have Ss practice along with the tape.d.

Put Ss into pairs and have them act out the dialogs.e.

Have pairs ask each other about their own items as in Getting ready section above.=教学后记：学生对Gogo的讲话方式感兴趣，模仿的比较好，对数字的认识还可以，但遗忘较大，对以前学过的数字掌握反而不够，询问价钱贴近生活，一问一答的对话学生编的好。 (The Second Period) Practice 1 Getting ready a.

Write How much _________? On the board.b.

T: (Point to the first picture in A.) How much is a carton of ice cream? c.

T: (Point to the second picture in A.) (S1‟s name), can you make a question? [S1: How much is a cone of ice cream?] d.

Continue with individual Ss with different pictures.Using the book a.

Have Ss look at the pictures for A.b.

Write It‟s ____.Underneath question A on the board.

T: (Point to the first picture.) (S1‟s name), can you answer the question using the sentence structure on the board? [S1: It‟s ten dollars.] d.

Continue with the other pictures.e.

T: Let‟s listen to the tape.

Play the tape for A, then pause.g.

T: What‟s the answer? [Ss: It‟s four dollars.]

T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? i.

Have S2 write the sentence on the board.j.

Repeat the procedures with the other three questions.Practice 2 Getting ready a.

Have two Ss read the dialog.b.

T: (Point to the skateboard.) Is it cheap? [Ss: No, it isn‟t.It‟s expensive.] c.

Go over each picture.Using the book a.

Put Ss into pairs.b.

Have Ss take turns asking and answering questions about the pictures.c.

Walk around the claroom to see how Ss are doing Chant activity Getting ready a.

Have Ss look at the pictures around the lyrics.b.

T: (Point to the box.) Can you make a question? [Ss: How much is that box?] c.

Have one student answer.[S1: It‟s fifty dollars.]

T: (Point to the socks.) Can you make a question? [Ss: How much are those socks?] e.

Have another student answer.[S2: They‟re three dollars.] Using the book a.

T: Let‟s read out the lyrics first.

Ask individual Ss to read out the sentences.c.

T: (Point to the blanks on the page.) There are some words miing.d.

T: Let‟s listen to the chant and fill in the blanks.e.

Play the tape and have Ss fill in the blanks.f.

Pause the tape from time to time if neceary.g.

T: Now, it‟s time to chant! Let‟s listen to the tape first.h.

Play the tape again for Ss to practice chanting together.i.

Divide the cla into two groups.j.

Have one group chant the question parts and the other group chant the answers.Then switch.=教学后记：本课时充分训练了学生的听力和口语，对询问价钱的问题有了一定的认识，礼貌上的教育也加强了。

(The Third Period) Activity Getting ready a.

Have Ss look at Student A picture on the page.b.

T: Look at the Student A picture for one minute.c.

T: (Give Ss one minute.) Now, close your books.d.

T: What was in the picture? Do you remember? e.

Ask Ss to name all the items they remember.Using the book a.

Put Ss into pairs and aign them Student A and Student B roles.b.

T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.

T: Some information is miing in each picture.Your partner has

the answers.Ask each other about the items.d.

Give Ss time to ask, answer and write the prices on the page.e.

Circulate around the claroom to see how Ss are doing.f.

When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.

Bring in a cup and a key.b.

T: (Hold up a cup.) Repeat.Cup.[Ss: Cup.] c.

T: ( Hold up a key.) Repeat.Key.[Ss: Key.] d.

T: Today we practice the sound /k/.It‟s the sound in the words „cup‟ and „key‟.Repeat after me.

T: /k/.[Ss: /k/.] Using the book a.

Have Ss look at the pictures on the page.b.

T: Let‟s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.d.

T: Let‟s listen again and this time, repeat.e.

Have Ss repeat after the tape.f.

After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.

Write color, kite, black, carrot and keys on the board.b.

Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.) Using the book a.

T: Let‟s listen to the chant.

Play the tape and have Ss point to each word as the tape says it.c.

T: Let‟s chant together.d.

Play the tape again and have Ss practice chanting.e.

Divide Ss into four groups.f.

T: Let‟s see who can chant better!

Have each group chant in their own creative way.h.

Choose a group chat in their own creative way.i.

Choose a group with the best performance and explain why they win.教学后记：发音较到位，学生掌握的情况良好。

(The Fourth Period) Extension activities Conversation

Bring some hats to cla (or ask Ss to bring hats to cla).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the cla.Vocabulary

Bring some shopping catalogs/newspaper advertisements to cla.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1‟s name), how much is the toy car? [S1: It‟s (forty yuan).] Target

After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this (television)? [S1: It‟s (one thousand yuan).] T: Wow! That‟s expensive! When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the cla.Practice 1

Bring some real objects, e.g.a bag of chips, a box of tiues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this (bottle of shampoo)? Have S1 answer based on the price tag, e.g.It‟s (twelve yuan).Then make a comment, e.g.Wow! That‟s expensive!/ That‟s cheap! Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2

Before cla, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---¥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That‟s (¥173)! Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That‟s (one hundred and seventy-three) yuan.教学后记: 1、本单元教学内容比较贴近生活，在生活中运用比较广泛，学生的学习兴趣比较浓厚。对句型容易掌握，但对名词的单复数不能明确区分。

2、学生对数字的掌握欠缺一点，特别是对以前所学习的1-20的单词遗忘较多，对于几十几、几百几十几、几千几百几十几的表示法掌握不太理想。

Unit6 The turtle is faster The First Period

Teaching contents: (Vocabulary Target Practice) Teaching key point:

1、Target language

2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n

Review Reiew words of the animals and sentences about Is…? and What‟s this? n

Presentation 1

SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.] (point to each letter for Ss to say.) [Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order ( picture-side up) and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n

Presentation2

SB p.32 T: (Point to the Picture Cards of elephant and turtle.) Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n

Practice

SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the cla.Put Ss take turns asking and answering questions about the pictures.Walk around the claroom to provide help if needed.Extension activity TB p.71 n

Homework Copy Vocabulary and Target on the exercise book.Say conversation.n

Writing Is_________________?

hippo

elephant

turtle snail Which is _________________?

big

small

fast

slow

bigger

smaller

faster slower

The Second Period

Teaching contents: (Conversation Practice1 and Chant activity) Teaching key point: Will be able to answer questions after listening to short paages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n

Review Review words and sentences about Vocabulary and Target.n

Presentation

SB p.31 Ask Ss to look at the first picture.T: (Point to the turtle in the first picture.) Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let‟s listen to the tape and read the story.

Play the tape and have Ss look at the pictures and dialog in their books.T: Let‟s listen again and repeat.

Play the tape, pausing after each expreion to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n

Practice

SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T: (Point to the first picture.) (S1‟s name) , can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let‟s listen to the tape.Play the tape for A, then pause.T: What‟s the answer? [Ss: A snail is slower.]

T: Put a checkmark in the correct box.( S2‟s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n

Song activity 1

SB p.34 Have Ss look at the pictures around the lyrics.T: ( point to the snail and the snake.) Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T: (Point to the plane and the train.) Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let‟s listen to the song.

Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the cla into two groups and aign each group a verse.Play the tape and have each group sing their verse.n

Activity2 Have Ss look at the pictures.Have Ss Gue what the song is going to sing about in A and B.T: Now let‟s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if neceary.T: Let‟s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n

Homework conversation.Write ask and answer of practice1 on the exercise book.n

Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.

The Third Period

Teaching contents: (Activity sounds and words) Teaching key point:

1、Will be able to respond to / ask question about daily life (using comparatives)

2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life (using comparatives) Teaching aids: tape cards Teaching procedure: n

Review (show the cards) Review words and sentences of Unit6.Activity

SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T: ( Give Ss one minute.) Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books .You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the claroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole cla can check the answers.Extension activity TB p.71 Optional activities TB p.73 n

Presentation

SB p.36 ( Hold up your thumb.) Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It‟s the sound in the word „good‟.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let‟s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.T; Let‟s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n

Practice

SB p.36 Have Ss look at the pictures.T: ( point to Gogo) What‟s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let‟s listen to the chant.

Play the tape and have Ss point to each word as the tape says it.T: Let‟s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let‟s see who can chant better!

Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n

Homework Finish the workbook and the writing book of Unit6 n

Writing g /g/ give

good

gate get

gift

garage 教学后记:

1、

对于比较的学习，学生的学习兴趣还是比较浓厚的，对于比较级的词形变化规则，学生还是掌握地不错的，但对于句子的结构就有待加强训练。

2、

总体来看，学生对形容词比较级的掌握还是不错的。

Unit Seven

He‟ s better than us Ⅰ.Teaching Targets.1.

Knowledge Targets: a) These noodle are cheaper than those noodles.b) Yes, but those noodles are better than these noodle.c) Sounds and words: l fl 2.

Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expreion Ⅱ.Teaching Key Points.学习多音节形容词比较级的表达方法。 Ⅲ.Teaching Difficult Points. 多音节词形容词的比较级。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.

Review words: big-bigger

small-smaller fast-faster slow-slower.2.

Start a free talk of the clamates with sentences.eg: Which is _____._____or _____? _____is _____.Step two .Presentation.1.

Learn the conversation with Poster 2.

Learn the vocabulary and target.Step three .New leon.1.

Learning the conversation with Poster.2.

a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.

d).Play the tape: Pausing after each expreion to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo. Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.

Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.

Have other Ss to read out in Target.b.

Play the tape and read it after the tape c.

Put Ss into pairs and act out it.d.

Do some substitution drills.Using the picture cards.Step four .Sum-up.Step five.Writing on blackboard.

Unit Seven

He‟s better than us

younger

B.older

… is\\are {cheaper

than

…

more expensive Ⅵ.The Second Period.Step one .Revision.1.

Review the conversation and vocabulary.2.

Acting in target P38.3.

Step two Presentation 1.

Do practice 1and 2.in P39.2.

Learn chant activity 1.2.Step three .New leon.1.

Practice1 a.

Ask four Ss to read the four questions for the cla.b.

Play the tape for A.then pause.c.

Cheek it.2.

Practice2 a.

Put Ss into pairs and have then take turns asking and answering.b.

Walk around the claroom to see how Ss are doing.3.

Chan activity 1 a.

Play the tape and point to each word as it is chanted.b.

Play the tape again and have all Ss chant together.c.

Divide Ss into two groups.d.

Have one group chant the question and the other group chem.The answers then switch 4.

chant activity 2 a.

Paint to the blanks on the page.b.

Give Ss time to fill in the blanks.c.

Walk around the claroom to help Ss if needed.d.

Check the answer together.Step four .Sum-up.Step five .Writing on blackboard.

Unit Seven

He‟s better than us Sentences:

Is ____ bigger than ____?

Which is smaller ____or_____?

Who‟s older ____ or____? Words: big-bigger young-younger

Tall- _____ thick-_______

_____-worse

show-______

cheap-______ ______-thinner

fast-_______ ______-older

short-______

good-_______.

Ⅶ.The Third Period.Step one .Revision.1.

Review words and sentences in P38 2.

Read check activity in P40.Step two.Presentation.1.

Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.

Learn sound and words: [ f ] Step three: new leon 1.

Activity a.

Put Ss into pairs and give each pair a coin.b.

Dive one example .Paint to the first picture.c.

Check how Ss are doing.2.

Sounds and words 1.a.

Write the words on Bb and underline ph gh and f then the T reads it the Ss page .b.

Have Ss look at the pictures on the page c.

Play the tape and have Ss paint to each word as the tape says it.d.

Have Ss repeat after the tape e.

After enough practice point to the pictures randomly and have Ss say the words.3.

Sounds and words 2 a.

Have Ss read the lyrics out loud.b.

Play the tape and have Ss practice.Chanting to themselves.c.

When Ss are ready, chant together.

4.Extension activity TB p.83 Step four .Sum-up.Step five .Writing on blackboard.Unit Seven He‟s better than us

Elephant

cough

half

knife calf

wife

[f]

教学后记：

学生基本上能掌握形容词比较级形式，但欠熟练，特别是多音

节形容词比较级以及不规则形容词比较级形式。

学生基本上能用than来比较两种物体或人。

Unit 8 Review 2 Ⅰ.Teaching Targets.1.

Knowledge Targets: a.

The sentences of Units5-7 b.

Sound and words:[k].[g].[f] 2.

Ability Targets: Review of Units5-7 3 .Emotion Targets:

Review of Unit5-7 Ⅱ.Teaching Key Points.

The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.

The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.

Review words in Units5-7 2.

Review the structure in Units5-7 Step two .Presentation.1.

Activities 1 a.

Point to sentence A Eg:(S‟s name), can you read the beginning of the sentence? S: The red cup…

Continue with the rest.c.

Play the tape for A.then pause the tape .d.

Repeat for B.and have Ss write the answer in the page.e.

Continue with the rest.2.

Activities 2 a.

Bring in Picture cards.b.

Review the cards orally c.

Ask a volunteer to read aloud question A for the cla.d.

Give Ss time to fill in he blanks.e.

Continue with the rest.f.

Put Ss into pairs and have them ex change Their work for checking.3.

Activities 3 a.

Give Ss time to read the e-mail silently.b.

Have individual Ss read aloud the e-mail sentence by sentence.c.

Continue with the rest.4.

Activities 4 a.

Ask individual Ss to read the words out Louel b.

Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.

Play the tape and circle them.d.

Have Ss say the words so that the cla can check the answers.e.

Repeat procedures for questions B and C

Step three

Sun-up Step four.Writing on blackboard.

教学后记：

1、

从复习情况来看，学生对本组单元的重点掌握良好，特别是对形容词的比较级的掌握，大部分同学都基本能正确掌握。

2、

学生通过比较学习，能很迅速地掌握学习内容，但是个别学生还有待加强。

9 The green fish is the biggest. Ⅰ.Teaching Targets. 1.Knowledge Targets:

The drill: What‟s the smallest animal in your book? The ant is the smallest animal in this book. What‟s the biggest animal in the world? The whale is the biggest.

The form of the superlative degree of adjective. 2.Ability Targets:

A: The students can talk about people and animals using superlatives. B: The students can sing the songs：Who‟s the tallest? Sixteen Songs about Beijing. Ⅱ.Teaching Key Points: The drills and the words.

Ⅲ.Teaching Difficult Points: Compare and say the sentences. Ⅳ.Periods: three periods. Ⅴ.The First Period.

Step one .Revision. 1.Getting ready.

1.In cla, have two students show their pictures.At the front. T: (Point at the pictures) Who‟s bigger?

2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?

3.Have Ss white sentences on the board. Eg: A is bigger than.B C is the biggest.

Step two .Presentation. 1.Using the book.

T: (point to the first picture). What are they going to do? Ss: They are going to dive. Ask about other pictures.eg: What color is this? What‟s this?

T: Let‟s listen to the tape and read the story. (Have Ss follow the story in their books) T: Let‟s listen again and repeat.

l Play the tape, pausing after each sentence to have Ss repeat.

l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny. l Have groups practice the dialog. 2.Extension activity. Step three .New leon. 1.Getting ready

l Bring in picture cards 33-48.

l Show the picture sides of the picture card hippo, elephant and whale. l T: Look A hippo is big. An elephant is bigger. A whale is the biggest.

l Continue with the rest of the cards in the same way. 2.Using the book

1.Listen to the tape and point to each word.

2.Play the to tape again, and have Ss repeat each word.

3.Point to the pictures at random and have Ss repeat each word. Step four .Sum-up.

Step five.Writing on blackboard. Ⅶ.The Second Period. Step one .Revision.

1.Let‟s Ss read it together of conversation. 2.Show the picture cards 33-48.

3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book. Step two.Presentation.

1.white the whale is the biggest.(under line the and _est) 2.Underneath _ est, write the most

3.Explain the some words use the and the word ending _est .and that others use the most point to the bonus vocabulary, the most fun.

4.Point to the pictures and model the dialogs.

1:Play the tape and pause after each sentence, allowing Ss time to repeat.. 2:Put Ss into pairs to practice the dialogs.

3:Encourage Ss to substitute the words and create new dialogs.

5.Do practice 1 1;Play the tape.

2:Have Ss put a checkmark in the correct box. 6.Do practice 2

1:Have Ss look at Sb page 49.

2:Ask Ss to come to the front of the claroom and role-play Gogo and Tony. 3:Ask and answer . 7.Song activity .

1;Have Ss look at the pictures around the lyrics. 2:asking questions about the pictures

3:play the tape and have Ss fill in the blanks.

4:Play the tape again and have Ss practice singing together . 8.Extension activities Step three.New leon. Step four .Sum-up.

Step five .Writing on blackboard. Ⅶ.The Third Period. Step one .Revision.

1.Let‟s Ss sing the song.Who‟s the tallest? 2.Ask individual Ss to read out the sentences. Step two.Presentation. 1.Activity

1.Have Ss look at the pictures.

2.With the other items and people in the picture. 3.Give some time to write the answers on the page. 4.Check their answers 2.Sounds and words.

1.Have Ss look at the picture on the page. 2.Listen to the tape

3.Have Ss repeat after the tape.

4.Sing the song sixteen songs about Beijing. 5.Finish the workbook unit 9 Step three.New leon. Step four .Sum-up.

Step five .Writing on blackboard. Ⅷ.Teaching postscript。

1、学生基本上掌握形容词最高级形式，但尾音读得不够准确。

2、学生基本上能用形容词比较级和最高级说一句完整的话。

3、Sounds and words 含有s 音的单词未能准确区分。

Unit 10 I want the best

1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.

Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.

Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.Review: Ask three Ss to Bb and compare:

S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two .Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say. Step three New leon.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture) Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T: (Point to the title): What do they want to find at the clothes shop? Can you gue?

Ss: They want to find the best clothes.

B: Listen to the tape and read the story.

C: Encourage Ss to use the same voice expreion as the characters voices.

D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four .Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one .Revision.Review: 1.Conversation .2.Vocabulary .3.Target.Step two .Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three .New leon.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the cla.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under „Me‟.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the cla ask a question, Eg: Who has the longest (hair) in your group? 3.Song activity 1) a.T: (Point to the picture of cheese) What is it? It‟s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2) A: Have Ss Look at the pictures.

B: Have different Ss name the different item on the table.

C: listen to the tape and fill in the boxes.

D: Give Ss time to write the answers on the page.Step four .Sum-up.Step five .Writing on blackboard.

Who ahs the longest____?

Which is the cheapest? Ⅶ.The Third Period.Step one .Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.

These_____ are the____.

B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New leon.1.Activity .a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin .Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1) a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.

2) a.Have Ss read the lyrics out loud.

b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four .Sum-up.Step five .Writing on blackboard. /n/ neck.nose.notebook.napkin.knees.know. Ⅷ.Teaching postscript.

1、

对形容词比较级和最高级形式掌握得都比较好，但多音节形

容词以及good bad 的形式欠熟练。

2、

大部分学生都能用比较级和最高级说一句完整的话。但说最高级时很多学生会漏掉the.

3、

Sounds and words 的单词掌握不够熟练。

11、Let\'s go to space Ⅰ.Teaching Targets.

1.Knowledge Targets:

The sun looks smaller than the Earth but it‟s bigger.

Which is the biggest planet in the solar system?

It‟s Jupiter.

2.Ability Targets: Ss can read and say.

Ss can talk about the solar system using comparatives and superlatives.

Ⅱ.Teaching Key Points.

Vocabulary: the Earth the moon the sun stars.

Furthest nearest heaviest lightest.

Sounds and words: leaves living room lion lemon lamp light. Ⅲ.Teaching Difficult Points. Vocabulary and sounds.

Ⅳ.Periods: three periods. Ⅴ.The First Period.

Step one .Revision.

Review Unit 10.1.Recite conversation and target.2Spell the words. Step two .Presentation.

1.Conversation

a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.

2.Vocabulary

A.Put up picture cards 65-72 on the board.

3.Target.

a.Put picture card furthest word side up on the board. b.T; which is the furthest planet from the Earth.

Ss; Pluto.

Step three .New leon.

1.Conversation.

a.Listen to the tape and read the story.

b.Repeat twice.

c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo. e.Encourage groups to the voice expreion.

f.Vocabulary.

a) Listen to the tape and repeat. b) Point to the pictures at random and say.

c) Read together.

d) Have reading match .

g.Target.

a) ask Ss to read.

b) Listen to the tape and read.

c) Put Ss into pain and have them act out the dialogues.

Step four .Sum-up.

Step five.Writing on blackboard.

The sun looks smaller than the Earth but it‟s bigger.

Which is the biggest planet in the solar system?

It‟s Jupiter.

The earth.Furthest The sun heaviest The moon nearest Stars lightest.

Ⅵ.The Second Period.

Step one .Revision.

1.Read Conversation.Vocabulary Target. Step two .Presentation.

a.Ask four Ss to read question a- a loud.

b.Ask four Ss to write the questions on the board. practice 2

a.Have two Ss read the dialogue.

b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity

a.(Point to Tony) T: what is Tony doing? He‟s looking at the moon and stars.

b.Have Ss look at the word in each box.

c.Ask some Ss to make sentences using the words in the boxes.

Step three .New leon. 1.Practice 1.

a.Listen to the tape. b.Write down the answer.

Practice 2

a.Put Ss into pairs and aign Student A and student B roles. b.Demonstrate the activity with one pair first. c.T: (Point to the chart ) Student A ask question A

d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.

Song activity.

a.Listen to the song

b.Have Ss listen and point to each words as it is sung. c.Let‟s listen to the song first.

d.Listen and draw lines and match the words.

e.Let‟s sing the song.

Step four .Sum-up.

Step five .Writing on blackboard.

Which is the biggest planet?

Jupiter.

Ⅶ.The Third Period.

Step one .Revision.

Review Vocabulary and target.

Step two.Presentation.] 1.Activity

a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.

b.Now thick about your own solar system .How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?

2.Sounds and words . A.Write lion on the board. B.Under line L. C.Repeat [l]

D.Read the sentences

E.Circle the words with [l] sound. Step three.New leon. 1.Activity.

a.Give Ss time to draw their imagined solar system.

b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words

a.Listen to the tape and point to the words b.Repeat

c.Listen and point. 3.Read the sentences.

a.Circle the words [I] sound b.Listen to the tape and practice. c.Chant together. Step four .Sum-up.

Step five .Writing on blackboard.

Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.

1、学生基本上能用比较级和最高级去比较太阳、地球、月亮的大小关系以及太阳系九大行星的特点。

2、学生对far的比较级和最高级形式掌握不够好。

3、学生难于区别sounds and words的单词。

12 Review 3 TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

review 3

getting ready

l put four picture cards up on the board.

l Write the letter A on the board.

l Bring s1 up and give him/her a piece of chalk/marker.

l Make up a question and answer about one of the pictures.

l S1 finds the a line from and draws a line from letter A to the picture card.

Using the book

l T: let‟ s listen to the tape.

l Play a, then pause the tape.

l T: which picture is it , cla?(point to the girl studying.)

l Model drawing a line from a to the matching picture.

l Play the tape for Ss to continue with the rest.

getting ready

l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.

l Take them back to the cla and have them do their actions.

l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.

l T: who is acting out the correct word?

l Have Ss answer accordingly.

Using the book

l T: listen to the tape.Circle the correct picture.

l Play the tape once, pausing so Ss can circle the pictures.

Teaching postscript:

12 review 3

TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the second period

PROCEDURES:

getting ready

l write smil , stre and air on the board.

l Ask three Ss to come up to the board.Give them chalk/markers.

l Say one of the words and have one student write in the miing letter(s).

l Repeat with the other two words and tow Ss. Using the book

l Ask Ss to look at the pictures.

l T: listen to the words and repeat.

l Play the tape and stop after each number.

l Ss repeat the words as they are writing in the miing letter(s) from each word.

getting ready

l write a sentence on the board, e.g.whose is this?

l In the blank space, put up picture card 44 wallet.

l T: (pointing to the picture.)what is this?[Ss: it‟s a wallet.]

l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]

l Write a few more sentences like this.

Using the book

l T: now, you find the words and to the croword puzzle.

l Circulate, checking Ss‟ work.

l Ss write the words next to each sentence.

l Then Ss complete the puzzle. Answer key 1-ruler, 2-mouth, 3(acro)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing

l Play the tape once, pausing so Ss can circle the pictures. Teaching postscript:

第13篇：六年级英语教案[定稿]

六年级英语教案——Recyle 1 教案

一、教学目标与要求

1.用一般过去式连贯表达一段发生过的事。

2.理解Read and answer内容，并能完成相关练习。

3．学唱歌曲“I went on a holiday”。

二、教学重、难点分析

用一般过去式连贯叙述一段事是本课时的难点，要求老师在正确示范的基础上带领学生进一步熟悉掌握。

三、课前准备

1．教师准备本课时所用的磁带、VCD。

2．教师准备小玩具一个。

3．学生制作棋子一副。

四、教学步骤和建议

1．热身（Warm-up）

(1)

播放歌曲I went on a holiday,学生跟唱。

(2) Throwing game：同学间互相抛接一个小玩具，得玩具者必须说出一个和trip相关的单词或短语，前后不能重复。

2.预习（Preview）

日常口语练习。

内容可参考：Where did you go on the holiday?

How far is … from …?

What’s the weather like in …?

What did you do there?

Do you like taking a trip/ hearing good news? 3.新课呈现（Presentation）

(1)

教师：I have 2 pieces of news for you.One is good, the other one is bad.Which one do you want to listen first? 在黑板的两侧分别板书：Bad news 和Good news。接着介绍：The bad news is I was false in the examination last year.The good one is I worked hard than before then I paed the examination this year.

(2)

请学生讲几条bad news，鼓励全班大胆设想，把bad news变成good news。

如：S1: It’s rainy today, but I have no umbrella. S2: I have a umbrella, I can go home with you. S3: Your dad will give you a lift.

S4: You can enjoy the beautiful city in the rain.

教师鼓励学生创造性地表达，并对学生进行适时的辨证主义教育。

(3)

从学生讲述bad news引入Mike lost the suitcase这则故事。播放课文录音，学生静听两遍后，合上书本，完成Read and tick or cro练习。

(4)

学生阅读课文，教师指导。 (5)

请学生根据各自阅读情况，从课文中摘抄一些单词，每次请一位同学板书，其余学生根据这些单词抢答说一些简单的语句（可以是原文，也可以是学生自己的话）。可以通过小组竞赛的方式进行。

(6)

Group work：小组讨论完成书本的Good news and bad news game. (7)

播放歌曲I went on a holiday录音或VCD，学生跟唱。

４．巩固和扩展(Consolidation and extension)

(1) 兔子耳朵。教师匀速朗读一段课文，其中会有词漏读或加词，让学生找出错处并记录，比一比谁的耳朵最尖。如果学生的听力不错，教师可适当加快语速。

(2) Ladders and slides.以下棋的形式进行句子表达练习。棋子的每一格都有一个单词，学生走到一个就要讲一句包含上面单词的话，最先到达终点者获胜。

(3) 辩论赛。教师提供一个Topic，如：The tourism is good/ bad for our dairy life。将全班分成两组，抽签决定各自的主题，进行一定时间的准备讨论，然后以辩论赛的形式各自陈述自己的理由，理由充分又正确者为胜。

（4）完成活动手册配套练习。

第14篇：小学六年级英语教案

Unit 1 A Parade Day 1.Teaching aims: What did you do yesterday? I played basketball.What did you do the day before yesterday? I played basketball,then, too.2.教学重点、难点: a.v-ed: used, studied, played, visited, ran, talked, jumped, cleaned b.Paes: last night, the day before yesterday, last Sunday 3.教具: pictures, word cards, a basketball/football, tape, recorder 4.教学过程： The first period Step 1 Revision a.v-ed using pictures and word cards . b.Ask and answer using pictures.eg.T: What did Jenny do yesterday? P1: She painted. T: Did you painted yesterday? P1: Yes, I did/No, I didn\'t.Step 2 Presentation a.Ask and answer using pictures. T: Tom, what did you do yesterday? P2: I played watched TV. T: What about you, Peter? P3: I watched TV, too. T: Mary, what did you do yesterday? P4: I basketball/football. T: What did you do the day before yesterday? (Repeat.) P4: I played basketball/football, too.T: You can say, \"I played basketball/football, of course.\" (Repeat.) (Write \"the day before yesterday\" , \" of course\" and sentences on the Bb.) b.Teach \"last night\" and \"last Sunday\" in the same way.c.Teach v.and v-ed at P60 using word cards, pictures/objects. eg.T: What did you do the day before yesterday? P5: I practiced piano.What about you, Mi Zou? T: I visited my good friend.(Repeat.) (Write these two pairs of v.and v-ed on the Bb.And ask the students to read them one by one.Tell them how to pronounce and the ways of the sounds.Teach other words in the same way.) Step3 Listen and repeat.Step4 Practice in pairs using word cards from WB. Read v-ed and make sentences using them. Step5 Ask answer and write.Finish P61 Practice 2.Step6 Ask and answer. Step7 Summary.Step8 Homework.a.Try to recite Target.b.Remember v.and v-ed.Blackboard writing: Unit 1 A Parade Day use-used play-played What did you do yesterday/last night/Sunday? run-ran study-studied I played basketball.talk-talked visit-visited What did you do the day before yesterday? jump-jumped clean-cleaned I played basketball,then, too.

one.) T: Can you play it? P: Yes, I can/No, I can\'t. T: I can play the trumpet in the parade.(Repeat.) (Showing a picture on the Bb and write\" a parade\" on the Bb.Ask the students to read them.) T: What did you do in the parade? P3: I danced. T: I played the trumpet.(Repeat.) b.Listen to tape twice without looking at the book or picture.c.Look at the picture or book and read after the tape twice.d.Read dialogue by themselves.Step2.Practice in pairs/groups.Step3.Act dialogue.Step4.Listening at P61 practice1.Step5.Chant activity .a.Listen and chant.b.Look, write and chant.c.Check answers.Step6.Exercises.a.Do exercises.b.Check answers.

Step7.Summary.Step8.Homework.a.Try to recite dialogue.b.Finish Look and write.Blackboard writing: Unit 1 A Parade Day parade I danced/played the trumpet.trumpet We watched.

25 Unit 3 A Lucky Day (The first period) Teaching Aim: Learn some phrases: woke up late /mied the bus /forget the homework /lost my keys Learn the target.Teaching key point: Learn the phrases and using them correctly.Teaching difficult point: Talk about someone‘s bad day .Teaching aids: Tape -recorder,picture cards Teaching procedure: Review: Revise some old words: eg.buy-bought have-had get-got do-did is/am-was are-were Talk about the pictures in pairs.eg.A:Where did you buy the can of milk ? B: I bought it at the … A:How much was it ?

26 B:It‘s … Representation: Put picture cards on the board.T: (Point to the clock) What time is it ? S:….

T: In this morning I woke up at 8:00.(Put woke up late on the board) T:I woke up late.S: Woke up late .Teaching other phrases with the same way.Play the tape and have Ss repeat each words.Action game : eg.T:.Action.S: Lost my key.Learn the target : Write I had a bad day .And I had a great day on the board.T: (Show woke up late ) read this.Ss: Woke up late .T: Is this bad or good? Ss: It‘s bad .Look at some pictures again 45 The Third period (Song activity, Activity, Sounds and words)

一、教学目标:

1、继续巩固学习Why are you scared? Because he‘s going into the hole.和Why did you go into the hole? Because it‘s great.这些句型及其问答。

2、学习Sounds and words部分的字母的发音及单词。

3、能独立完成Workbook的练习。

二、教学重点、难点: 1.Sounds and words部分单词mountain/ mouth/ house/ cloudy/ mouse/ playground里字母组合ou的发音。

2.理解Activity部分的内容，并能独立完成问题。

三、教学方法：讲授法、练习法

四、教具学具：录音机单词卡片

五、学情分析：本课时语音部分的内容较简单，学生学起来会较轻松，而Activity部分的内容基础好的学生会容易掌握，基础薄弱的学生则要老师多加以引导。

六、教学过程： Step1.Review

Unit 5 Being Helpful 教学目标：

一、知识目标：

1、“四会”单词及词组：turn on ,turn off, put away, take out, trash,light,put on,hang up,clean up,in a minute,later,very good.

2、“四会”句子： Can you take out the trash,please? Sure.I‘ll take it out.Can you hang up my clothes? Sure.I‘ll hang them up in a minute.Can you clean up my room,please? Sorry.I‘m busy now.

二、能力目标：

1、能使用基本句型表达请求： Can you turn on the light,please? Sure.I‘ll turn it on.

2、能在实际生活中灵活运用句子来表达自己的请求，能听懂别人的请求，并能按照指令做出反应。

三、情感、文化等有关目标：

1﹑情感态度：激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践，培养他们做事情的能力。 2﹑策略：注重合作学习。

教学重点：

一、掌握四会单词及词组。

二、理解并灵活运用句型：Can you do sth? Sure.I‘ll do sth..教学难点：

一、单词发音的准确性。

二、句型的活用及turn it on,take it out,hang them up 的正确用法。教学准备：老师准备所用的图片、录音机。学生人手一套图片。 Period 1 (Vocabulary and Target) 教学内容：turn on the light;turn off the TV;take out your notebook;put away your books; take out the trash.Can you take out the trash,please? Sure.I‘ll take it out.

一、Warming up:

1、Greeting: Where were you yesterday?Did you go to the park last Sunday? What are you go to do today?No,I didn‘t.

2、Revision：What will the weather be like in the afternoon? It will be warm and sunny.Will there be a balcony ? No,there won‘t.

二.教学呈现：

1.上课前将窗帘拉上,走进教室时,看看教室说:It’s dark..It’s bad for your eyes.Please turn on the light.(作手示) 重复几次书： Can you turn on the light ? Sure.I will turn it on.贴上图片,学习词组：turn on the light 2.创设情景,同样方法教学词turn off the TV, put away your books ,take out your notebook, take out the trash.3.Play a game : A、Look at my mouth and gue the phrases.B

,板

组：、Make a small dialogue after modle.4.Listen to the tape first, then listen and read after it .5.Learn Target.Listen and read after the tape.6.Read by yourselves.

三、把所学词组的图画卡片堆成一迭。学生随意抽取一张卡片上的短语造一个表示请求的句子，如：Can you turn off the light?另一学生用动作表演回应请求，接着，请其他的学生继续进行活动。四﹑小结：简单小结本节课的知识并复习学生的薄弱知识点。五﹑Homework：Copy the new phrases and sentences.预习Vocabulary的其余三个词组和Conversation.板书:

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b.Play the tape, pausing after each sentence to have Ss repeat.c.Put Ss into four groups and give them the roles of Jenny, Tony, Gogo and the robber.3.Song activity a.Listen to the song.b.Sing together.c.Listen and write.Step four .Sum-up.Step five .Writing on blackboard.I lost my book.So I have to find it.He dropped the plates.So he has to clean the floor.

Unit 6 Feeling Fun (The third period) Teaching contests Sounds and words, workbook and writing book The objectives 1.Learn the sound ―ear‖ 2.Finish the workbook and writing book of this unit.Teaching main point Learn the sound and words.Teaching difficult point The sounds ear‖ Teaching aids Tape Procedure Revise 1.Revise the song 2.Revise the new words of this unit.Using the book

―1.Write chair on the board and underline ―ear‖ .say: Do you remember this word? Say it.[Ss: chair.] T: Good.Repeat.―ear‖.[Ss: ―ear‖] 2.Have Ss look at the pictures on the page.Play the tape and have Ss point to each word and the tape says it.1.Have Ss repeat after the tape.2.After enough practice, point to the pictures in random order and have Ss say the word.

Chant 1.Let the Ss read the sentence.2.Listen to the tape once.3.Read after the tape.4.Play the tape and have Ss practice chanting to themselves.5.When Ss are read , chant together.Exercise 1.Let the Ss do the workbook and writing book first.2.Check the answers together.3.Read all the new sounds.4.Writing on the blackboard

第15篇：湘少版六年级上册英语教案[1]

六年级上学期英语教学计划

一、教材分析

根据―课程标准‖要求进行编写，以―话题---功能---结构---任务‖相结合的原则，力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体；本教材提倡―任务型‖的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

本教材共有14个单元组成，其中第一~第八，第九~第十四单元为新授单元，主要有A、B、C、D、E、F六个板块构，以下主要分析新授单元各板块。 A Listen and say 情景对话教学。

本板块除了仍然有对话理解的背景材料外，对话篇幅明显增长，难度也增加，主要出现的语法有一般现在时(第三人称单数作主语)、现在进行时、一般过去时；情态动词、there be结构等等。通过该板块的教学，着重训练学生的朗读能力和会话能力。在教学中，教师要尽量创设交际活动的情景，增强语言实践的真实感，并采用―先听说、后读写，先整体、后局部‖的方法，引导和鼓励学生积极、主动地参加语言实践活动。

B Let‘s listen and read 词汇教学。主要按话题归类和图词结合的方式呈现新的词语，有名词、动词、短语或他们的混合形式及过去式。在这些词语中，有的在前面已经出现过，但有的是第一次出现；有的只要求―三会‖，有的却要求掌握。教师在教学中，要尽可能用学生已知的情景引出新的词语；并与句型教学有机地结合起来，使学生能在情景中学习和运用词汇；不能盲目提高要求，应承认学生认知水平的差异性。

C A bout the story 阅读教学本板块为语篇的听力理解和对话的阅读理解训练，着重培养学生理解和书写的能力。教师在教学中，要充分挖掘课本所提供的材料，为学生营造较为宽松的环境，进行由浅入深的训练；要把握好听的时机，为有困难的学生提供多听的机会；要利用讲评为学生提供再次练习的机会。

D Let‘s practice 句型的口语训练教学。本板块以图为主，提供了主要句型，旨在通过比较真实的语言情境滚动的方法操练本单元和已学过的内容。学习句型的目的是为了掌握句子结构，以便在适当的交际情景中运用这些句型去表达思想，因此句型应放在情景中操练，力求使学生通过操练学到现实生活中有交际价值的语言。教师在教学中，要尽量减少机械操练，创设较真实的情景，以小组活动为主，鼓励学生积极参与，对于不同层次的学生都要给予肯定；发现问题，要及时纠正，并进行语法现象的归纳和总结。

E Let‘s read and write 读写本板块是课文学习的延伸，通过阅读、观察，培养学生的理解和判断能力，养成良好的阅读习惯。教师应鼓励学生课前预习，以初步理解所学内容；教学中，教师要运用图片、简笔画，多媒体等直观手段，让学生整体感知语篇内容。教师要加强对学困生的关注，尽可能为他们提供展示的机会；为学有余力的学生提供看图说话或文字材料复述的机会。

F Let‘s find out 本板块是趣味性的综合练习。通过游戏、调查、做手工等活动巩固所学内容，培养学生的听、说、读、写能力和注意、观察、记忆、思维、想象、动手等能力。教师要鼓励学生积极参与这些活动，让他们通过模仿、体验、实践和合作等方式发展能力和智力，感受成功的喜悦。教师在教学中，要根据所教学生的特点做到有详有略，合理安排；利用教学资源，培养学生自主学习意识。总之，英语活动课的设计一定要以语言的运用为出发点和落脚点。

两个复习单元，通过形式多样、生动活泼的练习，有计划、有重点地综合复习所学词语、句型和日常交际用语。在教学时，教师可根据具体情况将这些板块重新组合，也可适当增加内容，使学生更好地复习所学内容，完成学习任务。

二、学生情况分析：

经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。

同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。

三、培养的学习目标

1按四会与三会要求掌握所学的单词。 2能按四会要求掌握所学的句型。

3能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确，所用话语与场合符合。

4能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。 5培养良好的书写习惯，能做到书写规范整洁。

6培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调，逐步培养语感。

7能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。

8能演唱以学过的英语歌曲，朗诵已学过的歌谣。 9能渗透给学生良好的自学英语的方法。

四、教学措施

1、课堂上尽量使用英语组织教学，做到持之以恒，由少积多，以助于创造英语气氛，养成学生听英语，用英语思维的习惯。

2、学生的特征，可将每个单元，该单元的教学内容重新组合，科学合理的把单词教学，对话操练，复习巩固融为一体。

3、多以图片、手势呈现英语单词及对话情景，图片呈现采用灵活多样的方法将该单元所学的内容柔和在一起进行综合操练。如师生快速问候和介绍、学生间连续的相互问候和介绍，创设情景进行表演等，让学生将所学的对话用于不同的情景。采用先听说，后读写，先整体，后局部的方法教学。

教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。

5、词汇教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练。

6、逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。

A适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。 B语音教学中采用―分散出现，集中归纳，经常接触‖的方法。 C初步渗透任务型教学的教学理念。

五、教学进度安排

课次课时周次 Unit 1、2 5 1-2 Unit 3 5 3-4 Unit

4、5 5 5-7 Unit 6 5 8-9 Unit

7、8 5 10 Unit 9 5 11-12 Unit

10、11 5 13-14 Unit 12 5 15-16 Unit13 5 17-18 Unit14 5 19

Unit one

The children are playing in the park

Period 1 Teaching targets.1． The target of knowledge: 1） Learn these new words: slide, bench, bark, chain, swing 2） Learn these sentences: be doing sth 2． The targets of skills: 1) Can understand the four –skill words.2) Can understand the sentence structure.3) Can describe the other ‗s actions.3．The targets of emotion: To love the living surrounding.Main points :The new words and sentences.Difficult point: Can describe the other ‗s actions.Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up Greetings.Learn to sing a song

Use the cards to go over the new dialogue Game—Quick response Retell the story Step2 Presentation and drill 1.T : Hello,boys and girls ,,nice to meet you again,today is the first day of this term.let‘s go to a park and have a look,what will happen in the park! Show a picture of a park ,learn the new words A swing Show a swing and says : This is a swing ,let‘s put it in the park,write the word on the blackboard.Leads reading the new word 2.Show the pictures and put them on the picture (in the park),and learn to say the words.3.Leads reading the words,and requires the pupils to act as a little teacher,leads reading 4.Look and say: High and low voice Step3 Fast reading and listening 1) Show the pictures

T introduces the situation and requires the pupils to read the dialogue by themselves

2)Listen and repeat ,leads reading 3)Listen and imitation Step4 Instive doing Reading the dialogue carefully Listen and repeat the dialogue Retell the story ,check the resul

Period 2 Teaching targets.1） Consolidate these new words: slide, bench, bark, chain, swing 2)Can master these sentences: be doing sth 3) Can retell the story 2．The targets of emotion: To love the living surrounding.Main points :The new words and sentences.Difficult point: Can describe the other ‗s actions.retell the story Teaching aids : cards,tape ,record Teaching Proce: Step 1 Warming up Greetings.Learn to sing a song

Use the cards to go over the new dialogue Game—Quick response Retell the story Step2 Presentation and drill 1.T :Let‘s listen and repeat the story together

Show the new words ,requires the pupils to read ,go over the words.

Teacher explin the grammar for the pupils ,and asks them to make sentences with the present time am/is/are +doing Step3 Practice 1) Show the pictures

T introduces the situation and requires the pupils to read the dialogue by themselves

2)Listen and repeat ,leads reading 3)Listen and imitation Step4 Consolidation 1)Make a stuation and have a dialogue with their partners, choose some to act it out A: Sports meeting ,the children are watching the athelets.They‘re talking about the sports .2)Estimation 3)Homework: Listen and read the dialogue, copy the new words No

Period 3 Teaching targets.1）Go over these four-skill words 2) Learn to sing a song 3) Can finish Part F Main points : The new words and sentences, the English song Difficult point: Can describe the other‘s actions; learn to sing the song Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up Greetings.Go over the four-skill words Play a game – magic eyes 3.Use the cards to go over the new dialogue ,and make sentences with the present time ,they are required not to make the same sentences 4.Retell the story Step2 Presentation and drill 1.Part E Listen to the tape and requires them to read the words ,and try to say the words 2.ow the new words ,leads reading ,and learn to sing the song.3.Listen to tape and follow it ,sing the song together Step3 Practice 1) Part F Explain the situation for the cla (The children want to see a film , requires pupils to find out how the children reach the cinema) 2)Requires the pupils to find the answers ,say their answers first ,then write down on the book. Step4 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite the story Notes:

Unit2 Katie always gets up early

Period 1 Teaching targets.1． The target of knowledge: Learn these new words: wake up, make the bed, wave, I‘m late 2） Learn these sentences: sb do sth at some time(the third time) 2． The targets of skills: 1) Can understand the four –skill words.2) Can understand the sentence structure.3) Can describe the other ‗s actions.(the third time) 3．The targets of emotion: To form the health living habit Main points :The new words and sentences.Difficult point:sb do (does )sth at some time.Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Learn to sing a song-London Bridge is falling down 3.Use the cards to go over the words Game—Gue ,gue, gue 4.Retell the story—Unit 1 Step2 Presentation and drill 1.T : You‘re very good.You are all good pupils.And Katie ia a good pupil too.Everyone likes her .She is never late for school.She always gets up early every day .Then she makes bed .after breakfast, she waves her family goodbye.T says the sentences and does the actions to helps pupils to understand the meanings.learn the new words Lead reading the words and check the results.According to the words ,sk some questions and requires pupils to answer the questions.T: Do you get up early everyday?… 2.Game –Patting flies.3.Leads reading the words,and requires the pupils to act as a little teacher,leads reading 4.Look and say: High and low voice Step3 Fast reading and listening Read the dialogue quickly ,then answer the following question What time does Katie‘s father leave for work?

T introduces the situation and requires the pupils to read the dialogue by themselves

2)Listen and imitation Step4 Intensive doing 1)Reading the dialogue carefully 2)Listen and repeat the dialogue 3)Retell the story ,check the resul

Period 2 Teaching targets.1)Consolidate these new words 2)Can master these sentence structure: sb do (does) sth every day 3) Can retell the story 2．The targets of emotion: To love the life.Main points :The new words and sentences.Difficult point: Can use the present time of the third person Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.sing a song

3.Use the cards to go over the words Game—Golden finger Say something about your daily life Step2 Presentation and drill Show the new words : always ,often , usually ,never Requires the pupils to read ,go over the words.Teacher explin the grammar for the pupils .Ask stuents to read the dialogue of Part A ,then the dtudents are required to draw line under the adv.Eg.Katie always get up early.Notes: always表示―老是，总是，一直‖与NEVER相对 Never表示―永不，决不，从来没有‖ Often表示―常常，时常，通常‖ Usually表示―惯常地，通常地‖ Step3 Practice 1) Part D 1)ractice in pairs,according to the form to say something about Peter‘s day. 2)Group work

3)Finish the hand writing ,then check the answers Step4 Consolidation always often usually never Makes breakfast for family Washes clothes in the morning Cooks dinner for the hildren ….

1)Make a stuation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words Notes:

Period 3 Teaching targets.1）Go over these four-skill word, text,grammar 2) Can finish Part E Main points : The new words and sentences

Difficult point: Can describe the other‘s actions ,make differences between ―always,never,often,usually‖

Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Go over the four-skill words 3.Use the cards to go over the new dialogue ,and make sentences with ―always,never,often,usually‖

Step2 Presentation and drill 1.Explain the sentences for the cla ,then requires the pupils to communicate with others ,according to the information in the form.2.Part E Listen to the tape and requires them to finish Part E,check the answers.3.Listen to tape and follow it

4.Requires the pupils to find the answers ,say their answers first ,then write down on the book. Step3 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text Notes:

Unit3 Let‘s go to the Underwater World

Period 1 Teaching targets.1．The target of knowledge: 1)Learn these new words: underwater world , picnic, library,science story 2) Learn these sentences: sb do sth at some time(the third time) 2.The targets of skills: 1) Can understand the four –skill words.2) Can understand the sentence structure: the imperative sentence Can describe person‘s willing with the imperative sentence 3．The targets of emotion: Can describe person‘s willing with the imperative sentence Main points :The new words and the imperative sentence.Difficult point: Let‘s do sth .

Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Free talk: say something about their daily life Step2 Presentation and drill 1.T : Hello ,boys and girls .I don‘t feel happy today ,can you gue why? Requires the pupils to gue the reasons.Ss: …

T :Let me tell you , My new watch miing yesterday(show a watch)I want to go to the library to read the science stories ,but my friend told me it was not open.I want to the park for a pinic,but my friend wanted to go to the shopping center.Say the words and show the cards ,helps pupils to understand the meanings.learn the new words Lead reading the words and check the results.2.Game –Patting flies.3.Leads reading the words,and requires the pupils to act as a little teacher, leads reading Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question Where did the go?

T introduces the situation and requires the pupils to find the answer . 2)Listen and imitation Step4 Intensive doing 1)Reading the dialogue carefully,then finish the form pople Suggestions Peter Go to the Underwater World

Ling ling Go to the park for a picnic/go to the shopping center Mingming Go to the library Anne Go to the beach Results Too late to go out 2)Listen and repeat the dialogue 3)According to the form,retell the story Finish patC ,then listen and repeat Step5 Consolidation Require the pupils to act it out Estimation Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master these sentence structure: the imperative sentence 2) Can retell the story 2．The targets of emotion: To love the life.Main points :The new words and sentence structure.Difficult point: Can use the imperative sentence Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.sing a song

Lead the pupils to say :Let‘s go to the hospital! Teacher explin the words for the pupils .Lead reading :sick,hungry ,hot,thirsty,bored 2.Do and say(Game) Game—Making friend Hot thirsty bored hungry happy sick Restaurant swimming pool , cinema park hospital cafe Step3 Practice 1 .Part D 1) Finish Pard D 2)Group work: Have a competition

Put the cards into a box ,requires pupils to choose one card ,and make a sentence Eg:hot I feel hot ,I want to the swimming pool Step4 Consolidation Make a stuation and have a dialogue with their partners, choose some to act it out Discu where do you want to go ,take a note 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text Notes:

Period 3 Teaching targets.1）Go over these four-skill word, text,grammar 2) Can finish Part E,F Main points : To consolidate the grammar Difficult point: To improve the ability of speaking Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing an English song Game –Gue,gue,gue Choose a card and do the action, requires pupils to gue Step2 Presentation and drill T: I want to buy some milk ,where can I go? S: You can go to the supermarket T: I wan to see a football game ,where can I go? S: You can go to the stadium …

Have a free talk with their partners Game—Quick response T says the name of the place ,requires the pupils to say the activity which we can have Eg: S1:Cinema S2:See a film …

Step3 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text Notes:

Unit4 It‘s the Mid-Autumn Festive

Period 1 Teaching targets.1.The target of knowledge: Learn these new words: egg yolk , grapes, tea , mooncake 2) Learn to tell the story.2.The targets of skills: 1) Can understand the four –skill words.2)Can tell the story and understand some traditional festive culture 3．The targets of emotion: To filter the education of east-west culture ,to encourage the interesting of study Main points :Understand the story and retell it.Difficult point: Retell the story .Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.3.Retell or act out the Unit2 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : mooncake , eggyolk ,grapes

T: I‘m hungry ,I want to eat this after cla.Do you know what it is?

Lead the pupils to answer like this: It‘s a mooncake

Write the word and lead reading : mooncake , the Mid-Autumn Festive , eggyolk , grapes Lead reading the words and check the results.2.Game –Magic eyes.3.Game –Brain storn Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question How could Chang‘e fly to the moon? 2.Listen and imitation Step4 Intensive reading 1)Reading the dialogue carefully,then answer the following questions: Why did Chang‘e take the magic medicine? What did shi bring with her to the moon? Was Chang‘e happy on the moon?

Period 2 Teaching targets.1)Can master these words and phrases: shall,except ,each other 2) Canact out the story 2．The targets of emotion: To understand the festive culture of traditional festive Main points :The new words and sentence structure.Difficult point: Can act out the story Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Use the cards to go over the words

3.Look at the picture and retell the dialogue,have a match Step2 Presentation and drill T put an ornament of Chang‘e

T: I want to fly to the moon,I shall take this medicine Help pupils to understand the meaning

T: I feel so lonely here .There is no one except the rabbit and me .I mi my husband .We mi each other very much.2.Learn to say the new words 3.Require the cla to estimate the teacher‘s performance

4.Read the story ,then act out the story(three pupils as a group) Step3 Practice 1 .Game--Brain storm Game—Little actor Step4 Consolidation 1)Make a stuation and have a dialogue with their partners, choose some to act it out Discu where do you want to go ,take a note 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text Notes:

Period 3 Teaching targets.1）Go over these four-skill words Can sing the song:Do Re Mi To cultivate the pupils‘ patriotism, to promote their culture knowleage Main points : To consolidate the words and can sing the song :Do Re Mi Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing an English song Game – Make friends Choose a card put the cards to the stickers Step2 Presentation and drill 1.T: I want to buy some milk ,where can I go? S: You can go to the supermarket T: I wan to see a football game ,where can I go? S: You can go to the stadium …

2.Have a free talk with their partners 3.Game—Quick response Step3 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text

Unit5 The children are playing noisily

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:living room,phone,loudly,noisly,quietly Learn to tell the story.2.The targets of skills: 1) Can understand the four –skill words.2) Can use the adv.skillfully 3．The targets of emotion: To filter the education of good-manners ,to help students to form the habit of good behavior Main points :Understand the story and retell it.Difficult point: Retell the story .Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.Do Re Mi 3.Retell or act out the Unit4 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : living room,phone,loudly,noisily,quietly T: Who are they?They are my friends,Lingling and Dongdong,Do you know where they were yesterday?They were in my home.

T describes the situation vividly, lead the pupils to understand with exaggerational countenance and objects.T:…

Write the word and lead reading the new words,explain the words for the students.Lead reading the words and check the results.2.Game –Look and say(Consolidate the adv.) Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question What ‗s the weather like today?

Why can‘t Mrs.Chen hear herfriend on the phone? 2.To help the pupils to understand the word: heavily

3.Listen and imitation(Ask the pupils to find the adv.And draw out) Step4 Intensive reading 1)Reading the dialogue carefully,then answer the following questions: Who is Mrs.Chen talking to? What are the children doing in the living room? How is Dongdong playing? Who is talking louding? 2)Listen and repeat the dialogue 3) Choose one picture to retell the story Step5 Consolidation Retell the story，finish the following form it Rain heavily outside Lingling and Dongdong Play noisily in the living room Mrs.Chen Talk not clearly on the phone Dongdong Play noisily Lingling Talk loudly Lingling and dongdong Play quietly in the bedroom Estimation(评价) Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master and perform the adv.:slowly,quickly,softly 2) Can act out the story 2．The targets of emotion: To filter their interestings of learning English Main points :The new words and sentence structure.Difficult point: Can act out the story Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Use the cards to go over the words 3.Game—Quick response 4.Look at the picture and retell the dialogue,have a match Step2 Presentation and drill Countiue the game,lead in the new words T walks slowly, guides the pupils to describe the teacher‘s action:The teacher is walking slowly Help pupils to understand the meaning,learn to say the words 2.Learn to say the other new words:softly,speak; Play a game—Singing different tune T: Speak slowly Ss:Speak quickly ……

Step3 Practice 1 .Part D Devide into groups,requires the groups to describe the pictures orally.Finish writing exercises ,(can discu by groups) Step4 Consolidation 1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to expre their willings politely) 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text

Period 3 Teaching targets.1）Go over these four-skill words 2)Can advance the ability of performing language comprehensively 3)Can enhance the interestings of learning English Main points : To consolidate the words

Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Go over the words Requires threestudents to play game,one puts up a word(verb),another put up a word(adv.),the others make a sentence with the two words 4.Free talk and performance Step2 Presentation and drill PartE T points to the Mrs.Zhao T: Who is she? Ss:She is Mrs.Zhao T: What is she doing? Answer: She is dancing happily 2.Use the same way to learn another words:politely,carefully 2.Have a free talk with their partners 3.Game—Quick response Step3 Practice Requires the students to expre :what is ..doing PartF T:What are they doing ? 3.Listen and sing Step4Consolidation Make a situation and have a dialogue with their partners, choose some to act it out Situation: one morning ,you and your friend go to the park,you see many people are doing morning exercises ,you are talking about it 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text

Unit6 How tall are you

Period 1 Teaching targets.1.The target of knowledge: Learn these new words: week,worried,scared,measure,weigh, Heavy,light 2)Can understand and retell the text 2.The targets of skills: To improve the skills of listening ,speaking ,reading and writing To improve the ability of performing language comprehensively 3．The targets of emotion: To filter the physique education Main points :Understand the story and retell it.Difficult point: Retell the story ,the method of special question Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Perform the song :Row your boat Use the cards to go over the words Game—Magic eye Game—What‘s miing

4.Retell or act out the Unit4 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : week, worried, scared, measure, weigh, Heavy, light T show a phote of baby(a student‘s phote).

T:Look,he is one of our clamate.He looked very weak Write the word and lead reading the new word ,explain the words for the students.T: his mother measured him,and he was only 90centimetres,his mother weighed him,he wad only 12 kilogrammers.Use the same way to learn the other words Lead reading the words and check the results.Show another photo

T: Look,he grows fast .Who is he? Do you know? (point out the pupil) T: Is he light now? Ss: No ,he is heavy Learn the new words,lead reading the topic sentence and the words.3.Game –Look and say(Consolidate the adv.) Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T: This is Peter ,he is weak,his mother is worried about him,what‘s the matter with him?Let‘s read the text quickly and try to answer How did Peter feel when he saw the doctor? Was the doctor friendly?what did he do? 2.To help the pupils to understand the word: scared 3.Listen and imitation(Ask the pupils to find the adv.And draw out) Step4 Intensive reading 1)Reading the dialogue carefully, hen answer the following questions: Where did Peter go? Why did Peter go there? How old was he? How tall(heavy) was he? 2)Listen and answer the questions 3) Choose one picture to retell the story Step5 Consolidation Retell the story，finish the following form Estimation(评价) Estimate the performance of the pupils‘, conform and encourage,to filter their potential of learning English Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master and perform the sentence structure 2)Can improve the skills of learning English 3)Can further the interestings of learning English 2．The targets of emotion: To filter their interestings of learning English Main points :To master the special question of questioning the other‘s basic situation Difficult point:To improve the ability of performing language comprehensively Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song:Row your boat 3.Look at the picture and retell the dialogue,have a match Step2 Presentation and drill Introduce a new friend T:Today ,I‘llintroduce you a new friend,please ask him some quedtions.ok? Ss:OK! T:My name is Sun Wukong Ss:How old are you ? T:I‘m very old.Ss:…

2.Play a game—Quick renponse Step3 Practice 1 .Part D Devide into groups,requires the groups to describe the pictures orally.Finish writing exercises ,(can discu by groups) Step4 Consolidation 1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to expre their willings politely) 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text Notes

Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Go over the words Requires threestudents to play game,one puts up a word(verb),another put up a word(adv.),the others make a sentence with the two words 4.Free talk and performance Step2 Presentation and drill PartE T points to the Mrs.Zhao T: Who is she? Ss:She is Mrs.Zhao T: What is she doing? Answer: She is dancing happily 2.Use the same way to learn another words:politely,carefully 2.Have a free talk with their partners 3.Game—Quick response Step3 Practice Requires the students to expre :what is ..doing PartF T:What are they doing ? 3.Listen and sing Step4Consolidation 1)Make a situation and have a dialogue with their partners, 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text

Unit7 These horns are too big

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:foolishi,bull,horn,kill,rbbed,idea,ugly Learn to tell the story.2.The targets of skills: 1) Can understand the four –skill words.2) Can use the sentence structure:These horns are too big to expre the feature of the things 3．The targets of emotion: To educate the pupils not to believe bad-man easily Main points :Understand the story and use the sentence structure:These horns are too big to expre the feature of the things Difficult point: Retell the story .Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.Row your boat Game—Making friends Teacher puts the word cards on the Bb,requires the students to collocate into suitable phrases Beatuful, fat, tiger, pig, squirrel, tall, elephant, bird, strong, big, giraffe, small, monkey, naughty Step2 Presentation and drill Learn the new words:kill and foolish 1)Show a picture,a little with a bat in her hand T: What does she want to do? Help the pupils to answer like this:She wants to kill the fly.Write down the word and lead reading T:Can she kill the fly? Ss:No,she can‘t ,she is foolish

Write the word and lead reading the new words,explain the words for the students.Lead reading the words and check the results.2.Use the same way to learn the other words: bull, horn Step3 Fast reading and listening T: What do you think of the horns Ss: They are small.T: Yes, they are small, they are too small for the bull, Why are the bull‘s horns so small? 2.Read the dialogue quickly , then answer the following question Why are the bull‘s horns so small?

3.To help the pupils to understand the word: heavily 4.Listen and imitation Step4 Intensive reading 1)Reading the dialogue carefully,then answer the following questions: Where was the bull? What did the lion wan to do to the bull? What the lion say to the bull? What did the bull do? 2)Listen and repeat the dialogue Step5 Consolidation Retell the story，finish the following form(six elements of a narration) time Long,long again place In a field characters A lion and a bull reason The lion was hungry course the lion wants to eat the bull the horns are too big rubbed his horns against the tree smaller than the lion‘s ears

result The lion jumped on the bull and killed it Estimation(评价) Homework: Listen and retell the text ,copy the words and sentences

Period 2 Teaching targets.1)Can master and perform the adv.: too,just

2) Can use the adv.:too and just to discu things 2．The targets of emotion: To filter their interestings of learning English Main points : Can use the adv.:too and just to discu things Difficult point: To perceive the structure of sentence pattern:They are too small Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.Game—Linked heart T showa some words (foolish,bull,kill,rubbed,horns,idea)choose two pupils to take one word ,and remember in the heart ,the other pupils to gue which word the student choose Free talk

T:Are the bull‘s horns too big? Ss:No, they aren‘t

T:Why did the lion say that the bull‘s horns are too big? Ss:Because the lion wanted to kill the bull ….

4.Look at the picture and retell the story Step2 Presentation and drill PartD Lead in the new dialogue,learn the sentence pattern T:Yseaterday was my birthday,my father /mother/husband just came back from Beijing,he/she bought some clothes for me,look,here they are (show a clothes)Doyou think it is ok for me?I don‘t think so,I think it is too big for me.Do you think so? Learn to say :It is too big T:Look ,what do you think of this one? Ss:It‘s too small

T: Yes ,I think so,I can‘t wear id ,it is too small.(show another one) T:Look this one ,what do you think of this one? Ss:It‘s just right for you

Learn to say this sentence:It‘s just right for you .3:Finish partC Play a game—Singing different tune Step3 Practice 1 .Requires the pupils to make sentences with:it is too… T writes down the pupils‘ sentences

Clean one part of the sentences,ask pupils to add the last part KING OF REMEMBER Step4 Consolidation Free talk

Situation:MiLi is doing shopping in a supermarket ,she is satisfied with a sweater,she wants to try it one.2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text Notes:

Period 3 Teaching targets.1`)To practice the usage of too 2)Can advance the ability of listening 3)Can enhance the interestings of learning English Main points : To practice the usage of too Difficult point: Understand a story by listening the story Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Free talk and performance Step2 Presentation and drill T shows a jacket T: Can you wear this jacket? Ss:No,I can not.It‘s too small Write down the dialogue S1:Can you wear the jacket S2:No,I can not ,it‘s too small.Can you wear this pyjamas? Step3 Practice PartF Pair work,discu the pictures,finish the exercise The bos is 500kg,I can‘t lift it,It is too heavy

I can not wear this pair of trousers.They are too long.I can‘t drink this tea,it‘s too hot

The toy car is 500yuan ,I can‘t buy it ,it‘s too expensive Step4Consolidation 1.PartF Look and answer the questions What do you learn from picture4 What do you learn from picture6 What do you learn from picture7 Listen and arrenage 2.Retell the story 3.Homework: Listen and read the dialogue, copy the new words ,and try to recite text

Unit8 My singing is louder than yours

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:garden ,hole,pleased,small,bigger,angry 2)Can understand and retell the text 2.The targets of skills: To improve the usage of adjective comparative degree To improve the ability of performing language comprehensively 3．The targets of emotion: To educate the pupils not to bully the small and weak Main points : To improve the usage of adjective comparative degree Difficult point: Understand the sentence pattern:…ate most of the food ,leaving only a little for the smaller bird Teaching aids : cards, tape ,record,picture Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing the song :Row your boat Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : 1)T show a picture of a garden T:Look,what ‗s this ? Ss:It‘s a garden

Learn to say the word:garden 2)T points to the hole T:Look,what ‗s this ? Ss:It‘s a hole

Learn to say the word:hole 3)T:Why are the birds looking at the hole? Encourage the pupils to elaborate their imagination,answer the question.Use the same way to learn the other words:smaller ,bigger Lead reading the words and check the results.4)T: Is he angry? Ss: Yes ,he is.Learn the new words,lead reading the topic sentence and the words.Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question Whose singing is louder ? Whose singing does the girl like better? 2 .Listen and imitation Step4 Intensive reading Help the pupils to understand the sentence pattern:…ate most of the food ,leaving only a little for the smaller bird.1)Reading the dialogue carefully, then answer the following questions: Where did the birds live? What did the two birds look like? What happened to the smaller birds? Who gave food to the birds? 2)Listen and answer the questions 3)Finish Part C Step5 Consolidation Retell the story，finish the following form TIME Long,long again PLACE In a garden CHARACTER A smaller bird,a bigger bird,a girl REASON …… COURSE …….RESULT ……

Estimation(评价) Require the pupils to talk about how to not to bully the small and weak ,link with their reality

Homework: Listen and repeat the text ,copy the words and sentences

Period 2 Teaching targets.1)Can master and perform the form of the adjective comparative degree 2)Can use the adjective comparative degree to compara two things Main points : Use the adjective comparative degree to compara two things Difficult point: The form of the adjective comparative degree Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song

3.Look at the picture and retell the text:the horns are too big Step2 Presentation and drill 1.Requires the pupils to come to the Bb(one is thin,one is fat) T: S1 is fatter than S2,S2 is thinner thanS1 Learn to say the new words:thinner ,fatter Requires the pupils to come to the Bb(one is taller,one is shorter) T: S1 is shorter than S2,S2 is taller thanS1 Learn to say the new words: taller ,shorter 2.Play a game—Quick renponse Step3 Practice 1 .Part D Finish writing exercises ,(can discu by groups) 2.Require two pupils to come to the Bb,ask the other to describe their clamates Step4 Consolidation Free talk( survey your clamates‘ birthday, height,weight ,fill in the form,then give a report) names birthday height weight Anne … …

2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text Notes:

Period 3 Teaching targets. 1)Can master and perform the form of the adjective comparative degree 2)Can use the adjective comparative degree to write a short paragraph Main points : Master and perform the form of the adjective comparative degree Difficult point: Use the adjective comparative degree to write a short paragraph Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Retell the story Step2 Presentation and drill 1.PartE T shows a long and s short ruler T: My ruler is longer than yours Learn to say the word :longer T shows two books at different prices T: This book is cheaper than that book Learn the word:cheaper 2.Use the same way to learn another word:older 3.Sum up: A is/are + adjective comparative degree + than B Step3 Practice 1.PartE 1)Two students to discu the pictures 2)Finish writing exercise Step4Consolidation 1)Make a situation and have a dialogue with their partners, 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text

Unit9what is dongdong going to do?

Period 1

Teaching targets.1.The target of knowledge: 1)Learn these new words: turns,pick up,put dwon,shout at 2) Retell the story with the development order of a story 2.The targets of skills: To perceive the Simple Future Tense: be going to do To improve the ability of performing language comprehensively 3．The targets of emotion: To filter the education of loving nature and protecting animals Main points : To perceive the Simple Future Tense: be going to do Difficult point: To perceive the Simple Future Tense: be going to do Teaching aids : cards, tape ,record, picture Teaching Proce: Step 1 Warming up 1.Greetings.Quick response Teacher give an order ,the pupils take a response and do the actions T:We are going to play a game ,you are going to do as I ask you to ready? Put up your hands,put down your hands Turn left, turn right …

Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : T: Put down your hands ,your legs and listen to me.T does the actions ,help the pupils to understand the word T:Oh, bad luck!Can you help me pick them up? Ask a student to pick up the chalks

T: Look,he is picking up the chalks ,thanks! Learn to say the phrases: put down , pick up Listen and repeat Game—Simon says Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T:Please read the paage as fast as you can ,you are going to answer the following questions Where are Lingling and Dongdong ? What is Dongdong going to do? 2 .Listen and imitation Step4 Intensive reading Help the pupils to understand the sentence pattern:…ate most of the food ,leaving only a little for the smaller bird.1)Reading the dialogue carefully, then answer the following questions: What is Lingling looking at? What is Lingling going to do when she turns to look at Dongdong look at? Do you like Lingling ?Why ? 2)Listen and answer the questions 3)Finish Part C Step5 Consolidation Retell the story，according to the following form Lingling Looks at the monkey Is going to shout at Is going to take form…and scold Dongdong Is goig to pick up Is going to throw Is going to cry Estimation(评价) Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master and perform the new words and phrases 2) The simple future tense Main points : Master and perform the new words and phrases Difficult point: The simple future tense:be going to Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song Free talk Require the pupils (5)to come to the BB,act out the text(Dong Dong,Lingling,Monkey,Tiger,the narrator) …Dongdong is going to cry .He is going to put down the stone and say sorry to Lingling.Lingling is going to see the animals with Dongdong together …..Step2 Presentation and drill 1.Shows an umbrella ,and pretend to opening it T: What ‗s this ?It‘s an umbrella ,what am I going to do? Ss:You are going to open the umbrella.Shows a newspaper T:What‘s this?It‘s a newspaper.What am I going to do? Ss: You are going to read the newspaper.T:No,I‘m not going to read the newspaper,I am going to buy some meat,I am going to put the meat in the paper Learn to say the new words Play a game—Gue,gue,gue Step3 Practice 1 .Part D Finish writing exercises ,(can discu by groups) 2.Require the pupils to practice with partners Step4 Consolidation Free talk( Look and tell a story) Picture1:Lili want to go through the street ,a dog is sitting near the shop Picture2:Lili is going to buy some meat Picture3:It‘s raining ,Lili is going to open the umbrella

Picture4:Lili finds the dog want to bite the meat ,she run home,and the dog run after her .2)Estimation 3)Homework: Draw comic strip ,tell a story with the simple future tense Notes:

Period 3 Teaching targets.1)Can master and perform the simple future tense:be going to 2)Can sing the rhyme Main points : Use the sentence pattern (be going to )to write sentneces Difficult point: Understand and sing the rhyme Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song Game---Ask and answer The pupils do the actions ,and use the sentence pattern (be going to ) What am I going to do?Teacher answer their questions Eg:S1:What am I going to do? T:You are going to… Step2 Presentation and drill Game---Gue,gue,gue Sentence pattern Is he /she going to…? Step3 Practice 1.PartE 1)Two students to discu the pictures 2)Finish writing exercise Step4Consolidation Make a situation and have a dialogue with their partners,

The Spring Festive is coming ,the pupils are talking what they are going to do. 2)Estimation 3)Homework: Listen and read the dialogue

Discu the actions for the Spring Festive

Unit10 Are you going to visit Anne?

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words: stairs,follow,film.excited,huge Retell the story with the development order of a story Can use the sentence pattern: Are you going to…? 2.The targets of skills: To perceive the Simple Future Tense: Are you going to do sth? To improve the ability of performing language comprehensively Main points : To perceive the general question of the Simple Future Tense: Are you going to do sth.Difficult point: Retell the story Teaching aids : cards, tape ,record, picture Teaching Proce: Step 1 Warming up 1.Greetings.Sing a song Retell partA of Unit9 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : T shows a card:stairs T:What are these? help the pupils to answer:They are stairs.Write down the word,explain the meaning and lead reading T looks like very happy T: Are you happy today? Ss:Yes,we are

T: I‘m very happy today,I‘m excited!because I‘m going to see a film.Learn to say the words: excited ,film Use the same way to learn the other words 2.Listen and repeat 3.Game—Magic eyes Lead the new sentence pattern T: Today is Friday ,What day is it tomorrow? Ss:Tomorrow is Saturday.T:What are you going to do?Are you going to see a film? Ss:Yes ,I‘m.

Write down the sentence pattern,learn to say Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T: Yesterday was a holiday,Lingling and Dongdong wanted to go out ,Dongdong followed her ,please tell me: What is she going to do? 2 .Listen and imitation,require the pupils to master the difficult sentences Step4 Intensive reading Help the pupils to understand the sentence patterns 1)Reading the dialogue carefully 2)Finish Part C(Pair work) Step5 Consolidation Retell the story Estimation(评价) Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master and perform the new words and phrases 2)The simple future tense(READING AND WRITING) 3)Can understand the Part D Main points : Master and perform the new words and phrases Difficult point: The simple future tense:be going to Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song

3.Use the cards to go over the words:stairs ,follow,film,excited, Require the pupils (5)to come to the BB,act out the text(Dong Dong,Lingling,Monkey,Tiger,the narrator) Step2 Presentation and drill 1.Shows a picture T: Where is this ?It‘s an amusement park, do you like playing there?Let‘s go and play.Points to the picture T:What‘s this?It‘s a roller-coaster,this is a merry-go –round.Learn to say the new words Play a game—Gue,gue,gue Step3 Practice 1 .Part D Finish writing exercises ,(can discu by groups) 2.Require the pupils to practice with partners 3.Look at the picture and tell the story 4.Game—Ask and answer Step4 Consolidation Free talk( Look and tell a story) Situation:a foreigner come to Changsha,he is a stranger to the city,someday he wants to do shopping ,but he doesn‘t know where he would go,so he ask for a taxi driver 2)Estimation 3)Homework: Listen and tell a story with the simple future tense Notes:

Period 3 Teaching targets.1)Can describe the picture of partE 2)Can use the simple future tense to describe the future actions Main points : Can describe the picture of partE Difficult point: Can use the simple future tense to describe the future actions Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Free talk(about the simple future tense) Step2 Presentation and drill Lead in the new situation T:I‘m going to the park this weekend.what‘s Lingling going to do this weekend? Requires the pupils to gue what is Lingling going to do this weekend,then show the picture :Lingling is swimming T:What‘s Lingling going to do this weekend? Ss:She is going to swimming.2.Use the same way to learn the other pictures,help the pupils to use:He/She is going to… Step3 Practice 1.PartE 1)Two students to discu the pictures 2)Finish writing exercise 3)Game –Happy paing Step4Consolidation 1)Requires the pupils to survey what his/her friends is going to do this weekend, then choose some groups to give a report

Name Ride a bicycle See a film Play basketball Buy something Go to swimming …

Lingling Mary Ken …

2)Estimation 3)Homework: Listen and read the dialogue

Discu the actions for the Spring Festive NOTES:

Unit11 When are we going to swimming?

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:bench,sand,dangerous,swimming suit 2)Understand and retell the story

3)Can use the sentence pattern: when are we going to do sth? 2.The targets of skills: To perceive the Simple Future Tense: when are we going to do sth? To improve the ability of performing language comprehensively Main points : To perceive the special question of the Simple Future Tense: When are we going to do sth.Difficult point: Retell the story Teaching aids : cards, tape ,record, picture etc Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song:The days of a week 3.Free talk: T:What are you going to do tomorrow? Ss:I‘m going to …

T:Are you going to …? …

Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words and sentence pattern:

T:I‘m so happy today,because I received a letter from my best friendQiqi,she is in HainanIsland now.She sent me a photo,would you like to have a look? Show the photo T:Look!This is my friend what is she doing? Help the pupils to answer: She is sitting on the beach and playing sand.Write down the word,explain the meaning and lead reading Learn to say the words: beach, playing sand Use the same way to learn the other words:swimming suit and the topic sentence 2.Listen and repeat 3.Game—Loud and low voice 4.Lead the new sentence pattern Write down the sentence pattern,learn to say Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T: Summer holiday is coming ,Lingling and Dongdong are going to go out with their friends What are Lingling and Dongdong going to do? What can‘t Dongdong do first?

2 .Listen and imitation,require the pupils to master the difficult sentences Step4 Intensive reading Help the pupils to understand the sentence patterns 1)Reading the dialogue carefully 2)Finish Part C(Pair work) Step5 Consolidation Act out the dialogue ,choose a pupil to act as a narrator Estimation(评价) Homework: Listen and repeat the text ,copy the words and sentences Notes:

Period 2 Teaching targets.1)Can master and perform the new words :housewife ,stall, 2)The simple future tense :be gong to do sth 3)Can understand the Part D Main points : Master and perform the new words and phrases Difficult point: The simple future tense:be going to Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song

3.Use the cards to go over the words:beach,sand,dangerous,etc Step2 Presentation and drill 1 .Part D T:What can you buy in the fish shop? What can you get from the bank? What can you get from the market? Do you like reading? Where can you get books? When are you going to the bookstore? Help the pupils to understand the questions ,then answer the questions Write down the sentence patterns ,then lead reading When are you going to … I‘m going to …at…

Pair work,to discu the pictures then finish the exercises Act out the story Step3 Practice Free talk,according to the following form: where when who What The fruit shop After supper My mother Buy some fruits The bookstore This Saturday My brother Buysome books … … … …

Step4 Consolidation Situation: X-mas is coming ,your monitor is asking the arrangement of the party 2)Estimation 3)Homework: Listen and tell a story with the simple future tense Notes: Period 3 Teaching targets.1)Can describe the picture of partE 2)Can use the simple future tense to describe the future actions:be going to do sth Main points : Can use the simple future tense to describe the future actions Difficult point: Listening comprehension Teaching aids : cards ,tape ,record etc Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song:The days of a week Free talk(about the simple future tense)

T:Good morning ,are you going to have a computer leon tomorrow? Ss:No,we are not.T:When are you going to have a computer leon? Ss;We are going to have the computer leon on Monday Step2 Presentation and drill 1.Show a photo T: Look at this photo!Last Sunday ,I played with my friends ,we took some photos at the basketball court ,we had a lot of fun Write down the phrase ,lead reading 2.Talk about the picture of Part E Step3 Practice 1.PartE 1)Two students to discu the pictures 2)Finish writing exercise 3)Finish listening exercises Step4Consolidation Sunday … Monday Tuesday Wednesday …

1) a survey 2)Estimation 3)Homework: Listen and read the dialogue NOTES:

Unit12 Christmas

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words: Christmas tree,decorations,stocking,etc 2)Understand and retell the story

3)Can understand and introduce the western traditional festival--Christmas 4) To cultivate the pupils‘ patriotism, to promote their culture knowleage ,to filter their interesting of learning English 2.The targets of skills: To improve the ability of performing language comprehensively Main points : Understand and repeat the text Difficult point: Performance

Teaching aids : cards, tape ,record,objects,etc Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song:Happy new year Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words and sentence pattern: T: Hello,boys and girls,I‘m very happy today,a new friend is coming ,look

Give the music:A Merry Christmas!Ask a pupil to act as Santa Claus,teacher greet with him T: Hello, Santa Claus Nice to meet you! Snta: Nice to meet you ,too! (Stop the music) Help the pupils to know :Santa Claus!(Father Christmas) 2.Put on the Christmas map T:Now ,I‘m Santa,hello,boy and girls ,nice to meet you ! Ss: Hello,Santa,nice to meet you too! …

Learn to say the words: Christmas tree(card),stocking,presents 3.Listen and repeat Part A 4.Pair work:read the dialogue with partners Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T: Just now we learned something zbout Christmas,do you want know more about it? Please read the text as quickly as you can and answer the following questions: Whis Father Christmas? What do people do during Christmas? 2 .Listen and imitation,require the pupils to master the difficult sentences Step4 Intensive reading Help the pupils to understand the sentence patterns 1)Reading the dialogue carefully 2)Finish Part C(Pair work) Step5 Consolidation Act out the dialogue , choose a pupil to act as a narrator Estimation(评价) Homework: Listen and repeat the text Notes:

Period 2 Teaching targets.1)Can sing the song: A Merry Christmas

2)To improve the interesting of learning English through performace 3)Can understand the festival culture of traditional festival Main points : Sing the song Difficult point: Retell the text Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song

3.Use the cards to go over the words 4.Game—Little actor Step2 Presentation and drill 1 .Part E Listen to the tape Learn to sing the song Listen and sing Performance Link the words to sentences Step4 Consolidation 1)Information 2)Estimation 3)Homework: Listen and tell a story with the simple future tense Notes: Period 3 Christmas Party

Unit13 I‘m as happy as a bird

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:carry,clever,underdtand,difficult,friendly 2)Understand and retell the story

3)Can use the sentence pattern: as…as 2.The targets of skills: To perceive the comparative degree of adjective: To improve the ability of performing language comprehensively Main points : Retell the story Difficult point: the structure:as..as Teaching aids : cards, tape ,record, picture etc Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song 3.Free talk Step2 Presentation and drill Lead in the new dialogue and learn the new words and sentence pattern: 1)T brings some books in the hand,and the books looks like too heavy to light T: Oh, the books are so heavy that I can‘t carry it.Who can carry for me?Who can help me? S1:Let me help you .T: Thank you ,you are so friendly

Write the words:carry ,friendly on the Bb,lead reading 2)Show some English readings T: S2,please read this story for us.S2:Sorry,I can‘t read the story.

T: It doesn‘t matter ,this book is too difficult.

Write down the word,explain the meaning and lead reading T: Who can read it? S3: Let me have a try.…

T: You are very clever,I feel very happy,and I think I am as happy as a bird,do you understand?

Write down the words on the Bb:clever,understand ,happy as a bird Write down the sentence pattern,learn to say 2.Listen and repeat Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question T: One day ,the children were free,Where did they go?What did they do?Please read the story quickly and see what the story is about? 2 .Listen and imitation,require the pupils to master the difficult sentences Step4 Intensive reading Read the story again,discu the following questions: Where were the children? What was Dongdong doing? What did he want to do? Did they need any help?Why? Did Dongdong speak to Peter? How did Dondong feel ? What kind of person do you think of Dongdong? Help the pupils to understand the sentence patterns Reading the dialogue carefully Listen and repeat Step5 Consolidation Retell the story,according to the following form: Dongdong Carry books The old man Not as strong as Get the book The young girl Not as tall as Understand the book Peter Not as clever as Estimation(评价) Homework: Listen and repeat the text

Tell the story for your family Notes:

Period 2 Teaching targets.1)Can master and perform the structure:as…as

Aprove the situation,to improve the pupils‘ ability of perform and arrange the language , to filter the pupils‘ aspirations of learning English Main points : Can master and perform the structure:as…as

Difficult point: Describle the things and persons with the comparative degree Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.Retell PartA Game –Gue,gue,gue Group1: S1:Is she a girl Ss:Yes,you are right S2: Is she tall? Ss:No,no,no S3: Is she short? Ss:Yes.S4: Is she thin? Ss:Yes.S5: Is she beautiful? Ss:Yes.S6:She is as happy as a bird.….

Group2: …

Step2 Presentation and drill 1 .Part D Pair work, ask the pupils to discu T: Read the description carefully,discu and find out how tall each child is.2.Finish the exercises Step4 Practice Situation: The first day of the new term , how did you feel?What did you help your teacher and clamates do? Did you show your writing tools? Please make a dialogue with your partners ,then act it out 2)Estimation 3)Homework: Make sentences with ―as…as‖ ve,they can live in t

l pattern:

ame?

Lead reading) w?

her grandma,Little Red Riding Hood is afraid of the wolf,and her grandma is afraid of the wooen answer my questions

ntences to..jumped out of …ran for help

Estimation(评价) Homework: Listen and repeat the text

Copy the new words Notes:

Period 2 Teaching targets.1)Can master and perform the structure:as…as

Group2: …

Period 3 Teaching targets.1)Can understand the new words: camel,fox,lion,bull,brave 2)Can use the adjectives:brave,clever,happy,strong,angry,quiet 3)Can write the sentences with‖as…as‖

Main points : Can write the sentences with‖as…as‖ Difficult point: Choose the references to compare things Teaching aids : cards ,tape ,record etc Teaching Proce: Step 1 Warming up 1.Greetings.2.Warming up T: I can run, I can run as fast as a rabbit. I can climb, I can climb as quickly as a monkey I can jump , I can jump as far as a kangaroo I can swim , I can swim as freely as a fish Step2 Presentation and drill T: Do you like animals, what‘s your favorite animal?Why? Requires the pupils to talk about theirs favorite animal.Teacher writes down the adjectives

T: My favorite animals are samels(shows the pictures)they are brave,they can live in the desert,we call them ―a boat of the desert‖

T: Do you like fox?(show the picture ) Foxes are very clever ….

2.Finish the puzzle (Part E) Step3 Practice Game—Little Doctor Requires the pupils to say the animals‘ names Eg: The foxes are very clever The camels are very tall. The horses are very strong. The lions are very brave. …

2.Finish part F Step4Consolidation 1)Ask the pupils to investigate what‘s your friends‘ favorite animal 2)Estimation 3)Homework: Listen and read the dialogue NOTES:

第16篇：新冀教版六年级上册英语教案

Leon 1 At the Airport

一、教学目标

（一）知识目标

1.学生能听懂会读本课课文

2.使学生通过练习复习句子：What time is it? It’s ____.复习所学过的时间表达法。 (二)能力目标

1.学生能够模仿课文对话，能练习相互问候的日常用语。

2.培养以旧带新掌握一定的语言技巧的能力，练习该如何表达时间。

（三）情感目标以情感培养人，培养学生珍惜时间的好习惯。

二、教学重点掌握what time is it ? It’s＿

三、教学难点学生能够准确的用英语表达时间。

四、教学用具录音机，磁带

五、教学资源 2 : 10 two ten or two past ten.4 : 30 four thirty or half past four.9 : 00 nine o’clock or nine.5 : 45 five forty-five or a quarter to six.

六、教学过程： Step 1 : Review 1) Play a game: “ The number game” to review number , play with numbers up to ten thousand . 2) Review some phrases : What day is it ? What time is it ? Step 2 : Presentation and practice 1.引出新课题，教授新单词airport，教读数遍并让学生明白单词的意思。 2.Ask and answer: 1).Who is this? Jenny\\Danny\\Li Ming. 2).Where does Jenny live? Canada.Where does Li Ming live? China. 3)How long is it from September 1 to June 25? Ss count the months: October November December January February„June.Wow!That’sten months.3.Teaching “ What time is it ? ”

1) 指着自己的手腕处，ask: What time is it ? （强调连读is it）.Explain that we use “o’clock” only on the hour. 2) Demonstrate : Draw a clock on the blackboard.More the hands on the clock as T asks and answer the question .Then get volunteers to answer the question .Eg: 2:40 two forty 5:10 five ten 6:37 six thirty seven 9:00 nine o’clock 3.Practice : 1) Practice in pairs . 2)Ask the volunteers to more the hands on the clock as they ask and answer the question .4.Teaching “ the text ”

1)When the students listen to the tape , think over the question : a.Why does LiMing come to Canada ? b.When does Li Ming arrive ? When will LiMing go home? c.What time did Li Ming’s plane arrive ? d.Who meets him at the airport ? e.Did he have a good trip ? 2)Read the dialogue and discu the questions in groups .3)Ask the students to answer the questions .4)Read by themselves , then read role-play .

Step 3.Homework Make up a dialogue about meeting someone at the airport .Use“ What time is it ? It’s .”

七、Blackboard Leon 1 At the Airport 5 o’clock ——What time is it? 6 o’clock ——It’s 5:25.教学反思：

Leon2 Jenny’s House

一、教学目标：

（一）知识目标：

1、能听、说、读、写单词：bedroom;kitchen; bathroom; living room ,toilet ,study

2、能用英语简单描述自己的家中的各个房间。

（二）能力目标：学生能正确运用英语描述家中的房间，能在创设的情境中进行交流，使语言交际与表达能力进一步得到提高。

（三）情感目标：

1、激发学生学习英语的浓厚兴趣，培养学习主动性，感受学英语的乐趣。

2、培养学生要热爱家庭、热爱生活。

二、教学重点、难点：

（一）教学重点：能正确运用bedroom; kitchen; bathroom; living room，toilet, study能正确运用There be„.和Here is„..句式。

（二）教学难点：能正确运用There be句式。

三.教具、学具: Some pictures，vocabulary cards ，audiotape and the tape recorder

四、教学资源：起居室和客厅的区别简单的说,区别: 客厅主要是用来接待客人的地方，起居室主要是家人一起聊天,看电视的地方。因为咱们现在的条件有限,一般人家是把客厅和起居室没有分开,一个空间,两种功能。

五、Teaching steps: Step 1.Cla Opening 1.Greetings Step 2.Revision Use vocabulary cards to review the words “ house”, “claroom”, “bathroom” ,“bed”.Step 3.Key concepts: room, kitchen, bathroom, living room 1.Introduce: a.Use posters of rooms to demonstrate each word.b.Point out the word “room” in bathroom, bedroom and living room.c.Free talk

2.Student book : a.Play the audiotape as the students follow in their books b.1).Teach “There be” 句式.Use a room to introduce some objects say There is a„.There are„„s.2).Ss say sentences freely, they should introduce some objects say There is a„.There are„„s.Step 4:Practice: Use a picture-prompt drill.Hold up vocabulary cards for objects found in particular room.Divide the cla into small groups.Ask each group to make up a dialogue about showing someone around a new house.Step 5:Consolidation Fill the blanks.Ask one volunteer to show .Step6.Tell the students to look at the pictures of the room to help them complete the 4sentences in Part2.The draw their homes and write with There is a „ There are „ Step 7:Homework: Write some sentences to describe your rooms in your house.

六、板书设计: Leon 2 Jenny’s House bedroom kitchen bathroom living room ,toilet ,study There is a toilet.Here is the bathroom.There are some four bedrooms.教学反思：

Leon 3: Making Breakfast

一、教学目标

（一）认知目标

1.使学生争取掌握（正确地说、读、写、用）单词：make , breakfast, table put half 2.学生能够理解并且掌握句型:What would you like for breakfast? I would like a/an/some____, please.(二)能力目标

1.使学生能进一步掌握更多有关厨房的名词，扩充词汇量。

2.能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意愿。

（三）情感目标学习课文后,让学生能够领悟到父母劳碌的辛苦,鼓励学生们多帮助爸爸妈妈做家务。

二、教学重难点使学生学会读写单词：make , breakfast, table put half并应用。

三、教学用具录音机，磁带，单词卡片

四、Teaching Steps: Step 1 Cla opening and Review 1.Greetings.2.Review:

1)Play “What time is it ? “ to review the way to say some times .2)Play “Draw and gue” to review the words of food.Step 2 Presentation 1.Teach “make and cook”（Explain “ cook ”） Ask the students to come to the front to write the answer.S1 : I want to cook ___.S2 : I want to make___.2.Teach the new words “breakfast, table put half” 1)Play “ Simon says “ to practice the new words .2)Ask the students to come to the front to read .Step3 Drill and Practice 1.Study the dialogue 2.Open your books，read the part one and answer my question.What would Jenny and Li Ming like for breakfast ? 3.Listen to the tape and fill in the blank.1) Mum is _________ eggs in the _________.2) The juice is in the _____________.3) Let’s put the _________ on the _________.4.Role-play the dialogue.Divide the cla into small groups.Ask each group to make up a dialogue about making a meal in a kitchen.Step4.Students fill in the blanks in Part2 - 1.Then make a dialogue with the words and would like„.Read the paage in part2-2to the students.Tell students to tick the correct reponses below that go with the paage.Check as a cla.Step 5 Homework 1.Make a dialogue . 2.write a short dialogue or paage about a meal in a kitchen .

六、板书设计：

Leon3: Making Breakfast What would you like for breakfast? I would like a, an ___ ,please. dish-----dishes refrige I would like some ___ ,please.教学反思：

Leon 4: Making Dinner

一、教学目标：

1.知识目标：要求学生掌握四会单词：lunch / clean/dirty/dinner/dry.

2.能力目标：理解并能够运用本课所学内容进行日常的会话练习。 3.情感目标：培养学生热爱劳动的思想感情。

二、教学重点：本课的四会单词。

三、教学难点：clean 和dirty 的区别与运用。

四、教学用具：录音机、教学卡片、实物等。

五、教学过程：

（一）、Cla opening and review

1、Greeting.

2、Review: Play a variation of “Where is the world?” to review rooms and objects that go in them.

3、Sing “In the Bathroom.”

（二）、Key concepts: 1.Introduce: Demonstrate the new vocabulary with a basin of water, some dish detergent, some real dishes and a towel.Wash and dry the dishes and say: These are dishes.These dishes are dirty.Let’s wash the dishes in the sink.Now, I am washing the dishes.2.Use the student book and audiotape.Pause between Number 1 and Number 2.What will Li Ming do after Jenny says “Please pa me the peas”? 3.Practice: Divide that cla into small groups.Ask each group to make up a dialogue about clean and dirty.Encourage the students to have fun.What gets dirty? How? Where? Play a game such as “Go fish” or “Memory cards”.Play “opposites” and include the new vocabulary.4.Use the activity book.Number 1 is a listening exercise on the audiotape.5.Check for understanding.6.Tell students match each sentence to correct picture above by putting the number of the picture in the square to the left of the sentence..Then complete each sentence by filling in the blanks spaces.Check as a cla.

六、板书设计：

Leon4: Making Dinner lunch dinner dish (dishes) clean dry dirty 教学反思：

Leon5: In the living room

一、教学目标

1、知识与技能目标

（1）听、说、读、写单词me ,him, them, card ,Mr.Mrs.（2）能够牢固掌握现在进行时，并将之灵活运用到课文图片的谈论及实际生活中，就家人在

家里的活动用现在进行时进行简单、准确的描述。

2、情感及文化目标

（1）激发学生听英语、说英语、用英语和他人进行交流的兴趣，敢于用英语进行表达，并能主动利用语言环境大胆实践。

（2）鼓励学生根据所学知识谈论自己家客厅的物品及家人，使之能在小组活动中积极参与他人合作，互相帮助，增强学生的团结合作意识。

（3）通过学习客厅物品及能家人的描述，教育学生珍惜亲情，热爱家庭，增强学生对家的热爱及对父母的尊重。

二、教学重点、难点

1、教学重点

（1）掌握单词me ,him, them, card ,Mr.Mrs.（2）掌握动词短语。如：watch TV, read the newspaper ,play cards, write a letter ,sit in the chair , （3）现在进行时的理解、掌握和运用。

2、教学难点

（1）变现在分词的不同方法。如：playing , reading , watching ,writing ,sitting （2）掌握现在进行时以及能够熟练运用。

三、教具: 录音机, 图片课件

四、教学过程

step1:warming up A.sing a song “In the living room” B.revision step 2:new teaching 出示Jenny家客厅的图片课件What can you find in the living room? What do you do in the living room ? step 3.game 教师让一个学生看动词短语，然后做动作，其他同学回答：what is he\\she doing ?what are you\\they doing ?\\ what am I doing ? 教师把黑板上的短语变成现在进行时的句子。出示现在进行时自我介绍的picture, ask and answer about the picture.出示Jenny家客厅的图片 step4:cousolidation listen to the tape and answer the question “ Is everyone in the living room quiet ?” Listen ,repeat and check your answers .step 4.activities .Show a picture of your living room and talk about it with your partner.step 5 Tell the students to fill in blank in each of the sentences by writing in the correct pronoun from the yellow box on the right side of the sentence.step6: Students should listen to each of the following sentences and repeat them.Tell the students to put the inflections and strees in the right place in each of the sentences as note by the red markings in each of the four sentences.step6:homework Talk about your living room with your friends and your family.

六、板书设计

Leon5: In the living room

me ,him, them, card ,Mr.Mrs.

watch TV read the newspaper play cards write a letter sit in the chair 教学反思：

Leon 6: Baby Becky at Home

一、教学目标：

知识目标；学生听懂病理解这个简单的故事能力目标：能看懂故事，提高阅读能力。情感目标：渗透劳动意识，培养劳动习惯。

二、教学用具：录音机、磁带、图片、小奖品、小黑板

三、教学过程： 1.Greeting 2.Review Use the quiz in the student book as review.Observe the students closely.3.Story Use the storybook and audiotape.Prepare to Read Here are some questions I can use to prepare the students for the story.Use as much English as poible, but allow the discuion to take place in Chinese where neceary.Who remembers Baby Becky? What is Baby Becky doing in this story?......Read 可以利用录音带和故事书，让学生边听边阅读，阅读完毕能从故事中找出本单元的重点单词，并通过Find the words.等形式，训练学生熟练拼写单词。

4.Discu Here are some questions I can use to reinforce the main idea of the story.What does Baby Becky do at home? Does Baby Becky “help” her mother? Did Baby Becky have fun? Did her mother have fun? Why not? Where does Baby Becky “help” her mother cook? How does Baby Becky get dirty? Where does her mother take Baby Becky when she is dirty? Do you like this story? Why or why not? „„

四、板书设计：

Leon 6: Baby Becky at Home 1.Are these dishes clean or dirty? The dishes are clean.2.What is Mr.Smith doing? Mr.Smith is washing the dishes in the sink.3..Where’s the toilet? The toilet is in the bathroom.4.What does Baby Becky do at home? 5.Does Baby Becky “help” her mother? 教学反思：

Leon 7：On the School Bus

一、教学目标：知识目标：

1.学习并掌握always, sometimes, often, never等表示频度的词汇。

2.掌握四会词汇：dry/ wet ,umbrella 能力目标：学生能用所学词汇、句型谈论日常生活的一些话题。

情感目标：培养学生养成良好的生活习惯，关注健康、关心他人的品质。

二、教学重点、难点：重点：四会单词。

难点：频度副词：always often sometimes never的理解和运用。

三、教具、学具：图片、录音机、

四、课堂教学资源 : Word Supermarket always: at all time often: most often sometimes: not often never: at no time

五、教学过程： 1.问候

2.复习常用短语：（eat breakfast watch TV go to the park ,go to school by bus „可以出示卡片，进行复习） 3．Key Concepts （1）Always / usually /sometimes / never的教学。教师利用Danny Jenny Steven LiMing 一周吃早餐的图表学习单词： Sunday Monday Tuesday Wednesday Thursday Friday Saturday Danny donut donut donut donut donut donut donut Jenny \\ sandwich sandwich sandwich \\ sandwich sandwich Steven soup \\ soup \\ LiMing \\ From Sunday to Saturday ,Danny eats a donut every day .He always eats donuts for breakfast .(教师放慢速度，并板书这句话) 板书：He always eats breakfast .A-L-W-A-Y-S always （2）单词的理解和运用。（由于这四个表示频度的副词对学生来说比较抽象，所以教师可以利用上面的图示帮助学生认读并熟记单词，有必要让学生说说这四个单词的区别，从而让他们理解并能灵活运用。） (设计意图：通过这个环节的设置可以形象、直观地让学生明白这四个单词的意思) （3）巩固操练。教师给每个学生一张表格（如：下图），教师描述表格中每个人所做的事情，让学生完成表格。 name do homework Watch TV Walk to school Wear drees Jenny Steven Danny (设计意图：在这个练习的过程中，既是学生听力的训练，又是进一步熟记、巩固单词的训练。之后可以找学生根据自己填写的表格再进行一下复述，对教师来说也是个检查的过程。) （4）单词 umbrella dry wet 的教学。接着上面的表格进行描述)After breakfast ,Jenny and LiMing go to school, How do they go to shool ?出示对应的画面及短语：bus stop school bus bus driver在描述画面的过程中，可以让学生在情境中理解单词的意思，读两遍就可以了，之后在教师的操作下出现另一幅画面，让学生形象的感觉到dry ,wet 的意思，是反义词) （5）学习课文。播放录音，学生跟读。

（6）作业：(范例) 学生自由结组，完成调查。

Name do homework watch TV take a shower Wash the dishes „

Student 1 Student 2 „„ Ask the students to introduce their charts.4.Play the song so the students can hear the beat.Tell students to look at the son

page19.The new words in this song are: falling ,sky, wet, boot.Students listen and sing the song.5.Students fill in the blanks with the mastery words in this leon.The tick and write part3-2.Check as a cla.6.Cla closing

六、板书设计

Leon 7：On the School Bus always often sometimes never 教学反思：

Leon 8 LiMing Meets Jenny’s Cla

一、教学目标：

1、知识技能：

（1）复习句型：How are you ? How old are you ? Where do you live ? Nice to meet you! What’s your name ? 能根据具体的情况，进行问答。

新句型：What subjects do you have in your school? We have English, math, science, art„

How many claes do you have each school day? Three claes inn the morning and two in the afternoon.（2）能运用学过的重点句型，谈论自己的年龄、姓名、兴趣爱好等方面的话题。

2、过程与方法：通过情景创设，让学生理解句意，并在情景中进一步学习，培养自主学习的能力，获得与同学交流的方法。

3、情感态度：培养学生与他人进行交流的良好习惯。

二、教学重难点：重点：新句型：What subjects do you have in your school? We have English, math, science, art„

How many claes do you have each school day? Three claes inn the morning and two in the afternoon.难点：能根据具体的情况，同学之间进行交流，谈论有关年龄、姓名、兴趣爱好等方面的话题。

四、教具、学具：课件、录音机、

五、教学过程： 1.Greetings 2.Song: Sing an English song “The Rain Song”

3.设置情景：在奥运会期间，北京的志愿者笑迎八方的来客，下面就是一名志愿者和一名运动员的对话：有必要让学生猜让学生自问自答，复习以前学习的句型，给学生一种自主说英语的机会，培养学生自主性。

4.学习课文，教师可以先介绍。LiMing wants to go to school in Canada.He wants to learn English .Now LiMing meets Jenny`s cla .Can you gue what do they talk about? Practice the questions again .播放录音，让学生回答问题

5.Student book: Play the audiotape as the students follow in their books .6.Students choose a city where they are from ( not the one they no live in).Each student writes the name of the city they have chosen on s card.Students ask and answer., then talk and write part3-2..六、板书设计: Leon 8 Li Ming Meets Jenny’s Cla Where are you from ? I’m from „

What subjects do you have in your school? We have English, math, science, art„ How many claes do you have each school day? Three claes inn the morning and two in the afternoon.教学反思：

Leon 9：Mr.Wood Teaches a Leon

一、教学目标：

1、知识技能：

（1）学生能够听、说、读、写单词：cla , ill , leon, its （2）学生能理解掌握temperature 这个单词，并实际做对话：What`s the temperature ？ It is 。

2、过程与方法：通过实际温度的学习，学生能较容易的理解明白掌握单词和句子。

3、情感态度：通过天气、温度的学习，激发学生热爱生活。

二、教学重点：学生能掌握四会单词：cla , ill , leon, its 并且能够运用句型 What`s the temperature ？ It is degree(s) .做对话。

三、教学难点：学生能够理解运用问温度询问天气。

四、教具准备：实物温度计、录音机和磁带。

五、教学过程：

1.Cla Opening and Review (1)Greeting.(2)Review words ：rainy， sunny ， windy， cloudy ，snowy ，and sing” the weather song.2.New concepts 出示课件，课件上是一副中国城市地图，分别标着每个城市的天气情况。由此引出本课的重点知识 What`s the temperature ？ It is degree(s).这样引出比较自然，前后联系紧密。) 3．Demonstrate : “temperature”with a real thermometer .板书What`s the temperature ？

It is degree(s).安排适当的练习,通过练习学生初步掌握。

Put the thermometer in a cup of cold water and then a cup of hot water .学生分小组进行练习这个对话。教师可以分给每个小组一个温度计，学生可以随意的去测量他们想测量的东西，这样不仅体现出了学生的自主性，同时提高了他们的动手能力，增加了学生的兴趣，更好的掌握这部分的知识。

4.Read part1 and answer the questions inpart2-1.5.Tell students to look at the 4 weather boards on page 25 in part2.For each of the weather boards , students should complete 3 sentences below on the correct line using the patterned shown in#1.

六、Blackboard design：

Leon 9：Mr.Wood Teaches a Leon What`s the temperature ？ It is degrees .教学反思：

Leon 10 : How Many Are There ?

一、教学目标：

（1）知识技能：学生能够理解名词的复数并能灵活掌握和运用规则名词和不规则名词的复数形式。

（2）过程与方法：利用游戏复习和引入规则名词的复数，避免语法学习的枯燥。

（3）情感态度：通过游戏的引入，激发学生的英语学习兴趣。

二、教学重点：学生能够掌握不规则名词的复数形式。

三、教学难点：学生能够掌握和在句中灵活运用名词的复数。

四、教学过程： 1.Greeting 2.New concepts 出示图片 What is this ? (铅笔,椅子，数量由一个变多个) What are these ? 从而引出规则单词变复数的形式。学生观察名词单数和复数的区别，引出新单词difference和word.3.Play a game : “WHANT`S WRONG” to review nouns that form regular plurals .Here are some nouns that form regular plurals that the students already know : book, chair, girl , boy , desk , school , teacher , eraser , pencil , pen , marker , arm , ear , eye , leg , hand , finger , toe ,apple , banana , orange , stamp „„用同样的方法，引出buses, boxes.4.Write “bus , box, watch”on the blackboard .b.Tell Ss the word end in x ,s, sh , ch , they need to add “es” , and pronounce /iz/ .So : dish --- dishes bus --- buses box --- boxes watch---watches There words get bigger with an es at the end .5.Introduce the new words in part3, using your flashcards and pictures.Introduce the concept for adding “ es” or”s” to make thgese words plural.Ead the words

and have the students repeat them on4r bye one.6.Only one man ,one woman and one child ? So many good –hearted men , women ,and children donate their things for the area .（引出 men , children , women .） man ---men woman --- women child --- children 7.Play the audiotape and the Ss read these sentences after the tape .8.Play “TIC-TAC-TOE” to practice regular and irregular plurals .9.Listening ：Activity Book No.2 and No 3.

五、Blackboard design：

Leon 10 : How Many Are There ? (1) pencil ---pencils chair---chairs (2) bus --- buses box --- boxes watch---watches dish --- dishes (3) man ---men woman --- women child --- children 教学反思：

Leon 11 : Always Do Your Homework !

一、教学目标：

1、知识技能：

（1）学生能够理解课文中的对话，并能按要求完成表格。

（2）通过表格练习，训练和培养学生听、说、读、写的能力。

2、过程与方法：借助表格训练学生的读和写，通过回答问题训练学生的听和说。

3、情感态度：鼓励学生积极参与教学活动，充分发挥学生的主体性。

二、教学重点：复习频度副词。

三、教学难点：学生能够掌握频度副词并顺利完成表格。

四、教学用具：表格，录音机和磁带

五、教学过程：

Step 1.Organizing the teaching 1.Greetings 2.Sing an English song “The Rain Song” 1.Play “True or False ” to review adverbs of frequency.教师出示句子： a.I never brush my teeth.b.I always go to school.c.I sometimes play computer.d.I usually go to school by train .2.Review shapes with a dill.Teacher shows the model of the shapes where the students can not see them and let the students gue.Step 2.Key concepts: 1.Wiret” A,S,O,N “on the blackboard .Beside each letter ,write an adverb of frequency and say the sentence : Let`s put A for always .Let`s put O for often .

Let`s put S for sometimes .Let`s put N for never .2.Chart a.Teach it and let the Ss remember it.3.Learn the text a.Play the audiotape as the Ss follow in their books.b.questions: Does Li Ming always do his homework? Does Li Ming always help his mother? Does Steven always walk to school? Why does Denny never wear drees c.Read the text in groups Step3.Practice: a.Divide the cla into small groups.Ask each group to make charts like the students’book.b.Find students to read their question and answer .Step4.Students should listen to each of the following sentences and repeat them.Tell the students to put the inflections and strees in the right place in each of the sentences as note by the red markings in each of the four sentences.

六、板书设计：

Leon 11 : Always Do Your Homework ! Name Liming Jenny Steven Danny Do your homework Help your mother Walk to school Wear drees always often sometimes never 教学反思：

Leon 12.Be Safe on the Way

一、教学目标

1、知识目标：

(1)复习本单元所学的词汇、标准用语和问答。

(2))通过故事的学习，使学生理解本课故事大意，复习本单元的词汇。

2、技能目标：所学词汇和句型的运用能力和阅读能力。

3、情感态度: 对所进行的英语活动感兴趣，进一步提高学习英语的积极性。

二、教学重点、难点

1．通过故事学习，复习本单元所学的四种形状单词。

2．在相应情景下运用本单元所学句型对课后活动进行提问与回答。

3、理解故事大意，在复习部分提前渗透；同时在表演时，鼓励学生运用自己已有的知识，创造性地进行表达。

三、教具准备磁带、故事插图图片

四、教学过程

Step 1 : Cla opening and Review

1、写出下列各词的复数 I _________him _________this ___________her ______ watch

_______child _______photo ________diary ______ day________ foot________ book_______ dre ________ tooth_______ sheep ______box_______ strawberry _____

2、Review the word of Unit 2 Step 2 : Presentation and practice

1、The students answer the questions .How do you go to school? Do you know how to be safe on the street?

2、Learn the story : “Be Safe on the Way ”

(1) Talk about the pictures.Listen to the tape to understand the story .(2 ) Read the students to follow along as you slowly read the story.(3) Play the audiotape for the story.Ask the students to ffollow along in their books silently.Play the audiotape again and ask the students to read along with the tape.(4) Read in groups and role play this story with the pictures.Step 3 Consolidation 1.Review what we have learnt in Unit 2 .2.Do the activity book.

五、板书设计：

Leon 12 Be Safe on the Way be (always) excited, be (always) very careful , look to the left , be safe, Don’t stand too close to the street.Always remember to be safe on the way.教学反思：

Leon 13: seasons

一、教学目标：

1.知识目标掌握并能运用表示季节的四个单词winter spring summer autumn及表示天气情况的词cold warm hot cool ice sun wind 2.能力目标能运用所学的语言知识在创设的情境中进行熟练的交际，并在此基础上能将其应用于日常生活之中。

3.情感目标激发学生学习英语的兴趣，帮助学生树立学好英语的信心，增强学生的参与意识，引导学生积极与他人合作，共同完成学习任务，并在成功中体会英语学习中的乐趣。

二、教学重难点：

1.重点：四个季节单词

2.难点：熟练地运用句型参与交际教学过程：

三、教学用具：表格，录音机和磁带

四、教学过程： Step 1 Warming up 1.Say hello to the Ss.分别出示四幅表示季节的图片,让学生根据图片回答 how’s the

weather is it? 练习表示天气的句型 Step 2 Presentation 1．Lead-in 以不同季节的不同图片引出winter spring summer and fall (设计意图：在热身中引出新单词，在呈现时教授新单词。并练习询问天气的句型及回答。) 2.Learn the new words and sentence依次通过图片询问的方式来一道学生了解四季的不同天气

3．Exercise 根据图片填空（冬天的图画）This is _______.It is _____.(春天的图画) This is _______.It is _______.The _______bloom.（夏天的图画）This is _______.It is _______.What a ____ _____ day.(秋天的图画) This is _______.It is _______.The _____blows the leaves off the trees.4．Game: let’s play a game named gue who I am.(八四幅图分别分给四个同学，然后让他们用自己的语言描绘手中的图片，其他同学猜猜他们所描绘时那个季节。) 5.Ask students to look at the chant in part 3.On each of the running out from the seasons, students should write spring , summer, autumn, and winter.After they complete , they should write three sentences about each season beside each season picture.

五、板书设计： Leon 13: seasons winter spring summer autumn 教学反思：

Leon 14 Snow! It’s Winter!

一、教学目标：知识与技能：

1、能够听说读写单词 again , put on, take off

2、使用句型I like to____.表达个人喜好。

3、进一步复习掌握表示衣服名称的词和天气情况的单词。

过程与方法：运用实物、图片等让学生获得感知采用小组活动的方式，有合作、有竞争 .情感态度与价值观：让学生了解在不同的季节穿不同的衣服，培养学生的锻炼意识。促使学生在日常生活中使用英语交际。

二、教学重点；

本课的表示衣服名称的词和天气情况的单词重点单词again , put on, take off 及句型I like to____.。

三、教学难点：运用所学知识描绘自己的行为及动作。

四、教具、学具：一些衣服实物、单词卡片、滑冰鞋、录音机、雪橇等。

五、教学过程：

1、Cla Opening and Review （1）Play “Simon Says”学习“put on, take off“及所学衣服的词汇，例如：指名到教室前面，教师发指令，Put on your scarf.Take off your mitts.（2）学生快速描述每位学生根据个人的实际情况说出自己所穿的衣服（可以用自己喜欢的方式） I am wearing ____.I like red .My sweater is red. (3)(Ask and answer）问答练习

(a).How many seasons are there in a year? (b).What’s your favorite season? (c).What do you wear in winter/spring/summer/fall? (d).What do you like to do in spring/summer/fall/winter?

2、New concepts

3、a、skate, ski, learn, teach 教师拿出滑冰鞋，边做动作边说：“I like to skate on the ice.Can you skate? Do you want to learn? I can teach you.并用单词卡片学习“skate, learn, teach”

b.用同样的方法教学“ski, I like to ski on the snow.” 学生模仿并结合实际说句子。 C、This is winter.Where are Jenny and Li Ming? 学生听录音或放光盘，回答问题 No.1 A cold, snowy day a) What day is today? b) What season is this? c) What clothes does Jenny/Li Ming wear? d) What do they see? e) What does Danny say? 将学生分组，根据所回答的问题变成一段话，并指明复述，也可分组比赛。 No.2.Where is Danny? 听录音或放光盘，回答问题： a) What does Danny like to do in winter? b) Does Li Ming swim? Why? c) What do you like to do in winter? 回答后，分组讨论自己在不同的季节喜欢做的事情。

3、Cla Closing What’s your favorite season? Why? What do you like to do in the season? Talk about them and write down.

六、板书设计： Leon 14 Snow! It’s Winter In winter I put on my ____.I take off___. What a cold ,snowy day! I’m putting on my scarf.I’m going to take off„„ 教学反思：

Leon 15: Winter Fun

一、教学目标

知识目标：1.能够听说读写单词body, nose, mouth, head, ear, arm leg ,eye 2.介绍自己眼中的winter fun; 了解雪人堆积过程，并能用所学英语进行描述。情感目标：积极营造真实情境，使学生感受冬季的乐趣，并在学习过程中体验学习的喜悦。学习策略目标：培养学生的逻辑思维能力，语言交流能力和用语言“做事”的能力。

二、教学重点：能用英语表达自己的冬趣。

三、教学难点：能够用“First, then”等对堆雪人的过程作贯穿性、整体性的描述

四、教具准备：录音机，课文VCD光盘，多媒体课件，包有雪人身体各部分图片的纸包。

五、教学过程

Step 1: Presentation 1.Listen to an English song: The Seasons Song 2.Make a snowman, make snowballs and throw them, slide on the snow.Step 2: Practice 1.Why? Because _________.2.eat ___ hungry drink ___ thirsty laugh ___ happy cry ___ sad sleep ___ tired put on ___ cold 3.Read part1 and answer the questions.学生读问题然后看1遍课文课件，回答问题,最后核对答案。做练习

1).First, we make a big ball of _____.2.) Then we make another ______.This one is _______ than the first.3.) we put ____ snowball on ____ snowball.4.) Now we make another small snowball.we put it on _____.5.) Let’s make a ____ on the_________.This carrot is his _____.I have some little rocks for his ______ and _____.I have two sticks for his _____.The snowman is wonderful! 学生读书之后独立完成填空。

Step 3: Production 小组练习，说说怎样堆雪人。边说边画

Step 4: Students should sequences the four sentences by looking at the pictures above and then numbering each of The sentences below in the correct order.Check as a cla.Step5: Play the audiotape and ask the students to sing the song.Step6: Cla Closing Step7: Homework: Write some sentences about winter.教学反思：

Leon 16: A Skating Leon

一、教学目标

1、知识目标：使学生掌握四会词语learn, teach, think,can.

2、能力目标：能运用learn, teach, think等词语进行实际交流。

3、情感目标：培养学生互相学习、互相帮助的精神,培养学生自信心。

二、教学重点、难点：使学生能够听、说、读、写和运用词汇learn, teach, think ,can

三、教具准备：词汇卡片录音机课文课件

四、教学过程

（一）、问候 Hello,boys and girls.

（二）、复习借助图片复习ski, ski on the snow; skate, skate on the ice等词及短语。出示图片并提问： What does Danny do ? Can you ski ? Can you skate ?

（三）、新授： forwards, backwards, turn around.

1、做游戏：“Simon Says.” 先由教师发指令，Stand up.Turn left.Turn right.Walk slowly.Walk quickly.Run fast.Skate.Ski.Walk forwards.Walk backwards.Turn around.然后由学生发口令。让学生看书中第一部分的图，提问：What is Danny doing?让学生回答。播放录音，让学生看书跟读。

2、出示课文课件认读词 learn, teach, think,can.（四)、新授： learn, teach, think。

1、演示learn, teach, think。教师出示Danny滑冰的图画，和问题Danny is _____ing.假装不知道怎样拼skate,.引导对话： How to spell “skate”? Hmmm„I am thinking.I am thinking.I don’t know what letter comes first! Can you write “skate”? I want to learn.Can you teach me? I want to learn.Can you teach me? 出示单词learn, teach, think.teach 与teacher从词音和词义上比较教学,think与sink从读音上比较教学。

2、Listen to the radio.Then answer my questions on page45 part2-1,check the answers.然后让学生看书跟读。

(五)、编对话。给学生一些话题，两人一组编对话，小组展示。话题：fly a kite, swim, play ping-pong, play basketball, skate, ski, play cards, play checkers, make a snowman, play computer games.(六)、Tell students to make up questions for each of the six pictures,and then ask them of a partner.Check as a cla.(七)、作业：分别用learn, teach, think，can各造一个句子。

五、板书设计：

Leon 16: A Skating Leon

learn teach think can I am late.Come on.fall down Can you on the ice? I’m going to teach you to skate.教学反思：

Leon 17 I like All Seasons!

一、教学目标：

1、知识目标：能熟练运用“Why?” “Because„”进行交流，能在听说读写方面掌握和运用一些关于季节和衣服的单词；能够理解运用并能口头应答下列句子： What’s your favourite season ？ My favourite season is _____.Why? Because __________________.

2、能力目标：能够在日常生活中运用所学的各种服装的词汇并能运用句型做简短的情景对话。如：在教室中两个同学在谈论同学们四季的服装，等等。会简单描写自然界的一些现象，会唱歌本课的歌曲。

3、情感目标：用游戏、歌曲的方式激发学习兴趣，创设情景为学生提供学习英语氛围, 运用实物、图片吸引学生注意力并加强记忆，通过小组活动让学生体验。养成一些良好习惯，渗透审美意识。

二、教学重、难点

重点：掌握和运用一些关于季节和衣服的单词；能够理解运用并能口头应答句子： What’s your favourite season？ My favourite season is _____.Why? Because __________________.难点：学生的语言灵活运用。

三、教学准备：图片、录音机、磁带、单词卡片等

四、教学过程

Step 1: Cla closing and review:

1、Greeting: Step 2: New concepts: rain sun wind Draw some windows on the blackboard.Find someone to draw picture of the weather.Teacher describes the three pictures of them.

1、The weather is sunny.

2、It is rainy.

3、It is windy.Teacher asks others to describe the last picture.Point to the sun, rain, wind and lead the sentence: How’s the weather? Step 3: Review the main structure and practice: What’s your favourite season ？ My favourite season is _____.Why? Because __________________.How’s the weather? The weather is _____.Step 3: Exercises: 1.Fill in the blanks according to the contents of the text: Season Do you like this season? Why? Spring Summer Autumn Winter 然后教师进行提问。学生可根据自己的理解填写，然后相互提问，纠正。

2.Practice the main structure: Practice in pairs.Make up the dialogue according to the phrases.3.Learn the song of part 2.The season song Step 4: Students should listen to each of the following sentences and repeat them.Tell the students to put the inflections and strees in the right place in each of the sentences as note by the red markings in each of the four sentences.Step 5: Homework: Draw your favourite season and write some sentences.Step 6: Blackboard design: Leon 17 I like all seasons! sun rain wind Why? Because ____________.

Season Spring Summer Autumn Winter Do you like this season? Why? 教学反思：

Leon 18 The Snowman

一、教学目标：

1、知识目标：复习本单元听说读写方面掌握和运用的单词；能够理解运用并能口头应答一些关于各个季节衣服变化。并以冬季为重点。

2、能力目标：能够在日常生活中运用所学的各种冬季运动的词汇并能运用句型做简短的情景对话。如：在教室中两个同学在谈论同学们冬季里的活动，等等。

3、情感目标：用游戏、歌曲的方式激发学习兴趣，激发学生对四季的喜爱之情。

二、教学重、难点

1、重点：在于让学生掌握和运用更多的关于冬季活动的语句。

2、难点：引导学生创造性地运用语句。

三、教具学具：图片、录音机、冬季的衣服等

四、教学过程：

Step 1: 问候： Sing a song “ The season song”

Step 2: 故事： “The snowman” 利用《教科书》和录音带阅读前准备：先提几个问题：让学生可以先讨论: 1.Who is in this story? 2.What can this snowman do? (Talk, skate, ski) 3.Why do the students think the snowman is in the refrigerator at the end of the story? Step 4: 阅读：教师先读一遍故事，让学生理解。让后让学生单独朗读。

阅读后讨论：用几个问题帮助学生理解，也可以是学生自己提问题。对故事的大概意思理解就可以。

1.What can the snowman do? 2.Why is the snowman sad ? 3.What did John do for the snowman? Step 5: 复习重点句型的问答标准用语及口语： Take off ______.Put on _______.Go backwards.Go forwards.Turn around.Why? Because ______.两人一组进行一对一练习.（学生根据短语自编对话练习）

五、板书设计

Leon 18 The Snowman Take off ______.Put on _______.Why? Because ______.

教学反思：

Leon 19 Christmas is coming!

一、教学目标

掌握四会词汇：holiday bring give song tomorrow

二、教学重难点：教学重点：四会掌握holiday bring give song tomorrow Christmas tree, Christmas lights, Santa 等词组和单词

教学难点：了解有关圣诞节的等词及在文中的用法。

三、教具：圣诞树、彩灯、圣诞老人、圣诞节课件。

四、教学过程：

Step 1: Free talk.Step 2: New leon .1.What’s Christmas? It’s a Western holiday.Christmas, say it, please.On a holiday, people don’t work.Children don’t go to school.Talk about the holidays.2.Christmas is special.Why? Because we have some special things.Look, this is a special tree.It’s a Christmas tree.Point to the Christmas tree in the front of the blackboard.On Christmas, we can see a special man, too.Look, here is he.(Show Santa.) Do you know his name? His name is Santa.Please discu it in groups and answer.Step 3: Practise in groups.Answer some questions: What holiday is it? What do you see? Step 4: The text on Page 56.1.Show the words on the blackboard with actions: invite, bring, give, sing, carol (a special song at Christmas).The students learn to say it.2.Please look at the pictures and listen what do they do on Christmas? Then the students answer.3.What will you do on this Christmas ? Please talk about it in groups.Then you can come to the front and make a role-play.4.Read after the audiotape.Step 5: Students read the text and match the answers.Then let them have a discuion.

五、板书设计

Leon 19 Christmas is coming! Christmas tree Santa Christmas lights When is Christmas? It’s December 25th.holiday bring give song tomorrow 教学反思：

Leon 20 Christmas Tree

一、教学目标

（一）知识目标：掌握四会词汇：yesterday, tomorrow, today, be going to 知道怎样装饰圣诞树。

（二）能力目标：

1.要求能够熟练地向他人描述某人昨天做了哪些事情；今天做什么事情；明天打算做什么事情。

2.能够用所学词汇和句子进行对话，能烘托出装饰圣诞树时的气氛。

（三）情感目标：让学生多了解西方国家的节日，看一看西方国家的节日与中国的有哪些异同点。

二、教学重难点：

重点：四会词汇：yesterday, tomorrow, today, card, be going to 难点：区分一般现在时、一般过去时和一般将来时这三种时态。

三、教具、学具：图片、圣诞树，录音机

四、教学过程

1.Cla Opening and Review Greeting复习在第6册学过的动词的过去式。Today I walk to school.Yesterday I walked to school.Today I eat an ice cream.Yesterday I ate an apple.What do you do today? What did you do yesterday? 板书 Yesterday I _______.Today I ______.walked walk ate eat „ „.2.Key Concepts yesterday today tomorrow card going to Introduce：介绍tomorrow.在黑板上写的两组词旁边加上tomorrow 和going to 练习将来时。What day is tomorrow? I’m going to fly a kite tomorrow.What are you going to do tomorrow? 出示各种人物的图片，给出时间 yesterday ,today , tomorrow,让学生用三种时态描述图上内容。

3.Yesterday I went to the store.Christmas is coming.So I saw Christmas trees.They had Christmas lights.They’re very beautiful.I saw Santa.I talked to Santa.At last, I bought Christmas cards.Look，I bring the Christmas cards today.解释bring的过去式brought.Yesterday I went to the store.Christmas is coming.So I saw Christmas trees.They had Christmas lights.They’re very beautiful.I saw Santa.I talked to Santa.At last, I bought Christmas cards.Look，I bring the Christmas cards today.教学card.并解释bring的过去式brought.同样学习walked .4.How to make a decoration for the tree .Put up a big , cut out Christmas tree and ask each student to make a decoration for it .They can make any object they want as long as they can name it in English and write it on their decoration.When each student has finished, he or she says “There!It’s done.It’s beautiful.” 5.Listen to the tape .Then read the text .6.Students draw and write part2.

五、板书设计：

Leon 20 Christmas Tree

Yesterday I _______.Today I__.Tomorrow I am_______. walked walk going to walk bought buy going to buy „ 教学反思：

Leon 21 Christmas Cards!

一、教学目标：

知识目标：掌握 Christmas Cards ,get ready for , Christmas gifts 能力目标：能够用所学词汇和句子进行对话，能写圣诞卡与人交流。

情感目标: 通过课堂上的活动，激发学生对英语学习的积极性和主动性，培养他们乐于竞争，乐于交流，乐于合作的能力。

二、教学重难点：

重点：掌握并运用 Christmas Cards ,get ready for , Christmas gifts 难点：用英语进行情景交流。

三、教具学具：单词卡片、若干图片、录音机

四、教学过程：

（一）、Cla opening and Review 1.Greeting 2.Review ① When is Christmas ? ② What do you do on Christmas ?

（二）、New concept 1.I suppose there will be a Christmas party tonight.Then lead a dialogue.The students should already know “ song ” .Play “ What’s wrong ? ” with phrases such as : “ I read a song ” or “ I talk a song ” to reinforce this word .Sing a song for Christmas .Ask for a volunteer and lead a dialogue 2.Take some time to talk about Christmas cards.Use the in formation in the Teaching Tip to help you .Make sure the students understand that exchanging Christmas cards is a huge part of the Christmas tradition in the West.3.介绍如何写圣诞卡, 示范给朋友写圣诞卡。

Use the student book and audiotape.Questions: Who does Li Ming want to send a card to? What does Cousin Jing like? How does Jenny’s family get ready for the Christmas holiday? 4.Students listen to the tape and repeat the text .5.Let the students make and write a Christmas card in Part3.After they finished,they can share their cards in small groups.

（三）、cla closing

五、Blackboard: Leon 21 Christmas Cards send a card get ready for put up Merry Christmas and Happy New Year!

教学反思：

Leon 22：Christmas Gifts

一、教学目标：

1.知识目标：掌握四会单词 special,gift;并且在句型中正确运用。了解课文内容，熟读课文。

2.能力目标：学会与人合作学习，在相互交流中准确运用本课单词special,gift;和句型。 3.情感目标：通过圣诞节赠送礼物，了解西方习俗，同时使学生懂得关心他人。

二、教学重、难点：

重点：掌握四会单词special,gift;，理解课文。难点：正确使用一般将来时态并能运用到实际生活中。

三、教具：日历、单词卡

四、教学过程：

Step 1、Cla opening and Review 1.Greeting Say hello to the students .Ask the wether and date.2.Review ① Play “ Never Never ” to review adverbs of frequency .(usually sometimes always never) 例如：Li Ming always wears dre ,yes or no? ② Review the words : umbrella buy rainy snowy .(Use the words cards) Step 2、Presentation and practice 1.Write “shops” and “shopping”on the blackboard.Ask: What do we do when we go to a shop? We go shopping.Talk about this and explain.Play the audiotape of the dialogue and the students listen silently.Explain the main idea and read it twice.Ask two volunteers to read the dialogue.Let several pairs to present in front of the cla.

2、Teaching “ the text ”

Read the text and think over the question in part 2.Discu in groups .Answer the questions .Role – play the text .Step 3.Consolidation Play “special gift ”Use the words and the sentences of this leon.Work in groups,then show.Step 4 .Homework

五、板书：

Leon 22 Christmas Gifts What do you want to buy? Are you going to give gifts? What would you like for Christmas 教学反思：

Leon23 It’s Christmas morning !

一、教学目标：

1、能够听、说、读、写四会单词open,little.

2、了解西方节日——圣诞节互送礼物的习俗。

二、教学重点：掌握四会单词open,little.

三、教学难点：区分三个动词 bring give open

四、教具学具：圣诞老人玩具熊装扮好的圣诞树礼物盒录音机

五、教学过程

Step 1.Cla opening and Review Greeting Step 2 .Presentation

1、Teach “ bring , give , open .”

① Role – play to demonstrate the new vocabulary .Bring a wrapped “ gift ” to cla .② Says : This gift is for .I am bringing the gift .Now I am giving the gift .Open it , ! Look ! It’s a ...③ Ask this student to put the toy in his or her pencil – case .The pencil – case now becomes the gift .④ Stand beside another student in cla and give directions to the first students such as : Please bring the gift .Please give the gift .open it ! What is it ? It’s a toy .Practise: Ask some volunteers to do the same practice with the help on the Bb .The game is “gift giving “.The teacher asks a volunteer to picks up a gift under the Christmas tree and do the practice with other volunteers.We can do this practice three groups ⑤ Listen to the tape as they follow their books .Play the audiotape The teacher tells the students today ,Santa bring gifts for Jenny Li Ming Danny and so on .Let’s listen .What are the gifts ?What’s the gift from Li Ming to Smith family? ⑥ Divide the cla into the small groups as last cla .Give your friend your Christmas present .Step 2 Consolidation

1、Listen to the tape .

2、Role – play the dialogue Step3.Students should listen to each of the following sentences and repeat them.Tell the students to put the inflections and strees in the right place in each of

the sentences as note by the red markings in each of the four sentences.Step 4 .Homework Prepare some Christmas gifts to your family members

六、Blackboard design Leon 30 It’s Christmas Morning Dec.25 I bring a gift for you.I give you the gift. Please open it .It’s a toy.教学反思：

Leon24: Maddy’s Christmas

一、教学目标：

知识目标：使学生对本单元的基本知识有一个小的总结和复习

能力目标：使学生能听懂会说本课的story : Maddy’s Christmas 情感目标：通过游戏、歌曲等多种活动，激发和培养学生学习英语的兴趣，进一步增强他们对西方传统节日的喜爱之情。

二、教学重点：使学生对本单元的基本知识有一个小总结和复习

三、教学难点：使学生能听懂会说本课的故事:Maddy’s Christmas

四、教具学具：词汇卡片、录音、实物若干教学过程： Step 1.Cla Opening and Review a.Greeting.b.Sing a Song.“Rocking Carol”

Step 2.New Concepts: Maddy’s Christmas 1.Prepare to read Look at the story book carefully .Then answer questions .Where are Maddy and Ann ? What are they doing ? Is Maddy having fun ? Why or why not ? 2.Read播放故事录音，学生静听。

3.Discu 出示问题，检查学生理解情况：

(1)Did Anna buy Christmas gifts for her family? (2)Did Maddy buy her family a gift ? Why not ? (3)What does Maddy give her family Christmas ? (4)Does her amily like gift ? (5)Do you like this story ? Why or why not ? 4.学生分角色朗读故事。 Step 3.Cla Closing Homework :全面复习本单元，为小测做准备。

五、板书设计

Leon24: Maddy’s Christmas Did Anna buy Christmas gifts for her family?

Did Maddy buy her family a gift ? Why not ? What does Maddy give her family Christmas ? Does her family like gift ? Do you like this story ? Why or why not ? 教学反思：

第17篇：新版湘少版六年级上册英语教案

Unit one

Unit 1 What did you do during the holidays? Period 1

一、Teaching aims: 1.Enable the Ss listen, read, say and write the new words: learn words and sentences, play games, learn writing and practice listening.2.Enable the Ss be familiar with the past tense.3.Sentence: What did ...do during the summer holidays?

二、Teaching emphasis: Enable the Ss listen, read, say and write the new ords and talk about the past events.

三、Teaching difficulties: Enable the Ss be familiar with the past tense.

四、Teaching tools: Tape, pictures

五、Teaching method Oral method

六、Teaching steps: Step 1 Warming up 1.Greetings and games.Simon says: word list-play, learn, write, talk, listen, do, have, go, take, read, speak, teach and holidays.2.Make a conversation with the Ss.T: Glad to see you again.Ss: Glad to see you too.T: What did you do during the summer holidays? Ss: I went to Hainan„ Step 2 Presentation and drill 1.Show the picture of “learn words and sentences”.

T: This is a picture of Mingming during the summer holidays.What did he do? Ss: He is learning words and sentences.T: He is not doing it now.He learnt words and sentences during the summer holidays.2.Learn the other words in the same way.3.Read together.4.Little teacher.Step 3 Practice T: He learnt words and sentences.They played games.She learnt writing.He practised listening.(Action) learn words and sentences, play games, learn writing and practice listening„ 2.The Ss act and say. Listen to the tape of Part A and then answer these questions.What did Anne do during the summer holidays? What did Mingming do during the summer holidays? 3.Listen and repeat. 4.Pair-works.5.Act it out.Step 4 Consolidation 1.Evaluation.2.Do Ex.3.Homework.Copy the new words.Design of the blackboard: Period 2

一、Teaching aims: 1.Enable the Ss listen, read and say the dialogue; 2.Enable the Ss master the sentence pattern: What did you do during the holidays? 3.Enable the Ss master read the short paages and judge True or False.

二、Teaching emphasis: Enable the Ss listen, read and say the dialogue;

三、Teaching difficulties: Enable the Ss master the sentence pattern: What did you do during the holidays?

四、Teaching tools: Tape, pictures

五、Teaching method Oral method

六、Teaching steps: Step 1 Warming up 1.Greetings.2.Act and say. 1).(Action) learn words and sentences, play games, learn writing and practice listening„ 2).Tom: I played games.Ss: Tom played games Step 2 Presentation and drill 1.Listen to the tape and learn the Word Bank.What did you do during the holidays? I read many books. I visited my grandparents. I played games with my friends.Step 3 Practice 1.Listen to the tape and repeat.2.Pair-work.3.Group-work .Step 4 Let’s Read

1.Read the short paage and then judge True or Flase.2.Read the paage again and underline the key sentences.3.Check the answers.Step 5 Consolidation 1.Evaluation.Notes: 英语学习切不可盲目，周密有效的计划。英语基础对于英语学习至关重要，对英语基础不好的同学更应加强这一要求。

Period 3

一、Teaching aims: 1.Enable the Ss talk about their holidays.2.Enable the Ss and write down their holidays.

二、Teaching emphasis: Enable the Ss describe their holidays.

三、Teaching difficulties: Enable the Ss to talk about and write down their holidays

四、Teaching tools: Tape

五、Teaching method Oral method

六、Teaching steps: Step 1 Warming up 1.Greetings.2.Read Part A together.Step 2 Presentation and drill 1.Ask students to talk about their summer holidays and then let them finish Part E: write down your answers 2.Check the answer.3.Ask two Ss to talk about their answers.

Step 3 Let’s Have Fun 1.Cla work.Look at the pictures, describe Mingming’s and Anne’s holidays.2.Cla work.describe your holidays.Step 4 Consolidation 1.Do Ex.Workbook 2.Evaluation.3.Homework.Revise 英语学习切不可盲目，周密有效的计划。同时老师要给学生明确各阶段的学习目标，并制定相应的措施来保证目标的实施，要加大督促检查的力度，并在此基础上进行总结。在教学过程中，应留意思想教育与知识教学互相渗透，寓思想素质教育于知识教育之中

Unit2 katie always gets up early

1) Can understand the four –skill words.2) Can understand the sentence structure.3) Can describe the other ‗s actions.(the third time) 3．The targets of emotion: To form the health living habit Main points :The new words and sentences.Difficult point:sb do (does )sth at some time.Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Learn to sing a song-London Bridge is falling down 3.Use the cards to go over the words Game—Gue ,gue, gue 4.Retell the story—Unit 1 Step2 Presentation and drill 1.T : You‘re very good.You are all good pupils.And Katie ia a good pupil too.Everyone likes her .She is never late for school.She always gets up early every day .Then she makes bed .after breakfast, she waves her family goodbye.T says the sentences and does the actions to helps pupils to unders

tand the meanings.learn the new words Lead reading the words and check the results.According to the words ,sk some questions and requires pupils to answer the questions.T: Do you get up early everyday?… 2.Game –Patting flies.3.Leads reading the words,and requires the pupils to act as a little teacher,leads reading 4.Look and say: High and low voice Step3 Fast reading and listening Read the dialogue quickly ,then answer the following question What time does Katie‘s father leave for work?

T introduces the situation and requires the pupils to read the dialogue by themselves 2)Listen and imitation Step4 Intensive doing 1)Reading the dialogue carefully 2)Listen and repeat the dialogue 3)Retell the story ,check the resul

Period 2 Teaching targets.

1)Consolidate these new words 2)Can master these sentence structure: sb do (does) sth every day 3) Can retell the story 2．The targets of emotion: To love the life.Main points :The new words and sentences.Difficult point: Can use the present time of the third person Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.sing a song

Notes: always表示―老是，总是，一直‖与never相对 Never表示―永不，决不，从来没有‖ Often表示―常常，时常，通常‖ Usually表示―惯常地，通常地‖ Step3 Practice 1) Part D 1)ractice in pairs,according to the form to say something about Peter‘s day. 2)Group work

3)Finish the hand writing ,then check the answers Step4 Consolidation always often usually never Makes breakfast for family Washes clothes in the morning Cooks dinner for the hildren ….

1)Make a stuation and have a dialogue with their partners, choose some to act it out 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words Notes: 要努力使基础知识转化为技能，要不断

提高英语的日常交际能力，力争做到听得懂、说得脱、读得畅、写得神。

Period 3 Teaching targets.1）Go over these four-skill word, text,grammar 2) Can finish Part E Main points : The new words and sentences

Difficult point: Can describe the other‘s actions ,make differences between ―always,never,often,usually‖ Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Go over the four-skill words 3.Use the cards to go over the new dialogue ,and make sentences with ―always,never,often,usually‖ Step2 Presentation and drill 1.Explain the sentences for the cla ,then requires the pupils to communicate with others ,according to the information in the form.2.Part E Listen to the tape and requires them to finish Part E,check the answers.3.Listen to tape and follow it

Notes: 学生在学习中将会碰到许多困难，因此，信心十足，目标明确是成功地进行英语教学的一个重要因素

Unit3 I like my computer

1) Can understand the four –skill words.2) Can understand the sentence structure: the imperative sentence Can describe person‘s willing with the imperative sentence 3．The targets of emotion: Can describe person‘s willing with the imperative sentence Main points :The new words and the imperative sentence.Difficult point: Let‘s do sth .

ow the cards ,helps pupils to understand the meanings.learn the new words Lead reading the words and check the results.2.Game –Patting flies.3.Leads reading the words,and requires the pupils to act as a little teacher, leads reading Step3 Fast reading and listening 1.Read the dialogue quickly ,then answer the following question Where did the go?

Step5 Consolidation Require the pupils to act it out Estimation Homework: Listen and repeat the text ,copy the words and sentences Notes: 六年级英语学习主要是以深化基础知识为主。我想，在学习中要分阶段学习，在第一阶段要以大纲为标准，以课本为依据，按照课本的编排顺序，每一册、每一单元、每一课都要细致地学习，力求基础，全面。所谓基础，是指学习要抓住―三基‖，即基础知识、基本技能和基本解题方法。

Step 1 Warming up 1.Greetings.2.sing a song

3.Use the cards to go over the words Game—Golden finger Look at the picture and retell the dailogue Step2 Presentation and drill 1.T:Ok,you ‗ve done a good job.today is very hot,I feel very thirsty .Are you thirsty now?I want to have some water Hmm,I‘m not thirsty .But I don‘t have breakfast ,I feel hungry… Lead the pupils to say :Let‘s go to the hospital! Teacher explin the words for the pupils .Lead reading :sick,hungry ,hot,thirsty,bored 2.Do and say(Game) Game—Making friend Hot thirsty bored hungry happy sick Restaurant swimming pool , cinema park hospital cafe Step3 Practice 1 .Part D 1) Finish Pard D 2)Group work: Have a competition

Put the cards into a box ,requires pupils to choose one card ,and

make a sentence Eg:hot I feel hot ,I want to the swimming pool Step4 Consolidation Make a stuation and have a dialogue with their partners, choose some to act it out Discu where do you want to go ,take a note 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text

Game –Gue,gue,gue Choose a card and do the action, requires pupils to gue Step2 Presentation and drill T: I want to buy some milk ,where can I go? S: You can go to the supermarket T: I wan to see a football game ,where can I go? S: You can go to the stadium …

Have a free talk with their partners Game—Quick response T says the name of the place ,requires the pupils to say the activity which we can have Eg: S1:Cinema S2:See a film …

Notes: 查缺补漏后，学生的基础知识已比较全

面、系统、完整。但是对于重点内容还要以专题的形式进行练习，以便于进一步突出重点。同时要强化易错点，为达到这一目的，教师要选取高质量的模拟练习题进行练习，然后进行讲评。

Unit4 The Mid-Autumn Festive is coming

Main points :Understand the story and retell it.

Difficult point: Retell the story .Teaching method and Learning way: CAI Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.3.Retell or act out the Unit2 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : mooncake , eggyolk ,grapes

T: I‘m hungry ,I want to eat this after cla.Do you know what it is?

Lead the pupils to answer like this: It‘s a mooncake

2.Listen and imitation Step4 Intensive reading 1)Reading the dialogue carefully,then answer the following questions: Why did Chang‘e take the magic medicine? What did shi bring with her to the moon? Was Chang‘e happy on the moon?

How did people celebrate Mid—Autumn Festive? 2)Listen and repeat the dialogue 3) Choose one picture to retell the story Step5 Consolidation Show the picture about the story ,and give them the key words ,retell the story Estimation Homework: Listen and repeat the text ,copy the words and sentences Period 2 Teaching targets.1)Can master these words and phrases: shall,except ,each other 2) Canact out the story 2．The targets of emotion: To understand the festive culture of traditional festive

Main points :The new words and sentence structure.Difficult point: Can act out the story Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Use the cards to go over the words

3.Look at the picture and retell the dialogue,have a match Step2 Presentation and drill T put an ornament of Chang‘e

T: I want to fly to the moon,I shall take this medicine Help pupils to understand the meaning

T: I feel so lonely here .There is no one except the rabbit and me .I mi my husband .We mi each other very much.2.Learn to say the new words 3.Require the cla to estimate the teacher‘s performance 4.Read the story ,then act out the story(three pupils as a group) Step3 Practice 1 .Game--Brain storm Game—Little actor Step4 Consolidation 1)Make a stuation and have a dialogue with their partners, choose

some to act it out Discu where do you want to go ,take a note 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text

Notes: 好的讲评应该在讲评之前认真地分析，找出学生的错点，并在课堂上讲评时抓住这些错点，帮助学生弄清出错的原因，使学生及时纠正错误。

Period 3 Teaching targets.1）Go over these four-skill words Can sing the song:Do Re Mi To cultivate the pupils‘ patriotism, to promote their culture knowleage

Main points : To consolidate the words and can sing the song :Do Re Mi Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

Teaching aids : cards ,tape ,record Teaching Proce:

Step 1 Warming up 1.Greetings.2.Sing an English song Game – Make friends Choose a card put the cards to the stickers Step2 Presentation and drill 1.T: I want to buy some milk ,where can I go? S: You can go to the supermarket T: I wan to see a football game ,where can I go? S: You can go to the stadium …

Notes: 无论是开始复习的夯实基础阶段，还是构建知识网络、归纳基本方法及技巧阶段，都要在立足于课本的基础上进行。但同时，

也要精选有典型性和针对性的资料，这样有利于学生把握解题方法和解题规律。

Unit5 It will be sunny and cool tomorrow

Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.Do Re Mi 3.Retell or act out the Unit4 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : living room,phone,loudly,noisily,quietly T: Who are they?They are my friends,Lingling and Dongdong,Do you know where they were yesterday?They were in my home. T describes the situation vividly, lead the pupils to understand with exaggerational countenance and objects.T:…

Why can‘t Mrs.Chen hear herfriend on the phone?

2.To help the pupils to understand the word: heavily

3.Listen and imitation(Ask the pupils to find the adv.And draw out) Step4 Intensive reading 1)Reading the dialogue carefully,then answer the following questions: Who is Mrs.Chen talking to? What are the children doing in the living room? How is Dongdong playing? Who is talking louding? 2)Listen and repeat the dialogue 3) Choose one picture to retell the story Step5 Consolidation Retell the story，finish the following form it Rain heavily outside Lingling and Dongdong Play noisily in the living room Mrs.Chen Talk not clearly on the phone Dongdong Play noisily Lingling Talk loudly Lingling and dongdong Play quietly in the bedroom Estimation Homework: Listen and repeat the text ,copy the words and sentences

Notes: 单靠唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。所以，唱歌游戏应该作为初中学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段

Step2 Presentation and drill Countiue the game,lead in the new words T walks slowly, guides the pupils to describe the teacher‘s action:The teacher is walking slowly Help pupils to understand the meaning,learn to say the words 2.Learn to say the other new words:softly,speak; Play a game—Singing different tune T: Speak slowly Ss:Speak quickly …… Step3 Practice 1 .Part D Devide into groups,requires the groups to describe the pictures orally.Finish writing exercises ,(can discu by groups) Step4 Consolidation 1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to expre their willings politely) 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , r

ecite the text

Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

T points to the Mrs.Zhao T: Who is she? Ss:She is Mrs.Zhao T: What is she doing? Answer: She is dancing happily 2.Use the same way to learn another words:politely,carefully 2.Have a free talk with their partners 3.Game—Quick response Step3 Practice Requires the students to expre :what is ..doing PartF T:What are they doing ? 3.Listen and sing Step4Consolidation Make a situation and have a dialogue with their partners, choose some to act it out Situation: one morning ,you and your friend go to the park,you see many people are doing morning exercises ,you are talking about it 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text Notes: 目前在小学的英语教学中，不要求学生

掌握词汇，而只要求学生能根据提示或图片说出该单词，其本质无非是要学生们死记硬背，鹦鹉学舌。由于学生们没有相应的读音规则训练，不熟悉词汇的拼写规则，单词的音、形、意三者不能有效的结合在一起，因而导致了单词记忆的困难，

Unit6 I will bring a big bottle of orange juice

Difficult point: Retell the story ,the method of special question Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Perform the song :Row your boat Use the cards to go over the words Game—Magic eye Game—What‘s miing 4.Retell or act out the Unit4 Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : week, worried, scared, measure, weigh, Heavy, light T show a phote of baby(a student‘s phote).T:Look,he is one of our clamate.He looked very weak Write the word and lead reading the new word ,explain the words for the students.T: his mother measured him,and he was only 90centimetres,his mother weighed him,he wad only 12 kilogrammers.Use the same way to learn the other words Lead reading the words and check the results.Show another photo

Step4 Intensive reading 1)Reading the dialogue carefully, hen answer the following questions: Where did Peter go? Why did Peter go there? How old was he? How tall(heavy) was he?

2)Listen and answer the questions 3) Choose one picture to retell the story Step5 Consolidation Retell the story，finish the following form Estimation(评价) Estimate the performance of the pupils‘, conform and encourage,to filter their potential of learning English Homework: Listen and repeat the text ,copy the words and sentences Notes: 在小学英语的教学中，因为课文的简单易懂，所含的信息量少的缘故，很多中学英语教师忽视了文化对语言的影响，而导致了一些语言情景的不真实，和虚假的语言的产生。

Main points :To master the special question of questioning the other‘s basic situation

Difficult point:To improve the ability of performing language comprehensively Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song:Row your boat 3.Look at the picture and retell the dialogue,have a match Step2 Presentation and drill Introduce a new friend T:Today ,I‘llintroduce you a new friend,please ask him some quedtions.ok? Ss:OK! T:My name is Sun Wukong Ss:How old are you ? T:I‘m very old.Ss:…

2.Play a game—Quick renponse Step3 Practice 1 .Part D

Devide into groups,requires the groups to describe the pictures orally.Finish writing exercises ,(can discu by groups) Step4 Consolidation 1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to expre their willings politely) 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , recite the text

Difficult point: Read and understand the text ,to grasp the divergence of east-west culture

Teaching aids : cards ,tape ,record Teaching Proce: Step 1 Warming up

1.Greetings.2.Sing a song 3.Go over the words Requires threestudents to play game,one puts up a word(verb),another put up a word(adv.),the others make a sentence with the two words 4.Free talk and performance Step2 Presentation and drill PartE T points to the Mrs.Zhao T: Who is she? Ss:She is Mrs.Zhao T: What is she doing? Answer: She is dancing happily 2.Use the same way to learn another words:politely,carefully 2.Have a free talk with their partners 3.Game—Quick response Step3 Practice Requires the students to expre :what is ..doing PartF T:What are they doing ? 3.Listen and sing

Step4Consolidation 1)Make a situation and have a dialogue with their partners, 2)Estimation 3)Homework: Listen and read the dialogue, copy the new words ,and try to recite text Notes：英语教师的教学重点是放在教学内容，教学大纲和考试形式上呢，还是将教学注重点转移到学生的性格、兴趣、情绪等方面的培养和控制这是，现代教育思想转变的重大原则问题。

Unit7 What can I do？

s the feature of the things 3．The targets of emotion: To educate the pupils not to believe bad-man easily Main points :Understand the story and use the sentence structure:These horns are too big to expre the feature of the things Difficult point: Retell the story .Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song.Row your boat Game—Making friends Teacher puts the word cards on the Bb,requires the students to collocate into suitable phrases Beatuful, fat, tiger, pig, squirrel, tall, elephant, bird, strong, big, giraffe, small, monkey, naughty Step2 Presentation and drill Learn the new words:kill and foolish 1)Show a picture,a little with a bat in her hand T: What does she want to do? Help the pupils to answer like this:She wants to kill the fly.Write down the word and lead reading

T:Can she kill the fly? Ss:No,she can‘t ,she is foolish

2.Read the dialogue quickly , then answer the following question Why are the bull‘s horns so small?

Step5 Consolidation Retell the story，finish the following form(six elements of a narration) time Long,long again place In a field characters A lion and a bull reason The lion was hungry course the lion wants to eat the bull the horns are too big rubbed his horns against the tree smaller than the lion‘s ears

result The lion jumped on the bull and killed it Homework: Listen and retell the text ,copy the words and sentences

Period 2 Teaching targets.1)Can master and perform the adv.: too,just 2) Can use the adv.:too and just to discu things 2．The targets of emotion: To filter their interestings of learning English Main points : Can use the adv.:too and just to discu things Difficult point: To perceive the structure of sentence pattern:They ar

e too small Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.Game—Linked heart T showa some words (foolish,bull,kill,rubbed,horns,idea)choose two pupils to take one word ,and remember in the heart ,the other pupils to gue which word the student choose Free talk

T:Are the bull‘s horns too big? Ss:No, they aren‘t

T:Why did the lion say that the bull‘s horns are too big? Ss:Because the lion wanted to kill the bull ….

I think it is too big for me.Do you think so? Learn to say :It is too big T:Look ,what do you think of this one? Ss:It‘s too small

T: Yes ,I think so,I can‘t wear id ,it is too small.(show another one) T:Look this one ,what do you think of this one? Ss:It‘s just right for you Learn to say this sentence:It‘s just right for you .3:Finish partC Play a game—Singing different tune Step3 Practice 1 .Requires the pupils to make sentences with:it is too… T writes down the pupils‘ sentences

Clean one part of the sentences,ask pupils to add the last part KING OF REMEMBER Step4 Consolidation Free talk

Situation:MiLi is doing shopping in a supermarket ,she is satisfied with a sweater,she wants to try it one.2)Estimation 3)Homework: Listen and read the dialogue, copy the new words , r

ecite the text

Notes: 在课堂教学中英语教师要十分尊重学生，注意激励学生，关注学生学习过程。在当前“减负”工作中，英语教师尤其要注意体察学生在课堂上的心理感受，亲近学生，使学生喜爱英语教师和英语课，从而提高英语课堂教学的效益。

T shows a jacket T: Can you wear this jacket? Ss:No,I can not.It‘s too small Write down the dialogue S1:Can you wear the jacket S2:No,I can not ,it‘s too small.Can you wear this pyjamas? Step3 Practice PartF Pair work,discu the pictures,finish the exercise The bos is 500kg,I can‘t lift it,It is too heavy I can not wear this pair of trousers.They are too long.I can‘t drink this tea,it‘s too hot

d try to recite text

Notes: 学会英语，不但多了一对耳朵，一双眼睛，和一条舌头，甚至是多了一个头脑!因为语言是人类思维的工具，认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯。

Unit8 We shouldn‘t waste water

Period 1 Teaching targets.1.The target of knowledge: 1)Learn these new words:garden ,hole,pleased,small,bigger,angry 2)Can understand and retell the text

2.The targets of skills: To improve the usage of adjective comparative degree To improve the ability of performing language comprehensively 3．The targets of emotion: To educate the pupils not to bully the small and weak Main points : To improve the usage of adjective comparative degree Difficult point: Understand the sentence pattern:…ate most of the food ,leaving only a little for the smaller bird Teaching aids : cards, tape ,record,picture Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing the song :Row your boat Step2 Presentation and drill 1.Lead in the new dialogue and learn the new words : 1)T show a picture of a garden T:Look,what ‗s this ? Ss:It‘s a garden

Learn to say the word:garden 2)T points to the hole T:Look,what ‗s this ?

Ss:It‘s a hole

What happened to the smaller birds? Who gave food to the birds? 2)Listen and answer the questions 3)Finish Part C Step5 Consolidation Retell the story，finish the following form TIME Long,long again PLACE In a garden CHARACTER A smaller bird,a bigger bird,a girl REASON …… COURSE …….RESULT …… Estimation(评价) Require the pupils to talk about how to not to bully the small and weak ,link with their reality

Homework: Listen and repeat the text ,copy the words and sentence

Period 2 Teaching targets.1)Can master and perform the form of the adjective comparative degree

2)Can use the adjective comparative degree to compara two things Main points : Use the adjective comparative degree to compara two things Difficult point: The form of the adjective comparative degree Teaching aids : cards, tape ,record Teaching Proce: Step 1 Warming up 1.Greetings.2.Sing a song

第18篇：五年级上册英语教案

五年级上册英语第5课

Leon 5

I’m drawing the pictures of

the four seasons of a year.

正阳红旗小学

杨曼

Leon 5

I’m drawing the pictures of

the four seasons of a year.

一、教学目标

1、听、说、认、读、写下列单词及短语：spring, summer, autumn, winter, October, pick apples, flower, harvest, season

2、能听懂、会说短语：the four seasons of a year, the beach in summer, the harvest in autumn, the snow in winter

3、能听懂、会说、会写、会用下列句型：

（1）I’m drawing the pictures of the four seasons of a year.（2）How can you draw them? （3）I draw the flowers in spring, the beach in summer, the harvest in autumn and the snow in winter.（4）It looks really nice.

二、教学难点分析

1、听、说、认、读、写单词flower, beach, harvest, snow

2、掌握句型: （1）I’m drawing the pictures of the four seasons of a year.（2）How can you draw them? （3）I draw the flowers in spring, the beach in summer, the harvest in autumn and the snow in winter.（4）It looks really nice.

3、教学用具

课件、录音机

三、教学过程

（一）复习导入

1、教师先和学生进行非正式的打招呼，并增加内容：What day is it today? How’s the weather today？ Which season is now? Which season do you like?

2、复习词汇：教师先出示一年四季图片，用Which season is it?来提问，让学生用It is spring/ summer/ autumn/ winter.来回答。出示有关户外活动图片，进行以下对话：

What are you doing? I’m boating/ swimming/ picking apples/ making a snowman.

提醒学生be+动词-ing形式是现在进行时态，表示正在进行的动作。动词后加-ing 有不同的规则。

（二）新授

1、教授词汇：

教师出示的图片，教授 flower, beach, harvest, snow.

出示spring ,summer ,autumn, winter 图片，分别告诉学生

Spring is a season .Summer is a season. Autumn is a season.Winter is a season.并提问:

1、How many seasons are there in a year ?

2、Who are they ?

2、传悄悄话做游戏：

3、学课文,放录音让学生听懂对话内容,再回答问题.(1) What is Li Shan drawing ? (2)How can she draw the four seasons of a year ? (3)Which season in October in ? 四、课堂练习

1、学生分组练习对话。

2、变换句式练习并巩固本课对话，老师指导。

五、作业安排

1、和同学进行对话练习。

2、做《活动手册》。

《I’m drawing the pictures of the four

seasons of a year.》说课稿

正阳红旗小学

杨曼

一．说教材

我今天说课的内容是陕旅版六年制小学三到六年级英语第五册的第五课\"I\'m drawing the pictures of the four seasons of a year\" 。我们现在所采用的这套教材，其每一课都是通过形式多样的话题，丰富多彩的语境活动，活泼有趣的儿歌以和幽默的卡通图画等多种形式让同学达到掌握英语，运用英语的目的。我们今天所学的这篇课文就以王楠和李珊两个人关于季节的对话展开课文内容的。在两个人的对话中，李珊向王南介绍了自身正在画一年四季的画并且介绍了每一个季节的特征。根据本文特点以和大纲要求我确定了本课的教学目标有以下三点：

1．认知目标：能认读并书写单词flower, beach, harvest, snow等新单词。

2．技能目标：运用所学的语言知识在创设的情境中进行熟练的交际，并在此基础上能将其应用于日常生活之中。

3．情感目标：通过本课的学习，激发同学学习英语的兴趣，协助同学树立学好英语的信心，增强同学的参与意识，引导同学积极与他人合作，一起完成学习任务，并在胜利中体会英语学习的乐趣。

本课的教学重点为：能够理解现在在进行时和一般现在时。并且能够掌握一年四季的词汇和所能进行的活动。

4．教学难点为：在情境中灵活运用所学句子，并能在实际生活中进行创新运用。

二．说教法

在本课中我采用了将直接法，口语法，听-说法，这几种教学法相结合的方式来进行授课的，并且贯穿整个课堂。直接法要求在课堂教学中只用目标语进行教学，利用动作，实物，表情，手势或是情景来直接表达语言的意义。在我的整个课堂无论是在单词的新授上还是在课文的学习上亦或是在巩固练习上直接法的这些点都体现得非常明显。口语法也即情景教学法，它强调的是在介绍新词语或是新的语言结构时要提供合适的情景。比方在教授新单词和做游戏时表示得尤为突出，我用色彩鲜艳的图为同学讲解新词，生动而活泼，这样以来同学一下就明白了新词的意思。听说法强调的是听说在前，读写在后。

三．说学法

我根据教材的特点和同学的认知规律，这节课我充沛发挥了同学的主体作用，引导和组织同学通过学单词，做动作，听录音感知课文，跟读课文，回答问题，齐读，分角色，两人小组合作等多种灵活多变的学习方法来学习新知，进行巩固练习和扩展练习。

四．说教学程序

a.课前热身运动：

在此布置这一活动的目的有两点：

1．通过视频来调动同学的学习热情。

2．联系本课主要教学内容，为同学下一步学习新知做好铺垫。

b.导课：我采用歌曲、提问和复习导课，既激发了学生的学生兴趣，又达到温故而知新的效果，至此自然过渡到新课。

c．学习新知：

Step1：用领读，齐读，抽读和通过课件展示的方式学习单词。

在这一环节我是这样做的：在通过领读和齐读的初步教授认读之后，而后再进行随意抽读，在抽读时可以灵活应变。然后出示图片进行识别。在这一活动中同学参与积极性高，将课堂气氛一步步推向高潮。

Step2：在巩固了单词的基础上来学习新课文。

ａ．听录音整体感知课文，并回答问题，这一步的目的是重在培养同学的注意力和听力。

ｂ．听录音跟读课文，并回答问题，进一步理解课文内容。

ｃ．老师示范读课文，同学齐读课文以提高同学发音的准确性。

ｄ．分角色朗读课文检查同学对课文掌握的熟练程度。到这里我们的课文学习也就结束了。

第19篇：四年级上册英语教案

Module6 Unit1 Can I have some sweets? 教学目标：

1.能听懂会说本课语 Can I have some sweets/bread/fruit/biscuis? 2.能够用Yes ,you can ,Sorry ,you can`t.进行问答练习。 3.能自己请求需要一些东西，并作出正确的回答。

4.学生在游戏和歌曲中熟练运用交际用语的能力。提高学生的口语水平。教学重难点：

重点：能听懂会说本课语言。Can I have some sweets/bread/fruit/biscuits? 能够用Yes,you can .Sorry,you can’t.进行问答练习。

难点：能够灵活运用本课的交际用语进行拓展交际。教学准备：课件、磁带、图（卡）片。课时安排：1课时教学过程：

Step1: Warmer(热身)

1、老师课件播放歌曲《Happy birthday to you》，师生边跳边唱英文生日歌曲。

（给学生创设一个愉悦的过生日的氛围，便于导入新课。） Step2: Lead in new cla(复习导入)

1、T: Stop! Please look here and answer my question.（师跳起来说：）“ Can you jump high ?”

Ss:(学生配合老师做出动作，并回答：)“Yes , I can ”

T：（师做跳远的动作并说：）“Can you jump far/run fast / run slowly?” Ss: （学生边动作边说：）“Yes , I can .”

T：（然后师再做动作问：）“Can I run fast ?”（故意做的很慢）Ss:（帮助学生回答：）“ Sorry , you can’t .”

T：（然后师再做动作问：）“Can I run fast ?”（故意做的很快）Ss:（帮助学生回答：）“ Yes, you can.”

T：Today we’re going to learn Module 9 Unit 1 Can I have some sweets?今天我们就来学习第九模块第一单元。（幻灯片出示课题。） Please follow me.Step3: 精讲

1、游戏中感知、呈现单词。

T：（出示一个装满sweets、bread、fruit、biscuits、cake的书包）“look , There are some things in the bag .please gue .What’s in it ? Please gue.Ss:(老师启发学生猜，) T：(学生猜到后，老师做出非常高兴的样子，打开书包看一看，说：)“Let me see, oh, yes, some food, it’s very nice!”(教师点击鼠标出示许多糖果、面包、水果、饼干、蛋糕图片) T：“ here you are 。”（教师把学生猜到的物品送给学生。陆续让学生把书包中的东西都拿走。）

T：I had very few lunch this noon , So I’m very hungry.(手捂着肚子做出非常饿的样子，老师走到有食物的同学跟前说) T：“I’m very hungry。Can I have some bread？” Ss:（启发学生回答：）“Sorry,you can’t。”

T：（老师听到后露出非常失望的表情，）“ Oh! But I’m very hungry.” T：再走到拿有别的食品的同学跟前说：“I’m very hungry。Can I have some biscuits？

Ss: “Sorry, you can’t。”

T：（老师听到后露出痛苦的表情说：）“Oh! my dear I’m very very hungry.T：（再走到拿有别的食品的同学跟前说：） “I’m very hungry。Can I have some sweets？

Ss:（这时学生看到老师实在饿的不行了，就说：）“Yes , you can。.Here you are.”并把食品交给老师。

T：(老师做出吃的动作说：)“It’s very nice.Thank you .

2、图片呈现单词: sweets\\bread\\fruit\\biscuits\\cake\\soup T：I bring to you some beautiful pictures.Look here and follow me.(老师点击鼠标出示单词图片)

3、活动中学习句子

①T（课件呈现一些糖果的图片，）：What are they? Ss:some sweets .②T:(然后一点鼠标出示句子，)“ Can I have some sweets？ Yes ,you can .Sorry ,you can’t.”

③T: This time, let’s play a game.此时设计一个传物游戏，师拿出一个小玩具，和学生一起边拍手读这个句子，边传这个小玩具，老师说：“stop” 小玩具在谁的手里，谁就站起来回答这个问题。

④ T:Good! Please look here, let’s ask and answer.(幻灯片出示相关句子，老师学生一起进行问答练习。)

4、利用录音机学习课文

T: Do you know today is Amy’s birthday, do you want to know what happened? Open your books, let’s listen and point.T: Listen again , let’s listen and say.〔在学习难点句子时，老师利用肢体语言帮助学生理解句意，“Turn on the light .”（做开灯的动作）“ I can’t see .It’s very dark.”（双手伸出做摸的动作），师生共同边做动作边说这些句子。〕

Step4:Practicing(练习)

1、歌曲中巩固知识：

T:Now, please look here, let’s listen and sing.老师把小学音乐教科书中的《新年好》曲调录制在课件上，并和歌词同时播放，大意如下：

some soup some soup Can I have some soup? some bread some bread Can I have some bread? some sweats some sweats Can I have some sweats? some cake some cake Can I have some cake? T: let’s sing again.(反复唱几遍，直到学生掌握熟练为止。)

2、小组活动中巩固拓展知识

T：（老师让四个同学到前面来每人手里拿一张食物图画，老师过去问）“Can I have some „？”

Ss1:（被问的第一个学生说）“Yes ,you can。然后把图片交给老师。Ss1:（第一个同学去问下一个同学）“Can I have some „？”

Ss2: Yes ,you can .\\Sorry ,you can’t.T：This time please look here,work in goups,understand! (学生四人一组看着大屏幕进行连锁式问答练习。最后让学生以小组为单位上台展示，并且发贴画鼓励表扬。集体拍手鼓励

Step5:Home work(家庭作业) 板书设计：Module6 Unit1 Can I have some sweets？ Yes , you can。 Sorry,you can’t 教学反思：本节课注重学生听，说，读的练习和强化，使学生更好的掌握知识和运用知识，但是课堂纪律把握不是很好。

Module6Unit2 Happy Halloween! 教学目标

1.能够听懂会说本单元的新单词today、Halloween、Come in、of course.并能灵活运用。

2.通过模仿、操练、表演等活动，学生能够运用所学的语言知识进行对话，提高英语口语交际能力。

3.了解万圣节的文化背景，感受异国文化，促进中西方文化的交流。

教学重点和难点

1、重点：句型 Can I have some„? 及其回答Yes, I can./ No, I can’t.的运用。

2、难点：能熟练运用本课的句型进行交际。教学准备:万圣节相关材料，CD-ROM.面具，黑布，袋子课时安排：1课时教学过程: Step 1 Warming up 1.Greetings。 2.say then chant.Can I have some soup? Can I have some fruit? Yes ,you can.Yes,you can.And you can have some rice.They’re all very nice.3.小组展示，表演第一单元对话。 Step 2 presentation

1、教师上课之前故意让一名同学上课迟到，老师就问同学们，where is„? 然后该生敲门，按老师提前告诉他的说： Can I come in?然后老师回答：Yes,of course.教师讲解其意思，并板书教读。利用排小火车游戏，练习巩固此句型。

2．Boys and girls,Do you know What day is June 1st?(Children’s Day) And we say Happy Children’s Day. What day is september 10th?(Teacher’s Day) And we say Happy Teacher’s Day What about October 31st?(Halloween) (Teach “Halloween”), And we say Happy Halloween!（板书，教读） 3.Do you know the origin of Halloween? Ss:(自由发言) 教师讲解，并将搜集到的有关万圣节图片呈现给学生，让学生进一步理解。

(总结)So it celebrates autumn harvest and it’s also a ceremony of the dead.2.T:Now, let’s enjoy a performance.Welcome! Ss:(Give a performance) T:Oh, it’s wonderful.(Ask one student)Excuse me.What’s this in English? S:It’s a pumpkin lantern.T:(show a picture)Look, it’s a pumpkin.(Teach “pumpkin”) What’s in the pumpkin? There’s a candle.MTeach “candle”) We can use them to make a pumpkin lantern.(Teach “lantern”) T:(Introduce) Ss:(Repeat “Jack-O-Lantern” several times) T:(Ask one student)Can you tell me what’s this in English? S:It’s a mask.T:Look, here are some masks.(teach “mask”) (show the masks)It’s a dog /tiger mask.It’s a pig mask.3.T:If tomorrow we’ll have a Halloween party.What do you need? Please discu in groups.S:Sweets/Pumpkin/„ Step3 new text 1.listen and point.2.listen again and repeat.3.practice with your groupers.4.Act out the dialogue.(教师拿出黑布，面具作为学生扮演道具，看哪一组扮演的最像，哪一组获胜。) Step4 production 课件再次出现日历 12月25日上方写 Christmas T: It’s Dec.25th.It’s Christmas.课件出现圣诞节的场景，树，老人等典型Let’s have a Christmas party.And we would like to buy things for it.Look, there is a shop.What do you need? Please discu with your partners.Then you can act it out.给学生三分钟时间讨论,再上台表演。

Step 5 Homework 1.Read activity1, act out with your parents.2.搜集西方其他传统节日习俗，下节课交流。板书设计：Module6Unit2 Happy Halloween! 教学反思：这节课课堂气氛活跃，本课主要以文化学习为主，所以学生很积极踊跃，但是如果能较多的扩展一些其他节日文化就更好了。

Module 7Unit1

There is a horse in this photo.教学目标

1.Can use “ There is /are” to talk about Photos.2.The students learn and can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.3.Pupils can actively participate in cla learning activities.教学重难点：

1.Important points:Ss can listen, read and say the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.2.Difficult points:can can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.ect to describe the Pictures or scene 教学准备

CD-ROM, pictures,cards, courseware Unit One There is a horse in this photo.课时安排：1课时教学过程

Step One:Warm-up and lead-in.(about 5min) 1.Greeting,then say the chant : “Can I have some soup?” 2.Show pictures: playing basketball, running, shipping, and so on.Let’s do asking and answering like this: What is he/she doing? He is„(激活知识) 3.Show the picture of the text .(Amy is riding a horse) get Ss look at the picture and ask :What can you see?(Help Ss answer) 4.Watch and listen to the CD-ROM.(整体感知如何描述图画) 5.Watch ,listen and reapeat.(学着说，并提醒学生注意模仿语音语调，感知今天要学的内容There is „的语用，为新课学习做铺垫) Learn：horse 注意与house的区别，用图片进行比较。

Step Two：Task presentation(about1min) 向班级推荐手抄报的图片,并用There is ..in the photo.He/She is„描述自己推荐的图片。

Step Three：text learning(about15min) 1.play the CD-ROM.Get Ss watch and listen and thinking :1）What are Sam and Amy talking about? 2.Ss try to answer the question.(1,2整体感知课文)They talking about photos.3.Sam, Amy, Daming are talking about photos.How are they talking about them? Listen again(进一步感知课文) 4.Show questions, listen and try to answer the questions 1)What’s in photo 1? 2) What’s in photo 2? 3) What’s in photo 3? 引导学生回答每个问题后连起来描述：There are talking about photos.There is „in photo 1„(板书There is a horse in this photo.There is a sheep in this photo.„) 5.Try to say:There is a„ in/on/under/„ 6.listen and repeat.7.Work in group: retell the text. Step Four: practise(about10min)

1、Listen and say(P40 Activty 3) 跟读模仿语音语调

2.Look at the picture.(P40 A4),明确要求后，四人小组用there is„描述图片内容，共同完成任务。给学生三分钟练习，然后以小组为单位向全班展示。

3.Finish Ex 1,3，4(课堂活动用书)，巩固所学知识

Step Five: Task completion.(about 7min) T show some pictures, Ss talk about them and choose one describe it: There is a„in this photo.She/He is„ 1.Ss talk about the Cla Paper.

4、Ss report.Homework：

以小组为单位为班级手抄报准备图片 Writing 板书设计：

Module 7Unit1

There is a horse in this photo.

教学反思：本单元的学习要让学生掌握基本的数词，并且会介绍照片里的故事，所以实用性比较强，在学习过程中要注重实际运用。

第20篇：四年级上册英语教案

Unit 1School Subjects

一、学习目标：(Teaching objectives)

1、Vocabulary: English, music, art, math, science,Chinese，P.E., subject.

2、Conversation: A.Do you like…? Yes, I do.B.What subject do you like? I like…

二、教学重点:（Teaching key points） A: Do you like…

B: Yes, I do./No, I don’t.

三、教学难点：（Teaching key points） A: What subject do you like? B: I like…

四、教学手段：(Teaching medium)

1、各种书籍

2、录音带

五、教学活动：（Teaching activity） 1.2.3.4.5.6.7.Bingo 传口令练单词。抛娃娃传问答。调查表。 Dick game 胜利坐凳游戏。 Sing a song.

六、教学课时：三课时

七、教学步骤：（Teaching procedure） The first period

Step

1、Revision Revise how to ask for thing: What’s that?

It’s a /an …(使用学过的物品) Step

2、Presentation and drill

1、师捧出一叠各科书本，引导生问：What’s that? 老师拿起一本书Say : It’s my book.It’s my science book.

2、学习science, 示范、板书、带读、抽查、操练讲： It’s my science book.

3、师拿起另一本书问学生：Is it my science book? Yes or No.（引导学生回答）师Say: It’s my English book.

4、以同法学习music, Chinese, art, P.E., math.

5、Play a game : ①Bingo.②传口令练单词。

6、继上游戏最后一个单词，老师拿出该书讲：I like„板书、示范、带读、分组练、个人抽查，师一边穿插问：What do you like？

7、由最后一内容引出How to say: What do you like? 学习、操练，随意举书回答练习。

8.师穿插引导讲: What subjects do you like? 操练。 9.Play a game:使用布娃娃，随意抛，哪个学生接到，哪个回答Ａ: What do you like? B: I like…

再由学生抛布娃娃到另一个同学，继续回答练习。 10.调查表（Ｐ26 Activity1）Ｗhat do you like?

Step

3、Consolidation

1、听课文，自由读，抽查。

2、做Student book： P25 Practice 1

3、做Workbook： P18③ Step

4、Homework:

1、

2、熟读单词。背课文新句型。 I like…

The second period Step

1、Revision 1.师指学生桌上English book, ask: What’s that?

answer(生): It’s my English book.师再指另一种物品继续进行问答（分组、男女、个人）

2.师举起各种书问：What do you like? 提问一学生回答:I like…开火车问答练习。

Step

2、Presentation and drill 1.继上一练习，师接最后一学生内容引出讲：Do you like…? 引导学生回答 Yes/No.学习新句型，示范、带读，随意抽出各种书练习讲： Do you like…? 师穿插回答Yes, I do.2.教学生操练Yes, I do.师生练习分组问答，开火车操练。

3.由最后一组学生的操练内容引导问老师：Do you like…? 师答：No, I don’t I like…板书，学习，操练。

4.Play a game: ①Dick game(student book P27 Activity2)操练: Do you like…?

Yes, I do./No, I don’t.I like… ②胜利坐凳游戏：甲学生找乙学生进行问答练习，甲学生会问就坐到乙学生座位，乙学生继续去找其他学生进行问答练习，操练。 Do you like…？

Yes, I do./No, I don’t.

22 板书： What do you like? / What subjects do you like?

5、Sing a Song: I like science.(P26 Song) Step

3、Consolidation.1.听课文录音一次。

2.读课文中P23Conversation ①、②、③、④ and P24Target①、②.自由读、抽查。

3.做Workbook：P18 ③ Step

4、Homework 1.熟读课文内容。 2.做Workbook: P15② 板书：Do you like…? Yes, I do./No, I don’t.The third period Step

1、Revision 1.Sing the song: I like science.2.师问：What do you like? I like…

与一学生进行问答练习，分组、男女、个人抽查练习。 3.Play a game: Three Cups Card Game 4.继上游戏最后一内容，师引出问该生： Do you like…?

Yes, I do./No, I don’t.5.开火车操练： Do you like…?

Yes, I do./No, I don’t.Step

2、Practice 1.Workbook: P18④

2、学习Studentbook : P28 Sounds and words, 先让学生听录音一次，再将读音分组出示。

Science dance face fance dice mice 师师范读，学生找规律，试说，师再小结。３、Listen and chant (Studentbook : P28 ②)。

4、Sing the song of I like science.Step

3、Homewrok.熟读全文，背诵重点句型，默写单词。板书：What do you like? I like …

Do you like…?

Yes, I do./No, I don’t.Unit 2 School Activities 教学目标：

1Words:fish/shop/study/paint /run/write/ laugh/smile.2 Sentences: What are you doing? What is he/she doing? What are they doing? 重点与难点：现在分词的用法与读音。教具：单词卡片、实物、投影仪、录音机。教学过程（分三课时）

第一课时 Vocabulary and Target

一、复习：

1、（通过老师指令，学生做动作）复习play/fly/dance/sleep/eat.

2、Play a game: Simon says.T: Simon says, play（全班做动作）

Dance!（不能做动作，因为没有simon says）

二、新课：

Step1,在黑板上贴

Step2（叫几个同学做fly动作） T: What is he doing? He’s flying.What is she doing? She’s flying.What are they doing? They’re flying.（老师问其中一个同学） T: What are you doing? （引导）S1: I am flying.Step3板书：What is he/she doing? What are you/they doing? Step4（老师打篮球并说） T: I’m playing basketball.（把球传给学生）

T: What are you doing? S1:I am playing basketball.（再把球传给另外的同学，反复练习I am playing …） Step5让学生挑出playing单词卡。

Step6同样方法，引出其它贴在黑板上的单词。

Step7.Read after the tape then repeat.Step8.Play games:

1、任意抽走一张单词卡，让学生回忆是哪个单词。

2、取下单词卡，拿出其中一个给一位学生，让他做动作，其他同学猜单词。Step9（叫一组同学上台做不同的动作，突然老师说：Stop!他们保持动作的停留，然后老师提问） T: What is he/she doing? What are they doing? S: He/She is writing.They are painting.Step10.Open the book at P44, read Target after the tape.Step11.Play a game: Leader.（叫一个同学走出门外，全班同学中产生一个Leader带领其他同学做动作，每做一个动作，老师问：What is she/he doing?出去的同学回答，然后找出Leader） Step12.Pair work: What is he/she doing? What are they doing? Step13.Homework: Copy the new words.第二课时

Conversation and Practice 1,2

一、复习What is he/she doing? What are they doing?

二、新课 Step1（老师做钓鱼和游泳动作，让学生问） S: What are you doing? T: I am fishing.I am swimming.Step2 让学生做此动作，老师问： T: What are you doing? S1: I am fishing.T: What is he doing? （问其他同学） S2: He is fishing.Step3板书: fishing Step4设情景对话。

（老师扮Gogo，看到其他同学在读书、钓鱼、睡觉、买东西、游泳……） Gogo: What are you doing? What is he/she doing? Step5.Open the book at P43, listen and look at Conversation.（老师指着Picture 4） T: What are they doing? S: They are shopping.Step5让学生练习再表演。

Step6.Practice1.A:先读所有的句子，再玩游戏。（让学生抄下其中六句话，由老师念句子，六个都跟老师相同的就Gogo.）

B: Listen to the tape and then circle the right answer.Step7.Practice 2.Play a game:叫几位同学站在一排同学的后面做动作，让其他同学猜。 T: What is he doing? / What are they doing? S1: He is …/ They are … S2: He is …

Step8完成句子。 I____ ______.（睡觉） What he ? He What_____ they______? They are______.（跑步）第三课时

Song/Activity 1.2.Sounds and words 1.2.

一、1.2.

二、复习单词:Playing┅ Ask and answer: What┅doing? 新课

Step1.Song.(1) (2) Sing the song.Play a game:一边唱歌一边传递盒子（盒子装有单词的卡片）当老师

时，盒子所在谁的手上，谁就抽出一张有单词的卡片，并作相应的动作。 S1: What is he doing? S2: He is┅

Step2.Sounds and words.(1)叫六位同学上台，同时做不同的动作，老师逐一介绍。 He’s flying./singing/drawing/crying /laughing/smiling.(2)板书以上单词。

(3)Listen to the tape then repeat.(4) Play a game:老师把全班分为两组相对而站，当学生听到单词含有ing的读音时，做相应的动作，否则就不动，错的出局。两组比赛，保留人多的为获胜组。 Step3.做练习：Listen, say and circle.Activity 1 Step4.Activity 2（投影图片）

Gue: Who is it? Step5.小结整个单元，讲有关现在进行时应注意的地方。 Step6.Play a game:老鹰捉小鸡。

老师扮老鹰，挑出8个同学扮小鸡，摆弄7张凳子为一个圈，8个同学站在圈外围着凳子跑，一边跑一边问老鹰：Eagle,eagle, what are you doing? Eagle: I am running.同学又继续问，老鹰不停地回答I am singing等等。当老鹰说I’m catching you时，8个同学抢凳子坐，抢不到凳子的同学代替老师，然后拿走一张凳子再继续，最后一个坐到凳子的为获胜者。 Step7.Home work:活动手册。

Unit3 My Week Teaching Target : What day is it today? It’s Monday.

What do you do on Monday? I play the violin on Monday.Teaching Key: New words: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Sounds and words:/ju:/ The first period:

一、词汇

1、教师把图画卡片挂在黑板上。

T：(指着Sunday) It’s Sunday.Repeat.[Ss: It’s Sunday] T: What day is it today? It’s ….( 引导学生答) 用一周的其他几天继续进行活动。

T：All the days together make one week .(出示图画卡片)Week.Repeat.[Ss: Week.]

2、Look at the teacher’s mouth, then gue the words.

3、Read together and pair work.

4、新课呈现

T: Open your books to page 10.Listen to the tape and repeat, point to each day as you say it .播放录音，让学生跟读一周的每一天。

至于week这个单词，可让学生在图片的月历上圈出一个礼拜

T：（指着Saturday ） Is it Wednesday? [Ss :No, it isn’t .It’s Saturday.]（指着Monday ）Is it Monday ?[Ss: Yes, it is] 教师必要时做示范。

指着一周的其他几天，问类似的问题。对话

二、对话的学习：

1、教师带一本大的月历和一些体育器材,如：一个篮球，一个乒乓球拍等，进入教室。

Review the words .(做练习) T：What day is it today?（指着月历上一周的每一天，然后指着当天的日子）oh, it’s (Tuesday).

教师举起一个篮球。

T：I play basketball on(Tuesday).(再指着月历)

2、把球传给不同的学生，让他们重复句子 I play basketball on(Tuesday) 教师拿起其他的体育器材，如乒乓球，假装打乒乓球。 T：I play ping-pong on Sunday.(指着月历上的Sunday) 把球拍传给其他学生，示范句子，让他们重复。

3、新课呈现

T：Open your books.Let’s listen to the tape.教师播放录音，同时指着每一幅图片。 T：Let’s listen again and repent

播放录音，每句后停顿，让学生跟读。把学生分成四个小组，让他们分别扮演Gogo, Jenny, Tony及Mrs.Green(Tony和Jenny的妈妈) 鼓励每组加上动作，如：在对话中假装玩某一项体育活动。教学后记：星期几这七个单词比较难掌握，需要不断的强化。 The second period:

一、指着词汇部分的图片。

T：What day is it today ?(Ss: It’s (Thursday) 指着图片中物品

T :What’s this ? Ss: It’s a (piano) T: What do you do on Monday? S1:I(play the piano )on(Monday)

二、播放录音，每句后暂停，让学生跟读教师指着某一位学生说：What day is it today? [SI：I（play the piano ）on (Thursday).

三、新课呈现

播放录音：每句后暂停，让学生跟着读。

T：（指着某位同学问）What day is it today ?[SI: It’s (Wednesday)]

T: (指着另一位同学问)What do you on (Wednesday),[S2:I(play soccer )on ( Wednesday) ] 与几个学生重复此项活动。

四、Exercise 1 指着每组的三张图片进行谈论。

T：（指着第一组中的Monday）What day is it today ?[Ss: It’s Monday .] T: (指着第3组中的Friday) How about this one ? what day is it today ?[Ss: It’s Friday .] What do you do on Friday ?[Ss: I play soccer on Friday.] 新课呈现

T：Let’s listen to the tape .

播放第1组图片的录音，然后暂停。

T：Which day of the week is it ?Do you know ? Is it this one ?(指着Monday ) 在学生回答时，作一个画圈动作，圈住It’s Wednesday.这个句子。 T: Number I is it’s Wednesday .

继续练习其他几组，每组后暂停，让学生重复每一句。

Exercise 2: 教师把图片挂在黑板上。

T：What day is it today ?[Ss: It’s (Wednesday ?)[Ss: I (play basketball )on (Wednesday ).] 重复问题，让学生提供不同的答案。新课呈现

T：Now, let’s read the questions.让学生大声读出问题。

把学生分成两人一组或小组方式互回答。

教学后记：What day is it today ? It’s句型掌握理想。

The third period:

一、Sing a song 展示一幅大的月历，指着不同的日期。

开始谈论学生的生日日期，帮他们找到自己的生日在今年的星期几。新课呈现

T: Let’s sing a song !Let’s listen first .播放录音，唱到哪，就用手指到哪。把学生分成两组。

一组唱问题，一组唱回答。

二、活动

T: What do you do on Saturday ?Repeat .[Ss: What do you do on Saturday ?] T:I swim on Saturday .(指着一个学生问) What do you do on Monday ?[Ss: I (cook) on Monday .] 用一周的不同周日对数名同学重复提问。要几个学生提出问题让其余的学生回答。

新课呈现

教师让学生结对

把调查表抄在黑板上，教师示范做一次调查。问某一学生：What do you do on Sunday ?[Ss: I (play soccer )on Sunday ]把soccer写进相应的方格里。若时间允许，让几组学生与全班同学分享答案。活动2 教师把第2册图画卡片挂在黑板上，

在每张图画卡片下，打乱顺序写下图片的单词让一些自愿的学生把单词和相应的图片配对。

让那些自愿的学生用粉笔/水彩笔把正确的单词写在图片下面问全班学生是否同意该学生的拼写新课呈现

T: Open your books Look at these scrambled words .What are they ? 引导学生说：Days或Days of the week 指着图片中不同的桌子，问学生它们是星期几。

让学生结对，把一周内几天的拼写复原并写在下面的空白处

三、语音和单词

教师把字母U写在黑板上， T: What’s this letter?[Ss:U]

T :Yes Today’s sound is same sound as the letter u .Let’s practice the sound /ju:/.Look at my mouth and repeat .T:/ju/.[Ss:/ju/] 新课呈现

教师让学生看着该页上的单词。 T: Let’s listen to the tape .

播放录音，让学生指着每一个读出的单词

T: Let’s listen again and this time ,repeat 播放录音，让学生跟读

经过充分练习后，教师任意指着不同的图片，让学生说出该单词。让学生看着歌谣旁边的图片

T：（指着气球）What are these ?[Ss: They’re balloons.T: (指着独角兽) What’s this ?[Ss: It’s a unicorn 用其他图片继续活动新课呈现

T：Let’s listen to the chant .播放一遍录音

T: Now ,listen and point to the pictures as they are chanted .再次播放录音，当唱到unicorn, cucumbers ,ice cubes 和balloons时，学生应用手指着它们。

T: Let’s chant together

播放录音，让学生跟着唱，并跟着节奏打拍子

教学后记：经过充分练习后，教师任意指着不同的图片，让学生说出该单词。学生掌握理想。

Unit 4 My Day

一、Teaching objectives: 1.Words and expreions: tomorrow wake up time go to sleep get up get dreed brush teeth go to school go home do (my) homework eat dinner go to bed at tea meet key pea sea 2.sentenceses: ① What time is it? ② It’s time to go to school.③ What time do you go to school? ④ I go to school at 7:30.3.ea and ee [i:]

二、Teaching key points: 1.Words and expreions: 2.sentenceses: ① What time is it? ② It’s time to go to school.

③ What time do you go to school? ④ I go to school at 7:30.

三、Teaching difficult points: 1.sentenceses: ① What time is it? ② It’s time to go to school.③ What time do you go to school? ④I go to school at 7:30.2.ea and ee [i:]

四、Teaching tools: recorder、tape、pictures

五、Teaching procedure: The first period Step 1 Conversation Getting ready

1、教师准备一个能调节时针及分针的大时钟，把时针调到3：00的位置，问：What time is it?让学生回答，It’s 3:00.

2、用同样的方法问3:15, 4:30, 5:45,并示范表达。

Using the book

1、让学生听一次录音，然后打开书，播放录音，每句停顿，让学生跟读，并重复一次，教师朗读对话的每一行，模仿Tony昏昏欲睡的声音和Gogo兴奋的声音。

2、让学生两人一组结对练习。

3、抽部分学生出来表演对话。

4、等到学生熟悉内容后，教学新单词及词组，如tomorrow, wake up, It’s time to , time, go to sleep.并理解对话内容。

Extension activity 教师请一些学生到黑板前，让他们把对话中的句子写在黑板上，每人写一个对话方格内的句子，教师指写位置让学生写，然后让学生将正确的顺序排列出来。 Step 2 Vocabulary Getting ready 出示图画卡片，让学生读，并让学生用动作表演这些短语的内容。 Using the book

1、教师播放录音，让学生跟读每一个单词。强调部分元音音标，并板书词组及音标。

2、教师做动作让学生猜相应的单词，学生互相练习。

3、指着课本上数字21—60并大声朗读出来，让学生跟读。并用时钟帮助学生理解数字与时钟上分针的关系。

用时钟练习说出时间，如It’s four twenty-one.等等。 Homework

1、抄写短语，每个四次，并记住；

2、抄写对话，并译成中文。The second period Step 1 Target Getting ready

1、教师在黑板上写上It’s time to ______.和What time do you _____? 把其中一张图画卡片放在第一个句子的空格处（有图画的一面向外）。让学生跟读

2、教师不再示范句子，快速更换图画卡片，让学生做替换练习。以同样的方法操练其他句子。 Using the book

1、教师让不同的学生大声读出句子。

2、播放几遍录音，让学生跟录音练习。Extension activity Step 2 Practice Getting ready

1、指着图片A—D，说出下列句子

A What are they talking about? They’re talking about food.B Is he sleeping? No, he’s not.C What time is it? It’s 9:45.

D What’s she doing? She’s watching TV./ She’s talking to her Dad.Using the book 在听录音之前教师让不同的学生大声读出四个句子。播放录音，让学生完成，并重复一次，检查答案。 Getting ready 请学生分别将四个问题读出来，并练习朗读几分钟。 Using the book 教师让学生回答，尽可能真实回答，检查答案，并让学生结对练习。 Step 3 Workbook 1.Listen, read and circle.播放录音，让学生选择答案，检查并让学生读出来。 2.Read, write and say.先让学生将问题读出来，然后回答，再到黑板上板演，后评。 Homework

1、抄写中Target的句子，并译成中文。2．会默写中Target的句子。

The third period Step 1 Listen and chant Getting ready 教师把歌词顺序打乱，一行行写在黑板上。指着任一行让学生大声朗读。 Using the book 播放，让学生听一次，然后后再播放一次，让学生按顺序给句子标上序号。重复几次，让学生能唱出来为止。

Step 2 Ask, answer and write.Getting ready 教师在黑板上写上What time does Jenny______？给学生该页上的提示词，让他们说出完整的问题。如Using the book 教师把全班男女两组，让男组盖住表B，使用表A，让女组盖住表A，使用表B，让他们问答，并核对答案。

Step 3 Activity Draw and play Getting ready 教师把What time do you_____? 写在黑板上，指着游戏板上的get up问Can you make a question? 让学生回答What time do you get up?指着其他图画，让不同的学生提问题。

Using the book T: 指着(go to school的图画)（S1’s name）,can yu ask the question? S1: What time do you go to school? T: What time do you go to school? Draw in the time on your game board.继续活动，直至所有学生画完所有时钟上的时间。

让学生结对，并给每结一个硬币和一些纸片。S1和S2使用各自的书本，每个学生均把各自的纸片放在―‖的图画上，从此处开始游戏。让学生轮流把硬币掷在游戏板上，正面走一步，反面走两步，当S1落在某一格时，S2提问，S1根据所画的时间进行回答。然后轮到S2，当学生完成所有格子上内容的问答时游戏便终结。

Step 4 Wokbook 3.Listen to the chant and write.让学生听一次后完成填空，后核对答案。

4、Read, match and write 先让学生读句子，然后填到适当的地方

Step 5 Sounds and words

1、练习E的发音，并把其音标写出来[i:]。

2、播放录音，让学生边听边指着录音读到的单词，用图片进行单词教学。

3、教师在黑板上写tea,cheese，在字母组合es和ee下划线，让学生找出一些含有该音素的字母组合的单词，把单词写在黑板上，如:peas,please.向学生解释还有字母e是发这个音。如he, she , me等。 Homework

1、抄写并熟记下列单词： tea meet key peas three sea

2、理解音标[i:]及字母组合ea, ee的发音。

教学后记：In the unit we study the time, I teach it by using the clock, the computer, the radio.But it hard to expre the time for the students.

Review 1 (第一课时)

一、教学目标

1、会听句型①Do you like……?Yes, I do./ No, I don’t.②Does she / he ……? ③Where’s ……? ④I like……

2、掌握单词：English, science, music, history, art, P.E, math, computer game, doll, drum, ballon, wallet, subjects, skate board, guitar, closet, glaes, sofa, bookcase, next to, behind, in front of.

二、教学重点、难点：

1、能正确辨别句型①Do you like……? ②Does she / he ……? ③Where’s ……? ④I like……

2、能正确辨认单词的读音及意义。

三、教具：

图片、录音机、实物（glaes, stapler）

四、展现新课

一、Revision.

1、用图片复习单词.glaes, science, drum, guitar, football, dool, P.E, English, math, ballom.

2、把English, guitar, football, science 4张图画贴在黑板上，在图画上面标上A B C D。Say: I like English.然后从A到English图画卡片画一条连线。

3、老师用其他三张图画卡片造句，让学生到黑板前在字母和图画卡片之间连线。

二、教授新课。A Listen, look and match.1.2.3.T: Let’s listen to the tape.Draw a line form the letter to the picture.播放录音。 Check the answers.B Listen, look and match.

1、用图片复习history, art, music.（复习的时候可用上DO you like history/ art ……? What do you like?等）

2、老师把history, art, music图片贴在黑板上，说：I like history.让一个学生到黑板前给相应的图画卡片画圈，然后老师选另外三个句子让学生画圈。

3、做书本练习2。① T：Match the letters to the pictures.② 播放录音。

③ Check the answers.C Listen, circle and match.

1、用实物复习glaes, stapler.并用上句型Is it ……?

What’s this?

2、教师把stapler放在一课桌的后面，问：Where’s the stapler? 学生回答： It’s on the desk.（教师可随意拿起学生们桌上的东西如pen, ruler, 等摆放在不同的位置，训练句型Where’s ……? It’s ……

3、做书本练习3。

① T: Now listen to the tape and choose the right word.（播放录音，每组后暂停）

② 让学生重复句子，圈出关键单词。

T: Now connect the words to the pictures.教师指着例子。 ③ 继续利用录音完成其他几组的练习。 ④ Check the answers.

五、延展活动。

1、翻开《活动手册》。

T: Write down the things that you like and don’t like.先让学生说出他们所喜欢的物品，然后用同样的方法完成I don’t like , I want 和I don’t want.

2、让学生自己完成填空练习。（若学生需要别的词汇，教师可讲出来，并把它写在黑板上向全班解释。）

3、让学生画出物品的图画。

六、Play a game.

1、教师预先把《活动手册》的指令抄写在纸上，放在一个小纸盒里。

2、叫一组同学站起来准备做游戏。叫一个同学出来抽出纸令，（每次抽4条）然后快速读出指令。看谁做得又快又好，（每条纸令做得最慢或做错的淘汰出局，坚持到最后者为胜。）

七、Homework.

1、单词填空练习，如r

2、两人一组练习对话，用上句型①I like…… ②Do you ……? ③Where’s ……?

8 Review 2 (第二课时)

一、教学目标：

1、完成《活动手册》练习题。

2、语音和单词：[s]（词尾位置）[w]（词首位置）[f]（词首位和词中位置）

二、教学重点：语音和单词：

1.[s] [w] [f] 2.dance wolf four window telephone dice

三、教学工具：录音机，图片。

四、Revision.① What subject do you like? ② Where is your ruler / pen / bag……? ③ Do you want a book / ball ……?

五、展现新课：

1、引入新课。

教师在黑板上画两个orange，一个在sofa的前面，一个在sofa的后面。 T: The orange is in front of the sofa.让一学生上来把与句子不对应的图画打上―×‖。

2、翻开《学生活动手册》。① T: Now, listen, say and circle.② 播放录音，每组后暂停。

③ 让学生重复句子，并在以相应的图画上打―×‖。 ④ 继续利用录音完成其他几组练习。

3、完成练习2和练习3。

4、教师在黑板上方写下ce, f , w 和ph.。同时也写上ather, , oto 和ork..邀请4个学生上台，要求他们在字母之间连线，并说出单词。

5、打开书本，完成练习4。① T: Look at the letters and match them.Then match the words to their pictures.② Check the answers.③ 让学生正确读出单词。重点突出[s] [f] [w]的读音，使学生掌握这些音标发音。

6、巩固练习：完成《活动手册》练习4。

六、Play a game.

1、教师根据插图说出一些单词，学生仔细观察图画，找出相应的项目。教师偶尔说一些不在图中的单词，如果学生认为这幅图不存在，就跳起来。如果学生判断错误，就要和教师一起站在教室的前面，轮流说单词。

2、让学生扮演书本图中不同的人物角色，让他们把椅子按汽车

座位形式摆放。S1当Gogo－司机，S2和S3分别扮演Tony 和Jenny，S4为坐在Gogo身后的女孩，让学生做插图中的人物所做的事情，如：S1在驾驶，S2在找眼镜，S3在招手往后看，S4在画画，教师在教室

中巡视，就插图中的人物提问班上其他的学生，学生可参考插图回答问题，教师也可让班上其他的学生向扮演角色的学生提问题，如：Do you like math? Can I borrow your guitar?这些学生则按插图人物身份回答问题。

八、巩固练习

1、做《活动手册Can you find it? 这页插图的图画中隐含了单元中词汇和语音部分的单词，让学生结对合作把它们找出来画圈，并把它们写在插图下面的空白处。

2、检查答案。

九、Homework.

1、完成《活动手册》What is it? 学生把图中的物品按照Furniture Toys subjects 不同分类，把数字写在方框中，把单词写在相应的空白中。（教师要讲解Furniture的意思）

2、两人一组，打开课本，看插图，比一比谁说的单词多。

Unit5 My Body Teaching Aims: 1.Train the students’ ability of listening (can hear and catch the meaning of the new words and sentences); speaking (can talk about body with somebody); reading (according to the picture to catch the meaning in Conversation); writing (can write the new words according to the picture and can write the sentences).2.The students can master and use the words and sentences of the text.3.Train the students’ communication skills and encourage them to communicate with each other.Teaching Aids: recorder、a doll、pictures… The first period Teaching contents: 1.New words: body、eyes、nose、arms、hands、ears、mouth、legs、feet 2.New sentences: This is his head (mouth…).These are his eyes (ears…).Teaching key point: 1.New words: body、eyes、nose、arms、hands、ears、mouth、legs、feet 2.New sentences: This is his head (mouth…).These are his eyes (ears…).Teaching difficult points: How to use these sentences: This is his head(mouth…).These are his eyes(ears…).Teaching Procedure: Step Ⅰ Organize teaching Sing a ―What are they doing ‖song.Step Ⅱ Review 1.Review unit 9 (1) Words: playing、eating、running…

(2) Sentences: What’s he doing? He’s sleeping (running…).2.Play a game: Gue ―What’s he doing‖ .let the doll do the motion, ask the students gue and answer the questions.E.g.: T : Look at the doll .Gue ,what’s he doing?(let the doll sleeping) S : He’s sleeping.…

StepⅢ Presentation 1 Today, we will know something about our body, look at the doll(point to the doll), ―This is his body‖(Write it down on the blackboard, and then ask the students read after the teacher).―body‖ means ―身体‖.1.Learn the new word ―eye‖.(1) Point to the doll’s ―eye‖ and say like this:

T : This is his eye.Read after me ―eye‖(read for several times, make sure the student know the meaning of ―eye‖).

(2) Ask the students point to their eyes and say after the teacher.(3) One by one say the word .(4) Teach the students ―two eyes‖ should read ―eyes‖.(make sure the students understand).2 .The same way to teach the other words(nose…).StepⅣ Reinforcement 1.Open your books .Listen to the tape of the Vocabulary.Point and say.2.Play a words game: Give one group a word, when the teacher call the word which belongs to the group, this group must stand up and say the word and point to the correct place in his/her body, and raise their word card.StepⅤ Presentation 2 1.Read what the teacher point to the doll and then write down the sentences: This is his eye(nose…).These are his eyes(ears…).

2.Ask one or two students to say the sentences.3.Listen to the tape of conversation.listen, say and point.4.Pairs work.Ask one pairs or two come out and act.5.Do workbook 1.StepⅥ Conclusion 1.Sum up what we learned in the cla.Review the new words and sentences.2.Stre the key point and difficult point.StepⅦ Homework 1.Copy the words.2.Read Conversation and Vocabulary for two times.The second period Teaching contents: Sentences: Touch your nose (eyes…).Open your month (eyes…).Close your eyes (month…).Teaching key point: Sentences: Touch your nose (eyes…).Open your month (eyes…).Close your eyes (month…).Teaching difficult points: How to do the correct motion when the students hear what the teacher says.Sentences: Touch your nose(eyes…).Open your month(eyes…).Close your eyes(month…).Teaching procedure: Step Ⅰ Organize teaching Sing a ―What are they doing ‖song.Step Ⅱ Review 1.Review the old words: body、eyes、nose、arms、hands、ears、mouth、legs、feet 3.Play a word game.Step Ⅲ Presentation 1 1.The teacher says the sentence: ―Touch your nose‖ and then do the motion.Write down the word ―touch ‖, and the students read after the teacher.2.Teach the other sentences in the same way.3.Play a game: do what the teacher says .Using these sentences: Touch your nose(eyes…).Open your month(eyes…).Close your eyes(month…).StepⅣ Practice &Exercise 1.Do Practice 2: pairs work.2.Do Practice 1: ①Listen to the tape and circle.②Check the answer.3.Chant: ①Read after the teacher.②Listen to the tape and chat.③Do workbook 3 4.Do Activity 1: put some pictures on the blackboard and then give word cards to a student and ask the student match the words with the picture.5.Do Activity 2: compete (ask a boy and a girl come to the blackboard, write down the answer.Who do first and right who is the winner.StepⅤ Homework 1.Read Unit 10.3.Do workbook 2&4.The third period Teaching contents: 1.The words and sounds teastretrea、wat、catmat2.English sound: ch /t∫/ Teaching procedure: Step Ⅰ Organize teaching Chant ―Touch your nose‖.Step Ⅱ Review 1.Review the words and sentences of The first and second period.2.Play a game.(Do what the teacher says.) 3.Have a dictation.StepⅢ Presentation 1.Teaching the word ―watch‖.Read the word after the teacher.And do the motionlet the students gue, then tell the students ―ch‖ pronounces ―t∫‖.2.One by one read the word.make sure each students can read it better.3.Teach the other words in the same way.StepⅣ Practice 1.Play a word game.2.Listen to the tape of Sounds and words, read after it.3.Learn the chant: ①Read after the teacher first.②Listen and chant.StepⅤ Homework 1.Read the words of unit 10.2.Copy the words what we learn in this time.

Unit 6 Toys Target I.Sentences.1.What do they want ? They want that stuffed animal.2.Do they want a guitar? No, they want a computer game.3.Does she want a guitar? No, she doesn’t.4.Do you want a guitar? Yes, please.II.Words.want does toy doesn’t computer game stuffed animal puzzle skateboard doll guitar walk wolf water III.Sounds and words [w] (initial position) window wolf walk water week worm Materials Picture Cards 33-40, realia: stuffed animal, computer game, doll, drum, guitar, puzzle, etc., chalk/marker, Ss’toys, Survey Grid WB.The first period Step 1 Review 1.Do you like…? Yes, I do./No, I don't.2.What subjects do you like? I like … .3.听写单词： English music art math science history P.E.subjects Step 2 Conversation Getting ready ※ Bring realia , such as a stuffed animal, a computer game and a doll to cla.※ Hold up a stuffed animal to show Ss.※ T: stuffed animal.Repeat.Ss: stuffed animal.※ T: Do you want a stuffed animal?(Offer one stuffed animal to s1.) Ss: Yes, I do./No, I don’t.

※ T: (Hold up a computer game.)Computer game.Repeat.Ss: Computer game.※ T: Does (he) want a computer game?(Point to another student.) Ss: Yes,(he) does./No, (he) doesn’t.

※ T: (Hold up a doll.)Doll.Repeat.Ss: Doll.※ T: Do you want the doll?(Point to two other Ss.) Ss: Yes, they do./ No, they don’t.Using the book.·T: Let’s listen to the tape.·Hold up the book and point to the picture.·T: Let’s listen again and repeat.·Play the tape, pausing after each sentence to have Ss repeat.·T: Repeat after me.·Read each line of line the dialogue and add simple actions, such as nodding and shaking your head and holding up the appropriate toys.·Ss repeat each line together and do the actions.Extension activity 让学生把他们最喜爱的玩具带进课堂来。把全班分成六个小组。每组各自创建―玩具店‖开展对话。如Do you have a doll? Yes , I do./No, I don’t.给学生练习的时间，教师解决学生不懂的玩具名称的问题，让其中部分小组为全班表演。 Vocabulary Getting ready ◎ Put Picture Cards 33-40 on the blackboard.◎ T: Listen, then repeat.Computer game.Ss: Computer game.◎ Continue with other Picture Cards.Also show realia when poible.Using the book ※T: Listen to the tape and repeat.Point to each item as you say it.Play the tape and have Ss repeat each word.※T: Close your books.※T: (Hold up various Picture Cards and realia.) what is it? Ss: It’s a ….

Extension activity 让学生按座位顺序开始玩游戏。如S1说：S2说：每个学生重复前面的清单，再加进自己的项目。对学生提出挑战，看谁能记住清单上最多的项目。 Step 3 Homework 抄写并记住本课单词 The second period Step 1 Review

1、朗读对话。

2、听写单词。

Step 2 New leons Target Getting ready *T: (S1’s name),do you want a (guitar)? (Offer a Picture card to S1.) S1: Yes, I do./No, I don’t.

*T: (S2’s name), does (S1’s name) want a (guitar)? S2: Yes, he/she does./No, he/she doesn’t.*Model responses Using the book ＃T: Look at your books.What are they saying?(Point to the first picture and circle the guitar with your finger.) ＃T: Continue with the other two pictures.＃T: Now listen to the tape and repeat.＃T: Play the tape, pausing in between each number so Ss can repeat.Extension activity 教师用一些实物或图片问学生:S1,Do you want a doll?让S1回答。然后再问S2,Does S1want a doll?让S2回答。余类推。 What do you want? Survey（WB）

要求全班同学讨论哪些是最流行的玩具，并把它们在黑板上列出来。学生把所列的玩具清单抄在调查表上，就最喜欢的玩具这个话题对其他四个学生做访问调查。要求把四个学生的姓名写在表格的顶端，然后发问：Do you want a (computer game)?若S1说：Yes, S2就在写有S1姓名的方格中√打。若S1说：No,S2就在方格中打×。S2就清单上的其他物品问S1。当S1回答完所有的问题之后，S2就问另外一个同学。当所有同学完成全部调查后，让全部学生结对，相互讲述各自的调查结果。如：(S1’s name)wants a (computer game).(S2’s name)doesn’t want a doll.通过讲述让学生达到运用语言的目的。

Practice 1 Getting ready ··T: Look at the pictures.What’s this?(Point to the checkmark.)It means yes.··T: (Point to the X.)This means no.··T: Look at the pictures.What are these?(Point to the pictures in Numbers 2 and 3.) ··Have Ss name the items.Using the book ··T: Let’s listen to the tape.·· Play the tape for Number 1, then pause.··T: Does he want a toy car? ·· While Ss are responding, make a circle motion around the yes, he does, phrase.··T:―Yes, he does.‖ is the answer.·· Continue with the remaining three numbers, pausing after each one so Ss can circle the pictures and sentences they hear.Extension activity 教师先与一个学生小级示范该游戏。邀请五个自愿的学生暂时离开教室。在剩余的学生中选一保学生做神秘客。神秘客从在一张被拉起的布后面，这样别人就看不到他/她。让走出去的五个同学返回教室，背对全班同学坐在教室前面，这样就无法知道班上缺了谁。五个同学轮流向神秘客发问。如神秘客予以真实的回答：他/她设法伪装自己的声音，在五个人每人问了一个问题后，要他们猜猜谁是神秘客。神秘客露面。然后与另一组同学玩另一轮游戏。 Practice 2 Getting ready ※Have Ss look at the pictures on SB.※T: She is asking a question.(Point to the girl under Number 1.) What is she saying? ※Point to the picture of the skateboard in the thought bubble as a clue.※Get responses from several Ss and accept all answers.※Do the same for the remaining three questions.Using the book ※T: Now, read the questions.※ Have Ss read the questions.※ After each question, ask individual Ss to answer.※ Put Ss in pairs or small groups to take turns asking and answering the four questions.Extension activity 每个同学准备一张纸，学生把所有的词汇写在纸上，然后开始寻找相关的同学开展活动。给学生三分钟的时间相互回答。如：Do you want a (puzzle)?若被问的学生说：Yes, I do.S1就把S2的姓名写在他/她的纸上。每人均需为每件物品配对一个学生姓名。

Step 3 Homework 抄写句型，能看实物来回答 The third period Step 1 Review

1、实物回答问题。

2、复习句型

Step 2 New Leons Song Getting ready ◎have Ss cover up the lyrics on the page with their hands.T: Look at the pictures.Who do you see?(Point to the pictures.Ss: Gogo.Basketball.Jenny.,etc.T: What are they doing? Ss: They are playing basketball.Using the book T: Let’s sing a song! Let’s listen first.

Play the tape and point to each word and phrase as it is sung.T: Now let’s sing!

Play the tape again.Have the Ss sing with the tape.T: Let’s sing it again.

Divide the cla into two groups.One group sings the questions and the other group sings the responses.Then switch.Extension activity 在原歌曲中加进新的歌词，替换学生的姓名和他们想要的物品。然后全班同学开始唱：Does (S1’s name) want a (computer game)? S1唱Yes, I do!教师在全班巡视，争取让每个学生的姓名都有机会出现在歌曲中。

Activity 1 Getting ready On the board, write Yes, he does.and No, he doesn’t.

Hold up Picture Card 39 toy car to show Ss, then offer it to a male student.

T: Does he want a toy car? (S1nods or shakes his head.) Ss: Yes, he does./ No, he doesn’t.

Ask for a volunteer to circle the correct sentences on the board. Using the book T: Open your books.Look, read and circle the correct answers.

Model Number 1.

T: Does he want a doll? (Point to the thought bubble above the boy’s head.)Is that

a doll .Ss: No, it isn’t.It’s a skateboard.

Does he want a doll? Ss: No, he doesn’t.

Circle No, he doesn’t.on the page with your finger.

Put Ss in pairs to do Numbers 2,3 and 4. Extension activity 在黑板上画一张井游戏的表格。把九个同学的姓名填在表格的第一方格中。这些学生坐在教室的前面，把其余的学生分成两面三刀组（X组和O组），当第一组开始时组员选择表格的一个学生姓名。教师问一个问题，如：Does he/she want a stuffed animal? 小组回答Yes, he/she does.或者No, he/she doesn't.那个学生然后回答：Yes, I do./No, I don't .若小组回答正确，教师把学生的姓名替换掉，把小组的代号（X组和O组）填进表格，若小组答错了，教师把另一组的代号填进空格。不论是哪个方向，能首先连成一排的就是胜利者。教师要九个学生把他们想要的物品写在一张纸上。然后教师对照纸检查学生的答案。 Activity 2 Getting ready Point to first picture on the page.T: Look at the girl.What is she saying? Ss: Does he want …? T: What does the boy want? (Point to four small pictures.) T: Does he want a drum? Ss: No, he doesn’t.T: Does he want a puzzle? Ss: Yes, he does.Continue with the pictures of the stuffed animal and the skateboard.Using the book T: Look at the pictures on page 33.Work with a partner.Ask each other questions about the items on this page.Put Ss into pairs to do the activity.Circulate and listen to Ss and provide prompts if neceary.Extension activity 把图片贴在黑板上。教师就班上不同的学生提出问题。如what do (S1’s name) and ( S2’s name) want?教师举起

一、二或三只手指提示学生们该列出多少物品。邀请自愿的学生回答，如(S1’s name) and ( S2’s name) want a drum, a puzzle and a doll.若教师同时提出两个或多个学生，他们应该快速开展讨论，然后回答。如：We want a drum and a puzzle.We don’t want a doll.与其他同学继续开展问答对话。 Sound and words ①Getting ready T: Let’s practice the sound[w].Look at my mouth and repeat.

Show your mouth and model how both lips are extremely rounded.T: [w].Ss: [w].

Using the book

Have Ss look at the pictures on the page.T: Let’s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.T: Let’s listen again and this time, repeat.

Have Ss repeat after the tape.after enough practice, point to the pictures randomly and have Ss say the words.②

Getting ready

Have Ss look at the pictures in the book.T: What’s that? Is it a dog? (Point to the wolf.) Ss: No, it isn’t.It’s a wolf.

Continue with the other pictures and elicit responses.

Draw two simple sketches on the board, a window and a worm.T: The worm is wiggly.(Point to sketches.) Circle the picture.

Have a student volunteer come to the front.Give him/her a piece of chalk/marker.S1 circles the sketch of the worm.Using the book

T: Let’s listen to the tape.Play the tape once.

T: Now listen and point to each picture and circle the correct one.Play the tape again and have Ss circle the correct pictures as they repeat the sentences.Extension activities

1、让学生在教室中央分两行面对面站着。教师讲出一个单词，若该单词含有 [W]音，学生就快速说出该单词，并且快速跑动换行，若该单词不含[W]音，学生就保持沉默，且快速跑去触摸墙壁，若教师在他们摸墙壁之前就用手触到他们，他们就加入教师行列而站在中间。

2、邀请一个自愿的学生来到教室的前面。教师指着该页的图片，让学生把图片的意思用动作表达式出来。其他同学设法在课本上猜出相应的句子，如:He walks on the water.第一个说出正确句子的同学获胜。然后轮流演示图片的意思。 Step 3 Homework 用实物练习对话，掌握句型―What do they want?‖及回答。

Unit 7 Working or Playing Teaching Target: Are you working or playing? No, I am not.I’m thinking.Is he practicing volleyball? No, he’s not.He’s practicing basketball.

Teaching key: New words: exercising working shouting thinking practicing talking cutting coloring etc.工具：哑铃、小号、剪刀、画笔等。 Sounds and words: ing [ ] The first period:

一、词汇：

教师拿住篮球边做动作边说：

1、T :I am playing basketball(强调playing) 把球传给某一同学运球，教师问： T: What are you doing? S: I am playing.

2、教师拿住哑铃做动作，全班同学问： T: I am exercising.S: What are you doing? T: exercising.Repeat.S: exercising (拼写三次) 同学们也做动作边说exercising.

3、用同样方法教授：working shorting thinking practicing talking cutting coloring.

4、

5、Open your books to page 10 listen to tape and act.Free talk.Make a dialogue with the new words.

6、

7、

8、分组自学Target教师指导、鼓励学生创新。让学生扮演不同的角色，给予表演的同学以表扬与鼓励。布置作业：抄写单词，熟读Target.The second period

一、

1、复习上节课所学的新单词。

2、检查Target的掌握情况。

二、导入新课

分组讨论自学conversation, 教师作指导、鼓励创新。让不同组别作表演，教师多鼓励表扬同学。（特别是答与意识不强的同学）。

1、

2、

3、

三、教师适当作总结。练习：

Open your book to page 11 and finish.

1、Practice

1、教师注意指导中下生。

2、

四、Finish the practice 2, Cheek the answers and correct them.布置作业：熟读Conversation.The third period

一、复习：

1、检查单词掌握情况。

二、练习：

完成p13的填空，请三个同学把答案写在黑板全班Check the answer 并改正。 Open your book to P12 and listen the song: What’s everyone doing now? First listen to the tape just listen and then listen to tape and act it last sing by themselves and act it.

1、

2、

3、

三、Finish the ―look and write‖ Check the answers and correct them.Sounds and words.Lister to the words: egg、hug、mug、jog、bag、dig.教授单词：注意情景教学。

总结每一个词的共同点，全班齐声朗读三次。

读―Look、write and say‖把有发g音单词找出来。

1、

2、

3、

4、

四、

五、

布置作业：抄写单词。教学后记：the vocabulary in this unit is so long, they felt it is so difficult for them to remember.

Unit 8 Helping at Home The First Period 教学目标:

1、学习Vocabulary部分的单词和词组，要求四会。

2、学习Target部分对话，并能运用这些句型进行对话。

教学重点: Vocabulary部分的单词、词组和Target部分的对话。教学难点: 运用所学的单词、词组及句型进行模仿对话。教学过程：

一、Revision 1.（学生做动作）Ask and answer.T: What’s sb doing now?

S: He (She) is -ing./I’m –ing./They (We) are –ing.2.Chant: What’s everyone doing now?

二、Presentation (一) 学习Vocabulary部分的单词及词组

1、师创设情景（拿起扫帚扫地），自问自答： T: What am I doing? T: I’m sweeping the floor.

2、出示sweeping the floor图片，并放录音让学生模仿跟读几次。

3、把图片贴在黑板上，并在图片下板书sweep the floor.

4、用同样方法教学其它词组：

cleaning the dishes making the bed folding the clothes watering the plants dusting the furniture washing the clothes

5、Books open, listen to the tape and repeat.

6、Play games.(抛球看图说短语比赛) 规则：教师把球抛给每组同学，接到球的同学就要看图赶快说出一个短语，说对了加1分，说错了加一分。（注意：每组的机会要均等，而且每组里讲的短语不许相同。） (二) 学习Target部分的句子

1、让学生认真记读背诵板贴的词组，然后教师抽走washing the clothes这张卡片，再让一个学

生回忆并做出这一动作。 T: Is she/he cleaning the window? S: No, she/he isn’t.She’s washing the clothes.

2、用同样的方法，让几个学生作擦窗动作 T: Are they cleaning the windows? S: Yes, they are.T: Are they reading? S: No, they aren’t.„„

3、Books open, listen to the tape and repeat.

4、Pairwork: （两人一组看图问答）

Is he/she doing „„? Are they doing „„?

5、Play games: (猜一猜) 规则：教师用布蒙住一位学生的眼睛，叫另一外一位学生出来做动作，被蒙上眼睛的同学

用句型Is sb doing sth.now?或Are they doing sth?来猜，其它同学回答Yes/No，直到

被蒙上眼睛的同学猜对为止。

三、Summarize（让学生总结这一节课所学的内容）

四、Homework

1、背诵Vocabulary部分的单词和Target部分的句子。

2、Copy the new words and drills.The Second Period 教学目标:

1、巩固学习Vocabulary部分的单词、词组和Target部分的对话。

2、能熟练掌握What’s sb doing sth.?和 Is sb.doing sth?这些句型及其问答。教学重点、难点: 现在进行时的问句及其答句。教学过程：

一、Revision

1、创设情景或让学生做动作，学生间互相问答： S1: What’s sb.doing ? S2: Sb.is doing sth.或 S1: Is sb.doing sth.? S2: Yes, sb.is./ No, sb.isn’t.

二、学习Conversation

1、Let the students read the conversation by themselves.

2、Listen to the tape and repeat.

3、Teach the new words: busy can’t breakfast wait

4、Read around the conversation by themselves, then act it out.

5、分组表演对话，对有创的学生给予表扬。

三、学习Chant activity①

1、Talk about the pictures, then ask and answer.T: What’s the girl doing? Is she washing? S: No, she isn’t.She’s folding the clothes.T: Is the boy dusting? S: No, he isn’t.He’s sweeping the floor.„„

2、Listen to the tape carefully and then repeat.

3、分组chant, 看哪组chant得最好。

4、Chant together, 一边做动作，一边chant, 让学生真正地动起来。

四、Exercises

1、师出示Practice 1&2 和P18 Look and write 部分的图片，让学生来火车的形式快速地说现短语。

2、Play games: 教师把练习中出现的图片贴在黑板上，每组派出一个代表，教师说短语，看哪组代表

最先找出相应的图片，哪组就获得1分，分数最高的一组获胜。

3、口头完成Practice 2 & Activity 2.

4、笔头完成以上练习，并订正。

五、Summarize

六、Homework 完成下列句子：

1、What ____ you doing? I ____ ____（读书）。

2、What ____ they ____ ? They are ______ the floor (扫地).

3、Is Jenny ______ the window (擦窗)？

____, she isn’t.She ____ ____ ____ ____(整理床铺)。

4、Are they _____ the clothes (折衣服)? Yes, _____ _____.The Third Period 教学目标:

1、继续巩固学习What’s sb doing sth.?和 Is sb.doing sth?这些句型及其问答。

2、学习Sounds and words部分的字母的发音及单词。

3、能独立完成Workbook的练习。

教学重点、难点: Sounds and words部分的字母的发音及单词。教学过程：

一、Revision

1、出示图片或让学生做动作，互相问答： S1: What’s sb.doing ? S2: Sb.is doing sth.或 S1: Is sb.doing sth.? S2: Yes, sb.is./ No, sb.isn’t.

2、出示P19 Activity 部分的图片，让学生用以上句型进行问。答。

二、学习Sounds and words

1、出示图片或创设情景教学单词，并提醒学生注意字母组合ck及 ke在单词中的发音。

2、听录音，录音读到哪个单词，就让学生指到哪个单词。

3、跟录音机读单词，然后自由记忆单词。

4、出示图片快速拼读单词。

三、Listen and chant.

1、看图问答： T: What’s this? S1: It’s a lake.S2: It’s a snake.S3: It’s a cake.T: What colour are they? S: They are black.…….

2、让学生自由朗读诗句。

3、Listen to the tape and point to the pictures.

4、让学生跟录音一起chant.

四、完成Workbook的练习。

五、Summarize

六、Homework

1、背诵本课的单词和句子。

2、把Sounds and words部分的单词分别写一行。

教学后记：it take lots of time for the students to learn the vocabulary, the conversation is very interesting.

Review 2

一、学习目标：(Teaching objectives)

1、Vocabulary: shoulders, teeth, knees, fingers, toes, wave, put, move, exercising, working, shouting, thinking, practicing, talking, cutting, coloring, sweeping the floor, cleaning, the windows, doing the dishes, making the bed, folding the clothes, watering the plants, dusting the furniture, washing theclothes.

2、Conversation: These are Gogo’s shoulders.Touch Gogo’s toes!

What are you doing, Jenny? I’m moving my desk.Are you sleeping? No, I’m not.I’m thinking.Is he practicing volleyball? No, he’s not.He’s practicing basketball.

二、教学重点:（Teaching key points）操练A: What are you doing? B: I’m …

A: Are you …?

B: Yes, I am./No, I’m not.A: Is she/he …?

B: Yes, she/he is./No, she/he isn’t.

三、教学难点：（Teaching key points） Is she going to …

Are they going to …

四、教学手段：(Teaching medium) Picture Cards 1-30, Croword information gap WB, Matching game WB图画卡片1-30.WB 的Croword information gap, WB的 Matching game.

五、教学课时：二课时

六、教学步骤：（Teaching procedure） The first period 复习一 1热身运动

教育手举书本，指着图画。 T：What are they doing? 要不同的学生回答.新课呈现

T: Now let’s listen to the tape.播放A句的录音，然后暂停。

T: Are they exercising,(Sl’s name)? [Sl: No, they’er not.They’re cutting paper.] T: Circle the correct answer.(示范画圆圈) 继续操练其余几幅图片。 2热身运动

教师把图画卡片1~30任意贴在黑板上。让学生说出单词。新课呈现

T：（指着上边一排单词）Look at the words at the top.让不同的学生大声读出单词。 T：（指着下边一排的单词，如：the plants, the windows 等）Look at the words at the bottom.让不同的学生大声读出单词。

T: Draw lines from the top to the bottom to make the phrases.(用手示范在touch与your toes之间连线) 给学生时间画连线。与全班一起核对答案。

The second period 3热身运动

让学生看图画。

复习一下图中任务的姓名及物品。新课呈现

T：（指着Jenny）What’s Peter doing.(S2’s name)/ [S2:He’s moving a chair.] 指着B的空格处，让学生写答案。继续完成其余句子。

答案：B-He’s moving a chair.C-They’er talking.D-He’s thinking.E-No, he’s not.He’s coloring.F-No, she’s not.She’s moving a desk.4热身运动

让学生看本页的单词。要不同的学生大声读出单词新课呈现

指着单词giraffe.T:/d /, /d /,giraffe.Let’s find the sound/d /in other words.指着另外三个单词：duck, jet, big.T: Duck.Jet.Big.Which word has the sound /d /?[Ss: Ginger] T: Continue the line from―jet‖ to ―ginger‖.给学生时间完成其余单词的连线。

参考答案：giraffe-jet-ginger-jacket-jump; dig-big-bug-dog-mug; clock-duck-lake-sock-neck 教学后记： it take lots of time for the students to learn the vocabulary, the conversation is very interesting.

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