小学英语三年级起点五年级下册外研社全册完整教学设计

小学英语三年级起点五年级下册外研社全册完整教学设计

Module 1‎ 题目 Module 1 ‎ 题材 ‎(主要）‎ 内容 Lingling和Sam, Amy在英国。Amy和Lingling看到电视节目中记者在采访一位中国老太太。老人在采访中谈到了过去生活的艰苦和现在生活发生的变化。‎ ‎ 教学目标 语言 知识 目标 功能 谈论人们过去和现在的生活变化。‎ 语法 ‎（结构、‎ 句子）‎ 本模块继续学习过去式。‎ 谈论过去：There weren’t any buses. We lived in a small house.‎ 比较现在：There are lots of buses and cars. We live in a big house.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：life, different, ago, any, television, grandchildren, us, grandmother, lady, fire, radio, telephone, field, hope 说 能在句子中正确使用单词：life, different, ago, any, television, fire, radio, telephone, field, hope, grandchildren 读 能在图片的提示下、跟着录音在语句中正确朗读单词：life, different, ago, any, television, us, lady, fire, radio, telephone, field, hope 写 能够抄写单词：life, ago, us, radio, hope 语言 技能 目标 听 能在图片的帮助下听懂课文中的录音材料。‎ 说 能运用所学习的语句看图说出图中的变化。‎ 读 能借助图片读懂课文中谈论过去和现在生活所使用的句子；‎ 能读懂Lingling的信；‎ 能够在读词的过程中体会字母组合ai, ay, al, au, ar在单词中的发音。‎ 写 能用课文中所学语言看图完成句子：Many years ago, there weren’t . We lived . Now, there are .We live .‎ 学习策略 积极与他人合作，共同完成学习任务；‎ 主动运用所学内容进行练习和实践；‎ 积极运用所学英语进行表达和交流。‎ 文化意识 使学生初步了解现在生活条件的改善，知道祖国正在向前发展，从而更加热爱我们的祖国。‎ 情感态度 使学生养成观察生活、热爱生活的良好品质，启发学生要有上进心和责任感为建设更美好的祖国及家园而奋斗。‎ 任务 1. 谈论远古时代人们的生活与我们现在生活的不同；‎ 2. 介绍校园（班级、城市、社区）里的变化；‎ 3. 通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。‎ Unit 1 We lived in a small house.‎ 教学目标：‎ ‎1、知识目标：（1）新单词life ,different, ago, any, television, grandchildren, us, grandmother, lady（2）新句型：There be ……, We lived…many years ago. We live…now.‎ ‎2、技能目标：能根据情境正确使用There be ……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物，提出问题并作出解答。‎ ‎3、情感目标：比较过去与现在的生活，体会并珍惜现在的幸福生活。教学重点：新单词和新句型的教学与运用。‎ 教学难点：学会 There be ……,We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型。‎ 教学工具：两幅画有房子和汽车的画（房子一大一小），单词卡片，点读笔，贴纸，课件 教学过程：‎ Step1 Warming up（热身复习）‎ T：Good morning, boys and girls!‎ Ss：Good morning, Ms Liang.‎ T：Sit down, please.‎ Ss: Thank you!‎ T: You’re welcome. Do you have a good time in your holidays?‎ Ss: Yes.‎ T: Now, let’s sing a song—Where did you go.Ok?‎ Ss: Ok!‎ T: Great! Who can tell us were there any happy things in your holidays?‎ ‎ (学生发言,通过这样的师生交流，教师可以帮助学生回顾相关的语言知识，例如：一般过去时的用法、常用词汇等，为后面的教学做铺垫。)‎ Step2 leading in （课文导入）‎ T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. Everything is changing. No change, no progresses.教师边说边把新单词“change”板书到黑板上，出示课题。‎ Step3：New teaching（课文教学）‎ ‎1、单词教学 T: I am a teacher, you are students. We are different.(different 要读慢且重读)出示different 的单词卡片.老师示范学生跟读.‎ T: OK. Look here! What’s this?(指着电视机图片问)‎ T: Yes, it’s a television.出示television单词卡片,让学生读.‎ T: Look at the blackboard.出示课件一个祖母和几个外孙女对话.教师紧跟出示grandmother和grandchildren的单词卡片.学生读.‎ 老师出示life的单词卡问:What’s the meaning in Chinese?‎ Ss:生活.‎ T:life生活. Life↗ life ↗life↘ 学生跟读 T:T am a lady(指着自己说)并出示单词卡.学生读.‎ T: ago↗ ago↗ ago↘.one by one please.‎ Ss: ago↗ ago↗ ago↘‎ ‎ (us和any也如上面教法)‎ 单词训练游戏(把单词卡粘贴在黑板上，让学生竞赛，听老师说出某个单词，学生迅速把该单词卡片取下，快者为胜。)‎ ‎2、课文教学 教师把画有房子和汽车的两幅画挂在黑板上，问学生:Are there anythings in the picture?‎ Ss: There are houses and cars.‎ T:Yes. There are houses and cars. We live in the house. We will learn something about this picture. OK, Listen the radio.‎ 听课文录音的同时，请你们找出课文中出现的新单词与新句型。（游戏“火眼金睛，找新单词与新句型”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。）‎ ‎3、课文训练 学生了解了课文内容后，教师播放领读带录音，让学生大声跟读课文。然后分组分角色朗读课文。‎ ‎4、重点句型操练 先让学生熟读课文第二部分：Listen and say 问一学生T: Were there computer in your house?‎ S: No.‎ T: There were no computer in his house. Follow me.‎ Ss: There were no computer in his house.以同样的方式问几个学生.‎ T: They are very clever! Now, We can see a lot of buses and cars in the road. Yes?‎ S: Yes!‎ T: There are a lot of buses and cars in the street.‎ T: Are there anythings in our class?‎ S: There are blackboard、book……‎ ‎5、延伸拓展 出示课件第二部分的两幅图, 让学生分组讨论准备，谈论图中内容，然后每个组派一个代表来讲给全班同学听。‎ T: Boys and girls look at me. Who can talk about these pictures?‎ Ss: Four years ago, we lived in the small house. Now, we live in a big house.(老师帮助学生完成)‎ Ss: Four years ago, We flied kite. Now ,we listen to the music.让学生充分发挥想象,自由发言.‎ Step4 Summary and homework(总结与家庭作业)‎ 1. Summary（总结）‎ T: Today, we learn about the different between past and now. Now, we live in a happy life, we should love our life. and love ‎ our parents.‎ 1. Today’s homework（家庭作业）‎ a. Listen and read Unit1 three times, try to recite and act.‎ b. Copy the new words and sentences.‎ 板书设计:‎ Module 1 Changing Unit 1 We lived in a small house.‎ ‎ weren’t lived small ‎ aren’t live big 练习：‎ 单项选择（10分）‎ ‎1（ ）There weren’t ___buses ..A. some B. any C. one ‎2 ( ) We lived ___ a small house. A at B in Con ‎3 ( )Yesterday I watched TV ____my grandchildren. A and B with C to ‎4 ( ) Thank you for____ me. A help B helping C helped ‎5 ( ) She ____ TV every day. A watching B watched C watches. ‎ ‎6 ( ) It’s a programme ___ monkeys. A about B for C in ‎7 ( ) She ____ have a bike last year. A doesn’t B didn’t C don’t ‎8 ( ) My mother worked ____the fields. A in B on C at ‎9 ( ) ---___do you go to school every day?‎ ‎ --- I go to school by bus.‎ ‎ A How B What C When ‎10( ) There ___ three books on the desk one hour ago.‎ ‎ A was B were C are ‎ Unit 2 She didn’t have a television.‎ 教学目标： ‎ 新单词fire, radio telephone, field, hope；音标教学：字母组合ai/ay, al/au, ar 的发音规则；一般过去时的教学：She didn’t have a television. She worked in the fields. ‎ 教学重点：单词和音标教学，用过去时谈论生活中发生的事。‎ 教学难点：一般过去时的运用。 ‎ 教学工具：点读笔，课件，音标卡 教学程序：‎ Step1：热身复习 ‎ 让个别学生到前面来用英语谈论他或她的爷爷、奶奶、外公或外婆过去的生活与现在的生活。即处理Unit2, Part2:Think and talk about your grandparents Step2：课文导入 ‎ ‎ 告诉学生：“自从Lingling昨天在英国看了那个关于中国的节目，她就非常想念自己的奶奶，于是她写信给Daming,讲述她看到的那个节目并倾诉她对亲人的思念。下面我们一起来听听她在信中是如何描述节目中那个老奶奶过去的生活的。”在听的同时，请把你不认识的单词用横线画出来。‎ Step3：课文教学 ‎ 先让学生听录音，找出新单词，然后教师叫学生根据所学过的音标把单词一个个读出来，接下来老师把新单词教给学生。再让学生听第二遍录音并回答以下问题：‎ What programme did Lingling watch last night? ‎ What was the old lady’s life like many years ago?‎ ‎ Who does Lingling miss? ‎ 教师播放第三遍录音，学生大声跟读课文。‎ Step4：音标教学 ‎ ‎ 把字母组合ai /ay, al/au, ar 及相应的音标卡写、贴在黑板上先让学生读出这些音标，老师再纠正教授音标。‎ 游戏：听音标竞赛（教师准备两套音标卡片，并将全班分成两组，每人发一张卡片，教师快速念音标，持有该音标卡片的学生应迅速站起来，最先站起来的人得两分，后站出来的得一分，没站出来的得零分，得分多的组获胜。）‎ Step5：Chant的教学 让学生先跟老师熟读各句，然后听录音合着节拍一起说Chant，最后让学生组与组竞赛说，看哪组说得最好。‎ 游戏：Do, ask and answer （拓展部分）‎ Put nine cards on the desk. Two students use cards to make dialogue.‎ For example:‎ A: Where was he/she seven days ago?‎ B: He/She was …‎ A: What did he/she do there?‎ B: He/She …‎ Step6 Homework（家庭作业）‎ ‎ 用英语写封短信给老师：介绍你的爷爷/ 奶奶/ 外公/ 外婆过去的生活和现在的生活。‎ 板书设计：‎ Unit 2 She didn’t have a television.‎ She didn’t have a television.‎ She worked in the fields.‎ 练习：句型转换 ‎1 She was a teacher.（变一般疑问句）‎ ‎________ _________ a teacher?‎ ‎2 They will fly kites. （变否定句）‎ They________ fly kites. ‎ ‎3 They should cook vegetables. （变否定句）‎ They ________ cook vegetables ‎4 He visited the British Museum yesterday.（变为一般将来时态）‎ ‎________________________________________________________‎ ‎5 There were many buses. （变为一般现在时态）‎ Module 2 ‎ 题目 Module 2‎ 题材 ‎（主要）‎ 内容 Lingling拿出爷爷、奶奶年轻时候的照片给Sam和Amy看，他们对照片中的人物很好奇。于是Lingling向他们介绍了爷爷、奶奶过去的职业及语言的学习情况。‎ 教学目标 语言 知识 目标 功能 谈论人物的职业、语言的学习及昨天做过的事情。‎ 语法 ‎（结构、‎ 句子）‎ 学习is, dance, learn的过去式was, danced, learnt。‎ 谈论过去：She was a dancer. She learnt English.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：learnt, these, dancer, class, study, hard, retired 说 能在句子中正确使用单词：learnt, these, class, study, hard, retired ‎ 读 能在图片的提示下、跟着录音在语句中正确朗读出单词：learnt, class, study, hard, retired 写 能够抄写单词：these, class, study, hard 语言 技能 目标 听 能在图片的帮助下听懂课文中的录音材料。‎ 说 能够运用所学语言谈论自己爷爷奶奶过去的职业、语言学习情况；‎ 同学之间能够相互了解昨天所做的事情；‎ 能够说出自己五年前的生活与现在生活的不同。 ‎ 读 能借助图片读出课文中对爷爷、奶奶过去职业及语言学习情况的介绍；‎ 读懂Unit 2的课文；‎ 能在读词的过程中体会字母组合aw, air, ass在单词中的发音。‎ 写 能用所学语言看图完成句子：Five years ago, he was a . He taught/studied . Now, he is a . ‎ 学习策略 看图或照片描叙人物，猜测人物的职业，建立词语与事物间的联系；‎ 注意观察图片及生活中他人的变化，主动运用所学语言进行表达和交流，锻炼语言表达能力。‎ 文化意识 初步了解英语是一门世界语言及学习英语的普遍性和重要性。‎ 情感态度 主动观察生活及他人的变化，积极参与各种英语实践活动，活动中乐于与他人合作与交流，进一步增强学习英语的兴趣和自信心。‎ 任务 1. 说说爷爷奶奶退休前的工作及语言学习情况；‎ 2. 谈论昨天一家人的活动；‎ 3. 告诉同学自己五年前的生活与现在生活的不同之处。‎ Unit 1 She learnt English.‎ 教学目标： ‎ ‎1、知识目标：目标语句：Did your grandma learn English? Yes,she did. She is learning English now.单词：learnt these dancer 2、能力目标：能用英语来询问过去所发生的事情以及他人过去和现在的状态。‎ ‎3、情感目标：激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝顺的教育。‎ 教学重点：Did your grandma learn English? He is learning English now.说明自己想要表达的过去和现在的状态。‎ 教学难点：用英语描述过去和现在的变化。‎ 教学用具：Tape recorder, CAI, some cards ‎ 教学过程 Step1. Warming up ‎ T : Boys and girls ..I’m happy to enjoy English with you .Are you happy ? Are you ready for your English class ? Ss : Yes . T :Now, let’s sing a song . Stand up and clap your ‎ hands .（教学评开始上课，给学生一个轻松的环境，师生同唱一个关于动词过去式的歌曲，学生能够复习过去式，并为这节课的学习做铺垫，复习已经学过的知识。）‎ Step2. Presentation ‎ T: Boys and girls ,last night , I watched TV and did some housework .What did you do last night ? Did you do your homework? Did you learn English?‎ Ss: Yes.‎ ‎ T : You learnt English .She learnt English .Today, We’ll learn Module 2 Unit1 She learnt English.(板书) First, Look at the screen . (利用课件、卡片学习单词。分组练、男女生练)‎ ‎ Look at the picture, what is she? Can you guess? (Show the picture of Yang Liping), ask: T: what is she? Ss: She is a dancer. T: She danced in lot of Chinese cities.（dance-danced-dancer ） （教学评析：注意/t/的发音,通过卡片让学生充分练习） T:. who can dance?（找同学上去跳舞）then ask: What did she do? 让学生在真实情境中运用过去式，开火车读出单词。 （通过杨丽萍的跳舞图片让学生练习dancer 并很自然的学习了danced ;让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。）T: We are learning English . English is a foreign language.(学习foreign language，同时介绍Japanese ,French, Russian等外国语。‎ ‎ Let’s chant（师生拍手齐说）‎ ‎ learn learnt 是学习 ‎ ‎ driver driver是司机 ‎ these 这些 those 那些 ‎ 舞蹈演员是dancer ‎ these clothes这些衣服 ‎ foreign languages是外语 Step 3.Listen to the tape and answer the questions ‎ T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. .Lingling is looking at some photos. Do you know what her grandmother like? What are they? Now listen and find the answer. ‎ ‎ 1）Did lingling’s grandma learn English? ‎ ‎2） Did lingling’s grandpa learn Eglish? ‎ ‎3）What is lingling’s grandpa doing now?‎ ‎ Read in pairs and talk about the questions. 1、播放第一遍录音，进行课文的整体呈现。 2. 再播放第二遍录音 ，学生带着问题听录音并寻找答案（Study in their groups. ）‎ Step 4 、Practise in groups （完成表格）‎ Step 5 小组合作分角色朗读、表演对话。‎ 一般过去时归纳总结（出示课件）‎ 一、用法： 一般过去时表示过去某个时间发生的动作或存在的状态。‎ ‎ 二、构成及变化 ： 1. be动词在一般过去时中的变化： am 和is在一般过去时中变为was；are在一般过去时中变为were；否定句在was或were后加not，一般疑问句把was或were提前。‎ ‎2.行为动词在一般过去时中的变化 ：肯定句：主语 + 动词的过去式 . I watched TV last Sunday . 否定句： 主语+ didn’t + 动词原形. I didn’t watch TV last Sunday . 一般疑问句：Did + 主语 + 动词原形 ? Did you watch TV last Sunday? Yes, I did. No , I didn’t .‎ ‎ 动词过去式变化口诀（出示课件） ‎ 过去式，不难记 ‎ 一般直接加 -ed ‎ 以 -e 结尾只加 –d ‎ 遇到一元一辅 重读闭音节，末尾字母要双写 遇到辅音字母 + y，变-y为-i 加-ed；不规则变化要特殊记 Step 6 homework 组内谈论家人的照片 e.g Many years ago, my grandpa was a driver / worker … Now he is … Did he /she …? Yes , he did . / No , he didn’t . ‎ 板书设计：‎ Unit 1 She learnt English.‎ Did she learn any foreign languages？‎ Yes,she did./No,she didn’t.‎ He is learning English now.‎ 练习：‎ 按要求写单词.‎ live(过去式)______________ city(复数)____________ be(过去式)____________‎ do(过去式)_____________ talk(现在分词)___________ dance(名词)___________‎ learn(过去式)___________ come(现在分词)_______________‎ 英汉互译 在田地里______________ be tired___________________‎ 努力学习______________ teach Chinese______________‎ 读书_________________ by school bus______________‎ 做蛋糕_______________ foreign languages_______________ ‎ 谈论_________________ learn English___________________‎ Unit 2 Mr Li was a teacher.‎ 教学目标：‎ ‎ (1) 句子：Mr. Li was a teacher. (2) 单词：retired, study, hard.教学重点:新单词，谈论过去并与现在做比较; 音标教学：字母组合aw, air, ass 的发音规则.‎ 教学难点： be的过去式was，were的用法和retire, study的过去时.‎ 教学工具：图片或照片、点读笔、单词卡、课件 教学程序：‎ Step 1 Warming up（热身复习）‎ ‎1、师生问候。 ‎ ‎2、做“看一看，说一说”的游戏，比一比每组说得快又好，运用： What did she do yesterday ? She watched TV.‎ Step 2 Lead in（课文导入）‎ ‎1、教师请一名学生带着英语课本走到讲台并和自己站在一起，先指着自己介绍：I am a teacher ，然后指着讲台上的学生引导其他学生一起说：She is a student (pupil) .接着告诉学生：I am teaching English now . 2、教师拿出自己学生时代的一张照片，指着照片告诉学生：Ten years ago . I was a student 。然后指着自己说“Now I am a teacher .” 教师继续对学生说：“接下来让我们一起看看课文中主人公的过去和现在的变化。”Ok, let’s come to the text.‎ Step 3 New teaching（课文教学）‎ ‎1、利用多媒体出示本课挂图，教师播放课文录音，呈现3B活动1，请学生带着以下两个问题：What did they do ten years ago ? What do they do now ?认真听录音。听过后，问文中出示了哪两个人物？ ——Mr Li 和Chen Hai 。让学生看图辨别出Mr Li和Chen Hai ，并试着说出在不同的图画中他们的身份及活动。2、再次播放录音，学生边听边在书中勾出生词和短语，学习新词：studied学习——原形study , class班级 ，hard努力地，讲解动词：taught——原形teach , retired 退休的。 3、请学生再看书，并播放录音，同时找出时态的动词或短语，教师将本课的重点句型写在黑板上：Mr Li was a teacher . He taught Chinese . Chen Hai is an English teacher . He' s teaching Mr Li . 4、教师将重点句型中表示时态的单词或短语（was taught , is , is teaching）用红笔标出，并将写有不同时间状语（now , ten years ago）的纸片贴在句子后，告诉学生不同的时态要用不同的时间状语。‎ Step 4 音标教学：字母组合aw, air, ass 的发音规则。‎ 首先，听音学说，找出共同发音.‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。‎ Step 5 Summary and homework（总结与家庭作业）‎ ‎（1）熟读课文，背诵Part 2 重点句子。‎ ‎（2）抄写单词及句子。‎ ‎ 板书设计 Unit 2 Mr Li was a teacher.‎ Mr Li was a teacher. ‎ He taught Chinese.‎ Chen Hai is an English teacher.‎ He’s teaching Mr Li.‎ 练习 选词填空。who what where do did ‎1--- _______were you last night? ---I was at school.‎ ‎2---________is the old lady? ---She’s my grandma.‎ ‎3---________ ________she do yesterday? ---She learnt English.‎ ‎4----__________they watch TV every day? --- No, they don’t.‎ Module 3 ‎ 题目 Module 3‎ 题材 ‎（主要）‎ 内容 Daming收到Lingling从英国发来的电子邮件，了解到有关英国的饮食习惯。‎ 教学目标 语言 知识 目标 功能 说明中西方饮食文化的不同。‎ 语法 ‎（结构、‎ 句子）‎ 学习运用have及过去式had谈论饮食：‎ What did she have for breakfast yesterday? She had eggs and sausages. Sam ate six hamburgers.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：egg, email, sandwich, traditional, delicious, hamburger, ate, gave, drank, tonight 说 能在句子中正确使用单词：email, sandwich, traditional, delicious, hamburger, ate, gave, drank, tonight 读 能在图片的提示下、跟着录音在语句中正确朗读单词：email, sandwich, delicious, hamburger, ate, gave, drank 写 能够抄写单词：egg, email, ate, drank, gave ‎ 语言 技能 目标 听 能在图片的帮助下听懂课文中的录音材料。‎ 说 能够看图或在语境中与他人谈论、交流饮食习惯及喜欢的食物。‎ 读 能够看图读出课文中对英国饮食习惯的描述；‎ 能够读懂Amy写给Daming的信；‎ 能够在读词的过程中体会出字母组合ea, ee, ear, ere, eir在单词中的发音。‎ 写 能看图仿照本模块中的例句写句子：What did you have for lunch yesterday? I had sandwiches. ‎ 学习策略 课堂中积极与同学配合进行有关课文话题的交流。‎ 文化意识 初步了解英语国家的饮食习惯、食品名称及中西方饮食文化的不同。‎ 情感态度 主动探索、发现、了解英语国家的饮食文化，乐于接触异国文化，拓展国际视野。‎ 任务 1. 给外国朋友发电子邮件，说说中国的饮食文化；‎ 2. 列出昨晚的食谱，说说自己喜欢或不喜欢的食品。‎ Unit 1 She had eggs and sausages ‎ II A I went there in May.‎ B How do you do!‎ C It’s cloudy.‎ D Nice to meet you, too.‎ E Of course.‎ F She went to Xinjing.‎ G No, he isn’t.‎ H See you.‎ I Thank you.‎ J They my counsins.‎ 教学目标 ‎1、知识技能目标：‎ ‎（1）Words:复习巩固与食物、水果、饮料、一日三餐单词；掌握本课四会词：email、 egg、 sandwich、 delicious。（2）Sentences: What did she /he have for breakfast/lunch/dinner yesterday?‎ She/He had eggs and sausages/sandwiches/fish and chips.‎ ‎2、情感、文化目标 教育学生养成良好的饮食习惯，利于健康。‎ 教学重点：掌握向别人询问昨天一日三餐吃过什么的具体表达方法。‎ 教学难点： What did/he she have for...yesterday?‎ She/he had ...。‎ 教学工具：单词卡，图片、课件、点读笔 教学程序 Step1 Warm up（热身复习）‎ T: Hello, boys and girls.‎ ‎ S: Hello, Miss Liang.‎ ‎ T: What’s your favourite food?‎ ‎ S: My favourite food is…‎ 课件出示大量食物的图片，引发学生的头脑风暴，复习学过的食物如何用英语表达。然后提问个别学生最喜欢的食物是什么，师生互动。‎ Step 2 Presentation（课文导入）‎ ‎ T: I had bread this morning, what did you have?‎ ‎ Ss: I had rice/milk/noodles…‎ ‎ T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food?‎ ‎ Ss: Talk about English food which they know.‎ ‎ T: Tell the student Daming get an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces. Then write the title.‎ Step 3 Teaching new lesson（课文教学）‎ ‎1 Show them some new word cards and teach them the pronunciation.‎ ‎2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits.‎ ‎3 Give the student some questions:‎ a.What did Daming have got?‎ b.What did Lingling have for breakfast/lunch/dinner?‎ Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. ‎ ‎ 4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.‎ Step 4 Practice（练习）‎ ‎1.Ask the student to see the third part of the text. Use the sentences to make dialogues in pairs.‎ ‎2.谁是最佳营养师？请学生四人小组为Angela 和Horper列出早中晚餐的食谱，并用英语表达，最后评比看谁是最佳营养师。‎ 五、Homework（家庭作业）‎ Read the text 3 times. Pay attention to the important sentences and the name of the food.‎ 板书设计：‎ Unit 1 She had eggs and sausages What did she have for breakfast/lunch/dinner?‎ She had…‎ 练习：‎ 按要求写单词.‎ give(过去式)_______ city(复数)________ drink(过去式)__________‎ sing(名词)_______eat(现在分词)________ study(过去式)___________‎ different(反义词)_____ shop(现在分词)______ know （同音词） . wear (同音词) ‎ ‎3 用动词的正确形式填空（5分）‎ ‎1).Many years ago, she_________(cook) on a fire.‎ ‎2).Let’s______________(go) to the supermarket.‎ ‎3).He ____________(do) her homework last night.‎ ‎4).They ________(be) going to cook English food.‎ ‎5).Lingling had a sandwich because she- (like) hamburgers.‎ Unit2 Sam ate six hamburgers 教学目标：‎ ‎ （1）能运用已学的食物单词表达自己吃过什么；‎ ‎ （2）能运用句型与朋友交流昨晚吃（喝）过什么以及今晚想吃（喝）什么；‎ 教学重点：1 词汇：‎ ‎ 动作词汇：eat / ate drink / drank tonight ‎ ‎ 食物词汇：cake milk noodles fish bread juice ‎ ‎ 2 句型：‎ ‎ What did you eat / drink last night ?‎ ‎ I ate /drank...‎ ‎ What did you going to eat / drink tonight ?‎ ‎ I am going to eat / drink...‎ 教学难点：正确理解区分和运用单词 eat / ate drink /drank 教学工具：多媒体课件、饮料食物单词卡片、点读笔 教学程序 Step 1. Warming up ‎ T: Good morning.‎ ‎ Ss: Good morning.‎ ‎ T: What did you have for breakfast this morning?‎ ‎ Ss: I had…‎ ‎ T: What’s your favourite food?‎ ‎ Ss: My favourite food is…‎ Step 2. Presentation Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions. T: Let’s see how many hamburgers Sam can eat. Then write the title on the board.‎ Step 3. new lesson ‎1.学习新单词：eat / ate drink / drank ‎ （1）老师出示单词卡片：eat / ate drink / drank 带读单词，全班学生跟读。并强调 ate 和 drank 是过去的吃与喝。学习用 eat / ate 造句。举例子：I eat rice / noodles .学生仿造句子造句。出示一张食物的幻灯片，学生自己练习用 eat / ate造句。然后请学生表演。‎ ‎ （2）学习用 drink / drank造句。老师拿出牛奶/可乐/水，拿起这些饮料说：I drink ...把饮料放下说：I drank ... 帮肋学生理解drank 是一个过去的动作。让学生用 I drank ...造句。小组练习造句，然后展示自己的句子。‎ ‎ 2.学习句型 What did you drink last night ? I drank...‎ ‎（1）T: I drank milk / water / Cola last night . ‎ ‎ What did you drink last night? ‎ 老师不停的提问：What did you drink last night ? ‎ 学生回答：I drank ...‎ ‎ （2）老师带读 What did you drink last night ? 首先全班学生跟读，然后分男女生跟读。‎ ‎ （3）鼓励学生向老师提问： What did you drink last night ? ‎ ‎ （4）学生自己练习对话 ： What did you drink last night ? I drank ...然后请学生展示自己的对话。‎ ‎ 5 学习句型：What did you eat last night ? I ate...‎ ‎ （1）T: What did you drink last night ? S: I drank...‎ ‎ T: What did you eat last night ? 出示一张食物幻灯片，鼓励学生说出：I ate ...‎ ‎ （2）学习句型：What did you eat last night ? I ate ...老师带读，全班跟读。‎ ‎ （3）老师提问：What did you eat last night ? 请学生一个一个回答。‎ ‎3.学习课文 ‎(1)带着问题去听课文，找出问题的答案。 ‎ a.Who ate hamburgers?‎ b. Who had a sandwich?‎ c.What is mum going to cook tonight?‎ ‎(2)Play the tape, the students should read after it. Then check the answers.‎ Step4 Game 将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。‎ Step 5.Summary and homework ‎1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。‎ ‎2、模仿课文写一封信给自己的好朋友或同学 板书设计：‎ Unit2 Sam ate six hamburgers Sam ate six hamburgers He likes hamburgers very much.‎ What did you eat/drink last night?‎ What are you going to eat/drink?‎ 练习设计：‎ ‎1（ ）I’ve got __email from Lingling. A a B an C one ‎2 ( ) She ___ an English breakfast yesterday. A has B have C had ‎3 ( )What __ she ___ yesterday evening? ‎ A did, have B did, has C does, have ‎4 ( ) They had noodles ___ lunch. A on B in C for ‎ ‎5 ( ) Lingling __ English food very much. A. likes B. like C. liked ‎ ‎6( ) What_ Daming_to eat tonight? A are, going B. is, going C does, go ‎7( ) He _ eat hamburgers tonight. A does go to B is going to C are going to ‎8 ( ) She _ one apple to dog every day. A give B gives C gave ‎9 ( ) He __ fish last night. A ate B eat C eating ‎10 ( ) ---____ Amy___ Chinese food ? --- Yes, she does.‎ A. Did, miss B. Does, missed C Does ,miss ‎ Module 4 Library 题目 Library（图书馆）‎ 题材 ‎（主要)‎ 内容 Amy的妈妈给Amy和Lingling买了一台新电脑，可她们不会使用，于是她们到图书馆借书学习怎样使用电脑。第二天，她们学会了使用电脑并做了一张电子贺卡送给妈妈。‎ 教学目标 语言 知识 目标 功能 如何在图书馆借书，询问和寻找相关信息。‎ 语法 ‎（结构、‎ 句子）‎ 学习如何询问物品的方位：Where are the books about computers, please? They’re on Shelf C.‎ 学习如何询问和寻找相关信息：Where can you find out about animals? You can find out about animals in the library.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：library, find, CD-ROM, bring, use, card, easy, dictionary, newspaper, information, timetable 说 能在句子中正确使用单词：library, find, CD-ROM, card, use, dictionary, newspaper, computer 读 能在图片的提示下，跟着录音在语句中正确朗读出单词：find, library, CD-ROM, card, dictionary, newspaper 写 能够抄写单词：library, use, card, easy 语言 技能 目标 听 能听懂询问和寻找相关信息的句子：Where are the books about computers, please? They’re on Shelf C. ‎ 说 能在创设的情境中练习对话，运用句子：Where are..., please? They are…‎ 读 能够看图读出询问物品方位、询问和寻找信息的句子，体会字母组合ie, igh, ir在单词中的发音。‎ 写 能用课文中所学语言看图完成句子：Where are ? Where can you find out about ?‎ 学习策略 对所学内容能主动练习和实践，积极运用所学英语进行表达和交流。‎ 文化意识 了解电脑在现代生活中的作用。‎ 情感态度 提高学生自主获取信息的能力，培养关心帮助他人的美好情感。‎ 任务 自行设计百货超市，运用Where are…, please? They are…练习如何在某地找到某物，‎ 组织学生制作电子贺卡送给父母、老师或同学。‎ Unit 1 Where are the books about computers, please?‎ 教学目标：1.掌握句型：Where are the books about…,please? in two week’s time. 2.掌握四会生词：library find CD-ROM ,bring ,use ,card ,easy3.了解如何在图书馆借书。‎ 教学重点：单词：library find CD-ROM bring use card easy 句子: Where are the…about…please? …in two week’s time.‎ 教学难点：课文的理解和按角色朗读。‎ 教学工具：图片，课件，点读笔 教学程序 Step1 ：Warming up ‎ 1.地和学生们打招呼，请同桌同学相互问好。‎ ‎ 出示食物卡片请同学认读，每个小组在黑板上相应有一个货架，读得又快又准确的小组得到食物卡片，最后看看哪个小组货架上的食物多。‎ ‎ 2． 句型操练 ‎ 1.将货架上的食物卡片放于一个架上，拿出其它的卡片将四个货架摆满，操练句型“Where are the --- about---,please?”和“They are on Shelf ---?”‎ ‎ 2.告诉同学们“比比看，谁是合格售货员”‎ 请“小售货员”背对黑板，其他“小顾客”问“Where are the---about---,please?”,看“小售货员”能不能用“They are on Shelf ---?”句型准确说出具体位置，说对的发一个贴片。‎ Step2 ：Presentation（介绍）‎ T: I need a book about English food. What can I do?‎ Ss: You can buy the book.‎ T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。‎ T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。‎ Step3 Teach new lesson（课文教学）‎ ‎1．教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。 ‎ ‎2．‎ 教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。‎ ‎3．教师将生词写在黑板上，为同学示范发音，并逐个讲解。‎ ‎4．教师播放录音，请学生跟读、模仿语音语调 Step4 Practice 让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。‎ Step5练习巩固（课件）‎ Where are the （ book, books） about computers, please?‎ I want to （find, finding） the book in the library.‎ ‎ I’m going to _____( bring, taking) the computer.‎ Step 6.homework ‎ 1、自主练习册 ‎　 2、抄写本课生词 板书设计：‎ Unit 1 Where are the books about computers, please?‎ Where are the…about…please?‎ ‎…in two week’s time.‎ 练习：‎ 按要求写单词.‎ find(过去式)_______lady(复数)________ bring(过去式)____________‎ dance(名词)_____study(现在分词)________ use(过去式)___________‎ easy(反义词)______ write(现在分词)_______‎ ‎3 翻译下列短语。‎ 传统的中国食物______________ 有关计算机的书_______________‎ 列车信息_____________ 图书证___________ 带回来____________‎ make an e-card___________ in two week’s time___________________ ‎ be good at___________listen to music_________find out_____________‎ Unit 2 Where can you find out about animals?‎ 教学目标：‎ ‎1.掌握句型：Where can you find out about…‎ ‎ You can find out about …on …‎ ‎2.掌握四会生词：information, timetable , dictionary , newspaper ‎3.在读词过程中体会字母组合ie , igh , ir 在单词中的发音。‎ 教学难点：“You can find out about ---in/on ---?”句型中介词on,in,at的选用。‎ 教学重点：‎ 用“Where can you find out about---?”询问相关信息。‎ 用“You can find out about --- in/on ---”回答询问。‎ 教学工具：图片，单词卡，音标卡 教学程序：‎ Step1:热身复习 ‎1.师生相互问好。‎ ‎2.用幻灯片出示超市的画面，请学生扮演顾客和售货员用“Where are the -about---,please?”和“They are on Shelf---.”进行问答。‎ Step2:课文导入 告诉学生“今天大家将要学习如何查询自己需要的相关信息，学完以后大家也要试着通过各种途径来查询信息，以扩大自己的知识面。‎ Step3:课文教学 ‎1、请学生翻开书本第二单元活动1，播放录音，请学生边听边把生词划出来，根据图片及上下文猜测其含义。‎ ‎2、将生词写在黑板上，逐个讲解并带读。‎ ‎3、教师播放录音带，请学生跟读，通过全班齐读，分组齐读，小组开火车等多种机械操练的方式帮助学生发音，熟练句型“You can find out about --- in/on ---?”。‎ ‎4、全班完成书本第二单元活动2：“集思广益找信息”请学生四人一组，轮流充当寻找信息的人，其他三个同学集思广益，为他提供可找到相关信息的具体途径。比比哪位同学的途径最多，分发小贴纸予以奖励。‎ ‎5、请学生把书翻至第二单元活动3.先请学生试读单词，然后由教师读单词，同学找出每组的发音规律，教师把音标写在黑板上，播放录音，请学生跟读。‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。‎ ‎6、请学生看到活动4.先放一遍录音，让学生从整体上把握诗歌的内容，再次播放录音，教师讲解诗歌大意，并请学生重复。再次播放录音，逐句停顿，请学生跟读。跟读几次后，让学生跟伴奏带朗读。‎ Step4 务完成 活动：快速问答。准备记时表一块，，记分人员及记时人员各一个。让学生四人一小组准备话题，练习“Where can you find out about---?”。将问题写在纸上投入小箱子里。再把全班分为两队，各派代表一个，记时员记时，各组所派代表一问一答，看哪一组问的问题及回答的问题累积多的为赢家。‎ Step5家庭作业 背诵重点句子A:Where can you find out about….? ‎ B:I can find out about…in/ on…‎ 板书设计：‎ Unit 2 Where can you find out about animals?‎ A:Where can you find out about….? ‎ B:I can find out about…in/ on…‎ ie igh ir die high girl lie night shirt 练习：‎ 单项选择。‎ ‎1（ ）The timetable ___ ___ the wall. A are, on B is, in C is, on ‎2 ( ) Please bring ___the book __ two week’s time.‎ ‎ A back, in B on, in C about, after ‎3 ( ) It’s easy ___ a computer. A on B in C with ‎4 ( ) Let’s___ to the library. A go B going C went ‎ ‎5 ( )Where___ the books about food? A is B are C were ‎6 ( ) There __ any cars or buses. A .were B. weren’t C wasn’t ‎7 ( ) Here’s a card ___ you. A on B to C for ‎8 ( )She didn’t__ a radio. A. had B. have C has ‎9( ) He gave a present __ his Mum. A in B for C to ‎10( ) Can I have your library card, please? ----- _________‎ ‎ A Yes, I can. B No, I can’t C Yes, here you are.‎ Module 5 ‎ 题目 Module 5‎ 题材 ‎（主要）‎ 内容 Lingling要回中国了，可是她的旅行包坏了，所以Ms Smart要给她买一个新包。通过选择和比较，最后买到了一个称心的旅行包。‎ 教学目标 语言 知识 目标 功能 描述事物的特征，表达自己的看法。‎ 语法 ‎（结构、‎ 句子）‎ 学习描述物品的特征：‎ It’s big and light. ‎ 学习表达对某物的看法：‎ It’s too big for you. It’ll be easy for you.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：light, broken, heavy, pocket, hard, easy, big, small 说 能在句子中正确使用单词：easy, hard, heavy, light, big, small 读 能在图片的提示下，跟着录音在语句中正确朗读单词：light, broken ,heavy, pocket, hard ‎ 写 能够抄写单词：light, hard, heavy 语言 技能 目标 听 能听懂描述事物特征及表达对其看法的句子：This black big is nice. It’s easy for him.‎ 说 能在创设的情境中描述物品的特征并表达自己的看法：It’s big and light. It’s too big for you.‎ 读 能够看图读出描述物品特征及表达看法的句子，体会字母组合oa, oy, oo在单词中的发音。‎ 写 能用课文中所学语言看图完成句子：It’s heavy. It’s easy for him.‎ 学习策略 在词语与相应事物之间建立联想；积极与他人合作，共同完成学习任务。‎ 文化意识 情感态度 培养学生的自主意识和创新意识。‎ 任务 创设一个购物情境，用不同的形容词来描述事物的特征。‎ UNIT 1 It’s big and light.‎ 教学目标： 1.词汇：light, broken, heavy, pocket。 2.句型：This black bag is nice. This blue one is big and light. 教学重点：‎ 单词：light broken heavy pocket ‎ 句子: It’s big and light. It’s got two pockets.‎ 教学难点：It is …; I have got … .熟练使用形容词进行描述。‎ 教学工具：图片，单词卡，课件，书包等 教学程序 Step1 Warming up Let’s chan and act （复习描述物品的形容词）‎ Long Long Long Short short short Small small small Big big big 出示色彩鲜艳的图片复习颜色。‎ Stept2. Leading in T拿处两本字典，一厚一薄，左手拿厚的，右手拿薄 的，左手放低，右手举高)havy havy ,oh ,so havy(左手装作很吃力的样子往下沉) Light light light(右手轻松的把字典举起来) 如此反复几次，让学生明白havy 和light的意思，然后出示单词卡教读。 Chant Boys nd girls ,let’s have chant Heavy heavy heavy ,it’s heavy Light light light ,it’s light Step3. Text teaching ‎1.呈现单词 T :What’s this?(指着牛仔裤上的口袋问学生) S :口袋。 T :yes ,pockey(出示单词卡教读) S : pockey T :How many pockey?(引导学生数牛仔裤的口袋)one ,two ,three… S :fouth T :（拿粉笔摔碎）oh ,what’s wrong? S :烂了。 T :broken（出示卡片教读） 不新单词全部教读几遍。 游戏run and point T :OK,boys and girls let play a game.(让两个学生上来，听老师念到哪个单词，学生就快速指出。叫几组学生上来看看他们哪个单词比较陌生) 2 呈现课文 教师分段播放录音，学生跟读，并把生词画出。教师向学生讲解“we’ll take it ,please.”中的“take”为“buy”的意思。 再听录音 listen to the tape and look at the book,ask and answer the question . 1) why does Ms Smart want to buy lingling a new bag? ‎ ‎2) How many bags do they see? 3) Why don’t they choose the black one? 4) Which one do they choose? Why? 自由朗读课文。‎ 分角色朗读课文。‎ Step4. Practice ‎1、Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice. (看图用学过的形容词对所见物品进行描述)‎ Stept5. Homework ‎1. Describe animals.‎ ‎2.mes: Draw yourself. ‎ ‎(Draw a picture of yourself and try to describe.)‎ 板书设计： ‎ Module 5 Unit1 It’s big and light.‎ P1 porcket P2 broken P3 heavy P4 light It’s got…‎ It has…‎ 练习：‎ 为I栏找出正确的答语 ‎ I ‎( )1 Who are they ?‎ ‎( )2 Is he your grandpa?‎ ‎( )3 How do you do?‎ ‎( )4 What did she do ?‎ ‎( )5 What’s the weather like?‎ ‎( )6 Can I see your photos?‎ ‎( )7 Here is a card for you.‎ ‎( )8 Nice to meet you.‎ ‎( )9 When did you go to Hainan?‎ ‎( )10 See you tomorrow.‎ UNIT 2 It’s too big for you.‎ 教学目标：It’s …for…; ‎ It’s too big for you.‎ Try this one in white.‎ 教学重点：‎ ‎ 单词：hard has got have got try lovely ‎ 句子: It’s …for…; It’s too big for you.‎ 教学难点：‎ 谈论物品的特征及其与人的关系。‎ 教学工具：‎ radio and word card and pictures ‎ 教学程序 Step1.Warming up ‎ ‎1．Greetings.‎ ‎2．复习导入：区分以下人称代词并准确使用 I you we she he they it ‎ me you us her him them it Step2.Leading in ‎ Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy?‎ Step3.New contents ‎ 1．听录音，跟读。‎ ‎ 引导学生读准几个词：try, lovely white ‎2．自己读课文，解决如下问题。‎ ‎(1).What does Lingling want to buy?‎ ‎(2).What can you see on it?‎ ‎(3).What colour does Lingling buy at last?‎ ‎(4).What colour does Lingling like? ‎ ‎(5).Why does she change her mind to buy another colour? ‎ ‎3． 指导学生学习重点句型：（活动2）‎ ‎ It’s …for…‎ ‎4．巩固音标（活动3）‎ a) Show cards.标音标：‎ b) 指导学生根据音标熟读单词。.‎ c) 练习认读单词。‎ d) ‎.听读单词寻找不同的音标。‎ 5． 听录音，练唱MANGOES AND RICE..‎ Step4.More practice ‎ 1． It____( is , has ) got a panda ____( on, in) it.‎ It____( is, has) too big ____(to ,for ) you.‎ They ____( have, has) got a big one.‎ Try this____( one, white) in ____(one,white).‎ ‎2、Play a game.‎ 练习猜水果。‎ 运用所学单词（形状，颜色）以句型来猜：‎ It’s it ____？‎ Yes,it is.No,it isn’t Step6. Homework： Describe your bag.‎ 板书设计：‎ UNIT 2 It’s too big for you.‎ It’s …for…; ‎ It’s too big for you.‎ Try this one in whiter.‎ 练习：‎ 按所给单词的适当形式填空。‎ ‎1)There are lots of _______(bus).‎ ‎2)Thank you for_______ (dance) to us.‎ ‎3)She danced in lots of ______(cities).‎ ‎4) He______________ (teach) English now.‎ ‎5 )Ten years ago, he _________(teach) Chinese.‎ ‎6 )He ________(live) there with his three children.‎ ‎7 )He should ______(study) hard.‎ Module 6 ‎ 题目 Module 6‎ 题材 ‎（主要）‎ 内容 ‎ ‎ Amy看到了Lingling所带的相片，于是Lingling便向Amy和Ms Smart介绍相册上她所去过的中国几个著名风景区及其地理位置。‎ 教学目标 语言 知识 目标 功能 谈论旅游见闻，描述某个地方的方位。‎ 语法 ‎（结构、‎ 句子）‎ ‎ ‎ 学习谈论过去的事情：I went there last year. ‎ 学习如何描述某地方位：It’s in the east/west/south/north.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：photo, stay, week, parent, ride, horse, holiday, climb, east, west, north, south 说 能在句子中正确使用单词：photo, parent, ride, holiday, climb, east, west, north, south 读 能在图片的提示下，跟着录音在语句中正确朗读出单词：photo, parent, ride, horse, climb, holiday 写 能够抄写单词：photo, week, parent, horse ‎ 语言 技能 听 能听懂描述旅游见闻的句子：When did you go to Xinjiang? We went there last year. ‎ 目标 描述某地方位的句子：It’s in the east/west/south/north.‎ 说 能够借助过去旅游的照片，运用本课句型描述一次旅游活动：Last year, I went to Qingdao and visited my friend.‎ 读 ‎ 能够看图读出谈论旅游见闻和描述某地方位的句子，体会字母组合or, oor, our/ou, ow/our, ur在单词中的发音。‎ 写 能用课文中所学语言看图完成句子：Last year, I went to ‎ . It’s in the .‎ 学习策略 注意观察生活或媒体中有关旅游见闻的简单英语，积极运用所学英语进行表达和交流。‎ 文化意识 了解祖国的地理知识，知道一些著名城市的位置及其名胜古迹。‎ 情感态度 培养学生热爱祖国大好河山的美好情感。‎ 任务 谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。‎ UNIT 1 I went there last year 教学目标：‎ Did you go with…‎ Where/When/What/Who did you……?‎ 教学重点：‎ 单词：photo stay week，uncle, cousins, remember 句子:Where/When/What/Who did you … ?‎ 教学难点：谈论旅游见闻，描述某个地方的方位。‎ 教具准备：点读笔，课件，光盘 教学程序 Step1.Warmer （热身活动）‎ ‎1. Greetings.‎ Sing a song: mangoes and rice ‎2.复习单词west east south north, 1-12月,really, mountains Step 2: leading（导入）‎ ‎ (Where is Beijing? /London /New York /Tokyo /Moscow)‎ ‎ Say the names of famous places in China and England ‎ Step 3: Take out many photos and new words（出示照片并学习新单词）‎ Introduce: This is a photo( 举一张 ).‎ These are photos (举全部，多张照片)‎ Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.‎ Explain: ‘stayed’ is the past tense of stay Week: from Sunday and Saturday is one week.‎ Step 4: Text teaching. (课文教学)‎ ‎1、So that the students can listen to the conversations and follow in the books ‎ ‎ Tell each pupil to get a piece of paper and draw a question on it. ‎ ‎ Ask the students to close their books ‎ ‎ Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions .‎ ‎ Now tell the students to open their books and underline all the questions in the dialogue ‎ ‎ Have the students answer the questions ‎ ‎ 2、Show the pictures and have the student try to say and write.‎ Use the drills. At last give them answers ‎ ‎ Who has got some photos?‎ ‎ Where is Lingling?‎ ‎ When did Lingling go there?‎ ‎ Who did she go with?‎ ‎ Where does her uncle live? ‎ Step 4 Practice（练习）‎ ‎ in on with for of It’s ___ the west ___ China.‎ It’s got a bike ____ it.‎ We stayed there ___ two weeks___ July.‎ She went to Beijing ____ her mother.‎ Step5Homework(家庭作业)‎ ‎ Talking about where you went? And write down。‎ 板书设计：‎ UNIT 1 I went there last year Did you go with…‎ where/when/what/who did you……?‎ 练习：‎ ‎1 Where ____ the books about computer? A was B is C are ‎ ‎2 Where ___ you yesterday? A were B are C is ‎3 Lingling, ____ your bad. A Look B See C Look at ‎4 The T-shirt has got a panda ___ it. A on B in C at ‎5 Try this one ____ white. A on B in C at ‎6 It ____ got four wheels. A is B was C has ‎7 My cousins ______ Beijing every year. A visit B visits C visited ‎8 It’s ____ the west of China. A on B in C to ‎9 We stayed ____ my friend. A for B to C with ‎10 He made ___ e-card ___ me. A a, to B an, for C a, to ‎ Unit 2 It is in the north of China 教学目标：‎ Where did you go for your holidays?‎ Where is ? ‎ It is in the north/south/east/west of China.‎ 教学重点：‎ ‎ 单词：parent holiday rode horse climb ‎ 句子: It is in the north of China ‎ Where is ? It is in ‎ 教学难点：Talk about the travel.‎ 教学工具：图片，照片，点读笔，地图 教学程序 Step1.Warmer （热身活动）‎ ‎1、Sing a song ‎2、Show the pictures, ask the students to make up dialogues.‎ Step2. New words （新单词）‎ ‎ Show the cards of the new word. Have the student read and remember them ‎ ‎ Then explain the word: parent means mother or father; Holiday means the day that you do not work or study, you are free.‎ Step3. Test teaching(课文教学)‎ ‎ 1、Play the tape, have the students open their books listen and read then answer the questions 1. Where did Lingling go?‎ 2. When did she go?‎ 3. Who did she go with?‎ 4. Where is Xinjiang?‎ 5. What did she ride?‎ 6. What mountain did she climb?‎ 7. What lake did she visit?‎ 8. Did she have a good time?‎ ‎ At last give answer to the students ‎2、On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right. Read and point Show a map of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong Practice: Have the students talk about their holiday. If they did not go anywhere, ‎ Step 4 Practice（练习）‎ ‎1、完成运用任务3：谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。‎ ‎2、学说字母组合的发音。‎ 首先，听音学说，找出共同发音.‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。‎ Step5. Sing a song （学唱歌曲）‎ Play the tape and the student learn to sing ‎ Game: Draw a picture (in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite ) ‎ Step Homework: （家庭作业）‎ Writing ‎ ‎1. Where is your favourite place? 2. When did you go there?‎ ‎3. What did you do there? 4. Who did you go with?‎ 板书设计：‎ Unit 2 It is in the north of China Where did you go for your holidays?‎ Where is ? ‎ It is in the north/south/east/west of China.‎ Module 7 ‎ 题目 Module 7‎ 题材 ‎（主要）‎ 内容 Amy教给Tom发送电子邮件，之后Tom用电子邮件与Dad 交流。‎ 教学目标 语言 知识 目标 功能 了解如何发送电子邮件，并用电子邮件与人沟通交流。‎ 语法 ‎（结构、‎ 句子）‎ 学习祈使句：‎ Let’s send an Email. Click on “Email”. Write your message. ‎ 复习现在进行时：‎ I am working very hard.‎ 一般将来时：‎ I will be home at seven o’clock.‎ 词汇 听 能够在听录音的过程中辨别出单词：message, another, idea, office, busy 说 能够在句子中正确使用单词：message, idea, office, busy 读 能够在图片的帮助下正确认读单词：message, idea, office, busy 写 能够正确抄写单词：message, idea, office, busy 语言 技能 目标 听 能够听懂如何发送电子邮件的指令：Click on “Email”.‎ Now click on “Write”. Write your message. Click on “Send”. ‎ 说 能够表达如何发送电子邮件，并能够简单说出自己的近况。‎ 读 能够在图片的帮助下指读课文，理解发送电子邮件的步骤；‎ 能够在读词的过程中体会字母组合ch, tch, ck, kn 在单词中的发音。‎ 写 能够在图片的帮助提示下，写出发送电子邮件的步骤。‎ 学习策略 积极运用所学的语言进行表达和交流，并通过与同学合作的方式（如：同学相互介绍发送电子邮件），进一步巩固所学知识，共同完成学习任务。‎ 文化意识 让学生了解现代科技电子邮件在现实生活中的使用，激发学生努力学习的热情。‎ 情感态度 通过积极参与互发电子邮件的活动，培养学生敢于开口、乐于开口、积极参与实践的习惯。‎ 任务 运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。‎ Unit 1 Let’s send an email.‎ 教学目标：‎ Let’s send an email to dad.‎ Clik on ‘Email’.‎ Write your message.‎ 教学目标：1、单词及短语：message，another，idea，office，busy ‎ 2、重点句子：Let’s send an email to dad.‎ Click on ‘email’.‎ Write your message.‎ 教学难点：学习如何发送电子邮件，并用英语表述。‎ 教学用具：录音机，单词卡片，多媒体 教学程序 Step1.Warmer （热身活动）‎ ‎1、Sing a song： my home’s the place ‎2、自由讨论:描述方位 Step 2: leading（导入）‎ 请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说出电话，书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。‎ 利用多媒体课件展示一幅电脑图片，询问学生我们可以用它来做什么，然后告诉学生我们可以用它来和别人交流，今天我们就来学习如何发送电子邮件给你的亲朋好友。‎ Step3：text teaching(课文教学)：‎ ‎（1）、板书单词“email”，同时向学生讲解什么是电子邮件：“它是从一个电脑到另一个电脑的信息。”用课件展示动画从一个计算机到另一个计算机的过程。并出示图片。请学生读单词，可以齐读，分小组读，或者男女生分组读。‎ ‎（2）、播放录音，呈现活动1，请学生听录音熟悉课文内容。‎ 再放录音，请学生找到问题的答案：What’s an email? Where is the email from?‎ ‎(3)、 教师将重点句子板书在黑板上：‎ ‎ Let’s send an email to dad.‎ ‎ Click on ‘email’.‎ ‎ Click on ‘write’.‎ ‎ Write your message.‎ ‎ Click on‘send’.‎ ‎（4）、 请学生回答上面的问题，教师 进行总结。继续提问；怎样发送电子邮件？‎ 展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，按正确地顺序把图片排列好。然后再听一遍录音，让学生熟悉发送电子邮件的过程。‎ ‎（5）、领读重点句子，让学生重复，找单个学生复述句子，然后自由练习如何发送电子邮件。教师将图片打乱顺序贴到黑板上，找学生将图片与句子连线。‎ ‎（6）、再放一遍录音，请学生跟读课文。再让学生复述如何发送电子邮件。对复述好的学生给予奖励。‎ Step4 practice(练习)‎ ‎（1）、听一听，画一画 请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write some words on your poster，put the poster on the wall！让学生课后将自己的海报粘贴到墙上，并描述一下自己的作品，评选出好的作品给予奖励。‎ ‎（2）、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。‎ ‎（3）、游戏：我说你做 ‎ 两人一组，一人说指令，另一个人做动作，比比看谁的反应快。‎ Step5 homework（课后作业）‎ ‎（1）、熟悉发送电子邮件的过程。‎ ‎（2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。‎ 板书设计 Unit 1 Let’s send an email.‎ Let’s send an email to dad. ‎ Click on ‘email’.‎ Click on ‘write’.‎ Write your message.‎ Click on ‘send’.‎ 练习：‎ 连线,将A栏的词组合成一个短语,再与C栏的汉语连起来.(18分 A B C ‎ ‎ ‎ click on the mouse 使用鼠标 ‎ use an email 写信息 ‎ ‎ ‎ send your friend 发送电子邮件 ‎ ‎ ‎ write idea 好主意 ‎ draw “Email” 画你的朋友 ‎ good the message 点击电子邮件图标 UNIT 2 I will be home at seven o’clock. ‎ 教学目标：‎ I am working very hard.‎ I will be home at seven o’clock.‎ 教学重点：I will… 一般将来时的用法 教学难点：一般将来时的用法 教学工具：光盘，点读笔，单词卡 教学程序 Setp 1：Wamer(热身活动)‎ 1、 Sing a song :‎ 2、 自由交谈:关于旅游 Setp 2:leading in (导入)‎ 让我们一起来看看汤姆回复给SMART的电子邮件。‎ Setp 3：Text teaching(课文教学)‎ ‎（1）、播放录音，呈现活动1，教师提问：“what’s an email ？”请学生回答.‎ ‎(2)、再放一遍录音，请学生模仿跟读，直至读的熟练为止。‎ ‎（3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：‎ I am working very hard.‎ I will be home at seven o’clock.‎ ‎ (4)出示活动2的图片，请学生来描述一下，对说的好的学生给予奖励。让学生良人一组来进行描述。教师给予指导。‎ ‎（5）、播放活动3的录音，请全班跟读，熟悉每个单词的发音。把单词卡随意粘贴到黑板上，教师一边贴，学生一边读。然后将其分组。‎ ‎（6）、组织全体学生听录音，完成活动手册练习4。‎ Setp4 Practice (任务完成)‎ ‎1、完成运用任务1：SB 第二单元活动5：教师发出指令，学生记住之后，按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。‎ ‎2、游戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸爸妈妈的身份给自己写一封电子邮件。对写的好的学生进行表扬。‎ ‎3、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。‎ ‎4、学说字母组合的发音。‎ 首先，听音学说，找出共同发音.‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解 Setp 5：Learn song(学习歌曲)。‎ 逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分角色演唱歌曲。‎ Setp 6:Homework(课后作业)‎ 请学生根据上一节课后收到的邮件，给对方回复一封电子邮件。‎ 板书设计 UNIT 2 I will be home at seven o’clock.‎ ‎ I am working very hard.‎ I will be at home at seven o’clock.‎ 练习：‎ ‎( ) 1. What’s _________email? A. a B. an C. ‎ ‎( ) 2. Thank you for ____me an email. A. send B. sends C. sending ‎( ) 3. I’ll _____home at seven o’clock. A. at B. be C. go to ‎ ‎( ) 4.It flies _____ one tree to another tree. A. in B. at C. from ‎( ) 5.Lingling is _____the phone for you. A. to B. in C. on ‎ ‎( ) .6. ______about a green bag? A. How B. What a C. Where ‎( ). 7. The red line is ____the yellow one. A. big than C. the same as ‎( ) 8. Her mother and grandma ____Chinese. A. from B. are C. is ( ) 12. Let’s send an email ________Dad.‎ ‎ A. to B. for C. from ‎ ‎ Module 8 ‎ 题目 Module 8‎ 题材 ‎（主要）‎ 内容 Daming要到美国去，打电话征求Sam送什么礼物给表弟，最后商定送一个中国龙风筝。‎ 教学目标 语言 知识 目标 功能 学习如何给别人提建议；‎ 通过对事物的对比发表自己的看法。‎ 语法 ‎（结构、‎ 句子）‎ 学习征求建议：‎ What do you suggest? What do you think?‎ 学习表达建议：‎ What about…? How about…? Why don’t you…? ‎ 学习表达观点：‎ I think so. I don’t think so.‎ 复习有关比较的句式：‎ Line A is longer. Is Line A the same as Line B?‎ 词汇 听 能在听录音的过程中辨别出单词：suggest, quickly, excited, America, China, kind, dragon, same, circle 说 能够在句子中正确运用单词：suggest, quickly, America, China, kind, dragon, same 读 能够在图片的帮助下、跟着录音正确朗读单词：suggest, quickly, America, China, kind, dragon, same 写 能够正确抄写单词：suggest, quickly, America, China, dragon, same 语言 听 能够听懂他人征求意见、建议以及表达观点的句子：What do 技能 目标 ‎ you suggest? What about chopsticks?‎ 说 能够根据实际情况说出自己的建议，表达自己的观点并向他人征求建议：How about a dragon kite? Why don’t you give him a kite? I think so.‎ 读 能够在图片的帮助下认读课文, 体会句子表达的含义；‎ 能够在读词的过程中体会字母组合ll, ng, nk,在单词中的发音。‎ 写 能够在图片的帮助下，抄写向别人表达建议的句子：What about chopsticks? How about a dragon kite? Why don’t you give him a kite?‎ 学习策略 积极运用所学英语进行表达和交流；‎ 积极与他人合作，共同完成学习任务。‎ 文化意识 让学生了解在英、美国家中，征求意见和表达建议时的语气非常委婉，从而养成文明礼貌待人的习惯；同时让学生知道“龙”是中国的象征。‎ 情感态度 教育学生在讨论中积极参与，主动请教，培养合作意识；在比赛中乐于模仿，敢于开口，培养公平竞争的态度及创新精神。‎ 任务 运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什么礼物给自己的朋友。‎ Unit1 What do you suggest?‎ 教学目标：‎ 单词和词组：‎ suggest quickly excited America Chinese kind dragon ‎ 教学重点：‎ What do you suggest? What about……?‎ Why don’t you ……? How about……? ‎ 教学难点:特殊问句的用法。 ‎ 教学工具：Cards Pictures CO-ROM 教学程序：‎ 1. 热身复习 A: Song: We are clever boys and girls.‎ B: Free Talk: How to send an email?‎ C: New concepts:‎ 二.课文导入 一. 热身复习后,教师对学生说:I am going to visit a foreign friend this weekend .And I want to take a present for him .What do you ‎ suggest?‎ 请学生提出建议.‎ 一. 教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢？Sam 又是如何给Daming 提出建议的呢？下面让我们一起来学习今天的课文。‎ 三．课文教学 1) 课件呈现本课图片，播放课文录音。‎ 呈现SB Unit 1Activities 1的内容，请学生边听边看图。听过后，教师指着图上的人物，引导学生说出对话发生的场景。‎ 2) 再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，将其写在黑板上：‎ What do you suggest?‎ What about chopsticks?‎ Why don’t you give him a kite?‎ How about a dragon kite?‎ 将“What do you suggest?” “What about… ？”“Why don’t you…?”和“How about…?”用方框框起来。告诉学生给别人提供建议时，可以使用这些句型。然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。 ‎ 四．完成SB Unit 1 Activities 2‎ 五．任务完成 游戏“小小购物车”‎ 课件出示一个购物车以及一些物品。请学生到讲台上，使用提供建议的句型来建议教师购买。‎ 六．课后作业 ‎1．组织学生课后三人一组，分别扮演Ms Smart, Sam和Daming ,将课文编排，在班上表演。‎ ‎2．完成同步学习相关练习 板书设计：‎ Unit1 What do you suggest?‎ What about chopsticks?‎ Why don’t you give him a kite?‎ ‎ How about a dragon kite?‎ 练习：‎ ‎ ‎ 1. He _____ _____ now.(他现在很忙)‎ 2. I’ve ____an email _____ Tom.(我收到了来自TOM的电子邮件)‎ 3. She _______ _______ home at 8 o’clock.(她将会在8点到家.)‎ 4. I am ______ very _____ at the office.(我正在办公室努力工作.)‎ 5. I’ve got _______ ________.(我有主意了)‎ Unit 2 Line A is longer.‎ 教学目标：‎ 单词和词组：Same circle the same as 重点句子：Line A is longer.‎ Is line A the same as line B?‎ I think so. /I don’t think so.‎ 教学重点：Line A is longer.‎ Is line A the same as line B?‎ 教学难点：形容词的比较级。‎ 教学工具：课件，点读笔，CD-ROM 教学程序 Setp1:Wamer(热身复习)‎ A: Sing an English song.‎ B: Free talk:设想教师购物，让学生为教师购物提供建议。‎ Setp2:Leading in(课文导入)‎ 热身复习后，教师在黑板上画一个大圆和一个小圆，一条长线段和一条短线段。把两个圆分别标记为A和B，用同样的方法标记两条线段。教师指着两条线段说 ‘long’。提示学生们说：“line A is longer than line B ”。教师可以利用教室里的物品，如钢笔，书本等做更多的示范，复习学过的形容词的比较级。‎ 教师对学生说：“今天我们将要学习如何通过比较判断来发表自己的看法，同时也要比一比谁的眼力好。‎ Setp3:Text teaching(课文教学)‎ ‎1、教师指向图片中的线段问学生：“what are these？”学生回答：“they are lines ”指着圆圈问同样的问题，并选择一个自己认为正确的答案。‎ 请学生独立完成其中两个问题，最后订正答案。‎ ‎2、教师在黑板上写出下列单词；big ，small，tall ，short ，long ，请几个学生写出他们的比较级。把line A is the same as line B 和 circle A is the same as circle B 这两句话写在黑板上，把 the same as ‎ 用方框圈出，告诉学生可以用这个表达方式来说明两个相同的事物。然后用图画引导学生巩固这一句型，。‎ Setp4:Pactice(任务完成)‎ 学说字母组合的发音。‎ 首先，听音学说，找出共同发音.‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解 Setp5、Learning song(课文学习)‎ 组织全体学生看图并描述图中发生的事物。‎ 放录音，请学生看图画听诗歌，把握整体内容，学生跟读并引导学生掌握诗歌的节奏。请学生表演诗歌，并给予奖励。‎ Setp6、Homework(课后作业)‎ ‎“猜猜我的画”游戏：教师请学生完成一幅画，画面要有许多隐蔽的事物。每种事物不能超过6种。然后学生两人一组，学生先看一分钟，然后他们要仿照如下的示例进行对话：‎ A：There are five fish in my picture。‎ B：I think so 。/ I don’t think so .there are six.之后学生互换角色,继续问答.‎ 板书设计 ‎ UNIT 2 Line A is longer.‎ ‎ Line A is the same as line B. ‎ Circle A is the same as circle B.‎ ‎ big ‎ small tall ‎ ‎ short long 练习：‎ ‎1. at, now, the, my, office, is, mother,(.)‎ ‎___________________________________________________-‎ ‎ 2. email, got, he, an, has, from, Jack (.)‎ ‎ ___________________________________________________‎ ‎ 3. same, Line A, is, as, Line B, the(.)‎ ‎ ___________________________________________________‎ ‎ 4. don’t, why, give, her, a, football, you(?)‎ ‎ ___________________________________________________‎ ‎ 5. want, I, to, a, for, cousin, present, take, my(.) ‎ ‎______________________________________________________‎ Module 9 ‎ 题目 Module 9‎ 题材 ‎（主要）‎ 内容 Daming收到了两封海外来信，一封是Lingling从英国寄来的，信中描述了她去儿童剧院的所见所闻；另一封来自美国的Simon，讲述了他们一家人为迎接Daming的到来已做好的和将要做的各种准备活动。‎ 教学目标 语言 知识 目标 功能 谈论过去和即将发生的事；学习不同国家的文化。 ‎ 语法 ‎（结构、‎ 句子）‎ 谈论过去：‎ We laughed a lot.‎ 谈论将来：‎ We are going to see you in three weeks.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：wore, women, actor, told, joke, funny, after, show, ready, soon, bed, room, history, question, borrow, evening 说 能在句子中正确使用单词：wore, women, told, joke, funny, after, show, ready, soon, bed, room, history, question, borrow, evening 读 能在图片的提示下、在语句中正确朗读单词：wore, women, told, joke, funny, ready, soon, bed, room, question, borrow, evening 写 能够抄写单词：wore, women, told, joke, funny, soon, bed, room, borrow 语言 技能 目标 听 能听懂信的内容；‎ 能够听懂含有一般过去时和一般将来时的句子：Last week we went to a children’s theatre. We are going to see you in three weeks.‎ 说 能运用所学知识描述过去和将来的事情：Last week we went to a children’s theatre. We are going to see you in three weeks.‎ 读 能够体会课文含义；‎ 能读懂表示过去和将来时态的句子：Last week we went to a children’s theatre. We are going to see you in three weeks.‎ 能够在读词的过程中体会字母组合qu, sh, th在单词中的发音。‎ 写 能够在课文图片的帮助下运用所学语言写出描述过去和将来动作的句子：Last week we went to a children’s theatre. We are going to see you in three weeks.‎ 学习策略 在词语与相应事物之间建立联想；‎ 积极与他人合作并运用所学英语进行表达和交流，共同完成学习任务。例如：鼓励学生小组合作，用“讲故事”的形式介绍自己过去做过和将来要做的事情。‎ 文化意识 初步了解一些国家不同的文化习俗。‎ 情感态度 培养学生与他人合作的能力和态度；培养学生乐于模仿，敢于开口，积极参与，主动请教的良好习惯。‎ 任务 组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。‎ Unit 1 We laughed a lot.‎ 学习任务 The man wore women’sclothes.‎ The actors told lots of jokes.‎ We laughed a lot.‎ 功能 描述过去的动作和状态，学习不同国家的文化 运用任务 1、 SB第一单元活动3‎ 2、 组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。‎ 教学程序 Setp:1. Warmer and review(热身与复习)‎ ‎ Act the poem: Do you agree.‎ Setp2. Leading (导入)‎ Teacher takes out a photo of the show.‎ T: I went to the theatre with my friend last week.‎ What did you do last week?‎ ‎②T: Do you know what did Lingling do last week?‎ Let’s listen to the radilo.‎ Setp3. New teaching（新授）‎ Listen and look at the picture on the board.‎ Then, let students describing the picture in their own’s words.‎ Stick the sentence cards on the board, listen again.‎ Sentences: We went to a children’s theatre.‎ The men wore women’s clothes.‎ The women wore men’s clothes.‎ The actors told lots of jokes.‎ It was very funny.‎ We laughed a lot.‎ We went to a restau rant after the show.‎ We all ate hamburgers and chips.‎ Then, let students describing, use the sentence cards.‎ Teacher circles the words: went wore told was laughed ate ‎ Then, give the words: go wear tell is laugh eat Let the students match then.‎ Read sentences on the cards Let students recollect what did Lingling do last week.‎ ‎⑤Listen and repeat the text.‎ ‎⑥Answer the questions on your paper.‎ Where did Lingling go last week?‎ What did the men and the women wear?‎ What did the actors do?‎ Where did they go after the show?‎ Wheat did they eat?‎ Setp4. Practice(练习)‎ ‎ 1、 Students take out their own pictures to describing what did they do .‎ ‎2、完成运用任务1：SB第一单元活动3‎ 1、 完成运用任务2：组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。‎ Setp:5. Homework(家庭作业)‎ ‎ Talk about what you did yesterday.‎ 板书设计： ‎ ‎ ‎ ‎ Unit 1 We laughed a lot ‎ ‎ went laugh ‎ were eat ‎ ‎ told is ‎ ‎ was go ‎ laughed are ‎ ate tell Unit 2 See you soon.‎ 学习任务 We are going to see you in three weeks.‎ Mum bought new chopsticks for you.‎ He’s eating an apple now.‎ 功能 谈论过去和将来发生的事情 运用任务 1、 SB第二单元活动5‎ 2、 组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。‎ 教学程序 Setp1:Warmer and review(热身与复习)‎ ‎ 1. Revise simple past tense with these words.‎ Wore women actor told joke funny after show read ‎ 2. Say a tongue twister ‎ Setp2: Leading(导入)‎ ‎ T: My friend will visit me soon. I bought a bed and a bike for him. Now, let’s see what did Simon’s parents buy for Daming.‎ ‎ Setp3: New teaching(新授)‎ ‎ 1. Stick the picture on the board.‎ Play the tape: Look and listen.‎ Then, talk about the letter in Chinese.‎ ‎ 2. Play the tape again, listen and repeat.‎ ‎ 3. Read the letter by yourself.‎ ‎ 4. Stick the sentence cards on the board.‎ Revise simple past tense and simple future tense.‎ We are gong to see you in three weeks.‎ Dad is going to put another bed in my room.‎ Mum bought new chopsticks for you.‎ He is going to ask you some questions.‎ We borrowed a bike for you.‎ Hare the students stick the pictures of Simmon’s family beside correct sentence.‎ ‎ 5. Activity 2 of SB For an example with the first picture.‎ Then have the students describe the other pictures pay attention to ‘simple past tense’ and ‘simple future tense’.‎ ‎ 6. Activity 3 of SB ‎ ①Listen and repeat pay attention to the pronunciation.‎ ‎②Underline the letters that make the sound.‎ ‎ 7. Let’s sing ‎ ①Go through the words of the song.‎ ‎②Listen the tape, learn to sing.‎ ‎③Sing the song all together.‎ Setp4:Practices:(练习)‎ ‎ 1. Listen and say, then read the letter.‎ ‎2、完成运用任务1：SB第二单元活动5‎ ‎3、完成运用任务2:组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。‎ ‎4、学说字母组合的发音。‎ 首先，听音学说，找出共同发音.‎ 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解 Setp5Homework(家庭作业)‎ ‎ 1. Copy new words.‎ ‎ 2. Write a letter. Use the words in the box.‎ 板书设计：‎ Unit 2 See You Soon.‎ ‎ soon question Tomorrow Yesterday ‎ bed borrow ‎ room evening ‎ history ‎ Module 10 ‎ 题目 Module 10‎ 题材（主要）内容 Daming即将到美国旅行，在grandma的建议下，他制定好了项目清单：要去的地方、要带的物品、到机场的时间等；到达之后Daming 马上写信给父母，讲述了他到纽约后的情景和他的各种感想。‎ ‎ 教 学 目 标 语言 知识 目标 功能 谈论旅行前的准备和旅行经历。‎ 语法 ‎（结构、句子）‎ 一般过去时：‎ I arrived yesterday.‎ 一般将来时：‎ I’m going to meet you in New York.‎ 词汇 听 能在听录音的过程中从语句中辨别出单词：list, airport, shoe, ticket, toothbrush, arrive, taxi, flat, building, made, again ‎ 说 能在句子中正确使用单词：list, airport, shoe, ticket, toothbrush, arrive, taxi, flat, building, made, again ‎ 读 能在图片的提示下、在语句中正确朗读单词：list, airport, shoe, ticket, toothbrush, arrive, taxi, flat, building, made, again 写 能够抄写单词：list, shoe, ticket, arrive, taxi, flat, building, made ‎ 语言 技能 目标 听 能听懂以what, when, where, who四个单词开头的疑问句及其含义。‎ 说 能够和同学用what, when, where, who四个疑问词谈论旅行前的准备；‎ 能进一步运用所学知识描述过去和将来的事情。‎ 读 ‎ 能够体会本模块课文的含义；‎ 能够认读以what, when, where, who四个单词开头的相关疑问句；能够在读词的过程中体会字母组合wh, wr在单词中的发音。‎ 写 能够根据图片或提示写出以what, when, where, who四个疑问词开头的句子。‎ 学习策略 ‎ 在词语与相应事物之间建立联想；‎ 对所学内容能主动练习和实践。鼓励学生主动用what, when, where, who四个疑问词谈论旅行前的准备；‎ 用英语制定简单的旅行计划。‎ 文化意识 了解不同国家的生活特点并能相互比较相同点和不同点。‎ 情感态度 培养学生热爱家乡、热爱祖国的情感 任务 1. 询问家人或朋友外出旅行的准备情况；‎ 2. 学校将组织一次旅行，小组间讨论旅行前的准备。‎ Unit 1 Where are you going to go?‎ 学习任务 Where are you going to go?‎ What are you going to take?‎ When are you going to go?‎ Who’s going to go with you?‎ 功能 谈论旅行前的准备 运用任务 1、 SB第一单元活动3‎ 2、 询问家人或朋友外出旅行的准备情况；‎ 教学程序 ‎ 1:Warmer and review(热身与复习)‎ ‎ 1. Revise simple past tense with these words.‎ Wore women actor told joke funny after show read ‎ 2. Say a tongue twister ‎2. Free talk:（自由谈论）‎ T: What are you going to do next Sunday?‎ S: (Answer)‎ T: Who’s going to travel?‎ S: (Answer)‎ T: What are you going to take?‎ S: (Answer)‎ T: When are you going to go?‎ S: (Answer)‎ T: Who’s going to go with you?‎ S: (Answer)‎ T: I hope you have a good time.‎ ‎ 3. New text（课文教学）‎ T: Daming is going to travel. Let’s have a look what he is going to do.‎ ‎⑴Read the text, then find out the new words.‎ ‎⑵Teacher write the new words on the blackboard.‎ ‎⑶Learn the new words.‎ ‎⑷Play the game with the new words.‎ ‎⑸Read the text again.‎ ‎⑹Listen to the tape.‎ ‎⑺Find two students read the text.‎ ‎⑻Read the text then find the teacher’s questions.‎ ‎①Where is Daming going to go?‎ ‎②What is Daming going to take?‎ ‎③When is Daming going to the airport?‎ ‎④Who’s going to the airport?‎ ‎⑼Students answer ‎ 4. Practice:（练习）‎ ‎ 1、 Have two students talk their trip. Use these sentences.‎ ‎ ⑴Where are you going to go?‎ ‎⑵What are you going to take?‎ ‎⑶When are you going to go?‎ ‎⑷Who’s going to go with you?‎ ‎2、完成运用任务1：SB第一单元活动3‎ 1、 完成运用任务2：询问家人或朋友外出旅行的准备情况；‎ ‎ 5. Homework（家庭作业）‎ ‎⑴Write words on the exercise book.‎ ‎⑵Talk your trip to your friends.‎ 板书设计:‎ Unit 1 Where are you going to go?‎ ‎ Words: sentences:‎ ‎ list Where are you going to go?‎ ‎ airport What are you going to take?‎ ‎ shoe When are you going to go?‎ ‎ ticket Who’s going to go?‎ ‎ toothbrush Who’s going to go with you?‎ 练习：‎ 原形与过去式。‎ ‎ 1. 不规则am—was is—was are—were do-did buy—bought drink ---drank ‎ ‎ have—had eat—ate meet—met read—read ride—rode tell—told make—made ‎ ‎ study—studied teach—taught wear—wore see—saw ‎ ‎ 2．规则 直接加ed 或者d , walk—walked help—helped ‎ 教后记：‎ Unit 2 I’m in New York now.‎ 学习任务 Grandma made Chinese food for me.‎ I want to try American food.‎ I will write again soon.‎ 功能 谈论旅行经历 运用任务 1、 SB第二单元活动5‎ 2、 ‎ 学校将组织一次旅行，小组间讨论旅行前的准备。‎ 教学程序 ‎ 一、Warmer:（热身活动）‎ ‎ 1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.‎ ‎2. Say a sentence in the present tense and get the students say it in the past tense.‎ ‎ Examples:‎ T: Daming goes to New York.‎ Ss: Daming went to New York.‎ T: Grandma meets Daming.‎ Ss: Gradma met Daming.‎ ‎ 二、Leading in (课文导入)‎ Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”‎ Guide the students say: It’s the statue of Liberty. It’s in New York”.‎ 三、Teach the text:（课文教学）‎ ‎ 1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”‎ Guide the students say: It’s the statue of Liberty. It’s in New York”.‎ T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.‎ ‎2. Play the tape. Have the students listen and underline the new words in books.‎ ‎3. Teach the new words.‎ ‎4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:‎ ‎⑴Who met Daming at the airport? (Grandma and Simon)‎ ‎⑵What did Daming see in New York? (Buildings, cards and ‎ people)‎ ‎⑶What food did he want to try? (American food)‎ ‎5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)‎ ‎6. Practise to pronounce 'wh' 'wr'.‎ ‎7. Learn the song: It’s a big exciting world.‎ 四、Pactice(任务完成)‎ ‎1、完成运用任务1：SB第二单元活动5‎ ‎2、完成运用任务2：学校将组织一次旅行，小组间讨论旅行前的准备。‎ 五、Homework:（家庭作业）‎ ‎ Practise the following sentences in pairs:‎ ‎ Where are you from?‎ ‎ Where are you going to go?‎ ‎ Where are you going to go there?‎ ‎ Where are you going to do there?‎ 板书设计:‎ Unit 2 I’m in New York now ‎ arrive Grandma mad Chinese food for me.‎ ‎ taxi ‎ ‎ flat I want to try American food.‎ ‎ building ‎ ‎ made I will write again soon.‎ ‎ again 练习：‎ 连线。‎ ‎1. What did he do ? A. she had eggs and sausages ‎2. What did she have ? B. He read a book .‎ ‎3. What did you drink ? C. I drank juice .‎ ‎4. Did he learn English ? D.Because she was a dancer .‎ ‎5. Why is she wearing these clothes ? E. No,he didn’t .‎ ‎6. What are you going to eat tonight ? F. I’m going to eat eggs.‎