外研社小学英语三年级下册全册详案

外研社小学英语三年级下册全册详案

‎ Module 1 Unit 1 It’s the ABC Song 教学目标：‎ 知识目标：学会英语歌曲及26个字母的发音。‎ 能力目标：‎ ‎1.能听说读26个英文字母。‎ ‎2.能正确识别印刷体、手写体大小写字母。‎ 情感目标：对学生进行爱国主义教育，培养学生养成良好的学习习惯。‎ 教学重点：‎ ‎1、听说读写26个英文字母。‎ 教学难点：‎ ‎1、掌握字母书写规范，正确辨认大小写及印刷体与手写体。‎ 教学用具：Word cards, PPT, CD-ROM and headwear, etc.‎ 教学过程：‎ Step 1、Warm up and revision ‎1.Greeting Sing songs: “Good morning, Sam” and“ How are you？”‎ ‎2.自由会话（D—David，让学生做小先生，以下为David与同学们的对话）‎ Dialogue 1：‎ T：Good morning, what’s your name ？‎ D： Hello，my name is David．D-a-v-i-d．（同时书写）I'm 12．Nice to meet you．‎ Ss：Nice to meet you, too.‎ D：This is Miss Wu，my English teacher．‎ T：Nice to meet you．‎ Ss：Nice to meet you, too.‎ Dialogue 2： ‎ D：Look，What's this in English？(Show pictures of a cat on the PPT)‎ S1：A cat． ‎ D：Spell it，please．‎ S1：Yes，c-a-t，cat．‎ D：What colour is it？‎ S2：Black．‎ Dialogue 4：‎ D：Let's count from 1 to 20，OK？‎ Ss：OK．‎ ‎（Boys 1，3，5…Girls 2，4，6… Clap hands from 1 to 10．Stamp feet from 11 to 20．）（拍拍手跺跺脚）‎ Step2: Lead in Have the students sing one or two songs they’ve learned before .Then ask”What’s your favourite song?” Explain the meaning and pronunciation of the word favourite.‎ Step 3、Learn new knowledge ‎1．T: Look at the 26 letters on the blackboard, let’s read them together!(在黑板上写Module 1，挂上字母表，让学生逐个跟读字母。注意让学生区分S与X，G与J，I 与Y的读音)‎ ‎2．T:Please wear your headwear now, and let’s count from 1 to 20,Ok?(让1号到26号学生起立并出示他们的头饰从A到Z，全班看着一个个字母用英文数数。)‎ ‎3． Read the alphabet in a low voice then recite in a loud voice．‎ Step 4、Practice 1. Play a game: looking for friends 带大写头饰的同学走到教室前说出字母之后,带上其相对应的小写字母头饰的同学应该应声而出，可以请几组同学同时上台，看哪组的反应速度最快。‎ ‎2. 学习单词缩写 ‎(1)．T:Let’s learn some methods of letter abbreviations.‎ ‎(2)．T:Now let’s play a guessing game!‎ Step 5 Consolidation 1． Game:T:I’ll choose two students to come to the platform to write letters on the platform, you should read out loudly. Ready？ Go!‎ ‎2．加加减减 C（G） O（Q） P（R B） N（W M） E（F） N（V）‎ ‎3．快速认识字母大小写 uv　 WM　 BDP　 ygqp　 sx　 rn　 etc．‎ Step 6 Summary ‎ T: Let’s sing the ABC song together,OK?(边唱歌边传回26个字母卡片。)‎ Step 7 Homework 1． Recite the 26 letters;‎ 2. Try to sing the ABC song 板书设计：‎ The Alphabet　字母表　　‎ A a　　B b   Cc   D d    E e   F f    G g H h    I i    J j    K k    L l   M m   N n O o　 P p   Q q    R r    S s   T t U u　 V v   W w    X x   Y y   Z z 第二课时 Step 1 Warm up and revision 1. Greeting 2. Sing the song: the ABC song T: Do you still remember the song we learned on previous lesson? Let’s sing it together,go!‎ 3. T:Let’s pass the word cards and say it (传递字母卡片并说出）‎ Step 2 Learn the text T:The ABC song is my favorite song.What’s your favorite song?‎ S:.......‎ T:The students are having the first class,their teacher is Ms. Smart.Let’s listen what they are talking about.(播放CD-ROM)‎ T:Let’s read the text together.‎ Step 3 Practice 1. Do match game:将大小写连线。‎ 2. Show a picture of a snowman, ask students to find any letters they can see.‎ 3. T:What’s your favorite color/animal?‎ ‎ S:It’s......‎ ‎4.Learn the song the ABC song and have a match among 4 groups.‎ Step 4 Pair work T:Please make conversations with your partner according to the sentence pattern.Go!‎ ‎(请几组学生上台表演）‎ T:You did a good job! Here are your stickers! Well done!‎ Step 5 Summary T:Let’s sing the song again,OK?(全班齐唱歌曲）‎ Step 6 Homework ‎1.Recite the 26 letters;‎ ‎2.Try to sing the ABC song 板书设计：‎ The Alphabet　字母表　　‎ A a　　B b   Cc   D d    E e   F f    G g What’s your favorite....?‎ H h    I i    J j    K k    L l   M m   N n It’s .....‎ O o　 P p   Q q    R r    S s   T t U u　 V v   W w    X x   Y y   Z z 教学反思：‎ ‎ ‎ ‎ Module1 Unit2 My favourite color is yellow.‎ 教学目标 知识目标：‎ ‎1.学生理解、会说和认读词汇：favourite colour Here you are　　‎ ‎2.学生理解、掌握和运用句型：What’s your favourite colour? My favourite colour is …以及Here you are. Thank you.‎ 能力目标：‎ ‎1.能运用句型My favourite colour/letter is …谈论自己最喜欢的物品，如 颜色、数字、字母、歌曲、动物等。‎ ‎2.能把my favourite 转化成His/Her favourite 来谈论他人最喜欢的物品。‎ 情感目标:‎ ‎1.培养学生的表达能力，在语言学习中利用外语交流的能力。‎ ‎2.培养学生在学习中竞争意识，表现创新、自我提高的能力。 ‎ ‎3.锻炼学生如何与周围的同学交往，表达自己的意愿。‎ 教学重点：1.词汇：favourite colour Here you are　　‎ ‎2.句型：What’s your favourite colour? My favourite colour is …以及Here you are. Thank you.‎ 教学难点：句型：What’s your favourite colour? My favourite colour is …以及Here you are. Thank you.‎ 教学用具：CD-ROM,PPT,word cards,pictures of fruit,colors,sports and toys,stickers,etc.‎ 教学过程：‎ Step1 Warming up 1. Greetings.（师生相互问候）‎ T: Good morning, boys and girls. How are you，today?‎ Ss: Fine,thank you.‎ 2. Sing together：师生齐唱ABC song Step 2 Presentation T：My favourite song is the ABC song. What’s your favourite song?‎ 教师引导学生用My favourite song is... 来回答 ‎2.(教师指着自己的衣服)T: What colour?‎ T: Yes, my favourite colour is blue . What’s your favourite colour?‎ 板书课题My favourite colour is yellow.‎ ‎(拿出一只黄色的铅笔对该生说): Here you are. 并做出给予的动作，让生理解。引导学生回答Thank you.‎ T: Let’s look at the cartoon together.(播放第一段动画）What color is Panpan’s hat?‎ Ss:It’s red.‎ T: Yes, you are right!‎ Step3 Learn the text:‎ ‎1.T: What’s Sam’s favorite colour? OK, Please listen to the CD and answer my question. (播放CD)‎ ‎2.回答问题。 What’s Sam’s favourite colour? Check answers together.‎ ‎3.T:Now let’s read after the CD-ROM,please imitate the intonation and emotion.‎ ‎4. T: Now please read in your group(下到班级巡视）‎ OK,now let’s read it together. Go!‎ Step 4 Practice 1. Role play T:Now who wants to perform on the platform.(请3-4组同学上台表演）‎ ‎ You are good performer! Wonderful! Here are your stickers!‎ ‎2. Do Activity Book 1,2,4.Ask students to listen for the first time, try to find the answer for the second time, and ask som students to check answers.‎ ‎3. T:Please work in groups of 4.Introduce your favorite color to your group members.(小组为单位，互相介绍自己最喜欢的颜色并给予相应颜色的物品)‎ Step 5 Summary T:What we have learned today? Let’s read them together.(齐读黑板上的句子）‎ Step 6 Homework.‎ 1. Read the text 3 times;‎ 2. Do role play with your partner;‎ 3. Tell your parents about your favorite color.‎ 板书设计：‎ Module1Unit2 My favourite colour is yellow.‎ A: What’s your favourite colour?‎ B: My favourite colour is...‎ A: Here you are.‎ B: Thank you.‎ 第二课时 Step 1 Warm up 1. Greeting 2. Sing a song:the ABC song 3. Point and say:What color is it? (出示不同颜色的油桶，请学生快速说出相应的颜色）Who answers quickly can get a sticker!‎ Step 2 Ask and answer T:What’s your favorite color?(拿着不同的色彩卡片）‎ S: My favorite color is....‎ T: Here you are.‎ S:Thank you.(询问3个学生，并做此对话）‎ T: You all did a good job！Now everyone,please make this dialogue with your partner. I have put some color cards on your desk.Let’s do it now,go!(让学生根据桌上的颜色卡片与同桌开展对话）‎ T: OK, who wants to show us?(请3-4组同学起立做对话）‎ T: Your performance are wonderful,clap your hands!‎ Step 3 Practice 1. 开火车 T: (将小组分为颜色组，歌曲组，水果组，将询问的内容扩大）Now group 1, you are fruit group, so you should use this sentence pattern: What’s your favorite fruit? My favorite fruit is apple/banana/orange/pear...(用同样的方法让其他几组小组进来开火车问答）Good,each group can get a star.‎ 2. Learn the song:What’s your favorite color?‎ T: Let’s take a rest and listen to the music.（播放音乐）‎ ‎ Now please listen what they are singing.‎ Ss: Colors ‎ T: Yes, now try to sing the song.(播放音乐）‎ Yes, now please turn to page 6 and read them after me. ‎ ‎ OK, you can try to sing the song again.(让学生跟唱两遍）‎ ‎ It’s your turn now,are you ready? (伴奏请全班学生一起唱）‎ ‎ OK,now let’s have a match among groups to see which group sings the best. (选出唱最好的小组并给予奖励）‎ Step 4 Extension 小记者：以小组为单位，一人当小记者采访其他同学，利用“What’s your favourite colour?”问，“My favourite colour is…”来回答。‎ 也可以利用“What’s your favourite colour/fruit?”“My favourite colour/ fruit is …”‎ Let the group members come to the platform and make a performance.‎ T: You are all wonderful! Big hands for yourselves!‎ Step 5 Summary T: OK,who wants to be a little teacher here?(请一位同学上台做小老师带领全班同学读重点句子）‎ Step 6 Homework 1. Read or recite the text to your group member;‎ 2. Sing the song to your parents;‎ 3. Talk about your favorite color/fruit with your friends.‎ 板书设计：‎ Module1Unit2 My favourite colour is yellow.‎ A: What’s your favourite .......?‎ B: My favourite ...... Is......‎ A: Here you are.‎ B: Thank you.‎ 教学反思：‎ Module 2 Unit 1 They’re monkeys.‎ 教学目标：‎ 知识目标：‎ ‎1.初步感知词汇：small、fat、small.及语言结构：“They are + adj.”‎ ‎2.复习句型“What's this?”及其回答“It's a (an)+名词单数。”‎ ‎3.复习词汇：cat，dog，panda等动物名称词汇.‎ 能力目标：‎ ‎1.运用 “What are they？”及其回答来描述更多的动物及特征。‎ ‎2.运用名词复数形式的词汇以及相关的语言结构对一定数目的事物进行描述。‎ 情感目标：培养学生对英语的兴趣 教学重点:‎ ‎1.词汇：monkeys，lion ，tiger，elephant，big ‎2. “What are they? They are / They're + 名词复数形式。”的语言结构。‎ 教学难点:‎ ‎1.词汇lion的发音 ‎2.名词变复数后的不同发音规则/S/和/Z/。‎ 教学用具：CD-ROM,word cards, PPT,stickers and headwear,etc.‎ 教学过程 Step1.Warm up ‎1. Greetings.（师生相互问候）‎ T: Good morning, boys and girls. How are you，today?‎ Ss: Fine,thank you.‎ 2. T:Let’s sing a song:Hello,hello.‎ Step 2 Presentation ‎ ‎ (出示猴子一家的照片）‎ T: Who are they?Where are they?Let’s see it together.(播放chant)‎ S:They are monkeys. They are in the zoo.‎ ‎  T: Yes, you are so clever! Have you ever been to the zoo ? In the zoo what animals can we see ?   Let me show you to the zoo and see the animals . now , look at our textbook at Page6 . We'll learn Module 2 Unit 1 They're monkeys .(板书课题）‎ Step 3 Learn the text.‎ ‎1.(出示熊猫一家的图片，同时将动物园的图片贴于黑板上)‎ T: Who are they? Where are they?‎ Ss: Panpan. In the zoo.‎ T: Yes ,you are right .This is Panpan's family. Do you want to see their neighbors (邻居)?They are all in the zoo. Look, they are coming.‎ 播放CD，并将录音中出现的动物图片随意地贴在教室的墙上。‎ T: Can you see the animals?‎ ‎ S: Yes.‎ T: What are they? Tell me, please!‎ 学生汇报，教师呈现今天的运用任务。‎ ‎ T: You're great! I think you can be a guide（出示导游卡）Do you want to get the job?‎ ‎ S: Yes.‎ T: But you should work hard! Now let's do it.‎ ‎2 游戏：动物模仿秀 ‎1)教师请两名学生模仿课文中出现的动物，同时向学生提出问题。‎ T：“What are they?” ‎ S：Tiger(s)/lion(s)/m(s).(教师从旁予以指导。)‎ ‎2)教师表演一只大象，继续向学生提问：What is it?‎ Ss: It's an elephant.(教师对an予以强调。)‎ 3） 教师准备有两只不一样大小的动物卡片，利用单词卡的正反面，有图的一面示意学生说出学生说句子“They are lions/tigers...”.‎ T:Yes, did you find that? Panpan is fat.(做出胖的动作）Do it with me. Fat,fat,I’m fat.(边做动作边说单词）‎ ‎3. Good,now let’s listen again and read after the CD-ROM,OK?(read the text together,in groups)‎ Step 4 Practice 1. Role play.‎ T:Read the text in groups and if you have any questions please ask me.Then I will ask some students to do role play on the platform.(请3组同学上台表演）‎ Who wants to perform the animals?(可以请班级比较活泼的学生来表演动物）‎ Yes,please wear your headwear and do role play.‎ ‎(表演结束）I am impressive today! You are so wonderful! The “animals” are so cute. Big hands for you!‎ 2. Do Activity Book 2,3. And check answers together.‎ Step 5 Summary :Chant 动物园里真热闹，让我们进去瞧一瞧 ‎ tiger,tiger是老虎，老虎tiger真威武， ‎ ‎ lion，lion是狮子，狮子lion真厉害，‎ ‎ elephant是大象，大象大象鼻子长，‎ Step 6 Homework 1. Read the text 3 times;‎ 2. Say the chant to your family;‎ 3. Try to find the characteristics of the animals we learned.‎ 板书设计：‎ Module 2  Unit 1  They’re monkeys ‎ ‎  What’re they ? →They’re monkeys / tigers / elephants/lions/pandas.‎ ‎ Fat,fat,it’s fat.‎ 第二课时 Step 1 Warm up and revision ‎1. Greeting T: Good morning, boys and girls. How are you,today?‎ Ss: Fine,thank you.‎ 2. Game:Guess who I am.(只出示动物身体的一小部分，让学生猜）‎ S：Panda/monkey/tiger/lion/elephant.‎ T: You answers quickly, here’s your sticker.(出示动物单复数的图片）‎ Ss：It’s a......./It’s an elephant.‎ ‎ They’re...‎ Step 2 Read the text.‎ T: Do you still remember what we learned the last class? Yes, about animals in the zoo,let’s read after the CD and review the lesson.(Read the text together)‎ OK,who wants to be the little teacher?(请几位语音较好的同学来带读课文）‎ T: Yes, your pronunciations are wonderful. Big hands for you!‎ ‎ Now please do role play with your partners.(小组内做角色扮演）‎ Step 3 Practice 1. Game: 小小配音员(将声音关掉，请学生戴上头饰上台配音）Who wants to be a 配音员，帮助小动物们配音？（请几组同学上台表演）‎ T: You are good actors! Wonderful! Here are your stickers!‎ ‎2.让学生拿出事先准备好的玩具。先将学生手中的各个玩具单词说一说，然后教师做示范请一名学生上讲台前，教师指着学生手中的玩具说： Look ！It’s tiger.It’s big，之后，请几个能力较强的学生说说手中动物玩具。‎ Step 4 Extension 模仿秀 T:Today we are going to have a copy show. You can imitate any animal we learned, the rest of you should guess who they are.(请2-3位同学上台模仿动物的动作）‎ T: What are they?‎ Ss:They’re .....(给予表演的同学贴纸奖励）‎ T: Are you happy today?‎ Ss: Yes!‎ Step 5 Summary T: One little teacher come to platform and teach us to read the sentences.‎ Step 6 Homework 1. Read and perform the text with your partner.‎ 2. Play the game:模仿秀with your family.‎ 板书设计：‎ Module 2  Unit 1  They’re monkeys ‎ ‎  What’re they ? →They’re monkeys / tigers / elephants/lions/pandas.‎ 教学反思：‎ ‎ ‎ ‎ Module2 Unit 2 That man is short.‎ 教学目标：‎ 知识目标：‎ 1. 听说读三会掌握单词man、short、tall、small、thin、big 2. 掌握语言： This/That … is tall/ short/ big/ small. ‎ 3. 学会书写字母Aa,Bb,Cc,Dd.‎ 能力目标：提高学生英语口语水平，和运用英语的能力。‎ 情感目标：培养学生的观察、推理能力和语言综合运用能力。‎ 教学重点：‎ ‎1.听说读三会单词 man（男人）、short（矮的）、tall（高的）、small（小的）、thin（瘦的）、big（大的）‎ ‎2.掌握语言：This man is tall. That man is short.‎ 教学难点：‎ ‎1.掌握语言：This monkey is small and thin. That monkey is big and fat.‎ ‎2.提高学生英语口语水平，和运用英语的能力。‎ 教学用具：PPT,CD-ROM,word cards 教学过程 Step1、warm up ‎ 1. Greeting T: Good morning, boys and girls. How are you, today?‎ Ss: Fine, thank you.‎ 2. T：Did you bring your pictures in the zoo, show us!‎ ‎(请学生在小组内展示自己画的动物园的图，并相互介绍各种动物的形态。选几名同学在全班展示。)‎ Step2、Lead in ‎1.T: Let’s have game:Guess who I am(猜猜我是谁）‎ ‎（1）教师动作以及“I'm fat/thin/tall...”的语言结构做示范，学生模仿。‎ ‎（2）教师再次通过语言进行描述，由学生对教师所描述的动物名称进行猜测。‎ 教授thin,fat,tall,short,small big几组词（出示相同动物的不同大小，胖瘦，高矮，让学生说出对应描述的词）‎ （3） T:Now another game:I do you say.(老师做出动作学生快速说出对应的形容词）‎ 2. ‎(展示踩高跷人的图片）出示本课挂图，老师指图中的人提问：“ What’s this？”学生答不出，师教授新单词“man”。‎ T: Is he tall?‎ S: Yes!（配合动作教授tall,全班读，个别表演加读）‎ T: What happened then? 后面发生什么事情了？‎ S：掉下来了 T: Yes, and he becomes.... short!(配合动作教授short,全班读，个别读)‎ S: ….‎ T: That’s right! Let’s read it together!(齐读句子)‎ Step3 Learn the text ‎1. Look,who are they?(出示小丑图片）Let’s look at what are they doing. Go!(播放动画)‎ T: What are they doing?‎ S:….(此处可用中文回答)‎ T: Yes，they are playing with their monkeys. Now listen again and pay attention to the monkeys.再看一遍，注意观看两只monkeys 的体型。‎ 2. T: Look, the tall man’s monkey is ….(播放动画)‎ S: ….(此处学生可能会用中文回答)‎ T(出示图片)：Yes, it’s small and thin.(加上动作帮助学生理解) Read after me.‎ Small-small-small(加上动作，放映出其他动物小时候的照片)‎ S：The tiger/elephant/lion/panda is small.‎ T: The monkey is not only small but also very thin(出示胖瘦对比照片，It’s fat. It’s thin. Now read after me. Thin-thin-thin.-th means you should put your tongue between your lips. Like thank you.(让学生从旧单词中感知th的发音，请个别学生试读)‎ T: You try it. Yes! You come to the platform. Everyone look at her and imitate her.‎ Ss: Thin,thin,thin.‎ T: Yes,(出示图片请学生说It’s small and thin)用同样方法教授big.‎ 3. T: Now let’s read the text together.(全班齐读，小组读）‎ ‎ Please read in groups.If you have any questions,please ask me.(教师下教室巡视）‎ ‎ OK,now let’s have match: Who can read it better.(小组PK)‎ ‎ Yu are all very good,and I think Group3 is the best becuse they read the most loudly.So a big star for you!‎ Step 4 Practice.‎ ‎1.Role play ‎ T:Read the text with your partner..Then I will ask some students to do role play on the platform wearing the headwear of Daming and Sam.(请3组同学上台表演）‎ T: You are all good actors,thanks for your performance.‎ ‎2.Do Activity Book 1,2,3。 Listen for the first time, circle the answer for the second time,and then ask students to check answers.‎ ‎3. 模仿秀 T:Look,here are some headwear of different animals,now I want someone to act them,and do actions to let onther students to describe them.(请几位同学戴上动物头饰并作出动作，让其余同学来进行描述）‎ S：The lion is fat./The tiger is tall./The monkey is thin.....‎ T: Yes, you know how to describe things better!‎ Step5 Summary T:Let’s say a chant to relax.Let’s clap our hands.‎ Big, big, big, the lion is big.‎ Small, small, small, the cat is small.‎ Fat, fat, fat, the panda is fat.‎ Thin, thin, thin, the monkey is thin.‎ Tall, tall, tall, the tree is tall.‎ Short, short, short, the tiger is short.‎ Step 6 Homework 1. Read the text 5 times;‎ 2. Say the chant with your friends;‎ 3. Describe animals to your parents.‎ 板书设计：‎ Module 2 Unit2 That man is short This man is tall.‎ That man is short.‎ This monkey is small and thin.‎ That monkey is big and fat.‎ 第二课时 Step 1 Warm up 1. Greeting.‎ 1. Listen to a song:Old Macdonald has a zoo.‎ 2. Say the chant together.‎ Step 2 Revision.‎ ‎(请几位不同身形的同学上台）T:Please describe them.‎ Ss:..He/She is.....‎ Step 3 Read the text.‎ ‎1.T: Do you still remember what we have learned the last class? Let’s read the text together and review the content.(全班齐读，请同学带读）‎ T: You read so well,I’ll give you two stickers!‎ 2. 开火车读 T:Now everyone read a sentence one by one.The train is coming!(开2-3组火车）‎ Good,I think Train 3 is the fastest, big hands for you!‎ Step 4 Practice 1. T:Let’s look at the pictures and please describe them.(出示动物以及人物的图片，请学生来描述）‎ 2. Learn to sing the song:Old Macdonald has a zoo.‎ T:Let’s listen to the song(播放两次，让学生熟悉节奏）OK，now please read the lyrics after me. (读两遍歌词）OK,now try to sing it with the rhythm.(唱两次），Good ,you all sing very well.You can sing it to your parents when you go back home.‎ 3. Learn to write letters:Aa,Bb,Cc,Dd.(先让学生看书写的顺序，然后教师将字母写在黑板上，让学生拿起来手跟着笔画写，然后拿起本子练习写，一个字母写3遍。）‎ 4. T:Now let’s learn to write letters Aa,Bb,Cc,Dd.First,let’s look at the writing orders of these 4 letters.(让学生看字母书写顺序，然后写在黑板的四线格内，让学生举起手一起跟着书写，接着请学生拿出作业本，看着书本跟着每个字母写3遍）‎ Step 5 Summary T:Let’s review what we have learned today.Who wants to be little teacher here?(请小老师上台带读黑板上的句子）‎ Step6 Homework 1. Read the text to your group leader;‎ 2. Write letters Aa,Bb,Cc,Dd for 3 times;‎ 3. Sing the song to your parents.‎ 板书设计：‎ Module 2 Unit2 That man is short This man is tall.‎ That man is short.‎ This monkey is small and thin.‎ That monkey is big and fat.‎ 教学反思：‎ Module 3 Unit 1  I like football.‎ 教学目标：‎ 知识目标:‎ ‎1、掌握有关运动的单词：like, football, basketball, table tennis, morning exercises。‎ ‎2、学会使用句型：I like…和I don’t like…谈论自己喜欢和不喜欢的运动。‎ 能力目标: 培养学生正确运用英语进行表述的能力。‎ 情感目标: 培养学生热爱运动，激发学生学习的兴趣。‎ 教学重点：1、单词：like, football, basketball, table tennis ‎2、能够正确运用句型：I like…和I don’t like…谈论喜欢和不喜欢的运动项目。‎ 教学难点：1、单词：morning exercises ‎2、能正确运用本课句型谈论喜欢和不喜欢的事运动项目。‎ 教学用具: word cards, balls, PPT, CD-ROM, stickers, forms 教学过程：‎ Step 1 Warming up.‎ ‎1、Greeting.‎ T: Hello, boys and girls.‎ S: Hello, Miss Wu.‎ T: How are you?‎ S: I’m fine , thank you. And how are you?‎ T: I’m fine ,too. Thank you.‎ T：Now, let’s look at the pictures and then do the actions.‎ ‎2、Do and say.‎ 教师播放课件，出示学生玩过的运动项目。学生在老师的带领下，伴随着欢快的音乐做运动。‎ T: The bell is ringing. It’s time for sports. (教师描述图片的意思)They’re skipping. They’re playing basketball. They’re playing jianzi. They’re playing football. They’re running. She’s the winner. They’re swimming. They’re playing table tennis. They’re doing morning exercises. He’s running. They’re playing table tennis. He’s playing football. do morning exercises.‎ ‎(当听到运动员进行曲后,师生一块说英语做动作。)‎ T: Stand up, please. Let’s do and say. football/ football； run /run/ ；jump/jump ;Swim/swim；Skip/ Skip；basketball /basketball；table tennis/ table tennis.‎ T: Are you happy?‎ S: Yes!‎ T: I’ m very happy. ‎ T: Today we will talk about some sports games.‎ T：We can talk about the sports games we like or dislike.‎ T: I have many balls. Which group can answer my questions. You will get a ball.‎ Step 2 Presentation ‎ ‎1、Learni word: football T：Do you like football? I like football.‎ ‎ 教师播放足球的课件,在课件中，出示球和脚的图片 球+脚=football。‎ T: Look ,foot and ball. We can use your feet to kick the ball. We call it football.‎ 老师边做动作边带读单词，板书单词：football ‎2、Drill Look， I have a football here. Read after me：football，football…（传球读单词）‎ ‎3、Learn : like 和I like…‎ T：I like football. ‎ 带读“I like football”让学生微笑着读，告诉他们喜欢做一件事情的时候，心情一定是很愉快的。教师用动作表示喜欢的情感，学生跟读单词。‎ 板书“I like…”出示图片带读like /I like，学生个人，男生，女生，全班读I like T：Good! We can say ：拿出足球让喜欢足球的学生踢一下说“I like football.”‎ ‎4、Drill: I like football. （全班，小组操练）‎ ‎5、Learn new word: basketball T：I like football. I like basketball, too.‎ 教师拿出一个篮球，边玩球边教学生学习新单词basketball。‎ 教师播放课件，教读单词。‎ T: This is a basket. We must throw the ball into the basket. We call it basketball.‎ ‎6、Drill 师生一起做篮球的动作说单词。‎ 教师拿出一个篮球，走下讲台，让学生一边传球一边说单词：basketball。‎ T:I like basketball very much. Do you like basketball?‎ S: I like basketball.‎ 操练I like basketball.‎ 指名四人分别上台拍篮球说句子I like basketball.‎ ‎7、区别单词：basketball和football T: What’s the same? What’s the different?‎ 总结：两个单词的末尾都相同。‎ ‎8、Learn word: table tennis T：I like small ball. Let’s listen, what’s this?‎ 教师播放课件，让学生猜什么运动项目？ ‎ T: What’s this? Listen carefully.‎ S: table tennis T：It’s table tennis. Do you like basketball.？I like table tennis.‎ 教师播放乒乓球课件。‎ ‎9、Drill.‎ 教师拿出乒乓球拍击打乒乓球，边教读单词。（板书：table tennis）‎ 教师拿出一个乒乓球，让学生一边传球，一边说单词：table tennis。‎ 操练句子：I like table tennis.‎ 指名上台打乒乓球：I like table tennis.‎ ‎10、小结 教师播放课件，看2008年北京奥运会乒乓球项目夺冠的照片。‎ 小结：乒乓球是中国的国球，在2008年北京奥运会中，取得了令人骄傲的成绩，我们为中国乒乓球感到自豪。‎ T：Do you like table tennis? I like table tennis very much. Now I want to play basketball.‎ ‎11、Learn sentence: :I don’t like…‎ 教师拿着篮球转一转说：“Oh, it’s difficult. I don’t like basketball.”‎ ‎12、Learn words: don’t like ‎ 教师带读don’t，做动作及I don’t/I don’t like.师做动作让学生跟读，个别学生表演，各大组表演，全班表演。‎ ‎13、用I don’t like 造句。‎ T：I don’t like basketball. Can you say some sentences.‎ Ss：I don’t like…‎ ‎14、小结：If you like, we use happy face. We say I like…… .( 出示笑脸表情)If you don’t like, we use sad face.（出示哭脸表情）‎ ‎15、抽卡片，说句子游戏。‎ 每一张卡片分别配有有笑脸、哭脸的表情，学生看到上面的单词，描述图片的意思。‎ 教师示范，小组内练习，展示时指名一个小组轮流说句子。‎ Step 3 Learn the text ‎1.T：Do you know what happen to Panpan? Let’s listen.(第一遍听录音.)‎ T: OK, now please listen again with the question: What does Panpan like?‎ Check answer together: Panpan likes morning exercise.‎ ‎2.Learn words: morning exercises.教师带领学生做早操的动作，并且跟读单词。 （板书：morning exercises ）分音节教授单词exercises 教师与学生一块做操说句子：‎ ‎1，2，3，4 ，morning exercises， 2，2，3，4 ，morning exercises，‎ ‎3，2，3，4 ，morning exercises， 4，2，3，4 ，morning exercises。‎ T：Oh, You did very good job. We all like morning exercises. We should do morning exercises. It’s good for you.‎ ‎3. T: Let's read after the CD-ROM and try to imitate the intonation and emotion of Panpan.(Read together and in groups)‎ Step 4 Practice ‎1、Game. What’s missing?‎ ‎2、Role play.‎ T:Now I’ll give you 2 minutes to read the text with your partner. Then we’ll have you do role play on the platform.(Pick 3 groups to come to present on the platform)‎ ‎4.T: In our life, we need a healthy body. We should often do morning exercises, Play basketball, play football and table tennis. Life is movement. ‎ Step 5 Summary.‎ ‎ T: Today we learn some words about sports. Let’s read together. ‎ 今天我们学习了四种运动的名称，还学会了用I like…和I don’t ‎ like…来表达自己喜欢和不喜欢的运动项目，你们都表现得非常棒。关于运动项目，除了我们今天学习的这几种，还有许多，我们将在下节课继续学习。‎ Step 6 Homework.‎ ‎1.Read the text 5 times and prepare for a presentation next class;‎ ‎2. Investigate your family members’ likes and dislikes and write them down.‎ 板书设计：‎ Module 3 unit 1 I like football.‎ I like /I don't like-- football basketball table tennis morning exercises ‎ 第二课时 Step 1 Warming up and revision ‎1.Greeting ‎2. T:Let’s listen to the chant :Lions are big and sing it together.‎ ‎3. Play the game: I do you guess.(复习上节课学过的运动单词)‎ Step 2 Drill T: (在黑板上画一张快乐的脸和一张悲伤的脸。指着快乐的脸，微笑着说出一种喜欢的运动)I like football. I don’t like morning exercises. Which sport do you like?‎ S: I like....(开火车）‎ T： OK, we have known which sport you like. Which sport you don’t like? ‎ S: I don’t like....(开火车，个别同学回答）‎ T： OK，now please do ask and answer with your partner.‎ Step 3 Read the text T:Do you still remember what we have learnt today? ‎ Ss:…..‎ T: Yes, you are so clever! We learnt that Panpan is doing sports. At last, he knows that he likes morning exercises. Now let's read the text together.Please imitate the intonation and emotion of Panpan.(Read together, in groups and individual)‎ T:Group2 and 3 are better ,you can get a star! Well done!‎ Step 4 Practice ‎1. Voice actor T:Who wants to be Panpan here? You can wear the headwear of Panpan, and please remember to imitate Panpan’s emotion.Who wants to try?(Choose some students to come to platform wearing the headwear of Panpan to perform the text.)‎ T: Oh, you did a good job! You are good at imitation!Here’s your sticker!‎ 2. Do Activity Book 1,2,4. First listen, second choose right answers,third ask students to speak out answers, who answers right can get a sticker.‎ T: You are so clever! Now let’s read the sentences together!(全班同学齐读句子）‎ Step 5 Extension T: 老师对同学们说今年9月我们学校要举行运动会,学校为了响应九运会的号召,学校今天派我来调查一下你们都想参加什么项目,并统计一下人数.Please fulfill the task with learnt sentence pattern: I like.../ I don’t like.... In groups of 6. Then write down your result on the form I gave you.‎ Step 6 Summary T:Who wants to be a little teacher on the platform teaching students to read the sentence?(请一位程度较好同学上台带读重点句子）‎ Step 7 Homework 1. Read the text 3 times and read it to your group leader;‎ 2. Continue the investigation among your classmates;‎ 3. Preview Module3 Unit2.‎ 板书设计：‎ Module3 Unit1 I like football I like.../I don’t like...‎ 教学反思：‎ Module 3 Unit2 I don’t like riding my bikes.‎ 教学目标：‎ 知识目标：‎ ‎(1)掌握有关运动的词汇：swimming, skipping,riding bikes ‎(2)知道字母Ee，Ff，Gg 的写法。‎ ‎(3)巩固学过的运动词汇：football, basketball, table tennis , morning exercises.‎ ‎(4)巩固学过的句型：“I like … I don’t like …”‎ 能力目标：‎ 能够使用句型“I like…/I don’t like…”来表达自己喜欢和不喜欢的运动。‎ 情感目标：培养学生学习英语的兴趣。‎ 教学重点：‎ ‎1．掌握有关运动的词汇：swimming, skipping ‎2．能够正确运用句型“I like…”和“I don’t like…”‎ 教学难点：‎ 能够正确运用句型“I like…”和“I don’t like…”‎ 教学用具：PPT,CD-ROM,stickers and rope.‎ 教学过程：‎ Step1 Warm up ‎1.Greetings:‎ ‎ T：Good morning , boys and girls. ‎ ‎　Ss: Good morning , Miss W u.‎ ‎　T: How are you today? ‎ ‎　Ss: I’m fine, thank you. And you? ‎ ‎　T: I’m great. Thanks a lot. Are you happy today? ‎ ‎　Ss: Yes. ‎ ‎2．Ask and answer教师出示运动图片，进行问答；‎ T： Which sport? ‎ Ss：Football , basketball, table tennis , morning exercises.‎ T：Which sport do you like and don’t like? ‎ Ss：I like.../I don’t like...‎ Step 2 Lead-in:‎ ‎(1)T:刚才我们复习了四种运动项目，今天我们再来学习三种。‎ ‎(出示一幅swimming的图片，并做动作) 。‎ T：I like swimming .‎ Ss: I like swimming./I don’t like swimming.(学生做动作表达自己的喜恶）.‎ ‎(2)出示skipping, riding bikes的图片，教法同上。‎ ‎(3)做单词认读游戏：老师把单词卡贴在教室的不同位置，让较好的同学说单词，其他同学边做动作边指向单词卡。也要以让同学模仿动作，其他同学边说单词边指向单词卡。‎ Step 3. Learn the new text ‎(1)T: Listen and point.‎ ‎(2) T：Please listen and answer my two questions: Which does the boy like? Which does the girl like? （listen again and ask students to answer the questions）‎ ‎(3) T: Now we have known their likes and dislikes. Let’s read after the CD and try to imitate the intonation and emotion.(Read the text together and in groups)‎ Step 4 Practice.‎ ‎1. T: Please read the text in groups then I will ask several groups to read in roles.The groups which read correctly and emotionally can get a star. Do it right now!‎ ‎2. Do Activity Book 1, 2, 4 and ask students to check answers.‎ T: You are so clever! Let’s read the sentences together!(齐读正确答案的句子)‎ ‎3. Learn the chant I like coffee I like tea. Listen for 3 times and sing it together.‎ Step 5 Summary.‎ T: Let’s review what we have learnt today. We have learnt….‎ Ss:….‎ T: Yes! Who wants to be a little teacher here?(请一位同学上台当小老师)‎ Step 6 Homework ‎1. Read the text 5 times and imitate the intonation;‎ ‎2.Tell your parents what sport you like in English.‎ 板书设计：‎ ‎ Module3 Unit2 I don’t like riding my bikes.‎ ‎ I don’t like riding my bike.‎ ‎　　　　　　I like swimming / skipping.‎ ‎　　　　　　I don’t like skipping / riding my bike.‎ 第二课时：‎ Step1 Warm up ‎ ‎1. Greeting T：Good morning , boys and girls. ‎ ‎　Ss: Good morning , Miss W u.‎ ‎　T: How are you today? ‎ ‎　Ss: I’m fine, thank you. And you? ‎ ‎　T: I’m great. Thanks a lot. Are you happy today? ‎ ‎　Ss: Yes. ‎ ‎2. Listen the a song: ‎ Step 2 Revision T: Let’s play a game: I do you guess.OK?‎ 用此游戏复习上节课所学的运动单词。‎ T： You did a good a job! Every group can get a star. Among all the sport,I like football.I don’t like table tennis.How about you?你们呢，同学来说说自己喜欢和不喜欢的运动吧。‎ S：......‎ Step 3 Read the text.‎ T: Do you still remember what we have learned ?‎ Sa:.....‎ T: Yes, you are right! Here’s your sticker!Now, let’s read afte the CD-ROM with actions.(Read together,in groups and individual)‎ Step4 Practice 1. Do Activity Book 2,3,4 and check answers together.‎ 2. Do a match game.将动作与句子连线进行匹配。‎ 3. Learn the chant: I like coffee,I like tea.‎ T: Let’s listen to the song (播放2次）Now please read the lyrics after me. ‎ OK, now let’s sing the song together.‎ Let’s have a game now to see which group sings the best.(小组比赛唱歌）‎ OK, group2 sings loudly and happily, so you can get a happy star! Congratulations!‎ ‎4.T:Now let’s learn to write letters Ee,Ff,Gg. First,let’s look at the writing orders of these letters.(让学生看字母书写顺序，然后写在黑板的四线格内，让学生举起手一起跟着书写，接着请学生拿出作业本，看着书本跟着每个字母写3遍）‎ Step 5 Extension T:Please draw a picture like the girl writing your name and drawing smiling or crying faces about different sports.(请学生用笑脸和哭脸标示出自己喜欢或不喜欢的运动）‎ Choose some students to present on the platform T: Wow, you express your likes and dislikes in such an easy way. Good job!‎ Step 6 Summary Step 7 Homework 1. Read the text to your group leader;‎ 2. Sing the chant to your parents;‎ 3. Share your pictures to your friends and classmates.‎ 4. Write letters Ee,Ff,Gg for 3 times.‎ 板书设计：‎ ‎ Module 3 Unit 2 ‎ ‎ I don’t like riding my bike.‎ ‎　　　　　　I like swimming / skipping.‎ ‎　　　　　　I don’t like skipping / riding my bike.‎ 教学反思：‎ ‎ Module 4 Unit 1 Do you like meat?‎ 教学目标：‎ 知识目标：‎ ‎1.能听懂、会说、会读单词： meat，noodles，rice，fish，milk，pass,mum ‎2.能听懂、会说并能够运用重点句型：Do you like meat? ‎ Yes, I do. / No, I don’t.‎ ‎3.能听懂并会说句型：Pass me the rice, please. Here you are.‎ 能力目标：通过学习培养学生的听说能力、语言的运用能力及学习的迁移能力.‎ 情感目标：通过完成活动，增强学生的探究、合作、竞争意识；培养学生良好的学习习惯，形成一定的学习策略.‎ 教学重点：‎ ‎1、学习新单词：pass, rice, please, meat, but, noodles, fish, milk ‎2、学习新语言结构：Do you like meat? Yes, I do. /No, I don’t.‎ 教学难点：学习句式：Do you like meat? Yes, I do. /No, I don’t.‎ 教具准备:PPT、word cards、paper, crayons, stickers.‎ 教学过程：‎ Step 1 .Warming up ‎1. Greeting T:Good morning,boys and girls!‎ Ss:Good morning, Ms wu!‎ T:Sit down,please.‎ 1. Say a chant T:Let’s say the chant: I like coffee together!(播放歌曲，全班齐唱，复习like 的用法)‎ Step2. Lead in.‎ ‎1.T:（1） 用彩色卡纸或气球引入 ‎ Look ,what colour ? yellow, I like yellow. Do you like yellow?‎ 依次引入green, blue.问几个学生。 ‎ ‎ （2）Lingling and Amy are playing a game,Let's look.‎ ‎ 学生进入Part one的学习。播放DVD中Part one.第一次听后 问what game?第二次听，说，做。‎ ‎2.用meat单词卡导入，What's this? Meat .Do you like meat?‎ ‎ 导入Module4Unit1 并板书领读课题 Do you like meat?‎ Step 3 Learn the text ‎1.Learn new words T:Lingling and Amy are hungry, they will go home for dinner. Now let's look ：What do they have?‎ 播放CD-ROM，学生看后，教师用头饰逐个问并教单词:‎ Ms Smart-rice Lingling-meat Sam-noodles Amy-meat/fish Tom-milk ‎ 操练1：图片闪现食物，让学生快速说单词。‎ 操练2：火眼金睛Which word is flying?‎ 学习5个新单词：meat, noodles, rice, fish and milk.(全班齐读，看口型，大小声操练单词)‎ 出示单词图片： please、 teacher中ea发音与meat相近，练习读音，师板书，生拼读。‎ ‎2.Present the sentence pattern.‎ T：Do you like meat/ rice…?‎ Sa:Yes, I do./No,I don’t(将其中的两张卡片放于作肯定回答的学生处，以便操练Pass me the…,please.这个句子。)‎ ‎3.listen ,point and find: Do you like---? ‎ ‎ 播放CD-ROM，听后要抽生读出Do you like--?的句子。然后利用课件对句型总结操练，并把句型编成chant： ‎ ‎ Do you like meat? Do you like meat?‎ ‎ Yes ,I do. Yes ,I do. ‎ ‎ Do you like fish ? Do you like fish ?‎ ‎ No , I don't. No, I don't.‎ ‎4.T: Read after the CD-ROM and try to imitate the intonation and emotion.(全班读，小组读，个别带读)‎ Step 4. Practice 1. Do role play. ‎ T:Now I’ll give you 2 minutes to read the text with your partner. Then we’ll have you do role play on the platform.(Pick 3 groups to come to present on the platform)‎ 2. Do Activity Book 1 and 3,let the students listen for the first time, choose correct answers the second time and check answers together.‎ Step 5 Extension 将学过的动物或运动以图和拼写的形式一一罗列在上面，让学生使用Do you like dog?这样的句子来互相询问，进行调查，如果答案是肯定的，那么应回答Yes, I do. I like dog. ‎ T:Please make a form about your investigation result in groups of 4. If the answer is yes,please tick. If the answer is no,please cross.‎ Choose some groups to present on the platform and give them encourage words and stickers.‎ Step 6 Summary T:Let’s say the chant we have learnt together!(全班齐读学过的chant复习今天所学的内容)‎ Step 7 Homework ‎1. Read the text 5 times;‎ ‎2.Make a survey about what your family members likes and dislikes about colors and sports. Make the result on the paper.‎ 板书设计：‎ Module 4 Unit1 Do you like meat?‎ Do you like meat/rice/noodles/fish/milk? Yes, I do./No, I don’t.‎ Please pass me the rice. Here you are, mum.‎ 第二课时 Step 1. Warm up.‎ ‎1.Greeting.‎ ‎2. Listen to the chant:Noodles and rice, are very very nice.‎ ‎3. Look and say: Show pictures of colors and sports.‎ Step 2. Revision.‎ T:Now let’s play a guessing game with the sentence pattern: Do you like…? The student who is asked should answer with Yes, I do.or No,I don’t.Understand? (请4组学生来做对话)‎ T：You did a good job! After the ask and answer we know the four students better! Right?‎ Ss: Yes!‎ Step 3 Read the text T:Now let’s go back to the text. Do you remember what happened in Amy’s family?还记得课文的内容是什么吗？‎ Ss:……(此处可用中文回答)‎ T：Yes, you still remember it ,quite good! Let’s read the text together,OK?(让学生跟读课文，请学生带读，开火车读)‎ Step 4 Practice.‎ ‎1. Play a game: Whisper down the lane(传话游戏)‎ Choose 4 students to come to the platform. Sa says, I like … to Sb. Then Sb tell Sc He/She likes… Then Sd should say the sentence loudly. Pick 4 groups to play the game on the platform to see which group is the fastest and the final answer is correct.‎ ‎2.Put cards with food names on the desk ‎ T: Boys and girls, it’s a table. Who wants to come to have dinner?(choose some volunteers)You can make a conversation about other people’s likes and dislikes.(请几名自愿者到桌上来就餐，就餐时他们可根据面前摆放的食物做对话，询问他人是否喜欢自己面前摆放的食物，或找到自己喜欢的食物。)‎ Step 5 Extension T: Please take out your paper about investigation results. (学生拿出调查结果) Do ask and answer with your group members about their likes and dislikes with learnt sentence patterns. Please pay attention! Team 1 and 2 your topic is food, Team 3 and 4 yours is sports.(请小组上台做展示，并且让台下学生猜其喜欢的食物或运动是什么)‎ Step 6 Summary Step 7 Homework ‎1.Read or recite the text to your group leader;‎ ‎2.Continue to do the survey around your classmates;‎ ‎3. Sing the chant to your family.‎ 板书设计“‎ Module 4 Unit1 Do you like meat?‎ Do you like…? Yes, I do./No, I don’t.‎ 教学反思：‎ Module 4 Unit 2 Does Lingling like oranges?‎ 教学目标 知识目标：‎ ‎1.全体学生能理解并初步运用does,orange,apple,banana,pear,‎ doesn’t=does not ‎2.全体学生能运用Do you like…?Yes,I do./No,I don’t.来简单谈论自己的喜好并询问和谈论他人的喜好；部分学生能初步运用Does he/she like…?Yes,he/she does./No,he/she doesn’t.‎ ‎3.能感知包含实义动词的一般疑问句的语音语调.‎ ‎4.学习书写字母：Hh,Ii 技能目标：‎ ‎1.全体学生能听懂会说Do you like…?Yes,I do./No,I don’t. ‎ ‎2.全体学生能听懂Does he/she like…?Yes,he/she does./No,he/she doesn’t.‎ 情感目标:‎ ‎(1)培养学生的文明礼貌习惯，增进师生间的感情，营造良好的英语学习氛围，以激发学生学习英语的兴趣和对生活的热爱。。‎ ‎(2)培养小组间的合作意识和竞争意识，鼓励学生的大胆展示才能，激发学习英语的积极性。‎ 教学重点：1、学习新单词： banana, apple, pear, orange ‎2、学习句式： Does Lingling like oranges? Yes, she does. /No, she doesn’t.‎ 教学难点：助动词do, does及其否定式在句子中的正确运用。‎ 教学用具：CD-ROM, PPT, headwear, fruit, stickers and so on. ‎ Step 1 Warming up：‎ ‎1. Greeting T: Good morning, boys and girls!‎ Ss: Good morning, Ms Wu.‎ T: How are you?‎ Ss: I’m fine,thank you!‎ 2. Say the chant.‎ rice, rice, I like rice.‎ Meat, meat, I don’t like meat.‎ Fish，fish, I like fish.‎ Milk, milk, I don’t like milk.‎ ‎3.Revision：‎ Read the text of Unit1.‎ T: Please tell me what do Sam, Lingling, Amy and Tom like and dislike.各喜欢什么食物和不喜欢什么食物。‎ Ss:………‎ Step 2 Presentation ‎1、教师拿出一个香蕉，请学生品尝一下，T：“What’s this?” 如果学生不知道如何说，教师读出单词，并板书banana。‎ ‎2、T：I like bananas.，Do you like bananas? 学生回答后教师板书问句与肯定回答：Do you like bananas? Yes, I do.‎ ‎3、T: Does he/she like bananas? 并启发学生回答Yes, he/she does.(板书并领读)‎ ‎4、T：Do you like bananas?‎ ‎ Bb: Yes, I do. Sc: No, I don’t.‎ 当得到否定回答之后板书Do you like bananas? No, I don’t.‎ T：Does he/she like bananas? 并启发学生回答No, he/she doesn’t.（板书并领读）‎ ‎5、分别出示banana, apple, pear, orange这些水果的图片或实物，带领学生先读词，后问答Do you like….? Does he/she like…?要求学生根据自己的喜好来回答。‎ Step3 Learn the text ‎1、提示学生黑板上所写单词banana, apple, pear, orange 为可数名词。在问Do you like….? Does he/she like…?时，一般使用这些单词的复数形式。教师要带领学生练习这些单词的单复数发音。‎ ‎2 T：Today Daming is making a survey about what Lingling and Sam like and dislike,Let’s look at the cartoon together. And answer the following questions:‎ Does Sam like bananas?‎ Does Sam like pears?‎ Does Lingling like oranges?‎ Does Lingling like apples?‎ Check answer together.‎ ‎3. T：Please listen and read after the CD-ROM.(Read together and in groups)‎ Step 4 Practice ‎1.Do role play.‎ T: Now please read the text by yourselves then I will ask some students to perform on the platform. If you have any questions, lease put up your hands.‎ Choose 3 groups of students to the platform wearing the headwear of the character they play.After their performance, give them praiseful words and stickers.‎ ‎2.T: Please turn to page 25 Play the game. This is a guessing game You can use the sentence ‎ pattern: Do you like…? to guess what Sa likes. The faster, the better.(请每位学生想好自己喜欢的水果是什么，上台后，由同学进行猜测，最快猜出答案的同学可得贴纸一张)‎ ‎3. Learn the chant t:Noodles and rice, are very very nice.‎ Teach new words: ginger,spice.‎ T:Let’s listen the music for the first time.(听chant 感知节奏)Ok,now let’s read the chant together(跟读chant 内容)Now, please sing with the rhythm. (sing the chant for 3 times and then have a match among groups)‎ Step 5 Extension T:Boys and girls, let’s look at Activity 3, (Read the sports and food together) Who wants to make a dialogue according to text on the platform?(请两位同学上台表演对话)‎ T：You made a good example! Now please make a dialogue with your partner about their family members’ hobbies.(仿照示例调查同伴家庭成员的喜好)‎ Choose some pairs to perform on the platform and give them praiseful words and stickers.‎ Step 6 Summary T:Let’s read the new words and sentences together!(齐读黑板上的板书)‎ Step 7 Homework ‎1. Read the text 5 times;‎ ‎2. Do role play with your partner;‎ ‎3. Continue to do the investigation and write it down.‎ 板书设计 Module 4 Unit 2 Does Lingling like oranges?‎ Does Lingling like oranges? banana, apple, pear, orange Yes,she does./ No, she doesn’t.‎ 第二课时 Step 1 Warm up ‎1. Greeting.‎ T: Good morning, everyone.‎ Ss: Good morning, Ms Wu.‎ T: A good day today, let’s enjoy it!‎ ‎2. Sing a chant: Noodles and rice, are very very nice.‎ Step 2 Revision.‎ T:( Show fruit) What’s this?‎ Ss: It’s a banana/pear. It’s an apple/orange.(向学生强调an)‎ T: What are they?‎ Ss: They’re bananas/pears/apples/oranges.(复习复数)‎ T：Yes! You are so clever! Do you like apples?‎ Sa: Yes, I do.‎ T: Boys and girls! Does she like bananas?‎ Ss: No, she doesn’t.‎ T: Does she like apples?‎ Ss: Yes, she does.‎ T: You’re right! (选几位女学生继续操练肯定否定回答)‎ Step 3 Read the text.‎ ‎1. T: Please open your books, turn to page23 .Do you still remember the content of the text? 同学们还记得课文的内容吗？‎ Sd:…..(此处可用中文进行描述)‎ T：Yes, you are right, you listen carefully in class. Here is your sticker. Now, boys and girls,let’s read the text together. Try to imagine that you are the characters on the text and imitate them.(Read together, in groups and individual) ‎ 2. T: Did you prepare the dialogue with your partner? OK, which pair wants to try?(请3组同学上台表演）‎ T：You did a good job! Your accents are wonderful! Here are your stickers.‎ Step 4 Practice ‎1. T: Do ask and answer of Activity 3 with sentence pattern Does your mother/father like…? Yes,she/he does./No, he/she doesn’t.‎ ‎2. 做游戏：小侦探 四个同学一组，两名同学用Do you like…?来询问对方的喜好。另两人是小侦探，他们在听到对话后，用Does he/she like…?来询问前两名同学的喜好。(课件展示各种食物的图片) ‎ Eg. A: Do you like rice, B?‎ ‎ B: Yes, I do. No, I don’t.‎ ‎ C: Does B like rice, D?‎ ‎ D: Yes, heshe does. No, heshe doesn’t.‎ Choose some students to come to the platform and play the guessing game.‎ 3. ‎3.T:Now let’s learn to write letters Hh,Ii.First,let’s look at the writing orders of these 4 letters.(让学生看字母书写顺序，然后写在黑板的四线格内，让学生举起手一起跟着书写，接着请学生拿出作业本，看着书本跟着每个字母写3遍）‎ Step 5 Summary Step 6 Extension T:Let’s play a solitaire game. Divide the class into 4 groups. Give each group cards of animals, toys, colors and food. Everyone take one card and make a dialogue one by one. Exchange cards and continue the conversation.‎ ‎(把学生分成4个小组，每个小组发一些动物、玩具、颜色、食物等不同的卡片，每人拿一张，小组内开火车练习对话,完成一次后，交换图片，继续练习。)‎ Step 7 Summary 我们这节课重点练习了“Do you like…?”的句型，简单学习了“Does he/she like…?”的句型，同学们表现得非常棒.‎ Step 8 Homework ‎1. Read the text 3 times;‎ ‎2. Say the chant to your parents;‎ ‎3.Write letters Hh,Ii for 3 times;‎ ‎4.根据发到手的调查表，对小组成员的食物喜好进行调查，根据结果，制定午餐食谱。‎ 板书设计：‎ Module4 Unit2 Does Lingling like oranges?‎ apple banana pear orange Does he/she like…?‎ does doesn’t = does not Yes,he/she does./No,he/she does.‎ 教学反思：‎ Module 5 Unit 1She goes to school on Mondays.‎ 教学目标 知识目标：‎ ‎1.理解、 识记词汇：goes, go to school, on, Monday, play, phone , on the phone, with, friend, at,home, at home, who, only, year.‎ ‎2.会初步运用句型：He/She goes to school on Mondays. Does Tom go to school on Mondays.‎ ‎3.让学生初步感知第三人称单数。‎ 技能目标：‎ ‎1.全体学生会听说He/She goes to school on Mondays.‎ ‎2.部分同学能运用所学句型，简单谈论家庭成员的日常活动。‎ 情感目标：‎ 积极参与各种课堂学习活动，乐于了解国外人文风俗。‎ 教学重点：‎ 理解识记本课单词、短语，会听说并能运用句型：He/She goes to school on Mondays.‎ 教学难点：‎ ‎1.理解识记本课单词、短语，会听说并能运用句型：He/She goes to school on Mondays.‎ ‎2.动词单三形式的变化：go—goes, play—plays .‎ 教学用具：CD-ROM,PPT,word cards,stickers.‎ 教学过程：‎ Step 1. Warm-up ‎1. Greetings:‎ T：Class begins.Stand up!‎ Ss:Good morning,Ms.Wu.‎ T:Good morning,boys and girls.How are you?‎ Ss:I’m fine,thank you.And how are you?‎ T:I’m fine,too.Thank you!‎ 2. Chant.‎ T:Now let’s say a chant together,OK?‎ Ss:OK!(PPT展示chant 内容）‎ I like coffee. I like tea.‎ I like cats and they like me.‎ I like coffee. I like tea.‎ I don’t like lions and they don’t like me.（chant together)‎ Step 2. Lead-in ‎1.展示足球以及踢足球图片 T：He likes football.He is playing football(加上动作帮助学生理解)‎ T:Do you play football?引出并教学play ,分组读，高低音读，开火车，抽读 ‎2.T:Do you play football on Monday/on Mondays? 引出并教学on Monday/on Mondays（Read together and in groups)‎ 引导学生回答：Yes,I do/No,I don’t.‎ 3. T:Do you play football on Mondays?‎ Sa:Yes, I do. Sb:No,I don’t.‎ T:Do you go to school on Mondays?‎ 教授go to school(搭配上背书包上学动作，让学生加深记忆）‎ Sc:Yes, I do./No,I don’t.‎ T:Does he/she go to school on Mondays?‎ 引导全班学生回答：Yes,she/he does./No,she/he doesn’t.‎ Pick up two students and ask them to whisper answers.‎ T:OK.Now only I know the answer, do you want to know?‎ Ss:Yes!‎ T:Ask me with the sentence I taught you.(PPT上有呈现该句子）‎ Ss:Does he/she go to school on Mondays?‎ T:Yes,she/he does./No,she/he doesn’t.‎ 4. ‎(PPT上出现little Tom 照片）‎ T:look ,who’s that boy?引出并教学who ‎ Does he go to school on Mondays?‎ Ss:No ,he doesn’t.‎ Step3 Learn the text ‎1.T: Yes, he doesn’t go to school on Mondays. Do you know why?(课件示图) Because he’s only two years old.‎ 教学only ，two years old（Read together and in groups)‎ T:today we are going to learn Module5 unit1 She goes to school on Mondays.read after me(板书课题)‎ Listen and answer:A. Is Amy at home?(引出at home并教学)‎ ‎ B.Is Sam at home?‎ Look at the cartoon and then choose some students to answer these questions.Who answers right can get a little star.‎ ‎2.Listen，and find ‘goes,does’.‎ ‎3.PPT,词卡以及实物新授：phone, on the phone,with, friend.‎ Ms Smart is on the phone with her friend.‎ ‎4.T:Let’s read after the CD and imitate the intonation and emotion of them.‎ ‎5.T:Stand up and read again.(Read together,read in groups and the best group can get a mark.)‎ Step 4 Practice ‎1.T: You did a good job! Now I’ll give you 2 minutes to read the text with your partner.Then we’ll have you do role play on the platform.(Pick 3 groups to come to present on the platform)‎ T:Wonderful! I think your accent is good,keep it!Here’s the sticker.(给予上台同学贴纸奖励）‎ ‎2.Do Activity book Unit1 练习1‎ T：Look at the pictures,try to describe their activities in English or in Chinese.(你能不能描述他们的动作？）‎ Ss:......‎ T:OK,now let’s listen to the CD carefully.(请学生认真完整听一遍）‎ T：This time,please listen and tick the correct answer.‎ Check answers together.‎ T: Let’s read it together,OK?(全班齐读句子）‎ Step 5 Summary ‎ 通过本节课的学习我们知道 Ms Smart的朋友因为在美国，那里可能是周日的晚上,所以才不清楚 Sam, Amy 是否在家。如果大家有兴趣了解更多中外文化的差异，可以回家上网查一查。 ‎ Step 6 Homework.‎ 1. Read the text twice;‎ 2. Search information about culture differences between China and foreign countries. ‎ 板书设计：‎ Module5 Unit1 She goes to school on Mondays ‎ She goes to school on Mondays.‎ Sam goes to school on Mondays too.‎ 第二课时 Step 1.Warm-up ‎ ‎1.Greeting ‎2.T:Let’s play a game:Look and say(出示词组，让学生在四幅图片中选出符合词组的一图，帮助学生复习词组：at home, go to school,play football,on the phone)‎ Step2.Revision 1. T: Do you remember what we learnt in the previous class?Let’s review them together!(将上节课的单词，词组以及句子呈现在PPT上，全班跟读，小组读，个别同学读）‎ 2. T: Do you go to school on Mondays?‎ Sa,b:Yes, I do.‎ 生A,B回答之后，教师对着全班同学询问：Does he/she go to school on Mondays? Ss:‎ ‎ Yes,he/she does.(板书)‎ Step 3. Review and read the text.‎ T: Do you remember what the text is talking about?同学们还记得课文的内容是什么吗？谁来说一说？‎ Sc:…..‎ T：Yes, you have a good memory, here’s your sticker! Ms Smart 和她的friend 正在on the phone(配合动作)，她们聊天的内容是关于Amy 和Sam 是否在家，在家怎么说？Yes! At home.(齐读)，而小Tom却不用go to school是因为He’s only two years old!‎ 看动画，跟读，全班读，请个别同学带读，小组读。（读最好的小组奖励星星一颗）‎ Step4. Practice ‎1. Do role play.‎ T: Please read the text with your partner. Try to imitate the intonation and emotion.(Pick three groups to perform on the platform)‎ ‎2. 开火车念课文 T: Good! I think you can read the text very well. Now let’s play a solitaire game. Everyone in the same group read the read the text one by one. Let’s see which group can read fastest. Ready? ‎ Ss: Go! (开三次火车，评选出最快的小组)‎ 1. Fill in the blanks.‎ Step 5 Summary Step 6. Extension T:Today let’s fulfill a task in groups of four together! We have learnt how to introduce activities in this lesson, so each group member should introduce what their family members do on Mondays. Each group should come to the platform to make an introduction to your classmates. The group which states correctly and fluently can get a star.(给小组5分钟时间练习，然后请小组上台做呈现，挑两个最好的小组进行讲评与奖励)‎ Step7. Summary T:We learnt a lot today! Are you happy? Let’s read them together!Who wants to be a little teacher on the platform?(请一位同学当小老师上台带读一遍板书的内容)‎ T：Wow, you are wonderful! I think you can be a good teacher in the future! 将来你肯定也能做个好老师的！‎ Step 8 Homework ‎1.Read the text 5 times;‎ ‎2. Read or recite the text to your group leader;‎ ‎3.Find some pictures of your family members’ weekend activities if possible.‎ 板书设计:‎ Module 5 Unit1 She goes to school on Mondays.‎ She goes to school on Mondays.‎ He’s only two years old. ‎ at home 教学反思：‎ Module5 Unit2 Does Your Mum Go to Work on Saturdays?‎ 教学目标：‎ 知识目标：‎ ‎1 全体学生能初步运用句子：Does　your mum /dad go to work on Saturdays?‎ ‎2 全体学生能初步运用单词及短语: work ,go to work, 部分学生能初步运用单词及短语:Saturday ,shopping ,go shopping ,dad .‎ ‎3.学习书写字母：Jj,Kk.‎ 技能目标：掌握一般疑问句的第三人称单数的句型及回答。‎ 情感目标：培养学生学习英语的兴趣。‎ 教学重点：掌握单词和句子Does she/he.?”及其回答 “Yes, she does/ No, she doesn’t.”‎ 教学难点：掌握单词和句子Does she/he.?”及其回答 “Yes, she /he does/No, she/he doesn’t.”‎ 教学用具：CD-ROM, PPT, word cards, headwear, stickers.‎ 教学过程：‎ Step1: Warm up and lead in ‎1.Greeting T：Class begins.Stand up!Good afternoon,boys and girls!‎ Ss:Good afternoon,Ms.Wu.‎ T:Nice to meet you!‎ Ss:Nice to meet you,too!‎ ‎2.Show pictures of the cat and dog in Unit1‎ T: Who are they?还记得他们吗？上一单元中，我们看到小猫把小狗惹怒了，今天我们再来看看，小猫和小狗又在干什么。”‎ ‎3 播放学生课本Unit 2 活动1 的录音，学生看图，理解语境：Daming和Sam在街上看到小猫和小狗在吃东西，不过这一次小猫没有向小狗问问题，而是在吃了一条鱼之后，又去和小狗抢肉吃，这让Daming和Sam感到非常惊讶。‎ ‎4 T：Now I’ll play the cartoon again,please read after the CD and try to imitate the intonation.(Read together)‎ ‎5 T:Who wants to do role play on the platform?(请学生两人一组分角色戴上小猫小狗头饰表演对话。)‎ T：Great! You did a good job! Here are your stickers！‎ Step 2 Presentation T: Lingling is talking with Amy? What are they talking about? Lingling在和Amy 聊天，她们在聊些什么？Oh, they are talking about Lingling’s parents’ weekend plan.原来Lingling在询问 Amy她的父母在周末的活动安排。Today let’s learn the text and study to introduce and make posters about your family members’ weekend plan, OK? 现在，让我们一起来学习课文，然后制作介绍自己及家人周末活动的海报吧!‎ Step 3 Learn the text ‎1. T: (Show a picture of Amy)Who is she?‎ ‎ Ss:She is Amy. ‎ ‎ T:Yes.Does Amy go to school on Mondays?‎ ‎ Sa:Yes,she does.‎ ‎ T: Does she go to school on Saturdays?‎ ‎ Ss: Yes,she does./No,she doesn’t.‎ ‎ T: No,she doesn’t. Why?(PPT出示日历，将全部周六圈起，让学生明白Saturday是周六）‎ Read after me.Sa-tur-day(触摸头，肩膀，腰，帮助学生正确读出单词）‎ Ss: Sa-tur-day, Sa-tur-day, Sa-tur-day T:Saturday is coming,I am happy,Saturday!‎ Ss:Saturday!‎ T:Bad weather,I can’t go out to play.Saturday...‎ Ss:Saturday...‎ T: On Saturday/on Saturdays.‎ Ss:On Saturday/on Saturdays.(Read together and in groups)‎ 2. T: Who are they?(展示Amy父母亲照片）They are Amy’s Mum and Dad.(教授Dad)Does Amy’s Mum/Dad go to work on Saturdays?（教授go to work)Let’s listen and find out the answer.‎ 播放动画，请学生观看，并推测go to work 的意思。‎ 3. T：OK,who can tell me the meaning of “go to work”?‎ Sb:去工作 T:Yes, you are clever! Here is your sticker!Everyone,read after me:work,work,work,go to work.‎ Ss:Work,work,work,go to work.(全班读，开火车读）‎ T：Good! Now who can answer my questions?Does Amy’s Mum go to work on Saturdays?‎ Sc:No,she doesn’t.‎ T:Does Amy’s Dad go to work on Saturdays?‎ Sd:No,he doesn’t.‎ T:那么他们的周末做了什么事情呢？Let’s listen again.(再次播放动画）‎ Check answers together.引出并教授go shopping.‎ 4. T: Now we have known the general idea of the text. Let’s read it after the CD and try to imitate the intonation.(全班跟读）‎ 5. T：Please do read and point.(再次跟读，，小组分开读）‎ Step 4. Practice 1. Role play T: Now I’ll give you 3 minutes to read the text with your partner, then some pairs will be invited to show on the platform.(Choose three groups to present and give them remarkable words and stickers)I think your accent is very good, you were trying to imitate the intonation. You did a good job!‎ ‎2. Do Activity book Exercise 1 and check answers together.‎ Step 5 Summary Step 6 Homework ‎1.Read the text 5 times;‎ ‎2.询问同伴及其家人的周末活动。然后将这些照片或图画粘贴在一张白纸上，制作成海报。（四人一组）‎ 板书设计：‎ 板书设计 Module5 Unit2 Does your mum go to work on Saturdays?‎ Does she/he go shopping on Saturdays? Yes,she/he does.‎ ‎ play football No,she/he doesn’t.‎ ‎ play basketball 第二课时 Step 1 Warm-up and revision ‎1.Greeting T：Class begins. Stand up! Good morning, boys and girls!‎ Ss: Good morning, Ms.Wu.‎ T: Nice to meet you!‎ Ss: Nice to meet you, too!‎ 1. Listen to the chant 2. T: Do you remember what we have learnt on the previous lesson? Let’s review them together.(课件出示单词，用clap and stemp操练)‎ Step 2 Learn the text ‎1. T: Do you remember what have Amy’s mum and dad do on Saturdays?Does Amy’s mum/dad go to work on Saturdays?‎ Ss: No,she/he doesn’t.‎ T: Does Amy’s mum go shopping on Saturdays? Does Amy’s dad play football on Saturdays?‎ Ss:Yes,she/he does.‎ T:Yes, you re right!‎ Amy’s mum goes shopping on Saturdays. ‎ Amy’s dad plays football on Saturdays.(板书并将单三形式用红色标示)‎ 2. Read the text.‎ T:Now let’s read after the CD and imitate the intonation and ‎ emotion.(全班齐读，小组分角色朗读)‎ T：G2 and G3 read louder and in order, so I will give you a star.‎ ‎ Now I’ll give you two minutes to read with your partner.‎ Step 3 Practice 1. Choose some pairs to perform on the platform wearing the headwear of the character they play. Give them encourage words and stickers.‎ T: You pair did a good job! You are good at doing role play!Here’s your stickers.‎ 2. Learn the chant I go to school on Mondays.‎ T:Let’s listen to the chant together.(播放动画）‎ ‎ Learn the new word “Tuesday”‎ Read the chant together and chant with the rhythm.(clap hands the second time)‎ T:Let’s see which group chant the best!(小组比赛，唱的最好的小组加一颗星）‎ 3. Play a game:guess,ask and answer.‎ T:This is a game testing if you understand your classmates or not.Sa asks Sb and Sc about Sd’s activities on Saturday.Please use the sentence pattern: Does she/he go shopping/play basketball...on Saturday? Who guesses right will be the winner.‎ ‎4.4.T:Now let’s learn to write letters Jj,Kk.First,let’s look at the writing orders of these letters.(让学生看字母书写顺序，然后写在黑板的四线格内，让学生举起手一起跟着书写，接着请学生拿出作业本，看着书本跟着每个字母写3遍）‎ Step 4 Production T:We have learnt how to introduce our family members’ daily activities,so now let’s start to make posters about it,OK?（请学生拿出事先准备好的照片或者图画，将它们黏贴在一张白纸上，制作成海报）‎ Let the students show their posters in goups of 4 and make an introduction on the platform.‎ Step 5 Summary T：We learnt many today.Let’s read the words and sentences together!‎ Step 6 Homework 1. Read the text five times and read it to your group leader.‎ 2. Show the poster to your family members.‎ 3. Ask your friends’ activities on Saturday.‎ 4. Write letters Jj,Kk for 3 times.‎ 板书设计 Module5 Unit2 Does your mum go to work on Saturdays?‎ Does she/he go shopping on Saturdays? Yes,she/he does.‎ ‎ play football No,she/he doesn’t.‎ ‎ play basketball 教学反思：‎ Module 6 Unit 1 What do you do on Sundays?‎ 教学目标 知识目标：　‎ ‎　1.能认读，会写单词：play, Sunday,watch,TV,watch TV,sleep ‎　2.能听懂，会读会写句子：What do you do on Sundays? I play football. ‎ 能力目标:能够用英文询问他人周末的安排，以及描述周末期间经常进行的活动 情感目标：敢于英语进行表达并乐于学习英语。‎ 教学重点：能运用What do you do...?询问对方 做了什么，并回答。‎ 教学难点：熟练掌握询问他人周末安排以及周末期间经常进行的活动的单词和句子，能在实际生活中灵活运用。‎ 教学用具:CD-ROM,PPT,word cards, two boxes and stickers.‎ 教学过程 Step 1.Warming-up ‎1.Greeting.‎ ‎2.教师热情地和学生打招呼问好，做简单的Free Talk。‎ Step 2.Presentation ‎1.教师出示学生周末的活动卡片，例如出示一张学生踢足球的卡片，‎ T: I play…?‎ S: football. ‎ T: Good. Play ,play, play（边打节拍三下） , I play football.‎ 教师可以以同样的方法（边有节奏地说，边做出相应的动作）和学生一起回顾之前学过的有关活动的动词词组，如：‎ ‎　　Go, go, go, I go swimming. ‎ ‎　　Watch, watch, watch，I watch TV.  ‎ ‎　　Fly, fly, fly, I fly a kite. ‎ ‎　　Dance, dance, dance, I dance, I dance.  ‎ ‎　　Run, run, run, I run, I run. ‎ ‎2.教师对学生刚才的表现给以积极的肯定，并询问学生 ‎　　T: Do you know what Daming and Sam do at the weekend?‎ ‎　　T: Do Daming and Sam go swimming / play basketball / play ping pong? ‎ ‎　　呈现教学挂图，播放录音，让学生认真观看挂图，带着老师刚才提出的问题静静地听录音。‎ ‎3.教师再放一遍录音，让学生边听边看书，同时用比勾画出课文中的生词，然后根据上下文，和小组同学一起猜猜每个生词的意思。‎ ‎4.之后教师归纳讲授新单词，请学生模仿跟读。可以通过多种灵活的练习方式，帮助学生巩固所学新单词。‎ ‎5.老师认为学生理解和掌握了生词之后，再放录音，每句后停顿，学生跟读.‎ ‎6.教师让学生分成小组进行课本剧表演，最后鼓励学生到台前汇报演出，对踊跃参与和表现优秀的同学要发送小礼物表示奖励。‎ Step3.Practice 教师和学生一起做游戏“趣味组句子”‎ 教师准备两个盒子，一个盒子里装有表示活动的卡片，如踢足球，看电视，游泳等，另一个盒子里装有表示活动地点的卡片，如家，公园等。请两名学生到讲台前来，这时全班学生问：“What do you do at the weekend?”其中一名学生从盒子里抽出一张卡片，看图回答问题。如果他抽出的是一张踢足球的卡片，则回答：“I play football.”全班同学继续问：“Where do you play football?”于是另一名学生从第二个盒子里抽出一张卡片，看图回答问题。如果图片上画的是公园，则回答：“In the park.”接下来让全班学生将他们的回答连成一句话并读出来：“I play football in the park.”并请这两位同学一起表演出在公园里踢足球的动作。‎ Step4.Summary T:Let’s review what we have learned today.‎ Step5. Homework 课下和小伙伴一起采访调查家庭成员或同学在周末的活动,并评价谁的周末最有益。‎ 板书设计：‎ Module 6 Unit1 What do you do on Sundays?‎ What do you do on Sundays?‎ I play football.‎ ‎ watch TV in the morning ‎ sleep in the afternoon 教学反思：‎ Module6Unit 2  What does she have at school?‎ 教学目标：‎ 知识目标：1. 单词：today, music, Chinese, maths, art,science, PE, has ‎ ‎2. 句子：What does Lingling have at school ? She has …‎ ‎3．学习歌曲We like school. 能力目标：1.能听说读写单词：  today   music   Art  PE . 2.能灵活运用所学句型进行对话： 情感目标：激发学生对英语的兴趣并且乐意开口。‎ 教学重点：‎ ‎1．单词：today, music, Chinese, maths, art,science, PE, has ‎2．句子：What does Lingling have at school ? She has …‎ ‎3．学习字母Ll, Mm, Nn 教学难点：‎ 主语第一人称及第三人称时，动词使用上发生的变化。‎ 教学用具：PPT,CD-ROM, word cards and stickers.‎ 教学过程： Step 1 Warm up ‎1. Greeting ‎2. T: Let’s sing  the ABC song !‎ ‎3. Revision 复习上一节课学过的单词。 T:  What do you have at school? Ss:  I have Music, Art and PE. T:  What does she have at the school? 引导学生说： She  has  Music  Art  and  PE . 板书句子，以及教读句子。（全班读 ， 小组读，个人读）    T:OK.now, allthe studentread  these  sentences  together very  good .   T:  First group read the new  sentences.   The second  ,  the third  ,  the  fouth… T:  Who  wants  to read the  new  sentence ?  ‎ ‎4. 呈现新知识。 1） ①教师出示 Ling Ling  的图片边说:“  I  gong  swimming  at  the  weekend .  How  about  Lingling ?   What  does  she  do  at  the  weekend ? ” 引导学生回答：“  She  _____  at  the  weekend .” Does  she  play  football  at  the  weekend ?  ‎ 帮助学生回答 :  —Yes , she  does  .   —No,  she  doesn’t  同时引导学生使用完整句子回答：She  plays  football  at  the weekend . 然后学生两人一组进行回答，操练句型。‎ ‎②.教师把挂图贴在黑板上，听录音机，跟读句子，跟读课文。听一遍时老师提出一些问题： What  does  Lingling  have  at  school  today ?  What  does  she  do  at  the  weekend ?  请学生带着问题听录音，并且跟读。第三遍时，请同学边看边读画出新单词，试着找答案，最后让学生分角色表演课文。‎ ‎2）.歌曲练习 ① 先熟悉歌词的曲调，教师教读歌词。 ② 教师教唱，学生跟唱。 ③ 待学生熟悉后请学生边表演边唱。（全班唱，小组唱，个人唱）。  4. 巩固 T:  Who can tell  me ：What  do  you  want  to  do  on  weekends ? S1:  I   watch  TV . S2:  I  play  basketball . S3:  I  play  the  computer . S4:  I   do  my  homework . ‎ ‎ T:   How   wonderful   your   weekends ! ‎ ‎ What   does   Ling ling   do  at  the  weekend ? Ss: She  plays basketball/goes swimming/watches  TV  and  sleeps.‎ ‎5. 小结 1）全班齐读课文句子。‎ ‎2)  sing  the  new   song .‎ ‎6. 作业 1) 唱本节课所学的歌曲给父母听。 2）熟读课文 Module 7 Festivals Unit 1 We have a big family dinner.‎ 教学目标要求：‎ ‎1、语法：一般现在时中不规则动词第三人称单数，第一人称复数的应用。‎ ‎2、句型：We + 动词 + 名词，It's + 节日 （today）; happy + 节日。‎ ‎3、词汇：New Year, Chinese, spring, Festival, for, about, England, sing, give, present, eat.‎ 重点、难点、关键：‎ ‎1、语法：一般现在时中不规则动词第三人称单数，第一人称复数的应用；‎ ‎2、句型：We + 动词 + 名词，It's + 节日 （today）; happy + 节日。‎ ‎3、培养学生口语表达，表达节日问候及描述过节时的风俗习惯。‎ 教具准备：图片，录音机 教学目标：‎ Happy New Year!‎ At Spring Festival, we have a big family dinner.‎ 教学程序：‎ ‎1、老师出示事先准备好的一些食物卡片，询问学生：“What do you like?”引导学生回答：“I like...”老师根据学生的回答把不同的食物卡片分发给学生。然后询问学生：“What ‎ have you got?”引导学生回答：“I’ve got...”或者学生以小组为单位回答：“We’ve got...”‎ ‎2、课文导入 老师播放过春节的音乐 带领学生进入课文的主题。等音乐完毕，老师问学生：“What is it about?”学生可以用中文说：“春节”。老师借机教授新单词“Spring Festival”。然后老师继续提出问题：“What do we say at Spring Festival? What do we have at Spring Festival?”请学生以小组为单位进行讨论，然后向全班汇报。‎ ‎（1）听录音后，老师可以提一些问题，请学生带着问题听第二遍录音，例如：“What’s the book about?‎ ‎（2）听录音，请学生试着回答上述问题。‎ ‎（3）听第三遍录音时，请学生打开书，边听边跟读，同时画出新单词。老师讲解新单词，帮助学生理解课文。‎ ‎（4）分角色朗读并表演课文。‎ ‎3、课后作业 收集并了解其风俗习惯。下节课前向同学们介绍自己收集了解到的节日知识。‎ Unit 2 We have Christmas in England.‎ 教学目标：‎ ‎（1）能力目标：能够介绍圣诞节，知道圣诞节的主要活动。‎ ‎（2）知识目标：能够听、说、认、读本课的重点单词：Christmas、England、New Year 、sing、we 掌握句型We sing   songs. Happy   Christmas !‎ ‎（3）情感、策略、文化等有关目标：通过本课学习，使学习有兴趣听、说英语、背歌谣，主动与他人交流。能够互相致以节日的问候，了解西方圣诞节。‎ 教学重、难点 ‎　 依据以上对教学内容和教学目标的分析以及小学生的认知规律和英汉语言差异，我认为“We +动词+名词”这个句型及节日问候是本单元的教学重点及难点。‎ 教学过程：‎ ‎1.（1）首先放圣诞节的歌曲，创设出节日的气氛，也集中了学生的注意力。‎ 出示卡片sing   songs 教读，自编 Chant：sing songs 、 sing songs 、We sing songs ，边读边贴图片，要求学生根据图片、板书及老师的动作理解意思，多说几遍。‎ ‎（2）出示圣诞帽，引入Christmas 出示卡片，教读、抽读、正音。‎ ‎（3）在黑板上画树，提问：What’s   this ?   引入Christmas tree出示卡片，教读、抽读、正音，自编Chant：Christmas tree ，Christmas tree ， We   have Christmas tree 边读边贴图片。‎ ‎（4）拿一个盒子，请学生猜猜里面有什么？揭示结果，出示图片，peanuts   sweets 抽读、正音，自编Chant：peanuts   sweets ，peanuts   sweets， We have   peanuts and sweets ‎2.（1）学生小组活动，边说Chant边拍手，练习一会儿就进行小组比赛。这几个环节利用小学生活泼好动的特点，用节奏和动作刺激大脑。‎ ‎（2）抽生说，说的好的给礼物，引出单词presents，出示卡片，教读、抽读、正音，边说边拍手：presents，presents，We have   presents。以上环节用朗朗上口的儿歌突破本课的重难点。‎ ‎3.巩固知识，进行拓展 ‎（1）齐读本课所学的4个句型，然后同桌练习。‎ ‎（2）比记忆，随意拿一个图片，抽生说相应的句子，完成得好的给礼物。这个环节又一次将学生的注意力集中起来，为下面的学习垫定基础。‎ ‎（3）教问候语：Happy   Christmas !出示卡片，同桌互相问候。‎ ‎（4）带自己准备好的礼物，送给朋友，致以节日的问候。‎ ‎（5）放圣诞节相关音乐，学生自己画圣诞树等。‎ ‎4.结束 ‎（1）总结本节课学生学习情况。‎ ‎（2）布置课后作业，送礼物给家长。‎ Module8 Seasons and Weather Unit1 It’s hot in summer.‎ 教学目标：‎ ‎1.学习的词汇有:spring,summer,autumn,winter,warm,hot,cool,cold；‎ ‎2.句型有：It's...in...‎ ‎3.认识了四个季节以及相关的活动 教学重点、难点：‎ 能听，说和认读本课的主要词汇和句型。 ‎ 掌握新单词，理解和运用新句型。‎ 教具准备：‎ 录音机，磁带，图片。‎ 教学过程：‎ Step 1： Warming-up ‎（1）师生互相打招呼问候。老师做动作让学生猜：fly a kite,go swimming,play football,play table tennis ‎   （2）播放英文歌曲，调动学生学习新课文的积极情绪，创造快乐学习英语的氛围。‎ Step 2: Introduction ‎  老师问学生：How many seasons are there in a year?(一年有多少个季节?)，然后展示春夏秋冬四季的图片，并把四个单词写在黑板上，边指图片边说:“It’s spring/summer/autumn/winter.”有意识地引导学生重复四季的单词，并纠正其发音。老师领读新单词，引出本模块的内容。‎ Step 3:Presentation ‎  (1) 老师指着春天的图片说：“It’s spring.It’s warm in spring.”老师模仿动作表现出很暖和的样子，教授新单词“warm”.接着问学生：“What do we do in spring?”老师边模仿放风筝的动作，边在黑板上写词组“fly kites”,让学生跟读，然后以同样的方法教授新单词“hot,cool,cold”.‎ ‎  (2) 老师播放录音，让学生听录音试着理解课文内容。在播放第二遍录音前向学生提出问题：“What do we do in spring/summer/autumn/winter?”让学生带着问题听录音，试着找出具体答案。再放录音，每句话后停顿，请学生模仿并跟读课文。然后让学生以小组为单位读课文并鼓励学生把课文表演出来。‎ Step4: Practise ‎  让学生分组练习描述四季，四季的气候以及相关的活动。‎ Step5: Homework ‎  (1)朗读课文并试着背诵课文。‎ ‎  (2)观看电视天气预报节目，并试着用英语向家人介绍天气状况。‎ Step6: 板书设计 ‎          spring---warm---fly kites ‎          summer---hot---swimming ‎          autumn---cool---play football ‎          winter---cold---watch TV and play table tennis ‎ ‎ Unit2 It’s hot and sunny today.‎ 一、教学目标：‎ ‎1.能会说、认读单词：sunny/windy/rain/snow, sping/warm summer/hot autumn/cool winter/cold; ‎ ‎2.能用It is … today.描述天气；It is … in sping.描述季节天气特征；We …in sping.介绍简单的季节活动。 ‎ ‎3.词汇：sunny  snowy  windy  rainy 主要句型：It’s sunny/snowy/windy/rainy .‎ ‎4.表演唱歌曲：Rain,rain,go away.‎ ‎5.能用恰当的形容词介绍天气；‎ ‎6.能运用句型描述季节天气特征和季节活动。‎ 二、教学重点：‎ ‎1.通过谈论季节与天气这一话题，让学生感受自然四季之美，激发学生热爱大自然，热爱生活的美好情感。 ‎ 三、教学难点、学习重点 ‎1、单词的发音和认读: sunny/windy/rain/snow ‎2、句型: It’s windy/sunny/raining/snowing today. ‎ ‎3、使用What do you do in summer(winter, etc)?进行询问。‎ 四、学习准备 季节和天气的图片、录音机、磁带、单词卡片 五、教学过程：‎ Step1 Warming up 四季欣赏：复习sunny/windy/rain/snow,为下面的环节的进行做好知识与情感的铺垫；欣赏四季美景，激发对大自然的向往和热爱之情。‎ 六、新授：‎ ‎（一）导入课题 对当天的天气情况作一下描述，It’s  today, but  it’s…‎ 然后对课文中的四副图做一下观察。‎ ‎（二）小组合作，学习生词 ‎1．带领学生听一遍课文录音，Unit1活动一，整体感知课文，并画出生词，用磁带播放课文。‎ ‎2．放第二遍录音，边听边读出黑板上的单词，可别难词反复跟读，掌握正确的发音。‎ ‎3．小组合作学习黑板上的生词。‎ ‎（三）情景操练，学单词 ‎ ‎1．出示几张关于天气的图片，比如：raining ,windy, snowing, sunny，认读并记忆这些词。可以画出一些图示来表示这些词。‎ ‎2．用以下几种方法进行操练：‎ 小组内一人指表示天气的图片，其他人说出英语单词。‎ 小组成员用肢体语言来形容某种气候和天气，其他组员进行猜单词。‎ ‎（四）探究、感知课文 活动1：Listen and point .‎ ‎1．听录音，指向正确的图。‎ ‎2．通过多次的听，让学生去模仿里面的发音。‎ ‎3．教师领读，重点读一下难读的词或句子，并纠正一下发音。‎ ‎4．让学会的学生领读。小组合作互读课文，要求能流利地、有感情的朗读课文、翻译课文。‎ ‎5．小组内两人一小组，各选一副图进行描述，比一比谁描述的准确。‎ 活动2：Point  and  say.‎ ‎1．老师随便说出一副图里的句子，请学生说出季节。‎ ‎2．小组内互相练习。‎ ‎3．练习几遍后脱离课本，请学生说出相应的季节。‎ ‎4．找一个组内两名学生起来，一个说气候和天气，一个说出对应的季节。多练习几组。‎ 活动5：Colour  game.‎ ‎1．请学生认真观察并记住四副图中分别代表四季的人物有什么特点。小组内进行讨论交流。‎ ‎2．老师先来做个示范，随便说出两种颜色，让学生来猜是哪个季节。示意学生用 Is  it … ?来猜，用 Yes, it  is..或 No, it  is’t .来回答。‎ ‎3．小组练习。‎ ‎4．最后请一组的学生上台表演，其他小组进行评论。‎ 歌曲学习：Rain, Rain,    Go Away ‎1．领读歌曲题目。‎ ‎2．告诉学生歌词大意。‎ ‎3．逐行领读歌词。‎ ‎4．放一遍录音，让学生了解歌曲的旋律。‎ ‎5．再放录音，让学生试着小声跟唱（视接受情况多放几遍）。‎ ‎6．全班一起唱。‎ ‎7．小组内互相唱，小组同学指点不足的地方。‎ 七、课堂检测 出示中国地图,叫学生从地图中观察城市的天气,并用刚刚所学的知识来表达。‎ 八、板书设计 Module8  Seasons  and  Weather Unit 2  It’s  hot  and  sunny  today.‎ ‎ ‎ spring   ——  warm  ——  raining summer  ——  hot    ——  sunny autumn  ——  cool   ——  windy winter   ——  cold   ——  snowing Module 9 Possessions Unit 1 I’ve got a new book.‎ 教学目标：‎ ‎1、学习语句：I’ve got a new book..‎ Have you got a new book?‎ Yes, I have../No, I haven’t. ‎ Has Sam got a sweater?‎ Yes, he has. / No, he hasn’t. ‎ ‎2、能口头运用Have you got a book? 这类语句询问某人是否拥有某物，能用Yes, I have../No, I haven’t.这类语句回答。‎ ‎3识别单词：have got ,animal, dress, coat, sweater, has got ,T-shirt.‎ 教学重点： ‎ ‎1、能口头运用Have you got a book? 这类语句询问某人是否拥有某物，能用Yes, I have../No, I haven’t.这类语句回答。‎ ‎2、识别单词：have got ,animal, dress, coat, sweater, has got , T-shirt.‎ 教学难点：‎ 能口头运用Have you got a book? 这类语句询问某人是否拥有某物，能用Yes, I have./No, I haven’t.这类语句回答。‎ 课前准备：单词卡片 教学过程：‎ ‎1、热身复习 老师热情地和学生打招呼问好，并一起演唱上一模块学习的英文歌曲“Rain,rain,go away.”‎ ‎2、课文导入 ‎1）老师拿起一本英语书说：“I’ve got a book.”然后在教室里走动，拿起其他物品说：“I have got a...”并让学生转述：“You’ve got a...”老师告诉学生“I’ve”是“I have”的缩写形式。然后老师问学生：“Have you got a...?”帮助学生回答：“Yes, I have./No, I haven’t.”‎ ‎2）老师出示几本精美的图书，向学生介绍。例如：老师指着一本科普书说：“It’s about science.”指着一本关于体育运动的书说：“It’s about ‎ sports.”请学生在小组内向小组成员介绍自己的书。‎ ‎3）老师出示Daming,Lingling和Amy的头饰，说：“他们也在谈论书，让我们一起来看看他们都有哪些方面的书。”‎ ‎3、课文教学 ‎1）老师把本课的挂图贴在黑板上，播放课文录音，呈现SB Unit1活动1的内容。请学生边听边看图。听第二遍录音前，老师可以提出一些问题，请学生带着问题、听录音，例如：“Who are talking in the pictures? What are they talking about? What is Lingling’s book about? What is Daming’s book about? Has Sam got a sweater? Has Tom got a sweater?”‎ ‎2）再放录音，请学生边听边指图，同时试着找出问题的答案。老师再次播放录音，要求学生跟读，同时画出课文中的新单词。‎ ‎3）通过开火车的形式练习句型“I’ve got a new book. Have you got a new book?”。‎ ‎4）完成练习，请学生看课本上的图画所展示的事物。老师说出事物的名称，请学生指出对应的图画。‎ ‎4、课后作业 个别完成 ‎1）朗SB Unit1活动1的课文，并试着背诵。‎ ‎2）询问自己的家人、朋友或同学有哪些方面的书籍和什么颜色的衣服。‎ Unit 2 She goes to school by bike.‎ 教学目标：‎ Amy has got a bike.‎ She goes to school by bike.‎ Ms Smart hasn’t got a car.‎ She walks to work.‎ 功能：‎ 谈论交通工具及交通方式 教学用具：a recorder, word cards, pictures 教学程序：‎ ‎1、热身复习 ‎1）老师热情地和学生打招呼问好，并一起演唱一首英文歌曲。‎ ‎2）老师课前准备一大包东西带到课堂上来，请学生运用句型“Have you got...?”猜测包里有什么东西。如果包里果然有这样的东西，老师就要掏出 来，直至包里的东西全部被猜中。‎ ‎2、课文导入 ‎1）老师事先录制一些交通工具的声音，例如：小汽车、公共汽车、自行车、火车、轮船、飞机。老师请学生听录音，并猜测是什么交通工具。然后老师分别把交通工具的单词写在黑板上，同时画出相应的简笔画或贴上相应的图片。‎ ‎2）老师带领学生继续熟悉关于交通工具的单词。老师说出单词，学生模仿发出相应的声音；也可以由学生模仿交通工具的声音，学生说出单词。‎ ‎3、课文教学 ‎1）老师创设情景来呈现SB Unit2活动1的内容。老师在黑板的左上角画出一所学校的简笔画，在右是角画出一座办公大楼的简笔画，在黑板的下方分 别贴上小汽车、公共汽车、自行车和步行的图片。老师介绍说：“Amy和Sam要去上学，Mr. Smart和Ms Smart要去上班，让我们一起来听听他们使用的是哪种交通方式呢？”老师播放课文录音，请学生仔细听，并试着找出问题的答案。‎ ‎2）老师指着Amy问全班同学：“How does Amy go to school?”引导学生回答：“She goes to school by bike.”以同样的方式练习其他。‎ ‎3）放录音，每句话后停顿，请学生跟读。并请学生以小组为单位分角色表演课文。‎ ‎4）完成SB Unit2活动3。请学生两人一组轮流指着不同的交通工具的图并介绍说：“My father/mother goes to work by...”可以请几组学生到教室前面进行展示。‎ ‎4、课文学习 ‎1）学习SB Unit2活动4的韵诗。请学生边看图画边听韵诗的录音。老师播放录音，请学生边听边试着重复。带领学生脱离录音朗读韵诗，老师控制节奏。‎ ‎2）学习SB Unit2活动6的字母。注意纠正学生的发音。‎ ‎3）把字母和单词相结合，编成歌谣并学习。然后请学生进行单词的扩展练习。‎ ‎5、课后作业 个别完成 ‎1）听录音，朗读SB Unit2活动1的课文，并试着背诵。‎ ‎2）搜索一些未学过的有关交通工具的新单词，制作成单词卡片，并配上图画。下节课前把新单词介绍给全班同学。‎ Module 10 Position Unit 1 It’s on your desk.‎ 教学目标：‎ It’s in the box.‎ It’s on your desk.‎ It’s under the chair.‎ 功能：‎ 描述物品的位置 教学用具：‎ a recorder, word cards, pictures 教学程序：‎ ‎1、热身复习 老师带领全班学生唱一首大家最喜欢的歌曲，以活跃课堂气氛，让学生轻松愉快地进入课堂学习。‎ ‎2、课文导入 老师变魔术。道具包括：两块相同的大手绢，一个乒乓球。课前老师将两块大手绢重叠缝合上，看上去像一块手绢，然后在下面的手绢中间剪出一个方型的洞。变魔术时，老师先让学生看看手绢，再看看乒乓球。老师将乒乓球放在桌子上，用手绢将球盖上，然后老师用手指弹弹乒乓球，以证明乒乓球还在下面。接着老师故作神秘地抓来一把风朝球上一甩，然后双手拿住手绢的下面两个角，将手绢向下拽，这时乒乓球已经进入到手绢的夹层当中，所以学生看到乒乓球从桌子上消失了。这时老师拿着手绢的一角，甩甩手绢，问学生：“Where is the ball?”学生进行猜测。老师指着手绢说：“It’s in it.”这时学生会感到很奇怪。老师将手绢的四个角握在一只手上，只有一定要使有洞的一侧在里面，球会滑到中间的洞口，老师用另一只手将球从手绢中取出。魔术很受学生的欢迎，但老师务必要在课前操作熟练，才能在课堂上熟练演示。‎ ‎3、课文教学 ‎1）变完魔术后，老师出示Daming的头饰，告诉学生：“Today is Daming’s birthday. He’s very happy. Let’s sing a birthday song to him.”‎ ‎2）唱完生日歌之后，老师接着问学生：“On my birthday, I got a present. It’s a dog. What present did you get on your birthday?”通过这种方式让学生试着理解“present”的意思。如果有学生会说“present”，请他/她来当小老师，教授此单词。‎ ‎3）老师把本课的挂图贴在黑板上，通过播放录音或教学VCD呈现SB Unit1活动1的内容。通过看挂图和听录音使学生了解“on,in,under”的意思。‎ ‎4）再放课文录音，请学生跟读。然后，老师和学生进行课文的表演示范。最后，请学生以小组为单位表演课文，并请几组学生上前表演。请全班学生评选出“最佳表演奖”，老师分发小贴纸进行奖励。表演请老师准备好写有相关内容的纸条和一个生日帽子，作为表演的道具。‎ ‎4、课后作业 ‎1）听课文录音，并背诵课文。‎ ‎2）画一张家里某个房间的图片，并向家人、朋友和同学进行介绍。‎ Unit 2 Daming flies kites in the park.‎ 教学目标：‎ Where does Daming fly kites?‎ He flies kites in the park.‎ 功能：‎ 描述物品的位置 教学用具：‎ a recorder, word cards, pictures 教学程序：‎ ‎1、热身复习 老师发指令，学生做动作，复习运用“on,in,under”。指令内容可以滑稽有趣些，例如：“Put your nose on the pencil box. Put your hand on your head. Put your foot on the desk.”老师发出指令后，可以问学生：“Where’s your nose? Where’s your hend? Where’s your foot?”学生做出回答。‎ ‎2、课文导入 老师问学生：“How many seasons are there in a year? What are they?”以此复习表示四季的单词。然后老师将表现四季的图片贴在黑板上，问学生：“What do you do in spring/summer/autumn/winter?”老师根据学生的回答继续问：“Where do you...?”‎ ‎3、课文教学 ‎1）老师问学生：“What does Daming do in spring/summer/autumn/winter?”老师播放录音或教学VCD，呈现SB Unit2活动1，请学生熟悉课文内容。老师再放录音，出示Daming活动的图片，请学生根据录音内容将图片贴在相应的季节图片处。‎ ‎2）再次播放录音，请学生模仿跟读。其后，请学生以小组为单位朗读课文。鼓励学生根据黑板上的图片描述课文内容。‎ ‎3）以小组为单位表演课文。学生可以分工合作，尽力创设情境，展示课文内容。‎ ‎4）完成SB Unit2活动2。老师根据黑板上的图片体温：“Where does Daming fly kites?”学生回答：“He flies kites in the park.”请学生在小组内针对其他图片进行练习。‎ ‎5）完成SB Unit2活动3。请学生仔细看图和示例，了解题目意图，然后在小组内开展问答练习。‎ ‎4、课文学习 ‎1）学习SB Unit2活动4的歌曲。放录音，请学生熟悉曲调和歌词。放朗读歌词的录音，请学生逐句跟读。再放歌曲录音，请学生跟唱。‎ ‎2）学习SB Unit2活动6的字母。老师领读，学生跟读，注意纠正学生的发音。老师板书这些字母的大小写。‎ ‎3）把字母和单词相结合，编成歌谣并学习。然后请学生进行单词的扩展练习。‎ ‎5、课后作业 ‎1）听录音，朗读课文，并试着背诵。‎ ‎2）画一张自己在四季的活动图，并向同学、朋友及家人进行描述。‎