外研社三起五上教案

这是一份外研版 (三年级起点)五年级上册本册综合教案及反思，共64页。教案主要包含了教学内容分析，学生情况分析，教学要求，主要措施等内容，欢迎下载使用。

五年级英语上册教学计划
一、教学内容分析
本学期是小学英语二级目标的第一个学期，是《新标准英语》小学阶段学习的一个顶峰阶段，也是学生能否顺利地从一级听说为重点的学习转向以听说为主、读写为中心的学习的一个关键的阶段，本学期的教学要在上个学期的基础上引导学生进一步强化听说能力，并同时形成初步的读写能力。随着读写要求的提高，在这个阶段，应该让学生从以活动为主的动态学习逐渐过渡到以阅读为主的较为静态的学习，因此在课堂上要逐步减弱活动式学习的分量，逐步加大课堂中阅读与书写的分量。教师在教学中要有目的地转变三四年级教学的方式，做到心中有数，逐步过渡到高年级英语的教法，由于学生有前两年的学习的知识和能力的积累，在教学中，可适当放手让学生独立完成学习任务，促进他们各方面能力的提高。
二、学生情况分析：
从学生的学习态度、习惯来看，大部分学生在学习习惯、学习态度还比较积极，学生自我表现有待提高，不能自觉表达自己的学习观点，思维不够开阔。
三、教学要求：
本册书开始进行复习归纳单词读音和一些新的语音规则（如：元音字母和辅音字母组合的读音规则等），这部分出现的单词要求能听懂、能认读即可；这部分的教学可以结合直拼法，培养学生能初步做到见词能读、听音能写的能力。
1. 词汇：本册要求学生听说读认掌握的词汇共有61个，单词量比较大，我校要求全体学生背诵单词，五年级的孩子已具备背诵单词的能力，这样能提高学生对单词的熟悉度，对学生认读和阅读有好处，但应该强调的是，对于中下等生应该降低要求，切不可强求，以免他们对英语学习失去信心；
2. 语篇：共有10篇+2篇阅读短文，每模块的第一单元是新语言呈现单元，学生能在老师的帮助下领会每一幅图片所讲述的内容、找到本文中主要词语和语句中动词时态变化的特征（让学生知道英语动词有形式变化即可，不作进一步的解释），通过不同的训练形式让学生听懂，认读并能开口说话交际，有意识记一些“四会”英语词汇；第二单元主要是让学生在第一单元学习的基础上进行知识的巩固和语言运用能力的提高。引导学生进行知识滚动和积累，避免学生知识的巩固。让学生能较流利地正确使用所学语言进行口头交际。U2练习1的句型要让学生能听会说。U1和U2的重点句型要让学生充分进行听说操练，并可要求学生模仿书写，培养正确书写英语句子的能力和习惯。
3. 诗歌：歌谣或小诗共4首，歌曲共6首，要求学生能听懂，会吟唱即可。
4. 句型和语法：本册要求学生掌握的句型较多，要求学生能根据情景灵活替换；第五册的教学重点是强化学生初步的读写能力的形成，语法方面中要求学生知道英语动词有形式变化即可。书中出现了一般现在时、情态动词，can, should的用法、There be句型的用法，名词性物主代词及一般过去时等时态，这些时态的表达法在本册教材中又反复的出现，应该说学生对这三种时态并不会很陌生，在教学中对语法部分一般不作深谈，不能象传统教学那样的讲，而是要引导学生在听，说，读的过程中，体验和发现语法，然后归纳语法规律，在真实的语境中，在听说读写的综合训练中学会正确使用语法规则。但每位老师可根据自己学生的情况，有时可稍作点拨，帮助学生更好地理解运用句型，但要掌握一个度，切不可讲得太多造成学生因理解困难而失去学习信心。
四、主要措施
1. 课前做好备课工作，不但备教材，还认真备学生，做到有的放矢。主动学习新课程标准，结合自己实际情况和学生实际情况展开教学工作.
2. 让学生学得主动.在课堂中建立帮困小组发挥每个学生的积极性.共同提高数学成绩。
3. 定时进行家访，经常与家长取得联系，共同关注学生的学习情况。尤其像范家宾这样的学生，家长的配合至关重要，只要家长关心、关注他了，他的成绩就会跟上其他同学，而且学起来也有了信心。
4. 根据本班学生的年龄特点，鼓励学生大胆说英语，肯定他们的进步，树立学习自信心，培养学生朗读和书写的好习惯。
5. 深入钻研教材，认真设计好每一节课，及时反馈课堂中的不足，提高课堂教学效率。
6. 利用远程教育资源及多媒体的辅助手段，调动学生的学习积极性，教学英语歌及chant ,教学小故事，情境创设等，初步尝试课本剧的表演，培养学生浓厚的学习兴趣。
7. 自觉学习教育理论与专著，适时撰写教学反思、经验、案例，提高自身素质，为教学质量的提高打好基础。
8. 利用网络教研开阔自己的眼界，积极参加网络教研活动，参与评论，参与探讨。多向有经验的老师请教与学习，取他人之长，补自己之短。









Module 1
教学目标：
（一）知识目标
1. Words: above, ground, us, home, those, finis, wait, dropped, dear, send, email, met, ran, hurry up, ice cream
2. Sentences: John: Did you come back yesterday?
Amy: No, we came back last Sunday.
Lingling: Oh no! I dropped my ice cream!
（二）能力目标
能口头运用 Did you come back yesterday?这类语句询问过去发生的事情的具体信息，并能用Yes, I did./No, we came back last Sunday。这类语句回答。
（三）情感目标
1. 培养合作学习的的能力
2. 培养学生综合运用语言的能力
教学重难点
1. 学习目标语句： Did you come back yesterday?
Yes, I did. /No, we came back last Sunday.
2. 识别词汇above, ground, us, home, those ,finish, wait, dropped，dear, send, email, met, ran, hurry up, ice cream .
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1
Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
met
[met]
碰上，遇见
those
[ðəʊz]
那些
ice cream

冰激凌
us
[əs]
我们
wait
[weɪt]
等待
email
[ˈiːmeɪl]
电子邮件
ran
[ræn]
跑
love
[lʌv]
爱你的
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Did you come back yesterday?
Step 1 Warming up
1. Free talk.
2. Review the words.
Step 2 Presentation and practice
1. Find out the words in the text and underline them.
2. Look at the first picture then read the first paragraph. In each group, tell your partners what you have learned and what you don’t understand. Use the same methods study the next.
3. Listen to the tape. First listen, then close the books, try to grasp the main meaning. Then read it in each group, and try to help each other.
4. Ask 4 good students to read the text in role.
5. Read together.
Step 3 Homework
1. Read the text five times.
2. Remember the new words.



Lesson 3
Unit 2 We bought ice creams.
Step 1 Warming up
1. Greeting
2. Free talk
Step 2 Presentation
1. Lead-in
Let’s do some mimes. I’m going to do some things I did yesterday. Watch and then say what I did. Remember to use the past simple tense.
2. Show a postcard and say: what do you do with it? And then tell the Ss Lingling is in London with Sam and Amy. Lingling posted a postcard to Daming and told him what she did yesterday. Do you want to know what she did?
3. Text learning
1) Listen and answer: Who wrote the postcard? Whom did Lingling send the postcard to?
2) Listen again and repeat after the tape.
3) Read and answer the questions in pairs.
Step 3 Practice
1. Show the word cards and get the Ss to read them out. Help them find out the rules of the pronunciation.
2. Listen and say, then sing
1) Talk about the pictures.
2) Listen and repeat the sentences.
3) Listen and sing.
Step 4 Ending
1. Summary
2. Homework: 1) Copy the new words and the sentence patterns.
2) Listen and read the dialogue.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 1
Did you come back yesterday?
Yes, I did.
No, I didn`t.
教后反思：



Module 2
教学目标：
（一）知识目标
1. Words: list, er, need, first, can, lost, how much, cheese, any, use, over there, kilo, half, bottle
2. Sentences: How many bananas did you buy?
We didn’t buy any bananas. We bought twelve eggs.
（二）能力目标
学生能在真实语言情景中用英语描述物品的数量并列出购物单，同时介绍自己的饮食习惯。
（三）情感目标
培养学生将学到的英语知识运用到生活力，提高学生的交流能力和实践能力。通过活跃的课堂学习，激发学生的兴趣，树立学习英语的信心，同时培养学生良好的购物习惯。
教学重难点
1. 重点：how many 和how much 的运用
2. 难点：how many 和how much 的区别和用法.
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1
Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
can
[kæn]
可以
any
[ˈeni]
一些，一点
use
[juːz]
使用
half
[hɑːf]
一半
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 What did you buy?
Step 1 Warming up
1. Free talk.
2. Review the words.
Step 2 Presentation and practice
1. 引入新课出示课题.
出示一些文具问：What are they? Where can you buy them?
They are … . We can buy them in a shop.
2. 呈现目标渗透学法通过食物卡片引出新句型：
-We are going to have a picnic, and we need food for lunch.
-How many … did you buy?
-How much … did you buy?
-… .
3. 观察并发现how many 和how much 的区别和用法
how many + 可数名词复数
how much + 不可数名词
4. Play the video. Ss listen and find the new words. Then say the process of buying things.
5. Play again, Ss repeat every sentences. Mime the tune and pronunciation.
6. Role play the text.
7. Read together.
Step 3 Ending
1. Summary.
2. Homework: 1) Remember the new words.
2) Read the text five times.



Lesson 3
Unit 2 How much cheese did you buy?
Step 1 Warming up
1. Greetings.
2. Activity1: Say a chant: Apple, apple, I like apple.
How many apples did you buy?
Six, please.
3. Activity2: “快速反应”比赛
利用物品卡片快速在学生眼前晃动，然后问：How many…? 学生凭印象回答。
Step 2 Presentation
1. Review
Activity: Guess
出示某种食物的部分图片，让学生猜猜这种食物是什么。
2. Listen to the tape
学生听课文录音。
3. Listen and say
听录音，说说小朋友们要购买什么。
4. Listen and repeat（twice）
听录音，跟读课文。
Step 3: Practice
1. Look and say
学生看图片，回答问题： How much…?
2. 编句子
学生运用 How much___ do you want? 在横线上填写正确的不可数单词。
3. 进行对话练习,学生可以灵活采用不同的单词。在练习中帮助学生正确掌握 box, bottle 的用法。
A: Do you like…?
B: Yes, I do.
A: How much…did you buy?
B: ….
Step 4 Consolidation
1. Activity: Look and ask, then answer
出示含有不可数和可数的物品，让学生采用正确的句型进行提问。小组之间进行比赛，看看哪个组出错率最低。
2. Activity: shopping
模拟商店的情景，一个学生当售货员，一个学生当顾客，模仿: A: How much milk did you buy? B: Five bottles, please.进行购物对话表演。分小组进行比赛。
Step 5 Ending
1.让学生谈论本节课的学习重点及自己碰到的难点。
2．总结本节课同学们的表现。
3. Homework：1) 听课文录音，朗读课文。
2) 与家人玩“丢骰子”的游戏。碰到可数物品要用How many…?碰到不可数要用How much…?



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module2
What did you buy?
How many /how much did you buy?
教后反思






















































Module 3
教学目标：
（一）知识目标
1. Words: the British Museum, the London Eye, wheel, wonderful, understand, postcard, hour, mountain.
2. Sentences: What did you do at the weekend?
We visited lots of places.
Where did you go?
We went to the British Museum.
（二）能力目标
学会运用一般过去时表达过去发生的事情，尤其要掌握部分不规则动词的过去式
（三）情感目标
通过学习培养学生听、说、读、写和灵活运用语言的能力，培养学生的竞争和参与合作的意识。
教学重难点
1. 掌握单词和词组：the British Museum , the London Eye ,wheel, wonderful ,
understand, postcard.
visit lots of places ,the British Museum, Big Ben ,the London Eye, bus ride
2.学习并掌握句型“What did you do at the weekend?”和“Where did you go”的问答表达。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1
Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
place
[pleɪs]
地方
how
[haʊ]
如何，怎样
took
[tʊk]
搭乘
river
[ˈrɪvə(r)]
河，奖
hour
[ˈaʊə(r)]
小时
minute
[ˈmɪnɪt]
分钟
of
[ɒv]
关于……
for
[fɔː]
达，计
with
[wɪð]
拥有，具有
plant
[plɑːnt]
植物
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Where did you go?
Step 1 Warming up
1. Sing a song: How many do you want?
2. Recite the text of Module2.
Step2 Presentation
1. 利用情境法教授单词和词组：利用明信片讲授the British Museum, the London Eye,学习单词“明信片”postcard.
2. 指着明信片上的轮子说，学习“轮子，轮状物 wheel.
3. 指着伦敦眼说，It’s a big wheel. It’s wonderful.
4. 在学习understand 时，利用单词卡片学习，首先指着生词问Can you read this word ? Some students can say: Sorry ,I don’t know. Yes, you don’t understand. Let me help you.在学完元音，领读几遍之后，再问：Do you understand? 这时学生会说：Yes , I understand.这时，真正弄明白了这个单词的意思。
5. 拿着闹钟，学习hour.
6. 出示单词卡片学习mountain.
Step 3 Practice
1. Follow me.
2. Read together.
3. Read one by one.
4. Read two by two.
5. I speak Chinese, you speak English. I speak English, you speak Chinese.
6. Spell the word.
Step 4 Ending
1. Summary.
2. Homework: 1) Read the words 10 times.
2) Write the words 3 times.



Lesson 3 Unit 2
Daming took a photo of his father.
Step 1 Warming up
1. Greeting.
2. Sing a song 《Where did you go?》
3. Chant: go went went to the park
run, ran, ran to the bus
come, came, came back home
send, sent, sent a postcard
take, took, took a photo
read, read, read a book
meet, met, met a friend
4. Revision:
What did you do at the weekend? We/I …
Where did you go？We/I went to…
使用下面部分短语和地点引导学生展开问答练习
play basketball watch TV ask pictures listen to music
Do my homework go to the park read books play football
the British Museum Big Ben the London Eye
Wulian Mountain Wulian Square Wanpingkou Bathing Beach等等
Step 2 presentation
1. 总结一下revision部分的练习，为导入文本做铺垫
T: I played basketball at the weekend.
A listened to music at the weekend.(教师点某位同学名字做补充)
B went to…
You had a good time!
Children, at the weekend, Daming and his father also had a good time.
Where did they go？And what did they do? Let’s go and see.
2. Text learning
1) 指导学生看课文图片，教师播放第一遍录音，总体感知课文
T:Look at the picture. What can you see?
S1:I can see ….
2) T:Look,this is …引导学生说出the Great Wall . (出示长城课件)
It’s in Beijing. It’s very long and very old. It’s wonderful.
3. 指图片远处的山脉，教学单词“mountain”，教师分别出示图片向学生介绍泰山、华山等内容。
Mount Huang (in Anhui Province)
Mount Tai
Huashan Mountain
Songshan Mountain
Heng Mountain
在我国一般指北岳恒山（位于山西）、西岳华山（位于陕西）、中岳嵩山（位于河南）、东岳泰山（位于山东）和南岳衡山（位于湖南）。
4. 教师随着学生的回答板书句子：They went to the Great Wall.
课件呈现问题What did they do?
5. 听第二遍录音,边听边划出相关语句
They walked for one hour. （教师板书）
They took photos of the mountains. took—take
教师通过相机手机或手势等做出拍照，让学生明白“took photos”就是“took pictures”(拍照)的意思。
小组合作，共同核查。
6. 听第三遍录音，继续回答问题，锻炼学生提取信息的能力。
Q1: When did they go?
Q2: How did they go?
Q3: What did Daming do?
先个人找答案，然后请学生在组内解答，后师生一起纠正答案。
7. 学习课文。
1）学生已经预习的基础之上，直接在课堂上点名起立说自己的疑惑。
教师进行解答。（如果学生没有疑问，教师有疑问，让学生解释）
For example：
a. They went by bus to Badaling.
为什么不能说是They went to Badaling by bus？
b. Why did they need to walk for one hour?
教学单词“hour”,出示同音词“our”。
c. There were lots of people.
Were？为什么不是was？/are?/is?呢
2）Find out the past tense of the verb.
除了教师讲解内容涉及到的过去式，还有其他隐藏在文本中的过去式单词吗？要求学生画出文中动词过去式，教师根据学生找的情况全班一起手在空中划写板书过去式。教师板书
(go-----went are—were walk—walked take—took)
8. Listen and repeat.
Read the text together/in roles…
Step 3 Practice
1. Look and match:
2. Make a survey：询问你的朋友暑假或国庆节的旅游经历，并完成表格。
3. Look and write:
You are in London; Write a postcard to a friend.
Look at the pictures and say what you did at the weekend.
4. 学唱歌曲。
1) T: What’s this?(出示伦敦眼的图片).Yes, It’s the London Eye.教师用手画圈并说：The London Eye goes round and round.用手高指着天空说：high up in the sky.
2) 教读歌词，理解歌词大意。
3）播放歌曲，学生跟唱。
4）模仿唱，表演唱。
Step 4 Ending
1. Summary.
2. Homework.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.




板书设计:
Module 3
We visited lots of places
Go went Where did you go（I went to …
Visit visited What did you do at the weekend?
I visited/did …
教后反思：



























































Module 4
教学目标：
（一）知识目标
1. Words: pair, shorts, argue, matter, What’s the matter? took, wear, That’s OK. sports, hey
2. Sentences: Amy: Sam took my T-shirt. He wants to wear it.
Sam: But it isn’t your T-shirt. Mum bought it for me.
Sam: Did you wash Lingling’s T-shirt?
Ms Smart: No, I didn’t. Lingling’s T-shirt is clean. She didn’t wear it.
（二）能力目标
能口头运用 Did you come back yesterday?这类语句询问过去发生的事情的具体信息，并能用Yes, I did./No, we came back last Sunday。这类语句回答。
（三）情感目标
激发学生学习英语的兴趣，让学生懂得遇事冷静思考，不要盲目争论。
教学重难点
1. 学会运用句型：It’s mine/ yours/ his/ hers.和Whose… is this?
2.能区别名词性物主代词mine, yours, his, hers 和形容词性物主代词my, your, his, her用法。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1
Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
shorts
[ʃɔːts]
短裤
took
[tʊk]
拿走
wear
[weə(r)]
穿
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Mum bought a new T-shirt for me.
Step 1 Warming up
1. Greeting with the students.
2. Sing a song.
Step 2 Presentation
1. Leading-in
2. Group work:
Let’s say: It’s mine / yours / his / hers.
3. Text learning
1) Show the video of two mice. They are arguing about the bread.
2) Read the text themselves and circle the correct answers.
a. Did Ms Smart wash Lingling’s T-shirt?
Yes No
b. Is Lingling’s T-shirt clean (干净的)?
Yes No
c. Did Lingling wear (穿) her T-shirt?
Yes No
4. Guess “ Whose T-shirt is it？”(according to the three questions above.)
5. Maybe it’s Lingling’s . Then answer the question:
----Where are Sam’s and Amy’s T-shirts？
6. Listen and find “mine, yours, his, her” and underline the sentences with these words.
7. Follow the CD, then read in groups and show their reading.
Step 3 Practices and Production
Step 4 Ending
1. Summary: Draw a conclusion of this class.
2. Homework: 1) Read the dialogue and try to recite part 1
2) Write and remember the words “mine, yours, hers, his”.
3) To make a short dialogue with “mine, yours, hers, his”。



Lesson 3
Unit 2 What’s the matter with Daming?
Step 1 Warming up
1. Greetings.
2. Sing an English song: Where did you go?
3. Revision
mine yours hers his sweater T-shirt cap bag whose
Step 2 Presentation
1. Lead-in
师Is it your bag…? Whose bag is this?
教学新词： whose
师：It’s ×××’s.（引导学生说出物品所属）
a.教师拿出以收集的物品之一 ——pen问：Whose pen is this?
师：It’s ×××’s。（Pen的主人）
b.教师拿出自己的钢笔问：Whose pen is this?
学生们回答：It’s Ms He’s pen.
2. 课文知识呈现
a.以Whose things are they?引出了幻灯片先呈现新知识。
(请学生逐一幻灯片找出物品所属，教学新知识。)
b.课文教学
播放光盘教学课文，学生跟读课文并模仿读音。
（请小老师来带读对话）
c. Game: Lost and Found
Who is the owner?
d.语音大比拼
请学生听音，并找出相同的发音，归纳。
Step 3 Practice
1. 出示巩固练习让学生完成
选词填空
his whose hers mine yours
1) A: ________ bag is this?
B: It’s Lingling’s.
2) Amy likes red sweater. This sweater is _________.
3) A: Is this my T-shirt?
B: No, that is __________.
4) This cap isn’t Sam’s. The yellow one is _________.
5) It isn’t my book. _________ is on the desk.
2. Chant
Cake, cake, this is my cake. It’s mine. It’s mine. This cake is mine.
Bike, bike, this is her bike. It’s hers. It’s hers. This bike is hers.
Plane, plane, this is his plane. It’s his. It’s his. This plane is his.
Kite, this is your kite. It’s yours. It’s yours. This kite is yours.
Step 4 Ending
1. Summary
2. Homework: 1) 听本节课的课文录音。
2) 跟同学描述一下自己的物品和他人的物品。

Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 4
Sam took my T-shirt. He wants to wear it.
But it isn’t your T-shirt. Mum bought it for me.
Did you wash Lingling’s T-shirt?
No, I didn’t. Lingling’s T-shirt is clean. She didn’t wear it.
教后反思：













































Module 5
教学目标：
（一）知识目标
1. Words: crayon, begin, floor, happily, many
2. Sentences: There are only nineteen crayons.
But there are twenty children in the class.
There are twenty-one crayons.
（二）能力目标
1. 能在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足，提高语言运用能力。
2. 能运用旧知识解决新问题，提高知识的的迁移能力及自主学习能力。
（三）情感目标
1. 能积极参与活动，在活动中善于运用知识与他人合作与交流，获得英语学习的兴趣及成功体验。
2. 能够运用所学表达对他人的关爱。
教学重难点
1. 在情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。
2. 在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1 Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
crayon
[ˈkreɪən]
蜡笔
begin
[bɪˈɡɪn]
开始
floor
[flɔː(r)]
地面
happily
[ˈhæpɪli]
幸福地
many
[ˈmeni]
许多
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 There are only nineteen crayons.
Step 1 Warming up
1. Greeting with the students.
2. Sing a song.
Step 2 Presentations.
1. Presenting the new words:
T: I bought the pencils yesterday. Now, I have some pencils. I want to give out the pencils. (教师做分发的动作.) Now, who wants to get a pencil? Come here, please! OK, you four come here, please. (让四个学生到讲台上来，教师给他们分发铅笔，让下面的学生直观地看到分发的动作.)
T: OK, look! I will give out the pencils to everyone. (用手势示意是要发给台上的每个学生.) Now the whole class，say to me: Please give out the pencils.
Ss: Please give out the pencils.
T: OK! This is for you. This is yours. (给两个学生后转向全班) Please say to me:
Please give out the pencils. Please give them out
Ss: Please give out the pencils. Please give them out.
T: Well, I don’t want to give out the pencils myself. Who can help me and give them out? （让１学生上台给最后两位学生发铅笔）This one is yours. Here you are. Say thank you.
S1-S4: Thank you!/ Thank you very much.
T: You are welcome. (对全班) Has everyone got a pencil? Yes, everyone has got a pen (指四位学生手中的笔). Can you tell me the meaning of “give out”? And what’s the meaning of “ please give them out?” . How about “give the pencils to everyone?” Good. Look here.(出示give out、everyone、them 的单词卡片教学生认读。)
2． Presenting the new sentences
T: Good job. Now, I still have some pencils. If you want the pencils, please stand up quickly and say as many new words as you can. If you can say all the new words, you will get a new pencil. 请马上站起来背出刚刚学的单词.One, two, go！(对能背诵单词的学生说) You did a good job. Now who can help me and give out the pencils to them. (对全班). Any volunteers? （把铅笔交给上台帮忙的学生）Please give out the pencils to the winners. And the whole class ask her:××,please give out the pencils .
Ss: ××, please give out the pencils.
T: Just a minute. How many students? How many pencils? Are there enough pencils for everyone? Good, there are enough pencils for everyone. (如果较多学生能在这个环节背出生词，则直接呈现) Sorry, there are not enough pencils for everyone. We do not have enough pencils for everyone. (板书句子，教学生认读和理解句子)
T: Now, let’s have another game. If you want the pencils, please stand up quickly and say the sentence: “There are not enough pencils for everyone.” One, two, begin.
(拿出多于学生站起来的人数的铅笔) This time, are there enough pencils for everyone? Yes, there are enough pencils for everyone. (板书句子并教读)
3．Presenting the new text
1) Listen to the tape.
2) Listen to the tape and answer the question.
a. Are there enough pencils?
b. How many children are there in the classroom?
c. Who has got two pencils?
3）阅读理解活动
T: Have you got the answer? (阅读理解问答)
4）课文朗读
跟录音朗读课文，分角色朗读课文
Step 4 Practice
1. Bombing game--- Practice the new words. T: Now, boys and girls, let’s play a bombing game (爆炸游戏) . Let’s say together until I clap my hands. When I clap my hands, you must sit down. Clear? If you do not sit down or if you are slower than others, you must repeat what I say three times. Clear? （全班起立，教师和学生同时说, 教师做随时都要拍手的动作，让学生在全神贯注的游戏中模仿说：　bought, I bought some pencils yesterday, give out, give out the pencils; everyone, give the pencils to everyone; give them out 等内容）
Step 5 Extension
看图抢答，让学生用There are enough…. 和 There are not enough… 来描述所看到的情景。
情景1：（与课后练习同）
情景2：（一棵树上有十个苹果）
Step 6 Ending
1. Summary.
2. Homework: 画出一些场景，用There are enough 和 There are not enough 句子来描写各种物品是否充足。



Lesson 3
Unit 2 There are forty.
Step 1 Warming up
1. Greeting.
2. Revision(复习句型There are\aren’t enough.)
Step 2 Presentation
1. T: Today we will learn Module 5 Unit 2 There are too many books on the desk.
2. 呈现课文,看图带着问题初步感知课文。
T: Please open your book and turn to page20. Look at the picture. What can you see? (学生回答) How many books are there on the desk? How many apples in the bag? Please listen to the tape and answer the questions.
3. 跟读课文
T: Now, please listen and repeat. （相机教授put … on \put … in）
T: Do you know “put … on”? (板书) I put my book on the desk. 把什么放在上面。Ok, boys and girls put your hands on the desk.
T: Do you know “put … in”? 把什么放在里面。Put your hands in the desk. And put your hands on the desk. Well done!
Step 3 Practice
1. 练习page20的Acticity2.
T: Please look at picture1\2\3\4.
T: Look at the picture. What can you see?
Ss: …
T: Yes, there is a bus. On the bus, there are too many people on the bus. Can you say? Say together.
(继续出示图片)
2. T: Look at the picture. What does the girl do? Picture1.(看图的同时,教生字)
T: Please read the poem together.
3. 听录音跟读。
T: Listen and repeat.
4. 小组练习然后展示。
T: Now, practice with your partner, and then show to us.
Step 5 Extension
1. Play a game.—— Lucky number (幸运数字) T: 利用句型There are too many … There aren’t enough…所抽中的数字相应的图片的内容.I need one student to say begin and stop.
2. 生活中有什么不合理和需要改进的地方吗？请把你所观察到的现象写下来 。（不会写的单词可以用图画代替）
Step 6 Ending
1. Summary.
2. Homework




Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module5
There are only nineteen crayons.
But there are twenty children in the class.
There are twenty-one crayons.
教后反思








Module 6
教学目标：
（一）知识目标
1. Words: well, team, control the ball, badly, really, catch the ball, fantastic, goalkeeper
2. Sentences: Can you run fast?
No, I can’t.
Can you pass the ball well?
Yes, I can.
（二）能力目标
通过本课时的学习，能听懂课文录音，把握对话大意；能熟练朗读课文，用书中的语言或自己的语言准确回答相关问题；能运用所学语言在真实情景中进行问答对
（三）情感目标
通过对运动能力的讨论，增强同学们热爱运动的积极性。
教学重难点
1．新词汇，如control the ball, catch the ball, fantastic, goalkeeper, badly, really
2．熟练阅读课文，理解回答问题。
3．在自主创设的生活场景中运用所学知识。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1 Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
well
[wel]
好，熟练地
think
[θɪŋk]
想，认为
fan
[fæn]
狂热仰慕者
swam
[swæm]
游泳
slow
[sləʊ]
慢的
healthy
[ˈhelθi]
健康的
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 You can play football well.
Step1 Warming up
1. Greeting.
2. Free talk.
3. Revision
复习句型Can you …? Yes, I can./ No, I can’t.
T: First, let’s do some actions. Stand up and follow me, please.老师带领同学们做几组动作，并询问： Can you do this? Ss: Yes, I can./ No, I can’t.
Step 2 Presentation
1. Lead-in
1) 师生对话，引入足球队的话题。
2) 让学生讨论要进入足球队需要具备哪些能力
3) 学生汇报讨论结果，教师板书今天将学到的能力。
4) 教学这几个短语：catch the ball ,jump high, control the ball, run fast.
2. Text learning
1) Ask about Lingling: Does lingling want to be in the football team? 学生读第一段，找出答案。
2) 继续询问学生：Can Lingling run fast?
Can Lingling control the ball?
学生带着问题再读第一段，并同桌讨论，回答问题。
3) 询问学生：Can lingling jump high?
Can Lingling catch the ball?
学生默读第二段回答问题。
4) 提出问题：Can Lingling play football well? What can she be?
学生朗读第三段回答问题。
5) 听录音，划出其它不认识的单词。
释疑，教学学生不认识的单词。
6、再听录音，学生跟读，注意发音。
7) Role play.
Step 3 Practice
1. Ask if the students can do these things.
Can you …..?
当学生回答“Yes, I can”时，其它学生用“You can ……”表达。
2. Game. Draw and guess.
边画边猜教师能做什么用“Can you……?”来询问，当答案是“Yes, I can”
时，学生再用“You can …..”表达。
3. Pair works
Ask about what your partner can do using “Can you …..?”
Ask some pairs to say their conversations .
Step 4 Ending
1. Summary.
2. Homework; Write a letter to your partner
×××,
You can __________and ____________well.
You are really fantastic!
From,
×××



Lesson 3
Unit 2 He ran very fast.
Step 1 Warming
1. Greeting.
2. Warming-up: T: Class, I will give you some verbs, and you have to do the actions, are you clear? Ok, begin.
eg:
run, jump, ride, swim, read, cook, draw, eat, write
draw a picture, wash clothes, play football, make a cake
run fast, read fast, make tea, write a letter, play the piano
draw a dragon, ride a bike, cook noodles, repair a chair, fly a kite
学生从fast, high, well, badly中选择喜欢的造一个句子。
Step 2 Presentation and drill
1. Review
T: Class, let’s revise the key sentences we have learnt last time.
(eg: T: Can you run fast? Ss: Yes, I can. No, I can’t. T: Good.)
2. Present
1) Listen to the music, and find out the sentence: I can do it.
2) Show two pictures to Ss and ask Ss some questions.
T: Can you sing？
Ss: Yes, I can.
T: Can you play basketball?
Ss: Yes, I can.
3) Lead in: I Can…, I can’t…句型
Show some pictures to Ss, and point out the key words, phrases and key sentences.
课件逐一展示各张图片---即本课的单词和词组：dance, swim, cook, run,
jump, play football, speak Chinese, speak English, play computer games, ride a bike, drive a car, do my homework.
在句型“I can…”后逐一加上单词和词组以及频度副词（图片）：
I can dance well. I can’t dance well. I can swim well. I can’t swim at all. I can cook badly. I can’t cook at all. I can play football badly. I can’t play football at all. I can play computer games well.
I can’t play computer games at all. I can ride a bike well.
I can’t ride a bike at all. I can drive a car well.
I can’t drive a car at all. I can do my homework well.
I can’t do my homework at all.
3. Drill
1) 操练：
教师逐一教学单词。采用模仿声音高低变化等形式，进行全班、小组、个别等形式的单词操练。
2) 游戏：
游戏1：说和做动作： 首先教师说词语，学生做动作，然后教师做动作，学生说词语，最后个别学生做动作，全班说词语，不断进行角色交换。
游戏2：认和读：拿出准备好的生词卡片，规则：请个别学生上到讲台，这名学生背对着教师，教师手持着单词卡片，全班同学说出这个表示动作的词语，这名学生立即做出动作，做对了即可获得奖励。
4. Text learning
1) 课文导入:SB Unit 2 活动1
把本活动中的图都贴在黑板上，标出序号。表述自己能做和不能做的事并同时做动作。
示例：
I can do 1. I can’t do 2 at all. I can do 6 very well. What about you?
请几个学生回答后，学生两人一组，在两分钟内一边说一边做动作。
2) 课文学习---听力练习（1遍）
T: First, listen to the tape carefully, and repeat after the pause.
3) 课文学习---理解课文大意
T：Then, let’s read the dialogues after the tape, and understand the dialogues carefully.
4) 课文学习---认读课文、情感朗读示范、角色朗读（共3遍）
T:, Finally, let’s read them in roles
Step 3 Practice and extension
1. Present
Point out the sentence structures:
Can you…?
Can you +v原形.
Yes, I can. No, I can’t.
2. Drill
1) Practise the key sentence structures with the pictures.
(课件展示的一些动画图片，利用这些图片操练新的句型，目的在于引导学生运用新句型来提问他人能不能做的事)
a. Make a model (教师首先和一名学生做示范)
eg: T: Can you jump high?
Ss: Yes, I can.
No, I can’t.
b. Work in pairs（学生与学生之间操练）
eg:S1: Can you speak Chinese well?
S2: Yes, I can.
No, I can’t.
S3: Can you speak English well?
S4: Yes, I can.
No, I can’t.
Show and Check the answers.
2) Practise the key sentence structures with the table.
a. Make a model
eg: A: Can you dance?
B: Yes, I can.
No, I can’t.
b. Work in groups（小组之间操练）
eg:G1: Can you swim?
G2: Yes, I can.
No, I can't.
Show and Check the answers.
3. Dialogues
T: Class, now, use the key sentence structures to make up the dialogues with your partners.
Ss’ answer:
A: Hello, Lingling.
B: Hello, Daming.
A: Can you ride a bike Lingling?
B: Yes, I can. Can you drive a car, Daming?
A: No, I can’t.
B: Thank you, bye!
A: Bye!
Show and check the answers.
4. Extension
1) 四人小组互相提问，展示和回答，找出同学们的特长，完成 Class Party 的节目单.如：Can you sing/ dance/ say a chant / act out a play / do the activities/ ……well?
2) 向全班展示你们小组的节目单
Step 4 Exercise
Filling blanks:
1. I can _____(read) newspaper.
2. Can you______ (sing) an English song?
3. I can ______(play) the piano(钢琴).
Check the answers.
Step 5 Ending
1. Summary: 教师做动作，学生表达句子I can … ,I can’t… ,can you…来回忆这节课教学重难点。让学生思考： What can you do for our country.作为一名公民，自己能为国家做些什么事。
2. Homework: 1) Copy the new words.
2) Make up the dialogues with the friends.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 6
Can you run fast?
No, I can’t.
Can you pass the ball well?
Yes, I can.
教后反思
















Module 7
教学目标：
（一）知识目标
1. Words: a lot, useful, show, presenter, blind, deaf, hear, her, fire, firefighter, hot dog, sausage, kind
2. Sentences: This man is blind.
Sam: Can we have a dog, Mum?
Ms Smart: No, we can’t. I’m sorry.
（二）能力目标
1. 能听懂、会说并认读下列句子He/She/Theycan(can’t….)
2.能听懂并口头运用“can, can’t+动词原形”结构表达能力和不能。
（三）情感目标
1. 培养学生学以致用，在日常生活中锻炼口语交际能力。
2. 教育学生关心他人，主动帮助有困难的人的积极情感。
教学重难点
1. 单词: a lot, useful, show, presenter, blind, deaf, hear, her, fire, firefighter, hot dog, sausage, kind
2. 运用 “can, can’t+动词原形”句型描述能力。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1 Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
hear
[hɪə(r)]
听到
her
[hə(r)]
她
kind
[kaɪnd]
友好的
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 He can’t see.
Step 1 Warming up
1. Greetings.
2. I can say, I can act（我会说，我会演）.
I can walk, walk, walk.
He can run, run, run.
We can see, see, see.
They can hear, hear, hear.
说和演的语速和动作由慢到快。
Step 2 Presentation
1. Leading-in.
1) 师生对话：Now, I have some questions for you.“Can you ….? （play football, play basketball, swim…）No, I can’t”
2) 教师拿出身边的钢笔和铅笔，说“Pens are very useful. Pencils are useful too.” 问学生“Do you like dogs?（课件展示狗的图片） Today we are going to talk about some useful animals.”
3) 学生边看课件边听课文录音, 思考： 教师同时板书单元题目：He can’t see.。学生思考：这段对话讲了什么故事？
Listen and repeat（跟读课文）.
多媒体图片显示，引领学生加深对课文中重点句子的理解
Step 3. Practice
1. Listen and choose , true or false(听录音，判读正误).
播放录音，学生听后判读正误。
Chant. 学生用相似的语句把课文中的重点句子反复操练，朗朗上口，提高了学习兴趣
2. Consolidation巩固
课件再次显示课文中的原句，填空。
Step 4 Ending
1. Summary: 教师引导学生小结今天所学句型“can’t +动词原形…” 汇报本节课学习的主要内容及其具体运用。
2. Homework: 1) listen and repeat模仿课文录音，能流利朗读课文。
2) 搜集人与动物互助的资料.



Lesson 3
Unit 2 This little girl can’t walk.
Step 1 Warming up:
1. Greetings.
2. Review: programme, useful, blind, deaf, hear, firemen, mum, sausage
3. Do the actions: walk, swim, rum, watch TV, do the high jump, do the long jump.
Step 2 Presentations:
1. T: Can you run fast/ jump high/ jump far?
(板书: I can’t run fast/ jump high/ jump far._
2. (出示三张图片)
T：Look, the man is blind, he can’t see. Who can help him?
Ss: The dogs can help him. The dogs are useful.… (回顾Unit1重点内容)
3. T: Open your book, and look at the picture. What can you see in the picture? Can the girl walk?
Ss: No, she can’t.
T: Who can help her?
Ss: Her father helps her.
(以同样的方法教学其他的三幅图。)
4. Listen and think the following questions.
Q1: Can she walk?
Q2: Can he sit down?
Q3: Can it eat?
Q4: Can he swim?
5. Listen and repeat.
6. Act it out in groups.
7. 学习字母k, g, f, v的发音规则。
Step 3 Practices
Make a survey about “can” or “can’t” in groups.
Step 4 Ending
1. Summary:
2. Homework



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework: 1) Listen and read the text three times.
2) Make a survey about “can” or “can’t” in family.

板书设计
Module 7
This man is blind.
Sam: Can we have a dog, Mum?
Ms Smart: No, we can’t. I’m sorry.
教后反思

























































Module 8
教学目标：
（一）知识目标
1. Words: above ,ground ,us,, home ,those ,finish, ,wait, dropped，dear, send, email, met ,ran, hurry up, ice cream
2. Sentences: John: Did you come back yesterday? Amy: No, we came back last Sunday. Lingling: Oh no! I dropped my ice cream!
（二）能力目标
能熟练运用所学句型What time do you …?/ What time does…?来询问关于日常生活的话题，并能进行正确回答。并能利用所学句型描述学校生活.
（三）情感目标
1.培养学生开口说英语,认真听课的好习惯.
2. 培养学生热爱自己的学校.
教学重难点
1. 能熟练运用所学句型What time do you…?/ What time does…? 来询问关于日常生活的话题,并能进行正确回答。
2. 运用所学句型描述自己的学校生活。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1
Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
time
[taɪm]
时刻，时候
school
[skuːl]
上课时间
late
[leɪt]
迟到的
exercise
[ˈeksəsaɪz]
运动，锻炼
playground
[ˈpleɪɡraʊnd]
操场
before
[bɪˈfɔː(r)]
在……之前
tea
[tiː]
茶
always
[ˈɔːlweɪz]
总是，一直
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 What time does your school start?
Step 1 Warming up
1. Greeting with the students.
2．Sing a song . Revise the numbers.
3. Leading-in
Show the timetable of our school. Talk about the time.
Step 2 Presentation and practice
1. Show the timetable of our school. Talk about the time. Then learn the new sentences:
-What time do you get up?
-I get up at half past six.
2．Ss practice in pairs, and then show their dialogues.
3．Show the timetable again, learn the sentences.
-My school starts at …
Then Ss design their own school. Ask and answer in groups by using these sentences
-What time does your school start?
-My school starts at …
Then they show their work.
4．Listen and answer
Listen to the CD and answer .The first time, listen and answer this question
-What time does Amy’s school start?
The second time, listen and answer this question
-What time does Amy get up?
5．Listen to the first part and follow it .Then Ss practice reading in pairs .At last show their reading.
6．Show Dafeiyang School and its timetable, Ss make their own dialogue according to the model:
-Hello, Xiyangyang,
-What time do you get up?
-I get up at ...
-What time does your school start?
-My school starts at …
7．Ss read part2 in groups and choose the right answers.
1) Amy plays in the ____ before nine o’clock.
A park B playground
2) Amy likes____ in the playground.
A doing exercises B skipping
Check the answers with the Ss and learn the new words: playground skip exercise and before.
8．To check their pretension:
Please write down your answers:
Amy’s school starts at___________ . And she___________ at half past seven. Lingling will get up at _______________ too. Amy plays in the___________ before nine o’clock. She likes __________in the playground, too.
Step 4 Production
1．Play a game by using the chant in part3.(击鼓传花)
They should ask and answer by using the sentences and the pictures in part 3 of their book.
-What time do you…?
-I… at…
2．Make a survey in groups and say your results
Let’s make a survey: Ask your friends:
What time do you…?
Name Actions Time
Amy get(s) up 7:30
go( es ) to school
go( es ) home
watch( es ) TV
go( es ) to bed
Examples:
--Hello, Amy, what time do you get up?
--I get up at half past seven.
Say your result in this way:
Amy gets up at half past seven.
3．ME
Please remember:
Early to bed, early to up, makes you healthy wealthy and wise.
早睡早起身体好！
Step 5 Ending
1. Summary: Draw a conclusion of this class.
2. Homework: 1) Read the dialogue for three times.
2) Make your timetable and describe it.




Lesson 3
Unit 2 Yesterday I went to Sam and Amy’s school.
Step 1 Warming up
1. Greeting.
T: Good morning, class. How are you?
Ss: I’m fine, thank you. And how are you?
2. Free talk.
Step 2 Presentation and consolidation.
1. Activity 1: Listen and answer.（呈现）
T: Lingling wrote a letter. Listen. What time do they start school in England? What do they do in the playground?
2. Activity 2: Read after the tape and answer.
T: Read after the tape and answer. Who went to Sam and Amy’s school? Did they do exercises every morning? When did they go into the classroom? Why? （请生回答，然后全班重复。）
3. Activity 3: Read the letter and answer.
T: This time, please read and then answer questions. Can you find out the original forms of “skipped” and “rang”? And then, tell me how to write a letter?
T: Read the letter again.
Step 3: Extension
Task: Write a letter to Amy.
T: Amy has a lot of questions. She asks me :〝Can you tell me something about your school?〞Boys and girls, can you write a letter to Amy? Take out of your exercise books. For example.(出示信件，贴黑板)
4 Changgang Road
　　Nanning Guangxi
　　China
　　Dear Amy,
　　I’m Luoli .I’m a teacher. Every morning, I get up at 6:00 and do morning exercises at 6:30. I go to school at 7:00. I work hard at school. After school, I often help my mother do housework.
　　Love from,
　　Louli
Step 4 Phonetic alphabet
　　T：After writing, let’s do exercise. Turn to page 33. Listen and repeat. The letter “s”and the letter “c”pronounce / s /. More words. Can you say? For example, son, rice. The letter “s”and the letter “c”pronounce / s /. Any other words?
Step 5: Ending
1. Summaries.
2. Homework.　



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 8
-What time do you get up?
-I get up at…
-What time does your school start?
-My school starts at…
教后反思


Module 9
教学目标：
（一）知识目标
1. Words: feel, bored, sad, woof, miss, angry, ill, told, better, farm, tired, won, ruler, smell
2. Sentences: Are you feeling bored?
No.
Are you feeling sad?
Yes.
（二）能力目标
1. 通过情景创设及任务操练能够听、说、认读句型Are you feeling……
2.能够听说读写单词：happy, sad, bored, angry。并能听说认读单词： feel, miss, nothing, tell, surprise，secret
（三）情感目标
1.培养学生开口说英语,认真听课的好习惯.
2. 培养学生热爱自己的学校.
教学重难点
能熟练运用所学句型Are you feeling……来询问他人情感,并能进行正确回答。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1 Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
feel
[fiːl]
感觉，觉得
sad
[sæd]
伤心的
angry
[ˈæŋɡri]
生气的
ill
[ɪl]
有病的
told
[təʊld]
告诉
farm
[fɑːm]
农场
tired
[ˈtaɪəd]
累的
ruler
[ˈruːlə(r)]
直尺
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the desk mates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the desk mates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Are you feeling bored?
Step 1 Warming-up
1. Greetings: Good morning, boys and girls. Nice to meet you here. How are you today? I’m fine, too, thank you.
2. Do some actions: Before the class, I want you to do some warming-up with me, OK? OK, now, all of you please stand up and show me your fingers. And do with me: Up up one two. Down down one two. Up one down one up down one two.
Step 2 Presentation
1. Leading in
1). T: Good, all of you did it very well. Now let’s do it 3 times, more and more quickly, OK? When you finish, you do this, OK?
2). T: I feel happy for you. Fantastic, I feel happy for you. Do you know “happy”? Look here, can you tell me which one is “happy”?
课件表情
T: Yes, this is “happy”. Now, read after me. And let’s write it together.
练读happy，并板书
学习单词sad, angry, bored, 并板书
3). 拿表情卡练读单词，师出示表情卡，生说单词。
2. Chant:
T: Look at me. Happy happy 哈哈哈。Sad sad 呜呜呜。Angry angry 哼哼哼。Bored bored 唉~~
T: Can you do it? Now let’s do it together.
3. T: I feel happy for you. Are you feeling happy?
板书句子，练读句子。
T：Who can tell me the meaning?
T: Let’s make sentence, look at the picture and say the sentence.
4. 师拿表情卡
T: You, please. What’s this? Yes, it’s happy. Now you hold it. Are you feeling happy?
S1: Yes, I am.
板书Yes, I am.
T: You, please. What’s this? Good, it’s sad. You hold it. Are you feeling sad?
S2: Yes, I am.
T: Are you feeling happy?
S2: No, I’m not.
板书No, I’m not.
4. 练读句子。
T: Let’s read together. Are you feeling happy? Yes, I am. Are you feeling sad? No, I’m not. Are you feeling angry? Yes, I am. Are you feeling bored? No, I’m not.
5. Game:
T: Good job. I think you can say the sentence well. Let’s play a game. Look here, I have got some pictures. Each of you can get one. You, please give out the pictures.
T: Please look at your picture carefully. Now, I say “Are you feeling happy?” If you have a happy picture, stand up and say “Yes, I am.” Now let’s have a try. Are you feeling happy?
Ss: Yes, I am.
T: The others, are you feeling happy?
Ss: No, I’m not.
5. Work in groups：
T: Now, three minutes to work in groups, ask each other like “Are you feeling …?” and answer “Yes, I am.” or “No, I’m not.”
6. 出示小狗图片
T: Look at the dog, is he feeling happy?
Ss: No, he isn’t.
T: Is he feeling sad?
Ss: Yes, he is.
T: Now look at this one. Who can ask as I did?
7. Practice:
出示课件
T: Let’s do some practice. Look at this picture and find “YES or NO”, discuss in groups, and then show us here.
Step 3 Text learning
1. T: Looking at the picture, this is Lingling, is she feeling happy? What’s the matter with Lingling? Let’s listen and watch.
出示玲玲图片，然后看视频。
2. T：Here are some questions for you. Let’s watch again and try to find the answers.
生带问题看视频。
Then answer the questions: Is Lingling feeling bored?
Is Lingling feeling angry?
Is Lingling feeling sad?
What’s the matter with Lingling?
3. T: Now, read the dialogue after the tape sentence by sentence.
4. T: Who can read? You, please. Others read after him.
5. T: This time, this part read Amy, this part read Lingling and this part read Ms Smart.
6. T: Perfect. You read it well. Now, I think we can make a dialogue with the sentences. Look and think, then discuss in groups.
T: Who wants to show? Please hands up.
Step 4 Ending
1. Summary:
T: Times up. So much for today. This class we learnt how to ask about other’s feeling. Let’s read the sentences one last time, OK? Ready? Go!
2. Homework:
Read the dialogue and ask about other’s feeling.



Lesson 3
Unit 2 I feel happy.
Step 1 Warming up
1. Greeting.
2. Sing a song
Step 2 Presentations and Practice
1. Lead in
Play a game “guess and do the action” review the words and sentences we learned last lesson.
2. Learn the new lesson and do drills
1) Ask the Ss “Today I feel tired . Do you know why ?” “Because I helped my grandfather on the farm all day.” Show Ss the CAI.. Learn the new words “tired, grandfather, smell” and sentence : “I feel tired.”
2) I helped my grandfather on the farm all day. So my grandfather made a lot of foods for me. Eg: noodles, pizza, chicken and hamburger. I can smell nice noodle soup.
Learn the new words : “smell” and sentences: “Do you feel hungry ? Yes , I do . No , I don’t .”　　
3) Acts
Practice in 4 groups. Make the conversations.　　
Listen and say the poem
Step 3 Practice
Step 4 Ending
1. Summary.
2. Homework: Write a short passage about your feelings today.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计：
Module 9
Are you feeling bored?
No, I’m not
Are you feeling sad?
Yes, I am.
教后反思：





Module 10
教学目标：
（一）知识目标
1. Words: kitchen, toilet, room, living room, hide-and-seek, now, last, hide, sofa, shout, grass, baby, dangerous
2. Sentences: Sam: Where did you find John?
Amy: I found John in the kitchen.
Sam: Where did you find Lingling?
Amy: I found Lingling in the toilet.
（二）能力目标
在日常生活中使学生能用where did you find…/He was in the kitchen这类句型谈论人或物品所处的位置。
（三）情感目标
通过学习，使学生养成良好的行为习惯，增强学习英语的信心，运用所学英语进行简单交际。
教学重难点
能清晰准确地发出本课所教单词的音。在日常生活中使学生能用在日常生活中使学生能用He was in the kitchen这类句型谈论人或物品所处的位置。
教学准备
多媒体课件. 图标. 单词卡等。
课时安排
四课时
教学过程
Lesson 1 Words
Step 1 Warming up
1. Say hello to the students.
2. Let the students talk in English.
Step 2 Learn the new words
kitchen
[ˈkɪtʃɪn]
厨房
toilet
[ˈtɔɪlət]
厕所
room
[ruːm]
房间
now
[naʊ]
好，哦
grass
[ɡrɑːs]
草地
baby
[ˈbeɪbi]
婴儿
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the desk mates each other.
Step 3 Spell the new words
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the desk mates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 He was in the kitchen.
Step 1 Warming up
1. Greeting.
2. Sing a song: I get up in the morning.
3. Free talk: Talk about your life.
What do you do at school?
What do you do in the park?
Step 2 Presentation
1. 导入：What do you do on the road?
谈谈你在马路上做些会么？
2. Task
师： “Do you run in the road? Do you play in the road? What should you do? What shouldn’t you do?
Step 3 While-task
1. 师：We can see safety Rules in many places.
Look at the cards and tell me what you should or shouldn’t do?根据安全标志和图片让学生用I should/ I shouldn’t描述生活中需注意安全的场景。
2. 视听结合，有声有色。
1) 师: Mrs. Smart and Tom are going to the park today. Please find out “should” and “shouldn’t”.
教师播放课文，并进行听法指导。
2) 教师分段听录音，找出含有“should”和“shouldn’t”的句子，解读课文难点：walk in the road, dangerous, cross the road， hold my hand, say hello to Pam, take the right child.
3) 教师再次播放录音，请学生跟读，教师给予适当的指导
3. Role play the dialogue.
Step 4 Practice
1. 学生说一说日常生活中需要注意安全的场景。
You should/ shouldn’t…
2. 学生在小组内讨论制作安全规则标识，分不同场景：in the school, in the road, in the park.
3. 学生以小组为单位，向全班汇报本组制作的标识。
Step 4 Ending
1. Summary.
2. Homework: 1) 听音跟读课文，背诵Part 2的句子。
2) 完成课堂活动用书练习3。
3) 运用所学句型跟好友谈谈如何养成良好的行为习惯。



Lesson 3
Unit 2 Don’t shout, please!
Step 1 Warming up
1. 游戏：“使你变得更美好”。让学生们走出课桌的“重重包围”，走到“朋友中来”，大家围坐在一起，谈谈“知心话”，互相帮助，共同进步。利用句型“You should/You shouldn't...”完成互帮互助的活动。如果对方提的建议是应该做的，他会用句型You should...其余持相同意见的同学可以说Yes, you should.如果对方提的是不应该做的，他会用句型You shouldn't ...其余持相同意见的同学可以说No, you shouldn't.注意：No在这里要译成“是的，你不应该。”
示例：
You should eat fruit. Yes, you should.
You shouldn't walk in the road. No, you shouldn't.
Step 2 Presentation and Lead--in.：
1. 老师为同学们准备了一项游戏，让学生在玩的过程中进一步了解如何表达（不）应该做的事。
2. 课文教学：
　　Oh, my dear friends. Do you like playing games? I believe you do. And today, we will play a special game with a spinner. Look, this is a spinner. I can spin it by hand. First spin it and then look at the number. Look at the picture, say a sentence, and add up your points according to the given number below the picture. If there is a “√”,then say“You should...”if there is an “×”,then say “You shouldn't...”Is it clear enough? OK, let's begin.师生共同做游戏或分组做游戏，教师做裁判，选出最后的胜利者。
示例：You should look before you cross the road/tidy up your room/play with your friends together/eat fruit/drink milk/sing loudly/read more books/do exercises/say “hello”to your teacher/ride your bicycle; You shouldn't make a mess/get up at 10/walk in the road /jump on the bed /put rubbish on the floor/cry/forget to take your camera/put books on the floor etc.
　3. 语音教学
First, listen to the tape .Know /m/ /n/ /N/ /l/ /w/ /j/ then listen and repeat .
Listen and underline the letters that make the sound .Then say the words again together .
Teacher names some girls or boys to read the sounds and the words again.
老师对这些读音有错学生及时纠正并给予合理性评价。
Step 3 Practice
1. 全班同学利用磁带或CD-ROM做AB Unit 2练习1和2.
2. 以小组形式完成AB Unit 2练习2。务必使每个学生都有一次发言的机会。
3. 小组自行设计规划，进行should与shouldn't说话比赛。
Step 4 Ending
1. Summary.
2. Homework课后作业: 1) 全班完成：SB Unit 2活动1和2及AB Unit 3练习1。
　　 2）个别完成：AB Unit 2练习 3和4。
　　 3) 能力拓展训练



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 10
Where did you find John?
I found John in the kitchen.
Where did you find Lingling?
I found Lingling in the toilet.
教后反思