外研版三起六上教案

这是一份小学英语本册综合教案及反思，共62页。教案主要包含了教材分析，学情分析，教学措施， 教学进度安排等内容，欢迎下载使用。

六年级上期教学计划
一、教材分析  
本册教材共同分为11个模块，内含一个期末分析模块，每个模块分两个单元。一般的，Unit1呈现要学习的语言内容，Unit2提供任务型练习，包括一首歌谣或小诗。歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性，三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。不常用单词不要求掌握。在本册，我们要跟着大明去美国访问，了解一些美国的情况，初步了解在美国生活的中国人的生活。我们将进一步学习以前学过的语句结构、技能等，并将学习根据图片独立地写出完整的语句。我们要进一步复习语音，学习语句和语篇中的语音表达。
二、学情分析 
本学期我继续任教六年级教学班，根据前一学年的素质水平检测结果来看，学生的英语成绩存在一定的两极分化，基础知识参差不齐，个别男学生养成了英语懒学厌学的坏习惯，对英语学习有一定抵触心理。大部分女学生基础较扎实，成绩较稳定，一定程度上保持了优秀率。但仍有少数学生在学习上有“拉后腿”现象，成绩起伏大，心理承受力较差。六年级是小学阶段最后冲刺总复习的一个学年，学生的心理生理也都将会发生一定变化。
三、教学措施
六年级学生心理趋于大人，教师课堂用语稍有不慎可能会造成学生的逆反心理，因此创造良好的学习气氛尤为重要；在课堂上尽量的使用英语，适当使用汉语；合理确定教学要求。不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。纠正控制性错误，不纠正非控制性错误。多表扬多鼓励。用点读笔、多媒体教学课件、挂图、卡片、贴纸等。结合“合作课堂”理念，提倡任务型教学，让学生学以致用。在教学中，根据教学内容为学生设计一些贴近学生学习和生活实际的任务，培养学生对语言的支配感；鼓励学生们将语言看作是工具，而不是最终的产品，让学生们将注意力集中到充满合作和竞争意识的活动中，通过思考、调查、讨论、交流等方式或者运用他们所能的语言（模仿、动作、关键词、图画等）来交际解决问题、完成任务并汇报结果，从而达到“用英语做事情”的目的。尽可能为学生学习语言创造情境。利用图片、模型、实物、简笔画等教具，利用自己的手势、动作、表情等体态，利用CAI课件、录音、录像等现代教学设备，使英语教学变得生动、形象，为英语教学提供各种教学语境和真实的交际场合。


四、 教学进度安排
每个模块大约需要4课时的时间。
Module 1 4课时
Module 2 4课时
Module 3 4课时
Module 4 4课时
Module 5 4课时
Module 6 4课时
Module 7 4课时
Module 8 4课时
Module 9 4课时
Module 10 4课时
Review Module 4课时



















Module 1
教学目标：
（一）知识目标
1. Words: more than, thousand, kilometre, something, million, map, right, country
2. Sentences: These postcards are great!
Yes, they are.
Tell me more about the Great Wall. How long is it?
It’s more than twenty thousand kilometers long.
（二）能力目标
1. 使学生掌握句型“These postcards are great./Yes, they are.”和“Tell me more about the Great Wall. How long is it?/It’s more than twenty thousand kilometres long.”的正确表达。
2. 使学生能灵活运用所学句型表达生活中的变化, 并能在创设的情景中有感情地分角色朗读课文。
（三）情感目标
1. 使学生在学习活动中意识到祖国的美丽和伟大。
2. 培养学生综合运用语言的能力。
教学重难点
Talking about some basic facts of a city, a place of interest or a country.
教学准备
word cards, ppt
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
more than

超过
thousand
[ˈθaʊznd]
一千
kilometre
[kɪˈlɒmɪtə(r)]
千米，公里
something
[ˈsʌmθɪŋ]
某事物，某种东西
million
[ˈmɪljən]
百万
map
[mæp]
地图
right
[raɪt]
正确的
country
[ˈkʌntri]
国家
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 It’s more than twenty thousand kilometres long.
Step 1 Warming up
1. Sing a song
2. Free talk: T ask about the places Ss go and things they did. Talk about something interesting.
Step 2 Presentation
1. T show some pictures, T：Do you know this place?
Ss：Yes．It’s…
T：Can you tell me something about it?
Ss：Yes, It's…
T： Can you tell me more about it?
Ss： ．．.
Then T conclude “These photos/pictures are great!”
2. T show a postcard of New York and review the word “postcard”
T ：“Do you know this place?”
Ss：“Yes，it’s New York．”
Try to make Ss say “It’s a picture of New York.”
T: Daming went to America This summer. There was a lot of interesting things. Daming and Simon are talking. Let’s watch
3. Text learning
Play the video, Ss watch and listen what is Daming and Simon talking about..After watching, have Ss say: Who are Simon? Where is Daming? What are they doing?
Ss look at their books while listening.
Then Ss read the text follow the tape.
Listen again and circle the information on the books, then try to answer the questions.
Step 3 Practice
1. Divide Ss into 2 groups and role play the text.
2. Notice the usage of “there is” and “there are”. T show some pictures to have Ss describing them with “there is” and “there are”.
3. Investigate one teacher or favorite star, to use the sentence “Tell me more about …
Step 4 Ending
1. Summary.
2. Homework: Listen to the MP3 and read the text.

Lesson 3
Unit 2 It’s in the west.
Step 1 Warming up
T show a map and introduce：“This is a map of China. I’m from Guizhou. It’s in the south of China”
Then ask：“Where are you from? Where is your pen friend from?’’
Step 2 Presentation
1．Leading in：
T show the picture of Sam and ask：“Who is he?” “Where is he from?
Ss:“Simon’s from New York, America.”
T：“Where is New York?”
Show the map of America：“This is a map of America. Can you find New York?”
Helping Ss find New York and say:"New York is a city in America. We can find it
on the map. Do you know how to describe in English? Now let’s find it out together.
2. Text learning
Review the words: east, west, south, north
Play a game, do as T say: Please turn to the north.
Please turn to the south.
Please turn to the east.
Please turn to the west.
T say Ss do, as quickly as possible, and more and more quickly.
Play the video, Ss listen and look at the map.
Teach the names of the three cities: New York, San Francisco, Houston.
Teach Ss how to say the location: “Where is New York? It’s in the east of America.” Then “What about San Francisco? It’s in the West of America.”
Step 3 Practice
1. Activiti 1：
Show a map, Ss remember quickly. Then take down the map and divide it into parts, Have Ss put them back together.
S: Canada is in the north of America.
T: Thank you .please put the puzzle in the map.
After finishing, ask and answer.
如：T: Where is Canada?
Ss: It is in the north of America.
2. Activity 3：
Ss work in group of two to talk about a city, and say the location of the city.
如：S1：Guizhou is in the south of China. It is in the east of Xingjiang.
S2: Xingjiang is in the west of China. It is in the west of Guiyang.
Step 4 Ending
1. Summary
2. Homework： Listen to the MP3 and read the text.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework



板书设计：
Module 1
How long is it?
It’s more than twenty thousand kilometres long.
It’s in the east of Chine.
教后反思：

























Module 2
教学目标：
（一）知识目标
1. Words: dancing, Chinatown, sometimes, shop, then, ah, strong
2. Sentences: Can you tell me more about Chinatown?
There are lots of Chinese shops and restaurants there.
There’s Chinese dancing.
Let’s go to Chinatown now!
（二）能力目标
1.掌握句型：There’s Chinese dancing.
These are lots of beautiful lakes in China.
2.掌握单词：dancing, Chinatown, sometimes, shop, then, strong
3.能用英语来描述一个地方。
（三）情感目标
1. 激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝 顺的教育。
2. 培养学生综合运用语言的能力.
教学重难点
能熟练运用there be句型来描述一个地方
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
dancing
[ˈdɑːnsɪŋ]
跳舞，舞蹈
Chinatown
[ˈtʃaɪnətaʊn]
唐人街，中国城
sometimes
[ˈsʌmtaɪmz]
有时
shop
[ʃɒp]
商店
then
[ðen]
既然是这样，那么
ah

啊
strong
[strɒŋ]
坚固的
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 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 There’s Chinese dancing
Step 1 Warming up
1） Sing the song.
2） Review the words.
Step 2 Presentation
1. T show a picture of Chinatown in New York and ask:”Do you know where it is? What can you see in this picture?”
Have Ss answer and ask someone try to introduce Chinatown.
T：“Daming is in his cousin’s home in American. He’s sending an email to his family. Does he miss his family? Let’s find it out together. After learning the text we can try to describe some places we went to. 2．Learn the new words and how to use them
3. Text learning
T put the picture on the blackboard, play the video and Ss listen to the dialogue between Daming and Simon.
T：“Where is Chinatown? What is it like?” Play again and try to find the answer：“There’s a Chinatown in New York. There’re lots of Chinese shops and restaurants there. There’s Chinese dancing.”
Play again and Ss follow.
Look at the picture of Activity 2 and try to describe it.
Then play the video, Ss listen and pay attention to “there is” and “there are”.
Step 3 Practice
1. Activity 2：
Observe the pictures and tell the differences using “there is” and “there are”.
Step 4 Ending
1. Summary
2. Homework: 1) Send an email to your friends to introduce a city.
2) Listen to the MP3 and read the text.


Lesson 3
Unit 2 Postcards from China.
Step 1. Warming up
1. Sing a song
2. Read the last-day homework
Step 2. Presentation
1. Leading in
Have Ss watch the picture and what’s the place in China.
Play the video and Ss put numbers on the pictures.
2. Have Ss try to describe the pictures.
3. Ss work in groups of two, tell each other your favorite picture.
4. Play the video again and Ss follow sentence by sentence. Catch the key points and try to describe again.
5. Play the video of Activity 3, Ss listen. Then play again and Ss try to follow, pay attention to the accentuation. Compare the Ss’s pronunciation to the tape’s, and find the differences. Then play again and listen and read.
Step 3 Practice
1. Activity 1:
Have Ss describe something in the classroom, the school, or something else, using the sentence “there is” or “there are”.
eg: There are some ducks on her dress.
2. Activity 2:
Ss work in group of four, describe the pictures they take.
如: There are some children are playing football in the playground.
3. Learn to sing the song：
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the tape.
2) Pick up a postcard and describe it, then send it to your friend.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 2
There’s Chinese dancing.
There are lots of beautiful lakes in China.
教后反思


















































Module 3
教学目标：
（一）知识目标
1. Words: collect, stamp, hobby, doll, bicycle
2. Sentences: What are those?
These are stamps from Canada. They have got famous people on them.
Have you got any stamps from China?
Yes, I have. This stamp is from China.
（二）能力目标
能用英语来讨论爱好
（三）情感目标
1. 使学生在学习活动中意识到我们身边社会都是在不断变化，不断进步。
2. 培养学生综合运用语言的能力.
教学重难点
激发学生的交流热情，使同学们相互关心，相互爱护
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
collect
[kəˈlekt]
收集
stamp
[stæmp]
邮票
hobby
[ˈhɒbi]
业余爱好
doll
[dɒl]
玩具娃娃
bicycle
[ˈbaɪsɪkl]
自行车
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 Collecting stamps is my hobby.
Step 1. Warming up
1. Sing a song
2. Read the last-day homework
3. Free talk: T: What’s your favoutite sport/games／food…?
Ss：My favourite sport／games／food… is…
T: Do you like…?
Ss：Yes I do／No, I don’t. I like…
Step 2. Presentation
1. Leading in
After the dialogue T take out a stamp album and ask：“What’s this?” Then answer: “It’s a stamp album.”
T：“I like stamps very much. I collected them. Look, this is a Chinese stamp. It’s very beautiful. Do you like these stamps? These stamps are from Canada. I like them very much. Collecting stamps is my hobby.”
Have Ss focus on the text, and say: “In the text, Daming and Simon is talking about hobbies. After learning we can try to introduce our hobbies to others.
2. Activity 1
Learn the new words, learn how to use them and make sentences.
3. Text learning
Play the video, have Ss listen carefully and answer the question: “What’s Simon’s hobby?”
Play again, Ss circle the new words and guess the meaning.
T teach the new words, and read them together, focus on the pronunciation. They can read together, read in groups, boys and girls read. T listen and make sure Ss make the right pronunciation.
Ss try to answer the question：“What’s Simon’s hobby?” They may say: “Simon’s hobby is collecting stamps.”
Play the video again, ask some questions and Ss answer:
Where are the stamps from?
Has Simon got any stamps from China?
T explain the questions and answers. Then play the MP3 sentence by sentence, Ss read after the MP3.
Ss watch the picture in Activity 2 and make a dialogue. Ss practice in groups. Ss listen to the MP3 again, and repeat the sentences.
Step 3 Practice
1. T show some books to say: “Collecting books is my hobby.” Have Ss to talk about their hobbies.
eg：My hobby is collecting stamps from America.
My hobby is collecting Jay’s CD.
2. According to Activity 1, make a list of the common hobbies, then make a survey in the whole class.
Ss work in groups to talking about their hobbies, including what their hobbies are and why they love doing so.
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the MP3 and read the text.
2) Make a survey of their bobbies in your family, your friends.



Lesson 3
Unit 2 What’s your hobby.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1） Say two chants.
2） Greeting
3） Read the words in module 3. Pay attention to one word. spell it and help them to remember it.
2. Show a picture of the dolls T collect.
T: Now, look at the picture. You know ,I like dolls. I have many many dolls. I like collect dolls. So I can say: My hobby is collecting dolls.
T: Could you tell me what is your hobby?
Show another picture of CDs.
T: I like Jay. I like to listen to his music. So collecting Jay’s CD is also my hobby.
T: Have you got any Jay’s CDs?
3. Activity 1 ：
Ss describe their hobbies. T ask some questions and Ss answer, eg:
S: My hobby is play football.
T: Have you got a football?
S: My hobby is collecting books.
T: Have you got any books?
T write their hobbies on the blackboard, then make sentences with the words.
Step 3 Practice
1. T show some PPT, Ss watch carefully and try to think how to use “a/ any/ some” and why.
2. Activity 2：
Make a dialogue
eg: A: What’s your hobby?
B: My hobby is … .
A: Have you got a / any … ?
B: Yes, I have. / No, I haven’t.
A: Do you … ?
B: Yes, I do. / No, I don’t like it.
3. Activity 3: Ss work in groups to make a dialogue and show it to the class.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 3
Collecting stamps is my hobby.
They have got famous people on them.
What’s your hobby?
教后反思





















Module 4
教学目标：
（一）知识目标
1. Words: Thanksgiving, flag, fly, special, meal, sound, football, moon cake, the Mid-Autumn Festival, the Dragon Boat Festival, race, lantern, the Lantern Festival, hang
2. Sentences: Can you tell me more about American festivals?
Well, Thanksgiving is my favourite festival.
What do you do on Thanksgiving Day?
We always have a special meal. We say “thank you” for our food, family and friends.
（二）能力目标
能用英语来询问节日的表达
（三）情感目标
激发学生的学习中西方不同文化，理解文化差异
教学重难点
介绍中国主要节目,比较中西方节日的差异,交流自己对节日的喜好
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
Thanksgiving
[ˌθæŋksˈɡɪvɪŋ]
感恩节
flag
[flæɡ]
旗，国旗
fly
[flaɪ]
（使）飘扬
special
[ˈspeʃl]
特殊的，特别的
meal
[miːl]
餐
sound
[saʊnd]
听起来
football
[ˈfʊtbɔːl]
（美式）橄榄球
moon cake

月饼
the Mid-Autumn Festival

中秋节
the Dragon Boat Festival

端午节
race
[reɪs]
比赛，竞赛
lantern
[ˈlæntən]
灯笼
the Lantern Festival

元宵节
hang
[hæŋ]
悬挂，吊
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 Thanksgiving is my favourite festial.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
Sing the song together “We wish you a happy Christmas.” Have Ss talk about the western festivals, if they know some let them to talk about “What time is the festival?” and “What do people do on that festival?” Such as Christmas, Halloween
2. Words learning
Learn the new words and make sentences. Help Ss know the new words and learn how to use them.
3. Text learning
1) Put the picture on the blackboard. Play the video of Activity 1, Ss listen and watch.
The first time, know about the main idea.
The second time find out the key point
The third time try to understand the difficult sentences and the whole text.
2) Play again and thing about the questions:
a. What are the two American festivals in the story?
b. What do people do on Flag Day?
c. What do people do on Thanksgiving Day?
After listening, Ss answer the questions:
a. They are Flag Day and Thanksgiving Day.
b. They carry flags and they sing songs.
c. They always have a special meal on Thanksgiving Day. Before the big family dinner, they say “thank you” for their food, family, and friends. After Thanksgiving dinner, they watch a big football game on TV.
3) Play again, Ss try to follow the sentences. Read it as more as possible.
4) When Ss can read the text expertly, ask some Ss to role play the text in front of the class.
5) Activity 2
Show some pictures of the western festivals, let Ss guess what the festival is. Then teach the new words and talk about the festival together.
Step 3 Practice
1. Activity 3
Play some videos of the western festivals. Ss think and discuss the meaning of the festivals and what people do on the festivals.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 3
Unit 2 Our favourite festival is the Spring Festival.
Step 1 Warming up
1. Review the chant of the last module.
2. T ask: “what do people do on Thanksgiving Day? What do people do on Flag Day?”
Ss answer.
Step 2 Presentation
1. Leading in
T show the picture of Activity 2, Ss guess what it is. Ss can answer in Chinese: 元宵节、春节、中秋节和端午节
2. Text learning
1) Put the picture on the blackboard, Ss look and listen to the tape.
2) After listening have Ss watch the picture carefully and try to say what is in the picture. Make sure Ss can say the name of Chinese festivals.
3) T write the name of Chinese festivals on the blackboard. Teach the new words, and practice with Ss. Such as: Lantern Festival，Spring Festival，Mid-Autumn Festival, Dragon Boat Festival
4) Play the video, pause after each paragraph, have Ss say what festival it is and point to the picture. Then T repeat the description of the festival and explain to Ss. Then play again and Ss repeat.
Step 3 Practice
1. Pronunciation
Play the video of Activity 3, learn the tune and stress. Ss mime and repeat after the tape as more as possible, as loudly as possible.
2. Ss work in groups to discuss and make a list of the differences between the western and Chinese festivals.
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the tape
2) Introduce the Chinese and western festivals to your family and friends.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 4
Thanksgiving is my favourite festival.
Our favourite festival is the Spring Festival.
教后反思

























Module 5
教学目标：
（一）知识目标
1. Words: pen friend, Pleased to meet you! address, French, age, story, candy
2. Sentences: Can you speak English?
Yes, I can speak some English.
Can you be my Chinese pen friend?
Yes, of course. This is my address in China.
（二）能力目标
能用英语来讨论能力，能用英语表达请求
（三）情感目标
激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝顺的教育。
教学重难点
讲述自己的能力；通过介绍自己的情况结识笔友或网友
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
pen friend

笔友
Pleased to meet you!

很高兴见到你！
address
[əˈdres]
地址
French
[frentʃ]
法语
age
[eɪdʒ]
年龄
story
[ˈstɔːri]
故事
candy
[ˈkændi]
糖果
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 Can you be my Chinese pen friend?
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
T write some questions on the blackboard and ask some Ss to answer:
Can you speak Chinese?
Can you speak English?
Can you write Chinese?
Can you write English?
T: When we make friends we should know each other’s interests and hobbies, and know their languages. Do you know how to make foreign friends. Let see how is Daming communicating with his new friend.
2. Text learning
1) Learn the new words, and make sentences with them.
2) Play the video Ss watch to know the main idea.
3) Play the video again Ss catch the key point with the questions:
Who’s Laura?
Where is Laura from?
How many English friends has Daming got?
Can Laura write Chinese?
Can Daming write English?
Can they be pen friends?”
After watching the video, Ss try to answer the questions.
Then watch again.
Step 3 Practice
1. Activity 1
Ss discuss in groups to talk about what they can do, using the sentence “I can …”
eg: I can play the piano.
I can wash the clothes by myself.
……
2. Activity 2
Ss work with their partners to introduce someone to the others, using the sentences “He/She can …”
Then ask some partners to show in the front.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.




Lesson 3
Unit 2 I can speak French.
Step 1 Warming up
1. Say the chant.
2. Read the words and the text.
Step 2 Presentation
1. Leading in
T take a picture of a friend, and introduce her/him to the class.
T: This is my pen friend. His name is Hao Xin. He studies in a middle school. He can speak English very well and he’s learning French. He likes playing football and swimming.
After the introduction, Ss can ask some questions.
eg: S：Can I write to your friend? We can play football together.
T：Yes, of course. This is his address.
2. Play the video, Ss watch and try to know these friends, and think about which one can be their pen friend.
Step 3 Practice
Activity 1
Ss make their own name card and exchange with the others, eg:
Name:
Photo
Age:
Class:
E-mail:
Telephone number:
QQ:
Introduction:
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the MP3 and read the text.
2) Make a pen friend on the internet.
Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 5
Can you be my Chinese pen friend?
I can speak French.

教后反思









































Module 6
教学目标：
（一）知识目标
1. Words: world, often, difficult, knife, fork, chopsticks, Japanese
2. Sentences: Daming has got a Chinese dragon kite and we often fly it in the park.
Have you got a book about the US? I can send you one.
（二）能力目标
通过不同国家的人们使用的物品进行文化对比
（三）情感目标
谈论个人所拥有的物品等.
教学重难点
复习“have got”的用祛
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
world
[wɜːld]
世界
often
[ˈɒfn]
经常
difficult
[ˈdɪfɪkəlt]
困难的
knife
[naɪf]
餐刀，刀子
fork
[fɔːk]
餐叉，叉
chopsticks
[ˈtʃɒpstɪks]
筷子
Japanese
[ˌdʒæpəˈniːz]
日本的
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 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 You’ve got a letter from Now York.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
T show some nice postcards to review the word “postcard”, then ask “Are they beautiful? Do you like them? Then, what are they?”
T: In the last text, Laura wants to be Sam and Amy’s pen friend, she got the address from Daming. Today, Sam and Amy have got a letter from Laura. Let’s find out what does the letter say.
2. Play the video, Ss listen and watch with the questions: “Where is the postcard from? Is the postcard from Daming? What has Daming got? What has Laura got? Can Laura use chopsticks?”
Play the video again, Ss listen and try to find the answers.
3. 老师可以出示中国传统物品，以此解释 “Chinese”, 例如：中国风筝、国结、中国旗袍、中国明信片等。老师一边展示—也向学生解释：“We are from China. We are Chinese? This kite is from China. It’s a Chinese knot. Oh, that’s a Chinese dress. And these are Chinese postcard.”
讲解句子“Darning has got a Chinese kite and we fly it in the park.”
4. “clearer and fasted” 游戏。这个游戏的设计是为了帮助学生流利地说出句子．同时还要避免因为机械操练而使学生感到枯燥乏味。学生可以通过一遍遍的朗读理解句子间的关系。具体操作如下：老师将句子写在黑板上。全班学生听到老师说: “ One, two, go!”后开始齐声朗读句子。老师随着学生朗读的节奏匀速在黑板上画直线，每朗读一遍就画一条直线。如此反复，直到速度最快为止。鼓励学生朗读得既要快又要清楚。
5. “Daming has got to a Chinese kite and we fly it in the park.”
“I’ve got some chopsticks, but they are difficult.”
Have Ss read the sentences and find the defenses between “and” and “but”.
6. T:“I’ve got some chopsticks and I use them everyday. I’ve got a knife and fork but I can’t use them well.”接着问学生： “Can you use knife and fork well?” 最后，引导学生说出“I've got a knife and fork but I can’t use them well”或是“I haven’t got a knife and fork and I cant use them well.”以此引导学生理解句子之间的关系。使用简单的符号来表示两个句子之间的转折关系。“I’ve got some chopsticks，but they are difficult.”
Step 3 Practice
Each S take something to school and try to describe them to the class.
eg： I have a bird. She can sing very well.
I have a violin, but I can’t play.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 3
Unit 2 I’ve got a stamp from China.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
Ask one student to be a magician, take out things from everywhere and say “I have got a …”
Then T ask: “What has he got?”
The rest of the students answer the question.
2. Each student prepare a piece of paper. They can write down words or draw something.
eg： 邮票/餐具/书籍/玩具/宠物/颜色
Ss work in group of two, guessing what their partners have by asking:
Have you got a knife and fork?
Have you got a knife or a fork? …
3. Test learning
1) Play the chant, Ss listen and find the tempo and think about the meaning. Then Ss repeat the sentences after T.
2) Play the video, Ss listen and watch with the questions: “Where is the postcard from? Is the postcard from Daming? What has Daming got? What has Laura got? Can Laura use chopsticks?”
Play the video again, Ss listen and try to find the answers.
Step 3 Practice
1. Pronunciation
Play the video of Activity 3, learn the tune and stress. Ss mime and repeat after the tape as more as possible, as loudly as possible.
2. Ss work in groups to discuss and make a list of the differences between the western and Chinese festivals.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计：
Module 6
You’ve got a letter from New York, but it’s not from Daming.
Daming has got a Chinese dragon kite and we often fly it in the park.
Have you got a book about the US?
I’ve got a stamp from China.
教后反思




































Module 7
教学目标：
（一）知识目标
1. Words: believe, snake, DVD, together, lucky, bamboo, its, body, come out of, flute, get, frightened
2. Sentences: Pandas eat for twelve hours a day.
Lucky pandas! They love bamboo.
Do snakes like music?
Well, it says snakes can’t hear. They think the flute is dangerous!
So the snake gets frightened!
（二）能力目标
用一般现在时描述动物及其习性等
（三）情感目标
激发学生对动物的热爱
教学重难点
用一般现在时描述动物及其习性等
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
believe
[bɪˈliːv]
相信
snake
[sneɪk]
蛇
DVD

光盘
together
[təˈɡeðə(r)]
一起，共同
lucky
[ˈlʌki]
幸运的
bamboo
[ˌbæmˈbuː]
竹子
its
[ɪts]
它的
body
[ˈbɒdi]
身体
come out of

从……中出来
flute
[fluːt]
笛子
get
[ɡet]
变得，变成
frightened
[ˈfraɪtnd]
恐惧的，害怕的
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 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 I don’t believe it.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1) 通过谜语Leading in今日主题——学写一则英语小谜语。明确学习任务。
2) 课件依次呈现书中Activity 1，师示范描述一张图片，引导学生自主说出其他五张的主要内容，即5种动物的喜好。
3） 以一个听力练习巩固。
2. 感知：
1） 注重示范与引导。让学生自己完成。
2） 通过听力练习检查Activity 1学生掌握情况。巩固Activity 1。
3. Task 2
课件依次展示三张动物图片，引导学生描述出该动物最主要的外型特点及喜好。
4. 体验：
为避免学生写的谜语因描述不清，猜不出来的情况。必须引导学生学会抓住各类动物的主要特点及主要的生活习性、爱好等。
5. Task 3
1） 播放一则录像，边看边向学生提出问题，看完短片后，引导学生回答以下问题：
-What are they?
-What color are they?
-What do they eat?
-What do they like doing?
-Where do they live?
2） 引导学生将以上问题的答语串联起来，即得到一个关于动物的谜语。
（课件展示一个完整的谜语格式）
6. 实践：
1） 解决学生看到作文题却不知道写什么的尴尬，教会学生写作的方法，授之以渔。
2） 培养学生的观察力及语言归纳能力；
3） 爱护国宝熊猫，倡导保护动物。
7. Task4
1） 课件出示一则英语动物谜语，引导他们猜出谜底。
2） 另外出示一张动物图片，让学生模仿着说出谜面，为下面写谜语做说的铺垫。
Step 4 Ending
1. Summary.
2. Homework: Listen to the MP3 and read the text.



Lesson 3
Unit 2 Pandas love bamboo.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Task 1
1) 分组写谜语，鼓励学生借助英文字典帮助。时间5分钟。
2) 教师巡视，通过问题：Which animal do you like? 帮助学生确立写作目标。
2. 合作：
1) 帮助学生确立学作目标；
2) 倡导小组集体合作，生生互动；
3) 倡导借助学习工具——英文字典。
4) 培养学生写的能力。
5) 每组由一位同学代表读出该组设计的谜面，其他组的同学猜中奖米老鼠印章一个。
6) 学生猜不出来的，由该组同学公布谜底，教师将该词写在黑板上，大家共同学习。
3. 个性展示：
1) 8个小组全部展示，面向全体，不让小组活动流于形式；
2) 一组读谜面，其他组猜。让学生主动倾听并参与到活动中，体验成功的快乐。
Task 2
1) 教师总结并收回小组活动。出示一则另类谜语，扩展学生思维。
拓展学生思维，开阔视野。鼓励学生迁徙所学知识，自主运用到以后的学习生活中。
Step 4 Ending
1. Summary.
2. Homework: Listen to the MP3 and read the text.

Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 7
Do snake like music?
Pandas love bamboo.
教后反思










































Module 8
教学目标：
（一）知识目标
1. Words: long ago, I’d love to, not really, stop, clean, camera, show, never
2. Sentences: Do you often play with dolls?
Not really. I stopped a long time ago.
Do you like reading books now?
Yes, of course. I often read stories.
Do you often clean your room?
Not very often. Do you?
Yes, I do.
（二）能力目标
能用英语来谈论行为习惯和喜好。
（三）情感目标
激发学生的学习热情，进行文明礼仪教育。
教学重难点
能用英语来谈论行为习惯和喜好。
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
long ago

很久以前
I’d love to

我很乐意
not really

不全是
stop
[stɒp]
（使）停止
clean
[kliːn]
打扫
camera
[ˈkæmərə]
照相机
show
[ʃəʊ]
把……给（某人）看
never
[ˈnevə(r)]
从不
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 Do you often play with dolls?
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1） 有节奏的颂唱上一单元的儿歌。
2） 听写上一单元的单词。
2. Leading in：
带领学生温习一下 “often”的意思。在黑板上写出星期一到星期天的单词．一边说句子一边在相应位置上打钩：“I watch TV on Friday, Saturday and Sunday. I often watch TV.”
告诉学生：在今天的课文中，我们要了解到Amy和Lingling的一些爱好和习惯。大家要注意她们使用的语言。学习过后，大家要针对同学们平时经常做的事情做一个调查。
3. Text learning
1）学习新词，并用新词造句。帮助学生了解新词的含义，及实际运用。
2） 使用录音呈现SB活动l的内容。请学生看动画．听一听Amy和Lingling之间的对话。听完第一遍后，老师可以提出一些问题，让学生带着问题听第二遍录音，例如: “How many photos are there in the story? What can you see in them?” 听完第二遍后，老师再次提出问题: “Does Amy often play with dolls/read stories/clean her room?”听第三遍时，可以让学生边听边跟读，在课文中找出 “often”并划出来，同时试着找出问题的答案。
听过三遍录音后，可以带领学生完成AB练习1，通过练习帮助他们理解故事内容。
在完成AB练习1的基础上让学生以小组为单位完成练习2和练习3。完成练习3时，可以先请几位学生起立向全班提问，其他学生回答。然后，让学生两人一组进行问答。
请学生看SB活动2中的图，试着说出它们分别代表代表什么行为。学生应该能够说出如下词组: play with dolls，read books，clean room。请学生两人一组试着使用这些词组展开对话，然后听录音跟读。老师可以根据课文提问: “Does Amy／Lingling often
play with dolls／read books／dean her room?”请单个学生起立回答。
Step 3 Practice
1. Activity 1：
利用课件出示以下表格：
1） 让学生讨论该表格。
2） 教师依据该表说一些句子，让学生看图判断正误。
3） 教师就该表提问，让学生在回答时体会频率副词的使用方法。
2. Activity 2：
现在很多学生利用业余时间学有一技之长。让他们说说自己平时学习的习惯。
如：
I often have English lessons at 8 o’clock on Sunday.
接着请另一位同学以第三人称重复该同学的发言。
如：
She often have English lessons at 8 o’clock on Sunday.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 3
Unit 2 I often go swimming.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1）老师带领学生复习上一模块学习的韵诗。
2）读本模块的单词。
2．Leading in：
告诉学生：在今天的课文中，大家将了解到另外些孩子的爱好和行为习惯。经过今天的学习，大家要使用相似的语言表述自己的爱好和行为习惯，以便同学们更好地相互了解。在上节课，我们接触到了“often”，表示“常常做某事”，那么“总是做某事、有时做某事”和“从不做某事”应当怎样表述呢?
3. Text learning
1）首先让学生观察图片内容及图片中小朋友们的名字。
2）尝试描述图片中的内容。
3）放录音，让学生仔细听。当录音中出现 “sometimes, always, often, never”这四个单词时，老师向学生大声重复。
4) 再放录音，请学生集中注意录音中的“sometimes，always，often，never”这四个单词，并在听到每句话后指向对应的图。多放几遍录音，请学生跟读句子，同时尽可能记住每个人物的行为习惯和喜好。
5) 带领学生完成AB Unit 2练习l。这段录音是Darning与Simon的母亲的交谈，讲述了这两个家庭在周末的活动。播放录音，放过第一遍后请学生一说Darning一家在周末的活动。放过第二遍录音后，请学生根据书E所给的提示完成句子。请单个学生起立读出答案，全班一起订正。
Step 3 Practice
1. Activity 1：
听教师读短文，在下表中划“√”。
让学生深入了解频度副词的用法，并口述表格中句子。
2. Activity 2：
运用频度副词造句。
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计：
Module 8
Do you often play with dolls?
I often go swimming.
教后反思


























Module 9
教学目标：
（一）知识目标
1. Words: around, all around, member state, inside, should
2. Sentences: Do you want to visit the UN building in New York?
Yes, we do!
I want to show Daming one of the presents from China.
OK!
（二）能力目标
能用英语来询问他人的意愿以及表达自己的意愿。
（三）情感目标
激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝顺的教育。
教学重难点
能用英语来询问他人的意愿以及表达自己的意愿。
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
around
[əˈraʊnd]
在四周
all around

到处，遍及
member state

成员国
inside
[ˌɪnˈsaɪd]
向室内，向里面
should
[ʃʊd , ʃəd]
应该
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 Do you want to visit the UN building?
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1) 有节奏的颂唱上一单元的歌曲。
2) 听写上一单元的单词。
2. Leading in：
告诉学生：学过今天的课文后，大家要一起开展一个名为。“猜精看”的游戏。游戏是这样的：学生A通过模仿动作表达自己想做的事情，学生B使用“Do you want to…?”猜测，学生A只能使用“Yes.／N0.”来回答。学生B要不断猜测，直到猜出正确答案为止。为了开展这个游戏，学生需要通过课文很好地学习“want to”的使用。
3. Text learning
1）学习新词，并用新词造句。帮助学生了解新词的含义，及实际运用。
2）老师使用录音呈现SB活动l的内容。请学生看图或动画，尽可能多地理解录音中的内容。请学生带着老师提出的问题听录音，边听边思考。放两遍录音，然后请学生说一说Daming, Simon和Simon的父亲在哪里。老师可以在这里向学生介绍“the UN building”，简单地向学生说明联合国的含义以及UN的含义(the United Nations)继续向学生讲解“peace”的意思。
3）老师可能有必要向学生介绍中国送给联合国的礼物——成昆象牙雕。这座象牙雕刻是1974中国赠送给联合国的礼物。它描述的是1970年通车的成昆铁路。这条铁路全长一千多公里，联结了中国南方的云南省和西南方的四川省。这座象牙雕用八支象牙雕成，98个人雕刻了两年多，工艺的精湛令人赞叹。你甚至可以看到刻在火车里的细小人物。
4）再放一遍录音，请学生在听后回答一些问题。分组竞赛，看哪组答对的问题最多，例如：
T: Is the UN building big or small?
S：It’s big.
T：Where are the flags from?
S：They are from all around the world.
T: How many flags are there?
S：There are 191 flags.
T: What does Simon want to show to Daming?
S：He wants to show the present from China.
T: What is the present?
S: It’s a train.
T: What does Daming want to do?
S: He wants to take to photo.
5）全班一起完成SB活动3。先请学生试着说出第二排各张图片的意思，然后再引导他们使用“want to”说出与课文相关的句子。
Step 3 Practice
Activity 1：列出几个地方。例如： 联合国，哈尔滨，迪士尼，海南。在班上选四位同学开四辆火车分别去这几个地方。四位组长下座位寻找组员。例如这个组长是前往海南的，他必须接上全班所有去海南的同学。运用句型：
S1: I want to visit Disney. Do you want to visit Disney in Hong Kong?
S2: Yes, I do.
如该生回答是，则成为该组成员，以开火车的形式离开教室到操场组成四个新的独立的小组。然后小组讨论，说说大家为什么都想去这个地方。并写下来做为作业。
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the MP3 and read the text.
2）让学生从报纸、杂志、电视或互联网上查找一些关于联合国的知识，在下节课前向同学和老师进行简要的介绍。



Lesson 3
Unit 2 I want to go to Shanghai.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1）老师带领学生复习上一模块学习的韵诗。
2）读本模块的单词。
2. Leading in：
告诉学生：有一家外国人到中国来游玩。他们在谈论假期安排时每个人都有不同的意见，让我们来听听他们都说了些什么。学习过今天的课文，同学们也要使用学到的语言说一说自己的旅行计划。
3. Text learning：
1）老师放录音，请学生看着中国地图听。听第一遍录音时，老师可以要求学生找出录音中提及的几个中国地名(Beijing，Hong Kong，Harbin，Kunming，Guilin)。
放第二遍录音，请学生试着找出每个人想去的地方是哪里，例如：“The boy wants to go to Beijing. The girl wants to go to Hong Kong. The woman wants Hong Kong and Harbin.”
再放录音，请学生模仿着录音中的语音和语调跟读。如果学生能力较强，可以试着让他们说出每个人做出自己选择的原因，例如：“The boys wants to go to Beijing because Beijing is very big and very famous.”
Step 3 Practice
1. Activity 1：
实践活动：带领学生到计算机室上英语课。让学生把上节课写下的为什么想去那个城市的作业，重新组织语言，写成一篇E-mail, 发到教师的邮箱里。
2. Activity 2：
课外活动：让学生四人买一个氢气球，讨论后将自己想去的地方写在气球上，并简单写上“为什么喜欢？”做一个放飞理想的课外活动。
运用句型：
I want to go to Hainan. Because I like to dive very much.
6. 课文学习
全班一起完成SB Unit 2活动4，请学生边看书边学习韵诗。他们可以跟着录音逐步学习。老师需要向学生说明：击掌打拍子能够很好地增强这首韵诗的节奏感和趣味性。学习完毕后请全班学生一边拍手一边表演。
全班看着书听SB Unit 2活动3的录音，同时大声跟读，体会如何以正确的语调朗读疑问句。
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the MP3 and read the text.
2）给自己的朋友或笔友发一封email，讲述自己这个周末打算做的事情。



Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计：
Module 9
Do you want to visit the UN building?
I want to go to Shanghai.
教后反思




















Module 10
教学目标：
（一）知识目标
1. Words: line, stand in line, close, librarian, rule, quite, problem, No problem. cross
2. Sentences: Look at the library rules. It says, “Don’t talk in the library.”
Oh, sorry.
Here’s my library card.
Please stand in line!
Oh, sorry.
（二）能力目标
使用祈使句发出指令或要求；能够遵守规章制度，执行指令。
（三）情感目标
激发学生遵守规章制度。
教学重难点
使用祈使句发出指令或要求；能够遵守规章制度，执行指令。
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
line
[laɪn]
长队，队列
stand in line

排队
close
[kləʊz]
关门，关闭
librarian
[laɪˈbreəriən]
图书馆管理员
rule
[ruːl]
规定，规章
quite
[kwaɪt]
安静的
problem
[ˈprɒbləm]
麻烦，困难，问题
No problem

没问题。
cross
[krɒs]
穿过（马路等）
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 Don’t talk in the library.
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1）Say the chant of last lesson.
2) Recite the words of last lesson.
2. Leading in：
给学生播放一段表现学校中的违规行为的录像片断，例如：上课时看课外书、在教学楼的楼梯上追跑打闹等。老师一边播放一边询问学生：“录像中的学生在做什么?当你看到这个情景，你想对他们说些什么?’引导学生说出：“Please listen to the teacher! Don’t run on the stairs!”老师把句子写到黑板上。
老师告诉学生，录像里的学生违反了学校的行为规范。询问他们还知道学校的哪些行为规范。请学生们大胆发言，各抒己见。然后，老师可以引导学生尽可能多地说出不同场所的行为规范或规章制度。
老师询问学生，图书馆中一般会有哪些规章制度。学生可能不会用英语很好地表达。告诉学生：今天的课文就是关于图书馆中的规章制度的。
3．Text learning
老师使用录音SB活动1。老师可以播放三遍录音。放第一遍时要求学生了解课文大意。放第二遍时要求学生找出带有 “Please?”和 “Don’t”的句子。然后试着说出句子，由老师写在黑板上。放第三遍时要求学生总结出 “Library Rules”，由老师板书。此时，老师可以引导学生完成AB练习l。
老师可以针对课文内容向学生提问，以此了解学生对课文的理解情况，例如：
l. When do they go to the library?
At ten to five.
2. What does Simon find?
He finds a book.
3. What does the man say to Simon?
He says “Look at the library rule.”
4. What are the library rules?
1) Don’t talk in the Library.
2) Please be quiet.
3) Please stand in line.
老师对板书的句子加以总结，可以通过表情和手势使学生更加明确“Please”与Don’t...”的含义。然后请学生两人一组一起看SB活动2的插图，试着根据插图展开对话。老师放录音，请学生跟读，然后让学生两人一组继续练习书上的对话。
请学生队小组为单位表演课文对话。鼓励学生在表演时添加适当的动作和表情。全班选出今天的“最佳表演小组”，由老师进行表扬和奖励。
Step 3 Practice
1. Activity 1：
8人一组组成读书小组，写下想借的书名（英文），并设计好可能用到的对话内容，做好实践课的准备。
2. Activity 2：
实践活动： 教师带领学生到图书室上课，实践才是硬道理。是可准备一个像“班牌”或“接机牌”，在上面依次贴上进图书室后的流程，通过抽换及时提醒学生。
如：Don’t talk in the library! (可能的话再配上些简笔画或手势帮助学生理解)
然后教师充当图书管理员，学生8人小组选完书后向图书管理员借书。师发给学生书，同时附一张图书馆规则，让学生以小组为单位译成中文。完成该项活动。
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.



Lesson 3
Unit 2 Go straight on!
Step 1 Warming up
1. Sing a song
2. Read the last-day homework
Step 2 Presentation
1. Leading in
1）老师带领学生复习上一模块学习的韵诗。
2）读本模块的单词。
3）老师组织学生参加“Simon says”的游戏，复习巩固祈使句的用法。老师要尽量多使用“left”和“right”等单词，为本课的教学做好准备。
2. Leading in：
老师模仿交通警察指挥交通的样子，向学生提问: “What am I?”学生应该能够回答。
老师告诉学生：为了确保我们的安全，我们在公路上除了要听从变通警察的指挥，还要看懂许多交通标志。出示SB unit 2活动l中的交通标志图，请学生用英语说一说它们代表什么意思。学生可能会感到有些困难。告诉学生：完成今天的学习后，我们就能够说出这些交通标志的意思了。
3. Text learning
老师逐一出示SB unit 2活动1中的八幅图．请学生自由讨论，试着说一说图片中的内容。然后老师放录音，请学生边听录音边指向对应的图。老师再放一次录音订正答案，并让学生重复。
老师组织学生进行比赛：老师任意拿出活动l中的图片，请学生快速说出对应的句子，反应最快的学生获胜。
完成SB unit 2活动2。先请学生大声朗读活动2中的句子，然后请他们把活动1中对应图片的序号写在句子后面的横线上。
Step 3 Practice
1. Activity 1：
每个学生发一张空白纸，让学生根据老师的指令画出方向示意图。
2. Activity 2：
让学生收集交通规则标志图，让学生选出自己以前不知道的画下来，并用英语标注出该标志意思。和全班同学一起分享。
3. Learn to sing the song：
全班完成SB unit 2活动4。请学生看着书听录音，学唱这首歌，边听边模仿书上插图中人物的动作。这首歌曲的旋律学生们都已经非常熟悉，因此学习起来会比较容易。通过这首歌曲的学习可以达到让学生们放松和休息的目的。
请全体学生看着书听SB unit 2活动3的录音，同时大声跟读，体会如何以正确的语调朗读祈使句。
Step 4 Ending
1. Summary
2. Homework: 1) Listen to the MP3 and read the text.
2）Teach Mum and Dad to know the traffic sign.





Lesson 4
Revision
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
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. Do some writing practice.
Step 4 Ending
1. Summary
2. Homework: Listen to the MP3 and read the text.
板书设计：
Module 10
Don’t talk in the library.
Go straight on!
教后反思