外研社三起四上教案

这是一份英语本册综合教学设计及反思，共66页。教案主要包含了指导思想，学生情况，教材分析等内容，欢迎下载使用。

四年级英语教学计划
一、指导思想
国家《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与、交流和合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。
二、学生情况
本学期我继续任教四年级,学生对英语的学习还是存在很大的兴趣。作为教师，我们可以抓住这一点，调动学生的积极性，活跃课堂、才能有效率地完成教学任务。教师除了要培养学生的“四会”能力外，还要注意对学生的综合运用英语的能力的培养。特别是那些学有余力的学生，教师还要对他们的思维能力、分析能力和理解能力进行更高层次的提高。
三、教材分析
《小学新标准英语》第三册共有10个模块。在各模块有两个单元，每单元设计了以下几个部分：首先是listen ，point and find “I want…”。在这部分学生会看到本单元的基本故事，书中的小朋友在用英语互相交流。学生要认真听，认真看，理解他们在干些什么，说些什么，然后努力去学着说。然后是Listen and say。这部分是对重点句型的练习与巩固。接着是practice。这部分设计了一些课堂活动。学生可以按照书中的范例，运用前面学到的表达方法进行交流，进一步巩固和提高用英语听、说、做、玩、演的技能。第二单元还专门设计了listen and say，then sing。在这里，同学们可以结合本单元的内容，唱一唱，说一说，玩一玩，做一做，动动脑筋，使英语学习成为一件快乐的事情。
这学期的教学内容，在继续培养学生的听、说、写的基础上，继续侧重学生阅读理解方面的能力，同时也继续要求学生在写能力方面进行要求，引导学生写出简单的小短文。比如书信，海报等。继续对出现在每一个模块中的语法点进行形象的，生动的讲解。做好小学阶段的复习工作。在复习阶段，应该注意区别优秀生和学困生，加大练习量，让学困生吃饱的同时，优秀生吃好，复习中提高学生的口头表达能力。
四 、单元重点难点分析：
Module 1 Asking the way; Giving directions.
Module 2 Talking about pictures; Talking about activities.
Module 3 Talking about activities in the park.
Module 4 Talking about Chinese food; Asking about prices.
Module 5 Talking about abilities.
Module 6 Asking for permission; Talking about food; Giving good wishes.
Module 7 Talking about photos.
Module 8 Talking about trips and plans.
Module 9 Making plans; Talking about sports.
Module 10 Giving good wishes; Talking about festivals.
五 、教学方法
1、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。
2、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，营造英语交际情境和气氛。
3.实施趣味性教学，精心设计游戏、竞赛、猜谜、音乐、诗歌、扮演角色等活动，使学情趣化，给学生以愉快的情绪体验，充分调动学生的积极性，促使学生向着目标不断进取。











Module 1
教学目标： 
（一）知识目标 
1. 能听懂会说单词词组 left, right, live, street, supermarket, beside, cinema, You’re welcome. train, near, house
2. 能听懂单词live, supermarket, next to, excuse me 
3. 能运用Excuse me, where’s..., please向他人问路；同时，能够用Go straight on./Turn left./Turn right.为他人指路，运用方位介词up/down/near/at描述位置
（二）能力目标 
以学生的发展为主，让学生能在具体的问路情景中灵活运用所学句型询问路线并做简单的回答。 
（三）情感目标 
1. 培养学生初步运用语言的能力。
2. 培养学生助人为乐的情感。 
教学重难点 
1. 会用Excuse me, where’s..., please? 来问路。 
2. 能听懂会说、理解并运用句子“Turn left.”, “Turn right.” 和“Go straight on.”来指路，运用方位介词up/down/near/at描述位置。
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
Unit 1 Go straight on.
Step 1: Warming up 
T: Hello, boys and girls. Before class, let’s do some actions. Look at me, please. (师边说边做动作)
课件呈现：《兔子舞》音乐伴奏 
T: Stand up, please. Let’s say and do together.（师生跟着节奏，边说边做动作。
Step 2: Presentation 
1. 看音像，答问题，初步感知课文内容。 
（1）T: Are you happy? I’m happy, too. But what’s this? (出示Doudou照片) 
 Ss: Dog. 
T: Yes, it’s a dog. It’s Doudou. Doudou is sad. Doudou isn’t happy. Why? Let’s watch the video and answer the question. What’s wrong with Doudou?
（2）观看课文音像。 
（3）回答问题，引出新句This dog is lost.(利用单词卡片学习lost) 
（4）跟读、模仿课文原句This dog is lost.
2. 再次观看课文音像，学习句型“I live in No.2 West Lake Road.” 
(1) T: This dog is lost. It can’t find home. 
(贴小狗图在黑板某位置上) 
Sam and Amy helped it. Let’s watch the video and choose the right answer. Where does Doudou live? （利用单词卡片学习live）
课件呈现两个选项,同时学习单词“road”
(2) 观看课文音像。 
(3) 回答问题，呈现答案。学习No.2 West Lake Road 
(4) 跟读、模仿课文原句： I live in No.2 West Lake Road. 
Step 3: Practice 
(1) T: You know, Doudou lives in No. 2 West Lake Road. But where’s No. 2 West Lake Road?
(2) 师问： Excuse me, Where’s No.2 West Lake Road, please?
(利用卡片学习Excuse me.)引导学生回答：I don’t know. 
T: Let’s ask her/him together. (师生共同问第三个学生。) 
引导学生回答： I don’t know. 
T: Let’s ask the old man together.（课件呈现老师图片） 
Ss: Excuse me. Where’s No.2 West Lake Road, please? 
T: Oh, the old man can’t hear it very clearly. Louder, please. 
Ss: Excuse me. Where’s No.2 West Lake Road, please? 
板书：Excuse me. Where’s No. 2 West Lake Road, please. 
(3) 学习Turn left.
T: “Left means…?” 
Ss: 左边。（课前活动的渗透，学生对“left”已经有了初步的了解。）
利用卡片学习Turn left,并板书。 
巩固：Say and do  
师生同做“Turn left”动作4遍，转个圈。
(4) 同法学习“Go straight on.”,“Turn right.” 
(5) Chant巩固 
(6) 学习next to 
(师指着板书)T: Where’s No.2 West Lake Road? 
师生共同回答： Turn left. Go straight on. Turn right. T: It’s next to a supermarket. 
利用卡片学习supermarket.(把超市和西湖路2号的卡片贴到黑板上并学习和板书next to） 
跟读，模仿It’s next to a supermarket. 
Step 4 Ending
1. Sum up
2. Homework

Lesson 2
Unit 1 Go straight on.
Step 1: Warming up
1. Greetings.
2. Sing a song.
Step 2: Presentation
1. 谈话练习，巩固句型 
T: Look! Where’s No. 2 West Lake Road? Do you know? First, listen to Picture 3 to 6 and try to imitate. Practice in pairs. Let’s see which pair is the best.
 同桌展示。
2. 听音模仿、角色扮演
(1)跟读模仿。学习Thank you so much. You’re welcome.
(2) Practice in groups. Choose your favorite person and try to read in roles.
Step 3: Practice
1. Boys and girls , let’s look at the blackboard. This class we have learnt Module 2 Unit 1 Go straight on.
T: (指着西湖路2号) What’s this?
Ss: No.2 West Lake Road
T: When we want to know where it is, we should ask.
Ss：Excuse me, where’s No.2 West Lake Road，please?
师生共同陈述：Turn left,
(把小狗拖到西湖路2号的位置)
T：Doudou lives in No.2 West Lake Road. Where do you live?
Ss: Luohe.
2. 拓展练习，交际运用
(课件展示漯河的多处景点)
T: Our hometown Luohe is a beautiful city. There’re lots of beautiful places here. For example…. And some beautiful buildings. This is our beautiful school— Luohe Experimental Primary School. Every year, lots of tourists come here. Do you want to be a little guide? Introduce our beautiful hometown.
（1）引导学生小组活动，边画路线边谈论。 
（2）小组展示。 
Step 4: Homework 
Draw a map from our school to your home. And talk about it with your friends.

Lesson 3
Unit 2 It’s at the station.
Step 1 Warming up
Play a piece of video“Thomas &Friends” (播放动画片《托马斯和他的朋友们》片段)
1. T：Do you like Thomas? Today, let’s follow Thomas to visit Dodo Island. (你们喜欢托马斯吗？今天，让我们跟随托马斯一起去多多岛上参观一下吧！)
Step 2 Presentation
1. Words teaching.(单词教学)
教师展示多多岛图片
T：What can you see in the picture? 你们在图片中看见了什么？
Ss：火车，小山，房屋，车站。
教师出示单词卡，教授新词train, hill, house, station.
Chant: Train, train, it’s a train.
Hill, hill, this is a hill.
House, house, they’re houses.
Station, station, at the station.
通过老师领读，学生个别读，集体读等方式反复操练，检查学生对单词的熟练程度。（在指图认读单词的过程中，认读到“火车”时，教师伺机讲解 T：1号火车我们可以读作“Train 1”，2号、3号、4号火车……）
2. Text learning(课文学习)
T：认识了岛上的景物后，我们就跟着托马斯开始参观吧！
a.教师出示单词卡up，贴在1号火车上，并做出费力上山的动作，学生跟读Up, up, up the hill, it’s up the hill.
T: Where’s the Train 1? It’s up the hill.（一号火车在哪里？它在上山。）
b.教师出示单词卡down,贴在2号火车上，并做出缓慢下山的动作，学生跟读Down, down, down the hill, it’s down the hill.
T: Where’s the Train 2? It’s down the hill. （二号火车在哪里？它在下山。）
c.教师出示单词卡near,贴在3号火车上，并将火车开到房屋附近，学生跟读。 Near, near, near the house, it’s near the houses.
T: Where’s the Train 3? It’s near the house. （三号火车在哪里？它在房屋附近。）
d.教师出示单词卡at,贴在4号火车上，并将火车开进车站，学生跟读。At, at, at the station, it’s at the station.
3. Play the tape, Ss read after it. (在读的过程中要注意个别单词的发音，可以采用集体读，分组读等方法操练会话内容。)
Step 3 Practice
1. 师画地图（课本活动练习3 练习第一单元的方位词）
2. 创设情境，带新同学回学校，通过本节课内容复习实践。
3. Let’s chant together.
Up, up, up the hill, it’s up the hill.
Down, down, down the hill, it’s down the hill.
Near, near, near the house, it’s near the house.
At, at, at the station, it’s at the station.
Step 4 Ending
1. Sum up
2. Homework

Lesson 4
Unit 2 It’s at the station
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Practice
T: 你们真是太棒了！接下来我们就做一些练习，看看谁掌握得又快又好。
练习1：请把听到的句子和图片搭配起来，你听到的句子是图几？教师示图：
1. The car is down the hill.(picture3)
2. The car is at the station.(picture4)
3. The car is near the houses.(picture2)
4、The car is up the hill .(picture1)
练习2：听录音给图编号。教师示图：
1. The train is at the station.(picture2)
2. The train is near the park.(picture3)
3. The train is up the hill.(picture4)
4、The train is down the hill.(picture1)
Step 3 Production
1. Say and do. (你说我做)
由一个学生来说本节课学习的短语或者句子，另一个学生表演出相应的动作。
e.g.: S1: The train is down the hill.
S2: 做出火车上山的动作。
2. Make sentences. (造句)
学生运用本节课学习的单词或短语造句。
e.g.: Thomas is at the station. 托马斯在车站里。
Step 4 Conclusion
T: 同学们，今天托马斯都带我们参观了多多岛的哪些地方呢？他又是怎么带领我们参观的呢？哪个同学能上来给大家演示一遍呢？（通过情景再现，总结本节课所学习的重点内容，并起到巩固作用）
板书设计
Module 1
Go straight on. up the hill.
Turn left. down the hill
Turn right. near the house
at the station
教后反思





















































Module 2
教学目标
（一）知识目标
1. Words: read, running, these, picture, take, take a picture, children, listen, listen to, talk, talk to, China
2. Sentences: 1)This is …. 2)She’s reading a book . 3）He’s taking pictures.
（二）能力目标
培养学生用英语进行交流，向对方描述他人正在做什么。
（三）情感目标
培养学生用英语进行交流，向对方描述他人正在做什么。
教学重难点
1. 培养学生运用英语表述的能力，学习表达他人正在进行的活动。简单讲解现在进行时态。
2. 掌握句型“What are you doing? I’m…”，培养学生在实际情景中运用对话的能力
教学准备
多媒体课件，照片，单词卡片
课时安排
四课时
教学过程
Lesson 1
Unit 1 She’s reading a book.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Chant: I like coffee. I like tea. I like cats. And they like me.
I like coffee. I like tea. I don’t like lions. And they don’t like me.
2. (带上Lingling头饰) and show some pictures. Then say: Hi, I’m Lingling. I like playing football. This is Maomao. She likes playing basketball. This is Daming. He likes swimming. We like running. (教学running)
3. Do and say
 通过多媒体出示图片及对话，复习已经学过的词组running、play football、swimming、ride a bike、play basketball，可找个人说或小组代表或集体说,引出新学的词组。（通过做和说游戏复习动词短语，为下文做好铺垫。）
Step 3 practice
1. 情景操练 
根据上节课学过及新学的词组,句型同桌练习，或者小组练习.根据图片或者动作进行对话练习:如: What is he/she doing? She’s/He’s …… 
2. Take out a magic box. Ask the students to take a picture from the box and describe the picture.
让学生从盒子中抽出图片，然后根据图片内容，用本节课所学知识去描绘图片。
3. Look at the picture on Page 10 and try to describe the pictures.
让学生看图片说出盼盼的活动。然后请学生两人一组进行训练，一人按照图片做动作，另一人说句子，然后交换角色开展活动。最后请部分学生进行展示。 
Step 4 Ending
1. Sum up
2. Homework

Lesson 2
Unit 1 She’s reading a book.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. 课件呈现图。学习新词、短语及目标句: 
This is Yaiming. He likes playing basketball. Now he’s playing basketball.
read reading a book She’s reading a book.
take taking pictures He’s taking pictures.
watching TV She’s watching TV.
playing with a toy train He’s playing with a toy train.
（利用同学们感兴趣的篮球明星姚明引出句型，学习并理解目标句）
2. 课件呈现图片）戴上Sam头饰and learn the text 
1)This is my friend Maomao. She’s reading a book. 
2)This is my friend Xiaowei. He’s taking pictures. 
3)This is my sister Amy. She’s watching TV. 
4)This is my little brother Tom. He’s playing with a toy train.
3. 课文学习
大家看一下Sam的一家在忙什么, 
（1）Listen and answer.看图，播放录音，在听两遍后回答问题，主要培养学生的认读能力。 
a、What is Maomao doing? 
b、What is Xiaowei doing? 
c、What is Amy doing? 
d、What is Tom doing? 
（2）Listen and repeat.再次播放录音，学生边指边读。 
(3)小组对话练习.分角色朗读.
Step 3 Practice
1. Game. 
请大声读出play with a toy train，可以为你们小组夺得两个脸。  
请为take pictures做一个动作吧，可以奖你一个笑脸哟！  
请大声读出read a book，可以为你们小组夺得一个笑脸。 
你真幸运！奖你一个笑脸。（奖励机制激发兴趣） 
2. 运用chant巩固所学目标句。 
Read, read, reading a book. She’s reading a book. 
Take, take, taking pictures. He’s taking pictures.  
Watch, watch, watching TV. She’s watching TV. 
Play, play, playing with a toy train. He’s playing with a toy train.（让新词和目标句朗朗上口）
Step 4 Ending
1. Sum up
2. Homework

Lesson 3
Unit 2 What are you doing?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Let’s do.
T: talking to her friend, playing with a toy, writing a letter, taking pictures.”
Ss: Do the actions. （师先发指令，生做动作，再利用多媒体课件依次播放图片，让学生看图说出完整的句子, 如：He’s …/ She’s…）.
2. Look and guess: What’s missing？
T: Look at the screen and remember, please. Ok?
S: Ok!
T: Look. （课件显示五副有关运动类的图片，停留5、6秒中让学生看清并记忆。）
T: What’s missing? (迅速闪现图片)
S: playing football.
T: Yes! (课件显示playing football)
T：What’s missing?
S:(学生逐一看图说 playing basketball, watching TV, swimming, doing morning exercises.)
3. 师先示范“看电视”的动作，让学生跟着做动作，边做边说：“I’m watching TV.”师适时提问：“What are you doing?”引导学生回答：“I’m watching TV.”
4、师再分别示范“听音乐和读书”的动作，让学生跟着做动作，边做边说：“I’m listening to music./I’m reading a book.”（师采用升降调讲授新单词：listen to、read.）并展开对话：
T: What are you doing? Ss: What are you doing?
Ss: I’m listening to music. T: I’m reading a book.
Step 3 Practice
1. Play a game “I act, you guess.”
一个学生做动作,另一个学生躲在其身后, 全班齐问What are you doing? S2根据动作猜出并回答：I’m…教师让全班同学评出最佳默契奖,并以stickers奖励。
2. Play a game again“find your friend.”
师事先准备好许多动作卡片，分发给学生,以四人一小组为单位，通过在组内对话，让他们寻找自己的朋友，看谁找得快。
3. Pair work（就歌曲下方的图片，同桌问答，老师先给出示范。）
A: What’s he/she doing? B: He’s/She’s…”
Step 4 Ending
1. Sum up
2. Homework
Lesson 4
Unit 2 What are you doing?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. 感知理解课文
T: Ms Smart has got three children. Who are they? (课件出示课文图且省去对话内容；播放录音整体感知课文)
S: They are Sam, Amy and Tom.
T: What are they doing？Listen, repeat and think:
Q1: What’s Sam doing?
Q2: What’s Amy doing?
Q3: What’s Tom doing? (教师边指图边问后再次播放录音显示话泡语句内容学生逐句跟读。)
学生自由读思考后集体交流：
S1:Sam is listening to music.
S2: Amy is watching TV.
S3: Tom is reading a book.
2. 四人小组分角色朗读。
3. 模仿课文创造性地表演对话，开展交际性的会话活动。
4、选几名学生上台表演时，教师参与其中问带头饰的学生What are you doing?/ What’s he/she doing? 表演学生根据教师提问做相应回答.
Step 3 practice
1. Frozen Man
学生用学过的动词造句I am …ing，有节奏地念句子并做动作。当老师说Freeze, 所有学生都保持原来的动作。教师任意问学生：“What are you doing?”，学生根据自己做的动作回答。学生回答正确后，即可去营救其他冰棍人。在营救的过程中要用“What are you doing? I am…”进行问答。
2. Hide and guess
教师事先在黑板后藏好篮球、足球、乒乓球、耳机、书本等实物，指几名学生藏到黑板后选择自己喜欢的活动做动作。教师提问What’s he/she doing ?全体学生根据声音或动作判断并回答He/She is …….然后把活动权交给学生来完成。
Step 4 Ending
1. Sum up
2. Homework
板书设计
Module 2
reading a book listening to music
I’m taking pictures talking to my friend
You’re watching TV reading a book
playing with a toy train
教后反思










Module 3
教学目标
（一）知识目标
1. Words: kid, can, see, interesting, people, boat, men, between, drink, clock, hungry, draw, jump, sing, dance
2. Sentences: 1)What are they doing? They’re playing chess. 2)What are they drinking? They’re drinking milk 3）What’s the elephant doing?
（二）能力目标
Talking about activities in the park.
（三）情感目标
培养学生用英语进行交流，向对方描述他人正在做什么。
教学重难点
1. 培养学生运用英语表述的能力，学习表达他人正在进行的活动。简单讲解现在进行时态。
2. 掌握句型What are they doing? They’re…，培养学生在实际情景中运用对话的能力
教学准备
多媒体课件，照片，单词卡片
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings.
2. Let's chant.
Step 2 Presentation
Words learning
kid [ɪ] 小孩
can [æ] 能够，会
see [i:] 看到
interesting [ə] 有趣的
people [i:] 人，人们
row [əʊ] 划（船）
boat [əʊ] 船
men [e] 男人
between [ɪ] [i:] 在……之间
drink [ɪ] 喝
clock [ɒ] 钟
hungry [ʌ] 饥饿的
draw [ɔ:] 画
jump [ʌ] 跳
sing [ɪ] 唱歌
dance [ɑ:] 跳舞
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 What are they doing?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Revision
1. 教师快速向学生出示几组词，每组包含一个动词，请学生说出这个动词。师板书：read, write, listen, play, talk 
2. 请学生说这些动词的-ing形式。 
3. 齐读黑板上的动词及其-ing形式。 
Step 3 Presentation 
1. 学习新句型 
(1). 请一学生挑选黑板上所提供的任一动词，做出相应的动作。 
(2). 教师通过提问：What is he/she doing? 复习He’s/ She’s动词+ing[+宾语]。 
(3). 请该生所在组的成员模仿该生的动作，并做动作边说：I’m动词+ing [+宾语] 
(4). 教师故作不解状问：What are they doing? 后又释然说：Oh, They’re动词+ing [+宾语],并板书。 
(5). 教师指着黑板上的句子，请学生跟说多遍。 
(6). 再请一组学生挑选黑板上所提供的任一动词（不能重复），做出相应的动作，教师请其他学生回答问题：What are they doing? 然后教师把正确答案写在黑板上。 
(7). 请学生一起认读黑板上的句子。 
2. 学习新动词 
(1). 告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。 
(2). 教师模仿动作后提问：What am I doing? 引入句子I’m doing taijiquan.
(3). 请全体学生一起边做动作，边说：I’m doing taijiquan.教师通过提问：What are they doing? 引入句子：They’re doing taijiquan.并板书。 
(4). 用类似方法教They’re row a dragon boat.并板书。 
(5). 教师拿出一副国际象棋问：What’s this? Do you want to play? 并告诉他们老师将邀请他们一起玩，但玩之前必须先学会说playchess, 并板书。 
(6). 教说chess, play chess 
(7). 教师做饥饿状说：I’m hungry. I’m hungry.板书hungry（饿的）并重复说多遍，再提问学生：What’s the matter with me?由此教单词hungry（饿的）。 
(8). 教师从包中拿出一瓶豆奶说：I want to drink soybean milk. 边喝边说：drink drink, I’m drinking.让学生模仿跟着教师重复句子并模仿动作。 
(9). 教师拿着豆奶走到学生中，边喝边说：Soya milk is very nice. 提问学生What am I drinking?
(10) .请一些学生模仿喝豆奶的动作，比比谁表演的最好。其间老师可以适时用What is he/she doing? What are they doing? 提问其余学生。 
Step 4 Practice
1. 快速反应 
(1). 请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。 
(2). 让学生在小组内进行训练。 
2. 表演 
(1). 请学生打开课本P15，教师指着人们划船的图问学生：What are they doing? 学生应回答：They are rowing a boat. 
(2). 四人小组中，请学生A和B向学生C和D模仿一个动作，然后由C和D提问：A和B在做什么？ 
(3). 让小组内学生互换角色。 
(4). 请几位学生到教室前模仿动作，教师提问：What are they doing ?然后让全班或个别学生回答。 
3.游戏 
(1). 教师在黑板上贴上正面写有数字，反面写有: do taijiquan, row a boat, play chess等动词词组的卡片。 
(2). 请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。 
(3). 台上的同学必须用英语They’re动词+ing [+宾语]来猜测台下同学所做的动作。如果说对了，台下同学要说Yes，若连猜3次不中，可用What are they doing?请求他的朋友，帮忙回答。 
Step 5 Ending 
1. Summary
2. Homework

Lesson 3
Unit 2 What's the elephant doing?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Revision     
1. 教师说动名词：swimming, singing, dancing, rowing请学生做出相应动作。
2. Free talk 
以小组为单位选派一名代表，用英语描述本组成员收集的有关人物或动物正在进行的某种动作的照片、图片等。     
Step 3 Presentation
1. 教师表演动作让学生来说出running/jumping     
2. 读，齐读，抢读，充分调动学生的积极性。
3. 出示教学挂图
a. 大象正在画画，b. 老虎正在跳，c. 鸟（鹦鹉）正在唱歌，d. 马在跳舞
然后指着画，向学生提问：What’s the elephant doing?/
What are the tigers doing?
What’s the bird doing?
Look at the horse! Is it running?
引导学生一起回答It’s drawing pictures./
They are jumping.
It’s singing.
No, it’s dancing.
4. 老师告诉学生，将随意指出其中一幅画，要求学生根据画的内容进行回答。老师问：What is she doing?/What is he doing?，学生回答：She is……/He is……
5.老师要求学生同桌之间针对简笔画的内容进行问答活动，如：What is she doing?/She is running.等。      
Step 4 Practice 
1．分别由教师和全体学生朗读Daming和Sam对话内容。 
2．把全班分为两个大组，朗读对话。 
3．请学生两人一组，练习朗读。 
4．请几对学生表演课文内容，或看着动画配音。 
Step 5 Ending 
1．听课文录音，熟练认读课文。 
2．用英语写3个句子，说说自己的家庭成员正在做什么。

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 3
What are they doing? What are they drinking?
They’re playing chess. They’re drinking soya milk.
教后反思
















Module 4
教学目标
（一）知识目标
1. Words: want, some, juice, also, food, make, tomato, egg, potato, flower, help, buy
2. Sentences: 1) Do you want some noodles/milk? Yes, please. /No, thank you. 2) How much is it? It’s ten yuan.
（二）能力目标
Talking about activities in the park.
（三）情感目标
培养学生用英语进行交流，向对方描述他人正在做什么。
教学重难点
1. 培养学生对中英文化差异的理解。
2. 用英文询问价钱。
教学准备
多媒体课件，照片，单词卡片
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
Words learning
want [ɒ] 想要
some [ʌ] 一些
juice [u:] 果汁
also [əʊ] 也，还
food [u:] 食物
make [eɪ] 制作
tomato [ə] [ɑ:] [əʊ] 番茄
egg [e] 鸡蛋
potato [ə] [eɪ] [əʊ] 土豆
flower [aʊ] 花
help [e] 帮助
buy [aɪ] 买
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 Do you want some rice?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 presentation
1. 直接用课件出示食物的图片，让学生观看
T: These food are very nice, Mmm, very very nice. Oh, I’m very hungry. 
师拍肚子做饥饿的动作I want some noodles and rice. Then find a student and ask: Are you hungry? Do you want some rice?   
引导学生回答：Yes. / No. 
板书课题：Do you want some rice?   （
2. 新课导入部分    
（1）Let’s Chant:
Noodles and rice, are very very nice    
Mmm, Mmm, Mmm, very very nice  
（2）Free talk:   
a. Find some students do the dialogue such as:   
T：Do you like noodles/rice/fish/milk?   
Ss: Yes, I do./ No, I don’t.   
T：Have you got an apple/a banana/an orange/a pear?
Ss: Yes, I have. / No, I haven’t.　
（3）Let students ask and answer in pairs.　　
3. Text learning　　
（1）课件展示noodles and rice的图片，T: They are Chinese food.　　
课件展示快餐的图片，T: They are Chinese fast food.　　
Say the Chant: Fast food ,fast food, Chinese fast food.　　
（2）T: I like fast food, I like noodles very much. Can you make noodles?（加上手势帮助学生理解）　　
Ss: No.　　
T: But I can make noodles.　　
Say the chant: Make noodles, make noodles, I’m making noodles.（边说韵律边做做面条的动作）　　
（3）T: Now I’m hungry, I want to eat some noodles. I want chopsticks.　　
(边说边用体态语言帮助学生理解句意，同时拿出筷子和单词卡片chopsticks)　　
Let students say the chant:　　
Chopsticks ,chopsticks , they are chopsticks.　　
（4）T: We think chopsticks are easy, but Amy thinks they are difficult.　　
1)（出示单词卡片）教授difficult.　　
2)Chant: Difficult, difficult, chopsticks are difficult. 　　
Step 3 Practice　　
1. Give students more examples: 　　
T: Do you want some rice?　　
Ss: Yes, please./ No, thank you.　　
2.Let students work in pairs.　　
3.教师手拿食物图片向单个学生询问：Do you want some noodles?　　
如果学生回答Yes，please.把图片给他，然后让他手持图片问下一位同学Do you want some noodles? 如果学生回答No, thank you. 可以让学生下座位问其他同学直到有同学回答：Yes，please. 把图片给他，让他手持图片问其他同学，用同样的方法反复操练句型Do you want some fish /milk/ chocolate/noodles等。　　
4．Game: 把学生分为六组，让他们一个接一个的问答：　　
A：Do you want some noodles?　　
B：Yes, please./ No, thank you.　　
Do you want some noodles?　　
C : Yes, please./ No, thank you.　　
Do you want some noodles?　　
…….　　
最先问完的小组的最后一名同学站起来喊：Bingo.　　
给获胜的小组予以奖励。　　
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 How much is it?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Leading in
1)带领学生打着拍子一起说上一单元所学的韵句。 
2)展示课本活动一的动画，请同学们看图。如果学生在理解语境时有困难，教师可进行说明：这是一家花店，售货员说的是花的价格，而顾客误认为是花瓶的价格。再次播放动画，请同学们完整的听一遍，。最后播放录音，请同学们看图跟读。 
3)教授How much is it? It’s ten yuan.同时展示一些物品的真实价格标签，进行价格问答练习。在练习中请同学们注意much 的发音。 
2. 任务呈现： 教师告诉学生：“今天我们要举行模拟义卖，体验一下义卖活动。在这之前，我们先来学习一下如何买卖物品吧。”
3. Test learning 
1)播放活动二的动画，请同学们看图理解语境。 2   
2)再次播放，让学生完整的听一遍 2   
3)再次播放，让学生逐图跟读语句。 2     
4)学习购物对话的基本模式。 2      
5)分小组表演课文。 
Step 3 Practice 
1)完成课本活动3 2       
2)完成课本活动4 2       
3)完成课本活动5 
4)完成活动用书的相关习题。 
5)以小组为单位展开玩具和文具的模拟义卖活动。 
Step 4 Ending
1. Summary
2. Homework

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 4
Do you want some noodles/milk? How much is it?
Yes, please./No, thank you. It’s ten yuan.
教后反思
























Module 5
教学目标
（一）知识目标
1. Words: run, fast, high, far, afraid, strong, star
2. Sentences: 1) Can you run fast? Yes, I can.
2) Can you jump high? No, I can’t.
3)Can Sam play football.
（二）能力目标
1. 进一步培养学生运用英语进行交际的能力。 
2. 能运用语言知识来完成“谈谈我会做的运动”这一任务。
（三）情感目标
1. 通过学习，学生能够积极参加各种课外活动。 
2. 培养学生热爱运动，关注体育的情感。
教学重难点
能运用句型Can you…？Yes, I can./No, I can’t
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Worming up
1. Greetings
2. Sing a song
Step 2 Presentation
Words learning
run [ʌ] 跑
fast [ɑ:] 快，快速的
high [aɪ] 高高的
far [ɑ:] 远
afraid [eɪ] 恐怕
strong [ɒ] 健壮的
star [ɑ:] 明星
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 Can you run fast?
Step 1 Warming up
1. Greetings. 
2. Listen and do the actions. 教师发指令，学生听指令做动作。  
T: jump, swim, dance, run, skip, play basketball…  
Ss do the actions. 
3. Listen and chant.
Step 2 Presentation
1. T：（播放学校运动会的视频）Our sports day is coming, what can you do? 
Can you run fast? 引出课题。 
2. 单词及句型学习： 
1）教学run fast 
T：(出示学校运动员跑步的图片) This boy can run fast, can you run fast?
升降调教读run fast，并分小组进行操练。
(师边说边做跑步的动作): Can you run fast?  
2）通过肢体语言教学Can you…? Yes, I can. / No, I can’t.句型，并通过ask and answer来操练。 
3）教学jump high  
  T: (出示学校运动员跳高的图片) Look, he can jump high, can you jump high? 
升降调教读jump high, 并采用大小声读的方法来进行操练。
4）教学jump far 
T: (出示运动员跳远图片) Look at this girl, she can jump far. 呈现单词卡片教读,并分男女读。 
T: (师做跳远动作) I can’t jump far. Can you jump far?  
选两名学生上台进行跳远比赛。比赛结束,对获胜的学生表示祝贺"You're the winner." 对另一位学生说"come on! " 
5）教学ride fast 
T: (出示学生骑车的图片) Look, he can ride fast, can you ride fast? 采用开火车方式进行操练。 
3. 炸弹游戏。 
游戏规则：学生根据图片用 Can you…? Yes, I can.\ No, I can’t.说句子并做动作，如果图片在地雷里，这个词是不能读的，学生只做动作，如果哪个学生不小心跟读，就是踩到雷了。大家一起说bomb,向他砸过去。  
4. Learn the text. 
 T: Today, Amy, Sam, Daming, and Lingling have a competition in the park. Let’s see who is the winner. 
1）Listen and point. 
2）Listen and repeat. 
Step 3 Practice  
1. Make a survey. 
T: Our sports day is coming. I want to know what you can do. So I will be the reporter. 
 I’m a reporter now, I want to make a survey. 教师对同学们进行一次采访，采访学生。接着让学生当小记者进行生生间的采访。  
2. Sing a song: Two tigers. (两只老虎音乐伴奏) 
Can you run fast? Can you run fast? Yes, I can. Yes, I can. 
Can you jump high? Can you jump high? No, I can’t. No, I can’t.  
Can you jump far? Can you jump far? Yes, I can. Yes, I can. 
Can you ride fast? Can you ride fast? No, I can’t. No, I can’t. 
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 Can Sam play football?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Do and say. 
 a. Show the phrases quickly and ask Ss to look and stand to read. 
b. T: Can you ride a bike?  
Ss: Yes, I can,/No, I can’t. 
c. Chant. 
Can you swim? Yes, I can.
Can you skate? Yes, I can.
Can you sing? No, I can’t.
Can you dance? No, I can’t.
2. Presentation. 
a. Show the video about the students. 
T: Look. They are my friends and they are our stars. Then teach the new words (star 明星) 
b. Show the each videos and ask.
1) T: Who is he?
Ss: He is…… 
T: What does he look like? 
Ss: He’s strong. (teach the new words: strong.)  
T: Can he play football?    
Ss: Yes, he can.(板书) 
2) T: Who is he?   
Ss: He is…… 
T: What does he look like? 
Ss: He’s tall.  
T: Can he play football?    
Ss: No, he can’t.(板书) 
Practice reading the sentences. 
3) T: Who is she?   
Ss: She is…… 
T: How old is she? 
Ss: She’s 9 years old.  
T: Can she dance? 
   Ss: Yes, she can.(板书) 
4) T: Who is she?   
Ss: She is…… 
T: Can she dance? 
    Ss: No, she can’t.(板书)
Step 3 Practice
1. Listen and answer
Can Sam play football? 
Can Lingling play football? 
2. Listen and repeat 
3. Look and say. (show the pictures and describe)    .
Step 4 Ending
1. Summary
2. Homework

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 5
Can you run fast? Yes, I can.
Can you jump high? No, I can.
Can Sam play football?
教后反思

















Module 6
教学目标
（一）知识目标
1. Words: soup, sorry, bread, light, give
2. Sentences: 1) Can I have some soup? Sorry, you can’t.
2) Now you can have some sweets and some cake.
3)Happy birthday!
4)Happy Halloween!
（二）能力目标
1. 能够听懂和说出含有情态动词can的句型及相关的回答。 
2. 能在活动中进一步强化合作学习，互帮互助的情感。
（三）情感目标
1. 培养学生知道如何感恩。
2. 使学生积极运用所学英语进行表达和交流，并培养合作学习的精神。
教学重难点
能够灵活运用本课的交际用语进行拓展交际。
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
words learning
soup [u:] 汤
sorry [ɒ] 抱歉，对不起
bread [e] 面包
light [aɪ] 灯
give [ɪ] 给
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 Can I have some sweets?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Revision
T: (show a card of the refrigerator) Look! This is my fridge. I bought a lot of delicious food in it yesterday. Can you guess?
1) T: What’s this?
Ss: A box of milk.
T: Yes, you’re right. Look, it’s a box of milk.
……
2. Lead in
T: Now, look at me. I can jump high. Can you jump high?
S1: Yes, I can.
T: Can you jump far/run fast?
Ss: Yes, I can.
T: Can I run fast ? （故意做的很慢） Ss: Sorry, you can’t.
T: Can I run fast ? (故意做的很快) Ss: Yes, you can.
3. T: Today we’re going to learn Unit 1 Can I have some sweets? （板书）
1)T: Look, boys and girls ! Today is October,Xth. Can you guess whose birthday is today? Is it Daming’s birthday? Is it Sam’s birthday? Let’s listen to The tape and answer my question.
Ss: It is Amy’s birthday.
2) T:Today is Amy’s birthday. Do you remember what she wants to eat?
A. noodles B. soup C. coke D. rice
T: Look, you can choose from them by using ABCD.
S1: B.
T: Is it right? Let’s look.
3) T: Let’s go on looking at the second group. What did Amy want to eat?
A. bread B. fish C. peanuts D. chocolate
S2: A.
T: Yes, you did a good job. Follow me , bread.
4) T: Let’s look at the next group.
A. milk B. water C. sweets D. tea
S3: Sweets.
T: Great. You are right. Follow me, sweets.
5)T: There are something in my bag. Please touch it. What’s this?
S4: Fruit.
6) T: And another one? Kelly, please close your eyes. Mmm, good smell. Taste it. Is it bread?
S5: Biscuits.
7) T: Next, let’s make a chant for the food.
Biscuits and sweets Bread ,soup,cake
are very very nice. are also very nice.
Mmm, mmm, mmm! Mmm, mmm, mmm!
Very, very nice. Also very nice.
8) T:I didn’t have breakfast this morning. I’m very hungry now. Can I have some sweets? （板书）Can I have some…?
S6: Can I have some sweets?
T: Yes, you can. Here you are.
S7: Can I have some sweets?
T: Yes, you can.
S8: Can I have some sweets?
T: Sorry, you can’t. There aren’t any sweets.
（板书）Sorry, you can't.
Step3: Practice
1. Pair work
2. Play a game
T: Boys and girls, let’s play a game – Lucky animals, ok?
Ss: OK!
T: Look , lots of delicious food. Do you like them?
Ss: Yes.
T: Do you want to have them?
Ss: Yes.
T: You can use “Can I have some…?” to tell us what you want to have. Then you can choose one of animals . There is a piece of paper behind the card. You can get the answer from it.
e.g. S1: Can I have some biscuits?
S1 chooses a dog.
Sa: Yes, you can.
3. Read text
1)T: I heard Amy’s on birthday, too. Let’s go and have a look. Please open your books and turn to page 32. Listen to the tape and then answer my questions.
Q1: Who is hungry?
Q2: What did Amy ask?
Q3: What did Ms Smart say?
4. Production
1)T: Look, we are in the restaurant now. Miss Yi is a waitress. Who wants to be customers?
Ss: Me.
T: Welcome!
T:Do you want some water?
S1: Yes, please.
S2: No, thank you.
T: Do you want some bread?
S2: Yes, please.
T: Ok, you want some water. And you want some bread.
S1: Can I have some soup?
T: Yes, you can.
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 Happy Halloween!
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. 课件出示一些食物的图片请学生说出名称，复习：soup, fish, sweets, bread等。　　
2. 课件出示一个简单的chant，和学生一起打着节拍念出来：　　
Sweets, sweets, sweets.　　
Can I have some sweets?　　
Yes, yes, yes ,you can.　　
Bread, bread, bread.　　
Can I have some bread?　
Sorry ,sorry, sorry, you can’t.　
3. Boys and girls, there are some festivals in China. For example: Spring Festival, Lantern Festival and so on. Now let’s look at the pictures.（出示课件图片）: Do you know what’s it about? 告诉大家今天将认识西方的一个节日叫：Halloween.然后一起观看短片，进一步帮助学生加深理解记忆。
4. T: You see, Halloween is interesting! Children like it very much. 那么“万圣节快乐”怎么用英语说呢？假如学生说不出，教师可以用“Happy Birthday.”“Happy New Year.” 引导学生说出“Happy Halloween!”，借次出示课题Module6 Unit 2 Happy Halloween!通过不同形式操练“Happy Halloween!”。
5. Now let’s learn a chant about Halloween.
6. T: Today is Halloween. There are some food in my bag. Do you want to eat? What should you say?(引导学生用句型Can I have some …?来提问，教师逐步渗透Here you are.这种答语。教授并操练。)
7. Pairwork.(通过学生带来的食物做对话，鼓励学生采用不同的回答方式。)
8. T: We know, Tom is in China with his family. Watch a cartoon. Let’ s find out how is Tom’s Halloween.播放动画要求学生听课文并理解内容。　　
9. Now, please open your books and turn to page 35. Listen to the tape：在听之前，教师提出问题，并要求学生回答。
Q1:当 Tom 敲开门时，他是怎样说的？妈妈又怎样回答的？（这个问题的提出是为了引出本课要求会说的句型：Can I come in? Yes, of course.）操练模式：跟读，小组读，请学生站到门外演示并请班内学生配合（自愿生在门外问： Can I come in?全班回答：Yes, of course.）　　　　10. 再次听录音，学生跟读，教师及时纠正。　
Step 3 Practice
1. 角色扮演，朗读课文。让学生一个扮演Tom， 另一个扮演Ms Smart.
2. Halloween Party, 我们将举办一个 Halloween party，亮出一些Halloween presents（教师事先准备的糖果等）。请一名学生扮演小捣蛋（给他戴上鬼脸头套），该生须在教室外面敲门并与教师对话：　　
S: Today is Halloween. Hello, can I come in?　　
T: Yes, of course.　　
S: Can I have some______?　　
T: Here you are.　　
S: Thank you.　　
T: Happy Halloween!
Step 4 Ending
1. Summary
2. Homework

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 6
Can I have some......? soup/ bread/ sweets/ cake
Yes, you can.
No, you can't.
教后反思































Module 7
教学目标
（一）知识目标
1. Words: horse, sheep, vegetable, face, fruit, chicken, bear, pig
2. Sentences: 1) There is a girl in this photo.
She’s riding a horse.
I can’t see her face.
2) There are two girls.
They’re rowing a boat.
（二）能力目标
1. 能够听懂和说出There is/are……,表示某处有某物。
2. 能在活动中进一步强化合作学习，互帮互助的情感。
（三）情感目标
1. 使学生积极运用所学英语进行表达和交流，并培养合作学习的精神。
教学重难点
能够灵活运用本课的交际用语表达某处有某物。
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
words learning
horse [ɔ:] 马
sheep [i:] 羊，绵羊
vegetable [e] 蔬菜
face [eɪ] 脸，面孔
fruit [u:] 水果
chicken [ɪ] 鸡
bear [eə] 熊
pig [ɪ] 猪
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 There is a horse in this photo.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
一、单词学习
1. 出示“蔬菜”以及单词“vegetable”学生跟读。 
2. 出示“sheep”，学生跟读，并出示句子“There is a sheep.”然后教师板书“There is a sheep in this photo.”学生分组齐读课题。 
3. “vegetable”和“sheep”连在一起，“It’s eating vegetables.” 
4、出示“face”，学生跟读，教师摸自己的脸，说：“This is my face.”接着摸学生的脸“This is your face.” 
5、“have a look”出示Amy和Sam聊天的图片。“have a look”为红色，教师领读，并把单词贴在黑板上，运用领读、拼读来学习单词。 
6、出示练习册里的第一题的四幅图片及四个句子，让学生通过读并连线，从而了解“There is…”句型。
 二、学习课文 
1. Now we’re listening to the tape. And find “There is…” 
2. Listen and read lesson. 
3. Read and answer the questions：
1) What is in photo 1? 
2) What is in photo2?  
4、幻灯片出示： 
1）There is a horse in this photo. 
2) There is a sheep in this photo. 
3) There is a cat. 
4) There is a girl under the tree.
Step 3 Practice
1. 学生跟读，完成AB第2题。
2. 学习活动3.
1）播放录音
2）学生看图听录音，理解语句。
3）再次播放，学生跟读，并模仿语音语调。
3. 完成SB Unit 1 活动 4
1）要求学生看图，了解活动要求，并四人小组用“There is…”描述图片内容。
2）请部分学生起来说句子，不会的教师可适时进行点拨。
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 There are twelve boys on the bike.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Rivew: 
(1)Work in pair: Look at the picture and talk about it. There is a… in this photo. /There is an…in this photo. He is…(doing sth)/She is..(doing sth) 
2. Lead-in: Listen, point and say. 
1)Look and the picture, watch and listen the CD-ROM
2)Watch, listen and point. 
3)Watch, listen and repeat.(pay attention to imitate the pronunciation and intonation) 
Write the sentences on the blackboard. There is a boy on the bike. 
There are twelve boys on the bike. 
2. Task presentations 
Where is Daming? What is he doing?
Step 3 Practice
Text learning.
(1). listen and think.  
What are in Daming’s photos? 
(2). Look at pictures and think how to introduce them.
(3). Listen and point 
(4). Group work: try to answer the question: What are in Daming’s photos?
(5). T Guide the student to answer the question and write them on the blackboard. 
There is a panda in the photo. There are three chickens in the photos. There is bear in the photo. There are eleven pigs in the photo.
(7). Show the pictures and learn the new words: fruit, chicken, bear, pig. 
(8). Listen and repeat.
(9). Work in pair: describe the picture of the text.
Step 4 Ending
1. Summary
2. Homework




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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计：
Module 7
There is a horse in this photo. It’s running fast.
There is a sheep in this photo. It’s eating vegetables.
There is a cat in this photo. It’s climbing a tree.
教后反思：































Module 8
教学目标
（一）知识目标
1. Words: visit, tomorrow, plane, from, sock, fish
2. Sentences: I’m going to visit my grandma.
We’re going to swim.
（二）能力目标
能听懂并能在图片的帮助下运用be going to句型讲述自己的计划和即将发生的事情。
（三）情感目标
1. 培养学生将学到的知识运用于真实的生活场景中的能力，使学生具有一定的社会交流意识，引导学生关注生活，热爱生活。
2. 激发学生热爱祖国大好山河的情感。
教学重难点
能够正确理解运用be going to 句型。
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
Words learning
visit [ɪ] [ɪ] 参观，拜访
tomorrow [ə] [ɒ] [əʊ] 明天
plane [eɪ] 飞机
from [ə] 从……来，来自
sock [ɒ] 短袜
fish [ɪ] 钓鱼
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 We’re going to visit Hainan.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. 教师出示当天的日历，指着的日期说 “Today is …”并出示新的一月份的挂历对学生说：Our winter holiday is going to be in February. And I am going to go to Hainan in winter holiday.
(复习对比日期，使学生初步了解be going to 的含义)
2. 学习句型 I am going to go Hainan.
(为学生讲解be going to 的含义，并且学说, 同时讲解be going to 的用法。
3. 学生谈论What are they going to do at this weekend ?
4. 出示中国地图，指着沈阳告诉学生 I am going to go to the zoo in Shenyang this weekend. So I am going to get up at 6 o’clock in the morning.
( 学说 get up)
指着海南说And I am going to go to Hainan. I am going to swim in the sea.
( 出示图片,边做动作边学说swim in the sea)
5. 教师出示一张老爷爷的照片，告诉学生I am going to visit my grandpa, too.
( 学说 visit my grandpa)
6. 猜一猜:What is he\ she going to do tomorrow?
第一组：学生根据图片来猜:可以出示“天安门、石林、泰山、世博园、东方明珠”等风景名胜，学生可以说出 He is going to go to Beijing.等句子。
(这个活动不仅能够操练目标语言be going to ，更能够激发学生对祖国大好河山的热爱，加深对中国地理知识的了解。)
第二组:听声音猜。
播放“游泳的声音、打篮球的声音、跑步的声音、飞机的声音……”。学生可以说出 :” He is going to swim/ play basketball…等
(听录音猜，可以增加活动的趣味性，使学生更加踊跃的参与到课堂教学活动中。另一方面，可以引出句子…going to go by plane.这个新句型)
7. 学说by plane
8. 放课文录音，第一遍学生听，第二遍学生指书跟读。讲解课文中 from China/ children等语境语。
Step 3 Practice
4. 运用任务:出示中国地图，小组讨论 :
Where are you going to go? What are you going to do there?
( 这个任务活动是有意义的操练本节课的重点语句，学生在真实地语境中运用本节课所学知识，谈论的过程中达到了语言的输出，做到了学以致用，强化记忆。)
在讨论结束后，进行汇报。
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 Sam is going to ride a horse.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Warming up  
I say you do & I do you say.
2. Presentation 
A. Show the learning task 
T: Children, do you like Sunday? Why? 通过与学生讨论周末的生活引出本课的教学任务和课题，在此同时教师板书课题：Module 8 Unit 2 Sam is going to ride a horse.
B. Guessing game.   
1. Show a part of the teacher’s picture. Let the students guess: What is the teacher going to do? 引出本课主题和重点句型 “第三人称单数 is going to do … ” 
2. Show a map for the students. Let the students practice “I’m going to do… ” . 通过让学生自主表达,让他们提高口语表达能力。 
3．教师利用多媒体、单词卡片、动作表演等多种形式出示单词fish, hooray领读。 
本环节采用多媒体、单词卡片、动作表演等多种方式让每一个单词在学生脑海中重现。分组读、个人读、表演读等多种形式练习单词，提高了学生的学习兴趣，避免枯燥。 
C. Learn the text 
1. Listen! 两只小鸟在说什么呢？
2. 整体感知，回答问题 
(Sam and Amy and Lingling) They are going to do …tomorrow. 
解决问题，引出句型：Sam is going to ride a horse.
Amy is going to fly a kite. 
Lingling is going to row a boat. 
3. Follow and try to mine it. 
Let’s follow the video and try to mine it. Pay attention to your pronunciation and intonation. 
Step 3 Practice
1. T: Look at these pictures. (幻灯片出示踢足球、游泳、看电视、听音乐、打篮球、做作业、看书、各种动物图片)I’m going to listen to music On Sunday. What are you going to do? Talk to your friends, please.学生小组内活动。
2. Listen and say .Then sing.(THE ZOO)
Step 4 Ending
1. Summary
2. Homework

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 8
I’m going to visit my grandma.
We’re going to swim.
Sam is going to ride a horse.
Amy is going to fly a kite.
教后反思










































Module 9
教学目标
（一）知识目标
1. Words: month, every, day, subject
2. Sentences: Are you going to run on Sports Day?
Yes, I’m going to run the 100 metres.
Are you going to school?
No, I’m going to run in the park.
What are you going to do?
（二）能力目标
1. 能够在恰当的语境中运用“be going to”进行讨论或制定计划。
2. 能在的真实的语言情景交流。
（三）情感目标
1. 培养学生学习英语的积极性，帮助他们建立英语学习的成就感和自信心，形成的良好的学习策略。
2. 通过角色扮演、创设交际情景等语言实践活动，增强对所学英语的体验，形成正确的交际策略，提高用英语做事情的能力。
教学重难点
能够正确理解运用be going to 句型。
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
Words learning
month [ʌ] 月
every [e] 每个，每一
day [eɪ] 一天，一日
subject [ʌ] [e] 学科，科目
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 Are you going to run on sports day?
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Warm-up
Play a game: I say you do.
run, jump, swim, dance, play football, play basketball, read a book, fly a kite, ride a bike, take pictures.
2. Lead-in
1) 呈现运动会图片，学习短语sports day,引出课题Are you going to run on sports day?以及肯定，否定回答，并进行口头练习。
2) Chant:
Are you going to……？引领学生跟随音乐一起chant。
3. Presentation and controlled practice
1) 看第一遍课文录像，回答问题:
Is Daming going to run on sports day?
① 播放录像。
② 抽生回答问题。
③ 学习run the 100 metres
④ 学习句型:I’m going to run the 100 metres.
⑤ 拓展run the 200 metres
2) 听第三、四幅图，回答问题：
Where is Daming now?
① 播放录像。
② 抽生回答问题。
③ 学习every day
④ 拓展：I’m going to swim/play football/watch TV/ride a bike every day.
3) 听最后一幅图，回答问题：
Who is the winner？
① 学习Good luck! Come on! 并操练。
② 播放录像。
③ 抽生回答问题。
4. Guided controlled practice
1. 听课文录音，并跟读。
2. 生分小组自读课文。
3. 抽生分角色朗读。
Step 3 Practice
1. 挑选运动员
① 抽生上台，教师提问，并填表。
② 抽两名学生上台，模仿教师提问，并填表。
③ 学生分小组问答，填表。
④ 抽生上台展示结果。
2. 比赛
抽生分别进行run， high jump， long jump的比赛，并对Good luck! Come on! I’m the winner！进行练习。
Step 4 Ending
1. Summary
2. Homework
Lesson 3
Unit 2 I’m going to do the high jump.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. 游戏：Guess, Guess You Guess 
老师表演一些关于运动的动作，学生根据表演猜词组。然后老师出示卡片，让学生读词组，高低声音变换读、扬声降调读，男生女生读，指名读 。（play football, play basketball, swim, run the 100 meters, run the 200 meters）  
2. Presentation  
出示运动会场景图，指名提问学生：What are you going to do on sports day? 让学生根据刚才出示的卡片回答。几个之后，教师出示the long jump、the high jump两张卡片，示范说I’m going to do the high jump./ I’m going to do the long jump.（边说边做动作重复几遍）  
3. Imitation Practice(模仿性操练)  
1) 老师带学生读几次句子  
2) 老师拿出运动项目卡片，提问学生What are you going to do on sports day? 引导学生回答I’m going to do the high jump./ I’m going to do the long jump. (多提问几个，答得好的给予奖励。) 
3) 让学生在同桌间互相练习，接着让他们开火车组组比赛。最后再请小老师上台提问几位
Step 3 Practice
1. Play a game：找一个同学上台看老师的提示作动作，另一人提问What are you going to do？并猜测答案，三次猜测机会，全班同学当裁判，最后表演者给出正确答案，Yes, I’m going to do……如不对就换提问者上台表演  
2. play a chant: 边放音乐，边教学生读I’m going to run. I’m going to swim. I’m going to jump. I’m going to win.
3. play a game: 让学生们分成4人一组，互相采访组员们：打算参加什么运动项目。然后完成下面表格；  
name She/he is going to do„„  
4. dialogue  
A: What are you going to do on sports day?
B: I’m going to do the high/long jump.  
Step 4 Ending
1. Summary
2. Homework

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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 9
Are you going to run on sports day?
Yes, I’m going to run the 100 metres.
Are you going to school?
No, I’m going to run in the park.

教后反思



























Module 10
教学目标
（一）知识目标
1. Words: family, year, Chinese
2. Sentences: At the Spring Festival, we have a big family dinner. We say: “Happy New Year!” Merry Christmas!
（二）能力目标
能够恰当表达节日问候，描述过节时的风俗习惯。
（三）情感目标
了解东西方过新年时不同的时间及春节的重要性和风俗习惯，让学生更热爱自己的祖国。让学生在丰富多彩的课堂教学活动中体验英语学习的乐趣，培养学生的自主创新和合作探究的精神。
教学重难点
能够正确理解运用be going to 句型。
教学准备
多媒体，课件
课时安排
四课时
教学过程
Lesson 1
Words learning
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
Words learning
family [æ] [ə] 家，家庭
year [ɪə] 年份
Chinese [aɪ] [i:] 中国的
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2
Unit 1 We have a big family dinner.
Step 1 Warming up
1. Greetings
2. Chant: Let’s chant: I like coffee.
Step 2 Presentation
1. 师出示食物卡片，问：Do you like apples/pears/oranges/meat/fish……?(生答) 
教师抽取卡片，用like， have造句子，如I like apples, I have（边说边做吃的动作（设计意图，通过复习已学过的食物，练习“人物+动词+句词”的句型） 
2. 情境呈现、新授 
利用课件图及音乐呈现春节的习俗，教师简要描述图片。 Guess: What festival is it? Teach: Spring Festival
Practice in different ways:
提问个别生:Do you like Spring Festival?（引导学生按先规范回答Yes./No.）
3. T: Let’s sing a song for Spring Festival. 
Sing a song: Happy New Year.
活泼，符合三年级学
4. T: Spring Festival is Chinese New Year. 
Teach&Practice: Chinese Spring Festival is Chinese New Year.  
5. 对Spring Festival is Chinese New Year. 说得好的学生给予奖励。. 
T: You're so good. It's for you. It's a peanut for you.
Practice:让学生用花生图卡传递并说It’s for you.（提醒得到卡片的学生应说Thank you.）在此过程中出示sweet图卡并教授，对单词说得好的学生给予真糖果奖励 
6. 利用课件教授复数形式：Look, what are they? They’re peanuts and sweets. At Spring Festival, we have peanuts and sweets. 
板书句子：At Spring Festival, we have____.  
What else do we have at Spring Festival? 让生个别回答 
7. T：At Spring Festival, we have more food. Show many food, let Ss say: At Spring Festival, we have________.
T: We have so many food, because we have a big family dinner at Spring Festival. Show a picture of big family dinner and teach: At Spring Festival, we have a big family dinner
分解操练：由词到句dinner-family dinner-a big family dinner-句子
8. T: Let’s watch a video and see what does Daming say to Amy and Sam about Spring Festival
询问:What (else) do we do at Spring Festival? Let Ss to say. 
Step 3 Practice
向外国朋友介绍春节。
教师利用课件句型先带领全班回顾一遍可能用到的句子, 邀请一名学生戴上假发扮演外国人，并与同学打招呼。
教师讲解任务并与“外国小朋友”对话示范介绍：Hello, I’m XX.
利用课件给予学生食物图、句型等相关内容提示，由生小组交流。 请自愿组全员起立介绍，一人一句，看哪组说的句子多。
Step 4 Ending
1. Summary
2. Homework

Lesson 3
Unit 2 Merry Christmas!
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. T: You have known some Chinese famous festivals. Now let’s see some another pictures. 展示图片，引领学生复习已经学过的西方国家节日。
问：What’s it about? You can say in Chinese. 当学生说出“感恩节”时，师：Yes, it’s the Thanksgiving day.带领学生大量练习。 
T：Today we will learn module 10 unit 2 Merry Christmas.（练习Merry Christmas的发音） 
I like Christmas, do you？Why? 
可以让同学们小组交流一下，然后班内交流。 
2. 学习新课 
1) 放第一遍录音，listen and say. 
2) 放第二遍录音，listen to the tape and answer questions. 
3) 放第三遍录音，学生跟读。  
⑴Give presents 
T: Look! Santa Claus is coming .(教师头戴准备好的圣诞帽) 
Santa Claus: Hello boys and girls! Close your eyes and sleeping. I will give you presents（单词Christmas tree/present/peanuts/sweets/其他水果食物等卡片）.(教师扮演圣诞老人发送礼物) 
T: Ok, open your eyes. 
（让拿到礼物的同学把礼物举起来让老师看一下。） 师生一齐对得到礼物的同学说：Merry Christmas
T：Show us your presents. 让拿有圣诞老人发的单词礼物的同学上台找朋友(找单词相应的汉语意思)，找到后领大家一齐读单词，句型（We have/eat „„） 
4.教师领读课文，对重点、难点词、句反复练习。 
5.学习歌曲We wish you a merry Christmas.
Step 3 Practice
Making Christmas Card. 
T:Do you want to give your friends’presents? Let’s make a Christmas Card . 
T: Please takeyou’re your things, and make it. You can do it by yourself, or you’re your deskmates, or in your group.
T: Now, please sing the song, and you can you’re your card to your good friends after the song. You should say: Merry Christmas.
Step 4 Ending
1. Summary
2. Homework


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
Doing some writing practice.
Step 4 Ending
1. Summary
2. Homework
板书设计
Module 10
At the Spring Festival, we have a big family dinner.
We say, “Happy New Year!”
Merry Christmas!
教后反思