外研社三起五下教案

这是一份小学英语外研版 (三年级起点)五年级下册本册综合教案，共71页。教案主要包含了教学内容分析，学生情况分析，教学要求，主要措施，课时安排等内容，欢迎下载使用。

五年级英语下册教学计划
一、教学内容分析
本学期是小学英语二级目标的第二个学期，是《新标准英语》小学阶段学习的一个顶峰阶段，也是学生能否顺利地从一级听说为重点的学习转向以听说为主、读写为中心的学习的一个关键的阶段，本学期的教学要在上个学期的基础上引导学生进一步强化听说能力，并同时形成初步的读写能力。随着读写要求的提高，在这个阶段，应该让学生从以活动为主的动态学习逐渐过渡到以阅读为主的较为静态的学习，因此在课堂上要逐步减弱活动式学习的分量，逐步加大课堂中阅读与书写的分量。教师在教学中要有目的地转变三四年级教学的方式，做到心中有数，逐步过渡到高年级英语的教法，由于学生有前两年多的学习的知识和能力的积累，在教学中，可适当放手让学生独立完成学习任务，促进他们各方面能力的提高。
二、学生情况分析：
从学生的学习态度、习惯来看，y有部分学生学习习惯良好，基础较好，接受能力快，也有部分学生存在学习习惯较差、学习态度一般，整个学生自我表现不够突出，不能自觉表达自己的学习观点，思维不够开阔。
三、教学要求：
本册书进一步复习归纳单词读音和一些新的语音规则（如：元音字母和辅音字母组合的读音规则等），这部分出现的单词要求能听懂、能认读即可；这部分的教学可以结合直拼法，培养学生能初步做到见词能读、听音能写的能力。
1. 词汇：本册要求学生听说读认掌握的词汇共有51个，因为五年级的孩子已具备背诵单词的能力，而且有意识地要求背诵，能提高学生对单词的熟悉度，对学生认读和阅读有好处，但应该强调的是，对于中下等学生应该降低要求，切不可强求，以免他们对英语学习更加失去信心；
2. 语篇：共有10篇+2篇阅读短文，每模块的第一单元是新语言呈现单元，学生能在老师的帮助下领会每一幅图片所讲述的内容、找到本文中主要词语和语句中动词时态变化的特征（让学生知道英语动词有形式变化即可，不作进一步的解释），通过不同的训练形式让学生听懂，认读并能开口说话交际，有意识记一些“四会”英语词汇；第二单元主要是让学生在第一单元学习的基础上进行知识的巩固和语言运用能力的提高。引导学生进行知识滚动和积累，避免学生知识的回生。让学生能较流利地正确使用所学语言进行口头交际。U2练习1的句型要让学生能听会说。U1和U2的重点句型要让学生充分进行听说操练，并可要求学生模仿书写，培养正确书写英语句子的能力和习惯。
3. 诗歌：歌谣或小诗共5首，歌曲共5首，要求学生能听懂，会吟唱即可。
4. 句型和语法：本册要求学生掌握的句型有54个，要求学生能根据情景灵活替换；第六册的教学重点是强化学生初步的读写能力的形成，语法方面中要求学生知道英语动词有形式变化即可。书中出现了一般现在时、现在进行时、be going to及一般过去时等时态，其中现在进行时及be going to在三、四年级已出现过，而一般现在时与一般过去时等时态在第五册中已出现过，这些时态的表达法在本册教材中又反复的出现，应该说学生对这三种时态并不会很陌生，在教学中对语法部分一般不作深谈， 不能象传统教学那样的讲，而是要引导学生在听，说，读的过程中，体验和发现语法，然后归纳语法规律，在真实的语境中，在听说读写的综合训练中学会正确使用语法规则。但每位老师可根据自己学生的情况，有时可稍作点拨，帮助学生更好地理解运用句型，但要掌握一个度，切不可讲得太多造成学生因理解困难而失去学习信心。建议在教学中可根据需要适当地调整教材，M1，2，3 ，6，9和M10 U2是关于一般过去时的；M4，5是关于一般现在时的；M7为祈使句的学习；M8中同时出现了一般将来时和一般现在时，但更偏重于一般现在时问句的学习；M10 U1主要学习一般将来时be going to 的句型，教师可以把几个具有相同语法结构的模块连着教。
四、主要措施
1. 课前做好备课工作，不但备教材，还认真备学生，做到有的放矢。主动学习新课程标准，结合自己实际情况和学生实际情况展开教学工作.
2. 让学生学得主动.在课堂中建立帮困小组发挥每个学生的积极性.共同进步。
3. 经常与家长取得联系，共同关注学生的学习情况。
4. 根据本年级学生的年龄特点，鼓励学生大胆说英语，肯定他们的进步，树立学习自信心，培养学生朗读和书写的好习惯。
5. 深入钻研教材，认真设计好每一节课，及时反馈课堂中的不足，提高课堂教学效率。
6. 利用远程教育资源及多媒体的辅助手段，调动学生的学习积极性，教学英语歌及chant ,教学小故事，情境创设等，初步尝试课本剧的表演，培养学生浓厚的学习兴趣。
7. 自觉学习教育理论与专著，适时撰写教学反思、经验、案例，提高自身素质，为教学质量的提高打好基础。
8. 利用网络教研开阔自己的眼界，积极参加网络教研活动，参与评论，参与探讨。多向有经验的老师请教与学习，取他人之长，补自己之短。
五、课时安排：
每个模块大约需要4课时的时间。
Module 1 Changing 4课时
Module 2 Grandparents 4课时
Module 3 English Food 4课时
Module 4 Library 4课时
Module 5 Decisions 4课时
Module 6 Travel 4课时
Module 7 Communications 4课时
Module 8 Discussion 4课时
Module 9 Letters from Abroad 4课时
Module 10 Preparations 4课时
Review Module 3课时













































Module 1
教学目标：
（一）知识目标
1. Words: night, work, or, write
2. Sentences: We lived in a small house.
There weren’t many buses.
We lived in a big house.
There are lots of buses and cars.
（二）能力目标
1. 使学生掌握句型“There weren’t many buses. We lived in a small house.”和“There are lots of buses and cars. We live in a big house.”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
1. 能清晰准确地发出本课所教单词的音，并把握描述过去和现在的变化。2. 把握描述过去和现在的变化。
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
night
[naɪt]
夜晚
work
[wɜːk]
工作
or
[ɔː(r)]
也不
write
[raɪt]
写
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 Practice
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 We lived in a small house.
Step1. Warm-up
1. Greetings
2. Free talk: Talk about the holiday and change of you.
Step2 Presentation
1. Leading in
T and Ss do and say together.
Stand up! Point to the window! Point to the door! Point to the desk!
Touch your nose. Touch your left arm. Touch your right eye...
2. T: Look at your book for one minute. Then answer these questions.
How many people are there?
Who are they?
What is Amy doing?
What is Lingling doing?
Ss read carefully and try to find the answers.
3. T show PPT and have Ss watch carefully. Then play the video, Ss watch and listen.
T: How many people are on the TV? Who are they?
Show the word cards of “lady/ grandmother/ interviewer”
Read these words together.
Listen and find: What are they talking?
4. Play the video again and answer another question: What about the past life？
Ss watch the video and find the answer in the book.
5. Ss discuss in groups and check the answer. Then report to the whole class.
6. Play the video again sentence by sentence, Ss repeat.
Step3 Practice
1. Ss work in groups to practice the sentences. Find the differences in the two pictures.
T: Look and find the difference in our life.
1) There is.... There isn’t....
2) There was... There wasn’t...
3) There are.... There aren’t...
4) There were... There weren’t..
5) We have.... We didn’t have...
big small tall short live lived
…
Step 4 Ending
1. Summary.
2. Homework: 1) Write the words 3 times.
2) Read the words 10 times.



Lesson 3
Unit 2 She didn’t have a television.
Step 1 Warming-up
1. Greetings.
2. Review the words.
3. Review Unit 1: Look at Page4, read the text and underline the main words of Unit1.
Step 2 Presentation
Text learning
1. Read the text for the first time, try to get the information below:
Life was very different in China many years ago.
There weren't any televisions.
Yesterday I watched TV with my grandchildren.
I miss my grandmother.
2. Play the video and answer the questions:
How was the life different in China many years ago?
How about now?
Which life do you like? Now or many years ago?
3. Plat the video again, Ss watch and then look at their books. Find the answers in the book and discuss in groups.
4. Ss report and check the answers.
5. Ss discuss the meaning of the text and then report.
6. Play the video again sentence by sentence, Ss repeat.
Step 3 Practice
1. Ss read the text in groups, read together and role play.
2. Some Ss read the text. Others listen and check if she or he read it right.
3. Role play the text.
Step 4 Ending
1. Summary.
2. Homework: 1）Read the text 3 times.
2）Write down the new words.



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





板书设计:
Module 1
We lived in a small house.
There weren’t many buses.
We lived in a big house.
There are lots of buses and cars.
教后反思：
























Module 2
教学目标：
（一）知识目标
1. Words: wrote, studied
2. Sentences: Did your grandma learn any foreign languages?
Yes, she learnt English.
He’s learning English now.
（二）能力目标
能用英语来询问过去所发生的事情以及他人过去和现在的状态。
（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
1. 能听懂Did your grandma learn English? 这类语句，并能口头运用He
is learning English now.说明自己想要表达的过去和现在的状态。
2. 用英语描述过去和现在的变化。
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
wrote
[rəʊt]
写
studied
[ˈstʌdid]
学习
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 She learnt English.
Step 1 Warm-up
1. Free talk.
2. Review the words.
Step 2 Presentation
1. Lead--in
T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. Do you know what her grandmother is like? Let's look at the picture. Lingling is looking at some photos. What are they? Now listen and find the answer.
2. Learn the text:
Listen again and answer some questions. Now, look at the screen and look at these questions, then answer.
1) Play the video, Ss watch and think about the main idea of the text.
2) Play again. Ss work in groups to discuss the answers after watching the video.
a. What is Lingling's grandma?
b. Did she learn any foreign languages?
c. What is Lingling's grandpa?
d. Did he learn English?
3) Listen and repeat
Play the video for the third time sentence by sentence. Ss repeat. Focus on the pronunciation and tune.
Step 3 Practice
1. Ss read the text in groups, correct the pronunciation each other.
2. Have Ss look at their books, give some minutes to practice in pairs, then act it out.
3. Ss work in groups to make a survey using the sentences in the text.
Step 4 Ending
1. Summary.
2. Homework: 1) Read the words and text.
2) Say the sentence.



Lesson 3
Unit 2 Mr Li was a teacher.
Step 1 Warming--up
1. Free talk.
2. Review the words.
Step 2 Presentation
1. Leading in
T: Do you know Mr Li? The headmaster of Class 1?
S: Yes.
T: This class I’ll tell you something about him.
1) T: Ten years ago, Mr Li was a teacher in Middle school of Luohe. He taught Chinese.
Teach “taught” teach-taught
2) T: I was a good student in his class. I studied very hard.
Teach “studied”, study-studied
Help Ss understand the meaning of “hard”, and then read it correctly.
Practice the sentence.
T: Who studied very hard in Grade 1 or Grade 2?
S: …..studied very hard in Grade1/2.
3) T: Now, I’m a English teacher, we work in the same school. And we all teach you. It’s very interesting. Yes?
2. Learn the text
T: This class Chen Hai will tell us a story about himself. It’s more interesting. Let’s have a look. OK?
1) Listen and answer the question:
What does the word “retired” mean?
2) Watch the video, try to understand the text.
3) Explain “retire”. Make sentences with the word retired”,
eg: My grandpa was a worker. Now he is retired.
Let students make sentences.
(4)Listen and repeat
(5)Read it in groups.
Step 3 Practice
1. Game: look, ask and answer.
Three Ss in a group, one asks, one do the action and one answer the question.
2. Pronunciation
1) draw saw aw字母组合的发音
chair hair air字母组合的发音
class pass ass字母组合的发音
Ss read the words, and find how to pronounce the letters together.
2) Game: little words doctor
T write down some words on the blackboard. Ss read them and devide them into different kind.
bear, pear, glass, grass…
3) Listen and repeat.
3. Poem
(1) Read the sentences, and learn the words: leaves, move, through
(2) Read and understand the meaning.
(3) Listen and repeat
(4) Say and do the actions.
Step 4 Ending
1. Summary.
2. Homework：1) Read the text.
2) Talk something about your parents: the changes of the past, now and work



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 2
Did your grandma learn any foreign languages?
Yes, she learnt English.
He’s learning English now.
教后反思：






















Module 3
教学目标：
（一）知识目标
1. Words: English, breakfast, lunch, gave
2. Sentences: What did she have for breakfast?
She had eggs and sausages.
What did she have for dinner?
She had fish and chips.
（二）能力目标
运用句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had….谈论饮食习惯。
（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
1. 重点词汇: English, breakfast, lunch, give.
2. 重点句型: What did she\he have for breakfast \lunch\dinner yesterday? She\He had….
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
English
[ˈɪŋɡlɪʃ]
英国的
breakfast
[ˈbrekfəst]
早餐
lunch
[lʌntʃ]
午餐
gave
[ɡeɪv]
给
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 Practice
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 She had eggs and sausages.
Step 1 Warming－up
1. Greetings
2. Let’s chant.
Step 2 Presentation
1. Show some pictures of food. T and Ss say the words together.
2. T：Yesterday I had some bread and rice. What did you have for breakfast? Write “What did he/she have? ” on the blackboard, explain the sentences and read it.
3. T: Here are my favourite food. Look.
Show the words and pictures on PPT: eggs, sandwiches, fish, chips
Teach the words, read them and practice.
4. T: What did you have?
Ask one student to answer. Then ask another student “What did he / she have?” Have Ss answer “He/She had…… for breakfast.”
5. Game: S1 plays reporter, he / she asks: What did you have for breakfast/lunch/ dinner yesterday? S2 answers: I had …… for ……yesterday.
6. Show the sentence “She\He had a traditional Chinese breakfast.”
Explain “traditional”，use some pictures to help Ss understand the meaning.
7. Summary: We always have noodles, dumplings and rice for meals .They are Chinese food. What did Lingling have in England yesterday? Let’s have a look.
8. Text Learning
1) Show the picture and play the video. Ss listen while looking at the picture.
2) Play again, Ss listen and circle the food words.
3) Play again, Ss think about the meaning and answer the questions:
What did Lingling have for breakfast?
What did Lingling have for lunch
What did Lingling have for dinner?
Does Lingling like English food
4) Play again, Ss repeat the sentences. Then role play the text.
Step 3 Practice
1. Say the sentences.
S1: What did you have for breakfast yesterday?
S2: I had eggs and milk.
S2: What did you have for lunch?
S3: I had rice and meat.
S3: And what did you have for dinner?
S4: I had noodles.
2. Ss work in groups.
A: What did he/she have for breakfast yesterday?
B: He/She had……
A: What did he/he have for lunch yesterday?
B: He/She had……
A: What did he/she have for dinner yesterday?
B: He/She had ……
Step 4 Ending
1. Summary.
2. Homework:
Find out the different between Chinese food and western foof.



Lesson 3
Unit 2 Sam ate four hamburgers.
Step 1 Warming-up
1. Greetings.
2. Review the words.
3. Review Unit 1.
Step 2 Presentation
1. Leading in
1) T: What are we going to learn today?
Show some pictures on PPT.
T: What can you see in the pictures?
Show the words quickly, Ss memorize the words and say them out.
T: Can you tell me some words about food you know?
2）Have Ss say phrases with the words: eat, drink, give.
eg: eat hamburgers, drink milk, give one apple to my sister …
4）T do the action: I am very full. Last night, I had so much food.
What did you eat/drink last night?
Write down the sentences.
2. Group work:
A: What did you eat/drink last night?
B: I ate/drank ….
A: What did she/he eat last night?
B: She/he ate/drank … .
1）T：Do you like Chinese food?
Yes, I like Chinese food, too.
Tonight my mum is going to cook Chinese food.
2) T: Are you hungry?
What are you going to eat/drink tonight?
引导学生回答： I’m going to eat/drink …
2. Ss practice the sentences together.
3. Sing a song:
I like rice and I like milk. Last night, last night.
I ate fish and I drank milk. I like chips and I like juice.
Tonight, tonight, I’m going to eat chips.
I’m going to drink juice. Mmm, Mmm, Mmm, They are all very nice.
4. Text learning
1).Listen to the tape and think about it.
2) Listen to the tape again and read after it.
3) Check it out and read the letter together
4) Ss read the text with the questions:
Who ate six hamburgers?
Does Sam like hamburgers very much?
What did Lingling have?
Does Lingling like hamburgers very much?
What is Mum going to cook for Lingling tonight?
5)Listen to the tape and read after it，talk about the questions with their desk mates. Check the answer.
Step 3 Practice
Activity 4：Write a letter to your best friend and talk about “What did you eat/drink last night? What are you going to drink/eat tonight?”
Dear________,
Last night I ate_________and drank________. I like _________ very much. But I don’t like _________. I gave the ________ to my _______.Tonight I am going to eat_________and drink_____________.How about you?
Yours love
_____________
Step 4 Ending
1. Summary.
2. Homework
1) Introduce English food to your parents.
2) Write a letter to your friends.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 3
What did she have for breakfast?
She had eggs and sausages.
What did she have for dinner?
She had fish and chips.
教后反思：





















































Module 4
教学目标：
（一）知识目标
1. Words: library, idea, put, heavy, card, ask, wrong, dear, film, way, on
2. Sentences: Let’s make a home library.
That’s a good idea.
These are all books about science.
Let’s put them on this shelf.
（二）能力目标
能熟练运用Where are the…about…please?的句型，并能表演对话。
（三）情感目标
1. 让每个学生都能积极互动参与课堂教学活动，增强他们学习英语的信心，从而更加热爱英语。
2. 通过小组竞赛活动，培养学生的团结协作精神和竞争意识。
教学重难点
“四会”单词和会话表演
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
library
[met]
碰上，遇见
idea
[ðəʊz]
那些
put

冰激凌
heavy
[əs]
我们
card
[weɪt]
等待
ask
[ˈiːmeɪl]
电子邮件
wrong
[ræn]
跑
dear
[lʌv]
爱你的
film
[fɪlm]
电影
way
[weɪ]
方法
on
[ɒn]
关于
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Let’s make a home library.
Step 1 Warming－up
1. Greetings
2. Let’s chant.
3. Review the words of the module.
Step 2 Presentation
1. T show a picture: Look at this picture, what’s this?
Teach the word “library”
T: I borrowed some books from the library, let’s have a look!
S1: Good idea!
Teach “idea”, and practice the word.
2. Let’s take a break! Listen to a chant!
Play the chant, Ss listen and try to follow.
Look at the shelf. I want to make a library. Who can help me?
Ask some students to help. T writes the sentences on the blackboard.
These are all books about.... Let’s put them on ....)
3. Text learning
Show the picture of Ms Smart, Amy and Lingling：“Ms Smart ， Amy and Lingling are going to make a library too. Let’s look at how they
do it!”
1) Play the video, Ss watch and point.
2) Play the video again, Ss circle the words and phrases they don’t know.
3) Listen again and answer the questions:
What are they doing?
Do you know how to make a home library?
4) Play again, Ss repeat the sentences.
Step 3 Practice
1. Team work: Ss works in groups of four to role play the text. Then ask Ss show in the front. The best ones get the praise.
2. Ss discuss how to make a home library and report.
2. Finish the practices on PPT.
Step 4 Ending
1. Summary.
2. Homework:
Make up a dialogue with the new drills and new words.



Lesson 3
Unit 2 We can fund information from books and CDs.
Step 1 Warming-up
1. Sing a song: Where did you go?
2. Revision: Show the pictures of Shelf A\B\C\D. They have toys, CDs, apples, books and pens on them. Practice with the sentences “Where are the …, please? / They are on ….”
Step 2 Presentation
1. Show the picture of Activity 1: We can find information on books. What other kind of information can we find? Let＇ s have a1ook.
2. Dialogue
Look at the picture, listen to the MP3 and answer the questions.
Show the picture of P23, have Ss discuss: How can we find the information. Then report.
T put on the headwear of Ms Smart: I＇m Ms Smart. Now I’m the first time to travel to China. Would you like to help me?
Show the questions on PPT:
Where can I find out the information about the train?
Where can I find out the information about Chinese words?
Where can I find out the information about Chinese food?
Where can I find out the information about the weather?
Where can I find out the information about Chinese books
Have Ss look at the picture, listen to the MP3 with the questions.
3. Text learning
1) Play the video, Ss watch and point.
2) Play the video again, Ss circle the words and phrases they don’t know.
3) Listen again and answer the questions:
Where can we find the information?
4) Play again, Ss repeat the sentences.
Step 3 Practice
1. Find the information.
1) Ask and answer
T: Where can you find out about animals?
Ss: In the library. In the zoo. On TV
2) Ss practice.
Where can you find out about sports?
Where can you find out about sports?
Where can you find out about games?
Where can you find out about toys?
Where can you find out about food?
Where can you find out about China?
Where can you find out about England?
Ss work in groups, discuss the ways of finding information. Report all
the ways they can think of. The most one gets the stickers.
2. Look and complete (Activity Book, Page 16, Exercise 1)
Step 4 Ending
1. Summary
2. Homework



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 4
Let’s make a home library.
That’s a good idea.
These are all books about science.
Let’s put them on this shelf.
教后反思：
















Module 5
教学目标：
（一）知识目标
1. Words: light, umbrella, easy, take, too, try
2. Sentences: This black bag is nice. It’s big.
Look at this blue one. It’s big and light.
（二）能力目标
1. 理解、掌握本课中的新词：light, broken, heavy, pocket
2. 初步掌握本课中的句型 It’s big and light. It’s got two pockets.及其功能句。
（三）情感目标
让学生在有趣的活动中体会课堂教学的乐趣，使学生愿学、爱学、乐学、积极地学。
教学重难点
1. 单词的识记 light \broken\heavy\pocket　　
2. 课文正确，语音语调准确、流利、有感情。
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
light
[laɪt]
轻的
umbrella
[ʌmˈbrelə]
那些umbrella
easy
[ˈiːzi]
容易的
take
[teɪk]
选择要
too
[tuː]
太，过于
try
[traɪ]
试，尝试
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 It’s big and light.
Step 1 Warming-up　　
1. Greetings
2. Say the opposite word: T say the words, Ss say the opposite words.
long – short
fat – thin
tall – short
big – small
new – old
bad – good
Step 2 Presentation
1. Lead-in　　
T：Boys and girls, do you like shopping? I want to buy a long and nice skirt. Do you?　　
T:Lingling is going back to China, but her bag is broken. Ms Smart is going to buy her a new one. Let’s have a look.　　
2. Text learning
1) Play the video, Ss watch and point.
2) Play the video again, Ss circle the words and phrases they don’t know.
Explain the words: broken – new, heavy – light, pocket - pockets 　　
Explain the sentence: We’ll take it ,please.
Ask Ss the meaning of take. Here it means buy.
3) Listen again and answer the questions:
Where can we find the information?
4) Play again, Ss repeat the sentences.
Step 3 Practice
1. Role play the text.
Ss practice with their group mates, then show in the front.三Step4 Practice　　
2. Game 1: say the color.
1) Say the color words painted with the words’ color.
2) Say the color words painted with the different color.
3. Game 2: describe the thing
Show some pictures, Ss describe them with the adjective words, say
the words as more as possible.　　
Step 4 Ending
1. Summary.
2. Homework


Lesson 3
Unit 2 It’s too big for you.
Step 1 Warming-up
1. Greetings.
2. Sing a song.
3. Revision.
Step 2 Presentation
1. Leading in
T:In the last period, we learnt to describe things. Now I’ve got some cute things. I will describe them, then you guess.
1) I can use it to write. What’s it? --------It’s a pen.
2) It’s an animal. It’s white and black. It’s very fat. What’s it? ------It’s a panda.
3) It’s a kind of fruit. It’s yellow. Can you guess?-------It’s mango.
(Learn the word mango. Then listen to the song named mangoes and rice. Wow! This song is very lovely!)
4) It’s a kind of clothes. We can wear it. --------It’s a cap.
(I have got a cap here. Take out the cap I have prepared before. Can you wear it? Ask a student to wear it. Wow! It’s too big for you. It’s too big for him. Yes? Have you got a small one? Ok. Try this one in yellow. This one is ok for you. You can take it. )
2. Text learning.
1) In unit 1, we know Lingling need a bag. Today she is going to the department store again. Listen and answer: What does Lingling want to buy? What has it got on it?
2) Listen again and answer: What color does Lingling buy at last? Why doesn’t she buy the blue one?
3) Listen and repeat.
4) Read the text
5) Show to the class. Role-play.
Step 3 Practice
1. Pair-work.
In our daily life, we often meet different things. We can say “it’s too … for …”. Let’s describe the pictures!
2. Group-work.
Let’s go to the Department Store. One is the sales assistant, and the others are going to buy something. Let’s see which group are the best actors! Remember to use these sentences:
It’s beautiful/ big/ light/ cute/ nice ….
It’s got …/ ….
It’ll be … for you.
It’s too … for ….
Step 4 Ending
1. Summary.
2. Homework: 1) Read the text three times.
2) Buy things in other groups. Try to say more.



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 5
This black bag is nice. It’s big.
Look at this blue one. It’s big and light.
教后反思：
























Module 6
教学目标：
（一）知识目标
1. Words: moon, get, parent
2. Sentences: This is Xinjiang. I went there last year.
Did you go with your parents?
Yes, I did.
（二）能力目标
1.能正确听说、认读新单词photo/stay/week/parent.能默写单词photo/stay/week.
2.能听懂、会说并认读下列句子：When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t. 。
3.在情景中运用When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.来谈论旅游经历。
（三）情感目标
能在积极参与活动、在小组合作学习的过程中获得学习乐趣和学习成就感。开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。
教学重难点
1. 认读和运用句子: When did you go to …? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didn’t.
2. 在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。
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
moon
[muːn]
月亮
get
[ɡet]
到达
parent
[ˈpeərənt]
父母
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 I went there last year.
Step1. Warming-up
1. Let’s sing an English song.
2. Let’s chant.
North, north, north points up.
South, south, south points down.
East, east, east points right.
West, west, west points left.
Step 2 Presentation
1. Lead-in：
T: Boys and girls, look here. This is a map of China. Who can tell me where is Shandong?
Let S say: Shandong is in the east of China.
T: Where is Heilongjiang / Xinjiang / Hainan? Boys and girls, do you like travelling? I like travelling very much!
Show the CAI.
2. T: Look at here, this is a photo of me. I was in Qingdao last year. Look at this word! Learn the word: photo.
Show the CAI about my travelling.
T: These are some photos of my travelling. This is a photo of Mountain Tai. I went there two years ago. This is a photo of Shouguang vegetable exposition. I went there four years ago.
3. Show the CAI to learn the main sentences. The words: stay, week
These are some photos of Qingdao. I went there last year. I went there with my friends. We stayed there for a week in July.
T: Boys and girls, do you like travelling? I like travelling very much!
1) Show the picture of Xinjiang：
T: Look at these pictures. What’s the city, please?
Ss: Xinjiang.
T: Yes. This is Xinjiang. Where is Xinjiang?
Ss: West.
T: It’s in the west of China. I stayed with my grandmother for a week.
2）Show the picture of Hainan：
T: What’s the city, please?
Ss: Hainan.
T: This is Hainan. Where is it?
Ss: It’ in the south of China.
T: Wonderful! Can you read?
Lingling went to Hainan and visited her uncle.
4. Practice
1) Show the picture of Qingdao，have Ss say the sentences：
Last year, I went to Qingdao and swam.
It’s in the east of China.
2) Show the pictures, Ss discuss in groups and say the sentences.
Shanghai: Last year, I went to ______.It’s in the _____of China.
Beijing: It’s in the ___of China. I went to ____ and played ______.
5. Text learning
1) Play the video, Ss watch and point.
2) Play the video again, Ss circle the words and phrases they don’t know.
Explain the words and the sentence
3) Listen again and answer the questions:
4) Play again, Ss repeat the sentences.
Step 3 Practice
1.为了操练某某城市 is in the east\west\north\south of China.让学生做跳操的游戏：教师在前面的空白处画四个“十”字，分别表示东、南、西、北四个方向。然后每一个小组各选一名学生上来，执照老师的指令跳到相应的位置上。游戏过后，老师出示一张中国地图让学生说说哪些城市在中国的东部，哪些城市在中国的西部。
2. Learn the letter about my travelling experience.
Boys and girls, I wrote a letter to my friend Wang Hong. And I tell her that my Qingdao travelling. Would you like to read it out?
Step 4 Ending
1. Summary.
2. Homework





Lesson 3
Unit 2 She visited the Tianchi Lake.
Step 1 Warming--up
1. Greetings.
T: Hello, everyone. Good morning!
Ss: Good morning! Miss Li!
T: Are you happy?
Ss: Yes.
T: OK! Show me that you are happy. Thank you!
2. Sing a song.
Step2: Presentation
1. Leading in.
1) Look at the card and say sentence: I like …. I went to ….
T: (the first time) I like Beijing. I went to Beijing. Can you say it like this?
S1: I like Shanghai. I went to Shanghai.
T: (the second time) I like Beijing. I went to Beijing with my parents.
( Explain the new words: parent means father or mother)
S2: I like Guangzhou. I went to Guangzhou with my mother.
T: (the third time) I like Beijing. I went to Beijing with my parents last year.
S3: I like Guilin. I went to Guilin with my father last week.
2) T: Where did you go for your holidays?
Teach the word “holiday”.
(holiday means the day that you don’t work or study, you are free.)
S1: I went to Beijing.
S2: I went to Haikou.
S3. S4…….
T: Oh, that’s great! Who can tell me? What’s this?
S1: It’s a map of China.
T: Where did you go for your holidays?
S1: I went to Beijing last year.
T: Good, you went to Beijing last year. Do you know where is Beijing?
S1: It’s in the north of China.
2. T: Today , I bring some pictures for you, I think these pictures are very beautiful. Do you want to have a look? (Yes or No)
Ss: Yes.
3. Text learning.
1) T: (show picture1) Who is she? What did she do?
S1: She rode a horse. (学习新单词rode 、horse 并掌握rode是ride的过去式，属于不规则动词。)
T: (show picture 2 ) What did they do?
Ss: They climbed the mountain. ( 学习新单词climb ，它属于规则动词直接加—ed , climbed )
T: (show picture 3 ) What did they do?
Ss: (引导学生) They visited the lake. ( visit它属于规则动词直接加—ed , visited
2) Listen to the tape and answer the questions:
Where did Lingling go?
Where is Xinjiang?
What mountain did she climb?
What lake did she visit?
Did she have a good time?
3) Open the books, Listen to the tape and repeat.
4) Circle the past tense words.
Step 3 Practice
1. T show some travelling pictures and introduce the places to Ss.
2. Ss work in groups to discuss their pictures, introduce the places to each other.
3. Learn to sing: “My home’s the place.”
Step 4 Ending
1. Summary.
2. Homework.
1) Say your travelling experience to your parents in English.
2) Draw your favorite city and introduce it.
Where is your favorite place?
When did you go there?
What did you do there?
Who did you go with?



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 6
This is Xinjiang.
I went there last year.
Did you go with your parents?
Yes, I did.
教后反思：






























Module 7
教学目标：
（一）知识目标
1. Words: evening, late, worker, early, taxi, to, worry
2. Sentences: My father goes to work at eight o’clock every morning.
He’s a policeman.
My father goes to work at six o’clock every evening.
He’s a worker in a factory.
（二）能力目标
1. 通过学习本课的句型，学会与别人用email来交流，并用祈使句来发指令并且做动作。
2. 使学生能在创设的情景中有感情地分角色朗读课文。
（三）情感目标
通过小组合作及学生动手操作解决问题，培养学生集体合作精神和自主解决问题的能力。
教学重难点
1. 能清晰准确地发出本课所教单词的音。
2. 用email来交流，并用祈使句来发指令并且做动作。
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
evening
[ˈiːvnɪŋ]
傍晚
late
[leɪt]
近日暮的
worker
[ˈwɜːkə(r)]
工人
early
[ˈɜːli]
早的
taxi
[ˈtæksi]
出租车
to
[tu]
差……
worry
[ˈwʌri]
焦虑，担心
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 My father goes to work at eight o’clock every morning.
Step1. Warming-up
1. Greetings: Say hello to everyone.
T：Hello, boys and girls.
S：Hello, Ms Mo.
T：How are you?
S：I’m fine , thank you. ...
2. 复习动词的过去式。
3. Dialogue: Do you like to play on the computer?
What do you do on the computer?
Can you send an email?
Step 2 Presentation
1. Learn the new word “email”, have Ss write in the air.
2. T show a picture of an email and ask who has an email. What we use the email for? Explain the word to Ss.
T：Do you know how to send an email? Now today let’s learn how to send an email.
3. Write the title on the blackboard and read.
4. T: Our friends Tom and Amy are sending an email. Let’s find out how they are doing it.
Play the video, Ss watch and listen.
Play again, Ss try to think about the meaning.
5. Play again, find out how to send an email. Ask Ss to circle the point. Then report. T write on the blackboard.
Click on “Email”，
Click on “write”，
Write your message ，
Click on “send”.
6. Show the steps of sending an email on PPT. Ss watch and say. Then ask
Ss to show while saying the sentences.
7. Ss listen to the MP3 and read the sentences. Then role play the text.
Step 3 Practice
1. Make a poster. T show how to make and Ss do it.
2. Ask Ss find information on the internet, and practice the sentences.
3. Have a chant:
Send an email：
Click ,click ,click on “email”，
Click ,click, click on “write”，
Write, write, write your message，
Click ,click, click on “send”。
Step 4 Ending
1. Summary.
2. Homework: Send me an email. The first one will get a surprise.



Lesson 3
Unit 2 I’ll be home at seven o’clock.
Step 1 Warm-up
1. Say hello to everyone.
2. Ss think about how to send an email.
Email, email, click on email
Write, write, click on write
Mmessage, message, write your message
Send, send, click on send
Step 2 Presentation
1. Leading in
T: What’s an email?
Ss: Email is a computer message. It goes from one computer to another computer.
T: Tom sent an email to Mr Smart yesterday. Let’s see how he write back.
2. Text learning
1) Play the video, Ss watch and think about the letter.
2) T show a letter on PPT and explain the form and sentences of a letter.
Thank you for your email.
See you later
Love from
3) T write the sentences on the blackboard. Explain them.
I am working very hard.
I will be home at seven o’clock.
教师讲解：现在进行时、一般将来时的用法，通过时间状语（now, at seven
o’clock ）进行理解。
4) Finish Activity 2, using the sentences: He\She is „ now. He\ She
will be home at „ o’clock.
Step 3 Practice
1. Finish Activity 3. Have Ss listen and repeat the MP3. Feel the pronunciation.
Write the words on the blackboard. Ss read and divide them according to the pronunciation.
2. Listen to the song in Activity 4, sing and do the actions.
3. Practice the sentence: I will … at … o‘clock.
Step 4 Ending
1. Summary
Today we learnt how to send an email, and we know how to use the sentences: I am working very hard. I will be home at seven o’clock.
2. Homework



Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 7
My father goes to work at eight o’clock every morning.
He’s a policeman.
My father goes to work at six o’clock every evening.
He’s a worker in a factory.
教后反思：



















Module 8
教学目标：
（一）知识目标
1. Words: Chinese, word, drew, put
2. Sentences: I’ll make a kite.
Will you help me?
Of course I will.
（二）能力目标
1. 使学生掌握并熟练运用所学句型。
2. 使学生能灵活运用所学句型, 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
培养学生的听、说、表演的能力，小组合作精神，有助于建立良好的人际关系。
教学重难点
1. 能清晰准确地发出本课所教单词的音。
2. 能灵活运用所学句型。
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
Chinese
[ˌtʃaɪˈniːz]
中国人的
word
[wɜːd]
词，字
drew
[druː]
画
put
[pʊt]
放，安放
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Will you help me?
Step 1 Warming-up
1. Greetings.
2. Say a chant. Give some help and teach“quickly”。
Clap, clap, clap your hands, as slowly as you can.
Clap, clap, clap your hand, as quickly as you can.
Roll, roll, roll your hands, as slowly as you can.
Roll, roll, roll your hands, as quickly as you can.
Shake, shake, shake your hands, as slowly as you can.
Shake, shake, shake your hands, as quickly as you can.
Step 2: Presentation
1. Learn new words and show the learning task.
T：Next Friday is going to be my friend’s birthday. I’m going to buy a present for her. I want to go to the supermarket and buy a present. Can you help me?
Show the picture of a supermarket. T: Look! Here we are. What can you see in the supermarket?
T: What do you suggest?
Explain “suggest” and show the pictures of “pencil, bag, cake … ”
T: If my friend got this present, she will be excited.
Explain and teach “excited”, T read and Ss repeat.
2. Learn the text.
T: Daming is going to go to America. What present will he take? Sam gave him some advices. Let’s go into the text and know more about it
1) T Play the cassette, listen to the tape, and try to understand the dialogue, then answer the questions:
Is Daming going to go to America?
Will he visit his cousin?
Will he take a present?
What’s the present?
2) Listen to the tape, and try to find out the sentences about how to suggest.
Ss report, T write the sentences on the blackboard. Underline “What about, Why don’t you, How about”, then tell Ss we can use them to make suggest.
3) Guessing game.
T：Boys and girls, I say a word, you should express your suggestions in three different ways.
A、I’m thirsty. What do you suggest? What kind of juice do I like?
When Ss get the point T say “That’s great!”
B、I’m going to go to a party. What can I wear? What do you suggest? When Ss get the point T say “I agree. Thank you!”。
C、I’m hungry. I want to eat some food. What do you suggest? When Ss get the point T say “That’s a good idea!”。
4) Listen and read the text.
Pay attention to the new words and new sentences.
Step 3: Practice
T：Boys and girls, we are going to have a picnic next week. Let’s go to the supermarket and buy something for the picnic. What do you suggest? Discuss in your pairs.
Step 4: Production
T: My dear children, we have a happy life. Please don’t forget these children. They haven’t got enough food. They haven’t got enough clothes. They can’t go to school. Can we help them? What do you suggest?
Step 5 Ending
1. Summary.
2. Homework:
1) Listen and repeat Unit1.
2) Try to make a short play with your friends.



Lesson 3
Unit 2 I made a kite.
Step 1 Warming-up
1. Greetings.
2. Review the words and sentences.
tall - taller long - longer short - shorter big - bigger small - smaller
A is taller/ longer/ shorter … than B.
Use the things in the classroom to practice, the more the better.
Step 2 Presentation
1.今天我们将要学习如何通过比较判断来发表自己的看法，同时也要比一比谁的眼力好。
教师在黑板上画一个大圆和一个小圆，一条长线段和一条短线段。把两个圆分别标记为A和B，用同样的方法标记两条线段。教师指着两条线段说 Which line is longer?。提示学生们说：“line A is longer than line B ”以同样的方法学习比两个圆圈。(学习单词：circle
2.让学生打开课本看图画。
比较课本第一副图画的两条线段那个长（短），还是一样长。
Is line A longer/shorter than line B? Is line A the same as line B?(学习单词same)
(后面两幅图画引导学生自己比较，对于表现好的学生给予奖励，板书时把 the same as 用方框圈出，告诉学生可以用这个表达方式来说明两个相同的事物。然后用图画引导学生巩固这一句型。)
Step 3 Practice
1.Groupwork四人一组，练习课本活动一
2..活动二同桌互相练习A: Line A is longer.
B:I don't think so./ I think so.
3.活动3 听录音并跟读
组织学生听录音完成活动手册练习5
4．活动五：游戏
5. 课文学习:组织全体学生看图并描述图中发生的事物。
Step 4 Ending
1. Summary.
2. Homework:
1) Read Unit 2 three times.
2) Recite Unit１







Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 8
I’ll make a kite.
Will you help me?
Of course I will.
教后反思：










Module 9
教学目标：
（一）知识目标 1
1. Words: wore, women, told, after, read, in, ask, bring
2. Sentences: We went to a children’s theater.
The actors told lots of jokes.
We laughed a lot.
（二）能力目标
1. 能听、说、读、写所学单词。
2. 能听懂、会读、理解课文并回答相关的问题。
（三）情感目标
培养学生通过阅读，寻找阅读中带来的快乐，在交流中发展语言的能力。
教学重难点
1. 使用动词过去式描述过去发生的事情。
2. 听、说、读并正确使用单词：wore, women, actor, told, joke, funny, after, show, ready以及这些单词的呈现。
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
wore
[wɔː(r)]
穿
women
[ˈwɪmɪn]
女性
told
[təʊld]
口述
after
[ˈɑːftə(r)]
在……后
read
[red]
读
in
[ɪn]
之后
ask
[ɑːsk]
问
bring
[brɪŋ]
带来
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 We laughed a lot.
Step 1 Warming-up
1. Greetings
2. Chant together:
1)首先给学生出示动词的原形，让学生抢答，给学生思考和复习的过程；紧接着导入tell的过去式told，wear的过去式wore，
2)将动词过去式编成朗朗上口的Chant。
　　　　is is was
　　　　are are were
　　　 go go went
　　　 see see saw
　　　 eat eat ate
　　　　drink drink drank
　　　 laugh laugh laughed
Step 2 Presentation
1. T：(出示图片)Last week I went to the Qingdao. I visited Sailing Center.
2. Group work: Last weekend is Children’s Day. Tell partners what they did last weekend?
3. T：What about Lingling? What did Lingling do last week? Let’s listen.
4. 引导—She went to the theatre（教theatre ）引导学生从单词表查找新单词theatre，并学会拼读。
T：In the theatre, The show was very funny，We laughed a lot.引出课题
Today we’ll learn M9 Unit1 We laughed a lot..
Now Let’s come to the theatre. :the theatre in England :UNICOM., 教授men 、women、actor。（a man two men a woman two women）
5. Reading the first paragraph
Q：What did they do？
1) Repeat and think
What did the men do？----- The men wore women’s clothes
What did the women do？---- The women wore men’s clothes
What did the actors do？--- The actors told lots of jokes（教授joke）
What did the children do？--They laughed a lot
2) Underline the answers.
3) 词句结合，边教授单词呈现卡片在黑板上。
4) Repeat the first paragraph and pay attention to the pronunciation.
6. Reading the second paragraph
Q2：After the show where did Lingling go ？And what did they eat？
1) Listen and think.
2) 引导学生从单词表查找新单词restaurant，并学会拼读。
T: Do you like eating hamburgers and chips?
T: But be careful! Don’t eat too much. It’s not good for you! If you eat too much,you will be fatter and fatter.
7. Repeat the second paragraph.
整体感知全文
1. Who wrote this letter? 板书From， Lingling
2. Where did Lingling live？ 板书地址
3. Lingling wrote this letter to … 板书Dear Daming
4. Where is Daming going to go？（并教ready ）
Daming is ready for a trip to America. He is very happy.引导学生自己查阅trip的发音及意思。
5. 默读前两句回答How many letters does Daming have got？ Where were they from？
6. 跟读全文。
Step 3 Practice
1. Read and show.
针对学生各种不同的情况，让学生选择自己喜欢的方式进行朗读和展示。例如齐读；给予学生连环画或关键词让学生重述故事，或是在组内表演等。
2：Fill in the blanks.
利用课文填空的方式，检测学生在本节课中对单词、句子的掌握程度，以及存在的书写问题，做到及时反馈，为进一步搞好教学，提高教学质量收集第一手的资料。
Step 4 Production
1.联系生活，看图说说Tom昨晚做的事情。
2.小组说图，写句子。学生上台展示读出自己写的短文，大家猜是哪副图。
Step 5 Ending
1. Summary: If you want to understand today, you have to search yesterday.
2. Homework.


Lesson 3
Unit 2 Mum bought new T-shirt for you.
Step 1 Warming-up
　　Today we’re going to learn Module 9Unit 2 《Mum bought new T-shirt for you》with you.学习单词“soon.”。指出oo字母组合的发音。
Step２ Presentation
1. Let’s free talk:
T: Where did you go yesterday? What did you do yesterday? 请学生回答问题来复习一般过去时。
2. T: What did you do yesterday evening? 学习单词“evening”，及词组in the evening。
3. 师接着问：What are you going to do this evening? 让学生复习一般将来时。
并变换人称练习：What is he (she) going to do this evening?
4. T: Who can ask me some questions? 学习单词“question” ，及词组some questions。
5. 生问师答，I went to Laizhou Library. I borrowed a book for my friend.
学习单词“borrow”，及词组borrow a book。由tomorrow引出borrow。
6. T: Because my friend likes Chinese history .So I borrewed a book about Chinese history. 学习单词“history”，及词组Chinese history t\a book about Chinese history。
7. (1)Let’s read the new words together.
(2)Let’s play a game. What’s missing?
8. Text learning
Daming is going to go to America. Daming has got a letter from America.
Who is the letter from? （让学生仔细看书找出这封信是Simon写给Daming的。）He is Daming’s cousin. What does it say?
1) 听第一遍录音。 Liston to the tape carefully then try to answer my question: When are they going to see Daming?
2) 听第二遍录音。Liston again and underline the words and sentences you don’t understand. 学习“forget/ask/read(动词过去式)”。
3) 第三遍听音跟读。Listen and repeat then answer this question:
What is Dad going to do? 学生回答后，老师板书：He is going to put another bed in the room. He is going to ask Daming some questions.
4) 第四遍听音跟读。Read after the tape again then try to do the exercises:
What did Mum buy?
What did Dad read ?
What did they borrow?
学生回答后，教师板书：Mum bought (筷子的简笔画).
　Dad read (历史书的简笔画).
They borrowed(自行车的简笔画).
5) Read the text by yourselves.
Step 3 Practice
1. Let’s play a game.
老师出示“yesterday\tomorrow”。让学生从准备的信封中抽取一个词组，让学生用这两个单词造句子。教师先给学生做示范：I watched TV yesterday. I’m going to watch TV tomorrow.
2. 给好朋友的一封信。
May Day is coming .Please write a letter to your best friend. Tell him(or her): What did you do last week? And What are you going to do on May Day?
让学生根据提示练习这封信的内容。
Dear :
How are you? Last week I went to . I there.
I had a good time.
May Day is coming. I’m going to . I there.
How about you?
From,
3. Let’s enjoy an English song.《Postman, Postman.》
Step 4 Ending
1. Summary.
2. Homework:
Finish writing the letter after class.
Lesson 4
Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
Make a dialogue with them.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计:
Module 9
We went to a children’s theater.
The actors told lots of jokes.
We laughed a lot.
教后反思：









































Module 10
教学目标：
（一）知识目标
1. Words: when, speak
2. Sentences: Where are you going?
I’m going to the airport.
What are you going to take?
Clothes, shoes, presents, the ticket and my passport.
When are you going to the airport?
At seven o’clock tomorrow morning.
Who’s going to the airport with you?
Who? Mum!
（二）能力目标
使学生能灵活运用所学句型, 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
培养学生热爱体育运动、锻炼身体的意识，使学生明白道理：制定计划后，要为实现目标而付出努力。
教学重难点
1. 听懂,会读,会说，会写的词汇： Sports Day, for, metre , everyday, good luck, come on .
2.确使用“I’m going to…” 来谈论自己将要做的事。
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
when
[wen]
在什么时候
speak
[spiːk]
说
1. Follow T 3 times.
2. Follow some students.
3. Read the new words by yourselves. Ask T if you can’t read.
4. Read the words, four in a group.
5. Read the words, group by group.
6. Read the words together.
7. Read the words to the deskmates each other.
Step 3 Practice
1. Let the students have a try .Ask T if you can’t spell.
2. Spell the words, four in a group. Ask T if you can’t spell.
3. Follow T.
4. Let the students have a try again.
5. Spell the words to the deskmates each other.
Step 4 Ending
1. Summary.
2. Homework: Recite the new words to your parents.



Lesson 2
Unit 1 Where are you going?
Step 1 Warming-up
1. Listen to a song:
2. Talk about the song: Where is the boy going to go?
3. T: I am going to a stadium and watch some sport games. Are you going to go with me?
（课件展示关于运动的图片：What are they doing？Please describe the picture with“ They are…”）
Step 2 Presentation
1. Leading in
今天老师还想请大家跟我一起去羊村看运动会，乐意去的请站起来走吧！
2. New Teaching
1) 课件展示《羊羊运动会》的视频。羊村要举行运动会了……
A. Look and learn. The teacher read the setences as the sengtences appear.
B. Teaching the new words and the phrases:“ Sports Day, for, metre, every day, good luck， come on” at the right moment with the cards.
2) Daming的学校也要开运动会，同学们可高兴了，我们去看看他们打算参加哪些运动项目，好不好？
A. Have the students listen to the tape, and think about: What is Daming going to do? Who is the winner? Then ask some students to answer the questions.
B. Open your book to Module 8 Unit 1, read the text after the tape. Then read it together.
C. Daming 准备参加100米跑步比赛后，他做了什么事？结果怎么样？我们应该怎么做？
3) 课件展示有关运动的图片:大耳朵图图需要你们的帮助了。有一些关于体育的图片，需要用英语描述它们。可是图图的英语不太流利，他想请一些英语小能手为他讲解这些图片。你们愿意帮助他吗？
Have some students talk about the pictures with: “I’m going to…”
Step 3 Practice
Have the students to work in pairs: If your school is going to have a Sport Day, what are you going to do? T: Please choose a sport and mime it . Your partner has to say what sport it is.
A: (mime the sport)
B: You are going to …
A: Yes, I’m going to…
Step 4 Ending
1. Summary.
2. Homework
Tell the story to your parents



Lesson 3
Unit 2 I’m in New York now.
Step 1 Warming-up
1. Greetings.
2. 师赠送英语格言。
Step 2 Presentation
1. Leading in
T：Guess, What’s in my bag?
Ss：(Guess it).
T：Ahh , how clever, it’s a letter. Do you want to know something about it?
Ss：Yes.
T：Ok. Let me read it. Listen carefully.
2. Text learning
1) 师声情并茂地范读。
2) 听录音，生找出并勾出新单词或重难点单词。
3) 师教读，学生学习新单词。
4) 结合图片，再听录音，并理解故事大意，请生逐句翻译。
5) 跟录音机读，师提问，生回答。
Where is Daming Now?
When did Daming arrive?
Who met Daming at the airport?
What food did his grandma make?
6) 师领读后，请生判断正误：
Daming is in China now.（× ）
Everyone speaks English in New York.（ √ ）
There are lots of tall buildings and lots of cars and people. （ √ ）
Daming’s Grandma made English food for him.（　× ）
But Daming want to try Chinese food.（ × ）
Step 3 Practise
1. 即寻找式的读，清理式的读，让学生找出关于Daming的个人信息，并完成相关表格。
is are arrive meet go make
一般现在式
一般过去式
[教学活动] Play a guessing game just like Lucky 52.
[活动说明] 教师介绍游戏方法（面向屏幕的学生，看图做动作；背向屏幕的学生，猜出动作并说出该动词的过去式），紧抓学生的兴奋点，使学生乐于参与并成为学生的兴奋点，使学生乐于参与并成为学生的主体；进一步巩固短文中出现的不规则动词的过去式，为下一步扫清阅读障碍埋下伏笔。最后完成相关表格。
2. 巧读
即灵活性理解课文，教师拓展发散性思维，发现课文中的亮点，从高更好地指导学生进一步理解课文。
[教学活动]同时指导学生用now和yesterday进行比较分别造句进行竞赛练习。
3. 扩读
即从内容出发，进行扩展式阅读。
引导学生复述或创编课文内容。
T：Now, I’ll give you five minutes. Try to talk and perform on our Chinese’s food.
[活动说明]
1）“Our Chinese food is very nice. What’s your favourite food ? ”这一悬念吸引着学生展开讨论。而“Work in groups and write down your ideas.”任务型的续写活动给了学生充分展现自我的机会，使他们的思维得到了最大限度的发散。
2）同时以食物为话题，谈论过去发生的事情。
Step 4 Ending
1. Summary
How to read the passage.
How to read the passage
1) Read the questions quickly.
2) Go through the passage.
3) Find out the main idea and pay attention to the details.
4) Check the answers.
2. Homework:
Write an E-mail or a letter to your friends.



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




板书设计:
Module 10
Where are you going?
I’m going to the airport.
What are you going to take?
Clothes, shoes, presents, the ticket and my passport.
When are you going to the airport?
At seven o’clock tomorrow morning.
Who’s going to the airport with you?
Who? Mum!
教后反思：