第一篇：六年級新路徑英語教案上

Lesson 1 I’m New Here

Teaching aims:

1.Students can say the words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can read the text.3.Students can listen and number.Teaching contents: 1.Words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can work in pairs.3.Students can listen and practice.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce himself/herself and his/her friend.Teaching aids:

Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:

1.Students can read the new words.2.Students can work in pairs.3.Students can listen and number them.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Work in pairs.3.Listen and number.Importance and difficulties: 1.The pronunciation of the words.2.Let?s talk about the dialogue.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Yang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Work in pairs.The teacher asks: How?s the weather today? S1: It?s warm.T: Look at the pictures.Ss look at them and read together：wash my face, ride a bike, do housework, dig a hole and so on.Then ask students: What are you doing? Ss: I?m planting trees.We are playing badminton.Then students ask and answer into pairs.Step 3.Listen and practise The teacher shows pictures.Ss look at them and follow the teacher: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.Then ask students to read the words.The teacher points to a picture: What is he doing? S1: He is reading a book.Then points to another picture: What is she doing? S2: She is drawing a picture.Then ask students to practice the sentences into pairs.Step 4.Listen and number The teacher plays the tape.Students listen to the tape and number them.⑴ What class are you in? I?m in Class 7, Grade 6.⑵ What are you doing? I?m waiting for my teacher.⑶ What class are you in? I?m in Class 1, Grade 2.⑷ What is he doing? He is cleaning the classroom.Step 5.Play a game Students look at the two circles.Ask them to act as Betty or Simon.The partner choose the other.T: Tick three pictures in your balloon.Ask your partner?s questions.For example: What are you doing? I?m flying a kite.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary: Period 2 Teaching aims:

1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and tick the words.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Look, read and tick the words.3.Read and write.Importance and difficulties: 1.The pronunciation of the words.2.Students can understand the meaning of “ first name” and “ family name”.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Yang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: I?m doing housework.We?re cleaning the classroom.Step 3.Let?s talk:

Students look at page 2 and listen to the tape.Then students read after the teacher.T shows questions: 1)What?s the name of the new student? 2)Who is talking to him? 3)What class is WangTing in? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.Step 4.Look, read and tick the word that matches the picture.Students look at the picture and choose right word.Then read words.Fill in the blanks with the paired words in the box.1)Birds fly in the sky.2)My sister is very shy.3)Try not to cry.4)Some pies fell on my tie.Step 5 Read and write Look at the pictures and read the story.Students can understand the meaning of “ first name” and “ family name”.Then answer the question: What is the boy?s first name and family name? The boy?s first name is Sam, and his family name is Smith.At last students can write an article about himself.Step 6.Homework 1.Recite the text.2.Finish an article about yourself.Summary:

Lesson 2 What a Nice School Teaching aims: 1.Students can say the words:teaching building,art room,music room,computer room,teachers? romm, library,toilet,playground.2.Students can read the text.3.Students can listen and number.4.Listen and sing.Teaching contents: 1.Words: teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.2.Students can work in pairs.3.Students can listen and practice.4.Students can say the sentence:Where is the …? It?s ….5.5.Listen and sing.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce school and other things.Teaching aids:

Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:

1.Students can read the new words.2.Students can work in pairs.3.Complete the sentences.Teaching contents: 1.Magic box:.:teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.2.Work in pairs.3.Complete the sentences.Importance and difficulties: 1.The pronunciation of the words.2.Let?s talk about the dialogue.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Zhang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Review ordinal numbers.The teacher draw a teaching building and write down some numbers.(讓學(xué)生認讀是第幾層)

Step 3.Listen and practise（老師把每層樓寫上各樓層的用途進行新詞教學(xué)，如：art room,music room,computer room,teachers? romm, library,toilet,playground and so on.The teacher shows pictures.Ss look at them and follow the teacher: teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.Then ask students to read the words.The teacher points to a picture: Where is the art room? S1: It?s on the fifth floor.Then points to another picture: Where is the art room? S2: It?s on the fourth floor.Then ask students to practice the sentences into pairs.Step 4.Complete the sentences: Look at right picture and fill in the blank.(P7)Step 5.Listen and sing.First:Listen the song:The Children on a Bus.Second:Read the words of song.Third:Sing after the tape.Fourth:Match and sing.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary:

Period 2 Teaching aims:

1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and recite the words.Teaching contents: 1.Let?s talk.2.Look, read and say the words.3.Read and write.Importance and difficulties: 1.The correct use of prepositions.2.Letter?s pronunciation:-oa-,-oe,-ow,o.3, Teaching aids: Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Zhang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: Where is the art room? It?s on the fifth floor.Step 3.Let?s talk:

(1)Students look at page 6 and listen to the tape.Then students read after the teacher.T shows questions: 1)What are the boy and the girl talking about?

2)Where are they now? 3)Who is the new pupil? 4)What is the girl? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.(2)Act the text.Step 4.Words?s pronunciation.-oa/?u/ oe/?u/ ow /?u/ o/?u/ boat doe row go coat hoe snow no goat toe yellow yoyo

Students look at the picture and say the Chinese means.Step 5 Read ,write and say.Look at the pictures and read the story.Students can fill in the black.Then answer the question: 1)What is the title of the text? 2)Draw a picture of your school and then introduce it briefly.Step 6.Homework 1.Recite the text.2.Introduce your school for your friend.Summary:

Lesson 3 Happy Teacher’s Day

教學(xué)內(nèi)容：花類單詞flowers,sunflowers,carnations,lilies,roses。教學(xué)目標：

1、教學(xué)花卉類單詞，要求發(fā)音準確，知道中文大意。

2、基本了解I like……句型。

3、了解教師節(jié)的相關(guān)情況，進上步培養(yǎng)學(xué)生尊師的美德。教學(xué)重點、難點：

1、本課單詞及其正確發(fā)音。

2、能應(yīng)用喜歡某物的表達法“I like……”

3、教師節(jié)的相關(guān)情況。

教具準備：鮮花類單詞卡片，ppt課件。教學(xué)過程：

一、導(dǎo)入

1、師生互相問候、介紹。

2、出示9月10日圖片，讓學(xué)生回答出教師節(jié)。

3、并聽、唱歌曲《Happy Teacher?s Day》

4、引導(dǎo)學(xué)生給老師送什么禮品，引導(dǎo)出給教師送花。

二、新授

1、教學(xué)flowers。

A、出示圖片，提問：What are these?引導(dǎo)出flowers.B、教師教讀。C、分組別練讀。

D、老師再次教讀，并帶“上I like …… ”句型。E、讓學(xué)生也跟著練習(xí)句型。

F、學(xué)會后，老師再提問：Do you like flowers? 引導(dǎo)學(xué)生用Yes 或 No 回答。

2、教學(xué)sunflowers carnations lilies roses 用同樣方法。

三、練習(xí)

1、教師出示卡片，讓學(xué)生練讀。抽個別學(xué)生讀。并讓學(xué)生把卡片帖到對應(yīng)的單詞上邊。

2、完成ppt 上面聽力練習(xí)。

四、拓展

1、復(fù)習(xí)I like ……句型，可用以前學(xué)過的單詞。

2、提問：What flowers do you like ? 讓學(xué)生回答。

3、畫上自己喜歡的花送給老師。

五、小結(jié)

1、本課學(xué)過的5個單詞。

2、了解I like ……句型。

六、把自己制作的卡片送給老師。

Lesson 4 Paying a visit

第一課時 教案設(shè)計

教學(xué)目標：

1、詞匯：掌握房間類單詞living room, dining room, study, kitchen, bathroom以及動詞短語take a bath

2、掌握方位介詞回答的句型：Where is your kitchen?

It?s beside/opposite/in front of the dining room.教學(xué)重、難點：

1、方位介詞opposite，beside；

2、句型It?s opposite/beside… 教學(xué)準備： PPT，A4畫圖紙，拼圖字謎

教學(xué)激勵：本班學(xué)生知道每回答一次問題或獲表揚會獲得一顆★，每十顆★一個月亮，五個月亮一個太陽，三個太陽一個鉆石，兩個太陽一個皇冠圖案等等，類似QQ升級。

教學(xué)過程：

一、問候、組織課堂

1、紀律整頓，集中注意：（口令）One,two ,three，sit up straight!

2、問候：good afternoon,class!/ How are you?并個別問候。

二、復(fù)習(xí)方位介詞：on, in, under, behind, between, in front of , next to，beside, opposite

1、運用肢體動作（TPR）復(fù)習(xí)方位介詞（自編動作）；

2、強調(diào)較難和今天課堂上運用較多的介詞beside和opposite；

3、PPT演示復(fù)習(xí)以上方位介詞的使用,并加強聯(lián)系beside和opposite；

4、抽學(xué)生上臺根據(jù)老師指令站位，如：XX is opposite xxx，兩名學(xué)生迅速面對面站好。

三、新課

1、詞匯：living room, dining room, study, kitchen, bathroom, take a bath.教法：（1）運用TPR自編動作，教學(xué)孩子們認讀；

（2）游戲：將打印好的房間單詞圖片撕碎，通過分組玩拼圖進一步讓學(xué)生掌握。

2、句型：Where is your dining room?

It?s opposite the study.教法：（1）學(xué)生跟讀、齊讀這組問答句型；

（2）要求學(xué)生下面與同學(xué)分組聯(lián)系;

（3）抽學(xué)生上臺對話練習(xí)。

四、課堂練習(xí)、作業(yè)：

1、PPT出示一副場景圖，提問學(xué)生where is the tree/house/dog?等等；老師給指令，學(xué)生動手操作將PPT上得圖按照老師要求的方位擺放正確；

2、讀下面一段英文，在課前發(fā)的A4紙上按照要求畫出場景：

Exercise: Please draw a picture

There is a teaching building, there are some classrooms, Grade 6 is beside Grade 5 and Grade 4.The library is opposite the teaching building.There is a big tree in front of the library, and some children are playing under the tree.Lesson 5 Making Yourself at home

第一課時（40分鐘）教學(xué)內(nèi)容：

SB(學(xué)生用書)與AB(課堂活動用書)Unit1 I want a hot dog, please.教學(xué)目標：

1、學(xué)習(xí)目標語句：

What do you want to eat? I want a hamburger, please.What do you want to drink? I want a cola, please.單詞：hamburger cola, dollar, cent, enjoy.2、能聽懂What do you want to eat?這類語句，并能口頭運用I want a hamburger, please.說明自己想要的食物。

3、能識別單詞：hamburger，cola, dollar, cent, enjoy.重難點：能聽懂What do you want to eat?這類語句，并能口頭運用I want a hamburger, please.說明自己想要的食物。功能:點餐 教學(xué)程序:

一、熱身復(fù)習(xí)

1、教師熱情地和學(xué)生打招呼,師生之間互相問好。教師向?qū)W生展示有關(guān)食物和飲料的圖片，鼓勵學(xué)生說出相應(yīng)的單詞，并將在黑板上進行羅列。如果學(xué)生有能力，可以給他們在黑板上書寫單詞的機會。然后引入單詞hamburger 和cola。要求學(xué)生跟讀，并讓個別學(xué)生朗讀，教師注意糾正學(xué)生的發(fā)音。

2、鼓勵學(xué)生運用句型“I like…”和“I don?t like…”談?wù)撟约合矚g或不喜歡的是食物及飲料。二．任務(wù)呈現(xiàn)與課文導(dǎo)入

1、教師和學(xué)生談?wù)撟约合埠玫氖澄?，例如，“I like noodles.”并告訴他們?nèi)绻约喝ゲ蛷d，就會要些面條?！癐 want some noodles.”使用這種方式逐一把單詞帶入句型中，給學(xué)生進行本課目標句型的大量輸入，然后向?qū)W生提問：“What do you want?”進行交流，引導(dǎo)學(xué)生回答。進行多組師生問答后，鼓勵學(xué)生相互問答。

2、教師告訴學(xué)生：“今天要進行?模擬快餐店點餐情景短劇?的表演，現(xiàn)在，Daming, Simon和Simon?s dad正在一家快餐店里點餐，我們先來聽聽他們點了哪些食物，運用了哪些語言。

三、課文教學(xué)

1、教師引導(dǎo)學(xué)生觀察課文插圖，并用英語簡單描述圖中的情景。然后播放地一遍錄音，進行課文的整體呈現(xiàn)。

2、在播放第二遍錄音前，教師可以結(jié)合活動用書第一單元練習(xí)1中的問題向?qū)W生提問。學(xué)生帶著問題聽錄音并尋找答案。提示學(xué)生要特別注意用“I want ”表述的句子。

3、錄音播放完畢后，允許學(xué)生相互討論問題的答案，然后再請個別學(xué)生進行口頭表述，教師進行訂正。教師可以根據(jù)學(xué)生的回答，重點講解單詞dollar ,cent 以及enjoy.并要求學(xué)生跟讀及簡單運用。教師要注意糾正學(xué)生的語音和語調(diào)。

4、播放第三次錄音。每個句子后停頓后，要求學(xué)生進行指讀和跟讀。

5、繼續(xù)請學(xué)生聽SB第一單元活動2的錄音，然后學(xué)生進行兩人一組的練習(xí)。

四、任務(wù)完成

1、完成任務(wù)“?模擬快餐店點餐情景短劇?的表演”。在準備任務(wù)之前，引導(dǎo)學(xué)生學(xué)習(xí)SB第一單元活動3中的例句。然后把講臺布置成快餐店的柜臺，并請程度較好的學(xué)生來扮演顧客，教師扮演服務(wù)員，進行一個簡單的表演。最后鼓勵學(xué)生進行以小組為單位的情景短劇的表演。

五、課后作業(yè)

1、AB第一單元練習(xí)2。請學(xué)生根據(jù)自己的實際情況進行選擇。

第二課時（40分鐘）教學(xué)目標：

1、學(xué)習(xí)語句： How much is it? It?s thirteen dollars and twenty-five cents.單詞：hamburger cola, dollar, cent, enjoy.2、能口頭運用How much is it?這類語句詢問物品價格，并能口頭運用It?s ten yuan.這類語句回答。

3、能識別單詞：chicken, orange juice, tea,并能書寫單詞：rice, tea.eat, drink.4、學(xué)習(xí)歌曲What do you want.重難點：、能口頭運用How much is it?這類語句詢問物品價格，并能口頭運用It?s ten yuan.這類語句回答。

功能：談?wù)擖c餐和就餐的情況 教學(xué)程序：

一、熱身復(fù)習(xí)

1、請學(xué)生以小組為單位上臺來表演自編的情景短劇，對學(xué)生的表揚進行及時地評價和點撥。特別表揚能使用豐富句子進行表演的小組。

2、教師帶領(lǐng)學(xué)生閱讀AB第二單元練習(xí)2的文章并完成練習(xí)3，幫助學(xué)生了解與熱狗相關(guān)的知識。

二、任務(wù)呈現(xiàn)與課文導(dǎo)入

1、教師告訴學(xué)生：“今天，將繼續(xù)學(xué)習(xí)上一課的內(nèi)容，并進一步了解如何講述食物的價格，繼續(xù)開展在餐廳點餐的活動?！?/p>

2、教師告訴學(xué)生：“Today Lingling and her dad go to the restaurant.Now let?s listen to the tape.Then please tell me what lingling and her dad want to eat and drink.”在講述的時候，重點強調(diào)“eat”和 “drink”.教師可以通過肢體語言來強調(diào)詞義并要 求學(xué)生能書寫。

三、課文教學(xué)

1、播放SB第二單元活動1課文錄音，教師可以提以下的問題：（1）What does Lingling want to eat and drink?（2）What does Lingling?s dad want to eat and drink? 請個別學(xué)生回答，并及時糾正答案。

2、再次播放錄音，請學(xué)生集體跟讀。并把以下句子進行板書： What do you want to eat/drink? I want …

3、引導(dǎo)學(xué)生看SB第二單元活動2中的菜單，要求學(xué)生能識別單詞：chicken, orange juice, tea,并能書寫單詞：rice, tea。然后教師扮演服務(wù)員來詢問個別學(xué)生：“What do you want to eat/drink?”鼓勵學(xué)生可以根據(jù)自己的喜好來點餐,并進一步引導(dǎo)學(xué)生來詢問價格：“How much is it, please ?”

4、鼓勵學(xué)生來扮演服務(wù)員和顧客，進行簡短的對話練習(xí)。

四、任務(wù)完成

1、集體完成AB第二單元練習(xí)4和5。教師先向?qū)W生簡單介紹練習(xí)中菜單的項目和題目要求。播放錄音，先請學(xué)生完整地聽一遍對話。再播放第二次錄音前，提請學(xué)生注意錄音中的數(shù)字。在播放錄音時，在每句話后停頓，讓學(xué)生填寫食物所需數(shù)量。最后對照SB第二單元活動2中的菜單，填寫并計算所需食品的總價。

2、引導(dǎo)學(xué)生看練習(xí)5中的例句，然后仿照示例開展練習(xí)。

五、課文學(xué)習(xí)

學(xué)習(xí)SB第二單元活動4中的歌曲，教師播放錄音，先請學(xué)生聽歌詞朗讀。播放歌曲，先讓學(xué)生整體欣賞歌曲，并確定學(xué)生在理解歌詞時，是否有疑問。再次播放歌曲，每句后停頓，讓學(xué)生跟唱。最后集體演唱。

六、課后作業(yè)

（1）完成AB第二單元練習(xí)1。（2）菜單設(shè)計競選

把學(xué)生分成3-4人一組，設(shè)計一份精美菜單，然后進行評比。本活動主要幫助學(xué)生復(fù)習(xí)有關(guān)為學(xué)生提供創(chuàng)作的空間并且鞏固復(fù)習(xí)所學(xué)的相關(guān)單詞

Lesson 6 What a mess!

一.Teaching aims 1.復(fù)習(xí)“ May I....?” 句型。

2.復(fù)習(xí)單詞和短語：kitchen, study, bathroom, living room.3.學(xué)習(xí)新短語: make the bed, make the tea, cook the meal.4.學(xué)習(xí)新句型：Can I help you? Yes, please.....二.Teaching procedures Step 1 Greeting T: Good morning class.S: Good morning teacher.Step 2 warming up T: May I close the door? S: Yes, of course.T: May I listen to music? S：Yes, of course.T: Ok, very good.Now it's your turn, you ask me, who want to try? S: May I.....? T: Yes,of course.Step 3 presentation Good, boys and girls, now we sill play a game,“pass words”.Here are 4 rooms.You have 4 groups, so g1 is a kitchen, g2 is a study, g3 is a bathroom, g4 is a living room.And here are 4 brooms, the first student should clean your seat and then passs my words and the broom one by one.Ok , good job,through this game, we review the words....T: Class, do you help your mum do housework? S: Yes T:When you help your mother, you will say: “Can I help you?”O(jiān)k, follow me.......Plese guess, what's the meaning? S:.............T: Very good, now I need help, who can help me to clean the blackboad? S: Can I help you? T: Yes, please......Step 4 practise High low voice: read new words.Paire work: practise the dialogue.Step 5 Homework Review the words and dialogue.Lesson 7 Happy Halloween Background Information : 42 students from Grade 6 Teaching Contents:

1.Vocabulary: pumpkin jack-o’-lantern ghost witch

2.Sentence structure:

This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.Communication: Use the new sentence structure and new words to communicate with each other.Teaching Objectives：

1.To master the new words: pumpkin jack-o’-lantern ghost witch

2.To enable to make a conversation using the sentence structure correctly: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To enable to use the new words and new structures in communication correctly.4.To learn how to pay a visit or how to welcome the visitors.Important points and difficult points:

1.To enable to distinguish the four new words easily.2.To master the new structures: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To use the structure to ask for yes or no.4.Can change the two sentence structure correctly: T his is a tomato.-----Is this a tomato?

Teaching Aids: Pictures, Radio.PPT Teaching Procedures：

step1 Greeting step2 Warming up：

1).Review: Check the homework-(Choose two or three groups to act it out.)step3.Lead in : Look at the video on the PPT.step4.Reading the passage about the Halloween and answer the questions.step5.Tell students the backgroud information of Halloween and lead in the new words.Step6 New words: pumpkin jack-o’-lantern ghost witch

1.pumpkin : 1)Show a picture of pumpkin ,then teach them read: This is a pumpkin.2)Ask students make sentences use this words.2.jack-o’-lantern : 1)teacher ask one students come to the stage, show a picture of it.Ask the students do right action , then let other students guess.After that teacher teach them read :This is a jack-o;-lantern.2)Ask students make sentences use this words.3.witch: 1)Guessing game lead in and then teach them read: This is a witch 2)Ask students make sentences use this words.4.ghost : 1)Teacher do the action and in a strange voice , ask students guess ,then teach them read: This is a ghost.2)Ask students make sentences use this words.Step7 Play games: 1)What's missing 2)Booming Step 8 Practice:

1)Match the words and pictures.2)Listen and number.Step 9 New structure:

1.Use the game to lead in: What’s this ….2.Teach students read the new structures.3.Practice: work in pairs.Step 10 Consolidates

1)Work in pairs : Work in pairs to practice the new words and structures three minutes ,then ask some pairs to show their conversations on the stage.2)Play a game: One student come to the stage face to the students, wear the hat with new words, and he should ask like this : “Am I a pumpkin?” Other students answer “Yes, you are./No you are not.” 3)Practice : Play the game on page 44.Step11 Listen to the tape and finish the task 1)Tick the words.2)Order the pictures.3)Fill in the blanks.1.That-----a pumpkin.2.That –---a jack-o’-lantern.3.what’s----? It’s an orange.4.------are clowns.Summary : Ask students sum up what we have learnt in this class, and then teacher do some additions.Homework:

1）Write the new words and make sentences.2)Tell the story of Halloween to others and get ready for a party of Halloween.Blackboard Design:

Lesson 7 Happy Halloween New structure New words This /That is a tomato.pumpkin

This /That is not a pumpkin.Jack-o’-lantern These / Those are tomatoes.ghost These / Those are not tomatoes.witch

Lesson8 Thanksgiving Day 教學(xué)內(nèi)容：

1、與本課所學(xué)節(jié)日相關(guān)的單詞tukey、sweet potato、corn、cabbage、potato、pie、lettuce。

2、定冠詞the的用法。

3、了解西方感恩節(jié)。

教育、教學(xué)目標：

1、掌握本課生詞。

2、掌握the作特指的用法。

教學(xué)重難點：

1、本課單詞的正確發(fā)音和拼讀。

2、熟練的使用the作特指的用法。教學(xué)準備：CAI課件 教學(xué)過程： Step1：Greeting Step2：Listen and practice

1、引入新單詞。

T：In the last lesson,which festival have we learned? P：Halloween.T：Good!In this lesson we are going to learn another important festival—Thanksgiving Day.（介紹Thanksgiving Day）如果你們要慶祝感恩節(jié)，你們要買一點什么呢，大家去超市看看，我給大家準備了一些東西，看看大家認識些什么。

T：不認識的這些就是感恩節(jié)所需要食物。我們來看看有什么些什么呢？

2、教學(xué)turkey.T：What?s this? P：chicken.T：No,this is not a chicken.It is very big and very popular in the USA.P：火雞。

T：We call it turkey.……

（教學(xué)其它單詞同上）

3、鞏固新單詞。①教師隨意指圖畫，學(xué)生讀出單詞。②抽部分同學(xué)朗讀。Step：Work in pairs.1、引入the的用法。

T：出示一張鳥的圖片。Boys and girls , what?s this ? P：This is a bird.T：Good!This is a bird.Is the bird big? P：No.T：The bird is small.同上說出：This is a elephant.The elephant is big.These are moon cakes.The moon cakes are round.T：為什么兩句話中一個地主用a一個地方用the呢？

P：因我們第一句中已經(jīng)提到bird，所以以后再提及，就用冠詞the，而不是a。

2、練習(xí)the的用法。

出示更多圖片學(xué)生先同桌互相練習(xí)，然后抽學(xué)生回答。Step4：

1、小結(jié)本課。

T：Today we have learned some food for Thanksgiving Day.They are …..Then we learned when to use “the ”.2、Home work 查找關(guān)于 Thanksgiving Day和中秋節(jié)的資料。

3、與學(xué)生道別。

Lesson 9 Merry Christmas 一，教材分析：“Merry Christmas” 是六年級英語教材“新路徑英語”（Book 7）第九課的內(nèi)容。本課內(nèi)容與西方最重要的節(jié)日——圣誕節(jié)聯(lián)系非常緊密，所以學(xué)生很感興趣。二，學(xué)情分析：六年級的學(xué)生已經(jīng)有了比較扎實的英語基礎(chǔ)。大部分同學(xué)已經(jīng)養(yǎng)成了良好的英語學(xué)習(xí)習(xí)慣，有了一定的知識儲備。能夠根據(jù)單詞寫法、音標進行簡單的拼讀。他們已經(jīng)接觸過名詞的單復(fù)數(shù)形式，能基本說出其組成結(jié)構(gòu)。三，教學(xué)目標:(一)情感態(tài)度與價值觀

1.培養(yǎng)良好的學(xué)習(xí)英語的習(xí)慣，激發(fā)學(xué)習(xí)英語的興趣。2.通過自主學(xué)習(xí)和合作學(xué)習(xí)，提高學(xué)習(xí)的能力。(二)、過程與方法

1.從圖片和課件入手，讓學(xué)生對所學(xué)單詞初步進行感知。在教師指導(dǎo)下進行自主拼讀，提高自主學(xué)習(xí)的能力。

2.掌握運用句型的能力，能夠自主對話。(三)、知識與技能

1.掌握本課中出現(xiàn)的新單詞，并能運用這些單詞進行正確的問答。2.掌握本課中出現(xiàn)的四個疑問句，并能正確回答。四,教學(xué)重、難點：

1.本課中出現(xiàn)的單詞和句型。2.部分重點單詞的拼讀和拼寫。

3.能夠區(qū)分對事物和人物提問的不同疑問詞。五，教學(xué)資源：（1）單詞圖片；（2）多媒體課件；（3）錄音機及磁帶。六，教學(xué)過程：

Step one Warming-up/Revision

1.T show the song “ Jingle bells” and the Christmas tree.2.T introduce herself to the pupils.3.T play CAI, pupils look at the screen and do the exercises.Then T and pupils check the answers together.Step two Learning words and sentences.1.T play CAI, then teach the words“a lantern”“a firecracker”.2.T play CAI, pupils ask and answer.“What?s this/that? It?s ___.”

3.T show a present and teach the word.Then T ask a pupil to open it.They are markers.T teach the word and the sentences: “What are these? They are markers.”

1.T play CAI, pupils choose the words and make dialogues.2.T show three persons “Father Christmas” “Little Red Riding Hood” “Snow White”, then T teach them one by one.3.老師舉例，讓學(xué)生自己區(qū)分“What”和“Who”.A game: T say answers, pupils choose the correct questions.7.T play CAI , a clown(clowns).T show ghosts / witches, then pupils make sentences.Eg.Who are they? They are clowns.Step three Games and practise.1.T show the pictures, pupils read them one by one.2.T tell pupils how to play it: pupil A should stand behind the others.T show a picture , pupil B ask, pupil A guess what picture it is.3.Pupils play the game.Step four Books

1.T point to the blackboard , pupils read the words and sentences.2.Pupils open the books and read the words and sentences.3.Pupils make the new sentences as the models.Step five Look, match and read.1.T conclude this class.2.Pupils do the exercises.3.Pupil say their answers.T and other pupil check the answers.4.Pupils read the sentences.

第二篇：小學(xué)四年級新路徑英語教案

4年級1班英語教案

Unit1 our school day Lessen 1

what time is it 教學(xué)目標：

1、要求學(xué)生學(xué)會相關(guān)短語，單詞。

2、學(xué)習(xí)自然拼讀法，培養(yǎng)學(xué)生拼讀單詞的能力。

3、教師通過積極評價，增強學(xué)生的的自信心，進一步激發(fā)學(xué)生學(xué)習(xí)英語的興趣和初步的自主學(xué)習(xí)能力。

教學(xué)重難點 ：

1、學(xué)會起床，吃早餐等短語的讀法以及寫法。

2、能正確用英語句子進行問答時間。

課時 ： 一課時

教學(xué)過程：

一、師生問候

二、教學(xué)句型“what time is it ?”及其回答“It is??”

三、單詞教學(xué)

通過有關(guān)圖片進行單詞教學(xué)。

四、Listen,circle and say

五、Let’s talk 朗讀課文并進行角色扮演。

六、Let’s read 學(xué)習(xí)自然拼讀法

1、把字母Bb寫在黑板上，然后指著bed 說 B b bed 強調(diào)第一個字母的發(fā)音，學(xué)生重復(fù)，用同方的方法介紹bee等詞語

2、教師放錄音，學(xué)生邊聽邊指圖。

七、布置作業(yè)

Lessen2 Where are you from 教學(xué)目標：

1、學(xué)會美國、新西蘭等英語國家國名和法國國名的英語表達法，初步了解這些國家的怪光狂，認識其國旗。

2、通過歌曲、游戲等鞏固以前所學(xué)習(xí)的見面用語，自我介紹用語，掌握詢問對方來自何處的表達法及其回答。教學(xué)重難點 ：

1、學(xué)會美國、新西蘭等英語國家國名和法國國名的英語表達法，初步了解這些國家的怪光狂，認識其國旗。

2、掌握詢問對方來自何處的表達法及其回答。

課時 ： 一課時

教學(xué)過程：

一、師生問候

二、教學(xué)句型“where are you from ?”及其回答“I’m from”

三、單詞教學(xué)

通過有關(guān)圖片及畫有各國國旗的圖片進行單詞教學(xué)，同時介紹個英語國家的情況。

四、Listen,circle and say

五、Let’s talk 朗讀課文并進行角色扮演。

六、布置作業(yè)

Lessen 3 Happy Teatcher’s Day 教學(xué)目標 ：

1、能將表達請求允許、表示感謝祝賀和喜愛等功能的句子應(yīng)用于現(xiàn)實生活之中。

2、通過反復(fù)朗讀掌握喜歡某物的表達法。

3、了解教師節(jié)的相關(guān)情況，進一步培養(yǎng)學(xué)生尊師的美德。

教學(xué)重難點 ：

1、本課單詞即正確發(fā)音。

2、喜歡某物的表達法 I like 及其應(yīng)用。

3、介紹教師節(jié)。

課時：一課時

教學(xué)過程 ：

一、師生問候

二、Magic box單詞教學(xué)

三、句型教學(xué) I like ? 并進行練習(xí)

四、Listen,match and say

五、Let’s talk 朗讀課文并進行角色扮演。

1、教師帶讀。

2、分角色讀

六、布置作業(yè)

Lessen 4 what is the game 教學(xué)目標 ：

1、能聽懂、會說本課單詞同時復(fù)習(xí)并鞏固以前學(xué)過的單詞。

2、能夠通過自然拼讀法了解字母Ii ,Jj,Kk,Pp在單詞中的發(fā)音。

教學(xué)重難點：

1、本課單詞

2、通過自然拼讀法了解字母Ii ,Jj,Kk,Pp在單詞中的發(fā)音。

3、重點句型以及其回答。

課時：一課時

教學(xué)過程：

一、常規(guī)問候與復(fù)習(xí)

二、Magic box單詞教學(xué)

1、復(fù)習(xí)單詞

2、引入新詞。

3、帶讀新詞。

4、鞏固新詞。

三、句型教學(xué)并把新單詞放入句型里進行練習(xí)

四、Listen,tick and say

五、Let’s talk 朗讀課文并進行角色扮演。

1、練習(xí)新單詞

2、練習(xí)新句型

六、布置作業(yè)

Lessen 5 I don’t like coffee 教學(xué)目標

1、掌握本課新詞，復(fù)習(xí)上課的單詞。

2、鞏固本課的重要句型。

3、通過繪圖和激發(fā)學(xué)生的想象力進行教學(xué)，充分發(fā)揮學(xué)生的聯(lián)想能力。教學(xué)重難點

1、掌握本課單詞的發(fā)音并了解其詞義。

2、能正確使用句型“I don’t like”。

課時

一課時

教學(xué)過程

一、常規(guī)問候與復(fù)習(xí)

二、Magic box單詞教學(xué)

1、復(fù)習(xí)學(xué)過的單詞，2、教學(xué)單詞

3、解釋其意思

4、鞏固新詞。

三、句型教學(xué)“I don’t like”

四、Let’s talk 朗讀課文并進行角色扮演。

1、師生問答

4、跟磁帶讀

5、分角色讀

五、布置作業(yè)

Unit2 things around us Lessen 1 It’s windy and cool

教學(xué)目標

1、掌握本課新詞。

2、通過學(xué)習(xí)自然拼讀法，初步感知字母Hh , Ll, Mm,Nn在單詞中的發(fā)音。教學(xué)重難點

1、本課單詞。

2、掌握本課的句子。

課時

二課時

教學(xué)過程

一、常規(guī)問候與復(fù)習(xí)

二、板書單詞，教讀單詞。

三、學(xué)生齊讀。

四、學(xué)生自由讀

五、教讀句子。1.老師示范讀，解釋句子的意思。2.學(xué)生跟讀重點句子。3.掌握重點句子How’s the weather?以及其回答。4.掌握天氣的單詞。

六、回家作業(yè)，抄寫句子和單詞。

Lessen What season is it now

教學(xué)目標:

1、能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。

2、掌握不同季節(jié)的單詞。教學(xué)重難點：

1、單詞的發(fā)音和復(fù)數(shù)形式。

2、能用英語進行問答，詢問季節(jié)。課時:2課時

教學(xué)過程:

一、常規(guī)問候與復(fù)習(xí)。

二、單詞教學(xué)。

1、出示單詞卡片，鞏固學(xué)過的單詞和“I like?”的表達法。

2、鞏固新詞。

三、用舊句型套新單詞，再引出新句型。

1、將不同季節(jié)套入句型中練習(xí)。

2、通過游戲引出新句型“I like??”。

四、教學(xué)小詩。

1、通過提問鞏固所學(xué)單詞，引出心得學(xué)習(xí)內(nèi)容。

2、鼓勵學(xué)生自己識字，看本課嘗試讀出小詩“I like Coffee”

五、仿編小詩

1、教師示范，用所學(xué)句型“I like?”“I don’t like ?”進行仿編

2、雙人活動，仿編小詩。

五、布置作業(yè)

Lesson 3 What’s your favourite season? 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握4個短語 教學(xué)重難點：

1． 本課時的短語較復(fù)雜，學(xué)生學(xué)習(xí)有難度。2． 練習(xí)重點句型。3． 能用英語進行交流。課時：1課時 教學(xué)過程: 1.板書短語進行教學(xué)。2.老師范讀，學(xué)生跟讀。3.學(xué)生自由讀，抓準讀音。

4.教習(xí)重點句子。What’s your favourite season? I like?? 5.掌握What about you?這個句子。6.接著學(xué)習(xí)I like sth/doing sth.7.布置作業(yè)。

Lesson4 What for your breakfast 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握單詞potato ,tomato,candy,noodles 教學(xué)重難點： 1學(xué)習(xí)單詞。

2練習(xí)重點句型。3能用英語進行交流。課時：1課時 教學(xué)過程：

1.板書短語進行教學(xué)。2.3.4.5.6.7.老師范讀，學(xué)生跟讀。學(xué)生自由讀，抓準讀音。

教習(xí)重點句子。What’s for your breakfast? 接著掌握What about you?這個句子。接著學(xué)習(xí)I like sth/doing sth.布置作業(yè)。

Lesson5 Making a spinner 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握單詞house,window,door,wall 教學(xué)重難點： 1學(xué)習(xí)單詞。

2練習(xí)重點句型I like doing sth。3能用英語進行交流。課時：1課時 教學(xué)過程：

1.板書短語進行教學(xué)。2.老師范讀，學(xué)生跟讀。3.學(xué)生自由讀，抓準讀音。4.教習(xí)重點句子。I like doing sth 5.接著掌握What about you?這個句子。6.接著學(xué)習(xí)I like sth/doing sth.7.布置作業(yè)。

Unit 3 About me Lesson 1 this is me 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握單詞schoolgirl,schoolboy,long hair,big face 教學(xué)重難點： 1學(xué)習(xí)單詞。

2練習(xí)用英語描寫自己的外貌。3能用英語進行交流。課時：2課時 教學(xué)過程：

1.板書單詞進行教學(xué)。2.老師范讀，學(xué)生跟讀。3.學(xué)生自由讀，抓準讀音。

4.教習(xí)重點句子。提示重點語法以及單詞發(fā)音 布置作業(yè)

1.練習(xí)用英語寫自己的外貌。

Lesson 2 My good friends 教學(xué)目標：

1.能基本掌握外貌的描寫方法。2.掌握單詞quiet,young,old,head.教學(xué)重難點： 1學(xué)習(xí)單詞。

2練習(xí)用英語描寫自己的好朋友的外貌。3 掌握本課時的重點句型：who have a +n.3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)重點句子。提示重點語法以及單詞發(fā)音。把不同的詞語帶入句子描寫好朋友的外貌和性格。并讓其他同學(xué)猜猜是誰。6 教習(xí)英語小詩She has,She can 布置作業(yè)

1.練習(xí)用英語寫好朋友的外貌。

2.按書上例句的樣子，改寫下面的句子：（1）I have a big face.（2）I have long hair.（3）I have a small mouth.Lesson 3 My favourite colour 教學(xué)目標：

1.掌握描寫顏色的單詞。2.掌握本課時的單詞 教學(xué)重難點： 1學(xué)習(xí)著裝用語。

2練習(xí)用英語交流自己喜歡的顏色和穿著。3能用英語進行交流。課時：2課時 教學(xué)過程：

5.板書單詞進行教學(xué)。6.老師范讀，學(xué)生跟讀。7.學(xué)生自由讀，抓準讀音。

8.教習(xí)重點句子。提示重點語法以及單詞發(fā)音 布置作業(yè)

1.練習(xí)用英語寫自己的外貌。

Lesson 4 My favourite toy 教學(xué)目標：

1.掌握描寫交通工具的單詞ship,taxi,plane,bus,car,train。2.掌握本課時的單詞ship,taxi,plane,bus,car,train 教學(xué)重難點：

1學(xué)習(xí)重點句子Do you have a??以及回答YES,I do/NO,I don’t。2練習(xí)重點句子Do you have a??以及回答YES,I do/NO,I don’t。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞ship,taxi,plane,bus,car,train進行教學(xué)。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)重點句子Do you have a??以及回答YES,I do/NO,I don’t。提示重點語法以及單詞發(fā)音 布置作業(yè)

1.抄寫重點句子以及答語5遍，抓握如何回答。

Lesson 4 My pet dog 教學(xué)目標：

1.掌握本課的短語。

2.掌握本課時的重點句子以及回答。教學(xué)重難點：

1學(xué)習(xí)重點句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。2練習(xí)重點句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。3知道用不同的人稱問時，用不同的人稱回答。課時：2課時 教學(xué)過程：

1板書短語進行教學(xué)。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)重點句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。提示重點語法以及單詞發(fā)音。布置作業(yè)

1.抄寫重點句子以及答語5遍。

Unit 4 Our lessons

Lesson 1 Let’s do sums 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握2位數(shù)的英語說法，做到流利應(yīng)用。教學(xué)重難點：

1學(xué)習(xí)用英語說2位數(shù)。2練習(xí)用英語做加法。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)，練習(xí)用英語說不同的數(shù)字。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)用英語做加法的規(guī)則，提示重點語法以及單詞發(fā)音。布置作業(yè)

1.抄寫單詞5遍。2.用英語寫數(shù)字

Lesson 2 What’s the missing number 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握2位數(shù)的英語說法，做到流利應(yīng)用。教學(xué)重難點：

1學(xué)習(xí)用英語說2位數(shù)。2練習(xí)用英語做減法。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)，練習(xí)用英語說不同的數(shù)字。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)用英語做加法的規(guī)則，提示重點語法以及單詞發(fā)音。布置作業(yè)

1抄寫單詞5遍。2用英語寫數(shù)字

Lesson 3 Talking about animals 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握動物的不同部位用英語怎么說，做到流利應(yīng)用。教學(xué)重難點：

1學(xué)習(xí)用英語說不同的部位。2練習(xí)用英語描寫動物的樣子。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)，練習(xí)用英語說不同的部位。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)改寫句子。Eg.Its arms are long------It has long arms.5 教習(xí)英語小詩《elephant》 布置作業(yè)

1抄寫單詞5遍。練習(xí)不同句子該怎么改，抄寫黑板上的句子。

Lesson 4 Do you like swimming? 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握swimming,play basketball,ball,play ping-pong。教學(xué)重難點：

1學(xué)習(xí)swimming,play basketball,ball,play ping-pong。2練習(xí)用英語問“你喜歡做什么”并能正確回答。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)，練習(xí)swimming,play basketball,ball,play ping-pong。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)Do you like swimming？以及回答YES,I do./NO,I don’t.布置作業(yè)

1抄寫單詞5遍。2抄寫重點句子5遍。

Lesson 5 Where ‘s the spider? 教學(xué)目標：

1.能聽懂，會說本課單詞,做到發(fā)音準確語調(diào)自然。2.掌握on,in,under,behind。教學(xué)重難點：

1學(xué)習(xí)on,in,under,behind。

2練習(xí)重點句子的問答Where ‘s the spider?---It’s on the pencil-box。3能用英語進行交流。課時：2課時 教學(xué)過程：

1板書單詞進行教學(xué)，練習(xí)。2老師范讀，學(xué)生跟讀。3學(xué)生自由讀，抓準讀音。

4教習(xí)Where ‘s the spider?---It’s on the pencil-box。布置作業(yè)

1抄寫單詞5遍。

2抄寫重點句子以及回答5遍。

第三篇：六年級英語教案(上)

1I wrote a long letter.I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there(The First Period)Conversation Getting ready: a.Bring in a plastic bottle with a piece of paper rolled up inside.b.T:(Hold up a bottle.)What?s this? [S1: It?s a bottle.] c.T: What?s inside the bottle? What do you think? d.Have some Ss guess.[S1: Is it a(letter)?] e.Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.Point to the first picture.b.T: They?re at the beach.What did Tony write? [Ss: They wrote a letter.] c.T: Let?s look at the pictures and listen to the tape.d.Play the tape and point to each picture for Ss to follow.e.T: Let?s listen again and repeat.f.Play the tape again, pausing after each sentence to let Ss repeat.g.Put Ss into groups of three and have the practice acting out the dialog.h.Ask volunteers to perform for the class using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.Put Picture Cards 1-8(picture-side up)on the board and display real items, if available.b.T:(Point to Picture Card a piece of candy.)A piece of candy.Repeat.[Ss: A piece of candy.](Flip the card over to the word side.)c.Continue with the other words.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.Bring in realia, e.g.a bag of chips, a box of tissues, etc.b.Put Ss in groups and give each group one item.c.T:(Ask one group.)What did you get? [Ss: We got(a bag of chips).] Using the book: a.T: Listen to the tape and repeat.b.Play the tape and have Ss repeat the sentences.c.Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教學(xué)后記: 學(xué)生對于量詞與名詞的掌握還是比較好的，但個別的同學(xué)對于量詞詞組的綜合使用和量詞的復(fù)數(shù)形式的用法，部分中下生不能很好地掌握，課后應(yīng)該多滲透可數(shù)與不可數(shù)名詞的區(qū)別及用法。

(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.T:(Point to each picture.)What?s this? [Ss: It?s(a bag of chips).] c.T: Let?s listen to the tape.d.Play the tape for number A, then pause.e.T: Did Tony buy a piece of candy? [Ss: No, he didn?t.] What did Tony buy? [Ss: He bought a bag of chips.] f.Have Ss put a checkmark in the correct box.g.Ask one student to write the answer on the board: He bought a bag of chips.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Go over the vocabulary using the pictures in the top row.b.Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.T: Find a partner.Ask each other questions like this.b.Demonstrate with one student first.c.T:(Point to Mrs.Green.)(S1?s name), did Mrs.Green buy a(carton of ice cream)yesterday? [S1: Yes, she did.] d.T: Now,(S1?s name), you ask a question.[S1:(T?s name), did Mrs.Green buy a(box of pencils)?] e.T: No, she didn?t.f.Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1)Getting ready: a.Have Ss look at the pictures around the lyrics.b.T:(Point to the boy.)What does he have? [Ss: He has a bag of chips.] c.Do the same with the girl on the right.Using the book: a.T: Let?s read out the lyrics first.b.Read out the sentences and have Ss repeat.c.T: Now, let?s listen to the tape.d.Play the tape and point to each word.e.Play the tape again and have Ss chant together.f.Divide the class into two groups.g.Have one group chant the question parts and the other group chant the answers.h.If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2)Getting ready: a.Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.T:(Hold up each item.)What?s this? [Ss: It?s(a piece of candy).] c.T: How do you spell(piece)? d.Have a volunteer come to the board and write the word.e.Continue with the other items.Using the book: a.Have Ss look at the letters on the page.b.T: Look at the letters.What words can you make? c.Give Ss time to write the words.d.T: Can you draw lines from the left side to the right side to make phrases? e.Show the example a piece of candy.f.Have Ss work in pairs if they are having difficulty.g.Check the answers with the whole class.教學(xué)后記: 學(xué)生對課文內(nèi)容的發(fā)音較感興趣，聽力部分完成的比較好。但個別同學(xué)說話的完整性需要在口語交際時多加訓(xùn)練，為以后寫作打下良好的基礎(chǔ)。

(The Third Period)Activity Getting ready: a.T:(Point to the picture of the girl.)Look.This girl is talking about yesterday.Can you find the new words?(Point to the first passage on the page.)[Ss: A carton of ice cream.A bag of chips, etc.] b.De the same with the picture of the boy and the second passage.Using the book: a.T: Let?s read!b.Give Ss time to read the first passage silently.c.Ask some Ss to read the sentences aloud.d.T: Now, look at the questions.(S1?s name), can you read the first question? [S1: When was the girl?s birthday?]

e.T: What?s the answer? [Ss: It was April 9th.]

f.Continue with the rest of the questions and have Ss write the answers.g.Walk around the classroom to check Ss? writing.h.Repeat the procedure for the second passage.Sounds and words(1)Getting ready: a.Write air, ear and ere on the board.b.T: Today we practice a combination of two sounds.c.T:(Point to air.)The letters air sounds / /.Let?s practice.Repeat./ /.[Ss: / /.] d.Continue with the rest of the letters.Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2)Getting ready: a.T: Put your heads down and close your eyes.b.T: Now, I will read a chant.Repeat the words with the sound / /.c.T: Where is the chair? [Ss: Where, chair.] d.Continue with the rest of the sentences.Using the book: a.T: Let?s listen to the chant.Point to the pictures.b.Play the tape once and have Ss point to the pictures.c.Play the tape again and have Ss point to the lyrics while listening to the chant.d.T: Let?s chant together.e.Play the tape and have Ss chant along.教學(xué)后記: 學(xué)生對量詞的掌握還是比較好的，Sounds方面，由于學(xué)生掌握了一定的語音知識，比較容易接受。

(The Fourth Period)Extension activities Conversation

Before the lesson, write a message on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the lesson, T points to the bottle and asks, e.g.What?s this? Ss answer, e.g.It?s(a bottle).T points to the piece of paper inside and asks What?s inside? Ss answer It?s a piece of paper.T says Look!There?s a message!Ask a volunteer to read it to the class.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary

Put the Picture Cards/ realia in a line on the floor.Divide the class into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing across from each other, etc.Then T calls out a number and item, e.g.Number(3)!Get(a bag of chips)!Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got(a bag of chips)!The game continues with other numbers and card/items.Review

Before class, put stickers under a few Ss? chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2?s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1?s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1

After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Assign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let?s try one tighter!T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did(S1?s name)buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the class.Practice 2 Bring several shopping bags to class.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look!(S1?s name),(S2?s name)and(S3?s name)went to the store.I wonder what they got at the store.T asks, e.g.(S1?s name), did you get a(bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn?t.If S1 answers yes, he/she shows the card to the class.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教學(xué)后記: 由于學(xué)生基礎(chǔ)比較薄弱，所以學(xué)生對于有一點的難度的題目完成的不太理想。特別是綜合的時態(tài)運用及句型的轉(zhuǎn)換。

(The Fifth Period)Chant activity

Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other?s shoulders and stand next to one of the cards in the circle.Then T starts the music and the class starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a(piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought(candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole class that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the class.Optional activity

Bring a soft ball to class.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase(see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let?s go on a picnic!What do you want to bring? T starts by saying, e.g.I?m going to bring(a bag of chips).What do you want to bring,(S1?s name)? T tosses the ball to S1.Then S1 says I?m going to bring(a bag of chips)and(a bottle of soda).What do you want to bring,(S2?s name)? S1 tosses the ball t S2.Ss continue with the word chain, tossing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake;a carton of eggs, milk, orange juice, yogurt;a bag of salt, sugar;a bottle of soda;a box of crayons, cereal;a roll of wrapping paper, etc.教學(xué)后記: 通過各種練習(xí)的訓(xùn)練，學(xué)生對本組教學(xué)內(nèi)容的掌握還是比較理想的，但對量詞的復(fù)數(shù)形式不太熟練，常漏-s。I usually look for cookies.2008-02-25 20:12:05.0 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer

(The First Period)Conversation Getting ready: a.Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.T:(Point to Gogo, Tony and Jenny.)They are looking for some insects.Do you think they can find the insects? c.Elicit responses from Ss.Using the book: a.Have Ss open their books and look at the pictures.b.T: Let?s listen to the tape.c.Play the tape and point to each picture for Ss to follow.d.T: Did they find any insects? [Ss: No, they didn?t.] What did Gogo find?[Ss: He found some cookies.] e.T: Let?s listen again and repeat.f.Play the tape, pausing after each expression to have Ss repeat.g.Put Ss into groups and have them practice acting out the dialog.h.Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.Put Picture Cards 9-12(never, sometimes, usually and always)word-side up on the board.b.T: Listen.I eat rice for dinner every day.(Point to always.)I always eat rice for dinner.c.Turn the card over to show the picture.d.Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Show Picture Cards 9-16 at random and have Ss say the words.d.Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.Put Picture Cards 13-16 word-side up on the board.b.T: I usually get to school(by bike).(S1?s name), how do you get to school? [S1: I usually(take the bus).] c.Continue with several Ss.Using the book: a.T: Listen to the tape.b.Play the tape.c.T: Listen again and repeat.d.Play the tape again and have Ss repeat.e.T: Now, get into pairs.Make up your own dialogs.f.Ask volunteers to perform their dialog for the class.教學(xué)后記:學(xué)生對于陳述句的掌握不是很理想，很多學(xué)生容易直接用中文的思想來翻譯，如：I go to school take a bus.或者是：I by bike to school.而且?guī)讉€時間的詞語的發(fā)音方面也不是很好。

(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.Write She ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: She(usually rides a bike).] d.T: Let?s listen to the tape.e.Play the tape for A, then pause.f.T: How does she get to work? [Ss: She always rides a bike to work.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedure with the other three questions.Practice 2 Getting ready: a.Have Ss look at the example question on the page.b.Ask Ss to read the question.[Ss: How do they get to school?] c.Have Ss look at the character?s faces and review their names(Tony, Jenny, Ben and Lisa).Using the book: a.T: Now, work with a partner like this.(S1?s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.Give Ss time to practice asking and answering.d.Walk around the classroom to provide help if needed.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the boy taking a bus.)Is he taking a bus or a taxi? [Ss: He?s taking a bus.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let?s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let?s sing!

f.Play the tape again and have Ss practice singing together.g.Divide Ss into three groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教學(xué)后記: 學(xué)生對于一般現(xiàn)在時的一般疑問句的肯定、否定回答掌握的比較好（比較簡單），但對于陳述句的句式還是有一定的難度。(The Third Period)Activity Getting ready: a.Ask a student to come to the front of the class.b.Ask the student to play the role of Gogo and follow the conversation on the page.c.T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.Ask another student to come to the front of the class.Ask her to play the role of Jenny and ask S1 the other question.e.S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.Put Ss into pairs.b.Ask Ss to practice the bookstore Q&A in Gogo?s row with their partner.c.S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.Ask Ss to draw their own answers in the row of ?YOU?.e.Practice the Q&A with their partner.Sounds and words:(1)Getting ready: a.Write ear on the board.b.T:(Point to the word.)Let?s practice this sound.c.T: / /.[Ss: / /.] Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words:(2)Getting ready: a.Write year, ear, hear, cheer, near, clear on the board.b.Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear)Using the book: a.T: Let?s listen to the chant.b.Play the tape once.c.T: Now, listen and point to the pictures.d.Play the tape and have Ss chant along.教學(xué)后記: 由于上一節(jié)課，學(xué)生對一般現(xiàn)在時一般疑問句的用法掌握得一般，通過本節(jié)課的訓(xùn)練，學(xué)生掌握的還是不錯的。Sounds部分也掌握得比較理想。

(The Fourth Period)Extension activities Conversation

Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects!T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies!This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for(my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for(my books).Continue until every student has had a turn.Vocabulary

Divide Ss into four groups.Assign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the class.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target

Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don?t tell your partner the word.Demonstrate with one pair first.For example, if S1?s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice

Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I(never)ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to guess before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before class, prepare some Do you ever…? questions for Ss.In class, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go!T times Ss for 30 seconds, then says Stop!Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1?s name), does(S2?s name)ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2?s about S1s.教學(xué)后記: 通過游戲的形式加強學(xué)生對句型的操練，學(xué)生的學(xué)習(xí)積極性比較濃厚，對句型的掌握也比較牢固，練習(xí)質(zhì)量比較高。

(The Fifth Period)Song activity

Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while passing the envelopes around the circle in opposite directions.When the song is over, the class asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We(sometimes)take a(spaceship).Then they put the cards back in the envelopes and the class plays again.Activity

Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school(by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the class into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver?s seat with his/her arms for driver to sit in.S3 could be the passenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the class.Other Ss try to guess what mode of transportation they are acting out, e.g.It?s a(bus)!教學(xué)后記: 通過Mimi-research的游戲加強學(xué)生對句型的操練，培養(yǎng)學(xué)生的小組合作精神比較好，也促進了學(xué)生的競爭意識。

How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse(The First Period)Conversation Getting ready: a.Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.T: I go hiking once a month.c.Pantomime swimming.Then hold up two fingers.d.T: I go swimming twice a week in the summer.e.T:(S1?s name), how often do you go hiking? [S1: I go hiking(once a year).] f.T:(S2?s name), how often do you go swimming? [S2: I go swimming(three times a week in the summer.)] Using the book: a.Have Ss open their books and look at the pictures.b.T: Let?s listen to the tape and read the story.c.Play the tape and point to each picture for Ss to follow.d.T: Let?s listen again and repeat.e.Play the tape, pausing after each sentence to have Ss repeat.f.Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.Have pairs practice acting out the dialog.h.Encourage some pairs to act out the dialog in front of the class.Vocabulary Getting ready: a.Bring in Picture Cards 17-24.b.Show the picture side of the Picture Card once.c.T: Repeat.Once.[Ss: Once.] d.Show the word side of the card.e.T: How do you spell once?(Point to each letter for Ss to say.)[Ss: O-N-C-E.] f.Continue with the rest of the cards.Using the book: a.T: Open your book.Listen to the tape and point to each word.b.Have Ss point to the words.c.Play the tape again, and have Ss repeat each word.d.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.Put Picture Cards 17-24 word-side up on the board.b.Write How often do you ____? underneath the cards.c.T:(Point to the Picture Card go fishing)(S1?s name), how often do you go fishing? [S1: I go fishing(once a month).] d.Continue with several Ss.教學(xué)后記：學(xué)生對本單元的單詞和句型都感興趣，學(xué)起來也容易很多，第一課時掌握的內(nèi)容良好，對twice的發(fā)音加強一下就可以了。

(The Second Period)Practice 1 Getting ready: a.Write How often ___________? b.T:(Point to the first picture in A.)How often does he go swimming? c.T:(Point to the second picture in A.)Can you make a question? [Ss: How often does she go ice-skating?] d.Continue with individual students with different pictures.Using the book: a.Have Ss look at the pictures for A.b.Write He ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: He goes swimming(once a month).] d.T: Let?s listen to the tape.e.Play the tape for A, then pause.f.T: How often does he go swimming? [Ss: He goes swimming once a week.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Have Ss look at the Q&A on the page.b.Ask two Ss to come to the front of the classroom and role-play Gogo and Tony.Using the book: a.T:(Point to the second column with swimming.)(S1?s name), can you make a question? [S1: How often do you go swimming ?] b.T:(Think and answer truthfully.)I go swimming(once a week).c.T: Now, you answer the questions.Write your answers on the top row.d.Give Ss a few minutes to answer.e.Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the picture of Tony.)What is Tony going to do? [Ss: He?s going to go hiking.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let?s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let?s sing!

f.Play the tape again and have Ss practice singing together.g.Divide Ss into four groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教學(xué)后記：從學(xué)生完成聽力部分的結(jié)果來看，大部分學(xué)生掌握的還是比較好的，在課后應(yīng)加強學(xué)生對句子的閱讀和造句的訓(xùn)練，讓學(xué)生能形成一種語感。

(The Third Period)Activity Getting ready: a.Hold up your book.b.T:(Point to the picture of the frog in A.)What is this? [Ss: It?s a frog.]

c.Continue with the other pictures.Using the book: a.Ask a volunteer to read out the frog?s introduction in A.b.Ask another volunteer to read out the question for the class.c.Give Ss time to write the answer on the page.d.Do the same with the other two questions.e.Put Ss into pairs to check their answers.Sounds and words(1)Getting ready: a.Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.Have Ss look at the board.c.Underline the letters ir, ear and ur in the words.d.T: Let?s practice this sound.e.T: / /.[Ss: / /] Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words(2)Getting ready: a.Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt)Using the book: a.T: Let?s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let?s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let?s see who can chant better!

g.Have each group chat in their own creative way.h.Choose a group with the best performance and explain why they win.教學(xué)后記：滲透的語音知識對學(xué)生的作用較大，利用學(xué)生的競爭來學(xué)好本單元的發(fā)音，掌握良好。

(The Fourth Period)Extension activities Conversation

Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the class.Vocabulary Divide the class into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk;the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are successful, they get a point.Target Divide the class into two teams: Question Team and Answer Team.The teams stand on opposite sides of the classroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you(go swimming)? and tosses the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I(go swimming twice a week).Then S2 tosses the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.(The Fifth Period)Practice 1

Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to guess what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to guess the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2

After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in class go ice-skating once a year.Song activity

Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the class by miming, showing their fingers, and pointing to the correct word on the board.Activity

Divide the class into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What?s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the class into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.Write the r-combination ir, ur and ear on the board.Brainstorm with the class the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her;ur: burn.b.Ask the class to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教學(xué)后記:

1、教學(xué)內(nèi)容不多，句型比較簡單，而且內(nèi)容貼近我們的生活實際，學(xué)生掌握的比較好。在綜合練習(xí)中，反映學(xué)生對以前所學(xué)的動詞詞組遺忘率比較高。

2、對于一般現(xiàn)在時的第三人稱的動詞變化，學(xué)生掌握得不太牢固，總忘記詞性變化，-s。學(xué)生對歌曲的學(xué)習(xí)還是比較濃厚。

3、學(xué)生的閱讀能力比較薄弱，理解課文能力很差，對人稱的轉(zhuǎn)變，對句型的結(jié)構(gòu)不理解，須加大訓(xùn)練力度。Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.T:(Point to sentence A.)(S1?s name), can you read the beginning of the sentence? [S1: I bought…]

b.Continue with the rest.Using the book a.T: Now listen to the tape.b.Play the tape for A, then pause the tape.c.T: I bought …(Gesture for Ss to answer.)[Ss: a roll of toilet paper.] d.Repeat for B, and have Ss write the answer on the page.e.Continue with the rest.Review 2 Getting ready a.Bring in Picture Cards 1-24.b.Review the cards orally.Using the book a.Ask a volunteer to read aloud question A for the class.b.T: Now, look at the pictures.Write the answers on the page.c.Give Ss time to fill in the blanks.d.Continue with the rest.e.Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tissues and a roll of toilet paper on the board, picture-side up.b.Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.c.T: We?re going to read Jenny?s e-mail.Using the book a.T: Now, let?s read the e-mail.b.Give Ss time to read the e-mail silently.c.Have individual Ss read aloud the e-mail sentence by sentence.d.T:(Point to question A.)(S1?s name), can you read the question? [S1: What are Mary?s hobbies?] e.T: What?s the answer,(S2?s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.T: Write the answer on the page.g.Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.Point to the word pearl.b.T: / /, /，/.Pearl.I?ll play the tape.Let?s find the sound / /.c.Play the tape.d.T: Can you find the words with the sound / /? Circle them.e.Have Ss say the words so that the class can check the answers.f.Repeat procedures for questions B and C.教學(xué)后記：本單元的復(fù)習(xí)工作開展較好，學(xué)生在知識上的連貫比五年級要好，聽力部分掌握的情況良好。

Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?

Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?

Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the class.Read and find

Divide the class into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel

Divide the class into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn?t.They ran to their friend?s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the class into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教學(xué)后記: 本單元主要學(xué)習(xí)量詞詞組、動詞詞組、時間時態(tài)，涉及四種時態(tài)的綜合運用，涉及特殊疑問句、一般疑問句及其回答與運用，還有雙元音的字母、字母組合發(fā)音。學(xué)生對詞匯的掌握比較好，但對于句型、動詞、時態(tài)的掌握有待加強訓(xùn)練。It?s a magic hat.Objectives and Requirements: Language Review: How much is the guitar? It?s $85.Wow!That?s expensive!How much are those socks? They?re $1.hey!That?s cheap!Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys(The First Period)Conversation Getting ready a.Bring in some real money, e.g.￥1,￥2,￥5,￥10,and ￥100 bills(or use Gogo Money WB p.70)b.T:(Show a ￥1bill.)This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.Continue with different notes.d.T:(Show a ￥10 bill.)How much is this? [Ss: Ten yuan.] e.Do the same with some other notes.f.Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.T: Now, let?s listen to the tape.b.Hold up the book and point to the pictures.c.T: Let?s listen again and repeat.d.Play the tape, pausing after each expression to have Ss repeat.e.T:(Point to the hat.)How much is this hat? [Ss: It?s a hundred dollars.] f.T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expressions as the characters? voices and add actions.Vocabulary Getting ready a.Bring in Picture cards 25-32 on the board, picture-side up.b.Show the picture side of the Picture Card forty.c.T: Listen and repeat.d.Show each Picture Card and say the word for Ss to repeat.Using the book a.T: Listen to the tape and repeat.Point to each picture as you say it.b.Have Ss listen, repeat and point to each picture.c.Point to the pictures at random and have Ss say the words.d.Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.T:(Point to S1?s eraser.)How much is that eraser? b.Teach Ss how to answer with their currency.[S1: It?s(two yuan).] c.T:(Point to S1?s pencils.)How much are those pencils? [S1: They?re(five yuan).] d.Ask some more Ss, and have them answer accordingly.e.Have Ss ask T similar questions.f.Answer truthfully.Using the book a.Have Ss look at the pictures on the page.b.Ask individual Ss to read out the sentences.c.Play the tape a few times and have Ss practice along with the tape.d.Put Ss into pairs and have them act out the dialogs.e.Have pairs ask each other about their own items as in Getting ready section above.=教學(xué)后記：學(xué)生對Gogo的講話方式感興趣，模仿的比較好，對數(shù)字的認識還可以，但遺忘較大，對以前學(xué)過的數(shù)字掌握反而不夠，詢問價錢貼近生活，一問一答的對話學(xué)生編的好。(The Second Period)Practice 1 Getting ready a.Write How much _________? On the board.b.T:(Point to the first picture in A.)How much is a carton of ice cream? c.T:(Point to the second picture in A.)(S1?s name), can you make a question? [S1: How much is a cone of ice cream?] d.Continue with individual Ss with different pictures.Using the book a.Have Ss look at the pictures for A.b.Write It?s ____.Underneath question A on the board.c.T:(Point to the first picture.)(S1?s name), can you answer the question using the sentence structure on the board? [S1: It?s ten dollars.] d.Continue with the other pictures.e.T: Let?s listen to the tape.f.Play the tape for A, then pause.g.T: What?s the answer? [Ss: It?s four dollars.]

h.T: Put a checkmark in the correct box.(S2?s name), can you write the answer on the board underneath the question? i.Have S2 write the sentence on the board.j.Repeat the procedures with the other three questions.Practice 2 Getting ready a.Have two Ss read the dialog.b.T:(Point to the skateboard.)Is it cheap? [Ss: No, it isn?t.It?s expensive.] c.Go over each picture.Using the book a.Put Ss into pairs.b.Have Ss take turns asking and answering questions about the pictures.c.Walk around the classroom to see how Ss are doing Chant activity Getting ready a.Have Ss look at the pictures around the lyrics.b.T:(Point to the box.)Can you make a question? [Ss: How much is that box?] c.Have one student answer.[S1: It?s fifty dollars.]

d.T:(Point to the socks.)Can you make a question? [Ss: How much are those socks?] e.Have another student answer.[S2: They?re three dollars.] Using the book a.T: Let?s read out the lyrics first.b.Ask individual Ss to read out the sentences.c.T:(Point to the blanks on the page.)There are some words missing.d.T: Let?s listen to the chant and fill in the blanks.e.Play the tape and have Ss fill in the blanks.f.Pause the tape from time to time if necessary.g.T: Now, it?s time to chant!Let?s listen to the tape first.h.Play the tape again for Ss to practice chanting together.i.Divide the class into two groups.j.Have one group chant the question parts and the other group chant the answers.Then switch.=教學(xué)后記：本課時充分訓(xùn)練了學(xué)生的聽力和口語，對詢問價錢的問題有了一定的認識，禮貌上的教育也加強了。

(The Third Period)Activity Getting ready a.Have Ss look at Student A picture on the page.b.T: Look at the Student A picture for one minute.c.T:(Give Ss one minute.)Now, close your books.d.T: What was in the picture? Do you remember? e.Ask Ss to name all the items they remember.Using the book a.Put Ss into pairs and assign them Student A and Student B roles.b.T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.T: Some information is missing in each picture.Your partner has

the answers.Ask each other about the items.d.Give Ss time to ask, answer and write the prices on the page.e.Circulate around the classroom to see how Ss are doing.f.When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.Bring in a cup and a key.b.T:(Hold up a cup.)Repeat.Cup.[Ss: Cup.] c.T:(Hold up a key.)Repeat.Key.[Ss: Key.] d.T: Today we practice the sound /k/.It?s the sound in the words ?cup? and ?key?.Repeat after me.e.T: /k/.[Ss: /k/.] Using the book a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.Write color, kite, black, carrot and keys on the board.b.Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.)Using the book a.T: Let?s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let?s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let?s see who can chant better!

g.Have each group chant in their own creative way.h.Choose a group chat in their own creative way.i.Choose a group with the best performance and explain why they win.教學(xué)后記：發(fā)音較到位，學(xué)生掌握的情況良好。

(The Fourth Period)Extension activities Conversation

Bring some hats to class(or ask Ss to bring hats to class).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the class.Vocabulary

Bring some shopping catalogs/newspaper advertisements to class.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1?s name), how much is the toy car? [S1: It?s(forty yuan).] Target

After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this(television)? [S1: It?s(one thousand yuan).] T: Wow!That?s expensive!When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the class.Practice 1

Bring some real objects, e.g.a bag of chips, a box of tissues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this(bottle of shampoo)? Have S1 answer based on the price tag, e.g.It?s(twelve yuan).Then make a comment, e.g.Wow!That?s expensive!/ That?s cheap!Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2

Before class, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---￥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That?s(￥173)!Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That?s(one hundred and seventy-three)yuan.教學(xué)后記: 1、本單元教學(xué)內(nèi)容比較貼近生活，在生活中運用比較廣泛，學(xué)生的學(xué)習(xí)興趣比較濃厚。對句型容易掌握，但對名詞的單復(fù)數(shù)不能明確區(qū)分。

2、學(xué)生對數(shù)字的掌握欠缺一點，特別是對以前所學(xué)習(xí)的1-20的單詞遺忘較多，對于幾十幾、幾百幾十幾、幾千幾百幾十幾的表示法掌握不太理想。

Unit6 The turtle is faster The First Period

Teaching contents:(Vocabulary Target Practice)Teaching key point:

1、Target language

2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n

Review Reiew words of the animals and sentences about Is…? and What?s this? n

Presentation 1

SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.](point to each letter for Ss to say.)[Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n

Presentation2

SB p.32 T:(Point to the Picture Cards of elephant and turtle.)Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n

Practice

SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the class.Put Ss take turns asking and answering questions about the pictures.Walk around the classroom to provide help if needed.Extension activity TB p.71 n

Homework Copy Vocabulary and Target on the exercise book.Say conversation.n

Writing Is_________________?

hippo

elephant

turtle snail Which is _________________?

big

small

fast

slow

bigger

smaller

faster slower

The Second Period

Teaching contents:(Conversation Practice1 and Chant activity)Teaching key point: Will be able to answer questions after listening to short passages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n

Review Review words and sentences about Vocabulary and Target.n

Presentation

SB p.31 Ask Ss to look at the first picture.T:(Point to the turtle in the first picture.)Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let?s listen to the tape and read the story.Play the tape and have Ss look at the pictures and dialog in their books.T: Let?s listen again and repeat.Play the tape, pausing after each expression to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n

Practice

SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T:(Point to the first picture.)(S1?s name), can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let?s listen to the tape.Play the tape for A, then pause.T: What?s the answer? [Ss: A snail is slower.]

T: Put a checkmark in the correct box.(S2?s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n

Song activity 1

SB p.34 Have Ss look at the pictures around the lyrics.T:(point to the snail and the snake.)Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T:(Point to the plane and the train.)Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let?s listen to the song.Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the class into two groups and assign each group a verse.Play the tape and have each group sing their verse.n

Activity2 Have Ss look at the pictures.Have Ss Guess what the song is going to sing about in A and B.T: Now let?s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if necessary.T: Let?s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n

Homework conversation.Write ask and answer of practice1 on the exercise book.n

Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.The Third Period

Teaching contents:(Activity sounds and words)Teaching key point:

1、Will be able to respond to / ask question about daily life(using comparatives)

2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life(using comparatives)Teaching aids: tape cards Teaching procedure: n

Review(show the cards)Review words and sentences of Unit6.Activity

SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T:(Give Ss one minute.)Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books.You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the classroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole class can check the answers.Extension activity TB p.71 Optional activities TB p.73 n

Presentation

SB p.36(Hold up your thumb.)Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It?s the sound in the word ?good?.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let?s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T;Let?s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n

Practice

SB p.36 Have Ss look at the pictures.T:(point to Gogo)What?s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let?s listen to the chant.Play the tape and have Ss point to each word as the tape says it.T: Let?s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let?s see who can chant better!

Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n

Homework Finish the workbook and the writing book of Unit6 n

Writing g /g/ give

good

gate get

gift

garage 教學(xué)后記:

1、對于比較的學(xué)習(xí)，學(xué)生的學(xué)習(xí)興趣還是比較濃厚的，對于比較級的詞形變化規(guī)則，學(xué)生還是掌握地不錯的，但對于句子的結(jié)構(gòu)就有待加強訓(xùn)練。

2、總體來看，學(xué)生對形容詞比較級的掌握還是不錯的。

Unit Seven

He? s better than us Ⅰ.Teaching Targets.1.Knowledge Targets: a)These noodle are cheaper than those noodles.b)Yes, but those noodles are better than these noodle.c)Sounds and words: l fl 2.Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expression Ⅱ.Teaching Key Points.學(xué)習(xí)多音節(jié)形容詞比較級的表達方法。Ⅲ.Teaching Difficult Points.多音節(jié)詞形容詞的比較級。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words: big-bigger

small-smaller fast-faster slow-slower.2.Start a free talk of the classmates with sentences.eg: Which is _____._____or _____? _____is _____.Step two.Presentation.1.Learn the conversation with Poster 2.Learn the vocabulary and target.Step three.New lesson.1.Learning the conversation with Poster.2.a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.d).Play the tape: Pausing after each expression to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo.Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.Have other Ss to read out in Target.b.Play the tape and read it after the tape c.Put Ss into pairs and act out it.d.Do some substitution drills.Using the picture cards.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven

He?s better than us

A

younger

B.older

… isare {cheaper

than

…

more expensive Ⅵ.The Second Period.Step one.Revision.1.Review the conversation and vocabulary.2.Acting in target P38.3.Step two Presentation 1.Do practice 1and 2.in P39.2.Learn chant activity 1.2.Step three.New lesson.1.Practice1 a.Ask four Ss to read the four questions for the class.b.Play the tape for A.then pause.c.Cheek it.2.Practice2 a.Put Ss into pairs and have then take turns asking and answering.b.Walk around the classroom to see how Ss are doing.3.Chan activity 1 a.Play the tape and point to each word as it is chanted.b.Play the tape again and have all Ss chant together.c.Divide Ss into two groups.d.Have one group chant the question and the other group chem.The answers then switch 4.chant activity 2 a.Paint to the blanks on the page.b.Give Ss time to fill in the blanks.c.Walk around the classroom to help Ss if needed.d.Check the answer together.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven

He?s better than us Sentences:

Is ____ bigger than ____?

Which is smaller ____or_____?

Who?s older ____ or____? Words: big-bigger young-younger

Tall-_____ thick-_______

_____-worse

show-______

cheap-______ ______-thinner

fast-_______ ______-older

short-______

good-_______.Ⅶ.The Third Period.Step one.Revision.1.Review words and sentences in P38 2.Read check activity in P40.Step two.Presentation.1.Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.Learn sound and words: [ f ] Step three: new lesson 1.Activity a.Put Ss into pairs and give each pair a coin.b.Dive one example.Paint to the first picture.c.Check how Ss are doing.2.Sounds and words 1.a.Write the words on Bb and underline ph gh and f then the T reads it the Ss page.b.Have Ss look at the pictures on the page c.Play the tape and have Ss paint to each word as the tape says it.d.Have Ss repeat after the tape e.After enough practice point to the pictures randomly and have Ss say the words.3.Sounds and words 2 a.Have Ss read the lyrics out loud.b.Play the tape and have Ss practice.Chanting to themselves.c.When Ss are ready, chant together.4.Extension activity TB p.83 Step four.Sum-up.Step five.Writing on blackboard.Unit Seven He?s better than us

Elephant

cough

half

knife calf

wife

[f]

教學(xué)后記：

1.學(xué)生基本上能掌握形容詞比較級形式，但欠熟練，特別是多音

節(jié)形容詞比較級以及不規(guī)則形容詞比較級形式。

2.學(xué)生基本上能用than來比較兩種物體或人。

Unit 8 Review 2 Ⅰ.Teaching Targets.1.Knowledge Targets: a.The sentences of Units5-7 b.Sound and words:[k].[g].[f] 2.Ability Targets: Review of Units5-7 3.Emotion Targets:

Review of Unit5-7 Ⅱ.Teaching Key Points.The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words in Units5-7 2.Review the structure in Units5-7 Step two.Presentation.1.Activities 1 a.Point to sentence A Eg:(S?s name), can you read the beginning of the sentence? S: The red cup…

b.Continue with the rest.c.Play the tape for A.then pause the tape.d.Repeat for B.and have Ss write the answer in the page.e.Continue with the rest.2.Activities 2 a.Bring in Picture cards.b.Review the cards orally c.Ask a volunteer to read aloud question A for the class.d.Give Ss time to fill in he blanks.e.Continue with the rest.f.Put Ss into pairs and have them ex change Their work for checking.3.Activities 3 a.Give Ss time to read the e-mail silently.b.Have individual Ss read aloud the e-mail sentence by sentence.c.Continue with the rest.4.Activities 4 a.Ask individual Ss to read the words out Louel b.Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.Play the tape and circle them.d.Have Ss say the words so that the class can check the answers.e.Repeat procedures for questions B and C

Step three

Sun-up Step four.Writing on blackboard.教學(xué)后記：

1、從復(fù)習(xí)情況來看，學(xué)生對本組單元的重點掌握良好，特別是對形容詞的比較級的掌握，大部分同學(xué)都基本能正確掌握。

2、學(xué)生通過比較學(xué)習(xí)，能很迅速地掌握學(xué)習(xí)內(nèi)容，但是個別學(xué)生還有待加強。The green fish is the biggest.Ⅰ.Teaching Targets.1.Knowledge Targets:

The drill: What?s the smallest animal in your book? The ant is the smallest animal in this book.What?s the biggest animal in the world? The whale is the biggest.The form of the superlative degree of adjective.2.Ability Targets:

A: The students can talk about people and animals using superlatives.B: The students can sing the songs：Who?s the tallest? Sixteen Songs about Beijing.Ⅱ.Teaching Key Points: The drills and the words.Ⅲ.Teaching Difficult Points: Compare and say the sentences.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Getting ready.1.In class, have two students show their pictures.At the front.T:(Point at the pictures)Who?s bigger?

2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?

3.Have Ss white sentences on the board.Eg: A is bigger than.B C is the biggest.Step two.Presentation.1.Using the book.T:(point to the first picture).What are they going to do? Ss: They are going to dive.Ask about other pictures.eg: What color is this? What?s this?

T: Let?s listen to the tape and read the story.(Have Ss follow the story in their books)T: Let?s listen again and repeat.l Play the tape, pausing after each sentence to have Ss repeat.l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny.l Have groups practice the dialog.2.Extension activity.Step three.New lesson.1.Getting ready

l Bring in picture cards 33-48.l Show the picture sides of the picture card hippo, elephant and whale.l T: Look A hippo is big.An elephant is bigger.A whale is the biggest.l Continue with the rest of the cards in the same way.2.Using the book

1.Listen to the tape and point to each word.2.Play the to tape again, and have Ss repeat each word.3.Point to the pictures at random and have Ss repeat each word.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Second Period.Step one.Revision.1.Let?s Ss read it together of conversation.2.Show the picture cards 33-48.3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book.Step two.Presentation.1.white the whale is the biggest.(under line the and _est)2.Underneath _ est, write the most

3.Explain the some words use the and the word ending _est.and that others use the most point to the bonus vocabulary, the most fun.4.Point to the pictures and model the dialogs.1:Play the tape and pause after each sentence, allowing Ss time to repeat..2:Put Ss into pairs to practice the dialogs.3:Encourage Ss to substitute the words and create new dialogs.5.Do practice 1 1;Play the tape.2:Have Ss put a checkmark in the correct box.6.Do practice 2

1:Have Ss look at Sb page 49.2:Ask Ss to come to the front of the classroom and role-play Gogo and Tony.3:Ask and answer.7.Song activity.1;Have Ss look at the pictures around the lyrics.2:asking questions about the pictures

3:play the tape and have Ss fill in the blanks.4:Play the tape again and have Ss practice singing together.8.Extension activities Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Third Period.Step one.Revision.1.Let?s Ss sing the song.Who?s the tallest? 2.Ask individual Ss to read out the sentences.Step two.Presentation.1.Activity

1.Have Ss look at the pictures.2.With the other items and people in the picture.3.Give some time to write the answers on the page.4.Check their answers 2.Sounds and words.1.Have Ss look at the picture on the page.2.Listen to the tape

3.Have Ss repeat after the tape.4.Sing the song sixteen songs about Beijing.5.Finish the workbook unit 9 Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅷ.Teaching postscript。

1、學(xué)生基本上掌握形容詞最高級形式，但尾音讀得不夠準確。

2、學(xué)生基本上能用形容詞比較級和最高級說一句完整的話。

3、Sounds and words 含有s 音的單詞未能準確區(qū)分。

Unit 10 I want the best

1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review: Ask three Ss to Bb and compare:

S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two.Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say.Step three New lesson.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture)Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T:(Point to the title): What do they want to find at the clothes shop? Can you guess?

Ss: They want to find the best clothes.B: Listen to the tape and read the story.C: Encourage Ss to use the same voice expression as the characters voices.D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one.Revision.Review: 1.Conversation.2.Vocabulary.3.Target.Step two.Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three.New lesson.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the class.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under ?Me?.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the class ask a question, Eg: Who has the longest(hair)in your group? 3.Song activity 1)a.T:(Point to the picture of cheese)What is it? It?s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2)A: Have Ss Look at the pictures.B: Have different Ss name the different item on the table.C: listen to the tape and fill in the boxes.D: Give Ss time to write the answers on the page.Step four.Sum-up.Step five.Writing on blackboard.Who ahs the longest____?

Which is the cheapest? Ⅶ.The Third Period.Step one.Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.These_____ are the____.B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New lesson.1.Activity.a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin.Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1)a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.2)a.Have Ss read the lyrics out loud.b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four.Sum-up.Step five.Writing on blackboard./n/ neck.nose.notebook.napkin.knees.know.Ⅷ.Teaching postscript.1、對形容詞比較級和最高級形式掌握得都比較好，但多音節(jié)形

容詞以及good bad 的形式欠熟練。

2、大部分學(xué)生都能用比較級和最高級說一句完整的話。但說最高 級時很多學(xué)生會漏掉the.3、Sounds and words 的單詞掌握不夠熟練。

11、Let's go to space Ⅰ.Teaching Targets.1.Knowledge Targets:

The sun looks smaller than the Earth but it?s bigger.Which is the biggest planet in the solar system?

It?s Jupiter.2.Ability Targets: Ss can read and say.Ss can talk about the solar system using comparatives and superlatives.Ⅱ.Teaching Key Points.Vocabulary: the Earth the moon the sun stars.Furthest nearest heaviest lightest.Sounds and words: leaves living room lion lemon lamp light.Ⅲ.Teaching Difficult Points.Vocabulary and sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review Unit 10.1.Recite conversation and target.2Spell the words.Step two.Presentation.1.Conversation

a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.2.Vocabulary

A.Put up picture cards 65-72 on the board.3.Target.a.Put picture card furthest word side up on the board.b.T;which is the furthest planet from the Earth.Ss;Pluto.Step three.New lesson.1.Conversation.a.Listen to the tape and read the story.b.Repeat twice.c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo.e.Encourage groups to the voice expression.f.Vocabulary.a)Listen to the tape and repeat.b)Point to the pictures at random and say.c)Read together.d)Have reading match.g.Target.a)ask Ss to read.b)Listen to the tape and read.c)Put Ss into pain and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.The sun looks smaller than the Earth but it?s bigger.Which is the biggest planet in the solar system?

It?s Jupiter.The earth.Furthest The sun heaviest The moon nearest Stars lightest.Ⅵ.The Second Period.Step one.Revision.1.Read Conversation.Vocabulary Target.Step two.Presentation.a.Ask four Ss to read question a-a loud.b.Ask four Ss to write the questions on the board.practice 2

a.Have two Ss read the dialogue.b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity

a.(Point to Tony)T: what is Tony doing? He?s looking at the moon and stars.b.Have Ss look at the word in each box.c.Ask some Ss to make sentences using the words in the boxes.Step three.New lesson.1.Practice 1.a.Listen to the tape.b.Write down the answer.Practice 2

a.Put Ss into pairs and assign Student A and student B roles.b.Demonstrate the activity with one pair first.c.T:(Point to the chart)Student A ask question A

d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.Song activity.a.Listen to the song

b.Have Ss listen and point to each words as it is sung.c.Let?s listen to the song first.d.Listen and draw lines and match the words.e.Let?s sing the song.Step four.Sum-up.Step five.Writing on blackboard.Which is the biggest planet?

Jupiter.Ⅶ.The Third Period.Step one.Revision.Review Vocabulary and target.Step two.Presentation.] 1.Activity

a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.b.Now thick about your own solar system.How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?

2.Sounds and words.A.Write lion on the board.B.Under line L.C.Repeat [l]

D.Read the sentences

E.Circle the words with [l] sound.Step three.New lesson.1.Activity.a.Give Ss time to draw their imagined solar system.b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words

a.Listen to the tape and point to the words b.Repeat

c.Listen and point.3.Read the sentences.a.Circle the words [I] sound b.Listen to the tape and practice.c.Chant together.Step four.Sum-up.Step five.Writing on blackboard.Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.1、學(xué)生基本上能用比較級和最高級去比較太陽、地球、月亮的大小關(guān)系以及太陽系九大行星的特點。

2、學(xué)生對far的比較級和最高級形式掌握不夠好。

3、學(xué)生難于區(qū)別sounds and words的單詞。

Review 3 TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

review 3

getting ready

l put four picture cards up on the board.l Write the letter A on the board.l Bring s1 up and give him/her a piece of chalk/marker.l Make up a question and answer about one of the pictures.l S1 finds the a line from and draws a line from letter A to the picture card.Using the book

l T: let? s listen to the tape.l Play a, then pause the tape.l T: which picture is it , class?(point to the girl studying.)

l Model drawing a line from a to the matching picture.l Play the tape for Ss to continue with the rest.getting ready

l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.l Take them back to the class and have them do their actions.l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.l T: who is acting out the correct word?

l Have Ss answer accordingly.Using the book

l T: listen to the tape.Circle the correct picture.l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript: review 3

TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the second period

PROCEDURES:

getting ready

l write smil , stre and air on the board.l Ask three Ss to come up to the board.Give them chalk/markers.l Say one of the words and have one student write in the missing letter(s).l Repeat with the other two words and tow Ss.Using the book

l Ask Ss to look at the pictures.l T: listen to the words and repeat.l Play the tape and stop after each number.l Ss repeat the words as they are writing in the missing letter(s)from each word.getting ready

l write a sentence on the board, e.g.whose is this?

l In the blank space, put up picture card 44 wallet.l T:(pointing to the picture.)what is this?[Ss: it?s a wallet.]

l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]

l Write a few more sentences like this.Using the book

l T: now, you find the words and to the crossword puzzle.l Circulate, checking Ss? work.l Ss write the words next to each sentence.l Then Ss complete the puzzle.Answer key 1-ruler, 2-mouth, 3(across)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing

l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript:

第四篇：新路徑英語教案 lessonE Who are you

Lesson E Who are you ?

教學(xué)內(nèi)容：Magic box ；Let’s talk 教學(xué)目標：1.能聽、說、認讀tiger deer fox wolf bear

lion六個單詞。

2.辨認人物，用“Who are you?”詢問別人的名字并回答“I’m ”

3.初步感知Mr, 和Miss的使用。

4.激發(fā)興趣，培養(yǎng)學(xué)生大聲說英語的習(xí)慣以及自信和樂于交往的良好個性。

教學(xué)重難點：1.新單詞的發(fā)音，2.辨認人物，用“Who are you?”詢問別人的名字并回答“I’m ”

教學(xué)準備：1.相關(guān)單詞卡片。

2.磁帶、錄音機。

3蒙眼睛的布，掛圖 教學(xué)過程：Step 1 Warm-up 1.Let’s sing.goodbye（讓學(xué)生在輕松的氛圍和愉快的情緒中進入新課的學(xué)習(xí)。）

2.Greeting

T: Hello, I’m XXX.S: Hello, I’m XX.1

-Nice to meet you.–Nice to meet you, too.先師生對話，然后抽學(xué)生對話幫助復(fù)習(xí)舊知識

Read the words quickly.（復(fù)習(xí)前面學(xué)習(xí)的單詞，幫助學(xué)生抗拒遺忘。）

Step 2 Magic box

新授知識

教師抽1名學(xué)生上臺來，用布蒙上眼睛，然后摸到老師說“Who are you ?”老師配合“I’m fanny”。再叫一名學(xué)生上臺來做同樣的游戲。讓學(xué)生感知“Who are you”的意思

1、教師利用幻燈片揭示標題。（師教讀兩遍）

2、將學(xué)生帶入動物園的情景（今天，fanng要帶小朋友們到動物園去看一看，動物園里有哪些朋友，我們?nèi)フJ識她，和她交朋友，好嗎？）

3、利用教師教讀的方法教學(xué)tiger deer fox

wolf，再抽生朗讀，并給予表揚。

4、利用以舊知識帶新知識的方法教學(xué)bear

lion(出示課件將小熊、小獅子和大熊、大獅子做比較，他們長大了，將baby去掉)鞏固練習(xí)

1、教師將單詞卡片舉起來，然后讓學(xué)生讀

2、再把卡片發(fā)給一些學(xué)生，讓學(xué)生自己讀，讀得好的就教其他學(xué)生 Step let’s talk

1、利用真實姓名教學(xué)“who are you ?”和“I’m

”

教師隨便抽學(xué)生到臺上，一問一答,然后同桌練習(xí)A：hello , who are you? B：I’m xu chen.2抽生扮演動物練習(xí)

A hello, who are you? B I’m tiger(deer fox wolf bear)

3、出示課件，展示出Miss和Mr,師講解意思，利用人物舉例。

4、利用幻燈片教學(xué)主題圖 Step 3

1、今天老師帶你們到動物園去認識了一些新朋友，還知道了他們的名字？小朋友們表現(xiàn)得真不錯。

2、下邊請小朋友們翻開書第10頁。我們跟著錄音來讀一讀

3、goodbye

第五篇：新人教版六年級上冊英語教案

低年級識字教學(xué)

中國的文化博大淵源，中國的文字更是中國文化的體現(xiàn)，每個漢字的背后都有一個故事或者一個典故?！墩Z文課程標準》明確指出：識字寫字是閱讀和寫作的基礎(chǔ)，是1—2年級的教學(xué)重點，第一學(xué)段要認識常用漢字1600—1800個。①而現(xiàn)在的孩子年齡小，從小嬌生慣養(yǎng)，一進入小學(xué)就要識記這么多生字，確實有一種“趕鴨子上架”的感覺，對語文教師來說，識字教學(xué)也成為了一個難點，識字教學(xué)本身就很枯燥乏味，再加上課時安排又緊，該怎樣解決記得快忘得也快的難點；該如何培養(yǎng)孩子主動識字的愿望；如何調(diào)動學(xué)生的識字興趣；該怎樣省時高效的完成教學(xué)任務(wù)等問題，就成了教師們必須面對的問題。那么，怎樣才能更好的解決這些難題呢？

一、盡快交給學(xué)生自主識字的方法

想要解決一個人的溫飽問題，與其給他幾條魚不如給他一根魚竿，指出走向河邊的路，教給他釣魚的方法。小學(xué)生正如那個饑寒交迫的人，而漢字則是他所需要的食物。如果按照傳統(tǒng)的識字教學(xué)方法，不僅是小學(xué)生學(xué)習(xí)起來覺得枯燥乏味，而且還遠遠達不到小學(xué)生的需求量，這就要求低年級教師盡快教給他們自主識字的方法。正如那句俗話說的那樣“授人以魚不如授人以漁”。

1、找出漢字的特殊規(guī)律，歸類學(xué)習(xí)

由于兒童的認知不是很多，因此，應(yīng)從偏旁部首開始，通過分析漢字的結(jié)構(gòu)以幫助小學(xué)生識字。將漢字歸類可分為義旁歸類法和聲旁歸類法等。有些字它們的聲旁一樣，偏旁部首不一樣，則表達的意思也就不一樣。如“清水的清”的偏旁是三點水，那它的意思就和水有關(guān)系，而“眼睛的睛”的偏旁則是目字旁，那它的意思就和眼睛有關(guān)系等。教師應(yīng)鼓勵學(xué)生運用自己最喜歡的、最能接受的方法盡快的認識漢字。

2、引導(dǎo)學(xué)生聯(lián)想字形識字

中國最古老的文明就是從漢字開始，從最簡單的圖形導(dǎo)今天明朗的線條，經(jīng)歷了千年的演變，它的字體形象多變。在識字教學(xué)中，教師應(yīng)充分抓住漢字的形象，直觀的特點來誘發(fā)學(xué)生想象漢字的形體美，培養(yǎng)孩子們的想象力。比如在學(xué)習(xí)“毛筆”的“筆”、“書簽”的“簽”時，因為它們都是竹子頭，所以都與竹子有關(guān)?！疤崴钡摹疤帷薄ⅰ白钃酢钡摹皳酢?、“打架”的“打”都與手有關(guān)。通過聯(lián)想，再難記的漢字也變得生動有趣，使學(xué)生變得好學(xué)、樂學(xué)。

3、學(xué)會自學(xué)，促進學(xué)生自主識字

剛進入小學(xué)的兒童認識的漢字不多，因此，教師在識字教學(xué)中應(yīng)有意識地讓學(xué)生結(jié)合畫面組詞，讓學(xué)生邊說邊識字，從而使學(xué)生在多種形式的練習(xí)中不斷提高識字水平。

4、借助插圖練習(xí)識字

看圖畫書是低年級學(xué)生的興趣愛好，所以，低年級的語文課本中有許多色彩絢麗的插圖，在學(xué)生對句子有一定的認識后，教師就要要求孩子們根據(jù)圖畫的內(nèi)容，說出一句或兩段通順連貫的話。這樣既能促進學(xué)生思維的發(fā)展，也為孩子們以后的讀寫奠定的扎實的基礎(chǔ)。

5、讓學(xué)生自學(xué)與互學(xué)識字

在學(xué)習(xí)中，學(xué)生才是學(xué)習(xí)的主人，而教師起到的則是一個引導(dǎo)的作用。教師可以讓學(xué)生自學(xué)、同桌互學(xué)、小組共同學(xué)習(xí)、共同參與、互相交流自己認為比較好的識字方法，供其他同學(xué)參考學(xué)習(xí)，積極采納別人的好的意見方法等。這樣才能起到自學(xué)與互學(xué)的作用。才能更好的體現(xiàn)學(xué)生是學(xué)習(xí)的主人這一觀點。

一、拓寬低年級學(xué)生的識字空間

識字教學(xué)是低年級教學(xué)當(dāng)中的一大重點，要激發(fā)學(xué)生在生活中識字的興趣，教師就要給學(xué)生展示在生活識字的機會，提供在生活中識字的舞臺，讓學(xué)生不斷地交流自主識字的成果②。

1、識字與直觀事物相結(jié)合

在低年級學(xué)生的學(xué)習(xí)生活中，有很多很多常見的事物，在教學(xué)過程中，教師可以利用這些直觀的事物去教學(xué)生識字。例如，教室里都有“門”、“窗”、“桌”、“椅”、“黑板”等，那在學(xué)習(xí)這些生字的時候，教師就可以讓孩子們用眼睛去觀察、用小手去觸摸這些直觀的事物，從而使直觀事物與識字教學(xué)緊密的聯(lián)系起來，就能更好的幫助低年級學(xué)生識字。

2、識字與生活相結(jié)合

生活離不開語言，祖國的語言是由漢字組成的，而漢字又是語言的最小單位。人每天都要刷牙、洗手、洗臉，那在學(xué)習(xí)“手”、“臉”等時，教師就可以讓學(xué)生摸摸自己的手、摸摸自己的臉；在學(xué)習(xí)“建”字時，我問學(xué)生有誰認識這個漢字，有同學(xué)說：“我認識，我家附近有一個建設(shè)銀行?！绷硪粋€同學(xué)說:“我也知道這個字，我家門前的那條路路名就是建設(shè)路。”等，在學(xué)習(xí)“葡萄”這兩個字時，我拿了一張畫有葡萄的圖畫，并引導(dǎo)孩子們說出“葡萄”兩個字，并用這兩個字再說一個句子。當(dāng)然在學(xué)生的學(xué)習(xí)生活當(dāng)中，我還會利用孩子們最愛看的動畫片進行識字教學(xué)。

3、拓展識字渠道

其實，祖國的語言無處不在，電視上、廣告牌、宣傳標語、車站牌、報紙、學(xué)生喜歡的故事書等。在教學(xué)過程中，我會引導(dǎo)孩子們在課外、在生活中、在社會上，利用這些無處不在、無時不有的識字資源進行識字學(xué)習(xí)，實現(xiàn)生活課堂化這一最終目的。

二、激發(fā)低年級學(xué)生的識字興趣

1、創(chuàng)設(shè)情境，喚起情感，激發(fā)學(xué)生的識字興趣

識字本身是很枯燥的，而面對枯燥的事物，人們的情緒總是消極和被動的。如果孩子們總是一味地被動識字，不僅識字率低，而且在一定程度上阻礙思維的發(fā)展。因此，作為低年級教師，一定要在孩子們的起步階段通過多種途徑來營造識字教學(xué)氛圍。在教學(xué)過程中，用充滿童趣的語言，賦予詞語生命力，充分調(diào)動兒童的識字興趣，不斷激發(fā)學(xué)生去體驗識字的樂趣。只有這樣，小學(xué)生才能樂于識字、主動識字。

2、運用形象化的語言，游戲識字

愛活動是孩子的天性，在教學(xué)過程中我將利用孩子們的這一天性，讓游戲與孩子們一起成長，讓學(xué)生在游戲中學(xué)習(xí)。

首先，我會根據(jù)字形的特點，用猜謎語的方式去激發(fā)孩子們的識字興趣，例如在學(xué)習(xí)“卡”字時，我會出示謎語“不上不下”讓學(xué)生去猜；還有“弟弟站在木頭邊”的謎底就是“電梯”的“梯”③；“兩個月亮并排走”的謎底則是“朋友”的“朋”；“一口咬掉牛尾巴”的謎底是“告訴”的“告”；還有“免費”的“免”的謎語可以編成這樣“兔子差點不見了”④?！耙环L(fēng)順”的“帆”的謎語“帶出下面幾點來”等。通過這樣的識字方法教學(xué)，既能激發(fā)低年級學(xué)生的識字興趣，又培養(yǎng)了學(xué)生的創(chuàng)新思維，更能起到很好的識字效果，可謂一舉多得。

除了通過猜字謎識字外，我還會編一些順口溜來幫助學(xué)生更好的識字。例如，在學(xué)習(xí)“照”字時，我會根據(jù)這個字的字形特點，編一個更容易讓學(xué)生識記的順口溜：“上邊日刀口，四點在下頭，陽光湖面照，荷花清香透?！雹菰谥v以“青”作聲旁，加上不同形旁的字時，講“清、請、睛、情、倩、晴、蜻、精”編為“有水方說清，有言去邀請，有目是眼睛，有心情意濃，麗人留倩影，日出天氣晴，有蟲是蜻蜓，有米人精神”⑥等。順口溜在識字教學(xué)過程中的運用，更能引起孩子們識字學(xué)習(xí)的興趣。

在識字教學(xué)環(huán)節(jié)中，除了運用猜字謎、編順口溜引發(fā)孩子們的識字興趣外，低年級教師還可以通過找朋友組新字，以及講一些孩子們都愛聽的故事，激發(fā)低年級學(xué)生的識字興趣。例如在學(xué)習(xí)“鴨”、“鵝”這兩個字時，給學(xué)生講一講《丑小鴨》的故事，用以激發(fā)小學(xué)生的識字興趣。

3、運用加、減、換偏旁的方法識字

漢字都是由橫、豎、撇、捺、點等筆畫組成。針對漢字的這一特點，在識字教學(xué)中，低年級教師可以進行增、減、換偏旁來指導(dǎo)學(xué)生掌握更多的漢字。

“加一加”就是用熟悉的字加上偏旁的方法來學(xué)習(xí)生字。用學(xué)生以前學(xué)習(xí)過的生字加上偏旁變成一個新的生字，這樣記憶起來比較簡單。例如，在學(xué)習(xí)“桿”時，可以說成是“木”加上“干”就變成“旗桿”的“桿”；“車”加上“專”就變成了“轉(zhuǎn)動”的“轉(zhuǎn)”；“蟲”加上“工”就是“彩虹”的“虹”；“月”加上“生”就成了“勝利”的“勝”；禾加上周就是“稠”；“貝”加“勾”就是“購”⑦等。學(xué)生學(xué)習(xí)這類漢字的積極性很高，常常在學(xué)習(xí)生字的同時既復(fù)習(xí)了部分舊字，又學(xué)會了一連串的新字。

減一減的方法就是把以前學(xué)過的生字去掉某一部分變成另外一個新的生字。比如，學(xué)習(xí)“岡”時就可以說是“崗”去掉“山”字；“語”去掉言字旁就成了“吾”了；“你”去掉單人旁就是“出爾反爾”的“爾”字⑧。其實學(xué)習(xí)的過程也可以變成一個游戲的過程，讓學(xué)生來扮演不同的生字，讓他們說去掉那個部分就可以變成新的生字了。這樣學(xué)生學(xué)習(xí)的興趣就被激發(fā)了。

換一換就是把現(xiàn)有的偏旁換成其他偏旁。例如，“摸”字的提手旁換成木字旁就變成了“模糊的?！保傲唷弊值奶崾峙該Q成金字旁就變成了“鈴聲的鈴”了；“柏”的木字旁換成三點水就是“停泊的泊”，換成單人旁就是“大伯的伯”等

4、通過比賽激發(fā)學(xué)生的識字興趣

在識字教學(xué)的過程中，低年級教師可以穿插各種各樣的教學(xué)方法，用以激發(fā)低年級學(xué)生的學(xué)習(xí)興趣。比如，我會采用比賽的方法將學(xué)生分為幾個小組，比一比看哪個小組在規(guī)定的時間內(nèi)識記的生字最多，這樣就能更好的激起學(xué)生們不服輸?shù)男睦恚訌妼W(xué)生的識字效果。

三、運用多種形式練習(xí)，鞏固識字教學(xué)效果

識字的關(guān)鍵不只是學(xué)習(xí)生字，更重要在于運用，怎么才能將學(xué)到的漢字靈活運用呢？這就要求學(xué)生多做練習(xí)了。練習(xí)的過程比識字的過程更加枯燥乏味，怎樣才能達到更好的練習(xí)效果呢？這就要求一線的教師在識字練習(xí)的過程中運用各種各樣的形式鞏固識字教學(xué)的效果。比如，讓學(xué)生自己制作各種類型的識字卡片;在教室后面的黑板上開辟出一塊專門的識字園地，以供學(xué)生們更好的鞏固識字效果;每天摘錄一些詩詞名句，讓學(xué)生讀讀背背。并將兩個聲旁相同形旁不同的字進行比較之后再組詞、造句子，以鞏固識字效果，例如“驕”和“嬌”等；或是將一個字分解成兩個字，如將“枯”可以分解為“木”和“古”等；再或者將一連串的形旁相同聲旁不同的字就像串項鏈一樣穿起來，連成一個句子或是一段話。例如學(xué)習(xí)單人旁的字時，我會將這些字串起來組成句子：“你和他是很好的朋友，我和他又是鄰居，仔細一想，我們也是朋友了”等。多種形式的練習(xí)可根據(jù)孩子們獨特的個性分別使用，這樣既能讓枯燥的識字練習(xí)變得更加有趣，更容易被小學(xué)生接受，又能起到很好的鞏固效果。

適合的才是最好的。這就要求低年級教師充分了解自己的學(xué)生，依據(jù)他們獨特的個性，找到更適合他們、更容易被他們接受的學(xué)習(xí)方法，這樣識字對于低年級的學(xué)生來說將不再是“苦學(xué)”了。

童心純真，童心無邪，孩子們很多看似幼稚的想法卻閃耀著智慧的光華。在識字教學(xué)過程中，教師如能以滿腔的熱情為學(xué)生鋪路搭橋，幫助學(xué)生找出隱含在漢字中的童趣，讓識字教學(xué)百花齊放，那么識字將不再是孩子們的負擔(dān)，而將成為他們的一種樂趣。

總之，小小漢字，奧妙無窮。教師要充分發(fā)揮教師的主導(dǎo)作用，結(jié)合學(xué)生的思維特點，調(diào)動學(xué)生的多種感官，使學(xué)生積極地參與識字教學(xué)，處處從學(xué)生主體的實際出發(fā)，鼓勵學(xué)生想象，實踐，學(xué)生就能獲得成功的喜悅。從而使枯燥的識字教學(xué)成為培養(yǎng)學(xué)生發(fā)現(xiàn)興趣和熱情探索的熱土