第一篇：英語(yǔ)教案六上（大全）

課 題 分課時(shí) Katie always gets up early.1

總課時(shí)

1、能聽(tīng)懂、會(huì)說(shuō)新單詞和短語(yǔ)wake up,make the bed,wave,late；

2、教 學(xué)

能理解并復(fù)述課文；

3、能正確運(yùn)用一般現(xiàn)在時(shí)描述經(jīng)常發(fā)生的行目 標(biāo)

為、活動(dòng)等。重點(diǎn)難點(diǎn) 掌握本單元四會(huì)單詞。理解并復(fù)述課文。教學(xué)準(zhǔn)備 單詞卡片、教學(xué)掛圖、教學(xué)磁帶等。

教 學(xué) 程 序 設(shè) 計(jì)

Step

1Warming up

1、師生問(wèn)候。

2、唱英語(yǔ)歌曲“London Bridge is falling down.”

3、復(fù)

習(xí)

已

學(xué)的單

詞（swing,slide,bench,bark,chain,bite,stone）。

Step

2Presentation and drill

1、出示教學(xué)掛圖。

邊說(shuō)邊做動(dòng)作，幫助學(xué)生理解。然后，板書(shū)劃線(xiàn)單詞，帶讀，并得勝單詞卡片幫助學(xué)生理解其含義。描述完后，可就劃線(xiàn)的單詞提問(wèn)，要求學(xué)生根據(jù)實(shí)際情況作答。

2、讓學(xué)生們根據(jù)掛圖簡(jiǎn)單地描述Katie的日常生活。

Step

3Fast reading and listening

1、快速閱讀課文A部分，回答問(wèn)題。

檢查學(xué)生閱讀的情況，幫助學(xué)生回答所提問(wèn)題。

教學(xué)機(jī)動(dòng)

2、聽(tīng)課文A部分錄音，模仿其主意、語(yǔ)調(diào)，掌握新詞難句的正確讀音。

Step

4Intensive reading

1、精讀課文，然后兩人一組完成課文C部分練習(xí)。答案：

1）Katie always gets up at six o’clock.（√）2）Katie always washes her face at 6:15 am.（×）3）Katie’s family often has breakfast at 6:45 am.（×）4）Sally always goes to the breakfast table on time.（×）

5）Katie’s father usually waves them goodbye.（√）Step

5Consolidation

1、根據(jù)黑板上的單詞卡片及圖片復(fù)述課文。

2、評(píng)價(jià)。

3、練習(xí)。（見(jiàn)《練習(xí)冊(cè)》P5）

4、家庭作業(yè)。聽(tīng)磁帶，背課文。

課 題 分課時(shí) Katie always gets up early.2

總課時(shí)

教 學(xué) 目 標(biāo)

1、能復(fù)述課文A部分；

2、能理解第三人稱(chēng)單數(shù)做主語(yǔ)的一般現(xiàn)在時(shí)的用法；

3、能熟練地運(yùn)用一般現(xiàn)在時(shí)描述經(jīng)常發(fā)生的行為、活動(dòng)等。理解第三人稱(chēng)單數(shù)做主語(yǔ)的一般現(xiàn)在時(shí)的用法。運(yùn)用一般現(xiàn)在時(shí)描述經(jīng)常重點(diǎn)難點(diǎn)

發(fā)生的行為、活動(dòng)等。

教學(xué)準(zhǔn)備 單詞卡片、教學(xué)磁帶等。

教 學(xué) 程 序 設(shè) 計(jì)

Step

1Warming up

1、師生問(wèn)候。

2、得勝卡片復(fù)習(xí)所學(xué)單詞。游戲—Golden fingers（金手指）

選兩名學(xué)生上臺(tái)進(jìn)行游戲。教師出示單詞卡片，其他學(xué)生做動(dòng)作，臺(tái)上兩名學(xué)生根據(jù)動(dòng)作指出正確的單詞。

3、復(fù)述課文A部分或講述自己的一天。

Step

2Presentation and drill

1、出示單詞卡片always,often,usually,never,讓學(xué)生們認(rèn)讀，糾正其發(fā)音。

2、讓學(xué)生們齊讀課文A部分，邊讀邊將課文中包含有上述副詞的句子劃記出來(lái)。

Katie always gets up early every day.Sally is often late.3、總結(jié)詞義與區(qū)別。Step

3Practice 課文D部分。

1、兩人一組根據(jù)表格描述Peter的一天。

2、小組活動(dòng)。每小組中選出一名代表比賽，評(píng)選出前三名。

3、兩人一組談?wù)摳髯缘娜粘Ｉ睢?/p>

4、完成書(shū)面練習(xí)。教師檢查，并個(gè)別指導(dǎo)。

教學(xué)機(jī)動(dòng)

Step

4Consolidation

1、讓學(xué)生們調(diào)查好朋友的媽媽每一天所做的事情，完成的表格。

2、評(píng)價(jià)。

3、練習(xí)。（見(jiàn)《練習(xí)冊(cè)》P6）

4、家庭作業(yè)。聽(tīng)磁帶，背課文。

Unit 2 Katie always gets up early.Period 3 一．教學(xué)目標(biāo)

1、復(fù)習(xí)本單元單詞、課文及語(yǔ)法知識(shí)；

2、能獨(dú)立完成課文E部分練習(xí)。

3、能獨(dú)立完成課文F部分練習(xí)。二．教學(xué)重點(diǎn)及難點(diǎn)

重點(diǎn)：區(qū)別副詞always，often，usually，sometimes，never的含義及用法。

難點(diǎn)：課文F部分練習(xí)。三．教學(xué)準(zhǔn)備

單詞卡片、教學(xué)掛圖、教學(xué)磁帶等。

四．教學(xué)步驟 Step 1 Warming up

1、師生問(wèn)候。

2、可分小組說(shuō)句子比賽。

Step 2 Presentation and drill（課文E部分）

完成E部分練習(xí)。

Step 3 Practice（課文F部分）

1、教師解釋題意后讓學(xué)生根據(jù)表上的信息進(jìn)行口頭交流。

2、完成書(shū)面練習(xí)。

Step4 Consolidation

1、讓學(xué)生模仿課本中的表格設(shè)計(jì)一份調(diào)查表。內(nèi)容自定，然后陳述其調(diào)查結(jié)果。

2、評(píng)價(jià)。

3、完成練習(xí)

4、家庭作業(yè)：聽(tīng)磁帶，讀課文。

課后小結(jié)

第二篇：英語(yǔ)教案上

英 語(yǔ) 教 案

B1U107 課后自主練習(xí)

4、I don’t believe

that shuch things matther much,______? A.do I

B.don’t I

C.do they

D.don’t they

8、She never laughed, ___ever lase her temper A.so did she

B.but she did not C.and nor she did D.nor did she

9、It ____every day so far this month A.is raining

B.rained

C.has rained

D.rains B1U108 課后自主練習(xí)

4、I think _____necessary to learn English well A.its

B.it

C.that

D.that is

19、She thought I was talking about her daughter,____in fact , I was talking about my daughter A.while

B.where

C.which

D.whom B1U205 課后自主練習(xí)

6、The sports meeting______ A.is put off

B.is to put off C.is to be put off

D.puts off

9、He ordered that the books ____at once A.would be printed B.would print

C.be printed

D.print 20.I need one more stamp before my collection A.has bompleted

B.completes

C.has been completed Verbs 1.If the wet clothes _____(hang)in the sun ,they will dry quickly 7.Now they _______(show)how to operate the new computer 8.Plastics _____(use)everywhere in the world in the past few years B1U206 課后自主練習(xí)

2、The number of deaths from heart disease will be reduced greatly if people _______to eat more fruit and vegetables A.persuade

B.will persuade

C.be persuaded

D.are persuaded

11、______TV sets exprted from China is increasing A.A number of

B.A lot of

C.The number of D.The amount of

16、He often goes to school by bike ____it rains A.except for

B.except

C.except that D.except when

17、A significant impact _____on government policy since that conference

A.had had

B.has been made

C.has been done

D.was made B1U303 課后自主練習(xí)

4、回歸目標(biāo)

1）I learned to _____(騎車(chē))when I was 14 years old 2)__________(乘車(chē)半小時(shí)的路程)from the school to the book store.5)He _________(心里想)that it’s time to make a decision 8)If you want to finish it by noon, you’d better ________(開(kāi)始干)9）Parents usually _______(把他們的意志強(qiáng)加給)theirchildren B1U304 課后自主練習(xí)回歸目標(biāo)

1）You should ______(緊扣)the subject you are talking about 3)__________(別人的好惡)has nothing to do with me.5)Do your parents ______(同意)your idea? B1U306 課后自主練習(xí)

4、The teacher suggested that he _____English every day A.practice speaking

B.practiced speaking C.practices to speak

D.practicing to speak

10、Michelangelo was ____one of the most outstanding scuoptors in the 16th century A.regarded

B.remembered

C.considered

D.thought of

14、I’m expecting a ___reply from the shop that the faulty goods can be refunded A.positive

B.active

C.guilty

D.regretful

17、I don’t like your ___to your mother A.manners

B.manner

C.method

D.way B1U307 課后自主練習(xí)

2、We hope to have more opportunities _____with native speakers A.to talk

B.talking

C.talks

D.talked

8、There are five pairs ____,but I’m at a loss which to buy A、to be chosen

B、to choose from C、to choose D、for choosing B1U308 課后自主練習(xí)

3、Litter Jim should love ___to the theatre this evening A.to be taken B.to take

C.being taken

D.taking B1U309 課后自主練習(xí)完成下列狀語(yǔ)從句

3、It was several months ____I was able to have a day off to visit my parents A.that

B.since

C.till

D.before

6、I still couldn’t master the art of swimming ____ I had taken lessons in swimming from a good swimmer A.even

B.since

C.as though

D.even though

8、Have you quarreled with Sheila ____she doesn’t want to attend the party? A.in order that

B.so that

C.and

D.if

11、I can do it ______you all agree to it A.as long as

B.as far as

C.if only

D.after 課后自主練習(xí)

8、I ____on Monday but have stayed on

A.had meant to go

B.meant going

C.meant to go D.had meant going

10、Seeing the sun ___above the surface o f the sea , we let out a shout of joy A.to rise

B.to raise

C.rising

D.raising B1U406 課后自主練習(xí)回歸目標(biāo)、4、-----Where is my passport I remember ____it here------You shouldn’t have left it here.Remember _____it with you all the time A.to put;to take

B.putting;taking

C.putting;to take D.to put;taking

5、His room needs ____,so he must have it A.painting;painted B.painted;painting C.painting;painting

D.painted.painted

10、She decided to devote herself _____the problem of old age A.to study

B.studying

C.to studying

D.study 課后練習(xí)

4、I like _______(swim)very much, but I don’t like _____(swim)this morning

8、The classroom is so dirty that it needs____(clean)badly B1U502 延伸拓展

6、I’m not used to ______(與陌生人合用房間)

7、Farmers _________(養(yǎng)牛、種植小麥)

8、It ________(毫無(wú)意義)to buy that expensive coat B1U502 課堂研討

6、He asked what they_____at eight last night(do)

10、I didn’t know what time he _____the letter.(write)課后自主練習(xí)

1、I don’t know ____he will come tomorrow.______he comes, I’ll tell you

A.if whther B.whether

whether C.if

that

D.if if

5、I want to know ____ A.whom is she looking after

B.whom she is looking C.whom is she looking

D.whom she is looking after

10、I can’t understand A.what does Christmas mean

B.what Christmas does mean C.what mead Christmas does

D.what Christmas means

5、The man asked us _______(我們是否聽(tīng)說(shuō)過(guò)關(guān)于梅的事)B1U605 課后自主練習(xí)

1、Participants_____both males and females___in age from 15to 70.A.including;ranged

B.included;ranged C.including;who ranged

D.included;who range

2、She is wondering______to deal with next A.what

B.which

C.how D.why

10、Generally speaking,one needs some relaxation_____his work A.in addition to

B.other than

C.except for D.better than

12、Yaoming plays basketball so well that nobody can ___him on the team A.give way to

B.make way for

C.be taken the place of D.replace B1U606 課后自主練習(xí)(定語(yǔ)從句)

5、Anyone ___check book is stolen shoud immediately inform his or her bank Choice

1、Do you remember the day _____we spent in the woods? A.when

B.on which

C.that

D.what

6、In an hour, we can travel to places______would have taken our ancestors days to reach A.where

B.when

C.which

D.what B1U607 課后自主練習(xí)(定語(yǔ)從句)

1、The tall man ___is supposed to be your class teacher A、that I told you

B.whom I told you about him C.I told you about D.who I told you

5、Do you remember those days ____we spent along the seashore very happily A.when

B.where C.which D.while

10、Is this school ____we studied at ten years ago? A.which B.where

C.that

D.the one

11、Do you work near the building ____color is yellow? A.that

B.which C.its

D.whose B1U706 課后自主練習(xí)

3、Finally the patient______,but he could not pollibly recognize any of his family.A.come out

B.came up C.came over D.came to

7、______the science exhibition ,the art exhibition was also well designed.A.Except

B.Besides

C.beside

D.Except for

14、He went to bed very early,______his homework____ A.left ,unfinished B.leaving,unfinishing C.leaving ,unfinished D.left,unfinishing

19、Recent 10 years_____tremendous changes in Shanghai A.had seen

B.would see

C.has seen

D.seen B1U707 課后自主練習(xí)填關(guān)聯(lián)詞

5、I lived in the same building ______Mr.Green five years ago 選擇題

2、He wanted to know the time _____he needed to know A.that B.when C.where

D.what

14、The wolves hid themselves in the places______couldn’t be found A.that

B.where

C.in which

D.in that

15、The day I had been looking forward______at last A.to come

B.to came

C.to coming

D.will come 805.四、2.he came to London in 1998.___-____two years later,his first book came out.A.which

B.while

C.when

D.where 8._____is known to ererybody,the moon travels round the earth once erery month A.it

B.as

C.that

D.what 806.四、8.he proposed that a meeting ________held at once.A.be

B.to be

C.has been

D.was

第三篇：六年級(jí)英語(yǔ)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(duì)于量詞與名詞的掌握還是比較好的，但個(gè)別的同學(xué)對(duì)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(duì)課文內(nèi)容的發(fā)音較感興趣，聽(tīng)力部分完成的比較好。但個(gè)別同學(xué)說(shuō)話(huà)的完整性需要在口語(yǔ)交際時(shí)多加訓(xùn)練，為以后寫(xiě)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(duì)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(yǔ)音知識(shí)，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(duì)于有一點(diǎn)的難度的題目完成的不太理想。特別是綜合的時(shí)態(tài)運(yùn)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(guò)各種練習(xí)的訓(xùn)練，學(xué)生對(duì)本組教學(xué)內(nèi)容的掌握還是比較理想的，但對(duì)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(duì)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(lái)翻譯，如：I go to school take a bus.或者是：I by bike to school.而且?guī)讉€(gè)時(shí)間的詞語(yǔ)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(duì)于一般現(xiàn)在時(shí)的一般疑問(wèn)句的肯定、否定回答掌握的比較好（比較簡(jiǎn)單），但對(duì)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(duì)一般現(xiàn)在時(shí)一般疑問(wèn)句的用法掌握得一般，通過(guò)本節(jié)課的訓(xùn)練，學(xué)生掌握的還是不錯(cuò)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(guò)游戲的形式加強(qiáng)學(xué)生對(duì)句型的操練，學(xué)生的學(xué)習(xí)積極性比較濃厚，對(duì)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(guò)Mimi-research的游戲加強(qiáng)學(xué)生對(duì)句型的操練，培養(yǎng)學(xué)生的小組合作精神比較好，也促進(jìn)了學(xué)生的競(jìng)爭(zhēng)意識(shí)。

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(duì)本單元的單詞和句型都感興趣，學(xué)起來(lái)也容易很多，第一課時(shí)掌握的內(nèi)容良好，對(duì)twice的發(fā)音加強(qiáng)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(tīng)力部分的結(jié)果來(lái)看，大部分學(xué)生掌握的還是比較好的，在課后應(yīng)加強(qiáng)學(xué)生對(duì)句子的閱讀和造句的訓(xùn)練，讓學(xué)生能形成一種語(yǔ)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(yǔ)音知識(shí)對(duì)學(xué)生的作用較大，利用學(xué)生的競(jìng)爭(zhēng)來(lái)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(jiǎn)單，而且內(nèi)容貼近我們的生活實(shí)際，學(xué)生掌握的比較好。在綜合練習(xí)中，反映學(xué)生對(duì)以前所學(xué)的動(dòng)詞詞組遺忘率比較高。

2、對(duì)于一般現(xiàn)在時(shí)的第三人稱(chēng)的動(dòng)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(duì)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(duì)人稱(chēng)的轉(zhuǎn)變，對(duì)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(kāi)展較好，學(xué)生在知識(shí)上的連貫比五年級(jí)要好，聽(tīng)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(dòng)詞詞組、時(shí)間時(shí)態(tài)，涉及四種時(shí)態(tài)的綜合運(yùn)用，涉及特殊疑問(wèn)句、一般疑問(wèn)句及其回答與運(yùn)用，還有雙元音的字母、字母組合發(fā)音。學(xué)生對(duì)詞匯的掌握比較好，但對(duì)于句型、動(dòng)詞、時(shí)態(tài)的掌握有待加強(qiáng)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(duì)Gogo的講話(huà)方式感興趣，模仿的比較好，對(duì)數(shù)字的認(rèn)識(shí)還可以，但遺忘較大，對(duì)以前學(xué)過(guò)的數(shù)字掌握反而不夠，詢(xún)問(wèn)價(jià)錢(qián)貼近生活，一問(wèn)一答的對(duì)話(huà)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(shí)充分訓(xùn)練了學(xué)生的聽(tīng)力和口語(yǔ)，對(duì)詢(xún)問(wèn)價(jià)錢(qián)的問(wèn)題有了一定的認(rèn)識(shí)，禮貌上的教育也加強(qiáng)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(yùn)用比較廣泛，學(xué)生的學(xué)習(xí)興趣比較濃厚。對(duì)句型容易掌握，但對(duì)名詞的單復(fù)數(shù)不能明確區(qū)分。

2、學(xué)生對(duì)數(shù)字的掌握欠缺一點(diǎn)，特別是對(duì)以前所學(xué)習(xí)的1-20的單詞遺忘較多，對(duì)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(duì)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(duì)于比較級(jí)的詞形變化規(guī)則，學(xué)生還是掌握地不錯(cuò)的，但對(duì)于句子的結(jié)構(gòu)就有待加強(qiáng)訓(xùn)練。

2、總體來(lái)看，學(xué)生對(duì)形容詞比較級(jí)的掌握還是不錯(cuò)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(jí)的表達(dá)方法。Ⅲ.Teaching Difficult Points.多音節(jié)詞形容詞的比較級(jí)。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(jí)形式，但欠熟練，特別是多音

節(jié)形容詞比較級(jí)以及不規(guī)則形容詞比較級(jí)形式。

2.學(xué)生基本上能用than來(lái)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(lái)看，學(xué)生對(duì)本組單元的重點(diǎn)掌握良好，特別是對(duì)形容詞的比較級(jí)的掌握，大部分同學(xué)都基本能正確掌握。

2、學(xué)生通過(guò)比較學(xué)習(xí)，能很迅速地掌握學(xué)習(xí)內(nèi)容，但是個(gè)別學(xué)生還有待加強(qiáng)。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(jí)形式，但尾音讀得不夠準(zhǔn)確。

2、學(xué)生基本上能用形容詞比較級(jí)和最高級(jí)說(shuō)一句完整的話(huà)。

3、Sounds and words 含有s 音的單詞未能準(zhǔn)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(duì)形容詞比較級(jí)和最高級(jí)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(jí)和最高級(jí)說(shuō)一句完整的話(huà)。但說(shuō)最高 級(jí)時(shí)很多學(xué)生會(huì)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(jí)和最高級(jí)去比較太陽(yáng)、地球、月亮的大小關(guān)系以及太陽(yáng)系九大行星的特點(diǎn)。

2、學(xué)生對(duì)far的比較級(jí)和最高級(jí)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：三年級(jí)上英語(yǔ)教案

Unit 1 Hello 教學(xué)目標(biāo)與要求：

1、能聽(tīng)懂，會(huì)說(shuō)Hello./ Hi.Goodbye./ Bye-bye.I’m… What’s your name? My name’s … 并能夠在實(shí)際情景中進(jìn)行運(yùn)用。

2、能夠聽(tīng)說(shuō)，從讀crayon, pencil, pen, eraser, ruler, pencil-case, book, sharpener, bag, school., 并能用英語(yǔ)介紹文具。

3、能聽(tīng)懂所接觸的指示語(yǔ)，并能按照指令做出相應(yīng)的動(dòng)作。

A 部分 第一課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let’s talk

本部分主要是會(huì)話(huà)學(xué)習(xí)。通過(guò)見(jiàn)面打招呼，自我介紹以及道別等情景，讓學(xué)生在模仿、學(xué)習(xí)、表演的基礎(chǔ)上逐步達(dá)到自然交流與真實(shí)運(yùn)用的目的。

2、Let’s play

本部分讓學(xué)生在游戲活動(dòng)中熟練動(dòng)用所學(xué)問(wèn)候語(yǔ)及自我介紹用語(yǔ)。

二、課前準(zhǔn)備

1、將都是用書(shū)后所附的本套教材主要人物的圖片復(fù)印或剪下，涂色后制成頭飾。

2、為班上學(xué)生準(zhǔn)備出男女生常用的英文名字。

3、為L(zhǎng)et’s paly中的游戲準(zhǔn)備相應(yīng)的道具。

三、教學(xué)步驟

1、熱身（Warm-up）

請(qǐng)學(xué)生說(shuō)說(shuō)他們?cè)诂F(xiàn)實(shí)生活中已經(jīng)了解的英語(yǔ)詞匯或日常用語(yǔ)。同時(shí)可利用本教科書(shū)開(kāi)頭的蝴蝶頁(yè)Welcome to English彩圖中呈現(xiàn)的我們生活中學(xué)生已經(jīng)會(huì)說(shuō)或較熟知的詞匯如TV，CD，VCD，DVD，OK！Hi!Yeah!Bye!Cool!Wow!E-mail, cartoon等等來(lái)激發(fā)學(xué)生想學(xué)英語(yǔ)的興趣和愿望。

2、新課展示（Presentation）

教師播放本課的歌曲“Hello”的錄音，自然引出師生之間的打招呼。T: Hello, boys and girls.Ss: Hello, Miss? Mr….（1）通過(guò)教師的自我介紹自然引出Hello, I’m… /HI, I’m…

（2）教師可戴上Sarah的頭飾介紹Hello!I’m Sarah.并用同樣方式介紹其他人物。

（3）讓學(xué)生到講臺(tái)上來(lái)，戴上Sarah, Chen Jie, Mike的頭飾說(shuō)：Hello!I’m…（4）教師戴上Wu Yifan的頭飾說(shuō)Hi!I’m Wu Yifan.并與戴Sarah頭飾的學(xué)生相互問(wèn)好，并有意在分手時(shí)說(shuō)Goodbye.（5）聽(tīng)錄音來(lái)展示Let’s talk部分的教學(xué)內(nèi)容。

3、趣味操練（Practice）

（1）請(qǐng)戴著Wu Yifan, Chen Jie, Sarah, Mike頭飾的學(xué)生站在講臺(tái)前，另選一同學(xué)用眼罩蒙住眼睛，讓Sarah等四位同學(xué)中的一個(gè)說(shuō)Hello, 讓蒙住眼睛的同學(xué)猜。如果猜中，要說(shuō)Yes, I’m…如果猜錯(cuò)，要說(shuō)No, I’m… 猜對(duì)得一分。

（2）表演A部分對(duì)話(huà)，教師應(yīng)指導(dǎo)學(xué)生注意語(yǔ)音，語(yǔ)調(diào)，特別是I’m 的發(fā)音，應(yīng)為/aim/ 不能讀成/em/.（3）玩Let’s play中的游戲“擊鼓傳花”。

4、課堂評(píng)價(jià)（Assessment）

做活動(dòng)手冊(cè)第一單元的第1部分練習(xí)。

5、課外活動(dòng)（Add-activities）

（1）聽(tīng)錄音，仿讀會(huì)話(huà)，并在實(shí)際情景中運(yùn)用所學(xué)內(nèi)容。

（2）遇到老師、同學(xué)和家長(zhǎng)時(shí)要用Hello!/ Hi!打招呼；分手時(shí)要用Goodbye./ Bye-bye.道別。

教學(xué)后記：

第二課時(shí)

一、教學(xué)內(nèi)容與分析 1.Let’s learn

本部分主要學(xué)習(xí)5個(gè)有關(guān)文具的詞匯：pencil, pen, ruler, eraser和crayon.2.Let’s do

本部分通過(guò) Show me your… 的指令，練習(xí)并運(yùn)用以上單詞。

二、課前準(zhǔn)備

教師自備與本課相應(yīng)的文具（實(shí)物）和教師卡片。

三、教學(xué)步驟

1、熱身/ 復(fù)習(xí)（Warm-up/ Revision）

（1）播放英語(yǔ)歌 “Hello” 的錄音，讓學(xué)生跟著錄音演唱。

（2）請(qǐng)幾個(gè)學(xué)生戴Sarah, Wu Yifan等人物的頭飾，兩人一組打招呼問(wèn)候：Hello, Sarah!/Hi, Wu Yifan!（3）讓學(xué)生之間互相打招呼問(wèn)候（用自己的英文名字或中文名字）。（4）將學(xué)生分組進(jìn)行自我介紹。

2、新課展示（Presentation）

（1）給學(xué)生出示文具實(shí)物，教新單詞pen, pencil, ruler, crayon, eraser.教師邊教邊作示范。如pencil一詞，教師可通過(guò)實(shí)物或圖片介紹新詞，帶讀并示范，讓學(xué)生在Show me your pencils.的指令下出示鉛筆?？捎猛瑯拥姆椒ń瘫菊n時(shí)的其他文具。（教學(xué)中，教師要特別注意crayon及eraser兩個(gè)詞的發(fā)音。對(duì)于多音節(jié)詞，教師可采取“先部分，后整體”，分音節(jié)的方法進(jìn)行教學(xué)。例如教eraser一詞，教師先示范整個(gè)單詞的讀音，然后分音節(jié)請(qǐng)學(xué)生跟讀e-ra-ser,最后再讓學(xué)生跟讀整個(gè)詞，此時(shí)教師要注意學(xué)生把生音放在第二個(gè)音節(jié)/rei/上。）

（2）讓學(xué)生聽(tīng)錄音，跟讀Let’s learn部分的詞匯，并要示學(xué)生用手指著詞匯來(lái)認(rèn)讀，力求做到“眼到、手到、口到、心到”。

3、趣味操練（Practice）（1）游戲活動(dòng)

A、選詞競(jìng)賽：將學(xué)生分為兩大組，每組每次各派一個(gè)選手，教師說(shuō)五個(gè)新詞中的一個(gè)，選手跑步。

B、猜物品游戲：將crayon等文具放在一個(gè)大盒子里，請(qǐng)一們同學(xué)出來(lái)選一樣文具攥在手里放在背后

（2）讓學(xué)生聽(tīng)錄音，邊說(shuō)邊做Let’s do部分的活動(dòng)。

4、課堂評(píng)價(jià)（Assessment）做活動(dòng)手冊(cè)本單元第2部分練習(xí)

5、課外活動(dòng)（Add-activities）

聽(tīng)說(shuō)、認(rèn)讀新單詞pencil, pen, ruler, eraser, crayon, 并能用英語(yǔ)介紹文具。

教學(xué)后記：

第三課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let’s make

本部分主要通過(guò)學(xué)生自己動(dòng)手制作英文名卡，激發(fā)他們對(duì)英語(yǔ)學(xué)習(xí)的興趣，從而逐步培養(yǎng)學(xué)生動(dòng)用所學(xué)語(yǔ)言獨(dú)立做事情的能力。

2、Let’s sing

通過(guò)學(xué)唱歌曲 “Hello”讓學(xué)生復(fù)習(xí)和鞏固所學(xué)的語(yǔ)言。

二、課前準(zhǔn)備

準(zhǔn)備一個(gè)名卡，以及本課時(shí)使用的制作名卡所須的彩筆、線(xiàn)繩和硬紙卡等，并要示學(xué)生帶來(lái)他們的彩筆、線(xiàn)繩和硬紙卡。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)（Warm-up / Revision）

（1）復(fù)習(xí)上節(jié)課所學(xué)的文具。用“拍打圖片”（Touching game）的比賽方法。（2）用游戲“對(duì)號(hào)入座”（Matching game）來(lái)復(fù)習(xí)已學(xué)文具的英文名稱(chēng)。（3）復(fù)習(xí)Show me your….教師先發(fā)指令請(qǐng)全班共同練習(xí)。或請(qǐng)學(xué)生上臺(tái)做“小老師”進(jìn)行操練。

2、新課展示（Presentation）

教師將完整的名卡制作過(guò)程一邊用英語(yǔ)講解一邊進(jìn)行實(shí)際操作，將整個(gè)制作 4 過(guò)程呈現(xiàn)給學(xué)生。

3、趣味操練（Practice）

（1）請(qǐng)學(xué)生拿出他們事先準(zhǔn)備的材料，指導(dǎo)學(xué)生按步驟進(jìn)行名卡的制作。每句話(huà)中的第一個(gè)動(dòng)詞都是教師要強(qiáng)調(diào)的部分，一定要配合手勢(shì)，幫助學(xué)生理解和記憶。

（2）讓學(xué)生用Hello/Hi, I’m…的句型來(lái)展示自己制作好的名卡，對(duì)做得好的學(xué)生可給予表?yè)P(yáng)或適當(dāng)?shù)莫?jiǎng)勵(lì)。

（3）讓學(xué)生跟隨錄音一起學(xué)唱歌曲Hello.4、課堂評(píng)價(jià)（Assessment）做活動(dòng)手冊(cè)本單元第3部分練習(xí)。

5、課外活動(dòng)（Add-activities）

要示學(xué)生聽(tīng)錄音，跟讀并表演A部分的會(huì)話(huà)，并在實(shí)際情景中動(dòng)用所學(xué)語(yǔ)言。

教學(xué)后記：

B 部分 第一課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let’s talk

本部分通過(guò)情景會(huì)話(huà)，讓學(xué)生學(xué)習(xí)如何用What’s your name? 詢(xún)問(wèn)對(duì)方的姓名以及另一種表達(dá)道理別的說(shuō)法：See you.2、Let’s play

本部分從實(shí)際生活入手，通過(guò)玩游戲來(lái)進(jìn)一步鞏固Let’s talk中的會(huì)話(huà)，同時(shí)學(xué)習(xí)歡迎語(yǔ)Welcome!

二、課前準(zhǔn)備

教師應(yīng)準(zhǔn)備自己的名字卡及本課主要人物的頭飾；要示學(xué)生準(zhǔn)備一個(gè)面具，并制作一個(gè)寫(xiě)有本人姓名的頭飾。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)（Warm-up/ Revision）（1）、唱 “Hello”歌（2）、師生互相問(wèn)候

（3）、學(xué)生將名卡戴在胸前，分別起立做自我介紹

2、新課展示（Presentation）

（1）老師指自己的名卡說(shuō)Hello!I’m Miss / Mr… 然后用My name’s…再重復(fù)兩遍自己的名字。接著對(duì)一名學(xué)生發(fā)問(wèn)What’s your name?（用清晰、緩慢的語(yǔ)調(diào)問(wèn)兩遍）邊問(wèn)邊指他的名卡，并用口型揭示他回答My name’s…用類(lèi)似的方法在教室里與學(xué)生進(jìn)行問(wèn)答練習(xí)，注意引導(dǎo)學(xué)生用My name’s… 回答問(wèn)題。

（2）跟讀、模仿What’s your name? 注意學(xué)生對(duì)name的發(fā)音。（3）教道別語(yǔ)See you., 告訴學(xué)生意思是“再見(jiàn)”或“一會(huì)兒見(jiàn)”。（4）聽(tīng)錄音來(lái)展示B部分Let’s talk的內(nèi)容。

3、趣味操練（Practice）

（1）Pair work: 可讓學(xué)生戴上頭飾，表演書(shū)上Let’s talk的對(duì)話(huà)。（2）Let’s play中的游戲.（3）四人或六人為一小組，先將學(xué)生自制的名卡頭飾收集在一起，再由每組的“小老量”通過(guò)問(wèn)What’s your name? 同學(xué)回答My name’s… 的方式練習(xí)，答對(duì)的同學(xué)拿回頭飾戴在頭上。

4、課堂評(píng)價(jià)（Assessment）做活動(dòng)手冊(cè)本單元第4部分練習(xí)。

5、課外活動(dòng)（Add-activities）

（1）要示學(xué)生聽(tīng)錄音，然后仿讀課本第4-7頁(yè)的內(nèi)容并拌有動(dòng)作表演。（2）鼓勵(lì)學(xué)生用第4-7頁(yè)所學(xué)的內(nèi)容與同學(xué)和老師進(jìn)行交流。

教學(xué)后記：

第二課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let’s learn

本部分將繼續(xù)學(xué)習(xí)有關(guān)學(xué)校及學(xué)習(xí)用品的詞匯：school, bag, book, pencil-case, sharpener.2、Let’s do

本部分主要讓學(xué)生聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ)，并按照指令做出相應(yīng)的動(dòng)作。通過(guò)聽(tīng)聽(tīng)做做的活動(dòng)，讓學(xué)生練習(xí)并運(yùn)用所學(xué)的詞匯。

二、課前準(zhǔn)備

教師自備與本課教學(xué)有關(guān)的文具（實(shí)物）和教師卡片。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)（Warm-up/Revision）

（1）“開(kāi)火車(chē)”：學(xué)生一個(gè)接一個(gè)進(jìn)行口語(yǔ)問(wèn)答，要求又快又好。（2）通過(guò)圖片和單詞卡片復(fù)習(xí)學(xué)過(guò)的單詞crayon, ruler, eraser, pen, pencil.（可通過(guò)做Touching game或Matching game來(lái)復(fù)習(xí)）

2、新課展示（Presentation）（1）Let’s learn

A、通過(guò)實(shí)物教pencil-case, bag, book, sharpener, 用圖片教school.在教“鉛筆袋”pencil-case時(shí)，出示“鉛筆盒”pencil-box,并說(shuō)明它們的區(qū)別，即：用軟皮或塑料制成的通常稱(chēng)為pencil-case,用鐵等較堅(jiān)硬材料制成的叫做pencil-box.同時(shí)教pencil-box.B、新單詞的教學(xué)也可通過(guò)舊單詞來(lái)引出。如：pencil 到pencil-case.（2）Let’s do

教師邊做打開(kāi)書(shū)的動(dòng)作邊說(shuō)Open the book.然后邊做合上書(shū)的動(dòng)作邊說(shuō)Close the book.（重復(fù)兩次）。再拿起鉛筆袋，做打開(kāi)、合上的動(dòng)作，并說(shuō)：Open the pencil-case.Close the pencil-case.請(qǐng)學(xué)生說(shuō)出open, close的意思。用同樣的方法教Show me your sharpener.Carry the bag.等句子。

3、趣味操練（Practice）

（1）讓學(xué)生將所有學(xué)過(guò)的文具全部擺在桌上。教師說(shuō)：“Show me your 7 book.”，學(xué)生須快速舉起并大聲說(shuō)：“Book”.（2）游戲：畫(huà)文具。

（3）在本課教學(xué)中，教師也可以采用 “選詞競(jìng)賽”的游戲。

（4）通過(guò)游戲Simon says練習(xí)以show, open, close, put, carry所引導(dǎo)的祈使句。

4、課堂評(píng)價(jià)（Assessment）

做活動(dòng)手冊(cè)本單元第5部分練習(xí)。學(xué)生根據(jù)錄音，圈出所聽(tīng)到的文具。（1）學(xué)生看圖，用英語(yǔ)說(shuō)出圖中每樣文具物品。（2）教師講解題目的意思并指導(dǎo)做的方法。（3）學(xué)生聽(tīng)錄音做練習(xí)。（4）核對(duì)答案.5課外活動(dòng)（Add-activities）

（1）要求學(xué)生聽(tīng)本課所學(xué)內(nèi)容的錄音，跟讀單詞和句子，并在實(shí)際生活中自然運(yùn)用。

（2）將學(xué)習(xí)用具逐個(gè)用英語(yǔ)說(shuō)給家人聽(tīng)。

教學(xué)后記：

第三課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let’s check

本部分通過(guò)聽(tīng)力練習(xí)，檢查學(xué)生對(duì)本課所學(xué)內(nèi)容掌握的情況。

2、Let’s chant

本部分通過(guò)有節(jié)奏、有韻律的歌謠，讓學(xué)生進(jìn)一步復(fù)習(xí)和鞏固本單元所學(xué)的詞匯。

二、課前準(zhǔn)備

準(zhǔn)備一個(gè)裝有本單元所學(xué)的文具的書(shū)包，與本課教學(xué)內(nèi)容相關(guān)的詞卡和圖片。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)（Warm-up/Revision）（1）唱”Hello”歌。

（2）通過(guò)實(shí)物和單詞卡復(fù)習(xí)有關(guān)文具。

（3）用Show me your… 請(qǐng)學(xué)生將他們的文具擺出來(lái)。（4）用游戲Simon says復(fù)習(xí)第8頁(yè)所學(xué)的指令性的動(dòng)作。

2、新課展示（Presentation）

教師從自己準(zhǔn)備的書(shū)包中拿出一本書(shū)，并指著自己說(shuō)：I have a book.隨后再掏出筆袋，對(duì)學(xué)生說(shuō)：I have a pencil-case.再?gòu)墓P袋里拿出一支鉛筆說(shuō)：I have a pencil.拿出一把尺子說(shuō)：I have a ruler.等等。待學(xué)生熟悉了I have a …是“我有一個(gè)…“后，請(qǐng)學(xué)生們用自己的文具來(lái)說(shuō)：I have a … 告訴學(xué)生如果你有與別人東西相同時(shí)，可說(shuō)Me too!

3、趣味操練（Practice）（1）操練Let’s chant

A、全班聽(tīng)錄音，邊聽(tīng)錄音邊拍手有節(jié)奏的吟唱Let’s chant 部分的內(nèi)容。B、將全班分成兩大組。第一組舉起鉛筆齊讀I have a pencil.第二組齊讀Me too!并拍手。讀第二句時(shí)兩組交換，以此類(lèi)推。

C、待學(xué)生讀熟后，可讓他們自由發(fā)揮，用其他文具替換書(shū)上的幾種，并在小組內(nèi)朗讀。

（2）聽(tīng)力練習(xí)：Let’s check

根據(jù)聽(tīng)到的句子，讓學(xué)生圈出相應(yīng)的圖A或圖B。

4、課堂評(píng)價(jià)（Assessment）

做活動(dòng)手本單元第6部分練習(xí)。此項(xiàng)練習(xí)旨訓(xùn)練學(xué)生的觀察和反應(yīng)能力。

5、課外活動(dòng)（Add-activities）

讓學(xué)生聽(tīng)錄音，跟讀A、B部分Let’s do和Let’s chant的內(nèi)容，邊讀邊做出相應(yīng)的動(dòng)作。

教學(xué)后記：

Unit 2 Look at me Language skills

1、Listening and speaking :Good morning!/ Good afternoon!This is… Nice to meet you./ Nice to meet you, too.Let’s go to school.Use modelled phrases to communicate with other learners.2、Words:head, eye, face, ear, nose, mouth, finger, hand, body, leg, arm, foot.Introduce these parts of one's own body.Part A First Period I、Teaching contents 1.Let’s talk 2.Let’s play II、Preparation

1、Headgears of Chen Jie, Mike, Wu Yifan, Sarah, Zip and Zoom.2、Headgears of Mickey, Minnie, Donald, Snoopy.3、An apple with eyes, ears, nose and mouth on.4、A tape, a ball, and a picture of school.III、Teaching steps

1、Warm-up / Revision a.Sing the song “Hello”.b.T and Ss greeting each other.c.Act out the dialogue of “Let's talk”, Unit 1.2、Presentation a.Draw a rising sun.T: Good morning.---Ss: Good morning, Miss liu.b.T：Good morning.I’m Miss Liu.What’s your name? S: My name’s… T:Nice to meet you.c.Imitate: Nice to meet you.d.Invite one student to perform with me.T: Good morning.What’s your name? S1: My name’s …

T: Nice to meet you.(to class)：This is… e.I’m going to school.---Let’s go to school.T:(carrying a bag)“Let’s go to school.”.S: OK.f.The students imitate “ Let’s go to school.” g.Listen to the recording and repeat.3、Practice a.(wearing the headgear of apple)T: Good morning.What’s your name? S1: My name’s Miss/ Mr.Apple.T: Nice to meet you.(T and S exchange the roles)b.Work in pairs: One wears the headgear of Chen Jie, Mike, Wu Yifan, Sarah, Zip or Zoom.The other says: This is… Ss: Nice to meet you.c.Passing the ball one by one.S1：Let’s go to school.S2：OK.Let’s go to school.S3:OK.Let's go to school.S4:......d.Introduce Snoopy, Minnie, Mickey, Donald by “This is… ” Ss: Hello!Nice to meet you.4、Assessment

Workbook page 7

5、Add-activities a.Listen to the recording and try to use it in everyday life.b.Greeting teachers with “Good morning.” in the morning.c.Using “This is...” to introduce teachers, friends and parents.教學(xué)后記：

Second Period I、Teaching contents 1.Let’s learn

Words：head, ear, eye, nose, face, mouth.2.Let’s do II、Preparation

1、Cards of head, ear, eye, nose, face, mouth

2、Headgears of John, Chen Jie, Mike and Zoom.III、Teaching steps

1、Warm-up/ Revision a.Let’s chant of Unit 1.b.Perform the dialogue of Part A.2、Presentation a.T：(wearing the headgear of Zoom)Good morning!/Hello!/ Hi!I’m Zoom.Look at me.This is my head.The same way to teach face, ear, eye, nose and mouth.b.(point to my own head)：my head,(point to the student's head)：your head.my face, your face;my book, your book....to understand “my, your”.c.To learn to “touch”.Touch my head.Touch your head.d.Listen to the recording and repeat.3、Practice a.Read the cards.b.Divide the students into two groups.One find the picture, the other find the word.c.A game: draw a nose/mouth, face...d.T acts, Ss say the command.e.Let's do.Touch your...f.A game.Pass the command one by one.The last comes to the front and acts out.g.Look and tell.One student looks at the teacher and tell the others to act like the teacher.4、Assessment

Workbook page 8

5、Add-activities a.Listen to the recording and repeat.b.Tell the parents the names of the body.教學(xué)后記：

Third Period I、Teaching contents 1.Let’s draw

2.Let’s sing.Teddy Bear II、Preparation a.a rope and a headgear of Teddy Bear b.cards 13 III、Teaching steps

1、Warm-up / Revision a.Show the back of the cards to the students.Guess, what is it? b.Touch your...See who acts faster.2、Presentation a.Turn around.Act out.b.Touch the ground.Act out.c.Learn to say “turn around” and “touch the ground”.3、Practice a.Act out two actions at the same time.b.Introduce Teddy Bear.c.Let's sing.Teddy Bear.d.Rope skipping.(play this game if possible.)e.Let's draw.4、Assessment

Workbook page 9

5、Add-activities Sing the song “Teddy Bear” and play rope skipping.教學(xué)后記：

Part B First Period I、Teaching contents 1.Let’s talk

Good afternoon!Nice to meet you, too.2.Let’s play

II、Preparation 1.Headgears of Wu Yifan, Mike, Wu Yifan’smother, Chen Jie and Sarah.2.a handbag 3.a clock III、Teaching steps

1、Warm-up / Revision a.Sing the song “Teddy Bear”.b.Perform the dialogue of Part A.2、Presentation a.Nice to meet you.---Nice to meet you, too.(shake hands)b.Learn to say “afternoon and Good afternoon.” c.Listen to the recording and imitate.3、Practice a.Nice to meet you.Nice to meet you,too.b.Perform the dialogue.c.Arrange the dialogue according to the pictures or sentence cards.d.Let's play.A: Good afternoon, B.This is C.B: Hello, C!Nice to meet you.C: Nice to meet you, too.A,B: Goodbye1 C: Bye!

4、Assessment

Workbook page 10

5、Add-activities a.Listen to the recording and repeat.b.Make a dialogue according to “Let's talk”.教學(xué)后記：Second Period I、Teaching contents 1.Let’s learn

Words：body, leg, arm, hand, finger, foot.2.Let’s do II、Preparation

1、a puppet

2、Cards of body, leg, arm, hand, finger and foot.3、headgear of a captain III、Teaching steps

1、Warm-up/ Revision a.Captain says to review “l(fā)et's do” of Part A.b.Perform the students their own dialogues.2、Presentation a.Learn to say “body, leg, arm, hand, finger and foot.” b.Listen to the recording and repeat.c.Let's do.Clap your hands.Snap your fingers.Wave your arms.Cross your legs.Shake your body.Stamp your foot.3、Practice a.Let's draw a person.b.Let's do.Point out which picture.c.Let's do.Who responses faster.4、Assessment Workbook page 11

5、Add-activities a.Listen to the recording, repeat and act out.b.Say all the names of the body to your parents.教學(xué)后記： Third Period

I、Teaching contents 1.Let’s check 2.Let’s chant II、Preparation

1、stationeries

2、pictures of parts of Zoom III、Teaching steps

1、Warm-up /Revision a.Let's do.Clap your hands.....b.Stick the cards to make Zoom.2、Presentation a.Where is my pencil? Here it is!b.T:Where is your pencil? Ss：Here it is.----Where is your mouth / hand/ ear/ nose?

3、Practice a.Let’s chant

b.Divide the students into two groups.One asks “Where is your nose?” The other answers “Here it is.” c.Work in pairs.d.Let’s check

Listen and choose A or B

4、Assessment Workbook page 12

5、Add-activities Listen and say Part A and B.教學(xué)后記：

Unit 3 Let's paint

Language skills: Listening and speaking: How are you? I'm fine/Fine/Very well, thank you/thanks./Let's paint./ Great!Locate specific information in response to simple instructions.Use modelled phrases to communicate with other learners.Words: blue, green, yellow, red, purple, white, black, brown, pink, orange Part A First Period I．Teaching contents 1.Let’s talk How are you? 2.Let's play II．Preparation 1．Headgears of Miss Green, Mr Black and Miss White.2．a(chǎn) small ball 3．tape 4．Prepare the following dialogue with one student: T: How are you? S1: Fine, thank you.III.Teaching steps 1．Warm-up/Revision a.Sing the song “Hello”.b.T and Ss Greet each other.c.Make short dialogues: S1: Hello!/Good morning./ Good afternoon.What's your name? S2: My name is....S1: Nice to meet you.S2: Nice to meet you, too.etc.2．Presentation a.T：This is Miss White.(wear the headgear)Hello!/ Good morning, boys and girls.I'm Miss White.Nice to meet you.Ss：Nice to meet you, too.(the same way to show Miss Green and Mr Black)b.Let the students perform: Mr Black: Good morning, Miss Green.Miss Green: Good morning, Mr Black.This is Miss White.Mr Black: Nice to meet you.Miss White: Nice to meet you, too.c.Show the following dialogue with S1.T: Good morning, Miss Green.How are you? S1: Fine, thank you.d.Listen to the recording and explain the text to the students.3．Practice a.Learn to say “How are you?” “Fine, thank you.” b.Pass the small ball.How are you? The one who gets the ball says “Fine, thank you.” c.Pair work.Hit the hands.S1: Good morning.S2： How are you? S2: Fine，thank you.d.Act out the dialogue of Part A.4．Assessment Workbook page 13 5．Add-activities a.Listen to the recording and use it in everyday life.b.Using “How are you?” “Fine, thank you.” 教學(xué)后記：

Second Period I．Teaching contents 1．Let's learn.Words: blue, green, yellow, red and purple.2.Let's do.Show me II．Preparation 1.cards of blue, green, yellow, red and purple 2.cards of pencil, crayon, eraser, ruler and pen 4.crayons 5.underlays 6.picture of a rainbow III.Teaching steps 1．Warm-up/Revision a.How are you? Fine, thank you.b.Guessing game to review pencil, pen, crayon, eraser and ruler.c.Captain says.Show me your pencil.Show me your ruler.Show me your eraser.Show me your crayon.Show me your pen.2．Presentation a.Show the students the picture of a rainbow to learn blue, green, yellow, red and purple.Stick the cards on the blackboard.b.Listen to the recording and imitate.c.I like red....Do a survey.d.Let's do.Show me your crayon.-----Show me your red crayon.3．Practice a.Point out what is red/green, blue...in the classroom.b.Guess, what colour is it? c.Jump on the underlays according to the colour you hear.d.Draw a smiling face beside the colour you like.Tell your destmate: I like...e.Listen and let's do.4．Assessment :workbook page 14 5． Add-activities a.Listen to the recording and repeat.b.Tell your parents what colour is in your house.教學(xué)后記：

Third period

I．Teaching contents 1．Let's paint.2．Let's sing.II．Preparation 1．a(chǎn) clown 2．clothes with different colours 3． crayons and paper III．Teaching steps 1． Warm-up/Revision a.Let's chant：Where is your ? Here it is!b.Divide the students by colours.Tell me what group you are in.c.Tell me what colour you can see in the classroom.d.Show the clown.Touch...2．Presentation a.Stick the clown on the blackboard：Clour the face yellow.b.(wear yellow clothes)Who is wearing yellow today?...is wearing yellow today.Learn to say “Who is wearing yellow today?” 3．Practice a.Take out your clown.Colour the face yellow.Colour the......b.Work in pair.One gives the commands, the other colours.c.Let's sing.Who is wearing yellow today? 4.Assessment Workbook page 15 5.Add-activities Sing the song to your parents.教學(xué)后記：

Part B First Period I．Teaching contents 1.Let's talk.I'm fine.Let's paint.Great!2.Let's play.Very well, thanks.II．Preparation 1.Headgears of Mike, Mike's mother, Sarah, Wu Yifan, John and Bai Ling.2.crayons and a picture of clown.3.a small ball 5.cards of How, are, you, I'm, fine, very, well, thank, you and thanks.22 III．Teaching steps 1．Warm-up/Revision a.Sing the song.Who is wearing yellow today? b.Make the following dialogue: S1: Hello!What's your name? S2: My name is....S1: How are you? S2: Fine, thank you.2．Presentation a.Greeting each other.S1: Hello!How are you? T: I'm fine,thanks.Learn to say：I'm fine, thanks.b.Take out the picture of a clown：Let's paint.----Great!c.Listen to the recording and repeat.3．Practice a.Passing the small ball.T：Let's paint.S1：Great.Let's paint.S2: Great!---Let's open the pencil-case.Let's close the book.b.Look at the picture of “Let's talk”, try to talk.c.Act out the dialogue.d.Let's play.Ask “How are you?” one by one.e.Link the words to make a sentence.How, are, you, I'm, fine, very, well, thank, you, thanks.4．Assessment:Workbook page 16 5．Add-activities a.Listen to the recording and repeat.b.Prepare a dialogue according to “l(fā)et's talk”.23 教學(xué)后記：

Second Period I．Teaching contents 1．Let's learn.words：white, black, brown, pink, orange 2．Let's do.II．Preparation 1.a turnplate 2.cards and signs 3.crayons and paper III．Teaching steps 1． Warm-up/Revision a.Sing the song “Teddy Bear”.b.Make dialogues: Hello!/ Good morning./ Good afternoon.How are you? I'm fine, thanks.c.Simon Says: Stand up.Sit down.Touch the ground.Touch your head.Turn around.d.Guess, what colour is the crayon? 2．Presentation a.Learn to say: black, white, pink, brown, orange b.Listen to the recording and repeat.c.Let's do.Black,black.Stand up.Pink,pink.Sit down......3．Practice a.Turn the turnplate and say what colour.b.Bingo c.Listen to the recording of “Let's do.” Clap hands when hear the colour.d.Look at the signs and do.4．Assessment Workbook page 17 5．Add-activities a.Listen to the recording and repeat.b.Draw a rainbow.Say the colours to your parents.教學(xué)后記：

Third Period I．Teaching contents 1．Let's check.2．Let's chant.II．Preparation 1．picture of a rainbow 2．small ball(pink,purple,orange,brown, green)3．Signs 4.cards of white, pink, orange, brown and black III．Teaching steps 1．Warm-up/Revision a.Everyday dialogues.b.Show the signs, captaion says.Black, black.Stand up.....c.Stick the colour card on the blackboard.Face down.Say a colour then turn one card over.Right? 2．Presentation a.Show the students a picture of a rainbow.I can see a rainbow.b.Show the small balls.This is a ball.It's a pink ball./purple ball, orange ball...c.Listen to the recording of Let's chant.Pink ball.Pink ball,purple ball....3．Practice a.Let's chant Say the balls one by one.Each one adds a colour.b.Pick out the ball according to the colour you hear.c.Listen and repeat “Let's chant”.d.Let's check Listen and choose A or B.4．Assessment Workbook page 18 5．Add-activities a.Say “l(fā)et's chant” to your parents.b.Listen and review Part A and B.教學(xué)后記：

Unit 4 We love animal 教學(xué)目標(biāo)與要求：

1.能聽(tīng)懂、會(huì)說(shuō)Look!I have a.....Oh, really?May I have a look? Sure.Here you are.Oh, it's nice!I like it.Thank you./ Thanks.并能在實(shí)際情景中進(jìn)行運(yùn)用。要求模仿正確，語(yǔ)調(diào)自然。

2．能聽(tīng)說(shuō)、認(rèn)讀一些常見(jiàn)的動(dòng)物的單詞cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, mouse, bear, squirrel，并能用英文介紹這些小動(dòng)物。

3．能聽(tīng)懂、會(huì)說(shuō)幾個(gè)常用的感嘆語(yǔ)Cool!Super!Great!Wow!并能夠在實(shí)際情景中恰當(dāng)?shù)厥褂谩?/p>

4．能聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ)，并能按照指令模仿動(dòng)物做出相 應(yīng)的動(dòng)作。

A 部分 第一課時(shí)

一、教學(xué)內(nèi)容與分析： 1.Let's talk.本部分主要提供給學(xué)生一個(gè)如何將自己的心愛(ài)之物呈現(xiàn)于 人，以及如何對(duì)別人的呈現(xiàn)做出贊美、感嘆的對(duì)話(huà)情景。

2.Let's play.本部分是為了鞏固 Let's talk 部分的內(nèi)容，并培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣而設(shè)計(jì)的。學(xué)生可以在此項(xiàng)活動(dòng)中盡情發(fā)揮表演才能，看誰(shuí)模仿的動(dòng)物叫聲及形體特征最逼真。

二、課前準(zhǔn)備：

1．教師準(zhǔn)備動(dòng)物玩具rabbit, panda, monkey, dog, cat, duck等。2． 教師準(zhǔn)備相關(guān)動(dòng)物的圖片卡。3． 學(xué)生準(zhǔn)備有關(guān)文具的實(shí)物。

三、教學(xué)步驟：

1． 熱身/復(fù)習(xí)(Warm-up/ Revision)(1)教師播放“How are you ”的歌曲錄音，師生對(duì)唱。(2)師生互致問(wèn)候。

(3)用“開(kāi)火車(chē)”的方式進(jìn)行學(xué)生之間的日常會(huì)話(huà)練習(xí)2． 新課展示(Presentation)(1)播放第一單元Let's chant的錄音，學(xué)生拿出文具跟讀并表演。(2)請(qǐng)學(xué)生用Look!I have a....復(fù)習(xí)所學(xué)的文具。

(3)教師通過(guò)動(dòng)物玩具教有關(guān)動(dòng)物的新單詞：rabbit, panda, monkey, dog, cat, duck(這些單詞本課時(shí)只要求學(xué)生會(huì)聽(tīng)，會(huì)說(shuō)。認(rèn)讀放在第二課時(shí)完成。)（4）感嘆語(yǔ)Great!Cool!Wow!Super！可采取自然引入的方法。比如當(dāng)學(xué)生突然看到老師變出了一只可愛(ài)的兔公仔時(shí)，很可能發(fā)出情不自禁的感嘆“Wow!“或”Great!。

(5)聽(tīng)錄音來(lái)展示Let's talk 部分的教學(xué)內(nèi)容。學(xué)生跟讀、模仿，教師要求學(xué)生注意語(yǔ)音語(yǔ)調(diào)。

3．趣味操練(Practice)（1）教師將動(dòng)物玩具放在講桌上，并將動(dòng)物的圖片卡貼在黑板上。請(qǐng)一同 27 學(xué)上講臺(tái)，教師說(shuō)：A cat.學(xué)生就從黑板上取下畫(huà)有貓的圖片，然后說(shuō)：This is a cat.接著再?gòu)膭?dòng)物玩具中拿起貓說(shuō)：Look, I have a cat.全班同學(xué)可以同時(shí)用Cool!Super!Great!Wow!中的任何一種做出回應(yīng)。用同樣的方法操練新單詞rabbit, panda, monkey, dog, duck等。

（2）對(duì)Let's play部分的操練：

按照課本中所呈現(xiàn)的方式，請(qǐng)學(xué)生們來(lái)扮演這些小動(dòng)物，模仿它 們的動(dòng)作及聲音。

4．課堂評(píng)價(jià)(Assessment)做活動(dòng)手冊(cè)第四單元第1部分的練習(xí)。5．課外活動(dòng)(Add-activities)（1）聽(tīng)錄音，仿讀會(huì)話(huà)，并在實(shí)際情景中運(yùn)用所學(xué)內(nèi)容。（2）在日常生活中能正確使用學(xué)過(guò)的感嘆語(yǔ)。

（3）模仿學(xué)過(guò)的動(dòng)物，將它們的名稱(chēng)及表示它們叫聲的詞說(shuō)給朋友和家長(zhǎng)聽(tīng)。

教學(xué)后記：

第二課時(shí)

一．教學(xué)內(nèi)容與分析： 1.Let's learn.本部分主要呈現(xiàn)關(guān)于常見(jiàn)的有關(guān)動(dòng)物的單詞：monkey, dog, duck, panda, cat, rabbit。

2.Let's do.本部分要求學(xué)生在Act like a....的指令下模仿小動(dòng)物的動(dòng)作。二．課前準(zhǔn)備：

1.教師準(zhǔn)備monkey, dog, duck, panda, cat, rabbit的卡片（詞卡和圖卡）

2.教師準(zhǔn)備一套小動(dòng)物 的頭飾。

3.學(xué)生準(zhǔn)備玩具小動(dòng)物，每人帶一至兩個(gè)到課堂來(lái)。三．教學(xué)步驟：

1．熱身/復(fù)習(xí)（Warm-up/ Revision）（1）Daily oral practice(3-5 minutes)（2）復(fù)習(xí)第一課時(shí)所學(xué)單詞。

（3）學(xué)生兩人一組，表演本課A.Let's talk 的對(duì)話(huà)。2.新課展示（Presentation）

（1）教師可出示Let's learn 的圖畫(huà)。接著用英語(yǔ)和漢語(yǔ)對(duì)圖中的情景做個(gè)解釋。

（2）學(xué)生聽(tīng)錄音，用手指著單詞，跟讀Let's learn 部分的詞匯。3.趣味操練(Practice)（1）教師將有關(guān)動(dòng)物的圖卡和詞卡舉起，帶讀，學(xué)生一個(gè)一個(gè)如開(kāi)火車(chē)地練習(xí)。

（2）配對(duì)游戲

（3）教師拿起動(dòng)物頭飾背對(duì)學(xué)生，讓學(xué)生根據(jù)形狀猜出是哪種動(dòng)物。（4）讓學(xué)生聽(tīng)錄音，邊說(shuō)邊做Let's do 部分的內(nèi)容。做動(dòng)作時(shí)，可以加上動(dòng)物的叫聲。

（5）教師使用Let's do 的動(dòng)作圖卡，請(qǐng)一個(gè)同學(xué)上講臺(tái)看圖卡，然后根據(jù)圖卡做動(dòng)作，下面的同學(xué)要說(shuō)出圖卡上畫(huà)的是什么動(dòng)物做的動(dòng)作。說(shuō)對(duì)的可為本組贏一分。

（6）游戲：耳語(yǔ) 4.課堂評(píng)價(jià)(Assessment)做活動(dòng)手冊(cè)本單元第2部分的練習(xí)。5.課外活動(dòng)(Add-activities)（1）聽(tīng)錄音，認(rèn)讀單詞并仿讀句子。

（2）按Let's do 部分的內(nèi)容模仿動(dòng)物給家長(zhǎng)看。（3）自己動(dòng)手做一個(gè)喜歡的動(dòng)物的頭飾。

教學(xué)后記：

第三課時(shí)

一.教學(xué)內(nèi)容與分析： 1．Let's make.本部分是為培養(yǎng)學(xué)生的動(dòng)手能力和創(chuàng)造力而設(shè)計(jì)的。2.Let's sing.本部分通過(guò)演唱表演這首歌曲，讓學(xué)生復(fù)習(xí)和鞏固所學(xué)動(dòng)物及其叫聲的詞匯。

二．課前準(zhǔn)備：

1． 教師準(zhǔn)備多個(gè)dog, duck, cat 的頭飾。2． 教師準(zhǔn)備動(dòng)物的圖卡和詞卡。3． 教師準(zhǔn)備一幅關(guān)于老麥當(dāng)勞農(nóng)場(chǎng)的畫(huà)。三．教學(xué)步驟

1．熱身/ 復(fù)習(xí)（Warm-up / Revision）（1）Daily oral practice(3-5 minutes)（2）教師將A.Let's learn中的圖卡的背面給學(xué)生看，讓學(xué)生猜是哪種動(dòng)物，以此復(fù)習(xí)單詞。

（3）游戲： 看動(dòng)作，下指令（Look and tell）2． 新課展示（Presentation）

(1)教師將準(zhǔn)備的老麥當(dāng)勞農(nóng)場(chǎng)的畫(huà)貼在黑板上。

(2)教師指著圖中的老麥當(dāng)勞對(duì)學(xué)生說(shuō)：Look, this is Old MacDonald.再指著農(nóng)場(chǎng)對(duì)學(xué)生說(shuō)：This is a farm.This is Old MacDonald's farm.So Old MacDonald has a farm.(每句話(huà)可講慢一些，并重復(fù)一遍)那么，他的農(nóng)場(chǎng)里都有些什么呢？Look, on that farm he had some ducks.教師邊說(shuō)邊把幾只鴨子的圖貼到農(nóng)場(chǎng)的不同地方。邊貼邊先用漢語(yǔ)說(shuō)：這里嘎嘎叫，那里也嘎嘎叫，到處都是嘎嘎的叫聲。再用英語(yǔ)說(shuō)，引出here, there, everywhere。

30(3)請(qǐng)學(xué)生跟老師讀歌詞中的重點(diǎn)詞 2．趣味操練(Practice)(1)讓學(xué)生聽(tīng)Let's sing 錄音，拍手并和著節(jié)奏一起唱。）

(2)Let's make可作為戶(hù)外活動(dòng)，學(xué)生可用：Look, I have a....的句式來(lái)表達(dá)手影。

4.課堂評(píng)價(jià)（Assessment）

做活動(dòng)手冊(cè)本單元第3部分的練習(xí)。5.課外活動(dòng)（Add-activities）(1)將新學(xué)的歌曲唱給家里人聽(tīng)。

(2)和父母一起做手影，看誰(shuí)做得又多又形象。

教學(xué)后記：

B部分 第一課時(shí)

一． 教學(xué)內(nèi)容與分析: 1.Let's talk.本部分呈現(xiàn)的對(duì)話(huà)內(nèi)容，是教給學(xué)生如何將自己的心愛(ài)之物與朋友分享以及如何表達(dá)對(duì)別人的心愛(ài)之物的贊美。

2.Let's play.本部分是為了鞏固Let's talk 部分的內(nèi)容，并培養(yǎng)學(xué)生學(xué)習(xí)興趣而設(shè)計(jì)的。二．課前準(zhǔn)備：

1.教師準(zhǔn)備一個(gè)玩具熊(A Teddy Bear)和一些學(xué)過(guò)的動(dòng)物的玩具。2.學(xué)生每人準(zhǔn)備一個(gè)自己喜歡的動(dòng)物玩具。三．教學(xué)步驟：

1． 熱身/ 復(fù)習(xí)（Warm-up / Revision）（1）Daily oral practice 31（2）教師播放歌曲“Old MacDonald had a farm”，學(xué)生表演唱。（3）教師播放Unit 2中“Teddy Bear“的歌曲，學(xué)生在唱 Teddy Bear 一句時(shí)拍手，其他句邊唱邊做動(dòng)作。

（4）教師準(zhǔn)備道具，請(qǐng)同學(xué)上講臺(tái)表演A.Let's talk 的對(duì)話(huà)。2． 新課展示（Presentation）(1)呈現(xiàn)對(duì)話(huà)：

a．學(xué)生表演完A.Let's talk 的對(duì)話(huà)，老師留下一位學(xué)生，對(duì)他說(shuō): xxx, what do you have? Show me your animal, please.（教師對(duì)學(xué)生講英語(yǔ)時(shí)要盡量慢并伴有手勢(shì)和動(dòng)作來(lái)幫助他理解。）b．當(dāng)學(xué)生明白老師的意思后，就回到座位拿出帶來(lái)的玩具說(shuō)：Look, I have a rabbit.于是教師立即引出本課對(duì)話(huà)中的問(wèn)句說(shuō)：Oh, really? May I have a look?(語(yǔ)速慢并伴有表情和手勢(shì))，學(xué)生會(huì)把他的玩具兔拿給老師，老師接過(guò)小兔做出很喜歡的表情對(duì)他說(shuō)：Oh, it's nice.I like it.說(shuō)完把兔子還給學(xué)生, 一邊做歸還的動(dòng)作一邊說(shuō)：Here you are.Thanks.Go back to your seat, please.(2)讓學(xué)生聽(tīng)錄音來(lái)展示B.Let's talk部分的內(nèi)容。3．趣味操練（Practice）(1)從后往前跟讀句子

教師先說(shuō)“May I have a look?” 然后說(shuō)“l(fā)ook”。學(xué)生重復(fù)“l(fā)ook”.教師說(shuō):“a look”, 學(xué)生重復(fù)這兩個(gè)詞。教師用每次多加一詞的方式一直引導(dǎo)學(xué)生能流利地說(shuō)出“May I have a look?”告訴學(xué)生have a look是一個(gè)固定的用法，譯為“看一看”。

（2）教師先示范，然后同座兩人一組，拿出自備的玩具分別操練對(duì)話(huà)：（3）請(qǐng)學(xué)生分角色表演Let's talk 部分的對(duì)話(huà)。

（4）請(qǐng)學(xué)生用自己的玩具替換Teddy Bear，表演Let's talk 部分的對(duì)話(huà)。（5）請(qǐng)學(xué)生按照Let's play的對(duì)話(huà)，找自己的好朋友一起玩游戲。4． 課堂評(píng)價(jià)(Assessment)做活動(dòng)手冊(cè)本單元第4部分的練習(xí)。5． 課外活動(dòng)（Add-activities）（1）聽(tīng)錄音，仿讀Let's talk 的對(duì)話(huà)。

（2）按照Let's talk 的對(duì)話(huà)，讓學(xué)生將自己心愛(ài)的五顏六色的文具，介紹給 32 自己的朋友看。

教學(xué)后記：

第二課時(shí)

一．教學(xué)內(nèi)容與分析： 1．Let's learn.接A部分的Let's learn, 本部分繼續(xù)學(xué)習(xí)6個(gè)動(dòng)物的單詞：pig, elephant, bird, squirrel, mouse, bear。

2.Let's do.本部分要求學(xué)生模仿動(dòng)物的形體動(dòng)作，學(xué)生要能根據(jù)指令做動(dòng)作。二．課前準(zhǔn)備：

1.教師自備的pig, elephant, bird, squirrel, mouse, bear的卡片（詞卡和圖卡）。2．A部分單詞的詞卡和圖卡。3．關(guān)于Let's do 部分的圖卡。三．教學(xué)步驟：

1． 熱身/ 復(fù)習(xí)(Warm-up/ Revision)(1)Daily oral practice(2)播放歌曲“Old MacDonald had a farm”，學(xué)生跟著音樂(lè)演唱三段歌詞（包括增加的cats 和dogs 那兩段）。

(3)學(xué)生表演B.Let's talk 的對(duì)話(huà)。2． 新課展示(Presentation)(1)教師通過(guò)復(fù)習(xí)A部分的動(dòng)物來(lái)導(dǎo)入本課的幾個(gè)新動(dòng)物名稱(chēng)?？梢允褂脛?dòng)物的圖片卡和詞卡來(lái)介紹。注意squirrel一詞 的發(fā)音。

(2)聽(tīng)Let's learn部分的錄音，跟讀新單詞。

(3)用TPR教學(xué)法教Let's do中的動(dòng)作hunt, walk, climb, fly, jump.“hunt”的動(dòng) 33 作教師可用漢語(yǔ)加以解釋?zhuān)础八褜?，尋找（獵物或食物）”的意思。

(4)讓學(xué)生站起來(lái)，一邊聽(tīng)Let's do 的錄音，一邊做動(dòng)作。3． 趣味操練(Practice)（1）游戲：向它那兒跑（Run to it!）

（2）教師將Let's do 的圖片打亂順序，讓學(xué)生聽(tīng)指令，選出正確的圖片。（3）游戲：照我說(shuō)的做（Do as I say）4． 課堂評(píng)價(jià)（Assessment）做活動(dòng)手冊(cè)本單元第5部分的練習(xí)。5． 課外活動(dòng)(Add-activities)(1)聽(tīng)錄音，仿讀單詞和句子。

(2)去動(dòng)物園或在圖書(shū)上找找你會(huì)用英語(yǔ)說(shuō)的動(dòng)物，說(shuō)給家長(zhǎng)聽(tīng)。

教學(xué)后記：

第三課時(shí)

一． 教學(xué)內(nèi)容與分析： 1.Let's check.本部分的聽(tīng)力練習(xí)是考察學(xué)生對(duì)本課所學(xué)內(nèi)容的掌握程度。2．Let's chant.本部分的短詩(shī)節(jié)奏、韻律強(qiáng)，又富有趣味性，對(duì)單詞拼讀規(guī)則學(xué)習(xí)很有幫助。二．課前準(zhǔn)備：

1． 教師準(zhǔn)備本單元所學(xué)動(dòng)物的動(dòng)物玩具。2． 本單元所學(xué)詞匯的圖卡和詞卡。三．教學(xué)步驟：

1． 熱身/ 復(fù)習(xí)（Warm-up / Revision）(1)Daily oral practice.(2)通過(guò)詞卡和圖卡復(fù)習(xí)所學(xué)的動(dòng)物詞匯（Read the words one by one）。

34(3)游戲：速認(rèn)速記。

(4)游戲：把手放在你的背后（Behind Your Back）。2． 趣味操練(Practice)(1)聽(tīng)力練習(xí)：Let's check（2）操練Let's chant 3．課堂評(píng)價(jià)(Assessment)做活動(dòng)手冊(cè)本單元第6部分的練習(xí)。4．課外活動(dòng)（Add-activities）

（1）聽(tīng)錄音，讀A、B 部分，邊讀邊做動(dòng)作。

（2）和同學(xué)一起看38-39頁(yè)，用手指著主畫(huà)面上的人和動(dòng)物，用英語(yǔ)把他們說(shuō)出來(lái)，看誰(shuí)說(shuō)得多。

教學(xué)后記：

Unit 5 Let's eat 教學(xué)目標(biāo)與要求

1、能聽(tīng)懂、會(huì)說(shuō)一些進(jìn)餐時(shí)需表達(dá)的語(yǔ)言： I like hamburgers/hot dogs, etc.Have some French fries/ juice, etc.OK!Thank you./ No, thanks.Can I have some chicken/ coke, please? Sure.Here you are.Thank you.You're welcome.并能在實(shí)際情景中進(jìn)行運(yùn)用。要求模仿正確，語(yǔ)調(diào)自然。

2、能聽(tīng)說(shuō)、認(rèn)讀cake, hamburger, hot dog, chicken, French fries, bread, water, milk, juice, tea, Coke, coffee等有關(guān)食品、飲料的單詞，并能在日常生活中使用。

3、能聽(tīng)懂一些進(jìn)餐時(shí)使用的簡(jiǎn)單的指示語(yǔ),并能按照指令做出相應(yīng)的動(dòng)作。

A部分 第一課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let's talk.本部分通過(guò)一個(gè)真實(shí)自然的情景會(huì)話(huà)，教給學(xué)生如何表達(dá)自己喜歡的食物以及將食物拿給別人吃的時(shí)候該怎樣說(shuō)。

2.Let's play.本部分通過(guò)一個(gè)記憶的游戲,使學(xué)生鞏固Let's talk中所學(xué)的有關(guān)食物的單詞以及I like....的用法。

二、課前準(zhǔn)備

1.教師準(zhǔn)備相關(guān)食物的圖片卡

三、教學(xué)步驟

1、熱身

（1）學(xué)生自由口語(yǔ)交談（Free talk in pairs）（3-5分鐘）。

（2）教師播放“Old MacDonald ”的歌曲，同學(xué)跟著音樂(lè)邊唱邊做動(dòng)作。（3）復(fù)習(xí)Unit 4中Let's do部分。

2、新課展示

（1）教師事先將分別裝有hamburger, hot dog, French fries, cake, bread, chicken等食物詞卡托盤(pán)放置于“餐桌”上。教師用它們一一來(lái)介紹本課的詞匯。要求學(xué)生注意單詞bread的發(fā)音,不要把字母組合ea所發(fā)的/e/音讀成/ai/。

（2）教師從托盤(pán)中拿起一個(gè)漢堡包，對(duì)全班說(shuō)：I like hamburgers.然后向全班學(xué)生發(fā)問(wèn)：Whatdo you like? Hamburgers? Hot dogs? Chicken? Bread? Or French fries? 教師每說(shuō)一樣食物，就舉起它讓學(xué)生加深對(duì)詞匯的印象。引導(dǎo)學(xué)生用I like....來(lái)回答并請(qǐng)回答的學(xué)生說(shuō)出自己喜歡的食物。（告訴學(xué)生chicken和 bread不能說(shuō)成chickens或breads）

（3）當(dāng)有學(xué)生說(shuō):I like French fries.并舉起薯?xiàng)l時(shí)，教師可順勢(shì)捏幾根薯?xiàng)l（如果是真的食物的話(huà)）放到學(xué)生嘴前，說(shuō)：Have some Frenchfries.于是學(xué)生可以真的張開(kāi)嘴吃下去。如果是假的薯?xiàng)l模型，教師可將它拿到學(xué)生嘴邊示意請(qǐng)他吃，也是很有趣的。

3、趣味操練

（1）教師拿出食物卡片，讓學(xué)生讀出單詞并將圖片卡貼在黑板上。請(qǐng)一同學(xué)上講臺(tái)，教師說(shuō)：A hot dog.36 學(xué)生就從黑板上取下畫(huà)有熱狗的圖片，然后指著說(shuō)：This is a hot dog.全班同學(xué)中凡是喜歡吃hotdog的，都可以舉起手并用Me, too!做出回應(yīng)。用同樣的方法操練新單詞hamburger, Frenchfries, cake, bread, chicken等。

（2）讓學(xué)生做Let's play 部分的活動(dòng)。教師將活動(dòng)稍加解釋后即可以以“開(kāi)火車(chē)”的形式開(kāi)展活動(dòng)。

（3）讓學(xué)生聽(tīng)錄音來(lái)展示A部分的 Let's talk。（4）三個(gè)學(xué)生一組表演Let's talk中的對(duì)話(huà)。

4、課堂評(píng)價(jià)

做活動(dòng)手冊(cè)第五單元第1部分練習(xí)。

5、課外活動(dòng)

(1)聽(tīng)錄音，仿讀會(huì)話(huà)，并在實(shí)際情景中運(yùn)用所學(xué)內(nèi)容。(2)將所學(xué)的食物說(shuō)給家長(zhǎng)聽(tīng)。

教學(xué)后記：

第二課時(shí) 教學(xué)目標(biāo): 能聽(tīng)說(shuō)、認(rèn)讀本課時(shí)有關(guān)食物的5個(gè)單詞 chicken, hot dog, hamburger, bread, French fries.2 能聽(tīng)懂、會(huì)說(shuō)： I like hamburgers/ hot dogs/ chicken/ bread/ French fries.Have some French fries/ hamburgers, etc.OK!Thank you.并能在實(shí)際情景中運(yùn)用以上各句子。要求模仿正確，語(yǔ)調(diào)自然。教材分析：

第五單元的第一課時(shí)是讓學(xué)生初步學(xué)習(xí)如何表達(dá)自己喜愛(ài)的食物以及為別人提供或請(qǐng)別人吃東西時(shí)的表達(dá)語(yǔ)。教材分 Let's talk 和 Let's play 兩部分，Let's talk 部分是在真實(shí)自然的情景學(xué)習(xí)會(huì)話(huà)，Let's play 部分則是通過(guò)游戲讓學(xué)生連鎖記憶，從而復(fù)習(xí)鞏固食物單詞和句型 I like...，兩個(gè)部分相輔相成。設(shè)計(jì)說(shuō)明：

在導(dǎo)入新知識(shí)時(shí)，教師為學(xué)生播放Let's talk / A 部分的教學(xué)課件，創(chuàng)設(shè)語(yǔ)言學(xué)習(xí)的情景。課件中的內(nèi)容是學(xué)生熟悉的人物 Sarah, John, Mike等人，從而學(xué)生簡(jiǎn)單了解單詞hamburgers, hotdogs, cake, , French fries, chicken and bread 和句型 I like...。之后，教師利用單詞卡片或?qū)嵨飳W(xué)習(xí)單詞。教師再次播放 Let's talk / A 部分的課件，學(xué)生在會(huì)說(shuō)單詞、簡(jiǎn)單了解句型的基礎(chǔ)上學(xué)習(xí)對(duì)話(huà)。在此環(huán)節(jié)中，教師要強(qiáng)調(diào) I like...是在表達(dá)自己喜歡的食物名稱(chēng)。

在 Let's play 部分，教師帶領(lǐng)學(xué)生做游戲，通過(guò)游戲的形式讓學(xué)生連鎖記憶，從而復(fù)習(xí)鞏固食物單詞和句型 I like...。

教學(xué)重點(diǎn)：表達(dá)自己喜歡的食物以及為別人提供或請(qǐng)別人吃東西的日常用語(yǔ)：I like … Have some…

5個(gè)表食品的單詞：chicken, hot dog, hamburger, bread, French fries。教學(xué)難點(diǎn)：chicken, bread 和 French fries 三個(gè)單詞的發(fā)音 教具準(zhǔn)備： 教師準(zhǔn)備chicken, hot dog, hamburger, bread, French fries 這5種真實(shí)的食物或食物的玩具模型，以及食品托盤(pán)一個(gè)。教師準(zhǔn)備教材 Let's talk / A 部分的教學(xué)課件。3 教師準(zhǔn)備教材配套錄音帶。教師將本課所學(xué)的5種食物圖片復(fù)印，為每名學(xué)生準(zhǔn)備一套。教學(xué)過(guò)程： 熱身、復(fù)習(xí)(Warm-up/Revision)（1）日?？谡Z(yǔ)會(huì)話(huà)展示。此次日?？谡Z(yǔ)會(huì)話(huà)之前，教師提示學(xué)生使用句型 I have… 和 Here you are.（2）游戲：”Simon says“。內(nèi)容為第四單元 A/B----Let's do 部分的指令語(yǔ)。（3）師生共唱歌曲 ”O(jiān)ld MacDonald“，邊唱歌曲可以邊表演動(dòng)作。2 呈現(xiàn)新課(Presentation)（1）導(dǎo)入新知識(shí)。教師為學(xué)生播放Let's talk / A 部分教學(xué)課件，創(chuàng)設(shè)語(yǔ)言學(xué)習(xí)的情景。

（2）教師拿出準(zhǔn)備好的 chicken, hot dog, hamburger, bread, French fries 這5種真實(shí)的食物或食物的玩具模型（也可用圖片代替），以及食品托盤(pán)一個(gè)。將裝 38 有食品的托盤(pán)擺在講臺(tái)桌上，一一呈現(xiàn)食物，學(xué)習(xí)本課的單詞chicken, hot dog, hamburger, bread, French fries。學(xué)習(xí)單詞時(shí)注意 chicken, bread 和 French fries 的發(fā)音較難，不易到位。教師要適當(dāng)提示，糾正發(fā)音。如：bread 中 ea 組合發(fā) [e ]，fries 中 [ai ] 的音要發(fā)到位。

（3）教師再次播放 Let's talk / A 部分的教學(xué)課件。學(xué)生在會(huì)說(shuō)單詞 chicken, hot dog, hamburger, bread, French fries 和簡(jiǎn)單了解句型 I like … 的基礎(chǔ)上學(xué)習(xí)對(duì)話(huà)。

（4）教師播放教學(xué)錄音，學(xué)生進(jìn)一步學(xué)習(xí)。

在此環(huán)節(jié)中，教師要強(qiáng)調(diào) I like … 是在表達(dá)自己喜歡的食物名稱(chēng)。如：在學(xué)生練習(xí)對(duì)話(huà)時(shí)，教師拿起實(shí)物hamburger，對(duì)全班學(xué)生說(shuō)：I like hamburgers.然后問(wèn)學(xué)生： What do you like? Hamburgers? Hot dogs? French fries? 當(dāng)有學(xué)生說(shuō)：I like French fries.，教師順勢(shì)捏幾根薯?xiàng)l放到學(xué)生嘴前，說(shuō)： Have some French fries.學(xué)生可以張開(kāi)嘴吃下去。如果是假的模型或圖片薯?xiàng)l，教師可將它拿到學(xué)生嘴邊示意請(qǐng)他吃。3 趣味操練(Practice)（1）教師將本課所學(xué)的5種食物圖片復(fù)印，為每名學(xué)生準(zhǔn)備一套，并發(fā)給他們。讓學(xué)生以小組為單位，4-6人一組，每人向大家介紹自己喜愛(ài)吃的食品并出示相應(yīng)的圖片。I like …

（2）讓學(xué)生做 Let's play 部分的游戲。

教師先將游戲方法簡(jiǎn)單解釋?zhuān)髱ьI(lǐng)學(xué)生一起做游戲。教師將漢堡的圖片貼于黑板，師生一起說(shuō)：I like hamburgers.教師再貼Hot dogs 說(shuō)：I like hamburgers and hot dogs.繼續(xù)進(jìn)行，直到把六種食品都說(shuō)出來(lái)。

（3）告訴學(xué)生進(jìn)行比賽，以個(gè)人的形式進(jìn)行，方法和內(nèi)容同上。比賽的名字叫：開(kāi)火車(chē)大賽。各種食品都說(shuō)出來(lái)的同學(xué)有獎(jiǎng)品。

（4）三人一小組表演Let's talk / A 部分的內(nèi)容。4 課堂評(píng)價(jià)(Assessment)

做活動(dòng)手冊(cè)本單元第1部分的練習(xí)。5 擴(kuò)展性活動(dòng)(Add-activities)（1）Read and clour 39 用趣味操練1的圖片。讓學(xué)生認(rèn)讀圖片，并給圖片涂色。

（2）讓學(xué)生兩人一組，將涂好顏色的圖片背面向上放在課桌上。每人每次抽對(duì)方和自己各一張圖片，當(dāng)圖片內(nèi)容兩兩相同時(shí)說(shuō)出單詞，兩張圖片歸為己有。游戲結(jié)束時(shí)手中圖片多者為勝。

教學(xué)后記：

第三課時(shí) 教學(xué)目標(biāo)： 學(xué)習(xí)詢(xún)問(wèn)對(duì)方喜愛(ài)吃什么食品的問(wèn)句，進(jìn)一步復(fù)習(xí)、鞏固所學(xué)表示食品的單詞。2 學(xué)習(xí)本課歌曲 Let's Have a Picnic Today.教材分析：

本課時(shí)的第一部分Let's make 是通過(guò)同學(xué)間相互采訪并完成表格的填寫(xiě)。學(xué)生之間用 What do you like? 的句子詢(xún)問(wèn)對(duì)方喜歡的食物，用此方法運(yùn)用詞匯練習(xí)對(duì)話(huà)。

Let's sing 部分是學(xué)習(xí)一首短小活潑的歌曲。教法建議：

Let's make 部分，教師可采取集體統(tǒng)計(jì)和個(gè)人采訪相結(jié)合的方法進(jìn)行。集體統(tǒng)計(jì)時(shí)，教師將學(xué)生分為若干個(gè)小組，統(tǒng)計(jì)各小組喜愛(ài)吃某種食物的人數(shù)。個(gè)人采訪時(shí)，教師讓學(xué)生下座位，親自當(dāng)一名小記者，詢(xún)問(wèn)并記錄對(duì)方的喜好。這樣既有教師的指導(dǎo)又有學(xué)生個(gè)人的創(chuàng)造和發(fā)揮。

Let's sing 部分教師可以讓學(xué)生準(zhǔn)備好野餐的食物，把學(xué)生帶到室外邊野餐邊演唱。同時(shí)教師還可以把 Picnic 一詞替換成本課所學(xué)其它詞語(yǔ)。教學(xué)重點(diǎn)：表食物單詞的復(fù)習(xí)與鞏固。教學(xué)難點(diǎn)：What do you like? 一句的表述。教具準(zhǔn)備： 教師準(zhǔn)備本課表食物單詞的圖片和單詞卡片。

2 本課教材的錄音帶。教師和學(xué)生分別準(zhǔn)備食物模型或真實(shí)食物。4 教師準(zhǔn)備主體圖48—49頁(yè)的圖畫(huà)或投影。教學(xué)過(guò)程： 熱身、復(fù)習(xí)(Warm-up/Revision)（1）師生問(wèn)候（2）學(xué)生口語(yǔ)展示。

（3）教師出示食物單詞卡片，學(xué)生認(rèn)讀單詞。（4）游戲：Simon says 教師說(shuō)指令，當(dāng)指令中有Simon says 一句時(shí)，學(xué)生按指令做相應(yīng)動(dòng)作，如果沒(méi)說(shuō)Simon says 則不能做任何動(dòng)作。指令語(yǔ)為 A 部分 Let’s do 的口令，教師還可同時(shí)說(shuō)兩個(gè)口令，練習(xí)學(xué)生記憶力。2 呈現(xiàn)新課(Presentation)（1）教師將hamburger, hotdog, cake, French fries, chicken and bread 的圖片貼在黑板上，根據(jù)學(xué)生情況還可將ice-cream, juice, cola 也貼在黑板上。教師指著hamburger 說(shuō)：I like hamburgers.And what do you like? 重復(fù)What do you like? 一句，并伴有訊問(wèn)的表情和手勢(shì)。學(xué)生回答：I like hot dogs.（2）做火車(chē)接龍游戲。學(xué)生一個(gè)接一個(gè)的詢(xún)問(wèn)What do you like? 并按自己情況回答 I like …。

（3）教師告訴學(xué)生接下來(lái)做個(gè)統(tǒng)計(jì)工作，老師要統(tǒng)計(jì)各組愛(ài)吃某種食物的人數(shù)。把各小組的組名寫(xiě)在黑板上，統(tǒng)計(jì)各組愛(ài)吃某種食物的人數(shù)并做紀(jì)錄。（紀(jì)錄格式見(jiàn)板書(shū)設(shè)計(jì)）3 趣味操練(Practice)（1）教師讓學(xué)生打開(kāi)自己的書(shū)，翻到52頁(yè)，按書(shū)中的表格采訪，了解好友或同學(xué)喜愛(ài)的食物是什么。教師可讓學(xué)生下座位，親自當(dāng)一名小記者，詢(xún)問(wèn)并打“ ? ”記錄對(duì)方的喜好。

（2）教師出示主體圖48—49頁(yè)的圖畫(huà)或投影，告訴學(xué)生圖中的人物在野餐 picnic, have a picnic，并讓學(xué)生討論圖中的人物及學(xué)過(guò)的食物名稱(chēng)。

（3）讓學(xué)生拿出自己準(zhǔn)備的食物模型或?qū)嵨?，教師建議也組織一次野餐 Let’s 41 have a picnic today.此后，播放Let’s sing 部分的錄音，學(xué)生聽(tīng)歌曲Let’s Have a Picnic Today。

（4）教師解釋歌詞并帶讀歌詞 picnic, Let’s have a picnic.On such a lovely day.（5）然學(xué)生跟錄音一起學(xué)唱歌曲 Let’s Have a Picnic Today。

（6）將學(xué)生帶到室外，親自感受野餐的愉悅，并唱歌曲Let’s Have a Picnic Today.4 課堂評(píng)價(jià)(Assessment)

做活動(dòng)手冊(cè)本單元第3部分的練習(xí)。教學(xué)后記：

B 部分 第一課時(shí)

一、教學(xué)內(nèi)容與分析 1.Let's talk.本部分主要呈現(xiàn)Mike等幾個(gè)小朋友在野餐時(shí)的對(duì)話(huà)，教給學(xué)生如何用Can I have...?來(lái)詢(xún)問(wèn)自己是否能得到想要的東西。2.Let's play.本部分是為了鞏固Let's talk 部分的內(nèi)容所設(shè)計(jì)的活動(dòng)。

二、課前準(zhǔn)備

1、教師準(zhǔn)備本課所學(xué)有關(guān)飲品的實(shí)物：water, milk, juice, Coke, coffee, tea和一些一次性的紙杯。

2、教師準(zhǔn)備以上飲料的圖卡。

三、教學(xué)步驟

1、熱身

（1）Daily oral practice（2）游戲：對(duì)號(hào)入座（Matching game）可以復(fù)習(xí)有關(guān)食物的單詞。（3）請(qǐng)同學(xué)上講臺(tái)表演A部分Let's talk 的對(duì)話(huà)。

（4）教師播放歌曲“Let's have a picnic today”，學(xué)生拍手演唱。

2、新課展示

42（1）放B.Let's talk的錄音，對(duì)全班說(shuō)：Look!Today is a lovely day.Mike and his friends are having a picnic.They are eating and drinking.（教師在說(shuō)eating和drinking這兩個(gè)詞時(shí)，一定要通過(guò)生動(dòng)形象的動(dòng)作幫助學(xué)生理解）What are they drinking? Oh, they are drinking Coke.于是教師拿出一罐可樂(lè)，教Coke一詞。告訴學(xué)生a Coke是“一罐可樂(lè)”的簡(jiǎn)略說(shuō)法，對(duì)于其他飲品都不能這么說(shuō)。教師讓學(xué)生通過(guò)看、聞、嘗等感官的動(dòng)作來(lái)學(xué)習(xí)其他幾種飲品。如：教juice一詞時(shí)，教師首先出示一瓶橙汁并問(wèn)學(xué)生：Look, children.Is this Coke? 學(xué)生肯定回答：No.接著教師說(shuō)：Right.It's not Coke.What is it? 學(xué)生可能會(huì)用漢語(yǔ)說(shuō)“橙汁”。教師于是將一點(diǎn)橙汁倒到紙杯中，遞給回答“橙汁”的同學(xué)。邊做動(dòng)作邊提示讓他嘗一嘗。教師說(shuō)：Tasteit, please.Yes, it's juice.It's orange juice.然后教師領(lǐng)讀juice。教師用類(lèi)似的方法教water, milk, tea, coffee告訴學(xué)生有關(guān)飲料的詞都是不可數(shù)名詞，因此不能說(shuō)a water或 waters等，但可以說(shuō)some water等。

（2）教師將各種飲品都放在講桌上，鼓勵(lì)學(xué)生用I like....Can I have some...?的問(wèn)句來(lái)表達(dá)自己想喝的飲料。教師回答Sure.Here youare.并倒一些在紙杯中給學(xué)生喝。接著學(xué)生用Thank you.感謝老師；老師說(shuō)：You're welcome.（3）讓學(xué)生聽(tīng)錄音來(lái)展示A 部分Let's talk的內(nèi)容。

3、趣味操練

(1)教師出示圖片卡，復(fù)習(xí)所學(xué)單詞。教師帶讀并按一個(gè)接一個(gè)地跟讀。教師要注意每個(gè)學(xué)生的發(fā)音。(2)游戲：從后往前跟讀句子

教師先說(shuō)“Can I have some chicken?”

然后說(shuō)“chicken”，學(xué)生重復(fù)“chicken”.教師說(shuō):“some chicken”，學(xué)生重復(fù)這兩個(gè)詞。教師用每次多加一詞的方式一直引導(dǎo)學(xué)生能流利地說(shuō)出“Can I have somechicken ?”

(3)同桌一組根據(jù)Let's play操練以下對(duì)話(huà)： A: Can I have some..., please? B: Sure.Here you are.A: Thank you.B: You're welcome.（4）三人一組表演Let's talk 部分的對(duì)話(huà)。

4、課堂評(píng)價(jià)

做活動(dòng)手冊(cè)本單元第4部分練習(xí)。

5、課外活動(dòng)

（1）聽(tīng)錄音，仿讀Let's talk 的對(duì)話(huà)。（2）和朋友們一起玩買(mǎi)賣(mài)食品及飲料的游戲。

教學(xué)后記：

第二課時(shí)

一、教學(xué)內(nèi)容與分析 1.Let's learn.本部分主要學(xué)習(xí)認(rèn)讀water, milk, juice, Coke, coffee, tea 這些單詞。2.Let's do.本部分要求學(xué)生能根據(jù)指令做相應(yīng)的動(dòng)作。

二、課前準(zhǔn)備

1、教師準(zhǔn)備water, milk, juice, Coke, coffee, tea的實(shí)物、圖片、單詞卡片。

2、教師準(zhǔn)備A部分單詞的詞卡和圖卡。

3、學(xué)生可準(zhǔn)備water, milk, juice, Coke, coffee, tea 的實(shí)物。

三、教學(xué)步驟

1、熱身

（1）教師播放歌曲“Let's have a picnic today”，學(xué)生一起拍手演唱（2）游戲：找一找，拍一拍

2、新課展示

（1）本課時(shí)Let's learn中的單詞認(rèn)讀教學(xué)，讓學(xué)生利用已有的對(duì)拼讀規(guī)則的掌握，自己認(rèn)讀新單詞。

（2）讓學(xué)生聽(tīng)Let's learn的錄音，一邊聽(tīng)，一邊指著書(shū)上相應(yīng)的圖，力求做到“眼到，手到，口到，心到”。

44（3）用一組連貫的動(dòng)作教Let's do中的動(dòng)詞pour, smell, taste, drink。首先，教師左手端著一個(gè)茶壺，右手拿一茶杯，對(duì)全班說(shuō)：Look!I'm pouring the tea.Pour the tea.(邊倒茶，邊說(shuō)兩遍)。接著，教師端起茶杯，湊到鼻子前做聞的動(dòng)作并說(shuō)：Now smell the tea.(兩遍)

1、接著說(shuō)：OK.Now taste the tea.(說(shuō)兩遍，邊說(shuō)邊做嘗味道的動(dòng)作)最后，教師說(shuō)：Mm...Good.Drink the tea.教師演示完，請(qǐng)學(xué)生說(shuō)出這幾個(gè)動(dòng)作的意思。

2、讓學(xué)生一邊聽(tīng)Let's do 的錄音，一邊跟讀并做動(dòng)作。

3、趣味操練

(1)選詞競(jìng)賽：將學(xué)生分為兩大組，每組每次各派一個(gè)選手，教師說(shuō)六個(gè)新詞中的一個(gè)，選手跑步，快速在講臺(tái)上找到所說(shuō)詞的詞卡，并舉起詞卡大聲讀出單詞，誰(shuí)先完成即為勝利者，可為本組贏得一分。

(2)游戲：什么不見(jiàn)了。

(3)讓學(xué)生聽(tīng)錄音，邊說(shuō)邊做Let's do 部分的活動(dòng)。

4、課堂評(píng)價(jià)

做活動(dòng)手冊(cè)本單元第5部分練習(xí)。

5、課外活動(dòng)

(1)聽(tīng)錄音，仿讀句子。

(2)將所學(xué)的有關(guān)食物和飲料，用英語(yǔ)說(shuō)給家長(zhǎng)聽(tīng)。

教學(xué)后記：

第三課時(shí)

一、教學(xué)內(nèi)容與分析

1、Let's check 本部分的聽(tīng)力練習(xí)是考察學(xué)生對(duì)本課所學(xué)內(nèi)容的掌握程度。

2、Let's chant 45 本部分是通過(guò)有節(jié)奏、有韻律的誦讀活動(dòng)，鞏固本課所學(xué)內(nèi)容。

二、課前準(zhǔn)備

1、教師準(zhǔn)備本單元所學(xué)食物及飲料的圖卡。

2、本單元所學(xué)詞匯的圖卡和詞卡。

三、教學(xué)步驟

1、熱身

（1）通過(guò)圖卡復(fù)習(xí)所學(xué)的詞匯（Read the words one by one）（2）用 “對(duì)號(hào)入座”游戲來(lái)復(fù)習(xí)上節(jié)課學(xué)習(xí)的單詞。

2、新課展示

（1）游戲：速認(rèn)速記。教師每次從詞卡中挑出3張，讓學(xué)生快速認(rèn)記。教師說(shuō)：One, two, three!便拿掉卡片，讓學(xué)生說(shuō)出是哪幾個(gè)單詞。最快舉手說(shuō)對(duì)這3個(gè)詞的同學(xué)可以為本組加一分。（教師在說(shuō)One, two, three!時(shí)要快慢適度，給學(xué)生記憶時(shí)間；也不要過(guò)慢，要讓學(xué)生有一定的緊迫感，訓(xùn)練瞬時(shí)記憶。）

（2）介紹Let's chant中的dinner time時(shí), 可以順便教給學(xué)生早餐和午餐的講法——breakfast和lunch。

（3）介紹Let's chant中的感嘆句What a surprise!注意surprise的讀音。

3、趣味操練(1)操練Let's chant a.放錄音，先讓學(xué)生認(rèn)真聽(tīng)錄音兩遍。b.全班跟著錄音讀，要求邊讀邊做動(dòng)作。

c.找兩個(gè)同學(xué)到講臺(tái)前來(lái)，分別扮演Zip和 Zoom，其他同學(xué)朗讀或背誦。（2）聽(tīng)力練習(xí)：Let's check 要求根據(jù)聽(tīng)到的句子，圈出相應(yīng)的圖A或圖 B。

4、課堂評(píng)價(jià)

做活動(dòng)手冊(cè)本單元第6部分。并引導(dǎo)學(xué)生進(jìn)行自我評(píng)價(jià)和小組評(píng)價(jià)。

5、課外活動(dòng)

聽(tīng)錄音，讀A、B 部分，邊讀邊做動(dòng)作。

教學(xué)后記：

Unit 6 Happy birthday 教學(xué)目標(biāo)與要求：

1.能聽(tīng)懂、會(huì)說(shuō)Happy birthday to you!This is for you.How old are you? I'm ______.How many _______?并能在實(shí)際情景中進(jìn)行運(yùn)用。要求模仿正確，語(yǔ)調(diào)自然。

2．能聽(tīng)說(shuō)、認(rèn)讀1-10 的數(shù)字和balloon, kite, plane, ball, car, boat, doll這些物品和單詞。

3．能明白“How old are you?” 和“How are you?”的區(qū)別。

4．能聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ),如：bounce the ball, fly the kite, throw the plane, hold the doll, drive the car, blow up the balloons.并能按照指令做出相應(yīng)動(dòng)作。

A 部分 第一課時(shí)

一． 教學(xué)內(nèi)容與分析： 1．Let's learn.本部分主要呈現(xiàn)數(shù)字1-10的英語(yǔ)說(shuō)法。2.Let's do.本部分是關(guān)于數(shù)字1-10的指令。

由于在A部分的Let's talk 中涉及了詢(xún)問(wèn)年齡，為了讓學(xué)生能更好地根據(jù)實(shí)際情況和意愿表達(dá)年齡，我們就把數(shù)字的教學(xué)安排在第一課時(shí)。

二．課前準(zhǔn)備：

1.教師準(zhǔn)備數(shù)字1-10的卡片（詞卡和圖卡，圖卡可設(shè)計(jì)成撲克牌）。2.教師準(zhǔn)備Let's do 中的有關(guān)動(dòng)作的圖卡。3.Old MacDonald, duck, cat, pig 的頭飾。三．教學(xué)步驟

1．熱身/復(fù)習(xí)（Warm-up/ Revision）

(1)教師播放“Old MacDonald ”的歌曲，將學(xué)生分成四組，一組唱“Old

MacDonald had a farm,EIEIO“,其他三組分別扮演“duck, cat,pig”。也可每組選一個(gè)同學(xué)上講臺(tái)來(lái)戴上頭飾分別扮演“Old MacDonald, duck, cat, pig“并伴有動(dòng)作，其他下面的同學(xué)跟著他們邊唱邊做動(dòng)作。

(2)做“Simon says”的游戲，復(fù)習(xí)Unit 3 A 部分的Let's do。2．新課展示（Presentation）

(1)教師用手指教數(shù)字1-10。教師舉起一個(gè)手指說(shuō)：one, one。學(xué)生舉起他們的手指，不跟讀。教師用同樣的方法教到數(shù)字10。

(2)由Unit 3 A 部分的Let's do引出本部分的Let's do。教師用手指做示范：Show me 1 and 2.讓學(xué)生跟著做。

(3)讓學(xué)生聽(tīng)錄音，跟讀Let's learn 部分的詞匯，并要求學(xué)生用手指表示相應(yīng)的數(shù)字，力求做到“眼到、手到、口到、心到”。

3． 趣味操練(Practice)（1）教師用拍手表示數(shù)字，拍一下手，說(shuō)：one, 讓學(xué)生跟讀。（2）讓學(xué)生練習(xí)從1數(shù)到10，再?gòu)?0數(shù)到1。然后按1，3，5，7，9（基數(shù)）或2，4，6，8，10（偶數(shù)）來(lái)數(shù)，也可1，拍手，3，拍手，5，拍手，7，拍手，9來(lái)練習(xí)，或者兩個(gè)數(shù)字中隔2個(gè)數(shù)字用拍手來(lái)表示，看誰(shuí)說(shuō)得又快又好。

（3）教師將表示1-10的撲克牌（撲克牌的A表示1）舉起，讓學(xué)生讀1-10的數(shù)字，然后撲克牌面朝下放在講臺(tái)上，請(qǐng)學(xué)生上講臺(tái)，任意抽出一張撲克牌，并說(shuō)出數(shù)字是什么，正確的同學(xué)可為本組贏一分。

（4）游戲：劃拳

學(xué)生兩人一組,分別用單只手出拳，伸出幾個(gè)手指就代表是什么數(shù)字，要求必須伸出手指，誰(shuí)先說(shuō)出兩人所出數(shù)字的和，即為勝利者。

（5）讓學(xué)生聽(tīng)錄音，邊說(shuō)邊做Let's do 部分的活動(dòng)。

（6）教師使用Let's do的動(dòng)作圖卡，請(qǐng)一個(gè)同學(xué)上講臺(tái)抽出一張圖卡，然后根據(jù)圖卡做動(dòng)作，下面的同學(xué)要說(shuō)出圖卡上畫(huà)的是什么指令。說(shuō)對(duì)的可為本組贏一分。

（7）游戲：耳語(yǔ)

把學(xué)生分成兩組站成兩行。教師向每組的第一個(gè)學(xué)生耳語(yǔ)一個(gè)指令，如 Show me one and two.每組的第一個(gè)學(xué)生又依次向組里的第二個(gè)學(xué)生耳語(yǔ)這個(gè)指令。每行最后一個(gè)學(xué)生快步跑到講臺(tái)，根據(jù)指令做動(dòng)作，誰(shuí)又快又正確將為他們組贏一分。然后，每組的第一個(gè)學(xué)生站到每組的隊(duì)尾。

（8）游戲：再見(jiàn)

教師讓學(xué)生從1數(shù)到10，然后打亂順序，把這些數(shù)字寫(xiě)在黑板上。教師指哪個(gè)，學(xué)生讀哪個(gè)。

4． 課堂評(píng)價(jià)(Assessment)5． 課外活動(dòng)(Add-activities)(1)聽(tīng)錄音，仿讀句子。

(2)將所學(xué)的數(shù)字1-10說(shuō)給家長(zhǎng)聽(tīng)。

教學(xué)后記：

第二課時(shí)

一． 教學(xué)內(nèi)容與分析： 1.Let's talk.本部分主要呈現(xiàn)帶生日蛋糕給朋友慶祝生日的情景。2.Let's play.本部分主要練習(xí)有關(guān)年齡的問(wèn)答。二.課前準(zhǔn)備：

1．Sarah, Mike, Wu Yifan, Wu Yifan's mother的頭飾。2．插有蠟燭的生日蛋糕實(shí)物或圖片。3．一條手絹

4．用紙盒做的兩個(gè)骰子。

三、教學(xué)步驟

1．熱身/復(fù)習(xí)(Warm-up/ Revision)49(1)師生互致問(wèn)候。(2)復(fù)習(xí)本部分的Let's do。

(3)請(qǐng)學(xué)生使用Mike, Wu Yifan, Wu Yifan's mother 的頭飾分別表演Unit 2 B部分 Let's talk 中的對(duì)話(huà)。

2．新課展示(Presentation)(1)教師通過(guò)“Happy Birthday“的歌曲，引出Happy birthday!并帶讀。(2)教師通過(guò)生日蛋糕的實(shí)物或圖片教“birthday cake”。(3)教師介紹：“Today is Sarah's birthday.This is her

birthday cake.“ 然后全班同學(xué)一起數(shù)蛋糕上的蠟燭，one, two, three, four, five, six, seven, eight, nine。教師說(shuō)：Sarah is nine.(4)讓一個(gè)學(xué)生戴上Sarah 的頭飾, 同教師做對(duì)話(huà)示范： T: What's your name? P: My name is Sarah.T: How old are you?（教師指蛋糕上的蠟燭）P: I'm nine.（教師提示讓學(xué)生指著自己）

(5)讓學(xué)生聽(tīng)錄音來(lái)展示A部分的Let's talk的內(nèi)容。

(6)教師提醒學(xué)生在西方是不可問(wèn)女士年齡的，否則被視為不禮貌的行為。3．趣味操練(Practice)(1)學(xué)生兩人一組進(jìn)行下列形式的對(duì)話(huà)： P1: What's your name? P2: My name is _______.P1: How old are you? P2: I'm nine.(2)讓學(xué)生按真實(shí)年齡回答“How old are you?” 的問(wèn)題。并進(jìn)行上述形式的對(duì)話(huà)。

(3)讓學(xué)生戴上頭飾，表演A 部分Let's talk的對(duì)話(huà)。(4)游戲“丟手絹”(5)游戲“擲骰子，說(shuō)年齡”

將教師準(zhǔn)備的兩個(gè)骰子放在講臺(tái)上，請(qǐng)一個(gè)學(xué)生上講臺(tái)來(lái)和教師一起擲骰 50

第五篇：新教材三年級(jí)上英語(yǔ)教案

新教材三年級(jí)上英語(yǔ)教案

Unit 1 Hello!

第一課時(shí)

教學(xué)內(nèi)容：

Unit One Hello A Let’s talk

教學(xué)目標(biāo)：

使學(xué)生在不同的情景中聽(tīng)懂、會(huì)說(shuō) Hello./Hi.Goodbye./Bye-Bye.I'm...。并能用于見(jiàn)面打招呼、自我介紹。教學(xué)重點(diǎn)：

本部分主要是見(jiàn)面打招呼、自我介紹及道別用語(yǔ)的會(huì)話(huà)學(xué)習(xí)，使學(xué)生在不同的情景中聽(tīng)懂、會(huì)說(shuō) Hello./Hi.Goodbye./Bye-Bye.I'm...。教學(xué)難點(diǎn)：

自我介紹用語(yǔ)I’m …的發(fā)音不容易到位，學(xué)習(xí)起來(lái)較難，教師要適時(shí)糾正，切不可挫傷孩子的學(xué)習(xí)積極性。教具準(zhǔn)備：

教材相配套的錄音帶 教學(xué)過(guò)程：

一、熱身(Warm-up)

新班，新的學(xué)生、老師，彼此陌生所以師一Hello.I'm...。介紹自己提起學(xué)生學(xué)習(xí)英語(yǔ)的興趣。

二、呈現(xiàn)新課(Presentation)

1、老師作了自我介紹后，教學(xué)Hello。Hi。的發(fā)音。

2、操練T: Hello, boys and girls.Ss: Hello.3、教師利用這個(gè)機(jī)會(huì)再向?qū)W生介紹自己Hello, I’m …/Hi, I’m …然后教學(xué)I’m的發(fā)音。

4、操練讓學(xué)生練習(xí)Hello, I’m …/Hi, I’m …句型向同學(xué)介紹自己。

5、認(rèn)識(shí)新朋友Sarah, Chen Jie, Mike, Wu Yifan

6、給學(xué)生帶上Sarah, Chen Jie, Mike, Wu Yifan的面具或頭飾，扮演這些人物到講臺(tái)前說(shuō)Hello!I’m …

7、聽(tīng)錄音朗讀Let’s talk部分的教學(xué)內(nèi)容

三、趣味操練(Practice)

1、游戲

運(yùn)用歌謠形式，學(xué)生唱Hello，Hello被提到的同學(xué)運(yùn)用I’m …介紹自己。

2、讓學(xué)生自己說(shuō)說(shuō)所學(xué)用語(yǔ)的使用環(huán)境，并讓學(xué)生自己擬定一個(gè)使用所學(xué)用語(yǔ)的場(chǎng)所。結(jié)合圖片，進(jìn)一步鞏固情景。

為學(xué)生出示情景圖，讓他們自己說(shuō)說(shuō)，在此情景中該說(shuō)些什么？

<情景一> 清晨，兩個(gè)小朋友在校門(mén)口相遇，猜猜看，他們說(shuō)了些什么？

<情景二>上課了，老師帶一名新同學(xué)進(jìn)教室。新生Lily該怎樣做自我介紹？

<情景三>下課了，有好幾名同學(xué)與Lily結(jié)識(shí)，他們是怎樣說(shuō)的呢？

<情景四>放學(xué)了，同學(xué)們相互道別，他們彼此都說(shuō)了些什么？

四、板書(shū)設(shè)計(jì):

Unit 1 Hello

A Let’s talk

Hello, I’m…] Goodbye.