2016年上学期五年级英语教学计划
一、教材主要特点
1、遵循话题－功能－结构－任务编写原则。以题材为纲，词汇、语法项目和功能用语以题材为出发点，营造语境，完成任务。
2、内容重点突出、贴近生活，语言正确规范、真实地道，插图生动活泼、富有情趣，比较符合儿童学习语言的规律。
3、较好地体现了以人为本的教育思想，遵循了“为用而学，在用中学，学了就用”的原则。
4、在安排词语和语法项目时主要采用了“早渗透”和“重积累”的方法。
二、本册教材介绍
词汇：“三会“（会听、会说、会认）掌握词汇（含词组）127个（有些以前教材已出现），“四会” （会听、会说、会认、会拼写）31个；歌曲5首，诗歌4首。本册教材主要出现的语法（1）肯定、否定祈使句（2）一般现在时（3）一般过去时。
各单元设计有以下几个部分：
A部分（Let’s listen and say）单元的基本故事，书中的主人公在用英语互相交流。要求同学们要认真听，认真看，理解他们在干些什么，说些什么，然后努力去学着说。
B部分(Let’s learn) 以图片的方式列出了A部分新单词、词组或短语等。要以直观的方式帮助学生学会这些词并理解课文。
C部分(practice) 设计了一些针对该单元的语言结构进行操练的课堂活动，让学生按照书中的范例，运用学到的表达方法进行交流，进一步巩固和提高用英语听说做玩演的技能。旨在培养学生准确使用英语进行交际的能力。
D部分(Let’s read and write\ Let’s look and say) 部分设计了许多生动、有趣的小故事及一些富有趣味性的练习题。它可以帮助学生更好地感受英语学习的乐趣以及掌握基本的英语听说技巧。
E部分（Let’s have fun）形式比较多样，总体来说，可以结合本单元的内容，唱一唱，说一说，玩一玩，做一做，动动脑筋，使英语学习成为一件快乐的事情。
三、本册教学目标（二级目标）
听：
1、能在图片、手势的帮助下，听懂语速较慢语调自然的话语或录音材料。
2、能听懂简单的配图小故事。
3、能听懂课堂活动中简单的提问。
4、能听懂常用指令和要求并作出适当的反应。
说：
1、能在口头表达中做到发音清楚、重音正确、语调达意。
2、能就所熟悉的个人和家庭情况进行简短对话
3、能在教师的帮助下讲述小故事。
读：
1、能认读所学词语并根据拼读规则读出简单的单词。
2、能读懂教材中简单的要求、指令或信息。
3、能借助图片读懂简单的故事或小短文，养成按意群阅读的习惯。
4、能正确朗读所学故事或短文。
写：
1、能根据要求为图片、实物等写出简单的标题或描述。
2、能模仿范例写句子，能写出简单的问候语。
3、写句子时能正确使用大小写字母和标点符号。
玩、演、视听：
1、能按要求用英语做游戏；能在教师的帮助下表演小故事或童话剧。
2、能表演歌谣或简单的诗歌；能演唱英文歌曲。
3、能看懂英文动画片和程度相当的英语教学节目。
四、单元教材分析及教学内容设计
根据本册教材的特点，每个单元基本包含三种课型：对话课、阅读课以及综合训练课。现在我主要就对话课怎么教，来谈谈我的看法。对话课可以采用“四环节小群体情景交际”的课堂教学模式。可设计以下教学步骤：
Step 1 Warming up 热身活动和复习。在每堂课的前几分钟，老师们可以根据五年级学生的特点，要求学生做值日报告。值日报告的形式可以多样化，如唱歌、讲故事、演讲、短剧表演等；由学生课外准备，培养其自觉使用英语的意识。
Step 2 Presentation and drill 呈现和机械训练。教师在呈现新知识时，要注意呈现的层次。一般来说，可以采用以旧句型带新单词的呈现学习和以旧单词带新句型的学习，这样可起到分散难点、保证教学效果的作用。呈现时应注意让学生多听课文录音，以保证他们的语音语调准确自然。
Step 3 practice 包括表演课文或对课文进行替换练习。
Step 4 Consolidation 复习巩固。在这个部分主要是进行情景交际，教师应尽可能结合本单元的功能目标提供真实的语言环境，帮助学生用所学知识进行交流。
另外，家庭作业的布置也放在这个环节。（作业的内容，应注意全面性。）
教学过程的设计应遵循以旧引新、由机械训练到综合运用的原则。教学过程应尽可能地体现情景交际和任务型教学的思想。
五、教学进度建议
1、全期课时安排建议：
12个单元× 3课时=36课时
2个复习单元× 2课时= 4课时
2、单元课时安排建议:
2课时教授课文内容，1课时复习或练习，如：Unit 1
第一课时教授: A. Let’s listen and say; B. Let’s learn;
第二课时教授: C. Let’s practice
第三课时教授：D.(Let’s read and write\ Let’s look and say)
E. Let’s have fun.
六、 教学方法建议
（一） 语音教学
可以根据本册教材有意识地引导学生在五年级学习的基础上总结特定字母或字母组合在单词中的发音规则，注意示范教学单词的发音。同时可以通过歌曲和韵句的教学引导学生感受并读好英语单词句子的节奏和重音、练习并巩固一些特定发音，说唱的速度可以由慢到快递增，练习学生发声器官对英语中特定发音的适应性以及他们的节奏感。
另外，教学时可以向学生介绍语音语调。我们说话或朗读的时，声音时升时降，时高时低，这种声音低升降与句子重音结合在一起便构成英语音调。因为语调不同，语句意思不同。例如：Yes一词用下面三种语调来朗读就会产生三种不同的效果。Yes.用降调朗读，意思是：是这样。（That is so.）Yes.用升调朗读，意思是：真是这样？（Is it really so？）Yes.用曲折语调朗读，意思是：也许是这样。（That may be so.）通过介绍，可以让学生有更多的思考。
在平时的教学中我们重视语法运用的正确性多，考虑语用目的较少。这样一来，学生就害怕说英语，在活用英语方面显得很薄弱。我们知道不同的语调可以使同样的词语或句子产生不同的含义和感情色彩，因此我们应该把语言所表达的人文色彩介绍给学生，使枯燥的词、句变成活生生的生活中的语言，以此进一步激发学生在学习英语的兴趣。
（二） 词汇教学
学生用书中的单词都是围绕话题集中归类出现的,这样有利于记忆和表达。B部分的词汇要求“四会”能听懂会说，能认读，能写得出。教学中应围绕这些语言技能训练来设计教学活动。
为了帮助学生形成认读单词的能力，建议教师可根据学生学习母语的经验，利用规律逐步让学生形成见词能读，听词能写的能力。为了帮助学生熟记词汇的发音和意思，进而提高运用语言的能力，教师在词汇教学中一定要设计运用语言的环境让学生在运用中学习，在运用中巩固。如采用：组词、造句、快速组词竞赛、我说词你说词组、词语搭配等活动，可以让学生在兴趣中不断创造、巩固所学词汇，达到学以致用的目的。
关于写单词。写单词是以学生会听、会说、会认为基础的，可以先背后写。例如：抄写单词、组词、造句、连字母成词、用所给的字母组词、填入所缺字母等。写句子，以主题句为主，选择、寻找一些生活中的场景的画面，让学生先说后写。总之，在教学设计中还是坚持以听说为主、读写跟上的原则。
（三）会话教学
会话教学可以采用直接法、听说法，交际法、情景教学法、任务型教学法等教学法来指导自己的教学。
每课重点句式的教学。首先，教师要想办法让学生能听懂并能进行替换的练习。在替换练习中选择的内容要尽量与学生的生活联系起来。这样，学生的实际语用能力才能不断提高。句式教学将碰上时态、句式结构等问题。学生通过看、听、说的学习过程，感受、发现规律，教师适时适当进行点拨，学生自己总结规律。教师应让学生在亲身体验、实践中获得知识。
第二，在情境中找准话题，进行对话。理解情境和言语的含义，突破语言模仿，跟录音读，集体、小组、个人读等形式，再采用示范性表演、巩固性表演、创造性表演等。
（四）课文/阅读教学
我们倡导整体---部分---整体的教学原则。先是让学生带着简单的问题默读或听磁带跟着认读全文，获取文章的大意；接着细读各段落，获取细节信息。突破语音、语言知识点，做到真的读懂。最后回到对整篇的简述，或复述，或看图讲故事等。即转换到输出的阶段。总之，注意语篇教学中的“读”，既要指导学生朗读的一般技巧，带着感情去读、出声认读、进入角色有感情地读，又要培养学生的简单的阅读能力。
（五） 歌曲、诗歌教学
歌曲、诗歌教学是英语课堂极好的调味品，可以激发学生学习英语的兴趣，缓解学习焦虑，有助于学生通过吟唱逐步形成良好的英语语音语调。因此，歌曲、诗歌的教学应该是有目的、有时间保证的。但是歌曲、诗歌的教学不要一词、一句地讲解，明白其中意思即可。应让学生多听，多模仿，并从中感受英语诗歌的韵律。借诗歌的韵律学习一些音素。建议每节课课前继续保持由学生自己组织唱歌、说歌谣的活动。
（六）学习评价
教学评价是英语教学的一个重要组成部分和推动因素。因此，教师在教学过程中应予以足够的重视。小学英语教学评价的主要目的是刺激学生的学习兴趣和积极性。评价应有益于学生树立自信心，形成继续学习的动力。老师们在英语教学的过程中应以形成性评价为主，以学生平时参与各种教学活动所表现出的兴趣、态度和合作能力为主，如：建立学生学习档案。平时作业、练习（听写、抄写）、课堂回答问题或背诵或表演、守纪等进行观察、记载及等级评价等，注意评价学生在学习过程中使用所学语言进行活动的情况应多采用表扬和鼓励性的语言或奖品对学生进行积极有效的评价。测试性评价要注重各种技能的测试，可以集中测试，也可以体现在平时的课堂教学中。总之，评价要有利于促进学生综合语言运用能力和健康人格的发展；促进教师不断提高教育教学水平；促进英语课程的不断发展与完善。
（七）、教学中应注意的问题
1、注意主动适用教材的变化。主动地转变教学观念，调整教学方式和行为。
2、注意正确处理好语言知识和语言技能的训练关系。
3、注意灵活地综合、归纳学生所学知识，培养综合语言能力。
4、注意活化教材，充分开发和利用教材以外的教学资源。
5、注意将情感态度的发展渗透到日常的教育教学中。
6、注意在教学过程中培养和发展学生的学习策略。
7、注意在教学中培养文化意识。
内 容
Unit1 We’re going to read stories Period 1
节 次
第1节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：1、能看懂、会读、会说新单词story, listen to, interesting, talk about, put on, play, great, write about;
2、学习、运用新句型：am/is/are going to…, Are we going to …?
能力目标：能向他人询问、回答将来将要发生的事情；能理解A与B部分。
情感目标：学会小组合作，团结友爱。
重点难点
教学重点：理解并掌握生单词
教学难点：掌握并运用新句型。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step one: warming up
1. Greetings.
T: Hi, boys and girls. Good morning. How are you?
2. Free talk.
T: We just had our winter holiday. Tell me what did you do?
S1: I visited my parents.
S2: I went to 、、、
…
T: Wow, how wonderful! Now it is a new term. What are you going to do in this term?
Step two: presentation
Introduce new words and sentences
1) T: (showing pictures) Boys and girls, look! That is what Dino is going to do this evening. I am going to listen to music.
(Introduce other new words like this)
2 ) T: OK. Now let’s play a game. Do you remember what Dino is going to do this evening? Is he going to listen to music? Do you like music? So, are we going to listen to music tonight? Yes, we are. No we aren’t. (Write the sentences down on the blackboard)
The dialogue
1) Listen to the tape of Part A.
Listen and find who you can hear.
Listen and repeat.
Listen and read.
Act it out.
Step three: consolidation
Give students some scenes to have conversation in groups. Such as “Have a plan for the weekend with your friends”.
Step four: homework
1) Read after the record of Part A five times and try to recite it please.
2) Copy the new words and sentences three times and try to tell your parents about your weekend plan.
教学后记：
内 容
Unit 1 We’re going to read stories Period 2
节 次
第2节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：1、能看懂、会读、会说新单词story, listen to, interesting, talk about, put on, play, great, write about;
2、学习、运用新句型：am/is/are going to…, Are we going to …?
能力目标：熟练运用新单词、新句型；理解D部分小短文，并完成练习。
情感目标：重视小组合作精神；敢于发言，勇于表达。
重点难点
教学重点：掌握新单词，巩固上节课学习的单词；
教学难点：正确、熟练运用本单元重点句型进行对话。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step one: warming up and lead-in
1. Greetings.
2. Free talk. Talk about what you are going to do tomorrow.
Step two: presentation
1. Play the chain game.
S1: Are we going to watch TV tomorrow?
S2: Yes, we are. Are we going to play games tomorrow?
S3: No, we aren’t. Are we…
2. The text.
Read and find what it is about.
Listen and read.
Read and finish the exercises.
Step three: practice
Have a competition between girls and boys. They should speak out sentences with “We are going to…” as many as possible.
Step four: homework
1) Read the Section D three times.
2) Try to make your own graph please just like the one on page 3. You could choose anyone
教学后记：
内 容
Unit 1 We’re going to read stories Period 3
节 次
第3节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：巩固并熟练运用本单元学习的新单词、新句型;能进一步熟练运用本单元重点句型Are we going to …?
能力目标：能理解、掌握新单词；理解、掌握并运用以上新句型进行交流对话与写作。
情感目标：重视与同学的分享与交流；发扬尊师爱友的精神。
重点难点
教学重点：重点：掌握新单词，巩固上节课学习的单词。
教学难点：正确、熟练运用本单元重点句型进行对话。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step one: warming up
1. Greetings.
2. Free talk. Tell us what your friends, parents or others going to do this weekend.
Step two: presentation
Introduce animals to students. Talk about their favorite animals.
Lead students to say “I am going to play panda”.
Have a competition about which group says more sentences.
Read the book and write down what they discuss in group.
Step three: practice
Make word card on their own and make sentences in group.
Create some scenes for students to have a conversation. For example, meet your classmates on street, write a letter to your pen pal about your weekend plan.
Step four: homework
1) Read the whole unit twice please and try to recite the new words in page 2.
2) Write a letter to your friends just like the two letters on page 3. You can talk about anyone you know.
教学后记：
内 容
Unit2 We’re going to do some research. Period 1
节 次
第4节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：理解并掌握四会新词：find, read, collect, study and think, write.
能力目标：掌握并能运用句型：is\am\are going to…
情感目标：通过学习，培养学生的口语发音和交际。
重点难点
教学重点：理解并掌握新单词
教学难点：通过学习，能使用新句型来谈论将要发生或打算去做的事情。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
一、English Talent Show!
Title: Are we going to …?
二、目标导航
1. Greetings.
2. Let’s have fun.(P4)
三、自学自研 (self-study)
1. Listen to the tape and circle the words if you don’t know, and then guess the meaning.
2. Listen to the tape again and try to answer the questions.
Question: Are we going to do some research?
四．交流展示(Discussion and show)
Task1: I can read.
find , read, collect, study and think, write.
1.Read after T or LT.\Words and spelling.
2.Game: Trick game.
Task2: I can show.
Key structure: What are we going to…? We are going to …
1. Ask and answer.
2. Let’s parctise.
五．巩固提升 Listen, point and read.
展示时，一定要大胆、大声。注意自己的举止，上下场要有秩序，倾听的同学要保持安静。
1游戏激趣。
2使用双色笔做好笔记。
3鼓励小老师组织同学进行操练，形式可多样。
4可根据情境的展开自由会话，力求脱稿，并活用日常用语。
5对照书本进行听力训练后对单词进行抽测。
教学后记：
内 容
Unit2 We’re going to do some research. Period 2
节 次
第5节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：进一步学习新词find, read, collect, study and think, write.
能力目标：能向他人询问、回答将来将要发生的事情。
情感目标：学会小组合作，团结友爱。
重点难点
教学重点：理解并掌握新词。
教学难点：掌握并运用句型。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
一、English Talent Show!
Title: Are we going to …?
二、目标导航
1. Greetings.
2. Picture talking.
三、自学自研 (self-study)
1.Listen to the recording and try to read.
2.Listen again and answer the question:
Are we going to study and think?
四、交流展示(Discussion and show)
Task1: I can read.
find, read, collect, study and think, write.
1.Game: Sharp ears.
2.Words and sentences.
Task2: I can show.
1. Listen and try to repeat it sentence by sentence.
2. Role play.
3. Let’s check.
五、巩固提升
六、Finish Part D.
展示时，一定要大胆、大声。注意自己的举止，上下场要有秩序，倾听的同学要保持安静。
1使用双色笔做好笔记。
2鼓励小老师用多种形式操练单词。
3注意模仿语音语调。
4鼓励学生创设情境进行展示。
5独立完成后再分享做题经验。
教学后记：
内 容
Unit2 We’re going to do some research. Period 3
节 次
第6节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：学生能够巩固复习之前所学动词和动词短语。
能力目标：学生能在特定语境下正确熟练的使用句型：be going to …
情感目标：培养学生与他人交流和小组合作的意识。
重点难点
教学重点：掌握新词与句型
教学难点：学生能熟练运用be going to …来商量和询问计划或打算。
教学方法
讲授法、表演法、练习法
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课 型
新授
教 时
1课时
教学过程
一、English Talent Show!
Title: Are we going to …?
二、目标导航
1. Greetings .
2. Letters and words.
三、自学自研 (self-study)
1. Listen to the tape, and then answer the question.
What are we going to do today?
2. Listen again and try to repeat.
四、交流展示(Discussion and show)
Task1: I can read.
1. Read after LT.
2. Train game.
Task2: I can show.
1.Let’s practise.(P6)
2.let’s write. (P8)
五、巩固提升
Write the new words and ready for dictation.
展示时，一定要大胆、大声。注意自己的举止，上下场要有秩序，倾听的同学要保持安静。
知识点的衔接与拓展。
1注意双色笔的使用。 2模仿语音语调。 3鼓励小老师用多种形式操练单词。4讨论的声音要轻，要求参与度高，有创新。5独立完成后分享解题过程。
教学后记：
内 容
Unit 3 Let’s make a kite. Period 1
节 次
第7节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：1、能看懂、会读、会说新单词：cut draw paint glue tie a kite show paper bamboo
2、学习、运用新句型cut the bamboo; draw a picture etc
3、能用first then and then next lastly来描述事情的经过。
能力目标：1、 能向他人介绍做风筝的经过；2、 能理解本课A、B部分。
情感目标：培养学生爱动手的能力，热爱生活的高尚情操，陶冶他们的性情。
重点难点
教学重点：理解并掌握新单词
教学难点：能用 来描述做风筝的经过。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Greetings
1、 Greet the whole class after they sing the ABC song.
2、 Free talk. Ask these questions:
What season is it now? Is it beautiful in spring? Do you love spring? Why? What can you see in spring? What can people usually do in spring? (show a picture )
Help the students answer with :a kite ,fly a kite.
Teach the new words: a kite ,,fly a kite.
Step 2 Presentation
1、 T: Flying a kite is very interesting. But do you know how to make a kite? Today let’s learn how to make a kite. Now I’ll show you how to make a kite. Look at me carefully and follow me.
2、 Show a piece of paper and a bamboo, teach the words: paper and bamboo.
3、 Teach the phrases while the teacher is doing the actions, then write the phrases
on the blackboard: cut the bamboo; cut the paper; draw a picture; paint it; glue the paper to the bamboo; tie a string to the kite.
Step 3 Practice
1、 Ss look at the pictures and make a competition between Group A and Group B. Each group talk about how to make a kite according to the pictures one by one.. The group which say out correctly will get a red star. If they can’t say out ,the other group will get the chance.
2、 Help the class talk about how to make a kite with: “first and then next lastly”. And Ss read after the teacher.
3、 Game---Relay game. Let’s do a relay to talk about how to make a kite between Group A and Group B .
Step 4 Reading
Books open. And Ss read after the teacher for Part A.
Homework:
1、 Read out Part A and try to recite how to make a kite.
2、 Make a kite by themselves.
教学后记：
内 容
Unit 3 Let’s make a kite. Period 2
节 次
第8节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：1、能看懂、会读、会说新单词：cut draw paint glue tie a kite show paper bambo
2、学习、运用新句型cut the bamboo/paper ; draw a picture etc
3、能用first then and then next lastly来描述事情的经过。
能力目标：1、 能向他人介绍做风筝的经过；2、 能理解本课A、B部分
情感目标：培养学生爱动手的能力，热爱生活的高尚情操，陶冶他们的性情。
重点难点
教学重点：理解并掌握新单词
教学难点：能用英语来描述做风筝的经过。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Greetings and lead-in
T: Hi, boys and girls. Good morning. How are you?
2. Free talk and lead in
T: Do you like plants?(plants已学，较容易理解)
S：Yes！
T:Now I’d like to show you something. Here’s a bottle , First ,we put some soil in the bottle. Then ,we plant seeds in the bottle, who can help me?(请学生上来帮忙)；And then，we water them ,who can help me ?(照上) Next，put the glass in the sun ; Lastly ,the seeds grow up；Let’s show our plants(拿出一个做好的) ; it’s so beautiful, Today ,what are we going to make this class ?Let’s make a kite(板书标题：Let’s make a kite)
Step 2 Presentation
1.show some pictures about flying a kite
2.Questions: Do you like flying a kite? what do we do to make a kite ?(show a picture and teach the words: bamboo, paper, glue )
First , we teach the phrases while the teacher is doing the actions or showing the pictures , then write the phrases on the blackboard: cut the bamboo; cut the paper; draw a picture; paint it; glue the paper to the bamboo; tie a string to the kite.
Step 3 Practice.
1.Ss look at the pictures and make a competition between Group A and Group B. Each group talk about how to make a kite according to the pictures one by one.. The group which say out correctly will get a red star. If they can’t say out ,the other group will get the chance.
2.(在上堂课已布置孩子们做一些手工品)Ask the students to practice the words“First ,then ,and then ,next ,lastly” and describe how to make it according to the arts made by the students .
Step 4 Reading Part A and B
Homework:
1. Make a kite or a handwork by themselves and use the words like ‘Firt,then…”to describe how to make it.
2. show a picture and tell them if they’re interested in it ,you can call the number which is on the poster.
教学后记：
内 容
Unit 3 Let’s make a kite. Period 3
节 次
第9节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：1、词汇：能熟练运用first,then ,and then,next,at last 来描述事件的过程。2、句型：能理解和运用句型“Peter cuts the bamboo with a pen knife.”
能力目标：能综合运用本单元所学句型和词汇，叙述制作风筝的过程。
情感目标：能运用所学词汇、句型，比较熟练地叙述物品的制作过程，描述事件的经过。
重点难点
教学重点：能就F部分的句型进行问答练习。
教学难点：能比较熟练地叙述物品的制作过程，描述事件的经过。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 热身
1．问候
2．Free talk 师：What can you do with a pen ?
Step 2 Practice
1．学生自主完成E部分的读写练习。
2.分组边画边说制作过程。
Step3 Consolidation
1．引导学生看F部分图，学生根据制作的顺序，给图片标号。
2．学生分小组讨论，分步骤用英语说明制作风筝过程。
3．用first,then ,and then,next,at last说一下风筝制作过程。
教学后记：
内 容
Unit 4 Don’t talk here Period 2
节 次
第10节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：巩固第一课时所学的词汇;能使用“Don’t”这一祈使句的否定句 式表示禁止和建议。
能力目标：能使用所学的句型在适当的情境中表示禁止和建议。
情感目标：
重点难点
教学重点：能使用“Don’t”这一祈使句的否定句式表示禁止和建议。
教学难点：能理解课文D部分短文，完成相关练习。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
1．热身：展示所画的图片并用英语说表示禁止和建议的句子。
2．学习C部分，指导学生朗读课文。角色表演。
3．学习D部分
（1）初读课文，学生快速阅读课文，了解文章大意，完成书上习题。
（2）听录音，跟读第一段，用短文中的句子理解roommates。
（3）再读课文带着问题读
Does Paul like music ?Why ？
Does Bob like drawing ?Why ？
他们两还有其他矛盾吗？
他们两为什么不高兴？指名说出来。
教学后记：
内 容
Unit 5 When is your birthday? Period 1
节 次
第11节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说新单词Children’s Day、mouth、January……December等。
能运用句型“When’s……?” “It’s on the……”谈论日期。
能力目标：学会利用信息介绍自己的姓名、年龄和生日信息。
情感目标：在完成任务的过程中，促进学生的合作与协调能力.互沟通。
重点难点
教学重点：掌握A部分的句型，B部分的单词。
教学难点：流利地按顺序说出12个月份的名称，灵活地运用句型“When’s ……”、“It’s on the……”谈论日期。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warm up
1. Greetings
2. sing a song.. （生日快乐的歌）
Step2 新授
1）由歌曲引出课文标题，When’s your birthday?出示幻灯片
2）教授月份的新单词
January February March
April May June
July August September
October November December
3）游戏：复习月份，运用游戏的方式。（出示幻灯片）
Step2 Presentation
1．复习数字基数词和序数词1-30
2. 教数字的表达运用“It’s on the ….of …”（在黑板上板述）
3. 小组合作:Ask and answer When’s your birthday? 运用上面所学日期的表达方式
4. 出示月份的图片，重点讲六一儿童节和国庆节
5.用It’s on the ….of …句型来表达更多重要的节日
Step3 练习
小组合作，回答下列问题
1.How many months are there in a year?
2.Which is the shortest (最短的）month
of the year?
3.Which month do you like best?
Why?
Step4 Let’s read and learn
1.PartA ,Group work ,read Part A and find out the answers to the below questions :
When’s Peter’s birthday? What about Lingling?
2.Read again , Try to point out the difficulties.
3.Teach in May and International Children’s Day
4.Listen and read
5.Practice reading Part A..
Step5 Consolidation and extension
1. Introduce the favorite person's birthday
2. Make a conclusion about the text’s contents.
3. Homework, Recite Part A. and the twelve months.
教学后记：
内 容
Unit 5 When is your birthday? Period 2
节 次
第12节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：a. 能听、说、读、写：January, February, March, April, May, June, July, August, September, October, November, December。b. 能熟练运用句型：When's your birthday? It's in.../ My birthday is in...
能力目标：能熟练运用句型：When's your birthday? It's in.../ My birthday is in...
情感目标：创设学习情境，激发学生学习热情和兴趣，提高学生学习的积极性和主动性。
重点难点
教学重点：能听、说、读、写十二个月份.
教学难点：通过合作，培养学生综合运用语言的能力。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warm－up
1.Greetings
2.Listen a month song.
Step2 Presentation
1.Ask what song it is ?and teach the month words from January to July
.Let’s chant for group work.
Janu Janu January
Feb Feb Febrary
March March April
May May June July
2.Teach the other month words. Ask them to point out the same part “ber”.
3.Game :Magic finger, when T show two fingers, they should read the word
twice. Show three fingers ,
they should read three times like this.
4.Group work: Practice reading the following phrases and then perform in front.
八月,八月August
九月就是September
十月,十月Octoberw
November and December
Step3 Practice
1.Play the month song again. Ss try to repeat.
2.Practice singing the song in pairs.
Step4 Presentation
1.Say you’re tired. Now Let’s listen a song to have a rest.(birthday song)
2.Teach the title “Unit 5 When’s your birthday?
3.Ask When’s your birthday ?Help them to answer :My birthday is in …(Show a month card )
4.Ask students to report their birthday like them :My birthday is in ….
Step5 Practice
1.Group work . Ask and answer. When’s your birthday ? Let them write down the answers on a
paper.
2.Game :Ask ,answer and choose the right month.
3.Part C. Let them find out the other answer way : It’s in ….
4.Let’s sing a song.. （）用两只老虎的歌调来唱）
When’s your birthday? When’s your birthday?
It’s in February . It’s in February.
When’s your birthday? When’s your birthday?
It’s in February . It’s in February.
When’s your birthday? When’s your birthday?
It’s in March . It’s in March.
When’s your birthday? When’s your birthday?
It’s in March . It’s in March.
Etc.
Step 4 Consolidation and extension
1. Introduce the favorite person's birthday
2. Read Part C again and find out It’s on the….of
3. Homework, Recite Part A. and the twelve months.
教学后记：
内 容
Unit 5 When’s your birthday? Period 3
节 次
第13节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：a. 能听、说、读、写：January, February, March, April, May, June, July, August, September, October, November, December。b. 能熟练运用句型：When's your birthday? It's in.../ My birthday is in...
能力目标：能熟练运用句型：When's your birthday? It's in.../ My birthday is in...
情感目标：创设学习情境，激发学生学习热情和兴趣，提高学生学习的积极性和主动性。
重点难点
教学重点：能听、说、读、写十二个月份.
教学难点：通过合作，培养学生综合运用语言的能力。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warm up
1.Greetings
2.Revise the ordinal number.
Step2 Presentation
1. sing a song.. （用两只老虎的歌调来唱）
When’s your birthday? When’s your birthday?
It’s in February . It’s in February.
When’s your birthday? When’s your birthday?
It’s in February . It’s in February.
2. Teach It’s on the ….of …
3. Group work :Ask and answer When’s your birthday? It’s on …. perform in front .
4. Divide them into two groups and practice.
5. Show some festival’s picture and teach International Children’s Day.
6. Say out more festival and perform using It’s on the ….of …
Step 3 Practice
Group work, Give them some dates and write them down ,Then report in friont.
Step 4 Let’s read and learn
1.PartA ,Group work ,read Part A and find out the answers to the below questions :
When’s Peter’s birthday? What about Lingling?
2.Read again , Try to point out the difficulties.
3.Teach in May and International Children’s Day
4.Listen and read
5.Practice reading Part A.
Step 5. Read and answer
1. Part D. First show the three questions and explain the meaning .
When’s Fran’s birthday?
When are Simon and Sandy going to meet ?
What are Simon and his friends going to do ?
2.Group work. Discuss and find out the answers to the question above .
3.Read again and explain the difficulties .
Step 6 Consolidation and extension
1. Introduce the favorite person's birthday
2. Make a conclusion about the text’s contents.
3. Homework, Recite Part A. and twelve months.
教学后记：
内 容
Unit6 I’ll make a beautiful card period1
节 次
第14节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说、认读有关母亲节的词汇Mother’s Day card, restaurant, gift, rose, a box of chocolates.
能力目标：能用句型I’ll do ---表达母亲节的一些活动
情感目标：能运用课文A部分的句型和B部分的词汇自由谈论母亲节的活动。
重点难点
教学重点：能听懂、会说、认读有关母亲节的词汇和句型。
教学难点：能运用文中的句型和词汇自由谈论母亲节的活动。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warming－up
1. Greetings
2. Free talk.
(1)When is your birthday?----My birthday is in May. It’s on the third of May.
(2) Show the calendar and introduce Mother’s Day.
What day is it today?
What date is the second Sunday in May?
The second Sunday in May is Mother’s Day.
(3)Introduce the origin of Mother’s Day.
Step 2 Presentation
1. T: Next Sunday is Mother’s Day. What will you do for your mother, Peter?
S1: I’ll give her a gift on Mother’s Day.
T: What gift will you give to your mother?
S1: I’ll buy her a box of chocolates.
T: That’s good.
结合对话和单词卡片、实物、课件图片学习新单词gift，a box of chocolates及句型I’ll do ---.
Learn the new words and expressions-Mother’s Day card, restaurant, rose in the same way.
设计意图：利用实物和图片、课件真实地呈现知识，唤起学生已有的生活经验，帮助他们理解本课的单词和词组，运用新的句型。
3、Practice the new words and expressions in different ways.
4、Let’s chant.
A card, a gift, for my mum.
Chocolates, flowers for her, too.
Mother, mother, mother, I love you.
Mother, mother, mother, Happy Mother’s Day!
Step 3 Let’s listen and say
1、Books closed. Listen and answer the question:
What gifts will the children give to their mothers?
2、Books open. Listen and repeat.
3、Work in groups of 4 or 5 to read and practice the dialogues in Part A.
4、Role-play the dialogues in Part A.
Step 4 Homework
1. Listen and read the dialogues in Part A.
2. Prepare at least a gift for your mother ,bring to school next English class.
教学后记：
内 容
Unit6 I’ll make a beautiful card Period 2
节 次
第15节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说、认读有关母亲节的词汇Mother’s Day card, restaurant, gift, rose, a box of chocolates.
能力目标：能用句型I’ll do ---表达母亲节的一些活动
情感目标：能运用课文A部分的句型和B部分的词汇自由谈论母亲节的活动。
重点难点
教学重点：能运用所学词汇和句型谈论、表演母亲节的一些活动。
教学难点：能理解、运用Part D的对话。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warming－up
1.Greetings
Revision.
Have a chain drill.
T: Next Sunday is Mother’s Day. What will you give to your mother, Peter?
S1:I’ll give her a box of chocolates (show the object). What about you, Li Ming?
S2:I’ll give her a beautiful card (show the card). What about you, Jack?
S3:I’ll give her ……
Step 2 Practice
1.Show a gift box and say:
T:Look,this is a gift I’ll give to my mother. Please guess what it is in.
S1:Is it a beautiful card?
S2:Is it a box of chocolates?
S3:Are they any flowers?
S4: ……
T: Please open it, Lucy. What’s in it?
Ss:Oh,it’s a scarf, a beautiful scarf.
Books open.
Ss read the dialogue in Part C and practice role-playing it in pairs.
Pair work.
Encourage the students to Role-play similar dialogues using their own gifts.
e.g. S1: Mum, today is Mother’s Day. Sit here and have a cup of milk.
S2: Thank you.
S1: Here’s a card. It’s for you. Happy Mother’s Day.
S2: Wow! How nice! Thank you.
Step 3 Presentation and read
1. Show a girl and say,This is Jane ,she’s looking so sad. Do you know why? Now let me tell you. She doesn’t have money to buy a gift for her mother on Mother’s Day. What can he do? Please help her.
2. Ss talk about their ideas.
3. Teach the new words and expressions, fan,lucky stars,coloured paper.
4. Ss read the dialogue in Part D by themselves.
T explains some difficult points.
5. Finish the exercises below. Then check the answers.
Step 4 Do reading exercises.
Today is Mother’s Day. I can make a card for Mom. I write “To my dear Mom” on the card. I write “I love you.” Wish you’re happy every day on the card. I draw a lovely dog on it, too. Mom and I like dogs very much. I give the card to Mom. Mom is happy. He says, “Thank you, Jack.”
( ) 1. Today is Father’s Day.
( ) 2. Jack can make a card for Mom.
( ) 3. Jack and Mom like dogs.
( ) 4. Jack can’t draw and write.
Step 5 Homework
1. Read the dialogue in Part D.
2. Do you know Father’s Day? Surf the Internet to find out how people celebrate Father’s Day.
教学后记：
内 容
Unit6 I’ll make a beautiful card Period 3
节 次
第16节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说、认读有关母亲节的词汇Mother’s Day card, restaurant, gift, rose, a box of chocolates.
能力目标：能用句型I’ll do ---表达母亲节的一些活动
情感目标：能运用课文A部分的句型和B部分的词汇自由谈论母亲节的活动。
重点难点
教学重点：能运用所学词汇和句型谈论、表演母亲节的一些活动。
教学难点：能理解、运用Part D的对话。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warm-up
Greetings.
Let’s chant.
A card, a letter, for my mom.
Chocolates, red roses for her, too.
Mother, mother, mother, I love you.
Mother, mother, mother, happy Mother’s Day!
A survey.
T: Our mothers are so beautiful, clever and kind. Do you love your mother? How do you love your mother? Let’s make a survey about it.
Q1：Do you know your birthday?
Q2：What size does your mother wear?
Q3：Do you know your mother’s favorite food?
Q4：Do you know your mother’s favorite colour?
Q5：Do you know your mother’s hobby?
Q6：Do you often help your mother?
Q7：Do you often make your mother angry?
Q8：What will you say to your mother?
Q9：What will you do for your mother?
Step 2 Let’s write.
Present the pictuers about Mother’s Day to review vocabularies about Mother’s Day.
Talk about Mother’s Day.
Finish part E.
Step 3 Let’s have fun.
Do a card for your mother.
Give awards to students.
Step 4 Homework
Read part A and C.
Search for information about Father’s Day and make a card for father.
教学后记：
内 容
Unit 7 There is a post office near my school. Period1
节 次
第17节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：会听、说、读本单元的新单词post office, hotel, bank, shopping center;听得懂、会说、会读、会写near, street, road, cinema和park。
能力目标：能运用“There is ... .”和“Is there ... ?”等句型针对建筑物的方位进行简单问答。
情感目标：能读懂简单的英语平面地图，提高空间思维能力。
重点难点
教学重点：能掌握本单元的重点单词，并能运用本单元的功能句型“There is ...”和“Is there ...？”针对建筑物的方位进行简单问答。
教学难点：对于从未接触过地图的学生，读懂简单的英语平面地图具有一定的难度，教师要引导学生主动观察，积极发现，不断提高思维能力。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1Warm-up
Greetings.
TPR
教师给出以下指令：
There is a pen on your nose./ There is a ruler behind your ear.
There is a book on your head./ There is a bag under your desk.
学生根据听到的指令做动作。
Step 2 Presentation
教师呈现地图。
T: Huihui lives in Changsha. Huihui studies in Changsha. Changsha is her hometown. This is a map. This is her school.
教师引导学生谈论地图上已学过的场所名称。
T: Look at the map. What places can you see?
Ss: A zoo, a park, a school, a cinema, a shop ...
教师利用图片教学单词hotel, bank, post office, shopping center。
T: This is a hotel. It’s a beautiful hotel.
This is a bank. Bank of China, Bnak of Changsha, Bank of Beijing.
T: This is a post office. There is a policeman in front of the post office.
There is a big shopping center. We can buy many things in the shopping center.
教师带读shop-shopping center-Let’s go to the shopping center.
教师利用图片教学单词cafe和tea house。注意比较coffer和cafe的读音。
教师利用图片教学单词road和street。注意讲解二者的意思区别。
Game: Watch and speak.
看口型，说单词。
Step 3 Practice（learn the text）
1.Listen and answer 要求学生不看书回答教师事先提出的问题：
2.Whoa are they? What places can you hear?学生回答问题。
3.Listen and point要求学生不打开书，逐句听录音，并在地图上找到相应的场所的位置。
要求学生打开书，画出表示场所的单词。
4.Listen and repeat
5.Say and listen 比较字母O在post, office, hotel, shop 等单词中的发音。
Step 5 Extension
教师提供地图和语段框架
Is there ... ?
Yes, there is. / No, there isn’t.
学生两人一组，续编对话。
学生上台展示，师生评价。
Step 6 Homework
1.听录音，读对话，并试着表演对话。
2.制作场所和建筑物卡片。
教学后记：
内 容
Unit 7 There is a post office near my school. Period2
节 次
第18节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：会听、说、读本单元的新单词post office, hotel, bank, shopping center; near, street, road, cinema和park。
能力目标：能运用“There is ... .”和“Is there ... ?”等句型针对建筑物的方位进行简单问答。
情感目标：能读懂简单的英语平面地图，提高空间思维能力。
重点难点
教学重点：能掌握句型“There is ...”和“Is there ...？”针对建筑物的方位进行简单问答。
教学难点：对于从未接触过地图的学生，读懂简单的英语平面地图具有一定的难度，教师要引导学生主动观察，积极发现，不断提高思维能力。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 warm-up
Greetings.
Revision
Game: Listen and do
游戏规则：学生拿出上次家庭作业做的有关场所的单词卡片，听教师指令摆放卡片。
Eg: There is a post office near a cinema./ There is a shopping center near a bank./ There is a park near a zoo.
Step 2 Practice
Game：贴一贴，说一说
教师板书句型： There is ...
游戏规则：学生任意说出一个句子，选择小动物图片，贴在有树和房子的背景图上。
Game：快速抢答
教师板书句型： Is there ... ? Yes, there is. / No, there isn’t.
游戏规则：教师根据黑板上的贴图，任意提问，比赛可以采取男女生、分组或是个人比赛的形式，也可以采用学生间相互问答的形式。
Step 3 Let’s read and have fun
教师利用图片教介词词组in front of 和next to, 并比较next to 和near的区别。
T: Look at the box. There is a dog in front of the box. There is a cat next to the box. There is a rabbit near the box.
第一遍阅读短文。
What is it about? A: New York. B:London.
学生独立阅读，快速做出判断，选出正确答案。
全班核对答案： I live in New York.
第二遍阅读短文：要求学生独立阅读，并画出表示建筑物的词汇。
全班核对答案：cinema， cafe， shopping center， post office， hotel， park。
第三遍阅读短文：独立完成大屏幕上的判断题。
全班核对答案。教师询问原因，学生说出依据。
听录音，跟读。
看地图填写场所名称。看地图，描述建筑物和场所的位置。
Step 4 Homework
根据短文中的地图，用There is ...写3~5个句子描述建筑物和场所的位置。
教学后记：
内 容
Unit 7 There is a post office near my school. Period3
节 次
第19节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：会听、说、读本单元的新单词post office, hotel, bank, shopping center; near, street, road, cinema和park。
能力目标：能运用“There is ... .”和“Is there ... ?”等句型针对建筑物的方位进行简单问答。
情感目标：能读懂简单的英语平面地图，提高空间思维能力。
重点难点
教学重点：能掌握句型“There is ...”和“Is there ...？”针对建筑物的方位进行简单问答。
教学难点：对于从未接触过地图的学生，读懂简单的英语平面地图具有一定的难度，教师要引导学生主动观察，积极发现，不断提高思维能力。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Revision
1、Greetings.
2、Revision教师呈现一张平面地图。看地图，说单词。利用已呈现的地图，进行问答：
T：Is there ...near/ in front of/ next to/ behind ... ?
Ss: Yes, there is. /No, there isn’t.
Step 2 Look and write
1、教师呈现本地地图
(1)教师板书并提问： Where is your home ?
教师板书并引导学生回答： My address is .
教师依次提出以下问题：
Is there a shop near your home ?
Is there a hotel or a bank near your home ?
Is there a cafe or a tea house nearby ?
Is there a park nearby ?
教师呈现语段框架
My home address is _________.
There is _________ near my home.
There is _________ next to my home.
There is _________ in front of my home.
There is _________ behind my home.
There is _________
There is _________
There is _________
There is _________
1、教师同时呈现一张空白地图和若干张有关场所的英语单词。
2、教师鼓励学生用语段框架中的句子进行自由表达，并选择合适的英语单词卡片贴在合适的位置。
3、让学生在横线上填入合适的单词和句子。
4、学生上台展示，教师及时评价。
Step 3 Let’s sing.
1、听歌曲：Ten Green Bottles.
2、学唱歌曲，配以有趣的动作。
3、男女学生分组进行比赛。
Step 4 Homework 听录音，背诵A部分。
教学后记：
内 容
Unit8 Can you show me the way to Xinhua hotel ？period1
节 次
第20节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：学生能牢记该课新单词，记住新短语、句型、句子和语言知识点
能力目标：学生能听懂对话录音，会和别人展开对话，能就类似话题，创造性地自编对话
情感目标：让学生了解并学会礼貌问路，形成生活礼貌的习惯
重点难点
教学重点：1. How to ask for directions in English?
2. How to show directions in English ?
教学难点：1. Vocabulary : turn left /right , go straight, get on ,get off, airport ,railway station, hotel ,hospital. 2. Speak out the directions clearly
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
【活动】Can you show me the way to Xinhua hotel ？
Step 1 Leading in Play a cartoon video and ask Ss to find out what the two
characters are doing in this cartoon video.
Step 2 Presentation
1 The T present some pictures about airport , railway station, hotel ,hospital. and teach the new words to the Ss.
Step 3 Practice
1. Ask Ss to read the new words together loudly.
2. Show Ss signs about places, and lead them to imagine the meaning of each plays.
3.Show Ss two maps about places and guide them to use these signs for giving directions.
4.Presentation the sentences
The T presents the pictures about Part A and present the dialogue to the Ss
Step 4 Practise the conversation
1 Ask the Ss to read the conversation together.
2 Divide the Ss into groups and read the conversation.
3 Group work : ask the leader of each group to read the conversation with the team members.
4 Performance: choose some groups to come to the front and use the map to perform the conversation.
Step 5 Assessment
1 Collect more phrases and sentence patterns about asking and showing directions as possible as they can
2 Recite Part A dialogues
3 Make up and write down two new dialogues according to the sample dialogues.
教学后记：
内 容
Unit8 Can you show me the way to Xinhua hotel ？period2
节 次
第21节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能运用与问路相关的指令语，并找到某地方：turn left\right,go straight,get on\off
能力目标：能与同伴用"Can you show me the way to...?”问路，并用turn left\right,go straight,get on\off等词进行回答。
情感目标：
重点难点
教学重点：重点句型的应用；
教学难点：课文的理解及拓展。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
一．师生问候：
(T)： It’s time for class！Boys and girls, are you ready?
(Ss)：Yes!
(T)： Ok. Let’s begin our class!
二．热身活动：
(T)： First, do some exercise with me. OK?
(Ss)：OK!
(T)： Stand up, please![ 学生全体起立，播放音乐，师生一同按节奏运动 ]
三．导入：
(T)：Well done! Sit down, please! Today I want to introduce a new friend to you, who is he? Please look here.
(T)：He is Lucy. Let’s say “Hello” to her.
(Ss)：Hello!
(T)：Lucy comes from Australia, she is living in Nanjing now. We know Nanjing is a famous city of the world, so do you want to visit there?
(Ss)：Yes!
(T)：OK, let’s go together!
四．复习PartB单词：
(T)Here is a map of Nanjing. What can you see in the picture?
(S1——Sn)：I can see an airport /a hospital / a hotel / a railway station.
(T)：Excellent! Now all the places are in my hands, let’s review the words, read them one by one.
[ 教师正音 ]
(T)：Read the words together.
五．学习PartC句型：
（shopping centre引出）——
(T)：OK! Wow! So many interesting places here! A shopping centre , a railway station, a hotel....
(T)：Who wants to go to the Hotel? Please put up your hand! OK, but do you know the way?
(Ss)：No!
(T)：I know the way! If you want to go there, you can ask me the way.
(S1)：Excuse me, can you show me the way to the Hotel, please?
(T)：Er... Go straight along this street, and then turn left at the THIRD crossing, the Hotel is on your left.
(S1)：Thank you!
(T)：You are welcome! Anybody else? I can tell you the way.
[ (S2……Sn)：Excuse me, can you show me the way to the Hotel, please? ]
(T)：Now ask me together!
(Ss)：Excuse me, can you show me the way to the Hotel, please?
(T)：Go straight along this street, and then turn left at the THIRD crossing, the Hotel is on your left.
(Ss)：Thank you!
(T)：You are welcome!
(T)：Can you find the Hotel now?
(Ss)：Yes!
（railway station操练）——
(T)：Ok, Here is a railway station. If you want to go there, please ask your partner the way! Ask and answer in pairs.
[ 学生同位练习句型问答 ]
(T)：Now stop here. Can you find the way?
(Ss)：Yes!
(T)：OK. Now I ask some pairs to make dialogues.
(T)：OK! Show me the way together! Excuse me, can you show me the way to the railway station, please?
(Ss)：Go straight along this road, and then turn right at the third crossing, the railway station is on your left.
(T)：Thank you very much!
[ 学生整体操练 ]
(T)：Well done class!
六．听两遍课文，完成练习：
(T)：OK, we have visited so many places, a hotel and a railway station. Now please open your books and turn to page 39…
七．引出课文（明确到library的三步）：
(T)：Very good! Lucy wants to go to the library, Now let’s visit the library with her.OK?
(Ss)：OK!
(T)： Can you show me the way to the library? Now listen to the text, and then find the answer.
[ 播放磁带]
(T)：OK! So how to get to the library? Can you show me the way to the library, please? Have you found the answer?
(S)：Yes!
(T)：Who can give me your answer?
(S1)：She takes Bus No. 15 near her home .She gets off at City Park.Then she goes straight along Park Road, she turns right at the second crossing , the library is just on the left.
(T)：Right?
(Ss)：Yes!
(T)： All right! Three steps: FIRST, take Bus No. 15 and gets off at City Park.THEN go straight along Park Road. AT LAST turn right at the second crossing.You can find the library on the left.
(T)：OK! Excuse me, can you show me the way to the library, please?
[ (Sn……Sn+1)：FIRST, take Bus No. 15 and gets off at City Park.THEN go straight along Park Road. AT LAST turn right at the second crossing.You can find the library on the left. ]
(T)：Right! Can you showl me the way to the library, please?
(Ss)：FIRST, take Bus No. 15 and gets off at City Park.THEN go straight along Park Road. AT LAST turn right at the second crossing.You can find the library on the left.
(T)：Thank you!
八回到课文（听完P39内容并回答相关问题）：
(T)：Let’s go on with our journey. Can you showl me the way to the zoo\the Shopping Center\...
[ (S1……Sn)：回答问题 ]
九．跟读课文：
(T)：Very good! I think you can understand the whole text, right?
(Ss)：Yes!
(T)：Now listen to the tape again, and read follow it.
十．练习朗读：
(T)：Now read the text by yourself.
十一．复述课文:
(T)：Very good! Please try to retell the text with your partner.
十二．结束：
(T)：Well done! Sit down, please! Now I’m afraid time’s up. So much for this lesson, and after class, you should retell the exercise on page39.
教学后记：
内 容
Unit8 Can you show me the way to Xinhua hotel ？period3
节 次
第22节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能正确地听、说、读、写词汇和句型：turn left/right,go straight,get on\off能听懂、会说、会读日常交际用语和句型：Go straight..., and then ...
能力目标： You may take UBus No. 10... 进行指路。
情感目标：鼓励学生积极参与，通过多种形式的活动来激发学生的学习兴趣,培养学生学习的主动性、积极性和合作精神，并且培养学生从小养成乐于助人的良好习惯。
重点难点
教学重点：能听懂、会说、会读日常交际用语和句型：Go straight..., and then .. You may take UBus No. 10... .
教学难点：能运用本课所学句型进行指路。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
【活动】UNIT 8 (E,F)
A 跟音乐集体唱歌曲。
B 1.Free talk. 师生交流
2.请学生之间用所学的句型问答，分组比赛
C Revision 复习
1 看A部分投影片，创设情景让学生表演
2 让学生复述A部分会话, 学生小组内表演会话内容。。
3 引出本单元的四会单词,词组和句型并让学生集体朗读.
4 教师让学生根据实际情况问路指路,运用四会句型.
5 学生拿出课前准备好听写本，听写本课重点单词，词组和句型。
D Show the" Map of Your City",创设情境：
Mary and Anne are going to take a train to the city.They are going to visit your school.Tell them the
way from the railway station to your school.
Have Ss write a letter to tell Mary and Anne the way from the railway station to your school.
T check their work and ask some Ss to show their letters.Make sure if they can use "
Go straight..., and then ...
You may take UBus No. 10... "etc. to tell the right way.
E Practice and consolidation练习和巩固
1. A game: Tell the way by looking the map(P40)
2．Encourage Ss to find many ways to the airport(Have Ss discuss in groups)
3.Share their work together.
F.布置作业：
朗读本课指路KEY SENTENCES，要求学生能够复述、背诵并表演。
教学后记：
内 容
Unit 9 He’s kind to children Period 1
节 次
第23节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说、认读、会写新单词kind，friendly，smart，active，serious。能用“He/She is …” “He looks…” “He loves …”向别人简单介绍自己或他人的性格特点。
能力目标：向别人简单介绍自己或他人的外貌特征和性格特征。
情感目标：鼓励学生积极参与，通过多种形式的活动来激发学生的学习兴趣,
重点难点
教学重点：能听懂、会说、认读、会写新单词kind，friendly，smart，active，serious；能用“He/She is …” “He looks…” “He loves …”向别人简单介绍自己或他人的性格特点。
教学难点：A部分的let’s listen and say综合了本单元的三种句型。以串成对话的形式出现。教师需要对学生前面已学过的形容词进行归纳和总结，并多设置一些复习单词和句型的活动。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warm-up/Revision
1.师生问候。
2.复习上节课所学过的单词与句型，接力活动。每排学生读一个单词，一排接一排进行单词或短语认读。
Step2 新课呈现
1.学习friendly，kind
出示Peter的图片，请学生根据chant中描述Peter外貌、性格的形容词，教师根据学生的回答出示单词卡片并带读单词。
引导学生观察Peter的图片，引导学生说出Peter的外貌和性格特征，板书friendly并带读；板书“he is tall” “he looks friendly” “he is kind”.带读单词及句子。
呈现Peter给学生上课、Peter打篮球、Peter和机器人下棋、Peter边写作，边思考问题等四张图片，教学strict，active，smart，serious等单词，给图片配上单词，板书单词并带读。
Step3 课文学习 对话学习：教师可分步骤循序渐进地引导学生熟悉对话。
第一步：listen and underline.
T:look,this is peter. This is peter’s grandpa. listen to the tape, and try to find what peter’s grandpa looks like? please underline the key words when you listen to the dialogue.
第二步：Answer the question.学生回答问题，教师带全班同学复述正确答案。
Q1:What Peter’s grandpa looks like?
Q2:What does peter’s grandpa do?
Q3:How is peter’s grandpa ?
Q4:what does he love?
第三步：listen and repeat.听录音，跟读对话，提醒学生注意模仿语调，读出疑问的语气。
Step4 趣味操练
教师引导学生用英语描述班上学生的外貌和性格特征，如 “he is tall”
“he looks friendly” “he is kind”.其余学生猜: “who’s he/she?”教师也可描述学生喜爱的动画片中的人物、明星或伟人等，让学生猜一猜是谁。
Step5 作业布置
1.读出B部分的生词。
2.画出你爸爸、妈妈的肖像图，并用三四个句子说明爸爸、妈妈的职业、外貌和性格特征。
3.听磁带、读对话，并试着表演对话
教学后记：
内 容
Unit 9 He’s kind to children Period 2
节 次
第24节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：复习巩固单词 kind,friendly , smart , active , serious; 会听、会说、会读单词或短语：writer , favourite , help...
能力目标：能用“He/She is ...”“He looks...”“He loves...”向被人介绍自己或者他人的性格特点。
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：D部分语篇中出现了一个时间状语从句“When he is working, he looks very serious.”教师要多在情景中给学生一些例句，让学生理解这个语法现象。
教学难点：：能用“He/She is ...”“He looks...”“He loves...”向被人介绍自己或者他人的性格特点。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1. Warming up
1.Free talk
2.Revision:Relay race 接力活动。每拍学生读一个单词，一排进行单词或者短语认读。Kind , friendly , smart , active , serious , strict , beautiful , pretty , big , tall , fat , plain , ugly , wise , quiet , calm , sad , funny , naughty , saw pictures , made notes , asked questions , listened to stories , took pictures ......
Step 2. Practice
1.教师口头介绍自己家庭某成员的外貌及特征。
2.学生拿出照片或肖像漫画，两人一组相互介绍自己家庭某成员的外貌及性格特征。
3.抽3~4组学生表演。
Step 3. Let’s read
第一步：听课文，抓主旨。
T：Look , this is Lingling’s uncle.He is a famous writer.Please read The text, try ti find what Llingling’s uncle look like and what he is doing.Try to find the answers in the text and underline it.
第二步：读课文，回答问题。
Q1:What does Lingling’s uncle look like?
Q2:What is Lingling’s uncle doing?
Q3:Does Lingling like her uncle?
根据学生的回答，教师出示Lingling’s uncle的图片，引导学生复述问题的答案。
第三步：学生观看D部分的VCD，并跟着VCD跟读D部分的课文。
第四步：读课文，填信息表。
第五步：苏信息表，引导学生复述课文。
Step 4.Practice 教师引
导用英语描述班上学生的外貌和性格特点，让学生来猜。教师爷可以描述学生喜欢的动画片里面的人物、明星或者伟人等，让学生来猜一猜是谁。
Step 5.Homework
1.根据课文画Lingling’s的肖像图，并用3~4个句子介绍Lingling’s uncle的职业、外貌以及性格特征。
2.口头介绍你的某个家庭成员的外貌及性格特征。
3.预习E部分。
教学后记：
内 容
Unit 9 He’s kind to children Period 3
节 次
第25节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：复习巩固本单元前两个课时所学词汇。
能力目标：能进一步综合运用句型描述他人的外貌和性格特点。
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：能综合运用本单元的单词和重点句型介绍人物的外貌及其性格特征；能完成E部分的书面练习。
教学难点：F部分出现了13个描写人物外貌或性格特点的形容词，教师 可用课件或图片帮助学生在语境或情境中理解、记忆和运用这些形容词。
教学方法
讲授法、表演法、练习法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1. Warming up:
1.Greetings
2.Revision:可利用挂图、谈论作业、情境对话等方式进行复习。
Step 2. Let’s write
E部分要求学生根据Lingling的来信仿写回信介绍自己的叔叔或者阿姨，如职业、性格特征等。教师可以将E部分的教学分解为以下活动。.听课文E部分歌曲，回答问题。
Step 3. Let’s have fun
1.闪卡复习单词：beautiful , pretty , big , tall , fat , plain . Ugly. Kind , active , wise , smart , serious , quiet , calm , sad , funny , Naughty
2.课件呈现下列人物，如圣诞老人、卓别林、白雪公主、卖火柴的小女孩、马戏团的小丑、包青天、诸葛亮、孙悟空。引导学生说一说这些人物的特点。
3.学生两人一组进行游戏。
4.请学生自己设计怪物图，要有明显特征。学生两人一组PK介绍怪物的特点，看谁说得最多。
5.3~4组学生上台展示自己设计的怪物图，并介绍怪物的特点。
Step 5.Homework
1.听磁带、读对话，并试着表演对话。
2.设计未来世界的机器人，并用3个以上的句子介绍你设计的机器人的特点。
教学后记：
内 容
Unit 10 Where were you yesterday? Period 1
节 次
第26节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标： Able to understand and read the new words: yesterday, today, tomorrow, at work , at home ,weekdays, sick, railway, station; in bed, in hospital
能力目标：Able to understand and read the text Use “Where were you?” “I was…..” to require what people did in past time.
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：Grasp new words
教学难点：Act out the dialogue
教学方法
解释法、对话法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warming up
1. Greetings
2. Sing English songs
Step 2 Presentation and drill
1. Show a calendar.
T: What day is it today? / How many days are there in a week? What are they?
S: …….
T: The days from Monday to Friday are Weekdays. Saturday and Sunday are weekends. Today is ….And yesterday was…
Point to the calendar to help students to understand what new words mean, write and teach.
2. Put pictures of places under the days.
T: Today is….and I’m at school. Yesterday was… and I was at the library/ sick and in the hospital/ …..Where were you?
S:…… Encourage students answer with what they know.
3. Listen to Part A, understand the main idea, and answer.
Where was Mingming yesterday?
4. Help students to understand: sick,better give me…
5. Listen to the tape and repeat.
6. Practice the dialogue.
Step 3 Practice Game---Chain game
Step 4 Consolidation
1. Make a small survey.
2. Give assessment
教学后记：
内 容
Unit 10 Where were you yesterday? Period 2
节 次
第27节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标： Able to understand and read the new words: yesterday, today, tomorrow, at work , at home ,weekdays, sick, railway, station; in bed, in hospital
能力目标：Able to understand and read the text Use “Where were you?” “I was…..” to require what people did in past time.
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：Understand Part D, and finish the questions
教学难点：retell the part D
教学方法
解释法、对话法、表演法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warming up
1. Greetings
2. Sing a song.
Step 2 Presentation and drill
1. Show pictures of scenery or photos, pin them on a blank paper)
T: Hello, boys and girls. I like traveling very much. I’ve been to many places, for example, Shanghai, Beijing, Guangzhou…...They are all beautiful places. I took many pictures.
Hand in the photos to the students; write the new words and phrases on the Bb.
2. Read part D, and answer the questions
Where was Mr White last week?
Why did he feel happy in Hangzhou?
Did he like the food in Guangzhou?
Why did Mr White love China?
3. Explain “cities visited saw weather sunny went said” to students.
4. Listen to the tape and repeat.
Step 3 Practice
1. Talk out Part D.
2. Discuss and finish the form.
Weekdays Monday Tuesday Wednesday Thursday Friday
Places
3. Finish the questions, and then practice with your partner.
Step 4 Consolidation
1. Retell Part D
2. Give assessment.
3. Homework: Repeat the text.
教学后记：
内 容
Unit 10 Where were you yesterday? Period 3
节 次
第28节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标： Grasp the new words, sentences, grammar in the unit
能力目标： Able to describe where you went
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：Grasp and use the words
教学难点：Use the knowledge to talk about where you went.
教学方法
解释法、对话法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warming up
1. Greetings.
2. Sing English song.
3. Dictate the words and phrases in the unit.
Step 2 Presentation and drill
1. Point to Part E, and fill in the blanks.
2. Check their answers.
Step 3 Practice
1.learn the song“Where Were You?”
2.Change the lyrics “little lady, at home, sir” into “dear sir, at
school, girl”. And sing the song.
3.Sing by boys and girls separately.
Step 4 Consolidation
Game---Travel in the dream.
Teacher plays a piece of piano, let students act as sleeping
Step 5 Homework
教学后记：
内 容
Unit11 Who was first? Period 1
节 次
第29节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能熟练地运用新单词。
能力目标：能掌握序数词的规律，并能灵活地运用序数词。
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：课文A部分和B部分的短语和单词。
教学难点：用序数词准确地描述顺序。
教学方法
解释法、对话法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warming up
1 Greetings.
2 Let’s sing.
3 Review T: I count numbers “one two three….”
4.Let’s play games.
I’ll devide class into three groups.which group can count numbers and get the first.
Step2 Presentation and drill
1,Teacher shows a picture abut Sports Day.
2, T;Look at this picture ,What were they doing?
Ss:They were having sports meeting.
Preset new words ;one-hundred- metre race
3,Read the new words one by one.
4,Show a picture and then ask students: “Who was first?”
Teacher write the sentence on the blackboard.
Teacher help students answer:Amy was first.
Lingling was second. Anne was thirst.
5,Teacher presents:1st--first 2nd--second 3rd---third 4th—fourth 5th—fifth 6th—six 7th—seventh 8th –eighth 9th—ninth 10th--tenth
Ask students to read the words.
Step3 practice
Teacher prepares some word cards.
Let’s play a game --- I can say.
Teacher show first. I can say:“I am first.”
T: Here are some word cards. They are first , second, third ,fourth ,fifth. I will take a picture from there. If I take first , I can say :I am first. Maybe I take fifth, I am last. Are you clear?
Step4 Consolidation、
Let’s chant. 基变序，有规律。
词尾加上-th。(fourth, sixth, tenth) 一、二、三，特殊例，
结尾字母t, d, d。(first, second, third) 八去t,九去e, (eighth, ninth)
ve要用f 替。(fifth)
Step 5 Homework
Copy the new words.
Read the text.
教学后记：
内 容
Unit11 Who was first? Period 2
节 次
第30节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：能听懂、会说、认读单词：first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, race。能用‘ Who was first?’‘ The tiger was first.’陈述森林动物赛跑的结果。
能力目标：能在所创设的情境或游戏环节中理解、运用序数词。
情感目标：培养学生学习的主动性、积极性和合作精神。
重点难点
教学重点：序数词的认读、理解和运用。
教学难点：序数词first, second, third, fifth的读音。
教学方法
解释法、对话法、表演法
修改批注
课 型
新授
教 时
1课时
教学过程
【导入】（一）Greetings T: Hello，boys and girls.
Are you ready for class?
【导入】（二）Lead－in
1.T: I’ve got four questions for you.
The first question: What day is it today? Then what day was it yesterday?
Yesterday was very special day for the animals, do you know why? I will tell you later.
（设计目的： 设置悬念，激发学生的好奇心，为后面动物运动会的情境创设蓄势。）
2.The second question: Do you know any animals? What animals do you know?
3.The third question: What animals can run very fast?
（设计目的：本节课是以动物运动会为情境开展教学，当中会涉及到很多的动物名称，为后面的教学环节做好铺垫）
4.The fourth question: Please guess this word. It’s got four letters.
（1） The first letter is in tiger bear rabbit. What is it? Yes, it’s ‘r’.
（2） The second letter is in animal lizard kangaroo. What is it? Yes, it’s ‘a”.
（3） The third letter is in cow cat crocodile. What is it? Yes, it’s ‘ c’.
（4） The fourth letter is in elephant monkey forest. What is it? Yes, it’s ‘e’.
（设计目的：让学生再次感知序数词和复习动物名称，同时，引入新单词race。）
（5） Then how to read this word? face → race
（设计目的：从face 到race, 以旧带新，巧妙解决race的读音问题）
5.You see today you are also in a race. I’d like to see who will be the winner. So
come on.
（设计目的：让学生再次理解race的含义，同时与本节课的评价方式相结合）
【讲授】（三）Presentation and practice
1. T: Just now, I said that yesterday was a very special for the animals. Why? Let’s have a look.
2. T: Wow, how exciting! There were Animal Games yesterday.
there was a one hundred meter race. Who were in the race? Please look.
T: Horse, tiger, rabbit, elephant, giraffe were in the race.
3.（1） T： Who was first? Can you guess?
S1: The horse was first.
S2: The tiger was first.
T: Now let’s check the answers. The tiger was first. Which word is first? （拿单词卡带读：f ir st, first. The tiger was first.并用同样的方法教second, third, fourth, fifth）
（2） T: Who was second? The horse was second.
（3） T: Who was third? The giraffe was third.
（4） T: Who was fourth? The elephant was fourth.
（5） T： Who was fifth? The rabbit was fifth.
（设计目的：用动物的赛跑引入序数词的学习，增强学生学习的趣味性，给学生留下深刻的印象。将单词事先贴在黑板上，让学生根据老师的读音选择相应的单词，增强学生辨别单词，认读单词的能力。）
【练习】（四）Production
Little reporter
1. T: Who’s he?
Ss: He’s Li Ping.
T: What’s he?
Ss: He’s a reporter from CCTV.
T： Do you want to be a reporter? Let me show you how to give a report about race.
Yesterday, there was a one-hundred meter race. The tiger was first.
…
Li Ping, CCTV.
2. T: Please practice in groups. Try to help each other.
3. T: Now show time. Who will be the first.
教学后记：
内 容
Unit11 Who was first? Period 3
节 次
第31节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：Use the new words well.
能力目标：Able to understand Part D, and finish the exercise
情感目标：Able to use ordinal numbers to describe the orders
重点难点
教学重点：Part D、Describe the orders well.
教学难点：Describe the orders well.
教学方法
解释法、对话法、表演法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1. Warming up
1. Greetings
2. Sing English song
3.Report the homework of last lesson
Step 2. Presentation and drill
1. Group activity. Finish Part C.
2. Show part D
T: How many squares are there in the picture? What’s on the second square?
S: There is a school on the second square.
Step 3. Practice
1. Talk about Part D, discuss in groups
2. Finish Part D, fill the blanks.
Step 4. Consolidation
Game---Guess, guess, guess
Play the game by teams. One student describe another one about his/ her appearance, wearing, hobby and order of seats and so on, others guess who is student.
Give assessment.
Step 5.Homework
量一量自己家人的身高，并说说谁第一，谁第二，谁第三……
教学后记：
内 容
Unit 12 Where did you go? Period 1
节 次
第32节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：（1）能认读四个新单词（go to the forest, go to the museum, make notes, take pictures, ask questions, listen to music. 以及下面几个动词的过去式： do--did, have-- had, see-- saw, make-- made, take-- took..）和两个新句型（Where did you go? What did you see?），做到发音准确、清晰，并能听懂其含义；（2）能够运用新句型进行情景会话；
能力目标：能够根据flash课件自主听读英语对话、故事。
情感目标：激发学生学习英语的兴趣，帮助学生树立学好英语的信心，培养学生热爱生活、热爱英语的态度，并在成功中体会英语学习的乐趣。
重点难点
教学重点：理解一般过去时态与现在时态在意义上的区别，落实be 动词和一些基本的规则和不规则的实义动词在一般过去时里的用法。熟练会话Where did you go? We went to the mountains. What did you see? We saw birds, trees and flowers.等。
教学难点：不规则动词过去式的识记及运用。
教学方法
解释法、对话法、表演法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Warm up热身
1、Sing a song. (How’s the weather?)
2、Greetings（师生问候）
T: Are you happy today?
Ss: Yes, we are happy.
3、Free talk：Talk about the weather、day and the date.
T: What day is it today?
S1: It’s Friday.
T: What was the weather like yesterday?
S2: It was sunny.
T: What was the date yesterday?
S3: It was May 23rd.
4、Brainstorm. (Let’s guess. What’s the name of the place?)
Step 2 Presentation新课呈现（：Let’s learn )
1、出示教学挂图，引出主人公Lingling
T：Look!This is Lingling . Yesterday was her birthday. She went out with her classmates. Now, let’s watch TV. Where did they go? Can you ask her?
Ss: Where did you go , Lingling?.
T：Where did Lingling go?
引导学生理解school outing，出现正确的读音和中文意思，教师领读。
2、操练Where did you go 及教授Changsha Underwater World , Yuelu Academy, zoo, Hunan provincial Museum,go to the forest, go to the museum, make notes, take pictures, ask questions, listen to music .
T: What did Lingling see？Can you ask her?
S：I saw … 教师再用图片让学生集体认读一遍单词。
3、 Point and say
请学生上台点出教师或学生口中的风景名胜图。
Step 3 Practice
1、Read after the teacher：教师指着黑板，领读句子。
【设计意图】让学生整体感受句型
2、Group Competition(幻灯片Group Competition)
教师把四张图片分发给四个组，小组问答竞赛，由小老师问，各小组按照自己小组图片回答。（第二轮教师可将各小组图片交换后再问答）
小老师问: Where did you go?
学生集体回答: We went to the Changsha Underwater World.
（可多请几位小老师上台问，由小组齐答。）
3、 Watch and follow
A：学生听后回答问题：
T:Where did Lingling go?
S1;She went to the Yuelu Mountain.
T:Where did she have lunch？
S2;She had her lunch at the park.
T:What did she see?
S3;She saw birds, trees and flowers..
B：再播放课文Part A，学生跟读 T: Read after the flash together.
Step 4 Consolidation and Extending
1、巩固新知和综合拓展 自由会话。
2、学生带着自己旅游照片，纪念品，特产谈论各自的旅游见闻。
3、活动结束后，给予奖励。
4、做练习
Read and write(按要求写出下列单词的过去式)
a)、go ____ see ____ have____ do ____ am___
b)、I ____to Beijing yesterday. It ____ very great. I ___ to the Great Wall. I ___many beautiful places.
Step 5 Summary课堂小结
1、引导学生共同总结这节课学的知识，可用幻灯片展示句型和词汇。
2、课后作业
（1）听A /B部分的录音，大声朗读课文。
（2）上网收集全国有名的风景名胜并记下其特征。
教学后记：
内 容
Unit 12 Where did you go? Period 2
节 次
第33节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：复习巩固B部分的词汇。
能力目标：复习巩固“Where did you go?” Where did you do？等问句及其答句。
情感目标：激发学生学习英语的兴趣，帮助学生树立学好英语的信心
重点难点
教学重点：：能简单谈论自己或他人的旅游或活动的经历；能借助插图阅读和理解课文D部分的小短文。
教学难点：课文D部分的小短文中有4个问题，学生对此可能会产生畏难情绪，老师可通过课件或图片帮助学生理解这些问题。
教学方法
解释法、对话法、表演法
修改批注
课 型
新授
教 时
1课时
教学过程
Step1 Warm-up
1. Free talk.
2. Revision.
a.Relay race接力活动：每排学生读一个单词，一排接一排进行单词或短语认读。
认读下列动词，并将动词原形与动词过去式配对。
b.听课文B部分录音，学生跟读B部分单词。
C．听课文A部分录音，学生跟读A部分对话课文。
Step 2 Practice
1. Ask and answer
老师和一名学生进行示范游戏。两人分别在4张小纸条上写好四个地名，折好后放在空盒中，并摇动盒子，然后两人轮流抽取纸条并就其内容进行回答。
T:Where did you go?
S: I went to the Hunan Museum.
2. 学生两人一组进行问答游戏。
3. 抽2-3组学生表演。
4．Make a survey
老师担任记者，邀请3 个学生进行采访，并填写调查表格。
Sample:
T:Where did you go,Li Ping?
L: I went to the Huna Museum.
T:Did you enjoy yourself?
L: Yes , I did.
Step 3 Let’s read
1. 老师呈现Amy ,Jane ,Anne周末郊游的场景，导入：
Where did the girls go last Sunday?What did they do last Sundy?
2. 学生读短文，找出文中几个女孩所去的地点及描述这三个女孩活动的动词 短语，并给这些动词短语画线
3. 学生现读短文，给下列图片排序。
4. 通过单词卡片呈现本单元重点动词的原形及过去式，要求学生将动词 原形与它相对应的过去式配对。
Step 4 Homework
1. 朗读课文A\D部分
2. 预习E部分
教学后记：
内 容
Unit 12 Where did you go? Period 3
节 次
第34节
上课时间
撰稿人
赵 娣
持有人
赵 娣
教学目标
知识目标：学生能熟练认读地点单词和本单元的重点句型“Where did you go?”，做到发音准确清晰，并能听懂其含义；
能力目标：学生能熟练地运用所学句型进行情景对话。
情感目标：培养学生热爱英语的态度，并在成功中体会英语学习的乐趣。
重点难点
教学重点：识记地点单词；
教学难点：运用所学句型进行情景对话。
教学方法
视听法、听说法、任务型活动教学法及交际法
修改批注
课 型
新授
教 时
1课时
教学过程
Step 1 Preparation (准备热身)
1. Greetings.
2. Sing an English song: London Bridge.
T: Wonderful, I like your singing. London is beautiful, Hunan is beautiful, too. Today, we’re going to see many beautiful places in Hunan.
3. Divide into two teams:
T: There are two teams in our class: boys’team and girls’team. Please get on your buses and fight for the great medal.
Step 2 Presentation and drill (呈现感知)
1. Challenge One : Look and speak.
(1) T: Let’s go to Challenge One: Look and speak. Please look at these pictures and speak out where it is.
(Places: Changsha Underwater World/Yuelu Academy / Yuelu Mountain/ Hunan Provincial Museum/ Zoo)
(2) T: Let’s see more new places.
(Places: Window of the World / Yueyang Tower/ McDonald’s Restaurant）
(3) T: Let’s play a game: Guess, guess, guess.
If you know where it is, stand up and speak out as quickly as you can.
(Places: zoo/ Yuelu Academy/ Yueyang Tower/ Changsha Underwater world)
(4)T: Last week I went to Changsha Underwater World. Where did you go? This lesson we continue to learn Unit 10 Where did you go?
T: I went to Changsha Underwater World. Where did you go？
S1: I went to ...
S2: I went to ...
T: Great! You passed this challenge.
Step 3 Let’s Write
Last week there was an English party in Class 3. You enjoyed the party and the items. Write about the party.
Step 4 Practice (操练体验)
Let’s have fun
Let’s rhyme.
I was at the beach one day,
And I saw five big waves begin to play.
The first wave gave a great big swish.
The second wave washed up many fish.
The third wave washed away my boat,
And out to the sea,I saw it float.
The fourth wave washed away a shell.
The fifth wave made a little swell.
The five waves played with me all day,
And we had a great ,big race.
Step 5 Homework
1. 和同学或家人玩课文F部分的游戏。
2. 设计一条湖南省内三日游的旅游路线，并用英文标注景点名称。
教学后记：
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