三年级英语下学期全册教案（新苏教译林版）
Unit 1 In class
The first period
一、 教学内容：Story time.
二、 教学目标：
1、使学生能听懂、会说、会运用词汇：door.
2、使学生能听懂、会说、会运用祈使句：Stand up. Sit down. Open/ Close the door.
3、使学生能正确地连读祈使句：Stand up.
三、教学重点：
1、使学生能听懂、会说、会运用词汇：door.
2、使学生能听懂、会说、会运用祈使句：Stand up. Sit down. Open/ Close the door.
四、教学难点：
1、祈使句Stand up.的连读。
2、词汇open 和close 学生容易混淆。
五、教学准备：
歌曲《Stand up》; door的图片。
六、教学过程：
Step 1. Greeting.
T: Good morning, class.
S: Good morning, …
Step 2. Leading in: Listen to a song: Stand up.
Step 3. Teaching the sentence: Stand up.
1. Lead Ss to find the new sentence in the song, then write it on the blackboard.
2. Lead Ss to read it by themselves.
3. Teach Ss to read it, then choose someone to read one by one.
4. Teacher does the action, lead Ss to guess the meaning of it.
5. Listen to the song again, try to sing it.
6. Sing after the computer sometimes.(The students only sing the sentence: Stand up. The teacher sings the others.)
76. Sing it without the music.
87. Ss sing it in pairs.
9. Choose some pairs to sing.
10. Teach Ss to(连读)
Step 4. Teaching the sentence: Sit down.
1. Write the sentence on the blackboard, then lead Ss to read it by themselves.
2. Teach Ss to read it, then choose someone to read one by one.
3. Teacher does the action, lead Ss to guess the meaning of it.
4. Give Ss the music, ask them to try to use this sentence instead of ‘Sit down’, then sing the song again.(Two times)
5. Ss try to sing the song together.(Two times)
6. Choose some groups to sing.
Step 5. Practice the two sentences.
1. Lead Ss to sing the song with the two sentences.
First, ask Ss try to sing in groups, then sing it together. At last, choose some groups to sing together.
2. Lead Ss to know the meaning of the four words: stand sit, up down.
3. Ss read the words one by one. At the same time, teach Ss to do the action of them.
Step 6. Teach these words: open, close, door.
1. Teach the word: door.
(1). Show Ss the card of the word, then ask Ss to try to read it by themselves.
(2). Teach Ss to read it some times.
2. Teach the words: open, close.
(1).Write the two words on the blackboard, then ask Ss to try to read them by themselves.
(2).Teach Ss to read them some times.
(3). Do an exercise: Read and match.
open 关上
close 打开
(4). Help Ss to remember the two words.
3. Practice.
(1). Make phrases with the three words.
(2). Sing the song ‘Stand up.’ with the two sentences: Open the door. Close the door.
Step 7. Consolidation.
Sing the song ‘Stand up.’ with the four sentences: Stand up. Sit down. Open the door. Close the door.
1. Give Ss some minutes to sing it in groups.
2. Ss sing it together.
3. Choose some groups to sing.
Homework: Sing the song ‘Stand up.’ with the four sentences: Stand up. Sit down. Open the door. Close the door.
板书设计：
Unit 1 In class
Stand up.
Sit down.
Open
the door .
Close
The second period
一、 教学内容：Story time.
二、教学目标：
1、使学生能听懂、会说、会运用词汇：a window, a blackboard, Mr, please.
2、使学生能听懂、会说、会运用句型：I’m sorry. Come in, …
3、使学生能正确的理解并朗读故事。
4、使学生了解和“Mr”、“Green”相关的文化。
三、教学重点：
1、使学生能听懂、会说、会运用词汇：a window, a blackboard, Mr, please.
2、使学生能听懂、会说、会运用句型：I’m sorry. Come in, …
四、教学难点：
词汇“please”出现在句子的末尾时需加逗号，而在句子开头却不需要。学生对于这一点容易混淆。
五、教学准备：
window, blackboard的图片。
六、教学过程：
Step 1. Greeting.
T: Good morning, class.
S: Good morning, …
Step 2. Sing the song: Stand up.
Ss sing the song with the teacher.
Step 3. Revision.
1. Lead Ss to find these sentences in the song: Stand up. Sit down. Open/Close the door. (When Ss say about them, the teacher write them on the blackboard.)
2. Ss read the four sentences together.
Step 4. Teaching the new word: window.
1. Show Ss the card of the word, then ask Ss to try to read it by themselves.
2. Teach Ss to read it some times.
3. Choose some one to read it.
4. Lead Ss to make phrases and sentences with the word.
5. Ask Ss to try to sing the song ‘Stand up.’ with the two new sentences ‘Open the window.’ ‘Close the window.’ in groups.
6. Choose some groups to sing the song.
7. Ss sing the song together.
Step 5. Teaching the new word: please.
1. Ss read the sentences on the blackboard together.
2. Lead Ss to think how to give these orders politely, then show them the word: please.
3. Ask Ss try to read this word by themselves.
4. Teach Ss to read it some times.
5. Choose some one to read it.
6. Lead Ss to think how to use it.
7. Practice it: Ss make sentences with it.
Step 6. Teaching the new word: blackboard.
1. Show Ss the card of the word, then ask Ss to try to read it by themselves.
2. Teach Ss to read it some times.
3. Choose some one to read.
4. Ask Ss to make phrases and sentences with it.
Step 7. Learning the story.
1. Watch the cartoon, then find the new words and sentences in the story.
2. Teach the new words and sentences: Mr, I’m sorry. Come in.
(1). Ss spell them one by one, the teacher writes them on the blackboard at the same time.
(2). Ss try to read them by themselves.
(3). Teach Ss to read them.
(4). Watch the cartoon again, guess the meaning of them.
(5).Tell Ss the culture of ‘Mr.’.
(6).Tell Ss the culture of ‘Green’.
3. Read the book, then answer the question: Why Mike says ‘I’m sorry.’?
4. Listen to the tape, then answer the question: How many orders does Mr. Green give? What are they?
5. Ss read the story after the tape.
6. Ss read it in groups.
7. Show Ss the pictures of the story, then lead them to repeat all the story.
8. Ss practice in groups.
9. Choose some groups to act.
Homework: Read the story.
板书设计：
Unit 1 In class
Stand up.
Sit down.
Please Open/ Close the door/ window. , please.
Look at the blackboard.
Come in.
I’m sorry.
The third period
一、教学内容：Story time，Rhyme time, Checkout time.
二、教学目标：
1、使学生能熟练运用Story time中的句型：Stand up. Sit down. Open/ Close the door. I’m sorry. Come in, …
2、使学生能熟练地复述Story time中的故事。
3、使学生能基本会说歌谣：Open the window.
三、教学重点：
1、使学生能熟练运用Story time中的句型：Stand up. Sit down. Open/ Close the door. I’m sorry. Come in, …
2、使学生能基本会说歌谣：Open the window.
四、教学难点：
能熟练地复述Story time中的故事。
五、教学准备：
歌谣《Open the window.》
六、教学过程：
Step 1. Greeting.
T: Good morning/ afternoon, class.
S: Good morning/ afternoon, …
Step 2. Revision.
1. Ss read the story together.
2. Show Ss the pictures of the story one by one, at the same time, ask Ss to repeat the story together.
3. Ss recite the story in groups.
4. Choose some groups to act.
5. Ss recite the story together.
Step 3. Learning the rhyme: Open the window.
1. Watch the cartoon.
2. Ss read the rhyme by themselves, then try to find the new words and sentences in the rhyme.
3. Ss says the new words and sentences one by one, at the same time, the teacher write them on the blackboard.
4. Teach Ss to read the new words and sentences. (After that, ask Ss to make new phrases and sentences to practice them. )
5. Follow the tape some times.
6. Ss practice in pairs.
7. Ss try to say it together.
Step 4. Consolidation: Checkout time.
1. Lead Ss to look at the pictures one by one.
2. Ss discuss in groups.
3. Ss try to say the pictures one by one.
4. Discuss together.
5. Ss practice in pairs.
6. Ss say them together.
Homework:
1. Read the rhyme.
2. Recite the story.
板书设计：
Unit 1 In class
Open/Close the book.
The fourth period
一、教学内容：Fun time，Cartoon time, Sound time.
二、教学目标：
1、能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，并能结合情境进行表达。
2、能自己动手完成Fun time的机器人制作，并能熟练自然地运用本课所学句型，对自己制作的机器人发出指令。
三、教学重点：
理解Cartoon time中词句的功能意义，知道如何运用此中的词句并能迁移到新的情境中加以运用。
一、 教学难点：
Cartoon time中的句型 ‘Don’t listen to the parrot.’ 中有三个新单词，对于学生来说存在一定的困难。
二、 教学准备：
Cartoon time光碟
五、教学过程：
Step 1. Greeting.
T: Good morning/ afternoon, class.
S: Good morning/ afternoon, …
Step 2. Leading in.
T: Today we go on stay Unit 2. In class. Who can tell me the meaning of ‘in class’ ?
S: …
T: Yes. Now we are in class. Sam is in class, too. Is he a good student?
Step 3. Learning the story in Cartoon time.
1. Watch the cartoon, then answer the question.
T: Is Sam a good student?
S: No. T: Why ?
2. Ss read the book by themselves, then answer the question.
T: Yes. We must listen to the teacher carefully in class.
3. Teach the sentence: Listen to …
(1). Show Ss the word ‘listen’ on the blackboard, then lead Ss to read it.
(2). Teach Ss to read the word some times.
(3). Teacher does the action, then ask Ss to guess the meaning of it.
(4). Help Ss to remember the word.
(5). Ss practice it in groups.
(6). Choose some one to read.
(7). Teacher makes a sentence with it as a model, then ask Ss to make sentences with it.
(8). Choose some one to say.
3. Teach the sentence: Don’t …
Teach this sentence in the same way.
4. Read all the story after the tape.
5. Ss read the story by themselves, at the same time, try to remember the story.
6. Lead Ss to repeat the story.
7. Ss act the story in groups.
8. Choose some groups to act.
Step 4. Fun time.
1. Ss look at the pictures and read the sentences by themselves, then try to guess how to play the game.
2. Choose some Ss to say.
3. Tell Ss how to play it.
4. Teach Ss to make.
Step 5. Sound time.
T: Just now, the boy is playing a them. Here is a boy, too. Look! What is he doing?(Show Ss the picture of Sound time.)
1. Ss answer the question.
2. Lead Ss to discuss the picture. At the same time, teach the new word: big.
(1). Lead Ss to read it.
(2). Teach Ss to read it.
(3). Lead Ss to guess the meaning of it.
(4). Lead Ss to read the phrase: big books.
3. Teach the new sentence: Bob has two big, big books.
Teach this sentence in the same way.
4. Lead Ss to find the sound of the letter ‘b’.
5. Teach Ss to read /b/.
6. Ss read the words and sentences again.
7. Lead Ss to say the other words what also have the letter ‘b’, and sound /b/.
Homework:
Read the story of Cartoon time, try to repeat it.
板书设计：
Unit 1 In class
(Don’t) Listen to the parrot. rubber
Bob has two big, big books. big
Unit 2 In the library
The first period
一、 教学内容：Story time.
二、 教学目标：
1、使学生能听懂、会说、会运用词汇：library, shout, run, eat, talk, sleep.
2、使学生能听懂、会说、会运用祈使句的否定句：Don’t shout/eat...
3、使学生能正确地连读祈使句的否定句：Don’t …
三、教学重点：
1、使学生能听懂、会说、会运用词汇：library, shout, run, eat, talk, sleep.
2、使学生能听懂、会说、会运用祈使句的否定句：Don’t shout/eat...
四、教学难点：
1、祈使句否定句的运用。
2、动词词汇的发音。
五、教学准备：
单词图片。
六、教学过程：
Step 1. Greeting.
T: Good morning, class.
S: Good morning, …
T: **, it’s hot today. Please open the window.
S: Yes, Mrs Liu.
Step 2. Leading in: Play a game
1. T: (教师出示手偶) Look, this is my friend, Jimmy. Let’s say hello to Jimmy.
Ss: Hello./ Hi, Jimmy.
T: Hello, boy and girls! I’m Jimmy! Let’s play a game, OK?
Ss: OK.
T: Do what I say quickly. Ready?
Ss: Yes.
T: Stand up./ Sit down./ Open the books./ Close the schoolbags...
T: And now listen, when I say “Don’t …”, it means you shouldn’t do what I say.
T: (教师继续操纵手偶说话) Don’t sit down./ Don’t stand up…
2. Have a rest. Tell a story.
T: Today I’ll tell you a story—The hare and the tortoise.
One day, the hare and the tortoise have a race in the forest. Look, this is the hare
and this is the tortoise.“One, two, go!” The hare runs and runs and runs.
T: Now, try to say and do like me: Run, run, run!
Ss: Run, run, run!
T: Yes. Good! But the tortoise can’t run fast. He can only move slowly. So the
other animals shout to him, “Run, run, run!” (出现其他小动物为乌龟加油的画面) Look, the other animals shout. Now, say and do after me: shout,shout！
Ss: Shout, shout, shout!
T: What do they shout?
Ss: Run, run, run!
Step 3.Learn the Story Time.
1. Show a picture of library.
T: Where is it?
S: Library.
(出示课题：In the library) What happened? Let’s watch a cartoon.
T: Look, who is this boy?
S: Liu Tao.
T: Yes, where does Liu Tao meet his friend Yang Ling?
Ss: In the library.
T: Look, Liu Tao shouts to Yang Ling.(故意大声模仿刘涛喊“Hello, Yang Ling!”) Is it good？
Ss: No.
T: So Yang Ling says: Don’t shout！
结合其他场景让学生通过思考说出Don’t drink./ Don’t sleep.等
2. 教师可以把课文中含有Don’t …的句子制成卡片，利用卡片结合课文场景进行教学。如：
T: Now I’ll show you some pictures. Please read the pictures and put the correct sentence in each picture.
T: (指向图一) Liu Tao shouts. What does Yang Ling say?
Ss: Don’t shout.
T: (指向图二) Liu Tao runs. What does Yang Ling say?
Ss: Don’t run.
T: (指向图三) Liu Tao gives Yang Ling a sweet. What does Yang Ling say?
Ss: No, thank you. Don’t eat here.
逐一教学 Don’t talk./ Don’t sleep.
3. Read Story Time together
4. Read in rolls
Step4 Homework.
板书设计：
Unit 1 In the library
shout
eat
run
talk
sleep
The second period
一、 教学内容：Fun Time and Song Time.
二、教学目标：
1、使学生能听懂、会说、会运用词汇：drink .
2、使学生能听懂、会说、会运用句型：Don’t …
3. 能自己动手完成Fun time指令卡片的制作，并能熟练自然地运用本课所学句型，对自己的同桌发出指令。
3、使学生会唱歌曲《Don’t talk, Tom!》。
三、教学重点：
1、library, shout的发音及drink，talk 的正确拼写。
2、句型：Don’t …在正确情景下的运用。
四、教学难点：
祈使句否定的运用。
五、教学准备：
drink的图片和6张卡片。
六、教学过程：
Step 1. Greeting.
T: Good morning, class.
S: Good morning, …
Step 2. Warm up.
1. Read the text together.
2. Read the text in rolls.
3. Act out the text.
Step 3. Revision.
1. Play a game. I say you do: shout, eat, drink…
2. Play another game. I say you do: Don’t eat/ shout…
3. Teach a new word: drink.
Step 4. Fun Time.
1. 复习相关句子
T: OK, now boy and girls. We all know what we shouldn’t do in the library. Can you tell me some of them?
Ss: Don’t shout/ eat/…
2. 示范游戏过程
T: Yes. Good! Now look at the sign in the library.(出示Fun Time 第一个已画好的标识牌) Look, this boy is shouting. So what should we write on the this sign?
Ss: (Don’t ) Shout!
T: Yes. So let me write “shout” here. And now this sign is ready. Now can you also try to make some other signs?
Ss: Yes.
1. 谈论制作的卡片。
T: OK. Now let’s cut them out.(利用投影出示一张图片) What’s on the card?
Ss: Don’t …
2. 小组合作谈论制作好的标示卡片
3. 教师可以鼓励学生把制作好的卡片放在教室相应的地方。
Step4. Song Time
1. T: Look at the picture. This boy wants to sleep. So he says “I want to sleep.”
Ss: I want to sleep.
T: Now you’re the boy. Try to read the lyrics.
Ss:…
2. Learn the song one by one.
3. Learn the song together.
4. Sing and do.
5. Show time.
Homework:
1. Retell the story.
2. Sing the song.
板书设计：
Unit2 In the library
eat
talk
Don’t shout .
drink
run
sleep
The third period
一、教学内容：Cartoon time, Sound time and Checkout time.
二、教学目标：
1、能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，并能结合情境进行表达。
2、能体会字母p在单词中的发音【p】
三、教学重点：
1、能正确理解、朗读Cartoon time中的故事，并能结合情境进行表达。
2. 字母p在单词中的发音【p】
四．教学难点：
能综合运用本单元学到的单词、词组和祈使句，发出指令或按照指令做出正确反应。
五、教学准备：
教学光盘
六、教学过程：
Step 1. Greeting.
T: Good morning/ afternoon, class.
S: Good morning/ afternoon, …
Step 2. Revision and Checkout time.
1. Ss read the story together.
2. Show Ss the pictures of the story one by one, at the same time, ask Ss to repeat the story together.
3. Ss recite the story in groups.
4. Choose some groups to act.
5. Ss recite the story together.
6. Show the PPT of Checkout time.
7. Look at the pictures carefully and write down the answer.
8. Read the sentences together.
Step 3. Cartoon time
1. Show the pictures about Cartoon time. Let the Ss guess: What does Bobby say?
2. Watch the cartoon and answer the question: How many things does Bobby’s cousin?
T: Boys and girls, look, is this Bobby?
Ss: No.
T: This is Bobby’s cousin. He is very happy to see Bobby. Look! He is shouting“Hello!”And look at Bobby. What does Bobby say?
S1: Don’t shout
T: Yes. Look, now he is eating Bobby’s cake and drinking Bobby’s milk. What will Bobby say?
S2: Don’t eat my cake!
S3: Don’t drink my milk!
3. Ss read the story by themselves, then try to find the new words and sentences in the story.
3. Ss says the new words and sentences one by one, at the same time, the teacher write them on the blackboard.
4. Teach Ss to read the new words and sentences. (milk, English, Is this your book?)
5. Follow the tape some times.
6. Ss act in pairs.
7. Show time.
Step 4. Consolidation: Sound time.
1.Say the sentences
T: Well, you did a good job. Let me introduce a new friend to you.
（Show a picture of Paul）He is Paul.
T: What is Paul doing?
Ss: He is walking up and down.
T: Can you read the sentences? Please try.
2.Ss read Sound time by themselves.
3. Follow the tape
4.Read the words
T:How many Ps can you find?
T: Can you read them again?
T：Can you tell me the sound of the letter ‘p’?
Ss: 【p】
T: Let’s try to read like this :p, p, up
T：Can you find some more words like them?
学生列举，教师板书cap, pie, sleep, up, please, parrot…
学生读单词
板书设计：
Unit 1 In class
Unit3. Is this your pencil?
The first period
一、教学内容：Story time
二、教学目标：
1、使学生能听懂、会读、会运用词汇：a pen, a pencil, a pencil case, a rubber.
2、使学生能听懂、会读、会运用句型：Is this a/an/your …? 及其答句：Yes, it is./ No, it isn’t.
3、使学生能听懂、会读句型：This isn’t your/my …
4、使学生能初步理解并朗读Story time中的故事。
三、教学重点：
1、使学生能听懂、会读、会运用词汇：a pen, a pencil, a pencil case, a rubber.
2、使学生能听懂、会读、会运用句型：Is this a/an/your …? 及其答句：Yes, it is./ No, it isn’t.
四、教学难点：
句型Is this a/an/your …?中“Is this”的发音学生会比较困难。同时，“a, an”和“your”的用法学生也可能会混淆。
五、教学准备：
橡皮、钢笔、铅笔、文具盒的图片各一张; Mike的铅笔图片一张; Story time的光盘; 歌曲What’s this? ;装有铅笔的文具盒一个。
六、教学过程：
Step 1. Warming-up.
Sing a song: What’s this?
Ss sing the song together.
Step 2. Leading in.
T: Listen! What’s this?
1. Teacher shakes the pencil case, then ask Ss to guess.
T: Is this a rubber? Is this a pen? Is this a pencil? Is this a pencil case? (Show Ss the pictures of them at the same time.)
Step 3. Teaching the new words: pen, pencil, pencil case.
1. Teach the new word: pen
(1). Show Ss the card of a pen.
(2). Lead Ss try to read it.
(3). Teach Ss to read it some times.
(4). Ss practice in pairs.
(5). Choose some Ss to read it one by one.
2. Teach the new words ‘pencil’, ‘pencil case’ in the same way.
Step 4. Teaching the sentence: Is this a/an …?
1. Teacher writes it on the blackboard.
2. Lead Ss to read it by themselves.
3. Teach Ss to read it.
4. Ss practice it in pairs.
Step 5. Practice the two words and sentence.
Going on playing the guessing game:
Ss guess what’s in the pencil case one by one. (At the same time, teacher gives the answer: Yes, it is./ No, it isn’t.)
Step 6. Teaching the answer: Yes, it is. /No, it isn’t.
T: Look! Is this a …?(After the game, teacher shows Ss the things in the pencil case.)
1. Lead Ss to answer the question with ‘Yes, it is./ No, it isn’t.’
2. Show Ss the two sentences on the blackboard.
3. Lead Ss to read them.
4. Teach Ss to read them.
5. Ss read all the dialogue together.
Step 7. Practice the dialogue.
Play the second guessing game: Choose three students to back to the others, then show the others the picture of Mike’s pencil. Lead the other students to ask the question: What’s this? Guess!
S1: Is this a/an …?
Others: Yes, it is. /No, it isn’t.
Step 8. Teaching the dialogue: -Is this your …?
-Yes, it is./ No, it isn’t.
1. Show Ss the picture of Mike’s pencil, then ask Ss like this: Is this your pencil?
2. Choose Ss to ask and answer one by one.
Step 9. Learning the story in the Story time.
T: Oh. This isn’t your pencil.
1. Teach the sentence: This isn’t your …
(1). Teacher writes it on the blackboard.
(2). Lead Ss to read it.
(3). Teach Ss to read it.
(4). Lead Ss to know the meaning of it.
T: This isn’t your pencil. Whose is it?
2. Watch the cartoon, then answer the question.
3. Read the book, then answer: What happened?
Lead Ss to read all the story with this question.
Mike can’t find his pencil.→Ss help him looking for the pencil. → Mike found his pencil. →Ss ask questions about the pencil.
4. Lead Ss to retell all the story.
5. Read the story after the computer.
6. Ss read the story in groups.
7. Ss read the story together.
Step10 Homework:
1. Read the story, try to retell it.
2. Read the new words, try to recite them.
板书设计：
Unit 3. Is this your pencil?
rubber pen pencil pencil case
-Is this a/an …?
-Yes, it is. /No, it isn’t.
-Is this your/my …?
This isn’t my pencil.
=is not.
The second period
一、教学内容： Cartoon time, Fun time
二、教学目标：
1、使学生能听懂、会读、会运用词汇：a school bag, a crayon, a ruler.
2、使学生能会写词汇：a pen, a pencil, a ruler.
3、使学生能熟练使用句型：Is this/that a/an/my/your …? Yes, it is./ No, it isn’t. This/That isn’t my …
4、使学生能熟练复述Story time中的故事。
5. 能初步听懂、会说、会运用句型where’s…?
6. 能读懂动画中的幽默之处。
三、教学重难点：
1、使学生能听懂、会读、会运用词汇：a school bag, a crayon, a ruler.
2、使学生能会写词汇：a pen, a pencil, a ruler.
3、使学生能熟练使用句型：Is this/that a/an/my/your …? Yes, it is./ No, it isn’t. This/That isn’t my …
4. 能读懂动画中的幽默之处。
四、教学难点：
1、使学生能会写词汇：a pen, a pencil, a ruler.
2、使学生能熟练使用句型：Is this/that a/an/my/your …? Yes, it is./ No, it isn’t. This/That isn’t my …
3. 能初步听懂、会说、会运用句型 where’s…?
五、教学准备：
钢笔、铅笔、橡皮、文具盒、书包、蜡笔、尺的图片各一张；一个包；一把尺；歌曲What’s this?；
六、教学过程：
Step 1. Warming-up.
1.Sing the song: What’s this?
2. Greeting and free talk
T: Good morning, class.
Ss: Good morning, Miss Li.
T: Hello/Hi!/ How are you?
S: Hello/Hi/ Fine, thank you.
T: What’s this/that?(手指着学生的文具）
S:It’s a pen, pencil, crayon, ruler, rubber, pencil case...
T: Is this your/ his/ her...?
S: Yes it is/ No, it isn’t.
Step 2. Revision- story time
1. Game time
a. Guess time
T: Look, I have a new schoolbag. Please guess, What’s in it? 请一位内容掌握的较好的同学到前面掏，让同学们猜他摸到的，回答正确的小组加分。
Ss: Is that a pen, ...?
S1: No, it isn’t.
Ss: Is that a ...?
S1: Yes, it is.
事先把个别学生的文具也放进书包里，猜正确后，进行插入式问答。
T: This isn’t my pencil case. Is this your...?
S2: Yes, it is./ No, it isn’t.
T: Here you are.
S2: Thank you.
b. Magic eyes
T: Now, let’s play another game.-magic eyes.（快速闪现图片）
S: pen, pencil...
c. Spell time
呈现所有文具在一起的图片和相应的词汇，练习拼读。
2. Review story time
T: Mike’s friends are very helpful. They look for his pencil for Mike.Let’s read the story time.
1）read after the tape
2）act out
T: Yang Ling is very nice. I hope everyone can be helpful to your classmates.
Step3 Cartoon time
T: Look! What’s this in English?
呈现图片-午餐盒
a. Watch the cartoon and answer the question.
S: It’s a lunch box.
教授lunch box
b. Watch the cartoon again and answer the questions.
1) What’s the meaning of “Where”?
A. 什么 B. 哪里 C 为什么
2) Where’s Sam’s lunch box?
A. It’s over there. B. It’s here.
3) What’s in Sam’s lunch box?
A. pies B. Bobby C. cakes
4) Will Bobby eat cake?
A. Yes B. No
T: Bobby doesn’t want the cake. Why?
S: ...
c. Watch the cartoon again and repeat the sentences:
d. Show time
Step4 Consolidation
Fun time
T: Let’s play a game in a group. A student closes his/her eyes and guess.Open your books on Page 20.
Step5 Homework
1. Recite story time
2. Read cartoon time
3. Recite new words and write 2+1
板书：
Unit 3 Is this your pencil?
Is this/that ...? luch box
Yes, it is Where’s ...?
No, it isn’t. It’s over there.
The third period
一、 教学内容：Sound time, Checkout time
二、教学目标：
1.能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil? Yes, it is. No, it isn’t.
2.能听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case, lunch box
3. 能掌握字母r在单词中的发音。
4. 拓展单词has和have, 学生能初步听懂和读懂小诗。
三、教学重难点
1. 拓展单词has, 学生能初步听懂和读懂小诗。
2. 拓展have让学生初步理解和has的区别
四、教学过程
Step1.Warming up
1. Sing a song
T: Let’s listen to a song-- “Pen and pencil”
2. Greeting and free talk
T: Hello, boys and girls.
Ss: Hello, Miss Li.
T: How are you, xxx.
S: Fine, thank you. And you?
T: I’m fine, thanks.
T: Look at my new ruler/pen...（拿出提前准备的文具）
S1: It’s nice/great. /How nice/Great.
T: What colour is my ruler/pen...?
S1: It’s ...
T: Oh, is that your ruler?(手指那位同学的文具）
S1: Yes, it is.
T: Your ruler is nice, too.
S1: Thank you.
T: Look at his/her...
S2:...
Step2 Review words and cartoon time
1. Make a dialogue
T: Now, open your schoolbag and pencil case, talk about your stationaries with your friend.
模仿刚才师生对话，生生进行对话交流。
Show the dialogue.
2. Game time
T: Good! You have so nice stationaries. Let me see your nice stationaries. Put it up quickly when i say the stationary.老师说文具类英语单词，学生迅速反应并把相关文具举高。
1. Review cartoon time
T: What’s this? 呈现饭盒
Ss: It’s a lunch box.
T: Where’s Sam’s lunch box and what’s in it？ S: ...
T: OK. Let’s review the cartoon time.
a. Read after tape.
b. Act out
Step3 Sound time
T：You did well. Look! It’s a robot.
1. 图片下方出示robot.
T: What colour is this robot?
Ss: It’s red.
2. robot 前 呈现red
我们还学了哪些单词带r字母的呢？
Ss: ruler rubber run…
1. 教授字母r的发音
出示r：ruler rubber run…
跟读单词
2. 学单词have 和has
T: I have a nice robot Do you have?
出示have 跟读，开火车读
T: Yes. He has a robot, too.
出示has 跟读， 开火车读
*Learning tip: 两者意思是相同的，都表示有，但have用于第一人称（I, we)，第二人称(you), 及第三人称复数（they）或复数名词；has用于第三人称单数（he, she, it)或单数名词。
3. Study the sentence
T: My robot has some stationaries. What are they?
a. Listen and answer
Read after it.
Step4 Checkout time
1. T: Great. Now, let’s do exercise.Open your books and turn to page 23. Read and write.
2.完成23页的练习, 核对答案。
Step5 Homework
1. Recite Cartoon time.
2. Read Sound time
3. Recite new words and write 2+1
板书：
Unit 3 Is this your pencil?
r：r：ruler rubber run
have 有 I/you/复数名词+ have
has 有 she/he/it/单数名词+ has
The fourth period
一、教学内容：Rhyme time, Ticking time
二、教学目标：
1. 熟练掌握文具类单词。
2. 熟练掌握：This isn’t my pencil. Is this /that your pencil? Yes, it is. No, it isn’t.
3. 学生能会唱本单元歌谣《A ruler》。
5. 能初步理解单词floor和介词on, beside，读懂歌词的含义。
三、教学重难点
1. 学生能会唱本单元歌谣《A ruler》。
2.能初步理解单词floor和介词on, beside，读懂歌词的含义。
四、教学内容
Step1.Warming up
1. Greeting
T：Class begins!
Ss：Stand up!
T: Good morning, class.
Ss: Good morning, Miss Li.
T: Sit down, please.
2. Sing a song---”Pen and pencil”
Sing the song together
Step2 Revision
1. Play a game
T: Show me your nice stationaries. Listen carefully and put up the stationary what I said. Are you ready? You have a black pen.
2. Review Sound Time
a. T: Boys and girls, let’s read Sound time with the tape.
回顾r的发音和规律，练习读句子。
a. T: Now, read in a group.
Step3 Rhyme time
1. 听歌曲
T: Now, let’s enjoy a rhyme.
2. 教授歌曲
出示图片，介绍人物
T: What can you see in this picture?
S: I can see a girl and a man. A door, a ruler...
T: Yes. This is Mr Fuller.
Read Mr Fuller with teacher.
Compare with ruler.
T: Where’s ruler?
呈现floor 和door
出示 It’s on the floor, 在...上面
Just beside the door.
在...旁边
Learning tip：just 就，就是，有加强语气的作用。
T: Ok. Let’s learn this rhyme now. Its name is A ruler.
出示歌名
出示歌词
1. 逐句跟唱 齐唱
Step4 Consolidation
1. 复习单词
T：We have learnt these words, let’s read together and spell it. 出示所学单词
2. 复习课文
T：Now, let’s read story time and cartoon time together.
3. Do exercises
T: Open your exercise book. 完成补充习题的练习
Step5 Ticking time
T: Open your book on P23 and tick it.
老师引导学生完成。
Step5 Homework
1. Say the Rhyme time
2. Finish the exercises
板书：
Unit 3 Is this your pencil?
Fuller ruler
floor door
on beside
just
Unit 4 Where's the bird?
The first period
一、教学内容
Story time Song time
二、教学目标
1、培养学生良好的学习习惯和学习方法。
2、培养学生在一定的语境中运用所学语言进行交际的能力。
认知目标：使学生能在日常生活中了解并运用句型Where's…及其应答语It's ……并知道How beautiful!表达赞美、感叹之意,同时还要掌握方位词under、on、in、behind以及几个名词a desk ，a chair，a bird。通过句型的深入使学生更为熟悉和灵活运用语言，使之成为自己的语言。
三、教学重点
能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
四、教学难点
能初步运用本课所学的词汇和日常用语谈论物品的位置。
五、教学准备：
图字卡、自制的动物图片。
六、教学过程
Step1 Warm-up
1.Sing a song 'Colour song'
2.Greetings : Good morning /afternoon /How are you ?Look at my skirt!How nice!(How beautiful!)
(通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。)
Step2 Presentation and practice .
1．Story time
T: Boys and girls .Look!The beautiful cap is flying!Where is it now?
S:It's on the sofa. /It's on the TV. /It's in the box. /It's on the bed.
T: Can the cap fly?Why?Oh,the bird is under the cap.(教授under、bird)
(以一个漂亮的帽子一会飞这一会飞那的有趣场景复习旧知并同时引出新知。帽子为什么会飞呢？原来帽子下面是只小鸟。要注意读单词的时候语音语调要到位，尤其这个bird是长音。这一部分是让学生在复习的基础上，回顾where's…?It's…这个句型。通过这种方式便于学生的理解和运用,为下文打下伏笔。)
T：The bird is flying.Where is it flying?
(通过设置来调节一下课堂氛围，正好借此过度到课文story time，这样不仅调动了学生学习的积极性，而且还给了学生有个喘息的机会，这样他们才会有更加充沛的精力投入到接下来的学习中去。)
T:Look，the bird is in our classroom now. Where is it?
A:Here are 3 questions:1 The first time,where is the bird? 2 The second time,where is the bird?3 The third time,where is the bird?4 The fourth time,where is the bird?
Watch the cartoon then answer them.
B:T:Read and find
Summary:How do we ask the location?(怎样向别人问地点？）
How to answer?(怎样回答？）
C：T:Read after the cartoon（跟读）
D：T:Let's act !（表演）
Good
Great
Excellent
(通过看动画，提高学生对英语篇章的理解，一层一层剖析课文，符合学生认知的过程。在学习中，予以评价，予以竞争，给学生提供平等的说英语的机会，这样既创造了自然和谐、积极活跃的课堂气氛，又促进了交际活动的展开，激发其进一步追求的欲望。)
Step3:Consolidation
T：Why the bird in our classroom,because it has no home.Here are three tasks.If you pass task one, you can get one tree , If you pass task two, you can get two trees , If you pass task three, you can get three trees then you can plant them for birds..
Task 1:Magic eyes
Task 2:I'm a beautiful bird.
Task3：Hide and seek
After the tasks, show: http://v.youku.com/v_show/id_XNDQzMTY4Mjc2.html（看视频）
Love birds is everyone's responsibility
爱护鸟类人人有责
（通过闯3关让学生来操练新句型，由易到难，每一关所得到的奖励是不同：第一关一棵树，第二关两棵树，第三关三棵树，让学生有了挑战性，有了竞争心理。第二关创设"我是一只鸟"这个情境，让学生在游戏中、在情境中表演，这样学生容易进入角色。第三关为了让学生在生活实际中活用语言，我设计了捉迷藏这个环节，通过问句引导学生结合实际，联系生活进行自由表达，既复习旧知，又为以后的教学打下铺垫。我们所有的闯关，我们所有的努力都是为了鸟，在这有声有色的动感画面中，学生的注意力被吸引，求知欲被激发，更为重要的感情得到升华。）
Homework：
1.Read the 'Story time'4 times,imitate the pronunciation and the innovation.
2.Helping our friends-birds.
（将课内的学习延伸到课外，维持学生的学习兴趣，同时让同学们学会保护鸟类，爱护环境。）
六、板书设计
Unit 4 Where's the bird?
It's under the desk
behind the desk
on the chair
in the desk
It's not here.
七、教学反思
The second period
一、教学内容
Cartoon Time
二、教学目标
1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
2. 能对照Ticking time的三个目标进行客观的自我评价。
3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。
4. 能初步把自己表达的内容在老师的帮助下写下来。
三、教学重点
能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
四、教学难点
能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
五、教学准备：
挂图，卡片，录音机
六、教学过程
Step 1 Warm up
Hide-and-seek
T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
T: Boys and girls, today let's play a game. It's called hide-and-seek.
(PPT显示游戏名和使用的句子)
T: Who wants to hide first?
(挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师)
Step 2 Cartoon time
1. Watch the cartoon
T: Boys and girls, do you like this game?
S: Yes.
T: Well, we have two friends. They like this game, too. (PPT显示cartoon time P1) Look, who are they?
S: They are Bobby and Sam.
T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right? So where is Bobby? Let's watch the cartoon.
(播放动画)
T: (停在最后一个画面) So where is Bobby now?
S: It's on the table.
T: Who wins? 谁赢了呢？
S: Sam.
2. Read and say
T: Yes. Sam wins. Now please open your books and read this story. It's on your book,
Page … When you are reading, try to remember what they say. (阅读cartoon time部分，记一记每一幅图中的对话)
(学生阅读Cartoon time)
T: Now close your books. (PPT逐图显示) Who can be Sam/Bobby?
S1: One, two, three …
S2: Where's Bobby?
S3: Ah, he's behind the door. (指导兴奋的语气)
S4: OH, it's not Bobby. (指导失望的语气)
S5: Where's he?
S6: Wow! A cake! (指导兴奋的语气)
S7: Ha! Ha! Here you are, Bobby! (指导得意的语气)
T: Now read the story in pairs. (注意语气哦！)
3. Do the dubbing
T: Now can you dub for the whole story together? 你们能为这个故事配音吗？
S: Yes.
(动画角色扮演Sam配音)
4. Act the dialogue
T: Sam wins. So, it's Bobby's turn to seek Sam. What happens now? Can you imagine their words and act it out?
(PPT显示连环画，学生为连环画配话并汇报)
Step 3 Task
1. Talk about the things in the classroom
T: Boys and girls, you've learnt very well in Unit 4. Let's see if you can use them very well. It's time to talk about some real things, like the things in this classroom.
T: What can you see here?
S: …
T: Well, let's talk about the things her, OK? Here's what you can say. (PPT显示句子)
(小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句)
2. Write about the things in the classroom
T: Now it's time to write about the things in the classroom. Here I have three examples. Try to finish them now.
T: Now it's your turn to write. If you need any help, just put up your hands, and I will help you with the spelling. 在写句子时有拼写问题需要老师帮助的，请举手！
(三个学生在黑板上写句子，并读出来展示)
Step4 In-class Exercise
抄写本单元重点词组，句型
Step5 Homework
1. 读Cartoon time对话5遍。
2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
六、板书设计
Unit 4 Where's the bird?
七、教学反思
The Third Period
一、教学内容
Fun time Sound time
二、教学目标
1. 能熟练运用句型Where's …? It's on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
3. 能体会字母d的发音[d]。
三、教学重点
能通过游戏进一步正确运用介词on，in，under，behind
四、教学难点
能体会字母d的发音[d]。
五、教学过程
Step 1 Revision
1. Sing the song
T: Hello, boys and girls.
S: Hello, May.
T: (出示第一课时中的小鸟) Do you remember this little bird?
S: Yes.
T: Let's sing the song "Where is the bird?"
(播放歌曲，学生唱)
2. Change the lyrics
T: We know the little birds are in the tree. Now can you change your words according to my picture? 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段)
T: Where, where, where's the bird? It's under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this? Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups .
S: (集体反馈唱歌3段)
3. Review the story
T: Great! Now can you dub for the story? 你们能来给课文动画配音吗？
S: (集体给课文动画配音)
Step 2 Fun time
1. Review the words
T: OK. Now after the text, let's review some of the new words. Can you read them? (PPT出示4个介词)
S: On, in, under, behind.
T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me.
S: Use games to help remember words. Here's the Chinese meaning.
T: Boys and girls, do you like games?
S: Yes.
2. Play the game
T: Great! Then let's play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图)
Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box.
T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try?
(一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜)
Ss: Where is the pencil?
S1: Is it in/on/under/behind the pencil box?
Ss: Yes./No.
T: Good. And now let's change this game a little bit. Look, what's this? (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)
S: It's a book/school bag/ pencil box/pencil.
T: And now let's play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)
T: Now open your eyes.
S: Is it …?
T: Yes./No.
3. T: Now play this game in your groups. Remember to say--(再次提示黑板板书)
(学生在小组内玩此游戏)
Step 3 Sound Time
1. Say the sentences
T: Good! It seems you play the games very well. And we have three more words in this unit, and that is--(PPT出示3个单词)
Ss: Desk, chair and bird.
T: Good. And look, the bird is flying away. Where is it now? (PPT显示Sound time图) Oh, it's here.
T: Look, the boy is saying something. Can you try to read?
S: Bird, bird, don't fly away. (PPT显示fly away的中文意思)
T: Good! And can you read this? Read in pairs.
S: Bird, bird, don't fly away, stand on my desk and be my friend, OK?
T: Can you tell us the Chinese meaning?
S: …
2. Read the words
T: How many Ds can you find? 在这句话中你能找到几个含有字母D的单词？
S: Seven.
T: Can you read them all again?
S: 再读7个单词 (学stand的意思)
T: Now can you tell us the sound of the letter "d"?
S: [d].
T: Good! Now read them like this: d, d, desk, d, d, stand …
(学生读单词)
T: Can you find more words like them? Discuss in your groups now.
S: (学生列举，教师板书)
T: Yes. And here are some words with the sound [d], can you read them? (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence? 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.
(学生讨论，反馈)
Step 4 Task
T: Look, this is another beautiful bird. Whose bird is this? 你们知道她的主人是谁吗？
S: No.
T: Well, if you want to know, you'll have to find four things in a room. (PPT显示要找的东西的单词)
S: Milk, egg, ice cream and key.
T: Yes. Please remember to use "Where's …? It's…" (PPT显示图) Work in pairs, please.
S: Where is the milk? S: It's on the desk.
S: Where is the ice cream? S: It's behind the car.
S: Where is the key? S: It's under the table.
S: Where is the egg? S: It's on the chair.
(教师根据学生回答，点出相关物品的位置)
T: Look! Who is her master?
S: Mike.
T: Well done. You did a good job.
Step5 In-class Exercise
一、小小记忆员（四会单词）
二、小小翻译家（重点词组）
Step6 Homework
1. 读Fun time对话，听磁带复习Sound time。
2. 模仿Fun time用Where is …? It's … 的句子来做一做游戏
3. 自己设计不同的游戏复习学过的单词。
(课堂练习)
六、板书设计
Unit 4 Where's the bird? [d]
Where's the pencil? 含有[d]发音的单词
It's in/on/under/behind…
七、教学反思
The Fourth Period
一、教学内容
Song time Ticking time
二、教学目标
1.进一步掌握本单元和之前学过的动作类的单词
2.进一步掌握本单元的句型Don't…以及回答I'm sorry.
3.进一步掌握否定句中not的使用方法
4.能会唱本单元的歌曲《Don't talk , Tom!》
5.能初步理解want to= would like to, 并且初步会使用。
三、教学重点
1.进一步掌握本单元的句型Don't…以及回答I'm sorry.
2.进一步掌握否定句中not的使用方法
3.能初步理解want to= would like to, 并且初步会使用。
四、教学难点
1.进一步掌握否定句中not的使用方法
2.能会唱本单元的歌曲《Don't talk , Tom!》
3.能初步理解want to= would like to, 并且初步会使用。
五、教学过程
Step1 Greeting
1.Greeting
T:Good morning / afternoon, class.
S: Good morning / afternoon, Miss Liu.
2.Sing songs and say rhymes
Step2 Revision
1.Free talk
下课的时候要求学生把自己的物品藏起来，在这个环节就需要work in pairs.
教师示范：
T: Where's my…?
S: Is it in/ on/ under/ behind/ over…
T: Yes, it is./ No, it isn't.
2.Play a game-----Lucky star
PPT出示，让学生根据幸运星后的要求完成，并且可以获得奖励。
幸运星1 请唱本单元的歌曲Where' s a bird?
幸运星2 当你想告诉朋友一只蓝色的鸟在树上，你应该怎么说：
幸运星3 有感情地模仿Story time 中的对话表演，可以邀请自己的好朋友。
幸运星4 请表演6种动物
幸运星5 你想问你的妈妈你的漂亮的夹克衫在哪里，你应该怎么问：
幸运星6 有感情地模仿Catroon time 中的对话表演，可以邀请自己的好朋友
幸运星7 请说出六个有字母Dd的单词，并且要求Dd的发音是[d]
幸运星8 请唱一首歌曲中有家庭的歌曲
幸运星9 请表演六个动作
Step 3 Checkout time
A.Listen and draw
让学生先听，再说，然后画，最后按照画把句子写下来
1.The ruler is on the chair.
2.The sweet is in the desk.
3.The rubber is under the chair.
4.The bird is on the desk.
B.Ask and answer
让学生先观察图片，然后Work in pairs
A:Where's the…?
B: It's …
Where's the pencil?
It's in the pencil case.
Where's the crayon?
It's on the desk.
Step4 Exercise book
A．Listen and circle
先让学生观察图片，说句子，然后再听，最后复述所听到的内容
B．Listen and tick
看选项说文具，然后再做题
C．Look and judge
D.Look and write
注意书写习惯的培养
Step5 Ticking time
让学生根据自己的实际情况打钩，可以看自己练习的完成情况。
Step6 Homework
Finish the exercises
六、板书设计
Unit4 Where's the bird
Where's the…?
It's …
七、教学反思
Unit5 How old are you?
The first period
一、教学内容： Story time
二、教学目标：
Knowledge aims:
Students are able to count from one to ten
Students are able to ask and answer questions about age.
Ss can understand and read the dialogue. Encourage them act it out without books.
Ability aims:
Students should be able to use the sentence structures “How old are you? I’m…”“Here you are. ”“ How lovely!” properly.
Emotional aims:
Ss are able to express their favorite toys according to ages.
三、教学重点
Ss can understand and read the dialogue. Try to recite it and act it out without books.
四、教学难点
Ss can use the words and sentences to communicate with others and know how to praise.
五、教学用具
PPT, Cards, toys
六、教学过程
Step 1 Warming up
Greeting
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Jessie.
T: Welcome to my English class. (带读welcome to)
Step 2 Presentation
1. Free talk
T: Hello, XXX. Look at my coat/jacket/….
S: How nice!
T: Thank you. What colour is it ?
S: It’s ···
T: Hello, XXX. What’s this ?
S: It’s a ···
T: Is this your pencil/pencil case/···?
S: Yes, it is.
T: How lovely!
Teach: lovely -----How lovely!
(询问2-3名学生，教学How lovely! 并解释中文意思)
2. Song time
T: Next, let’s sing a lovely song < Ten little Indian boys> , OK?
Ss: OK.
3. Number time
T: How many Indian boys are there in the song ?
Ss: Ten.
T: Yes. There are ten boys in the song. (教学ten)
T: Now can you count from one to ten ?
Ss: one, two, three, four, five, six, seven, eight, nine, ten.
（边做手势边带读这些单词，关注学生three, five, six, seven, nine的读音）
(准备一些小贴纸或玩具，用上Here you are./ This is for you.奖给回答问题的学生)
4. Talking time
T: You are so great. Now look at the Indian boy again. Do you want to know something about him? You can ask him some questions.
Ss自由发挥（PPT呈现Name和Age,让学生对着屏幕的图片问）
S1：What’s your name? (播放录音I’m Bob.)
S2: How old are you? (播放录音I’m Ten.)
Ss read “I’m ten.”
T: Bob is ten. What about you? How old are you?
S: I’m ten.
T: Oh, I see.
Teach: How old are you? Ss 开火车——齐读
T: Hello, XX.
S: Hello, Miss Fan.
T: How old are you?
S: I’m nine/ ten. How old are you?
T: Shh. It’s a secret. You can ask your partner” How old are you?” (渗透文化常识)
S1: How old are you? (请一个学生问另一个学生)
S2: I’m nine/ ten.
T: OK, please work in pairs like this. （Ss work in pairs.）
Step 3 Story time
1.Watch and answer
T: Boys and girls, you know some of your classmates’ ages. Do you know how old they are? Look at the picture, who are they?
Ss: Mike, Helen, Tim. (黑板贴人物)
T: You did a good job, please watch the cartoon and find the answer “How old is Mike/ Helen/ Tim?” OK?
T: Mike is ···. S: Nine.
Helen is ···. Eight
Tim is ···. Two ( 将相应的数字贴到黑板上)
T: where are they? Let’s watch the cartoon again, and then answer these questions, OK?
Ss watch and answer.
Q1. Where are they?
由Q1 引出 toy museum 玩具博物馆 （Ss read）
Teach: Welcome to toy museum. 欢迎来到玩具博物馆。
T: Let’s read together: Welcome to toy museum.
Q2. What does the worker say?
由Q2 引出 Here you are. 给你。 Here you are. =This is for you.
2. Read and match
T: Boys and girls, there are many toys in the toy museum. Do you know which toy is for Mike, which is for Helen, which is for Tim? Now let’s read and match, OK? (学生打开书本自己读)
Ss: OK.
(PPT连线配对) 建议此处可以让学生重点练习句子This is for you.
3. Read the story
T: Let’s read the story together, OK? (出第一幅图) Picture1. Let’s read it together.
S1&S2: …
T: (出示小提示：注意读出故事中人物的情绪) Let’s try again.
How lovely! (出中文意思，读lovely和How lovely!)
T: And Picture 2, How old are you, Mike? (让学生扮成Mike 回答)
S: I’m nine.
T: Great!
Now who can read this? (PPT中出现对话)
S1: How old are you?
S2: I’m nine.
(继续每一幅图逐图教学跟读)
T: OK. Now we have read the story together. Now open your books, turn to Page 32, and read the story by yourselves. (请打开书，同桌合作读一读全文)
4. Look and think
T: Boys and girls, after reading the story, do you have any questions about this story? Oh, I have a question. Why is the robot for Mike, not for Tim? Why is the panda for Tim, not for Helen? Now let’s read the dialogue together, and then help me to solve the problem, OK?
Why is the robot for Mike, not for Tim?
Why is the panda for Tim, not for Helen?
Ss read together.
T: OK, now, can you tell me the reason? You can look at the picture carefully.
S讨论回答。
(PPT呈现，圈出Ages: 2-5, Ages: 6-10 顺带介绍相关Toy museum基本知识，也可让学生课后网上搜索相关toy museum的资料)
Step 4 Ticking time& Checkout time
1.Self assessment
T: Boys and girls, I think you did a good job just now. Let’s check it out. Look! (PPT显示2个目标及中文)
S: I can count from one to ten.
S: I can ask and answer questions about age.
T: You can see the Chinese meaning here. So now it’s your ticking time. Please open your books and turn to Page 37 and tick it.
T: Finished? Who gets three stars?
(部分学生举手)
（用卡片或者手势检验几个学生.）
T: And the second one, who gets three stars?
Well, can you ask and answer questions about age?
(检验几个学生)
2. Look and say
Now it’s checkout time. 让我们通过练习来检查自己是否真的达到了目标。
PPT呈现P37的图片，让学生先角色扮演。
(最后利用课件进行听，教学What about you?并进行反馈)
Step5 Homework
1. Listen to the tape and repeat 3 times.
3.Copy the words and try to keep them in mind.
Unit5 How old are you?
Mike nine robot
toy museum Helen eight dog
Tim two panda
How old are you?
I’m…
What about you?
I’m…
七、教学反思：
The second period
一、教学内容：Cartoon time Fun time
二、教学目标：
Knowledge aims:
1. By the end of the lesson, Ss are able to read and recognize the word: wish.
And these sentences: What a…… Make a wish. It’s time for……
2. Ss are able to read the Cartoon time. And try to recite it then act it out.
Ability aims:
By the end of the lesson, Ss can understand and use the sentence pattern: What a…… Make a wish. It’s time for……
Ss are able to talk about birthday wishes.
Emotional aims:
To help Ss cultivate and foster their abilities of working in group.
To foster Ss’ creativeness and imagination.
三、教学重点
1. The words and phrases: wish, make a wish .
2. Recite and act the Cartoon time out.
四、教学难点
1. Use the sentence pattern: What a …… It’s time for. Especially the usage of preposition “for”.
五、教学过程：
Step1. Free talk and motivation
Free talk
T: Good morning / afternoon boys and girls.
How are you today?
S: I’m fine. / I’m not so good.
T: How old are you?
S: I’m…X k B 1 . c o m
2. Review the numbers
PPT shows some special numbers, ask the Ss to read
（PPT: 110, 119, 电话号码，车牌号等）
3．Brain storm
Put some number cards on the blackboard, and then ask some students come to the front.
(将数字卡片贴在黑板上，请两名同学上台比赛，老师报数字，学生找到拿下来)
在游戏中相机教授 You are right /out此处建议：也可以让全班同学都参加，改成“听数字，做手势”的游戏，让几个眼睛尖的学生做小老师，学习使用You are right /out .
.
4. Fun time (课前布置孩子完成数字卡片)
T: Let’s play a game. I’ll give you a number, and then you tell me the number after it and before it. Don’t forget to lift up your number cards.
T: Nine.
Ss: eight and ten(一边说一边举牌)
小组合作：小组内完成游戏
Step 2 Presentation
T：Are you happy? I’m happy because the game is funny.
Sam is happy, too. Why?
Show the picture.——He’s having a birthday party.
T：let’s count together and say “ Happy birthday!” to Sam, ok?
S: Ok!
T: Let’s count together: 10, 9,…1 “ Happy birthday, Sam!
T: Look, it’s Sam’s birthday cake, and I think it is nice, right?
S: Yes.
T: So we can say like this: What a nice cake!
d( Teaching “ What a……” and practice)
Watch and answer: Look, this is Sam. How old is he?
学生观看动画：He’s two.
T：It’s Sam’s birthday, he makes a wish.
新授 Make a wish.
T: What is Sam’s wish? Please read and try to find out.
学生开展小组内阅读，理解情节并领会幽默之处。
出示图4 和图5; I want a _______ .
I want a _______.
继续出示 I want …
T: Sam wants so many things. BobbyBut look at the candles!
is very hungry. So let’s see what did Bobby say?
S: It’s time for……
出示Bobby 的表情,指导朗读：It’s time for the cake.
Read after the tape.
在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句。
领会幽默之处：Bobby is hungry. But Sam makes a lot of wishes.
Act in roles.
Step 3 Consolidation
T: Sam had a good time at his birthday party.
How old are you? What do you want?
Please make a new dialogue with your friends.
Key sentences:
Happy birthday!
How old are you?
Make a wish!
I want a …
It’s time for the cake.
Step4. Homework
1. Read after the tape and try to imitate.
2. Try to act with your friends.
六、教学反思：
The third period
一、教学内容： Sound time Rhyme time
二、教学目标：
1. 能听懂、会说、准确发字母s在单词中的读音。
2. 能诵读歌谣Don’t be late again..
3. 能熟练运用本单元学习的语句谈论年龄、说出物体的数量。
三、教学重点、难点：字母s在单词中的读音
四、教学准备：
1.多媒体、录音磁带
2.把前几单元学过的数字、物体、介词等单词卡片打乱顺序贴在黑板上。
五、教学过程：
Step1. Greetings
Step2. Free talk
T: Hello, . . . How old are you?
S: I’m . . .
T: Is this your . . .?
S: Yes, it is.
T: What a nice . . .
S: Thank you.
. . . . . .
Step3 Play a game Run and touch
教师向学生说明游戏规则：When you hear a word/ letter, run up and touch it.
请两名学生到黑板前，站在离黑板大约五六步，听老师说卡片上的单词，迅速到黑板上触摸相应的卡片，最快且正确的获一分，总分最多者胜。
尽可能多请几组学生上台游戏。
Step4 Review
T: How old is Sam?
S: He is two.
T: Let’s watch the cartoon again.
播放Cartoon time动画画面，请学生给动画配音。
E. Sound time
1.出示单词seven, sister, six, sorry, this,请学生读，教师再示范读，引导学生体会字母s在这些单词中读音。
2.指导学生有节奏地朗读句子Six, seven, six, seven,
Turn round and round.
Six, seven, six, seven,
Don’t fall to the ground.
3.绕口令读上面的句子，看谁读得又快又准。
4.请学生试读：class, stand, sit, sleep.
Step5 Rhyme time
1.出示Rhyme time图片，引导学生看图。
2.师生根据图片编对话
（请一名学生站到门外敲门）
T: Open the door, please. S2.
S2: OK.
T: Come in, please. Close the door, S1.
S1: Yes.
T: Time for class, but you’re late.
S1: I’m sorry, Mr. / Miss. . .
T: Don’t be late again.
S1: Yes, Mr. / Miss. . .
3.引导学生理解句子Time for class. Don’t be late again. 并领读。
4.指导学生有节奏朗读歌谣。
Step6 Homework
1. 听录音跟读Rhyme time、Sound time
2. 默写四会单词。
六、教学反思：
Unit 6 What time is it?
The first period
一、教学内容: Story time
二、教学目标:
1. 能初步感知、体验单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK,
eleven, twelve.，并理解单词的意思；
1. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up.
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4 能初步运用本课所学的词汇和日常交际用语谈论时间。
三、教学重点：
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
四、教学难点：
能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up.
五、教学准备：
教学光盘、课件、图片等
六、教学过程：
Step 1. Greeting and warm up
1. Greetings.
T: It’s time for class. Hello, boys and girls.
S: Hello, ...
T: Nice to see you.
S: Nice to see you, too.
2. T: Last lesson, we learned the numbers. Can you count from one to ten?
Ss: Yes! (Ss count from one to ten, PPT show the numbers at the same time.)
T: Please look and guess what number is missing?
Ss: Eleven, twelve. (Teach ‘eleven, twelve’)
3. T: Do you know what it is?
Yes, it’ s a clock.
It can tell us the time.
Today, we will talk about the time. (Teach: time)
Step 2．Presentation and practice .
1. T: I have a clock here. What time is it? (反复，然后带读)
Oh, it’s four. We can also say “It’s four o’clock”. (带读)
2. T: Look at these three clocks.
Can you talk about the time like this?
Please ask and answer in pairs.
3. T: What’s the time?
Ss：It’s ten o’clock.
T：It’s time for class. (重点教句型)
We can do different things at different time.
Step 3. Learn to say .
教师出示自己一天的主要作息时间表，引导学生谈论时间和相应活动
T: Look at tha clock. What time is it?(时间拨到7点)
Ss：It’s seven o’clock.
T: Yes, it’s time for breakfast.
T: What time is it?
Ss: It’s twelve o’clock.
T: Yes. It’s time for lunch.
T: And look, is it twelve o’clock?
Ss: No, it isn’t. It’s six o’clock.
T: Yes, it’s time for dinner. This is my day.
T: Now ,look at this picture. Who’s he?
Ss: He’s Liu Tao.
1.Watch the cartoon 初步感知课文
T: Let’s watch the cartoon and try to choose a title about the story.
A. Liu Tao’s Day B. Liu Tao’s weekend
2. T: This is Liu Tao’s Day. Can you help to finish Liu Tao’s timetable?
Listen to the dialogues and find out the time
Name
Clock time
Time for
Liu Tao
3. Read after the tape and try to complete the activities
Name
Clock time
Time for
Liu Tao
7:00
8:00
6:00
9:00
出示课文P1 Listen and complete: Wake up, Taotao.（板书 Wake up）
引导学生填空 ____ _____ is it, Mum?
It’s seven ______ .
It’s time ______ breakfast. (新授 breakfast )
T：Now I’m Liu Tao’s mum and you’re Liu Tao. Let’s act.
Ss act in roles.
4.同样的方法教授P2-P3
5. 出示P4，让学生自己尝试说对话。
T: Look at this picture, what time is it?
What are Liu Tao and his Mum saying?
Discuss in two, and try to say.
Show ‘bed’, learn‘ time for bed’
6. Read and act in roles
7. Try to retell the story.
Step 4 Consolidation
Make a new dialogue.
引导学生在习得课文语句的基础上进行对话创编：
T：Now. Look at the clock . (在实物钟上拨一个时间)
What time is it?
Ss: It’s … o’clock.
It’s time for… .
Practise in pairs.
学生在小组内开展对话练习与创编。
Step 5 Homework
A 1.Read the dialogues after the tape and imitate the pronunciation.
2. Read and recite Story time.
B Make a clock and try to make dialogues.
板书：
Unit 6 What time is it?
A: What time is it?
B: It’s … o’clock.
It’s time for …
教学反思：
The second period
一、教学内容：Fun Time& Cartoon Time
二、教学目标
1. 在第一课时基础上，能进一步建立单词class, bed, OK, eleven, twelve, wake up, mum, o’clock, breakfast, dinner,的音、行、义的联系。
2. 能理解句型What time is it? It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。
3.学生能初步听懂、会说、会读单词these, here’s=here is ，能初步听懂并会说句型What are these?能理解cartoon time 的幽默之处。
三、教学重点
1. 能理解句型What time is it? It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。
2.学生能初步听懂、会说、会读单词these, here’s=here is ，能初步听懂并会说句型What are these?能理解cartoon time 的幽默之处。
四、教学难点
学生能熟练地谈论整点时间，培养学生珍惜时间，热爱生活的良好品德。
五、教学过程
Step 1 Free talk and motivation
1. Free talk
T: Hello，boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. Brain storm
T：Can you count from one to twelve?
Show a long hand and a short hand. What’s this?
Ss: It’s a clock.
T: Can you tell me the time quickly ?
(快速出示钟面时间，学生抢答)
3. Review Part A
T：What time is it?
Ss: It’s seven o’clock.
T: Liu Tao wakes up and starts his day. Can you retell his day?
Step 2 Presentation
1. T：I’ll do something. Please guess what time I do it. (做吃饭的动作)
What time is it?
S1: It’s eleven o’clock. T: No.
S2: It’s twelve o’clock.
T: Yes. It’s time for lunch. Now you can play this game in groups.
Ss: (小组内开展活动)
2. 教师出示一个钟面，钟面朝着老师，老师拨完时间，让学生猜测
T: What time is it?
Ss: It’s …
T: Yes. / No. It’s time for….(做动作)
T: Who wants to show us your clock? (让学生拿出自己设计的钟面)
S1: What time is it?
Ss: It’s ….
Ss show their clocks （小组合作游戏）
A: What time is it?
B: It’s … o’clock. (渗透非整点时间表达法)
It’s time for … .
Learning tip: Use ‘please’ to be polite.
Step 3 Cartoon time
T: Liu Tao wakes up at seven. How about Bobby?
（出示图2）What time is it?
Ss: It’s eight o’clock.
T: Bobby is late for school. What happened?
1、播放动画片What time is it? Where is Bobby ?
Ss: Answer.
T: Bobby is very worried.
2、自读课文：What he can’t find?
Ss: pencil and book. -------Where’s my book/ pencil?
T: 指导朗读
T: Why?
Ss: He takes the wrong bag.
3、再读课文：Whose bag is it?
Ss: It’s Tina’s.
T: How do you know that?
Ss: Bobby! That’s my bag! Here’s your bag.
T: What’s in her bag?
Ss:中文回答。
T: Teach “What’s this ? What are these?”指导朗读
T: Now let’s read in groups and see who reads the best.
(帮助学生理解课文中Bobby着急的心情)
4.学生开展小组内阅读，理解情节并领会幽默之处。
5. Read after the tape. 在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句,领会幽默之处。
T : You should wake up at time . Don’t be late for school.
What do you want to say to Bobby?
Ss: Don’t be late again.
6.Act in roles.
Step 4 Consolidation
Are you late sometimes?
Try to make a new dialogue in four.
Step5 Homework
A Read Cartoon time five times.
B 1. Read Cartoon time five times.
2.According to Cartoon time, try to make a new dialogues.
板书：
Unit 6 What time is it?
What time is it, please?
It’s … o’clock.
What’s this ?
What are these?
教学反思：
The third period
一、教学内容
Sound time Rhyme time Checkout time& Ticking time
二、教学目标
1、 能正确地听、说、读、写本课单词。
2、 能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … .
3、能感悟、体验字母Tt的发音/ t /.
4、会诵读小诗Wake up, Eddie.
三、教学重点
1、 能正确地听、说、读、写本课单词。
2、 能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … .
3、能感悟、体验字母Tt的发音/ t /.
四、教学难点
能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … .并获得运用所学语言进行交际的能力，要求读音正确，语调自然。
五、教学过程
Step 1 Free talk and motivation .
1. Greetings
2. Play a game What time is it?
（利用学生之前做的钟表）
T: It’s … .
Ss: (拨钟)
通过“拨时间快速抢答”的活动让学生迅速反映时间。
T:（拨钟）
Ss : It’s … .
3. Guessing game: It’s time for breakfast/lunch/dinner. What time is it?
(渗透时间的另一种问询方式： What’s the time? )
Step 2 Revision
1. Listen and draw
听录音，在钟面上画出时间。X K b 1 .C om
根据画好的时间复述对话。
2. Look and say
根据 第一项已经画好的钟表进行第二项问答
S1: What time is it?
S2: It’s …. It’s time for….
T: Boys and girls, can you talk about time?
Ss: Yes.
T: Let’s finish Ticking time.
完成Ticking time第一，二项
Step 3 Sound time
1. T: Look at this clock. What time is it? It’s time to …?
出示图片2 It’s time to eat. 新授eat (指导朗读t, t, eat)
2. T: The clock goes ‘Tick-tock’.
Now what’s the time?
Ss: Ten o’clock.
T: It’s time to meet. 新授meet (指导朗读t, t, meet)
3. 出示完整的语音句子，诵读。
4. 出示单词，读，感知字母Tt/ t /的发音,新授getX k B 1 . c o m
5.引导学生回忆：你还学过哪些包含字母t, 在单词中发音相同的单词。
6. Can you try to make a rhyme like this?
完成Ticking time 第三项
Step 4 Rhyme time
T: I like rhymes, and I want to share a rhyme with you.
1.Listen to the rhyme
2. T: Who is late? Ss: Eddie is late.
T: Breakfast is ready. （新授ready）
T: What’s for breakfast? Ss: Milk and cake.
指导学生欣赏其中的韵律／i／ / eit /
3.呈现歌谣，引导学生跟则节奏说歌谣，也可配以相应的动作，感知歌谣的含义。
4．Try to make a new rhyme by yourselves.
Step5 Homewoke
A 1. Finish the exercises.
2. Know the sound of the letter ‘t’.
B Read and spell the new words which include /t/.
教学反思：
Unit 7 On the farm
The first period
一、教学内容：Story time
二、教学目标
1、通过歌曲环节学习单词these, those，并对比与this，that的区别。
2、通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。
3、通过学习Story time，能正确地听懂、会说、会读单词 pigs, cows , apples, pears.
4、能在真实的情景中运用What are these / those? Are these / those…?和日常交际用语Nice to meet you, Mike. Welcome to my farm. 进行交流。
三、教学重点
能正确理解掌握对话，并能朗读表演
四、教学难点
１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
２、能在真实的情景中运用What are these / those? Are these / those…?和日常交际用语Nice to meet you, Mike. Welcome to my farm. 进行交流。
五、教具准备
光盘、PPT、头饰、大树道具
六、教学过程
Step1: Warm up
1.Sing a song 《These are apples》
a. Listen to a song
b. Teach the new words
PPT出现一幅图，图中有歌曲flash中一个苹果的画面和一些苹果的画面.
图下: This is an ___________. These are ___________.
Teach’an apples, apples, these’
PPT之后出现一幅图，图中有歌曲flash中一个橘子一些橘子面.
图下: That is an ___________. Those are ___________.
Teach’an orange, orange, those’
C. Try to sing the song
Step2 : Presentation
1. 准备一些小动物头饰，再准备一幅农场的图画和歌曲《Old MacDonald had a farm》
T:（播放歌曲）Let’s listen to a song first.
Ss：（听歌曲）
T: (教师指着农场对学生说) Look, this is a farm. It’s Old MacDonald’s farm. What’s on the farm? (出示课题) 教师领读 on the farm.
(播放鸭子的叫声) Listen! What are these? They are ducks. (教师边说边把几只鸭子的图贴到农场上去)
Ss: (学生在教师指导下，戴上头饰，边做着小鸭子的动作边学边说单词)
T: (老师指着一组戴头饰的小朋友，运用What are these? 提问，引导学生回答They’re ducks.) 教师可以通过同样方式逐步引出其余三个小动物
2. Wathc and answer
Q: (PPT出示题目)What do Mike and Liu Tao see?
A. animals B. toys C. fruit D.friends
3. Listen and put
T：On the farm, we can see some aniamls and fruit on the farm. What are the animals? What are the fruit. Let’s listen to the tape then put the pictures on the blackboard..
（课前布置学生每人画一张Story time中自己喜欢的动物或水果图片，涂上颜色并剪好带到课堂）
教师拿出课前准备剪好的三棵大树的图片，并用粉笔在黑板上画出farm的轮廓
T: What’s on the farm? Please put them on the picture.
老师指着空白处，一边询问，一边渗透新句型T：What are these？
S1: They’re …s. (一边贴图，一边说)
T：指着远处的一块问：What are those? Are those pigs?
Ss: No. They are cows. (贴图)
继续参观果园
T: Are thse apples / oranges…?
S1: Yes, they are. / No, they aren’t.
4. Look at the picture and answer
出示课文图T: Look, who are they？
Ss: They are Liu Tao, Mike and grandpa.
T: What are they talking about? Can you guess?
Ss: Hello,…. This is ….
Teach’Welcome to my farm.’(教授时重点指导welcome的发音，教师引导学生模仿爷爷的口气说话。还可以提示学生想象一下还有什么场景可以使用。)
Step3 Consolidation
1.Read the dialogue after the tape
Read in role Read in groups Act out the story
2.Act Grandpa to introduce the farm
T: Now, you’re grandpa. Can you introduce your farm?
Ss: I’m Grandpa. I’m happy to see you. Welcome to my farm. Let me show you around my farm. Look, these are…. Those are… They’re…..
Step4 Homework
1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
板书设计
Unit 7 On the farm
What are these / those？ Are these / those …?
They’re…s. 农场图 Yes / No. They’re….
The second period
一、教学内容：Fun time, Cartoon time
二、教学目标
1、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。
2、通过自然拼音法的拼读，让学生自己尝试拼读单词chicken， pencils。
3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this?
4、通过培养学生学英语的兴趣，运用英语的意识.
三、教学重点
通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
四、教学难点
１、能比较流畅地朗读对话，并能运用所学对话描述短文。
２、通过自然拼音法的拼读，让学生正确拼读单词chicken
五、教学过程
Step1: Warm up
1. Greeting
Sing the son
The teaches show some pigs and cows on PPT, then ask the students to sina a new song.
2. Free talk
a. Act Story time
(1)PPT出示图片及空气泡，让学生填写(注意语音语调)
(2)Act in role.
b. Play a game ‘Touch and guess’
T: Now let’s play the game ‘Touch and guess”. I have some things in the bag. What are they? Let’s touch and guess.
Ss: Touch
T: What are these? / Are these …?
Ss: They’re…. Yes / No.
小组内开展“摸一摸，猜一猜”的游戏。以四人小组为单位，每个小组发一个不透明的塑料袋
（也可用书包），里面装有水果或其他物品。组长负责组织其他组员将手伸进袋子里，组员通过触摸向组长提问。
Step 2 Presentation
Fun time
出示B部分图片的一部分，让学生猜测、
1. T: Let’s play a game’Look and guess’(教师出示苹果局部图) What’s this?
Guess.
S1: It’s an apple.
T: What are these? Guess!
S2: They’re oranges.
T: What are those?
S3: They’re cows
在猜谜的过程中，教师不断强化名词的复数形式，让学生在玩中学，在玩中用
Teach’chicken, duck, pear’ X| k |B| 1 . c| O |m
2. 教师带着学生一起看看数数Fun time中图片内容
T: Look at the picture. What can you see?
S1: I can see…
T: How many pears? Let’s count.
Ss: One pear, two pears, three pears.
3. 师生示范游戏
4. 学生分组游戏
教师可以自制游戏模板，将游戏格中的内容进行调整，添加一些前几个单元中学过的内容。
5. Say a rhyme
These are apples. Those are pears.
Apples and pears, they’re very sweet.
These are pigs. Those are cows.
Pigs and cows, they’re very cute.
a. Read together
b. Read with actions
c. Make a new rhyme
Cartoon time
a.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处
T: Look, this is Bobby. What’s in Bobby’s hand? They’re pictures.(教授pictures)
T: Bobby has three pictures. What are they? Read the story.
b. 学生通过阅读初步理解故事内容
c. T: Is Bobby good at drawing?
Ss: No, he isn’t.
T: So, Sam puzzled.
出示第一张图片
T: Who can act Sam to read? (指导学生读出Sam困惑的语气，指导学生在真实的情景下朗读)
d.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味.
Step3 Homework
1. Read Cartoon time five times.
板书设计：
Unit 7 On the farm
A: What are these / those?
B: They’re …s.
A: Are they…?
B: Yes / No. They’re….
The third period
一、教学内容：Sound time、Song time、Checkout time and Ticking time
二、教学目标
1、通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.
2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm
4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
三、教学重点
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
四、教学难点
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
五、教学过程
Step1: Warm up
1.Greeting
T: Good morning / afternoon, class.
Ss: Good morning / afternoon, Miss ...
Step 2. Song time
1. Play the song < Old MacDonald’s farm>
T: What animals are in the song?
播放动物的叫声，让学生猜测是什么？
(Play 小猪的叫声) T: What are these?
Ss: Are these …?
T: Yes / No. Pigs on the farm go ‘oink, oink.’
之后学生猜出其他动物，老师渗透歌词’… on the farm go …’
学生猜到动物后，老师将动物图片贴在黑板上，并写上叫声单词
2. Learn the song
a. T: Listen, here’s a song. What animal is it?
Ss: Pigs.
b. Sing the song together
c. Make a new song (老师课前布置学生做好头饰，学生戴着pig, cow, duck等小动物的头饰进行表演唱)
T: (让同样小动物的学生站在一起)指着戴着头饰的学生问：What are these / those?
Ss: They are chickens, ducks, cows, pigs…
T: Yes, you’re right. Can you say some nouns have an ‘s’at the end?
Ss: Yes.
完成Ticking time 第二项打星部分
Step3 Read and write
1. T: Now you know so many animals. Look at this picture. (书49页) It’s a farm. Can you talk about the picture.
S1: What’s this?
S2: It’s a….
S1: What’s under the tree?
S2: It’s a….
S1: What are these?
S2: They’re ….
S1: What are those under the tree?
S2: They’re….
2. T: Wow, you can say well. But can you write? Let’s try.
3. Check out the answer
(Chicken, oranges, cow, apples)
老师在校对时，可以教会学生一些拼读方法
4. T: Can you talk about things on the farm?
S: Yes.
T: I think you can say well about farm. So let do the ticking time.
完成Ticking time 第一项打星部分
Step3: Sound time
1.Listen and repeat
T: Next, let's look at these words: farm, ice cream, make, mum, welcome. What’s the same letter?
Ss: M.
Read these words after the teacher.
T: Ok. Let's read these words together.
Ss: farm, ice cream, make, mum, welcome
T: Great! Read after me"/m/". Ss: /m/
T: m, m, m, /m/ , /m/, /m/ farm ice cream make
Ss: m, m, m, /m/ , /m/, /m/ farm ice cream make
T: m, m, m, /m/ , /m/, /m/ mum welcome
Ss: m, m, m, /m/ , /m/, /m/ mum welcome
T: 同学们，想想看，还有那些也是发这个音呢？
Ss: ...
T: Good！You are so clever. Look at the picture ,"Clever Tom f rom the farm makes ice cream for his mum."
What's the meaning of "make ice cream"?
Ss: 做冰激凌
T: How to say 来自于农场的聪明汤姆？
Ss: Clever Tom from the farm makes ice cream.
T: Follow me" Clever Tom f rom the farm makes ice cream for his mum.."
Ss: Clever Tom f rom the farm makes ice cream for his mum.
教师强调读句子是字母m的发音/m/
T: Can you say the sound of the letter ‘m’?
完成Ticking time 第三项打星部分
Step3 consolidation
1、做相关的补充习题或练习册上的内容。
2、Listen to me (Summary)。
Step4 Homework
1.Finish the exercises
2.know the sound of the letter ‘m’
板书设计:
M farm, ice cream, make, mum, welcome
Clever Tom f rom the farm makes ice cream for his mum.
教学反思：
Unit 8 We’re twins
The first period
一、教学内容：Story time
二、教学目标
1、通过全家福照片及纸偶的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。
2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。
3、.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。
4、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。
三、教学重点
能正确理解掌握对话，并能朗读表演。
四、教学难点
１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
２、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。
五、教具准备
光盘、PPT
六、教学过程
Step1: Warm up
1. （课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。）
T: Look, this is a girl.This is a boy. This is a man. This is a woman.
通过介绍纸偶学习girl, boy, man, woman
T: Who are they? Let’s listen to a song.
2. Listen to a song
T: This is me. Welcome to my family. Look! Who’s he? 指着爸爸的纸偶
S1: He’s …
T: Yes, he’s my father. Hello, boys and girls. Nice to meet you.
Ss: Nice to meet you too.
Who’s this girl? 指着画有妹妹图像的纸偶
S1:She’s…
同法引出其他家庭成员，渗透文中主要句型
3. 学生出示自己的全家福
T：This is the finger family. Who wants to show us your family photo？
(投影) Who’s this man / woman / boy / girl?
S1: She’s / He’s my…
Ss：Who’s this man / woman / boy / girl?
S1: She’s / He’s my…
Step2 : Presentation
1、 出示学校场景图，引导学生整体理解对话内容
T: Today is Open Day. The children and their families are at school. Who are they? Look at the picturee and listen to the tape.
Ss: 学生整体听录音初步理解课文内容
2. 从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系
T:（指着Mike）Who’s this boy?
S1: He’s Mike.
T: （指着Yang Ling）Who’s that girl?
S2: She’s Yang Ling.
T: (指着Su Hai) And who’s this girl?
S3: She’s Su Hai.
T: (指着Su Yang) Is this Su Hai?
S4: No, she’s Su Yang.
T: Yes, they’re twins. (Teach‘twins’)
T: 继续出示课文中另外两个成年人物图 Who’s she? Who’s he?
Let’s listen and match
Ss: 听录音，连线
T：Who is he?
Ss: （引导学生回答）He’s Mike’s uncle. So Mike says’He’s my uncle.’
此环节时，将人物图片贴在黑板上
3. 引导学生认识理解man, woman, boy, girl等词
T: Who are in the playground?
Ss: Mike, Yang Ling, … (看着黑板一一复述)
T: I have some words here. Can you help them to find friends?
（事先将单词也做好，让学生将单词及人物配对，Mike —— boy）
Step3 Consolidation
1.Read the dialogue after the tape
Read in role
Read in groups
Act out the story
2. 布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论
作业设计 Homework
1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
4. Make the family tree(参照Fun time)
板书设计Blackboard Writing
Unit 8 We’re twins
Who’s this / that …?
Mike Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
The second period
一、教学内容：Fun time, Cartoon time
二、教学目标
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。
3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this? This is my….
4、通过培养学生学英语的兴趣，运用英语的意识。
三、教学重点
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
四、教学难点
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
五、教学过程
Step1: Warm up
1. Greeting
让学生带一些自己小时候的照片，老师上课用投影呈现
T: Who’s this girl？
Ss: She’s …
T: Who’s that boy?
Ss: He’s …
(老师呈现一些明星) T: Who’s this man?
Ss: He’s…
T: Who’s that woman？
Ss: She’s …
2. Free talk
a. Act Story time
(1)PPT出示图片及空气泡，让学生填写(注意语音语调)
(2)Act in role.
Step 2 Presentation
Fun time
1、 出示老师的全家幅
T: Who’s this baby?
Ss: It’s your…(daughter).
T: Yes, this baby is my daughter.
Teach ‘baby’
T: Who can ask me some questions?
S1: Who’s this woman?
T: Can you guess?
Ss: She’s your…
T: Yes, she’s my mother.
以此方式教学巩固单词man, woman, girl, boy, baby, aunt, uncle
2、 教师用剪贴画在黑板上呈现一张家谱，从家谱书顶部画起，边画边让学生猜猜人物是谁
T: Now I want to draw my family tree. Look, who’s he ?
Ss: He’s your father.
T: Who’s this woman?
Ss: She’s my mother.
…
T: Look, what’s this? It’s a tree. It’s a family tree. Who’s this?
Ss: He’s / She’s …
3、 家谱设计大赛
T: This is my family tree. Do you want to show me your family tree. Firstly, please talk about your family tree in groups. Every group chooses the best one.
投影呈现小组优秀家谱树，小组内同学问，该同学回答
S1： Who is he?
S2: He’s my father.
S3: Who is she?
S4: She’s my aunt.
Cartoon time
a.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处
T: Look, Bobby and Sam are watch Sam’s family photoes. Who’s John? Let’s read the story.
b.学生通过阅读初步理解故事内容
Ss: Sam’s grandpa, Sam’s father, Sam’s cousin are John.
T: Oh, they all named John. That’s funny.
c.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味
作业设计 Homework
1. Read Cartoon time five times.
板书设计Blackboard Writing
Family tree
. A: Who’s he / she?
B: He’s / She’s ….
A: Who’s this / that boy/girl/man/woman?
B: He’s / She’s….
The third period
一、教学内容：Sound time、Song time、Checkout time and Ticking time
二、教学目标
1、通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.
2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm
4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
三、教学重点
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音
四、教学难点
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?
2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
五、教学过程
Step1: Warm up
1.Greeting
T: Good morning / afternoon, class.
Ss: Good morning / afternoon, Miss ...
Step 2. Rhyme time
1. 教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？
T: Look at my finger puppet. Who’s that little boy? Listen to the tape.
Play the rhyme
Ss: His name is Robbie Roy.
T: Is he tall?
Ss: No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)
T: 教师指着另两个纸偶问 Who’s this?
Ss: A cat. / A mouse.
T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)
2. 教师出示歌谣，学生尝试认读
3. Read after the teacher
4. Read in groups
Step3 Read and write
1. 出示三上Mike的全家福
T: Robbie Roy is our new friend. Look, who’s this boy?
Ss: He’s Mike.
T: Yes. Do you know Mike’s family? Who can be Mike, and introduce your family.
Ss: This is … / This … is …
T: Ok, you did a good job. Let’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are.
把Mike 一家的图片反过来对着学生
T：Who can ask?
S1: Who’s he / she?
Ss: He’s …
T: You can use ‘who’to ask questions.
完成Ticking time 第二项打星部分
2. 出示55页图片
a. T: Wow, you know Mike’s family well.
Look at the picture carefully. Can you talk about it?
（小组讨论）S1: Who’s this boy? S2: He’s Mike.
S3: Who’s that man? S4: He’s Mike’s uncle. …
b. T: If you are Mike and his friend, how to talk about the picture?
（小组讨论）S1: Is he your…? S2: Yes/ No. He’s…
c. Finish the dialogue on P55
d. Checkout the answer
uncle, aunt, girl, sister
完成Ticking time 第一项打星部分
Step4: Sound time
1.Listen and repeat
T: Next, let's look at these words: man, new, nine, twin, woman. What’s the same letter?
Ss: N.
Read these words after the teacher.
T: Ok. Let's read these words together.
Ss: man, new, nine, twin, woman
T: Great! Read after me"/n/". Ss: /n/
T: n, n, n, /n/ , /n/, /n/ man, new, nine
Ss: n, n, n, /n/ , /n/, /n/ man, new, nine
T: n, n, n, /n/ , /n/, /n/ twin, woman
Ss: n, n, n, /n/ , /n/, /n/ twin, woman
T: 同学们，想想看，还有那些也是发这个音呢？
Ss: ...
T: Good！You are so clever. Look at the picture ,"Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."
What's the meaning?
Ss: 尼克九岁。南茜十岁。尼克有本书，南茜有只钢笔。
T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen."
Ss: Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
教师强调读句子是字母n的发音/n/
T: Can you say the sound of the letter ‘n’?
完成Ticking time 第三项打星部分
Step5 consolidation
1、做相关的补充习题或练习册上的内容。
2、Listen to me (Summary)。
作业设计 Homework
1.Finish the exercises
2.know the sound of the letter ‘m’
板书设计Blackboard Writing
Unit 8 We’re twins
N man new nine twin woman
Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
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