第一篇：六年级新路径英语教案上
Lesson 1 I’m New Here
Teaching aims:
1.Students can say the words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can read the text.3.Students can listen and number.Teaching contents: 1.Words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can work in pairs.3.Students can listen and practice.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce himself/herself and his/her friend.Teaching aids:
Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:
1.Students can read the new words.2.Students can work in pairs.3.Students can listen and number them.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Work in pairs.3.Listen and number.Importance and difficulties: 1.The pronunciation of the words.2.Let‟s talk about the dialogue.Teaching aids:
Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Yang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Work in pairs.The teacher asks: How‟s the weather today? S1: It‟s warm.T: Look at the pictures.Ss look at them and read together：wash my face, ride a bike, do housework, dig a hole and so on.Then ask students: What are you doing? Ss: I‟m planting trees.We are playing badminton.Then students ask and answer into pairs.Step 3.Listen and practise The teacher shows pictures.Ss look at them and follow the teacher: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.Then ask students to read the words.The teacher points to a picture: What is he doing? S1: He is reading a book.Then points to another picture: What is she doing? S2: She is drawing a picture.Then ask students to practice the sentences into pairs.Step 4.Listen and number The teacher plays the tape.Students listen to the tape and number them.⑴ What class are you in? I‟m in Class 7, Grade 6.⑵ What are you doing? I‟m waiting for my teacher.⑶ What class are you in? I‟m in Class 1, Grade 2.⑷ What is he doing? He is cleaning the classroom.Step 5.Play a game Students look at the two circles.Ask them to act as Betty or Simon.The partner choose the other.T: Tick three pictures in your balloon.Ask your partner‟s questions.For example: What are you doing? I‟m flying a kite.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary: Period 2 Teaching aims:
1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and tick the words.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Look, read and tick the words.3.Read and write.Importance and difficulties: 1.The pronunciation of the words.2.Students can understand the meaning of “ first name” and “ family name”.Teaching aids:
Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Yang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: I‟m doing housework.We‟re cleaning the classroom.Step 3.Let‟s talk:
Students look at page 2 and listen to the tape.Then students read after the teacher.T shows questions: 1)What‟s the name of the new student? 2)Who is talking to him? 3)What class is WangTing in? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.Step 4.Look, read and tick the word that matches the picture.Students look at the picture and choose right word.Then read words.Fill in the blanks with the paired words in the box.1)Birds fly in the sky.2)My sister is very shy.3)Try not to cry.4)Some pies fell on my tie.Step 5 Read and write Look at the pictures and read the story.Students can understand the meaning of “ first name” and “ family name”.Then answer the question: What is the boy‟s first name and family name? The boy‟s first name is Sam, and his family name is Smith.At last students can write an article about himself.Step 6.Homework 1.Recite the text.2.Finish an article about yourself.Summary:
Lesson 2 What a Nice School Teaching aims: 1.Students can say the words:teaching building,art room,music room,computer room,teachers‟ romm, library,toilet,playground.2.Students can read the text.3.Students can listen and number.4.Listen and sing.Teaching contents: 1.Words: teaching building,art room,music room,computer room,teachers‟ room, library,toilet,playground.2.Students can work in pairs.3.Students can listen and practice.4.Students can say the sentence:Where is the …? It‟s ….5.5.Listen and sing.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce school and other things.Teaching aids:
Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:
1.Students can read the new words.2.Students can work in pairs.3.Complete the sentences.Teaching contents: 1.Magic box:.:teaching building,art room,music room,computer room,teachers‟ room, library,toilet,playground.2.Work in pairs.3.Complete the sentences.Importance and difficulties: 1.The pronunciation of the words.2.Let‟s talk about the dialogue.Teaching aids:
Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Zhang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Review ordinal numbers.The teacher draw a teaching building and write down some numbers.(让学生认读是第几层)
Step 3.Listen and practise（老师把每层楼写上各楼层的用途进行新词教学，如：art room,music room,computer room,teachers‟ romm, library,toilet,playground and so on.The teacher shows pictures.Ss look at them and follow the teacher: teaching building,art room,music room,computer room,teachers‟ room, library,toilet,playground.Then ask students to read the words.The teacher points to a picture: Where is the art room? S1: It‟s on the fifth floor.Then points to another picture: Where is the art room? S2: It‟s on the fourth floor.Then ask students to practice the sentences into pairs.Step 4.Complete the sentences: Look at right picture and fill in the blank.(P7)Step 5.Listen and sing.First:Listen the song:The Children on a Bus.Second:Read the words of song.Third:Sing after the tape.Fourth:Match and sing.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary:
Period 2 Teaching aims:
1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and recite the words.Teaching contents: 1.Let‟s talk.2.Look, read and say the words.3.Read and write.Importance and difficulties: 1.The correct use of prepositions.2.Letter‟s pronunciation:-oa-,-oe,-ow,o.3, Teaching aids: Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Zhang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: Where is the art room? It‟s on the fifth floor.Step 3.Let‟s talk:
(1)Students look at page 6 and listen to the tape.Then students read after the teacher.T shows questions: 1)What are the boy and the girl talking about?
2)Where are they now? 3)Who is the new pupil? 4)What is the girl? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.(2)Act the text.Step 4.Words‟s pronunciation.-oa/əu/ oe/əu/ ow /əu/ o/əu/ boat doe row go coat hoe snow no goat toe yellow yoyo
Students look at the picture and say the Chinese means.Step 5 Read ,write and say.Look at the pictures and read the story.Students can fill in the black.Then answer the question: 1)What is the title of the text? 2)Draw a picture of your school and then introduce it briefly.Step 6.Homework 1.Recite the text.2.Introduce your school for your friend.Summary:
Lesson 3 Happy Teacher’s Day
教学内容：花类单词flowers,sunflowers,carnations,lilies,roses。教学目标：
1、教学花卉类单词，要求发音准确，知道中文大意。
2、基本了解I like……句型。
3、了解教师节的相关情况，进上步培养学生尊师的美德。教学重点、难点：
1、本课单词及其正确发音。
2、能应用喜欢某物的表达法“I like……”
3、教师节的相关情况。
教具准备：鲜花类单词卡片，ppt课件。教学过程：
一、导入
1、师生互相问候、介绍。
2、出示9月10日图片，让学生回答出教师节。
3、并听、唱歌曲《Happy Teacher‟s Day》
4、引导学生给老师送什么礼品，引导出给教师送花。
二、新授
1、教学flowers。
A、出示图片，提问：What are these?引导出flowers.B、教师教读。C、分组别练读。
D、老师再次教读，并带“上I like …… ”句型。E、让学生也跟着练习句型。
F、学会后，老师再提问：Do you like flowers? 引导学生用Yes 或 No 回答。
2、教学sunflowers carnations lilies roses 用同样方法。
三、练习
1、教师出示卡片，让学生练读。抽个别学生读。并让学生把卡片帖到对应的单词上边。
2、完成ppt 上面听力练习。
四、拓展
1、复习I like ……句型，可用以前学过的单词。
2、提问：What flowers do you like ? 让学生回答。
3、画上自己喜欢的花送给老师。
五、小结
1、本课学过的5个单词。
2、了解I like ……句型。
六、把自己制作的卡片送给老师。
Lesson 4 Paying a visit
第一课时 教案设计
教学目标：
1、词汇：掌握房间类单词living room, dining room, study, kitchen, bathroom以及动词短语take a bath
2、掌握方位介词回答的句型：Where is your kitchen?
It‟s beside/opposite/in front of the dining room.教学重、难点：
1、方位介词opposite，beside；
2、句型It‟s opposite/beside… 教学准备： PPT，A4画图纸，拼图字谜
教学激励：本班学生知道每回答一次问题或获表扬会获得一颗★，每十颗★一个月亮，五个月亮一个太阳，三个太阳一个钻石，两个太阳一个皇冠图案等等，类似QQ升级。
教学过程：
一、问候、组织课堂
1、纪律整顿，集中注意：（口令）One,two ,three，sit up straight!
2、问候：good afternoon,class!/ How are you?并个别问候。
二、复习方位介词：on, in, under, behind, between, in front of , next to，beside, opposite
1、运用肢体动作（TPR）复习方位介词（自编动作）；
2、强调较难和今天课堂上运用较多的介词beside和opposite；
3、PPT演示复习以上方位介词的使用,并加强联系beside和opposite；
4、抽学生上台根据老师指令站位，如：XX is opposite xxx，两名学生迅速面对面站好。
三、新课
1、词汇：living room, dining room, study, kitchen, bathroom, take a bath.教法：（1）运用TPR自编动作，教学孩子们认读；
（2）游戏：将打印好的房间单词图片撕碎，通过分组玩拼图进一步让学生掌握。
2、句型：Where is your dining room?
It‟s opposite the study.教法：（1）学生跟读、齐读这组问答句型；
（2）要求学生下面与同学分组联系;
（3）抽学生上台对话练习。
四、课堂练习、作业：
1、PPT出示一副场景图，提问学生where is the tree/house/dog?等等；老师给指令，学生动手操作将PPT上得图按照老师要求的方位摆放正确；
2、读下面一段英文，在课前发的A4纸上按照要求画出场景：
Exercise: Please draw a picture
There is a teaching building, there are some classrooms, Grade 6 is beside Grade 5 and Grade 4.The library is opposite the teaching building.There is a big tree in front of the library, and some children are playing under the tree.Lesson 5 Making Yourself at home
第一课时（40分钟）教学内容：
SB(学生用书)与AB(课堂活动用书)Unit1 I want a hot dog, please.教学目标：
1、学习目标语句：
What do you want to eat? I want a hamburger, please.What do you want to drink? I want a cola, please.单词：hamburger cola, dollar, cent, enjoy.2、能听懂What do you want to eat?这类语句，并能口头运用I want a hamburger, please.说明自己想要的食物。
3、能识别单词：hamburger，cola, dollar, cent, enjoy.重难点：能听懂What do you want to eat?这类语句，并能口头运用I want a hamburger, please.说明自己想要的食物。功能:点餐 教学程序:
一、热身复习
1、教师热情地和学生打招呼,师生之间互相问好。教师向学生展示有关食物和饮料的图片，鼓励学生说出相应的单词，并将在黑板上进行罗列。如果学生有能力，可以给他们在黑板上书写单词的机会。然后引入单词hamburger 和cola。要求学生跟读，并让个别学生朗读，教师注意纠正学生的发音。
2、鼓励学生运用句型“I like…”和“I don‟t like…”谈论自己喜欢或不喜欢的是食物及饮料。二．任务呈现与课文导入
1、教师和学生谈论自己喜好的食物，例如，“I like noodles.”并告诉他们如果自己去餐厅，就会要些面条。“I want some noodles.”使用这种方式逐一把单词带入句型中，给学生进行本课目标句型的大量输入，然后向学生提问：“What do you want?”进行交流，引导学生回答。进行多组师生问答后，鼓励学生相互问答。
2、教师告诉学生：“今天要进行„模拟快餐店点餐情景短剧‟的表演，现在，Daming, Simon和Simon‟s dad正在一家快餐店里点餐，我们先来听听他们点了哪些食物，运用了哪些语言。
三、课文教学
1、教师引导学生观察课文插图，并用英语简单描述图中的情景。然后播放地一遍录音，进行课文的整体呈现。
2、在播放第二遍录音前，教师可以结合活动用书第一单元练习1中的问题向学生提问。学生带着问题听录音并寻找答案。提示学生要特别注意用“I want ”表述的句子。
3、录音播放完毕后，允许学生相互讨论问题的答案，然后再请个别学生进行口头表述，教师进行订正。教师可以根据学生的回答，重点讲解单词dollar ,cent 以及enjoy.并要求学生跟读及简单运用。教师要注意纠正学生的语音和语调。
4、播放第三次录音。每个句子后停顿后，要求学生进行指读和跟读。
5、继续请学生听SB第一单元活动2的录音，然后学生进行两人一组的练习。
四、任务完成
1、完成任务“„模拟快餐店点餐情景短剧‟的表演”。在准备任务之前，引导学生学习SB第一单元活动3中的例句。然后把讲台布置成快餐店的柜台，并请程度较好的学生来扮演顾客，教师扮演服务员，进行一个简单的表演。最后鼓励学生进行以小组为单位的情景短剧的表演。
五、课后作业
1、AB第一单元练习2。请学生根据自己的实际情况进行选择。
第二课时（40分钟）教学目标：
1、学习语句： How much is it? It‟s thirteen dollars and twenty-five cents.单词：hamburger cola, dollar, cent, enjoy.2、能口头运用How much is it?这类语句询问物品价格，并能口头运用It‟s ten yuan.这类语句回答。
3、能识别单词：chicken, orange juice, tea,并能书写单词：rice, tea.eat, drink.4、学习歌曲What do you want.重难点：、能口头运用How much is it?这类语句询问物品价格，并能口头运用It‟s ten yuan.这类语句回答。
功能：谈论点餐和就餐的情况 教学程序：
一、热身复习
1、请学生以小组为单位上台来表演自编的情景短剧，对学生的表扬进行及时地评价和点拨。特别表扬能使用丰富句子进行表演的小组。
2、教师带领学生阅读AB第二单元练习2的文章并完成练习3，帮助学生了解与热狗相关的知识。
二、任务呈现与课文导入
1、教师告诉学生：“今天，将继续学习上一课的内容，并进一步了解如何讲述食物的价格，继续开展在餐厅点餐的活动。”
2、教师告诉学生：“Today Lingling and her dad go to the restaurant.Now let‟s listen to the tape.Then please tell me what lingling and her dad want to eat and drink.”在讲述的时候，重点强调“eat”和 “drink”.教师可以通过肢体语言来强调词义并要 求学生能书写。
三、课文教学
1、播放SB第二单元活动1课文录音，教师可以提以下的问题：（1）What does Lingling want to eat and drink?（2）What does Lingling‟s dad want to eat and drink? 请个别学生回答，并及时纠正答案。
2、再次播放录音，请学生集体跟读。并把以下句子进行板书： What do you want to eat/drink? I want …
3、引导学生看SB第二单元活动2中的菜单，要求学生能识别单词：chicken, orange juice, tea,并能书写单词：rice, tea。然后教师扮演服务员来询问个别学生：“What do you want to eat/drink?”鼓励学生可以根据自己的喜好来点餐,并进一步引导学生来询问价格：“How much is it, please ?”
4、鼓励学生来扮演服务员和顾客，进行简短的对话练习。
四、任务完成
1、集体完成AB第二单元练习4和5。教师先向学生简单介绍练习中菜单的项目和题目要求。播放录音，先请学生完整地听一遍对话。再播放第二次录音前，提请学生注意录音中的数字。在播放录音时，在每句话后停顿，让学生填写食物所需数量。最后对照SB第二单元活动2中的菜单，填写并计算所需食品的总价。
2、引导学生看练习5中的例句，然后仿照示例开展练习。
五、课文学习
学习SB第二单元活动4中的歌曲，教师播放录音，先请学生听歌词朗读。播放歌曲，先让学生整体欣赏歌曲，并确定学生在理解歌词时，是否有疑问。再次播放歌曲，每句后停顿，让学生跟唱。最后集体演唱。
六、课后作业
（1）完成AB第二单元练习1。（2）菜单设计竞选
把学生分成3-4人一组，设计一份精美菜单，然后进行评比。本活动主要帮助学生复习有关为学生提供创作的空间并且巩固复习所学的相关单词
Lesson 6 What a mess!
一.Teaching aims 1.复习“ May I....?” 句型。
2.复习单词和短语：kitchen, study, bathroom, living room.3.学习新短语: make the bed, make the tea, cook the meal.4.学习新句型：Can I help you? Yes, please.....二.Teaching procedures Step 1 Greeting T: Good morning class.S: Good morning teacher.Step 2 warming up T: May I close the door? S: Yes, of course.T: May I listen to music? S：Yes, of course.T: Ok, very good.Now it's your turn, you ask me, who want to try? S: May I.....? T: Yes,of course.Step 3 presentation Good, boys and girls, now we sill play a game,“pass words”.Here are 4 rooms.You have 4 groups, so g1 is a kitchen, g2 is a study, g3 is a bathroom, g4 is a living room.And here are 4 brooms, the first student should clean your seat and then passs my words and the broom one by one.Ok , good job,through this game, we review the words....T: Class, do you help your mum do housework? S: Yes T:When you help your mother, you will say: “Can I help you?”Ok, follow me.......Plese guess, what's the meaning? S:.............T: Very good, now I need help, who can help me to clean the blackboad? S: Can I help you? T: Yes, please......Step 4 practise High low voice: read new words.Paire work: practise the dialogue.Step 5 Homework Review the words and dialogue.Lesson 7 Happy Halloween Background Information : 42 students from Grade 6 Teaching Contents:
1.Vocabulary: pumpkin jack-o’-lantern ghost witch
2.Sentence structure:
This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.Communication: Use the new sentence structure and new words to communicate with each other.Teaching Objectives：
1.To master the new words: pumpkin jack-o’-lantern ghost witch
2.To enable to make a conversation using the sentence structure correctly: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To enable to use the new words and new structures in communication correctly.4.To learn how to pay a visit or how to welcome the visitors.Important points and difficult points:
1.To enable to distinguish the four new words easily.2.To master the new structures: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To use the structure to ask for yes or no.4.Can change the two sentence structure correctly: T his is a tomato.-----Is this a tomato?
Teaching Aids: Pictures, Radio.PPT Teaching Procedures：
step1 Greeting step2 Warming up：
1).Review: Check the homework-(Choose two or three groups to act it out.)step3.Lead in : Look at the video on the PPT.step4.Reading the passage about the Halloween and answer the questions.step5.Tell students the backgroud information of Halloween and lead in the new words.Step6 New words: pumpkin jack-o’-lantern ghost witch
1.pumpkin : 1)Show a picture of pumpkin ,then teach them read: This is a pumpkin.2)Ask students make sentences use this words.2.jack-o’-lantern : 1)teacher ask one students come to the stage, show a picture of it.Ask the students do right action , then let other students guess.After that teacher teach them read :This is a jack-o;-lantern.2)Ask students make sentences use this words.3.witch: 1)Guessing game lead in and then teach them read: This is a witch 2)Ask students make sentences use this words.4.ghost : 1)Teacher do the action and in a strange voice , ask students guess ,then teach them read: This is a ghost.2)Ask students make sentences use this words.Step7 Play games: 1)What's missing 2)Booming Step 8 Practice:
1)Match the words and pictures.2)Listen and number.Step 9 New structure:
1.Use the game to lead in: What’s this ….2.Teach students read the new structures.3.Practice: work in pairs.Step 10 Consolidates
1)Work in pairs : Work in pairs to practice the new words and structures three minutes ,then ask some pairs to show their conversations on the stage.2)Play a game: One student come to the stage face to the students, wear the hat with new words, and he should ask like this : “Am I a pumpkin?” Other students answer “Yes, you are./No you are not.” 3)Practice : Play the game on page 44.Step11 Listen to the tape and finish the task 1)Tick the words.2)Order the pictures.3)Fill in the blanks.1.That-----a pumpkin.2.That –---a jack-o’-lantern.3.what’s----? It’s an orange.4.------are clowns.Summary : Ask students sum up what we have learnt in this class, and then teacher do some additions.Homework:
1）Write the new words and make sentences.2)Tell the story of Halloween to others and get ready for a party of Halloween.Blackboard Design:
Lesson 7 Happy Halloween New structure New words This /That is a tomato.pumpkin
This /That is not a pumpkin.Jack-o’-lantern These / Those are tomatoes.ghost These / Those are not tomatoes.witch
Lesson8 Thanksgiving Day 教学内容：
1、与本课所学节日相关的单词tukey、sweet potato、corn、cabbage、potato、pie、lettuce。
2、定冠词the的用法。
3、了解西方感恩节。
教育、教学目标：
1、掌握本课生词。
2、掌握the作特指的用法。
教学重难点：
1、本课单词的正确发音和拼读。
2、熟练的使用the作特指的用法。教学准备：CAI课件 教学过程： Step1：Greeting Step2：Listen and practice
1、引入新单词。
T：In the last lesson,which festival have we learned? P：Halloween.T：Good!In this lesson we are going to learn another important festival—Thanksgiving Day.（介绍Thanksgiving Day）如果你们要庆祝感恩节，你们要买一点什么呢，大家去超市看看，我给大家准备了一些东西，看看大家认识些什么。
T：不认识的这些就是感恩节所需要食物。我们来看看有什么些什么呢？
2、教学turkey.T：What‟s this? P：chicken.T：No,this is not a chicken.It is very big and very popular in the USA.P：火鸡。
T：We call it turkey.……
（教学其它单词同上）
3、巩固新单词。①教师随意指图画，学生读出单词。②抽部分同学朗读。Step：Work in pairs.1、引入the的用法。
T：出示一张鸟的图片。Boys and girls , what‟s this ? P：This is a bird.T：Good!This is a bird.Is the bird big? P：No.T：The bird is small.同上说出：This is a elephant.The elephant is big.These are moon cakes.The moon cakes are round.T：为什么两句话中一个地主用a一个地方用the呢？
P：因我们第一句中已经提到bird，所以以后再提及，就用冠词the，而不是a。
2、练习the的用法。
出示更多图片学生先同桌互相练习，然后抽学生回答。Step4：
1、小结本课。
T：Today we have learned some food for Thanksgiving Day.They are …..Then we learned when to use “the ”.2、Home work 查找关于 Thanksgiving Day和中秋节的资料。
3、与学生道别。
Lesson 9 Merry Christmas 一，教材分析：“Merry Christmas” 是六年级英语教材“新路径英语”（Book 7）第九课的内容。本课内容与西方最重要的节日——圣诞节联系非常紧密，所以学生很感兴趣。二，学情分析：六年级的学生已经有了比较扎实的英语基础。大部分同学已经养成了良好的英语学习习惯，有了一定的知识储备。能够根据单词写法、音标进行简单的拼读。他们已经接触过名词的单复数形式，能基本说出其组成结构。三，教学目标:(一)情感态度与价值观
1.培养良好的学习英语的习惯，激发学习英语的兴趣。2.通过自主学习和合作学习，提高学习的能力。(二)、过程与方法
1.从图片和课件入手，让学生对所学单词初步进行感知。在教师指导下进行自主拼读，提高自主学习的能力。
2.掌握运用句型的能力，能够自主对话。(三)、知识与技能
1.掌握本课中出现的新单词，并能运用这些单词进行正确的问答。2.掌握本课中出现的四个疑问句，并能正确回答。四,教学重、难点：
1.本课中出现的单词和句型。2.部分重点单词的拼读和拼写。
3.能够区分对事物和人物提问的不同疑问词。五，教学资源：（1）单词图片；（2）多媒体课件；（3）录音机及磁带。六，教学过程：
Step one Warming-up/Revision
1.T show the song “ Jingle bells” and the Christmas tree.2.T introduce herself to the pupils.3.T play CAI, pupils look at the screen and do the exercises.Then T and pupils check the answers together.Step two Learning words and sentences.1.T play CAI, then teach the words“a lantern”“a firecracker”.2.T play CAI, pupils ask and answer.“What‟s this/that? It‟s ___.”
3.T show a present and teach the word.Then T ask a pupil to open it.They are markers.T teach the word and the sentences: “What are these? They are markers.”
1.T play CAI, pupils choose the words and make dialogues.2.T show three persons “Father Christmas” “Little Red Riding Hood” “Snow White”, then T teach them one by one.3.老师举例，让学生自己区分“What”和“Who”.A game: T say answers, pupils choose the correct questions.7.T play CAI , a clown(clowns).T show ghosts / witches, then pupils make sentences.Eg.Who are they? They are clowns.Step three Games and practise.1.T show the pictures, pupils read them one by one.2.T tell pupils how to play it: pupil A should stand behind the others.T show a picture , pupil B ask, pupil A guess what picture it is.3.Pupils play the game.Step four Books
1.T point to the blackboard , pupils read the words and sentences.2.Pupils open the books and read the words and sentences.3.Pupils make the new sentences as the models.Step five Look, match and read.1.T conclude this class.2.Pupils do the exercises.3.Pupil say their answers.T and other pupil check the answers.4.Pupils read the sentences.
第二篇：小学四年级新路径英语教案
4年级1班英语教案
Unit1 our school day Lessen 1
what time is it 教学目标：
1、要求学生学会相关短语，单词。
2、学习自然拼读法，培养学生拼读单词的能力。
3、教师通过积极评价，增强学生的的自信心，进一步激发学生学习英语的兴趣和初步的自主学习能力。
教学重难点 ：
1、学会起床，吃早餐等短语的读法以及写法。
2、能正确用英语句子进行问答时间。
课时 ： 一课时
教学过程：
一、师生问候
二、教学句型“what time is it ?”及其回答“It is„„”
三、单词教学
通过有关图片进行单词教学。
四、Listen,circle and say
五、Let’s talk 朗读课文并进行角色扮演。
六、Let’s read 学习自然拼读法
1、把字母Bb写在黑板上，然后指着bed 说 B b bed 强调第一个字母的发音，学生重复，用同方的方法介绍bee等词语
2、教师放录音，学生边听边指图。
七、布置作业
Lessen2 Where are you from 教学目标：
1、学会美国、新西兰等英语国家国名和法国国名的英语表达法，初步了解这些国家的怪光狂，认识其国旗。
2、通过歌曲、游戏等巩固以前所学习的见面用语，自我介绍用语，掌握询问对方来自何处的表达法及其回答。教学重难点 ：
1、学会美国、新西兰等英语国家国名和法国国名的英语表达法，初步了解这些国家的怪光狂，认识其国旗。
2、掌握询问对方来自何处的表达法及其回答。
课时 ： 一课时
教学过程：
一、师生问候
二、教学句型“where are you from ?”及其回答“I’m from”
三、单词教学
通过有关图片及画有各国国旗的图片进行单词教学，同时介绍个英语国家的情况。
四、Listen,circle and say
五、Let’s talk 朗读课文并进行角色扮演。
六、布置作业
Lessen 3 Happy Teatcher’s Day 教学目标 ：
1、能将表达请求允许、表示感谢祝贺和喜爱等功能的句子应用于现实生活之中。
2、通过反复朗读掌握喜欢某物的表达法。
3、了解教师节的相关情况，进一步培养学生尊师的美德。
教学重难点 ：
1、本课单词即正确发音。
2、喜欢某物的表达法 I like 及其应用。
3、介绍教师节。
课时：一课时
教学过程 ：
一、师生问候
二、Magic box单词教学
三、句型教学 I like „ 并进行练习
四、Listen,match and say
五、Let’s talk 朗读课文并进行角色扮演。
1、教师带读。
2、分角色读
六、布置作业
Lessen 4 what is the game 教学目标 ：
1、能听懂、会说本课单词同时复习并巩固以前学过的单词。
2、能够通过自然拼读法了解字母Ii ,Jj,Kk,Pp在单词中的发音。
教学重难点：
1、本课单词
2、通过自然拼读法了解字母Ii ,Jj,Kk,Pp在单词中的发音。
3、重点句型以及其回答。
课时：一课时
教学过程：
一、常规问候与复习
二、Magic box单词教学
1、复习单词
2、引入新词。
3、带读新词。
4、巩固新词。
三、句型教学并把新单词放入句型里进行练习
四、Listen,tick and say
五、Let’s talk 朗读课文并进行角色扮演。
1、练习新单词
2、练习新句型
六、布置作业
Lessen 5 I don’t like coffee 教学目标
1、掌握本课新词，复习上课的单词。
2、巩固本课的重要句型。
3、通过绘图和激发学生的想象力进行教学，充分发挥学生的联想能力。教学重难点
1、掌握本课单词的发音并了解其词义。
2、能正确使用句型“I don’t like”。
课时
一课时
教学过程
一、常规问候与复习
二、Magic box单词教学
1、复习学过的单词，2、教学单词
3、解释其意思
4、巩固新词。
三、句型教学“I don’t like”
四、Let’s talk 朗读课文并进行角色扮演。
1、师生问答
4、跟磁带读
5、分角色读
五、布置作业
Unit2 things around us Lessen 1 It’s windy and cool
教学目标
1、掌握本课新词。
2、通过学习自然拼读法，初步感知字母Hh , Ll, Mm,Nn在单词中的发音。教学重难点
1、本课单词。
2、掌握本课的句子。
课时
二课时
教学过程
一、常规问候与复习
二、板书单词，教读单词。
三、学生齐读。
四、学生自由读
五、教读句子。1.老师示范读，解释句子的意思。2.学生跟读重点句子。3.掌握重点句子How’s the weather?以及其回答。4.掌握天气的单词。
六、回家作业，抄写句子和单词。
Lessen What season is it now
教学目标:
1、能听懂，会说本课单词,做到发音准确语调自然。
2、掌握不同季节的单词。教学重难点：
1、单词的发音和复数形式。
2、能用英语进行问答，询问季节。课时:2课时
教学过程:
一、常规问候与复习。
二、单词教学。
1、出示单词卡片，巩固学过的单词和“I like„”的表达法。
2、巩固新词。
三、用旧句型套新单词，再引出新句型。
1、将不同季节套入句型中练习。
2、通过游戏引出新句型“I like„„”。
四、教学小诗。
1、通过提问巩固所学单词，引出心得学习内容。
2、鼓励学生自己识字，看本课尝试读出小诗“I like Coffee”
五、仿编小诗
1、教师示范，用所学句型“I like„”“I don’t like „”进行仿编
2、双人活动，仿编小诗。
五、布置作业
Lesson 3 What’s your favourite season? 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握4个短语 教学重难点：
1． 本课时的短语较复杂，学生学习有难度。2． 练习重点句型。3． 能用英语进行交流。课时：1课时 教学过程: 1.板书短语进行教学。2.老师范读，学生跟读。3.学生自由读，抓准读音。
4.教习重点句子。What’s your favourite season? I like„„ 5.掌握What about you?这个句子。6.接着学习I like sth/doing sth.7.布置作业。
Lesson4 What for your breakfast 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握单词potato ,tomato,candy,noodles 教学重难点： 1学习单词。
2练习重点句型。3能用英语进行交流。课时：1课时 教学过程：
1.板书短语进行教学。2.3.4.5.6.7.老师范读，学生跟读。学生自由读，抓准读音。
教习重点句子。What’s for your breakfast? 接着掌握What about you?这个句子。接着学习I like sth/doing sth.布置作业。
Lesson5 Making a spinner 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握单词house,window,door,wall 教学重难点： 1学习单词。
2练习重点句型I like doing sth。3能用英语进行交流。课时：1课时 教学过程：
1.板书短语进行教学。2.老师范读，学生跟读。3.学生自由读，抓准读音。4.教习重点句子。I like doing sth 5.接着掌握What about you?这个句子。6.接着学习I like sth/doing sth.7.布置作业。
Unit 3 About me Lesson 1 this is me 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握单词schoolgirl,schoolboy,long hair,big face 教学重难点： 1学习单词。
2练习用英语描写自己的外貌。3能用英语进行交流。课时：2课时 教学过程：
1.板书单词进行教学。2.老师范读，学生跟读。3.学生自由读，抓准读音。
4.教习重点句子。提示重点语法以及单词发音 布置作业
1.练习用英语写自己的外貌。
Lesson 2 My good friends 教学目标：
1.能基本掌握外貌的描写方法。2.掌握单词quiet,young,old,head.教学重难点： 1学习单词。
2练习用英语描写自己的好朋友的外貌。3 掌握本课时的重点句型：who have a +n.3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习重点句子。提示重点语法以及单词发音。把不同的词语带入句子描写好朋友的外貌和性格。并让其他同学猜猜是谁。6 教习英语小诗She has,She can 布置作业
1.练习用英语写好朋友的外貌。
2.按书上例句的样子，改写下面的句子：（1）I have a big face.（2）I have long hair.（3）I have a small mouth.Lesson 3 My favourite colour 教学目标：
1.掌握描写颜色的单词。2.掌握本课时的单词 教学重难点： 1学习着装用语。
2练习用英语交流自己喜欢的颜色和穿着。3能用英语进行交流。课时：2课时 教学过程：
5.板书单词进行教学。6.老师范读，学生跟读。7.学生自由读，抓准读音。
8.教习重点句子。提示重点语法以及单词发音 布置作业
1.练习用英语写自己的外貌。
Lesson 4 My favourite toy 教学目标：
1.掌握描写交通工具的单词ship,taxi,plane,bus,car,train。2.掌握本课时的单词ship,taxi,plane,bus,car,train 教学重难点：
1学习重点句子Do you have a„„以及回答YES,I do/NO,I don’t。2练习重点句子Do you have a„„以及回答YES,I do/NO,I don’t。3能用英语进行交流。课时：2课时 教学过程：
1板书单词ship,taxi,plane,bus,car,train进行教学。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习重点句子Do you have a„„以及回答YES,I do/NO,I don’t。提示重点语法以及单词发音 布置作业
1.抄写重点句子以及答语5遍，抓握如何回答。
Lesson 4 My pet dog 教学目标：
1.掌握本课的短语。
2.掌握本课时的重点句子以及回答。教学重难点：
1学习重点句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。2练习重点句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。3知道用不同的人称问时，用不同的人称回答。课时：2课时 教学过程：
1板书短语进行教学。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习重点句子Can it/he/she swim?以及回答YES,it/he/she can/ NO,it/he/she can。提示重点语法以及单词发音。布置作业
1.抄写重点句子以及答语5遍。
Unit 4 Our lessons
Lesson 1 Let’s do sums 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握2位数的英语说法，做到流利应用。教学重难点：
1学习用英语说2位数。2练习用英语做加法。3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学，练习用英语说不同的数字。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习用英语做加法的规则，提示重点语法以及单词发音。布置作业
1.抄写单词5遍。2.用英语写数字
Lesson 2 What’s the missing number 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握2位数的英语说法，做到流利应用。教学重难点：
1学习用英语说2位数。2练习用英语做减法。3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学，练习用英语说不同的数字。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习用英语做加法的规则，提示重点语法以及单词发音。布置作业
1抄写单词5遍。2用英语写数字
Lesson 3 Talking about animals 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握动物的不同部位用英语怎么说，做到流利应用。教学重难点：
1学习用英语说不同的部位。2练习用英语描写动物的样子。3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学，练习用英语说不同的部位。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习改写句子。Eg.Its arms are long------It has long arms.5 教习英语小诗《elephant》 布置作业
1抄写单词5遍。练习不同句子该怎么改，抄写黑板上的句子。
Lesson 4 Do you like swimming? 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握swimming,play basketball,ball,play ping-pong。教学重难点：
1学习swimming,play basketball,ball,play ping-pong。2练习用英语问“你喜欢做什么”并能正确回答。3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学，练习swimming,play basketball,ball,play ping-pong。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习Do you like swimming？以及回答YES,I do./NO,I don’t.布置作业
1抄写单词5遍。2抄写重点句子5遍。
Lesson 5 Where ‘s the spider? 教学目标：
1.能听懂，会说本课单词,做到发音准确语调自然。2.掌握on,in,under,behind。教学重难点：
1学习on,in,under,behind。
2练习重点句子的问答Where ‘s the spider?---It’s on the pencil-box。3能用英语进行交流。课时：2课时 教学过程：
1板书单词进行教学，练习。2老师范读，学生跟读。3学生自由读，抓准读音。
4教习Where ‘s the spider?---It’s on the pencil-box。布置作业
1抄写单词5遍。
2抄写重点句子以及回答5遍。
第三篇：六年级英语教案(上)
1I wrote a long letter.I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there(The First Period)Conversation Getting ready: a.Bring in a plastic bottle with a piece of paper rolled up inside.b.T:(Hold up a bottle.)What‟s this? [S1: It‟s a bottle.] c.T: What‟s inside the bottle? What do you think? d.Have some Ss guess.[S1: Is it a(letter)?] e.Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.Point to the first picture.b.T: They‟re at the beach.What did Tony write? [Ss: They wrote a letter.] c.T: Let‟s look at the pictures and listen to the tape.d.Play the tape and point to each picture for Ss to follow.e.T: Let‟s listen again and repeat.f.Play the tape again, pausing after each sentence to let Ss repeat.g.Put Ss into groups of three and have the practice acting out the dialog.h.Ask volunteers to perform for the class using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.Put Picture Cards 1-8(picture-side up)on the board and display real items, if available.b.T:(Point to Picture Card a piece of candy.)A piece of candy.Repeat.[Ss: A piece of candy.](Flip the card over to the word side.)c.Continue with the other words.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.Bring in realia, e.g.a bag of chips, a box of tissues, etc.b.Put Ss in groups and give each group one item.c.T:(Ask one group.)What did you get? [Ss: We got(a bag of chips).] Using the book: a.T: Listen to the tape and repeat.b.Play the tape and have Ss repeat the sentences.c.Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教学后记: 学生对于量词与名词的掌握还是比较好的，但个别的同学对于量词词组的综合使用和量词的复数形式的用法，部分中下生不能很好地掌握，课后应该多渗透可数与不可数名词的区别及用法。
(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.T:(Point to each picture.)What‟s this? [Ss: It‟s(a bag of chips).] c.T: Let‟s listen to the tape.d.Play the tape for number A, then pause.e.T: Did Tony buy a piece of candy? [Ss: No, he didn‟t.] What did Tony buy? [Ss: He bought a bag of chips.] f.Have Ss put a checkmark in the correct box.g.Ask one student to write the answer on the board: He bought a bag of chips.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Go over the vocabulary using the pictures in the top row.b.Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.T: Find a partner.Ask each other questions like this.b.Demonstrate with one student first.c.T:(Point to Mrs.Green.)(S1‟s name), did Mrs.Green buy a(carton of ice cream)yesterday? [S1: Yes, she did.] d.T: Now,(S1‟s name), you ask a question.[S1:(T‟s name), did Mrs.Green buy a(box of pencils)?] e.T: No, she didn‟t.f.Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1)Getting ready: a.Have Ss look at the pictures around the lyrics.b.T:(Point to the boy.)What does he have? [Ss: He has a bag of chips.] c.Do the same with the girl on the right.Using the book: a.T: Let‟s read out the lyrics first.b.Read out the sentences and have Ss repeat.c.T: Now, let‟s listen to the tape.d.Play the tape and point to each word.e.Play the tape again and have Ss chant together.f.Divide the class into two groups.g.Have one group chant the question parts and the other group chant the answers.h.If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2)Getting ready: a.Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.T:(Hold up each item.)What‟s this? [Ss: It‟s(a piece of candy).] c.T: How do you spell(piece)? d.Have a volunteer come to the board and write the word.e.Continue with the other items.Using the book: a.Have Ss look at the letters on the page.b.T: Look at the letters.What words can you make? c.Give Ss time to write the words.d.T: Can you draw lines from the left side to the right side to make phrases? e.Show the example a piece of candy.f.Have Ss work in pairs if they are having difficulty.g.Check the answers with the whole class.教学后记: 学生对课文内容的发音较感兴趣，听力部分完成的比较好。但个别同学说话的完整性需要在口语交际时多加训练，为以后写作打下良好的基础。
(The Third Period)Activity Getting ready: a.T:(Point to the picture of the girl.)Look.This girl is talking about yesterday.Can you find the new words?(Point to the first passage on the page.)[Ss: A carton of ice cream.A bag of chips, etc.] b.De the same with the picture of the boy and the second passage.Using the book: a.T: Let‟s read!b.Give Ss time to read the first passage silently.c.Ask some Ss to read the sentences aloud.d.T: Now, look at the questions.(S1‟s name), can you read the first question? [S1: When was the girl‟s birthday?]
e.T: What‟s the answer? [Ss: It was April 9th.]
f.Continue with the rest of the questions and have Ss write the answers.g.Walk around the classroom to check Ss‟ writing.h.Repeat the procedure for the second passage.Sounds and words(1)Getting ready: a.Write air, ear and ere on the board.b.T: Today we practice a combination of two sounds.c.T:(Point to air.)The letters air sounds / /.Let‟s practice.Repeat./ /.[Ss: / /.] d.Continue with the rest of the letters.Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2)Getting ready: a.T: Put your heads down and close your eyes.b.T: Now, I will read a chant.Repeat the words with the sound / /.c.T: Where is the chair? [Ss: Where, chair.] d.Continue with the rest of the sentences.Using the book: a.T: Let‟s listen to the chant.Point to the pictures.b.Play the tape once and have Ss point to the pictures.c.Play the tape again and have Ss point to the lyrics while listening to the chant.d.T: Let‟s chant together.e.Play the tape and have Ss chant along.教学后记: 学生对量词的掌握还是比较好的，Sounds方面，由于学生掌握了一定的语音知识，比较容易接受。
(The Fourth Period)Extension activities Conversation
Before the lesson, write a message on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the lesson, T points to the bottle and asks, e.g.What‟s this? Ss answer, e.g.It‟s(a bottle).T points to the piece of paper inside and asks What‟s inside? Ss answer It‟s a piece of paper.T says Look!There‟s a message!Ask a volunteer to read it to the class.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary
Put the Picture Cards/ realia in a line on the floor.Divide the class into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing across from each other, etc.Then T calls out a number and item, e.g.Number(3)!Get(a bag of chips)!Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got(a bag of chips)!The game continues with other numbers and card/items.Review
Before class, put stickers under a few Ss‟ chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2‟s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1‟s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1
After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Assign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let‟s try one tighter!T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did(S1‟s name)buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the class.Practice 2 Bring several shopping bags to class.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look!(S1‟s name),(S2‟s name)and(S3‟s name)went to the store.I wonder what they got at the store.T asks, e.g.(S1‟s name), did you get a(bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn‟t.If S1 answers yes, he/she shows the card to the class.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教学后记: 由于学生基础比较薄弱，所以学生对于有一点的难度的题目完成的不太理想。特别是综合的时态运用及句型的转换。
(The Fifth Period)Chant activity
Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other‟s shoulders and stand next to one of the cards in the circle.Then T starts the music and the class starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a(piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought(candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole class that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the class.Optional activity
Bring a soft ball to class.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase(see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let‟s go on a picnic!What do you want to bring? T starts by saying, e.g.I‟m going to bring(a bag of chips).What do you want to bring,(S1‟s name)? T tosses the ball to S1.Then S1 says I‟m going to bring(a bag of chips)and(a bottle of soda).What do you want to bring,(S2‟s name)? S1 tosses the ball t S2.Ss continue with the word chain, tossing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake;a carton of eggs, milk, orange juice, yogurt;a bag of salt, sugar;a bottle of soda;a box of crayons, cereal;a roll of wrapping paper, etc.教学后记: 通过各种练习的训练，学生对本组教学内容的掌握还是比较理想的，但对量词的复数形式不太熟练，常漏-s。I usually look for cookies.2008-02-25 20:12:05.0 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer
(The First Period)Conversation Getting ready: a.Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.T:(Point to Gogo, Tony and Jenny.)They are looking for some insects.Do you think they can find the insects? c.Elicit responses from Ss.Using the book: a.Have Ss open their books and look at the pictures.b.T: Let‟s listen to the tape.c.Play the tape and point to each picture for Ss to follow.d.T: Did they find any insects? [Ss: No, they didn‟t.] What did Gogo find?[Ss: He found some cookies.] e.T: Let‟s listen again and repeat.f.Play the tape, pausing after each expression to have Ss repeat.g.Put Ss into groups and have them practice acting out the dialog.h.Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.Put Picture Cards 9-12(never, sometimes, usually and always)word-side up on the board.b.T: Listen.I eat rice for dinner every day.(Point to always.)I always eat rice for dinner.c.Turn the card over to show the picture.d.Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Show Picture Cards 9-16 at random and have Ss say the words.d.Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.Put Picture Cards 13-16 word-side up on the board.b.T: I usually get to school(by bike).(S1‟s name), how do you get to school? [S1: I usually(take the bus).] c.Continue with several Ss.Using the book: a.T: Listen to the tape.b.Play the tape.c.T: Listen again and repeat.d.Play the tape again and have Ss repeat.e.T: Now, get into pairs.Make up your own dialogs.f.Ask volunteers to perform their dialog for the class.教学后记:学生对于陈述句的掌握不是很理想，很多学生容易直接用中文的思想来翻译，如：I go to school take a bus.或者是：I by bike to school.而且几个时间的词语的发音方面也不是很好。
(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.Write She ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: She(usually rides a bike).] d.T: Let‟s listen to the tape.e.Play the tape for A, then pause.f.T: How does she get to work? [Ss: She always rides a bike to work.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedure with the other three questions.Practice 2 Getting ready: a.Have Ss look at the example question on the page.b.Ask Ss to read the question.[Ss: How do they get to school?] c.Have Ss look at the character‟s faces and review their names(Tony, Jenny, Ben and Lisa).Using the book: a.T: Now, work with a partner like this.(S1‟s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.Give Ss time to practice asking and answering.d.Walk around the classroom to provide help if needed.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the boy taking a bus.)Is he taking a bus or a taxi? [Ss: He‟s taking a bus.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let‟s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let‟s sing!
f.Play the tape again and have Ss practice singing together.g.Divide Ss into three groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教学后记: 学生对于一般现在时的一般疑问句的肯定、否定回答掌握的比较好（比较简单），但对于陈述句的句式还是有一定的难度。(The Third Period)Activity Getting ready: a.Ask a student to come to the front of the class.b.Ask the student to play the role of Gogo and follow the conversation on the page.c.T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.Ask another student to come to the front of the class.Ask her to play the role of Jenny and ask S1 the other question.e.S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.Put Ss into pairs.b.Ask Ss to practice the bookstore Q&A in Gogo‟s row with their partner.c.S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.Ask Ss to draw their own answers in the row of „YOU‟.e.Practice the Q&A with their partner.Sounds and words:(1)Getting ready: a.Write ear on the board.b.T:(Point to the word.)Let‟s practice this sound.c.T: / /.[Ss: / /.] Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words:(2)Getting ready: a.Write year, ear, hear, cheer, near, clear on the board.b.Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear)Using the book: a.T: Let‟s listen to the chant.b.Play the tape once.c.T: Now, listen and point to the pictures.d.Play the tape and have Ss chant along.教学后记: 由于上一节课，学生对一般现在时一般疑问句的用法掌握得一般，通过本节课的训练，学生掌握的还是不错的。Sounds部分也掌握得比较理想。
(The Fourth Period)Extension activities Conversation
Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects!T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies!This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for(my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for(my books).Continue until every student has had a turn.Vocabulary
Divide Ss into four groups.Assign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the class.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target
Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don‟t tell your partner the word.Demonstrate with one pair first.For example, if S1‟s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice
Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I(never)ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to guess before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before class, prepare some Do you ever…? questions for Ss.In class, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go!T times Ss for 30 seconds, then says Stop!Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1‟s name), does(S2‟s name)ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2‟s about S1s.教学后记: 通过游戏的形式加强学生对句型的操练，学生的学习积极性比较浓厚，对句型的掌握也比较牢固，练习质量比较高。
(The Fifth Period)Song activity
Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while passing the envelopes around the circle in opposite directions.When the song is over, the class asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We(sometimes)take a(spaceship).Then they put the cards back in the envelopes and the class plays again.Activity
Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school(by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the class into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver‟s seat with his/her arms for driver to sit in.S3 could be the passenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the class.Other Ss try to guess what mode of transportation they are acting out, e.g.It‟s a(bus)!教学后记: 通过Mimi-research的游戏加强学生对句型的操练，培养学生的小组合作精神比较好，也促进了学生的竞争意识。
How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse(The First Period)Conversation Getting ready: a.Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.T: I go hiking once a month.c.Pantomime swimming.Then hold up two fingers.d.T: I go swimming twice a week in the summer.e.T:(S1‟s name), how often do you go hiking? [S1: I go hiking(once a year).] f.T:(S2‟s name), how often do you go swimming? [S2: I go swimming(three times a week in the summer.)] Using the book: a.Have Ss open their books and look at the pictures.b.T: Let‟s listen to the tape and read the story.c.Play the tape and point to each picture for Ss to follow.d.T: Let‟s listen again and repeat.e.Play the tape, pausing after each sentence to have Ss repeat.f.Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.Have pairs practice acting out the dialog.h.Encourage some pairs to act out the dialog in front of the class.Vocabulary Getting ready: a.Bring in Picture Cards 17-24.b.Show the picture side of the Picture Card once.c.T: Repeat.Once.[Ss: Once.] d.Show the word side of the card.e.T: How do you spell once?(Point to each letter for Ss to say.)[Ss: O-N-C-E.] f.Continue with the rest of the cards.Using the book: a.T: Open your book.Listen to the tape and point to each word.b.Have Ss point to the words.c.Play the tape again, and have Ss repeat each word.d.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.Put Picture Cards 17-24 word-side up on the board.b.Write How often do you ____? underneath the cards.c.T:(Point to the Picture Card go fishing)(S1‟s name), how often do you go fishing? [S1: I go fishing(once a month).] d.Continue with several Ss.教学后记：学生对本单元的单词和句型都感兴趣，学起来也容易很多，第一课时掌握的内容良好，对twice的发音加强一下就可以了。
(The Second Period)Practice 1 Getting ready: a.Write How often ___________? b.T:(Point to the first picture in A.)How often does he go swimming? c.T:(Point to the second picture in A.)Can you make a question? [Ss: How often does she go ice-skating?] d.Continue with individual students with different pictures.Using the book: a.Have Ss look at the pictures for A.b.Write He ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: He goes swimming(once a month).] d.T: Let‟s listen to the tape.e.Play the tape for A, then pause.f.T: How often does he go swimming? [Ss: He goes swimming once a week.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Have Ss look at the Q&A on the page.b.Ask two Ss to come to the front of the classroom and role-play Gogo and Tony.Using the book: a.T:(Point to the second column with swimming.)(S1‟s name), can you make a question? [S1: How often do you go swimming ?] b.T:(Think and answer truthfully.)I go swimming(once a week).c.T: Now, you answer the questions.Write your answers on the top row.d.Give Ss a few minutes to answer.e.Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the picture of Tony.)What is Tony going to do? [Ss: He‟s going to go hiking.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let‟s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let‟s sing!
f.Play the tape again and have Ss practice singing together.g.Divide Ss into four groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教学后记：从学生完成听力部分的结果来看，大部分学生掌握的还是比较好的，在课后应加强学生对句子的阅读和造句的训练，让学生能形成一种语感。
(The Third Period)Activity Getting ready: a.Hold up your book.b.T:(Point to the picture of the frog in A.)What is this? [Ss: It‟s a frog.]
c.Continue with the other pictures.Using the book: a.Ask a volunteer to read out the frog‟s introduction in A.b.Ask another volunteer to read out the question for the class.c.Give Ss time to write the answer on the page.d.Do the same with the other two questions.e.Put Ss into pairs to check their answers.Sounds and words(1)Getting ready: a.Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.Have Ss look at the board.c.Underline the letters ir, ear and ur in the words.d.T: Let‟s practice this sound.e.T: / /.[Ss: / /] Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words(2)Getting ready: a.Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt)Using the book: a.T: Let‟s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let‟s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let‟s see who can chant better!
g.Have each group chat in their own creative way.h.Choose a group with the best performance and explain why they win.教学后记：渗透的语音知识对学生的作用较大，利用学生的竞争来学好本单元的发音，掌握良好。
(The Fourth Period)Extension activities Conversation
Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the class.Vocabulary Divide the class into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk;the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are successful, they get a point.Target Divide the class into two teams: Question Team and Answer Team.The teams stand on opposite sides of the classroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you(go swimming)? and tosses the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I(go swimming twice a week).Then S2 tosses the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.(The Fifth Period)Practice 1
Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to guess what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to guess the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2
After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in class go ice-skating once a year.Song activity
Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the class by miming, showing their fingers, and pointing to the correct word on the board.Activity
Divide the class into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What‟s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the class into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.Write the r-combination ir, ur and ear on the board.Brainstorm with the class the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her;ur: burn.b.Ask the class to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教学后记:
1、教学内容不多，句型比较简单，而且内容贴近我们的生活实际，学生掌握的比较好。在综合练习中，反映学生对以前所学的动词词组遗忘率比较高。
2、对于一般现在时的第三人称的动词变化，学生掌握得不太牢固，总忘记词性变化，-s。学生对歌曲的学习还是比较浓厚。
3、学生的阅读能力比较薄弱，理解课文能力很差，对人称的转变，对句型的结构不理解，须加大训练力度。Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.T:(Point to sentence A.)(S1‟s name), can you read the beginning of the sentence? [S1: I bought…]
b.Continue with the rest.Using the book a.T: Now listen to the tape.b.Play the tape for A, then pause the tape.c.T: I bought …(Gesture for Ss to answer.)[Ss: a roll of toilet paper.] d.Repeat for B, and have Ss write the answer on the page.e.Continue with the rest.Review 2 Getting ready a.Bring in Picture Cards 1-24.b.Review the cards orally.Using the book a.Ask a volunteer to read aloud question A for the class.b.T: Now, look at the pictures.Write the answers on the page.c.Give Ss time to fill in the blanks.d.Continue with the rest.e.Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tissues and a roll of toilet paper on the board, picture-side up.b.Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.c.T: We‟re going to read Jenny‟s e-mail.Using the book a.T: Now, let‟s read the e-mail.b.Give Ss time to read the e-mail silently.c.Have individual Ss read aloud the e-mail sentence by sentence.d.T:(Point to question A.)(S1‟s name), can you read the question? [S1: What are Mary‟s hobbies?] e.T: What‟s the answer,(S2‟s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.T: Write the answer on the page.g.Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.Point to the word pearl.b.T: / /, /，/.Pearl.I‟ll play the tape.Let‟s find the sound / /.c.Play the tape.d.T: Can you find the words with the sound / /? Circle them.e.Have Ss say the words so that the class can check the answers.f.Repeat procedures for questions B and C.教学后记：本单元的复习工作开展较好，学生在知识上的连贯比五年级要好，听力部分掌握的情况良好。
Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?
Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?
Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the class.Read and find
Divide the class into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel
Divide the class into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn‟t.They ran to their friend‟s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the class into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教学后记: 本单元主要学习量词词组、动词词组、时间时态，涉及四种时态的综合运用，涉及特殊疑问句、一般疑问句及其回答与运用，还有双元音的字母、字母组合发音。学生对词汇的掌握比较好，但对于句型、动词、时态的掌握有待加强训练。It‟s a magic hat.Objectives and Requirements: Language Review: How much is the guitar? It‟s $85.Wow!That‟s expensive!How much are those socks? They‟re $1.hey!That‟s cheap!Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys(The First Period)Conversation Getting ready a.Bring in some real money, e.g.¥1,¥2,¥5,¥10,and ¥100 bills(or use Gogo Money WB p.70)b.T:(Show a ¥1bill.)This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.Continue with different notes.d.T:(Show a ¥10 bill.)How much is this? [Ss: Ten yuan.] e.Do the same with some other notes.f.Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.T: Now, let‟s listen to the tape.b.Hold up the book and point to the pictures.c.T: Let‟s listen again and repeat.d.Play the tape, pausing after each expression to have Ss repeat.e.T:(Point to the hat.)How much is this hat? [Ss: It‟s a hundred dollars.] f.T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expressions as the characters‟ voices and add actions.Vocabulary Getting ready a.Bring in Picture cards 25-32 on the board, picture-side up.b.Show the picture side of the Picture Card forty.c.T: Listen and repeat.d.Show each Picture Card and say the word for Ss to repeat.Using the book a.T: Listen to the tape and repeat.Point to each picture as you say it.b.Have Ss listen, repeat and point to each picture.c.Point to the pictures at random and have Ss say the words.d.Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.T:(Point to S1‟s eraser.)How much is that eraser? b.Teach Ss how to answer with their currency.[S1: It‟s(two yuan).] c.T:(Point to S1‟s pencils.)How much are those pencils? [S1: They‟re(five yuan).] d.Ask some more Ss, and have them answer accordingly.e.Have Ss ask T similar questions.f.Answer truthfully.Using the book a.Have Ss look at the pictures on the page.b.Ask individual Ss to read out the sentences.c.Play the tape a few times and have Ss practice along with the tape.d.Put Ss into pairs and have them act out the dialogs.e.Have pairs ask each other about their own items as in Getting ready section above.=教学后记：学生对Gogo的讲话方式感兴趣，模仿的比较好，对数字的认识还可以，但遗忘较大，对以前学过的数字掌握反而不够，询问价钱贴近生活，一问一答的对话学生编的好。(The Second Period)Practice 1 Getting ready a.Write How much _________? On the board.b.T:(Point to the first picture in A.)How much is a carton of ice cream? c.T:(Point to the second picture in A.)(S1‟s name), can you make a question? [S1: How much is a cone of ice cream?] d.Continue with individual Ss with different pictures.Using the book a.Have Ss look at the pictures for A.b.Write It‟s ____.Underneath question A on the board.c.T:(Point to the first picture.)(S1‟s name), can you answer the question using the sentence structure on the board? [S1: It‟s ten dollars.] d.Continue with the other pictures.e.T: Let‟s listen to the tape.f.Play the tape for A, then pause.g.T: What‟s the answer? [Ss: It‟s four dollars.]
h.T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? i.Have S2 write the sentence on the board.j.Repeat the procedures with the other three questions.Practice 2 Getting ready a.Have two Ss read the dialog.b.T:(Point to the skateboard.)Is it cheap? [Ss: No, it isn‟t.It‟s expensive.] c.Go over each picture.Using the book a.Put Ss into pairs.b.Have Ss take turns asking and answering questions about the pictures.c.Walk around the classroom to see how Ss are doing Chant activity Getting ready a.Have Ss look at the pictures around the lyrics.b.T:(Point to the box.)Can you make a question? [Ss: How much is that box?] c.Have one student answer.[S1: It‟s fifty dollars.]
d.T:(Point to the socks.)Can you make a question? [Ss: How much are those socks?] e.Have another student answer.[S2: They‟re three dollars.] Using the book a.T: Let‟s read out the lyrics first.b.Ask individual Ss to read out the sentences.c.T:(Point to the blanks on the page.)There are some words missing.d.T: Let‟s listen to the chant and fill in the blanks.e.Play the tape and have Ss fill in the blanks.f.Pause the tape from time to time if necessary.g.T: Now, it‟s time to chant!Let‟s listen to the tape first.h.Play the tape again for Ss to practice chanting together.i.Divide the class into two groups.j.Have one group chant the question parts and the other group chant the answers.Then switch.=教学后记：本课时充分训练了学生的听力和口语，对询问价钱的问题有了一定的认识，礼貌上的教育也加强了。
(The Third Period)Activity Getting ready a.Have Ss look at Student A picture on the page.b.T: Look at the Student A picture for one minute.c.T:(Give Ss one minute.)Now, close your books.d.T: What was in the picture? Do you remember? e.Ask Ss to name all the items they remember.Using the book a.Put Ss into pairs and assign them Student A and Student B roles.b.T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.T: Some information is missing in each picture.Your partner has
the answers.Ask each other about the items.d.Give Ss time to ask, answer and write the prices on the page.e.Circulate around the classroom to see how Ss are doing.f.When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.Bring in a cup and a key.b.T:(Hold up a cup.)Repeat.Cup.[Ss: Cup.] c.T:(Hold up a key.)Repeat.Key.[Ss: Key.] d.T: Today we practice the sound /k/.It‟s the sound in the words „cup‟ and „key‟.Repeat after me.e.T: /k/.[Ss: /k/.] Using the book a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.Write color, kite, black, carrot and keys on the board.b.Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.)Using the book a.T: Let‟s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let‟s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let‟s see who can chant better!
g.Have each group chant in their own creative way.h.Choose a group chat in their own creative way.i.Choose a group with the best performance and explain why they win.教学后记：发音较到位，学生掌握的情况良好。
(The Fourth Period)Extension activities Conversation
Bring some hats to class(or ask Ss to bring hats to class).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the class.Vocabulary
Bring some shopping catalogs/newspaper advertisements to class.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1‟s name), how much is the toy car? [S1: It‟s(forty yuan).] Target
After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this(television)? [S1: It‟s(one thousand yuan).] T: Wow!That‟s expensive!When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the class.Practice 1
Bring some real objects, e.g.a bag of chips, a box of tissues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this(bottle of shampoo)? Have S1 answer based on the price tag, e.g.It‟s(twelve yuan).Then make a comment, e.g.Wow!That‟s expensive!/ That‟s cheap!Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2
Before class, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---¥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That‟s(¥173)!Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That‟s(one hundred and seventy-three)yuan.教学后记: 1、本单元教学内容比较贴近生活，在生活中运用比较广泛，学生的学习兴趣比较浓厚。对句型容易掌握，但对名词的单复数不能明确区分。
2、学生对数字的掌握欠缺一点，特别是对以前所学习的1-20的单词遗忘较多，对于几十几、几百几十几、几千几百几十几的表示法掌握不太理想。
Unit6 The turtle is faster The First Period
Teaching contents:(Vocabulary Target Practice)Teaching key point:
1、Target language
2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n
Review Reiew words of the animals and sentences about Is…? and What‟s this? n
Presentation 1
SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.](point to each letter for Ss to say.)[Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n
Presentation2
SB p.32 T:(Point to the Picture Cards of elephant and turtle.)Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n
Practice
SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the class.Put Ss take turns asking and answering questions about the pictures.Walk around the classroom to provide help if needed.Extension activity TB p.71 n
Homework Copy Vocabulary and Target on the exercise book.Say conversation.n
Writing Is_________________?
hippo
elephant
turtle snail Which is _________________?
big
small
fast
slow
bigger
smaller
faster slower
The Second Period
Teaching contents:(Conversation Practice1 and Chant activity)Teaching key point: Will be able to answer questions after listening to short passages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n
Review Review words and sentences about Vocabulary and Target.n
Presentation
SB p.31 Ask Ss to look at the first picture.T:(Point to the turtle in the first picture.)Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let‟s listen to the tape and read the story.Play the tape and have Ss look at the pictures and dialog in their books.T: Let‟s listen again and repeat.Play the tape, pausing after each expression to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n
Practice
SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T:(Point to the first picture.)(S1‟s name), can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let‟s listen to the tape.Play the tape for A, then pause.T: What‟s the answer? [Ss: A snail is slower.]
T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n
Song activity 1
SB p.34 Have Ss look at the pictures around the lyrics.T:(point to the snail and the snake.)Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T:(Point to the plane and the train.)Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let‟s listen to the song.Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the class into two groups and assign each group a verse.Play the tape and have each group sing their verse.n
Activity2 Have Ss look at the pictures.Have Ss Guess what the song is going to sing about in A and B.T: Now let‟s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if necessary.T: Let‟s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n
Homework conversation.Write ask and answer of practice1 on the exercise book.n
Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.The Third Period
Teaching contents:(Activity sounds and words)Teaching key point:
1、Will be able to respond to / ask question about daily life(using comparatives)
2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life(using comparatives)Teaching aids: tape cards Teaching procedure: n
Review(show the cards)Review words and sentences of Unit6.Activity
SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T:(Give Ss one minute.)Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books.You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the classroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole class can check the answers.Extension activity TB p.71 Optional activities TB p.73 n
Presentation
SB p.36(Hold up your thumb.)Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It‟s the sound in the word „good‟.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let‟s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T;Let‟s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n
Practice
SB p.36 Have Ss look at the pictures.T:(point to Gogo)What‟s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let‟s listen to the chant.Play the tape and have Ss point to each word as the tape says it.T: Let‟s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let‟s see who can chant better!
Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n
Homework Finish the workbook and the writing book of Unit6 n
Writing g /g/ give
good
gate get
gift
garage 教学后记:
1、对于比较的学习，学生的学习兴趣还是比较浓厚的，对于比较级的词形变化规则，学生还是掌握地不错的，但对于句子的结构就有待加强训练。
2、总体来看，学生对形容词比较级的掌握还是不错的。
Unit Seven
He‟ s better than us Ⅰ.Teaching Targets.1.Knowledge Targets: a)These noodle are cheaper than those noodles.b)Yes, but those noodles are better than these noodle.c)Sounds and words: l fl 2.Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expression Ⅱ.Teaching Key Points.学习多音节形容词比较级的表达方法。Ⅲ.Teaching Difficult Points.多音节词形容词的比较级。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words: big-bigger
small-smaller fast-faster slow-slower.2.Start a free talk of the classmates with sentences.eg: Which is _____._____or _____? _____is _____.Step two.Presentation.1.Learn the conversation with Poster 2.Learn the vocabulary and target.Step three.New lesson.1.Learning the conversation with Poster.2.a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.d).Play the tape: Pausing after each expression to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo.Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.Have other Ss to read out in Target.b.Play the tape and read it after the tape c.Put Ss into pairs and act out it.d.Do some substitution drills.Using the picture cards.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven
He‟s better than us
A
younger
B.older
… isare {cheaper
than
…
more expensive Ⅵ.The Second Period.Step one.Revision.1.Review the conversation and vocabulary.2.Acting in target P38.3.Step two Presentation 1.Do practice 1and 2.in P39.2.Learn chant activity 1.2.Step three.New lesson.1.Practice1 a.Ask four Ss to read the four questions for the class.b.Play the tape for A.then pause.c.Cheek it.2.Practice2 a.Put Ss into pairs and have then take turns asking and answering.b.Walk around the classroom to see how Ss are doing.3.Chan activity 1 a.Play the tape and point to each word as it is chanted.b.Play the tape again and have all Ss chant together.c.Divide Ss into two groups.d.Have one group chant the question and the other group chem.The answers then switch 4.chant activity 2 a.Paint to the blanks on the page.b.Give Ss time to fill in the blanks.c.Walk around the classroom to help Ss if needed.d.Check the answer together.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven
He‟s better than us Sentences:
Is ____ bigger than ____?
Which is smaller ____or_____?
Who‟s older ____ or____? Words: big-bigger young-younger
Tall-_____ thick-_______
_____-worse
show-______
cheap-______ ______-thinner
fast-_______ ______-older
short-______
good-_______.Ⅶ.The Third Period.Step one.Revision.1.Review words and sentences in P38 2.Read check activity in P40.Step two.Presentation.1.Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.Learn sound and words: [ f ] Step three: new lesson 1.Activity a.Put Ss into pairs and give each pair a coin.b.Dive one example.Paint to the first picture.c.Check how Ss are doing.2.Sounds and words 1.a.Write the words on Bb and underline ph gh and f then the T reads it the Ss page.b.Have Ss look at the pictures on the page c.Play the tape and have Ss paint to each word as the tape says it.d.Have Ss repeat after the tape e.After enough practice point to the pictures randomly and have Ss say the words.3.Sounds and words 2 a.Have Ss read the lyrics out loud.b.Play the tape and have Ss practice.Chanting to themselves.c.When Ss are ready, chant together.4.Extension activity TB p.83 Step four.Sum-up.Step five.Writing on blackboard.Unit Seven He‟s better than us
Elephant
cough
half
knife calf
wife
[f]
教学后记：
1.学生基本上能掌握形容词比较级形式，但欠熟练，特别是多音
节形容词比较级以及不规则形容词比较级形式。
2.学生基本上能用than来比较两种物体或人。
Unit 8 Review 2 Ⅰ.Teaching Targets.1.Knowledge Targets: a.The sentences of Units5-7 b.Sound and words:[k].[g].[f] 2.Ability Targets: Review of Units5-7 3.Emotion Targets:
Review of Unit5-7 Ⅱ.Teaching Key Points.The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words in Units5-7 2.Review the structure in Units5-7 Step two.Presentation.1.Activities 1 a.Point to sentence A Eg:(S‟s name), can you read the beginning of the sentence? S: The red cup…
b.Continue with the rest.c.Play the tape for A.then pause the tape.d.Repeat for B.and have Ss write the answer in the page.e.Continue with the rest.2.Activities 2 a.Bring in Picture cards.b.Review the cards orally c.Ask a volunteer to read aloud question A for the class.d.Give Ss time to fill in he blanks.e.Continue with the rest.f.Put Ss into pairs and have them ex change Their work for checking.3.Activities 3 a.Give Ss time to read the e-mail silently.b.Have individual Ss read aloud the e-mail sentence by sentence.c.Continue with the rest.4.Activities 4 a.Ask individual Ss to read the words out Louel b.Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.Play the tape and circle them.d.Have Ss say the words so that the class can check the answers.e.Repeat procedures for questions B and C
Step three
Sun-up Step four.Writing on blackboard.教学后记：
1、从复习情况来看，学生对本组单元的重点掌握良好，特别是对形容词的比较级的掌握，大部分同学都基本能正确掌握。
2、学生通过比较学习，能很迅速地掌握学习内容，但是个别学生还有待加强。The green fish is the biggest.Ⅰ.Teaching Targets.1.Knowledge Targets:
The drill: What‟s the smallest animal in your book? The ant is the smallest animal in this book.What‟s the biggest animal in the world? The whale is the biggest.The form of the superlative degree of adjective.2.Ability Targets:
A: The students can talk about people and animals using superlatives.B: The students can sing the songs：Who‟s the tallest? Sixteen Songs about Beijing.Ⅱ.Teaching Key Points: The drills and the words.Ⅲ.Teaching Difficult Points: Compare and say the sentences.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Getting ready.1.In class, have two students show their pictures.At the front.T:(Point at the pictures)Who‟s bigger?
2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?
3.Have Ss white sentences on the board.Eg: A is bigger than.B C is the biggest.Step two.Presentation.1.Using the book.T:(point to the first picture).What are they going to do? Ss: They are going to dive.Ask about other pictures.eg: What color is this? What‟s this?
T: Let‟s listen to the tape and read the story.(Have Ss follow the story in their books)T: Let‟s listen again and repeat.l Play the tape, pausing after each sentence to have Ss repeat.l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny.l Have groups practice the dialog.2.Extension activity.Step three.New lesson.1.Getting ready
l Bring in picture cards 33-48.l Show the picture sides of the picture card hippo, elephant and whale.l T: Look A hippo is big.An elephant is bigger.A whale is the biggest.l Continue with the rest of the cards in the same way.2.Using the book
1.Listen to the tape and point to each word.2.Play the to tape again, and have Ss repeat each word.3.Point to the pictures at random and have Ss repeat each word.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Second Period.Step one.Revision.1.Let‟s Ss read it together of conversation.2.Show the picture cards 33-48.3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book.Step two.Presentation.1.white the whale is the biggest.(under line the and _est)2.Underneath _ est, write the most
3.Explain the some words use the and the word ending _est.and that others use the most point to the bonus vocabulary, the most fun.4.Point to the pictures and model the dialogs.1:Play the tape and pause after each sentence, allowing Ss time to repeat..2:Put Ss into pairs to practice the dialogs.3:Encourage Ss to substitute the words and create new dialogs.5.Do practice 1 1;Play the tape.2:Have Ss put a checkmark in the correct box.6.Do practice 2
1:Have Ss look at Sb page 49.2:Ask Ss to come to the front of the classroom and role-play Gogo and Tony.3:Ask and answer.7.Song activity.1;Have Ss look at the pictures around the lyrics.2:asking questions about the pictures
3:play the tape and have Ss fill in the blanks.4:Play the tape again and have Ss practice singing together.8.Extension activities Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Third Period.Step one.Revision.1.Let‟s Ss sing the song.Who‟s the tallest? 2.Ask individual Ss to read out the sentences.Step two.Presentation.1.Activity
1.Have Ss look at the pictures.2.With the other items and people in the picture.3.Give some time to write the answers on the page.4.Check their answers 2.Sounds and words.1.Have Ss look at the picture on the page.2.Listen to the tape
3.Have Ss repeat after the tape.4.Sing the song sixteen songs about Beijing.5.Finish the workbook unit 9 Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅷ.Teaching postscript。
1、学生基本上掌握形容词最高级形式，但尾音读得不够准确。
2、学生基本上能用形容词比较级和最高级说一句完整的话。
3、Sounds and words 含有s 音的单词未能准确区分。
Unit 10 I want the best
1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review: Ask three Ss to Bb and compare:
S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two.Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say.Step three New lesson.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture)Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T:(Point to the title): What do they want to find at the clothes shop? Can you guess?
Ss: They want to find the best clothes.B: Listen to the tape and read the story.C: Encourage Ss to use the same voice expression as the characters voices.D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one.Revision.Review: 1.Conversation.2.Vocabulary.3.Target.Step two.Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three.New lesson.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the class.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under „Me‟.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the class ask a question, Eg: Who has the longest(hair)in your group? 3.Song activity 1)a.T:(Point to the picture of cheese)What is it? It‟s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2)A: Have Ss Look at the pictures.B: Have different Ss name the different item on the table.C: listen to the tape and fill in the boxes.D: Give Ss time to write the answers on the page.Step four.Sum-up.Step five.Writing on blackboard.Who ahs the longest____?
Which is the cheapest? Ⅶ.The Third Period.Step one.Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.These_____ are the____.B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New lesson.1.Activity.a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin.Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1)a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.2)a.Have Ss read the lyrics out loud.b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four.Sum-up.Step five.Writing on blackboard./n/ neck.nose.notebook.napkin.knees.know.Ⅷ.Teaching postscript.1、对形容词比较级和最高级形式掌握得都比较好，但多音节形
容词以及good bad 的形式欠熟练。
2、大部分学生都能用比较级和最高级说一句完整的话。但说最高 级时很多学生会漏掉the.3、Sounds and words 的单词掌握不够熟练。
11、Let's go to space Ⅰ.Teaching Targets.1.Knowledge Targets:
The sun looks smaller than the Earth but it‟s bigger.Which is the biggest planet in the solar system?
It‟s Jupiter.2.Ability Targets: Ss can read and say.Ss can talk about the solar system using comparatives and superlatives.Ⅱ.Teaching Key Points.Vocabulary: the Earth the moon the sun stars.Furthest nearest heaviest lightest.Sounds and words: leaves living room lion lemon lamp light.Ⅲ.Teaching Difficult Points.Vocabulary and sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review Unit 10.1.Recite conversation and target.2Spell the words.Step two.Presentation.1.Conversation
a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.2.Vocabulary
A.Put up picture cards 65-72 on the board.3.Target.a.Put picture card furthest word side up on the board.b.T;which is the furthest planet from the Earth.Ss;Pluto.Step three.New lesson.1.Conversation.a.Listen to the tape and read the story.b.Repeat twice.c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo.e.Encourage groups to the voice expression.f.Vocabulary.a)Listen to the tape and repeat.b)Point to the pictures at random and say.c)Read together.d)Have reading match.g.Target.a)ask Ss to read.b)Listen to the tape and read.c)Put Ss into pain and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.The sun looks smaller than the Earth but it‟s bigger.Which is the biggest planet in the solar system?
It‟s Jupiter.The earth.Furthest The sun heaviest The moon nearest Stars lightest.Ⅵ.The Second Period.Step one.Revision.1.Read Conversation.Vocabulary Target.Step two.Presentation.a.Ask four Ss to read question a-a loud.b.Ask four Ss to write the questions on the board.practice 2
a.Have two Ss read the dialogue.b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity
a.(Point to Tony)T: what is Tony doing? He‟s looking at the moon and stars.b.Have Ss look at the word in each box.c.Ask some Ss to make sentences using the words in the boxes.Step three.New lesson.1.Practice 1.a.Listen to the tape.b.Write down the answer.Practice 2
a.Put Ss into pairs and assign Student A and student B roles.b.Demonstrate the activity with one pair first.c.T:(Point to the chart)Student A ask question A
d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.Song activity.a.Listen to the song
b.Have Ss listen and point to each words as it is sung.c.Let‟s listen to the song first.d.Listen and draw lines and match the words.e.Let‟s sing the song.Step four.Sum-up.Step five.Writing on blackboard.Which is the biggest planet?
Jupiter.Ⅶ.The Third Period.Step one.Revision.Review Vocabulary and target.Step two.Presentation.] 1.Activity
a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.b.Now thick about your own solar system.How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?
2.Sounds and words.A.Write lion on the board.B.Under line L.C.Repeat [l]
D.Read the sentences
E.Circle the words with [l] sound.Step three.New lesson.1.Activity.a.Give Ss time to draw their imagined solar system.b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words
a.Listen to the tape and point to the words b.Repeat
c.Listen and point.3.Read the sentences.a.Circle the words [I] sound b.Listen to the tape and practice.c.Chant together.Step four.Sum-up.Step five.Writing on blackboard.Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.1、学生基本上能用比较级和最高级去比较太阳、地球、月亮的大小关系以及太阳系九大行星的特点。
2、学生对far的比较级和最高级形式掌握不够好。
3、学生难于区别sounds and words的单词。
Review 3 TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the first period
PROCEDURES:
review 3
getting ready
l put four picture cards up on the board.l Write the letter A on the board.l Bring s1 up and give him/her a piece of chalk/marker.l Make up a question and answer about one of the pictures.l S1 finds the a line from and draws a line from letter A to the picture card.Using the book
l T: let‟ s listen to the tape.l Play a, then pause the tape.l T: which picture is it , class?(point to the girl studying.)
l Model drawing a line from a to the matching picture.l Play the tape for Ss to continue with the rest.getting ready
l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.l Take them back to the class and have them do their actions.l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.l T: who is acting out the correct word?
l Have Ss answer accordingly.Using the book
l T: listen to the tape.Circle the correct picture.l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript: review 3
TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the second period
PROCEDURES:
getting ready
l write smil , stre and air on the board.l Ask three Ss to come up to the board.Give them chalk/markers.l Say one of the words and have one student write in the missing letter(s).l Repeat with the other two words and tow Ss.Using the book
l Ask Ss to look at the pictures.l T: listen to the words and repeat.l Play the tape and stop after each number.l Ss repeat the words as they are writing in the missing letter(s)from each word.getting ready
l write a sentence on the board, e.g.whose is this?
l In the blank space, put up picture card 44 wallet.l T:(pointing to the picture.)what is this?[Ss: it‟s a wallet.]
l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]
l Write a few more sentences like this.Using the book
l T: now, you find the words and to the crossword puzzle.l Circulate, checking Ss‟ work.l Ss write the words next to each sentence.l Then Ss complete the puzzle.Answer key 1-ruler, 2-mouth, 3(across)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing
l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript:
第四篇：新路径英语教案 lessonE Who are you
Lesson E Who are you ?
教学内容：Magic box ；Let’s talk 教学目标：1.能听、说、认读tiger deer fox wolf bear
lion六个单词。
2.辨认人物，用“Who are you?”询问别人的名字并回答“I’m ”
3.初步感知Mr, 和Miss的使用。
4.激发兴趣，培养学生大声说英语的习惯以及自信和乐于交往的良好个性。
教学重难点：1.新单词的发音，2.辨认人物，用“Who are you?”询问别人的名字并回答“I’m ”
教学准备：1.相关单词卡片。
2.磁带、录音机。
3蒙眼睛的布，挂图 教学过程：Step 1 Warm-up 1.Let’s sing.goodbye（让学生在轻松的氛围和愉快的情绪中进入新课的学习。）
2.Greeting
T: Hello, I’m XXX.S: Hello, I’m XX.1
-Nice to meet you.–Nice to meet you, too.先师生对话，然后抽学生对话帮助复习旧知识
Read the words quickly.（复习前面学习的单词，帮助学生抗拒遗忘。）
Step 2 Magic box
新授知识
教师抽1名学生上台来，用布蒙上眼睛，然后摸到老师说“Who are you ?”老师配合“I’m fanny”。再叫一名学生上台来做同样的游戏。让学生感知“Who are you”的意思
1、教师利用幻灯片揭示标题。（师教读两遍）
2、将学生带入动物园的情景（今天，fanng要带小朋友们到动物园去看一看，动物园里有哪些朋友，我们去认识她，和她交朋友，好吗？）
3、利用教师教读的方法教学tiger deer fox
wolf，再抽生朗读，并给予表扬。
4、利用以旧知识带新知识的方法教学bear
lion(出示课件将小熊、小狮子和大熊、大狮子做比较，他们长大了，将baby去掉)巩固练习
1、教师将单词卡片举起来，然后让学生读
2、再把卡片发给一些学生，让学生自己读，读得好的就教其他学生 Step let’s talk
1、利用真实姓名教学“who are you ?”和“I’m
”
教师随便抽学生到台上，一问一答,然后同桌练习A：hello , who are you? B：I’m xu chen.2抽生扮演动物练习
A hello, who are you? B I’m tiger(deer fox wolf bear)
3、出示课件，展示出Miss和Mr,师讲解意思，利用人物举例。
4、利用幻灯片教学主题图 Step 3
1、今天老师带你们到动物园去认识了一些新朋友，还知道了他们的名字？小朋友们表现得真不错。
2、下边请小朋友们翻开书第10页。我们跟着录音来读一读
3、goodbye
第五篇：新人教版六年级上册英语教案
低年级识字教学
中国的文化博大渊源，中国的文字更是中国文化的体现，每个汉字的背后都有一个故事或者一个典故。《语文课程标准》明确指出：识字写字是阅读和写作的基础，是1—2年级的教学重点，第一学段要认识常用汉字1600—1800个。①而现在的孩子年龄小，从小娇生惯养，一进入小学就要识记这么多生字，确实有一种“赶鸭子上架”的感觉，对语文教师来说，识字教学也成为了一个难点，识字教学本身就很枯燥乏味，再加上课时安排又紧，该怎样解决记得快忘得也快的难点；该如何培养孩子主动识字的愿望；如何调动学生的识字兴趣；该怎样省时高效的完成教学任务等问题，就成了教师们必须面对的问题。那么，怎样才能更好的解决这些难题呢？
一、尽快交给学生自主识字的方法
想要解决一个人的温饱问题，与其给他几条鱼不如给他一根鱼竿，指出走向河边的路，教给他钓鱼的方法。小学生正如那个饥寒交迫的人，而汉字则是他所需要的食物。如果按照传统的识字教学方法，不仅是小学生学习起来觉得枯燥乏味，而且还远远达不到小学生的需求量，这就要求低年级教师尽快教给他们自主识字的方法。正如那句俗话说的那样“授人以鱼不如授人以渔”。
1、找出汉字的特殊规律，归类学习
由于儿童的认知不是很多，因此，应从偏旁部首开始，通过分析汉字的结构以帮助小学生识字。将汉字归类可分为义旁归类法和声旁归类法等。有些字它们的声旁一样，偏旁部首不一样，则表达的意思也就不一样。如“清水的清”的偏旁是三点水，那它的意思就和水有关系，而“眼睛的睛”的偏旁则是目字旁，那它的意思就和眼睛有关系等。教师应鼓励学生运用自己最喜欢的、最能接受的方法尽快的认识汉字。
2、引导学生联想字形识字
中国最古老的文明就是从汉字开始，从最简单的图形导今天明朗的线条，经历了千年的演变，它的字体形象多变。在识字教学中，教师应充分抓住汉字的形象，直观的特点来诱发学生想象汉字的形体美，培养孩子们的想象力。比如在学习“毛笔”的“笔”、“书签”的“签”时，因为它们都是竹子头，所以都与竹子有关。“提水”的“提”、“阻挡”的“挡”、“打架”的“打”都与手有关。通过联想，再难记的汉字也变得生动有趣，使学生变得好学、乐学。
3、学会自学，促进学生自主识字
刚进入小学的儿童认识的汉字不多，因此，教师在识字教学中应有意识地让学生结合画面组词，让学生边说边识字，从而使学生在多种形式的练习中不断提高识字水平。
4、借助插图练习识字
看图画书是低年级学生的兴趣爱好，所以，低年级的语文课本中有许多色彩绚丽的插图，在学生对句子有一定的认识后，教师就要要求孩子们根据图画的内容，说出一句或两段通顺连贯的话。这样既能促进学生思维的发展，也为孩子们以后的读写奠定的扎实的基础。
5、让学生自学与互学识字
在学习中，学生才是学习的主人，而教师起到的则是一个引导的作用。教师可以让学生自学、同桌互学、小组共同学习、共同参与、互相交流自己认为比较好的识字方法，供其他同学参考学习，积极采纳别人的好的意见方法等。这样才能起到自学与互学的作用。才能更好的体现学生是学习的主人这一观点。
一、拓宽低年级学生的识字空间
识字教学是低年级教学当中的一大重点，要激发学生在生活中识字的兴趣，教师就要给学生展示在生活识字的机会，提供在生活中识字的舞台，让学生不断地交流自主识字的成果②。
1、识字与直观事物相结合
在低年级学生的学习生活中，有很多很多常见的事物，在教学过程中，教师可以利用这些直观的事物去教学生识字。例如，教室里都有“门”、“窗”、“桌”、“椅”、“黑板”等，那在学习这些生字的时候，教师就可以让孩子们用眼睛去观察、用小手去触摸这些直观的事物，从而使直观事物与识字教学紧密的联系起来，就能更好的帮助低年级学生识字。
2、识字与生活相结合
生活离不开语言，祖国的语言是由汉字组成的，而汉字又是语言的最小单位。人每天都要刷牙、洗手、洗脸，那在学习“手”、“脸”等时，教师就可以让学生摸摸自己的手、摸摸自己的脸；在学习“建”字时，我问学生有谁认识这个汉字，有同学说：“我认识，我家附近有一个建设银行。”另一个同学说:“我也知道这个字，我家门前的那条路路名就是建设路。”等，在学习“葡萄”这两个字时，我拿了一张画有葡萄的图画，并引导孩子们说出“葡萄”两个字，并用这两个字再说一个句子。当然在学生的学习生活当中，我还会利用孩子们最爱看的动画片进行识字教学。
3、拓展识字渠道
其实，祖国的语言无处不在，电视上、广告牌、宣传标语、车站牌、报纸、学生喜欢的故事书等。在教学过程中，我会引导孩子们在课外、在生活中、在社会上，利用这些无处不在、无时不有的识字资源进行识字学习，实现生活课堂化这一最终目的。
二、激发低年级学生的识字兴趣
1、创设情境，唤起情感，激发学生的识字兴趣
识字本身是很枯燥的，而面对枯燥的事物，人们的情绪总是消极和被动的。如果孩子们总是一味地被动识字，不仅识字率低，而且在一定程度上阻碍思维的发展。因此，作为低年级教师，一定要在孩子们的起步阶段通过多种途径来营造识字教学氛围。在教学过程中，用充满童趣的语言，赋予词语生命力，充分调动儿童的识字兴趣，不断激发学生去体验识字的乐趣。只有这样，小学生才能乐于识字、主动识字。
2、运用形象化的语言，游戏识字
爱活动是孩子的天性，在教学过程中我将利用孩子们的这一天性，让游戏与孩子们一起成长，让学生在游戏中学习。
首先，我会根据字形的特点，用猜谜语的方式去激发孩子们的识字兴趣，例如在学习“卡”字时，我会出示谜语“不上不下”让学生去猜；还有“弟弟站在木头边”的谜底就是“电梯”的“梯”③；“两个月亮并排走”的谜底则是“朋友”的“朋”；“一口咬掉牛尾巴”的谜底是“告诉”的“告”；还有“免费”的“免”的谜语可以编成这样“兔子差点不见了”④。“一帆风顺”的“帆”的谜语“带出下面几点来”等。通过这样的识字方法教学，既能激发低年级学生的识字兴趣，又培养了学生的创新思维，更能起到很好的识字效果，可谓一举多得。
除了通过猜字谜识字外，我还会编一些顺口溜来帮助学生更好的识字。例如，在学习“照”字时，我会根据这个字的字形特点，编一个更容易让学生识记的顺口溜：“上边日刀口，四点在下头，阳光湖面照，荷花清香透。”⑤在讲以“青”作声旁，加上不同形旁的字时，讲“清、请、睛、情、倩、晴、蜻、精”编为“有水方说清，有言去邀请，有目是眼睛，有心情意浓，丽人留倩影，日出天气晴，有虫是蜻蜓，有米人精神”⑥等。顺口溜在识字教学过程中的运用，更能引起孩子们识字学习的兴趣。
在识字教学环节中，除了运用猜字谜、编顺口溜引发孩子们的识字兴趣外，低年级教师还可以通过找朋友组新字，以及讲一些孩子们都爱听的故事，激发低年级学生的识字兴趣。例如在学习“鸭”、“鹅”这两个字时，给学生讲一讲《丑小鸭》的故事，用以激发小学生的识字兴趣。
3、运用加、减、换偏旁的方法识字
汉字都是由横、竖、撇、捺、点等笔画组成。针对汉字的这一特点，在识字教学中，低年级教师可以进行增、减、换偏旁来指导学生掌握更多的汉字。
“加一加”就是用熟悉的字加上偏旁的方法来学习生字。用学生以前学习过的生字加上偏旁变成一个新的生字，这样记忆起来比较简单。例如，在学习“杆”时，可以说成是“木”加上“干”就变成“旗杆”的“杆”；“车”加上“专”就变成了“转动”的“转”；“虫”加上“工”就是“彩虹”的“虹”；“月”加上“生”就成了“胜利”的“胜”；禾加上周就是“稠”；“贝”加“勾”就是“购”⑦等。学生学习这类汉字的积极性很高，常常在学习生字的同时既复习了部分旧字，又学会了一连串的新字。
减一减的方法就是把以前学过的生字去掉某一部分变成另外一个新的生字。比如，学习“冈”时就可以说是“岗”去掉“山”字；“语”去掉言字旁就成了“吾”了；“你”去掉单人旁就是“出尔反尔”的“尔”字⑧。其实学习的过程也可以变成一个游戏的过程，让学生来扮演不同的生字，让他们说去掉那个部分就可以变成新的生字了。这样学生学习的兴趣就被激发了。
换一换就是把现有的偏旁换成其他偏旁。例如，“摸”字的提手旁换成木字旁就变成了“模糊的模”，“拎”字的提手旁换成金字旁就变成了“铃声的铃”了；“柏”的木字旁换成三点水就是“停泊的泊”，换成单人旁就是“大伯的伯”等
4、通过比赛激发学生的识字兴趣
在识字教学的过程中，低年级教师可以穿插各种各样的教学方法，用以激发低年级学生的学习兴趣。比如，我会采用比赛的方法将学生分为几个小组，比一比看哪个小组在规定的时间内识记的生字最多，这样就能更好的激起学生们不服输的心理，加强学生的识字效果。
三、运用多种形式练习，巩固识字教学效果
识字的关键不只是学习生字，更重要在于运用，怎么才能将学到的汉字灵活运用呢？这就要求学生多做练习了。练习的过程比识字的过程更加枯燥乏味，怎样才能达到更好的练习效果呢？这就要求一线的教师在识字练习的过程中运用各种各样的形式巩固识字教学的效果。比如，让学生自己制作各种类型的识字卡片;在教室后面的黑板上开辟出一块专门的识字园地，以供学生们更好的巩固识字效果;每天摘录一些诗词名句，让学生读读背背。并将两个声旁相同形旁不同的字进行比较之后再组词、造句子，以巩固识字效果，例如“骄”和“娇”等；或是将一个字分解成两个字，如将“枯”可以分解为“木”和“古”等；再或者将一连串的形旁相同声旁不同的字就像串项链一样穿起来，连成一个句子或是一段话。例如学习单人旁的字时，我会将这些字串起来组成句子：“你和他是很好的朋友，我和他又是邻居，仔细一想，我们也是朋友了”等。多种形式的练习可根据孩子们独特的个性分别使用，这样既能让枯燥的识字练习变得更加有趣，更容易被小学生接受，又能起到很好的巩固效果。
适合的才是最好的。这就要求低年级教师充分了解自己的学生，依据他们独特的个性，找到更适合他们、更容易被他们接受的学习方法，这样识字对于低年级的学生来说将不再是“苦学”了。
童心纯真，童心无邪，孩子们很多看似幼稚的想法却闪耀着智慧的光华。在识字教学过程中，教师如能以满腔的热情为学生铺路搭桥，帮助学生找出隐含在汉字中的童趣，让识字教学百花齐放，那么识字将不再是孩子们的负担，而将成为他们的一种乐趣。
总之，小小汉字，奥妙无穷。教师要充分发挥教师的主导作用，结合学生的思维特点，调动学生的多种感官，使学生积极地参与识字教学，处处从学生主体的实际出发，鼓励学生想象，实践，学生就能获得成功的喜悦。从而使枯燥的识字教学成为培养学生发现兴趣和热情探索的热土
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