英语教案六上（大全）

第一篇：英语教案六上（大全）

课题分课时 Katie always gets up early.1

总课时

1、能听懂、会说新单词和短语wake up,make the bed,wave,late；

2、教学

能理解并复述课文；

3、能正确运用一般现在时描述经常发生的行目标

为、活动等。重点难点掌握本单元四会单词。理解并复述课文。教学准备单词卡片、教学挂图、教学磁带等。

教学程序设计

Step

1Warming up

1、师生问候。

2、唱英语歌曲“London Bridge is falling down.”

3、复

习

已

学的单

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

Step

2Presentation and drill

1、出示教学挂图。

边说边做动作，帮助学生理解。然后，板书划线单词，带读，并得胜单词卡片帮助学生理解其含义。描述完后，可就划线的单词提问，要求学生根据实际情况作答。

2、让学生们根据挂图简单地描述Katie的日常生活。

Step

3Fast reading and listening

1、快速阅读课文A部分，回答问题。

检查学生阅读的情况，帮助学生回答所提问题。

教学机动

2、听课文A部分录音，模仿其主意、语调，掌握新词难句的正确读音。

Step

4Intensive reading

1、精读课文，然后两人一组完成课文C部分练习。答案：

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

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

5Consolidation

1、根据黑板上的单词卡片及图片复述课文。

2、评价。

3、练习。（见《练习册》P5）

4、家庭作业。听磁带，背课文。

课题分课时 Katie always gets up early.2

总课时

教学目标

1、能复述课文A部分；

2、能理解第三人称单数做主语的一般现在时的用法；

3、能熟练地运用一般现在时描述经常发生的行为、活动等。理解第三人称单数做主语的一般现在时的用法。运用一般现在时描述经常重点难点

发生的行为、活动等。

教学准备单词卡片、教学磁带等。

教学程序设计

Step

1Warming up

1、师生问候。

2、得胜卡片复习所学单词。游戏—Golden fingers（金手指）

选两名学生上台进行游戏。教师出示单词卡片，其他学生做动作，台上两名学生根据动作指出正确的单词。

3、复述课文A部分或讲述自己的一天。

Step

2Presentation and drill

1、出示单词卡片always,often,usually,never,让学生们认读，纠正其发音。

2、让学生们齐读课文A部分，边读边将课文中包含有上述副词的句子划记出来。

Katie always gets up early every day.Sally is often late.3、总结词义与区别。Step

3Practice 课文D部分。

1、两人一组根据表格描述Peter的一天。

2、小组活动。每小组中选出一名代表比赛，评选出前三名。

3、两人一组谈论各自的日常生活。

4、完成书面练习。教师检查，并个别指导。

教学机动

Step

4Consolidation

1、让学生们调查好朋友的妈妈每一天所做的事情，完成的表格。

2、评价。

3、练习。（见《练习册》P6）

4、家庭作业。听磁带，背课文。

Unit 2 Katie always gets up early.Period 3 一．教学目标

1、复习本单元单词、课文及语法知识；

2、能独立完成课文E部分练习。

3、能独立完成课文F部分练习。二．教学重点及难点

重点：区别副词always，often，usually，sometimes，never的含义及用法。

难点：课文F部分练习。三．教学准备

单词卡片、教学挂图、教学磁带等。

四．教学步骤 Step 1 Warming up

1、师生问候。

2、可分小组说句子比赛。

Step 2 Presentation and drill（课文E部分）

完成E部分练习。

Step 3 Practice（课文F部分）

1、教师解释题意后让学生根据表上的信息进行口头交流。

2、完成书面练习。

Step4 Consolidation

1、让学生模仿课本中的表格设计一份调查表。内容自定，然后陈述其调查结果。

2、评价。

3、完成练习

4、家庭作业：听磁带，读课文。

课后小结

第二篇：英语教案上

英语教案

B1U107 课后自主练习

4、I don’t believe

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

B.don’t I

C.do they

D.don’t they

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

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

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

B.rained

C.has rained

D.rains B1U108 课后自主练习

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

B.it

C.that

D.that is

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

B.where

C.which

D.whom B1U205 课后自主练习

6、The sports meeting______ A.is put off

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

D.puts off

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

C.be printed

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

B.completes

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

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

B.will persuade

C.be persuaded

D.are persuaded

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

B.A lot of

C.The number of D.The amount of

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

B.except

C.except that D.except when

17、A significant impact _____on government policy since that conference

A.had had

B.has been made

C.has been done

D.was made B1U303 课后自主练习

4、回归目标

1）I learned to _____(骑车)when I was 14 years old 2)__________(乘车半小时的路程)from the school to the book store.5)He _________(心里想)that it’s time to make a decision 8)If you want to finish it by noon, you’d better ________(开始干)9）Parents usually _______(把他们的意志强加给)theirchildren B1U304 课后自主练习回归目标

1）You should ______(紧扣)the subject you are talking about 3)__________(别人的好恶)has nothing to do with me.5)Do your parents ______(同意)your idea? B1U306 课后自主练习

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

B.practiced speaking C.practices to speak

D.practicing to speak

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

B.remembered

C.considered

D.thought of

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

B.active

C.guilty

D.regretful

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

B.manner

C.method

D.way B1U307 课后自主练习

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

B.talking

C.talks

D.talked

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

B、to choose from C、to choose D、for choosing B1U308 课后自主练习

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

C.being taken

D.taking B1U309 课后自主练习完成下列状语从句

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

B.since

C.till

D.before

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

B.since

C.as though

D.even though

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

B.so that

C.and

D.if

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

B.as far as

C.if only

D.after 课后自主练习

8、I ____on Monday but have stayed on

A.had meant to go

B.meant going

C.meant to go D.had meant going

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

B.to raise

C.rising

D.raising B1U406 课后自主练习回归目标、4、-----Where is my passport I remember ____it here------You shouldn’t have left it here.Remember _____it with you all the time A.to put;to take

B.putting;taking

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

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

D.painted.painted

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

B.studying

C.to studying

D.study 课后练习

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

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

6、I’m not used to ______(与陌生人合用房间)

7、Farmers _________(养牛、种植小麦)

8、It ________(毫无意义)to buy that expensive coat B1U502 课堂研讨

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

10、I didn’t know what time he _____the letter.(write)课后自主练习

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

A.if whther B.whether

whether C.if

that

D.if if

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

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

D.whom she is looking after

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

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

D.what Christmas means

5、The man asked us _______(我们是否听说过关于梅的事)B1U605 课后自主练习

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

B.included;ranged C.including;who ranged

D.included;who range

2、She is wondering______to deal with next A.what

B.which

C.how D.why

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

B.other than

C.except for D.better than

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

B.make way for

C.be taken the place of D.replace B1U606 课后自主练习(定语从句)

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

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

B.on which

C.that

D.what

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

B.when

C.which

D.what B1U607 课后自主练习(定语从句)

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

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

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

B.where C.which D.while

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

C.that

D.the one

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

B.which C.its

D.whose B1U706 课后自主练习

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

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

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

B.Besides

C.beside

D.Except for

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

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

B.would see

C.has seen

D.seen B1U707 课后自主练习填关联词

5、I lived in the same building ______Mr.Green five years ago 选择题

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

D.what

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

B.where

C.in which

D.in that

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

B.to came

C.to coming

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

B.while

C.when

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

B.as

C.that

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

B.to be

C.has been

D.was

第三篇：六年级英语教案(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

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：三年级上英语教案

Unit 1 Hello 教学目标与要求：

1、能听懂，会说Hello./ Hi.Goodbye./ Bye-bye.I’m… What’s your name? My name’s … 并能够在实际情景中进行运用。

2、能够听说，从读crayon, pencil, pen, eraser, ruler, pencil-case, book, sharpener, bag, school., 并能用英语介绍文具。

3、能听懂所接触的指示语，并能按照指令做出相应的动作。

A 部分第一课时

一、教学内容与分析

1、Let’s talk

本部分主要是会话学习。通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。

2、Let’s play

本部分让学生在游戏活动中熟练动用所学问候语及自我介绍用语。

二、课前准备

1、将都是用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。

2、为班上学生准备出男女生常用的英文名字。

3、为Let’s paly中的游戏准备相应的道具。

三、教学步骤

1、热身（Warm-up）

请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用本教科书开头的蝴蝶页Welcome to English彩图中呈现的我们生活中学生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi!Yeah!Bye!Cool!Wow!E-mail, cartoon等等来激发学生想学英语的兴趣和愿望。

2、新课展示（Presentation）

教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。T: Hello, boys and girls.Ss: Hello, Miss? Mr….（1）通过教师的自我介绍自然引出Hello, I’m… /HI, I’m…

（2）教师可戴上Sarah的头饰介绍Hello!I’m Sarah.并用同样方式介绍其他人物。

（3）让学生到讲台上来，戴上Sarah, Chen Jie, Mike的头饰说：Hello!I’m…（4）教师戴上Wu Yifan的头饰说Hi!I’m Wu Yifan.并与戴Sarah头饰的学生相互问好，并有意在分手时说Goodbye.（5）听录音来展示Let’s talk部分的教学内容。

3、趣味操练（Practice）

（1）请戴着Wu Yifan, Chen Jie, Sarah, Mike头饰的学生站在讲台前，另选一同学用眼罩蒙住眼睛，让Sarah等四位同学中的一个说Hello, 让蒙住眼睛的同学猜。如果猜中，要说Yes, I’m…如果猜错，要说No, I’m… 猜对得一分。

（2）表演A部分对话，教师应指导学生注意语音，语调，特别是I’m 的发音，应为/aim/ 不能读成/em/.（3）玩Let’s play中的游戏“击鼓传花”。

4、课堂评价（Assessment）

做活动手册第一单元的第1部分练习。

5、课外活动（Add-activities）

（1）听录音，仿读会话，并在实际情景中运用所学内容。

（2）遇到老师、同学和家长时要用Hello!/ Hi!打招呼；分手时要用Goodbye./ Bye-bye.道别。

教学后记：

第二课时

一、教学内容与分析 1.Let’s learn

本部分主要学习5个有关文具的词汇：pencil, pen, ruler, eraser和crayon.2.Let’s do

本部分通过 Show me your… 的指令，练习并运用以上单词。

二、课前准备

教师自备与本课相应的文具（实物）和教师卡片。

三、教学步骤

1、热身/ 复习（Warm-up/ Revision）

（1）播放英语歌 “Hello” 的录音，让学生跟着录音演唱。

（2）请几个学生戴Sarah, Wu Yifan等人物的头饰，两人一组打招呼问候：Hello, Sarah!/Hi, Wu Yifan!（3）让学生之间互相打招呼问候（用自己的英文名字或中文名字）。（4）将学生分组进行自我介绍。

2、新课展示（Presentation）

（1）给学生出示文具实物，教新单词pen, pencil, ruler, crayon, eraser.教师边教边作示范。如pencil一词，教师可通过实物或图片介绍新词，带读并示范，让学生在Show me your pencils.的指令下出示铅笔。可用同样的方法教本课时的其他文具。（教学中，教师要特别注意crayon及eraser两个词的发音。对于多音节词，教师可采取“先部分，后整体”，分音节的方法进行教学。例如教eraser一词，教师先示范整个单词的读音，然后分音节请学生跟读e-ra-ser,最后再让学生跟读整个词，此时教师要注意学生把生音放在第二个音节/rei/上。）

（2）让学生听录音，跟读Let’s learn部分的词汇，并要示学生用手指着词汇来认读，力求做到“眼到、手到、口到、心到”。

3、趣味操练（Practice）（1）游戏活动

A、选词竞赛：将学生分为两大组，每组每次各派一个选手，教师说五个新词中的一个，选手跑步。

B、猜物品游戏：将crayon等文具放在一个大盒子里，请一们同学出来选一样文具攥在手里放在背后

（2）让学生听录音，边说边做Let’s do部分的活动。

4、课堂评价（Assessment）做活动手册本单元第2部分练习

5、课外活动（Add-activities）

听说、认读新单词pencil, pen, ruler, eraser, crayon, 并能用英语介绍文具。

教学后记：

第三课时

一、教学内容与分析

1、Let’s make

本部分主要通过学生自己动手制作英文名卡，激发他们对英语学习的兴趣，从而逐步培养学生动用所学语言独立做事情的能力。

2、Let’s sing

通过学唱歌曲 “Hello”让学生复习和巩固所学的语言。

二、课前准备

准备一个名卡，以及本课时使用的制作名卡所须的彩笔、线绳和硬纸卡等，并要示学生带来他们的彩笔、线绳和硬纸卡。

三、教学步骤

1、热身/复习（Warm-up / Revision）

（1）复习上节课所学的文具。用“拍打图片”（Touching game）的比赛方法。（2）用游戏“对号入座”（Matching game）来复习已学文具的英文名称。（3）复习Show me your….教师先发指令请全班共同练习。或请学生上台做“小老师”进行操练。

2、新课展示（Presentation）

教师将完整的名卡制作过程一边用英语讲解一边进行实际操作，将整个制作 4 过程呈现给学生。

3、趣味操练（Practice）

（1）请学生拿出他们事先准备的材料，指导学生按步骤进行名卡的制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。

（2）让学生用Hello/Hi, I’m…的句型来展示自己制作好的名卡，对做得好的学生可给予表扬或适当的奖励。

（3）让学生跟随录音一起学唱歌曲Hello.4、课堂评价（Assessment）做活动手册本单元第3部分练习。

5、课外活动（Add-activities）

要示学生听录音，跟读并表演A部分的会话，并在实际情景中动用所学语言。

教学后记：

B 部分第一课时

一、教学内容与分析

1、Let’s talk

本部分通过情景会话，让学生学习如何用What’s your name? 询问对方的姓名以及另一种表达道理别的说法：See you.2、Let’s play

本部分从实际生活入手，通过玩游戏来进一步巩固Let’s talk中的会话，同时学习欢迎语Welcome!

二、课前准备

教师应准备自己的名字卡及本课主要人物的头饰；要示学生准备一个面具，并制作一个写有本人姓名的头饰。

三、教学步骤

1、热身/复习（Warm-up/ Revision）（1）、唱 “Hello”歌（2）、师生互相问候

（3）、学生将名卡戴在胸前，分别起立做自我介绍

2、新课展示（Presentation）

（1）老师指自己的名卡说Hello!I’m Miss / Mr… 然后用My name’s…再重复两遍自己的名字。接着对一名学生发问What’s your name?（用清晰、缓慢的语调问两遍）边问边指他的名卡，并用口型揭示他回答My name’s…用类似的方法在教室里与学生进行问答练习，注意引导学生用My name’s… 回答问题。

（2）跟读、模仿What’s your name? 注意学生对name的发音。（3）教道别语See you., 告诉学生意思是“再见”或“一会儿见”。（4）听录音来展示B部分Let’s talk的内容。

3、趣味操练（Practice）

（1）Pair work: 可让学生戴上头饰，表演书上Let’s talk的对话。（2）Let’s play中的游戏.（3）四人或六人为一小组，先将学生自制的名卡头饰收集在一起，再由每组的“小老量”通过问What’s your name? 同学回答My name’s… 的方式练习，答对的同学拿回头饰戴在头上。

4、课堂评价（Assessment）做活动手册本单元第4部分练习。

5、课外活动（Add-activities）

（1）要示学生听录音，然后仿读课本第4-7页的内容并拌有动作表演。（2）鼓励学生用第4-7页所学的内容与同学和老师进行交流。

教学后记：

第二课时

一、教学内容与分析

1、Let’s learn

本部分将继续学习有关学校及学习用品的词汇：school, bag, book, pencil-case, sharpener.2、Let’s do

本部分主要让学生听懂一些简单的指示语，并按照指令做出相应的动作。通过听听做做的活动，让学生练习并运用所学的词汇。

二、课前准备

教师自备与本课教学有关的文具（实物）和教师卡片。

三、教学步骤

1、热身/复习（Warm-up/Revision）

（1）“开火车”：学生一个接一个进行口语问答，要求又快又好。（2）通过图片和单词卡片复习学过的单词crayon, ruler, eraser, pen, pencil.（可通过做Touching game或Matching game来复习）

2、新课展示（Presentation）（1）Let’s learn

A、通过实物教pencil-case, bag, book, sharpener, 用图片教school.在教“铅笔袋”pencil-case时，出示“铅笔盒”pencil-box,并说明它们的区别，即：用软皮或塑料制成的通常称为pencil-case,用铁等较坚硬材料制成的叫做pencil-box.同时教pencil-box.B、新单词的教学也可通过旧单词来引出。如：pencil 到pencil-case.（2）Let’s do

教师边做打开书的动作边说Open the book.然后边做合上书的动作边说Close the book.（重复两次）。再拿起铅笔袋，做打开、合上的动作，并说：Open the pencil-case.Close the pencil-case.请学生说出open, close的意思。用同样的方法教Show me your sharpener.Carry the bag.等句子。

3、趣味操练（Practice）

（1）让学生将所有学过的文具全部摆在桌上。教师说：“Show me your 7 book.”，学生须快速举起并大声说：“Book”.（2）游戏：画文具。

（3）在本课教学中，教师也可以采用 “选词竞赛”的游戏。

（4）通过游戏Simon says练习以show, open, close, put, carry所引导的祈使句。

4、课堂评价（Assessment）

做活动手册本单元第5部分练习。学生根据录音，圈出所听到的文具。（1）学生看图，用英语说出图中每样文具物品。（2）教师讲解题目的意思并指导做的方法。（3）学生听录音做练习。（4）核对答案.5课外活动（Add-activities）

（1）要求学生听本课所学内容的录音，跟读单词和句子，并在实际生活中自然运用。

（2）将学习用具逐个用英语说给家人听。

教学后记：

第三课时

一、教学内容与分析

1、Let’s check

本部分通过听力练习，检查学生对本课所学内容掌握的情况。

2、Let’s chant

本部分通过有节奏、有韵律的歌谣，让学生进一步复习和巩固本单元所学的词汇。

二、课前准备

准备一个装有本单元所学的文具的书包，与本课教学内容相关的词卡和图片。

三、教学步骤

1、热身/复习（Warm-up/Revision）（1）唱”Hello”歌。

（2）通过实物和单词卡复习有关文具。

（3）用Show me your… 请学生将他们的文具摆出来。（4）用游戏Simon says复习第8页所学的指令性的动作。

2、新课展示（Presentation）

教师从自己准备的书包中拿出一本书，并指着自己说：I have a book.随后再掏出笔袋，对学生说：I have a pencil-case.再从笔袋里拿出一支铅笔说：I have a pencil.拿出一把尺子说：I have a ruler.等等。待学生熟悉了I have a …是“我有一个…“后，请学生们用自己的文具来说：I have a … 告诉学生如果你有与别人东西相同时，可说Me too!

3、趣味操练（Practice）（1）操练Let’s chant

A、全班听录音，边听录音边拍手有节奏的吟唱Let’s chant 部分的内容。B、将全班分成两大组。第一组举起铅笔齐读I have a pencil.第二组齐读Me too!并拍手。读第二句时两组交换，以此类推。

C、待学生读熟后，可让他们自由发挥，用其他文具替换书上的几种，并在小组内朗读。

（2）听力练习：Let’s check

根据听到的句子，让学生圈出相应的图A或图B。

4、课堂评价（Assessment）

做活动手本单元第6部分练习。此项练习旨训练学生的观察和反应能力。

5、课外活动（Add-activities）

让学生听录音，跟读A、B部分Let’s do和Let’s chant的内容，边读边做出相应的动作。

教学后记：

Unit 2 Look at me Language skills

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

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

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

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

Workbook page 7

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

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

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

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

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

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

Workbook page 8

5、Add-activities a.Listen to the recording and repeat.b.Tell the parents the names of the body.教学后记：

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

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

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

Workbook page 9

5、Add-activities Sing the song “Teddy Bear” and play rope skipping.教学后记：

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

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

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

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

4、Assessment

Workbook page 10

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

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

1、a puppet

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

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

5、Add-activities a.Listen to the recording, repeat and act out.b.Say all the names of the body to your parents.教学后记： Third Period

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

1、stationeries

2、pictures of parts of Zoom III、Teaching steps

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

3、Practice a.Let’s chant

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

Listen and choose A or B

4、Assessment Workbook page 12

5、Add-activities Listen and say Part A and B.教学后记：

Unit 3 Let's paint

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

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

Third period

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

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

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

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

Unit 4 We love animal 教学目标与要求：

1.能听懂、会说Look!I have a.....Oh, really?May I have a look? Sure.Here you are.Oh, it's nice!I like it.Thank you./ Thanks.并能在实际情景中进行运用。要求模仿正确，语调自然。

2．能听说、认读一些常见的动物的单词cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, mouse, bear, squirrel，并能用英文介绍这些小动物。

3．能听懂、会说几个常用的感叹语Cool!Super!Great!Wow!并能够在实际情景中恰当地使用。

4．能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。

A 部分第一课时

一、教学内容与分析： 1.Let's talk.本部分主要提供给学生一个如何将自己的心爱之物呈现于人，以及如何对别人的呈现做出赞美、感叹的对话情景。

2.Let's play.本部分是为了巩固 Let's talk 部分的内容，并培养学生学习英语的兴趣而设计的。学生可以在此项活动中尽情发挥表演才能，看谁模仿的动物叫声及形体特征最逼真。

二、课前准备：

1．教师准备动物玩具rabbit, panda, monkey, dog, cat, duck等。2．教师准备相关动物的图片卡。3．学生准备有关文具的实物。

三、教学步骤：

1．热身/复习(Warm-up/ Revision)(1)教师播放“How are you ”的歌曲录音，师生对唱。(2)师生互致问候。

(3)用“开火车”的方式进行学生之间的日常会话练习2．新课展示(Presentation)(1)播放第一单元Let's chant的录音，学生拿出文具跟读并表演。(2)请学生用Look!I have a....复习所学的文具。

(3)教师通过动物玩具教有关动物的新单词：rabbit, panda, monkey, dog, cat, duck(这些单词本课时只要求学生会听，会说。认读放在第二课时完成。)（4）感叹语Great!Cool!Wow!Super！可采取自然引入的方法。比如当学生突然看到老师变出了一只可爱的兔公仔时，很可能发出情不自禁的感叹“Wow!“或”Great!。

(5)听录音来展示Let's talk 部分的教学内容。学生跟读、模仿，教师要求学生注意语音语调。

3．趣味操练(Practice)（1）教师将动物玩具放在讲桌上，并将动物的图片卡贴在黑板上。请一同 27 学上讲台，教师说：A cat.学生就从黑板上取下画有猫的图片，然后说：This is a cat.接着再从动物玩具中拿起猫说：Look, I have a cat.全班同学可以同时用Cool!Super!Great!Wow!中的任何一种做出回应。用同样的方法操练新单词rabbit, panda, monkey, dog, duck等。

（2）对Let's play部分的操练：

按照课本中所呈现的方式，请学生们来扮演这些小动物，模仿它们的动作及声音。

4．课堂评价(Assessment)做活动手册第四单元第1部分的练习。5．课外活动(Add-activities)（1）听录音，仿读会话，并在实际情景中运用所学内容。（2）在日常生活中能正确使用学过的感叹语。

（3）模仿学过的动物，将它们的名称及表示它们叫声的词说给朋友和家长听。

教学后记：

第二课时

一．教学内容与分析： 1.Let's learn.本部分主要呈现关于常见的有关动物的单词：monkey, dog, duck, panda, cat, rabbit。

2.Let's do.本部分要求学生在Act like a....的指令下模仿小动物的动作。二．课前准备：

1.教师准备monkey, dog, duck, panda, cat, rabbit的卡片（词卡和图卡）

2.教师准备一套小动物的头饰。

3.学生准备玩具小动物，每人带一至两个到课堂来。三．教学步骤：

1．热身/复习（Warm-up/ Revision）（1）Daily oral practice(3-5 minutes)（2）复习第一课时所学单词。

（3）学生两人一组，表演本课A.Let's talk 的对话。2.新课展示（Presentation）

（1）教师可出示Let's learn 的图画。接着用英语和汉语对图中的情景做个解释。

（2）学生听录音，用手指着单词，跟读Let's learn 部分的词汇。3.趣味操练(Practice)（1）教师将有关动物的图卡和词卡举起，带读，学生一个一个如开火车地练习。

（2）配对游戏

（3）教师拿起动物头饰背对学生，让学生根据形状猜出是哪种动物。（4）让学生听录音，边说边做Let's do 部分的内容。做动作时，可以加上动物的叫声。

（5）教师使用Let's do 的动作图卡，请一个同学上讲台看图卡，然后根据图卡做动作，下面的同学要说出图卡上画的是什么动物做的动作。说对的可为本组赢一分。

（6）游戏：耳语 4.课堂评价(Assessment)做活动手册本单元第2部分的练习。5.课外活动(Add-activities)（1）听录音，认读单词并仿读句子。

（2）按Let's do 部分的内容模仿动物给家长看。（3）自己动手做一个喜欢的动物的头饰。

教学后记：

第三课时

一.教学内容与分析： 1．Let's make.本部分是为培养学生的动手能力和创造力而设计的。2.Let's sing.本部分通过演唱表演这首歌曲，让学生复习和巩固所学动物及其叫声的词汇。

二．课前准备：

1．教师准备多个dog, duck, cat 的头饰。2．教师准备动物的图卡和词卡。3．教师准备一幅关于老麦当劳农场的画。三．教学步骤

1．热身/ 复习（Warm-up / Revision）（1）Daily oral practice(3-5 minutes)（2）教师将A.Let's learn中的图卡的背面给学生看，让学生猜是哪种动物，以此复习单词。

（3）游戏：看动作，下指令（Look and tell）2．新课展示（Presentation）

(1)教师将准备的老麦当劳农场的画贴在黑板上。

(2)教师指着图中的老麦当劳对学生说：Look, this is Old MacDonald.再指着农场对学生说：This is a farm.This is Old MacDonald's farm.So Old MacDonald has a farm.(每句话可讲慢一些，并重复一遍)那么，他的农场里都有些什么呢？Look, on that farm he had some ducks.教师边说边把几只鸭子的图贴到农场的不同地方。边贴边先用汉语说：这里嘎嘎叫，那里也嘎嘎叫，到处都是嘎嘎的叫声。再用英语说，引出here, there, everywhere。

30(3)请学生跟老师读歌词中的重点词 2．趣味操练(Practice)(1)让学生听Let's sing 录音，拍手并和着节奏一起唱。）

(2)Let's make可作为户外活动，学生可用：Look, I have a....的句式来表达手影。

4.课堂评价（Assessment）

做活动手册本单元第3部分的练习。5.课外活动（Add-activities）(1)将新学的歌曲唱给家里人听。

(2)和父母一起做手影，看谁做得又多又形象。

教学后记：

B部分第一课时

一．教学内容与分析: 1.Let's talk.本部分呈现的对话内容，是教给学生如何将自己的心爱之物与朋友分享以及如何表达对别人的心爱之物的赞美。

2.Let's play.本部分是为了巩固Let's talk 部分的内容，并培养学生学习兴趣而设计的。二．课前准备：

1.教师准备一个玩具熊(A Teddy Bear)和一些学过的动物的玩具。2.学生每人准备一个自己喜欢的动物玩具。三．教学步骤：

1．热身/ 复习（Warm-up / Revision）（1）Daily oral practice 31（2）教师播放歌曲“Old MacDonald had a farm”，学生表演唱。（3）教师播放Unit 2中“Teddy Bear“的歌曲，学生在唱 Teddy Bear 一句时拍手，其他句边唱边做动作。

（4）教师准备道具，请同学上讲台表演A.Let's talk 的对话。2．新课展示（Presentation）(1)呈现对话：

a．学生表演完A.Let's talk 的对话，老师留下一位学生，对他说: xxx, what do you have? Show me your animal, please.（教师对学生讲英语时要尽量慢并伴有手势和动作来帮助他理解。）b．当学生明白老师的意思后，就回到座位拿出带来的玩具说：Look, I have a rabbit.于是教师立即引出本课对话中的问句说：Oh, really? May I have a look?(语速慢并伴有表情和手势)，学生会把他的玩具兔拿给老师，老师接过小兔做出很喜欢的表情对他说：Oh, it's nice.I like it.说完把兔子还给学生, 一边做归还的动作一边说：Here you are.Thanks.Go back to your seat, please.(2)让学生听录音来展示B.Let's talk部分的内容。3．趣味操练（Practice）(1)从后往前跟读句子

教师先说“May I have a look?” 然后说“look”。学生重复“look”.教师说:“a look”, 学生重复这两个词。教师用每次多加一词的方式一直引导学生能流利地说出“May I have a look?”告诉学生have a look是一个固定的用法，译为“看一看”。

（2）教师先示范，然后同座两人一组，拿出自备的玩具分别操练对话：（3）请学生分角色表演Let's talk 部分的对话。

（4）请学生用自己的玩具替换Teddy Bear，表演Let's talk 部分的对话。（5）请学生按照Let's play的对话，找自己的好朋友一起玩游戏。4．课堂评价(Assessment)做活动手册本单元第4部分的练习。5．课外活动（Add-activities）（1）听录音，仿读Let's talk 的对话。

（2）按照Let's talk 的对话，让学生将自己心爱的五颜六色的文具，介绍给 32 自己的朋友看。

教学后记：

第二课时

一．教学内容与分析： 1．Let's learn.接A部分的Let's learn, 本部分继续学习6个动物的单词：pig, elephant, bird, squirrel, mouse, bear。

2.Let's do.本部分要求学生模仿动物的形体动作，学生要能根据指令做动作。二．课前准备：

1.教师自备的pig, elephant, bird, squirrel, mouse, bear的卡片（词卡和图卡）。2．A部分单词的词卡和图卡。3．关于Let's do 部分的图卡。三．教学步骤：

1．热身/ 复习(Warm-up/ Revision)(1)Daily oral practice(2)播放歌曲“Old MacDonald had a farm”，学生跟着音乐演唱三段歌词（包括增加的cats 和dogs 那两段）。

(3)学生表演B.Let's talk 的对话。2．新课展示(Presentation)(1)教师通过复习A部分的动物来导入本课的几个新动物名称。可以使用动物的图片卡和词卡来介绍。注意squirrel一词的发音。

(2)听Let's learn部分的录音，跟读新单词。

(3)用TPR教学法教Let's do中的动作hunt, walk, climb, fly, jump.“hunt”的动 33 作教师可用汉语加以解释，即“搜寻，寻找（猎物或食物）”的意思。

(4)让学生站起来，一边听Let's do 的录音，一边做动作。3．趣味操练(Practice)（1）游戏：向它那儿跑（Run to it!）

（2）教师将Let's do 的图片打乱顺序，让学生听指令，选出正确的图片。（3）游戏：照我说的做（Do as I say）4．课堂评价（Assessment）做活动手册本单元第5部分的练习。5．课外活动(Add-activities)(1)听录音，仿读单词和句子。

(2)去动物园或在图书上找找你会用英语说的动物，说给家长听。

教学后记：

第三课时

一．教学内容与分析： 1.Let's check.本部分的听力练习是考察学生对本课所学内容的掌握程度。2．Let's chant.本部分的短诗节奏、韵律强，又富有趣味性，对单词拼读规则学习很有帮助。二．课前准备：

1．教师准备本单元所学动物的动物玩具。2．本单元所学词汇的图卡和词卡。三．教学步骤：

1．热身/ 复习（Warm-up / Revision）(1)Daily oral practice.(2)通过词卡和图卡复习所学的动物词汇（Read the words one by one）。

34(3)游戏：速认速记。

(4)游戏：把手放在你的背后（Behind Your Back）。2．趣味操练(Practice)(1)听力练习：Let's check（2）操练Let's chant 3．课堂评价(Assessment)做活动手册本单元第6部分的练习。4．课外活动（Add-activities）

（1）听录音，读A、B 部分，边读边做动作。

（2）和同学一起看38-39页，用手指着主画面上的人和动物，用英语把他们说出来，看谁说得多。

教学后记：

Unit 5 Let's eat 教学目标与要求

1、能听懂、会说一些进餐时需表达的语言： I like hamburgers/hot dogs, etc.Have some French fries/ juice, etc.OK!Thank you./ No, thanks.Can I have some chicken/ coke, please? Sure.Here you are.Thank you.You're welcome.并能在实际情景中进行运用。要求模仿正确，语调自然。

2、能听说、认读cake, hamburger, hot dog, chicken, French fries, bread, water, milk, juice, tea, Coke, coffee等有关食品、饮料的单词，并能在日常生活中使用。

3、能听懂一些进餐时使用的简单的指示语,并能按照指令做出相应的动作。

A部分第一课时

一、教学内容与分析

1、Let's talk.本部分通过一个真实自然的情景会话，教给学生如何表达自己喜欢的食物以及将食物拿给别人吃的时候该怎样说。

2.Let's play.本部分通过一个记忆的游戏,使学生巩固Let's talk中所学的有关食物的单词以及I like....的用法。

二、课前准备

1.教师准备相关食物的图片卡

三、教学步骤

1、热身

（1）学生自由口语交谈（Free talk in pairs）（3-5分钟）。

（2）教师播放“Old MacDonald ”的歌曲，同学跟着音乐边唱边做动作。（3）复习Unit 4中Let's do部分。

2、新课展示

（1）教师事先将分别装有hamburger, hot dog, French fries, cake, bread, chicken等食物词卡托盘放置于“餐桌”上。教师用它们一一来介绍本课的词汇。要求学生注意单词bread的发音,不要把字母组合ea所发的/e/音读成/ai/。

（2）教师从托盘中拿起一个汉堡包，对全班说：I like hamburgers.然后向全班学生发问：Whatdo you like? Hamburgers? Hot dogs? Chicken? Bread? Or French fries? 教师每说一样食物，就举起它让学生加深对词汇的印象。引导学生用I like....来回答并请回答的学生说出自己喜欢的食物。（告诉学生chicken和 bread不能说成chickens或breads）

（3）当有学生说:I like French fries.并举起薯条时，教师可顺势捏几根薯条（如果是真的食物的话）放到学生嘴前，说：Have some Frenchfries.于是学生可以真的张开嘴吃下去。如果是假的薯条模型，教师可将它拿到学生嘴边示意请他吃，也是很有趣的。

3、趣味操练

（1）教师拿出食物卡片，让学生读出单词并将图片卡贴在黑板上。请一同学上讲台，教师说：A hot dog.36 学生就从黑板上取下画有热狗的图片，然后指着说：This is a hot dog.全班同学中凡是喜欢吃hotdog的，都可以举起手并用Me, too!做出回应。用同样的方法操练新单词hamburger, Frenchfries, cake, bread, chicken等。

（2）让学生做Let's play 部分的活动。教师将活动稍加解释后即可以以“开火车”的形式开展活动。

（3）让学生听录音来展示A部分的 Let's talk。（4）三个学生一组表演Let's talk中的对话。

4、课堂评价

做活动手册第五单元第1部分练习。

5、课外活动

(1)听录音，仿读会话，并在实际情景中运用所学内容。(2)将所学的食物说给家长听。

教学后记：

第二课时教学目标: 能听说、认读本课时有关食物的5个单词 chicken, hot dog, hamburger, bread, French fries.2 能听懂、会说： I like hamburgers/ hot dogs/ chicken/ bread/ French fries.Have some French fries/ hamburgers, etc.OK!Thank you.并能在实际情景中运用以上各句子。要求模仿正确，语调自然。教材分析：

第五单元的第一课时是让学生初步学习如何表达自己喜爱的食物以及为别人提供或请别人吃东西时的表达语。教材分 Let's talk 和 Let's play 两部分，Let's talk 部分是在真实自然的情景学习会话，Let's play 部分则是通过游戏让学生连锁记忆，从而复习巩固食物单词和句型 I like...，两个部分相辅相成。设计说明：

在导入新知识时，教师为学生播放Let's talk / A 部分的教学课件，创设语言学习的情景。课件中的内容是学生熟悉的人物 Sarah, John, Mike等人，从而学生简单了解单词hamburgers, hotdogs, cake, , French fries, chicken and bread 和句型 I like...。之后，教师利用单词卡片或实物学习单词。教师再次播放 Let's talk / A 部分的课件，学生在会说单词、简单了解句型的基础上学习对话。在此环节中，教师要强调 I like...是在表达自己喜欢的食物名称。

在 Let's play 部分，教师带领学生做游戏，通过游戏的形式让学生连锁记忆，从而复习巩固食物单词和句型 I like...。

教学重点：表达自己喜欢的食物以及为别人提供或请别人吃东西的日常用语：I like … Have some…

5个表食品的单词：chicken, hot dog, hamburger, bread, French fries。教学难点：chicken, bread 和 French fries 三个单词的发音教具准备：教师准备chicken, hot dog, hamburger, bread, French fries 这5种真实的食物或食物的玩具模型，以及食品托盘一个。教师准备教材 Let's talk / A 部分的教学课件。3 教师准备教材配套录音带。教师将本课所学的5种食物图片复印，为每名学生准备一套。教学过程：热身、复习(Warm-up/Revision)（1）日常口语会话展示。此次日常口语会话之前，教师提示学生使用句型 I have… 和 Here you are.（2）游戏：”Simon says“。内容为第四单元 A/B----Let's do 部分的指令语。（3）师生共唱歌曲 ”Old MacDonald“，边唱歌曲可以边表演动作。2 呈现新课(Presentation)（1）导入新知识。教师为学生播放Let's talk / A 部分教学课件，创设语言学习的情景。

（2）教师拿出准备好的 chicken, hot dog, hamburger, bread, French fries 这5种真实的食物或食物的玩具模型（也可用图片代替），以及食品托盘一个。将装 38 有食品的托盘摆在讲台桌上，一一呈现食物，学习本课的单词chicken, hot dog, hamburger, bread, French fries。学习单词时注意 chicken, bread 和 French fries 的发音较难，不易到位。教师要适当提示，纠正发音。如：bread 中 ea 组合发 [e ]，fries 中 [ai ] 的音要发到位。

（3）教师再次播放 Let's talk / A 部分的教学课件。学生在会说单词 chicken, hot dog, hamburger, bread, French fries 和简单了解句型 I like … 的基础上学习对话。

（4）教师播放教学录音，学生进一步学习。

在此环节中，教师要强调 I like … 是在表达自己喜欢的食物名称。如：在学生练习对话时，教师拿起实物hamburger，对全班学生说：I like hamburgers.然后问学生： What do you like? Hamburgers? Hot dogs? French fries? 当有学生说：I like French fries.，教师顺势捏几根薯条放到学生嘴前，说： Have some French fries.学生可以张开嘴吃下去。如果是假的模型或图片薯条，教师可将它拿到学生嘴边示意请他吃。3 趣味操练(Practice)（1）教师将本课所学的5种食物图片复印，为每名学生准备一套，并发给他们。让学生以小组为单位，4-6人一组，每人向大家介绍自己喜爱吃的食品并出示相应的图片。I like …

（2）让学生做 Let's play 部分的游戏。

教师先将游戏方法简单解释，之后带领学生一起做游戏。教师将汉堡的图片贴于黑板，师生一起说：I like hamburgers.教师再贴Hot dogs 说：I like hamburgers and hot dogs.继续进行，直到把六种食品都说出来。

（3）告诉学生进行比赛，以个人的形式进行，方法和内容同上。比赛的名字叫：开火车大赛。各种食品都说出来的同学有奖品。

（4）三人一小组表演Let's talk / A 部分的内容。4 课堂评价(Assessment)

做活动手册本单元第1部分的练习。5 扩展性活动(Add-activities)（1）Read and clour 39 用趣味操练1的图片。让学生认读图片，并给图片涂色。

（2）让学生两人一组，将涂好颜色的图片背面向上放在课桌上。每人每次抽对方和自己各一张图片，当图片内容两两相同时说出单词，两张图片归为己有。游戏结束时手中图片多者为胜。

教学后记：

第三课时教学目标：学习询问对方喜爱吃什么食品的问句，进一步复习、巩固所学表示食品的单词。2 学习本课歌曲 Let's Have a Picnic Today.教材分析：

本课时的第一部分Let's make 是通过同学间相互采访并完成表格的填写。学生之间用 What do you like? 的句子询问对方喜欢的食物，用此方法运用词汇练习对话。

Let's sing 部分是学习一首短小活泼的歌曲。教法建议：

Let's make 部分，教师可采取集体统计和个人采访相结合的方法进行。集体统计时，教师将学生分为若干个小组，统计各小组喜爱吃某种食物的人数。个人采访时，教师让学生下座位，亲自当一名小记者，询问并记录对方的喜好。这样既有教师的指导又有学生个人的创造和发挥。

Let's sing 部分教师可以让学生准备好野餐的食物，把学生带到室外边野餐边演唱。同时教师还可以把 Picnic 一词替换成本课所学其它词语。教学重点：表食物单词的复习与巩固。教学难点：What do you like? 一句的表述。教具准备：教师准备本课表食物单词的图片和单词卡片。

2 本课教材的录音带。教师和学生分别准备食物模型或真实食物。4 教师准备主体图48—49页的图画或投影。教学过程：热身、复习(Warm-up/Revision)（1）师生问候（2）学生口语展示。

（3）教师出示食物单词卡片，学生认读单词。（4）游戏：Simon says 教师说指令，当指令中有Simon says 一句时，学生按指令做相应动作，如果没说Simon says 则不能做任何动作。指令语为 A 部分 Let’s do 的口令，教师还可同时说两个口令，练习学生记忆力。2 呈现新课(Presentation)（1）教师将hamburger, hotdog, cake, French fries, chicken and bread 的图片贴在黑板上，根据学生情况还可将ice-cream, juice, cola 也贴在黑板上。教师指着hamburger 说：I like hamburgers.And what do you like? 重复What do you like? 一句，并伴有讯问的表情和手势。学生回答：I like hot dogs.（2）做火车接龙游戏。学生一个接一个的询问What do you like? 并按自己情况回答 I like …。

（3）教师告诉学生接下来做个统计工作，老师要统计各组爱吃某种食物的人数。把各小组的组名写在黑板上，统计各组爱吃某种食物的人数并做纪录。（纪录格式见板书设计）3 趣味操练(Practice)（1）教师让学生打开自己的书，翻到52页，按书中的表格采访，了解好友或同学喜爱的食物是什么。教师可让学生下座位，亲自当一名小记者，询问并打“ ۷ ”记录对方的喜好。

（2）教师出示主体图48—49页的图画或投影，告诉学生图中的人物在野餐 picnic, have a picnic，并让学生讨论图中的人物及学过的食物名称。

（3）让学生拿出自己准备的食物模型或实物，教师建议也组织一次野餐 Let’s 41 have a picnic today.此后，播放Let’s sing 部分的录音，学生听歌曲Let’s Have a Picnic Today。

（4）教师解释歌词并带读歌词 picnic, Let’s have a picnic.On such a lovely day.（5）然学生跟录音一起学唱歌曲 Let’s Have a Picnic Today。

（6）将学生带到室外，亲自感受野餐的愉悦，并唱歌曲Let’s Have a Picnic Today.4 课堂评价(Assessment)

做活动手册本单元第3部分的练习。教学后记：

B 部分第一课时

一、教学内容与分析 1.Let's talk.本部分主要呈现Mike等几个小朋友在野餐时的对话，教给学生如何用Can I have...?来询问自己是否能得到想要的东西。2.Let's play.本部分是为了巩固Let's talk 部分的内容所设计的活动。

二、课前准备

1、教师准备本课所学有关饮品的实物：water, milk, juice, Coke, coffee, tea和一些一次性的纸杯。

2、教师准备以上饮料的图卡。

三、教学步骤

1、热身

（1）Daily oral practice（2）游戏：对号入座（Matching game）可以复习有关食物的单词。（3）请同学上讲台表演A部分Let's talk 的对话。

（4）教师播放歌曲“Let's have a picnic today”，学生拍手演唱。

2、新课展示

42（1）放B.Let's talk的录音，对全班说：Look!Today is a lovely day.Mike and his friends are having a picnic.They are eating and drinking.（教师在说eating和drinking这两个词时，一定要通过生动形象的动作帮助学生理解）What are they drinking? Oh, they are drinking Coke.于是教师拿出一罐可乐，教Coke一词。告诉学生a Coke是“一罐可乐”的简略说法，对于其他饮品都不能这么说。教师让学生通过看、闻、尝等感官的动作来学习其他几种饮品。如：教juice一词时，教师首先出示一瓶橙汁并问学生：Look, children.Is this Coke? 学生肯定回答：No.接着教师说：Right.It's not Coke.What is it? 学生可能会用汉语说“橙汁”。教师于是将一点橙汁倒到纸杯中，递给回答“橙汁”的同学。边做动作边提示让他尝一尝。教师说：Tasteit, please.Yes, it's juice.It's orange juice.然后教师领读juice。教师用类似的方法教water, milk, tea, coffee告诉学生有关饮料的词都是不可数名词，因此不能说a water或 waters等，但可以说some water等。

（2）教师将各种饮品都放在讲桌上，鼓励学生用I like....Can I have some...?的问句来表达自己想喝的饮料。教师回答Sure.Here youare.并倒一些在纸杯中给学生喝。接着学生用Thank you.感谢老师；老师说：You're welcome.（3）让学生听录音来展示A 部分Let's talk的内容。

3、趣味操练

(1)教师出示图片卡，复习所学单词。教师带读并按一个接一个地跟读。教师要注意每个学生的发音。(2)游戏：从后往前跟读句子

教师先说“Can I have some chicken?”

然后说“chicken”，学生重复“chicken”.教师说:“some chicken”，学生重复这两个词。教师用每次多加一词的方式一直引导学生能流利地说出“Can I have somechicken ?”

(3)同桌一组根据Let's play操练以下对话： A: Can I have some..., please? B: Sure.Here you are.A: Thank you.B: You're welcome.（4）三人一组表演Let's talk 部分的对话。

4、课堂评价

做活动手册本单元第4部分练习。

5、课外活动

（1）听录音，仿读Let's talk 的对话。（2）和朋友们一起玩买卖食品及饮料的游戏。

教学后记：

第二课时

一、教学内容与分析 1.Let's learn.本部分主要学习认读water, milk, juice, Coke, coffee, tea 这些单词。2.Let's do.本部分要求学生能根据指令做相应的动作。

二、课前准备

1、教师准备water, milk, juice, Coke, coffee, tea的实物、图片、单词卡片。

2、教师准备A部分单词的词卡和图卡。

3、学生可准备water, milk, juice, Coke, coffee, tea 的实物。

三、教学步骤

1、热身

（1）教师播放歌曲“Let's have a picnic today”，学生一起拍手演唱（2）游戏：找一找，拍一拍

2、新课展示

（1）本课时Let's learn中的单词认读教学，让学生利用已有的对拼读规则的掌握，自己认读新单词。

（2）让学生听Let's learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。

44（3）用一组连贯的动作教Let's do中的动词pour, smell, taste, drink。首先，教师左手端着一个茶壶，右手拿一茶杯，对全班说：Look!I'm pouring the tea.Pour the tea.(边倒茶，边说两遍)。接着，教师端起茶杯，凑到鼻子前做闻的动作并说：Now smell the tea.(两遍)

1、接着说：OK.Now taste the tea.(说两遍，边说边做尝味道的动作)最后，教师说：Mm...Good.Drink the tea.教师演示完，请学生说出这几个动作的意思。

2、让学生一边听Let's do 的录音，一边跟读并做动作。

3、趣味操练

(1)选词竞赛：将学生分为两大组，每组每次各派一个选手，教师说六个新词中的一个，选手跑步，快速在讲台上找到所说词的词卡，并举起词卡大声读出单词，谁先完成即为胜利者，可为本组赢得一分。

(2)游戏：什么不见了。

(3)让学生听录音，边说边做Let's do 部分的活动。

4、课堂评价

做活动手册本单元第5部分练习。

5、课外活动

(1)听录音，仿读句子。

(2)将所学的有关食物和饮料，用英语说给家长听。

教学后记：

第三课时

一、教学内容与分析

1、Let's check 本部分的听力练习是考察学生对本课所学内容的掌握程度。

2、Let's chant 45 本部分是通过有节奏、有韵律的诵读活动，巩固本课所学内容。

二、课前准备

1、教师准备本单元所学食物及饮料的图卡。

2、本单元所学词汇的图卡和词卡。

三、教学步骤

1、热身

（1）通过图卡复习所学的词汇（Read the words one by one）（2）用 “对号入座”游戏来复习上节课学习的单词。

2、新课展示

（1）游戏：速认速记。教师每次从词卡中挑出3张，让学生快速认记。教师说：One, two, three!便拿掉卡片，让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。（教师在说One, two, three!时要快慢适度，给学生记忆时间；也不要过慢，要让学生有一定的紧迫感，训练瞬时记忆。）

（2）介绍Let's chant中的dinner time时, 可以顺便教给学生早餐和午餐的讲法——breakfast和lunch。

（3）介绍Let's chant中的感叹句What a surprise!注意surprise的读音。

3、趣味操练(1)操练Let's chant a.放录音，先让学生认真听录音两遍。b.全班跟着录音读，要求边读边做动作。

c.找两个同学到讲台前来，分别扮演Zip和 Zoom，其他同学朗读或背诵。（2）听力练习：Let's check 要求根据听到的句子，圈出相应的图A或图 B。

4、课堂评价

做活动手册本单元第6部分。并引导学生进行自我评价和小组评价。

5、课外活动

听录音，读A、B 部分，边读边做动作。

教学后记：

Unit 6 Happy birthday 教学目标与要求：

1.能听懂、会说Happy birthday to you!This is for you.How old are you? I'm ______.How many _______?并能在实际情景中进行运用。要求模仿正确，语调自然。

2．能听说、认读1-10 的数字和balloon, kite, plane, ball, car, boat, doll这些物品和单词。

3．能明白“How old are you?” 和“How are you?”的区别。

4．能听懂一些简单的指示语,如：bounce the ball, fly the kite, throw the plane, hold the doll, drive the car, blow up the balloons.并能按照指令做出相应动作。

A 部分第一课时

一．教学内容与分析： 1．Let's learn.本部分主要呈现数字1-10的英语说法。2.Let's do.本部分是关于数字1-10的指令。

由于在A部分的Let's talk 中涉及了询问年龄，为了让学生能更好地根据实际情况和意愿表达年龄，我们就把数字的教学安排在第一课时。

二．课前准备：

1.教师准备数字1-10的卡片（词卡和图卡，图卡可设计成扑克牌）。2.教师准备Let's do 中的有关动作的图卡。3.Old MacDonald, duck, cat, pig 的头饰。三．教学步骤

1．热身/复习（Warm-up/ Revision）

(1)教师播放“Old MacDonald ”的歌曲，将学生分成四组，一组唱“Old

MacDonald had a farm,EIEIO“,其他三组分别扮演“duck, cat,pig”。也可每组选一个同学上讲台来戴上头饰分别扮演“Old MacDonald, duck, cat, pig“并伴有动作，其他下面的同学跟着他们边唱边做动作。

(2)做“Simon says”的游戏，复习Unit 3 A 部分的Let's do。2．新课展示（Presentation）

(1)教师用手指教数字1-10。教师举起一个手指说：one, one。学生举起他们的手指，不跟读。教师用同样的方法教到数字10。

(2)由Unit 3 A 部分的Let's do引出本部分的Let's do。教师用手指做示范：Show me 1 and 2.让学生跟着做。

(3)让学生听录音，跟读Let's learn 部分的词汇，并要求学生用手指表示相应的数字，力求做到“眼到、手到、口到、心到”。

3．趣味操练(Practice)（1）教师用拍手表示数字，拍一下手，说：one, 让学生跟读。（2）让学生练习从1数到10，再从10数到1。然后按1，3，5，7，9（基数）或2，4，6，8，10（偶数）来数，也可1，拍手，3，拍手，5，拍手，7，拍手，9来练习，或者两个数字中隔2个数字用拍手来表示，看谁说得又快又好。

（3）教师将表示1-10的扑克牌（扑克牌的A表示1）举起，让学生读1-10的数字，然后扑克牌面朝下放在讲台上，请学生上讲台，任意抽出一张扑克牌，并说出数字是什么，正确的同学可为本组赢一分。

（4）游戏：划拳

学生两人一组,分别用单只手出拳，伸出几个手指就代表是什么数字，要求必须伸出手指，谁先说出两人所出数字的和，即为胜利者。

（5）让学生听录音，边说边做Let's do 部分的活动。

（6）教师使用Let's do的动作图卡，请一个同学上讲台抽出一张图卡，然后根据图卡做动作，下面的同学要说出图卡上画的是什么指令。说对的可为本组赢一分。

（7）游戏：耳语

把学生分成两组站成两行。教师向每组的第一个学生耳语一个指令，如 Show me one and two.每组的第一个学生又依次向组里的第二个学生耳语这个指令。每行最后一个学生快步跑到讲台，根据指令做动作，谁又快又正确将为他们组赢一分。然后，每组的第一个学生站到每组的队尾。

（8）游戏：再见

教师让学生从1数到10，然后打乱顺序，把这些数字写在黑板上。教师指哪个，学生读哪个。

4．课堂评价(Assessment)5．课外活动(Add-activities)(1)听录音，仿读句子。

(2)将所学的数字1-10说给家长听。

教学后记：

第二课时

一．教学内容与分析： 1.Let's talk.本部分主要呈现带生日蛋糕给朋友庆祝生日的情景。2.Let's play.本部分主要练习有关年龄的问答。二.课前准备：

1．Sarah, Mike, Wu Yifan, Wu Yifan's mother的头饰。2．插有蜡烛的生日蛋糕实物或图片。3．一条手绢

4．用纸盒做的两个骰子。

三、教学步骤

1．热身/复习(Warm-up/ Revision)49(1)师生互致问候。(2)复习本部分的Let's do。

(3)请学生使用Mike, Wu Yifan, Wu Yifan's mother 的头饰分别表演Unit 2 B部分 Let's talk 中的对话。

2．新课展示(Presentation)(1)教师通过“Happy Birthday“的歌曲，引出Happy birthday!并带读。(2)教师通过生日蛋糕的实物或图片教“birthday cake”。(3)教师介绍：“Today is Sarah's birthday.This is her

birthday cake.“ 然后全班同学一起数蛋糕上的蜡烛，one, two, three, four, five, six, seven, eight, nine。教师说：Sarah is nine.(4)让一个学生戴上Sarah 的头饰, 同教师做对话示范： T: What's your name? P: My name is Sarah.T: How old are you?（教师指蛋糕上的蜡烛）P: I'm nine.（教师提示让学生指着自己）

(5)让学生听录音来展示A部分的Let's talk的内容。

(6)教师提醒学生在西方是不可问女士年龄的，否则被视为不礼貌的行为。3．趣味操练(Practice)(1)学生两人一组进行下列形式的对话： P1: What's your name? P2: My name is _______.P1: How old are you? P2: I'm nine.(2)让学生按真实年龄回答“How old are you?” 的问题。并进行上述形式的对话。

(3)让学生戴上头饰，表演A 部分Let's talk的对话。(4)游戏“丢手绢”(5)游戏“掷骰子，说年龄”

将教师准备的两个骰子放在讲台上，请一个学生上讲台来和教师一起掷骰 50

第五篇：新教材三年级上英语教案

新教材三年级上英语教案

Unit 1 Hello!

第一课时

教学内容：

Unit One Hello A Let’s talk

教学目标：

使学生在不同的情景中听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。并能用于见面打招呼、自我介绍。教学重点：

本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。教学难点：

自我介绍用语I’m …的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。教具准备：

教材相配套的录音带教学过程：

一、热身(Warm-up)

新班，新的学生、老师，彼此陌生所以师一Hello.I'm...。介绍自己提起学生学习英语的兴趣。

二、呈现新课(Presentation)

1、老师作了自我介绍后，教学Hello。Hi。的发音。

2、操练T: Hello, boys and girls.Ss: Hello.3、教师利用这个机会再向学生介绍自己Hello, I’m …/Hi, I’m …然后教学I’m的发音。

4、操练让学生练习Hello, I’m …/Hi, I’m …句型向同学介绍自己。

5、认识新朋友Sarah, Chen Jie, Mike, Wu Yifan

6、给学生带上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello!I’m …

7、听录音朗读Let’s talk部分的教学内容

三、趣味操练(Practice)

1、游戏

运用歌谣形式，学生唱Hello，Hello被提到的同学运用I’m …介绍自己。

2、让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。

为学生出示情景图，让他们自己说说，在此情景中该说些什么？

<情景一> 清晨，两个小朋友在校门口相遇，猜猜看，他们说了些什么？

<情景二>上课了，老师带一名新同学进教室。新生Lily该怎样做自我介绍？

<情景三>下课了，有好几名同学与Lily结识，他们是怎样说的呢？

<情景四>放学了，同学们相互道别，他们彼此都说了些什么？

四、板书设计:

Unit 1 Hello

A Let’s talk

Hello, I’m…] Goodbye.

英语教案六上（大全）

第一篇：英语教案六上（大全）

第二篇：英语教案上

第三篇：六年级英语教案(上)

第四篇：三年级上英语教案

第五篇：新教材三年级上英语教案

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