第一篇：六年级上次英语教案
Lesson 1 May I use the telephone ?
教学目标:（Teaching aims）: 1.语言目标：
1）学会使用 May I use …? 句型向别人借东西。
2）学会使用礼貌用语，向别人表示感谢的句型 Thank you。以及表示 “ 不客气” 的句型。2.情感目标：培养学生礼貌的行为习惯，并且能学会尊重老人，尊敬老师。
教学重点难点：（Difficult points and key points）1.会说会用表示打电话的常用语： May I use your telephone? Who will you ring up? I want to …
2.会说会用会写这些单词 may, use, want to, card, IP card，birthday.3.理解并且会用情态动词 may.4.会说并且会用常见单词 certainly, really, must, forget.。
教学过程:（Teaching process）:
1.热身（Warming up）教师利用手偶来进行对话。
A：Li Dong, what‟s the matter with you ? What are you looking for? B : I can‟t find my colour pencils.So I can‟t do my Art homework.A: You can borrow one from Li Shan.B : That‟s a good idea.May I use your colour pencils?
C: Here you are.B: Thank you.C: Wow!What a beautiful picture!May I take a look at your picture? B: Of course.Here you are.C: Thank you.B: You‟re welcome.2.新课展示（Presentation）
展示教师通过自己准备的单词卡片和同学们准备的学具来教授本课的重点单词和句型。在教授单词的过程中，教师要有意识纠正学生的错误发音，并且要能引导学生按照单词的音节以及字母的发音规律来识记单词。
1）教师让学生拿出他们准备好的贺卡，选出一张，问同学们： What‟s this？引出单词 card。教师在黑板上写出单词，并用红色粉笔标出字母 ar 和音标，让学生明白大多时候字母 ar 在一起的发音。教师还可以举出例子，car，hard 等。教师告诉同学们生活中我们会有各种各样的卡片，例如，birthday card 找（生日贺卡），ID card(身份证)等。然后老师把一张电话卡藏在背后，让同学们猜那会是一张什么卡，从而引出单词 IP card（电话卡）I have an IP card.2)When can we use an IP card? When we want to give a call.教师出示座机电话的图片 telephone，告诉他们这个单词只是指家里的座机, 还可以简单说成 phone。而我们经常用的手机是 mobile phone。教师用手势做出打电话的动作，引导学生去猜 What is she doing? She is using a mobile phone.教师向同学们讲解打电话有好几种表达法： give a phone give a call ring up May I give you a phonecall? May I ring you up? Certainly, you can use it.3)Look at the picture.What does the boy want to do? He wants to use the telephone.教师在黑板上写出重点句型： May I use your telephone? 教师走到一个学生面前，指着他的钢笔问：May I use your pen? 学生应允，教师表示感谢—thank you.从而让学生明白 May I use your …? 是表示向别人借用东西的句子，语气很委婉。让学生去向别人借东西来操练句型。教师还可以让学生向自己借东西，可以并且以 Certainly.或 Sorry, please don‟t.来作答，让学生明白这个句型有两种答法。肯定的 Certainly.否定的，Sorry, please don‟t.出示不同的实物： May I use your Science book? Certainly.May I use your moble phone? Sorry, please don‟t.It‟s power off.4）Look at the picture.What is the girl doing? She is using a telephone.Who will she ring up? She‟ll ring up her mother.教师出示小女孩打电话的图片，让学生们来猜她会打电话给谁，引出短语 “ring up”, 复习一般将来时态的句型.Who will the girl ring up? She‟ll ring up… 老师要强调 ring up 的读音。
5)教师出示生日卡片，引出单词 birthday, 教师将单词展示在黑板上，并区分出音节，通过音节来帮助学生识记单词，birth | ｜，day | |在教授单词的过程中，教师可以引申更多与 birthday 有关的短语，引导学生说说自己过生日时都做些什么，eat birthcake, sing birthday song,ect.教师还可以问问班里谁都知道自己爸爸妈妈的生日，如果爸爸妈妈过生日，你会怎么做？教师用 What do you want to do on your dad‟s or mum‟s birthday? 引导学生用 I want to… 来回答。教师和学生，学生与学生之间可以互问互答。What do you want to do on your Mum‟s birthday? I want to send her a birthday card.I want to buy a birthday cake for her.从而让学生理解 want to 的意思是„想要做什么事情‟，也能培养学生体贴
关心自己的爸爸妈妈的好品德。
3.小结：在英语中有委婉语气的概念，但我们想要向别人借东西时，要有事要有求与别人时，就应该用特定的委婉语气来表达。在英语中最常见的就是 May I …? 的表达法。肯定回答是 certainly Yes,please.否定回答则为 Sorry, please don‟t.巩固活动：
4.巩固活动：
1)操练 May I …?的句型，教师给学生设定不同的场景，让学生根据场景来操练此句型。A：一个下雨天，想要借用别人的雨伞。A： Excuse me, may I borrow your umbrella? B: Yes, please.B: 在教室里，想要借用别人的语文书。A：Excuse me.May I use your Chinese book? I forgot mine at home.B: Sorry, please don‟t.I had lent it to my friend.C: 想要借用别人的手表。A： Excuse me.May I use your watch? B: Certasinly.You can use it.把学生分成若干个小组，每个小组有相同的人数，在规定的时间里，学生进行句子接龙游戏，学生 A 问学生 B 借东西，学生 B 向学生 C 借用东西，May I use…? 用的句型来完成游戏。哪个组最先完成，用最少的时间，哪个组就是赢家，教师给予一定的奖励。
2）播放 Listen and read 的录音，听并跟读。
3）播放 Learn to say 部分的录音，学生听并且跟读，在巩固单词读音的同时，也复习了意思。
4）Let‟s practise(Ⅰ)学会向别人借用东西的一般常用句型，尤其是礼貌用语 May I use…? 的用法，并能对自己借东西的原因进行简单解释。I forgot …
5）Let‟s practise(Ⅱ)根据场景来自编对话。注意要提醒学生礼貌用语，例如 Excuse me, thank you, you‟re welcome.板书设计（Blackboard writing）
教后记（Notes）
Lesson 2 May I speak to Li Shan, please?
教学目标:（Teaching aims）：
1.语言目标:
1）学习用英语在电话中进行交流，掌握打电话的基本问候语以及在电话中进行自我介绍的常用语。
2）掌握教师节的表达方法和一些传统节日的表达方法。
3）继续学习句型 May I…?
2.情感目标: 通过强化学生在电话中的礼貌用语来培养学生文明的行为习惯，并且教育学生
要尊重老师。
教学重点难点分析:（Difficult points and key points）: 会说会用会拼单词 send presents, speak, flowers, Teachers‟ Day 1）会说会用常用电话用语 May I speak to…, please?
2）This is … speaking.Today is Teachers‟ Day.Let‟s send a present to our teacher.What about some beautiful flowers? 3)让学生能够理解在电话中进行自我介绍时，要用“This is…‟或者 “That is …”来指代自己和对方。
课前准备: 课前准备教师准备教师节，学生给老师送礼物的图片，以及日历。
教学过程:（Teaching process）:
1.热身（Warming up）通过 A 和 B 的对话复习上一课内容，引出本课所学内容。教师拿出玩具手机和一个同学进行示范，复习上一节学习内容。A: Good morning.B: Good morning.A: May I speak to C, please? B: Sorry, he‟s not available.He is on the conference.May I take a message? A: Yes, please.Can you ask him to call me when he finishes? B: Sure.Thanks.A: You are welcome..新课展示（New Presentation）新课展示
教师通过图片来教授单词和词汇。Hello!May I speak to …,please? 1）教师在教室里随便拿起学生的文具或其他东西，问学生： May I use your bookpencilruler? 学生能够准确回答： Yes, please.然后由学生之间进行互问互答，老师引导学生向朋友借用手机，引导学生 “ May I speak to…?” 教师出示两个人谈话的图片，教授单词 “speak” 尤其是单词的发音，, 字母 ea |i:|.教师在教授单词的过程中，可以把意义相近的 talk, speak, say 一起进行区分。talk：表示和某人进行谈话，比较随便。speak: 比较正式的说法。say: 一般指向别人阐述自己的观点。在打电话时，要和某人说话，我们一般要说成 speak to somebody。
2)Hello!This is … speaking.Is that …speaking? Yes.This is … speaking.教师先向同学们解释中国人和外国人打电话时的不同。中国人在打电话时通常会介绍：我是… 你是… 吗？但是外国人不一样，他们不会在电话里说 I‟m … Are you …? 因为这样给人的感觉是不太礼貌。外国人通常用 “This is… speaking” “Is that … speaking?” 在学生了解了这些知识后，教师可以组织学生去玩一个接龙的游戏。教师将全班同学分成两组，玩打电话的游戏，第一组的一个同学拿起玩具电话和选择第二组的一个同学进行对话： Hello!This is … speaking.May I speak to …? 被选到的同学必须迅速站起来接上对话： Hello!This is … speaking.然后再往下面进行。如果有人接不上对话或是反应不上来，就要为他们的组扣上一分。这个游戏不但可以激发起学生说英语的兴趣，还可以在操练的过程中，熟练电话用语。
3）Teachers‟ Day 教师拿出一个日历，问学生： What‟s this? 学生回答：It‟s a calender.教师问学生： What‟s the date? 引导学生说出日期: It‟s 指着上面的 9 月 10 日的日期，th September 10.教师继续询问: Do you know what day it is today? It‟s Teachers‟ Day.今天是教师节。教师还可以引导学生说说其他传统节日。儿童节 Children‟ s Day 妇女节 Women‟s Day 母亲节 Mother‟s Day …
4)Let‟s send our teacher a present.教师出示学生向老师送鲜花的图片，教授单词 „send‟(送，寄)教师在黑板上写出短语 send somebody something.教师可以引导学生说出更多的短语： send you a present（送你一份礼物）send her some flowers(送她一些花)send him a birthday card(送他一张生日贺卡)Let‟s send her some flowers.Let‟s send him a birthday card.句型 “Let‟s …”的句型，此句型常用来表示 “提议”，跟动词原形连用表示“让我们干什么事情”。例如: Let‟s sing together.Let‟s begin now.Let‟s go.3.小结: 本节课我们继续学习了打电话时的常用语，尤其是介绍自己的时候，要用 „This is …‟ „That is …‟ 同时我们还学习了一些节日的说法。以及个别常用语。
4.巩固活动：巩固活动：
1)操练句型 May I speak to…? This is …speaking.这个环节的句型操练可以继续用前面的游戏，可以把学生分成男生和女生两组。
2）操练句型 Tomorrow is Teacher‟s Day.Let‟s send our teacher a present.这个环节可以进行句子大比拼： Tomorrow is Chilren‟s Day.Let‟s sing and dance.Tomorrow is Mother‟s Day.Let‟s send our mothers some flowers.Tomorrow is Thanks Giving day.Let‟s say „thank you‟to all our friends.3)播放录音 listen and read ,听并且跟读。
4)Let‟s practise(Ⅰ)A:Generally speaking, in this exercise we should according to the following orders:(1)greetings
(2)introduction(3)talking about the affairs 做这道题时，我们一般要遵循以下原则：(1)问候。(2)介绍。(3)谈论主题内容。A:Hello? B:Hello!Is that Linda speaking? A:Yes.Who‟s that? B:Zhao Yu speaking.Miss White is ill in bed.Let‟s go to see her tomorrow afternoon.A:OK.Shall we send her some flowers? B:Good idea!See you tomorrow.A:See you.5)Let‟s practise(Ⅱ)A:This is an English joke.Here „what‟and „Watt‟has the same sound.So does „Knott‟and „not‟.As a result both of the men misunderstand each other.For reading this joke, we can further review the special expression when we phone others.这是一个英文故事，在这个故事里，„what‟和„Watt‟有一样的发音，同样„Knott‟ 和 „not‟也是。结果导致两个人都互相误解对方了。板书设计（Blackboard writing）
教后记（Notes）
Lesson 3 Just a moment, please!
教学目标:（Teaching aims）: 语言目标：
1）继续学习打电话的常用语。This is … speaking.Is that …speaking? Wait a moment.2)学习帮助别人转接电话。Is …in? Sorry, wait a moment.3)会说会用会拼会写这些单词和短语：call, do some washing, wait, a CD.4）掌握现在进行时态的含义，表达方法和正确运用。She is doing some washing.Who is calli 能够？
教学重点难点分析:（Difficult points and key points）:
1.掌握怎样询问电话中的对方以及给别人转接电话时的常用语,例如，Is that …speaking? Wait a moment.She is not in.2.理解现在进行时态所表达的时现在正在进行的动作。课前准备：课前准备：教师准备玩具电话，以及本课的单词卡片，wait, call, wait, a CD.教学过程:（Teaching process）：
1.热身（Warming up）热身
1)教师和学生一起来唱上节课所学的歌曲 Let‟s sing together 活跃课堂气氛。
2)教师和学生做几组 TPR 活动，来复习以前学过的短语。为后面学习现在进行时态做铺垫。T： Good morning, class.Ss: Morning, teacher.T: Are you happy today? Ss: Yes, we are very happy.T: OK.I‟m happy ,too.Let‟splay a guessing game.Are you ready? Ss: Yes.We are ready.T does the action and Ss guess what it is.Draw a picture, sweep the floor, water the flowers, read some books, play the piano, play the computer game… 教师还可以请一个同学来做动作，让别的同学猜是什么短语。
2.新课展示（New Presentation）新课展示（）教师借助单词卡片来教授本课的常用语和重要语法点。
1)教师向学生做出打电话的动作，让同学们猜是什么单词。从而引出单词 phone.教师出示卡片---call，告诉同学们这两个单词意思相同,而且它们都有两个词性，名词和动词。我们经常可以说： I‟ll give you a phone.I‟ll give you a call.这样的句子还可以说成 I‟ll phone you.I‟ll call you.2)在打电话时，我们经常会遇到想要找的人没有接电话，而是别人接的电话，我们应该学会给别人转接电话。教师让学生听课文录音一遍，要求学生学完以后，能够回答提出来的问题： Where is this telephone from ? Who does Wang Nan want to speak in the phone? Who answered the telephone？What is Helen doing? Is she reading? 在听过第一遍课文以后，要求学生能够回答前三个问题.This telephone is from Wang Nan.Wang Fang wants to speak to Helen.Linda answered the telephone.教师让学生再听一遍课文录音，听听 Linda 在转接电话时的常用语。Is Helen in? Yes, but wait a moment.She is busy.这部分内容是本课的重点内容。介词 in 的原意是在…里面，在这里它还有„在家„的意思。其反义词则为‟out‟, 例如，She is in today.Is she in today? He is out today.当我们给别人转接电话，经常要说这样一个短语 wait a moment 或者 a moment,please.或者 hold on ,please.这几个短语可用于多种情况下，例如，在餐厅点菜，服务员经常会给我们说。
3）教师让学生再听第三遍录音，并且要求学生找出课文中所有加上了-ing 的单词或是短语。Speaking； calling;doing some washing 教师将这几个动词展示在黑板上，用红笔勾出-ing 部分，先领读这几个短语，让学生掌握-ing 动词的发音。然后教师向学生解释现在进行时态的含义，表达方法和正确运用。现在进行时态是指在现在正在发生的动作和事情，它的构成是系动词-am, is, are 和动词-ing(现在分词)组合起来。经常和 now, at this moment 等表示现在时间的状语连用。教师向学生出示课前复习的短语，引导学生造句。I am reading a book.She is doing her homework.He is speaking to you.You are playing computer games.We are singing and dancing.They are running.通过句子，教师给学生总结出动词加-ing 的规则。末尾有不发音„e‟的去掉‟e „加-ing，以辅音字母结尾的重音在第一个音节上的单音节单词要双写末尾的辅音字母，再加-ing.其它的就可以直接加-ing。
3.小结: 小结本课我们学习了向别人转接电话的常用语，以及现在进行时态的含义，结构，正确用法。还有动词加-ing 的规则。
4.巩固活动巩固活动: 1）4 人一组，教师将学生分成若干组，要求学生在规定时间内自编对话，以给别人转接电话的内容为主，在班里展示。
2）教师将全班分成男女两组，快速出示以前所学的动词短语，要求学生也能快速将短语变成动词现在分词，说出正确的句子，巩固练习。
3)教师最后播放录音，学生听，并且跟读。
4)Let‟s practise(1)A: In this practice, we should know the meanings of several words and phrases.„Just a moment, in, that‟s OK.‟ Here when we have to hold the telephone, we can see „wait a moment.‟ So „just a moment‟ eaquals to „wait a moment.‟ The adverb „in‟ means „at home‟.So here we can use „She‟s out‟or „She went out.‟ „That‟s OK‟ means „It doesn‟t matter‟.做这道题时，我们首先要明白很多单词和短语的含义。„Just a moment,相当于„wait a moment.‟ „ not in‟相当于 out，„That‟s OK‟相当于„It doesn‟t matter‟ 5)Let‟s practise(2)A: In this exercise, firstly when should be clear about the content of the telephone message.We know this message is from Jack to Linda at half past ten on June 21st.Jack wants Linda to do some shopping with him that afternoon.He need Linda to call back.做这道题时，我们首先要很清楚电话的内容。例如电话是 7 月 21 日 10 点半 Jack 打给 Linda 的。他想邀请 Linda 那天下午和他一起去购物。他要求 Linda 给他回电话。Kate: Hello? Jack: Hello!Is Linda there? Kate: No, this is Kate.Just a moment.Sorry, she‟s out.Jack: Oh.I want to go shopping with her this afternoon.Could you ask her to call me back when she comes back? Kate: OK.No problem.Jack: Thanks.Kate: You‟re welcome.板书设计（Blackboard writing）
教后记（Notes）
Lesson 4 Where are they?
教学目标:（Teaching aims）：
1.学习询问某人某物的位置，并能用含有介词短语的句子来进行准确回答。Where are is …? They are …It is…
2.继续学习现在进行时态，能够更加熟练使用现在进行时态来表达正在进行的动作。
3.会说会用会读会写以下单词和短语：swing, slide, seesaw, where, over there, on, under, behind, in.教学重点难点分析:（Difficult points and key points）:
1.掌握询问某人或某物的位置的句型，Where is are …?
2.能够正确理解 on, in ,under, behind, over there 等方位介词的含义，并能够准确使用这些方位介词来表达物体所处的位置。课前准备：课前准备：教师准备录音机，磁带，单词卡片，课文挂图，学生准备自制的单词图片。
教学过程:（Teaching process）:
1.热身（Warming up）热身（热身）通过教师和同学们之间的对话来开始本课。
T: Good morning, class.Ss: Good morning, teacher.T: What day is it today? Ss: It‟s Monday.T: What‟s the date? Ss: It‟s Sep, 26th.T: Do you know what holiday we will have soon? Ss: The National Day is coming.T: Do you have any plan for your holiday? Where will you go? S1: I‟ll go to Xi‟an to visit the Terra-cotta Warriors.S2：I‟ll go to may home town Sichuan Province to see my grandparents.S3: I‟ll go to the Zoo to see the animals with my family.教师和学生们交流他们的假期计划，并由此引到本课的学习内容。T：Mary.Linda , Mike and Tom will have a good holiday, too.Can you guess what they will do this holiday? 同学们都来猜一猜他们这个国庆节会做什么。教师根据学生的答案引出新课，引到学生说出正确答案。They will go to the park to play in the holiday.新课展示（2.新课展示（New Presentation））
1）新单词教授教师出示本课课文挂图让学生来观察。教师可以询问： „What can you see in the picture? 学生看图，并且根据图片内容进行回答。S1：I can see Linda, Mary, Mike and Tom playing with some other children.S2：I can see they are playing in the park.教师引导学生学习公园里的玩具器械。教师出示滑滑梯的图片，教授单词 slide , 在教授过程中，教师要注意单词的纠音，字母 „I‟的发音是 |ai|, 辅音字母 „sl‟ 的组合发音是|sl|.教师还可以从词义上对单词进行讲解。“slide” 的本意是光滑的意思，是形容词的词性。它也可以引申成为名词，是滑滑梯的意思。教师出示秋千的图片，教授单词 swings, 在教授单词时，教师要注意字母 „ng‟ 的发音。同样的方法教授跷跷板的单词，---a seesaw.2）介词和介词短语的教授教师再次出示课文挂图，让学生们仔细观察，并通过问问题来引导学生学习介词。T：Where is Linda and May? Ss: They are on the swings.T： Where are Li Dong and Zhao Yu? Ss： They are on the slide.教师讲解，on 是方位介词，表示某物在另一物体之上，但是„on‟是指在平面上垂直方向，在某物之上。而 „over‟ 则是在空间里。例如 on the wall.Over the river.T: What are the other children doing under the tree? Ss: They are playing under the tree.教师讲解，under 也是方位介词，表示某物在另一物体之下。教师在黑板上画出简笔画，桌子底下有以个足球。教师引导学生说出句子。The football is under the table.教师出示单词卡片 behind, 表示某物在另一物体之后，与学生互问互答。T： Where is the girl? Ss: She is behind the door.教师用同样方法讲解 in（在…里面）.The ball is in the box.3）句型学习Where is are …? They are is… 当我们想要询问某人或某物的位置时，我们一般都要用到句型 Where is are …? They are is… 主语是单数，则后面谓语系动词要用‟is‟, 同样主语是复数，谓语系动词则要用 „are‟.3.小结：当我们想要询问某物或某人的位置时，一般要用 „where‟来询问，用介词 „on, in, under, behind‟来回答。教师还可以补充 „next to, in front of, on the left of, on the right of‟等介词短语。
4.巩固活动：
1)教师将全班同学分成两组，人数相同，每组学生都只有一分钟时间，每组选出一个小老师，这个小老师利用教室里的物品，来向其他同学做动作。其他同学根据动作来说句子。哪一组在规定时间内说的句子多，哪一组就是赢者。
S1 puts the ball on the desk.S2： The ball is on the desk.S1 puts the pencil on the book.S3： The pencil is on the book.S1 puts the ruler in the pencil-case.S4: The ruler is in the pencil case.S1 puts the pencil-case under the chair.S5: The pencil-case is under the chair.2)教师播放课文录音，学生听并且跟读
3)Do the exercises.Pair work.Complete the sentences according to the pictures.(Let‟s practiseⅠ)根据图片选择系动词。主语是单数时，谓语系动词就用 is, 主语是复数时，谓语系动词就要用 are.Linda and Mary are on the swings.The children are under the tree.Li Shan is behind the door.The little rabbit is in the hat.板书设计（Blackboard writing）
教后记（Notes）
Lesson 5 It’s next to the office building.教学目标:（Teaching aims）:
1.学习如何询问建筑物和其他物品的方位，继续掌握一些方位介词的含义和使用。例如，next , near, in the middle of, 2.会说会用会写会拼以下方位名词，library, gym, office, building.3.能够会说会用本课的重点句型: Where is….?
It‟s next to the building.It‟s near the gym.It‟s in the middle of the library.4.能够会说会用以下表示地方的名词 computer room, music room, classroom, teacher‟s office, park, gate.教学重点难点分析:（Difficult points and key points）:
1.能够更加熟练掌握并且准确运用句型 Where is …? 来询问建筑物或其他物品的准确方位。
2.掌握 next to, near ,in the middle of 等方位介词的准确使用。
课前准备: 课前准备教师准备录音机，磁带，单词卡片，课文挂图，学生准备建筑物卡片。教学过程:（Teaching process）: 热身（1.热身（Warming up）热身）通过教师和学生之间的对话引出本课重点句型和词汇。This weekend ,Dongdong is going to go to the Zhongshan park.But he doesn‟t know where the park is.He is lost.Then he see a policeman standing on the street.He wants to ask him.周末，东东想要去中山公园。但是他不知道公园在哪儿。他迷路了。忽然他看见大街上有位警察叔叔，（老师扮演）他就去问路。S1: Good morning T: Good morning.What can I do for you? S1: I want to go to the Zhongshan Park.Can you tell me where it is? T: It‟s next to the zoo.S1: But where is the zoo? T: It‟s in the middle of the city.S1: Thank you.T: You are welcome.2.新课展示（New Presentation）
1)教师利用单词卡片进行本课重点句型 „Where‟s…? It‟s next to the library.‟以及重点方位介词 next to, near,in the middle of 的学习。
T:（take out a map of China 出示中国地图）Where is Beijing? Ss: It‟s next to Tianjin.T: Yes.Here „next to‟ means stand closely.（出示图片两个小孩紧挨着坐在一起，标注 „next to‟ 紧挨着）T：Where is Liaoning Province? Ss: It‟s near Heilongjiang.T: Yes, „Near‟ means 在附近，在不远处。（出示图片—在一条小河不远处有一棵树，„near‟）So we can see „There is a tree near the river.‟ Ss: I see.What about Shaanxi province? T: It‟s in the middle of China.Ss: What does it mean? T: It means in the center.在中间（出示课本中一个小女孩站在人群中间唱歌的图片，标注 in the middle of）Ss: So we can say „A girl is singing a song in the middle of children.‟ T: You are right.You are really clever.2）教师在黑板上用简笔画的方式画出本课所学过的所有介词，让学生通过老师在黑板上的展示巩固复习这些介词的意思。教师引导学生造句，提高学生运用语言知识的能力。A 教师用圈和方框来表示这几个介词之间的关系。首先，圈和方框紧紧挨在一起，Ss: The circle is next to the square.B 圈和方框离得很近，但是中间还是有一定的距离。Ss: The circle is near the square.C 教师把圈画在方框的中间。Ss: The circle is in the middle of the square.3)教师出示课文中的学校挂图，让学生们观察这个校园的结构，然后用建筑物卡片来教授学生这些生单词。
T：What can you see in the school? Ss: I can see so many buildings.教师拿出建筑物图片，卡片背对着学生，教师用英语解释，让学生来猜。T: It‟s a place where the students can read books at their spare time.Ss: It‟s the library.T: It‟s a place where the students can have the computer lessons in it.Ss: It‟s the Computer Room.T: It‟s the place where the teachers work there.Ss: It‟s the Office Building.T：It‟s the place where the the students can play at the playtime.Ss: It‟s the playground.T: It‟s the place where the students can relex and do all kinds of exercises.Ss: It‟s the Gym.教师用卡片来教授发音，学生掌握后，教师做个巩固练习，很快地换卡片，让学生快速反应，提高熟练度。
4）教师引导他们用介词来进行造句。3.小结：本节课我们学习了学校里的基本建筑，还学习了另外几个介词，通过问位置 Where is…? It‟s …来询问建筑物的方位，并进行正确回答。
4.巩固活动：
1）教师在黑板上画出前几课所学的介词的图片，并且结合本课所学的，引导学生造句。教师在黑板上画出一个尺子在桌子上。Ss: The ruler is on the desk.教师画出一个篮球在桌子下面，Ss: The basket ball is under the 2）教师让学生同桌两个人一组，拿出他们的建筑物图片，在桌子上摆出一个学校的结构，然后进行造句练习
3)听录音学习对话 A：Let‟s listen to a dialogue, then answer the questions.(播放对话部分录音)T：Where are Jack and Tom? S: They are at school.T: Where‟s the library? S: Library? T: It means „图书馆‟.（出示图书馆的图片）S：Oh, It‟s next to the gym.(出示健身房的图片)T：Where‟s the gym? S: It‟s near the office building.T: Where‟s the office building? S: It‟ s in the middle of the school.4)Pair work.做 Let‟s practise(Ⅰ), 仔细看图进行问答，讲解人分别对此进行问答。A：Excuse me, where‟s the library?
B: It‟s next to the swimming pool.A: Where‟s the playground? B: It‟s next to the office building.A: Where is the gym? B: It‟s near the teaching building.板书设计（Blackboard writing）
教后记（Notes）
Lesson 6 My room is very nice.教学目标:（Teaching aims）
1.学习某处有某物的表达方法，并能够正确使用方位借此及词组来阐明某物的位置。There is …
2.在复习以前所学的介词的基础上，学习新介词 „ beside‟.并能够用‟beside‟进行造句。
3.会说会用会写会拼关于居家摆设的单词，pillow, vase,window, bookshelf.教学重点难点分析:（Difficult points and key points）:
1)掌握 There be 句型的含义及其正确使用。
2)学生对房间里的摆设名称都比较清楚，并且能够比较清晰地表达房间里的陈设和布置。课前准备: 课前准备教师准备录音机，磁带，单词卡片，课文挂图学生准备房间陈设的家具图片。
教学过程:（Teaching process）
1.热身（Warming up）热身（热身）通过教师和学生之间的对话引出本课的重点句型和词汇学习。教师通过一个游戏来引出本课的重点学习内容。
T：Good morning, class.Ss: Good orning ,teacher.T: Do you want to play a memory game? Ss: Yes.I'd like to.What‟s that game? T: It‟s a guessing game.（教师出示本课的课文挂图，）You can just look at the picture for one minute.Then you should tell me what I have in my room, understand? Ss: OK.S1: There is a small bed in the room.S2: There is a desk in the room.S3: There is a clock in he room.S4: There are two books in the room.… T: Wow!Great.You are really very clever students.2.新课展示（New Presentation））
1）教师利用单词卡片来对本课的重点句型和词汇进行讲解。
T：Let‟s look at Tom‟s beautiful room.What can you see in Tom‟s bed? Ss: I can see a light purple quilt , a dark purple cover and a green pillow.T: Pillow? Ss: Yes, it means 枕头。出示图片）（在床上我们一般有三件东西，quilt,(被子)cover,（床单）pillow（枕头）教师出示图片 pillow ,尤其是„ow‟的发音。T：I see.What can you see on the desk? Ss: I can see a clock, a vase and two books.T: Yes, a vase means 花瓶。教师出示花瓶的图片，强调字母 a 的发音，|a:|.T：What‟re these next to the bed? Ss: They are a bookshelf and a window.教师出示书架和窗户的图片，学生跟读单词，T: Look at the cat.What's it doing? Ss: It‟s sleeping.sleep 睡觉教师出示图片，强调字母 ee 的发音，|i:|.2)教师讲解 There be 句型。There is a pillow and a quilt on it.There is a clock on the desk.T：There are so many things in the room.如果我们想要描述房间的陈设，我们一般要用 there be 句型。Ss： Yes.There be 句型是指某物在某地的意思。如果临近be 的名词是单数，就要用 there is…如果临近be 的名词是复数，就要用 there are…（就近原则）
T: 我们可以说 There is a pillow and a quilt on the bed.我们还可以说 There are two books,a clock and a vase on the bookshelf.3.小结: 本课我们重点学习了屋里的陈设和家具名称，a pillow, a quilt, a window, a bookshelf, a vase.还学习了用 There be 句型和介词短语来描述屋里的陈设位置。
4.巩固活动：
1）教师出示 Tom 的卧室图片，给学生看十秒钟，然后让学生说出他们都看到了什么。
T：What can you see in the bedroom? S1: I can see a bed and a pillow on it.S2: I can see a desk and a clock ,a vase on it.S3: I can see a window and a bookshelf.S4: I can see acat under the desk.2）教师在给学生看图十秒钟，然后让他们说出屋里摆设的位置关系。
S1: There is a bed next to the desk.S2: There is a pillow and a quilt on the bed.S3: There is a bookshelf on the left of the bed.S4: There are lots of books on the bookshelf.S5: There is a cat under the desk.3）听录音学习对话。T：Let‟s listen to the dialogue and then answer the questions.(播放课文录音, 学生听你并且跟读)教师和学生互问互答。T：What are there in Tom‟s bedroom? Ss: There is a bed, a desk a bookshelf ,a catand a window.T: Where is the bed? Ss: It‟s next to the desk.Where are the books? T: They are on the bookshelf.Ss: What are there on the desk? T: There is a clock,a vase and two books.Ss: Where is the cat? T: It‟s sleeping under the desk.4）做 Let‟s practise(Ⅰ)A: Whose room is this? B: This is Tom‟s room.B: Is this room very nice? A: Yes, it is.A: How many books are there on the desk? B: There are two books on the desk.B: What is the cat doing? A: The cat is sleeping.A: What‟s on the bed? B: There is a pillow and a quilt.5）做 Let‟s practise(Ⅱ)A: There is a clock and a family photo on the wall.B: On the left, there is a long desk.A: Beside the TV set there are some beautiful flower.B: There is adesk on the right of the room.A: Under the desk there is a cat.板书设计（Blackboard writing）
教后记（Notes）
Lesson 7 Follow me, please!教学目标:（Teaching aims）
1.学会如何礼貌地问路和指路。Where is the Xingqing Park? Follow me, please.会说会读会认会拼以下单词 bookstore, hospital, zoo, cinema, take a bus.3.掌握向人问路和指路的礼貌用语： Excuse me, Thank you very much.It‟s my pleasure.教学重点难点分析:（Difficult points and key points）:
掌握用„Where is …?‟的句型来问路和指路，并且能够熟练拼写一些专有名词。
课前准备: 课前准备教师准备录音机，磁带，单词卡片和课文挂图。
教学过程:（Teaching process）
1.热身（Warming up）
教师和学生模拟对话来引出本课所要学习的重点内容。
1)通过 Dongdong 和 grandpa 之间的对话来引出本课中所要学习的重点句型和重点词汇。Dongdong 在去北京博物馆的路上迷路了，他看见有一个老爷爷带着照相机赶路，就过去问路。
D：Good morning, grandpa.G: Good morning.D: I want to go to Beijing Museum.Where is it? G: I‟m going to o there,too.You can follow me.D: That‟s great.Shall we take a bus?
G: Yes.It's very far.Let‟s go to the bus station now.D: OK.Thank you.G: You are welcome.2）教师利用单词卡片和教学挂图对本课的重点句型和重点词汇进行讲解，并且对课文内容进行讲解。首先要指路问路时的礼貌用语，教师要对学生进行重点讲解。
T：在这个单元我们要学习如何向别人问路，所以我们首先要牢记在心中的就是礼貌用语。
当我们要打扰别人向别人问路时，我们首先要说的就是 Excuse me.劳驾，打扰的意思。（出示短语）
当别人给予我们帮助以后，我们要对其表示感谢。So don‟t forget „thank you‟and „It‟s my pleasure.‟ 其次就是问路的一般表达法
T: 当我们问路时，我们可以有好几种问法。We can say „Where‟s …?‟ Follow me ,please.For example, where is Xingqing Park? 我们还可以说
How can I go to Xingqing Park? / Do you know the way to th Xingqing Park?
教师将这几个句型写在黑板上，然后引导学生进行造句练习。学生可以以西安，北京等地的名胜古迹来作为话题。每组三个人进行句型转换．
S1： Where is the Bell Tower?
S2： How can you go to the Bell Tower? S3: Do you know the way to the Bell Tower? S1: Where is the Great Wall?
S2: Do you know the way to the Great Wall? S3: How can I go to the Great Wall? …
3)在我们知道了去某地的路怎么走后，我们就要考虑去的方式了。
T: If the place is far, we should take a bus.教师出示单词 far 的图片，标注远的。出示短语 take a bus 的图片，标注乘坐公共汽车，除了这个短语，我们还可以说 catch the bus.T：If the place is not far, we can walk there.„Walk there‟ means go to the place on foot.T: So when we walk, we can follow others.（出示 follow 的图片，标注跟随）
3.小结本节课我们学习了如何向别人问路或给别人指路，首先我们应该注意的就是礼貌用语，其次就是如何问，一般我们用„Where‟s …?‟这个句型。
4.巩固练习
1)教师让学生两人一组，以问路指路为话题，自编对话。教师可以提示学生添加以前学过的句型，使对话更加丰富。
S1： Exuse me, could you tell me the way to the Drum Tower? S2： I want to go to Drum Tower, too.Follow me, please.S1: How can we go there? S2: It‟s a bit far.S1: So we must take a bus.S2: Which bus should we catch? S1: We can take bus No.11.And We can get off on the last stop.2)听录音学习对话。A：Let‟s listen to the dialogue and then answer the questions.(播放对话部分的录音)B：Where are they going to go? A: They are going to go to Xingqing Park? B: Will they take a bus to go there? A: No,they won‟t.They will walk there.B: So Xingqing Park is not far from there.3)Look, read and fill in the blanks.A: 这是一道情景题。在做题的过程中我们要注意观察图片，根据上下文来确定空格中应该填的单词。
A: Excuse me, where is Xinhua Bookstore?(出示 bookstore 的图片，标注书店)
B: It‟s over there.Follow me, please.A: Shall we take a bus?
B: No,it isn‟t far.You can walk there.A: Thanks a lot.B: It‟s my pleasure.A: Excuse me, where‟s Yucai School? B: It‟s over there.Follow me , please.A: Shall we take a bus? B: No, It isn‟t far.You can walk there.A: Thank you very much.B: It‟s my pleasure.4)Imagine and say.A: 这道题要求我们通过自己的想象力来给这个未完成的故事编一个结局。同学们可以发挥自己的想象力。M: Be careful.G: Don‟t worry, Mum.I‟ll be back.G: Excuse me, where‟s Rainbow Village? W: Follow me, please.G: Thank you.W: My pleasure.G: Is it far? W: No, it isn‟t.(On the way to Rainbow Village, the wolf wants to eat the girl.)G: Help!Help!(Then comes a hunter.He shoots at the wolf and kill him.The hunter and the girl go the Rainbow Village together.板书设计（Blackboard writing）
教后记（Notes）
Lesson 8 Turn right
教学目标:（Teaching aims）:
1.继续学习如何向别人问路并且给别人指路。How can I get to…?
2.会说会认理解一些表示表示地点的专有名词。例如，museum, Children‟s Park, bus station, post office.3.会说会用会写理解以下单词和短语，例如，get to, go along, turn left, turn right, road, street.并且能正确使用表示方位的祈使句。
4.复习巩固问路指路的最基本的礼貌用语。
教学重点难点分析:（Difficult points and key points）:
1.掌握向别人问路的最基本的问句，How can I get to…? 能清楚地给别人指出某地的
2.用简单的祈使短句来回答问路的问题，确切位置。课前准备: 课前准备教师准备录音机，磁带，单词卡片，课文挂图。学生准备关于地点的单词卡片。教学过程:（Teaching process）:
1.热身（Warming up）热身（热身）通过 Teacher 和 students 一起玩 simon says 的游戏来引出本课重点句型的学习。
T： Good morning, class.Ss: Good morning, teacher.T: Let‟s play a game.Simon says, If „Simon say „to do some actions, you must do.But
if I say to do some actions, you can‟t do anything.Understand me? Ss: Yes.T： Simon says “stand up”.Ss stand up.T: Sit down.Ss can‟t do any action.T: Simon says “Turn right”.Ss turn right.T: turn left.Ss can‟t do any actions.T: This time we do the opposite actions.T: Simon says “to go straight on”.Ss do the opposite action.That is to go down..新课展示（New Presentation）
教师对本课重点句型祈使句 turn rightturn leftgo alongwalk on 以及表示地点的重要专有名词 a bookstorea hospitala zooa post officea museum the Children‟s Park 的讲解。
1）教师复习并且教授表示地点的专有名词。
T：同学们，关于问路我们已经学习了一课了。而且我们也接触到了大量表示地点的专有名词。现在让我们一起来复习。（出示图片）书店-------bookstore 医院------hospital 健身房---gym 图书馆---library 博物馆---museum 动物园---zoo 邮局------post office 儿童公园---the Children‟s Park 教师出示图片，学生一一复习，教师还可以将卡片的背面让学生看，然后让学生来拼读，教师还可以然给学生快速反应一个单词中的第几个单词是什么。这种方法可以激起学生们学习单词的兴趣，并且能帮助他们识记单词。
2)教师教授其他向别人问路的说法 T: 在上一课我们学习了向别人问路我们可以直接 Where‟s…? 除了这个句子，我们还可以有其他的问法。我们还可以说 How can I go to get to …? Can you tell me the way to…?Do you know the way to…? T: 所以要问去博物馆的路，我们就可以有 3 种问法。Where‟s the museum? How can I go toget to the museum? Can you tell me the way to the museum? Do you know the way to the museum?
3)用祈使句来简单清晰地向别人指路。T: 在给别人指路时我们应该尽量做到表达清晰，简洁，明了。这样有利于别人对我们所说的印象深刻。所以祈使句就是我们必不可少要用到的句型。祈使句就是指用一个动词或者一个动词短语做句子，一般暗含对别人发号命令，Ss：表示请求和建议的句型。相比之下，祈使句的语气要比一般的陈述句强烈得多。例如一般的陈述句 You open the door 变成祈使句就成为 Open the door, 命令的语气就要强烈的多。T：本课中我们用祈使句来给别人指路，语气就不再是命令了，而是告知和建议。（出示图片）turn rightleft 向 For example, go along.It means 沿着走。左转、向右转（出示图片）
3.小结：本课我们学习了很多其他我们日常生活中常见的专有名词，如何用另外的方法向别人问路，以及用祈使句来具体地向别人指路。
4.巩固活动： 1)教师出示课文挂图，发出不同的指令，引导学生用祈使句来回答。
T： How can I get to the cinema? Ss: Go straight on.The cinema is on the left.You can‟t miss it.T: How can I get to the bus station? Ss: Go straight on, then turn right at the second turning.The bus station is on the right side.教师还可以要求学生到讲台前当小老师，生生互动。其他学生可以两个人一组，用自己的单词卡片在桌子上摆出不同的地图，让对方说说怎么去某地。
2）听课文录音学习对话。学生听并且跟读。然后通过回答问题更进一步来学习课文。A： Let‟s listen to the dialogue and then answer the questions.A: Where does the woman want to go? B: She wants to go to the museum.A: How can she go there? B: Go to Chang‟an Road.Turn right,and walk on.It‟s on the left.A: Is it far ? B: No, it‟s very near.3)做 Let‟s practise(2)A: 做这道题时，我们要调整一下做题的顺序，我们应该先看警察的话，在图上找到相应的方位，然后确定地点。(A)Woman: Excuse me, where is the library? Policeman: Walk along Hill Street and go to the school Road.Turn left.It‟s on your right.(B)Man: Excuse me, how can I get to Children‟s Park? Policeman: Walk along Bell Street and go to the flower Street.Turn right.It‟s on your left.板书设计（Blackboard writing）
教后记（Notes）
Lesson 9 You‟d better take a taxi.教学目标:（Teaching aims）:
1.继续学习如何向别人问路并且用祈使句来向别人指路。
2.学习如何向别人表达建议的句型 :You‟d better…
3.理解会说会用会写以下单词和短语 Go down , turn left, had better 教学重点难点分析:（Difficult points and key points）:
1.比较前面学习的问路的表达方法，掌握用„Which is the way to …? 句型来问路。
2.理解句型„You‟d better to…‟是给别人建议的句型，掌握这个句型的真正用法。
3.将本课所学的表示方向的祈使句与前两课所学的祈使句进行比较学习，学会灵活运用本课的难点。
课前准备：
教师准备录音机，磁带，单词卡片，以及交通工具卡片教学过程:（Teaching process）:
教学过程:（Teaching process）
1.热身（Warming up）通过手偶 foreigner 和 Dongdong 的对话来引出新句型，新词汇的学习。（教师和学生扮演）
F：Excuse me, can you tell me the way to the museum? D: Go along this street, and turn right at the traffic lights.Then walk on to the end of the street.F: Can I walk there? D: You‟d better take a taxi.It‟s far from here.F: Thank you.D: It‟s my pleasure..新课展示（New Presentation）新课展示 1)指路问路内容的复习和拓展
T：在前面我们学习了怎么向别人问路，我们一起来复习复习吧！我们可以有好几种说法。Where‟s …? How can I go toget to …? Can you tell me the way to…? Which is the way to …? 当我们要给别人指路时，我们经常要用祈使句来给他们建议。Such as „turn rightleft, go along, go down, walk to the end of the road‟ „End‟ has the meaning of „finish‟.But in this phrase „the end of the road‟, it means point.(出示短语，标注路的尽头)当我们向别人指路时，在祈使句里加上适当的介词短语会使别人理解得更加清楚明
了。For example, turn left at the traffic lights.(在交通指示灯处转弯)Walk on to the end of the road(直走到这条路的尽头)A：That‟s right.We still can say „ turn left on the first turning‟.That can make us clear and concise.2)教师对本课重点句型 You‟d better…进行讲解。
T: 除了祈使句，在我们给别人指路时我们还可以用 „You‟d better …‟来给别人建议。You‟d better take a taxi.那假如我们要建议对方不要做什么事情时，what should we say? We can say „You‟d better not…‟ You‟d better not take a taxi.You can walk there.教师出示不同的交通工具，学生之间进行对话 S1： How can I go to the Bell Tower? S2: You‟d better take a bus.S1: S2: How can I go to Dalian? You‟d better take a plane.S1: How can I go to Hainan? S2: You‟d better take a ship.S1: How can I get to the park？ S2：You‟d better take a taxi.3.小结：
本节课我们继续学习如何向别人指路问路，并且用 „You‟d better …‟
4.巩固练习: 巩固练习
1)教师引导学生重点练习„You‟d better…‟句型，给别人建议。教师可以先示范, 给学生一个场景。
T：It‟s raining heavily.Ss: You‟d better take an umbrella.学生之间也可以做这样的练习。S1： It‟s a cold day today.S2: You‟d better wear your coat.S1: I want to go to Sichuan this summer holiday.S2: You‟d better take a plane to go there.…
2)听录音学习对话。A：Let‟s listen to the dialogue and then answer the questions.（播放课本录音）A： Where‟s the woman going to go? B: She‟s going to go to the Children‟s Park.A: Is it far from there?
B: Yes.She should take a taxi.3)Do in pairs.做 Let‟s practise(1).4)请你看着图片进行问答。分别出示这四幅图进行问答。
(1)A: Excuse me, which is the way to the hospital? B: Walk on to the end of the road.A: Is it far fromhere? B：Yes, it is.You‟d better take a bus.It will take you there.A: Thanks a lot.B: You‟re welcome.(2)A: Excuse me, which is the way to the museum? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You‟d better take a taxi.It will take you there.A: Thanks a lot.B: You‟re welcome.(3)A: Excuse me, which is the way to Yucai School? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You‟d better walk there.A: Thanks a lot.B: You‟re welcome.(4)A: Excuse me, which is the way to Guangming Cinema? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You‟d better take a taxi.It will take you there.A: Thanks a lot.B: You‟re welcome.板书设计（Blackboard writing）
教后记（Notes）
Lesson 10 I have a headache.教学目标:（Teaching aims）:
1.学习表达身体不适和病痛的词句。headache, stomachache, toothache, ill 以及 What‟s wrong? I feel bad.I have a headache.2.了解一般将来时态的含义和用法。I‟ll call the doctor.I‟ll telephone your teacher.教学重点难点分析:（Difficult points and key points）:
1.重点掌握询问身体不适的表达方法： What‟s wrong with you? 并且要理解
会说会用会写表达身体病痛的单词。headache, stomachache, toothache, ill.2.正确使用 I feel …和 I have …句型来表达身体的不适。课前准备: 课前准备教师准备录音机，磁带，单词卡片。教学过程:（Teaching process）:
1.热身（Warming up）
教师和学生之间的对话来引出本课重点句型以及重点单词的学习。
T：(point to his tooth)What are these? Ss: They are tooth.T:(point to his head)What is this? Ss: It‟s a head.T:(point to the stomach)What is this? Ss: It‟s a stomach.T:(point to the tooth and pretend to be painful)Ss: It‟s a toothache.T:(point the the head and pretend to be painful)Ss: It‟s a headache.T:(point to the stomach and pretend to be painful)Ss: It‟s a stomachache.T: If you have got a headachea toothachea stomachache, what will you do? Ss: I‟ll going to the hospital and I‟ll see the doctor..新课展示（New Presentation）教师对本课的重点句型和重点词汇进行讲解。例如关于疾病的词汇 have a headachehave a toothache have a stomachachefeel bad,治病需要用的短语 stay in bed go to the hospitalsee the doctor, 以及表示将来要做什么事情所要用到的由 will 引导的一般将来时态。
1）学习有关身体病痛的单词。
T：在这一课我们将要学习和我们的身体健康息息相关的短语以及生病时要采取的措施。Now first let‟s learn the phrases.have a headache-------(出示头痛的图片)have a stomachache-------（出示胃痛的图片）have a toothache-----（出示牙痛的图片）feel bad------(出示身体不适的图片)T: Yes.Boys and girls, here we should pay more attention to the phrases.headache stomachache toothache.他们在词组结构上有一个相同的部分-----ache 疼痛这些词都是合成词。ache 前加上某些身体器官的词，可以构成新名词---疾病。所以我们可以说 I feel bad.I have a headache stomachachetoothache.2)学习一般将来时态的含义和用法。T: What will we do when we feel bad? Ss: Stay in bed(在床上休息)Go to the hospital（去医院出示图片）see the doctor(看医生出示图片)I will go to the hospital(我将要去医院)
I will see the doctor.(我将要去看医生)T: 一般将来时态中，will 是用来表示一般将来时态的，即表示将来或者以后将要发生的事情或动作。此一般将来时态的结构是 will +动词原形。例如 I will go to the park this weekend.教师可以以周末计划或者假期计划为话题，引导学生进行交流，掌握一般将来时态的用法。T：What will you do this weekend? Ss: I‟ll play football this weekend.T: What will you do this winter holiday? Ss: I‟ll go to Hainan to have a holiday.3.小结：小结本课我们学习了表示自己身体不适的单词和询问别人身体不适的句型，并且掌握了一般将来时态的含义和用法。用一般将来时态来表达自己将来能够做到的事情。
4.巩固活动
1）教师和学生之间进行互动练习。教师来发号施令，学生复习单词。T points to the head.Ss: I‟ve got a headache.T points to the stomache.Ss: I‟ve got a stomachache.T points to the tooth.Ss: I‟ve got a toothache.T pretends to be cold.Ss: I‟ve got a cold.T pretends to have a fever.Ss: I‟ve got a fever.2）听录音学习对话。A： Listen to the dialogue and then answer the questions.(播放对话部分录音)A： What‟s wrong with Tom? B: He feels bad because he has a headache.A: What does his mum ask him to do? B: She asks Tom to stay in bed and see the doctor.A: What about his lessons? B: His mum will telephone Tom‟s teacher.3）Do in pairs.做 Let‟s practise(1).A：做这道题需要注意第三人称单数 have 应该变成 has。A: What‟s wrong with Kitty? B: She has a stomachache.A: What‟s wrong with Peter? B: He has a sour leg.A: What‟s wrong with the Alex? B: He has a toothache.A: What‟s wrong with Bob?
4)B: He has a headache.Look and fill in the blanks.做 Let‟s practise(2)A: 这是一道情景题。做题的时候应该仔细观察图片，同时应该注意本课所学的关于生病和看医生时应该用到的特殊固定短语。
A： What‟s wrong? B: I feel very bad.I have a headache.A: Oh, you look ill.Just stay in bed andI‟ll call the doctor.B: Thank you very much.A: That‟s right.A: What‟s wrong? B: I feel very bad.I have a stomachache.A: Oh, you loo ill.You „d better go to the hospital.B: I think so.Thank you.板书设计（Blackboard writing）
教后记（Notes）
Lesson 11 See a doctor
教学目标:（Teaching aims）:
1.学习关于身体不适和疾病轻重程度的表达，能够询问别人的病情，并能用此句型正确描述病情。What‟s wrong with you? I have a headache.I feel bad.2.掌握有关治疗疾病的简单祈使句。Take some medicine.Have a good rest.3.理解会说会用会写以下单词 headache, stomachache, toothache, medicine, rest, fever.4.会认会说会用向别人询问病情是否严重的句型。Is it serious? Don‟t worry.教学重点难点分析:（Difficult points and key points）:
1.重点掌握用„What‟s wrong with you?‟句型来询问身体的不适和疾病。
2.能够运用课文中的句子来给别人以忠告。Take some medicine.Have a good rest.课前准备: 课前准备教师准备录音机，磁带，单词卡片，学生准备关于身体疾病的单词卡片。教学过程:（Teaching process）:
1.热身（Warming up）热身（热身）通过教师引导学生和学生的对话，复习有关疾病的短语。一个学生做出动作来提醒和引导另外一个学生来猜出是什么病症。
S1(point to his mouth and pretend to be suffering)S2: You have a toothache.S1(point to his head and pretend to be painful)S2: You have a headache.S1(pretend to have a hot forehead)S2: You have a fever.S1(point to his stomach and pretend to be suffering)S2: You have a stomachahe S1(pretend to sneeze heavily)S2: You have a cold.S1: You are really a good doctor..新课展示（New Presentation）
1）教师对本课重点词汇和重点句型进行讲解。用 What‟s the matter with you?来询问，用 I feel+形容词来描述自己生病的感受。用 I have +身体病痛的名词来描述自己生的病。T：一般来说，医生询问病人病情，经常使用的是 What‟s wrong with you? 我们还可以说 What‟s the matter with you ? 我们可以简单用“I feel +形容词” 来描述自己生病的感受。I feel good.I feel bad.I feel better.在表示身体情况时，有两个很重要的形容词—— badwell.Bad---标注（糟糕的，坏的）good----标注（气色好的，健康的）So we can see I feel badI feel good.还可以很详细地回答 I have +疾病的名词 I have a stomachache headache… 本课我们还要学习两个表示疾病的新词---fever 发烧（出示图片）我们可以说 I have a fever 或 I have a serious fever.(发高烧)Another one is cold.感冒（出示图片）我们可以说 have a coldcatch a cold.例如 I have a feverI catch a bad cold.（患重感冒）
2）用祈使句来给病人建议。T: 当医生完全诊断出病人的病情之后，就要对其进行治疗，这时多使用祈使句。此处祈使句是给予病人建议。For example , Open your mouth(张开你的嘴巴)Stay in bed(躺在床上)Take some medicine(服一些药物)Have a good rest(好好休息)3.小结：
本课我们继续学习了关于身体不适和疾病的单词，并且还学习了医生询问病人身体状况的最基本句型。What‟s wrong with you? 以及给别人建议的祈使句。Take some medicine.Have a good rest.4.巩固活动：
1）教师引导学生两人一组，自编对话。
S1: Morning.Can I help you? S2: Morning.I need your help.S1: What‟s wrong with you? S2: I have a stomachache.S1: Let me look over.What did you eat last night? S2: I ate lots of ice cream and some peaches.S1: Are the peaches green? S2: Yes.How do you know? S1：That is it.Take some medicine and have a good rest.It‟s not serious.S2: Thank you.S1: You‟re welcome.2）听录音学习对话。
Listen to the dialogue and answer the questions.然后听并跟读。
T: What‟s the matter with Tom? Ss: He has a cold.T: Is it serious? Ss: No, it isn‟t.T: What does the doctor suggest? Ss: He says that Tom should take some medicine and have a good rest.3)Read and choose.A: 本题主要是依据特殊短语的固定用法来选择。A： What‟s wrong with you? B: I feel very bad.I have a headache.A: Oh, you have a cold.You‟re having a fever now.B: Is it serious? A: Don‟t worry.Nothing serious.Take the medicine and have a rest.You‟ll be well soon.B: Thanks a lot.4)Match and practise.A: What‟s wrong with you ? B: I have a cold.A: You‟d better drink more water.A: What‟s wrong with you ? B: I have a toothache.A: You‟d better not eat too much sweets.A: What‟s wrong with you ? B: I have a stomachache.A: You‟d better not eat too much.板书设计（Blackboard writing）
教后记（Notes）
Lesson 12 We are going to see Tom.教学目标:（Teaching aims）:
1.学习在听到他人不幸消息的时候，如何用语言表达。I‟m sorry to hear that.2.学习一般将来时态。I‟m going to … 3.巩固句型 May I …?
教学重点难点分析:（Difficult points and key points）:
1.掌握用 I‟msorry to hear that..句型表述在听到他人不幸的消息时自己的反应。
2.理解一般将来时态的含义和结构，并掌握用 be going to 的句型来表达即将做某事。课前准备: 课前准备教师准备录音机，磁带，单词卡片。
教学过程:（Teaching process）: 1.热身（Warming up）
1)通过教师和学生之间的对话来引出本课的重点词汇和句型。May I …? I‟m sorry to hear that.T：What are you going to do this afternoon? S1: My grandpa is ill.I‟m going to see him.T: I‟m sorry to hear that.Is he serious? S1: Yes.There‟s something wrong with his heart.T: Give him my best wishes.S1: I will.Thank you.T: You are welcome..新课展示（New Presentation）讲解人 A 和 B 就本课重点词汇和重点句型进行讲解。
1）学习一般将来时态的含义、结构和正确用法。
T：在前一课我们学习了一般将来时态的表达法之一。由助动词 will 引导的一般将来时态，表示将要发生的动作和事情。此时一般将来时态的结构是 will +动词原形。For example, I will see the doctors this afternoon.T: 一般将来时态还有另外一种表达法，即由 be going to 引导的将来时态。在这个时态结构中 be 要根据主语人称的变化而变化。For example I‟ m going to see the doctor this afternoon.You‟re going to see the doctor this afternoon.She‟s going to see the doctor this afternoon.He‟s going to see the doctor this afternoon.We‟re going to see the doctor this afternoon.They‟re going to see the doctor this afternoon.2)当听到别人的不幸消息时，我们应该说 I‟m sorry to hear that.以及这个句型所用的场景。教师对学生进行讲解，当我们听到别人不幸的消息时，我们应该说 “I‟m sorry to hear that.” 以表对别人遭遇不幸的理解。（出示句型）
教师引导学生在其他场景下如何练习这个句型。For example: 1.T: My grandpa is ill in bed.Ss: I‟m sorry to hear that.2.T: My wallet has been stolen.Ss: I‟m sorry to hear that.3.T: I forgot doing my homework.Ss: I‟m sorry to hear that.3)练习句型 „May I …?‟ T: 本课中我们还学习到了情态动词 may, may 有推测的含义。而在本课中 may 是表示委婉请求的含义。（出示句型）For example: 1.May I come in?(我可以进来吗？)2.May I watch TV?(我可以看电视吗？)3.May I borrow your books?(我可以借你的书吗？)
3.小结:
本课我们进一步学习了一般将来时态，I‟m going to … 还学习了在听到别人的不幸消息时应该表达自己的遗憾。I‟m sorry to hear that.4.巩固活动：
1）教师引导学生重点练习句型 I‟m sorry to hear that.和一般将来时态 I‟m going to … 生生互动进行句型练习，自编小对话。
2）听录音学习课文。Listen to the text and then answer the questions.播放原文录音。A： What is Linda going to do after school? B: She is going to see Tom.A: Why? B: Tom is ill in bed.A: What‟s wrong with Tom? B: He has a bad cold.A: Will Hellen and Jack go ,too? B: Yes, they will.3）Do in pairs.做 Let‟s practise(1)A: 本道题中，我们要知道听到别人不幸的消息，应该表示理解。I‟m sorry to hear that‟ 1.A： Li Shan has a stomachache.She‟s in hospital.B: I‟m sorry to hear that.Let‟s go and see him.2.A: Jack has a bad cold.He‟s in hospital.B: I‟m sorry to hear that.Let‟s go and see him.3.A: Helen has a bad fever.She‟s in hospital.B: I‟m sorry to hear that.Let‟s go and see her.4）做 Let‟s practise(2).A: 本道题中我们要知道由 be going to 引导的一般将来时态的结构是 be going to + 动词原形。1.David has a cold.We‟re going to see her.2.Mrs Green has a stomachache.We‟re going to see her.3.Helen has a fever.We‟re going to see her.板书设计（Blackboard writing）
教后记（Notes）
Lesson 13 What are you going to do tomorrow? 教学目标:（Teaching aims）： 语言目标：
1.学习一般将来时态的句型，理解其含义，掌握其用法。What are you going to do tomorrow? We‟re going to help mother do the housework.2.理解会说会用会写有关家务劳动的单词 Do the housework, clean the room, mop the floor, do the washing.情感目标：鼓励学生助人为乐的行为。
教学重点难点分析:（Difficult points and key points）:
1.能够正确使用一般将来时态的基本句型 What are you going to do…? We are going to…句型表达将要做某事。
2.能够自如地运用有关家务劳动的词语表达将要感的家务事。课前准备：课前准备：教师准备录音机，磁带和单词卡片。
教学过程:（Teaching process）: 1.热身（Warming up）
通过教师和学生的对话引出本课的重点词汇和重点句型。T：Tomorrow is Saturday.Do you want to play with me in Xingqing Park? S1: No, I can‟t.I will be very busy tomorrow.T: What are you going to do tomorrow? S1: I‟m going to do lots of housework.T: What kind of housework will you do? S1: I‟ll clean the room.I‟ll mop the floor and do the washing.T: You are really a nice boy.S1:Thank you.So what are you going to do? T: I‟m not going to the park.I‟ll do my homework.So I‟m a nice boy, right.S1: Hahaha...You are a nice boy..新课展示（New Presentation）讲解人 A 和 B 讲解本课的重点词汇和重点句型。
1）一般将来时态的学习。T：前几课我们学习了一般将来时态的含义，结构和用法，现在让我们一起
来复习一下。一般将来时态表示将来要发生的动作和事情。它有两种基本结构。其一，用助动词 will 引导，即 will+动词原形。其二，由 be going to 引导，即 be going to + 动词原形。example , I‟m going to help my mum do the housework.We can also say For „I‟ll help Mum do the housework.‟
2)学习„help‟的用法。T: Here we have a phrase----„help …do…‟（出示短语意思帮助某人做某事）For example，(出示小女孩帮助老爷爷过马路的图片)---help the Grandpa cross the street（出示小女孩帮助奶奶做家务的图片）---help the grandma do the housework
3)学习有关家务学习的短语。教师出示做家务的图片----do the housework.We still have some other phrases.(出示洗衣服的图片)------do the washing(出示打扫房间的图片)-----clean the room(出示拖地的图片)-------mop the floor A: 上节课我们学习了一个情态动词---may, 它表示委婉请求的含义。今天我们还要学习一个情态动词---shall, 它有商议的含义。B： For example,（出示句型）When shall we meet?(我们应该在什么时间相见呢？)
3.小结: 小结本节课我们系统地学习了一般将来时态，并且学习了情态动词 „shall‟的用法。
4.巩固活动：
1）教师邀请一个学生到讲台前给其他同学做动作。其他同学说出短语名称，复习完了，两人一组，互问互答，S1： What are you going to do tomorrow? S2: I‟m going to read a book.S1: What are you going to do tomorrow? S2: I‟m going to go to school.2）听录音学习对话。Listen to the dialogue and then answer the questions.A: What is Zhang Li going to do tomorrow? B: She‟s going to heip Grandma Li do the housework.A: What will she do? B: She will clean the room and mop the floor.A: When and where will they meet? B: They will meet at 8 o‟clock outside the schoolgate.3）Do the exercise of Let‟s practise(1)A:这道题我们要掌握 help…do…这个固定搭配的用法。1.A： What are you going to do tomorrow? B: I‟m going to help Grandma clean the room.2.A: What are you going to do tomorrow? B: I‟m going to help Grandma do the washing.3.A: What are yougoing to do tomorrow? B: I‟m going to help Grandma mop thefloor.板书设计（Blackboard writing）
教后记（Notes）
Lesson 14 Will he teach you next term? 教学目标:（Teaching aims）:
1.学习现在进行时态的使用。What are you doing? I‟m reading a book.2.巩固复习一般现在时态的用法。What does he do? He is a teacher.He teaches English.3.理解会说会用会写以下单词 teach, read English, be from, popular.教学重点和难点分析:
教学重点难点分析:（Difficult points and key points）:
现在进行时态，一般现在时态和一般将来时态的含义，结构和用法。课前准备: 课前准备教师要准备录音机，磁带，单词卡片,关于活动的图片，以及三种时态的时间状语卡片。
教学过程:（Teaching process）: 1.热身（Warming up）
通过教师和学生之间的对话引出本课的重点词汇和重点句型。
T： What are you doing now? Ss: I‟m reading English.What are you doing now? T: I‟m doing Maths problem.Ss: Do you like Maths? T: Yes, I do.So what‟s your favourite subject? Ss: My favourite suject is English.T: Does Tom like English? Ss: No, he isn‟t.He likes PE.T: So are you going to go to the bookshop this afternoon? Ss: Yes, I am.Let‟s go together.T: OK..新课展示（New Presentation）
教师对本课重点语法进行讲解。教师引导学生复习以前学过的时态。T：在本册书里，我们一共学习了三种时态----现在进行时，一般现在时和一般将来时。Let‟s have a review.现在进行时是指正在发生的动作和存在的状态。
其结构是系动词 be + V-ing.For example,（出示小女孩在读英语的图片）She is reading English.(出示小男孩在做作业的图片)He is doing his homework.现在进行时态中动词-ing 的构成方式有以下几种：
一种是以不发音的„e‟结尾的单词，去掉不发音的 „e‟加上-ing.还有一种就是以辅音字母结尾的重音在第一个音节上的单音节单词，要双写词尾的辅音字母，然后加上-ing。
最后一种就是普通的，可以直接加上-ing.A : I‟m writing a letter now.She‟s riding a bike.B: He‟s swimming in pool now.They are running a race in the playground.C: She‟s reading a book in the library.We‟re drawing a picture.T: 一般现在时是指经常发生的动作和存在的状态。如果人称是第三人称单数，其结构是主语+V-ses.其他则是动词原形。For example, The teacher teaches English.(出示一位老师在上课，学生在听课的图片)He is teaching English.The students learn English.They are learning English.教师向学生解释一般现在时态第三人称单数的动词构成形式。以清辅音结尾的单词，加-es.其他的直接加-s.A: He reads English every morning.She watches TV every evening.T: 一般将来时态是表示将来要发生的动作。有两种结构：
Will +动词原形
Be going to +动词原形(出示一位老师在上课，学生在听课的图片)The teacher will teach English.The teacher is going to teache English.The students will learn English.The students are going to learn English.3.小结:
小结本节课我们系统地复习了我们以前所学过的所有时态，一般现在时态，现在进行时态，一般将来时态的含义，结构以及用法。
4.巩固活动:
1）教师出示各种的活动图片以及时间状语，学生来造句。教师出示骑自行车的图片和时间状语 now，指着旁边的一个女生。S1：She‟s riding a bike now.教师出示画画的图片和时间状语 every day, 指着旁边的一个男孩 S2：He draws a picture every day.教师出示去海南的图片和时间状语 next week, 指着自己。S3：You will go to Hainan next week.2）听课文录音学习对话。Listen to the dialogue and then answer the questions.A: What is the Grandson doing? B: He is reading English.A: Who is his English teacher? B: His English teacher is Mr.White.A: Where is he from? B: He is from England.A: Will he teach them next term?
B: He‟s not sure.3）Do the exercise of Let‟s practise(2).A: 在读这段小文章之前，我们应该先看看下面需要判断的句子。然后在读文章的时候就能根据句子的提示，挑出错误所在。
1.Miss Green is our English teacher.2.She is from America.3.She can play the violin and guitar.4.She can sing lots of beautiful songs.5.She likes making friends with us.6.She came to China three years ago.7.She is very friendly.8.We like her very much.板书设计（Blackboard writing）
教后记（Notes）
第二篇：六年级英语教案
一、名词复数规则
1．一般情况下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds 2．以s.x.sh.ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries 4．以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives 但有些词只加s: roofs, proof s, chiefs.5.以o结尾的名词，有些加es: Negroes, heroes, tomatoes, potatoes;其它加s: radios, zoos, pianos, photos;zero加s,es均可。6．不规则名词复数：
policeman-policemen, man-men, policewoman-policewomen, foot-feet, mouse-mice woman-women, fish-fish, child-children.tooth-teeth
people-people, Chinese-Chinese, Japanese-Japanese 二、一般现在时
一般现在时基本用法介绍
一般现在时的功能
1.表示事物或人物的特征、状态。如：The sky is blue.天空是蓝色的。2.表示经常性或习惯性的动作。
如：I get up at six every day.我每天六点起床。3.表示客观现实。
如：The earth goes around the sun.地球绕着太阳转。
一般现在时的变化 1.be动词的变化。
否定句：主语+ be + not +其它。
如：He is not a worker.他不是工人。
一般疑问句：Be +主语+其它。
如：-Are you a student?-Yes.I am./ No, I'm not.特殊疑问句：疑问词+一般疑问句。
如：Where is my bike? 2.行为动词的变化。
否定句：主语+ don't(doesn't)+动词原形(+其它)。如：I don't like bread.当主语为第三人称单数时，要用doesn‘t构成否定句。如：He doesn't often play.一般疑问句：Do(Does)+主语+动词原形+其它。
如：-Do you often play football?-Yes, I do./ No, I don't.当主语为第三人称单数时，要用does构成一般疑问句。如：-Does she go to work by bike? Yes, she does./ No, she doesn't.特殊疑问句：疑问词+一般疑问句。
如：How does your father go to work? 动词+s的变化规则 1．一般情况下，直接加-s，如：cook-cooks, 2．以s.sh.ch.x.o结尾，加-es，如： guess-guesses, wash-washes, watch-watches , go-goes 3．以“辅音字母+y”结尾，变y为i, 再加-es，如：study-studies 一般现在时用法专练: 写出下列动词的第三人称单数
三、否定句：
在be动词（am, is, are）l后加not或情态动词will后加not成won’t。
例如：I’m going to have a picnic this afternoon.I’m not going to have a picnic this afternoon.四、一般疑问句：
be或will提到句首，some改为any, and改为or，第一二人称互换。
例如：We are going to go on an outing this weekend.Are you going to go on an outing this weekend?
五、对划线部分提问。
一般情况，一般将来时的对划线部分有三种情况。1.问人。Who 例如：I’m going to New York soon.→Who’s going to New York soon.2.问干什么。What „ do.例如： My father is going to watch a race with me this afternoon.→What is your father going to do with you this afternoon.3.问什么时候。When.例如：She’s going to go to bed at nine.→When is she going to go to bed? 同义句：be going to = will I am going to go swimming tomorrow（明天）.= I will go swimming tomorrow.
第三篇：六年级英语教案(上)
1I wrote a long letter.I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there(The First Period)Conversation Getting ready: a.Bring in a plastic bottle with a piece of paper rolled up inside.b.T:(Hold up a bottle.)What‟s this? [S1: It‟s a bottle.] c.T: What‟s inside the bottle? What do you think? d.Have some Ss guess.[S1: Is it a(letter)?] e.Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.Point to the first picture.b.T: They‟re at the beach.What did Tony write? [Ss: They wrote a letter.] c.T: Let‟s look at the pictures and listen to the tape.d.Play the tape and point to each picture for Ss to follow.e.T: Let‟s listen again and repeat.f.Play the tape again, pausing after each sentence to let Ss repeat.g.Put Ss into groups of three and have the practice acting out the dialog.h.Ask volunteers to perform for the class using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.Put Picture Cards 1-8(picture-side up)on the board and display real items, if available.b.T:(Point to Picture Card a piece of candy.)A piece of candy.Repeat.[Ss: A piece of candy.](Flip the card over to the word side.)c.Continue with the other words.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.Bring in realia, e.g.a bag of chips, a box of tissues, etc.b.Put Ss in groups and give each group one item.c.T:(Ask one group.)What did you get? [Ss: We got(a bag of chips).] Using the book: a.T: Listen to the tape and repeat.b.Play the tape and have Ss repeat the sentences.c.Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教学后记: 学生对于量词与名词的掌握还是比较好的，但个别的同学对于量词词组的综合使用和量词的复数形式的用法，部分中下生不能很好地掌握，课后应该多渗透可数与不可数名词的区别及用法。
(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.T:(Point to each picture.)What‟s this? [Ss: It‟s(a bag of chips).] c.T: Let‟s listen to the tape.d.Play the tape for number A, then pause.e.T: Did Tony buy a piece of candy? [Ss: No, he didn‟t.] What did Tony buy? [Ss: He bought a bag of chips.] f.Have Ss put a checkmark in the correct box.g.Ask one student to write the answer on the board: He bought a bag of chips.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Go over the vocabulary using the pictures in the top row.b.Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.T: Find a partner.Ask each other questions like this.b.Demonstrate with one student first.c.T:(Point to Mrs.Green.)(S1‟s name), did Mrs.Green buy a(carton of ice cream)yesterday? [S1: Yes, she did.] d.T: Now,(S1‟s name), you ask a question.[S1:(T‟s name), did Mrs.Green buy a(box of pencils)?] e.T: No, she didn‟t.f.Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1)Getting ready: a.Have Ss look at the pictures around the lyrics.b.T:(Point to the boy.)What does he have? [Ss: He has a bag of chips.] c.Do the same with the girl on the right.Using the book: a.T: Let‟s read out the lyrics first.b.Read out the sentences and have Ss repeat.c.T: Now, let‟s listen to the tape.d.Play the tape and point to each word.e.Play the tape again and have Ss chant together.f.Divide the class into two groups.g.Have one group chant the question parts and the other group chant the answers.h.If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2)Getting ready: a.Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.T:(Hold up each item.)What‟s this? [Ss: It‟s(a piece of candy).] c.T: How do you spell(piece)? d.Have a volunteer come to the board and write the word.e.Continue with the other items.Using the book: a.Have Ss look at the letters on the page.b.T: Look at the letters.What words can you make? c.Give Ss time to write the words.d.T: Can you draw lines from the left side to the right side to make phrases? e.Show the example a piece of candy.f.Have Ss work in pairs if they are having difficulty.g.Check the answers with the whole class.教学后记: 学生对课文内容的发音较感兴趣，听力部分完成的比较好。但个别同学说话的完整性需要在口语交际时多加训练，为以后写作打下良好的基础。
(The Third Period)Activity Getting ready: a.T:(Point to the picture of the girl.)Look.This girl is talking about yesterday.Can you find the new words?(Point to the first passage on the page.)[Ss: A carton of ice cream.A bag of chips, etc.] b.De the same with the picture of the boy and the second passage.Using the book: a.T: Let‟s read!b.Give Ss time to read the first passage silently.c.Ask some Ss to read the sentences aloud.d.T: Now, look at the questions.(S1‟s name), can you read the first question? [S1: When was the girl‟s birthday?]
e.T: What‟s the answer? [Ss: It was April 9th.]
f.Continue with the rest of the questions and have Ss write the answers.g.Walk around the classroom to check Ss‟ writing.h.Repeat the procedure for the second passage.Sounds and words(1)Getting ready: a.Write air, ear and ere on the board.b.T: Today we practice a combination of two sounds.c.T:(Point to air.)The letters air sounds / /.Let‟s practice.Repeat./ /.[Ss: / /.] d.Continue with the rest of the letters.Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2)Getting ready: a.T: Put your heads down and close your eyes.b.T: Now, I will read a chant.Repeat the words with the sound / /.c.T: Where is the chair? [Ss: Where, chair.] d.Continue with the rest of the sentences.Using the book: a.T: Let‟s listen to the chant.Point to the pictures.b.Play the tape once and have Ss point to the pictures.c.Play the tape again and have Ss point to the lyrics while listening to the chant.d.T: Let‟s chant together.e.Play the tape and have Ss chant along.教学后记: 学生对量词的掌握还是比较好的，Sounds方面，由于学生掌握了一定的语音知识，比较容易接受。
(The Fourth Period)Extension activities Conversation
Before the lesson, write a message on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the lesson, T points to the bottle and asks, e.g.What‟s this? Ss answer, e.g.It‟s(a bottle).T points to the piece of paper inside and asks What‟s inside? Ss answer It‟s a piece of paper.T says Look!There‟s a message!Ask a volunteer to read it to the class.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary
Put the Picture Cards/ realia in a line on the floor.Divide the class into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing across from each other, etc.Then T calls out a number and item, e.g.Number(3)!Get(a bag of chips)!Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got(a bag of chips)!The game continues with other numbers and card/items.Review
Before class, put stickers under a few Ss‟ chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2‟s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1‟s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1
After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Assign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let‟s try one tighter!T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did(S1‟s name)buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the class.Practice 2 Bring several shopping bags to class.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look!(S1‟s name),(S2‟s name)and(S3‟s name)went to the store.I wonder what they got at the store.T asks, e.g.(S1‟s name), did you get a(bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn‟t.If S1 answers yes, he/she shows the card to the class.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教学后记: 由于学生基础比较薄弱，所以学生对于有一点的难度的题目完成的不太理想。特别是综合的时态运用及句型的转换。
(The Fifth Period)Chant activity
Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other‟s shoulders and stand next to one of the cards in the circle.Then T starts the music and the class starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a(piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought(candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole class that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the class.Optional activity
Bring a soft ball to class.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase(see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let‟s go on a picnic!What do you want to bring? T starts by saying, e.g.I‟m going to bring(a bag of chips).What do you want to bring,(S1‟s name)? T tosses the ball to S1.Then S1 says I‟m going to bring(a bag of chips)and(a bottle of soda).What do you want to bring,(S2‟s name)? S1 tosses the ball t S2.Ss continue with the word chain, tossing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake;a carton of eggs, milk, orange juice, yogurt;a bag of salt, sugar;a bottle of soda;a box of crayons, cereal;a roll of wrapping paper, etc.教学后记: 通过各种练习的训练，学生对本组教学内容的掌握还是比较理想的，但对量词的复数形式不太熟练，常漏-s。I usually look for cookies.2008-02-25 20:12:05.0 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer
(The First Period)Conversation Getting ready: a.Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.T:(Point to Gogo, Tony and Jenny.)They are looking for some insects.Do you think they can find the insects? c.Elicit responses from Ss.Using the book: a.Have Ss open their books and look at the pictures.b.T: Let‟s listen to the tape.c.Play the tape and point to each picture for Ss to follow.d.T: Did they find any insects? [Ss: No, they didn‟t.] What did Gogo find?[Ss: He found some cookies.] e.T: Let‟s listen again and repeat.f.Play the tape, pausing after each expression to have Ss repeat.g.Put Ss into groups and have them practice acting out the dialog.h.Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.Put Picture Cards 9-12(never, sometimes, usually and always)word-side up on the board.b.T: Listen.I eat rice for dinner every day.(Point to always.)I always eat rice for dinner.c.Turn the card over to show the picture.d.Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Show Picture Cards 9-16 at random and have Ss say the words.d.Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.Put Picture Cards 13-16 word-side up on the board.b.T: I usually get to school(by bike).(S1‟s name), how do you get to school? [S1: I usually(take the bus).] c.Continue with several Ss.Using the book: a.T: Listen to the tape.b.Play the tape.c.T: Listen again and repeat.d.Play the tape again and have Ss repeat.e.T: Now, get into pairs.Make up your own dialogs.f.Ask volunteers to perform their dialog for the class.教学后记:学生对于陈述句的掌握不是很理想，很多学生容易直接用中文的思想来翻译，如：I go to school take a bus.或者是：I by bike to school.而且几个时间的词语的发音方面也不是很好。
(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.Write She ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: She(usually rides a bike).] d.T: Let‟s listen to the tape.e.Play the tape for A, then pause.f.T: How does she get to work? [Ss: She always rides a bike to work.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedure with the other three questions.Practice 2 Getting ready: a.Have Ss look at the example question on the page.b.Ask Ss to read the question.[Ss: How do they get to school?] c.Have Ss look at the character‟s faces and review their names(Tony, Jenny, Ben and Lisa).Using the book: a.T: Now, work with a partner like this.(S1‟s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.Give Ss time to practice asking and answering.d.Walk around the classroom to provide help if needed.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the boy taking a bus.)Is he taking a bus or a taxi? [Ss: He‟s taking a bus.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let‟s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let‟s sing!
f.Play the tape again and have Ss practice singing together.g.Divide Ss into three groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教学后记: 学生对于一般现在时的一般疑问句的肯定、否定回答掌握的比较好（比较简单），但对于陈述句的句式还是有一定的难度。(The Third Period)Activity Getting ready: a.Ask a student to come to the front of the class.b.Ask the student to play the role of Gogo and follow the conversation on the page.c.T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.Ask another student to come to the front of the class.Ask her to play the role of Jenny and ask S1 the other question.e.S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.Put Ss into pairs.b.Ask Ss to practice the bookstore Q&A in Gogo‟s row with their partner.c.S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.Ask Ss to draw their own answers in the row of „YOU‟.e.Practice the Q&A with their partner.Sounds and words:(1)Getting ready: a.Write ear on the board.b.T:(Point to the word.)Let‟s practice this sound.c.T: / /.[Ss: / /.] Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words:(2)Getting ready: a.Write year, ear, hear, cheer, near, clear on the board.b.Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear)Using the book: a.T: Let‟s listen to the chant.b.Play the tape once.c.T: Now, listen and point to the pictures.d.Play the tape and have Ss chant along.教学后记: 由于上一节课，学生对一般现在时一般疑问句的用法掌握得一般，通过本节课的训练，学生掌握的还是不错的。Sounds部分也掌握得比较理想。
(The Fourth Period)Extension activities Conversation
Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects!T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies!This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for(my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for(my books).Continue until every student has had a turn.Vocabulary
Divide Ss into four groups.Assign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the class.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target
Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don‟t tell your partner the word.Demonstrate with one pair first.For example, if S1‟s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice
Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I(never)ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to guess before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before class, prepare some Do you ever…? questions for Ss.In class, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go!T times Ss for 30 seconds, then says Stop!Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1‟s name), does(S2‟s name)ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2‟s about S1s.教学后记: 通过游戏的形式加强学生对句型的操练，学生的学习积极性比较浓厚，对句型的掌握也比较牢固，练习质量比较高。
(The Fifth Period)Song activity
Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while passing the envelopes around the circle in opposite directions.When the song is over, the class asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We(sometimes)take a(spaceship).Then they put the cards back in the envelopes and the class plays again.Activity
Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school(by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the class into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver‟s seat with his/her arms for driver to sit in.S3 could be the passenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the class.Other Ss try to guess what mode of transportation they are acting out, e.g.It‟s a(bus)!教学后记: 通过Mimi-research的游戏加强学生对句型的操练，培养学生的小组合作精神比较好，也促进了学生的竞争意识。
How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse(The First Period)Conversation Getting ready: a.Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.T: I go hiking once a month.c.Pantomime swimming.Then hold up two fingers.d.T: I go swimming twice a week in the summer.e.T:(S1‟s name), how often do you go hiking? [S1: I go hiking(once a year).] f.T:(S2‟s name), how often do you go swimming? [S2: I go swimming(three times a week in the summer.)] Using the book: a.Have Ss open their books and look at the pictures.b.T: Let‟s listen to the tape and read the story.c.Play the tape and point to each picture for Ss to follow.d.T: Let‟s listen again and repeat.e.Play the tape, pausing after each sentence to have Ss repeat.f.Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.Have pairs practice acting out the dialog.h.Encourage some pairs to act out the dialog in front of the class.Vocabulary Getting ready: a.Bring in Picture Cards 17-24.b.Show the picture side of the Picture Card once.c.T: Repeat.Once.[Ss: Once.] d.Show the word side of the card.e.T: How do you spell once?(Point to each letter for Ss to say.)[Ss: O-N-C-E.] f.Continue with the rest of the cards.Using the book: a.T: Open your book.Listen to the tape and point to each word.b.Have Ss point to the words.c.Play the tape again, and have Ss repeat each word.d.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.Put Picture Cards 17-24 word-side up on the board.b.Write How often do you ____? underneath the cards.c.T:(Point to the Picture Card go fishing)(S1‟s name), how often do you go fishing? [S1: I go fishing(once a month).] d.Continue with several Ss.教学后记：学生对本单元的单词和句型都感兴趣，学起来也容易很多，第一课时掌握的内容良好，对twice的发音加强一下就可以了。
(The Second Period)Practice 1 Getting ready: a.Write How often ___________? b.T:(Point to the first picture in A.)How often does he go swimming? c.T:(Point to the second picture in A.)Can you make a question? [Ss: How often does she go ice-skating?] d.Continue with individual students with different pictures.Using the book: a.Have Ss look at the pictures for A.b.Write He ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: He goes swimming(once a month).] d.T: Let‟s listen to the tape.e.Play the tape for A, then pause.f.T: How often does he go swimming? [Ss: He goes swimming once a week.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Have Ss look at the Q&A on the page.b.Ask two Ss to come to the front of the classroom and role-play Gogo and Tony.Using the book: a.T:(Point to the second column with swimming.)(S1‟s name), can you make a question? [S1: How often do you go swimming ?] b.T:(Think and answer truthfully.)I go swimming(once a week).c.T: Now, you answer the questions.Write your answers on the top row.d.Give Ss a few minutes to answer.e.Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the picture of Tony.)What is Tony going to do? [Ss: He‟s going to go hiking.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let‟s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let‟s sing!
f.Play the tape again and have Ss practice singing together.g.Divide Ss into four groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教学后记：从学生完成听力部分的结果来看，大部分学生掌握的还是比较好的，在课后应加强学生对句子的阅读和造句的训练，让学生能形成一种语感。
(The Third Period)Activity Getting ready: a.Hold up your book.b.T:(Point to the picture of the frog in A.)What is this? [Ss: It‟s a frog.]
c.Continue with the other pictures.Using the book: a.Ask a volunteer to read out the frog‟s introduction in A.b.Ask another volunteer to read out the question for the class.c.Give Ss time to write the answer on the page.d.Do the same with the other two questions.e.Put Ss into pairs to check their answers.Sounds and words(1)Getting ready: a.Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.Have Ss look at the board.c.Underline the letters ir, ear and ur in the words.d.T: Let‟s practice this sound.e.T: / /.[Ss: / /] Using the book: a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words(2)Getting ready: a.Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt)Using the book: a.T: Let‟s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let‟s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let‟s see who can chant better!
g.Have each group chat in their own creative way.h.Choose a group with the best performance and explain why they win.教学后记：渗透的语音知识对学生的作用较大，利用学生的竞争来学好本单元的发音，掌握良好。
(The Fourth Period)Extension activities Conversation
Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the class.Vocabulary Divide the class into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk;the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are successful, they get a point.Target Divide the class into two teams: Question Team and Answer Team.The teams stand on opposite sides of the classroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you(go swimming)? and tosses the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I(go swimming twice a week).Then S2 tosses the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.(The Fifth Period)Practice 1
Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to guess what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to guess the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2
After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in class go ice-skating once a year.Song activity
Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the class by miming, showing their fingers, and pointing to the correct word on the board.Activity
Divide the class into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What‟s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the class into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.Write the r-combination ir, ur and ear on the board.Brainstorm with the class the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her;ur: burn.b.Ask the class to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教学后记:
1、教学内容不多，句型比较简单，而且内容贴近我们的生活实际，学生掌握的比较好。在综合练习中，反映学生对以前所学的动词词组遗忘率比较高。
2、对于一般现在时的第三人称的动词变化，学生掌握得不太牢固，总忘记词性变化，-s。学生对歌曲的学习还是比较浓厚。
3、学生的阅读能力比较薄弱，理解课文能力很差，对人称的转变，对句型的结构不理解，须加大训练力度。Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.T:(Point to sentence A.)(S1‟s name), can you read the beginning of the sentence? [S1: I bought…]
b.Continue with the rest.Using the book a.T: Now listen to the tape.b.Play the tape for A, then pause the tape.c.T: I bought …(Gesture for Ss to answer.)[Ss: a roll of toilet paper.] d.Repeat for B, and have Ss write the answer on the page.e.Continue with the rest.Review 2 Getting ready a.Bring in Picture Cards 1-24.b.Review the cards orally.Using the book a.Ask a volunteer to read aloud question A for the class.b.T: Now, look at the pictures.Write the answers on the page.c.Give Ss time to fill in the blanks.d.Continue with the rest.e.Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tissues and a roll of toilet paper on the board, picture-side up.b.Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.c.T: We‟re going to read Jenny‟s e-mail.Using the book a.T: Now, let‟s read the e-mail.b.Give Ss time to read the e-mail silently.c.Have individual Ss read aloud the e-mail sentence by sentence.d.T:(Point to question A.)(S1‟s name), can you read the question? [S1: What are Mary‟s hobbies?] e.T: What‟s the answer,(S2‟s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.T: Write the answer on the page.g.Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.Point to the word pearl.b.T: / /, /，/.Pearl.I‟ll play the tape.Let‟s find the sound / /.c.Play the tape.d.T: Can you find the words with the sound / /? Circle them.e.Have Ss say the words so that the class can check the answers.f.Repeat procedures for questions B and C.教学后记：本单元的复习工作开展较好，学生在知识上的连贯比五年级要好，听力部分掌握的情况良好。
Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tissues, too.I‟ll go too.I‟m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?
Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?
Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the class.Read and find
Divide the class into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel
Divide the class into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn‟t.They ran to their friend‟s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the class into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教学后记: 本单元主要学习量词词组、动词词组、时间时态，涉及四种时态的综合运用，涉及特殊疑问句、一般疑问句及其回答与运用，还有双元音的字母、字母组合发音。学生对词汇的掌握比较好，但对于句型、动词、时态的掌握有待加强训练。It‟s a magic hat.Objectives and Requirements: Language Review: How much is the guitar? It‟s $85.Wow!That‟s expensive!How much are those socks? They‟re $1.hey!That‟s cheap!Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys(The First Period)Conversation Getting ready a.Bring in some real money, e.g.¥1,¥2,¥5,¥10,and ¥100 bills(or use Gogo Money WB p.70)b.T:(Show a ¥1bill.)This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.Continue with different notes.d.T:(Show a ¥10 bill.)How much is this? [Ss: Ten yuan.] e.Do the same with some other notes.f.Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.T: Now, let‟s listen to the tape.b.Hold up the book and point to the pictures.c.T: Let‟s listen again and repeat.d.Play the tape, pausing after each expression to have Ss repeat.e.T:(Point to the hat.)How much is this hat? [Ss: It‟s a hundred dollars.] f.T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expressions as the characters‟ voices and add actions.Vocabulary Getting ready a.Bring in Picture cards 25-32 on the board, picture-side up.b.Show the picture side of the Picture Card forty.c.T: Listen and repeat.d.Show each Picture Card and say the word for Ss to repeat.Using the book a.T: Listen to the tape and repeat.Point to each picture as you say it.b.Have Ss listen, repeat and point to each picture.c.Point to the pictures at random and have Ss say the words.d.Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.T:(Point to S1‟s eraser.)How much is that eraser? b.Teach Ss how to answer with their currency.[S1: It‟s(two yuan).] c.T:(Point to S1‟s pencils.)How much are those pencils? [S1: They‟re(five yuan).] d.Ask some more Ss, and have them answer accordingly.e.Have Ss ask T similar questions.f.Answer truthfully.Using the book a.Have Ss look at the pictures on the page.b.Ask individual Ss to read out the sentences.c.Play the tape a few times and have Ss practice along with the tape.d.Put Ss into pairs and have them act out the dialogs.e.Have pairs ask each other about their own items as in Getting ready section above.=教学后记：学生对Gogo的讲话方式感兴趣，模仿的比较好，对数字的认识还可以，但遗忘较大，对以前学过的数字掌握反而不够，询问价钱贴近生活，一问一答的对话学生编的好。(The Second Period)Practice 1 Getting ready a.Write How much _________? On the board.b.T:(Point to the first picture in A.)How much is a carton of ice cream? c.T:(Point to the second picture in A.)(S1‟s name), can you make a question? [S1: How much is a cone of ice cream?] d.Continue with individual Ss with different pictures.Using the book a.Have Ss look at the pictures for A.b.Write It‟s ____.Underneath question A on the board.c.T:(Point to the first picture.)(S1‟s name), can you answer the question using the sentence structure on the board? [S1: It‟s ten dollars.] d.Continue with the other pictures.e.T: Let‟s listen to the tape.f.Play the tape for A, then pause.g.T: What‟s the answer? [Ss: It‟s four dollars.]
h.T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? i.Have S2 write the sentence on the board.j.Repeat the procedures with the other three questions.Practice 2 Getting ready a.Have two Ss read the dialog.b.T:(Point to the skateboard.)Is it cheap? [Ss: No, it isn‟t.It‟s expensive.] c.Go over each picture.Using the book a.Put Ss into pairs.b.Have Ss take turns asking and answering questions about the pictures.c.Walk around the classroom to see how Ss are doing Chant activity Getting ready a.Have Ss look at the pictures around the lyrics.b.T:(Point to the box.)Can you make a question? [Ss: How much is that box?] c.Have one student answer.[S1: It‟s fifty dollars.]
d.T:(Point to the socks.)Can you make a question? [Ss: How much are those socks?] e.Have another student answer.[S2: They‟re three dollars.] Using the book a.T: Let‟s read out the lyrics first.b.Ask individual Ss to read out the sentences.c.T:(Point to the blanks on the page.)There are some words missing.d.T: Let‟s listen to the chant and fill in the blanks.e.Play the tape and have Ss fill in the blanks.f.Pause the tape from time to time if necessary.g.T: Now, it‟s time to chant!Let‟s listen to the tape first.h.Play the tape again for Ss to practice chanting together.i.Divide the class into two groups.j.Have one group chant the question parts and the other group chant the answers.Then switch.=教学后记：本课时充分训练了学生的听力和口语，对询问价钱的问题有了一定的认识，礼貌上的教育也加强了。
(The Third Period)Activity Getting ready a.Have Ss look at Student A picture on the page.b.T: Look at the Student A picture for one minute.c.T:(Give Ss one minute.)Now, close your books.d.T: What was in the picture? Do you remember? e.Ask Ss to name all the items they remember.Using the book a.Put Ss into pairs and assign them Student A and Student B roles.b.T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.T: Some information is missing in each picture.Your partner has
the answers.Ask each other about the items.d.Give Ss time to ask, answer and write the prices on the page.e.Circulate around the classroom to see how Ss are doing.f.When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.Bring in a cup and a key.b.T:(Hold up a cup.)Repeat.Cup.[Ss: Cup.] c.T:(Hold up a key.)Repeat.Key.[Ss: Key.] d.T: Today we practice the sound /k/.It‟s the sound in the words „cup‟ and „key‟.Repeat after me.e.T: /k/.[Ss: /k/.] Using the book a.Have Ss look at the pictures on the page.b.T: Let‟s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let‟s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.Write color, kite, black, carrot and keys on the board.b.Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.)Using the book a.T: Let‟s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let‟s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let‟s see who can chant better!
g.Have each group chant in their own creative way.h.Choose a group chat in their own creative way.i.Choose a group with the best performance and explain why they win.教学后记：发音较到位，学生掌握的情况良好。
(The Fourth Period)Extension activities Conversation
Bring some hats to class(or ask Ss to bring hats to class).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the class.Vocabulary
Bring some shopping catalogs/newspaper advertisements to class.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1‟s name), how much is the toy car? [S1: It‟s(forty yuan).] Target
After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this(television)? [S1: It‟s(one thousand yuan).] T: Wow!That‟s expensive!When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the class.Practice 1
Bring some real objects, e.g.a bag of chips, a box of tissues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this(bottle of shampoo)? Have S1 answer based on the price tag, e.g.It‟s(twelve yuan).Then make a comment, e.g.Wow!That‟s expensive!/ That‟s cheap!Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2
Before class, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---¥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That‟s(¥173)!Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That‟s(one hundred and seventy-three)yuan.教学后记: 1、本单元教学内容比较贴近生活，在生活中运用比较广泛，学生的学习兴趣比较浓厚。对句型容易掌握，但对名词的单复数不能明确区分。
2、学生对数字的掌握欠缺一点，特别是对以前所学习的1-20的单词遗忘较多，对于几十几、几百几十几、几千几百几十几的表示法掌握不太理想。
Unit6 The turtle is faster The First Period
Teaching contents:(Vocabulary Target Practice)Teaching key point:
1、Target language
2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n
Review Reiew words of the animals and sentences about Is…? and What‟s this? n
Presentation 1
SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.](point to each letter for Ss to say.)[Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n
Presentation2
SB p.32 T:(Point to the Picture Cards of elephant and turtle.)Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n
Practice
SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the class.Put Ss take turns asking and answering questions about the pictures.Walk around the classroom to provide help if needed.Extension activity TB p.71 n
Homework Copy Vocabulary and Target on the exercise book.Say conversation.n
Writing Is_________________?
hippo
elephant
turtle snail Which is _________________?
big
small
fast
slow
bigger
smaller
faster slower
The Second Period
Teaching contents:(Conversation Practice1 and Chant activity)Teaching key point: Will be able to answer questions after listening to short passages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n
Review Review words and sentences about Vocabulary and Target.n
Presentation
SB p.31 Ask Ss to look at the first picture.T:(Point to the turtle in the first picture.)Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let‟s listen to the tape and read the story.Play the tape and have Ss look at the pictures and dialog in their books.T: Let‟s listen again and repeat.Play the tape, pausing after each expression to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n
Practice
SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T:(Point to the first picture.)(S1‟s name), can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let‟s listen to the tape.Play the tape for A, then pause.T: What‟s the answer? [Ss: A snail is slower.]
T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n
Song activity 1
SB p.34 Have Ss look at the pictures around the lyrics.T:(point to the snail and the snake.)Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T:(Point to the plane and the train.)Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let‟s listen to the song.Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the class into two groups and assign each group a verse.Play the tape and have each group sing their verse.n
Activity2 Have Ss look at the pictures.Have Ss Guess what the song is going to sing about in A and B.T: Now let‟s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if necessary.T: Let‟s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n
Homework conversation.Write ask and answer of practice1 on the exercise book.n
Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.The Third Period
Teaching contents:(Activity sounds and words)Teaching key point:
1、Will be able to respond to / ask question about daily life(using comparatives)
2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life(using comparatives)Teaching aids: tape cards Teaching procedure: n
Review(show the cards)Review words and sentences of Unit6.Activity
SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T:(Give Ss one minute.)Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books.You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the classroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole class can check the answers.Extension activity TB p.71 Optional activities TB p.73 n
Presentation
SB p.36(Hold up your thumb.)Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It‟s the sound in the word „good‟.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let‟s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T;Let‟s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n
Practice
SB p.36 Have Ss look at the pictures.T:(point to Gogo)What‟s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let‟s listen to the chant.Play the tape and have Ss point to each word as the tape says it.T: Let‟s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let‟s see who can chant better!
Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n
Homework Finish the workbook and the writing book of Unit6 n
Writing g /g/ give
good
gate get
gift
garage 教学后记:
1、对于比较的学习，学生的学习兴趣还是比较浓厚的，对于比较级的词形变化规则，学生还是掌握地不错的，但对于句子的结构就有待加强训练。
2、总体来看，学生对形容词比较级的掌握还是不错的。
Unit Seven
He‟ s better than us Ⅰ.Teaching Targets.1.Knowledge Targets: a)These noodle are cheaper than those noodles.b)Yes, but those noodles are better than these noodle.c)Sounds and words: l fl 2.Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expression Ⅱ.Teaching Key Points.学习多音节形容词比较级的表达方法。Ⅲ.Teaching Difficult Points.多音节词形容词的比较级。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words: big-bigger
small-smaller fast-faster slow-slower.2.Start a free talk of the classmates with sentences.eg: Which is _____._____or _____? _____is _____.Step two.Presentation.1.Learn the conversation with Poster 2.Learn the vocabulary and target.Step three.New lesson.1.Learning the conversation with Poster.2.a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.d).Play the tape: Pausing after each expression to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo.Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.Have other Ss to read out in Target.b.Play the tape and read it after the tape c.Put Ss into pairs and act out it.d.Do some substitution drills.Using the picture cards.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven
He‟s better than us
A
younger
B.older
… isare {cheaper
than
…
more expensive Ⅵ.The Second Period.Step one.Revision.1.Review the conversation and vocabulary.2.Acting in target P38.3.Step two Presentation 1.Do practice 1and 2.in P39.2.Learn chant activity 1.2.Step three.New lesson.1.Practice1 a.Ask four Ss to read the four questions for the class.b.Play the tape for A.then pause.c.Cheek it.2.Practice2 a.Put Ss into pairs and have then take turns asking and answering.b.Walk around the classroom to see how Ss are doing.3.Chan activity 1 a.Play the tape and point to each word as it is chanted.b.Play the tape again and have all Ss chant together.c.Divide Ss into two groups.d.Have one group chant the question and the other group chem.The answers then switch 4.chant activity 2 a.Paint to the blanks on the page.b.Give Ss time to fill in the blanks.c.Walk around the classroom to help Ss if needed.d.Check the answer together.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven
He‟s better than us Sentences:
Is ____ bigger than ____?
Which is smaller ____or_____?
Who‟s older ____ or____? Words: big-bigger young-younger
Tall-_____ thick-_______
_____-worse
show-______
cheap-______ ______-thinner
fast-_______ ______-older
short-______
good-_______.Ⅶ.The Third Period.Step one.Revision.1.Review words and sentences in P38 2.Read check activity in P40.Step two.Presentation.1.Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.Learn sound and words: [ f ] Step three: new lesson 1.Activity a.Put Ss into pairs and give each pair a coin.b.Dive one example.Paint to the first picture.c.Check how Ss are doing.2.Sounds and words 1.a.Write the words on Bb and underline ph gh and f then the T reads it the Ss page.b.Have Ss look at the pictures on the page c.Play the tape and have Ss paint to each word as the tape says it.d.Have Ss repeat after the tape e.After enough practice point to the pictures randomly and have Ss say the words.3.Sounds and words 2 a.Have Ss read the lyrics out loud.b.Play the tape and have Ss practice.Chanting to themselves.c.When Ss are ready, chant together.4.Extension activity TB p.83 Step four.Sum-up.Step five.Writing on blackboard.Unit Seven He‟s better than us
Elephant
cough
half
knife calf
wife
[f]
教学后记：
1.学生基本上能掌握形容词比较级形式，但欠熟练，特别是多音
节形容词比较级以及不规则形容词比较级形式。
2.学生基本上能用than来比较两种物体或人。
Unit 8 Review 2 Ⅰ.Teaching Targets.1.Knowledge Targets: a.The sentences of Units5-7 b.Sound and words:[k].[g].[f] 2.Ability Targets: Review of Units5-7 3.Emotion Targets:
Review of Unit5-7 Ⅱ.Teaching Key Points.The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words in Units5-7 2.Review the structure in Units5-7 Step two.Presentation.1.Activities 1 a.Point to sentence A Eg:(S‟s name), can you read the beginning of the sentence? S: The red cup…
b.Continue with the rest.c.Play the tape for A.then pause the tape.d.Repeat for B.and have Ss write the answer in the page.e.Continue with the rest.2.Activities 2 a.Bring in Picture cards.b.Review the cards orally c.Ask a volunteer to read aloud question A for the class.d.Give Ss time to fill in he blanks.e.Continue with the rest.f.Put Ss into pairs and have them ex change Their work for checking.3.Activities 3 a.Give Ss time to read the e-mail silently.b.Have individual Ss read aloud the e-mail sentence by sentence.c.Continue with the rest.4.Activities 4 a.Ask individual Ss to read the words out Louel b.Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.Play the tape and circle them.d.Have Ss say the words so that the class can check the answers.e.Repeat procedures for questions B and C
Step three
Sun-up Step four.Writing on blackboard.教学后记：
1、从复习情况来看，学生对本组单元的重点掌握良好，特别是对形容词的比较级的掌握，大部分同学都基本能正确掌握。
2、学生通过比较学习，能很迅速地掌握学习内容，但是个别学生还有待加强。The green fish is the biggest.Ⅰ.Teaching Targets.1.Knowledge Targets:
The drill: What‟s the smallest animal in your book? The ant is the smallest animal in this book.What‟s the biggest animal in the world? The whale is the biggest.The form of the superlative degree of adjective.2.Ability Targets:
A: The students can talk about people and animals using superlatives.B: The students can sing the songs：Who‟s the tallest? Sixteen Songs about Beijing.Ⅱ.Teaching Key Points: The drills and the words.Ⅲ.Teaching Difficult Points: Compare and say the sentences.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Getting ready.1.In class, have two students show their pictures.At the front.T:(Point at the pictures)Who‟s bigger?
2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?
3.Have Ss white sentences on the board.Eg: A is bigger than.B C is the biggest.Step two.Presentation.1.Using the book.T:(point to the first picture).What are they going to do? Ss: They are going to dive.Ask about other pictures.eg: What color is this? What‟s this?
T: Let‟s listen to the tape and read the story.(Have Ss follow the story in their books)T: Let‟s listen again and repeat.l Play the tape, pausing after each sentence to have Ss repeat.l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny.l Have groups practice the dialog.2.Extension activity.Step three.New lesson.1.Getting ready
l Bring in picture cards 33-48.l Show the picture sides of the picture card hippo, elephant and whale.l T: Look A hippo is big.An elephant is bigger.A whale is the biggest.l Continue with the rest of the cards in the same way.2.Using the book
1.Listen to the tape and point to each word.2.Play the to tape again, and have Ss repeat each word.3.Point to the pictures at random and have Ss repeat each word.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Second Period.Step one.Revision.1.Let‟s Ss read it together of conversation.2.Show the picture cards 33-48.3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book.Step two.Presentation.1.white the whale is the biggest.(under line the and _est)2.Underneath _ est, write the most
3.Explain the some words use the and the word ending _est.and that others use the most point to the bonus vocabulary, the most fun.4.Point to the pictures and model the dialogs.1:Play the tape and pause after each sentence, allowing Ss time to repeat..2:Put Ss into pairs to practice the dialogs.3:Encourage Ss to substitute the words and create new dialogs.5.Do practice 1 1;Play the tape.2:Have Ss put a checkmark in the correct box.6.Do practice 2
1:Have Ss look at Sb page 49.2:Ask Ss to come to the front of the classroom and role-play Gogo and Tony.3:Ask and answer.7.Song activity.1;Have Ss look at the pictures around the lyrics.2:asking questions about the pictures
3:play the tape and have Ss fill in the blanks.4:Play the tape again and have Ss practice singing together.8.Extension activities Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Third Period.Step one.Revision.1.Let‟s Ss sing the song.Who‟s the tallest? 2.Ask individual Ss to read out the sentences.Step two.Presentation.1.Activity
1.Have Ss look at the pictures.2.With the other items and people in the picture.3.Give some time to write the answers on the page.4.Check their answers 2.Sounds and words.1.Have Ss look at the picture on the page.2.Listen to the tape
3.Have Ss repeat after the tape.4.Sing the song sixteen songs about Beijing.5.Finish the workbook unit 9 Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅷ.Teaching postscript。
1、学生基本上掌握形容词最高级形式，但尾音读得不够准确。
2、学生基本上能用形容词比较级和最高级说一句完整的话。
3、Sounds and words 含有s 音的单词未能准确区分。
Unit 10 I want the best
1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review: Ask three Ss to Bb and compare:
S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two.Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say.Step three New lesson.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture)Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T:(Point to the title): What do they want to find at the clothes shop? Can you guess?
Ss: They want to find the best clothes.B: Listen to the tape and read the story.C: Encourage Ss to use the same voice expression as the characters voices.D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one.Revision.Review: 1.Conversation.2.Vocabulary.3.Target.Step two.Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three.New lesson.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the class.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under „Me‟.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the class ask a question, Eg: Who has the longest(hair)in your group? 3.Song activity 1)a.T:(Point to the picture of cheese)What is it? It‟s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2)A: Have Ss Look at the pictures.B: Have different Ss name the different item on the table.C: listen to the tape and fill in the boxes.D: Give Ss time to write the answers on the page.Step four.Sum-up.Step five.Writing on blackboard.Who ahs the longest____?
Which is the cheapest? Ⅶ.The Third Period.Step one.Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.These_____ are the____.B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New lesson.1.Activity.a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin.Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1)a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.2)a.Have Ss read the lyrics out loud.b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four.Sum-up.Step five.Writing on blackboard./n/ neck.nose.notebook.napkin.knees.know.Ⅷ.Teaching postscript.1、对形容词比较级和最高级形式掌握得都比较好，但多音节形
容词以及good bad 的形式欠熟练。
2、大部分学生都能用比较级和最高级说一句完整的话。但说最高 级时很多学生会漏掉the.3、Sounds and words 的单词掌握不够熟练。
11、Let's go to space Ⅰ.Teaching Targets.1.Knowledge Targets:
The sun looks smaller than the Earth but it‟s bigger.Which is the biggest planet in the solar system?
It‟s Jupiter.2.Ability Targets: Ss can read and say.Ss can talk about the solar system using comparatives and superlatives.Ⅱ.Teaching Key Points.Vocabulary: the Earth the moon the sun stars.Furthest nearest heaviest lightest.Sounds and words: leaves living room lion lemon lamp light.Ⅲ.Teaching Difficult Points.Vocabulary and sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review Unit 10.1.Recite conversation and target.2Spell the words.Step two.Presentation.1.Conversation
a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.2.Vocabulary
A.Put up picture cards 65-72 on the board.3.Target.a.Put picture card furthest word side up on the board.b.T;which is the furthest planet from the Earth.Ss;Pluto.Step three.New lesson.1.Conversation.a.Listen to the tape and read the story.b.Repeat twice.c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo.e.Encourage groups to the voice expression.f.Vocabulary.a)Listen to the tape and repeat.b)Point to the pictures at random and say.c)Read together.d)Have reading match.g.Target.a)ask Ss to read.b)Listen to the tape and read.c)Put Ss into pain and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.The sun looks smaller than the Earth but it‟s bigger.Which is the biggest planet in the solar system?
It‟s Jupiter.The earth.Furthest The sun heaviest The moon nearest Stars lightest.Ⅵ.The Second Period.Step one.Revision.1.Read Conversation.Vocabulary Target.Step two.Presentation.a.Ask four Ss to read question a-a loud.b.Ask four Ss to write the questions on the board.practice 2
a.Have two Ss read the dialogue.b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity
a.(Point to Tony)T: what is Tony doing? He‟s looking at the moon and stars.b.Have Ss look at the word in each box.c.Ask some Ss to make sentences using the words in the boxes.Step three.New lesson.1.Practice 1.a.Listen to the tape.b.Write down the answer.Practice 2
a.Put Ss into pairs and assign Student A and student B roles.b.Demonstrate the activity with one pair first.c.T:(Point to the chart)Student A ask question A
d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.Song activity.a.Listen to the song
b.Have Ss listen and point to each words as it is sung.c.Let‟s listen to the song first.d.Listen and draw lines and match the words.e.Let‟s sing the song.Step four.Sum-up.Step five.Writing on blackboard.Which is the biggest planet?
Jupiter.Ⅶ.The Third Period.Step one.Revision.Review Vocabulary and target.Step two.Presentation.] 1.Activity
a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.b.Now thick about your own solar system.How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?
2.Sounds and words.A.Write lion on the board.B.Under line L.C.Repeat [l]
D.Read the sentences
E.Circle the words with [l] sound.Step three.New lesson.1.Activity.a.Give Ss time to draw their imagined solar system.b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words
a.Listen to the tape and point to the words b.Repeat
c.Listen and point.3.Read the sentences.a.Circle the words [I] sound b.Listen to the tape and practice.c.Chant together.Step four.Sum-up.Step five.Writing on blackboard.Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.1、学生基本上能用比较级和最高级去比较太阳、地球、月亮的大小关系以及太阳系九大行星的特点。
2、学生对far的比较级和最高级形式掌握不够好。
3、学生难于区别sounds and words的单词。
Review 3 TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the first period
PROCEDURES:
review 3
getting ready
l put four picture cards up on the board.l Write the letter A on the board.l Bring s1 up and give him/her a piece of chalk/marker.l Make up a question and answer about one of the pictures.l S1 finds the a line from and draws a line from letter A to the picture card.Using the book
l T: let‟ s listen to the tape.l Play a, then pause the tape.l T: which picture is it , class?(point to the girl studying.)
l Model drawing a line from a to the matching picture.l Play the tape for Ss to continue with the rest.getting ready
l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.l Take them back to the class and have them do their actions.l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.l T: who is acting out the correct word?
l Have Ss answer accordingly.Using the book
l T: listen to the tape.Circle the correct picture.l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript: review 3
TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the second period
PROCEDURES:
getting ready
l write smil , stre and air on the board.l Ask three Ss to come up to the board.Give them chalk/markers.l Say one of the words and have one student write in the missing letter(s).l Repeat with the other two words and tow Ss.Using the book
l Ask Ss to look at the pictures.l T: listen to the words and repeat.l Play the tape and stop after each number.l Ss repeat the words as they are writing in the missing letter(s)from each word.getting ready
l write a sentence on the board, e.g.whose is this?
l In the blank space, put up picture card 44 wallet.l T:(pointing to the picture.)what is this?[Ss: it‟s a wallet.]
l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]
l Write a few more sentences like this.Using the book
l T: now, you find the words and to the crossword puzzle.l Circulate, checking Ss‟ work.l Ss write the words next to each sentence.l Then Ss complete the puzzle.Answer key 1-ruler, 2-mouth, 3(across)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing
l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript:
第四篇：六年级上册英语教案
Unit 1 How Do You Go There?
第一课时
教学目标：
1、能够听、说、读、写短语：on foot, by bike, by bus, by train。
2、能够听、说、认读短语：by plane, by ship, by subway。
3、能用句子 “How d0 you go to school? How do you go to Canada/„?” 来替换询问别人的出行方式；并能够用句子 “I go by„” 进行回答。
4、听懂、会吟唱Let's chant的歌谣。
5、帮助学生了解交通规则，并在生活中自觉遵守交通规则。教学重难点：
掌握四会短语和A Let's learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。课前准备：
1、教师准备Let's start部分和主情景图的教学课件。
2、教师准备录音机和本课时的录音带。
3、教师准备A Let's learn部分的单词卡片。教学步骤：
一、热身(Warm-up)
1、复习副词：always，usually，often，sometimes，never的读音与词义。
T: When do you get up? / When do you go to school? „(引导学生用always，usually，often，sometimes回答)
2、T：Today I go to school by bus.I usually go to school on foot.教师利用肢体动作帮助学生理解句子意思。
T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话，引出几种常见的交通方式。引导学生看本课Let's start部分的标图并回答问题。
二、预习(Preview)
1、快速反应游戏
2、Let's chant
教师放本课Let's chant部分的录音，唱到on foot时，全班跺跺脚；唱到by car/ bike/ bus/ plane/ train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Let's learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。
三、新课呈现(Presentation)
Let's learn
1、教师做动作，自问自答： “How do I go to school? I go to school by bike.” 并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生： What about you? How do you go to school? 教师帮助学生说出完整的句子： “I go to school by„” 并将相应的短语写在黑板上。
2、看短语贴卡片游戏
教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的by短语旁边，教师领读短语和句子 “l go to school by...”
3、“快速反应” 游戏
教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike.4、教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/ boat等，呈现和练习这些短语。然后指着课本上的配图问：“What can you see in the pictures?” 注意引导学生理解“地铁”的含义： “It's an underground railway in a city.It travels very fast.” 教师领读新学短语。
5、学生听录音，跟读Let's learn部分的内容。教师注意纠正学生的语音、语调。
6、教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写, 也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。
7、Let's play 教师请学生说一些地点，比如：school, Beijing, the US, the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问 “How do you go to Beijing/ the USA/ the moon?” 另一学生给出答案： “I go by train/ plane/ spaceship.”
四、巩固和延伸(Consolidation and extension)
1、教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot，by bike, by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。
2、学生做Let's learn部分的活动手册配套练习；教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。
五、Homework
1、学生背诵并抄写四会单词；
2、学生预习C Let's sing部分的歌曲。教学后记：
第二课时
教学目标：
1、能听、说、读、写四会掌握句子： “How do you go to school? Usually I go to school on foot.Sometimes I go by bike.” 并能在情景中正确运用。
2、能够表述自己以何种方式上学并简单陈述原因，如：Usually I go to school by bus，because it's fast.3、能够听懂Let's try的录音内容并选出正确选项，掌握Let's talk，Let’s read部分的句型。
4、学会调查和统计、分析数据，并能表示出来。教学重、难点：
1、重点是听、说、读、写句型：How do you go to school? Usually/ Sometimes I go by„
2、难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。课前准备：
1、教师准备录音机和本课时的录音带。
2、教师准备本单元A Let's learn部分的单词卡片。
3、学生每人准备一张卡片，画一个印象最深刻的交通标志。教学步骤：
一、热身(Warm-up)
1、听一听，猜一猜
2、Greeting
T: “Good morning!How do you go to school today? What about you? Do you go by bus, too?” 然后学生复习Let's chant部分的歌谣。
二、预习(Preview)
1、教师出示单词卡片，提问：“How do you go to school?” 学生根据图片内容回答
“I go to school by„” 师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型： “How do you go to school? I go to school by„”
2、Let's try
三、新课呈现(Presentation)
Let's talk
1、教师放课文录音，之前向学生提出问题： “How does Sarah go to school? Listen．”学生听后模拟Sarah来回答问题。
2、学生跟读录音，然后两人一组替换句型中的关键词练习对话。
3、Group work：
T: “How do I go to school，do you know? Ask me，please!” 然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案，并分别在后面两图旁标当地的价格，如：l yuan, 7 yuan回答说：“Usually I go to school by bike, because it's good exercise.Sometimes I go by bus, because it's cheap.It costs l yuan.Sometimes I go by taxi, because it's fast, but it's too expensive.It costs 10 yuan.教师让学生四人一组，了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near.It's fast.It's cheap.Good exercise„
4、Let' read 学生四人小组阅读，并完成课后练习。
5、听录音，跟读。教师对学生仍有疑问的地方讲解。
四、巩固和延伸(Consolidation and extension)
1、学生回家调查父母及其他亲戚的上班方式，写一篇小作文。
2、找出peak/ beat/ team/ deal/ pig/ big/ tin/ dish的读音之间的区别。
五、Homework
1、学生背诵并抄写Let's talk部分。
2、学生预习Let's read部分。教学后记：
第三课时
教学目标：
1、能够充分理解并正确朗读对话，能完成文后回答问题的练习。
2、能够了解辅音/p/，/b/，/t/，/d/与元音/i:/，/i/的发音规则.3、了解Good to know部分的内容，能够辨认常见的交通标志，如：Cross way.No entry.No bikes.Turn right.No left turn.教学重、难点：
1、重点是学生能够充分理解并正确朗读对话。
2、难点是如何指引他人在不同地点换用不同的交通工具到达某一地点。课前准备：
1、教师准备录音机以及录音带。
2、教师课前在教室里张贴各种交通工具的图片或准备多媒体来展示。
3、学生每人准备一张白纸。教学步骤：
一、热身(Warm-up)
教师放C Let's sing部分的录音，学生跟唱。可组织男女生各唱一遍，看谁好。
二、新课呈现(Presentation)
Let's read
1、最佳路线“活动
教师用简笔画呈现两个情境：Bob家住在山上，山脚有一条河，河对岸有公交车站通向学校；May家离学校很远，家附近有个地铁站，May的学校附近虽没有地铁站，但有一路公交车直通地铁站的入口。教师让学生分组活动，设计最佳上学路线，原则是省时方便。教师注意指导学生使用连词then来表示动作的先后顺序。教师要求各组派一人假设自己是Bob或May，上讲台汇报。
2、教师说： “Now let's read the dialogue and find out how Sarah goes to the park.Can you draw the route on your paper?” 学生两人一小组分角色朗读对话，教师在教室里巡回走动，解惑答疑，并指导学生简单画出Sarah的路线。
3、教师展示学生画出的路线并示范如何描述Sarah去公园的路程：“First，Sarah go to Zhang Peng's home by bike.Next, Sarah and Zhang Peng go to the bus stop on foot.Then they can go to the park by bus.” 教师板书first，next，then，让学生知道恰当使用一些连词有助于表达更为流畅。然后请几名学生依照顺序来描述Sarah和Zhang Peng去公园的路线，比一比谁说得最好。
4、教师放Let's read部分的录音，学生跟读。
5、学生两人一组练习对话。
三、巩固和延伸(Consolidation and extension)
1、教师随意抽取一张学生课前填写的调查表，对该学生说： “You've been to Harbin.Is it a nice city? What can you see there? How do you go there?” 问同组其他三名学生以上几个问题。学生仍以四人一小组的形式展开活动，用问题： “Do you go to„by„?” 测某一小组成员到达表格中目的地的方式。一人只有一次猜测机会，不对，大家再一起问： “How do you go there?” 该学生回答。每小组选一名代表描述自己曾去过的某个地方。
2、Good to know：
教师询问学生课本上各个交通标志的意思： “What's the meaning?” 然后帮助学生回答： “Turn right.Crosswalk.One way.” 等。再让学生完成图与文字搭配的练习。鼓励学生展示课前绘制的交通标志图并寻找更多交通标志与其他同学进行交流.3、学生听录音、跟读对话。
四、Homework 学生背诵并抄写Let's read部分。
教学后记：
第四课时
教学目标：
1、能够听、说、认读以下短语：Stop at a red light.Wait at a yellow light.Go at a green light.能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。
2、能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。教学重、难点：
1、重点是掌握四会短语和单词：stop，wait，traffic lights，traffic rules。
2、难点是书写短语traffic light，traffic rule和理解动词stop，wait的含义。课前准备：
1、教师准备兔子舞的音乐和录音机、本课时的录音带及教学挂图。
2、教师在一块板上挂红黄绿三张圆形纸卡。
3、学生准备本课时的单词卡片。教学步骤：
一、热身(Warm-up)
”兔子舞“游戏
教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在前面学生的肩膀上，随着音乐的指令 “Left-Right-Go-Turn around-Go，go，go”，队伍开始向前慢慢移动，教师最好也参与游戏。
二、预习(Preview)
1、师生一起吟唱Let's chant的歌谣。
2、教师从歌谣中引出问题：“How do you go to school?”请学生根据实际情况回答，复习A部分主要句型。
三、新课呈现(Presentation)
1、教师指着教室里的日光灯说：I like the lights because I can see things clearly at night.Can we see lights in different colors in our city? Yes!Turn light, traffic lights.2、教师边画简笔画，边说：”We have red，yellow，and green lights.We call them traffic lights．教师板书traffic fights，然后问学生：“What do they mean，do you know?” 学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“When do we stop/ wait/ go?”引导学生回答：We stop at a red light...3、教师出示自制红绿灯，请一名学生随意指向不同的颜色，教师示范动作，比如：看见绿灯，教师一边向前走一边说：“It is a green light.I can go.Go-go.Go!” 看见黄灯，停住不动但摆动双臂示意要走：“It is a yellow light.I must wait.Wait-wait-wait!I can go in a moment.” 看见红灯，提问学生：“The light is red.Call I go? No，no，no!It's dangerous!I must stop.Stop-stop-stop!”
4、教师板书stop，wait，go在相应的交通灯旁。为了帮助学生区别stop与wait，可以适当使用汉语解释词义。
5、Let's play
教师请出若干名学生，根据指令做相应的动作，连续做错两次动作的学生将被淘汰，如：教师说red light，学生停着不动，教师说yellow light，学生做好走的准备，教师说green light，学生往前走。然后换一组学生再做这个游戏，由其中一名学生来发指令。也可让全班学生分成六人一组分别进行小组活动。最后教师小结：“Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．”教师再指着以上三句话总结说：These are traffic rules．
6、教师继续提问：“What does the' traffic rule 'mean?”板书并解释traffic rule，鼓励学生说出Let's learn部分的三个句子。然后教师说．Yes.These are traffic rules．You must remember the traffic rules．“通过手势帮助学习理解remember的意思。
7、教师放Let's learn部分的录音，学生跟读。
8、教师引导学生以竞赛的形式书写四会单词和短语。可先引导学生利用学生卡片背面的灰体词进行单词描红，学生边描边拼读单词。
四、巩固和延伸(Consolidation and extension)
师生讨论不同的出行方式及其应当遵循的交通规则。
五、Homework
1、学生背诵并抄写四会词语。
2、学生预习Let's talk 部分。教学后记：
第五课时
教学目标：
1、能够听懂、会说并能书写句型：”How Can I get to Zhongshan Park? You can go by the No．15 bus．“能够在情景中正确运用。
2、能够在对话中正确使用礼貌用语，比如：”Excuse me．Thank you．You're welcome．“等。教学重、难点：
1、重点是四会掌握句型：How Can I get to Zhongshan Park? You can go
By the No．15 bus．
2、难点是学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地。
课前准备：
1、教师准备录音机和本课时的录音带。
2、教师准备一张简易地图，要能够呈现本校附近的一些建筑物。教学步骤：
一、热身(Warm-up)
(1)教师将全班学生分为两组，每组选派一名代表上讲台发指令。如：Green／red／yellow light，各组学生在座位上做动作，做错者坐下，即被淘汰，最后站着的人数多的组胜出。
(2)教师让学生用自己的话描述交通规则，表述正确者为小组争得一分，描述有新意者得三分，如：It's a yellow light，I must wait．Now the light is green，I can go．Don't go at a red light，a car may hit you．
二、预习(Preview)
Let's try
教师放Let's try部分的录音，学生听录音选择相应的图片。
录音内容如下：
Man：Excuse me．how can I get to Dongfang Primary School?
Zhang：You can g0 by the No．14 bus．It's next t0 the nature park．
Man：Thank you．
Zhang：You're welcome．
教师检查有多少学生能够准确区分14与40的发音，如果答对率低，教师要注意纠正。教师还可以板书一组相似的数字，如：13／30，18／80，15／50，教师说英文，学生说出中文的数字，帮助学生区分／-ti：n／与l-u／。
三、新课呈现(Presentation)
1、Let's talk
(1)教师根据学生平时常去的场所提问，如当地的一家电影院、风景点、或学生的祖父母家等：”How can you get to„?Can you go by„?Is it fast／slow／expensive t0 go by„?“进行师生间的自由会话，再让学生感知一下新句型：How can I／you get to„?然后，教师请学生根据课本中提供的地图回答问题：”How can I get to Zhongshan Park?“引导学生回答，提示他们坐15路公交车为：”By the No．15 bus．“教师提供完整的答句：”Yes．I can go by the No．15 bus．“教师板书这组句子。
(2)教师继续提问：”It's a place．You can buy food，drink，fruit，vegetables，school things and clothes there．What is it?(It's a supermarket．)“教师最好出示一张当地比较有名的超市的照片或图片来给出谜底。教师再提问：”How can I get
there? By bus or by bike?“然后领读句子：”I can go to the supermarket by„“帮助学生理解supermarket是一个合成词，来源于super与market。
(3)”你说我问“活动
该活动可以进一步巩固生词supermarket与句型”How can you get t0„?“教师先示范：”I usually go shopping in Hua Lian Supermarket．I like it．“引导学生提问： ”How can you get t0 the supermarket?“教师根据实际情况回答：I can go by the No．
bus．Sometimes I go by bike because it's not far．
(4)教师与学生一起继续学习地点名词，如：bank，post office，cinema，教师出示单词卡片引导学生初步认读生词。待学生能基本识别后请本上的配图，提问：”Where is the post office?“学生迅速指向课本相应位置并说：”It's here．“教师也可以通过变换提问方式来提高学性，如：”Can you see a fast food shop in the map?''让学生一边指地答。
(5)教师引导学生看地图，回答教师的提问：“How can I get to the bank／post office／
cinema„?''可先用短语回答，如：”By bike-／On foot_／By the No．15 bus．“再引导学生使用完整的句子回答问题。
(6)教师说：”Now let's listen to the tape and find out where Jim is going and how he can get there．'学生听该部分录音，回答问题。
(7)教师再次放该部分录音，学生跟读。
(8)学生两人一组看地图，替换关键词自编对话，(9)教师把组成四会句子的单词打散后发给学生，或者空缺出四会句子中的重点单词，请学生填四会句子。
2、Let's check
教师放录音，学生听录音完成判断题。
四、巩固和延伸(Consolidation and extension)
1、教师出示自制地图，请一名学生协助示范对话，然后让学生两人或三四人一组，编一个类似的对话并进行表演。
2、学生拿出上一课时布置的作业，即画一张从家里到学校(或从学校到家)的路线图，四人一组互相描述自己的路线。教师请几名学生以对话的形式汇报同组学生的情况：How do you go t0 school? I go on foot，because my home is near．
五、Homework 学生背诵并抄写Let's talk 部分。教学后记：
第六课时
教学目标：
1、能够读懂Let's read部分，并能判断短文后的句子是否正确。
2、帮助学生建立自觉遵守交通规则的观念，并了解不同国家交通规则的异同。
教学重，难点：
1、重点是帮助学生理解句型：In China／the US，drivers drive on the
right side Of the road．In England and Australia，however，drivers drive On the 1eft side Of the road．
2、难点是学生对文化差异的了解：在中国和美国等国家车辆靠右行驶，但在有些国家车辆靠左行驶，比如英国、澳大利亚、新加坡等地。课前准备：
1、教师准备录音机和本课时的录音带。
2、教师在课前将写有usually，always，often，sometimes的纸条贴在教室的墙上。
3、教师课前在讲台前腾出一块空问，在地上画出模仿街道的分道线，为本课时活动做准备 教学步骤：
一、热身(Warm-up)
(1)教师说口令：“If you go by car, by bike or 0n foot，you must watch the traffic 1ights and know the traffic rules．Red!Yellow!Green!”学生听音做动作：stop，wait，go。教师不断变换速度，做错动作的学生出局。
(2)教师说动作词，学生说出相应的交通灯的颜色，比如：wait--yellow，go-green，stop-red，学生之问比一比，看谁的反应快。
二、预习(Preview)
教师举起左手，说：“This is my left hand．Show me your left hand!Then，show your right hand．”确定学生能够区分left和right后，请一小组学生上讲台，教师发出的指令做动作：“Turn left．Turn right．Turn back．”然后换另一小组，快做动作准确的小组获胜。
三、新课呈现(Presentation)
1、Let's read(1)教师站在课前画好的分道线的右侧，往前走，边走边说：“Now I'm walking on the right side of the road．I know the traffic rules．Do you think so?”教师重复并板书：“walk on the right side of the road”。老师再沿路的左侧往前走，请一名同学描述：“You are walking on the left side of the road”,老师板书句子：“walk on the left side of the road”。(2)教师接下来说：“In different countries, traffic lights are the same ,but the traffic rules are different.”请学生打开课本第九页，听录音。(3)学生阅读短文，完成文后的判断题。(4)教师领读句子，学生跟读。
2、Story time
(1)做B Let's play的游戏，请一名学生代替教师发指令：“stop，wait，go”，其他学生听指令做动作。教师说：“You are good children because you know the traffic rules．Let me do it．''然后教师故意做错几个动作，在学生提醒的时候，抓紧时机说：”I'm sorry．I am against the traffic rules．“然后板书：be against the traffic rules。
(2)教师放c Story time的录音，学生听录音回答问题：”Where do Zoom and Zip want to go? How do they go there?“
(3)学生打开学生用书第13页，教师提问：”Why don't they go by taxi? Why does
the policeman stop them?“学生读对话回答问题。
(4)教师放两遍录音，第一遍全班学生跟读，第二遍学生分角色跟读。
四、巩固和延伸(Consolidation and extension)
学生分组戴上头饰表。演A、B部分的对话和c部分的故事。教师注意启发学生的角色意识，尤其是扮演警察的学生要注意表演时的语气与神态需符合身 份。
五、Homework
1、学生背诵并抄写Let's read部分。教学后记：
Unit 2
Where is the science museum？
第一课时
Teaching aims:
1、能够听、说、读、写单词或短语：hospital，cinema，post office，bookstore
2、能够听、说、认读短语science museum。
3、能够听、说、认读句型：”Where is the library? It's near the post office．“并进行关键词的替换操练。
4、能够理解并会吟唱Let's chant的歌谣。
5、引导学生在学习过程中注重合作学习，利用课本中设计的Pair work，培养学生合作学习的意识。
Teaching importance and difficulties：
1、掌握Let's learn部分的四会单词和短语。
2、准确书写四会单词和掌握三会单词museum的发音。Preparations:
1、教师准备录音机、本课时的录音带
2、单词卡片 Procedures:
一、Warm-up
1、Game
2、Greeting: Today, I go to school on foot.What about you?
二、Presentation
1、Let's learn
listen and say
T: I want to post the letter.Where can I go?(post office)
Oh, I feel bad, I need to see a doctor.Where can I go?(hospital)
I'm ok now,I want to see a film, Where can I go?(cinema)
I need to buy some books, where can I go?(bookstore)
Where is the post office?(It's near the hospital.)
We also can say ”it's next to the hospital.“ Can you guess what meaning of ”next to“? It's the same as near.2、Let's chant
There are other two building.Look at this one,this is a science museum.the other one is library.In the map,there are 2 blanks A and B.Now, please guess where are they?
Sence: I want to go to the library, but I don't know how to get to the library? Can you help me?
Q: Excuse me,How can I get to the library?
A:
Q: Where is the library?
A:
三、Listen to the tape,read after it.1、Make dialogues
2、Next week, we will have a long holiday.I want to go to Beijing.I prepare a map.But it's too small, who can help me write it on Bb?
3、Do the same with partners.四、Homework
Copy the 4-skilled words, each 5 times.教学后记：
第二课时
Teaching aims:
1、能够听、说、认读主要句型：”Where is the cinema／post office／„，please ?It's next to the hospital／cinema／„Is it far from here? No，it's not far．“并能在实际情景中熟练运用。
2、能够书写四会句子：Where is the cinema，please ?It's next to the hospital．
3、能够听懂Let's try部分，并能根据录音内容选择正确的答案。
4、能够了解音标／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／的音与形；能够读出例词并选择音标与单词和配图正确连线。
5、继续学唱歌曲”Where Are You Going?“ Teaching importance and difficulties：
1、4-skilled sentences: Where is the post office／„，please? It's next to the hospital／cinema／„Is it f打from here ?No,it is not far．
2、／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／ Preparations:
1、教师准备录音机和本课时的录音带。
2、学生准备好自己的城市设计图。Procedures:
一、Warm-up
1、Let's chant
2、Introduce ideal city
Let's Ss describe their cities in four-people groups, then let the best one introduce for the whole class.二、Preview
let's try
三、Presentation
Let's talk
(1)”模拟城市“
Teacher divides the class into eight parts, and each part has a name：cinema,hospital，post office，bookstore，library，school.T:”The cinema is here.The hospital is next to the cinema． The post office is next to the hospital．“
(2)Q：”Is there a cinema near here?“
S1：”No.there isn't．“
Q：”Is there a cinema near here?“
S2：”Yes，there is．“
Q：”Where is the cinema，please?“
S2: ”It's next to the hospital．“
Bb(Where is the cinema, please? It's next to the hospital．)
(3)shows the picture of the ”Let's talk“.T：”Is it far from here?“ pointing to a place.Ss:”No．“(No，it's not far)
(4)Listen to tape, and play in roles.(5)Write the 4-skilled sentences.四、Pronunciation
1、Listen to the tape and read after it.2、Read and match
3、Let's sing
”Where Are You Going?''
五、Homework
Write a passage about your ideal city.教学后记：
第三课时
Teaching aims:
1、能够理解并会朗读Let's read部分的对话；能完成排序练习。
2、能够使学生简单了解中、西方地图不同的标识。
Teaching importance and difficulties：
1、The dialogues in the Let's read.2、New sentences: What are you going to do after school? Get off at the cinema．Then walk straight for three minutes． Preparations:
1、Tape, tape-recoder
2、The pictures of Let's read and Good to know.Procedures:
一、Warm-up
1、Sing the song: “Where Are You Going?''
2、Greeting
T：How do you go to school?
S：I usually go to school by bike．
二、Preview
学生仿照Let's chant替换关键词语自编歌谣。
T：Where is your home?
Ss：It's near „．
三、Presentation
Let's read
(1)T:”School is over.I want to buy a pair of shoes after school.“
T：”What are you going to do after school?“
Ss: ”1 want to„“
Explain the ”going to„“
(2)教师出示街区图，图中有各种不同的建筑，如：医院、邮电局、鞋店、书店、图书馆、超市、电影院和学校。教师手指板板上的街区图，告诉学生自己所处的位置，然后提问，如：”Where is the hospital／post office„?Is it far from here?“等。学生抢答：”It's next to the„“可以分组比赛，也可以全班学生一起参与抢答，答对者予以鼓励。
(3)教师在街区图的学校和鞋店旁边分别加上一个站牌说”This is a bus stop.You can take the No．301 bus here．“教师继续利用街区图指出自己所在的位置：”Now I am at the school．I want to buy a pair of shoes．How Can I get to the shoe store?'学生会回答“You can go by the No．301 bus．”教师继续提问：“Where can I get off the bus?”一边问一边手指着shoe store的位置，提示学生回答：“Get off at the shoe store．”
(4)教师指着街区图继续提问：“Now I'm at the shoe store．How can I get to the„?”
根据地图所示选择离鞋店最近的直行可到的建筑物提问，引导学生回答：You Can go straight ahead．“教师表示肯定，说：”Yes!I can walk straight．“继续问学生：”Is it far from the shoe store?“学生回答：”No．“教师接下来说：Yes．It's not far．I walk straight for three minutes．Then I Can get to the„．”
(5)教师请学生阅读对话，回答以下问题：
What is Mike going to do? What is he going to buy?
Where is he going?
Where is the shoe store?
Which bus can he take?
Is the hospital on the right or left side of the road?
(6)学生课堂上完成排序任务。
(7)教师放Let's read部分的录音，学生跟读。
(8)学生两人一组分角色朗读对话。
Good to know
(1)教师出示Good to know部分的教学图，让学生知道如何使用地图以及要 注意的四个标识：1．The title 2．North pointer 3．Symbols 4．Scale。
(2)教师出示杭州、上海或者当地的城区图，请学生找出一些地名并判断距离的远近。
四、巩固和延伸(Consolidation and extension)
学生听A Let's read部分的录音并跟读，然后读给朋友或家长听。
五、Homework 学生背诵并抄写Let's read部分。
教学后记：
第四课时
教学目标：
1、能够听、说、认读四个方位词：south，east，west，north。
2、能够听、说、读、写短语：turn left，turn right，go straight。
3、能够听、说、认读句型：“How can I get to the museum ?Go straight for five minutes.Then turn left．”并能进行关键词的替换操练。
4、能够理解Story time的故事。教学重、难点：
1、重点是掌握四会短语：turn left, turn right, go straight.2、难点是straight的发音和拼写。教学准备：
1、教师和学生准备B Let's learn部分的单词卡片。
2、教师准备录音机、本课时的录音带。
3、.教师准备一张中国地图 教学步骤：
一、热身(Warm-up)
教师准备“兔子舞”的录音带。师生温习一下第一单元的“兔子舞”，跳的时候要注意强调单词left和right，师生一起跳一跳、乐一乐。
二、预习(Preview)
(1)“滚雪球”游戏
教师将有关公共场所的单词卡片贴在黑板上，第一名学生说一句话，如：I can see a hospital．第二名学生在后面加上一词，如：“I can see a hospital and a cinema．，每名学生都要比前面学生说的多加一个地点名词，这样依次进行.(2)学生两人一组进行问答操练，如：Where is the„? It's„Is it far from here?
三、新课呈现(Presentation)
Let's learn
I
(1)教师伸出两只手介绍说：”This is my left hand and this is my right hand．“请两名学生分别站在自己两侧介绍说：”A is on the left．B is on the right．“然后 提问一学生：”Where is A／B?“引导学生回答：”„is on the left／right．
(2)教师给自己发指令并做动作：Turn left．Turn right．Go straight ahead．
Let's play
教师准备一面彩旗和一块蒙眼布。将学生分成两大组，各组选派一名代表到上面。表示太阳慢慢从东方升起，教学east，要求学生注意ea字母组合的发音，提醒学生发音要到位。
(3)教师出示图片或照片，让学生猜测：“Where is it?”然后展示短语卡片学west。教师示范朗读，学生跟读。
(4)教师将课前准备的中国地图贴在黑板上介绍：“Tibet is in the west of China．Zhejiang is in the east of China．”教师边说边标出east和west，然后提问：“Where is Xiniiang?”教学north，教师领读该词，学生跟读，注意th字母组合的发音。教师再以同一方法教学south。教师发指令，请学生根据地图上“上北、下南、左西、右东”的方向标，听指令快速指方向，看谁反应快。
(5)“听一听、排一排”活动
每名学生拿出五张表场所的单词卡片，具体是哪五张卡片由教师指定。学生听教师发指令排出正确的位置，如教师可说：“The post office is west of the library．The cinema is east of the library．”等。此活动也可以在小组内进行，鼓励学生人人参与。
(6)教师出示museum的单词卡片，说：“1 want to get to the museum．Where is the
Museum ?How can I get to the museum?”教师板书：“How can I get to the museum?”示范朗读，学生跟读。
(7)教师放B Let's learn部分的录音，让学生认读单词并回答问题。
(8)教师出示本部分单词卡片，给学生10～15秒时间熟悉卡片，然后将单词盖上，学生以四人小组为单位看图抢读抢拼单词，拼读时小组成员可提供帮助。(9)教师可让学生在学生卡片背面的灰体词上描红，边描边拼读该单词或短语，看谁描得既快又好。如果做得不对，组内成员可以提醒。
四、巩固和延伸(Consolidation and extension)
(1)“优秀连队”活动
教师将学生分成4～6组，每组推荐一人当小军官，给组内成员发指令，如：“Turn right!Turn left!Go straight!”根据整组学生的表现选出优秀连队。
(2)教师先做示范，然后引导学生编歌谣如：Left hand，left hand，show me your left
hand．Right foot，right foot，stamp your right foot.(3)Story time
全班学生听Story time部分的录音，教师讲解故事内容，学生模仿跟读。教师让学生读一遍故事后回答相关的问题。学生分别说一说从故事中学习到了什么经验。
五、Homework：
学生抄写本部分的四会短语。教学后记：
第五课时
教学目标：
1、能够听、说、认读句子：“It's east of the cinema．Turn left at the cinema，then go straight．It's on the left．”并能在情景中进行运用。
2、能够四会掌握句子：Turn left at the cinema，then go straightoIt's on the left。
3、能够根据Let's try和Let's check部分的录音选出正确答案。教学重、难点：
重点和难点是使学生掌握句型：“It's east of the cinema oTurn left the cinema，then go straight．It's on the left．，并能在情景中熟练运用所学对话。还要能够正确书写其中的四会掌握句型：Turn left at the cinema，then go straight '。课前准备：
1、教师准备录音机和本课时的录音带。
2、教学生两人一组准备一张中国地图。
3、老师和学生准备本课时的单词卡片。教学步骤：
一、热身(Warm-up)
（1）”寻宝藏“活动
教师课前为每名学生准备一张相同的迷宫图。请学生根据教师的描述的路线，如果标对了，他们将会得到”宝藏“。该活动也可以在两人组内进行。
（2）教师可适当修改刚才的寻宝藏路线图，引导学生依照新路线编对话并进行演示。
二、预习(Preview)
教师放录音，让学生按照录音内容选择正确的答案，对本单元的重要语言进行阶段性评价。
录音内容如下：
．
1、Boy：Where is the library，please?
Girl：It's not flar.You can go there by the No．18 buso
2、Boy：How can I get to the cinema，please?
Woman：Turn left from here．Then walk straight for 15 minutes．It's on the left
3、Girl：Where is the library，please?
Man：It's next to the post office．
4、Gid：Excuse me，how can I get to the science museumf
Boy：Take the No.15 bus．Get off at the science museum.You can l see lt.(1)Let's try
录音内容如下：
Boy:Excuse me，how Can I get to the science museum'?
Girl：Take the No．t2bus．Get off at the hospital．Then walk east for lOminutes
You can see the science museum．It's next to the cinemao
Boy：Thank you．
Girl:You're welcome．
(2)教师再放Let's tall时部分的录音，学生跟读。
(3)教师指导学生根据文字提示选出正确的路线。
三、新课呈现(Presentation)
（1）教师将Let's talk部分的教学挂图贴在黑板上说”1 want to go to the post office。
Where is the post office?“引导学生回答：”It's east／west／south／north of„。?
接着让学生看挂图，利用图上出现的场所替换关键词进行问答。
（2）“爱我中华”活动：
学生两人一组准备一张中国地图，进行问答，如：“Where is Jiangxi?It's east
0f Hunan．It's west of Zhejiang．It's south of Anhui．It's north of Guangdong.等。
（3）教师将学生分成六组，仿照教学挂图所示位置，把六张单词卡片(hospital，bookstore，park，post office，cinema，school)分发给各组，然后教师站在图中Amy的位置上，说：I want to go to the hospital．Where is it?”学生会说：“It's east of the park．''教师再问：”How can I get there?“引导学生说：”Turn left affil the cinema，and go straight．Then turn right at the post office and go straight-It's on the left．“学生跟读并进行一系列的替换练习。
（4）教师放B Let's talk部分的录音，学生跟读。
（5）学生两人一组，看地图，替换句型中的关键词自编对话，请几组学生表演
对话。
（6）教师引导学生书写四会句型。
四、巩固和延伸(Consolidation and extension)
1、学生做小组练习，再叫几名学生描述某一场所的位置，全班学生一起猜。
2、学生吟唱Let's chant部分的歌谣。
五、Homework
并抄写B Let's talk，并记会。
教学后记：
第六课时
教学目标：
1、能够理解并会朗读Let's read部分，能够完成选词填空练习。
2、能够完成Task time的任务。
3、能写简单的路线说明并了解写信的基本格式。教学重、难点：
重点和难点是能够听、说、认读句子：”Start from the bus stop.Get off of our school．Take the No．17 bus．Get off at the post office．Walk east for three minute.Find the white building on the left．Look for me near the door． 课前准备：
1、教师准备录音机和本课时的录音带。
2、教师准备本课时的教学挂图。
3、教师准备一张邀请卡。教学步骤：
一、热身(Warm-up)
1、师生共唱歌曲“Ten Little Candles Dance．”
2、“优秀小警察”活动：。
教师将B Let's talk部分的教学挂图贴在黑板上说：“1 want to buy some books.Where can I go? How Can I get there?''请学生扮演小警察指路。师生一起评选出优秀小警察并给予奖励。
二、预习(Preview)
师生进行日常会话。以下问题可供参考：
How old are you? How do you go to school?
Which bus do you take?
Where is your home?
What's the colour of the building you live in?
三、新课导入(Presentation)
1、教师课前安排一名学生站在教室外面充当邮递员，上课铃响后，邮递员敲门递给教师一封信说：”There is a letter for you．“教师接过信，看了看信封说：”This letter is from Sarah．“然后从信封中取出一张邀请卡，说：”It's an invitation．What does it say?“教师请学生粗读段落，回答该问题。
2、教师出示教学挂图说”Yes,Look!It's Sarah's birthday．How old is she? Where is her home ?How Can we get to her home? Let's read again．“让学生带着问题阅读对话，提出不懂的单词或句子，教师答疑。
3、”过三关“活动
教师朗读Let's read部分，朗读时故意读错三处，请学生看课文听教师朗读，听到错误及时指出。如果所出现的三处错误没有被学生发现，则表明教师已闯过三关。
4、教师指导学生完成选择填空。
5、教师要求学生根据Sarah信中的说明，画出到她家的路线图。比一比谁画得既快又好。
6、教师事先准备课文当中指示路径的六个句子，随意打乱顺序，要求学生正确排序，看哪一组排得既快又准确。
四、巩固和延伸(Consolidation and extension)
1、Task time
教师引导学生仔细看Task time中的地图，观察各处场所的位置以及公交车路线。然后让学生两两分组依照对话泡中的示范语言询问和回答某场所的位置以及到达该场所的路线。教师可适当提示学生图中交通指示灯四周的场所都可步行到达；而museum和hospital则可乘一路公共汽车到达。
2、学生听录音、跟读本课的目标。
五、Homework 学生朗读Let's read部分。
教学后记：
Unit 3 What are you going to do？
第一课时
教学目标：
1、能够听、说、认读句型：”What are you going to do this evening? I'm going to the cinema．“并能对其中的动词和时间短语进行替换操练。
2、能够听、说、认读动词短语：take a trip，go to the cinema，read a magazine．
3、能够听、说、读、写时间短语：next week，this morning／afternoon／evening；并能够听、说、认读时间短语：tomorrow，tonight．
4、能够在Pair work中合理安排自己的活动时间并与他人进行交流。教学重、难点：
1、重点是能够听、说、读、写Let's learn部分的四会短语；并能替换going to do句型中的动词和时间短语对将来的活动进行表述。
2、难点也是四会词汇的听、说、读、写以及对be going to do句型了解和替换操练。免费下载绿色圃中小学教育网Http://www.xiexiebang.com 课件|教案|试卷|无需注册
课前准备：
1、教师准备动词短语卡片，如：take a trip，go to the cinema等。
2、教师准备教学课件。
3、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、教师课前放本单元歌曲”What Are You Going to Do?“学生初步感知be to do句型。
2、师生进行日常会话，可将重点放在动词短语的问答上。
二、预习(Preview)
1、教师出示课前准备好的课程表，说”Look!We have so many classes in a day指着Monday说：“What classes do we have on Mondays?''帮助学生一起说”On Mondays，we have English，Chinese，math．„“再请学生回答其他几个的课安排。
2、教师出示当天的日历，师生进行问答
3、”演一演、猜一猜“活动
教师准备好动词短语卡片，如：play spots，go hiking，do morning exercises． go to the cinema，take a trip，read a magazine等以及相关道具，如电影票、杂志、背包、太阳帽等。生抽出一张卡片，根据上面的图片或文字，用动作表现出来，其他学生猜什么短语。当有学生抽到新短语read a magazine时，教师可引他借助杂志来进行表演，其他学生由此可能会猜：read a book，教师借机引入新词magazine。教师可将take a trip留到最后自己表演，借助背包、太阳帽产生可能会猜出是go hiking，教师说：”No，I'm going to take a trip．，'引出新短语take atrip。教师可设立“最佳表演奖”来鼓励学生进行创造性表演，也可设立；'心有灵犀奖“来鼓励学生踊跃竞猜。
4、教师放课文的录音，学生静听一遍后跟读，(教师可对'I'm going to the cinema．”加以解释，语法规则见教学参考资料库。)随后学生两人一组进行练习，教师引导他们主动替换对话中的时间和动词短语，进行更为广泛的操练。
Pair work
教师出示Pair work部分的表格，说：Look!Here are some activities that are good for you．Please decide when you are going to do them and tell your partner．Pay attention：You can do them in two weeks．
学生先在表格中填人时间短语，然后进行结对操练。教师请几组学生演示对话。
四、巩固和延伸(Consolidation and extension)
1、学生抄写本课时的四会词汇。
2、学生以表格形式安排自己第二天的活动并向朋友或家人介绍。
3、学生跟录音学唱歌曲“What Are You Going to Do?”
五、Homework
1、学生朗读Let's learn部分的短语。
2、学生做本部分活动手册配套练习。
教学后记：
第二课时 教学目标：
1、能够听、说、读、写句型：What are you going to do on the weekend? I'm going to visit my grandparents this weekend．
2、能在Group work部分合理安排周末的旅游项目。
3、能够完成Let's try部分听录音判断对错的练习。
4、能够听懂、会唱歌曲“What Are You Going to Do?” 教学重、难点：
1、重点是学生能准确、自如地运用(并会书写)be going to do句型描述自己的活动计划与他人进行交流。
2、难点是听、说、读、写四会掌握句型：What are you going to do on
the weekend ?I'm going to visit my grandparents this weekend． 课前准备：
1、教师准备一张简明地图，图中标有ZOO，theme park，cinema，school，bookstore，post office，pet shop等场所。
2、教师准备一张当地的简明旅游图。
3、学生以四人为一小组准备当地的简明旅游图。
4、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
(1)教师课前放歌曲“What Are You Going to Do?”
(2)学生根据自己设计的表格向其他学生介绍自己一天的活动安排.二、预习（Preview）Let' try 教师说：“The National Day is coming．I have a friend in Shanghai．What is she goingto do? Let's listen to the tape and find out．”教师可分三次放录音，并根据学生的际情况有针对性地提问。学生听录音、回答问题并完成判断正误的练习。可供考的问题如下：
1、Where is she going？
2、How is she going there?
3、Who is she going with?
4、Is she happy?
5、What is she going to buy?
三、新课呈现(Presentation)
Let's sing
教师接着Let's try部分说：The girl is going to be doing on the National Day．She's very happy．Now let's listen to a song and find out what the children are going to do on Saturday.OK?
教师放C部分的歌曲，学生跟唱两遍后分师生、男女生或在小组间展开对唱。
Let's talk
1、对唱结束后，教师出示标有动物园、电影院等地点的简明地图，并圈出动物园所在位置，说：“The boy／girl(根据歌曲录音中的声音)is going to ZOO．His／her home is here．(教师指着地图中离动物园较远的某一地点)Is it far from the zoo?”学生回答：“Yes，it is far from the zoo．”教师再问：“How can he／she get to the zoo?”引导学生回答：“By bike／bus／taxi．”等。
2、教师放Let's talk部分的录音，学生跟读并分角色朗读。学生开展组与组之间的朗读比赛，教师鼓励学生对对话中的时间和地点进行替换。
3、教师出示打乱顺序的单词卡片，如：what ,do，going，are, the，to，you，weekend.又如：I，going，visit，to，am，my，this，grandparents，weekend。要求学生在最快时间内组合成句。师生一起拼读其中较难的单词如：weekend，grandparents，visit。
4、教师引导学生书写四会句型。
Group work
教师出示当地旅游图，师生可先就旅游景点自由会话，如：“Where is it ? How do you go there?”等。
然后教师布置任务Now you are a tour guide．Please write a schedule for this weekend．See who can design the best schedule for us．学生先在课文表格中写出自己的活动设计，并在小组内进行表述。组内推选出一名“最佳小导游”，如果时间允许还可举行全班性的比赛。
四、巩固和延伸(Consolidation and extension)
1、学生朗读本课时的对话。
2、学生抄写四会句子。
3、学生对自己的周末活动做出详细安排，并以表格形式写出。
五、Homework
1、学生将本单元的歌曲唱给家人或朋友听。
2、学生做本课时的配套练习。
教学后记：
第三课时 教学目标：
1、读Let's read中的段落，并根据段落内容写出提纲式的LiuYun's weekend plan.2、能够模仿文段内容陈述自己的周末活动安排。教学重、难点：
1、重点是阅读段落并根据段落内容进行第三人称的转述，掌握第三人称吋be going to do句型的用法。
2、难点是转述时第一人称与第三人称的人称代词与物主代词的变换。课前准备：
1、教师准备若干张表格(形式见教学过程说明)。
2、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、师生同唱歌曲“What Are You Going to Do?”
2、教师出示第二课时中the Great Wall，theme park和当地部分名胜及各种如bookstore，pet shop的图片(包括生词supermarket)。先请一名学生示范问答，如：What are you going to do this morning ?I'm going to visit the Great Wall．How do you get there? By train．„教师鼓励学生踊跃提问，而非师生间单向问答。
二、预习(Preview)
教师请几名学生介绍自己的周末安排。在学生介绍的过程中，教师可根据提出更细节性的问题，姐“When are you going to get up on Saturday? Where are you going on Saturday morning ?How are you going to the zoo?”等。在一名学生答之后，教师给予评价，如：“Wonderful!You're going to have a busy weekend，are you?”等，并向其他学生提问：“What is A going to do on Saturday morning? he is going with?”等，引导学生将第一人称改为相应的第三人称进行回答，生回答的内容以短语形式填人课前准备好的表格中.完成表格后，教师说：“Amy is going to have a busy weekend．”板书have：weekend，引导其他学生以“I'm going to have a busy weekend．”为开头介绍周末安排，并邀请其他学生做简单记录，对于其中涉及的非四会词汇或其他的词汇可师生一起拼写。
三、新课呈现(Presentation)
Let's read
1、在几名学生汇报完周末活动安排后，教师广泛而快速地询问其他学生：What are you going to do on Saturday／Sunday morning?“等，确认学生能正确使用句型：”I'm going to„“来回答。
2、教师接下来说“Liu Yun is going to have a busy weekend，too．What is she going to do? Please read the passage and answer my questions．”教师可以根据段落内容顺序设计问题，让学生朗读一遍课文后依次口头回答。
3、学生以小组为单位讨论并回答问题，如有不同答案，师生共同探讨，找出最佳答案。
4、教师放课文录音，学生跟读两遍后全班一起朗读，再自由朗读课文l一2遍。
5、学生独立填充Liu Yun's Weekend Plan，并在组内互相讨论，交流与校对。
四、巩固和延伸(Consolidation and extension)
1、学生模仿跟读Let's read的录音，并读给自己的同桌听。
2、学生模仿课文表述自己的周末活动安排。
五、Homework
1、学生做本部分活动手册的配套练习。
2、学生朗读Let's read部分。
教学后记：
第四课时 教学目标：
1、能够听、说、认读单词或词组：dictionary，post card，newspaper，magazine，comic book；并能够书写post card；newspaper和comic book。
2、能够听、说、认读句子：”What are you going to do? I'm going to buy an English book in the bookstore．When are you going? This afternoon．“并能进行关键词的替换练习。
3、能够用所学句型”What are you going to buy? I'm going to buy„“进行Let's play部分的购物活动。
4、能够听瞳并会吟唱Let's chant部分的歌谣。
5、能够了解音标／a：／，／A／，／el，／O／，／m／，／n／，／o／的音和形并会朗读相关例词；能够完成Read and match部分看图、读音标、辨词形后连线的练习。教学重、难点：
1、重点是听、说、读、写四会单词和短语。
2、难点是三会单词dictionary的发音、四会单词的拼写和Pronunciation 部分字母组合th的两种发音。课前准备：
1、教师准备本课时的单词卡片及不同科目的课本，如：English book，Chinese．。
等。
2、教师请学生帮助，模仿Let's play部分的插图在课前对教室进行布置。
3、教师自制Pronunciation部分的课件。
4、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、学生朗读Let's read的段落进行复习巩固。
2、学生陈述上节课后模仿课文设计的周末活动安排，教师根据其陈述内容提问其他学生，如：”What is he going to do on Saturday morning?“请他们回答，如：is going to„．
二、预习(Preview)
Let's chant
1、教师听完几名学生陈述后说：What a nice weekend!Now let's listen to the music and try to find out what the child is going to do today．教师用课件展示Let's chant的歌谣，然后放录音，学生看文字听，再跟节奏吟唱。
2、教师可简单解释歌谣中学生初次接触的短语，如take a sleep。师生根据歌谣内容进行问答，如：Are you going to buy a book／bake a cake ?Yes，I am.三、新课呈现(Presentation)
Let's learn
1、教师继续Let's chant部分的提问：“Are you going to buy a book，too?”在有生回答”Yes，I'm going to buy a book．“或”Yes，I am．“后教师再问：”Where do you buy a book?“学生回答：”In a bookstore．“
2、教师接着提问：”What books can you buy in a bookstore?”启发学生回忆学过的书籍词汇，如：English book，Chinese book，math book，music book，science book等，学生回答出一种书，教师即出示一本该书的实物，把它们一一放下，师生一起拼写这些单词。
．
3、教师可通过继续出示实物的方式，依次呈现生词：comic book，dictionary，newspaper，post card，也可通过与story-book的比较呈现comic book；还可用简单的英语进行解释，请学生猜是哪个生词，如：“Dictionary：In this kind of book。we can find many new words．It is helpful to us．Post card：When New Year's Day is coming，we often send them to our friends．”在呈现过程中，师生一起拼读生词中的四会单词。
4、学生进行单词拼写比赛，可以口头进行，看谁既快又好，以帮助记忆本课时四会单词。
Let's play
教师布置学生课前每人带2-3本图书并布置好5-6处“卖书点”(仿照课文Let's play中的插图)。每处“卖书点”由2-3名学生担任销售人员，其他学生自由购书。教师先与学生进行示范对话，可结合前几册学生用书中所学有关购物的句型对话进行拓展．
Let's learn
教师放Let's learn部分的录音，学生跟读后对其中的书籍名词和时间短语进行替换练习。
Pronunciation
1、教师出示Pronunciation部分的课件说：Look!I have a dictionary．You Can find many new words in it．Can you read them?教师呈现Pronunciation部分的音标和单词，放录音，让学生仔细听，感知音标的音与形。然后教师示范朗读，学生跟读。尤其是th的两种发音，教师应请学生仔细对照口型模仿朗读。
2、Read and match
学生跟读录音2-3遍后独立完成连线练习。
四、巩固和延伸(Consolidation and extension)
1、学生抄写本课时四会词汇。
2、学生朗读Pronunciation部分的例词，并试着找出更多的例词，五、Homework
1、学生吟唱Let's chant部分的歌谣。
2、学生做本部分的配套练习。
教学后记：
第五课时
教学目标：
1、能够听、说、认读what，where，when引导的特殊疑问句并能做出相应回答。
2、能够听、说、读、写四会句子：Where are you going this aftenoon? I'm going
bookstore．What are you going to buy ?I am going to buy a comic book．
3、能够听懂Let's try部分的对话并完成听音选图的练习。
4、能够使用各种疑问句釆访他人的活动安排并做记录。教学重、难点：
1、教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。
2、教学难点是学生能运用what，where，when疑问句进行真实的交际。课前准备：
1、教师准备一张简明地图，标出bookstore，shoe store，fruit stand，pet shop等场所。
2、教师准备录音机和本课时的录音带。
3、教师课前在黑板上画出表格。教学步骤：
一、热身(Warm-up)
1、全班一起吟唱Let's chant的歌谣。
2、单词拼写竞赛：
要拼写的单词包括：this morning／afternoon／evening，next week，newspaper，postcard等。可采取小组合作的“接龙式”拼写形式；也可以选取组内一名学生拼写全部单词。拼出单词最快最多的组获胜。
3、教师出示简明地图，师生问答如下：
r：What shop is it?
s：It's a bookstore．
r：What can you buy in the bookstore?
s：
„
在学生回答各商店所出售的物品时，教师根据其回答在黑板上写出单词。
二、预习(Preview)
Let's try
教师指着地图中的商店及各商店所出售的物品说：Look!There are so many stores and so many goods．Let's listen to the tape and find out：①Where is Sarah going? ②What is she going to buy? ③Who is she going with?教师放三遍Let's try部分的录音，以上问题可根据学生的实际情况分三次提出，直到多数学生能回答并能将前两项答案填人教师课前画出的表格中。在填表过程中，教师请学生一起拼写其中的四会单词，如：bookstore，comic book。
三、新课呈现(Presentation)
Let's talk
1、“我的购物计划”活动
教师指着黑板上的简明地图及表格说：Look，Sarah and Chen J1e are going to bookstore．Where are you going? What are you going to buy? When are you going?
Please write a shopping plan．指导学生结合表格中的购物地点、时间及商品三项提示，根据自己的购物；制定一个购物计划，组内学生可以互相交流讨论。
学生做好计划后，师生根据表格中的三点要求：where，what，when进行提问。
教师先与几名学生进行上述对话，再由学生提问来获知教师的购物计划由学生将有关信息填人表格中。学生两人一组互相了解对方的shopping plan，灵活运用where，when，what导的三个疑问句互相提问和回答。
2、教师放课文的录音，学生静听后跟读，再分角色朗读。
3、学生两人一组根据课本上的替换图对对话中的各种信息进行替换，教师 指导，并请几组学生进行示范。
4、教师引导学生进行四会句子的书写。
Pair work
1、学生两人一组相互采访，根据表格中提供的三个疑问句了解同伴当天下午活动安排(不一定是购物)，并简要记录信息。
2、教师请几组学生在班级内演示采访过程。教师可对采访者的采访记录进行调查和评价，也可在非同桌的学生之间展开互评。
四、巩固和延伸(Consolidation and extension)
1、学生抄写本课时的四会句子。
2、学生课后对父母或朋友的近期活动进行采访，记录结果交给教师。
3、学生吟唱本单元的歌谣。
五、Homework
1、学生抄写Let's talk部分1+1，并记会。
2、学生做本部分配套练习。
教学后记：
第六课时 教学目标：
1、能够听、说、认读Let's read部分的对话。
2、能够根据对话内容回答文后的问题。
3、能够就自己20年后的理想状况进行讨论。
4、能够理解Good to know部分的内容。
5、能够完成Let's check部分听音选图的练习。教学重、难点：
重点和难点是听、说、认读Let's read部分的对话。课前准备：
1、教师准备各种职业的单词卡片，如：soldier，doctor，nurse，farmer，English teacher，Chinese teacher，science teacher等。
2、教师准备关于文字记载方式的发展演变的课件。
3、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、师生一起吟唱Let's chant部分的歌谣。
2、教师出示各种职业的单词卡片，与学生进行问答：“What is he／she? He's／
She's a doctor．”等。教师把职业单词写在黑板上。
二、预习(Preview)
Task time
1、教师指着黑板上各种职业的单词说：“Everyone has a dream．What are you
going to be in the future? Discuss with your partner．”引导学生使用“I'm going
to be a„”进行分组讨论，教师指导并适当记录学生的讨论情况。
2、教师与学生快速问答，如：
r：What are you going to be one day?
s：I'm going to be a teacher．
r：Oh，you want to be a teacher．(每项问答后教师都用这句话做总结，也可逐
步引导学生使用句型“1 want to be„”进行回答。)
三、新课呈现(Presentation)
Let“s read
1、教师进行总结说：”You're great．You have many wonderful dreams．Sarah has a wonderful dream ,too．What is she going to be one day? What is she going to do this weekend? Let's read a dialogue．“学生仔细阅读对话，教师走动答疑。
2、教师请学生简要回答刚才提出的两个问题，如：”A science teacher．Plant trees．“ 然后师生间自由会话：”Do you want to be a science teacher?''教师根据学生的回答继续提问：“Do you like plants ?Are you going to plant any~ees?”教师作出思考的表情，停顿一下说：“What else? Let me see．„”然后做出想起的样子，问：“Are you going to read any magazines about plants?Do you need magazines about plants?''教师板书a magazine about patoto师生自由会话后一起朗读文后提出的问题，学生再带着问题默读或朗读；同桌之间或组内同学可以互相讨论问题的答案并在横线上书写答句。
4、教师请学生回答问题，全班进行核对。教师提醒学生注意拼写准确、书写规范。
5、教师放课文的录音，学生跟读后全班一起朗读，然后分角色朗读。
Good to know
教师引入该部分教学：Some of you want to be Chinese teachers．So you should know something about the history of Chinese writing．教师借助资料片介绍该部分，扩充学生的知识面。
四、巩固和延伸
(Consolidation and extension)
Story time
教师说：Zoom has a dream，Let's watch the VCD．too．He wants to learn how to swim．How does he learn?教师放Story time的课件并放故事的录音。论故事的涵义，体会”Learn by doing．“的道理。
Let's check
教师放该部分录音，学生听录音选出正确选项。
五、Homework
1、学生朗读Let's read部分。
2、学生做本部分配套练习。
教学后记：
Recycle 1 第一课时 教学目标：
1、能够听、说、认读Let's read I部分的对话并能完成文后判断正误的练习。
2、能够根据Let's find out的提示语言在地图中找到并写出对应的公共场所。
3、能够听懂、会唱歌曲”How Can I Get to the Zoo?'' 教学重、难点：
1、重点是第一、二单元主要语言的巩固和拓展。
2、难点是Let's find out部分根据提示语言在地图上确认并书写相应的公共场所。
课前准备：
1、教师准备一张标有post office，pet shop，hospital，park，Zoo等场所的简明地图课件。
2、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、全班一起吟唱第一单元Let's chant的歌谣。
2、师生进行自由会话：How do you go to school ? I go by„
3、教师用红笔在简明地图上标出某一地点，如：A，说：“Now we are here．can I get to the park／cinema／pet shop?”请学生一边指地名，一边说明路。如：“Go straight．It's next to the post office．”教师还可标出其它地点，如B等，请学生指路。
二、预习(Preview)
教师手指简明地图上的某一地点，说：“Now we're here．We're going to the park．Is it far from here?”引导学生根据地图上的距离回答。教师继续提问：“How can we go to the park?”学生可提出不同建议，如：“We can go by bike／bus．等。
三、新课呈现(Presentation)
Let's read
1、教师说：”Amy and Chen Jie are going to the park ,too．How do they go to the park? Let's read the dialogue．“教师引导学生阅读对话，回答问题。
2、教师用幻灯呈现Let's read I对话下面判断正误的练习。师生一起朗读问题，让学生打判断正误，再朗读对话或听录音，校对答案。
3、学生自由朗读或分组分角色朗读本部分对话。
Let's find out
1、在学生分组朗读后，教师说：Amy and Chen Jie are in the park now．The park has a pet shop，an ice-skating area and a ping-pong area．What else? Let's read and find out．教师指导学生阅读文中的指示语言，并确定平面图的四个方向，学生独立或两人一组讨论完成填图练习。
2、师生以对话形式来核对答案。
Let's sing
1、教师说：”The park is very interesting．Now let's go to the zoo．指着简明地图中的动物园，问：“It's far from the park．How can I get to the zoo?'请学生自由回答：”By bike／car„“
2、教师放歌曲”How Can I Get to the Zoo?“学生看歌词静听，然后跟唱2～3遍。
四、巩固和延伸(Consolidation and extension)
1、学生听录音，跟读本课时对话。
2、学生进行课外讨论：How can we get to the zoo?
五、Homework
1、学生朗读Let's read部分。
2、学生做本部分配套练习。
教学后记：
第二课时 教学目标：
1、能够听、说、认读Let's read II部分的对话并能完成对话后判断正误的练习。
2、能够综合运用1～3单元的主要语言；能听懂Listen and choose部分的对话。
3、能够熟练运用be going to do句型讨论自己的梦想之旅。教学重、难点：
1、重点是1～3单元的综合复习，尤其是复习巩固be going to do句型。
2、难点是学生能够运用前三个单元的语言灵活有效地进行交流。课前准备：
1、教师准备一张简明城市交通图和若干面小彩旗。
2、学生课前对放学后的活动做出简单计划并进行表述。
3、教师准备录音机和本课时的录音带。教学步骤：
一、热身(Warm-up)
1、全班齐唱歌曲”How Can I Get to the Zoo?''
2、学生四人一组分角色朗读Let's read I部分的对话。
二、预习(Preview)
“探路先锋“游戏
教师准备一张自制简明地图，以及若干面小彩旗。教出示交通图，在图中标出若干个地点，如A、B、C等，请两名学生到地图前，持一面彩旗。教师给出指示语，如：”I'm at Point A，I go straight from A．Then turn left at the traffic lights．Where am I?“教师的指示语应清晰、准确，可由简至难步步推进。能够率先将彩旗贴至教师所述位置的为”探路先锋“，教师给予奖励。
三、新课呈现(Presentation)
1、“我是实习小交警”活动
教师准备一张简明城市交通图和一顶交警帽。学生两人一组，分别扮演交警与问路者，可进行如下对话：
A：Good morning，sir_ Where is the post office，please?
B：Go straight．Turn right at the hospital．It's on the left．„
A：Thank you．
若问路者及其他学生能根据“交警”的指示语顺利找到目的地，则“实习“小交警晋升为“正式”小交警，教师颁发给交警袖章或其他奖励品。
2、教师说：“Now we know the city very well．I'm going to„this afternoon．Where
are you going ?What are you going to do after school?”与学生展开如下对话：
T：What are you going to do after school?
S：I'm going to the„．
T：Where is the„?
3、Let's read II
教师可接着学生的回答提问：“What is A going to do this afternoon?”学生回答后，教师继续提问：“What are Zhang Peng and Mike going to do this afternoon? Do you want to know? Let's read the dialogue．”教师指导学生仔细阅读对话，回答提出的问题。师生一起朗读对话后判断正误的句子。
4、Listen and choose
教师接着Let's read部分说：Zhang Peng and Mike have their plans．Now let's listen and find out what John and Wu Yifan are going to do this afternoon．
教师放三遍录音，第一遍请学生静听，初步理解；第二遍请学生听音选图；第三遍请学生进行自我检查。如果时间允许，也可要求学生最后跟读一遍录音。
5、Group work
学生分组讨论自己想象中的假期并填写该部分表格。教师可鼓励学生课后将自己的梦想之旅写成短文(连贯的3～4个句子即可)参加评比，师生一起评选出七副作品在班级内展示。
四、巩固和延伸(consolidation and extension)
学生书写并修改有关My Dream Vacation，的段落，交给教师进行评选。
五、Homework
1、学生朗读Let's read II部分的对话。
2、学生做本部分配套练习。
教学后记：
第三课时 教学目标：
1、能够进一步综合运用l～3单元的主要语言进行有实际交际意义的会话；能够听懂Listen and match的对话并完成连线练习。
2、能够理解并会吟唱Let's chant的歌谣。
3、能够认读l～3单元Pronunciation的音标并能把音标和相关例词正确连线。教学重、难点：
1、教学重点是学生对前三个单元主要语言的正确理解和有效运用。
2、教学难点是音标部分，要综合复习前三单元学过的音标，使学生能把音标和相关单词正确连线。课前准备：
1、教师准备前三个单元所学音标的卡片。
2、教师课前选一篇学生所做My Dream Vacation的短文，根据其内容仿照本课歌谣编创一首新歌谣。
3、教师准备录音机和本课时的录音带。教学步骤：
一、热身(warm-up)
1、全班齐唱歌曲“How call I Get to the Zoo?''
2、师生一起吟唱第一单元的歌谣，要求学生一边吟唱，一边用手打节拍。
二、预习(Preview)
教师对学生有关My Dream Vacation的短文做出总体评价，并请几名写得有创意的学生朗读他们的短文，教师针对其内容提问，如：”Where are you going? What are you going to do? How are you going to there等。教师根据课前的准备，在最后一名学生朗读完文章并回答了问题以后，简化并板书该学生的回答，将其改编成为一首小歌谣，如：
Where are you going? What are you going to do?
I'm going to the Zoo to see the monkeys．
I'm going by bike．I'm going On foot．
I live near the Zoo．So I won't take a train．
教师拍节拍示范朗读自己改写的新歌谣，学生模仿吟唱新歌谣。
三、新课呈现(Presentation)
Let's chant
在以上活动的基础上，教师放Let's chant部分的录音，学生静听并试着跟读，再看着文字吟唱。师生可进行问答式吟唱，并在小组间展开比赛。
Listen and match
教师说：“Now let's to find out：Where are John, Mike，Chen Jie and Sarah going this weekend? How are they going ?Let's listen!”教师放三遍录音，第一遍请学生静听，初步理解；第二遍请学生听音选图；
Read and match
1、“眼疾手快“游戏
教师准备前三单元的音标卡片，把它们贴在黑板上。教师把学生分成四大组，每组各派一名代表上台，教师念出一个音标，最快认出并将它拿到手里的学生获胜。最后拿到音标卡片最多的学生获胜。
2、教师出示l～3单元Pronunciation部分某些例词的音标，请学生朗读。再让学生独立完成Read and match部分的练习，全班核对。
四、巩固和延伸(consolidation and extension)
1、学生朗读l～3单元Pronunciation的音标和例词。
2、学生跟录音吟唱Let's chant的歌谣。
五、Homework 学生综合复习l～3单元的语言。
教学后记：
Unit 4 I have a pen pal 第一课时 教学目标：
1、能够听、说、认读句子：What is your hobby? I like collecting stamps.2、能够听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，31 diving，playing the violin，making kites。教学重、难点：
1、教学重点是掌握五个动词(短语)的ing形式。
2、教学难点是拼写：riding，diving，making。课前准备：
1、教师准备录音机及录音带。
2、教师准备A部分Let's learn的单词卡片。
3、教师准备一些树叶、一本集邮册、两只风筝。
4、学生准备A部分Let's learn的单词卡片。教学步骤：
一、热身(Warm-up)
教师放五年级下册Recycle 2的歌曲”I Love Going Hiking“，学生边唱边跟教师倘相应的动作。
二、预习(Preview)
”滚雪球“游戏
教师边出示各种形状的树叶，边说：”I like collecting leaves．“请一名学生在句子基础上再加一句话，如：”I like collecting leaves．I like taking pictures．依次类推，看谁说出的句子最多。
三、新课呈现(Presentation)
Let's start
教师与一名学生示范。教师问：“What's your hobby?”学生回答：“Swimming.What about you?”教师回答后示范填写Let's start部分的表格。同桌或前后两名学生之间进行问答、填表。
Let's learn
1、教师边做动作边说自己的业余爱好：“I like playing the violin．What is your hobby?”引导学生回答：“I like„”教师板书：What is your hobby? I like playing the violin．指导学生拼读hobby，playing the violin并进行问答操练。
2、教师拿出集邮册，从里面取出一张邮票，问学生：“What's this?”引导学生回答：“It's a stamp．”教师板书stamp并带读。教师展示集邮册，同时说：“I like
collecting stamps．”然后板书并带读collecting stamps。教师问：“Do you like
collecting stamps?”，引导学生作答后拼读并操练：I like collecting stamps．
3、教师做骑自行车的动作，问：“What am I doing?”学生猜：“You're„教师说：”Yes，I am riding a bike．I go to work by bike every day．I like riding a bike．教师板书：riding a bike，指导学生拼读，告诉学生riding是ride去掉结尾不发音的e再加上ing。
4、教师出示一只风筝，问：“What's this?”引导学生回答：“It's a kite．”教师出示两只风筝，问：“What are they?”引导学生回答。接着教师做放风筝的动作，问：“What am I doing?”学生回答：“You're flying a kite．”教师回答：“Yes，I like flying kites．I can make kites．I like making kites，too．”然后出示making kites的单词卡片，问：“What's he doing?”引导学生回答：“He's making kites．板书：making kites，学生拼读，注意making的拼写。
5、教师出示diving的单词卡片，问：”What is he doing?“引导学生回答：He's diving．教师板书：diving，学生拼读，注意diving的拼写。
6、教师手指板书，学生齐拍手练习说句子，如：What is your hobby? What is
your hobby? Playing，playing，I like playing the violin．Collecting，collecting，I like collecting stamps．Riding，riding，I like riding a bike．Making，making，I like making kites．Diving，diving，I like diving．
7、教师放Let's learn部分的录音，学生跟读。教师出示 Let's learn部分的单词卡片，学生根据单词卡片内容进行问答操练：What is your hobby?I like--
8、”猜一猜“游戏
学生拿出A Let's learn部分的单词卡片。同桌一组，每人抽出一张单词卡作为自己的爱好，一人猜：”You like„“另一名学生根据手中卡片上的内容回答：”Yes／No．I like„“两人可进行积分比赛，猜对卡片上的内容就得到这张卡片，最后看谁手里的卡片最多。
Group work
学生带好纸笔在组内进行调查，互相询问：“What is your hobby?''调查完毕，各组派代表上台汇报调查结果：“„boys／girls like„”也可说出名字，如：“„and„l ike„ “若课上时间不够，可将调查活动放到课后进行，下一节课汇报。
四、巩固和延伸(Consolidation and extension)
1、让学生做本单元A Let's learn部分的配套练习。
2、让学生听Let's learn部分的录音，读给同桌听。
五、Homework
1、让学生背诵并抄写本课四会动词(短语)
2、预习Let's talk部分。
教学后记：
第二课时 教学目标：
1、能够听、说、读、写句型：What's your hobby? I like collecting stamps．He likes collecting stamps，too．
2、能够认读音标：／3：／，／a／，／J、／，／3／，／l／，／r／，并能朗读Pronunciation部分例词。教学重、难点：
1、教学重点是句型：What's your hobby? I like collecting stamps．He likes collecting stamps，too．
2、教学难点是在实际情景中正确运用句型：He／She likes„ 课前准备：
1、教师准备录音机及录音带。
2、教师准备A Let's learn部分的单词卡片。
3、教师准备Pronunciation部分的课件。
4、教师准备各种展览活动的报刊。
5、教师准备一些名人照片。教学步骤：
一、热身(Warm-up)
1、连锁问答操练。教师对一名学生说：”I like„，What's your hobby?“该学生回答后向别的学生提问，依次进行。
2、教师出示A Let's learn部分的单词卡片和五年级下册第四、五、六单元
Let's learn部分的单词卡片，同桌根据卡片开火车问答操练，如：What's your hobby? I like„．
二、预习(Preview)
1、教师放A Let's learn部分的录音，学生跟读并拼读动词短语。
2、“看谁反应快”游戏
教师请六名学生上台站成一排，每人手持一张A Let's learn部分的单词卡片，一名学生首先用本部分的一张卡片上的短语说一个句子，如：I like diving．捉住有diving单词卡片的学生则立即向前迈一步，根据其它五张卡片的内容说一个名子，如：I like playing the violin．如果句子正确，则可以退回到原来位置，如果句子有误或反应慢就要退出游戏。
三、新课呈现(Presentation)
Let's try
学生听录音，做练习。
Let's talk
1、教师课前在教室的墙上贴上各种海报，教师手指墙上画展的海报说：“There is a painting show Saturday．I like painting．I am going to the show．What else likes painting? Who would like to go with me?”有学生举手，教师则手指该名学生说：“I like painting．He／She likes painting，too．”接着教师手指邮票展的海报说：“There is a stamp show Sunday．I like collecting stamps，too．Do you?”有学生举手，教师说：“He／She likes collecting stamps，too．”板书：He likes collecting stamps，too．(板书likes中的s可以用不同颜色标出，以突出重点。)学生跟读，然后开火车进行造句练习：He／She likes„
2、教师放Let's talk部分的录音，学生跟读、分角色朗读。
3、学生指着墙上的海报进行对话操练。
请同桌学生依次起立汇报：I like„„likes„如果两人的爱好刚好相同，可以接着说，“We can go to the„show together．”教师及时指导、纠错。
4、教师指导学生拼写四会句子。鼓励学生将上一步骤中的汇报内容记录下来。
Let's play
1、教师请六、七名学生上台站成一排，第一名学生A向前迈出一步说：“I like„然后退回原处，第二名学生B迈出一步说：”A likes„I like„“，接下来第三名学生c迈出一步说：”A likes„B likes„I like„“，依次进行。
2、教师用实物投影仪展示一些名人照片，如：运动员、歌唱家、收藏家等，生抢答：”He／She likes„“ “老师的爱好”游戏
教师将学生熟悉的六位教师的名字写在黑板上。全班学生分成六组，每组负责讲述其中的一位教师。一组描述，其他的小组猜他描述的是哪位教师。要求首先要描述教师的爱好，如果其他小组猜不出，再继描述教师的体貌特征等，直到其他学生猜出教师名字为止。
Pronunciation
1、教师出示Pronunciation部分的挂图，带领学生认读音标：／3：／，／3／，／1／，／r／。带读例词，指导学生归纳发音规律。学生听录音跟读。
2、教师指导学生完成Read and match的练习。
3、“摘星星”游戏
学生分成两队，每队站一列。教师在黑板上贴一颗大红星，依次出示单音节音标词的单词卡片，如：／si：／，／red／等，两队的第一名学生抢先起立读单词。最先拼出的学生得到一颗星，最后哪队得到的星星最多就可以赢得大红星。
四、巩固和延伸(Consolidation and extension)
1、做本单元A Let's talk部分的配套练习。
2、让学生听Let's learn，Let's talk部分的录音，读给同伴听。
五、Homework
1、让学生背诵并抄写Let's talk部分。
2、预习Let's read部分
教学后记：
第三课时 教学目标：
1、能够听、说、认读Let's read中的两封电子邮件。
2、了解一些有关英语信封书写的知识。
3、能够听懂、会唱歌曲“My Pen Pal”。教学重、难点：
1、教学重点是阅读Let's read中的两封电子邮件。
2、教学难点是能理解、认读句子：My twin sister Ann likes drawing picture and making kites．We look the same，but we don't like the same things．Tell me something about you． 课前准备：
1、教师准备录音机及录音带，课件。
2、教师准备A Let's learn部分的单词卡片和五年级下册第四、五、六单元Let's 1earn部分的单词卡片。
3、教师准备一个用汉语书写的信封与一个用英语书写的信封。教学步骤：
一、热身(Warm-up)
1、上课前教师播放歌曲“My Pen Pal''的录音，让学生跟录音轻声哼唱。
2、教师放五年级下册第四单元B Let's chant部分的歌谣录音，学生听录音边动作边说唱歌谣。
二、预习(Preview)
1、教师放A Let's learn和Let's talk部分的录音，学生跟读。
2、教师出示A Let's learn部分和五年级下册第四、五、六单元Let's learn部分动作单词卡片，同桌开火车操练句型：What is your hobby? I like„
3、“抢答”游戏 学生分成两组。每组轮流派一名代表上台抽卡片表演卡片上的动作，本组其他学用“He／She likes„”句型猜卡片上的内容，如果猜出就可以得分。
三、新课呈现(Presentation)
Let's read
1、教师问：“Do you remember Dalin，Xiaolin，Zhang Shu and Zhang Ren? They are twins．They look the same．Today，you'll get to know two more twins．”然后教师出示本部分的课件，指着图画上的两个外国小姑娘说：“Look at the two
girl.This girl has long hair．That girl has long hair，too．This girl has big eyes．That girl has big eyes，too．They look the same．What is she doing? She's drawing picture.What about the other girl? What is she doing? She's writing an e-mail．What are hobbies? Now let's read an e-mail．''然后学生打开课本仔细阅读第一封电子邮件。
2、教师放本部分第一封电子邮件的录音，学生仔细听的同时再细读一遍电子邮件。然后教师说几个句子，请学生判断正误。
Liu Yun is Alice's new pen pal．
Alice likes swimming，diving and making kites．
Alice's twin sister Ann likes drawing pictures．教师再放一遍录音，学生跟读然后核对答案。
3、教师说：”We all know Liu Yun is Alice's friend now．Liu Yun writes an e-mail to Alice．Let's read her reply．Please read the mail and tell me something about Liu Yun．“学生翻开课本阅读第二封电子邮件。读完后请学生试着说一说刘芸的爱好及家庭情况。
4、教师放第二封电子邮件的录音，学生跟读。教师指导学生完成Answer the questions的练习。教师再放一遍录音，学生核对答案。
5、如果时间允许，教师简要介绍一下英文电子邮件的格式。
Group work
1、学生进行小组内调查，问：”What is your hobby?''并可将对方的业余爱好简单记录下来。
2、学生进行汇报：“„likes„”，师生可共同评选出班里爱好最广泛的学生。
Goodtoknow
教师带读Good to know中有关英语信封各部分名称的词汇，让学生说说含义，然后教师出示一个汉语信封与一个英语信封，让学生进行比较。教师介绍一些相关知识。
Let's sing
1、教师放歌曲“My Pen Pal''的录音，学生先仔细听录音，然后跟教师读歌曲。
2、学生跟录音学唱歌曲。
四、巩固和延伸(Consolidation and extension)
1、让学生做本单元A Let's read部分的配套练习。
2、让学生听A部分的录音，读给同伴听。
五、Homework
1、让学生抄写本单元A Let's read部分，并背诵。
2、预习B部分let's learn部分。
教学后记：
第四课时 教学目标：
1、能够听、说、读、写五个动词的第三人称单数形式：lives，teaches，goes，watches，reads。
2、能够听、说、认读句子：Does your pen pal live in Shanghai? No，he doesn't．He lives in Beijing．
3、能够听懂、说唱歌谣”Tell me about your pen pal“。
4、能够听懂、理解Story time中的故事。教学重、难点：
1、教学重点是听、说、读、写掌握五个动词的第三人称单数形式。
2、教学难点是区别使用后缀s和es。课前准备：
1、教师准备录音机及录音带。
2、教师准备A、B部分let's learn的单词卡片。
3、教师准备一些动物单词卡片和第一单元Let's learn部分的单词卡片。
4、教师准备Story time部分的课件和一只玩具猴。教学步骤：
一、热身(Warm-up)
1、教师放第一单元Let's sing部分的歌曲”How Do You Go to School?“，学生听录音齐唱。
2、教师放歌曲”My Pen Pal“，学生听录音齐唱。
二、预习(Preview)
1、教师出示A Let's learn部分的单词卡片，同桌开火车拼读动词短语。
2、教师放A Let's read部分的录音，学生跟读。
3、师生对话。
三、新课呈现(Presentation)
1、教师板书：live，然后指着自己说：”I live in„ Where do you live in?''引导学生作答后教师出示一张动物单词卡片，如：fish，问：“What is this?''引导学生作答。教师继续问：”Does it live in the sky?“引导学生回答：”No，it doesn't.it lives in rivers．回答时教师有意强调lives的发音。教师在黑板上的live后加上s。教师依次拿出其它动物的单词卡片，用一般现在时的一般疑问句形式就动物的住所提问，引导学生作答。教师再问：“Does your father/mother/pen pal live in„?引导学生给出肯定或否定回答。教师板书：Does your father/mother/pen pal live in Shanghai? No，he doesn't．He fives in Beijing．教师向学生展示lives单词卡片，带读单词。
2、教师说：I teach English．Does Mr„teach English?”引导学生作答：“No，he doesn't．He teaches„，”教师板书：teaches(es可用另一种颜色标出)，然后再用几位其它学科的教师的名字提问，引导学生给出完整回答。
3、教师说：“I go to work by bus．How do you go to school?''引导学生回答： go to school by„“教师继续问：“How does your father go to work? Does you go to work by bus?”引导学生作答后板书：goes to work。教师继续提问几名学生：“Does your father／mother go to work by„?“引导学生作答。随后教学watches和reads。教师指导学生拼写单词。建议教师引导学生比较动词原形和其第三人称单数形式，并用这两种形式造句加深印象，让学生在比较中逐步掌握。
4、教师将本部分的单词卡片混在一起，快速展示给学生，学生读，然后同桌开火车进行问答操练。
5、“猜一猜“游戏
教师出示第一单元A Let's learn部分的单词卡片，任意抽出一张，问：“How does your aunt／grandmother／grandfather／teacher go to work?”学生猜：“He goes to work on foot／by subway／„”教师给猜对的小组加分。
6、教师放B Let's learn部分的录音，学生跟读。
7、学生看板书提示根据实际情况进行问答操练。
Let's practice.1、学生四人一组讨论用英语描述Bill的一天，并轮流用英语表达。
2、每个小组派代表上台介绍。
3、“考考你的记忆力”游戏
教师介绍某人的一天，然后请学生复述．
Let's chant
1、教师放第44页上歌谣的录音，学生跟录音说唱。
2、学生分组说唱歌谣。
Story time
，教师向学生展示Story time部分的挂图，指着图中的人物问：“What are they doing? What does Joe see? Does Joe like the monkey?”然后教师放该部分的录音，学生听录音跟读、分角色朗读。如果时间允许，教师指导学生进行对话表演。
四、巩固和延伸(Consolidation and extension)
1、学生做本单元B Let's learn部分的配套练习。
2、“吉姆的故事”游戏:
学生五人一组。第一名学生说：”Jim lives in the country．“第二名学生说”Jim lives in the country．He lives on a farm．“第三名学生说：”Jim lives in the country．He lives on a farm．He goes to work by car．“依次进行，每人在前面学生的基础上再加一句话。同桌之问也可以进行该游戏。
五、Homework
1、学生背诵并抄写本课四会单词。
2、预习Let's talk部分。
教学后记：
第五课时 教学目标:
能够听、说、读、写句型：Does she teach English? No，she doesn't．Yes．she does．
教学重，难点:
1、教学重点是四会掌握句型：Does she teach English? No，she doesn't．Yes，she does．
2、教学难点是在实际情景中正确运用所学对话。课前准备：
1、教师准备录音机及录音带。
2、教师准备B Let's learn的单词卡片和B Let's talk的课件。
3、教师准备卡片若干，正面写有人名，反面写有地名。教学步骤：
一、热身(Warm-up)
1、教师放歌曲”My Pen Pal“的录音，学生跟录音齐唱。
2、学生开火车介绍自己同桌的业余爱好，如：”„likes„其同桌说：No,I like„．“
3、教师放Let's chant部分的歌谣”Tell me about your pen pal''的录音，录音说唱歌谣。
二、预习(Preview)
教师出示B Let's learn部分的单词卡片，问：“Does your uncle live in„?Does he go to work by„?Does he read newspapers in the morning／evening? Does he watch at night?”学生根据实际情况作出肯定或否定面答。
三、新课呈现(Presentation)
Main Scene
教师引导学生看课件，教师说：“Look!Chert Jie is looking at some picture.Her mother is beside her.What are they talking about?”学生分角色朗读。教师可让学生试着用英语描述陈杰的笔友的情况。以下内容供参考：
He is from Canada．He lives in the city.He goes to school by bus．
Let's try
He tikes making planes．He likes swimming.学生听录音，做Let's try部分的练习Listen and circle.Let's talk
1、教师说：“Zhang Peng's mother is a teacher．What does she teach? Does she teach English?”教师出示Let's talk部分的课件，放录音，学生听录音阅读对话。教师出示主句型：Does he／she„?Yes，he／she does．No，he／she doesn't．然后教师引导学生回答刚刚提出的问题，逐步掌握肯定和否定回答。再放一遍, 学生跟读.2、教师说：“My mother is a teacher，too．Do you want to know more about her．Ask me some questions.“教师依次出示B Let's learn部分的单词卡片，提示学生根据上面的短语和黑板上的重点句型提问，教师作答。
3、教师指导学生进行替换练习。必要时，提示学生可以换一下对话里的人物，如：Does your uncle live in the city? Yes，he does．Does your grandma live in the country? No，she doesn't．
4、“寻找家园”游戏
教师准备一些卡片，正面写有人名，反面写有地名，如：city，country，village，farm，forest，mountain，nature park等。请一名学生上台抽取一张卡片，问台一学生：”Guess．Where does„live?''学生猜：“Does he／she live in／on„?”猜对的小组得一分。
5、教师指导学生书写四会句子。
Tick and say
学生听录音，然后完成书上的表格。
1、教师发给学生每人一张表格，表格内容见学生用书第52页。学生将个人信息填好后交给教师。教师请一名学生上台从一摞表格中抽取一张，告诉台下学生：“It's a boy／girl．”学生分成两大组，轮流提问，如：“Does he／she like drawing pictures? Does he／she goes to school by bus?”等等，看哪一组先猜出填写卡片的人是谁。
2、复习Pronunciation，Good to know和Story time的内容。
四、巩固和延伸(Consolidation and extension)
学生读Let's learn，Let's talk部分，读给同伴听。
五、Homework
1、让学生背诵并抄写B Let's talk1+1。
2、学生做本单元B Let's talk部分的配套练习。
教学后记：
第六课时 教学目标：
1、能够听、说、认读句子：They are very different．
2、能够完成Let's check部分的练习。教学重、难点：
本课时教学重点和难点是理解Let's read中的短文。课前准备：
1、教师准备录音机及录音带。
2、教师准备A、B部分Let's learn的单词卡片和B Let's read的课件。教学步骤：
一、热身(Warm-up)
1、师放第二单元Let's sing部分歌曲“Where Are You Going?”，学生一起拍手唱。
2、师放Let's chant部分的歌“Tell me about your pen pal”，学生跟录音有节奏地说唱。
二、预习（Review）
1、听录音跟读A、B部分Let's learn，Let's talk和A Let's read的内容。
2、师出示A、B部分Let's learn的单词卡片，学生就单词卡片进行问答练习，如：What is your hobby? Does your uncle live in Beijing?等等。
3、“单词”游戏
学生分成若干小组。教师报一个四会单词，如：stamp，各小组第一排的学生争取第一个起立拼出该单词，首先正确拼出单词的为本组赢得一分。
4、生交流汇报Task time的完成情况，如：“„is a„He／She goes to work at„He／She goes to work by„He／She lives in„He／She„in the evening”。
三、呈现(Presentation)
Let's read
1、师说：“Do you remember Alice and her twin sister? They look the same”，后教师指着班上的两名学生问：“Do they look the same?”引导学生给出否定回答。教师给出完整回答：“No，they don't．They look different．”教师板书different，带读。教师接着问：“Do they have the same hobbies?”引导学生说出否定回答：“No，they don't．”教师说：“They're very different．”教师向学生展示本部分的课件，指图中的孪生姐妹对学生说：“This is Alice.This is her twin sister．They look the same，but do they like the same things? Do they go to school together? Let's read．”教师放本部分的录音，让学生打开课本，带着问题阅读。
2、师指导学生完成Write the questions and the answers的练习。
3、师放Let's read部分的录音，学生听录音跟读。
4、四人小组读短文，然后请两、三个小组朗读短文。
Let's play
1、请一名学生上台，他心中想好某一个同学的名字，台下学生通过提问猜
这名学生是谁，如：“Does he go to schoo1 by bus? Does he like playing football／„?”也可进行男女生比赛，看哪一队用最少的does引导的问句猜出这名学生的名字。
2、四人小组做游戏。
Let's check
1、师指导学生完成Let's check部分的练习Listen and write the answers。
2、“记者招待会”活动
请一名学生上台扮演一位名人举行一次记者招待会，其他学生扮演记者。记者分别向“名人”提问，如：Where do you live? What does your mother do? What does your father do? What is your hobby? Do you have a pen pal? Where does he five?等等，扮演名人的学生尽量给出合情合理的回答。
四、巩固和延伸(Consolidation and extension)
1、学生背诵并书写本单元四会单词和句子。
2、学生读B Let's read部分，读给同伴听。
五、Homework
1、让学生背诵并抄写B Let's read部分。
2、学生做本单元的配套练习。
教学后记：
Unit 5
What Does She Do? 第一课时 教学目标：
1、能够听、说、读、写本课单词：singer，writer，actress，actor，artist，TV reporter。
2、能够理解、认读句子：What does your father／mother do? He's／She's a„。
3、能够听懂、会唱歌曲“My Family”。
教学重、难点：
1、重点是掌握A Let's learn部分的五种职业的英文表达，并能简单问答、介绍，表达自己的理想。
2、难点是在正确区分运用冠词an和a，如：an actress，a writer。课前准备：
1、教师准备本课的录音带。
2、师准备本课单词卡片、四年级上册B Let's learn部分的单词卡片she，he，it等代词卡片、一些名人的图片课件。
3、学生准备本课单词卡片。教学步骤：
一、热身(Warm-up)
教师放歌谣，学生边说边根据内容做一些动作。
二、预习(Preview)
“指手画脚”活动
教师把doctor，teacher，nurse，driver，farmer，baseball player等单词卡片面朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职名称。第一个猜出的学生抽下一张卡片继续做游戏。
三、新课呈现(Presentation)
Let's start
教师展示本部分的课件，然后对学生说：“I am a teacher．I teach lessons．”教师板书：teach，teacher。注意：teach和teacher用不同颜色的笔标出来。请学生观察两个词并说出差别。教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。注意提示学生dancer，driver，writer三个词是直接在原动词后面加r。
Let's learn
1、教师出示singer图片，示范朗读，让学生跟说并做动作。
2、教师出示一名歌手的照片，问：“What does she／he do?”引导学生回答：“She／He is a singer．”启发学生说出更多歌手的名字。
3、用同样的方法学习其他职业：writer，TV reporter。教师依次拿出几张演员的图片，问学生：“What does he do?”引导学生回答：“He's an actor．”然后教师再依次出示几张女演员的照片，问：“What does she do?”引导学生回答：“She is an actress．”教师提示学生在actress和actor前面要用an。
4、“快看快拼”活动
教师快速出示一张本部分的单词卡片，学生争取首先说出单词。
5、教师指导学生在学生卡片背面边拼读边描红。
6、“快看快说”活动
教师同时决速出示一张职业图片和she，he，Sarah中的任一张卡片，学生根据卡片上的内容快速说出一个句子，如：She is an actress．
7、教师向学生展示杂志上的名人照片，问：“Who's he／she? What does he／she do?”引导学生回答：“That's„He's／She's a„”
8、“对卡片、说句子”活动
学生把本课职业单词卡片正面朝上放在课桌上，随意抽取一张。教师也从自己的卡片中抽取一张，然后和学生同时说：“What does she do?”教师迅速向学生展示自己的卡片，和教师选同一张卡片的学生起立根据卡片内容回答：“She's a„”
四、巩固和延伸(Consolidation and extension)
Group work
1、教师依次戴上Amy，Chen Jie等人物的头饰，并介绍说：“I am Amy．I am going to be an artist．I am John．Iam going to be a／an„”然后向一名学生提问：“What are you going to be?”引导学生回答：“I'm going to be a／an„”
2、学生翻开课本第58页，在表格第一列填入要采访的同学名字，然后在教室里走动调查，完成表格，找出最受全班学生欢迎的职业。
3、Let's sing
五、Homework
1、学生抄写Let's learn部分单词。
2、学生做A Let's learn部分的配套练习。
教学后记：
第二课时
教学目标：
'
1、能够听懂、会说本课对话，并能做替换练习。
_
2、能够听、说、读、写句型“What does your mother do? She is a dancer．”并能在情景中运用。
3、了解元音／u：／，／u／和辅音／w／，／j／，／h／，／u／，／d3／的发音并读出例词。教学重、难点：
1、重点是掌握句型：What does„do? She／He is a／an„
2、难点是重点句型中问句的表达。课前准备：
1、教师准备本单元A部分单词卡片。
2、学生每人准备和教师相同的三套卡片和第四、五单元的音标卡片。教学步骤：
一、热身(Warm-up)
1、教师放C部分歌曲“My Family”的录音，学生跟唱。
2、“说出来，接力赛!“活动
全班学生分成几列站好。教师从本单元A Let's learn部分的卡片中随意抽取一张，每队的第一名学生A读出卡片上的单词并做出简单陈述，如：Writer,My father is a writer．然后站到队尾，如果不能正确表述则被罚下出局。教师再抽取一张卡片，每队的第二名学生说句子，依此类推。
二、预习(Preview)
Let's try
学生打开学生用书第59页，教师放录音，学生听音、选择。
三、新课呈现(Presentation)
Let's talk
1、“排列卡片”活动
学生两人一组将A Let's learn部分的单词卡片正面朝上放在桌上。教师打乱顺序读卡片上的单词，学生按教师读的顺序摆放卡片并读出卡片上的单词。然后，教师可以用句子描述卡片上的职业，如：I teach lessons．学生说出职业名称后排列卡片。
2、教师说：”My mother is a teacher．What does your mother do?请几名学生用“She is a(„)．”来回答。教师继续说：“My father is a farmer．What does your father do?”引导学生作答。教师板书并示范朗读句型：“What does your mother do?She is a TV reporter．”学生跟读、口拼句型。
3、教师放课文录音，学生跟读。学生两人一组做对话替换练习。
4、教师指导学生书写四会句子或完成活动手册上的书写练习。
Pronunciation
1、教师向学生展示该部分的课件，示范朗读音标／u：／，／u／，／w／，／j／，／h／，／tf／，／d3／，学生跟读。示范发／tf／，／d3／，学生跟读并摸摸自己的喉咙以感觉浊音的／d3／和清音的／tf／的区别。
2、教师引导学生通过拼读音标，尝试读出表格中的例词。然后教师放该部分的录音，学生跟读。鼓励学生说出更多含有本课音标的单词。教师指导学生完
成Read and match的活动。
四、巩固和延伸(Consolidation and extension)
Group work
1、学生在59页表格第一列的第2～4格中填人要采访的同学名字，(如不够用可写在空白处)，然后去采访班里同学：“What does your mother／father do?”如果时间允许，可以让几名学生汇报调查结果。
2、“语音乒乓”活动
学生两人一组，每组学生轮流说出一个音标及含有该音标的单词，如：
学生A：|w|
学生B：wood
五、Homework
1、学生背诵并抄写A Let's talk部分。
2、学生做Let's talk部分的配套练习。
教学后记：
第三课时 教学目标：
1、能够听、说、认读Let's read部分的对话，完成相应的活动。
2、能够运用所学语言完成Let's find out活动。教学重、难点：
1、重点是巩固句型：What does„do? He／She is a／an„
2、难点是理解、认读句型“How exciting!”和“How does she go to Hong Kong? She goes to Hong Kong by plane．，其中，第二个句型是为B部分内容的铺垫，建议课上适当操练。课前准备：
1、教师准备本单元A部分的单词卡片。
2、教师准备一个大的空盒子和一位朋友的图片和资料词卡。
3、学生准备一些名人的图片课件。教学步骤：
一、热身(Warm-up)”炸弹“活动
复习A Let's learn部分的职业词汇和Pronunciation部分的例词及含有该部分的词汇。
二、预习(Preview)
1、将全班分成两大组。教师从A Let's learn部分的单词卡片中任意抽取一张，举起来，两大组根据卡片内容做问答练习：What does he／she do? He's／She's a„
2、教师出示有关职业和家庭成员的单词卡片，请两名自愿上台表演的学生仿 A Let's talk部分内容做对话表演。
三、新课呈现(Presentation)
Let`s read
1、教师发给每名学生一张纸条，让学生在纸条上写下自己的名字、外貌特征将来想从事的职业。然后四名学生一组进行投掷比赛，如果谁能把纸团扔进前面的大盒子里，就可以大声说：”I'm going to be a／an(profession)．“如果纸团没有扔进盒子里，就没有机会大声说出自己将来想从事的职业。学生投掷进行得热
烈的时候，教师大声说：”How exciting!“然后在黑板上板书How exciting!教师适时说几次”How exciting!“然后带读：”Exciting!game is exciting．How exciting!“学生跟说。
2、猜一猜
教师从刚才游戏中使用的大纸盒里随意拿出一个纸团，把纸条上所写的人的特征和所向往的职业告诉学生，并提问：”Who's he／she?''请学生猜一猜：写这张纸条的学生是谁。
3、教师课前准备一个朋友的照片或简笔画，把该人物的相关信息分别写在纸上附在相应的照片后面，然后向学生介绍：“This is my friend．教师鼓励学生提问，如：What does she／he like? What does she／he do? Where does she／he work? How does she／he go to work?教师回答，如：She／He works.„She／He goes to work by„
4、学生分小组或同桌之间进行问答练习．
5、教师说：”Wu Yifan has an aunt and an uncle．Do you know anything about them?“学生回答。教师说：”OK．Now open your books and read the dialogue
6、教师向学生展示A Let's read部分的课件，指着照片上的两个人物问：“What does she／he do?”
7、教师放本部分录音，学生打开学生用书阅读短文，然后教师解答疑难点。注意：本部分的最后两个句子：How does she go to Hong Kong? She goes to Hong Kong by plane．是B Let's talk的主要句型。
8、教师指导学生完成Answer the questions的活动。
9、再放一遍录音，核对答案。
四、巩固和延伸(Consolidation and extension)
1、“嘟嘟”活动。
教师读课文的对话，用beep替换句中的一个词，然后让学生说出被替换的词并试着说出完整的句子。学生熟悉规则后，可以让程度较好的学生担任教师角色读句子。
2、“找一找，说句子”活动
同桌学生使用一本学生用书，翻开B Let's read部分。教师读其中的一句，学生争取首先用手指点出这句话，并大声读出来。
3、教师放第57页上的歌谣录音，学生跟说。
五、Homework
1、学生背诵并抄写A Let's read部分。
2、学生做练习册A Let's read部分的配套练习
教学后记：
第四课时 教学目标：
1、能够听、说、读、写单词：engineer，accountant，policeman，salesperson，cleaner
2、能够听、说、认读“How does he go to work? He goes to work by bike．并能在情景中运用。
3、了解Good to know部分的内容。教学重、难点：
1、重点是掌握Let's learn部分的五个职业名称，并能简单问答、介绍。
2、难点是熟练掌握单词：engineer，accountant，policeman，salesperson。课前准备：
1、教师准备A、B Let's learn部分的单词卡片和课件。
2、教师准备描述职业的词条。
3、学生准备A、B Let's learn部分的单词卡片。教学步骤：
一、热身(Warm-up)
1、教师放第57页上的歌谣录音，学生跟说。
2、教师放歌曲”My Family”的录音，学生跟唱。
二、预习(Preview)
“快闪”活动
教师从A Let's learn部分的单词卡片里任意抽取一张，快速展示给学生后放下，学生根据卡片上的内容说一句话。
三、新课呈现(Presentation)
Let“s learn
1、教师举起engineer的卡片，说：”Look at this man．What does he do?“引导学生回答后带读，学生跟读。让学生说说他们知道的工程师的名字，如：”My uncle is an engineer．“
2、用类似的方法学习其它词：accountant，policeman，salesperson，cleaner。
3、”排列卡片“活动
学生把本部分的五张卡片面朝上放在自己的桌上。教师打乱顺序读出其中几张卡片的单词，学生根据教师读的顺序排好卡片，然后大声读出卡片上的单词。
4、”选一选“活动
教师把五张单词卡片贴在黑板上，问：”What are you going to be?“引导学生回答。
5、教师把bike的卡片贴在engineer的下面，并介绍说：”He goes to work by
bike．“学生跟读。然后教师依次在accountant，policeman，salesperson和cleaner的卡片下面贴上交通工具的卡片，如：subway，bus，car，motor cycle等。教师问：”How does he／she go to work?“引导学生回答：”He／She goes to work by„“接着教师问学生：”How does your mother／father go to work?“并根据回答在相应的交通工具下打钩，调查一下哪种交通方式使用得最普遍。
6、教师指导学生边拼读边在学生卡片的背面描红。
Let's find out
1、学生打开学生用书第6l页，教师指导学生完成Let's find out部分的练习。
2、”指手划脚“活动
教师说本部分的一个句子，如：”He sells things．“学生用动作表现对应的职业。
四、巩固和延伸(Consolidation and extension)
”我比划，你来猜“活动
请五六名学生到教室前，第一名学生背对黑板，其他则面朝黑板站好。教师给第一名学生A看一张职业单词卡片或描述职业的词条，学生A猜一猜职业名称，然后用动作表演该职业，第二名学生B根据学生A的动作猜职业名称并根据自己的理解表演动作，以此类推，最后一名学生根据前面学生的动作说出职业
名称。
2、Good to know
教师出示一张男警察的图片说：”A policeman．“然后教师再出示一张女警察的图片并问：”Is she a policeman?“引导学生回答：”No，she isn't．She is
policewoman．“同法介绍其它职业的不同表达法。
五、Homework
1、学生背诵并抄写B Let's learn部分单词。
2、做练习册B Let's learn部分的配套练习。
教学后记：
第五课时 教学目标：
1、能够听懂、会说本课对话，并能在情境中运用。
2、能够听、说、读、写句型”Where does she work? How does she go to work?“并在情景中运用。
3、能够理解Story time的故事内容。教学重、难点：
1、重点是掌握句型：Where does she work? How does she go to work?
2、难点是正确使用本单元重点句型。
3、建议教师为学生提供部分工作场所名词，句型教学可参考第一单元内容。课前准备：
1、教师准备A、B Let's learn部分的单词卡片、家庭成员卡片和一些交通方式的卡片。
2、教师准备Story time部分的课件。教学步骤：
一、热身(Warm-up)
”少了什么?“活动
教师把A、B Let's learn部分的职业卡片和家庭成员卡片贴在黑板上，学生观看记忆两分钟后闭上眼睛，教师快速拿掉其中一张卡片，然后学生睁开眼睛找出拿下的是哪张卡片，第一个找出来并正确读出单词的学生可以得到这张卡片。
二、预习(Preview)
1、教师放第一单元歌曲”How Do You Go to School?''的录音，学生跟唱。在热身活动中得到卡片的学生开始把卡片传给后面的同学，依次传递，歌曲结束时，得到卡片的学生用卡片上的单词说一个句子，如：„is a„
2、Let's try
学生打开学生用书第62页，教师放录音，学生听音、勾出正确的选项。
三、新课呈现(Presentation)
Let's talk
1、教师说：“I go to school by subway．”在黑板上板书：subway，学生跟说，然后教师启发学生说出其它的交通方式，教师把学生想到的交通方式依次写在subway的下面。教师说：“1 work in a schoo1．”然后把school写在黑板上，启发学生说说不同的工作场所名称，如：post office，hospital，computer／shoe/car/„company等。
2、“贴卡片”活动
教师说句子，如：My mother works in a car company．She's an accountant．She
goes to work by bus．持有mother，bus和accountant卡片的学生快速跑到黑板前把卡片贴在Car company的旁边。
3、教师就黑板上的内容和学生做对话练习，如：What does your mother do?Where does she work?How does she go to work?教师板书“Where does she work?”和“How does she go to work?”，示范朗读，学生跟说。学生两人一组根据黑板上的语言提示做对话练习。
4、“看卡片，说句子”活动
5、教师放本部分的录音，学生跟读。学生两人一组读课文对话。
6、学生两人一组做对话替换练习。
7、教师指导学生书写四会句子。
四、巩固和延伸(Consolidation and ex tension)
Group work
学生在教室里走动并采访几名同学，如：Where does your father work? How does he go to work?并记录在自制的表格内。调查结束后，请几名学生汇报调查结果，如：Sarah's father works in a schoo1．He goes to work by subway
Let's check
做C部分Let's check练习，学生听音打勾。
Story time
教师向全班学生展示本部分的课件，根据故事的内容提几个问题，带问题听录音阅读故事。
五、Homework
1、学生背诵并抄写B Let's talk部分。
2、学生做B Let's talk部分的配套练习。
教学后记：
第六课时 教学目标：
1、能够听、说、认读Let's read部分的短文，完成相应的活动。
2、能够运用所学语言较好完成Task Time部分的活动。教学重、难点：
1、重点是操练巩固本单元11个职业名称和重点句型：What does he／she do?Where does he／she work? How does he／she go to work?
2、难点是帮助学生理解短文中的新语言，如：help the bank use their money likes helping people，help tourists find their way。
3、教师课前让学生预习Task Time部分的内容，必要时做些记录。课前准备：
1、教师准备A、B Let's learn部分的单词卡片。
2、教师准备一个计时表、Main scene部分的课件和B Let's read部分的教学课件。
3、教师准备长卡片，上面写有职业选择建议，如：If you like drawing，you can be engineer． 教学步骤：
一、热身(Warm-up)
1、“翻卡”活动
学生两人一组，将A、B Let's learn部分的单词卡片面朝上放在自己的课桌上,教师打乱顺序说卡片上的词或说一句与卡片内容相关的句子，学生争取第1个把相关的卡片翻过去。
．
2、“10秒钟最佳者”活动
教师把A、B Let's learn部分的单词卡片贴在黑板上，学生三人一组，其中，学生A是命名者，学生B是学生，c是裁判员。教师说：“Go!”学生A在十秒钟内说职业名称。时间到，教师说：“Stop!”各组的学生B和学生c报告本组的学生A说对了多少单词，看谁说的单词最多。每组学生交换角色继续做活动。
二、预习(Preview)
教师展示Main scene部分的课件，学生看图并回答教师的问题，如：Who is that man? What does the man do? Where does he work? How does zip go to school?然后教师提供给学生一些头饰、道具等，让学生自编对话表演。
三、新课呈现(Presentation)
Let“s read
1、教师问：”What are you going to be?“学生回答。教师问：''What's your hobby?
学生回答。教师继续问：”What subject do you like best?''学生回答。教师根据学生的回答向学生出示相关的择业建议，如：If you like math，you can be an accountant．“教师说：”I have some more tips here．“然后把剩余的字条全翻贴在黑板上。
2、教师说：”Would you like to know three new friends? They have different
hobbies and they have different jobs．Please open your books and read the passage
3、教师出示本部分的课件，指着第一幅图问：“Who's this woman? What is her
hobby? What does she do? Where does she work? How does she go to work?”让学生带着问题阅读，读后回答问题。
4、同法学习后面两段的内容。教师解释难点，如：“He helps the bank use their
money well．She often helps tourists find their way．”等。建议教师适时告诉学生，要丰富自己的业余生活，培养广泛的兴趣爱好。
5、教师放本部分录音，学生跟读。
6、教师指导学生完成Answer the questions．的活动。
7、“嘟嘟声”活动
教师快速读课文，故意用beep替换句子中的一个单词，学生听后说出被替换掉的单词并试着说出整个句子。
四、巩固和延伸(Consolidation and extension)
_
Task time
1、教师指导学生根据语言提示完成My parents中的表格，让学生两人一组，学生A问学生B表格中的问题，学生B根据自己填写的内容回答，学生A将内容记录在My partner's parents的表格里。然后两人互换角色，学生B提问，学生A回答，最后两人比较表格所填写内容是否一致。
2、你问我答
学生五至六人一组围坐成一圈，学生A站在圈中心，其他学生询问其家庭成员的工作情况，如：What does your uncle do? How does he go to work? What does he work?等。然后由学生B站到圈中心，其他学生提问。
3、“同号争魁”活动
学生四至六人一组，依次编号。教师报一个号码和一个职业名称，各小组有
此号码的学生到黑板前写出单词，第一个正确写出单词的学生可为本队得一分。
五、Homework
1、让学生背诵并抄写B Let's read部分。
2、学生做B Let's read部分的配套练习。
教学后记：
：
Unit 6
The Story of Rain 第一课时 教学目标：
1、能够听、说、读、写A Let's learn部分的黑体单词：stream，rain，cloud，sun听、说、认读白体单词：vapour。
2、能够听、说、认读白体句子：Where does the rain come from?
3、能够完成Let's find out的任务。
4、学唱歌曲“Little Water Drop”。
5、了解水结成冰的相关知识。教学重、难点：
重点和难点是Let's learn部分的四会单词：stream，rain，cloud，sun和三会单词vapour。教师要启发学生开动脑筋巧记单词，并结合所给句型替换关键词，在情景中学习新单词，逐步达到掌握要求。课前准备：
1、教师准备A Let's learn部分的课件和单词卡片，准备四年级下册第四单元B Let's learn部分rainy的单词卡片。
2、教师准备实物投影仪、录音机及录音带。
3、教师准备一大张空白画纸，一个小玩具。
4、教师准备四年级下册第四单元B部分的歌谣录音带。
5、学生准备A Let's learn部分的单词卡片。教学步骤：
一、热身(Warm-up)
教师放四年级下册第四单元B部分的歌谣录音，学生跟说歌谣并做出相应的动作。
二、预习(Preview)教师说：“We drink water every day．We need water every day．What else needs water?”教师出示Let's start部分的课件，引导学生看图回答：Trees／Flower／Animals／Birds need warm．Fish needs water，too．教师可以启发学生，想出更多动植物、昆虫名称，然后继续问："Where does water come from?'引导学生回答：
第五篇：六年级英语教案[定稿]
六年级英语教案——Recyle 1 教案
一、教学目标与要求
1.用一般过去式连贯表达一段发生过的事。
2.理解Read and answer内容，并能完成相关练习。
3．学唱歌曲“I went on a holiday”。
二、教学重、难点分析
用一般过去式连贯叙述一段事是本课时的难点，要求老师在正确示范的基础上带领学生进一步熟悉掌握。
三、课前准备
1．教师准备本课时所用的磁带、VCD。
2．教师准备小玩具一个。
3．学生制作棋子一副。
四、教学步骤和建议
1．热身（Warm-up）
(1)
播放歌曲I went on a holiday,学生跟唱。
(2)Throwing game：同学间互相抛接一个小玩具，得玩具者必须说出一个和trip相关的单词或短语，前后不能重复。
2.预习（Preview）
日常口语练习。
内容可参考：Where did you go on the holiday?
How far is … from …?
What’s the weather like in …?
What did you do there?
Do you like taking a trip/ hearing good news? 3.新课呈现（Presentation）
(1)
教师：I have 2 pieces of news for you.One is good, the other one is bad.Which one do you want to listen first? 在黑板的两侧分别板书：Bad news 和Good news。接着介绍：The bad news is I was false in the examination last year.The good one is I worked hard than before then I passed the examination this year.(2)
请学生讲几条bad news，鼓励全班大胆设想，把bad news变成good news。
如：S1: It’s rainy today, but I have no umbrella.S2: I have a umbrella, I can go home with you.S3: Your dad will give you a lift.S4: You can enjoy the beautiful city in the rain.教师鼓励学生创造性地表达，并对学生进行适时的辨证主义教育。
(3)
从学生讲述bad news引入Mike lost the suitcase这则故事。播放课文录音，学生静听两遍后，合上书本，完成Read and tick or cross练习。
(4)
学生阅读课文，教师指导。(5)
请学生根据各自阅读情况，从课文中摘抄一些单词，每次请一位同学板书，其余学生根据这些单词抢答说一些简单的语句（可以是原文，也可以是学生自己的话）。可以通过小组竞赛的方式进行。
(6)
Group work：小组讨论完成书本的Good news and bad news game.(7)
播放歌曲I went on a holiday录音或VCD，学生跟唱。
４．巩固和扩展(Consolidation and extension)
(1)兔子耳朵。教师匀速朗读一段课文，其中会有词漏读或加词，让学生找出错处并记录，比一比谁的耳朵最尖。如果学生的听力不错，教师可适当加快语速。
(2)Ladders and slides.以下棋的形式进行句子表达练习。棋子的每一格都有一个单词，学生走到一个就要讲一句包含上面单词的话，最先到达终点者获胜。
(3)辩论赛。教师提供一个Topic，如：The tourism is good/ bad for our dairy life。将全班分成两组，抽签决定各自的主题，进行一定时间的准备讨论，然后以辩论赛的形式各自陈述自己的理由，理由充分又正确者为胜。
（4）完成活动手册配套练习。
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