以此引出本单元新单词：nice \\ a bit \\ shy \\ clever \\ naughty 出示卡片，学习新单词。 Two: Learn the new lesson. Listen to the tape .Try to read the text. Translate the sentences. Listen to the tape again, read follow the tape. Read the text, boys and girls. Step Two: Talk about the pictures. Close your books, show the pictures (parrot， Xiaoyong， Maomao， Ms Smart) Example :( 1) This is Parrot. Parrot is a very naughty bird. (2) This is Xiaoyong . He’s a clever pupil. Step Three: Using adjectives to describe person.利用实物投影展示学生带来的照片。(Describe the person using the adjectives （三）巩固新知Game: 接龙游戏 Example: A: I’m XiaoLan. I’m a bit shy. B: XiaoLan is a bit shy. I’m ZhangYong. I’m very nayghty. C: ZhangYong is very naughty. I’m Jim, I’m a nice boy. （四）作业布置Homework: （五）小结：用简单方法介绍人和他的特征。
板书设计 教学反思 课 题 课 时 教 学 内 容 Module1 2课时 Unit 2 He’s cool. 1. Words and phrases: cool \\ little \\ cute. 知识与技能 教 学 目 标 过程与方法 对比、家庭成员的特征 情感态度 与价值观 教学重点 2. Sentences: This is this is my big brother, He’s cool. 根据每个人的特征并用适当的词来修饰。 Words and phrases: cool \\ little \\ cute.
教学难点 Sentences: This is this is my big brother, He’s cool. 教 法 讲授、对比 学 法 合作探究 教学准备 图片 点读机 师生双边活动 二次备课 （一）导入：Song: Row Row Row your boat. B: Free talk: Using adjectives to describe the poem. （二）探究新知Step one: Warmer: Using the adjectives to describe your classmates. Example: ① This is Xiaoyong. He is a clever pupil. ② This is Yuanjiaqi. She’s very clever, but she’s 教 a bit shy. 学 Step Two: Listen and point. 过 程 (1) Point out the different meanings of the word “cool”. In this unit, “cool” means fashionable, and it is most commonly used to mean “quite cold”. The word “cool” has other meanings as well, but they are ones that the students are unlikely to come across in the future. (2) Listen to the tape and underline the new words. Write down these adjectives on the board, and then learn these new words. Listen to the tape again. Read the text. Close your book. Use CAI shows the
pictures of text. Choose some students to describe the pictures. Step Three: Listen and say, then say the poem and do the actions. Play the spoken version of the poem. And have the students. Repeat each line. Play the tape and have the students. （三）巩固新知Tell the students that they are going to work in groups of three or four. Do the AB unit 2. Game: Explain that they are going to play a game where they have to whisper some information to their classmate. That classmate has to whisper the information to the next person. The last person. That person has to say that he \\she heard. Then, the other students listen carefully to find out if the message has changed at all. （四）作业布置Homework: （五）小结：能用英语表述一个人的性格 板书设计
教学反思 课 题 课 时 教 学 内 容 Module 2 2课时 Unit 1 London is a big city. Words and phrases: capital, about, beautiful, be from Sentences: I’m from London. 知识与技能 教 学 目 标 过程与方法 情感态度 与价值观 London is the capital of England. It’s very big and very beautiful. Grammar: the present tense 单词、课文和对话 了解国外著名的旅游景点 Words and phrases: capital, about, beautiful, be from 教学重点 Sentences: I’m from London. London is the capital of England. It’s very big and very beautiful. 教学难点 Grammar: the present tense
教 法 引导 范例教学法 学 法 合作探究 教学准备 单词卡 点读机 师生双边活动 二次备课 （一）导入：A: Chant: This is a little girl, and she has a little curl. And when she is good, she is very, very good. And when she is bad, she is very, very bad! B: Talk Free: T: Hello! Boys and girls. I’m a teacher. Are you a teacher? S1: No, I’m not. S2: No, I’m a pupil. T: Are you naughty? S3: No, I’m not. 教 学 过 程 T: Are you clever? S4: Yes, I am.…… （反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy, clever, nice, cool.） （二）探究新知 Step 一、导入 利用卡片教授“capital”， 反复领读，读熟之后带入句子“London is the capital of England.”中。Then translate it into Chinese. 找生用英语说出“北京是中国的首都。”鼓励学生踊跃参加抢答赛“说首都”，学生可以用中文说。 Step 二、新授 在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来了一本关
于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，于是就请Amy 向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。 今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。 请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生在地图上指出伦敦的位置。 再放一遍录音，让学生在自己的书上勾出描述城市的形容词 （nice, big, beautiful, small）。 请学生根据插图和上下文猜一猜每个生词的意思。“beautiful”一词教师要反复示范，借助肢体语言帮助学生读清并理解这一单词。个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色大胆试读，教师及时给予表扬。 （三）巩固新知练习 完成SB 第一单元活动3。 把全班分成两人一组，分别扮演 Amy 和 Lingling，进行问答练习。 例如：1、A: What’s this? B: It’s a book about London. It’s very nice. 2、A: What’s the capital of England? B: It’s London. （四）作业布置 （五）小结：去描述一个名胜古迹的特征
板书设计 教学反思 课 题 课 时 教 学 内 容 Module 2 2课时 Unit 2 It’s very old. Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s 知识与技能 long and wide. Grammar: Using adjectives to describe cities 教 学 目 标 过程与方法 培养学生的探究能力，鼓励学生积极思维，挖掘运用语言的情感态度 与价值观 创造能力。 and buildings. 描述、对话 Words and phrases: long, wide, many, river, old, 教学重点 famous Sentences: This is the River Thames.
It’s long and wide. Grammar: Using adjectives to describe cities and 教学难点 buildings. 教 法 引导 探索 范例教学法 学 法 合作探究 教学准备 单词卡 录音机 师生双边活动 二次备课 （一）导入：A: Song: Chant: This is a little girl. B: Talk about: Using adjectives to describe a person’s personality and London. （二）探究新知Step one、 Warmer: Revise adjectives. Tell the students that I am going to say an adjective. They have to find something in their books that the adjective describes. Ask two or three 教 students to say which object the chose. 学 Example：T: It’s big. S1: 过 程 (points to London) London. S2: (points to elephant) Elephant. S3: (points to Beijing) Beijing. Do more examples with the class. Step two、Listen, point and say: 1、Listen, point and find out the new words and underlime them. Then revise them using cards or pictures. (Write down these words on the board.) 2、After doing this, tell the students to close their books. I am going to say the first
word of a two-word place name. These places are all in London. The students have to say the second word of the two-word name. Example: T: Buckingham… Ss: …Palace. T: Hyde… Ss:…Park. 3、Have the students continue the activity in pairs. They should take turn to say the first word. 4、Showing four pictures on the screen about \"London\\"Tower Bridge\". (Write down these words.) The same time, I am going to read the text for the students. Have them remember the sentences. The second times, ask some students to introduce the pictures. 5、Games: Guessing game. 6、Do AB Unit 2 exercise 1. Quiz: Listen and say the answers. 7、Showing AB Unit2 exercise 2 on the screen. Do this exercise together. （三）巩固新知Step three Practice 1、Do SB Unit2 activity 4. Listen and point. First, have students say something about these pictures. Then listen and guess which one is right. 2、Do AB Unit2 exercise 4. Write about your school building. Step four、 Learn to sing 1、Have the students look at the picture
and describe it (children playing a game). 2、Tell the students that this song, 'London Bridge is falling down' is a traditional English song. Explain that London Bridge is a very famous bridge in London. 3、Play the spoken version of the song and have the students repeat each line. Play the tape and have the students sing the song. 4、Explain the actions and have the class sing the song again. Choose some students to come to the front and play it. Let's see \"Who is the winner?\" Have the students sing and do the actions after class. Games: 1、Guessing game Tell the students that I am going to say adjectives and they have to think of some places in China that these adjectives describe. Example T: Old. S1: Great Wall. S2: Palace Museum. （四）作业布置Step five、 Homework Country Language Big/Small London My Hometown
（五）小结：了解英国的四大名胜古迹 板书设计 教学反思 课 题 课 时 教 学 内 容 Module 3 2课时 Unit 1 Robots will do everything. 1.Sentences: One day, robots will do everything. 知识与技能 2. Words and phrases: robot everything one day housework learn our that 3. Using will to describe things in the future 教 学 目 标 过程与方法 Describing things in the future and talking about abilities 情感态度 与价值观 教学重点 对机器人将来能力的期待 1.Sentences: One day, robots will do everything.
2. Words and phrases: robot everything one day housework learn our that 教学难点 教 法 情景 范例 引导 学 法 合作交流 教学准备 Card 点读机 师生双边活动 二次备课 Using will to describe things in the future （一）导入：(1) Warming up: ---Greeting. Listen and act : e.g. wash clothes watch TV run walk play the flute play football jump do homework make a cake row a boat play table tennis (运用肢体语言来复习动词及动词词组，为本课will 的学习做好铺垫) （二）探究新知(2) Presentation: Show a robot to the class and say “Today we’re 教 going to talk about the robots.” 学 Describing the robots, it can sing. It 过 程 can dance. One day, robots will do everything. (运用图片展示robot的含义) Ask to the students “What else will the robots do?” Show the CAI to students. (让学生看课件了解机器人能做什么不能做什么) Now show the text to the students. Look at the book and ask. What can Daming’s robot do? Will robots do the housework? Will robots help children learn?... Write the answers on the board: It can walk.
Then drill this sentence and then change the word “walk”. Talk about the sentences: They will do the housework. They will help children learn. Write the sentence on the board One day, robots will do everything. (用磁卡带替换动词及动词词组，让学生运用所学。同时理解one day的含义) Continue the words learning: housework help children learn„ In groups, talk about the robots then report. （三）巩固新知(3) Practice: Do exercises in AB. In pairs act the text. Draw a robot and say what the robot can do .In pairs or in groups then report. Production: Look at Exercise 3 in the book and talk about what the robots will do in the future. Game: Guess what their robots will do. Then act. （让学生先画出自己的机器人，并展示给其他学生看，让其他学生猜一猜。运用任务并检查。） （四）作业布置Homework: （五）小结：动词一般将来时态也可以表示对未来的期待和预想
板书设计 教学反思 课 题 课 时 教 学 内 容 Module 3 2课时 Unit 2 On Monday I’ll go swimming. 1.Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 知识与技能 教 学 目 标 过程与方法 情感态度 与价值观 教学重点 2. Sentences: On Monday I’ll go swimming. Will you play football on Monday? Yes, I will.../No, I won’t. 课文、歌曲、游戏 一般将来时可以表示今后打算 Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Sentences: On Monday I’ll go swimming. 教学难点 教 法 情景 范例 引导 学 法 合作交流 教学准备 录音机 师生双边活动 二次备课 Will you play football on Monday? Yes, I will.../No, I won’t. （一）导入：Warming up Write the numbers1-7on the board. Write the words Monday to Sunday under the numbers. Have them predict the meaning of the words, Monday, Tuesday and so on. Point to the words and say them. Have the students repeat them. Now tell the students that you are going to say a day and they have to use an ordinal 教 学 过 程 number and say which day is it. （二）探究新知Now point ,ask and answer Have the students suggest activities that they do and write a list on the board .e.g. play football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school, walk in the park, play with a friend, do homework. Then draw the following calendar on the board: Monday ay Friday Saturday y TuesdWednesday SundaThday
Have the students copy the calendar in their exercise book .They should write activities on the calendar. Then have the students work in pairs and tell one another what they will do on the seven day of the week. e.g.S1: On Monday I will watch TV. S2: I will do my homework on Monday. （三）巩固新知Listen and say ,then sing and clap Before singing the song Have the students look the picture and say what type of song this is. Have the children say the names of any clapping songs or games they know. Then act. While singing the song Play the tape and let the student listen to the melody. Then play the spoken version of the song and have the students repeat the line. Divide the students into seven groups. Asking each group a day of the week respectively. Have the students in each group write their day on a piece of paper. Explin that they must hold up their day of the week as they sing that word in the song, now have the class sing the song. （四）作业布置Homework （五）小结：一般将来时可以表示今后打算、还有will=’ll
板书设计 教学反思 课 题 课 时 教 学 内 容 Module4 第一课时 Unit 1 Will you take your kite？ 1 words and phrase：picnic take great ball why beacause so 2 Sentence： We’re going to have a picinic 知识与技能 教 学 目 标 Will you take your kite？ Yes，I will./No, I won’t. 3 Grammar: Talk about plan 过程与方法 单词、课文和句型
情感态度 与价值观 正因为是春天、一野餐形式做准备 words and phrase：picnic take great ball why beacause so 教学重点 Sentence： We’re going to have a picinic Will you take your kite？ Yes，I will./No, I won’t. 教学难点 Grammar: Talk about plan 教 法 情景教学法、直观演示法、TPR教学法、 学 法 合作交流 教学准备 点读机 单词卡 师生双边活动 二次备课 （一）导入：A: Songs: London Bridge Following Down B: Free talk: Our school （二）探究新知New concepts: Step1: Warmer: Teacher show some pictures about the 教 学 S1: This is Big Ben. It’s very old and 过 very beautiful. 程 “Hyde Park River Thames” S1: This is Hyde Park. It’s very beautiful. S3: ... Step2: Listen and point. T: It’s a ball. (Show the ball) I’m going to play ball. Will you play with me? S2: Yes, I will. T: I’m going to go to Hainain. Will you
take a ball? (同时板书) S2：No，I won't. Step3: Teacher shows the cards about the new words. Students follow the teacher .The students read one by one .I play the tape and the students follow the recorder. S1: Will you go to Huanren tomorrow? S2: Yes, I will. S3: Tomorrow we’re going to have a Music lesson. S4: No, I won’t. Will和going to 的用法评出最好的一组。 （三）巩固新知Game：A： Two students play a game ．They choose one food or one object and do the action. S1: Will you take some noodles? S2: No, I won’t. S1: Will you take a cake? S2: Yes, I will. B: Four students look some pictures and tale about. A: We’re going to go to Hainan tomorrow. I will take my coat and my hat. Will you take your swimsuit? （用CAI） B: No, I won’t. I’ll take my coat, too. Will you take your gloves? C: YES, I Will„ D: 评出最佳一组给sticker （四）作业布置：
（五）小结:通过简短的幽默对话初步接触动词的一般将来时 板书设计 教学反思 课 题 课 时 教 学 内 容 Module4 第二课时 Unit 2 Will it be hot in Haikou? 1. Words: weather hot cold sunny snow rain windy 2. Sentences: Will it be hot in Haikou? 知识与技能 Yes, it will. / No， it won't. 3. Using “will” to describe weather in the future. 教 学 目 标 Describing weather in the future and talking 过程与方法 about weather. 情感态度 与价值观 用英语进行对天气的预想 1. Words: weather hot cold sunny snow rain 教学重点 windy 2. Sentences: Will it be windy in Beijing?
Yes, it will. / No， it won't. 教学难点 教 法 情景 范例 引导 学 法 合作交流 教学准备 多媒体课件、衣服图片、文具图片、花。 师生双边活动 二次备课 Using “will” to describe weather in the future. （一）导入：Warming up: Look say and act: (复习学过的有关天气的形容词，为本课的学习打好基础） （二）探究新知Presentation: Show a map pf China. Write city’s name on the map. Show the cards of weather to students. And hot cold rain sunny snow windy listen to the tape then point to the pictures. 教 学 write the words. 过 Learn the words and draw the pictures in 程 Draw the simple pictures on the board. And the exercise books. (同时讲解 rain与 rainy 的区分) Show the robot to the students and say “The robots will do everything. So the robots will broadcast the weather, too. Now let’s act. Listen again and repeat the text then act (表演机器人天气预报员，以小组的形式操练句型) Show CAI to students. (看课件，模仿并跟读，引出本课的重点句子，板书句子。) （三）巩固新知Practice: Game: Listen
and stick. Listen to tape and stick the cards on map. （ 听一听，贴一贴的活动调动了学生的积极性，训练了学生的听做能力。它是让学生听到某地的天气情况，把相关的图片与城市连在一起。） Do this game in groups or in pairs. Do the exercises in AB. (4) Production: Look at the CAI and ask “What will the weather be?” （出示各种天气的课件，展开游戏，让学生运用 “Will it ______________? ” 来提问。） In groups or in pairs to continue the game. （四）作业布置Homework : （五）小结：问天气情况Will it be _________? 板书设计 教学反思 课 题 课 时 教 学 内 容 Module5 第一课时 Unit1 I was two then.
The Ss can describe the past. Using the simple past tense. They were young then. I was two then. 知识与技能 教 学 目 标 The Ss can grasp the new words and phrases. Using the simple past tense of the irregular verb “be” to talk about the past. Cultivate the Ss’ cooperation. 过程与方法 情感态度 与价值观 教学重点 讲授、接触过去时 看图回忆过去 The Ss can grasp the new words and phrases. Using the simple past tense of the irregular verb “be” 教学难点 to talk about the past. 教 法 情景 范例 引导 学 法 合作交流 教学准备 课件、图（卡）片。 师生双边活动 二次备课 （一）导入：Sing the song “OH, we love holidays.”( 调动学生的学习兴趣，营造英语教学气氛 ) 教 学 E.g. tall, short; fat, thin; big, small 过 etc. Have the Ss make the sentences with the 程 Review some adjectives. pictures.( 为后面的课文教学做铺垫) 3. Free talk Have the Ss talk about countries and their capitals (the USA an d China) （二）探究新知Leading
Take out a photo of my family. Then introduce it. “It’s old. Because I was four then. Look, there are my parents. They were young then. But now they are old.” Point to me and say “I was fat and short then. Now you can look at me.” Then get the Ss to look at today’s story. ( 教师可以通过肢体语言及神情让学生领会这段英语的意思。) Write the sentences on the board. And mark “were, are, was, is” ╱They were young then. ╱ I was four then. ╲They are old now. ╲ Now I am thirty. Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is” when we describe the present. (板书明确，再通过句式操练，学生更容易理解，并加深印象。) 3. Teach the words with the pictures. Then have the Ss say the sentences with the wards. “Grandparents are grandma and grandpa.” e.g. “Who are they? They are my grandparents.” Compare “now” and “then”. Then say the sentences. Teach “hair” with pointing to Ss’ hair. Explain “Cute means very lovely” Listen to the tape. Then repeat. Have the Ss act out the story in groups.
（三）巩固新知Point and say. Using the multi-media. Have the Ss look at the pictures. Then say the sentences with the present and the past tense. ( 教师运用多媒体课件教学，让学生感知语言内容，调动学生的视、听觉，参与学习中来。 ) 2. Do the Activity Book.Tell the Ss to bring a photo of themselves or their relatives to class. The photo should show them or their relatives when they were young. Then have the Ss come to the front to show and talk about their photos. （四）作业布置 （五）小结Read and write the new words and sentences. Do Activity III. 板书设计 教学反思 课 题 Module5
课 时 教 学 内 容 第二课时 Uint2 They were young. Sentences: They weren’t old then. They were young. Grasp the simple past tense. And using the past 知识与技能 tense to talk about some changes. 教 学 目 标 Have the Ss say the chant. Have the Ss valve their time. 过程与方法 培养学生听、说、读、唱、做以及语言交际的能力。 情感态度 与价值观 说曾经的自己 教学重点 Sentences: They weren’t old then. They were young. Grasp the simple past tense. And using the past tense 教学难点 to talk about some changes. 教 法 情景 范例 引导 学 法 合作交流 教学准备 课件、磁带、图（卡）片。 师生双边活动 二次备课 （一）导入：Have the Ss retell the story. Check up Ss’ homework.( Activity IV) 教 学 the Ss interest in English) 过 （二）探究新知Leading 程 Get the Ss to act out the dialogue. (Have Describe the photos or pictures with comparing the present and the past. Tell the Ss “wasn’t”and “was not” are the same. And “weren’t” is the same as
“were not”. Play the tape and have the Ss listen and find out the adjectives. And report them.( Review the adjectives and find out the differences) Learn the chant. First, get the Ss to look at the pictures and describe them. (A small chick and two big fat hens.) Then play the spoken version of the chant and get the Ss to repeat the words then chant. （三）巩固新知Listen and repeat. Chant and do the mimes at the same time. Have the Ss do Activity IV. Look at the pictures. Compare “now” and “then”. Then describe the pictures. (Cultivate the Ss’ oral English.) 4. Do the Activity Book. Have the Ss work in groups. Sa will act out Sb who was in many years ago. Then Sc will introduce the two Ss. Find out some changes with the past and present tense. （四）作业布置 （五）小结：接触一般过去时 板书设计 课 题 课 时 教 学 内 容 1、知识目标： 教 学 目 标 Module 6 第一课时 Unit1 Can I have some sweets ? A、能听懂会说本课语 Can I have some sweets/bread/fruit/biscuis? B、能够用Yes ,you can ,Sorry ,you can`t.进行问答练习。 2、能力目标：能自己请求需要一些东西，并作出正确的回答。 3学生在游戏和歌曲中熟练运用交际用语的能力。提高学生的口语水平。 教学重点 能听懂会说本课语言。Can I have some sweets/bread/fruit/biscuits? 能够用Yes,you can .Sorry,you can’t.进行问答练习。 教学难点 难点：能够灵活运用本课的交际用语进行拓展交际。 1. Listening to the tape. 教 法 2. Group work. 3. Using cards. 1. Listening to the tape. 学 法 2. Work in groups. 3. Learning words with the cards 教学准备 tape-recorder, tape, cards 师生双边活动 Step1: Warmer(热身) 1、老师课件播放歌曲《Happy birthday to you》，师生边跳边唱英文生日歌曲。 Step2: Lead in new class(复习导入) 1、 T: Stop! Please look here and answer my question. （师跳起来说：）“ Can you jump high ?” Ss:(学生配合老师做出动作，并回答：)“Yes , I can ” T：（师做跳远的动作并说：）“Can you jump far/run fast / run slowly?” Ss: （学生边动作边说：）“Yes , I can .” T：（然后师再做动作问：）“Can I run fast ?”（故意做的很慢）Ss:（帮助学生回答：）“ Sorry , you can’t .” T：（然后师再做动作问：）“Can I run fast ?”（故意做的很快）Ss:（帮助学生回答：）“ Yes, you can. ” T：Today we’re going to learn Module 9 Unit 1 Can I have some sweets?今天我们就来学习第九模块第一单元。 二次备课 Module8 课 题
课 时 1课时 教 学 Unit 1 We are going to visit Hainan. 内 容 1、单词tomorrow plane from China sea visit get up 的识记及认读。 2. 句型I’m going to…\\We’re going to …的理教 学 3. 句型be going to 的理解与运用。 目 标 过程与方法 创设情境，启发式教学 情感态度 学会运用英语表达将来发生的事情 与价值观 句型be going to 的理解与运用。 教学重点 教学难点 句型be going to 的理解与运用。 教 法 引导 探索 范例教学法 情景教学法 学 法 合作探究 教学准备 录音机、磁带、图片、 教 学 Step1 Warm-up 过 1. Greeting to each other 程 2. 2. Sing a song 师生双边活动 二次备课 知识与技能 解与运用。
Step2 Presentation T: Boys and girls ,Amy ,Sam ,Daming and Lingling are my old friend in our English class. we know Sam is from England .Amy is from England ,too.( 课件及单词卡片学习from , 师领读，分组的，个人读)。Daming is from China. Lingling is from China,too.(板书China,课件及单词卡片) In China ,there are lots of interesting places. They are very beautiful. So I like traveling.(旅行) Do you like traveling ?Where are you going to go ?出示课件指名回答。引导学生用I’m going to go to …回答。学生在欣赏了海南，北京等美景的同时，还会运用句型I’m going to go to …,学生在灵活运用中学会了知识。 T: I’m going to go to Hainan ? Are you going to go to Hainan ?学生有回答Yes .老师就说We are going to go to Hainan .（板书课题，并领读） T: Boys and girls. Today I’m here. But tomorrow I’m going to go to Hainan . ( 教学 tomorrow ) I’m going to get up at 6 o’clock .(教学 get up ) I’m going to visit
my grandma.(教学visit ) Hainan is very far. How can I go there ? Who can help me (出示课件，by car, by ship, by train, by bus , by plane ,引导学生回答by plane) T: That’s a good idea . I’m going to go by plane .(教学by plane) T: Hainan is a beautiful city .It’s next to a sea. Look !what a beautiful sea! (教学sea) look at these children in the sea. what are they doing ?yes ,they are swimming in the sea.(教学children ,swim) A. Read after the teacher. B. say it with your deskmate . C.show time : point and read . Step 3 Extension: T: boys and girls .I’m going to go to Hainan tomorrow. and Sam’s family are going to go to Hainan ,too. let’s have a look .(出示课件，显示问题) 1.Where are Sam’s family going to go ? 2.How are they going to go to hainan? 3.Listen and point . 4.listen and repeat
Step 4 :Summary 1.Summary together. 2.Finish “一起作业” Step 5: Homework Make a travel plan . I’m going to go to----------. (地点） I’m going to go ------------. (交通工具） I’m going to get up -----------. (几点钟） I’m going to -----------(做什么事） 板书设计
教学反思 课 题 课 时 教 学 内 容 Module8 1课时 Unit 2 Sam is going to ride a horse. 1. 能够听、说、认读 “fish hooray”等其它单词。 2. 能够用 “第三人称单数 is going to 教 学 目 标 知识与技do … . ” 及 “其它人称 + be going to do……”能 来表达所要做的事情。 过程与方创设情境，启发引导，角色扮演
法 情感态度 继续学会用英语表达将来发生的事情 与价值观 能运用 “Be going to go to…” 和 “be going to do…” 表教学重点 达将要去哪里、将要做某事。 句型be going to 的理解与运用。 教学难点 教 法 启发引导，情景教学，任务型教学 学 法 小组合作 教学准备 点读机，卡片 师生双边活动 Step1 Warm-up I say you do & I do you say. Step2 Presentation 教 A. Show the learning task 学 T: Children, do you like Sunday? Why? 过 板书课题：Module 8 Unit 2 Sam is going to ride 程 a horse. B.Guessing game. 1. Show a part of the teacher’s picture. Let the students guess: What is the teacher going to do? 引出本课主题和重点句型 “第三人称单 二次备课
数 is going to do … ” 2. Show a map for the students. Let’s the students practice “I’m going to do… ” . 通过让学生自主表达,让他们提高口语表达能力。 3．教师利用多媒体、单词卡片、动作表演等多种形式出示单词fish hooray领读。 C. Learn the text 1．Listen!两只小鸟在说什么呢？ 2．整体感知，回答问题 (Sam and Amy and Lingling ) They are going to do …tomorrow. 解决问题，引出句型：Sam is going to ride a horse. Amy is going to fly a kite. Lingling is going to row a boat. 3. Follow and try to mine it. Let’s follow the video and try to mine it. Pay attention to your pronunciation and intonation. Step 3 Extension: T: Look at these pictures. (幻灯片出示踢足球、游泳、看电视、听音乐、打篮球、做作业、看书、各种动物图片)I’m going to listen to music On Sunday. What are you going to do? Talk
to your friends, please.学生小组内活动。 Step 4 :Summary ( Let Ss make ) Step 5: Homework 1. 完成练习册上的练习题。 2.运用我们今天所学的句子跟同学进行交流。 板书设计 教学反思
课 题 课 Module9 1课时 时 教 学 内 容 知识与技教 学 能 过程与方 引导 探索 范例教学法 目 法 标 情感态度 与价值观 教学重点 教学难点 教 引导 探索 范例教学法 法 学 合作探究 法 能用本课所学句型Are you going to run?及What are you going to do?与朋友交流自己将要做的事情。 句型be going to 疑问形式的理解与运用。 句型be going to 疑问形式的理解与运用。 1．大部分同学能听懂，会说单词sports day, win , month, metre,every day,luck, come on等； 2．大部分同学能听懂课文录音，能回答老师提出的问题； Unit 1 Are you going to run for Sports Day?
教学准单词卡 备 师生双边活动 Step1 Warm-up 1、Greeting: say hello to students 老师: Hi ,boys and girls, today we are happy. now we play a chat ,ok? Basketball , basketball , play basketball; Football , football , play football ; Run , run , run fast ; 教 Jump , jump , jump high ; 学 Ride , ride , ride fast ; 过 Swim ,swim, swim quickly; 程 Skip, skip, skip quickly Step2 Presentation 1、出示一张关于运动会的情景图片，问学生“what are they doing?”(学生回答) 2、 提示“sports day”,出示卡片“sports day”带学生读几遍，学生边读老师边板书“sports day”. 3、老师说: We are going to have a Sports Day.（边说边板书，带领学生读），老师:Let’s have 二次备课
a look ,what can we do on our Sports Day?（出示图片：No.1： play football.） No.2： play basketball. No.3 ： play table tennis. No.4 ： swim. No.5 ： run the 100 metres. 领学生读，重点解释No.5这个词） 4、板书： “What are you going to do for Sports Day ? I’m going to …” 教师拍手以拍手形式操练。 “What are you going to do？” “I’m going to run.” “I’m going to run.” “What are you going to do？” “I’m going to run.” T:Oh, I’m going to run the 100 metres. 教授：run the 100 metres （老师先示范说： we have a sports day ,what are you going to do for sports day ? 让学生猜测，然后再说I am going to play basketball 、play football、 run、 jump、 ride 、 swim、 skip…….多说几遍，并加上示范动作） Step 3 Practice： Game1:“传卡片”
T: Boys and girls , let’s play a game,ok? Ss: OK! A :What are you going to do? B: I’m going to play football. 进行词卡传递，速度由慢到快，拿到词卡的学生要用句子回答教师及全班的提问。 Game2:“猜猜我要做什么” 老师请单个学生到教师前面模仿做某事的动作，并提问：“What am I going to do?”把全班分为男女生两组，使用“You are going to…”猜测。老师要鼓励学生模仿过去学习过的所有动作。 Step 4: Consolidation and extension T ：“You are super! And now you can do the task. Please work in groups and try to finish the task.” （1）学生活动--- 完成运动会报名表。 （2）请部分学生展示对话。 （3）讲解课文。 （4）跟读课文。 （5）学生自由读课文。 （6）全班读课文。 (7)分角色表演课文故事。 Step5:Summary
T: 这节课我们学了“Are you going to run for Sports Day ? I’m going to …”句型， 复习了I am going to play basketball 、play football、 run、 jump、 ride 、 swim、 skip……. Class is over. See you next time. Ss: See you. Step 5: Homework 1、抄写第8模块的单词3遍； 2、读课文3遍。 板书设计
教学反思 课 题 课 Module 2 2课时 时 教 学 内 容 1、能灵活运用重点句型：what are you going to do? what 知识与技能 教 学 目 法 标 培养学生的观察力和想象力，激发学生的思维，培养学情感态度 生运用语言的能力。 与价值观 教学重 句型、单词的掌握，并利用句型进行交际。 过程与方情境教学，任务型教学法，启发式教学法 are you going to do for sports day? I’m going to run every day.培养学生在一定的语境中运用所学语言进行交际的能力。 Unit 2 I'm going to do the high jump.
点 教学难点 教 句型、单词的掌握，并利用句型进行交际。 引导 探索 范例教学法 法 学 合作探究 法 教学准单词卡 录音机 备 师生双边活动 Step1 Warm-up 请学生表演M9U1课文内容，评选最佳表演奖。 Step2 Presentation 1、听录音，集体跟读，每个单词读两遍，教师可教 适当示范，教师再出示大单词卡让学生集体跟读学 （看着英语读一遍，再看着汉语读说英语一遍）。 过 2、两人小组读，一学生出示小单词卡，另一学生程 读（看着英语读一遍，再看着汉语读说英语一遍），然后再交换读。 3、小组展示，抽2-3个小组就在小组中学习的情况到讲台上进行展示。 Step 3 Extension: 前几个星期我们学校已经举行了运动会。许多同 二次备课
学在运动会上表现非常突出,为自己的班集休争取到了很好的名次， Mr You 想知道我们的同学在哪些方面比较突出，以便于下一届运动会选拔优秀的选手. 1、依照范例，两人一组就图片进行对话。 2、教师展示出提前准备的不同情景的图片，让学生即兴对话。 3.Listen and say . ①.Tell the students that Sam’s school is going to have a sport meeting.Sam and his friends want to join it. teacher will play the tape about dialogue of Sam and his friends.Students are going to listen to people talking about which sports they are going to do on Sports Day.(Powerpoint show the picture) ②.Play the tape twice . ③.Ask the student to name the sports (200metres,high jump,long jump ,100metres.)。]Then open the book and look at the text. Step 4 :Summary ( Let Ss make ) Step 5: Homework
3. 完成练习册上的练习题。 4. 运用我们今天所学的句子跟同学进行交流。 板书设计 教学反思 课 题 课 Module10 1课时 时 教 学 内 容 Unit 1 We have a big family dinner.
灵活运用句型：Happy New Year! At Spring Festival, 知识与技we have …. 表达节日问候和描述过春节的风俗习惯； 能 教 学 目 标 过程与方创设情景，小组合作 法 使学生在谈论节日的氛围中感受快乐，养成良好的学习情感态度 生活习惯。 与价值观 学会运用句型At Spring Festival, we have …表达节日问候和教学重描述过春节的风俗习惯；. 点 教学难点 教 情景 范例 引导 法 学 合作交流 法 教学准Card 录音机 备 教 师生双边活动 二次备课 尝试通过词汇图理解和记忆节日词汇。
学 Step1 Warm-up 过 Free talk: 程 What do you have at school? What do you do at the weekend? What does she/he have at school? What does she/he do at the weekend? Step2 Presentation 1. Lead-in 在课件中呈现课文的第一幅图片，师：Look！Daming has a book. What’s it about? 让我们一起听听吧。 2. 听录音，学生初步感知课文内容，找出生词。 Spring Festival, peanuts ,sweets , see, we, say, 强调peanut, sweet ,see 中ee ,ea的发音，see读音等同于字母Cc；比较see 与say发音的不同。 3. 教师拿出糖果和花生，分别问What are they? 由学生说出单词。教师再问学生What do you like, peanuts or sweets? 学生可说I like…. 4．Listen again, and judge (T) or (F) (1)We have a big family dinner. (2) We have peanuts and sweets. (3)We say “Happy New Year”
5. 教师拿出糖果和花生，分别问What are they? 由学生说出单词。教师再问学生What do you like, peanuts or sweets? 学生可说I like…. 6. Listen and repeat. 7. 师提问：为什么当Sam和Amy说Happy New Year!时Daming说“It’s not New Year.”让学生了解农历新年，让学生知道中国的农历新年与西方新年的不同。 Step 3 Extension: 小组合作，学生试着用英语说说自己在过春节时的活动。 Step 4 Summery 引导学生总结过节时人们可以做的事情。 Step 5 Homework (5) Read the text (6) 用英语说说自己在过春节时的活动。 板书设计
教学反思 课 题 课 Module 10 1课时 时 教 学 Unit 1 We have a big family dinner. 内 容 1. 能听说、认读单词 merry; Christmas; I see. Merry 教 学 Christmas! 知识与技2. 运用Merry Christmas!表达节日问候。 目 能 标
过程与方创设情景，小组合作 法 情感态度 运用Merry Christmas!表达节日问候。 与价值观 教学重点 教学难点 教 情景 范例 引导 法 学 合作交流 法 教学准录音机 备 师生双边活动 Step1 Warm-up Enjoy the song Merry Christmas 教 Step2 Presentation 学 1. ( 课件展示一些圣诞节的小饰物) T: What 过 festival is it? Ss: Christmas. 程 T: What do we say at Christmas? Ss: Merry Christmas. T: Ok. 我们一起看看课文活动一中的小男孩遇到 二次备课 句型Merry Christmas! 在实际生活中运用Merry Christmas!
了谁呢？What did they say? Let’s have a look. Open your book and turn to P59. 2. (1) listen and say (2) listen and answer these questions. What do they do at Christmas? What do they eat at Christmas? (3) listen and repeat Step 3 Extension: 完成AB Unit 2 练习 1。 1. In the UK, we have Christmas. 2. We sing songs. 3. We have a Christmas tree. 4. We give presents. 5. We eat lots of food. Step 4 Summery 师生共同总结本节课所学知识并欣赏 We wish you a Merry Christmas. Step 5 Homework (1) Read the text. (2) Talk about Christmas with your friends.
板书设计
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