第一篇：2018年上六年級英語教案 伍春香 (第一次)

2018年上六年級英語教案

Unit 1 A family outing

Period 1

一、教學目標(Teaching Aims)

1、知識目標(Knowledge Aims)：

1)能看懂、會讀、會說新單詞together, ride, grandparents;2)學習、運用新句型：Shall we? We’ll?

2、能力目標(Ability Aims)： 1)能向他人詢問、回答出行計劃； 2)能理解課本A與B部分。

3、情感目標(Emotion Aims)學會小組合作，團結友愛。

二、教學重難點(Teaching Focus & Difficulties)1)重點：理解并運用生單詞;2)難點：運用新句型。

1)課前準備(Preparation for Class)課件、圖片、卡片、教學錄音等等。2)教學過程(Teaching Process)Step one: warming up 1.Greetings.2.Free talk.Talk about their experiences in winter holiday.Step two: presentation Introduce new words and phrases.T: Do you want to do these things? Watch a movie? Go shopping? Take/ have a walk? Look at the flowers? I think, it is happy for us to do things together.Play games.I do, you say.Then I say, you do.The dialogue.Listen and find out who they are.Listen and read.Answer the question: what are Lingling’s family going to do? Listen and repeat.Listen and act.Step three: consolidation 1.Talk about what you are going to do this evening.2.Talk about your plans to travel at weekend with your partner and act it out.Step four: homework 1.Listen and read Part A and B.2.Copy the new words three times.五、板書設計(Blackboard Design)Unit 1 A family outing together ride grandparents 教學反思：本課時B部分學習了幾個活動的短語，A部分生學習了詢問他人活動計劃的句型，通過A部分的情景對話落實B部分的短語要求學生能夠運用這些知識簡單談論家庭出游計劃。

Period 2

一、教學目標(Teaching Aims)

1、知識目標(Knowledge Aims)：

1)能看懂、會讀、會說新單詞together, ride, grandparents;2)學習、運用新句型：Shall we? We’ll?

2、能力目標(Ability Aims)： 1)能向他人詢問、回答出行計劃； 2)能理解課本D部分的閱讀內容。

3、情感目標(Emotion Aims)學會小組合作，團結友愛。

二、教學重難點(Teaching Focus & Difficulties)1)重點：理解并運用生單詞;2)難點：運用新句型。

三、課前準備(Preparation for Class)課件、圖片、卡片、教學錄音等等。

四、教學過程(Teaching Process)Step one: warming up 1.Greetings.2.Free talk.Talk about what you are going to do with your family outside.(Blackboard Design)Unit 1 A family outing My family goes to?

Period 3

一、教學目標(Teaching Aims)

1、知識目標(Knowledge Aims)：

1)能看懂、會讀、會說新單詞together, ride, grandparents;2)學習、運用新句型：Shall we? We’ll?

2、能力目標(Ability Aims)： 1)能向他人詢問、回答出行計劃；

2)能運用所學句型、單詞進行簡單的寫作。

3、情感目標(Emotion Aims)學會小組合作，團結友愛。

二、教學重難點(Teaching Focus & Difficulties)1)重點：理解并運用生單詞;2)難點：運用新句型。

三、課前準備(Preparation for Class)課件、圖片、卡片、CAI等等。

四、教學過程(Teaching Process)Step one: warming up 1.Greetings.2.Free talk: tell us what your family usually does at home? Where does your family go outing? Step two: presentation 1.What does your family usually do at weekends? Say something about it.Do you like it? How often? Write it down.2.Where does your family usually go at weekends? The park? The shopping center? Write it down.3.What do you like doing with your family most? Eating KFC? Taking a walk? Write it down.Step three: consolidation 1.Group work: ask your partner: what is your family outing? 2.Action show: find some partners to show one of your happiest outing experiences with your family.Students can vote for the interesting one.Step four: homework 1.Try to write down your family outing.2.Finish the exercises of Unit 1.五、板書設計(Blackboard Design)Unit 1 A family outing What does your family usually do on weekends? Where does your family usually go on weekends? What is your favorite thing to do with family? 教學反思：C部分強化訓練詞組的運用，要求學生能夠運用簡單的句子描述家庭出游活動情況。D部分短文較長，信息量大，長句較多，有一定難度，要求學生運用。。like(s)句型描述家庭成員郊游活動喜好。

period 4

一。按要求完成各題。

1.sandwich(復數)______ 2.families(單數)_____ 3.watch(三單)______ 4.goes(原型)_________ 二。找出不同類的單詞。

（）1.A，grandpa B.daughter C.sandy()2.A.cake B.outing C.sandwich()3.A.park B.beach C.picnic（）4.A.they B.ourselves C.yourselves

三。翻譯

1.Shall we go shopping?

2.What are we going to do at the park?

3.We can ride bicycles and look at the flowers.Unit 2 Some stories are more interesting

Period 1

一、教案目標

1、學習本課新單詞a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better

2、能掌握并用句型“A is /are more ?than B”，對兩事物進行比較。

3、能聽懂、理解本課故事。、會用like doing more than doing 5通過本課的語言故事，使學生明白做人不要過于貪心的道理。

二、教學重點難點

重點：掌握并運用句型“A is /are more ?than B”，；理解、閱讀本課故事。

難點：復述本課故事

三、教學準備

Word cards, Type，Drawing Instrument 學生齊讀課題后，教師引導學生理解課題的含義。T: His father was a friendly butcher.One day ,he cut a piece of meat and gave it to a poor dog.The dog was happy.But after a while , its meat dropped into the river.Do you know why ? 教師用出示圖片，教學單詞, 利用圖片幫助學生理解單詞的含義 并引導學生猜測原因，培養學生的發散性思維能力，同時為本課的寓言故事埋下伏筆。

2、聽課文B部分錄音，學生跟讀單詞。Step 3 Practice 游戲

1、Guess ,guess ,guess!(猜一猜)首先，教師示范做動作，其他學生猜單詞,然后分組進行比賽，猜對單詞最多、最快的一組為勝。最后組內互相猜測，盡量做到全員參與。

游戲

2、Dragon game（接龍游戲）

將學生分成幾個大組，由教師開頭朗讀故事的第一句，然后每一組依次讀一句，直至讀完整個故事，讀得最流利，沒錯誤的一組為勝。或者在小組內進行。

Step 4 Fast reading and listening

1、學生快速閱讀課文A部分故事，回答問題

T : Peter likes reading.He sometimes reads stories to his fiends , Now , let’s enjoy his story , read it as quickly 11 11 as try to answer the questions :（板書下面問題：）Who gave the dog a piece of meat ?（a man in the shop）What did it see in the river ?（another dog）

Whether the dog lost its meat in the end ?（Yes , he did）

2、教師引導學生回答問題。

3、聽課文A部分錄音，模仿正確的語音、語調，從中掌握新詞難句的正確讀法。

4、操練句型：“A is /are more ?than B” 教師讓學生反復朗讀句子：“That piece of meat is better than mine ”，并說出它的含義。然后教師引出并板書句型：“A is /are more ?than B”（A比B更??）教師引導學生學會比較兩事物的不同。如：

This book is more expensive than that one.My dress is more beautiful than yours.?? Step 5 Intensive reading 學生反復自讀課文，然后討論完成課文C部分的練習，先口頭后筆頭，教師巡視指導。最后師生一起核對答案。

Step 6 Consolidation

1、通過圖片先師生復述一遍后，再讓學生分組復述（注意提醒動詞過去式的用法與讀法）。

2、教師檢測部分學生的復述情況，注意信息的反饋。關鍵詞：meat shop, a piece of meat , took, walked home 12 12 river , on a piece of wood, cross saw, another dog , in his mouth, better opened , wanted, dropped into ,lost

3、課文延伸：教師運用本課的寓言故事，讓學生明白做人不要過于貪心的道理，同時向學生講解法律知識，什么是“不當和利”，教育學生要尊紀守法。、評價 對學生的表現進行評價，給予肯定與鼓勵，引導學生自評與互評，通過評價記錄學生的學習情況及進步。

Step 7 作業布置

1、練習（見《練習冊》）

2、朗讀并背誦課文，抄寫單詞。板書設計 a piece of, meat ,cross, eat, happily, its, wood,drop, lose, better 教學反思：本課時B部分學習了a piece of meat,better,drop三個新詞，A部分通過一個有趣的寓言故事落實了B課時的新詞，并訓練來了句型A is/are more..than B，學生在本課時的趣味學習中也明白了做人不能太貪心。

period 2

一、教學目標

1、掌握本課新單詞a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better

2、能掌握并用句型“A is /are more ?than B”，對兩事物進行比較。

3會用like doing more than doing

二、教學重點難點 重點：熟練運用句型“A is /are more ?than B”；理解、閱讀Part D。

難點：復述本課故事

三、教學準備

Word cards, Type, Drawing Instrument

四、教學步驟 Step 1 warm-up

1、師生互相問候。

2、sing a song :The More We get together 3 Recite the new words and retell the story Step 2 Presentation and drill 1 Ask: Do you like reading stories? What else do you like ? 板書

Ask Which do you like more ,?or ?? 2 教師出示圖片，利用圖片幫助學生分組談論活動

3、聽課文B部分錄音，學生跟讀單詞。

對學生的表現進行評價，給予肯定與鼓勵，引導學生自評與互評，通過評價記錄學生的學習情況及進步。

Step 6 作業布置

1、練習（見《練習冊》)

2、朗讀并背誦課文，抄寫單詞。

Unit 2 Some stories are more interesting 句型：“A is /are more ?than B”

a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better

Period 3

一、教學目標

1、能詢問他人愛好并能運用“A is more ?than B.I Iike doing more than doing.描述個人愛好。

2、運用“A is more ?than B談論F Let’s have fun中的圖片。能運用E部分問題提示和寫作模塊描述家庭活動。

二、教學重點難點

重點：能運用E部分問題提示 難點：寫作模塊描寫個人愛好。

三、教 學 準 備

Word cards, Type，Drawing Instrument

四、教學步驟

Step 1 熱身/復習(Warm-up/Revision)1．Greetings.2．Guessing game 出示圖片，讓學生猜測 Step 2新課呈現（Presentation）

1.用寫有比較級生詞的卡片,讓幾名學生隨機抽取并讀出來,并用生活中的人或物,用所抽單詞造句.這一環節旨在體會玩中 學，學中玩，提高英語學習的興趣，為學生口頭作文打下基礎。2 復述Part D 3.Part E 4.口頭作文 根據Part E 提示自主寫作。Step 3 Let’s have fun ? 1.分組看圖讀懂。2 分組口頭表達 3 獨立寫出來 Step 4 作業

寫一篇小短文，介紹自己或朋友的活動愛好。板書設計：

Unit 2 Some stories are more interesting 句型：“A is /are more ?than B”

a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better 教學反思：E部分以根據圖文提示回答問題的形式進行簡單的寫的訓練，讓學生學會用like doing結構表達自己及他人對書的愛好。

period 4 一.寫出下列過去式的原形。

1.lost______ 2.thought___________ 3.dropped______ 4.gave__________ 5.saw__________ 二。選擇單詞或詞組正確的漢語意思。

（）1.happily A.高興地 B.興奮的 C.高興的（）2.its A.它 B.它的 C.它們()3.cross A.跑步 B.穿過 C。游泳()4.lose A.失去 B.找到 C.返回（）5.a piece of A.一塊 B.一盒 C.一斤

Unit 3.We should learn to take care of ourselves。

Period 1

一、教學目標

1、能聽說，認讀新單詞take care of , healthy, keep, exercise, jog

2、能用“We should?”來討論怎么樣照顧自己。

3、能聽懂會讀Part A部分的對話。4.能默寫B部分單詞，并造句

5培養學生合作學習，共同談論話題的能力和習慣。6培養學生良好的生活習慣，珍惜珍惜生命，熱愛生活。

二、教學重點難點

重點：新單詞與句型的學習與運用 難點：We should 句型話題談論

Step4、Consolidation深入文本，分層精煉

1、了解學生朗讀情況，講解難單詞句子（1）What can you read? Picture1.2.3.4?（2）學生小老師，帶讀

2、朗讀感悟 Listen and repeat

3、操作練習

讀通讀順課文對話 有感情的朗讀對話：能夠邊做動作，邊說。

4、Homework（1）、抄寫新單詞。（2）、熟讀Part A部分（3）、做練習（見《練習冊》。

We should learn to take care of ourselves.wash our hands before eating, vegetables, jog,(教學反思：B部分重點學習了四個有關保持身體健康的短語，并將這些短語運用到了PartA文中，師生通過圖片展示，問答，游戲等一系列活動來訓練We should…句型，并引導學生關注自我，健康生活

Period 2

一、教 學目標

1、繼續鞏固新單詞take care of , healthy, keep, exercise, jog，能默寫。

2、能熟讀課文A部分，并且試著背誦。

3、能夠讀懂Part D部分的對話，完成練習4.培養閱讀策略。

5.能夠讀出課文，并且仿寫課文。6.試著根據關鍵詞復述課文。

二、教學重點難點

重點：根據短文完成練習，理解課文大意。

難點：閱讀策略培養，短語和第三人稱單數的鞏固

三、教學準備

Word cards, Type，, Drawing Instrument

四、教學步驟

Step 1 鞏固舊知識，導入新知識

1、Greetings

2、Revision看圖說短語，造句，單詞默寫，課文復述，看口型說句子。

Step 2深入課本，學習Part D部分

1、Listen and read 播放音頻，讓學生邊聽邊看課文?；卮鹁毩?的問題。

2、Read and Write.學生默讀課本對話，完成練習2。

3、Group-work 分組根據上下文猜測詞義，教師出示生詞，學生分組活動讀，找出詞義。

4、仿寫課文。

step4 讀通課文，理解大意。能根據課文完成練習： 仿寫課文。

step 5．課外延伸閱讀 step 6作業Homework

1、做練習.(見《練習冊》)。

2、預習Part E F部分

3、默寫Part B部分單詞 板書設計

Unit 3 We should learn to take care of ourselves.wash our hands before eating, vegetables, jog，Period 3

一、教 學目標

1、繼續鞏固ABC部分重點內容。

2、能背誦課文，默寫單詞。

3、能夠完成Part E部分的寫作練習4.學習歌曲This is the way.二、教學重點難點

重點:能在情境中運用所學單詞句型，本課重點知識過關 難點:寫作練習和歌曲節奏哼唱.三、教學準備

Word cards, Type，Drawing Instrument

四、教學步驟

Step 1 熱身（warm-up)

1、Greetings

2、quick response 教師用課件快閃本單元的新單詞及短句keep 1.單詞聽寫過關，句型讀，過關。2.課文復述背誦。Step 5.Homework.1、讀課文ABC部分。課文過關背誦復述。

2、做練習。板書設計

Unti 3 We should learn to take care of ourselves wash our hands before eating, vegetables, jog,(教學反思：E部分以回答問題的形式進行簡單的寫的訓練，引導學生關注健康生活方式對照，以幫助學生養成良好的生活習慣。

period 4 一。單項選擇。

（）1.She is a _____woman.A.60 years old B.60-year—old C.60-years-old（）2.He sometimes watches TV for one____two hours.A.and B.but C.or()3.----_____do you have for lunch? ——I have rice and fish for lunch.A.How B.What C.Where()4.We should wash our hands before______.A.eating B.eat C.eats 二。英漢互譯

1.read newspapers______ 2.listen to music____ 3.go to bed______ 4.做運動_________ 5.照顧_______ 6.吃健康的食物_____

Assessment 1 period 1

一、教學目標

1.復習第1到第3單元內容：詞匯與句型

2.檢測運用語言的能力，能運用一般現在時和一般過去時

二、教學重點

難點: 復習第1到第3單元內容：詞匯與句型 重點：熟練運用所學知識完成練習

三、教 學 準 備

ABC song, card tape picture

四、教學步驟 Step 1 warm-up

1、Greetings 2唱已學英語歌曲 Step 2 a.復習動詞類單詞。Game : Listen and do 教師說單詞，學生做動作。

Watch a movie , go shopping , take a walk , look at the flowers , do exercise 同桌之間練習。b.形容詞的比較級 Game ： 頭腦風暴

教師說形容詞，學生說出它的比較級并造句。T: Big S1: Bigger.S2 :The elephant is bigger than the bird.T: Beautiful.S1 : More beautifu l S2 : My dress is more beautiful than yours.step 3 practice

1、任務型活動1：Do a survey 情境創設：調查本周末大家的家庭外出活動。

T: The weekend is coming.What will you do this weekend? S1:We’ll go to the park.S2: We’ll visit my grandparents.S3: We’ll go shopping.S4: We’ll do exercise.2、任務型活動2： 健康大講

3、學生在教師的指導下自主練習。

4、檢查講評。Ａ部分：聽音，畫圈 B部分：聽音，標號。Ｃ部分：讀一讀，寫一寫，說一說 Ｄ部分：讀一讀，寫一寫。Ｅ部分：我能做 Ｆ部分：我愛做。Step 4 consolidation 在課文中找出黑板上的單詞及句子。板書設計： Assessment 1 一般過去時：表過去發生的動作或存在的狀態。動詞一般在后加ed,特殊的出外。教學反思：

第二篇：六年級英語教案(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.教學后記: 學生對于量詞與名詞的掌握還是比較好的，但個別的同學對于量詞詞組的綜合使用和量詞的復數形式的用法，部分中下生不能很好地掌握，課后應該多滲透可數與不可數名詞的區別及用法。

(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.教學后記: 學生對課文內容的發音較感興趣，聽力部分完成的比較好。但個別同學說話的完整性需要在口語交際時多加訓練，為以后寫作打下良好的基礎。

(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.教學后記: 學生對量詞的掌握還是比較好的，Sounds方面，由于學生掌握了一定的語音知識，比較容易接受。

(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.教學后記: 由于學生基礎比較薄弱，所以學生對于有一點的難度的題目完成的不太理想。特別是綜合的時態運用及句型的轉換。

(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.教學后記: 通過各種練習的訓練，學生對本組教學內容的掌握還是比較理想的，但對量詞的復數形式不太熟練，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.教學后記:學生對于陳述句的掌握不是很理想，很多學生容易直接用中文的思想來翻譯，如：I go to school take a bus.或者是：I by bike to school.而且幾個時間的詞語的發音方面也不是很好。

(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.教學后記: 學生對于一般現在時的一般疑問句的肯定、否定回答掌握的比較好（比較簡單），但對于陳述句的句式還是有一定的難度。(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.教學后記: 由于上一節課，學生對一般現在時一般疑問句的用法掌握得一般，通過本節課的訓練，學生掌握的還是不錯的。Sounds部分也掌握得比較理想。

(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.教學后記: 通過游戲的形式加強學生對句型的操練，學生的學習積極性比較濃厚，對句型的掌握也比較牢固，練習質量比較高。

(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)!教學后記: 通過Mimi-research的游戲加強學生對句型的操練，培養學生的小組合作精神比較好，也促進了學生的競爭意識。

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.教學后記：學生對本單元的單詞和句型都感興趣，學起來也容易很多，第一課時掌握的內容良好，對twice的發音加強一下就可以了。

(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.教學后記：從學生完成聽力部分的結果來看，大部分學生掌握的還是比較好的，在課后應加強學生對句子的閱讀和造句的訓練，讓學生能形成一種語感。

(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.教學后記：滲透的語音知識對學生的作用較大，利用學生的競爭來學好本單元的發音，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.教學后記:

1、教學內容不多，句型比較簡單，而且內容貼近我們的生活實際，學生掌握的比較好。在綜合練習中，反映學生對以前所學的動詞詞組遺忘率比較高。

2、對于一般現在時的第三人稱的動詞變化，學生掌握得不太牢固，總忘記詞性變化，-s。學生對歌曲的學習還是比較濃厚。

3、學生的閱讀能力比較薄弱，理解課文能力很差，對人稱的轉變，對句型的結構不理解，須加大訓練力度。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.教學后記：本單元的復習工作開展較好，學生在知識上的連貫比五年級要好，聽力部分掌握的情況良好。

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.教學后記: 本單元主要學習量詞詞組、動詞詞組、時間時態，涉及四種時態的綜合運用，涉及特殊疑問句、一般疑問句及其回答與運用，還有雙元音的字母、字母組合發音。學生對詞匯的掌握比較好，但對于句型、動詞、時態的掌握有待加強訓練。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.=教學后記：學生對Gogo的講話方式感興趣，模仿的比較好，對數字的認識還可以，但遺忘較大，對以前學過的數字掌握反而不夠，詢問價錢貼近生活，一問一答的對話學生編的好。(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.=教學后記：本課時充分訓練了學生的聽力和口語，對詢問價錢的問題有了一定的認識，禮貌上的教育也加強了。

(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.教學后記：發音較到位，學生掌握的情況良好。

(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.教學后記: 1、本單元教學內容比較貼近生活，在生活中運用比較廣泛，學生的學習興趣比較濃厚。對句型容易掌握，但對名詞的單復數不能明確區分。

2、學生對數字的掌握欠缺一點，特別是對以前所學習的1-20的單詞遺忘較多，對于幾十幾、幾百幾十幾、幾千幾百幾十幾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 教學后記:

1、對于比較的學習，學生的學習興趣還是比較濃厚的，對于比較級的詞形變化規則，學生還是掌握地不錯的，但對于句子的結構就有待加強訓練。

2、總體來看，學生對形容詞比較級的掌握還是不錯的。

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.學習多音節形容詞比較級的表達方法。Ⅲ.Teaching Difficult Points.多音節詞形容詞的比較級。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]

教學后記：

1.學生基本上能掌握形容詞比較級形式，但欠熟練，特別是多音

節形容詞比較級以及不規則形容詞比較級形式。

2.學生基本上能用than來比較兩種物體或人。

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.教學后記：

1、從復習情況來看，學生對本組單元的重點掌握良好，特別是對形容詞的比較級的掌握，大部分同學都基本能正確掌握。

2、學生通過比較學習，能很迅速地掌握學習內容，但是個別學生還有待加強。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、學生基本上掌握形容詞最高級形式，但尾音讀得不夠準確。

2、學生基本上能用形容詞比較級和最高級說一句完整的話。

3、Sounds and words 含有s 音的單詞未能準確區分。

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、對形容詞比較級和最高級形式掌握得都比較好，但多音節形

容詞以及good bad 的形式欠熟練。

2、大部分學生都能用比較級和最高級說一句完整的話。但說最高 級時很多學生會漏掉the.3、Sounds and words 的單詞掌握不夠熟練。

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、學生基本上能用比較級和最高級去比較太陽、地球、月亮的大小關系以及太陽系九大行星的特點。

2、學生對far的比較級和最高級形式掌握不夠好。

3、學生難于區別sounds and words的單詞。

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:

第三篇：六年級新路徑英語教案上

Lesson 1 I’m New Here

Teaching aims:

1.Students can say the words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can read the text.3.Students can listen and number.Teaching contents: 1.Words: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Students can work in pairs.3.Students can listen and practice.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce himself/herself and his/her friend.Teaching aids:

Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:

1.Students can read the new words.2.Students can work in pairs.3.Students can listen and number them.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Work in pairs.3.Listen and number.Importance and difficulties: 1.The pronunciation of the words.2.Let?s talk about the dialogue.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Yang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Work in pairs.The teacher asks: How?s the weather today? S1: It?s warm.T: Look at the pictures.Ss look at them and read together：wash my face, ride a bike, do housework, dig a hole and so on.Then ask students: What are you doing? Ss: I?m planting trees.We are playing badminton.Then students ask and answer into pairs.Step 3.Listen and practise The teacher shows pictures.Ss look at them and follow the teacher: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.Then ask students to read the words.The teacher points to a picture: What is he doing? S1: He is reading a book.Then points to another picture: What is she doing? S2: She is drawing a picture.Then ask students to practice the sentences into pairs.Step 4.Listen and number The teacher plays the tape.Students listen to the tape and number them.⑴ What class are you in? I?m in Class 7, Grade 6.⑵ What are you doing? I?m waiting for my teacher.⑶ What class are you in? I?m in Class 1, Grade 2.⑷ What is he doing? He is cleaning the classroom.Step 5.Play a game Students look at the two circles.Ask them to act as Betty or Simon.The partner choose the other.T: Tick three pictures in your balloon.Ask your partner?s questions.For example: What are you doing? I?m flying a kite.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary: Period 2 Teaching aims:

1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and tick the words.Teaching contents: 1.Magic box: draw a picture, read a book, play the piano, clean the blackboard, clean the classroom, wait for a classmate.2.Look, read and tick the words.3.Read and write.Importance and difficulties: 1.The pronunciation of the words.2.Students can understand the meaning of “ first name” and “ family name”.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Yang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: I?m doing housework.We?re cleaning the classroom.Step 3.Let?s talk:

Students look at page 2 and listen to the tape.Then students read after the teacher.T shows questions: 1)What?s the name of the new student? 2)Who is talking to him? 3)What class is WangTing in? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.Step 4.Look, read and tick the word that matches the picture.Students look at the picture and choose right word.Then read words.Fill in the blanks with the paired words in the box.1)Birds fly in the sky.2)My sister is very shy.3)Try not to cry.4)Some pies fell on my tie.Step 5 Read and write Look at the pictures and read the story.Students can understand the meaning of “ first name” and “ family name”.Then answer the question: What is the boy?s first name and family name? The boy?s first name is Sam, and his family name is Smith.At last students can write an article about himself.Step 6.Homework 1.Recite the text.2.Finish an article about yourself.Summary:

Lesson 2 What a Nice School Teaching aims: 1.Students can say the words:teaching building,art room,music room,computer room,teachers? romm, library,toilet,playground.2.Students can read the text.3.Students can listen and number.4.Listen and sing.Teaching contents: 1.Words: teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.2.Students can work in pairs.3.Students can listen and practice.4.Students can say the sentence:Where is the …? It?s ….5.5.Listen and sing.Importance and difficulties: 1.The pronunciation of the words.2.Listen and practise the new words.3.Everybody can learn to introduce school and other things.Teaching aids:

Pictures, tape, recorder, cards.Teaching process: 2 periods Period 1 Teaching aims:

1.Students can read the new words.2.Students can work in pairs.3.Complete the sentences.Teaching contents: 1.Magic box:.:teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.2.Work in pairs.3.Complete the sentences.Importance and difficulties: 1.The pronunciation of the words.2.Let?s talk about the dialogue.Teaching aids:

Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher and students greet each other.T: Hello, boys and girls!Ss: Hello, Miss Zhang!T: Nice to see you again!Ss: Nice to see you, too!Step 2.Review ordinal numbers.The teacher draw a teaching building and write down some numbers.(讓學生認讀是第幾層)

Step 3.Listen and practise（老師把每層樓寫上各樓層的用途進行新詞教學，如：art room,music room,computer room,teachers? romm, library,toilet,playground and so on.The teacher shows pictures.Ss look at them and follow the teacher: teaching building,art room,music room,computer room,teachers? room, library,toilet,playground.Then ask students to read the words.The teacher points to a picture: Where is the art room? S1: It?s on the fifth floor.Then points to another picture: Where is the art room? S2: It?s on the fourth floor.Then ask students to practice the sentences into pairs.Step 4.Complete the sentences: Look at right picture and fill in the blank.(P7)Step 5.Listen and sing.First:Listen the song:The Children on a Bus.Second:Read the words of song.Third:Sing after the tape.Fourth:Match and sing.Step 6.Homework 1)Read the words and recite them.2)Listen to the text and read it.Summary:

Period 2 Teaching aims:

1.Students can talk about the text.2.Students can act as the roles in the text.3.Students can read and recite the words.Teaching contents: 1.Let?s talk.2.Look, read and say the words.3.Read and write.Importance and difficulties: 1.The correct use of prepositions.2.Letter?s pronunciation:-oa-,-oe,-ow,o.3, Teaching aids: Pictures, tape, recorder Teaching process: Step 1.Greetings: The teacher comes to the class, and say “Hello” to the students.T: Hello, boys and girls!Ss: Hello!Miss Zhang!Then the students sing the song together.Step 2.Revision: The teacher shows pictures, students look at them and read them.We can review the words phrases.Then pratice them into groups.At last ask students to make sentences like this: Where is the art room? It?s on the fifth floor.Step 3.Let?s talk:

(1)Students look at page 6 and listen to the tape.Then students read after the teacher.T shows questions: 1)What are the boy and the girl talking about?

2)Where are they now? 3)Who is the new pupil? 4)What is the girl? Students answer them one by one.Ask students to act as the dialogue.Then listen to the tape again and choose the correct answers.(2)Act the text.Step 4.Words?s pronunciation.-oa/?u/ oe/?u/ ow /?u/ o/?u/ boat doe row go coat hoe snow no goat toe yellow yoyo

Students look at the picture and say the Chinese means.Step 5 Read ,write and say.Look at the pictures and read the story.Students can fill in the black.Then answer the question: 1)What is the title of the text? 2)Draw a picture of your school and then introduce it briefly.Step 6.Homework 1.Recite the text.2.Introduce your school for your friend.Summary:

Lesson 3 Happy Teacher’s Day

教學內容：花類單詞flowers,sunflowers,carnations,lilies,roses。教學目標：

1、教學花卉類單詞，要求發音準確，知道中文大意。

2、基本了解I like……句型。

3、了解教師節的相關情況，進上步培養學生尊師的美德。教學重點、難點：

1、本課單詞及其正確發音。

2、能應用喜歡某物的表達法“I like……”

3、教師節的相關情況。

教具準備：鮮花類單詞卡片，ppt課件。教學過程：

一、導入

1、師生互相問候、介紹。

2、出示9月10日圖片，讓學生回答出教師節。

3、并聽、唱歌曲《Happy Teacher?s Day》

4、引導學生給老師送什么禮品，引導出給教師送花。

二、新授

1、教學flowers。

A、出示圖片，提問：What are these?引導出flowers.B、教師教讀。C、分組別練讀。

D、老師再次教讀，并帶“上I like …… ”句型。E、讓學生也跟著練習句型。

F、學會后，老師再提問：Do you like flowers? 引導學生用Yes 或 No 回答。

2、教學sunflowers carnations lilies roses 用同樣方法。

三、練習

1、教師出示卡片，讓學生練讀。抽個別學生讀。并讓學生把卡片帖到對應的單詞上邊。

2、完成ppt 上面聽力練習。

四、拓展

1、復習I like ……句型，可用以前學過的單詞。

2、提問：What flowers do you like ? 讓學生回答。

3、畫上自己喜歡的花送給老師。

五、小結

1、本課學過的5個單詞。

2、了解I like ……句型。

六、把自己制作的卡片送給老師。

Lesson 4 Paying a visit

第一課時 教案設計

教學目標：

1、詞匯：掌握房間類單詞living room, dining room, study, kitchen, bathroom以及動詞短語take a bath

2、掌握方位介詞回答的句型：Where is your kitchen?

It?s beside/opposite/in front of the dining room.教學重、難點：

1、方位介詞opposite，beside；

2、句型It?s opposite/beside… 教學準備： PPT，A4畫圖紙，拼圖字謎

教學激勵：本班學生知道每回答一次問題或獲表揚會獲得一顆★，每十顆★一個月亮，五個月亮一個太陽，三個太陽一個鉆石，兩個太陽一個皇冠圖案等等，類似QQ升級。

教學過程：

一、問候、組織課堂

1、紀律整頓，集中注意：（口令）One,two ,three，sit up straight!

2、問候：good afternoon,class!/ How are you?并個別問候。

二、復習方位介詞：on, in, under, behind, between, in front of , next to，beside, opposite

1、運用肢體動作（TPR）復習方位介詞（自編動作）；

2、強調較難和今天課堂上運用較多的介詞beside和opposite；

3、PPT演示復習以上方位介詞的使用,并加強聯系beside和opposite；

4、抽學生上臺根據老師指令站位，如：XX is opposite xxx，兩名學生迅速面對面站好。

三、新課

1、詞匯：living room, dining room, study, kitchen, bathroom, take a bath.教法：（1）運用TPR自編動作，教學孩子們認讀；

（2）游戲：將打印好的房間單詞圖片撕碎，通過分組玩拼圖進一步讓學生掌握。

2、句型：Where is your dining room?

It?s opposite the study.教法：（1）學生跟讀、齊讀這組問答句型；

（2）要求學生下面與同學分組聯系;

（3）抽學生上臺對話練習。

四、課堂練習、作業：

1、PPT出示一副場景圖，提問學生where is the tree/house/dog?等等；老師給指令，學生動手操作將PPT上得圖按照老師要求的方位擺放正確；

2、讀下面一段英文，在課前發的A4紙上按照要求畫出場景：

Exercise: Please draw a picture

There is a teaching building, there are some classrooms, Grade 6 is beside Grade 5 and Grade 4.The library is opposite the teaching building.There is a big tree in front of the library, and some children are playing under the tree.Lesson 5 Making Yourself at home

第一課時（40分鐘）教學內容：

SB(學生用書)與AB(課堂活動用書)Unit1 I want a hot dog, please.教學目標：

1、學習目標語句：

What do you want to eat? I want a hamburger, please.What do you want to drink? I want a cola, please.單詞：hamburger cola, dollar, cent, enjoy.2、能聽懂What do you want to eat?這類語句，并能口頭運用I want a hamburger, please.說明自己想要的食物。

3、能識別單詞：hamburger，cola, dollar, cent, enjoy.重難點：能聽懂What do you want to eat?這類語句，并能口頭運用I want a hamburger, please.說明自己想要的食物。功能:點餐 教學程序:

一、熱身復習

1、教師熱情地和學生打招呼,師生之間互相問好。教師向學生展示有關食物和飲料的圖片，鼓勵學生說出相應的單詞，并將在黑板上進行羅列。如果學生有能力，可以給他們在黑板上書寫單詞的機會。然后引入單詞hamburger 和cola。要求學生跟讀，并讓個別學生朗讀，教師注意糾正學生的發音。

2、鼓勵學生運用句型“I like…”和“I don?t like…”談論自己喜歡或不喜歡的是食物及飲料。二．任務呈現與課文導入

1、教師和學生談論自己喜好的食物，例如，“I like noodles.”并告訴他們如果自己去餐廳，就會要些面條?！癐 want some noodles.”使用這種方式逐一把單詞帶入句型中，給學生進行本課目標句型的大量輸入，然后向學生提問：“What do you want?”進行交流，引導學生回答。進行多組師生問答后，鼓勵學生相互問答。

2、教師告訴學生：“今天要進行?模擬快餐店點餐情景短劇?的表演，現在，Daming, Simon和Simon?s dad正在一家快餐店里點餐，我們先來聽聽他們點了哪些食物，運用了哪些語言。

三、課文教學

1、教師引導學生觀察課文插圖，并用英語簡單描述圖中的情景。然后播放地一遍錄音，進行課文的整體呈現。

2、在播放第二遍錄音前，教師可以結合活動用書第一單元練習1中的問題向學生提問。學生帶著問題聽錄音并尋找答案。提示學生要特別注意用“I want ”表述的句子。

3、錄音播放完畢后，允許學生相互討論問題的答案，然后再請個別學生進行口頭表述，教師進行訂正。教師可以根據學生的回答，重點講解單詞dollar ,cent 以及enjoy.并要求學生跟讀及簡單運用。教師要注意糾正學生的語音和語調。

4、播放第三次錄音。每個句子后停頓后，要求學生進行指讀和跟讀。

5、繼續請學生聽SB第一單元活動2的錄音，然后學生進行兩人一組的練習。

四、任務完成

1、完成任務“?模擬快餐店點餐情景短劇?的表演”。在準備任務之前，引導學生學習SB第一單元活動3中的例句。然后把講臺布置成快餐店的柜臺，并請程度較好的學生來扮演顧客，教師扮演服務員，進行一個簡單的表演。最后鼓勵學生進行以小組為單位的情景短劇的表演。

五、課后作業

1、AB第一單元練習2。請學生根據自己的實際情況進行選擇。

第二課時（40分鐘）教學目標：

1、學習語句： How much is it? It?s thirteen dollars and twenty-five cents.單詞：hamburger cola, dollar, cent, enjoy.2、能口頭運用How much is it?這類語句詢問物品價格，并能口頭運用It?s ten yuan.這類語句回答。

3、能識別單詞：chicken, orange juice, tea,并能書寫單詞：rice, tea.eat, drink.4、學習歌曲What do you want.重難點：、能口頭運用How much is it?這類語句詢問物品價格，并能口頭運用It?s ten yuan.這類語句回答。

功能：談論點餐和就餐的情況 教學程序：

一、熱身復習

1、請學生以小組為單位上臺來表演自編的情景短劇，對學生的表揚進行及時地評價和點撥。特別表揚能使用豐富句子進行表演的小組。

2、教師帶領學生閱讀AB第二單元練習2的文章并完成練習3，幫助學生了解與熱狗相關的知識。

二、任務呈現與課文導入

1、教師告訴學生：“今天，將繼續學習上一課的內容，并進一步了解如何講述食物的價格，繼續開展在餐廳點餐的活動。”

2、教師告訴學生：“Today Lingling and her dad go to the restaurant.Now let?s listen to the tape.Then please tell me what lingling and her dad want to eat and drink.”在講述的時候，重點強調“eat”和 “drink”.教師可以通過肢體語言來強調詞義并要 求學生能書寫。

三、課文教學

1、播放SB第二單元活動1課文錄音，教師可以提以下的問題：（1）What does Lingling want to eat and drink?（2）What does Lingling?s dad want to eat and drink? 請個別學生回答，并及時糾正答案。

2、再次播放錄音，請學生集體跟讀。并把以下句子進行板書： What do you want to eat/drink? I want …

3、引導學生看SB第二單元活動2中的菜單，要求學生能識別單詞：chicken, orange juice, tea,并能書寫單詞：rice, tea。然后教師扮演服務員來詢問個別學生：“What do you want to eat/drink?”鼓勵學生可以根據自己的喜好來點餐,并進一步引導學生來詢問價格：“How much is it, please ?”

4、鼓勵學生來扮演服務員和顧客，進行簡短的對話練習。

四、任務完成

1、集體完成AB第二單元練習4和5。教師先向學生簡單介紹練習中菜單的項目和題目要求。播放錄音，先請學生完整地聽一遍對話。再播放第二次錄音前，提請學生注意錄音中的數字。在播放錄音時，在每句話后停頓，讓學生填寫食物所需數量。最后對照SB第二單元活動2中的菜單，填寫并計算所需食品的總價。

2、引導學生看練習5中的例句，然后仿照示例開展練習。

五、課文學習

學習SB第二單元活動4中的歌曲，教師播放錄音，先請學生聽歌詞朗讀。播放歌曲，先讓學生整體欣賞歌曲，并確定學生在理解歌詞時，是否有疑問。再次播放歌曲，每句后停頓，讓學生跟唱。最后集體演唱。

六、課后作業

（1）完成AB第二單元練習1。（2）菜單設計競選

把學生分成3-4人一組，設計一份精美菜單，然后進行評比。本活動主要幫助學生復習有關為學生提供創作的空間并且鞏固復習所學的相關單詞

Lesson 6 What a mess!

一.Teaching aims 1.復習“ May I....?” 句型。

2.復習單詞和短語：kitchen, study, bathroom, living room.3.學習新短語: make the bed, make the tea, cook the meal.4.學習新句型：Can I help you? Yes, please.....二.Teaching procedures Step 1 Greeting T: Good morning class.S: Good morning teacher.Step 2 warming up T: May I close the door? S: Yes, of course.T: May I listen to music? S：Yes, of course.T: Ok, very good.Now it's your turn, you ask me, who want to try? S: May I.....? T: Yes,of course.Step 3 presentation Good, boys and girls, now we sill play a game,“pass words”.Here are 4 rooms.You have 4 groups, so g1 is a kitchen, g2 is a study, g3 is a bathroom, g4 is a living room.And here are 4 brooms, the first student should clean your seat and then passs my words and the broom one by one.Ok , good job,through this game, we review the words....T: Class, do you help your mum do housework? S: Yes T:When you help your mother, you will say: “Can I help you?”Ok, follow me.......Plese guess, what's the meaning? S:.............T: Very good, now I need help, who can help me to clean the blackboad? S: Can I help you? T: Yes, please......Step 4 practise High low voice: read new words.Paire work: practise the dialogue.Step 5 Homework Review the words and dialogue.Lesson 7 Happy Halloween Background Information : 42 students from Grade 6 Teaching Contents:

1.Vocabulary: pumpkin jack-o’-lantern ghost witch

2.Sentence structure:

This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.Communication: Use the new sentence structure and new words to communicate with each other.Teaching Objectives：

1.To master the new words: pumpkin jack-o’-lantern ghost witch

2.To enable to make a conversation using the sentence structure correctly: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To enable to use the new words and new structures in communication correctly.4.To learn how to pay a visit or how to welcome the visitors.Important points and difficult points:

1.To enable to distinguish the four new words easily.2.To master the new structures: This /That is a tomato.This /That is not a pumpkin.These / Those are tomatoes.These / Those are not tomatoes.3.To use the structure to ask for yes or no.4.Can change the two sentence structure correctly: T his is a tomato.-----Is this a tomato?

Teaching Aids: Pictures, Radio.PPT Teaching Procedures：

step1 Greeting step2 Warming up：

1).Review: Check the homework-(Choose two or three groups to act it out.)step3.Lead in : Look at the video on the PPT.step4.Reading the passage about the Halloween and answer the questions.step5.Tell students the backgroud information of Halloween and lead in the new words.Step6 New words: pumpkin jack-o’-lantern ghost witch

1.pumpkin : 1)Show a picture of pumpkin ,then teach them read: This is a pumpkin.2)Ask students make sentences use this words.2.jack-o’-lantern : 1)teacher ask one students come to the stage, show a picture of it.Ask the students do right action , then let other students guess.After that teacher teach them read :This is a jack-o;-lantern.2)Ask students make sentences use this words.3.witch: 1)Guessing game lead in and then teach them read: This is a witch 2)Ask students make sentences use this words.4.ghost : 1)Teacher do the action and in a strange voice , ask students guess ,then teach them read: This is a ghost.2)Ask students make sentences use this words.Step7 Play games: 1)What's missing 2)Booming Step 8 Practice:

1)Match the words and pictures.2)Listen and number.Step 9 New structure:

1.Use the game to lead in: What’s this ….2.Teach students read the new structures.3.Practice: work in pairs.Step 10 Consolidates

1)Work in pairs : Work in pairs to practice the new words and structures three minutes ,then ask some pairs to show their conversations on the stage.2)Play a game: One student come to the stage face to the students, wear the hat with new words, and he should ask like this : “Am I a pumpkin?” Other students answer “Yes, you are./No you are not.” 3)Practice : Play the game on page 44.Step11 Listen to the tape and finish the task 1)Tick the words.2)Order the pictures.3)Fill in the blanks.1.That-----a pumpkin.2.That –---a jack-o’-lantern.3.what’s----? It’s an orange.4.------are clowns.Summary : Ask students sum up what we have learnt in this class, and then teacher do some additions.Homework:

1）Write the new words and make sentences.2)Tell the story of Halloween to others and get ready for a party of Halloween.Blackboard Design:

Lesson 7 Happy Halloween New structure New words This /That is a tomato.pumpkin

This /That is not a pumpkin.Jack-o’-lantern These / Those are tomatoes.ghost These / Those are not tomatoes.witch

Lesson8 Thanksgiving Day 教學內容：

1、與本課所學節日相關的單詞tukey、sweet potato、corn、cabbage、potato、pie、lettuce。

2、定冠詞the的用法。

3、了解西方感恩節。

教育、教學目標：

1、掌握本課生詞。

2、掌握the作特指的用法。

教學重難點：

1、本課單詞的正確發音和拼讀。

2、熟練的使用the作特指的用法。教學準備：CAI課件 教學過程： Step1：Greeting Step2：Listen and practice

1、引入新單詞。

T：In the last lesson,which festival have we learned? P：Halloween.T：Good!In this lesson we are going to learn another important festival—Thanksgiving Day.（介紹Thanksgiving Day）如果你們要慶祝感恩節，你們要買一點什么呢，大家去超市看看，我給大家準備了一些東西，看看大家認識些什么。

T：不認識的這些就是感恩節所需要食物。我們來看看有什么些什么呢？

2、教學turkey.T：What?s this? P：chicken.T：No,this is not a chicken.It is very big and very popular in the USA.P：火雞。

T：We call it turkey.……

（教學其它單詞同上）

3、鞏固新單詞。①教師隨意指圖畫，學生讀出單詞。②抽部分同學朗讀。Step：Work in pairs.1、引入the的用法。

T：出示一張鳥的圖片。Boys and girls , what?s this ? P：This is a bird.T：Good!This is a bird.Is the bird big? P：No.T：The bird is small.同上說出：This is a elephant.The elephant is big.These are moon cakes.The moon cakes are round.T：為什么兩句話中一個地主用a一個地方用the呢？

P：因我們第一句中已經提到bird，所以以后再提及，就用冠詞the，而不是a。

2、練習the的用法。

出示更多圖片學生先同桌互相練習，然后抽學生回答。Step4：

1、小結本課。

T：Today we have learned some food for Thanksgiving Day.They are …..Then we learned when to use “the ”.2、Home work 查找關于 Thanksgiving Day和中秋節的資料。

3、與學生道別。

Lesson 9 Merry Christmas 一，教材分析：“Merry Christmas” 是六年級英語教材“新路徑英語”（Book 7）第九課的內容。本課內容與西方最重要的節日——圣誕節聯系非常緊密，所以學生很感興趣。二，學情分析：六年級的學生已經有了比較扎實的英語基礎。大部分同學已經養成了良好的英語學習習慣，有了一定的知識儲備。能夠根據單詞寫法、音標進行簡單的拼讀。他們已經接觸過名詞的單復數形式，能基本說出其組成結構。三，教學目標:(一)情感態度與價值觀

1.培養良好的學習英語的習慣，激發學習英語的興趣。2.通過自主學習和合作學習，提高學習的能力。(二)、過程與方法

1.從圖片和課件入手，讓學生對所學單詞初步進行感知。在教師指導下進行自主拼讀，提高自主學習的能力。

2.掌握運用句型的能力，能夠自主對話。(三)、知識與技能

1.掌握本課中出現的新單詞，并能運用這些單詞進行正確的問答。2.掌握本課中出現的四個疑問句，并能正確回答。四,教學重、難點：

1.本課中出現的單詞和句型。2.部分重點單詞的拼讀和拼寫。

3.能夠區分對事物和人物提問的不同疑問詞。五，教學資源：（1）單詞圖片；（2）多媒體課件；（3）錄音機及磁帶。六，教學過程：

Step one Warming-up/Revision

1.T show the song “ Jingle bells” and the Christmas tree.2.T introduce herself to the pupils.3.T play CAI, pupils look at the screen and do the exercises.Then T and pupils check the answers together.Step two Learning words and sentences.1.T play CAI, then teach the words“a lantern”“a firecracker”.2.T play CAI, pupils ask and answer.“What?s this/that? It?s ___.”

3.T show a present and teach the word.Then T ask a pupil to open it.They are markers.T teach the word and the sentences: “What are these? They are markers.”

1.T play CAI, pupils choose the words and make dialogues.2.T show three persons “Father Christmas” “Little Red Riding Hood” “Snow White”, then T teach them one by one.3.老師舉例，讓學生自己區分“What”和“Who”.A game: T say answers, pupils choose the correct questions.7.T play CAI , a clown(clowns).T show ghosts / witches, then pupils make sentences.Eg.Who are they? They are clowns.Step three Games and practise.1.T show the pictures, pupils read them one by one.2.T tell pupils how to play it: pupil A should stand behind the others.T show a picture , pupil B ask, pupil A guess what picture it is.3.Pupils play the game.Step four Books

1.T point to the blackboard , pupils read the words and sentences.2.Pupils open the books and read the words and sentences.3.Pupils make the new sentences as the models.Step five Look, match and read.1.T conclude this class.2.Pupils do the exercises.3.Pupil say their answers.T and other pupil check the answers.4.Pupils read the sentences.

第四篇：六年級英語教案

一、名詞復數規則

1．一般情況下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds 2．以s.x.sh.ch結尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“輔音字母+y”結尾，變y為i, 再加-es，如：family-families, strawberry-strawberries 4．以“f或fe”結尾，變f或fe為v, 再加-es，如：knife-knives 但有些詞只加s: roofs, proof s, chiefs.5.以o結尾的名詞，有些加es: Negroes, heroes, tomatoes, potatoes;其它加s: radios, zoos, pianos, photos;zero加s,es均可。6．不規則名詞復數：

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、一般現在時

一般現在時基本用法介紹

一般現在時的功能

1.表示事物或人物的特征、狀態。如：The sky is blue.天空是藍色的。2.表示經常性或習慣性的動作。

如：I get up at six every day.我每天六點起床。3.表示客觀現實。

如：The earth goes around the sun.地球繞著太陽轉。

一般現在時的變化 1.be動詞的變化。

否定句：主語+ be + not +其它。

如：He is not a worker.他不是工人。

一般疑問句：Be +主語+其它。

如：-Are you a student?-Yes.I am./ No, I'm not.特殊疑問句：疑問詞+一般疑問句。

如：Where is my bike? 2.行為動詞的變化。

否定句：主語+ don't(doesn't)+動詞原形(+其它)。如：I don't like bread.當主語為第三人稱單數時，要用doesn‘t構成否定句。如：He doesn't often play.一般疑問句：Do(Does)+主語+動詞原形+其它。

如：-Do you often play football?-Yes, I do./ No, I don't.當主語為第三人稱單數時，要用does構成一般疑問句。如：-Does she go to work by bike? Yes, she does./ No, she doesn't.特殊疑問句：疑問詞+一般疑問句。

如：How does your father go to work? 動詞+s的變化規則 1．一般情況下，直接加-s，如：cook-cooks, 2．以s.sh.ch.x.o結尾，加-es，如： guess-guesses, wash-washes, watch-watches , go-goes 3．以“輔音字母+y”結尾，變y為i, 再加-es，如：study-studies 一般現在時用法專練: 寫出下列動詞的第三人稱單數

三、否定句：

在be動詞（am, is, are）l后加not或情態動詞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、一般疑問句：

be或will提到句首，some改為any, and改為or，第一二人稱互換。

例如：We are going to go on an outing this weekend.Are you going to go on an outing this weekend?

五、對劃線部分提問。

一般情況，一般將來時的對劃線部分有三種情況。1.問人。Who 例如：I’m going to New York soon.→Who’s going to New York soon.2.問干什么。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.問什么時候。When.例如：She’s going to go to bed at nine.→When is she going to go to bed? 同義句：be going to = will I am going to go swimming tomorrow（明天）.= I will go swimming tomorrow.

第五篇：六年級英語教案[定稿]

六年級英語教案——Recyle 1 教案

一、教學目標與要求

1.用一般過去式連貫表達一段發生過的事。

2.理解Read and answer內容，并能完成相關練習。

3．學唱歌曲“I went on a holiday”。

二、教學重、難點分析

用一般過去式連貫敘述一段事是本課時的難點，要求老師在正確示范的基礎上帶領學生進一步熟悉掌握。

三、課前準備

1．教師準備本課時所用的磁帶、VCD。

2．教師準備小玩具一個。

3．學生制作棋子一副。

四、教學步驟和建議

1．熱身（Warm-up）

(1)

播放歌曲I went on a holiday,學生跟唱。

(2)Throwing game：同學間互相拋接一個小玩具，得玩具者必須說出一個和trip相關的單詞或短語，前后不能重復。

2.預習（Preview）

日?？谡Z練習。

內容可參考：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.新課呈現（Presentation）

(1)

教師：I have 2 pieces of news for you.One is good, the other one is bad.Which one do you want to listen first? 在黑板的兩側分別板書：Bad news 和Good news。接著介紹：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)

請學生講幾條bad news，鼓勵全班大膽設想，把bad news變成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.教師鼓勵學生創造性地表達，并對學生進行適時的辨證主義教育。

(3)

從學生講述bad news引入Mike lost the suitcase這則故事。播放課文錄音，學生靜聽兩遍后，合上書本，完成Read and tick or cross練習。

(4)

學生閱讀課文，教師指導。(5)

請學生根據各自閱讀情況，從課文中摘抄一些單詞，每次請一位同學板書，其余學生根據這些單詞搶答說一些簡單的語句（可以是原文，也可以是學生自己的話）?？梢酝ㄟ^小組競賽的方式進行。

(6)

Group work：小組討論完成書本的Good news and bad news game.(7)

播放歌曲I went on a holiday錄音或VCD，學生跟唱。

４．鞏固和擴展(Consolidation and extension)

(1)兔子耳朵。教師勻速朗讀一段課文，其中會有詞漏讀或加詞，讓學生找出錯處并記錄，比一比誰的耳朵最尖。如果學生的聽力不錯，教師可適當加快語速。

(2)Ladders and slides.以下棋的形式進行句子表達練習。棋子的每一格都有一個單詞，學生走到一個就要講一句包含上面單詞的話，最先到達終點者獲勝。

(3)辯論賽。教師提供一個Topic，如：The tourism is good/ bad for our dairy life。將全班分成兩組，抽簽決定各自的主題，進行一定時間的準備討論，然后以辯論賽的形式各自陳述自己的理由，理由充分又正確者為勝。

（4）完成活動手冊配套練習。