第一篇：2014秋外研版小學英語(三起)六年級上冊全冊教案

2014秋外研版小學英語（三起）六年級上冊

全冊教案

◆教案簡介：

2014秋外研版小學英語（三起）六年級上冊全冊教案 全冊總備課一.全冊教材分析：本學期是小學階段最后一個學年的開始。六年級的英語學習將以語言知識的鞏固和拓展為主，引導學生進入小學學段的復習準備。所以本教材的新單詞遠不如三、四、五年級多。在拓展方面，本教材介紹了美國的一些相關知識，有紐約、舊金山等著名城市，也有感恩節(jié)等外國節(jié)目，同時也介紹了長城、大熊貓等與中國相關的知識，讓學生既放眼世界，又不忘祖國。二.教學方法：1．確定恰當的教學目標。我們在使用本教材時，不要要求學生一學習課文就能“自由地”說出課文的所有內容，甚至不要求學生能“自由地”朗讀課文，因為教材中有很多內容只是呈現語言的語境內容，并不要求學生能夠“讀”。所以我們應根據教學建議來合理地確定教學要求，不宜要求學生掌握教材上的全部文字內容。2．創(chuàng)造良好的學習氛圍。3．在課堂上盡量使用英語，適當使用漢語。4．糾正學生的語言錯誤5．利用錄音帶或CD-ROM，有效使用現代教育技術Module 1總備課知識與技能：全體學生能朗讀課文，閱讀相關短文，并能按要求完成語句書寫。過程與方法：對所學內容主動復習和歸納。情感態(tài)度與價值觀：樂于接觸外國文化，增強祖國意識。第一課時Unit 1 It’s more than twenty thousand kilometers long.【教學目標】：知識與技能：1.These postcards are great.2.It’s a picture of the Great Wall.3.How long is the Great Wall ? It’s about six thousand seven hundred kilometers.過程與方法：講述關于某個地方或某件事物的情況。情感、態(tài)度和價值觀：【重點】： words and phrase: postcard more thousand kilometer million Mexico Canada【難點】：Sentences: Tell me more about the Great Wall.It’s a picture of great wall.【課時安排

第二篇：2014秋外研版小學英語(三起)四年級上冊全冊教案

2014秋外研版小學英語（三起）四年級上冊

全冊教案

◆教案簡介：

2014秋外研版小學英語（三起）四年級上冊全冊教案 Module 1 Unit1 Go straight on教學目標：

1、讓學生掌握turn left turn right go straight on。

2、學會用Where’s...? 來問路。

3、在各種活動中培養(yǎng)學生學習英語的興趣。教學重點：

1、會用Where’s...? 來打聽道路。

2、能聽懂turn left turn right go straight on。教學難點： left rignt go straight on 的正確發(fā)音。教學準備：糖果、若干卡片、自制小地圖、多媒體課件、簡易地圖（學生每兩人一張）教學過程： Step1.Warming-up T: Hello!Boys and girls!Nice to see you!Ss: Hello!Miss!Nice to see you ,too!T: I’m happy!Are you happy? Ss: Yes!T: So let’s sing a song , ok?(教學意圖：上課前的熱身運動，邊唱邊表演符合小學生的年齡特點，吸引了學生的注意力，穩(wěn)定了學生的情趣，也活躍了課堂氣氛。)Step2.Presentation 1.T: Sam wants to go to Daing’s home , but he is lost , let’ s have a look.(播放課件）2.T: There are some places in the classroom.Can you show me where’s the school park zoo KFC supermarket?（事先把幾幅相應的圖片貼在教室的各個角落）The Ss point them out T: Is the school on my left ?（學生聽不懂，用中文翻譯一遍）（教學意圖：以情境引入教學，并使用多媒體課件輔助，更易使學生快速進入學習意境，以聽指的方法來復習學過的單詞，既鞏固了

第三篇：外研版九年級上冊英語全冊教案

三岔口初級中學英語電子教案

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Module 1 Wonders of the world Unit 1

What is a wonder of the world? 上課教師 學生年級

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型 Listening and speaking 教材分析 This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教學目標 To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知識與能力 1.Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up.That’s news to me.Anyone else? 2.To enable the Ss to express in different tenses according to the set situations.3.To learn to give ideas on writing a school magazine.過程與方法 1.Top-down approach, enabling Ss to understand and talk about writing a school magazine.2.To learn by listening, speaking and discussing.情感、態(tài)度 與價值觀 To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids.Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably?(Newspaper / the Internet / Magazine…)

T: Yes, magazines like Crazy English / National Geography…

Who started…? Learn the new vocabulary.(ancient, pyramid, review, wonder…)

Have a talk about the picture using the words in Activity 1.Learn a bit about magazines.Get the Ss to be attentive and focus on the theme of the lesson.(Magazine)Step 2 Listening & Vocabulary Play the tape and check the words.Listen to the tape again.Make up possible questions according to the answers.Give examples.Listen and check the words.Make up questions according to the given answers.(Wh-questions)Practise listening and get specific information.Check their understanding by making questions.三岔口初級中學英語電子教案

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Step 3.Listen & read Play the tape for the 1st time.Ask Ss questions.T: What are the children doing?

Is there a school magazine in

Da Ming’s school? the 1st time.Play the tape again and ask students to decide T OR F.① Crazy feet is a band.② Becky Wang started a school magazine.③ Da Ming watched the interview on TV yesterday ④ Tony is writing a composition.Listen more carefully for the 2nd time.Decide whether they are true or false.Check the answers with the class.Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation.Check the language points.Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4.Read the conversation aloud, and read in role.Answer the questions in Activity 4.Practise reading and go over how to give suggestions when in discussion.Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words.Ask for more answers on Question 3.Ss take turns to answer the questions.Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss: If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion.Work out the lists and talk about their plans to write the magazine.Beginning: Our school will start a magazine.What articles are you going to write...Learn

to Listen to the tape and get the answers.Listen to get a general idea for discuss in the way as the children do.Check Ss’ creativity.作業(yè) 布置 Collect information about the seven wonders of the world.(Pictures and brief introductions)板書 設計 Unit 1 What is a wonder of the world?

school magazine

That’s news to me!

a wonder

What’s it about?

ancient pyramids

listen up

write a composition

Any more ideas?/ Anyone else?

do some reviews about…

on=about

do an interview with 三岔口初級中學英語電子教案

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Unit 2

Ｉwas on the edge of the Grand Canyon.上課教師 學生年級

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計 課型 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教學 目標 To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;

知識與能力 1.Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look(across)to?light-dark, clear, huge, beside, below, at the bottom of, reach the top.?too?to?

2.To enable the Ss to express in different tenses according to the set situations.3.To love the wonders of the natural world and give facts and opinions.過程方法 1.Interactive approach.2.To improve Ss reading skills and get them to talk and practise writing by imitating.情感、態(tài)度與價值觀 To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教學過程

教學步驟 教師活動

學生活動

活動目的

Step 1 Lead-in Ask Ss to show information about the seven natural wonders.(The teacher can get the related pictures ready beforehand)Present words in Activity 1.Talk and give facts about the wonders.Encourage Ss to describe with the words given.Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask and answer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask and answer.How tall/deep… is it? It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.三岔口初級中學英語電子教案

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Step 3.Read(Skimming)

Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?

How deep/wide/long is it? Read the passage and answer the questions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read

and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy

morning;B.The first impression/sight of the

Grand Canyon.C.The Grand Canyon is the greatest

wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand

Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of

the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, 三岔口初級中學英語電子教案

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disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and try to make them

into a passage.Practise writing and using the language on the basis of imaging and personal experience.作業(yè) 布置 Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板書 設計 Unit 2 I was on the edge of the Grand Canyon The seven natural wonders of the world How tall/wide/deep is it? It’s…tall/wide/tall.get out of

on the edge of

ask oneself go through

look down/across to

huge=very very big look over

at the bottom of

the greatest wonder fall away

disappear into

Unit 3 Language in use

上課教師

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計 課型 Revision and application 教材 分析 This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教學 三岔口初級中學英語電子教案

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目標 To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知識 與 能力 1.Vocabulary and expressions: height, lift, view, attract, description, location, design

2.To enable the Ss to differ the tenses learned in situations.3.To make a poster of a wonder of the world/ one’s hometown.過程

方法 1.Formal and interactive practice, task-based.2.Comprehensive ways of practising and consolidating.情感、態(tài)度與

價值觀 To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教學步驟 教師活動 學生活動 活動目的

教學過程

Step 1 Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau.Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.… Watch and talk about things appear in the MV.Learn to tell the differences among the tenses.Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1.Read through the sentences in the box with the whole class.Call back ideas about the structure highlighted from the students.2.Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence.(Activity 1)Check the answers right after that.1.Read aloud the seven sentences.And tell the making-up of each tense.2.Read through the 5 pairs of sentences in different tenses and match.Practise telling the differences and meanings.Step 3.Writing

1.Go back to the picture of the Great Wall.Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2.Encourage Ss to observe and decide the forms of verbs in different tenses.1.Observe the 三岔口初級中學英語電子教案

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subjects and the adverbial or even the phrasal verbs.Match the three parts to make possible sentences.2.Read through the uncompleted passage and try to give the correct forms of verbs in the situations.Learn to observe and practise language in different tenses.Step 4 Speaking 1.Show up the photo of visiting the Great Wall.Get Ss to ask the teacher questions in Activity 4.(Example)Get Ss to work in pairs, and ask and answer the questions.2.Present wonders in the local area.Get Ss to talk about them.1.Ss follow the teacher and make up their own conversations.Perform in front of the class.2.Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5 Vocabulary Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8.Get Ss to finish them first and check in forms of game.Elaborate on the Pyramids in Egypt.(More related photos)

Finish the multiple-choices exercises and choose the pictures they’re interested in to check the answers.With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7 Ask about facts about any one of them.Play the tape for Ss to learn more.Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction.Give questions to check their understanding.Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4.Read through the instructions.Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss.Work in groups of 4 and write about one wonder they like.Collect sufficient information and make the poster.Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作業(yè) 布置 Finish off the poster after class and get ready for the show at the back wall of the classroom.Prepare the show-and-tell session in groups of four.三岔口初級中學英語電子教案

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板書 設計 Unit 3 Language in use

Structures of different tenses

ancient

The Great Wall is a wonder…

modern

wonders

Andy Lau went to the Great Wall.natural

He was singing on it

height—What’s the height of…?

We are listening to him now.on the journey of…

He has sung many pop songs.because / because of He will visit it some other day.Module 2 Great books

一、教學內容分析

本模塊的話題是談論書、作家、思想家、戲劇、電影、詩歌等。語法是一般現在時被動語態(tài)。

二、學情分析 談論書、作家、思想家等是學生感興趣的話題。本模塊的學習是通過該話題的討論，學習并掌握一般現在時被動語態(tài)的肯定句、否定句、一般疑問句和特殊疑問句。

三、教學目標

1、語言知識目標: ● 功能：談論書、作家、思想家等。

● 詞匯：1）能正確使用下列單詞：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead，pleased, alive, southern, state.2)理解下列單詞：thinker, monthly, outsider, version, historical，editor, publisher, reviewer.3）能準確理解并使用下列詞組；as far as,not?any more,millions of，run away, grow up, talk about, be known as/for ● 語法：一般現在時被動語態(tài)。

2、語言技能目標

聽：通過聽進行單詞和圖片的配對。

說：談論最喜歡的書、戲劇、詩歌和作家等。

讀：能讀懂對書、作家、思想家等作介紹的文章，能掌握從文章到表格 的信息轉移。

寫：寫一本自己最喜歡的書。

3、情感目標：培養(yǎng)學生閱讀的習慣，提高個人文化修養(yǎng)。

4、文化意識目標：了解中外著名的作家、思想家、詩人及他們的作品。三岔口初級中學英語電子教案

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四、教學重點、難點

重點：key vocabulary___work, influence,wise,clever,behaviour,dead,alive,treasure

theme, southern,as far as,not…any more,millions of,run away,grow up,talk

about, be known as/for 難點：被動語態(tài)的構成和用法，主動語態(tài)如何改為被動語態(tài)。

五、課時安排 第一課時：Unit 1 第二課時；Unit 2 第三課時：Unit 3 第四、五課時：Review and workbook

Unit 1 Confucius’ works are read by many people Teaching aims :Learn the use of present simple passive.Key points: work, influence, thought, wise, copy, as far as, not…any more, millions of, be known as/for Difficult sentences: Shakespeare’s works are seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?

2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are

still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 三岔口初級中學英語電子教案

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第 ５ 冊.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved

Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?

2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points

1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death

It’s thought to be one of the greatest books.Step 4 Writing 三岔口初級中學英語電子教案

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1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被動語態(tài)的構成：be +過去分詞

時態(tài)在be 體現：am /is /are +done, was / were + done, have/has been +done 被動語態(tài)的句型：

肯定句：主語+be +過去分詞+（by ~）

否定句：主語+be not +過去分詞+（by ~）一般疑問句：Be+主語+過去分詞+（by ~）

特殊疑問句：特殊疑問詞+ be+主語+過去分詞+（by ~）

2)被動語態(tài)的用法：

I.要表達“被?”、”受?”、“遭?”、“讓?”之類的語義。如： 教師很受尊敬—The teachers are well respected.II.強調動作承受者。如：

他遠近聞名—He is known far and wide.III.不知道或沒有必要指出動作的執(zhí)行者。如：

房子每天都有人打掃__The room is cleaned every day.3)主動語態(tài)如何改為被動語態(tài)：

Children

love

these songs

主動語態(tài) 三岔口初級中學英語電子教案

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These songs

are loved

by children

被動語態(tài) 3．Practice Do Act.1,2,3,4 and WB P117 Ex.4&5 Step 4 Listening and speaking(Act.6&7)1.Ask the students to go through the table.2.Listen and check the statements about Betty and Daming agree with.3.Work in pairs.Ask and say which statements you agree with, and why._ __Do you think that modern books are great books? __Yes, I do.I think …/No, I don’t.I think…

Step 5 Reading

Read ―Around the world ‖ on P17 and answer the questions.When and where did Plato live? What was he? Where did he travel? What did he do when he returned to Athens? What are his works called? Step 6 Module task Discussion: Are we more influenced by films than by books? 1.Decide on your point of view.2.Think of some examples of films or books you have seen or read.How did they influence you? Homework: 1.Do Ex.2&3 on WB P116 2.Revise Module 2

Review of Module 7 and workbook Step 1 Revision 1.Revise the words and expressions you learned in the module.2.Do self-assessment on P119.3.Do Ex 6,7,8 to check their vocabulary.Step 2 Listening and pronunciation.1.Listen and check the true sentences.(Ex 9 on P118)2.Listen and repeat.(Ex 10 on P118)Step 3 Reading 1.Read and answer the questions.(Ex 11 on P118)2.Listen and read it again.Let the students ask more questions about Dickens.Then answer them.Step 4 Grammar 1.Check Ex 2&3 on P116 to revise the passive voice.2.Do some more exercises about it.Module 3 Sporting life

一、教材內容分析：

本模塊以體育運動及奧運會為話題，通過談論BIG與HAS間的前一次和下一次籃球比三岔口初級中學英語電子教案

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賽（Unit 1），介紹劉翔的成長歷程（Unit 2）及奧運會（Unit 3）展開教學。要求掌握一般過去時和一般將來時的被動語態(tài)；學習與體育運動相關的詞匯及日常用語等。通過學習，放眼時事，體會體育明星光環(huán)背后所付出的勤奮與努力。

二、學情分析：

本模塊圍繞籃球等體育運動及奧運會而展開，又正直北京奧運會倒計時之際。相信學生對此內容會頗感興趣。同時介紹了劉翔的成長歷程，聯系現實，闡明體育競技的偉大及體育訓練的艱辛，努力是將來成功的基石。

被動語態(tài)共分三個模塊講授，本模塊第二次涉及這一內容，可謂承上啟下。要求學生在熟練運用各種時態(tài)的基礎上，將時態(tài)與語態(tài)相結合，需反復操練。在鞏固一般現在時的被動語態(tài)的基礎上學習一般過去時和一般將來時的被動語態(tài)，并為學習現在完成時和情態(tài)動詞的被動語態(tài)作好鋪墊。

三、教學目標:

語言知識目標:(1)詞匯：allow/defeat/stand for/against/tough/encourage/medal/record/set up/ first of all/represent/advertisement/coach/regularly/race(2)日常用語：You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!(3)語法：一般過去時與一般將來時的被動語態(tài)。

(4)話題：討論有關體育運動與奧運會的話題以及體育明星的成長歷程。

語言技能目標：

聽：通過對話與課文等的聽力訓練，理解簡單的體育運動信息。

說：通過對文本等的學習，輔以問答及討論等形式反復操練，學會簡單講述某名人的成長歷程。

讀：提高閱讀能力，掌握文本精髓。

寫：作一份關于班級內同學參加體育運動或觀看體育比賽的調查報告。寫一篇關于體育明星成長歷程的簡單報道。情感態(tài)度目標：

通過學習，加強團隊合作精神的培養(yǎng)，調動學生良性競爭的意識及英語學習的積極性。了解有關體育運動和競技比賽的要素；了解奧運會特別是即將舉行的北京2008年奧運會的相關信息；了解當代體育明星成功的奮斗歷程，用理性的思維體會成功背后的艱辛與努力，指導青少年學生的個人成長。

四、教學重點及難點：

(一)掌握與體育運動等相關的詞匯、句型及日常用語。

(二)掌握一般過去時與一般將來時被動語態(tài)的運用。通過各種題型的反復操練，掌握其與一般現在時的被動語態(tài)的不同用法。

(三)簡單撰寫某體育明星的一段成長經歷或成功史。

五、課時安排： Period 1: Unit 1 Period 2: Unit 1-2 Period 3: Unit 2 Period 4: Unit 3 Period 5: Unit 3 Unit 1 When will the match be held? ⅠTeaching model Listening and speaking 三岔口初級中學英語電子教案

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ⅡTeaching method Communicative approach ⅢTeaching aims Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to Everyday English: a tough match You’ve got no chance!What do you reckon? Don’t let them get to you!

Nice work!ⅣTeaching aids Tape recorder, OHP, pictures, handouts ⅤTeaching Steps Step1 Warming-up and listening

1.Look at the pictures and talk something about sports.2.Look at the photos and describe them.You can use some of the words in the box to help you.3.Listen and check the words you hear in Activity 2.Step 2 Listen and read 1.Listen to the tape carefully.2.Ask the students to read through the conversation individually.3.Play the tape and have them read and follow.4.Act it out.5.Learn Everyday English.Step 3 Do Exercises 1.Complete the table in Activity 4.2.Listen again and check.3.Complete the sentences in Activity 5.Step 4 Work in pairs

Read the sentences from the conversation.Say who the underlined words refer to in Activity 6.Step 5 Explain the important and difficult points

Don’t let them get to you, Tony!不要讓他們影響你,托尼!

get to sb.意思是to make someone feel upset or angry,即“讓某人感到煩惱,困擾”。如: The heat was beginning to get to me so I went indoors.天氣很熱,讓我開始感到煩躁,所以我回到了屋內。

The smell of her old book really gets to me after a while!過了一會兒,她的舊書散發(fā)出的氣味實在讓我不舒服。

Step 6 Pronunciation and speaking 1.Listen and repeat.Make sure you pause between each sense group in Activity 7.2.Say the sentence in Activity 8.3.Work in pairs.Talk about your favourite sports team or sports star this season.Step 7 Homework Finish the exercises in the workbook Ex.1, 2, 3, 4&5.Unit 2 Liu Xiang was trained for gold.ⅠTeaching model Reading and writing ⅡTeaching method Bottom-up approach ⅢTeaching aims 三岔口初級中學英語電子教案

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Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach , sportsman , overnight , skill , hurdling , sportswoman , race Grammar : 一般過去時和一般將來時的被動語態(tài) ⅣTeaching aids OHP, tape recorder ⅤTeaching Steps Step 1 Warming-up 1.Guessing game: The Chinese champions in the Olympic Games.2.Talk something about Liu Xiang.3.Show some pictures.Look at the pictures and the title of the passage.Say what you know about Liu Xiang and how he became a sporting hero.4.Introduce the new words.Step 2 Reading 1.Read the passage in Activity 2.2.Play the tape and have them read and follow.3.Read the passage again.Step 3 Do exercises 1.Read the passage and choose the sentence which best expresses the main idea.Liu Xiang____.a)was helped by his sports school to become a gold medal winner b)will be encouraged to be a star and not a sporting hero c)has trained for many years , and will continue to win medals 2.Complete the time line with the notes in Activity 3.3.Answer the questions in Activity 4.1)As a symbol, what does Liu Xiang represent? 2)Why isn’t Liu Xiang an overnight success? 3)What was Liu Xiang advised to do in 1998? 4)What was the special programme set up in 2001? 5)What will he be encouraged to do in the future? Step 4 Explain the important and difficult points

1.And now that he's well known all over the world, Liu Xiang will also be asked to appear in advertisements and films, and even to record music.現在由于劉翔已經世界聞名了,他還會被邀請做廣告,拍電影,甚至錄唱片。

now that 常常用為一種新的情況或狀況做出解釋,表示“既然；由于”。如: Now that Mr Liu has arrived , we can begin our meeting.既然劉先生已經到了,我們就開會吧。2.Liu was encouraged at first to train as a high jumper.起初,教練支持劉翔練跳高。

encourage sb.to do sth.表示“鼓勵某人做某事”。在本句中,encourage一詞用于被動語態(tài),表示劉翔是“被鼓勵”去某事,而不是他“鼓勵”別的人去做某事。如: Ms Wang always encourages us to speak English in class.王老師總是鼓勵我們課

上講英語。

We were encouraged to learn foreign languages at school.學校鼓勵我們學習外語。3.It was set up in 2001 to help young sportsmen and sportswomen.它(特殊項目)建立于2001年,用來幫助年輕運動員。

set up表示“建立,設立;創(chuàng)辦(組織,企業(yè));制定(計劃等)如:

She plans to set up her own business.她計劃企業(yè)辦自己的企業(yè)。三岔口初級中學英語電子教案

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We need to set a meeting to discuss the plan.我們需要開個會來討論這個計劃。4.Grammar : 一般過去時和一般將來時的被動語態(tài)

英語的語態(tài)是通過動詞形式的變化表現出來的。英語中有兩種語態(tài)：主動語 態(tài)和被動語態(tài)。主動語態(tài)表示主語是動作的執(zhí)行者。例如： Many people speak Chinese.謂語：speak的動作是由主語many people來執(zhí)行的。

被動語態(tài)表示主語是動作的接受者，即行為動作的對象。例如： Chinese is spoken by many people.主語Chinese是動詞speak的接受者。1)一般過去時的被動語態(tài)構成： was/were＋p.p.（過去分詞）eg: Liu Xiang was helped by a special programme.Liu Xiang’s races were recorded.2)一般將來的被動語態(tài)構成： shall/will be＋p.p.（過去分詞）eg: Liu Xiang will be encouraged to go for more medals for China.Will he be encouraged to spend more time away from sport? 5.Learning to learn Step 5 Writing 1.Rewrite the notes in Activity 3 in full sentences.2.Look at the sentences in Activity 6.A special programme helped Liu Xiang.Liu Xiang was helped by a special programme.His skill at hurdling was noticed by his coach Sun Haiping.His coach Sun Haiping noticed his skill at hurdling.3.Write sentences about Zhang Yining's training.4.Join the sentences you wrote in Activity 6 to write a paragraph about Zhang Yining.Use and, although and because.Step6 Homework Finish the exercises in the workbook Ex.6, 7, 8&9.Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method

Formal and interactive practice ⅢTeaching aims 1.Key vocabulary: finishing line, award, marathon, Italian, turn, so far, champion, taekwondo, belt

2.Grammar : 一般過去時和一般將來時的被動語態(tài) ⅣTeaching aids Tape recorder, OHP, handouts ⅤTeaching Steps Step 1 Revision Review the text of Unit 2 Step 2 Language practice 三岔口初級中學英語電子教案

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1.Read through the example sentences in the box with the whole class.2.Grammar : 小結一般過去時和一般將來時的被動語態(tài) Step 3 Work in pairs.1.Ask and answer the questions in Activity 1.2.Complete the passage with the correct form of the words in Activity 2.3.Look at the pictures and put them in the correct order in Activity 3.Step 4 Do exercises 1.Complete the conversation with the correct form of the words in the box in Activity 4.2.Choose the best answer in Activity 5.3.Listening:

1)Listen and check the true statements in Activity 6.2)Listen again and choose the correct answer in Activity 7.4.Put the sentences in the correct order to complete the conversation in Activity 8.Step 5 Around the world: The Paralympics Games Step 6 Module task: Module task: Making a class sports survey

1.Work in groups.Write questions to find out about the sport people like to watch and do.* What sports do you like?

* How often...?

* Do you like to...or...? 2.Carry out your survey.* Ask as many students as you can to answer your questions.3.Write the results of your survey.1)Say how many students you asked the questions were.We asked...student ―What...?‖

2)Compare their answers.… students said...and...students said...Step 7 Homework Finish the exercises in the workbook Ex.10, 11, 12&13.Module 4 Great inventions

Unit 1 Paper and printing have been used for ages 教 學 目 標

德育目標:To know something about the history of paper inventing 知識目標:To get information about the history of paper inventing from the conversation 能力目標:To talk about the advantages of some inventions To practise the passive voice of the future tense, perfect tense and modal verbs.重點 Vocabulary advantage, battery , borrow , camera, charge lend look after, online, photo, promise, same, turn off, turn on 難點

the passive voice of the future tense, perfect tense, and modal verbs.三岔口初級中學英語電子教案

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課型

Listening and speaking 教法

PWP approach Teaching Procedures: Step one: Revision 1)Talk about some great invention, recall the words of inventions: TV, computer, watch, radios, camera, digital camera, photo, mobile phone, internet.Teach: online magazine 2)Recall what we have learned in the last Module Step two: Listening and vocabulary

1.Talking: What's the advantage of an online magazine 2.Listen and check the words

3.Listen and read ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad

⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 幫忙,賞光 Anyway?談點別的,另外 Here it is.給你,在這兒 It doesn't matter.沒關系

I'll see to that.我會處理的.Is that clear 清楚嗎 懂了嗎 Promise!我一定!language Points

1)Paper and printing have been used for ages.for ages----for(many)years好多年了.類似短語: for hours/ days/months 等.2)The battery hasn't been charged for a couple of months.a couple of---several 幾個

3)I'll see to it.我來處理.see to sb./ sth.= look after, deal with ”處理, 照顧, 關照“ 4.)You must promise that it won't be….promise to do/ that..= make a promise to do/that 答應, 許諾作某事 Promise!= I promise to do that.我答應!5)turn on----打開 turn off----關閉 turn up-----開大 turn down---關小

eg.Don't forget to ___________the light when you leave the room.Please ___________the TV, the football is beginning.Would you please ________it ______ a little I can't hear it clearly.The baby is sleeping.Please _____________ the radio a little.4.Read the summary of the conversation.Underline the wrong information 5.Answer the questions Ask Ss to say their answers and check them together.6.Find the sentences in the conversation which mean Grammar Points

Will(won't_)+ be +動詞的過去分詞為一般將來時的被動語態(tài) 三岔口初級中學英語電子教案

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have/has(not)been + 動詞的過去分詞為現在完成時的被動語態(tài) 情態(tài)動詞+ be + 動詞的過去分詞為情態(tài)動詞的被動語態(tài) Summary: 各種時態(tài)的被動語態(tài)構成 一般現在時:S+ am/is /are + done 一般過去時:S+ was/were + done 一般將來時:S+ will + be + done

情態(tài)動詞:S+can/may/must/should+be+done 現在進行時: S+ am/ is/ are + being+ done 過去進行時: S+ was/were + being+ done 現在完成時:S+ have/has + been+ done Pronunciation and Speaking Listen to the sentences and repeat.Homework: Finish work book 1-3 附加練習: 中英互譯: I'll see to that._______________ 幫個忙________________ Promise.________________ 照相________________ look after________________ 好幾個________________ turn off________________ 幾年________________ Here it is.________________ 由?.代替________________ 改為被動語態(tài)句子

1.They have published two issues of this magazine.2.Betty has kept my watch for two days.3.I'll charge the battery for your MP3 players.4.I could not find my bag anywhere.課題

Module 4 Great Inventions

Unit 2 Books could be produced more quickly and cheaply.教 學 目 標

德育目標:To research science and love science 知識目標: To understand passages involving present perfect perfect tense 能力目標:To learn a reading skill-----Scanning To know the history about paper inventing 重點

Vocabulary Create, produce, ink, against, knowledge, spread, introduction, receive, 難點

Phrase:made of, at a time, by hand, at the beginning of, in a way, rather than, one day 課型

Reading and writing 教法

PWP approach Teaching Procedures: 三岔口初級中學英語電子教案

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Step I: Revision Have/has been + done This book/ discuss/ on telephone It/ buy/by thousands of people Children/tell to read this book The book/ print/ again and again Other books /write /about this book Must/can/may be done 1.a)All students must read this book.b)This book _____________by all students.2.a)Everyone can understand his ideas.b)His ideas ________________by everyone.3.a)I could not fine her books anywhere.b)Her books ________________anywhere.4.a)For a long time, many people could not use computers.b)Computers__________________by many 5.a)We can do the work now if you want.b)The work _____________now if you want.6.a)You must not take these magazines from the library.b)These magazines _________________from the library.Reading and vocabulary 1.Talk in pairs What are the advantages of both book and computers Can books be replaced by computers

2.Read and get the main ideas of the paragraphs P1 c.Life on paper and in print P2 a.The world before books P3.b.The invention of printing P4.d.Technology and books

P5.e.Can books be replaced by computers Language Points

1.looks through 瀏覽,溫習2.with– without 帶有? / 沒有?

3.be made of----be made from---be made up of---be made in------be made by— be made into –--4.write words on--make a book--in those days--at a time--by hand---as a result----5.put? against 將?放進/刻進 hold? against 將?貼到

6.at the beginning of 在?初/ 開始時 7.after that 然后,之后 in a way 以?方式

8.compare?.with?.與?.相比 , 與?.相媲美

9.rather than 勝過,而不愿 prefer to do? rather than do? 情愿?而不..be replaced by 被?.所替代 be read online 在網上閱讀

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4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework

Finish the workbook exercises 課題

Module 4 Great Inventions Unit 3 Language practice 教學目標

德育目標:To know about some great inventions 知識目標: To practice the use of passive voice 能力目標:To complete a task about ”How to improve inventions“ 重點

被動語態(tài): 情態(tài)動詞的被動語態(tài): 情態(tài)動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 難點

情態(tài)動詞的被動語態(tài): 情態(tài)動詞(not)+ be +過去分詞 現在完成時—— have/has +been+動詞的過去分詞 課型

Revision and application 教法

Formal and interactive practices Part I: Revision Language practice 現在完成時的被動語態(tài): have/has(not)been +過去分詞 情態(tài)動詞的被動語態(tài): 情態(tài)動詞(not)+ be +過去分詞 Conclusion

被動語態(tài)的構成:be +動詞的過去分詞

一般現在時—— am/is / are +動詞的過去分詞

一般過去時—— was/were +動詞的過去分詞

情態(tài)動詞—— aux.v.(must/can/could/may?)+ be +動詞的過去分詞 現在進行時—— be(am,is,are)+being +動詞的過去分詞 一般將來時—— will be/be going to be +動詞的過去分詞 現在完成時—— have/has +been+動詞的過去分詞 主動語態(tài)改成被動語態(tài)的步驟及注意事項 1.主動語態(tài)的賓語改成被動語態(tài)的主語.2.主動語態(tài)的謂語動詞改成被動語態(tài)的謂語動詞.do----be done 3.注意保持時態(tài)和人稱的一致.4.帶雙賓的謂語動詞有兩種改法.當把直接賓語改成主語時,謂語動詞后必須加適當的介詞: to / for.如:give--be given to 此類動詞還有:pass show send?

再如:buy---be bought for此類動詞還有:make draw cook mend?

5.一些動詞不定式在主動語態(tài)中省略to作賓語補足語,改成被動語態(tài)時,to必須還原.三岔口初級中學英語電子教案

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注:1.不及物動詞(vi.)不用被動語態(tài).如:happen,take place ,appear disappear?沒有被動形式.**幾種特殊結構

1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等動詞/短語后作賓語補語的不定式都不帶to;但改成被動語態(tài)后必須帶to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercises

Module 5 Museums

The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two

Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties 三岔口初級中學英語電子教案

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&

key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching

Procedure Step1: Greeting and revision have/has been + 過去分詞;情態(tài)動詞+be+過去分詞 Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 與pay attention to 中的to都是介詞,后面應跟名詞,代詞或動名詞,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 單獨的 4)take a photo 拍張照片

5)against 反對 be against doing sth.反對做某事

6)幾種表示禁止的表達方式: Don't+動詞原形 No+名詞/動名詞 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副詞,要與否定詞連用,意思是”也不“.如, I don't like coffee either.我也不喜歡咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework 三岔口初級中學英語電子教案

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Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧嘩,它違反規(guī)定.No shouting!It's against the rules.2.好,讓我們下樓吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.趕快!否則我們將遲到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &

key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching 三岔口初級中學英語電子教案

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procedure Teaching Procedure Step1 Revision

Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允許做某事.如, They don't allow smoking in the museum.他們不允許在博物館吸煙.allow sb.to do sth.允許某人做某事.如, My parents don't allow me to read in the bed.我父母不允許我躺在床上看書.be allowed to do sth.被允許做某事.如, Students are not allowed to smoke.學生們不準吸煙.2)work out 計算出 3)try out 檢驗,試用

4)fill?with? 用......填充......She filled the bottle with water.她用水裝滿了瓶子.區(qū)別:be filled with 表示”充滿“,強調動作;be full of 表示”裝滿,盛滿“,表示狀態(tài).Hs heart was filled with gratitude.他內心充滿了感激之情.The basket was full of flowers.籃子里盛滿了花.5)compare?with 與......作比較

6)drop in 順便走訪,也可用于drop in on sb.順便走訪某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一樣

Step 3 Writing Complete the passage then check the answers.Homework

Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 單項選擇.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.三岔口初級中學英語電子教案

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A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &

key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:

1)No+v.-ing!如: No smoking!不許吸煙!No joking!不要開玩笑!2)祈使句 三岔口初級中學英語電子教案

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否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵鬧.3)You mustn't…

情態(tài)動詞mustn't 可以表達”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物館中不得給展品拍照.You mustn't tell it to anyone.你決不可以告訴任何人.4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.如: In most museums you can't make any noise.在大多數博物館里不能吵鬧.5)You aren't allowed to…

本句型用來制止對方做某事.如: You are not allowed to touch the exhibits.不要觸摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(見書本P179)Exercises: Make new words using the words in Box A and Box B.A

bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句

否定的祈使句同樣可以用來表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…

can't 可以表示”能力“,”可能性“,也可以表示”不允許“.因此可以用來制止某人做某事.5)You aren't allowed to… Self-reflection

Module 6 Save our world 教案設計 三岔口初級中學英語電子教案

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一、教材內容分析

本模塊以杜絕浪費，保護環(huán)境，拯救地球為話題，讓學生在了解地球危機重重的基礎上，通過活動，考慮我們學生應怎樣從生活細節(jié)中采取措施來保護環(huán)境，保護地球，進而培養(yǎng)學生的憂患意識和主人翁意識。討論話題源于周圍環(huán)境，貼近生活，便于開展活動。教學中應結合學生實際情況，靈活調整教學內容，合理設置課時。適當進行拓展，以豐富學生知識，拓展學生視野，進行理想、人生責任的教育。

二、學情分析

通過兩年的學習，學生已能用英語熟練地表達自己的看法和意見。本模塊的話題是環(huán)境、資源，這是學生很熟悉也較感興趣的話題, 但同時對學生的知識儲備要求較高。首先要求學生通過多種途徑了解地球環(huán)境、資源的現狀。其次在教師預設的任務中，要使學生有話可說，但是這個話題涉及較多的知識，學生掌握的難度較大, 如果材料處理不當，會導致學生有話想說，卻無法用英語表達的尷尬場面。因此在具體安排教學內容時，可由簡到難，適當降低難度與要求，讓學生更好地運用課本知識，達到提高綜合運用語言能力的目的。

三、教學目標

1.語言知識目標 詞匯 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 詞組句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 語法 前綴、后綴構詞法 功能 話題 表達如何杜絕浪費，保護環(huán)境，拯救地球

以了解地球危機重重為基礎，討論如何拯救地球為話題

2．語言技能目標

聽 聽懂有關不同保護環(huán)境方法的對話，提高學生實際應用能力

說 能用本模塊的生詞、短語開展對話、討論，介紹各自生活中保護環(huán)境的方法

讀 了解地球環(huán)境的現狀, 通過閱讀掌握reduce，reuse，recycle的含義和重要性，進行簡單的閱讀技能訓練

寫 1．能用核心詞匯寫出簡短的、表達觀點的句子

2．能寫出生存現狀和保護措施，形成完整的計劃性文章

演示與表達 能向全班做有關生存現狀和保護措施的發(fā)言與展示

3．學習策略目標

通過合作討論、游戲、競賽等多種活動形式，實現在用中學，學而能用的原則。

認知策略 調控策略 聯系，歸納，推測等技能。

從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。

交際策略 學習運用恰當句子表達自己的觀點。資源策略 能利用多種途徑及學習資源查找信息，用所學內容進行真實交際。自學策略 能借助詞匯圖掌握單詞，形成話題聯想的習慣，培養(yǎng)學生的閱讀能力技巧。合作學習策略 關心周圍的生存現狀和保護措施, 交流并分享各自的觀點并形成最終觀點。

4．文化意識目標 三岔口初級中學英語電子教案

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引導學生關注社會，關注身邊的事和人，關心周圍的生存現狀和保護措施，對學生進行環(huán)保意識的滲透。同時讓他們了解保護環(huán)境離我們很近，身邊有許多機會，進而培養(yǎng)學生的憂患意識和主人翁意識和關愛地球之心。

5．情感態(tài)度目標

（1）通過開展生動活潑的教學活動，激發(fā)學生的興趣。

（2）培養(yǎng)學生熱愛生活、熱愛自然界，培養(yǎng)保護環(huán)境的意識和關愛地球之心。同時也積極鼓勵學生參與社會實踐活動。

（3）引導學生與他人合作，相互幫助，共同完成學習任務，盡情享受學習的樂趣。

四、重點難點

1.教學重點

重點話題：How to be green 2.教學難點

（1）前綴、后綴構詞法及其積累

（2）能用恰當地道的英語表達對保護環(huán)境的看法。3．突破途徑

以話題為核心，通過個人思考、小組及班級活動等不同途徑，在聽、說、讀、寫中使單詞及句型以不同的形式反復出現，在足夠的輸入中，達成有效的語言輸出。

五、教材處理

1、任務

核心任務：能夠運用所學句型結構向不同的朋友交流自己關于保護環(huán)境的看法。三個環(huán)節(jié)如下：

pre-task：學生通過多種途徑了解有關環(huán)保的知識，激活背景知識。

Task-cycle：通過整個模塊的聽說讀寫的訓練，強化“地球現狀和保護環(huán)境的途徑”的表達能力，為完成核心任務做好鋪墊。

post-task：達成任務，展示成果，自我評價，反饋學習情況。

2、課時安排

Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)

六、教學設計

Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.設計意圖: 從學生所了解的世界入手，利用學生已有的認知水平進行頭腦風暴，主要為下一步世界中最主要的環(huán)境問題的引出做準備工作。

Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?

3.Work in pairs.Say what you should do about these problems.三岔口初級中學英語電子教案

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設計意圖:

視頻讓學生更直觀地了解到我們的地球所面臨的日趨嚴重的環(huán)境問題。通過觀看，思考和討論，給學生提供一個運用英語的機會，培養(yǎng)了學生注意的能力和主題理解能力，更激發(fā)了學生保護環(huán)境的意識。Step 3: Listening

1.Look at the photos.Describe and check them.(Activities 1 and 2)

2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.設計意圖:

聽力是學生的一個難關，因此在設計中應由淺入深，教師加以引導和幫助。活動五在課文中沒有直接原文答案，為降低難度，可讓學生選擇回答，讓各層次的學生都有事情可做，都有事情會做，提高參與率和成就感。

Step 4: Speaking

1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.設計意圖:

保護環(huán)境并不只是政府的事情，其實在我們身邊有許多我們能做而常被忽視的。通過觀看同齡人的行為，讓學生了解我們不該做的很多，我們該做的更多。讓學生考慮應怎樣從生活細節(jié)中采取措施來保護環(huán)境，保護地球，進而培養(yǎng)學生的憂患意識和主人翁意識，培養(yǎng)學生熱愛生活、熱愛自然界，培養(yǎng)保護環(huán)境的意識和關愛地球之心。

Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up

1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.設計意圖:

在社會中，包括政府在內，有許多的機構，單位，組織和個人都關心和保護著環(huán)境。通過問卷讓學生領悟我們雖小，但我們可做的很多，而且這些可做的事就在我們的身邊，就在我們的日常生活里，從而為課文的引出做好鋪墊。

Step 2: Lead-in

Look at the pictures.Say which things are better for the environment and why.設計意圖:

利用學生最熟悉的生活用品比較，在一定的語境中進行討論和學習詞匯。小組討論可以集思廣益，加深對課文的理解。而進行有意義的交流是詞匯學習的上上策，培養(yǎng)學生詞不離句學語言的好習慣。并且讓學生從自身的感受和生活的經驗來判斷, 激發(fā)學生熱愛生活、關心生活和保護環(huán)境的意識。三岔口初級中學英語電子教案

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Step 3: Reading

1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)

3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)設計意圖:

通過慢速和快速閱讀培養(yǎng)正確的閱讀方法，讓學生了解文章的主旨，同時培養(yǎng)學生的猜詞能力，提高閱讀能力。通過學生自己的閱讀，主動去發(fā)現問題，提出問題，并通過不同途徑解決問題。通過有意義的回答問題這種說的練習不但加深了對文章的理解，而且突出了語言的交流功能。

Step 4: Writing

1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.設計意圖:

本部分為寫作活動，與學生們的學習密切相關，同時也鞏固先前的閱讀所學知識，具有一定的難度，因此有必要提供范文。

1.本活動為寫前活動，目的是收集信息，讓學生深度理解三個重要詞匯。

2.本活動是任務的主要階段，首先讓學生重溫根據先前的圖表信息，然后制定環(huán)保建議和理由。

Homework:

1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up

1.Check the homework.2.Watch a video.設計意圖:

通過觀看視頻,讓學生了解本堂課的主題是利用我們所學到的知識去討論問題，解決問題。最重要的是如何從身邊的小事開始，從我做起去保護環(huán)境，愛護環(huán)境，以達到學習和生活緊密聯系。Step 2: Practice

1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)

2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)

3.Work in pairs.Discuss the question.(Activity 8)設計意圖:

練習經過重組，難度有簡到難，逐步深入，讓學生自然地接受，消化。練習8又為下一步的討論打下基礎。三岔口初級中學英語電子教案

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Step 3: Discuss

Work in pairs and talk about the picture.設計意圖:

學生通過任務，分享各自的智慧火花，使口語能力得到提高。通過交流看法，多角度、多元化促進學生對知識的掌握和運用。從聽、說逐漸過渡到下一步的寫，由口頭輸出的流暢性過渡到筆頭輸出的精確性。

Step 4: Module task

1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.設計意圖:

本部分為寫作活動，可以鞏固先前的閱讀所學知識。本環(huán)節(jié)分為兩個步驟：第一步是挑選內容，第二步是討論和語篇寫作。第一步對于英語基礎不好的學生尤為有用。要求學生獨立寫作，同時又將學生自主學習與小組合作活動相結合，旨在培養(yǎng)學生獨立自主的學習能力及分享觀點，相互協作的能力。

2.Make a poster to tell others to protect the environment.設計意圖:

活動過程可讓學生先看一些例子，然后選擇一個話題，收集相關資料；為招貼畫選擇一個標題；對招貼畫進行描述介紹；進行評比打分，選擇優(yōu)秀作品在班級報欄展示。該活動有助于培養(yǎng)學生資料收集、篩選的能力，培養(yǎng)學生的主題意識和話題意識，以及小組成員的合作意識。讓學生明白不光自己要有環(huán)保意識，更要號召、呼吁身邊的人一起愛護環(huán)境，保護環(huán)境。

Homework:

1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games

1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice

1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.設計意圖:

加前、后綴是英語中最常見的擴充詞匯的方式，也是學習英語必須掌握的構詞法。但常用的前綴、后綴非常多，因此應指導學生在學習的過程中自己學習，討論，研究和發(fā)現其規(guī)律，并注意平時的積累。

Homework:

1.Review Language in use(2).2.Finish the module work.三岔口初級中學英語電子教案

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Module 7 Australia教學設計

Unit 1 I’m looking for the photos that you took in Australia!

Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that

2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.設計意圖: 復習七八年級所學過的關于城市和國家的知識，自然的過渡到本單元的關于澳大利亞的重點對話。并且可以培養(yǎng)同學之間的合作與交流，提高會話能力。

Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 設計意圖: 因為是一篇較長的對話，所以讓同學們帶著問題去聽，第一遍不要求逐字逐句聽懂，但要能回答出簡單的問題。Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.設計意圖: 在這一步驟中,讓學生從說轉移到寫上,并且讓同學們在完成表格的同時更加熟悉課文。

Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.設計意圖: 在本單元只是呈現一下定語從句的概念，讓同學們對此有一個印象，而不必強調如何去改寫定語從句。在以后的兩個單元的逐步練習中再讓同學們慢慢地對此語法熟悉起來。

Step 7 Homework

1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.三岔口初級中學英語電子教案

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Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.設計意圖: 由游戲開始上課,同學們會比較感興趣，尤其是九年級的同學。通過游戲的形式讓同學們能夠較輕松地讀懂并理解帶定語從句的句子。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。

Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.設計意圖: 第二單元編排了一篇長課文，教師可以把它當成閱讀課來上。所以先讓同學們快速閱讀，然后找出一些關鍵句，并能夠判斷句子的正誤。能夠做到以上兩點就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.設計意圖: 通過做筆記，能夠使同學們加深對課文的理解，并且加強同學們的歸納理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework

1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use

Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: 三岔口初級中學英語電子教案

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Step 1 Play a game Play another ―I describe, you guess.‖

設計意圖: 本單元是一個復習單元,以游戲引出話題，活躍課堂氣氛，鼓勵學生大膽表達。因為老師出的題目有限，所以在全班做完之后，若時間允許，還可以分小組做。（讓同學們事先準備好圖片）。在做這個游戲時，同學們能夠很輕松地說出帶定語從句的句子，能夠在游戲當中掌握好本單元的語法重點。Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?

B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?

B: The one that is green? That’s a crocodile.設計意圖:本單元是復習單元，盡可能讓同學們運用本單元所學過的知識來自己編對話，做到靈活運用，大膽創(chuàng)新，并且還有助于合作與交流。

Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子見幻燈片)

Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.設計意圖:在第三和第四步中，著重點在寫上。經過了前面兩個單元的學習，本單元的重點是讓同學們能夠寫出帶定語從句的句子，這也是本模塊的一個任務。Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.Module 8 Photos Teaching Plan

一、題材內容

本模塊以“攝影”為話題，借此讓學生描述自己最理想的攝影作品。通過本模塊的學習，學生進一步學習定語從句的用法。為學生提供了充足的語言實際運用的機會。學生可以圍繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動,促使學生更有意識地自覺學習英語。語法難點仍是定語從句。教學中教師應隨時隨地靈活利用各種素材組織教學過程和內容，充分調動學生的積極性。教學目標： 1)語言知識： 語音 能夠準確掌握句子中的單詞重讀。三岔口初級中學英語電子教案

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詞匯 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 詞組 on the left/right, pick up, even though 語法 功能 能使用who, which 引導的定語從句。Measuring;Describing people and things.話題 以“攝影”為話題。2)語言技能：

聽 Identifying photos from descriptions.說 Describing photos.讀 Transferring information to a table.寫 Writing a description of a photograph.演示與表達 能夠向他人介紹自己的攝影作品。

3)學習策略

學習一定程度形成自主學習，有效交際、信息處理、英語思維能力。認知 聯系，歸納，推測等技能。學習查詞典,閱讀報刊,上網等提高自學能力。調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。交際 資源 學習運用恰當詞語介紹自己的攝影作品。

通過報刊、書籍、網絡等其他資源獲取更多簡單英語的有關攝影的信息。

自學策略 能夠根據自己的情況預習教材并進行拓展。合作學習策略 能夠根據小組內同學的特長分工合作，積極參與討論，互相學習，取長補短，注意從他人的演示中汲取經驗,注意學習策略共享。

4)文化意識：樂于了解世界各地人們審美觀念。

5)情感態(tài)度：培養(yǎng)學生互助合作的情感素質。參加各種英語活動,感受學習的樂趣，克服困難，在新環(huán)境中進一步樹立準確的語言學習觀，通過欣賞他人的攝影作品，提高自己的審美情趣。

6)任務:能夠描述自己的攝影作品。

教學重點和難點：

重點：1．通過談論自己的攝影作品，訓練學生的聽、說、讀、寫能力； 2.who,which引導的定語從句。

難點： 掌握使用who,which引導的定語從句。

教學方法：

基于課程改革的理念及“第二語言習得論”,培養(yǎng)實現人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質，運用任務型教學途徑，圍繞核心任務，設定小任務，開展和諧愉悅的課堂活動，強調興趣第一的原則,初步設計“P—T—P”自主學習立體模式：pre-task?task-cycle?post-task。

二、教材處理

核心任務：能夠收集、拍攝自己最喜歡的作品，并能運用所學句型結構談論他們。三個環(huán)節(jié)如下：

pre-task：學生聯系生活實際，激活背景知識。

task –cycle：通過整個模塊的聽說讀寫的訓練，強化使用who,which引導的定語從句來談論攝影作品的表達能力，為完成任務做好鋪墊。post-task：達成任務，展示成果，反饋學習情況

三、教材安排

根據學生學習英語的特點和規(guī)律，我們把本模塊劃分為4課時： 三岔口初級中學英語電子教案

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Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading

Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教學時應根據學生的學習水平、生活實際水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。『教學設計』

Title:

Module 8 Photos

Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:

1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching

4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision

Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in

Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 三岔口初級中學英語電子教案

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4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation

Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking

Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework

1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition

and learn something about the differences among entertainment, sport, culture, nature beauty photos.三岔口初級中學英語電子教案

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3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?

2)―…the fun which their fans are having.‖ Why are the fans having fun?

3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.三岔口初級中學英語電子教案

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Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other 三岔口初級中學英語電子教案

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members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use

1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different

photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause

3.Teaching approach: Communicative teaching

4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖

4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.三岔口初級中學英語電子教案

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2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game

1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:

1.Finish all the exercises in the WB.2.Preview Module 9.The Teaching Plan for Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:

To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & 三岔口初級中學英語電子教案

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key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony

4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.這是很嚴肅的.2)But it's no laughing matter.但這不是開玩笑的事情.3)to have a word with 和某人說句話 4)That's good news.那是好消息.5)Here you are.給你.6)in deep trouble 處于險境中

7)Oh dear!噢, 天啊!dear adj.①親愛的, e.g.Dear Sir./ My dear.②昂貴的(expensive)eg.That's a dear shop.三岔口初級中學英語電子教案

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③int.(表示傷心,焦急, 驚奇等)呵!哎呀 eg.Oh dear!serious(adj.)嚴肅的,認真的---seriously(adv.)eg.Are you kidding or are you serious 你是開玩笑還是認真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但這不是什么可笑的事情.2.Have a word with sb.和某人說句話.比較:Have words with sb.與某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.處于大麻煩/險境中.Self-reflection

Unit 2

There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:

1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for 三岔口初級中學英語電子教案

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teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up

1.Review the text of Unit 1

2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons

2).What cartoons have you ever watched

3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons

5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.三岔口初級中學英語電子教案

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a)Tintin

b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜歡的東西/人 adj.特別喜歡的 2.series n.系列(單復同形)3.translate v.翻譯 translation n.翻譯, 轉化 translator n.翻譯者 4.Belgian n.比利時人 adj.比利時人的 Belgium n.比利時 5.create v.創(chuàng)造

creation n.創(chuàng)造

creative adj.有創(chuàng)造力的

6.orange-and-white 橘白相間的 black-and-white 黑白相間的

如果用表同一方面情況(如說明性質,顏色,物質)的兩個或兩個以上的形容詞來作定語需用and連接.7.ever since 從?開始

從他退休以來,已經在這呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引導的強調句用來對句中某一成分加以強調.結構:”It is(或was)+強調部分+ that(或who)? Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱樂部

2.orange-and-white 橙白相間的 black-and-white 黑白相間的 合成詞作定語 3.win the heart of sb.贏得某人的心

4.in heaven 在天宮里

5.mke a mess 搞得亂七八糟 see a mess 看到狼籍一片 ?? Self-reflection

Unit 3 Langugage in use Type of lesson Revision and application Period 2 三岔口初級中學英語電子教案

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Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching

procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引導詞的省略)Step4.Vocabulary 三岔口初級中學英語電子教案

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1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses

The cartoons(which / that)I like have lots of jokes.在英語中,如果定語從句的引導詞在從句中作賓語就可以省略,無論從句修飾的是人還是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英語中,如果定語從句的引導詞在從句中作主語就不能省略,否則會造成結構混亂,影響表達.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多項選擇.從下列ABCDE中選出符合題意的任意項.A.which B.that C./ D.who E.whom(見附表)Blackboard Writing Design Attributive Clauses

The cartoons(which / that)I like have lots of jokes.在英語中,如果定語從句的引導詞在從句中作賓語就可以省略,無論從句修飾的是人還是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英語中,如果定語從句的引導詞在從句中作主語就不能省略,否則會造成結構混亂,影響表達.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.Self-reflection Appendixes/Unit 1 1.But it's no laughing matter.但這不是開玩笑的事情.表示的否定強度比 Not a laughing matter.強得多.2.have a word with sb.和某人說句話.等于to talk to some one for a short time.a 與談話中說了多少沒有任何關系.比較:have words with sb.與某人吵架.3.That's a smart idea!等于That's a good idea.4.be in deep trouble.處于大麻煩/險境中.Exercises: 根據給出的漢語意思或首字母提示完成下列各題.The story has a happy ending(結局).三岔口初級中學英語電子教案

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We feel that life is no laughing matter(開玩笑的事情).This isn't one of those cartoons(卡通)which make you laugh.Come here and I have a word with you.Did you have any trouble finding your way here You can imagine how surprised I was.Appendixes/Unit 2 1.fan club 影迷俱樂部

2.orange-and-white 橙白相間的 black-and-white 黑白相間的 合成詞作定語 3.win the heart of sb.贏得某人的心 4.in heaven 在天宮里

5.make a mess 搞得亂七八糟 see a mess 看到狼籍一片 mess 一般以單數形式出現, e.g.You are really a mess!你臟透了!What a mess!真亂!

Your room is in a mess!你的房間亂七八糟的.6.favourite adj.喜愛的,n.特別喜歡的人或物 7.ever since 自從,從那時到現在,從??開始

e.g.She has been rich, ever since she met a good man.8.translate into 翻譯成?,translate sth.from a language into another language.9.a series of 一系列 series的單數復數一致

Appendixes/Unit 3 定語從句中引導詞/關系詞的省略問題.如果引導詞/關系詞在從句中作賓語成份可以省去引導詞/關系詞,無論從句修飾的是人還是物.但是作主語不可省,否則會造成結構混亂.which 指物可作主語和賓語,that 指人指物可作主語和賓語,who 指人在正式語體中只作主語,whom 指人做賓語,但在非正式語體里界who 也可作賓語.關系代詞 先行詞

在從句中的作用 who 指人 做主語 whom 指人 做賓語 that 指人或物 做主語或賓語 which 指物

做主語或賓語

The cartoons(that/which)I like have lots of jokes.I like the teacher who teaches me English this term.在日常口語中,在定語從句中作賓語的引導詞往往被省略,但在較正式的文字中則較少省略.三岔口初級中學英語電子教案

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Exercises: 不定項選擇.從下列ABCDE中選出符合題意的任意項.A.which B.that C./ D.who E.whom 1.It is the third time ______you have made the same mistake.2.The factory _______we'll visit next week is not far from here.3.Do you know the man ________ I spoke to

4.Can you lend me the book ______you talked about the other day 5.The engineer ________my father works with is about 50 years old.6.That is the office ______Lincoln once worked in.7.All the apples _______fell down from the tree were eaten up by the pigs.8.The place__________interested me most was the Children's Palace.9.The number of the people _______own cars is increasing.Module 10 Fitness

一、教學目標

1、語言知識目標 語音 詞匯 朗讀中停頓注意句群

ache exercise weight interest sugar tasty menu behave persuade ban educate typical

diet

fitness running weight lifting unlikely chip pasta cooking disadvantage advertise 詞組 give up

bump into

語法 功能 話題 whose引導的定語從句

能用whose定語從句來描述人 以“健康”為話題。

2、語言技能目標

聽 能聽懂用包含所學的定語從句的口頭表述，詢問及其回應的聽力材料。

說 能在語境中流利說出本模塊的生詞，能說一些有whose的定語從句 讀 能讀懂有關健康體育活動與飲食的短文，理解閱讀材料中定語從句所表達的語義。進行一定閱讀技能訓練。

寫 能寫包含所學定語從句的句子，能結合實際寫改善飲食的文章 演示與表達 能向同伴或全班講述如何保持健康，并提出合理建議

3、學習策略目標

自主學習、有效交際、信息處理、英語思維能力。認知 調控 交際 資源 自學 策略 合作 學習策略 互相學習，取長補短，注意學習策略共享，將自己所搜集的信息與其他同學共享。聯系、歸納等技能。觀察并歸納的有Whose的定語從句結構，提高自學能力。從同伴處得到反饋，對自己在敘述及寫作中的錯誤進行修改。學習運用恰當詞語，句子描述如何保持健康。

通過其他資源獲取更多有關“健康”的英語材料。

培養(yǎng)在詞語與相應事物之間建立聯想的習慣，形成話題聯想的習慣。

第四篇：外研版三起小學六年級英語下冊教案

Module1

Unit1 I want a hot dog please.learning aims：

1、能聽懂、會讀、會說、會寫本單元的單詞：hamburger cola hot dog cent dollar

2、能聽懂會說：

What do you want to eat drink? I want to…

How much is it? It’s…‖等句子。

3、能正確、流利地進行情境對話。教學步驟：

Step 1： Warm-up and show the learning aims 1.Say ―Hello‖ to the children and talk about some interesting experience during the winter vacation.2.T: Boys and girls, today we are going to learn Module1 Unit 1 I want a hot dog please.(板書課題)First, please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Learn the new words and the key sentences.1.T: Now I feel hungry and thirsty.I want something to eat and drink.Can you give me some suggestions?(讓學生說出他們知道的食物和飲料，并板書在黑板上)2.Ask the students to learn the new words by themselves.① Try to read by themselves.② Listen to the tape and read after the tape.③Let the students read the words in their own small groups.3.(The teacher points to the words in the blackboard): I want a hot dog, please.(使用這種方式逐一把單詞帶入句型中，給學生進行重點句型的大量聽力輸入)4．Pair works: Ask and answer with the key sentences.①What do you want? I want….②How much is it?

It’s ….Step 3: Learn the text T: Today Daming , Simon and Simon’s father go to the restaurant to have the meal.The dialogue tells us the story.1.Put the pictures on the blackboard and ask the children to look at the picture carefully.Listen to the dialogue between the waitress and the customers.2.Listen to the tape and circle the new words.3.Listen again and answer some questions.Where are they? Is a hot dog really a dog?

What does DamingSimonSimon’s father want? 4.Pause after each sentence for the children to repeat.5.Practice in groups and act out the dialogue.Step 4 Finish a task 1.Recite the new words and the key sentences correctly and skillfully in 5 minutes.2.Group works: Suppose you are in the restaurant and going to have a meal.Then make a dialogue.3.Copy the new words three times.(要求：①在四線格內書寫 ②用手寫體書寫 ③書寫要認真、細心、端正、漂亮)Blackboard Writing: I want a hot dog, please.New words：hamburger , cola, dollar, cent, enjoy What do you want?

I want….How much is it?

It’s ….教學反思：

Module1 Unit 2

What do you want to eat? learning aims：

1、能聽懂、會讀、會說、會寫本單元的單詞restaurant, menu

2、能聽懂會說：

What do you want to eat?

I want a hamburger, please.What do you want to drink? 等句子。

3、能利用所學到得知識在快餐店中進行實際的語言交際；

4、會唱歌曲: What do you want to eat? 教學步驟：

Step 1 Warm-up and show the learning aims 1.Review Unit 1.（key words and sentences）

2.T: Boys and girls, today we are going to learn Module 1 Unit2 What do you want to eat?(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2 Learn the new words and the key sentences.① Try to read by themselves.② Listen to the tape and read after the tape.③Read the words in their own small groups.Step 3: Learn the Text(T: Last lesson we have learned that how to be a waiter or waitress in a restaurant and ask the customers what they want to eat.let’s listen to the tape.Then please tell me what Lingling and her Dad want to eat and drink.⑴.Show the children the teaching chart.⑵.Play the tape and ask the children several questions: Where are they?

What do they want to do? What do Linglingher father want to eat and drink? ⑷.Practice the key sentences: What do you want to eat?

I want to eat….What do you want to drink?

I want to drink….Finish activity 2.Ask the children to ask and answer in pairs.⑸.Role play of the text.Step 4: Sing the song

1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the chant one by one.4.Play the cassette several times and ask the children to chant together.Step 5 ：Finish a task 1．Play the game in group :The big dinner.2．Recite the new words and the key sentences correctly and skillfully in 5 minutes.3.Copy the new words and the key sentences correctly three times.Blackboard Writing:

What do you want to eat? New words：restaurant

menu What do you want to eat? I want to eat….What do you want to drink? I want to drink….教學反思：

Module2 Unit1 We’re going to have a picnic

learning aims：

1、能聽懂、會說、會讀、會寫本單元的單詞duck, noisy, picnic

2、能聽懂會說： When are we going to eat? We’re going to eat at half past twelve.What are we going to do?

We are going to walk around the lake.等句子。

3、能模仿課文，用be going to談論意圖和計劃。教學步驟：

Step 1： Warm-up and show the learning aims 1.Sing an English song.2.Ask the children: What do you like doing in your spare time?(Let more students answer)3.The teacher says: Boys and girls, today we are going to learn Module2 Unit1 We’re going to have a picnic.(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Learn the new words and the key sentences.Ask the students to learn the new words by themselves.① Try to read by themselves.② Listen to the tape and read after the tape.③Let Ss read the words in their own small groups.2.T: I’m going to go to the park with my friends this weekend.I’m going to go at nine.How about you, children?(師一邊慢慢地說，一邊板書重點句型)What are you going to do?

I’m going to….When are you going to go?

I’m going to go at….3.Practice the sentences by different ways.4.Finish activity 3 of Page7.Ask the children to ask and answer in pairs.Step 3: Learn the text T: Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?

1、Put the picture on the blackboard and ask the children to look at the picture carefully.2、Play the tape and circle the new words.3、Pause after each sentence for the children to repeat.4、Practice in groups and act out the dialogue.Step 4： Summary

1、請學生自己總結―be going to‖的用法。

2、創(chuàng)設情景，結對子用―be going to‖進行對話練習，并進行展示。Step 5： Finish a Task 1.Read the text in roles.2.Recite the new words and the key sentences correctly and skillfully in 5 minutes.3.Copy the new words and the key sentences correctly three times.(要求：①在四線格內書寫 ②用手寫體書寫 ③書寫要認真、細心、端正、漂亮)Blackboard Writing: We’re going to have a picnic New words：duck, noisy, picnic What are you going to do? I’m going to….When are you going to go? I’m going to go

教學反思：

Module 2 Unit 2 It’s going to snow in Harbin

learning aims：

⑴能聽懂、會說、會讀、會寫本單元的單詞rain, snow, windy, cold, sunny, warm ⑵能聽懂會說：

It’s going to rain in Harbin.It’s going to be warm and sunny in Dalian.What are you going to do on Thursday?

I’m going to watch TV.等句子。

⑶會說chant：What are you going to do today?.⑷能模仿課文，用所學句型談論將來的天氣狀況并制定計劃。

教學步驟：

Step 1： Warm-up and show the learning aims 1.Review Unit 1.Ask and answer: What are you going to do?

I’m going to….When are you going to go?

I’m going to go at….2.The teacher says: Boys and girls, today we are going to learn Module 2 Unit2 It’s going to snow in Harbin.(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Learn the new words and the key sentences.1.Watch a real weather forecast.Then write the key words on the blackboard: rain, snow, windy, cold, sunny, warm 2.Ask the students to learn the new words by themselves.① Try to read by themselves.② Listen to the tape and read after the tape.③ Let the students remember the words in their own small groups.3.Watch the parts of the real weather forecast again.Then ask and answer two by two: What’s the weather like in…?

It’s…

What’s the weather going to be like in_____ tomorrow? It’s going to________.Step 3: Learn the Text 1.(The teacher says)let’s listen to the weather forecast of the tape, and then answer the questions.2.Play the tape and repeat.3.Ask and answer the questions.A：What’s the weather going to be like in Harbin Beijing Dalian Xi’an tomorrow? B: It’s going to….4.Finish activity 2 and activity 3.Ask the children to ask and answer in pairs.5.Group work: Finish activity 5 of Page9 in the book.Step 4: Chant 1.Ask the children to look at the pictures carefully.2.Play the tape and ask the children to listen carefully.3.Play the tape several times and ask the children to chant together.4.Ask the children to chant one by one.Step 5： Finish a Task 1.Say some sentences by using ―be going to‖

2.Recite the new words and the key sentences correctly and skillfully in 5 minutes.3.Copy the new words and the key sentences correctly three times.(要求：書寫要認真、細心、端正、漂亮)Blackboard Writing: It’s going to snow in Harbin

New words：rain, snow, windy, cold, sunny, warm It’s going to _______ in Harbin....It’s going to be __________ in Dalian....What are you going to do _______? I’m going to _________.教學反思：

Module3

Unit1

The sun is shining.learning aims：

1、能識別單詞:shine，everyone.并能書寫sun，sing

2、能聽懂會說： The sun is shining.The birds are singing in the trees.We’re looking at some ducks.It is raining.等句子。

3、能口頭運用一般現在時態(tài)說明圖片內容。教學步驟

Step 1：Warm-up and show the learning aims.T: Look, there is a big sun in the picture.The sun is shining.Today we’ll learn Module3 Unit1 The sun is shining.(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)

Step 2：Learn the new words and the key sentences.1.Ask the students to learn the new words by themselves.① Try to read by themselves.② Listen to the tape and read after the tape.③Let the students remember the words in their own small groups.2.Review the key sentences.T: look, what am I doing?（教師做動作，學生猜。）

Ss: You are playing basketball./ You are reading a book./ You are walking.T:（教師放課件）What is he/she /they doing? Ss: He is playing table tennis/He is running/ They are playing football…

（復習動詞的ing形式，為后面的課文學習作好鋪墊，同時營造英語學習氛圍。）T: Now, let’s have a chant.(教師出示課件，學生邊做動作邊讀。)Step3：Learn the text.Listen to the tape.T:(出示課件).Look, this is Lingling’s letter, Do you know who give the letter to Lingling? Ss: Daming.T: Yes, on Saturday, Simon, Simon’s mum and Daming, they went to the park and had a picnic.But their picnic was eaten by some ducks.It’s very funny, so Daming wrote a letter to Lingling.Now listen, what did Daming say?（播放錄音,并請學生劃出不理解的單詞、短語或句子。）Learn the key words.：funny ① T: What’s the meaning: a very funny day and sending some photos? Ss:有趣的一天和發(fā)送照片。

T: I think reading books is funny.Do you think so? S1: I think playing computer games is very funny.S2: I think…

② Ask the students to read the letter correctly and skillfully.Step4.Learn the sentences about the photos 1.T: These are Daming’s photos.What’s in the photos? Ss: the sun, the birds, the ducks, the trees…

T: Listen carefully then identify which picture are you listening?(學生聽音分辨圖片，初步感知圖片訓練聽力。)T：The sun is… S1: The sun is shining.S2: The birds are singing in the trees…

（教師板書句子，學生認讀shine—shining.學生齊讀，指名讀，輪讀。）（教師引導學生做簡單的歸納）

2.使用同樣方法，學習另外兩張照片。Step 4：Finish a task 1.Look at the picture，match the sentences using the following information.(通過連線、朗讀，復習所學圖片的句子。)2.Summary the key sentences in pairs.(Make sentences using ―is / am / are / +v--ing‖)3.Recite the new words and the key sentences correctly and skillfully in 5 minutes.3.Copy the new words and the key sentences correctly three times.(要求：①在四線格內書寫 ②用手寫體書寫 ③書寫要認真、細心、端正、漂亮)Blackboard Writing: The sun is shining sending eating raining shining In this photo, the sun is shining.We are looking at the ducks.教學反思:

Module 3 Unit 2 I am looking out of the window learning aims：

1．能在圖片提示下整體識別單詞funny, photo ,sent ,hill,等。

2．能口頭運用In this photo ,the sun is shining.這類語句來描述照片中的情景。3．能熟練運用We are looking at some ducks 等語句來表達正在發(fā)生的事情。教學步驟：

Step 1 : Warm-up and show the learning aims

1、Sing a song: What do you want to eat?

2、Free talk : ―is / am/ are/ + v-ing‖

3、show the learning aims.The teacher says: Boys and girls, today we are going to learn Module 3 Unit 2.I am looking out of the window.(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2：Learn the text.1、T: Act then asks: What am I doing?‖

Ss: You’re …

T: Get several students to do and the students answer.2.Look and listen for words ending in ―-ing‖.3.Listen and write the missing words: train window raining tree man hat raincoat children

hill park station jumping 4.Work in Paris read the passage and understand the passage.5、Learn the poem.Step 3：Finish a task Talk about the photos of Activity 4.In this photo, she is ________.In this photo, he is ________.In this photo, they are ________.Step 4：Summary Today we learnt be +doing and we have an interesting chant.I think you should practice them once again.Blackboard Writing: I am looking out of the window.train window raining wearing jumping hill shining park playground Sleep-sleeping

look –looking Play—playing

shine-shining go—going

jump—jumping 教學反思：

Module 4 Unit 1 I’m making Daming’s birthday party card

learning aims：

1、能識別單詞: card, careful, balloon, fly away并能書寫card, cake

2、能聽懂會說：

Who can help me? Sorry, can’t.I’m making Daming's birthday card.I can help you.等句子。

3、理解課文，并掌握be+動詞ing的現在進行時態(tài)。教學步驟：

Step 1： Warm-up and show the learning aims T: I’m singing.What are you doing?

Ss: I’m …(One by one)

T: Very good！Today we’ll learn ―Module4 unit1 I’m making Daming’s birthday party card‖.（板書課題）First, please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2：Learn the new words and the key sentences.1、Play the tape ,have the students look at the text of Page 14 and underline the new words and the key sentences.2、Write the new words and the key sentences in the blackboard, ask the students to try to read and explain.3、Let the students remember the words in their own small groups in 3 minutes.Step 3: Learn the Text

1、Read the dialogue after tape.2、Read the passage by oneself and understand the passage.3、Show the questions, get the students to answer.Why can’t Simon’s mum carry everything? Who can help her? Who can’t help her?

4、Read in groups and act it out.Step 4： Finish a task

1、Copy the words and the key sentences three times

2、Make sentences: Who can help me?

Sorry, I can’t./ Yes, I can /I can help you.(一生做動作，其他學生回答。)

3、Do the exercise 3 of the student’s book on page 15.Step 5：Summary

1、The teacher says：Today we learnt some new words：

The students says: Card，careful，balloon，fly away，stairs，mess

2、The teacher says :be+動詞ing表示: The students says : 正在做什么 Blackboard Writing:

I’m making Daming’s birthday card.card，careful，Who can help me ？

balloon，fly away，sorry I can’t.stairs，mess

I can help you.教學反思：

Module 4 Unit 2 The apples are falling down the stairs.Learning aims：

1、能識別單詞: stairs, mess.2、能聽懂會說：

The apples are falling down the stairs.Can he help? Yes, he can./ No, he can’t.等句子。

3、會說Poem: What’s he doing?

教學步驟: Step 1：Warm-up and show the learning aims.1、Act out the dialogue of unit1.2、T: Wonderful!Boys and girls, today we are going to learn Module 4 Unit2 The apples are falling down the stairs.(板書課題)First, please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)

Step 2：Learn the new words and the key sentences.1、Play the tape ,have the students look at Activity 1 of Page 16 and underline the new words and the key sentences.2、Write the new words and the key sentences in the blackboard, ask the students to try to read and explain.3、Let the students remember the words in 2 minutes.Step 3: Learn the Text

1、Show the pictures of Activity 2 on the blackboard.2、Play the tape，ask the students to listen and match: Who can help the girl?

3、Work in pairs: Point to the pictures and say.For example: A: Can he help? B: Yes, he can.He will pick up the apples.4、Learn the poem: Listen and say, then say the poem.5、Play the game: What is he doing? Step 4： Finish a task Describe the pictures: What is she doing?

She is… What is he doing?

He is…

(請學生依次觀察兩幅圖片，進行描述，然后寫到作業(yè)上)Blackboard Writing:

Module 4 Unit 2 The apples are falling down the stairs.stairs

mess The apples are falling down the stairs.Can he help?

Yes, he can./ No, he can’t.What’s he doing?

教學反思：

Module 5 Unit 1 Daming is having a birthday party.learning aims：

（1）能聽懂、會說、會認、會讀trumpet ,ring ,doorbell, loudly等單詞。（2）能聽懂會說：

Daming is having a birthday party.Daming is playing the trumpet ,but the phone is ringing.等句子。（3）理解課文內容,并能把所學的語言運用到現實生活中。教學步驟

Step 1.Warm-up and show the learning aims 1.Say a chant.Say and do actions.Play ,play.I’m playing.Run ,run.He’s running

Eat, eat.She’s eating.Sing, sing.They are singing

Have ,have.We’re having.2.Show the learning aims T: Very good！Today we’ll learn Module 5 Unit 1 Daming is having a birthday party.（板書課題）First, please look at our learning aims, OK?(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2.Learn the new words and the key sentences.Ask the students to learn the new words by themselves.1.Try to read by themselves.2.Listen to the tape and read after the tape.3.Let Ss read the words in their own small groups.Step 3.Learning the text T: Today is Daming’s birthday ,He is having a birthday party.Do you want to go to Daming’s birthday party ?

Let’s go!

1.Play the tape again, the students listen and underline the important sentences.2.Read after the tape.3.Play the tape.Ss listen and try to answer:

What’s Daming doing ?

What’s happening ?

4、Ask and answer the questions in pairs.Step 4.Practice 1.Show Picture 1 T: What’s Daming doing ?

S1: Daming is playing the trumpet.T: What’s happening ?

S2: The phone is ringing.T: Daming is playing the trumpet, but the phone is ringing.2.Show others pictures, ask and answer as the same way.3.Play a game: Do and say

e.g.Lingling is speaking English, but Fangfang is playing.Step 5.Summary

Say a chant

Daming’s playing the trumpet ,but the phone is ringing.Daming’s playing the trumpet ,but the dog is singing.He’s eating dinner ,but the doorbell is ringing.She is playing, but her mother is calling.Step 6.Finish a task 1.Read the text in pairs.2.Copy the words and the key sentences three times 3.Do exercise 1and 2 Blackboard Writing:

Daming is having a birthday party.trumpet ,ring ,doorbell, loudly Daming is having a birthday party.Daming is playing the trumpet, but the phone is ringing.教學反思：

Module 5 Unit 2 He’s riding his bike, but it’s starting to rain.learning aims：

1、能聽懂、會說、會讀：eat dinner, ride a bike, do morning exercises, wake up, high up 等短語。

2、能聽、會說功能句：

He's riding his bike, but it's starting to rain.She's eating dinner, but the phone is ringing.3、能仿照例句談論正在做一件事情時，另一件事情同時發(fā)生。教學步驟

Step 1：Warm-up and show the learning aims

1、Review the words and the key sentences of Unit 1.2、T: My kids, today we are going to learn Module 5 Unit 2 He’s riding his bike, but it’s starting to rain.(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2：Presentation 1.Look at the pictures of Activity 1 carefully.2.Play the tape and ask the children to listen for ―but‖.3.Play the tape again and repeat.4.Finish activity 2.Ask the children to ask and answer in pairs.Step 3：Say the Poem 1.Ask the children to look at the pictures and listen to the tape carefully.2.Play the tape several times and ask the children to song together.Step 4：Look, do and say.T: If you're the boy of the picture, please look, do and tell me what you're doing.1)I am flying a kite.2)I’m sleeping.3)I’m flying a kite.4)I’m playing basketball.5)I’m swimming.6)I’m watching TV.7)I’m playing football.Step 5.Finish a task Make three sentence structures―I am...but...‖ Blackboard Writing: He’s riding his bike, but it’s starting to rain.eat dinner, ride a bike, high up do morning exercises, wake up, He's riding his bike, but it's starting to rain.She's eating dinner, but the phone is ringing.教學反思：

Module6

Unit1 I bought you this book.learning aims：

（1）能聽懂、會說、會認、會讀baseball , team , playing baseball , give it to you , baseball team , looks interesting 等單詞與短語。（2）能聽懂會說：

1)I bought you this book.2)It looks interesting.3)Who gave it to you? 4)Simon’s family gave it to me.等句子。

（3）掌握動詞過去時的幾種不同構成形式，并會使用.Step 1.Warm-up and show the learning aims.1．全體學生起立，一起跟隨音樂復習上一單元的poem（課本21頁，activity 3）。隨著音樂，大家一起說唱。邊唱邊做動作。

2.T: Boys and girls, today we are going to learn Module 6 Unit1 I bought you this book.(板書課題)First, please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step2 ： Show the guides（指導自學）

1、Read the new words by oneself in 3 minutes.2、Find the words ―bought, gave‖ in the dialogue.Under line the sentences with ―bought, gave‖.3、Play the tape.Listen and read the text。（請學生找出把握不準讀音的單詞或句子）

4、Listen again and repeat.(掌握正確的發(fā)音)

5、Write down the main sentence patterns you don’t know: ⑴I bought you this book about America.⑵It’s looks interesting.⑶It’s for playing baseball.⑷Simon’s family gave it to me.⑸But you can have this one.(Read together or follow the teacher, then translate)Step 3 ： Explain the knowledge.（后教）

動詞的過去時構成：

1）一般是在動詞末尾+ed 如：played, watched.2）特殊的類型主要有如下一些詞形的變化，如： ride---rode ,win---won ,drink---drank is---was go---went see---saw buy---bought give---gave Step 4： practice 1）Read the dialogue in part 1 in roles.2)Act out the dialogues in roles.3)Make the same sentences.For example:

I bought you a book.Thank you., eat---ate , Who gave it to you? Zhang Wei gave it to me.Step 5.Finish a task 1．用適當形式填空

give(過去式)bought（原形）Simon(所有格形式)little(反義詞)2．英漢互譯

1）大明和他的家人回到了中國 2）I bought you this book.3）它是打棒球用的。

4）誰給你的？西蒙的家人給我的。5）我能要這個帽子嗎？

3．選詞填空

rode , ate , played , was , drank , saw , watched , went , won Daming and Simon _______ to a baseball game in America.They ________ their bicycles.Then they _________the game.They ________ their favorite team.Their team ________very well and they________.Daming and Simon _________ hot dogs and ________ colas.It ________ a great game.Blackboard Writing:

Unit 1 I bought you this book New words: baseball team spaceship space Important sentences:(1)I bought you this book.Thank you.(2)It looks interesting.(回顧：It looks good.That sounds nice.They look hungry 看起來怎樣，聽起來怎樣等等)教學反思：

Module 6

Unit 2 what’s it about?

learning aims：

（1）能聽懂、會說、會認、會讀：took，sent，spaceship，even，space，Russia，bicycle，American spaceship，took into ,send … into ,looks interesting , went away等單詞與短語。（2）能聽懂會說：

1)This book looks interesting.2)What＇s it about?

It＇s about animals.等句子。教學步驟

Step 1：Warm-up and show the learning aims

1、Sing a song ―What do you want to eat?‖

2、Act out the dialogues on Page 22 in book 8.(及時鼓勵與強化訓練，并給予指導)

3、T: My kids, today we are going to learn Module6 Unit 2 what’s it about?(板書課題)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step2 ： Show the guides（指導自學）1.Give the tasks:

① Find out the new words ② Listen and read the text ③ Find out the main sentence patterns ④ Try to introduce your gift 2.Look at the pictures and find the in formations.3.Read and underline the new words 4.Look and listen for ―bought took sent‖.5.Read and write down the main sentence patterns：

Russia sent the first animal into space

I bought her a bicycle

What’s it about?

It’s about animals:(Read together)

Step 3 ： Explain the knowledge.（后教）

1)句子開頭的字母要大寫，關于國家，民族和語言的詞開頭字母也大寫，如：Russia

2)bought是buy的過去式, took是take的過去式 , sent是send 的過去式.Step 4： practice: Chant and clap the hands.play—played do—dideat—ate buy—bought fly—flewspend-spent take--took Step 5.Finish a task: Talk about in pairs.e.g.1)A: What’s it about ?

B ；It’s about space travel.2)A： what do you want to bought?

B ：I bought flowers for my mum.Blackboard Writing: What’s it about?

buy—bought take—took

send—sent This book looks interesting.What＇s it about? It＇s about animals.教學反思：

China 17

Module 7 Unit 1 Shenzhou V flew into space.learning aims：（1）能聽懂、會說、會認、會讀：flew(fly), became(become)spent(spend), pilot，taikonaut, hour, video, son，proud等單詞與短語。

（2）理解課文內容，并能根據圖片或實際情況，運用Shenzhou V flew into space with Yang Liwei.First he became a pilot.Then he became a taikonaut.He spent about 21 hours in space.這類語句敘述過去的事情；

(3)復習含有made, was, saw的表示過去事情的語句。教學步驟

Step 1：Warm-up and show the learning aims 1.Let’s chant and clap the hands.Fly ,fly ,flew

am, is, was；

become，become became

make，make，made see, see ,saw

spend ,spend ,spent

2、出示神舟五號飛船、楊利偉、楊利偉兒子圖片 Ask：What is this ? Who is he? 引導學生做出正確回答，并根據回答板書三個單詞：son，pilot，taikonaut，（學生拼寫并齊讀）

3、T: My kids, Do you want to know more about Shenzhou V? Now, let’s learn Module 7 Unit 1 Shenzhou V flew into space.(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1、Read silently and answer the questions.1).Is he from Liaoning? 2).Is he very famous? 3).Has he got a son? 2.Read more carefully and answer the six questions 1.When did Shenzhou V flew into space?(In October, 2003.)2.Who is Yang Liwei?(He is a taikonaut.)3.How many hours did he spend in space?(He spent about twenty-one hours in space.)4.What did he make in space?(He made a video.)5.How old was his son in 2003?(His son was eight years old.)6.Why was his son proud of him?

(Because he was China’s first man in space.)（Or：Because he was very famous.）3.Listen and repeat.Then read loudly in groups.4.Describe some pictures of Yang Liwei and Shenzhou V.Step 4: Practice: 根據課文內容，選詞填空。1)He was a taikonaut.2)He is from Liaoning.3)Yang Liwei spent about 21 hours in space.4)His son was 8 years old.5)Because Yang Liwei was China＇s first man in space.Blackboard Writing: Shenzhou V flew into space.Where did you go? I went to---

Did you go to---? Yes, I did.教學反思：

Module 7 Unit 2

He spent about twenty-one hours in space learning aims：

（1）能聽懂、會說、會認、會讀：flew became spent hour son proud pilot等單詞與短語。

（2）理解課文內容，并能聽懂會說： He spent about twenty-one hours in space.My mother and I saw my father on TV.I went to the airport.We ate in the restaurant.等句子。教學步驟：

Step 1：Warm-up and show the learning aims

1、Act out the dialogue in Unit 1.2、T：My kids, today we are going to learn Module 7 Unit 2 He spent about twenty-one hours in space.(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1、Look at the pictures and find the in formations.2、Play the tape and have the students look and listen.3、Read and underline the new words.4、Explain the new words and the sentences.5、Read the passage by themselves and try to say out all the pictures Step 3: Practice: 1)板書：go

buy

give eat is am see watch win ride 并將學生分成兩組，一組說原形，一組說過去式，展開游戲，看哪組反應快。2)Retell the text 3)Game：Where did I go? 4)Write each words five times 5)Do the exercise 1 and 2 of the student’s book.Designs: Unit 2 He spent about twenty-one hours in space.He spent about twenty-one hours in space.My mother and I saw my father on TV.I went to the airport.We ate in the restaurant.教學反思：

Module 8 Unit 1 Helen Keller learning aims：

1、能聽懂、會說、會認、會讀：born ,child , as, later ,drew, letter，herself ,all over , world , model.等單詞。

2、能聽懂并熟練運用Could 和Could’t談論過去的能力。.3、能口頭運用What was his name ?When was he born? Where was he born？等問句。4．能根據所給的資料來描述人及其過去所發(fā)生的事情。教學步驟：

Step 1：Warm-up and show the learning aims

1、Introduce Helen Keller:

T: My kids, We can see, we can hear and write now.we could see, we could hear, we could speak when we were a small child, but there is a girl, as a small child, she became blind and deaf, she couldn’t see and she couldn’t hear, when she grown up, she learned to speak、read、and write , she wrote a book, and went all over the world, do you know who she is?

S: She is …

Now let’s learn Module 8 Unit 1 Helen Keller，OK?(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1.Show some pictures of Helen to the students.2.Listen and read the text，find out the new words 3.Stick them on the board after read.4.Find out the main sentence patterns: Q1：What couldn’t Helen do?

Q2: What could Helen do? 5.Then do activity 3 in pairs.Step 3: Practice:

1、Listen to the tape the tape and read the text.2、Look at the pictures and talk about Hellen Keller.Eg: she was born in America in 1880…

3、Have the class into two groups，the teacher show out some pictures.Make some sentences with the words: could or couldn’t.Step 4: Finish a task

1、填出橫線上的詞

（1）Helen Keller couldn’t see , but she could learn.She couldn’t hear but she could speak.(2)When I was a baby, I could see but I couldn’t read.I could hear but I couldn’t talk.I couldn’t walk but I could learn and I could play.2、請學生以小組為單位進行討論。引導學生運用：―I was _______.So I couldn’t ____________ but I could________.‖ 句型來表達。Designs: Helen Keller Helen Keller was born in America in 1880.As a small child.Later, Helen had a teacher.The teacher drew letters in Helen’s hand 教學反思：

Module8 Unit 2 His name was Louis Braille.learning aims：

1．能聽懂、會說、會認、會讀blind ,deaf ,learn ,be born 單詞。2.能熟練運用could 和could’t談論過去的能力。

3.熟練運用When were you born ?Where were you born.等句型詢問并回答。4.能根據所給的資料來描述人及其過去所發(fā)生的事情。教學步驟：

Step 1：Warm-up and show the learning aims

1、Review unit1(ask and answer)1）when was Helen Keller born? 2）Where was Helen Keller born? 3）Why is Helen Keller famous?

2、T:Today I will introduce a blind man to you.He was born in France.He became blind in 1812.And he is very famous.Who is he? What happened to him? Now let's learn unit 2 OK?(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1.Play the tape for students and follow the tape.2.Let students pay attention to the pronunciation and intonation.3.Let students read the questions in Part 2, then play the tape again and again, and answer the questions.1)His name is Louise Braille.2)He was born in 1809.3)He was born in France.4)He became blind in 1812.5)He learned to read at school for blind children.6)Because he made the first letters in Braille.4.Activity Book Ex, 1 match the phrases

Give students some minutes and match, then check the answers in pairs.Step 3.Practise: Let the students describe their young.For example:

In this photo, I was 5 years.I could dance.I couldn’t speak English Designs:

Unit 2 His name was Louis Braille.Name:

Louis Braille.Born: 1809 Country: France 1802: became blind At School for blind children 教學反思：

Module 9

What＇s the matter?

learning aims：

1．能聽懂、會認、會讀laugh, matter, mistake, wear,等單詞。

2．能口頭運用What’s the matter?/Why are you laughing? 等語句詢問原因。3．能口頭運用Because I am very happy 這類語句來回答相關問題。教學步驟：

Step 1：Warm-up and show the learning aims

1、Sing an English song.2、T: Well, My kids, today I am very happy and Lingling is very happy，too.What＇s the matter? Let’s have a look, OK?(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1.Show the pictures of module9,unit 1，Let students watch the pictures carefully and answer: 1)Who are they? 2)What are they doing? 3)Why are they laughing? Encourage them answer in their words.2.Text: Play the tape, students listen and underline the words they can't understand.4.Learn the new words in pairs.5.Play the tape for students, and then let them listen and follow it.6.Let students read the text in groups and then act in front of the class.7、Act the dialogue in groups.8、Action:

Let students act in front of the class.When they're acting, other students should listen carefully.Then choose the best student and the best group and give the prize.Step 3: Explain the knowledge.(精講點撥)（1）容易混淆的單詞。Ship——sheep face——fish big——pig cap——cup Cat——kite hat——cat got——hot talk——walk（2）why 的用法。Step 4.Finish a task

（一）根據句子意思選單詞填空 1.cat, kite(1)She is flying a _______.(2)The ______likes fish.2.sheep, ship(1)There are many _______ on the farm.(2)There is a ________ on the sea.3.bed, bird(1)I’m going to go to ________(2)A _____ is flying in the sky.4.hat, cat(1)She is wearing a _____.(2)The _____ is eating meat.（二）用所給的單詞寫句子。例： laughing/ happy Why are you laughing? Because I’m happy.1.sleeping/ ill 2.eating / hungry 3.doing exercises/ fat Designs: Unit 1 What’s the matter?

Why are you running? Why are you laughing? Because I’m afraid.Because I’m happy.A dog is running after me.教學反思：

Module 9 Unit 2 Because it’s going to rain

learning aims：

1．能識別詞匯：raincoat, 會書寫單詞:coat 2.學會運用Why are we wearing a raincoat? Because it’s going to rain.來詢問和回答有關原因的語句。教學步驟： Step 1：Warm-up and show the learning aims

1、Future tense with ―be going to‖

2、Vocabulary and phrases: wear

raincoat

theatre

go into

be afraid of

throw…out of3、T: Boys and girls, today we are going to learn Module 9 Unit 2Because it’s going to rain.(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1、Look at the pictures and listen to the tape carefully for ―because‖.2、Play the tape again and have the students to imitate.The teacher read the original text slowly.3、Look and say：Say the right, whole dialogues.4、let make silly sentences.For example: I’m wearing a dress，because I’m going to go swimming.Step 3: Explain the knowledge.(點撥)（1）小組內解決自己不懂的地方。（2）Notice:― why‖and― because‖ Step 4.Finish a task

（一）寫出下列動詞的ing形式

do_____ run_________ take________ look________ laugh________ make_________

（二）根據句子意思填空

1.Why are you ________ a hat? Because it’s going to be ________.2.Why are you wearing a __________?

Because I’m going to ________football.3.It’s going to be cold.I am going to wearing a ________.4.I’m going to ________.So I take my swimsuit.Designs: Unit 1 Why are you laughing Because….Laugh大笑

smile 微笑 Under---stand==understand 教學反思：

Module 10 Unit 1 We are going to speak Chinese.learning aims：

1．能聽懂、會認、會讀study ,History ,Physics等單詞。

2，會用what are you going to study ?I’m going to …等語句來描述將要做的事情。

3.能口頭會用Where are you going to go ? I’m going to go …/What are you going to do? I’m going to …等語句來描述自己的計劃。教學步驟：

Step 1：Warm-up and show the learning aims

1、T: Boys and girls, do you like games.Let’s play a game, ok? Now take out your books.I say and you show: Chinese, maths, English, Science, Art, PE, Music.Now, I show the books, and you say.Show the words about books, let Ss say quickly.T: My kids, today we are going to learn Module 10 Unit 1 We are going to speak Chinese.(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1..Learn the new lore: middle school, History, Chemistry, Physics T: Boys and girls, we are in Grade six now.We’re learning these subjects.We’re going to go to middle school this September.We’re going to be students.And we’re going to learn some new subjects.They are History, Chemistry, Physics, Biology, and Geography… Show the books and the cards of the words to learn.2.Practice Now, let’s practice.Show the card of the word: practice.I show and you say.Show the cards of the words: History, Chemistry, and Physics.Read one by one.3、say the Chant Middle school, middle school, I’m going to go to middle school.History, History/ Physics, Physics / Chemistry, Chemistry… I’m going to study History/ Physics/ Chemistry … Let Ss read the chants.And make a chant by oneself.Step 3.Learn the text You are going to go to middle school this September.And Daming is going to go to middle school, too.Let’s learn more about Daming will go to middle school.1.Listen to the tape.Listen and find, underline the sentences with ―be going to‖.2.Listen again, and answer the questions: 1）when is Daming going to go to middle school? 2）What new subjects is Daming going to study? Step 4: Practice Remember new words by heart then have a dictation Only have one minute to remember these words in their own way, then they’ll have a dictation.Have a dictation: listen and write.（課件展示聽力題內容，讓學生聽音寫出新詞，培養(yǎng)學生的聽力及單詞書寫能力，老師由此可以了解學生對課文及單詞的掌握情況。）

2.Read sentences , pay attention to the time and say ―Yes ―or ―No‖.呈現句子：Are you going to go to middle school this September? 然后點擊時間狀語this September，時間狀語可以變換：tonight，t

omorrow, next year, this afternoon等等，使學生更加明確be going to句式的用法。

3.Read sentences and choose ―am going to, is going to , are going to‖.呈現句子：He …go to middle school this September.點擊人稱代詞He將進行變換：I，she, we, Daming, you, Sam and Amy等，讓學生選擇―am going to, is going to , are going to‖填空，使學生能熟練掌握be動詞在不同人稱下的變換形式，達到靈活運用。Blackboard

Unit 1 we are going to speak Chinese Daming: Physics Chemistry History Amy: Chinese

1.Where are you going to go this summer? 2.What are you going to do? 3.What are you going to study? 教學反思：

Module10 Unit2 What are you going to study.learning aims：

1．能聽懂、會認、會讀、并識別Physics、Chemistry、History、Geography等單詞。

2、能運用I'm going to study___.等語句來介紹將來的中學生活。教學步驟：

Step 1：Warm-up and show the learning aims T: My kids, yesterday we learnt Sam is going to go to middle school, and he is going to study physic chemistry, history.Today let talk about what are you going to study?(板書課題并齊讀)First，please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)Step 2: Show the guides（指導自學）

1、Review some words about subjects Chemistry ,Math ,history Chinese…

2、T: Look at here.She is lily and he is Peter.We'll watch a video about them.Before watching the video, let's see three tasks.(1)Look at the pictures and read the text(2)Listen to the tape and read each sentence.(3)Students read the sentences and the new words.Then talk each other

3、Talk to a friend.What are you going to study? Choose and draw three subjects.4、Memory game: How are you going to go to school? Step 3: Practice Ask and answer

Where are you going to study? What are you going to study? Blackboard

Unit 2 What are you going to study? A: what are you going to study? B: I am going to study Chinese, Math History, and Chemistry 教學反思：

第五篇：新標準外研版小學英語六年級上教案全冊（范文）

Module1

Unit 1 The Great Wall 學習任務：

These postcards are great!It’s a picture of the Great Wall 功能：

講述關于某個地方或某件事物的情況。運用任務： 1．熱身復習

老師熱情地問候學生們，歡迎他們在暑假過后回到學校。老師可以詢問學生們在假期里都去了哪些地方，做了哪些事情，有沒有特別有趣的經歷。建議他們通過展示圖片和照片介紹相關的情況，可以使用句型“It’s a picture of．__It's very?”等。2.活動一：

學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。3．導入: 老師從學生的圖片或照片中選取幾張比較典型的并提問：“Do you know this place?“引導全班學生自由回答，例如： T：Do you know this place? Ss：Yes．It’s?

T：Can you tell me something about it? Ss：Yes, It's?

T： Can you tell me more about it? Ss： ．．.問答完畢后，老師可以總結說：“These photos/pictures are great!”老師再拿出一張來自紐約的明信片，復習單詞“postcard”。老師問：“Do you know this place?”學生應該能夠回答：“Yes，it’s New York．”老師引導學生說出：“It’s a picture of New York.” 告訴學生，在這個暑假里，Daming去了美國旅游，并在那里經歷了很多有趣的事情。剛到表哥Simon家，行李還沒有收拾好，Daming和Simon就迫不及待地聊開了。請學生們注意他們使用的語言。勾出學過的新詞。3．課文教學

將本課的掛圖貼在黑板上，播放錄音或動畫，呈現SB活動1。請學生看圖或動畫，聽聽Daming和Simon的對話。聽完以后，請學生說一說：Simon是誰? Daming在哪里?兩人在做什么? 請學生翻開書，老師放錄音，學生邊聽邊看書，可以全班齊讀，或分男生、女生或小組讀。再聽錄音，要求學生勾畫出文中的重要信息，然后引導他們回答如下問題：明信 片上畫的是哪里?關于長城、紐約和北京他們都談了些什么?可以向全班提問，也可以請單個學生回答。再播放一遍動畫，幫助學生通過剛才的問答進一步理解課文和句子。老師可以在每句話后停頓，請學生模仿跟讀，并注意人物所使用的語言。

把全班分成兩組，分角色讀。試著根據圖畫上的內容設計對話。引導他們注意活動l題目要求中提及的 ‘is’和“are'’的使用。可以請學生兩人一組起立說一說他們的想法，然后再放錄音，讓學生仔細聽并重復。最后請幾組同學根據錄音中的內容向全班展示對話。鼓勵學生用同一句型說出更多與圖片相關的內容。4.活動二： 出示幾幅相同物品的單復數對比圖片，讓學生學會使用并區(qū)分is 和are的用法。知道“單數 is 復數 are 的基本規(guī)則。5.活動三：

學生四人小組內開展小記者調查活動，調查學校的一位任課教師或某位自己喜愛的明星。上課時組織開一個新聞發(fā)布會。讓發(fā)言的學生說說調查的結果，并由其他組的學生向該組的同學發(fā)問，如：Tell me more about Miss Long’s age? 等等。因為是學生熟悉和喜愛的人，所以學生發(fā)問的積極性很高，有效地運用了“Tell me about?” 的句型。6.學生理解和掌握對話后，全班一起完成AB練習1。先請學生讀懂各個問題，然后放錄音，請學生們認真聽，然后口頭回答并書寫問題。最后全班一起核對答案。

7.請學生合上書，全班聽錄音一起完成AB練習2。向學生說明，他們將在錄音中聽到很多不同的聲音效果，他們要試著判斷發(fā)出這些聲音的是什么人／動物／事物? 8.課后作業(yè): 抄寫課后單詞；每天聽磁帶20分鐘；收集世界地圖或中國地圖，拼圖也可以。

Unit 2 New York is in the east of America 學習任務

Where is New York？ It’s here in the east.Canada is north of America and Mexico is south of America.功能：

講述某地的地理位置和相關的基本信息.運用任務： 1.熱身復習

老師出示一張中國地圖進行介紹：“This is a map of China.I’m from Guizhou.It’s in the south of China”如果有必要，可以用中文稍加解釋和說明，然后向學生們提問：“Where are you from? Where is your pen friend from?’’如果學生能說出其他國家的名稱，要及時鼓勵表揚，并帶領其他學生一起學習。2．導入：

老師出示Simon的圖片，向學生提問：“Who is he?” “Where is he from? 引導回答:“Simon’s from New York, America.” 老師把單詞寫在黑板上，領讀，然后提問：“Where is New York?”

老師出示美國地圖并向學生提問：“This is a map of America.Can you find New York?” 引導學生在地圖上找到紐約的位置。可以向學生說明：“紐約是美國的一個重要城市。大家已經在地圖上找到了它的位置，可是你們知道用英語應該怎樣表達嗎?今天我們就來學習這些內容。” 3．課文教學

在地圖上標注東(east)、南(south)、西(west)、北(north)，幫助學生復習這些單詞．并注意糾正他們的發(fā)音。老師領讀單詞。學生們能夠讀準后，做一個游戲鞏固新單詞：根據老師的口令做動作．例如：

Please turn to the north.Please turn to the south.Please turn to the east.Please turn to the west.老師隨意發(fā)出口令，學生要盡快執(zhí)行口令。老師可以不斷加快發(fā)出口令的速度，以加大活動難度。

老師放錄音，請學生邊聽邊看SB Unit2活動1的地圖。把錄音中提到的幾處美國城市名稱和周邊國家名稱寫在黑板上幫助學生理解。再放錄音，每句話后停頓，請學生跟讀。學生用書第二單元活動1錄音原文。帶領學生學習表達地理位置的方法。老師用彩色筆或其他方式在地圖上標出紐約的位置，并通過問展現“Where is New York? It’s in the east of America.”用同樣的方式講述“What about San Francisco? It’s in the West of America.” 學生們掌握本語言點后，老師教授第二種位置表達法。老師說：“Where is Canada? It’s north of America.Where is Mexico? It’s south of America.”引導學生發(fā)現這種表達法與第一種表達法的不同。肯定他們的嘗試，并幫助學生總結：“因為加拿大和墨西哥在美國領土以外，而紐約和舊金山是美國的一部分．在美國境內，所以兩種表達法有所不同。” 4.活動一：

使用地圖與拼圖相結合的方法。先出示世界地圖，讓學生快速記憶。然后取下地圖，運用世界地圖拼圖的一部分。一邊拼，一邊教授方向及位置的表達方法。然后讓學生描述并拼完剩下的部分。

如：S: Canada is in the north of America.T: Thank you.please put the puzzle in the map.拼圖完成后還可在全班進行師生問答。如：T: Where is Canada? Ss: It is in the north of America.5.全班一起完成AB Unit 2練習1。先請學生仔細看圖，然后老師故錄音，請學生們認真聽，把方框中提供的單詞填寫在正確的答題框中。完成后全班一起核對答案。6.活動二：

課前讓學生收集關于美國的面積、人口、首都、國慶、國花、國鳥、國旗等信息。例如“田納西州一個小小的州為何出名等？”讓學生了解該單元的背景知識，有利于學生了解星條旗的來歷與變化。學好本課兒歌。

請學生把書翻到SB Unit 2活動4。請學生邊聽邊看，熟悉韻詩的大致內容。然后向學生講解他們不理解的內容，如單詞“Tennessee”等。再放錄音，請學生看著書小聲地跟讀。可以請男生和女生分組讀．也可以請單個學生讀。掌握chant之后，可以全班起完成AB Unit2練習3。再聽錄音，根據錄音判斷練習中的陳述是否正確。7.活動三：

兩個學生一組，各自說出自己心中想的一個城市，如果兩人說的城市不一樣，即可讓學生說出這兩個城市的相對應的位置。

如：S1：Guizhou is in the south of China.It is in the east of Xingjiang.S2: Xingjiang is in the west of China.It is in the west of Guiyang.示范

一、兩組后即可下到二人小組中開展。教師可貼一幅中國和一幅世界地圖在黑板上，也可讓學生自己帶。8.課后作業(yè)：

1）聽背兒歌，每天聽磁帶20分鐘；

2）SB Unit 2活動3。聽錄音模仿語音語調，特別注意句子中的重音部分。3）背誦課后單詞，并在本子上造句。

Module 2

Unit 1 Chinatown in America.學習任務：

There’s a Chinatown in New York!There are lots of Chinese shops and restaurants there.功能：

用“There be”句型描述事物 1．熱身復習

1）有節(jié)奏的頌唱上一單元的兒歌。2）聽寫上一單元的單詞。2．導入：

老師再拿出一張紐約唐人街的圖片，詢問學生:”Do you know where it is? What can you see in this picture?”請學生回答你的問題。有些學生可能對唐人街有所了解，肯定他們的發(fā)言和大膽嘗試。對學生說：“Daming現在在美國表兄的家里，他正在給家人發(fā)送email。他想念家人嗎?他今天了解到了關于美國的什么情況呢?讓我們一起看看。學過今天的課文。我們要試著使用這些語言介紹一個我們自己去過的有趣的地方.” 3．活動一：

學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。4.課文教學：

老師將本課的掛圖貼在黑板上，或是通過播放動畫呈現SB活動l。請學生認真聽Daming和Simon的對話，然后判斷Daming是否想念中國，為什么?通過文中的對話“Do you miss China ? Sometimes.”以及Daming迫不及待地想要去唐人街的表現，老師可以引導學生得出肯定的回答，并引出“Chinatown”的話題。老師提問：“Where is Chinatown? What is it like?”再放一遍錄音，請學生看著書聽．并試著從書中找出問題的答案。引導學生用文中的句子回答問題：“There’s a Chinatown in New York.There’re lots of Chinese shops and restaurants there.There’s Chinese dancing.”老師板書以上三個重點句子，并向學生進行關于唐人街的背景介紹。學生掌握后老師放錄音,請學生逐句跟讀課文。

請學生看SB活動2中的插圖，并試著描述圖中有些什么。鼓勵學生大膽嘗試。然后放錄音，請學生仔細聽，并注意對話中所使用的語言。引導學生回顧井比較”there is”和“there are”的用法。

全班一起完成AB練習1。老師可以先請學生幾人一組討論如何完成這封email，然后帶領全班朗讀例句和提示詞，再播放錄音。可以先請單個學生

說出句子，然后再讓他們把答案寫出來。完成后，老師請單個學生讀出答案，全班訂正，最后再通讀一遍。5.活動二：

這課主要運用“找不同”的方法來實現用“There be”句型描述事物的目的。學生觀察演示文稿中兩幅圖的相同點與不同。用“There be”句型表述出來。注意單復數be動詞的用法以及就近原則。

6.全班學生兩人一組完成運用任務l，從三幅圖所畫的教室(computer room，classroom, music room)中挑選自己最喜歡的一問，向同伴進行描述。講述得較好的學生可以自薦或是由同伴推薦，到教室前面向全班講述。7.活動三： 將全班分為兩組開展找不同的游戲。找到一處加一分。教師需準備多組“找不同”圖片演示文稿。獲獎小組獎勵印章，學生積極性很高。8.課后作業(yè)：

抄寫課后單詞；每天聽磁帶20分鐘；

學生在課后選擇完成運用任務4，給自己的朋友發(fā)一封email，介紹自己游覽過的城市或國家.Unit 2 Postcards from China.學習任務：

There are lots of bicycles in China.There is a very famous river.功能：

用“There is／There are”介紹事物 1.熱身復習

向全班問好，請幾位學生把上節(jié)課的家庭作業(yè)讀給全班同學聽。

請學生回憶Daming與Simon的對話,并提出相關的問題：“Do you remember Chinatown from the last unit? Where is it?”引導學生做出相應的回答。

2.導入：讓學生先觀察圖片，猜猜都是中國的什么地方。然后播放錄音，讓學生給所聽到的錄音圖片排序。接著讓學生跟讀。

3.試著讓學生用自己的語言描述圖片上的內容。

4.現在可以變換練習方式。請學生兩人一組．向對方介紹六張明信片中自己最喜歡的一張。如果有必要，可以再放一遍錄音，請學生逐句跟讀，并試著抓住每張明信片最主要的特征．然后再向同伴講述。鼓勵學生根據圖片進行更多描述，或是把自己對該事物的了解添加到描述中去。

5.重音的學習：請學生聽SB unit 2活動3的錄音，之后讓學生試著跟讀一遍。要求他們注意重讀的地方。請學生把書翻到SB unit 2活動3，仔細看書上的句子以及每句話中用黑體標出的地方，比較一下自己剛才跟讀時重讀的位置與書上的標注是否一致。老師再放錄音，學生邊聽邊看書，認真體會。6.活動一: 現在學生衣服上的圖案很豐富.教師可讓一個學生站在黑板前,讓其他學生用“There be”句型來描述學生衣服上的圖案.如: There are some ducks on her dress.7.活動二: 四人小組,運用 “There be”句型描述自己所帶的照片,也可以是收集的他人的照片,或風景人物照等.如: There are some children are playing football in the playground.8.學習歌曲：

完成SB unit 2活動4，請學生欣賞并學習一首歌曲。放錄音前，請學生們先試著通 過文字和圖片猜測歌曲的內容。

播放錄音，請學生積極模仿錄音中的語音語調。如果他們感到學習歌詞有困難，老師可以先把領讀帶中歌曲前慢速朗讀的歌詞放一遍給學生聽。9.課后作業(yè) 每天聽磁帶20分鐘；

學生挑選一張本地風景的明信片，用英文進行簡單的描寫和介紹，然后把明信片寄給自己的外國朋友或是其他好友。

Module 3 Unit 1 Collecting stamps is my hobby.學習任務：

I’ve got lots of stamps.These are some stamps from Canada.This stamp is from China.功能：

談論和介紹個人的愛好 1.熱身復習

1）1）有節(jié)奏的頌唱上一單元的歌曲。2）聽寫上一單元的單詞。

3）通過談論學生喜歡的東西漸人今天關于“hobby”的主題，例如： T: What’s your favoutite sport/games／food?? Ss：My favourite sport／games／food? is? T: Do you like?? Ss：Yes I do／No, I don’t.I like?

2.導入：對話之后，老師拿出一本集郵冊給學生們看。老師問學生：“What’s this?”然后回答?It s a stamp album.”引導學生通過實物理解“stamp”和“album”的意思。老師一邊向學生們展示集郵冊里的郵票一邊講述：“I like stamps very much.I collect them.Look, this is a Chinese stamp.It’s very beautiful.Do you like these stamps? These stamps are from Canada.I like them very much.Collecting stamps is my hobby.” 把學生的注意力引入課文。向學生們說明：在今天即將學習的課文中，Darning和Simon談論起了Simon的一項興趣愛好。Simon會向Daming和我們介紹他自己的愛好。聽過他的介紹后，大家也要試著介紹自己的愛好。3.活動一：

學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。4.課文數學

將本課的掛圖貼在黑板上，通過播放錄音呈SB 活動1，請學生們仔細聽一聽Darning和Simon之問的對話。聽完以后向學生提問:“What’s Simon’s hobby?”老師放第二遍錄音，學生邊聽邊看書，同時用筆勾出課文中的生詞，根據上下文猜猜每個生詞的意思。學習新單詞，老師領讀，再請學生跟讀。可以采用全班齊讀、分組讀、分男女生讀，集體讀和個別讀等方式。注意糾正學生語音和語調的錯誤。采用個別讀的方式，了解學生掌握單詞的情況。當學生出現讀音問題時，應及時糾正。請學生試著回答老師剛才提出的問題：“What’s Simon’s hobby?”學生此時應該能夠回答出: “Simon’s hobby is collecting stamps.”可以再分段放錄音，向學生提出一些更加具體的問題，幫助他們理解課文內容，例如： Where are the stamps from? Has Simon got any stamps from China? 講解過后，老師再放錄音，每句后停頓，請學生模仿錄音的語音和語調跟讀。請學生仔細看SB活動2中的圖．兩人一組試著針對圖片展開對話，對圖片中的內容進行問答。然后放錄音，請學生重復句子。鼓勵學生運用第一段對話中的問題向其他同學或老師提問，請他們回答，以此進行簡單的替換練習。繼續(xù)使用第二段對話的句式進行練習。5.活動二：

出示一位名人的幾本書，讓學生知道我的愛好是收集***的書。以談心的方式引導學生說出自己的興趣愛好。

如：My hobby is collecting stamps from America.My hobby is collecting Jay’s CD.6.活動三：

依據活動一，列出幾個學生共有的愛好，接著做全班的業(yè)余愛好調查表。將全班分成若干小組，最后匯總得到全班的調查表。并讓幾個學生詳細地說說他們的愛好，以及喜歡的原因。

7.課后作業(yè)：

1）抄寫課后單詞；每天聽磁帶20分鐘；

2）利用課余時間向同學、家長、老師和朋友提問，調查他們的興趣愛好和收藏品，進行數字統計，然后總結。下節(jié)課前可以請學生向全班匯報自己的調查結果。這同時是對下節(jié)課學習的準備。

Unit 2 I’ve got a hobby.學習任務：

Have you got any my dolls from Japan? Yes, I have／No, I haven’t.功能：

自由地談論自己的愛好或詢問他人的愛好 1.熱身復習

1）Say two chants.2）Greeting 3）Read the words in module3.Pay attention to one word.spell it and help them to remember it.2.導入：

1.出示一張幻燈片，上面顯示的我收集的洋娃娃。

T: Now, look at the picture.You know ,I like dolls.I have many many dolls.I like collect dolls.So I can say: My hobby is collecting dolls.T: Could you tell me what is your hobby? 出示另一張幻燈片，上面顯示周杰倫的CD.T: I like Jay.I like to listen to his music.So collecting Jay’s CD is also my hobby.T: Have you got any Jay’s CDs? 3.活動一：

學生回答自己的愛好后,根據學生的愛好,老師向學生提問.S: My hobby is play football.T: Have you got a football? S: My hobby is collecting books.T: Have you got any books? 老師將學生回答的愛好及擁有的開展此愛好的物品寫在黑板上。共以后開展編對話活動用。4.出示幻燈片,幫助學生區(qū)分單復數的概念.分清何時用 “a”,何時用“any”.以及為什么不用 “some”。5.活動二：

1.聽錄音，讀出單詞的重音。以及單詞在句子中重讀的情況。2.出示幻燈片，提出編寫對話的要求。對話內容舉例：

A: What’s your hobby? B: My hobby is ?.A: Have you got a / any ? ? B: Yes, I have./ No, I haven’t.A: Do you ? ? B: Yes, I do./ No, I don’t like it.6.活動三：學生四人為一組，兩人編寫對話并書寫在卡紙上，兩人上臺演示他們自己編寫的對話。（注意紀律的控制）展示學生的成果，并給予評價。7.課后作業(yè)：

1.小結今天學到的知識；

2.總結評價的結果，給獲勝組蓋印章；

3.完成表格，調查組內學生的愛好，并調查各自擁有的開展該愛好的物品，成立周末活動俱樂部。

4）每天聽磁帶20分鐘。周末活動俱樂部調查表 Name Age Your hobbies What do you have?

Module 4

Unit 1 Happy Thanksgiving!學習任務：

Thanksgiving is my favorite festival.We always have a special meal.We say “thank—you” for our food, family and friends.功能：

談論和描述感恩節(jié)等西方節(jié)日 1.熱身復習

1）有節(jié)奏的頌唱上一單元的歌曲。2）聽寫上一單元的單詞。

2.導入：全班齊唱歌曲“We wish you a happy Christmas.”引導學生進入教學環(huán)境。老師可適當把歌曲音樂延長，烘托今天教學中節(jié)日的主題。引導學生說出他們了解的西方節(jié)日名 稱，學生可能會說出一些，例如: Christmas, Halloween等等。再引導學生說一說關于這兩個節(jié)日的情況，例如：它們分別在什么時間?按照傳統，人們在這兩個節(jié)日里會做些什么? 3.活動一：

學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。4.兒歌教學：

把教學掛圖貼在黑板上，播放錄音呈現SB活動l的內容。請學生們看著圖片認真聽。在前三遍播放錄音時需要讓學生試著把握不同的內容：

第一遍：了解故事大意，明確主題，形成整體的印象，第二遍：弄懂比較容易理解和掌握的句子．大致明確難點在哪里，嘗試概括全文的大意；

第三遍：嘗試理解較難的句子．結臺上下文和插圖理解句意，逐漸把握全文。

再放兩遍錄音，請學生在跟讀的同時思考一些具體問題，例如：文中Daming和Simon談到了哪幾個美國節(jié)日?它們分別是什么?人們以什么方式慶祝這些節(jié)日? 1.What are the two American festivals in the story? 2 What do people do on Flag Day? 3 What do people do on Thanksgiving Day? 聽過錄音后，請一些學生回答上述問題，問題答案大致如下： 1.They are Flag Day and Thanksgiving Day.2.They carry flags and they sing songs.3.They always have a special meal on Thanksgiving Day.Before the big family dinner, they say “thank you” for their food, family, and friends.After Thanksgiving dinner, they watch a big football game on TV.小結之后再放錄音，讓學生們跟讀課文中的句子。每句之后停頓，要求學生重點模仿句子的語音語調。老師可以根據學生的具體掌握情況決定跟讀錄音的次數。可以請學生逐個跟讀句子，重糾正發(fā)音。老師要注意讓盡可能多的學生起立跟讀。

跟讀結束后，老師可以請學生分飾對話中的角色，表演課文對話。在激勵學生方面，可以模仿前面詞匯學習比賽的方式，評選出表演好的個人和小組，分別給予口頭或者書面鼓勵。5.活動二：

利用課件出示幾張西方節(jié)日的圖片，讓生猜猜是什么節(jié)日。在猜出節(jié)日名稱的同時教授新詞。并于學生談論這個節(jié)日。6.活動三：

播放幾個外國小朋友過西方節(jié)日時短片，讓學生深入體會每個節(jié)日的來歷和意義。以及這些節(jié)日中的習俗。7.課后作業(yè)：

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

Unit 2 What’s your favourite festival? 學習任務：

What’s your favourite festival? My favourite festival is Lantern Festival.功能：

介紹中國主要節(jié)目t 比較中西方節(jié)日的差異-交流自己對節(jié)日的喜好 1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）老師針對節(jié)日的主題向學生們提問：“what do people do on Thanksgiving Day? What do people do on Flag Day?”引導學生根據上節(jié)課所學內容做出相應的回答。2.導入：

老師提問的同時出示SB unit2活動1的圖片，引導學生猜測圖片所表現的是什么。學生應該能夠用中文回答出圖片所表現的分別是元宵節(jié)、春節(jié)、中秋節(jié)和端午節(jié)。3.課文教學

將本課的掛圖貼在黑板上，通過播放錄音呈現SB unit2活動l。如果有必要,請學生 對照著書聽錄音, 熟悉故事內容和情節(jié)。

聽過第一遍錄音后，請學生仔細看書上的圖，說出每幅圖表現的是什么。學生應該能夠說出對應的中國傳統節(jié)日名稱。老師把 “Lantern Festival，Spring Festival，Mid-Autumn Festival, Dragon Boat Festival”寫在黑板上，進行單詞教學。帶領學生多重復幾遍,并采用多種形式進行操練。

放錄音，每段后停頓，請學生說出該段文字講述的是哪一個節(jié)日，然后指向相應的圖。老師可以在這時重復錄音中對每種節(jié)日的描述，并向學生講解語言方面的疑難。再放錄音．逐句停頓，讓學生重復。4.重音練習：

老師可以在學習過課文后讓學生看著書SB Unit2活動3的錄音．體會句子中的語調和重音。鼓勵學生大聲模仿跟讀。地道的語音和語調是需要通過這樣的不斷練習而逐漸形成的。5.活動一：

全班分為四個大組。通過搜集資料每組需用白色卡紙制作一本《中西方節(jié)日宣傳冊》。主要內容為對比中西方節(jié)日的相同點與不同點。如： 春節(jié)圖片 春節(jié)習俗 圣誕節(jié)習俗 圣誕節(jié)圖片 6.課后作業(yè)：

1）每天聽磁帶20分鐘；

2）回家后向家人和親戚朋友升紹中國和美國的主要傳統節(jié)日以及相關的風俗習慣。

Module 5

Unit 1 Pleased to meet you!學習任務：

Can you speak English? Can I write to your friend? 功能：

講述自己的能力，通過介紹自己的情況結識筆友或網友 1.熱身復習

1）有節(jié)奏的頌唱上一單元的歌曲。2）聽寫上一單元的單詞。2.導入：

把話題目引導到語言上來。請單個學生起立，把幾個問題寫到黑板上，請學生回答： Can you speak Chinese? Can you speak English? Can you write Chinese? Can you write English? 向學生們說明：大家結交新朋友時，通常都要了解對方和自己是否有相同的興趣愛好，如果遇到外國小朋友，還要了解他們使用哪種語言，能不能和自己交流。那么如果遇到外國小朋友．我們應當如何與他們交流、如何問對方以上問題、又如何向對方介紹我們自己的相關情況呢?讓我們來看一看Daming與新朋友的交談吧。以后，大家碰到外國小朋友就可以積極主動地和他們交流了。當然，大家也可以到網上去結交外國朋友，使用英語與他們交流。3.課文教學

1）學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。

2）使用動畫、教學掛圖和錄音整體呈現SB活動1。老師根據課文內容提出簡單的問題，以便讓學生從整體上了解故事大意，例如：“Who’s Laura? Where is Laura from? How many English friends has Daming got? Can Laura write Chinese? Can Daming write English? Can they be pen friends?”

引導學生積極主動地進行探索式學習。讓學生帶著問題完整地再聽一遍錄音，并幫助學生回答上面的問題，加深對課文內容的整體印象和初步理解。對每幅圖片及對應的對話進行學習。老師可以出示自己的信件和電子郵件地址，以此向學生解釋“address”，例如：“My address is Flat No.415，Building 113，Nanhu Garden，Chaoyang District.”還可以舉例說：“My email address is wsm@sohu.com”學生可以模仿老師的示范向全班說一說自己的住址和郵件地址。

講解結束后，再放錄音，請學生逐句跟讀，注意模仿錄音中的語音和語調。4.活動一：

現在很多學生都在業(yè)余時間學習各種技能，因而可以讓他們說說他們自己會做些什么。另外我校正在開展感恩教育，因此還可以讓同學們說說能為自己的父母，老師做些什么。如: I can wash the clothes by myself.然后與同桌交流，使用句型：Can you ?? 5.活動二：

做幾個動畫明星的面具，讓學生對著帶著面具的我發(fā)問，還可讓部分學生也帶上自己喜歡的明星的面具，讓其他學生想他們發(fā)問。可以很好的操練句型：Can you?? 6.課后作業(yè)：

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

Unit 2 Pen friends 學習任務：

Can you speak English? Can I write to your friend? 功能：

講述自己的能力，通過介紹自己的情況結識筆友或網友 1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）讀本模塊的單詞。2.導入：

學生帶來自己好友、筆友或網友的照片，向大家介紹其個人情況。要求學生介紹他們的語言能力、興趣愛好和特殊能力等等。其他學生可以自由提問，例如：

A： This is my pen friend.His name is Hao Xin.He studies in a middle school.He can speak English very well and he’s learning French.He likes playing football and swimming B：Can I write to your friend? We can play football together.A：Yes, of course.This is his address.3.活動一：

讓學生自己制作一張自己的名片，與其他同學互換。如： Name: Photo Age: Class: E-mail: Telephone number: QQ: Introduction:

4.課后作業(yè)：

1）每天聽磁帶20分鐘；

2）完成本單元練習冊上的習題。

3）在家長的監(jiān)督下上網，嘗試通過自我介紹結識網友。

Module 6

Unit 1 A postcard from New York 學習任務：

Daming has got a Chinese kite and we fly it in the park.I’ve got some chopsticks．But they are difficult.功能：

通過不同國家的人們使用的物品進行文化對比； 復習“have got”的用祛 1.熱身復習

1）有節(jié)奏的頌唱上一單元的歌曲。2）聽寫上一單元的單詞。2.導入： 老師可以向學生展示一些精美的明信片，吸引學生的注意力，自然引導出本課內容，同時復習單詞“postcard'’。可以向學生提問： “Are they beautiful? Do you like them? Then, what are they?”

向學生說明：在上篇課文中，Laura很想與Sam和Amy成為筆友，她還從Darning那里得到了Amy和Sam的通訊地址。今天，Sam和Amy真的收到了一張來自美國的明信片。沒錯．這張明信片就是Laura寄來的。讓我們一起看一看Laura在明信片上寫了些什么。學習課文以后，大家要以Sam和Amy的名義給Laura回復一張明信片。3．活動一：

學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。4.課文教學

用錄音呈現SB活動1的內容。老師根據課文內容提出簡單的理解性問題，例如：“Where is the postcard from? Is the postcard from Daming? What has Daming got? What has Laura got? Can Laura use chopsticks?”等。在放錄音，幫助學生找到這些問題的答案。老師可以針對“Daming has got a Chinese kite”中的“Chinese”和 “have got”兩項內容進行重點教學。老師可以出示中國傳統物品，以此解釋 “Chinese”, 例如：中國風箏、國結、中國旗袍、中國明信片等。老師一邊展示—也向學生解釋：“We are from China.We are Chinese? This kite is from China.It’s a Chinese knot.Oh, that’s a Chinese dress.And these are Chinese postcard.”

老師講解句子“Darning has got a Chinese kite and we fly it in the park.”因為句子較長，學生讀起來可能不是很順利。師生可以一起做“clearer and fasted” 游戲。這個游戲的設計是為了幫助學生流利地說出句子．同時還要避免因為機械操練而使學生感到枯燥乏味。學生可以通過一遍遍的朗讀理解句子間的關系。具體操作如下：老師將句子寫在黑板上。全班學生聽到老師說: “ One, two, go!”后開始齊聲朗讀句子。老師隨著學生朗讀的節(jié)奏勻速在黑板上畫直線，每朗讀一遍就畫一條直線。如此反復，直到速度最快為止。鼓勵學生朗讀得既要快又要清楚。

用簡單的符號標明兩個句子之間的并列關系：

“Daming has got to a Chinese kite and(→)we fly it in the park.” 老師講解句子“I’ve got some chopsticks, but they are difficult.”

可以通過實物演示或是出示單詞卡的方式復習單詞“chopsticks”。由于學生已經在第三冊書中接觸過這個單詞，他們應該不會感到陌生。老師可以同時出示刀叉和筷子。向學生介紹說:“I’ve got some chopsticks and I use them everyday.I’ve got a knife and fork but I can’t use them well.”接著問學生： “Can you use knife and fork well?” 最后，引導學生說出“I've got a knife and fork but I can’t use them well”或是“I haven’t got a knife and fork and I cant use them well.”以此引導學生理解句子之間的關系。使用簡單的符號來表示兩個句子之間的轉折關系。“I’ve got some chopsticks，but they are difficult.” 5.活動一：

讓每個學生帶一件物品到學校來，以句型“I have got?.”來描述自己擁有的東西。還可以將句型進行擴展。

如： I have a bird.She can sing very well.I have a violin, but I can’t play.6.活動二： 全班分為兩組，分別站在教室的兩邊。教師分別發(fā)寫有問題和答案的小紙條。一個學生讀出問題，站在教室另一邊的學生說出答案。兩人即可坐回自己的座位。（這個活動需要兩個小麥克風，以便讓所有的學生都聽見。）7.課后作業(yè)：

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

Module 6 Unit 2 I’ve got some stamps from China.學習任務：

I’ve got a knife and fork and chopsticks.I’ve got some stamps from China but I haven’t got any stamps from Canada.功能：

談論個人所擁有的物品等.1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）讀本模塊的單詞。2．導入：

請一名學生提前做好準備，扮成一位魔術師，從各個地方變出不同的東西。要求這名學生一邊變魔術—邊說：“I have got a??”然后老師向幾位學生提問：“What has he got?”要求學生如實回答。3.活動一：

課前發(fā)給每位學生一張空白表格，但必須限制其中所填內容的種類。學生可選擇畫出或寫出單詞。如： 郵票 餐具

書籍

玩具 寵物 顏色

兩人一組開展活動。讓生通過提問的方式去猜測別人所擁有的物品有哪些。并完成下表。畫出或寫出你同桌擁有的物品： 運用句型：

Have you got a knife and fork? Have you got a knife or a fork? ? 4.課文學習學習SB Unit2活動4的韻詩。先放錄音，讓學生聽韻詩，從整體上把握韻詩的大意和節(jié)奏。然后請學生一句一句地跟讀，老師一行一行地向學生講解韻詩的意思。

再聽錄音。老師提示學生注意押韻的單詞，以便學生更好地掌握這首韻詩的韻律，例如：第一段的“friend”和“send”是押韻的，第二段的“Sue”和“too”是押韻的，而第三段的第二行和第四行都以“friends"’結尾，韻腳是相同的。將詩歌重復兩三遍，鼓勵學生根據詩歌內容做出相應的動作。5.課后作業(yè)

1）每天聽磁帶20分鐘；

2）完成本單元練習冊上的習題。

Module 7

Unit 1 I don’t believe it.學習任務：

Pandas eat for twelve hours a day.They love bamboo.The snake thinks the flute is another snake!功能：

用一般現在時描述動物及其習性等 教學環(huán)節(jié)(Teaching Steps)： Contents Methods Purposes

Warmer(2m)1.Before the lesson, let students recite two chants.2.Greeting.3.Read the words in Module 7.4.Recite one word.教學常規(guī)展示： 1.背誦兒歌； 2.趣味讀單詞；

3.每天識記一個單詞的拼讀。Revision and Lead-in(2m)1.運用兩個謎語導入新課，明確學習任務。（最后一個謎底為“熊貓”）

復習、激活、導入：

1.通過謎語導入今日主題——學寫一則英語小謎語。明確學習任務。New lesson Task 1(10m)1.課件依次呈現書中活動一，師示范描述一張圖片，引導學生自主說出其他五張的主要內容，即5種動物的喜好。2.以一個聽力練習鞏固。感 知：

1.注重示范與引導。讓學生自己完成。

2.通過聽力練習檢查活動一學生掌握情況。鞏固活動一。Task 2(3m)1.課件依次展示三張動物圖片，引導學生描述出該動物最主要的外型特點及喜好。體 驗： 1.為避免學生寫的謎語因描述不清，猜不出來的情況。必須引導學生學會抓住各類動物的主要特點及主要的生活習性、愛好等。Task 3(6m)1.播放一則錄像，邊看邊向學生提出問 題，看完短片后，引導學生回答以下問題：-What are they?-What color are they?-What do they eat?-What do they like doing?-Where do they live? 2.引導學生將以上問題的答語串聯起來，即得到一個關于動物的謎語。（課件展示一個完整的謎語格式）

實 踐：

1.解決學生看到作文題卻不知道寫什么的尷尬，教會學生寫作的方法，授之以漁。2.培養(yǎng)學生的觀察力及語言歸納能力； 3.愛護國寶熊貓，倡導保護動物。Task4(3m)1.課件出示一則英語動物謎語，引導他們猜出謎底。

2.另外出示一張動物圖片，讓學生模仿著說出謎面，為下面寫謎語做說的鋪墊。

參 與：

1.聽說為先，學生只有會說了，才寫得出來。

Unit 2 Pandas love bamboo.學習任務：

Pandas love bamboo.功能：

用一般現在時描述動物及其習性等 教學環(huán)節(jié)(Teaching Steps)： Task5(12m)1.分組寫謎語，鼓勵學生借助英文字典幫助。時間5分鐘。

2.教師巡視，通過問題：Which animal do you like? 幫助學生確立寫作目標。（此時，課件循環(huán)播放動物圖片及謎語范例，幫助學生完成作品）Music 合 作：

1.幫助學生確立學作目標；

2.倡導小組集體合作，生生互動； 3.倡導借助學習工具——英文字典。4.培養(yǎng)學生寫的能力。

5.每組由一位同學代表讀出該組設計的謎面，其他組的同學猜中獎米老鼠印章一個。6.學生猜不出來的，由該組同學公布謎底，教師將該詞寫在黑板上，大家共同學習。

個 性 展 示：

1.8個小組全部展示，面向全體，不讓小組活動流于形式；

2.一組讀謎面，其他組猜。讓學生主動傾聽并參與到活動中，體驗成功的快樂。Task6(1m)1.教師總結并收回小組活動。出示一則另類謎語，擴展學生思維。

拓展學生思維，開闊視野。鼓勵學生遷徙所學知識，自主運用到以后的學習生活中。SummaryAnd Homework(1m)1.總結小組評分。

2.分層家作（任選一題做）：

A． 運用一般現在時，用

一、兩句話描述自己喜歡的一種動物的特點或生活習性。B． 編寫一則英語小謎語，下節(jié)課與同學分享。3.結束語。

1.做到有評價即有總結。注重評價完整性；

2.針對不同學生水平，分A、B兩個難度的作業(yè)，關注學生發(fā)展。3.做到作業(yè)上黑板，不口頭布置。

Module 8

Unit 1 Looking at Photos.學習任務：

Do you often play with dolls? 功能：

談論行為習慣和喜好.1.熱身復習

1）有節(jié)奏的頌唱上一單元的兒歌。2）聽寫上一單元的單詞。2.導入：

帶領學生溫習一下 “often”的意思。在黑板上寫出星期一到星期天的單詞．一邊說句子一邊在相應位置上打鉤：“I watch TV on Friday, Saturday and Sunday.I often watch TV.” 告訴學生：在今天的課文中，我們要了解到Amy和Lingling的一些愛好和習慣。大家要注意她們使用的語言。學習過后，大家要針對同學們平時經常做的事情做一個調查。3.課文教學

1）學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。

2）使用錄音呈現SB活動l的內容。請學生看動畫．聽一聽Amy和Lingling之間的對話。聽完第一遍后，老師可以提出一些問題，讓學生帶著問題聽第二遍錄音，例如: “How many photos are there in the story? What can you see in them?” 聽完第二遍后，老師再次提出問題: “Does Amy often play with dolls/read stories/clean her room?”聽第三遍時，可以讓學生邊聽邊跟讀，在課文中找出 “often”并劃出來，同時試著找出問題的答案。

聽過三遍錄音后，可以帶領學生完成AB練習1，通過練習幫助他們理解故事內容。

在完成AB練習1的基礎上讓學生以小組為單位完成練習2和練習3。完成練習3時，可以先請幾位學生起立向全班提問，其他學生回答。然后，讓學生兩人一組進行問答。

請學生看SB活動2中的圖，試著說出它們分別代表代表什么行為。學生應該能夠說出如下詞組: play with dolls，read books，clean room。請學生兩人一組試著使用這些詞組展開對話，然后聽錄音跟讀。老師可以根據課文提問: “Does Amy／Lingling often play with dolls／read books／dean her room?”請單個學生起立回答。4.活動一： 利用課件出示以下表格： 1）讓學生討論該表格。

2）教師依據該表說一些句子，讓學生看圖判斷正誤。

3）教師就該表提問，讓學生在回答時體會頻率副詞的使用方法。5.活動二：

現在很多學生利用業(yè)余時間學有一技之長。讓他們說說自己平時學習的習慣。如：

I often have English lessons at 8 o’clock on Sunday.接著請另一位同學以第三人稱重復該同學的發(fā)言。如：

She often have English lessons at 8 o’clock on Sunday.6.課后作業(yè)：

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

3）利用課余時間和自己的同伴和好友等就自己平時的愛好進行對話，以此增進同學之間的相互了解。下節(jié)課上課前，老師可以邀請一些學生上前介紹自己同伴的日常活動和愛好。

Unit 2 I often go swimming.學習任務：

always, sometimes, often, never 功能：

通過使用頻度副詞講述行為、習慣和喜好等 1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）讀本模塊的單詞。2．導入： 告訴學生：在今天的課文中，大家將了解到另外些孩子的愛好和行為習慣。經過今天的學習，大家要使用相似的語言表述自己的愛好和行為習慣，以便同學們更好地相互了解。在上節(jié)課，我們接觸到了“often”，表示“常常做某事”，那么“總是做某事、有時做某事”和“從不做某事”應當怎樣表述呢? 3.課文教學

1）首先讓學生觀察圖片內容及圖片中小朋友們的名字。2）嘗試描述圖片中的內容。

3）放錄音，讓學生仔細聽。當錄音中出現 “sometimes, always, often, never”這四個單詞時，老師向學生大聲重復。

4）再放錄音，請學生集中注意錄音中的“sometimes，always，often，never”這四個單詞，并在聽到每句話后指向對應的圖。多放幾遍錄音，請學生跟讀句子，同時盡可能記住每個人物的行為習慣和喜好。

5）帶領學生完成AB Unit 2練習l。這段錄音是Darning與Simon的母親的交談，講述了這兩個家庭在周末的活動。播放錄音，放過第一遍后請學生一說Darning一家在周末的活動。放過第二遍錄音后，請學生根據書E所給的提示完成句子。請單個學生起立讀出答案，全班一起訂正。4.活動一： 聽教師讀短文，在下表中劃“√”。

讓學生深入了解頻度副詞的用法，并口述表格中句子。5.活動二：

運用頻度副詞造句。6.課后作業(yè)

1）每天聽磁帶20分鐘；

2）完成本單元練習冊上的習題。

3）根據AB unit 2練習3表格中的內容給自己的一個朋友或筆友寫一封短信。

Module 9 Unit 1

學習任務：

Do you want to visit the UN building in New York? I want to show Daming the present from China.功能：

詢問他人的意愿以及表達自己的意愿 1.熱身復習

1）有節(jié)奏的頌唱上一單元的歌曲。2）聽寫上一單元的單詞。2.導入：

告訴學生：學過今天的課文后，大家要一起開展一個名為。“猜精看”的游戲。游戲是這樣的：學生A通過模仿動作表達自己想做的事情，學生B使用“Do you want to??”猜測，學生A只能使用“Yes.／N0.”來回答。學生B要不斷猜測，直到猜出正確答案為止。為了開展這個游戲，學生需要通過課文很好地學習“want to”的使用。3.課文教學

1）學習新詞，并用新詞造句。幫助學生了解新詞的含義，及實際運用。2）老師使用錄音呈現SB活動l的內容。請學生看圖或動畫，盡可能多地理解錄音中的內容。請學生帶著老師提出的問題聽錄音，邊聽邊思考。放兩遍錄音，然后請學生說一說Daming, Simon和Simon的父親在哪里。老師可以在這里向學生介紹“the UN building”，簡單地向學生說明聯合國的含義以及UN的含義(the United Nations)繼續(xù)向學生講解“peace”的意思。

3）老師可能有必要向學生介紹中國送給聯合國的禮物——成昆象牙雕。這座象牙雕刻是1974中國贈送給聯合國的禮物。它描述的是1970年通車的成昆鐵路。這條鐵路全長一千多公里，聯結了中國南方的云南省和西南方的四川省。這座象牙雕用八支象牙雕成，98個人雕刻了兩年多，工藝的精湛令人贊嘆。你甚至可以看到刻在火車里的細小人物。

4）再放一遍錄音，請學生在聽后回答一些問題。分組競賽，看哪組答對的問題最多，例如： T: Is the UN building big or small? S：It’s big.T：Where are the flags from? S：They are from all around the world.T: How many flags are there? S：There are 191 flags.T: What does Simon want to show to Daming? S：He wants to show the present from China.T: What is the present? S: It’s a train.T： What does Daming want to do? S： He wants to take to photo.5）全班一起完成SB活動3。先請學生試著說出第二排各張圖片的意思，然后再引導他們使用“want to”說出與課文相關的句子。

4.活動一：列出幾個地方。例如： 聯合國，哈爾濱，迪士尼，海南。在班上選四位同學開四輛火車分別去這幾個地方。四位組長下座位尋找組員。例如這個組長是前往海南的，他必須接上全班所有去海南的同學。運用句型：

S1: I want to visit Disney.Do you want to visit Disney in Hong Kong? S2: Yes, I do.如該生回答是，則成為該組成員，以開火車的形式離開教室到操場組成四個新的獨立的小組。然后小組討論，說說大家為什么都想去這個地方。并寫下來做為作業(yè)。5.課后作業(yè)

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

3）讓學生從報紙、雜志、電視或互聯網上查找一些關于聯合國的知識，在下節(jié)課前向同學和老師進行簡要的介紹。

Unit 2 Do you want to go to Guilin? 學習任務：

Do you want to go to Guilin? Yes，I do.／No，thank you.功能：

詢問他人的意愿并表達自己的意愿 1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）讀本模塊的單詞。2.導入：

告訴學生：有一家外國人到中國來游玩。他們在談論假期安排時每個人都有不同的意見，讓我們來聽聽他們都說了些什么。學習過今天的課文，同學們也要使用學到的語言說一說自己的旅行計劃。3.課文教學：

1）老師放錄音，請學生看著中國地圖聽。聽第一遍錄音時，老師可以要求學生找出錄音中提及的幾個中國地名(Beijing，Hong Kong，Harbin，Kunming，Guilin)。放第二遍錄音，請學生試著找出每個人想去的地方是哪里，例如：“The boy wants to go to Beijing.The girl wants to go to Hong Kong.The woman wants Hong Kong and Harbin.” 再放錄音，請學生模仿著錄音中的語音和語調跟讀。如果學生能力較強，可以試著讓他們說出每個人做出自己選擇的原因，例如：“The boys wants to go to Beijing because Beijing is very big and very famous.” 4.活動一： 實踐活動：帶領學生到計算機室上英語課。讓學生把上節(jié)課寫下的為什么想去那個城市的作業(yè)，重新組織語言，寫成一篇E-mail, 發(fā)到教師的郵箱里。5.活動二：

課外活動：讓學生四人買一個氫氣球，討論后將自己想去的地方寫在氣球上，并簡單寫上“為什么喜歡？”做一個放飛理想的課外活動。運用句型：

I want to go to Hainan.Because I like to dive very much.6.課文學習

全班一起完成SB Unit 2活動4，請學生邊看書邊學習韻詩。他們可以跟著錄音逐步學習。老師需要向學生說明：擊掌打拍子能夠很好地增強這首韻詩的節(jié)奏感和趣味性。學習完畢后請全班學生一邊拍手一邊表演。全班看著書聽SB Unit 2活動3的錄音，同時大聲跟讀，體會如何以正確的語調朗讀疑問句。7.課后作業(yè)：

1）每天聽磁帶20分鐘；

2）完成本單元練習冊上的習題。

3）給自己的朋友或筆友發(fā)一封email，講述自己這個周末打算做的事情。

Module 10

Unit 1 At the library.學習任務：

Don’t talk in the library.Please stand in line.功能：

使用祈使句發(fā)出指令或要求； 能夠遵守規(guī)章制度，執(zhí)行指令 1.熱身復習

1）有節(jié)奏的頌唱上一單元的兒歌。2）聽寫上一單元的單詞。2.導入：

給學生播放一段表現學校中的違規(guī)行為的錄像片斷，例如：上課時看課外書、在教學樓的樓梯上追跑打鬧等。老師一邊播放一邊詢問學生：“錄像中的學生在做什么?當你看到這個情景，你想對他們說些什么?’引導學生說出：“Please listen to the teacher!Don’t run on the stairs!”老師把句子寫到黑板上。老師告訴學生，錄像里的學生違反了學校的行為規(guī)范。詢問他們還知道學校的哪些行為規(guī)范。請學生們大膽發(fā)言，各抒己見。然后，老師可以引導學生盡可能多地說出不同場所的行為規(guī)范或規(guī)章制度。

老師詢問學生，圖書館中一般會有哪些規(guī)章制度。學生可能不會用英語很好地表達。告訴學生：今天的課文就是關于圖書館中的規(guī)章制度的。3．課文教學

老師使用錄音SB活動1。老師可以播放三遍錄音。放第一遍時要求學生了解課文大意。放第二遍時要求學生找出帶有 “Please?”和 “Don’t”的句子。然后試著說出句子，由老師寫在黑板上。放第三遍時要求學生總結出 “Library Rules”，由老師板書。此時，老師可以引導學生完成AB練習l。老師可以針對課文內容向學生提問，以此了解學生對課文的理解情況，例如： l.When do they go to the library? At ten to five.2 What does Simon find? He finds a book.3.What does the man say to Simon? He says “Look at the library rule.” 4 What are the library rules? 1)Don’t talk in the Library.2)Please be quiet.3)Please stand in line.老師對板書的句子加以總結，可以通過表情和手勢使學生更加明確“Please”與Don’t...”的含義。然后請學生兩人一組一起看SB活動2的插圖，試著根據插圖展開對話。老師放錄音，請學生跟讀，然后讓學生兩人一組繼續(xù)練習書上的對話。請學生隊小組為單位表演課文對話。鼓勵學生在表演時添加適當的動作和表情。全班選出今天的“最佳表演小組”，由老師進行表揚和獎勵。4.活動一：

8人一組組成讀書小組，寫下想借的書名（英文），并設計好可能用到的對話內容，做好實踐課的準備。5.活動二：

實踐活動： 教師帶領學生到圖書室上課，實踐才是硬道理。是可準備一個像“班牌”或“接機牌”，在上面依次貼上進圖書室后的流程，通過抽換及時提醒學生。

如：Don’t talk in the library!(可能的話再配上些簡筆畫或手勢幫助學生理解)然后教師充當圖書管理員，學生8人小組選完書后向圖書管理員借書。師發(fā)給學生書，同時附一張圖書館規(guī)則，讓學生以小組為單位譯成中文。完成該項活動。6．課后作業(yè)

1）抄寫課后單詞；每天聽磁帶20分鐘； 2）完成練習冊上這一單元的作業(yè)。

Unit 2 Go straight on!學習任務

Go straight on.Turn left/right.Stop!Don’t go!功能：

使用祈使句指示方向和路線，遵守與交通規(guī)則相關的指令。1．熱身復習

1）老師帶領學生復習上一模塊學習的韻詩。2）讀本模塊的單詞。

3）老師組織學生參加“Simon says”的游戲，復習鞏固祈使句的用法。老師要盡量多使用“l(fā)eft”和“right”等單詞，為本課的教學做好準備。2.導入：

老師模仿交通警察指揮交通的樣子，向學生提問: “What am I?”學生應該能夠回答。老師告訴學生：為了確保我們的安全，我們在公路上除了要聽從變通警察的指揮，還要看懂許多交通標志。出示SB unit 2活動l中的交通標志圖，請學生用英語說一說它們代表什么意思。學生可能會感到有些困難。告訴學生：完成今天的學習后，我們就能夠說出這些交通標志的意思了。3.課文教學

老師逐一出示SB unit 2活動1中的八幅圖．請學生自由討論，試著說一說圖片中的內容。然后老師放錄音，請學生邊聽錄音邊指向對應的圖。老師再放一次錄音訂正答案，并讓學生重復。

老師組織學生進行比賽：老師任意拿出活動l中的圖片，請學生快速說出對應的句子，反應最快的學生獲勝。

完成SB unit 2活動2。先請學生大聲朗讀活動2中的句子，然后請他們把活動1中對應圖片的序號寫在句子后面的橫線上。4.活動一：

每個學生發(fā)一張空白紙，讓學生根據老師的指令畫出方向示意圖。5.活動二：

讓學生收集交通規(guī)則標志圖。我校操場上正好有一面墻是“交通規(guī)則標志圖”。帶領學生到操場上，讓學生選出自己以前不知道的畫下來，并用英語標注出該標志意思。用投影儀和全班同學一起分享。6.學習歌曲：

全班完成SB unit 2活動4。請學生看著書聽錄音，學唱這首歌，邊聽邊模仿書上插圖中人物的動作。這首歌曲的旋律學生們都已經非常熟悉，因此學習起來會比較容易。通過這首歌曲的學習可以達到讓學生們放松和休息的目的。請全體學生看著書聽SB unit 2活動3的錄音，同時大聲跟讀，體會如何以正確的語調朗讀祈使句。

7.課后作業(yè)：

1）每天聽磁帶20分鐘；

2）完成本單元練習冊上的習題。3）教爸爸，媽媽認識交通規(guī)則標志。