第一篇：六年級上次英語教案

Lesson 1 May I use the telephone ?

教學目標:（Teaching aims）: 1.語言目標：

1）學會使用 May I use …? 句型向別人借東西。

2）學會使用禮貌用語，向別人表示感謝的句型 Thank you。以及表示 “ 不客氣” 的句型。2.情感目標：培養學生禮貌的行為習慣，并且能學會尊重老人，尊敬老師。

教學重點難點：（Difficult points and key points）1.會說會用表示打電話的常用語： May I use your telephone? Who will you ring up? I want to …

2.會說會用會寫這些單詞 may, use, want to, card, IP card，birthday.3.理解并且會用情態動詞 may.4.會說并且會用常見單詞 certainly, really, must, forget.。

教學過程:（Teaching process）:

1.熱身（Warming up）教師利用手偶來進行對話。

A：Li Dong, what?s the matter with you ? What are you looking for? B : I can?t find my colour pencils.So I can?t do my Art homework.A: You can borrow one from Li Shan.B : That?s a good idea.May I use your colour pencils?

C: Here you are.B: Thank you.C: Wow!What a beautiful picture!May I take a look at your picture? B: Of course.Here you are.C: Thank you.B: You?re welcome.2.新課展示（Presentation）

展示教師通過自己準備的單詞卡片和同學們準備的學具來教授本課的重點單詞和句型。在教授單詞的過程中，教師要有意識糾正學生的錯誤發音，并且要能引導學生按照單詞的音節以及字母的發音規律來識記單詞。

1）教師讓學生拿出他們準備好的賀卡，選出一張，問同學們： What?s this？引出單詞 card。教師在黑板上寫出單詞，并用紅色粉筆標出字母 ar 和音標，讓學生明白大多時候字母 ar 在一起的發音。教師還可以舉出例子，car，hard 等。教師告訴同學們生活中我們會有各種各樣的卡片，例如，birthday card 找（生日賀卡），ID card(身份證)等。然后老師把一張電話卡藏在背后，讓同學們猜那會是一張什么卡，從而引出單詞 IP card（電話卡）I have an IP card.2)When can we use an IP card? When we want to give a call.教師出示座機電話的圖片 telephone，告訴他們這個單詞只是指家里的座機, 還可以簡單說成 phone。而我們經常用的手機是 mobile phone。教師用手勢做出打電話的動作，引導學生去猜 What is she doing? She is using a mobile phone.教師向同學們講解打電話有好幾種表達法： give a phone give a call ring up May I give you a phonecall? May I ring you up? Certainly, you can use it.3)Look at the picture.What does the boy want to do? He wants to use the telephone.教師在黑板上寫出重點句型： May I use your telephone? 教師走到一個學生面前，指著他的鋼筆問：May I use your pen? 學生應允，教師表示感謝—thank you.從而讓學生明白 May I use your …? 是表示向別人借用東西的句子，語氣很委婉。讓學生去向別人借東西來操練句型。教師還可以讓學生向自己借東西，可以并且以 Certainly.或 Sorry, please don?t.來作答，讓學生明白這個句型有兩種答法。肯定的 Certainly.否定的，Sorry, please don?t.出示不同的實物： May I use your Science book? Certainly.May I use your moble phone? Sorry, please don?t.It?s power off.4）Look at the picture.What is the girl doing? She is using a telephone.Who will she ring up? She?ll ring up her mother.教師出示小女孩打電話的圖片，讓學生們來猜她會打電話給誰，引出短語 “ring up”, 復習一般將來時態的句型.Who will the girl ring up? She?ll ring up… 老師要強調 ring up 的讀音。

5)教師出示生日卡片，引出單詞 birthday, 教師將單詞展示在黑板上，并區分出音節，通過音節來幫助學生識記單詞，birth | ｜，day | |在教授單詞的過程中，教師可以引申更多與 birthday 有關的短語，引導學生說說自己過生日時都做些什么，eat birthcake, sing birthday song,ect.教師還可以問問班里誰都知道自己爸爸媽媽的生日，如果爸爸媽媽過生日，你會怎么做？教師用 What do you want to do on your dad?s or mum?s birthday? 引導學生用 I want to… 來回答。教師和學生，學生與學生之間可以互問互答。What do you want to do on your Mum?s birthday? I want to send her a birthday card.I want to buy a birthday cake for her.從而讓學生理解 want to 的意思是?想要做什么事情?，也能培養學生體貼

關心自己的爸爸媽媽的好品德。

3.小結：在英語中有委婉語氣的概念，但我們想要向別人借東西時，要有事要有求與別人時，就應該用特定的委婉語氣來表達。在英語中最常見的就是 May I …? 的表達法。肯定回答是 certainly Yes,please.否定回答則為 Sorry, please don?t.鞏固活動：

4.鞏固活動：

1)操練 May I …?的句型，教師給學生設定不同的場景，讓學生根據場景來操練此句型。A：一個下雨天，想要借用別人的雨傘。A： Excuse me, may I borrow your umbrella? B: Yes, please.B: 在教室里，想要借用別人的語文書。A：Excuse me.May I use your Chinese book? I forgot mine at home.B: Sorry, please don?t.I had lent it to my friend.C: 想要借用別人的手表。A： Excuse me.May I use your watch? B: Certasinly.You can use it.把學生分成若干個小組，每個小組有相同的人數，在規定的時間里，學生進行句子接龍游戲，學生 A 問學生 B 借東西，學生 B 向學生 C 借用東西，May I use…? 用的句型來完成游戲。哪個組最先完成，用最少的時間，哪個組就是贏家，教師給予一定的獎勵。

2）播放 Listen and read 的錄音，聽并跟讀。

3）播放 Learn to say 部分的錄音，學生聽并且跟讀，在鞏固單詞讀音的同時，也復習了意思。

4）Let?s practise(Ⅰ)學會向別人借用東西的一般常用句型，尤其是禮貌用語 May I use…? 的用法，并能對自己借東西的原因進行簡單解釋。I forgot …

5）Let?s practise(Ⅱ)根據場景來自編對話。注意要提醒學生禮貌用語，例如 Excuse me, thank you, you?re welcome.板書設計（Blackboard writing）

教后記（Notes）

Lesson 2 May I speak to Li Shan, please?

教學目標:（Teaching aims）：

1.語言目標:

1）學習用英語在電話中進行交流，掌握打電話的基本問候語以及在電話中進行自我介紹的常用語。

2）掌握教師節的表達方法和一些傳統節日的表達方法。

3）繼續學習句型 May I…?

2.情感目標: 通過強化學生在電話中的禮貌用語來培養學生文明的行為習慣，并且教育學生

要尊重老師。

教學重點難點分析:（Difficult points and key points）: 會說會用會拼單詞 send presents, speak, flowers, Teachers? Day 1）會說會用常用電話用語 May I speak to…, please?

2）This is … speaking.Today is Teachers? Day.Let?s send a present to our teacher.What about some beautiful flowers? 3)讓學生能夠理解在電話中進行自我介紹時，要用“This is…?或者 “That is …”來指代自己和對方。

課前準備: 課前準備教師準備教師節，學生給老師送禮物的圖片，以及日歷。

教學過程:（Teaching process）:

1.熱身（Warming up）通過 A 和 B 的對話復習上一課內容，引出本課所學內容。教師拿出玩具手機和一個同學進行示范，復習上一節學習內容。A: Good morning.B: Good morning.A: May I speak to C, please? B: Sorry, he?s not available.He is on the conference.May I take a message? A: Yes, please.Can you ask him to call me when he finishes? B: Sure.Thanks.A: You are welcome..新課展示（New Presentation）新課展示

教師通過圖片來教授單詞和詞匯。Hello!May I speak to …,please? 1）教師在教室里隨便拿起學生的文具或其他東西，問學生： May I use your bookpencilruler? 學生能夠準確回答： Yes, please.然后由學生之間進行互問互答，老師引導學生向朋友借用手機，引導學生 “ May I speak to…?” 教師出示兩個人談話的圖片，教授單詞 “speak” 尤其是單詞的發音，, 字母 ea |i:|.教師在教授單詞的過程中，可以把意義相近的 talk, speak, say 一起進行區分。talk：表示和某人進行談話，比較隨便。speak: 比較正式的說法。say: 一般指向別人闡述自己的觀點。在打電話時，要和某人說話，我們一般要說成 speak to somebody。

2)Hello!This is … speaking.Is that …speaking? Yes.This is … speaking.教師先向同學們解釋中國人和外國人打電話時的不同。中國人在打電話時通常會介紹：我是… 你是… 嗎？但是外國人不一樣，他們不會在電話里說 I?m … Are you …? 因為這樣給人的感覺是不太禮貌。外國人通常用 “This is… speaking” “Is that … speaking?” 在學生了解了這些知識后，教師可以組織學生去玩一個接龍的游戲。教師將全班同學分成兩組，玩打電話的游戲，第一組的一個同學拿起玩具電話和選擇第二組的一個同學進行對話： Hello!This is … speaking.May I speak to …? 被選到的同學必須迅速站起來接上對話： Hello!This is … speaking.然后再往下面進行。如果有人接不上對話或是反應不上來，就要為他們的組扣上一分。這個游戲不但可以激發起學生說英語的興趣，還可以在操練的過程中，熟練電話用語。

3）Teachers? Day 教師拿出一個日歷，問學生： What?s this? 學生回答：It?s a calender.教師問學生： What?s the date? 引導學生說出日期: It?s 指著上面的 9 月 10 日的日期，th September 10.教師繼續詢問: Do you know what day it is today? It?s Teachers? Day.今天是教師節。教師還可以引導學生說說其他傳統節日。兒童節 Children? s Day 婦女節 Women?s Day 母親節 Mother?s Day …

4)Let?s send our teacher a present.教師出示學生向老師送鮮花的圖片，教授單詞 ?send?(送，寄)教師在黑板上寫出短語 send somebody something.教師可以引導學生說出更多的短語： send you a present（送你一份禮物）send her some flowers(送她一些花)send him a birthday card(送他一張生日賀卡)Let?s send her some flowers.Let?s send him a birthday card.句型 “Let?s …”的句型，此句型常用來表示 “提議”，跟動詞原形連用表示“讓我們干什么事情”。例如: Let?s sing together.Let?s begin now.Let?s go.3.小結: 本節課我們繼續學習了打電話時的常用語，尤其是介紹自己的時候，要用 ?This is …? ?That is …? 同時我們還學習了一些節日的說法。以及個別常用語。

4.鞏固活動：鞏固活動：

1)操練句型 May I speak to…? This is …speaking.這個環節的句型操練可以繼續用前面的游戲，可以把學生分成男生和女生兩組。

2）操練句型 Tomorrow is Teacher?s Day.Let?s send our teacher a present.這個環節可以進行句子大比拼： Tomorrow is Chilren?s Day.Let?s sing and dance.Tomorrow is Mother?s Day.Let?s send our mothers some flowers.Tomorrow is Thanks Giving day.Let?s say ?thank you?to all our friends.3)播放錄音 listen and read ,聽并且跟讀。

4)Let?s practise(Ⅰ)A:Generally speaking, in this exercise we should according to the following orders:(1)greetings

(2)introduction(3)talking about the affairs 做這道題時，我們一般要遵循以下原則：(1)問候。(2)介紹。(3)談論主題內容。A:Hello? B:Hello!Is that Linda speaking? A:Yes.Who?s that? B:Zhao Yu speaking.Miss White is ill in bed.Let?s go to see her tomorrow afternoon.A:OK.Shall we send her some flowers? B:Good idea!See you tomorrow.A:See you.5)Let?s practise(Ⅱ)A:This is an English joke.Here ?what?and ?Watt?has the same sound.So does ?Knott?and ?not?.As a result both of the men misunderstand each other.For reading this joke, we can further review the special expression when we phone others.這是一個英文故事，在這個故事里，?what?和?Watt?有一樣的發音，同樣?Knott? 和 ?not?也是。結果導致兩個人都互相誤解對方了。板書設計（Blackboard writing）

教后記（Notes）

Lesson 3 Just a moment, please!

教學目標:（Teaching aims）: 語言目標：

1）繼續學習打電話的常用語。This is … speaking.Is that …speaking? Wait a moment.2)學習幫助別人轉接電話。Is …in? Sorry, wait a moment.3)會說會用會拼會寫這些單詞和短語：call, do some washing, wait, a CD.4）掌握現在進行時態的含義，表達方法和正確運用。She is doing some washing.Who is calli 能夠？

教學重點難點分析:（Difficult points and key points）:

1.掌握怎樣詢問電話中的對方以及給別人轉接電話時的常用語,例如，Is that …speaking? Wait a moment.She is not in.2.理解現在進行時態所表達的時現在正在進行的動作。課前準備：課前準備：教師準備玩具電話，以及本課的單詞卡片，wait, call, wait, a CD.教學過程:（Teaching process）：

1.熱身（Warming up）熱身

1)教師和學生一起來唱上節課所學的歌曲 Let?s sing together 活躍課堂氣氛。

2)教師和學生做幾組 TPR 活動，來復習以前學過的短語。為后面學習現在進行時態做鋪墊。T： Good morning, class.Ss: Morning, teacher.T: Are you happy today? Ss: Yes, we are very happy.T: OK.I?m happy ,too.Let?splay a guessing game.Are you ready? Ss: Yes.We are ready.T does the action and Ss guess what it is.Draw a picture, sweep the floor, water the flowers, read some books, play the piano, play the computer game… 教師還可以請一個同學來做動作，讓別的同學猜是什么短語。

2.新課展示（New Presentation）新課展示（）教師借助單詞卡片來教授本課的常用語和重要語法點。

1)教師向學生做出打電話的動作，讓同學們猜是什么單詞。從而引出單詞 phone.教師出示卡片---call，告訴同學們這兩個單詞意思相同,而且它們都有兩個詞性，名詞和動詞。我們經常可以說： I?ll give you a phone.I?ll give you a call.這樣的句子還可以說成 I?ll phone you.I?ll call you.2)在打電話時，我們經常會遇到想要找的人沒有接電話，而是別人接的電話，我們應該學會給別人轉接電話。教師讓學生聽課文錄音一遍，要求學生學完以后，能夠回答提出來的問題： Where is this telephone from ? Who does Wang Nan want to speak in the phone? Who answered the telephone？What is Helen doing? Is she reading? 在聽過第一遍課文以后，要求學生能夠回答前三個問題.This telephone is from Wang Nan.Wang Fang wants to speak to Helen.Linda answered the telephone.教師讓學生再聽一遍課文錄音，聽聽 Linda 在轉接電話時的常用語。Is Helen in? Yes, but wait a moment.She is busy.這部分內容是本課的重點內容。介詞 in 的原意是在…里面，在這里它還有?在家?的意思。其反義詞則為?out?, 例如，She is in today.Is she in today? He is out today.當我們給別人轉接電話，經常要說這樣一個短語 wait a moment 或者 a moment,please.或者 hold on ,please.這幾個短語可用于多種情況下，例如，在餐廳點菜，服務員經常會給我們說。

3）教師讓學生再聽第三遍錄音，并且要求學生找出課文中所有加上了-ing 的單詞或是短語。Speaking； calling;doing some washing 教師將這幾個動詞展示在黑板上，用紅筆勾出-ing 部分，先領讀這幾個短語，讓學生掌握-ing 動詞的發音。然后教師向學生解釋現在進行時態的含義，表達方法和正確運用。現在進行時態是指在現在正在發生的動作和事情，它的構成是系動詞-am, is, are 和動詞-ing(現在分詞)組合起來。經常和 now, at this moment 等表示現在時間的狀語連用。教師向學生出示課前復習的短語，引導學生造句。I am reading a book.She is doing her homework.He is speaking to you.You are playing computer games.We are singing and dancing.They are running.通過句子，教師給學生總結出動詞加-ing 的規則。末尾有不發音?e?的去掉?e ?加-ing，以輔音字母結尾的重音在第一個音節上的單音節單詞要雙寫末尾的輔音字母，再加-ing.其它的就可以直接加-ing。

3.小結: 小結本課我們學習了向別人轉接電話的常用語，以及現在進行時態的含義，結構，正確用法。還有動詞加-ing 的規則。

4.鞏固活動鞏固活動: 1）4 人一組，教師將學生分成若干組，要求學生在規定時間內自編對話，以給別人轉接電話的內容為主，在班里展示。

2）教師將全班分成男女兩組，快速出示以前所學的動詞短語，要求學生也能快速將短語變成動詞現在分詞，說出正確的句子，鞏固練習。

3)教師最后播放錄音，學生聽，并且跟讀。

4)Let?s practise(1)A: In this practice, we should know the meanings of several words and phrases.?Just a moment, in, that?s OK.? Here when we have to hold the telephone, we can see ?wait a moment.? So ?just a moment? eaquals to ?wait a moment.? The adverb ?in? means ?at home?.So here we can use ?She?s out?or ?She went out.? ?That?s OK? means ?It doesn?t matter?.做這道題時，我們首先要明白很多單詞和短語的含義。?Just a moment,相當于?wait a moment.? ? not in?相當于 out，?That?s OK?相當于?It doesn?t matter? 5)Let?s practise(2)A: In this exercise, firstly when should be clear about the content of the telephone message.We know this message is from Jack to Linda at half past ten on June 21st.Jack wants Linda to do some shopping with him that afternoon.He need Linda to call back.做這道題時，我們首先要很清楚電話的內容。例如電話是 7 月 21 日 10 點半 Jack 打給 Linda 的。他想邀請 Linda 那天下午和他一起去購物。他要求 Linda 給他回電話。Kate: Hello? Jack: Hello!Is Linda there? Kate: No, this is Kate.Just a moment.Sorry, she?s out.Jack: Oh.I want to go shopping with her this afternoon.Could you ask her to call me back when she comes back? Kate: OK.No problem.Jack: Thanks.Kate: You?re welcome.板書設計（Blackboard writing）

教后記（Notes）

Lesson 4 Where are they?

教學目標:（Teaching aims）：

1.學習詢問某人某物的位置，并能用含有介詞短語的句子來進行準確回答。Where are is …? They are …It is…

2.繼續學習現在進行時態，能夠更加熟練使用現在進行時態來表達正在進行的動作。

3.會說會用會讀會寫以下單詞和短語：swing, slide, seesaw, where, over there, on, under, behind, in.教學重點難點分析:（Difficult points and key points）:

1.掌握詢問某人或某物的位置的句型，Where is are …?

2.能夠正確理解 on, in ,under, behind, over there 等方位介詞的含義，并能夠準確使用這些方位介詞來表達物體所處的位置。課前準備：課前準備：教師準備錄音機，磁帶，單詞卡片，課文掛圖，學生準備自制的單詞圖片。

教學過程:（Teaching process）:

1.熱身（Warming up）熱身（熱身）通過教師和同學們之間的對話來開始本課。

T: Good morning, class.Ss: Good morning, teacher.T: What day is it today? Ss: It?s Monday.T: What?s the date? Ss: It?s Sep, 26th.T: Do you know what holiday we will have soon? Ss: The National Day is coming.T: Do you have any plan for your holiday? Where will you go? S1: I?ll go to Xi?an to visit the Terra-cotta Warriors.S2：I?ll go to may home town Sichuan Province to see my grandparents.S3: I?ll go to the Zoo to see the animals with my family.教師和學生們交流他們的假期計劃，并由此引到本課的學習內容。T：Mary.Linda , Mike and Tom will have a good holiday, too.Can you guess what they will do this holiday? 同學們都來猜一猜他們這個國慶節會做什么。教師根據學生的答案引出新課，引到學生說出正確答案。They will go to the park to play in the holiday.新課展示（2.新課展示（New Presentation））

1）新單詞教授教師出示本課課文掛圖讓學生來觀察。教師可以詢問： ?What can you see in the picture? 學生看圖，并且根據圖片內容進行回答。S1：I can see Linda, Mary, Mike and Tom playing with some other children.S2：I can see they are playing in the park.教師引導學生學習公園里的玩具器械。教師出示滑滑梯的圖片，教授單詞 slide , 在教授過程中，教師要注意單詞的糾音，字母 ?I?的發音是 |ai|, 輔音字母 ?sl? 的組合發音是|sl|.教師還可以從詞義上對單詞進行講解。“slide” 的本意是光滑的意思，是形容詞的詞性。它也可以引申成為名詞，是滑滑梯的意思。教師出示秋千的圖片，教授單詞 swings, 在教授單詞時，教師要注意字母 ?ng? 的發音。同樣的方法教授蹺蹺板的單詞，---a seesaw.2）介詞和介詞短語的教授教師再次出示課文掛圖，讓學生們仔細觀察，并通過問問題來引導學生學習介詞。T：Where is Linda and May? Ss: They are on the swings.T： Where are Li Dong and Zhao Yu? Ss： They are on the slide.教師講解，on 是方位介詞，表示某物在另一物體之上，但是?on?是指在平面上垂直方向，在某物之上。而 ?over? 則是在空間里。例如 on the wall.Over the river.T: What are the other children doing under the tree? Ss: They are playing under the tree.教師講解，under 也是方位介詞，表示某物在另一物體之下。教師在黑板上畫出簡筆畫，桌子底下有以個足球。教師引導學生說出句子。The football is under the table.教師出示單詞卡片 behind, 表示某物在另一物體之后，與學生互問互答。T： Where is the girl? Ss: She is behind the door.教師用同樣方法講解 in（在…里面）.The ball is in the box.3）句型學習Where is are …? They are is… 當我們想要詢問某人或某物的位置時，我們一般都要用到句型 Where is are …? They are is… 主語是單數，則后面謂語系動詞要用?is?, 同樣主語是復數，謂語系動詞則要用 ?are?.3.小結：當我們想要詢問某物或某人的位置時，一般要用 ?where?來詢問，用介詞 ?on, in, under, behind?來回答。教師還可以補充 ?next to, in front of, on the left of, on the right of?等介詞短語。

4.鞏固活動：

1)教師將全班同學分成兩組，人數相同，每組學生都只有一分鐘時間，每組選出一個小老師，這個小老師利用教室里的物品，來向其他同學做動作。其他同學根據動作來說句子。哪一組在規定時間內說的句子多，哪一組就是贏者。

S1 puts the ball on the desk.S2： The ball is on the desk.S1 puts the pencil on the book.S3： The pencil is on the book.S1 puts the ruler in the pencil-case.S4: The ruler is in the pencil case.S1 puts the pencil-case under the chair.S5: The pencil-case is under the chair.2)教師播放課文錄音，學生聽并且跟讀

3)Do the exercises.Pair work.Complete the sentences according to the pictures.(Let?s practiseⅠ)根據圖片選擇系動詞。主語是單數時，謂語系動詞就用 is, 主語是復數時，謂語系動詞就要用 are.Linda and Mary are on the swings.The children are under the tree.Li Shan is behind the door.The little rabbit is in the hat.板書設計（Blackboard writing）

教后記（Notes）

Lesson 5 It’s next to the office building.教學目標:（Teaching aims）:

1.學習如何詢問建筑物和其他物品的方位，繼續掌握一些方位介詞的含義和使用。例如，next , near, in the middle of, 2.會說會用會寫會拼以下方位名詞，library, gym, office, building.3.能夠會說會用本課的重點句型: Where is….?

It?s next to the building.It?s near the gym.It?s in the middle of the library.4.能夠會說會用以下表示地方的名詞 computer room, music room, classroom, teacher?s office, park, gate.教學重點難點分析:（Difficult points and key points）:

1.能夠更加熟練掌握并且準確運用句型 Where is …? 來詢問建筑物或其他物品的準確方位。

2.掌握 next to, near ,in the middle of 等方位介詞的準確使用。

課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片，課文掛圖，學生準備建筑物卡片。教學過程:（Teaching process）: 熱身（1.熱身（Warming up）熱身）通過教師和學生之間的對話引出本課重點句型和詞匯。This weekend ,Dongdong is going to go to the Zhongshan park.But he doesn?t know where the park is.He is lost.Then he see a policeman standing on the street.He wants to ask him.周末，東東想要去中山公園。但是他不知道公園在哪兒。他迷路了。忽然他看見大街上有位警察叔叔，（老師扮演）他就去問路。S1: Good morning T: Good morning.What can I do for you? S1: I want to go to the Zhongshan Park.Can you tell me where it is? T: It?s next to the zoo.S1: But where is the zoo? T: It?s in the middle of the city.S1: Thank you.T: You are welcome.2.新課展示（New Presentation）

1)教師利用單詞卡片進行本課重點句型 ?Where?s…? It?s next to the library.?以及重點方位介詞 next to, near,in the middle of 的學習。

T:（take out a map of China 出示中國地圖）Where is Beijing? Ss: It?s next to Tianjin.T: Yes.Here ?next to? means stand closely.（出示圖片兩個小孩緊挨著坐在一起，標注 ?next to? 緊挨著）T：Where is Liaoning Province? Ss: It?s near Heilongjiang.T: Yes, ?Near? means 在附近，在不遠處。（出示圖片—在一條小河不遠處有一棵樹，?near?）So we can see ?There is a tree near the river.? Ss: I see.What about Shaanxi province? T: It?s in the middle of China.Ss: What does it mean? T: It means in the center.在中間（出示課本中一個小女孩站在人群中間唱歌的圖片，標注 in the middle of）Ss: So we can say ?A girl is singing a song in the middle of children.? T: You are right.You are really clever.2）教師在黑板上用簡筆畫的方式畫出本課所學過的所有介詞，讓學生通過老師在黑板上的展示鞏固復習這些介詞的意思。教師引導學生造句，提高學生運用語言知識的能力。A 教師用圈和方框來表示這幾個介詞之間的關系。首先，圈和方框緊緊挨在一起，Ss: The circle is next to the square.B 圈和方框離得很近，但是中間還是有一定的距離。Ss: The circle is near the square.C 教師把圈畫在方框的中間。Ss: The circle is in the middle of the square.3)教師出示課文中的學校掛圖，讓學生們觀察這個校園的結構，然后用建筑物卡片來教授學生這些生單詞。

T：What can you see in the school? Ss: I can see so many buildings.教師拿出建筑物圖片，卡片背對著學生，教師用英語解釋，讓學生來猜。T: It?s a place where the students can read books at their spare time.Ss: It?s the library.T: It?s a place where the students can have the computer lessons in it.Ss: It?s the Computer Room.T: It?s the place where the teachers work there.Ss: It?s the Office Building.T：It?s the place where the the students can play at the playtime.Ss: It?s the playground.T: It?s the place where the students can relex and do all kinds of exercises.Ss: It?s the Gym.教師用卡片來教授發音，學生掌握后，教師做個鞏固練習，很快地換卡片，讓學生快速反應，提高熟練度。

4）教師引導他們用介詞來進行造句。3.小結：本節課我們學習了學校里的基本建筑，還學習了另外幾個介詞，通過問位置 Where is…? It?s …來詢問建筑物的方位，并進行正確回答。

4.鞏固活動：

1）教師在黑板上畫出前幾課所學的介詞的圖片，并且結合本課所學的，引導學生造句。教師在黑板上畫出一個尺子在桌子上。Ss: The ruler is on the desk.教師畫出一個籃球在桌子下面，Ss: The basket ball is under the 2）教師讓學生同桌兩個人一組，拿出他們的建筑物圖片，在桌子上擺出一個學校的結構，然后進行造句練習

3)聽錄音學習對話 A：Let?s listen to a dialogue, then answer the questions.(播放對話部分錄音)T：Where are Jack and Tom? S: They are at school.T: Where?s the library? S: Library? T: It means ?圖書館?.（出示圖書館的圖片）S：Oh, It?s next to the gym.(出示健身房的圖片)T：Where?s the gym? S: It?s near the office building.T: Where?s the office building? S: It? s in the middle of the school.4)Pair work.做 Let?s practise(Ⅰ), 仔細看圖進行問答，講解人分別對此進行問答。A：Excuse me, where?s the library?

B: It?s next to the swimming pool.A: Where?s the playground? B: It?s next to the office building.A: Where is the gym? B: It?s near the teaching building.板書設計（Blackboard writing）

教后記（Notes）

Lesson 6 My room is very nice.教學目標:（Teaching aims）

1.學習某處有某物的表達方法，并能夠正確使用方位借此及詞組來闡明某物的位置。There is …

2.在復習以前所學的介詞的基礎上，學習新介詞 ? beside?.并能夠用?beside?進行造句。

3.會說會用會寫會拼關于居家擺設的單詞，pillow, vase,window, bookshelf.教學重點難點分析:（Difficult points and key points）:

1)掌握 There be 句型的含義及其正確使用。

2)學生對房間里的擺設名稱都比較清楚，并且能夠比較清晰地表達房間里的陳設和布置。課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片，課文掛圖學生準備房間陳設的家具圖片。

教學過程:（Teaching process）

1.熱身（Warming up）熱身（熱身）通過教師和學生之間的對話引出本課的重點句型和詞匯學習。教師通過一個游戲來引出本課的重點學習內容。

T：Good morning, class.Ss: Good orning ,teacher.T: Do you want to play a memory game? Ss: Yes.I'd like to.What?s that game? T: It?s a guessing game.（教師出示本課的課文掛圖，）You can just look at the picture for one minute.Then you should tell me what I have in my room, understand? Ss: OK.S1: There is a small bed in the room.S2: There is a desk in the room.S3: There is a clock in he room.S4: There are two books in the room.… T: Wow!Great.You are really very clever students.2.新課展示（New Presentation））

1）教師利用單詞卡片來對本課的重點句型和詞匯進行講解。

T：Let?s look at Tom?s beautiful room.What can you see in Tom?s bed? Ss: I can see a light purple quilt , a dark purple cover and a green pillow.T: Pillow? Ss: Yes, it means 枕頭。出示圖片）（在床上我們一般有三件東西，quilt,(被子)cover,（床單）pillow（枕頭）教師出示圖片 pillow ,尤其是?ow?的發音。T：I see.What can you see on the desk? Ss: I can see a clock, a vase and two books.T: Yes, a vase means 花瓶。教師出示花瓶的圖片，強調字母 a 的發音，|a:|.T：What?re these next to the bed? Ss: They are a bookshelf and a window.教師出示書架和窗戶的圖片，學生跟讀單詞，T: Look at the cat.What's it doing? Ss: It?s sleeping.sleep 睡覺教師出示圖片，強調字母 ee 的發音，|i:|.2)教師講解 There be 句型。There is a pillow and a quilt on it.There is a clock on the desk.T：There are so many things in the room.如果我們想要描述房間的陳設，我們一般要用 there be 句型。Ss： Yes.There be 句型是指某物在某地的意思。如果臨近be 的名詞是單數，就要用 there is…如果臨近be 的名詞是復數，就要用 there are…（就近原則）

T: 我們可以說 There is a pillow and a quilt on the bed.我們還可以說 There are two books,a clock and a vase on the bookshelf.3.小結: 本課我們重點學習了屋里的陳設和家具名稱，a pillow, a quilt, a window, a bookshelf, a vase.還學習了用 There be 句型和介詞短語來描述屋里的陳設位置。

4.鞏固活動：

1）教師出示 Tom 的臥室圖片，給學生看十秒鐘，然后讓學生說出他們都看到了什么。

T：What can you see in the bedroom? S1: I can see a bed and a pillow on it.S2: I can see a desk and a clock ,a vase on it.S3: I can see a window and a bookshelf.S4: I can see acat under the desk.2）教師在給學生看圖十秒鐘，然后讓他們說出屋里擺設的位置關系。

S1: There is a bed next to the desk.S2: There is a pillow and a quilt on the bed.S3: There is a bookshelf on the left of the bed.S4: There are lots of books on the bookshelf.S5: There is a cat under the desk.3）聽錄音學習對話。T：Let?s listen to the dialogue and then answer the questions.(播放課文錄音, 學生聽你并且跟讀)教師和學生互問互答。T：What are there in Tom?s bedroom? Ss: There is a bed, a desk a bookshelf ,a catand a window.T: Where is the bed? Ss: It?s next to the desk.Where are the books? T: They are on the bookshelf.Ss: What are there on the desk? T: There is a clock,a vase and two books.Ss: Where is the cat? T: It?s sleeping under the desk.4）做 Let?s practise(Ⅰ)A: Whose room is this? B: This is Tom?s room.B: Is this room very nice? A: Yes, it is.A: How many books are there on the desk? B: There are two books on the desk.B: What is the cat doing? A: The cat is sleeping.A: What?s on the bed? B: There is a pillow and a quilt.5）做 Let?s practise(Ⅱ)A: There is a clock and a family photo on the wall.B: On the left, there is a long desk.A: Beside the TV set there are some beautiful flower.B: There is adesk on the right of the room.A: Under the desk there is a cat.板書設計（Blackboard writing）

教后記（Notes）

Lesson 7 Follow me, please!教學目標:（Teaching aims）

1.學會如何禮貌地問路和指路。Where is the Xingqing Park? Follow me, please.會說會讀會認會拼以下單詞 bookstore, hospital, zoo, cinema, take a bus.3.掌握向人問路和指路的禮貌用語： Excuse me, Thank you very much.It?s my pleasure.教學重點難點分析:（Difficult points and key points）:

掌握用?Where is …??的句型來問路和指路，并且能夠熟練拼寫一些專有名詞。

課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片和課文掛圖。

教學過程:（Teaching process）

1.熱身（Warming up）

教師和學生模擬對話來引出本課所要學習的重點內容。

1)通過 Dongdong 和 grandpa 之間的對話來引出本課中所要學習的重點句型和重點詞匯。Dongdong 在去北京博物館的路上迷路了，他看見有一個老爺爺帶著照相機趕路，就過去問路。

D：Good morning, grandpa.G: Good morning.D: I want to go to Beijing Museum.Where is it? G: I?m going to o there,too.You can follow me.D: That?s great.Shall we take a bus?

G: Yes.It's very far.Let?s go to the bus station now.D: OK.Thank you.G: You are welcome.2）教師利用單詞卡片和教學掛圖對本課的重點句型和重點詞匯進行講解，并且對課文內容進行講解。首先要指路問路時的禮貌用語，教師要對學生進行重點講解。

T：在這個單元我們要學習如何向別人問路，所以我們首先要牢記在心中的就是禮貌用語。

當我們要打擾別人向別人問路時，我們首先要說的就是 Excuse me.勞駕，打擾的意思。（出示短語）

當別人給予我們幫助以后，我們要對其表示感謝。So don?t forget ?thank you?and ?It?s my pleasure.? 其次就是問路的一般表達法

T: 當我們問路時，我們可以有好幾種問法。We can say ?Where?s …?? Follow me ,please.For example, where is Xingqing Park? 我們還可以說

How can I go to Xingqing Park? / Do you know the way to th Xingqing Park?

教師將這幾個句型寫在黑板上，然后引導學生進行造句練習。學生可以以西安，北京等地的名勝古跡來作為話題。每組三個人進行句型轉換．

S1： Where is the Bell Tower?

S2： How can you go to the Bell Tower? S3: Do you know the way to the Bell Tower? S1: Where is the Great Wall?

S2: Do you know the way to the Great Wall? S3: How can I go to the Great Wall? …

3)在我們知道了去某地的路怎么走后，我們就要考慮去的方式了。

T: If the place is far, we should take a bus.教師出示單詞 far 的圖片，標注遠的。出示短語 take a bus 的圖片，標注乘坐公共汽車，除了這個短語，我們還可以說 catch the bus.T：If the place is not far, we can walk there.?Walk there? means go to the place on foot.T: So when we walk, we can follow others.（出示 follow 的圖片，標注跟隨）

3.小結本節課我們學習了如何向別人問路或給別人指路，首先我們應該注意的就是禮貌用語，其次就是如何問，一般我們用?Where?s …??這個句型。

4.鞏固練習

1)教師讓學生兩人一組，以問路指路為話題，自編對話。教師可以提示學生添加以前學過的句型，使對話更加豐富。

S1： Exuse me, could you tell me the way to the Drum Tower? S2： I want to go to Drum Tower, too.Follow me, please.S1: How can we go there? S2: It?s a bit far.S1: So we must take a bus.S2: Which bus should we catch? S1: We can take bus No.11.And We can get off on the last stop.2)聽錄音學習對話。A：Let?s listen to the dialogue and then answer the questions.(播放對話部分的錄音)B：Where are they going to go? A: They are going to go to Xingqing Park? B: Will they take a bus to go there? A: No,they won?t.They will walk there.B: So Xingqing Park is not far from there.3)Look, read and fill in the blanks.A: 這是一道情景題。在做題的過程中我們要注意觀察圖片，根據上下文來確定空格中應該填的單詞。

A: Excuse me, where is Xinhua Bookstore?(出示 bookstore 的圖片，標注書店)

B: It?s over there.Follow me, please.A: Shall we take a bus?

B: No,it isn?t far.You can walk there.A: Thanks a lot.B: It?s my pleasure.A: Excuse me, where?s Yucai School? B: It?s over there.Follow me , please.A: Shall we take a bus? B: No, It isn?t far.You can walk there.A: Thank you very much.B: It?s my pleasure.4)Imagine and say.A: 這道題要求我們通過自己的想象力來給這個未完成的故事編一個結局。同學們可以發揮自己的想象力。M: Be careful.G: Don?t worry, Mum.I?ll be back.G: Excuse me, where?s Rainbow Village? W: Follow me, please.G: Thank you.W: My pleasure.G: Is it far? W: No, it isn?t.(On the way to Rainbow Village, the wolf wants to eat the girl.)G: Help!Help!(Then comes a hunter.He shoots at the wolf and kill him.The hunter and the girl go the Rainbow Village together.板書設計（Blackboard writing）

教后記（Notes）

Lesson 8 Turn right

教學目標:（Teaching aims）:

1.繼續學習如何向別人問路并且給別人指路。How can I get to…?

2.會說會認理解一些表示表示地點的專有名詞。例如，museum, Children?s Park, bus station, post office.3.會說會用會寫理解以下單詞和短語，例如，get to, go along, turn left, turn right, road, street.并且能正確使用表示方位的祈使句。

4.復習鞏固問路指路的最基本的禮貌用語。

教學重點難點分析:（Difficult points and key points）:

1.掌握向別人問路的最基本的問句，How can I get to…? 能清楚地給別人指出某地的

2.用簡單的祈使短句來回答問路的問題，確切位置。課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片，課文掛圖。學生準備關于地點的單詞卡片。教學過程:（Teaching process）:

1.熱身（Warming up）熱身（熱身）通過 Teacher 和 students 一起玩 simon says 的游戲來引出本課重點句型的學習。

T： Good morning, class.Ss: Good morning, teacher.T: Let?s play a game.Simon says, If ?Simon say ?to do some actions, you must do.But

if I say to do some actions, you can?t do anything.Understand me? Ss: Yes.T： Simon says “stand up”.Ss stand up.T: Sit down.Ss can?t do any action.T: Simon says “Turn right”.Ss turn right.T: turn left.Ss can?t do any actions.T: This time we do the opposite actions.T: Simon says “to go straight on”.Ss do the opposite action.That is to go down..新課展示（New Presentation）

教師對本課重點句型祈使句 turn rightturn leftgo alongwalk on 以及表示地點的重要專有名詞 a bookstorea hospitala zooa post officea museum the Children?s Park 的講解。

1）教師復習并且教授表示地點的專有名詞。

T：同學們，關于問路我們已經學習了一課了。而且我們也接觸到了大量表示地點的專有名詞。現在讓我們一起來復習。（出示圖片）書店-------bookstore 醫院------hospital 健身房---gym 圖書館---library 博物館---museum 動物園---zoo 郵局------post office 兒童公園---the Children?s Park 教師出示圖片，學生一一復習，教師還可以將卡片的背面讓學生看，然后讓學生來拼讀，教師還可以然給學生快速反應一個單詞中的第幾個單詞是什么。這種方法可以激起學生們學習單詞的興趣，并且能幫助他們識記單詞。

2)教師教授其他向別人問路的說法 T: 在上一課我們學習了向別人問路我們可以直接 Where?s…? 除了這個句子，我們還可以有其他的問法。我們還可以說 How can I go to get to …? Can you tell me the way to…?Do you know the way to…? T: 所以要問去博物館的路，我們就可以有 3 種問法。Where?s the museum? How can I go toget to the museum? Can you tell me the way to the museum? Do you know the way to the museum?

3)用祈使句來簡單清晰地向別人指路。T: 在給別人指路時我們應該盡量做到表達清晰，簡潔，明了。這樣有利于別人對我們所說的印象深刻。所以祈使句就是我們必不可少要用到的句型。祈使句就是指用一個動詞或者一個動詞短語做句子，一般暗含對別人發號命令，Ss：表示請求和建議的句型。相比之下，祈使句的語氣要比一般的陳述句強烈得多。例如一般的陳述句 You open the door 變成祈使句就成為 Open the door, 命令的語氣就要強烈的多。T：本課中我們用祈使句來給別人指路，語氣就不再是命令了，而是告知和建議。（出示圖片）turn rightleft 向 For example, go along.It means 沿著走。左轉、向右轉（出示圖片）

3.小結：本課我們學習了很多其他我們日常生活中常見的專有名詞，如何用另外的方法向別人問路，以及用祈使句來具體地向別人指路。

4.鞏固活動： 1)教師出示課文掛圖，發出不同的指令，引導學生用祈使句來回答。

T： How can I get to the cinema? Ss: Go straight on.The cinema is on the left.You can?t miss it.T: How can I get to the bus station? Ss: Go straight on, then turn right at the second turning.The bus station is on the right side.教師還可以要求學生到講臺前當小老師，生生互動。其他學生可以兩個人一組，用自己的單詞卡片在桌子上擺出不同的地圖，讓對方說說怎么去某地。

2）聽課文錄音學習對話。學生聽并且跟讀。然后通過回答問題更進一步來學習課文。A： Let?s listen to the dialogue and then answer the questions.A: Where does the woman want to go? B: She wants to go to the museum.A: How can she go there? B: Go to Chang?an Road.Turn right,and walk on.It?s on the left.A: Is it far ? B: No, it?s very near.3)做 Let?s practise(2)A: 做這道題時，我們要調整一下做題的順序，我們應該先看警察的話，在圖上找到相應的方位，然后確定地點。(A)Woman: Excuse me, where is the library? Policeman: Walk along Hill Street and go to the school Road.Turn left.It?s on your right.(B)Man: Excuse me, how can I get to Children?s Park? Policeman: Walk along Bell Street and go to the flower Street.Turn right.It?s on your left.板書設計（Blackboard writing）

教后記（Notes）

Lesson 9 You?d better take a taxi.教學目標:（Teaching aims）:

1.繼續學習如何向別人問路并且用祈使句來向別人指路。

2.學習如何向別人表達建議的句型 :You?d better…

3.理解會說會用會寫以下單詞和短語 Go down , turn left, had better 教學重點難點分析:（Difficult points and key points）:

1.比較前面學習的問路的表達方法，掌握用?Which is the way to …? 句型來問路。

2.理解句型?You?d better to…?是給別人建議的句型，掌握這個句型的真正用法。

3.將本課所學的表示方向的祈使句與前兩課所學的祈使句進行比較學習，學會靈活運用本課的難點。

課前準備：

教師準備錄音機，磁帶，單詞卡片，以及交通工具卡片教學過程:（Teaching process）:

教學過程:（Teaching process）

1.熱身（Warming up）通過手偶 foreigner 和 Dongdong 的對話來引出新句型，新詞匯的學習。（教師和學生扮演）

F：Excuse me, can you tell me the way to the museum? D: Go along this street, and turn right at the traffic lights.Then walk on to the end of the street.F: Can I walk there? D: You?d better take a taxi.It?s far from here.F: Thank you.D: It?s my pleasure..新課展示（New Presentation）新課展示 1)指路問路內容的復習和拓展

T：在前面我們學習了怎么向別人問路，我們一起來復習復習吧！我們可以有好幾種說法。Where?s …? How can I go toget to …? Can you tell me the way to…? Which is the way to …? 當我們要給別人指路時，我們經常要用祈使句來給他們建議。Such as ?turn rightleft, go along, go down, walk to the end of the road? ?End? has the meaning of ?finish?.But in this phrase ?the end of the road?, it means point.(出示短語，標注路的盡頭)當我們向別人指路時，在祈使句里加上適當的介詞短語會使別人理解得更加清楚明

了。For example, turn left at the traffic lights.(在交通指示燈處轉彎)Walk on to the end of the road(直走到這條路的盡頭)A：That?s right.We still can say ? turn left on the first turning?.That can make us clear and concise.2)教師對本課重點句型 You?d better…進行講解。

T: 除了祈使句，在我們給別人指路時我們還可以用 ?You?d better …?來給別人建議。You?d better take a taxi.那假如我們要建議對方不要做什么事情時，what should we say? We can say ?You?d better not…? You?d better not take a taxi.You can walk there.教師出示不同的交通工具，學生之間進行對話 S1： How can I go to the Bell Tower? S2: You?d better take a bus.S1: S2: How can I go to Dalian? You?d better take a plane.S1: How can I go to Hainan? S2: You?d better take a ship.S1: How can I get to the park？ S2：You?d better take a taxi.3.小結：

本節課我們繼續學習如何向別人指路問路，并且用 ?You?d better …?

4.鞏固練習: 鞏固練習

1)教師引導學生重點練習?You?d better…?句型，給別人建議。教師可以先示范, 給學生一個場景。

T：It?s raining heavily.Ss: You?d better take an umbrella.學生之間也可以做這樣的練習。S1： It?s a cold day today.S2: You?d better wear your coat.S1: I want to go to Sichuan this summer holiday.S2: You?d better take a plane to go there.…

2)聽錄音學習對話。A：Let?s listen to the dialogue and then answer the questions.（播放課本錄音）A： Where?s the woman going to go? B: She?s going to go to the Children?s Park.A: Is it far from there?

B: Yes.She should take a taxi.3)Do in pairs.做 Let?s practise(1).4)請你看著圖片進行問答。分別出示這四幅圖進行問答。

(1)A: Excuse me, which is the way to the hospital? B: Walk on to the end of the road.A: Is it far fromhere? B：Yes, it is.You?d better take a bus.It will take you there.A: Thanks a lot.B: You?re welcome.(2)A: Excuse me, which is the way to the museum? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You?d better take a taxi.It will take you there.A: Thanks a lot.B: You?re welcome.(3)A: Excuse me, which is the way to Yucai School? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You?d better walk there.A: Thanks a lot.B: You?re welcome.(4)A: Excuse me, which is the way to Guangming Cinema? B: Walk on to the end of the road.A: Is it far from here? B：Yes, it is.You?d better take a taxi.It will take you there.A: Thanks a lot.B: You?re welcome.板書設計（Blackboard writing）

教后記（Notes）

Lesson 10 I have a headache.教學目標:（Teaching aims）:

1.學習表達身體不適和病痛的詞句。headache, stomachache, toothache, ill 以及 What?s wrong? I feel bad.I have a headache.2.了解一般將來時態的含義和用法。I?ll call the doctor.I?ll telephone your teacher.教學重點難點分析:（Difficult points and key points）:

1.重點掌握詢問身體不適的表達方法： What?s wrong with you? 并且要理解

會說會用會寫表達身體病痛的單詞。headache, stomachache, toothache, ill.2.正確使用 I feel …和 I have …句型來表達身體的不適。課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片。教學過程:（Teaching process）:

1.熱身（Warming up）

教師和學生之間的對話來引出本課重點句型以及重點單詞的學習。

T：(point to his tooth)What are these? Ss: They are tooth.T:(point to his head)What is this? Ss: It?s a head.T:(point to the stomach)What is this? Ss: It?s a stomach.T:(point to the tooth and pretend to be painful)Ss: It?s a toothache.T:(point the the head and pretend to be painful)Ss: It?s a headache.T:(point to the stomach and pretend to be painful)Ss: It?s a stomachache.T: If you have got a headachea toothachea stomachache, what will you do? Ss: I?ll going to the hospital and I?ll see the doctor..新課展示（New Presentation）教師對本課的重點句型和重點詞匯進行講解。例如關于疾病的詞匯 have a headachehave a toothache have a stomachachefeel bad,治病需要用的短語 stay in bed go to the hospitalsee the doctor, 以及表示將來要做什么事情所要用到的由 will 引導的一般將來時態。

1）學習有關身體病痛的單詞。

T：在這一課我們將要學習和我們的身體健康息息相關的短語以及生病時要采取的措施。Now first let?s learn the phrases.have a headache-------(出示頭痛的圖片)have a stomachache-------（出示胃痛的圖片）have a toothache-----（出示牙痛的圖片）feel bad------(出示身體不適的圖片)T: Yes.Boys and girls, here we should pay more attention to the phrases.headache stomachache toothache.他們在詞組結構上有一個相同的部分-----ache 疼痛這些詞都是合成詞。ache 前加上某些身體器官的詞，可以構成新名詞---疾病。所以我們可以說 I feel bad.I have a headache stomachachetoothache.2)學習一般將來時態的含義和用法。T: What will we do when we feel bad? Ss: Stay in bed(在床上休息)Go to the hospital（去醫院出示圖片）see the doctor(看醫生出示圖片)I will go to the hospital(我將要去醫院)

I will see the doctor.(我將要去看醫生)T: 一般將來時態中，will 是用來表示一般將來時態的，即表示將來或者以后將要發生的事情或動作。此一般將來時態的結構是 will +動詞原形。例如 I will go to the park this weekend.教師可以以周末計劃或者假期計劃為話題，引導學生進行交流，掌握一般將來時態的用法。T：What will you do this weekend? Ss: I?ll play football this weekend.T: What will you do this winter holiday? Ss: I?ll go to Hainan to have a holiday.3.小結：小結本課我們學習了表示自己身體不適的單詞和詢問別人身體不適的句型，并且掌握了一般將來時態的含義和用法。用一般將來時態來表達自己將來能夠做到的事情。

4.鞏固活動

1）教師和學生之間進行互動練習。教師來發號施令，學生復習單詞。T points to the head.Ss: I?ve got a headache.T points to the stomache.Ss: I?ve got a stomachache.T points to the tooth.Ss: I?ve got a toothache.T pretends to be cold.Ss: I?ve got a cold.T pretends to have a fever.Ss: I?ve got a fever.2）聽錄音學習對話。A： Listen to the dialogue and then answer the questions.(播放對話部分錄音)A： What?s wrong with Tom? B: He feels bad because he has a headache.A: What does his mum ask him to do? B: She asks Tom to stay in bed and see the doctor.A: What about his lessons? B: His mum will telephone Tom?s teacher.3）Do in pairs.做 Let?s practise(1).A：做這道題需要注意第三人稱單數 have 應該變成 has。A: What?s wrong with Kitty? B: She has a stomachache.A: What?s wrong with Peter? B: He has a sour leg.A: What?s wrong with the Alex? B: He has a toothache.A: What?s wrong with Bob?

4)B: He has a headache.Look and fill in the blanks.做 Let?s practise(2)A: 這是一道情景題。做題的時候應該仔細觀察圖片，同時應該注意本課所學的關于生病和看醫生時應該用到的特殊固定短語。

A： What?s wrong? B: I feel very bad.I have a headache.A: Oh, you look ill.Just stay in bed andI?ll call the doctor.B: Thank you very much.A: That?s right.A: What?s wrong? B: I feel very bad.I have a stomachache.A: Oh, you loo ill.You ?d better go to the hospital.B: I think so.Thank you.板書設計（Blackboard writing）

教后記（Notes）

Lesson 11 See a doctor

教學目標:（Teaching aims）:

1.學習關于身體不適和疾病輕重程度的表達，能夠詢問別人的病情，并能用此句型正確描述病情。What?s wrong with you? I have a headache.I feel bad.2.掌握有關治療疾病的簡單祈使句。Take some medicine.Have a good rest.3.理解會說會用會寫以下單詞 headache, stomachache, toothache, medicine, rest, fever.4.會認會說會用向別人詢問病情是否嚴重的句型。Is it serious? Don?t worry.教學重點難點分析:（Difficult points and key points）:

1.重點掌握用?What?s wrong with you??句型來詢問身體的不適和疾病。

2.能夠運用課文中的句子來給別人以忠告。Take some medicine.Have a good rest.課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片，學生準備關于身體疾病的單詞卡片。教學過程:（Teaching process）:

1.熱身（Warming up）熱身（熱身）通過教師引導學生和學生的對話，復習有關疾病的短語。一個學生做出動作來提醒和引導另外一個學生來猜出是什么病癥。

S1(point to his mouth and pretend to be suffering)S2: You have a toothache.S1(point to his head and pretend to be painful)S2: You have a headache.S1(pretend to have a hot forehead)S2: You have a fever.S1(point to his stomach and pretend to be suffering)S2: You have a stomachahe S1(pretend to sneeze heavily)S2: You have a cold.S1: You are really a good doctor..新課展示（New Presentation）

1）教師對本課重點詞匯和重點句型進行講解。用 What?s the matter with you?來詢問，用 I feel+形容詞來描述自己生病的感受。用 I have +身體病痛的名詞來描述自己生的病。T：一般來說，醫生詢問病人病情，經常使用的是 What?s wrong with you? 我們還可以說 What?s the matter with you ? 我們可以簡單用“I feel +形容詞” 來描述自己生病的感受。I feel good.I feel bad.I feel better.在表示身體情況時，有兩個很重要的形容詞—— badwell.Bad---標注（糟糕的，壞的）good----標注（氣色好的，健康的）So we can see I feel badI feel good.還可以很詳細地回答 I have +疾病的名詞 I have a stomachache headache… 本課我們還要學習兩個表示疾病的新詞---fever 發燒（出示圖片）我們可以說 I have a fever 或 I have a serious fever.(發高燒)Another one is cold.感冒（出示圖片）我們可以說 have a coldcatch a cold.例如 I have a feverI catch a bad cold.（患重感冒）

2）用祈使句來給病人建議。T: 當醫生完全診斷出病人的病情之后，就要對其進行治療，這時多使用祈使句。此處祈使句是給予病人建議。For example , Open your mouth(張開你的嘴巴)Stay in bed(躺在床上)Take some medicine(服一些藥物)Have a good rest(好好休息)3.小結：

本課我們繼續學習了關于身體不適和疾病的單詞，并且還學習了醫生詢問病人身體狀況的最基本句型。What?s wrong with you? 以及給別人建議的祈使句。Take some medicine.Have a good rest.4.鞏固活動：

1）教師引導學生兩人一組，自編對話。

S1: Morning.Can I help you? S2: Morning.I need your help.S1: What?s wrong with you? S2: I have a stomachache.S1: Let me look over.What did you eat last night? S2: I ate lots of ice cream and some peaches.S1: Are the peaches green? S2: Yes.How do you know? S1：That is it.Take some medicine and have a good rest.It?s not serious.S2: Thank you.S1: You?re welcome.2）聽錄音學習對話。

Listen to the dialogue and answer the questions.然后聽并跟讀。

T: What?s the matter with Tom? Ss: He has a cold.T: Is it serious? Ss: No, it isn?t.T: What does the doctor suggest? Ss: He says that Tom should take some medicine and have a good rest.3)Read and choose.A: 本題主要是依據特殊短語的固定用法來選擇。A： What?s wrong with you? B: I feel very bad.I have a headache.A: Oh, you have a cold.You?re having a fever now.B: Is it serious? A: Don?t worry.Nothing serious.Take the medicine and have a rest.You?ll be well soon.B: Thanks a lot.4)Match and practise.A: What?s wrong with you ? B: I have a cold.A: You?d better drink more water.A: What?s wrong with you ? B: I have a toothache.A: You?d better not eat too much sweets.A: What?s wrong with you ? B: I have a stomachache.A: You?d better not eat too much.板書設計（Blackboard writing）

教后記（Notes）

Lesson 12 We are going to see Tom.教學目標:（Teaching aims）:

1.學習在聽到他人不幸消息的時候，如何用語言表達。I?m sorry to hear that.2.學習一般將來時態。I?m going to … 3.鞏固句型 May I …?

教學重點難點分析:（Difficult points and key points）:

1.掌握用 I?msorry to hear that..句型表述在聽到他人不幸的消息時自己的反應。

2.理解一般將來時態的含義和結構，并掌握用 be going to 的句型來表達即將做某事。課前準備: 課前準備教師準備錄音機，磁帶，單詞卡片。

教學過程:（Teaching process）: 1.熱身（Warming up）

1)通過教師和學生之間的對話來引出本課的重點詞匯和句型。May I …? I?m sorry to hear that.T：What are you going to do this afternoon? S1: My grandpa is ill.I?m going to see him.T: I?m sorry to hear that.Is he serious? S1: Yes.There?s something wrong with his heart.T: Give him my best wishes.S1: I will.Thank you.T: You are welcome..新課展示（New Presentation）講解人 A 和 B 就本課重點詞匯和重點句型進行講解。

1）學習一般將來時態的含義、結構和正確用法。

T：在前一課我們學習了一般將來時態的表達法之一。由助動詞 will 引導的一般將來時態，表示將要發生的動作和事情。此時一般將來時態的結構是 will +動詞原形。For example, I will see the doctors this afternoon.T: 一般將來時態還有另外一種表達法，即由 be going to 引導的將來時態。在這個時態結構中 be 要根據主語人稱的變化而變化。For example I? m going to see the doctor this afternoon.You?re going to see the doctor this afternoon.She?s going to see the doctor this afternoon.He?s going to see the doctor this afternoon.We?re going to see the doctor this afternoon.They?re going to see the doctor this afternoon.2)當聽到別人的不幸消息時，我們應該說 I?m sorry to hear that.以及這個句型所用的場景。教師對學生進行講解，當我們聽到別人不幸的消息時，我們應該說 “I?m sorry to hear that.” 以表對別人遭遇不幸的理解。（出示句型）

教師引導學生在其他場景下如何練習這個句型。For example: 1.T: My grandpa is ill in bed.Ss: I?m sorry to hear that.2.T: My wallet has been stolen.Ss: I?m sorry to hear that.3.T: I forgot doing my homework.Ss: I?m sorry to hear that.3)練習句型 ?May I …?? T: 本課中我們還學習到了情態動詞 may, may 有推測的含義。而在本課中 may 是表示委婉請求的含義。（出示句型）For example: 1.May I come in?(我可以進來嗎？)2.May I watch TV?(我可以看電視嗎？)3.May I borrow your books?(我可以借你的書嗎？)

3.小結:

本課我們進一步學習了一般將來時態，I?m going to … 還學習了在聽到別人的不幸消息時應該表達自己的遺憾。I?m sorry to hear that.4.鞏固活動：

1）教師引導學生重點練習句型 I?m sorry to hear that.和一般將來時態 I?m going to … 生生互動進行句型練習，自編小對話。

2）聽錄音學習課文。Listen to the text and then answer the questions.播放原文錄音。A： What is Linda going to do after school? B: She is going to see Tom.A: Why? B: Tom is ill in bed.A: What?s wrong with Tom? B: He has a bad cold.A: Will Hellen and Jack go ,too? B: Yes, they will.3）Do in pairs.做 Let?s practise(1)A: 本道題中，我們要知道聽到別人不幸的消息，應該表示理解。I?m sorry to hear that? 1.A： Li Shan has a stomachache.She?s in hospital.B: I?m sorry to hear that.Let?s go and see him.2.A: Jack has a bad cold.He?s in hospital.B: I?m sorry to hear that.Let?s go and see him.3.A: Helen has a bad fever.She?s in hospital.B: I?m sorry to hear that.Let?s go and see her.4）做 Let?s practise(2).A: 本道題中我們要知道由 be going to 引導的一般將來時態的結構是 be going to + 動詞原形。1.David has a cold.We?re going to see her.2.Mrs Green has a stomachache.We?re going to see her.3.Helen has a fever.We?re going to see her.板書設計（Blackboard writing）

教后記（Notes）

Lesson 13 What are you going to do tomorrow? 教學目標:（Teaching aims）： 語言目標：

1.學習一般將來時態的句型，理解其含義，掌握其用法。What are you going to do tomorrow? We?re going to help mother do the housework.2.理解會說會用會寫有關家務勞動的單詞 Do the housework, clean the room, mop the floor, do the washing.情感目標：鼓勵學生助人為樂的行為。

教學重點難點分析:（Difficult points and key points）:

1.能夠正確使用一般將來時態的基本句型 What are you going to do…? We are going to…句型表達將要做某事。

2.能夠自如地運用有關家務勞動的詞語表達將要感的家務事。課前準備：課前準備：教師準備錄音機，磁帶和單詞卡片。

教學過程:（Teaching process）: 1.熱身（Warming up）

通過教師和學生的對話引出本課的重點詞匯和重點句型。T：Tomorrow is Saturday.Do you want to play with me in Xingqing Park? S1: No, I can?t.I will be very busy tomorrow.T: What are you going to do tomorrow? S1: I?m going to do lots of housework.T: What kind of housework will you do? S1: I?ll clean the room.I?ll mop the floor and do the washing.T: You are really a nice boy.S1:Thank you.So what are you going to do? T: I?m not going to the park.I?ll do my homework.So I?m a nice boy, right.S1: Hahaha...You are a nice boy..新課展示（New Presentation）講解人 A 和 B 講解本課的重點詞匯和重點句型。

1）一般將來時態的學習。T：前幾課我們學習了一般將來時態的含義，結構和用法，現在讓我們一起

來復習一下。一般將來時態表示將來要發生的動作和事情。它有兩種基本結構。其一，用助動詞 will 引導，即 will+動詞原形。其二，由 be going to 引導，即 be going to + 動詞原形。example , I?m going to help my mum do the housework.We can also say For ?I?ll help Mum do the housework.?

2)學習?help?的用法。T: Here we have a phrase----?help …do…?（出示短語意思幫助某人做某事）For example，(出示小女孩幫助老爺爺過馬路的圖片)---help the Grandpa cross the street（出示小女孩幫助奶奶做家務的圖片）---help the grandma do the housework

3)學習有關家務學習的短語。教師出示做家務的圖片----do the housework.We still have some other phrases.(出示洗衣服的圖片)------do the washing(出示打掃房間的圖片)-----clean the room(出示拖地的圖片)-------mop the floor A: 上節課我們學習了一個情態動詞---may, 它表示委婉請求的含義。今天我們還要學習一個情態動詞---shall, 它有商議的含義。B： For example,（出示句型）When shall we meet?(我們應該在什么時間相見呢？)

3.小結: 小結本節課我們系統地學習了一般將來時態，并且學習了情態動詞 ?shall?的用法。

4.鞏固活動：

1）教師邀請一個學生到講臺前給其他同學做動作。其他同學說出短語名稱，復習完了，兩人一組，互問互答，S1： What are you going to do tomorrow? S2: I?m going to read a book.S1: What are you going to do tomorrow? S2: I?m going to go to school.2）聽錄音學習對話。Listen to the dialogue and then answer the questions.A: What is Zhang Li going to do tomorrow? B: She?s going to heip Grandma Li do the housework.A: What will she do? B: She will clean the room and mop the floor.A: When and where will they meet? B: They will meet at 8 o?clock outside the schoolgate.3）Do the exercise of Let?s practise(1)A:這道題我們要掌握 help…do…這個固定搭配的用法。1.A： What are you going to do tomorrow? B: I?m going to help Grandma clean the room.2.A: What are you going to do tomorrow? B: I?m going to help Grandma do the washing.3.A: What are yougoing to do tomorrow? B: I?m going to help Grandma mop thefloor.板書設計（Blackboard writing）

教后記（Notes）

Lesson 14 Will he teach you next term? 教學目標:（Teaching aims）:

1.學習現在進行時態的使用。What are you doing? I?m reading a book.2.鞏固復習一般現在時態的用法。What does he do? He is a teacher.He teaches English.3.理解會說會用會寫以下單詞 teach, read English, be from, popular.教學重點和難點分析:

教學重點難點分析:（Difficult points and key points）:

現在進行時態，一般現在時態和一般將來時態的含義，結構和用法。課前準備: 課前準備教師要準備錄音機，磁帶，單詞卡片,關于活動的圖片，以及三種時態的時間狀語卡片。

教學過程:（Teaching process）: 1.熱身（Warming up）

通過教師和學生之間的對話引出本課的重點詞匯和重點句型。

T： What are you doing now? Ss: I?m reading English.What are you doing now? T: I?m doing Maths problem.Ss: Do you like Maths? T: Yes, I do.So what?s your favourite subject? Ss: My favourite suject is English.T: Does Tom like English? Ss: No, he isn?t.He likes PE.T: So are you going to go to the bookshop this afternoon? Ss: Yes, I am.Let?s go together.T: OK..新課展示（New Presentation）

教師對本課重點語法進行講解。教師引導學生復習以前學過的時態。T：在本冊書里，我們一共學習了三種時態----現在進行時，一般現在時和一般將來時。Let?s have a review.現在進行時是指正在發生的動作和存在的狀態。

其結構是系動詞 be + V-ing.For example,（出示小女孩在讀英語的圖片）She is reading English.(出示小男孩在做作業的圖片)He is doing his homework.現在進行時態中動詞-ing 的構成方式有以下幾種：

一種是以不發音的?e?結尾的單詞，去掉不發音的 ?e?加上-ing.還有一種就是以輔音字母結尾的重音在第一個音節上的單音節單詞，要雙寫詞尾的輔音字母，然后加上-ing。

最后一種就是普通的，可以直接加上-ing.A : I?m writing a letter now.She?s riding a bike.B: He?s swimming in pool now.They are running a race in the playground.C: She?s reading a book in the library.We?re drawing a picture.T: 一般現在時是指經常發生的動作和存在的狀態。如果人稱是第三人稱單數，其結構是主語+V-ses.其他則是動詞原形。For example, The teacher teaches English.(出示一位老師在上課，學生在聽課的圖片)He is teaching English.The students learn English.They are learning English.教師向學生解釋一般現在時態第三人稱單數的動詞構成形式。以清輔音結尾的單詞，加-es.其他的直接加-s.A: He reads English every morning.She watches TV every evening.T: 一般將來時態是表示將來要發生的動作。有兩種結構：

Will +動詞原形

Be going to +動詞原形(出示一位老師在上課，學生在聽課的圖片)The teacher will teach English.The teacher is going to teache English.The students will learn English.The students are going to learn English.3.小結:

小結本節課我們系統地復習了我們以前所學過的所有時態，一般現在時態，現在進行時態，一般將來時態的含義，結構以及用法。

4.鞏固活動:

1）教師出示各種的活動圖片以及時間狀語，學生來造句。教師出示騎自行車的圖片和時間狀語 now，指著旁邊的一個女生。S1：She?s riding a bike now.教師出示畫畫的圖片和時間狀語 every day, 指著旁邊的一個男孩 S2：He draws a picture every day.教師出示去海南的圖片和時間狀語 next week, 指著自己。S3：You will go to Hainan next week.2）聽課文錄音學習對話。Listen to the dialogue and then answer the questions.A: What is the Grandson doing? B: He is reading English.A: Who is his English teacher? B: His English teacher is Mr.White.A: Where is he from? B: He is from England.A: Will he teach them next term?

B: He?s not sure.3）Do the exercise of Let?s practise(2).A: 在讀這段小文章之前，我們應該先看看下面需要判斷的句子。然后在讀文章的時候就能根據句子的提示，挑出錯誤所在。

1.Miss Green is our English teacher.2.She is from America.3.She can play the violin and guitar.4.She can sing lots of beautiful songs.5.She likes making friends with us.6.She came to China three years ago.7.She is very friendly.8.We like her very much.板書設計（Blackboard writing）

教后記（Notes）

第二篇：六年級英語教案

一、名詞復數規則

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

policeman-policemen, man-men, policewoman-policewomen, foot-feet, mouse-mice woman-women, fish-fish, child-children.tooth-teeth

people-people, Chinese-Chinese, Japanese-Japanese 二、一般現在時

一般現在時基本用法介紹

一般現在時的功能

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

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

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

一般現在時的變化 1.be動詞的變化。

否定句：主語+ be + not +其它。

如：He is not a worker.他不是工人。

一般疑問句：Be +主語+其它。

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

如：Where is my bike? 2.行為動詞的變化。

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

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

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

三、否定句：

在be動詞（am, is, are）l后加not或情態動詞will后加not成won’t。

例如：I’m going to have a picnic this afternoon.I’m not going to have a picnic this afternoon.四、一般疑問句：

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

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

五、對劃線部分提問。

一般情況，一般將來時的對劃線部分有三種情況。1.問人。Who 例如：I’m going to New York soon.→Who’s going to New York soon.2.問干什么。What ? do.例如： My father is going to watch a race with me this afternoon.→What is your father going to do with you this afternoon.3.問什么時候。When.例如：She’s going to go to bed at nine.→When is she going to go to bed? 同義句：be going to = will I am going to go swimming tomorrow（明天）.= I will go swimming tomorrow.

第三篇：六年級英語教案(上)

1I wrote a long letter.I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there(The First Period)Conversation Getting ready: a.Bring in a plastic bottle with a piece of paper rolled up inside.b.T:(Hold up a bottle.)What?s this? [S1: It?s a bottle.] c.T: What?s inside the bottle? What do you think? d.Have some Ss guess.[S1: Is it a(letter)?] e.Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.Point to the first picture.b.T: They?re at the beach.What did Tony write? [Ss: They wrote a letter.] c.T: Let?s look at the pictures and listen to the tape.d.Play the tape and point to each picture for Ss to follow.e.T: Let?s listen again and repeat.f.Play the tape again, pausing after each sentence to let Ss repeat.g.Put Ss into groups of three and have the practice acting out the dialog.h.Ask volunteers to perform for the class using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.Put Picture Cards 1-8(picture-side up)on the board and display real items, if available.b.T:(Point to Picture Card a piece of candy.)A piece of candy.Repeat.[Ss: A piece of candy.](Flip the card over to the word side.)c.Continue with the other words.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.Bring in realia, e.g.a bag of chips, a box of tissues, etc.b.Put Ss in groups and give each group one item.c.T:(Ask one group.)What did you get? [Ss: We got(a bag of chips).] Using the book: a.T: Listen to the tape and repeat.b.Play the tape and have Ss repeat the sentences.c.Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教學后記: 學生對于量詞與名詞的掌握還是比較好的，但個別的同學對于量詞詞組的綜合使用和量詞的復數形式的用法，部分中下生不能很好地掌握，課后應該多滲透可數與不可數名詞的區別及用法。

(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.T:(Point to each picture.)What?s this? [Ss: It?s(a bag of chips).] c.T: Let?s listen to the tape.d.Play the tape for number A, then pause.e.T: Did Tony buy a piece of candy? [Ss: No, he didn?t.] What did Tony buy? [Ss: He bought a bag of chips.] f.Have Ss put a checkmark in the correct box.g.Ask one student to write the answer on the board: He bought a bag of chips.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Go over the vocabulary using the pictures in the top row.b.Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.T: Find a partner.Ask each other questions like this.b.Demonstrate with one student first.c.T:(Point to Mrs.Green.)(S1?s name), did Mrs.Green buy a(carton of ice cream)yesterday? [S1: Yes, she did.] d.T: Now,(S1?s name), you ask a question.[S1:(T?s name), did Mrs.Green buy a(box of pencils)?] e.T: No, she didn?t.f.Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1)Getting ready: a.Have Ss look at the pictures around the lyrics.b.T:(Point to the boy.)What does he have? [Ss: He has a bag of chips.] c.Do the same with the girl on the right.Using the book: a.T: Let?s read out the lyrics first.b.Read out the sentences and have Ss repeat.c.T: Now, let?s listen to the tape.d.Play the tape and point to each word.e.Play the tape again and have Ss chant together.f.Divide the class into two groups.g.Have one group chant the question parts and the other group chant the answers.h.If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2)Getting ready: a.Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.T:(Hold up each item.)What?s this? [Ss: It?s(a piece of candy).] c.T: How do you spell(piece)? d.Have a volunteer come to the board and write the word.e.Continue with the other items.Using the book: a.Have Ss look at the letters on the page.b.T: Look at the letters.What words can you make? c.Give Ss time to write the words.d.T: Can you draw lines from the left side to the right side to make phrases? e.Show the example a piece of candy.f.Have Ss work in pairs if they are having difficulty.g.Check the answers with the whole class.教學后記: 學生對課文內容的發音較感興趣，聽力部分完成的比較好。但個別同學說話的完整性需要在口語交際時多加訓練，為以后寫作打下良好的基礎。

(The Third Period)Activity Getting ready: a.T:(Point to the picture of the girl.)Look.This girl is talking about yesterday.Can you find the new words?(Point to the first passage on the page.)[Ss: A carton of ice cream.A bag of chips, etc.] b.De the same with the picture of the boy and the second passage.Using the book: a.T: Let?s read!b.Give Ss time to read the first passage silently.c.Ask some Ss to read the sentences aloud.d.T: Now, look at the questions.(S1?s name), can you read the first question? [S1: When was the girl?s birthday?]

e.T: What?s the answer? [Ss: It was April 9th.]

f.Continue with the rest of the questions and have Ss write the answers.g.Walk around the classroom to check Ss? writing.h.Repeat the procedure for the second passage.Sounds and words(1)Getting ready: a.Write air, ear and ere on the board.b.T: Today we practice a combination of two sounds.c.T:(Point to air.)The letters air sounds / /.Let?s practice.Repeat./ /.[Ss: / /.] d.Continue with the rest of the letters.Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2)Getting ready: a.T: Put your heads down and close your eyes.b.T: Now, I will read a chant.Repeat the words with the sound / /.c.T: Where is the chair? [Ss: Where, chair.] d.Continue with the rest of the sentences.Using the book: a.T: Let?s listen to the chant.Point to the pictures.b.Play the tape once and have Ss point to the pictures.c.Play the tape again and have Ss point to the lyrics while listening to the chant.d.T: Let?s chant together.e.Play the tape and have Ss chant along.教學后記: 學生對量詞的掌握還是比較好的，Sounds方面，由于學生掌握了一定的語音知識，比較容易接受。

(The Fourth Period)Extension activities Conversation

Before the lesson, write a message on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the lesson, T points to the bottle and asks, e.g.What?s this? Ss answer, e.g.It?s(a bottle).T points to the piece of paper inside and asks What?s inside? Ss answer It?s a piece of paper.T says Look!There?s a message!Ask a volunteer to read it to the class.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary

Put the Picture Cards/ realia in a line on the floor.Divide the class into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing across from each other, etc.Then T calls out a number and item, e.g.Number(3)!Get(a bag of chips)!Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got(a bag of chips)!The game continues with other numbers and card/items.Review

Before class, put stickers under a few Ss? chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2?s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1?s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1

After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Assign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let?s try one tighter!T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did(S1?s name)buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the class.Practice 2 Bring several shopping bags to class.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look!(S1?s name),(S2?s name)and(S3?s name)went to the store.I wonder what they got at the store.T asks, e.g.(S1?s name), did you get a(bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn?t.If S1 answers yes, he/she shows the card to the class.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教學后記: 由于學生基礎比較薄弱，所以學生對于有一點的難度的題目完成的不太理想。特別是綜合的時態運用及句型的轉換。

(The Fifth Period)Chant activity

Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other?s shoulders and stand next to one of the cards in the circle.Then T starts the music and the class starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a(piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought(candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole class that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the class.Optional activity

Bring a soft ball to class.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase(see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let?s go on a picnic!What do you want to bring? T starts by saying, e.g.I?m going to bring(a bag of chips).What do you want to bring,(S1?s name)? T tosses the ball to S1.Then S1 says I?m going to bring(a bag of chips)and(a bottle of soda).What do you want to bring,(S2?s name)? S1 tosses the ball t S2.Ss continue with the word chain, tossing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake;a carton of eggs, milk, orange juice, yogurt;a bag of salt, sugar;a bottle of soda;a box of crayons, cereal;a roll of wrapping paper, etc.教學后記: 通過各種練習的訓練，學生對本組教學內容的掌握還是比較理想的，但對量詞的復數形式不太熟練，常漏-s。I usually look for cookies.2008-02-25 20:12:05.0 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer

(The First Period)Conversation Getting ready: a.Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.T:(Point to Gogo, Tony and Jenny.)They are looking for some insects.Do you think they can find the insects? c.Elicit responses from Ss.Using the book: a.Have Ss open their books and look at the pictures.b.T: Let?s listen to the tape.c.Play the tape and point to each picture for Ss to follow.d.T: Did they find any insects? [Ss: No, they didn?t.] What did Gogo find?[Ss: He found some cookies.] e.T: Let?s listen again and repeat.f.Play the tape, pausing after each expression to have Ss repeat.g.Put Ss into groups and have them practice acting out the dialog.h.Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.Put Picture Cards 9-12(never, sometimes, usually and always)word-side up on the board.b.T: Listen.I eat rice for dinner every day.(Point to always.)I always eat rice for dinner.c.Turn the card over to show the picture.d.Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.T: Listen to the tape and repeat.Point to each word as you say it.b.Play the tape and have Ss repeat.c.Show Picture Cards 9-16 at random and have Ss say the words.d.Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.Put Picture Cards 13-16 word-side up on the board.b.T: I usually get to school(by bike).(S1?s name), how do you get to school? [S1: I usually(take the bus).] c.Continue with several Ss.Using the book: a.T: Listen to the tape.b.Play the tape.c.T: Listen again and repeat.d.Play the tape again and have Ss repeat.e.T: Now, get into pairs.Make up your own dialogs.f.Ask volunteers to perform their dialog for the class.教學后記:學生對于陳述句的掌握不是很理想，很多學生容易直接用中文的思想來翻譯，如：I go to school take a bus.或者是：I by bike to school.而且幾個時間的詞語的發音方面也不是很好。

(The Second Period)Practice 1 Getting ready: a.Ask four Ss to write questions A-D on the board.b.Ask another four Ss to read the questions aloud.Using the book: a.Have Ss look at the pictures for A.b.Write She ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: She(usually rides a bike).] d.T: Let?s listen to the tape.e.Play the tape for A, then pause.f.T: How does she get to work? [Ss: She always rides a bike to work.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedure with the other three questions.Practice 2 Getting ready: a.Have Ss look at the example question on the page.b.Ask Ss to read the question.[Ss: How do they get to school?] c.Have Ss look at the character?s faces and review their names(Tony, Jenny, Ben and Lisa).Using the book: a.T: Now, work with a partner like this.(S1?s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.Give Ss time to practice asking and answering.d.Walk around the classroom to provide help if needed.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the boy taking a bus.)Is he taking a bus or a taxi? [Ss: He?s taking a bus.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let?s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let?s sing!

f.Play the tape again and have Ss practice singing together.g.Divide Ss into three groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教學后記: 學生對于一般現在時的一般疑問句的肯定、否定回答掌握的比較好（比較簡單），但對于陳述句的句式還是有一定的難度。(The Third Period)Activity Getting ready: a.Ask a student to come to the front of the class.b.Ask the student to play the role of Gogo and follow the conversation on the page.c.T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.Ask another student to come to the front of the class.Ask her to play the role of Jenny and ask S1 the other question.e.S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.Put Ss into pairs.b.Ask Ss to practice the bookstore Q&A in Gogo?s row with their partner.c.S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.Ask Ss to draw their own answers in the row of ?YOU?.e.Practice the Q&A with their partner.Sounds and words:(1)Getting ready: a.Write ear on the board.b.T:(Point to the word.)Let?s practice this sound.c.T: / /.[Ss: / /.] Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words:(2)Getting ready: a.Write year, ear, hear, cheer, near, clear on the board.b.Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear)Using the book: a.T: Let?s listen to the chant.b.Play the tape once.c.T: Now, listen and point to the pictures.d.Play the tape and have Ss chant along.教學后記: 由于上一節課，學生對一般現在時一般疑問句的用法掌握得一般，通過本節課的訓練，學生掌握的還是不錯的。Sounds部分也掌握得比較理想。

(The Fourth Period)Extension activities Conversation

Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects!T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies!This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for(my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for(my books).Continue until every student has had a turn.Vocabulary

Divide Ss into four groups.Assign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the class.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target

Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don?t tell your partner the word.Demonstrate with one pair first.For example, if S1?s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice

Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I(never)ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to guess before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before class, prepare some Do you ever…? questions for Ss.In class, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go!T times Ss for 30 seconds, then says Stop!Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1?s name), does(S2?s name)ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2?s about S1s.教學后記: 通過游戲的形式加強學生對句型的操練，學生的學習積極性比較濃厚，對句型的掌握也比較牢固，練習質量比較高。

(The Fifth Period)Song activity

Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while passing the envelopes around the circle in opposite directions.When the song is over, the class asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We(sometimes)take a(spaceship).Then they put the cards back in the envelopes and the class plays again.Activity

Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school(by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the class into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver?s seat with his/her arms for driver to sit in.S3 could be the passenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the class.Other Ss try to guess what mode of transportation they are acting out, e.g.It?s a(bus)!教學后記: 通過Mimi-research的游戲加強學生對句型的操練，培養學生的小組合作精神比較好，也促進了學生的競爭意識。

How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse(The First Period)Conversation Getting ready: a.Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.T: I go hiking once a month.c.Pantomime swimming.Then hold up two fingers.d.T: I go swimming twice a week in the summer.e.T:(S1?s name), how often do you go hiking? [S1: I go hiking(once a year).] f.T:(S2?s name), how often do you go swimming? [S2: I go swimming(three times a week in the summer.)] Using the book: a.Have Ss open their books and look at the pictures.b.T: Let?s listen to the tape and read the story.c.Play the tape and point to each picture for Ss to follow.d.T: Let?s listen again and repeat.e.Play the tape, pausing after each sentence to have Ss repeat.f.Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.Have pairs practice acting out the dialog.h.Encourage some pairs to act out the dialog in front of the class.Vocabulary Getting ready: a.Bring in Picture Cards 17-24.b.Show the picture side of the Picture Card once.c.T: Repeat.Once.[Ss: Once.] d.Show the word side of the card.e.T: How do you spell once?(Point to each letter for Ss to say.)[Ss: O-N-C-E.] f.Continue with the rest of the cards.Using the book: a.T: Open your book.Listen to the tape and point to each word.b.Have Ss point to the words.c.Play the tape again, and have Ss repeat each word.d.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.Put Picture Cards 17-24 word-side up on the board.b.Write How often do you ____? underneath the cards.c.T:(Point to the Picture Card go fishing)(S1?s name), how often do you go fishing? [S1: I go fishing(once a month).] d.Continue with several Ss.教學后記：學生對本單元的單詞和句型都感興趣，學起來也容易很多，第一課時掌握的內容良好，對twice的發音加強一下就可以了。

(The Second Period)Practice 1 Getting ready: a.Write How often ___________? b.T:(Point to the first picture in A.)How often does he go swimming? c.T:(Point to the second picture in A.)Can you make a question? [Ss: How often does she go ice-skating?] d.Continue with individual students with different pictures.Using the book: a.Have Ss look at the pictures for A.b.Write He ____.underneath question A on the board.c.T:(Point to each picture.)Can you make a sentence? [Ss: He goes swimming(once a month).] d.T: Let?s listen to the tape.e.Play the tape for A, then pause.f.T: How often does he go swimming? [Ss: He goes swimming once a week.] g.Have Ss put a checkmark in the correct box.h.Repeat the procedures with the other three questions.Practice 2 Getting ready: a.Have Ss look at the Q&A on the page.b.Ask two Ss to come to the front of the classroom and role-play Gogo and Tony.Using the book: a.T:(Point to the second column with swimming.)(S1?s name), can you make a question? [S1: How often do you go swimming ?] b.T:(Think and answer truthfully.)I go swimming(once a week).c.T: Now, you answer the questions.Write your answers on the top row.d.Give Ss a few minutes to answer.e.Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.Have Ss look at the pictures.b.T:(Point to the picture of Tony.)What is Tony going to do? [Ss: He?s going to go hiking.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T:(Point to the blanks on the page.)There are some words missing.Let?s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if necessary.e.T: Now, let?s sing!

f.Play the tape again and have Ss practice singing together.g.Divide Ss into four groups and assign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.教學后記：從學生完成聽力部分的結果來看，大部分學生掌握的還是比較好的，在課后應加強學生對句子的閱讀和造句的訓練，讓學生能形成一種語感。

(The Third Period)Activity Getting ready: a.Hold up your book.b.T:(Point to the picture of the frog in A.)What is this? [Ss: It?s a frog.]

c.Continue with the other pictures.Using the book: a.Ask a volunteer to read out the frog?s introduction in A.b.Ask another volunteer to read out the question for the class.c.Give Ss time to write the answer on the page.d.Do the same with the other two questions.e.Put Ss into pairs to check their answers.Sounds and words(1)Getting ready: a.Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.Have Ss look at the board.c.Underline the letters ir, ear and ur in the words.d.T: Let?s practice this sound.e.T: / /.[Ss: / /] Using the book: a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words(2)Getting ready: a.Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt)Using the book: a.T: Let?s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let?s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let?s see who can chant better!

g.Have each group chat in their own creative way.h.Choose a group with the best performance and explain why they win.教學后記：滲透的語音知識對學生的作用較大，利用學生的競爭來學好本單元的發音，掌握良好。

(The Fourth Period)Extension activities Conversation

Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the class.Vocabulary Divide the class into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk;the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are successful, they get a point.Target Divide the class into two teams: Question Team and Answer Team.The teams stand on opposite sides of the classroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you(go swimming)? and tosses the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I(go swimming twice a week).Then S2 tosses the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.(The Fifth Period)Practice 1

Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to guess what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to guess the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2

After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in class go ice-skating once a year.Song activity

Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the class by miming, showing their fingers, and pointing to the correct word on the board.Activity

Divide the class into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What?s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the class into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.Write the r-combination ir, ur and ear on the board.Brainstorm with the class the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her;ur: burn.b.Ask the class to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教學后記:

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

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

3、學生的閱讀能力比較薄弱，理解課文能力很差，對人稱的轉變，對句型的結構不理解，須加大訓練力度。Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.T:(Point to sentence A.)(S1?s name), can you read the beginning of the sentence? [S1: I bought…]

b.Continue with the rest.Using the book a.T: Now listen to the tape.b.Play the tape for A, then pause the tape.c.T: I bought …(Gesture for Ss to answer.)[Ss: a roll of toilet paper.] d.Repeat for B, and have Ss write the answer on the page.e.Continue with the rest.Review 2 Getting ready a.Bring in Picture Cards 1-24.b.Review the cards orally.Using the book a.Ask a volunteer to read aloud question A for the class.b.T: Now, look at the pictures.Write the answers on the page.c.Give Ss time to fill in the blanks.d.Continue with the rest.e.Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tissues and a roll of toilet paper on the board, picture-side up.b.Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.c.T: We?re going to read Jenny?s e-mail.Using the book a.T: Now, let?s read the e-mail.b.Give Ss time to read the e-mail silently.c.Have individual Ss read aloud the e-mail sentence by sentence.d.T:(Point to question A.)(S1?s name), can you read the question? [S1: What are Mary?s hobbies?] e.T: What?s the answer,(S2?s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.T: Write the answer on the page.g.Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.Point to the word pearl.b.T: / /, /，/.Pearl.I?ll play the tape.Let?s find the sound / /.c.Play the tape.d.T: Can you find the words with the sound / /? Circle them.e.Have Ss say the words so that the class can check the answers.f.Repeat procedures for questions B and C.教學后記：本單元的復習工作開展較好，學生在知識上的連貫比五年級要好，聽力部分掌握的情況良好。

Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don?t.I bought a bottle of shampoo.Ok.I?ll go to the store and get a bag of chips.I?m going to get a box of tissues, too.I?ll go too.I?m going to get a piece of candy!How do you get to school? I usually take the bus.Do you ever take a taxi to school? No!I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tissues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?

Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?

Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the class.Read and find

Divide the class into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel

Divide the class into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn?t.They ran to their friend?s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the class into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教學后記: 本單元主要學習量詞詞組、動詞詞組、時間時態，涉及四種時態的綜合運用，涉及特殊疑問句、一般疑問句及其回答與運用，還有雙元音的字母、字母組合發音。學生對詞匯的掌握比較好，但對于句型、動詞、時態的掌握有待加強訓練。It?s a magic hat.Objectives and Requirements: Language Review: How much is the guitar? It?s $85.Wow!That?s expensive!How much are those socks? They?re $1.hey!That?s cheap!Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys(The First Period)Conversation Getting ready a.Bring in some real money, e.g.￥1,￥2,￥5,￥10,and ￥100 bills(or use Gogo Money WB p.70)b.T:(Show a ￥1bill.)This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.Continue with different notes.d.T:(Show a ￥10 bill.)How much is this? [Ss: Ten yuan.] e.Do the same with some other notes.f.Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.T: Now, let?s listen to the tape.b.Hold up the book and point to the pictures.c.T: Let?s listen again and repeat.d.Play the tape, pausing after each expression to have Ss repeat.e.T:(Point to the hat.)How much is this hat? [Ss: It?s a hundred dollars.] f.T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expressions as the characters? voices and add actions.Vocabulary Getting ready a.Bring in Picture cards 25-32 on the board, picture-side up.b.Show the picture side of the Picture Card forty.c.T: Listen and repeat.d.Show each Picture Card and say the word for Ss to repeat.Using the book a.T: Listen to the tape and repeat.Point to each picture as you say it.b.Have Ss listen, repeat and point to each picture.c.Point to the pictures at random and have Ss say the words.d.Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.T:(Point to S1?s eraser.)How much is that eraser? b.Teach Ss how to answer with their currency.[S1: It?s(two yuan).] c.T:(Point to S1?s pencils.)How much are those pencils? [S1: They?re(five yuan).] d.Ask some more Ss, and have them answer accordingly.e.Have Ss ask T similar questions.f.Answer truthfully.Using the book a.Have Ss look at the pictures on the page.b.Ask individual Ss to read out the sentences.c.Play the tape a few times and have Ss practice along with the tape.d.Put Ss into pairs and have them act out the dialogs.e.Have pairs ask each other about their own items as in Getting ready section above.=教學后記：學生對Gogo的講話方式感興趣，模仿的比較好，對數字的認識還可以，但遺忘較大，對以前學過的數字掌握反而不夠，詢問價錢貼近生活，一問一答的對話學生編的好。(The Second Period)Practice 1 Getting ready a.Write How much _________? On the board.b.T:(Point to the first picture in A.)How much is a carton of ice cream? c.T:(Point to the second picture in A.)(S1?s name), can you make a question? [S1: How much is a cone of ice cream?] d.Continue with individual Ss with different pictures.Using the book a.Have Ss look at the pictures for A.b.Write It?s ____.Underneath question A on the board.c.T:(Point to the first picture.)(S1?s name), can you answer the question using the sentence structure on the board? [S1: It?s ten dollars.] d.Continue with the other pictures.e.T: Let?s listen to the tape.f.Play the tape for A, then pause.g.T: What?s the answer? [Ss: It?s four dollars.]

h.T: Put a checkmark in the correct box.(S2?s name), can you write the answer on the board underneath the question? i.Have S2 write the sentence on the board.j.Repeat the procedures with the other three questions.Practice 2 Getting ready a.Have two Ss read the dialog.b.T:(Point to the skateboard.)Is it cheap? [Ss: No, it isn?t.It?s expensive.] c.Go over each picture.Using the book a.Put Ss into pairs.b.Have Ss take turns asking and answering questions about the pictures.c.Walk around the classroom to see how Ss are doing Chant activity Getting ready a.Have Ss look at the pictures around the lyrics.b.T:(Point to the box.)Can you make a question? [Ss: How much is that box?] c.Have one student answer.[S1: It?s fifty dollars.]

d.T:(Point to the socks.)Can you make a question? [Ss: How much are those socks?] e.Have another student answer.[S2: They?re three dollars.] Using the book a.T: Let?s read out the lyrics first.b.Ask individual Ss to read out the sentences.c.T:(Point to the blanks on the page.)There are some words missing.d.T: Let?s listen to the chant and fill in the blanks.e.Play the tape and have Ss fill in the blanks.f.Pause the tape from time to time if necessary.g.T: Now, it?s time to chant!Let?s listen to the tape first.h.Play the tape again for Ss to practice chanting together.i.Divide the class into two groups.j.Have one group chant the question parts and the other group chant the answers.Then switch.=教學后記：本課時充分訓練了學生的聽力和口語，對詢問價錢的問題有了一定的認識，禮貌上的教育也加強了。

(The Third Period)Activity Getting ready a.Have Ss look at Student A picture on the page.b.T: Look at the Student A picture for one minute.c.T:(Give Ss one minute.)Now, close your books.d.T: What was in the picture? Do you remember? e.Ask Ss to name all the items they remember.Using the book a.Put Ss into pairs and assign them Student A and Student B roles.b.T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.T: Some information is missing in each picture.Your partner has

the answers.Ask each other about the items.d.Give Ss time to ask, answer and write the prices on the page.e.Circulate around the classroom to see how Ss are doing.f.When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.Bring in a cup and a key.b.T:(Hold up a cup.)Repeat.Cup.[Ss: Cup.] c.T:(Hold up a key.)Repeat.Key.[Ss: Key.] d.T: Today we practice the sound /k/.It?s the sound in the words ?cup? and ?key?.Repeat after me.e.T: /k/.[Ss: /k/.] Using the book a.Have Ss look at the pictures on the page.b.T: Let?s listen to the tape.c.Play the tape and have Ss point to each word as the tape says it.d.T: Let?s listen again and this time, repeat.e.Have Ss repeat after the tape.f.After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.Write color, kite, black, carrot and keys on the board.b.Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.)Using the book a.T: Let?s listen to the chant.b.Play the tape and have Ss point to each word as the tape says it.c.T: Let?s chant together.d.Play the tape again and have Ss practice chanting.e.Divide Ss into four groups.f.T: Let?s see who can chant better!

g.Have each group chant in their own creative way.h.Choose a group chat in their own creative way.i.Choose a group with the best performance and explain why they win.教學后記：發音較到位，學生掌握的情況良好。

(The Fourth Period)Extension activities Conversation

Bring some hats to class(or ask Ss to bring hats to class).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the class.Vocabulary

Bring some shopping catalogs/newspaper advertisements to class.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1?s name), how much is the toy car? [S1: It?s(forty yuan).] Target

After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this(television)? [S1: It?s(one thousand yuan).] T: Wow!That?s expensive!When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the class.Practice 1

Bring some real objects, e.g.a bag of chips, a box of tissues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this(bottle of shampoo)? Have S1 answer based on the price tag, e.g.It?s(twelve yuan).Then make a comment, e.g.Wow!That?s expensive!/ That?s cheap!Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2

Before class, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---￥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That?s(￥173)!Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That?s(one hundred and seventy-three)yuan.教學后記: 1、本單元教學內容比較貼近生活，在生活中運用比較廣泛，學生的學習興趣比較濃厚。對句型容易掌握，但對名詞的單復數不能明確區分。

2、學生對數字的掌握欠缺一點，特別是對以前所學習的1-20的單詞遺忘較多，對于幾十幾、幾百幾十幾、幾千幾百幾十幾的表示法掌握不太理想。

Unit6 The turtle is faster The First Period

Teaching contents:(Vocabulary Target Practice)Teaching key point:

1、Target language

2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n

Review Reiew words of the animals and sentences about Is…? and What?s this? n

Presentation 1

SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.](point to each letter for Ss to say.)[Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order(picture-side up)and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n

Presentation2

SB p.32 T:(Point to the Picture Cards of elephant and turtle.)Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n

Practice

SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the class.Put Ss take turns asking and answering questions about the pictures.Walk around the classroom to provide help if needed.Extension activity TB p.71 n

Homework Copy Vocabulary and Target on the exercise book.Say conversation.n

Writing Is_________________?

hippo

elephant

turtle snail Which is _________________?

big

small

fast

slow

bigger

smaller

faster slower

The Second Period

Teaching contents:(Conversation Practice1 and Chant activity)Teaching key point: Will be able to answer questions after listening to short passages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n

Review Review words and sentences about Vocabulary and Target.n

Presentation

SB p.31 Ask Ss to look at the first picture.T:(Point to the turtle in the first picture.)Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let?s listen to the tape and read the story.Play the tape and have Ss look at the pictures and dialog in their books.T: Let?s listen again and repeat.Play the tape, pausing after each expression to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n

Practice

SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T:(Point to the first picture.)(S1?s name), can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let?s listen to the tape.Play the tape for A, then pause.T: What?s the answer? [Ss: A snail is slower.]

T: Put a checkmark in the correct box.(S2?s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n

Song activity 1

SB p.34 Have Ss look at the pictures around the lyrics.T:(point to the snail and the snake.)Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T:(Point to the plane and the train.)Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let?s listen to the song.Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the class into two groups and assign each group a verse.Play the tape and have each group sing their verse.n

Activity2 Have Ss look at the pictures.Have Ss Guess what the song is going to sing about in A and B.T: Now let?s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if necessary.T: Let?s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n

Homework conversation.Write ask and answer of practice1 on the exercise book.n

Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.The Third Period

Teaching contents:(Activity sounds and words)Teaching key point:

1、Will be able to respond to / ask question about daily life(using comparatives)

2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life(using comparatives)Teaching aids: tape cards Teaching procedure: n

Review(show the cards)Review words and sentences of Unit6.Activity

SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T:(Give Ss one minute.)Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books.You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the classroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole class can check the answers.Extension activity TB p.71 Optional activities TB p.73 n

Presentation

SB p.36(Hold up your thumb.)Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It?s the sound in the word ?good?.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let?s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T;Let?s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n

Practice

SB p.36 Have Ss look at the pictures.T:(point to Gogo)What?s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let?s listen to the chant.Play the tape and have Ss point to each word as the tape says it.T: Let?s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let?s see who can chant better!

Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n

Homework Finish the workbook and the writing book of Unit6 n

Writing g /g/ give

good

gate get

gift

garage 教學后記:

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

2、總體來看，學生對形容詞比較級的掌握還是不錯的。

Unit Seven

He? s better than us Ⅰ.Teaching Targets.1.Knowledge Targets: a)These noodle are cheaper than those noodles.b)Yes, but those noodles are better than these noodle.c)Sounds and words: l fl 2.Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expression Ⅱ.Teaching Key Points.學習多音節形容詞比較級的表達方法。Ⅲ.Teaching Difficult Points.多音節詞形容詞的比較級。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words: big-bigger

small-smaller fast-faster slow-slower.2.Start a free talk of the classmates with sentences.eg: Which is _____._____or _____? _____is _____.Step two.Presentation.1.Learn the conversation with Poster 2.Learn the vocabulary and target.Step three.New lesson.1.Learning the conversation with Poster.2.a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.d).Play the tape: Pausing after each expression to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo.Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.Have other Ss to read out in Target.b.Play the tape and read it after the tape c.Put Ss into pairs and act out it.d.Do some substitution drills.Using the picture cards.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven

He?s better than us

A

younger

B.older

… isare {cheaper

than

…

more expensive Ⅵ.The Second Period.Step one.Revision.1.Review the conversation and vocabulary.2.Acting in target P38.3.Step two Presentation 1.Do practice 1and 2.in P39.2.Learn chant activity 1.2.Step three.New lesson.1.Practice1 a.Ask four Ss to read the four questions for the class.b.Play the tape for A.then pause.c.Cheek it.2.Practice2 a.Put Ss into pairs and have then take turns asking and answering.b.Walk around the classroom to see how Ss are doing.3.Chan activity 1 a.Play the tape and point to each word as it is chanted.b.Play the tape again and have all Ss chant together.c.Divide Ss into two groups.d.Have one group chant the question and the other group chem.The answers then switch 4.chant activity 2 a.Paint to the blanks on the page.b.Give Ss time to fill in the blanks.c.Walk around the classroom to help Ss if needed.d.Check the answer together.Step four.Sum-up.Step five.Writing on blackboard.Unit Seven

He?s better than us Sentences:

Is ____ bigger than ____?

Which is smaller ____or_____?

Who?s older ____ or____? Words: big-bigger young-younger

Tall-_____ thick-_______

_____-worse

show-______

cheap-______ ______-thinner

fast-_______ ______-older

short-______

good-_______.Ⅶ.The Third Period.Step one.Revision.1.Review words and sentences in P38 2.Read check activity in P40.Step two.Presentation.1.Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.Learn sound and words: [ f ] Step three: new lesson 1.Activity a.Put Ss into pairs and give each pair a coin.b.Dive one example.Paint to the first picture.c.Check how Ss are doing.2.Sounds and words 1.a.Write the words on Bb and underline ph gh and f then the T reads it the Ss page.b.Have Ss look at the pictures on the page c.Play the tape and have Ss paint to each word as the tape says it.d.Have Ss repeat after the tape e.After enough practice point to the pictures randomly and have Ss say the words.3.Sounds and words 2 a.Have Ss read the lyrics out loud.b.Play the tape and have Ss practice.Chanting to themselves.c.When Ss are ready, chant together.4.Extension activity TB p.83 Step four.Sum-up.Step five.Writing on blackboard.Unit Seven He?s better than us

Elephant

cough

half

knife calf

wife

[f]

教學后記：

1.學生基本上能掌握形容詞比較級形式，但欠熟練，特別是多音

節形容詞比較級以及不規則形容詞比較級形式。

2.學生基本上能用than來比較兩種物體或人。

Unit 8 Review 2 Ⅰ.Teaching Targets.1.Knowledge Targets: a.The sentences of Units5-7 b.Sound and words:[k].[g].[f] 2.Ability Targets: Review of Units5-7 3.Emotion Targets:

Review of Unit5-7 Ⅱ.Teaching Key Points.The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Review words in Units5-7 2.Review the structure in Units5-7 Step two.Presentation.1.Activities 1 a.Point to sentence A Eg:(S?s name), can you read the beginning of the sentence? S: The red cup…

b.Continue with the rest.c.Play the tape for A.then pause the tape.d.Repeat for B.and have Ss write the answer in the page.e.Continue with the rest.2.Activities 2 a.Bring in Picture cards.b.Review the cards orally c.Ask a volunteer to read aloud question A for the class.d.Give Ss time to fill in he blanks.e.Continue with the rest.f.Put Ss into pairs and have them ex change Their work for checking.3.Activities 3 a.Give Ss time to read the e-mail silently.b.Have individual Ss read aloud the e-mail sentence by sentence.c.Continue with the rest.4.Activities 4 a.Ask individual Ss to read the words out Louel b.Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.Play the tape and circle them.d.Have Ss say the words so that the class can check the answers.e.Repeat procedures for questions B and C

Step three

Sun-up Step four.Writing on blackboard.教學后記：

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

2、學生通過比較學習，能很迅速地掌握學習內容，但是個別學生還有待加強。The green fish is the biggest.Ⅰ.Teaching Targets.1.Knowledge Targets:

The drill: What?s the smallest animal in your book? The ant is the smallest animal in this book.What?s the biggest animal in the world? The whale is the biggest.The form of the superlative degree of adjective.2.Ability Targets:

A: The students can talk about people and animals using superlatives.B: The students can sing the songs：Who?s the tallest? Sixteen Songs about Beijing.Ⅱ.Teaching Key Points: The drills and the words.Ⅲ.Teaching Difficult Points: Compare and say the sentences.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.1.Getting ready.1.In class, have two students show their pictures.At the front.T:(Point at the pictures)Who?s bigger?

2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?

3.Have Ss white sentences on the board.Eg: A is bigger than.B C is the biggest.Step two.Presentation.1.Using the book.T:(point to the first picture).What are they going to do? Ss: They are going to dive.Ask about other pictures.eg: What color is this? What?s this?

T: Let?s listen to the tape and read the story.(Have Ss follow the story in their books)T: Let?s listen again and repeat.l Play the tape, pausing after each sentence to have Ss repeat.l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny.l Have groups practice the dialog.2.Extension activity.Step three.New lesson.1.Getting ready

l Bring in picture cards 33-48.l Show the picture sides of the picture card hippo, elephant and whale.l T: Look A hippo is big.An elephant is bigger.A whale is the biggest.l Continue with the rest of the cards in the same way.2.Using the book

1.Listen to the tape and point to each word.2.Play the to tape again, and have Ss repeat each word.3.Point to the pictures at random and have Ss repeat each word.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Second Period.Step one.Revision.1.Let?s Ss read it together of conversation.2.Show the picture cards 33-48.3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book.Step two.Presentation.1.white the whale is the biggest.(under line the and _est)2.Underneath _ est, write the most

3.Explain the some words use the and the word ending _est.and that others use the most point to the bonus vocabulary, the most fun.4.Point to the pictures and model the dialogs.1:Play the tape and pause after each sentence, allowing Ss time to repeat..2:Put Ss into pairs to practice the dialogs.3:Encourage Ss to substitute the words and create new dialogs.5.Do practice 1 1;Play the tape.2:Have Ss put a checkmark in the correct box.6.Do practice 2

1:Have Ss look at Sb page 49.2:Ask Ss to come to the front of the classroom and role-play Gogo and Tony.3:Ask and answer.7.Song activity.1;Have Ss look at the pictures around the lyrics.2:asking questions about the pictures

3:play the tape and have Ss fill in the blanks.4:Play the tape again and have Ss practice singing together.8.Extension activities Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅶ.The Third Period.Step one.Revision.1.Let?s Ss sing the song.Who?s the tallest? 2.Ask individual Ss to read out the sentences.Step two.Presentation.1.Activity

1.Have Ss look at the pictures.2.With the other items and people in the picture.3.Give some time to write the answers on the page.4.Check their answers 2.Sounds and words.1.Have Ss look at the picture on the page.2.Listen to the tape

3.Have Ss repeat after the tape.4.Sing the song sixteen songs about Beijing.5.Finish the workbook unit 9 Step three.New lesson.Step four.Sum-up.Step five.Writing on blackboard.Ⅷ.Teaching postscript。

1、學生基本上掌握形容詞最高級形式，但尾音讀得不夠準確。

2、學生基本上能用形容詞比較級和最高級說一句完整的話。

3、Sounds and words 含有s 音的單詞未能準確區分。

Unit 10 I want the best

1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review: Ask three Ss to Bb and compare:

S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two.Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say.Step three New lesson.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture)Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T:(Point to the title): What do they want to find at the clothes shop? Can you guess?

Ss: They want to find the best clothes.B: Listen to the tape and read the story.C: Encourage Ss to use the same voice expression as the characters voices.D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one.Revision.Review: 1.Conversation.2.Vocabulary.3.Target.Step two.Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three.New lesson.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the class.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under ?Me?.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the class ask a question, Eg: Who has the longest(hair)in your group? 3.Song activity 1)a.T:(Point to the picture of cheese)What is it? It?s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2)A: Have Ss Look at the pictures.B: Have different Ss name the different item on the table.C: listen to the tape and fill in the boxes.D: Give Ss time to write the answers on the page.Step four.Sum-up.Step five.Writing on blackboard.Who ahs the longest____?

Which is the cheapest? Ⅶ.The Third Period.Step one.Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.These_____ are the____.B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New lesson.1.Activity.a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin.Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1)a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.2)a.Have Ss read the lyrics out loud.b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four.Sum-up.Step five.Writing on blackboard./n/ neck.nose.notebook.napkin.knees.know.Ⅷ.Teaching postscript.1、對形容詞比較級和最高級形式掌握得都比較好，但多音節形

容詞以及good bad 的形式欠熟練。

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

11、Let's go to space Ⅰ.Teaching Targets.1.Knowledge Targets:

The sun looks smaller than the Earth but it?s bigger.Which is the biggest planet in the solar system?

It?s Jupiter.2.Ability Targets: Ss can read and say.Ss can talk about the solar system using comparatives and superlatives.Ⅱ.Teaching Key Points.Vocabulary: the Earth the moon the sun stars.Furthest nearest heaviest lightest.Sounds and words: leaves living room lion lemon lamp light.Ⅲ.Teaching Difficult Points.Vocabulary and sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one.Revision.Review Unit 10.1.Recite conversation and target.2Spell the words.Step two.Presentation.1.Conversation

a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.2.Vocabulary

A.Put up picture cards 65-72 on the board.3.Target.a.Put picture card furthest word side up on the board.b.T;which is the furthest planet from the Earth.Ss;Pluto.Step three.New lesson.1.Conversation.a.Listen to the tape and read the story.b.Repeat twice.c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo.e.Encourage groups to the voice expression.f.Vocabulary.a)Listen to the tape and repeat.b)Point to the pictures at random and say.c)Read together.d)Have reading match.g.Target.a)ask Ss to read.b)Listen to the tape and read.c)Put Ss into pain and have them act out the dialogues.Step four.Sum-up.Step five.Writing on blackboard.The sun looks smaller than the Earth but it?s bigger.Which is the biggest planet in the solar system?

It?s Jupiter.The earth.Furthest The sun heaviest The moon nearest Stars lightest.Ⅵ.The Second Period.Step one.Revision.1.Read Conversation.Vocabulary Target.Step two.Presentation.a.Ask four Ss to read question a-a loud.b.Ask four Ss to write the questions on the board.practice 2

a.Have two Ss read the dialogue.b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity

a.(Point to Tony)T: what is Tony doing? He?s looking at the moon and stars.b.Have Ss look at the word in each box.c.Ask some Ss to make sentences using the words in the boxes.Step three.New lesson.1.Practice 1.a.Listen to the tape.b.Write down the answer.Practice 2

a.Put Ss into pairs and assign Student A and student B roles.b.Demonstrate the activity with one pair first.c.T:(Point to the chart)Student A ask question A

d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.Song activity.a.Listen to the song

b.Have Ss listen and point to each words as it is sung.c.Let?s listen to the song first.d.Listen and draw lines and match the words.e.Let?s sing the song.Step four.Sum-up.Step five.Writing on blackboard.Which is the biggest planet?

Jupiter.Ⅶ.The Third Period.Step one.Revision.Review Vocabulary and target.Step two.Presentation.] 1.Activity

a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.b.Now thick about your own solar system.How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?

2.Sounds and words.A.Write lion on the board.B.Under line L.C.Repeat [l]

D.Read the sentences

E.Circle the words with [l] sound.Step three.New lesson.1.Activity.a.Give Ss time to draw their imagined solar system.b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words

a.Listen to the tape and point to the words b.Repeat

c.Listen and point.3.Read the sentences.a.Circle the words [I] sound b.Listen to the tape and practice.c.Chant together.Step four.Sum-up.Step five.Writing on blackboard.Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.1、學生基本上能用比較級和最高級去比較太陽、地球、月亮的大小關系以及太陽系九大行星的特點。

2、學生對far的比較級和最高級形式掌握不夠好。

3、學生難于區別sounds and words的單詞。

Review 3 TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

review 3

getting ready

l put four picture cards up on the board.l Write the letter A on the board.l Bring s1 up and give him/her a piece of chalk/marker.l Make up a question and answer about one of the pictures.l S1 finds the a line from and draws a line from letter A to the picture card.Using the book

l T: let? s listen to the tape.l Play a, then pause the tape.l T: which picture is it , class?(point to the girl studying.)

l Model drawing a line from a to the matching picture.l Play the tape for Ss to continue with the rest.getting ready

l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.l Take them back to the class and have them do their actions.l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.l T: who is acting out the correct word?

l Have Ss answer accordingly.Using the book

l T: listen to the tape.Circle the correct picture.l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript: review 3

TEACHING AIMS: review of units 9-11

TEACHING KEY: to help students to comprehend units 9-11

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the second period

PROCEDURES:

getting ready

l write smil , stre and air on the board.l Ask three Ss to come up to the board.Give them chalk/markers.l Say one of the words and have one student write in the missing letter(s).l Repeat with the other two words and tow Ss.Using the book

l Ask Ss to look at the pictures.l T: listen to the words and repeat.l Play the tape and stop after each number.l Ss repeat the words as they are writing in the missing letter(s)from each word.getting ready

l write a sentence on the board, e.g.whose is this?

l In the blank space, put up picture card 44 wallet.l T:(pointing to the picture.)what is this?[Ss: it?s a wallet.]

l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]

l Write a few more sentences like this.Using the book

l T: now, you find the words and to the crossword puzzle.l Circulate, checking Ss? work.l Ss write the words next to each sentence.l Then Ss complete the puzzle.Answer key 1-ruler, 2-mouth, 3(across)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing

l Play the tape once, pausing so Ss can circle the pictures.Teaching postscript:

第四篇：六年級上冊英語教案

Unit 1 How Do You Go There?

第一課時

教學目標：

1、能夠聽、說、讀、寫短語：on foot, by bike, by bus, by train。

2、能夠聽、說、認讀短語：by plane, by ship, by subway。

3、能用句子 “How d0 you go to school? How do you go to Canada/??” 來替換詢問別人的出行方式；并能夠用句子 “I go by?” 進行回答。

4、聽懂、會吟唱Let's chant的歌謠。

5、幫助學生了解交通規則，并在生活中自覺遵守交通規則。教學重難點：

掌握四會短語和A Let's learn部分中運用某種交通工具去某地的表達法，并能替換關鍵詞進行問答。課前準備：

1、教師準備Let's start部分和主情景圖的教學課件。

2、教師準備錄音機和本課時的錄音帶。

3、教師準備A Let's learn部分的單詞卡片。教學步驟：

一、熱身(Warm-up)

1、復習副詞：always，usually，often，sometimes，never的讀音與詞義。

T: When do you get up? / When do you go to school? ?(引導學生用always，usually，often，sometimes回答)

2、T：Today I go to school by bus.I usually go to school on foot.教師利用肢體動作幫助學生理解句子意思。

T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 師生之間自由會話，引出幾種常見的交通方式。引導學生看本課Let's start部分的標圖并回答問題。

二、預習(Preview)

1、快速反應游戲

2、Let's chant

教師放本課Let's chant部分的錄音，唱到on foot時，全班跺跺腳；唱到by car/ bike/ bus/ plane/ train的時候，學生做出相應的動作。然后教師根據歌謠內容隨機出示Let's learn部分的單詞卡片加深學生印象，全班學生再跟錄音邊唱邊做一遍。

三、新課呈現(Presentation)

Let's learn

1、教師做動作，自問自答： “How do I go to school? I go to school by bike.” 并在黑板上寫下：by bike。教師再重復剛才的句子并問某一學生： What about you? How do you go to school? 教師幫助學生說出完整的句子： “I go to school by?” 并將相應的短語寫在黑板上。

2、看短語貼卡片游戲

教師依次出示畫著不同交通工具的短語卡片，讓學生迅速地貼在黑板上的by短語旁邊，教師領讀短語和句子 “l go to school by...”

3、“快速反應” 游戲

教師說出某個短語，如：by bike，讓學生做相應的動作并說出句子，如：I go to school by bike.4、教師拿出剛才學生可能沒有提到的交通工具的圖片，如：by plane/subway/ ship/ boat等，呈現和練習這些短語。然后指著課本上的配圖問：“What can you see in the pictures?” 注意引導學生理解“地鐵”的含義： “It's an underground railway in a city.It travels very fast.” 教師領讀新學短語。

5、學生聽錄音，跟讀Let's learn部分的內容。教師注意糾正學生的語音、語調。

6、教師引導學生進行單詞的拼讀競賽。可空出單詞中的元音字母讓學生填寫, 也可打亂組成單詞的字母的順序，讓學生重新排序，組成單詞。

7、Let's play 教師請學生說一些地點，比如：school, Beijing, the US, the moon等；教師鼓勵學生大膽想象出行方式和所去地點。然后學生兩人結對進行句型操練，一人問 “How do you go to Beijing/ the USA/ the moon?” 另一學生給出答案： “I go by train/ plane/ spaceship.”

四、鞏固和延伸(Consolidation and extension)

1、教師引導學生看主情景圖，說出其中表現的交通方式。學生多能說出：on foot，by bike, by subway。如有學生問及小丑騎的獨輪車以及幼兒騎的三輪兒童車教師可補充說明那分別是unicycle和tricycle；而自行車bike的另一說法：bicycle，意為兩輪車。

2、學生做Let's learn部分的活動手冊配套練習；教師指導學生規范書寫。新學伊始，教師非常有必要對學生重申一下書寫的要求。

五、Homework

1、學生背誦并抄寫四會單詞；

2、學生預習C Let's sing部分的歌曲。教學后記：

第二課時

教學目標：

1、能聽、說、讀、寫四會掌握句子： “How do you go to school? Usually I go to school on foot.Sometimes I go by bike.” 并能在情景中正確運用。

2、能夠表述自己以何種方式上學并簡單陳述原因，如：Usually I go to school by bus，because it's fast.3、能夠聽懂Let's try的錄音內容并選出正確選項，掌握Let's talk，Let’s read部分的句型。

4、學會調查和統計、分析數據，并能表示出來。教學重、難點：

1、重點是聽、說、讀、寫句型：How do you go to school? Usually/ Sometimes I go by?

2、難點是學生書寫四會句子并能簡單陳述選擇某種交通方式上學的原因。課前準備：

1、教師準備錄音機和本課時的錄音帶。

2、教師準備本單元A Let's learn部分的單詞卡片。

3、學生每人準備一張卡片，畫一個印象最深刻的交通標志。教學步驟：

一、熱身(Warm-up)

1、聽一聽，猜一猜

2、Greeting

T: “Good morning!How do you go to school today? What about you? Do you go by bus, too?” 然后學生復習Let's chant部分的歌謠。

二、預習(Preview)

1、教師出示單詞卡片，提問：“How do you go to school?” 學生根據圖片內容回答

“I go to school by?” 師生會話直到班級里大部分學生能夠準確說出圖中交通工具的名稱以及該句型。然后學生兩人一組練習句型： “How do you go to school? I go to school by?”

2、Let's try

三、新課呈現(Presentation)

Let's talk

1、教師放課文錄音，之前向學生提出問題： “How does Sarah go to school? Listen．”學生聽后模擬Sarah來回答問題。

2、學生跟讀錄音，然后兩人一組替換句型中的關鍵詞練習對話。

3、Group work：

T: “How do I go to school，do you know? Ask me，please!” 然后教師在黑板上畫一輛自行車、一輛公共汽車和一輛計程車的圖案，并分別在后面兩圖旁標當地的價格，如：l yuan, 7 yuan回答說：“Usually I go to school by bike, because it's good exercise.Sometimes I go by bus, because it's cheap.It costs l yuan.Sometimes I go by taxi, because it's fast, but it's too expensive.It costs 10 yuan.教師讓學生四人一組，了解同學用何種互方式上學，并鼓勵學生簡單闡述原因，如：My home is near.It's fast.It's cheap.Good exercise?

4、Let' read 學生四人小組閱讀，并完成課后練習。

5、聽錄音，跟讀。教師對學生仍有疑問的地方講解。

四、鞏固和延伸(Consolidation and extension)

1、學生回家調查父母及其他親戚的上班方式，寫一篇小作文。

2、找出peak/ beat/ team/ deal/ pig/ big/ tin/ dish的讀音之間的區別。

五、Homework

1、學生背誦并抄寫Let's talk部分。

2、學生預習Let's read部分。教學后記：

第三課時

教學目標：

1、能夠充分理解并正確朗讀對話，能完成文后回答問題的練習。

2、能夠了解輔音/p/，/b/，/t/，/d/與元音/i:/，/i/的發音規則.3、了解Good to know部分的內容，能夠辨認常見的交通標志，如：Cross way.No entry.No bikes.Turn right.No left turn.教學重、難點：

1、重點是學生能夠充分理解并正確朗讀對話。

2、難點是如何指引他人在不同地點換用不同的交通工具到達某一地點。課前準備：

1、教師準備錄音機以及錄音帶。

2、教師課前在教室里張貼各種交通工具的圖片或準備多媒體來展示。

3、學生每人準備一張白紙。教學步驟：

一、熱身(Warm-up)

教師放C Let's sing部分的錄音，學生跟唱。可組織男女生各唱一遍，看誰好。

二、新課呈現(Presentation)

Let's read

1、最佳路線“活動

教師用簡筆畫呈現兩個情境：Bob家住在山上，山腳有一條河，河對岸有公交車站通向學校；May家離學校很遠，家附近有個地鐵站，May的學校附近雖沒有地鐵站，但有一路公交車直通地鐵站的入口。教師讓學生分組活動，設計最佳上學路線，原則是省時方便。教師注意指導學生使用連詞then來表示動作的先后順序。教師要求各組派一人假設自己是Bob或May，上講臺匯報。

2、教師說： “Now let's read the dialogue and find out how Sarah goes to the park.Can you draw the route on your paper?” 學生兩人一小組分角色朗讀對話，教師在教室里巡回走動，解惑答疑，并指導學生簡單畫出Sarah的路線。

3、教師展示學生畫出的路線并示范如何描述Sarah去公園的路程：“First，Sarah go to Zhang Peng's home by bike.Next, Sarah and Zhang Peng go to the bus stop on foot.Then they can go to the park by bus.” 教師板書first，next，then，讓學生知道恰當使用一些連詞有助于表達更為流暢。然后請幾名學生依照順序來描述Sarah和Zhang Peng去公園的路線，比一比誰說得最好。

4、教師放Let's read部分的錄音，學生跟讀。

5、學生兩人一組練習對話。

三、鞏固和延伸(Consolidation and extension)

1、教師隨意抽取一張學生課前填寫的調查表，對該學生說： “You've been to Harbin.Is it a nice city? What can you see there? How do you go there?” 問同組其他三名學生以上幾個問題。學生仍以四人一小組的形式展開活動，用問題： “Do you go to?by??” 測某一小組成員到達表格中目的地的方式。一人只有一次猜測機會，不對，大家再一起問： “How do you go there?” 該學生回答。每小組選一名代表描述自己曾去過的某個地方。

2、Good to know：

教師詢問學生課本上各個交通標志的意思： “What's the meaning?” 然后幫助學生回答： “Turn right.Crosswalk.One way.” 等。再讓學生完成圖與文字搭配的練習。鼓勵學生展示課前繪制的交通標志圖并尋找更多交通標志與其他同學進行交流.3、學生聽錄音、跟讀對話。

四、Homework 學生背誦并抄寫Let's read部分。

教學后記：

第四課時

教學目標：

1、能夠聽、說、認讀以下短語：Stop at a red light.Wait at a yellow light.Go at a green light.能夠聽、說、讀、寫短語和單詞：stop，wait，traffic lights，traffic rules。

2、能夠了解基本的交通規則，即紅燈、黃燈、綠燈的功能；并能聽懂英語指令做出相應的動作。教學重、難點：

1、重點是掌握四會短語和單詞：stop，wait，traffic lights，traffic rules。

2、難點是書寫短語traffic light，traffic rule和理解動詞stop，wait的含義。課前準備：

1、教師準備兔子舞的音樂和錄音機、本課時的錄音帶及教學掛圖。

2、教師在一塊板上掛紅黃綠三張圓形紙卡。

3、學生準備本課時的單詞卡片。教學步驟：

一、熱身(Warm-up)

”兔子舞“游戲

教師放兔子舞的音樂，全班學生排成長隊，后面學生把手搭在前面學生的肩膀上，隨著音樂的指令 “Left-Right-Go-Turn around-Go，go，go”，隊伍開始向前慢慢移動，教師最好也參與游戲。

二、預習(Preview)

1、師生一起吟唱Let's chant的歌謠。

2、教師從歌謠中引出問題：“How do you go to school?”請學生根據實際情況回答，復習A部分主要句型。

三、新課呈現(Presentation)

1、教師指著教室里的日光燈說：I like the lights because I can see things clearly at night.Can we see lights in different colors in our city? Yes!Turn light, traffic lights.2、教師邊畫簡筆畫，邊說：”We have red，yellow，and green lights.We call them traffic lights．教師板書traffic fights，然后問學生：“What do they mean，do you know?” 學生可能會用漢語回答，教師點頭表示肯定，再請學生回答：“When do we stop/ wait/ go?”引導學生回答：We stop at a red light...3、教師出示自制紅綠燈，請一名學生隨意指向不同的顏色，教師示范動作，比如：看見綠燈，教師一邊向前走一邊說：“It is a green light.I can go.Go-go.Go!” 看見黃燈，停住不動但擺動雙臂示意要走：“It is a yellow light.I must wait.Wait-wait-wait!I can go in a moment.” 看見紅燈，提問學生：“The light is red.Call I go? No，no，no!It's dangerous!I must stop.Stop-stop-stop!”

4、教師板書stop，wait，go在相應的交通燈旁。為了幫助學生區別stop與wait，可以適當使用漢語解釋詞義。

5、Let's play

教師請出若干名學生，根據指令做相應的動作，連續做錯兩次動作的學生將被淘汰，如：教師說red light，學生停著不動，教師說yellow light，學生做好走的準備，教師說green light，學生往前走。然后換一組學生再做這個游戲，由其中一名學生來發指令。也可讓全班學生分成六人一組分別進行小組活動。最后教師小結：“Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．”教師再指著以上三句話總結說：These are traffic rules．

6、教師繼續提問：“What does the' traffic rule 'mean?”板書并解釋traffic rule，鼓勵學生說出Let's learn部分的三個句子。然后教師說．Yes.These are traffic rules．You must remember the traffic rules．“通過手勢幫助學習理解remember的意思。

7、教師放Let's learn部分的錄音，學生跟讀。

8、教師引導學生以競賽的形式書寫四會單詞和短語。可先引導學生利用學生卡片背面的灰體詞進行單詞描紅，學生邊描邊拼讀單詞。

四、鞏固和延伸(Consolidation and extension)

師生討論不同的出行方式及其應當遵循的交通規則。

五、Homework

1、學生背誦并抄寫四會詞語。

2、學生預習Let's talk 部分。教學后記：

第五課時

教學目標：

1、能夠聽懂、會說并能書寫句型：”How Can I get to Zhongshan Park? You can go by the No．15 bus．“能夠在情景中正確運用。

2、能夠在對話中正確使用禮貌用語，比如：”Excuse me．Thank you．You're welcome．“等。教學重、難點：

1、重點是四會掌握句型：How Can I get to Zhongshan Park? You can go

By the No．15 bus．

2、難點是學生能夠在實際情景中恰當地表達使用某一交通工具到達某一目的地。

課前準備：

1、教師準備錄音機和本課時的錄音帶。

2、教師準備一張簡易地圖，要能夠呈現本校附近的一些建筑物。教學步驟：

一、熱身(Warm-up)

(1)教師將全班學生分為兩組，每組選派一名代表上講臺發指令。如：Green／red／yellow light，各組學生在座位上做動作，做錯者坐下，即被淘汰，最后站著的人數多的組勝出。

(2)教師讓學生用自己的話描述交通規則，表述正確者為小組爭得一分，描述有新意者得三分，如：It's a yellow light，I must wait．Now the light is green，I can go．Don't go at a red light，a car may hit you．

二、預習(Preview)

Let's try

教師放Let's try部分的錄音，學生聽錄音選擇相應的圖片。

錄音內容如下：

Man：Excuse me．how can I get to Dongfang Primary School?

Zhang：You can g0 by the No．14 bus．It's next t0 the nature park．

Man：Thank you．

Zhang：You're welcome．

教師檢查有多少學生能夠準確區分14與40的發音，如果答對率低，教師要注意糾正。教師還可以板書一組相似的數字，如：13／30，18／80，15／50，教師說英文，學生說出中文的數字，幫助學生區分／-ti：n／與l-u／。

三、新課呈現(Presentation)

1、Let's talk

(1)教師根據學生平時常去的場所提問，如當地的一家電影院、風景點、或學生的祖父母家等：”How can you get to??Can you go by??Is it fast／slow／expensive t0 go by??“進行師生間的自由會話，再讓學生感知一下新句型：How can I／you get to??然后，教師請學生根據課本中提供的地圖回答問題：”How can I get to Zhongshan Park?“引導學生回答，提示他們坐15路公交車為：”By the No．15 bus．“教師提供完整的答句：”Yes．I can go by the No．15 bus．“教師板書這組句子。

(2)教師繼續提問：”It's a place．You can buy food，drink，fruit，vegetables，school things and clothes there．What is it?(It's a supermarket．)“教師最好出示一張當地比較有名的超市的照片或圖片來給出謎底。教師再提問：”How can I get

there? By bus or by bike?“然后領讀句子：”I can go to the supermarket by?“幫助學生理解supermarket是一個合成詞，來源于super與market。

(3)”你說我問“活動

該活動可以進一步鞏固生詞supermarket與句型”How can you get t0??“教師先示范：”I usually go shopping in Hua Lian Supermarket．I like it．“引導學生提問： ”How can you get t0 the supermarket?“教師根據實際情況回答：I can go by the No．

bus．Sometimes I go by bike because it's not far．

(4)教師與學生一起繼續學習地點名詞，如：bank，post office，cinema，教師出示單詞卡片引導學生初步認讀生詞。待學生能基本識別后請本上的配圖，提問：”Where is the post office?“學生迅速指向課本相應位置并說：”It's here．“教師也可以通過變換提問方式來提高學性，如：”Can you see a fast food shop in the map?''讓學生一邊指地答。

(5)教師引導學生看地圖，回答教師的提問：“How can I get to the bank／post office／

cinema??''可先用短語回答，如：”By bike-／On foot_／By the No．15 bus．“再引導學生使用完整的句子回答問題。

(6)教師說：”Now let's listen to the tape and find out where Jim is going and how he can get there．'學生聽該部分錄音，回答問題。

(7)教師再次放該部分錄音，學生跟讀。

(8)學生兩人一組看地圖，替換關鍵詞自編對話，(9)教師把組成四會句子的單詞打散后發給學生，或者空缺出四會句子中的重點單詞，請學生填四會句子。

2、Let's check

教師放錄音，學生聽錄音完成判斷題。

四、鞏固和延伸(Consolidation and extension)

1、教師出示自制地圖，請一名學生協助示范對話，然后讓學生兩人或三四人一組，編一個類似的對話并進行表演。

2、學生拿出上一課時布置的作業，即畫一張從家里到學校(或從學校到家)的路線圖，四人一組互相描述自己的路線。教師請幾名學生以對話的形式匯報同組學生的情況：How do you go t0 school? I go on foot，because my home is near．

五、Homework 學生背誦并抄寫Let's talk 部分。教學后記：

第六課時

教學目標：

1、能夠讀懂Let's read部分，并能判斷短文后的句子是否正確。

2、幫助學生建立自覺遵守交通規則的觀念，并了解不同國家交通規則的異同。

教學重，難點：

1、重點是幫助學生理解句型：In China／the US，drivers drive on the

right side Of the road．In England and Australia，however，drivers drive On the 1eft side Of the road．

2、難點是學生對文化差異的了解：在中國和美國等國家車輛靠右行駛，但在有些國家車輛靠左行駛，比如英國、澳大利亞、新加坡等地。課前準備：

1、教師準備錄音機和本課時的錄音帶。

2、教師在課前將寫有usually，always，often，sometimes的紙條貼在教室的墻上。

3、教師課前在講臺前騰出一塊空問，在地上畫出模仿街道的分道線，為本課時活動做準備 教學步驟：

一、熱身(Warm-up)

(1)教師說口令：“If you go by car, by bike or 0n foot，you must watch the traffic 1ights and know the traffic rules．Red!Yellow!Green!”學生聽音做動作：stop，wait，go。教師不斷變換速度，做錯動作的學生出局。

(2)教師說動作詞，學生說出相應的交通燈的顏色，比如：wait--yellow，go-green，stop-red，學生之問比一比，看誰的反應快。

二、預習(Preview)

教師舉起左手，說：“This is my left hand．Show me your left hand!Then，show your right hand．”確定學生能夠區分left和right后，請一小組學生上講臺，教師發出的指令做動作：“Turn left．Turn right．Turn back．”然后換另一小組，快做動作準確的小組獲勝。

三、新課呈現(Presentation)

1、Let's read(1)教師站在課前畫好的分道線的右側，往前走，邊走邊說：“Now I'm walking on the right side of the road．I know the traffic rules．Do you think so?”教師重復并板書：“walk on the right side of the road”。老師再沿路的左側往前走，請一名同學描述：“You are walking on the left side of the road”,老師板書句子：“walk on the left side of the road”。(2)教師接下來說：“In different countries, traffic lights are the same ,but the traffic rules are different.”請學生打開課本第九頁，聽錄音。(3)學生閱讀短文，完成文后的判斷題。(4)教師領讀句子，學生跟讀。

2、Story time

(1)做B Let's play的游戲，請一名學生代替教師發指令：“stop，wait，go”，其他學生聽指令做動作。教師說：“You are good children because you know the traffic rules．Let me do it．''然后教師故意做錯幾個動作，在學生提醒的時候，抓緊時機說：”I'm sorry．I am against the traffic rules．“然后板書：be against the traffic rules。

(2)教師放c Story time的錄音，學生聽錄音回答問題：”Where do Zoom and Zip want to go? How do they go there?“

(3)學生打開學生用書第13頁，教師提問：”Why don't they go by taxi? Why does

the policeman stop them?“學生讀對話回答問題。

(4)教師放兩遍錄音，第一遍全班學生跟讀，第二遍學生分角色跟讀。

四、鞏固和延伸(Consolidation and extension)

學生分組戴上頭飾表。演A、B部分的對話和c部分的故事。教師注意啟發學生的角色意識，尤其是扮演警察的學生要注意表演時的語氣與神態需符合身 份。

五、Homework

1、學生背誦并抄寫Let's read部分。教學后記：

Unit 2

Where is the science museum？

第一課時

Teaching aims:

1、能夠聽、說、讀、寫單詞或短語：hospital，cinema，post office，bookstore

2、能夠聽、說、認讀短語science museum。

3、能夠聽、說、認讀句型：”Where is the library? It's near the post office．“并進行關鍵詞的替換操練。

4、能夠理解并會吟唱Let's chant的歌謠。

5、引導學生在學習過程中注重合作學習，利用課本中設計的Pair work，培養學生合作學習的意識。

Teaching importance and difficulties：

1、掌握Let's learn部分的四會單詞和短語。

2、準確書寫四會單詞和掌握三會單詞museum的發音。Preparations:

1、教師準備錄音機、本課時的錄音帶

2、單詞卡片 Procedures:

一、Warm-up

1、Game

2、Greeting: Today, I go to school on foot.What about you?

二、Presentation

1、Let's learn

listen and say

T: I want to post the letter.Where can I go?(post office)

Oh, I feel bad, I need to see a doctor.Where can I go?(hospital)

I'm ok now,I want to see a film, Where can I go?(cinema)

I need to buy some books, where can I go?(bookstore)

Where is the post office?(It's near the hospital.)

We also can say ”it's next to the hospital.“ Can you guess what meaning of ”next to“? It's the same as near.2、Let's chant

There are other two building.Look at this one,this is a science museum.the other one is library.In the map,there are 2 blanks A and B.Now, please guess where are they?

Sence: I want to go to the library, but I don't know how to get to the library? Can you help me?

Q: Excuse me,How can I get to the library?

A:

Q: Where is the library?

A:

三、Listen to the tape,read after it.1、Make dialogues

2、Next week, we will have a long holiday.I want to go to Beijing.I prepare a map.But it's too small, who can help me write it on Bb?

3、Do the same with partners.四、Homework

Copy the 4-skilled words, each 5 times.教學后記：

第二課時

Teaching aims:

1、能夠聽、說、認讀主要句型：”Where is the cinema／post office／?，please ?It's next to the hospital／cinema／?Is it far from here? No，it's not far．“并能在實際情景中熟練運用。

2、能夠書寫四會句子：Where is the cinema，please ?It's next to the hospital．

3、能夠聽懂Let's try部分，并能根據錄音內容選擇正確的答案。

4、能夠了解音標／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／的音與形；能夠讀出例詞并選擇音標與單詞和配圖正確連線。

5、繼續學唱歌曲”Where Are You Going?“ Teaching importance and difficulties：

1、4-skilled sentences: Where is the post office／?，please? It's next to the hospital／cinema／?Is it f打from here ?No,it is not far．

2、／e／，／／，／k／，／g／，／f／，／v／，／s／，／z／ Preparations:

1、教師準備錄音機和本課時的錄音帶。

2、學生準備好自己的城市設計圖。Procedures:

一、Warm-up

1、Let's chant

2、Introduce ideal city

Let's Ss describe their cities in four-people groups, then let the best one introduce for the whole class.二、Preview

let's try

三、Presentation

Let's talk

(1)”模擬城市“

Teacher divides the class into eight parts, and each part has a name：cinema,hospital，post office，bookstore，library，school.T:”The cinema is here.The hospital is next to the cinema． The post office is next to the hospital．“

(2)Q：”Is there a cinema near here?“

S1：”No.there isn't．“

Q：”Is there a cinema near here?“

S2：”Yes，there is．“

Q：”Where is the cinema，please?“

S2: ”It's next to the hospital．“

Bb(Where is the cinema, please? It's next to the hospital．)

(3)shows the picture of the ”Let's talk“.T：”Is it far from here?“ pointing to a place.Ss:”No．“(No，it's not far)

(4)Listen to tape, and play in roles.(5)Write the 4-skilled sentences.四、Pronunciation

1、Listen to the tape and read after it.2、Read and match

3、Let's sing

”Where Are You Going?''

五、Homework

Write a passage about your ideal city.教學后記：

第三課時

Teaching aims:

1、能夠理解并會朗讀Let's read部分的對話；能完成排序練習。

2、能夠使學生簡單了解中、西方地圖不同的標識。

Teaching importance and difficulties：

1、The dialogues in the Let's read.2、New sentences: What are you going to do after school? Get off at the cinema．Then walk straight for three minutes． Preparations:

1、Tape, tape-recoder

2、The pictures of Let's read and Good to know.Procedures:

一、Warm-up

1、Sing the song: “Where Are You Going?''

2、Greeting

T：How do you go to school?

S：I usually go to school by bike．

二、Preview

學生仿照Let's chant替換關鍵詞語自編歌謠。

T：Where is your home?

Ss：It's near ?．

三、Presentation

Let's read

(1)T:”School is over.I want to buy a pair of shoes after school.“

T：”What are you going to do after school?“

Ss: ”1 want to?“

Explain the ”going to?“

(2)教師出示街區圖，圖中有各種不同的建筑，如：醫院、郵電局、鞋店、書店、圖書館、超市、電影院和學校。教師手指板板上的街區圖，告訴學生自己所處的位置，然后提問，如：”Where is the hospital／post office??Is it far from here?“等。學生搶答：”It's next to the?“可以分組比賽，也可以全班學生一起參與搶答，答對者予以鼓勵。

(3)教師在街區圖的學校和鞋店旁邊分別加上一個站牌說”This is a bus stop.You can take the No．301 bus here．“教師繼續利用街區圖指出自己所在的位置：”Now I am at the school．I want to buy a pair of shoes．How Can I get to the shoe store?'學生會回答“You can go by the No．301 bus．”教師繼續提問：“Where can I get off the bus?”一邊問一邊手指著shoe store的位置，提示學生回答：“Get off at the shoe store．”

(4)教師指著街區圖繼續提問：“Now I'm at the shoe store．How can I get to the??”

根據地圖所示選擇離鞋店最近的直行可到的建筑物提問，引導學生回答：You Can go straight ahead．“教師表示肯定，說：”Yes!I can walk straight．“繼續問學生：”Is it far from the shoe store?“學生回答：”No．“教師接下來說：Yes．It's not far．I walk straight for three minutes．Then I Can get to the?．”

(5)教師請學生閱讀對話，回答以下問題：

What is Mike going to do? What is he going to buy?

Where is he going?

Where is the shoe store?

Which bus can he take?

Is the hospital on the right or left side of the road?

(6)學生課堂上完成排序任務。

(7)教師放Let's read部分的錄音，學生跟讀。

(8)學生兩人一組分角色朗讀對話。

Good to know

(1)教師出示Good to know部分的教學圖，讓學生知道如何使用地圖以及要 注意的四個標識：1．The title 2．North pointer 3．Symbols 4．Scale。

(2)教師出示杭州、上海或者當地的城區圖，請學生找出一些地名并判斷距離的遠近。

四、鞏固和延伸(Consolidation and extension)

學生聽A Let's read部分的錄音并跟讀，然后讀給朋友或家長聽。

五、Homework 學生背誦并抄寫Let's read部分。

教學后記：

第四課時

教學目標：

1、能夠聽、說、認讀四個方位詞：south，east，west，north。

2、能夠聽、說、讀、寫短語：turn left，turn right，go straight。

3、能夠聽、說、認讀句型：“How can I get to the museum ?Go straight for five minutes.Then turn left．”并能進行關鍵詞的替換操練。

4、能夠理解Story time的故事。教學重、難點：

1、重點是掌握四會短語：turn left, turn right, go straight.2、難點是straight的發音和拼寫。教學準備：

1、教師和學生準備B Let's learn部分的單詞卡片。

2、教師準備錄音機、本課時的錄音帶。

3、.教師準備一張中國地圖 教學步驟：

一、熱身(Warm-up)

教師準備“兔子舞”的錄音帶。師生溫習一下第一單元的“兔子舞”，跳的時候要注意強調單詞left和right，師生一起跳一跳、樂一樂。

二、預習(Preview)

(1)“滾雪球”游戲

教師將有關公共場所的單詞卡片貼在黑板上，第一名學生說一句話，如：I can see a hospital．第二名學生在后面加上一詞，如：“I can see a hospital and a cinema．，每名學生都要比前面學生說的多加一個地點名詞，這樣依次進行.(2)學生兩人一組進行問答操練，如：Where is the?? It's?Is it far from here?

三、新課呈現(Presentation)

Let's learn

I

(1)教師伸出兩只手介紹說：”This is my left hand and this is my right hand．“請兩名學生分別站在自己兩側介紹說：”A is on the left．B is on the right．“然后 提問一學生：”Where is A／B?“引導學生回答：”?is on the left／right．

(2)教師給自己發指令并做動作：Turn left．Turn right．Go straight ahead．

Let's play

教師準備一面彩旗和一塊蒙眼布。將學生分成兩大組，各組選派一名代表到上面。表示太陽慢慢從東方升起，教學east，要求學生注意ea字母組合的發音，提醒學生發音要到位。

(3)教師出示圖片或照片，讓學生猜測：“Where is it?”然后展示短語卡片學west。教師示范朗讀，學生跟讀。

(4)教師將課前準備的中國地圖貼在黑板上介紹：“Tibet is in the west of China．Zhejiang is in the east of China．”教師邊說邊標出east和west，然后提問：“Where is Xiniiang?”教學north，教師領讀該詞，學生跟讀，注意th字母組合的發音。教師再以同一方法教學south。教師發指令，請學生根據地圖上“上北、下南、左西、右東”的方向標，聽指令快速指方向，看誰反應快。

(5)“聽一聽、排一排”活動

每名學生拿出五張表場所的單詞卡片，具體是哪五張卡片由教師指定。學生聽教師發指令排出正確的位置，如教師可說：“The post office is west of the library．The cinema is east of the library．”等。此活動也可以在小組內進行，鼓勵學生人人參與。

(6)教師出示museum的單詞卡片，說：“1 want to get to the museum．Where is the

Museum ?How can I get to the museum?”教師板書：“How can I get to the museum?”示范朗讀，學生跟讀。

(7)教師放B Let's learn部分的錄音，讓學生認讀單詞并回答問題。

(8)教師出示本部分單詞卡片，給學生10～15秒時間熟悉卡片，然后將單詞蓋上，學生以四人小組為單位看圖搶讀搶拼單詞，拼讀時小組成員可提供幫助。(9)教師可讓學生在學生卡片背面的灰體詞上描紅，邊描邊拼讀該單詞或短語，看誰描得既快又好。如果做得不對，組內成員可以提醒。

四、鞏固和延伸(Consolidation and extension)

(1)“優秀連隊”活動

教師將學生分成4～6組，每組推薦一人當小軍官，給組內成員發指令，如：“Turn right!Turn left!Go straight!”根據整組學生的表現選出優秀連隊。

(2)教師先做示范，然后引導學生編歌謠如：Left hand，left hand，show me your left

hand．Right foot，right foot，stamp your right foot.(3)Story time

全班學生聽Story time部分的錄音，教師講解故事內容，學生模仿跟讀。教師讓學生讀一遍故事后回答相關的問題。學生分別說一說從故事中學習到了什么經驗。

五、Homework：

學生抄寫本部分的四會短語。教學后記：

第五課時

教學目標：

1、能夠聽、說、認讀句子：“It's east of the cinema．Turn left at the cinema，then go straight．It's on the left．”并能在情景中進行運用。

2、能夠四會掌握句子：Turn left at the cinema，then go straightoIt's on the left。

3、能夠根據Let's try和Let's check部分的錄音選出正確答案。教學重、難點：

重點和難點是使學生掌握句型：“It's east of the cinema oTurn left the cinema，then go straight．It's on the left．，并能在情景中熟練運用所學對話。還要能夠正確書寫其中的四會掌握句型：Turn left at the cinema，then go straight '。課前準備：

1、教師準備錄音機和本課時的錄音帶。

2、教學生兩人一組準備一張中國地圖。

3、老師和學生準備本課時的單詞卡片。教學步驟：

一、熱身(Warm-up)

（1）”尋寶藏“活動

教師課前為每名學生準備一張相同的迷宮圖。請學生根據教師的描述的路線，如果標對了，他們將會得到”寶藏“。該活動也可以在兩人組內進行。

（2）教師可適當修改剛才的尋寶藏路線圖，引導學生依照新路線編對話并進行演示。

二、預習(Preview)

教師放錄音，讓學生按照錄音內容選擇正確的答案，對本單元的重要語言進行階段性評價。

錄音內容如下：

．

1、Boy：Where is the library，please?

Girl：It's not flar.You can go there by the No．18 buso

2、Boy：How can I get to the cinema，please?

Woman：Turn left from here．Then walk straight for 15 minutes．It's on the left

3、Girl：Where is the library，please?

Man：It's next to the post office．

4、Gid：Excuse me，how can I get to the science museumf

Boy：Take the No.15 bus．Get off at the science museum.You can l see lt.(1)Let's try

錄音內容如下：

Boy:Excuse me，how Can I get to the science museum'?

Girl：Take the No．t2bus．Get off at the hospital．Then walk east for lOminutes

You can see the science museum．It's next to the cinemao

Boy：Thank you．

Girl:You're welcome．

(2)教師再放Let's tall時部分的錄音，學生跟讀。

(3)教師指導學生根據文字提示選出正確的路線。

三、新課呈現(Presentation)

（1）教師將Let's talk部分的教學掛圖貼在黑板上說”1 want to go to the post office。

Where is the post office?“引導學生回答：”It's east／west／south／north of?。?

接著讓學生看掛圖，利用圖上出現的場所替換關鍵詞進行問答。

（2）“愛我中華”活動：

學生兩人一組準備一張中國地圖，進行問答，如：“Where is Jiangxi?It's east

0f Hunan．It's west of Zhejiang．It's south of Anhui．It's north of Guangdong.等。

（3）教師將學生分成六組，仿照教學掛圖所示位置，把六張單詞卡片(hospital，bookstore，park，post office，cinema，school)分發給各組，然后教師站在圖中Amy的位置上，說：I want to go to the hospital．Where is it?”學生會說：“It's east of the park．''教師再問：”How can I get there?“引導學生說：”Turn left affil the cinema，and go straight．Then turn right at the post office and go straight-It's on the left．“學生跟讀并進行一系列的替換練習。

（4）教師放B Let's talk部分的錄音，學生跟讀。

（5）學生兩人一組，看地圖，替換句型中的關鍵詞自編對話，請幾組學生表演

對話。

（6）教師引導學生書寫四會句型。

四、鞏固和延伸(Consolidation and extension)

1、學生做小組練習，再叫幾名學生描述某一場所的位置，全班學生一起猜。

2、學生吟唱Let's chant部分的歌謠。

五、Homework

并抄寫B Let's talk，并記會。

教學后記：

第六課時

教學目標：

1、能夠理解并會朗讀Let's read部分，能夠完成選詞填空練習。

2、能夠完成Task time的任務。

3、能寫簡單的路線說明并了解寫信的基本格式。教學重、難點：

重點和難點是能夠聽、說、認讀句子：”Start from the bus stop.Get off of our school．Take the No．17 bus．Get off at the post office．Walk east for three minute.Find the white building on the left．Look for me near the door． 課前準備：

1、教師準備錄音機和本課時的錄音帶。

2、教師準備本課時的教學掛圖。

3、教師準備一張邀請卡。教學步驟：

一、熱身(Warm-up)

1、師生共唱歌曲“Ten Little Candles Dance．”

2、“優秀小警察”活動：。

教師將B Let's talk部分的教學掛圖貼在黑板上說：“1 want to buy some books.Where can I go? How Can I get there?''請學生扮演小警察指路。師生一起評選出優秀小警察并給予獎勵。

二、預習(Preview)

師生進行日常會話。以下問題可供參考：

How old are you? How do you go to school?

Which bus do you take?

Where is your home?

What's the colour of the building you live in?

三、新課導入(Presentation)

1、教師課前安排一名學生站在教室外面充當郵遞員，上課鈴響后，郵遞員敲門遞給教師一封信說：”There is a letter for you．“教師接過信，看了看信封說：”This letter is from Sarah．“然后從信封中取出一張邀請卡，說：”It's an invitation．What does it say?“教師請學生粗讀段落，回答該問題。

2、教師出示教學掛圖說”Yes,Look!It's Sarah's birthday．How old is she? Where is her home ?How Can we get to her home? Let's read again．“讓學生帶著問題閱讀對話，提出不懂的單詞或句子，教師答疑。

3、”過三關“活動

教師朗讀Let's read部分，朗讀時故意讀錯三處，請學生看課文聽教師朗讀，聽到錯誤及時指出。如果所出現的三處錯誤沒有被學生發現，則表明教師已闖過三關。

4、教師指導學生完成選擇填空。

5、教師要求學生根據Sarah信中的說明，畫出到她家的路線圖。比一比誰畫得既快又好。

6、教師事先準備課文當中指示路徑的六個句子，隨意打亂順序，要求學生正確排序，看哪一組排得既快又準確。

四、鞏固和延伸(Consolidation and extension)

1、Task time

教師引導學生仔細看Task time中的地圖，觀察各處場所的位置以及公交車路線。然后讓學生兩兩分組依照對話泡中的示范語言詢問和回答某場所的位置以及到達該場所的路線。教師可適當提示學生圖中交通指示燈四周的場所都可步行到達；而museum和hospital則可乘一路公共汽車到達。

2、學生聽錄音、跟讀本課的目標。

五、Homework 學生朗讀Let's read部分。

教學后記：

Unit 3 What are you going to do？

第一課時

教學目標：

1、能夠聽、說、認讀句型：”What are you going to do this evening? I'm going to the cinema．“并能對其中的動詞和時間短語進行替換操練。

2、能夠聽、說、認讀動詞短語：take a trip，go to the cinema，read a magazine．

3、能夠聽、說、讀、寫時間短語：next week，this morning／afternoon／evening；并能夠聽、說、認讀時間短語：tomorrow，tonight．

4、能夠在Pair work中合理安排自己的活動時間并與他人進行交流。教學重、難點：

1、重點是能夠聽、說、讀、寫Let's learn部分的四會短語；并能替換going to do句型中的動詞和時間短語對將來的活動進行表述。

2、難點也是四會詞匯的聽、說、讀、寫以及對be going to do句型了解和替換操練。免費下載綠色圃中小學教育網Http://www.tmdps.cn 課件|教案|試卷|無需注冊

課前準備：

1、教師準備動詞短語卡片，如：take a trip，go to the cinema等。

2、教師準備教學課件。

3、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、教師課前放本單元歌曲”What Are You Going to Do?“學生初步感知be to do句型。

2、師生進行日常會話，可將重點放在動詞短語的問答上。

二、預習(Preview)

1、教師出示課前準備好的課程表，說”Look!We have so many classes in a day指著Monday說：“What classes do we have on Mondays?''幫助學生一起說”On Mondays，we have English，Chinese，math．?“再請學生回答其他幾個的課安排。

2、教師出示當天的日歷，師生進行問答

3、”演一演、猜一猜“活動

教師準備好動詞短語卡片，如：play spots，go hiking，do morning exercises． go to the cinema，take a trip，read a magazine等以及相關道具，如電影票、雜志、背包、太陽帽等。生抽出一張卡片，根據上面的圖片或文字，用動作表現出來，其他學生猜什么短語。當有學生抽到新短語read a magazine時，教師可引他借助雜志來進行表演，其他學生由此可能會猜：read a book，教師借機引入新詞magazine。教師可將take a trip留到最后自己表演，借助背包、太陽帽產生可能會猜出是go hiking，教師說：”No，I'm going to take a trip．，'引出新短語take atrip。教師可設立“最佳表演獎”來鼓勵學生進行創造性表演，也可設立；'心有靈犀獎“來鼓勵學生踴躍競猜。

4、教師放課文的錄音，學生靜聽一遍后跟讀，(教師可對'I'm going to the cinema．”加以解釋，語法規則見教學參考資料庫。)隨后學生兩人一組進行練習，教師引導他們主動替換對話中的時間和動詞短語，進行更為廣泛的操練。

Pair work

教師出示Pair work部分的表格，說：Look!Here are some activities that are good for you．Please decide when you are going to do them and tell your partner．Pay attention：You can do them in two weeks．

學生先在表格中填人時間短語，然后進行結對操練。教師請幾組學生演示對話。

四、鞏固和延伸(Consolidation and extension)

1、學生抄寫本課時的四會詞匯。

2、學生以表格形式安排自己第二天的活動并向朋友或家人介紹。

3、學生跟錄音學唱歌曲“What Are You Going to Do?”

五、Homework

1、學生朗讀Let's learn部分的短語。

2、學生做本部分活動手冊配套練習。

教學后記：

第二課時 教學目標：

1、能夠聽、說、讀、寫句型：What are you going to do on the weekend? I'm going to visit my grandparents this weekend．

2、能在Group work部分合理安排周末的旅游項目。

3、能夠完成Let's try部分聽錄音判斷對錯的練習。

4、能夠聽懂、會唱歌曲“What Are You Going to Do?” 教學重、難點：

1、重點是學生能準確、自如地運用(并會書寫)be going to do句型描述自己的活動計劃與他人進行交流。

2、難點是聽、說、讀、寫四會掌握句型：What are you going to do on

the weekend ?I'm going to visit my grandparents this weekend． 課前準備：

1、教師準備一張簡明地圖，圖中標有ZOO，theme park，cinema，school，bookstore，post office，pet shop等場所。

2、教師準備一張當地的簡明旅游圖。

3、學生以四人為一小組準備當地的簡明旅游圖。

4、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

(1)教師課前放歌曲“What Are You Going to Do?”

(2)學生根據自己設計的表格向其他學生介紹自己一天的活動安排.二、預習（Preview）Let' try 教師說：“The National Day is coming．I have a friend in Shanghai．What is she goingto do? Let's listen to the tape and find out．”教師可分三次放錄音，并根據學生的際情況有針對性地提問。學生聽錄音、回答問題并完成判斷正誤的練習。可供考的問題如下：

1、Where is she going？

2、How is she going there?

3、Who is she going with?

4、Is she happy?

5、What is she going to buy?

三、新課呈現(Presentation)

Let's sing

教師接著Let's try部分說：The girl is going to be doing on the National Day．She's very happy．Now let's listen to a song and find out what the children are going to do on Saturday.OK?

教師放C部分的歌曲，學生跟唱兩遍后分師生、男女生或在小組間展開對唱。

Let's talk

1、對唱結束后，教師出示標有動物園、電影院等地點的簡明地圖，并圈出動物園所在位置，說：“The boy／girl(根據歌曲錄音中的聲音)is going to ZOO．His／her home is here．(教師指著地圖中離動物園較遠的某一地點)Is it far from the zoo?”學生回答：“Yes，it is far from the zoo．”教師再問：“How can he／she get to the zoo?”引導學生回答：“By bike／bus／taxi．”等。

2、教師放Let's talk部分的錄音，學生跟讀并分角色朗讀。學生開展組與組之間的朗讀比賽，教師鼓勵學生對對話中的時間和地點進行替換。

3、教師出示打亂順序的單詞卡片，如：what ,do，going，are, the，to，you，weekend.又如：I，going，visit，to，am，my，this，grandparents，weekend。要求學生在最快時間內組合成句。師生一起拼讀其中較難的單詞如：weekend，grandparents，visit。

4、教師引導學生書寫四會句型。

Group work

教師出示當地旅游圖，師生可先就旅游景點自由會話，如：“Where is it ? How do you go there?”等。

然后教師布置任務Now you are a tour guide．Please write a schedule for this weekend．See who can design the best schedule for us．學生先在課文表格中寫出自己的活動設計，并在小組內進行表述。組內推選出一名“最佳小導游”，如果時間允許還可舉行全班性的比賽。

四、鞏固和延伸(Consolidation and extension)

1、學生朗讀本課時的對話。

2、學生抄寫四會句子。

3、學生對自己的周末活動做出詳細安排，并以表格形式寫出。

五、Homework

1、學生將本單元的歌曲唱給家人或朋友聽。

2、學生做本課時的配套練習。

教學后記：

第三課時 教學目標：

1、讀Let's read中的段落，并根據段落內容寫出提綱式的LiuYun's weekend plan.2、能夠模仿文段內容陳述自己的周末活動安排。教學重、難點：

1、重點是閱讀段落并根據段落內容進行第三人稱的轉述，掌握第三人稱吋be going to do句型的用法。

2、難點是轉述時第一人稱與第三人稱的人稱代詞與物主代詞的變換。課前準備：

1、教師準備若干張表格(形式見教學過程說明)。

2、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、師生同唱歌曲“What Are You Going to Do?”

2、教師出示第二課時中the Great Wall，theme park和當地部分名勝及各種如bookstore，pet shop的圖片(包括生詞supermarket)。先請一名學生示范問答，如：What are you going to do this morning ?I'm going to visit the Great Wall．How do you get there? By train．?教師鼓勵學生踴躍提問，而非師生間單向問答。

二、預習(Preview)

教師請幾名學生介紹自己的周末安排。在學生介紹的過程中，教師可根據提出更細節性的問題，姐“When are you going to get up on Saturday? Where are you going on Saturday morning ?How are you going to the zoo?”等。在一名學生答之后，教師給予評價，如：“Wonderful!You're going to have a busy weekend，are you?”等，并向其他學生提問：“What is A going to do on Saturday morning? he is going with?”等，引導學生將第一人稱改為相應的第三人稱進行回答，生回答的內容以短語形式填人課前準備好的表格中.完成表格后，教師說：“Amy is going to have a busy weekend．”板書have：weekend，引導其他學生以“I'm going to have a busy weekend．”為開頭介紹周末安排，并邀請其他學生做簡單記錄，對于其中涉及的非四會詞匯或其他的詞匯可師生一起拼寫。

三、新課呈現(Presentation)

Let's read

1、在幾名學生匯報完周末活動安排后，教師廣泛而快速地詢問其他學生：What are you going to do on Saturday／Sunday morning?“等，確認學生能正確使用句型：”I'm going to?“來回答。

2、教師接下來說“Liu Yun is going to have a busy weekend，too．What is she going to do? Please read the passage and answer my questions．”教師可以根據段落內容順序設計問題，讓學生朗讀一遍課文后依次口頭回答。

3、學生以小組為單位討論并回答問題，如有不同答案，師生共同探討，找出最佳答案。

4、教師放課文錄音，學生跟讀兩遍后全班一起朗讀，再自由朗讀課文l一2遍。

5、學生獨立填充Liu Yun's Weekend Plan，并在組內互相討論，交流與校對。

四、鞏固和延伸(Consolidation and extension)

1、學生模仿跟讀Let's read的錄音，并讀給自己的同桌聽。

2、學生模仿課文表述自己的周末活動安排。

五、Homework

1、學生做本部分活動手冊的配套練習。

2、學生朗讀Let's read部分。

教學后記：

第四課時 教學目標：

1、能夠聽、說、認讀單詞或詞組：dictionary，post card，newspaper，magazine，comic book；并能夠書寫post card；newspaper和comic book。

2、能夠聽、說、認讀句子：”What are you going to do? I'm going to buy an English book in the bookstore．When are you going? This afternoon．“并能進行關鍵詞的替換練習。

3、能夠用所學句型”What are you going to buy? I'm going to buy?“進行Let's play部分的購物活動。

4、能夠聽瞳并會吟唱Let's chant部分的歌謠。

5、能夠了解音標／a：／，／A／，／el，／O／，／m／，／n／，／o／的音和形并會朗讀相關例詞；能夠完成Read and match部分看圖、讀音標、辨詞形后連線的練習。教學重、難點：

1、重點是聽、說、讀、寫四會單詞和短語。

2、難點是三會單詞dictionary的發音、四會單詞的拼寫和Pronunciation 部分字母組合th的兩種發音。課前準備：

1、教師準備本課時的單詞卡片及不同科目的課本，如：English book，Chinese．。

等。

2、教師請學生幫助，模仿Let's play部分的插圖在課前對教室進行布置。

3、教師自制Pronunciation部分的課件。

4、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、學生朗讀Let's read的段落進行復習鞏固。

2、學生陳述上節課后模仿課文設計的周末活動安排，教師根據其陳述內容提問其他學生，如：”What is he going to do on Saturday morning?“請他們回答，如：is going to?．

二、預習(Preview)

Let's chant

1、教師聽完幾名學生陳述后說：What a nice weekend!Now let's listen to the music and try to find out what the child is going to do today．教師用課件展示Let's chant的歌謠，然后放錄音，學生看文字聽，再跟節奏吟唱。

2、教師可簡單解釋歌謠中學生初次接觸的短語，如take a sleep。師生根據歌謠內容進行問答，如：Are you going to buy a book／bake a cake ?Yes，I am.三、新課呈現(Presentation)

Let's learn

1、教師繼續Let's chant部分的提問：“Are you going to buy a book，too?”在有生回答”Yes，I'm going to buy a book．“或”Yes，I am．“后教師再問：”Where do you buy a book?“學生回答：”In a bookstore．“

2、教師接著提問：”What books can you buy in a bookstore?”啟發學生回憶學過的書籍詞匯，如：English book，Chinese book，math book，music book，science book等，學生回答出一種書，教師即出示一本該書的實物，把它們一一放下，師生一起拼寫這些單詞。

．

3、教師可通過繼續出示實物的方式，依次呈現生詞：comic book，dictionary，newspaper，post card，也可通過與story-book的比較呈現comic book；還可用簡單的英語進行解釋，請學生猜是哪個生詞，如：“Dictionary：In this kind of book。we can find many new words．It is helpful to us．Post card：When New Year's Day is coming，we often send them to our friends．”在呈現過程中，師生一起拼讀生詞中的四會單詞。

4、學生進行單詞拼寫比賽，可以口頭進行，看誰既快又好，以幫助記憶本課時四會單詞。

Let's play

教師布置學生課前每人帶2-3本圖書并布置好5-6處“賣書點”(仿照課文Let's play中的插圖)。每處“賣書點”由2-3名學生擔任銷售人員，其他學生自由購書。教師先與學生進行示范對話，可結合前幾冊學生用書中所學有關購物的句型對話進行拓展．

Let's learn

教師放Let's learn部分的錄音，學生跟讀后對其中的書籍名詞和時間短語進行替換練習。

Pronunciation

1、教師出示Pronunciation部分的課件說：Look!I have a dictionary．You Can find many new words in it．Can you read them?教師呈現Pronunciation部分的音標和單詞，放錄音，讓學生仔細聽，感知音標的音與形。然后教師示范朗讀，學生跟讀。尤其是th的兩種發音，教師應請學生仔細對照口型模仿朗讀。

2、Read and match

學生跟讀錄音2-3遍后獨立完成連線練習。

四、鞏固和延伸(Consolidation and extension)

1、學生抄寫本課時四會詞匯。

2、學生朗讀Pronunciation部分的例詞，并試著找出更多的例詞，五、Homework

1、學生吟唱Let's chant部分的歌謠。

2、學生做本部分的配套練習。

教學后記：

第五課時

教學目標：

1、能夠聽、說、認讀what，where，when引導的特殊疑問句并能做出相應回答。

2、能夠聽、說、讀、寫四會句子：Where are you going this aftenoon? I'm going

bookstore．What are you going to buy ?I am going to buy a comic book．

3、能夠聽懂Let's try部分的對話并完成聽音選圖的練習。

4、能夠使用各種疑問句釆訪他人的活動安排并做記錄。教學重、難點：

1、教學重點是三個特殊疑問句的問與答以及各種信息的替換和交流。

2、教學難點是學生能運用what，where，when疑問句進行真實的交際。課前準備：

1、教師準備一張簡明地圖，標出bookstore，shoe store，fruit stand，pet shop等場所。

2、教師準備錄音機和本課時的錄音帶。

3、教師課前在黑板上畫出表格。教學步驟：

一、熱身(Warm-up)

1、全班一起吟唱Let's chant的歌謠。

2、單詞拼寫競賽：

要拼寫的單詞包括：this morning／afternoon／evening，next week，newspaper，postcard等。可采取小組合作的“接龍式”拼寫形式；也可以選取組內一名學生拼寫全部單詞。拼出單詞最快最多的組獲勝。

3、教師出示簡明地圖，師生問答如下：

r：What shop is it?

s：It's a bookstore．

r：What can you buy in the bookstore?

s：

?

在學生回答各商店所出售的物品時，教師根據其回答在黑板上寫出單詞。

二、預習(Preview)

Let's try

教師指著地圖中的商店及各商店所出售的物品說：Look!There are so many stores and so many goods．Let's listen to the tape and find out：①Where is Sarah going? ②What is she going to buy? ③Who is she going with?教師放三遍Let's try部分的錄音，以上問題可根據學生的實際情況分三次提出，直到多數學生能回答并能將前兩項答案填人教師課前畫出的表格中。在填表過程中，教師請學生一起拼寫其中的四會單詞，如：bookstore，comic book。

三、新課呈現(Presentation)

Let's talk

1、“我的購物計劃”活動

教師指著黑板上的簡明地圖及表格說：Look，Sarah and Chen J1e are going to bookstore．Where are you going? What are you going to buy? When are you going?

Please write a shopping plan．指導學生結合表格中的購物地點、時間及商品三項提示，根據自己的購物；制定一個購物計劃，組內學生可以互相交流討論。

學生做好計劃后，師生根據表格中的三點要求：where，what，when進行提問。

教師先與幾名學生進行上述對話，再由學生提問來獲知教師的購物計劃由學生將有關信息填人表格中。學生兩人一組互相了解對方的shopping plan，靈活運用where，when，what導的三個疑問句互相提問和回答。

2、教師放課文的錄音，學生靜聽后跟讀，再分角色朗讀。

3、學生兩人一組根據課本上的替換圖對對話中的各種信息進行替換，教師 指導，并請幾組學生進行示范。

4、教師引導學生進行四會句子的書寫。

Pair work

1、學生兩人一組相互采訪，根據表格中提供的三個疑問句了解同伴當天下午活動安排(不一定是購物)，并簡要記錄信息。

2、教師請幾組學生在班級內演示采訪過程。教師可對采訪者的采訪記錄進行調查和評價，也可在非同桌的學生之間展開互評。

四、鞏固和延伸(Consolidation and extension)

1、學生抄寫本課時的四會句子。

2、學生課后對父母或朋友的近期活動進行采訪，記錄結果交給教師。

3、學生吟唱本單元的歌謠。

五、Homework

1、學生抄寫Let's talk部分1+1，并記會。

2、學生做本部分配套練習。

教學后記：

第六課時 教學目標：

1、能夠聽、說、認讀Let's read部分的對話。

2、能夠根據對話內容回答文后的問題。

3、能夠就自己20年后的理想狀況進行討論。

4、能夠理解Good to know部分的內容。

5、能夠完成Let's check部分聽音選圖的練習。教學重、難點：

重點和難點是聽、說、認讀Let's read部分的對話。課前準備：

1、教師準備各種職業的單詞卡片，如：soldier，doctor，nurse，farmer，English teacher，Chinese teacher，science teacher等。

2、教師準備關于文字記載方式的發展演變的課件。

3、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、師生一起吟唱Let's chant部分的歌謠。

2、教師出示各種職業的單詞卡片，與學生進行問答：“What is he／she? He's／

She's a doctor．”等。教師把職業單詞寫在黑板上。

二、預習(Preview)

Task time

1、教師指著黑板上各種職業的單詞說：“Everyone has a dream．What are you

going to be in the future? Discuss with your partner．”引導學生使用“I'm going

to be a?”進行分組討論，教師指導并適當記錄學生的討論情況。

2、教師與學生快速問答，如：

r：What are you going to be one day?

s：I'm going to be a teacher．

r：Oh，you want to be a teacher．(每項問答后教師都用這句話做總結，也可逐

步引導學生使用句型“1 want to be?”進行回答。)

三、新課呈現(Presentation)

Let“s read

1、教師進行總結說：”You're great．You have many wonderful dreams．Sarah has a wonderful dream ,too．What is she going to be one day? What is she going to do this weekend? Let's read a dialogue．“學生仔細閱讀對話，教師走動答疑。

2、教師請學生簡要回答剛才提出的兩個問題，如：”A science teacher．Plant trees．“ 然后師生間自由會話：”Do you want to be a science teacher?''教師根據學生的回答繼續提問：“Do you like plants ?Are you going to plant any~ees?”教師作出思考的表情，停頓一下說：“What else? Let me see．?”然后做出想起的樣子，問：“Are you going to read any magazines about plants?Do you need magazines about plants?''教師板書a magazine about patoto師生自由會話后一起朗讀文后提出的問題，學生再帶著問題默讀或朗讀；同桌之間或組內同學可以互相討論問題的答案并在橫線上書寫答句。

4、教師請學生回答問題，全班進行核對。教師提醒學生注意拼寫準確、書寫規范。

5、教師放課文的錄音，學生跟讀后全班一起朗讀，然后分角色朗讀。

Good to know

教師引入該部分教學：Some of you want to be Chinese teachers．So you should know something about the history of Chinese writing．教師借助資料片介紹該部分，擴充學生的知識面。

四、鞏固和延伸

(Consolidation and extension)

Story time

教師說：Zoom has a dream，Let's watch the VCD．too．He wants to learn how to swim．How does he learn?教師放Story time的課件并放故事的錄音。論故事的涵義，體會”Learn by doing．“的道理。

Let's check

教師放該部分錄音，學生聽錄音選出正確選項。

五、Homework

1、學生朗讀Let's read部分。

2、學生做本部分配套練習。

教學后記：

Recycle 1 第一課時 教學目標：

1、能夠聽、說、認讀Let's read I部分的對話并能完成文后判斷正誤的練習。

2、能夠根據Let's find out的提示語言在地圖中找到并寫出對應的公共場所。

3、能夠聽懂、會唱歌曲”How Can I Get to the Zoo?'' 教學重、難點：

1、重點是第一、二單元主要語言的鞏固和拓展。

2、難點是Let's find out部分根據提示語言在地圖上確認并書寫相應的公共場所。

課前準備：

1、教師準備一張標有post office，pet shop，hospital，park，Zoo等場所的簡明地圖課件。

2、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、全班一起吟唱第一單元Let's chant的歌謠。

2、師生進行自由會話：How do you go to school ? I go by?

3、教師用紅筆在簡明地圖上標出某一地點，如：A，說：“Now we are here．can I get to the park／cinema／pet shop?”請學生一邊指地名，一邊說明路。如：“Go straight．It's next to the post office．”教師還可標出其它地點，如B等，請學生指路。

二、預習(Preview)

教師手指簡明地圖上的某一地點，說：“Now we're here．We're going to the park．Is it far from here?”引導學生根據地圖上的距離回答。教師繼續提問：“How can we go to the park?”學生可提出不同建議，如：“We can go by bike／bus．等。

三、新課呈現(Presentation)

Let's read

1、教師說：”Amy and Chen Jie are going to the park ,too．How do they go to the park? Let's read the dialogue．“教師引導學生閱讀對話，回答問題。

2、教師用幻燈呈現Let's read I對話下面判斷正誤的練習。師生一起朗讀問題，讓學生打判斷正誤，再朗讀對話或聽錄音，校對答案。

3、學生自由朗讀或分組分角色朗讀本部分對話。

Let's find out

1、在學生分組朗讀后，教師說：Amy and Chen Jie are in the park now．The park has a pet shop，an ice-skating area and a ping-pong area．What else? Let's read and find out．教師指導學生閱讀文中的指示語言，并確定平面圖的四個方向，學生獨立或兩人一組討論完成填圖練習。

2、師生以對話形式來核對答案。

Let's sing

1、教師說：”The park is very interesting．Now let's go to the zoo．指著簡明地圖中的動物園，問：“It's far from the park．How can I get to the zoo?'請學生自由回答：”By bike／car?“

2、教師放歌曲”How Can I Get to the Zoo?“學生看歌詞靜聽，然后跟唱2～3遍。

四、鞏固和延伸(Consolidation and extension)

1、學生聽錄音，跟讀本課時對話。

2、學生進行課外討論：How can we get to the zoo?

五、Homework

1、學生朗讀Let's read部分。

2、學生做本部分配套練習。

教學后記：

第二課時 教學目標：

1、能夠聽、說、認讀Let's read II部分的對話并能完成對話后判斷正誤的練習。

2、能夠綜合運用1～3單元的主要語言；能聽懂Listen and choose部分的對話。

3、能夠熟練運用be going to do句型討論自己的夢想之旅。教學重、難點：

1、重點是1～3單元的綜合復習，尤其是復習鞏固be going to do句型。

2、難點是學生能夠運用前三個單元的語言靈活有效地進行交流。課前準備：

1、教師準備一張簡明城市交通圖和若干面小彩旗。

2、學生課前對放學后的活動做出簡單計劃并進行表述。

3、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(Warm-up)

1、全班齊唱歌曲”How Can I Get to the Zoo?''

2、學生四人一組分角色朗讀Let's read I部分的對話。

二、預習(Preview)

“探路先鋒“游戲

教師準備一張自制簡明地圖，以及若干面小彩旗。教出示交通圖，在圖中標出若干個地點，如A、B、C等，請兩名學生到地圖前，持一面彩旗。教師給出指示語，如：”I'm at Point A，I go straight from A．Then turn left at the traffic lights．Where am I?“教師的指示語應清晰、準確，可由簡至難步步推進。能夠率先將彩旗貼至教師所述位置的為”探路先鋒“，教師給予獎勵。

三、新課呈現(Presentation)

1、“我是實習小交警”活動

教師準備一張簡明城市交通圖和一頂交警帽。學生兩人一組，分別扮演交警與問路者，可進行如下對話：

A：Good morning，sir_ Where is the post office，please?

B：Go straight．Turn right at the hospital．It's on the left．?

A：Thank you．

若問路者及其他學生能根據“交警”的指示語順利找到目的地，則“實習“小交警晉升為“正式”小交警，教師頒發給交警袖章或其他獎勵品。

2、教師說：“Now we know the city very well．I'm going to?this afternoon．Where

are you going ?What are you going to do after school?”與學生展開如下對話：

T：What are you going to do after school?

S：I'm going to the?．

T：Where is the??

3、Let's read II

教師可接著學生的回答提問：“What is A going to do this afternoon?”學生回答后，教師繼續提問：“What are Zhang Peng and Mike going to do this afternoon? Do you want to know? Let's read the dialogue．”教師指導學生仔細閱讀對話，回答提出的問題。師生一起朗讀對話后判斷正誤的句子。

4、Listen and choose

教師接著Let's read部分說：Zhang Peng and Mike have their plans．Now let's listen and find out what John and Wu Yifan are going to do this afternoon．

教師放三遍錄音，第一遍請學生靜聽，初步理解；第二遍請學生聽音選圖；第三遍請學生進行自我檢查。如果時間允許，也可要求學生最后跟讀一遍錄音。

5、Group work

學生分組討論自己想象中的假期并填寫該部分表格。教師可鼓勵學生課后將自己的夢想之旅寫成短文(連貫的3～4個句子即可)參加評比，師生一起評選出七副作品在班級內展示。

四、鞏固和延伸(consolidation and extension)

學生書寫并修改有關My Dream Vacation，的段落，交給教師進行評選。

五、Homework

1、學生朗讀Let's read II部分的對話。

2、學生做本部分配套練習。

教學后記：

第三課時 教學目標：

1、能夠進一步綜合運用l～3單元的主要語言進行有實際交際意義的會話；能夠聽懂Listen and match的對話并完成連線練習。

2、能夠理解并會吟唱Let's chant的歌謠。

3、能夠認讀l～3單元Pronunciation的音標并能把音標和相關例詞正確連線。教學重、難點：

1、教學重點是學生對前三個單元主要語言的正確理解和有效運用。

2、教學難點是音標部分，要綜合復習前三單元學過的音標，使學生能把音標和相關單詞正確連線。課前準備：

1、教師準備前三個單元所學音標的卡片。

2、教師課前選一篇學生所做My Dream Vacation的短文，根據其內容仿照本課歌謠編創一首新歌謠。

3、教師準備錄音機和本課時的錄音帶。教學步驟：

一、熱身(warm-up)

1、全班齊唱歌曲“How call I Get to the Zoo?''

2、師生一起吟唱第一單元的歌謠，要求學生一邊吟唱，一邊用手打節拍。

二、預習(Preview)

教師對學生有關My Dream Vacation的短文做出總體評價，并請幾名寫得有創意的學生朗讀他們的短文，教師針對其內容提問，如：”Where are you going? What are you going to do? How are you going to there等。教師根據課前的準備，在最后一名學生朗讀完文章并回答了問題以后，簡化并板書該學生的回答，將其改編成為一首小歌謠，如：

Where are you going? What are you going to do?

I'm going to the Zoo to see the monkeys．

I'm going by bike．I'm going On foot．

I live near the Zoo．So I won't take a train．

教師拍節拍示范朗讀自己改寫的新歌謠，學生模仿吟唱新歌謠。

三、新課呈現(Presentation)

Let's chant

在以上活動的基礎上，教師放Let's chant部分的錄音，學生靜聽并試著跟讀，再看著文字吟唱。師生可進行問答式吟唱，并在小組間展開比賽。

Listen and match

教師說：“Now let's to find out：Where are John, Mike，Chen Jie and Sarah going this weekend? How are they going ?Let's listen!”教師放三遍錄音，第一遍請學生靜聽，初步理解；第二遍請學生聽音選圖；

Read and match

1、“眼疾手快“游戲

教師準備前三單元的音標卡片，把它們貼在黑板上。教師把學生分成四大組，每組各派一名代表上臺，教師念出一個音標，最快認出并將它拿到手里的學生獲勝。最后拿到音標卡片最多的學生獲勝。

2、教師出示l～3單元Pronunciation部分某些例詞的音標，請學生朗讀。再讓學生獨立完成Read and match部分的練習，全班核對。

四、鞏固和延伸(consolidation and extension)

1、學生朗讀l～3單元Pronunciation的音標和例詞。

2、學生跟錄音吟唱Let's chant的歌謠。

五、Homework 學生綜合復習l～3單元的語言。

教學后記：

Unit 4 I have a pen pal 第一課時 教學目標：

1、能夠聽、說、認讀句子：What is your hobby? I like collecting stamps.2、能夠聽、說、讀、寫動詞短語的ing形式：collecting stamps，riding a bike，31 diving，playing the violin，making kites。教學重、難點：

1、教學重點是掌握五個動詞(短語)的ing形式。

2、教學難點是拼寫：riding，diving，making。課前準備：

1、教師準備錄音機及錄音帶。

2、教師準備A部分Let's learn的單詞卡片。

3、教師準備一些樹葉、一本集郵冊、兩只風箏。

4、學生準備A部分Let's learn的單詞卡片。教學步驟：

一、熱身(Warm-up)

教師放五年級下冊Recycle 2的歌曲”I Love Going Hiking“，學生邊唱邊跟教師倘相應的動作。

二、預習(Preview)

”滾雪球“游戲

教師邊出示各種形狀的樹葉，邊說：”I like collecting leaves．“請一名學生在句子基礎上再加一句話，如：”I like collecting leaves．I like taking pictures．依次類推，看誰說出的句子最多。

三、新課呈現(Presentation)

Let's start

教師與一名學生示范。教師問：“What's your hobby?”學生回答：“Swimming.What about you?”教師回答后示范填寫Let's start部分的表格。同桌或前后兩名學生之間進行問答、填表。

Let's learn

1、教師邊做動作邊說自己的業余愛好：“I like playing the violin．What is your hobby?”引導學生回答：“I like?”教師板書：What is your hobby? I like playing the violin．指導學生拼讀hobby，playing the violin并進行問答操練。

2、教師拿出集郵冊，從里面取出一張郵票，問學生：“What's this?”引導學生回答：“It's a stamp．”教師板書stamp并帶讀。教師展示集郵冊，同時說：“I like

collecting stamps．”然后板書并帶讀collecting stamps。教師問：“Do you like

collecting stamps?”，引導學生作答后拼讀并操練：I like collecting stamps．

3、教師做騎自行車的動作，問：“What am I doing?”學生猜：“You're?教師說：”Yes，I am riding a bike．I go to work by bike every day．I like riding a bike．教師板書：riding a bike，指導學生拼讀，告訴學生riding是ride去掉結尾不發音的e再加上ing。

4、教師出示一只風箏，問：“What's this?”引導學生回答：“It's a kite．”教師出示兩只風箏，問：“What are they?”引導學生回答。接著教師做放風箏的動作，問：“What am I doing?”學生回答：“You're flying a kite．”教師回答：“Yes，I like flying kites．I can make kites．I like making kites，too．”然后出示making kites的單詞卡片，問：“What's he doing?”引導學生回答：“He's making kites．板書：making kites，學生拼讀，注意making的拼寫。

5、教師出示diving的單詞卡片，問：”What is he doing?“引導學生回答：He's diving．教師板書：diving，學生拼讀，注意diving的拼寫。

6、教師手指板書，學生齊拍手練習說句子，如：What is your hobby? What is

your hobby? Playing，playing，I like playing the violin．Collecting，collecting，I like collecting stamps．Riding，riding，I like riding a bike．Making，making，I like making kites．Diving，diving，I like diving．

7、教師放Let's learn部分的錄音，學生跟讀。教師出示 Let's learn部分的單詞卡片，學生根據單詞卡片內容進行問答操練：What is your hobby?I like--

8、”猜一猜“游戲

學生拿出A Let's learn部分的單詞卡片。同桌一組，每人抽出一張單詞卡作為自己的愛好，一人猜：”You like?“另一名學生根據手中卡片上的內容回答：”Yes／No．I like?“兩人可進行積分比賽，猜對卡片上的內容就得到這張卡片，最后看誰手里的卡片最多。

Group work

學生帶好紙筆在組內進行調查，互相詢問：“What is your hobby?''調查完畢，各組派代表上臺匯報調查結果：“?boys／girls like?”也可說出名字，如：“?and?l ike? “若課上時間不夠，可將調查活動放到課后進行，下一節課匯報。

四、鞏固和延伸(Consolidation and extension)

1、讓學生做本單元A Let's learn部分的配套練習。

2、讓學生聽Let's learn部分的錄音，讀給同桌聽。

五、Homework

1、讓學生背誦并抄寫本課四會動詞(短語)

2、預習Let's talk部分。

教學后記：

第二課時 教學目標：

1、能夠聽、說、讀、寫句型：What's your hobby? I like collecting stamps．He likes collecting stamps，too．

2、能夠認讀音標：／3：／，／a／，／J、／，／3／，／l／，／r／，并能朗讀Pronunciation部分例詞。教學重、難點：

1、教學重點是句型：What's your hobby? I like collecting stamps．He likes collecting stamps，too．

2、教學難點是在實際情景中正確運用句型：He／She likes? 課前準備：

1、教師準備錄音機及錄音帶。

2、教師準備A Let's learn部分的單詞卡片。

3、教師準備Pronunciation部分的課件。

4、教師準備各種展覽活動的報刊。

5、教師準備一些名人照片。教學步驟：

一、熱身(Warm-up)

1、連鎖問答操練。教師對一名學生說：”I like?，What's your hobby?“該學生回答后向別的學生提問，依次進行。

2、教師出示A Let's learn部分的單詞卡片和五年級下冊第四、五、六單元

Let's learn部分的單詞卡片，同桌根據卡片開火車問答操練，如：What's your hobby? I like?．

二、預習(Preview)

1、教師放A Let's learn部分的錄音，學生跟讀并拼讀動詞短語。

2、“看誰反應快”游戲

教師請六名學生上臺站成一排，每人手持一張A Let's learn部分的單詞卡片，一名學生首先用本部分的一張卡片上的短語說一個句子，如：I like diving．捉住有diving單詞卡片的學生則立即向前邁一步，根據其它五張卡片的內容說一個名子，如：I like playing the violin．如果句子正確，則可以退回到原來位置，如果句子有誤或反應慢就要退出游戲。

三、新課呈現(Presentation)

Let's try

學生聽錄音，做練習。

Let's talk

1、教師課前在教室的墻上貼上各種海報，教師手指墻上畫展的海報說：“There is a painting show Saturday．I like painting．I am going to the show．What else likes painting? Who would like to go with me?”有學生舉手，教師則手指該名學生說：“I like painting．He／She likes painting，too．”接著教師手指郵票展的海報說：“There is a stamp show Sunday．I like collecting stamps，too．Do you?”有學生舉手，教師說：“He／She likes collecting stamps，too．”板書：He likes collecting stamps，too．(板書likes中的s可以用不同顏色標出，以突出重點。)學生跟讀，然后開火車進行造句練習：He／She likes?

2、教師放Let's talk部分的錄音，學生跟讀、分角色朗讀。

3、學生指著墻上的海報進行對話操練。

請同桌學生依次起立匯報：I like??likes?如果兩人的愛好剛好相同，可以接著說，“We can go to the?show together．”教師及時指導、糾錯。

4、教師指導學生拼寫四會句子。鼓勵學生將上一步驟中的匯報內容記錄下來。

Let's play

1、教師請六、七名學生上臺站成一排，第一名學生A向前邁出一步說：“I like?然后退回原處，第二名學生B邁出一步說：”A likes?I like?“，接下來第三名學生c邁出一步說：”A likes?B likes?I like?“，依次進行。

2、教師用實物投影儀展示一些名人照片，如：運動員、歌唱家、收藏家等，生搶答：”He／She likes?“ “老師的愛好”游戲

教師將學生熟悉的六位教師的名字寫在黑板上。全班學生分成六組，每組負責講述其中的一位教師。一組描述，其他的小組猜他描述的是哪位教師。要求首先要描述教師的愛好，如果其他小組猜不出，再繼描述教師的體貌特征等，直到其他學生猜出教師名字為止。

Pronunciation

1、教師出示Pronunciation部分的掛圖，帶領學生認讀音標：／3：／，／3／，／1／，／r／。帶讀例詞，指導學生歸納發音規律。學生聽錄音跟讀。

2、教師指導學生完成Read and match的練習。

3、“摘星星”游戲

學生分成兩隊，每隊站一列。教師在黑板上貼一顆大紅星，依次出示單音節音標詞的單詞卡片，如：／si：／，／red／等，兩隊的第一名學生搶先起立讀單詞。最先拼出的學生得到一顆星，最后哪隊得到的星星最多就可以贏得大紅星。

四、鞏固和延伸(Consolidation and extension)

1、做本單元A Let's talk部分的配套練習。

2、讓學生聽Let's learn，Let's talk部分的錄音，讀給同伴聽。

五、Homework

1、讓學生背誦并抄寫Let's talk部分。

2、預習Let's read部分

教學后記：

第三課時 教學目標：

1、能夠聽、說、認讀Let's read中的兩封電子郵件。

2、了解一些有關英語信封書寫的知識。

3、能夠聽懂、會唱歌曲“My Pen Pal”。教學重、難點：

1、教學重點是閱讀Let's read中的兩封電子郵件。

2、教學難點是能理解、認讀句子：My twin sister Ann likes drawing picture and making kites．We look the same，but we don't like the same things．Tell me something about you． 課前準備：

1、教師準備錄音機及錄音帶，課件。

2、教師準備A Let's learn部分的單詞卡片和五年級下冊第四、五、六單元Let's 1earn部分的單詞卡片。

3、教師準備一個用漢語書寫的信封與一個用英語書寫的信封。教學步驟：

一、熱身(Warm-up)

1、上課前教師播放歌曲“My Pen Pal''的錄音，讓學生跟錄音輕聲哼唱。

2、教師放五年級下冊第四單元B Let's chant部分的歌謠錄音，學生聽錄音邊動作邊說唱歌謠。

二、預習(Preview)

1、教師放A Let's learn和Let's talk部分的錄音，學生跟讀。

2、教師出示A Let's learn部分和五年級下冊第四、五、六單元Let's learn部分動作單詞卡片，同桌開火車操練句型：What is your hobby? I like?

3、“搶答”游戲 學生分成兩組。每組輪流派一名代表上臺抽卡片表演卡片上的動作，本組其他學用“He／She likes?”句型猜卡片上的內容，如果猜出就可以得分。

三、新課呈現(Presentation)

Let's read

1、教師問：“Do you remember Dalin，Xiaolin，Zhang Shu and Zhang Ren? They are twins．They look the same．Today，you'll get to know two more twins．”然后教師出示本部分的課件，指著圖畫上的兩個外國小姑娘說：“Look at the two

girl.This girl has long hair．That girl has long hair，too．This girl has big eyes．That girl has big eyes，too．They look the same．What is she doing? She's drawing picture.What about the other girl? What is she doing? She's writing an e-mail．What are hobbies? Now let's read an e-mail．''然后學生打開課本仔細閱讀第一封電子郵件。

2、教師放本部分第一封電子郵件的錄音，學生仔細聽的同時再細讀一遍電子郵件。然后教師說幾個句子，請學生判斷正誤。

Liu Yun is Alice's new pen pal．

Alice likes swimming，diving and making kites．

Alice's twin sister Ann likes drawing pictures．教師再放一遍錄音，學生跟讀然后核對答案。

3、教師說：”We all know Liu Yun is Alice's friend now．Liu Yun writes an e-mail to Alice．Let's read her reply．Please read the mail and tell me something about Liu Yun．“學生翻開課本閱讀第二封電子郵件。讀完后請學生試著說一說劉蕓的愛好及家庭情況。

4、教師放第二封電子郵件的錄音，學生跟讀。教師指導學生完成Answer the questions的練習。教師再放一遍錄音，學生核對答案。

5、如果時間允許，教師簡要介紹一下英文電子郵件的格式。

Group work

1、學生進行小組內調查，問：”What is your hobby?''并可將對方的業余愛好簡單記錄下來。

2、學生進行匯報：“?likes?”，師生可共同評選出班里愛好最廣泛的學生。

Goodtoknow

教師帶讀Good to know中有關英語信封各部分名稱的詞匯，讓學生說說含義，然后教師出示一個漢語信封與一個英語信封，讓學生進行比較。教師介紹一些相關知識。

Let's sing

1、教師放歌曲“My Pen Pal''的錄音，學生先仔細聽錄音，然后跟教師讀歌曲。

2、學生跟錄音學唱歌曲。

四、鞏固和延伸(Consolidation and extension)

1、讓學生做本單元A Let's read部分的配套練習。

2、讓學生聽A部分的錄音，讀給同伴聽。

五、Homework

1、讓學生抄寫本單元A Let's read部分，并背誦。

2、預習B部分let's learn部分。

教學后記：

第四課時 教學目標：

1、能夠聽、說、讀、寫五個動詞的第三人稱單數形式：lives，teaches，goes，watches，reads。

2、能夠聽、說、認讀句子：Does your pen pal live in Shanghai? No，he doesn't．He lives in Beijing．

3、能夠聽懂、說唱歌謠”Tell me about your pen pal“。

4、能夠聽懂、理解Story time中的故事。教學重、難點：

1、教學重點是聽、說、讀、寫掌握五個動詞的第三人稱單數形式。

2、教學難點是區別使用后綴s和es。課前準備：

1、教師準備錄音機及錄音帶。

2、教師準備A、B部分let's learn的單詞卡片。

3、教師準備一些動物單詞卡片和第一單元Let's learn部分的單詞卡片。

4、教師準備Story time部分的課件和一只玩具猴。教學步驟：

一、熱身(Warm-up)

1、教師放第一單元Let's sing部分的歌曲”How Do You Go to School?“，學生聽錄音齊唱。

2、教師放歌曲”My Pen Pal“，學生聽錄音齊唱。

二、預習(Preview)

1、教師出示A Let's learn部分的單詞卡片，同桌開火車拼讀動詞短語。

2、教師放A Let's read部分的錄音，學生跟讀。

3、師生對話。

三、新課呈現(Presentation)

1、教師板書：live，然后指著自己說：”I live in? Where do you live in?''引導學生作答后教師出示一張動物單詞卡片，如：fish，問：“What is this?''引導學生作答。教師繼續問：”Does it live in the sky?“引導學生回答：”No，it doesn't.it lives in rivers．回答時教師有意強調lives的發音。教師在黑板上的live后加上s。教師依次拿出其它動物的單詞卡片，用一般現在時的一般疑問句形式就動物的住所提問，引導學生作答。教師再問：“Does your father/mother/pen pal live in??引導學生給出肯定或否定回答。教師板書：Does your father/mother/pen pal live in Shanghai? No，he doesn't．He fives in Beijing．教師向學生展示lives單詞卡片，帶讀單詞。

2、教師說：I teach English．Does Mr?teach English?”引導學生作答：“No，he doesn't．He teaches?，”教師板書：teaches(es可用另一種顏色標出)，然后再用幾位其它學科的教師的名字提問，引導學生給出完整回答。

3、教師說：“I go to work by bus．How do you go to school?''引導學生回答： go to school by?“教師繼續問：“How does your father go to work? Does you go to work by bus?”引導學生作答后板書：goes to work。教師繼續提問幾名學生：“Does your father／mother go to work by??“引導學生作答。隨后教學watches和reads。教師指導學生拼寫單詞。建議教師引導學生比較動詞原形和其第三人稱單數形式，并用這兩種形式造句加深印象，讓學生在比較中逐步掌握。

4、教師將本部分的單詞卡片混在一起，快速展示給學生，學生讀，然后同桌開火車進行問答操練。

5、“猜一猜“游戲

教師出示第一單元A Let's learn部分的單詞卡片，任意抽出一張，問：“How does your aunt／grandmother／grandfather／teacher go to work?”學生猜：“He goes to work on foot／by subway／?”教師給猜對的小組加分。

6、教師放B Let's learn部分的錄音，學生跟讀。

7、學生看板書提示根據實際情況進行問答操練。

Let's practice.1、學生四人一組討論用英語描述Bill的一天，并輪流用英語表達。

2、每個小組派代表上臺介紹。

3、“考考你的記憶力”游戲

教師介紹某人的一天，然后請學生復述．

Let's chant

1、教師放第44頁上歌謠的錄音，學生跟錄音說唱。

2、學生分組說唱歌謠。

Story time

，教師向學生展示Story time部分的掛圖，指著圖中的人物問：“What are they doing? What does Joe see? Does Joe like the monkey?”然后教師放該部分的錄音，學生聽錄音跟讀、分角色朗讀。如果時間允許，教師指導學生進行對話表演。

四、鞏固和延伸(Consolidation and extension)

1、學生做本單元B Let's learn部分的配套練習。

2、“吉姆的故事”游戲:

學生五人一組。第一名學生說：”Jim lives in the country．“第二名學生說”Jim lives in the country．He lives on a farm．“第三名學生說：”Jim lives in the country．He lives on a farm．He goes to work by car．“依次進行，每人在前面學生的基礎上再加一句話。同桌之問也可以進行該游戲。

五、Homework

1、學生背誦并抄寫本課四會單詞。

2、預習Let's talk部分。

教學后記：

第五課時 教學目標:

能夠聽、說、讀、寫句型：Does she teach English? No，she doesn't．Yes．she does．

教學重，難點:

1、教學重點是四會掌握句型：Does she teach English? No，she doesn't．Yes，she does．

2、教學難點是在實際情景中正確運用所學對話。課前準備：

1、教師準備錄音機及錄音帶。

2、教師準備B Let's learn的單詞卡片和B Let's talk的課件。

3、教師準備卡片若干，正面寫有人名，反面寫有地名。教學步驟：

一、熱身(Warm-up)

1、教師放歌曲”My Pen Pal“的錄音，學生跟錄音齊唱。

2、學生開火車介紹自己同桌的業余愛好，如：”?likes?其同桌說：No,I like?．“

3、教師放Let's chant部分的歌謠”Tell me about your pen pal''的錄音，錄音說唱歌謠。

二、預習(Preview)

教師出示B Let's learn部分的單詞卡片，問：“Does your uncle live in??Does he go to work by??Does he read newspapers in the morning／evening? Does he watch at night?”學生根據實際情況作出肯定或否定面答。

三、新課呈現(Presentation)

Main Scene

教師引導學生看課件，教師說：“Look!Chert Jie is looking at some picture.Her mother is beside her.What are they talking about?”學生分角色朗讀。教師可讓學生試著用英語描述陳杰的筆友的情況。以下內容供參考：

He is from Canada．He lives in the city.He goes to school by bus．

Let's try

He tikes making planes．He likes swimming.學生聽錄音，做Let's try部分的練習Listen and circle.Let's talk

1、教師說：“Zhang Peng's mother is a teacher．What does she teach? Does she teach English?”教師出示Let's talk部分的課件，放錄音，學生聽錄音閱讀對話。教師出示主句型：Does he／she??Yes，he／she does．No，he／she doesn't．然后教師引導學生回答剛剛提出的問題，逐步掌握肯定和否定回答。再放一遍, 學生跟讀.2、教師說：“My mother is a teacher，too．Do you want to know more about her．Ask me some questions.“教師依次出示B Let's learn部分的單詞卡片，提示學生根據上面的短語和黑板上的重點句型提問，教師作答。

3、教師指導學生進行替換練習。必要時，提示學生可以換一下對話里的人物，如：Does your uncle live in the city? Yes，he does．Does your grandma live in the country? No，she doesn't．

4、“尋找家園”游戲

教師準備一些卡片，正面寫有人名，反面寫有地名，如：city，country，village，farm，forest，mountain，nature park等。請一名學生上臺抽取一張卡片，問臺一學生：”Guess．Where does?live?''學生猜：“Does he／she live in／on??”猜對的小組得一分。

5、教師指導學生書寫四會句子。

Tick and say

學生聽錄音，然后完成書上的表格。

1、教師發給學生每人一張表格，表格內容見學生用書第52頁。學生將個人信息填好后交給教師。教師請一名學生上臺從一摞表格中抽取一張，告訴臺下學生：“It's a boy／girl．”學生分成兩大組，輪流提問，如：“Does he／she like drawing pictures? Does he／she goes to school by bus?”等等，看哪一組先猜出填寫卡片的人是誰。

2、復習Pronunciation，Good to know和Story time的內容。

四、鞏固和延伸(Consolidation and extension)

學生讀Let's learn，Let's talk部分，讀給同伴聽。

五、Homework

1、讓學生背誦并抄寫B Let's talk1+1。

2、學生做本單元B Let's talk部分的配套練習。

教學后記：

第六課時 教學目標：

1、能夠聽、說、認讀句子：They are very different．

2、能夠完成Let's check部分的練習。教學重、難點：

本課時教學重點和難點是理解Let's read中的短文。課前準備：

1、教師準備錄音機及錄音帶。

2、教師準備A、B部分Let's learn的單詞卡片和B Let's read的課件。教學步驟：

一、熱身(Warm-up)

1、師放第二單元Let's sing部分歌曲“Where Are You Going?”，學生一起拍手唱。

2、師放Let's chant部分的歌“Tell me about your pen pal”，學生跟錄音有節奏地說唱。

二、預習（Review）

1、聽錄音跟讀A、B部分Let's learn，Let's talk和A Let's read的內容。

2、師出示A、B部分Let's learn的單詞卡片，學生就單詞卡片進行問答練習，如：What is your hobby? Does your uncle live in Beijing?等等。

3、“單詞”游戲

學生分成若干小組。教師報一個四會單詞，如：stamp，各小組第一排的學生爭取第一個起立拼出該單詞，首先正確拼出單詞的為本組贏得一分。

4、生交流匯報Task time的完成情況，如：“?is a?He／She goes to work at?He／She goes to work by?He／She lives in?He／She?in the evening”。

三、呈現(Presentation)

Let's read

1、師說：“Do you remember Alice and her twin sister? They look the same”，后教師指著班上的兩名學生問：“Do they look the same?”引導學生給出否定回答。教師給出完整回答：“No，they don't．They look different．”教師板書different，帶讀。教師接著問：“Do they have the same hobbies?”引導學生說出否定回答：“No，they don't．”教師說：“They're very different．”教師向學生展示本部分的課件，指圖中的孿生姐妹對學生說：“This is Alice.This is her twin sister．They look the same，but do they like the same things? Do they go to school together? Let's read．”教師放本部分的錄音，讓學生打開課本，帶著問題閱讀。

2、師指導學生完成Write the questions and the answers的練習。

3、師放Let's read部分的錄音，學生聽錄音跟讀。

4、四人小組讀短文，然后請兩、三個小組朗讀短文。

Let's play

1、請一名學生上臺，他心中想好某一個同學的名字，臺下學生通過提問猜

這名學生是誰，如：“Does he go to schoo1 by bus? Does he like playing football／??”也可進行男女生比賽，看哪一隊用最少的does引導的問句猜出這名學生的名字。

2、四人小組做游戲。

Let's check

1、師指導學生完成Let's check部分的練習Listen and write the answers。

2、“記者招待會”活動

請一名學生上臺扮演一位名人舉行一次記者招待會，其他學生扮演記者。記者分別向“名人”提問，如：Where do you live? What does your mother do? What does your father do? What is your hobby? Do you have a pen pal? Where does he five?等等，扮演名人的學生盡量給出合情合理的回答。

四、鞏固和延伸(Consolidation and extension)

1、學生背誦并書寫本單元四會單詞和句子。

2、學生讀B Let's read部分，讀給同伴聽。

五、Homework

1、讓學生背誦并抄寫B Let's read部分。

2、學生做本單元的配套練習。

教學后記：

Unit 5

What Does She Do? 第一課時 教學目標：

1、能夠聽、說、讀、寫本課單詞：singer，writer，actress，actor，artist，TV reporter。

2、能夠理解、認讀句子：What does your father／mother do? He's／She's a?。

3、能夠聽懂、會唱歌曲“My Family”。

教學重、難點：

1、重點是掌握A Let's learn部分的五種職業的英文表達，并能簡單問答、介紹，表達自己的理想。

2、難點是在正確區分運用冠詞an和a，如：an actress，a writer。課前準備：

1、教師準備本課的錄音帶。

2、師準備本課單詞卡片、四年級上冊B Let's learn部分的單詞卡片she，he，it等代詞卡片、一些名人的圖片課件。

3、學生準備本課單詞卡片。教學步驟：

一、熱身(Warm-up)

教師放歌謠，學生邊說邊根據內容做一些動作。

二、預習(Preview)

“指手畫腳”活動

教師把doctor，teacher，nurse，driver，farmer，baseball player等單詞卡片面朝下放在桌上。一名學生抽一張卡片，用動作表演卡片上的職業，其他學生猜職名稱。第一個猜出的學生抽下一張卡片繼續做游戲。

三、新課呈現(Presentation)

Let's start

教師展示本部分的課件，然后對學生說：“I am a teacher．I teach lessons．”教師板書：teach，teacher。注意：teach和teacher用不同顏色的筆標出來。請學生觀察兩個詞并說出差別。教師通過一些動作給學生以提示，幫助學生理解幾種職業的含義。注意提示學生dancer，driver，writer三個詞是直接在原動詞后面加r。

Let's learn

1、教師出示singer圖片，示范朗讀，讓學生跟說并做動作。

2、教師出示一名歌手的照片，問：“What does she／he do?”引導學生回答：“She／He is a singer．”啟發學生說出更多歌手的名字。

3、用同樣的方法學習其他職業：writer，TV reporter。教師依次拿出幾張演員的圖片，問學生：“What does he do?”引導學生回答：“He's an actor．”然后教師再依次出示幾張女演員的照片，問：“What does she do?”引導學生回答：“She is an actress．”教師提示學生在actress和actor前面要用an。

4、“快看快拼”活動

教師快速出示一張本部分的單詞卡片，學生爭取首先說出單詞。

5、教師指導學生在學生卡片背面邊拼讀邊描紅。

6、“快看快說”活動

教師同時決速出示一張職業圖片和she，he，Sarah中的任一張卡片，學生根據卡片上的內容快速說出一個句子，如：She is an actress．

7、教師向學生展示雜志上的名人照片，問：“Who's he／she? What does he／she do?”引導學生回答：“That's?He's／She's a?”

8、“對卡片、說句子”活動

學生把本課職業單詞卡片正面朝上放在課桌上，隨意抽取一張。教師也從自己的卡片中抽取一張，然后和學生同時說：“What does she do?”教師迅速向學生展示自己的卡片，和教師選同一張卡片的學生起立根據卡片內容回答：“She's a?”

四、鞏固和延伸(Consolidation and extension)

Group work

1、教師依次戴上Amy，Chen Jie等人物的頭飾，并介紹說：“I am Amy．I am going to be an artist．I am John．Iam going to be a／an?”然后向一名學生提問：“What are you going to be?”引導學生回答：“I'm going to be a／an?”

2、學生翻開課本第58頁，在表格第一列填入要采訪的同學名字，然后在教室里走動調查，完成表格，找出最受全班學生歡迎的職業。

3、Let's sing

五、Homework

1、學生抄寫Let's learn部分單詞。

2、學生做A Let's learn部分的配套練習。

教學后記：

第二課時

教學目標：

'

1、能夠聽懂、會說本課對話，并能做替換練習。

_

2、能夠聽、說、讀、寫句型“What does your mother do? She is a dancer．”并能在情景中運用。

3、了解元音／u：／，／u／和輔音／w／，／j／，／h／，／u／，／d3／的發音并讀出例詞。教學重、難點：

1、重點是掌握句型：What does?do? She／He is a／an?

2、難點是重點句型中問句的表達。課前準備：

1、教師準備本單元A部分單詞卡片。

2、學生每人準備和教師相同的三套卡片和第四、五單元的音標卡片。教學步驟：

一、熱身(Warm-up)

1、教師放C部分歌曲“My Family”的錄音，學生跟唱。

2、“說出來，接力賽!“活動

全班學生分成幾列站好。教師從本單元A Let's learn部分的卡片中隨意抽取一張，每隊的第一名學生A讀出卡片上的單詞并做出簡單陳述，如：Writer,My father is a writer．然后站到隊尾，如果不能正確表述則被罰下出局。教師再抽取一張卡片，每隊的第二名學生說句子，依此類推。

二、預習(Preview)

Let's try

學生打開學生用書第59頁，教師放錄音，學生聽音、選擇。

三、新課呈現(Presentation)

Let's talk

1、“排列卡片”活動

學生兩人一組將A Let's learn部分的單詞卡片正面朝上放在桌上。教師打亂順序讀卡片上的單詞，學生按教師讀的順序擺放卡片并讀出卡片上的單詞。然后，教師可以用句子描述卡片上的職業，如：I teach lessons．學生說出職業名稱后排列卡片。

2、教師說：”My mother is a teacher．What does your mother do?請幾名學生用“She is a(?)．”來回答。教師繼續說：“My father is a farmer．What does your father do?”引導學生作答。教師板書并示范朗讀句型：“What does your mother do?She is a TV reporter．”學生跟讀、口拼句型。

3、教師放課文錄音，學生跟讀。學生兩人一組做對話替換練習。

4、教師指導學生書寫四會句子或完成活動手冊上的書寫練習。

Pronunciation

1、教師向學生展示該部分的課件，示范朗讀音標／u：／，／u／，／w／，／j／，／h／，／tf／，／d3／，學生跟讀。示范發／tf／，／d3／，學生跟讀并摸摸自己的喉嚨以感覺濁音的／d3／和清音的／tf／的區別。

2、教師引導學生通過拼讀音標，嘗試讀出表格中的例詞。然后教師放該部分的錄音，學生跟讀。鼓勵學生說出更多含有本課音標的單詞。教師指導學生完

成Read and match的活動。

四、鞏固和延伸(Consolidation and extension)

Group work

1、學生在59頁表格第一列的第2～4格中填人要采訪的同學名字，(如不夠用可寫在空白處)，然后去采訪班里同學：“What does your mother／father do?”如果時間允許，可以讓幾名學生匯報調查結果。

2、“語音乒乓”活動

學生兩人一組，每組學生輪流說出一個音標及含有該音標的單詞，如：

學生A：|w|

學生B：wood

五、Homework

1、學生背誦并抄寫A Let's talk部分。

2、學生做Let's talk部分的配套練習。

教學后記：

第三課時 教學目標：

1、能夠聽、說、認讀Let's read部分的對話，完成相應的活動。

2、能夠運用所學語言完成Let's find out活動。教學重、難點：

1、重點是鞏固句型：What does?do? He／She is a／an?

2、難點是理解、認讀句型“How exciting!”和“How does she go to Hong Kong? She goes to Hong Kong by plane．，其中，第二個句型是為B部分內容的鋪墊，建議課上適當操練。課前準備：

1、教師準備本單元A部分的單詞卡片。

2、教師準備一個大的空盒子和一位朋友的圖片和資料詞卡。

3、學生準備一些名人的圖片課件。教學步驟：

一、熱身(Warm-up)”炸彈“活動

復習A Let's learn部分的職業詞匯和Pronunciation部分的例詞及含有該部分的詞匯。

二、預習(Preview)

1、將全班分成兩大組。教師從A Let's learn部分的單詞卡片中任意抽取一張，舉起來，兩大組根據卡片內容做問答練習：What does he／she do? He's／She's a?

2、教師出示有關職業和家庭成員的單詞卡片，請兩名自愿上臺表演的學生仿 A Let's talk部分內容做對話表演。

三、新課呈現(Presentation)

Let`s read

1、教師發給每名學生一張紙條，讓學生在紙條上寫下自己的名字、外貌特征將來想從事的職業。然后四名學生一組進行投擲比賽，如果誰能把紙團扔進前面的大盒子里，就可以大聲說：”I'm going to be a／an(profession)．“如果紙團沒有扔進盒子里，就沒有機會大聲說出自己將來想從事的職業。學生投擲進行得熱

烈的時候，教師大聲說：”How exciting!“然后在黑板上板書How exciting!教師適時說幾次”How exciting!“然后帶讀：”Exciting!game is exciting．How exciting!“學生跟說。

2、猜一猜

教師從剛才游戲中使用的大紙盒里隨意拿出一個紙團，把紙條上所寫的人的特征和所向往的職業告訴學生，并提問：”Who's he／she?''請學生猜一猜：寫這張紙條的學生是誰。

3、教師課前準備一個朋友的照片或簡筆畫，把該人物的相關信息分別寫在紙上附在相應的照片后面，然后向學生介紹：“This is my friend．教師鼓勵學生提問，如：What does she／he like? What does she／he do? Where does she／he work? How does she／he go to work?教師回答，如：She／He works.?She／He goes to work by?

4、學生分小組或同桌之間進行問答練習．

5、教師說：”Wu Yifan has an aunt and an uncle．Do you know anything about them?“學生回答。教師說：”OK．Now open your books and read the dialogue

6、教師向學生展示A Let's read部分的課件，指著照片上的兩個人物問：“What does she／he do?”

7、教師放本部分錄音，學生打開學生用書閱讀短文，然后教師解答疑難點。注意：本部分的最后兩個句子：How does she go to Hong Kong? She goes to Hong Kong by plane．是B Let's talk的主要句型。

8、教師指導學生完成Answer the questions的活動。

9、再放一遍錄音，核對答案。

四、鞏固和延伸(Consolidation and extension)

1、“嘟嘟”活動。

教師讀課文的對話，用beep替換句中的一個詞，然后讓學生說出被替換的詞并試著說出完整的句子。學生熟悉規則后，可以讓程度較好的學生擔任教師角色讀句子。

2、“找一找，說句子”活動

同桌學生使用一本學生用書，翻開B Let's read部分。教師讀其中的一句，學生爭取首先用手指點出這句話，并大聲讀出來。

3、教師放第57頁上的歌謠錄音，學生跟說。

五、Homework

1、學生背誦并抄寫A Let's read部分。

2、學生做練習冊A Let's read部分的配套練習

教學后記：

第四課時 教學目標：

1、能夠聽、說、讀、寫單詞：engineer，accountant，policeman，salesperson，cleaner

2、能夠聽、說、認讀“How does he go to work? He goes to work by bike．并能在情景中運用。

3、了解Good to know部分的內容。教學重、難點：

1、重點是掌握Let's learn部分的五個職業名稱，并能簡單問答、介紹。

2、難點是熟練掌握單詞：engineer，accountant，policeman，salesperson。課前準備：

1、教師準備A、B Let's learn部分的單詞卡片和課件。

2、教師準備描述職業的詞條。

3、學生準備A、B Let's learn部分的單詞卡片。教學步驟：

一、熱身(Warm-up)

1、教師放第57頁上的歌謠錄音，學生跟說。

2、教師放歌曲”My Family”的錄音，學生跟唱。

二、預習(Preview)

“快閃”活動

教師從A Let's learn部分的單詞卡片里任意抽取一張，快速展示給學生后放下，學生根據卡片上的內容說一句話。

三、新課呈現(Presentation)

Let“s learn

1、教師舉起engineer的卡片，說：”Look at this man．What does he do?“引導學生回答后帶讀，學生跟讀。讓學生說說他們知道的工程師的名字，如：”My uncle is an engineer．“

2、用類似的方法學習其它詞：accountant，policeman，salesperson，cleaner。

3、”排列卡片“活動

學生把本部分的五張卡片面朝上放在自己的桌上。教師打亂順序讀出其中幾張卡片的單詞，學生根據教師讀的順序排好卡片，然后大聲讀出卡片上的單詞。

4、”選一選“活動

教師把五張單詞卡片貼在黑板上，問：”What are you going to be?“引導學生回答。

5、教師把bike的卡片貼在engineer的下面，并介紹說：”He goes to work by

bike．“學生跟讀。然后教師依次在accountant，policeman，salesperson和cleaner的卡片下面貼上交通工具的卡片，如：subway，bus，car，motor cycle等。教師問：”How does he／she go to work?“引導學生回答：”He／She goes to work by?“接著教師問學生：”How does your mother／father go to work?“并根據回答在相應的交通工具下打鉤，調查一下哪種交通方式使用得最普遍。

6、教師指導學生邊拼讀邊在學生卡片的背面描紅。

Let's find out

1、學生打開學生用書第6l頁，教師指導學生完成Let's find out部分的練習。

2、”指手劃腳“活動

教師說本部分的一個句子，如：”He sells things．“學生用動作表現對應的職業。

四、鞏固和延伸(Consolidation and extension)

”我比劃，你來猜“活動

請五六名學生到教室前，第一名學生背對黑板，其他則面朝黑板站好。教師給第一名學生A看一張職業單詞卡片或描述職業的詞條，學生A猜一猜職業名稱，然后用動作表演該職業，第二名學生B根據學生A的動作猜職業名稱并根據自己的理解表演動作，以此類推，最后一名學生根據前面學生的動作說出職業

名稱。

2、Good to know

教師出示一張男警察的圖片說：”A policeman．“然后教師再出示一張女警察的圖片并問：”Is she a policeman?“引導學生回答：”No，she isn't．She is

policewoman．“同法介紹其它職業的不同表達法。

五、Homework

1、學生背誦并抄寫B Let's learn部分單詞。

2、做練習冊B Let's learn部分的配套練習。

教學后記：

第五課時 教學目標：

1、能夠聽懂、會說本課對話，并能在情境中運用。

2、能夠聽、說、讀、寫句型”Where does she work? How does she go to work?“并在情景中運用。

3、能夠理解Story time的故事內容。教學重、難點：

1、重點是掌握句型：Where does she work? How does she go to work?

2、難點是正確使用本單元重點句型。

3、建議教師為學生提供部分工作場所名詞，句型教學可參考第一單元內容。課前準備：

1、教師準備A、B Let's learn部分的單詞卡片、家庭成員卡片和一些交通方式的卡片。

2、教師準備Story time部分的課件。教學步驟：

一、熱身(Warm-up)

”少了什么?“活動

教師把A、B Let's learn部分的職業卡片和家庭成員卡片貼在黑板上，學生觀看記憶兩分鐘后閉上眼睛，教師快速拿掉其中一張卡片，然后學生睜開眼睛找出拿下的是哪張卡片，第一個找出來并正確讀出單詞的學生可以得到這張卡片。

二、預習(Preview)

1、教師放第一單元歌曲”How Do You Go to School?''的錄音，學生跟唱。在熱身活動中得到卡片的學生開始把卡片傳給后面的同學，依次傳遞，歌曲結束時，得到卡片的學生用卡片上的單詞說一個句子，如：?is a?

2、Let's try

學生打開學生用書第62頁，教師放錄音，學生聽音、勾出正確的選項。

三、新課呈現(Presentation)

Let's talk

1、教師說：“I go to school by subway．”在黑板上板書：subway，學生跟說，然后教師啟發學生說出其它的交通方式，教師把學生想到的交通方式依次寫在subway的下面。教師說：“1 work in a schoo1．”然后把school寫在黑板上，啟發學生說說不同的工作場所名稱，如：post office，hospital，computer／shoe/car/?company等。

2、“貼卡片”活動

教師說句子，如：My mother works in a car company．She's an accountant．She

goes to work by bus．持有mother，bus和accountant卡片的學生快速跑到黑板前把卡片貼在Car company的旁邊。

3、教師就黑板上的內容和學生做對話練習，如：What does your mother do?Where does she work?How does she go to work?教師板書“Where does she work?”和“How does she go to work?”，示范朗讀，學生跟說。學生兩人一組根據黑板上的語言提示做對話練習。

4、“看卡片，說句子”活動

5、教師放本部分的錄音，學生跟讀。學生兩人一組讀課文對話。

6、學生兩人一組做對話替換練習。

7、教師指導學生書寫四會句子。

四、鞏固和延伸(Consolidation and ex tension)

Group work

學生在教室里走動并采訪幾名同學，如：Where does your father work? How does he go to work?并記錄在自制的表格內。調查結束后，請幾名學生匯報調查結果，如：Sarah's father works in a schoo1．He goes to work by subway

Let's check

做C部分Let's check練習，學生聽音打勾。

Story time

教師向全班學生展示本部分的課件，根據故事的內容提幾個問題，帶問題聽錄音閱讀故事。

五、Homework

1、學生背誦并抄寫B Let's talk部分。

2、學生做B Let's talk部分的配套練習。

教學后記：

第六課時 教學目標：

1、能夠聽、說、認讀Let's read部分的短文，完成相應的活動。

2、能夠運用所學語言較好完成Task Time部分的活動。教學重、難點：

1、重點是操練鞏固本單元11個職業名稱和重點句型：What does he／she do?Where does he／she work? How does he／she go to work?

2、難點是幫助學生理解短文中的新語言，如：help the bank use their money likes helping people，help tourists find their way。

3、教師課前讓學生預習Task Time部分的內容，必要時做些記錄。課前準備：

1、教師準備A、B Let's learn部分的單詞卡片。

2、教師準備一個計時表、Main scene部分的課件和B Let's read部分的教學課件。

3、教師準備長卡片，上面寫有職業選擇建議，如：If you like drawing，you can be engineer． 教學步驟：

一、熱身(Warm-up)

1、“翻卡”活動

學生兩人一組，將A、B Let's learn部分的單詞卡片面朝上放在自己的課桌上,教師打亂順序說卡片上的詞或說一句與卡片內容相關的句子，學生爭取第1個把相關的卡片翻過去。

．

2、“10秒鐘最佳者”活動

教師把A、B Let's learn部分的單詞卡片貼在黑板上，學生三人一組，其中，學生A是命名者，學生B是學生，c是裁判員。教師說：“Go!”學生A在十秒鐘內說職業名稱。時間到，教師說：“Stop!”各組的學生B和學生c報告本組的學生A說對了多少單詞，看誰說的單詞最多。每組學生交換角色繼續做活動。

二、預習(Preview)

教師展示Main scene部分的課件，學生看圖并回答教師的問題，如：Who is that man? What does the man do? Where does he work? How does zip go to school?然后教師提供給學生一些頭飾、道具等，讓學生自編對話表演。

三、新課呈現(Presentation)

Let“s read

1、教師問：”What are you going to be?“學生回答。教師問：''What's your hobby?

學生回答。教師繼續問：”What subject do you like best?''學生回答。教師根據學生的回答向學生出示相關的擇業建議，如：If you like math，you can be an accountant．“教師說：”I have some more tips here．“然后把剩余的字條全翻貼在黑板上。

2、教師說：”Would you like to know three new friends? They have different

hobbies and they have different jobs．Please open your books and read the passage

3、教師出示本部分的課件，指著第一幅圖問：“Who's this woman? What is her

hobby? What does she do? Where does she work? How does she go to work?”讓學生帶著問題閱讀，讀后回答問題。

4、同法學習后面兩段的內容。教師解釋難點，如：“He helps the bank use their

money well．She often helps tourists find their way．”等。建議教師適時告訴學生，要豐富自己的業余生活，培養廣泛的興趣愛好。

5、教師放本部分錄音，學生跟讀。

6、教師指導學生完成Answer the questions．的活動。

7、“嘟嘟聲”活動

教師快速讀課文，故意用beep替換句子中的一個單詞，學生聽后說出被替換掉的單詞并試著說出整個句子。

四、鞏固和延伸(Consolidation and extension)

_

Task time

1、教師指導學生根據語言提示完成My parents中的表格，讓學生兩人一組，學生A問學生B表格中的問題，學生B根據自己填寫的內容回答，學生A將內容記錄在My partner's parents的表格里。然后兩人互換角色，學生B提問，學生A回答，最后兩人比較表格所填寫內容是否一致。

2、你問我答

學生五至六人一組圍坐成一圈，學生A站在圈中心，其他學生詢問其家庭成員的工作情況，如：What does your uncle do? How does he go to work? What does he work?等。然后由學生B站到圈中心，其他學生提問。

3、“同號爭魁”活動

學生四至六人一組，依次編號。教師報一個號碼和一個職業名稱，各小組有

此號碼的學生到黑板前寫出單詞，第一個正確寫出單詞的學生可為本隊得一分。

五、Homework

1、讓學生背誦并抄寫B Let's read部分。

2、學生做B Let's read部分的配套練習。

教學后記：

：

Unit 6

The Story of Rain 第一課時 教學目標：

1、能夠聽、說、讀、寫A Let's learn部分的黑體單詞：stream，rain，cloud，sun聽、說、認讀白體單詞：vapour。

2、能夠聽、說、認讀白體句子：Where does the rain come from?

3、能夠完成Let's find out的任務。

4、學唱歌曲“Little Water Drop”。

5、了解水結成冰的相關知識。教學重、難點：

重點和難點是Let's learn部分的四會單詞：stream，rain，cloud，sun和三會單詞vapour。教師要啟發學生開動腦筋巧記單詞，并結合所給句型替換關鍵詞，在情景中學習新單詞，逐步達到掌握要求。課前準備：

1、教師準備A Let's learn部分的課件和單詞卡片，準備四年級下冊第四單元B Let's learn部分rainy的單詞卡片。

2、教師準備實物投影儀、錄音機及錄音帶。

3、教師準備一大張空白畫紙，一個小玩具。

4、教師準備四年級下冊第四單元B部分的歌謠錄音帶。

5、學生準備A Let's learn部分的單詞卡片。教學步驟：

一、熱身(Warm-up)

教師放四年級下冊第四單元B部分的歌謠錄音，學生跟說歌謠并做出相應的動作。

二、預習(Preview)教師說：“We drink water every day．We need water every day．What else needs water?”教師出示Let's start部分的課件，引導學生看圖回答：Trees／Flower／Animals／Birds need warm．Fish needs water，too．教師可以啟發學生，想出更多動植物、昆蟲名稱，然后繼續問："Where does water come from?'引導學生回答：

第五篇：六年級英語教案[定稿]

六年級英語教案——Recyle 1 教案

一、教學目標與要求

1.用一般過去式連貫表達一段發生過的事。

2.理解Read and answer內容，并能完成相關練習。

3．學唱歌曲“I went on a holiday”。

二、教學重、難點分析

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

三、課前準備

1．教師準備本課時所用的磁帶、VCD。

2．教師準備小玩具一個。

3．學生制作棋子一副。

四、教學步驟和建議

1．熱身（Warm-up）

(1)

播放歌曲I went on a holiday,學生跟唱。

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

2.預習（Preview）

日常口語練習。

內容可參考：Where did you go on the holiday?

How far is … from …?

What’s the weather like in …?

What did you do there?

Do you like taking a trip/ hearing good news? 3.新課呈現（Presentation）

(1)

教師：I have 2 pieces of news for you.One is good, the other one is bad.Which one do you want to listen first? 在黑板的兩側分別板書：Bad news 和Good news。接著介紹：The bad news is I was false in the examination last year.The good one is I worked hard than before then I passed the examination this year.(2)

請學生講幾條bad news，鼓勵全班大膽設想，把bad news變成good news。

如：S1: It’s rainy today, but I have no umbrella.S2: I have a umbrella, I can go home with you.S3: Your dad will give you a lift.S4: You can enjoy the beautiful city in the rain.教師鼓勵學生創造性地表達，并對學生進行適時的辨證主義教育。

(3)

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

(4)

學生閱讀課文，教師指導。(5)

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

(6)

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

播放歌曲I went on a holiday錄音或VCD，學生跟唱。

４．鞏固和擴展(Consolidation and extension)

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

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

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

（4）完成活動手冊配套練習。