译林英语五年级上册全册教案
三年级上册数学题-打桩合同
英语
（五年级 上）
备
课
任课教师：
1
龙都中心小学五年级英语教学计划
（2018～2019学年第一学期）
一、班情学情分析：
经过2年的学习，大部
分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣
可能会开始减退。因此，这
个学期在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实
践能力为重点，面向全体学
生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。五年级的学生学习
比较理性。教师在以活动为
课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设
计丰富多彩的教学活动，有
效的教学任务。同时注意到学生中存在的两极分化，教学内容注意由简到难，
循序渐进，在知识的复现中
做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的
能力。重视阅读能力和写作
能力的同步培养。重视英语作为语言的交际功能。
二、全册教材分析：
新教材强调
培养学生综合语言运用能力，注重口语表达练习，让学生在阅读故事、做做玩玩、唱唱说
说的过程中发展
语言能力、思维能力以及交流合作能力。英语（五年级上册）共八个新授单元，每个新授
单元都有八个板
块。Story
time借助插图和故事情节，以对话或语篇的形式呈现单元词汇、句型和日常用
语。Grammar
time是五六年级新增的板块，通过直观易懂的表格和语言提示的方式，对语法知识进行简单
的总结和
归纳。Fun time是句型和词汇的操练板块，通过趣味性、互动性较强的语言实践活动，提高学生
用英语进行简单对话的能力。Cartoon time是拓展性趣味阅读板块，通过趣味小故事帮助学生复习本
单元
的语言知识，提高阅读理解能力，有计划地呈现即将出现的知识。Sound time是语音教学
板块，通过范例
单词和节奏感较强的歌谣，帮助学生了解字母在单词中的发音，本册教材还有部分语调的
训练。Song time
和culture time在本册中替换出现。通过歌曲、激发兴趣，活跃
身心；不断提高语言运用能力和人文素
养。Checkout time是检测板块。通过形式多样的综
合性语言应用活动，帮助学生复习巩固所学的语言知
识。Ticking time是自我评价板块。通
过评价，引导学生了解自己对所学主要内容的掌握情况，反思和调
整自己的学习过程，体验进步与成功。
每四个单元后有一个综合语言实践项目Project。通过形式多样的
综合语言实践活动，引导学生思
考、调查、讨论、交流和合作，综合运用所学的语言知识和语言技能。
三、教学总体目标：
1．能按四会与三会要求掌握所学的单词。
2．能按四会要求掌握所学的句型。
3
．能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确，所用话语与场
合
符合。
4．能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。
5．培养良好的书写习惯，能做到书写规范整洁。
6．培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调，逐步培养语感。
7．能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。
四、学期教学措施：
1．课堂上尽量使用英语组织教学，做到持之以恒，由少积多，以助于创
造英语气氛，养成学生听英语，
用英语思维的习惯。
2．根据学生的特征，可将每个单元，该
单元的教学内容重新组合，科学合理的把单词教学，对话操练，
复习巩固融为一体。
3．多以
图片、手势呈现英语单词及对话情景，图片呈现采用灵活多样的方法将该单元所学的内容柔和在
一起进行
综合操练。如师生快速问候和介绍、学生间连续的相互问候和介绍，创设情景进行表演等，让学
生将所学
的对话用于不同的情景。采用先听说，后读写，先整体，后局部的方法教学。
4．在课堂教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。
5．词汇
教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练。
6．逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。
7．适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。
2
五、教学进度安排：
单元 内容 教时 进度
Unit 1 Goldilocks and the three bears
5 91～910
Unit 2 A new student 5 911～923
Unit 3 Our animal friends
5 924～109
Unit 4 Hobbies 5 1010～1022
Project 1 An
animal school 3 1023～1029
期中复习 6 1030～1112
Unit 5 What do they do?
5 1113～1125
Unit 6 My e-friend 5 1126～124
Unit 7 At
the weekends 5 125～1217
Unit 8 At Christmas 5
1218～1230
Project 2 Our friends 3 1231～17
期末复习考试 8 18～最后
3
Unit1 Goldilocks and the
three bears（5课时）
第1课时
教学目标：
1.能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest,
house, soup, hard, soft, afraid,
just right,
in front of 。
2. 能够听懂、会说、会读句型：There is … There
are… 并理解句型的意思。
3. 能够听懂、会说、会读日常用语：What a
beautiful…! This … is too…
4.
学生能够阅读、理解故事，并能够在理解的基础上表演出故事。
5．学生能够改编故事并试着表演出来。
6．让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
教学重点:
1．能够从整体上阅读故事并理解故事。
2．能够语音语调正确地朗读故事、复述故事。
教学难点：能够根据课文内容创编剧本并表演。
教学具准备:
1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书。
2.学生准备：听5遍Story time 录音。
教学过程：
教学随记栏
Step1: Pre-reading
1. Free talk
and guess
T: Great! First, Let’s go to a
place. Try to guess: what place is it? I’ll
give you some clues. Now look, it’s very big
and beautiful. There are many trees
and
flowers. There are some streams. Many wild animals
live here. What place
is it?
S1: A
forest. (提示学生可以用中文回答。)
T: Good. Let me show
you a picture of forest.
（Teach: forest）Have
you ever been to a forest?
Ss: No.
T:
Well, don’t be sad. Here I got a video about
forest. Do you want to take
a look?
Ss:
Yes!
T: OK. Let’s watch it. After watching,
tell me, what can you see in the forest?
全班看视频。
3. Look and say
(1.)T: OK. Is
the forest beautiful?
Ss: Yes, it is.
T: What can you see in the beautiful forest？
S1: I can see a …
S2: I can see some …
(2)T: Good! Look at this picture. There are
many trees in the forest. Let’s
read the
sentence. 全班跟读句型2遍。
T: Now, look, there are…
in the forest. Who can try? 让学生模仿例句说说There
are …
Step2: While-reading
4
1. Watch and answer
(1)T: Wow,
there is a girl in the forest. Right? 学生跟读句子2遍。Who
is this
girl? What is her name? Let me tell
you. Her name is Goldilocks. (Teach:
Goldilocks) Oh, it’s so surprising. Goldilocks
is in the forest. What does she
see in the
forest?
(2) T: In the forest, there is a
house. Whose house is it? Maybe it's … Can
you
guess?
2. Read and answer
(1)T: Now
please open your books and turn to page6, read the
story by yourselves,
then, answer my question:
What is in the house? 让学生自读故事思考问题。
(2)T:
What’s in the big house?
提示学生用There is are
回答。
(3)T: In this big house there are three
beds. There are three bears. There
areis…
总结学生的答案并引出：And also there is some soup. Follow me:
soup.
(Teach: soup) 提示学生注意soup是不可数，some soup。
S1: There is some soup. 及时纠正学生发音或be动词。
3.
Look and guess
(1)T: Look at Goldilocks.
Guess, which soup does she like? Does she like
this
soup? (PPT显示三碗汤)
学生逐一回答。T: She
doesn’t look happy in these two pictures, right?
What’s
wrong with this soup? Let’s listen to
her. (音频：This soup is too cold.)
指导学生模仿跟读2遍，重点重复too cold.
T: And what’s
wrong with this soup? (同法读too hot). And how about
this soup?
(Teach: just right)
4. Look and
order
5. Reading time
(1)T: Very good.
This time, let’s read the story after the
computer. 学生跟
电脑齐读故事，教师指导朗读。
(2)T: OK. This
time, you can read in a group. 四人一组自由读。
(3)T:
Now let’s read it together. Try to remember the
story. (Picture1, 学
生齐读一遍填入所缺单词，同法练习后面的图片)
-reading
1. Retell the story
学生分组练习表演故事。
板书设计：
Unit1 Goldilocks and the three bears
Goldilocks头像 Goldilocks头像
Goldilocks头像 Goldilocks头像
单词条： happy
hungry & thirsty tired afraid
图片： a house three bowls of
soup three beds three bears
教学反思：
5
第2课时
教学目标：
1.
进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house,
soup, hard, soft, afraid,
just right, in front
of, beside, between 。
2. 进一步巩固并掌握四会句型：There is
… There are…
3．学生能够准确运用故事中出现的新词汇。
4.
学生能够熟练掌握There be…句型描述某处存在某样东西。
5.
学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法。
6. 学生能够完成Fun time中的任务。
7．让学生体会到亲自设计家居的乐趣。
教学重点: 对词汇和句型的学习和运用。
教学难点：根据所描述的对象正确运用There
be…句型。
教学具准备:
1.教师准备：PPT，一硬一软两个玩具熊，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学过程：
教学随记栏
Step1. Review the story(Let’s judge.)
Step2. Learn the words
1. Brain storm
and learn
4. Look and answer
r time( too
的运用)
Look and say
Look and complete
T:
Does the boy look smart in this sweater? What’s
wrong?
S: The sweater is too big. He can’t
wear it.
T: Oh, look at this baby. Can he go
to school?
S: The baby is too young. He can’t
go to school.
r time( There be…句型)
Think
and say
T: OK. Grammar 2. The usage of There
is are…
Follow me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in
the forest? What’s on the table?
You may say:
There is are … You can choose any pictures you
like.
S: There is are … 学生选择书上的喜欢的图片用There
be…句型描述, 教师板书
句型。
Look and discuss
学生可以用中文总结他们发现的规律。
Play a game
Look and
write
T: Look! This is another picture of the
bears’ house. Look at it. Do you like
it? Can
you complete the sentences with the right words?
Welcome to the bears’ house! Look! There ____
a picture of them ____ the wall.
There _____ a
table in the house. There _____ some honey ____
the table. There
6
_____
two balls _____ the table. There ______ a toy car
______ two balls. There
_____ a clock ______
the window. There _____ a cap ______the clock. Do
you like
their house?
学生完成后利用幻灯片集体核对答案。
time
Draw a new house
(1) T: After
visiting the bears’ house, Goldilocks feels very
sorry, so she
writes a letter to the bears.
Dear Bear Family,
Sorry for bothering you
last time. I would like to know if you have time
to come
and visit my house in the town. Hope
we can be good friends!
Goldilocks.
Do you think that they can be
friends? Will the bears be happy to get this
letter?
Ss: Yes.
T: So the bears are
coming. This is Goldilocks’ house. What’s in the
house?
Can you draw something in her house?
Maybe you can draw some food on the table,
or
some toys for the baby bear. Please draw and talk
about it. 指导学生完成
书上第10页内容。
(2) T: Who can
come here to show your picture to us, and talk
about it? 请
学生上台介绍图画内容。(教师及时反馈)
a short
play and act it out
(1)T: Oh, I like your
pictures, and I know all of your houses are ready
for the
bears. It’s time for visiting. The
bears are at Goldilocks’ home now. What
will
happen? Will they be happy? I think we can figure
out a new story. I can
make an example. I am
Goldilocks. I need three bears. Who’d like to try?
邀请三名学生上台扮演bears，示范表演对话。
(2)T: Now you can
practice in four.
(3)Ss act in groups.
rk
T: Today, you’ve done a very good job! I like
your story so much. Here’s your
homework.
a picture of your room and talk about it in the
next English class.
the exercise book.
the new words and the story.
板书设计：
Goldilocks and the three bears ( Grammar time &
Fun time)
This soup is too hot cold.
This bed is too hard soft.
There is …
There are …
教学反思：
7
第3课时
教学目标：
1.
能够听懂、会说、会读卡通故事中出现的词汇：really, then, find, their。
2. 能够流利地表达There is … There are…的意思。
3.
能够理解并掌握There are …句型的否定句式There aren’t any …。
4
能够听懂、会说、会读日常用语：Really?
5. 能够整体理解并简单表演卡通对话。
6．学生能熟练运用本单元所学的词句谈论某处的物品。
7．学生能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
8．学生能了解中西方传统的饮食，并能用英语作简单介绍。
9．让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知识。
教学重点: 能正确理解、朗读卡通故事，了解中西方传统的饮食。
教学难点：
1．能正确并且熟练地运用本单元所学的词句谈论某处的物品。
2．能用简单的英语介绍中西方传统的饮食。
教学具准备:
1.教师准备：PPT，卡通人物头饰，板书。
2.学生准备：提前预习Cartoon
time和搜集Culture time资讯
教学过程：
教学随记栏
Step1. Lead-in
response “Yes or No”
2. 1 minute – non – stop – talk
教师在黑板上示意比赛规则。男女生分别在1分钟内用There
be…句型说出教室里的
物品，说得又对又多的胜利。教师给予评价。
Step2.
Presentation (Cartoon time)
Talk about the
pictures.
Read and learn
(2)T: Look at
Bobby and his cousin. How do they feel? Can you
fill in the blanks?
Bobby’s cousin is
___________. Bobby is ________. Guess. What are
they saying?
You can talk about it in pairs.
同桌间猜测他们会说些什么。
T: Well, if you were Bobby, what
would you say? And how about the cousin?
引
导学生揣摩不同卡通人物的心理和语言。
Imitate and remember
(1)T: This time, let’s read the story after
the computer together. 跟电脑一
句句齐读。
(2)T:
Please read loudly by yourselves. 大声自读。
(3)T:
This time, I’d like to be Tina, boys, you could be
Bobby, and girls,
you’re the narrator. OK?
（师生间分角色朗读对话）
(4)Read in roles. 学生间分角色朗读。
Act in groups
(1)师生间示范表演故事。可以请一位学生扮演cousin
，运用之前创编的故事结尾使表
演更完整。
(2)T: Now please act
the story in groups.
(3)Act.
Step3.
Presentation(Culture time)
8
Learn to say
T: Look, Bobby’s cousin eats
so many cakes. Now he’s very thirsty, I think.
Here’s a cup of coffee, a cup of tea, and a
glass of juice. Which one would
he like?
Guess. 学生猜一猜。
T: I guess he’d like a glass of
juice. Look at the coffee and the tea. Maybe
our parents like them. Which is popular in
China, coffee or tea?
Ss: Tea.
T: Yes.
Follow me: Tea is popular in China. How about
coffee? Oh, coffee is
popular in Western
countries. (Teach: popular, China, Western
countries)
Say something more
T: Different
food and drinks are popular in different
countries. Now let’s talk
about more popular
food and drinks in China and in Western countries.
For
example, noodles are popular in China, and
hamburgers are popular in Western
countries.
Can you say something more? You may discuss in
pairs first. 学生
同桌间讨论并汇报：
____________ is
popular in China, and _______ is popular in
Western countries.
教师反馈。
the video
T:
All of you did a good job. I have a video about
popular food and drinks in
China and Western
countries. Shall we watch together?
Ss:
OK.（观看视频）
T: Let’s enjoy different food and
drinks. Let’s enjoy our wonderful lives.
Step4. Homework
(1)Read and act Cartoon
time.
(2)Dub for the story.
(3)Take a
picture or draw one about your favorite room in
your house.
板书设计：
Unit1 Goldilocks and the three bears ( Cartoon
time & Culture time)
教学反思：
9
Bobby的话：
There aren’t
any …
Tina的话：
You can
have some
cakes. …
Their cousin的话：
I
like cakes!
…
第4课时
教学目标：
1. 能够正确、流利、生动地讲故事Goldilocks and the three
bears。
2. 了解字母c在单词中的发音。
3.
能正确并熟练地运用本课词句谈论某处的物品。
4．学生能够熟练掌握There
be…句型描述某处存在某样东西；
5. 学生能熟练掌握字母c在单词中的发音。
6.
学生能够运用较丰富的语言介绍自己的房间。
7．让学生体会到介绍家居的乐趣。
教学重点: 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自
己
的学习情况。
教学难点：能运用比较丰富的语言介绍房间并完成相应短文的写作。
教学具准备:
1.教师准备：PPT，房间的照片，打印的练习，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学过程：
教学随记栏
talk
1. Talk about the students’
things.
T: Look, boys and girls, there are
many things on your desk. Right? What’s
on
your desk? (T&Ss)
2. Talk about the teacher’s
things.
tation
1．Show teaching aims
In this lesson, we’ll have some learning aims.
Look at the learning aims. First,
I can
understand “Goldilocks and the three bears.” The
second , I know the
sound of the letter “C”
.The third, I can use “There isare...”to talk
about
things in a place.
(PPT出示teaching aims)
2. Act the story in pairs
Now, first, let’s come to the first aim. Can
you understand “Goldilocks and
the three
bears”? Yes, I’m happy to hear that. Now, let’s
play a game. Who’s
the best story teller? Are
you the best story teller? Here’re some pictures
of the story. If you can tell the story
fluently , correctly and vividly you
can get
three stars. Not very fluently or vividly you can
get two stars. Some
mistakes you can get one
star. ((PPT出示ticking form)
Maybe you can
retell the story like this. (One day, Goldilocks
is in the forest.
There isare....) in groups
2. If you can finish, you can tick the form.
some students to act the story
about the
picture
You can understand “Goldilocks and the
three bears” .Let’s come to the second
aim.
Look at the picture. What’s in the picture? Whose
coats are they? Look,
they are their coats.
They are Liu Tao, uncle and cousin. Are they
happy? What’s
the matter? Who’s come? What’s
the doctor saying? Let’s listen.
4. Follow the
tape
(1)Answer the questions.
(2)Follow
the T
10
(3)Clap your
hands
(4)Follow the music
(5)Practice in
pairs
(6)Ss say together
5. ck
Look
at the words, uncle, cold, cousin . What’s the
pronunciation of the letter
c? Can you write
more words? This time, let’s try to read the new
words. Can
you read them? card, camel, cage,
candy. What do they mean? Look here, here are
some sentences and pictures .Maybe you can
know their meanings from these
sentences,
please read by yourselves. So we finished the
second aim. You can
tick the form.
6.
Look and say
7. Look and write
You can say
correctly. Can you write correctly? If you can
write correctly,
you can get one star. Now
open your books, turn to page 15 and write down.
Let’s check. ((PPT出示答案) ’s read together.
1. T shows the room
2. Listen and point
This is my living room. How about your room?
Have you got a picture? First, talk
about your
picture with your partner. Tell your partner
what’s in the room?
practice 2. T随意拿学生的几张图片
Whose photos are they? Come here,
please. This
time , let’s listen and guess. Which picture is it
?(投影仪出
示图片)
something about your room
Now you can describe your rooms very well.
This time let’s try to write about
your rooms.
Take out your paper. Write down.
This is
_________. There is_______. It’s_________.I
often__________.
There are_________.
________________________.
rk.
Finish
your passage of your favorite room
Finish the
exercise in workbook.
板书设计：
Unit1 Goldilocks and the three bears
There is are...
It’s They’re nice hard soft.
I likecan...
教学反思：
11
第5课时
教学目标：
1．能综合运用本单元所学单词和句型。
2．能熟练掌握本单元四会内容。
3．完成本单元书面练习，查漏补缺。
4．锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教学重点：复习本单元词汇与句型。
教学难点：熟练运用本单元所学内容。
教学具准备：
1.教师准备：PPT，房间的照片，打印的练习，板书，听力资料。
2.学生准备：复习，熟读，会复述，会合作表演。
教学过程：
ng aims
1.能综合运用本单元所学单词和句型。
2.能熟练掌握本单元四会内容。
3.完成本单元书面练习，查漏补缺。
4.锻炼
自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
tation
1．小组比赛，拼写四会单词。
2. 重点句型问答。
3.
综合练习总体情况分析。
ce & Production
1．小组内讨论解决听力中的难点。
2. 各小组展示问题。
3.
在教师的指导下讨论并解决。
4. 校对所有笔试练习。
5. 学生订正练习。
6. 总结归纳笔试中的语言点。
Step4. Checkout
1.
听力和笔试中的重难点及学生易错的题目。
2. 练习。
3. 评价订正。
Step5: Homework
1．复习U1词汇和句型。
2．整理、复习错题。
板书设计：
Unit1 Goldilocks and
the three bears
本单元主要单词和句型
12
教学随记栏
Unit 2 A new student（5课时）
第1课时
教学目标：
1.能听懂、会说、会读词汇show…around, floor.
2.能听懂、会说、会读和会拼写art room, classroom, computer
room, library, music room, playground
student,
second, third, first.
3.正确运用日常交际用语和句型Can you
show her around? How many…? Is there a …? Yes.
There is. No. there isn’t. Are there any…?
Yes, there are. No, there aren’t. Let’s
go
and…
4.理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。
教学重点；
1.能听懂、会说、会读词汇show…around, floor.
2.能听懂、会说、会读和会拼写art room, classroom, computer
room, library, music room, playground
student,
second, third, first.
3.正确运用日常交际用语和句型Can you
show her around? How many…? Is there a …? Yes.
There is. No. there isn’t. Are there any…?
Yes, there are. No, there aren’t. Let’s
go
and…
教学难点：正确运用日常交际用语和句型Can you show her
around? How many…? Is there
a …? Yes. There
is. No. there isn’t. Are there any…? Yes, there
are. No, there
aren’t. Let’s go and…并能正确运用。
教学具准备：
1.教师准备：PPT，录音机，磁带，词汇卡和图片，板书。
2.学生准备：听5遍Story time 录音。
教学过程：
教学随记栏
g-up
1. Greetings.
a song《I
love my bedroom》
3. 回顾已学词汇bedroom, bathroom,
living room, kitchen.
4. Guessing game：
5.
Look and say.
-task
Guessing game:
the new words （Task1:回忆相关知识，初步运用结构。）
(1)以Guessing game的游戏，同法教授新词：art room, library,
playground, computer
room, music
room，并且可以拓展词汇：office, toilet, canteen, hall等。
（2）Read the new words.
（3）新授句型：IsAre there
… ?
Yes, there isare.
No, there isare not.
T: Is there a library?
T: Are there any table tennis rooms?
Ask
and answer in pairs.
（4）教授序数词：first, second,
third及句型It’sThey’re on the … floor.
13
T: Yes, there are two computer
rooms. They’re on the first floor.
针对以上内容，引导学生对教师进行提问，例如： S：Is there a computer
room?
教授新词：first， second，third
（5）揭示课题。
T: Boys and girls, today, a new student joins
us.
PPT出示Nancy人物形象，She’ s new here. She’s a
new 2 A new student
揭示课题，带读。
T: Can you
show her around?
教师示范：There is a library.
It’s on the third floor. There are two computer
rooms. They’re on the second floor.
（小组利用学校平面示意图向Nancy介绍自己学校场所具体位置。）
2
and answer.
T: Boys and girls, you did a good
job. But can Yang Ling show around her school
to Nancy?
播放Picture 1课文录音。
Ss: Yes,
she can.
2. T: If you’re Nancy, can you ask
some questions about new school?
引导学
生利用新授句型，进行提问。
3. Watch and circle.
4. Read and match.
to say.
a. Make a
sentence
b. Ask and answer
and act.
3
1. Try to retell.
2. I’m a little
designer. 小组合作为学校设计，制作平面示意图，并汇报。
–task
g
time:
2.总结所学知识
Today we have learned…
说出所学的单词和句型，以及复述课文
rk
板书设计：
Unit 2
A new student
There isare …
the third floor
school
the second floor
music room
table tennis room
the first floor
It’
library computer room
Yang Ling’s
classroom
They are on the…floor.
教学反思：
14
第2课时
教学目标：
1.复习上节课所学的词汇。
2.能听懂、会说、会运用句型How many…? Is
there a …? Yes. There is. No. there isn’t. Are
there any…? Yes, there are. No, there
aren’t.
3．学生能够理解并掌握Grammar time中Be there和How
many句型的用法和规则以及基数词、序数词的
区别和用法。
4．能了解“第一层”在英式英语和美式英语中的不同表达。
教学重点；
1．学生能够理解并掌握Grammar time中Be there和How
many句型的用法和规则以及基数词、序数词的
区别和用法。
2．能了解“第一层”在英式英语和美式英语中的不同表达。
教学难点：
1.
学生能够掌握并熟练运用Grammar time中Be there和How
many句型的用法和规则以及基数词、序数
词的区别和用法。
2.
能了解“第一层”在英式英语和美式英语中的不同表达。
教学具准备：
1.教师准备：PPT，录音机，磁带，词汇卡和图片，板书。
2.学生准备：复习上节课所学内容，并尝试用there be来介绍教室的设施。
教学过程：
教学随记栏
g-up
Play a game (找茬游戏)
Read and
act
-task
the new words（介绍学校设施）
T:
What’s thisthat? (图片)
学生简单介绍教室和设施：
art
room, classroom, computer room, library,
playground
2. What’s missing?
Ss: Quick
respond
1
and learn
and answer:
How many desks chairs pictures computers
footballs are there?
S: There is one. There
are…
Read“How many…are there?”
Make a new
dialogue with our classroom or other rooms.（ 24
人一组group work)
2
Look and say
认读表格，复述句子。
and answer
3. Fill in the
blankets
PPT: ____ there __ music room? Yes,
there ____. …
S: Try to say.
15
4. Learn to say
(1)Say a song:
Number
S: Sing together.
(2)Review one
to ten.
S: Count and spell
(3) Review:
ordinal number
One-first two-second three-
third
Learn: five- fifth 5th nine-ninth 9th
Read first to tenth
介绍作业书写日期的格式：Sep.10th
3
1.通过图片展示让学生了解In the UK, this is the
ground floor. In the USA, this
is the first
floor.
Teach: UK USA
S: Read “UK USA
ground”
2. Playground—— ground
介绍：在英国英语中，地面的楼层叫ground floor一楼,上面一层叫first
floor二楼，
再上面一层叫 second
floor(三楼)；在美国英语中，地面的楼层叫first floor(一楼)，
second
floor二楼,third floor三楼。我们选择了美国英语的表达方法。
S:
Listen and learn by heart
让学生自己来说一说我们中国的楼房和国外的有什么区别？
–task
1.
Action
S: Show the story.
2. Sum-up: How
many… are there…?
Is Are there…?
3.
猜一猜老师手里的是什么room
S: Is there a …? Are
there any…?
教师告知： Yes, there is . No, there
isn’t. Yes, there are. No, there
aren’t.
Step7. Homework
a new dialogue
the
exercise book.
the new words and the story.
板书设计：
Unit 2 A new student
How
many…are there ...？ There’s There are…
USA UK ground
IsAre there…?
Yes, there isare. One-first two-
second three-
third
No, there aren’t. five- fifth nine-
ninth
教学反思：
16
第3课时
教学目标：
1.复习上节课所学的内容。
2.能够听懂、会说、会读卡通故事中出现的词汇：swing, push, heavy,
high, stop
3.能够听懂、会说、会读日常用语：It’s great fun!
Let’s go and play. Let’s play again. Let’s
go
home now.
4. 能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
教学重点：
1.能够听懂、会说、会读日常用语：It’s great fun! Let’s go and
play. Let’s play again. Let’s
go home now.
2.能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
教学难点：
1.
能正确朗读单词：push, heavy等。
2. 能在理解的基础上表演故事内容。
教学具准备：
1.教师准备：PPT，录音机，磁带，图片，板书。
2.学生准备：复习上节课所学内容，预习Cartoon time。
教学过程：
教学随记栏
Step g-up
1. Free talk
On duty:
Introduction
2. T-S greetings
and answer.
4. Choose one place to talk about.
5. Sing
a song《What’s in the classroom？》
6. Retell the
story time.
-task
导入活动：
Talk to
student with playground.
T:Is there a gym in
our school?
Ss: No, there isn’t.
T: Is
there a playground?
Ss: Yes, there is .
T:
Are there any swings in the playground?
Ss:
No, there aren’t.
T: Look,! There is a swing
in this playground. (PPT)
Teach: swing
拓展slide
T: Do you like playing on the
swingslide?
Ss: Yes Sure.
T: Let’s go and
play. It’s great fun.
Great wall 长城
fun—fan（Read together）
1
Teach Cartoon
time.
about the pictures.
17
T：Who are they?
Where are
they? Guess!
Ss:They’re Bobby and Sam. They
are …
2. Watch and answer
a. Where are Sam
and Bobby?
b. What do they see there?
c.
Can bobby push(推) Sam? Why?
Teach：push (反义词)
pull
d. Is Bobby happy on the swing? Why?
Ss: Watch and answer.
Check out.
2
1.教师领读词组和句型： in the playground , on the swing
, too high(同音词) hi,
Let’s play again.
It’s time for dinner.= It’s time to have
dinner.
Ss: Listen and read(指导学生模仿说一说句子。)
2. Read and act(教师指导朗读。)
Ss: Read after
the tape and imitate the pronunciation.
3
Imitate and remember.
1. Read the story
(Work in pairs)
2. Please read loudly.
3.
师生间分角色朗读对话。
4. Read in roles. 学生间分角色朗读。
5.
Act in groups.
–task
听写单词：art room,
classroom, computer room, library, music room,
playground
听写句型：Can you show her around? How
many…? Is there a …? Yes.
There is. No.
there isn’t. Are there any…? Yes, there are.
No, there
aren’t. Let’s go and…
3.
Summary（本课所学内容回顾与总结。）
We have learned…(词汇和句型)
Step7. Homework
板书设计：
Unit2 A new
student ( Cartoon time)
教学反思：
18
Bobby的话：
Sam的话：
Let’s go and play
home.
swing
Push me. It’s great fun.
Stop too high
Let’s play again.
It’s
time for dinner.=____
第4课时
教学目标：
1. 用正确的语音语调朗读对话，表演对话。
2.
学生能够熟练掌握There Be结构的一般疑问句Is Are there…?和特殊疑问句How
many…are there?及其答语。
3.
能够正确、流利、生动地介绍自己的学校。
4. 了解字母c在单词中的发音。
教学重点：
1. 能够运用所学知识正确、流利、生动地介绍自己的学校。
2.
了解字母c在单词中的发音。
教学难点：
1.
能够掌握并正确地运用所学内容介绍相关地点或设施。
2. 了解字母c在单词中的发音。
教学具准备：
1.教师准备：PPT，光盘，录音机、磁带、板书。
2.学生准备：复习上节课所学内容，预习Sound time。
教学过程：
学随记栏
Step g-up
Greetings.
T：Good
morning boys and girls!
S：Good morning, Miss
Guo.
2. Free talk
T: Is there a computer
room in our school?
Ss:Yes, there is.
T:
Are there any…s in our school?
Ss: Yes, there
are.
T: How many…are there?
Ss: There
are….
3. Ask the Ss to work in pairs.
-task
Revision(Watch and follow.)
time(播放光盘)
Ss: Read after the tape.
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
n time.
Read by yourself
1
the students to
act the story time.
2. Ask the students to act
cartoon time.
2
Sound time.
Show the
words “cinema, dance, ice cream, juice, nice” and
ask the
students read them.。
19
教
Ss: Read the word and find
the pronunciation of “c”
2. Watch “Sound time”
together.
3. Ask the Ss try to understand the
pronunciation of “c”
Ss: Try to understand the
pronunciation
Find some more words with “c”
and have the same pronunciation.
3
Checkout time.
Think and write
(1)Write down the answers on P24.
(2)Talk
with your partner.
(3) Check the answers.
Listen and number
(1)Listen to the
computer and write down the number.
(2)Check
the answers.
–task
Ticking time
We
have finished unit 2. What do you learn from Unit
2? Can you tell
me?
学生自评。
同桌互评。
Step7. Homework
your passage of “My
school”.
the exercise in the workbook.
板书设计：
Unit2 A new student
有关Sound time的板书
My
school
There is…
There are…
There is
not a..
There are not any…
教学反思：
20
第5课时
教学目标：
1．能综合运用本单元所学单词和句型。
2．能熟练掌握本单元四会内容。
3．完成本单元书面练习，查漏补缺。
4．锻炼
自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教学重点：复习本单元词汇
与句型。
教学难点：熟练运用本单元所学内容。
教学具准备：
1.教师准备：PPT，相关设施照片，打印的练习，板书，听力资料。
2.学生准备：复习，熟读，会复述，会合作表演。
教学过程：
学随记栏
ng aims
1.能综合运用本单元所学单词和句型。
2.能熟练掌握本单元四会内容。
3.完成本单元书面练习，查漏补缺。
4.锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流
和表达。
tation
1．小组比赛，拼写四会单词。
2. 重点句型问答。
3. 综合练习总体情况分析。
ce & Production
1．小组内讨论解决听力中的难点。
2. 各小组展示问题。
3.
在教师的指导下讨论并解决。
4. 校对所有笔试练习。
21
教
5. 学生订正练习。
6.
总结归纳笔试中的语言点。
Step4. Checkout
1.
听力和笔试中的重难点及学生易错的题目。
2. 练习。
3. 评价订正。
Step5: Homework
1．复习U2词汇和句型。
2．整理、复习错题。
板书设计：
Unit2 A new
student
本单元主要单词和句型
22
Unit 3 Our animal
friends（5课时）
第1课时
教学目标：
1.能理解文章内容，用正确的语音语调朗读短文，并初步复述。
2.正确运用日常交际用语I have animal friends. It’sThey’re
…. ItThey can ....
It hasThey have ….
3.能正确的听、说、读单词：animal, leg, body, arm, other,
tail, wing.
4.通过学习培养学生对动物的热爱。
教学重点：
1.能正确文章内容，用正确的语音语调朗读短文，并初步复述。
2.会说会读单词：animal, leg, body, arm, other, tail,
wing。
教学难点：
1.句型It hasThey have
….的掌握与正确运用。
2.单词：animal等的正确发音。
教学具准备：
1. 教师准备：单词卡片，图片，多媒体课件，板书等。
2. 学生准备：听Story
time的录音，并预习这部分内容。
教学过程：
学随记栏
Step1. Warm up & Lead in
1. T:
Good afternoon, boys and girls. Do you like songs?
Let’s enjoy
a song《 Head shoulders knees and
toes》.
Ss: Listen, move and enjoy a song.
通过欢乐的歌曲渲染学习氛围，让生感受新知，并引出话题。
Step2.
Presentation
1.T: 出示人物身体图片，提出问题: What body
parts do you know?
热键出现四个身体部位单词 : car,
farm—arm; red, egg—leg, look
book—foot.
3.组织游戏：Quick Response
用游戏巩固新单词。
4.T:
You are so fast. Great! Now, attention. Touch your
tail and wings.
T: Do we have tails?
Step3. Consolidation
1.T:Different
animals, different appearance. Now try to read the
whole
story about their animal friends.
Ss: Read the text together.
Read in groups
of four.(together, or role reading, choose the way
they
prefer)
齐读、小组朗读课文。
2. T: Think
and write ( P28), try to retell the text.
23
教
Ss: Fill in the blanks
and retell the text.
根据文本内容印象，填空，初步复述文章。
3.T：Do you like their friends? I have an
animal friend, too.
示范：
T：(课件逐幅出示body等身体部位的小图片，打乱顺序)
(注意描述角度更丰富)
Yes, it has a small body.
It has a big
mouth.
It has two strong feet.
It has a
long tail.
It has no arms.
But it has two
wings.
It can fly and talk.
What is it? Do
you know now?
Ss: Listen and guess.
An
eagle? A parrot?
随着特征的逐步清晰化理解猜出答案: It’s
parrot!
（出现鹦鹉的完整图片）
Ss: Prepare and try
to describe an animal friend to all.
从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。
Step4.
Homework
, read and try to retell the text.
a riddle of your animal friend. Share it with
us tomorrow.
从听说读写各技能角度巩固本课所学内容，编写谜语为下节课做准备。
It’s…
It has…
It can…
It likes…
板书设计：
Unit 3 Our animal friends
One is…and the other
is…
They have …and…
They have no…or…but
they
have…
Words bank:
body 身体 leg
腿 arm 手臂
tail 尾巴 wing 翅膀 foot (feet)
脚 …
教学反思：
24
第2课时
教学目标：
1.能听懂、会读、会说并理解单词：have-has, doesn’t=does not
2.能够听懂、会说、会读句型：Do … have …? Yes, … , … don’t.
Does heshe
have …? Yes, heshe , heshe doesn’t.
教学重点：
1.能够听懂、会说、会读句型：Do … have …? Yes, … ,
… don’t. Does heshe
have …? Yes, heshe , heshe
doesn’t.
2.能简单的用第三人称描述动物。
教学难点：
1.能用第三人称描述自己喜欢的动物。
2.句型Does heshe have …?
Yes, heshe , heshe doesn’t.的掌握与运用。
教学具准备：
1.教师准备：录音、磁带、课件，图片，板书等。
2.学生准备：复习Story
time以及上一课时所学句型，预习Grammar time。
教学过程：
教
学随记栏
on
T: Good morning, class. In
the last class, we have learned the text.
What is the name of the story? Can you
describe your animal friends?
Ss:I have animal
friends. It’s...It has...
课开始直接入题，复习上节课所学过的课文。
time
1. T: let’s ask some questions about
it.(教师示范)
Do you have an animal friend,
xx?
Does it have...?
Ss:...
通过对旧知的复习提问，为下面的一般疑问句学习做铺垫。
2. T show some
animal pets, make a dialogue with Ss.
T: Look
at the dog. Does it have four legs?
Ss: Yes,
it does.
T: Does it have a short tail?
Ss:
No, it doesn’t.
T: Does it have long ears?
Ss: No, it doesn’t.
Ss make dialogue in
pairs and do the survey on P30.
3. Ask some Ss
to show their survey.
Xx has a parrot. It
has a long tail, a big mouth and two wings. It
25
can fly and talk. Xx
has a rabbit. It has ling ears, red eyes and a
short tail. It can run and jump.
在这个环节，教师可以及时进行一定的校正。
Step3. Grammar time
in the blanks.
We have some grapes.
They have a parrot.
He has a football.
It has two legs.
Do you have a cat? Yes, I
do.
Does he have a fish? No, he doesn’t.
the answer.
the sentences .
We have some
grapes.
They have a parrot.
He has a
football.
It has two legs.
Do you have a
cat? Yes, I do.
Does he have a fish ? No, he
doesn’t.
Look at P29.
y the sentence.
T：have对应的是：I, you, we they； has对应的是：it,
he, she
Don’t = do not doesn’t = does not
Step4. Consolation (一些习题 )
1. Listen and
circle
2. Listen,read and match
rk
Copy the words and dialogues.
板书设计：
Unit3 Our animal friends
IWeYouThey have........
HeSheIt has......
Do …?
Yes, … Do. No, … don’t.
Does …? Yes, … Does. No, … doesn’t.
教学反思：
26
第3课时
教学目标：
1.
能够听懂、会说、会读卡通故事中出现的词汇：fingers, hard, give.
2.
能够流利地表达It has ... We have...的意思。
3. 能够理解并掌握It
likes....用法。
4. 能够听懂、会说、会读日常用语：Ouch!
5.
能够整体理解并简单表演卡通对话。
教学重点：
1.
学生能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指
导下表演故事。
2.
了解字母U在单词中的发音。
教学难点：
1. 了解字母U在单词中的发音。
2. 能够流利地表达It has ... We have...的意思。
3.
能够理解并掌握It likes....用法。
教学具准备：
1.
教师准备：图片，录音，磁带，课件，板书等。
2. 学生准备：预习Cartoon
time和Sound time。
教学过程：
教
学随记栏
Step1. Warm up
Free talk：
T：Do you have....?
Ss:Yes, I , I don.t.
T:Does hesheit have ...?
Ss:Yes ,heshe ,
hesheit doesn’t.
T:Do they have ...?
Ss:Yes, they , they don’t.
由老师与学生之间的对话逐渐过渡到学生与学生之间的对话训练。
Step2.
Presentation
1.T: Does the rubber duck have an
umbrella ?Listen to the rhyme.
Bubber duck
likes the rain.
But he doesn’t like sunny
weather.
So when the summer sun comes out,
He cayyies an umbrella.”
Ss: No, he
doesn’t.
to the rhyme.
27
Have a match to say it.
at
the words：bus, duck, summer, sun, umbrella .
What’s the pronunciation of the letter u?
Can you write more words?
This time, let’s
try to say other words.
让学生寻找已学的含有音素Λ的单词，如：under, fun, hungry 等。
n
time
about the pictures.
阅读故事，理解大意。教师安排学生阅读故事，画出含有It has
....，让
学生有目的地阅读故事。
the sentences with” It
has ...”
It has ten legs.
It has eight
legs.
It has big arms.
It has a big body
too.
3. Read and answer
教师设计问题，进一步来检测学生的理解情况。
Who is their new
friend?(The crab is their new friend.)
What
can the crab do?(It can run.)
How many legs
and arms does it have?(It has two arms and eight
legs.)
How is its body?(It’s body is big and
hard.)
Does the crab like cakes?
4.
Imitate and remember
（1)T: This time, let’s
read the story after the tape.
（2)T: Please
read loudly by yourselves.
（3) Read in
roles.
5. Act in groups.
rk:
Read and
act “Cartoon time”.
板书设计：
Unit3
Our animal friends
sun sunny summer bus
umbrella u-Λ
under lunch fun cut
lucky
It has ….
教学反思：
28
第4课时
教学目标：
1.了解中国和主要英语国家的特有动物。
2.能正确并熟练地运用本课词句简单介绍动物。
3.通过练习，检测学生对句型
HeSheIt has...以及WeThey have...的掌握情况，使学生
能正确运用。
教学重点：
1.能正确并熟练地运用本课词句简单介绍动物。
2.能正确运用句型
HeSheIt has...以及WeThey have...。
教学难点：
1.能正确并熟练地运用本课词句简单介绍动物。
2.能正确运用句型 HeSheIt
has...以及WeThey have...。
教学具准备：
1.
教师准备：图片，录音，磁带，板书等。
2.
学生准备：自己喜欢的动物照片或图片，复习前面几课时所学内容。
教学过程：
学随记栏
Step1. Free talk
Describe your
animal friends.
S1：I have an animal friend. It
has.....
Ask some questions about “Animal
friends” .
S2: Does it have...?
S3: Do
you...?
自由对话，既复习了前面课文中学到的重点句型，也是为下面的检测巩固做
基础。
Step2. Checking time
and write.
Draw
an animal and write about it（ work in groups）
This is my animal friend.
It is …
It has …
It can …
让学生分小组写出各自喜欢的动物朋友，发挥小组合作，提优补差。
the animal
friend in groups.
Look and say.
Look the
picture and talk about it in groups.
Try to
say:There’s There are....on the farm.
It
hasThey have....
通过小组讨论交流，让学生正确使用单词的单复数形式，鼓励学生
综合运用
一起学过的词汇，如颜色和形体特征类的词汇。让学生学会更加熟练的运用
Unit1
的There be 句型。教师在指导中注意学生对have和has的使用情况。
.
29
教
S1：There are five pigs
on the farm. They’re pink. They’re short and
fat. They have big noses, big ears ,big mouths
and big bodies.
They .......
S2:.........
e time
1. Look at the picture. What
animals are they?
(They are panda ,bald
eagles, polar bears and kangaroos.)
Teach the
new words: bald eagle, polar bear, Canada,
kangaroo,
Australia.
Read “Culture time”
in pairs.
教师设计练习来检测学生的理解情况。
do pandas
come from?
do bald eagles come from?
do
polar bears come from?
do kangaroos come
from?
something more.
There are different
animals in different countries. Now let’s talk
about more animals in China and in Western
countries.
I can see________ in China, and I
can see _______ in the
USCanadaAustralia.
Step4. Exercise (补充习题 )
1. Read and order.
2. Look ,read and write
rk
1. Draw one
about your favorite animal and write about it.
Unit3.
板书设计:
Unit3 Our
animal friends
The … in ….
There is … on
the farm. It’s ….
are … They’re
….
This is my animal friend.
It’s …. It
has …. It can ….
教学反思：
30
第5课时
教学目标：
1.掌握并使用have和has的肯定句IWeThey have...和一般疑问句Do
youthey
have…?Does heshe have…?
2.能听懂、会说、会读、会写的句型:IWe They have… HeSheIt
has...
3.能正确并熟练地运用本课词句简单介绍动物。
教学重点：
1.复习本单元的相关知识点。
2.能正确并熟练地运用本课词句简单介绍动物。
教学难点：掌握并正确运用本单元所学内容。
教学具准备：
1.
教师准备：板书，图片，录音等。
2. 学生准备：复习本单元所学内容。
教学过程：
学随记栏
up
be your animal friends.
S1：I have an animal friend. It has.....
即是课前热身，也是检查上节课布置的家庭作业：有关动物朋友的描述。
some
questions about “Animal friends”
S2:Does it
have...?
S3:Do you...?
S4：How old is
shehe?
让学生根据表演同学是短文，自由提问，既复习巩固了本课所学的内容，又
将以
往的知识综合运用。
Step2. Ticking time
g time
Look at the form on P35,self evaluate yourself
.
out
Who can talk about animals, three
stars, two stars or one star?
Who can use
“have”or “has”,three stars, two stars or one star?
Who can use “do”or “does” to ask “YesNO”
questions，three stars,
two stars or one star?
Who knows the sound of the letter“u”,three
stars, two stars or one
star?
yourselves
in groups.
31
教
通过刚才自己
对自己本单元的掌握情况，小组合作，找到自己不足的知识点，
寻求组员帮助，查漏补缺。
on
the text in groups.
T check out
the text.
at the picture and talk about it in
groups on P34.
There’s There are....on the
farm.
It hasThey have....
通过小组讨论交流，综合运用本单元所学知识。
S1：There are five
pigs on the farm. They’re pink. They’re short and
fat. They have big noses, big ears ,big mouths
and big bodies.
They .......
S2:.........
the passage about the farm.
The … in ….
There is … on the farm.
It’s ….
They’re ….
out the passage in groups.
rk
one about your favorite animal and
write about it.
Unit3.
板书设计：
Unit3 Our animal friends
The …
in ….
There is … on the farm. It’s ….
are … They’re ….
This is my animal
friend.
It’s …. It has …. It can ….
教学反思：
32
Unit 4
Hobbies（5课时）
第1课时
教学目标：
1.
能听懂、会说、会读单词：dance, draw, play the piano, read,
sing, watch films。
2. 能听懂、会说、会读句型：IWe like
doing...HeShe likes doing...。
3.
用今天所学的内容在实际生活中能运用句型IWe like doing...HeShe likes do
ing...分享自己的兴
趣爱好或介绍他人的兴趣爱好。以及用所学动词描述事情，让学生在真实的情
感中进行语言交流活动。
教学重点：
1. 句型：IWe like
doing...HeShe likes doing...在语境中的正确运用。
2.
词汇：be good at, read, story, a lot of, dance,
sing的读音。
教学难点：
1. HeShe likes
doing...在语境中的正确运用。
2. 能在实际生活中正确运用句型IWe like
doing...HeShe likes
doing...分享自己的兴趣爱好或介绍
他人的兴趣爱好。
教学具准备：
1.教师准备：PPT，图片，录音机，磁带，板书。
2.学生准备：听5遍Story
time录音。
教学过程：
教学随记栏
Step1. Lead-in
1. Greetings.
2.
Question time.
出示我的name card：
Name: Jane
Job: teacher
Colour: ?
Do you like
T：You can use :Do you like... For example:
Fruit: ?
yellow?
Hobbies: ?
S: Do
you like...?
T: Yes, I do.（猜对） T: No, I don’t.
Try
T：I like eating bananas. Eating is one of
my hobbies.
教授hobby,呈现课题Hobbies。
老师示范朗读，并请同学来读好课题。
Step2. Pre-reading
1. 教授I like doing... I’m good at...
（爱好）
again.（猜错）
T: Look, I like watching films.
（出示在电影院的一幅图片）
教授watch films，并出示Tip:
like后面的动词一定要加ing哦!
T: I also like singing and
dancing.
让学生初步学习四会单词sing, dance,教授sing,dance。
T：Do you like singingdancing?
S: Yes,
No,...
T：I’m good at singing and dancing.教授be
good at 擅长……
T: Are you good at
singingdancing?
S: Yes, ...No, ...
33
2. Pair work
T: Let’s do pair
work. I’ll do first.
T: …, I like singing. I’m
good at...What about you?
S: I like doing...
I’m good at... (教师板书I like doing... I’m good
at...)
A: I like doing... I’m good at...What
about you?
B: I like doing... I’m good at...
在同学说完后，就指着最后回答问题的人说T：SheHe likes doing
…教授HeShe likes
doing…
Tip:
陈述句中，主语是第三人称单数时，动词后要加s或es哦!
T: Introduce your
friends’ hobbies.相互介绍你朋友的爱好。
3. Say a chant
T：Let’s Say a chant.
Swim, swimming, I
like swimming.
Swimming, swimming, swimming.
Dance, dancing, she likes dancing.
Dancing, dancing ,dancing.
Draw, drawing,
he likes drawing.
Drawing, drawing, drawing.
-reading
1. Watch and answer
(1) Who’s
the narrator?
(2) What’s the narrator’s hobby?
2. Read the text, then Circle the names and
underline their
hobbies.圈出Mike
介绍的人物，划出他们的爱好，完成选择题。
教授短语play the piano, a lot of, read stories。
3. Let’s read !
(1)Read after the tape.
(2)Play in roles. (小组活动，选择一幅图表演。)
(3)模仿录音朗读，要求注意语音语调，必要的时候可以一起做好标记。
(4)配音朗读。
4. Let’s retell!
Step4. Consolidation
1. 看图完成课文书38页句子填空。
2. Show time
Step5 Homework
the story time for 10
minutes and try to recite it.
to make
sentences by using new sentence patterns.
w
Fun time and Grammar time.
板书设计：
Unit4 Hobbies
IWe like doing.
HeShe likes
doing… 相关图片
Teaching reflection
教学反思：
34
第2课时
教学目标：
1. 能听懂、会说、会读、会写单词：be good at,
read, story, a lot of, dance, sing。
2.
能听懂、会说、会读句型：IWe like doing...HeShe likes doing...。
3. 培养学生的合作精神，提高英语学习兴趣。
4.
用今天所学的内容在实际生活中能运用句型IWe like doing...HeShe likes
doing...
分享自己的兴趣爱好或介绍他人的兴趣爱好。
教学重点：
1.
能听懂、会说、会读、会写单词：be good at, read, story, a lot of,
dance, sing。
2. 能理解运用句型：IWe like doing...HeShe
likes doing...。
3. 掌握句型What dodoes...like doin
g?及其回答，让学生进一步了解第三人称单数动词
在句子中的变化，以及动词转化为动名词的形式变化
。
教学难点：
1. 能理解并正确运用句型：IWe like
doing...HeShe likes doing...。
2. 掌握句型What
dodoes...like
doing?及其回答，了解第三人称单数动词在句子中的变
化，以及动词转化为动名词的形式变化。
教学具准备：
1. 教师准备：PPT，图片，录音机，磁带，板书等。
2.
学生准备：Preview Fun time and Grammar time.
教学过程：
教
学随记栏
Step1. Greetings and free talk
1. Greetings.
T: Good morning, class.
S: Good morning, Miss Guo.
2. Free talk
T: I like doing... I’m good at...What about
you?
Ss: I like doing... I’m good at...
3.
Read and act.
A: 模仿朗读Story time。
B：组织表演。
（通过free talk 环节复习与本课相关的句型，为接下来的学习做好铺垫）
Step2. Grammar time
1.认读表格，复述句子。
可以将学生分成两组，一组负责第一个表格中的句子，一组负责答句。
35
2.操练关键词。
可以用多媒体或者在黑板上呈现表格中的句子，然后将其中的关键词覆盖，
要求学生填空。
如：What do you like doing? We like swimming.
What does she like doing? She likes
drawing.
What does he like doing? He likes
playing football.
3.教授动名词形式。
教师先将有关兴趣爱好类动词列在黑板的一侧，要求学生认读，如：dance,
read,
draw, sing, play, swim, do, run, jump, skate等。然后再和
学生
一起写出这些动词的动名词形式，同时说明动词转化为动名词的规则：一般
在动词后直接加
-ing，有些动词则先要去掉字母e或双写尾字母再加-ing。
如：read-reading
dance-dancing swim-swimming play-playing
skate-skating run-running
4.设计练习，考察一般现在时的动词形式和动名词。
Step3. Fun time <
br>1.教师和学生一起看调查表格，要求他们依据图片说出相应的兴趣爱好，可
以鼓励学生在表格里
添加更多的兴趣爱好选项。
2.分组活动，完成调查表格。
老师将学生分成五人一组，并指定其中一人为group leader,进行问答活动。
3.总结汇报。
rk
1. Try to make sentences by
using new sentence patterns.
2. Preview Sound
time and Culture time.
板书设计：
Unit4 Hobbies
What dodoes ...like doing?
IWe like doing...
HeShe likes doing...
Teaching reflection
教学反思：
36
第3课时
教学目标：
1. 能熟练地听懂、会说、会读单词：wear, hat, year, young, very
much。
2. 能熟练地听懂、会说、会读句型：IWe like doing...HeShe
likes doing...。
3. 能总结归纳y的发音j。
4. 能唱歌曲《We
all like climbing》。
5. 对学生进行相关文化熏陶。
教学重点：
1. 能总结归纳y的发音j。
2. 能唱歌曲《We all like
climbing》。
教学难点：
1. 能总结归纳y的发音j。
2.
能正确运用句型：IWe like doing...HeShe likes doing...。
教学具准备：
1. 教师准备：板书, PPT, 图片，录音、磁带。
2.
学生准备：Preview Sound time and Culture time.
教学过程：
学随记栏
Step1. Greetings and free talk
1.
Greetings
Free talk
T: What dodoes ...like
doing?
S: IWe like doing...
HeShe likes
doing...
Step2. Sound time
1. Magic
eyes
游戏规则：快速闪现单词,词组year, yellow, yes, you,
young让学生读单
词，体会字母y的发音j
T: I can say j, j,
year. What can you say?
让学生归纳以前所学单词中字母y的发音j
2. Sound time
T：Do you like wearing
yellow?
Yellow? Yellow? Yes!
37
教
I have yellow shoes, a yellow
hat,and a yellow dress!
注意语音语调，以及节奏，可组织多种形式的竞赛活动。
Step3. Song time
1.老师出示若干表示文体活动的单词卡片，让学生从中挑选一项自己喜欢的
活动，结合本单元
句型，进行问答活动，复习本单元的词汇和句型。
如：T: What do you like
doing?
S1: I like drawing.
T: Do you like dancing?
S1: Yes, I , I
don’t.
2.播放录音，要求学生跟读歌曲。
3.分组演唱，可以替换歌词。
Step4. Homework
1. 听录音，熟读小诗。
2.
完成英语《课课练》上面的习题。
3. 预习 Cartoon time, Checkout
time and Ticking time。
板书设计：
Unit4 Hobbies
What dodoes ...like doing?
IWe like doing...
HeShe likes doing...
Teaching reflection
教学反思：
38
第4课时
教学目标：
1. 能复习单词：be good at, read,
story, a lot of, dance, sing。
2. 能运用句型：IWe
like doing...HeShe likes doing...Look out。
3.
能了解字母y在单词中的读音。
4. 能运用句型IWe like doing...HeShe
likes doing...分享自己的兴趣爱好或介绍他人
的兴趣爱好。
教学重点：
1. 句型：IWe like doing...HeShe likes
doing...Look out在语境中的正确运用。
2. 词汇：talk about,
idea, ice, hole, wet。
3. 语音：字母y在单词中的读音。
教学难点：
1. 能理解并表演Cartoon time内容。
2. IWe
like doing...HeShe likes doing...Look
out在语境中能正确运用。
教学具准备：
1. 教师准备：板书，PPT,
图片，录音，磁带。
2. 学生准备：预习 Cartoon time, Checkout
time and Ticking time。
教学过程：
教
学随记栏
Step1. Greetings and free talk
1. Greetings
T: Good morning, class.
Ss: Good morning, Miss Guo.
2. Free talk
Step2. Cartoon time
1. Watch the cartoon
T: Well done. Let’s have a rest. It’s time for
cartoon.
Look! who is he ?(出示Billy)
Ss: He’s Billy.
2. Watch and answer
(1)T: Who likes skating?
Ss: Billy and
Sam.
(2)T: Is Billy good at skating?
Ss:
Yes, he is.
(3)T: Who sees a hole in the ice?
Ss: Sam.
(4)T: Who gets into the hole?
Ss: Billy.
教单词：talk about, idea, ice,
hole, wet。
3. Listen and imitate（注意语音语调）
4. Act the dialogue.
39
Step3. Checkout time
1. Listen and judge.
2. Look and say.
(Show the picture on page
44)
Encourage students to use “I like” to
describe the picture.
(小组合作)
3. Look and
write
Complete the blanks on page 45.
（1）Use the structures we have learned to
describe your hobbies.
(Show several pictures
on the screen and the teacher choose one to
describe)
（2）Work in groups to choose one
picture to describe.
（3）Show time.
Step4.
Ticking time
带领学生完成自评框中的要求。
Step5.
Homework
1.听录音10分钟，熟读课文并能背诵课文。
2.完成英语《课课练》上面的习题。
3.复习Unit4内容。
板书设计：
Unit4
Hobbies
Look out!
IWe like doing…
He She
likes doing…
教学反思：
40
Project1 An animal school （5课时）
第1课时
教学目标：
1.在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型
。
2.能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等
语言知
识，展开活动。
3．培养学生的综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学重点：
1.在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型
。
2.能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等
语言知
识，展开活动。
教学难点：综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学具准备：
1. 教师准备：录音机，磁带，图片，挂图，板书。
2.
学生准备：复习1~4单元主要词句。
教学过程：
教学随记栏
g-up
the song
《We all like
climbing.》
talk
Talk with the Ss about
hobbies.
T：What do youthey like doing?
Ss:I They like…
T:What does heshe like
doing?
Ss:He She likes… … is good at …
… can …well.
-task
Let’s review
1.T:
Show the picture of Yang Ling again. Yang Ling
likes reading stories. Do
you like reading
stories too?
Ss: Yes, I do.
2. Can you
remember the story about Goldilocks and the three
bears?
Ss: Yes, I can.
3. Try to retell
the story by looking at the pictures one by one.
Ss: Retell the story.
1
Listen and
guess
1. T: Goldilocks is very afraid when she
sees the three bears. She runs and runs
in the
forest. What happens to her? What does she see?
Ss: She met some…, I think.
Ss: She sees…,
I think.
2. Let’s listen to her.
41
Oh, my god. It is grey. It has a
very big body. It has two big ears too. It has
four short and strong legs, a thin tail and a
long nose.
3. Have a guess.
4. Read what
Goldilocks says.
5. Try to describe the
elephant.
2
and say
Show all the
animals.
T: Wow, there are so many animals in
the forest. What are they saying?
Ss: Guess
and say.
a guess.
T:Goldilocks and the
animals are friends now. How is Goldilocks now?
Can you finish the story?
Goldilocks is
_________.
There are _________.
3. Look!
What are the animals saying?
We have a funny
school. Would you like to come to our school
tomorrow?
Ss: Listen to the animals.
4.
What does Goldilocks say?
Ss: Guess what the
Goldilocks says.
5. Check the goals.
3
Guess and draw
1. The animals invite
Goldilocks to go to their school.
2. T:Do you
want to go with her?
Ss: Yes, I do.
T:
Let’s go.
3. Show a special building (a
castle).
T: Look! This is the animal school.
What do you think about the school?What’s
in
the school?
Ss: I think ….
–task
Draw
the rooms and animals in the school on Page 99.
Step7. Homework
1. Draw the rooms and
animals in the animal school on Page 99.
2.
Try to make a new animal card according to the one
that your group members
made.
板书设计：
Project1 An animal school
words sentences
…. ….
teacher-teachers
student-students
教学反思：
42
第2课时
教学目标：
1.
在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2. 以“An animal
school”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑
性。
3．培养学生的综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学重点：
1.
在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2. 以“An animal
school”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑
性。
教学难点：能综合运用1~4单元词句进行交流。
教学具准备：
1.
教师准备：录音机，磁带，图片，video，板书。
2.
学生准备：复习1~4单元的单词和句型。
教学过程：
教学随记栏
Step g-up
1. Greetings
T: Good
morning, class.
Ss: Good morning, Miss Guo.
2. Enjoy a song
《My Happy School.》
about the song.
about the school.
-task
Revision
1. Talk about the animal school.
Review: Goldilocks and the animal school.
2. Have a guess!
What’s in the animal
school?
Show the pictures and talk about the
animal school.
3. Show the pictures and talk
about the animal school in groups of four.
Ss:
There’s There are …
(Group work)
1
Consolidation
1. Listen and watch
Watch a piece of video about the animal school
and mark the number of the rooms
on the
correct floor.
Ss: Watch and mark.
2.
Check up the answer and stick the pictures on the
blackboard.
43
3. Review
the culture about floors.
2
1. Talk about
the school and stick the pictures on the
blackboard as a model.
2. Design an animal
school
T：Do you like the animal school?
Ss: Yes, I do.
T: Can you design a new
one?
Ss: Yes I can.
3. Today let’s design
an animal school. Show the title.
3
Have a
PK.
1. Which animal school do you like?
Ss: I like…
2. Which school does you like,
Animal School or your school?
Ss: I like…
3. Which school is better?
Have an
interview with the students.(group work)
4.
Summary.
–task
Play the song My Happy
School again and enjoy a piece of video.
Step7. Homework
1. Write a short passage
about your animal school.
2. Get ready for the
Animal School Show in class.
板书设计：
Project1 An animal school
vocabulary patterns
…. ….
….
….
How many stars can you get today? I can get
… stars.
教学反思：
44
第3课时
教学目标：
1. 能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等语
言
知识，展开活动。
2. 通过交流和合作，能够运用第1单元至第4单元所学的语言知识和
语言技能进行交流，小组合作完成
动物卡片设计。
教学重点：
1.
能够在参与活动中，综合运用1-4单元所学语言。
2.
能够用英语介绍自己和他人的兴趣爱好，并能运用所学知识描述动物等外貌。
教学难点：
1. 在情境交流中，培养英语学习的兴趣。
2.
在童话故事的情境中，综合运用1-4单元所学知识， 培养积极阳光的情感态度。
教学具准备：
1. 教师准备：多媒体课件，板书，录音机，磁带，图片，板书。
2.
学生准备：复习1-4单元所学语言知识。
教学过程：
Step1. Warm up
the song.
〈〈We all
like climbing.〉〉
talk.
Talk with the Ss
about hobbies.
What do youthey like doing?
What does heshe like doing?
… is good at …
… can …well.
…
3. Do a survey in
groups of four.
T：What do you four all like
doing? Give a report in groups of four.
4.
Try to make a new song in groups of four, using
the tone of the song〈〈We
all like climbing.>>
Model: We all like … very much. Yes, we do.
Yes, we do.
We all like … very much.
Let’s go and … today.
Step2. Revision
Let’s review.
1. Review Unit 4.
T: We
know our hobbies each other. How about these
children? What do they like
doing?
Show
the pictures of four children in Unit 4.
Talk
about the children one by one by memory. Work in
pairs.
Summary: How to talk about hobbies
Practise talking about hobbies. Talk and
guess.
Teacher gives two models.
45
教学随记栏
Work in pairs.
2.
Check the goals.
3. Let’s review.
Review
Unit 1
Show the picture of Yang Ling again.
T: Yang Ling likes reading stories. Do you
like reading stories too? Can you
remember the
story about Goldilocks and the three bears?
Ss: Try to retell the story by looking at the
pictures one by one.
Guide the Ss to retell
the story with correct intonation, action and
emotion.
Step3. Consolidation
1. Listen
and guess
T: Goldilocks is very afraid when
she sees the three bears. She runs and runs
in
the forest. What happens to her? What does she
see?
Let’s listen to her.
Have a guess.
Read what Goldilocks says.
Try to describe
the elephant.
Summary: Can you describe
animals?
2. Describe and guess
3. Make
animal cards.
4. Look and say
Show all the
animals.
T: Wow, there are so many animals in
the forest. What are they saying?
Have a
guess.
Goldilocks and the animals are friends
now. How is Goldilocks now?
Can you finish
the story?
Goldilocks is _________.
There
are _________
T: Look! What are the animals
saying?
T: What does Goldilocks say?
5.
Check the goals.
6. Guess and draw
Step4.
Homework
1. Draw the rooms and animals in the
animal school.
2. Try to make a new animal
card according to the one that your group members
made.
板书设计：
Hobbies
IYouThey like …
HeShe (also) likes …
HeShe
is good at …
HeShe can … well.
教学反思：
46
期中小复习
练习卷1
教学目标：进行一些练习，让学生对have,has和there be
句型更加清楚，并能熟练掌握并运用。
教学重点：熟练运用have,has和there be
句型并能够在实际情景中熟练运用。
教学难点：熟练运用have,has和there be
句型并能够在实际情景中熟练运用。
教学具准备：
1. 教师准备：练习卷。
2. 学生准备：复习前面所学内容。
教学过程：
用have ,has 或there be的正确形式填空。
1.
a chair in the room.
2.I many good
friends in our class.
3. some doctors
in the hospital.
big blue
eyes.
5. any boys next the
bus?
6. no milk in the bottle now.
Let’s go and buy some.
and I
some new storybooks.
8.A dog four
feet. Three dogs twelve feet.
many
flowers_ on the table.
me, a
study in your house ?Yes, next to my bedroom .
I a cup of tea? I’m very thirsty.
classroom eight windows.
many people in your family?
14.
no homework today.
15. some
rice in the bowl.
16. an apple and
some pears on the table.
17. some
milk and some water in the bottle.
room
two beds.
you a look ?
’s
in the tree? Some birds in it .
parents a computer.
22. The children
and their teacher many flowers.
23. Helen and Yang Ling a lot of
dolls.
24. My sisiter a flower.
25. Your brother some toy cars.
26.
Nancy some dolls.
板书设计：
have,has
there be句型
47
教学随记栏
练习卷2
教学目标：
1.能熟练听懂、会读、会拼写四会单词，熟练运用句型，充分掌握do、does以及like后跟动
词ing的具
体用法和规则。
2.完成相关的一些针对性练习。
教学重点：能熟练
听懂、会读、会拼写四会单词，熟练运用句型，充分掌握do、does以及like后跟动词
ing的
具体用法和规则。
教学难点：能熟练运用do、does以及like的句型。
教学具准备：
1.教师准备：练习卷。
2.学生准备：复习前面所学内容。
教学过程：
教学随记栏
一、用do，does填空。(三单用does，其余用do)
1.(DoDoes)______ Tina go swimming on Sunday?
2.(DoDoes)_____they play football? Yes, they
___(dodoes)
3. (DoDoes)_____your dog walk in
the zoo?
4. What (dodoes) _____you have?
5.(dodoes) _____she have long hair? No, she
_____(dodoes) not.
(dodoes) _____his sister
like doing?
7.(dodoes) _____you like singing?
Yes, I _____ (dodoes)
8. How many stickers
(dodoes) _____she have?
二、用likelikes填空。(三单用likes, 其余用like, dodoes
加动词原形)
1.I _____ these dolls. Do you _____
them too?
does he _____? He _____ dancing.
you _____ drawing? Yes, I _____ singing too.
father _____ playing football, but my mother
_____ swimming.
Yang Ling _____ dancing? No,
she _____ reading.
do you _____ doing? We
_____ watching films.
三、用所给词的适当形式填空。(like后动词加ing, dodoescan 后动词用原形)
1. What do you like _____(dodoing)?
We
like _____(dance, dancing).
2. Bobby
likes_____(eatingdrinking) cakes.
But Sam
likes _____(swimmingplaying) in the lake.
3.
What can you _____(dodoing)? I can _____, I like
_____ (skateskating).
4. Does Miss Li _____
(likelikes) running? Yes, she can _____(running
run) very
fast(快).
5. What does Mike and
Tim _____ (likelikes)?
They like
_____(drawing, draws) in the park.
板书设计：
do（does） like后跟动词ing
有关like的句型
48
练习卷3
教学目标：
1.能熟练听懂、会读、会拼写单词，熟练运用所学句型，充分掌握What
do you like doing? I like
What does heshe like
doing? HeShe likes句型的规则。
2.完成相关的一些针对性练习。
教学重点：能熟练听懂、会读、会拼写四会单词，熟练运用所学句型，充分掌握What do you
like doing?
I like… What does heshe like
doing? HeShe likes…句型的规则。
教学难点：能熟练听懂、会说、会读、会运用本单元句型。
教学具准备：
1.教师准备：练习卷。
2.学生准备：复习前面所学内容。
教学过程：
教学随记栏
翻译词组
1.唱歌跳舞________________
2.喜欢爬山________________
3.读故事________________
4. their
hobbies________________
5.看电影________________
6. very well________________
7.弹钢琴________________
8. on the
ice________________
9.一个主意________________
10. cold and wet________________
11.擅长溜冰________________
12. play
basketball well________________
13.谈论某事
________________
14. a big
hole________________
二、用括号中所给词的适当形式或首字母提示完成填空。
do you like ___________(do)? I like
_________(dance)
_____she ______(have) ？
she _________(have) a lot of stories.
3.I
can’t play football ,___________(也).
and Lily
_________ ___________ (都是) students.
_________ (也) likes English .
6.I am good at
____________(swim).
7.I usually play in the
park ______________(和) my brother Tim.
you
like w_____________ yellow? Yes, I have yellow
shoes ,a yellow hat .
s can
t_______________and f______________.
you like
watching f_________? Let ‘s go to the cinema this
Sunday .
三．选择
( ) does__________ like
doing? A. they B. you
Ling
49
( ). Brown
can__________ well. A. swim B.
swims C.
swimming
( )3..Sam has
__________ idea. A. a B.
an
C. the
Unit5 What do they
do?（5课时）
第1课时
教学目标：
1.理解、掌握对话内容，能用正确的语音语调朗读对话，并初步表演对话。
2.能正确运用日常交际用语：What does heshe do? HeShe is a
teacher workerfactorywriter . . .
3.能听懂、会说、会读单词：writer,at home,sick,people,facto
ry,cook,driver,farmer,policeman.
教学重点：
1.能正确理解对话内容，朗读对话，初步表演对话。
2.能听懂、会说、会读单词：writer,at home,sick,people,facto
ry,cook,driver,farmer,policeman.
教学难点：
1.能正确理解对话内容，朗读对话，初步表演对话。
2.词汇factory等的正确发音，以及第三人称单数时的用法：What does heshe
do? HeShe is a teacher
workerfactorywriter . .
.
教学具准备：
1. 教师准备：单词卡片，人物图片，多媒体，板书。
2.
学生准备：预习story time。
教学过程：
教学随记栏
up & Lead in
1. Free talk
T:
(请一名学生站起来) What do you like?
S: I like . . .
T: What does your father like?
S: He likes
. . .
2. Work in pairs.
3. T:(接着最后一名学生的回答)
Your father likes . . . What does your father
do?(PPT出示此句并出示汉语意思)
T: A worker? A farmer?
... ( PPT: A. a worker(一名工人) B. a
farmer（一名
农民） . . . )
让学生选择。
T: Oh your
father is ...?What do you do?(PPT出示此句并出示汉语意思)
S: I’m a student.
Step2. Presentation
1. PPT出示Su Hai and Mike 的图。
（1)T: What
does Su Hai do?
S: She’s a student.
T:
What does Mike do?
S: He’s a student.
T:
What do their parents do? Now let’s watch a
cartoon and fill the form.
PPT:
Mike’s
teacher
writer doctor
factory
50
英语
（五年级 上）
备
课
任课教师：
1
龙都中心小学五年级英语教学计划
（2018～2019学年第一学期）
一、班情学情分析：
经过2年的学习，大部
分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣
可能会开始减退。因此，这
个学期在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实
践能力为重点，面向全体学
生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。五年级的学生学习
比较理性。教师在以活动为
课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设
计丰富多彩的教学活动，有
效的教学任务。同时注意到学生中存在的两极分化，教学内容注意由简到难，
循序渐进，在知识的复现中
做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的
能力。重视阅读能力和写作
能力的同步培养。重视英语作为语言的交际功能。
二、全册教材分析：
新教材强调
培养学生综合语言运用能力，注重口语表达练习，让学生在阅读故事、做做玩玩、唱唱说
说的过程中发展
语言能力、思维能力以及交流合作能力。英语（五年级上册）共八个新授单元，每个新授
单元都有八个板
块。Story
time借助插图和故事情节，以对话或语篇的形式呈现单元词汇、句型和日常用
语。Grammar
time是五六年级新增的板块，通过直观易懂的表格和语言提示的方式，对语法知识进行简单
的总结和
归纳。Fun time是句型和词汇的操练板块，通过趣味性、互动性较强的语言实践活动，提高学生
用英语进行简单对话的能力。Cartoon time是拓展性趣味阅读板块，通过趣味小故事帮助学生复习本
单元
的语言知识，提高阅读理解能力，有计划地呈现即将出现的知识。Sound time是语音教学
板块，通过范例
单词和节奏感较强的歌谣，帮助学生了解字母在单词中的发音，本册教材还有部分语调的
训练。Song time
和culture time在本册中替换出现。通过歌曲、激发兴趣，活跃
身心；不断提高语言运用能力和人文素
养。Checkout time是检测板块。通过形式多样的综
合性语言应用活动，帮助学生复习巩固所学的语言知
识。Ticking time是自我评价板块。通
过评价，引导学生了解自己对所学主要内容的掌握情况，反思和调
整自己的学习过程，体验进步与成功。
每四个单元后有一个综合语言实践项目Project。通过形式多样的
综合语言实践活动，引导学生思
考、调查、讨论、交流和合作，综合运用所学的语言知识和语言技能。
三、教学总体目标：
1．能按四会与三会要求掌握所学的单词。
2．能按四会要求掌握所学的句型。
3
．能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确，所用话语与场
合
符合。
4．能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。
5．培养良好的书写习惯，能做到书写规范整洁。
6．培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调，逐步培养语感。
7．能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。
四、学期教学措施：
1．课堂上尽量使用英语组织教学，做到持之以恒，由少积多，以助于创
造英语气氛，养成学生听英语，
用英语思维的习惯。
2．根据学生的特征，可将每个单元，该
单元的教学内容重新组合，科学合理的把单词教学，对话操练，
复习巩固融为一体。
3．多以
图片、手势呈现英语单词及对话情景，图片呈现采用灵活多样的方法将该单元所学的内容柔和在
一起进行
综合操练。如师生快速问候和介绍、学生间连续的相互问候和介绍，创设情景进行表演等，让学
生将所学
的对话用于不同的情景。采用先听说，后读写，先整体，后局部的方法教学。
4．在课堂教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。
5．词汇
教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练。
6．逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。
7．适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。
2
五、教学进度安排：
单元 内容 教时 进度
Unit 1 Goldilocks and the three bears
5 91～910
Unit 2 A new student 5 911～923
Unit 3 Our animal friends
5 924～109
Unit 4 Hobbies 5 1010～1022
Project 1 An
animal school 3 1023～1029
期中复习 6 1030～1112
Unit 5 What do they do?
5 1113～1125
Unit 6 My e-friend 5 1126～124
Unit 7 At
the weekends 5 125～1217
Unit 8 At Christmas 5
1218～1230
Project 2 Our friends 3 1231～17
期末复习考试 8 18～最后
3
Unit1 Goldilocks and the
three bears（5课时）
第1课时
教学目标：
1.能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest,
house, soup, hard, soft, afraid,
just right,
in front of 。
2. 能够听懂、会说、会读句型：There is … There
are… 并理解句型的意思。
3. 能够听懂、会说、会读日常用语：What a
beautiful…! This … is too…
4.
学生能够阅读、理解故事，并能够在理解的基础上表演出故事。
5．学生能够改编故事并试着表演出来。
6．让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
教学重点:
1．能够从整体上阅读故事并理解故事。
2．能够语音语调正确地朗读故事、复述故事。
教学难点：能够根据课文内容创编剧本并表演。
教学具准备:
1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书。
2.学生准备：听5遍Story time 录音。
教学过程：
教学随记栏
Step1: Pre-reading
1. Free talk
and guess
T: Great! First, Let’s go to a
place. Try to guess: what place is it? I’ll
give you some clues. Now look, it’s very big
and beautiful. There are many trees
and
flowers. There are some streams. Many wild animals
live here. What place
is it?
S1: A
forest. (提示学生可以用中文回答。)
T: Good. Let me show
you a picture of forest.
（Teach: forest）Have
you ever been to a forest?
Ss: No.
T:
Well, don’t be sad. Here I got a video about
forest. Do you want to take
a look?
Ss:
Yes!
T: OK. Let’s watch it. After watching,
tell me, what can you see in the forest?
全班看视频。
3. Look and say
(1.)T: OK. Is
the forest beautiful?
Ss: Yes, it is.
T: What can you see in the beautiful forest？
S1: I can see a …
S2: I can see some …
(2)T: Good! Look at this picture. There are
many trees in the forest. Let’s
read the
sentence. 全班跟读句型2遍。
T: Now, look, there are…
in the forest. Who can try? 让学生模仿例句说说There
are …
Step2: While-reading
4
1. Watch and answer
(1)T: Wow,
there is a girl in the forest. Right? 学生跟读句子2遍。Who
is this
girl? What is her name? Let me tell
you. Her name is Goldilocks. (Teach:
Goldilocks) Oh, it’s so surprising. Goldilocks
is in the forest. What does she
see in the
forest?
(2) T: In the forest, there is a
house. Whose house is it? Maybe it's … Can
you
guess?
2. Read and answer
(1)T: Now
please open your books and turn to page6, read the
story by yourselves,
then, answer my question:
What is in the house? 让学生自读故事思考问题。
(2)T:
What’s in the big house?
提示学生用There is are
回答。
(3)T: In this big house there are three
beds. There are three bears. There
areis…
总结学生的答案并引出：And also there is some soup. Follow me:
soup.
(Teach: soup) 提示学生注意soup是不可数，some soup。
S1: There is some soup. 及时纠正学生发音或be动词。
3.
Look and guess
(1)T: Look at Goldilocks.
Guess, which soup does she like? Does she like
this
soup? (PPT显示三碗汤)
学生逐一回答。T: She
doesn’t look happy in these two pictures, right?
What’s
wrong with this soup? Let’s listen to
her. (音频：This soup is too cold.)
指导学生模仿跟读2遍，重点重复too cold.
T: And what’s
wrong with this soup? (同法读too hot). And how about
this soup?
(Teach: just right)
4. Look and
order
5. Reading time
(1)T: Very good.
This time, let’s read the story after the
computer. 学生跟
电脑齐读故事，教师指导朗读。
(2)T: OK. This
time, you can read in a group. 四人一组自由读。
(3)T:
Now let’s read it together. Try to remember the
story. (Picture1, 学
生齐读一遍填入所缺单词，同法练习后面的图片)
-reading
1. Retell the story
学生分组练习表演故事。
板书设计：
Unit1 Goldilocks and the three bears
Goldilocks头像 Goldilocks头像
Goldilocks头像 Goldilocks头像
单词条： happy
hungry & thirsty tired afraid
图片： a house three bowls of
soup three beds three bears
教学反思：
5
第2课时
教学目标：
1.
进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house,
soup, hard, soft, afraid,
just right, in front
of, beside, between 。
2. 进一步巩固并掌握四会句型：There is
… There are…
3．学生能够准确运用故事中出现的新词汇。
4.
学生能够熟练掌握There be…句型描述某处存在某样东西。
5.
学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法。
6. 学生能够完成Fun time中的任务。
7．让学生体会到亲自设计家居的乐趣。
教学重点: 对词汇和句型的学习和运用。
教学难点：根据所描述的对象正确运用There
be…句型。
教学具准备:
1.教师准备：PPT，一硬一软两个玩具熊，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学过程：
教学随记栏
Step1. Review the story(Let’s judge.)
Step2. Learn the words
1. Brain storm
and learn
4. Look and answer
r time( too
的运用)
Look and say
Look and complete
T:
Does the boy look smart in this sweater? What’s
wrong?
S: The sweater is too big. He can’t
wear it.
T: Oh, look at this baby. Can he go
to school?
S: The baby is too young. He can’t
go to school.
r time( There be…句型)
Think
and say
T: OK. Grammar 2. The usage of There
is are…
Follow me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in
the forest? What’s on the table?
You may say:
There is are … You can choose any pictures you
like.
S: There is are … 学生选择书上的喜欢的图片用There
be…句型描述, 教师板书
句型。
Look and discuss
学生可以用中文总结他们发现的规律。
Play a game
Look and
write
T: Look! This is another picture of the
bears’ house. Look at it. Do you like
it? Can
you complete the sentences with the right words?
Welcome to the bears’ house! Look! There ____
a picture of them ____ the wall.
There _____ a
table in the house. There _____ some honey ____
the table. There
6
_____
two balls _____ the table. There ______ a toy car
______ two balls. There
_____ a clock ______
the window. There _____ a cap ______the clock. Do
you like
their house?
学生完成后利用幻灯片集体核对答案。
time
Draw a new house
(1) T: After
visiting the bears’ house, Goldilocks feels very
sorry, so she
writes a letter to the bears.
Dear Bear Family,
Sorry for bothering you
last time. I would like to know if you have time
to come
and visit my house in the town. Hope
we can be good friends!
Goldilocks.
Do you think that they can be
friends? Will the bears be happy to get this
letter?
Ss: Yes.
T: So the bears are
coming. This is Goldilocks’ house. What’s in the
house?
Can you draw something in her house?
Maybe you can draw some food on the table,
or
some toys for the baby bear. Please draw and talk
about it. 指导学生完成
书上第10页内容。
(2) T: Who can
come here to show your picture to us, and talk
about it? 请
学生上台介绍图画内容。(教师及时反馈)
a short
play and act it out
(1)T: Oh, I like your
pictures, and I know all of your houses are ready
for the
bears. It’s time for visiting. The
bears are at Goldilocks’ home now. What
will
happen? Will they be happy? I think we can figure
out a new story. I can
make an example. I am
Goldilocks. I need three bears. Who’d like to try?
邀请三名学生上台扮演bears，示范表演对话。
(2)T: Now you can
practice in four.
(3)Ss act in groups.
rk
T: Today, you’ve done a very good job! I like
your story so much. Here’s your
homework.
a picture of your room and talk about it in the
next English class.
the exercise book.
the new words and the story.
板书设计：
Goldilocks and the three bears ( Grammar time &
Fun time)
This soup is too hot cold.
This bed is too hard soft.
There is …
There are …
教学反思：
7
第3课时
教学目标：
1.
能够听懂、会说、会读卡通故事中出现的词汇：really, then, find, their。
2. 能够流利地表达There is … There are…的意思。
3.
能够理解并掌握There are …句型的否定句式There aren’t any …。
4
能够听懂、会说、会读日常用语：Really?
5. 能够整体理解并简单表演卡通对话。
6．学生能熟练运用本单元所学的词句谈论某处的物品。
7．学生能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
8．学生能了解中西方传统的饮食，并能用英语作简单介绍。
9．让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知识。
教学重点: 能正确理解、朗读卡通故事，了解中西方传统的饮食。
教学难点：
1．能正确并且熟练地运用本单元所学的词句谈论某处的物品。
2．能用简单的英语介绍中西方传统的饮食。
教学具准备:
1.教师准备：PPT，卡通人物头饰，板书。
2.学生准备：提前预习Cartoon
time和搜集Culture time资讯
教学过程：
教学随记栏
Step1. Lead-in
response “Yes or No”
2. 1 minute – non – stop – talk
教师在黑板上示意比赛规则。男女生分别在1分钟内用There
be…句型说出教室里的
物品，说得又对又多的胜利。教师给予评价。
Step2.
Presentation (Cartoon time)
Talk about the
pictures.
Read and learn
(2)T: Look at
Bobby and his cousin. How do they feel? Can you
fill in the blanks?
Bobby’s cousin is
___________. Bobby is ________. Guess. What are
they saying?
You can talk about it in pairs.
同桌间猜测他们会说些什么。
T: Well, if you were Bobby, what
would you say? And how about the cousin?
引
导学生揣摩不同卡通人物的心理和语言。
Imitate and remember
(1)T: This time, let’s read the story after
the computer together. 跟电脑一
句句齐读。
(2)T:
Please read loudly by yourselves. 大声自读。
(3)T:
This time, I’d like to be Tina, boys, you could be
Bobby, and girls,
you’re the narrator. OK?
（师生间分角色朗读对话）
(4)Read in roles. 学生间分角色朗读。
Act in groups
(1)师生间示范表演故事。可以请一位学生扮演cousin
，运用之前创编的故事结尾使表
演更完整。
(2)T: Now please act
the story in groups.
(3)Act.
Step3.
Presentation(Culture time)
8
Learn to say
T: Look, Bobby’s cousin eats
so many cakes. Now he’s very thirsty, I think.
Here’s a cup of coffee, a cup of tea, and a
glass of juice. Which one would
he like?
Guess. 学生猜一猜。
T: I guess he’d like a glass of
juice. Look at the coffee and the tea. Maybe
our parents like them. Which is popular in
China, coffee or tea?
Ss: Tea.
T: Yes.
Follow me: Tea is popular in China. How about
coffee? Oh, coffee is
popular in Western
countries. (Teach: popular, China, Western
countries)
Say something more
T: Different
food and drinks are popular in different
countries. Now let’s talk
about more popular
food and drinks in China and in Western countries.
For
example, noodles are popular in China, and
hamburgers are popular in Western
countries.
Can you say something more? You may discuss in
pairs first. 学生
同桌间讨论并汇报：
____________ is
popular in China, and _______ is popular in
Western countries.
教师反馈。
the video
T:
All of you did a good job. I have a video about
popular food and drinks in
China and Western
countries. Shall we watch together?
Ss:
OK.（观看视频）
T: Let’s enjoy different food and
drinks. Let’s enjoy our wonderful lives.
Step4. Homework
(1)Read and act Cartoon
time.
(2)Dub for the story.
(3)Take a
picture or draw one about your favorite room in
your house.
板书设计：
Unit1 Goldilocks and the three bears ( Cartoon
time & Culture time)
教学反思：
9
Bobby的话：
There aren’t
any …
Tina的话：
You can
have some
cakes. …
Their cousin的话：
I
like cakes!
…
第4课时
教学目标：
1. 能够正确、流利、生动地讲故事Goldilocks and the three
bears。
2. 了解字母c在单词中的发音。
3.
能正确并熟练地运用本课词句谈论某处的物品。
4．学生能够熟练掌握There
be…句型描述某处存在某样东西；
5. 学生能熟练掌握字母c在单词中的发音。
6.
学生能够运用较丰富的语言介绍自己的房间。
7．让学生体会到介绍家居的乐趣。
教学重点: 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自
己
的学习情况。
教学难点：能运用比较丰富的语言介绍房间并完成相应短文的写作。
教学具准备:
1.教师准备：PPT，房间的照片，打印的练习，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学过程：
教学随记栏
talk
1. Talk about the students’
things.
T: Look, boys and girls, there are
many things on your desk. Right? What’s
on
your desk? (T&Ss)
2. Talk about the teacher’s
things.
tation
1．Show teaching aims
In this lesson, we’ll have some learning aims.
Look at the learning aims. First,
I can
understand “Goldilocks and the three bears.” The
second , I know the
sound of the letter “C”
.The third, I can use “There isare...”to talk
about
things in a place.
(PPT出示teaching aims)
2. Act the story in pairs
Now, first, let’s come to the first aim. Can
you understand “Goldilocks and
the three
bears”? Yes, I’m happy to hear that. Now, let’s
play a game. Who’s
the best story teller? Are
you the best story teller? Here’re some pictures
of the story. If you can tell the story
fluently , correctly and vividly you
can get
three stars. Not very fluently or vividly you can
get two stars. Some
mistakes you can get one
star. ((PPT出示ticking form)
Maybe you can
retell the story like this. (One day, Goldilocks
is in the forest.
There isare....) in groups
2. If you can finish, you can tick the form.
some students to act the story
about the
picture
You can understand “Goldilocks and the
three bears” .Let’s come to the second
aim.
Look at the picture. What’s in the picture? Whose
coats are they? Look,
they are their coats.
They are Liu Tao, uncle and cousin. Are they
happy? What’s
the matter? Who’s come? What’s
the doctor saying? Let’s listen.
4. Follow the
tape
(1)Answer the questions.
(2)Follow
the T
10
(3)Clap your
hands
(4)Follow the music
(5)Practice in
pairs
(6)Ss say together
5. ck
Look
at the words, uncle, cold, cousin . What’s the
pronunciation of the letter
c? Can you write
more words? This time, let’s try to read the new
words. Can
you read them? card, camel, cage,
candy. What do they mean? Look here, here are
some sentences and pictures .Maybe you can
know their meanings from these
sentences,
please read by yourselves. So we finished the
second aim. You can
tick the form.
6.
Look and say
7. Look and write
You can say
correctly. Can you write correctly? If you can
write correctly,
you can get one star. Now
open your books, turn to page 15 and write down.
Let’s check. ((PPT出示答案) ’s read together.
1. T shows the room
2. Listen and point
This is my living room. How about your room?
Have you got a picture? First, talk
about your
picture with your partner. Tell your partner
what’s in the room?
practice 2. T随意拿学生的几张图片
Whose photos are they? Come here,
please. This
time , let’s listen and guess. Which picture is it
?(投影仪出
示图片)
something about your room
Now you can describe your rooms very well.
This time let’s try to write about
your rooms.
Take out your paper. Write down.
This is
_________. There is_______. It’s_________.I
often__________.
There are_________.
________________________.
rk.
Finish
your passage of your favorite room
Finish the
exercise in workbook.
板书设计：
Unit1 Goldilocks and the three bears
There is are...
It’s They’re nice hard soft.
I likecan...
教学反思：
11
第5课时
教学目标：
1．能综合运用本单元所学单词和句型。
2．能熟练掌握本单元四会内容。
3．完成本单元书面练习，查漏补缺。
4．锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教学重点：复习本单元词汇与句型。
教学难点：熟练运用本单元所学内容。
教学具准备：
1.教师准备：PPT，房间的照片，打印的练习，板书，听力资料。
2.学生准备：复习，熟读，会复述，会合作表演。
教学过程：
ng aims
1.能综合运用本单元所学单词和句型。
2.能熟练掌握本单元四会内容。
3.完成本单元书面练习，查漏补缺。
4.锻炼
自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
tation
1．小组比赛，拼写四会单词。
2. 重点句型问答。
3.
综合练习总体情况分析。
ce & Production
1．小组内讨论解决听力中的难点。
2. 各小组展示问题。
3.
在教师的指导下讨论并解决。
4. 校对所有笔试练习。
5. 学生订正练习。
6. 总结归纳笔试中的语言点。
Step4. Checkout
1.
听力和笔试中的重难点及学生易错的题目。
2. 练习。
3. 评价订正。
Step5: Homework
1．复习U1词汇和句型。
2．整理、复习错题。
板书设计：
Unit1 Goldilocks and
the three bears
本单元主要单词和句型
12
教学随记栏
Unit 2 A new student（5课时）
第1课时
教学目标：
1.能听懂、会说、会读词汇show…around, floor.
2.能听懂、会说、会读和会拼写art room, classroom, computer
room, library, music room, playground
student,
second, third, first.
3.正确运用日常交际用语和句型Can you
show her around? How many…? Is there a …? Yes.
There is. No. there isn’t. Are there any…?
Yes, there are. No, there aren’t. Let’s
go
and…
4.理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。
教学重点；
1.能听懂、会说、会读词汇show…around, floor.
2.能听懂、会说、会读和会拼写art room, classroom, computer
room, library, music room, playground
student,
second, third, first.
3.正确运用日常交际用语和句型Can you
show her around? How many…? Is there a …? Yes.
There is. No. there isn’t. Are there any…?
Yes, there are. No, there aren’t. Let’s
go
and…
教学难点：正确运用日常交际用语和句型Can you show her
around? How many…? Is there
a …? Yes. There
is. No. there isn’t. Are there any…? Yes, there
are. No, there
aren’t. Let’s go and…并能正确运用。
教学具准备：
1.教师准备：PPT，录音机，磁带，词汇卡和图片，板书。
2.学生准备：听5遍Story time 录音。
教学过程：
教学随记栏
g-up
1. Greetings.
a song《I
love my bedroom》
3. 回顾已学词汇bedroom, bathroom,
living room, kitchen.
4. Guessing game：
5.
Look and say.
-task
Guessing game:
the new words （Task1:回忆相关知识，初步运用结构。）
(1)以Guessing game的游戏，同法教授新词：art room, library,
playground, computer
room, music
room，并且可以拓展词汇：office, toilet, canteen, hall等。
（2）Read the new words.
（3）新授句型：IsAre there
… ?
Yes, there isare.
No, there isare not.
T: Is there a library?
T: Are there any table tennis rooms?
Ask
and answer in pairs.
（4）教授序数词：first, second,
third及句型It’sThey’re on the … floor.
13
T: Yes, there are two computer
rooms. They’re on the first floor.
针对以上内容，引导学生对教师进行提问，例如： S：Is there a computer
room?
教授新词：first， second，third
（5）揭示课题。
T: Boys and girls, today, a new student joins
us.
PPT出示Nancy人物形象，She’ s new here. She’s a
new 2 A new student
揭示课题，带读。
T: Can you
show her around?
教师示范：There is a library.
It’s on the third floor. There are two computer
rooms. They’re on the second floor.
（小组利用学校平面示意图向Nancy介绍自己学校场所具体位置。）
2
and answer.
T: Boys and girls, you did a good
job. But can Yang Ling show around her school
to Nancy?
播放Picture 1课文录音。
Ss: Yes,
she can.
2. T: If you’re Nancy, can you ask
some questions about new school?
引导学
生利用新授句型，进行提问。
3. Watch and circle.
4. Read and match.
to say.
a. Make a
sentence
b. Ask and answer
and act.
3
1. Try to retell.
2. I’m a little
designer. 小组合作为学校设计，制作平面示意图，并汇报。
–task
g
time:
2.总结所学知识
Today we have learned…
说出所学的单词和句型，以及复述课文
rk
板书设计：
Unit 2
A new student
There isare …
the third floor
school
the second floor
music room
table tennis room
the first floor
It’
library computer room
Yang Ling’s
classroom
They are on the…floor.
教学反思：
14
第2课时
教学目标：
1.复习上节课所学的词汇。
2.能听懂、会说、会运用句型How many…? Is
there a …? Yes. There is. No. there isn’t. Are
there any…? Yes, there are. No, there
aren’t.
3．学生能够理解并掌握Grammar time中Be there和How
many句型的用法和规则以及基数词、序数词的
区别和用法。
4．能了解“第一层”在英式英语和美式英语中的不同表达。
教学重点；
1．学生能够理解并掌握Grammar time中Be there和How
many句型的用法和规则以及基数词、序数词的
区别和用法。
2．能了解“第一层”在英式英语和美式英语中的不同表达。
教学难点：
1.
学生能够掌握并熟练运用Grammar time中Be there和How
many句型的用法和规则以及基数词、序数
词的区别和用法。
2.
能了解“第一层”在英式英语和美式英语中的不同表达。
教学具准备：
1.教师准备：PPT，录音机，磁带，词汇卡和图片，板书。
2.学生准备：复习上节课所学内容，并尝试用there be来介绍教室的设施。
教学过程：
教学随记栏
g-up
Play a game (找茬游戏)
Read and
act
-task
the new words（介绍学校设施）
T:
What’s thisthat? (图片)
学生简单介绍教室和设施：
art
room, classroom, computer room, library,
playground
2. What’s missing?
Ss: Quick
respond
1
and learn
and answer:
How many desks chairs pictures computers
footballs are there?
S: There is one. There
are…
Read“How many…are there?”
Make a new
dialogue with our classroom or other rooms.（ 24
人一组group work)
2
Look and say
认读表格，复述句子。
and answer
3. Fill in the
blankets
PPT: ____ there __ music room? Yes,
there ____. …
S: Try to say.
15
4. Learn to say
(1)Say a song:
Number
S: Sing together.
(2)Review one
to ten.
S: Count and spell
(3) Review:
ordinal number
One-first two-second three-
third
Learn: five- fifth 5th nine-ninth 9th
Read first to tenth
介绍作业书写日期的格式：Sep.10th
3
1.通过图片展示让学生了解In the UK, this is the
ground floor. In the USA, this
is the first
floor.
Teach: UK USA
S: Read “UK USA
ground”
2. Playground—— ground
介绍：在英国英语中，地面的楼层叫ground floor一楼,上面一层叫first
floor二楼，
再上面一层叫 second
floor(三楼)；在美国英语中，地面的楼层叫first floor(一楼)，
second
floor二楼,third floor三楼。我们选择了美国英语的表达方法。
S:
Listen and learn by heart
让学生自己来说一说我们中国的楼房和国外的有什么区别？
–task
1.
Action
S: Show the story.
2. Sum-up: How
many… are there…?
Is Are there…?
3.
猜一猜老师手里的是什么room
S: Is there a …? Are
there any…?
教师告知： Yes, there is . No, there
isn’t. Yes, there are. No, there
aren’t.
Step7. Homework
a new dialogue
the
exercise book.
the new words and the story.
板书设计：
Unit 2 A new student
How
many…are there ...？ There’s There are…
USA UK ground
IsAre there…?
Yes, there isare. One-first two-
second three-
third
No, there aren’t. five- fifth nine-
ninth
教学反思：
16
第3课时
教学目标：
1.复习上节课所学的内容。
2.能够听懂、会说、会读卡通故事中出现的词汇：swing, push, heavy,
high, stop
3.能够听懂、会说、会读日常用语：It’s great fun!
Let’s go and play. Let’s play again. Let’s
go
home now.
4. 能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
教学重点：
1.能够听懂、会说、会读日常用语：It’s great fun! Let’s go and
play. Let’s play again. Let’s
go home now.
2.能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
教学难点：
1.
能正确朗读单词：push, heavy等。
2. 能在理解的基础上表演故事内容。
教学具准备：
1.教师准备：PPT，录音机，磁带，图片，板书。
2.学生准备：复习上节课所学内容，预习Cartoon time。
教学过程：
教学随记栏
Step g-up
1. Free talk
On duty:
Introduction
2. T-S greetings
and answer.
4. Choose one place to talk about.
5. Sing
a song《What’s in the classroom？》
6. Retell the
story time.
-task
导入活动：
Talk to
student with playground.
T:Is there a gym in
our school?
Ss: No, there isn’t.
T: Is
there a playground?
Ss: Yes, there is .
T:
Are there any swings in the playground?
Ss:
No, there aren’t.
T: Look,! There is a swing
in this playground. (PPT)
Teach: swing
拓展slide
T: Do you like playing on the
swingslide?
Ss: Yes Sure.
T: Let’s go and
play. It’s great fun.
Great wall 长城
fun—fan（Read together）
1
Teach Cartoon
time.
about the pictures.
17
T：Who are they?
Where are
they? Guess!
Ss:They’re Bobby and Sam. They
are …
2. Watch and answer
a. Where are Sam
and Bobby?
b. What do they see there?
c.
Can bobby push(推) Sam? Why?
Teach：push (反义词)
pull
d. Is Bobby happy on the swing? Why?
Ss: Watch and answer.
Check out.
2
1.教师领读词组和句型： in the playground , on the swing
, too high(同音词) hi,
Let’s play again.
It’s time for dinner.= It’s time to have
dinner.
Ss: Listen and read(指导学生模仿说一说句子。)
2. Read and act(教师指导朗读。)
Ss: Read after
the tape and imitate the pronunciation.
3
Imitate and remember.
1. Read the story
(Work in pairs)
2. Please read loudly.
3.
师生间分角色朗读对话。
4. Read in roles. 学生间分角色朗读。
5.
Act in groups.
–task
听写单词：art room,
classroom, computer room, library, music room,
playground
听写句型：Can you show her around? How
many…? Is there a …? Yes.
There is. No.
there isn’t. Are there any…? Yes, there are.
No, there
aren’t. Let’s go and…
3.
Summary（本课所学内容回顾与总结。）
We have learned…(词汇和句型)
Step7. Homework
板书设计：
Unit2 A new
student ( Cartoon time)
教学反思：
18
Bobby的话：
Sam的话：
Let’s go and play
home.
swing
Push me. It’s great fun.
Stop too high
Let’s play again.
It’s
time for dinner.=____
第4课时
教学目标：
1. 用正确的语音语调朗读对话，表演对话。
2.
学生能够熟练掌握There Be结构的一般疑问句Is Are there…?和特殊疑问句How
many…are there?及其答语。
3.
能够正确、流利、生动地介绍自己的学校。
4. 了解字母c在单词中的发音。
教学重点：
1. 能够运用所学知识正确、流利、生动地介绍自己的学校。
2.
了解字母c在单词中的发音。
教学难点：
1.
能够掌握并正确地运用所学内容介绍相关地点或设施。
2. 了解字母c在单词中的发音。
教学具准备：
1.教师准备：PPT，光盘，录音机、磁带、板书。
2.学生准备：复习上节课所学内容，预习Sound time。
教学过程：
学随记栏
Step g-up
Greetings.
T：Good
morning boys and girls!
S：Good morning, Miss
Guo.
2. Free talk
T: Is there a computer
room in our school?
Ss:Yes, there is.
T:
Are there any…s in our school?
Ss: Yes, there
are.
T: How many…are there?
Ss: There
are….
3. Ask the Ss to work in pairs.
-task
Revision(Watch and follow.)
time(播放光盘)
Ss: Read after the tape.
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
n time.
Read by yourself
1
the students to
act the story time.
2. Ask the students to act
cartoon time.
2
Sound time.
Show the
words “cinema, dance, ice cream, juice, nice” and
ask the
students read them.。
19
教
Ss: Read the word and find
the pronunciation of “c”
2. Watch “Sound time”
together.
3. Ask the Ss try to understand the
pronunciation of “c”
Ss: Try to understand the
pronunciation
Find some more words with “c”
and have the same pronunciation.
3
Checkout time.
Think and write
(1)Write down the answers on P24.
(2)Talk
with your partner.
(3) Check the answers.
Listen and number
(1)Listen to the
computer and write down the number.
(2)Check
the answers.
–task
Ticking time
We
have finished unit 2. What do you learn from Unit
2? Can you tell
me?
学生自评。
同桌互评。
Step7. Homework
your passage of “My
school”.
the exercise in the workbook.
板书设计：
Unit2 A new student
有关Sound time的板书
My
school
There is…
There are…
There is
not a..
There are not any…
教学反思：
20
第5课时
教学目标：
1．能综合运用本单元所学单词和句型。
2．能熟练掌握本单元四会内容。
3．完成本单元书面练习，查漏补缺。
4．锻炼
自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教学重点：复习本单元词汇
与句型。
教学难点：熟练运用本单元所学内容。
教学具准备：
1.教师准备：PPT，相关设施照片，打印的练习，板书，听力资料。
2.学生准备：复习，熟读，会复述，会合作表演。
教学过程：
学随记栏
ng aims
1.能综合运用本单元所学单词和句型。
2.能熟练掌握本单元四会内容。
3.完成本单元书面练习，查漏补缺。
4.锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流
和表达。
tation
1．小组比赛，拼写四会单词。
2. 重点句型问答。
3. 综合练习总体情况分析。
ce & Production
1．小组内讨论解决听力中的难点。
2. 各小组展示问题。
3.
在教师的指导下讨论并解决。
4. 校对所有笔试练习。
21
教
5. 学生订正练习。
6.
总结归纳笔试中的语言点。
Step4. Checkout
1.
听力和笔试中的重难点及学生易错的题目。
2. 练习。
3. 评价订正。
Step5: Homework
1．复习U2词汇和句型。
2．整理、复习错题。
板书设计：
Unit2 A new
student
本单元主要单词和句型
22
Unit 3 Our animal
friends（5课时）
第1课时
教学目标：
1.能理解文章内容，用正确的语音语调朗读短文，并初步复述。
2.正确运用日常交际用语I have animal friends. It’sThey’re
…. ItThey can ....
It hasThey have ….
3.能正确的听、说、读单词：animal, leg, body, arm, other,
tail, wing.
4.通过学习培养学生对动物的热爱。
教学重点：
1.能正确文章内容，用正确的语音语调朗读短文，并初步复述。
2.会说会读单词：animal, leg, body, arm, other, tail,
wing。
教学难点：
1.句型It hasThey have
….的掌握与正确运用。
2.单词：animal等的正确发音。
教学具准备：
1. 教师准备：单词卡片，图片，多媒体课件，板书等。
2. 学生准备：听Story
time的录音，并预习这部分内容。
教学过程：
学随记栏
Step1. Warm up & Lead in
1. T:
Good afternoon, boys and girls. Do you like songs?
Let’s enjoy
a song《 Head shoulders knees and
toes》.
Ss: Listen, move and enjoy a song.
通过欢乐的歌曲渲染学习氛围，让生感受新知，并引出话题。
Step2.
Presentation
1.T: 出示人物身体图片，提出问题: What body
parts do you know?
热键出现四个身体部位单词 : car,
farm—arm; red, egg—leg, look
book—foot.
3.组织游戏：Quick Response
用游戏巩固新单词。
4.T:
You are so fast. Great! Now, attention. Touch your
tail and wings.
T: Do we have tails?
Step3. Consolidation
1.T:Different
animals, different appearance. Now try to read the
whole
story about their animal friends.
Ss: Read the text together.
Read in groups
of four.(together, or role reading, choose the way
they
prefer)
齐读、小组朗读课文。
2. T: Think
and write ( P28), try to retell the text.
23
教
Ss: Fill in the blanks
and retell the text.
根据文本内容印象，填空，初步复述文章。
3.T：Do you like their friends? I have an
animal friend, too.
示范：
T：(课件逐幅出示body等身体部位的小图片，打乱顺序)
(注意描述角度更丰富)
Yes, it has a small body.
It has a big
mouth.
It has two strong feet.
It has a
long tail.
It has no arms.
But it has two
wings.
It can fly and talk.
What is it? Do
you know now?
Ss: Listen and guess.
An
eagle? A parrot?
随着特征的逐步清晰化理解猜出答案: It’s
parrot!
（出现鹦鹉的完整图片）
Ss: Prepare and try
to describe an animal friend to all.
从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。
Step4.
Homework
, read and try to retell the text.
a riddle of your animal friend. Share it with
us tomorrow.
从听说读写各技能角度巩固本课所学内容，编写谜语为下节课做准备。
It’s…
It has…
It can…
It likes…
板书设计：
Unit 3 Our animal friends
One is…and the other
is…
They have …and…
They have no…or…but
they
have…
Words bank:
body 身体 leg
腿 arm 手臂
tail 尾巴 wing 翅膀 foot (feet)
脚 …
教学反思：
24
第2课时
教学目标：
1.能听懂、会读、会说并理解单词：have-has, doesn’t=does not
2.能够听懂、会说、会读句型：Do … have …? Yes, … , … don’t.
Does heshe
have …? Yes, heshe , heshe doesn’t.
教学重点：
1.能够听懂、会说、会读句型：Do … have …? Yes, … ,
… don’t. Does heshe
have …? Yes, heshe , heshe
doesn’t.
2.能简单的用第三人称描述动物。
教学难点：
1.能用第三人称描述自己喜欢的动物。
2.句型Does heshe have …?
Yes, heshe , heshe doesn’t.的掌握与运用。
教学具准备：
1.教师准备：录音、磁带、课件，图片，板书等。
2.学生准备：复习Story
time以及上一课时所学句型，预习Grammar time。
教学过程：
教
学随记栏
on
T: Good morning, class. In
the last class, we have learned the text.
What is the name of the story? Can you
describe your animal friends?
Ss:I have animal
friends. It’s...It has...
课开始直接入题，复习上节课所学过的课文。
time
1. T: let’s ask some questions about
it.(教师示范)
Do you have an animal friend,
xx?
Does it have...?
Ss:...
通过对旧知的复习提问，为下面的一般疑问句学习做铺垫。
2. T show some
animal pets, make a dialogue with Ss.
T: Look
at the dog. Does it have four legs?
Ss: Yes,
it does.
T: Does it have a short tail?
Ss:
No, it doesn’t.
T: Does it have long ears?
Ss: No, it doesn’t.
Ss make dialogue in
pairs and do the survey on P30.
3. Ask some Ss
to show their survey.
Xx has a parrot. It
has a long tail, a big mouth and two wings. It
25
can fly and talk. Xx
has a rabbit. It has ling ears, red eyes and a
short tail. It can run and jump.
在这个环节，教师可以及时进行一定的校正。
Step3. Grammar time
in the blanks.
We have some grapes.
They have a parrot.
He has a football.
It has two legs.
Do you have a cat? Yes, I
do.
Does he have a fish? No, he doesn’t.
the answer.
the sentences .
We have some
grapes.
They have a parrot.
He has a
football.
It has two legs.
Do you have a
cat? Yes, I do.
Does he have a fish ? No, he
doesn’t.
Look at P29.
y the sentence.
T：have对应的是：I, you, we they； has对应的是：it,
he, she
Don’t = do not doesn’t = does not
Step4. Consolation (一些习题 )
1. Listen and
circle
2. Listen,read and match
rk
Copy the words and dialogues.
板书设计：
Unit3 Our animal friends
IWeYouThey have........
HeSheIt has......
Do …?
Yes, … Do. No, … don’t.
Does …? Yes, … Does. No, … doesn’t.
教学反思：
26
第3课时
教学目标：
1.
能够听懂、会说、会读卡通故事中出现的词汇：fingers, hard, give.
2.
能够流利地表达It has ... We have...的意思。
3. 能够理解并掌握It
likes....用法。
4. 能够听懂、会说、会读日常用语：Ouch!
5.
能够整体理解并简单表演卡通对话。
教学重点：
1.
学生能正确理解、朗读Cartoon
time中的故事，能读懂其中的趣味之处，能在教师的指
导下表演故事。
2.
了解字母U在单词中的发音。
教学难点：
1. 了解字母U在单词中的发音。
2. 能够流利地表达It has ... We have...的意思。
3.
能够理解并掌握It likes....用法。
教学具准备：
1.
教师准备：图片，录音，磁带，课件，板书等。
2. 学生准备：预习Cartoon
time和Sound time。
教学过程：
教
学随记栏
Step1. Warm up
Free talk：
T：Do you have....?
Ss:Yes, I , I don.t.
T:Does hesheit have ...?
Ss:Yes ,heshe ,
hesheit doesn’t.
T:Do they have ...?
Ss:Yes, they , they don’t.
由老师与学生之间的对话逐渐过渡到学生与学生之间的对话训练。
Step2.
Presentation
1.T: Does the rubber duck have an
umbrella ?Listen to the rhyme.
Bubber duck
likes the rain.
But he doesn’t like sunny
weather.
So when the summer sun comes out,
He cayyies an umbrella.”
Ss: No, he
doesn’t.
to the rhyme.
27
Have a match to say it.
at
the words：bus, duck, summer, sun, umbrella .
What’s the pronunciation of the letter u?
Can you write more words?
This time, let’s
try to say other words.
让学生寻找已学的含有音素Λ的单词，如：under, fun, hungry 等。
n
time
about the pictures.
阅读故事，理解大意。教师安排学生阅读故事，画出含有It has
....，让
学生有目的地阅读故事。
the sentences with” It
has ...”
It has ten legs.
It has eight
legs.
It has big arms.
It has a big body
too.
3. Read and answer
教师设计问题，进一步来检测学生的理解情况。
Who is their new
friend?(The crab is their new friend.)
What
can the crab do?(It can run.)
How many legs
and arms does it have?(It has two arms and eight
legs.)
How is its body?(It’s body is big and
hard.)
Does the crab like cakes?
4.
Imitate and remember
（1)T: This time, let’s
read the story after the tape.
（2)T: Please
read loudly by yourselves.
（3) Read in
roles.
5. Act in groups.
rk:
Read and
act “Cartoon time”.
板书设计：
Unit3
Our animal friends
sun sunny summer bus
umbrella u-Λ
under lunch fun cut
lucky
It has ….
教学反思：
28
第4课时
教学目标：
1.了解中国和主要英语国家的特有动物。
2.能正确并熟练地运用本课词句简单介绍动物。
3.通过练习，检测学生对句型
HeSheIt has...以及WeThey have...的掌握情况，使学生
能正确运用。
教学重点：
1.能正确并熟练地运用本课词句简单介绍动物。
2.能正确运用句型
HeSheIt has...以及WeThey have...。
教学难点：
1.能正确并熟练地运用本课词句简单介绍动物。
2.能正确运用句型 HeSheIt
has...以及WeThey have...。
教学具准备：
1.
教师准备：图片，录音，磁带，板书等。
2.
学生准备：自己喜欢的动物照片或图片，复习前面几课时所学内容。
教学过程：
学随记栏
Step1. Free talk
Describe your
animal friends.
S1：I have an animal friend. It
has.....
Ask some questions about “Animal
friends” .
S2: Does it have...?
S3: Do
you...?
自由对话，既复习了前面课文中学到的重点句型，也是为下面的检测巩固做
基础。
Step2. Checking time
and write.
Draw
an animal and write about it（ work in groups）
This is my animal friend.
It is …
It has …
It can …
让学生分小组写出各自喜欢的动物朋友，发挥小组合作，提优补差。
the animal
friend in groups.
Look and say.
Look the
picture and talk about it in groups.
Try to
say:There’s There are....on the farm.
It
hasThey have....
通过小组讨论交流，让学生正确使用单词的单复数形式，鼓励学生
综合运用
一起学过的词汇，如颜色和形体特征类的词汇。让学生学会更加熟练的运用
Unit1
的There be 句型。教师在指导中注意学生对have和has的使用情况。
.
29
教
S1：There are five pigs
on the farm. They’re pink. They’re short and
fat. They have big noses, big ears ,big mouths
and big bodies.
They .......
S2:.........
e time
1. Look at the picture. What
animals are they?
(They are panda ,bald
eagles, polar bears and kangaroos.)
Teach the
new words: bald eagle, polar bear, Canada,
kangaroo,
Australia.
Read “Culture time”
in pairs.
教师设计练习来检测学生的理解情况。
do pandas
come from?
do bald eagles come from?
do
polar bears come from?
do kangaroos come
from?
something more.
There are different
animals in different countries. Now let’s talk
about more animals in China and in Western
countries.
I can see________ in China, and I
can see _______ in the
USCanadaAustralia.
Step4. Exercise (补充习题 )
1. Read and order.
2. Look ,read and write
rk
1. Draw one
about your favorite animal and write about it.
Unit3.
板书设计:
Unit3 Our
animal friends
The … in ….
There is … on
the farm. It’s ….
are … They’re
….
This is my animal friend.
It’s …. It
has …. It can ….
教学反思：
30
第5课时
教学目标：
1.掌握并使用have和has的肯定句IWeThey have...和一般疑问句Do
youthey
have…?Does heshe have…?
2.能听懂、会说、会读、会写的句型:IWe They have… HeSheIt
has...
3.能正确并熟练地运用本课词句简单介绍动物。
教学重点：
1.复习本单元的相关知识点。
2.能正确并熟练地运用本课词句简单介绍动物。
教学难点：掌握并正确运用本单元所学内容。
教学具准备：
1.
教师准备：板书，图片，录音等。
2. 学生准备：复习本单元所学内容。
教学过程：
学随记栏
up
be your animal friends.
S1：I have an animal friend. It has.....
即是课前热身，也是检查上节课布置的家庭作业：有关动物朋友的描述。
some
questions about “Animal friends”
S2:Does it
have...?
S3:Do you...?
S4：How old is
shehe?
让学生根据表演同学是短文，自由提问，既复习巩固了本课所学的内容，又
将以
往的知识综合运用。
Step2. Ticking time
g time
Look at the form on P35,self evaluate yourself
.
out
Who can talk about animals, three
stars, two stars or one star?
Who can use
“have”or “has”,three stars, two stars or one star?
Who can use “do”or “does” to ask “YesNO”
questions，three stars,
two stars or one star?
Who knows the sound of the letter“u”,three
stars, two stars or one
star?
yourselves
in groups.
31
教
通过刚才自己
对自己本单元的掌握情况，小组合作，找到自己不足的知识点，
寻求组员帮助，查漏补缺。
on
the text in groups.
T check out
the text.
at the picture and talk about it in
groups on P34.
There’s There are....on the
farm.
It hasThey have....
通过小组讨论交流，综合运用本单元所学知识。
S1：There are five
pigs on the farm. They’re pink. They’re short and
fat. They have big noses, big ears ,big mouths
and big bodies.
They .......
S2:.........
the passage about the farm.
The … in ….
There is … on the farm.
It’s ….
They’re ….
out the passage in groups.
rk
one about your favorite animal and
write about it.
Unit3.
板书设计：
Unit3 Our animal friends
The …
in ….
There is … on the farm. It’s ….
are … They’re ….
This is my animal
friend.
It’s …. It has …. It can ….
教学反思：
32
Unit 4
Hobbies（5课时）
第1课时
教学目标：
1.
能听懂、会说、会读单词：dance, draw, play the piano, read,
sing, watch films。
2. 能听懂、会说、会读句型：IWe like
doing...HeShe likes doing...。
3.
用今天所学的内容在实际生活中能运用句型IWe like doing...HeShe likes do
ing...分享自己的兴
趣爱好或介绍他人的兴趣爱好。以及用所学动词描述事情，让学生在真实的情
感中进行语言交流活动。
教学重点：
1. 句型：IWe like
doing...HeShe likes doing...在语境中的正确运用。
2.
词汇：be good at, read, story, a lot of, dance,
sing的读音。
教学难点：
1. HeShe likes
doing...在语境中的正确运用。
2. 能在实际生活中正确运用句型IWe like
doing...HeShe likes
doing...分享自己的兴趣爱好或介绍
他人的兴趣爱好。
教学具准备：
1.教师准备：PPT，图片，录音机，磁带，板书。
2.学生准备：听5遍Story
time录音。
教学过程：
教学随记栏
Step1. Lead-in
1. Greetings.
2.
Question time.
出示我的name card：
Name: Jane
Job: teacher
Colour: ?
Do you like
T：You can use :Do you like... For example:
Fruit: ?
yellow?
Hobbies: ?
S: Do
you like...?
T: Yes, I do.（猜对） T: No, I don’t.
Try
T：I like eating bananas. Eating is one of
my hobbies.
教授hobby,呈现课题Hobbies。
老师示范朗读，并请同学来读好课题。
Step2. Pre-reading
1. 教授I like doing... I’m good at...
（爱好）
again.（猜错）
T: Look, I like watching films.
（出示在电影院的一幅图片）
教授watch films，并出示Tip:
like后面的动词一定要加ing哦!
T: I also like singing and
dancing.
让学生初步学习四会单词sing, dance,教授sing,dance。
T：Do you like singingdancing?
S: Yes,
No,...
T：I’m good at singing and dancing.教授be
good at 擅长……
T: Are you good at
singingdancing?
S: Yes, ...No, ...
33
2. Pair work
T: Let’s do pair
work. I’ll do first.
T: …, I like singing. I’m
good at...What about you?
S: I like doing...
I’m good at... (教师板书I like doing... I’m good
at...)
A: I like doing... I’m good at...What
about you?
B: I like doing... I’m good at...
在同学说完后，就指着最后回答问题的人说T：SheHe likes doing
…教授HeShe likes
doing…
Tip:
陈述句中，主语是第三人称单数时，动词后要加s或es哦!
T: Introduce your
friends’ hobbies.相互介绍你朋友的爱好。
3. Say a chant
T：Let’s Say a chant.
Swim, swimming, I
like swimming.
Swimming, swimming, swimming.
Dance, dancing, she likes dancing.
Dancing, dancing ,dancing.
Draw, drawing,
he likes drawing.
Drawing, drawing, drawing.
-reading
1. Watch and answer
(1) Who’s
the narrator?
(2) What’s the narrator’s hobby?
2. Read the text, then Circle the names and
underline their
hobbies.圈出Mike
介绍的人物，划出他们的爱好，完成选择题。
教授短语play the piano, a lot of, read stories。
3. Let’s read !
(1)Read after the tape.
(2)Play in roles. (小组活动，选择一幅图表演。)
(3)模仿录音朗读，要求注意语音语调，必要的时候可以一起做好标记。
(4)配音朗读。
4. Let’s retell!
Step4. Consolidation
1. 看图完成课文书38页句子填空。
2. Show time
Step5 Homework
the story time for 10
minutes and try to recite it.
to make
sentences by using new sentence patterns.
w
Fun time and Grammar time.
板书设计：
Unit4 Hobbies
IWe like doing.
HeShe likes
doing… 相关图片
Teaching reflection
教学反思：
34
第2课时
教学目标：
1. 能听懂、会说、会读、会写单词：be good at,
read, story, a lot of, dance, sing。
2.
能听懂、会说、会读句型：IWe like doing...HeShe likes doing...。
3. 培养学生的合作精神，提高英语学习兴趣。
4.
用今天所学的内容在实际生活中能运用句型IWe like doing...HeShe likes
doing...
分享自己的兴趣爱好或介绍他人的兴趣爱好。
教学重点：
1.
能听懂、会说、会读、会写单词：be good at, read, story, a lot of,
dance, sing。
2. 能理解运用句型：IWe like doing...HeShe
likes doing...。
3. 掌握句型What dodoes...like doin
g?及其回答，让学生进一步了解第三人称单数动词
在句子中的变化，以及动词转化为动名词的形式变化
。
教学难点：
1. 能理解并正确运用句型：IWe like
doing...HeShe likes doing...。
2. 掌握句型What
dodoes...like
doing?及其回答，了解第三人称单数动词在句子中的变
化，以及动词转化为动名词的形式变化。
教学具准备：
1. 教师准备：PPT，图片，录音机，磁带，板书等。
2.
学生准备：Preview Fun time and Grammar time.
教学过程：
教
学随记栏
Step1. Greetings and free talk
1. Greetings.
T: Good morning, class.
S: Good morning, Miss Guo.
2. Free talk
T: I like doing... I’m good at...What about
you?
Ss: I like doing... I’m good at...
3.
Read and act.
A: 模仿朗读Story time。
B：组织表演。
（通过free talk 环节复习与本课相关的句型，为接下来的学习做好铺垫）
Step2. Grammar time
1.认读表格，复述句子。
可以将学生分成两组，一组负责第一个表格中的句子，一组负责答句。
35
2.操练关键词。
可以用多媒体或者在黑板上呈现表格中的句子，然后将其中的关键词覆盖，
要求学生填空。
如：What do you like doing? We like swimming.
What does she like doing? She likes
drawing.
What does he like doing? He likes
playing football.
3.教授动名词形式。
教师先将有关兴趣爱好类动词列在黑板的一侧，要求学生认读，如：dance,
read,
draw, sing, play, swim, do, run, jump, skate等。然后再和
学生
一起写出这些动词的动名词形式，同时说明动词转化为动名词的规则：一般
在动词后直接加
-ing，有些动词则先要去掉字母e或双写尾字母再加-ing。
如：read-reading
dance-dancing swim-swimming play-playing
skate-skating run-running
4.设计练习，考察一般现在时的动词形式和动名词。
Step3. Fun time <
br>1.教师和学生一起看调查表格，要求他们依据图片说出相应的兴趣爱好，可
以鼓励学生在表格里
添加更多的兴趣爱好选项。
2.分组活动，完成调查表格。
老师将学生分成五人一组，并指定其中一人为group leader,进行问答活动。
3.总结汇报。
rk
1. Try to make sentences by
using new sentence patterns.
2. Preview Sound
time and Culture time.
板书设计：
Unit4 Hobbies
What dodoes ...like doing?
IWe like doing...
HeShe likes doing...
Teaching reflection
教学反思：
36
第3课时
教学目标：
1. 能熟练地听懂、会说、会读单词：wear, hat, year, young, very
much。
2. 能熟练地听懂、会说、会读句型：IWe like doing...HeShe
likes doing...。
3. 能总结归纳y的发音j。
4. 能唱歌曲《We
all like climbing》。
5. 对学生进行相关文化熏陶。
教学重点：
1. 能总结归纳y的发音j。
2. 能唱歌曲《We all like
climbing》。
教学难点：
1. 能总结归纳y的发音j。
2.
能正确运用句型：IWe like doing...HeShe likes doing...。
教学具准备：
1. 教师准备：板书, PPT, 图片，录音、磁带。
2.
学生准备：Preview Sound time and Culture time.
教学过程：
学随记栏
Step1. Greetings and free talk
1.
Greetings
Free talk
T: What dodoes ...like
doing?
S: IWe like doing...
HeShe likes
doing...
Step2. Sound time
1. Magic
eyes
游戏规则：快速闪现单词,词组year, yellow, yes, you,
young让学生读单
词，体会字母y的发音j
T: I can say j, j,
year. What can you say?
让学生归纳以前所学单词中字母y的发音j
2. Sound time
T：Do you like wearing
yellow?
Yellow? Yellow? Yes!
37
教
I have yellow shoes, a yellow
hat,and a yellow dress!
注意语音语调，以及节奏，可组织多种形式的竞赛活动。
Step3. Song time
1.老师出示若干表示文体活动的单词卡片，让学生从中挑选一项自己喜欢的
活动，结合本单元
句型，进行问答活动，复习本单元的词汇和句型。
如：T: What do you like
doing?
S1: I like drawing.
T: Do you like dancing?
S1: Yes, I , I
don’t.
2.播放录音，要求学生跟读歌曲。
3.分组演唱，可以替换歌词。
Step4. Homework
1. 听录音，熟读小诗。
2.
完成英语《课课练》上面的习题。
3. 预习 Cartoon time, Checkout
time and Ticking time。
板书设计：
Unit4 Hobbies
What dodoes ...like doing?
IWe like doing...
HeShe likes doing...
Teaching reflection
教学反思：
38
第4课时
教学目标：
1. 能复习单词：be good at, read,
story, a lot of, dance, sing。
2. 能运用句型：IWe
like doing...HeShe likes doing...Look out。
3.
能了解字母y在单词中的读音。
4. 能运用句型IWe like doing...HeShe
likes doing...分享自己的兴趣爱好或介绍他人
的兴趣爱好。
教学重点：
1. 句型：IWe like doing...HeShe likes
doing...Look out在语境中的正确运用。
2. 词汇：talk about,
idea, ice, hole, wet。
3. 语音：字母y在单词中的读音。
教学难点：
1. 能理解并表演Cartoon time内容。
2. IWe
like doing...HeShe likes doing...Look
out在语境中能正确运用。
教学具准备：
1. 教师准备：板书，PPT,
图片，录音，磁带。
2. 学生准备：预习 Cartoon time, Checkout
time and Ticking time。
教学过程：
教
学随记栏
Step1. Greetings and free talk
1. Greetings
T: Good morning, class.
Ss: Good morning, Miss Guo.
2. Free talk
Step2. Cartoon time
1. Watch the cartoon
T: Well done. Let’s have a rest. It’s time for
cartoon.
Look! who is he ?(出示Billy)
Ss: He’s Billy.
2. Watch and answer
(1)T: Who likes skating?
Ss: Billy and
Sam.
(2)T: Is Billy good at skating?
Ss:
Yes, he is.
(3)T: Who sees a hole in the ice?
Ss: Sam.
(4)T: Who gets into the hole?
Ss: Billy.
教单词：talk about, idea, ice,
hole, wet。
3. Listen and imitate（注意语音语调）
4. Act the dialogue.
39
Step3. Checkout time
1. Listen and judge.
2. Look and say.
(Show the picture on page
44)
Encourage students to use “I like” to
describe the picture.
(小组合作)
3. Look and
write
Complete the blanks on page 45.
（1）Use the structures we have learned to
describe your hobbies.
(Show several pictures
on the screen and the teacher choose one to
describe)
（2）Work in groups to choose one
picture to describe.
（3）Show time.
Step4.
Ticking time
带领学生完成自评框中的要求。
Step5.
Homework
1.听录音10分钟，熟读课文并能背诵课文。
2.完成英语《课课练》上面的习题。
3.复习Unit4内容。
板书设计：
Unit4
Hobbies
Look out!
IWe like doing…
He She
likes doing…
教学反思：
40
Project1 An animal school （5课时）
第1课时
教学目标：
1.在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型
。
2.能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等
语言知
识，展开活动。
3．培养学生的综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学重点：
1.在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型
。
2.能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等
语言知
识，展开活动。
教学难点：综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学具准备：
1. 教师准备：录音机，磁带，图片，挂图，板书。
2.
学生准备：复习1~4单元主要词句。
教学过程：
教学随记栏
g-up
the song
《We all like
climbing.》
talk
Talk with the Ss about
hobbies.
T：What do youthey like doing?
Ss:I They like…
T:What does heshe like
doing?
Ss:He She likes… … is good at …
… can …well.
-task
Let’s review
1.T:
Show the picture of Yang Ling again. Yang Ling
likes reading stories. Do
you like reading
stories too?
Ss: Yes, I do.
2. Can you
remember the story about Goldilocks and the three
bears?
Ss: Yes, I can.
3. Try to retell
the story by looking at the pictures one by one.
Ss: Retell the story.
1
Listen and
guess
1. T: Goldilocks is very afraid when she
sees the three bears. She runs and runs
in the
forest. What happens to her? What does she see?
Ss: She met some…, I think.
Ss: She sees…,
I think.
2. Let’s listen to her.
41
Oh, my god. It is grey. It has a
very big body. It has two big ears too. It has
four short and strong legs, a thin tail and a
long nose.
3. Have a guess.
4. Read what
Goldilocks says.
5. Try to describe the
elephant.
2
and say
Show all the
animals.
T: Wow, there are so many animals in
the forest. What are they saying?
Ss: Guess
and say.
a guess.
T:Goldilocks and the
animals are friends now. How is Goldilocks now?
Can you finish the story?
Goldilocks is
_________.
There are _________.
3. Look!
What are the animals saying?
We have a funny
school. Would you like to come to our school
tomorrow?
Ss: Listen to the animals.
4.
What does Goldilocks say?
Ss: Guess what the
Goldilocks says.
5. Check the goals.
3
Guess and draw
1. The animals invite
Goldilocks to go to their school.
2. T:Do you
want to go with her?
Ss: Yes, I do.
T:
Let’s go.
3. Show a special building (a
castle).
T: Look! This is the animal school.
What do you think about the school?What’s
in
the school?
Ss: I think ….
–task
Draw
the rooms and animals in the school on Page 99.
Step7. Homework
1. Draw the rooms and
animals in the animal school on Page 99.
2.
Try to make a new animal card according to the one
that your group members
made.
板书设计：
Project1 An animal school
words sentences
…. ….
teacher-teachers
student-students
教学反思：
42
第2课时
教学目标：
1.
在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2. 以“An animal
school”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑
性。
3．培养学生的综合语言运用能力，让学生能综合运用1~4单元词句进行交流。
教学重点：
1.
在情境中帮助学生复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2. 以“An animal
school”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑
性。
教学难点：能综合运用1~4单元词句进行交流。
教学具准备：
1.
教师准备：录音机，磁带，图片，video，板书。
2.
学生准备：复习1~4单元的单词和句型。
教学过程：
教学随记栏
Step g-up
1. Greetings
T: Good
morning, class.
Ss: Good morning, Miss Guo.
2. Enjoy a song
《My Happy School.》
about the song.
about the school.
-task
Revision
1. Talk about the animal school.
Review: Goldilocks and the animal school.
2. Have a guess!
What’s in the animal
school?
Show the pictures and talk about the
animal school.
3. Show the pictures and talk
about the animal school in groups of four.
Ss:
There’s There are …
(Group work)
1
Consolidation
1. Listen and watch
Watch a piece of video about the animal school
and mark the number of the rooms
on the
correct floor.
Ss: Watch and mark.
2.
Check up the answer and stick the pictures on the
blackboard.
43
3. Review
the culture about floors.
2
1. Talk about
the school and stick the pictures on the
blackboard as a model.
2. Design an animal
school
T：Do you like the animal school?
Ss: Yes, I do.
T: Can you design a new
one?
Ss: Yes I can.
3. Today let’s design
an animal school. Show the title.
3
Have a
PK.
1. Which animal school do you like?
Ss: I like…
2. Which school does you like,
Animal School or your school?
Ss: I like…
3. Which school is better?
Have an
interview with the students.(group work)
4.
Summary.
–task
Play the song My Happy
School again and enjoy a piece of video.
Step7. Homework
1. Write a short passage
about your animal school.
2. Get ready for the
Animal School Show in class.
板书设计：
Project1 An animal school
vocabulary patterns
…. ….
….
….
How many stars can you get today? I can get
… stars.
教学反思：
44
第3课时
教学目标：
1. 能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友，以及兴趣爱好的词汇、句型等语
言
知识，展开活动。
2. 通过交流和合作，能够运用第1单元至第4单元所学的语言知识和
语言技能进行交流，小组合作完成
动物卡片设计。
教学重点：
1.
能够在参与活动中，综合运用1-4单元所学语言。
2.
能够用英语介绍自己和他人的兴趣爱好，并能运用所学知识描述动物等外貌。
教学难点：
1. 在情境交流中，培养英语学习的兴趣。
2.
在童话故事的情境中，综合运用1-4单元所学知识， 培养积极阳光的情感态度。
教学具准备：
1. 教师准备：多媒体课件，板书，录音机，磁带，图片，板书。
2.
学生准备：复习1-4单元所学语言知识。
教学过程：
Step1. Warm up
the song.
〈〈We all
like climbing.〉〉
talk.
Talk with the Ss
about hobbies.
What do youthey like doing?
What does heshe like doing?
… is good at …
… can …well.
…
3. Do a survey in
groups of four.
T：What do you four all like
doing? Give a report in groups of four.
4.
Try to make a new song in groups of four, using
the tone of the song〈〈We
all like climbing.>>
Model: We all like … very much. Yes, we do.
Yes, we do.
We all like … very much.
Let’s go and … today.
Step2. Revision
Let’s review.
1. Review Unit 4.
T: We
know our hobbies each other. How about these
children? What do they like
doing?
Show
the pictures of four children in Unit 4.
Talk
about the children one by one by memory. Work in
pairs.
Summary: How to talk about hobbies
Practise talking about hobbies. Talk and
guess.
Teacher gives two models.
45
教学随记栏
Work in pairs.
2.
Check the goals.
3. Let’s review.
Review
Unit 1
Show the picture of Yang Ling again.
T: Yang Ling likes reading stories. Do you
like reading stories too? Can you
remember the
story about Goldilocks and the three bears?
Ss: Try to retell the story by looking at the
pictures one by one.
Guide the Ss to retell
the story with correct intonation, action and
emotion.
Step3. Consolidation
1. Listen
and guess
T: Goldilocks is very afraid when
she sees the three bears. She runs and runs
in
the forest. What happens to her? What does she
see?
Let’s listen to her.
Have a guess.
Read what Goldilocks says.
Try to describe
the elephant.
Summary: Can you describe
animals?
2. Describe and guess
3. Make
animal cards.
4. Look and say
Show all the
animals.
T: Wow, there are so many animals in
the forest. What are they saying?
Have a
guess.
Goldilocks and the animals are friends
now. How is Goldilocks now?
Can you finish
the story?
Goldilocks is _________.
There
are _________
T: Look! What are the animals
saying?
T: What does Goldilocks say?
5.
Check the goals.
6. Guess and draw
Step4.
Homework
1. Draw the rooms and animals in the
animal school.
2. Try to make a new animal
card according to the one that your group members
made.
板书设计：
Hobbies
IYouThey like …
HeShe (also) likes …
HeShe
is good at …
HeShe can … well.
教学反思：
46
期中小复习
练习卷1
教学目标：进行一些练习，让学生对have,has和there be
句型更加清楚，并能熟练掌握并运用。
教学重点：熟练运用have,has和there be
句型并能够在实际情景中熟练运用。
教学难点：熟练运用have,has和there be
句型并能够在实际情景中熟练运用。
教学具准备：
1. 教师准备：练习卷。
2. 学生准备：复习前面所学内容。
教学过程：
用have ,has 或there be的正确形式填空。
1.
a chair in the room.
2.I many good
friends in our class.
3. some doctors
in the hospital.
big blue
eyes.
5. any boys next the
bus?
6. no milk in the bottle now.
Let’s go and buy some.
and I
some new storybooks.
8.A dog four
feet. Three dogs twelve feet.
many
flowers_ on the table.
me, a
study in your house ?Yes, next to my bedroom .
I a cup of tea? I’m very thirsty.
classroom eight windows.
many people in your family?
14.
no homework today.
15. some
rice in the bowl.
16. an apple and
some pears on the table.
17. some
milk and some water in the bottle.
room
two beds.
you a look ?
’s
in the tree? Some birds in it .
parents a computer.
22. The children
and their teacher many flowers.
23. Helen and Yang Ling a lot of
dolls.
24. My sisiter a flower.
25. Your brother some toy cars.
26.
Nancy some dolls.
板书设计：
have,has
there be句型
47
教学随记栏
练习卷2
教学目标：
1.能熟练听懂、会读、会拼写四会单词，熟练运用句型，充分掌握do、does以及like后跟动
词ing的具
体用法和规则。
2.完成相关的一些针对性练习。
教学重点：能熟练
听懂、会读、会拼写四会单词，熟练运用句型，充分掌握do、does以及like后跟动词
ing的
具体用法和规则。
教学难点：能熟练运用do、does以及like的句型。
教学具准备：
1.教师准备：练习卷。
2.学生准备：复习前面所学内容。
教学过程：
教学随记栏
一、用do，does填空。(三单用does，其余用do)
1.(DoDoes)______ Tina go swimming on Sunday?
2.(DoDoes)_____they play football? Yes, they
___(dodoes)
3. (DoDoes)_____your dog walk in
the zoo?
4. What (dodoes) _____you have?
5.(dodoes) _____she have long hair? No, she
_____(dodoes) not.
(dodoes) _____his sister
like doing?
7.(dodoes) _____you like singing?
Yes, I _____ (dodoes)
8. How many stickers
(dodoes) _____she have?
二、用likelikes填空。(三单用likes, 其余用like, dodoes
加动词原形)
1.I _____ these dolls. Do you _____
them too?
does he _____? He _____ dancing.
you _____ drawing? Yes, I _____ singing too.
father _____ playing football, but my mother
_____ swimming.
Yang Ling _____ dancing? No,
she _____ reading.
do you _____ doing? We
_____ watching films.
三、用所给词的适当形式填空。(like后动词加ing, dodoescan 后动词用原形)
1. What do you like _____(dodoing)?
We
like _____(dance, dancing).
2. Bobby
likes_____(eatingdrinking) cakes.
But Sam
likes _____(swimmingplaying) in the lake.
3.
What can you _____(dodoing)? I can _____, I like
_____ (skateskating).
4. Does Miss Li _____
(likelikes) running? Yes, she can _____(running
run) very
fast(快).
5. What does Mike and
Tim _____ (likelikes)?
They like
_____(drawing, draws) in the park.
板书设计：
do（does） like后跟动词ing
有关like的句型
48
练习卷3
教学目标：
1.能熟练听懂、会读、会拼写单词，熟练运用所学句型，充分掌握What
do you like doing? I like
What does heshe like
doing? HeShe likes句型的规则。
2.完成相关的一些针对性练习。
教学重点：能熟练听懂、会读、会拼写四会单词，熟练运用所学句型，充分掌握What do you
like doing?
I like… What does heshe like
doing? HeShe likes…句型的规则。
教学难点：能熟练听懂、会说、会读、会运用本单元句型。
教学具准备：
1.教师准备：练习卷。
2.学生准备：复习前面所学内容。
教学过程：
教学随记栏
翻译词组
1.唱歌跳舞________________
2.喜欢爬山________________
3.读故事________________
4. their
hobbies________________
5.看电影________________
6. very well________________
7.弹钢琴________________
8. on the
ice________________
9.一个主意________________
10. cold and wet________________
11.擅长溜冰________________
12. play
basketball well________________
13.谈论某事
________________
14. a big
hole________________
二、用括号中所给词的适当形式或首字母提示完成填空。
do you like ___________(do)? I like
_________(dance)
_____she ______(have) ？
she _________(have) a lot of stories.
3.I
can’t play football ,___________(也).
and Lily
_________ ___________ (都是) students.
_________ (也) likes English .
6.I am good at
____________(swim).
7.I usually play in the
park ______________(和) my brother Tim.
you
like w_____________ yellow? Yes, I have yellow
shoes ,a yellow hat .
s can
t_______________and f______________.
you like
watching f_________? Let ‘s go to the cinema this
Sunday .
三．选择
( ) does__________ like
doing? A. they B. you
Ling
49
( ). Brown
can__________ well. A. swim B.
swims C.
swimming
( )3..Sam has
__________ idea. A. a B.
an
C. the
Unit5 What do they
do?（5课时）
第1课时
教学目标：
1.理解、掌握对话内容，能用正确的语音语调朗读对话，并初步表演对话。
2.能正确运用日常交际用语：What does heshe do? HeShe is a
teacher workerfactorywriter . . .
3.能听懂、会说、会读单词：writer,at home,sick,people,facto
ry,cook,driver,farmer,policeman.
教学重点：
1.能正确理解对话内容，朗读对话，初步表演对话。
2.能听懂、会说、会读单词：writer,at home,sick,people,facto
ry,cook,driver,farmer,policeman.
教学难点：
1.能正确理解对话内容，朗读对话，初步表演对话。
2.词汇factory等的正确发音，以及第三人称单数时的用法：What does heshe
do? HeShe is a teacher
workerfactorywriter . .
.
教学具准备：
1. 教师准备：单词卡片，人物图片，多媒体，板书。
2.
学生准备：预习story time。
教学过程：
教学随记栏
up & Lead in
1. Free talk
T:
(请一名学生站起来) What do you like?
S: I like . . .
T: What does your father like?
S: He likes
. . .
2. Work in pairs.
3. T:(接着最后一名学生的回答)
Your father likes . . . What does your father
do?(PPT出示此句并出示汉语意思)
T: A worker? A farmer?
... ( PPT: A. a worker(一名工人) B. a
farmer（一名
农民） . . . )
让学生选择。
T: Oh your
father is ...?What do you do?(PPT出示此句并出示汉语意思)
S: I’m a student.
Step2. Presentation
1. PPT出示Su Hai and Mike 的图。
（1)T: What
does Su Hai do?
S: She’s a student.
T:
What does Mike do?
S: He’s a student.
T:
What do their parents do? Now let’s watch a
cartoon and fill the form.
PPT:
Mike’s
teacher
writer doctor
factory
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