经典冷笑话谜语-父亲节活动方案

Did you come back yesterday？
Teaching goals:
1. 能够识别、运用单词及短语met, above, ground, those, finish,
with, wait, dropped, hurry up, ice cream
2. 能口头运用Did you come back yesterday?这类语句询问过去
发生事情的具体信息，并能用We came back last Sunday.这类语句回
答
3. 培养学生合作学习的能力
Teaching difficult point：Did you come back yesterday?Yes,
we did.
Teaching main point：了解一般过去时态特殊疑问句的结构。
Teaching periods: period
Teaching procedures:
Step 1: Warm up and lead-in
1. Free talk
T: Did you go to Beijing?
S: Yes, I did. No, I didn’t.
T: When did you go there?
S: …
2. Guide to say: when-- When did you go there?
3. Show the learning aims
Step 2: Presentation
1. Amy came back from China. Now she meets John. Let’s listen.
2. Listen and choose: Where is Lingling? In London or in China?
3. Listen again and answer: When did Amy come back?
4. Listen to the tape sentence by sentence and repeat.
5. Guide to say the words and the sentences.
6. Read in groups.

7. Fill in the blanks and retell the story.
Step 3: Practice
Ask and answer like this:
A: Did you go to …?
B: Yes, I did. No, I didn’t.
A: When did you go there?
B: I went there …
Step 4: Test
写出下列单词的过去式
go come drop
Step 5: Summary
教师引导学生齐读板书句子
Step 6: Homework
1. Listen to the text and say
板书设计：
Unit 1 When did you come back?
When did you come back?
We came back last Sunday.
教学反思：
师生自由交流，谈论旅游话题，自然引出本课重点句When did
you …?在课文学 习过程中，通过听读课文，回答问题，帮助学生理解
课文，初步了解一般过去时态特殊疑问句的结构。在 原有知识的基础上，
学生能够较好地理解本课新语法。

We bought ice creams.

Teaching goals:
Ⅰ. be able to know the text.
2. Ss can use past tense to talk about.
Teaching difficult point: main sentenses

Teaching main point:past tense
Teaching period: 1 period
Teaching procedures:
-up
1. Game: ①教师快速出示动词或动词词组，让学生快速做出该动
作。
2. ②让学生从另一组动词过去式中找出与图片配对的单词，学习和
巩故不规则动词过去式。如：go- went, meet-met, run-ran, buy-bought,
eat-ate, see-saw
3. Free talk 用“旅游日记”或“假期影集”与组员谈论假日
生活。如： Where did you go on vacation? What did you do? Did
you„„? When did you come back?
-task【任务呈现——最快乐的一天】
1、教师出示提前收集的名胜风景区明信片，提问：“Did you go to
„？” Did you see„? Did you buy„？
2、教师出示英国伦敦的名胜风景区明信片，提问：“Where did
lingling go?”学生回答：“London”.教师问：“Where did she go？
What did she seemeetbuy?”学生回答后，教师引出课文活动5的歌
曲：“Listen to a song from Amy”，学唱歌曲。
3、[任务呈现]——寄一张风景明信片给你的朋友 教师展示伦敦
明信片，并介绍：“This is from Amy to Daming. What did she say?
Let’s go and see. Then please write about your yesterday to Amy
or your friends.”让我们一起瞧一瞧怎样写明信片呢？
-task
播放课文录音，并让学生回答课文活动的问题。听一遍录音，并dear,
love, went to the park, met John, bought ice creams, went home,
ran to the bus, dropped,并请学生跟读。
-task【任务展示——最快乐的一天】

①学生四人一组展开活 动，轮流讲述自己快乐的昨天，用过去时描
述自己做了哪些事情。学生进行信息交换，评选出最快乐的一 天向全 班
汇报。
②教师介绍Daming’s letter ——写给Amy的回信。 “I met our
Chinese teacher by the river yesterday. She walked with her cat.
Then we saw a rabbit and a hen . They played with an apple.” 板
书 Chinese, teacher, river, rabbit, letter, hen, cat, apple,让
学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用
书练习
③请学生边听边划出每组单词中有着特定发音的字母或字母组合。
Step5．Homework
1、朗读课文。
2、写单词
What did you buy?

Teaching goals:
1.全体学生能运用单词list, need, first, can, lost, how much,
cheese, any, use, over there.,听懂句子What did you buy? How many
bananas did you buy? How much cheese did you buy?
2.全体学生能运用单词can, how much, any, use, half.能说What
did you buy? How many bananas did you buy? How much cheese did
you buy?
3.部分学生能认读并运用单词list, need ,first, lost, cheese,
over there
Teaching difficult point:
1．能听懂，并认读Part2 Listen and read表述的信件的内容。
Teaching main point:
2．能用What did you buy? How many bananas did you buy? How
much cheese did you buy?来询问别人.并学会问答。

Teaching periods:2 periods
Teaching strategie:PPT课件
Teaching procedures:
Step1. Warm-up
T: Good morning girls and boys.
Ss: Good morning Miss Deng.
T: Welcome to my class. Now, everyone let’s do it.
(播放前一段歌曲，并跟着做动作if you are happy and you know
it )
Boys and girls, Are you happy now? Today we will learn the
new lesson:
Step2: Lead-in
T: What did you do yesterday?
Ss: do homeworkers, help my mother cook dinner?
T: Now I’m so happy to share something to you. Yesterday I
have to do dinner. Then I went shopping. Who can guess what did
I buy? I bought some apples, oranges, and fish, meat, some
vegetables?
Step 3: Presentation
Everyone if you go to the supermarket what do you want to buy?
(引导学生们回答有关这节课要讲到的单词，互动)
Now prepare one paper, listen carfare and write down the
massage.
Q:What did dad ask Sam to buy? –some fruit. And where is the
fruit? –Sam
ate it all. (听一遍录音，全班回答后，然后打开课本全班跟录
音读一遍并赞扬他们 perfect, big hands to yourself. )
Boys and girls, maybe if you go to the supermarket maybe

someone buy ice cream, hamburger, drink, but do you know what did
Sam want to buy?
T:Ok, close your book, next we listen the tape and answer the
questions. (在听录音的过程中，板书动词go,meet,come,buy,eat, drop,
拿出板书好问题的小黑板，听完录音并回答问题后，开始全班复习一遍
动词过去式)
Q: 1. Did dad make a shopping list? --- yes, he did.
2. Did they lose the list? --------- yes, they did.
3. Did they buy bananas? ----------- no, they didn’t.
Read and draw tick(?) or cross(?). 1. Lingling likes bananas.
(?) --likes apples.
2. Mr Smart and Amy lost the list. (?)
3. Mr Smart and Amy bought four pears. (?)
4. They bought some bananas. (?) --didn’t buy any
5. They bought 12 eggs. (?) Open your book, page
that look at the blackboard, let’s
review the past tense. Go- went, meet-met, come-came,
buy-bought, eat- ate,
drop- dropped.(齐读一遍后，教师讲解一遍文章，注意新的单词和
句型，便开始表演角色)
Step3:practise: Ss read the text
Step4:homework:remember new words
What did you buy?

Review:
Step1.T: Who can read the first paragraph? Volunteer, I need
two students. (教师举手示意鼓励学生回答问题)
S1: me?
T: Nice, big hands. Need means is want (需要)，is a verb. List

just like you want to buy something and write down a paper, such
as we need bananas? books?apples?fish?
any more, and write down, or we can say shopping list.
Contrary if I write the name for a paper, you should call the paper
-- name list. (解释need,list,知道意思就不需要做跟过多的解释)
T: Next part who want to try?
S: me?
T: Perfect, Big hand. Everyone do you notice? How many and
how much, they are different? Think about they are different or
the same? (板书how many和how much, 并解释，重点句型) ( 他们都
是用于询问“多少”，不同的地方是，一个用来提问可数名词的数量，
另一个用来提问不 可数名词的数量，并举例,解释新单词cheese)
T: do you understand? The last paragraph, who want to try?
This is a good chance.
S1: me ?
T: big hand. Good for you! Now listen the tape and read it
right away. (学生跟读一遍，模仿语音语调)
Ss: ???
T: boys and girls, we need you with your partner to role play.
Who want to try? (根据课本进行角色扮演，根据时间而定，两组队员
就好了，纠正读音，检查错漏)
Ss: ???
Steps2. Practice (12mins)
T: page 24, in this part, let’s play a game. Pay attention
to me, if I’m go to the supermarket, and Huangxiaoming is a sale
assistant. Ok. Xiaoming ask me how many applesbooks do you want.
(举例示范，并让这位学生开口
问自己，自己再回答) ---I need six applesbooks. T: and how

much this apples?
Step 3. Practice .
point and say
it by yourself ，If you have questions ，you can ask
me or your pattern.
it together.
Step3. Production
小组合作 ，表演购物剧。
Step4. Summary:
T：What did you learn？
these sentences（齐读板书）
2.（学生自己总结自己的收获）
Step 5. Homework .
T：Homework for class，you can go on finishing the
’ll communicate next class.
T：Class is you for your ！
这个作业是对拓展环节的一个延伸 ，由于学生的学习水平有差异，
因此，拓展环节的书信练习有很多学生没能完成，将其延伸到下一堂课< br>的课前三分钟Free talk，给学生提供了更广的思考空间。
Step6.板书设计
What did you buy?
How many bananas did you buy?
How much cheese did you buy?
教学反思： 成功之处：本节课我将游戏、歌曲等通过现代信息技术融串于整个
教学过程。设计了几个游戏让学生 进行实际性操练，并进行有效的示范，
使游戏开展自如流畅，操练多样化。
不足之处：个别学 生对这8个数字掌握的不好，只会读，不认识单

词。整改措施：今后的课堂上要抓好落实 。
How much cheese did you buy?

Teaching goals：
1.能掌握以下单词和句型：单词：bottle, half, kilo, a lot of,
over there, use .句型：How much cheese did you buy?
2.语言技能目标：使学生学会如何询问数量，如何谈论购物。
3.情感态度目标：在英语课 堂中培养孩子们的英语涵养，把学生情
感态度的培养渗透到英语教学之中，让学生体会学习英语的乐趣。
Teaching difficult point：能掌握并熟练运用以下句型：How many
much...did you buy?
Teaching main point:使学生学会如何询问数量，如何谈论购物
Teaching strategie：课件，图片，白板，多媒体远程资源等。
Teaching periods:2 periods
Teaching procedures：
Step1: Warming-up
1. Greetings and introduce.
a song “Ten little fingers”, and use your fingers do the
actions.
用手势帮助学生复习数词，让同学们在歌曲中复习，并且为后面的“How
many”出现左铺垫。
并通过图片和实物进行操练。再让学生运用How many do you want?自
由对话,然后点名汇报。如：
1、T: How many? (教师出示不同数量的手指。)
S: Seven.
2、T: How many books?
S: Two books.
（设计意图：教师出示两本课本，引导学生注意 后面的可数名词要以复

数的形式出现。对话活动在英语课堂教学的重要形式。课堂上，我 不仅
可指导学生体会对话的内容，更要创设学生操练的机会，让学生在交际
过程中运用所学的语 法知识，真正做到“在用中学，在学中用”。这个
活动让学生利用本课的重点词汇和句型，把知识的学习 转变成知识的应
用，充分体现了学生的自主学习，并能激起学生的学习兴趣,有利于强
化和巩固 学习.）
Step2 Lead in.(presentation)
1.教师创设情境，导出课题。(利用课件)
T：Yesterday I went shopping. Can you guess “What did I buy?”
(1) 出示香蕉图片 , 让生齐读出来 。T: How many did I buy?
(2)一张出示奶酪 , 引入单词 cheese。教说该单词 , 分小队 , 分排
练读。告诉学生cheese 是不可数名词。
T: Do you like going shopping? Do you like cheese?
How much did you buy? 学生不会回答。引出课题，告诉学生通过本节
课，我们就能回答这个问题。
(3)利用课件，show ‘shopping list’, let Ss read them out, and
find they are countable nouns. And they can add “-s” .
T: How many…?(设计意图：复习上一单元“How many?并引导孩子们回
答。”)
(4)设计一个任务;Talk about your shopping.利用课件出示“chee se”
“”rice“meat”,引入单词kilo.使生理解该单词意为“一公斤”。教
说 、练说该单词引入词组half a kilo。使生理解为“半公斤”。教说、
练说该词组。
(5)利用课件出示“juice”,来导入“bottle”，通过课件演示，知道
“juice” 不可数，“bottle”可数名词。
（6）Show “chocolate” ”eggs”, to lead in “a lot of”.
(设计意图：任务型教学是小学英语教学很重要的教 学手段。在“任务
前”阶段，教师通常向学生介绍需要学生完成的“任务“（目的、完成

任务的程序、时间等)
Step3 Learn the text.
(1) Let’s look at ‘What did Sam and Amy buy?’
First, listen and point, then answer three questions.
(2)Answer questions, and repeat, check the answers.
(3)Listen and try to act it out.
(4) and repeat.
Step4 Practice
the nouns to the right house. ”How many” ”How much”
(巩固孩子们本模块的学习重点，可数名词和不可数名词在句型How
many ...did you buy ?“How much...did you buy?”)
2. Summary. “how many”和“how much”的用法。
3. Listen and say the song “How many do you want?”，再来巩固
加深孩子们对知识重点的掌握。
ce in pairs,然后出示课件Book13 Activity6.
How much cheese did you buy?
Review:
grammar from last class.
Step2. 扩展性活动
：最佳购物者。Book13 activity7
A: What did you buy?
B: I bought some__
A:How manymuch ___ did you buy?
B: I bought some__
2.、对话展示。
（设计意图： 有许多学生在日常生活 中熟悉并感兴趣的话题，提
供了许多真实的语境和语言材料。因此，我们可以充分利用好教材，以
学生为主体，运用任务型教学，培养学生的创造性思维能力，鼓励学生

自己思考，使他 们能够用所学的知识来解决新问题。这个活动从学生的
生活出发，从他们的兴趣入手，把教学内容生活化 ，情景化，使之真实
可感，突出了语言的实用性。）
rk：
从以下作业中选择一道自己喜欢的作业：
1、课文录音，模仿课文句子，能够熟读课文；
2、用今天所学的句型询问朋友周末购物情况。
教学反思：
本课主要是让学生学会 如何询问数量，如何谈论购物懂得不同的名
词应用不同的句型去询问。拓展性活动直奔本课主题，大部分 学生都能
正确应用，对答自如，部分后进生会混淆用哪个，相信通过进一步学习
他们会逐步改正 过来。
Where did you go?
Teaching goals：
1. learn new words.
2.用一般过去时表达过去发生的事情
What did you do at the weekend ? We visited lots of places. Where did
you go? We went to the British Museum.
Teaching difficult point：Sentence Structures
Teaching main point: 用一般过去时表达过去发生的事情
Teaching periods: 2 periods
Teaching procedures:
Step g up and Revision
1．Sing a song. “Where did you go?”(以过去式的歌曲来活跃课堂气氛，
为本课起了一个铺垫作用)
Step 2 .Presentation
1. T: This summer I went to Dalian .And what did you do this summer?
Ss: I went to the park .I did my homework.……

T: Lingling is in London with Sam and Amy. Do you know what did they
do at the weekend ? Now this class we’ll learn M3U1 .Where did you go?
(板书课题领读两遍) Please turn to Page 14.
to the tape and understand the text context.
again and circle the new words.
（这一环节学生交流 预习中遇到的重点难点，小组试着讨论解决一些单词的
读法。）小组交流之后，再请学生举手询问自己不 理解的单词和句子。
New words and phrases on the board:
weekend , places museum,trip,hour,minute,river.
a.在自主学习、小组讨论的基础 上，利用单词卡片辅助教学新单词和词组。
在学习单词的过程采用了多种方法练习。（Follow me .Read together. Read
one by two by two. I speak Chinese , you speak English. I speak
English , you speak the word. etc.
b. Listen again, answer the questions:(课件展示)
①What did Amy ,Lingling and Sam do at the weekend ?
②Where did they go?
③How did they go to these places ?
④Did Lingling like the bus ride best?
Answer the questions by yourself, then talk about in your group.
Now Check the answers.(以抢答的形式回答，尽量做到公平，每个小组回答
一个问题)
①They visited lots of places.
②They went to the British Museum and they visited Big Ben and the London
Eye.
③They went by bus.
④Yes, she did.
se:Ss read the text by themselves
Step rk

Where did you go?

Step2.
work:
①Read the text in roles: Daming ,Amy .(分角色朗读课文，有助于培养
学生的角色意识)
②Know the Chinese meaning of the text.（让学生在活动中参与小组学习、
交流、探索、提高）。
Step idation and Extension
a. Look at P16. Look at the dialogues.
For example: A: Where did you go last Sunday? B:I…… A ：What did
you do ? B:I……
A:When did you go?
A:How did you go?
Ask and answer in pairs in your group. Then let’s check. Who wants
to be the little teache r?(把交流答案的过程交给小老师处理，根据回答情况
进行评价得分，同时仿照以上环节对小老师适时 鼓励)。
b. Homework:
（作业布置可以使学生更好地掌握过去式的重点内容，同时也锻炼了他们的
口头表达能力）
Ask and answer with your friends: Where did you go at the weekend ?
What did you do ? When? How? Who?
Step4.板书设计
Where did you go ?
What did you do at the weekend?
Where did you go ?
How did you go these places?
the British Museum.

Daming took a photo of his father

Teaching goals：
1.全体学生能理解并认读单词of, arrive, wall, mountains, with,
plants. 全体学生能运用of, 部分学生能运用arrive, wall,
mountains, with, plants.
2.大部分学生能通过找关键信息回答WhoHowWhenWhat …?等特
殊疑问句，来理解课文内容。
3.大部分学生能正确、流利地朗读课文。
Teaching difficult point:
1.全体学生能理解并认读单词of, arrive, wall, mountains, with,
plants. 全体学生能运用of, 部分学生能运用arrive, wall,
mountains, with, plants.
2.能通过找关键信息回答WhoHowWhenWhat …?等特殊疑问句，
来理解课文内容。
Teaching main point:
1. 词语arrive的理解和运用。
2. 能通过找关键信息回答WhoHowWhenWhat …?等特殊疑问句，
来理解课文内容。
Teaching periods: 2periods
Teaching procedures：
Step1：Warming up

1. Listen to the song “High 歌”.
2. Watch the video “Beautiful scenery of China”.
1. Greetings.
2. Sing a song“Where did you go?” < br>【设计意图：学生边唱歌边做动作，既使学生很快地进入课堂的英
语学习气氛，又感知回顾了特殊 疑问句及一般过去式，为课文的学习做
好铺垫。】
Step2 Pre-reading
1.师讲述自己的旅行经历。
2.学习Daming’s trip， 整体感知，语篇全文。
Watch the video and answer the questions.
1) Who went with’s father?
2) How did they arrive?
【设计意图：通过讲述自己的旅游经历，引入文本情境， 激发学生
的阅读兴趣并引出评价arrive at the Great Wall。带着问题有目的地
看，引导学生根据自己所需有针对性地提取信息，并整体感知课文内容,
为精读课文做好准备。】
Step3 While-reading
1. 设问质疑，深入阅读。
Read the lesson and find out the answers.
1）When did they arrive?
2) What did they do?
2. 问题深入，推进阅读。
What did Daming do?
3. 听读结合，加深理解。
设计意图：问题牵动下，让学生有目的地自读课文，深 层次理解学
习重点内容，引导学生在寻找细节信息时放慢阅读速度，在关键信息处
划线或做标记 。并结合课文插图、动画，让学生在文本情境中理解课文。

把提取的关键信息直观、形象 地呈现在黑板上，帮助学生理解语篇，掌
握重点语言,也为后面的复述课文做好铺垫。
ce:Ss read the text fluently.
rk:remember new words.
Daming took a photo of his father

Step
Step 2. Post-reading
to retell the lesson.
2. Describe your friend’s trip.
【设计意图：引导学生学会根据关键词复述课文，加深对课文的理解。鼓励学生将所阅读的内容与自己的生活联系起来，将阅读技能与语
言技能进行整合，对学生进行 综合语言训练。】
to the tape and read the passage fluently.
4. Tell your parents about your friend’s trip.
【设计意图：布置此开放性作业，旨在培养学生运用英语交际的意识，锻炼学生用英语做事情的能力。】
Step rk
Try to retell the lesson.








Mum bought a new T-shirt for me
Teaching goals：

1、学习单词:shorts argue; matter; wear; your.
2、学习句型：Mum bought a new T-shirt for ’s the matter?
That’s OK.
Teaching difficult point：能用Mum bought a new T-shirt for me.
What’s the matter? That’s ok.对他人表示关心。
Teaching main point: 学习句型：Mum bought a new T-shirt for
’s the matter? That’s OK.
Teaching periods:2 periods
Teaching procedures:：
Step g up
Say the chant
Step tation
1.T（指向自己）:Oh,look,Today I wear a pink dress.(指向班级其
他同学并说 He wears a red T-shirt....) T:Liming wears a black
coat. T:Tangyu wears a purple T-shirt. T:wear,Do you know
“wear”.(show a word card “wear”)
（板书wear） Lead the student to read.(Let them try to use it)
S: I wear a sweater. S:I wear a red dress. ....... T:Well
at these two red T-shirts.(出示挂在绳子上T-shirt图
片) T ask s1 : Is it your T-shirt? S: No. T ask s2: Is it your
T-shirt? S: No. T:I really want to know .Whose are they? we’
ll know the we’ll study our new 4 unit1
Mum bought a new T-shirt for me. (板书)(lead the students to read
the title two times.)
Step 3 : learn the text
to the tape and understand the text context.
again and circle the new words. the new
words:shorts,argue,’s the matter? Don’t argue.

A,please look at picture 1,What’s the matter?
(板书) Read this sentence three times.
B, Show the word card”matter” (read it with a variety of forms)
C, practice the sentence”what’s the matter?”
D, T:please look at picture 1,What’s the matter with Sam and Amy?
S:他们在争吵 Show the word card”argue”
E:T: (show the pictures)well done. Where are Sam’s and Amy’s
T-shirt? S: They are on the line.(出示绳子上的T-shirts) T:Whose
T-shirt is clean? S:Lingling’s T-shirt is clean. (创设语境练
习clean) T: At last,What do Sam and Amy say to lingling at
last?(找同学吧原句读出来)
T：What did Lingling say? S: That’s OK.(板书) (创设语境，练
习运用That’s ok.)
Step .practise Ss practise dialogue.
rk remember main sentences.
Mum bought a new T-shirt for me

consolidation of the practice
role of reading the text .(小组内角色扮演) ing
to the text to juge（根据短文内容判断正T误F) Lingling’s T-shirt
isn’t clean. Sam’s T-shirt is on the line. Ms Smart bought a
T-shirt for Sam and Amy. Lingling wear her T-shirt. Ms Smart washed
three T-shirts.
activity
Step 5. summery today we’ve learned new words and
sentences “matter,argue,T-shirts,what’s the matter?,That’s
bought a new T-shirt for me.”学会用过去式陈述别人给你
买了什么，学会关心他人，学会宽容他人。

Step 6: Homework








What’s the matter with Daming?

Teaching goals:
1.通过图片、任务认领等环节，全部学生能初步学会运用What’s the
matter with you?及其答句I lost my…
2、通过知识拓展、交流，90%以上的学生能熟练运用What’s the
matter with…提问并根据具体情况用适用的第三人称单数来回答。
3、通过听、跟读、自读等多种形式，98%学生能正确理解课文内容
4、通过较大容量的语 言输入，初步培养学生用英语思考和交流的
习惯及在情境中灵活运用所学句型的能力和知识迁移能力。
5、学生通过合作学习能够形成一定的团队精神，同时通过课文的
学习能够获得关心他人、帮助 他人以及拾金不昧的教育。
Teaching difficult point:理解课文内容，能在适当的语境中用
What’s the matter with…句型及其答句。
Teaching main point:能结合所学的语言知识，通过联系生活实际，
灵活运用What’s the matter with…及其 答句，特别是第三人称形式。
Teaching periods:2 periods
Teaching peocedures:
-up
1、Greetings and free talk:

Hello, everyone!
How are you?
Did you go to school by school bus?
What did you take? A bag or a kite?
Did you take your yellow cap?
Did you buy shoes yesterday?
【设计意图】热身的打招呼和Free talk环节，运用的句型是本册
书的重点句型，而单 词则是本节课将会出现的学生已经学过的单词。这
样既复习了句型和单词，又为本节课的学习打下初步的 基础。
’s play a game : I say and you do.
Point to your head; Point to my desk. Point to his hand. Point
to her nose. Point to his book. Point to her bag.
【设计意图】通过这个小游戏，让学生在熟悉的 句型和有趣的动作
中，复习人称代词和物主代词，特别是his和 her，为本节课的学习继
续扫清障碍。
in
You did a good job. Now please take out your English book.
（拿出你的英语书，放到桌面。××同学在转来转去找书）
XXX, What’s the matter?
S: My English book is lost. （书不见了）
You can say: I lost my English book. (板书 lost lose 简
单介绍含义，与四年级学过的lost迷路的意思相区分)
【设计意图】很真实的情境，利用学生找不到课本，引导学生说出
My English book is lost。这个句型学生在四年级学过，但是意思不
同，老师接着引导学生说出I lost my English book，然后通过板书
lost lose，给学生讲解过去式 和原形以及它的不同含义。同时板书的
lost，也是本单元很重要的一个词语，构成了重点句型的答句 。
tation

(一)Part 1
1、What’s the matter with Ben? Let’s watch the video and
find out the answer
(放第一部分课件，进入到第一部分的文本，听一遍，跟读一遍，
然后回答问题)
What’s the matter with you, Ben? A. I lost my book. B. I
lost my cap.
Did Ben find （找到）his cap?
Did Lili help Ben?
Yes, we should help the others.
【设计意图】由于第一部分内容简单，孩子们没有 生单词，所以直
接听一遍，再跟读一遍，学生已经能掌握这一部分内容的含义，通过不
同形式的 两个问题，帮助学生巩固了这一部分内容，同时也进行了一定
的拓展：由What’s the matter拓展到了What’s the matter with you?，
方便下一部分过渡到What’s the matter with Daming?第二 个问题中
的find更是为第二部分的学习奠定了坚实的基础。在学生回答完问题
后，很自然地 引出了“当朋友遇到困难时，我们应该帮助他们”这一话
题，对学生进行了德育教育。
2、检测评价： 课件呈现不同孩子及物品，集体操练句型。
（可运用原来课件的部分内容）
3、小组合作，藏起同桌的某一物品，询问：What’ s the matter
with you, XXX? 回答：I lost my …
4、抽生展示（评价活动）
【设计意图】这一部分的评价是为了检测目标一是否达成。通过集
体回答巩固句型并进行拓展， 再通过小组合作进行句型的进一步拓展，
通过学生的展示评价来检测目标是否达成。
(二)Part 2
We know Ben lost his cap and he found it , But Daming isn’

t happy. What’s the matter with Daming?（板书课题）Please watch
the video and answer these questions:
1. What’s the matter with Daming? A He lost her bag. B.
He lost his bag.
2. What was in his bag? A. 图片呈现皮鞋 B.图片呈现运
动鞋。
3. Where were his sports shoes? A. In the bag. B. On the
school bus
4. Where was his bag? A. 图片呈现校车 B. 图片呈现公交车
Let’s watch the video and choose the correct answer.
【设计意图】问题以选择题的形式出现，答案可以是单词， 也可以
是图片，形式多样，改变了都用问答题的形式出现给学生造成的困难。
First let’s look at picture
1 . Read after the tape and try to answer Question
What’s the matter with Daming?
A He lost her bag. B. He lost his bag.
Yes, he lost his bag. Because Daming is a boy ,so we can’
t say “he lost her bag.”Look, Can you ask and answer?
(课件呈现两幅图片，男孩和短裤 女孩和帽子，让学生区分he she
his her并操练句型)Well done. Let’s go on.
2、Please read Picture 2 and choose the correct picture.
What was in his bag?
A. 图片呈现皮鞋 B.图片呈现运动鞋。
Guess: What are sports shoes?
（学生自己读第二幅图，选择第二题的正确答案，然后自己猜出
sports shoes 的含义）
I think you did a good job.
3. Did Daming find his bag and his sports shoes? Let’s

watch the video and try to find the answer.
were his sports shoes?
A. In the bag. B. On the school bus
was his bag?
A. 图片呈现校车 B. 图片呈现公交车
Did Daming find his bag and his sports shoes?
【设计意图】课文的学习是带着问题进行的， 不同类型的问题抓住
了每一幅图的重点内容，通过选择、问答等形式，引导学生一步步发现
问题 ，解决问题，提高了学生的自主学习能力。
se
rk
What’s the matter with Daming?

Step1:.review

1、Read after the tape.
2、Read by yourself.
3、Please act out the dialog
【设计 意图】课文分段学完后，通过跟读课文、自读课文，帮助学
生整体理解课文含义。再通过小组合作分角色 朗读课文，能更进一步加
深学生对于课文的理解和课文内容的整体把握，为后面的意义操练奠定
基础。
ce
Let’s play a game
小游戏：抽单词卡片，然后表演完整对话，操练句型。
T:What’s the matter with you,××?
S1: I lost my....
T:What’s the matter with ××?
S2:HeShe lost hisher...

【设计意图】一个小游戏，让学生根据抽到的单词，找同学配合表
演对话，要求运用到课文中出现的句型，表演好的获得奖励。这个环节
的设计，可以让学生在创 设的情境中，完整设计对话，灵活运用所学句
型，检测目标四
and test
Can you tell me what you have learned in this class? Can you
do ?检测题（每人一张纸，练习书写，并到讲台用实物投影展示）
What’s the matter with Daming? He lost his _____.
What’s the matter with Amy? She lost ________ _____.
___________________ Sam? He lost ________________.
_______________________? She __________________.
【设计意图】让学生总结学过的知识，再通过层层递进的检 测题，
帮助学生进一步总结和巩固本节课所学的内容。
We know we should help others and we should be an honest
finder.
rk
Remember main sentences.







There are only nineteen crayons.
Teaching goals:
1.能口头运用“How many faces can you see?” 这类语句对可数
名词的数量提问。
2.能识别单词及短语：crayon， begin ， give out，all right，

thirteen ，fourteen， fifteen， sixteen， seventeen， eighteen，
nineteen， floor，
3.能书写单词：crayon，begin，floor，many，happily
Teaching difficult point： 如何对数量提问。
Teaching main point: 如何表示11----19的基数词。
Teaching oeriods: 2 periods
Teaching procedures:
Step1.复习单词：
Step2.十三------ 十九的基数词.
Step3.找规律：后缀teen
Step5.听写单词：
crayon，begin，floor，many，happily
Step6.自读句子：
Step7.同桌翻译：
你们可以看到多少张脸？
我们可以看到十五张脸。
1.讲解句型：
How many ……can you see …… we can see.
How many后边跟复
se T says Chinese numbers and Ss say
numbers.
rk
Remember numbers
There are only nineteen crayons

十三支铅笔 十六个苹果
English

Did you come back yesterday？
Teaching goals:
1. 能够识别、运用单词及短语met, above, ground, those, finish,
with, wait, dropped, hurry up, ice cream
2. 能口头运用Did you come back yesterday?这类语句询问过去
发生事情的具体信息，并能用We came back last Sunday.这类语句回
答
3. 培养学生合作学习的能力
Teaching difficult point：Did you come back yesterday?Yes,
we did.
Teaching main point：了解一般过去时态特殊疑问句的结构。
Teaching periods: period
Teaching procedures:
Step 1: Warm up and lead-in
1. Free talk
T: Did you go to Beijing?
S: Yes, I did. No, I didn’t.
T: When did you go there?
S: …
2. Guide to say: when-- When did you go there?
3. Show the learning aims
Step 2: Presentation
1. Amy came back from China. Now she meets John. Let’s listen.
2. Listen and choose: Where is Lingling? In London or in China?
3. Listen again and answer: When did Amy come back?
4. Listen to the tape sentence by sentence and repeat.
5. Guide to say the words and the sentences.
6. Read in groups.

7. Fill in the blanks and retell the story.
Step 3: Practice
Ask and answer like this:
A: Did you go to …?
B: Yes, I did. No, I didn’t.
A: When did you go there?
B: I went there …
Step 4: Test
写出下列单词的过去式
go come drop
Step 5: Summary
教师引导学生齐读板书句子
Step 6: Homework
1. Listen to the text and say
板书设计：
Unit 1 When did you come back?
When did you come back?
We came back last Sunday.
教学反思：
师生自由交流，谈论旅游话题，自然引出本课重点句When did
you …?在课文学 习过程中，通过听读课文，回答问题，帮助学生理解
课文，初步了解一般过去时态特殊疑问句的结构。在 原有知识的基础上，
学生能够较好地理解本课新语法。

We bought ice creams.

Teaching goals:
Ⅰ. be able to know the text.
2. Ss can use past tense to talk about.
Teaching difficult point: main sentenses

Teaching main point:past tense
Teaching period: 1 period
Teaching procedures:
-up
1. Game: ①教师快速出示动词或动词词组，让学生快速做出该动
作。
2. ②让学生从另一组动词过去式中找出与图片配对的单词，学习和
巩故不规则动词过去式。如：go- went, meet-met, run-ran, buy-bought,
eat-ate, see-saw
3. Free talk 用“旅游日记”或“假期影集”与组员谈论假日
生活。如： Where did you go on vacation? What did you do? Did
you„„? When did you come back?
-task【任务呈现——最快乐的一天】
1、教师出示提前收集的名胜风景区明信片，提问：“Did you go to
„？” Did you see„? Did you buy„？
2、教师出示英国伦敦的名胜风景区明信片，提问：“Where did
lingling go?”学生回答：“London”.教师问：“Where did she go？
What did she seemeetbuy?”学生回答后，教师引出课文活动5的歌
曲：“Listen to a song from Amy”，学唱歌曲。
3、[任务呈现]——寄一张风景明信片给你的朋友 教师展示伦敦
明信片，并介绍：“This is from Amy to Daming. What did she say?
Let’s go and see. Then please write about your yesterday to Amy
or your friends.”让我们一起瞧一瞧怎样写明信片呢？
-task
播放课文录音，并让学生回答课文活动的问题。听一遍录音，并dear,
love, went to the park, met John, bought ice creams, went home,
ran to the bus, dropped,并请学生跟读。
-task【任务展示——最快乐的一天】

①学生四人一组展开活 动，轮流讲述自己快乐的昨天，用过去时描
述自己做了哪些事情。学生进行信息交换，评选出最快乐的一 天向全 班
汇报。
②教师介绍Daming’s letter ——写给Amy的回信。 “I met our
Chinese teacher by the river yesterday. She walked with her cat.
Then we saw a rabbit and a hen . They played with an apple.” 板
书 Chinese, teacher, river, rabbit, letter, hen, cat, apple,让
学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用
书练习
③请学生边听边划出每组单词中有着特定发音的字母或字母组合。
Step5．Homework
1、朗读课文。
2、写单词
What did you buy?

Teaching goals:
1.全体学生能运用单词list, need, first, can, lost, how much,
cheese, any, use, over there.,听懂句子What did you buy? How many
bananas did you buy? How much cheese did you buy?
2.全体学生能运用单词can, how much, any, use, half.能说What
did you buy? How many bananas did you buy? How much cheese did
you buy?
3.部分学生能认读并运用单词list, need ,first, lost, cheese,
over there
Teaching difficult point:
1．能听懂，并认读Part2 Listen and read表述的信件的内容。
Teaching main point:
2．能用What did you buy? How many bananas did you buy? How
much cheese did you buy?来询问别人.并学会问答。

Teaching periods:2 periods
Teaching strategie:PPT课件
Teaching procedures:
Step1. Warm-up
T: Good morning girls and boys.
Ss: Good morning Miss Deng.
T: Welcome to my class. Now, everyone let’s do it.
(播放前一段歌曲，并跟着做动作if you are happy and you know
it )
Boys and girls, Are you happy now? Today we will learn the
new lesson:
Step2: Lead-in
T: What did you do yesterday?
Ss: do homeworkers, help my mother cook dinner?
T: Now I’m so happy to share something to you. Yesterday I
have to do dinner. Then I went shopping. Who can guess what did
I buy? I bought some apples, oranges, and fish, meat, some
vegetables?
Step 3: Presentation
Everyone if you go to the supermarket what do you want to buy?
(引导学生们回答有关这节课要讲到的单词，互动)
Now prepare one paper, listen carfare and write down the
massage.
Q:What did dad ask Sam to buy? –some fruit. And where is the
fruit? –Sam
ate it all. (听一遍录音，全班回答后，然后打开课本全班跟录
音读一遍并赞扬他们 perfect, big hands to yourself. )
Boys and girls, maybe if you go to the supermarket maybe

someone buy ice cream, hamburger, drink, but do you know what did
Sam want to buy?
T:Ok, close your book, next we listen the tape and answer the
questions. (在听录音的过程中，板书动词go,meet,come,buy,eat, drop,
拿出板书好问题的小黑板，听完录音并回答问题后，开始全班复习一遍
动词过去式)
Q: 1. Did dad make a shopping list? --- yes, he did.
2. Did they lose the list? --------- yes, they did.
3. Did they buy bananas? ----------- no, they didn’t.
Read and draw tick(?) or cross(?). 1. Lingling likes bananas.
(?) --likes apples.
2. Mr Smart and Amy lost the list. (?)
3. Mr Smart and Amy bought four pears. (?)
4. They bought some bananas. (?) --didn’t buy any
5. They bought 12 eggs. (?) Open your book, page
that look at the blackboard, let’s
review the past tense. Go- went, meet-met, come-came,
buy-bought, eat- ate,
drop- dropped.(齐读一遍后，教师讲解一遍文章，注意新的单词和
句型，便开始表演角色)
Step3:practise: Ss read the text
Step4:homework:remember new words
What did you buy?

Review:
Step1.T: Who can read the first paragraph? Volunteer, I need
two students. (教师举手示意鼓励学生回答问题)
S1: me?
T: Nice, big hands. Need means is want (需要)，is a verb. List

just like you want to buy something and write down a paper, such
as we need bananas? books?apples?fish?
any more, and write down, or we can say shopping list.
Contrary if I write the name for a paper, you should call the paper
-- name list. (解释need,list,知道意思就不需要做跟过多的解释)
T: Next part who want to try?
S: me?
T: Perfect, Big hand. Everyone do you notice? How many and
how much, they are different? Think about they are different or
the same? (板书how many和how much, 并解释，重点句型) ( 他们都
是用于询问“多少”，不同的地方是，一个用来提问可数名词的数量，
另一个用来提问不 可数名词的数量，并举例,解释新单词cheese)
T: do you understand? The last paragraph, who want to try?
This is a good chance.
S1: me ?
T: big hand. Good for you! Now listen the tape and read it
right away. (学生跟读一遍，模仿语音语调)
Ss: ???
T: boys and girls, we need you with your partner to role play.
Who want to try? (根据课本进行角色扮演，根据时间而定，两组队员
就好了，纠正读音，检查错漏)
Ss: ???
Steps2. Practice (12mins)
T: page 24, in this part, let’s play a game. Pay attention
to me, if I’m go to the supermarket, and Huangxiaoming is a sale
assistant. Ok. Xiaoming ask me how many applesbooks do you want.
(举例示范，并让这位学生开口
问自己，自己再回答) ---I need six applesbooks. T: and how

much this apples?
Step 3. Practice .
point and say
it by yourself ，If you have questions ，you can ask
me or your pattern.
it together.
Step3. Production
小组合作 ，表演购物剧。
Step4. Summary:
T：What did you learn？
these sentences（齐读板书）
2.（学生自己总结自己的收获）
Step 5. Homework .
T：Homework for class，you can go on finishing the
’ll communicate next class.
T：Class is you for your ！
这个作业是对拓展环节的一个延伸 ，由于学生的学习水平有差异，
因此，拓展环节的书信练习有很多学生没能完成，将其延伸到下一堂课< br>的课前三分钟Free talk，给学生提供了更广的思考空间。
Step6.板书设计
What did you buy?
How many bananas did you buy?
How much cheese did you buy?
教学反思： 成功之处：本节课我将游戏、歌曲等通过现代信息技术融串于整个
教学过程。设计了几个游戏让学生 进行实际性操练，并进行有效的示范，
使游戏开展自如流畅，操练多样化。
不足之处：个别学 生对这8个数字掌握的不好，只会读，不认识单

词。整改措施：今后的课堂上要抓好落实 。
How much cheese did you buy?

Teaching goals：
1.能掌握以下单词和句型：单词：bottle, half, kilo, a lot of,
over there, use .句型：How much cheese did you buy?
2.语言技能目标：使学生学会如何询问数量，如何谈论购物。
3.情感态度目标：在英语课 堂中培养孩子们的英语涵养，把学生情
感态度的培养渗透到英语教学之中，让学生体会学习英语的乐趣。
Teaching difficult point：能掌握并熟练运用以下句型：How many
much...did you buy?
Teaching main point:使学生学会如何询问数量，如何谈论购物
Teaching strategie：课件，图片，白板，多媒体远程资源等。
Teaching periods:2 periods
Teaching procedures：
Step1: Warming-up
1. Greetings and introduce.
a song “Ten little fingers”, and use your fingers do the
actions.
用手势帮助学生复习数词，让同学们在歌曲中复习，并且为后面的“How
many”出现左铺垫。
并通过图片和实物进行操练。再让学生运用How many do you want?自
由对话,然后点名汇报。如：
1、T: How many? (教师出示不同数量的手指。)
S: Seven.
2、T: How many books?
S: Two books.
（设计意图：教师出示两本课本，引导学生注意 后面的可数名词要以复

数的形式出现。对话活动在英语课堂教学的重要形式。课堂上，我 不仅
可指导学生体会对话的内容，更要创设学生操练的机会，让学生在交际
过程中运用所学的语 法知识，真正做到“在用中学，在学中用”。这个
活动让学生利用本课的重点词汇和句型，把知识的学习 转变成知识的应
用，充分体现了学生的自主学习，并能激起学生的学习兴趣,有利于强
化和巩固 学习.）
Step2 Lead in.(presentation)
1.教师创设情境，导出课题。(利用课件)
T：Yesterday I went shopping. Can you guess “What did I buy?”
(1) 出示香蕉图片 , 让生齐读出来 。T: How many did I buy?
(2)一张出示奶酪 , 引入单词 cheese。教说该单词 , 分小队 , 分排
练读。告诉学生cheese 是不可数名词。
T: Do you like going shopping? Do you like cheese?
How much did you buy? 学生不会回答。引出课题，告诉学生通过本节
课，我们就能回答这个问题。
(3)利用课件，show ‘shopping list’, let Ss read them out, and
find they are countable nouns. And they can add “-s” .
T: How many…?(设计意图：复习上一单元“How many?并引导孩子们回
答。”)
(4)设计一个任务;Talk about your shopping.利用课件出示“chee se”
“”rice“meat”,引入单词kilo.使生理解该单词意为“一公斤”。教
说 、练说该单词引入词组half a kilo。使生理解为“半公斤”。教说、
练说该词组。
(5)利用课件出示“juice”,来导入“bottle”，通过课件演示，知道
“juice” 不可数，“bottle”可数名词。
（6）Show “chocolate” ”eggs”, to lead in “a lot of”.
(设计意图：任务型教学是小学英语教学很重要的教 学手段。在“任务
前”阶段，教师通常向学生介绍需要学生完成的“任务“（目的、完成

任务的程序、时间等)
Step3 Learn the text.
(1) Let’s look at ‘What did Sam and Amy buy?’
First, listen and point, then answer three questions.
(2)Answer questions, and repeat, check the answers.
(3)Listen and try to act it out.
(4) and repeat.
Step4 Practice
the nouns to the right house. ”How many” ”How much”
(巩固孩子们本模块的学习重点，可数名词和不可数名词在句型How
many ...did you buy ?“How much...did you buy?”)
2. Summary. “how many”和“how much”的用法。
3. Listen and say the song “How many do you want?”，再来巩固
加深孩子们对知识重点的掌握。
ce in pairs,然后出示课件Book13 Activity6.
How much cheese did you buy?
Review:
grammar from last class.
Step2. 扩展性活动
：最佳购物者。Book13 activity7
A: What did you buy?
B: I bought some__
A:How manymuch ___ did you buy?
B: I bought some__
2.、对话展示。
（设计意图： 有许多学生在日常生活 中熟悉并感兴趣的话题，提
供了许多真实的语境和语言材料。因此，我们可以充分利用好教材，以
学生为主体，运用任务型教学，培养学生的创造性思维能力，鼓励学生

自己思考，使他 们能够用所学的知识来解决新问题。这个活动从学生的
生活出发，从他们的兴趣入手，把教学内容生活化 ，情景化，使之真实
可感，突出了语言的实用性。）
rk：
从以下作业中选择一道自己喜欢的作业：
1、课文录音，模仿课文句子，能够熟读课文；
2、用今天所学的句型询问朋友周末购物情况。
教学反思：
本课主要是让学生学会 如何询问数量，如何谈论购物懂得不同的名
词应用不同的句型去询问。拓展性活动直奔本课主题，大部分 学生都能
正确应用，对答自如，部分后进生会混淆用哪个，相信通过进一步学习
他们会逐步改正 过来。
Where did you go?
Teaching goals：
1. learn new words.
2.用一般过去时表达过去发生的事情
What did you do at the weekend ? We visited lots of places. Where did
you go? We went to the British Museum.
Teaching difficult point：Sentence Structures
Teaching main point: 用一般过去时表达过去发生的事情
Teaching periods: 2 periods
Teaching procedures:
Step g up and Revision
1．Sing a song. “Where did you go?”(以过去式的歌曲来活跃课堂气氛，
为本课起了一个铺垫作用)
Step 2 .Presentation
1. T: This summer I went to Dalian .And what did you do this summer?
Ss: I went to the park .I did my homework.……

T: Lingling is in London with Sam and Amy. Do you know what did they
do at the weekend ? Now this class we’ll learn M3U1 .Where did you go?
(板书课题领读两遍) Please turn to Page 14.
to the tape and understand the text context.
again and circle the new words.
（这一环节学生交流 预习中遇到的重点难点，小组试着讨论解决一些单词的
读法。）小组交流之后，再请学生举手询问自己不 理解的单词和句子。
New words and phrases on the board:
weekend , places museum,trip,hour,minute,river.
a.在自主学习、小组讨论的基础 上，利用单词卡片辅助教学新单词和词组。
在学习单词的过程采用了多种方法练习。（Follow me .Read together. Read
one by two by two. I speak Chinese , you speak English. I speak
English , you speak the word. etc.
b. Listen again, answer the questions:(课件展示)
①What did Amy ,Lingling and Sam do at the weekend ?
②Where did they go?
③How did they go to these places ?
④Did Lingling like the bus ride best?
Answer the questions by yourself, then talk about in your group.
Now Check the answers.(以抢答的形式回答，尽量做到公平，每个小组回答
一个问题)
①They visited lots of places.
②They went to the British Museum and they visited Big Ben and the London
Eye.
③They went by bus.
④Yes, she did.
se:Ss read the text by themselves
Step rk

Where did you go?

Step2.
work:
①Read the text in roles: Daming ,Amy .(分角色朗读课文，有助于培养
学生的角色意识)
②Know the Chinese meaning of the text.（让学生在活动中参与小组学习、
交流、探索、提高）。
Step idation and Extension
a. Look at P16. Look at the dialogues.
For example: A: Where did you go last Sunday? B:I…… A ：What did
you do ? B:I……
A:When did you go?
A:How did you go?
Ask and answer in pairs in your group. Then let’s check. Who wants
to be the little teache r?(把交流答案的过程交给小老师处理，根据回答情况
进行评价得分，同时仿照以上环节对小老师适时 鼓励)。
b. Homework:
（作业布置可以使学生更好地掌握过去式的重点内容，同时也锻炼了他们的
口头表达能力）
Ask and answer with your friends: Where did you go at the weekend ?
What did you do ? When? How? Who?
Step4.板书设计
Where did you go ?
What did you do at the weekend?
Where did you go ?
How did you go these places?
the British Museum.

Daming took a photo of his father

Teaching goals：
1.全体学生能理解并认读单词of, arrive, wall, mountains, with,
plants. 全体学生能运用of, 部分学生能运用arrive, wall,
mountains, with, plants.
2.大部分学生能通过找关键信息回答WhoHowWhenWhat …?等特
殊疑问句，来理解课文内容。
3.大部分学生能正确、流利地朗读课文。
Teaching difficult point:
1.全体学生能理解并认读单词of, arrive, wall, mountains, with,
plants. 全体学生能运用of, 部分学生能运用arrive, wall,
mountains, with, plants.
2.能通过找关键信息回答WhoHowWhenWhat …?等特殊疑问句，
来理解课文内容。
Teaching main point:
1. 词语arrive的理解和运用。
2. 能通过找关键信息回答WhoHowWhenWhat …?等特殊疑问句，
来理解课文内容。
Teaching periods: 2periods
Teaching procedures：
Step1：Warming up

1. Listen to the song “High 歌”.
2. Watch the video “Beautiful scenery of China”.
1. Greetings.
2. Sing a song“Where did you go?” < br>【设计意图：学生边唱歌边做动作，既使学生很快地进入课堂的英
语学习气氛，又感知回顾了特殊 疑问句及一般过去式，为课文的学习做
好铺垫。】
Step2 Pre-reading
1.师讲述自己的旅行经历。
2.学习Daming’s trip， 整体感知，语篇全文。
Watch the video and answer the questions.
1) Who went with’s father?
2) How did they arrive?
【设计意图：通过讲述自己的旅游经历，引入文本情境， 激发学生
的阅读兴趣并引出评价arrive at the Great Wall。带着问题有目的地
看，引导学生根据自己所需有针对性地提取信息，并整体感知课文内容,
为精读课文做好准备。】
Step3 While-reading
1. 设问质疑，深入阅读。
Read the lesson and find out the answers.
1）When did they arrive?
2) What did they do?
2. 问题深入，推进阅读。
What did Daming do?
3. 听读结合，加深理解。
设计意图：问题牵动下，让学生有目的地自读课文，深 层次理解学
习重点内容，引导学生在寻找细节信息时放慢阅读速度，在关键信息处
划线或做标记 。并结合课文插图、动画，让学生在文本情境中理解课文。

把提取的关键信息直观、形象 地呈现在黑板上，帮助学生理解语篇，掌
握重点语言,也为后面的复述课文做好铺垫。
ce:Ss read the text fluently.
rk:remember new words.
Daming took a photo of his father

Step
Step 2. Post-reading
to retell the lesson.
2. Describe your friend’s trip.
【设计意图：引导学生学会根据关键词复述课文，加深对课文的理解。鼓励学生将所阅读的内容与自己的生活联系起来，将阅读技能与语
言技能进行整合，对学生进行 综合语言训练。】
to the tape and read the passage fluently.
4. Tell your parents about your friend’s trip.
【设计意图：布置此开放性作业，旨在培养学生运用英语交际的意识，锻炼学生用英语做事情的能力。】
Step rk
Try to retell the lesson.








Mum bought a new T-shirt for me
Teaching goals：

1、学习单词:shorts argue; matter; wear; your.
2、学习句型：Mum bought a new T-shirt for ’s the matter?
That’s OK.
Teaching difficult point：能用Mum bought a new T-shirt for me.
What’s the matter? That’s ok.对他人表示关心。
Teaching main point: 学习句型：Mum bought a new T-shirt for
’s the matter? That’s OK.
Teaching periods:2 periods
Teaching procedures:：
Step g up
Say the chant
Step tation
1.T（指向自己）:Oh,look,Today I wear a pink dress.(指向班级其
他同学并说 He wears a red T-shirt....) T:Liming wears a black
coat. T:Tangyu wears a purple T-shirt. T:wear,Do you know
“wear”.(show a word card “wear”)
（板书wear） Lead the student to read.(Let them try to use it)
S: I wear a sweater. S:I wear a red dress. ....... T:Well
at these two red T-shirts.(出示挂在绳子上T-shirt图
片) T ask s1 : Is it your T-shirt? S: No. T ask s2: Is it your
T-shirt? S: No. T:I really want to know .Whose are they? we’
ll know the we’ll study our new 4 unit1
Mum bought a new T-shirt for me. (板书)(lead the students to read
the title two times.)
Step 3 : learn the text
to the tape and understand the text context.
again and circle the new words. the new
words:shorts,argue,’s the matter? Don’t argue.

A,please look at picture 1,What’s the matter?
(板书) Read this sentence three times.
B, Show the word card”matter” (read it with a variety of forms)
C, practice the sentence”what’s the matter?”
D, T:please look at picture 1,What’s the matter with Sam and Amy?
S:他们在争吵 Show the word card”argue”
E:T: (show the pictures)well done. Where are Sam’s and Amy’s
T-shirt? S: They are on the line.(出示绳子上的T-shirts) T:Whose
T-shirt is clean? S:Lingling’s T-shirt is clean. (创设语境练
习clean) T: At last,What do Sam and Amy say to lingling at
last?(找同学吧原句读出来)
T：What did Lingling say? S: That’s OK.(板书) (创设语境，练
习运用That’s ok.)
Step .practise Ss practise dialogue.
rk remember main sentences.
Mum bought a new T-shirt for me

consolidation of the practice
role of reading the text .(小组内角色扮演) ing
to the text to juge（根据短文内容判断正T误F) Lingling’s T-shirt
isn’t clean. Sam’s T-shirt is on the line. Ms Smart bought a
T-shirt for Sam and Amy. Lingling wear her T-shirt. Ms Smart washed
three T-shirts.
activity
Step 5. summery today we’ve learned new words and
sentences “matter,argue,T-shirts,what’s the matter?,That’s
bought a new T-shirt for me.”学会用过去式陈述别人给你
买了什么，学会关心他人，学会宽容他人。

Step 6: Homework








What’s the matter with Daming?

Teaching goals:
1.通过图片、任务认领等环节，全部学生能初步学会运用What’s the
matter with you?及其答句I lost my…
2、通过知识拓展、交流，90%以上的学生能熟练运用What’s the
matter with…提问并根据具体情况用适用的第三人称单数来回答。
3、通过听、跟读、自读等多种形式，98%学生能正确理解课文内容
4、通过较大容量的语 言输入，初步培养学生用英语思考和交流的
习惯及在情境中灵活运用所学句型的能力和知识迁移能力。
5、学生通过合作学习能够形成一定的团队精神，同时通过课文的
学习能够获得关心他人、帮助 他人以及拾金不昧的教育。
Teaching difficult point:理解课文内容，能在适当的语境中用
What’s the matter with…句型及其答句。
Teaching main point:能结合所学的语言知识，通过联系生活实际，
灵活运用What’s the matter with…及其 答句，特别是第三人称形式。
Teaching periods:2 periods
Teaching peocedures:
-up
1、Greetings and free talk:

Hello, everyone!
How are you?
Did you go to school by school bus?
What did you take? A bag or a kite?
Did you take your yellow cap?
Did you buy shoes yesterday?
【设计意图】热身的打招呼和Free talk环节，运用的句型是本册
书的重点句型，而单 词则是本节课将会出现的学生已经学过的单词。这
样既复习了句型和单词，又为本节课的学习打下初步的 基础。
’s play a game : I say and you do.
Point to your head; Point to my desk. Point to his hand. Point
to her nose. Point to his book. Point to her bag.
【设计意图】通过这个小游戏，让学生在熟悉的 句型和有趣的动作
中，复习人称代词和物主代词，特别是his和 her，为本节课的学习继
续扫清障碍。
in
You did a good job. Now please take out your English book.
（拿出你的英语书，放到桌面。××同学在转来转去找书）
XXX, What’s the matter?
S: My English book is lost. （书不见了）
You can say: I lost my English book. (板书 lost lose 简
单介绍含义，与四年级学过的lost迷路的意思相区分)
【设计意图】很真实的情境，利用学生找不到课本，引导学生说出
My English book is lost。这个句型学生在四年级学过，但是意思不
同，老师接着引导学生说出I lost my English book，然后通过板书
lost lose，给学生讲解过去式 和原形以及它的不同含义。同时板书的
lost，也是本单元很重要的一个词语，构成了重点句型的答句 。
tation

(一)Part 1
1、What’s the matter with Ben? Let’s watch the video and
find out the answer
(放第一部分课件，进入到第一部分的文本，听一遍，跟读一遍，
然后回答问题)
What’s the matter with you, Ben? A. I lost my book. B. I
lost my cap.
Did Ben find （找到）his cap?
Did Lili help Ben?
Yes, we should help the others.
【设计意图】由于第一部分内容简单，孩子们没有 生单词，所以直
接听一遍，再跟读一遍，学生已经能掌握这一部分内容的含义，通过不
同形式的 两个问题，帮助学生巩固了这一部分内容，同时也进行了一定
的拓展：由What’s the matter拓展到了What’s the matter with you?，
方便下一部分过渡到What’s the matter with Daming?第二 个问题中
的find更是为第二部分的学习奠定了坚实的基础。在学生回答完问题
后，很自然地 引出了“当朋友遇到困难时，我们应该帮助他们”这一话
题，对学生进行了德育教育。
2、检测评价： 课件呈现不同孩子及物品，集体操练句型。
（可运用原来课件的部分内容）
3、小组合作，藏起同桌的某一物品，询问：What’ s the matter
with you, XXX? 回答：I lost my …
4、抽生展示（评价活动）
【设计意图】这一部分的评价是为了检测目标一是否达成。通过集
体回答巩固句型并进行拓展， 再通过小组合作进行句型的进一步拓展，
通过学生的展示评价来检测目标是否达成。
(二)Part 2
We know Ben lost his cap and he found it , But Daming isn’

t happy. What’s the matter with Daming?（板书课题）Please watch
the video and answer these questions:
1. What’s the matter with Daming? A He lost her bag. B.
He lost his bag.
2. What was in his bag? A. 图片呈现皮鞋 B.图片呈现运
动鞋。
3. Where were his sports shoes? A. In the bag. B. On the
school bus
4. Where was his bag? A. 图片呈现校车 B. 图片呈现公交车
Let’s watch the video and choose the correct answer.
【设计意图】问题以选择题的形式出现，答案可以是单词， 也可以
是图片，形式多样，改变了都用问答题的形式出现给学生造成的困难。
First let’s look at picture
1 . Read after the tape and try to answer Question
What’s the matter with Daming?
A He lost her bag. B. He lost his bag.
Yes, he lost his bag. Because Daming is a boy ,so we can’
t say “he lost her bag.”Look, Can you ask and answer?
(课件呈现两幅图片，男孩和短裤 女孩和帽子，让学生区分he she
his her并操练句型)Well done. Let’s go on.
2、Please read Picture 2 and choose the correct picture.
What was in his bag?
A. 图片呈现皮鞋 B.图片呈现运动鞋。
Guess: What are sports shoes?
（学生自己读第二幅图，选择第二题的正确答案，然后自己猜出
sports shoes 的含义）
I think you did a good job.
3. Did Daming find his bag and his sports shoes? Let’s

watch the video and try to find the answer.
were his sports shoes?
A. In the bag. B. On the school bus
was his bag?
A. 图片呈现校车 B. 图片呈现公交车
Did Daming find his bag and his sports shoes?
【设计意图】课文的学习是带着问题进行的， 不同类型的问题抓住
了每一幅图的重点内容，通过选择、问答等形式，引导学生一步步发现
问题 ，解决问题，提高了学生的自主学习能力。
se
rk
What’s the matter with Daming?

Step1:.review

1、Read after the tape.
2、Read by yourself.
3、Please act out the dialog
【设计 意图】课文分段学完后，通过跟读课文、自读课文，帮助学
生整体理解课文含义。再通过小组合作分角色 朗读课文，能更进一步加
深学生对于课文的理解和课文内容的整体把握，为后面的意义操练奠定
基础。
ce
Let’s play a game
小游戏：抽单词卡片，然后表演完整对话，操练句型。
T:What’s the matter with you,××?
S1: I lost my....
T:What’s the matter with ××?
S2:HeShe lost hisher...

【设计意图】一个小游戏，让学生根据抽到的单词，找同学配合表
演对话，要求运用到课文中出现的句型，表演好的获得奖励。这个环节
的设计，可以让学生在创 设的情境中，完整设计对话，灵活运用所学句
型，检测目标四
and test
Can you tell me what you have learned in this class? Can you
do ?检测题（每人一张纸，练习书写，并到讲台用实物投影展示）
What’s the matter with Daming? He lost his _____.
What’s the matter with Amy? She lost ________ _____.
___________________ Sam? He lost ________________.
_______________________? She __________________.
【设计意图】让学生总结学过的知识，再通过层层递进的检 测题，
帮助学生进一步总结和巩固本节课所学的内容。
We know we should help others and we should be an honest
finder.
rk
Remember main sentences.







There are only nineteen crayons.
Teaching goals:
1.能口头运用“How many faces can you see?” 这类语句对可数
名词的数量提问。
2.能识别单词及短语：crayon， begin ， give out，all right，

thirteen ，fourteen， fifteen， sixteen， seventeen， eighteen，
nineteen， floor，
3.能书写单词：crayon，begin，floor，many，happily
Teaching difficult point： 如何对数量提问。
Teaching main point: 如何表示11----19的基数词。
Teaching oeriods: 2 periods
Teaching procedures:
Step1.复习单词：
Step2.十三------ 十九的基数词.
Step3.找规律：后缀teen
Step5.听写单词：
crayon，begin，floor，many，happily
Step6.自读句子：
Step7.同桌翻译：
你们可以看到多少张脸？
我们可以看到十五张脸。
1.讲解句型：
How many ……can you see …… we can see.
How many后边跟复
se T says Chinese numbers and Ss say
numbers.
rk
Remember numbers
There are only nineteen crayons

十三支铅笔 十六个苹果
English