深圳外国语学校-山东英才职业技术学院

五年级英语教学计划
一、班情学情分析：
（ 学年第一学期） < br>经过四年的学习，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。
8．能演唱以学过的英语歌曲，朗诵已学过的歌谣。
9．能渗透给学生良好的自学英语的方法。
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。
8．语音教学中采用“分散出现，集中归纳，经常接触”的方法。
9．初步渗透任务型教学的教学理念。
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

Unit1 Goldilocks and the three bears（5课时）
教材分析：
本单元话题是谈论客观存在的人或事物。教学重点是“there be+名词（短语）+地点状语”的句型，
表示某地有某人或某事物。there be句型涉及到可数 名词和不可数名词，教师要提醒学生在运用时区分可
数名词的单复数形式，从而准确运用be动词的正确 形式。在教学中，教师可以旧带新，引出本单元的目
标介词词汇，可以利用图片、简笔画或实物等教学用 具来教授方位介词，还可以利用教室中的物品和场景
创设情境，教授和操练there be句型，使学生更好地理解句型的结构并自如地运用。
学情分析：
本单元所学的there be句型对学生来说并不是很困难，在之前的学习中也接触了一些，关键是要 让
学生注意到可数名词的单复数问题，以便让学生能正确地运用be动词。在教学时，只要老师多创设情 境
进行教学，老师好好的引导，学生就能更好地接受并掌握新知识。在单词教学这一块，单词afrai d等发
音有所难度，只有让学生多进行朗读训练，他们才能更好地将单词发对音。本单元以金发女孩与三 只狗熊
的故事内容展开，学生一定很感兴趣，学起来积极性要高一些。整个单元的内容教师只要思考一些 好的教
学方式，学生学起来一定比较轻松、有趣。
教学目标：
1.能听懂、会说、会读和会拼写形容词 hard、soft、hot、cold、afraid 等。
2.能听懂、会说、会读和会写句型There be…inonbesidein front ofbetween…
3.了解字母c 在单词中的读音。
4.了解“茶”和“咖啡”的文化。
5. 能正确理解、朗读story time 和cartoon time.
教学重点：
1.能正确理解、掌握语篇内容，并能朗读、初步表演对话。
2.能正确地听、说、读、写There be句型描述场所，例如教室、卧室等。
3.能使用形容词描述物体、感受等。
教学难点：
1.能正确理解、掌握语篇内容，并能表演对话。
2.能正确地听、说、读、写There be句型描述场所。
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
(1)T: OK. It’s time for class! Are you ready?
Ss: Yes.
T: Good morning, everyone!
Ss: Good morning, Miss Zhan.
(2)T: Boys and girls, tell me, what do you like doing at home?
S1: I like… （学生个别回答，老师及时回应）
T: Children, do you like reading stories?
Ss: Yes.
T: Good. Today our class will read a story together. Are you excited?
Ss： Yes!
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
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?
Ss: She sees a big house. (Teach: house)
T: Yes. Look at Goldilocks.（拿出人物图片）She’s very happy.（贴板书）Because
she sees a big house.(贴板书) How does she think about this house? Let’s listen.
（音频：What a beautiful house!）Is it a nice house?

Ss：Yes.
T: Now, read it together. （指导朗读）
(2) T: In the forest, there is a house. Whose house is it? Maybe it's … Can
you guess?
S1: Maybe it’s …’s house.学生猜一猜。
T: OK. Here’s a video. After watching, tell me, whose house is it? 学生看视
频。
T: Is the story interesting?
Ss: Yes, it is.
T: OK. Answer my question. Question1: Whose house is it?
Ss: It’s the three bears’ house.
T: Right! It’s the three bears’ house. What will happen to Goldilocks and the
three bears? Today we’ll read this story. And the name of the story is :（揭
题，全班读题目2遍）
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。
T: Goldilocks is in the house. What time is it? Look, there’s a clock.
Ss: It’s twelve.
T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks?
Ss: She’s hungry and thirsty.（贴板书）
T: What’s on the table?
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)
指导学生3句话连在一起读1遍。
(2)Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty.
I’m going to eat the soup. This soup is too cold. This soup is too hot.
This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be
Goldilocks and have a try here? 请2-3位学生分别上台模仿表演。
(3)T: After eating the soup, Goldilocks is very tired.（贴板书）What’s in the
room now?
S1: There are three beds in the room. 指导读2遍。
T: Look at the three beds. Are they the same?

Ss: No, they aren’t.
T: How is this bed? Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard)
What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft)
教师拿出熊掌道具 Look, I have a toy bear claw. How is it? 让学生捏一捏试一试
并形容：It’s soft.
T: OK. Look at the picture, if you were Goldilocks, What would you say? S1:
This bed is too… 学生个别说完，全班跟读三句话。
(4) T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this
bed, I think. 出音效“Help! Help!”How is she now? Is she happy?教师肢体语言
提示。
Ss: No.
T: She is afraid now(Teach: afraid) Why is she afraid? Read the story, then,
tell me. 学生自读故事并思考问题。
(5)T: Because there are three bears in front of her. (Teach: in front of) Now,
look at me. I am standing in front of you. And you’re very happy. But, if there
is a tiger or a lion standing in front of you, would you be happy?
Ss: No!
T: Of course not. You must be afraid.
(6) T: What did the bears say?
Ss: Who are you?
T: Goldilocks shouted:
Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid
情绪。
4. Look and order
(1)T: Now I’d like you to read the whole story again, and try to put the pictures
in the correct order. 指导学生完成书上第8页的排序。
(2) PPT出示答案，学生描述每副图片。
T: Let’s read the short passage together.
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
(1)T: Children, do you like this story?
Ss: Yes.
T: Maybe you can tell the story to your parents. This time, try to retell the
story. I’ll give you some pictures and sentences. You can look at the blackboard
too. First, let’s try together. 对照PPT或板书全班复述故事。
(2) Now you can use your own language to retell the story, and also you can say
something more. OK? I’ll give you some minutes. 四人一组练习。
2. Make a short play and act it out.
(1) T: Wow, do you think it’s a lovely story? You can tell the story now, but

I still have a question about this story. At last, does the girl arrive home
safely? We don’t know. Here I have an ending of the story. Let’s see if you
like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The
bears run faster than her. They catch her and eat her. Do you like it?
Ss: No!
T: Me neither. It’s so sad. We all want a happy ending. So, what will happen
at last? What’s your idea? Maybe Goldilocks and the three bears become friends.
学生发挥想象，给出一个美好的结尾。
(2)T: Oh, I like the ending. The next day, Goldilocks and her friends visit the
house again. What will happen? I want you to discuss in groups, and try to act
the story. OK?
Ss: OK.
学生分组练习表演故事。
(3)T: Do you like their happy story?
Ss: Yes.
T: Do you like today’s story?
Ss: Yes.
T: You can read many interesting stories after class. Reading is great fun.
rk
the new words.
and recite the story.
more books, watch the cartoons, then, think and write.
板书设计：

Unit1 Goldilocks and the three bears ( Story time)

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

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.)
T: Good morning, class. In the last class, we have learned an interesting story.
What is the name of the story?
Ss: Goldilocks and the three bears.
T: Do you like the story?
Ss: Yes!
T: Good. First, let’s play a game. Let’s try to judge. I’ll give you some
sentences. You just to judge if it is true or false. 带领学生说一说true和
false
Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which
team will get more honey and be the winner. Let’s begin! 男女生轮流回答。
Step2. Learn the words
1. Brain storm
T: Big hands for yourself! In this story, there’re three bears. But in our
classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。
They’re here! Let's say hello to them.
Ss: Hello, bears!
T: Are these bears the same?
Ss: No, they aren’t.
T: They’re different. Can you try to describe these two bears? For example,
this white bear is big, and this brown bear is small. Can you try? 学生试着
描述一下两只玩具熊。
T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。
S1: It’s very hard.
T: Yes. How about the white one? Is it hard too?
S2: No, it’s soft.
T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）
and learn
T: I have some pictures for you. Try to tell me which is hard, and which is soft.
S: _________ is hard. ________ is soft.
The opposite.
T: Hard and soft, they’re antonym. What is the antonym word of hot?
S: Cold.
学生练习学过的反义词，以此引出：
T: What about ‘behind’? Ss: In front of.
（复习词组in front of）
PPT显示图片
4. Look and answer
T: Where is the baby bear?
S: It’s in front of the mother bear.
T: Now, where is the baby bear?
S: It’s beside the mother bear.
T: Now, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mother bear. 全班说到个别说。

T: Look, I am standing between XX and XXX.
Do you understand me? Can you say something like this? 学生模仿老师说出自己
在谁和谁的中间。
r time( too 的运用)
Look and say
T: Just now we reviewed the story. Now let’s move on to the Grammar time of
this unit. Follow me. Grammar time.（读一读）OK. Task 1 here, we should know
the usage of the word ‘too’. Look at this picture. Does Goldilocks like this
soup?
Ss: No.
T: Why? What’s the matter?
S: This soup is too cold.
T: What’s wrong with this soup?
S: This soup is too hot.
T: Look at this bed. Why doesn’t Goldilocks like it?
S: This bed is too hard.
T: What about this one?
S: This bed is too soft.
T: Let’s read these sentences together. 齐读四句话1遍。
T: We use ‘too’ to modify some adjective words. How do we use these words?
Let me make some samples for you. Look, I want to carry this teacher’s desk,
but it’s too heavy. I can’t move it. Understand?
Ss: Yes.
Look at the picture. Can the man reach the apple? Why not?
S: The apple tree is too high. He can’t reach the apple.
T: You’re right.
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
T: Look at these four sentences. Let’s read them together. 适时提醒缩写
There’s There’re 的用法。
Who can tell me the difference between ‘there is’ and ‘there are’? You can
discuss in pairs first. 学生同桌间讨论区别。
T: OK. What’s your opinion? Let’s listen.

学生可以用中文总结他们发现的规律。
T: Good try! Now listen to me carefully. When we’re talking about only one thing,
we use ‘there is’. When we are talking about the things, more than one thing,
we use ‘there are’. But, when we are talking about the uncountable words, we
use ‘there is’. 解释不可数名词，举例说明。
Play a game
T: Now let’s play a game. All the boys are ‘is’, and all the girls are ‘are’.
I’ll show you some pictures or sentences. If you think the word is ‘is’, boys,
stand up and say ‘is’ together loudly, otherwise, girls, you stand up and say
‘are’. OK?
Ss: OK.
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
_____ 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 …

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”
(1)T-S greetings
(2)T: First, let’s play a game. The game is called ‘Yes or No’. Now you will
see some sentences on the screen. Read and try to judge. If it is right, you
may say ‘Yes, yes, yes!’ If it is wrong, you may say ‘No, no, no!’ 学生
试说2遍。Say loudly and quickly, please. Ready? Go!
A There are 55 students in your class.
B There are a lot of books in your bag.
C There is a beautiful teacher in front of you.
D There is a TV in this classroom.
2. 1 minute – non – stop – talk

T: OK. There isn’t a TV in this classroom, then, what’s in this classroom?
Let’s play another game named ‘ 1 minute – non – stop – talk’. We will
have a competition between boys and girls. Now each of your team has one minute.
Please try to say the things in the classroom as many as possible. You should
use ‘There is are …’. Let’s see who can win. 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.
T: You see, there are many things in our classroom. Do you like having lessons
in this room?
Ss: Yes.
T: I’m happy to hear that. Now look at this picture. What’s in this picture?
Ss: There are two mice.
T: Who are they?
S: They’re Bobby and Tina.
T: Yes. What else? What’s in this room?
S: There is a sofa book …
S: There are some …
T: Who are reading the book?
Ss: Tina.
T: This is Bobby’s house. They’re in the sitting room now. Look at Bobby. Is
he happy？
Ss: No.
T: No, he’s kind of hungry, I think. How do I know? Because he says: 引导学
生回答I’m hungry. Can Tina help him? Let’s listen.
(出音频You can have some cakes. There are some in the kitchen.) So, can Tina
help Bobby?
Ss: Yes, she can.
T: What does Tina say? Let’s listen again. Who can have a try?
S：…
T: Let’s try together. 教师指导朗读。
Watch and think
T: So Bobby goes to the kitchen and try to find some cakes, but can he find any
cakes there? Let’s watch the cartoon. 集体看卡通。
T: OK. Can Bobby find the cakes in the fridge?
Ss: No, he can’t.
T: What does Bobby say? Listen. （出音频：There aren’t any cakes here. 教师
板书句型，带读3遍）
Read and learn
(1)T:Where are the cakes then? Open your books, read the story by yourselves
and try to find the answer. 学生自读故事找出答案。
S: Tina and Bobby’s cousin eats the cakes.
T: That’s right! The cakes are in their cousin’s mouth. Look at Picture4. Tina
is very surprised, so she says ‘Here are the cakes!’ Who can be Tina?

指导学生模仿Tina 说一说句子。
(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)
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)












Their cousin的话：
I like cakes!
…
Bobby的话：
There aren’t
any …
Tina的话：
You can have some
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.
T: I have a bag. What’s in my bag? Can you guess? Let me show you, OK? Look ,
there’s an English book, yes, it’s my book. And there are some sweets. Maybe
some sweets are for you. And there’re some cakes too. Maybe you’re hungry.
You can get some cakes. Now, my bag is empty.
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
(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
Let’ s come to the third aim. Let’s have a try. Look at the picture. What’s
wrong with Goldilocks? She sees three bears. She’s afraid. She runs away. She
runs into another room. Look ,what’s in this room? Now try to say something
about the room. Use “there is or there are ...”. You can say in pairs. If you
say fluently, you can get two stars. in pairs 2. Show us 3. Say together
((PPT出示房间图片)
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
We can talk about these pictures by using “there is there are...”Now look,
this time I’ll show you my house. Let’s try to use “there is there are...”to
talk about our house. This is the living room. This is the dining room. This

is my bedroom. This is my son’s bedroom. Is it nice? Look at four rooms. Which
room do I describe? OK, listen. T: It’s very big. There is a sofa. There is
a TV.I usually watch TV on the sofa. There are some flowers. They are green.
Which room is it? Yes, it’s living room. Look at my living room. If you want
to say something about the room, you can tell us “What’s in the room?” . We
can say “There is there are...”.And “How is it ?”Maybe you can say “It’s
They’re nicehardsoft” And“ What do you like doing in this room?” I
likecan...
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
( Sound time & Checkout time& ticking time)
Ck There is are...
It’s They’re nice hard soft.
I likecan...

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： 教学随记栏
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。
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

Unit 2 A new student（5课时）
教材分析：
本单元围绕的主要话题是一位新同学Nan cy来到了一所新的学校，她将认识新同学和新的校园。Yang
Ling带领着她参观新的学校，并向她介绍校园中的班级及其专用教室。在Yang Ling和Na ncy的对话里，
我们学习本单元新的单词和句型。教师可根据学生的兴趣爱好，布置任务给学生，让他 们介绍一下自己的
校园，以此来操练句型，进行问答。教师也可以开发学生的聪明才智，让他们设计一所 自己心目中理想的
校园，最后可以根据自己的图片进行展示并介绍。
学情分析：
本单元的语法重点是学习“there be”句型结构的一般疑问句Is Are there…？和特殊疑问句How
many…are there?及其答语。学生对这些句型已经 有所接触，因此学起来并不会太困难。在词汇教学方面，
根据学生的学习情况，老师可以结合学生四年级 下册所学科目类词汇进行教学，并呈现一些学校内各场所
的照片，让学生在真实的情境下理解和运用这些 词汇，这样教学对学生比较有益，学生掌握得也会比较快
些。总之多为学生创设真实的情境，让他们在情 境中多进行操练与运用，那么学生对所学知识会掌握得更
好。
教学目标：
1. 能听懂、会说、会读单词：art room, classroom, computer room, library, music room, playground
2. 能听懂、会说、会读句型：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. 能运用所学单词和句型进行交流。帮助学生掌握Be there…? 的问句及其回答； How many…？的问
句及其回答。
教学重点：
1.学习句型：How many…are there…?IsAre there…?
2.学习词汇：student, classroom, computer, second, third, first, stop
3.学习语音：字母C在单词中的读音。
教学难点：
1. 句型：How many…are there…?IsAre there…?的语调。
2. 掌握词汇first, second, third的用法。
3. 掌握语音：字母C在单词中的读音。
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.
T：Good morning, class.
S：Good morning, Miss Guo.
a song《I love my bedroom》
使用There be句型改编歌曲。
S: Sing together.
3. 回顾已学词汇bedroom, bathroom, living room, kitchen.
S: Try to read.
4. Guessing game：
Guess subjects: Art, Chinese, English, PE, Music…
T: We learn A B C in this lesson, What lesson is it?
S: It’s English.
5. Look and say.
PPT: some pictures of the school
T: There are some pictures in our school. What can you see in our school?
Ss: There are some trees and flowers students and teachers ... in our school.
-task
Guessing game:
There are many places in the school. What are they? Let’s guess.
T: There are some desks and chairs in it. We can have lessons in it. Where is
it?
S: Classroom.
T: You are right. Are there any classrooms in our school?
S: Yes, there are.
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.
教师PPT出示本校学校平面示意图，结合新授单词，对学校场所进行问答。
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.
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。
S：Is there a …?
S: Are there any …?
3. Watch and circle.
T: What’s in Yang Ling’s school? Let’s watch the cartoon and circle the place.
Ss: 圈出：Classroom, Computer room, Nancy’s classroom , Library, Music room,
Table tennis room
4. Read and match.
T: Which floor? How many? Let’s read and match.
学生自读课文，将学校场所楼层连线，并在文中找出场所的数量。
to say.
a. Make a sentence
S1:There are 24 clarssrooms in the school.
S2: There are 2 computer rooms in the school.
b. Ask and answer
T: Is there a …?
S: Yes, there is. No, there isn’t .
and act.
3
1. Try to retell. 结合板书，尝试复述课文。
给出提示的图片，让学生小组活动完成句子，并表演。
（Group work）
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:
I can talk about my school.
I can use “Is Are there …?” to ask questions.
I can use “first, second, third”.

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
1. 听磁带，跟读并熟读课文。
2. 运用本课所学，向父母或朋友介绍自己的学校。
3. 继续完善自己的学校设计。
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.

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)
T：Is there a ..?(教师出示图片)
T：Are there any ..?
S: Yes, there is. No. there isn’t.
Yes, there are. No, there aren’t.
Read and act
A: 模仿朗读Story time。

B：组织表演。(Group work)
-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：
This is our music room. It’s on the … floor. We have our music lessons here.
We learn to sing and dance in this room.
…
It’s a …
Review words:
art room, classroom, computer room, library, playground
2. What’s missing?
Ss: Quick respond
1
and learn
T:Look, this is Nancy’s classroom. But what’s in her classroom? Let’s watch
it.
S1:There’s a computer on the teacher’s desk.
S2:There’s a blackboard on the wall.
S3: There is a bookshelf in front of the window.
…
Some new words: plant, bookshelf, electric fan
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
T: Is there a music room?
S: Yes, there is.
T: Is there a library?
S: No, there isn’t.
T: Are there any computer rooms?
S: Yes, there are.
T: Are there any art rooms?
S: No, there aren’t.
Retell the sentences.
3. Fill in the blankets
PPT: ____ there __ music room? Yes, there ____. …
S: Try to say.
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

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：
Step g-up
1. Free talk
On duty: Introduction
2. T-S greetings
3. T: What’s in our school?
Is there a …in the school?
Are there any…in the school?
S：There is a library, playground, music rooms…
Ask and answer.
4. Choose one place to talk about.
课件出示一些句型参考。
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.
T：Who are they?
Where are they? Guess!
教学随记栏

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
and act Cartoon time.
for the story.
a picture or draw one about your favorite room in your house.
板书设计：
Unit2 A new student ( Cartoon time)






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： 教学随记栏
Step g-up
Greetings.
T：Good morning boys and girls!
S：Good morning, Miss Zhan.
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.。
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…

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：
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。
教学随记栏

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

Unit 3 Our animal friends（5课时）
教材分析：
本单元围绕的主要话题是介绍动物特征，通过学习小动物的外貌特征和行为能力，学习运用身体部位名词、形容词、动词和They have…They can…等句型，并将自己喜爱的动物特征用一个完整的语段描述
出来。文本中的长句 It has… and…They have no…or …but they have…是学生表达的难点。另外教
师可以结合学生四年级上册Unit8的五官和体貌特征的词汇，设计教学活动，鼓励学生综合运用这些词汇< br>描述动物。也可以让学生搜集与动物相关的信息、玩具等，做教学的拓展和巩固活动等。
学情分析：
本单元学习的内容也是学生比较感兴趣的话题内容，只要在上课时老师正确地引导 学生去学习，学生
的学习积极性一定会很高。因为牵涉到介绍动物的特征，所以涉及到第三人称单数形式 “has”，可能在
教学中会有部分学生掌握得不是很好，课堂上应该和学生多进行操练。本单元的内容 ，也牵涉到其他的一
些第三人称单数形式，例如“likes, comes”，教师需要好好指导与引 导，可结合这些做一些相关的口语
练习。只要为学生多创设情境，再加上老师有正确到位的指导，那么学 生的学习就会更轻松、简单一些。
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.能听懂、会说、会读单词和词组one...,the other..., body, or,wing,rabbit,finger；
4.能听懂、会说、会读、会写单词no,leg,foot,give。
5.能知道字母U在单词中的读音。
教学重点：
1.句型： I have animal friends. It’sThey’re …. ItThey can .... It hasThey have ….here…?
2.词汇： animal, leg, body, arm, other, tail, wing。
3.语音：字母U在单词中的读音。
教学难点：
1.句型：能掌握并使用have和has的肯定句IWeThey have...和一般疑问句Do youthey have…?Does
heshe have…?的用法。
2.词汇：no,leg,foot,give等词的音、形、义。
3.语音：字母U在单词中的读音。
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： 教学随记栏
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?
S1： I know head.
S2：I know eyes.
（学生学过五官名词，可能会说歌曲里听到的和课外积累的，但主要学习今天的四个新
词。）
热键出现四个身体部位单词 : car, farm—arm; red, egg—leg, look
book—foot.
T: I have two feet. One is my left foot, the other is my right foot.
Learn to read and understand the new words: body, arm, foot, leg.
温故知新，开放式问题激活学生思维，以旧引新，学习单词。
3.组织游戏：Quick Response
T: Do you remember them? Try to remember. Let’s play a game. Listen to me
carefully and touch quickly. For example, “Touch your head”, you say “Touch
my head” and do it quickly.
Ss: 听听做做，快速反应： “Touch my …”
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?
Ss: 疑惑。
PPT出示tail图片。
Ss: 理解新词， 学习回答We have no tails or wings.
由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。
T: What animas have tails? What animals have wings?
Ss: 练读单词并回答…has a (big long short) tail.
T：Animals are lovely. They are our good friends. The students are talking
about their animal friends today. Look! Who are they?
Ss:They’re Mike Liu Tao Su YangNancy.
T:What body parts do you see?What animals are they talking about?
Ss: A dog rabbit two fish parrot.
整体呈现语篇，听力理解，把握大意和相关信息。
T: Who are their friends? Listen and match.
Ss: Listen and match.
Check. Nancy has two fish.
T: Can you say it in another way?
引导学生逐幅图校对，尝试用不同表达。
Ss: Nancy likes two fish. Two fish are Nancy’s friends.

鼓励学生用多种表达陈述同样的意思，丰富学生表达。
T: Nancy like two fish. How does she talk about her fish?Please try to read
her words.
Ss: Work in pairs.
Find difficulties.
Focus on: bodies
自读第一语段，理解难点。one…the other前边已有铺垫，此处再次明晰，着重解决
其读音困难；通过对比选择理解句子It has no…or…
T: Work in pairs if you have any difficulties.
bodies
示范朗读One is… the other is…
There are two doors in this classroom. One is open, the other is you
try to say a sentence like me?
Ss: One is… the other is… They have no…or….
尝试表达：I have two rubbers. One is blue, and the other is white.
I have two eyes. One is small, the other is small, too.
运用实际生活信息引导学生交流。
T: What does this sentence mean?
出现选择：
A: They have no legs. But they have two arms.
B: They have no legs, and they have no arms.
Ss: Choose B
T: How do you know？
Ss: Tell in Chinese.
根据上下文推测句意；
根据图片信息推测；
根据生活常识猜测。
阅读理解方法指导。
T：The other three students have only one animal friend. How do they talk about
their friends?
Find some aspects they talk about the animals.
板书句式，找出描述纬度。
Ss: read and find the aspect about animals.
Ss: Tell in Chinese.
总体印象；
外貌细节；
能力爱好。
指导学生把握文章脉络，找出句式，把握思维走向，为描述学生自己的动物朋友铺垫准
备。
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.

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…
Words bank:
They have …and…

body 身体 leg 腿 arm 手臂
They have no…or…but they

tail 尾巴 wing 翅膀 foot (feet) 脚 …
have…




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 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.

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.
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 ….

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： 教学随记栏
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。
.
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 ….

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： 教学随记栏
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< br>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.
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 ….

Unit 4 Hobbies（5课时）
教材分析：
本单元话题是兴趣爱好，这一话题是自我介绍的重要部分，也和学生的生活密切相 关。教师可以结合
学生用书四年级上册unit4的话题，设计导入活动。教师也可以结合学生喜爱的颜 色、科目、动物、季节、
食物、玩具等词汇，设计综合活动，操练动词like。在词汇教学方面，教师 可利用四年级第四课体育运动
类的词汇做铺垫，采用TPR的形式教授目标词汇。同时，教师也可以请学 生运用句型 I like... 分享自
己的兴趣爱好，或运用句型Heshe likes...介绍他人的爱好，这是本单元最重点的句型。
学情分析：
本单元学习的话 题是有关兴趣爱好类的，学生们会比较感兴趣，也会很乐意去学习这方面的内容。句
型结构的学习主要侧 重于I like… He likes… She likes… They like… 学习这个句型最主 要的是看人
称，学生在此之前有了一定的学习基础，应该说学起来并不是很困难，关键是要培养学生细心 的习惯，往
往有一些学生不够细心，不会去关注人称的变化，会导致错误的产生。本单元的内容，只要老 师用正确的
方式去指导、去教学生，我想学生学习起来不会有太大的困难。
教学目标：
1. 能听懂、会说、会读单词 hobby, with, also, play the piano, watch the films, both, group, about,
idea, ice, hole, wet.
2. 能听懂、会说、会读、会写单词 be good at, read, story, a lot of, dance, sing.
3. 能听懂、会说、会读、会写句型IWe like doing... SheHe likes doing... Look out!
4. 能知道字母y在单词中的读音。
5. 能唱歌曲《We all like climbing》
教学重点：
1. 句型：IWe like doing... SheHe likes doing...
2. 词汇：be good at, read, story, a lot of, dance, sing.
3. 语音：字母y在单词中的读音。
教学难点：
1. 句型：be good at, read, story, a lot of, dance, sing.
2. 词汇：be good at, read, story, a lot of, dance, sing等词的读音和拼写。
3. 语音：字母y在单词中的读音。
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 doing...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, ...
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
T：Introduce yourselves and one of your friends’ hobbies. 介绍你自己和你的
一位朋友的爱好。
T: Let me do first. I’m Jane. I’m a teacher. I like singing and dancing. This
is my friend Jerry. She likes drawing. We both like dancing.
T: Can you? Give you one minute to prepare.给出关键句提示。
I’m ______.I’m a ______.
I like____________________.
This is my friend_____.
HeShe likes_____________.
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


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。
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
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： 教学随记栏
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!
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

栏

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.
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…

第5课时
教学目标：
1. 正确完成相关练习。
2. 复习本单元的相关知识内容。
教学重点：
1. 复习本单元的相关知识内容。
2. 在掌握所学内容的基础上完成一定的练习。
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， PPT, 图片，录音，磁带。
2. 学生准备：复习本单元所学内容。
教学过程： 教学随记栏

Step1. Warming up
看图说单词或词组。
Step2. Revision
1. Look and say.
看课文图片，复习课文。
2. Recite.
背诵课文。
Step3. Do exercise book of Unit 4
1. Listen and number
教师先让学生仔细观察六幅图片，然后播放录音，让学生根据录音内容填写序号。
2. Listen and choose
教师先让学生迅速浏览答句，理解意思，想想答句可能对应的问句形式， 然后播放
录音，让学生选择答句。
3. Ask and answer
教 师可以先让学生先根据图片上的人物活动和所给语言提示理解本题大意，然后再
和同伴进行交流，注意l ike doing的正确表达。
4. Read and judge
教师可以先让学生读一读对话，然后仔细观察图片，并与短文内容对比，最后进行
判断。
5. Look, read and write
教师可以先让学生先看懂题意，再根据文字提示填出所缺单词，注意句首单词的首字母
要大写。
6. Read and write
教师可以先让学生先结合五个问题阅读课文，弄清楚短 文的意思，学会抓住关键词句，
做简单标注，然后再回答问题。
Step4 Homework
1.复习Unit4内容。
2.预习Project1内容。
板书设计：
Unit4 Hobbies
Look out!
IWe like doing…
HeShe likes doing…

Project1 An animal school （5课时）
教材分析：
本单元主 要通过运用第一至第四单元所学的语言知识，完成对动物学校的设计；并根据图画内容，仿
照E，F部分 能够介绍描述自己的动物学校。让学生能根据所制作动物学校的具体场景，综合运用前四个
单元所学的词 汇和句型等语言知识，以此来展开交流活动。
学情分析：
学生通过第一至第四单元的学习， 基本上已经能够正确熟练地描述动物，以及介绍自己的学校，并且
能够正确的描述自己的爱好，这些都为 动物学校的介绍奠定了扎实的基础。同时孩子们也会利用一些问题，
了解有关朋友及同学的一些个人信息 的内容，具有能通过英语获得信息的能力。在此可以让学生书写在漂
亮的纸上，和学生设计的动物学校放 在一起进行展示，从而激励学生用英语表达的愿望。
教学目标：
1. 复习第一至第四单元内容。
2. 运用第一至第四单元所学的语言知识，制作自己的动物学校。
3. 根据图画内容，描述自己的动物学校。
教学重点：
1. 复习第一至第四单元内容。
2. 运用第一至第四单元所学的语言知识，制作自己的动物学校。
3.根据图画内容，描述自己的动物学校。
教学难点：能够根据所学内容设计自己的动物学校并描述。
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.
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

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.
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.

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。

五年级英语教学计划
一、班情学情分析：
（ 学年第一学期）
经过四年的学习，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。
8．能演唱以学过的英语歌曲，朗诵已学过的歌谣。
9．能渗透给学生良好的自学英语的方法。
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。
8．语音教学中采用“分散出现，集中归纳，经常接触”的方法。
9．初步渗透任务型教学的教学理念。
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

Unit1 Goldilocks and the three bears（5课时）
教材分析：
本单元话题是谈论客观存在的人或事物。教学重点是“there be+名词（短语）+地点状语”的句型，
表示某地有某人或某事物。there be句型涉及到可数 名词和不可数名词，教师要提醒学生在运用时区分可
数名词的单复数形式，从而准确运用be动词的正确 形式。在教学中，教师可以旧带新，引出本单元的目
标介词词汇，可以利用图片、简笔画或实物等教学用 具来教授方位介词，还可以利用教室中的物品和场景
创设情境，教授和操练there be句型，使学生更好地理解句型的结构并自如地运用。
学情分析：
本单元所学的there be句型对学生来说并不是很困难，在之前的学习中也接触了一些，关键是要 让
学生注意到可数名词的单复数问题，以便让学生能正确地运用be动词。在教学时，只要老师多创设情 境
进行教学，老师好好的引导，学生就能更好地接受并掌握新知识。在单词教学这一块，单词afrai d等发
音有所难度，只有让学生多进行朗读训练，他们才能更好地将单词发对音。本单元以金发女孩与三 只狗熊
的故事内容展开，学生一定很感兴趣，学起来积极性要高一些。整个单元的内容教师只要思考一些 好的教
学方式，学生学起来一定比较轻松、有趣。
教学目标：
1.能听懂、会说、会读和会拼写形容词 hard、soft、hot、cold、afraid 等。
2.能听懂、会说、会读和会写句型There be…inonbesidein front ofbetween…
3.了解字母c 在单词中的读音。
4.了解“茶”和“咖啡”的文化。
5. 能正确理解、朗读story time 和cartoon time.
教学重点：
1.能正确理解、掌握语篇内容，并能朗读、初步表演对话。
2.能正确地听、说、读、写There be句型描述场所，例如教室、卧室等。
3.能使用形容词描述物体、感受等。
教学难点：
1.能正确理解、掌握语篇内容，并能表演对话。
2.能正确地听、说、读、写There be句型描述场所。
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
(1)T: OK. It’s time for class! Are you ready?
Ss: Yes.
T: Good morning, everyone!
Ss: Good morning, Miss Zhan.
(2)T: Boys and girls, tell me, what do you like doing at home?
S1: I like… （学生个别回答，老师及时回应）
T: Children, do you like reading stories?
Ss: Yes.
T: Good. Today our class will read a story together. Are you excited?
Ss： Yes!
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
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?
Ss: She sees a big house. (Teach: house)
T: Yes. Look at Goldilocks.（拿出人物图片）She’s very happy.（贴板书）Because
she sees a big house.(贴板书) How does she think about this house? Let’s listen.
（音频：What a beautiful house!）Is it a nice house?

Ss：Yes.
T: Now, read it together. （指导朗读）
(2) T: In the forest, there is a house. Whose house is it? Maybe it's … Can
you guess?
S1: Maybe it’s …’s house.学生猜一猜。
T: OK. Here’s a video. After watching, tell me, whose house is it? 学生看视
频。
T: Is the story interesting?
Ss: Yes, it is.
T: OK. Answer my question. Question1: Whose house is it?
Ss: It’s the three bears’ house.
T: Right! It’s the three bears’ house. What will happen to Goldilocks and the
three bears? Today we’ll read this story. And the name of the story is :（揭
题，全班读题目2遍）
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。
T: Goldilocks is in the house. What time is it? Look, there’s a clock.
Ss: It’s twelve.
T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks?
Ss: She’s hungry and thirsty.（贴板书）
T: What’s on the table?
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)
指导学生3句话连在一起读1遍。
(2)Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty.
I’m going to eat the soup. This soup is too cold. This soup is too hot.
This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be
Goldilocks and have a try here? 请2-3位学生分别上台模仿表演。
(3)T: After eating the soup, Goldilocks is very tired.（贴板书）What’s in the
room now?
S1: There are three beds in the room. 指导读2遍。
T: Look at the three beds. Are they the same?

Ss: No, they aren’t.
T: How is this bed? Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard)
What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft)
教师拿出熊掌道具 Look, I have a toy bear claw. How is it? 让学生捏一捏试一试
并形容：It’s soft.
T: OK. Look at the picture, if you were Goldilocks, What would you say? S1:
This bed is too… 学生个别说完，全班跟读三句话。
(4) T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this
bed, I think. 出音效“Help! Help!”How is she now? Is she happy?教师肢体语言
提示。
Ss: No.
T: She is afraid now(Teach: afraid) Why is she afraid? Read the story, then,
tell me. 学生自读故事并思考问题。
(5)T: Because there are three bears in front of her. (Teach: in front of) Now,
look at me. I am standing in front of you. And you’re very happy. But, if there
is a tiger or a lion standing in front of you, would you be happy?
Ss: No!
T: Of course not. You must be afraid.
(6) T: What did the bears say?
Ss: Who are you?
T: Goldilocks shouted:
Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid
情绪。
4. Look and order
(1)T: Now I’d like you to read the whole story again, and try to put the pictures
in the correct order. 指导学生完成书上第8页的排序。
(2) PPT出示答案，学生描述每副图片。
T: Let’s read the short passage together.
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
(1)T: Children, do you like this story?
Ss: Yes.
T: Maybe you can tell the story to your parents. This time, try to retell the
story. I’ll give you some pictures and sentences. You can look at the blackboard
too. First, let’s try together. 对照PPT或板书全班复述故事。
(2) Now you can use your own language to retell the story, and also you can say
something more. OK? I’ll give you some minutes. 四人一组练习。
2. Make a short play and act it out.
(1) T: Wow, do you think it’s a lovely story? You can tell the story now, but

I still have a question about this story. At last, does the girl arrive home
safely? We don’t know. Here I have an ending of the story. Let’s see if you
like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The
bears run faster than her. They catch her and eat her. Do you like it?
Ss: No!
T: Me neither. It’s so sad. We all want a happy ending. So, what will happen
at last? What’s your idea? Maybe Goldilocks and the three bears become friends.
学生发挥想象，给出一个美好的结尾。
(2)T: Oh, I like the ending. The next day, Goldilocks and her friends visit the
house again. What will happen? I want you to discuss in groups, and try to act
the story. OK?
Ss: OK.
学生分组练习表演故事。
(3)T: Do you like their happy story?
Ss: Yes.
T: Do you like today’s story?
Ss: Yes.
T: You can read many interesting stories after class. Reading is great fun.
rk
the new words.
and recite the story.
more books, watch the cartoons, then, think and write.
板书设计：

Unit1 Goldilocks and the three bears ( Story time)

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

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.)
T: Good morning, class. In the last class, we have learned an interesting story.
What is the name of the story?
Ss: Goldilocks and the three bears.
T: Do you like the story?
Ss: Yes!
T: Good. First, let’s play a game. Let’s try to judge. I’ll give you some
sentences. You just to judge if it is true or false. 带领学生说一说true和
false
Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which
team will get more honey and be the winner. Let’s begin! 男女生轮流回答。
Step2. Learn the words
1. Brain storm
T: Big hands for yourself! In this story, there’re three bears. But in our
classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。
They’re here! Let's say hello to them.
Ss: Hello, bears!
T: Are these bears the same?
Ss: No, they aren’t.
T: They’re different. Can you try to describe these two bears? For example,
this white bear is big, and this brown bear is small. Can you try? 学生试着
描述一下两只玩具熊。
T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。
S1: It’s very hard.
T: Yes. How about the white one? Is it hard too?
S2: No, it’s soft.
T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）
and learn
T: I have some pictures for you. Try to tell me which is hard, and which is soft.
S: _________ is hard. ________ is soft.
The opposite.
T: Hard and soft, they’re antonym. What is the antonym word of hot?
S: Cold.
学生练习学过的反义词，以此引出：
T: What about ‘behind’? Ss: In front of.
（复习词组in front of）
PPT显示图片
4. Look and answer
T: Where is the baby bear?
S: It’s in front of the mother bear.
T: Now, where is the baby bear?
S: It’s beside the mother bear.
T: Now, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mother bear. 全班说到个别说。

T: Look, I am standing between XX and XXX.
Do you understand me? Can you say something like this? 学生模仿老师说出自己
在谁和谁的中间。
r time( too 的运用)
Look and say
T: Just now we reviewed the story. Now let’s move on to the Grammar time of
this unit. Follow me. Grammar time.（读一读）OK. Task 1 here, we should know
the usage of the word ‘too’. Look at this picture. Does Goldilocks like this
soup?
Ss: No.
T: Why? What’s the matter?
S: This soup is too cold.
T: What’s wrong with this soup?
S: This soup is too hot.
T: Look at this bed. Why doesn’t Goldilocks like it?
S: This bed is too hard.
T: What about this one?
S: This bed is too soft.
T: Let’s read these sentences together. 齐读四句话1遍。
T: We use ‘too’ to modify some adjective words. How do we use these words?
Let me make some samples for you. Look, I want to carry this teacher’s desk,
but it’s too heavy. I can’t move it. Understand?
Ss: Yes.
Look at the picture. Can the man reach the apple? Why not?
S: The apple tree is too high. He can’t reach the apple.
T: You’re right.
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
T: Look at these four sentences. Let’s read them together. 适时提醒缩写
There’s There’re 的用法。
Who can tell me the difference between ‘there is’ and ‘there are’? You can
discuss in pairs first. 学生同桌间讨论区别。
T: OK. What’s your opinion? Let’s listen.

学生可以用中文总结他们发现的规律。
T: Good try! Now listen to me carefully. When we’re talking about only one thing,
we use ‘there is’. When we are talking about the things, more than one thing,
we use ‘there are’. But, when we are talking about the uncountable words, we
use ‘there is’. 解释不可数名词，举例说明。
Play a game
T: Now let’s play a game. All the boys are ‘is’, and all the girls are ‘are’.
I’ll show you some pictures or sentences. If you think the word is ‘is’, boys,
stand up and say ‘is’ together loudly, otherwise, girls, you stand up and say
‘are’. OK?
Ss: OK.
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
_____ 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 …

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”
(1)T-S greetings
(2)T: First, let’s play a game. The game is called ‘Yes or No’. Now you will
see some sentences on the screen. Read and try to judge. If it is right, you
may say ‘Yes, yes, yes!’ If it is wrong, you may say ‘No, no, no!’ 学生
试说2遍。Say loudly and quickly, please. Ready? Go!
A There are 55 students in your class.
B There are a lot of books in your bag.
C There is a beautiful teacher in front of you.
D There is a TV in this classroom.
2. 1 minute – non – stop – talk

T: OK. There isn’t a TV in this classroom, then, what’s in this classroom?
Let’s play another game named ‘ 1 minute – non – stop – talk’. We will
have a competition between boys and girls. Now each of your team has one minute.
Please try to say the things in the classroom as many as possible. You should
use ‘There is are …’. Let’s see who can win. 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.
T: You see, there are many things in our classroom. Do you like having lessons
in this room?
Ss: Yes.
T: I’m happy to hear that. Now look at this picture. What’s in this picture?
Ss: There are two mice.
T: Who are they?
S: They’re Bobby and Tina.
T: Yes. What else? What’s in this room?
S: There is a sofa book …
S: There are some …
T: Who are reading the book?
Ss: Tina.
T: This is Bobby’s house. They’re in the sitting room now. Look at Bobby. Is
he happy？
Ss: No.
T: No, he’s kind of hungry, I think. How do I know? Because he says: 引导学
生回答I’m hungry. Can Tina help him? Let’s listen.
(出音频You can have some cakes. There are some in the kitchen.) So, can Tina
help Bobby?
Ss: Yes, she can.
T: What does Tina say? Let’s listen again. Who can have a try?
S：…
T: Let’s try together. 教师指导朗读。
Watch and think
T: So Bobby goes to the kitchen and try to find some cakes, but can he find any
cakes there? Let’s watch the cartoon. 集体看卡通。
T: OK. Can Bobby find the cakes in the fridge?
Ss: No, he can’t.
T: What does Bobby say? Listen. （出音频：There aren’t any cakes here. 教师
板书句型，带读3遍）
Read and learn
(1)T:Where are the cakes then? Open your books, read the story by yourselves
and try to find the answer. 学生自读故事找出答案。
S: Tina and Bobby’s cousin eats the cakes.
T: That’s right! The cakes are in their cousin’s mouth. Look at Picture4. Tina
is very surprised, so she says ‘Here are the cakes!’ Who can be Tina?

指导学生模仿Tina 说一说句子。
(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)
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)












Their cousin的话：
I like cakes!
…
Bobby的话：
There aren’t
any …
Tina的话：
You can have some
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.
T: I have a bag. What’s in my bag? Can you guess? Let me show you, OK? Look ,
there’s an English book, yes, it’s my book. And there are some sweets. Maybe
some sweets are for you. And there’re some cakes too. Maybe you’re hungry.
You can get some cakes. Now, my bag is empty.
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
(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
Let’ s come to the third aim. Let’s have a try. Look at the picture. What’s
wrong with Goldilocks? She sees three bears. She’s afraid. She runs away. She
runs into another room. Look ,what’s in this room? Now try to say something
about the room. Use “there is or there are ...”. You can say in pairs. If you
say fluently, you can get two stars. in pairs 2. Show us 3. Say together
((PPT出示房间图片)
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
We can talk about these pictures by using “there is there are...”Now look,
this time I’ll show you my house. Let’s try to use “there is there are...”to
talk about our house. This is the living room. This is the dining room. This

is my bedroom. This is my son’s bedroom. Is it nice? Look at four rooms. Which
room do I describe? OK, listen. T: It’s very big. There is a sofa. There is
a TV.I usually watch TV on the sofa. There are some flowers. They are green.
Which room is it? Yes, it’s living room. Look at my living room. If you want
to say something about the room, you can tell us “What’s in the room?” . We
can say “There is there are...”.And “How is it ?”Maybe you can say “It’s
They’re nicehardsoft” And“ What do you like doing in this room?” I
likecan...
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
( Sound time & Checkout time& ticking time)
Ck There is are...
It’s They’re nice hard soft.
I likecan...

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： 教学随记栏
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。
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

Unit 2 A new student（5课时）
教材分析：
本单元围绕的主要话题是一位新同学Nan cy来到了一所新的学校，她将认识新同学和新的校园。Yang
Ling带领着她参观新的学校，并向她介绍校园中的班级及其专用教室。在Yang Ling和Na ncy的对话里，
我们学习本单元新的单词和句型。教师可根据学生的兴趣爱好，布置任务给学生，让他 们介绍一下自己的
校园，以此来操练句型，进行问答。教师也可以开发学生的聪明才智，让他们设计一所 自己心目中理想的
校园，最后可以根据自己的图片进行展示并介绍。
学情分析：
本单元的语法重点是学习“there be”句型结构的一般疑问句Is Are there…？和特殊疑问句How
many…are there?及其答语。学生对这些句型已经 有所接触，因此学起来并不会太困难。在词汇教学方面，
根据学生的学习情况，老师可以结合学生四年级 下册所学科目类词汇进行教学，并呈现一些学校内各场所
的照片，让学生在真实的情境下理解和运用这些 词汇，这样教学对学生比较有益，学生掌握得也会比较快
些。总之多为学生创设真实的情境，让他们在情 境中多进行操练与运用，那么学生对所学知识会掌握得更
好。
教学目标：
1. 能听懂、会说、会读单词：art room, classroom, computer room, library, music room, playground
2. 能听懂、会说、会读句型：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. 能运用所学单词和句型进行交流。帮助学生掌握Be there…? 的问句及其回答； How many…？的问
句及其回答。
教学重点：
1.学习句型：How many…are there…?IsAre there…?
2.学习词汇：student, classroom, computer, second, third, first, stop
3.学习语音：字母C在单词中的读音。
教学难点：
1. 句型：How many…are there…?IsAre there…?的语调。
2. 掌握词汇first, second, third的用法。
3. 掌握语音：字母C在单词中的读音。
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.
T：Good morning, class.
S：Good morning, Miss Guo.
a song《I love my bedroom》
使用There be句型改编歌曲。
S: Sing together.
3. 回顾已学词汇bedroom, bathroom, living room, kitchen.
S: Try to read.
4. Guessing game：
Guess subjects: Art, Chinese, English, PE, Music…
T: We learn A B C in this lesson, What lesson is it?
S: It’s English.
5. Look and say.
PPT: some pictures of the school
T: There are some pictures in our school. What can you see in our school?
Ss: There are some trees and flowers students and teachers ... in our school.
-task
Guessing game:
There are many places in the school. What are they? Let’s guess.
T: There are some desks and chairs in it. We can have lessons in it. Where is
it?
S: Classroom.
T: You are right. Are there any classrooms in our school?
S: Yes, there are.
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.
教师PPT出示本校学校平面示意图，结合新授单词，对学校场所进行问答。
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.
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。
S：Is there a …?
S: Are there any …?
3. Watch and circle.
T: What’s in Yang Ling’s school? Let’s watch the cartoon and circle the place.
Ss: 圈出：Classroom, Computer room, Nancy’s classroom , Library, Music room,
Table tennis room
4. Read and match.
T: Which floor? How many? Let’s read and match.
学生自读课文，将学校场所楼层连线，并在文中找出场所的数量。
to say.
a. Make a sentence
S1:There are 24 clarssrooms in the school.
S2: There are 2 computer rooms in the school.
b. Ask and answer
T: Is there a …?
S: Yes, there is. No, there isn’t .
and act.
3
1. Try to retell. 结合板书，尝试复述课文。
给出提示的图片，让学生小组活动完成句子，并表演。
（Group work）
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:
I can talk about my school.
I can use “Is Are there …?” to ask questions.
I can use “first, second, third”.

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
1. 听磁带，跟读并熟读课文。
2. 运用本课所学，向父母或朋友介绍自己的学校。
3. 继续完善自己的学校设计。
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.

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)
T：Is there a ..?(教师出示图片)
T：Are there any ..?
S: Yes, there is. No. there isn’t.
Yes, there are. No, there aren’t.
Read and act
A: 模仿朗读Story time。

B：组织表演。(Group work)
-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：
This is our music room. It’s on the … floor. We have our music lessons here.
We learn to sing and dance in this room.
…
It’s a …
Review words:
art room, classroom, computer room, library, playground
2. What’s missing?
Ss: Quick respond
1
and learn
T:Look, this is Nancy’s classroom. But what’s in her classroom? Let’s watch
it.
S1:There’s a computer on the teacher’s desk.
S2:There’s a blackboard on the wall.
S3: There is a bookshelf in front of the window.
…
Some new words: plant, bookshelf, electric fan
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
T: Is there a music room?
S: Yes, there is.
T: Is there a library?
S: No, there isn’t.
T: Are there any computer rooms?
S: Yes, there are.
T: Are there any art rooms?
S: No, there aren’t.
Retell the sentences.
3. Fill in the blankets
PPT: ____ there __ music room? Yes, there ____. …
S: Try to say.
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

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：
Step g-up
1. Free talk
On duty: Introduction
2. T-S greetings
3. T: What’s in our school?
Is there a …in the school?
Are there any…in the school?
S：There is a library, playground, music rooms…
Ask and answer.
4. Choose one place to talk about.
课件出示一些句型参考。
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.
T：Who are they?
Where are they? Guess!
教学随记栏

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
and act Cartoon time.
for the story.
a picture or draw one about your favorite room in your house.
板书设计：
Unit2 A new student ( Cartoon time)






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： 教学随记栏
Step g-up
Greetings.
T：Good morning boys and girls!
S：Good morning, Miss Zhan.
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.。
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…

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：
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。
教学随记栏

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

Unit 3 Our animal friends（5课时）
教材分析：
本单元围绕的主要话题是介绍动物特征，通过学习小动物的外貌特征和行为能力，学习运用身体部位名词、形容词、动词和They have…They can…等句型，并将自己喜爱的动物特征用一个完整的语段描述
出来。文本中的长句 It has… and…They have no…or …but they have…是学生表达的难点。另外教
师可以结合学生四年级上册Unit8的五官和体貌特征的词汇，设计教学活动，鼓励学生综合运用这些词汇< br>描述动物。也可以让学生搜集与动物相关的信息、玩具等，做教学的拓展和巩固活动等。
学情分析：
本单元学习的内容也是学生比较感兴趣的话题内容，只要在上课时老师正确地引导 学生去学习，学生
的学习积极性一定会很高。因为牵涉到介绍动物的特征，所以涉及到第三人称单数形式 “has”，可能在
教学中会有部分学生掌握得不是很好，课堂上应该和学生多进行操练。本单元的内容 ，也牵涉到其他的一
些第三人称单数形式，例如“likes, comes”，教师需要好好指导与引 导，可结合这些做一些相关的口语
练习。只要为学生多创设情境，再加上老师有正确到位的指导，那么学 生的学习就会更轻松、简单一些。
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.能听懂、会说、会读单词和词组one...,the other..., body, or,wing,rabbit,finger；
4.能听懂、会说、会读、会写单词no,leg,foot,give。
5.能知道字母U在单词中的读音。
教学重点：
1.句型： I have animal friends. It’sThey’re …. ItThey can .... It hasThey have ….here…?
2.词汇： animal, leg, body, arm, other, tail, wing。
3.语音：字母U在单词中的读音。
教学难点：
1.句型：能掌握并使用have和has的肯定句IWeThey have...和一般疑问句Do youthey have…?Does
heshe have…?的用法。
2.词汇：no,leg,foot,give等词的音、形、义。
3.语音：字母U在单词中的读音。
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： 教学随记栏
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?
S1： I know head.
S2：I know eyes.
（学生学过五官名词，可能会说歌曲里听到的和课外积累的，但主要学习今天的四个新
词。）
热键出现四个身体部位单词 : car, farm—arm; red, egg—leg, look
book—foot.
T: I have two feet. One is my left foot, the other is my right foot.
Learn to read and understand the new words: body, arm, foot, leg.
温故知新，开放式问题激活学生思维，以旧引新，学习单词。
3.组织游戏：Quick Response
T: Do you remember them? Try to remember. Let’s play a game. Listen to me
carefully and touch quickly. For example, “Touch your head”, you say “Touch
my head” and do it quickly.
Ss: 听听做做，快速反应： “Touch my …”
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?
Ss: 疑惑。
PPT出示tail图片。
Ss: 理解新词， 学习回答We have no tails or wings.
由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。
T: What animas have tails? What animals have wings?
Ss: 练读单词并回答…has a (big long short) tail.
T：Animals are lovely. They are our good friends. The students are talking
about their animal friends today. Look! Who are they?
Ss:They’re Mike Liu Tao Su YangNancy.
T:What body parts do you see?What animals are they talking about?
Ss: A dog rabbit two fish parrot.
整体呈现语篇，听力理解，把握大意和相关信息。
T: Who are their friends? Listen and match.
Ss: Listen and match.
Check. Nancy has two fish.
T: Can you say it in another way?
引导学生逐幅图校对，尝试用不同表达。
Ss: Nancy likes two fish. Two fish are Nancy’s friends.

鼓励学生用多种表达陈述同样的意思，丰富学生表达。
T: Nancy like two fish. How does she talk about her fish?Please try to read
her words.
Ss: Work in pairs.
Find difficulties.
Focus on: bodies
自读第一语段，理解难点。one…the other前边已有铺垫，此处再次明晰，着重解决
其读音困难；通过对比选择理解句子It has no…or…
T: Work in pairs if you have any difficulties.
bodies
示范朗读One is… the other is…
There are two doors in this classroom. One is open, the other is you
try to say a sentence like me?
Ss: One is… the other is… They have no…or….
尝试表达：I have two rubbers. One is blue, and the other is white.
I have two eyes. One is small, the other is small, too.
运用实际生活信息引导学生交流。
T: What does this sentence mean?
出现选择：
A: They have no legs. But they have two arms.
B: They have no legs, and they have no arms.
Ss: Choose B
T: How do you know？
Ss: Tell in Chinese.
根据上下文推测句意；
根据图片信息推测；
根据生活常识猜测。
阅读理解方法指导。
T：The other three students have only one animal friend. How do they talk about
their friends?
Find some aspects they talk about the animals.
板书句式，找出描述纬度。
Ss: read and find the aspect about animals.
Ss: Tell in Chinese.
总体印象；
外貌细节；
能力爱好。
指导学生把握文章脉络，找出句式，把握思维走向，为描述学生自己的动物朋友铺垫准
备。
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.

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…
Words bank:
They have …and…

body 身体 leg 腿 arm 手臂
They have no…or…but they

tail 尾巴 wing 翅膀 foot (feet) 脚 …
have…




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 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.

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.
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 ….

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： 教学随记栏
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。
.
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 ….

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： 教学随记栏
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< br>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.
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 ….

Unit 4 Hobbies（5课时）
教材分析：
本单元话题是兴趣爱好，这一话题是自我介绍的重要部分，也和学生的生活密切相 关。教师可以结合
学生用书四年级上册unit4的话题，设计导入活动。教师也可以结合学生喜爱的颜 色、科目、动物、季节、
食物、玩具等词汇，设计综合活动，操练动词like。在词汇教学方面，教师 可利用四年级第四课体育运动
类的词汇做铺垫，采用TPR的形式教授目标词汇。同时，教师也可以请学 生运用句型 I like... 分享自
己的兴趣爱好，或运用句型Heshe likes...介绍他人的爱好，这是本单元最重点的句型。
学情分析：
本单元学习的话 题是有关兴趣爱好类的，学生们会比较感兴趣，也会很乐意去学习这方面的内容。句
型结构的学习主要侧 重于I like… He likes… She likes… They like… 学习这个句型最主 要的是看人
称，学生在此之前有了一定的学习基础，应该说学起来并不是很困难，关键是要培养学生细心 的习惯，往
往有一些学生不够细心，不会去关注人称的变化，会导致错误的产生。本单元的内容，只要老 师用正确的
方式去指导、去教学生，我想学生学习起来不会有太大的困难。
教学目标：
1. 能听懂、会说、会读单词 hobby, with, also, play the piano, watch the films, both, group, about,
idea, ice, hole, wet.
2. 能听懂、会说、会读、会写单词 be good at, read, story, a lot of, dance, sing.
3. 能听懂、会说、会读、会写句型IWe like doing... SheHe likes doing... Look out!
4. 能知道字母y在单词中的读音。
5. 能唱歌曲《We all like climbing》
教学重点：
1. 句型：IWe like doing... SheHe likes doing...
2. 词汇：be good at, read, story, a lot of, dance, sing.
3. 语音：字母y在单词中的读音。
教学难点：
1. 句型：be good at, read, story, a lot of, dance, sing.
2. 词汇：be good at, read, story, a lot of, dance, sing等词的读音和拼写。
3. 语音：字母y在单词中的读音。
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 doing...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, ...
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
T：Introduce yourselves and one of your friends’ hobbies. 介绍你自己和你的
一位朋友的爱好。
T: Let me do first. I’m Jane. I’m a teacher. I like singing and dancing. This
is my friend Jerry. She likes drawing. We both like dancing.
T: Can you? Give you one minute to prepare.给出关键句提示。
I’m ______.I’m a ______.
I like____________________.
This is my friend_____.
HeShe likes_____________.
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


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。
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
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： 教学随记栏
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!
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

栏

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.
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…

第5课时
教学目标：
1. 正确完成相关练习。
2. 复习本单元的相关知识内容。
教学重点：
1. 复习本单元的相关知识内容。
2. 在掌握所学内容的基础上完成一定的练习。
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， PPT, 图片，录音，磁带。
2. 学生准备：复习本单元所学内容。
教学过程： 教学随记栏

Step1. Warming up
看图说单词或词组。
Step2. Revision
1. Look and say.
看课文图片，复习课文。
2. Recite.
背诵课文。
Step3. Do exercise book of Unit 4
1. Listen and number
教师先让学生仔细观察六幅图片，然后播放录音，让学生根据录音内容填写序号。
2. Listen and choose
教师先让学生迅速浏览答句，理解意思，想想答句可能对应的问句形式， 然后播放
录音，让学生选择答句。
3. Ask and answer
教 师可以先让学生先根据图片上的人物活动和所给语言提示理解本题大意，然后再
和同伴进行交流，注意l ike doing的正确表达。
4. Read and judge
教师可以先让学生读一读对话，然后仔细观察图片，并与短文内容对比，最后进行
判断。
5. Look, read and write
教师可以先让学生先看懂题意，再根据文字提示填出所缺单词，注意句首单词的首字母
要大写。
6. Read and write
教师可以先让学生先结合五个问题阅读课文，弄清楚短 文的意思，学会抓住关键词句，
做简单标注，然后再回答问题。
Step4 Homework
1.复习Unit4内容。
2.预习Project1内容。
板书设计：
Unit4 Hobbies
Look out!
IWe like doing…
HeShe likes doing…

Project1 An animal school （5课时）
教材分析：
本单元主 要通过运用第一至第四单元所学的语言知识，完成对动物学校的设计；并根据图画内容，仿
照E，F部分 能够介绍描述自己的动物学校。让学生能根据所制作动物学校的具体场景，综合运用前四个
单元所学的词 汇和句型等语言知识，以此来展开交流活动。
学情分析：
学生通过第一至第四单元的学习， 基本上已经能够正确熟练地描述动物，以及介绍自己的学校，并且
能够正确的描述自己的爱好，这些都为 动物学校的介绍奠定了扎实的基础。同时孩子们也会利用一些问题，
了解有关朋友及同学的一些个人信息 的内容，具有能通过英语获得信息的能力。在此可以让学生书写在漂
亮的纸上，和学生设计的动物学校放 在一起进行展示，从而激励学生用英语表达的愿望。
教学目标：
1. 复习第一至第四单元内容。
2. 运用第一至第四单元所学的语言知识，制作自己的动物学校。
3. 根据图画内容，描述自己的动物学校。
教学重点：
1. 复习第一至第四单元内容。
2. 运用第一至第四单元所学的语言知识，制作自己的动物学校。
3.根据图画内容，描述自己的动物学校。
教学难点：能够根据所学内容设计自己的动物学校并描述。
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.
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

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.
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.

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。