外研版小学英语五年级上册三起全册教案

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外研社五年级英语（三起）上册
教材分析
一、学情分析：
五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已
基本养成。但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较
严重。因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣。
二、教学要求和任务。
1．养成良好的听英语、读英语、说英语的习惯。
2．初步养成良好的书写习惯。
3. 能按三会与四会的要求掌握所学词语。
4．能四会要求掌握所学句型。
5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清
楚，语调正确。
6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。
三、教学重点难点。
1．重点：
①四会句型、单词。
②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
③运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调
正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
四、主要措施。
1．根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学
习积极性。
2．在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动
学生的非智力因素，提高学生实际运用语言的能力。

3．活用教材，根据学生会的实际情况，将每单元各个板块重现组排降低难度。

Module 1Unit 1 Did you come back yesterday？教学设计
课题
MODULE 1 London
课时安排
Unit 1 Did you come back yesterday？
1课时第1课时
（1）简单了解过去时
（2）能够认读went to shool went to bed went home came back
（3）能运用句型When did you go… come back?询问过、去干事情的时间，
并能过去时回答.
（4）能够在问题和练习的帮助下，了解对话意思
（5）培养合作学习的的能力，培养学生综合运用语言的能力。
学习目标
学习重点、1重点、：学生在不同情境中听懂、会说主要句型，并能替换关键词自如运用。
难点 2难点：在Group work中通过交流自然的使用所学句型，让学生在操练中悟。
导学流程教师活动学生活动

师生问好。

Listen and do:
Stand up! Point to the
window! Point to the
seiling! Point to the
floor!
Touch your
your left your
right eye...
Talk about theirseves
vacation .
let them learn some new
words like:“when ,
finish , home, come—came”
let the students try to
use the words to say
something.

1. Learn new words:
In this class we are going
to learn some past tense
words. Look at the board.

教学添补

呈现问题：
What did you do on
summer vacation?
What did you see?
What did you eat?
When did you finish
your homewor？
Step 1 Warmer
1 Say hello to the
students. I'm very
glad to see you again.
2 Listen and do:

一、自学展
问。 3 Ask and answer. Talk
（10）分钟 about your vacation .

二、互动探
究。
(20)分钟

Step 2 Learn the text.
1. Learn new words:
In this class we are
going to learn some
past tense words.
Look at the board :
Finish---finished,
wait—waited,
drop—dropped,
come—came.

呈现动词：
finish-finished,
wait-waited,
drop-dropped,
come-came.
buy –bought

buy –bought
T: explain the rules
of past tense.
T: please do as I do:
back--- come back
came back
near-- near the
school, near the park
home---
ice-cream----
finish---
let the students try
to make phrases in
this way.
2 Learn the text.
Look at the first
picture then read the
first paragraph. In
each group , tell your
partners what you
have learned and what
you don’t
understand.
Ask 4 good students to
read the text in role.

Please do as I do:
back--- come back came
back
near-- near the school,
near the park
home---
ice-cream----
finish---
let the students try to
make phrases in this way.

Look at the first picture
then read the first
paragraph.

Use the same methods study
the next.
Listen to the
listen , then close the
books, try to grasp the
main meaning . then read
it in each group , and try
to help each other.

呈现动词词组：
back--- come back
came back
near-- near the
school, near the park
home---
ice-cream----
finish---
Step 3 Do Ex.1
Listen and read ,then Listen and read ,then
circle True or False. circle True or False.
1 Have the students to 1 Have the students to
listen to the text . listen to the text .
2 Read them and think 2 Read them and think
三、拓展提about true or false. about true or false.
升。 3 Listen again then 3 Listen again then chess
（10）分钟 chess the answers. the answers.
Step4DoEx.2:Correct Do Ex.2Correct the false
the false statements. statements.
Homework:
Read the text five
times , and remember
these new words .
板书设计
板书设计
Module1 Unit1 Did you come back yesterday？

When did you come back?
We came back last Sunday.
I dropped my ice cream.

教学反思
Module 1 Unit 2 We bought ice creams.教学设计
课题 Unit 2 We bought ice creams. 课时安排 1课时第1课时
学习目标
1. 认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正
确的语音
2. 能够理解对话内容并在理解其意思的同时，学会在一定的情景中恰当的使用，同
时教育学生要养成认真细致的好习惯。
3.能够总结字母组合ow, ou的发音规律，以及cl, cr的发音区别，并能朗读
Pronunciation部分的例词。
学习重点、1、需要掌握的两组四会句子，特别提醒学生注意专有名词要大写。
难点 2：Pronunciation的学习，教师要引导学生读准单词，并发现其发音规律。
导学流程教师活动学生活动

1) Greeting with the
kids.

2) Show the PPT (first
the picture then the
verb phrases) to
review:
walk to school, see a
bus, go home by bike ,
eat rice, go to the
park…
3) Ask and answer as
following while
talking about the
pictures,
Show the PPT: a
postcard,

（Open their books）
Listen to the tape and
教学添补教学目标
Step 1 Warming up
1) Greeting with the
kids.
2) Show the PPT (first
the picture then the
verb phrases) to
review:
一、自学展
walk to school, see a
问。
bus, go home by bike ,
（10）分钟
eat rice, go to the
park…
3) Ask and answer as
following while
talking about the
pictures,
1) Show the PPT: a
postcard, then teach
the new word:
postcard ,and lead
into the new lesson.
2) （Open their books）
Listen to the tape and

呈现词组：walk
to school, see
a bus, go home
by bike , eat
rice, go to
the park…
二、互动探
究。
(20)分钟

read after it from one
sentence to another,
then answer the
following questions:
Who wrote the
postcard?
Who got the post card?
3) Listen to the tape
and underline the
verb phrases:
(1) went to the park
（2） met John（3）
bought ice creams
（4）went home by bus
（5） ran to the bus
（6）dropped my ice
cream
Then ask the kids to
read them out.
4) Show the PPT:
Then ask the kids to
give out its Original
Form(原型)
5） Ask the kids to
read the text
silently and try to
find the answer to the
following questions
( Show the PPT)
6）Check the
answers(vie to answer
抢答比赛)
7）Teach them to write
the postcard in
English.
read after it from one
sentence to another,
then answer the
following questions:

Listen to the tape and
underline the verb
phrases:

Then ask the kids to
read them out.

Then ask the kids to
give out its Original
Form(原型)
the kids to read the
text silently and try
to find the answer to
the following
questions

Check the answers(vie
to answer抢答比赛)
write the postcard in
English.

呈现词组：
(1) went to
the park
（2） met John
（3） bought
ice creams
（4）went home
by bus（5） ran
to the bus（6）
dropped my ice
cream
呈现动词的过
去式：
went met ran
bought
dropped
呈现问题：
Did shegoto
the
Park
yesterday?
Did they meet
John?
Did they go
home by bike?
Did Lingling
walk to the
bus?
Did she drop
her ice cream?

1)Listen to the tape
and fill in the
blanks.
Yesterday I ( ) to
the park with Sam and
( ) John ( )
the park. He is Sam
and Amy's
三、拓展提
( ) ice
升。
we ( ) home ( ) bus.I
（10）分钟
( ) to the bus. But
I ( ) my ice cream.
2) Retell the text.
Then ask the kids to
try to retell the
text.
Step 4, Homework
Finish AB EX. 4, 5
板书设计：
1)Listen to the tape
and fill in the blanks.

2) Retell the text.
try to retell the text.

2）呈现词组：
(1) went to
the park
（2） met John
（3） bought
ice creams
（4）went home
by bus （5）
ran to the bus
（6）dropped
my ice cream
板书设计
Unit 2 We bought ice creams.
Did they buy ice creams ？
Yes ,he ,he didn`t.
词组：went to the park met John bought ice creams
went home by bus ran to the bus dropped my ice cream

教学反思
Module 2 Unit 1 What did you buy?教学设计
课题
学习目标
MODULE 2
Unit 1 What did you buy?
课时安排 1课时第1课时
1、能用'how many', 'how much'询问数量。
2、培养创新精神和合作意识。
学习重点、掌握句型How many do you want?
难点
导学流程教师活动学生活动教学添补教学目标
Step1:
1、Warming up. Greet: Hello, boys and
一、自学展
2、Listen and sing a girls.
问。
song: There was a Listen and sing asong:
（10）分钟
chicken. There was a chicken.
（学生随着音乐做动作）

二、互动探
究。
(20)分钟

Step Two:
Revision.
Let's play a guessing
game.
游戏1：教师让学生
猜口袋里装的是什么，
并猜出数量。对学生说：
What are these? How
many are there?
游戏2：教师手中有
一些卡片，让学生猜上
面的食品及数量。

Let's chant.
shop 里面things多，
红红的apple，黄黄的
banana，ice cream
在冰箱里，egg egg
一个个，cake cake
香喷喷，许许多多
watermelon,今天要去
picnic,我们还需要什
么？

Let's play a guessing
game.

T: What are these?
Ss:Ice creamsapples.
bananas pears.
T: Yes, and how
manyarethere?
Ss: Three two six
T: What is this?
Ss: meat rice noodle
cheese .
T: How much is there?
Ss:Two
kiloes.

50 kilos Half a kilo.

Let's chant.

呈现内容：
Ice
creamsapples.
bananas pears.

Three two six

meat rice
noodle cheese
Two
kiloes.
50 kilos Half
a kilo.

呈现chant:
shop 里面things
多，红红的apple，
黄黄的banana，ice
cream在冰箱里，
egg egg一个个，
cake cake香喷
喷，许多多
watermelon,今天
要去picnic,我们
还需要什么

Step3: Make a 1. We need many Make a shopping
shopping things,so we must make list.
list. a shopping list.
2. Work in groups.
Write the things on the
paper.
the shopping
Step 4. Make a list.
survey. 将学生分为6组，同伴将物品
向其他小组调查统计所的名称写在纸片上。然后选择
需物品的种类及数量，'how many'或 'how much'
填写表格。要求学生运如果对了，就会得到小贴画。呈现问题：
用一下句型：What are 最后，这些卡片连在一起就构What are you going
you going to buy? 成了别样的购物清单。 to buy?
Howmany_doyou want? How many___do you
教师注意示范，学生完 want?
三、拓展提成任务后向全班汇报。
升。 Step 5. Card games.
（10）分钟教师引导学生讨论，先学生讨论，先示范引导：呈现这些句型
示范引导： Look,there are many What are these?
Look,there are many things in this picture. Howmany___doyou
things in this What are these? want?
picture. How many___do youwant? Howmuch___doyou
What are these? Howmuch___ do you want? want?
How many_doyouwant?
Howmuch_ doyouwant?
教师呈现这些句型，让学生仍然在小组内讨论回
让学生仍然在小组内讨答。最后让雪横在讲台前谈论论回答。最后让雪横在图片，展示讨论结果。
讲台前谈论图片，展示
讨论结果。
Step 6Homework.
Do the shopping
after
class
板书设计：
Module 2 Unit 1 What did you buy?
A:What are these?
B:Ice creamsapples. bananas pears.
A:Howmany___do you want?
B:Three two six
A:Howmuch___do you want?
B:Two kiloes.
板书设计

教学反思

Module 2 Unit 2 How much cheese do you buy?教学设计
课题 Unit 2How much cheese do you buy? 课时安排 1课时第1课时
1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正
确的语音。
2、能用how much询问数量。
3、培养创新精神和合作意识。
学习目标
1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正
学习重点、
确的语音。
难点
2、能用how much询问数量。
导学流程教师活动学生活动教学添补教学目标
1、Warming up 1、师生问好
Hello,boys and girls.
2、用手势帮助学生复习学生复习数词，通过图片和实
一、自学展数词，以此来引出句型物进行操练句型“How many?”，
问。 “How many?”，并通过
（10）分钟图片和实物进行操练。学生运用How many do you
再让学生运用How many want?自由对话,
do you want?自由对话,
然后点名汇报。
1.教学新单词
(1) 出示各种食品图看食品图片 ,让生齐读出来。
片 , 让生齐读出来。
(2) 最后一张出示奶
酪 , 引入单词
cheese。教说该单词 , 分小队 , 分排练读。告诉学生
分小队 , 分排练读。告cheese 是不可数名词。
诉学生cheese 是不可
数名词。生理解该单词意为“一公斤”。
(3)引入单词kilo.使教说、练说该单词。
生理解该单词意为“一
公斤”。教说、练说该单词组half a kilo。使生理解
词。为“半公斤”。教说、练说该词
(4)引入词组half a 组。
kilo。使生理解为“半
公斤”。教说、练说该词将所学新词齐说一遍，并利用
组。 cheese练说。a kilo of
(5)将所学新词齐说一cheese。
呈现句型
How
many?”，

How many
do you
want?
二、互动探
究。
(20)分钟

呈现单词：
Cheese
Kilo
half a
kilo
cheese

遍，并利用cheese练
说。 a kilo of cheese。
2. 教学新句子
(1)老师利用板书中的
可数名词问:How 学生理解这两个句型是物品询
many ...do you want ?问数量的.然后让他们总结出
再用“How much...do 两个句型分别用在何种情况。
you want?”
(3)让学生两两一组,就练习两个新句型.放第一遍课
黑板上的单词进行问答件,指名根据画面回答问题;放
练习.然后出示课件E:第二遍课件时,全班跟读 .
练习两个新句型.放第
一遍课件,指名根据画
面回答问题;放第二遍
课件时,全班跟读.
(4)老师仍然利用板书学生理解该句意思是询问价
提问How much?启发学钱。在练说时速度要由慢到快，
生理解该句意思是询问拍手有节奏地练说该句。
价钱。在练说时速度要
由慢到快，拍手有节奏一个学生上前面来猜价钱，其
地练说该句。它同学根据他说出的价钱说
(5)Game：More or less more或less来给他提示。
1、让学生 6 人自由结
组，并发给他们每组一
张纸，让学生先来列一
个清单。待学生列好清
单后，利用实物投影展
示几组。大家一起看一
看，说一说清单上都有
什么东西。
2、出示课件：一个购物
三、拓展提的对话范例。老师先与
升。一个学生做一个示范，
（10）分钟然后让学生在每组里找
一、两个学生当售货员，
其它同学买东西，进行
购物对话。
3、对话展示。
五、作业布置：
1、课文录音，模仿课文
句子，能够熟读课文；
2、用今天所学的句型询
问朋友周末购物情况。
板书设计
板书设计：

呈现句型：
How many
...do you
want ?
How much
...do you
want?”

学生先来列一个清单。待学生
列好清单后，利用实物投影展
示几组。大家一起看一看，说
一说清单上都有什么东西。

老师先与一个学生做一个示
范，然后让学生在每组里找一、
两个学生当售货员，其它同学
买东西，进行购物对话。

Unit 2
How much cheese do you buy?

How many ___s do you buy?
How much ____ do you buy?

教学反思
Module 3 Unit 1 Where did you go?教学设计
课题
Module 3
Unit 1 Where did you go?
课时安排 1课时第1课时
学习目标
1.掌握动词在过去时中的规则变化。
2.掌握本课单词 cooked walked watched helped did played yesterday.
3.学生能够用所学的过去式短语描述昨天所做的事情。
教学重点：1.掌握表示过去时的句型，如 Yesterday I cooked fish.
学习重点、
2.理解过去时的意义及表达方法。
难点
教学难点：1.学生感知动词不规则变化，如 do---did。2.动词过去式的读音。
导学流程教师活动学生活动教学添补教学目标
Warming up
1 、Greetings
2、sing an English
song .《Where did you
go ?》
一、自学展
3 、Free-talk
问。
T:Did you go to
（10）分钟
Yantai ?
T : When did you go ?

(ask another student)
(one by one)
Presentation
Learn the
newsentences:
Visit means“看望、拜
访”. Here it means
“参观”.
1、听第一遍录音
listen and think
“What did Lingling ,
Sam and Amy do at the
weekend?”.
1、 Greetings cooked walked
Nice to meet you, boys and watched helped
girls.
2、sing an English song .
《Where did you go ?》
3 、Free-talk
S1: Yes , I did .
S1: I went to Yantai
yesterday. (last year last
month last week last
Saturday)
S1: Did you go to…?
Presentation

visit means“看望、拜访”. Here
it means“参观”

听录音,整体感知课文内容。

二、互动探
究。
(20)分钟

2、听第二遍录音
Now open your books , listen to the text carefully
listen to the and try to answer these
textcarefully questions .
and try to answer
these questions . 3、学生自读课文，寻求问题答
3、学生自读课文，寻案。
求问题答案。 4、小组讨论，交流。
4、小组讨论，交流。 5、学生自主发言
5、学生自主发言（对学
生的回答进行评价，
6、你知道英国都有那些学生说出所学过的景物，如：
著名景物？学生说出所Tower Bridge, Hyde Park, the
学过的景物，如：Tower River Thames, the British
Bridge, Hyde Park, Museum, the London Eye, Big
the River Thames, the Ben。
British Museum, the
London Eye, Big Ben。
同时教师展示相关图
片，教师说：They are
all very beautiful.
But I like the London 学生用I like … best回答。
Eye best . Which do 对like… best进行简单操练。
you like best ? 引导
学生用I like … best
回答。对like… best
进行简单操练。
Production
T: Look I have some
photos . Do you want
to know where I went ?
You can ask me some
questions . 出示照
片，
三、拓展提
升。（四）Extension
（10）分钟 T : Now talk about
your
weekend,practice in
groups .
Then ask : Who wants
to come to the front
and tell us your
weekend ?
呈现问题：
（1）Where did
they go ?
（2）What’s
the London
Eye ?
（3）Did
Lingling like
the London
Eye ?
（4）What did
Lingling like
best ?

呈现著名景物：
Tower Bridge,
Hyde Park, the
River Thames,
the British
Museum, the
London Eye,
Big Ben。

生问师答的方式来操练重点句
型：S : Where did you go ?
T : I went to … 呈现问句：
S : What did you visit there ? Where did you
T : I visited …there . go ?
S : Did you have a good What did you
time ？ visit there ?
T：Yes , I did . No, I didn’Did you have a
t . good time ？

Talk about your
weekend,practice in groups .
Then ask : Who wants to come
to the front and tell us your
weekend ?

（五） Homework
listen to the tape and
read after it .
板书设计：
Module 3At the Weekend Unit 1 Where did you go?
T : Where did they go ?
S : I went to …
T : What did you visit there ?
S : I visited …there .
T : What did Lingling like best ?
S : Yes , she did . No, she didn’t .

板书设计
教学反思
Module 3 Unit 2 Daming took a photo of his father.教
学设计
课题 Unit 2 Daming took a photo of his father. 课时安排 1课时第1课时
1.听懂、会说What day is it today? What do we have on Mondays?，并能在实际
情境中运用。
2.能听、说、读、写单词：Monday, Tuesday, Wednesday, Thursday, Friday，并能
根据实际情况替换句型熟悉运用。
3.会唱歌曲Friends，并能简单介绍自己最好的朋友。
学习目标
学习重点、重点：学生在不同情境中听懂、会说所学知识，并能自然的在实际生活中用。
难点难点：掌握四会单词。
导学流程教师活动学生活动

Find the friends:
1)请几个学生上台前找出动词对
应的过去式 .2）教师读动词原形，
学生读过去式。3）全班拍手诵读。
Listen and do the attcions.
教学添补教学目标
Warming up
1、Greetings.
一、自学展
2、Find the friends:
问。
(小黑板出示)
（10）分钟

3、Listen and do the
呈现动词：
got do
meet
takebuy
are
visit walk

attcions.
4、Free talk.
(师动作演示) What did
you do at thweekend？
T: Where did you go?
学生先跟着老师边说边做，然后师
说词，学生做动作。速度由慢到快。
S1:I …. S2:I….
S1: I went to … S2: I went
to …
呈现词组：
play
basketbal
l
watch TV
takepictu
res
listen to
music

Mountain

呈现句子:
It’s in
Beinjing.
It’s very
long and
very old.
It’s
wonderful
.

出示问题：
Who went
to the
Great
Wall?
When did
theygo?
How did
they go?
What did
they do?
What did
Damingdo?
二、互动探
究。
(20)分钟

New lesson
指导学生看课文图片。学生看课文图片。
（出示教学挂图）
what can you see? S1:I can see ….
2、 (出示长城图片) It’s in Beinjing. It’s very
3、指图片远处的山脉，long and very old. It’s
教学单词“mountain”，wonderful.
板书 “mountain”并画
简笔画理解，学习单词：mountain提醒学生注
教师出示图片向学生介意与“hill”的区别。
绍黄山、泰山、华山。
4、Where did Daming 学生了解黄山、泰山、华山
and his father go?
板书：They went to the 学生的回答：They went to the
Great Wall. Great Wall.
5listen to the tape
and try to answer listen to the tape and try to
questions. answer the questions.
先听录音读问题，然后先听录音读问题，然后全班齐读问
全班齐读问题。题。
6、学习课文。
1）教师讲解中文意思。
2）教学单词“hour”,学单词“hour”,及同音词“our”
出示同音词“our”。
3）Find out the past Find out the past tense of the
tense of the verb. verb.
要求学生画出文中动词
过去式并将原形写在旁要求学生画出文中动词过去式并
边，教师根据学生找的将原形写在旁边，教师根据学生找
情况适当板书过去式。的情况适当板书过去式。
7、Listen and repeat.
8、Answer the Listen and repeat.
questions. Answer the questions.
先四人小组找答案，师先四人小组找答案，然后请学生在
生一起纠正答案。全班汇报，师生一起纠正答案。

9、Read the text Read the text together.
together.
1. Talk about you：根1. Talk about you：根据问题介
据问题介绍周末的活绍自己上周末的活动。
动。 1）Pair work: 两人互问互答。
1）Pair work 2）Group work:教师分给每小组一
2）Group work:教师分个问题的任务，小组互相进行答。
给每小组一个问题的任
务，小组互相进行问答。 2、各小组汇报。
2、各小组汇报。 3、学唱歌曲。
三、拓展提3、学唱歌曲。 1)教读歌词，理解歌词大意。
升。 1)教读歌词，理解歌词
（10）分钟大意。 2）播放歌曲，学生跟唱。
2）播放歌曲，学生跟唱。 3）模仿唱，表演唱。
3）模仿唱，表演唱。
Step 5 Summary
What have you learned
today?归纳总结本课所
学的单词和句型。
Step 6 Homework
完成课堂作业Ex3 、4。
板书设计：
Unit 2 Daming took a photo of his father.
Who went to the Great Wall?
板书设计 When did theygo?
How did they go?
What did they do?
What did Damingdo?

教学反思

Module 4 Unit 1 Mum bought a new T-shirt for me.教学
设计
课题
Module 4 Unit 1 Mum bought a new T-shirt
课时安排
for me.
1课时第1课时

学习目标
掌握语词语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose .
key sentences : it’s mine (yours ,his ,hers ,Lingling’s )
功能: 说明物品所属关系.
学习重点、掌握语词语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose .
难点 key sentences : it’s mine (yours ,his ,hers ,Lingling’s )
导学流程教师活动学生活动

Greeting with the students.

Do some actions together

教学添补教学目标
Step1. Warmer
1、Greeting with the
一、自学展
students.
问。
2Do some actions
（10）分钟
together.

呈现：mine ,
yours ,his ,her
s .matter ,argu
e .wet ,line ,
whose

it isn’t
yours ,it’s
mine .T:
don’t
argue,
what’s the
matter ?
B:baoyawen
want to wear
my
T-shirt .G1:
zhaoyingjie
want to wear
my T-shirt .

呈现问题：
1) Did Ms
Smart wash
Lingling’s
T-shirt?
Yes No
2)IsLinglin
g`s
T-shirtclea
n
(干净的) ?
Yes No
二、互动探
究。
(20)分钟

Step2lead in.教师出1. Learn the words: mine,
示一个苹果，表达 yours, his, hers with the
“It’s an apple. It’things of the students’ and my
s mine.” 然后出示own.
写着“It’s…”的卡片
引导学生操练
（1）全班读（2）小组（1）全班读（2）小组读（3）个
读（3 ）个别读（4）要别读（4）要求学生拿一样自己的
求学生拿一样自己的物物品说“It’s mine.”
品说“It’s mine.”
2、分别指着三位学生并2. Group work:
拿起他她的任一物品
说“It’s
yourshishers.” 学生操练否定句型。
3、再次出示苹果， “It It isn’t yourshishers.
isn’t It isn’t…
yourshishers.”然后
用卡片“It isn’t…”肢体动作引导学生深刻识记单词
引导生操练否定句型。 “mineyourshishers”
4、创设肢体动作引导学
生深刻识记单词
“mineyourshisher1、Show the video of two mice.
s” They are arguing about the
Step2 Presentation bread.
1、Show the video of
two mice. They are 2、Read the text by themselves
arguing about the and circle the correct answers.
bread.
2、Read the text by
themselves and circle
the correct answers. Listen and find“mine, yours,
his, her” and underline the

3Listen and find
“mine, yours, his,
her” and underline
the sentences with
these words.
4、Follow the tape,
then read in groups
and show their
reading.

sentences with these words.

Follow the tape, then read in
groups and show their reading.
3)DidLingli
ng
wear(穿)her
T-shirt ?
Yes No
Step3 Practice
1、Look and find: Look and find: Whose clothes?
Whose clothes?
2、教师引导学生看活动学生同桌两个人进行练习。
三里的四副图，并给出
示范。教师检查练习情
况，并及时评价。
3、强化练习
做学生用书上的第一做学生用书上的第一题，考察学生
题，考察学生对课文熟对课文熟悉程度。
悉程度。
三、拓展提做学生用书上的第二做学生用书上的第二题，考察学生
升。题，考察学生对含有本对含有本课重点单词和句子掌握
（10）分钟课重点单词和句子掌握情况。
情况。
Step4 Summary
Draw a conclusion of
this class.
Step5Homework
1. Read the dialogue
and try to recite part
1
2. Write and remember
the words “mine,
yours, hers, his”.
板书设计：
Module 4 Unit 1 Mum bought a new T-shirt for me.
板书设计 It’s mine (yours ,his ,hers ,Lingling’s
It isn’t yourshishers.
It isn’t…

教学反思

Module 4Unit2 What`s the matter with Daming?教学设计
课题 Unit2 What`s the matter with Daming? 课时安排 1课时第1课时
1、理解和把握句型Whose…is this?以及单词mine、yours、his、hers。
学习目标 2、培养学生用所学知识来指出物体的主人，及用所学知识来获取他人信息的能力。
3、激发学生学习英语的爱好，养成积极参与活动、积极与他人合作的良好习惯。
学习重点
难点
教学重点：能说明物品所属关系。
教学难点：根据物品特征猜测物品所属。
学生活动教学添补教学目标
热身与复习掌握语词
1. Greetings. 语:mine ,
2. Sing an English Sing an English song: If you yours ,his ,h
song: If you happy happy ers
on：mine
his on
yours hers sweater mine yours hers his
T-shirt cap bag sweater T-shirt cap bag whose
whose
(教学新词)

Ss read the words

呈现新单
词：
Teacher uses the word’s cards mine yours
hers his
sweater
Ss: mine yours hers his bag
2. look at here. (Teacher shows T-shirt
the picture of sweater and cap whose
word’s card of mine)

Sweater, sweater, this sweater 呈现句子：
is mine. Sweater,
sweater,
Ss: Sweater, sweater, this this
sweater is mine. sweater is
导学流程教师活动
一、自学
展问。
（10）分
钟
Presentation
Ss read the words
T: Very good! Look
at these words we
learnt last lesson.
Please read them.
(Teacher uses the
二、互动word’s cards )
探究。 Ss: mine yours
(20)分钟 hershis
2.T: Now look at
here. (Teacher
shows the picture
of sweater and
word’s card of
mine)
Sweater, sweater,
this sweater is

mine.
Ss: Sweater,
sweater,
this sweater is
mine.
3.课文知识呈现
a.以Whose things
are they?引出了幻
灯片先呈现新知识。
b.课文教学
播放光盘教学课文，
学生跟读课文并模仿
读音。
请小老师来带读对话
:LostandFoun
d
Who is the owner?
d.语音大比拼
请学生听音，并找出
相同的发音，归纳。
mine.
学生逐一幻灯片找出物品所属，教
学新知识。

学生跟读课文并模仿读音。

请小老师来带读对话
c. Game: Lost and Found

请学生听音，并找出相同的发音，
归纳。
三、拓展
提升。
（10）分
钟
巩固练习让学生完成生完成选词填空
选词填空his whose his whose hers mine yours
hers mine yours A: ____ bag is this?
A: ____ bag is this? B: It’s Lingling’s.
B: It’s esredsweate.
Lingling’s. This sweater is____.
esredsweat3.A:Is this my T-shirt?
e. B: No, that is ____.
This sweater cap isn’t Sam’s. The
is____. yellow one is ___.
3.A:Is this my 5. It isn’t my book. ______ is
T-shirt? on the desk.
B: No, that is
____. 四、巩固 chant
cap isn’t Cake, cake, this is my cake.
Sam’s. The yellow It’s mine. It’s mine. This
one is ___. cake is mine.
5. It isn’t my
book. ______ is on Bike, bike, this is her bike.
the desk. It’s hers. It’s hers. This
四、巩固 chant bike is hers.
Cake, cake, this is
my cake. It’s Plane, plane, this is his plane.
mine. It’s It’s his. It’s his. This plane

呈现
chant：
Cake,
cake, this
is my
cake.
It’s
mine.
It’s
mine. This
cakeismin
e.

Bike,

keis
mine.
Bike, bike, this is
her bike. It’s
hers. It’s hers.
This bike is hers.
Plane, plane, this
is his plane. It’s
his. It’s his.
This plane is his.
Kite, this is your
kite. It’s yours.
It’s yours. This
kite is yours.
五、作业
1、听本节课的课文录
音。
2、跟同学描述一下自
己的物品和他人的物
品。
板书设计：
板书设计
is his.

Kite, this is your kite. It’s
yours. It’s yours. This kite is
yours.

bike, this
is her
bike.
It’s
hers.
It’s
hers. This
bike is
hers.

Plane,pla
ne,
this is
his
plane.
It’s
his. It’s
his.
This plane
is his.
Unit2 What`s the matter with Daming?
Whose…is this?
This ___ is hers (mine、yours、his).

教学反思

Module5 Unit 1 There are only nineteen crayons.教学
设计
课题
Module5 In Class
课时安排
Unit 1 There are only nineteen crayons.
1课时第1课时
学习目标
1、能理解、认读生词：enough , give out , be careful , everyone , them .
2、能理解和认读句子There are enough...; 和There aren’t enough... .
3、能用There are enough. 和There aren’t enough表达物品数量是否充足.
4、能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感。
学习重点、重点：用句型There are enough.和There aren’t enough. 表达物品数量是否充足。
难点难点：单词enough和词组give out 的理解与运用。
导学流程教师活动学生活动教学添补教学目标

Warming up.热身
（1）数数字。和同学们
一起数一下男生与女生
的个数。
一、自学展
（2）编成chant。师生
问。
拍手边打节奏边说。
（10）分钟
课件出示chant:

1）数数字。和同学们一起数一下
男生与女生的个数。

（2）编成chant。师生拍手边打
节奏边说。
课件出示chant: teacher:
How many boys? How many boys?
children: There are….There
are….
呈现chant：
How many
boys?
There are….
There are….
How many
girls? How
many boys?
There are…
二、互动探
究。
(20)分钟

Presentation.整体感呈现练习：
知课文：(多媒体课件) ,pleas
Listen and choose. Listen and choose.学生边仔细e_
,please____the 听，边思考以下问题的答案。 the pencils.
pencils. out
out ,please____the pencils. to
to out to one
one pencil____ one pencil to __child. pencil to __
child. ne child.
there _________pencils?
ne ne
,we’ve got enough there
there____pencils? for___. __
ne pencils?
,we’ve _______out,Sam.
goenough for___.
ne _________!Oh no! ,we’
_____out,Sam. l ve got
①直接拼读法、旧引新法、分散记enough
_________!Oh no! 忆法等方法帮助学生的发音；通过for__.
l 肢体表演、合成等方法帮助学生理
3.单词学习。解其义。 ne
①单词初步学习。本节②单词卡片集中学习。利用比赛的___ou
课重点单词为give, 形式，通过直读英、看汉语说英男 t,
every,everyone，女读、个人读、同桌读、小组读等
enough, 形式，加深学生对单词的记忆。
them,careful。 ③Let’s play a game!---Looking __!Ohno
②单词卡片集中学习。 for my cards!教师将单词卡分给!
③Let’s play a 学生，然后问Where is “give”.l
game!-- 拿give单词卡的学生站起来，举
4.重点句型学习。着卡片大声说give，学生跟读两呈现新单词：
（1）自读课文，找出含遍。教师依次问其他卡片。 give,every,
有there be结构的句学生在寻找时，一定留给学生足够everyone，
子。的时间，发现有困难的学生，教师enough,

（2）引导学生回答。
（3）指导学生的读。
5.回归课文。
①（出示多媒体课件）
Read and choose.自读
课文，判断正误。
②（多媒体出示）Listen
and mime.根据学生模
仿情况，决定听的次数。
③以小组为单位，分角
色朗读课文。
④(多媒体出示)Let’s
show!教师作出评价。
给予个别指导。
①（出示多媒体课件）Read and
choose.自读课文，判断正误。
②（多媒体出示）Listen and mime.
根据学生模仿情况，决定听的次
数。
③以小组为单位，分角色读课文。
④(多媒体出示)Let’s show!
them,carefu
l
呈现句子：
Are there
enoughpenci
ls?There
are 25
children in
the class.
There
areonly
15pencils.
There aren’
t
enough!The
e
Are enough.
There are
ten pencils
there.
巩固与拓展练习。
（1）there be句的练
习。
①出示多媒体课件。
②出示多媒体课件。
③A game: 出示多媒体
课件。
（2）否定句的练习。
三、拓展提①出示多媒体课件。
升。 ②A game.抢座位
（10）分钟（3）there be 一般疑
问句的练习。
①同桌练习。
②同桌展示。
rk.（描述自己
的学校） For example:
There are
enoughdesks.
板书设计：
板书设计

①three children and four
apples.
②two children and two caps.
③用There are enough…造句。
看谁造的最多，谁就是冠军。
（2）there be否定句的练习。
①four monkeys and three
bananas.
②A game.抢座位：教师喊stop，
学生迅速坐下，说：“There aren’
t enough chairs.
（3）there be 一般疑问句的练
习。
①同桌练习。利用教师里现有实物
进行问答。②同桌展示。教师作出
评价。

Module5 Unit 1 There are only nineteen crayons.
Two children and two caps.
There are enough.
Three children and four apples.

There aren’t enough

教学反思
Module 5Unit2 There are forty.教学设计
课题
学习目标
Module5 unit2 There are forty. 课时安排 1课时第1课时
1）会理解There are too many…的意思。.
2 )引导学生思考问题，培养学生的表达能力。
3）培养学生合作学习的能力。
重点：理解There are too many…所表达的意思。
学习重点、
难点：会运用There are too many…，There are (not)enough来表达物品数量是否充
难点
足。了解字母组合ear, eer, oor, our,air,ear在单词中常见的读音
导学流程教师活动学生活动

学生用There are enough,
There aren’t enough造句，
教学添补

教学目标
Step1. Warming up
就教室的摆设，让学生
一、自学展
用There are enough,
问。
There aren’t enough
（10）分钟
造句，例如 There are
enough chairs .
二、互动探
究。
(20)分钟

a game
(放4张椅子在教室前
面，请4位同学上来 T:Are there enough chairs?
All the students Ss:Yes,there are enough chairs.
should say “Are （搬去一张椅子，4个同学继续玩）
there enough T:Are there enough chairs?
chairs, Are there Ss:No,there aren’t enough
enough chairs.
chairs, Are there
enough
chairs… Ss: There are too many pencils
Step.3Practice in the pencil box.
T:指向装不完铅笔的铅
笔盒，示意学生
（指导学生说完整）
T打开课本，依次指向学生说，再由全班说
课本的插图，示意学生Ss: There are too many people on
说，再由全班说。 the bus.
There are too many There are too many books in the
people on the bus. bag.
There There are too many clothes on

呈现句型：
There are
too many
people on
the bus.
There are
too many
books
inthe
bag.
There are
too many
clothes
on
the line.

are too many books in the line.
the are too There are too many apples in the
manyclothes on the bag.
line.
There are too many
apples in the
bag.T:Very
are so
clever!

There are
too many
apples in
the bag.
and repeat Listen and repeat
T:Turn to Page21(指向
学生用书),Listen to me Listen to me carefully.（教师读一
carefully.（教师读一次）次）
Now,follow
me,please.
（如：iê,ear↗, ear用升降调教学生跟读
↘, dear↗,dear↘用
升降调教学生跟读。
T:Very good! 学习Poem
’s learn a .
poem. what can you see Look at the pictures,
from the pictures?小呈现词组：
女孩在干吗 Ss:（指导回答）Practice the Practice
Ss:（指导回答）piano,do the work,learn the the
Practice the piano,do words,learn piano,do
三、拓展提
the work, ChineseEnglishMaths,help her the work,
升。
learn the words,learn matherfather,make a cake. learn the
（10）分钟
ChineseEnglishMath words,lea
s,help her rn
matherfather, listen to me carefully.（先读Chinese
make a cake. 一次，再让学生跟读2、3次，在English
listen carefully.先读的同时教动作）把全班分为2组，Maths,hel
读一次，再让学生跟读一组说“But there’s not enough p
2、3次，在读的同时教time! There’s not enough her
动作 time!”另一组则读前面的句子. mather
Step6语音教学）全班同学听并跟读。 father,
学生打开书。学生一边听，一边划线，一边说单makeacake
教师播放录音磁带，全词。 .
班一起完成练习. 教师一边贴，学生一边读。然后要呈现单词：
rk 求学生把这些单词照读音分组 ear,
留心观察一下周边的dear,
事，并用“too many hear,
enoughnot enough”near,

的句式写出来。 fear,beer
,
deer,
tour,
pour,
hair,
stair,
bear,
pear,
wear
Module5 unit2 There are forty..
There are too many people on the bus.
There are too many books in the bag.
There are too many clothes on the line.
There are too many apples in the bag.
板书设计：
板书设计
教学反思

Module6 Unit1 You can play football well.教学设计
课题
学习目标
Module 6 Self—assessment
unit 1 You can play football well
课时安排 1课时第1课时
理解I don’t play well. You can jump high. You are good at basketball. You can
catch the ball well. Lingling is a fantastic goalkeeper.
学习重点、
询问和表达你及你的同学能做什么，在什么方面做得好,
难点
导学流程教师活动学生活动

学生重复并做动作。

学生回答问题：Who can run
fast?Who can jump high?Who
can play football?能做到的
学生就马上说I can.
教学添补教学目标
Step1. Warming up
热身复习
教师说一些学过的动词和动
词词组，学生重复并做动作。
play football play
一、自学展basketball play table
问。 tennis
（10）分钟 jump jump high jump far
run run fast run slow
ride ride fast ride
slow

呈现词组：
play
football
play
basketbal
l play
table
tennis
jump
jump high
jump far
run run
fast

run slow
二、互动探
究。
(20)分钟

Step2任务呈现与课文导入
学习用英语说为什么喜欢。
谈论关于运动的话题。教师与
单个同学交流，为课文教学做
好铺垫。
示例：Can you run fast? 谈论关于运动，师与单个同学
Can you jump high? 交流，
Can you play football well?
Are you good at basketball?
教师对学生的回答要做适当
的反应。
然后听录音，找到玲玲擅长的然后听录音，找到玲玲擅长的
运动。运动。
3. 课文教学
（1）播放磁带，学生听然后学生听然后回答问题：
回答问题：
Lingling run fast?
(No,she can’t.)
Lingling controlthe 学生交流问题。
ball？（No,she can’t）
Lingling jump high?
(Yes,she can.)
4. Can Lingling catch the
ball
well? (Yes,she can.) 跟读这四个词，学生一定要掌
学生回答问题的同时，教师在握词意。
黑板上写全班同学分成三部分，分角色
fast,high,well,badly这几表演课文。
个词。领读这四个词，确定学（2）学生独自做活动3，然
生已掌握词意。后和同桌说一说
（2）学生独自做活动3，然（3）全班一起做练习2
后和同桌说一说让学生独立完成，然后在小组
（3）全班一起做练习2 内对答案。
先让学生看懂问题，然后教师
播放磁带。每一句话后停顿，在小组内就本练习进行问答
学生找出答案。练习。
在小组内就本练习进行问答（4）全班一起完成练习3
练习。
（4）全班一起完成练习3
呈现句子：

Can you
run fast?
Can you
jump high?
Can you
playfootb
all
well?
Are you
good at
basketbal
l?

呈现单词
注意理解。
fast,high
,
well,badl
y

（1）学生评价球队表现，并学生评价球队表现，并说一说
说一说他们喜欢哪个人物，为他们喜欢哪个人物，为什么。
什么。教师允许学生使用少量教师允许学生使用少量汉语。
汉语。
示例They’re
goodatbasketball.
They’re fantastic.I like
Liu
’s thin and
tall.
He can jump very
can
三、拓展提catch the ball can 学生三人一组谈论个人喜欢
升。 control the ball 哪些运动健将，为什么以及他
（10）分钟 well, 们擅长什么项目。教师允许学
he’s very cool. 生使用少量汉语。
(2) 学生三人一组谈论个人
喜欢哪些运动健将，为什么以
及他们擅长什么项目。教师允
许学生使用少量汉语。
示例：I like Tian
can dive very well.
5.课后作业
五、
呈现句型：
They’re
good at
basketbal
l.
They’re
fantastic
.I
like Liu
Chuanfeng
.
He’s thin
and tall.
He can
jump very

can
catch the
ball

can
control
the
ballwell,

’s
very cool
板书设计
板书设计：
Module6Self-assessment Unit 1 You can play football well.
You can play football well
Can you play football wellbadly?
Yes, I can.

教学反思
Module 6Unit2 He ran very fast.教学设计
课题 Unit2 He ran very fast. 课时安排 1课时第1课时
1、能听、说、认单词：like, football, basketball, table tennis, morning exercises
2、学会用I like…and I don’t like …谈论运动项目、动物、颜色等。
3. 营造一种轻松愉快学习英语的气氛，利用多种形式激发学生学习英语的兴趣与主
动参与的积极性。
学习目标

学习重点、熟练掌握本课单词和运用句型I like…and I don’t like …
难点难点：单词“exercises”读音和词组“morning exercises”在句型中的流利运用。
导学流程教师活动学生活动教学添补教学目标
Step 1Warm-up
1. Greeting
2. 朗诵诗歌 Not 2. 朗诵诗歌 Not Enough Time.
Enough Time.
一、自学展
3. Free talk ——我是 3. Free talk ——我是小能手
问。
小能手
（10）分钟
师：“What can you do 师：“What can you do well?”
well?”
生：“I can dance sing 生：“I can dance sing draw very
draw very well.” well.”
Step 2Pre- task【任务
呈现】——特长展示]
1.导入——TPR 活动
听教师口令做动作，如听口令做动作，如swim, fly a
swim, fly a kite, ride kite, ride a bide, run fast,
a bide, run fast, jump jump far,jump high等。
far,jump high等。
2、让学生对以上动作进2、让学生对以上动作进行评价：
行评价： I can ……(very) well.
I can ……(very) I can ……(very) badly.
well. I can’t ……at all.
I can ……(very)
badly.
I can’t ……at all.
Step 3、任务呈现
1、课文活动1：“Sam can 生：Yes, I can do 1 very well.
do something very No, I can’t do 1 at all.
special”. 2、学唱歌曲 How well do you play
师：Can you do 1? football?
2、学唱歌曲 How well 3、学习语音部分：“Can you read
do you play football? them very well?”朗读比赛，并
3、学习语音部分：“Can 进行自我、互相评价
you read them very
well?”(朗读比赛，并
进行自我、互相评价)
板书pencil, apple,
banana, table, toe, 4、完成课堂活动用书练习1
rabbit, dog, hand.
4、完成课堂活动用书练
习1。
呈现句子：
What can you
do well?”

I can dance
singdraw
very
well.”
二、互动探
究。
(20)分钟

学会用I
can…and I
can’t …谈论
运动项目、

呈现单词：
pencil,
apple,
banana,
table, toe,
rabbit, dog,
hand.

Step 4任务展示
1、四人小组互相提问，
展示和回答，找出同学
们的特长，如：Can you
sing dance say a
chant act out a play
do the
activities ……
well?
2、向全班展示.
Step 5 Learn Poem
呈现的是一首非常有意
思的小诗，图文并茂，
生动活泼，很吸引学生。
三、拓展提3. Listen and write
升。注意练习副词fast,
（10）分钟 well, badly,high 的
搭配。听写结合，也为
下一个练习做好铺垫。
Step 6 Summary and
Evaluation
以男女两队进行比赛的
方式进行本课的评价，评价是教师教学和生学
习过程中的重要一环。
Step 7 Homework
向你的好朋友写信，介
绍你的特长。

1、四人小组互相提问，展示和回
答，找出同学们的特长，如：Can
you sing dance say a chant
act out a play do the
activities ……well?

2、向全班展示.
Learn Poem
学生则拿笔跟着节奏敲打自己的
笔盒，师生一起有节奏的朗读这首
poem。
Listen and write

注意练习副词fast, well,
badly,high 的搭配。听写结合，
也为下一个练习做好铺垫。

Summary and Evaluation

以男女两队进行比赛的方式进行
本课的评价，

呈现首有意
思的小诗，图
文并茂，
What
canitdo?
What can’t
it do?
It can’t
play
football.
It can’t
play
basketball.
It can
climbup
any wall.
What is it?
注意练习副
词fast,
well,
badly,high
的搭配。听写
结合，也为下
一个练习做
好铺垫。

板书设计：
Unit2 He ran very fast.
I like…and I don’t like …
I can ……(very) well.
I can ……(very) badly.
I can’t ……at all.

板书设计
教学反思

Module7 Unit1 He can’t see.教学设计
课题
Module 7
Unit 1 He can’t see.
课时安排 1课时第1课时
1)能听懂、读、会说句型He can’t see .She can’t hear.
学习目标 2)正确运用 SheHeThey can’t ……
3) “三会”单词：programme useful blind deaf hear firemen sausage
学习重
1)能听懂、读、会说句型He can’t see .She can’t hear.
点、难
2)正确运用 SheHeThey can’t ……
点
导学流程教师活动学生活动教学添补教学目标

一、Warmer 呈现问句进
1. Greeting. 行复习：
2. Sing a song then say Sing a song then say 1. Can you
the chant. the chant run fast?
3. Give some help. 2. Can you
二、Revising Revising jump high?
1. Can you run fast? 1. Can you run fast? you
2. Can you jump high? 2. Can you jump high? do
you do your you do your your
homework? homework? homework?
4. Can you read English 4. Can you read 4. Can you
books? English read
books? English
books?

Learn the new words
“blind”

呈现New
理解“blind” sentences:
This man is
blind.
He can’t
see.
New sentences: Can I have a
This man is blind. He hot dog ,
can’t see. please?
Can I have a hot dog , No, we
please? No, we can’t.
can’t.

using “can” and
一、自学
展问。
（10）分
钟
三、Lead in
the new words
blind This man is
blind. He can’t see.
(Show thecard,
and ask: “Can this
mansee?”
Help the students
二、互动
answer
探究。
with body language. Then
(20)分钟
T

say: “He can’t see. He
is
blind.” Teach thenew
word acting the blind.
2. New sentences:
This man is blind. He
can’t see.
Can I have a hot dog ,
.

please? No, we can’t.
四、Present the task
Today we’re going to
talk about some
animals’ ability ,
using “can” and
“can’t” to describe.
五、Step 1
a picture of a
blind man and ask: Can he
see? Let the students
answer: No, he can’t. T;
Yes, he’s blind. And
look at this girl .She
can’t hear. She’s
deaf. So how can they
live ? Who can help them
in their life? Let’s
learn the text.
六、Step 2
the cassette , l
answer these
questions:
What is Amy doing?
七、Step 3
1. Play the cassette
again and let the
students listen and read
the text.
“can’t”
to describe.

Let the students
answer: No, he
can’t. T; Yes, he’s
blind. And look at
this girl .She can’t
hear. She’s deaf. So
how can they live ?
Who can help them in
their life? Let’s
learn the text.
六、Step 2
the cassette ,
l
answer
these questions:
What is Amy doing?
七、Step 3
Play the cassette
again
and let the students
listen and read the
text.

呈现句型：
He can’t
see.
He’s
blind.
Shecan’th
ear.
She’s
deaf.
三、拓展
提升。
（10）分
钟
.八、Step 4
Complete the AB Complete the AB
n the title n the
and play the cassette. title and play the
九、Step 5 cassette.
the three
pictures and conclusion: the three
g about some pictures and
animals with “can” and conclusion: “ Dog
“can’t”. eg. This is a are useful. Dog can
cat. It can run . It can help us. Can you tell
jump it can’t me more about dogs.”
swim. g about some
十、Homework animals with “can”
1. Ask the students to and “can’t”. eg.

呈现句型：
Dog are
useful. Dog
can help
us.
强化练习：
Talkingabo
ut
someanimal
s

reflect this lesson.
2. Copy the text once.
This is a cat. It can
run . It can jump
it can’t
swim.

with
“can”
and
“can’t”
.
板书设计：
Module 7Community Unit 1 He can’t see.
He can’t see.
He is blind.
Can I have a hot dog ,please?
No, we can’t.
板书设计

教学反思

Module7 Unit2 The little girl can`t walk.教学设计
课题
学习目标
Unit 2 The little girl can`t walk. 课时安排 1课时第1课时
Useful New words and expressions: 1、programme, useful, community, blind, by himself,
deaf, by herself, firemen, by themselves, hotdogs2、① There’s a programme about dogs.
② Dogs are very useful in the community.③ He can`t walk well by himself.
学习重点、重点、① There’s a programme about dogs.② Dogs are very useful in the
难点 community.
③ He cannot walk well by himself.④ Hotdogs are made of sausages.
难点① There’s a programme about dogs.② Dogs are very useful in the
community.
③ He cannot walk well by himself.④ Hotdogs are made of sausages.
导学流程教师活动学生活动教学添补教学目标
一、自学展 Teaching steps:
问。 1 A free talk about
（10）分钟 dogs.
2 Presentation: The
teacher asks, “ Why
do you love dogs?”

A free talk about dogs. 做好铺垫。

the Ss to answer, “Dogs can
help people.”

二、互动探
究。
(20)分钟

3 Teaching of the text
(1) Ss listen to the (1) Ss listen to the tape for
tape for the 1st time the 1st time with their books
with their books closed. They try to catch as
closed. They try to much information as
catch as much possible.
information as
possible. (2) Ss listen to the tape for
(2) Ss listen to the the 2nd time and at the same
tape for the 2nd time time look at the pictures on
and at the same time the wall chart on the Bb. Talk
look at the pictures about the pictures.
on the wall chart on
the Bb. Talk about the (3) Ss listen to the tape for
pictures. the 3rd time and repeat with
(3) Ss listen to the their books open. Explain the
tape for the 3rd time language points.
and repeat with their
books open. Explain Learn : useful
the Learn :blind.
language points. Ss practice saying the above
(4)Teach: useful
②.Teach: blind. Learn :by himself.
Teacher: This man blind man guided by a dog.
can't see. He is Learn :deaf.
blind.
③ Teach：by
himself. ⑤Learn: by herself.
(Pointing to a ⑥Learn: by myselfby
picture ) yourself in the sameway.
④ Teach: deaf. ⑦Learn: firemen.
Teacher: This woman ⑧Learn: by themselves.
cannot hear. She is ⑨Learn: hotdog.
deaf.
⑤ Teach: by herself. Ss read the text.
⑥Teach: by Ss listen to the tape again
myselfby and repeat as a whole class,
yourself in the in groups and as individuals.
sameway.
⑦Teach: firemen.
⑧Teach: by
themselves.
⑨Teach: hotdog.
4 Teach the Ss to read

Talk about
the
pictures.

Explain the
language
points.

呈现句型：
This man
can't see.
He is blind.

This woman
can`t hear.
She is deaf.
呈现新词组：
by myselfby
yourself in
the sameway.
firemen.
bythemselve
s.
呈现句型：
This man is
he
can walk
well,
because the
dog helps
him.

the text.
5 Ss listen to the
tape again and repeat
as a whole class, in
groups and as
individuals.
三、拓展提6Revise by himself Revise by himselfherself 呈现词组：
升。 herselfthemselvesmthemselvesmyselfyourself. by himself
（10）分钟 yselfyourself. herself
7 Play a game: Play a game: themselves
Ss pass some of the Ss pass some of the pictures myselfyour
pictures the music self.
talkedabout. stops, the students with the
When the music stops, pictures have to talk about
the students with the the 明确游戏规
pictures have to talk pictures in their hands. 则
about the pictures in
their hands.
8 A speed contest: Divide the class into 2
Divide the class into groups.
2 Each pupil reads one sentence
groups. Each pupil of 小组竞赛。
reads the text.
one sentence of the The group using less time
text. wins.
9 Homework:
Give a picture to each
small group. They
make up a story using
their
pictures. Ask some
small
groups to come to the
front and act out
their
stories.
板书设计：
Unit 2 The little girl can`t walk..
This man can't is blind.
This woman can`t hear. She is deaf.
This man he can walk well,
Because the dog helps him.

板书设计

教学反思

Module 8 Unit 1 What time does your school start?教
学设计
课题
Module 8
课时安排
Unit 1 What time does your school start?
1课时第1课时
学习目标
1. 学习掌握基本单词和句型：What do you have at school? At school I have Chinese,
Maths, English, Science.
2.会说本课句型，并能在特定情景下自如运用本课句型.看图朗读本课课文。
3. 培养学生浓厚的学习兴趣，乐于模仿，敢于开口，有较强的自信心，乐于参加活动。
培养学生团结合作的精神，以及学英语，爱英语，热于用英语交流的良好态度。
学习重点、1.能正确运用本课重点句型:
难点 2.能在任务中灵活运用本课句型。
导学流程教师活动学生活动
Chant: Basketball,
basketball.
I like basketball.
I
ll,foo
tball.
He likes football.
HeShe plays football.
教学添补教学目标
Step1: Warm up
1 Sing a song.
Step2 Revision
一、自学展Say chant.
问。
（10）分钟
呈现Chant:
Basketball,
basketball.
I like
basketball.
Football,
football.
He likes
football.

呈现Chant:
What do you
have?

二、互动探
究。
(20)分钟

Step3: Presentation
and practice.
1. T: What do you do at S1: I play football.
the weekend? S2: What do you do at the
T: I play basketball. weekend?
does heshe Ss: HeShe plays football.
doat
the weekend? Play a game. ( Listen and
a game. T: What guess) S1: playfootball.
do you do at the S2: He plays basketball.
weekend? T: What does S3: He plays football.
he do at the weekend?
Step4:Learn new Ss: At school I play
lesson. school I play
1.T: I know what you basketball.
do at the
what do you do at Chant: What do you

school? have? What doyouhave? What doyouhave?
Chant: What do you What do you have at school? What do you have
have? What doyouhave? at school?
What do you have at work: What do you have
school? at school?
work: What do
you have at school? “At school I have 呈现句型：
At school I have school I have At school I have
Chinese. “At school I have
school I have Maths.” school I have
school I
have 4. Play games. school I have
school I have a) Let’s see which subject Maths.
Maths.” is missing.
4. Play games.
a) T: Look at the Ss: Maths. Science.
school timetable. b) let’s have a competition.
Let’sseewhich Ss: At school I have Scienc e
subject is missing. At school I have
Ss: Maths. Science. school I have Maths. At
b)let’shaveacompetischool I have Chinese
tion.
Look, I have put the
books in order. I will Ss: At school I have English,
ask two students ↗ Maths,↗Chinese↗ and 呈现句型：
listen and put the Science. At school I have
cards on the school ↘Work in up. English↗
timetable. Can you What do you have at school? At Maths, ↗
help me? school I have Chinese↗ and Chinese↗ and
c) T: What do you Science↘… Science.↘
have at school? Workin
d) Let’s play a chain Listen and point.
do you have Listen and repeat. up.
at school? At school I
have Chinese.
Step5: Listen and
repeat.
Listen and point.
Listen and repeat.

Step6:ActivityAmylikStep6: Activity book. P16, 1.
es Amy likes …Do you like
Do you like Chinese? Chinese? Yes, I do. No, I
Yes, I do. No, I don’t. I like …
don’t.
I like … Finish the task.
Step7: Finish the Let’s have a competition. I
task. give
三、拓展提
Let’s have you 1 minutes. Then tell me
升。
acompetition. I give what
（10）分钟
you 1 minutes. you have at school.
Step8: Have a chant. Have a chant.
Step9: Homework
Listen and
repeat5times.
Tell your parents
what you have at
school.
板书设计：
Module 8 School Unit 1 What time does your school start？
What do you have at school?
At school, I have Chinese↗ and Science↘…
At school I have English.
At school I have Maths.

板书设计
教学反思
M8U 2 Yesterday I went to Sam and Amy`s school.教学
设计
课题
Unit 2 Yesterday I went to Sam and Amy`s
课时安排
school.
1课时第1课时
学习目标
1、学习目标语句：Where id Lingling go yesterday? Yesterday I went to Sam and Amy’s
school .单词:bell, rang
2、能口头运用Where id Lingling go yesterday? 这类语句询问过去发生的事情，并能
运用Yesterday I went to Sam and Amy’s school .这类语句回答。
3、能识别单词bell, rang，并能书写单词classroom。
4、学习字母及字母组合的发音规则，通过朗读含有这些字母及字母组合的单词来感知这
些字母及字母组合的读音。
学习重点、教学重点：Where did Lingling go yesterday? Can I ask you some questions?
难点 What do you do at break?

教学难点：s z 的发音及其对应的字母和字母组合
导学流程教师活动学生活动教学添补教学目标
Warming up. .
1. Greetings.
2. Review the words. （单词师说动词，生说过去式。
卡片）教师说动词，学生说过去go——went ring——
式。 (强调应该双写字母p再加rang skip——skipped
ed) 3、Guessing game.
3、Guessing game.学生判断是教师说一些句子，请学生判断
一、自学展中国的学校还是英国的学校。描述的是中国的学校还是英
问。 1)They start school at 8 国的学校。例如：
（10）分钟 o`clock. S: China.
2)They play in the playground S: England.
before 9 o’clock. S: China.
3)TheydoexerciseseverymorniS: England.
ng.
4)They play in the playground
every morning.

二、New Teaching
1、介绍中国和英国书信地址格
式不同。中国应该是从大范围到
小范围，而英国应从小范围到大
范围。
2学习词组go into the
classroom采用创设情境的方
法来区分in 和into两词。
3、课文导入：
⑴、听录音，思考下列问题：
① Where did Lingling go
yesterday?
②What time do they start
school in England?
③ What do they do in the
playground?
④What did Lingling do with
the girls?
⑤What time did the bell
ring?
⑥What did they do then?
⑵、听录音，让学生试着记住
主要内容，请学生复述自己听到
的内容，鼓励有能力的学生将句
子说得完整些。教师也可通过提

了解中国和英国书信地址不
同的格式。

学习词组go into the
classroom
区分in 和into两词

听录音，思考下列问题：

听录音，学生试着记住主要内
容，学生复述自己听到的内
容，说得完整些。

呈现动词：
go-went
ring-rang
skip——
skipped
二、互动探
究。
(20)分钟

呈现情景：
一生进教
室，报告说
“May I
come in?.
教师说
“Come
in ,pleas
e.”当学生
进入教室
以后，教师
说：She
goesinto
the
classroom
.”

呈现问题：
Where did
Lingling
go
yesterday
?
What time
do they

问的方式引导学生复述，注意适
时地纠正学生的错误。
⑶、采用小组竞赛抢答的形式，
回答上面的问题。
⑷、听录音，逐句跟读。

⑶、采用小组竞赛抢答的形
式，回答上面的问题。
⑷、听录音，逐句跟读。
start
school in
England?
What do
they do in
the
playgroun
?

三、拓展练习
让学生给英国的朋友写信，描述让学生给英国的朋友写信，描
自己学校的生活。书信格式要用述自己学校的生活。书信格式
英文格式，然后交流。要用英文格式，然后交流。
四、学习音标：8个音标
1、首先请学生听录音，并跟读； 1、请学生听录音，并跟读；
2、教师在黑板上写出“sun”和2、教师在黑板上写出“sun”< br>三、拓展提“rice”，并领读，启发学生发和“rice”，并领读，启发学
升。现它们的读音特点：字母“s”生发现它们的读音特点：字母
（10）分钟和“c”读音相同，发s音，教“s”和“c”读音相同，发s
师教授音标。并请学生根据学过音，教师教授音标。并请学生
的单词举出发音相同的单词。以根据学过的单词举出发音相
同样的方式学习后面的几组词。同的单词。以同样的方式学习
后面的几组词。
五、布置作业：
写信向朋友介绍自己或其他学
校的校园生活。
六、板书设计：
Unit 2 Where did Lingling go yesterday？
What time do they start school in England?
What do they do itheplayground?
What did Lingling do with she?
What time did the bell ring?
What did they do then?

教学反思

Module 9 Unit 1 Are you feeling bored ?教学设计
课题
Module 9 Feelings
Unit 1 Are you feeling bored ?
课时安排 1课时第1课时

学习目标
1、学习词汇： sad, bored, angry, tired, 并复习旧单词happy, hungry, thirsty .
2、学习句型：Are you feeling …?Yes , I am . No , I’m not .
3、使学生能够在真实情景中表达自己的观点，学会表达不同的情绪。
4、让学生敢于开口说英语，培养学生的合作精神和学习英语的兴趣；在培养学生乐
于关心他人的品质。
教学重点：1、能够用Are you feeling …?句型询问他人的情绪。
学习重点、
2、能够认读并正确运用单词：sad，bored, hungry ,tired .
难点
教学难点：能够熟练地用所学的句子询问他人的感受。
导学流程教师活动学生活动教学添补

教学目标
Step 1、 Warm-up
1、Greetings .
一、自学展2、Sing a song .并通Sing a song .
问。过对话：Are you happy?
（10）分钟引出happy一词，进入
本节课的主题
--feeling.
Step 2、Presentation
1、利用幻灯片展示各
种不同的感觉图片，并
提问，教授新词sad ,
bored , angry , tired，
同
时复习旧单词hungry ,
thirsty, happy .
2、读单词
3、做表情，猜单词。
4、通过师生问答，引出
句型Are you feeling
_?
5、同桌操练句型。
6．学生抽图片，其他学
生通过用Are you
feeling_____?提问，来
巩固句型。
7、从Are you feeling
_?过渡到Is he she
feeling ____?
8、Let`s chant，巩固
新词和句型。
9、课文教学
1.播放课件.学生边听
课文录音，边观看屏幕
上的情境图。
Listen to the tape and

学习新词sad,bored, angry,
tired，
同时复习旧单词
hungry ,thirsty,
happy .

每一位学生都参与。
3、做表情，猜单词。
4、通过师生问答，引出句型Are
you feeling _____?
5、同桌操练句型。
6．学生抽图片，其他学生通过
用Are you feeling_____?提问，
来巩固句型。

7、从Are you feeling _?过渡
到Is he she feeling ____?

8、Let`s chant，巩固新词和句
型。

播放课件.学生边听课文录音，
边观看屏幕上的情境图
问题出示在课件上，学生带问题
听录音，然后试着找答案，接着
二、互动探
究。
(20)分钟

呈现新词
sad,bored,
angry,
tired，
复习旧单词
hungry,thir
sty
happy .

呈现句型：
Are you
feeling
____?
呈现chant：
Happy,happy
,
I’mfeeling
happy.
Very very
happy .
Sad,
sad,He’s
feeling sad.
Very
verysad .
Angry,
angry,

find out.
2.跟读课文,并学
miss.
3.再听一遍录音
Listen to the tap
again
and read the text.
4.分组朗读课文
5.进行活动2，两人试
着
进行A、B的对话，然
后让学生上讲台表演
老师指导学生retell并回答问
题
2.跟读课文,并学miss.
3.再听一遍录音，读课文。

4.分组朗读课文
5.进行活动2，两人试着进行A、
B的对话，然后让学生上讲台表
演
She’s
feeling

very angry .
呈现问题：
Is Lingling
feeling sad?
Is Lingling
feeling
bored?
Is Lingling
feeling
angry?
What’s she
think about?
What’s she
going to do?
呈现练习：
is
my
birthday,so
Im
feeling ( ).
2、I’m
feeling
( ) , I want
some orange
juice .
3、I’m
feeling
( ), I want
to
go to bed .
4、I’m
feeling
( ) , I want
somenoodles
.
5、I helped
my mother
today,
Now I`m
feeling( )
.
Step 3Practice师读句学生选择合适的情绪单词，并画
子出相应的表情。
1、Today is my
birthday,
so I’m feeling ( ).
2、I’m feeling ( ) ,
I want some orange
juice .
3、I’m feeling ( ),
I
want to go to bed .
4、I’m feeling ( ) ,
三、拓展提I
升。 want some noodles .
（10）分钟 5、I helped my mother
today,now 学生上来游戏，采用淘汰制。
I`mfeeling( ). I’m feeling happy .Who is
6、It’s raining . I feeling
stay at sad ?
（呆在home , now I`m
feeling ( ) .
idation
---play a game
师先示范，学生上来游
戏，采用淘汰制。
Step 5、Homework
1.抄写单词和句子。

2.回家试着用所学的句
子问家里人的感受。
6、It`
sraining.
I stay at 呆
在
home,nowI`m
feeling
( ) .
板书设计：
Module 9 Feelings Unit 1 Are you feeling bored?
Is Lingling feeling sad?
Is Linglingfeeling bored?
Is Linglingfeeling angry?
What’s shethink about?
What’s she going to do?

板书设计
教学反思
Module9 Unit2 I feel happy.教学设计
课题
学习目标
. Unit 2 I feel happy. 课时安排 1课时第1课时
1）学习、掌握happy sad bored tired hungry 等单词。
（2）能灵活运用句型：How do you feel？I feel…；Do you tired ?Yes,I do .No, I
don’t.
学习重点、1）学习新单词：happy sad tired bored hungry.
难点
（
2）学习新语言结构：I feel…
导学流程教师活动学生活动
Step 1: Warming up(热身)
(1) Greeting.
一、自学展 (2) Review.
问。复习单词。A chant.
（10）分钟
I’m tired, very very tired!...
(3)Free talk:

教学添补教学目标

Review.
复习单词。A chant.
I’m tired, very very tired!...
Free talk:

呈现问题：
What time
did you get
up today?
Are you
feeling tired
now?

二、互动探
究。
(20)分钟

Step 2: Presentation(呈现) and
consodidation.(巩固操练)
Activity 1: Listen and answer. 1.
We are happy. Look. Page 36.
There are many children. How do
they feel?
at picture 1. What can
you see?
and answer. How do
they feel?
picture 1, how does the boy
feel? Why? He helped…
picture 2, how does the girl
feel? Why? She won a…(教won
和game, 教完后师再问，学生
再答)
picture 3, how does Sam
feel? Why?
picture 4, how does Lingling
feel? Why?(教lost教完后师再
问，学生再答)
picture 5, how does Daming
feel? Why? (教smell教完后师
再问，学生再答)
Activity 2: Retell.
Let’s retell. Today I helped my
grandfather on the farm all day.
Now I feel…(根据板书生复述)
板题，教读feel happy生跟读。
Activity 3.教授新课
（1）学习新单词：tird sad bored
hungry happy活动表演单词。
（2）Please look at the screen and
guess how do they feel?
出示多媒体插图，学生听录音，
跟读。
小组内相互读，选择正确的单词
填到句子里。
汇报，课件展示填好的句子。

and answer the
questions.
How many children are there?
What does the text about?
at picture 1. What can
you see?
and answer. How do
they feel?
picture 1, how does the
boy feel? Why? He helped…
picture 2, how does thegirl
feel? Why? She won a(学won
和game, 教完后师再问，学生
再答)
picture 3, how does Sam
feel? Why?
picture 4, how does
Lingling feel? Why?(学lost教
完后师再问，学生再答)
picture 5, how does
Daming feel? Why? (学smell
教完后师再问，学生再答)
Activity 2: Retell.
Let’s retell. Today I helped my
grandfather on the farm all day.
Now I feel…(根据板书生复述
学习feel happy生跟读。

1）学习新单词：tird sad bored
hungry happy活动表演单词。
2）Please look at the screen and
guess how do they feel?
出示多媒体插图，学生听录
音，跟读。
小组相互读，选择正确的单词
填到句子里。
汇报，课件展示填好的句子。

呈现问题：
How many
children are
there? What
does the
text about?

Step 3: Look and say.(扩展活动)
Activity 1: Ask and answer
Let’s talk about the pictures.
1. Look at exercise
2. You act as student A. I’m
student B.(问完第一幅图，师说：
I got up early in the morning
today. 做打哈切状，示意学生问
Are you feeling tired?)
Work in pairs. Finish exercise 2.
You can talk about yourself.
三、拓展提
Activity 2: Let’s do.
升。
Finish the exercise 5
（10）分钟
Step 4: Phonetic alphabet.
Listen and repeat. Put the letter
“s”and “t”together. They
pronounce ts . More words.
Can you say? Any other words?
Step 5: Summerise.
Let’s learn a poem.
Step 6Homework.
Make sentences.用I feel…说自
己的感受。
板书设计：

Let’s talk about the pictures.
1. Look at exercise
2. You act as student A. I’m
student B.(问完第一幅图，师
做打哈切状，示意学生问Are
you feeling tired?)

Work in pairs. Finish exercise
2. You can talk about yourself.
Let’s do.
Finish the exercise 5
Step 4: Phonetic alphabet.
Listen and repeat. Put the letter
“s”and “t”together.

.
Let’s learn a poem.
the 。
example.
Hi, are
you
willing to
be my
partner?

For
example,
son, rice.
The letter
“s”and
the letter
“c”
pronounce
s .

板书设计
Unit 2 I feel happy.
How does the boyfeel?
Why? He helped…
How does the girlfeel?
Why? She won a…

教学反思
Module 10 Unit 1 He was in the kitchen.教学设计
课题
MODULE 10 Manners
Unit 1 He was in the kitchen.
课时安排 1课时第1课时
学习目标
1. A.掌握单词：kitchen,toilet,living room,now,last,hide,sofa.
B.掌握句子：Where is Sam ?He`s in the was in the living was
in the kitchen. He is hiding behide the sofa.
2.学生会用He was in或He is hiding描述谁在哪儿。
3.指导学生描述谁正在那儿，谁曾在那儿。

学习重点、
正确运用He was in或He is hiding描述谁在哪儿。
难点
导学流程教师活动学生活动

Ss: Good morning,Tina!

Ss ：Yes,we are ready.

Students sing together.

教学添补教学目标
Step1:warm up
T:Good morning,boys and
girls!
一、自学展T:Are you ready for
问。 English
（10）分钟 class?
T:Let`s sing song
together
“Are you sleeping？ ”
Step2:pPresentation
Look at this
’s the
matter?
1、Listen and chant.
T:Let’s chant.

2、Listen,read and act
out.
Show the text picture
T:What are they doing?
T:. (Do the action)
T: Where is Sam?
Let’s listen to
the first part and answer
the
question:Is he the
winner?
T (Do the actions)
T: Let’s listen.
Show the word card of
“bedroom”
T: listen to the second
part.
Write the topic on the
blackboard.
Show the words cards
“kitchen,toilet”.
T: kitchen, kitchen, in

Sing song
together
“Are you
sleeping？
二、互动探
究。
(20)分钟

Look at this picture.
Ss: Where are you?

Ss: I`m in the
kitchen.(clap clap)
I`m in
thebedroom.(clapclap)
I`m in the toilet. (clap)
(clap)
I`m in the living room.
(clap clap)
Look at the text picture
S: Play hide and seek.
Ss: Play hide and seek.
Ss: He`s in the bedroom.
Listen to the tape.
S: …..
Students read the
sentence
and do the actions.
Listen.

Listen to the second
part.

Ss: kitchen, kitchen, in
the kitchen
Toilet., toilet, in the

呈现：
I`m in the
kitchen.(clap
clap)
I`m in the
bedroom.(clap
clap)
I`m in the
toilet.
(clap) (clap)
I`m in the
living
room. (clap
clap)

呈现单词：
kitchen
toilet

the kitchen
Toilet, toilet in the
toilet
(Do the action)
T:Look at the text
picture again. Let’s
listen.
T:Look at the last
picture. Where is Tom ?
T: Let’s listen.

toilet
(Do the action)

Look at the text picture
again. Let’s listen.
T:Look at the last
picture.
Ss: He is hiding behide
the
sofa.
S: He was in the living
room.

Act the dialouge out in
three.

Listen and sing together.
(Tune of“Are
yousleeping”）

to the tape.
`s students read the
sentence.

呈现：kitchen,
kitchen, in the
kitchen
Toilet.,
toilet, in the
toile

呈现S:He is
hiding behide
the
sofa.
He was in the
living room.

Step4:Practice
Act the dialouge out in
three.
Step5:Consolidation
T:What’re the good
manners?Ms Smart is
singing to her
song .Let’s
listen and sing together.
(Tune of “Are you
三、拓展提
sleeping？”）
升。
to the tape.
（10）分钟
`s students read the
sentence.

Step6 Homework
Write 5 sentences:
Where is Sam ?He`s in the
was in the
living was in the
kitchen. He is hiding
behide the sofa.
板书设计：
板书设计
Module 10 Unit 1 He was in the kitchen.
Where is Sam ? He`s in the bedroom.
He was in the living room.
He was in the kitchen.
He is hiding behide the sofa..

教学反思

Module10 Unit2 Don`t shout please!教学设计
课题
学习目标
Module10 Unit2 Don`t shout please! 课时安排 1课时第1课时
1学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
2 学习本课音素m n l w j ng y 3 学习本课chant.
4督促学生要养成良好的文明习惯
教学重点：巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
学习重点、
教学难点：1.巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
难点
2. 学习本课音素m n l w j ng y
导学流程教师活动学生活动
1表演上一单元课文：四人
小组准备。

2利用单词卡认读本模块的
所有单词。

学生把每副图里所运用到
的动词词组表达出来：walk
on the grass, shout in the
zoo, climb the tree, go to
school…
按5个小组分配，每组负责
讨论2幅图。可以在小组之
间互相援助。
小组汇报，
Listen and chant
.
集体认读
一次.
学生看本课第一部分的要
求，使用Don`t… Let`s…
来描述行为习惯。

完成活动手册练习

学生完成后，一些学生大声
地朗读出来。

4 完成活动手册练习4：和
教学填补

呈现本模块
单词。
教学目标

一复习热身
一、自学展1 表演上一单元课文：四人
问。小组准备。
（10）分钟 2 利用单词卡认读本模块
的所有单词。
二新课教学
1 将本课第一部分图片用
CAI课件的形式呈现
1)先让学生把每副图里
所运用到的动词词组表达
出来：walk on the grass,
shout in the zoo, climb the
tree, go to school…
2)小组汇报，老师并用课件
呈现所有词组，纠正学生表达不规范的地方。集体认读
一次。
3) Listen and chant.
2 让学生看本课第一部分
的要求，怎样使用Don`t…
Let`s…来描述行为习惯。
老师可以放手让学生自
由发言。
3 完成活动手册练习1，选
择Don`t… Let`s…进行填
空。
学生完成后，请一些学生
大声地朗读出来。
4 组织完成活动手册练习4
二、互动探
究。
(20)分钟

呈现词组：
walk on the
grass, shout in
the zoo, climb
the tree, go
to school…

呈现句型：
Don`t…
Let`s…

呈现练习1

5音素学习：
播放录音，组织学生一起正
确模仿辅音的发音方法。
6 chant学习：听录音，模仿
跟读。
学生一起总结日常生活中
需要注意到的与人交往的
礼节和礼貌用语。
5音素学习：
播放录音，和学生一起正确
模仿辅音的发音方法。
6 chant学习：听录音，模
仿跟读。

呈现各辅音
字母。
三、拓展运用：
CAI展示日常生活中一些
好的和不好的行为习惯，
让学生以小组的形式进行学生以小组的形式进行讨
讨论，并写下来。论，并写下来。
这些场景包括：这些场景包括：
面对熟睡的小孩大声说话：面对熟睡的小孩大声说话：呈现示例：
Don`t shout. Don`t shout. 面对熟睡的
在草地上：在草地上：小孩大声说
Don`t walk on the grass. Don`t walk on the grass. 话：
在爬树：在爬树： Don`t shout.
Don`t climb the tree. Don`t climb the tree. 在草地上：
在床上跳在床上跳 Don`t walk on
三、拓展提Don`t jump. Don`t jump. the grass.
升。再请学生想一写些好的建在爬树：
（10）分钟议,运用Let`s…表达出来。学生想一写些好的建议,运Don`t climb
请学生自由展示他们的句用Let`s…表达出来。 the tree.
子。学生自由展示他们的句子。在床上跳
四、Homework. Don`t jump.
1.一部分能力较强的学生，
给自己制作一张表贴
在自己的卧室，上面用英
语写上自己什么事情可以
做，什么事情不可以
做，时刻提醒自己要遵守。
2.对另一部分接受能力较弱
的学生，认字阅读本课的课
文，争取能清楚阐述书上图
片的意思
板书设计：
Module10 Unit2 Don`t shout ,please.
Don`t walk on the grass.
板书设计 Don`t shout .
.Don`t climb the tree.
Let`s go and see the pandas.

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小学

中学

高等教育

人际交往：高等教育中的人际关系建立

在校园中成长：高等教育的个人发展

独立思考：高等教育培养批判性思维

社会责任：高等教育与社会公益

高等教育的挑战：应对学术压力

全方位发展：高等教育中的课外活动

世界舞台：国际化的高等教育体验

掌握技能：高等教育与职业发展

创新的摇篮：高等教育培养创造力

高等教育的价值：为未来投资

学术之旅：高等教育的挑战与机遇

探索专业道路：选择合适的学科领域

追求知识的殿堂：高等教育的重要性

升学大计：如何为高等教育做准备

进入高等教育的门槛：选择大学的要点

文档作者

温柔似野鬼°

你走后，情书写给山鬼，我也不再计较灵魂。

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人际交往：高等教育中的人际关系建立

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