好车排行榜-三国演义读后感1000字

四年级上册英语教案(第3册)
Module 1 Numbers
Unit 1 seventeen, eighteen, nineteen, twenty!一、 教学准
备与分析
1、 教学内容
学生用书：第一模块第一单元活动1、2、3、
活动用书：第一模块第一单元活动1、2、3、
2、 教学目标
2．1技能与知识目标
A基本要求
基本能听懂、会说英文数字Numbers 13-20.
基本能听懂、会说句型 This is + adj + one.
B初步要求
使学生初步理解和感知的句型Here’s的用法。
C巩固复习
复习巩固颜色词汇yellow, white, purple, pink, red,
green,blue.
复习英语数字1---12
复习歌曲 “Rainbow” 和 “Ten little fingers”
2.2运用能力目的
通过学习英文数字13--- 20，使学生能够灵活运用所学到英文
数字，对自己身边的数字进行正确英语的表达。
2.3素质教育（文化、情感态度、策略）目的
通过对本课的学习，让学生了解如何简 单的用英语数字自己周
围的事物，从中发现学习的规律，让学生从小培养爱学习、会学
习的良好 习惯。
3教学重点
英文数字Numbers 13-20.
4教学难点
“thirteen”和“fifteen”发音
5教学任务
学习任务
学习词汇：英文数字Numbers 13-20.
学习句型：句型 This is + adj + one
运用任务
运用任务一：智力大闯关。
运用任务二：猜猜他多大。
6教学任务
教学卡片、教学用书、录音机、挂图、学生卡片、水彩笔二、 教
学程序
1、热身复习（Warming-up）
(1)新学期开始，向学生问好，并询问一下学生在假期都干了什
么？
T: Hello, how are you?
What do you do everyday in the holiday?
(2)教师带领学生复习歌曲“Rainbow”,“Ten little fingers”
并借此机会复习颜色以及英文数字1—12。
T: What colour is the pencilpenwindowdoor…?
How many redgreenblue pencils…?
2.任务呈现与课文导入
（1） 教师出示一组数字题1+1=？2+1=？3+1=？…，让学生接龙
抢答，比一比， 谁的反映最快？当进行到12+1=？教师将速度放慢，
并请说出数字的同学到前台来给大家清楚的示范 。教师在此时可
将单词卡贴在黑板上。
（2） 教师准备了一个小见面会，——智力闯关游戏，想当大赢
家吗？那么让我们赶快来学习这些英文数字吧！
（3） 听一听，说一说，你听到、看到、想到、知道了什么？
3．课文呈现与操练
（1） 让学生看挂图听音，说一说发生了什么事？
（2） 听音跟读，画出听到的数字和句子，之后进行汇报。
（3） Touch game：教师请学生看黑板上的单词卡片并请出每组
小代表，教师说英文数字，
小代表们迅速找到数字，谁最快，谁是赢家。
（4） Bingo game: 教师请学生 拿出水彩笔，教师说英文数字，

学生用自己喜欢的颜色立刻相应的阿拉伯数字，之后教师 在说带
颜色的数字，如：Fifteen is blue.如果说的颜色和数字与学生
写的一致，就迅速说Bingo!
（5） 结合学生用书活动三，让四人小组练习Thirteen is red.
之后小组进行汇报。
（6） 句子接龙：教师任意拿起教学用具，比如铅笔，说：This is
知识目标：Twenty and one is twenty-one. I’ve got twenty-six
points.
能力目标：掌握数字相加的英语表达法；在竞赛中计算分数。

Ⅱ 教学重点：学习句型：Twenty and one is twenty-one. I’
ve got twenty-six points.
a green pencil.在拿起另一个红色的说：This is a red one.
还可用句型“Here is a red one.”
（7） 再次听音或观看VCD，鼓励学生模仿课文。
4．任务完成
（1） 智力大闯关
教师出示四组英文数字的加法算式，让学生通过小组活动，以最
快的速度描述和回答算式。如：13+1 =？（Thirteen and one is
fourteen）
之后请获胜组的同学将有资格进入下一关—— 猜猜他多大？
（2） “猜猜他多大”
教师给获胜的同学每人一张年龄卡，之后迅速转身告诉大家
“I am fourteen.”在立刻转过身来，等七位同学都汇报完毕
教师再任选一位同学发问“How old is heshe?”回答对的
同学给予奖励。
（2） 让学生看黑板总结数字的学习规律，比一比，哪一组说的
最棒！之后完成活动用书活动1、2、3。
5．家庭作业
（1） 完成活动用书的活动4、5。
（2） 学做调查表（可以是年龄表、家庭事物统计表）



Unit 2 I’ve got twenty-six points.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生学习英语的兴趣。
掌握单词：point winner
Ⅲ 教学难点: 说出英语数字中twenty- ninety整十的拼写规律。
Ⅳ 辅助资源：
挂图、录音机、磁带、图片
二、教学过程:
I. Warming up
全班学生依次报数。
告诉学生在课上如果表现好可得到分数卡作为奖励。
II. Revision:
教师出示一些动物图片，请学生说出他们的名字。（通过复习动物
名称为下一步新知识教授作好铺垫。）
III. Presentation:
1. 找几名学生到前面来，将刚才 出示过的动物图片发给
每个人一张，教师可作示范来问其中一名学生：”Have you got a
tiger?”引导该学生说：Yes, I have.或 No, I haven’t.
2. 请几名学生来猜猜他们每个人手里分别都有哪些图片。
如果有答对的教师马上 给这名学生一张事先准备好的10分数字卡
片.并且告诉他她:”You have got ten points.” 并引导学生
说出句子:”I’ ve got ten points.”板书句子。
3. 待全部猜完后每个人报出自己得到的分数，分数高的获
胜，教师对他说：”You’re the winner.”板书单词winner。
（新知呈现的部分以竞赛的形式出现既能激发学生学习的热情又
能自然地导出新知内容。）
4. 呈现课文：
出示课文挂图，提问学生：Who is the winner? How many points
has Weiwei got？放课文录音后，学生回答问题。

（听课文之前教师先给出问题能有效的帮助学 生理解课文及巩固
刚学过的重点句型。）
放录音，学生边听边指出句子。
跟录音朗读课文。
学生分角色朗读课文。
IV. Practice:
1. 完成P4练习2。
2. 数字游戏（P4练习3）。 学生两人一组，学生A给出一算式学生B回答并给出另一算式，
再由学生A回答，两人轮流进行。
（活动中教师讲解数字相加的英语表达法，也可将数学算式如
20+1写到黑板上以加深学生的 印象。）
3. 活动：快速加法问答。
每个学生有一个数字代号。教师从每组中请几名学生为出题员快
速出题如：”twenty and six is….”代号数字和答案相同的学生
就要起立并回答，如代号是26的学生起立回答 ：”twenty-six.”
如果回答正确并且速度快这名学生将得到10分的卡片，最后统计
得分最多的小组获胜。
（此活动的目的在于训练掌握数字相加的英语表达法并能在竞赛
中计算分数。）
4. 游戏：6的倍数。
游戏先在全班中进行，全班学生按顺序说数字，如果说到数字6
或6的倍数 就要拍手并且不能说数字，否则就被淘汰。
（此活动目的在于训练学生能快速用英语数数。）
5. 学Chant。
教师首先播放一遍chant录音，请学生边看图边听。
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边模仿学说。
听录音连贯跟读几次，鼓励学生加上动作。
请学生找出整十的数字并说出单词拼写的规律是以-ty为词缀的。
V. Summary:
总结在这节课中多少学生获得了分数卡，让他们说出自己的分数。
（做到首尾呼应及时总结学生的表现有效地激励学生。）
VI Homework
请将下列算式用英语表达出来。
35+1=36 29+1=30 41+6=47 50+9=59





Module 2 Directions
Unit 1 Go straight on.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标：学习句型Where’s West Lake Road, please? Go
straight on. Turn left. Turn right. Where are you going?
能力目标：培养学生问路、指路的能力。

Ⅱ 教学重点;
1. 学习句型：Where’s …,please? Go straight on. Turn
left. Turn right. Where are you going?
2. 掌握单词及词组：house go straight on turn left
turn rightexcuse me next to supermarket
Ⅲ 教学难点:
掌握表示地点和方位的词
Ⅳ 辅助资源：
挂图、录音机、磁带、图片、课文VCD
二、教学过程:
I. Warming up
TPR活动。教师边说边做：”Right hand up. Right hand down.”
学生跟着教师边做边说。
II. Revision:

教师出示一些表示地点的图片如parkzooshopschool等，请学2. 活动：我迷路了。
生抢答出单词。 教师准备一些路线图和要找的目的地单词卡。教师将单词卡片发< br>（通过复习地点单词为练习本课的句型Where’s …,please?做好给一些学生，再将路线图发给另一部分学生，那单词卡片的学生
铺垫。） 作为迷路者来问路，如：”I’m lost. Where’s the park?”拿
III. Presentation: 着路线图的学生帮助他们来指路。
教师拿出公园的图片对学生说：”I’m going to the park this （学生在活动中操练了问路和指路。）
weekend. Where are you going this weekend?”学生说出自己
的出行计划”I’m going to….”
（为课文教学创设情景）
教师说：”Sam is going to Daming’s house. Where is Daming’
s house? Is it in West Lake Road or East Lake Road? Let’
s wactch the VCD.”
学生观看课文VCD，找出答案并回答。
教师提问：”Sam asks the way to the policeman. How does he
ask?”学生听课文录音，大屏幕上出示Sam的问话。教师指导学
生读句子。
所有学生来扮演Sam,教师来扮演policeman，同时在大屏幕上演
示出课文中的路线图，教师 边指图边讲解。教授词组go straight
onturn left turn right。
教师在大屏幕上出示几种路线图如： 让学生说出路线。
（通过练习及时操练重点词组。）
学生打开书，跟录音朗读课文。
分角色朗读课文。
IV. Practice:
1. 活动：问路。
让学生自己画一幅地图，上面有三条路，分别标有school zoo
supermarket my house. 在地图的某处标有You’re here. 教师
请学生用自己的地图进行两人小组练习，一人问路：”Where’s the
zoo, please?”，另一人指路:”Go straight on and then turn
left”。
（此活动目的在于巩固练习问路及指路的语句，培养学生观察和
动手能力。）
V. Summary:
教师说：”Today we have learned how to ask and show the
way with Where’s …, please? Go straight on. Turn left. Turn
right. ” We use them in the daily life.
VI Homework
请学生画出从家到学校的路线图并英语标注。

Unit 2 It’s at the station.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标： 学习句子：The train is going updownpast the
hill.
能力目标：能够用英语问路和指路

Ⅱ 教学重点;
1. 学习句型The train is going updownpast the hill.
2. 掌握单词及词组：Trainuphilldownpaststation
Ⅲ 教学难点:掌握表示地点和方位的词
Ⅳ 辅助资源：
挂图、录音机、磁带、图片
二、教学过程:
I. Warming up
TPR活动：教师或一名同学下口令turn lefthands uphands down
等,全班学生做动作。
II. Revision:

请几 名学生展示自己上节课画的路线图并向大家介绍从自己家到
学校的路线，教师可把学生的路线图用投影放 出来。
（此活动既使学生的作业得以反馈，复习了已学过的知识，又
为本课的新内容做好铺垫。）
III. Presentation:
1. 教师准备一涨有课文背景图案的挂图，将小山、房子、
3. 活动：How can we go to Carrefour?
学生以小组为单位讨论后设计出从学校到最近的一家Carref our
的路线图。然后到前面来给全班学生讲解路线，选出最合理的一
组获胜。
4. 学Chant。
教师首先播放一遍chant录音，请学生边看图边听。
学校、火车站分别贴在图上，并讲解单词hill和station。
2. 出示火车图片并说：There’s a train from Beijing to
our is the train going? 将火车贴在山上的位置，
引导学生说出：“The train is going up the hill.板书该句子。
3. 移动火车到山下的位置问：“Where is the going now?
引导学生说出：“The train is going down the hill.
4. 同样方法讲解 It’s going past….
5. 呈现课文：
出示课文挂图，提问学生：Where is the going now放课文录音
后，学生回答问题。
（听课文之前教师先给出问题能有效的帮助学生理解课文及巩固
刚学过的重点句型。）
放录音，学生边听边指出句子。
跟录音朗读课文。
IV. Practice:
1. 活动：火车在哪里。
教师将“hill”, ”houses”, ”school”, ”station”,图片
交给学生请他们站在相应的位置。将”train”的 头饰交给另一名
学生，并邀请一些学生乘坐火车。老师请火车开动起来，并请其
他同学一起说出 火车经过了哪些地方。
（此活动的目的在于在活动中巩固、练习表达方位的单词。培养
学生的合作精神。）
2. 完成P8练习3。
学生两人一组，学生A说出路线，学生B根据A的描述找到相应
的地点。学生A：Go straight on, turn left. It’s on your night.
学生B: Is it the supermarket? 学生A: No, it isn’t.
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边模仿学说。
听录音连贯跟读几次，鼓励学生加上动作。
5. 学唱歌曲。
教师首先播放一遍歌曲录音，请学生边歌词边听。
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边学唱。
听录音连贯跟读几次，鼓励学生加上动作。
V. Summary:
请学生总结今天所学的重点句子和单词。
VI Homework
看P8图来描述火车所在位置。



Module 3 Activities
Unit 1 She’s writing a letter.
教学目标
1．Key sentences: This is my sister.
She’s writing a letter.
lary: writing a letter, taking pictures, talking to
her friends, playing with a toy train..
教学重难点
Aims 1, 2,3
教学方法
Listen, TPR, communication

教学准备
A recorder some cards wall chart
教学过程
教师活动
学 生 活 动
ask Ss : “What can you see?”
the tape , get the Ss write down all the numbers they
Tom) “What are they doing?”(They are talking.) “What are
they talking about?”
学生问好
Ss repeat
Ss look at the picture and answer the questions
5. Play the tape, get the Ss listen.
6. Play the tape again, pause it after each utterance, get
hear.
(Plays the tape two or three times)
some individual student to say the numbers they heard.
teacher writes the following words on the board: is
are
to the words and say the words.
adds the following word on the board: ‘s
7. Tell the Ss that this is the short form of “isnow have
the Ss look at their books, find these words in the story.
Warmer:
1. Greetings.
2. Ask and answer:
Who is he?
Who is she?
What is he doing?
What is she doing?
Call some Ss answer, then get them work in groups.
and repeat.
1. Teach the new words: 2. Call some Ss read and spell
the words. writing a letter, taking pictures, talking to
friends, playing with a toy train..
3. Practice the words more times by individual student or
group.
4. Have the Ss open their books, and look at the pictures
in books, ask them: “Who are they?”(Daming, Lingling, Amy,
the Ss repeat.
7. The teacher read the text again, get the Ss repeat.
8. Call two Ss act the roles in text.
Step2. Listen and say.
1. Play the tape, stop the tape after A finishes talking.
Tell the Ss they are B, they can read B’s sentences.
2. Work in pairs, one is A and one is B.
book
Ss listen a
Call some Ss to repeat the sentence they hear

板书设计
MODULE 3 Unit 1
This is my sister.
She’s writing a letter.

Unit 2 What are you doing?
教学目标
1. Talk about the pictures.
2．Key sentences: What are you doing?
I’m watching TV.
lary: listen to, read, do my homework
教学重难点
Aims 1, 2,3
教学方法

视听法、交际法
教学准备
A recorder some cards wall chart
教学过程
教师活动
学生活动
Warmer:
1． Read the text of Unit 1.
2． Game: Tell me more
(The teacher writes the following information on the board
before the lesson).
She’s writing a letter.
She’s taking pictures,
She’s talking toher friends,
She is playing with a toy train.
3. Tell the Ss that I’m going to say the pictures and they
have to point to the correct activities.
4. Work in pairs. One say and one point.
Step1. Look , listen and point.
1. Get the Ss to open their books of Unit2, look at activity
1, then the teacher points to the pictures, ask the Ss: “What
can you
see on the pictures?”
Ss read the text
Ss look at the picture and answer the questions
(The Ss tell the teacher what they see).
3. Repeat the sentences.
4. Now listen to the tape and point to pictures.
Step2. Ask and answer
some activities on the board, give the Ss some
information about the activities.
What are you doing?
I’m listening to music.
I’m watching TV.
I’m reading a book.
What is he doing?
He’s reading a book.
What is she doing?
She is watching TV.
2. Ask and answer. The teacher should give an example first.
3. Work in pairs.
and repeat. Pay attention to the stress.
and chant.
exercises of AB book.
Homework: the words and text of Unit1.
the words of M1.
Ss reapeat
Ss listen and point
Ss practise
Ss repeat
Say the chant
板书设计
MODULE 3 Unit 2 What are you doing?
What are you doing?
I’m listening to music.
I’m watching TV.
I’m reading a book.

What is he doing?
He’s reading a book.
What is she doing?
She is watching TV.

Module 4 In the park
Unit1 What are they doing?
教学目标
1. Talking about activities in the park
sentences: Present continuous:
What are they doing?
They are rowing a dragon boat.
lary: let’s, get on, lots of, interesting, thing,
look at, people, park, lake, row, boat, men, chess, drink,
hungry
教学重难点
Aims 1, 2,3
教学方法
视听法、交际法
教学准备
A recorder some cards pictures
教 学 过 程
教 师 活 动
学 生 活 动
Warmer:
1. Greetings and review the activities:
writing a letter,
taking pictures,
talking to friends,
playing with a toy train..
2. Revise the activities with the actions.
(writing a letter,
taking pictures,
talking to friends,
playing with a toy train..)
3 The teacher ask the Ss: “Last lesson we learnt
about the people in the park.
(1)Look at the people in the park, what are they doing?
(2)Look at the people on the lake,what are they doing?
(3)Look at the men under the tree, what are they doing?
(4)Look at the girls, what are they drinking?
4. Call some Ss answer.
(1)They are doing taijiquan.
(2)They are rowing a dragon boat.
(3)They are playing chess.
(4)They are drinking soybean milk.
Then point to the form on board, get the Ss say the
activities on it ,and ask them “What are they doing?”
Step1: Presentation
1. The teacher show 4 pictures, have the Ss to describe
the pictures
(1)They are doing taijiquan.
(2)They are rowing a dragon boat.
(3)They are playing chess.
(4)They are drinking soybean milk.
2. Write the following sentences on board:
What are they doing?
They are rowing a dragon boat
Ss read the text
Ss look at the picture and answer the questions
3. Teacher describe the pictures and get the Ss listen.
4. Do more examples for Ss, make them understand the
meaning.
lesson
1. Have the Ss open their books, and listen to the tape,
then find “What are they doing? They are rowing a dragon

boat” in the text.
2. After listen, check their answers.
3. Show the cards on board , teach the new words:
let’s, get on, lots of, interesting, thing, look at, people,
park, lake, row, boat, men, chess, drink, hungry
4. Practice the words more times by individual student and
What are they doing? They're playing……
What's she he doing? She He is running……
（3）学习歌曲《Row your boat》
2、能力目标（Abilities aims）
（1）使学生能够运用现在进行时，询问回答并描述他人正在干什
么。
groups.
5. Have the Ss find the new words in text , and underline
them.
Ss reapeat
Ss listen and point

板书设计
What are they doing?
They are rowing a dragon boat.

Unit 2 What is Amy doing?
一、教学分析(Analyze teaching)
1、教学内容分析：
本节课主要是学习和运用句型 What are they doing?
They're doing sth. What's he she doing? He She
is doing sth. 让学生学会询问他人正在做什么。
2、教学对象分析：
本节课的教学对象是小学四年级的学 生。在知识掌握上，他们已
有初步的听、说、读、写能力。在教学中教师要抓住学生的这些
特点 ，通过运用TPR直观生动的教学方法，激发学生学习兴趣的
同时，尽量多创造让学生“说”的机会，充 分发挥学生的主体地
位；使学生获得成就感，增强自信心。
二、教学目标（Teaching aims）
1、知识目标（Knowledges aims）
（1）学习单词 : running jumping
（2）学习如何询问他人正在干什么及其应答。
（2）通过学习，使学生能听懂会唱英文歌曲《Row your boat》
3、情感目标（Feelings aims）
（1）根据学生的实际水平设计教学活动，培养学生积极参与活动
的意识和同学间的合作精神。
（2）通过英语歌曲的学习，有效地激发学生英语学习兴趣，同时
培养学生的想象力和创造性的 思维活动能力。
三、教学重难点
1、教学重点（Keypoints）：能运用 What are they doing?
What's he she doing? 询问别人正在干什么？并根据情况回
答They're doing sth. He She is doing sth.
2、教学难点（Difficult points）：学生能根据实际情景，询问
描述正在发生的行为或动作。
四、教学准备（Teaching aids）
多媒体课件（CAI），农村小学英语远程教育资源,简笔画图片等
五、教学方法（Teaching methods）：采用全身活动法，反应法，
小组合作 学习法组织教学，游戏、儿歌、活动贯穿始终，充分调
学生学习积极性和主动性，培养学生创新思维。
六、教学过程（Teaching procedures）：
（一）Warming-- up
ngs.
T:Good morning, boys and girls.
Ss:Good morning , Ms Wan.
T:How are you?
S1:I'm fine, thank you. And you?
T: I'm great, thank you.
T: How’s the weather like today?

S2:It’ sunny today.
English song.
T: Yes, today is sunny, I’m very happy. Are you happy?
Ok, Let’s sing a song. Head shoulders ,knees and
toes. OK?
some words and phrases with actions.
eg : playing football, swimming , watching TV……
the CAI, enjoy the song.
the song after teacher and CAI.
the song together as well as do actions.
some Ss show this song.
(五)Homework
exercise book on page 16 Ex 1, 2

(二）Presentation
(1)Teach
Teacher does actions
girls ,what am I doing? Yes, I'm running, running. Then
write “running” on the blackboard. And read it several
times. Learn
(2)Teach are they doing? They're playing
basketball. What is he she doing? He She is
jumping.
“running jumping” Then asks
And help Ss answer: They're runningjumping. Then make a boy
or a girl does action and asks: What is he she doing?
Make Ss answer: He She is playing basketball. While
write these important drills on the blackboard.
(三)Practice
at the screen (CAI), Learn say, ask and
answer, and using the target drills.
What are they doing? They're playing……
What's she he doing? She He is running……
exercises on page 16. Look, listen and guess
are Sam and Daming doing? What is Amy
doing?
the guessing game and have a match between
boys team and girls team .
(四)Learn the English song
(六)Teaching design.
Module 4 Unit 2: What is Amy doing?
What are they doing? They're Playing
football.
What is he she doing? She He's
running.






Module 5 Food
Unit 1 Do you want some rice?
一． 课型：新授课
二． 教学目标：
1． 能听懂会说单词。
Chinese fast food want some make nice chopsticks difficult
2.能理解运用
Do you want some rice ? Yes, please. No, thank you.
He’s doing …
等句型进行交际活动，并能就课文内容或所给图片进行描述性练
习。
三、教学重点：识记单词；理解及运用句型；朗读课文。
四、教学难点：用所学句型及单词进行实际交际活动。

五、 教学准备：
多媒体课件、图片 、 录音机，实物（卡片、 图片 ）
六、教学过程：T: teacher Ss: students


Step 1 Greetings.
T: Good morning, boys and girls. Have you got a
T:Noodles and rice are very nice. They are Chinese fast food.
2. show the cards ,learn the words :
fast food
指名读,分组读。 齐读。
T:Do you want some rice?
Ss: Yes, please.
T: Do you want some noodles?
bookpencilpen…?
引导学生回答Yes, I , I haven’t.
T: Glad to meet you.
(用Free Talk的 形式,让学生置身于真实的英语交际环境,尽快融
入到英语氛围中来。同时，在师生交流的过程中引导学 生回顾相
关的语言知识，也为本课的教学做好铺垫。)
Step 2 Presentation
1．（Free Talk结束后，教师环顾全班同学，面带欣慰的微笑，）
T： Class, let’s chant. （拍手齐说）
Noodles and rice are very very nice.
Mmm, Mmm, very very rice.
Ginger and spice are not very nice,
Mmm, Mmm, are not very nice.
T：Very good.
(later on) T: Do you like noodles?
Ss: Yes.
T: Do you want some rice?
引导学生说出Yes,please.
T: Do you like rice?
T: Yes.
T: Do you want some rice?
Ss: Yes, please.
T: Do you want some soup?
引导学生说出
Ss: No, thank you.
Ss: No,thank you.
CAI 操练此句型。显示各种食物的名称。
Do you want some …？
Yes，please.
No, thank you.
3 Ask and answer:
看课件，让学生回答:
指名回答，师引出回答：引出本课新句型：
Do you want some …？
Yes, please.
No, I don’t.
利用多媒体操练此句型:
T: Please look at the pictures, (多媒体显示快餐店和快餐食
品)
T: Do you want to some hamburgers?
Ss: Yes, please.
T: Do you want some chips?
Ss:No,thank you.
T: Do you want some chocolate ?
S: Yes,please.
T: Do you want some meat?
S: Yes, please.
两人一组进行操练,互问互答。
反复操练新句型。采取学生互问互答的形式. 两人一组，男生女
生互问互答。老师及时表扬。

看图片,师再问学生:
T: What is he doing ?
Ss:He’s playing football.
T:What is he doing?
Ss: He’s making noodles.
T: What is he doing?
Ss:He’s swimming.
Ask and answer
操练此句型。
What is he doing?
He’s …
师及时纠正。
Step 3 Homework：
A． Read the words by yourselves. try to remember
them.
B． Listen to the tape and read the text


Unit 2 I am making dumplings
教学目标：
1. 知识目标：
What are you doing ? I`m making dumplingscooking
vegetables.
Do you want some? Yes, please. No, thank you.
2. 能力目标：
能运用核心内容比较中西方饮食方面差异，并用英语向外国朋友
介绍一些中国的食物。
2. 文化意识：
了解中西方饮食方面的文化，并引导学生比较 差异。在学习过程
中，努力发展学生跨文化交际的意识和能力。
教学重点：
核心句式Do you want some? Yes, please. No, thank you.
教学难点：
1.真实运用任务的设计
2. What are you doing ?和 Do you want some?两种不同句式的
综合运用。
教学用具：录音机、卡片、图片、头饰、课件
教学过程：
一、热身复习
1、师生表演唱英文歌曲—I`m listening to music.
2、听声音猜测Amy和Sam正在做的事情（What is heshe doing ?
HeShe is..）
3、复习食物类单词后，引导学生为单词分类（Chinese food
Western food）,并相机引出生词—dumpling 和vegetable,并通
过领读、点读、伴声音读（跺脚读）等多种方式进行练习。
4、学习生词过程中，教师边做动作边适时呈现核心句型,并板书
—I`m making dumplingscooking you want some?
二、任务呈现和课文导入 < br>在复习环节后，教师向学生布置本节课的任务：（教师边指黑板上
食物图边布置任务）Noodl es,rice,hamburgers,sandwiches …
They are all we`ll continue to talk about the
the end of lesson, you all will have a chance
to introduce your nice food to your English friends.
Some friends are making dumplings and cooking
vegetables,too. Now , listen ,who are they ?
三、任务准备
（一）学习短文
1、听音回答问题（1）：Who are they ?
设计意图：通过让学生回答Daming is making
`s mother is cooking vegetables. 帮助学生
初步了解短文内容。
2、听音回答问题（2）Do Sam and Amy want dumplings ? Do they
want vegetables ?
设计意图：通过回答复杂问题，检测学生对文章理解能力。

3、听音、指词、模仿
4、自由练习对话、分角色表演
5、学生抽食物卡片，重点练习Do you want some? Yes, please.



No, thank you.
设计意图：由于青岛的学生 没有学习这个句型，所以在此重点练
习此句型，为后面的完成任务做好准备。
（二）学习韵律诗
1、观察韵律诗中的图（一人正在把平底锅的蛋糕放入烤箱中），
并回答：What is he doing ?(He`s making a cake.) Where`s the
cake ? ( It`s in the 平底锅.)学习pan一词。并引导学生注意
pan和pen发音方面的区别。
2、初次听，教师做动作帮助理解。
3、再次听，引导学生模仿。
4、边说边做动作（由慢到快）
设计意图：增强韵律诗的趣味性。
（三）做课堂用书上的题
通过做题引导学生将听说读写四项技能有机结合，培养学生语言
综合运用能力。
四、任务完成
本课设计的任务是向英国的小朋友介绍自己最喜爱的食物。
（一）师生示范
教师自己先抽取一图片，并向事先以安排好的戴着头饰的Sam和
Amy 介绍自己最喜爱的食物。I`m making noodles. Do you want
some ?
（二）学生自由介绍
五、家庭作业
教师引导学生总结本节课学习内容。同时布置课外作业---- 把自
己喜爱的中西方食物介绍自己的父母






Module 6 Abilities
Unit 1 Can you run fast ?
Teaching material: Module 6, Unit 1.
Teaching aims: and answer about abilities using “Can
you….?” “Yes, I can. No, I can’t .”
the new words in this unit : can,
jump ,high, run, fast, far, ride .
Teaching important points: Can you …..? Yes, I can. No,
I can’t .
Teaching difficult points: ride , can’t ,run .
Teaching procedures:
Step 1. Warm-up
T: In 2008, the Olympic Games will be held in Beijing. So,
now most of the people like sports(运动). I like
sports,too. Do you like sports.
Ss: Yes.
T holds up the card of “can” and say “I can play table
tennis. And you?”
S1: I can…..
S2: I can…..
T: Sam, Amy, Daming and lingling like sports,too. What can
they do ? Let’s look at the text . Underline the new words.
Step2. Look, listen and learn.
1. Ss say out their questions. T explains. Then let the
students try to translate the text.
2. Teach the new words:
(1). Can, can’t . Make sentences. For example, I can make

noodles. I can’t make cakes. Ss:……
(2). Run, jump, ride,fast, high, far. T do actions, Ss try
to say the proper words. Then Ss practice in pairs. And then
hold a match: T do the actions, Ss say the proper words row
by row.
(3). T points the new word . Ss read them one bye one .
3. Play the tape. Pause it after each utterance for the
Can you ride fast?

Unit 2 Yes, I can.
教学目标：
1. 知识目标：Can you make a cake?
Yes, I can. No, I can’t.
2. 能力目标：使用＂can＂询问他人的能力并讲述自己的能力。
students to listen and repeat three times.
4. T teaches the difficult word and sentences.
5. Ss practice in groups of five.
6. Get some groups to act it out .
7. Ask and answer about text:
Q1: Can Sam Amy run fast?
Q2: Can Sam Daming jump high?
Q3: Can Sam Lingling jump far?
Q4: Can Sam Daming ride fast? Some students answer
these questions. Then T says “ Sam can run fast jump high
jump far. But he can’t ride fast .
Step3. Review and act .
1. Review some expressions: Play basketball football table
tennis. Make noodles cakes dumplings. Write a letter, take
pictures and so on.
2. Make dialogues. T and a good student act first , then get
some students to try.
3. This lesson we can ask some questions. For example, Can
you ……? And we can answer them using the structure “ Yes,
I can. No, I can’t .” We studies very well. Class is over.

Can you run fast?
Can you run fast?
Can you jump high? Yes, I can. No, I can’t.
Can you jump far?
3 、教学重点：
核心句式Can you -----?
Yes, I can. No, I can’t.
4、教学用具：录音机、卡片、图片、头饰、
教学过程：
Step 1: 老师和学生进行简单的交流，针对能力向学生提出问题。
Can you -----?
Yes, I can. No, I can’t.
2、请学生完成AB Unit 2 练习1。听音做出响应的动作。
Step 2:Presentation
1、 课文导入：出示课文中的挂图，告诉学生：大家
要听一听Daming、Lingling 、Amy 和Sam之间关于能力的对话。
请听录音。并回答下面的问题： Daming、Lingling 、Amy 和Sam
能做什么和他们不能做什么？
2、 Read after the tape.
3、 Practises in pairs.
4、 Play games:1 调查一下咱们班Who can make---?
如果你能请回答＂Yes, I can.” 不能请回答＂No, I can’t.”
2、
让学生在两张纸上分别画出哭脸和笑脸，然后两人一组，进行对
话。被询问一方要举起画有哭脸和笑脸的纸，然后进行口头回答。
3、开展“互相帮助”游戏。
Step 5 Homework
Listen and repeat at least five times.

Module 7 Travel
Unit 1 We are going to go to Hainan.
一、 教学准备与分析
1、教学内容
学生用书：第七模块第一单元活动1、2、3、
活动用书：第七模块第一单元活动 3、
2、教学目标
2．1技能与知识目标
A．基本要求
基本能听懂、会说、会读、会写词汇： tomorrow, by plane, from,
swim, sea,
基本能听懂、会说、会读句型: We’re going to … I’m from…
B．初步要求
初步掌握词汇：bedtime, swimsuit,
初步掌握句型：I’m going to …
C．巩固复习
复习词汇: children, get up, China, England.
复习句型：名词所有格的表达方式“Xiaoyong’s bag”及时间的
表达方式。
2.2运用能力目的
运用We’re going to …句型让学生能够给自己所在的团体做出
近期计划及用运用I’m from …介绍自己来自何处。
2.3素质教育（文化、情感态度、策略）目的
培养学生主动用英语与他人交流，能积极与他人合作，共同参与，
合作完成学习任务。
通过对本课的学习，让学生学会从小就要有计划地做事情，合理
的安排时间。
3、教学重点
词汇： tomorrow, by plane, from, swim, sea,
句型: We’re going to … I’m from…
4、教学难点
Plane, swim, sea的发音
5、教学任务
A．学习任务：
学习词汇：tomorrow, by plane, from, swim, sea,
学习句型：We’re going to … I’m from…
B．运用任务：
运用任务一：有意义的活动计划
6、教学任务
教学用书、录音机、单词卡片
二、 教学程序
1、热身复习
活动1、教师语言：Let’s say and do the actions 。（老师出
示单词卡片让学生看着卡片的短语边说边做出相应的动做。）
Swim, swim, swim in the sea.
Boat, boat, row a boat.
Basketball, basketball, play basketball.
Dumplings, dumplings , make dumplings.
Chess, chess , play chess.
Pictures, pictures, take pictures.
2.任务呈现与课文导入
教师语言：Hello! Children. Do you like taking pictures?
学生语言：Yes.
教师语言：I like, too. I like traveling very much. Do you
like traveling?(你们喜欢旅游么？)
学生语言：Yes.
教师语言: Amy ,Sam and their parents like traveling, too.
OK! Let’s listen to the tape.
Where are they going to go? Then you and your
friends are going to make a plan by yourself.
At last you’re going to tell us where you are going
to go, what you are going to do, how do you go there.

任务呈现：我们今天的任务是 你和你的朋友将一起为你们制定一
个有意义的活动计划。
3．课文呈现
教师语言：After listening , please complete my sentences.
（1） 教师播放录音，此时只要求学生听，不跟读。
（2） 学生完成句子填空 we’re going to go to Hainan tomorrow.
We’re going to get up at 5
论然后回答
学生语言：We’re going to get up at . 按小组回答
4））教师语言：At last, what are you going to do? 四人小组
讨论，汇报。We’re going to .
5）Game : 全班四个大组，A组写We’re going to go to . B
组写We’re going to go by .C组写We’re going to get up at .
D组写We’re going to .
o’clock.
We’re going to go by plane.
I’m Sam . I’m from England.
I’m Xiaoyong. I’m from China
(Sam)I’m going to swim in the sea.
(Xiaoyong) I’m going to visit my grandpa.
4．操练与指导
1）教师语言：Please look at this map .I’m going to go to
Beijing.(指北京) Who wants to go with me?(谁愿意和我一起
去？)
学生语言： Me .（或用汉语回答我愿意）
教师语言： OK. We’re going to go to Beijing.(老师与学生
站在一起将强调We.) 教授两遍。如每组派一同学为自己的大组选< br>择一个地点，这个组的学生就根据这个地点来练习句型We’re
going to go to . 然后进行大组之间的操练。请同学自己选择
城市或其它地方来操练We’re going to go to .
2) 教师语言：You’ve chosen a place .But how do you go there ?
I’m going to go by plane. Who wants to go by plane?
学生语言：I want.
教师语言: OK! We’re going to go by plane. 教授两遍。A，
B，C，D每组操练一遍，然后进行AC，BD这的组与组之间的操练。
Can you choose another traffic tools?(让学生选择其它
交通工具来练习We’re going to go by .句型)
3）教师语言：In our plan the time is very important, do you
think so? When are you going to get up? 请学生四人小组讨
老师为每组发一面旗子，然后放音乐当音乐停下来拿到旗子的
学生就站 起来将自己所写的内容读出来，这样进行几组联系。
复习巩固
教师语言：刚才我们大家都 听到了没有经过讨论的计划是不合理
的，那么现在请你们再来听听Amy他们制定的旅行计划吧。
1）录音，全班跟读课文。
2）全班朗读课文
5．完成运用任务
有意义的活动计划 现在请你们自己自由组和讨论一下自己的
活动计划，然后小组汇报。
7、作业
下课为自己的家庭制定出一个活动计划。
Unit 2 We are going to visit the Ming Tombs .
一、教学准备与分析：
1，教学内容：
学生用书：第三册第七模块第二单元活动1、3、4、5
活动用书：第三册第七模块第二单元活动1、2、4、5
2，教学目标：
2,1技能与知识目标:
A，基本要求：
基本能听懂、会读、会说、会抄写单词stone, camel ,visit( 进
一步了解visit的用法既可以表示visit a person，还可以表示
visit a place ,an animal)
基本能听懂、会读、会说句型:we’re going to do sth.
能听懂、会唱歌曲：We are going to go to the zoo.

B, 初步要求：
使学生初步感知单词roar,scary,the Ming Tombs，不同人称在 be
片。
一， 课堂教学程序：
going to go to + place语言结构中的应用。
C,复习巩固:
复习巩固单词:monstor, animal, 以及学过的动物名称。
复习巩固句型:.We’re going to go to +place.
2,2运用能力目的:
能够熟练掌握visit的不同用法，能够运用be going to do sth
的语言结构表示自己打算干某事。
2,3 素质教育:
通过对 本课的学习，使学生了解有关明墓的历史、地理位置及其
概况的知识，激发学生热爱历史、热爱祖国的热 情，树立保护文
化遗产主人翁的意识。培养学生认真学语言，乐于用语言的意识，
并通过歌曲的 学习，促进学科间的交流。
3，教学重点：
基本能听懂、会读、会说、会抄写单词stone, camel ,visit( 进
一步了解的用法即可以表示visit a person，还可以表示visit a
place,an animal)
基本能听懂、会读、会说句型：we’re going to do sth.
能听懂、会唱歌曲：We are going to go to the zoo.
4，教学难点：
visit的不同用法
5, 教学任务:
A, 学习任务:
基本能听懂、会读、会说、会抄写单词stone, camel ,visit( 进
一步了解的用法即可以表示visit a person，还可以表示visit a
place,an animal)
基本能听懂、会读、会说句型we’re going to do sth.
.能听懂、会唱歌曲：We are going to go to the zoo.
B, 运用任务:游园路线图
6, 教学用品:
录音机(带), 单词教学卡(大的),教学挂图，有关地点和动物的卡
一、启动：（3分钟）
(1),听Module7unit2的歌曲并跟着老师做动作
(2), Say a chant: We’re going to We’re going to go to
+place
I’m going to I’m going to go to+place
She is going to She is going to go to +place
He is going to He is going to , go to
+place
They are going to They are going to go to +place
(可在地图上指地点，也可向学生出示事先准备好写有地点
的卡片)
二、导入(3分钟)
I’m going to ,I’m going to check your can tell
me something about the Ming Tombs.请一两个同学把收集到的
有关the Ming Tombs的资料与其他同学分享。
三、呈现
课文呈现：Ms Smart and her student have been to the Ming
Tombs,Let’s see”What did they see in the Ming Tombs.”
交代任务：We can’t visit the Ming Tombs now, but Miss Wang
have a good idea——We’re going to go to the zoo and visit
animals.
三、 操作与指导
1、Let’s see some animals.（图片）Teach words:stone ,camel。
操练单词:Gam e:老师说一种动物，学生做动作模仿，当老师说
stone+动物，学生暂停不许动，然后请一到两个 同学说动物。
2、体会单词roar,scary，请学生模仿动物的吼叫声，老师说scary请学生作害怕状，可藏在桌子下。
3、听，跟读课文。
4、T:Do you like stone animals or alive animals?
Ss: Alive animals.

T:Let’s see .(出示动物卡片)We’re going to visit animals.
教单词visit.
5、操练We’re going to visit +animal的语言结构。在黑板上
画动物园，请学生用We’re going to visit +动物的语言结构说
句子，说对的学生可得到英语书写的动物卡片，并贴在动物园他
们喜欢的位 置。（活动用书活动4）
6、完成运用任务；
请学生四人为一组，制定游园路线图，并做汇 报。引导学生通过
连词then来达到句子的连续性，和完整性。（活动用书活动5）
7、学唱歌曲We are going to go to the zoo
四：总结：
请同学们总结visit的几种用法。
五、 布置家庭作业:
活动用书单元活动1、2、6。

复习模块教案
第一节（40分钟）
一、教学准备与分析：
1、教学内容：
学生用书：第三册复习模块第一单元活动1、3、4
2、教学目标：
2.1技能与知识目标:
A、 基本要求
熟练掌握单词：up, down, past ,turn right ,turn lift ,numbers,
run fast, play the flute, swim, draw a dragon, make a cake,
play football, jump high, take a picture, ride a bike, row
a boat, park.
熟练掌握语言结构：be going +direction. How many? Can
you …? Yes, I can. No, I can’t . Be going to do sth.
B、 初步要求
（无）
2.2运用能力目标:
能够熟练运用Go straight on. Turn rightleft.描述他人走的
路线，给他人指路。能够运用Can you …?句型询问他人的情况,
并用Yes，I , I can’t.进行回答。
2.3 素质教育目标:
通过问路以及指路的活动,培养学生独立解决问题的能力以及乐
于助人的精 神。培养学生在小组活动中积极与他人合作，相互帮
助，完成学习任务的能力。培养学生乐于与人交往， 在交往中了
解自己及他人的能力。
3、教学重点：
同基本要求
4、教学难点：
（无）
5、教学任务:
A、 学习任务:
熟练掌握单词：up, down, past ,turn right ,turn lift ,numbers,
run fast, play the flute, swim, draw a dragon, make a cake,
play football, jump high, take a picture, ride a bike, row
a boat, park.
熟练掌握语言结构：be going +direction. How many? Can
you …? Yes, I can. No, I can’t . Be going to do sth.
B、 运用任务:
1、Find a secret place.
2、What are you going to do in the park.
6、教学用品:
录音机(带)、图片、单词卡
二、课堂教学程序：
1、启动：（3分钟）
呈现任务：Today, I am going to take you to a secret place.
Later you will fide the answer.
1） Say a song from Module 3 Unit 2
2） Chant: up up ,go up
down down ,go down

left left, turn left
right right ,turn right
straight on straight on ,go straight on
2、导入：
T: What am I doing? Ss: I am turning left.请学生来做T:What
5、完成运用任务1 Find a secret place.
给学生展示一个路线图（考验学生的综合运用能力）。教师< br>说口令或学生根据教师的口型发口令，学生画路标，最终来到
secret place——公园。
T: What are you going to do in the park?First let’s see Amy,
is heshe doing?Ss:She is ….
3、呈现：
Let’s listen to the tape,what are they doing?
4、操练与指导
1）Repeat after the tape.
2）Listen to the tape and write the numbers.学生汇报It’s
picture…
3）Listen and repeat.
4）T:I can jump can you do ?
Ss:I can …(Ask several students to answer)
T:Can you swim ?Ss :Yes,I can .No ,I can’t.生生对话
5）Game :We are the best partner.同桌之间以拍手的形式进行
边问边答“Can you ride a bike?row a boat?take pictures?”
Yes ,I can.或No, I can’t.节奏可由慢到快，先小组活动，然
后上台比一比，谁说的最好，最 多而且不间断。评选出最佳组合。
6）完成学生用书，活动3调查表，学生根据自己的情况来涂色或< br>画勾。教师进行全班提问，Who can run fast?play the
flute?swim?draw a dragon?学生举手表示Yes, I can .教师接
着提问How many ?How many students can run fast?学生回答。
7）利用数字卡片或手势复习数字。
游戏：小组对抗赛。这是一个训 练学生听认数字的游戏，教师将
数字和英文书写打乱分贴在黑板的两侧，左边如果是数字，右边
就是英文单词，教师说一个数字，这两位学生就立即摘下教师所
念的数字，摘的对而快的得两分，对而慢 的得一分，不对的不得
分，在教师说第一个数字的时候，各组的第二个学生应上前等候，
第一个 学生摘下数字后，游戏接着进行。
8）Let’s have a are going to go to the park.
Lingling, Sam what they are going to do .Have the students
listen and 她们已经给我们了一些建议。Now ,what are
you going to do in the park.
6、完成运用任2、What are you going to do in the park.
快乐的休闲时光。四人小组合作并展示对话（来到公园他们是怎
样度过快乐时光的）
7、复习总结：
请学生总结今天复习的内容。
第二节 （40分钟）
一、教学准备与分析
1．教学内容
学生用书：复习模块第2单元活动1、2、3、4
活动用书：复习模块第2单元活动1、3、4
2．教学目标
2.1技能与知识目标
A．基本要求：
熟练掌握月份的描述及天气状况的词汇
熟练掌握现在进行时
熟练掌握Can I have some……？语言结构及其回答Yes，you can。
Sorry，you can`t。
熟练掌握食物名称
B．初步要求
（无）
C．复习巩固：
复习词汇：January，February，Marc h，April，May，June，July，
August，September，October ，November，December
复习食物名称。

复习Can I have some……？语言结构及其回答。
2.2运用能力目标
运用所学语言点完成对 各月份的描述。运用已学知识点表述自己
对食物的愿望并对他人请求予以回答。
运用所学语言结构对他人正在做的事情进行描述。
2.3素质教育目标
使学生逐步形成用英语参加综合活动的兴趣和能力。
培养学生互相合作的精神，培养大胆、自信、活泼的性格。
使学生逐渐形成学习词汇和巩固已学知识的策略。
3.教学重点
同基本要求
4.教学难点
（无）
5.任务设计
C、 学习任务：
熟练掌握月份的描述及天气状况的词汇
熟练掌握现在进行时
熟练掌握Can I have some……？语言结构及其回答Yes，you can。
Sorry，you can`t。
熟练掌握食物名称
D、 运用任务：
快乐的聚会
6.教学用品：
录音机带、邀请信、各语言结构条、有奖竞赛题、小奖品。
二、课堂教学程序
1、启动：
Chants：①Make a cake
②Can I have soup？
2、导入：
T：Cake，rile；Soup and fruit，They’re nice food
Do you like food？Look，here’s an invitation
3、呈现：
T：“I’m going to hold a party today。Wish you’ll enjoy the
party. There are many kinds of food waiting for you,But I
need your helps，Ling ling。
4、操练与指导：
①T：Can you jive me some words or sentences about food?
②由学生回忆所有与吃的有关的音词（One by one）
③回忆与食物有关的句子，学生汇报，教师贴句子，请小老师来
领读。
④Quickiy Response：指句子，学生拍桌子读句型。
⑤Passing Game：以Can I have some soup？为背景，由慢到快，
哪儿同座位2人共同完成对话。（将Can I……？与Do you……？
都融入游戏中）
⑥T：Oh,I’m hungry.I want to eat ’s go to the
?
⑦听录音，回答问题：
is mum doing? is dad doing? is sam
doing?
d. What is daning doing? ane they doing
is lingling doing? g. What is Amy doing？
h. What is grandpa doing? is grandpa doing?
⑧听录音，跟读。
⑨T：Oh，why not asking your friends to come to lingling’
s pary？
⑩教师给出示范与一名学生打电话“What are you doing？
⑾小组活动：打电话。
⑿展示（2-3组）
5、完成运用任务
① T：Our friends are Coming. Let’s begin our party. You’
d better take care of your friends.
②学生活动
③表演对话
④T: Look, 有奖问答! 教师呈现竞赛题:

January February March April Shanghai、Hongkong on it.
May June July Revise I am going to go to Qingdao. And so on.
August September October November 3、 Revise the sports items.
December
A. There are 31 days in J________________
B. There are 28 or 29 days in F________________
C. There are 31 days in M________________
D. There are 30 days in A________________
E. There are 31 days in M________________
F. There are 30 days in J________________
G. There are 31 days in J________________
H. There are 31 days in A________________
I. There are 30 days in S________________
J. There are 31 days in O________________
K. There are 30 days in N________________
L. There are 31 days in D________________
（凡答对问题者，教师请该生到领奖处领奖）
⑤呈现Pary大奖——第十模块第二单元歌曲，齐唱歌曲结束学习。

Module 8 Sports Day
Unit 1 What are you going to do?
Teaching aims:：What are you going to do? I am going to ….
Sports Day every day
come on run the 100 meters
Key points： Be going to do …pattern (ask and answer)
Difficult points ：What are you going to do for Sports Days?
We are I am going to …
Teaching aids： picture、vocabulary cards、tape
Teaching procedure：
Step 1: Warmer
1、 Sing a song.
2、 Show the cards with Qingdao 、Beijing、
Step 2 :Presentation
down：2005、11、29 this Thursday
Say :We are going to have a Sports Day this
are you going to do for Sports Day ?(repeat)Write down:We
are going to have a Sports Day. And What are you going to
do for Sports Day?
the card with“ run the 100 meters”on it,say :I am
going to run the 100 meters.
Step 3 New lesson
1、 Teach these 2 sentences: We are going to
have a Sports Day. What are you going to do for Sports Day?
2、 Teach “run the 100 meters”.Say I am going
to swimjump high...
Step 4 Practice
1、 Pair working.
2、 Work :groups to groups.
3、 Little teacher.
Step 5 Presentation
the picture. Say Damming is going to run the 100 metres
he is going to run every day .Do you know “every day”?Yes,
we eat every day, we drink every day, we sleep every day.(with
the action)Teach “every day”.
the text to the Ss ,with the picture.
Step 6 Listen and read
the Ss to listen to the tape,and point to the relevant
picture.
them to read after the tape tether.
Step 7 Guessing game and action
1. Play an interesting guessing game.

2. Ask and answer:What are you going to do for Sports Day?I
am going to…(do the action)
Step 8 Homework
Group working.5 Ss a a survey in the class,then
fill the answers in the one to the Bb to report
B.运用任务
运用任务1：运动会选拔赛
6、教学用品
电脑、课件、录音机带、单词大卡片、词 条、“金牌”、奖杯、运
动会报名表、“金牌榜”、实物投影仪
to the whole class.

Unit 2 I am going to do the high jump .

1、 教学内容
学生用书：Module 8 Unit 2 Activity1, 2
2、教学目标
2．1技能与知识目标
A．基本要求
基本能听懂、会说、会读、会写词汇：do the high jump，do the
long jump。
B．初步要求：初步感知training 的含义。
C．复习巩固：与体育相关的部分词汇，如:play , run ,等
2．2运用能力目标
运用所学语言结构描述自己的计划，并能对他人计划进行询问。
运用所学词汇谈论常见的体育活动，并在日常生活中运用相关词
汇。
3、教学重点
词汇: do the high jump，do the long jump。“What are you going
to do for …？”的语言结构及其回答：“I’m going to ….”
4、教学难点
“run the…”及“ do the…”的表达。
5、任务设计
A.学习任务
学习词汇：do the high jump，do the long jump。
学习“What are you going to do for ……？”的语言结构及其
回答：“I’m going to ……。”
二、 课堂教学程序
1、启动（Starting）
(1)Greetings: T—Ss (2)TPR:T: The Sports Day is coming.
Let’s do some training.
(3)Sing a song to the students. And then ask the student to
sing the song together.
“What are you going to do？”
“I’m going to run.” “I’m going to run.”
“What are you going to do？”
“I’m going to run.”
教师利用沙锤打节奏，以韵句的形式给学生复习。
教师先唱一遍，然后请学生跟唱。
2、导入（Leading）
教师利用曲调继续唱“What am I going to do？”
T ：“Look, I’m going to show you some pictures.”
教师准备体育明星海报，向学生呈现本届奥运会相关资料。
3、呈现（Presenting）
T ：“Who are they?”
Ss answer
教师录音与奥运会明星进行对话。
T :“Hello,××. What are you going to do today?”
Sports star：I’m going to take part in your Sports Day.
T :“Oh, great! Then what are you going to do for Sports
Day ?”
Ss answer。
T :“Please wait. I can ’t do it by myself. Can you help
me to do the task?”

Ss answer.
T :“Let’s learn something new. And I believe you can do
it well!”
4、操练与指导
⑴T :“What’s your favourite sports?”
⑵Present new words and phrases on the blackboard。
⑶Ask the students work in groups and try to read the new
6、Homework.“What are you going to do for the 2008 Olympic
Games?”鼓励学生课下进行交流。

Module 9 Happy Birthday!
Unit 1 Can I have some sweets?
Teaching aim
1. Learning the new words: soup sweets bread
words.
⑷请学生汇报词汇，鼓励学生自主的学习新知识，相互合作解决
新词汇 。教师对学生们都无法解决的词汇进行辅助教学，并对所
有词汇进行强调。
⑸抽查词汇：教师通过肢体或单词卡片对所学词汇进行抽查。（游
戏：小丑卡片）
⑹Game：大小声游戏
规则：教师请一学生将一词卡放在另一名同学桌前，请学生利用声音大小暗示台前学生词卡的位置，学生可在此过程中拍击桌面
增强紧迫感。找到图并答出教师提问 可获得奖励。教师可在此环
节中引入本单元短语。呈现句子，自己先问一名学生，然后由全
班学 生对找到图片的学生进行提问。
⑺强调本单元语言结构“What are you going to do for ……？”
的语言结构及其回答：“I’m going to ……。”
(8)Game：传卡片
(9)呈现课文
a) 教师出示Amy的图片，并通过传卡片的游戏将卡片传入
Amy的手中，引出课文。
b) 请学生听课文。
c)由学生汇报听到的内容。d)跟读课文。e)学生自由读课文。f)
全班读课文。
5、任务完成(Task-fulfilling)
T ：“You are super! And now you can do the task. Please work
in groups and try to finish the task.”⑴学生活动。 ⑵请
部分学生表演展示并对话，进行选拔比赛。
biscuit fruit light turn on sorry
2. Learning the sentence tapes
Can I have some soup? Yes , you can. . Sorry, you can’t.
Teaching aids
1. pictures
2. recorder
3. CD-ROM
Teaching steps
1. Warmer
Sing a song
Review the old food words: noodles peanuts rice pears apples
fish
tation
T: I’m hungry . Can I have some noodles?(Show the students
the sentence type.)
Show the students the picture of soup ,say su:p. Teach the
word soup .
T: Can I have some soup? Sorry , you can’t.
Teach the word sorry. Teach the words : sweets fruit bread
biscuit just like this.
Show the students the picture of light ,teach the word light ,
turn on the light ,teach the expression turn on.
3. Drills
Read the new words one by one , group by group ,row by row.
Say the sentences Can I have some ?

Use the word : soup sweets fruit bread biscuits
Ask and answer in groups, or in pairs.
For examper: Can I have some soup?
Sorry, you can’t.
Can I have some sweets?
Sorry , you can’t.
4. Watch the CD-ROM, listen then say.
5. Listen again ,then let some students read the sentences.
Consonitation
Act in groups: Can I have some soup?
Yes, you can. Sorry, you can’t.