李嘉诚的名言-女性健康知识百科

Module 1
Unit 1 It was my birthday on Saturday.


◆ 教材分析
本模块以Amy读来自伦敦朋友的 信作为引子，复习一般过去式和一般现在式第三人称
单数的动词变化。本单元要求学生掌握句型What are you doing? I’m…，另外要求学生对英
文书信的格式有了解，对于大地点（城市 、国家）前用in，在小地点（homepark…）前用
at等进行练习。


◆ 教学目标
【知识目标】
掌握本课单词: well, soon, tell, dear, love
句型:What are you doing? I’m …
It was my birthday on Saturday.
Here is a photo of…
Tell me about ...
【能力目标】能听懂会说本课的句型，能够运用所学句型。
【情感目标】尝试用英语书信的形式与朋友沟通。
【文化意识】
了解英国的白金汉宫等重要标志性建筑。

【教学重点】
◆ 教学重难点
◆
1.单词：well, soon, tell, dear, love
Buckingham Palace(读音)
2.能够运用所学句型
Write to friends and talk about ourselves.
【教学难点】
巩固上学期学的was和were的用法，为以后学习一般过去式打基础。

◆ 课前准备
◆
Tape recorder, Multimedia


◆ 教学过程
Step1. Warm-up
T: Good morning, boys and girls. How are you?
Did you have a good summer holiday? 引导学生回答: Yes, I did.
T: Let’s talk about your holiday! Where were you in the summer holiday?
S: I was in BeijingShanghaiLondon.
T: What did you do in summer holiday?
S: I read some books, watched the film, played football and did many other things.
T: You did so many things in summer holiday. You had a wonderful holiday.
Presentation activity:
T: Look at this picture. Where is the pig’s desk? Is it here?
S: No.
T: It was here, but it’s not here now. Where is his desk?
S: It’s there now. 复习一般过去时的用法：一般过去时表示过去某个时间发生的动作或存在的状态，重点讲解
be动词 变was 和were的规则。
Step2. Presentation
T: I know you had a wonderful holiday. You must have got a new friend. Amy has got a new
friend, too. She received a letter from her new friend.
1. Let’s watch the book again and answer the questions.
What is Amy doing?
She’s reading a letter.
Where does Lucy live?
She lives in London.
知识拓展: 介绍伦敦的标志性建筑，如：London Eye, Big Ben, Hyde Park, Buckingham Palace,
Tower Bridge等。

T: What can you see in London? Let’s me show some pictures about London.
2. Listen again and think about these questions.
1) What day was Lucy’s birthday?
It was Lucy’s birthday on Saturday.
2) Where were Lucy and Zara?
They were at Buckingham Palace.
3) What day was Lucy’s birthday?
It was Lucy’s birthday on Saturday.
4) What is she like?
She’s got long, black hair. She’s very nice.
…
3. Listen and repeat the text.
跟读过程中，学习 “dear, well, of, soon, tell, love”,可进行适当的练习。
Step3. Practice
Talk about your new friend.
Eg: This is my new friend. She’s Lily. She’s got short, brown hair. She’s very nice, and she always
helps people. I like her very much.
Practice in group.
Who can talk about yours?
Step4. Sum-up
This class we learned a letter from Lucy. Let’s retell together.
单词：well, soon, tell, dear, love
重点句型：1. What is she doing?
She’s reading a letter.
2. What does she live? She lives in London.
3. We were at Buckingham Palace.
Step5. Homework
1. Recite the letter.
2. Describe your good friend to your parents.

Module 1
Unit 2 I’ve got a new friend.


◆ 教材分析
本课以Amy回复来自伦敦朋友的信为基础，巩固Unit1句型I’ve got…, 并学习描述人
的体貌特征的句型：主语+havehas(aan)+体貌特征的形容词+名词和性格特点的句型：主 语
+be动词+表示性格特点的形容词，要求学生对于体貌特征和性格特点的词汇有所掌握，并
了解相关的国家，如：England, Russia, America等。


◆ 教学目标
1. 复习巩固以前学习过的如何介绍自己，如：
I’m from…My name is … I’m … years old. I like…
2. 要求能听懂会说的词汇：traditional, America, American, China, Chinese, Russia, Russian,
England, English.
3. 会用句型：I have got a new friend, too.
句型：I got +其他.
She’s got short hair.
句型：主语+havehas(aan)+体貌特征的形容词+名词
She’s very clever.
句型：主语+be动词+表示性格特点的形容词

【教学重点】
◆ 教学重难点
◆
重点单词和句型的熟练掌握。
【教学难点】
要求能听懂会说的语言结构：Thank you for your letter.
The weather in Beijing isn’t cold .It’s warm.
I’ve got a new friend. Her name is …
Here is a photo of … and …

◆ 课前准备
◆
Tape recorder, Multimedia


◆ 教学过程
Step1. Warming-up
Sing a song 《CHILDREN FROM CHINA ARE CHINESE》
Step2. Review
(1) T: whose photo is it?
S: It is a photo of …and …
T: And who can describe Lingling?
S: Lingling has got short, black hair. She’s very nice.
Step3. Presentation
(1) Show a PPT about the flag of China, England, and America, Russia. Let them guess and teach.
(2) And play a game .T put four maps back on the Bb,
T: turn and ask
S: Where do you live?
S: answer: I live in …
(3) Then T give four maps to four Ss , and others guess
S1: You live in …
S2: You live in …
(4) T: teach Chinese, English, American, and Russian.
T: OK, you live in China, so you are Chinese.
(T put ‘Chinese’ card on the Bb)and you live in England, you are English.(T put ‘English’ card on
the Bb)
(5) Listen the book page6,and match the letter to the photos.
Step4. Homework
1. Do the exercises on activity book.
2. Describe your good friend to your parents.

Module 2
Unit 1 I helped my mum.


◆ 教材分析 < br>本课主要学习用一般过去时描述过去发生的事情。围绕Daming昨天帮助妈妈做了家务
并按时 完成作业的描述展开对一般过去时的学习，在所学的 “waswere”的基础上，学习规
则动词的过 去式并能正确应用，内容生动形象，符合本阶段学生的特点，容易与现实生活结
合进行教学。


◆ 教学目标
1. 学生能学会单词并知道他们的过去式：
wash, help, finish, clean
2. 学生能正确认读功能句：
1) I cleaned my room.
2) I washed my trousers.
3) I helped my mum.
3. 学生能在“昨天”这个时间范围内正确理解并初步使用过去式并描述过去的行为。



◆ 教学重难点

◆
【教学重点】
1. 初步感知过去式的正确用法；
2. 学习生词并学会运用他们的过去式：wash, help, finish, clean.
【教学难点】
使学生理解过去式的正确使用范围，学生能有意识的正确使用过去式。

◆ 课前准备

◆
课件、单词卡片、照片

◆ 教学过程
Step 1. Warm up
T: Look, this is a calendar, today is …? How about this one? It’s …
呈现单词Yesterday
T: Now read after me: yes-ter-day. 老师重复几遍。
T: Today is Thursday.
引导学生说出：Yesterday was Wednesday.
Step 2. Presentation
T: Yesterday I was very happy, because yesterday I did many things. Let’s look and listen what did
I do?
T: Do you want to listen again。
T: What did I do yesterday? 老师引导I watched TV. What else?
PPT根据学生的回答来显示图片。
T: Excellent. Now let’s read them together.
Step 3. New lessons
1. T: That’s what we did. How about our friend Daming, what did he do yesterday? Let’s look and
listen. 如果学生答得不好则再听一遍。
2. New words.
按学生选择的顺序教：
clean
T:大小声：I cleaned my room.
wash
T: I washed my hands. I washed my T-shirt.
finish & help
T: I am drawing a picture, but I can’t finish it. Who can finish it? Who can help me?
3. Practice.
T: (拿着卡片) Let’s read them.
T: Now, let’s put them in the right place. （老师读句子，故意放错，看学生的反应）
Read the sentences together.
4. Learn grammar.

T: Now let me sum how to use the past simple tense.
(重点区分be动词和实义动词的过去式的变换规则)
Step 4. Practice
1. Have a try.
T: Let’s do exercises and please tell me the answer.
She ______ her bed yesterday.
She ______ her mum yesterday.
He _______ his trousers yesterday.
He _______ his homework yesterday.
2. Let’s show!
T: Talk with your partner about your yesterday. Who wants to show? (鼓励学生上台表演)
Step 5. Homework
1. Read the text.
2. Write the words and the sentences.

Module 2
Unit 2 Amy painted a picture.


◆ 教材分析
在第一单元中学生对一般过去时已经有了一个基本的认识和了解，本节课中通过游戏和
韵律等活动来进一步呈现一般过去时所表达的意义，让学生准确掌握动词过去式的使用方法
和基本的变 化规则，同时也为学生学习第三模块一般过去式的否定形式做铺垫，起到了承上
启下的作用。
◆ 教学目标

【知识目标】
1. 进一步理解和掌握一般过去时的用法和意义；
2. 能够正确地朗读规则动词过去式-ed的读音 t d Id；
3. 能够正确地听、说、认读下列句子：

Yesterday, Mr. Smart cooked noodles.
Ms Smart phoned Grandma.
Amy painted a picture.
【能力目标】
能用一般过去时对他人在过去时间内所做的事情进行简单的描述。
【情感目标】
帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的
生活习惯。
【学习策略目标】
1. 通过活动,培养学生积极与他人合作，共同完成学习任务的能力；
2. 在语言学习过程中，引导学生采用观察、归纳等方法学习语言。

【教学重点】
◆ 教学重难点
◆
1.单词：Mr, phone, paint
2.重点：能对他人过去发生的一系列动作进行描述。
【教学难点】
掌握规则动词过去式的变法以及-ed的不同发音, 进一步理解和掌握一般过去时所表示的意
义。

◆ 课前准备

◆
CD-ROM, 多媒体课件，卡片，活动用书，磁带，录音机等。


Step 1. Warming up and revision
1. Greet the students and free talk.
2. Listen and sing a song: Let’s chant together!
3. Go over the story learned in Unit 1. Elicit and help the students retell the story by using
‘Yesterday, Daming…’ Pay attention to past simple tense forms.
4. Free talk “What did you do yesterday?” “What did heshe do yesterday?”
◆ 教学过程

5. Showing ‘Smart Family’, teach ‘Mr’. Then say: Today let’s see ‘What did they do yesterday?’
Step 2. New Concept
1. Elicit the new story.
(1) Arrange a task for listening. What did the Smarts do yesterday?
Get students listen to the CD- ROM and find out the answers.
(2) Look and say. Feedback by using the self-made software. Show students the pictures one by
one with the sentences in which the verbs are deleted. Ask them to tell the sentences. Then copy
the main verbs on the board.
(3) Check it one by one by asking “Who cooked noodles?” Copy the subjects on the board.
(4) Elicit and help them to find the objects of each sentence.
2. Listen and repeat.
Step 3. Practice
Play a guessing game.
Use the pictures from Activity chant. Cover a certain part of a picture; ask them to guess what the
boy girl is doing.
Step 4. Summary and Test
1. Summary.
2. Get the students have a test on paper, then hand up.
Step 5. Homework
1. 和朋友们谈论你昨天都做了哪些事情。（尽量用英语说一说）
2. 背诵课文并签字。



Module 3
Unit 1 She didn't walk to school
yesterday.

◆ 教材分析
本模块主要讲授的是实义动词的一般过去式的否定形式“didn’t”的用法 。在第一单元中
通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定 形式对于
过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读. 歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知
识。

◆ 教学目标
【知识与能力目标】
1. 学生能够听、说、读、写单词get up walk learn didn’t yesterday ；
2.能够认读、表达和运用重点句She usually….. . But she didn’t….. yesterday .
3.能够正确朗读语篇、获取语篇的信息，在阅读的基础上进行简单的仿写。
【情感态度目标】
在交流中培养合作意识，学会欣赏和评价他人，激发英语学习的兴趣。另外以National Day
为契机，培养学生热爱祖国、热爱家乡的美好情感。

【教学重点】
◆ 教学重难点
◆
正确运用didn’t，用didn’t描述过去没做过的事情。
【教学难点】
将一般现在时中第三人称单数后面动词的变化与过去时didn’t后面动词的变化进行比较。


◆ 课前准备
◆
录音机、磁带、单词卡片、VCD


◆ 教学过程
Step 1. Warm up
1. Let’s chant:
watch, watch, watch, I watch TV.
clean, clean, clean, I clean my room.
get, get, get, I get up.

walk, walk, walk, I walk to school.
2. Free talk:
T: “When do you usually get up? How do you usually go to school? ”
复习usually的用法。
Step 2. Presentation and practice
1. 指导学生询问老师的一些情况. 老师就自己的情况做出回答，如：“I usually get up at 7. But
I didn’t get up at 7 yesterday. ”让学生初步了解“didn’t”的意思。
2. T: Lingling usually gets up at 7:00. But she didn’t get up at 7:00 yesterday, either.
可让学生猜一下没在7点起床的原因。
3. 听录音，验证Lingling没在7:00起床的原因。引出“Yesterday was National Day. ”教授
National Day给学生补充几个主要国家的国庆节在什么时候并渗透热爱祖国、家乡的情感教
育。
4. 再听录音。勾出课文中含“didn’t”的句子。并初步理解句子的意思。
5. 提前给出三个问题，让学生带着问题听录音。
Did Lingling get up at 7:00 yesterday?
Did Lingling walk to school yesterday?
Did Lingling have English at school yesterday?
回答问题，教师板书。
She didn’t get up at 7:00. She didn’t walk to school. She didn’t have English at school.
6. 放录音，跟读课文。
Step 3. Consolidations and Extension
1. Activity 3 两两谈论并反馈。
2. 把学生分成几个小组，给每个小组分发卡片，分小组 分别写人名、动词词组、表示过去
的时间等。随机从每组当中抽出一张卡片，用didn’t 来造句。
Step 4. Summary
1. 叙述Lingling 通常做些什么。
2. 叙述Lingling 昨天与以前有什么不同。
Step 5. Homework
1. 听录音跟读课文
2. 完成调查表：

Time

Usual

Last weekend

并用I usually _________. But I didn’t __________ yesterday. 书写一篇短文。

Module 3
Unit 2 I didn’t play football.


◆ 教材分析
本课的主要语言功能是学习过去否定式的表达方法， 复习过去时的肯定和否定的用法，
了解句型: I usually do? But I didn’t do yesterday? 在学习过程中，也让学生复习类似 play
football, clean the room, ride bike 的词组


【知识目标】
（1）掌握一般过去时态的否定形式“didn’t”的用法；
（2）能听、说、认、读stay, what, boring, day这4个四会新单词。
【能力目标】
能够运用所学的过去时态及其否定形式描述生活中发生过的事情，联系新旧知识 ，用英语做
事情。
【情感目标】
以National Day为契机，培养学生热爱祖国，热爱家乡，团结同学，互相帮助的美好情感。
◆ 教学目标

【教学重点】
◆ 教学重难点
◆
1.单词：boring, day
2.能够运用所学句型
掌握句型 “I didn’t do sth.”
【教学难点】
正确运用在本课中同时出现的一般现在时态和及其第三人称单数，一般过去时态及其使役动

词一般的否定形式进行语言交际。

◆ 课前准备

◆
PPT, 音频材料，教具等。


◆ 教学过程
Step 1. Lead-in
T: Good morning! Now look at the picture, who is she?
Ss: Lingling.
T: Great, who can tell me what did Lingling do yesterday?
S1: Lingling didn’t get up at 7 yesterday.
T: Very good, what about this picture?
S2: Lingling didn’t walk to school yesterday.
T: Woo, that’s right, now I have a question, do you play football yesterday?
S3: No, I didn’t, I didn’t play football yesterday.
T: Wow, I like you so much, so today we are going to learn Module3 Unit2 I didn’t play football.
Step 2. Presentation
1. Look and say.
T: What’s this?
Ss: This is a pig.
T: That’s right, the pig looks very?
Ss: Happy!
T: Why? Who can tell me?
Ss: He cooked a fish yesterday!
T: Great! But now, he looks so?
Ss: Angry!
T: wow, let’s look at the flash and see what happened.
Ss: watch the flash.
T: well, now who want to tell me?
S1: Because the cat eats it.

T: Very good! So he didn’t eat it, now read after the tape.
Ss: But I didn’t eat it.
T: Ok, now you have one minuet to recite and then we will imitate! Go!
Ss recite and imitate it.
2. To learn activities 2
1)
T：Wow, just now you do a great job! Now I have magic, all of you are Daming now, who’d like to
tell me what do you usually do on Sundays?
S1：On Sundays, I usually ride my bike to the park. And I usually play football in the park.
T：Haha, how do you find it? Can you underline it in your book?
Ss：Underline the sentence.
T: Ok, now read it.
Ss read and Repeat. (group by group, two by two, roll by roll)
2)
T: Very good, now let’s do a listening and fill in the blank.
But I ______ _____ my bike yesterday.
And I _______ ______ football in the park.
For S1, listen and fill in the blank
T: OK, who want to have a try?
Ss answer and check.
T: Is it right? Yeah let’s check it now. Wow, you are so clever! Now read after the tape.
Ss read and repeat. (group by group, four by four, roll by roll)
T: Very well, so why Daming didn’t do this things yesterday?
S2: It was raining
T: Great! It was raining! Read after me, it was raining.
Ss read together, and then group by group, line by line, roll by roll.
3)
T: Fantastic, so what did you do yesterday? Dear Damings, now, listen and answer me.
S3: I stayed at home and clean all the rooms.
T: Yeah, now read after the tape.

Ss read and repeat. (group by group, two by two, roll by roll)
T: Read well, look at stay, ei ei stay, stay, stay.
(say, stay, play, stay, I point, you read.) (group by group, two by two, roll by roll)
Ss read and play game: bomb words
4)
T: You are brilliant! now look at the picture, who can tell me raining day plus stayed at home = ?
Ss: Boring!
T: Yeah! What a boring day! Read after me, boring, boring, boring.
Ss: Boring, boring, boring
Step 3. Practice
1. Look and say
T: What does he do? (Show picture)
Ss: Play football, ride bike……
T: Very good, now, please use I usually…but I didn’t… make sentences. Who want to have a try?
You can choose any picture you want, ok?
S1: I usually…but I didn’t…
S2: I usually…but I didn’t…
T: Good, I like you so much. And the key points are:
I He She They usually …
But I he she they didn’t … yesterday.
Now it’s time to finish our class, please write down your homework, good bye!
Ss: Good bye!
Step 4. Homework
1. Recite the sentences.
2. Describe your good friend to your parents.

Module 4
Unit 1 Chinese people invented paper.


◆ 教材分析
本单元是以Chinese inventions为题的对话，具体内容是：教师在课堂上向学生介绍 中
国的四大发明中的造纸术和印刷术。学生在与教师的互动中谈论印刷术在印刷书籍和报纸方
面 的应用，Sam展示了他印刷的报纸。词语学习目标是学习printing, print的区分， 名词paper,
动词invent, print 以及它们的过去式，形容词：important, 复习paper, people等名词。本课
是继续学习过去时态的表达方式，主要语言结构：Chinese people invented...的理解与运用。


◆ 教学目标
【知识目标】
1. 四会掌握本模块八个新单词：
invent, paper, important, printing, print, bicycle
2. 熟练掌握词形变化：
invent—invented; print—printed printing(现在分词)
【能力目标】
1. 熟读提供的文本材料，鼓励背诵；
2. 熟练掌握习惯用语：
What a good idea! That’s right. You know. Like this.
3. 熟练运用中心句型：
Chinese people invented paper.
【情感目标】
知道古代中国人的四大发明（paper making, printing, compass, gunpowder），对于全世界是个
巨大的贡献，培养民族自豪感。

【教学重点】
◆ 教学重难点
◆
1. 单词：invent, paper, important, printing, print

2. 能够运用所学句型：
Chinese people invented paper.
句型: 主语+invented+某物.
【教学难点】
在以前学习过去时态的基础上，进一步学习部分动词的过去式及其在文中的运用。如：
Inve nt—invented, print—printed等。

◆ 课前准备

◆
Tape recorder, Multimedia


◆ 教学过程
Step1. Warm up
1. Greeting!
T: Hello, boys and girls!
Ss: Hello, Ms Liu!
2. 复习国家和国籍规则变化。
China---Chinese America---- American England---- English Russia--- Russian
并根据PPT图片猜一猜各个都是哪个国家人。
Step2. Presentation
1. Do you know what important things did Chinese people invent?
学生汇报：Chinese people invented important things.
Chinese people invented paper.
Chinese people invented printing.
2. 出示单词卡片：paper, printing.
在学习单词paper 后，
T: Here is a video about how to make paper. Look! (观看录像 “蔡伦造纸”）
出示单词卡片：print，学习新单词，进而学习过去形式printed，并渗透printed 的 ed 发音
与paint的 ed 发音相同。
在学习单词printing 后，
T: Now, let’s play a game. Take out a piece of paper and your coin. Put the paper on the coin. Then

draw on the paper with your pencil. What can you see? Just now you printed.
T: 在英语里，有的动词后面加上 ing就把动词变成了与它意思相同或相近的名词。比如
dance---dancing swim---swimming
3. Listen and repeat.
4. Practice reading in group.
Step3. Practice
T: Chinese people also have other important invention. Look, can you talk about them?
A kite, a flute, chopsticks
Step4. Task fulfilling
a. 出示美国及英国的重要发明，让学生替换练习。
b. T：Chinese people invented paper. Chinese people didn’t invent the bicycle. Chinese people
didn’t invent the telephone. Chinese people didn’t invent the telephone. Chinese people didn’t
invent the telephone. Can you say like this? 引导学生用否定形式说一说。
Step5. Summary
T: What have you learn today? 让学生自己总结今天学到了什么？
Step6. Homework
1.听录音，读对话。
2.记住本单元的新单词。
3.查阅资料，看看我们中国还有那些伟大的发明，试着用英语说说。


Module 4
Unit 2 He invented this bicycle.


◆ 教材分析
本课主要的语言功能是谈论国外人类过去的发明：自行车 和汽车。通过学习历史发明，
学生能够正确理解内容并朗读课文，能够运用所学方位词正确描述事物的位 置。本课主要方
位单词是：beside, between, 句型结构是：It’s +表示地点的介词的短语。

◆ 教学目标
1. 掌握目标语句：It’s beside the house.
学习新词：right, between, bicycle, mouse, beside, man并能用目标语句练习说；
2. 理解文章的内容，能将学到的词汇融于目标语句进行练习，能熟 读重点句型，并有感情
的表演对话，能够描述某人、某物的位置。

【教学重点】
1. 词汇：
◆ 教学重难点
◆
right, between, bicycle, mouse, beside, man
2. 目标语句：
It’s beside the house.
句型：It’s +表示地点的介词的短语.
【教学难点】
如何用正确的语言进行对话表演，如何熟练背诵本课的重点句型。

◆ 课前准备

◆
录音机，单词卡片，POWERPOINT 课件。


Step1. Warm up
1. 智慧树
课件出示大树图片，树上有单词，快速说出单词并说出单词的过去式。
（通过快速说单词环节，复习单词的过去式）
2. Chant
Invent invent invented
Chinese people invented paper.
Print print printed
I printed this newspaper.
◆ 教学过程

学生在老师的指导下拍手读一读chant, 对上节课内容的回顾，又有利于帮助学生进入状态
学习新知识。
Step2. Presentation
Listen and answer my questions.
1. Look at the man.
Do you know who he is?
通过让学生带着问题听录音，解决课文的主要问题。同时引出句型He invented this bicycle.
老师提出问题并播放录音，然后用课件呈现答案如下：
Yes, he was from the UK.
And he invented this bicycle.
跟读课文，老师注意强调语音和语调。
Look at him, he is beside the bicycle. 引导学生说beside，学习方位词beside。
2. 同样的方法学习between，Look at the man. Do you know who he is? 老师提出问题并播放
录音，然后用课件呈现答案如下：He was from the US. And he invented these cars. 跟读课文，
引导学生说出He is between the two cars. 继续学习方位词between。
3. 学习方位词：in front of, 引导学生根据前面两组练习对话并学习：
S1: Look at the man. Do you know who he is?
S2: Yes, he was from French. And he invented the bus.
S1: He is so great! Look at him; he is in front of the bus.
S2: In front of? What does it mean?
完成对话后老师告知学生in front of 的用法。
4. 通过空间图片帮助学生总结方位词beside, between, in front of的用法，以巩固记忆。
Step3. Summary
Chant: English people invented bicycle for us.
What a good idea! What a good idea!
Chinese people invented paper for us.
What a good idea! What a good idea!
American people invented cars for us.
What a good idea! What a good idea!
通过chant来总结知识，学生比较容易记忆。

Step4. Homework
1. Tell your parents what Invention you know and write them down.
2. Learn and write words: beside, between, in front of.

Module 5
Unit 1 We went to the Great Wall.


◆ 教材分析 本课是在前几模块基础上继续学习一般过去时，和前几模块有所不同的是本课涉及到了
动词过去式的 不规则变化。本课的Activity one 部分通过描述学校旅行的方式来学习新知，
课文内容贴近学生现实生活，使学生更容易理解和接受。


【知识目标】
重点学习不规则动词的一般过去时：
1. 能够听说读写的单词和短语：
go (went) see(saw) eat(ate) have(had) the Great Wall
2. 能够听说读写的语句：
We went to the Great Wall.
We ate apples.
We had a good time.
【能力目标】
能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时。
【情感目标】
热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的
感谢 。
◆ 教学目标

【教学重点】
◆ 教学重难点
◆

1. 能正确熟练的认读新单词went, the Great Wall, saw, ate, had, bought, climb, mountain…
2. 能初步运用（关于句子）We went to the Great Wall. We saw lots of mountains. We ate apples.
We had a good time.
【教学难点】
能听够听说读写语句 I He She We They sawatehadbough…

◆ 课前准备

◆
Word cards, CD-Rom activity book


◆ 教学过程
Step 1. Warm-up
1. Review word (show word cards)
invented watched learnt saw finished phoned cooked went helped
2. T takes the action, Ss say the word.
老师做“看”的动作。
学生说出相应的单词过去式。
Step 2. Presentation and practice
1. Show pictures of the Great Wall.
T: Where is it?
T: I went to the Great Wall.
出示词条 went
认读 went
出示词条 went---- go
T: Did you go to the Great Wall?
T help Ss say: I went to …
教师指着回答的学生说: She He went to …
然后引导所有回答的学生说We went to …
Did you go to the People square?
I went to … 引导学生将 I went to … 转换成We went to …
2. I went to the Great Wall. And I climbed to the Great Wall.

出示词条 climbed, ed用不同颜色加深。
climbed--- climb
T: Did you climb to the Great Wall?
T help Ss say: I climbed…
3. Good Boys and girls. Look at the mountain. It’s high.
出示词条 mountain
I like mountain. I climbed the mountain.
4. Yesterday it was a school trip.
认读trip
5. 课文教学：
Do you want to know where did Sam and Daming go?
Let’s watch TV.
(1)Where did they go? Were Sam and Daming happy?
(2) Ss answer the questions.
T: Yes. They had a good time.
认读had---have
(3) Listen again find: went saw ate had bought
(4) This is a picture of the Great Wall. What did they buy?
Daming and Sam bought it for dad.
What present did you buy?
I bought…
转述他人 He She bought…
(5) What did they see? What did they eat? (practice in pairs)
认读see- saw, eat-ate 在ate的教学中引出eat candies，引导学生发现异同，进行语音渗透。
(6) Listen and repeat the dialogue.
6. 将go, see, eat, buy, have, went, saw, ate, bought, had分发到学生手中。
老师说动词原形，手持 go词条的学生站起，手持went词条的学生后站起，如果答对，全班
跟读。
Step 3. Summary
We visited the Great Wall with Sam and Daming. What did you know?

I He She We They sawatehadbought…
Step 4. Homework
1. Copy the sentences on the blackboard and do AB Unit1 Activity2, 3.
2. Listen and repeat the text.
3. 自己设计一张旅游海报，配以文字说明，还可以加图片。


Module 5
Unit 2 I wore warm clothes.


◆ 教材分析
本单元继续讲一般过去式，在前面几个模块已经接触到了一般过去式，学生也了解了一
般过去式的主要结构，规则动词要加上“ed”，描述发生在过去的事情。但是本单元主要讲不
规则动 词的变化，有一定的难度。本文的主要内容是学习参观、游览的经历，根据所所学内
容与大家一起分享。


◆ 教学目标
【知识目标】
1. 重点学习不规则动词的一般过去时：
I He She We They fell over wore learnt…
2. 能够听说读写的单词和短语：
lovely, out, way, really.
3. 能够听说读写的语句：
wear (wore), hurt, ice-skating, skate, fall over (fell over).
【能力目标】
能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时。
【情感目标】
热爱运动，热爱生活，不怕困难挫折的乐观情绪。

【教学重点】
◆ 教学重难点
◆
1.单词：学习不规则动词的变化：see—saw, go—went, eat—ate, have—had, buy—bought, 及
climb—climbed.
2. 熟练掌握词组：a school trip, the Great Wall, lots of mountains, eat biscuits, eat apples, have a
good time, a picture of the Great Wall.
【教学难点】
能听够听说读写语句I He She We They fell overworelearnt…


◆ 课前准备
◆
word cards、录音机、activity book


◆ 教学过程
Step 1. Warm up
1. greeting 师生相互问候。
2. 全班一起说Module 2 Unit 2的chant部分：
She painted a picture.
She watched TV.
She played the flute.
She played with me.
He listened to music.
He played football.
He helped his mother.
There were sweets for all.
Step 2. Presentation
1. 出示词条skate，进行认读由skate自然过渡到ice skating. In winter, the weather is very cold,
we can do one kind of sport on the ice. What kind of sport? 让学生们猜可以进行哪项运动，然
后出示单词卡片ice skating,教授并操练单词ice skating。
Yesterday, Sam and Daming visited the Great Wall. Yesterday, Lucy wrote a letter to me. She told

me something about her school trip. Do you want to know about it? 教师装出很神秘的样子，拿
出一封信。
（信件展示）Do you want to know about it ?
2. She told me that she went ice skating, the ice was very cold. She wore warm clothes.（在黑板上
写下这个句子）然后出示单词卡片wore, “What’s the meaning of wore?” 如果学生不知道wore
的意思，教师可以走到一个学生旁边，“Oh, you wear new clothes; you look so beautiful
handsome today. ”
3. First, she didn’t know how to go ice skating, she fell over.教师做出摔倒的动作，在黑板上写
上she fell over这个句子，然后出示单词卡片fell over，解释并操练fell over。
4. Lucy fell over, but she didn’t hurt. (在黑板上写上这个句子) 然后出示hurt单词卡片，What’s
the meaning of hurt? I hurt, oh, where is the hospital? 操练单词hurt。
5. Then, she learnt to skate, it was easy. She didn’t fall over again.在黑板上写上句子，She didn’t
fall over again. 出示单词卡片learnt，解释操练learnt，I learnt to play football last term. What
kind of sport did you learn last term? 你上个学期学习了什么运动？
Step 3. Text
1. 课文教学：
出示信件，出现完整的文章：
Dear Amy,
Yesterday, we went on a school trip.
We went (skating). I (wore) warm clothes.
The ice was very cold.
At first, I (fell over).But it didn’t (hurt) a lot. Then I (was able to) skate. It was easy! And I
didn’t (fall over) again. It was really fun!
Love,
Lucy
2. Fill in the blanks（在原文上填空，教师可作适当的提醒）
在上面的短文填空。
3. 在课文的Now look and say 部分：
1) 小组看图合作练习，然后派一个代表上来演示。
2) 猜谜，教师说关于运动的谜语，教学生猜。

A: I did something yesterday. I wore special boots. It was cold. I fell over a lot. What did I do?
Answer: You went ice-skating.
B: I did something yesterday. I did it in the countryside. I walked a lot. It was difficult. My legs
hurt. What did I do?
Answer: You climbed a mountain.
Step 4. Homework
1. 教师将ear, hear, bear, pear, where, there等单词的顺序打乱写在黑板上，请学生找出字母发
音相同的单词，写在作业本上。
2. 完成学生课堂活动用书练习2 word search，完成练习后让学生完成另一个word search，
不过这个word search找出来的词是动词的原形。如eat, buy, fall. finish等。

Module 6
Unit 1 It didn’t become gold.


◆ 教材分析
学生在第二 、四模块学习动词规则变化的一般过去时的肯定句，第三模块学习动词规则
变化的一般过去时的否定句。 第五模块学习动词不规则变化的一般过去时的肯定句，本课通
过讲述“神笔马良”的故事，学习动词不规 则变化的一般过去时的否定句。


◆ 教学目标
【知识能力目标】
1. 听说读写用词汇：paintbrush, magic, food, real, gold
2. 听说读写用动词：have-had, take-took, make-made
3. 理解并能输出重要句型：He had a paintbrush. He helped people. The bad man didn’t have
gold. He didn’t help people. He took Ma Liang’s magic paintbrush. It didn’t make gold. It made a
snake.
4. 在掌握一般过去时规则变化过去式的肯定句、否定句的基础上，对比、学习并掌握一般
过去时不规则变化过去式的否定句。
【情感目标】

学习马良乐于助人的好品质。教育学生“赠人玫瑰，手有余香”。

【教学重点】
◆ 教学重难点
◆
能够听说读写 say (said) He didn’t come back.
【教学难点】
在掌握一般过去 时规则变化过去式的肯定句、否定句的基础上，对比、学习并掌握一般过去
时不规则变化过去式的否定句 。

◆ 课前准备

◆
CD, Power point, flash cards, tape recorder


◆ 教学过程
Step 1. Warm-up
1. 展示小猪和小猫的图片，猜一猜它们昨天吃的什么？
2. 师生谈话，用与学生聊天的方式引入课文。
I had noodles for breakfast yesterday.
You had fish for breakfast.
No, I didn’t have fish for breakfast. I had fish for dinner.
引导学生复习didn’t, 并引出句型I didn’t have…
Step 2. Presentation
1. 利用课件图片引出马良。
T: My paintbrush is ordinary. But look! There is a boy. He had a magic paintbrush. Who is he?
Ss: Ma Liang.
T: Do you know anything about Ma Liang?
SS: Yes.
T: There’s a story of Ma Liang in English. After learning, you can tell this story to your parents in
English. It will be very cool. Now Let’s see the story.
2. 教师用课件整体呈现故事， 学生第一次听故事了解文章内容，同时引导学生学习新单词
paintbrush, magic, gold, 并学习重点单词的过去式变换，如：

paint→painted, become→became, is→was, take→took.
在观看最后一幅图的过程中让学生以不同的语气（高兴、生气、惊讶、讲述）练 说本课的重
点句型：It didn’t become gold. It made a snake.
Step 3. Consolidation
1. 师生谈话，进行思想教育。
T: I have a question: Why did the paint brush become a snake? Why didn’t it become gold?
SS: …
T: Because the magic paintbrush only helps good people, it doesn’t help bad man. So I think you
will be a good person, and you will have your own magic paintbrush.
2. 读课文并判断正误。
The bad man helped people. ( F )
The bad man borrowed(借) Ma Liang’s paintbrush. ( F )
The bad man painted gold. ( T )
Step 4. Summary
1. 利用课件针对学生们的表现，表演大家，并送给学生们一个礼物：一本魔法书。 打开魔
法书揭示本课的语法难点：
一般过去时，事情都已定
表肯定，动词后加ed。
特殊情况另外记。
Didn’t didn’t 表否定
它是一面照妖镜，
妖魔鬼怪显原形。
2. 让学生读口诀；
3. 给出今天所学动词的原形，让学生找出过去式。
（have—had paint—painted make—made take—took do--did）
Step 5. Homework
1. 读一读课文；
2. 和朋友继续排练马良的故事；
3. 抄一抄课文中的动词以及它们的过去时。

Module 6
Unit 2 He didn’t come back.


◆ 教材分析
本课通过讲述“神笔马良”的故事，学习动词不规则变化的一般过去时的否定句，学
习重点句型：能理解并会应用一般过去时的否定结构：主语+didn’t+动词原形+其他。He took
Ma Liang away. He didn’t come back. 另外通过故事学习引发学生兴趣，树立正确价值观和乐
于助人的品质。


◆ 教学目标
【知识目标】
1. 能够听说认读 angry, only, took away, say (said).
2. 能够听说读写 He took Ma Liang away. He didn’t come back.
【能力目标】
引导学生用一般过去时的肯定形式和否定形式，为大家讲一些英文的小故事。
【情感目标】
通过课文的学习，让学生体会到善有善报、恶有恶报，给学生建立乐于助人的情感价值观。


◆ 教学重难点
◆
【教学重点】
能够听说读写 say (said) He didn’t come back.
【教学难点】
运用一般过去式为大家英文小故事。


◆ 课前准备
◆
VCD、单词卡片、课件


◆ 教学过程
Step 1. Warm up

Free talk
T: Do you want to have a magic paintbrush?
S: Yes!
T: If you’re Ma Liang, you have a paintbrush, and what will you do with the magic paintbrush?
S: …
Step 2. Presentation
1. Listen to the tape.
What happened then? Let’s listen to the tape.
学生回答课文问题，学习单词和句型：
1）angry
T: The bad man took the magic paintbrush. He paint gold, but it made a snake. Look at the picture,
is he feel happy? 出示angry的图片。
S: No. He was not happy.
T: Yes, he was angry. 做出生气的样子。读angry，学生模仿老师做的动作并读单词。
看表情对比 happy 和angry
T: Look at my face, say the words as quickly as you can.
S: 根据老师的表情，快速说单词。
2）only
T: Why did the bad man feel angry?
S: The magic paintbrush didn’t help him.
T: Did the magic paintbrush help Ma Liang?
S: Yes, it did.
T: The magic paintbrush only helped Ma Liang. 突出 only 的发音出示单词卡片并领读，让学
生体会意思。
3）took away
T: And then, what did the ban man do?
S: He took Ma Liang away.
T: 出示卡片，took away, 并领读，做动作演示，让学生体会意思。
板书句子：He took Ma Liang away. 指导学生读读句子 。
4）said

Game: I say a word or sentence you must say: You said, …
T: 老师小声说I say “angry” .
S: You said “angry”.
T: 老师小声说 I say “only”.
S: You said “only”.
T : 老师大声说 I say “took away”.
S: You said “took away”.
T: 老师大声说 I say “He took Ma Liang away.”
S: You said “He took Ma Liang away”.
游戏结束时，老师出示两张卡片say和said, 通过刚才的游戏，既复习了新学的单词和句型，
还对比这两个单词，再用卡片加以巩固，学生容易掌握。
5）He didn’t come back.
T: The bad man went to the sea, he went to the sea in his ship. Did he come back? 老师出示坏人
在大海里翻船的图片，帮助学生理解。
S: No. He didn’t come back.
老师板书句子：He didn’t come back.
Step 3. Activities and practice
Listen and repeat.
Now, Listen and repeat the whole story. Read it to your partner.
Look at the pictures and talk about the story with your partner.
课件出示几幅图，给学生一定的提示，让学生根据提示复述这个故事。
其 目的是为了培养学生概括、复述课文的能力，同时也注意引导学生看图说话，为以后的讲
故事作铺垫。
Step 4. Summary
学生根据板书来总结这节课的主要内容，并在老师的引导下用chant的方式巩固重点知识。
Angry, angry! The bad man was angry.
Only, only! It only helped Ma Liang.
Took away, took away! He took Ma Liang away.
He went to the sea. He went to the sea.
He didn’t come back again.

Step 5. Homework
1. 和同学合作演一演神笔马良的故事。
2. 为爸爸妈妈讲一个英文小故事。


Module 7
Unit 1 Did you take Amy’s doll?


◆ 教材分析
本课主要学习用“Did you…？”询问过去是否发生过某事，并进行肯定或否定的回答。
运用过去时态的句子，在句型中操练达到熟悉程度上，培养学生的口语交际能力。 在反馈
练习中，培养学生独立分析和解决问题的能力。


◆ 教学目标
【知识目标】
能够听说读写单词：doll, matter, lost, found, key.
能够听说认读单词：did, didn’t, matter.
能够听说读写句子：What’s the matter? Did you…? Yes, I did. No, I didn’t.
【情感目标】教育学生要做善良的人，当别人伤心难过时应给予安慰。

【教学重点】
◆ 教学重难点
◆
能够理解行为动词一般过去时的一般疑问句的运用。
学会用“Did you +v….?”询问过去的行为并能够进行正确的肯定否定回答。
【教学难点】
掌握一般过去时的一般疑问句及其回答，并能在真实情景中运用。

◆ 课前准备

◆
多媒体课件、单词卡片

◆ 教学过程
Step 1 Warm up
1. 师生问好。
2. 老师向学生介绍自己昨天都做了哪些事。
What did you do yesterday?
Yesterday, I …
Step 2 Presentation and practice
1. T: Did you watch TV play football go swimming?
引导学生回答 Yes, I did. No, I didn’t.
2. 教师出示先课文一幅图，小猪的妈妈丢了东西。学习单词lost和matter, 并根据课文补全
对话。
T: The boy lost his hat, so he was sad. What do you want to say to him?
引导学生对他说 Don’t worry. 同时进行情感渗透。
3. 学习课文。
（1）出示Amy 着急找东西的图片，巩固单词 matter。Amy这么着急，为什么？看课文录
像或听录音，回答问题：What’s the matter?
通过学生的回答学习单词 doll.
（2）打开书，听录音跟读课文，注意模仿地道的语音语调。
（3）默读课文，找出包含“did” 的句子。反馈给老师并进行小组朗读。
（4）老师展示课文图片并提出问题让学生回答：
What’s the matter?
Did Sam find her doll?
Did Lingling find her doll?
Did Amy find her doll?
Step 3 Consolidation and extension
Do a survey.
昨天你的同位都做了哪些事？做个小调查吧。
A: Did you…?
B: Yes, I did. No, I didn’t.

Ask two students to ask and answer in pairs.
A: Did you play football?
B: No, I didn’t.
…
T: Boys and girls, did A play football?
Help the students answer: “Yes, he did. No, he didn’t.”
通过对小调查的反馈同时完成第一人称到第三人称的转换。
Step 4 Summary
引导学生总结本节课所学内容，引导学生发现过去时的一般疑 问句中应使用动词原型，而不
是动词过去式。
单词：doll, matter, lost, found, key.
句子：What’s the matter?
Did you…?
Yes, I did. No, I didn’t.
Step 5 Homework
1. Copy the sentences in text.
2. Use “Did you…” to get some information about your friends.




Module 7
Unit 2 Did you see it?


◆ 教材分析
本课同样主要学习用“Did you…? 并用Yes, I did.或No, I didn’t.询问过去是否发生过某
事，并进行肯定或否定的回答。运用过去 时态的句子，在句型中操练达到熟悉程度上，培养
学生的口语交际能力。在反馈练习中，培养学生独立分 析和解决问题的能力。

◆ 教学目标
【知识目标】
掌握本课单词: 掌握并能运用单词lose的过去式lost，认读并理解词汇matter, lost, look for;
句型: 掌握并运句子? Did you see it? No, I didn’t.
【能力目标】
能听懂会说本课的句型，能够运用所学句型。
【情感目标】
激发学生学习英语的兴趣，增强学生的参与和合作意识，培养学生不乱放东西，做事情细心
的好习惯。



◆ 教学重难点
◆
【教学重点】
能够理解行为动词一般过去时的一般疑问句的运用。
学会用“Did you +v….?”询问过去的行为并能够进行正确的肯定否定回答。
【教学难点】
掌握一般过去时的一般疑问句及其回答，并能在真实情景中运用。

◆ 课前准备

◆
多媒体课件、单词卡片


◆ 教学过程
Step 1 Warm up
1. 师生问好。
2. Let’s chant!
通过chant复习学习过的知识内容：
Football, football, did you play?
Did you play football yesterday?

Did you pass?
Did you run?
Did you play football?
Fun, fun, fun!
Step 2 Presentation and practice
1. 学习课文Listen, point and say的内容，并展示下列短文要求学生根据学习内容填写。
Yesterday, the little pig took a bottle of milk to school. But, he did not his
milk. And then, He asked the cat, but the cat didn’t his . Oh! Pig
finally knew(知道) who took his milk .
2. 学习课文。
(1) 展示第一张图片，妈妈很着急丢了钥匙：
Xiaoming: Hello, Mum. What’s matter?
Mum: I lost my key.
课件展示询问学生What’s the matter? 引导学生用第三人称回答：Mum didn’t find her key.
课件展示询问学生What’s the matter? 引导学生用第三人称回答：Mum didn’t find her key.
(2) 接着展示第二张图片，妈妈询问小明是否见到钥匙：
Mum: Did you see it?
Xiaoming: No, I didn’t.
课件展示询问学生Did you see it? 引导学生用第三人称回答：No, he didn’t.
(3) 展示第三张图片，小明询问妈妈是否在包里寻找钥匙：
Xiaoming: Did you look for it in your bag?
Mum: Yes, I did. It isn’t there.
课件展示询问学生Did Mum look for it in her bag? 引导学生用第三人称回答：Yes, she did.
(4) 最后展示第四张图片，发现时鲍勃拿走了钥匙：
Xiaoming: Oh, take is away.
Mum: Oh, Bob, come back!
课件展示询问学生Who took her key away? 引导学生用第三人称回答：The dog.
(5) 听录音跟读课文，注意模仿地道的语音语调。
(6) 默读课文，找出包含“did”的句子。反馈并进行小组朗读。
Step 3 Practice

要求学生与同桌一起完成课本Point and say的内容，两两练习对话。
Step 4 Summary
引导学生总结本节课所学内 容，引导学生发现过去时的一般疑问句中应使用动词原型，而不
是动词过去式。
单词和短语：matter, lost, look for
句型: Did you see it? No, I didn’t.
Step 5 Homework
1. Copy the sentences in Module 7 Unit 2.
2. Listen and repeat the dialog.


Module 8
Unit 1 When did they come?


◆ 教材分析
本模块的主要内容是使用特殊疑问句询问过去的行为。课文情境是Amy和Ms. Smar t
在读报的过程中了解到一些英国孩子上周来中国参加音乐比赛的故事，要求学生用单词
whe n, came, competition, won, gold, cup, flute, practice, 并能熟练运用句型
When did they come? What did she play? 进行对话。


◆ 教学目标
【知识目标】
掌握单词：last, gold, practice, cup, come, win及其过去式 came, won.
掌握功能句：
When did they come?
They came last Wednesday.
What did she play?
She played the flute.

【能力目标】
能运用功能句去谈论过去发生的事件。
【情感目标】
培养学生的交流合作意识，教育学生应该做到：
Practice makes perfect.
Where there is a will, there is a way.

【教学重点】
◆ 教学重难点
◆
正确使用疑问词：what, when.
一般过去时中不规则动词win—won, come—came
【教学难点】
Students are able to talk about the news with the past verbs.


◆ 课前准备
◆
录音机、图片、卡片、磁带、课堂活动用书


◆ 教学过程
Step 1 Warm-up
a. Greeting: What day is today?
b. Free talk by using “Yesterday, what did you do?” “What did you see?”
Step 2 Presentation
a. Look at the picture! Last week, some English children came to China. (Teacher shows pictures)
b. What did they do? Do you know? Let’s listen!
Step 3 New teaching
a. Listen to the tape and think the question “Did they come for the music competition (teach
read)?”
b. Listening to the tape again and read sentences with “what, when”. Then answer the question:
What did she play? When did they come?
c. Look at the picture and answer “What did she win?” and try to make sentences with these

words.
Step 4 Consolidation
Fill in blanks:
老师给出学生一篇文章让其填空，复习今天学习的when, what对过去时的提问。
Step 5 Homework
a. To copy word and key sentences three times.
b. Make a survey after class:
What did they do last Saturday?
Where did they go?
When did they go?


Module 8
Unit 2 Where did you go yesterday?



◆ 教材分析
本单元的语言功能是 询问与描述过去发生的事情；本单元以介绍伦敦为主线，通过老师
询问Amy “Where did you go…?” “What did you go…?”，使学生能够在真实的语言环境中用
英 语询问对方昨天的活动情况，询问与描述过去发生的事情。


【知识目标】
能听、说、认读本课的重点单词: look, took；
能正确使用动词过去式；
能利用What did you do? Where did you go? 询问别人过去做的事情。
【能力目标】
正确描述和询问过去发生的事情。
【情感目标】

◆ 教学目标

培养学生学习的兴趣，鼓励学生积极合作。

◆ 教学重难点

◆
【教学重点】
能够运用所学句型：
Where did you go yesterday?
I went to the zoo.
【教学难点】
能够熟练运用所学句型。


◆ 课前准备
◆
Tape recorder, Multimedia


◆ 教学过程
Step1. Warm-up
1.小组汇报交流周末的事情：What did you do at the weekend? Where did you go?
: 《Where did you go?》Listen and repeat.
Step2. Presentation
1. 出示Amy的图片：
（1）T : Where did she go yesterday?
She didn’t go out. She stayed at home.
（2）What did she do at home?
She played the flute. She practiced a lot.
（3）Listen and repeat.
（4）Group work:小组合作，回答问题。
Step3. Practice
说说自己的周末：
T: Just now we talk about Amy. Now let’s talk about our weekend. Who wants to show us your
weekend?
请几个学生上台表演周末所做的事，其他同学猜一猜。

（1）Ss: What did you do at the weekend?
（2）S1进行表演。
（3）其他学生说出表演的内容。
Eg: Liyun went to the zoo at the weekend.
Step4. Consolidation
教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末所做的活动罗
列出来。点击课件，指着上个周末问学生“What did you do at the weekend?”鼓励学生用学过
的过去式回答。
Step5. Homework
介绍你与家人的上周末生活，并写下来。


Module 9
Unit 1 What happened to your head?


◆ 教材分析
本单元教学主题为What happened to your head? 本节课学生将学习用“What happened
to……?”来询问别人发生了什么事情，并能根据一定的场景来回答，摔倒，受伤，摔下来等
并学习 短语a bike ride, 和thirsty, watermelon, carry，bump这几个单词。


◆ 教学目标
【知识目标】 < br>口语操练中复习和巩固已学的词汇和句型；掌握新单词thirsty，carry，watermelo n，bump
以及短语a bike ride.同时要求掌握句型What happened to……?以及了解fall off,, fall over的区
别。
【能力目标】 < br>向他人说明描述过去发生的意外事故，培养学生的发散思维能力、分析、迁移等综合运用英
语的能 力。

【情感目标】
1. 激发学生学习语言的兴趣，培养合作意识与创新精神；
2. 教育学生能够正确对待和处理日常生活中发生的事故,对学生进行安全教育，培养学生的
安全意识。

【教学重点】
◆ 教学重难点
◆
1. 能听懂会说 What happened to your head?听懂会说happen, bump, ride, thirsty, watermelon。
2. 对句型What happened to your head?的掌握以及在生活场景中的运用。
【教学难点】
区分单词：fall over和fall off

◆ 课前准备

◆
单词卡片、水果图片、教学课件、CD-ROM


◆ 教学过程
Step 1 Warming up
1. Greetings.
2. Review the simple past tense.
Step 2 Presentation
1. Enjoy a riddle.（出示单词卡教授watermelon并活跃课堂气氛）
2. 展示 Daming, Sam骑车的图片，提出问题：What did Daming and Sam do yesterday? 学生
回答后，老师给予肯定，同时说But we can say another way, they went for a bike ride.
3. 教读bike ride配上骑自行车的动作。
4. Do you like ride a bike?
So, let’s go for a bike ride. Follow me. Go!
逐步加快动作。
停下来后问学生， Are they thirsty? Are they hungry? 教读thirsty。
5. 骑自行车非常的累，口渴，那我们的Daming和Sam同样也是这样的。
展示出课文的第二幅图。

6. 展示课文的第三幅图，教读carry，演示给学生看Sam carried watermelon on the bike. 再请
学生演示把watermelon放在Sam 的自行车上。
7. 像Sam这样骑自行车是非常危险的，我们可不能这样哦。Then what happened to Sam? 展
示出课文的第四幅图教读，Sam fell off his bike and Daming bumped his head.
教授fall over 和fall off的区别。
Step 3 Practice
自读课文，学生小组内分角色表演，然后班内展示。
Step 4 Homework
1. Listen and retell the story.
2. Try to tell an accident about yourself for your classmates.



Module 9
Unit 2 I bumped my head.


◆ 教材分析
本单元是是第一单元的延伸和巩固，第一单元已经学过了what happened to you?及其回< br>答。本单元在第一单元的基础上练习第三人称的询问和回答。学生已经对过去时有了一定的
了解和 掌握。本模块在学生原有基础上，对过去时态进行巩固延伸。


◆ 教学目标
【知识目标】
学会与运用what happened to youshehe? IHeShe...理解并准确运用单词 happen, bump, cut,
finger, knee 以及短语fall over.
【能力目标】
能听懂会说本课重点句型，并能运用这些句子交流及对话。能准确表述一次事故。
【情感目标】
将所学英语用于日常生活中，能与人进行交流。培养学生学会关心他人、热爱生活。

【教学重点】
◆ 教学重难点
◆
1. 学会与运用what happened to youshehe? IHeShe...
2. 掌握重点词 、短语： bump, bump my head hurt, hurt my knee cut, cut my finger fall… fall off
3. 句型：I bumped my head. I...
【教学难点】
对句型What happened to you? 的进一步掌握以及在生活场景中的运用。

◆ 课前准备

◆
课件、录音机（磁带）、单词卡片


◆ 教学过程
Step 1 Warming up:
1. Greeting!
2. Review some words:
a. 说过去式clean-cleaned happen-happened play-played go-went see-saw fall over-fell over
put – put ride -- rode
b. look and match.
Step 2 Lead in and new lesson:
1. 谈话导入
T: Hello, …What did you do last Sunday?
S: …
T: Last Sunday was my unlucky day. I went to Chuanshan Park. I read an interesting book in the
park. And I didn’t walk carefully. So I bumped my head on a tree. But it didn’t hurt.
(teach “bump”词组bump my head，句子I bumped my head.)
2. T：（指一生）Oh, look at…’s finger. What happened to you?
S: I cut my finger. (引出问句，板书)
（教cut, finger, cut-cut put-cut过去式 finger 手指游戏）
3. T：Look at the picture(课件)，what happened to this girl? She hurt her knee.

(teach “knee”, knee-see, tree, three, sweets…词组句子She hurt her knee. 手势动作，hurt-hurt,
总结三个特殊动词过去式。)
What happened to this boy? He bumped his head.
Head, head, I bumped my head…. (拍手chant,做动作)
What happened to this girl? She cut her finger.
师生表演对话示范,再同桌对话
4. T：If you bumped your head, where will you go? Now let’s go to the hospital to see three
unlucky children. What happened to them?
a. listen and line down the 4 new words
b. listen and repeat
c. follow the teacher then read together
d. find the past tense
e. 分角色读，再4人小组表演
5. 读板书，补充：fell over, fell off the bike, hurt my nose…
6. T: Look at the screen, what happened to this boy?
S: He bumped his head.
Look at your book, choose one to pair work.
Step 3 Summary：
What have we learnt? (安全教育)
句型：What happened to youshehe? IHeShe...
单词：happen, bump, cut, finger, knee
短语：fall off, fall over
Step 4 Homework：
a. Copy the 4 new words.
b. Copy the dialogue.

Module 10
Unit 1 Go to bed early.


◆ 教材分析
本课先通过问答导入what 引导的疑问句，然后通过创设情景，模拟出看病的基本过程，
让学生在学习课文之前对看病问答有个基本 了解，然后通过大量练习和课文表演，巩固了基
础知识，拓展了课本内容，且要求学生能够提出与健康有 关的意见和建议。


1. 能听得懂、会说、会读和会拼写单词：
cold, computer game, early, every, matter, medicine.
2. 听得懂、会说、会读和会写句子：
What’s the matter?
I’ve got …
3. 能用所学句子说说自己的病痛。
◆ 教学目标

【教学重点】
◆ 教学重难点
◆
1. 新单词的拼写、朗读与记忆。
2. 句型：What’s the matter? I’ve got …
【教学难点】
1. 能用句子表述自己的病痛。
2. 能用过去时简单说说自己做过的事情。


◆ 课前准备
◆
Tape recorder, Multimedia


◆ 教学过程
Step 1 Warm-up activities

1. Greetings
T: Hello, boys and girls. Good morning.
Ss: Good morning.
T: Nice to meet you.
Ss: Nice to meet you, too.
2. T: What’s the matter with you?
S1: I’ve got a cold.
T: What did you do yesterday?
S1: I …
3. Do it! （学生按教师的指令做动作）
T: Stand up! Sit down! Sit down! Stand up! （教师辅以手势，渐渐加快）
Step 2 Presentations and Practice
1. Teaching “What’s the matter? I’m tired.
T: What’s the matter? What’s the matter?
教师做睡觉状，并用低缓语调说：I’m tired. 出示卡片What’s the matter?
Ss: What’s the matter? 理解其含义
T: I’m tired. 教师做睡觉状
Ss: Read it one by one. 注意tired的正确发音
2. Teaching the word “hot”.
T: What’s the matter? (拿出一把扇子，做出很热的样子，边出示卡片hot.) I’m hot.
Ss: Read it one by one. And spell it.
T: What’s the matter?
Ss: I’m hot.
T: Here’s a fan for you.
Ss: Thank you.
3. Teaching the word “cold”.
T: (对一生扇扇子，让生感觉到不热了) What’s the matter? Are you hot?
Ss: I’m not hot. I’m cold. (Read and spell it)
T: What’s the matter?
Ss: I’m not hot. I’m cold.

T: Take this medicine. Drink a lot of water. Go to bed early. And do some exercise.
Ss: Thank you.
4. (1) Listen to the tape and repeat.
(2) Read the words together: tired, tired, I’m tired…
(3) Read the words one time quickly.
Step 3 Consolidation
1. Say a rhyme.
老师做动作，让生自问自答。
A: What’s the matter?
B: I’m tiredillhotcoldhungrythirsty.
2. Work in pairs
S1: What’s the matter?
S2: I’m hotcoldhungrythirsty.
Step 4 Assign homework
1. Copy the new words four times.
2. Copy the sentence:
A: What’s the matter?
B: I’m hotcoldhungrythirsty.



Module 10
Unit 2 Eat vegetables every day.


◆ 教材分析
本课通过前一单元讲述的 “What’s matter?” 引导学生树立健康的生活状态，使学生学会
在自然的情境中运用祈使句表达健康生活的习惯，如： Fruit is healthy. Vegetables are healthy.
养成健康的身体。

◆ 教学目标
1. 知识与能力目标
知识目标：能够听说读写单词healthy。
能力目标：能够描述别人的病情。
2. 情感态度目标
知道“健康最重要”的概念，养成多吃水果的好习惯。

【教学重点】
◆ 教学重难点
◆
1. 能够听说认读写下列句子：
Fruit is healthy.
Vegetables are healthy.
2. 能够仿说和运用下列句子：
… is healthy.
【教学难点】
学会在自然情景中运用祈使句表述健康的生活习惯。


◆ 课前准备
◆
CD-ROM, word cards, activity book.


◆ 教学过程
Step 1 Warm up
T: Do you want to be healthy? 老师展示课件图片，引导学生说出上一课的学习内容：
eat vegetables, drink a lot of water, go to bed early, do some exercise并进行复习。
Step 2 Presentation
1. Learn new words.
Read these words and do actions. Pay attention to the pronunciation.
老师展示出单词照片并学习。
eat fruits, eat vegetables, drink juice, do exercise, healthy, go to the toilet, wash hands

2. Let’s talk! 说一说如何保持健康。
Fruit is healthy.
Vegetables are healthy.
…
3. Read the text and answer the questions. 根据课文并回答问题选择正确答案。
What did Daming say? Eat fruit and vegetables are healthy.
What did Amy say? Drink lots of water or juice.
What did Sam say? Do exercise every day.
What did Lingling say? Wash your hands.
4. Write down the unhealthy(不健康的) habits. Then think of healthy ones.
Unhealthy habits; Healthy activities
Step 3 Summary
一起来总结如何保持健康的生活：
How to get healthy?
Eat vegetables every day.
Eat some fruit, too.
Drink lots of water or juice.
Do exercise every day. You can walk, run, swim or play ball games.
Always wash your hands before you eat and after you go to the toilet.
Step 4 Homework
1. Read the text and recite the words.
2. Make a survey调查周围同学、朋友及家人健康的生活习惯，完成表格。
Name










Healthy lifestyle