回族的习俗-校企合作协议书

外研版小学四年级英语上册教案全册
Module1 Unit1 Go straight on
主备人： 施教时间： 年 月 日
单元
M1 U1
课题
Go straight on. 课型 新授型
知识与能力
教学
目标
过程与方法
1 Enable the Ss to learn the words:live, road, supermarket. 2
Make the Ss understand and use the new phrases and
sentence patterns:
go straight on, excuse me, turn leftright, next to
A:Excuse me .Where’s the …,please?
B: Go straight right.
3 Develop the Ss abilities of listening and speaking .
1 Review the words about directions by game method.
2 Teach the text with the task-based method.
3 Do a survey by cooperative learning .
1 Faster the Ss consciousness of good co-operation.
2 Keep the Ss confidence in learning English.
情感与态度
Make the Ss use the following sentences correctly:
重点
A: Excuse me .Where’s the …,please?
B: Go straight right.
难点 Help the Ss ask the way in English.
教法 1 game method 2 task –based method
学法
1 cooperative learning
教学
tape-recorder, word cards, multi-media computer，a hat, a map of Jiaozuo
准备
学情

分析
预习1 Review some words about directions.
设计
2 Listen to the tape and circle the words that you don’t understand.
教学过程
Step 1
Warm-up
1 Review a poem “ The hat is in my hand”.
2 Make a dialogue about a hat with the students.

施教者调整

T: Where is the hat?
Ss: It’s inonundernext to the desk.
3 Ask the students to practise the following sentences with
other things.
A: Where’s the …?
B: It’s in onunder next to….
Step2
Presentation
1 Prepare a simple map. It contains a zoo, a school, a park, a
supermarket, a station, a house.
T: I’m here. Excuse me , where is the zoo?
Ss (引导学生学习新句型) Go straight on . Turn left.
Turn right.
2 Ask the students to work in pairs to practice the dialogue.
S1: I’m here. Excuse me , where is the park?
S2: Go straight on .
3 Teach the new words in the dialogue.
house, supermarket ,station, go straight on ,turn left, turn
right.
4 Teach the text.
T: Amy and Sam 遇到了一条走失的狗，他们要把小狗
送回家。他们是怎样找到狗的家呢，让我 们一起听听他们
的对话。isten to the tape p try to answer the following
questions.
Questions:
(1) What’s the dog’s name?
(2) Where does the dog live?
(3) Who helps them?
5 Play the tape ,and find the answers:

(1) It’s Doudou.
(2) It lives in No.2,West Lake Road.
(3) An old man helps them.
6 Teach the text with the the Ss understand the
text.
7 Play the tape again ,and have the Ss read after the tape .
Explain the new words in the text.
8 Work in groups to read the text .
9 Ask some groups to act the text.
10 Write the key sentences on the blackboard:
A: Excuse me. Where is the …, please?
B: Go straight on…
Step 3
Consolidation
1 Do Exercise 3 with the new sentences.
2 Prepare a map of the students to work in
groups to ask the way,eg:
S1: I’m in Zhanqianlu Road. Excuse me, where is
Xueshenglu Road,please?
S2:(查找地图)Go straight on …
S3: I live in …. Excuse is it?
S4: (查找地图) Turn left…
Step 4 Homework:
1 Listen to the tape and work in groups to act the text.
2 Copy the new words and the key sentences.
3 Draw a map show the route from your home to your school.
【板书设计】 Module 1 Unit 1 Go straight on.
A: Excuse me .Where’s the …, please?
B: Go straight on…

Module1 Unit2 It’s at the station.
主备人： 施教时间： 年 月 日
单元
M1 U2
知识与能
力
教学
过程与方
目标
法
情感与态
度
课题
It’s at the station. 课型 新授
1. 听懂目标语句：It’s at the station. It’s near the houses.
能口头运用这些语句说明方位。
2. 能识别运用单词：station, train, up,down,near,house.
运用探究合作的学习方法，激发学生兴趣
培养学英语的兴趣
学习目标语句：It’s at the station. It’s near the houses.能口头运用这些
重点 语句说明方位。

难点
正确使用方位介词描述简单的位置关系
教法 听说法, 游戏法
学法 表演法，对话法,游戏法
教学
1准录音机，单词卡片，多媒体,玩具火车（纸画的火车）
备
学情

分析
预习
听录音，圈出不理解的单词和句子
设计
教学过程
Step1 Warmmer.
1 Greetings.
2 Review the words and the text in Module 2 Unit 1.
3 Show their homework ,a map.
T :Excuse me ,where is your school?
S1:…

施教者调整

T: On your way to school, what can you see?
S1: I can see a supermarket.
Then ask some students to describe what they can see.
Step 2 Presentation
1 Describe the following things on the blackboard:
a hill,some houses, a station
2 Take out the toy train ,and tell the students the train will
start.
T:I will read a passage. Listen to me, and I will ask some
students to help me to draw the train’s route . (The train
is up the hill, the train is down the hill, the train is near
the houses, the train is at the station.)
S1: (用粉笔画出路线)
S2: ( 用粉笔画出路线)
(其他学生听,在自己本上画出火车的路线)
3 List the key phrases on the blackboard:
up the hill, down the hill, near the houses, at the
station
4 Teach the text.
T: Today there are some trains in our class. Listen to the
tape and try to find the answers.,
Ask some questions.(出示课件)
（1）How many trains are there?
（2）Where is Train 3?
5 Let the students answer.
（1）There are four trains.
（2）It’s near the houses.

the tape again, and ask them to read after the tape.
7 Act the text in pairs
Step 3．Consolidation
1 Review the key sentences.
T: Please look at the screen. (出示课件)
Let the students make the dialogue.
A: Excuse me ,I am Amy. Where is the supermarket,
please ?
B: Go straight on. Turn left…
2 Listen to the tape ,and learn the chant.
3 Do exercise 5 to play a game.
Step 4．Homework.
1 Recite the text.
2 Draw a map and make a dialogue about asking the way.
【板书设计】
Unit 2 It’s at the station.
A: Where is the train ?
up down the hill.
B: It’s near the houses.
At the station.
【教学反思】

Module 2 Unit1 She’s reading a book
主备人： 施教时间： 年 月 日
单元
M2 U1
课题
She’s reading a book.
课时 1
课型 新授
教学
Student’ book：Module3 unit1
内容
教 学
1)---What are you doing? ---I ' m …
目 标
2)---What is heshe doing? ---HeShe is …
教学
重点
教学
难点
教 法
Analytic approach
学 法
Aural-oral method
学情

分析
教学
准备
教 学 过 程 施教者修改
或点评
Step1: Warmer
ngs
b.通过多媒体出示图片及对话，复习已学过的词组play
basketball, swim, play football可找个人说,或小组代表,或集体
说.，以引出新学的词组。

CD-ROM cards
进行时态的学习， 词组
用现在时描述图片。

2. Leading-up
and answer. 看图回答，What are you doing? I’m…然
后让学生试着说 What are you doing?可以师生问答,或生生
问答.
掌握好之后变换人称What is he she doing ?三人一小组进
行练习.
学习新单词picture, talk, letter掌握词组write letters, take
pictures, talk to, play with根据图片练习句子She’sHe’s writing
a lettertaking picturestalking to herhis friendsplaying with toys.
3.情景操练
根据上节课学过及新 学的词组,句型同桌练习，或者小组练习.
根据图片或者动作进行对话练习:如: What is he she
doing ? She’sHe’s ……
4．课文学习
大家看一下Sam的一家在忙什么,
（1）Listen and answer.看图，播放录音，在听两遍后，然后回
答问题，主要培养学生的认读能力。
1、What is Lingling doing?
2、What is Daming doing?
3、What is Amy doing?
4、What is Tom doing?
（2）Listen and repeat.再次播放录音，学生边指边读。
(3)小组对话练习.分角色朗读.
练习te the sentences. 选词填空: Panpan is
______pictures.同桌问答.找同学起来说.
练习3 .Act it out .
What is he she doing ?的问答.

找同学到讲台上每一个人做一个动作不动.其他同学进行问答.
练习5 仍旧是对正在进行的动作进行描述.巩固练习.
也可以采取you say I do , you do I say , you say I draw.等形式.
5．小结归纳
归纳总结本节课的所学的内容.
What is he she doing ?
She’sHe’s writing a lettertaking picturestalking to herhis
friendsplaying with toys.
【板书设计】 Unit 1 She’s reading a book.
----What is he she doing ?
----She’sHe’s writing a lettertaking picturestalking to her
his friendsplaying with toys.

Module2 Unit2 What are you doing?
主备人： 施教时间： 年 月 日
单元
M2 U2
课题
What are you doing?
课时 1
课型 新授
教学
Student’ book：Module3 unit2
内容
教 学
1)---What are you doing? ---I ' m …
目 标
2)---What is heshe doing? ---HeShe is …
教学
重点
教学
难点
教 法
Analytic approach
学 法
Aural-oral method
学情

分析
教学
准备
教 学 过 程 施教者修改
或点评
Step1: Warmer
ngs:
and answer复习上节课学过的内容，通过多媒体出示图
片及对话,说出句子,可找个人说,或小组代表 ,或集体说.

CD-ROM cards
进行时态的学习， 词组
学习如何表述及问答正在发生的动作。

2. Leading-up
a.找同学做动作,其他同学介绍他在做什么?
b.同学做动作.老师问What are you doing?多说几遍,找同学
回答,然后让学生试着说 What are you doing?可以师生问
答,或生生问答.
掌握好之后变换人称What is he she doing ?三人一小组进
行练习.
学习新单词 listen to ,music, read ,掌握词组listen to music, read
a book,根据卡片练习句子I’m listening to music reading a
book . watchingTV,
3.情景操练
根据上节课学过及新学的词 组,句型同桌练习，或者小组练习.
根据图片或者动作进行对话练习:如:
What are you doing? I’m listening to music.
4．课文学习
大家看一下Sam的一家在忙什么,
（1）Listen and answer.看图，播放录音，在听两遍后，然后回
答问题，主要培养学生的认读能力。
1、What is Sam doing?
2、What is Amy doing?
3、What is Tom doing?
（2）Listen and repeat.再次播放录音，学生边指边读。
(3)小组对话练习.分角色朗读.
练习te the sentences. 选词填空: Mother is ______TV.
同桌问答.找同学起来说.
练习3 .Act it out .
What is he she doing ?的问答.

找同学到讲台上每一个人做一个动作不动.其他同学进行问答.
练习5 仍旧是对正在进行的动作进行描述.巩固练习.
5．小结归纳
归纳总结本节课的所学的内容.
What are you doing? I’m listening to music
What is he she doing ?
【板书设计】 Unit 2 What are you doing?
---What are you doing?
---I’m listening to music.
---What is he doing?
---He is listening to music.
---What is Lingling doing?
---She is listening to music
【教学反思】

Module3 Unit1 What are they doing?
主备人： 施教时间： 年 月 日
单元
M3 U1
课题
What are they doing? 课型 新授
1）学习询问他人正在做什么事情。
2）描述他人正在做的事情。
知识与能
3）学生能够听、说、认boat chess row soybean milk drink
力
hungry 。
4）通过创设和谐的氛围，让孩子们轻松愉快地学习英语，
教学
目标
并形成良好的英语语感。
以趣味性为主导，将情景教学法、直观教学法、游戏法、听
过程与方
说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和
法
谐、有趣的学习氛围。1）学习询问他人正在做什么事情。
1．帮助学生明确学习目标，培养学生自主、合作的学
习方式。
情感与态
2．培养学生在活动中体会英语学习的乐趣，使他们在
度
小组中积极与他人合作，相互帮助，共同完成任务。
3．培养学生熟悉朋友和周围的事物的差异。
句型：Look at the men under the are you doing ?They are playing
重点
chess .
难点 能清晰准确地发出本课所教的单词的音
教法 直观教学法、游戏法、听说演唱法有机的溶为一体
学法 小组讨论
教学
电脑、课件、录音机带、单词大卡片
准备
学情

分析

预习让同学们写出学过的动词及动词的ing形式。及读法。如
设计 talk ,do,read,write ,listen to ,talk to ,take pictures,play with,
教学过程
一、Warming up
师生齐唱M2 中的小诗，并配以动作。
二、Revision
1.教师快速向学生出示几组词，每组包含一个动词，请学
生说出这个动词。师板书：read , write ,listen ，play , talk …
2.请学生说这些动词的- ing形式。
3． 齐读黑板上的动词及其-ing形式。
三、Presentation
（一）学习新句型
1.请一学生挑选黑板上所提供的任一动词，做出相应的动
作。
2.教师通过提问：What is he she doing ?复习He’s She’s 动
词+ing [+宾语]。
3.请该生所在组的成员模仿该生的动作，并做动作边说：
I’m动词+ing[+宾语]。
4.教师故作不解状问：What are they doing ? 后又释然说：
Oh. They’re
动词+ing [+宾语],并板书。
5.教师指着黑板上的句子，请学生跟说多遍。
6.再请一组学生挑 选黑板上所提供的任一动词（不能重
复），做出相应的动作，教师请其他学生回答问题：What
are they doing ? 然后教师把正确答案写在黑板上。
7.请学生一起认读黑板上的句子。
（二）学习新动词
1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正
在做什么。

施教者调整

2.教师模仿动作后提问：What am I doing? (我正做什么？)
引入句子：I’m doing taijiquan.。
3.请全体学生一起边做动作，边说：I’m doing taijiquan.教
师通过提问：What are they doing ?引入句子：They’re doing
taijiquan. 并板书。
4.用类似方法教They’re rowing a dragon boat.并板书。
5.教师拿出一副国际象棋问学生What’s this ? Do you want
to play ?并告诉他们老师将邀请他们一起玩，但玩之前必须
先学会说 play chess, 并板书。
6.教说chess, play chess。
7.教师做饥饿状说：I’m hungry. I’m hungry.板书hungry（饿
的）并重复说多遍，再提问学生：What’s the matter with me?
由此教单词hungry（饿的）。
8.教师从包中拿出一瓶豆奶说：I want to drink soybean milk.
边“喝”边说：drink drink , I’m drinking.让学生模仿跟着教师
重复句子并模仿动作。
9.教师拿着豆奶走到学生中，到边“喝”边说：Soybean milk
is verynice. Soybean milk is very nice.提问学生What am I
drinking ? 由此教说soybean milk（豆奶）并板书。
10.请一些学生模仿喝豆奶的动作，比比谁表演的最好。其
间老师可以适时用What is he she doing ? What are they
doing ?提问其余学生。
四、Consolidation
（一）快速反应
1.请几位学生到教室前，由教师说动词词组，学生模仿动
作，比比谁的反应最灵敏。
2.让学生在小组内进行训练。
（二）表演
1.请学生打开课本P15，教师指着人们划船的图问

学生：What are they doing ? 学生应回答：They are rowing a
boat.
2.四人小组中，请学生A 和B向学生C和D模仿一个动
作，然后由C和D提问：A 和B在做什么？
3.让小组内学生互换角色。
4.请几位学生到教室前模仿动作，教师提问：What are they
doing ?然后让全班或个别学生回答。
四、1 listen to the tape and follow it .
2 read the text in kinds of ways
五、Homework
1. 抄写单词：row , play, drink, boat, milk
2 .熟读并背诵M4 U1的课文
【板书设计】 Module 3 In the park
read ---- reading Unit 1 What are they doing?
write ----writing What are they doing ?
listen ----listening They’re doing taijiquan.
play ,-----playing They’re rowing a dragon boat.
talk -----talking

Module3 Unit2 What’s the elephant doing?
主备人： 施教时间： 年 月 日
单元
M3 U2
课题
What’s the elephant doing ?
1) 学生能够听、说、认
park lake thing interesting people men get on lots
知识与能
of let’s
力
2) 能听懂、会说本课对话。
3）能够运用所学英语句子，进行简单的扩展性交流。
教学
目标
4）通过描述人物行为，简要说明一处场景。
以趣味性为主导，将情景教学法、直观教学法、 游戏法、
过程与方
听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、
法
和谐、有趣的学习氛围。
1．帮助学生明确学习目标，培养学生自主、合作的学
习方式。
情感与态
2．培养学生在活动中体会英语学习的乐趣，使他们在
度
小组中积极与他人合作，相互帮助，共同完成任务。
3．培养学生熟悉朋友和周围的事物的差异。
1）继续掌握句型They’re 动词+ing [+宾语]
重点
2） 描述地点位置
课型 新授
难点 通过描述人物行为，简要说明一处场景
教法
直观教学法、游戏法、听说演唱法有机的溶为一体
学法
表演 小组竞争
教学
电脑、课件、录音机带、单词大卡片
准备
学情

分析

预习
预习各种学过的动名词
设计
教学过程
一、Warming up

师生互相打招呼，问好。
二、Revision
1． 教师说动名词：swimming, singing, dancing,
rowing…请学生作出相应动作。
2． Free talk. 以小组为单位选派一名代表，用英语描
述本组成员收集的有关人物或动物正在进行的某种动
作的照片、图片等。
三、Presentation
（一）单词教学
1． 教师表演动作让学生来说出runing jumping
2 .分组读，齐读，抢读，充分调动学生的积极性。
（二）课文教学
1．老师在出示书教学挂图
1） A my正在跑步。2）大明正在跳。3）Amy正在听
音乐。4）大明正在看电视。然后指着画，向学生提 问：
“What is Amy doing?What is Daming doing?”，引导学生
一起回答“She is is is listening
to is watching TV.”。
2.老师告诉学生，将随意指出其中一幅画，要求学生根
据画的内容进行回答。老师问：“What is she doing?What
is he doing?”，学生用：“She is…… He is……”回答。
3．老师要求学生同桌之间针对简笔画的内容进行问答
活动，如：“What is she doing?” “She is running.”等。
施教者调整

四、Consolidation
1．分别由教师和全体学生朗读Daming和Sam对话内容。
2．把全班分为两个大组，朗读对话。
3．请学生两人一组，练习朗读。
4．请几对学生表演课文内容，或看着动画配音。
五、Homework
1．听课文录音，熟练认读课文。
2．用英语写3个句子，说说自己的家庭成员正在做什么。
（最好配上图）
【板书设计】Unit 2 What’s the elephant doing ?
run—running
jump----jumping She is running
She is jumping.
【教学反思】

Module4 Unit1 Do you want some rice?
主备人： 施教时间： 年 月 日
New
lesson
a) Master the new words and phases: Chinese, fast food,
chopsticks, difficult.
知识与能b)The target language:
力 Do you want some...?
Yes, please. No, thank you.
教学
c) Help students to learn how to order food.
目标
过程与方
Listening and speaking; task-based teaching method.
法
单元
M4 U1
课题
Do you want some rice? 课型
情感与态
Help students to improve their skill of listening and speaking.
度
重点
The words and the target language of this unit.
难点
Let the students learn to order food.
教法 Task-based teaching method; situation teaching method.
学法 Game; work in groups.
教学
Tape-recorder; CAI;
准备
学情

分析
预习
Listen to the words and the text; read the text.
设计
教学过程 施教者调整

Step 1Warmer

(1) Greetings:
(2) Listen to a chant.《Noodles and rice 》.
Noodles and rice, are very very nice.
Hmm, hmm, hmm, are very very nice.
T：Do you like noodles ? (Yes, I do . No, I don’t.)
T：Do you like rice? (Yes, I do. .No, I don’t.)
Step2 New lesson
(1)T：I like noodles and rice, because they are very very
nice. Right?
Ss: Yes. (投影出示词nice)
T：Follow me . nice. nice , nice. (高低声调读单词)
出示单词： nice rice
“I” pronounce “ai”. Can you read it?
（抽读，男女生读）
(2) T: Boys and girls, please look at me. What am I doing?
Ss: You are swimming.
T: What am I doing now?
Ss: You are ….
T: I am making noodles. Understand?
(swim- swimming read- reading make- making)
Ss: Yes.
T: Read after me, please. Make, making.
T: Now please do the action.
What are you doing?
Ss: I’m making noodels.
T: Wonderful!
T: What is she doing?
Ss: She’s making noodles.
T: What is he doing?
Ss: He’s making noodels.
T：Now please ask me.
Ss: What are you doing?
T: I am making noodles. Do you want some noodles?
S: Yes, I do.（引导学生作出回答）
T: If you want some noodles, you can say:
Yes, please. (板书)
T: If you don’t want, you can say:
No, thank you. (板书)
Read after me, please: Yes, please. No, thank you.
Now please look at the big screen .
First, the teacher asks and the students answers. Then let
the students work in pairs to practise. At last choose some
pairs to show their dialogue.

(3)T：Soybean milk， noodles, dumplings and
are very are all Chinese fast food. (分类食物图片
投影)
（出示词卡“Chinese”并带读词组“fast food”）
（设计意图：通过食物的分类，培养学生的探究能力并
自然引入本课词组“Chinese fast food”的学习，同时在学习
过程中，渗透语音教学，培养学生单词认读能力。）
(4) T: Do you like Chinese fast food?
Ss: Yes.
T: Me, too. Many foreigners like Chinese fast food. But
they can’t use chopsticks.
（出示词卡“chopsticks”并带读、操练---实物展示筷子。）
Chopsticks are very easy for us. But it is difficult for the
foreigners.
T: For example, It’s easy. And it’s difficult.
(用左右手分别夹东西,在对比中让学生理解difficult的
含义。)
(出示词卡“difficult”并带读）
Step 3 Text
(1) Daming and Amy are want to eat
something.
Please listem to the tape and think about the three
questions.
1) Does Amy want some rice?
2) What is the man doing?
3) Are chopsticks difficult?
4）Have they got fast food in England?
After the tape. Choose some students to answer the
questions.
（设计意图： 通过好朋友Daming和Amy的经历整体呈
现课文，并通过设置语言学习的信息沟，让学生带着问题
观看课本图片信息，给学生思考的空间。）
(2) Listen, point and say.
Let’s listen again, point and say. Pay attention to your
pronounciation. OK? (设计意图：通过听音、模仿、指读，训练学生用正确的
语音语调朗读课文，并进一步增强学生的认 读能力。)
(3) Work in groups, read the text freely.
(设计意图：以听力练习的形式进一步巩固课文内容，同
时有重点的选择 需要学生补充的内容。此活动可激发学生
积极性。)
Step5 Say and make a new chant:
① Say the chant:
Do you want some noodles?

Do you want some noodles?
Yes, please. Yes, please.
Do you want some rice?
Do you want some rice?
No, thank you. No, thank you.
② Make a new chant in groups:
③ Show the new chant:
（设计意图：以chant的形式加强学生对词汇、句式的
记忆，并在小组 合作创编、展示的过程中为学生提供拓展
思维，融会贯通的机会，进一步培养了他们合作、创新的
意识。）
Step 6 :Extension
1、Now, It’s time to order food. Let’s see who will be the
best waiter or waitress. First, I’ll be the waitress.
T: Do you want some coffee?
S1: Yes, please.
T: Do you want some dumplings?
S1: Yes, please.
T: Do you want some meat ?
S1: No, thank you.)
2 Are you clear? Now take out your menu and let’s
begin.……
3T: Now, let’s see how many students you have
helped.(Count)
T: Can you show? …
T: You are the best waiter waitress.
（奖励勇于上台展示自己并表演最棒的同学）
（设计意图： 让学生在大量习得语言的基础上，通过任务
驱动学得语言。同时，真实、有趣的调查活动充分体现了学生的主体性，引导学生积极主动地参与语言实践，学以
致用。）
Step 7 Summary and homework：
1. T: Today, we learn how to use
“Do you want some…?
Yes, please. No, thank you.” to order food .
2. Try to balance your diet by eating more fruit and less
protein.
（多吃些水果，少摄入些蛋白质，使饮食均衡合理。）
An apple a day keeps doctor away.
（一日一苹果，医生远离我。引导孩子健康饮食）
3.英国人的就餐礼仪（了解并对比中西方饮食文化的
差异）
Step rk:
(1) Listen and read the text for five times;

(2)Get more information about fast food..
【板书设计】
Module 4
Chinese Unit 1 Do you want some rice?
fast food A: Do you want some…?
Chopsticks B:Yes, please. No, thank you.
difficult


Module4 Unit2 How much is it?
主备人： 施教时间： 年 月 日
单元
M 4 U 2
课题 How much is it? 课型 New lesson
a) Master the words: dumplings, cook, vegetable;
b) The target language:
知识与能
A: What are you doing? B:I’m making cooking______.
力
A:Do you want some? B:Yes, , thank you.
教学
c) Help the pupils to learn how to ask for food.
目标
过程与方
Task-based teaching method situation teaching method
法
情感与态
Help students to know order food; cultivate the attitude to love
度
English and speak out bravely.
1.A: What are you doing? B:I’m making cooking______.
重点
2.A:Do you want some? B:Yes, , thank you.
难点 The usage of“make”and “cook”.
教法
Listening and speaking; task-based teaching method situation teaching
method
学法 Work in groups.
教学
Tape recorder; CAI; word cards; some food
准备
学情

分析
预习
Listen to the text; read the words and the text fluently
设计

教学过程
Step1 Warming up

1、Greetings.
T:Hello,boys and girls.
S:Hello, Miss Li.
T:How are you?
S: I’m fine, thank you.
2、Sing a song.
T:Do you like singing songs?
S: Yes.
T:Now let’s sing the song 《I’m listening to music》.
Look at the big screen and sing after it ,ok?
S: OK.
Step2 Leading in.
1、Making a dialogue with the students.
T：Look, here are many food. What are they?
Ss:Oranges,bread,eggs, chocolates, soybean milk and meat.
T: Do you want some oranges?
S1:Yes,please.
T: Do you want some bread?
S2: No, thank you.（学生根据图片回答问题）
2、New words
(1)New word: dumpling
T: Look，what am I doing？
Ss：You are making noodles.
T: You are right! What am I doing now?
Ss：You are making dumplings.
T:Yes. I’m making dumplings.
Do you want some?
Ss: Yes, please. No, thank you. (板书)
Please read after me: dumpling（饺子）(全班读、个别读、小组
读)
Now please do the action: make dumplings.
T: What are you doing ?(教师提问，学生回答问题。充分练习)
Ss: We’re making dumplings.(引导学生使用本课句型)
Do you want some?
T: Yes, please.
Now please ask and answer in pairs.
A:What are you doing?
B:I’m making dumplings.
Do you want some?
A: Yes, please.
（2）New word: vegetable
T: Look at this woman, what is she doing?
施教者调整

S: She is making vegetables.(教师鼓励学生回答)
T: Yes，she is cooking vegetables.
Please read follow me, vegetable
(vegetable是多音节词，教师应让学生跟着录音多读几遍)
cook煮熟
T: Cook vegetable. She is cooking vegetables.
T: Look at me, what am I doing?
Ss: You are cooking vegetables.
T: I’m cooking vegetables.
Do you want some?
Ss: Yes, please. No, thank you (男女生练习)
T: Now please do the action: cook vegetables
What are you doing?
Ss: I’m cooking vegetables.
Do you want some?
T: No, thank you.
Now please ask and answer. The boys ask and the girls answer.
B: What are you doing?
G: I’m making dumplings. Do you want some?
B: Yes, please.
G: What are you doing?
B: I’m cooking vegetables. Do you want some?
G: Yes, please.
T: Wonderful!
What is the difference between make and cook?
课件出示二者区别:
“make”指食物的准备和制作，一般比较复杂，需要好几道工序，
例如：make some dumplings，make a cake；而“cook”一般指把
食物加热煮熟，过程比较简单，例如：cook some vegetables，
cook rice等。
3. Please look at the big screen. Work in the groups, ask and
answer like this:
A: What are you doing?
B: I’m making some _____. cooking ______.
Do you want some?
A: Yes, please. No, thank you.
Step3 Learning the text
T:Oh,I’m hungry now. Are you hungry?
Ss:Yes!
T:Today, Daming and his mother prepare some nice food for his
friends. Let’s go to Daming’s house and have a look,what food are
they doing? OK?
Ss:OK!
to the radio,then answer the questions:

What is Daming doing?
What is Daming’s mother doing?
2. Choose some students to answer the questions.
3. Read the text.
4. Practice the dialogue.
5. Read the sentences and tick T or F.
1. Daming is making dumplings. ( T )
2. Amy and Sam doesn’t like dumplings. ( F )
3. Daming’s dad is cooking vegetables. ( F )
4. Amy loves vegetables. ( T )
5. Sam doesn’t want vegetables. ( T )
’s look at the big screen, try to retell the story.
Daming_______________- ______
____Mum________________

Step4 Practice
T:Oh,we have no food to eat,let’s make another food,OK?
Ss:Ok!
T:What about cakes?
Ss:OKGood!
T:Now I will teach you how to make a cake.
Chant：
Make a cake,
make a cake,
put it in the pan.
Make a cake,
make a cake,
as fast as you can.
Step5 Homework:
1. Listen and read the text.
2. Write the new words for five times.
3. Make a short dialogue with your partner.
4. Introduce some food for your parents and get ready for
them.

【板书设计】 Uuit 2 How much is it?
A:What are you doing?
B:I’m ……. Do you want some?
A:Yes ,please. No thank you.
【教学反思】
Module5 Unit1 Can you run fast?
主备人： 施教时间： 年 月 日
单元
M5 U1
课题 Can you run fast?
1、Knowledge aim
(1)understand and speak out the seven
words: Can 、run、fast、jump、high、far、ride
(2)Make Ss master the drills.
知识与能
力
(3)study“Can you……resond according to
the teacher orders”
教学
目标
2、Ability aim
(1)Make Sentences with those seven words.
(2)Develop students’ imagination.
1、Teach the text with the task based method.
2、Do a survey by cooperative learning.
3、sing songs
(1)Be confident during studying English.
情感与态
度
(2)Learn to cooperate with others and communicate
with their partners.
(3)Gets fun from English studying?
重点
Speak out the words and the drills.
难点
对于第三人称转换的提问和回答
课型
New
lesson
过程与方
法

教法 Singing, listening, reading,cooperation in groups
学法 cooperation in groups, Singing, listening, reading
教学
准备
学情

分析
预习
Review
设计
教学过程
一、Warmming up
1、Greetings
2、Do you like playing games? OK, let’s play a game:Listen
and do some actions.（Stand uppoint to the doorsit
downpoint to the windowstand up.
3、Now do as I do:walking,walking — running,running –
jumping,jumping –riding,riding.(师边做动作边领学生说两
遍)
二、Presentation.
1、Walking,walking.I can walk. – Running, running.I can
run. – Jumping, jumping.I can jump. — Riding,riding.I can
ride.出示单词卡“can”并领读，说句。I can play footballplay
basketballtake picturesrow a boatreadwrite.
2、What can you do?让学生用“can”自由说句。
3、You’re very can do so many things,but I can’t
play football.师边说边做动作，引出单词“can’t。领读并说
句。4、指生问：Can you play football?……引出“Yes,I can.”
和“No,Ican’t.
5、师生问答“Can you ……?”
6、Practice in pairs.

施教者调整
Pictures Cards Tape CAI

三、Practice.
1、Now look here ,please.师边做动作边说run ,run ,I can
run.I can run fast.出示单词卡“run””fast”并领读.师问Can
you run fast?生练习回答。
2、同样的方法学习jump highjump farride fast.(在学习
jump far 的时候适时让两个同学到前面做动作，比较一下
谁跳得 远，引出单词“winner”并领读几遍，说句I’m the
’re the winner.为后来读课文做铺垫。)
3、师指着板书领读。
4、Practice in pairs with these words.
5、Have a performance.
6、Make a survey.(每人调查两个同学，在相应栏目打“√”)
Name Run fast Jump
high
Sam




√



















Jump far Ride fast
For example:A:Sam,can you run fast?
Sam : Yes,I can.
7．I have a good news for you !世博会里有一个健身俱乐部
要到我们学校来选拔小运动员 了，同学们想不想参加？不
过要想加入这个俱乐部必须通过评委提出的几个问题，通
过以后老师 就会发给你一个通行证（奖励一张小贴画）。①
一生到前，师问4个问题：What’s your name? How old are
you ? Can you run fast? Can you jump far?（这两个问题可
以灵活调换）回答完成并正确做出动作即得一贴画.
②再叫几生进行练习

③让学生当评委进行提问。④让全班学生当评委一起进行
提问
8、Open the books to page 22.
①Listen and point.
②Listen and repeat.
③Read after the teacher.
④Practice in groups of 4.
⑤Read in roles.
四、Extention
1、Sing a song《Row,row,row your boat.》
2、Change the words of the song.(用该曲换歌词练唱)
3、出示一段歌词：(让学生边唱歌谣边做动作)
Run ,run ,run fast. (做原地跑的动作)
Can you run fast?(左右手分别向外挥 做问人的手势)
Yes,I can .Yes,I can .(互相点头)
I am the winner.(做胜利的手势)
学生练习，齐唱。
（该段练习完后如时间充足可进行其它三段的简单练习。）
Jump,jump,jump high.
Can you jump high?
No,I can’t. No, I can’t.
You are the winner.
Jump,jump,jump far.
Can you jump far?
Yes,I ,I can.
I am the winner.
Ride,ride,ride fast.
Can you ride fast?
No,I can’t. No,I can’t.

You are the winner.
五、Summary
Encourage the pupils and say “goodbye”to th class.
六、Homework：Make a survey for your family.
【板书设计】 Module 5 Unit 1 Can you run fast?
Can you run fast? Yes,I can.
Can you jump high?
Can you ride fast? No,I can’t.
Can you jump far?

Module5 Unit2 Can Sam play football?
主备人： 施教时间： 年 月 日
单元
M5 U2
课题 Yes,I can. 课型
new
lesson
1. 熟练掌握flute, wash, clothes, draw单词。
2. 懂得运用“can”来询问他人的能力并讲述自己的能力，能
知识与能
初步运用Can you play the flute? Yes, I can. No, I can’t.来进
力
行问答和实际交际。
教学
3. 挖掘学生运用语言的创造能力
目标
过程与方
TPR teaching method Communicative teaching method
法
情感与态Tell the students: We can do many things .But we can’t do a lot
度 of things, either. So we must help each other.
重点
1. 掌握play the flute, wash clothes, draw a dragon词组。
2 . 会唱歌曲“I can’t do it”。
难点 运用Can you …? Yes, I can. No, I can’t.进行交际; 用“can” 来创造语言。
教法
游戏 电脑课件 听录音答问题
学法
游戏 看、听、说
教学
多媒体课件、自制笑脸和哭脸、笛子
准备
学情

分析
预习
Game:Say and do try to review the words
设计
教学过程 施教者调整

一、Greeting
二、Warming-up and presentation
1. Sing a song：row, row, row your boat
2. Say and do.
T: play footballbasketball, make a cakenoodlesdumplings,
run fastslowly
三、New teaching
(一) Listen, point and say(Activity 1)
1. 结合课件解释play the flute, wash clothes, draw a dragon.
T: Ok, now we’ll learn some new words. Look at these
pictures.
2. Do and say(师生一边表演动作一边读)
T: Let’s say and do the actions together.
3. 听录音并指出来listen and point.
T: Open your book and turn to page24. Look at activity one,
let’s see what can Amy, Lingling, Sam and Daming
do and what can’t they do. You should listen
carefully and point to the right face.
4.再听一遍录音,跟读
5.学生自己操练
6 .反馈练习:表演对话
(二) Listen and point (Activity 4)
放一遍录音,让学生指出正确的表情.(自制头像)
T: Look at activity4, listen carefully and point to the right face
on the wall.

(三) Look and say(小组竞赛)
1. 看课件图片:游泳,跳高,跳远等活动,学生来造句子.可有
好几种句型: Can you swim? I can swim. I can’t swim.教师
先进行示范.
T: Ok, now we’ll have a competition. Look at the pictures
and use＂can＂or “can’t” to say sentences as many as
you can. Then I’ll give your group 10 points if you are
right.
2. 请学生来说,根据情况给小组加分.
3. 评出优胜小组,把笑脸奖给他们.
四、Sing and do the actions.(Activity 3)
1．Listen and read. 听录音读歌词.
2． Sing and do the actions. (边唱边动作表演)
五 、情感教育
Tell the students: We can do many things .But we can’t do a
lot of things, either. So we must help each other.
六、 Homework
1、Listen and read this Unit .
2、Make a dialogue with your partner using : I cancan’t …
Can you …?
【板书设计】 Module 5
Unit2 Can Sam play football?
Can…?
Yes, heshe can.
No, heshe can’t.

【教学反思】






Module6 Unit1 Can I have some sweets?
主备人： 施教时间： 年 月 日
单元
M6 U 1
课题
Can I have some sweets?
1.
课型 新授
知识与能
力
教学
2.
3.
学习语句:Can I have…? 口头运用Can I have…?
这类语句询问他人需要什么或者自己需要什么。
学习M9单词
复习一首歌谣Happy birthday to you !
目标
过程与方
运用探究合作的学习方法，激发学生兴趣
法
情感与态
度
培养学生乐于助人的习惯
重点
学习语句: Can I have…? M9单词
难点
口头运用 Can I have…?
短语Turn on
教法
对话法，游戏法
学法 积极主动接受学习
教学
录音机，多媒体，单词卡片
准备
学情

分析

预习
预习I can ….
设计
教学过程
一 Warmer:
T: Hello.
Ss: Hello teacher.
T: What are you going to do on Saturday?
Ss: I’m going to ….
T: I’m going to join sports meeting .look here. (展示关于
运动的幻灯片)。What’s this?
Ss:It’s football.
T: Can you play football?
S: Yes, I can No, I can’t.
二 Presentation:
Let The students look at the screen. (a picture of sports)
And ask the students “Can you play…?” Students
answer the questions.最后一张幻灯片用糖果
T: What are they?
Ss: They are sweets.
T: Yes, Now, I’m hungry. Can I have some Sweets?(Write
this title on the board)
三 Teach new lesson:
1.T:Today is Amy’s mother make some food
for her .But she don’t know ,we are going to give her a
surprise .At first Let’s look at these food .(展示关于食
物的幻灯片，学习soup,sweets, bread, biscuit,fruit)Let
Ss learn them and ask them: Can I have …?

施教者调整

2. Listen to the tape.
3. Play the tape the students should read after it.
Let The students listen to the tape and let The
students chant with the music.
四． Game
将全班分成几组，教师出示有关食物的卡片，要求学
生看到食物后立刻造句，哪组有一名学生先站起来，
就算哪组先抢达到。抢到的小组每人要迅速 造一个句
子，只要有一个成员没有完成造句，就不得分，最后
哪组抢达最多，造句最多，教师发 给每个成员一枚粘
贴作为奖励。
五． Homework
1. Reading this lesson .
2. Reciting some words about this lesson .
3. Let Ss use “Can I have …?”in our life.
【板书设计】 Module6 Unit1Can I have some sweets?
Words
soup sorry sweet bread

Module6 Unit2 Happy Halloween！
主备人： 施教时间： 年 月 日
单元
M6 U2
课题
Happy Halloween！ 课型 新授
教学
1. 能熟练运用“Can I have…? Can you …?”
知识与能
2. 能够掌握模块单词。
力
3. 了解关于万圣节的知识
运用探究合作的学习方法，激发学生兴趣
了解西方节日和文化
过程与方
目标
法
情感与态
度
重点
学习语句: “Can I have…? Can you …?”
本模块单词
难点
听懂目标语句并会用“Can I have…? Can you …?”
教法 Ppt,直观教学法
学法 表演法，对话法
教学
录音机，单词卡片，多媒体
准备
学情

分析

预习
熟读单词，读课文。
设计
教学过程
一． Warmmer.
1. Greetings.
2. Let’s have a match. GroupA and GroupB, which group can
say lots of food and make sentenses about “Can I
have…?”.The students say,the teacher
Draws Stars.
Which group can say more words, they are the winner.
二Presentation
In China, there are some special days, e.g: Spring
Festival, Dragon Boat Festival and so on. But in oversea, there
are some special days, e.g: Christmas Day and Helloween.
Write this title on the board.
二． Teach new lesson:
展示幻灯片，并且了解万圣节，万圣节是西方的传统节日。
万圣节前夜，即10月3 1日夜晚，是儿童们纵情玩乐的好时候。
它在孩子们眼中，是一个充满神秘色彩的节日。夜幕降临，孩< br>子们便迫不及待地穿上五颜六色的化妆服，戴上千奇百怪的面
具，提上一盏南瓜灯跑出去玩。挨家 挨户收集糖果。并且让学
生复习并运用“Can I have some sweets ?”简单了解服饰和南瓜
灯。
三．Practise
创设情景并练习运用“Can I have some sweets ?”
五．Homework.
1. Listen to this lesson
a post card about Halloween
3. Read the lesson and try to recite it.

施教者调整

【板书设计】
Module6 Unit2 Happy Halloween!
Can I have some sweets?
Here you are.
【教学反思】




Module7 Unit1 There is a horse in this photo.
主备人： 施教时间： 年 月 日
单元
M7 U1
课题
There is a horse in this photo. 课型 新授课
（1）Function: Can use “ There is are” to talk about Photos.
（2）The students learn and can listen, read , say and use the
sentences:There is a girl in this photo. She’s riding a horse. I
知识与能
can’t see her face. There are twelve boys on the bike.
力
（3）The pupils can listen, read and say the vocabulary: there is,
horse, there are, have a look, sheep, vegetable, climb, face,
fruit, chicken, bear, pig
教学
过程与方
目标
法
运用探究合作的学习方法，激发学生兴趣
1、在学习本课知识的过程中，培养发散思维、创造思维的
能力。
2.在教学游戏中学会交际，学会鼓励他人，学会欣赏和赞赏
情感与态
他人
度
3培养学生的团队意识和合作精神，共同完成学习任务。
4 激发学生学习英语的兴趣,帮助学生树立信心。
重点 Ss can listen, read and say the sentences: There is a girl in this photo. She’s

riding a horse. I can’t see her face. There are twelve boys on the bike.
can listen, read, say and use the sentences:
难点
There is a girl in this photo. She’s riding a horse. I can’t see her face. There
are twelve boys on the bike to describe the Pictures or scene.
教法 情景教学法 任务型教学法
学法 探究式学习方法，小组合作交流法
教学
CD-ROM、句型卡片，短语卡片
准备
学情

分析
教学过程
Step One: Warm-up and lead-in. (about 5min)

1. Greeting, then say the chant: “Can I have some soup?”
2. Show pictures: playing basketball, running, shipping,
and so on. Let’s do asking and answering like this:
What is heshe doing? He is…(激活知识)
3. Show the picture of the text .(Amy is riding a horse) get
Ss look at the picture and ask :What can you see?(Help
Ss answer)
4. Watch and listen to the CD- ROM.(整体感知如何描述
图画)
5. Step one.: Watch, listen and repeat. (学着说，并提醒学
生注意模仿语音语调，感知今天要学的内容There
is …的语用，为新课学习做铺垫)
Learn：horse 注意与house的区别，用图片进行比较。
Step Two：Task presentation (about1min).
向班级推荐手抄报的图片,并用There is … in the photo. 描
述自己推荐的图片。
Step Three: text learning (about15min)
1. Play the CD-ROM. Get Ss watch and listen and
thinking :1）What are Sam and Amy talking about?
2. Ss try to answer the question.(1,2整体感知课
文)They talking about photos.
3. Sam, Amy, Daming are talking about photos. How
are they talking about them? Listen again(进一步
感知课文)
4. Show questions, listen and try to answer the
questions(带问题听录音， 试着回答，进一步了
解课文内容，为学习目标语句打基础)
2) What’s in photo 1?
3) What’s in photo 2?
施教者调整

4) What’s in photo 3?
引导学生回答每个问题后连起来描述：There are talking
about photos. There is …in photo 1… (板书There is a horse
in this photo. There is a sheep in this photo.…)
相机教学单词。
5. Try to say: There is a… inonunder…
6. Listen and repeat.
7. Work in group: retell the text.(A group of four把
打乱顺序的课文句子重新排列好，强化对课文内
容的理解)
Step Four: practice (about10min)
1. Listen and say(P40 Activty 3) 跟读模仿语音语调
2. Look at the picture.(P40 A4),明确要求后，四人小
组用there is…描述图片内容，共同完成任务。
给学生三分钟练习，然后以小组为单位向全班展
示。
3. Finish Ex 1,3，4(课堂活动用书)，巩固所学知识
Step Five: Task completion.(about 7min)
To show some pictures, Ss talk about them and choose one
describe it: There is a…in this photo.
1. Ss talk about the Class Paper.(四人小组讨论手抄
报的内容，合作 画一幅画或推荐一幅图，作为班
级手抄报的图片，并用There is…He is…来描述
图片。意在发挥学生的学习主动性，运用所学知
识)
2. Ss report.
Step Six Summary and homework (about 2min)
1. Summary together.
2. Finish “一起作业”
3. Finish Ex2
4.以小组为单位为班级手抄报准备图片
四人小组合作用There is… There are… HeShe is… They
are…介绍图片。然后请一人向全班介绍。大家一起选出好
的图片，被选中的图片所在的组每人得一 颗星以示鼓励。
Step Six. Summary and homework (about 2min)

【板书设计】
Module7 Unit1 There is a horse in this photo.
There is…

Module 7 Unit2 There are twelve boys on the bike.
主备人： 施教时间： 年 月 日
单元
M8 U1
课题
There are twelve boys on the bike. 课型 新授型
教学
1.能理解词汇fruit、chicken、bear、pig。
知识与能2.能运用词汇there are，chicken, pig。
力 3.能运用There are twelve boys on the bike.这类语句来描述照
片或图片图画场景。
目标
过程与方
1、 Learn the words by game method.
2、 Teach the text with the task-based method.
法
3、 Cooperative learning.
情感与态1、 Faster the Ss consciousness of good co-operation.
度 2、 Keep the Ss confidence in learning English.
重点
难点
能运用词汇here are，chicken, pig
能运用There are twelve boys on the bike.
教法 1、 game method 2、 task –based method 3competition
学法
1、 cooperative learning
教学
CD-ROM, word cards,
准备

学情

分析
教学过程
（一）Warming up and lead in
1. Greeting
2. Let’s chant
3.播放课件，学生用There is……in the photo .He’s
She’s It’s V-ing.
4.教师出示照片，全班学生一起描述照片。
5.T: Do you remember our old friends Lingling，Sam,
Amy and Daming? What are they doing? 他们正兴高采烈地
观看表演呢。What do they see？Let’s have a look.
T: Now let’s begin.
T: Now, I will play the tape again. In this time, listen the
tape carefully and find the answer with you partner.
教师板书：There is a boy on the bike.
There are twelve boys on the bike.
T：Now, I play the tape for the last time. Pay attention to
imitate the pronunciation and intonation.
(二)Task presentation
T：刚才大家只看见Lingling, Amy and Sam在看台上，
咦怎么看不见大明呢。哈哈，大明正在向大家展示他手机
的一组动物图片呢？ 他把这些图片整理成一份手抄报，正
在向大家展示图片的内容呢？
学完今天的课文后，同学们要为班级英语手抄报选
择图片，谁的图片会入选呢，让我们拭目以待吧。
（三）Text learning
1. T: Let’s learn our text.
2. T: Please listen to the tape.

施教者调整

3. T: Listen to the tape again. During listen, find the
question’s answer.
Q: What’s in Daming’s photos?
4. T: In this time, listen to the tape and imitate the
intonation of the tape.
5. Ask some students to answer the questions and teacher
writes the answer on the blackboard.
6.T： Teacher read the sentences on the blackboard.
7. 播放课件，教授单词：fruit, chicken, bear, pig
8. Ask the students try to describe the photos by using the
sentence ‘There isare….. in the photo. It’s…..
9.T：Play the tape again and ask students to imitate .Two
people a group to practice describing the photos.
(四) Practice
1.T ：播放课件，point and say the pictures with your
partner
2. T: Let’s have relax and sing a song
3. Let’s play a memory game.
（五）Summary
（六）Homework
1.向家人展示自己跟读模仿课文录音的情况
2.给家人或同伴演唱本模块所学歌曲
3.完成AB Unit2 练习3
【板书设计】 Module 7 Unit2 There are twelve boys on the bike.
T
here is a boy on the bike. There are twelve boys on the bike.
There is a pander in the photo. There are chickens on the bike.

Module 8 Unit1 We’re going to visit Hainan.
主备人： 施教时间： 年 月 日
单元
M8 U1
课题
We’re going to go to Hainan. 课型 新授型
1、 Enable the Ss to learn some important words.
2、 Make the Ss understand and use the new sentence :
知识与能
“I’m going to go to… ” “We’re going to go to…”
力
3、 Develop the Ss abilities of listening and speaking .
教学 They can make suggestions in life.
目标
过程与方
1、 Learn the words by game method.
2、 Teach the text with the task-based method.
法
3、 Cooperative learning.
情感与态1、 Faster the Ss consciousness of good co-operation.
度 2、 Keep the Ss confidence in learning English.
重点
难点
Make the Ss use the following sentences correctly:
“I’m going to go to…” “We’re going to go to…”
The phrases and the important sentenses
教法 1、 game method 2、 task –based method 3competition
学法
1、 cooperative learning
教学
Tape-recorder, word cards,
准备

学情

分析
教学过程
一、 Greeting:
Hello, everyone! How are you? OK, now let’s make
warm up, this is just for fun.
二、Warm up:
I say one, you say two;I say two, you say three;If I say
three, you stand up and sit down.
Leading in
1. Talk about the cities in China .(pp)
2. What’s your favourite city ？
三、New teaching：
1、Look at the pictures, practice the words about cities.
A、 Show the picture
B、Point and say
C、Say it quickly
D、Who’s missing?
2、Look at the pictures, the teacher teach the
sentenses:I’m going to go to ... Let the students repeat
the sentenses.( practice the words about cities).
3、Teachers do the action and teach: I’m going to ….Then
the students follow the example: I do and
say: I’m going to swim. Then the students repeat:I’m
going to swim.
a.I do and you say
b.I say and you do
it as quickly as you can.
4、 Look at the pictures and practice.

施教者调整

5、 Listen to the tape:
and point, then answer the questions the
teacher ask.
and repeat.
together.
play.
6. Explain the text. Ss follow me for two times. The
teacher will explain the words ,phrases,
the key points on the blackboard.
7. The teacher asks the Ss to read the text then act
teacher can correct the students’ mistakes .Then Ss
can find the interest of learning.
8、Practice: Make a survey.
四、Game:
Rememder what I say.
五、Homework
Talk about your plan at the weekend.
【板书设计】 Module 8 Unit1 We’re going to visit Hainan.
I’m going to …
We’re going to …
Hainan swim
Beijing fly kite
Tianjin watch TV

Module 8 Unit2 Sam is going to ride a horse.
主备人： 施教时间： 年 月 日
单元
M8 U2
课题
Sam is going to ride a horse.
new
课
less
型
on
知识与能力
教学
目标
过程与方法
知识目标：
1）能听懂、会读、会说、会抄写单词sock fish hoo
ray
2）能听懂、会读、会说句型:… going to ….
技能目标：
能听懂会唱歌曲：“The zoo.”

任务型教学法、情景教学法。
通过对本课的学习，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。
情感与态度
重点
难点
教法
学法
Going to 句型的使用
Going to 句型的理解
情景教学法、任务型教学法。
游戏法、合作学习法。

教学
准备
学情分析
教学课件、CD-ROM。

预习设计 让学生预习单词、听录音、阅读课文。
教学过程
施教者调
整

I. Warming up
1．提出上节课所学Unit1的内容，巩固上节课所学知识及一般将
来时的句型结构，即be going to形式，从第一单元的We’re going
to……，I’m going to……，拓展到SheHe is going to……和They’re
going to…… ，通过游戏的方式来练习语句，然后引出这节课Unit2
的内容，老师引导学生“小朋友们要去参观动 物园，那么小鸟小猫们
要去做什么呢”？然后一起打开课文，老师准备好动画和图片，让同
学们 听课文内容，进而让学生对本节课产生兴趣，尽快融入到学习当
中，了解完本节课内容后重复播放动画让 学生一起跟读并模仿图片内
容。
II. Presentation:
1．Do duty report and free talk.
2. 以小组为单位，分角色进行表演Module 8 Unit2中的课文。
（在类似小短剧的表演中， 开始了新课文学习，不仅检验了上
节课的作业完成情况，还可以有效的调动学生学习英语的热情。）
3. 出示Daming Sam Amy Lingling的头像，老师介绍 ”Daming
is going to take some pictures， But what is Sam Amy Lingling
going to do ?（开门见山导入课文，便于学生学习掌握教学的重、
难点）
4. 看课文挂图听录音，回答教师在上一个环节中提出的问题:
Sam is going to ride a horse
Amy is going to fly a kite

Lingling is going to row a boat
5.根据课文活动6的内容及对话，运用所学句式编写一段新的
对话，对所学内容巩固并加深记忆。
6. 老师让学生们相互讨论自己所喜欢的动物和想去的地方，然
后和同桌说一说I’m going to……，把图片贴到墙上，让全体学
生分组练习。
III. Practice:
1. 再次播放放课文录音，学生看书跟读。
2．制定 “周末活动计划表”
请同学根据老师的建议及要求，讨论自己周末最想去的地方和最
想做的事 情，分小组交流并填好活动表，要求使用“What are youthey
going to do on Sunday…… I’m going to ……We’re going to …….
They’re going to ……
Name



Swim


Row a boat


Play football


Play basketball



【板书设计】 Unit2 Sam is going to ride a horse.
… is going to …
【教学反思】

Module9 Unit1 Are you going to run on sports day?
主备人： 施教时间： 年 月 日
单元
M9 U1
课题
Are you going to run on sports day? 课型 新授课
1)基本能听懂、会说、会读、会写词汇：for, metre , every day ,
good luck, come on.
知识与能
2)基本能听懂、会说、会读、会写句型： “What are you going
力
to do for Sports Day ?
“I’m going to….”
1采用活动教学的形式，让学生在活动中学习知识，促进学
生对句子，词语的理解。 并结合游戏呈现知识，以促进
对语言的识记。
教学
目标
过程与方
2 让学生学会在特定情景中用“what are you going to do?”和
法
“I going to…..”等句型进行交际。
3了解如何用英语在比赛中给运动员鼓励、加油的用语。
1、在学习本课知识的过程中，培养发散思维、创造思维的
能力。
情感与态
度 2.在教学游戏中学会交际，学会鼓励他人，学会欣赏和赞赏
他人

3培养学生的团队意识和合作精神，共同完成学习任务。
4 激发学生学习英语的兴趣,帮助学生树立信心。
理解掌握 sports day comw on good luck winner 等词的意义并懂得在实
际语境中运用。
理解并懂得在日常生活中灵活运用 what are you going to do for sports
难点
day? I am going to ….等句型进行交际
重点
教法
情景教学法 任务型教学法
学法
探究式学习方法，小组合作交流法
教学
教学准备：课件、句型卡片，短语卡片
准备
学情

分析
教学过程
Step 1:Warmer

ngs
T: Good morning , children. Ss: Good morning, Ms Sun.
T: How are you today? Ss: I’m fine, thanks . And you?
T: I’m great. Thank you so much.
2. Sing a song –“I’m going to go to the zoo.”
and do.
T: The Sports Day is coming soon. Let’s do some
training.
Basketball , basketball , play basketball;
Football , football , play football
Run , run , run fast
Jump , jump , jump high
Ride , ride , ride fast .
Step2: Presentation
T: Our Sports Day is coming . I ’ m going to take part in
some of the sports games .
What are you going to do for Sports Day?
Ss: I’m going to … （引导学生回答）
S1:I’m going to play footballplay table tennisswim…..[
T：Today we’re going to learn the Module 8 Sports Day Unit1
What are you going to do? （板书）
1) 教师拍手以歌曲形式操练。
“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.”
施教者调整

T:Oh, I’m going to run the 100 metres.
教授：run the 100 metres
T:Look!（展示挂图，指着挂图上Daming跑步的图）
Daming is going to run the 100 metres on Sports Day. Do you
want to know who is the winner of the game? Now, let’s learn
the text first and try to find it out. Please open your books and
turn to page 30. Listen to the tape and then answer my
questions.
Q1: What are the children going to have?
Q2:What is Daming going to do on Sports Day?
Q3:What is he going to do for it?
Step3:Practice
Game1:“传卡片”
T: Boys and girls , let’s play a game,ok? Ss: OK!
A :What are you going to do?
B: I’m going to play football.
进行词卡传递，速度由慢到快，拿到词卡的学生要用
句子回答教师及全班的提问。
Game2:“猜猜我要做什么”
老师请单个学生到教师前面模仿做某事的动作，并提
问：“What am I going to do?”把全班分为男女生两组，使用
“You are going to…”猜测。老师要鼓励学生模仿过去学习过
的所有动作。
Step 4: Production
T ：“You are super! And now you can do the task. Please
work in groups and try to finish the task.”
（1）学生活动--- 完成运动会报名表。
（2）请部分学生展示对话。
（3）讲解课文。
（4）跟读课文。
（5）学生自由读课文。
（6）全班读课文。
(7)分角色表演课文故事。
Step5: Cooler
T: Class is over. See you next time.
Ss: See you.
Homewok:
1、听磁带跟读课文20分钟，家长签字。
2、抄写第9模块的单词。
3、预习Module9 Unit 2.

【板书设计】
Module 9 Unit1 Are you going to run on sports day?
We are going to ...
Are you going to…?
Yes, I’m going to …








Module9 Unit 2 I’m going to do the high jump.
主备人： 施教时间： 年 月 日
单元
Module 9Unit2
课
题
课
Unit 2 I’m going to do the high jump.
型
新授
课
知识与能力
教学
目标
过程与方法
1)基本能听懂、会说、会读、会写词汇：do the high jump，
do the long jump, run the 200 metres.
2)熟练掌握 “What are you going to do for ……？”的言结
构及回答：“I’m going to…?”
1. Game method
2. The task-based method.
3. Cooperative learning.
培养学生持之以恒的情感态度。 情感与态度
重点
难点
教法
词汇：do the high jump, do the long jump, run the 200 metres.
句型：What are you going to do…? I’m going to…
“run the ….”及 “ do the…”的表达。
启发式，任务型教学

学法
教学
准备
学情
分析
自主式，互助式
教学卡片、挂图 CD- ROM。

教学过程 施教者调整
Step1: Warmer

1. Greetings
2. Sing a song
Step2: Presentation
1. Lead in
1)T: What am I going to do?
Ss: You are going to swimrunplay table tennisplay
basketballplay football.
T: What am I going to do?
S1: You’re going to do the high jump.
T: Yes. I’m going to do the high jump.
引出课题：Unit2 I’m going to do the high jump. （板书）
教授—high jump (1) stamp the word (2) shout the word 2)
S2: What am I going to do? （一个学生做跳远的动作）
T: You’re going to do the long jump.
教授—long jump (3) clap the word (4)say the word (louder
whisper)
2)T: Daming is going to run the 100 metres on Sports Day.
今天，我们要看看Amy, Lingling 和Sam 打算参加运动会的哪
些项目。Please open your books and turn to page 32. Listen t
o the tape and then answer my questions .
Q1: What is Amy going to do for Sports Day?
Q2: What is Sam going to do for Sports Day?
Q3: What is Daming going to do for Sports Day?
Q4: What is Lingling going to do for Sports Day?
S1: Amy is going to do the high jump.
S2: Sam is going to do the long jump.
S3: Daming is going to run the 100 metres.
S4: Lingling is going to run the 200 metres.
教授： the 200 metres (1)个人读 （2）小组读 （3）男生、
女生读
 T:What are you going to do for Sports Day?
Ss:I’m going to run the 200 metres.
Step 3: Practice
1)Game—幸运52
准备卡片： high jump, long jump, the 100 metres, the 200 me

tres 等。
要求：全班同学看图片做动作，学生A和学生B抢答。
2）Game – Guess it
S1: What are you going to do? The high jump?
S2: Yes, I’m going to do the high jump. （用手势表达high ju
mp 的动作）
P.S.通过做手势猜对方要参加的运动项目。
Step4: Production
T： 每4人一小组选派一名组长，对组员在体育 运动方面的特长
进行调查，然后安排大家参加运动会的各个项目。
e.g (1) S1: I can run fast.
S2: You ‘re going to run the 100 metres.
S1: Okay.
(2) S3: I can jump high.
S4: You’re going to do the high jump.
S3: Okay.
汇报：e.g. A and B are going to run the 100 metres . C and
D are going to do the high jump.
Step5: Say a chant.
T: Boys and girls, our Sports Day is coming. Let’s say a chan
t ,ok?
Ss:OK!
T&Ss: I’m training for Sports Day.
I’m training every day.
I’m going to run and I’m going to win.
I’m training every day.
Come on, come on!
Good luck, good luck!
Good luck on Sports Day!
Step6: 讲解课文
1）全班读。
2）小组读。
3）分角色扮演。
Step 7 Homework:
1、读课文20分钟。
2、请同学们根据自己的特长报名参加运动会， 要描述出自己具
备的能力，依据能力准备报什么项目参加比赛。然后写在一
张纸上交给老师。
e.g. I can run fast. I’m going to run the 200 metres.

【板书设计】 Unit 2 I’m going to do the high jump.
run the 200 metres
run the 400 metres
do the high jump
do the long jump
【教学反思】











Module10 Unit1 We have a big family dinner.
主备人： 施教时间： 年 月 日
单元
M10 Unit1
课
题
Unit1 We have a big family dinner. 课型 新授
教学
目标
学习for,about,Spring Festival ,Chinese等单词；
认读Happy New Year !
知识与能力
At Spring Festival, we have a big family dinner.

过程与方法 讲授法、情景导入法、师生互动、游戏法
培养学生 对我国传统节日的认识，培养爱国、爱家的学
习氛围，激发学习兴趣，提高将实际生活与英语学习的结合的能力。
情感与态度

重点
难点
教法
学法
教学
准备
学情分
析
1．New words: Spring Festival，new year，peanuts，sweets，for ， about，
Chinese .
2．Sentences : At spring festival,we have ……
Spring Festival 的读法；“主语+动词+名词”句式的运用。
讲授法、情景导入法、游戏法、师生互动、生生互动
Teamwork；Games；Discuss
Words card；PPT

教学过程
施教者调整

Step1. 热身复习
ng. （Hello, boys and girls. How are you, today？）
: Let’s chant《I like coffee.》
（设计意图：通过chant，复习I like …….句型）
Step2 复习旧知
师出示食物卡片，问：Do you like
applespearsorangesmeatfish……?(生答)
教师抽取卡片，用like， have造句子，如I like apples , I have
（边说边做吃的动作）apples .I like fish , I have fish.让学生
模仿教师根据自己的实际，用I like don’t like……,I
have …… 来描述事物。
（设计意图，通过复习已学过的食物，练习“人物+动词+
句词”的句型）
Step3 导入新课
师：You are very good . I’ll give you a song.
播放歌曲《欢乐中国年》，问：What’s it about? You can say in
Chinese.
（出示单词卡片“about”，用不同方式来学习，如：This is a
book about English. Here is a book about Chinese .力求让每
个学生掌握。）

当学生说出“春节”，师：Yes,it’s Spring Fastiveal.带领学生
大量练习。教师继续引导“Spring Fastiveal is Chinese New
Year.”
T：Today we will learn about Spring Festival .（练习Spring
Festival 的发音）
I like Spring Festival , do you ？ Why ?
可以让同学们小组交流一下，然后班内交流，多数学生会
说出穿新衣 ，吃花生，吃糖果，相互问“过年好”，家庭吃
团圆年夜饭，放鞭炮等。教师可事先根据需要画出图片，
并张贴在黑板上。
教师根据黑板上的图片，引导出重点句型
At Spring Festival ， we have new clotheshave peanutshave
sweetshave a big family dinner.
At Spring Festival ，we say “happy New Year !”
（设计意图：通过情境，引起学生生活经历的再现，将我
们的文化与英语教学很好的结合。）
Step4 学习新课
1.放第一遍录音，让学生看图，体会语言所要表达的内容。
2.放第二遍录音，让学生将含有Spring Festival的句子划出。
3.放第三遍录音，学生跟读。
4.放第四遍录音，学生随读。
5.教师领读课文，对重点、难点词、句反复练习。
（设计意图：通过任务性录音教学，让学生有目的的听，
更好地集中注意力。）
Step5 游戏巩固
创造条件，让班内学生参与表演春节的礼俗，教师可在其
中引导学生，如We’re going to play a game about Spring
Festival .…，引导学生大胆练习口语Here are some
peanutssweets for you .Give you!You’re

……
（设计意图：让学生学 会合作，为学生创造一个展示自我
的舞台，并将知识进行拓展和延伸。因为学生有丰富的生
活经 验，过年问好，赠糖果等都很熟悉，所以学生表演起
来难度不大，但对英语口语的应用有一定的难度，教 师应
给予适当的指导。）
Step6 课堂小结
单词：spring festival new
year peanuts sweets for about
句子：At spring festival,we have .......
（设计意图：学生在愉快氛围中学习知识，在课末进行回
顾，巩固所学。）
Step7 家庭作业
⒈听录音，朗读课文，并试着模仿语音语调。
⒉收集其他 节日的图画或者照片，并了解其风俗习惯．例
如：中秋节人们吃什么和做什么．下节课前向同学们介绍< br>自己收集了解到的节日知识．
（设计意图：鼓励学生学有所用，延伸到其他节日，做好
课内知识的延伸。）
【板书设计】 Unit 1 We have a big family dinner.
At Spring Festival , we have(吃)…

Module10 Unit2 Merry Christmas!
主备人 施教时间： 年 月 日
单元
M10 U2
课题
Merry Christmas!
知识与能
力
教学
目标
过程与方
法
情感与态
度
重点
We have…
难点
Christmas 的读法。
课型 新授
We have Christmas in England. We sing songs.
We have a Christmas tree. We give presents.
We eat peanuts and sweets.
Listening, speaking,play games, task-based teaching method
Help the pupils to be interested in English .Let the pupils speak
English bravely.

教法
Task-based teaching method, listening and speaking.
学法
Task-based learning method, games, cooperative learning method.
教学
准备
学情
分析
word cards, CAI.

教学过程
施教者调整

1、热身复习
1）请学生到教室前面，拿着自己过春节是场 景的图画或者
照片向同学描述自己是如何过春节的。
2）请学生展示收集到的关于其他节日的 图画，并在全班进
行汇报交流。学生可以说：“At...we say...We have...”
2、课文导入
1）老师播放SB Unit2活动4的圣诞歌曲，请学生欣赏。
老师 也可以在教室里挂一些圣诞小饰物来烘托气氛。欣赏
歌曲过后，老师询问学生：“What festival is it?”引导学生回
答：“Christmas.”老师教授新单词“Christmas”。
2）假定今天是圣诞节，老师扮演成圣诞老人，向学生问候
圣诞快乐，并介绍西方人过圣诞节的风俗习 惯。
3、课文教学
1）老师把本课的挂图贴在黑板上，播放录音，呈现SB Unit2< br>活动1的内容。请学生边听录音边指出相应的图画。放第
二遍录音前，老师提出一些问题，例如： “What are they?
What do they say on Christmas Day? What do they do on
Christmas Day?”请学生带着问题 继续听录音，试着找到具
体的答案。听第三遍录音时，请学生打开书，边听边跟读，
同时画出新 单词与难点。老师讲解新单词与难点，帮助学
生理解并掌握课文内容。
2）老师可以播放录音 ，每句话后停顿，请学生跟读。老师

注意纠正学生的语音。
3）最后请学生以小组为单位分角色表演课文，并在全班展
示。
4）完成SB Un it2活动3。把全班学生分成若干个三人小组。
老师告诉学生他们将就节日庆祝展开讨论。每组对话都 要
和一种节日有关。
4、课文学习
1）学习SB Unit2活动4的歌曲。老师出示圣诞节的图片
营造出节日的气氛。
2）学习SB Unit2活动6的字母。
3）把字母和单词相结合，编成歌谣并学习。然后请学生进
行单词的扩展练习。
5、课后作业
个别完成
1）听录音，朗读课文。
2）为老师、家人或者同学制作一张节日贺卡，写上节日祝
福语，并送出贺卡。

【板书设计】 Module10 Unit2 Merry Christmas!
At Christmas, we have…
【教学反思】

Review Module Unit1

主备人： 施教时间： 年 月 日
模块
Review
Module
单
元
Unit 1 课型 新授
学生掌握方向与位置的词语；
学会30以内的数字；
知识与能力
掌握表示能力“can”的用法；
使用“be going to”讲述计划。
教学
目标
过程与方法
学生在大量练习中，通过合作与交流提高综合运用英语语
言的能力。
情感与态度 培养乐于助人的道德情操

重点 介词，数字，“can” 的用法，“be going to”表将来的用法
难点 “be going to”表将来的用法
教法 任务型教学法
学法
合作交流法
教学
课件
准备
复习
复习整册书的词汇与句型
设计
教学过程
Step 1:warmer
带领学生复习Module 2中的韵诗“Left foot,right
foot”,并使用相应的课件单词卡片帮助他们重温关于方向
和位置的单词。
Step 2:presentation
1) 师根据韵诗的内容引出“方向”的表达。老师走下
讲台，同时对学生说：
2) T：Now,I’m walking down my platform.
老师走到一位学生身边，说明自己的位置：“Now I’m
next to himher.I’m on hisher leftright.”老师继续向前走，边
走边说”I’m walking past …”
（3）请全班完成SB活动1，听录音，并指出录音中
描述的是哪一副图。
Step 3;关于数字的练习：
(1)首先根据数字卡片带领学生复习数字1－29.鼓励学生说< br>出更大的数字，并说出这些数字与自己生活的关系，例如：
I’m ten years old. I have three pens…
(2)完成SB2. 请学生2人一组展开游戏。 老师说明手势表
示数字：伸开双手表示10，伸开双手再迅速翻过来表示20，
然后伸出相应个 数的手指表示个位数。分组练习完成后，
老师可以在黑板上快速写出阿拉伯数字，让全班学生一起
说出英文单词。
Step 4:关于“cancan’t”的练习
(1)组织学生以小组为单位调查其他组成员会干什么，不会
干什么，例如：Can you play the piano? …
9
施教者调整

(2)完成SB3.学生对话。
Step 5：关于一般将来时的练习：
(1)T:老师看着表说：“It’s …now,Let’s talk about what
are you going to do today.”
S: 生可能回答：“I’m going to have Maths.”…
(2)完成SB4，把人物与他们打算做的事情连线。
Step 6：总结与作业：本课我们复习了表示方向与位置的介
词，数字，‘can ’和‘be going to ’的用法，希望大家能够掌
握。作业是做AB unit1.
【板书设计】
Review Module Unit 1






Review Module Unit2

主备人： 施教时间： 年 月 日
模块
Review
Module
单
元
Unit 2 课型 新授
教学
学生掌握表示允许的‘can’和表示愿望的‘want’用法；
知识与能力 食物、12个月份和表示天气状况的单词；
现在进行时。
学生在大量练习中，通过合作与交流提高综合运用英语语
过程与方法
目标
言的能力。
情感与态度 培养团结合作的精神。

重点
表 示允许的‘can’和表示愿望的‘want’用法；食物、12个月份和表示天气
状况的单词；现在进 行时的用法
难点 现在进行时的用法
教法 任务型教学法
学法
合作交流法
教学
课件
准备
复习
复习整册书的词汇与句型
设计
教学过程
Step 1:warmer
带领学生复习关于月份的韵诗,并使用相应的课件
单词卡片帮助他们重温关月份单词。
Step 2:presentation
3) 师根据韵诗的内容引出12个月份表达。组织展
开SB Unit2 活动1中的游戏。具体操作如下：
老师在黑板上写出12个月份的英文单词（打乱
顺序），让学生6人一组，每轮游戏前请两组学
生分别站到黑板的两侧；发给每组第一名学生一
个黑板擦，此外还要请一名学生为两队记分。老
师快速，随机的说出一个月份单词，两队学生第
一名听到后迅速擦掉那个单词，擦去的组得分，
没有擦到的学生淘汰掉；接下来由刚才擦去单词
的学生说出单词，黑板擦交给同组的下一名学< br>生。如此重复，直到有一组学生全部被淘汰为止
(2)扩展游戏：按照上面的方法，把英文单词换成数
字1－12，增加游戏难度。
（3）师把话题从月份引向天气状况，请学生说出自己
生日的月份，并描述天气。例如：“My birthday is in…It’s
warmhotcoolcold…”
Step 3;关于食物的单词、表示允许的’can’和表示愿望
的’want’的练习：

施教者调整

(1)老师出示卡片，复习有关食物的单词，然后请学生两人
一组完成SB 2 的对话。
(2)根据这些食物，用‘want’造句，例如：I want a cake…体
会can和want的用法。
Step 4:关于现在进行时的练习
(1) T:老师看着表说：‘It’s …O’clock now,what are we
doing?’
S:We are having English class.复习现在进行时的表达，
并让学生造句。
(2)完成SB3.听录音并描述对话。
(3)展开SB Unit 2 活动4的游戏，老师描述图中的人物，
请学生猜一猜老师描述的是谁。
Step 5：总结与 作业：本课我们复习了表示允许的‘can’和表
示愿望的‘want’用法；食物、12个月份和表示 天气状况的
单词；现在进行时的用法，希望大家能够掌握。作业是做
AB unit2.
【板书设计】
Review Module Unit 2

月份 A:Can I have some…? This is Lingling’s family.
B: Yes, you can. Sorry, you can’t. Mum is making a cake.
【教学反思】