南通农业职业技术学院-写亲情的作文

2016至2017学年度第一学期
学科：英语
年级：四年级
姓名：宗
日期：

备
课
笔
记
本


宁
2016.9

科目

本
册
4. 能围绕购物话题挑选物品，表达看法。
英语 年级： 授课教师 宗宁
2016年 9月
1. 能围绕情绪状况简单询问、表述原因，以及安慰他人。
2. 能运用简单的语句与他人电话交流
3. 能在恰当的语境中请求他人做某事或向他人寻求帮助
教
学
目
的
要
求

5. 能听懂、会说、会用关于点餐的交际用语
6. 能听懂、会说有关天气状况、人与自然现象之间关系的表达方式
7. 能听懂、认读sad,worried等词和hold these books,close the
window等短语及打电话相关用语，并能在相应情境中运用
8. 能根据规律拼读含有字母i,a,e ，o,u 和字母组合
ea,ar,ou,ow,air ，ir,er，al 的例词，并能体会他们的不同
9. 能朗读主课文对话，读懂复习课中转述主课文内容的语段，并尝试朗
读。
10.
能在 积极的情感体验中，进一步增强主动关心他人的意识。体会帮助
他人、关心他人带来的快乐。树立合理的 消费观念。建立热爱自然、
保护自然的意识



1. 采用直观教具进行教学，使所学知识生动、形象，贴近生活，使学生
易接受。
2. 继续坚持全英授课，使学生在听力方面有进一步提高。

教
学
3. 课上运用小组合作，培养学生互相帮助，团结合作意识。
4．运用多种手段教学，如：游戏、简笔画、歌曲等，培养学生学英语的
兴趣。
5．强调课后听录音学习，家长监督听英语情况，提高学生听说能力，训
设
想



练语感，培养规范的语音语调。
6．鼓励学生每天记单词，坚持听写，提高学生拼读、识词能力。
7. 加强个别生的辅导，鼓励学生积极参与语言实践活动。
8. 注重作业的质量，加强阅读和写作的指导。

教学内容 Unit 1 ：why are you so happy? Lesson1 课堂类型
（一） 知识与技能
1．通过学习故事，学生能初步读懂本单元的故事。
New
2．能初步运用why are you so…？询问他人的情绪，并用because说明
原因
1. 能结合语境辨别、认读相关情感状态的词汇happy,angry,tired
（二）过程与方法
教学目标
1通过文化图片理解和感受，学以致用。
2通过小组合作，汇报展示，多样评价等手段引导学生养成良好学习风
气，进行实际合作交流。
（三）情感态度与价值观
1通过小组合作和任务的完成，发展学生的合作交流能力。
2通过故事情境培养学生形成在生活中关心他人帮助他人的美德。

教学重点

教学难点
教学准备
教师活动
句型
why are you so…？
及答语
because
的初步运用
词汇
happy,angry,tired
的认读
理解部分情景语句，如Nice to see you all have new
books.
课件，单词图片、卡片，头饰
学生活动




设计意图
[设计意图：运
用学生喜爱的
TPR游戏, 使
课堂以活泼的
形式开始，同
时帮助学生复
习学过的情绪
词汇：ha ppy,
angry, sad,等
等


一、Before the story
: guessing game.
师生做游戏
小组做游戏。
2.总结在回答原因时要先说because(因

为).，学习新词。


展示不同的事件，教师询问原因
二、During the story
学生试着用
(一)．看图片1，设疑自探
because回答.
1.教师布置任务：Look at the picture and

think of some questions you want to know
in the group. When you are finished say

“we are ready” understand? Stand up.



2.小组展示问题

Group show（ 看举手率抽号或叫组 ）

stand up and tell the questions.
Teacher will write the good questions on the

board.

问题可能会是：what are they talking

about?

[设计意图：
小组合作形
式，以好带
差，充分发
挥小组成 员
的能动性，
利用积分鼓
励小组成员
共同参与进
步]

why is guoguo so happy?

3教师板书好问题



















. Well, according to the questions, we are

going to watch the story .And try to solve

the problems


（二）看故事，解疑合探.




to find the answer in groups. When
finish it say “ready”

2. The teacher write the answers
are meeting their teacher.


2. guoguo is happy because she is back at

school,she likes school.



（三）跟读对话一遍。
跟读对话一遍。
1.小组分角色表演对话。
2.小组展示。

(四)．看图片2，设疑自探
1.小组分角色表演

对话。







2.小组展示。

1.教师布置任务：Look at the picture and

think of some questions you want to know

in the group. When you are finished say
“we are ready” understand? Stand up.


2.小组展示问题


[设计意图：

Group show（ 看举手率抽号或叫组 ）

stand up and tell the questions.

由于英语 是
外来语，四
年级学生自
己组织语言
的能力还比
较差，利用
小组进行设
疑自探的问
题环节，有
助于使好同
学帮助落后
生思考，提
高整组问问
题的能力]






操练对话，巩
固句型


培养创编能力




Teacher will write the good questions on the

board.
问题可能会是：what are sara and guoguo
talking about?


3教师板书好问题



. Well, according to the questions, we are

going to watch the story .And try to solve

the problems


三、listen, look, and learn
出示生词：messy, tired, hard.





通过图片让学生（一）．出示三幅主题图。
让学生小组选择自己感兴趣的图片来观

察，提出自己的问题并解决。

图1：why are you so happy?

because we are back at school。



图2：why is maomao's mother so angry?

because the room is messy.



图3：

why is maomao so tired?

because he played too hard.

由三个小组组成整个故事，按早中晚的时

间顺序表演三段对话，给小组评分。




引导学生产生
兴趣，复习所
学表情，使他
们会表达





教师选出一组做示范，同时提出注意事

项，给充分的时间练习，在评分时要明确
评分项目，给分时注意公平公正。在表演

后给予总结发奖。
理解生词的意思并

认读。
四.let's do.

展示人物快乐表情照片，之后出示快乐表

情符号。

向学生介绍表情符号，

接着展示其他人物表情，让学生试着画下

来。
看哪个小组画的最多最好。

四、课堂小结class closing




本节课我们了解了开学时同学们开心愉
快的心情，并知道了同学们喜爱学习的品

质。
学生说出这些符号

的用途。
五、作业。（homework）
学生试着画下来。
有感情的背诵课文 Recite the story

passionately

板书设计

Unit 1 Why are you so happy? lesson 1
课后小结

本课设计注重与生活实际相

Happy: I'm back at school.

We have new books. They are cool.



结合，调动学生主动性，在句型
操练中融入感情 。同时在讲解时
加入绘画，表情动作更加易于学
生理解和掌握。


教学内容
Unit 1: why are you so happy?Lesson 2
1.知识与技能：
1)、能初步运用Why do you look so……? 询问他人的心情，并用because说明原
因
2)、词汇：能够正确的听说认读单词，sad, surprised, excited.
3)、 能分角色朗读对话，并能在一定的情景中正确使用。
课堂类型
New
教学目标
过程与方法目标：
1)通过简单图片，达到理解主要句型。
2)通过阅读，深入理解本单元故事。
3.情感态度与价值观
能在积极的情感体验中增强主动关心他人的意识。

教学重点

教学难点
能初步运用Why do you look so……? 询问他人的心情，并用because说明原因
能够正确的听说认读单词，sad, surprised, excited.

1. 结合实际创编对话
2. 理解部分情景语句”He will come back soon.””Are you happy

now?”
教学准备
教师活动
一、 Warm--- up:
1、 Look at the picture: Do you like
dogs?
Maomao likes ball games. He often
plays ball games with the dog.
Are they happy?
2、通过师生对话，让学生了解Maomao和
小狗的关系很好，他们是好朋友。
二、Listen and say:









观察图片，听

录音，回答问
课件，单词卡，头饰
学生活动


观察图片






设计意图


培养学生认真
观察图片，从
图片中找信
息，为文章做
铺垫
1、Look at the picture. Ask some

questions:

What can you see in the picture?
How does Maomao feel?
Why does Maomao look so sad?
2、Listen and find the answer.
Listen and answer the
题。锻炼提取
信息的能力。
questions.



第二遍听录
音，逐步学习
对话，引导学
生理解对话内
容

3、通过听录音，学生知道Maomao很伤心，

因为小狗丢了。丰富对话的场景，营造对

话的气氛。Why do you look so sad?


Because my dog is missing.
4、再次播放录音，学生知道小狗回来了。

说出句子My dog is back.
5、跟录音读图片，引导学生模仿人物的
语音及语调。
6、小组内进行完整对话的表演，并进行
展示。
三、Listen, look, and learn:
1、做游戏。30秒钟，看哪组说出的单词
又多又快。
2、学生分角色展示课文对话。
四、Let’s do.
做书上的练习，让学生将自己喜欢的图片
与同伴分享，并说出理由。
如：Nobody lies Dan. Nan is sad.









Read and then role
play.





回答问题，引
导学生积极思
考，用英语表
达。

巩固本课所学
的重点句型。




Work in pairs and

practice using the key
sentences.





Play a game.




游戏的形式来
让学生复习巩
固所学内容

板书设计

Why do you look so sad?

Because my dog is missing..
课后小结

学生通过练习句型 ”Why do
you look so sad?”
“Because…”进行替换练习，需
要换人称，“Why do they look so
excited?”个别学生句子不熟
练，不理解如何才能变换正确。
以后教师 会通过一帮一互帮的形
式，鼓励每个学生多说，多练，
达到学习的目的。在作业中加入
拓展练习，孩子自己拓展一些句
子，锻炼学生能力。




教学内容
Unit 1Why are you so happy?Lesson 3
课堂类型
New
1.能运用“Why are you...?”询问他人的情绪状况，并用because
说明原因。
2.能结合语境辨别、认读用于描述心情的词汇upset和worried。
教学目标
3.能分角色朗读对话，并在情境中创编相同的对话。
4.能树立关爱朋友、积极帮助他人的意识。

1.句型“Why are you...?”及其答语“because...”的初步应用。
教学重点

2.词汇upset, worried以及sad的认读。

1.结合情景创编合理的对话。
教学难点
2.理解部分情景语汇，如：“Don’t be sad.”“Let’s look for it
together.”
教学课件、单词图片、教材、头饰等。
学生活动


看图片说出所学过词
教学准备
教师活动 设计意图


复习，热身







由实物引出所
学对话








一、Before the story
（一）热身
Game: bomb(复习心情词汇）
（二）复习导入
T: I’m very happy. Why am I happy? Do
you want to know? Ss: Yes.
T: I’m happy, because I have a new watch.
（手表实物）
T：What’s color is it? What’s shape is it?
Ss: It’s blue in color and square in shape.(物
体形状、颜色表述练习)
汇







观察，听，说
提取信息
T: Look at the picture. Who are they?

Ss: Yangyang and Lingling

T: This class, we will learn a story about

them? How do they feel?
二、During the story
(一）设疑

1. 看图说话
T: look at the picture, what can you see?
Please say something about it.
2.教师布置任务
T:（出示故事图）Look at the picture and
think of some questions you want to know












锻炼学生看图
练习说话的能
力










培养小组合作
意识





in the group. When you are finished say
看图说话
“we are ready” understand?
Ss: 小组合作，看图提问题。
3.小组展示问题处理新词
Group show: stand up and tell the
questions.






Teacher will write the good questions on the
board.


预设问题：
（1）Why is Lingling upset?
（2）Why is Yangyang worried?
Learn the new words: upset、worried?
upset，up+set(表情图帮助理解)




看图，小组合作提问
题
worried, Don’t worry—worried(表情图帮

助理解)
4.教师板书好问题

（二）合探
T：Well, according to the questions, we are
going to watch the story .And try to solve
the problems
Ss:Try to find the answers in groups.
The teacher writes the answers
































预设答案：

（1）She is upset, because her new watch

is missing.

（2）He is worried, because his mum is ill.

Learn the new word：ill(图理解)
（三）质疑再探
1.跟读课文一遍
2.自读课文
3.质疑
T: Do you have any other questions?
T: I have a question.
T: Lingling’s new watch is missing. So she
is very upset. Yangyang’s Mum is ill. So he
is very worried. What should we do?
Ss: help them and comfort them.(可以中文

表述)
T:Yes, when other people are in trouble, we
should help them or comfort them.
T: Lingling’s new watch is missing. We
should say…
Ss: Don’t be upset. Let’s look for it
together.
T: Yangyang’s mum is ill. We should say…
Ss: Don’t worry. She will get well soon.

三、after the story










听录音，跟读课文
自己指书读








让学生听原音
模仿







引导学生抓关
键信息点，回
答问题






1.小组合作自主学习listen，look，and learn

T: Yangyang and Lingling are unhappy.
Look! Guoguo,Maomao, Yangyang. They


are unhappy too. Maomao is worried,

Guoguo is upset, Yangyang is sad. Why are

they unhappy?

T:You can choose 1or 2 pictures and talk

about it in the group. You can do some
actions.
1.小组练习
3.拓展应用
小组合作，根据提示词，仿照课文创编对

在教师的引导下，回
答相关的问题

话并表演。

四、练习let's do.























培养学生自主
学习能力，小
组合作及创编
对话能力



五、总结

本节课学习了如何询问他人心情及原因，

帮助需要帮助的人。
















自主学习书37页对话
和单词

板书设计

Why are you upset?
Because my new watch is missing.




课后小结
俊琦，子钊， 语嫣在本课学习单词
中有些困难，还需在课下多加关注，
佳慧，梦瑶要求降低一些能够读出单< br>词就可以了。本课中要多联系生活中
的实际。







教学内容
Unit 1 ：Why are you so happy?Lesson 课堂类型
4
Review

（一）知识与能力
1.能在情景中表达自己的心情。
2．能用Why are you…. ? Because … 进行回答。
3. 感知字母 i ，ea 在单词中的发音。
（二）过程与方法
教学目标
1通过图片理解和感受文本内容。
2通过小组合作，汇报展示，多样评价等手段引导学生养成良好学习风
气，进行实际合作交流。
（三）情感态度与价值观
1通过小组合作和任务的完成，发展学生的合作交流能力。
2通过对话情境让学生了解一些关于心情的词汇。
教学重点

1.能在情景中表达自己的心情，运用句型Why are you…. ?
Because …
2.能听懂， 认读本单元的词汇 sad, happy, surprised,
upset, worried。
1.能整体认读本单元的单词和句子。
教学难点
2.语篇内容的理解

教学准备
教师活动
教学课件、单词图片、教材、头饰等。
学生活动


复习所学词汇


设计意图


巩固所学词汇



一）游戏导入
教师出示关于心情的图片，进行游戏展
示。
（二）Presentation
一、Now I can understand

1.教师呈现教材中出现的关于心情的图

片，询问学生： What do you see in the

pictures
学生说出一些本单元的重点词汇
2..老师播放录音， 学生根据录音连线，
小组成员间进行核对


观察图片说出所学词
汇


复习词汇，为
练习做准备





听录音找关键
词，复习所学
句型







锻炼口语交际
3.学生跟着录音朗读，用手指着图片中相
应的内容。


4.请学生说一说另外两张图片内容。
Now I can say
1.观察图片，猜测对话内容。
教师出示图片，引导学生进行提问，小组
间设置问题
2.对话练习
学生小组间进行对话练习， 表演对话，
小组成员间和小组间进行互评
Now I know the sound
听录音连线并说一说









1.老师依次找出相应的发音单词。让学生
观察图片，生生自
能力
读一读，体会发音。
问自答







2.老师引导学生说出含有 i: 发音的单

词， 让学生多重复，多体会。
3.老师领读黑板上的单词，找规律。
4.请学生将单词按照发音规则分类。



看图创编对话表演
5. 学生小组间进行检查，对于掌握了的

同学，组员内部进行奖励
6. 对于有能力的学生可以让学生把这些
单词组成韵文进行朗读
Now I can read
小组成员间自学课文，找出不会的单词，
小组成员自我解决问题。
小组间针对问题进行互补。
（三）Practice
Now I can write
1. 依次出示图片，再次复习单词。






根据字母发音规律，
读出书上单词








培养拼读能力










培养阅读，抓
主要信息点的
能力







培养抄写单词
2.进行 point and say 的游戏，学生根据老
师的指令在教材中指出相应的词语


3.学生打开书，独立完成抄写练习们两人
一组核对答案


（六）、作业。
有感情的背诵本单元对话



阅读短文，找出相应
答案

读单词，抄写单词





板书设计
能力，要求认
真，规范
课后小结
Unit 1 Why are you so happy

Why are you so …?
Because I ….

本课有意识地将词汇按照意义进
行分类呈现，有助于学生在单个
单词的基础上构建知识网络，这
也是学生记忆单词的有 效方法，
但是子钊，语嫣，素瑜还有多需
要提醒。教师也可以在教学中鼓
励有学习余力 的学生尝试写出更
多的同类词。

教学内容 Unit 2 My I speak to Mike?：Lesson1 课堂类型
New

1.能初步运用“May I speak to...? It’s …”及答语“
hold on…, it’s for you.”等打电话基本结构用语在所提供的情景
中进行对话。
2.能在打电话的具体情景中 听懂、认读May，speak等单词，并
理解、认读speaking， hold on等接听电话的交际用语。
教学目标
3.能正确、流畅地朗读课文对话。
4.能在情景中分角色朗读对话，并根据不同的主人公正确替换
对话。
5.能理解英语国家打电话用语的特定方式，生活中乐于用英语
与他人进行电话交流。

1.句型“May I speak to...? This is …?”及其答语“
教学重点

hold on…, it’s for you.”的初步应用。
2.词汇may, speak, speaking，词组hold on的理解、认读。

1.结合不同的人物和情景，能够正确替换对话，尝试创编对话，
并进行简单交流。
教学难点
2.理解、认读部分情景语汇、短语及结构，如：have a look, doing
housework.。
教学准备
教师活动
一、Before the story
T: What’s this? (电话简笔画) Ss: It’s
phone.
教学课件、单词图片、教材、头饰等。
学生活动



设计意图


有简笔画引出

T: Who can make a phone call in Chinese?
预设：A：喂，您好？
B：我是XX，我找XX。
A：我就是。
……


想想、说说自己平时
是怎么打电话的



所学对话

创设打电话情
景


















培养看图说
话，口语表达
能力

T:(出示故事第一幅图) Who are they？
Ss：They are Mike and Yangyang.
T: This class, we will learn a story about
them.






二、During the story
设疑
1.看图说话
T: look at the picture, what can you see?
Please say something about it.
2.教师布置任务
T：Look at the picture and think of some
questions you want to know in the group.








When you are finished say “we are ready”

understand?
Ss: 小组合作，看图提问题。
3.小组展示问题

看图说话

Group show: stand up and tell the

questions.






培养会看图提
问的能力








锻炼表达能力









Teacher will write the good questions on the

board.
预设问题：
（1）Why are they talking by the phone?
（英语表述不够准确，需要老师帮助）
（2）How to make a phone call in
English?(问题不易提出，可以由老师补充
提问)
4.教师板书好问题

（三）合探
T：Well, according to the questions, we are



说说自己想知道哪些
问题的答案







going to watch the story .And try to solve

the problems
Ss:Try to find the answers in groups.
The teacher writes the answers
预设答案：

学生就对话内容提问



has a new robot. He wants Mike to
have a look.


: Hello?

Yangyang: May I speak to Mike?

This is Yangyang.
Mike: Speaking.
……
















使学生会找关
键词，抓主要
信息点










掌握拼读、拼
1、小组合探汇报展示

学习理解新单词、词组：speak、Have a

look(动作理解)，doing housework（图片
理解）


2、中英文打电话用语对照，帮助理解英
语国家打电话用语的特定方式以及与中
国打电 话用语方式的不同。
3、分组练习用英语打电话

（四）质疑再探
1.跟读课文一遍
2.自读课文
3.质疑
T: Do you have any other questions?
T: I have a question.






通过观察和朗读，抓
主要信息点





T: Look！Mike and MS Li are talking on the
phone. But Ms Li calls Mike’s Mum. Mike

nswers the phone. What does Mike say?
Ss: Please hold on. Mum , it’s for you.

学习理解新单词、词组： hold on 以及

MS与Mrs 区别。
2.三人小组打电话练习。

三、after the story拓展应用


看图片，做动作学习
新词组

写、记忆单词
的方法



熟悉外国打电
话常用用语，
操练主要句型




模仿原音听读
能力






理解细节、情
景词汇




小组合作，仿照故事能够正确替换对话，

尝试创编并表演。

四、总结
本节课学习了如何用英语打电话。


小组练习用英语打电
话






听读新对话







了解打电话多种用语

根据图片和所学句
型，做替换次练习















巩固所学句型

板书设计

May I speak to Mike?This is Yangyang.
hold on,…It’s for you.
课后小结
本课中的重难点
”May I speak
to…”” This is …Speaking””Hold
on”.难点在于学生在不同情境下
恰当使用电话交际语言 的要求，
所以加强实际应用练习，效果会
更好！






教学内容
Unit 2 My I speak to Mike?Lesson 6
1.知识与技能：
1)、能初步运用May I speak to……? It’s…… 答语Speaking. Please
hold on.等打电话的基本用语在一定的情景中进行对话。
2)、词汇：能够正确的听说认读单词，may, speak. 理解、认读speaking,
hold on等接听电话的交际用语。
3)、理解英语国家打电话的特定方式及生活中乐于用英语与他人交流。
过程与方法目标：
1)通过简单图片，达到理解主要句型。
2)通过阅读，深入理解本单元故事。
3.情感态度与价值观
理解英语国家打电话的特定方式及生活中乐于用英语与他人交流。
课堂类型
New
教学目标
教学重点 1.句型：Is …there?及答语Sorry,she is not .

2.词汇：phone number,story,bring的正确认读
1.结合不同的人物和情景，能正确替换对话，并进行简单交流。
教学难点
2.理解认读部分情景词汇及短语：Monkey King,Harry
Potter,really,will you,”Yes,I will.”
课件，头饰，单词卡
学生活动





说说如何用英语电话
交流


教学准备
教师活动 设计意图





复习上节课所
学电话用语






培养良好听的
习惯




一、 Warm---up:
1、Look at the picture: ---What's
this?-----It’s a telephone.
Do you often use a telephone? How do
you use it?
2、通过师生对话，引导学生如何用英语
进行电话交 流，理解英语国家打电话的特
定方式。
二、Listen and say:

1、Look at the picture. Ask some

questions:




通过观察图片，听录
What can you see in the picture?
Who are they?
What is Sara doing?
2、Listen and find the answer.
3、通过听录音，学生知道Sara正在打电
音，找主要信息点。
回答问题
话找Guoguo. Guoguo在不在呢？引导学

生说出“Is Guoguo here? This is Sara.

再次播放录音，如果Guoguo不在， 应该

说“Sorry, she’s not at home.”








检查学生是否
理解内容















培养正确语音
5、为了让Guoguo找到自己，Sara留下了

电话号码。

6、跟录音读图片1，引导学生模仿人物的

语音及语调。
7、图片2：Why does Sara want to talk
to Guoguo?
引导学生说出Sara has some new
books.
8、跟录音读图片2，引导学生模仿人物的
语音及语调。






听录音，说说主要情
节内容
三、Listen, look, and learn:

1、Look at the picture. 在情景中练习

如何打电话。
___ Is Guoguo here?
----- Sorry, she is not here.
2、学生分角色展示课文对话。
四、Let’s do.




听跟读图1

制作个人信息卡片。包括姓名、电话。


听跟读图2

小组练习如何打电话




展示对话


语调



了解打电话
不同方式



检查效果，及
时辅导


板书设计

Is Guoguo there？
Sorry,she is not .
课后小结

学生通过练习句型 ”What's
your telephone number?”
“It’s …”进行问答，对话中
加入写的练习。鼓励每个学生多
说，多练，达到学习的目的。


教学内容
Unit 2 My I speak to Mike?Lesson 7
课堂类型
New

（一） 知识与技能
1.能够运”Is Miss Wang home here?”及答语“This is Wang Ping.
Speaking. Who’s calling please? ”的打电话用语在特定的情景中进行交
流。
2. 能在打电话的具体情景中听懂、认读calling bad cold marker等单词，
并理解、认读stay in bed, drink a lot of water, “what can I do for you?”等劝
慰他人的语言。
3.能正确、流畅的朗读课文对话。
4. 能在情景中分角色朗读对话、并根据不同的主人公正确替换对话。
（二）过程与方法
教学目标
1通过文化图片理解和感受，学以致用。
2通过小组合作，汇报展示，多样评价等手段引导学生养成良好学习风
气，进行实际合作交流。
3通过三疑三探教学模式引导一系列由浅入深的互动活动，使学生对新
的语言知识进行系统学习 ，促进语言综合运用水平的提高。
（三）情感态度与价值观
1通过小组合作和任务的完成，发展学生的合作交流能力。
2能够了解如何用英语描述自己生 病的状况、如何请假。以及得知病情
后如何用英语宽慰、开解对方，树立关心他人的良好情感。

教学重点

1.句型Is …home there?及答语
’s calling,please?
2.词汇calling,bad,cold,stay,marker的正确认读
1.结合不同的人物和情景，能正确替换对话，并进行简单交流。
教学难点
2.理解认读部分情景词汇及短语：Monkey King,Harry
Potter,really,will you,”Yes,I will.”
课件，单词卡，头饰
This is
教学准备

教师活动
Before the story
（一）Game: 玩打电话接龙游戏.
师生做游戏
学生活动



用所学词汇做打电话
设计意图

[设计意图：
运用学生喜爱的TP325R游
戏,使课堂以
活泼的形式开
始，同时帮助
复习学过的打
电话语句和词
汇。]
小组做游戏。

（二）出示本节课的课题
练习



Unit 2 My I speak to Mike? Lesson 7
二、During the story
(一)．看图片，设疑自探
1.教师布置任务：Look at the picture and














[设计意图：由
于英语是外来
语，四年级学
生自己组织语
言的能力还比
较差，利用小
组进行设疑自
探的问题环
节，有助于使
好同学帮助落
后生思考，提
高整组问问题

的能力]
think of some questions you want to know

in the group. When you are finished say

“we are ready” understand? Stand up.
2.小组展示问题
Group show（ 看举手率抽号或叫组 ）

stand up and tell the questions.

Teacher will write the good questions on the
小组讨论，提问
board.
’s the matter with Lingling?
2. What are they talking about?
3教师板书问题

. Well, according to the questions, we are

going to watch the story .And try to solve

the problems

（二）看故事，解疑合探.
to find the answer in groups. When
finish it say “ready”
2. The teacher write the answers
Q1：Linling had a bad cold, she can o to
school tomorrow.
Q2: Lingling called Miss Wang. Miss Wang
told Lingling to stay in bed and drank a lot
of water.
（三）学习单词。



































1.读书，小组内初学单词

T: Read the story, learn the new words in

the group.
2.集体学单词


T: Let’s read some words appeared in the

story.
Calling,Stay, tomorrow, drink, water,

根据所提问题，找出
答案

3.跟读课文一遍


[设计意图：
发挥学生在
学习中“主
人”的身份，

（四）． 看第二遍故事，质疑再探
1.礼貌用语（出示礼貌图片）




带动全体学
生发现新
词，学习新
词，为故事
的理解作铺
垫]


T: Look , they are very polite.

In our life we should be polite. Our life will

be better. When we are calling with others,
we should be polite too. What should we
say when we calling with others?
学生总结：
认读、理解所学单词





























教育学生使用
礼貌语言



Hello, Is Miss Wang here?
This is Lingling,
What can I do for you?
I’m sorry. Please stay in bed and drink a lot
of water.
Ok. Thank you.
教师提示：
in our life there are many polite sentences,

can you give us more examples.
学生举出更多事例。
板书
polite
作为学生，怎么礼貌的对老师说话呢，我

们一起来读句子。
作为老师，怎么对学生礼貌的说话呢，我
们一起来读句子。
（五）带着情感分角色朗读课文
T: With the beautiful soul ,let’s read the















[ 设计意图：适
时进行文明礼
貌教育，把文
明礼貌教育融
入英语语句
中 ，让学生带
着感情读句
子，体会英文
的感情内涵，
提高文明礼貌
意识 ]

三、After the story

总结打电话常用用语
（一）．小组内分角色朗读或表演课文。

T: Next we are going to read or act the story

in groups. I want you to choose two people

to act the story. and I will give each team

the point.

四、listen, look and learn.
展示重点打电话用语。教师请一位同学上
台来做示范。
注意两种询问方式：is miss wang home?
或者is miss wang there?两种都可以。
跟读对话。小组合作练习。
















教师选组表演展示。
展示替换姓名对话范例，学生进行拓展表

演。
五、展示活动图片，让学生说一说图中的


培养学英语兴

短语，进行新词marker的教学。
教师出示句型what can I do for you? can
you…..?
指导学生邀请好朋友与你工作这些活动
时应这样问。
教师选同学进行示范。
小组进行替换问答，并提出更多有意思的
活动进行问答展示。

六、课堂小结class closing











趣，表演能力








总结，复习巩
固打电话用
语，并交际使
用











通过今天的学习我们知道了在给他人打

电话时需要注意的礼貌用语和固定用语，

在生活中我们要注意礼貌对待他人，恰当
使用语言。
朗读、表演对话


七、作业。（homework）


有感情的背诵课文 Recite the story

passionately

根据不同图片情景，
做打电话练习











板书设计

Unit 2 May I speak to Mike? lesson 7
课后小结

本节课设计重在给学生一个试
Is Miss Wang home?
This is Miss Wang.
Who's calling,please？
Polite: thank you.
I'm sorry.
What can I do for you?



用的生活场景，让学生身临其境
的发挥语言能力，所以注意英语
小作文的积 累，最终能不能达到
这种效果，需要把场景设置尽量
具体，新授知识要把难点解决的
彻 底，并且要注意人物的心理在
对话中的体现。

教学内容
Unit 2 May I speak to Mike Lesson 8
一.知识与技能
1．复习本单元关于打电话的交际用语和句型，能够听懂，认读交流运
用。
2．复习前三课时所学的词汇，短语，能够听懂，会说，拼写运用
3. 感知字母a 和 e 在闭音节中的发音，正确朗读所给的例词和韵文
二、过程与方法
课堂类型
Review
教学目标
1通过图片理解和感受文本内容。
2．能够理解正确朗读语篇，鼓励学生对语篇进行复述，通过阅读培养
积累语言的能力
3培养学生用电话进行交流的能力，借助电话交流解决具体问题。
三、情感态度与价值观
1通过多种课堂活动设计，使学生乐于英语交流，进一步激发学生对英
语学习的兴趣

教学重点

通过听，说， 读， 写的练习，复习本单元关于打电话的交际用语及重
点词汇
结合特定情景进行对话交流，尝试融合前三课时语言进行对话，并进行
教学难点
简单的交流。
（2）掌握字母a和e 的发音规律，能够正确流畅地朗读韵文

教学准备
教师活动
一）warm up
课件，词卡
学生活动

.
设计意图

。

复习巩固打电
话用语





出示一张打电话的图， 学生根据图自拟
对话内容。复习前三课时的句型和单词。

（二）presentation
Now I can understand

练习看图说话

1..老师播放录音， 学生根据录音判断内
容是否正确，小组成员间进行核对


2.学生跟着录音朗读，用手指着图片中相
应的内容.

观察图片
3.请学生说一说另外两张图片内容。尝试
听录音找出相应答案
培养听和提取
信息能力
还原听力对话内容。








Now I can say
1.教 师呈现没有文字的对话图片。学生观
说说图片内容，理解
察图片，并对人物对话进行预测
2.引导学生进行提问，小组间设置问题，
请几位学生说出人物对话的预测。
3. 老师逐一呈现对话，学生印证预测的对
对话

话。
4.学生小组间进行对话练习， 表演对话，
小组成员间和小组间进行互评
Now I know the sound



用所学用语和句型，
练习对话



培养说和表达
的能力














培养听的习
惯，找出发音
规律，培养拼
读能力



1.老师依次找出相应的发音单词。让学生

读一读，体会发音。

2.老师引导学生说出含有 a 和e发音

的单词， 让学生多重复，多体会。
3.老师领读黑板上的单词，找规律。
4.请学生将单词按照发音规则分类。
5. 学生小组间进行检查，对于掌握了的
同学，组员内部进行奖励
6. 对于有能力的学生可以让学生把这些
单词组成韵文进行朗读
(三)practice
Now I can read










1.教师依次播放本单元前三课时的对话录
音，预设问题，观看后出示两段文字的描
述，看哪位同学能够最快说出文字所对应
的场景。
听词，总结发音规律，
试着读词

2.请学生带着问题“ What is

Yangyang’s new gift? What is Yangyang
doing now？ What is Mike doing at the

moment. 朗读第一段文字，学生用下划线

找出文章中的关键词

3. 学生逐句跟读操练，回答文章后面的问

题。










培养阅读能力
和提取信息能
力










培养叙述、转
述文本的能力


4.进入第二段叙述，教师呈现问题
朗读单词和句型
“What’s wrong with Lingling? What

does Lingling tell Miss Wang? What does

Miss Wang tell Lingling to do. 培养学生良
好的阅读习惯，用下划线标注答案。


5. 学生逐句跟读操练，回答文章后面的
问题。


6. 三人一组分段朗读，鼓励学生进行分段
复述，并尝试扩充叙述

朗读两段文本，抓关
（四）production
Now I can write
1. 依次出示图片，再次复习单词
键信息点，回答问题



2.学生打开书，独立完成抄写练习们两人
一组核对答案。


3.同桌两人进行角色对话练习并展示对
话。


（六）、作业。
有感情的本单元背诵对话





朗读文本，练习叙述

阅读对话，把所缺词
补充完整


读一读对话，理解对
话内容
















培养阅读能
力，练习上下
文理解短文

板书设计 课后小结
Is Lala… This is …. Sorry, he is not …
在本节课的填空题练习中，老师
可指导学生借助插图理解上下语

境，对话是 由单元中的重点句型
组成，为学生提供了一个真实的
巩固词汇拼写及词义理解的环
境， 挖空的单词更是本单元的重
点单词，因而从较高层面反馈学
生的学习效果。



教学内容
Unit 3 Lesson 9
课堂类型
New
1.能初步运用“Would you please…?”的基本结构向他人请求帮
助，并用No problem.这样的答语向他人提供帮助。
教学目标 2. 能结合语境辨别、认读动词短语hold these books, turn off the
light, close the window, pass me the water.
3 能分角色朗读对话或进行角色扮演。
1. 初步运用“Would you please…? 及其答语“Sure. No problem.”或
教学重点

sorry。
2. 动词短语hold these books, close the window, turnn off the light, pass me
the water.

1.尝试在不同情境中创编向他人请求帮助的新对话。
教学难点
2.理解部分情境短语，如：show me how to play this word game, pass me the
water等

教学准备
教师活动
自制动词短语卡片，一摞书等实物教具。
学生活动 设计意图

Step 1 Lead in
Read the title and ask the students the meaning of Read the title and
引入话题。
sentence. Then, tell them this unit we will learn guess the meaning.
how to ask for help.

Step 2 Learn the first dialogue.


See the picture and



观察图片，回
答问题。
培养听力理解
能力.
训练学生模仿
朗读。


1. Show the first picture, ask the students to answer the question.
answer the question:Who are they?
Listen carefully for the
2. Listen to the tape and answer the answer.
question:Who asks for help?
Listen and say what
3. Listen for the second time, and answer the you hear.
question: What does Maomao want Sara do?
What does he say? Then, learn the new
words: hold these books


4. Listen for the third time, and ask the students
Listen and read after
指导学生朗
to pay more attention to how to ask for and
the tape.
读，并板书本
offer help. Read after the tape.
课重点功能
5. Read after the tape and then role play.
句。
Read and role play


Step 3 Learn the second dialogue
Look and guess
1. Show the second picture. Have the students to
guess the trouble Baobao’s gramdma meets.
2. If you are Baobao’s grandma, what do you



仔细观察图
片。

让学生尝试自
want to say? Have the students to ask for help
Try to use the key
己编句子表
as a grandma. Then, listen and repeat after the
sentence to ask for
达，然后与课
tape.
文原句对照，
help like a grandma.
3. Read books with their partner and role play.
Step 4 Listen, look and learn
Learn and say the new phrases by act them out.
Practice using the key sentences: “Would you
看看是否一

Read loudly and role
play.
展示不同情
样。

please…? ”“No problem.”

Step 5 Let’s do.
Play a game. According to the phrase writing on
the phrase on the card beginning with “Would you
please…?” And the other does what your partner
says.

Step 6 Set homework
Read the book and role play with their partner.

Practice using the key
sentence.

境，锻炼应用
目标句型去寻
求帮助。

游戏中让学生
感受到所学内
容的实用性。
the card, one student tries to make a sentence with

Play games. Try to use
the key sentence to
asking for help.


板书设计
Unit 3 Will you do me a favour?
Lesson 9
Would you please…?
No problem.
课后小结
学生乐于参与课堂，乐于创设不同的
情境来使用“Would you please…?”去
寻求帮助，总体很好。但个别学生新
授词组读的不流利，表达不顺畅。

教学内容
Unit 3 Lesson 10
课堂类型
New
1.能初步运用Would you mind…,please?”及其答语“Sure. No problem.”或
sorry。
2.结合语境辨别、认读Opening the door,window, turning off the radio,
教学目标
turning on the light。
3 能分角色朗读对话或进行角色扮演。
4. 能在对话学习过程中培养懂礼貌、关心他人的好品质。
1.句型： Would you mind…,please?”及其答语“Sure. No problem.”或
sorry。
教学重点
2.
动词短语：Opening the door,window, turning off the radio, turning on

the light的认读。

教学难点
教学准备
教师活动
Step1 Review
Show some pictures. In the picture, the people are
all need help. Have the students make a dialogue
for each picture.
体会Would you mind…,please?中mind 后面动词词尾的变化

自制动词短语卡片、一个装满物品的篮子等实物教具。
学生活动 设计意图
Practise using the key 回顾上节课所
sentences: Would you
学句型。
please…? No problem.

Step 2 Lead in
Guess and say.


学生也许会
说：Would you
please open
the door for
me? 正好以
旧带新，引入
本课新句型表
达。
the first picture of page 20. Ask the
students to see who they are. What does Lingling
want Yangyang to do for her? Guess what
Lingling says.
Teach the new structure: Would you mind doing.
2. Listen to the tape and repeat.
3. Read the dialogue again and role play it.

Step 3 Learn the second dialogue


Listen and repeat.
Read and role play
学生第二次猜

Look and try to guess.

测人物语言，
应该会出现两
种表达。培养
学生表达能
力。

使学生注意到
mind后要使
用动词ing形
式。

边说边做动
作，加深印象。
the second picture of page 20. Ask the

students to see who they are. What does Guoguo’s
dad want to do? Guess what he will say.
2. Listen to the tape and repeat.
3. Read the dialogue again and role play it.

Step4 Listen , look ,and learn
the students to look at the blackboard and

Listen and repeat.
Read and role play



tell the difference between the two kind of asking


for help.

创编情境对
2. Listen and act
Learn the new phrases
话，尝试使用
1)Learn the new phrases on page 21 by TPR
所学句型请求
by TPR
2) Make a dialogue in pairs.
3) Role play

Step5 Ask for help
和提供帮助。
Make a dialogue in
pairs and Role play

make a new dialogue

Students make a new dialogue to practice using
the two sentences: Would you please…? Would
you mind…?

Step6 Homework







板书设计
Unit 3 Will you do me a favour?
Lesson 10
Would you please （do…）for me?
No problem.

Would you mind +?
Sure. No problem.

课后小结
学生能够在本节课中应用新授句型
Would you mind +? 来请求帮助，并
能够注意到mind后要使用动词ing形
式。部分优秀生可以使用两种表达方
式来请求帮助。

教学内容
Unit 3 Lesson 11
课堂类型
New
1.能初步运用Will you do me a favour?”向他人请求帮助，并用“Sure，
what can I do for you?”回答。
2. 能用Can I borrow your…?句型向他人借东西。
教学目标
3.
单词ping-pong bat, scissors, crayons, markers, ruler, pencil sharpener的
认读。
4.
能分角色朗读对话并尝试在不同情境中创编相同话题的对
话。
you do me a favour?”向他人请求帮助，并用“Sure，what can I do for
you?”回答。
教学重点
2.
用Can I borrow your…?句型向他人借东西。

3. 单词ping-pong bat, scissors, crayons, markers, ruler, pencil sharpener的
认读。

尝试在恰当的语境中运用不同的请求帮助的句型开展对话练习。
教学难点

教学准备
自制单词，短语卡，球拍等实物。

教师活动
Step1 Review
Review the way to asking for help:
you please
（
do…
）
for me?
2. Would you mind +?

Step2 Learn the first new dialogue
Show the first picture, and ask questions；
1. Who are they?
2. Where are they?
3. What’s wrong with Baobao?
Listen to the tape, and tell me what Baobao says.
学生活动


Think about it and say


设计意图

回顾请求帮助
时所用的句
型。并板书

观察理解图
Look at the picture
片，简单用英
carefully and answer
语表达。
the questions.


Learn to say the new
sentence.


跟读，模仿。


先猜测角色会
怎样说，然后
模仿语言。


表演，锻炼语
言表达。

listen and
观察图片，听
音回答问题，
培养看图获取
信息和听录音


获取信息能
力。
Learn to say: I don’t have my ping-pong bat with

me.
T: Now the competition is going to start.
Ask the students to think what Baobao will say.
Then, learn the new sentences:

Guess what Baobao
will say.
Learn to say the new
sentences.
“
Will you do me a favour,please?”
Read and role play.
“ Sure, what can I do for you?”

“Can I borrow your ping-pong pat ?”
Look,
Read after the tape and role play it.

Step3 Learn the second new dialogue
1) Show the picture, ask the students these
questions before they listen to the tape:
answer the questions.

Listen to the tape and
表演锻炼语言

How many bats does Mike have?
Which one does Baobao want?
What does he say?
work in pairs.
Role play.

表达。
学习新单词，
游戏轻松一
下，并为进行
下一项对话任
务做铺垫。
2) Listen to the tape and then practice it in Read the new words.
pairs.
3) Role play.

Step 4 Listen, look and learn
1. Show the PPT, learn the new words.
2. Play a game. What’s missing?
Play games.



Practice borrowing
学生自己创设
借物品的场


景，应用所学
的三种方式，
自由选择应
things from others.
3. Ask and answer. Practice borrowing Make a new dialogue
用。鼓励活学
things from others. with their partners.
活用。
4. encourage the students to show their
dialogue in front.

Step5 Let’s do.
Practice asking for help. They have learnt three
ways of asking for help. They can use it as they
like to make a new dialogue. Then, show it in
front of the classmates. (select 3 pair of students)

Step 6 homework
They can set new
scene and use what

they have learned.

板书设计
Unit 3 Will you do me a favour?
Lesson 11
Would you please （do…）for me?
Would you mind +?
Will you do me a favour, please?
Can I borrow your bat?

课后小结
课堂容量有些偏大，致使到Let’s do这
个环节需要自己 编对话，尝试借物品
时，没有充分的时间体验灵活运用。
需要下一课时分些时间继续完成。








教学内容
Unit 3 Lesson 12
课堂类型
New

1. 能听懂、会说、会用“请求与提供帮助”的主要交际用语。
2、能了解元音字母o, u和字母组合ar在单词中的发音规律，
并尝试拼读单词。
3.能读懂以“请求与提供帮助”为主题的语篇并尝试朗读。
4.能借助图片及文字信息阅读语段并完成选词填空练习。
1.复习“请求与提供帮助”的主要交际用语。
教学重点

2. 了解元音字母o, u和字母组合ar在单词中的发音规律，并尝
试拼读单词。

教学难点
教学准备
教师活动
Step1 Review
Pair works. Try to make a dialogue to borrow
things they need.

Step2 Listen and number.
1) Look at the picture carefully, predict the
listening.
2) Listen to the tape 3 times and number.
3) Check out the answer.
4) Choose one of the picture to role play.
5) Show it in front.

Step3 Let’s say.
1) Use their school things to borrow. Make a
教学目标
1.语篇内容的理解。2. 基于情景图片创编、表演对话。
教学课件，单词卡片，书，本，盒子等实物。
学生活动 设计意图
Pair works. Make a 复习之前一课
dialogue with their 所学。巩固借
partner.

Predict listening.

Listen and number

Role play


Practice
物品的语句。
培养学生学会
听听力前先预
测会听到什
么。
演一演，培养
说英语，应用
英语的兴趣和
能力。
熟练应用英语
句型有礼貌的
借学具。
borrowing
表演检测学生
school things from
是否学会。
classmates.

dialogue to practice using these sentences: “I
don’t have… with me. Can I borrow your…?”
2) Role play.

Step 4 Sound and letters.
1) Pronounce the sound of o, u, ar first. Tell
them how to pronounce them.
2) Ask the students to read the words by
Role play

Listen and pronounce

Read

教师 首先示
范，讲清楚发
音，学生尝试
拼读单词，培
养按发音规律
拼读的 能力。
培养阅读理解
能力。
训练学生简单
描述情景发生
过程的能力。
培养阅读和书
写能力。



themselves in order to check out their

pronunciation.
Read after the tape
3) Read after the tape.


Read and answer the
Step 5. Now I can read
question
the students read the paragraph by

themselves and then answer the question:
Try to describe the
Who does not have a bat with him?
2. Use the picture on page 20, and ask the students
disscuss.
Read and fill in the
3. Try to say.

Step 6 Now I can write
Read the passage and fill in the blanks.
Step 7 homework
blank.

picture. Work in pair
and disscuss.
to describe the picture. They can work in pairs and

板书设计
Lesson 12
Would you please （do…）for me?
Would you mind +?
Will you do me a favour, please?
Can I borrow your ruler?
Yes, of course.

课后小结
描述 图片，复述内容是难点，大
部分学生缺乏此项能力，需要慢慢培
养。在以后的课堂中，教师可以 利用
课本上的对话图片，锻炼学生复述。

教学内容
Unit 4 Lesson 13
课堂类型
Revision
1. 能进一步运用前三个单元所学的交际用语和句型，在不同的
语境中，根据实际情况与他人交流。
2.能够听懂、认读前三单元的核心词汇，并能够正确书写及描
述部分重点词汇。
教学目标 3. 能够读懂关于人类是如何相互联系的文章，初步了解电报、
电话、手机发明的时间。
4.能够运用已知的读音规律，读准字母组合ou, ow,的单词，体
验运用尝试读音规律拼写单词的方法。
5.能够正确使用第三人称代词she，he, it 和they

教学重点

教学难点
能进一步运用前三个单元所学的交际用语和句型，在不同的语
境中，根据实际情况与他人交流。
1.结合实际情况创编对话。
2. 在阅读语篇中提升学生的阅读能力。
教学准备
教师活动
Step1 warm up
前三个单元的单词图片，教学课件，教材等。
学生活动

设计意图

Listen and act. Exp. Making a phone call, closing Pick up one from all 热身。引入需
the window, speaking louder, moving over a little

Step2 Tick or cross
1) Listen to the tape and tick the right picture.
the phrases,and read 要用到的词
loudly. Others say the 组。为后面教
phrase and do actions.

学铺垫。

Cross for the wrong picture.
2) Check out the answer.
3) Listen to the tape and number the pictures.

Step 3 Can you match?
Tick or cross

Listen and number


锻炼听力。

锻炼听力。


1）Read the sentences one by one with their Read the sentences and 小组合作，完
partner. Work in pairs and match them.
2) Read the sentences together.

Step 4 Role play time
match them in pairs.

Role play

成搭配，一问
一答。

培养应用英语
能力。自编对
话，自然的去
交际。






3. Show the dialogue in front.
Reading

Step5 Read a passage and match
fast and
match the answer.

快速阅读。培
养学生阅读技
巧之一。
检测学生理解
课文的程度。
学生提问，教
师作答，培养
Ask to
学生敢于提
understand the passage
问，发现问题
completely.
的能力。
missing
做练习，回顾
语音。
理解主语they,
she, it, he指代
questions
1. Grandma has a bad cold. Ask the students make Role play
a dialogue. One is grandma and the other is the
grandson.
2. Sara is calling Guoguo. Ask the students
Guoguo.
make a dialogue. One is Sara and the other is the

1. Fast reading to match the years with the
Answer the questions
invention.

2. Ask questions to check out whether the students
understand the passage.

3. Students ask questions and the teacher answer
Write the
and explain for the students.
words.

Step6 do some exercises
1. write the missing words
2. Complete the sentences.
Step7 Set homework.


Complete
sentences.


板书设计
the
的是谁。
课后小结
本课对请求帮助和打电话用语做了一
定的复习。学生能够用一两种问句寻< br>求帮助。并能区分Would you mind…?
和Would you please…? 本课重点训练
了学生快速阅读的能力。学生阅读连
线速度快了，准确率也很高。
Lesson 13
Would you mind speaking louder?
Would you please drink a lot of water?

教学内容
Unit 4 Lesson 14
课堂类型
Revision
1.能运用前三个单元所学的交际用语和句型，在不同的语境中，
根据实际情况与他人交流。
2. 能够听懂，认读前三个单元的核心词汇，并能够正确书写及
描述部分重点词汇。
3. 能读懂关于雷锋的文章，初步了解他的生平
4.能够运用已知的读音规律，读准字母组合air的单词。
5. 能正确使用be动词描述人物情绪。
教学重点

教学难点
2. 在阅读语篇中提升学生阅读能力
教学准备
教师活动
Step1 Warm up
Show some pictures and practice asking for help.

Step2 Tick or cross
1) Listen to the tape and tick the right picture.
教学目标
能够在不同的语境中，根据实际情况与他人交流。

1. 结合实际情况创编对话。
前三个单元的单词图片，教学课件，教材等
学生活动

设计意图

Pair works and make a 复习请求帮助
dialogue.

Listen to the tape and
tick or cross.
的句型。表演
激发学生学习
的热情。
锻炼听力。

Cross for the wrong picture.
2) Check out the answer.
3) Listen to the tape and number the pictures.

Step 3 Can you match?
1. Read the words
2. Put these words into the right group.

Step 4 Can you talk?
1. Make a new dialogue for each picture.
2. Try to describe the pictures

Step5 Can you read?
1. Fast reading and choose the right answer.
2. Ask questions to check out whether the students
understand the passage.
3. Students ask questions and the teacher answer
and explain for the students.

Step6 do some exercises
1. write the missing words
2. Complete the sentences.

Step7 Set homework.


Listen and number.


锻炼听力。

Read and put the 为单词分类，
words into the right 培养分类能
group.
Make a new dialogue
Retell and describe.

Fast reading
Answer the questions

训练学生发现
Ask the questions


Write
words
Complete
sentences.
the
the missing

问题，积极提
问。
复习语音规
律。
力。
训练学生编对
话和复述能
力。

训练学生快速
阅读寻找答案
的能力。

板书设计
Lesson 13
Would you mind ?
Would you please …?
Be 动词的使用：
She is They are I am
He is We are
It is You are
课后小结
学生能够听懂所听内容，做出正
确回答。在复述图片内容上存在较 大
的问题，一部分学生不会复述，需要
加强训练。阅读理解方面，学生能够
掌握快速阅 读，迅速找到答案。


教学内容
Unit 5 Lesson15
课堂类型
New
1.理解并初步运用句型：Which kind would you like？及其答语This kind
looks nice.
教学目标
2. 认读有关描述商品不同性质的词汇：kind, flavour, shape, colour
3. 能分角色朗读对话，并运用所学语言完成相应情景下的购物任务。
4. 在情景中体会购物乐趣，学会选择商品。

教学重点

1.句型：Which kind would you like？及其答语This kind looks nice.
2.词汇：kind, flavour, shape, colour

1.正确理解Which kind would you like？在对话中的功用，并能根据需要将kind 替换
教学难点
为flavour,shape, colour等其他单词。
2. 恰当运用所学语言创编符合情境需要的小对话。

教学准备
教师活动
相关的实物道具或图片，教学课件，单词图卡，教材等。
学生活动

设计意图
Step1 Review and warm up

1) Show the students some school things with Look, think and say 复习形状，颜
different styles, different colour and shape. Talk what they like and the 色等单词，尝
about what they like and the reason..

Step 2 Learn the new dialogue
1. Look at the pictures and say:
1) What school things can you see in the shop?
2) What does Maomao like? (Predict)
reasons.

Answer the questions.



试谈论自己的
喜恶，为下一
步新授做铺
垫。


培养观察图
片，提取信息
to the tape and look at the picture Look and say
carefully. Then, answer my questions:
1.)What does Maomao like?
2) What does Maomao want to getbuy?

的能力。
听磁带，抓住
Predict what Maomao
有用的信息来
回答问题，训
likes.
练听力。
3. Listen to the tape again, and answer the
questions:
1) What does the saleswoman say to Maomao?
2）what does Maomao say?
4. Maomao wants to get a pen. How does he
choose his favorite colour
？
what does he say?

Listen to the tape for
the first time and
听听力，回答
问题，训练听
answer the questions.
力。

训练预测人物
Listen for the second
的语言，激发
time and answer
学生使用语
questions.


Read and role play


Work in pairs and
practice
structures.
the
言。
演一演来巩固
所学。

扎实巩固所学
句型
kind
Which
would
（
predict
）

Learn the second picture.
5. Read after the tape and role play

Step 3. Listen , look, and learn
There are different kind of shape, flavour, and
colour.

Step 4 Let’s do
you like?
key
This one looks
nice

Ask the students to draw some pictures. Then,
work in pairs and find out which kind he want.
Practice using the key
Which kind would you like?
This one looks nice.

Step 5 Homework


sentences:







Draw some pictures
and make a dialogue to
discuss what they like.



板书设计
Lesson 15
Which kind would you like?
This one looks nice.
I will take….


利用画一画的
方法，使学生
创造更多真实
应用目标句型
的 机会。确实
让学生评价哪
一个类型是他
们喜欢的。学
以致用。


课后小结
学生喜欢表演，但有时需要拿着
书上台前来边读边做动 作，这也是值
得鼓励的。在最后的画画环节，学生
表达了自己喜欢哪一种类型的物品，
同时也从画画和真实表达中得到了说
英语的快乐。

教学内容
Unit 5 Lesson 16
课堂类型
New

1.“May I look at…?” 及其答语“Sure. Here you are.”能在购物情境下进
行交流。
2认读词汇：kind, flavour, shape, colour，slippers, boots, sandals, sneakers。
教学目标
并能区分以上四种鞋。理解并会读：a pair of 掌握：this, that, these, those
四个指示代词的用法。
3. 能理解，朗读对话，并运用所学语言模拟真实情景购物交流。
4.学会根据物品的特点选择合适自己的商品。
教学重点

句型：“May I look at…?” 及其答语“Sure. Here you are.”
词汇：slippers, boots, sandals, sneakers, a pair of 的认读和理解。

1.能关注并正确使用以复数形式出现的服装名称词汇。
教学难点
2.能简单描述商品，运用询问价格，确认购买等功能句，完成
较为完整的购物对话。
相关的实物道具或图片，教学课件，单词图卡，人物头饰，教
材等。
学生活动


教学准备
教师活动 设计意图


Step1 Listen and say
1. Warm up
Broadcast a short video to the students. Ask Watch the video and 吸引学生注意
questions: What can you see in the shop?
Which one do you like?
answer the questions.

力，观看视频，
提取信息。





新授关于鞋类
的单词，为新
Tell the students that today they will go to a
shoes shop. What kind of shoes do you know?
Learn the new words.

Step 2. Listen and say
the first picture to the students, listen to
the tape , then ask questions:





Guoguo wants to look at the shoes. What does she
Learn the new words
对话的学习做

say to the saleswoman?
Learn the key sentence: Excuse me. May I look at
that pair of shoes?
“Sure, here you are.”(板书)
for the second time, and ask the question:
What does the saleswoman say about the shoes?
They are comfortable.
Show them some comfortable shoes and learn “a
pair of”.
3. Listen to the tape for the second picture. After
listening, answer the questions:
1) What does Guoguo think about the shoes?
2) What does she ask the saleswoman?
3) Does she buy the shoes?
4. Read after the tape, then role play.

Step 3. Listen , look and learn
about different kind of
铺垫。
shoes.


观察图片，听
题。锻炼提取
信息的能力。


第二遍听录
音，逐步学习
对话，引导学
理解
comfortable和
a pair of






Learn the new words:
comfortable and a pair
巩固本课所学
of
的重点句型。

游戏的形式来
让学生问答，


进行买和卖东
西。练习口语。
Listen and answer the 录音，回答问
questions.


Learn
sentences.

the key
Listen and answer the
生
questions
Work in pairs and practice using the key sentence:

Excuse me. May I look at that pair of shoes?
Sure, here you are.

Step 4 Let’s do.
Play a game. Buy and sell.

Step 5. Set homework

Answer the questions
Read and then role

play.

Work in pairs and
practice using the key
sentences.

Play a game.




板书设计 课后小结
本课有些难度偏大，大部分学生在
课上只能朗读对话，达不到熟练。有
关鞋类的单词搭配上these, those， that
pair of …等，学生接受有些困难。需要
下一个课时巩固再练。

Unit5 Which kind would you like?
Lesson 16
Excuse me. May I look at that pair of shoes?
Sure, here you are.
May I try them on?
Certainly.
We will take them.

教学内容
Unit 5 Lesson 17
课堂类型
New
1. 能用“… will look nice on you.” “ It will go with ….”的句型
表达对服装的看法。
教学目标
2. 能理解并读出sell,buy 两个关于购物的动词。能指认并读出
overcoat, trousers, T-shirt, shorts, school uniform, cap六个服装单
词。
3.能理解、朗读对话，并用所学语言模拟真实情景购物交流。
教学重点

1.恰当运用“… will look nice on you.” “ It will go with ….”的句
型表达对服装的看法。
2. 能理解并读出sell,buy 两个关于购物的动词。能指认并读出
overcoat, trousers, T-shirt, shorts, school uniform, cap六个服装单

词。
1. 能灵活运用句型在真实情景中表达对服装的看法。
教学难点
2. 能用本课重点句型完成不同情况下的服装选购。
教学准备
教师活动
Step1 Review
1. Pair works. Read the dialogue on page36.
2. Lead in the new lesson. Ask the students to
predict what kind of shop they will go.

Step2 Learn the new dialogue
相关的实物道具或图片，教学课件，单词图卡，人物头饰，教
材等。
学生活动

Read
review
Predict

Guess what shop is it
books
设计意图

and 回顾上一节课
所学。引入新
课。





整体听录音，
获取信息。
the first picture, most of it covered. They
can see only a part of jacket. Ask them to answer：
What shop is it? What does the shop sell?
them Sara and his mum go into the shop.
T:What are they talking about?
Ask the students to listen to the tape and get the
information.
3. Explain the sentence: It’s getting cold.
4. Listen for the second time, and ask the
question: What do they think of the jacket?
5. Show the second picture, ask the students to
read it by themselves. Then，tell their partner what
they know.
6. Read after the tape and role play.

Step3 Listen look and learn


Listen t the tape and
get
retelling.

Listen and answer
information.
Practice listening and 简单表达学生
听到了什么。
训练听力。



听听力，把获
取到的信息与
同伴交流。
通过演一演来
巩固所学。
questions.


Read and say

Work in pairs. Practice using the key sentences: Read and role play
----The red one will look nice on you.
----It will go with my trousers.

Step 4 Dress up the doll
Work in pairs and choose the nice clothes for the
girl and the boy. Practice using the key sentences.
Step 5 Homework

Work in pairs. Practice
using
sentences

Work in pairs and
practice dressing up
the doll and using the
key sentences
with discuss their
the

小组活动，巩
固重点句型。
key
通过给布娃娃
搭配衣服，训
练学生审美感
和用英语表
达。
to

classmate.

板书设计
Lesson 17
----The red one will look nice on you.
----It will go with my trousers.

课后小结
本课训练了学生听听力，获取信
息。并通过小组活动，演一演巩固了
所学，学生掌握的很好，兴趣很浓。

教学内容
Unit 5 Lesson 18
课堂类型
Review
1.句型：Which kind would you like？及其答语This kind looks nice.以及本
单元其他重点功能句完成购物情境下的简单交流。
2. 认读词汇：a pair of , cap, brown,, shop, take
教学目标
3. 能够根据规律拼读含有字母组合ir和er 的例词，有节奏的朗读相关
语音短语。
4. 能理解购物为话题的阅读语篇，并尝试复述。
教学重点
句型：Which kind would you like？及其答语This kind looks nice.的运用。

2. 认读词汇：a pair of , cap, brown,, shop, take
1.综合运用本单元的购物话题功能句及相关词汇进行对话交流。
教学难点
2. 字母组合ir和er 的例词，有节奏的朗读
3.语篇内容的理解和简单复述。
教学准备
教师活动
教学课件，单词卡，教材等。
学生活动

设计意图
Step1 Warm up
Show the students some pictures of the shoes, and Read the words loudly. 复习单词。大
ask them to read the words loudly.

Step 2 Make a dialogue

Make a dialogue to use
the key sentence.
声朗读。

为学生设置情
景，让学生练
习重点句型。

训练听听力，
获取信息。

教授语音规
律，给学生集
Listen and pronounce
the words
会，让学生练
习拼读单词。

阅读课本的复
Show the students different kind of shoes, school
things, clothes or some other things.

Step3 Listen and number
Listen to the tape and number the pictures.
Check out the answer.

Step 4 Now I know the sound


Listen and number


1. Tell the students how to pronounce the sound of
ir and er.
2. Ask the students to read the words.

Step5 Now I can read

回答问题。
Read the passage and
述，
教师把它当成
answer the questions.
阅读理解去训

to retell by
练学生找答
案。
翻书到36和
1. Have the students read the passage by Try
themselves and answer the questions. themselves.

2. Turn to page 36 and 38,and try to retell
it. Then, check out with the Page41.
3. Read the passage again, and ask
questions if they have.


Step 6 Now I can write
1) Read the dialogue, and fill in the blanks.
2) Check out the answer.

Step 7 Set homework
板书设计
Lesson 18
Which … would you like?
This … looks nice.



Read and fill in the
blanks.




38 页，是训练
学生自己思
考，自己复述。
然后与课本的
复述对照，找
出 不足。
课后小结
本课再一次训练了学生描述图片，复
述。学生已经可以比之前几课说的好
些了。

教学内容
Unit 6 May I take your order?lesson19
课堂类型
Listen and
say
1. 能听懂、会说关于中餐饮食的用于。能读懂课文内容，会表达 “喜
欢吃什么”、描述味道的咸淡等。
教学目标
2. 能听、说、读、写dish eat salty sweet sour ，能认读某些食品及一些
菜名等。
3. 能正确模仿录音朗读课文，进行叫菜、点菜的交流活动。

教学重点

1. 能听懂、会说关于中餐饮食的用于。能读懂课文内容，会表达 “喜
欢吃什么”、描述味道的咸淡等。

2. 能听、说、读、写dish eat salty sweet sour ，能认读某些食品及一些
菜名等。
教学难点
教学准备
教师活动
一） 导入
能正确模仿课文录音，能在实际情况中灵活运用功能句型。
磁带 词卡 图片 PPT
学生活动

1 students read out all
the name of the dishes
设计意图


通过让同学们
对所学知识的
梳理及输出，
1. Greetings with students.
2. Teacher shows an English menu, Let the
students read out all the name of the dishes what
they have learned.
what they have
learned.
2 students say some
3. Lead the students say some name of the food,
name of the food,
drink and vegetables. And the teacher writes them
on the BB.
4. The teacher uses some cards to learn some new
words.
二）学习新知
1. 活动一： 看一看，说一说。

1）组织学生观看主题图，教师解释： This is a
picture of a restaurant. Mike and his parents are
going to have their lunch here. （只要求学生听懂
或模仿录音。）
2）组织学生说一说主题图的内容，转向英语单
词的学习。
Teach the new words and the new sentences.


活动2: 猜一猜

drink and vegetables.





复习巩固旧知
从而为本节课
将要学习新知
做准备。









1）. Guessing
game. (teach the new

活动2: 猜一猜
1）. Guessing game. (teach the new words)
Show the children two pictures. Have them guess
what is heshe drinkingeating?
He is drinking some soup.
words)
Show the children two
pictures. Have them
guess what is heshe
drinkingeating?
He is drinking some

通过对功能
句型和四会单
词的学习,使
同学们能进一
步掌握功能句
型在实际情景
中的灵活运
Then use the same way to teach a glass of water.
soup.
(a cup of water.) a loaf of bread. (a piece of
bread.) and a dish
2）. Ask the children what drink they know?
Show the children a picture of cola. Ask what
taste is it?
Elicit sweet. Teach “sweet”.
3）. Then show them a picture of orange juice. Ask
what taste is it?
Elicit sour and sweet. Teach “sour”
Ask the children what dish they know?
Show the picture of pork ribs, meatballs and fish.
Ask what taste are they.
Elicit salty.
Then ask the children if they know there is a kind
of dish that’s called “sweet and sour fish.”
Then show the children some kinds of food.
(vegetables, pork ribs, meatballs, sweet and four
fish)
Then show the picture.
用.并能初步
Teach a bowl and a
掌握有关菜肴
bowl of soup. Two
的名称,以便
bowls of soup.
Then use the same way
to teach a glass of

water. (a cup of water.)

a loaf of bread. (a

piece of bread.) and
a dish

2）. Ask the children
what drink they know?
通过图片猜测
Show the children a
等，学习相关
食物类单词，
picture of cola. Ask
鼓励学生自己
what taste is it?
拼读，复习北
师大版已学过
Elicit sweet. Teach
“sweet”.
的相关食物饮
料类单词。


在实际生活中
运用.
3）. Then show them a

picture of orange juice.

4）. Ask “What would you like to eat?”
Elicit “I’d like some vegetables. ”
Then have the children ask and answer.
Ask one pupil: “What would you like to drink?”
Elicit: ”I’d like some _____.”
Ask what taste is it?
Elicit sour and sweet.
Teach “sour”
Ask the children what
dish they know?
Show the picture of






Have the children look at the picture. And have
pork ribs, meatballs

them make a practice.
三）巩固练习
1）. Show the children a restaurant. Tell them I
and fish. Ask what

taste are they.
Elicit salty.
根据课件，小
组创编对话，
巩固内化本节
课重点句型。
went to the restaurant last Sunday. I don’t like it.
Then ask the children
The dish there is too salty.
2）. Tell them that Mike went to a restaurant. And
they want to eat some Chinese dishes. Then have
the children read the dialogue.
3）. Ask some questions:
What does Mike’s father want to eat?
What does Mike’s mother want to eat?
What does Mike want to eat?
4）. Ask “What would
4）. Have the children read the dialogues.
(四)巩固操练
1. 根据所学的功能句型利用图片进行造句
练习.
A dish

A bowl of
soup
you like to eat?”
Elicit “I’d like some
vegetables. ”
Then have the children
ask and answer.
if they know there is a

kind of dish that’s

called “sweet and sour

fish.”

Then show the

children some kinds of
food. (vegetables, pork
ribs, meatballs, sweet
and four fish)







通过问题预

What would you like to drink? I’d like some …
What would you like to eat? I’d like some…
(五)课堂反馈
A glass of
ice water
A loaf
of
Then ask the children
设，引导学生
自读对话，获
if they want some
取相关信息，
drink. Teach them they
给学生搭建平
can say “Can I have
台，激发学生
some drink?”
学习的自主
性，更好地理
Ask one pupil: “What
解对话内容。
would you like to

drink?”


课后小结

1. Lala _______ a lot of meat. He does not like

vegetables.
2. I like _______ apples but I don’t like______
Today we have learned

some names of
apples.

vegetables and dishes.
3. My supper was too_____. I need to drink
Each dish has its own

taste, so you should try
some water.
to talk about them and

4. There are all kind of Chinese ______ on the
try to use the

knowledge in your
menu.

living

板书设计
Lesson 19

What would you like to eat eat? to+动词
I’d like some …










通过课堂练
习，巩固本节
课知识，及时< /p>

反馈学生问
题，有效地帮
学生理解内化
语言。
Unit 6 May I take your order? lesson20
教学内容

课堂类型
Listen
and say
1能听懂会说关于中餐饮食的用语会表达喜欢吃什么描述味道咸淡等
2能听说读写dish, eat, salty, sweet, sour能认读某些食品及一些菜名等
教学目标
3.培养学生总结归纳的能力。
4.培养学生良好的卫生习惯和中西方饮食文化的交流。

教学重点

能听说读写dish, eat, salty, sweet, sour能认读某些食品及一些菜名等
能听懂会说关于中餐饮食的用语会表达喜欢吃什么描述味道咸淡等
教学难点

教学准备
教师活动
一）复习旧知
图片 词卡
学生活动



设计意图

通过让学生
进行单词的
分类练习，让
学生对所学
1. Can you say some names of food? Just like:
Fruit: apple peach pear melon

Food: noodles rice hamburger
Drink: juice water coffee

根据教师给出来的图
片引导，激发学生利
用头脑风暴快速回 忆
已经学过的食物饮料
水果等类单词，为后
的旧知进行
有效输出，从
而为将要学
习的内容作

二）新授
1. 学习新单词，掌握量词的用法。
Show the children a bag and have the children
touch and guess what it is.
面活动铺垫。








Touch and guess what
铺垫。





通过猜测引
出面包， 再通
过一系列小
活动加深学
生对面包的
认识，认读单
词，正确运用。













“bread” “a loaf of bread”(write it on the
it is.
blackboard)
Throw the bread and have the children get it.
跟读单词

Show a piece of bread and have the children

differ them.

2． Ask the children when they usually eat bread.
Differ the bread.
(breakfast)
What would you like to drink for breakfast?
Elicit. milk.
Show milk and a glass. Pour the milk into the
glass.
Say a glass of milk. (Write a glass of on the
blackboard.)

Then teach 2 glasses of milk.
根据教师提问回答问

3． 学习并分类
What does milk belong to ? Elicit drink.
Then show the children some other drink.
题。由简单到难





Watch the video and
Teach a glass of ice water. (Write on the
try to answer the
blackboard. )
Differ a cup from a glass.

4. Say: Let’s put some rice into the bowl.
A bowl of rice. ( a bowl of rice, a bowl of soup.)
Ask: What would you like?
Have a rest and have the children listen a song.
Soup.
4． 活动5: 找一找,说一说.
Four pupils are in a group. Each group has some
small pictures and a big paper.
Have the children listen and stick.
dish starch drink dessert
Ask the pupils: ”Where can you eat these
things? ”
Ok. Let’s go to a restaurant.
Play a video.

Ask the children what did the waiter say?
“May I take your order now?”







questions.




问答操练活
动，巩固本课
句型。



Try to answer the
questions.






Listen to a song.

Then have the children look at the pictures, listen

and talk about what they are saying.
Then have the children read after the tape.
Have the children read after me.
Have the children read in groups.

三）巩固操练：Make their own dialogues.












Each group has a menu. Have the children use the

menu to make a dialogue.
四）课堂反馈



自由活动培养
2.请别把他们弄的他咸了。



4. 我现在能为您点菜了吗？

5．好的。 我要一个沙拉，鱼， 和绿豆角。



7．好的。我要一碗米饭，肉丸子，和一杯果汁。






1．这有各种中国蔡。
3. 我能吃糖醋鱼吗？
6．我现在能为您点菜了吗？

板书设计
Lesson 20

May I take your order ? salty
I’d like some … sour

What would you like to drink? sweet
I’d like some …

教学内容
Lesson 21
课后小结
本节课学生兴趣浓厚，教师结合之前
学过的食物饮料类单词，复习导入，< br>激发学生兴趣，然后通过视听等活动，
学习本节课对话和新句型，在情境中
学习新单词， 感悟点餐句子。
课堂类型
Listen and
say
1. 能听懂、会说关于款餐饮食、结账、找零钱的交际用语，并能在实
际情景中运用。
2. 能听、说、读、写fried, chicken, wing, change 等4个单词，能认读4
教学目标
个食物的单词。
3. 能读懂课文，流利朗读。会在餐馆点菜和接受点菜，会与顾客进行
结账交流。

1. 能听懂、会说关于款餐饮食、结账、找零钱的交际用语，并能在实
教学重点

际情景中运用。
2. 能听、说、读、写fried, chicken, wing, change 等4个单词，能认读4
个食物的单词。
能读懂课文，流利朗读。会在餐馆点菜和接受点菜，会与顾客进行结账
教学难点
交流。
教学准备
词卡 录音机 图片 手写人民币

教师活动
一）导入
1. 导入The teacher say: 我们到过中餐馆
学生活动


设计意图


（Chinese restaurant）和西餐馆（ Western
the cards of the names

restaurant） 今天开始我们要到快餐馆（fast food
of these 3 kinds of

restaurant）去吃快餐。要求学生能听懂这3种
餐馆的英文表达法。
Teacher shows
二）讲授新知：
活动一：
Q1. What can you see in the picture?
2. Is it a Chinese restaurant or a Western
restaurant or a Fast food restaurant?
restaurant and lead the
students to learn them.
中餐馆（Chinese
restaurant）




西餐馆（ Western
通过学习三
restaurant）
种餐馆的名
称，帮助学生
快餐馆（fast food
学会正确区
restaurant） (要求学生
分并知道在
能听懂并能真确区分
中文含义)
不同的餐馆
应该点不同
的菜肴和食
物，并注意功

看图回答问题



能句型的正
确使用.






学生一边听录音，一
边找出单词卡片，逐
词认读，快速辨认快
餐的食品名称


3. Can you see a menu on the table? Where is

it?
4. Can we eat sweet and sour fish here? Why?
5. What can we have in a fast food restaurant?
6. What is the fast food?
7. Do you like fast food?

活动二：
1. Learn the new words:
fried chicken wing
活动三：游戏
听录音，学单词。

T： Let’s play a game, the name is Louder. I will

invite a student to conceal the word, one of the

student goes out of the door, other students help
the student to find out the word using lower voice
or louder voice.
Listen and repeat.
活动四： 算一算，找零钱。
请学生说一说怎样问价钱，按照对话中Lingling
点的餐来问：
How much is a hamburger?
How much is a Coke?

How much is the fried chicken wings?
How much is it together?
It’s … yuan .
How much does Lingling give to the waiter?
How much is Lingling’s change?
It’s… yuan.
活动五：学习课文
1. Listen and make the design.
2. Listen and learn to read.
3. Translate into Chinese.
Work in pairs and try
4. Read the text.
5. 分角色表演课文。

English.



Look at the picture and
questions.

Ask and answer in
pairs.



Read the words.












Listen and prepare for 能正确朗读
the game. 单词，发音准
确。




try to answer the 能在活动中
正确朗读单
词，准确运
用。





to go shopping with

三）课堂练习
用老师准备的图片和钱进行课文的表演，可以
创编新课 文，也可以加上自己的语言，一定要
注意合理性，价格可根据实际情况自定。
四）课堂反馈：
1. Many people like _____. But I don’t. I like
fish best.





Listen and repeat.



通过视听及
问题引导，学
习对话，理解
对话内容。听
读、小组角色
扮演等活动，
帮助学生巩
固新知，正确
Listen and read the
朗读对话，增
2. Don’t eat too much ______ food. It will
dialog.
强学习兴趣。
make you fat.

3. Birds have ____ and legs. Many other
animals have legs but no _____.
Read the text.








通过课堂小
练习，及时反
馈巩固新知，
Make a new dialog.
强化新句型，

Role play the story..





Try to finish the
帮助学生发
现问题，及时
反馈巩固。


4. Don’t forget to take your _____. Thank you.
Role play the dialog.
五）课堂小结： 本节课我们学习如何在购物 时
找零钱，在我们平时生活中，我们都有购物的
经历，但我们一定要学会如何找零钱，并记住< br>它的英文表达法。

六）课后作业： 背诵四会单词。 背诵课文并
以组为单位进行新课文的创编。

exercises.
板书设计
Lesson 21
It’s …yuan. fried
Here is …yuan . chicken wing
Here is your change.
课后小结
本节课我们学习如何在购物时找 零
钱，在我们平时生活中，我们都有购
物的经历，但我们一定要学会如何找
零钱，并记 住它的英文表达法。

教学内容
Lesson 22
正确完成练习
教学目标 练习完成的准确度。
完成相应的练习试卷
教学重点

教学难点
教学准备
教师活动
一） 复习所学过的句型。
二）认读本课的单词。
三）背诵本课课文。
学生以各种方式回答
课堂类型
review
听力和阅读技巧的培养
阅读技巧
练习试卷
学生活动



设计意图

复习单词，
激发学生原有
认知，调动学
习积极性，为
新课的学习做
准备。


四）完成练习。
已经学了的知识从而
复习再现已经学了的
知识


一 、听音填空（15%）
1. Mike ______ a lot of food. He is full

now.
2. My breakfast is too ________. I need to
drink a lot of water.
3. -May I take your _______ now?
- Yes. I’d like _______ and _______ fish.






单词放到句子
中练习




4. There are a lot of ________ on the menu.
5. Birds have _______ and legs.
6. Here is your ___________.
7. I’ll ______ a hamburger and a ________.
二、听问句，选择相应的答语（10%）






( ) 1. A. I like peaches best.
B. I like noodles best.
C. I’d like an apple.
( )2. A. I like chicken nuggets.
B. I’d like two fried chicken wings
and a Coke.
C. Fried chicken nuggets are
delicious.
( ) 3. A. Yes, please. B. No, thanks.
C. I’d like some noodles.
( ) 4. A. Sure. Here you are.

B. Yes, I’d like.
C. Yes, I’d like some.
( ) 5. A. Yes, please. B. Yes, I’d like.
C. I’ ll have some chicken nuggets.
五）课后反思：

板书设计
1 words
2 stences
3some listening
课后小结
通过单词句子小组练习个人练习等多
种练习方式，让学生懂得自己总结所
学习过的知识 ，有效在短时间内总结
已经学了的知识

教学内容
Lessons 23
课堂类型
Listen and
say
1
. 能读懂课文内容，听懂、会说how is the weather in sydney?及其答语，
能用英语表达简单的自然现象的变化。
2.能听、说、读、写fall down become right ice等于自然现象有关的名词、
教学目标
动词和副词，能认读snowflakes等。
3. 能正确模仿录音读课文，谈论自然现象的变化。
4. 能听懂、理解校故事，回答有关故事的问题；能随录音指图讲述、表
演故事。

学习功能句型how is the weather in sydney?
教学重点

badIt’s snow.
能听、说、读、写fall down become right ice等于自然现象有关的名词、

动词和副词，能认读snowflakes等。

教学难点
能运用功能句型谈论有关自然现象的变化。
录音机 教学挂图 单词卡片 水杯或实验室用的烧杯（内盛少量清水），
冰块盛于小保温瓶内待用，雪花、下雨、下雪的图片。
教学准备


教师活动
一） 导入
1. 以不同季节的气候变化为主题，开展口语。
What’s the weather like today?
学生活动




设计意图


激发学生原有
认知，调动学
习积极性，为
新课的学习做
准备。
Which season is it now?
When can we have snow?
When does it often rain?
2. 复习四季名称spring, summer, fall, winter 及
snow, rain, 要求快速辨认，正确拼读。
What’s the weather like in

回答问题











二）新授
1. 活动一：看一看，说一说。
教师出示并引导学生看主题图，指着途中的雪
景问：What’s that in the picture? (snow) Where



学生根据教师出示的
图片，很快抢答四个
季节




springsummerfallwinter?
does the snow come from? (It comes from the

sky?) 教师重复回答： Snow falls down from the

sky.
讲解 fall down
A book falls down from the desk.





通 过对不同季
节不同天气的
讨论，让学生
对学过的旧知
______falls down from the desk.
______falls down from the tree.
______falls down from the sky .
Answer:what is in the
picture ?i can
进行梳理，并
进行有效输
出。


















see……in it

教师接着说： In warm weather, snow becomes

into water..

教师一边重复turn into, snow becomes water in

warm weather. 一边出示杯中的水。指出
become=turn into.
2. 活动二：听一听，读一读。



1）请学生听录音，说说听懂的词语及对话大意。

2）看展小组活动。如：
in hot summer: snow
-----rain
in cold winter: rain -----
snow
in warm weather: ice
------ water
in cold weather: water
------ ice
3) 逐句跟读课文，多种形式分角色朗读课文。

学生注意，初步扫除
听录音是可能遇到的
障碍。

回答课文问题。
Q1: What’s the weather like?
Q2: What falls from the sky?












培养小组合作
意识。















Q3: Can you see the rain?
Q4: When does it rain?
三) 课堂练习
活动一：快速辨认



小组出示四季节的图
片进行小组讨论，以
1. Teacher reads the words and the students
为学生说一句话
show the picture. Then teacher shows the

picture, the students read the words.
2. Pair work.
Let the students do group, 4 students make one



group and read all the words such as spring,

summer, fall (autumn), winter, ice, snow, rain,

water, flower, grass, tree, leaf and so on.
活动二： 想一想，说一说


Teacher leads the students think about the changes

of 4 seasons, and try to say something about them.

For example:
In very cold winter, water ? Water
becomes ice.
Rain ? Rain
becomes snow.
It rains in …..


It is snoewyi
ie is ….
I can see….

In hot summer ice ? Ice

becomes water.



通过对课文和
重点词的讲
解，以多种形
式让学生理解
Snow ?

Snow becomes rain.


In spring trees -------- ?
Trees turn green.

有关自然的知
Practice words
In fall leaves--------?
Leaves fall down from the trees.
活动三： 听指令，照令做。
Teacher says some orders, such as: My eraser is
falling down.
My cards are falling down from the desk.

My jacket falls down from the chair.
The picture is falling sown from the wall.
The wall falls down.
四）课堂反馈：
1. 读句子。
What falls down from the sky in winter, Lingling?

Summer is hot and so snow becomes rain.
And rain becomes snow in cold winter.
Ice can become water and water can become ice.
2. 读单词。见词卡





结对练习





识。并能用功
能句型进行操
练。

五）课堂小结：本节课我们学习了有关自然的
一些知识和天气的变化，从而我们知道一切都
是 自然。
六）课后作业：利用所学的单词造5个有关自
然的句子。




















训练同学们的
反应能力，从
而加强同学们
对所学知识的
理解能力和记
忆能力。

板书设计
Lesson 23

What is the weather like in winter?
fall down

It’ssnow. ice


课后小结
通过听、说、读的各项练习，学生在
多种的活动形式中接受新的 内容，学
习效果较好。但对于个别学生要进行
单独辅导。课前的5分钟口语练习绝
对不 能少，要让每个孩子都说起来。

教学内容
Lesson24
课堂类型
Lidten and
say

1. 能听懂、会说What do you do on weekends? I often go out with my
parents. 并能在实际情景中运用。
2. 能听、说、读、写out、with、p arent、close、nature、climb这6个单
教学目标
词并理解中文意思。
3. 能正确流利地朗读课文并理解中文意思。

1.能听、说、读、写out、w ith、parent、close、nature、climb这6个单
教学重点

词并理解中文意思。
2. 能正确流利地朗读课文并理解中文意思。

1. 能听懂、会说What do you do on weekends? I often go out with my
教学难点
parents. 并能在实际情景中运用。

录音机、 挂图、单词卡片
教学准备

教师活动
一） 导入：
1．Teacher and the students greet each other.
2. Free talk.

T: Do you work every day?
Ss: Yes. We all work very hard.
T: Do you go to school on weekends?







学生活动



设计意图

通过谈话训练
学生的口语能
力，从而引出
本课的课文和
功能话题。

Ss: No.
T: Yes. We are busy working from Monday to
Friday. But we don’t have much work on
weekends. I do housework, some cleaning , and
often go out to enjoy myself in the open air.
What do you do on weekends?
Ss: say something about themselves.
Ss: Yes. We all work
very hard.















say something
通过对课文的
学习和用不同
的图片，让学
T: Can you guess what Sara does on weekends?
Ss: Guess
T: Let’s listen to the tape about the text.
二）讲授新知
1. 引导学生了解Sara的周末活动。


Ss:
about themselves.


生充分理解词
组close to、
parents、 close
to nature、
nature 等词和
课文的含义，
Teach plays the tape, the students listen and say
Ss: Guess
something what the text.

1. Teach shows the picture and the students

answer the questions.
2. What can you see on the picture?
3. Learn the new words
go out with my parents(read) the meaning is Sara
and her father and mother go out together.
Parents=== father and mother






让学生能够在
生活中使用英
语。


Look at the picture and

close to … 靠近，接近
the students answer the

close的发音一定要正确，一定注意字母s的发
音。
close to nature:接近大自然
questions.









通过多种形式
课堂活动和练
习 ，检查学生
对重点词的理
解，提高学生
nature: including everything such as book, wood,

tree, grass, TV, air, water, …(show some pictures)
4. Do you know how do you close to nature?
Climb the mountain go to the park …
三） 课堂操练
Play the games.
1. Teacher shows some pictures, the students say
read the words.

1. Teacher says the orders the students do the
actions.
Come to the front with your English book
Please go out of the classroom
Go to the back of the classroom with your good
friend.
Please sit close to your partner.
四）课堂反馈
角色扮演朗读课文。
Do you often watch TV with your parents?
Do you sometimes go to Xiangshan Park? Whom
do you go with?



Read the new words.



语用水平。




Try to understand the
sentences.










通过听录音跟
读，小组角色
扮演等活动，
激发学生兴趣
表演对话，丰
富朗读形式。

What do you do on weekends?
五）课堂小结：
本节课我们主要学习的是如何询问别人在周末
都干什么？以及如何告诉别人你在周末都干什么？
六）课后作业：背诵单词和课文。 有条件的同
学搜集有关自然的图片
Look at the pictures
and try to read out the
words.

Listen and do the
actions.

Ss: parents close
to … close to nature
go out with






Listen and repeat the
dialog.
Role play the dialog.


Try to answer the
questions and talk with
partners.

板书设计
Lesson 24
What do you do on weekends? close to…
I often… close to nature
parents=father and mother
go out

课后小结
本课内容较多，学生在练习的过程中
没能完全的 掌握。因此，在课后要多
听、多读。在下一节课要进行有效的
复习。梦瑶，子钊的复习需要多跟 家
长联系。

教学内容
Lessons 25
课堂类型
New
1. 能听懂、会说We cannot live without water. We cannot live without air.
这个常用表达方式，并能在实际情景中运用。
教学目标
2.能听、说、读、写、tell everything live without等4个单词并理解
中文的含义。
3.能读懂并流利朗读课文，了解大自然对我们人类的重要性。
教学重点

1. 能听、说、读、写、tell everything live without等4个单词并理
解中文的含义。

2. 能读懂并流利朗读课文，了解大自然对我们人类的重要性。

教学难点
能听懂、会说We cannot live without water. We cannot live without air.这个
常用表达方式，并能在实际情景中运用。
词卡 录音机 图片
教学准备

教师活动
一） 导入：
1．Teacher and the students greet each other.
2. Free talk.
学生活动



设计意图



Students do the Free
T: Do you work every day?
T: Do you go to school on weekends?
s


通过课前
Ss: Yes. We all work
Freetalk复习
T: Yes. We are busy working from Monday to
相关词汇句
very hard.
Friday. But we don’t have much work on
型，对话中引
weekends. I do housework, some cleaning , and

often go out to enjoy myself in the open air.
What do you do on weekends?
T: Can you guess what is nature?
T: Let’s listen to the tape about the text.

二）讲授新知
1. 引导学生了解Sara所说内容。
Plays the tape, the students listen and say

Ss: No.
Try to answer the
questions.

Ss: say something





导学生复习运
用相关句型，
激发学生兴
趣，鼓励学生
大胆说英语。



about themselves.