普通话小报-苏州高博软件

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Module 1
Unit 1 Go straight on
一、教学目标：
（一）情感目标：
1．通过小组合作，培养学生的合作精神和竞争意识。
2．通过学习 go straight on ,turn left, turn right等词组为他人指路，培养学生助人
为乐的情感。
(二)知识目标
Excuse me. Where is the school, please? Go straight on .Turn left. Turn right.
（三）能力目标
1．培养学生表演对话的能力，提高其运用英语的能力。
2．会运用本课的词汇模仿录音语调。
二、教学重点：
1．能听懂会说、理解并掌握句子“Turn left.”, “Turn right.” 和“Go straight on.”。
2. 学会运用句子“Turn left.”, “Turn right.” 和“Go straight on.”来解决指路问
题。
三、教学难点：
学会运用句子“Turn left.”, “Turn right.” 和“Go straight on.”来解决指路问题。
四、教学过程
Step 1 Warm up
ngs:
a game
Hide-and-seek
(通过游戏，复习上个学期学过的表示方位的词：behind, left, right.)
3. Listen to the tape and repeat the dialogue in activity
Step 2 Presentation

1.播放儿歌《兔子舞》，让全体学生起立，带上动作跟唱儿歌。
, left, right, right, turn around, go, go, go.
然后询问：What’s the meaning of turn around?
接着以同样方式学习turn left, turn right。
3、老师出示这两个词组的卡片，分层次操练词组。
4.引出词组go straight on,分层次操练该词组。
5. Play a game:
用形象的动作来学习这几个重点词：
go straight on, turn left, turn as I say：
go straight on, turn left, turn right.
Step 3 Listen and say
carefully and answer the questions. a. Did Doudou find its home?
b. Who help it find its home?
c. Which road does Doudou live in?

2．Listen to the tape, pause after each sentence and have the students repeat the sente

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nce.
3．Listen to the tape for the third times.
当听到课文中的第三句话时，老师出示课件street,并对学生说:
I live in No.2 Park Street.
讲授live in（ 居住）, No.=number。
4. 板书超市supermarket，并引出It’s next to a supermarket.让学生领会next to的
含义，并会读。
5. 画出学校附近的地图课件，课件中有一位小女孩站在家门口，她想去学校但不
知道该怎么走，接着老师点 击课件上的小喇叭，引出句型Where’s the ___, please?
老师领读句型，然后分层次操练句型。最后让学生用
go straight on, turn left, turn righ来为小女孩指路。
Step 4 Practice

Read the dialogue.
1.示读。
2.请学生做小老师领读。
3.小组学习为主，分角色读。
4. 带头饰情景表演:A扮演Amy, B 扮演Sam，C扮演老爷爷, D扮演女主人。
5.出示一幅地图，让学生跟同桌相互询问路线，练习对话 A: Excuse me. Where’
s the …, please? B: Go straight on…
Step 5 Summary

1. 总结本节课所学容。
Step 6 Homework
画一幅图画，上面有许多的建筑物和道路，用英语说一说如何到
想去的地方。
五、板书设计
Module 1
Unit 1 Go straight on.
left turn left
right turn right
A: Excuse me. Where’s the …, please?
B: Go straight on .Then Turn left… street
excuse me supermarket next to besides cinema



unit 2 It’s at the station
一、教学容:学习问路和指路。
二、教学目标
（一）知识目标：
1.学习单词station houses hill trainup down near
2.学习句子 Where is train 1? The train is updown the hill.

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（二） 能力目标：
1．能听说认读单词station houses hill train up down
2． 能运用句子It’s at the station.来描述位置。
（三） 情感目标：通过学习本课的知识，培养学生礼貌、热心、乐于助人
的好习惯。
三 教学重点、难点：
1.认读单词station houses hill train 和理解方位介词up down near at,
并明白他们表示的方位。
2.运用句子It’s at the station.描述位置
四 、教学用具：磁带、录音机、课件、单词卡片、市区地图、
五、 教学步骤
（一）Warming—up
1.教师板书 “supermarket”,学生认读单词；师在 黑板上画出本市的平面和
标上“supermarket”.
T:“Excuse me,where is supermarket?”
S1“Turn right. Go straight on and turn left.”
S2:“Turn left. Go straight on.”
师示出“school”学生认读
T:“Excuse me,where is the school?” S3 S4….等回答。
（二 ) Presentation
1 .T:“Li Hong will go to GuangZhou next week Excuse me, where is the
station?”师示出词卡“station”读单词，T:“Where is the station?”
“station”,S5S6:Turn straight on. It’s next to the zoo.
2. 师播放火车轰鸣的声音，T:“Let’s guess,what is this?”; T:“Oh,it’s a train.
train,train. ”师教读单词“train”。
3. 师呈现Thomas 上小山的画面,T:“Where’s the train?”,T:“It’s up the ,
hill,up the hill.”
4. 师呈现Thomas驶向山坡下的画面，T:“Where’s the train?”,T:“It’s down
the hill. down,down,down the hill.”师教读“down” 5． Thomas驶向农庄的
房屋，T:“Where is the train.?.T:It’s near the house.师教读house.
T:“Where is the train? It’s at the station.”
6.师检查学生朗读单词，学生跟随师读短语
Up ,up ,stand up.
Down, down, sit down.
Near, near, near the house.
At , at ,at the zoo..
(三) Practice
1.师播放第二单元的课文录音，学生听音指图，然后跟读课文。
2.师画出活动3某市区平面图，标上school, supermarket, house,用“Excuse
me,where’s the school?”学生用已学的方位词来向同学指路。
(四)Production
1. 师示出一公园的平面图，从school, house, station三个方向出发到park,该
怎样走，学生分别用Turn left, turn right, go straight on说说,比一比哪一位学生是
最佳向导。

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(五)Summary 朗读歌谣
Where is the train?
It’s up the hill.
It’s down the hill.
It’s at the station.
(六)Homework
回家教父母亲用方向短语说说从自家到超市、市场等该怎样走。
(七)板书设计
Unit 2 It’ at the station.
Where is Train 1?
It’s up the hill.
Module 2
Unit 1 She’s reading a book.
一、教学目标：
1、全体学生能理解：
read, running, these, picture, take, take pictures

2、全体学生能运用：
语法：She’s reading a book. He’s taking pictures.
词汇：reading, running, taking, taking pictures
3、学会谈论图片上正在发生的事情。
二、教学重点：
1、谈论图片上正在发生的事情。
2、掌握单词：reading, running, taking, taking pictures
三、教学难点： 谈论图片上正在发生的事情。
四、教具学具： 多媒体课件，照片，单词卡片，小盒子
五、教学过程:
Step 1 Warm up and lead in
1. Greeting.
2. Read the chant of last module together.
3. Show some pictures and ask the students to say
something about the pictures.
Step 2 Presentation
1. Learn the new words
Before we learn the new text, we learn some new words: these, reading, taking pict
ures, watching TV, playing with a toy train.
2．Listening
(1)Play the tape, and ask the students to listen carefully.
(2)Listen again and ask the students to point to the sentences and find “-ing”并圈出
来。
(3) Listen for the third times and ask the students to repeat the sentences. Try to imitat
e the tone and the pronunciation.
3.重点学习：She’s reading a book. He’s taking pictures.

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Look, I’m reading a book.
ce
(1) Ask the students to look at the pictures on Page 10 and listen to the tape, and t
hen repeat the sentences.
(2) Take out a magic box. Ask the students to take a picture from the box and describ
e the picture.
让学生看图片说出盼盼的活动。
Step 4 Summary
Sum up what we learnt during this period. Review the words: these, reading, taking
pictures, watching TV, playing with a toy train.
And review the sentences: She’s reading a book. He’s taking pictures. She’
s watching TV. He’s playing with a toy train.
Step 5 Homework
1. Listen to the tape and repeat the text for several times. 2. Copy the text with the t
ranslation. (
六、板书设计: Module 2
Unit 1 She’s reading a book.
reading She’s reading a book.
taking pictures He’s taking pictures.
running
taking
Unit 2 What are you doing？
一、教学目标:
情感目标：培养学生学习英语的兴趣。
知识目标：掌握句型What are you doing?
能力目标：能询问别人正在做什么，描述自己在做什么。
二、教学重点;
1. 学习句型：What are you doing? I’m ……
2. 掌握词组：Listen to及动词的ing 形式：doing ，listening, watching, reading
三、教学难点: 掌握动词的ing形式 及读音。
四、辅助资源： 挂图、录音机、磁带、图片
五、教学过程:
（一） Warming up
（1）Greeting.（2）Revision:
T：Before class ，let us play a game。I want four of you to come different here。Group
one…）The others look at the carts in my hand，and we say，they do the action。The
one who can do the action first will be the winner。I will give him a present。Clear？
Ss：Yes。
（3）Presentation:
1. 在学生做出talk to friends动作时， What are you doing? Ss： talk to friend
T：Yes，you are talking to friend。（HeShe is talking to friends。You are the winner。
A present for you。Go back to your seat。Today，we will leant a new lesson。（板
书句子）What are you doing ? 2. 呈现课文
T：（拿起事先做好的图片）This is father。This is mother。They have three children。

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It time for breakfast。But where are the children？What happen？ What is Sam’s
family doing now? Let’s listen to the tape.
T：Listen again ，and answer the questions：What is SamAmyTom doing？
T：Now who wants to be Sam？The whole class ask him：what are you doing？
Ss： what are you doing？
S1：I am listening to music。
T：I am listening to music。Yes or no？
Ss：Yes。 全班问：what are you doing？
S2：I’m watching TV！
S3：I’m reading a book！
一一将句子呈现在黑板上。
（4） Practice:
1.依次练习句子I’m watching TV！ I’m reading a book！
2. T：Who wants to be father and mother？Group one is two is Amy。T:
You did a good job。Now who want to be Sam，Amy and Tom？
请三位学生扮演Sam， Amy，Tom。
3. Make a new dialogue。
Make a new dialogue with your partner。I will give you two minutes to practice。
4. 学唱歌曲。
T: You did a very good job。Let us sing a song。
（5） Summary:
提问学生怎样来询问别人正在做什么，总结全课容。
（6） Homework 抄写课文。
六、板书设计。
What are you doing?
I’m listening to musicwatching TVreading a book.

Module 3
Unit 1 What are they doing？
一、教学目标：
（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。
（3）学生能够听、说、认
boat chess row soybean milk drink hungry 。
二、教学重点难点：
教学重点：（1）学说问句What are they doing?
（2）掌握句型They’re 动词+ing [+宾语]
教学难点：能清晰准确地发出本课所教的单词的音， 并自如地应用。
三、教学方法：直观教学
四、教学过程：
（一）Warming up
师生齐唱M2中的小诗，并配以动作。
（二）Revision
1.师板书：read , write ,listen ，play , talk

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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
（1）学习新句型
1.T：What is heshe doing ?复习He’sShe’s动词+ing ...
2.T：What are they doing ? 后又释然说：Oh. They’re 动词+ing [+宾语],并板书。
3.教师指着黑板上的句子，请学生跟说多遍。
4.请学生一起认读黑板上的句子。
(2）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。
2.教师模仿动作后提问：What am I doing?引入句子：I’m doing taijiquan.。
3.T：What are they doing ?引入句子：They’re doing taijiquan. 并板书。
4.用类似方法教They’re row a dragon boat.并板书。
5.教说chess, play chess。
7.教师做饥饿状说：I’m hungry. 由此教单词hungry（饿的）。
8.教师 边“喝 边说：drink drink , I’m drinking.
（四）Consolidation
（1）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.让学生在小组进行训练。
（2）表演
1.请学生打开课本P15，T：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。
（3）游戏
1.教师在黑板上贴上正面写有数字，反面写有：
do taijiquan, row a boat, play chess等动词词组的卡片。
2.请自愿上台的学生背朝大家，选择 其中的一个数字，教师翻开此卡片的反面示
以台下的同学，台下学生根据卡片上的容做出相应的动作。
3.台上的同学必须用英语They’re 动词+ing [+宾语]来猜测台下同学所做的动作。< br>如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What are they doing?
请求他的朋友，帮忙回答。
（五）Homework
1.抄写单词：row , play, drink, boat, milk
2.收集有关人物或动物正在进行某种动作行为的 照片、图片、图案，并用英语说
说他们正在做什么？

Unit 2 What’s the elephant doing？
一、话题：Animals

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二、教学容：
A: What are they doing？
B：They’re playing football.
A: What is it doing?
B: It’s drawing pictures.
三、教学目标：
（一）Knowledge aims:
1．Enable the students to learn the four skill sentences by heart: What is it doing?
It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
3．Help the students to understand the sentences: The elephant is drinking water
with its trunk.
（二）Ability aims:
1．Enable the students to use the main sentence structures in
authenticsemi-authentic situations.
2．Make the students observe things carefully and highlight their ability of using
the language creatively.
（三）Emotion aims:
1．Make the students love animals.
2．Make the students do everything whole heartedly.
五、教学重难点：
（一）教学重点：
1．Enable the students to learn the four skill sentences by heart:
What is it doing? It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
（二）教学难点：
Help the students to understand the sentences: The elephant is drinking water with
its trunk.
（三）课前准备：
．教师准备录音机与磁带；图画。
教学过程：
Step 1.
Warm- up and revision
T’s questions: Do you like animals?
What’s your favourite animal?
What can the animal do?
Can you …?
What is heshe doing?
Step 2.
Presentation and practice
Step 3.
Consolidation andextension
Presentation
1. Show a picture of a forest.

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T：Oh! There are so many animals! Can you tell me where they live?
OK! Let’s go to the forest.
2. Look, ask and answer.
T shows a big picture of a forest.
Look at the forest! The cat family is fishing. The two baby cats are talking.
① T imitates the two baby cats.
② C1: Look at the …What is it doing?
C2: It’s…
② Ask and answer.
T: What else can you see?
T: Look at the monkey. What is it doing?
板书：What is it doing?
It’s drawing pictures. ③ Pair work
T: You can practice with your partner，using sentences: Look at the…What is it
doing or what is she doing?
④Learn the structure:
The elephant is drinking water with its trunk.
T: Look at the elephant. What is it doing?
T: How do we drink water?
(We drink water with our mouths.) T: The elephant is drinking water with its
trunk.(出示单词duck, must, but, trunk来对比，找出发音规律）
T: 板书I am…with my...
3. Read and answer.
① Read and answer
T：Here is a passage about the picture. You can listen and answer the Qs:
T：What is the mother kangaroo doing?
②Read the passage.
First, read after the tape, then read with the partner.
③Listen and find the differences.
T: I’d like to read this passage for you. But something are different, you try to find
them out. OK?
④Read the passage together.

Module 4
Unit 1 Do you want some rice？
一、教学目标
1.知识目标：
(1)学会本课新句型“Do you want some rice ?”关于询问对方的意愿及其回答
“Yes,please.”“No，thank you”。
(2)复习旧句型“Have you got ...?”及其回答“Yes，I have”“No，I haven't”；
复习“What are they doing ?”及其回答“They are doing sth.”
（3）掌握单词及词组：
Chinese fast food, want, some, make, nice, chopsticks, difficult，Chinese fast
food, make noodles

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2.能力目标：
（1）使学生能运用句型“Do you want some rice ?”并且在日常口语交际的活动
中懂得运用，并懂得回答自己的意愿。
（2）掌握本课的新单词，使学生能够懂得听，懂得说，并且懂得用。
（3）小组合作，完成一个调查报告。
3.情感目标：
（1）提高学生学习英语的兴趣，激发学生学习的热情。
（2）使学生认识到中西方文化的差距。
（3）培养学生的合作竞争意识和良好的竞争感。
二、教学重点
1.学习句型
Do you want…… ?
Yes,,thank you. Have you got ……?
Yes,we ,we haven’t.
2.掌握单词及词组：
Chinese fast food, want, some, make, nice, chopsticks, difficult，Chinese fast
food, make noodles
三、教学难点
单词“difficult”“chopsticks”；培养学生学习英语 的热情，学生能在学完本课后，
能把所学的知识运用到日常生活中，并能初步的认识到中西方文化的差异 性。
四、辅助资源
水果、食物、筷子、课件、单词卡片 五、教学过程:
g up：
1.演唱歌曲：Row you boat ：Noodles and rice
II. Revision: 1、Guess:
①T: Today I bring some Chinese food for you.
Guess：What do I take? 出示单词：
noodles, rice, cake, sweets, peanuts, meat, milk, fish, apple, banana, orange, pear）
②然后用课件展示食物列表复习。
2.复习“Have you got……?”句型。
T：I’ve got lots of food. Have you got an apple?
III. New sentences and words.
1.T : Do you want some apples? S1: Yes.
T: Yes,please. T: Do you want some noodles? S2: No .
T: No,thank you.板书：
A:Do you want some rice？
B:Yes,please. No,thank you.
2.引导全班学生齐读问句和答句。
ce：Ask and answer:
4.T:Ok,you are great. Look, what am I doing？
Ss：吃面条
T:Yes，I am eating noodles.
T:Noodles are very nice. It’s nice.
5.T:(呈现实物“chopsticks”）How to say this in Chinese?

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Ss:筷子
T：Yes，but we can say “chopsticks” in English.
7.T：make noodles is difficult or is easy?
板书：make noodle（齐读，个别读）
food
：Do you want some rice?
Yes,please，it's nice.
Do you want some noodles?
No,thank 's difficult.
IV．呈现课文。
1、在上一课的故事中，Daming和Am y在公园里逛了半天，感到有点饿了，所
以They are eating Chinese fast food
出示课件，提出问题：
Amy want some rice?
Amy want some noodles?
Amy got chopsticks in England?
Amy got fast food in England?
2、回答教师的问题，并跟录音磁带朗读课文。
3、Chinese fast food和English fast food 的区别，待会全班进行交流。汉堡和薯
条是English fast food的代表，“noodle and rice”是Chinese fast food的代表。
4、学生分角色朗读课文。
IV. Practice:
T: Now work in groups.
V.总结
T: 今天我们学习了怎样用Do you want some…?询问对方需要的食物。
You are very good. Now, let’s say a chant.
Do you want some rice? No, thank you. No, thank you. Do you wantsome noodles?
Yes, please. Yes, please.
Ⅵ.Homework
用“Do you want some ……?询问家人想吃什么，然后自己试着准备。
Unit 2 How much is it ?
一、教学目标
1、学习本课四个单词colourful pretty cheap expensive。
2、句子：It’s cheapprettyexpensivecolourful.来描述价格和颜色。
3、根据实际情景运用本课时的四个形容词。
二、教学重点
1、单词：colourful pretty cheap expensive
2、句子：It’s cheapprettyexpensivecolourful.来描述价格和颜色。
三、教学难点：
1、单词expensive的读音
2、根据实际情景运用本课时的四个形容词
四、教学过程
（一）热身、复习 (Warm-upRevision)
1、Talk about the weather

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What’s the weather like today? What do you want to wear? 2、Show us your clothes
孩子们走到台前，介绍一下自己的衣服的颜色，样子。
T：“How much is it?Oh, it’s ’s expensiveIt’s ’s colourful.”
（二）呈现新课 （Presentation）
1、教师出示几件衣服的实物，并标出价格，说：“Guess, how much is it?” 教师
追问
“Is it cheap?Is it pretty?”
引导学生自己表述：“It’s cheapexpensivecolourfulpretty.”
师根据学生的回答适时的出示相应的单词
cheapexpensivecolourfulpretty.
2、观看课件展示，跟读练习
3、小组活动
孩子两人一组。教师先和一个孩子进行示
（T: How much is that colourful dress?
S:Very expensive. It’s ten yuan.
T:I want to buy it.）
（三）Practice
Guessing game： How much is it?
孩子两人一组，运用一些衣物小卡片，猜测价格。
(四）Homework
用“How much is it?……?询问家人购买的蔬菜的价格，然后自己试着把对话写下
来。
Module 5
Unit 1 Can you run fast ?
一、教学目标
1.知识目标
（1）正确读、说、拼、辩单
词 can. run, fast. jump, high, far, ride
（2）正确认读句子
Can you run fastjump farjump high ride fast?
Yes, I can. No, I can’t.
2.能力目标
（1）能用can句型来询问别人的能力和回答。
（2）能正确朗读、理解课文和表演课文。
3.情感目标
（1）培养学生良好的合作和竞争意识。
(2)培养学生良好的听说读写的学习习惯。
二、教学方法：
小组合作法，英语口语六最训练法（最清晰，最慢速，最大声，最快速，最个性，
最会用）
教学过程
1. Greeting
2. Warming up :Do and say.
a. The teacher says, the pupils repeat and do the actions.

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b. The teacher does the actions, the pupils say and do.
3. Task 1 Words
a. 4个小老师教读单词，教师给予指导
b. Learn to read in groups(小组学习）
c. Show in groups(小组展示）
d.按要求写出单词
run(现在分词）______ jump（现在分词）_______ high（同音词）_______
ride（现在分词）______can（否定式）______
4. Task 2 Phrases
a. Listen and find the phrases(听音找出词组）
b. Learn in groups（小组学习）
run fast跑得快 jump far跳得远 jump high 跳得高 ride fast骑得快
c. Show in groups（小组展示）
(评析：让学生带着任务学习，培养学生学会倾听的习惯。)
3 Sentences
a. Listen and find (听音，找出有关can的问句和答语)
b. Learn in groups (小组用自己喜欢的方式学习）
Can you run fast? Yes, I can. Can you jump high? No, I can’t.
c. Show in groups（小组展示）
我是小记者
根据下列词组提示，采访一下你组的成员会干什么事情。
例如：Can you play football?
6. Task 4 Text
a. Listen and repeat
b. Read in groups）
c. Role play（
8. Summary
学生总结本节课所学容
9. Homework
a. 听读M6U1课文3遍。
b. 自查课文背诵并记录时间。
c. 回家采访你的爸爸爸妈会干什么。
Unit 2 Can Sam play football ?
一、教学目标：
1.知识目标：通过学习使学生能听、说、认、读单词。
2.技能目标：学会使用恰当的句型来评价他人，如You can jump really high.
3．情感目标：使学生能主动表达自己，学会正确地评价自己和别人；培养学生
良好的语言学习习惯，让英语课堂真正生活化。
二、重点难点：
重点: 在述句和一般疑问句中的用法。
2. 课文中表示play football的一些动词短语。
3. 难点：正确运用badly,well评价自己和别人。
三、教具：单词、教学PPT
四、教学过程：

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Ⅰ. Warm-up
教师说一些学过的动词和动词词组，学生重复并做动作。
Ⅱ.Present-task
教师说有关运动的动画片，如《灌篮高手》、《足球小子》。问学生是否喜欢看，
喜欢片中哪些 运动明星？为什么？（出示图片）
S: They are so cool. They play basketballfootball very well.
T: Can you play football well? 引出单词：team
组词 football team basketball team
询问：Do you want to be in our football team?意思并单个提问学生。如果不愿意就
问Why?引到学生说出答案I can’t play football well.
或I can play football badly.
Ⅲ.While-task
1）open the book,听课文录音。
2)生词学习，老师读单词或者短语，学生从课文中划出，并写上汉语意思。
football team well run fast control badly really catch goalkeeper f
antastic
3)再听录音，注意生词的读音。 control goalkeeper fantastic
4）学生预习，划出含有can的句子，并试着自己翻译。
5）课件一句句展示课文句子，老师领读，简单解释意思。
6)再读课文，思考问题找到玲玲擅长的运动。
Lingling run fast? (No,she can’t.)
Lingling control the ball？
（No,she can’t）
Lingling jump high? (Yes,she can.)
Lingling catch the ball well? (Yes,she can.)
6）把全班同学分成三部分，分角色读课文。
Ⅳ.class-exercise
1.拓展练习，展示翔照片 T:Who is he? S:He is Liuxiang.
让同学描述翔，老师总结
He is good at running. He can run fast. He is a fantastic runner
2小组之间谈论个人喜欢哪些运动健将，为什么以及他们擅长什 么项目。教师允
许学生使用少量汉语。
示例：
I like Tian can dive very well.
I like basketball very much.I like Michael can jump very high and run ve
ry fast. V. Homework
1、表演，朗诵对话
2、完成课堂活动用书练习3
教学板书设计：You can play football well.
well badly team football team basketball team 好地 不好地 组 对
fast high
快的 高的
Can Yes, I can.
No, I can’t.

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Module 6
Unit 1 Can I have some sweets?
一、教学目标：
知识目标：
单词：fruit, bread, biscuit(s), soup, sweets
短语：turn on
句型：Can I have some …? 及肯定、否定回答。
能力目标：用英语向他人索要食物的能力。
情感目标：培养学生的合作精神和生存技能。
二、重难点：重点是单词和句型，难点是对句型的应用。
三、教学方法：情景教学法、任务型教学法、互动法。
四、教学过程
（一）创设情境
由今天是老师的生日，关灯一起开生日聚会为话题导入课题，“Hello, everybody,
today is my birthday. Let’
s have a party in our class ok? Can you sing ‘Happy birthday’ for me? ”
让学生齐唱“Happy birthday！” 创设生日聚会的氛围。让学生在最快的 时间里投
入到真实的情境中，在轻松快乐的氛围中开始本课的学习。
(二)单词的学习
“Thank you. Let’s turn on the light.”学生唱完歌以后，打开灯并用其动作引出
短语“turn on”及单词“light”.并对其进行及时的操练。
“Look, my mum gave me a present this morning.
Let’s see together, what are they? Oh, food.”拿出妈妈送的生日礼物（食物）引
出本课单词： fruit, bread, biscuit(s), soup, sweets。
播放幻灯片并 通过跟读，男女生读，高低声读，滚雪球读，分小组读的方式学习
单词。小组AD，BC合作识记单词。 并通过小厨师的游戏检查单词的认读与识
记。最后用最快的速度说出单词，以调动学生的积极性。
(三)句型的学习
老师问学生是否有食物
如：“look, these are my food, do you have delicious food?”，让学生们展示自己 带
的食物，并挑选其中一个，赞美一番，此时老师肚子饿向学生索要食物引出本课
句型Can I have some…?
如师：“Wow, so many delicious food. I like it. I’m hungry. I didn’
t have my breakfast. Can I eat? Can I have some„?”通过替换食物单词的 方式练习
本句型。问学生是否喜欢老师的食物，可以用新学的句型索要，如果老师有，就
可以引 出肯定回答“Yes，you can.”并板书，齐读； 如果没有就可以引出否定回
答“Sorry, you can’t.” 。板书并齐读。在老师与多组学生示后，AB, CD之间用
身边的食物问答，并进行展示。
为了进一步练习和巩固单词和句型，设计了旧曲新唱的环节，让学生用“两只老
虎”的旋律，填上新词 。如下：
I like soup, I like bread. I like sweets ,I like fruit. Can I have some? Can I have some?
Yes, you can. Yes, you can. I like biscuits, I like cake. I like sweets, I like fruit. Can I
have some? Can I have some? Sorry, you can’t. Sorry, you can’t.

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让学生在熟悉的旋律中哼唱本节课的重点句型，既可以巩固知识又能激发 孩子们
的学习兴趣。AB一组，CD一组进行比赛。
学生在对句型学习练习之后设计了“Draw and Eat”的环节，考察学生应用句型
的能力。让学生在纸上画出自己喜欢的食物，并在小组由A-B- C-D-A的顺序进
行问答。结束后由A举手示意，小组展示，并选出表演最好的组进行奖励。
五、听力练习
由今天也是Amy的生日，引出听力问题。
1 Listen and answer “What does Amy want to eat?”，对课文进行整体听，让学生
对课文有一个总体的把握。
2 Listen and complete第二遍分段听，问题比较具体。考察的是学生对课文细节的
理解。
3 Listen and repeat 通过跟读课文，纠正学生的发音，培养学生正确的语音语调。
让学生对课文有更深的认识。
六、课文的学习
1 Read by themselves 自读课文，体会课文情境。
2 Read in roles 在小组分角色读课文，让学生体会真实的情境。培养学生的合作
精神，增加学生学习课文的乐趣。
3 Act in roles 在小组分角色表演课文，对所学容进行输出，考察学生对课文的掌握程度。小组展示，并选出表现最好的小组。
七、拓展练习
由于今天是老师的生日 ，所以我们要在KFC（肯德基）举行生日聚餐，由老师
示服务生，学生点餐。每小组中的D是服务生， ABC是顾客，通过点餐对句型
和单词进行巩固和应用。并集体展示，选出表现最棒的小组。
八、总结评价
选出本节课表现最棒的大组，本大组的所有小组均能得到礼物。
九、家庭作业
用今天学到的句型，向妈妈索要食物。
附板书：
Can I have some sweets ?
Can I have some ...? Yes, you , you can’t.
十、教学反思
在本堂课中， 从始至终都贯穿着小组的比赛和竞争，围绕老师的生日聚会这
个话题对单词、句型、课文进行学习、练习 和应用。学生的积极性极高。绝大部
分学生能利用所学容及以往的英语积累做到学以致用。本节课始终遵 循着由生活
走进教材，在教材中学习练习后，由教材回归生活这条主线。给学生创造了轻松
快乐 的学习氛围。

Unit 2 Happy Halloween！
教学目的：
（1）让学生初步了解西方万圣节的习俗
（2）能灵活运用重点句型Can I have some…? Yes, you can. Here you are. sorry,
you can’t.
（3）能听懂，会说单词：Halloween
（4）在活动中激发学生学习英语的兴趣，引导学生大胆开口说英语，培养学生

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互助合作的精神和良好的学习习惯。
4.教学目标
课文容分解表
知识点
1 生词
（1）Halloween,
2 短语 √ √ √
(1) come in
(2) of course
(3) Here you are
(4) Happy Halloween!
3 句型 √ √ √
(1) Can I come in? Yes, of course.
(2) Can I have some sweets? Yes, you can. Here you
are.
(3) Can I have some rice? Sorry, you can’t.
5．教学重、难点
（1）创设真实的语言情景，使学生感受西方文化的特点，并掌握重点句型。
（2）能够正确运用句型can I have some….? Yes, you can. Here you are. Sorry, you
can’t.进行自如对话。
（3）能将所学的知识运用于实际生活中。
6． 教学过程
（1）Greetings(问候)
（2）呈现中秋节的图片，承上启下。
（3）利用实物月饼，引出重点句型Can I have some moon cakes? Yes, you can.并
且板书，教读。
（4） 呈现实物，复习相关食物的单词, 强化本课重点句型Can I have
some-----?Yes, you can.的操练。引出Here you are. 并且板书，教读。
（5）播放视频课件，要求孩 子们认真看、仔细听，观察西方孩子是怎样过
“Halloween”的。板书Halloween,并 且教授单词Halloween。
（5）教师开始自问自答，讲述图片容，介绍西方孩子们如何过“H alloween”，
如何索要东西的呢？他们说了什么，做了什么。
（6）引入课题。板书课题：Happy Halloween!教读Happy Halloween!。
（7） 学生“小鬼”出现。教师与“小鬼”、学生们与“小鬼”互动、对话 。呈
现课文容，强化本课句型的操练。引入否定回答Sorry, you can’t。并且板书，
教读。
（8）Games. Share your food.全班操练单词、操练句型。
（9） Work in pairs. 利用幻灯片，学生根据图片操练句型。
（10）利用远教资源，放映故事课件，学生听，然后跟读，齐读。
（11）Exercises.句型练习。
（12）Summary.小结该节课所学容。
（13）Homework： games with your family or friends like this:
Can I have some… Yes, you , you can’t.

学习水平
记忆 理解
√ √
应用
√

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7． 板书设计
Happy Halloween!
Can I have some moon cake？
Yes, you can.
Here you are.
Sorry, you can’t.
附：课堂教学结构图
开 始
利用实物月饼，引出重点句型Can I have some moon cakes? Yes, you can.
幻灯片展示中秋节图片
播放万圣节视频
引导学生观看视频，整体感知
学生认真看、仔细听
介绍西方孩子如何过Halloween,如何索要东西
教师与“小鬼”、学生与“小鬼”互动、对话。呈现课文容。引出Sorry, you can’
t.
游戏（Games）. Share your food.
利用手中实物，操练句型。
幻灯片展示
Work in pairs.
看图操练重点句型。
远教资源
跟读课文
幻灯片展示
练习(Exercises) 、小结（Summary）and 家庭作业（homework）。
结 束

Module 7
Unit 1 There is a horse in this photo.
一、教学目标：
1、知识目标：
（a）学习掌握词汇：
there isare,horse,have a look,sheep,climb,face
（b)掌握There isare句型的肯定句、否定句、一般疑问句及简略回答。
2、能力目标：
(a)能听懂和阅读包含there be句型的有关学校介绍的简短对话和短文。
(b)能运用所学词汇和there be 句型来介绍自己的班级和学校。
3、情感目标：培养学生热爱动物，热爱自己自然的意识。
二、教学重点：
（1）掌握词汇: there isare,horse,have a look,sheep,climb,face.
（2）能听懂对话容和运用There be句型描述照片。
三、教学难点：there be 句型的理解和正确运用它的各种句式。
四、教学方法
Top-down approach to listening.交际教学法、任务型教学法，同时运用多媒体教

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学，为学生运用英语进行表达创设情境。通过师生互动、生生互动、小组 合作探
究等学习方式，指导学生运用所学语言知识对地点进行描述。
五、教学过程
－up（热身）
ngs:The teacher greets the students.
to the English song《 Number Song》.if they know how to sing the song,
they can the students if they like the song. They may answer:Yes,I like it ver
y much.
-in
Show the English numbers one to twelve on the the words.
T:We have learn the English numbers one to you remember them?
Ss may answer:Yes.
T: let’s count the numbers together.
T and Ss:one ,two,there…
the English numbers 13-19 and 20- 90.
the English numbers 13-19 on the screen.
T:Now let’s continue to learn the English you know these numbers?
S:Yes.
T:Let’s listen to the tape and read after it.
T and S:thirteen fourteen fifteen„(repeat)
T:We must pay attention to thirteen ,fifteen, eighteen.(T explain if there is necessary.)
Now discuss:what rulescan you find from the numbers?
S:Work in pairs
some students to say out the then show the rules on the screen.
the numbers 20-90 in the same way.(同时强调英语几十几的表达法，并给
出example)
se:Match the words and the numbers.
ary and listening
1. 教师出示几幻灯片或图片，复习巩固有关教室物品的单词。
T：Do you know these thing? What’s this in English? S:It’s aan„
引出新单词 dictionary、library、 picture 等板书并教读单词,并学习他们的复数形
式。
out a picture of a classroom,beside the picture ,there are some words they ha
ve learned just now. lead the Ss to make dialogues like this:
A: What can you see in the classroom? B:I can see a television.
A: How many desks are there in it? B:There is are...
A:IsAre there (any)„in the classroom?
B:Yes,there is are. or No,there isn’taren’t.
to some real things in the classroom and ask the students to practise
the sentence with “there be”.
T:How many desks in our classroom? S:There is are„in our classroom.
Show out these sentences on the screen.
S to read over the sentencestogether then work in pairs to
find out the sentence structure:

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There is a computer on the desk.
There are some computers on the desks.
There isn’t a football in the classroom.
There aren’t any footballs in the classroom.
Is there a desk in our classroom?
Yes,there is. No,there isn’t.
Are there any desks in our classroom?
Yes,there are. No,there aren’t.
板书：there be 表示某地有某人物（用is还是用are由后面的名词决定，即“就
近原则”)
a).肯定句：There is are„ b).否定句：There isn’taren’t„
c).一般疑问句：
IsAre there (any)„及简略回答：Yes,there isare. No,there isn’taren’t.
d) some和any的区别：Some和any都是“一些，几个”的意思。some用于述句或肯定句；any用于否定句和疑问句，两者后都能接可数名词复数或不可数名词。
(让学生做笔记 。)
5.为了加强理解语法Therebe句型,出示几幻灯片或图片,抽学生提问，运用图片旁< br>边的提示单词来问答:
T:How many„„ are there in our classroom? S:There are....
T:Are ther any...in our classroom? S:Yes,there are No,there arent. T:Are there any co
mputers on the desks? S:No,there aren’t.
T:Are there any computers on the desk?
S:Yes,there are.
T:ls there a computer on the teachers desk? S:No there isnt.
ing
the pictures in the textbook.
Picture 1
are nine _________ in the classroom.
are seven __________ in the classroom.
is a ___________ on the teacher’s desk.
are some _________ on the students’ desks.
Picture 2
are ________ desks in the classroom.
are ________ chairs in it.
are two __________ on the desks.
is a ____________ on the wall .
Picture 3
are six ___________ on the desks.
are four ___________ in the classroom.
the s to look at the pictures then complete the sentences according to the picture
s.
the answers together.
and choose the correct picture.
ing and reading

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-listening
Ask the students to read over the sentences in sure the students get the
meaning of them.
-listening.
Students choose the correct answers.
again and check the answers.
and repeat.
ts read after the tape then underline the sentences that with “there be”
over the sentences together.
part8-9 .
Use “there be ”to make sentences or dialogue.
Step7 Do some exercise
S to choose the correct answers.
____________ (isare)water in the glass.
2. ____________(IsAre)there two books and a pen on the desk?
aren’t ____________ (some any)chairs for me.
are two ____________ (librarylibraries)in our school.
2. Correct the sentences.
is some photos on my desk. ( )
A B C
there any foreign teacher in your school? ( ) A B C
many boys and girls is there in your class? ( ) A B C
4. Where are my basketball? ( ) A B C
5. I have two Chinese-English dictionary.( ) A B
rk.
1.用所给词的适当形式填空。
2.用there be句型来描述自己旅游时的照片。
Step9.小结：Important and diffiult points.
nary 复数 dictionaries
2. Library 复数 libraries
e 同义词 photo
be 句型表示某地有某物.
结构: There isare +某物人(主语)+ 地点
Step10板书设计：
nary 复数 dictionaries
2. Library 复数 libraries
e 同义词 photo
be 句型表示某地有某物.
结构: There isare +某物人+ 地点
六、教学反思：
本课是利用多媒体作辅助教学的，而且对教材也做了一定的整合，设计上思< br>路非常明晰，由简单的数字入手，再到句型学习，层层递进，教师带领着学生一
步一个脚印，完成 一个个任务，让学生非常自然的领会本课的知识点。任务的设
计贴近学生生活，听说读写有效的结合，有 趣又实用，学生的参与非常热烈，达

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到了预期的效果。

Unit 2 There are twelve boys on the bike.
一、教学目标
1、知识目标：
（1）通过本课的学习使学生能够听懂并且会说,会读，会写一到十二的所有单词：
one two three four five six seven eight nine ten eleven twelve
(2)学会用“There are…boys in …”以及“There is a… in …”的语言结构。
二、教学重点：
词汇：one two three four five six seven eight nine ten eleven
twelve
“There are…boys in …”以及“There is a… in …”的语言结构。
教学难点：eleven和twelve的读音。
三、教学准备：录音机、磁带等。
四、Teaching steps:
Step1: Warmer
1. Greetings
T: Hello, boys and girls. Ss: Hello, Miss Yi.
T: How are you today? Ss: I’m fine , thanks . And how are you?
T: I’m great. Thank you so much. Look! How is the weather today?
Ss: It’s sunny today.
T: How do you feel now? Are you happy? Ss: Yes. We’re so happy.
T: Let’s sing a song , ok? Ss: OK!
2. 复习1-6的英文。
Step2: Presentation
1、Lead in
T: How many boys are there on the bike?
Ss: There are twelve months in the year.（引出课题）
板书：Unit 2 There are twelve boys on the bike
T: twelve
Ss: one two three four five six….接着老师带着学生一起说：
seven eight nine ten eleven twelve. （在游戏的过程中引入新单词）
T: Today, we’re going to learn the new letters.
2、教授—seven
T: Boys and girls, let’s play a game, ok? Ss: OK!
T: I will speak these names of the months. And you can show me your fingers to
show.
Ss: Yes.
T: five Ss: (show five fingers) five
T: March. Ss: (show three fingers) March.
T: seven. 提示学生show seven fingers. seven
T: Do you like seven?
S1: Yes. I like seven.
3、教授—eight nineten

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T: How old are you?
Ss: I’m eight nineten years old.
4.教授—eleventwelve
T:How old are your sisterbrother?
Ss:HeShe is eleventwelve.
Step3: Practice
1. Listen and do.
T: Boys and girls , please listen and do.
T:1) How old are you?
2) How old are your sisterbrother?
2. Group work
完成课本活动3：先请几个学生朗读对话示例，然后把学生分成小组，让他
们根据图中给的信息展开对话，发表自己对各个月份的看法。
Homework:
1、熟记1－12的单词
2、询问父母，然后在课堂上互相介绍自己父母的情况。

Module 8
Unit 1 We’re going to visit Hainan.
一、教学目标：
知识能力目标：
1. 通过本课的学习使大部分学生能够听懂，会说会写并能运用下列单词造句：
tomorrow plane from China sea visit get up swim
2.大部分同学能听懂课文录音，能回答老师提出的问题。
3.能用本课所学句型I’m going to…We’re going to …与朋友交流自己将要做的
事情。
情感态度目标：培养学生热爱祖国山河的爱国感情。
二、教学重点、难点
1.单词tomorrow plane from China sea visit get up 的识记及认读。
2.句型I’m going to…We’re going to …的理解与运用。
3.句型be going to 的理解与运用。 教学工具：多媒体，录音机，单词卡片
三、教学过程：
Step 1:Greeting
1. Greeting to each other
2. Sing a song
Step 2 learn new words and new sentences
T: Boys and girls ,Amy ,Sam ,Daming and Lingling are my old friend in our English c
lass. we know Sam is from England .Amy is from England ,too.
(课件及单词卡片学习from , 师领读，分组的，个人读)。
Daming is from China. Lingling is from China,too.
(板书China,课件及单词卡片)
In China ,there are lots of interesting places. They are very beautiful. So I like traveli
ng.(旅行)
Do you like traveling ?Where are you going to go ?出示课件指名回答。引导学生用

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I’m going to go to …回答。学生在欣赏了，等美景的同时，还会运用句型I’
m going to go to …,学生在灵活运用中学会了知识。
T: I’m going to go to Hainan ? Are you going to go to Hainan ?学生有回答Yes .老
师就说We are going to go to Hainan .
（板书课题，并领读）
T: Boys and girls. Today I’m here.
But tomorrow I’m going to go to Hainan .( 教学 tomorrow )
I’m going to get up at 6 o’clock .(教学 get up )
I’m going to visit my grandma.(教学visit )
Hainan is very far. How can I go there ? Who can help me (出示课件，
by car, by ship, by train, by bus , by plane ,引导学生回答by plane)
T: That’s a good idea .
I’m going to go by plane .(教学by plane)
T: Hainan is a beautiful city .It’s next to a sea.
Look !what a beautiful sea! (教学sea)
look at these children in the sea. what are they doing ?yes ,they are swimming in the s
ea.(教学children ,swim)
A. Read after the teacher.
B. say it with your deskmate .
time : point and read .
Step3 text
T: boys and girls .I’m going to go to Hainan tomorrow. and Sam’
s family are going to go to Hainan ,too. let’s have a look .(出示课件，显示问题)
1. Where are Sam’s family going to go ? 2. How are they going to go to hainan?
3. Listen and point .
4. listen and repeat
step 4 practice
1. Describe the pictures
2. 游遍中国，操练句型。
Step5 summary I can say.
Step6. Homework :
Make a travel plan .
I’m going to go to___________.(地点）
I’m going to go ___________. (交通工具）
I’m going to get up ___________. (几点钟）
I’m going to ___________ (做什么事）

Unit 2 Sam is going to ride a horse.
一、教学目标与要求
1. 知识与能力目标
(1)能熟练掌握四会单词Sunday, Saturday和三会单词road以及巩固月份等。
(2)能初步运用句型Sam is going to be.并能替换短语练习。
2. 情感态度目标
培养学生关心他人、互相关爱的情感，并通过游戏活动，增进学生间的友谊，

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同时使英语学习更加贴近学生的实际生活。
二、教学重点及难点
1. 本课的教学重点是重点单词、句子的听、说、读、写。
2. 本课的教学难点是学生自己写一写邀请卡。
三、课前准备：教师自己制作的课件和教材。
四、教学过程
Step 1：Warm up
1. Listen a song “You know up to June.”
(Listen and do the actions.)
通过做动作，让学生复习巩固月份的说法，也为本课的游戏活动做准备。
2. Free talk.
用“What’s the date?”“What day is today?”“What are you going to do?”等
问句做自由对话,通过对话,进一步复习巩固月份日期的说法。
Step 2：Presentation and practice
1. S1: What are you going to do?
T: I’m going to Amy’s birthday party. Look it’s an invitation to her birthday
party.
通过对话，导出本单元要讲授的课文。
出示Sam的生日邀请卡，听录音，回答问题:
How old is Amy going to?
(Amy is going to be 11.)
2. 听录音，回答问题。
Where are we going to go?
When are we going to go?
3. 播放课文，讲授课文容
4. Listen and repeat. 老师再放录音，请学生逐句跟读，模仿录音中的发音。
5. Retell the passage.
提示： is going to be .
Please come to party.
At: Road, London.
From: .
To: .
Please reply.
Step 3: Consolidation and extension
1. Write an invitation.
根据学生复述的课文，请学生们 仿照Amy的生日聚会邀请卡一起完成活动
用书上的练习。在学生写的过程中，老师将进行巡视，及时给 予帮助和指导。学
生完成后，请几名学生倒讲台前进行展示。
2. Survey.
巩固练习本课的重点句。四人一个小组，调查一下自己小组的成员周末都将
做什么？
A: Tomorrow is Saturday. What are you going to do at 9?
B: I’m going to…
3. Listen and write.

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（1）听一听，填空。小组 进行讨论，确定空白处应填写的容。接下来，老
师放录音，学生检查填写的是否正确，同时把错误的地方 改过来。
（2）请学生分角色朗读对话。
4. Game: Play and say.
老师随意指一名学生说“January”，指的下一名学生就要说：“Februar y”，
一次类推。在做游戏时，每个学生都随时会被指到，所以提醒每个学生都要集中
注意力。
5. Activity: Complete the calendar.
(1 )师展示12个月份的单词卡，全班一起复习。然后，师将这些单词卡的顺
序打乱，采用抽卡问答的形式 提问学生，复习巩固12个月份。
(2)学生独立完成活动用书第四题。
Step 4: Summary
总结本课所学重点,句子Sam is going to be.
Step 5: Homework
把自己每天做的事情记录在笔记本上。


Module 9
Unit 1 Are you going to run on sports day ?
一、教学目标
（一）知识目标：
1、能听懂，会说日常交际用语：What are you going to do? I am going to…..
以及相应的回答
2、能听懂，会说 sports day every day good luck come on winner 等词
（二）能力目标
1、在创设情景中，能使用句型 What are you going to do for sports? I am going
to…进行交流。
2、 能用一般将来式的形式简单的描述将要发生的事情。
3、培养学生在游戏中熟 练运用功能句型和词组的能力，在情境中灵活运用
交际用语的能力和知识迁移的能力。
4、会运用 good luck 、come on！等词对别人表示祝福。
（三）情感目标
1、在学习、应用本课知识的过程中，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。
二、、教学重点和难点：
重点：1、学习特殊疑问句What are you going to do for Sports Day? I’m going to run
the 100meters。
2、掌握单词及词组：run run the 100 meters have a Sports Day good luckcome
onwinner
难点：1、理解掌握 sports day 、come on 、good luck 、winner 等词的意义并懂
得在实际语境中运用。
2、理解并懂得在日常生活中灵活运用 what are you going to do for sports day? I

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am going to ….等句型进行交际
三、教学过程：
Step1: Warming-up （热身活动）
1、Greeting: say hello to students
老师: Hi ,boys and girls, today we are happy. now we play a chat ,ok?
Basketball , basketball , play basketball;
Football , football , play football
Run , run , run fast
Jump , jump , jump high
Ride , ride , ride fast
Swim ,swim, swim quickly;
Skip, skip, skip quickly
Step2: Presentation (新课呈现)
1、出示一关于运动会的情景图片，问学生“what are they doing?”(学生回
答)
2、 提示“sports day”,出示卡片“sports day”带学生读几遍，学生边读老
师边板书“sports day”.
3、老师说: We are going to have a Sports Day.（边说边板书，带领学生读），
老师:Let’s have a look ,what can we do on our Sports Day?（出示图片：No.1：
play football.） No.2： play basketball. No.3 ： play table tennis. No.4 ：
swim. No.5 ： run the 100 metres. 领学生读，重点解释No.5这个词）
4、板书： “What are you going to do for Sports Day ?
I’m going to …”
教师拍手以拍手形式操练。
“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.”
T:Oh, I’m going to run the 100 metres.
教授：run the 100 metres
（老师先示说： we have a sports day ,what are you going to do for sports day ?
让学生猜测，然后再说I am going to play basketball 、play football、 run、 jump、
ride 、 swim、 skip…….多说几遍，并加上示动作）
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。

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Step 4: Consolidation and extension巩固扩展
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: Summary
T: 这节课我们学了“What are you going to do for Sports Day?
I’m going to …”句型，
复习了I am going to play basketball 、play football、 run、 jump、 ride 、 swim、
skip…….
Class is over. See you next time.
Ss: See you.
Step6: Homewok:1、抄写第8模块的单词3遍； 2、读课文3遍。

Unit 2 I’m going to do the high jump.
一、教学容： I’m going to do the high jump.
二 、教学目标
1.知识目标:
a．能听懂，会用日常交际用语“I’m going to do……”对“What are you going to
do? ”作出相应的回答。
b.理解听懂会说 run the 200 metres、long jump 、high jump 等.
2.技能目标：
a．在创设情景中，能使用句型 What are you going to do for sports day? I am going
to…进行交流。
b．能用一般将来式的形式简单的描述将要发生的事情。
c．培养学生在游戏中熟练运用功能 句型和词组的能力，在情境中灵活运用交际
用语的能力和知识迁移的能力。
3.情感目标：
a．培养学生的团队意识和合作精神，共同完成学习任务。
b．激发学生学习英语的兴趣,帮助学生树立信心。
三、教学重点和难点：
1．理解掌握run the 200 metres 、long jump 、 high jump等词的意义并懂得在实
际语境中运用。
2．理解并懂得在日常生活中灵活运用What are you going to do ? I am going to ….
等句型进行交际
四、教学准备：录音机、句型，短语
五、教学过程：
1: Warm-up
a. Greet

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b. Game：Guess,Guess You Guess。
Teacher do some actions about sports, such as :play football,play
basketball,swim ,run,the 100 metres,the 200metres…let stuents say the
read the words by the whole class.
2: Presentation
Teacher show some pictures about spors meeting,and ask：What are you going to do for
sports day?Let stuents look at the pictures and , teacher say: “I’m going
to do the high jump” and do the action.
3: Teaching the new text.
, piont and say.
and answer:
What’s Amy going to do ?
What’s Lingling going to do ?
What’s Sam going to do ?
What’s Daming going to do ?
the new words,and use them to make sentences.
and repeat.
：Drive a train.
4: Practice
a game “Do ask and answer”:One student do the action, one ask“What are you
going to do for the sports day?” The other one answer.
dialogues.
a chant : 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! )
it out.
5: Development
a survey: I’m a journalist.
Name Shehe is going to do……
b. Make dialogues:
A：What can you do ?
B: I can run fastjump highjump long.
A: you are going to run the 200 metres do the high jump do the long jump.
B: ok!
7: Homework
these sentences “What are you going to do for sports day? I am going to…… ?”
to make dialogues。
,read the text and write the words.

Module 10
Unit 1 We have a big family dinner.
一、教学容： Unit1 We have a big family dinner.

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二、教学目标：
知识目 标：让学生学会在过春节时用学到的句子互相问候及介绍自己怎样过春
节，在春节中吃什么，玩什么。H appy New Year! At Spring Festival, we have …
能力目标：学会和别人交流节日盛况。
情感目标：通过引导学生参与游戏、表演对话等丰富 多彩的教学活动，培养学生
学习英语的兴趣；通过小组活动培养学生关心他人的情感及与人相处的能力
三、教学重难点：At Spring Festival, we have …
四、教具准备：多媒体课件，录音磁带，单词图片及相关实物 五、教学方法：
1、兴趣导入，调动学生的学习积极性
2、练习单词，让知识直观形象地展示在学生面前，配合实物，效果更明显。 3、
小组合作，使学生在自主学习的氛围中，由被动变主动。
4、游戏中调动学生情绪，寓教于乐，在巩固所学知识的同时，感受到学习的快
乐。
六、教学过程：
1、Warm-up： Say a chant .
2、New Words
T: Let’s play a game，OK? Look at the pictures. Read it please.
Now close your eyes. Please open your eyes. What’ missing? Very good! Follow m
e, please. close your eyes. Now open. What’
s showing up? Great! Follow me. Family. （男生、女生分读，one by one）同样的
方式多练习几组单词。出示单词幻灯片，进行直观记忆。
3、Sentences: 我出示实物，拿苹果，说句子，让学生跟读。
At Spring Festival, we have apples. Yes?（板书句子）
我再拿花生，引导学生说句子。At Spring Festival, we have pean uts.我接着拿橘子，
点名让学生说句子，及时奖励小贴画，激发学生的学习热情。小组两人一组练习
说句子。
分小组上台展示，教师及时掌握学生情况，及时奖励和评价优秀小组。
4、Text.
师放CD- room。播放课文录音，呈现SBUnit1活动1的容。请学生边听边看图。 再
放录音，请学生跟读课文句子。
全体学生分角色朗读课文。
小组分角色朗读，充分掌握课文句子。学会用英语交流。
5、Activity 3.
学生利用活动3的图片进行练习，巩固课文重点句子。
6、Game: Magic box. 我利用幻灯片设计了一个“魔力宝盒”的游戏。学生任选
一个字母，看一看，宝盒给同学们准 备了什么样的礼物过节。你将得到一份礼物，
而且要用本课的句子At Spring Festival, we have…把你得到的礼物介绍给大家，
让大家分享你的快乐。7、Activity book. Do exercises.
8、Sum-up. Everybody is the best.给优胜组发奖品。
9、Homework.
课后，收集有关其他节日的图画或照片，了解风俗习惯，介绍给同学听。Goodbye.

Unit 2 Merry Christmas！
1. Free talk ：

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T: Hello ! How are you ?
T: Do you like singing ?
T: Do you like to listen to the music?
2. Now let‟s listen to a song and watch the cartoon.
播放Jingle bell.
T: On Christmas Day ,people usually sing this song.
2. PPT播放圣诞相关图片。老师英文介绍并及时翻译提示。
①:T:The Christmas Day is on the 25th of December .
②:T:People usually have a big dinner.
③:T:They like go to parties ,they can sing and dance together.
④:T:On Christmas Eve,Father Christmas takes many gifts for children.
new sentences :Merry Christmas !
Today is Christmas Eve , Father Christmas is coming.
PPT，show the Father Christmas,并播放问候语：Merry Christmas ！
Teacher write down the sentences and students will repeat it. T：Can you guess what’
s meaning of Merry Christmas ? Students guess，Teacher will translate ，圣诞快乐！
new words
Can you guess what are gifts from the Father Christmas ? Students can answer like: ca
ke ,apple ,milk ,juice ,star，fiower…bell, chocolate or sweet ……Teacher’
s will point the PPT and pictures，
Write down the new words . Focus on pronunciation .
ty: What „s missing ?
Lead to read words: chocolate , sweet , bell , gift , star ……
Show these pictures .
T: Close your eyes .take away a card ,what’s missing ? ……
Teacher will give a sweet or a bar of chocolate to student if they can give right answe
r .T: The sweet is for you .
7.T: Look at this bell . It’s very nice . It’s Su Hai‟s .
I have a question : Who give the bell to her ? Watch the cartoon and answer my questi
on .播放VCD， 请学生回答问题。（老师奖励回答正确的小朋友一个写有评价语
的santa ）
8.T：I have another question ：
What do they say ？Watch the cartoon again ,please.
Merry Christmas!or The bell is for r give the santa to this student and say :
The santa is for then write down the sentences ,repeat after the tape.
ce with your partner and act the dialogue Teacher will give a demon.
T: Merry Christmas ! S: Merry Christmas ! T: The bell is for you . S: Thank you . 表
演2-3组。
10.T : Su Hai is glad to get a bell from the Father Christmas . Now , I ‘ m Father Chr
istmas , I will give a gift to my frien
T: Merry Christmas ! The gift is for you .
Who want to be Father Christmas and take your gift for your friend?

笔试部分

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一、选词填空，请将答案写到横线上。
1. We’re going to go to Shanghai by ___________.
2. Sam is England.
3. There are 5 birthdays in .
4. I’m going to a dragon.
5. We’re going to the Ming Tombs.
二、单项选择。
( )1. I’m going to _________ in the sea.
A. swimming B. swim C. swims
( )2. There _________ twelve months in a year.
A. is B. am C. are
( )3. What are you going to do _________ Sports Day?
A. at B. for C. with
( )4. —How many months in a year? —There are _________.
A. twelve B. thirteen C. eleven
( )5. My father can play _________ flute.
A. a B. the C. an
三、选择正确的答语。
( )1. Can I have some bread? A. Yes, I can.
( )2. Where is your school? B. I’m going to the park.
( )3. How many birthdays are there? C. Go straight on, turn left.
( )4. Can you do taijiquan? D. There are thirty-five.
( )5. Where are you going, Daming? E. Sorry, you can’t.
四、连词成句。（每小题2分，共10分）
1. fast, you, can, run, (?)

2. going to, we’re, Hainan, go to, (.)

3. to, what, you, are, do, going, (?)

4. have, I, can, sweets, some (?)

5. in, is, one, there, birthday, May, (.)

六、选词填空，请将答案写到横线上。（每小题2分，共10分）
This is Lingling’s family. Mum is making a cake. Grandma is ____________ a book.
Her dad is _____________ to music. Lingling is ___________ a bike. Her friend, Amy
is ____________ a kite. Sam and Daming are playing football. Grandpa is
___________a picture.
七、阅读理解，正确的在括号写(T), 错误的写(F)。（每小题2分，共10分）
We are going to have a Sports Day in our school. Lingling can run fast. She is going to
run the 100 metres. Sam can ride fast, and he is going to ride a bike. Amy can jump high,
and she is going to do the high jump. Daming can jump far, and he is going to do the
long jump. What am I going to do? I am going to play table tennis. Good luck on Sports

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Day. Come on!
( )1. I am going to play football for Sports Day.
( )2. Daming is going to do the long jump.
( )3. Amy can jump far.
( )4. Lingling is going to run the 100 metres.
( )5. Sam can run fast, and he is going to ride a bike.