今年的中秋节是几号-2014北京高考英语

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一．Meeting new people
课题
学情分析
教学目标与
考点分析
教学重点
难点
教学方法
M1U1 Meeting new people
学生已经接触了基本的问候打招呼句型，这节课只是复习巩固
掌握本课有关数字的新单词，并会默写数字one-sixteen；学会如何用This is ...句
型向别人介绍自己的新同学、自己的好朋友；会用can 的句型来介绍自己或别人能做什么
事。
This is ...句型的运用；情态动词can 的用法

情景教学法，讲练结合教学法
一、 教学过程
Warm-up(5 minus)
Free talk: 跟学生打招呼，问候，相互熟悉。
Teacher: Hello！I’m ...
S1: Hi！I’m ...
S2: Hello! I’m ... Who are you?
S3: I’m ...
复习数字one two three four five six seven eight nine ten 导入本课数字学
习。
Presentation and Practice(75 minus)
1) 单词：eleven twelve thirteen fourteen fifteen sixteen
拓展单词：classmate one two three four five six seven eight nine ten
2）基本句型：This is ... (介绍用语) 这是、、、
See you. 再见。
- Nice to see you. 很高兴见到你。
- Nice to see you too. 也很高兴见到你。
基于课本进行讲解。
Part 1: Look and say
Good morning, Peter.
Good morning, Kitty.
This is my sister. Her name is Sally. She’s twelve.
And this is my brother. His name is Paul. He’s only six.
Hi, Sally. Hi, Paul. My name is Kitty. I’m Peter’s classmate.
Hi, Kitty.
We are going to the park. Goodbye, Kitty.
Part 2: Ask and answer
Show a photo of your friend. Then talk about him her.
This is my friend. His name’s Danny. He’s nine. He can ride a bicycle.

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This is my friend. Her name’s Tracy. She’s thirteen. She can skip.
S: This is my ... His Her name’s ...
He’s She’s ... (age)
He She can ...
3）语法：
1. 形容词性物主代词 my, her, his, your
在英语中有物主代词，它可以分成名词性的和形容词性的。形容词性物主代词相当于形容
词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。
例如：This is my brother. His name is Tom. 这是我的哥哥。他叫汤姆。
形容词性物主代词有人称和数的变化，
单数形式：my（我的），your（你的），his herits（他的、她的、它的）。
复数形式：our（我们的），your（你们的），their（他们的）。
练习：
1. This is my book. are over there.
A. Your B. Yours C. You D. Mine
2. Whose pen is it? It’s .
A. her B. hers C. she D. his
3. ＿＿ bag is new and ＿＿ is new, too.
A. Our, he B. Ours, his C. My, his D. My, her
4. This room is ours, and that one is ＿＿.
A. they B. them C. theirs D. their
5. Whose pencils are there? They’re ＿＿.
A. my B. me C. mine D. our
6. Is the new watch ＿＿? Yes, it’s ＿＿.
A. you, me B. yours, mine C. your, my D. your, mine
7. Whose shoes are these? They are ＿＿.
A. me B. mine C. my D. I
8. She is a student , ＿＿ name is Han Mei.
A. its B. her C. hers D. his
9. It’s a dog. I don’t know ＿＿ name.
A. its’ B. its C. it D. it’s
10. This ruler isn’t mine. I think it is ＿＿.
A. he B. him C. his D. her
11.＿＿ schoolbag is beautiful. But ＿＿ is more beautiful.
A. Jims, my B. Jim’s, mine
C. Jim’s, me D. Jims’, I
12. ＿＿ am a boy and ＿＿ is a girl.
A. My, she B. I, her C. I, she D. Mine, she
13.I like ＿＿ new dress.
A. She B. her C. hers D. his
14.I often help ＿＿ mother do ＿＿ housework(家务活)。
A. me, she B. mine, her C. my, her D. I, hers
that ＿＿ hat? No, it’s not ＿＿. It’s ＿＿.
A. your, my, Toms B. you, mine, Tom’s

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C. yours, mine, Tom D. your, mine, Tom’s

2. 情态动词Can
can后的动词必须是原形， 否定形式can’t
例如：肯定句：He can swim very fast.
否定句：He can’t sing.
疑问句：Can he climb a tree？
回答： Yes, he can. No, he can’t.
练习：
将下面各组词组成句子

1.________________________（a n,aeroplane,hear,Lucy,can ）

2. ____________________________ (not,he ,dance,can )

3.____________________________? (you,can ,see,what )

4.____________________________(can ,see ,not ,we ,you)

5._____________________________. (I ,can ,help ,you )

6._____________________________? (I,can ,do,what)

7._____________________________? (you ,can ,hear me)

8._____________________________? (you ,can ,dance)

3. 名词所有格：
所有格的构成方法：
(1) 一般情况(包括单数名词和不带词尾s的复数名词)加 -’s：
children’s books 儿童图书
today’s paper 今天的报纸
(2) 带词尾s的复数名词只加省字撇(‘)：
girls’ school 女子学校
the Smiths’ car 史密斯家的小汽车
注：带词尾s的单数名词，通常仍加’s：
the boss’s plan 老板的计划
the hostess’s worry 女主人的担心
(3) 带词尾s带词尾的人名，可加’s 或只加省字撇(‘)：
Dickens’ novels 狄更斯的小说
Charles’s job 查理斯的工作
注:不带词尾-s却以咝音结尾者，一律加’s却以咝音结尾者，
Marx’s works 马克思的著作 Closure（10 minus）
1）带领学生复习总结今天所学单词和句型，一般是提问的方式。

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2）放学前一个一个学生检查今天单词和基本句型的朗读。

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Unit2 Can you swim
课题
学情分析
教学目标与
考点分析
教学重点
难点
教学方法
M1U2
学生在之前已经接触过了情态动词can的用法
学会用can 和can’t 句型来介绍自己或别人能做什么事情或者不能做什么事情。
情态动词can 的用法

交际法， 讲练结合法，情景教学法
一、 教学过程
一．Warm-up(5 minus)
Free talk: 用之前所学的can 句型与学生进行简单的对话, 引入今天的课程。
T: Can you swim?
S1: Yes, I can.
S2: No, I can’t.
T: Can your mother cook?
S1: Yes, I can.
S2: No, I can’t.
二．Presentation and Practice(75 minus)
1）单词：paint draw read write swim jump
climb 爬 draw 画画 paint 用颜料画画 swim 游泳 read读 write 写
jump 跳 hop单脚跳 picture画图 dream梦 interview 采访
guest嘉宾 everyone大家，每个人fast 快 high高 very 很，非常
welcome欢迎 both两个都 dolphin海豚 wasp黄蜂 crisp薯片
2) 句型：Can she he ... ?
Yes, shehe can.
No, heshe can’t.
Welcome to ...
基于课本的简练
Part 1: Listen and enjoy
Can your pong sing?
No, he can’t.
No, he can’t.
Can your fish read?
No, he can’t.
No, he can’t.
Can your cat climb the tree?
Yes, he can.
Yes, he can.

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Can your brother count to three?
Yes, he can.
Yes, he can.
Part 2: Look and say
Supergirl is coming!
She can run fast.
She can swim well.
She can fly high.
Can supergirl paint a picture?
No, she can’t, but she can run fast.
Can she swim?
Yes, she can swim every well.
Can you swim, Alice?
Yes, I can. I like swimming every much.
3) 语法：
1. 情态动词can
意思是“会，能”，表示会做某事。
句子结构：
肯定句：主语 + can + do(动词原形)
否定句：主语 + can + not + do(动词原形)
一般疑问句：Can youheshethey run fast？
特殊疑问句：What can youheshethey do？
例如：My friend can ride a bicycle.
My brother can hear the bird.
I can’t draw flowers.
I can’t swim.
注：can 的否定有两种书写形式 can’t 和 cannot

练习：
将下列句子变成一般疑问句并根据要求回答问题
Example：Horrible can run .(Yes)
Can Horrible run ?
Yes , he can . He can run .

1、 Miss Voodoo can play ping- pong.(No)
__________________________________ ______________________________?
______________ __________________________________________________ _
2、 Jessie can play the drum . (Yes)
__ __________________________________________________ ____________?
________________________________ _________________________________
3、 Bobby can sing . (No)
________________________________ ________________________________?
____________ __________________________________________________ ___
4、 Nancy can draw a house .(Yes)

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_________________________________________ _______________________?
___________________ ______________________________________________
5、 Peter can play computer games .(Yes)
_________________________________________________ _______________?
___________________________ ______________________________________
根据划线部分提问
Spooky can buy.
__________ __________________________________________________ ________
I can play the violin .
______ __________________________________________________ ____________
You can get pizzas .
_____ __________________________________________________ _____________
You can get pizzas.
____ __________________________________________________ ______________
Sandy can give stars.
_ __________________________________________________ _________________
We can wash the vegetables.
________________________________ ____________________________________
翻译 ：
他会打篮球。
_________________________________ ___________________________________
我不会买鞋子。
______________________________________________ ______________________
他们会游泳。
________ __________________________________________________ __________
你会写作业吗？
___________________ _________________________________________________
我们会走到学校。
_________________________________ ___________________________________


2. 连词 but
But 是个表示转折关系的并列连词，意思是“但是，然而”。
例如：
I can run, but I can’t swim. 我会跑但是我不会游泳。
My sister can sing, but she can’t dance. 我妹妹会唱歌但是不会游泳。

三．Closure(10 minus)
1）带领学生复习总结今天所学单词和句型，一般是提问的方式。
2）放学前一个一个学生检查今天单词和基本句型的朗读。


教学反思

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Unit3 Are you happy?
教学目标
1、帮助学生学习Look and learn中表示感觉的单词thirsty, happy, sad,, tired, full,
hungry.
2、通过猜谜游戏和看图造句活动，帮助学生巩固词汇学习，结合句型I’m happy…
表达感受，为询问别人的感觉打下基础。
重点难点：
词汇：happy, sad, tired, hungry, full, thirsty
句型：I’m happy.
使用教材构想
学生能表达自己的感觉，能询问并转述别人的感觉，能对别人的感觉作出适当的回应。
教学过程
一、出示目标：
1、 能听、说、读、写Look and learn中表示感觉的单词thirsty, happy, sad,,
tired ,full, hungry.
2、通过猜谜游戏和看图造句活动，巩固词汇学习，结合句型I’m happy…表达感受。
二、导入：
1、播放歌曲Are you happy?让学生欣赏，借助肢体动作帮助学生理解歌曲大意。
2、教师边做动作边借助夸张的表情和人物图片来帮助学生理解happy的意思。
三、自学指导：
出示课本11页Look and learn的图片，根据人物的表情来理解单词的意思，然后听录
音3次。
先学一：
听录音，学生跟读 thirsty, happy, sad,, tired ,full, ,hungry.
先学后检测练习----
利用I’m…来表达自己的感觉。
教师做出各种表情，学生用You’are…来描述老师的感觉。
教师的协学措施：学生已学会
后教一
活动1、表演：看单词做动作。
教师根据学生的表情提问：
Are you…?
学生做出表情并说一说
活动2、分别利用 thirsty, happy,sad,,
tired ,full,各写一句话来介绍自己的感觉。
学生各写一句话
活动3、小组活动
学生两人一组练习词汇和句型。
教学反思
本课是选自《英语》（上海教育出版社）小学三年级起点四年级上册Unit 3Are you happy ?
第一课时。在备课的过程中，我根据针对小学生好动、好奇、喜欢亲身经历的心理特征， 我
利用现有的教学资源进行加工制作了多媒体课件，让学生操练所学过的语言文化知识，转移
到 学习新知上。现将我对这节课的反思如下：

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一、歌曲导入，激发兴趣。
在Warming up 阶段，我播放课件，让学生唱了首歌，If you are happy ….学生通过
歌曲，马上做 好准备，进入英语学习的氛围中。在这一过程中通过课件的利用和图片的直观
教学，学生表现出极强的学 习兴趣。通过提问Are you happy？引入课题。并教学happy。
然后通过多媒体课件和TPR活动教学其余的五个单词。
二、扩展内容，提升能力。
如果按第一课时的安排就讲6个表示感觉类的单词。我觉得比较枯 燥，于是我把教材重
新进行整理，将Are you hungry？Yes, I am. No, I’m not. Have some water. Thank
you.也融入课堂中。让学生 在对话中自然的学习新单词。学生的学习积极性很高。而且说的
很好。另外我还把10页的课文转变成了 一篇阅读内容。通过做阅读判断来检验学生对课文
的掌握程度。提高了学生的阅读能力。
三、当堂检测，有效巩固。
为了检测学生对本节课的掌握程度，我做了一个当堂检测 。有三道题。第一是听音
标号。目的是检测学生对六个单词的掌握程度。第二是阅读判断，目的是检测学 生对课文的
理解程度，从而提高学生的阅读能力。第三是一个机动题目。有一点难度。是根据句子的描< br>述来写出对应的单词。第一题正确率为100%。第二题有个别学生出错。正确率为95%。效果
还不错。

4.
Do you have any cousins?
课 题

Do you have any cousins? 课
型


第
几
课
时

第一课时
课
时
教
学
目
标
教 学
重 点
与
难 点
教 学
方 法
与
手 段

1、 帮助学生学习Look and learn中表示家庭成员的单词。
2、 通过Culture corner,帮助学生意识到英语国家对亲属的称谓特点。
3、 通过家谱制作和介绍，帮助学生巩固词汇学习，结合句型I have…This is
my…介绍家庭成员。
grandparent, grandfather, grandmother, parent, uncle, aunt, cousin
角色表演法，小组合作
教 师 行 为 学 生 行 为
课堂变化
及处理
主要环节
的效果

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Pre-task preparations
1．利用多媒体播放一首有关家庭成员的
儿歌，请学生欣赏。播放儿歌的同时，出示
单词卡片aunt，uncle和cousln。
2．出示Look and learn中Jill的家谱，
指着图片中的Jill的父母提问；帮助学生复
习学过的
表示家庭成员的单词。
T： (point to Jill's father in the
picture) Who is he?
While-task procedures Ss: He is Jill'S father.
1-出示Look and learn中Jill的家谱，
指着图片中的其他家庭成员逐一介绍或自问
自答，引出生词grandfather, grandmother
等。然后出示单词卡片，让学生跟读和拼读。
T. (point to Jill's grandfather)
Who is he? He's Jill's father's father.
He's Jill's grandfather.
(show the flashcard for
grandfather)
Grandfather.G-R-A-N-D-F-A-T-H-E
-R,
grandfather.
然后，指着家谱图中的人物图片说Ss:Grandfather.
单词，让学生快速反应。 G-R-A-N-D-F-A-T-H-E-R, grandfather.
T: (point to Jill's aunt) Uncle?
2．在黑板上画出Jill的家谱图，请学
生上来把单词卡片贴在适当的位置上，贴完Ss: No. Aunt. A-U-N-T, aunt.
之后让全班一起拼读单词。接着教师介绍
Jill的家庭成员。
T. (point to the family tree) Jill
has one name's John. He's
Jill's mother's 学生扮演Jill，并用学过的句型
brother I have…HisHer name's…介绍
Jill的家庭成员。
S1: I'm Jill.I have one cousin. His
name's Dan.
3．在黑板上画出你的家谱，边画边
向学生介绍你的家庭成员，告诉学生你有几
个叔叔、阿姨、侄子、外甥等。

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课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

T: Look!I have three cousins. They
are Jerry,Mark and Susan.I have two
uncles. Who are they?


4．出示一个大家庭的家谱，并给家谱中
每位成员写上姓名，要求学生在 小组内仿照
之前学的儿歌用chant形式做问答练习。

Post-task activities


Ss: They're…and…
接着请个别学生借助照片介绍自
己的家庭成员。
SI: I'm…This is my family.I
have…HisHer name's…He'sShe's…
S1: Who is that? Who is that?
Is he your uncle? Yes or no?
S2: (act as one family member) He's
Jack. He's , he is. He's my
uncle Jack.

1．小组活动。将学生分为四人一组。
要求学生在纸土画出各自的家谱。在小组内交流各自的家谱图，并互相介绍家庭成
员。
S1: This is my family tree.I have
two 're…
2．学生记录同组某个同学的家 庭成员
(主要是uncle，aunt，cousin)信息，向其
他学生介绍。
S2: (show Sl's family tree) Look,
this is Sl's family tree. HeShe
has…uncle(s)aunt(s)cousin(s).
HisHer name's…



板 书 设 计

Do you have any cousins?
parent,

grandfather, grandmother,

grandparent,

uncle, aunt, cousin

☆补充设计
☆

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Do you have any
课 题 cousins?

课
型
第
几
课
时

第二课时
课
时
1、通过Lisen and say的对话，帮助学生学习句型Do you have any …?及其回答。
教
2、通过Do a survey调查活动，帮助学生进一步巩固和运用句型Do you have any …?及其
学
回答。
目
标
教
学
重
点
与
难 点
词汇：any family
句型: Do you have any cousins?Yes,I have one cousin.
教
学
方
法
与
手 段
课
堂变化及
处理
教 师 行 为 学 生 行 为 主
要环节的
效果

师生表演，小组合作

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Pre-task preparations
1．出示Jill的家谱图，让学生看图复
习表示家庭成员的单词。然后提问，要求学
生根据家谱快速回答，学生回答后，教师出
示相关单词，请学生拼读。
T: Her hair is long. Who is she? S1: She's Jill's aunt.
2．和学生做快速问答游戏，帮助学生
加深对家庭成员之间的关系的理解。
T: He's your father's brother. Who
is he?

T: She's your father's sister. Who S1: He's my uncle.
is she?
教师示范后，请学生两人_组互相问答。 S2: She's my aunt.
While-task procedures
1．出示Listen and say的图片，接着
教师根据图片提问并介绍图片。
T．Who is the boy?

播放Listen and say的录音。 S1: He's Jill's cousin.
1、Who's this manwoman? 学生看书听录音。
听完后，教师提问鼓励学生
(He'sShe'sJill'sgra ndfathergrandmoth思考后回答问题。
er.)
2) How many aunts and uncles
does Jill have?
( She has one uncle and one
aunt.)
3、What's Jill's cousin's name?
(His name's Dan.)
再次播放Listen and say的录音。 学生
接着在黑板上写下核心句型 跟读。
Do you have…？
帮助学生理解句型，然后对个别学生提
问。
T: Do you have any aunts and uncles？ S1: Yes,I have one uncle
然后把挂图贴在黑板上，请两个学生上and one aunt.
来根
据图片进行对话 SI: Do you have any
uncles?
S2: Yes,l have three
uncles.

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3．学生两人一组，手拿各自的 家庭照向
同伴询问和介绍各自的家庭成员，然后请几
对学生上前向全班作介绍。





4．让学生看Do a survey栏目的表格和
对话，告诉学生他们将要对同学的家庭成员
进行调查。将学生分为四人一组，要求学生
在小组
内展开调查。最后请几个小组派代表
向全班汇报 。







Post-task activities
l ，对子活动。发给学生两张家谱图(A，
B)。两张家谱图中各有部分信息缺失（参见
“参考资 料）。让学生两人一组玩游戏。一个
学生拿图A，另一个拿图B，两人通过询问获
取信息，完成 家谱。







2．邀请一个学生手持自己的全家福照片
作介绍。






SI: (point to his ph oto) This is
a photo of my family. They're my
parents. They're my
grandparents. I have one uncle. His
name's
What about you? Do you have any
uncles?
S2：～

S1: Do you have a big family or a
small family?
S2: I have a big family.
S3: Do you have any brothers,
sisters or cousins?
S2: I have no brothers, no sisters,
but I have two cousins.
S3: Do you have any uncles and
aunts?
S2: Yes, I have two uncles and three
aunts




SI: (have Picture A) Do you have any
aunts?
S2: (have Picture B)Yes,I have one
aunt.
SI：What's her name?
S2: Her name's _ Do you have any
uncles?
S1：…

S1: Hello, I'm…I'm nine years old.
Look!This is a photo of my family. This
is me and these are my parents.….What
about you? Do you have any uncles and
aunts?

学习必备 欢迎下载

板 书 设 计
Do you have any cousins?
any family

Do you have any cousins?

Yes,I have one cousin.


课 Do you have any
题 cousins?
课
时
教
学
目
标
教
学
重
点
与
难
点
教
学
方
法
与
手
段
小组合作，情境表演
语音：e (ten,pen)
词汇：that
句型：Do you have any …?
日常用语：How old is he？He's 11 years old.


课
型
第
几
课
时

第三课时
☆补充设计
☆
1、帮助学生学习字母e在闭音节中的发音。
2、通过Say and act的情景对话，帮助学生进一步巩固和运用句型Do you have any …?
3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。
课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

学习必备 欢迎下载
Pre-task preparations
1．快速提问。要求学生根据实际情况迅
速作出应答。
T. Do you have any uncles?

T. How many uncles do you have?

2．邀请个别学生走到讲台前做自我介
绍，然后鼓励其他学生向他们提问。





While-task procedures







接着，播放录音，要求学生跟读。举例
说明日常用语How old is he? He's～years
old.的用法。
2．出示图片，要求学生根据Say and act
的图片编对话，教师可以将一些关键的句型
和单词写在黑板上。
Who's that man?
Do you have any unclesaunts…？
Yes,I ,I don't.
I have…uncle(s)aunt(s).
最后，将学生按三人一组分组，并根
据对话中的角色进行表演。






S1: Yes,I do.

SI:I have three uncles.


SI: Hi, everybody! I'm…I have a
big family.
S2: Do you have any cousins?
SI: Yes,I do.I have three
cousins.
S3: Do you have any uncles?
S1: Yes.I have two uncles.

1．让学生看Say and act的图片和对
话，然后看图回答问题。
(Picture l)Who's this girl?
(Picture 2)Who's the boy? What's
his name?
(Picture 3)How old is the boy?
(Picture 4)Who's the man? Is he
Jill's father?








SI: Hello，…(S20 narne).
S2: Hello_ Welcome to my home.
(show
some photos) These are my
family photos.
S3: (point to a photo) Are these
your parents?

学习必备 欢迎下载

板 书 设 计
Do you have any cousins?

语音：e (ten,pen)
词汇：that
句型：Do you have any …?
日常用语：How old is he？He's 11 years old.


☆补充设计
☆
课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

5.
My friends

学习必备 欢迎下载
Pre-task preparations
1．让学生朗读学过的儿歌（见Unit 4
“参考资料”），鼓励学生用friend替换
aunt，uncle’用朋友的名字替换儿歌中的人
名。一边念儿歌，一边展示相应的服装图片。
Who's that? Who's that?
Who's that girl? Who's that?
Who's that girl
In the short black dress?
That's my friend Tess.
2．出示一个布娃娃，扮演布娃娃作自我
介绍。
通过介绍布娃娃的服装引出本单元的
词汇。 帮助他们理解a pair of的含义和用
法。
T：(hold up a dolI)Hello, I'm Molly.
I have a pair of blue trousers.I have a
pair of white socks． 然后，让学生说一
说自己喜欢哪件
pink T-shirt.1 have a red skirt.
s1:1 like the skirt. It's yellow
While-task proceduresnice. and blue.
1． 用多媒体呈现一个服装店的场S2:I like the shorts．They're
景。指着图中 的衣服自问自答，或直接black. They're cool.
介绍，逐个引出单词
T：What's this? It's a skirt．
出示Look and learn的单词卡片，让学
生跟读和拼读单词。
2、出示本单元所学的服装类单词卡片，
问全班
T：(point to a skirt) What's this?
It's a skirt． 看看哪些学生穿着这些
衣服，请穿着相应衣服的学生介绍他们自己
的穿着。


课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

学习必备 欢迎下载
3．快速反应游戏。请几个学生在讲台前
站成一排，给每个学生一张衣服的卡片，教
师 请几个学生上来扮演顾客，根据示范做角
色说单词，请学生快速做出反应。如教师说
skirt
s1：Look at these skirts! They're
请手拿skirt卡片的同学往前走一 nice！
步并根据图片内容说I have a white and
blue

skirt.谁动作慢，就输掉游戏。 S2:I like this skirt. It's red and
Sl:I like this skirt. It's green and white. It’beautiful. How about you?
white. It's beautiful too。
4．出示一个布娃娃。通过介绍 布娃娃在
不同季节穿的衣服，帮助学生进一步理解所
学单词.



板 书 设 计
My friends
T-shirt，short， skirt，dress ， shirt

作 业 设 计
☆补充设计
☆

教 学 后 记

课 题


课时
教学目标
教 学重
点
与难 点

My friends
课
型
第 几
课
时

第二课时
1、通过Lisen and say的对话，帮助学生学习句型HeShe has…。
2、通过Play a game猜谜活动，帮助学生进一步巩固和运用句型HeShe has…。
3、通过Think and write栏目，帮助学生从口头介绍过渡到书面表达。
词汇：brown
句型：He has a green T-shirt

学习必备 欢迎下载
教 学方
法
与手 段
课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

教师示范，小组合作，游戏练习

学习必备 欢迎下载
Pre-task preparations
1．播放Listen and say的录音，要求
学生边听边做Bingo游戏。发给学生Bingo
表格，让学生在表格中填写本单元的核心词
汇，然后开展游戏，以此帮助学生复习所学
单词。
2．出示一张好朋友的照片，请学生看图
提问，从姓名、年龄、喜欢做的事情等方面
了解照片中的人物，以此复习相关句型。

T．HisHer name's… S1: What's hisher name?

T：He'sShe's… S2: How old is heshe?
告诉学生照片上的人是你的朋友，引
出本单元的话题。然后请个别学生描述他们
在班上的好朋友，教师和其他学生一起提问
并猜一猜。
T: This is my friend. HisHer SI: My friend is a boy. He's tall.
name's…He'sShe's…．Who's your He can run fast．
friend,? S1: Yes, he can.
T: Can he swim? S2: Is he ... (name)?
While-task procedures SI: Yes, he is.
1．出示Listen and say的图斤，根据
图上的人物
提问，要求学生回答问题，将问题和
答案写
在黑板上。
Picture l:
1) What does he look like?
2) What colour is his T-shirt? (He is tall and thin.)
3) What colour are his shorts? (His T-shirt is green.)
4) What can he do? (His shorts are brown.)
接着播放录音，根据录音提问，检查学(He can skate.)
生的理解程度。 让学生跟着录音朗读课文。
Who's Joe's friend?( Tom.)
Who's Alice's friend? (Peter and
Sally.)


课堂变化
及处理
主要环节
的效果
教 师 行 为 学 生 行 为

学习必备 欢迎下载

T. (point to the picture of Tom)
What's his name?
T：What does he have?
请个别学生介绍Tom, Peter和Sallyo



最后，要求全班或个别学生朗读Listen
and say的课文。将核心句型HeShe has…
写在黑板上，请学生跟读数遍。然后示范描
述几个学生的衣着。
T: Look at (S1's name). HeShe has…
然后请几个学生描述班上个别同学的衣
着。


4．让学生看Play a game的图片和文字，
先和个别学生示范如何做游戏。
T: She has a dress. It's red and
white. Who is she?
然后让学生两人一组开始游戏，猜
出各自描述的人物分别是谁。

若时间允许，可以把挂图贴在黑板
上，让学生根据图中的人物开展猜人游戏。



SI: His name's Tom.
S2: He has a green T-shirt and a
pair of brown shorts.

S1: This is Peter. He has an orange
T-shirt and a pair of blue shorts.







SI: Look at (S2's name). HeShe has
a greenT-shirt and a pair of grey
shorts.
S2: (S3's name) has a white shirt
and a pair of blue trousers.

S1：She's Alice.


SI: He has a blue T-shirt. He has
a pair of brown shorts．Who is he?
S2: Is he Ben?
SI：Yes．he iS!


SI: He has an orange T-shirt. He has
a pair of blue shorts，Who is he?
S2：He'S Ken．
☆补充设计
☆


板 书 设 计
My friends
词汇：brown

句型：He has a green T-shirt
课 题

My friends
课
型

第 几
课时

第三课时

学习必备 欢迎下载
课时教
学目标
1、帮助学生学习字母i在闭音节中的发音。
2、通过enjoy a story的故事，帮助学生进一步巩固和运用句型HeShe has…。
3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。
语音：i (kite,bike)
词汇：help
句型：He has bigsmall teeth.

教 学重 点
与难 点
教 学方 法
与手 段
角色扮演 小组合作
课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果

学习必备 欢迎下载
While- task procedures
1．出示Enjoy a story的故事挂图，教
师根据图片提问，引导学生通过观察图片猜
测故事大意。
l、What is the lion like?
2、What does the lion have? (The lion is big and strong.)
3、What is the mouse like? (He has big teeth.)
4、Where is the lion? How does it feel? (The mouse is small.)
播放The lion and the mouse故(He is in a net. He is afraid.)
事录音，要求学生听取故事大意。然后让学
生独立阅读故事，针对故事细节进一步提问
以检测他们对故事的理解程度。让学生完成
下面的练习：

Chooae and write
1)、The lion——．
A．strong B．thin
2) The mouse has _teeth
A．bjg
3)The ____ is in the net（网）．
He is _____ .
A. mouse, afraid
,afraid
4) The mouse and the lion are_____
A. sad B． happy
帮助学生理解生词和短语．如
2．出示故事挂图和句子，要求学生将句sharp，get out， afraid, help的意思。
子和挂图配对。再次播放The lion and the
mouse故事录音，要求学生模仿跟读，同时检
测图片和句子配对是否正确。

3．角色扮演。学生两人戴上老鼠和狮
子的头饰，扮作老鼠和狮子，然后根据故
事作自我介绍。

S1: (put on the mouse mask) Hello.
I'm a name's Minnie. I'm
small. (point to the teeth) I have small
but sharp teeth.

学习必备 欢迎下载
课堂变化
及处理
教 师 行 为 学 生 行 为 主要环节
的效果





4．出示Learn the sounds的语音单词
卡片i(kite，bike)，要求学生跟读数遍，感
知字 母i在单词中的发音。
T:i,／aI／, kite;i,／aI／,bike.
Ss:i,／aI／,kite;i,／aI／,bike.
出示更多含有字母i的单词，让学生
跟读。如：
nice, fine, child, ice, like, five,
hi,I,write,ride, lion。然后播放Learn the
sounds的儿歌录音，要求学生跟着录音朗读。
最后，出示几组包含字母i的单词，让学生
朗读单词，找出字母i的发音与其他几个不
同的单词 。
如：big, pig, pink; hi, five,
listen。
Post-task activities

S2: (put on the lion mask) Hello.
I'm a lion. My name's Leon. I'm big and
strong. (point to the teeth)I have big
teeth.















故事表演。让 学生四人一组写一个课
本剧，鼓励他们增加角色，如增加叙述人
或其他动物，然后分角色表演故 事。



板 书 设 计
My friends
语音：i (kite,bike)

词汇：help

句型：He has bigsmall teeth.


作 业 设 计
☆补充设计
☆

学习必备 欢迎下载

parents
课 题
课时
教学
目标
教 学重
点
与难 点
教 学方
法
与手 段

课堂
变化
及处
理
教 师 行 为 学 生 行 为
主要
环节
的效
果

重复操练，小组合作
Bus driver doctor fireman nurse teacher

My parents
课
型



1、 帮助学生学习Look and learn中表示职业的单词。
2、 结合学过的句型This is…让学生通过介绍家人的职业来巩固和运用
所学的单词。。

学习必备 欢迎下载
Pre-task preparations
1、出示Listen and enjoy的图片，播
放儿歌录音，让学生猜一猜儿歌大意。然后
请学生跟着录音朗读。
2．出示Listen and enjoy的儿歌和图
片，请学生仔细看图认真听录音，接着教师
指着图片提问，引出单词fireman。
1) Look at the people in the
picture. Are they happy?
2) Why? (No. They are sad.)
3) What can they do? (There is a fire.)
4) Who can help them? (Call the fire station.)
While-task procedures (The firemen can help them.)
1．出示Look and learn中单词bus
driver,
doctor, fireman, nurse, teacher
的卡片，要求学生跟读和拼读单词。
T: (show the flashcard for doctor)
Doctor,D_O-C-T-O-R, doctor.
(point to your mother in the family
tree)
Who is she? SI: She's your mother.
T: Is she a nurse? SI: Yes, she's a nurse.
2．出示一个大家庭的合影，逐个介绍家
庭成员，边介绍边请学生回答问题。
T: Look! This is…,sfamily.….has a
big are seven people in
hisher is hisher father.
He's tall and works in a school.
He likes his students very much. What does Ss: Yes, he's a teacher.
he do? Is he a teacher? Ss: Doctor.D_O-C-T-O-R,doctor.
接着将单词卡片贴在黑板上，给每个单
词编号，教师说一个单词，让学生快速说出
该单词的编号。 SI: It's No.5．
T：Fireman． 全班活动后，要求学生仿照示范，两
人一组进行操练。
2．出示与所学职业(如doctor，nurse，
teacher，fireman)相关 的物品图片，如护士
制服、听诊器、粉笔、消防头盔等，教师手
指图片，引导学生说出该图片代 表何种职业。


教 师 行 为 学 生 行 为
课堂变化
及处理

学习必备 欢迎下载
主要环节
的效果

T：Look! This is a uniform for a
doctor.
So, this uniform is for a…(wait for
several seconds to encourage the students
to say the word)
教师可以问Who is this for?，引导学
生看图联想相关的职业，并尝试用It's for a
fireman／doctornurse.．．来回答。



T: Look! This is my family tree. This
is my father. He's a teacher. This is my
mother. She's a nurse. This is my uncle.
He's a doctor. This is my cousin. She's
a student. This is me. I'm a teacher.



T. She's very tall. Who is she?

T: She works in a hospital. He likes
his students very much. What does he do?

Post-task activities
1．要求学生拿出在学习Unit 4时完成
的家谱，
在每 个家庭成员名字下方写上他们的职
业名称。然后和同学互相介绍家人的职业。
可以帮助学生拓展 一些表汞其他职业的词
汇。









Ss: It's for a doctor．



3．出示你的家谱，介绍你的家人和他
们的职业。然后根据介绍的内容提 问，鼓
励学生做快速回答。




然后，请学生根据教师提问看图回答
问题，
检测学生是否仔细听，并抓住关键
信息。
Ss: She's…’S mother.


Ss: She's a doctor.






S1: (show the family tree) This is
my mother. She's thin. She's a doctor.
This is my father. He's a …
2．请个别学生根据前一活动了解的信
息，向全班介绍某个同学的家人及其职业。
S1:This is S1’s father. He is
tall. He can drive a bus. He's a bus
driver.

学习必备 欢迎下载

板 书 设 计
My parents
Bus driver doctor fireman nurse teacher
☆补充设计
☆
4A Unit 7 At school
【学习目标】
1.能正确认读有关场所的词
汇:school, classroom,library,office, playground, toilet
2.能正确运用句型There is are ...进行表述。
3.阅读故事《动物学校》，明白每个人都各有所长的道理。
4.学习字母o的发音。
【重点、难点】
1.能正确认读有关场所的词
汇:school,classr oom,library,office, playground, toilet
2.能正确运用句型There is are ...进行表述。
【学具】
录音机，卡片
【自主学习】
①自学提纲
Look and learn
1.让学生用英语说出自己所知道的地点名称。
2.拿出卡片，学习有关场所的新词汇。
3.播放录音，学生跟读单词。
4.学生自主朗读词汇。
Listen and say
1.播放录音，学生看书听录音。
2.教师用classroom做示范，引出句型
There is are ... In our classroom.
3.学生根据图片做句型练习。
4.小组展示。
Learn the sound
1.播放录音，学生感知字母发音。
2.教师领读，学生跟读，帮助学生读好单词。
3.学生自主朗读单词。
②自我检测
【总结所得】以学生为主，尽量使每个学生都能开口说英语，会用所学句型进行表 达，
提高学生的英语口语水平。
【拓展训练】
①基础达标题
1. There ______ some bread in the bag.
A. are B. is C.
2. There are ten ________ in our school.

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A. computers rooms B. computer room C. computer rooms
【学后记】
教学目标：
1．认知目标：
能正确认读有关场所的词汇：
school,classroom,library,office, playground, toilet 。
能正确理解、会认读句型There is are ...。
能正确读出字母O的发音。
2.功能目标：能正确运用there be 句型表述身边的食物。
3.情感目标：在学习的过程中加深学生对学校的了解，激发学生爱校的情感。
教学重点：
能正确理解掌握句型，并能流利地进行对话运用。
教学难点：
There be 句型的掌握。
教学过程：
g-up :sing a song .
words: 出示卡片，让同学猜猜这都是什么地方。播放录音，帮助学生认读有
关场所的词汇。
3.学生在组内练习认读新单词。
ce pattern: 教师用classroom 举例，引出句
型 There be ... in our classroom. 注意：There is 后跟单数名词或不可数名
词；There are 后跟可数名词的复数。
ce: 学生结对用其他词汇做句型练习。
idation: 学生在小组内讨论用所学句型介绍自己的学校，请个别小组做展
示。
rk:
Copy the new words: Do a survey (P35)
板书设计：
Unit 7 At school
school classroom library office playground toilet
There is are .... in my ...
Unit 8 At the shop
教学目标
1、知识目标
⑴能听得懂，会说、会读和会拼写单词：tomato,potato,carrot,soup.
⑵能听得懂，会说、会读和会写句型：What would you like? I’d like …… ……。
2、思想情感目标
培养学生学习英语的兴趣，团结合作，关心他人的精神及运用所学语言与他人交流的能
力。
3、智力发展目标
⑴以游戏、竞赛为学习的主要形式，激发学生学习的兴趣。
⑵激发积极思维，发掘学生潜能，拓展学用空间。
四、教学重点

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⑴听得懂，会说、会读和会拼写单词：tomato,potato,carrot,soup。
⑵能初步理解和掌握本课的日常交际用语。
五、教学难点
⑴正确朗读单词tomato,potato,carrot,soup。
⑵能听得懂，会说、会读本节课所学的日常交际用语。
六、教具准备
实物（萝卜，西红柿，土豆），图片，单词卡片，多媒体课件。
七、教学流程
Step1: Warm up
1、歌曲“I like ice-cream.” （师生边唱边随着音乐做动作，进入教室，自然而
然进入学习的情境）。
2、师运用句型Do you like ……,I like ……（为学习新的句型What would you
like? I’d like …… ……作铺垫）。（亲切、自然的对话交流及体态语言的运用， 让学生
在宽松的环境下轻松愉快地学习英语。）
Step2: Presentation and practice
㈠学习单词tomato,potato,carrot,soup.和句型What would you like? I’d lik
e …… ……。
1、 学习单词：tomato
(1)师出示实物（西红柿）问：What＇s this? 学生回答：It＇s a ……，师拿
出一个西红柿
(2)师带读tomato（师简要讲解名词复数的构成规则），这 时，师将卡片贴在黑板
上，板书tomatoes
(3)师带读单词数遍（直观教具的使用， 为学生创造一种逼真的语言环境，有利
于学生的形象思维。
2、学习单词：potato
(1)师出实物potato, 师带读tomato
（2）用I like …… 操练句型
（3）Read loudly ,read lowly.
3、学习新单词carrot以及句型What do you like?
⑴师出示实物（萝卜）师板书carrot这时师带读（单、复数分开读）。
⑵小组练习（一问一答）。
(3)歌曲I like coffee，I like tea.
Step3: Ask and answer
1．I say “I like ……”,you say “I’d like……”引出新句型。
2.I’d like ……练习拓展句型What would you like? I’d like ……。
3.小组练习，师问生答。
4．出示第一幅图的投影片。Listen to the tape together.
（师生互相操练该幅图的句型）
师可与一个能力比较强的学生操练该幅图的句型，让其他同学理解意思。
3.示第二幅图的投影片
同桌之间互相操练句型（这时，教师可以放手，放手让学生自己去说 ，培养学生的语言
表达能力）。
Srep4: Consolidation
1.小组合作练习阅读理解题。

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2、师运用其它实物让学生练习写句型，师巡回指导，巩固所学句型。
Step5: Assign homework
1. Read these new words.
potato – potatoes tomato – tomatoes
carrot – carrots
2. Act out the dialogue on Student’s Book page 42.

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9.
at home












Teaching aims :
Basic aims: 1. 能用特殊疑问句Where…? 询问地点。e.g. Where’s Sam?
2. 能用简单的过去式谈论过去的状态。e.g. He was here at ten o’clock.
3. 能用介词短语表示时间。e.g. He was here at eleven o’clock.
Education aims: 培养学生热心助人的思想。
Developing aims: 能运用所学的过去式描述日常生活中已发生的事。
Key points: 1. 能用简单的过去式谈论过去的状态。
2. 能用介词短语表示时间。
Difficult points: 能运用所学的过去式描述日常生活中已发生的事。
Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc.
Preparation: Make a copy of photocopiable page 32.
Teaching procedure:
Ⅰ.Pre-task preparation:
1. Review: Where’s…?
Show the toy dog. Invite students
to guess where the dog is ?
2. Ask the students if they have
ever lost someone or something. Encourage
students to tell their experiences to the
rest of the class.
Ⅱ. While-task procedure:
1. Show the Wallpicture.
Play the cassette: Look and say.
The students listen and follow in their
books.
2. Play the cassette again. The
students listen and repeat.
3. Show the picture cards:
supermarket, flat, police station and
constable, and learn these words.
4. Working in pairs, the students
role-play the dialogue on page 31 of the
Student’s Book.
5. Invite a few pairs to role-play
the dialogue In front of the class.
6. Read the notice: ‘lost dog’ ,
and invite different students to repeat
the sentences.
7. Read: Write a report. The
students help you to complete the report
orally.
8. Ask the students to talk about
通过猜的游戏激发学生的学习兴
趣，同时为新授作好铺垫。
用生动形象的图片引出所要学的单
词，使学生记忆深刻。
培养学生正确的语音语调。
这是本课的重点句型，让学生在课
堂上多加操练，达到口头熟练运用的程度。
通过练习及时掌握新授知识，让学
生明确was的具体运用。

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their parents, teachers, etc.
e. g. S1: My father was at home at
6:30.
9. Distribute a copy of
Photocopiable 32 to each student. Explain
the task. The students fill in the missing
words to complete the report. Discuss the
task while walking around each group in
order to give more or less input as
necessary.
Ⅲ. Post- task activities:
1. Workbook page 15
a. Invite students to read the
words at the top of the task.
b. Invite different students to
help you to provide the captions and
complete the sentences orally. Prompt
where necessary.
c. Students complete the task.
d. Invite different tomes of the
day on the board. Invite different
students to tell you where they were
yesterday at those times.
e.g. Where were you at eleven
o’clock?
I was at school.,etc.
Ⅳ. Homework:
1. Listen to the cassette. Read
the dialogue and notice for five times.
2. Grammar Practice Book 5B page
30.
板书： Unit 3 At home
supermarket He
flat She was here at ten o’clock.
police station It
constable I


教学目标：
1.学习新单词： furniture; rug; mirror; picture.
2.掌握词组： move the furniture into ….; move in the new house; a picture
of …..; take a picture of …...
3.会用一般过去时态句型表达物体的变化： It was________. It is _______ now.
4.巩固各类介词的用法。

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5.会动手操作，利用学具布置一个美丽的居家环境，并描述它们的变化。
教学准备：教具、学具（两人一套）关于家具
教学过程：
一． Pre- task:
1. Daily talk:
(1) What’s the weather like today?
(2) What day is today? How many days are there in a week? What are they?
(3) What’s the date today?
(4) What season is it now? Do you like spring?
(5) Who time do you get up?
(6) Who goes to school by bicycle?
(7) Who teaches you Chinese?
(8) Which subject do you like best?
(9) What’s your favourite animal?
(10) Which ruler do you like ?
2. Revision:
(1) Review the preposition:
T: I can’t find my ruler. Where is it ?
It’s in the book. It’s behind the book.(underonabovenearbesidein
front ofbetween….. 板书：between)
(2) Write the words:
am; is (过去式)_____ are (过去式)______ roll (过去式)______
said (原形)_______ fell (原形)_______ hay (复数) ______
(3) Read out the phonetic word.
l?mp t?e? teibl s?uf? clok ?elf
二． While-task:
1. All these are “furniture”.
(1) Read “furniture”.
(2) f_ _ n _ _ _ _ _ (nurse; picture)
(3) No plural form.
some furniture a piece of furniture two pieces of furniture
(4) Other furniture: beddeskcupboard……
(5) move sth. into spl
move in the new house
Mrs Li is moving the furniture________ the bedroom.
Mrs Li buys a new flat. She is going to move _____ the new house next month.
2. picture
(1) What’s this? It’s a picture. It’s a picture of ……
(2) a picture of ……
take a picture of
Look! Ben is ______ ___ _______ of Alice.
This is ___ _______ _____ Shanghai. Shanghai is beautiful!
(3) Here’s a picture of Mrs Li’s sitting-room. Is it nice？What can you
see in the picture?

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3. rug
4. mirror ( doctor)
Compare: Look at the mirror. Look in the mirror.
(Ask someone to act.)
5. There is so much furniture in the room. But Mrs Li is not satisfied with
it. She moves the furniture. How does she move? Listen to the tape.
听录音并出示：
The _______ was _________. Where is it now?
It’s ______________ now.
6. Can you find out more differences? Talk in pairs.
7. Writing:
Look! This is Mrs Li’s sitting- room. The sofa was_____ the shelf. It is
__ ______ ___ the window now. The small lamp was on the round table. It is on the
______ now. The plant was on the ______. It is on the big _____ now. The mirror was
______ the rug. But now it is _________ the picture and the shelf.
三． Post-task:
1. Mrs Li is still not satisfied with her sitting-room. Can you help her
to design a new sitting-room?
2. Speaking. (对照第二副图和学生自己摆的图，说说变化。)
Can you talk about the changes?
3. Fill in the blanks.
(1) It ____ (be) cold yesterday. But it _____ (be) warm today .
(2) _____ (be) you ten years old last year? No, I ___(be not).
(3) They ______ (be) in the classroom at 10:00. Now they ________ (have) lunch
at home.
(4) Look, the children ________(sleep). Please _____ (be) quiet.
(5) Ben _____________ (make) a shaker. Please give ______ (he) some beans.
4. Rewrite:
(1) The mirror is above the rug.
过去时态：___________________________
(2)He was at home at 6:30.
一般疑问句：____________________________
否定回答：_______________________________
(3)The sofas were near the window yesterday.
划线提问：________________________________
(4)We were in the library.
划线提问：________________________________
四． Homework:
Design a new sitting-room. Stick the furniture on the paper. Write down the
changes.
（在纸上设计一个新的客厅。把家具粘贴在纸上。并写下前后的变化。）

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Around my home
Topic: Look and learn
Language aims:
·Using nouns to identify different places in a neighbourhood
e.g. supermarket,post office,restaurant
·Using prepositions to identify positions
e.g. next to,between
·Using modelled sentences to describe existence
e.g. There are many shops near my home.
Ability aims:
Students can use modelled sentences to describe existence
Key points:
supermarket,post office,restaurant,next to,between
There is…There are…
Difficult points:
Using nouns to identify different places in a neigbourhood.
Materials:
Student’s Book4AP38, Cassette player, power point

Procedur
es
Pre-task
Preparat
ions:
: Sing together 欢快的歌曲将学
will shine 的氛围中。
today> ’s in your 相关内容的复
on school? 习，有利于学生进入
2. Read the chant 学习状态，更好得把
together 握新授知识。
Have the students
listen to the recording for
“Listen and enjoy” on P41
places can you
hear?
is your
homethe school?
are the trees?
,explain and
practise
: next to,between
restaurant
supermarket
post office

Flower Street 以谜语形式引出
and 新授，激发学生的想
introduce:My home is 象力和求知欲。
on Flower Street. There are
Contents Methods Purpose
While-ta
sk
Procedur
es:

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My home






many places on this street.
Guess,what place is it?
To elicit: post office
restaurant
1. Read and
match.
Try to say:
There isare____ on
Flower Street. I can ___ in
the___.
the names of
different supermarkets.
the picture and
the passage.
the passage by
themselves.
and answer in
pairs.
together.



适当补充拓展内
容，培养学生的英语
能力和拓展他们的视
野。


将前面所学的语
句连成一篇新文本，
分散难点，有利于提
高学生对 知识的整合
能力和英语表达能
力。
Post-tas
k
activiti
es:
Design your Groupwork: Stick and
new neighbourhood say
Divide the students
into groups of four. Give
each group some word cards
and a large piece of
paper,stick
and say according to
the passage
Copy and
recite.

Write
the new words
and
sentences and recite.
down the
passage.
创设有效情境，
提高学生学习效率，
仿照再构文本进行语
言活动，便于最后的
语言输出。
Assignme
nt:
分层作业：抄写
并背诵所抄内容，要
求有 能力的学生写下
短文，满足班级中不
同层次的同学的学习
需求。

Around my home (Period2)
Topic: Look and say
Language aims:
·Using nouns to identify different places in a neighbourhood
e.g. supermarket,post office,restaurant
·Using modelled sentences to identify positions
e.g. It’s at No.126,Garden Streen.
·Using yesno questions to elicit a positive or negative response.
there a park near your home？Yes，there is.

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·Using modelled sentences to describe existence
e.g. There are many shops near my home.
Ability aims:
Students can use modelled sentences to describe existence
Key points:
It’s at No.126,Garden Street.
Is there…Are there…？Yes,there isare. No, there
isn’taren’t.
Difficult points:
Using prepositions and modelled sentences to identify positions
Materials:
Student’s Book4AP37, Cassette player, power point
Procedure:
Procedur
es
Pre-task
Preparat
ions:
1. :
will shine today>
on



:
Different
places in my
neighbourhood
Sing the song
together.


Show the flashcards
for places quickly,
getting the students to
read them aloud and spell
out.
Ask some students to
read the passage they have
written in the front of the
class.
the picture and
ask:
What place is it?
Where is our school?
To elicit:
It’s on Fengliang
Road.
and spell: road
the house
number
T: Our school is on
Feng-
liang ’s at
No.70, Fengliang Road.
Read:
at No.70, Fengliang


利用
flashcards作复
习，检验学生所学
知识。


让部分有能力
的学生朗读他们的
新文本，让他们感
受自己的成功， 也
为新课作铺垫。
利用自己熟悉
的环境引入新授，
便于学生理解。









用 简单句型对
新授语言点作及时
操练，有利于学生
当堂掌握，提高学
Conte nts Methods Purpose
While-ta
sk
Procedur
es:


on ___Road
at No.__ , __
Road

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Look and say
Road
uce: My home
is at
No.126,Flower Street.
Read:one hundred and
twenty-six
oral practice.
and say:
e.g. This is x’s home.
It’s on ___
RoadStreet.
It’s at
No.___ ,___Road
Street.
1. Show the map
of P37,
play the recording for
“Look and say”twice.
2. Answer some
questions:
①Where is Jill’s
home?
②What’s near her
home?
③Is there a garden
near her home?
④Where is Miss
Fang’s home?
⑤Are there any shops
on Park Street?
⑥What’s on Park
Street？
⑦How is Park Street?
To elicit :It’s on a
busy street in our city.
Read and understand
the words: busy,city
P37
and answer in
pairs:
S1: Where is Jill’s
home?
S2:It’s at
No.___ ,___
生的理解运用能
力。


听课文录音回
答问题，检验学生
的理解能力，在问
答中消化新知，降
低理解难度。

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RoadStreet.
S1:Is Are
there_____ near your
home?
S2:
Yes,there
isare.
No, there
isn’taren’t.
Post-tas
k
activiti
es:
1. Talk about a short
your home dialogue with your
deskmate,using these
questions.
Where is your home?
What’s near your
home?
Is there _____ ?
Are there _____ ?
……
some pairs to
act out their dialogues.
Read and copy.

Make a dialogue
给学 生问答提
纲，使学生尽可能
多的使用本课重点
句型，巩固所学知
识。
Assignme
nt:
and copy. 注意作业的听
说与写的结合,把
2. Make a dialogue 编写对话作为课堂
about your 输出的延伸。
neighbourhood,write it
down.
Around my home (Period3)
Topic: Nanjing Road- A busy road in Shanghai
Teaching Aims:
1. To learn new words: centre busy people shop watch restaurant stay hotel
2. To learn new sentences:
If you like ___, there is are ____ on Nanjing road . You can _____ there..
3. To be able todescribe something about Nanjing Road .
4. To br able to use sentences to introduce roads and streets about Shanghai .
Main points:
To be able to desrcibe something about Nanjing Road .
Difficult points:
1. To be able to desrcibe something about Nanjing Road .
2. To be able to use sentences to introduce roads and streets about Shanghai .

Procedu
res
1 Show some beautiful roads 活跃课堂气
Contents Methods Purpose

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k pictures
preparation

2. Dis
cuss


People

busy



While-t
ask
procedure
about Shanghai .

2. Discuss roads
T: What are they ?
What can you see on these
roads ?
Elicit: people
How are they ?
Elicit: busy
P try it like this
We can see ____ in
Shanghai .There are
many____
on in ____. It is busy.
氛，让学生快速进
入学习状态。



通过观察街道
引出新授单词，借
助句式来巩固。
1. Elicit Nanjing road
T: My friend May visits
Shanghai and writes a letter to
be me , let’s listen
Nanjing Road P: Listen
T: Where does May visit ?
Elicit Nanjing Road.

In the 2. Discribe Nanjing
centre of Road .
(1)T: Listen it again and
tell me some questions .
Where is Nanjing Road ?
How is it ?
(2)Elicit: centre
in the centre of
(3) Pdiscribe it like
this:
Nanjing Road is ______.
It is ______.
What can we
see on Nanjing 3. (1).Show some
Road ? pictures and ask pupils:
What can we see on Nanjing
Road ?
Shop Elicit : shop
P learn it and read it one by
one.
(2).Show these pictures and
say it like this:
通过笔者的朋
友梅的一封信展开
故事情节，引 出本
文的学习重点——
南京路。


带着问题听录
音，引出新单词，
能更有效地学习。



用学生喜欢的
图片引出核心词
汇，并结合已学习
的句型结构来强化
核 心单词的领会。










通过讨论在南
京路可以做什么，

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What can we
do on Nanjing
Road?


shopping




many other
things











reataurant










light







There is ______ shop on
Nanjing Road . It is ___ .

4. Show Nanjing Road and
ask :
We can see many shops on
Nanjing Road , what can we do
on Nanjing Road ?
(1) Shopping
T: If you like shopping , there
are many shops.
What can you buy in the shop ?
P: We can buy ____ in ___ shop .
T: Great, and we can buy many
other things there .
P read it
Show many shops ans say it
If you like shopping ,you can
buy many things on Nanjing Road.
There is ____ shop, you can buy ___
there ; There is ___ shop, you can
buy ___and many other things
there .

(2) Eating
T: If you like eating, there
are many restaurants on Nanjing
Road .
Elicit restaurant and learn
it .
Show some pictures and say it
If you like eating . there are
many restaurants on Nanjing Road .
You can eat _____ and ____
in ___ restaurant . They are
delicious .

(3) Visiting
(1)T: Now it is evening, if you
like visiting , you can walk on
Nanjing Road and watch a lot of
lights there .
Elicit light and read it .
(2)How are the lights ?
将话题展 开，通过
讨论购物、饮食、
观赏和休息这四个
方面来完成整篇语
段。


通过设问再商
店里买哪些东西从
而引出many other
things ,进而通过
语段训练巩固新知
识。













通过讨论吃引
出新单词餐馆，并
通过语段教学巩固
新知。

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hotel
Say: The lights are bright and
beautiful .
(3)Show some pictures and say
it.
If you like visiting , you can
visit
____ road in the evening .
There are a lot of _____ there . the
lights are ___and ____ . You can
watch and enjoy them .

T: Now we are tired , what can
we do ?
Elicit hotel and learn it .
Elicit stay in the hotels.
Say it
If you are ___, there are many
_____ there . you can stay in ____
hotel. It is ___ and ____.
出示完整的
语段，让学生读和
感悟，并且通过图
片进行新的语段创
作。
Post-ta1. The whole 1. Try to read the letter .
sk activity letter 2. reply the letter to May .
Describe beautiful roads like
May .


Assignm
ent
1.
2.
Read and retell the letter.
Introduce new and beautiful roads to your friend.
Around my home (Period 4)
Topic:places
Language aims:
Using yesnoquestions to elicit a positive or negative response
there a supermarket？
Yes,there ,there isn’t.
Using formulaic expressions to respond to thanks
’s my pleasure.
Ability aims:
Using modelled sentences to describe existence
are many shops near my home.
Emotional aims:
Different places, different activies
Key points:
Using modelled setences to describe existence
Difficult points:
Writing several sentences to describe different places around one’s home.

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Materials:
Student’s Book 4A( P39)
Cassette 4A and cassette player
Multimedia: PPT
Procedures
I.
Pre- task
preparation
Contents
Introduce



Daily talk

Methods
1. Show a map of
your neighbourhood
introduce them to the
students

1. Ask and
answer(T-PP)
2. Pair work
1.T:You can send a
letter in this place. What
is it？
Ss(write post office)
2.T:There are many
trees and flowers in
like to go there
to have a walk or
is it?
Ss:(Write park)
3.T:You can buy some
bread in it. What is it?
Ss:(Write bakery)

Have the students make
a dialogue
e.g.
S1:Is there a post
office near your home？
S2:Yes,there is.
S1:Where is it?
S2:It’s between a
supermarket and s
restaurant.

Reapt after the
recording then check their
understangding

Use the formulaic
expressions Let me see and
Purpose
通过地图
介绍位置的表
达，并引出新知

利用对话
复习所学，巩固
旧知

= II.
While-task
procedure
New word:
post office

park




bakery



Dialogue









Read the
passage


Learn the
phrases

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Pair work It’s our pleasure.

Invite some students
to role play their
dialogues in pairs.
a S1:Excuse me,
there a supermarket here?
S2:Yes,there ’s
next to the post office.
S1:Is there a toy shop
too?I want to buy some
toys.
S3:Let me
is one
between the bookshop and
the flower shop.
S1:Oh,I you
very much.
S2&S3:It’s our
pleasure.
将本课重
点整合在< br>dialogue中，
让学生加深对
本课内容的认
识。
III.
Post-task
activities
Make
dialogue
IV. Assignment the new words and phrases
to the tape and read P39
the exercise book
Around my home (Period5)
Topic:places
Language aims:
Using the key words and sentences to talk and write about one’s
neighbourhood.
Identifying the pronunciation of ‘sl’, ‘sn’ ,‘sw’in words such as slide
snake swing
e.g slide snake swing
Ability aims:
Students can talk and write about places
Emotional aims:
Different places, different activies
Key points:
Students can identify the pronunciation of ‘-sl’ ‘-sn’ ‘-sw’in
words
Difficult points:
Use the new sentence patters to write down different places’positions.
Materials:
Student’s Book 4A( P41)
Cassette 4A and cassette player
Multimedia: PPT

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Procedur
es
I.
Pre-task
preparation
Contents
Rhyme




Review
the words
Methods

1. Read the words and
phrases
2. Have the students
recite the rhyme

1. Look at the cards and
try to say the words.
eg next to between in
front of behind restaurant
Purpose
用儿歌
的方式活跃
气氛，对本单
元的重点词
组进行复习。
III.
Post-task
activities
Draw a map Have the students look at
P38 ,then ask them to draw a
map of their neigbourhood,and
talk about it.
Eg S1: there are many shops
near my home .There ia a park
behind my home.
S2:Is there a post
Learn the office?
sound S1：Yes,there is.

1. Show the flashcards for
‘Learn the sound’ on page 41
and have the students repeat
the words
eg sl-slide
sn-snake
sw-swing
sw-swim
2. Encourage the students
to think of more words with the
sound
eg sleep slow snack swan
snow

3. Listen to the tape and
repeat it

通过画
地图既巩固
新知识又激
发了学生学
习的乐趣。



学习发
音，不断的提
高学生的跟
读和模仿能
力 ，鼓励他们
勤思考，多动
脑。