一、教学重点
词汇：brown
句型：He has a green T-shirt

二、教学栏目
Listen and say, Play a game, Think and write

三、教学目标
1. 通过Listen and say的对话，帮助学生学习核心句型HeShe has ...。
2. 通过Play a game猜谜游戏，帮助学生进一步巩固和运用句型HeShe has ...。
3．通过Think and write，帮助学生从口头介绍过渡到书面表达。

四、教学步骤
Pre-task preparations
1．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。
S1: What’s hisher name?
T: HisHer name’s ...
S2: How old is heshe?
T: He’sShe’s ...
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 name’s ... He’sShe’s ...(age).Who’s your friend, (S1’s name)?
S1: My friend is a boy. He’s tall. He can run fast.
T: Can he swim?
S1: Yes, he can.

S2: Is he ..(name)?
S1: Yes, he is.

While-task procedures
1．出示Listen and say的图片，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 1:
1) What does he look like? (He is tall and thin.)
2) What colour is his T-shirt?
(His T-shirt is green.)
3) What colour are his shorts?
(His shorts are brown.)
4) What can he do? (He can skate.)
接着播放录音，让学生跟着录音朗读课文。根据录音提问，检查学生的理解程度。
Who’s Joe’s friend? (Tom.)
Who’s Alice’s friend? (Peter and Sally.)
2．播放Listen and say的录音，要求学生边听边完成下列表格。
Name






HeShe is ...



HeShe has ...



HeShe can ...
接着出示Tom，Peter和Sally的图片，让学生回答问题。
T: (point to the picture of Tom) What’s his name?
S1: His name’s Tom.
T: What does he have?
S2: He has a green T-shirt and a pair of brown shorts.
请个别学生介绍Tom，Peter和Sally。
S1: This is Peter. He has an orange T-shirt and a pair of blue shorts.
最后，要求全班或个别学生朗读Listen and say的课文。

3．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。
S1: Look at (S2’s name). HeShe has a green T-shirt and a pair of grey shorts.
S2: (S3’s name) has a white shirt and a pair of blue trousers.
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?
S1: She’s Alice.
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。
S1: He has a blue T-shirt. He has a pair of brown shorts. Who is he?
S2: Is he Ben?
S1: Yes, he is!
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。
S1: He has an orange T-shirt. He has a pair of blue shorts. Who is he?
S2: He’s Ken.

Post-task activities
1．让学生看Think and write栏目，要求他们根据范例写一写班上的一个朋友。然后请几个
学生上前来介绍。
S1: Jack is my friend. He is tall and thin. He is nine. He has a blue T-shirt and a pair of blue
trousers. He can swim fast.
2．猜人游戏。请六个男孩或女孩站在讲台前，要求一位学生选择其中的一位并作介绍，其
他同学猜他／她说的是哪一位同学。
S1: He is tall and thin. He has a white shirt and a pair of blue jeans. He can play football. He can
swim too. Who is he?
S2: He’s ...
S1: Yes, he , he isn’t.

Module 2 Unit 5 教案3

一、教学重点
语音：i(kite，bike)
词汇：help
句型：He has bigsmall teeth.

二、教学栏目
Enjoy a story, Learn the sounds

三、教学目标
1. 通过Enjoy a story的故事阅读，帮助学生进一步巩固和运用核心句型He has ...。
2. 帮助学生学习字母i在闭音节中的发音。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1．在黑板上贴几张学生熟悉的经典故事或卡通人物图片(如白雪公主、小红帽等)，给图片
编号。指着图片，让学生描述人物。
S1: (point to Snow White) She’s tall and thin. She’s beautiful. She has a dress. It’s red and yellow.
然后教师描述其中一个卡通人物，让学生说出相应的图片编号。
T: She’s short and thin. She has a red dress and a red cape.
Ss: It’s No. 3.
T: Yes. She’s Little Red Riding Hood.
2．出示一些动物的图片，如老鼠、狮子、兔子等。然后说几个关于这些动物的谜语，请学
生猜。
T: It’s a small animal. It’s white. It has two long ears and a big mouth. It has two red eyes and a
short tail. It likes eating grass and carrots. What is it?
Ss: It’s a rabbit.

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。
1) What is the lion like? (The lion is big and strong.)
2) What does the lion have? (He has big teeth.)
3) What is the mouse like? (The mouse is small.)
4) Where is the lion? How does it feel? (He is in a net. He is afraid.)
播放The lion and the mouse故事录音，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：
Choose and write
1) The lion is .
A．strong B．thin
2) The mouse has teeth.
A．big B．small
3) The is in the net(网).
He is .
A．mouse, afraid B．1ion, afraid
4) The mouse and the lion are .
A．sad B．happy
帮助学生理解生词和短语，如sharp，get out，afraid，help的意思。
2．出示故事挂图和句子，要求学生将句子和挂图配对。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 mouse. My name’s Minnie. I’m small. (point to the teeth)
I have small but sharp teeth.
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.

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：ni ce，fine，child，．ice，like，five，hi，I，
write，ride，l ion。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，pi g，pink；hi，five，listen。

Post-task activities
1．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。

Module2 My family, my parents and me
Unit 6 My parents


◆ 教材分析
本课是教材Module 2 Unit 6的教学设计。本单元的语言功能项目是To revise vocabulary and
expressions to describe “My parents”.主要话题是The students are able to use the key words
correctly, 本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情
景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。


【知识目标】
1. To revise vocabulary and expressions to describe “My parents”.
2. To guess meaning from context.
3. The students are able to use the key words correctly.
【能力目标】
To use the sentences in context.
◆ 教学目标

【情感目标】
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。


◆ 教学重难点

◆
【教学重点】
The students are able to use the key words correctly.
【教学难点】 通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩
固和运用 本单元所学核心词汇和句型。

◆ 课前准备

◆
Tape recorder, Multimedia.


◆ 教学过程
Step 1. Warm up
1. Listen and say
Free talk
(1) T: What do you know about “My parents”？Look at the pictures on P26 and PPT. Talk about
“My parents”.
(2) Encourage them to talk about the topic. To introduce them to the topic.
2. Listening
Play the listening materials, stop when necessary. And then check the answers. To train the
students’ ability of catching the information of the listening materials.
Step 2. Presentation
1. Look and learn
Lead them to read and explain the “My parents”.
My mother is a teacher, what about you?
To review the related knowledge.
2. Make and say

(1) Learn the rules in P27.
(2) Finish the exercise on P27 and group work to work out the usage method of the “My parents”.
(3) Walk around to exam the situation and check the answers for them.
(4) List the method of for them. To develop their interest and lead them to the conclusion.
Step 3. Practice
1. Say and act
Let the students look PPT and act the scene.
To make them get familiar with the details of the text and train their ability of saying and reading.
2. Learn the letters
(1) Learn the letters in P29.
(2) List the letters for them. To develop their interest and lead them to the conclusion.
Step 4. Homework
1. Dictation.
2. Use the new words to make sentences on your own or check them in a dictionary.


略。
◆ 教学反思
Module 2 Unit 6 教案1
一、教学重点
词汇：bus driver，doctor，fireman，nurse，teacher
二、教学栏目
Listen and enjoy, Look and learn
三、 教学目标
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 … He’ s She’ s a …，让学生通过介绍家人的职业来巩固和运用所
学单词。
四、教学步骤
Pre- task preparations

1．出示Listen and enjoy的 图片，播放儿歌录仔细看图认真听录音，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? (No. They are sad.)
2) Why? (There is a fire.)
3) What can they do? (Call the fire station.)
4) Who can help them? (The fire men can help them.)
While-task procedures
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 flash card for doctor) Doctor. D-O-C-T-O-R, doctor.
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。
T: Fireman.
S1: It’ s No. 5.
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。
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)
Ss: It’ s for a doctor.
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
doctor nurse …来回答。
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，鼓励学生做出
快速回答。
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. (point to your mother in the family tree) Who is she?

S1：She’ s your mother.
T: Is she a nurse?
S1: Yes, she’ s a nurse.
4．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 …’ s family. … has a big family. There are seven people in his her family. This is
his her father. He’ s tall and strong. He works in a school. He likes his students very much. What
does he do? Is he a teacher?
Ss: Yes, he’ s a teacher.
…
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。
T: She’ s very tall. Who is she?
Ss: She’s …’s mother.
T: She works in a hospital. He likes his students very much. What does he do?
Ss: She’ s a doctor.

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示其他职业的词汇。
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 (S2’ s name)’ s father, He is tall. He can drive a bus. He’ s a bus driver.

Module 2 Unit 6 教案2
一、教学重点
句型：What does your mother do? She’ s a nurse.
二、教学栏目
Listen and say, Play a game

三、教学目标
1．通过Listen and say的对话，帮助学生学习句型What does your fathermother do? He’s She’s
a …。
2．通过Play a game翻牌游戏，帮助学生进一步巩固和运用句型What does … do? He’ s She’s
a …。
四、教学步骤
Pre-task preparations
1．Bingo游戏。在黑板上写12个与职业相关的单词，然后发给学生 Bingo游戏表格，让学
生选择9个单词填写表格，如teacher，blackboard，bu s driver，bus等。然后通过游戏帮助
学生复习单词。
2．出示几张不同职业的人物图片，要求学生两人一组介绍。
T: (show the picture of Peter’s father and mother)
S1: ThisThat is Peter’s father. He’s a teacher.
S2: ThisThat is Peter’s mother, She’s a doctor.

While-task procedures
1．播放Listen and say的录音，要求学生跟读。根据对话内容提问，检查学生的理解程度。
T: What does Jill’s mother do?
Ss: She’s a nurse.
然后让学生读对话，填写下面的表格。
Who?
Jill’s father
Jill’s mother
Peter’s father
Peter’s mother
What? (He’sShe’s a …)




然后在黑板上写下核心句型What does your mother do? She’s a nurse。让学生在纸条上写上自
己父母的职业，然后教师问个别学生，请他们根据 纸条上的内容回答，回答后出示纸条。
T: What does your father do?
S1: He’s a …

T: What does your mother do?
S2: She’s a …
2．你演我猜。请一位学生上来通过表 演提示他父亲或母亲的职业，让其他学生猜测。教师
可以先做示范。然后让学生四人一组开展游戏。
S1: What does your father do?
S2: (act as a teacher)
S1: Is he a doctor?
S2: No. He isn’t.
S3: Is he a teacher?
S2: Yes. He’s a teacher.
3．收集代表不同职业的图片，在每张图片的反面写上人名，如Mrs White，Mr Zhang，Mr
Black …，请一个学生上来选择一张，只向全班展示人名，让其他学生通过提问获取信息猜
出人物的职业。
Ss: What does Mr Zhang do?
S1: Make a guess!
S2: Is he a bus driver?
S1: No, he isn’t.
S3: Is he a doctor?
S1: Yes, he is a doctor.
假如学生猜中了人物，游戏结束，重新请一名学生上来玩游戏。
4．翻牌游戏。让学生看Play a game，借助图片向学生解释游戏规则。然后将学生分为两人
一组，要求他们仿照课本分别制作四张人物卡片和四张职业标志物品的图片卡，开始玩游戏。
可 以帮助学生拓展一些表示其他职业的单词，如cook，taxi driver，police officer，postman
等。

Post-task activities
1．小组调查。将学生按四人一组分组，要求学生在四人小组内做家庭成员的职 业情况调查，
填写调查表。
S1: (to S2) What does your grandfather do?
S2: He’s a driver.

S1: (to S3) What does your father do?
S3: He’s a doctor.
Job
doctor
nurse
teacher
Police
officer
fireman
farmer










grandfather




grandmother




father




mother









调查完毕后，请每组完成一份调查记录，并派一名代表向全班报告调查结果。
S1: … Has a big family. His grandfather is a … His grandmother is a …
2、把学生分为三组，发给每组三份描述人物的阅读材料和五 张图片，要求每组学生阅读后
找出与短文相配的图片，并在短文的空格中填入恰当的职业名称。
Passage A：
Mr Han is tall and strong. He has a blue jacket. He works
at a fire station. He is a fireman.

Passage B：
This is Miss Lin. She is tall and thin．She has a green skirt.
She works in our school. She teaches US English.
We like her very much. She is a teacher.

Passage C：
This is Miss Liang．He has a shirt. He is tall. He has short
hair. He works at a police station. He is a police office.

Module 2 Unit 6 教案3

一、教学重点
语音：I (pig, pink)
词汇：kid，people
日常用语：Wow!

二、教学栏目
Listen and enjoy, Say and act, Learn the sounds

三、教学目标
1．通过Say and act的情景对话，帮助学生了解消防员的职业特点。
2．帮助学生学习字母i在闭音节中的发音。
3．通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1．在黑板上写上表示不同职业的单词，然后问学生What does your fathermother do?教师边
问，边记下不同职业的人数，然后请全班学生一起数—下每种 职业有多少人，最后告诉学生
调查统计结果，如：In our class, five students’ mothers are teachers. Four students’ fathers are
drivers. …
2．播放Listen and enjoy的录音，让学生跟读儿歌。借助图片帮助学生理解个别单词的含义，
如fire engine。

While-task procedures
1．出示Say and act的图片，根据图片预设一些问题，请学生阅读对话，并注意读取相关的
信息。
(Picture 1)
1) What place is it?
(It’s a fire station.)
2) Who is this man?
(He’s Jill’s fatherMrXu.)
3) What does he do?
(He’s a fireman.)
(Picture 2)
1) What’s this? (It’s a fire engine.)
2) What is it like? (It’s big.)
(Picture 3)
1) Is Mr Xu afraid of fire? (No, he isn’t.)
2) Why not? (He like his job. He can help people.)
(Picture 4)
What does Mr Xu say to the children?
(“Don’t play with fire.”)
然后要求学生快速回答教师提问，检测学生是否理解了对话内容。
2．让学生读Say and act的对话，并完成下面的Read and tick练习，检测学生对课文的理解
程度。教师先解释一些词汇，如fire station，police station，fire engine等。
Read and tick
1) Mr Xu and the children are at the fire stationpolice station.
2) Mr Xu is a police officerfireman.
3) The fire engine is bigsmall.
4) Mr Xu likes doesn’t like his iob.
3．让学生两人一组根据图片看图说话。教师可以根据每张图片给出一些关键词或词组，鼓

励学生用自己的语言来介绍。然后让学生分组表演对话。
(Picture 1) fire station, MrXu
(Picture 2) fire engine, big
(Picture 3) afraid of fire, help people
(Picture 4) play with fire
(Picture 5) go home, happy
4．出示Learn the sounds的语音单词卡片i (pig，pink)，让学生跟读数遍，直到他们读准字
母i的发音。
T: i, I, pig; i, I, pink.
Ss: i, I, pig; i, I, pink. 让学生说出更多含有字母i的单词，带领学生一起朗读。如：in，is，it，fish，thin，si ster，
six，this，window，winter，rabbit，Miss，biscui t，litter，milk，swim，spring
然后播放儿歌录音，要求学生跟着录音朗读。

Post-task activities
1．出示一张家谱图，图中应有祖孙三代人的头像、名字及职业说明。让学生根据家谱进行
对话，然后填空完成短文，介绍家谱中的家庭成员。
S1: This is …’s fathermothergrandmother… What does … do?
S2: He’sShe’s …
My name is . I am a . My grandfather is a . My grandmother is
a .My is a . My is a . I have one . He is a .


Module 3 Places and activities
Unit 7 At school


◆ 教材分析
本课是教材Module 3 Unit 7的教学设计。本单元的语言功能项目是To revise vocabulary and
expressions to describe “At school”.主要话题是The students are able to use the key words

correctly, 本课内容贴近学生的生活和学习实际，为学生操练对话创设了一 个真实的语言情
景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能 力。


【知识目标】
1. To revise vocabulary and expressions to describe “At school”.
2. To guess meaning from context.
3. The students are able to use the key words correctly.
【能力目标】
To use the sentences in context.
【情感目标】
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。

◆ 教学目标
◆ 教学重难点

◆
【教学重点】
The students are able to use the key words correctly.
【教学难点】
通过阅读活动，引导学生通过阅读抓住关键信息，了解 故事大意，通过角色扮演，让学生巩
固和运用本单元所学核心词汇和句型。

◆ 课前准备

◆
Tape recorder, Multimedia.


◆ 教学过程
Step 1. Warm up
1. Listen and say
Free talk
T: What do you know about “At school”？
Look at the pictures on P34 and PPT. Talk about “At school”. Encourage them to talk about the
topic. To introduce them to the topic.

2. Listening
Play the listening materials, stop when necessary. And then check the answers.
To train the students’ ability of catching the information of the listening materials.
Step 2. Presentation
1. Look and learn
Lead them to read and explain the “At school”.
My school is beautiful, what about you?
To review the related knowledge.
2. Make and say
(1) Learn the rules in P35.
(2) Finish the exercise on P35 and group work to work out the usage method of the “At school”.
(3) Walk around to exam the situation and check the answers for them.
(4) List the method of for them.
To develop their interest and lead them to the conclusion.
Step 3. Practice
1. Say and act
Let the students look PPT and act the scene.
To make them get familiar with the details of the text and train their ability of saying and reading.
2. Learn the letters
(1) Learn the letters in P37.
(2) List the letters for them. To develop their interest and lead them to the conclusion.
Step 4. Homework
1. Dictation.
2. Use the new words to make sentences on your own or check them in a dictionary.


略。
◆ 教学反思

Module 3 Unit 7 教案1

一、教学重点
词汇：school，classroom，library，office，playground，toi let

二、教学栏目
Look and learn

三、教学目标
1．帮助学生学习表示学校和学校设施的单词school，classroo m，library，office，playground，
toilet。
2．学生用已 学句型描述学校和学校主要设施，通过设计学校平面图等活动在特定情境下综
合运用所学单词。

四、教学步骤
Pre-task preparations
1．展示学校图片，显示正门及学校名称，通过问答引出本单元的话题。
T: Do you know this place?
Ss: This is our school, ... Primary School.
2．出示学校设施的图片，向学生介绍这些设施让学生说一说他们在里面能做什么。
T: (point to the playground in the picture)
Look! This is our playground. Do you like this place? What can you do there?
S1: We can play basketball.
S2: We can run and play there.

While-task procedures
1. 出示学校的平面图，介绍学校的主要设施，如图书馆、教室等，引出生词library，
classroom等。然后出示Look and learn的单词卡片，示范朗读，让学生跟读并拼读单词。

T: Look! This is a library. Library. L-I-B-R-A-R-Y, library.
Ss: Library. L-I-B-R-A-R-Y, library.
2. 将单词图片放在学校平面图的相应位置，并给图片编号。用英语描述学校的某一场所，
让学生根据教师的描述找出对应的图片，说出图片编号，随后教师让学生拼读单词。
T: It’s a room for the teachers. The teachers can work in it. What is it?
S1: It’s No. 1.
T: Yes, it’s the teachers’ office. Office. O-F-F-I- C-E, office．
Ss: Office. O-F-F-I-C-E, office.
3. 快速反应。将单词卡片贴在学校平面图的相应位置，随后让学生闭上眼睛，教师抽掉部
分卡片，让学生快速说出平面图上缺了哪些卡片。
T: Open your eyes. Classroom, library, toilet, playground ... What’s missing?
S1: Office.
4. 出示一张学校的平面图，提供文字范例并示范描述学校的某个设施，让学生仿照范例描
述其他设施。
T: This is our school. It’s very big. It has a playground. We can play football in it.
S1: This is our school. It’s very big. It has a library. We can read in it.

Post-task activities
1. 学生结对进行“听并改错”活动。教师分发给每组学生A、B两张纸，一 个学生朗读自
己纸上的内容，另一个学生根据同伴所读，对自己纸上不相符的内容进行改正，并将自己
改正后的内容读给同伴，校对答案。例如：
A．Read this to your friend.
This is my school. It’s very big. It has a playground. The playground is very big. We can play
basketball in it. I like my school.

B．Now listen and correct.
This is my school. It’s very big. It has a playground. The playground is very small(big). We
can play football (basketball) in it. I like my school.

2. 将学生分为四人一组，发给每个小组一张学校平面图。要求各组成员发挥想象力，设计
学校平面图，将图片上不同的设施，如教室、图书馆、操场等重新组合，设计一张新的平
面图。最后，请个别小组展示新的学校平面图并向全班介绍。
S1: Look, this is our school. It’s very nice. It has a playground. The playground is very big. We
can play basketball in it. It has a library. We can read in it. I like our school.

Module 3 Unit 7 教案2

一、教学重点
词汇：busy，many
句型：There’s a computer room.
There are many computers.

二、教学栏目
Listen and say, Do a survey, Ask and answer

三、教学目标
1．学生在正确认读单词的基础上，通过阅读Listen and say的语段，了解如何用核心句型
There isare …介绍学校不同的设施。
2．通过Ask and answer问答练习，帮助学生操练There isare …句型。
3，通过Do a survey调查活动，运用核心句型There isare …来介绍学校的设施及其数量。

四、教学步骤
Pre-task preparations
1．播放一首有关学校的儿歌或歌曲，如Our school will shine today，让学生跟着录音学唱。
2．出示六张学校设施的图片，并给图片编号，要求学生两人一组，进行快速问答活动。
S1: What is No. 3?
S2: It’s a library.

S1: What can you do in the library?
S2: I can read books in the library.

While-task procedures
1．出示学校的图片，用新句型There isare …介绍学校的设施，并板书新句型，让学生跟读。
T: Look, children. This is our school. It is very nice. There’s a library in our school. We can read
books in the library. There are many classrooms in our school too. We have lessons here …
(write the example sentences on the blackboard)
There is a library in our school. There are many classrooms in our school.
2．播放Listen and say的录音，让学生跟着录音朗读；然后根据图片和录音提问，学生回
答。
1) What place is this? (It’s Alice’s school.)
2) What’s in her school? (There’s a playground, a computer room, many classrooms and a library
in it.)
3) What can the students do in the library? (They can read books in the library.)
3．将学生分成四人一组，教师在黑板上出示学校各种设施的图片，要求学生先在小组内用
There isare …等句型介绍，随后邀请部分小组成员上来与全班交流。
S1: Look, this is a school. There is a big playground.
S2: There is a computer room.
S1: There is a library in the school.
S2: There are ten classrooms in the school.
4．出示Look and learn的图片，用本单元所学There isare …等句型进行介绍，并顺势提问：
What’s in our school? 让学生试着回答。然后要求学生两人一组结对，根据Ask and answer
的范例进行问答练习。
S1: What’s in our school?
S2: There is a library in our school. There are … classrooms.
S1: What’s in our classroom?
S2: There are many desks and chairs in our classroom. There is a blackboard.

Post- task activities

1．让学生课前调查学校的设施情况，填写Do a survey的表格。在课堂上先让个别学生根据
Alice的表格作介绍，然后运用已学句型Ther e isare … 介绍自己的学校。
S1: There are … classrooms in my school. There is a library … We can read in it. There are …
2．出示学校的图片，让学生介绍学校或其中一个设施，学生可以先在小组内交流，然后再
进行全班交流。
S1: Look! This is our school. It’s nice. There’s a playground in our school. It’s very big. We can
play football in it. We can play basketball there too.
S2: This is our school. It’s very big. There are 21 classrooms in our school. There’s a library too.
S3: This is our classroom. There’s a blackboard in the classroom. Teachers can write and draw on
it. There are four windows in the classroom. They’re clean.

Module 3 Unit 7 教案3

一、教学重点
语音：o (photo，rose)
词汇：animal，pupil，try
句型：There isare …
日常用语：That’s not true.
Come on.
Go and try.

二、教学栏目
Enjoy a story, Learn the sounds

三、教学目标
1．帮助学生学习元音字母o在开音节中的发音。
2．通过阅读故事Animal School，帮助学生进一步巩固和运用核心句型。
3. 用That’s not true. Come on! Go and try. 等日常用语表达观点或鼓励别人。
4．通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1．出示学校图片并提问：What’s in our school? 帮助学生复习There isare …句型。
T: What’s in our school?
S1: There’s a library in our school.
S2: There’s a computer room in our school.
S3: There are four offices in our school.
2．出示Enjoy a story的图片，根据图片向学生提问，帮助学生理解故事大意。
T: (point to Picture1) Look! What’s this?
Ss: It’s the Animal School.
T: (point to Rabbit in Picture 2) This is Rabbit. Look at her. Is she happy?
Ss: No, she isn’t. She’s sad.
T: Why? Let’s read the story and find out.

While- task procedures
1．出示问题，让学生带着这些问题阅读Enjoy a story的小故事，随后让个别学生回答问题，
确认学生是否理解故事大意。
1) What’s in the forest?
(There’s an animal school.)
2) Can Rabbit climb trees?
(No, she can’t.)
3) Can she run fast?
(Yes, she can.)
4) Is she happy? Why?
(Yes, she is. She can run fast. She’s first.)
让学生再次阅读故事，然后完成True or false练习，帮助学生进一步理解故事大意。
True or false
F) 1) There is a classroom in Animal School.

T) 2) Rabbit cannot climb trees. She is sad.
T) 3) Rabbit can run fast. She is happy.
F) 4) Rabbit comes second.
2．播放Enjoy a story的录音，可以先将故事中一些关键的句型和生词写在黑板上。
animal forest
pupil try
first climb trees
What’s the matter? That’s not true.
Come on. Go and try.
让学生跟读数遍。随后在板书旁出示相应的图片，或通过举例帮助学生理解它们的含义和用
法。 鼓励学生用这些日常用语编小对话并表演。
S1: What’s the matter?
S2: I can’t find my pencil.
S1: What colour is it?
S2: It’s blue.
S1: Is this your pencil?
S2: Yes. Thank you.
3．播放故事录音并 指导学生朗读，先让学生模仿录音中的语音语调轻声跟读，然后让全班
一起分角色有感情地朗读。还可以 开展故事想象活动。让学生根据Enjoy a story的故事图片
发挥想象，为其中的一幅图片自 编对话，能力较强的学生可以为每幅图片编对话。先将学生
分为六人一组，让学生在小组内编对话，分角 色扮演故事中不同的小动物，最后邀请个别小
组表演自编对话。
S1&S2: (act as the duck and the dog) Come on, Rabbit. Let’s swim together!
S3: (act as Rabbit) I can’t swim.
S4&S5: (act as the monkey and the cat) Hello, Rabbit. We can climb trees. Can you climb trees?
S3: No, I can’t climb trees. And I can’t swim. I’m not a good pupil.
S6: (act as Mr Owl) That’s not true. You can run. Go and try. You can run very fast.
S3: (mime running) Look! I’m first. I’m so happy.
4．出示Learn the s ounds的语音单词卡片o（photo，rose）教师示范朗读，学生模仿跟读，

感受字母o在单词中的发音。
T: o, əu, photo; o, əu, rose.
Ss: o, əu, photo; o, əu, rose.
播放Learn the sounds的录音，让学生跟读并抽读、练习部分词组发音。例如：
T: o, əu, rose; o, əu, photo; the photo of a rose.
Ss: o, əu, rose; o, əu, photo; the photo of a rose.
T: o, əu, hold; o, əu, photo; hold a photo.
Ss: o, əu, hold; o, əu, photo; hold a photo.

Post-task activities
4．学生分为四人一组。教师把学校 里的设施，如教室、操场等的小图片发给每个小组。然
后，请学生根据拿到的图片，在反面的表格中填入 相关信息。
1. What’s in it?
What


2. What can you do there?
We can …
最后，请学生在小组内介绍自己拿到的图片。
4．将学生分成四至六人一组，分发给每组一张海报纸，给出海报主题： Our school，要求
学生在小组内合作完成海报。学生可以先在海报纸上画出学校里的一些设施，或者贴上学校
设施 的照片，并在图片旁注明，如classroom，library，toilet，playground，o ffice。接着，学
生在小组内围绕学校设施进行口头描述活动，如：We can play basketball in the playground. We
can read in the library. We love our school. 随后围绕主题Our school，在海报上用英语写几句
话介绍学校的情况。
This is our school. It is nice. It has a playground. The playground is very big. We can play football
in it. We can play basketball too. There are twenty-two classrooms in our school. We love our
school.
最后将学生制作的海报张贴在教室的墙壁上展示，并进行全班交流。


How many

Ss: Look! This is our school. It is very big. There is a playground in our school. It is big. We can
play football in it. We can play basketball there too. There is a library in our school. We can read
in it. We love our school.

Module 3 Places and activities
Unit 8 At the shop


◆ 教材分析
本课是教材Module 3 Unit 8的教学设计。本单元的语言功能项目是To revise vocabulary and
expressions to describe “At the shop”。主要话题是The students are able to use the key words
correctly, 本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情
景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。


【知识目标】
1. To revise vocabulary and expressions to describe “At the shop”.
2. To guess meaning from context.
3. The students are able to use the key words correctly.
【能力目标】
To use the sentences in context.
【情感目标】
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。


◆ 教学目标
◆ 教学重难点

◆
【教学重点】
The students are able to use the key words correctly.
【教学难点】
通过阅读活动，引导学生通过阅读抓住关键信息，了解 故事大意，通过角色扮演，让学生巩

固和运用本单元所学核心词汇和句型。

◆ 课前准备

◆
Tape recorder, Multimedia.


◆ 教学过程
Step 1. Warm up
1. Listen and say
Free talk
T: What do you know about “At the shop”？Look at the pictures on P38 and PPT. Talk about “At
the shop”.
Encourage them to talk about the topic. To introduce them to the topic.
2. Listening
Play the listening materials, stop when necessary. And then check the answers. To train the
students’ ability of catching the information of the listening materials.
Step 2. Presentation
1. Look and learn
Lead them to read and explain the “At the shop”.
How much are these?
To review the related knowledge.
2. Make and say
(1) Learn the rules in P39.
(2) Finish the exercise on P39 and group work to work out the usage method of the “At the shop”.
(3) Walk around to exam the situation and check the answers for them.
(4) List the method of for them. To develop their interest and lead them to the conclusion.
Step 3. Practice
1. Say and act
Let the students look PPT and act the scene.
To make them get familiar with the details of the text and train their ability of saying and reading.
2. Learn the letters

(1) Learn the letters in P41.
(2) List the letters for them. To develop their interest and lead them to the conclusion.
Step 4. Homework
1. Dictation.
2. Use the new words to make sentences on your own or check them in a dictionary.

◆ 教学反思

略。

Module 3 Unit 8 教案1

一、教学重点
词汇：carrot，potato，tomato，fish，meat，rice

二、教学栏目
Look and learn

四、 教学目标
1. 通过单词游戏。帮助学生学习Look and learn中有关食品的词汇。
2. 通过让学生完成购物单，帮助学生运用所学词汇，为下一课时的购物任务做铺垫。

四、教学步骤
Pre-task preparations
1．将食物图片贴在 黑板上，问学生最喜欢哪些食物，并将所说食物的单词写在黑板上，让
全班朗读。以此帮助学生复习已学 过的有关食物的单词。
T: Look! I have some fruit. What do you like?
S1: I like apples.
S2: I like oranges.

S3: I like bananas.
T: (write the words apple, orange, banana. Etc. on the blackboard)
2．出示更多食物和饮料的图片，让学生选择一种喜欢的食物，然后描述。
S1: I like juice. It’s very sweet.
S2: I like oranges. They’re juicy and sweet.

While—task procedures
1．出示一张超市广告单，或自制超市商品海 报，上有各种水果、食品的价格。复习有关水
果及购物的知识。
T: I need to go shopping. I’d like five apples, six oranges and two bananas. How much are they?
Ss: … yuan!
T: How much are two oranges and six peaches?
Ss: … Yuan!
2．出示一张手绘购物单，通过与学生讨论购物单引出Look and learn的生词carrot，potato，
tomato，fish，meat，rice。
Mum’s shopping list

T: I need two other things too. My mother gave me a shopping list.
(show the shopping list)
I need to get these for my mum. Let’s see what she wants.
(point to the picture of carrots) Carrots.
Ss: Carrots.
依次教学单词potato，tomato，fish，meat和rice。
3．出示不同数量的食物图片，通过与学生问答帮助他们掌握名词单复数及数量的表达。
T: (show the picture of a carrot) Carrot. A carrot. (show the picture of two carrots) How many
carrots?
Ss: Two carrots.
T: (show the picture of a potato) Potato. A potato. (show the picture of three potatoes) How many

potatoes?
Ss: Three potatoes.
…
T: (show the picture of a fish) Fish. One fish.
(show the picture of two fish) Two fish.
(show the picture of some meat) Meat. Some meat.
(show the picture of some rice) Rice. Some rice.
告诉学生meat，rice前不能加a，只能用some。通过图片帮助学生理解a fish是指完整的
“一条鱼”，多条鱼可以用some fish，也可以用“数词+fish”来表 达，fish单复数形式不变。
指“鱼肉”时，fish是不可数名词，前面要加some。帮助学生掌 握tomato，potato的复数形
式，特别注意是在词尾加-es。
4．出示不同数量的食品的图片，让学生快速大声说出：Three carrots. Two potatoes.等。或者
开展单词和图片配对、食物单词分类等活动，帮助学生巩固新学单词。

Post—task activities
1．出示之前展示过的手绘购物单，让学生在图片旁边写上文字，完成购物单。
Mum’s shopping list

2．借助多媒体或图片展示一些家常菜，如西红柿炒鸡蛋、土 豆丝、红烧肉、蒸鱼、米饭等。
和学生看图问答。
T: This is my dinner. Yummy. What do I have for dinner?
Ss: Tomatoes, potatoes, eggs and fish.
T: What would you like for dinner?
然后让学生四人一组自编一份晚餐菜单，并 根据菜单写出购物清单。请几个小组上来展示并
介绍他们的购物单。

Module 3 Unit 8 教案2

一、教学重点
词汇：shop，soup
句型：What would you like? I’d like some tomatoes.

二、教学栏目
Listen and say, Ask and answer

五、 教学目标
1. 通过Listen and say的情景对话，帮助学生理解核心句型的含义和用法。
2. 通过Ask and answer的对话操练，帮助学生在模拟商店的情景中初步运用核心句型来表
达意愿，购买食物。
3. 通过让学生根据上一课时的购物单进行模拟购物游戏，帮助学生进一步运用所学语言来
完成购物任务。

四、教学步骤
Pre-task preparations
1．出示 不同食物的图片'如carrot，potato，tomato，rice，fish，meat等，让学生快 速说出相
应的词组。
T: (show the picture of four carrots)
Ss: Four carrots.
2．把挂图贴在黑板上，指着食品店的图片，问学生在店中能看到什么食品。
T: What can you see at the shop?
S1: I can see some meat and fish.
S2: I can see some tomatoes and potatoes.

While-task procedures
1．与学生讨论去商店购物的经验。
T: Do you go shopping with your family?

Who do you go with? What do you buy?
S1: Yes, I do. I go shopping with my mum. We buy milk, eggs, and some meat.
S2: I go shopping with my grandpa. We buy orange juice and cakes.
T: If you have twenty yuan, what would you buy in the shop?
S1: Some candy and orange juice.
让学生拿出他们在上一课时完成的购物单，用What would you like?询问，引导学生用I’d
like …回答，让学生初步感知句型。
T: (show a shopping list) I’d like some meat and orange juice. What would you like?
S1: I’d like some carrots and fish.
S2: I’d like some potatoes and tomatoes.
2．出示Mrs Li和Kitty的空白购物单。告诉学生Mrs Li和Kitty正在商店购物，然后播放
Listen and say的录音，在学生听录音之前，教师可出示问题，如：Where are Kitty and her
mother? What do they have? 要求学生听完录音后回答。
T: Where are Kitty and her mother?
S1: They are at the shop.
T: What do they have?
S2: They have some candy, some orange juice, some tomatoes, some eggs, some potatoes and
some carrots
T: How much are they?
S3: They’re thirty yuan.
在学生回答问题时，将Mrs Li和Kitty的购物单填完整。随后再播放课文录音，让学生跟读。
Shopping list
Some tomatoes
Some eggs
Some potatoes
Some carrots
Mr Li

Shopping list

Some candy
Some orange juice
Kitty
3．出示一份食品价格单，让学生根据Listen and say图中Kitty和妈妈思想泡内的食物，帮
助Kitty查找相关食物的价格，做对子问答活动。
T：(show the price list on the blackboard)

S1: (point to the packet of candy) I’d like some candy. How much is this?
S2: It’s seven yuan.
S1: (point to the potatoes) I’d like three potatoes. How much are they?
S2: They’re three yuan.
然后让学生三人一组进行角色扮演，表演对话。
4．让学生看Ask and answer的图片。和个别学生示范问答，然后让学生两人一组练习问 答。
若条件许可，可以将学生分为六个大组。每组学生将教室的某一部分模拟装扮成一个食品店，
在桌上放表示不同食物的图片或单词卡片以及价格标签。每组由一位学生扮演售货员，其他
学生扮演顾 客，购物时“售货员”需提供给“顾客”所要的食物卡片。如下图所示：
S1: (act as the shop assistant) What would you like?
S2: (act as a customer) I’d like some carrots and some apples, please.
S1: (pick out the pictures of carrots and apples) Here you are.
S2: Thank you. How much are they?
S1: Twelve yuan.
S2: Here you are.
S1: Thank you.

Post-task activities

1. 出示食品价格单，让学生根据上一课时完成的购物单，改编Listen and say的对话并表演。
S1: (act as Kitty) What would you like, Mum?
S2: (act as Mrs Li) I’d like some meat and carrots, I’d like some orange juice too, What would you
like, Kitty?
S1: I’d like some cakes.
S2: How much are these?
S3: (act as the shop assistant) Twenty yuan, please.
S2: Here you are.
S3: Thank you.
将教室装扮成食品店，在教室 不同角落的墙壁上贴上不同食物的图片以及价格标签。将学生
分成四人一组。让学生以小组的形式，根据 各自的购物单，用30元去购物，在教室的不同
地点进行模拟购物对话，看哪组学生在最短时间内买到最 多种类的食物。教师可以先和个别
学生模拟购物对话。
T: Good morning, Welcome to my shop, What would you like?
SI: I'd like some eggs, some potatoes, some tomatoes and some meat, How much are they?
T: Twenty yuan.
SI: Here you are.
T: Thank you.
完成购物后，每组汇报本组共花去多少元，买了什么。
Group 1: We have some candy, some meat and some carrots. They’re … yuan.
Group 2: We have some rice, some carrots and some apples. They’re … yuan.

Module 3 Unit 8 教案3

一、教学重点
语音：o(dog，shop)
词汇：together
句型：I’d like a pair of bigsmall glasses.
日常用语：Can I help you?

二、教学栏目
Enjoy a story, Learn the sounds

六、 教学目标
1. 通过阅读故事Panda’s glasses shop，帮助学生进一步巩固和运用所学句型。
2. 帮助学生学习元音字母o在闭音节中的发音。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1．出示玩具小动物，如玩具狗、玩具猫等，问学生在哪里可以看到这些玩具。
T: Look! I have a toy dog and a toy cat. They’re lovely. Where can you see toys?
S1: I can see toys in a toy shop.
把挂图贴在黑板上，指着玩具店图片，请个别学生上来模拟购物，进行对话。
S1: Hi. Welcome to my toy shop. Can I help you?
S2: I’d like a toy car. How much is it?
S1: It’s twelve yuan.
S2: Here you are.
S1: Thank you.
2．借助多媒体或挂图呈现各种商店，如toy shop， fruit shop等，与学生对话，引出glasses
shop。
T: (point to the toy shop) Look! What place is this?
Ss: It’s a toy shop.
T: What can you find in a toy shop?
Ss: Toys !Dolls and robots.
T: You have 50 yuan. What would you like in this shop?
Ss: I’d like a toy train and a kite.
T: I can’t see well. I’d like a pair of glasses. Where can I buy glasses?

Ss: At a glasses shop.

While-task procedures
1．出示Enjoy a story的挂图，介绍熊猫眼镜店，引出magic glasses(魔术眼镜)，激发学生的
阅读兴趣。
T: This is Panda’s glasses shop. What can you find in the glasses shop?
Ss: Glasses.
T: Yes. There are many glasses. (point to the big glasses in the picture) Some of them are big.
(point to the small glasses in the picture)Some of them are small. (point to the magic glasses in the
picture)These are magic glasses. What can they do? Let’s read the story and find out.
接着播放录音，让学生带着问题听录音，听完后回答问题。
1) Who has a glasses shop? (The panda.)
2) Who comes to the shop? (The mouse and the elephant.)
3) What do they want? (The mouse wants a pair of small glasses and the elephant wants a pair of'
big glasses.)
4) What do the magic glasses do? (They make the elephant look small and the mouse look big.)
2．让学生阅读故事，完成True or false练习，通 过练习帮助学生进一步了解故事大意。
True of false
(T) 1) There are many glasses in the shop.
(F) 2) The mouse wants a pair of big glasses.
(F) 3) The elephant wants to play with the panda.
(T) 4) The mouse and the elephant like the magic glasses.
板书句子Can I help you?，通过示范对话让学生理解这一日常用语 的含义和用法。之后播放
录音，要求学生模仿录音的语音语调，特别是一些句子的朗读。
Mouse: You’re not big now.
Elephant: You’re not small now.
3．让学生分角色进行朗读表演。如男女生分角色、小 组分角色或师生共同参与，扮演故事
中不同的角色进行朗读表演。然后让学生分组进行角色扮演，请个别 小组上来表演故事，鼓
励学生用夸张的表情和动作来表演。

4．出示Learn the sounds的语音单词卡片o(dog，shop)示 范发音，让学生跟读，感受字母o
在单词中的发音。
T: o, ɒ, dog; o, ɒ, shop.
Ss: o, ɒ, dog; o, ɒ, shop.
让学生跟读单词和儿歌中的个别句子，练习发音。
o, ɒ, dog; Bonnie has a dog. The dog is hot.
Ss: o, ɒ, dog; Bonnie has a dog. The dog is hot.
T: o, ɒ, shop. The dog is in the shop.
Ss: o, ɒ, shop. The dog is in the shop.
然后播放儿歌录音，让学生跟读数遍。教师可以收 集或者自编一些绕口令，让学生练习字母
o的发音。例如：
Dog, dog, dog. A dog is not a hot dog.
Hot, hot, hot. A hot dog is not a dog.

Post-task activities
1．将学生分成三至四人一组，分发给每组两份阅读材料，如下：
Passage A
Today is New Year’s Day. I go shopping with my father. We go to the panda’s glasses shop and
buy a pair of magic glasses. They are nineteen yuan. We go to a food shop and buy some eggs.
They are eight yuan.

Passage B
Today I go shopping with my mother. We go to a fruit shop and buy some apples and pears. The
apples are seven yuan and the pears are eight yuan. We go to a bookshop. I buy three pencils. They
are six yuan.
要求小组内根据阅读材料，先模拟角色自编对话；然后在两份材料中二选一，进行班内表演。
S1: Can I help you?
S2: Yes. Do you have any magic glasses? I’d like a pair of magic glasses.
S1: Here you are.

S2: How much are they?
S1: Nineteen yuan.
S2: Here you are.
2．将学生分为四人一组，布置给学生Shopping for the dinner party的任务，并同时将学生熟
悉的超市(supermarket)或卖场(shopping mall)中的相关物品的价目表发给各小组。

Module 3 Places and activities
Unit 9 At home

◆ 教材分析

本课是教材Module 3 Unit 9的教学设计。本单元的语言功能项目是To revise vocabulary and
expressions to describe “At home”.主要话题是The students are able to use the key words
correctly,本课内容贴近学生的生活和学习实际，为学生操练对话创设 了一个真实的语言情景，
有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际 的能力。


◆ 教学目标
【知识目标】
1. To revise vocabulary and expressions to describe “At home”.
2. To guess meaning from context.
3. The students are able to use the key words correctly.
【能力目标】
To use the sentences in context.
【情感目标】
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。


◆ 教学重难点

◆
【教学重点】
The students are able to use the key words correctly.

【教学难点】
通过阅读活动，引导学生通过阅读抓住 关键信息，了解故事大意，通过角色扮演，让学生巩
固和运用本单元所学核心词汇和句型。

◆ 课前准备

◆
Tape recorder, Multimedia.


◆ 教学过程
Step 1. Warm up
1. Listen and say
Free talk
T: What do you know about “At home”？Look at the pictures on P42 and PPT. Talk about “At
home”.
Encourage them to talk about the topic.
To introduce them to the topic.
2. Listening
Play the listening materials, stop when necessary. And then check the answers.
To train the students’ ability of catching the information of the listening materials.
Step 2. Presentation
1. Look and learn
Lead them to read and explain the “At home”.
I can help you grandmother, what do you need?
To review the related knowledge.
2. Make and say
(1) Learn the rules in P43.
(2) Finish the exercise on P43 and group work to work out the usage method of the “At home”.
(3) Walk around to exam the situation and check the answers for them.
(4) List the method of for them. To develop their interest and lead them to the conclusion.
Step 3. Practice
1. Say and act

Let the students look PPT and act the scene.
To make them get familiar with the details of the text and train their ability of saying and reading.
2. Learn the letters
Learn the letters in P45.
List the letters for them.
To develop their interest and lead them to the conclusion.
Step 4. Homework
1. Dictation.
2. Use the new words to make sentences on your own or check them in a dictionary.


◆ 教学反思
略。
Module 3 Unit 9 教案1

一、教学重点
词汇：in，under，on，beside，box，table

二、教学栏目
Look and learn，Ask and answer，Think and write

三、教学目标
1．帮助学生学习Look and learn的词汇。
2．通过指认游戏和Ask and answer活动，帮助学生理解介词表示的位置。
3．通过Think and write 的练习，考查学生对介词的含义和用法的掌握程度。

四、教学步骤
Pre- task preparations
1．出示一张厨房的图片，图片中常有的家具和电器，如桌椅、橱柜和冰箱等。延续Unit 8

的购物场景：大家刚刚完成采购回家。
T: Now we come home from the shop. This is the kitchen. What’s in the kitchen?
S1: There’s a table.
S2: There’s a box. There is a fridge too.
T: Where should we put the eggs?
S3: In the box.
2 ．出示一张桌子的图片，桌上有cakes，noodles，plates，chopsticks等，让学生 看图说一说，
复习相关内容。
T: Look at the table in the kitchen. You can see some food. What do you like?
S1: I like cakes.
T: There are some cakes on the plate.
S2: I like noodles.
T: There’s a bowl of noodles on the table. Please tell your friend what you (can) see on the table
and what you like.
S1: I (can) see … I like …
S2: I (can) see … I like …

While-task procedures
1．出示一张厨房的图片，逐一介绍餐具引出box，plate等词，并领读，让学生拼读生词。
T: （point to a box) There’s a box. Box. B-O- X, box.
Ss: There’s a box. Box. B-O-X, box.
T: (point to a plate)There’s a plate. Plate. P-L-A-T-E, plate.
Ss: Plate. P-L-A-T-E, plate.
T: The plate is on the table. Can you see the plate?
Ss: Yes.
T: On the table. The plate is on the table.
Ss: On the table. The plate is on the table.
T: In the box. The eggs are in the box.
2．以图片引出并板书介词on，in，under， beside，随后出示单词卡片，教师领读，学生跟
读。

T: (show the flashcard for in) The small box is in the big box. In. I-N, in.
Ss: In. I-N，in.
然后把四张图 片贴在黑板上，给图片编号，让学生根据你对图片的描述，说出相应的图片编
号，考查学生对四个介词的 理解。
1) The small box is in the big box.
2) The small box is on the big box. The big box is under the small box.
3) The small box is under the big box.
4) The big box is beside the small box.
T: The small box is under the big box. Which picture am I talking about?
Ss: It’s Picture 2.
也可以自制类似Look and learn的图片，让学生开展指认游戏。
3．把挂图贴在黑板上，根据图片提问，帮助学生操练介词。
T: What’s on the table?
Ss: A cat.
T: What’s in the box? What’s under the chair?
然后让学生根据挂图进行对子活动，操练所学的介词。
S1: What’s in the schoolbag?
S2: There are some books.
4．让学生根据Ask and answer的图片进行对子问答。
S1: What’s on the bed?
S2: There’s a schoolbag on the bed.
随后每组学生派代表描述图片。
S1: This is Peter’s room. There’s a bed in the room. There’s a desk and a chair. There’s a computer
on the desk. There are three pens on the desk. There’s a box on the floor. There are some books in
the box.

Post-task activities
1．让学生看Think and write的两张图片并回答问题，或两人一组互相问答。
S1: What’s in the box?
S2: There are six eggs in the box.

然后让学生做Think and write的练习，最后和全班一起核对答案。
2．分发给每位学生Alice’s grandma’s kitchen的图片，要求学生根据教师的描述，将各种物
品的简笔画图片放到相应的位置。
T: This is Alice’s grandma’s kitchen. There’s a table in the kitchen. There are some plates on the
table. There are some carrots on the plates. There’s a box under the table. There are some eggs in
the box.
然后学生两人_组一起核对各自完成的厨房图。
S1: This is Alice’s grandma’s kitchen. There’s a table in the kitchen. There’s a box on the table.
S2: No. The box is under the table.
请个别学生上来展示他们完成的厨房图片，并作简单的介绍。
S1: This is Alice’s grandma’s kitchen. There’s a table in the kitchen …

Module 3 Unit 9 教案2

一、教学重点
词汇：need，where，give，lunch
句型：Where is it? It’s on the table.

二、教学栏目
Listen and say, Ask and answer

三、教学目标
1．通过Listen and say的情景对话，帮助学生理解核心句型的含义和用法。
2．通过Ask and answer栏目帮助学生操练核心句型。
3．通过布置餐桌的活动，让学生进一步运用核心句型来询问和表达物品的位置。

四、教学步骤
Pre-task preparations

1．把挂图贴在黑板上，描述图片中物品的位置关系，让学生上来指出相应的图片。
T: The books are on the table.
S1: It’s Picture 1.
T: The dog is under the chair.
S2: It’s Picture 3.
2．出示学生在上一课时完成的厨房的图片，向学生提问，复习相关内容。
T: This is Alice’s grandma’s kitchen. What can you see in the kitchen?
S1: I can see a table in the kitchen.
S2: I can see a plate on the table.
S3: I can see some carrots on the plate.

While-task procedures
1．播放Listen and say的录音，让学生跟读。随后教师根据录音和图片提问，学生回答。
T: Where are the eggs?
S1: They’re in the box.
T: Where is the plate?
S2: It’s on the table.
板书核心句型：Where is it? It’s … Where are they? They’re …让学生跟读数遍。然后出示Ask
and answer的图片，让学生结对操练问答。
S2: Where is the fish?
S2: It’s on the plate. Where is the dog?
S2: It’s under the chair.
2．让学生在各自的小图纸上画厨 房物品的简笔画，随后对子活动，相互发出指令并传递“餐
具”。
S1: Give me a plate, please.
S2: （pick out the picture of a plate）Here you are.
S1: Thank you.
S2: Please give me some eggs.
S1: (pick out the picture of eggs) Here you are.
S2: Thank you.

3．学生对子活动，根据自己的简笔画，模仿Listen and say对话，分角色表演。
S1: (act as Alice) I can help you，Grandma. What do you need?
S2: (act as Alice’s grandma) OK. Alice. Give me some eggs, please.
S2: Where are they?
S2: They’re in the box.
S1: Here you are.
S2: Thank you. Alice, please give me a plate.
S1: Where is it?
S2: It’s on the table. Lunch is ready.
S1: Great.
4．在黑板上出示厨房图，下指令，学生根据指令找出相应图片并递 给教师，由教师把图片
贴在厨房相应的位置。
T: Give me a plate, please.
S1: Where is it?
T: It’s on the desk.
S1: (pick out the picture of a plate) Here you are.
T: Thank you.
然后让学生根据黑板上完成的厨房图进行对话。
S1: Where is the box?
S2: It’s on the table.

Post-task activities
1．在黑板上出示厨房餐具图和对话范例，让一位学生上台扮演爸爸或妈妈，其 余学生与其
对话，根据指令上台表演。
T: (write a sample dialogue on the board)
-
-
-
-
I can help you, MumDad.
OK, Alice. I need two tomatoes. They’re in the box.
Here you are.
Thank you. Alice，please give me a plate.

-
-
-
Where is it?
It’s on the table. Dinner is ready.
Great.
2．教师分发给小组一张圆桌图，让学生把自己画的简笔画贴在桌上，随后班级 内四至六人
一组自由组合，仿照Listen and say进行对话。
S1: Let me help you, Kitty.
S2: OK. Give me some eggs, please. They’re on the table.
S1: (pick out the picture of eggs) Here you are.
S2: Thank you. Kitty, please give me some potatoes too.
S1: Where are they?
S2: They’re beside the carrots.
S1: (pick out the picture of potatoes)Here you are.

Module 3 Unit 9 教案3

一、教学重点
语音：u (pupil，tube)
词汇：floor，angry
句型：Where is the plate now? It is on the floor.

二、教学栏目
Enjoy a story, Learn the sounds

三、教学目标
1．通过阅读故事Where is my fish?和反馈练习，了解故事大意，巩固核心句型。
2．帮助学生学习元音字母u在开音节中的发音。
3．通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1． 出示同一物品在不同地方的图片，如一只猫在桌子下方、在椅子上、在床上、在箱子里
等，提问并让学生 说出该物品的位置，如：
T: (show Picture 1) Where is the cat?
S1: It’s under the table.
T: (show Picture 2) Where is the cat now?
S2: It’s in the box.
2．出示Enjoy a story的挂图，指着图5并介绍，引出故事人物。
T: (point to Ginger) This is Ginger. She is Mrs Brown’s cat. Mrs Brown is angry with Ginger. Why?
Today I'm going to tell you the story of Ginger.
也可通过提问激发学生的阅读兴趣。
T: Is Mrs Brown happy?
Ss: No, she isn’t. She’s angry.
T: Look at the cat. Its name’s Ginger. Is she angry?
Ss: …

While-task procedures
1．将学生分成四人一组，把复印好的Enjoy a story的五张图片分发给每组学生，让学生 先
浏览图片；随后教师朗读故事两遍，要求学生根据故事内容的先后顺序，给图片排序，在每
张 图片的左上角编号。
T: This is Mrs Brown’s kitchen. It’s nice and clean. Mrs Brown likes fish for dinner. Fish is her
favourite food.
Ss: (find the corresponding pictute and write 1)
T: Ginger is on the chair. (She is hungry.)
Ss: （find the corresponding picture and write 2）
2．播放课文录音，学生模仿跟读。然后根据图片提问，帮助学生进一步理解故事内容。
(Picture 1)
Where is Mrs Brown? (She’s in the kitchen.)

(Picture 2)
1) Where is Ginger? (She’s on the chair.)
2) How does she feel? (She’s hungry.)
(Picture 3)
Where is Ginger? (She’s on the table.)
(Picture 4)
Where is Ginger? (She’s under the chair.)
(Picture 5)
1) Where is Ginger? (She’s beside the table.)
2) How does she feel? (She’s full and happy.)
3) Is Mrs Brown happy? (No. She’s angry.)
随后出示floor，angry的单词卡片，带领学生拼读单词。
3．将课本故事内容以五 个片段的形式分发给每位学生，要求学生先阅读每个片段内容，随
后根据故事图片进行内容配对，并试着 给故事自拟题目。
Picture 1: This is Mrs Brown’s kitchen. It is nice and clean. Mrs Brown likes fish. Fish is her
favourite food.
Picture 2: Ginger is Mrs Brown's cat. She is hungry. She can see the fish on the plate. She likes
fish too.
Picture 3: Ginger can jump. Now she is on the table.
Picture 4: Now the plate is on the floor and Ginger is under the chair.
Picture 5: Ginger is full and happy, but Mrs Brown is angry. Where is her fish?
4．出示Learn the sounds的语音单词卡片u(pupil，tube)，示范发音，学生模仿练习。
T: u, ju: , pupil; u, ju: , tube.
Ss: u, ju: , pupil; u, ju: , tube.
朗读单词和儿歌中的句子，让学生跟读，练习发音。
T: A pupil, a tube, Judy is a pupil. She has some tubes.
Ss: A pupil, a tube, Judy is a pupil. She has some tubes.
最后，播放儿歌录音，让学生跟读。

Post-task activities

1．将学生分成四人一组，设计并画出简易厨房图，并进行介绍。
Ss: This is our kitchen. It is nice and clean. There is a table in the kitchen. There are six plates on
the table. There is a potato in the box.
将小组设计的厨房图贴在黑板上，组内成员在班级内进行介绍、交流；随后学生自评，在自
己认为最好的 图上贴笑脸图

或五角星图“★”；最后选出班级最好的厨房设计图。

Module 4 The world around us
Unit 10 Around my home

◆ 教材分析

本课是教材Module 4 Unit 10的教学设计。本单元的语言功能项目是To revise vocabulary and
expressions to describe “Around my home”.主要话题是The students are able to use the key
words correctly, 本课内容贴近学生的生活和学习实际，为学生操 练对话创设了一个真实的语
言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英 语进行交际的
能力。


【知识目标】
◆ 教学目标

1. To revise vocabulary and expressions to describe “Around my home”.
2. To guess meaning from context.
3. The students are able to use the key words correctly.
【能力目标】
To use the sentences in context.
【情感目标】
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。

◆ 教学重难点

◆
【教学重点】
The students are able to use the key words correctly.
【教学难点】
通过阅 读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩
固和运用本单元所学 核心词汇和句型。

◆ 课前准备

◆
Tape recorder, Multimedia.


◆ 教学过程
Step 1. Warm up
1. Listen and say
Free talk
T: What do you know about “Around my home”？Look at the pictures on P50 and PPT. Talk
about “Around my home”.
Encourage them to talk about the topic.
To introduce them to the topic.
2. Listening
Play the listening materials, stop when necessary. And then check the answers.
To train the students’ ability of catching the information of the listening materials.
Step 2. Presentation

1. Look and learn
Lead them to read and explain the “Around my home”.
Where is your home?
To review the related knowledge.
2. Make and say
(1) Learn the rules in P51.
(2) Finish the exercise on P51 and group work to work out the usage method of the “Around my
home”.
(3) Walk around to exam the situation and check the answers for them.
(4) List the method of for them. To develop their interest and lead them to the conclusion.
Step 3. Practice
1. Say and act
Let the students look PPT and act the scene.
To make them get familiar with the details of the text and train their ability of saying and reading.
2. Learn the letters
(1) Learn the letters in P53.
(2) List the letters for them.
To develop their interest and lead them to the conclusion.
Step 4. Homework
1. Dictation.
2. Use the new words to make sentences on your own or check them in a dictionary.


◆ 教学反思
略。
Module 4 Unit 10 教案1

一、教学重点
词汇：street，restaurant，park，supermarket

二、教学栏目
Look and learn，Draw and say

三、教学目标
1．帮助学生学习表示公共场所的单词。
2．通过对自己所往的街道进行问答，帮助学生结合已学句型巩固生词。

四、教学步骤
Pre-task preparations
1．出示一个房间的 图片，提问并要求学生说出房间内各种物品的位置，帮助学生复习已学
的表示地点的介词和询问物品位置 的句型。
T: What’s in the room?
S1: There are two chairs, a table, a bed and a skateboard in the room.
T: Where is the table?
S1: It’s beside the bed.
2．教师出示一张住宅街区的图片，并作简单的介绍，引出单元话题。
T: This is my home. (point to a building) I live here. This is … Street. There is a school. There are
some shops. What else can you see in the picture?
S1: I can see a fruit shop.
S2: I can see a park.

While-task procedures
1．出示不同商店的内部图片，让学生说出商店的种类，如fruit shop，toy shop。引出Look and
learn的单词restaurant，park，supermarket等。
T: (show the picture of a toy shop) What place is this?
S1: It’s a toy shop.
T: (show the picture of a supermarket) What about this? You can find food, drinks and toys here.
We call it a supermarket.
出示Look and learn的单词卡片，把单词restaur ant，park，supermarket写在黑板上，教师领

读，学生跟读并熟悉拼 法。
2．出示一张如课本第50页的街区地图，为地图上不同的地点标上英文名称，如superma rket，
toy shop，park，restaurant，school等。先让学生跟读单词 数遍，然后做示范，介绍各个公共
场所。再让学生根据地图作介绍。
T: (point to Park Street) This is Park Street. There is a park on Park Street.
Ss: There is a park on Park Street.
T: This is Green Street. What’s on Green Street?
Ss: There is a supermarket and a school on Green Street.
学生根据教师出示的街区地图进行对子问答。
S1: What’s on Park Street?
S2: There is a park and a school on Park Street.
S1: What’s on Brown Street?
S2: There are some shops on Brown Street.
3．把学校图标或school贴在地图上，并介绍。
T: (point to the school) This is our school. Our school is on … Street.
Ss: (repeat after the teacher)
T: (point to a building) This is my home. I live here. My home is on … Street.
然后提问学生，让学生模仿例子回答。
T: Where is our school?
S1: Our school is on …Street.
T: Where is your home?
S1: My home is on...Street.
4．让学生进行对子活动，相互介绍自己的学校及家所在的街区。
S1: Where is your home?
S2: My home is on … Street. There are many shops and restaurants on … Street. Where is your
home?
S1: My home is on...Street. There is a park and a supermarket on ... Street.
S2: What can you do in the park?
S1: I can run and play in the park.

Post- task activities
1．让学生看Draw and say，在画框中画上自己家所在 街区的地图，标出路名、家的位置和
街上的商店、餐厅、公园、学校(shops，restauran ts，parks，schools)等。完成后大家讨论彼
此的作品。
T: (show S1’s picture) This is S1’s map. Where is (S1’s name)’s home?
S2: (S1’s name)’s home is on … Street．There is a restaurant near hisher home.
2．让学生互相问答，搜集资料，看看同学们都住哪一条街上，有没有彼此是邻居的。教师
可以学校为 中心，整理出地图，显示班上学生的家在哪里，为下一课时的教学作准备。

Module 4 Unit 10 教案2

一、教学重点
词汇：near，behind
句型：Is there a park near your home?
Are there any restaurants near your home?

二、教学栏目
Listen and say, Do a survey

三、教学目标
1．通过问答家庭所在位置，引出生词near，behind，帮助学生理解它们的含义和用法。
2．通过Listen and say的情景对话，帮助学生了解Is there …?句型的用法。
3．通过Do a survey调查活动，帮助学生运用核心句型Is there …?，体会句型在生活中的实
际运用。

四、教学步骤
Pre-task preparations
1．前一课时中，学生对同学住在哪里有基本 的了解。可出示上一课时完成的地图，开展记

忆游戏，把全班分成两组，进行问答竞赛。
T: Where is (S1’s name)’s home?
S2: (S1’s name)’s home is on … Street．
T: (S1’s name), is it correct?
S1: Yes!
(S2’s team gets one point)
2．出示学校的街区图，让学生把写有school，restaurant， shop，supermarket，park等单词
的卡片贴在地图上相应的位置。
T: Where is our school?
S1: Our school is on … Street.
T: (point to … Street) Please put the word “school” on … Street.
S1: (label “school” on the map)
T: What’s on … Street?
S2: There is a park on … Street. (1abel “park” on the map)
S3: There are many shops on ... Street. (lable the different shops on the map)

While—task procedures
1．把住在学校附近的学生的家在地图上标出 。然后通过介绍引出单词near，behind，帮助
学生理解它们的含义。
T: Look, these are S1 and S2’s homes. They are both on … Street. They live on the same street.
S1’s home is near S2’s home. Near. N-E-A-R, near. (write near on the board)
Ss: Near. N-E- A-R, near. S1’s home is near S2’s home.
T: (point to the map) This is S3’s home. There is a park near S3’s home.
Ss: There is a park near S3’s home.
T: (point to the map) This is our school. Is there a park near our school? Are there any restaurants
near our school?
Ss: …
T: There is a supermarket behind the park. Behind. B-E-H-I-N-D, behind.
Ss: Behind. B-E- H-I-N-D, behind.
2．教师出示自己家的地图介绍There is a park near my home．问学生Is there a park near your

home?引导学生回答: Yes，there is. 或No，there isn’t. 然后在黑板上写下句型Is there …?Yes,
there , there isn’t.让学生跟读数遍。随后指着地图上的不同地点，与学生做问答练习。
T: Is there a supermarket near your home?
S1: Yes, there is.
3．出示Listen and say的挂图，介绍并领读Garden Street，Brown Street，Park Street，Green
Street。然后播放Listen and say的录音并出示问题: Where's Jill’s home? Where’s Miss Fang’s
home? 让学生听录音后回答问题。
T: Where’s Jill’s home?
S1: It’s on Brown Street.
T: Where’s Miss Fang’s home?
S2: It’s on Park Street.
4、播放Listen and say的录音，让全班学生跟读。然后将全班分为两组，一组扮演Alice，
另一组扮演Ji ll，教师扮演Miss Fang，与学生进行分角色朗读。

Post—task activities
1．将学生分成四人一组。让学生出示自己画的家附近的地图，模仿课文Listen and say的对
话内容，在小组内进行介绍或根据小组成员的描述猜同学的家庭地址。
S1: Where’s your home, (S2’s name)?
S2: It’s on Renmin Street. There are many shops near my home.
S3: Is there a supermarket near your home?
S2: Yes. There’s a supermarket behind my home.
S4: Where’s your home, (S1’s name)?
S1: It’s on a busy street. There are many shops, a big supermarket and a big park on that street.
S2: Is your home on Guangdong Street?
S1: Yes, it is.
2．学生做Do a survey的调查，在教室内走动，调查至少四名 学生，询问对方家附近的场所，
然后完成表格。请个别学生上来汇报调查结果。
S1: Is there a supermarket near your home?
S2: Yes, there is.
S1: There isare … near …’s home ….

Module 4 Unit 10 教案3

一、教学重点
语音：u (duck，sun)
单词：live，old，nice，food

二、教学栏目
Look and read，Learn the sounds

三、教学目标
1．通过Look and read介绍王府井大街的短文，帮助学生丰富词汇，了解如何介绍家周边的
情况。
2．帮助学生学习元音字母u在闭音节中的发音。
3．通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。

四、教学步骤
Pre-task preparations
1．把挂图贴在黑板 上，让学生根据上面的地图和同伴互相问答。可以让学生进行问答接龙，
复习句型。
S1: Is there a park near Jim’s home?
S2: Yes. There is a park behind Jim’s home. Are there any restaurants near Jim’s home?
S3: Yes, there are two restaurants near his home. Is there a shop near Sam’s home?
S4: Yes, there is.
2．出示本市知名商业街的照片，与学生进行讨论，引出Look and read的王府井大街的图片
和介绍。
T: Do you know this place?
S1: Yes, it’s … Street.

T: What’s on … Street?
S2: There are many shops and restaurants on … Street.
T: Yes, it’s a very busy street.

While-task procedures
1．出示Look and read的图片，问学生图片上能看到什么，引出本栏目的话题，激发学生的
阅读兴趣。
T: What can you see?
S1: I can see a street. There are many shops on the street.
T: It’s Wangfujing Street. It’s a busy street in Beijing.
接着让学生阅读Look and read的短文，在学生阅读后提问，要求学生根据这些问题在短文
中找出关键词、词组或句型，随后板书关键词、词组或句型。
1) Where is Wangfujing Street? (It’s in Beijing.)
2) Are there any shops on Wangfujing Street?
(Yes, there are a lot of shops.)
2．让学生根据Look and read的短文内容，两人一组互相问答。要求他们使用本单元所学的
核心句型。
S1: Are there any restaurants on Wangfujing Street?
S2: Yes. There are many restaurants there.
3．让学生试着描述本市的一条商业街或自己家附近的一条街道。
S1: Nanjing Road is a busy street in Shanghai. There are many shops and restaurants. Many
people like to go there．
4．教师出示Learn the sounds的语音单词卡片u(duck，sun)，示范发音，学生模仿练习。
T: u,
∧
, duck; u,
∧
, sun.
Ss: u,
∧
, duck; u,
∧
, sun.
带领学生朗读单词和个别句子，练习发音。
T: u,
∧
, duck. The ducks have fu
Ss: u,
∧
, duck. The ducks have fun
T: u,
∧
, sun. Catch the ducks in the sun!
Ss: u,
∧
, sun. Catch the ducks in the sun!