标准论文格式范文-企业年会主持稿

课 题
课 时
教 学
内 容
Module1
2课时
Unit 1 she’s a nice teacher.

and phrases: nice a bit shy
clever naughty
ces: This is Ms Smart.
知识与技能
教 学
目 标
She is a nice teacher.
3. Grammar: Using adjectives to describe
person.

过程与方法 通过活动，学生描述人的性格。。
情感态度
与价值观

描述一个人或物的特征
and phrases: nice a bit shy
clever naughty
教学重点
2. Sentences: This is Ms Smart.
She is a nice teacher.

教学难点
Grammar: Using adjectives to describe person.

教 法 引导 探索 范例教学法 情景教学法
学 法 合作探究
教学准备 点读机图片、
师生双边活动 二次备课

（一）导入：Song: There are twelve months
教
in the year.
学
B: Free talk: Talk about your holiday.
过
程
（二）探究新知Step one:
One :利用CAI课件, 出示本单元主人公的头
像，介绍主人公，

以此引出本单元新单词：nice a bit shy
clever naughty 出示卡片，学习新单词。
Two: Learn the new lesson.
Listen to the tape .Try to read the text.
Translate the sentences.
Listen to the tape again, read follow the
tape.
Read the text, boys and girls.
Step Two: Talk about the pictures.
Close your books, show the pictures
(parrot， Xiaoyong， Maomao， Ms Smart)
Example :( 1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong .
He’s a clever pupil.
Step Three: Using adjectives to describe
person.利用实物投影展示学生带来的照片。
(Describe the person using the adjectives
（三）巩固新知Game: 接龙游戏
Example: A: I’m XiaoLan. I’m a bit shy.
B: XiaoLan is a bit shy. I’m ZhangYong.
I’m very nayghty.
C: ZhangYong is very naughty. I’m Jim,
I’m a nice boy.
（四）作业布置Homework:
（五）小结：用简单方法介绍人和他的特征。

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教学反思
课 题
课 时
教 学
内 容
Module1
2课时
Unit 2 He’s cool.

1. Words and phrases: cool little cute.
知识与技能
教 学
目 标

过程与方法
对比、家庭成员的特征

情感态度
与价值观

教学重点

2. Sentences: This is this is my big brother,
He’s cool.
根据每个人的特征并用适当的词来修饰。
Words and phrases: cool little cute.

教学难点
Sentences: This is this is my big brother, He’s cool.

教 法
讲授、对比

学 法 合作探究
教学准备 图片 点读机
师生双边活动 二次备课

（一）导入：Song: Row Row Row your boat.
B: Free talk: Using adjectives to
describe the poem.
（二）探究新知Step one: Warmer:
Using the adjectives to describe your
classmates.
Example: ① This is Xiaoyong.
He is a clever pupil.
② This is Yuanjiaqi.
She’s very clever, but she’s
教
a bit shy.
学
Step Two: Listen and point.
过
程
(1) Point out the different meanings of
the word “cool”.
In this unit, “cool” means fashionable,
and it is most commonly used to mean “quite
cold”. The word “cool” has other meanings
as well, but they are ones that the students
are unlikely to come across in the future.
(2) Listen to the tape and underline the
new words. Write down these adjectives on the
board, and then learn these new words.
Listen to the tape again. Read the text.
Close your book. Use CAI shows the

pictures of text. Choose some students to
describe the pictures.
Step Three: Listen and say, then say the
poem and do the actions.
Play the spoken version of the poem. And
have the students. Repeat each line. Play the
tape and have the students.
（三）巩固新知Tell the students that they
are going to work in groups of three or four.
Do the AB unit 2.
Game:
Explain that they are going to play a
game where they
have to whisper some information to their
classmate. That classmate has to whisper the
information to the next person.
The last person. That person has to say
that he she heard.
Then, the other students listen carefully
to find out if the message has changed at all.
（四）作业布置Homework:
（五）小结：能用英语表述一个人的性格

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教学反思
课 题
课 时
教 学
内 容
Module 2
2课时
Unit 1 London is a big city.

Words and phrases: capital, about, beautiful,
be from
Sentences: I’m from London.
知识与技能
教 学
目 标

过程与方法
情感态度
与价值观
London is the capital of England.
It’s very big and very beautiful.
Grammar: the present tense
单词、课文和对话

了解国外著名的旅游景点

Words and phrases: capital, about, beautiful,
be from
教学重点
Sentences: I’m from London.
London is the capital of England.
It’s very big and very beautiful.

教学难点
Grammar: the present tense

教 法 引导 范例教学法
学 法 合作探究
教学准备 单词卡 点读机
师生双边活动 二次备课

（一）导入：A: Chant: This is a little
girl, and she has a little curl. And when she
is good, she is very, very good. And when she
is bad, she is very, very bad!
B: Talk Free:
T: Hello! Boys and girls. I’m a teacher.
Are you a teacher?
S1: No, I’m not.
S2: No, I’m a pupil.
T: Are you naughty?
S3: No, I’m not.
教
学
过
程
T: Are you clever?
S4: Yes, I am.……
（反复操练，以此复习上节所学到的描述人
物性格的单词：naughty, shy, clever, nice,
cool.）
（二）探究新知
Step 一、导入
利用卡片教授“capital”， 反复领读，读熟
之后带入句子“London is the capital of
England.”中。Then translate it into Chinese.
找生用英语说出“北京是中国的首都。”鼓励学生
踊跃参加抢答 赛“说首都”，学生可以用中文说。
Step 二、新授
在愉快的氛围中，师告诉学生：“Amy 和
Lingling 是同班同学。一天，Amy 带来了一本关

于自己家乡—伦敦的书。Lingling 看见这本书后
非常好奇，于是就请Amy 向她介绍伦敦的情况。
现在我们就来跟 Amy 学一学怎样描述城市和景
物。 今天学习过后，请大家也来介绍一下自己熟
悉的城市、地区或景物。
请学生听录音，听一听Amy 和 Lingling 之
间的对话。师：“Where is London?” 生在地图
上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描
述城市的形容词 （nice, big, beautiful,
small）。
请学生根据插图和上下文猜一猜每个生词的
意思。“beautiful”一词教师要反复示范，借助
肢体语言帮助学生读清并理解这一单词。个别 单
词处理完之后，教师领读课文几遍。然后鼓励学
生分角色大胆试读，教师及时给予表扬。
（三）巩固新知练习
完成SB 第一单元活动3。 把全班分成两人
一组，分别扮演 Amy 和 Lingling，进行问答练
习。
例如：1、A: What’s this? B: It’s a
book about London. It’s very nice.
2、A: What’s the capital of England?
B: It’s London.
（四）作业布置
（五）小结：去描述一个名胜古迹的特征

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教学反思
课 题
课 时
教 学
内 容
Module 2
2课时
Unit 2 It’s very old.

Words and phrases: long, wide, many, river,
old, famous
Sentences: This is the River ’s
知识与技能
long and wide.
Grammar: Using adjectives to describe cities
教 学
目 标
过程与方法

培养学生的探究能力，鼓励学生积极思维，挖掘运用语言的
情感态度
与价值观
创造能力。


and buildings.

描述、对话
Words and phrases: long, wide, many, river, old,
教学重点
famous
Sentences: This is the River Thames.

It’s long and wide.

Grammar: Using adjectives to describe cities and
教学难点
buildings.

教 法 引导 探索 范例教学法
学 法 合作探究
教学准备 单词卡 录音机
师生双边活动 二次备课

（一）导入：A: Song: Chant: This is a
little girl.
B: Talk about: Using adjectives to
describe a person’s personality and London.
（二）探究新知Step one、 Warmer:
Revise adjectives. Tell the students
that I am going to say an adjective. They have
to find something in their books that the
adjective describes. Ask two or three
教
students to say which object the chose.
学
Example：T: It’s big. S1:
过
程
(points to London) London.
S2: (points to elephant) Elephant.
S3: (points to Beijing) Beijing.
Do more examples with the class.
Step two、Listen, point and say:
1、Listen, point and find out the new
words and underlime them. Then revise them
using cards or pictures. (Write down these
words on the board.)
2、After doing this, tell the students to
close their books. I am going to say the first

word of a two-word place name. These places
are all in London. The students have to say
the second word of the two-word name.
Example:
T: Buckingham… Ss: …Palace.
T: Hyde… Ss:…Park.
3、Have the students continue the
activity in pairs. They should take turn to
say the first word.
4、Showing four pictures on the screen
about
Bridge(Write down these words.) The
same time, I am going to read the text for the
students. Have them remember the sentences.
The second times, ask some students to
introduce the pictures.
5、Games: Guessing game.
6、Do AB Unit 2 exercise 1. Quiz: Listen
and say the answers.
7、Showing AB Unit2 exercise 2 on the
screen. Do this exercise together.
（三）巩固新知Step three Practice
1、Do SB Unit2 activity 4. Listen and
point. First, have students say something
about these pictures. Then listen and guess
which one is right.
2、Do AB Unit2 exercise 4. Write about
your school building.
Step four、 Learn to sing
1、Have the students look at the picture

and describe it (children playing a game).
2、Tell the students that this song,
'London Bridge is falling down' is a
traditional English song. Explain that
London Bridge is a very famous bridge in
London.
3、Play the spoken version of the song
and have the students repeat each line. Play
the tape and have the students sing the song.
4、Explain the actions and have the class
sing the song again. Choose some students to
come to the front and play it. Let's see
is the winner?
Have the students sing and do the actions
after class.
Games:
1、Guessing game
Tell the students that I am going to say
adjectives and they have to think of some
places in China that these adjectives
describe.
Example T: Old. S1: Great Wall.
S2: Palace Museum.
（四）作业布置Step five、 Homework

Country
Language
BigSmal
l
London



My
Hometown

（五）小结：了解英国的四大名胜古迹

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教学反思
课 题
课 时
教 学
内 容
Module 3
2课时
Unit 1 Robots will do everything.

ces: One day, robots will do
everything.
知识与技能
2. Words and phrases: robot everything one
day housework learn our that
3. Using will to describe things in the future

教 学
目 标
过程与方法
Describing things in the future and talking
about abilities

情感态度
与价值观

教学重点
对机器人将来能力的期待
ces: One day, robots will do everything.

2. Words and phrases: robot everything
one day housework learn our that

教学难点

教 法 情景 范例 引导
学 法 合作交流
教学准备 Card 点读机
师生双边活动 二次备课

Using will to describe things in the future
（一）导入：(1) Warming up: ---Greeting.
Listen and act : e.g. wash clothes
watch TV run walk play the flute
play football jump do homework make a
cake row a boat play table tennis (运
用肢体语言来复习动词及动词词组，为本课will
的学习做好铺垫)
（二）探究新知(2) Presentation: Show a
robot to the class and say “Today we’re
教
going to talk about the robots.”
学
Describing the robots, it can sing. It
过
程
can dance. One day, robots will do everything.
(运用图片展示robot的含义)
Ask to the students “What else will
the robots do?” Show the CAI to students.
(让学生看课件了解机器人能做什么不能做什么)
Now show the text to the students. Look
at the book and ask. What can Daming’s robot
do? Will robots do the housework? Will
robots help children learn?...
Write the answers on the board: It can
walk.

Then drill this sentence and then change
the word “walk”.
Talk about the sentences: They will do
the housework. They will help children
learn.
Write the sentence on the board One day,
robots will do everything. (用磁卡带替换动
词及动词词组，让学生运用所学。同时理解one
day的含义)
Continue the words learning: housework
help children learn…
In groups, talk about the robots then
report.
（三）巩固新知(3) Practice:
Do exercises in AB.
In pairs act the text.
Draw a robot and say what the robot can
do .In pairs or in groups then report.
Production: Look at Exercise 3 in the book
and talk about what the robots will do in the
future.
Game: Guess what their robots will do.
Then act. （让学生先画出自己的机器人，并展
示给其他学生看，让其他学生猜一猜。运用任务
并检查。）
（四）作业布置Homework:
（五）小结：动词一般将来时态也可以表示
对未来的期待和预想

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教学反思
课 题
课 时
教 学
内 容
Module 3
2课时
Unit 2 On Monday I’ll go swimming.

and phrases: homework, help, Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday
知识与技能
教 学
目 标

过程与方法

情感态度
与价值观

教学重点
2. Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will...No, I won’t.
课文、歌曲、游戏
一般将来时可以表示今后打算
Words and phrases: homework, help, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday

Sentences: On Monday I’ll go swimming.
教学难点

教 法 情景 范例 引导
学 法 合作交流
教学准备 录音机
师生双边活动 二次备课


Will you play football on Monday?
Yes, I will...No, I won’t.
（一）导入：Warming up
Write the numbers1-7on the board. Write
the words Monday to Sunday under the numbers.
Have them predict the meaning of the words,
Monday, Tuesday and so on.
Point to the words and say them. Have the
students repeat them.
Now tell the students that you are going
to say a day and they have to use an ordinal
教
学
过
程
number and say which day is it.
（二）探究新知Now point ,ask and answer
Have the students suggest activities that
they do and write a list on the board .e.g.
play football, ride a bike, go swimming, read
a book, watch TV, go to the cinema, go to
school, walk in the park, play with a friend,
do homework. Then draw the following calendar
on the board:
Monday
ay

Friday

Satur
day y
TuesdWedne
sday

Sunda
Th
day

Have the students copy the calendar in
their exercise book .They should write
activities on the calendar.
Then have the students work in pairs and
tell one another what they will do on the seven
day of the week.
e.g.S1: On Monday I will watch TV.
S2: I will do my homework on Monday.
（三）巩固新知Listen and say ,then sing
and clap
Before singing the song
Have the students look the picture and say
what type of song this is.
Have the children say the names of any
clapping songs or games they know. Then act.
While singing the song
Play the tape and let the student listen
to the melody. Then play the spoken version
of the song and have the students repeat the
line.
Divide the students into seven groups.
Asking each group a day of the week
respectively. Have the students in each group
write their day on a piece of paper. Explin
that they must hold up their day of the week
as they sing that word in the song, now have
the class sing the song.
（四）作业布置Homework
（五）小结：一般将来时可以表示今后打算、
还有will=’ll

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教学反思








课 题
课 时
教 学
内 容
Module4
第一课时
Unit 1 Will you take your kite？

1 words and phrase：picnic take great ball
why beacause so
2 Sentence： We’re going to have a picinic
知识与技能
教 学
目 标
Will you take your kite？
Yes，I , I won’t.
3 Grammar: Talk about plan

过程与方法
单词、课文和句型

情感态度
与价值观

正因为是春天、一野餐形式做准备
words and phrase：picnic take great ball why
beacause so
教学重点
Sentence： We’re going to have a picinic Will you
take your kite？
Yes，I , I won’t.

教学难点

Grammar: Talk about plan
教 法 情景教学法、直观演示法、TPR教学法、
学 法 合作交流
教学准备 点读机 单词卡
师生双边活动 二次备课

（一）导入：A: Songs: London Bridge
Following Down
B: Free talk: Our school
（二）探究新知New concepts:
Step1: Warmer:
Teacher show some pictures about the
教
学
S1: This is Big Ben. It’s very old and
过
very beautiful.
程
“Hyde Park River Thames”
S1: This is Hyde Park. It’s very
beautiful.
S3: ...
Step2: Listen and point.
T: It’s a ball. (Show the ball) I’m
going to play ball. Will you play with me?
S2: Yes, I will.
T: I’m going to go to Hainain. Will you

take a ball? (同时板书)
S2：No，I won't.
Step3: Teacher shows the cards about the
new words. Students follow the teacher .The
students read one by one .I play the tape and
the students follow the recorder.
S1: Will you go to Huanren tomorrow?
S2: Yes, I will.
S3: Tomorrow we’re going to have a Music
lesson.
S4: No, I won’t.
Will和going to 的用法评出最好的一组。
（三）巩固新知Game：A： Two students play
a game ．They choose one food or one object
and do the action.
S1: Will you take some noodles?
S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
B: Four students look some pictures and
tale about.
A: We’re going to go to Hainan tomorrow.
I will take my coat and my hat. Will you take
your swimsuit? （用CAI）
B: No, I won’t. I’ll take my coat, too.
Will you take your gloves?
C: YES, I Will…
D:
评出最佳一组给sticker
（四）作业布置：

（五）小结:通过简短的幽默对话初步接触动
词的一般将来时

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教学反思
课 题
课 时
教 学
内 容
Module4
第二课时
Unit 2 Will it be hot in Haikou?

1. Words: weather hot cold sunny snow
rain windy
2. Sentences: Will it be hot in Haikou?
知识与技能
Yes, it will. No， it won't.
3. Using “will” to describe weather in the
future.

教 学
目 标
Describing weather in the future and talking
过程与方法
about weather.

情感态度
与价值观

用英语进行对天气的预想
1. Words: weather hot cold sunny snow rain
教学重点
windy
2. Sentences: Will it be windy in Beijing?

Yes, it will. No， it won't.

教学难点

教 法 情景 范例 引导
学 法 合作交流
教学准备 多媒体课件、衣服图片、文具图片、花。
师生双边活动 二次备课

Using “will” to describe weather in the future.
（一）导入：Warming up: Look say and act:
(复习学过的有关天气的形容词，为本课的学习打
好基础）
（二）探究新知Presentation:
Show a map pf China. Write city’s name
on the map.
Show the cards of weather to students. And
hot cold rain sunny snow windy
listen to the tape then point to the pictures.
教
学
write the words.
过
Learn the words and draw the pictures in
程
Draw the simple pictures on the board. And
the exercise books. (同时讲解 rain与 rainy
的区分)
Show the robot to the students and say
“The robots will do everything. So the robots
will broadcast the weather, too. Now let’s
act. Listen again and repeat the text then
act (表演机器人天气预报员，以小组的形式操练
句型)
Show CAI to students. (看课件，模仿并跟
读，引出本课的重点句子，板书句子。)
（三）巩固新知Practice: Game: Listen

and stick. Listen to tape and stick the cards
on map. （ 听一听，贴一贴的活动调动了学生的
积极性，训练了学生的听做能力。它是让学生听到某地的天气情况，把相关的图片与城市连在一
起。）
Do this game in groups or in pairs.
Do the exercises in AB.
(4) Production: Look at the CAI and ask
“What will the weather be?”
（出示各种天气的课件，展开游戏，让学生
运用 “Will it ______________? ” 来提问。）
In groups or in pairs to continue the
game.
（四）作业布置Homework :
（五）小结：问天气情况Will it be
_________?

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教学反思
课 题
课 时
教 学
内 容
Module5
第一课时
Unit1 I was two then.

The Ss can describe the past.
Using the simple past tense. They were young
then. I was two then.
知识与技能
教 学
目 标
The Ss can grasp the new words and phrases.
Using the simple past tense of the irregular
verb “be” to talk about the past.
Cultivate the Ss’ cooperation.

过程与方法

情感态度
与价值观
教学重点

讲授、接触过去时
看图回忆过去

The Ss can grasp the new words and phrases.
Using the simple past tense of the irregular verb “be”
教学难点
to talk about the past.

教 法 情景 范例 引导
学 法 合作交流
教学准备 课件、图（卡）片。
师生双边活动 二次备课

（一）导入：Sing the song
“OH, we love holidays.”( 调动学生的学
习兴趣，营造英语教学气氛 )
教
学
E.g. tall, short; fat, thin; big, small
过
etc. Have the Ss make the sentences with the
程
Review some adjectives.
pictures.( 为后面的课文教学做铺垫)
3. Free talk
Have the Ss talk about countries and their
capitals (the USA an d China)
（二）探究新知Leading

Take out a photo of my family. Then
introduce it. “It’s old. Because I was four
then. Look, there are my parents. They were
young then. But now they are old.” Point to
me and say “I was fat and short then. Now you
can look at me.” Then get the Ss to look at
today’s story. ( 教师可以通过肢体语言及神
情让学生领会这段英语的意思。)
Write the sentences on the board. And mark
“were, are, was, is”
╱They were young then. ╱ I was four then.
╲They are old now. ╲ Now I am thirty.
Explain to the Ss. We usually use “were,
was” when it’s the past. And using “are,
is” when we describe the present. (板书明
确，再通过句式操练，学生更容易理解，并加深
印象。)
3. Teach the words with the pictures. Then
have the Ss say the sentences with the wards.
“Grandparents are grandma and grandpa.”
e.g. “Who are they? They are my
grandparents.”
Compare “now” and “then”. Then say
the sentences.
Teach “hair” with pointing to Ss’
hair. Explain “Cute means very lovely”
Listen to the tape. Then repeat.
Have the Ss act out the story in groups.
（三）巩固新知Point and say.
Using the multi- media. Have the Ss look

at the pictures.
Then say the sentences with the present
and the past tense. ( 教师运用多媒体课件教
学，让学生感知语言内容，调动学生的视、听觉，
参与学习中来。 )
2. Do the Activity the Ss to
bring a photo of themselves or their relatives
to class. The photo should show them or their
relatives when they were young. Then have the
Ss come to the front to show and talk about
their photos.
（四）作业布置
（五）小结Read and write the new words and
sentences.
Do Activity III.

板书设计






教学反思
课 题
课 时
教 学
内 容
Module5
第二课时
Uint2 They were young.

Sentences: They weren’t old then. They were
young.
Grasp the simple past tense. And using the past
知识与技能
tense to talk about some changes.
教 学
目 标

过程与方法 培养学生听、说、读、唱、做以及语言交际的能力。
情感态度
与价值观
教学重点

Have the Ss say the chant.
Have the Ss valve their time.
说曾经的自己

Sentences: They weren’t old then. They were young.
Grasp the simple past tense. And using the past tense
教学难点
to talk about some changes.

教 法 情景 范例 引导
学 法 合作交流
教学准备 课件、磁带、图（卡）片。
师生双边活动 二次备课

（一）导入：Have the Ss retell the story.
Check up Ss’ homework.( Activity IV)
Get the Ss to act out the dialogue. (Have
教
学
过
程
the Ss interest in English)
（二）探究新知Leading
Describe the photos or pictures with
comparing the present and the past.
Tell the Ss “wasn’t”and “was not”
are the same. And “weren’t” is the same as
“were not”.
Play the tape and have the Ss listen and

find out the adjectives. And report
them.( Review the adjectives and find out the
differences)
Learn the chant.
First, get the Ss to look at the pictures
and describe them.
(A small chick and two big fat hens.) Then
play the spoken version of the chant and get
the Ss to repeat the words then chant.
（三）巩固新知Listen and repeat.
Chant and do the mimes at the same time.
Have the Ss do Activity IV.
Look at the pictures. Compare “now” and
“then”. Then describe the pictures.
(Cultivate the Ss’ oral English.)
4. Do the Activity Book. Have the Ss work
in groups. Sa will act out Sb who was in many
years ago. Then Sc will introduce the two Ss.
Find out some changes with the past and
present tense.
（四）作业布置
（五）小结：接触一般过去时

板书设计

课 题
课 时
教 学
内 容
1、知识目标：
教 学
目 标
Module 6

第一课时
Unit1 Can I have some sweets ?
A、能听懂会说本课语 Can I have some sweetsbreadfruitbiscuis?
B、能够用Yes ,you can ,Sorry ,you can`t.进行问答练习。
2、能力目标：能自己请求需要一些东西，并作出正确的回答。
3学生在游戏和歌曲中熟练运用交际用语的能力。提高学生的口语水平。

教学重点
教学难点
教 法
能听懂会说本课语言。Can I have some sweetsbreadfruitbiscuits?
能够用Yes,you can .Sorry,you can’t.进行问答练习。
难点：能够灵活运用本课的交际用语进行拓展交际。
1. Listening to the tape.
2. Group work.
3. Using cards.
1. Listening to the tape.
学 法
教学准备
2. Work in groups.
3. Learning words with the cards
tape-recorder, tape, cards
师生双边活动 二次备课

Step1: Warmer(热身)
1、老师课件播放歌曲《Happy birthday to you》，师生边
跳边唱英文生日歌曲。
Step2: Lead in new class(复习导入)
1、 T: Stop! Please look here and answer my question.
（师跳起来说：）“ Can you jump high ?”
Ss:(学生配合老师做出动作，并回答：)“Yes , I can ”
T：（师做跳远的动作并说：）“Can you jump farrun fast
run slowly?”
Ss: （学生边动作边说：）“Yes , I can .”
T：（然后师再做动作问：）“Can I run fast ?”（故意做的
很慢）Ss:（帮助学生回答：）“ Sorry , you can’t .”
T：（然后师再做动作问：）“Can I run fast ?”（故意做
的很快）Ss:（帮助学生回答：）“ Yes, you can. ”
T：Today we’re going to learn Module 9 Unit 1 Can I
have some sweets?今天我们就来学习第九模块第一单元。

课 题
Module8

课 时 1课时
教 学 Unit 1 We are going to visit Hainan.
内 容
1、单词tomorrow plane from China sea visit
get up 的识记及认读。
教
学
目
标
知识与技能
2. 句型I’m going to…We’re going to …的理
解与运用。
3. 句型be going to 的理解与运用。

过程与方法 创设情境，启发式教学
情感态度
与价值观
教学重点
学会运用英语表达将来发生的事情
句型be going to 的理解与运用。

句型be going to 的理解与运用。

教学难点
教 法 引导 探索 范例教学法 情景教学法
学 法 合作探究
教学准备 录音机、磁带、图片、
教
师生双边活动

二次备课
学
Step1 Warm-up
过
1. Greeting to each other
程
2. 2. Sing a song

Step2 Presentation
T: Boys and girls ,Amy ,Sam ,Daming and
Lingling are my old friend in our English
class. we know Sam is from England .Amy is
from England ,too.( 课件及单词卡片学习
from , 师领读，分组的，个人读)。Daming is
from China. Lingling is from China,too.(板书
China,课件及单词卡片) In China ,there are lots
of interesting places. They are very
beautiful. So I like traveling.(旅行) Do you
like traveling ?Where are you going to go ?
出示课件指名回答。引导学生用I’m going to go
to …回答。学生在欣赏了海南，北京等美景的同
时，还会运用句型I’m going to go to …,学生
在灵活运用中学会了知识。
T: I’m going to go to Hainan ? Are you going
to go to Hainan ?学生有回答Yes .老师就说We
are going to go to Hainan .（板书课题，并领
读）
T: Boys and girls. Today I’m here. But
tomorrow I’m going to go to Hainan . ( 教
学 tomorrow ) I’m going to get up at 6
o’clock .(教学 get up ) I’m going to visit my

grandma.(教学visit ) Hainan is very far. How
can I go there ? Who can help me (出示课件，
by car, by ship, by train, by bus , by plane ,引
导学生回答by plane)
T: That’s a good idea . I’m going to go by
plane .(教学by plane)
T: Hainan is a beautiful city .It’s next to a sea.
Look !what a beautiful sea! (教学sea) look at
these children in the sea. what are they
doing ?yes ,they are swimming in the sea.(教
学children ,swim)
A. Read after the teacher.
B. say it with your deskmate .
time : point and read .
Step 3 Extension:
T: boys and girls .I’m going to go to Hainan
tomorrow. and Sam’s family are going to go
to Hainan ,too. let’s have a look .(出示课件，
显示问题)
are Sam’s family going to go ?
are they going to go to hainan?
and point .
and repeat

Step 4 :Summary
y together.
“一起作业”
Step 5: Homework
Make a travel plan .
I’m going to go to----------. (地点）
I’m going to go ------------. (交通工具）
I’m going to get up -----------. (几点钟）
I’m going to -----------(做什么事）


板书设计

教学反思
课 题
课 时
教 学
内 容
Module8
1课时
Unit 2 Sam is going to ride a horse.

1. 能够听、说、认读 “fish hooray”等其它单词。
2. 能够用 “第三人称单数 is going to
教 学
目 标
知识与技
do … . ” 及 “其它人称 + be going to
能
do……”来表达所要做的事情。


过程与方创设情境，启发引导，角色扮演

法
情感态度
与价值观
继续学会用英语表达将来发生的事情
能运用 “Be going to go to…” 和 “be going to do…” 表
教学重点 达将要去哪里、将要做某事。

教学难点
句型be going to 的理解与运用。

教 法 启发引导，情景教学，任务型教学
学 法 小组合作
教学准备 点读机，卡片
师生双边活动
Step1 Warm-up
I say you do & I do you say.
Step2 Presentation
教
A. Show the learning task
学
T: Children, do you like Sunday? Why?
过
板书课题：Module 8 Unit 2 Sam is going to
程
ride a horse.
ng game.
1. Show a part of the teacher’s picture. Let
the students guess: What is the teacher
going to do? 引出本课主题和重点句型 “第三

二次备课

人称单数 is going to do … ”
2. Show a map for the students. Let’s the
students practice “I’m going to do… ” . 通
过让学生自主表达,让他们提高口语表达能力。
3．教师利用多媒体、单词卡片、动作表演等多种
形式出示单词fish hooray领读。
C. Learn the text
1．Listen!两只小鸟在说什么呢？
2．整体感知，回答问题
(Sam and Amy and Lingling ) They are going
to do …tomorrow.
解决问题，引出句型：Sam is going to ride a
horse. Amy is going to fly a kite.
Lingling is going to row a boat.
3. Follow and try to mine it.
Let’s follow the video and try to mine it. Pay
attention
intonation.
Step 3 Extension:
T: Look at these pictures. (幻灯片出示踢足球、
游泳、看电视、听音乐、打篮球、做作业、看书、
各种动物图片)I’m going to listen to music On
Sunday. What are you going to do? Talk to
to your pronunciation and

your friends, please.学生小组内活动。
Step 4 :Summary ( Let Ss make )
Step 5: Homework
1. 完成练习册上的练习题。
2.运用我们今天所学的句子跟同学进行交流。

板书设计









教学反思

课 题
课
时
教
学
内
容
知识与技
教
学
能
过程与方
Module9
1课时
Unit 1 Are you going to run for Sports Day?

1．大部分同学能听懂，会说单词sports day, win ,
month, metre,every day,luck, come on等；
2．大部分同学能听懂课文录音，能回答老师提出的问题；
引导 探索 范例教学法
能用本课所学句型Are you going to run?及What are
you going to do?与朋友交流自己将要做的事情。

目
法
标
情感态度
与价值观
教学重
点
教学难
点
教
法
学
法
句型be going to 疑问形式的理解与运用。

句型be going to 疑问形式的理解与运用。

引导 探索 范例教学法
合作探究

教学准
备
单词卡
师生双边活动

二次备课
Step1 Warm-up
1、Greeting: say hello to students
老师: Hi ,boys and girls, today we are happy.
now we play a chat ,ok?
Basketball , basketball , play basketball;
Football , football , play football
教
学
过
程
Run , run , run fast
Jump , jump , jump high
Ride , ride , ride fast
Swim ,swim, swim quickly;
Skip, skip, skip quickly
Step2 Presentation
1、出示一张关于运动会的情景图片，问学生
“what are they doing?”(学生回答)
2、 提示“sports day”,出示卡片“sports day”
带学生读几遍，学生边读老师边板书“sports
day”.
3、老师说: We are going to have a Sports Day.
（边说边板书，带领学生读），老师:Let’s have a

look ,what can we do on our Sports Day?（出
示图片：No.1： play football.） No.2： play
basketball. No.3 ： play table tennis.
No.4 ： swim. No.5 ： run the 100 metres.
领学生读，重点解释No.5这个词）
4、板书： “What are you going to do for
Sports Day ?
I’m going to …”
教师拍手以拍手形式操练。

“What are you going to do？”
“I’m going to run.” “I’m going to run.”
“What are you going to do？”
“I’m going to run.”
T:Oh, I’m going to run the 100 metres.
教授：run the 100 metres
（老师先示范说： we have a sports day ,what
are you going to do for sports day ? 让学生
猜测，然后再说I am going to play basketball 、
play football、 run、 jump、 ride 、 swim、
skip…….多说几遍，并加上示范动作）
Step 3 Practice：
Game1:“传卡片”

T: Boys and girls , let’s play a game,ok? Ss:
OK!
A :What are you going to do?
B: I’m going to play football.
进行词卡传递，速度由慢到快，拿到词卡的学生
要用句子回答教师及全班的提问。
Game2:“猜猜我要做什么”
老师请单个学生到教师前面模仿做某事的动作，
并提问：“What am I going to do?”把全班分
为男女生两组，使用“You are going to…”猜测。
老师要鼓励学生模仿过去学习过的所有动作。
Step 4: Consolidation and extension
T ：“You are super! And now you can do the
task. Please work in groups and try to finish
the task.”
（1）学生活动--- 完成运动会报名表。
（2）请部分学生展示对话。
（3）讲解课文。
（4）跟读课文。
（5）学生自由读课文。
（6）全班读课文。
(7)分角色表演课文故事。
Step5:Summary

T: 这节课我们学了“Are you going to run for
Sports Day ?
I’m going to …”句型，
复习了I am going to play basketball 、play
football、 run、 jump、 ride 、 swim、
skip…….
Class is over. See you next time.
Ss: See you.
Step 5: Homework
1、抄写第8模块的单词3遍；
2、读课文3遍。


板书设计

教学反思
课 题
课
时
教
学
内
容
Module 2
2课时
Unit 2 I'm going to do the high jump.
1、能灵活运用重点句型：what are you going to do?
知识与技
能
教
学
目
标
过程与方
法
what are you going to do for sports day? I’m going
to run every day.培养学生在一定的语境中运用所学语
言进行交际的能力。

情境教学，任务型教学法，启发式教学法
培养学生的观察力和想象力，激发学生的思维，培养学
情感态度
生运用语言的能力。
与价值观


教学重 句型、单词的掌握，并利用句型进行交际。

点
教学难
点
教
法
学
法
教学准
备

句型、单词的掌握，并利用句型进行交际。

引导 探索 范例教学法
合作探究
单词卡 录音机
师生双边活动 二次备课
Step1 Warm-up
请学生表演M9U1课文内容，评选最佳表演奖。
Step2 Presentation
1、听录音，集体跟读，每个单词读两遍，教师可
教
适当示范，教师再出示大单词卡让学生集体跟读
学
（看着英语读一遍，再看着汉语读说英语一遍）。
过
2、两人小组读，一学生出示小单词卡，另一学生
程
读（看着英语读一遍，再看着汉语读说英语一遍），
然后再交换读。
3、小组展示，抽2-3个小组就在小组中学习的情
况到讲台上进行展示。
Step 3 Extension:
前几个星期我们学校已经举行了运动会。许多同

学 在运动会上表现非常突出,为自己的班集休争取
到了很好的名次， Mr You 想知道我们的同学在
哪些方面比较突出，以便于下一届运动会选拔优
秀的选手.
1、依照范例，两人一组就图片进行对话。
2、教师展示出提前准备的不同情景的图片，让学
生即兴对话。
and say .
①.Tell the students that Sam’s school is
going to have a sport and his
friends want to join it.
teacher will play the tape about dialogue of
Sam and his ts are going to
listen to people talking about which sports
they are going to do on Sports
Day.(Powerpoint show the picture)
②.Play the tape twice .
③.Ask the student to name the sports
(200metres,high jump,long
jump ,100metres.)。]Then open the book and
look at the text.
Step 4 :Summary ( Let Ss make )
Step 5: Homework

3. 完成练习册上的练习题。
4. 运用我们今天所学的句子跟同学进行交流。

板书设计






教学反思
课 题
课
时
教
学
内
容
Module10
1课时
Unit 1 We have a big family dinner.

灵活运用句型：Happy New Year! At Spring Festival,
知识与技we have …. 表达节日问候和描述过春节的风俗习惯；
教
学
目
标
过程与方
法
情感态度
与价值观
能

创设情景，小组合作
使学生在谈论节日的氛围中感受快乐，养成良好的学习
生活习惯。

教学重
点
教学难
点
教
法
学
法
教学准
备
教
学会运用句型At Spring Festival, we have …表达节日问候和描
述过春节的风俗习惯；.

尝试通过词汇图理解和记忆节日词汇。

情景 范例 引导
合作交流
Card 录音机
师生双边活动 二次备课

学 Step1 Warm-up
过 Free talk:
程 What do you have at school? What do you
do at the weekend?
What does shehe have at school? What
does shehe do at the weekend?
Step2 Presentation
1. Lead-in
在课件中呈现课文的第一幅图片，师：Look！
Daming has a book. What’s it about? 让我
们一起听听吧。
2. 听录音，学生初步感知课文内容，找出生词。
Spring Festival, peanuts ,sweets , see, we,
say, 强调peanut, sweet ,see 中ee ,ea的发音，
see读音等同于字母Cc；比较see 与say发音的
不同。
3. 教师拿出糖果和花生，分别问What are they?
由学生说出单词。教师再问学生What do you
like, peanuts or sweets? 学生可说I like….
4．Listen again, and judge (T) or (F)
(1)We have a big family dinner.
(2) We have peanuts and sweets.
(3)We say “Happy New Year”

5. 教师拿出糖果和花生，分别问What are they?
由学生说出单词。教师再问学生What do you
like, peanuts or sweets? 学生可说I like….
6. Listen and repeat.
7. 师提问：为什么当Sam和Amy说Happy New
Year!时Daming说“It’s not New Year.”让学
生了解农历新年，让学生知道中国的农历新年与
西方新年的不同。
Step 3 Extension:
小组合作，学生试着用英语说说自己在过春节时
的活动。
Step 4 Summery
引导学生总结过节时人们可以做的事情。
Step 5 Homework
(5) Read the text
(6) 用英语说说自己在过春节时的活动。

板书设计

教学反思
课 题
课
时
教
学
内
容
Module 10

1课时
Unit 1 We have a big family dinner.
1. 能听说、认读单词 merry; Christmas; I see. Merry
教
学
Christmas!
知识与技
2. 运用Merry Christmas!表达节日问候。



目 能
标

过程与方
法
情感态度
与价值观
教学重
点
教学难
点
教
法
学
法
教学准
备
创设情景，小组合作
运用Merry Christmas!表达节日问候。
句型Merry Christmas!

在实际生活中运用Merry Christmas!

情景 范例 引导
合作交流
录音机
师生双边活动 二次备课
Step1 Warm-up
教
学
过
程
Enjoy the song Merry Christmas
Step2 Presentation
1. ( 课件展示一些圣诞节的小饰物) T: What
festival is it? Ss: Christmas.
T: What do we say at Christmas? Ss:
Merry Christmas.
T: Ok. 我们一起看看课文活动一中的小男孩遇到

了谁呢？What did they say? Let’s have a
look. Open your book and turn to P59.
2. (1) listen and say
(2) listen and answer these questions.
What do they do at Christmas? What do
they eat at Christmas?
(3) listen and repeat
Step 3 Extension:
完成AB Unit 2 练习 1。
1. In the UK, we have Christmas.
2. We sing songs.
3. We have a Christmas tree.
4. We give presents.
5. We eat lots of food.
Step 4 Summery
师生共同总结本节课所学知识并欣赏 We wish
you a Merry Christmas.
Step 5 Homework
(1) Read the text.
(2) Talk about Christmas with your friends.

板书设计