外研版小学二年级英语下册教案全册教案
童年读书笔记500字-感恩老师的古诗
一， 教学目标：
1． 能听、说、读、天气类单词sun, sunny,
rain, rainy, snow, snowy, wind, windy。
2．掌握日常交际用语：What’s the weather like today? It’s….
What’s the weather like in BeijingShanghai…?
It’s….
What’s the weather like on
MondayTuesday…? On Monday, it’s….
3．了解大自然关于气象学方面的一些常识，培养学生爱科学的思想感情。
二，
教学内容重难点分析：
本课的教学重点是通过各种形式（听，说，读，写，画，游等等），让学生掌握并运用
有关天气的词汇及日常交际用语。
三，教学过程：
Part talk and
motivation:
TS: Good morning boys and Jin.
T: What day is it today?
Ss: Today
is….
T: Is it hot?
Ss:No,it isn’t.
T:Ok,we can say the weather is not hot,it’s
very cold. Follow me, weather(write
the word
on the blackboard ,repeat the word several times)
Part :
T:Today,Amy and Sam come to the
park,lisen to the radio,find out what’s the
weather like in this story?(lisen the
tape,write the title on the blackboard )
T:
So what’s the weather like in this story ?
Ss: It’s sunny. (write the word on the blackboard
.Point to the sentence one
by one,)
T: Can
you draw a picture about sunny? ( let a S to draw
a picture on the blackboard )
T:Ok,very good!
Follow me,sunny.( repeat the word several times)
T:Can you find out another word about
weather?
Ss:It’s windy.(Teach other word
just as above)
T:Anthers?
Ss:It’s
raining”.
T:Is it really raining? Get the
answer and explain why?
Ss:…
T:Read it
after me”rain”! (Teach the word just as above)
Part :
Review the words.(升降调，one by
one)
T:Open your book,turn to 3,listen and
say!(listen the tape)
Choose several pairs
to act it out.
:
T: Look at these
tools.(Draw some pictures on the
blackboard:umbrella ,gloves ,
hat)what can you
imagine? What will you think about?
For
example: An umbrella, when do we need an umbrella?
When it is rainy, we need
an umbrella.
T:Ok!Today,we learned diffierent
weather,sunny,rain, class, make dialogues
with
your partners or students .
design：
What’s the weather like today?
It’s sunny.
sunny
It’s windy. Windy
It’s raining”.
rain
Unit2
一、教学目标：
认知目标：
1.
What do you like doing in summer? I like swimming
2. weather, like, sunny, windy, rain, come
on, here, snow
能力目标：使学生能简单谈论喜好。
二、教学重难点：
使学生通过练习句子：What’s the weather like?
It’s hot.
What do you like doing in summer?
I like swimming.
三、教学技术：
语言座、与本课相关的单词卡片和张贴画。
四、教学过程：
Ⅰ.Class
Opening
1. Greetings.
2. 1 Go over the
story by listening and repeating.
2 Look and
say.
课件依次出示表示天气的图片，进行师生、生生之间的问答练习。
What’s the weather like? It’s…
Ⅱ.Main
Activities for Teaching and Learning.
【任务呈现】
1 Feedback of the homework.
请同学出示上次的调查作业，首先两人一组比较调查结果。 教师板书What’s the
weather like in ______? It’s …然后进行问答练习。
2 Introduce Activity Two.
今天我们去一个美丽的地方,如果我们想
知道这个地方的天气，应该怎么问呢？（擦去
板书中的in_____换为 here,即What’s
the weather like here? ）Let’s listen to the
introduction.
【任务准备】
1
Complete Activity One and Two.
① Listen to
the dialogue in Activity One.
② “What’s the
difference between the two pictures.”
Learn
to say “summer” and “winter”
③ Add “in
summer” and “in winter ” to the question “What’s
the weather
like here?”
And get the
students answer the questions
Module2
Unit1
活动目的
Warm up
（启动）
1. Sing a song. It‘s raining.
2. Greetings.
T： Good morning！ What day is it today？
What’s the weather like？
Ss： It‘s...
3. Review the old words that are relative to
today’s lesson.(Family members
and
activities.)
T： Brother.(Choose one word
from one topic. Anyone is OK.)
Ss： sister，
mother....(Say the words that are relative to the
theme as many
as they can.)
通过唱歌、与学生亲切问候
活跃课堂气氛，根据歌曲内容将学生分为SUNNY与WINDY
开展竞争与互动活动。
围绕主题说单词活动对本课相关内容进行有效复习，激活学生的英语思维，为新任务活
动的展开做好铺垫
。
Presentation（任务呈现）
1. Listen to the
sound， and guess what is happening.
Record
some sounds before class， such as the sounds from
the radio， someone
is talking or reading and
so on.
T： What can you hear？ You can say it
in Chinese.
Ss： 我听到有人在.......
2. Show
them the corresponding pictures and describe them.
T： This is.......
She‘s or He’s doing
STH. (Describe the pictures.)
3. Present the
task.
T： Can you tell us what is happening
in your pictures？ 我们共同学习后，一
会就来个配解说词大赛！
Now， let‘s learn from Daming and see how he do as
a commentator .
多种感官参与活动加深了学生对重点语句含义的理解。帮助学生对be + doing
结构与
其所表达含义之间建立联系
通过先声音后画面再听图片介绍的过程让学生完整感受新
知，自然呈现本课运用任务，促
使信息差的产生，同时导入课文，驱动学生的求知欲。
Preparation
（任务准备）
1. Listen， point
and repeat. (Using the CD-ROM and the cassette.)
Ss read the text after the tape with the
books open. (Remind them to point to
the corresponding sentences.)
2.
Work in pairs. Then try to act the text out.
3. Copy the actions. S1 does the actions from the
sentence cards he sees. The
other Ss guess
what he or she is doing.
Ss： She He is
doing STH.
Then encourage the others to take
S1’s role.
4. Let‘s watch TV. Look at the
pictures on the television.(CAI)， and guess
what is showing on TV？ What is he she doing？
Then the teacher show them the
pictures with
sentences.
5. Good Drawer. Give each pair
two different pictures. Listen and draw. (The
teacher must give the example first.)
S1： This is a....... She He is doing STH.
S2： Draw the picture according to what heshe says.
Switch the role. Then compare them with the
given pictures. Who is better？
再次巩固学习基本语句。为避免文盲英语的出现，夯实对单词和句子的识认能力训练。
猜谜游戏使学生对目标语句进行了扩展、延伸及运用。培养学生用英语进行发散思维的
能力。
多媒体课件在此有效恰当的辅助了教学。
通过说、听、画活动培养学生的语言基本技能；将知识内
化为能力；情境的灵活设置培
养了学生用英语思维的能力。
Production
（任务完成）
1. Work in small groups.
Describe the pictures or photos to your group
members.
Ss： This is....... She’s He‘s
doing STH.
2. Competition. Who is the best
commentator？
Each group takes turns to come
to the front and show their works.
3. Choose
the best commentator group with Ss together.
4. Sum up： What have we learned today？
Do
you have any questions about today’s lesson？
在描述图片的过程中实现了学以致用。
在小组合作中互学、互助，增大了信息交流量，体验了团队合作精神。
在评价与质疑中充分发挥学生的主体作用。
Homework
（课后作业）
给你的爸爸、妈妈当一回英语解说员，介绍你搜集的图片、照片或广告画中的人在做什
么。
Unit2
Title
Book 4 Module 2
Unit 1 She’s listening to the radio.
Teaching He’sShe’s doing.
contents:
知识目标:
A. Get
students to grasp a new dialogue and some new
words
B. let students grasp the words:
singing reading listening
Teaching aims:
playing watching
能力目标:
about
on_going activities
attention to the usage
of family members
情感目标:通过学习课文培养会谈论他人正在进行的活动.
Main points:
Difficult
Help
students grasp the key sentences：
He’sShe’s
doing.
Enable students to use the drills
fluently and correctly.
CD-Rom ,some cards
tape recorder stickers ect.
Re-
Teacher’s Activity Students’ Activity
preparation
1. Sing a song. It’s Sing
together.
raining.
2. Greetings.
Greeting.
It’s ….
points:
Teaching
aids:
T: Good morning! What day
Mother father brother
is it today? What’s the
sister
weather like?
Teac
hing
step
s
And get the students
Show
them the
3. Review the old words answer the
questions.
that are relative to today’s
activities.)
and guess what is happening.
lesson.(Family members and corresponding
pictures and
describe them.
act the text
out.
1. Listen to the sound, Work in
pairs. Then try to
Record some sounds
before Ss read the text after the
class,
such as the sounds from tape with the books open.
the radio, someone is talking (Remind them to
point to the
or reading and so on.
T:
What can you hear?
T: This is…….
(Describe the pictures.)
3. Present the
task.
corresponding sentences.)
Practice
in different
ways and then ask them to find
Find out sentences about
the
activity,then practice.
She’s or He’s doing
STH. the answer.
T: Can you tell us
what is Read the text line by
happening in
your pictures?
Now, let’s learn from
Daming and see how he do as a
commentator
Listen, point and repeat.
(Using the CD-
ROM and the
cassette.)
Copy the actions.
S1 does
the actions from the sentence
cards he sees. The other Ss
guess what he
or she is doing.
Ss: She He is doing STH.
Then encourage the others
to take S1’s
role.
Let’s watch TV. Look at
the
pictures on the
television.(CAI), and guess
what is showing on TV? What is
he she
doing? Then the
teacher show them the pictures
with sentences.
On
the
BB
Title
Teaching
contents:
Book 4 Module 2
Unit 2 I’m
drawing a picture.
1. What are you doing ?
’m ….
知识目标:
A. Get students to
grasp a new dialogue and some new
words
Teaching aims:
B. let students grasp the
words: writing drawing
colouring
能力目标:
about “I’m doing sth.”
Module 2 Unit
1 She’s listening to the radio.
He’sShe’s
listening reading playing
line, explain when
necessary.
attention to the usage of
V+ing
情感目标:通过学习课文培养会谈论自己正在做某事.
Main
points:
Difficult points:
Teaching
aids:
Title
Teaching contents:
Book 4 Module 2
Unit 2 I’m drawing a
picture.
1. What are you doing ?
’m ….
知识目标:
A. Get students to grasp a new
dialogue and some new
words
B. let
students grasp the words: writing drawing
Teaching aims:
colouring
能力目标:
about “I’m doing sth.”
attention to the
usage of V+ing
情感目标:通过学习课文培养会谈论自己正在做某事.
Main points:
Difficult points:
Teaching aids:
Title
Teaching
contents:
Book 4 Module 2
Unit 2 I’m
drawing a picture.
1. What are you doing ?
’m ….
知识目标:
A. Get students to
grasp a new dialogue and some new
words
Teaching aims:
B. let students grasp the
words: writing drawing
colouring
能力目标:
about “I’m doing sth.”
Help students
grasp the key sentences：
I’m V+ing .
Enable students to use the drills fluently and
correctly.
CD-Rom ,some cards
tape
recorder stickers ect.
Help students grasp
the key sentences：
I’m V+ing .
Enable
students to use the drills fluently and
correctly.
CD-Rom ,some cards
tape
recorder stickers ect.
attention to
the usage of V+ing
情感目标:通过学习课文培养会谈论自己正在做某事.
Main points:
Difficult points:
Teaching aids:
Re-
Teacher’s
Activity
up and Revision
weather.
at the weekend?
Students’ Activity
Hot sunny raining cold
And get the students
Practice in different
preparation
1．Review the words of windy snowing
2．Free talk: What do you do answer the questions.
swim, run, watch TV, sing, ways and then ask
them to
dance, read a book, play find the
answer.
football…, play the flute, One
student is writing.
listen to music.
Activity One.
S: I’m writing a
S:
I’m drawing a
① Listen to the dialogue in
letter.
Teach
ing
steps
Read the words: listening, picture and I’m
colouring
reading, writing, playing, the
picture.
talking, doing.
T: What are you
doing?
(It’s a letter.)
Read the word
picture.
Help students grasp the key
sentences：
I’m V+ing .
Enable students
to use the drills fluently and
correctly.
CD-Rom ,some cards
tape recorder stickers
ect.
T: Writing a letter? Please Learn to
do and say
come here and let me have a look.
drawing—drawing a bird
Now, what are you
doing?
Show the letter.
English?
Show the picture.
isn’t. It’s a picture.
Now, what am I doing？
T: I’m drawing.
tree book—I’m drawing a
picture.
colouring—colouring the
face shirt
picture—I’m
Learn to say the chant
Listen to the tape.
Read after the tape.
T: Look, what’s this in Learn to do and
say
T: Is it a letter? No, it colouring.
T: I like drawing pictures. and do the
actions.
T: I like colour red. I want
Answer the questions.
to colour the
girl’s shirt.
Now, I’m (colouring).
Chant
Drawing, drawing. I’m
drawing.
Colouring, colouring. I’m
colouring.
Writing, writing. I’m
writing.
Text
to Becky’s picture. T:
Who’s she?
What’s she doing?
What’s the girl’s name?
How old is she?
What’s she doing?
Who’s her friend?
Where is Fangfang?
On
the
BB
Teach
ing
notes
Re-
Teacher’s Activity
up and Revision
Teach
ing
weather.
Students’
Activity
Hot sunny raining cold
And
get the students
Practice in different
preparation
1．Review the words of windy
snowing
2．Free talk: What do you do answer
the questions.
swim, run, watch TV, sing,
ways and then ask them to
dance, read a book,
play find the answer.
football…, play the
flute, One student is writing.
listen to
music. S: I’m writing a
本课继续学习巩固现在进行时,对比What's she doing ? what are you
doing?
及回答.学习歌曲I'm listening to music.效果很好.
Module 2 Unit 2 I’m drawing a picture.
I’m writing. I’m colouring. I’m drawing.
steps
at the weekend?
① Listen to the
dialogue in letter.
Activity One. S: I’m
drawing a
Read the words: listening, picture
and I’m colouring
reading, writing, playing,
the picture.
talking, doing.
T: What are
you doing?
(It’s a letter.)
Read the
word picture.
T: Writing a letter? Please
Learn to do and say
come here and let me have
a look. drawing—drawing a bird
Now, what are
you doing?
Show the letter.
English?
Show the picture.
isn’t. It’s a picture.
Now, what am I doing？
T: I’m drawing.
to colour the girl’s shirt.
Now, I’m
(colouring).
Chant
Drawing, drawing.
I’m
drawing.
Colouring, colouring. I’m
colouring.
Writing, writing. I’m
writing.
Text
to Becky’s picture.
T:
Who’s she? What’s she doing?
What’s
the girl’s name?
How old is she?
What’s she doing?
Who’s her friend?
Where is Fangfang?
On
the
Module 2 Unit 2 I’m drawing a picture.
I’m
writing. I’m colouring. I’m drawing.
tree
book—I’m drawing a
picture.
colouring—colouring the
face shirt
picture—I’m
Learn to say the chant
Listen to the tape.
Read after the tape.
T: Look, what’s this in Learn to do and
say
T: Is it a letter? No, it colouring.
T: I like drawing pictures. and do the
actions.
T: I like colour red. I want
Answer the questions.
BB
Teach
ing
notes
Re-
Teacher’s Activity
up and Revision
1．Review the words of Hot sunny raining cold
weather.
at the weekend?
windy snowing
answer the questions.
2．Free talk: What
do you do And get the students
swim, run,
watch TV, sing, Practice in different
dance,
read a book, play ways and then ask them to
football…, play the flute, find the answer.
listen to music.
Activity One.
Teach
ing
steps
One student is
writing.
letter.
① Listen to the
dialogue in S: I’m writing a
Read the
words: listening, S: I’m drawing a
reading,
writing, playing, picture and I’m colouring
talking, doing.
T: What are you doing?
the picture.
(It’s a letter.)
Students’ Activity
preparation
本课继续学习巩固现在进行时,对比What's she doing ? what are you
doing?
及回答.学习歌曲I'm listening to music.效果很好.
T: Writing a letter? Please Read the word
picture.
come here and let me have a look.
Learn to do and say
Now, what are you doing?
Show the letter.
English?
Show the
picture.
isn’t. It’s a picture.
Now, what
am I doing？
T: I’m drawing.
drawing—drawing a bird
tree book—I’m
drawing a
Learn to do and say
colouring—colouring the
colouring.
and
do the actions.
Listen to the tape.
T:
Look, what’s this in picture.
T: Is it a
letter? No, it face shirt picture—I’m
T: I
like drawing pictures. Learn to say the chant
T: I like colour red. I want Read after
the tape.
to colour the girl’s shirt. Answer
the questions.
Now, I’m (colouring).
Chant
Drawing, drawing. I’m
drawing.
Colouring, colouring. I’m
colouring.
Writing, writing. I’m
writing.
Text
to Becky’s picture.
T:
Who’s she? What’s she doing?
What’s
the girl’s name?
How old is she?
What’s she doing?
Who’s her friend?
Where is Fangfang?
On
the
BB
Teach
ing
notes
Module3
Unit1
Teaching Aims:
the phrases: tidying the room; doing the homework;
birthday card.
the sentences:
(1)Sam
isn’t tidying his homework.
(2)Is he doing
his homework?
Yes, he isNo, he isn’t.
The Prepositive Homework:
the words you can
say.
the words you can’t say.
the
important sentences.
Teaching procedures:
Step 1: Greeting and Warming up
1.
Sing the song “I’m listening to music”
本课继续学习巩固现在进行时,对比What's she doing ? what are you
doing?
及回答.学习歌曲I'm listening to music.效果很好.
Module 2 Unit 2 I’m drawing a picture.
I’m writing. I’m colouring. I’m drawing.
2. Read the article “I Am Nobody”.
3. Play a game
Step2: Presentation
the Prepositive homework in groups and read
the words and sentences they can
say.（学生对自己的前置性作业积极进行讨论，小组合作交流效果较好）
the
words or sentences they can’t say.（学生能大胆的提出自己的问题，做
到“知
之为知之，不知为不知”，这也是低年级孩子的心理特点，对开展教学具有启迪作用）
the words, and have the students read one by one.
to the tape of the dialogue and
repeat.(大部分学生指读到位，个别学生跟不上
录音的节奏，状态不佳)
and repeat again.
the dialogue in
groups.（各小组积极进行角色分配，并对对话内容进行动作设计，
热情较高）
a show.（因时间关系只进行了两个小组的展示，但各小组成员都积极进行配合）
Step
3：Practice
Practice the sentences: Is he she
_______?
Yes, heshe is.
No, heshe
isn’t.
1. Practice in groups.
2. Have
a show.
Step 4：Homework
to the
dialogue for 2 times.
a card for your
mother.
Unit2
一、教学目标：
认知目标：1.
学习如何询问和回答有关正在进行的动作和正在发生的事情。
2. 正确理解，掌握对话内容。
能力目标 1. 能对正在进行的动作和正在发生的事情进行询问、回答。
2.
能流利地朗读，并初步表演对话。
二、教学重难点：
Sam isn’t
tidying your room. Is he doing his homework？Are
you tidying your
room now? Yes, I am.
三、教学技术：
语言座、与本课相关的单词卡片和张贴画。
四、教学过程：
Ⅰ.Class Opening.
1. Greetings.
2. 歌曲：Are you sleeping？.
通过唱英文歌曲，活跃课堂气氛，同时激活学生所掌握的现在进行时的知识。
3.
游戏：Listen and say.
通过挂图，教师提问：What is he she
(are they) doing? 引导并帮助学生用 He She
is
(They are) doing…来回答。Sam is doing his homework.
Ⅱ.Main Activities for Teaching and Learning.
【任务呈现】
1 在学生回答Is Sam doing his
homework?.之后出示图片，确认学生的答案。然后出
示图片，并用What is Sam
doing?提问，帮助学生用Sam isn’t tidying your room.回答。
2 引出课题：Sam isn’t tidying your room. Is he doing
his homework? What is he
doing? What is
secret? (板书课题)
3 设问：让我们看看到底是什么秘密？
【任务准备】
1 Look and listen to the
story.
2 Answer the following questions.
What is Sam doing?
Is he doing his
homework?
What does Sam give to his mom?
在回答问题过程中教师需要吧Sam isn’t tidying your room. Is
he doing his
homework？Are you tidying your
room now? Yes, I am.等几个句子写在黑板上，进行解
释帮助学生理解。
3 Listen and repeat. Then read by
themselves. 听音跟读，注意纠正学生的语音、
语调和发音错误。
4
Complete Activity One in AB. 首先请学生自己选词填空，然后把自己的答案读
给
同伴，最后有教师播放录音，全体学生检查、核对答案。
【任务完成】
1
两人小组活动。发给每组一张纸。上面出示多项活动的图片，小组内的每个人，选择
其中几项提问：Is
heshe v-ing…? 并回答
Ⅲ.Class Closing.
板书设计：
Unit 2 Are you doing your homework?
Sam isn’t tidying your room.
Is he
doing his homework？
Are you tidying your
room now? Yes, I am.
Module4
U 教学目标：
知识与技能目标：
Aim 1.能够听、说、读、写动词短语的ing形式：drawing
pictures, doing the dishes,
cooking dinner,
reading a book, answering the phone 。
Aim
2.能运用句型 “What are you doing? I’m doing the
dishes….”询问别人正
在做什么并作答。
Aim 3.通过说唱Let’s
chant部分的歌谣巩固复习Let’s learn部分的动词短语和句
子。
情感目标：培养学生热爱生活的美好情感。
教学重点：本课时需要掌握五个动词短语的ing形式
，能够理解下一课时的主要句型
“What are you
doing?”并能用“I am doing the dishes…”作答。
教学难点：动词短语ing形式的读音。教师要多做示范，逐步引导学生流畅地连读。
课前准备：
1、 教师准备本课时Let’s chant, Let’s learn的录音带。
2、教师准备锅、铲、电话、碗碟等小道具。
3、教师准备本课时所需课件。
教学过程：
一、 Warm-up
1、 Greetings
2、Sing a song: I Can Help.（师生做动作共同演唱）Then ask the
students:What phrase
can you hear in this song
?
（设计思路：通过师生边唱边做动作，既活跃了气氛，复习了有关家务劳动的短语，又
为新课的学习做了铺垫。）
二、 Review
1、教师用课件出示五年级上册所学动词短语的图片，让学生认读，其他同学边跟读边
做动作。
do the dishes cook the meals read a book
set the table do homework clean the room
……
2、Free talk
I can do
housework.
What can you do?
Can you
cook the meals?
Can you clean your bedroom？
……
三、 Presentation
1、教学doing the
dishes，并呈现现在进行时的问答形式:What are you doing？ I
am
…。
（1） 教师拿出一个盘子: I can do the dishes
Can
you do the dishes?
请学生拼词，教师同时在黑板上写下do the
dishes,教师边做洗碗的动作,边对学生说:
I am doing the dishes
. 然后在黑板上的短语后面加上ing变成doing the dishes
，强
调ing的发音. 教师引导学生做洗碗的动作,并跟说: I am doing the
dishes. 用其他的词
组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时
帮助学生总结：在
人称后面加上系动词，在把动词加上ing 就可以表示现在正在进行的动作。
（2）出示几个动词短语,请学生将动作短语转换成ing 的形，并试着读一读.
（3）导入What are you doing？句型
T：Now I’m doing
the dishes。
学生做洗盘子的动作，师问：What are you doing？
S1：……
多问几个学生。
教师请学生猜What
are you doing？的意思，并板书领读。
（4）Play the
game“Go，Stop”to drill the sentences.
Ask the
students pass a plate one by one.(师生一起边拍手边问：What
are you
doing？当师说Stop时，拿到盘子的同学要边洗盘子边说：I’m
doing the dishes。)
（设计思路：通过传盘子游戏集体练习、重点突破主句型What are you doing？
2、教学cooking dinner。
（1）出示词组。 T：You can do
the dishes. Can you cook dinner?
教师板书，领读。并说：It means: cook the meals.
T:（师那锅做饭并问）Now who can ask me with the sentence?
T: I’m cooking dinner。
教师板书ing，画连字符号、领读。
（2）Drill.
T:Now,please cook something and practice in can
cook eggs,noodles,tomatoes…
T:(师生示范)Mm…Yummy. What are you doing？
S1:
I’m…
（设计思路：由问You can do the dishes. Can you
cook dinner?自然引出cooking
dinner
的教学。并用两人合作的形式，边做动作边练习，让学生全员参与，拓展了思维。
3．学习reading a book。
T：（师读书并问）What am I
doing？
请生试答并板书在黑板上：I’m reading a book。
T：I’m reading an English book。Please read books
and say: ：I’m reading____
book。
（设计思路：让学生随便说出自己读的书，既是对旧知的复习，又是对新知的操练。）
4．学习drawing pictures
T：（当学生说到读picture
book时）You are reading a picture ’s
see.教师边看
边说：Pictures, beautiful you draw
pictures?
教师边板书边说：I am drawing
pictures。领读并引导学生拼写。
T：Now I am drawing a
tree. What are you doing？
T：（引导学生边画边说）：I am
drawing …
5.学习 answering the phone 。
（1）出示词组。Now let’s listen and look.
T:(出示打电话的课件)What’s he doing ?
教师板书：answer
the phone请生加ing并试读，教师强调连读，请学生单个读。
（2）操练。
A .做高低声游戏。If the teacher says quietly, the
students say loudly. If the
teacher says
loudly, the students say quietly.
（设计思路：answering the phone
这个词组的发音是难点，所以用这个游戏让学生集
中注意力多次重复，加深记忆。）
B.同桌打电话练习新词组和句型。
师生示范打电话用语：T：Hello,____.
This is Miss Yu.
What are you doing？
S: I am… What are you doing？
T:
I am…
C.请同桌展示。
（设计思路：师生示范打电话，自然渗透打电话常用
语，然后通过小组练习，既是对前
面四个短语的阶段性总结，又渗透下节课Let’talk的内容。）
四、Consolidation and extension （扩展活动）
1、Make a chant
(1)The teacher asks, the
students answer.
What are you doing?
I’m doing the dishes．
Doing，doing，doing．
What are you doing?
I’m cooking
dinner．
Cooking，cooking，cooking．
(2)
把全班学生分为男、女生两大组，一组问，一组答，并配合动作。
（设计思路：通过吟唱，使学生进一步掌握本节的短语和句型。）
2、 教师播放Let’s
learn 部分的录音，学生边听边指边读，力争做到“眼到、手到、
口到、心到”。
3、快速反应
教师带领学生做快速反应的游戏。教师说本部分的动词短语，如：do the
dishes, 让
学生说出它的ing 形式：doing the dishes 。
（设计思路：用 游戏的方式，强化和区分动词ing
形式的词组，教师注意适时纠正学
生的发音，巩固动词短语的同时纠正发音。）
4、看课件猜词
教师先出示课件的一部分，让学生猜：What is shehe doing
?学生猜对了，再整体呈
现课件，并请他们拼写词组，最后齐读句子。如，先出示盘子，师问：What
is shehe doing?
生猜。再呈现整个张鹏洗盘子的画面和句子，请他们拼写doing
the dishes，并齐读句子
He is doing the dishes.
（设计思路：学生在猜的过程中就发展了发散思维，而且还让学生读出来，还要背出来，
因为这五个词组
中四个已经在上册就背下来了，培养了学生听说读写的能力，并拓展了第三
人称的现在进行时，让学生练
说HeShe is ……，为后面的内容做铺垫。）
5、创编对话。
(1)布置任务。
T: Today we learned so many please
make a
dialogue with can do housework,have
a picnic,do sports ,study and so on.
（2）出示课件提供需要的语言材料，请学生分组创编。
（设计思路：在拓展环节，我不只让学生
着眼于今天学的五个词组，而是把学过的大约
20多个词组给大概归为四类，通过屏幕提供给学生，让他
们自编对话，使学生在具体的语言
场景中，运用所学知识进行交流。）
五、总结：
T：What have you learned in this lesson?
请生回答。
师总结：本课除了学会了这些知识之外，我们还要学会丰富自己的课余
生活，使自己的
生活变得更加绚丽多彩。
六、Homework.
After school, please give your friend a call in
English and talk about what you
are doing.
板书设计：
Unit 4 What Are You Doing?A
Let’s learn.
What are you doing?
doing
the dishes.
I am cooking dinner.
reading a book.
drawing pictures
answering the phone
Unit2
Aims Ⅰ:To be
able to understand, say and recognize:
photosmilecamera
Ⅱ:To master some phrases:
listening to the radioreading a news paperplaying
with his train
Ⅲ:Talking about
activities place now.
Focus Ⅰ:To grasp main
words and phrases.
Ⅱ: Talking about
activities place now.
Aids pictures, cards,
tape--recorder
Teaching
Process
Teaching's Activity Students' Activity Re-
preparation
Ⅰ: Warming upRevision
1.
Greeting..
2. The chant: Is this weather
true?
Ⅱ: Leading-in
Game: Listen and
do.
Say a command.
Ⅲ: Listening &
reading Activities
1. Show picture and ask
questions.
2. Play the cassette.
3.
Play the cassette again.
4. Play the
cassette.
1. Greeting..
it.
The
students listen and do.
and answer.
.
and point.
each utterance.
Teachings
Process
Teaching's
Activity Students Activity Re-
preparation
5. Write the phrases and teach.
6.
Teach sentences.
7. Turn on the tape.
Ⅳ: Further Development
1. SB: Listen and
say.
2. SB: Practise.
3. Have a race.
Ⅴ: Homework
1. Own family who describe
the affair does tonight.
2. AB (U2)
carefully.
and drill.
and repeat.
it.
2. Work in pairs.
it.
Listen carefully.
Feed
back
Teaching Plan
Title NSE Book 4 Module 2 Unit
2
Aims i. To master: drawing writing playing
reading listening.
ii. Talking about the on-
going activities of somebody. Focus To understand
and
use main knowledge correctly.
Aids
cards . tape
Teaching
Process
Teacher's Activity
up and Revision
.
:playsingwatchlisten…
Lead the class to say v-ing.
2. Say
something about the text.
& Reading
Activities
the picture and play the tape.
for children.
the ape
again.
few minutes for children.
Development
the class in a discussion about
A2.
this song.
3. AB U2 E1&2.
Talking about the on-going activities of
family members.
Students' Activity
.
and do the actions.
review them.
..
.
and answer.
and
repeat.
again.
5. practise in pairs
and act.
in pairs.
to sing.
them. Re-preparation
Feed
Back
Teaching Plan
Title NSE Book 4 Module4 unit
1
Aims master main knowledge--What are you
doing ?What's heshe doing?
use main
knowledge freely.
Focus and answer the
present action.
pronunciation of the V+ing
Aids Cards, Tape-recorder
Teaching
Process Teacher's Activity
up and
Revision
1、Greeting.
2、A song.
3、Let children use--Are you V+ing ? and --. to ask
and answer.
Review --V+ing .eg.
jumping ,walking
III. Listening and reading
Activities
1、Turn on the tape.
2 、Turn on the tape again.
3、Teach new
sentences :
4、Activity2-Listen and say.
IV. .Further Development
1、Show the pictures
of part 3
2、Have a race.
V. Homework
Declare homework:
1、Listen and read
the text.
2、AB(P14,15). Students' Activity
1、Greeting.
2、Clap and sing
3、Do
it in pairs.
Read these words.
1、listen and point
2 、Listen and underline
new knowledge.
3、Learn and drill them.
4、Work in pairs.
1、Practise and show it.
2、Do it.
Listen carefully. Re-
preparation
Feed back
Title Module4
Unit2 What's she doing?
Aims the new words
and sentences, then say.
students can talk
about occupations.
Focus :
noice、drink、talk、there、game .
: What's she
doing?
She's playing a game with Amy and
Sam.
Aids Radio、cards、VCD、tapes、chalks
Teaching Process
Teacher's Activity
I
Warming up and Revision
i. Greetings
ii Sing the song
II Leading-in
Show
the picture.
T: What's are they doing?
Students'Activity
S: Say
S:Sing and
do.
S: They are talking. Re-preparation
Teaching Plan
Teaching
Process
T: What's she doing?
T: Now we
will learn Moudle 4 Unit 2
III
Listening and Activities.
Turn on the tape.
IV Further Development
Invite three
students to the front of the class. Tell them to
mime an action.
Stop them and ask them this.
S: she's playing.
Listen and learn.
Do the action.
Answer.
Teaching
Process
Game: Say and guess.
ShT:
What's she doing?
Say and sing the chant.
V Homework
Read the dialogue and the
sentence .
Preview Module 5 Unit1.
She's playing basketball.
Sing the chant
ow a picture and ask the students
Module5
Unit1
Aims:
1.知识目标：playtime, sad, skip(ping), hide-and-seek,
clap(ping) games, She
is…They are…
2.技能目标：听说：playtime, sad, skip(ping), hide-and-
seek, clap(ping) games：
能听懂发生在校园课间中的故事；大声跟读课文。
3.情感目标：快乐游戏，参与今日英语游戏：clapping games.
4.学习策略：学生能利用英语儿歌或歌谣的方式更积极地开口表达英语，更流利地发音。
Important and difficult points:
1.
感受现在进行时态与一般现在时态动词的形态变化V-ing，同时能区别is,
are在
人数变化时的运用；
2. 积极听、说、跟读课文
Teaching methods:
1. TPR教学法
Teaching
preparations:
1.准备：课件，CD-ROM，奖励用贴纸
2.游戏教学法
将课文中的clapping games较好地在学生中间推广。
Teaching Procedures:
Step1. Warm up
T: Let’s sing a song. ”I’m listening to
music.”
T: Let’s say a chant. “What are you
doing?”
T: Hello boys and girls! Ss: Hello
teacher.
T: Glad to meet you! Ss: Glad to
meet you, too!
T: How are you, today? Ss:
I’m fine. Thank you. And you?
T: I’m fine
too. Thank you. Sit down, please!
T: Who
knows? What day is it today? S1: It’s Wednesday.
Yes, clever. Sit down.
T: What’s the
weather like? S2: It’s sunny.
Very good. Sit
down.
T: Please review words
T:
Everyone, stand up. Please listen and do the
actions. OK, now listen to me.
(draw a
picture, jump, play football)
T: What are
you doing? Ss: I’m ……
T: Please hurry up!
Sit down your chair. Please sit well and listen to
me.
Step3. Free talk
T: 英才学校为了让小朋友们更健康
地学习，开设了一个playtime，在我们学校也有一
个playtime， What’s
playtime? Guess please! Do you like this playtime?
Ss:游戏时间。
T: 在我们学校可以叫做大课间。It’s our time
to play games and do exercise.
T: In the
playtime. Amy finds Fangfang is sad, why? Let’s
see it, together?
Please open your books at
page 18.
T: First, listen and find new
words. Show CD.
T: Who can say new words?
(sad, hide-and-seek, seek, hide, skip, clap).
教读
单词。复习现在分词的构成。
T: Please look these
questions.下面我们要带着问题进入课文学习。T: Listen and
repeat. (边跟读边讲解)
T:
Fangfang刚才有些不高兴，那你们现在知道为什么了吧？
Ss: No one is
playing with Fangfang.
T: 那现在她高兴了吗？Ss: Yes,
she is happy.
T: Listen and repeat again.
T: Please read the story.
让学生自读课文。齐读课文
T: Everyone read the story. (It’s playtime.)
T: Boys is Amy. Girls is Fangfang.
T: Second, who can answer the
questions. Show questions
(listen, sing,
watch, dance, talk, read, write, eat, drink, jump,
play, run)
problem sentences，for
“they” write activity 3 games.
引出重点句型，人称代词they
2. Look at some photos and
learn to say the games.
Practice “What are
they doing? They’re……”
展示图片，学生练习句型
Ss
practice activity 3. What are they doing?
They’re……
games.
设置一个活动时间。
1.
T: This is playtime, you can play games.
T:
What are you doing? S1: We’re…
T: What are
they doing? S2:They are ……
2. 出示课件图片练习句型。
T: 我们以前也学习过第三人称询问什么的句子，那我们来看看。
:
今天我们学习了5个新单词，(sad, hide-and-seek, seek, hide,
skip, clap).
一个询问某些人正在做什么活动的问句。
(What
are they doing? They are ……)
T: Look
at our homework.
(1) Repeat Module 5 Unit 1
three times;
(2) In playtime, try to
Introduction student’s games.
Blackboard
Module 5 Unit 1
Lingling is skipping.
sad seek-seeking
hide-and-seek hide-
hiding What are they doing?
skip-skipping
They’re……
clap-clapping
Unit2
一.
教学意图：
本节课的学习内容为外研社出版的新标准英语一年级起点第四册第五模块第二单元
What are
you playing?一课，这是本模块的第三课时。本节课主要复习句式(1)What are
they
playing? They’re… Can I help with you?
Yes, you can. (2)What am I playing? Are
you…及skippingclapping hide and
seek等活动的单词。通过网络，学生自主听读Chant,
并拓展句式Where are
they? They are in the playground. What are they
playing? Some
are…Some are…
同时拓展听读与课文知识相关的对话，拓展句式 Do you like…? What do
you like? Let’s…拓展听读英语小故事，提高学生的听力，增强学生的语感。最后学生
在
教师指导下合作进行看图说话，初步培养学生的语言迁移能力及发散性思维。从
中也更进
一步发展了学生自主听、说及协作学习语言知识的能力.
二.
教学目标分析：
1. 语言知识目标：
单词: skipping,
playing hide-and-seek，playing clapping games
，playground
句型: What are they playing?
They’re…
Can I help with you? Yes, you can.
What am I playing? Are you…
扩展句型：Where
are they? They are in the playground.
What
are they playing? Some are…Some are…
Do you
like…? What do you like? Let’s…
2. 语言技能目标:
l 能听、会说词汇skipping, playing hide-and-
seek，playing clapping games ，
playground
l 听、说并能理解、运用本课句子What are they playing? Where are
they? They’re…
Some are…描述他人正在做的事情.
l
通过引导学生根据与课标内容相关的PPT图片及关键词句进行看图说话，初步培养学
生在key
points辅助下口语表达及语言迁移运用能力。
l 通过让学生借助网络资源自主听、说与课
文知识相关的英语故事，不断增强英语语感
及提高听力，同时也进一步提高了运用网络资源辅助学习的意
识及能力。
3．思想情感目标：
通过本课学习，进一步激发学生学习英语的兴趣及
参与课堂学习的积极性，并在合作学
习中，逐步培养学生相互协作学习的意识。从中也渗透如何合理安排
学习与娱乐，并处理好
两者之间的关系。
4. 教学重点及难点：
教学重点：用现在进行时态来描述他人现在正在进行的活动。
教学难点：理解和感知现在进行时的
意义。熟练地运用所学的单词、句式来描述他人现
在正在进行的活动。
三.
教学对象分析：
本节课的教学对象为二年级学生。学生在电脑操作方面已有一定的基础，能按老师
要求
搜索到所要学习的资源。且此课之前学生也已掌握了部分游戏活动 的词汇： skipping,
playing hide-and-seek，playing clapping
games，five stones.及描述他人活动的句式
She’s…He’s…They
are…具有较好的英语听、说能力，迁移运用英语的能力及发散性思
维。
Module6
Unit1
Aims
1. Get students to
grasp a new dialogue and some new words
with“usually” and “...ing”
Focus
words： “usually， Sunday， help， it， thing， ill， him
“.
2. Help students grasp the key sentences：
I usually help my father. But I‘m not
helping him today.
Aids
Radio， cards，
picture， CAI
Teaching Process
Teacher’s Activity
Students‘ Activity
Re-preparation
ⅠWarming up and Revision
hello to students.
a song
ⅡLeading-in
I usually listen to music， but I‘m not
listening to music today. Daming usually
do
many things. But he’s not doing them today. Why？
Let‘s listen and find.
ⅢTeaching and
Learning
the tape.
some questions.
On Sundays， Daming usually plays basketballhelps
his
fatherrides his bikedoes his homework. Is
he playinghelping himriding itdoing
it today？
Why？ What’s he doing now？
the pictures and
sentences.
the tape
ⅣFurther
Development .
1. Look and Fill blanks
2. Practice in pairs.
ⅤHomework.
1. To
all students：Make some sentences with”usually“and
“-ing”，then draw
them.
2. To a part of
students： Make a dialogue and act it out.
“hello”to teacher
and do the actions
Listen carefully， then listen to the tape.
and point 2 times.
questions.
No， he
isn‘t. He’s ill.
He‘s watching TV.
and say.
and repeat 2 times.
1. Look
and say.
2. Show a dialogue.
Unit2
Aims 教学目的
Comparing routines with current
actions
Focus
教学重难点
Language： Today is gandma’s birthday and we are
helping her.
Function： Comparing routines
with current actions
Aids
教学准备
Word-cards
Teaching process
Teacher‘s
activity
Student’s activity
Re-
preparation
教学过程
一.Warming up and
revision
Say hello to the students.
二.leading－in
Draw two circles on the board.
In one write “usually” and in the other write
“now”
三.Listening and reading activities
Activity1. Listen and repeat
Show the
picture about the text. Play the tape.
Play
the tape， again.
Write the words on the
board.
Play the tape， sentence by sentence.
Draw the table on the board.
Usually
Now
Grandma
Father
Girl
Activity 2 look and say
Choose four
students to come to the front of the class to do
some mimes.
Look at the picture， talk about
it. Teach the sentence： I usually ... but now
I am ...
Activity and say then say the
poem.
Before saying the poem：
1. Have
the students describe the picture
the tape.
Teach the poem sentence by sentence.
eight
students to come to the front. Write out the eight
parts of the poem and
give one to each person
at the front in a jumbled up order.
Here are
the eight parts of the poem：
1) What do you
usually do on Sundays？
6) What are you doing
now？
3) I usually play all of the day
5) And what are you doing now this Sunday
7) I am lying in bed with a pain in my head.
2) What do you usually do？
8)That is
what I am doing now！
3) That is what I
usually do.
四.Further Development Activity ，
find five differences say them.
Before doing
activity4
Tell the students that I am going
to describe things from the pictures.
Now
one the board writes these verbs.
wearing
eating
holding reading
Do activity 4.
五.Homework
Make a dialogue with your
partners.
Sing the song “I am listening to
music.
The student suggests activities and
writes them around the circles. Then they
can
pick one activity from each circle and make
sentences.
Look at the picture. Guess what
happen in this girl‘s home？
Listen and find
the words don’t understand.
Read after the
tape.
And do some mime.
Look at the
table then ask and answer.
Each student
should perform two mimes. The first mime is what
usually happens.
The second mime is what is
happening now. Other students answer what are they
doing.
Say it one by one.
Then say it
together
Look at the picture and talk. (A
girl is sick in bed and she is thinking about
playing with her friends)
Listen to the
tape， do some mimes.
The eight students
should hold up their pieces of paper so the class
can read
them. The student holding the first
parts of the poem should be on the left and the
student holding the last part of the poem
should be on the right.
The students have to
say if it is from picture 1 or picture 2.
Look at the two pictures and write all the objects
that go with each word.
Play the game.
Feedback
Module7
Unit1
一、 教学目标与要求
熟练掌握单词与短语：Children’s Day, play, some, say,
poem, class,
dragon ,dance
熟练掌握重点语句：Daming is doing a play with some
children.
Lingling is singing a song.
指导学生能够谈论、描述正在进行的活动,这也是本课的重点，此外play的词性和意思
的变化，以及
现在进行时的巩固是本课的难点。
鼓励学生积极运用所学英语进行交流，培养沟通和交流的能力；
培养学生乐于参与、敢
与展示自我的精神。
二、 课前准备
与课文配套的光盘、课件、教学卡片、麦克风等
三、教学过程
Step 1
Warming up
1. 以这首歌: I’m listening to
music导入课程教学.
2. 谈论现在发生的一些活动，引出所学新单词.
Step 2 Presentation and practice
1. Teacher
takes out a calendar. Point to June 1st and say
what day is today?
给孩子们一个整体感知。Teach
Children’s Day to the students.
2. Today,
we’ve got a new friend. Listen to the first
picture and find “ He’s
Xiaohu. He’s from
School TV.”
3. Listen to the CD-Rom and
answer 2 questions.
(1) What is Ling Ling
doing?
(2) What is Amy doing?
4.
Listen again and answer “What is Daming doing?”
引出doing a play这个词
组，新授完doing a
play之后，老师课件先让学生整体感知词组：
playing football,
playing basketball, playing ping-pong, doing a
play, 再让
学生观察这几个词组的不同之处，以此引出单词play的词性和意思的变化，教师在
此基础
上进行总结。然后教授句子Daming is doing a play with
some children. 从中找出some
并知道some用法。
5.
通过复习M3 U2的诗，引出poem一词和saying a poem 这个词组。Listen
again and
answer “What is Sam doing?”.
6. Guessing game.
通过播放图片的一部分，让学生猜出正在做的事情。主要是对今天
所学词组的巩固。
7.
通过图片教授单词dragon、词组dragon dance, from Class
2和句子They’re doing
a dragon dance.
8.
播放CD-ROM。
第一遍Listen and circle“-ing”.
第二遍Listen, point and repeat.
Step 3
Consolidation and extension
1. According to
the dialogue, read and complete.
2. Students
book A3（ on page
27）.小组活动。先在组内进行练习，然后小组选代
表模仿小播报员说一说。
3.
Play time.
拍摄了一组学生大课间时的照片，先小组练习，再选表模仿小播报员说
一说。
Step 4 Summary
先让学生自己试着总结出本课所学重点，老师再根据板书内容进行总结。
Step 5
Homework
1. Listen and repeat the text 5
times.
2. 制作个人的“快乐档案”。并用play ,some 等重点词组造句。
3. 用be ,playing ,等重点词组写一篇短文。
Unit2
Teaching aims:
goal:
goal:
goal:
Innovative fulcrum: :
:
:
r.
Teaching aid: Some cards , pictures ,
tape , CD
Periods: Four
Period 1
Teaching courses（教学过程）
1. Warm up:
Teacher : Hello, boys and are you ? I’m very
down please. What’s the weather
like?I’m happy
to have this lesson with you happy? Ok ,Now let’s
sing a song .
（Stand up）.Sing a song: “I’m
listening to the music….”(actions)
2.
Revision:
Before the new lesson,let’s look
at the big screen.
1) Show the words : do-
doing………..
Who can read it? (The Students
read it.)
2) Teacher:You did a good job,I
made the words different colours,green,blue and
you know why? What’s the difference?......
3) Teacher:Yes, do-doing, run-running,
write-writing.
4) Now let’s make sentences
with these words? (Look at the big screen)
(Do it one by one.)
---What are you doing?
---I’m….
--What’s heshe doing? ---He’sShe’s
….
3. New lesson:
1) Teacher: Please
look at this picture.(put the pictures on the
blackboard
This is Tingting’s family, Where’s
Tingting?oh yes,this is Tingting,this is
father,mother and ’re having a picnic.(show
the words card)picnic means they’re
eating,drinking and playing in a beautiful
the words（read in pairs）
And father is
flying a kite; (read and do the actions)；mother is
eating;grandma
is sleeping(read in a low or
high voice)
2）Teacher: Now open your
books , listen and point,then answer some
questions.
Students: Read and discuss in
pair then answer(Show the questions on the
screen.)
3) Read after the teacher. Teacher
Circles the verbs with –ing.
:
Look at
your papers and do it.（write by themself and then
report）
:
Listen to the tape and
recite the text.
6．Summary:
All of the
students are very interested in this unit,Most of
them can master
the materials,they can use the
verbs with –ing few of the students just can read
and understand it,but not master ’d like to
give them chance to practice more.
Personalized Design:（个性化设计）
Read and choose.
It’s Children’s Day are in the zoo. Look at
the animals .Lions are eating.
Monkeys are
playing basketball. Elephants are walking.
Giraffes are sleeping. Snakes
are looking at
the children. Teacher is talking to the children.
1) What are the lions doing?
They’re______________.
2) What are the
monkeys doing? They’re_________basketball.
3) What are the snakes doing? They’re_________at
the children.
4) What are the elephants
doing? They’re__________.
5) What are the
giraffes doing? They’re____________
Module8
Unit教学内容：
新标准英语（一年级起点）第四册 第八模块 第一单元 ，
本课简单描述了火车从出发，
然后上山和下山（The train is going up a
's going down a hill.）和行走过
程中经过医院（It 's going
past a hospital.）,最后停在车站（It 's stopping at the
station.）的行走过程。
教学目标
知识目标：学生能听、说、读本课的词up、 down 、past 、hill、 hospital、
station,
和相应用于交际的句子The train is going up a
hill，It's going down a hillpast a
hospital,在情景
中能用句子进行交流。创设情景，在情景中学语言，培养学生运用语言的
能力。
教学重点：单词past ，句型：The train is going up a 's going
down a hilla hospital.
教学难点：学生能用句型: The
train is going up a 's going down a hill past a
hospital.在情景中运用。
能力目标：培养学生的观察能力、表达能力，发展学生的综合语言运用能力
通过游戏活动、情景表
演等，引导学生在情景中积极运用所学英语进行表达与交流，为
日后学习打下基础。
情感
目标：培养学生对学习英语的兴趣和热情，积极向上的情感观，使学生体验学习、
参与、合作、竞争的乐
趣。
学情分析
本册书新标准英语（一年级起点）第四册，教学重点
为让学生描述自己和他人正在做什
么事情，训练他们的观察能力和表达能力。在上一个模块（第七模 块
）中，教学目标也是
让学生简单描述在儿童节和在野炊时，他人正在做的事情，培养了学生的观察能力和
表达能
力，这为本模块（第八模块）打下了良好基础，学 生通过前面的学习，有了一些语言知识
储备，能简单说出他人正在做的事情，这就能自然过渡到描述本课中火车的行走状态。二年
级的学生活
泼好动，模仿能力强， 经过一年的英语学习，已经有了一定的英语基础，对英
语有着强烈的兴趣。通过
游戏活动能较好调动他们的学习热情，从而更好地学习知识。
教具准备
多媒体课件、教学卡片、头饰、录音机
课前准备：
秧田式座位安排
教学方法
交际法、情景教学法、儿童游戏法、TPR 教学法、听说法、小组合作法
1教学过程：
Step 1 Warming-up(热身)
Greeting
Sing an English song << 1 、2 、3、
4,stand up!>>
[设计意图：运用课件展示歌曲，并且学生边唱边跳，亲切的问候，
熟悉的旋律，生动
活泼的画面，带动学生轻松进入课堂的同时，也复习了stand up sit
downpoint to
the ……的语言点和动作，为进一步学习做好铺垫]
Step 2 Revision
Listen and do the
actions.(stand up！sit down! )
[设计意图：学生积极踊跃地做动作，既吸引了他们的注意力，唤醒了他们对学过的动
作短语stand
upsit down的记忆]
Step 3 Presentation
(1)引导学生学习新词：up down
(2)Drill the words
(3)Follow the teacher:look up、 look down、point
up、point down
强化了学生对updown词义的理解
[设计意图：学生跟教师边说短语，边做动作，在说说做做的同时，轻松愉快的对单词 up
down
进行了扩展练习，培养了学生的发散性思维的能力]
（4）教师介绍：I like
climbing the you like climbing the hill?Please
look at
the TV,What's
this?通过课件直观展示桂林骆驼山的图片，引出新词：hill
(5)Drill the
word
（6）Teacher:Look at the train,the train
is going up a hill.(用火车道具演示
火车上山)引出短语：up a
drill the phrases.
(7)引导学生在情景中说出短语：down a
hill
[设计意图：该环节通过学生生活中常见的玩具火车上山和下山的演示，充分贴近了他<
br>们的生活，由于对up
、down和hill在之前有了教学铺垫，在进行短语教学时，教师只需
要让短语up a
hill在学生中进行操练，一些能力较强的学生能只要根据教师的演示，就能
说出down a hi
ll，能力稍弱的学生在教师的引导下，也能轻松掌握。这样锻炼了学生的自
学能力和发
展性思维，还培养了他们互相帮助的良好品质]
（8）Practise:教师模仿火车指挥员打旗语，复习刚才学习的up a hill和down a
hill，
教会学生打旗语。然后进行男、女生比赛，一方打旗语，一方用火车道具演示火车上下山。
9）通过教师打旗语引出短语：past a hill，学生充分练习之后，根据课件上出示的火车经
过学校和动物园的情景，引导学生说出其他短语：past a schoolpast a zoo
【设计意图：该环节是本课的难点，通过图片说出一些短语能充分发展学生的综合语言
运用
能力、表达能力，是语言能进一步学以至用的关键之一，二年 级的学生在通过自己的
努力说出了本课所
学之外的短语，对于他们来说是一个不小的收获，这样他们的学习自信心
将会有很大的提高，学习的积极
兴趣得到了正面的
引导，形成了正确的学习策略和方向，
为他们以后的学习打下良好基础，为下一步学习做好铺垫】
（10）Guessing game:Where is the train going
past?
猜火车会到什么地方（课件上出示火车经过某处的画面，这个地点会被遮住，只露出一
小块，让学生猜一猜那是什么地方？）
【设计意图：本环节是一个趣味猜谜游戏，帮助学
生进一步复习巩固所学短语，同时还
为单词hospital的学习做引导，寓教于乐、提高课堂效率】
(11)通过猜一猜游戏引出新单词：hospital ，then drill the
word
(12)教师通过课件演示(运用FLASH课件：火车伴随着音乐愉快地走者，突然停
下，并
伴有滑稽的刹车声)，Teacher:Now the train is
stopping.引出新单词stopping,then
drill.
（13）课
件继续播放：在运行的过程中，突然将火车站的标志夸张放大，引出新词:station,
学生对可爱
的卡通图标兴趣盎然。这时适时引入短语：stopping at the station.
(14)继续通过课件上可爱的动画火车上山和下山的情景教学句子：The train is going
up a hill.和It's going down a 's going past a
drill the sentences(采用多形式
操练，如：男女生分角色读、举手读、开小火车
读、扮演小老师领读等等)
Step 4 Practise
Game（巩固练习游戏）
（1）
教师扮演火车头，让学生排在后面列队，模仿课文中的情景，带学生经过各地点
（2）
小朋友模仿刚才教师和学生的扮演，一边说，一边表演（男女生比赛）
【 设计意图：儿童天性爱
做游戏，通过与教学内容相关的游戏，使学生学以致用，将
知识运用到实际，充分体现“任务型”教学思
想，同时大大提高了学习兴趣，活跃了课堂气
氛】
（3）Text
Look and listen（看课件听课文录音）
Listen and repeat
6总结
What have we learned
today?(由学生总结说出)
家庭作业
回家之后，几个同学为一组扮演小火车
，经过和课文中不同的地点，运用今天所学的句
型，一边表演，一边说英语，下节课进行比赛，看谁说得
好
Unit2
一、教学重点：复习现在进行时，并继续学习进行时及五个口令。
二、教学难点：五个口令发音较难，教师要鼓励学生多说，敢练。
三、教具准备：
1、 教师准备 Point up! Point down! Touch
the sky! Touch the ground! Turn around!
的五张短语卡片。
2 、教学课件（包括歌曲和动画）。
四、教学过程：
1、热身复习 (Warm-up)
（1）师生进行问候。
（2）让学生起立，师生共同表演小唱，边做边唱。如:唱 Up up stand up. Down
down
sit down. Point point point to your nose.
Point point point to your head.
（3）游戏：教师做动作，让学生猜意思，导出新知。
2、呈现新课
(Presentation)
（1）教师继续进行以上的游戏，并把卡片拿出，让学生跟读。
（2）让学生边读边做动作，加深对短语的印象。
（3）播放课文第一部分的动画课件,
让学生边看边小声跟读。教师还可请学生来操作
课件，训练学生的听力，认读及动手能力。
（4） 在学生学完五个口令之后都很累的时候，教学生一首新歌。介绍两个拓展单词:
shake
stamp。
3、趣味操练 (Practice)
（1）游戏：短语接力
教师让一个学生任意说一个短语，请他后面的同学做动作，然后这个同学再任意说一个
短语
，请下一个同学做动作，以此类推。
（2）学生边听录音，边做动作。做动作时教师要努力示范动作夸张的同时强调短语的
发音。
（3）教师打开动画课件，让学生跟读：
（4）让学生在自己的课本上指出句子读。
（5）找一名学生上讲台下口令，教师和其他学生一起来做动作，让学生感受到老师也
是他们当中的“大
朋友”。
4、课堂评价 (Assessment)
做活动手册本单元的练习。
5、扩展性活动(Add-activities)
将学生带到室外，让学生用这五个口令做游戏。
6、板书设计：
Module8
Unit2 We’re turning around.
Point up! Point
down! Touch the sky! shake
Touch the ground!
Turn around! stamp
五、教案点评：
本课时教材通过Listen and do. 和 Sing a song 两部分的内容分别复习了所学的
五
个口令。两部分内容的复习均通过游戏的方式展现，学生在玩中学、玩中练，避免了复习的
枯
燥和单调。教师在教学过程中每一个 环节都精心设计和组织，照顾了不同层次的学生，
让每个学生都真
正参与到活动中来，达到了复习和巩固知识，提高学生多方面能力的目的。
Module9
Unit1
Aims
教学目的
1． Enable the students to listen ，say and
read the new word ：straight turn，
right ，left
wear lake road
Sentence： Where is lake
road？Go straight right.
2、Raise their
interest to learn English .Encourage the students
to have good
cooperation with each other and
learn form each other.
Focus
教学重难点
1、Important point ：Students can read and say
these words： straight turn，
right ，left wear
lake road
2、Difficult point： Students can
read， say and use these sentences freely and
correctly.
Aids
教学准备
CAI
Picture Cards Tape Radios
Teaching
Process
教学过程
Feed back
Teacher‘s
Activity
Student’s Activity
Re-
preparation
1、 Warning up and Revision
① Greetings.
Eg ：Nice to see you again. How
are you？ etc
②Teacher might give students
some order， students must listen carefully and
do it.
Eg： Turn around， Point up， Point
down， Point the sky. etc
2、Leading-in
①CAI shows out a picture of simple map.
T： I
want go to the school ， but I‘m lost ，，Who can
tell me how to walk？
②Today ，Sam visit his
friend Daming . But he’s lost ， too.
Let‘s go
and see what’s wrong with Sam.
③Show the
picture
3、Listening & Reading Activities.
①Before do the Activity 1 write these
sentences on the blackboard .
②Learn to the
new words
③Play the tape
④Play
the tape again
⑤Practise
(1)Say the
same sentences
(2)Do and say：
Turn
around， Point up，
Point down， Point the sky.
(1)Students free talk how to walk in
Chinese.
(2)students listening carefully
，make clear the aims.
(3)look at the picture
and think
(1) look and guess
(2)read
and use
(3)Children open your books ，listen
and point.
(4)Listen ，point together and
repeat
(5) Children say the dialogues in
pairs.
(6)Children Match by themselves， act
in pairs.
4、Further Development.
①Play
the games. Use the cards ，
Review the
direction words.
②Do the exercise of part 3.
③Encourage the students to find another road
and draw out .
5、Homework
①Whole class
Plan a game about route.
②Individual
Act this story and encourage the best one.
(1)Do their best to say sentences
(2)
Through the dice and compete.
(3) Whose road
is the best nearest， then encourage and reward.
Unit2
教学内容：
⒈学习短语a farm, a village,
a flat,
⒉学习句型Where do you live? I live____.
教学目标：
⒈能听、说、读、写本课短语。
⒉掌握本课重点句型。
⒊把所学知识能灵活运用到实际生活中。
教学重难点：本课重点短语、句型
教学方法：引导法、讲解法、启发法
学习方法：交流法、合作法、自主学习法
教学用具：多媒体课件、图片、录音机、磁带
Teaching steps :
Step1 Warming
–up
Greeting each other.
What’s your
name ? What class are you in ? Where are you from
?(Ss read countries
namesone by one)Where do
you live? Today we’ll learn Lesson 3 Where do you
live ?
Step2 Let’s learn
1,Play the
tape,Ss listen and repeat.
2,Learn the new
words :
Where do you come from ?
=
Where are you from ?
Where do you live ?
I live in Beijing .
Learn new words
:Paris ,London ,Hong Kong ,Moscow ,
Learn
new words: France，England read them one by one.
(With them instead of China,beijing )
Step 4 Practise in groups
Ss ask and answer
in groups. Drill and read the text
Step 5
Text
Play the tape ，Ss read the text .
Step 6 Let’s chat
Where do you come
from?Where are you from?
I come from
England. I’m from England.
Where do you
live? Where do you live?
I live in London,in
London.
Where does he come from?Where is he
from?
He comes from ’s from China.
Where does he live? Where does he live?
He
lives in Beijing,in Beijing.
Ss read it
together.
Step 7 Extension拓展延伸
1, Can
you be like me?
Good moring ,my little
friends ,I am Mis Wang .I come from China .I live
in like
you .Do you like me ?Thank you ,Good-
bye!
Have Ss say it like the teacher.
2 , Do you know them?
A，Show the screen
about Pu Jing ,Yao Ming, Michael Phelps
Do
you know the man ? Who can act him ?Who can ask
him some questions ?
B ,Ask your classmates
about some questions.
Step 8,Summary
Module10
Unit1
Teaching aim and
requirement:
Talking about how to find
places.
Teaching main and difficult points:
Learn to say: next to , in front of, cousin,
supermarket
Learn to ask:Where’ the
supermarket? It’s next to the park. It’s in front
of the school.
Teaching aids:
Tape-recorder, pictures, computer
Teaching
procedure:
Warmer:
.
the chant
in last lesson: Left Foot.
Guide to the
text:
The teacher tells the students :“Sam
meets Daming and his consin Lin on the
street.
Daming is introducing Lin to Sam. At that time ,
someone is coming to ask
the way of the city .
Lin tells him the way clearly. Why does Lin know
the way of
the city so well ? Let’s learn the
text together !”
Activity 1 Listen and
repeat.
1. Put the picture of this lesson on
the blackboard. Play the taperecorder and
ask
the students to listen to it while watch the
picture.
2. Play the cassette again. The
children try to underline the new words and
phrases and guess the meaning of them .
3. Write “next to , in front of ”on the blackboard
and ask the students to
guess the meaning of
it
4. The teacher ask the students to
practise to say the words of positions according
to their seats.
5. Read the new words
after the teacher.
6. Play the taperecord
after each sentence and ask the students to read
after
it.
Activity 2 Act out
1.
Divide the whole class into 5 groups .Each group
act as a role. Ask the students
to practise
the text in groups.
2. Play the taperecorder
of Unit2, ask the students to read after it. Then
practise the dialogue in pairs.
Activity
3 Games and Activities
1. Looking for
treasures:
2. Draw and say. Draw a simple
map of a place that knowm well by oneself. Then
introduce the map in groups.
Writing on
the Bb:
Where is the supermarket?
It’s
next to the park. It’s in front of the classroom.
Unit2
【教学目标】
（一）知识与能力
1. 能灵活运用句型：Where is the …，please? 进行交流对话。
2. 能灵活谈论方位。
（二）情感与态度
挖掘课堂中的“兴奋点”
培养学生运用英语表达自己的情感，积极参加课堂交流活动，
激发学生学习英语的兴趣。
【教学重点】
运用Where is the …,
please?礼貌地问路和指路。
【教学难点】
1.
准确区分并灵活使用方位词。
2．对本课所学的句型进行拓展运用。
【教学意图】
1．增加已学知识的复现率，培养学生对重点词汇和句子的认读能力。
2．通过小组学习，培养学生与他人合作的意识。
3．通过多种形式的活动激发学生的学习兴趣。
【教具准备】
1． 教材相配套的教学录音带
2．
五张写有地名的大卡片
3． 作为给学生奖励的小太阳，小星星等。
【教学过程】
Step
1. Free Talk
教师走到学生中间，和学生用英语谈论上节课所学内容，并自由延伸。
（设计说明：Free T
alk是学生喜爱的一项活动，只有通过师生、生生间大量的语言交
流，才能培养学生用英语交际的能力
。课堂上的Free Talk是培养学生听说能力的有效方式。）
2.
老师准备五张卡片，上面写上一些名程，如下图：
老师请五个同学到台前来，分给每个人一
张卡片，让学生把卡片高举，以便让其他同学也能
看得到，然后教师告诉学生准备到达的目的地，学生就
需要根据老师说的，讲出从自己的卡
片所指的站到目的地的正确路线。如：
T: The
zoo is next to the park.
S:（student with the
“zoo”card moves next to the student with the
“park”card.）
T: The station is in front
of the zoo.
S:（student with the
“station”card moves in front of the student with
the
“zoo”card.）
（设计说明：热身阶段采用全身反应法，不仅营造了英
语学习的氛围，让学生快速进入
英语学习的状态，而且为学习新授知识做了铺垫。）
Step 2 1. 教师和学生一起热身之后，教师给学生看下图，请学生大胆猜一猜图中的
<
br>男孩、女孩和服务员在说些什么，如果学生猜不出来，教师就带学生一起走进课文，看看他
们到底
说了些什么呢？
（设计说明：用讲故事的方式，把学生引入课堂氛围，形式新颖，高效）
2.教师放录音，让学生
认真看图听录音，听男孩、女孩和服务员之间的对话。教师播放
第二次录音，学生边听录音边看书，同时
用笔勾画出课文中的生词和词组，根据上下文猜猜
每个生词和词组的意思。
（设计说明：
放录音，给学生创设真实的语境，让学生从中接受语言信息，激发学生学
习的兴趣，吸引学生的注意力，
培养他们良好的学习习惯。）
3.老师把学生勾画出的生词生字，总结一下写在黑板上，和学生一
起先猜猜生字词的意
思，然后给学生进行解释，注意纠正学生的发音。
（设计说明：老师
根据学生的实际认知情况，有针对性的进行教学，不仅大大提高了课
堂效率节约了时间，而且不易使学生
感觉“烦”，产生厌学情绪。）
Step 3 Practice
1.比比看谁的反应快且准。
老师和学生配合，示范做出下列动作：
over
there（point into distance）
straight on（point
straight ahead）
in front of（point directly
in front ）
next to （point by side ）
on
the left （point left）
on the right （point
right）
接下来，老师说出一些方向，让学生根据刚刚演示的，用动作表现出来，如果动作太
慢
或者动作做错了，就被淘汰，比比看谁的反应速度快而且动作准。如：
T: in
front of
S: point directly in front
（设
计说明：让学生在轻松愉快的练习中学习方位词，同时，培养学生的竞争意识，鼓
励学生学习英语的兴趣
和信心，积极参与语言实践活动。）
Step 4: Learn to say the
text.
老师再次播放课本40页的录音，每句话后停顿，请学生模仿跟读，要及时注意纠正学
生
的语音语调。在学生跟读期间，教师要把本单元的新单词着重给学生讲解，注意学生的发音，
及时矫正。
（设计说明：此部分可以采用小组开火车、男生女生比音高等多种方式来练习，这样可
以调动学生的学习热情，调节课堂气氛。
Step 5 ：Activity
1. 老师让全班表演对话，男、女生与老师分别扮演男孩、女孩和服务员，也可以请三
个同学一组表演
对话，最后请几组同学到台前来表演展示，下面的同学当评委，给 在台上
表演节目的同学打分，看看哪
个小组的同学表情动作自然丰富，演技佳，语音连贯，语调准
确，那么这个小组的同学就是今天的“表演
之星”，老师给予这组 同学以物质奖励，同时，
也要给其他参加表演的同学适当的精神和物质奖励。
(设计说明：教师创造情景给学生参与的机会，培养学生主动参与以及小组合作的意识。
同时给予学生适度的奖励，这样可以大大激励学生的学习积极性，体现赏识教育的价值。）
2. 老师鼓励学生用课本第二部分的句型，同桌两个人一组进行替换练习，如：
S1: Excuse me. Where is the school，please?
S2: Go straight on .Turn left. It’s on the left.
S1: Thank you very much！
S2: You are welcome.
（设计说明：反复练习本单元的重点句型，加深学生对所学内容的印象。）
Step 6 ：Learn to say the chant
1.老师播放课 本41页的“CHANT”部分，让学生听韵句，老师和学生一起跟着旋律跟唱，
可以辅以夸张的语气和 生动的肢体语言。
（设计说明：教师鼓励学生边唱边表演，对表现很棒的同学，老师可以让他当小 老师带
领全班同学说唱，这种设计不仅可以激发同学们的学习积极性，同时培养学生主动参与和遵
守交通规则的意识。）
2.老师把全班学生分成两组，一组同学代表单词“left”,一组代 表单词“right”,老
师再放录音，告诉学生当听到他们所代表的单词时就站起来，当播放的句子没 有同学们所代
表的单词时,全班同学都站起来,然后坐下。如:
Tape: look left.
Left group:（stands up）
Tape: look right.
Right group:（stands up）
Tape: A car is coming, so start again.
Ss：（all stand up then sit down.）
（设计说明: 通过此练习，培养学生对本单元知识的快速反应能力。）
Step 7 ：Homework
1. 和小组同学复述并表演本单元的对话。
2. 回家把今天学到的“chant ”说给爸爸妈妈听，还可以当小老师交给你们的爸爸妈
妈；当你和家人出行时你可以尝试用你学过的英语 给大家指路哦！他们一定会为你的进步感
到高兴的。
（设计说明：在强调培养学生语言运用能力的同时，培养学生的自主学习能力和创造性
思维能力。）
附：Bb design(板书设计)
Where is the toilet, please?
It’s…