山东村官-复印机租赁合同

教案










六 年 级
英语
第十一册










题目：《农村小学英语教学与实践活动的研究》
一、 概念的界定：

农村小学：指乡镇一级的中心小学，完小和村办小学，以及乡镇中心 小学在
自然村里的办学点。这里所说的农村小学主要是指经济文化资源相对比较落后，
但是，又 具有一定外来资源的边远农村小学。
英语教学：英语教学就是以学习英语为主的课堂教学。具体说它是 指教学过
程是在教师的启发诱导下，以学生资助学习和合作学习为前提，以现行教材为基
本内容 ，以学生周围世界和生活实际为参照对象，为学生提供充分自由表达、之
一、探究、讨论问题的机会，让 学生通过个人、小组、集体等多种解难释疑尝试
活动的一种教学形式。
英语教学不仅仅是传授 知识、培养能力的过程，他的本质是由教师有目的、
有计划地组织学生进行有效的学习活动的实践过程。 学生不但要学习知识，而且
要学习文化，要学习如何做人，如何面对生活，是全方位、全身心地投入。我 们
必须注意到课堂教学对学生的全面影响，而不能仅仅看到对他的知识或能力发展
的影响。英语 教学首先要求真，然后求善，求美。老师知识讲得精彩，不能说他
就是好的教学，只是学生回答得漂亮， 也不能说它是好的教学。最好的英语教学
就是学生在课堂里进行了有效的学习活动，促使他们自己去获取 知识、发展能力，
做到自己能发现问题、提出问题、分析问题、解决问题。因此，英语课堂教学是
教师和学生双方参与的活动，他们都将以导师和主人的双重身份进入英语课堂教
学。
实践活 动：实践活动是学生按照学校培养目标的要求，利用节假日等课余时
间参与社会政治、经济、文化生活的 教育活动，它是一种教育活动。综合实践活
动是以自主性、实践性、综合性、创造性为主要特征，以“激 发兴趣”为核心，
让学生在教师的指导下实践体验，探究性地获取知识、应用知识和解决问题，从
而培养学生的创新精神和实践能力的一种活动。
英语实践活动是活动课的一种，它是以活动为主要形 式，以学生为活动主体，
他和一般综合实践活动不同的地方是它是以学习语言知识、形成语言能力为主要
内容，以储金学生全面发展。主要内容包括语言知识、语言能力、认识能力、情
感熏陶、心理素 质训练等。

二、课题基本情况说明：
课题类别：教师课题
立项单位：怀柔区渤海镇中心小学
经费类别：自筹经费
课题负责人：李冬梅
课题组成员：全镇英语教师

三、 问题的提出
（一）选题背景及其意义
自进入21世纪以来，随着中国经济与世界经济的接轨，中国与世界 的交往
日益密切，中国人出国和外国人来中国正逐步成为平常事。在中国，无论是城市
还是农村 ，随处都可以见到外国人的身影，即使在边远的山区，偶尔也能见到外
国人的身影。随着世界经济的进一 步发展，这种交往还会与日俱增。国际交往中
使用得最多的是英语，飞速发展的国际交往与中国比较低的 外语水平之间的矛盾
日益突出。正是在这种形式的推动下，人们正在以极大的热情学习英语。
随着近年来世界范围的信息高速公路的高速发展，世界进入了信息社会和网
络世界（1997年世界经济 论坛会议语），地球显得越来越小，国内和国外的界
限变得不大清楚了。随着Internet网上多媒 体（文字、声音和图像）的World
Wide Web的出现。只要有一台电脑和相应的软件，加 上网上的虚拟大学，用不
着出国就可以上国外的大学并获得学位：在网上进行虚拟旅游（virtual
tourism），足不出户就可以周游世界。由于电脑空间里信息极其丰富和详细，
在电脑上 进行虚拟旅游后对于世界名胜古迹的了解和音响可能比是地道大国的
人还要深刻和全面，真是“秀才不出 门，全知天下事，立知天下事”。所有这一
切都离不开英语，因为网上百分之九十以上的信息是英语。I nternet网上各种
信息名目繁多，五花八门，网点配置错综复杂，犹如一个信息迷宫。面对电脑键
盘，用什么指令进入这个迷宫，在不断变化的屏幕应与现实面前，怎样一步一步
进行下去，都要 在动态搜索过程中实时做出判断。很显然，要做到这一点，没有
比较高的英语水平是不行的。英语水平不 高的人进入Internet网，刚开始时也
许还能勉强进行几步，用不了多久时间就会胡乱己见，搜索 到哪儿算哪儿，在资
料的大海里随波逐流，听天由命。其结果不是找到需要信息，而是淹没在信息的汪洋大海之中，他们对于Internet的热情也就随之减退。所以只有具有较高的
英语水平，面 对屏幕上的英语提示，一看就懂，才能在最短的时间，花最少的费
用能到达合适的网点，找到合适的资料 ，尽情享受高科技带给我们的乐趣。
渤海镇小学位于北京市怀柔区的西北山区，全镇共有8名英语 教师，其中
英语大专以上学历的4名，占英语教师50%。生源来自于附近行政村，缺乏英语
学 习的氛围，与城里小孩想必会有一定的差别，农村孩子胆小、拘禁、不善言谈，
羞于说英语，缺少自信心 。目前农村用英语的环境很少，甚至没有，学生听英语、
说英语、实际应用英语的机会很少，缺少学习英 语的语言环境。但是，渤海镇又
有自己得天独厚的条件，旅游业十分发达，大小旅游景点有十多个，虹鳟 鱼垂钓
烧烤等餐饮店有几十家，再加上农家小院的大量兴起，吸引着无数外国游客前来
旅游观光 度假，这些都需要用英语进行交际，同时也为学生提供了学习英语的良

好环境。
英语是一种交际工具，英语学习已经成为人们的必需。在全球社会生活日益
信息化、经济化、和国际化的今天，英语成为全世界使用最多的语言之一，也是
人类生活中各个领域中使 用最广泛的语言。英语教学的目的就是培养和发展学生
使用这种交际工具的能力，英语教学的中心应着眼 于交际能力的培养。目前的小
学英语教学特别是农村小学英语教学，教学模式僵化，只是教师一味传授， 学生
机械记忆，只会考试不会与人交际。英语的新课程理念是要尽可能多地为学生创
设英语学习 的环境，尽可能多地让学生以多种形式接触、学习、使用英语。英语
作为一门语言，在学习过程中既要正 规、系统的学习渠道，而又要有随时随地都
能进行的学习、练习及应用场所，以便巩固所学的英语知识， 提高英语交际的能
力。如何根据农村小学的实际情况，有效的发挥本地区的优势，创设良好的英语
学习环境，使课堂教学与实践活动有机结合，培养学生交际意识，发展学生使用
英语这种交际工具的能 力，已经成为我们农村小学急待解决的一个新课题。
四、 文献综述
为了使本课题具有科学性、前沿性，我对相关文献进行了分析、思考和梳理，
旨在借鉴。
从2 001年秋季起，教育部要求在小学逐步开设小学英语课。小学英语课堂
教学基本模式、教学氛围、教学 方法等方面都有了较大进步。目前的小学英语教
室均处于模仿性教学阶段，课堂教学表面化，不深入。具 体可以体现在以下几个
方面。
1、教学活动和设计不注重围绕教学目标且流于形式。新课标教 学模式是通
过听、说、读、写、唱、玩、演等形式进行教学，但是每一种教学形式
都是为达到一 定教学目标服务。现在的农村小学英语教学本质，任何教
学活动都应是为学生获得语言知识和语言技能而 设计的，教学活动偏离
教学目标，再好的形势也不能收到理想的效果。
2、忽视英语学习真实 兴趣的培养。根据新课程标准的要求，激发校学生英
语的兴趣是小学阶段教学的重要任务之一。多数教师 在每一堂课上都能
采用多种手段进行教学。教师忙得不亦乐乎，但是学生的表达机会却很
少。小 学生喜欢丰富多彩的活动形式，但活动形式只能暂时激发他们参
与某项语言的热情。学生真正的兴趣是取 决于他们参与教学活动中的成
就感，成就感的获得是在他们掌握一定语言知识和语言技能之上的一种感觉，不是一时的热情，教师活动的设置都应建立在学生掌握语言知识
和技能之上的活动，教师们一 定要注意活动不是目的，而是一种手段。

3、不注意“开发课程资源，拓展 学用渠道”。新课程标准中提出要“开发
课题资源，拓展学用渠道”的理念，倡导教师引导和鼓励学生参 与开发
贴近学生生活实际的课程资源，结合教材内容拓展学生学习英语和运用
英语的渠道，促进 学生自主学习。例如，一位教师上第四册Module6
Season and weather U nit1时，教师的教学活动紧围绕书上十二句话设
计，没给学生一点拓展空间，在优质课评选中大多数 教师存在这种缺陷，
日常教学状况就可想而知了。
4、评价不够可观，使学生感到模糊。在上 课过程中，老师都注意对学生及
时评价，多数为肯定评价，但不注意度的把握。比如就学生读对了一个< br>简单的单词，老师还要让整班学生齐声说，Good, Good, Very good,或
是 答对一个简单问题，就给予物质奖励。比如一位参评教师在教第二册
Module5 Unit1 Happy new year！中，老师提问很多学生“Do you like
peanutssweet? ”学生只要回答Yes或Yes, I do,老师就给予物质奖励，
因为问题太简单，学生的精力都用在了索要sweet 和peanuts 上，使课
堂乱轰轰，教学效果可想而知。还有的教师评价特别夸张，学生弄不清
自己究竟比其他 同学好在哪里。
5、随着社会生活的信息化和经济活动的全球化，英语日益成为我国对外开
放 和警醒国际交往的重要工具，缴枪小学英语教学，使教育面向现代化，
面向世界，面向未来的需要。如何 优化小学英语课堂结构，培养出新形
势需要的英语人才，这是摆在我们每一位小学英语教师面前的一个主 要
课题。教育部关于《小婿英语课程教学基本要求》指出：小学英语教学
要创建一活动课为主的 教学模式。
英语课外活动可是在不占用课堂时间进行的，主要面向那些不但对学习
英语感兴趣 ，而且学有余力的学生，也吸收那些课堂上不能及时消化吸收知
识的中等偏下学生。在华东过程中，教师 给学生提供一个讲英语而暂时忘却
母语的空间，还可运用在课堂教学中所学的背景材料或者其他的英语语 言材
料进行交际。在形式多样的英语活动中，每一个学生都是活动的参与者、组
织者。在这种活 动课没有课堂教学上那种紧张、压抑、快节奏的气氛，同学
们的情绪可以完全放松，在随意、轻松、自如 的氛围中完全中没有压力地游
戏、学习、交际。在愉快、轻松的氛围中能激发学生学习英语的兴趣，启迪
心智，减少焦虑感。这种活动既适应于课堂教学的眼神和补充，也有利于学
生创造性思维的发展 ，更能提高小学英语教学质量。
著名心理学家皮亚杰认为：人之起源于活动，认识是从活动开始。 活动在
学生的认识情感和个性行为发展中起着重要作用。活动教学就是要鼓励学生

在教学过程中主动参与，主动探索，主动思考和主动实践，实现其多方面能
力的综合发展。 小学英语教学应当以活动课教学为主，但究竟应当怎样开展
英语活动课？有的教师认为多组织一些课外活 动就是活动课。我们认为小学
英语活动课教学既不能孤立教学，也不能孤立活动，应当把教学和活动有机
结合起来。教学使活动的基础，活动为教学服务，活动应该贯穿于整个英语
课堂教学。通过活动 ，促进学生认知、情感、个性行为等全面和谐发展。具
体来说，可以从以下几方面着手。
（1）“静”与“动”的结合。“静”是指教师新授知识时学生安静、专心
听课。学习习惯在学生一生的 学习中有着重要影响，良好的习惯会是学生的学习
事半功倍。教师应当注重培养学生良好的听课习惯，让 他们学会安静、专心的聆
听教师的讲课，关注同学的发言。听清单词句子的发音，准确的模仿语音语调，
掌握各种知识要点。只有“静”，才能使学生准确地掌握所学知识，打下坚实的
知识基础；才能 给学生一个学和思的过程，促进能力发展。但是，只有“静”还
不够。小学生的思维发展以具体形象思维 为主。他们往往凭借事物的具体形象和
表象进行联想式思维，而且他们生性活泼好动。教师在教学过程中 要充分给予他
们“动”的时间和机会，解放他们的口、耳、眼、脑以及动手和脚，将所学知识
融 于生活中，让他们在宽松的活动氛围中借助事物的具体形象，牢固地掌握知识，
灵活运用知识。
（2）“学”与“乐”的结合。苏霍姆林斯基认为：教学的效果很大程度上
取决于学 生内在的心理状态，情绪高昂，效果倍增；情绪低落，则效果甚微。我
国古代大教育家孔子也认为：“知 知者不如好知者，好知者不如乐知者。”当学
生对所学内容产生浓厚的学习兴趣时，他们注意力就会非常 集中，思维和记忆等
多种智力活动也就更有成效。
小学生有意注意时间短，无意注 意时间长。教师政界刻苦总听说训练，必
定会是学生感到疲惫和厌烦，反之如果教师在扎扎实实地进行知 识传授的同时，
不是地穿插一些歌曲、故事、游戏、比赛等娱乐活动，让学生通过厅、硕、左、
长、华、严、皖等形式积极地参与到丰富多彩的教学活动中，就能不断地激发起
学生的乐趣，将被动的学 习活动转化为主动的学习活动，是学生一节课都能在了
中学，血肿了。因此教师不妨把教学内容改变唱歌 曲、故事、游戏和比赛，让学
生说说唱唱，学学玩玩。让他们在休息娱乐的同时，了解应美国教的风土人 情。
这些教学活动不仅是学生学得扎实，还是他们学得开心，学的兴趣盎然，真正达
到了“学” 与“乐”的结合。
（3）室内教学活动与室外教学活动的结合。室内教学是英语教学的主阵地，< br>也是最基本、最主要的教学形式。它可以是学生系统、扎实地掌握教学目标所规

定的基本知识和基本技能。室外教学则是室内教学的延伸。它可以为学生创造出
更逼真的英语环 境，提供更多的语言实践机会，使他们逐步养成用英语进行交流
的习惯。同时室外教学不受场地、环境等 条件的限制，教师可以根据自己的需要
进行交流的习惯。同时室内教学不受场地、环境等条件的限制，教 师可以根据自
己的需要进行选择，具有室内教学不可比拟的优越性。另外，由于教学场所的变
化 ，教学形式的变化，学生便会经常产生新鲜感，经常处于兴奋的学习状态中。
因此，教师可以把室内教学 作为一种辅助形式，在每学期的教学中穿插几次。例
如：学了Colors一课后，可以把学生带出教室 ，走进校园去认识校园的各种Color,
与同学用What’s this?和What color is it?等进行问答练习。
（4）外显活动与内隐活动的结合。外显活动之学生的操作活动， 言语交流活
动和感知活动。内隐活动时只有外显活动转化而来的观念活动，即通过各种外显
活动 ，激发起学生主动学习的积极性，激发起丰富的治理活动，形成一种内在主
动探求知识的目的。
小学英语教学方兴未艾，老师给予学生客观明确的学习导向，让学生明白自己
的目的任务， 应该像哪方面努力。
五、研究的目的、意义和假设
研究的目的、意义：
此课题的 研究，就是要构建适合农村小学英语课堂教学的实践型教学模式。
使课题组的每一位教师通过研究不断提 高自己的专业素养，提升教学智慧，此课
题的研究还可以为其他教师、其他学科提供可借鉴的经验、方法 和策略。
研究假设：
通过不断学习、实践、反思、归纳、总结，探索出在农村小学英语教学 与实
践活动相结合的方法和策略，教师的专业素养和教学水平就会得到提高，为学生
创设良好的 英语语言环境。
六、研究内容、范围：
本课题重点研究“农村小学英语实践活动”，借 助校园网的交互式功能，凭借
校内外人际资源的强大优势，储金英语学习内容呈现方式、学生学习方式和 师生
互动方式的变革。是实践活动成为提高学习英语效率的重要手段，培养学生利用
信息资源自 主探究、解决问题的能力，提高学习质量和效率。
（一）研究内容：
1、构建适合农村小学英语课堂教学的实践性教学模式。
改变传统的教学模式与方法，要重体验、钟时间、重参与、重创造，构建实
践性教学模式。
物质环境

（1） 校园生活处处用英语。让学生一进入校园，各个 场所就能感受
到英语的氛围，如：一些有关学生行为规范的图文并茂的英语
口号，“I study hard ” “I like my school!”等。
（2） 在室内、外建 立英语角等活动阵地，为学生自己创造良好的学
习环境。在每个教室中建立自己一些视听角，看看原版的 英语
卡通，听听原版的英文歌曲，久而久之他们也能说几句台词唱
不少英语歌曲。
布 置一间空房子，房间的布置要有浓厚的英语气息，学生可以利用课余时间
到英语角和老师交流、和同学交 流。可以放一些英文电影、动画片让学生感受英
语的语音、语调。房间里可以给学生提供一些适合学生阅 读的报刊。
英语长廊：利用学校的黑板报定期更换功能句，把黑板报分为六块，一个年
级一块 ，只要学习新内容了就要更新，每天都有学生或老师在英语长廊负责教，
并且注意发现哪个学生学的又快 又准确，利用英语长廊进行表扬。最后配合英语
活动进行展示。
充分利用学校广播站。每期有 一、两个人交日常交际用语，此项活动由学生
负责，要求全校师生共同参与，达到会的程度。平常校园内 可以放英语儿歌、童
谣等。
心理环境
形成宽松、和谐的师生关系建立平等的对话 关系，让学生在教师面前能够大
胆、自信的表达，教师要成为一个支持者、示范者、参与者、鼓励者和学 生的朋
友，要宽容学生的表达。如：学生到老师办公室、下课同学一起去玩、其他科目
老师的简 单课堂用语，只要能用到英语的尽量用英语交流，哪怕只说一个单词。
学生把所学内容向老师表达，不管 老师会不会都要认真倾听，要求所有学生都要
和老师或同学交流，哪怕是一个单词。
2、课内实践活动的研究。
为了便于实践活动，改变课程设置。把原来每周的3节课分为三天 上，
改为两天上，一节单上，另外两节连着上。每位老师选一个班作为研究班带。
教师可以根据 实际情况适当改变教材编排的顺序，结构如下：每单元共分6
课时。
单词教学。
（1） 创设故事情景可以使中英文结合的故事。
（2） 运用课文情景进行单词教学，遵循 词不离句的原则。以词带句、一句带词，
把单词放在句子里学习，在词语和相应的事物之间建立联想，而 不是机械
的学习，一方面避免了只教单词的枯燥，另一方面，又帮助学生建立初步

的语感，增强了趣味性。
句型、课文教学。
（1） 情景模拟。把句子放在真 实的情境中学习。在教学时以话题为核心，多给
学生各种口头及听力练习的机会，让他们脑、口、耳并用 ，并将平常的简
单对话用到肢体表演中去，使他们所学知识的认识进一步深化，一通过大
量的时 间，是学生具备简单会话能力的目的。
（2） 创设情景，角色扮演。将所学对话或课文让学生扮演各种角色，允许学生
自由发挥，表达真实感情。
语音教学。
自主探究为主要学习方式，让学生充分感知发音规则，巩固、复习所学单词。
韵文教学。
本单元的六课时，在每次上课之前放这一单元的韵文歌曲，让学生充分感知韵律、
节奏，学完单词、句型、课文再练习，加上一些动作。
故事教学。先看图，自己对每幅图说一 句话或者一个字。然后，教师根据课文的
内容简单的提问让学生在课文中找答案。再听故事的录音，进行 角色扮演。
3、课外实践活动的研究。
（1） 开展校园实践活动
结合每单元内 容精心设计一次实践活动。在校园内每月开展一次自主的实践
活动。此项活动由自己创设情景。如：自制 提示牌等。充分运用现代教育技术，
进行实践活动。如MSN对话、网络聊天等。
（2） 开展社会实践活动。
以社会实践活动为载体，培养学生交际意识、提高交际能力。充分发挥当地
旅游资源的优势，组织学生到慕田峪长城、农家院、饭店进行实践活动。
在组织活动时，教师要求学生主动和外国友人、旅游者打招呼， 提高学生
的交际能力。给学生 一些任务，通过活动完成一些任务，教师所给任务必须是容
易完成的，如调查一些有着从事的工作、爱好 、国籍、姓名等。交流的对象可能
是外国人，也可能是当地的群众、旅游者。也可以把所学的指示将给当 地饭店的
服务员、买东西的老板。能用英语的必须用英语交流。
（二）研究范围：
学校：怀柔区渤海镇中心小学
班级：三至六年级的四个自然班
七、研究方法
本课题研究主要采用行动研究法、实践反思法、文献研究法、经验总结法为主，
多种研究方法 相结合的研究方式。

（一）行动研究法
提出问题——实践反思——改进方法，调整行为，归纳总结。
（二）文献研究法
收集相关的文献资料和研究成果进行比较，筛选，吸收，结合本课题研究加以创
新、发展。
八、研究步骤
1、准备阶段：（2004、9—2005、3）
（1） 理论调查研究。对应于实践活动的经验、问题和发展趋势等情况进行
文献研究。
（2） 开题报告。建立课题管理机构。
（3） 培训教师。
2、研究阶段：。
研究第一阶段：2005、4—2006、1
（1） 英语教学环境建设。
（2） 调整课时安排。
（3） 初步构建实践型教学模式。
研究第二阶段：2006、2—2006、7
（1）进一步构建实践型教学模式。
（2）英语实践活动的研究。
3、总结阶段：2007、8—2008、1
（1） 英语课堂教学模式及经验。。
（2） 英语实践活动的收获、形式及基本经验。
研究措施：
1、加强此课题研究的领导，成立课题小组，保证此课题研究的顺利进行。
课题小组组长： 李冬梅
成员: 全体英语教师
2、课题组成员一至两个月进行一次研讨，及时总结研究中的 经验和问题，通过
总结研讨，不断完善研究成果。
3、为教师提供研究的平台，进行形式多样的课题研究课观摩研讨活动。
4、要求教师在课题实施的过程中，及时总结相应的指导策略和方法，加强个案
的研究。
九、经费安排：自筹经费
十、结题时间及成果形式
此课题研究计划2008年1月 结题。成果形式：研究报告；教师论文；案例；

专题论文集。
十一、参考文献
英语教育网




























备课时间：2008-8-30


小学英语六年级（上学期）

全册备课
对新课标理解：
现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都
是一我们地球林的 一个村民，那么语言就成了一个统一交流的媒介，尤其是英语
的重要性在这一进程中日益突出。
本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的
改革。重点是要改革英语课程 的教学，过分重视语法和词汇知识的讲解与传授，
忽视对学生实际语言运用能力的培养倾向，强调课程应 从学生的学习兴趣、生活
体验和认知水平出， 倡导学生体验、实践、参与、合作与交流的学习方式和任
务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形
成积极的情感态 度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力
的过程。
做到这些要求，首先 需要的就是学生浓厚的对英语学习的兴趣，那怎么样培
养学生学习兴趣就成了一个基础话题，这一问题要 面向全体学生，特别是要关注
学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极
性。使每个学生都能得到充分 的发展。在这一过程中教学模式的转变起到了一定
的作用，一定要从以老师为中心的教学模式身以学生为 中心的教学模式转变。强
调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已
有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学
习的情境对话或 小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的
兴趣。
利用听、说促进学生写 单词，写短语，写句子，写对话，不能反其道而行，
又造成以往我们说的“哑吧英语”。
总的 来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在
其中深有体现。并且由升学教 育向终身教育的转变等等都是很好的突破。在这一
新课标的指导下，希望在英语教学中可以达到更好的效 果。
Teaching contents:
本册书共六个单元，其中五个单元是精读课文，一个复习单元,而且每个单
元都有听、说、读、写 等多项练习。书后有分类清晰的词汇表，更有利于教师
的教和学生的学。
Teaching Aims:
知识技能：
1、Listening:

充 分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更
多的可能更直观的学习方式 。掌握部分常用的日常用语，如：能够运用一般过去
时和一般将来时询问一些事情，能够用现在进行时表 示将来时来表达一些事情，
能够用情态动词表达自己的想法。
2、Speaking: < br>根据册书的教学要求，作为一个主导方向，指导学生在一定的教学情境中，能够
正确用过去式讲发 生过的事情，用将来时表达将来的事情以及能用进行时表达将
来发生的事情。
3、Reading:
正确，流利的朗读课文对话及功能操练中的对话，正确读出与课文相关 的单词，
认读感带有字母组合的单词和一些带有辅音字母的单词。
4、Writing: < br>以听、说、读的基础上，培养学生写的能力。正确使用英语中的标点符号。正确
对所学句子进行排 序。
过程方法：
1、 发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且 提高他
们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能
一味的任 学生自己发展。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触机会，从而更直
观方便的教和学，在 潜移默化中培养学生学习英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗 习惯在日常生活
中的应用。主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使
学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注
意日常口语在生活中的应 用。
情感态度与价值观：
1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈 的问题，因此
更应引起我们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的
意 见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时刻渗 透思想道德教育的重要性。确立良好的价值观和积
极向上的人生观，形成同样积极的学习态度。
3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界
的主动力，在学习中提 倡培养学生的创新意识。这样才能在竞争如些激烈的社会
中立足，做一个社会主义新人。

Teaching Emphasis:
1、对于一些日常用语的应用。
2、理解用现在进行时表示将来时的用法。
3、一些情态动词的用法。
4、一些频度副词的用法。
5、一些词的特殊用法。
6、重点提高学生对单词的掌握。
Teaching Difficulty:
1、对日常用语的应用和学生听力的培养。
2、现在进行时表示将来时的用法。
3、学生对课文的理解及自己阅读课文的能力。
4、学生对单词的理解和运用。

Teaching planning:



周次
1
2－3
4
5-6
7
8
9-10
11
12-13
14
15-16
17
18-19
20

准备
Unit 1 Meeting the Bingo kids（机动）
复习，单元检测
十一放假
Unit 2 Charlie’s chores (机动)
复习，单元检测
Unit 3 Redrock bay health club (机动)
复习，单元检测
Unit 4 Choosing a gift(机动)
复习，单元检测
Unit 5 The broken computer(机动)
复习，单元检测
Unit 6 Review
Review
达标率 优秀率
内容
本学期工作目标：

上学期成绩
本学期目标

英语学困生：乔琦 李枭杨
目标成绩： 65

UNIT One
70
77.78%
100%
22.22%
44.44%
Meeting the BINGO Kids
新课标体现：
本单元主要是要求学生能够用一般过去时和将来时描述学校与日常生活 中
的事情，并能与同学进行简单的交流。并能激发学生进一步了解其他国家同龄孩
子学习和生活 情况，并尝试通过多种途径或交流自己学习和生活的情况，培养学
生的国际意识。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
2、 Speaking:
能够运用一般过去时和将来时 描述学校与日常生活中的事情，并能与同学进行简
单的交流。能够运用形容词的比较级、最高级形式谈论 学校学习的科目、任课教
师等并进一步说明原因。能够谈论自己喜欢的课外活动。
3、 Reading:
能正确、流利的朗读课文。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做
出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了< br>解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把 单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多 采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工 作。
Teaching Emphasis:

1．复习一般过去时和将来时的用法。
2．复习比较级和最高级的用法。


Teaching Difficulty:
1．能够理解课文的大意，回答一些关于课文的问题。
2．能够运用一般过去时和将来时描述 学校与日常生活中的事情，并能与同学进
行简单的交流。能够运用形容词的比较级、最高级形式谈论学校 学习的科目、任
课教师等并进一步说明原因。能够谈论自己喜欢的课外活动。

3．一些单词的记忆。

重点课时备课
The 1
st
per(2008-9-3)
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. How can use past tense.
2. How can use “will” to describe some matters.
Teaching Difficulty
1. How to use past tense.
2. How to understand the story and read the story.
Teaching process:
Step1:
Review
T: Prepare one songs and have the children settle down from their exciting vacation
experiences and get ready for the new term. Have the children try to talk about their
experiences of summer vacation.
S: Try to talk about it.
Step2:
To review what has been learned last semester.
Step3:

Set the scene
T: Ask the children if they can tell you the names of any school subjects in English.
S: Try to talk about.
T: Have the children look at the pictures for the story.
S: Look at the pictures.
Step4:
Pre-story activity
T: Have the children look at the pictures and read dialogues on the pages and have the
children talk about what they can see in each picture and what they think is
happening.
S: Try to talk about.
T: Play the tape of the story for a few times. Have the children listen to the tape. Ask
some questions.
S: Listen to the tape and try to answer the questions.
Step5:
Tell the story
T: Have the children look at the pictures .The teacher tells the story to the children.
S: Listen and look at the picture.
T: Have some students read these sentence “I like English” (困)
S: Read this sentence.
T: Have the children read the text by themselves.
S: Read the text.
Step6:
Homework: Tell the story to their parents.

The 2
nd
per(2008-9-4)
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. Learn the new words.
2. Try to review the story.
Teaching Difficulty

1. How review the story.
2. Emphasis new words.
Teaching process:
Step1:
Review :( plays a game)
Step2:
Learn the new words.
T: Have the children open their books at page4. Draw their attention to the top half of
the page. Point to the picture and ask: “What can you see in the picture?”
S: Open the book and answer the question.
T: Model the word and have the children repeat. Use the same procedure with the
other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
Step3:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each
of the pictures
S: Look at the picture.
T: Play the tape and have the children match the pictures.
S: Listen to the tape and match.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step4:
Talk together
T: Have the children open the books at page 5 and look at the picture on top of the
page.
S: Open the books look at the picture.
T: Read the text and ask the children repeat.
Step5:
Words you know

T: Have the student read this words “science” (困)
S: Read this word after the teacher.
T: Point to each drawing and orally elicit the subject name and have the students
write.
S: Write the words.
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step6:
Homework: Read the story.
Copy the new words four times.

重点课时备课
2008-9-8
The 3
rd
per
Teaching Aims:
1. The students can tell the story.
2. The students like to learn English.
3. The students can be writing and speaking.
Teaching Emphasis:
1. Review the words and the story.
2. Do some reading.
Teaching Difficulty
1. How to use the words.
2. How to tell the story..
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Read and find out
T: Have the children read the text and try to find the answer “Do you know what

activities American children do after school?”
S: Read the text and find the answer.
T: Have the children read the text again more carefully and then work in pairs to
check the answer.
S: Read the text again work in pairs.
T: Ask students to work in pairs and discuss the activities they do after school.
S: Work in pairs.
Step3:
Listen and match
T: Have the children open their books at page7. Have the children understand the
phrases.
S: Look at the pictures and read the phrases.
T: Play the tape and have the children try to match.
S: Listen the tape and try to match.
T: Check the answer by calling out the sentences number and choosing individual
students to provide the answers.
S: Check the answer.
Step4:
Find the antonyms
T: Have the children pay attention the words and tell them how to do this exercise.
S: Look at the words and try to do it.
T: Check the answer. Have the children read these words.
S: Read these words loudly.
T: Have the children read this words “history”(困)
S: Read this word after the teacher.
T: Have the children make some sentences use these words.
S: Write the sentences.
Step5:
Homework
Write more sentences use these words .

The 4
th
per（2008-9-11）
Teaching Aims:
1. The students can understand the grammar and use them.
2. The students like to learn English.

3. The students can read the story and do some exercise.
Teaching Emphasis:
3. Review the grammar.
4. Do some reading and do some exercise..
Teaching Difficulty
1. How understand the grammar and how to use them.
2. How to read the story and do some exercise.
Teaching process:
Step1:
Review the words.
T: Ask a question “What’s your favorite subject” have the children answer the
question. （困）
S: Try to answer the question.
T: Ask another question “Why do you like it?” Have the children answer the question.
S: Try to answer the question and review the words.
Step2:
Focus the grammar
T: Tell the students how to use the grammar and have them do some exercise.
S: Try to understand and do them.
T: Have the children check the answer with the partner.
S: Talk about the answer.
T: Ask some students speak out their answers and check them.
S: Check the answer correctly.
T: Have the children read them loudly.
S: Read the sentences.
Step3:
Read and answer
T: Have the children look at the picture and ask them “What are they?”
S: Try to answer the question in Chinese.
T: Ask another question “Where can you see pyramids?”
S: Read the text and try to find the answer.
T: Have the children read the text again and do the exercise.
S: Read the story and do exercise.
T: Check the answer, ask some students answer the question.

S: Check the answer.
T: Have the children read the text again and find some words that they don’t
understand.
S: Read again and find them.
T: Explain these words.
Step4:
Complete the dialog
T: Tell the children they will complete the dialog use the correct form.
S: Try to complete the dialog.
T: Check the answer and have the children do a pair work.
S: Check the answer and do pair work.
Homework:
Have the children read the text again and tell their friends what they know.

The5th per(2008-9-16)
Teaching Aims:
1. The students can understand the pronunciation and read them correctly.
2. The students like to learn English.
3. The students can do some listening practice.
Teaching Emphasis:
5. Learn the pronunciation.
6. Do some listening practice.
Teaching Difficulty
1. How to understand the pronunciation and read them correctly.
2. How to do the listening practice.
Teaching process:
Step1
Review the story
T: Ask them some questions about the story.
S: Try to read the questions.
T: Retell the story for the children and have the children try to retell the story.
S: Listen the story and try to retell the story.
Step2:
Pronunciation

T: Have the children look at the pictures and try to read these words.
S: Try to read these words.
T: Ask the question “Are they same pronunciation?”
S: Answer the question.
T: Play the tape and have the children repeat. （困）
S: Repeat the words.
T: Explain the different pronunciation and have the children read these words.
S: Read these words many times.
Step3:
Perfect your pronunciation
T: Tell the students they will listen the words and find the different one. Play the tape
and have the children do the exercise.
S: Listen to the tape and try to do exercise.
T: Play the tape again and have the children cross the word that is different.
S: Listen and do them.
T: Have the children check the answer in pairs.
S: Check the answer.
T: Play the tape again and have the children repeat.
S: Repeat the words.
Step4:
Chant and sing
T: Play the tape and have the children just listen to the song.
S: Just listen.
T: Play the tape again and have the children try to sing it.
S: Try to sing. (two times)
Step5:
BINGO Kids quiz
T: Have the children read them and try to choose the correct answer.
S: Read them and try to do them.
T: Check the correct answer.
Homework:
Have the children listen to the song and try to sing it after class.

The6th per (2008-9-18)

Teaching Aims:
1. The students can do some exercise by themselves.
2. The students like to learn English.
Teaching Emphasis:
1. Review this unit and do some exercise.
2. Evaluate their learning.
Teaching Difficulty
1. How to do these exercise.

Teaching process:
Step1
Review the story, words and grammar.
T: Have the children try to retell the story.
S: Try to retell it.
T: Dictation. Have the children try to write these words in the dictionary book.
S: Listen and write these words.
T: Review the grammar and have the children do some exercise.
S: Try to do these exercises.
Step2:
Do some exercise.
T: Play the tape and have the children try to complete the blanks.
S: Listen and try to do them.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Have some students speak out their answers and have the children correct the
answer. （困）
T: Have the children do exercise3 by themselves.
S: Try to do it.
T: Check the answer.
T: Have the children try to write a paragraph.
S: Try to write.
T: Give an example.
Step3:
Evaluate your learning

T: Have the children evaluate themselves.
S: Do them.
Homework:
Review this unit.


UNIT two
Charlie’s chores
新课标体现：
本单元主要是要求学生能够用have to and has to描述自己或他人在日常生活
中不得不做某些事情。能够用一些频度副词描述自己或他人生活中某些活动的频
率。通过学本单元的学 习，启发和教育学生互相关心，互相帮助，学会与他人合
作．通过对本单元故事的学习，了解其他国家少 年儿童承担家务的情况，引导学
生树立自己作为家庭一员要关心家庭，承担家庭义务的意识。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
2、 Speaking:
能够用have to and has to描述自己或他人在日常生活中不得不做某些事情。能够
用一些频度副词描述自己或 他人生活中某些活动的频率。
3、 Reading:
能正确、流利的朗读课文和一些辅音的读法。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做
出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了< br>解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把 单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多 采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工 作。
Teaching Emphasis:
1．能够用have to and has to描述自己或他人在日常生活中不得不做某些事情。

能够用一些频度副词描述自己或他人生活中某些活动的频率。
2．对故事以及对话的理解和如何阅读。
3．对一些单词的理解和记忆。

Teaching Difficulty:
1．能够用have to and has to描述自己或他人在日常生活中不得不做某些事情。
能够用一些频度副词描述自己或他人生活中某些活 动的频率。
2．能够针对自己承担的家务活动进行简单的交流。
3．一些单词的记忆。

The 1
st
per2008-9-24
Teaching Aims:
1. The students can understand and read the story.
2. The students like to learn English.
3. The students can be listening the story.
Teaching Emphasis:
1. How to read the story and understand the story.
Teaching Difficulty
1. How to read the story.
2. How to understand the story.
Teaching process:
Step1:
Set the scene
T: Ask the children in Chinese what they have to do at home. Ask them how they
feel about doing chores.
S: Try to answer the questions and talk about the chores.
T: Write these words on the blackboard and have the children read them after
the teacher. Have one student read the word “wash the dishes”（困）
S: Read these words after the teacher.
T: Tell the children that in this unit Charlie has to do many chores at home.
S: Think and listen.
Step2
Model the dialog:
T: Have the children open the books and look at the picture. The teacher explain the

meaning of chores. Have the children try to understand the meaning of sentences.
S: Open the books and try to understand the meaning.
Step3:
Pre-story activity
T: Have the children try to read the dialogs and then talk about what happened.
S: Try to read the dialogs and talk about it.
T: Play the tape and have the children read the story after the tape.
S: Read the story after the tape.
T: Play the tape again and ask some questions and have the children try to understand
the story.
S: Try to understand the story.
Step4:
T: have the children read the dialogs in pairs.
S: Read the dialogs in pairs.
T: Have some students read the dialogs.
S: Read the dialogs one by one.
Step5:
Read the story and act. (Group work)
Homework:
Preview the story.
Blackboard writing:


The 2
nd
per2008-9-25
Teaching Aims:
1. The students can understand the phrases and use them.
2. The students like to learn English.
3. The students can be writing.
Teaching Emphasis:
1. How can remember the phrases and use “have to”.
Teaching Difficulty
1. How to ask the question “What chores do you have to do?” and answer it.
2. Emphasis new words.
Teaching process:

Step1:
Review :
Review the story and have the children try to retell the story.
T: Have the children look at the pictures and try to retell the story.
S: Look at the pictures and try to do it.
Step2:
Learn the new words.
T: Model the word and have the children repeat. Use the same procedure with the
other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again. Have one student read the word “make my bed”
(困)
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
Step3:
Talk together
T: Ask a question “ What chores do you have to do?” Have the children try to answer
the question.
S: Try to answer the question.
T: Have the children try to make the dialog in pairs.
S: Do the pair work.
T: Have some students read it.
Step4:
Did you know
T: Explain some words to the children and have them try to read it.
S: Try to read it and try to understand it.
T: Ask a question “ Which is better for children: To work at home and in the
fields or to go to school?” Have the children answer it.
S: Answer the question .
Step5:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each
of the pictures

S: Look at the picture.
T: Play the tape and have the children number the pictures.
S: Listen to the tape and number.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step6:
Words your know
T: Have the children open the books at page 17 and look at the picture on top of the
page.
S: Open the books look at the picture.
T: Ask some questions and have the children try to answer them.
S: Try to answer the questions.
T: Have the children take out the pencils and write the sentences.
S: Try to write the sentences by themselves.
Step7
Read about Rie:
T: Have the children try to read the text and do exercise.
S: Read it and try to answer the questions.
T: Explain some sentences and check the answers.
S: Check the answer.
Step6:
Homework: Copy the new words four times.

重点课时备课
2008-9-27
The 3
rd
per
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be writing and listening.
Teaching Emphasis:
1. How to use the phrases in the fact.
Teaching Difficulty
1. How to use the phrases and make sentences.

2. How to use the time adverb.
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
Step2:
Read and write
T: Have the students read the text and ignore any words they don’t understand.
S: Try to read the text by themselves.
T: Ask some questions:
1. What do American parents teach their children to do?
2. What do American children feel when they do the chores?
3. Why children need to help with chores?
4. What chores do American children often do?
S: Try to answer these questions.
T: Have the children try to complete the writing task by themselves.
S: Try to write.
T: Ask students to check in pairs.
S: Check them in pairs.
Step3:
Listen and match.
T: Have the children look at the pictures and understand how to do it.
S: Look at the pictures.
T: Play the tape and have the children match the pictures.
S: Try to do it.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Play the tape again and have the children try to repeat.
S: Listen to the tape and repeat.
Step4:
Put the time expressions in order
T: Have the children look at the examples and try to understand how to do this
exercise.

S: Look at the examples.
T: Have one student read the word “once a year” (困)
T: Have the children try to order the time expressions.
S: Try to do it.
T: Have the children check the answer in pairs.
S: Check the answer with their partner.
Step5:
Let’s say
T: Have the children try to make some sentences with the time expressions.
S: Try to make the sentences and talk about them with their partner.
Homework
Have the children white another chores they have to do at home.

The 4
th
per2008-10-6

Teaching Aims:
1. The students can understand and use the structure “have to” and “has to”
2. The students like to learn English.
3. The students can be reading and do the exercise.
Teaching Emphasis:
1. How to use the structures in the life.
2. How to read the text and do the exercise.
Teaching Difficulty
1. How to use the structures in the life.
2. How to read the text and do the exercise.
Teaching process:
Step1:
Review the phrases about the chores.
T: Have the children try to think the phrases about the chores and try to spell them.
S: Try to think and spell.
T: Ask a question “What chores do you do at home?”
S: Try to answer the question.
Step2:
Learn the structures

T: Write the phrases on the blackboard and have the children read them together.
S: Read the phrases together.
T: Have some students read the phrases “do homework” (困)
T: Write the sentences on the blackboard and have the children try to make more
sentences by themselves.
S: Read the sentences and try to make sentences.
T: Explain the difference between “have to” and “has to”. Have the children try to
make the sentences use “has to”.
S: Try to do it.
Step3
Let’s practices
T: Have the children look at the pictures and try to write the sentences on the book.
S: Try to write the sentences.
T: Have some children write the sentences on the blackboard and check the answer.
S: Look at the blackboard and check the answer.
T: Have the children look at some words and try to unscramble these sentences.
S: Try to do it.
T: Have the children speak out the sentences and check the answer.
S: Check the answer.
Step4:
Read and answer
T: Have the children look at the picture and ask some questions “Where is Peter?”
“Who is Peter talking about?” “Why does Peter want to go home?”
S: Try to guess the answer.
T: Have the children try to read the text and find the correct answer.
S: Read the text and find the answer.
T: Have the children read the text again and check the correct answer.
S: Do the exercise.
T: Check the answer together.
Step5:
How to use the words “do” and “make”
T: Have the children try to do the exercise.
S: Try to do it.
T: Have the children check the answer with the partner.

S: Check the answer.
Homework:
Make five sentences use “have to” and make five sentences use “has to”.


The 5th per2008-10-8

Teaching Aims:
1. The students can understand the pronunciation and read them correctly.
2. The students like to learn English.
3. The students can do some listening practice.
Teaching Emphasis:
1. Learn the pronunciation.
2. Do some listening practice.
Teaching Difficulty
1. How to understand the pronunciation and read them correctly.
2. How to do the listening practice.
Teaching process:
Step1
Review the story
T: Ask them some questions about the story.
S: Try to read the questions.
T: Retell the story for the children and have the children try to retell the story.
S: Listen the story and try to retell the story.
Step2:
Pronunciation
T: Have the children look at the pictures and try to read these words.
S: Try to read these words.
T: Ask the question “Are they same pronunciation?”
S: Answer the question.
T: Play the tape and have the children repeat. (困)
S: Repeat the words.
T: Explain the different pronunciation and have the children read these words.
S: Read these words many times.

Step3:
Perfect your pronunciation
T: Tell the students they will listen the words and find the different one. Play the tape
and have the children do the exercise.
S: Listen to the tape and try to do exercise.
T: Play the tape again and have the children cross the word that is different.
S: Listen and do them.
T: Have the children check the answer in pairs.
S: Check the answer.
T: Play the tape again and have the children repeat.
S: Repeat the words.
Step4:
Chant and sing
T: Play the tape and have the children just listen to the song.
S: Just listen.
T: Play the tape again and have the children try to sing it.
S: Try to sing. (two times)
Step5:
BINGO Kids quiz
T: Have the children try to read these sentences and try to guess.
S: Read and try to guess.
T: Explain some sentences and have the children try to guess again.
T: Try to guess.
T: Check the correct answer.
Homework:
Have the children listen to the song and try to sing it after class.

The6th per2008-10-9
Teaching Aims:
1. The students can do some exercise by themselves.
2. The students like to learn English.
Teaching Emphasis:
1. Review this unit and do some exercise.
2. Evaluate their learning.

Teaching Difficulty
1. How to do these exercise.

Teaching process:
Step1
Review the story, words and grammar.
T: Have the children try to retell the story.
S: Try to retell it.
T: Dictation. Have the children try to write these words in the dictionary book.
S: Listen and write these words.
T: Review the grammar and have the children do some exercise.
S: Try to do these exercises.
Step2:
Do some exercise.
T: Play the tape and have the children try to complete the blanks.
S: Listen and try to do them.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Have some students speak out their answers and have the children correct the
answer. (困)
T: Have the children do exercise3 by themselves.
S: Try to do it.
T: Check the answer.
T: Have the children try to write a paragraph.
S: Try to write.
T: Give an example.
Step3:
Evaluate your learning
T: Have the children evaluate themselves.
S: Do them.
Homework:
Review this unit.

Unit3
Redrock Bay Health Club
新课标体现：
本单元主要是要求学生能够用现在进行时来表示一般将来时，能够用be
doing … 的结构回答关于某人最近几天计划或安排的问题。能够用be doing+将
来时间状语的结构询问他 人最近几天的计划或安排。通过故事学习，让学生了解
外国同龄学生业余生活情况，扩展国际视野，同时 培养自己的业余爱好，参与体
育活动，锻炼身体。通过本单元的学习，培养学生做事有计划的意识。在不 同的
国家与地区，学校学生的业余体育生活是不同的。通过本单元故事的学习，让学
生了解不同 国家的文化差异。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
2、speaking:
能够用现在进行时来表示一般将来时，能够用be doing … 的结构回答关于某人
最近几天计划或安排的问题。能够用be doing+将来时间状语的结构询问他人最
近几天的计划或安排。
3、 Reading:
能正确、流利的朗读课文。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做
出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了< br>解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把 单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多 采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工 作。
Teaching Emphasis:
1、能够用现在进行时表示一般将来时。
2、能够掌握相关的单词及词组。

Teaching Difficulty:
1、学生已经学过 “人称+will+动词原形”和“be going to”表示将来的概念。
而对于现在进行时表示将来的用法会感到不习惯，容易混淆。
2、学生对课文的理解。
3、一些单词的记忆。

重点课时备课
The 1
st
per(2008-10-15)
Teaching Aims:
1. The students can understand the story.
2. The students like to learn English.
3. The students can read the story.
Teaching Emphasis:
1. How to understand the story.
2. How to remember some new words.
Teaching Difficulty
How to understand the story and read the story.
Teaching process:
Step1:
Review
T: Have the children try to think some phrases about the sports.
S: Try to think about the phrases.
T: Write the phrases on the blackboard and have the children read these phrases.
S: Read after the teacher.
Step2:
Learn some new words about sports.
T: Have the children look at the pictures and try to understand the word’s meaning.
S: Look at the pictures and try to think about these words.
T: Have the children read the words after the teacher. (困)
S: Read the words after the teacher.
Step3:
Set the scene
T: Ask the children what their plans are for this weekend and next week.
S: Try to answer the questions.

T: Tell the students in today’s story they are going to read about when the BINGO
Kids visit a new health club in Redrock Bay.
Step4:
Presentation of new language
T: Ask a question “What are you doing tomorrow?”
S: Try to answer the question.
T: Write the sentences on the blackboard, have the children read the sentences after
the teacher.
S: Read the sentences.
T: Have the children try to make the sentences by themselves.
S: Try to do it.
T: Write these sentences on the blackboard, have the children try to understand the
meaning.
S: Read these sentences.
Step5:
Talk about the story.
T: Have the children look at the pictures and the teacher tells the story to the student.
S: Listen to the story and try to understand the story.
T: Have the children read the story by themselves and try to answer some questions.
Read the story and answer the questions.
T: Explain some difficult words.
Step6:
Learn the story
T: Have the children read the story again and answer the questions.
1. What are the Bingo Kids doing at five o’clock on Saturday?
2. When is the tennis class?
S: Read the story and answer the questions.
T: Play the tape and have the children read the story after the tape.
S: Read the story after the tape.
T: have the children take roles and act out the story.
S: Try to do it.
Homework:
Have the children listen to the tape and read the story after the tape.

The 2
nd
per2008-10-16
Teaching Aims:
1. The students can understand the new words and use them.
2. The students like to learn English.
3. The students can write the sentences.
Teaching Emphasis:
3. Learn the new words.
4. Try to review the story.
Teaching Difficulty
1. How review the story.
2. Emphasis new words.
Teaching process:
Step1:
Review :
Review the story.
Step2:
Learn the new words.
T: Have the children open their books at page28. Draw their attention to the top half
of the page.
S: Open the books and look at the words.
T: Model the word and have the children repeat. (困) Use the same procedure with the
other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
T: Have the children try to make the dialogue use the new words.
S: Make the dialogue in pairs.
T: Have some students read the dialogue.
Step3:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each
of the pictures

S: Look at the picture.
T: Play the tape and have the children match the pictures.
S: Listen to the tape and match.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step4:
Words you know
T: Point to each picture and have the children try to speak out the sentences.
S: Look at the pictures and try to talk about the pictures.
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step5:
Read and complete.
T: Have the children look at the time expressions in the box on the right and explain
they are going to complete the sentences below using each of the expressions only
once.
S: Read the timetable.
T: Have the children try to write the sentences by themselves.
S: Write the sentences.
T: Have some students write the sentences on the blackboard.
S: Check the answer.
Step6:
Homework: Read the story.
Copy the new words four times.

重点课时备课
The 3
rd
per2008-10-20
Teaching Aims:
1. The students can read the text and do the exercises.
2. The students like to learn English.
3. The students can be writing and listening
Teaching Emphasis:
1. Review the words and the story.
2. Do some reading.

Teaching Difficulty
1. How to use the words.
2. How to understand the story.
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Read and find out
T: Ask a question “How many sports can you name in English?” (困)
S: Try to name them.
T: Have the children read the text and try to find the answer
S: Read the text and find the answer.
T: Have the children read the text again more carefully and then work in pairs to
check the answer.
S: Read the text again work in pairs.
Step3:
Complete the dialogue
T: Ask some questions
1. Who is talking?
2. What are they talking about?
S: Try to guess the answer.
T: Have the children open their books at page31. Have the children understand the
dialogue.
S: Look at the pictures and read the dialogue.
T: Play the tape and have the children try to complete.
S: Listen the tape and try to complete.
T: Check the answer in pairs.
S: Check the answer.
Step4:
Ask a friend

T: Have the children interview a friend and ask her or him some questions.
S: Try to do it.
T: Have some students speak out their dialogue.
Step5:
Write a paragraph
T: Have the children pay attention the words and tell them how to do this exercise.
S: Look at the diary and try to write the sentences.
T: Check the answer. Have the children read these sentences.
S: Read these sentences loudly.
Step5:
Homework
Write more sentences use these structure.

The 4
th
per2008-10-22
Teaching Aims:
1. The students can understand the grammar and use them.
2. The students like to learn English.
3. The students can read the story and do some exercise.
Teaching Emphasis:
1. Review the grammar.
2. Do some reading and do some exercise..
Teaching Difficulty
1. How understand the grammar and how to use them.
2. How to read the story and do some exercise.
Teaching process:
Step1:
Review the words.
Step2:
Focus the grammar
T: Tell the students how to use the grammar and have them do some exercise.
S: Try to understand and do them.
T: Have the children check the answer with the partner.
S: Talk about the answer.
T: Ask some students speak out their answers and check them.

S: Check the answer correctly.
T: Have the children read them loudly. (困)
S: Read the sentences.
Step3:
Read and answer
T: Have the children look at the picture and ask them “How often are the Olympic
Games held?”
“How many types of games are these?”
S: Try to answer the question in Chinese.
T: Have the children read the text and try to answer the questions.
S: Read the text and try to find the answer.
T: Have the children read the text again and do the exercise.
S: Read the story and do exercise.
T: Check the answer, ask some students answer the question.
S: Check the answer.
T: Have the children read the text again and find some words that they don’t
understand.
S: Read again and find them.
T: Explain these words.
Homework:
Have the children read the text again and tell their friends what they know.

The5th per2008-10-23
Teaching Aims:
1. The students can understand the pronunciation and read them correctly.
2. The students like to learn English.
Teaching Emphasis:
1. Learn the pronunciation.
Teaching Difficulty
1. How to understand the pronunciation and read them correctly.
Teaching process:
Step1
Review the story
T: Ask them some questions about the story.

S: Try to read the questions.
T: Retell the story for the children and have the children try to retell the story.
S: Listen the story and try to retell the story.
Step2:
Pronunciation
T: Have the children look at the pictures and try to read these words. (困)
S: Try to read these words.
T: Ask the question “Are they same pronunciation?”
S: Answer the question.
T: Play the tape and have the children repeat.
S: Repeat the words.
T: Explain the different pronunciation and have the children read these words.
S: Read these words many times.
Step3:
Perfect your pronunciation
T: Tell the students they will listen the words and find the different one. Play the tape
and have the children do the exercise.
S: Listen to the tape and try to do exercise.
T: Play the tape again and have the children cross the word that is different.
S: Listen and do them.
T: Have the children check the answer in pairs.
S: Check the answer.
T: Play the tape again and have the children repeat.
S: Repeat the words.
Step4:
Chant and sing
T: Play the tape and have the children just listen to the song.
S: Just listen.
T: Play the tape again and have the children try to sing it.
S: Try to sing. (two times)
Step5:
BINGO Kids quiz
T: Have the children read them and try to choose the correct answer.
S: Read them and try to do them.

T: Check the correct answer.
Homework:
Have the children listen to the song and try to sing it after class.

The6th per2008-10-27
Teaching Aims:
1. The students can do some exercise by themselves.
2. The students like to learn English.
Teaching Emphasis:
this unit and do some exercise.
te their learning.
Teaching Difficulty
2. How to do these exercise.

Teaching process:
Step1
Review the story, words and grammar.
T: Have the children try to retell the story.
S: Try to retell it.
T: Dictation. Have the children try to write these words in the dictionary book.
S: Listen and write these words.
T: Review the grammar and have the children do some exercise.
S: Try to do these exercises.
Step2:
Do some exercise.
T: Play the tape and have the children try to complete the blanks.
S: Listen and try to do them.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Have some students speak out their answers and have the children correct the
answer. (困)
T: Have the children do exercise3 by themselves.
S: Try to do it.
T: Check the answer.

T: Have the children try to write a paragraph.
S: Try to write.
T: Give an example.
Step3:
Evaluate your learning
T: Have the children evaluate themselves.
S: Do them.
Homework:
Review this unit.

unit 4 choosing a gift
Teaching aims :
技能目标：
1、学生通过课文及句型的学习，在实际情境中可以用prefer表达个人看法，进
行简单的 交流。
2、通过阅读理解故事，并尝试抓住故事大意。
知识目标：
Pronunciation：the letter “ss”
Words：
3.
4.
5.
Read and speaking choose find style shopping mall pop music jazz music
latest popcorn
writing : videogame birthday gift skiing a pair of ,shorts socks
sentences：how much does this cost?
情感态度目标：
1、学生通过阅读，养成阅读英文故事的好习惯
Teaching focus and diffculty：
1、初步运用所学词汇和句型对事物或物品进行简单的判断。
1、通过阅读理解主题故事

the 1
st
per.2008-11-3
Aim： review the words Clothes and accessories提高学生的思维理解能力和语言
表达能力。

1. review the words Clothes and accessories form early books :.

hat bag ring sock cap sweater pants shirt coat skirt jacket jean
the scene
ask question :
what did they buy ?
model the new vocabulary items
3. Presentation of new language
.hold up the picture of “belt”say I like this belt do youlike it
.teach the new words
read it one by one
.listen to the drill , 2or 3 times .
.choral repetition : listen and repeat
.individual check :choose student produce the first model .
.elicit the second model
.practice the first and second model .
.review the model
4. talk about the story
1) ask question and listen to the tape
Who can you see in the picture (困)
Where are they ?
What are the kids looking at in noe ?
What kind of store are they in ?
5. story
Now play tge tape and look at the book
Listen again
Listen the drill
Listen repeat
Look at the book and read it
Read it by roles
6home work
Read the story at home


the 2
nd
per.2008-11-6
step1 warm up

play a team game :read the story by roles
step2
1. review the words or clothes shoes socks pants gloves coat sweatpants
2. listen to the dialogues
3. do the dialogues like the model
4. use the clothes make the dialogues
step3 words to know
read the words (困)
read aloud,how much ?
ask and answer how much …
write the words and the answers.
to this .
tell student will listen six vocal
play the tape 2time
play again and check the answer.
step4check the correct answer
point the box showing the answer
do the first two together then allow the student
check the answers.
step5 home work explain that you want student to make list of all the different types
of stores in a shopping mall .

the 3
rd
per.2008-11-10
1. Review
1) point and say
2) do some exercise
2. Look at the map and write
1) Lead –in :show students a realia map in class
2) Pre-reading question: have the students read the map in their textbooks
quickly and point to the following place(the First street ,the second street ,the
third street, Redrock avenue, ect)
3) Reading task 1:
4) Reading task 2:
Ask :a. where is the library b. how many gifts shop can you see on this map?

c. where is the park? (困) d. where is Ann’s house?
5) follow up: ask students to work in pairs talking about the map
3 . complete the dialog
1 ) describe the picture beside the dialog
2) work in pairs
3) listen for the missing words
4) have students practice the dialog in pairs
4. write about what you prefer
1) read after the teacher
2) do some example orally together
3) read it
4)write the sentences
5. set homework:
ask the students to read a map.
Ask them to tell out the main buildings in the main avenues or streets.

The 4
th
per.2008-11-12
Aim
学习字母s发音，让学生在朗读单词的 基础上自己观察、体会，有意识地
培养学生拼读单词的能力。教师时候予以总结归纳。让学生在准交际的 语境中进
行对话，使学生用所学的语言表达自己的真情实感，培养学生的语言交际能力。
ⅠSounds and letters
Draw the children’s attention to the pictures at the top of the page. Explain that
they will hear words that have the s sound
Play the tape and have the children say the words aloud.
Check that the children’s pronunciation is correct by asking individual children to
repeat the words after me, or after the tape.
ⅡListen for sounds
Say that three of the words have a issound in them but one word doesn’t.
Play the tape. Have the children cross word without a is sound in it.
ⅢRead with Uncle Booky
Play the tape for the first two words. Have the children point to each word that
they hear in the tape. Tell the children to find out how to read the last two words. Play
the tape for the last two words and have the children repeat.

Ⅳperfect your pronunciation
listen and say these sentence (困)
ⅤTouch ask and answer
Ask the children what they can see in the page. …


the 5
th
per.2008-11-13
Aim
复习本单元的主要功能句子，要 求全体学生能说出句子，部分学生能写
出句子。发挥学生的主观能动性，让他们积极参与活动，同过使用 本单元主要句
型完成任务，获得语言知识与技能。
ⅠReview
Tell the children that they are going to play a game. Call a child to the front.
Have himher stand facing the other children. Put book under the desk behind
the child, and ask, “Where is the book?” tell the child try to find out where the
book is by asking questions, “Is it under the chair?” the other children can help
the child, but they can only answer Yes, it is. or No, it isn’t.
ⅡReadand write
Draw the children’s attention to the bottom of the page. Explain that in each
sentence something is missing. They need to write out the missing part.
Point to the first sentence and read it aloud, touching each word as you do so. Try
to elicit the missing words. Have the children write the words in the space provided.
ⅢLet’s chant
Point to the picture and ask question.
Now read the chant aloud to the children, pointing each word. Have the children
repeat after me.
Play the tape. Have the children listen to the chant.
Play the tape again, stopping after each sentence. Have the children repeat after
the tape. (困)
Have the children say the chant in a class drill following the tape.
ⅣSet homework
Color the pictures on page 46.

the 6
th
per .2008-11-17

Aim
学 生独立完成后作必要的反馈，尤其是帮助学生关注自己的学习过程、方法
和策略，鼓励学生发现适合自己 的学习方法，继续坚持，同时发现、调整不足。

Ⅰreview and evaluation
Do some listening and writing p48
check the answer
ⅡSelf-assessment
Tell the children to look at the picture on top of the page. Point to the first
picture. Ask, “Where is the squirrel?” Elicit the correct answer from the children.
Tell them to write the answer on the space provided under the picture. Repeat
the procedure for the other pictures.
Have the children look at the picture in second activity. Point to the furniture in
turn and elicit the name from the children. Tell them that this is the living room in
Jack’s house. Draw the children’s attention to the sentences on the left and tell them
that Jack is talking to his father, and I want them to complete the dialog.ⅢReflection
Tell the children to think about of their own learning and go over all he items
individually or in pairs. When all the children finish, have them tell each other about
what they have done on their Reflection Card.


Unit5 The broken computer

新课标体现：
本单元主要是要求学生能够使用should表 示建议的肯定句和否定句的意义。
能够使用What should I we theyheshe do? 等特殊疑问句征求别人的建议，能够
使用should的肯定句或否定句根据不同的情况提出合 理的建议。通过本单元的
学习，要让学生通过仔细观察，认真比较，归纳等方法，加深对核心句型的理解 。
通过小组活动，培养学生合作中学习的能力。通过让孩子对电脑游戏，上网的利
弊进行思考、 讨论、比较，形成正确的认识，并在生活中能够处理好电脑和学习

的关系。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
6. speaking:
能够使用should的肯定句或否定句根据不同的情况提出合理的建议。
3、 Reading:
能正确、流利的朗读课文。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做
出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了< br>解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把 单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多 采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工 作。
Teaching Emphasis:
a) 能用should的特殊疑问句征求别 人的意见，用should的肯定句和否定
句根据不同的情况提出建议。
b) 能够掌握相关的单词及词组。

Teaching Difficulty:
1、用英语写出相关的建议。
2、学生对课文的理解。
3、一些单词的记忆。

重点课时备课
The 1
st
per2008-11-20
Teaching Aims:
1. The students can understand the story.
2. The students like to learn English.

3. The students can read the story.
Teaching Emphasis:
1．how to understand the story.
2．how to remember some new words.
Teaching Difficulty
How to understand the story and read the story.
Teaching process:
Step1:
Review
T: Have the children practice using I like, love, hate,or prefer.
S: Do it.
Step2:
Learn some new words about computer.
T: Have the children look at the pictures and try to understand the word’s
meaning.
S: Look at the pictures and try to think about these words.
T: Have the children read the words after the teacher. (困)
S: Read the words after the teacher.
Step3:
Set the scene
T: Ask them if they have ever played a game on a computer. Tell them that in today’s
story Daniel was playing a game on his father’s computer and it stopped working. He
then asks his friends for advice.
Step4:
Presentation of new language
T: Ask a question “If the computer stop working What should you do?”
S: Try to answer the question.
T: Write the sentences on the blackboard, have the children read the sentences after
the teacher.
S: Read the sentences.
T: Have the children try to make the sentences by themselves.
S: Try to do it.
T: Write these sentences on the blackboard, have the children try to understand the
meaning.

S: Read these sentences.
Step5:
Talk about the story.
T: Have the children look at the pictures and the teacher tells the story to the student.
S: Listen to the story and try to understand the story.
T: Have the children read the story by themselves and try to answer some questions.
Read the story and answer the questions.
T: Explain some difficult words.
Step6:
Learn the story
T: Have the children read the story again and answer the questions.
S: Read the story and answer the questions.
T: Play the tape and have the children read the story after the tape.
S: Read the story after the tape.
T: have the children take roles and act out the story.
S: Try to do it.
Homework:
Have the children listen to the tape and read the story after the tape.

The 2
nd
per2008-11-24
Teaching Aims:
1. The students can understand the new words and use them.
2. The students like to learn English.
3. The students can write the sentences.
Teaching Emphasis:
5. Learn the new words.
6. Try to review the story.
Teaching Difficulty
1. How review the story.
2. Emphasis new words.
Teaching process:
Step1:
Review :
Review the story.

Step2:
Learn the new words.
T: Have the children open their books at page52. Draw their attention to the top half
of the page.
S: Open the books and look at the words.
T: Model the word and have the children repeat. Use the same procedure with
the other words in the picture.
S: Read the words after the teacher. (困)
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
T: Have the children try to make the dialogue use the new words.
S: Make the dialogue in pairs.
T: Have some students read the dialogue.
Step3:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each
of the pictures
S: Look at the picture.
T: Play the tape and have the children number the pictures.
S: Listen to the tape and number.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step4:
Words you know
T: Point to each picture and have the children try to speak out the words.
S: Look at the pictures and try to talk about the pictures.
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step5:
Check the correct answer.
T: Have the children read the sentences and try to check the correct answer.
S: Try to do them.

T: Check the answer.
Step6:
Match the face and the adjective,
T: Have the children look at the pictures and look read the words and try to match the
pictures.
S: Try to do it.
T: Check the correct answer.
Homework: Read the story.
Copy the new words four times.

重点课时备课
The 3
rd
per2008-11-27
Teaching Aims:
1. The students can read the text and do the exercises.
2. The students like to learn English.
3. The students can be writing and listening
Teaching Emphasis:
3. Review the words and the story.
4. Do some reading.
Teaching Difficulty
1. How to use the words.
2. How to understand the story.
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Read and find out
T: Have the children read the text and try to find the answer
S: Read the text and find the answer.
T: Have the children read the text again more carefully and then work in pairs to

check the answer.
S: Read the text again work in pairs.
T: Have one student answer one question. (困)
Step3:
Write the missing words.
T: Have the children listen to the tape and try to understand the dialog.
S: Listen and try to understand.
T: Play the tape again and have the children try to write the missing words.
S: Listen and try to write.
T: Listen again and check the correct answer.
Step4:
Should quiz.
T: Have the children look at the pictures and try to match.
S: Try to do it.
T: Check the answer.
Step5:
Homework
Write more sentences use these structure.

The 4
th
per2008-12-1
Teaching Aims:
1. The students can understand the grammar and use them.
2. The students like to learn English.
3. The students can read the story and do some exercise.
Teaching Emphasis:
3. Review the grammar.
4. Do some reading and do some exercise..
Teaching Difficulty
1. How understand the grammar and how to use them.
2. How to read the story and do some exercise.
Teaching process:
Step1:
Review the words.
Step2:

Focus the grammar
T: Tell the students how to use the grammar and have them do some exercise.
S: Try to understand and do them.
T: Have the children check the answer with the partner.
S: Talk about the answer.
T: Ask some students speak out their answers and check them.
S: Check the answer correctly.
T: Have the children read them loudly. (困)
S: Read the sentences.
Step3:
Read and answer
T: Have the children look at the picture and ask them some questions.
S: Try to answer the question in Chinese.
T: Have the children read the text and try to answer the questions.
S: Read the text and try to find the answer.
T: Have the children read the text again and do the exercise.
S: Read the story and do exercise.
T: Check the answer, ask some students answer the question.
S: Check the answer.
T: Have the children read the text again and find some words that they don’t
understand.
S: Read again and find them.
T: Explain these words.
Homework:
Have the children read the text again and tell their friends what they know.

The5th per2008-12-4
Teaching Aims:
1. The students can understand the pronunciation and read them correctly.
2. The students like to learn English.
Teaching Emphasis:
2. Learn the pronunciation.
Teaching Difficulty
2. How to understand the pronunciation and read them correctly.

Teaching process:
Step1
Review the story
T: Ask them some questions about the story.
S: Try to read the questions. (困)
T: Retell the story for the children and have the children try to retell the story.
S: Listen the story and try to retell the story.
Step2:
Pronunciation
T: Have the children look at the pictures and try to read these words.
S: Try to read these words.
T: Ask the question “Are they same pronunciation?”
S: Answer the question.
T: Play the tape and have the children repeat.
S: Repeat the words.
T: Explain the different pronunciation and have the children read these words.
S: Read these words many times.
Step3:
Perfect your pronunciation
T: Tell the students they will listen the words and find the different one. Play the tape
and have the children do the exercise.
S: Listen to the tape and try to do exercise.
T: Play the tape again and have the children cross the word that is different.
S: Listen and do them.
T: Have the children check the answer in pairs.
S: Check the answer.
T: Play the tape again and have the children repeat.
S: Repeat the words.
Step4:
Chant and sing
T: Play the tape and have the children just listen to the song.
S: Just listen.
T: Play the tape again and have the children try to sing it.
S: Try to sing. (two times)

Step5:
BINGO Kids quiz
T: Have the children read them and try to choose the correct answer.
S: Read them and try to do them.
T: Check the correct answer.
Homework:
Have the children listen to the song and try to sing it after class.

The6th per2008-12-8
Teaching Aims:
1. The students can do some exercise by themselves.
2. The students like to learn English.
Teaching Emphasis:
this unit and do some exercise.
te their learning.
Teaching Difficulty
1. How to do these exercise.

Teaching process:
Step1
Review the story, words and grammar.
T: Have the children try to retell the story.
S: Try to retell it.
T: Dictation. Have the children try to write these words in the dictionary book.
S: Listen and write these words.
T: Review the grammar and have the children do some exercise.
S: Try to do these exercises.
Step2:
Do some exercise.
T: Play the tape and have the children try to complete the blanks.
S: Listen and try to do them.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Have some students speak out their answers and have the children correct the

answer. (困)
T: Have the children do exercise3 by themselves.
S: Try to do it.
T: Check the answer.
T: Have the children try to write a paragraph.
S: Try to write.
T: Give an example.
Step3:
Evaluate your learning
T: Have the children evaluate themselves.
S: Do them.
Homework:
Review this unit.

Unit6 Review

新课标体现：
本 单元主要是要求学生能够用一般现在时描述自己的朋友的基本情况，理解
本单元的主题故事。复习前五单 元的语音知识，核心词汇和主要句型。通过故事
内容，让学生建立正常的友谊关系，通过网络拓展视野。 通过大量的语言实践和
语言教学活动，让学生通过仔细观察，认真比较，归纳等方法，加深对前五个单< br>元学习内容的理解。通过复习活动，培养学生形成有效的学习策略。让学生了解
加拿大，墨西哥等 国家的有关情况，培养学生跨文化交际的意识。
Teaching Aims:
知识技能：
1、 Listening:
能够理解本单元的故事。
7. speaking:
能够使用should的肯定句或否定句根据不同的情况提出合理的建议。
3、 Reading:
能正确、流利的朗读课文。
4、 Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做

出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学 习的内容有整体了
解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在 教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。 3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的 完成思想道德教育工作。
Teaching Emphasis:
1. 能够用一般现在时描述自己的朋友的基本情况，理解本单元的主题故事。
2. 复习前五单元的语音知识，核心词汇和主要句型。
Teaching Difficulty: 通过大量的语言实践和语言教学活动，让学生通过仔细观察，认真比较，归纳等
方法,做相应的习题 。

The 1
st
per 2008.12.15
Teaching Aims:
1. The students can understand the story.
2. The students like to learn English.
3. The students can read the story.
Teaching Emphasis:
1．how to understand the story.
2．how to remember some new words.
Teaching Difficulty
How to understand the story and read the story.
Teaching process:
Step1:
Review
Have the children look at the story to find a chore that they have to do at home. （困）
Step2:
Set the scene
T: Ask the children if they ever had a pen pal. How did they keep in touch?
S: Try to answer the question.
Step3:

Talk about the story.
T: Have the children look at the pictures and the teacher tells the story to the student.
S: Listen to the story and try to understand the story.
T: Have the children read the story by themselves and try to answer some questions.
Read the story and answer the questions.
T: Explain some difficult words.
Step6:
Learn the story
T: Have the children read the story again and answer the questions.
S: Read the story and answer the questions.
T: Play the tape and have the children read the story after the tape.
S: Read the story after the tape.
T: have the children take roles and act out the story.
S: Try to do it.
Homework:
Have the children listen to the tape and read the story after the tape.

The 2
nd
per2008.12.18
Teaching Aims:
1. The students can understand the new words and use them.
2. The students like to learn English.
3. The students can write the sentences.
Teaching Emphasis:
7. Do some exercise.
8. Try to review the story.
Teaching Difficulty
1. How review the story.
2. How to do exercise.
Teaching process:
Step1:
Review :
Review the story.
Step2:
Listen to this.

T: Have the children look at the pictures. Explain that each of the pictures
S: Look at the picture.
T: Play the tape and have the children number the pictures.
S: Listen to the tape and number.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step3:
Pronunciation Practice.
T: Have the children listen to the tape and cross the sound that doesn’t belong.
S: Try to do it.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
Step4:
Words you know
T: Point to each picture and have the children try to speak out the words.
S: Look at the pictures and try to talk about the pictures. （困）
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step5:
Answer some questions.
T: Have the children read the sentences and try to answer.
S: Try to do them.


The 3
rd
per2008.12.22
Teaching Aims:
1. The students can read the text and do the exercises.
2. The students like to learn English.
3. The students can be writing and listening
Teaching Emphasis:
5. Review the words and the story.
6. Do some reading.
Teaching Difficulty
1. How to use the words.

2. How to understand the story.
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Talk together.
T: Have the children read the dialog by themselves.
S: Try to read it.
T: Have the children read the dialog after the teacher. （困）
S: Read the dialog after the teacher.
T: Have the children read the dialog in pairs.
S: Do pair work.
Step3:
Write what you know.
T: Have the children look at the pictures and try to answer the questions.
S: Look at the pictures and try to answer.
T: Check the answer.
Step4:
Complete the conversation.
T: Have the children listen to the tape and try to understand the dialog.
S: Listen and try to understand.
T: Play the tape again and have the children try to complete the conversation.
S: Listen and try to write.
T: Listen again and check the correct answer.
Step5:
Homework
Have the children read the letter.

The 4
th
per 2008.12.25
Teaching Aims:

1. The students like to learn English.
2. The students can read the story and do some exercise.
Teaching Emphasis:
5. Review the grammar.
6. Do some reading and do some exercise..
Teaching Difficulty
1 . How to read the story and do some exercise.
Teaching process:
Step1:
Answer the questions.
T: Have the children read the story again and try to answer these questions.
S: Try to answer the questions.
T: Have the children check the answer in pairs.
S: Try to do it.
T: Have some children write the answer on the blackboard. （困）
Step2:
Listen and say
T: Have the children listen to the tape and repeat.
S: Listen and repeat.
Step3:
Check the correct answer.
T: Have the children look at the sentences and try to choose the correct answer.
S: Try to do it.
T: Check the correct answer.
Step4:
Crossword.
T: Have the children try to write the words.
S: Try to do it.
T: Check the answer.
Step5
BINGO Kids quiz
T: Have the children read them and try to choose the correct answer.
S: Read them and try to do them.
T: Check the correct answer.