山东建筑大学官网-宝宝生日祝福语

人教版一年级英语下册
教学目标:





the …?
教学重点、难点：


教具准备:
教案

Unit 1
Where’sthe cat ?
复习第一册中动物,颜色
学习动物与颜色的复合词组,如 an orange cat.
复习介词on, in, under
学习介词词组,如: on the desk.
学习句型:Where’s the orange cat ? Is it in 0n under
介词及句型的认读及使用
低年级学生的英语学习方法引导.

各种颜色的铅笔；录音机电脑和cd-rom ,stickers
教学过程：
Step 1. Greeting
T: Class begins.
Ss: Stand up!
T: Good afternoon ,boys and girls. Ss : ….
T: How are you ? Ss: ….
T: Pleased to meet you ? Ss: ….
T: Listen and do : Point to …
Step : Show a pen and a pencil ,and say the chant : Pen and
Pencil..
(调动学生的热情)
Step 3、T : What’s this ? SS : It’s a pencil .
T : What colour is it ? Ss : It’s red .....(各种颜色的铅笔)
T : How many pencils ? let’s count . Ss: One two
three four five six …eleven twelve, twelve pencils
Step 4: Play a game
1. T : Where’s the(red) pencil ? (教师利用desk,a school bag，
pencil- box，book等来反复问？引导学生猜 Is it in on under … ?(奖励猜对的学
生) 适当的时间导入 I don’t know .句型
2. 学生当小老师来提问，其余学生来猜，教师从中指导

3.利用数字卡片one--- twelve 来做游戏（既巩固了数字有活跃了气氛）
Step 5 : T: Let’s watch TV , What can you see ?
(引导学生回答, 可以是一个单词或句子，也可以用汉语来叙述以此帮
主所有同学领会课文的内容)d-ro
Step 6：Let the ss watch c m and follow it 3 times
Step 7: Let the ss read by themselves (教师来回巡视不断给以指导)
Step 8:Sum up :引导学生总结，可以使用汉语
Step 9:Homework
1. Listen to the tape and follow it ten times
2. 回家说家里和爸爸妈妈的电话号码来练习数字
3. 与父母做游戏 Where’s the …? Is it inonunder ….?
Yes , it is . No , it isn’t



Module 1 Unit 2
How many green birds?
-up
ng
1、T: Class begins.
Ss: Stand up, please.
T: Good morning, boys and grils.
Ss: Good morning, Miss Chen.

T: (带头唱”Hello, hello , how are you ? I’m fine, I’m fine, and hello
to you ”)
a song
T: 1、2、3、4、5，6、7、8、9、10。Go!
(老师和学生一起唱1、2、3、4、5，what’s your name?)
T: Wonderful! Thank you! Sit down.
on
1)、手指数数
T：First, let’s count from 0 to 10, then from 10 to 0, ok?
(老师和学生一起从0到10，再从10到0，边数数边有节奏地用手指来表示。)
2）、快速闪现数字或单词，并立刻消失，让学生猜
T：Ok, now , let’s play a guessing game, look carefully.
(PPT快速出现一些阿拉伯数字或数字单词，然后迅速消失，让学生猜。)
T：what’s this? Is it …?
3)、数东西
呈现一瓶漂亮的小球和一个空盒子
T：Look, so many balls! 哇Do you like it? 你们喜欢吗？yes or no?
T: Now, guess, how many balls in the box? 从瓶子里倒出一把小球，放到
盒子里,请几名学生猜测并回答.
T：Ok, let’s count. One ,two, three, four……Yes , you’re right. A ball
for you. (奖给猜对的人一只小球。
tation

T: Look, it’s a . Now, listen. (击鼓)，let’s count!
(先让学生跟着自己的击鼓频率来数数)
T： Ok, now . Are you ready? (击鼓？下) how many?
(速度从慢到快，数量从小到大，表扬答对学生。)
回答几次以后，慢慢地击鼓11下，T：How many?
Ss: Eleven.
T: Yes ,you are right. Eleven.(出示单词卡片Eleven)
全体跟读——男女生跟读——小组跟读——开火车跟读

T: Follow me, together, eleven. boys, eleven. Girls , 1 ,
group2 ,3,4 Now, which group? One by one!
T：Eleven↗eleven↘单词快慢读单词声音高低读
T：Good. Who can? Come here(请学生上台击鼓,并问how many?)
2、 twelve
T: Now , another game.(到学生中去做示范) which group?(挑一组10人小组)
T：Ok! Stand up! Are you ready? one (教师起先喊one)
T: Ok, again, which grou p?(再抽一组进行报数，如人数不够，让旁边组同学继
续报数，报到eleven,老师快速接上“t welve”)
T: Twelve.(出示单词卡片Twelve)
全体跟读——男女生跟读——小组跟读——开火车跟读
T: Follow me, together, twelve. boys, eleven. Girls , 1 ,
group2 ,3,4 Now, which group? One by one!
T：twelve↗twelve↘单词快慢读单词声音高低读
T：Good. Now , look, how many animals?(出示十二生肖图)Let’s count!
Ss: One, two, ……,ten, eleven, twelve.
T: Yes, twelve , twelve animals.
3、 zoo
1)、T: Boys and girls. Today, let’s go to the zoo. Are you happy?
Ss: Yes!
T: Ok , let’s go !
(PPT呈现动物园zoo的图片，并发出汽车的声音。)
T：Look, it’s a zoo. 这是一 个动物园，哇，让我们进去数一数动物吧！
2）、（PPT出现5只熊猫）
T：How many pandas? (Five pandas.)
(PPT出现8只dogs)
T:哇，look at the dogs. (呈现“__________ dogs?”)
T: Who can ask? (让学生来问)
S1: How many dogs?(呈现“How many”)
S2: Eight dogs.
3）、（PPT出现12只小鸟，停在树上）

T: How many birds? Let’s count.
Ss: 0ne,two,three,……twelve. Twelve birds.
T: Yes, twelve birds. And how many green birds ?
S1: one , two ,three, four, four green birds.
4）、（PPT出现几只bears）
T: Look at the bears. How many bears? Count
Ss:
T: How many yellow bears?
Ss: one , two, two yellow bears.
III、 Practice
1 T: Look at the tree. How many birds?
Ss: Eleven birds.
T: How many blue birds?
S1:1 、2、3、three blue birds.
T: How many orange birds?
S2:1、2、3、4，four orange birds.
呈现句子“How many________ birds?”
T: Who can ask me ?
S1: How many redyellow birds?
TS2: Two red birds Two yellow birds.
T: Now ,pair work. One ask, one answer.
( 学生两人小组操练，互相问答)
T：Which pair?(抽学生问答)

2PPT依次出现 只yellow birds, 只blue birds, 只red birds,
T: Guess, how many yellow birds?(引导学生猜，直到猜对后才呈现 yellow birds)
……以同样的方式猜其他不同颜色的birds数量
T：Look, 哇，so many birds. How many? Count( 可列出算术，
_____+____+_____=______)
3实物操练
T：Look, I have many pencils. What color?(手举红色铅笔)

Ss: Red. T: Yes, red pencils.
T: And blue pencils, yellow pencils(引导学生一起说)
（迅速把所有笔都放到箱子里）
T：Guess, how many red pencils?(让学生猜，猜对了就把红色铅笔拿出来，大家
一起数，并奖励学生。)
How many blue pencils? How many yellow pencils?可以让一个学生来问，然后
再让其他学生回答。
4.文具数量调查表
T: Boys and girls, let‘s make a interview.接下来让我们来做一个现场采访。
Look, I have a paper.(教师把调查表放在投影仪下)
T: Now, I want to interview邱丽萍。邱丽萍，stand up!
T: Hello, what’s your name?
S: My name’s邱丽萍。
T: OK. Now , I’ll write down the name .然后把名字写在这里。
T: How many pencils?
S: _______ pencils.
T: How many rulers?
S: _______ rulers.
T: How many erasers?
S: _______ erasers.
T: Thank you. Sit down.
T: Do you understand? 明白了吗？Ok, It’s your turn.四人为一个小组，
现在请大家去采访你周围的三个同学，把调查表填好。
（学生自由活动，教师走下去进行帮助。）
……
T: 1,2,3, be quiet, please. Are you OK?
Ss: Yes.
T: Look, _____pencils and ____pencils and ___pencils is _____pencils.(写
好得数)
……
T： Who can?

MODULE 2 UNIT 1
That is my father.
Function: Talking about family members
Language: This That is my…
He She is…
Brother, sister, mother, father, grandma, grandpa, teacher, doctor, pupil
Teaching aids: Tape recorder, pictures, CD- ROM
Teaching periods:
Period 1
Step 1 Greeting
Step 2 Revision
Count around the class from 1-12. As you point to each child, he she calls out the
next number. Increase the speed as much as possible.
Step 3 Listen and point
1. Ask the children to look at the page. Elicit as much information about the story as
much as possible in Chinese by asking questions. For example, ask them if they can
remember the four children's name. Ask the Ss to point to the people in the picture and at the
picnic, and see if they can guess who each family member is.
2. Play the cassette or read the dialogue. The children listen and follow in their
books.
3. Play the cassette again, pausing after each utterance for the children to point at
the corresponding picture.
4. Play the cassette. This time pause for the children to repeat each utterance.
Encourage the children to point to the people that are mentioned.
5. Repeat this activity, asking individual students to repeat the utterance.
Alternatively, divide the children into groups.

Step 4 Act it out
1. Divide the children into two sections. Give each section a role in the
conversation. 2. The whole class acts the dialogue, with each group saying the
corresponding text.
3. The children now act out the dialogue in pairs. Remind them to point to the
corresponding pictures as they do so.
Step 5 Dismiss
Period 2
Step 1 Greeting
Step 2 Revision
Repeat the chant from the Module 1 two or three times.
Step 3 Listen and repeat
1. This activity reinforces and practices the correct pronunciation of the new
vocabulary.
2. Play the cassette or say each word. The children point to the corresponding
picture.
3. Point to the pictures randomly. Say the word. The class repeats.
4. Ask individuals to say the words. Correct the pronunciation mistakes.
5. In pairs, the children take turns to point to the pictures and say the words.
Step 4 Say
1. Draw the children's attention to the picture in their Pupil's Book.
2. Play the poem on the cassette. The children listen and repeat.
3. Teach the children the poem line by line.
4. Explain the meaning of the poem. Draw their attention to the picture again to
illustrate the meaning.
5. Repeat the poem 2 or 3 times. Encourage the children to mime the movement of
ducks as they say the poem.
Step 5 Dismiss
Period 3
Step 1 Greeting
Step 2 Revision

Repeat the song from the last lesson 2 or 3 times. Encourage the children to make
duck-like movements as they sing.
Step 3 Game: point and say
1. Ask the children to stand up. Demonstrate the game first. Point to each child and
say He's She's … If I say the child's name correctly and use he she correctly, the child sits
down. If I say, for example, he for a girl, she for a boy or use the wrong name, the child stays
standing. Make some deliberate mistakes. Ask the children to correct me.
2. Divide the children into large groups. The children take turns to point and say,
testing their knowledge of their classmates' names as well as practicing He's She's……
3. When a child makes a mistake with He's She's, say for example, Is Chris a boy?
No she isn't. Chris is a girl. She's Chris, etc.
4. Walk around the class offering ample praise and encouragement. Tactfully correct
any pronunciation errors.
Step 4 Listen and point, then say
1. Draw the children's attention to the pictures in their Student's Books. Elicit that
the picture is on a duck family.
2. Play the cassette or read the tape scripts. Pause after each utterance for the
children to point to the corresponding duck, according to what they hear.
3. Repeat. This time ask the children to repeat the utterance they hear.
Step 5 Dismiss



Module 2 Unit 2
He’s a doctor
Step 1 : Warm-up
1 . Greeting .
2 . Let’s chant Look at the ducks on the water .( CD-Rom )
Step 2 : Lead –in

1 . Look and say .
This is my father .
This is my mother .
This is my brother .
This is my sister .
This is my grandma .
This is my grandpa .
2 . Show the title .
Today we’re going to learn Module 2 Unit 2
He’s a doctor . We’ll talk about our family member’ profession .
Step 3 : Presentation .
1 . Look ,listen and point .
Listen and understand .
Page 8 Activity
2 . Look , listen and learn .
a. Look , this is my father .He is a doctor .
This is my mother . She’s a teacher .
This is my sister . She is a pupil . Step 4 : Consolidation .
1 . Work in pair to talk about their family members .
2 . Play a guessing game . Let’s guess what does he she do ?
He’s a ____ She’s a _____
3 . Draw and introduce one of your family members
Tell us about their profession .
e.g. She’s a doctor .
Step 5 : Homework
Listen and read the activity 1 twice .
Do exercise .Practice the dialogue and sentences about activity 2 .
Step 6 : blackboard design
Module 2 Unit 2 He’s a doctor .
He’s a doctor .
He’s a teacher .

He’s a pupil .
This is my brother . He’s a pupil ,too .
Practice :
Doctor He’s a doctor ( one by one )
Teacher He’s a teacher ( group by group )
b . Listen and learn the activity 1 on page 8 .
Ss listen to the tape and read after it twice .



Module 3 Unit 1
This is her bag.
Aims
students to grasp imperative sentence “This is
hisher...” and “That is hisher...”
age the students‘interest to learn English.

age the students to cooperate with each other， h
elp each other and learn from each other.
Focus
students grasp the words：
her bag his coat their
students grasp the key sentences：
“This is hisher...” and “That is hisher...”

students to use the drills fluently and correctl
y.
Aids
some cards， tape recorder ， stickers

Teaching
Process
Teacher’s Activity
g up and Revision
1、 Greetings
Hello， boys and girls.
Nice to meet you.
2、 Play the tape recorder and review the chant. Teacher set an example
first.
g-in
1、Show some animals‘ pictures and ask “What’s this？”
2、let students find their own pet and try to speak “This is my...”
3today let‘s learn Module 3 Unit 1.
ing & Reading Activities
1、Ask the students open their books，then play the tape.
2、Play the tape， make students understand the meaning of the text.
3、Play the tape，ask students underline some new words.
4、Give them some questions：
Teacher hands up something to ask the children.
5、Play the tape.
6、Practise the difficulty sentences .
r Development
1、Teacher point to the pictures of bag， coat， book， hat， school
bag
2、Give them 2 minutes to practice the text in pairs.
3、 Play games
Show something in the box.
rk
1、Listen and read the text.
2、Make sentences with “This is hisher...”.
Students’ Activity

1、Greetings
Hello， teacher.
Nice to meet you too.
2、Say and do the actions together
1、 It‘s a ...
2、This is my ...
3、Read the title.
1、 Open their books， listen to the tape carefully.
2、 Try to understand the meaning.
3、 Listen and draw.
4、 Answer the questions.
5、 The students listen and repeat.
6、The students say the key words and sentences in different ways.
1、 Read the words， then practice the sentence “This is hisher...”.
2、practice in pairs
3、The students say the sentences as quickly as possible.
3、Guess “This is hisher...”
Re-preparation
Feed
Back

MODULE 3 UNIT 2
My mother is a nurse.
Aims
students use the words to make sentences.
a new English song.
Focus

nurse， dress， driver， bus
Aids
tape recorder pictures and cards.
Teaching process
Teacher‘s activity
Student’s activity
Re-preparation
I. Warming-up and revision.
1、 Greetings
Hello， boys and girls.
How are you？
2、 Play the tape recorder and review the song. Teacher set an example
first.
II. Leading-in .
students “What are they going to be？”
a bag and ask “what‘s this？”
’s guess who need a bag
， let‘s learn Module 3 Unit 2
III. Listen and reading activities
1. Write and teach the title “My mother is a nurse.”

2. Show the pictures and introduce the text.
3. please listen to the tape recorder
4. listen and repeat
the text
6. teach an English song
1) Listen two times
2) Listen and sing
IV. Further development
1. teacher show some pictures of different jobs and some objects about
the jobs. Let students to match them.
2. try to speak “This is a ...(jobs). And this is her ...(objects)”
V. Homework
1、Listen and read the text.
2、introduce something about jobs to your parents.
1、Greetings


MUDULE 4 UNIT 1
This is my head.
Ⅰ.Teaching content:
New Standard English (The Second volume) Module4 Unit1 This is my head
period

Ⅱ.Teaching aims:
the new words: head, face, nose, mouth, eye and ear.
know and express their own five organs.

Ⅲ. Teaching important points and hard points:
the new words: head, face, nose, mouth, eye and ear.
know and express own five organs.

Ⅳ. Prepare before class:
Word card, multi-media, a picture of pan pan

Ⅴ. Teaching procedures:
Step 1 Warm – up
ng
T: Good morning, boys and girls!
S: Good morning, Miss Yao!
a guessing game
Teacher asks some students come to the front and do some actions, other
student guess” what is hisher occupation?” when they know the answer, they
must hands up and say He’sShe’s a…
Then come to the front find what thing belong to him or her and say “This
is hisher…” After that all the class say together “He’sShe’s a” ” That
is hisher…”
Step 2 Presentation & Practice
1) T: Boys and girls, look at the screen. Who’s he? (Show a famous
cartoon character” Big head son”.)
S: …..
T: Oh, he has a big head.
T show the word card “head”, teach it, students read it follow
the teacher. Teacher must emphasize “ea” pronounces as e.
Do the actions” Touch your head”.

Ss: This is my head.
Compare “hand” with “head”.
2) T: Oh, it’s six o’clock in the morning! I must wake up. (T does
the action as wash face)
T: Boys and girls, what am I doing?
S: …
T: I am washing my face.
T show the word card “face”, teach it, students read it follow
the teacher. Teacher must emphasize “ac” pronounces as ei.
Do the actions” Touch your face”.
Ss: This is my face
3) T: What’s this? (Show a picture of a toy elephant at the screen)
S: It’s an elephant.
T: Yes, you’re right. Elephant has a long nose.
T show the word card “nose”, teach it, students read it follow
the teacher. Teacher must emphasize “nose” pronounces as nauz.
Do the actions” Touch your nose”.
Ss: This is my nose.
Compare “nose” with “nurse”.
4T: What’s under the nose? (T touch the nose)
S: …
T: It’s mouth.
T show the word card “mouth”, teach it, students read it follow
the teacher. Teacher must emphasize “ou” pronounces as au.
Do the actions” Touch your mouth”.
Ss: This is my mouth.
T: This your mouth (Point at the students)
5)T: Boys and girls, let’s play another guessing game. They are two
twins brothers. But they didn’t see each other any day.
We use them listen something. Guess, what are they?
S: …

T: Yes, they’re ears.
T show the word card “ear”, teach it, students read it follow the teacher.
Teacher must emphasize the pronunciation.
Do the actions” Touch your earears”.
Ss: This is my ear.
T: This is your ear. (Point at the students)
6) T: What other organs in our face?
S: …
T: Yes, they’re our eyes.
T show the word card “eye”, teach it, students read it follow the teacher.
Teacher must emphasize the pronunciation.
Do the actions” Touch your eyeeyes”.
Ss: This is my eye.
T: This is your eye. (Point at the students)
7) Say a chant.
Eye- eye-nose.
Ear- ear- mouth.
Head-head-face.
Step3 Consolidation
1) Play a game: Touch your mouthfaceheadnoseeyeear.
Ask some students come to the front do the action, other students
give the orders:
Touch your mouthfaceheadnoseeyeear.
2) T: Boys and girls, my name’s pan pan. This is the picture of
me. Look, this is my mouthfaceheadnoseeyeear. (T acts as pan pan).
Ask someone come to the front draw a picture of themselves.
Ⅵ. Assign the homework.
Draw a picture of yourself.
Ⅶ. Blackboard plan

Module 4 Unit 2
These are your legs .
课型 ：新授课
教学目标 ：
1.掌握单词：these leg
2.掌握句型：What are these ? These are …… .
重点 ：掌握身体部位。
难点 ：区分单复数的句型
What’s this ? This is …… . What are these ? These are …… .
教具 ：卡片、录音机、实物
教学方法 ：听说法、直观教学法、游戏法、对话法

教学步骤 ：
一.Greeting
Say Good afernoon to everyone !

二、Warm-up : Let’s sing a song : The body song

三、Revision
Review the body : head face nose mouth ear eye
Play a game : Point to your … .
This is my …… . This is your …… .

四、Lead to
What’s this ?
This is my eye .
What are these ?
These are my eyes .
What’s this ? （引导学生使用单复数句型）

This is my ear .
What are these ?
These are ears .
Look : Show and clap the leg .
leg
…
What’s this ?
This is my leg .
What are these .
These are my legs .
Piont to your leg .
This is my leg .
Piont to your legs .
These are my legs .

五、Practice
Play a game : Point to your …… .
Practise with your partner like this :
This is my …… . This is your …… .
There are my …… . There are your …… .

六、Consolidation
Make dialogue like this :
What’s this ?
This is …… .
What are these ?
These are …… .

Listen to the tape and read after the tape !
Class over !

Module 5 Unit 1
They’re cows.
Teaching aims and goals:
dge points:
a. Learn the sentence pattern“What are they? They’re cows.”
b. Learn some new words“ farm, cows, chicken, egg.”
on:
Let Ss learn to decried some animals using the right adjectives..
ound knowledge.
Tell Ss something about the farm.
Key points:
a. What are they? They’re cows.
, cows, chicken, egg.
Difficulties:
a. This is our farm. Look at these.
b.. farm, cows, chickens, eggs.
Preparation:
CAI, tape recorder, cards.
(The 1st lesson)
Teaching Procedure:
Step I. Warm-up:
1. Let’s chant. Look at the tree…
2. TPR activity: Say and act
3. Let’s play “Magic Eyes”
T; We’ll have a competition between Bs and Gs.
Step II. Lead-in
1. Act and say.

T: A cat, a cat, meow, meow, meow.
A dog, a dog, woof, woof, woof…
(a duck----quack; a bird---very little; a panda--- fat; monkey--- thin; )
2. Show the title
T : Today we’re going to learn Module 5 Unit 1.
Step III. Presentation:
1. Look , listen and
understand (CD-Rom)
Listen to the dialogue and point.
2. Look, listen and answer 2 questions:
a. Where are Daming and Sam?
(At school? At home? In the classroom? At the farm?0
b. What do they see there?
(Monkeys? Cats? Dogs? Cows Chickens? Eggs pigs?)
3. New words learning
a. T: Look! This is a farm. How beautiful! CAI

a farm→a big farm→This is our farm.
This is our classroomteacher…
b. T: Look! What’s this? It’s a cow.

a cow→ a black and white cow→How many cows? 4cows.
→So many cows! Let’s count.1, 2, 3, …,20, 20 cows.
c. a pig →pigs→ They’re pigs.

a chicken→chickens→ They chickens.
an egg→eggs→ So many eggs. →mother chicken(hen)
→father chicken(rooster)
Step IV. Consolidation:
1. Ask and answer:

What are they? They’re ______. (group work)
2. Let’s play“Magic Ears” tape recorder
Listen and guess“What are they?”
and read the new dialogue twice, please.
4. Let’s sing. Old MacDonald has a farm
Step V Expansion
T: Before the class, I gave everyone a piece of paper. Please design your
own farm. CAI—light music
StepVI Homework
Listen and read the text from P18 ---P19 15minutes everyday.


Blackboard design
Module 5 Unit 1
cows This is our farm. cats
What are they? T5hey’re _____.
So many eggs.
pigs
dogs

chickens eggs



Module 5 Unit 2
It’s thin.

一、Teaching purpose；
, read and say the words: fat、thin、big、little、and animal words.
, read and say the sentences：

Look at… It’s thinfatbiglittle.
One is… Two are …
, read and say the picture.
二、Important and difficult points:
, read and say the sentences and words.
the meaning of the words and the sentences
三、Teaching tool:
CAI word cards sentences list and pictures
四、Teaching steps
Step1 warming- up
;
ngs : hello how are you?
Step2 Review
CAI What are they? They’re cows s schickens. pigs
Step3 Presentation
let’s talk about the pig family. Let’s look first, CAI
T: Is it a father pig or mother pig ? Yes , it’s a father pig. And
this is the mother. Look at father pig, It’s fat.
Present fat, teach to read it and do actions, let students read group
by group. Look at the mother pig, present thin. Then look at the baby pigs. The
same way to present: baby, big and little, and teach them one by one.
ng the words, read the words in group by group or read together.
a game: listen and do actions
4. listen, read after it, teach the sentences” One is … Two are…”
Step3 practise
1. Talk about the single picture , practice the sentences:
Look at the …. It’s …
(1) Teacher makes a model, introduce her parts of body
(2) Ask a student to try it
(3) Say to desk-mate
2. Talk about the pictures on the book about cat family

3. Listen and say;
4. let’s talk about the picture on the text books.




Module 6 Unit 1
That snake is long.
一、教学目标
1、知识目标
能听，说，认读单词：long, short, fat, thin, giraffe, elephant,
snake,lion.
能听、说、认读句子：That snake is long short.
The giraffes are tall. And I am short.
2、技能目标： 用所学的句型和单词对动物或其他的物品进行描述。
3、情感目标：教育学生要爱护动物，保护大自然。
二、教学重点：能正确认读单词和运用所学句型

三、教学难点：单词的发音short,lion.
四、教学用具：磁带、录音机、单词卡片和挂图等。
Teaching steps:
Step1: Warmer
1Greetings
T: Good morning, children.
Ss: Good morning , Miss Yi.
T: How are you today?
Ss: I am fine , thank you. And how are you?
T: I am ok. Thanks.
a song.
T: Let’s sing a song , ok? Ss: OK!
T Ss: Old Macdonald.

3Guessing game
T: Now, let’s play a guessing game about animals.
T: They are big. They’re black an white. What are they?
S1: They are cows.
T: You are right.
T: They are fat. They’re pink and black. What are they?
S2: They are pigs.
T: You’re so clever.
Step2: Presentation
1T: Boys and girls, do you like animals?
Ss: Yes, we do.
T: That’s great! Let’s go to the zoo.（教学单词：zoo）Look!
What’s this?
S3:It’s a snake. （教授单词：snake）
T: What colour is it?
S4: It’s green.
T: Is it long?
S5: Yes, it is.
T: That snake is long. (教学单词：long)
T: Look at this picture. It’s a snake , too. Is it long?
S6: No, it isn’t. It’s short.
T: And that snake is short. （教授单词：short）
T: This pencil is short. S7: And this pencil is long.
T: This ruler is long. S8: And this ruler is short.

2.T: Children, let’s play another guessing game , ok?
Ss: OK!
T: I am very tall. I can run fast. I sleep standing up. Who am
I ? Can you guess?
S9: It’s a giraffe.
T: Good boy.

（教授单词：giraffe）
T: How many giraffes in this picture
S10: Two giraffes.
T: Are they short? Ss: No.
T: They are tall. The giraffes are tall. （教授单词: tall）
T: Sam . Can you help me? Sam: Sure!
T: Look! I am tall . And he is short. （教授单词： short）
T: He’s tall . And she is short.

3T: Boys and girls , who am I ? ( do the action)
S: It’s an elephant.
T: That’s right. (教授单词：elephant )
T: What are they?
Ss: They are elephants.
T: Are they small? Ss: No, they aren’t.
T: They are very big. (教授单词：very)
4T: Now, listen! What are they?(请两位学生学狮子叫roar)
Ss: They’re loins.
T: They are big.
Step3: Practise
T: This is a lion. It’s big.
S1: This is a snake. It’s long.
S2: This is a giraffe. It’s tall.
S3: This is a panda. It’s fat.
S4: …….
Step4: Read the text .
T: Listen , point and find “long, short, tall, big”.
1、全班朗读课文。
2、分角色朗读课文。
Step5: Cooler
T: Time is up. So much for today, See you next time, children.

Ss: See you, Miss Yi.
T: Have a great day!
板书设计 Module 6 Unit 1 That snake is long.
Let’s go to the zoo.
That snake is long . And that snake is short.
The giraffes are tall. And I am short!
The elephants are very big.
What are they ? Lions.



Book 2 Module 6 Unit 2
The baby lions are cute.
I. Teach contents.
1. Words: cute, scary, very, lion.
2. Sentences: The … are is…. (Cute, scary, big, little, fat, thin.)
The …isn’t ….
II. Teach aims.
1. Enable describes the things with the words of cute, scary, big, little,
etc.
2. Understand the opposite words, and use them in the right way.
III. The focal points and difficulties.
Focal on: Aims 1 and 2.
Difficulties: The sentence: The mother lion isn’t cute.
IV. Teach preparation.
CAI, a scary spider, a bag, cards,
V. Teach steps.
1. Greeting.
Good morning! Etc.

2. Warm-up.
A, Song:
B, Game: listen and do.
T says the word: big, little, etc. Ask the S to do the action.
3. Review.
Review the words: big and little, etc. And the sentence: The … are is….
T shows the pictures of face’s organs, have the S says: The … are is….
Then chant: Look at the nose, the nose is big.
Look at the mouth, the mouth is little.(clap the hands and do.)
At last, ask the S to make a chant. Use the eyes and ears, attention that
here, we must use “are”, not “is”.
4. Presentation and Practice.
A. scary and very
T uses the big eyes, little ears, etc, make a monster, and show it. (also
the voice.)
T: What’s this? Is it a dog? Is it a cat? It’s a monster. It’s fat, it’s
big. I don’t like the monster, it’s scary. Pick out---- scary. (Act out the
monster is scary, and I’m scared.)
Then T shows some scary pictures, too. And says it’s very scary. T shows
compared pictures help the S to understand “very”. (Small -- big – very big,
then scary – very scary.)
Little practice.
a. Read after the T, and act out “scary”. Someone or the whole group. And
have the S act and say: I’m a monster, I’m very scary.
b. Ask the S to say: The … are is (very) scary.
B. cute and isn’t
T shows (little show and guess) Kitty, and ask the S: Look at Kitty, is it
scary?
S: No. T: It isn’t scary, it’s cute. Pick out----cute. (Use the animal
QQ to help the S to remember the pronunciation of cute.)
Little practice.

a. Ask the S to say: I’m a QQ, I’m very cute. Talk about their classmates: …
are is (very) cute.
b. Game. Guess.
T shows a bag, with a scary spider in it, have the S touch the spider, but
no see, ask the s to guess it is scary or cute.
C. lion
T shows the outline of a lion, ask the S to guess what it is. Pick out----lion.
Talk about if lion is scary or cute. Then T shows the baby lion and mother
lion, discuss again. And say: The baby lion is cute, the mother lion isn’t cute,
and it’s scary. (Tell them that mother lion wants to protect the baby lion,
so it shows a scary face to others.)
5. Consolidation.
A. Game: Say the opposite words.
Group competition. T says a word, have the S say the opposite word. At the
same time, do the action. Which group is fast and say together, it wins. (Also
the words: is and isn’t.)
B. Game: Listen and do.
T shows some pictures, and says sentences, if I’m right, have the S clap
their hands, if I’m wrong, have the S stamp their feet.
C. Group work.
T shows some animals, ask the S to say: The … are is…. Everybody needs
to say a sentences, the partner can help each other. Then show 2 or 3 groups.
VI. Homework.
A. Draw a very scary monster and a cute animal.
B. Read books P24.
Notation: T uses the Group competition to make the S high and excited, help
them to learn English. Which group is good, it can get a star, and which group
is excellent, it can get the only flower.

MODULE 7 UNIT 1
Let’s play football.
教学目标
知识与能力目标：1.掌握football、b asketball、ping—pong、swimming。
2.掌握Let’s…… 这个句型。
过程与方法：1.让学生学会在生活中运用本节课所学的几个有关运动的单词。
2.让学生学会如何邀请同伴一起活动。
3.培养学生团结友爱的精神。
教学重点
football、basketball、ping—pong、swimming。
Let’s……
教学难点
basketball、swimming的认读。Let’s……句型的运用。
课文的朗读。
教学准备
课件 足球 篮球 不同颜色足球的卡片 笑脸的图片 单词卡片 小粘贴
(奖励学生)
教学过程
一 Pre—task preparation
and do
T : Let’s stand up. Let’s sit down.
S : OK. Let’s stand up. Let’s sit down.(加快速度)
T : Let’s dance. Let’s run. Let’s jump. Let’s play.
单独和学生进行交流, 练习Let’s……句型.
a song.
一边唱歌一边跟老师一起做动作.
and do.

T : Let’s point to the window.( door desk foot)
S : Window window window 并指出老师所说的物体.
T : Let’s point to the football. This is a football. Who can talk with
the football? 老师把自己当作球 和学生进行对话.
出示卡片(不同颜色的球) (green yellow red blue) football 练习football.
T : Look at me. I like football. 亲一亲 football Do you like football?
S : Yes, I like football. 亲一亲足球 (全班两遍) 单独找同学进行联系. 板
书football
二 While—task procedure
1.T : Boys and girls. Let’s close your eyes. Listen carefully.拍球What
can you hear? OK. Now, this is a basketball. 呈现篮球 做动作 basketball
basketball Let’s play basketball. 让同学跟做. 用大小声练习单词.
T : Let’s play basketball.(2) Who is number 1? I will give football to you.
让同学们抢答并轮流传球. 板书football
2用手做动作 大是basketball 中是football 加快速度 练习单词.然后比做
很小的球引出ping—pong. 看图片 练习单词. 板书ping—pong
’s chant.
Basketball basketball Let’s play basketball.
I like basketball. 亲一下
Football football Let’s play football.
I like football. 亲一下
Ping—pong ping—pong Let’s play ping—pong.
I like ping—pong. 亲一下 ( 两遍 )
at the picture. What’s the matter with her? Who can invite her?
(课件显示一个正在哭泣的小女孩)练习Let’s play
football( basketball ping—pong ) She is hot. So she wants to go swimming. 引
出go swimming (女孩笑了) 让学生来做游泳的动作 练习go swimming 让学生来邀请
自己去游泳.
4.呈现课文 问题: What does Daming and Sam do together
Daming 和 Sam 是怎样邀请对方的?
在黑板上找到Let’s.在自己的书上找到Let’s

三 Post—task activity
1.T : Boys and girls, look at the picture. Who can invite your friends
do sport? 四幅图 球服 篮球 乒乓球 游泳衣
2. Let’s play a game 让学生对台上的四个同学进行邀请 练习本节课的内容.
3.问问学生这节课学到了什么
四 Homework
八 教学反思
本节课注重小学生活泼好动的天性,运 用了多种游戏和chant来使学生牢固掌
握本节课的内容,使学生在情景中学习,在玩中学.鼓励学生 大胆地使用英语，对他们在
学习过程中的失误和错误采取宽容的态度。为学生提供自主学习和直接交流的 机会，以
及充分表现和自我发展的一个空间。鼓励学生通过体验、实践、合作、探索等方式，发
展听、说、读、写的综合能力。把英语教学与情态有机地结合起来，创造各种合作学习
的活动，促进学生 互相学习，互相帮助，体验成就感，发展合作精神。



MODULE 7 UN IT 2
Let’s sing!
Teaching Target Knowledge Target: Learn the new words.
Words: put…in 把…放进 put…out 把…拿出
Turn around 转圈
Ability Target: Ss can sing this song and act.
Moral education Target: 培养学生认真、仔细、善于合作学习的良好个人品质。
Focal and Difficult Point 1. Master some new words.
Can sing the song and act.
Teaching Preparation
CAI, tape recorder, monkey toy, a box, paper, sentences paper
Blackboard Designing Let’s sing.
put… in 把…放进

Put…out 把…拿出
turn around 转圈
教学程序 教学内容 媒体应用 教师活动 学生活动
准备活动 Greeting .
tape recorder T greet using the song 《Happy Birthday to you!》
Ss greet to the T.
Sing a song. tape recorder the song.
Leading to the lesson. an English song.
e for the class.
复习巩固
Review the words. CAI a little boy..
the students to say the parts of his body.
Say the learned words and learn some new words.
新课Learn the new phrases “put in” “put out”. monkey toy, box
a monkey toy and a box.
T put the toy inout the box.
2. Teach the phrases.
3. Play a game. and say the new phrases.
a game to practice the phrases.
Learn the song. CAI, tape recorder to the song.
2. Learn the first paragraph of the song.
3. Listen to the sentences of paragraph and order.
And check the answers.
4. Show CAI. Learn the sentences of other paragraph
5. Sing the song.. listen to the song.
2. Learn the sentences and order them.
3. Learn other sentences.
4. Sing the song with the tape recorder.
操练 Sing the song and act it.
CAI, tape recorder to the tape and sing the song.
Sing and act.

Sing the song with best friends and act.
Listen and sing the song.
Act it.
总结 .Review the new words and phrases.
作业 1. Sing and act the song.
2. Teach your parents the song
教学目标



Module 8 Unit 1
I like football.
知识目标：学习表达对各种运动项目是否喜好的句子：I like…I don’t like…
football， basketball， table tennis， morning exercises， cycling， swimming。
能力目标：通过丰 富的课堂活动和调查任务，把所学的语言与学生的生活实际结合
起来，培养学生自主学习英语的能力和运 用英语分析、解决问题的能力以及交流和合作
的能力。
情感目标：乐意参与课堂活动，在课堂 活动中积极说英语，培养学生学习英语的兴
趣，提高英语让学生乐意参与课堂的口语表达能力。本课的主 要知识点本身就是要学生
表达自己的喜好，教师在教学中，只出示了语言点，由学生自己来选择说喜欢还 是不喜
欢哪种运动，在拓展练习时，运用了实物，学生可以根据喜好谈论事务，尊重了学生的
个 人情感，并能更准确的体验知识语言。
教学重点和难点
能够流利地表达I like…I don’t like…，特别是表示不喜欢某样事物的句型I
don’t like…
教学过程
一、
歌曲热身
T：Let’s sing a song“I can see a rainbow.”OK?
Ss：OK.

T：Class begins!（唱歌问候）Hello，hello，how are you?
Ss：（唱歌回答）I am fine，I am fine，and hello to you.
堂气氛，使
学生很自然地进入英语学习状态。）
三、情景导入
T：Today， I am wearing a do I look like?
Ss：运动员
T：Yes，I look like a sportswoman.I like sports very you like sports?
Ss：Yes.
T：Great!Sports make our life ，let’s talk something about the sports.
T：Look，here is a picture，（CAI） What’s the meaning of it？
Ss：奥运会，中国
T：Yes，这是北京申奥会徽。China will host the 29th Olympic Games，中国将
承办第二十九届奥运会，你们长大想参加奥运会为国争光吗？
Ss：Yes.
T：Good!有志气！那我们就要从小加强体育锻炼，今天我们先来选择一 下自
己喜欢的运动项目吧。

.I like…
1.I like football.
T：Now who will come here to show：What sport do you like?请一生上台他所喜
欢的运动项目，那其他 学生猜。（假设那个学生表演的是football）
T：Yes，football.（拿出带来的足球）Look， I have a football here，read after me：
football，football…
T：Who likes football? Raise your hands. Oh， so many football fans，I like football
too.我也喜欢football.
I like football”让学生微笑着读， 告诉他们喜欢做一件事情的时候，心
情一定是很愉快的。贴笑脸图J和板书卡“I like…”带读like I like，学生个人，男生，
女生，全班读I like
T：Good!We can say ：I like football.贴足球图，拿出足球让喜欢足球的学生踢
一下说“I like football.”，（滚雪球读）

2.I like basketball.
T：Tell me do you like anyother sports?Please say：I like…and show me how to
play（假设学生这一次说的是basketball）
T：I have a basketball want to bounce the ball and say： I like basketball.
（几生表演拍球）
T：Now let’s bounce the basketball more and more I say Stop，throw
the ball.学生起立做拍球动作跟着老师的节奏越来越快，边读I like basketball.，师说停，
学生投篮。（两次）
3.I like table tennis.
T：So funny，and anyother sports?（假设学生这次说的是I like table tennis.）
I like table tennis.”
T：Now ，here is a match between you and will use a magic ball.I say“I
like”，you say“table tennis”师生比赛，做打乒乓球的动作。（两次）
T：Now another match between boys and will try.
I like table tennis”
为他们加油。（两次）
4.I like cycling.
T：er sports?假设学生这一次说的是I like cycling.
T：Yes，good.I like cycling you like cycling?Let’s have a try.起立做骑自
行车动作，左转，右转，停，一边说I like cycling.
T：I have a bike here，it can be rided by many many students.我有一辆可以很多
同学一起骑的自行车，谁想上我的车？
T：Now please say：I like cycling.I like cycling. And I will go. One two three.（两
次）
5.I like swimming.
T：Do you like anyother sports?假设这一次学生答I like swimming.
T：Who can swim? Show us.学生表演游泳的各种姿势并说“I like swimming.”
全班起立表演游泳“I like swimming.”
6.I like morning exercises.
T： had a match of the new morning exercises the day before
did a very good let’s do the morning you

ready?做三组不同的早操动作边说“I like morning exercises.”
7.T：You are look at the board and read：I like…（一边贴各种运动的
图片一边引导学生说）I like footballbasketballtable tennis…
T：请大家用I like…同时说出你们最喜欢的运动项目
Ss：I like…
.I don’t like…
1.T：Great!I like many many sports，but I don’t like one of ，please.
看看谁能猜对！
Ss：ng….
T：The answer is “I don’t like swimming.”Because I can’t swim at ，
（贴哭脸L和板书卡）“I don’t like…”带读don’t，做动作及I don’tI don’t like师
做动作让学生跟读，个别学生表演，各大组表演，全班表演。
3.T：Now please tell me what don’t you like?Use “I don’t like…”几生回答
并做动作“I don’t like…”
T：Now tell me at the same time.
Ss：I don’t like…
.游戏巩固
1. “变脸”
T：Let’s play a ?This game is “changing face”When I say“I like”
You must be I say “I don’t like”You must be serious.
a.师说口令一生表演表情。
b.师在一生身后换表情，全体学生根据师表情说口令让一生表演。
c.师说口令全体学生表演表情。
2.唱反调
T：You are so lovely，I like you. And then let’s play another game，I call it“唱
反调”if Sunny says“I like…” You say “I don’t like…”Understand?
T：I like football.
Ss：I don’t like football.
T：I don’t like morning exercises.
Ss：I like morning exercises.

.观看课文动画
T：Look， This is our friend— you know what he likes?And what
doesn’t he like?Let’s watch the video.
T：我们刚才看到，Panpan在训练时遇到一点小困难就放弃，最后什么运动都不喜欢，他这样做对不对?（让学生回答为什么。）
T：不管做什么事，只有不怕困难，坚持到底才能胜利。
总结、布置课后任务
T：今天我们学习了用I like…和I don’t like…来表达自己喜欢和不喜欢的运
动项目，你们都表现得非常棒，每个人可以得到一个五角星。
T：今天的作业是：
Listen to Unit1 for 5 times.（听Unit1录音五遍，复习学过的句子并预习课文）
Make an investigation.（调查十个男同学和十个女同学喜欢的运动，让受调查
的同学使用I like …来表达自己所喜欢的运动，分析男女同学的爱好有什么不同。）
七、教学小结与反思
本节课的教学重点是句型“I like…”和“I don’t like…”及词汇“football”
“basketball”“table tennis”“morning exercises”。
我的理解是编者试图借助谈论这四项运动，要求学生掌握并熟练使用
“I like…”和“I don’
t like…”去描述自己的喜好。新课标提出“基础教育阶段英语课程的总体目标是培养学
生的综合语言运用能力。”我依据课程的总体目标并结合教学内容，创造性地设计了
“2008 北京奥运会”“全民健身”“选择喜欢的运动”等贴近学生实际的教学活动，吸引
和组织他们积极参与。 学生通过观察、讨论、交流和合作等方式，学习和使用英语，完
成学习任务。课堂气氛非常活跃，达到了 预想的教学效果。



MODULE 8 UNIT 2
What’s your favourite sport.
一、教学内容
1．词汇(略)。
2．句型：复习上一节课的祈使句型。

二、教具
录音机；几件学习用具；一个风筝。教师可考虑将本课前半部分安排去室外进行。
三、课堂教学设计
1．复习。教师与学生进行以下问答练习：
T：(叫起一个学生)Can you swim?
S1：Yes, I can. Its easy.
T：(问全班同学)Can heshe swim?
Ss：Yes, heshe can.
T：(叫起一个学生)Can you fly a kite?
S2：No, I cant. Its too hard.
T：(问全班同学)Can heshe fly a kite?
Ss：No, heshe cant.
多重复几次这样的练习。为增强交际效果，也可以这样做：
T：(叫起一个学生，假设为A)Student A, can B swim?
SA：Sorry, I dont know. (转向Student B)Can you swim?
SB：Yes, I can, Its easy.
SA：(面向教师)Yes, heshe can.
以上这两种做法，要在今后的教学中不断坚持下去。
2．教师将风筝拿出，通过放风筝这一过程，让全班学生感受以下各句：
1）That’s a nice kite!
2) Do you want a go?
3) Run with it like this.
4) It’s too hard. Oh, dear! Is it broken?
5) Let me help you. Do it like this. See?
6) Ah! Yes. Oh, look! It’s high!
7) Great! Look! I can do it, too!
如 教师自己不会放风筝，可问学生哪个会放。即使没有人会，也可请学生一试，并
完成上述练习。如果这部 分内容在室内进行，则效果不佳。
3．（回到室内）放课文录音，学生跟读两遍，纠正发音。
4．按本课要求做Make a survey. 在进行这项活动时，要宣布规则；问方与应答方
必须用英语，否则无效。

5．布置作业
1)抄写生词；2)练习朗读本课对话及句型；3)完成练习册习题。
四、难点讲解
1．Do it like this. 照着这个样子做。
这是个祈使句，句中的like 是介词，意为：像……一样。如果你发现别人做得不
对头，可以说：Dont do it like that! 别那样做！
like还可用作动词，意为：喜欢。例如：
A：Do you like bananas? 你喜欢吃香蕉吗？
B：Yes, very much. 非常喜欢。



MODULE 9 Unit 1
I don’t like meat.
【教学目标】
（一）知识与能力
1．能听、说、读和运用单词：noodles，meat, fish, rice, soup等。
2．能灵活运用句型：What do you like …？进行交流对话。
3. 能表达别人喜欢的食物: HeShe likes…
4. 能听懂、理解He doesn’t like… She doesn’t like…
（二）情感与态度
培养学生运用英 语表达自己的情感以及与人合作和关心他人的精神，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】
用What do you like? 询问爱好，能理解并用HeShe likes…表达别人喜欢的食
物。
【教学难点】
1.能理解并表达别人的饮食爱好。He likes… She likes…
2.让学生在具体的语境中理解、听懂He doesn’t like… She doesn’t like…

3.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.要求学生能在有趣 的游戏任务驱动下，积极主动地参与活动、游戏，一起合作完
成既定的任务。
【教具准备】
1．有关动物、颜色、笑脸和哭脸的卡片以及一些食物。
2．与教材相配套的教学录音带。
3. 一个时钟或者时钟模型，话筒模型。
【教学过程】
Step g-up
1. Greetings
T: Good morning, boys and girls.
S: Good morning teacher!
T: Boys and girls, do you like English song?
S: Yes.
T: OK! Let’s sing!
教师播放课本30页的《We like swimming》师生一起边唱歌边做出相应的动
作。
（设计说明：热身阶段采用全身 反应法，师生同参与，不仅能快速集中学生的
注意力，营造学习英语学习的氛围，而且为新知识的学习做 了很好的铺垫。）
2. Lead-in
T: What’s your favorite animal? colour? fruit? sport?
S:...
T: What’s your favorite food? Look, they are so much food： cakes,
noodles,rice, sweets . How nice! I like food very much. Do you like food? (出
示food的图片)

同学们，让我们一起来学习有关食物的单词以及询问别人对食物喜好的句型
吧！
（设计说 明：用学过的句型和学生可感观的图片引出这节课的教学任务，使学
生能很快地对本节课的学习内容和任 务有初步的了解，并帮助学生的思维更具有指向
性。）
Step tation and practice
1.教师将课前准备好的时钟或时钟模型展示给学生看，并把指针播到11：30， 告诉
学生到吃午饭的时间了。老师在黑板上画一个大大的餐桌，然后问学生：“What do you
have at lunch?学生开始回答，教师将学生所说食物的图片贴到黑板上所画的餐桌中，< br>然后教授新单词：rice ,noodles cake等。若学生所说的单词老师没有准备相应的图片，
可以请学生到前面来把这种事物画在餐桌上。 当学生所说的单词其他同学不知道时，
可以让这位同学当小老师进行教授。
（设计说明： 这种源于真实生活的话题引起了学生的共鸣，激发了学生强烈的
求知欲望，促使学生在真实而有意义的语 言交际中自然地学习和运同语言项目。）
2.教师让学生仔细观察黑板上所贴所写，突然拿走一张图片，问学生：“What do
you have at lunch?”学生则以最快的速度说出被老师拿掉的单词。然后教师就拿出刚
刚拿掉 的图片对反应最快的学生说：“...for you . ”并引导学生说：“Thank you.”
（设计说明：通过使用与上一步相同的句型引导学生说出新词汇，并且配以图
片说明，帮助 学生生动直观地理解所学内容，练习中教师要有重点的教授本模块的重点
单词和句型。）
3.同学们你们喜欢这些食物吗？让我们一起走进课文，仔细听一听，看一看课
文中那群聚餐的小朋友都 喜欢什么呢？ 教师边说边放录音，让学生带着问题从录音中
找寻答案。
(听过两遍录音之后，学生跟读录音找出答案。)
T: Look at these food, what are they? (带读板书上的单词)
T: Who likes meat, stand up please and say: I like meat.
Who likes fish, stand up please and say: I like fish
…
T: I like meat. What do you like?
S1: I like meat.
S2: I like rice. (指着图片引导五、六个学生回答,让学生将所喜欢的食物

表达出来, 老师拿着话筒模型, 然后将其拿给一个同学，引导全班学生用What do you
like?进行询问，老师也可用口型提示，之后带读.)
（设计说明：教师和学生共同 讨论时，抓住了学生喜欢参与多样化的教学活动
这一特点，一个简单的纸制话筒，带动了学生的学习热情 ，教师引导着学生在真实自然
的交流中感知、理解和运用新的语言项目。）
T:同学们想知道你同伴喜欢什么食物吗？Now you can talk about with your
partner.
S1: What do you like?
S2: I like fish.
T: HeShe likes fish.
S1: What do you like?
S2: I like meat. (注:此部分要提醒同学们仔细听老师是怎样介绍别人所喜
欢的食物的。)
T: HeShe likes meat. (再请几组同学说，全班介绍HeShe likes…)
Let’s have a chant: Like, like, I like meat. Likes, likes, he likes fish.(出
示男孩笑脸)
（将男孩笑脸、女孩笑脸贴在食物旁，说绕口令）
Likes, likes, she likes sweets.
T: Let’s play a game:
Among these food,老师还想了解一下你们喜欢哪些食物，不喜欢哪些食物。I’
ll ask some students to come here. For example: I say：noodles. If you like it,
show me the happy face. If you don’t like it, show me the sad face. (请几组
同学上来)，然后全班同学一起介绍这位同学是否喜欢这种食物，如：HeShe likes…
HeShe doesn’t like…
设计说明：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，这种练习也是培养学生听说能力的有效方式。
Step ty
教师组织同学玩“真心朋友，心有灵犀”活动。如：
T: Who’s your good friend?
S1: My good friend is …
T:老师请他的好朋友S2上台，并挑出他所喜欢的食物

S1: My good friend is … he likes fish.
T: What do you like?
S2: I like fish very much.. (拿出刚才的图片验证)
T: Are they good friends? I think you’re good friends.
（设计说明：先师生同玩，之后生生互玩。这个活动的设计不仅让学生灵活运
用了本模块的 重点句型和词汇，同时培养了学生与他人合作的意识，并提醒同学们在学
习生活中要更加多的去关心朋友 ，了解朋友，培养学生的爱心。）
Step rk
1. Listen and repeat Module 9 Unit 1
a) Listen and repeat
b) Listen and repeat, then act it out
2.了解你爸爸妈妈喜欢吃的食物并能介绍。
3.了解别人不喜欢的食物，下节课学会介绍。
附：板书设计



Module 9Unit 2
I don't like ginger.
Language goals:
:Students talk about food what they like and don't like.
Teaching procedures:

Step 1 Warming up
Revise varieties of food.
(noodles rice meat sweets)
Learn the new words:ginger, onion , ice cream
Step 2:Presentation
Revice: I like sweets.
I don't like rice.
Make sentences:I like meat.
I don't like onions.
Step3 Practice
1: Look at the pictures in the books.
2:Say out the sentences:
A:Meat for you.
B:Thank you .I like meat.
A:Ahhh!I don't like ginger!I don't like onions!
B:Sorry,Sam.
A:An ice cream for you!
B:Thank you.I like ice cream. Step 4Listen to the tape.
Listen to the tape several times.
Repeat after the tape.
Step 5:Homework
Practice and act out sentences in the textbook.



Module 10 Unit 1
Do you like dolls?
Teaching aims:
A、基本要求：

1、要求学生基本能听懂、会说、会读:here’s = here is,present ,sorry ,car
等词汇。
2、基本能听懂、会说、会读，并运用 Do you like …? Yes , I do. No, Idon’
t.等语句。
Teaching key points:
1、基本能听懂，会说，会读here’s = here is,present ,sorry ,car.
2 、运用Do you like …? Yes , I do. No, Idon’t.等语句进行对话。
Teaching difficult points:
注意区别单词doll与door的发音。
Teaching aids: 单词卡、录音机、磁带和相关道具等。

Teaching steps:
Step1: Warmer
1. Greetings
T: Hi, children. How are you today?
Ss: Hi,Mr Ye. I am fine . What about you.
T: I am so great . Thanks!
2. Say a chant:
T: Let’s say a chant ok?
Ss:OK!
T& Ss: Noodles and rice are very very nice.
Mmm, mmm , mmm! Very , very nice.
Ginger and spice are not very nice .
No, no, no! Not very nice!
T: You did a great job!
3. Use “magic bag” to review the contents of last lesson: I like… & I
don’t like.
Show the students “a magic bag” (there are some things in it, for example:
pictures, cards or toys in it.)
Ask individuals to take out the things from the bag, and if the thing heshe
likes, heshe shall say: “I like…”; but if the thing heshe doesn’t likes,

heshe shall say: “I don’t like…”

Step2: Presentation
1) Put a happy face and a sad face on the blackboard.
2) Show them a doll and ask them “Do you like dolls?” for several times,
then say if they like the doll, they shall put up the happy face; but if they
don’t like the doll, put up the sad face.
Write down “Yes, I do.” above the happy face and “No, I don’
t.” above the sad face. Teach “Yes，I do．& No，I don’t．” these 2 sentences.
3) Show them some flash cards, use “Do you like …?” to ask the whole class,
and they use “Yes，I do．& No，I don’t．” to answer.
Then also use this structure to ask individuals, eg: T: Do you like
apples? S: (if the student’s answer is)Yes, I do.T: Here’s an apple for you.S:
Thank you!”
4) Context Key word: present. Show them a beautiful present and teach them
“present” this the dialogue between Sam, Amy and Daming. Listen and
read after the whole class into 3 groups, one to be Sam, one to be
Amy and one to be Daming, make a dialogue like the context.
Step 3. Summary:
A chant for them like this:
Doll, doll, dolls,
I like dolls;
Car, car, cars,
I don’t like cars.
Do you, do you
do you like dolls?
Yes, yes, I do.
No, no, I don’t.
Ste4: Cooler
T: Time is up. So much for today! See you!
Ss: See you , Miss Yi!

T: Have a great time.

板书设计：
Module 10 Unit 1
Do you like dolls?
Do you like …?
Yes, I do.
No, I don’t.
here’s = here is


MODULE 10 Unit 2
Do they like jigsaws?
【教学目标】
（一）知识与能力
1．能听、说、读和运用单词：present jigsaw。
2．能灵活运用句型：Do they like …？No, they don’t. Yes, I do.进行交流
对话。
（二）情感与态度
培养学生运用英语表达自己的情感，通过小组活动，培养学生和他 人合作的意识和
技巧。教育学生要爱朋友，爱家人
【教学重点】
运用Do they like …？Yes, They do. No, They don’t.询问和表达别人喜欢或
不喜欢的事物。
【教学难点】
掌握No ,They don’t.与Yes, They do.的情感与用法；掌握正确的语音语调，特
别是一般疑问句的升调。
【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．练习形式以学生的合作学习为主，培养学生合作学习的能力。
【教具准备】
1．教材相配套的教学课件
2．教材相配套的教学录音带
【教学过程】
Step 1. Warming-up
教师和学生用两只老虎的调子同唱下面的歌谣
Do you like dolls?
Do you like dolls?
Yes, I do. Yes, I do.
Do you like football?
Do you like football?
No, I don’t. No, I don’t.
Do you like car? Do you like car?
Yes, I do. Yes, I do.
No, I don’t. No, I don’t.
（设计说明：上课伊始，师生共唱一首英文歌曲， 并将学生耳熟能详的儿歌改编成
上节课学过的内容，学生在轻松的学习氛围中复习已学知识，同时又能自 然过渡到本节
课的教学重点。）
Step 2 Presentation
1、教师可以运用教学媒体中的物品图片问学生：“Who likes jigsaws? Please
put up your hands!”,接着教师问其中一个举手的同学：“Do you like jigsaws?”该
学生会回答：“ Yes, I do”或者：“. No, I don’t。”然后教师可以指着其他在座的
同学问道：“Do they like jigsaws?” 引导该学生回答：“Yes, They do.”接着再指
着一些男生问道：“Do they like dolls?” 引导该学生回答：“No, They don’t.

如：

T：Hello, boys and girls! Who likes jigsaws? Please put up your hands!
T：Do you like jigsaws?
S：Yes, I do. No, I don’t
T：Do they like jigsaws?
S：Yes, they do.
T：Do they like dolls?
S：No, they don’t.
在教师跟学生对话的间隙，板书“Do you like jigsaws? ”，“Yes, They do.”， No,
They don’t，然后和 上节课一样在肯定回答的前方画上一个笑脸，在否定回答的前方
画上一个哭脸，以便于学生的理解。
(设计说明：多媒体的使用，使课堂的信息增多，调动学生的多种感观，全身心投入
得进行学 习。同时，教师应及时对上面的学习活动进行总结，根据学生的表现，给予学
生一定的赏识教育，使学生 在老师鼓励和指导性语言的推动下，更加有兴趣地去学习。）
2、接着教师介绍本节课的情景：“ 今天，Smart先生和Smart夫人为了在孩子的生
日上给他们一个惊喜，于是他们在一家玩具商店 为Sam和Amy挑选生日礼物。让我们一
起和他们走进商店看看他们会给孩子们挑选什么可爱的礼物呢 ？老师播放课本第40页
的录音两遍，播放时老师提出问题：“Do they like jigsaws ? Do they like books?
请同学们带着问题听录音，听后学生自 己当老师检查自己的回答正确与否，并自己解决
问题。
（设计说明：尊重学生差异，让学生自己当老师解决问题，体现了以学生为主体的
课堂角色分配。）
Step 3 Practice
1、教师播放录音，让学生边听边读，教师在这个过程中要走下讲台，及时
纠正学生的语音语调。
（设计说明：这段录音在上个环节已经带着问题听过两遍了，学生已经初步感知和
了解了课 文内容，再听录音会加深学生对课文的理解，在这个过程中，教师从讲台上走
向同学身边及时指导，创造 了一种和谐的学习氛围，，有利于进一步激发学生的学习兴
趣。）
2、教师可以先带一组 同学进行角色模仿，同学们对其进行评价；接着其他同学也
加入到角色表演中，尽可能的有所创新。

（设计说明：角色表演可以将课文向生活实践进行延伸，使学生在学习课文的同时< br>在现实生活中大胆运用英语，对学生的口语交际能力有了一定的训练，体现了英语学习
的新理念； 同时通过学生之间的相互评价，看到别人的优缺点，加强了同学之间的交流，
有利于学生的全面发展）
Step 4 activity
教师播放课本41页的英语童谣《Toys Toys Toys》，让学生认真听，初步感知歌曲
大意。第一遍播放完毕，让学生打开课本，老师带 学生一起读歌词并理解大意。接着，
教师再放录音，让学生在对歌词有了大体理解的基础上，大胆跟唱， 边唱边表演。然后
在班里举行“我是英语小黄鹂”童谣歌曲比赛。
（设计说明：根据一年 级学生的特点，以比赛的方式组织教学，不仅能大大激励学
生的学习兴趣，同时还使所学知识得到巩固和 强化，使课堂气氛更加活跃。）
Step 5. Summary:
教师让学生读一读下面的四个句子，并仔细观察他们的不同之处。
I like jigsaws.
Do you like jigsaws?
They like jigsaws.
Do they like jigsaws?
观察上面的几个句子，我们可以发现，I是“我”的意思，，当别人问你时，要把I
变成you 。They 是“他们”的意思，询问他们时，人称依然是they 。你注意到了吗？
陈述句的后面跟的是句号，而疑问句的后面跟的是问号，一定要记住呀！
（设计说明：根据一年级学生英语的实际水平，教师在讲解的过程中尽量用简单的
语言和学生已学的内容 进行说明，从学生的实际出发，尊重学生的已有经验，进行有效
的教学。）
Step 6. Homework:
1、回家当小老师，把这节课学到的英文童谣教给你亲爱的爸爸妈妈 ，他们一定会
为你的进步感到高兴，感到骄傲。
2、看看最近有没有值得令你和好朋友或 与家人一起纪念的日子？开动小脑瓜，想
一想，然后与朋友或家人一起去商店，选一样他们喜欢的礼物吧 ！一定要记得使用我们
这个单元所学的英语句型啊！你很榜的！
（设计说明：教师在教学 过程中必须注重渗透情感教育。人文化，情感化的作业融
入了孩子对家人，对朋友的爱，教育学生要爱朋 友，爱家人。）

附：Bb design(板书设计)
Do they like jigsaws?

Yes, they do.
No, they don’t.



REVIEW MODULE
Unit 1 He is a driver

【教学目标】
（一）知识与能力
1．这是一个综合性的复习模块，要求学生能听、说、读、写灵活运用本
册书的重点单词。
2．能灵活运用句型： This is her ... 、This is his ...、How many...
等重点句型进行交流对话。
（二）情感与态度
1. 通过小组活动，培养学生与他人合作的意识和技巧。
2. 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】
复习本册书学过的全部内容，有重点的教授，重点讲解第二部分认读练习中的
his和her的区别与用法。
【教学难点】

1. 理解并准确区分his 和her的意思与用法。
2．对本册书所学的日常交际用语中的重点句型进行拓展运用。
【教学意图】
1． 复习本册书学过的全部内容，通过完成各个活动对本学期学习过的知识进
行巩固和综合运用，以增加已学 知识的复现率，巩固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，增强学生学习英语的自信心。
【教具准备】
1．教材相配套的教学录音带。
2．教师自制的小红旗或其他的小奖品。
3.一个不透明的大口袋。
【教学过程】
Step g-up
1. Sing the song
老师播放上个模块学习的英语童谣《Toys Toys Toys》,师生同唱。
（设计说明：师生共唱一首英文歌曲边唱边做相应的动作，学 生在轻松的学习
氛围中既消除了紧张情绪，又重现了上个模块的词汇。）
2. Greeting
T: Good morning, children.
T: How many students are there in our classroom?
S: …
（设计说明：老师在问学生的同时，很自然地走到学生当中去，和学生做Free
Talk. ）
T: What’s your mother?
S: …
T: Is your father a singer?
S: …
T: …
（设计说明：教师通过走到学生中，用适当的体态语和言语表达，从思维上引领学
生回顾先前学过的知 识，为整堂课的进行做了很好的铺垫。）
Step 2 Presentation and practice

教师和学生一起热身之后，告诉学生这个模块是一整册书的复习模 块，所以大家要
积极开动脑筋，回顾学过的单词和句型哦！老师和学生一起看课本42页第一部分的图< br>片，让学生猜猜看上面的人都是从事什么职业的？3. 老师让学生看课本第三部分，老
师先做示范，问全班同学：“How many mouths?”同学 们根据书上的图片一起回答。然
后以小组为单位进行自由练习，一段时间后，老师可以让几组同学上台来 演示。
（设计说明：教师先做示范，同时引导学生采用小组合作的形式练习，培养了
学生 与他人合作的意识，体现了课堂上老师主导，学生主体的角色分配。）
Step 4 Activity
1. 教师将学生所学过的动物名称的图片放在一个袋子中，请一名学生到前 面
来，从袋子中抽取一张。其他同学并不知道该图片的内容。这位同学需要用自己的声音
来模仿 所抽取的动物的叫声，让在座的其他同学猜一猜是哪种动物。如果猜中了就被罚
表演节目，如果同学们没 有猜出来，还有机会继续让大家猜哦！
（设计说明：用这种方式设计教学，通过学生的积极参与， 学生能体验到学习
英语的成就感，增强了学习英语的自信心，同时还最大限度的调动了学生对动物名称的
回忆和对未知动物名称学习的积极性。）
2. 老师把全班同学分成甲乙两个擂台组，先请甲组的一名同学到前面，大家
一块儿问：“What’s your favorite animal? ”这个同学并不回答，只是做他喜欢的
动物的一个动作 。甲乙两个组轮流猜，猜对一个，老师就可以给这个组画一面小红旗，
最后看看哪个小组获得的小红旗多 那这个小组就获胜，老师可以把课前准备好的小糖果
分给获胜的小组以资鼓励。
（设计说 明：有针对性的游戏是操练语言知识的有效方式，它能激发学生的学
习热情，活跃课堂气氛，让学生真正 融入到课堂学习活动之中。）
Step 5. Summary
教师小结今天所复习的内容。（教师小结或者让学生以小组为单位归纳整理均
可。）
Step 6. Homework
1. 认真地做好复习，回去坚持听录音，复习1－10模块的内容。可以制作复
习小报。
2. 把已学的知识很好的运用到实际生活中去，建议同学们在课下，尽可能地
用英语进行交流。

放此部分的录音，让学生根据录音将与之相应的图片进行搭配。
（设计说明：在听录音之前，老师 和学生一起认真看清每一幅图，让学生在初
步感知了这部分的基础上再听录音，引导学生带着问题学习， 培养良好的学习习惯。）
学生搭配完后，老师再放录音，让学生自己当小老师，看看自己搭配的是否准
确。
This is my mother .She is a doctor.
This is my father .He is a teacher.
This is my grandma. She is a nurse.
This is my grandpa, He is a driver.
(设计说明：给学生自主学习的空间，培养学生的自学能力，做自己学习的主
人。)
4. 老师走到学生中间，拿起女生课桌上的一本书，高举对全班同学说：“This
is her book.”,又走到一个男生身边，举起他的尺子对全班同学说：“This is his pen.” < br>老师重点给学生讲解“his”和“her”的区别：his是指“他的”，而her是指“她的”。要注意所指物体是男孩还是女孩的。老师讲解过后让同学们仿照练习，如：
S1: (hold up a pen): This is his pen.
S2: (hold up a book): This is her book.
（设计说明：此环节帮助学生巩 固和运用重点句型，教师有针对性的对此进行
讲解，大大提高了学习效率。）
Step 3 Follow up

1. 老师带领学生将身体部位按照图的顺序一一说 出，可以配以适当的肢体语
言，以便更快更好的让学生回忆起来。



2. 当学生已经基本回忆起来的时候，老师就和学生一起来做游戏“Say and
p oint.”老师说出一个单词，学生用最快的速度指出该部位，比比看谁的反应快、动作
准。
（设计说明：根据小学生的语言学习规律和心理特征，以深受学生喜爱的游戏方式
组织教学，使教学变 得灵活而富有趣味。）




REVIEW MODULE UNIT 2
It’s small.
Teaching aims:
To master the adjectives:thinfattallshort bigsmalland so on.
To give some advices.
To ask and answer:What’s this? It’s a...
What are these? They are…
Important and difficult points:The adjectives.
How to ask and answer the names of the
things.
Teaching procedures:
Step1 Revision
Revise the words.
Step2 Listen and point and say.
Ask the Ss to listen and point.(Teacher say.)
Then ask the Ss to point and say.

Ask the Ss to point and say in pairs.
Step3 Look and say
At first,ask the Ss to give the advises according to the pictures,then
ask them to impress agree or disagree.
For example:
Let’s…
Ok.
No,…
Step4 Play and say
Point to the pictures,ask the Ss:What’s this?or What are these?
Then ask the Ss to answer It’s a…or They are …
Ask the Ss to ask and answer in pairs.
Then ask some pairs to ask and answer before the class.
Step5 Consolidation
Step6 Homework
Read the text.
Read and copy the words in this term.
Blacksign:
REVIEW MODULE Unit 2
It’s small.
Tall-Short Let’s… What’s this?
It’s a…
Fat-Thin What are these?
They are …
Big-Small