外研版小学英语三年级起点
dnf暴走安图恩-留学利弊
外研版小学英语（三年级起点）
四年级英语教案
（第四册）
四年级英语教学计划
一、学生知识能力习惯态度分析
本
班共有28人，其中女生15人，男生13人。他们来自不同的11个自然村。
由于各种原因，他们的英
语水平也不同。大部分学生对英语有着较浓厚的学习兴
趣，但也有少数学生由于遇到困难，学习兴趣会随
之减弱。尤其从这学期开始，
对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向
全体
学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端
正学习态度
，掌握良好的学习方法，培养学生良好的学习习惯。
二、教材内容分析：
本册教材——New Standard English三册是供小学四年级下学期使用的。
全书共分11个模块，内含一个期末复习模块。每个模块分为两个单元。一般情
况下，第一单元呈现本模
块所要学习的语言内容，第二单元提供若干任务性练习，
包括一首歌谣或小诗。通过歌谣或小诗，培养学
生的语感和节奏感，提高发音的
正确性，介绍一定的西方文化。在这一册，我们将进一步描述人、物品、
动物等
的基础上重点学习对动作的描述。此外，我们还要学习如何表达时间以及如何描
述地点方
位等内容。
三、教学目的任务
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，
发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、初步培养良好的书写习惯，能做到书写整洁、规范。
6、养成响亮清晰读英语、说英语的习惯，认真模仿语音、语调，以培养语
感。
7、能在完成某个任务（如涂色，小制作）的过程中学会相关的词句，并且
培养动手能力。
8、能演唱已学过的英语歌曲，诵读已学过的歌谣。
三、教材重点难点
1、能按四会、三会的要求掌握所学单词。 2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发
音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和
录音。
5、初步培养良好的书写习惯，能做到书写整洁、规范。
四、主要措施
１、以活动
为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐
中学、学中用，从而保证学生英语学习的
可持续性发展。
２、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操
练和练习。
３、将直观教具和电教手段，多媒体课件相结合，培养学生良好的朗读习惯，
打下良好的语音语调基础
。
４、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规
范、正确地书写。
五、 教学进度
按县乡统一进度进行。
具体如下：
周次
内容
第一周 2——4
第二周 5——6
第三周 7——8
第四周
9——11
第五周 12——13
第六周 14——15
第七周 16——18
第八周 19——20
第九周 21——22
第十周 23——25
第十一周 期中考试
周次
第十二周
第十三周
第十四周
第十五周
第十六周
第十七周
第十八周
第十九周
第二十周
第二十一周
第二十二周
内容
26——27
28——29
30——32
33——34
35——37
38——39
40——42
43——45
52——53
复习
期末考试
Module 1 Friends
题目
题材
（主要）
内容
教学目标
语言
知识
目标
功能
语法
描述人物的性格特征。
句型：
Friends（朋友）
熊猫Panpan在向大家介绍它的不同性格的朋友们。
This is Ms
Smart. She’s a nice teacher.
（结构、
This is
my big brother. He’s cool.
句子）
词汇
听 能在听录音的过程中从语句中辨别出单词：nice, shy, clever,
naughty, cool, little, cute
短语：a bit
说
能在句子中正确使用单词：nice, shy, clever, naughty, cool,
little, cute
短语：a bit
读
能在图片的提示下、跟着录音在语句中正确朗读单词：nice, shy,
clever,
naughty, cool, little, cute
短语：a bit
写
能够抄写单词：nice, shy, cool, cute, a bit
语言
技能
听
说
能在图片的帮助下听懂课文中的录音材料。
能运用所学习的单词和语句看图介绍并描述他人的性格特征。
目标 读
能借助图片认读描述人物性格特征的句子：He’s very clever.
He’s
cool.
写 能够完成描述人物性格特征的句子：He’s very... He’s…
She’s… They’re…
学习策略 课堂上积极与同学合作，完成各项学习任务；
积极实践所学习的英语。
文化意识
情感态度
培养孩子们尊重他人、广交朋友的情感态度。
任务
小组内用本模块的形容词对某个同学进行性格特征描述，其他同学来猜是谁。
Unit 1 she’s a nice teacher.
学习任务
This is Ms Smart.
She is a nice teacher.
功能
描述任务的性格特征
运用任务
小组内用本模块的形容词对某个同学进行性格特征描述，其他同学来猜是谁。
教学程序
Step1 Wamer
(热身活动)
A: Song:
There are twelve months in the year.
B:
Free talk: Talk about your holiday.
Step 2 Leading in
(导入)
:
利用CAI课件, 出示本单元主人公的头像，介绍主人公，
以此引出本单元新单词：nice a bit shy clever naughty
出示卡
片，学习新单词。
Step 3:Learn the new
lesson.
(学习新课)
1、Listen to the tape
.Try to read the text. Translate the sentences.
2、 Listen to the tape again, read follow
the tape.
Read the text, boys and girls.
3、Close your books, show the pictures
(parrot， Xiaoyong， Maomao，
Ms Smart)
Example :( 1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong .
He’s a
clever pupil.
Step 4: Pactice.
(练习)
1、Game: 接龙游戏
Example: A: I’m XiaoLan. I’m
a bit shy.
B: XiaoLan is a bit shy. I’m
ZhangYong. I’m very naughty.
C: ZhangYong is
very naughty. I’m Jim, I’m a nice boy.
…
2、完成运用任务：小组内用本模块的形容词对某个同学进行性格特征描述，
其他同学来猜是谁。
Step 5
Homework: （家庭作业）
Introduce your
classmates to your family.
Example:
This is Xiaoyong.
He’s a
clever pupil.
板书设计:
Unit
1 she’s a nice teacher
This is Ms Smart.
She is a nice teacher.
shy
clever
naughty
练习：
（选出你所听到句子的答语）
1 A It's rainy . B I like sunny. C It will
be windy .
2 A It's five o'clock . B
At five o'clock. C He is five.
3 A
Tuesday B Tomorrow C Wednesday
4 A
Yes,please.. B Yes,I do C NO, I am not .
5
A There is one. B There are four . C There are
seven.
6 A He is very well . B I am
fine.. C Yes ,he is .
7 A It’s on your right.
B Yes, it is . C I’m going to the station .
8 A. Y es,she has. B Y es,he has. C. Y
es,I have.
19 A She's a doctor . B She
listens to the music. . C She's cooking .
10
A You’re welcome . B Here you are . C Thanks .
教后记：
Unit 2 He’s cool
学习任务
This is this is my big brother,
He’s cool.
功能
描述人物的性格特征
运用任务
1、SB第二单元活动6
2、小组内用本模块的形容词对某个同学进行性格特征描述，其他同学来猜是谁。
教学程序
Step one: Warmer:
（热身活动）
A:
Song: Row Row Row your boat.
B: Free talk:
Using the adjectives to describe your classmates.
Example: ① This is Xiaoyong.
He
is a clever pupil.
② This is
Yuanjiaqi.
She’s very clever,
but she’s a bit shy.
Step Two: Listen and
point.
（听与指）
(1) Point out the different
meanings of the word “cool”.
In this unit,
“cool” means fashionable, and it is most commonly
used
to mean “quite cold”. The word “cool” has
other meanings as well,
but they are ones that
the students are unlikely to come across in the
future.
(2) Listen to the tape and
underline the new words. Write down these
adjectives on the board, and then learn these
new words.
（3）Listen to the tape again. Read
the text.
（4）Close your book. Use CAI shows
the pictures of text. Choose
some students to
describe the pictures.
Step Three:Learning the
poem
(学习诗歌)
Listen and say, then say the
poem and do the actions.
Play the spoken
version of the poem. And have the students.
Repeateach
line. Play the tape and have the
students.
Step four:Pactice
(练习)
1、完成运用任务1：SB第二单元活动6
2、完成运用任务：小组内用本模块的形容词对某
个同学进行性格特征描述，
其他同学来猜是谁。
3、Game:
Explain that they are going to play a game where
they
have to whisper some information to
their classmate. That
classmate has to
whisper the information to the next person.
The last person. That person has to say that
he she heard.
Then, the other students listen
carefully to find out if the message has
changed at all.
Step
five:Homework
(家庭作业):
Choose some
words to write about your friend.
Example:
This is my friend×××. She is a clever pupil. At
school, she’s a bit shy, but at home, she is
very naughty girl.
板书设计:
Unit 2 He’s cool.
mother --- nice
big brother --- cool
little sister --- cute
father ---
clever
friend --- naughty
练习：
(写出所听到的词组的汉语意思）
1.___________
2.___________ 3._____________ 4.________________
5.____________ 6.___________ 7._____________
8.________________
教后记：
Module 2 London
题目
题材
（主要）
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
描述景物或物品。
一般现在时：
This is my house. It’s small.
London is the capital of England.
London（伦敦）
Lingling和Amy正在看一本关于London的书，由此引
出了课文对London的
一些名胜的介绍，并用一些形容词描述了它们的特点。
词汇
听
能在听录音的过程中从语句中辨别出单词：capital, about,
beautiful,
long, wide, many, river, old, famous
说
能在句子中正确使用单词：capital, about, beautiful, long,
wide, many, river, old, famous
读
能在图片的提示下、跟着录音在语句中正确朗读单词：capital,
about,
beautiful, long, wide, many, river, old, famous
写 能够正确拼写单词：long, wide, many, old
语言
技能
目标
听
说
读
写
能在图片的帮助下听懂课文中介绍城市、景点或物品的句子。
能简单描述出一座城市、一处景物或物品。
能够看图认读描述景物或物品的句子。
能够看图抄写出描写景物或物品的句子：This is my house. It’s
small.
学习策略
文化意识
情感态度
任务
积极使用课文学习的句型、结构描述景物。
了解英国首都伦敦的风土人情、标志性建筑和著名旅游景点。
培养孩子们热爱身边乃至世界景观的美好情怀。
用英语向同学简单介绍并描述城市或景点的特征。
Unit 1 London is the capital of
England.
学习任务
I’m from London.
London is the capital of England.
It’s
very big and very beautiful
功能
描述一座城市或一处景物
运用任务
1、SB第一单元活动3
2、用英语向同学简单介绍并描述城市或景点的特征。
教学程序
Setp 1
Wamer（热身活动）
A: Chant: This is a little girl,
and she has a little curl. And when she is good,
she
is very, very good. And when she is bad,
she is very, very bad!
B: Talk Free:
T:
Hello! Boys and girls. I’m a teacher. Are you a
teacher?
S1: No, I’m not.
S2: No, I’m a
pupil.
T: Are you naughty?
S3: No, I’m
not.
T: Are you clever?
S4: Yes, I am.
……
（反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy,
clever, nice, cool.）
C: New concepts:
Step 2 ：Leading in
(导入)
利用卡片教授“capital”， 反复领读，读熟之后带入句子“London is the
capital of England.”中。Then translate it into
Chinese. 找生用英语说
出“北京是中国的首都。”鼓励学生踊跃参加抢答赛“说首都”，学生
可以用中
文说。
Step 3:Text teaching（课文教学）
在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，
Amy
带来了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，
于是就请Amy
向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市
和景物。
今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音，听一听Amy 和
Lingling 之间的对话。师：“Where is London?”
生在地图上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描述城市的形容词
（nice, big,
beautiful, small）。
请学生根
据插图和上下文猜一猜每个生词的意思。“beautiful”一词教
师要反复示范，借助肢体语言帮
助学生读清并理解这一单词。个别单词处理完之
后，教师领读课文几遍。然后鼓励学生分角色大胆试读，
教师及时给予表扬。
Step 4：Pactice(练习)
1、完成运用任务1：SB
第一单元活动3。 把全班分成两人一组，分别扮
演 Amy 和 Lingling，进行问答练习。
例如：（1）、A: What’s this? B: It’s a book
about London. It’s very
nice.
（2）、A:
What’s the capital of England? B: It’s London.
3、2、完成运用任务2：用英语向同学简单介绍并描述城市或景点的特征。
Step
5：Homework(作业)
完成练习册练习1到练习4。
板书设计
:
Unit 1 London is the capital of England.
It’s a book about London.
London is the
capital of England.
练习：
听音给句子排顺序8%
( ) Today they had got a stomachache.
(
) Sam and Daming played football yesterday.
(
) So they bought some bread and some milk.
(
) And then, they were very hungry and thirsty.
教后记：
Unit 2 This is the
River Thames
学习任务
This is the
River Thames.
It’s long and wide.
功能
描述景物或物品
运用任务
1、SB第二单元活动4和5.
2、用英语向同学简单介绍并描述城市或景点的特征。
教学程序
Setp
1:Wamer(热身活动)
A:
Song:
Chant:
This is a little girl.
B
: Talk
about:
Using adjectives to describe a person’s
personality
and London.
C:
New
concepts:
Step 2:Leading in(导入)
Revise adjectives. Tell the students that I am
going to say an
adjective. They have to find
something in their books that the adjective
describes. Ask two or three students to say
which object the chose.
Example：
T:
It’s big. S1: (points to London) London.
S2: (points to elephant) Elephant. S3:
(points to Beijing) Beijing.
Do more examples
with the class.
Step 3：Text teaching(课文教学)
1、Listen, point and find out the new words
and underlime them. Then
revise them using
cards or pictures. (Write down these words on the
board.)
2、After doing this, tell the
students to close their books. I am going
to
say the first word of a two-word place name. These
places are all in
London. The students have to
say the second word of the two-word name.
Example:
T: Buckingham… Ss: …Palace.
T: Hyde… Ss:…Park.
3、Have the students continue the activity in
pairs. They should take
turn to say the first
word.
4、Showing four pictures on the
screen about River Thames
BenParkand
Bridge(Write down these words.) The same
time,
I am going to read the text for the students. Have
them remember
the sentences. The second times,
ask some students to introduce the
pictures.
5、Games: Guessing game.
6、Do AB
Unit 2 exercise 1. Quiz: Listen and say the
answers.
7、Showing AB Unit2 exercise 2 on
the screen. Do this exercise
together.
Step 4： Practice（练习）
1、完成运用任务1：SB第二单元活动4和5. Listen and point. First,
have
students say something about these
pictures. Then listen and guess which
one is
right.
2、完成运用任务2：用英语向同学简单介绍并描述城市或景点的特征
3、
Games:
Guessing game
Tell the students that I am going to say
adjectives and they have
to think of some
places in China that these adjectives describe.
Example
T: Old. S1: Great Wall.
S2: Palace Museum.
4、Learn to sing
（
1）、Have the students look at the picture and
describe it (children
playing a game).
（2）、Tell the students that this song, 'London
Bridge is falling
down' is a traditional
English song. Explain that London Bridge is a very
famous bridge in London.
（3）、Play the spoken version of the song and have
the students repeat
each line. Play the tape
and have the students sing the song.
（
4）、Explain the actions and have the class sing the
song again.
Choose some students to come to
the front and play it. Let's see
the
winner?
Have the students sing and do the
actions after class.
Step 5： Homework（家庭作业）
Make a survey to compare London and My
hometown. You can using
is …It's (very)…
Country
Language
BigSmall
…
London
My Hometown
板书设计:
Unit2 This
is the RiverThames.
The
RiverThames —— long andwide
Big Ben —— old and tall
HydePark —— beautiful
TowerBridge —— famous and beautiful
练习：
根据提示补充单词
t
cher b d p k b k
r b t ph n b ll
b k
教后记：
Module 3
Picnic
题目 Picnic（野餐）
题材
星期六爸爸要带Amy和Sam去野餐。Sam一直在问Amy明天野餐准备带什么。
（主要）
Amy总是摇头。原来明天才星期五，Sam当成星期六了，引得大家哈哈大笑。
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
制定并谈论计划。
一般将来时：
We are going to have a picnic.
Will you take your kite tomorrow? Yes, I will.
No, I
won’t.
听 能在听录音的过程中从语句中辨别出单词：take,
picnic,
great, ball, why, because, so,
homework
一周七天的英语名称
说 能在句子中正确使用单词：take,
picnic, great, ball, why,
because, so,
homework
一周七天的英语名称
读
能在图片的提示下、跟着录音在语句中正确朗读单词：take,
picnic, great,
ball, why, because, so, homework
一周七天的英语名称
写 能够正确拼写单词：take, ball, why, help, so
语言
技能
目标
听
说
读
写
能听懂用will及一周七天的英语单词谈论的出行计划。
能够询问别人的打算，简单制定自己的计划并能够进行交谈。
能够看图熟练朗读课文中含有will表示将来计划的句子。
能够看图抄写出简单的计划：On Sunday I’ll read my books.
学习策略 积极与他人合作，共同完成学习任务。
文化意识
了解大自然，懂得做事要有计划性。
情感态度 培养孩子们热爱大自然的情怀。
任务
在小组内用英语制定并谈论周日去公园的出行计划。
Unit 1 Will you take your kite？
学习任务
We’re going to have a picinic
Will you
take your kite？
Yes，I , I won’t.
功能
制定并谈论计划
运用任务
1、SB第一单元活动3
2、在小组内用英语制定并谈论周日去公园的出行计划。
教学程序
Step1:
Warmer:（热身活动）
A: Songs: London Bridge
Following Down
B: Free talk: Our school
C:Teacher show some pictures about the
“Hyde Park River Thames”
S1: This is Big
Ben. It’s very old and very beautiful.
S1:
This is Hyde Park. It’s very beautiful.
S3: ...
Step 2: Leading in
(导入)
T:
It’s a ball. (Show the ball) I’m going to play
ball. Will you
play with me?
S2: Yes, I
will.
T: I’m going to go to Hainain. Will
you take a ball? (同时板书)
S2：No，I
won't.
Step 3: Text teaching
（课文教学）
1、Teacher shows the cards about the new words.
Students follow the
teacher .The students read
one by one .I play the tape and the
students
follow the recorder.
S1: Will you go to
Huanren tomorrow?
S2: Yes, I will.
S3:
Tomorrow we’re going to have a Music lesson.
S4: No, I won’t.
Will和going to 的用法评出最好的一组。
2、Game：A： Two students play a game ．They
choose one food or one object
and do the
action.
S1: Will you take some noodles?
S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
B: Four students look
some pictures and tale about.
A: We’re going
to go to Hainan tomorrow. I will take my coat and
my
hat. Will you take your swimsuit? （用CAI）
B: No, I won’t. I’ll take my coat, too. Will
you take your gloves?
C: YES, I Will…
D:
评出最佳一组给sticker
Step 4:Pactice
(练习)
1、完成运用任务1：SB第一单元活动3
2、完成运用任务2：在小组内用英语制定并谈论周日去公园的出行计划。
Step5:
homework(家庭作业)
完成练习册练习1~4.
板书设计:
Unit
1 Will you take your kite?
take
We are going to have a picnic.
picnic
Will you take your kite?
great
ball
Yes, I will. No, I won’t.
why
because
so
练习：
找出下列各组中不同类的一个单词
1. ( ) A. dance B. sing C. nice
2. ( ) A. zither B. erhu C.
football
3. ( ) A. America B. Hyde Park
C. River Thames
4. ( ) A. did B. play
C. fell
5. ( ) A. Tuesday B. Monday
C. today
教后记：
Unit 2 On Monday I’ll
go swimming.
学习任务
On Monday I’ll go
swimming.
Will you play football on Monday?
Yes, I will...No, I won’t.
功能
讨论一周七天的计划
运用任务
1、SB第二单元活动3
2、在小组内用英语制定并谈论周日去公园的出行计划。
教学程序
Setp
1：Warming up (热身活动)
A: Songs: London Bridge
Following Down
B: Free talk: Our school
Setp 2：Leading in(导入)
Write the
numbers1-7on the board. Write the words Monday to
Sunday
under the numbers. Have them predict
the meaning of the words, Monday,
Tuesday and
so on.
Point to the words and say them. Have
the students repeat them.
Now tell the
students that you are going to say a day and they
have
to use an ordinal number and say which
day is it.
Setp 3:Text teaching
(课文教学)
1、Have the students suggest activities that
they do and write a list
on the board .e.g.
play football, ride a bike, go swimming, read a
book,
watch TV, go to the cinema, go to
school, walk in the park, play with
a friend,
do homework. Then draw the following calendar on
the board:
Monday
Friday
Tuesday
Saturday
Wednesday
Sunday
Thursday
Have the students copy the calendar in
their exercise book .They should
write
activities on the calendar.
2、Then have the
students work in pairs and tell one another what
they
will do on the seven day of the week.
e.g.S1: On Monday I will watch TV.
S2:
I will do my homework on Monday.
3.
Listen and say ,then sing and clap
Before
singing the song
Have the students look the
picture and say what type of song this is.
Have the children say the names of any
clapping songs or games they
know. Then act.
While singing the song
Play the tape and
let the student listen to the melody. Then play
the
spoken version of the song and have the
students repeat the line.
Divide the students
into seven groups. Asking each group a day of the
week respectively. Have the students in each
group write their day on
a piece of paper.
Explin that they must hold up their day of the
week
as they sing that word in the song, now
have the class sing the song.
Setp
4:Pactice
（练习）
1、完成运用任务1：SB第二单元活动3
2、完成运用任务2：在小组内用英语制定并谈论周日去公园的出行计划。
Setp 5:
Homework
(家庭作业)
制定自己一周的学习和课外活动计划。
板书设计：
Unit2 On Monday I’ll go swimming
homework 家庭作业
help 帮助
Monday 星期一
Tuesday 星期二
Wednesday 星期三
Thursday 星期四
Friday 星期五
Saturday 星期六
Sunday 星期日
练习：
下面是Daming 一周安排,听音并把词组前的字母序号填入题前括号里。
( ) 1. On Monday I’ll A . play
with my friends .
( ) 2. On Tuesday
I’ll B. go swimming .
( ) 3. On
Wednesday I’ll C. do my homework .
(
) 4. On Thursday I’ll D. read my books
.
( ) 5. On Friday I’ll E.
go to the park .
( ) 6. On Saturday
I’ll F. help my mother .
( ) 7.
On Sunday I’ll G.. visit my grandma .
教后记：
Module 4 Robots
题目
题材
（主要）
内容
教学目标
语言
知识
目标
语法
（结构、
句子）
词
功能 用will谈论将来可能发生的事情；
运用情态动词can描述能力。
一般将来时：
Robots will do everything.
Will
it be windy in Beijing?
can描述能力：
It
can walk.
Robots（机器人）
Daming 和Sam在探讨机器人能够做
什么，将来会做些什么。Daming告
诉Sam，将来机器人能做一切事情，就是不能做作业。
听 能在听录音的过程中从语句中辨别单词：robot, everything,
housework, learn, our, weather
汇 说
能在句子中正确使用单词：robot, everything, housework,
learn, our, weather
读
能在图片的提示下、跟着录音在语句中正确朗读单词：robot,
everything,
housework, learn, our, weather
写
能够正确抄写并拼写出单词：our, one, day
语言
技能
目标
听
说
读
听懂介绍将来可能发生的事情的句子。
能用will简单描述将来可能发生的事情。
能够看图认读用will表示将来行为的句子；
能熟练并有节奏地朗读韵句。
写
学习策略
文化意识
情感态度
任务
能看图抄写出描述机器人能做的事情的句子。
积极与他人合作，共同完成学习任务。
了解中国城市的地理位置及其天气变化特征。
培养学生的模仿能力及团队合作精神。
一名学生扮演机器人，做出各种动作，其他同学来讨论它能做些什么；
观看本地区天气预报，然后制作本地区天气预报图表，小组间进行天气
预报。
Unit 1 Robots
will do everything.
学习任务
It can
walk.
One day, robots will do everything.
功能
用“will”谈论将来可能发生的事情
运用情态动词“can”描述能力
运用任务
1、SB第一单元活动3
2、一名学生扮演机器人，做出各种动作，其他同学来讨论它能做些什么
教学程序
Setp 1:Warming up (热身活动)
1、Greeting.
2、Listen and act : e.g. wash clothes watch
TV run walk
play the flute play
football jump do homework make a cake
row a boat play table tennis
(运用肢体语言来复习动词及动词词组，为
本课will 的学习做好铺垫)
Setp
2:Presentation
（介绍）
Show a robot to the
class and say “Today we’re going to talk about
the robots.”
Describing the robots, it can
sing. It can dance. One day, robots
will do
everything. (运用图片展示robot的含义)
Ask to the
students “What else will the robots do?” Show
the CAI
to students. (让学生看课件了解机器人能做什么不能做什么)
Now show the text to the students. Look at the
book and ask. What
can Daming’s robot do?
Will robots do the housework? Will robots help
children learn?...
Write the answers on
the board: It can walk.
Then drill this
sentence and then change the word “walk”.
Talk
about the sentences: They will do the housework.
They will
help children learn.
Write the sentence on the board One
day, robots will do everything.
(用磁卡带替换动词及动词词组，让学生运用所学。同时理解one day的含义)
Continue the words learning: housework help
children learn…
In groups, talk about the
robots then report.
Setp 3:Practice
:(练习)
1、In pairs act the text.
2、Draw a robot
and say what the robot can do .In pairs or in
groups
then report.
3、完成运用任务1：SB第一单元活动3
：Look at Exercise 3 in the book
and talk about
what the robots will do in the future.
4、完成运用任务2：一名学生扮演机器人，做出各种动作，其他同学来讨
论它能做些什么
Setp 4:Sum
(总结)
Setp
5:Homework
(家庭作业)
Draw a robot and
describe it.
Using This is
________________.
It can
__________________.
It will
__________________.
板书设计:
Unit 1 Robots will do everything.
It can walk.
One day, robots will do
everythi
ng.
练习：
选词填空
clever beautiful
Beijing is very
. Xiaoyong is a pupil.
Today Tomorrow
is
Tuesday. is Wednesday.
watch cook
Did you meat
yesterday? I TV with my friend.
were was
They young
then. My hair short then.
教后记：
Unit 2 Will it be windy in Beijing?
学习任务
It will be windy in Beijing.
Will it be windy in Beijing?
Yes, it will.
No， it won't.
功能
谈论将来的天气情况
运用任务
1、朗诵SB第二单元活动3的韵诗
2、观看本地区天气预报，然后制作本地区天气预报图表，小组间进行天气预报。
教学程序
Setp 1: Warming up
(热身活动)
Look
say and act: hot cold rain sunny snow
windy
Setp 2:Presentation
(介绍)
1、Show a map pf China. Write city’s name
on the map.
2、Show the cards of weather to
students. And listen to the tape then
point to
the pictures.
Setp 3:Text teaching
(课文教学)
1、Draw the simple pictures on the board. And
write the the
words and draw the pictures in
the exercise books. (同时讲解 rain与 rainy
的区分)
2、Show the robot to the students and say “The
robots will do everything.
So the robots will
broadcast the weather, too. Now let’s act. Listen
again and repeat the text then act
Sedtp
4：Practice
（练习）
1、Game: Listen and stick.
Listen to tape and stick the cards on
this
game in groups or in pairs.
2、朗诵SB第二单元活动3的韵诗
3、观看本地区天气预报，然后制作本地区天气预报图表，小组间进行天
气预报。
Setp 5: Homework
(家庭作业)
调查明天的天气情况，制成表格并加以说明。
板书设计:
Unit
2 Will it be windy in Beijing?
Hot
Cold
Will it be _______in_________?
Sunny
Yes, it will. No, it won’t.
Rain
Windy
snow
练习：
完成句子
1. The
elephant is (fatter, thinner) than
the monkey.
tree is (shorter,
taller) than the flower.
cat is
(smaller, bigger) than the dog.
chameleon is
(shorter, longer) than the snake.
教后记：
Module 5 Size
题目 Size（大小）
题材
（主要）
内容
课堂上Ms Smart叫起Amy
和Lingling比一下个子，又叫起Daming
和Sam进行比较。Sam个子没有Daming
高，但不服气，又想和 Lingling
比力气，结果力气不够大，把一摞书摔到地上。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
比较和描述两个人或事物的差异。
形容词比较级：
Amy’s taller than Lingling.
Beijing is bigger than
Tianjin.
听
能在听录音的过程中从语句中辨别出单词：than, old,
young, strong
短语：the Great Wall, the Summer Palace
说
能在句子中正确使用单词：than, old, young, strong
短语：the
Great Wall, the Summer Palace
读
能跟着录音在语句中正确朗读单词：than, old, young,
strong能在图片的提示下识读短语：the Great Wall, the
Summer Palace
写 能够正确默写单词：old, than
语言
技能
目标
听
说
读
写
能听懂文中含有形容词比较级的句子。
能简单比较并描述出两种事物或两个人的差异。
能够认读课文中含有比较的句子。
能够书写常见的形容词的比较级：younger,
older,
taller, stronger, bigger, longer
学习策略 积极运用所学英语进行表达和交流。
文化意识
情感态度
任务
了解中国的文化遗产和名胜古迹。
培养孩子们保护名胜古迹和环境的意识。
小组内调查同学的年龄、身高、衣服的大小、鞋的尺码，然后用比较
级进行汇报；
利用身边的学习用具进行比较，描述出两者的差异。
Unit 1 Amyˊs taller than Lingling.
学习任务
Amyˊs taller than Lingling
功能
比较和描述两个人的差异
运用任务
1、SB第一单元活动3
2、小组内调查同学的年龄、身高、衣服的大小、鞋的尺码，然后用比较级进行
汇报；
教学程序
Setp 1: Warming up
(热身活动)
A:
song: Monday Tuesday
B: Free talk: Talk about
two students like this: Lili is fat, Zhaoxin is
thin.
Step 2 :Leading in
(导入)
Write
the adj. of the students using on the blackboard.
(big small fat
thin tall short)
Step3:
Text teaching
(课文教学)
1、Tell students
the adj. what we'll learn. Write them on the
blackboard:
Old
Young
Strong
Learn to read and make sentences like this
(Fengqi is ao
is old.)
Then let 2 students
stand up, Then say :( Fengqi is strong, Wang
kunpeng is stronger.)
2、Write “er” behind
strong. Students will understand the meaning.
Make sentences like this.
(Wang kunpeng
is stronger than Fengqi.)
(Xiaoxiao is
younger than Lili.)(Lili is older than Xiaoxiao.)
Show out the picture of Amy and Lingling, and
handwriting: “Module 5 Unit
1 Amy's taller
than Lingling.”
Show out two bags and let
Ss make sentences with (bigger than).
Show
out two rulers and use (longer than).
Step 4
Practise
:（练习）
1、A game: Make more
sentences about everything. (Eyes hands books and
so on.)
2、完成运用任务1：SB第一单元活动3
3、
完成运用任务2：小组内调查同学的年龄、身高、衣服的大小、鞋的尺
码，然后用比较级进行汇报；
Step 5Homework
(家庭作业)
用所学句型和单词给身边的人作比较并记录。
板书设计:
Unit 1
Amy's taller than Lingling.
____old
er
big
ger
____
young
er
than____.
Small
er
_______strong
er
fat
ter
thin
ner
tall
er
short
er
练习：
为这些问题找答案（将答案序号写在括号内）
1. ( ) Can
it walk? A. Yes, it will. B. Yes,
it can.
2. ( ) Will you take a ball?
A. No, I won’t. B. No, I’m not.
3. ( )
Are you naughty? A. Yes, she is . B.
Yes, I am.
4. ( ) Did Dad cook lunch?
A. Yes, he did. B. Yes, I did.
5. ( )
Was it fat? A. No, it wasn’t. B.
No, it is.
6. ( ) What will Shanshan do on
Monday?
A. On Monday she’ll go
swimming. B. She’s playing football.
教后记：
Unit 2 Beijing is bigger than
Tianjin.
学习任务
Beijing is bigger than
Tianjin.
The Changjiang River is longer than
the Yellow River.
功能
比较和描述两个事物
运用任务
1、SB第二单元活动5
2、朗诵SB第二单元活动3的诗歌
3、利用身边的学习用具进行比较，描述出两者的差异。
教学程序
Step 1
Wamer
(热身活动).
A
;
songs: Will it
be windy?
B.
Free talk:
talk about two Ss.
Step 2:Leading in
(导入)Draw a Chinese map on the blackboard.
Point to Beijing and Tianjin, and then talk
what is bigger. Handwriting:
(Unit 2 Beijing
is bigger than Tianjin.)
Step 3：Text
teanhing(课文教学)
1、 let Ss try to say out the
same meaning sentence. (Tianjin is
smaller
than Beijing.)
2、Point to Mount Qomolangma and
Mount Tai, talk and write:
(Mount Qomolangma
is higher than Mount Tai.) (Mount Tai is lower
than the Mount Qomolangma.)
3、Point to the
Changjiang River and the Yellow River, talk and
say:
(The Changjiang River is longer than the
Yellow River.) And the other
sentence (The
Yellow River is shorter than the Changjiang
River.)
4、Show out the pictures of the Great
Wall and the Summer Palace.
Look and learn.
Then talk: (The Great Wall is older than the
Summer
Palace.)
5、Listen and read the
lesson.
6、完成运用任务2：朗诵SB第二单元活动3的诗歌
Listen
and learn the poem. (Listen 3 times and try to
chant.)
Then have a race between two groups,
and say out“ Which group is
goodbetterworse.”Write “good better worse”on
the blackboard. Let
Ss try to say them.
Step 4 Pactice：
(练习)
1、
Make more sentences, talk about (Beijing and
Shanghai Snake and
chameleon…)
2、SB第二单元活动5
3、 利用身边的学习用具进行比较，描述出两者的差异。
Step 5 Homework(家庭作业)
背诵本单元的课文
板书设计:
Unit 2 Beijing is bigger
than Tianjin.
Mount Qomolangma is higher
than Mount Tai.
The Changjiang River is
longer than the Yellow River.
The Great Wall
is older than the Summer Palace.
(good
better worse)
练习：
完成句子
1. The
elephant is (fatter, thinner) than
the monkey.
tree is (shorter,
taller) than the flower.
cat is
(smaller, bigger) than the dog.
chameleon is
(shorter, longer) than the snake.
教后记：
Module 6 Music
题目
题材
（主要）
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
听
进行评价和比较。
比较：The boy is better than the girls. Lingling
is
better than Daming.
评价：This girl is
good.
Music（音乐）
孩子们在进行一场歌咏比赛，他们对歌手的表现发表了各自
的意见。结
果大喊大叫的小Tom出人意料地获得了“冠军”。
能在听录音的过程中从语句中辨别出单词：voice,
think, better,
first, agree, worse, quiet, bad
说
能在句子中正确使用单词：voice, think, better,
first,
agree, worse, quiet, bad
读
能在图片的提示下、跟着录音在语句中正确朗读单词：
voice, think, better,
first, agree, worse, quiet,
bad
写
能够正确默写单词：bad
能抄写单词：better, worse
语言
技能
目标
听
说
读
能够听懂进行比较的句子。
能够简单对事物进行比较。
能够读出课文中进行比较的句子：The boy is
better than
the girls. Lingling is better than
Daming.
写
学习策略
文化意识
情感态度
任务
能够抄写含有本课形容词和比较级的句子。
创造真实的交际场景，积极运用所学知识进行交流。
对比英美学生与中国学生喜爱的不同乐器。
培养学生正确评价他人和自己的好习惯。
每人抄写一段对话，小组内进行比较，然后评出书写冠军。
Unit 1 The girl is
good.
学习任务
This girl is good.
This boy is better than the girls.
This
picture is bad.
This picture is worse.
功能
进行评价和比较
运用任务
1、SB第一单元活动3
2、每人抄写一段对话，小组内进行比较，然后评出书写冠军。
教学程序
Step
1：Wamer(热身活动)
A.
songs: Polly’s hair-
B.
Free
talk: talk about the things on the map.
Setp
2:Leading in
(导入)
Let a girl sings an
English song, and writes “the girl is good.” on
the blackboard.
Setp 3:Text
teaching
(课文教学)
1、Then write “better bad
worse I think I agree voice
first” on
the blackboard. And learn how to pronounce and how
to use.
Make sentences with every word.
2、(Free talk): Let another girl sing a song,
and say “the girl is
better than the first
girl.” Please talk about them, and then answer
the questions:
（1）. “Who is better?”
（2）. What do you think?
（3）. Do you agree?
3、Listen to the tape and practise reading this
lesson.
Step 4：Pactice
(练习)
1、 Look at the Activity Book and
complete it. (Practise using better
and
worse)
2、 完成运用任务1：SB第一单元活动3
3、
完成运用任务2：每人抄写一段对话，小组内进行比较，然后评出书写
冠军。
4、 A
game: Draw and talk. (Let two Ss draw pictures on
the blackboard
and we talk about them like
step 3.)
Step 5：Homework(家庭作业)
1、预习Module
6 Unit2
2、调查同学们的课程爱好
板书设计:
Unit 1 The girl is good.
good—better I think_____________.
bad---worse I agree. voice
Be quiet.
I think this girl is better than the
first girl.
练习：
请正确书写下列单词。
1、country 2、Sunday
3、horrible 4、laugh
5、Hyde Park
教后记：
Unit 2 Lingling is better than
Daming.
学习任务
Lingling is better
than Daming.
Amy is worse than Sam.
功能
进行评价和比较
运用任务
1、SB第二单元活动3
2、SB第二单元活动5
3、每人抄写一段对话，小组内进行比较，然后评出书写冠军。
教学程序
Step 1:Wamer(热身活动)
A.
Songs: London Bridge is falling down.
B.
Free talk: let 2 students sing
songs, and talk about them.
Setp 2:Leading
in
(导入)
Ask students: “Do you like music?”
Today we will learn about music.
Write the
title “Unit 2 Lingling is better than Daming.”on
the
blackboard.
Setp 3:Text
teaching
(课文教学)
1、Write“ Chinese music and
pop music” on the about
“ what is Chinese
music and what is pop music.”
2、Write them on
the blackboard. (erhu zither and piano guitar
drums violin)
3、Let Ss make sentences and
act. For example: I can play
the
erhu.
(The
student do the actions and say.) (Must
write “the”before the instrument)
Then ask Ss:
“What music do you like?”
“What can
you play?”
“Can you play the zither?”
4、Choose two Ss whom can play the same
instrument, Let them play or act
and then we
talk about “who is better? and who is worse?”
5、Listen to the tape and practise
reading this lesson.
6、Listen to the tape and
learn to sing the new song.
Listen to music
more times, and then try to sing the song
together.
Step 4：Pactice（练习）
1
、
Free talk. Let Ss sing the song in
groups, and we talk which group is
better.
Let Ss do the actions for the song, and we
talk which group is better or
worse.
2、完成运用任务1：SB第二单元活动3
3、完成运用任务2:SB第二单元活动5
4、完成运用任务3：每人抄写一段对话，小组内进行比较，然后评出书写冠军。
Step
5：Homework(家庭作业)
讲述在本课中对音乐的认识。
板书设计:
Unit 2 Lingling is better than Daming.
Chinese music Pop music
erhu guitar
zither
drums
Piano
Violin
练习：
情景会话。根据所给情景,选择一个最佳答案补全对话。(每小题2分,
共12分)。
( )1、Where is Gunagxi?.
--- .
A、It’s in the
north.
B、It’s in the south.
( )2、Did
you dance, Sam?
---
.
A、Yes, I did.
B、 No, I didn’t.
(
)3、What’s this?
--- .
A、It’s Buckingham Palace.
B、It’s the
Summer Palace.
( )4、What happened?
--- _________ ___.
A、Sam fell off his
bike.
B、Sam went for a bike ride.
教后记：
Module 7 Countries
题目
题材
Countries（国家）
Daming在和Sam谈论自己的“工程”——美国的地图，他们在对照地图谈
（主要）
论美国的首都和其他几个大城市的位置。
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
谈论国家、首都、城市及地理方位等。
介绍方位：
It’s in the
eastwestnorthsouth.
介绍首都：
Beijing is the
capital of China.
听
能在听录音的过程中从语句中辨别出单词：country, east,
project,
also, call, speak, right, city, west, cousin,
there, north, south
说 能在句子中正确使用单词：country,
east, project, also,
call, speak, right, city,
west, cousin, there, north,
south
读
能跟录音读单词：country, project, also, call, speak,
right, city, cousin, there
根据方位图识读单词：east, west, south, north
写
能够正确拼写单词：east, west, city, also, call
语言
技能
目标
听
说
读
写
能听懂谈论国家、首都、城市及地理方位的句子。
能够看图说出国家、城市及其地理方位。
能够读出各大城市的名称及对其方位的描述。
能够看图填写出城市的地理方位。
学习策略 积极与他人合作，共同完成学习任务；对所学内容能主动练习和实践。
文化意识 了解中美几个城市的名称及方位。
情感态度
培养学生对祖国大好河山的热爱。
任务
画一张自己所在学校、社区或超市的方位图，向同学进行描述。
Unit 1
New York is in the east.
学习任务
Washington
D.C is the capital of the USA.
San Francisco
is in the west.
It’s in the east.
功能
谈论国家、首都、城市及地理方位等
运用任务
1、SB第一单元活动3
2、SB第一单元活动4
3、画一张自己所在学校、社区或超市的方位图，向同学进行描述。
教学程序
Step 1 ：Warming Up （热身活动）
1.
Sing the song together.”I am the music
man.”(construct funny
atmosphere)
2.
Show some pictures or maps about London.
3.
Free talk ( Have students describe the
picture)(review and present
the new lesson)
Step 2：Presentation（介绍）
r’s Q: Which
countries speak English
S: England, American…
Q: What do you know about America?
S: In Chinese they may say something
about it.
OK, today let’s do it in English.
Step 3：Text teaching
(课文教学)
a map of
America.(Teacher draw it before the class)
And introduce “This is my project .It about
America” (show “project…)
read it and
understand it.
b. Use questions to show new
words
Q: what language do the people speak in
America?
S: people speak English in America.
Q: what’s the capital of America?
S:
Washington D.C is the capital of the USA.
Q:
where is it?
S: It’s in the east.
New
words :speak , east
c. Use the map to show the
position of New York and San Francisco. And
present the text contest on the blackboard.
(teach new words “ city ,
west , cousin )
d. Make sure that all the contest on the
blackboard and use a color chalk
underline the
new words.
Step 4: Practice
(练习)
1.
Game
Do you have a friend? If you have, please
draw her his house .And tell
us where is his
her house?
(Practice “I live in Beijing. My
friend lives in …)
2. Point ,ask and
answer
Show some pictures on TV.( on the
blackboard)
A: Where is New York? B: It’s in
the east.
( Look at pictures and describe the
position of it )
3、完成运用任务1：SB第一单元活动3
4、完成运用任务2：SB第一单元活动4
5、完成运用任务3：画一张自己所在学校、社区或超市的方位图，向同学进行
描述
Step 5：Summary and Homework
(总结与家庭作业)
1. Important sentences ( make a simple
translation)
2、Make some sentences like the
module ones.
( Chinese, speak , China)
People speak English in America.
( capital ,
Beijing , China ) Washing ton is the capital of
America
板书设计：
Unit 1 New York is in the
east.
It’s about America.
Washington D.C
is the capital of the USA.
San Francisco is in
the west.
练习：
、对话理解。（听音，选择与你所听内容相符的答案。每个对话读两遍，）。
( ) 1、Will it be snow in Shenyang?
---____________.
A、Yes, it will. B、No, it
won’t.
( ) 2、 ?
--- No,
it wasn’t.
A、Was it fat?
B、Was it
thin?
( ) 3、Where is New York?
---____________.
A、It’s in the
west.
B、It’s in the east.
( )4、Did Dad cook lunch?
---____________.
A、Yes, he
did.
B、No, he didn’t.
( ) 5、
?
--- Beijing is the capital of China.
A、What is the capital of America?
B、What is
the capital of China?
教后记：
Unit 2 Beijing is the Capital of China.
学习任务
Beijing is the Capital of China.
It’s in the north.
功能
谈论国家、首都、城市及地理方位等
运用任务
1、SB第二单元活动5
2、画一张自己所在学校、社区或超市的方位图，向同学进行描述
教学程序
Step 1 ：Warming Up （热身活动）
1.
Singing a song together.
2. Choose your
favorite country and describe it ( position
capital nice city)
3. Teacher shows
the picture of Beijing, Sanya, Washington,
and
San Francisco on TV.
Step 2：Presentation（介绍）
Q: Do you like Beijing? And look at it
S: Describe it (position…)
Q: There
is a famous city in China, What is it It’s very
hot.
S: Sanya and describe it.
And use the
same way to show Washington (to teach north,
south, east, and
west) We can use a map to
learn four words.
Step 3：Text
teaching
(课文教学)
Listen and match. Then
point and say (consolidate to remember the four
position words) Finish the part 1on Activity
book.
Give them 2’ to remember the new words
and the meaning of it .Then finish
the part 1
on Activity book. Check the answer in groups
Point ,ask and answer
Show some pictures
on TV.( on the blackboard)
Step 4:
Practice
(练习)
1、A: Where is New York? B:
It’s in the east.
( Look at pictures and
describe the position of it )
2、完成运用任务1：
SB第二单元活动5
2、完成运用任务2:画一张自己所在学校、社区或超市的方位图，向同学进行描
述
Step 5：Summary and Homework
(总结与家庭作业)
1. Important sentences ( make a simple
translation)
2、Make some sentences like the
module ones.
( Chinese, speak , China)
People speak English in America.
( capital ,
Beijing , China ) Washing ton is the capital of
America.
板书设计：
Unit 2 Beijing is the
Capital of China.
Beijing is the Capital
of China.
It’s in the north.
练习：
听音选词，把短文补充完整
English
Washington D.C. New York east
is the capital of
America. People speak
in America.
It’s in the . is a famous
city. It’s
in the , too.
教后记：
Module 8 Changes
题目
题材
（主要）
内容
Changes（变化）
Amy到Lingling家做客时，对Lingling家的几张老照片产生了兴
趣。Linglin
g告诉Amy那是爷爷、奶奶年轻时以及自己小时候的照
片，并拿出现在的照片进行对比，谈论以前和现
在的变化。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
听
能在听录音的过程中从语句中辨别单词：who,
grandparent, then, me,
hair, so
谈论过去与现在的变化。
一般过去时：
I was two.
They were young. She wasn’t tall then.
She was
short.
说 能在说句子时候正确使用单词：who,
grandparent,
then, me, hair, so
读
能在图片的提示下、在语句中正确朗读单词：who,
grandparent, hair
写 能够正确拼写单词：who, me, so
语言
技能
目标
听
说
读
写
学习策略
文化意识
情感态度
任务
能听懂对过去事物进行描述的句子。
能够对过去事物的状态进行描述并与他人沟通。
能够在图片的帮助下指读课文。
能够看图抄写出对过去事情的状态进行描述的句子。
对所学的内容能主动练习和实践。
让学生在新旧生活的对比中，更加珍惜现在的美好生活。
课后回家拿出自己和父母的旧照片，用所学过的知识对父母和自己
的变化进行评价。
Unit 1
I was two.
学习任务
They were young.
I was two.
功能
使用“waswere”谈论过去的事情和情况。
运用任务
1、SB第一单元活动3
2、课后回家拿出自己和父母的旧照片，用所学过的知识对父母和自己的变化进
行评价。
教学程序
Step 1 ：Warming Up （热身活动）
1.
Sing the song
”OH, we love holidays.”(
调动学生的学习兴趣，营造英语教学气氛 )
2.
Review
some adjectives.
E.g. tall, short; fat,
thin; big, small etc. Have the Ss make the
sentences with the pictures.( 为后面的课文教学做铺垫)
3. Free talk
Have the Ss talk about
countries and their capitals (the USA an d
China)
Step 2：Presentation（介绍）
1.
Leading
Take out a photo of my family.
Then introduce it. “It’s old. Because
I was
four then. Look, there are my parents. They were
young then. But
now they are old.” Point to me
and say “I was fat and short then.
Now you can
look at me.” Then get the Ss to look at today’s
story.
( 教师可以通过肢体语言及神情让学生领会这段英语的意思。)
2.
Write the sentences on the
board. And mark “were, are, was, is”
╱They
were young then. ╱ I was four then.
╲They are
old now. ╲ Now I am thirty.
Explain to the
Ss. We usually use “were, was” when it’s the past.
And using “are, is” when we describe the
present. (板书明确，再通过
句式操练，学生更容易理解，并加深印象。)
3.
Teach the words with the pictures. Then have the
Ss say the sentences
with the wards.
“Grandparents are grandma and grandpa.”
e.g.
“Who are they? They are my grandparents.”
Compare “now” and “then”. Then say the
sentences.
Teach “hair” with pointing to Ss’
hair. Explain “Cute means very
lovely”
Step 3：Text teaching
(课文教学)
1.
Listen to the tape. Then repeat.
2. Have the
Ss act out the story in groups.
(让学生成小组式操练，不仅
关注每一个学生的发展，同时还能增进学生间的友谊。)
3.
Point and say.
Using the multi-media. Have the
Ss look at the pictures.
Then say the
sentences with the present and the past tense. (
教师运用
多媒体课件教学，让学生感知语言内容，调动学生的视、听觉，参与学习中来。 )
4. Do the Activity Book.
Step 4:
Practice
(练习)
1、Tell the Ss to bring a
photo of themselves or their relatives to class.
The photo should show them or their relatives
when they were young. Then
have the Ss come to
the front to show and talk about their photos.
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：拿出自己和父母的旧照片，用所学过的知识对父母和自己
的变化进行评价
Step 5：Summary and Homework
(总结与家庭作业)
1. Read and write the new words and sentences.
2.
Read and retell the story.
板书设计：
Unit1 I was two.
grandparents
╱ ╲
grandpa grandma
hair then so
whohu: me mi:
Now
Grandparents
Then
are
Grandparents were
old. young.
hair
Lingling’s hair is Lingling’s
long.
Lingling
two.
was short.
isn’t
Lingling was two.
练习：
听音给句子排顺序
( )
Today they had got a stomachache.
( ) Sam
and Daming played football yesterday.
( )
So they bought some bread and some milk.
(
) And then, they were very hungry and thirsty.
教后记：
Uint2 They were young.
学习任务
They were’t old young.
They were young.
功能
谈论过去与现在的变化
运用任务
1、SB第二单元活动4
2、朗诵SB第二单元活动3的韵诗。
3、拿出自己和父母的旧照片，用所学过的知识对父母和自己的变化进行评价
教学程序
Step 1 ：Warming Up （热身活动）
1.
Have the Ss retell the story.
2.
Check up Ss’ homework.( Activity IV)
3.
Get the Ss to act out the
dialogue. (Have the Ss interest in
English)
Step 2：Presentation（介绍）
Describe the photos or pictures with comparing
the present and the
past.
Step 3：Text
teaching
(课文教学)
1.
Tell the
Ss “wasn’t”and “was not” are the same. And
“weren’t” is the same as “were not”.
2.
Play the tape and have the Ss
listen and find out the adjectives.
And report
them.( Review the adjectives and find out the
differences)
3.
Learn the chant.
First, get the Ss to look at the pictures and
describe them.
(A small chick and two big fat
hens.) Then play the spoken version of the
chant and get the Ss to repeat the words then
chant.
4.
Listen and repeat.
Step 4: Practice
(练习)
1.
Chant and do the mimes at the same time.
2、Have the Ss work in groups. Sa will act out
Sb who was in many years
ago. Then Sc
will introduce the two Ss. Find out some changes
with the
past and present tense.
3、完成运用任务1：SB第二单元活动4
4、完成运用任务2：朗诵SB第二单元活动3的韵诗。
5、完成运用任务3：拿出自己和父母的旧照片，用所学过的知识对父母和自己
的变化进行评价
Step 5： Homework
(家庭作业)
Read the text
and chant.
板书设计：
Unit2 They were young.
They weren’t old then. weren't →were
not
They were young. wasn't →
was not
A: Was it fat?
B: No, it wasn’t.
It’s thin.
练习：
找出下列各组中不同类的一个单词
1. (
) A. dance B. sing C. nice
2. (
) A. zither B. erhu C. football
3.
( ) A. America B. Hyde Park C. River Thames
4. ( ) A. did B. play C. fell
5. ( ) A. Tuesday B. Monday C. today
教后记：
Module 9 Weekend
题目
题材
Weekend（周末）
Amy与远在英国的奶奶在周一通了一个电话，电话中她们谈论了上周
（主要）
末每个家庭成员做过的事情。
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
听
能在听录音的过程中从语句中辨别出单词：phone,
yesterday, day, him,
laugh, dance, stop, last
说 能在句子中正确使用单词：phone,
yesterday, day, him,
laugh, dance, stop, last
读 能朗读课文，并能体会一般过去时在一般疑问句中的用法
及其回答。
写
能够正确抄写单词：day, him, laugh, stop
语言
技能
目标
听
说
读
写
能听懂对过去所做事情的描述。
能够运用过去时表达过去发生的事情。
能够在图片的帮助下指读课文。
能够抄写描述过去发生的事情的句子。
谈论过去的行为或事件。
一般过去时：
I helped Mum. Did Dad cook meat yesterday?
Yes, he did.
No, he didn’t.
学习策略
创造真实的交际场景，积极实践所学英语。
文化意识 了解英美国家的日常生活及活动。
情感态度 引导学生养成帮助父母做家务的好习惯。
任务
向父母描述自己昨天在学校进行的各类活动。
Unit 1 I helped Mum.
学习任务
I helped Mum.
Did you cook meat yesterday?
Yes, I did. No, I didn’t.
功能
谈论过去的行为或实践
运用任务
1、SB第一单元活动2
2、SB第一单元活动3
3、描述自己昨天在学校进行的各类活动。
教学程序
Step1 Warm up (热身活动)
T: Hello,
boys and girls. Today we are going to learn Module
9 Unit1
I helped Mum. First, let’s sing a
song, OK?
Ss: OK.
(Ss sing the song “OH,
we love holidays.”)
T: Now who can compare
yourself now and past?
Several students
compare themselves. According to this practice to
review the past tense.
Step 2
Leading
（导入）
T: Today, we will go on
learning the past tense in Module 9
phoned
her grandma in England. They talked about their
last weekend. Do
you know how to describe the
things in the past? Let’s look together,
and
then please talk about you what you did last
weekend.
Step 3 New Concepts
（新授）
1.
Teacher do the actions and
say: “I played basketball
yesterday.” for
several times. Then write played on the board.
2.
Teacher asks one student: “Did
you played basketball
yesterday?” and help
them answer “Yes, I did. No, I didn’t.” Write
these sentences on the board.
3.
Play the tape and have them underline “did”
“didn’t” and
the words that add –ed. Teacher
explains how to change the past tense
of
verbs.
4.
Play the tape again and
have them read.
Step 4 Practice
（练习）
1、T: Search your friends what did they do
yesterday .Please make a
table just like the
table in the book.
(Students make a table and
use the past tense to inquire their friends
what did they do yesterday.)
2、T: Now
let’s play a game “Find friends”
Teacher takes
out some cards, there are some verbs and their
past tense
forms on it. One student should
find its correct past tense form and say:
“We
are friends.”
In this way, they can review the
past tense form of the verbs.
3、T: OK. Good
boy. You do very well.
4、完成运用任务1：SB第一单元活动2
5、完成运用任务2:SB第一单元活动3
6、完成运用任务3：描述自己昨天在学校进行的各类活动
Step 5
Homework
（家庭作业）
Write a short passage
about your family or friend. And tell us what
they did yesterday
板书设计：
Unit1
I helped Mum.
Did you
play basketball yesterday?
Yes, I did. No, I didn’t.
练习：
根据所给的情境，选择恰当的句子14%
1．（
）当你要向别人介绍朋友Xiaoyong时，你应该说：
A. This is
Xiaoyong. B. Hello Xiaoyong.
2．（
）你要问别人打算去做什么，你这样问：
A. What are you
doing? B. What will you do?
3．（
）你想知道明天的天气是否会下雨，你就问：
A. Will it be
windy tomorrow? B. Will it rain tomorrow?
4．（ ）Daming比Sam年龄小，应该这样描述：
A.
Daming is younger than Sam. B. Daming is
young, Sam.
5．（
）Lingling二胡比Daming拉得更好，大家都说：
A.
Lingling is good, Daming is bad. . Lingling is
better than
Daming.
6．（
）同学问你上周末是否打了乒乓球，他问到：
A. Will you
play table tennis? B. Did you play table
tennis?
7．（ ）昨天吃了太多冰棒，今天他感到胃不舒服他说：
A. He’s got headache. B. He’s got a
stomachache.
教后记：
Unit 2 Did Dad cook
lunch?
学习任务
Did Dad cook lunch?
Yes,
he did. No, he didn’t.
功能
谈论过去的行为和实践
运用任务
描述自己昨天在学校进行的各类活动。
教学程序
Step 1
Warm up (热身活动)
T: Hi, boys and girls!
Yesterday I talked with my friends and I watched
TV. What about you? Did you watch TV
yesterday?
S
1
: Yes, I did.
T: Did
you listen to music yesterday?
S
2
: No,
I didn’t
T: Did you clean the house?
S
3
: Yes, I did.
T: What did they
do yesterday? Point and say (show the 6 pictures
on page
35) (screen)
S
1
:
Grandma cooked fish
Step 2 Leading
（导入）
Let’s come to the Smarts. What are they in
their family? What did they
do yesterday? Are
you clear?
Listen to the tape and repeat (CAI)
Listen to the tape and answer the questions.
S
1
: Answer the questions.
Step 3
New Concepts
（新授）
1、T: Now this class we’re
going to learn Module 9 Unit 2 Did Dad cook
lunch?
Pair work Talk about the pictures
on page 36 (CAI)
S
1
: Did Dad cook
noodles yesterday? S
2
: Yes, he did.
2、Complete Ex 1 Listen and match
Ask some
students to give the similar questions.
S
1
: Ask S2: Answer.
3、Find out the
past tense of the verbs, Underline the past verbs.
Read the verbs after the teacher. Which is new
word? Ask students to point
out.
S
1
: Point out the new words.
Learn
to say the new words (cards) .Then listen, say and
chant.
Step 4 Practice（练习）
1、Talk about
something about your last weekend.
S
1
:
I talked with my grandma last weekend.
S
2
: I played football last weekend.
S
3
: I …
2、Let’s play a game. Guess
what heshe did last weekend?
S
1
: Last
weekend, I …
S
2
: Did you play tennis
last weekend?
S
1
: No, I didn’t.
S
3
: Did you watch TV last weekend?
S
1
: No, I didn’t.
S
4
: Did
you play football last weekend?
S
1
:
Yes, I did.
David 8 groups to play the game.
Complete Ex 3 at the same time.
3、描述自己昨天在学校进行的各类活动。
Step 5
Homework
（家庭作业）
Write something about what
your family did last weekend?
板书设计：
Unit 2 Did Dad cook lunch?
Did Dad cook lunch?
Yes, he did.
No, he didn’t.
练习：
为这些问题找答案（将答案序号写在括号内）
1. ( ) Can
it walk? A. Yes, it will. B. Yes,
it can.
2. ( ) Will you take a ball?
A. No, I won’t. B. No, I’m not.
3. ( )
Are you naughty? A. Yes, she is . B.
Yes, I am.
4. ( ) Did Dad cook lunch?
A. Yes, he did. B. Yes, I did.
5. ( )
Was it fat? A. No, it wasn’t. B.
No, it is.
6. ( ) What will Shanshan do on
Monday?
A. On Monday she’ll go
swimming. B. She’s playing football.
教后记：
Module 10 Accidents
题目
题材
（主要）
内容
Accidents（事故）
Daming向Amy和L
ingling描述昨天发生的事情。Sam和Daming骑自行车
出去玩，他们感到口渴，就买了一
个西瓜。Sam将西瓜方在自行车上，结
果不小心摔倒，西瓜砸伤了Daming的头。
教学目标
语言
知识
目标
语法
（结构、
句子）
功能 描述意外事件；
谈论事情的起因和结果；谈论疾病。
一般过去时：
Sam fell off his bike.
What
happened to your head?
Amy had a cold
yesterday.
词汇
听
能在听录音的过程中从语句中辨别出单词：happen, ride,
then,
thirsty, watermelon, carry, bump, stomachache,
cold, headache, fever
动词的过去式：went, bought,
had
说 能在句子中正确使用单词：happen, ride, then, thirsty,
watermelon, carry, bump, stomachache, cold,
headache,
fever及动词的过去式：went, bought, had
读
能在图片的提示下、在语句中正确朗读单词：happen, ride,
then,
thirsty, watermelon, carry, bump, stomachache,
cold, headache, fever
写 能够正确拼写单词：ride,
cold；
能够抄写单词：stomachache, cold, headache,
fever
语言
技能
目标
听
说
读
写
能够听懂对过去发生的事故进行描述的句子。
能够向别人描述过去发生的事故和病痛。
能够在图片的帮助下，读出本课的句子。
能够抄写出含有简单的过去式的句子。
学习策略
文化意识
情感态度
任务
创造真实的交际场景，积极实践所学英语。
带领学生了解英美国家孩子们的日常活动。
教育学生能够正确对待和处理日常生活中发生的事故和病痛。
用过去时向父母描述体育课上发生的小事故。
Unit 1 Sam fell off his bike.
学习任务
Sam and I went for a bike ride yesterday.
And then ……?
功能
描述一个意外事件
运用任务
1、SB第一单元活动3
2、用过去时描述体育课上发生的小事故
教学程序
Step1 Warm up (热身活动)
A Songs: Oh, we love
holidays.
B Free talk: I did ……yesterday.
Step 2 Leading
（导入）
On the cards,
write the present and past tense forms of some
irregular
verbs.
Examples: go---went are
---were buy---bought fall-----fell
T: Today,
We’ll learn the new verbs and their past tense
forms.
Then teach: happen----happened bump
-----bumped carry-----carried
Step 3 New
Concepts
（新授）
1、T: We did many things
yesterday. Who can tell me who you did yesterday?
2、T: What did you do yesterday, A?
Sa: I
played basketball yesterday.
3、T: What did Sa
do yesterday?
Sb: HeShe played basketball
yesterday.
Then ask several the other students
like this.
4、T: Now, look at your books.
Module 10 Accidents Unit 1 Sam fell of his
bike.
Listen to the tape and
underline the new words. (Show the cards of new
words)
5、Teach the new words.
6、T: Now
listen to the tape again and repeat it .Are you
clear?
7、T: Now listen to the tape again and
answer: What did Sam and Daming
do yesterday?
Ask students to look at the CAI
S1: They
went for a bike ride yesterday.
T: And then
……? (Ask students to look at the CAI and answer)
Step 4 Practice
（练习）
1、Ask students to
use all kinds of ways to read the text well.
2、Ask students to look at the CAI and tell the
story. For example:
T: Sam and Daming went for
a bile ride yesterday .
T: And then……?
S1:
They were hungry and thirsty .
S2 :And then
……？
S3: They bought a watermelon.
……
3、完成运用任务1：SB第一单元活动3
4、完成运用任务2：用过去时描述体育课上发生的小事故
Step 5
Homework
（家庭作业）
Review the text.
Tell
the story about Sam and Daming.
板书设计：
Unit 1 Sam fell of his bike.
Cards: happen
ride then thirsty watermelon
carry bump
(1) happen---happened bump---
bumped
(2) carry---carried
(3) go
---went are---were buy---bought
fall
---fell
练习：
选词填空
clever
beautiful
Beijing is very .
Xiaoyong is a pupil.
Today Tomorrow
is Tuesday.
is Wednesday.
watch cook
Did you
meat yesterday? I TV with my friend.
were was
They young
then. My hair short then.
教后记：
Unit 2 Sam had lots of
chocolate biscuits.
学习任务
Sam had lots of
chocolate biscuits yesterday.
So today he’s
got a stomachache.
功能
谈论事情的起因和结果
谈论疾病
运用任务
1、SB第二单元活动3
2、SB第二单元活动5
教学程序
Step1 Warm up (热身活动)
T: Hi, boys and
girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok! London Bridge is falling down…. (Ss
sing the song)
T: You are clever boys and
girls. Now let’s have a Free Talk “What I
did
yesterday”, Ok?
Ss introduce what they did
yesterday
Step 2 Leading
（导入）
T: Who
can tell me what happen to Daming in last Unit.
Ss: Daming’s head was bumped.
T: Let’s
play this story, ok?
Ss: Ok.
(Two
students play in roles of “Daming” and “Sam”,
others describe
the story, the two students do
the actions)
The teacher writes the word
“today” on the blackboard. What happened
to
Daming, Sam, Amy and Lingling? Lead the students
to use “to” and
“and” to connect the two
sentences.
Step 3 New Concepts
（新授）
1、T: Now, this class we are going to learn
Module 10 Unit 2 Sam had lots
of chocolate
biscuits .First, listen to the tape and underline
the new
words.
(Teach the new
words’ cards)
2、T: Now listen to the tape and
repeat it. Are you clear?
(The teacher writes
these sentences on the blackboard)
Sam had
lots of chocolate biscuits yesterday.
So today
he’s got a stomachache.
3、T: Now listen to the
tape again and tell me what happened to Sam,
Lingling,
Amy and Lingling.
4、T: Look at
these words: had, ate
5、T: Look at Part 4,
answer these questions:
1.
What
is wrong with Little Tommy?
2.
What’s wrong with Little Lingling?
3.
What’s wrong with Little Ben?
6、T: Listen
to the tape and repeat it.
7、T: Let’s read the
poem together and do the actions, ok?
Ss: Ok.
Step 4 Practice
（练习）
1、T: Let’s play a
game, ok? Ss: Ok.
2、T: Let’s play “I do you
say”. I’ll ask four students to come to
the
front of the class, one student performs Daming
eating chocolate
biscuits and then having a
stomachache, and others describe it, and so
on.
Step 5 Homework
（家庭作业）
Write
these sentences.
板书设计：
Unit 2 Sam had lots
of chocolate biscuits
Sam had lots of
chocolate biscuits yesterday.
So today he’s
got a stomachache.
练习：
从每小题A.B.C三个选项中选出一个最佳
答案,并将答案标号写在
题前括号内.
( ) 1.---Did you
watch TV?
----__________.
,I do. ,I didn’t. , I didn’t.
( )2.I____
for a bike ride yesterday.
B.
went
( )3.______ is the capital of
America.
York gton D.C.
(
)g is ______ than Tianjin.
C. big
( )____ my friends.
( )’s a book ____ London.
( )7._____ Monday I’ll go swimming.
B. On C. at
( )8.--- Will it be windy?
---- __________
, it
won’t. ,it won’t. ,it will.
( )9.
People_____ Chinese in China.
B. speaks
( )10.I will_____ a ball.
教后记：