数十-金辉滑雪场

外研版小学四年级英语下册教学计划与分析

一、指导思想 < br>激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习
英语的自信心； 培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英
语进行简单日常交流和书写，为进 一步学习打下基础。
二、学情分析
我所教的四年级二班的学生共30人，通过一年的学习， 大部分学生已经入门，开
始进入状态，对英语的学习产生了浓厚的兴趣。但也有个别学生由于平时没有养 成良好
的学习习惯，课堂学习效果较差，对于他们要因材施教，注重差异，找出优缺点，本学
期 及时改进，共同进步。
三、教学目的、任务
1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯；
2、发音准确、朗读流利，准确掌握书中的重点内容；
3、能够进行简单的日常用语的交流；
4、能够用简单的句子进行写作；
5、熟练掌握所学歌曲、chant等
6、了解西方文化，初步知道课文的文化背景。
四、教学重点难点
1．重点：
（1）提高课堂效率。
（2）养成良好的听英语、读英语、说英语的习惯。
（3）发音清楚，语调正确，书写工整。
2．难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施
1、 认真备课，钻研《新标准英语》教材，进行课堂的有效教学，提高课堂效率，
做到当堂内容当堂掌握。
2、 创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和
TPR全身 反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使 学生们在一定的英语语言环境里习得“第二语言”。做
到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步（尤其是英语基础不好的学生），树立学

生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和 可操作性，以满足不同层次的学生的需求。帮助英语基础
不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书
中的课文创设 栩栩如生的情景，为学生提供使用英语进行交流的机会。
7、课堂尽量英语化，打好每名同学的英语基 础，重点提高差生的英语功底，同时
适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力 争人人过关。
8、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与
自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、
书写和拼读地 基础，并能用英语表情达意，开展简单的交流活动。
六、教学进度：
时间 教学内容 课时
第一周 Module 1 3
第二周 Module 2 3
第三周 Module 3 3
第四周 Module 4 3
第五周 Module 5 3
第六周 Module 6 3
第七周 Review Module1-3 3
第八周 Review Module4-5 3
第九周 Mid-term Examination
第十周 Module 7 3
第十一周 Module 8 3
第十二周 Module 9 3
第十三周 Module 10 3
第十四周 Review Module 6-8 3
第十五周 Review Module 9-10 3
第十六周 Final-term Review 3
第十七周 Final-term Review 3
第十八至十九周 Final examination 3



Module 1

Unit 1 she’s a nice teacher.
教学目标：
知识与技能：
and phrases: nice a bit shy clever naughty
ces: This is Ms Smart.
She is a nice teacher.
3. Grammar: Using adjectives to describe person.
过程与方法：单词、课文
情感、态度和价值观：描述一个人或物的特征
德育目标：用适当形容词描述人和物
教学重难点：
重点：1. Words and phrases: nice a bit shy clever naughty
2. Sentences: This is Ms Smart.
She is a nice teacher.
难点：Grammar: Using adjectives to describe person.
教学方法：讲授、形容词的学习
教具准备：点读笔、图片、教学挂图、单词卡
教学过程：
（一）导入：Song: There are twelve months in the year.
B: Free talk: Talk about your holiday.
（二）探究新知Step one:
1、: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。
2、Learn the new lesson.
Step one: Listen to the tape .Try to read the text. Translate the sentences.
Listen to the tape again, read follow the tape.
Read the text, boys and girls.
Step Two: Talk about the pictures.
Close your books, show the pictures (parrot， Xiaoyong， Maomao， Ms Smart)
Example :( 1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong .

He’s a clever pupil.
Step Three: Using adjectives to describe person.利用实物投影展示学生带来的照片。
(Describe the person using the adjectives
（三）巩固新知Game: 接龙游戏
Example: A: I’m XiaoLan. I’m a bit shy.
B: XiaoLan is a bit shy. I’m ZhangYong. I’m very nayghty.
C: ZhangYong is very naughty. I’m Jim, I’m a nice boy.
（四）小结：用简单方法介绍人和他的特征。
（五）Homework:抄写新单词，每个单词抄写4遍。
板书设计
Module 1
Unit 1 she’s a nice teacher.
nice a bit shy clever naughty
This is Ms Smart.
She is a nice teacher.



Unit 2 He’s cool.
教学目标：
知识与技能：
1. Words and phrases: cool little cute.
2. Sentences: This is this is my big brother, He’s cool.
过程与方法：对比、家庭成员的特征
情感、态度和价值观：根据每个人的特征并用适当的词来修饰。
德育目标：培养对家人的关心和爱护。
重点：Words and phrases: cool little cute.
难点：Sentences: This is this is my big brother, He’s cool.
教学方法：讲授、对比
教具准备：点读笔、图片、教学挂图、单词卡
教学过程：
（一）导入：Song: Row Row Row your boat.

B: Free talk: Using adjectives to describe the poem.
（二）探究新知Step one: Warmer:
Using the adjectives to describe your classmates.
Example: ① This is Xiaoyong.
He is a clever pupil.
② This is Yuanjiaqi.
She’s very clever, but she’s a bit shy.
Step Two: Listen and point.
(1) Point out the different meanings of the word ―cool‖.
In this unit, ―cool‖ means fashionable, and it is most commonly used to mean ―quite
cold‖. The word ―cool‖ has other meanings as well, but they are ones that the students are
unlikely to come across in the future.
(2) Listen to the tape and underline the new words. Write down these adjectives on the
board, and then learn these new words.
Listen to the tape again. Read the text.
Close your book. Use CAI shows the pictures of text. Choose some students to describe
the pictures.
Step Three: Listen and say, then say the poem and do the actions.
Play the spoken version of the poem. And have the students. Repeat each line. Play the
tape and have the students.
（三）巩固新知Tell the students that they are going to work in groups of three or four.
Do the AB unit 2.
Game:
Explain that they are going to play a game where they
have to whisper some information to their classmate. That classmate has to whisper the
information to the next person.
The last person. That person has to say that he she heard.
Then, the other students listen carefully to find out if the message has changed at all.
（四）作业布置Homework:抄写课文P5的句子
（五）小结：能用英语表述一个人的性格
板书设计：
Unit 2 He’s cool.

mother --- nice
big brother --- cool
little sister --- cute
father --- clever
friend --- naughty
教学反思：









Module 2
Unit 1 London is a big city.
教学目标：
知识与技能：
Words and phrases: capital, about, beautiful, be from
Sentences: I’m from London.
London is the capital of England.
It’s very big and very beautiful.
Grammar: the present tense
过程与方法：单词、课文和对话
情感、态度和价值观：了解国外著名的旅游景点
德育目标：学语言就学她的语言文化背景
重点：Words and phrases: capital, about, beautiful, be from
Sentences: I’m from London.
London is the capital of England.
It’s very big and very beautiful.
难点：Grammar: the present tense

教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡
教学过程：
（一）导入：A: Chant: This is a little girl, and she has a little curl. And when she is good,
she is very, very good. And when she is bad, she is very, very bad!
B: Talk Free:
T: Hello! Boys and girls. I’m a teacher. Are you a teacher?
S1: No, I’m not.
S2: No, I’m a pupil.
T: Are you naughty?
S3: No, I’m not.
T: Are you clever?
S4: Yes, I am.……
（反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy, clever, nice,
cool.）
（二）探究新知
Step 一、导入
利用卡片教授“capital”， 反复领读，读熟之后带入句子“London is the capital of
England.”中。Then translate it into Chinese. 找生用英语说出“北京是中国的首都。”鼓
励学生踊跃参加抢答赛“说首都”，学生可以用中文说。
Step 二、新授
在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来
了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，于是就请Amy 向
她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。 今天学习过
后，请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生
在地图上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描述城市的形容词 （nice, big, beautiful,
small）。
请学生根据插图和上下文猜一猜每个生词的意思。“ beautiful”一词教师要反复示范，
借助肢体语言帮助学生读清并理解这一单词。个别单词处理 完之后，教师领读课文几遍。
然后鼓励学生分角色大胆试读，教师及时给予表扬。

（三）巩固新知练习
完成SB 第一单元活动3。 把全班分成两人一组，分别扮演 Amy 和 Lingling，进
行问答练习。
例如：1、A: What’s this? B: It’s a book about London. It’s very nice.
2、A: What’s the capital of England? B: It’s London.
（四）作业布置：抄写单词
（五）小结：去描述一个名胜古迹的特征
板书设计:
Module 2
Unit 1 London is a big city.
It’s a book about London.
London is the capital of England.



Unit 2 It’s very old.
教学目标：
知识与技能：
Words and phrases: long, wide, many, river, old, famous
Sentences: This is the River ’s long and wide.
Grammar: Using adjectives to describe cities and buildings.
过程与方法：描述、对话
情感、态度和价值观：图览泰晤士河、大本钟、海德公园和伦敦塔桥
德育目标：通过图览这四个名胜古迹了解更多的地理知识
重点：Words and phrases: long, wide, many, river, old, famous
Sentences: This is the River Thames.
It’s long and wide.
难点：Grammar: Using adjectives to describe cities and buildings.
教学方法：描述、学歌
教具准备：点读笔、图片、教学挂图、单词卡
教学过程：
（一）导入：A: Song: Chant: This is a little girl.

B: Talk about: Using adjectives to describe a person’s personality and London.
（二）探究新知Step one、 Warmer:
Revise adjectives. Tell the students that I am going to say an adjective. They have to
find something in their books that the adjective describes. Ask two or three 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 two、Listen, point and say:
1、Listen, point and find out the new words and underlime them. Then revise them using
cards or pictures. (Write down these words on the board.)
2、After doing this, tell the students to close their books. I am going to say the first word
of a two-word place name. These places are all in London. The students have to say the
second word of the two-word name.
Example:
T: Buckingham… Ss: …Palace.
T: Hyde… Ss:…Park.
3、Have the students continue the activity in pairs. They should take turn to say the first
word.
4、Showing four pictures on the screen about River ThamesBen
Park
text for the students. Have them remember the sentences. The second times, ask some
students to introduce the pictures.
5、Games: Guessing game.
6、Do AB Unit 2 exercise 1. Quiz: Listen and say the answers.
7、Showing AB Unit2 exercise 2 on the screen. Do this exercise together.
（三）巩固新知Step three Practice
1、Do SB Unit2 activity 4. Listen and point. First, have students say something about
these pictures. Then listen and guess which one is right.
2、Do AB Unit2 exercise 4. Write about your school building.
Step four、 Learn to sing
1、Have the students look at the picture and describe it (children playing a game).

2、Tell the students that this song, 'London Bridge is falling down' is a traditional
English song. Explain that London Bridge is a very famous bridge in London.
3、Play the spoken version of the song and have the students repeat each line. Play the
tape and have the students sing the song.
4、Explain the actions and have the class sing the song again. Choose some students to
come to the front and play it. Let's see
Have the students sing and do the actions after class.
Games:
1、Guessing game
Tell the students that I am going to say adjectives and they have to think of some places
in China that these adjectives describe.
Example T: Old. S1: Great Wall. S2: Palace Museum.
（四）Homework：抄写课文第11页的句子，每句抄写2次。
（五）小结：了解英国的四大名胜古迹
板书设计Designs:
Unit 2 It’s very old.
The River Thames —— long and wide
Big Ben —— old and tall
Hyde Park —— beautiful
Tower Bridge —— famous and beautiful
课后反思：

Module 3
Unit 1 Robots will do everything.
教学目标：
知识与技能：
ces: One day, robots will do everything.
2. Words and phrases: robot everything one day housework learn our
that
3. Using will to describe things in the future
过程与方法：Describing things in the future and talking about abilities
情感、态度和价值观：对机器人将来能力的期待

德育目标：要养成好习惯、自己的作业自己完成
重点：ces: One day, robots will do everything.
2. Words and phrases: robot everything
one day housework learn our that
难点：Using will to describe things in the future
教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡
教学过程：
（一）导入：(1) Warming up: ---Greeting.
Listen and act : e.g. wash clothes watch TV run walk play the flute
play football jump do homework make a cake row a boat play table tennis
(运用肢体语言来复习动词及动词词组，为本课will 的学习做好铺垫)
（二）探究新知(2) Presentation: Show a robot to the class and say “Today we’re
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.
（三）巩固新知(3) Practice:
Do exercises in AB.
In pairs act the text.
Draw a robot and say what the robot can do .In pairs or in groups then report.

Production: Look at Exercise 3 in the book and talk about what the robots will do in the
future.
Game: Guess what their robots will do. Then act. （让学生先画出自己的机器人，并
展示给其他学生看，让其他学生猜一猜。运用任务并检查。）
（四）作业布置Homework: 抄写单词
（五）小结：动词一般将来时态也可以表示对未来的期待和预想
板书设计Design:
Module 3
Unit 1 Robots will do everything.
It can walk.
One day, robots will do everything.



Unit 2 On Monday I’ll go swimming.
教学目标：
知识与技能：
and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday
2. Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will...No, I won’t.
过程与方法：课文、歌曲、游戏
情感、态度和价值观：一般将来时可以表示今后打算
德育目标：用将来时说出自己一周的打算
重点：Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
难点： Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will...No, I won’t.
教学方法：讲授和游戏
教具准备：点读笔、图片、教学挂图、单词卡

教学过程：
（一）导入：Warming up
Write the numbers1-7on the board. Write the words Monday to Sunday under the
numbers. Have them predict the meaning of the words, Monday, Tuesday and so on.
Point to the words and say them. Have the students repeat them.
Now tell the students that you are going to say a day and they have to use an ordinal
number and say which day is it.
（二）探究新知Now point ,ask and answer
Have the students suggest activities that they do and write a list on the board .e.g. play
football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school,
walk in the park, play with a friend, do homework. Then draw the following calendar on the
board:
Monday Tuesday Wednesday Thursday
Sunday Friday Saturday
Have the students copy the calendar in their exercise book .They should write activities
on the calendar.
Then have the students work in pairs and tell one another what they will do on the seven
day of the week.
e.g.S1: On Monday I will watch TV.
S2: I will do my homework on Monday.
（三）巩固新知Listen and say ,then sing and clap
Before singing the song
Have the students look the picture and say what type of song this is.
Have the children say the names of any clapping songs or games they know. Then act.
While singing the song
Play the tape and let the student listen to the melody. Then play the spoken version of the
song and have the students repeat the line.
Divide the students into seven groups. Asking each group a day of the week respectively.
Have the students in each group write their day on a piece of paper. Explin that they must
hold up their day of the week as they sing that word in the song, now have the class sing the
song.
（四）作业布置Homework：

（五）小结：一般将来时可以表示今后打算、还有will=’ll
板书设计Design
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



Module 4
Unit 1 Will you take your kite？
教学目标：
知识与技能：
1 words and phrase：picnic take great ball why beacause so
2 Sentence： We’re going to have a picinic
Will you take your kite？
Yes，I , I won’t.
3 Grammar: Talk about plan
过程与方法： 单词、课文和句型
情感、态度和价值观：正因为是春天、一野餐形式做准备
德育目标：春季是户外运动的好时机、劳逸结合、多到户外去运动。
重点： words and phrase：picnic take great ball why beacause so
Sentence： We’re going to have a picinic Will you take your kite？
Yes，I , I won’t.
难点： Grammar: Talk about plan
教学方法：讲授、对话

教学过程：
（一）导入：A: Songs: London Bridge Following Down
B: Free talk: Our school
（二）探究新知New concepts:
Step1: Warmer:
Teacher show some pictures about the ―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: ...
Step2: Listen and point.
T: It’s a ball. (Show the ball) I’m going to play ball. Will you play with me?
S2: Yes, I will.
T: I’m going to go to Hainain. Will you take a ball? (同时板书)
S2：No，I won't.
Step3: Teacher shows the cards about the new words. Students follow the teacher .The
students read one by one .I play the tape and the students follow the recorder.
S1: Will you go to Huanren tomorrow?
S2: Yes, I will.
S3: Tomorrow we’re going to have a Music lesson.
S4: No, I won’t.
Will和going to 的用法评出最好的一组。
（三）巩固新知Game：A： Two students play a game ．They choose one food or one
object and do the action.
S1: Will you take some noodles?
S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
B: Four students look some pictures and tale about.
A: We’re going to go to Hainan tomorrow. I will take my coat and my hat. Will you take
your swimsuit? （用CAI）
B: No, I won’t. I’ll take my coat, too. Will you take your gloves?
C: YES, I Will…

D:
评出最佳一组给sticker
（四）作业布置：
（五）小结:通过简短的幽默对话初步接触动词的一般将来时
板书设计Design:
Unit 1
Will you take your kite?
take We are going to have a picnic.
picnic Will you take your kite?
great Yes, I will. No, I won’t.
ball
why
because
so



Unit 2 Will it be hot in Haikou?
教学目标：
知识与技能：
1. Words: weather hot cold sunny snow rain windy
2. Sentences: Will it be hot in Haikou?
Yes, it will. No， it won't.
3. Using ―will‖ to describe weather in the future.
过程与方法：Describing weather in the future and talking about weather.
情感、态度和价值观：用英语进行对天气的预想
德育目标：养成学生有规律的生活习惯
重点：1. Words: weather hot cold sunny snow rain windy
2. Sentences: Will it be windy in Beijing?
Yes, it will. No， it won't.
难点： Using “will” to describe weather in the future.
教学方法：对话、说唱
教学过程：

（一）导入：Warming up: Look say and act: hot cold rain sunny snow
windy (复习学过的有关天气的形容词，为本课的学习打好基础）
（二）探究新知Presentation:
Show a map pf China. Write city’s name on the map.
Show the cards of weather to students. And listen to the tape then point to the pictures.
Draw the simple pictures on the board. And write the words.
Learn the words and draw the pictures in the exercise books. (同时讲解 rain与 rainy
的区分)
Show the robot to the students and say “The robots will do everything. So the robots
will broadcast the weather, too. Now let’s act. Listen again and repeat the text then act (表
演机器人天气预报员，以小组的形式操练句型)
Show CAI to students. (看课件，模仿并跟读，引出本课的重点句子，板书句子。)
（三）巩固新知Practice: Game: Listen and stick. Listen to tape and stick the cards on
map. （ 听 一听，贴一贴的活动调动了学生的积极性，训练了学生的听做能力。它是让
学生听到某地的天气情况，把 相关的图片与城市连在一起。）
Do this game in groups or in pairs.
Do the exercises in AB.
(4) Production: Look at the CAI and ask ―What will the weather be?‖
（出示各种天气的课件，展开游戏，让学生运用 “Will it ______________? ” 来
提问。）
In groups or in pairs to continue the game.
（四）作业布置Homework :
（五）小结：问天气情况Will it be _________?
板书设计Design:
Unit 2 Will it be hot in Haikou?
hot
cold Will it be _______in_________?
sunny Yes, it will. No, it won’t.
rain
windy
snow
课后反思：

Module 5
Unit1 I was two then.
教学目标：
知识与技能：
The Ss can describe the past.
Using the simple past tense. They were young then. I was two then.
The Ss can grasp the new words and phrases.
Using the simple past tense of the irregular verb ―be‖ to talk about the past.
Cultivate the Ss’ cooperation.
过程与方法：讲授、接触过去时
情感、态度和价值观：看图回忆过去
德育目标：有个家真好
重点：The Ss can grasp the new words and phrases.
难点：Using the simple past tense of the irregular verb “be” to talk about the past.
教学方法：讲授、接触过去时
教学过程：
（一）导入：Sing the song
“OH, we love holidays.”( 调动学生的学习兴趣，营造英语教学气氛 )
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)
（二）探究新知Leading

Take out a photo of my family. Then introduce it. ―It’s old. Because I was four then.
Look, there are my parents. They were young then. But now they are old.‖ Point to me and
say ―I was fat and short then. Now you can look at me.‖ Then get the Ss to look at today’s
story. ( 教师可以通过肢体语言及神情让学生领会这段英语的意思。)
Write the sentences on the board. And mark ―were, are, was, is‖
╱They were young then. ╱ I was four then.
╲They are old now. ╲ Now I am thirty.
Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is”
when we describe the present. (板书明确，再通过句式操练，学生更容易理解，并加深印
象。)
3. Teach the words with the pictures. Then have the Ss say the sentences with the wards.
―Grandparents are grandma and grandpa.‖
e.g. ―Who are they? They are my grandparents.‖
Compare ―now‖ and ―then‖. Then say the sentences.
Teach ―hair‖ with pointing to Ss’ hair. Explain ―Cute means very lovely‖
Listen to the tape. Then repeat.
Have the Ss act out the story in groups.
（三）巩固新知Point and say.
Using the multi-media. Have the Ss look at the pictures.
Then say the sentences with the present and the past tense. ( 教师运用多媒体课件教
学，让学生感知语言内容，调动学生的视、听觉，参与学习中来。 )
2. Do the Activity the Ss to bring a photo of themselves or their relatives to
class. The photo should show them or their relatives when they were young. Then have the Ss
come to the front to show and talk about their photos.
（四）作业布置
（五）小结Read and write the new words and sentences.
Do Activity III.

板书设计：
Module5
Unit1 I was two then.
grandparents

╱ ╲
grandpa grandma
hair then so
whohu: me mi:
Now Then
Grandparents are old. Grandparents were young.
Lingling’s hair is long. Lingling’s hair was short.
Lingling isn’t two. Lingling was two.
课后反思：



Uint2 They were young.
教学目标：
知识与技能：
Sentences: They weren’t old then. They were young.
Grasp the simple past tense. And using the past tense to talk about some changes.
Have the Ss say the chant.
Have the Ss valve their time.
过程与方法：讲授、过去时
情感、态度和价值观：说曾经辉煌
德育目标：用适当的形容词修饰
重点：Sentences: They weren’t old then. They were young.
难点：Grasp the simple past tense. And using the past tense to talk about some changes.
教学方法：讲授、过去时
教学过程：
（一）导入：Have the Ss retell the story.
Check up Ss’ homework.( Activity IV)
Get the Ss to act out the dialogue. (Have the Ss interest in English)
（二）探究新知Leading
Describe the photos or pictures with comparing the present and the past.
Tell the Ss ―wasn’t‖and ―was not‖ are the same. And ―weren’t‖ is the same as ―were

not‖.
Play the tape and have the Ss listen and find out the adjectives. And report
them.( Review the adjectives and find out the differences)
Learn the chant.
First, get the Ss to look at the pictures and describe them.
(A small chick and two big fat hens.) Then play the spoken version of the chant and get
the Ss to repeat the words then chant.
（三）巩固新知Listen and repeat.
Chant and do the mimes at the same time.
Have the Ss do Activity IV.
Look at the pictures. Compare ―now‖ and ―then‖. Then describe the pictures. (Cultivate
the Ss’ oral English.)
4. Do the Activity Book. Have the Ss work in groups. Sa will act out Sb who was in
many years ago. Then Sc will introduce the two Ss. Find out some changes with the past and
present tense.
（四）作业布置
（五）小结：接触一般过去时
板书设计
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.
课后反思：

Module 6
Unit 1 Were you at home yesterday?
教学目标：
知识与技能：Words and phrases: oldolder youngyounger strongstronger than
2﹑Sentences: Samˊshorter than Lingling.
3﹑Grammar: Adj. comparison
过程与方法： 单词、课文和句型
情感、态度和价值观：对一类的人或物进行对比
德育目标：对比是用确切的语言、特别是形容词的用法
重点：Words and phrases: oldolder youngyounger strongstronger than
Sentences: Samˊshorter than Lingling.
难点：Grammar: Adj. comparison
教学方法：讲述、对话、对比
教学过程：
（一）导入：A: song: Monday Tuesday
B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.
（二）探究新知Write the adj. of the students using on the blackboard. (big small fat thin
tall short)
Then 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.)
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).
（三）巩固新知A game: Make more sentences about everything. (Eyes hands books and so
on.)

(Step 3) Practise: (Exercise 1 of Activity Book. Talk about pictures and Ss.)
（四）作业布置：
（五）小结：形容词比较级和句型：I am taller than Tom.
板书设计Designs:
Unit 1 Were you at home yesterday?
older bigger
younger smaller
stronger fatter
thinner taller shorter
Unit 2 Was it a big city then?
教学目标：
知识与技能：
Words and phrases: Mount Qomolangma the Great Wall the Summer Palace
Sentences: The Changjiang River is longer than the Yellow River.
过程与方法：看图说句子
情感、态度和价值观：对两个同一类的东西进行对比
德育目标：认识我国大河江山、从对比中发现她的美
重点：Words and phrases: Mount Qomolangma the Great Wall the Summer Palace
难点：Sentences: The Changjiang River is longer than the Yellow River.
教学方法：对比
教学过程：
（一）导入：songs: Will it be windy?
Free talk: talk about two Ss
（二）探究新知new concepts:
(Step1).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.) Then let Ss try to say out the same meaning
sentence. (Tianjin is smaller than Beijing.)
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.)
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.)
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.)
Listen and read the lesson.
（三）巩固新知(Step 2)Make more sentences, talk about (Beijing and Shanghai Snake
and chameleon„)
(Step 3) 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.
（四）作业布置：
（五）小结：对两个同一类的东西进行对比，用正确的形容词比较级句型
板书设计Designs:
Unit 2 Was it a big city then?
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)
课后反思：










Review Module
Review from Module1 to Module3（复习模块）
Module 1

教学目标：
（1）知识目标：谈论点餐和就餐的情况。
（2）能力目标：激发学生学习英语的兴趣，让学生在轻松、愉快的气氛中学到知
识。
情感态度：营造一个宽松、民主、和谐的教学氛围，使学生形成积极的学习态度。
教学重点：
1、操练句型 “What do you want? I want„„” “How much is it? It’s „„”
2、操练如何在快餐店里点餐。
教学难点：
1、句型 “I want„„”
2、正确运用“What do you want? I want„„” “How much is it? It’s „„”
针对本模块的教学重难点，主要是通过拟真情境让学生在民主和谐氛围的环境中学
习，可以设计以下两 个活动进行操练：
活动1：“快乐的服务员”，地点可高计为在一个宴会上。请一名同学当服务员， 端
着拖盘到同学中间有礼貌的问另一名同学“What do you want to eat drink?待该同学
回答后，将拖盘交给他，再由他去问另一名同学。这样循环下去让更多的同学莃得 操练
的机会。
活动2：教师出示一些食物卡片，进行“幸运猜价”的活动，卡片的后面标有 价格，
让学生问“How much is it ?”另一名学生来答。
Module2
教学目标：
知识与能力目标：
（1）知识目标：谈论意图和计划。
（2）能力目标：制定并能讲述自己的计划。
情感态度：通过踊跃参与，形成积极的学习态度。
教学重点： 操练句型 “will „„”
教学难点：
句型 “It’s going to „ in „ 和 It’s going to be in „...”
针对本课的重难点，可以采取让学生造句的形式进行操练，如教师说I am going to
swim. 让学生接着说，尽量不重复；也可以让学生在句子中加上be going to ，进行操练，
如He go to the park 变成He is going to go to the park。
活动：做课堂练习册并讲解

Module 3
教学目标：
知识与能力目标：
（1）知识目标：学习描述照片或图片中的活动情景。
（2）能力目标：培养学生的观察能力和表演能力。
情感态度：把英语教学同日常生活相结合，让学生体验生活，通过书信，结交更多
的朋友。
教学重点：
操练现在进行时时态。
教学难点：一般将来时态的构成。 针对本模块的重难点，教学时可以请同学边做动作边说出和动作相应的现在进行时
的句子，看谁说的 有效句子最多为获胜，教师可以请全班同学做裁判。
或者是教师准备一些字条，字条上标有动作内容 ，教师请某个或某些个同学到前面
抽取字条，并根据字条内容做模拟动作，教师或同学提问：“What are they doing? What
is XX doing? ”同学根据动作回答问题。
活动：做课堂练习册并讲解
作业布置Homework：会读、 写这三模块的单词，会运用三模块的重点句型，注意
复习、下节课听写和造句。


Review Module
Review from Module4 to Module6（复习模块）
Module 4
知识与能力目标：
（1）知识目标：能描述正在发生的事情。
（2）能力目标：用正在进行时讲述正在发生的 事情，能用can谈论能力和向他人
提供帮助的情况。
情感态度：鼓励学生设计真实可信的 场景，来寻求帮助或提供帮助，从小养成团结
友爱、互相帮助的好品质。
教学重点：
1、复习情态动词can在各种情景中的正确使用。
2、正在进行时的构成。

教学难点：
学会使用Who can help me?
Sorry, I can’t. Yes, I can help you.
针对本模块的重难点，可以通过多种活动，来引导学生学习现在进行时，运用现在
进行时，让学 生将课堂所学应用在生活中。如设计活动“猜猜他（她）是谁”让学生说
出他的朋友或他的偶像能做些什 么，通过所提示的一些特征，请同学们来猜猜他（她）
是谁，来操练can和can’t。
Module 5
知识与能力目标：
（1）知识目标：谈论正在做一件事情时另一件事情同时发生。
（2）能力目标：用正在进行时讲述正在发生的事情。
情感态度：培养学生处理问题的能力。
教学重点：
正在进行时的构成。
教学难点：
能用进行时描述正在做一件事情时另一件事情同时发生。
在教学时 ，主要还是对进行时的时态进行重点的操练，如教师将班里同学分成3组，
请三组同学在纸条写出人物、 做什么、地点，分别投进前面的三个箱子里，然后请同学
自愿到前面在每个箱子里抽出一张纸条，根据纸 条内容快速说出句子。也可以让学生说
说发生在自己身上的事，当自己在做一件什么事时，另一件事也同 时发生。
Module 6
知识与能力目标：
（1）知识目标：能谈论过去发生的事情。
（2）能力目标：能谈论过去发生的事情。学习如何用英语来表达赠送和接受礼物。
情感态度：鼓励学生之间应该团结、友爱。
教学重难点：
过去式的构成。
针对本模块的重难点，要让学生掌握动词过去式的规则变化及不规则变化，在操练
时可以通过 talk about the picture进行谈论过去发生的事情。
课后反思：

Module 7
Unit 1 I helped Mum.
教学目标：
知识与技能：
1. I helped Mum.
2. Did you cook meat yesterday?
Yes, I did. No, I didn’t.
1. Talk about the action or event in the past.
2. Understand the sentence ―Did you cook meat yesterday?‖ and answer correctly.
3. Use the past tense to explain the actions in oral.
过程与方法：讲授、过去时
情感、态度和价值观：有空帮妈妈
德育目标：Have the students understand the differences between Chinese languages and
foreign languages.
重点：: phone, yesterday, day.
past form of the verbs: help—helped, cook—cooked, walk—walked, talk—talked,
watch—watched, listen—listened.
3. Grammer: the past tense
难点：the usage of the past tense
教学方法：讲授、过去时
教学过程：
（一）导入：Warm up
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.
（二）探究新知Leading

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.
New Concepts
Teacher do the actions and say: ―I played basketball yesterday.‖ for several times. Then
write played on the board.
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.
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.
Play the tape again and have them read.
（三）巩固新知Practice
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.)
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.
T: OK. Good boy. You do very well.
（四）作业布置Homework
（五）小结：
板书设计Design of the blackboard
Module 7
Unit1 I helped Mum.
Did you play basketball yesterday?
Yes, I did. No, I didn’t.

Unit 2 Grandma cooked fish?
教学目标：
知识与技能：
1 Vocabulary: him laugh dance stop last
2 Sentences: Did Dad cook lunch?
Yes, he did. No, he didn’t.
3 Grammar: using the past tense.
过程与方法：讲授、过去时
情感、态度和价值观：
德育目标：感受家庭的温暖
重点：him laugh dance stop last
Did Dad cook lunch?
Yes, he did. No, he didn’t.
难点：using the past tense.
教学方法：讲授、过去时
教学过程：
（一）导入：Warming up
T: Hi, boys and girls! Yesterday I talked with my friends and I watched TV. What about
you? Did you watch TV yesterday?
S1: Yes, I did.
T: Did you listen to music yesterday?
S2: No, I didn’t
T: Did you clean the house?
S3: Yes, I did.
T: What did they do yesterday? Point and say (show the 6 pictures on page 35) (screen)
S1: Grandma cooked fish
（二）探究新知Review and leading
•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.
S1: Answer the questions.
3 New concepts
•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)
S1: Did Dad cook noodles yesterday? S2: Yes, he did.
Complete Ex 1 Listen and match
Ask some students to give the similar questions.
S1: Ask S2: Answer.
•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.
S1: Point out the new words.
Learn to say the new words (cards) .Then listen, say and chant.
（三）巩固新知Practice
•Talk about something about your last weekend.
S1: I talked with my grandma last weekend.
S2: I played football last weekend.
S3: I …
•Let’s play a game. Guess what heshe did last weekend?
S1: Last weekend, I …
S2: Did you play tennis last weekend?
S1: No, I didn’t.
S3: Did you watch TV last weekend?
S1: No, I didn’t.
S4: Did you play football last weekend?
S1: Yes, I did.
David 8 groups to play the game.
Complete Ex 3 at the same time.
（四）作业布置Homework
（五）小结：一般过去时的基本用法
板书设计Designs of the blackboard

Unit 2 Grandma cooked fish?
Did Dad cook lunch? Yes, he did.
No, he didn’t.
课后反思：







Module 8
Unit 1 They sang beautiful.
教学目标：
知识与技能：
Words and phrases: better worse voice think first agree quiet
Sentences: I think this girl is better than the first girl.
grammar: adj. comparison
过程与方法： 单词、课文和造句
情感、态度和价值观：用形容词比较级不规则形式进行对比
德育目标：在任何时候都不能欺骗别人、撒谎是最可耻的行为
重点：better worse voice think first agree quiet
难点：
Sentences: I think this girl is better than the first girl.
grammar: adj. comparison
教学方法：讲授、领读、对话
教学过程：
（一）导入：
songs: Polly’s hair-
Free talk: talk about the things on the map.
（二）探究新知new concepts:
(Step 1).Let a girl sings an English song, and writes ―the girl is good.‖ on the blackboard.

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.
(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?
Listen to the tape and practise reading this lesson.
（三）巩固新知
(Step 2)Look at the Activity Book and complete it. (Practise using better and worse)
(Step 3).A game: Draw and talk. (Let two Ss draw pictures on the blackboard and we talk
about them like step 1.
（四）作业布置:
（五）小结: 用形容词比较级不规则形式进行对比
板书设计
Module 8
Unit 1 They sang beautiful.
good—better I think_____________.
bad---worse I agree. voice
Be quiet.
I think this girl is better than the first girl.



Unit 2 I took some pictures.
教学目标：
知识与技能：
Words and phrases: zither guitar drums pop music
Sentences: the new song
过程与方法： 不规则形容词比较级讲授
情感、态度和价值观：激发学生对音乐的爱好

德育目标：任何人都有他的优点和缺点、因此不要泄气、也不要骄傲
重点：Words and phrases: zither guitar drums pop music
难点：Sentences: the new song
教学方法：讲授、对比
教学过程：
（一）导入：
Songs: London Bridge is falling down.
Free talk: let 2 students sing songs, and talk about them.
（二）探究新知new concepts:
(Step 1) 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.
Write― Chinese music and pop music‖ on the blackboard.
Talk about― what is Chinese music and what is pop music.‖
Write them on the blackboard. (erhu zither and piano guitar drums violin)
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?‖
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?‖
Listen to the tape and practise reading this lesson.
（三）巩固新知
(Step 2) 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 3) 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.
（四）作业布置：
（五）小结：不规则形容词比较级讲授、主要是better和worse的用法
板书设计
Unit 2 I took some pictures.
Chinese music Pop music
erhu guitar

zither drums
Piano
Violin
课后反思：









Module 9
Unit 1 Did he live in New York?
教学目标：
知识与技能：
Key words and phrases :country project also call speak right city cousin there
Sentences: San Francisco is in the west.
Task aim: Learn about the cities of America .And grasp the position words .Use the
simple sentences to describe the position of something.
过程与方法： 单词、课文、对比
情感、态度和价值观：美国三大主要城市的地理位置
德育目标：培养学生的方向感
重点：Key words and phrases :country project also call speak right city cousin there
Sentences: San Francisco is in the west.
难点：Learn about the cities of America .And grasp the position words .
Use the simple sentences to describe the position of something.
教学方法：讲授、对比
教学过程：
（一） 导入：
Sing the song together.‖I am the music man.‖(construct funny atmosphere)

Show some pictures or maps about London.
Free talk ( Have students describe the picture)(review and present the new lesson)
（二）探究新知Teacher’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.
Show 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.
Listen and repeat. And read it in pairs.
Repeat some key sentences with a teacher .Understand the meaning of it.
Competition between two students. Read it ―Who can read it more quickly?‖
(Improve the students ability of oral English)
（三）巩固新知
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 …)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)
A: Where is New York? B: It’s in the east.
( Look at pictures and describe the position of it )
3. Show a map of China and deal with the part 3 on activity book
（四）作业布置
（五）小结Practice to read and remember the new words .( look at the phonetic symbol
and say them out)
Important sentences ( make a simple translation)
板书设计
Unit 1 Did he live in New York?
It’s about America.
It’s called USA.



Unite 2 Did you have a nice holidy?
教学目标；
知识与技能：
words and phrases: north, south
ces: Beijing is the capital of China.
aim:
1. Go on learning the position words, Learn about China and America from this.
2. Introduce some cities position and choose some cities to practice.
过程与方法： 课文、方向、对比
情感、态度和价值观：对美国和中国两大国家进行对比
德育目标：了解中国地理和国情
重点：Key words and phrases: north, south
Sentences: Beijing is the capital of China.
难点：Task aim:
1. Go on learning the position words, Learn about China and America from this.
2. Introduce some cities position and choose some cities to practice.

教学方法：讲授、对比
教学过程：
（一）导入：1. Singing a song together.
Choose your favorite country and describe it ( position capital nice city)
Teacher shows the picture of Beijing, Sanya, Washington, and San Francisco on TV.
（二）探究新知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.
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)
（三）巩固新知A: Where is New York? B: It’s in the east.
( Look at pictures and describe the position of it )
Show a map of China and deal with the part 3 on activity 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 …)
（四）作业布置
（五）小结
1. Practice to read and remember the new words .( look at the phonetic symbol and say
them out)
2. Important sentences ( make a simple translation)
板书设计
Unite 2 Did you have a nice holidy?

课后反思：







Module 10
Unit 1 Did you fall off your bike?
教学目标：
知识与技能：
and phrases: happen ride then thirsty watermelon carry bump
ces: Sam and I went for a bike ride yesterday.
And then ……?
3. Past form of the verbs:
happen --- happened bump---bumped carry--- carried
go---went are---were buy------bought fall-----fell
过程与方法：有趣的引导
情感、态度和价值观：通过有趣的课文内容让学生更加强过去式
德育目标：指出因果关系
重点：Words and phrases: happen ride then thirsty watermelon carry bump
难点：Sentences: Sam and I went for a bike ride yesterday.
And then ……?
3. Past form of the verbs:
happen --- happened bump---bumped carry--- carried
go---went are---were buy------bought fall-----fell
教学方法：引导、巩固
教学过程：
（一）导入：
A Songs: Oh, we love holidays.
B Free talk: I did ……yesterday.

（二）探究新知New concepts:
Warming up
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
Ask and answer
T: We did many things yesterday. Who can tell me who you did yesterday?
T: What did you do yesterday, A?
Sa: I played basketball yesterday.
T: What did Sa do yesterday?
Sb: HeShe played basketball yesterday.
Then ask several the other students like this.
Tell the story :
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)
Teach the new words.
T: Now listen to the tape again and repeat it .Are you clear?
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)
（三）巩固新知Read
Ask students to use all kinds of ways to read the text well.
Tell the story
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.
„„

（四）作业布置Homework
（五）小结：复习巩固过去时
板书设计Designs of the blackboard
Module 10
Unit 1 Did you fall off your 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
课后反思：







Unit 2 Sam had lots of chocolate.
教学目标：
知识与技能：
Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
ces: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
r: Talking about illnesses.
过程与方法：讲授、过去时
情感、态度和价值观：有时干家务也挺好的
德育目标：劳动光荣
重点：Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
难点：Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.

3. Grammar: Talking about illnesses.
教学方法：讲授、过去时
教学过程：
（一）导入：Step 1 Warm-up
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
（二）探究新知Step 2 Presentation and leading
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 Text Teaching
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)
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.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and
Lingling.
T: Look at these words: had, ate
（三）巩固新知Step 4 Task-Fulfilling
T: Let’s play a game, ok? Ss: Ok.

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 Text Learning
T: Look at Part 4, answer these questions:
What is wrong with Little Tommy?
What’s wrong with Little Lingling?
What’s wrong with Little Ben?
T: Listen to the tape and repeat it.
T: Let’s read the poem together and do the actions, ok?
Ss: Ok.
（四）作业布置Homework
（五）小结：过去时的用法
板书设计Designs of the blackboard
Unit 2 Sam had lots of chocolate
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
课后反思：


Review Module
Review from Module7 to Module9（复习模块）
Module 7
知识与能力目标：
（1）知识目标：讲述过去发生的事情。
（2）能力目标：用过去时描述过去发生的事情。
情感态度：通过学习培养学生的爱国情操，发扬民族自豪感。
教学重难点：
过去时的构成。
Module 8
知识与能力目标：
（1）知识目标：谈论或询问某人过去的能力。

（2）能力目标：能用could 及 couldn’t谈论过去的能力。
教学重难点：
过去时的构成及could 、 couldn’t 的用法。
本模块主要还是对过去时进 行操练，在教学时可让学生拿出一些照片，对照片中的
人物进行讨论，有could 及 couldn’t谈论他们过去的能力
Module 9
知识与能力目标：
（1）知识目标：询问原因及回答。
（2）能力目标：学会如何询问原因及怎样回答。
情感态度：激发学生学习英语的兴趣，让学生在轻松愉快的气氛中学到知识。
教学重点：
1、学会如何询问原因及怎样回答。
2、用because回答别人有关原因的提问。
教学难点：
用because回答别人有关原因的提问。
作业布置：
小结：巩固是为了更好地学习
课后反思：