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（101页）2019年三年级英语下册（全册）导学案（译林版）
备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 1 课时
课题 Unit 1 Our school subjects
学习
目标
重点
难点 1.能初步听懂、会说、会读单词：timetable,PE,Science,fun,playgro und
2.能初步听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music
3.能初步听懂、会说、会读句型：Welcome back to school.；Nice to see you.；What subjects
do you like?以及回答I like…；

1.能初步听懂、会说、会读单词：timetable,PE,Scienc e,fun,playground
2.能初步听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music
3.能初步听懂、会说、会读句型：Welcome back to school.；Nice to see you.；What subjects
do you like?以及回答I like…；

流程 学 习 内 容
Enjoy a rhyme:Let’s learn
（学生二年级学过这首小诗，通过课前欣赏，激起学生记忆里的知识：
We learn Maths, one, two, three.
We learn English, Aa, Bb, Cc.
We learn Music , Do, re, mi.
We learn Art, draw you and me.)
Step 1 Greeting and free talk
ng
T:Good morning, boys and girls.
S:Good morning, Miss Zhang.
T:How are you?
S:I’m fine, well,good…
补充与调整
自
学
预
习
T:Nice to see you.
出示句子：Nice to see you.
提示学生回答：Nice to see you too.
渗透本课的教学目标3
出示句子：Welcome back to school.
语音渗透：bag chicken back
（Welcome to的句型学生在三年级中Welcome to Toy Museum中接触过
了，因此难度有所降低）
T:We are learning English now.
出示单词：English,并且教读
What subject is it? It’s English.
出示subject,并且教读
T:Today we’ll talk about our subjects.
出示课题：Unit 1 Our school subjects

talk
T：Where are you
now?
S: We areI’m
at school.
(出示We
areI’m at…,
提示学生用at)
出示学校图片：
our school
T:We’re at
school. This is
our school.
读词组：our
school
T:Do you like
our school?
S:Yes, I ,
I don’t.
T：Welcome back
to school.

Step 2 Presentation
and answer
句型新授：What subjects…?

这一部分教学内
容：
单词新授：
timetable，
English,
Chinese, Maths,
Art, PE, Music,
science
T:Can you find
them out?
学生翻单词板A:
Art
T:What subject
is it?
S:It’s Art.
出示单词 Art.

小组
讨论
与
交流
展示
出示课文插图
T：This is Miss Li. Here’s a timetable.
出示单词，并且板书：timetable 课程表，时间表
time+table+=timetable
Timetable
English
A
M2
C
P
M1
S

黑板出示翻板
What subjects do they have？
They have English…
看动画，寻找问题的答案
在黑板上的翻板上翻，并且学习新单词
例如:

car bar market park a:
T:What subjects do they have? S:They have English and Art.
T：Good. Who can try now? What subject is it?
P:PE
S:It’s PE. T:What subjects do they have?
S:They have English, Art and PE.
总结：T: Can you read them?
拼读单词：English, Chinese, Maths, Art, PE, Music, science
T:They are all subjects do they have?
S:They have…

同法教授单词：
Chinese
Science
Maths mango
Music Toy
Museum
质疑
拓展

检测
与
小结
and read
A、师展示cards,review new words.
B、Read together.
C、Read in groups.
2.完成描红本上的单词描红.
Step 4 Homework
一：Copy the new words four times

教学
反思
二：翻译句子
1. 欢迎回到学
校. 你们的课
程表在哪里？
2. 你喜欢什么
课？
我喜欢音乐和科
学. 它有趣.

学生能够熟练掌握所学单词,并能听、说、做Let’s do. 但是还要加强
动词water、read、eat、hand in、play的读音.

备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 2 课时
课题 Unit 1 Our school subjects
学习
目标
重点
难点
1.能初步听懂、会说、会读单词：timetable,PE,Science,fun,
playground
2.能初步听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music
3.能初步听懂、会说、会读句型：Welcome back to school.；Nice to see you.；What subjects
do you like?以及回答I like…；

1.能初步听懂、会说、会读单词：timetable,PE,Scienc e,fun,playground
2.能初步听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music
3.能初步听懂、会说、会读句型：Welcome back to school.；Nice to see you.；What subjects
do you like?以及回答I like…；

流程 学 习 内 容 补充与调整

Step 1 Greeting and free talk
ng
T:Good morning, boys and girls. S:Good morning, Miss Zhang.
T:How are you? S:I’m fine, well,good…
自
学
预
习
听录音，完成问题
的回答提示内容
T:
Nice to see you. S:Nice to see you,too.
talk T:Can you answer
T：Where are you now? S: We areI’m at school. the question
now?
T:
What subjects do you like?
S: I like...
Step 2 Presentation 学生回答问题，并
and choose 且全班读句子，加
教授内容： 深对新知的印象
单词新授：fun 教读新词：fun 乐
句型新授：What subjects do you like? I like… 趣，快乐
un under
What subjects do I like?
uncle fun
You like… and
answer
What about me?
4.T:What about
You like… It’s… Mike?What
出示learning tip:Underline the sentences. subjects does he
你是怎么知道的？请把线索用直线划出来. like?
给学生时间自读课文，找出问题的答案 What subject is
Please read Story time by try to underline the it now?
sentences.

Me too. It’s time for PE.
Mike likes Chinese and Maths.
It’s PE now.

T: students are going to the playground now.
出示单词,并且拼读：playground
Let’s go to the playground.
T:I can say:Let’s go to the playground.
What can you say? Let’s go to the zoopark…
We can :play basketballfootball…

after the tape
跟录音朗读，并且强调语音语调
T：Now let’s try to read after the tape.
逐句跟读，注意语音语调.
以小组为单位，选择一种喜欢的方式读一读课文.
T：Now,show your beautiful voice to your partners .You can read in
roles read after one read together and so on…Let’s go!
Let’s act
T:Please stop ’s show time ’s dub for the
want to be…Let’s begin.
两组分角色
全班分角色



after the tape
跟录音朗读，并且
强调语音语调
T：Now let’s try
to read after
the tape.
逐句跟读，注意语
音语调.
以小组为单位，选
择一种喜欢的方
式读一读课文.
小组
讨论
与
交流
展示

Step 3 Consolidation
1.看图完成课文句子填空
(2) Finish your
timetable
把学生的课表中
本课的新单词空
着，让学生完成课
程表.
(2)Ask and
answer

例如：
质疑
拓展
…
Check the answers.
a survey
Finish it in groups
(1) Finish your timetable
把学生的课表中本课的新单词空着，让学生完成课程表.
(2)Ask and answer
What subjects do you like?
I like…

检测
与
小结
Step 4 Homework
Recite
Story time

Copy the new words four times


学生能听懂、会说Let’s talk，并能再实际情景中进行^对面. 但还要
教学
反思

加强对How many students are there in your classroom?的读音，这
是发音难点.
备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 3 课时
课题 Unit 1 Our school subjects
学习
目标
重点
难点
流程 学 习 内 容 补充与调整
1.能听懂、会说、会读单词：timetable,PE,Science,fun,
playground
2.能听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music
3.能听懂、会说、会读句型：What subjects do you like?以及回答I like…
4.能初步理解句型：What lessons do we have?及回答We have…

1.能初步理解句型：What lessons do we have?及回答We have…
2.
能听懂、会说、会读句型：What subjects do you like?以及回答I like…

自
学
预
习
Step 1 Greeting and free talk
talk
T:Where are you now? S:We’re in class.
T:I have a do you have? S:I have…
T:Do you have any…? S:Yes,I , I don’t.
T:How many…do you have? T:I like do you like?
S:I like…
Step 2 Warm up
1.单词复习(提醒学生注意学科首字母大写)
游戏：一句话
游戏规则：用一句话来描述，让其他学生来猜是什么学科.
例如：
I’m Mike. I can play basketball in class.
It’s ( PE ). I like it very ’s fun.
time
出示课题，读课题.
T：Let’s open the books ,and turn to Unit 1.
T: Now, let’s try to read it again.
1)Read after the tape
注意语音语调的纠正
(2)Read together
(3)Act it.
让学生脱离书本，配上自己动作和表情把书本的对话分角色表演出来.
ng
T:Good
morning,class.
S:Good
morning,Miss
Meng.
T:What subjects
do you have?
S:We have…
T:What subjects
do you like? S:I
like…
T:What
about …？
（通过free talk
环节复习与本课
相关的句型，为接
下来的学习做好
铺垫）


Step 3 Fun time
T:You know more about subjects you ask your friends?Try to
finish
Fun time
.
the form in class.
S1:What subjects do you like? S2:I like English and Art.
it.----Ask and answer
（通过这一部分的问答练习，帮助学生再次复习单词及句型，达到本课的
教学目标1、2、3）
Step 4 Cartoon
or false.
小组活动：小组一起阅读，判断对错，在对话中划出线索.
T:Now, you can read in groups ,and try to judge the
can underline the sentences.
(1)Billy likes Music.
对：I like Music.
(2)They have PE and Chinese this afternoon.
错：What lessons do we have this afternoon,Sam?
We have PE and Science.
(3)Sam doesn’t like PE.错：I like ’s fun.
3.理解文中最后一句话
But I don’t like that.
3.理解课文

the
cartoon.
T:Well
’s
have a
’s time
for cartoon.
What lessons do
Bobby and Billy
have on Monday?
教读单词:lesson
教读单词：Monday
monkey day
----Monday 星
期一 on Monday
Answer:They
have Music and
Maths.
----
Cartoon time
（1）Read after
小组
讨论
与
交流
展示

逐图讲解，出示课文图片
(1)理解词组this morning, this afternoon, this evening
(2)渗透lesson 和subject的区别

the tape注意语
音语调(2)Read
by yourself
(3)角色扮演
质疑
拓展
检测
与
小结
教学
Step 5 Consolidation
1.让学生讨论自己班级的星期一课程表
例句：Look at our timetable.
What subjects do you like? I like…
What lessons do you have this morningafternoon?

Step 6 Homework
背诵Cartoon time
分层作业：
1. 完成课时练习的所有题目
2.完成课时练习的翻译词组、选择题目

We have…
It’s fun.


鼓励学生书写并记忆单词的同时，一定注意强调将中 文意思一同记忆，
否则记住英文拼写，而不知其意，同样达不到学以致用的目的.

反思

备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 4 课时
课题 Unit 1 Our school subjects
学习
目标
重点
难点
流程 学 习 内 容 补充与调整
1.能熟练地听懂、会说、会读、会写单词：school,subject,see, Chinese,Maths,Art, Music，
timetable,PE,Science,fun,
playground
2.能能熟练地听懂、会说、会读句型：What subjects do you like?以及回答I like…；What
lessons do we have?及回答We have…

1.能总结归纳Aa的发音ei
2.能会读小诗:Subjects

教学过程
Step 1 Greeting and free talk
ng
T:Good morning,class.
S:Good morning,Miss Zhang.
a rhyme
Let’s learn
talk
T:What subjects do you have?
S:We have…
T:What subjects do you like?
S:I like…
T:What about …？
T:What lessons do you have this morning
afternoon?
S:We have…
Step 2 Reading time
自
学
预
习

time
n time
注意语音语调，要求学生尽量背诵


小组
讨论
与
交流
展示
Step 3 Sound time
eyes

游戏规则：快速闪现单词,词组
Chinese,English, Science, Art,like Music, have Maths and PE,don’t
skate, make a cake
出示词组don’t skate, make a cake
skate,make,cake
让学生读单词，体会字母Aa的发音ei
T:I can say ei,ei,cake. What can you say?
让学生归纳以前所学单词中字母Aa的发音ei
T:How to read this word?
出示Kate keit
time
T：I have a rhyme for you.
Kate,Kate,don’t skate.
Come and make a cake.
注意语音语调，以及节奏

质疑
拓展
Step 4 Rhyme time
a rhyme
in the blanks
Music,Music, they like Music.
Chinese, Chinese, you like Chinese.
English,English, we all like English.
a new rhyme
小组活动，创作一个新的小诗
Learning tip:Change some words of the rhyme.
See page 58 .


检测
与
小结
Step 5 Consolidation
完成课时练习.
Step 6 Homework

完成练习册.

学生能熟练掌握Read and write. 但还要加强英语句子的书写，掌握书
教学
反思

写句子的三个要点以及英译汉要加标点符号.

备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 5 课时
课题 Unit 2 After school
1.能初步听懂、会说、会读单词及词组：today, go and…, come and …, a football match；
学习
目标
重点
难点
2.能初步听懂、会说、会读、会写单词：Monday, Wednesday, Saturday .
3.能初步听懂、会说、会读句型：I have…；HeShe has…；We don’t have…；What day is
it today?及回答It’s…；What a pity!；All right.

1.能初步听懂、会说、会读单词及词组：today, go and…, come and …, a football match；
Monday, Wednesday, Saturday .
2.能初步听懂、会说、会读句型：I have…；HeShe has…；We don’t have…；What day is
it today?及回答It’s…；What a pity!；All right.

流程 学 习 内 容 补充与调整

Step One: Warming up
1. Greetings.
T: Good morning, boys and girls. Ss: Good morning, Miss Xu.
T: How are you? Ss: I’m fine, thank you.
T: Nice to see you. Ss：Nice to see you too.
2. Rhyme time---- Subjects
3. Play a game----Fast response（快速反应，举一反三）
自
学
预
习
(1)快速出现单词：
例如：Maths: Music, English, PE…
park：home, school, market, snack bar…
eat: drink, run, shout, swim, jump, skate…
(2)快速出示词组:
例如：play football: play…
4. Free talk
T: What do you have?S: I have…
T: What do you like?S: I like…
出示课程表.
T: This is our time table. What subjects do you have?S: We have…
T: What subjects do you like?S: I like…I can… It’s interesting.

Step Two: Presentation
1. 教授单词：Monday 教授句型：What day is it? It’s…
提示学生lessons课
2. Story time


Learning tips:
出示Monday缩写
MON
MON=Monday
Learning tip:第
三人称单数后使
用动词的第三人
称单数形式.
a.教读单词match
比赛
b.教读单词
swimming 游泳
名词
c.变成句子，把
have 变成has

小组
讨论
与
交流
展示
(1)引出课题Unit 2 After school
引出课题Unit 2 After school，并且板书以及教读. 教读after出示
afternoon-after 在……之后after school 放学后
(2)Watch and answer
T(出示问题):Good. What day is it today?教授单词today今天
播放动画A: What day is it today?S: It’s Wednesday.
(3)Read and match.
自读课文，并且连线.
Mike have a swimming lesson
Su Hai have a football match on Wednesday.
Su Yang have a swimming lesson

Step Three: Consolidation
1. Read after the tape
Monday-MON
Saturday- SAT
跟录音朗读，并且强调语音语调T：Now let’s try to read after the Wednesday -WED
tape.逐句跟读，注意语音语调. 以小组为单位，选择一种喜欢的方式读We don’t have
some lessons on
质疑
拓展
一读课文.
2.T：Now, show your beautiful voice to your partners .You can read Saturday. 看图
in roles read after one read together and so on…Let’s go!
Let’s act 两组分角色 全班分角色
3. Retella. Fill in the blanks. b. Read it together.
Step Four: Do the exercise.

Step Five: Homework
说句子.
He has… She
has…

检测
与
小结
1.
放学后我去打
篮球. 2.她有许
多的好书. 3.我
们在星期六没有
课. …

a. Copy the phrases: after school, go and play table tennis, what
day have a football match …
b.翻译句子
c. Recite Story time.

本单元的主要话题是“谈论课外活动”. 重点内容是一周七天的名称以及与如何谈论课后活
教学
反思
动的相关句型. 在教学 中，我引导学生根据实际情况，谈论自己某一天的课后活动安排，并适
当结合第一单元的语言知识. 在教学中应该与学生之间的对话练习为主，辅以适当的练习题

备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 6 课时
课题 Unit 2 After school
1.能熟练地听懂、会说、会读句型：I have…；HeShe has…；What day is it today?及回
学习
目标
重点
难点
答It’s…；
2.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…
3.初步会唱歌曲：Days of the week.

1.能熟练地听懂、会说、会读句型：I have…；HeShe has…；What day is it today?及回
答It’s…；
2.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…

流程 学 习 内 容 补充与调整

Step One: Warming up
ngs.
T: Good morning, class Ss: Good morning, Miss Xu
2. Say rhymes and read Story time

(1)Let’s learn (2)Subjects (3)Story time
T: Can you say any rhymes about subjects.

3. Timetable
T: What’s this?
S: It’s our
timetable.
T: What subjects
do you have?
S: We have…
T: What subjects
do you like?S: I
like…I
It’s
interesting.
T：We
can…
自
学
预
习
Step Two: Presentation
1.教授What lessons do you have?以及回答I have…
T: Good. On different days, we have some different lessons.
出示单词lesson-lessons 课（强调课程，某一节课）
T: Now, let’s continue to look at the timetable.
What day is it today? （指着星期一）S: It’s Monday.
T: What lessons do you have?S: I have… Work in pairs.（Wednesday）
出示范例：
A: What day is it today? B: It’s…
A: What lessons do you have? B: I have…2.教授单词Sunday,
Tuesday, Thursday, Friday.
Play a game:根据课猜星期几
先猜星期一和星期三的课，接着讨论星期二的课.
have…What day
is it?S: It’s…
教授Tuesday,并
且板书（同法教授
Thursday
Friday）
和

T: We don’t have any lessons on Saturday and…S: Sunday
教授Sunday, 并且板书:sun 太阳-日 Sunday 星期日-SUN


教师领读单词，
或者学生领读，加
深学生对单词的
记忆.
S1: What day
is it today?
小组
讨论
与
交流
展示
T：Let’s read them together
3. Fun time----Play a game
T: Look, here’s a big timetable. Let’s play the game now.
示范：
T: What day is it today? S: It’s Monday.
T: What lessons do you have? S: I have Chinese and Maths
S2: It’s…
S1: What lessons
T: Now, please talk about the timetable with your partners.
do you have?
小组活动，讨论转盘上的每一天.
S2: I have…

老师点鼠标，学生喊：Stop.男女生问答.

4. Song time ----Days of the week (1) 欣赏歌曲，让
学生掌握基本
曲调
(2) 个别歌词教
学：That
质疑
拓展
T: There are seven days on the timetable.
Let’s read them together.
再次读单词，为接下来的歌曲学习打好基础.
T：It’s a week. 出示单词week 星期

Sunday is the first day of a week. Saturday is the last day of a
week.
T: How many days are there in a week? S: There are…
T: You did a good job. Let’s enjoy a song now.
The song’s name is Days of the week.
Show time（这首歌曲里也有第三人称单数形式：makes）

Step Three: Consolidation
makes a week.
(3) 集体唱，小组
唱

Step
Homework
Four:
检测
与
小结
1.归纳曾经出现的第三人称单数形式: looks, makes…
2.练习与测试:
注意听力题的完成，笔试题目要求学生独立完成，个别难题在学生做完后
进行讲解.

1. 完成练习与测
试.
2. Recite Fun
time and song
time after
class.

本单元呈现的场景是在放学后，Liu Tao 想找同学一起打乒乓球，但是同学们都有自己的课
教学
反思
外活动，最后Liu Tao 和Su Hai 约定周六一起去打乒乓球. 在教学中，我利用图片、转盘
游戏等形式让他们 说一说、做一做、猜一猜，有利于学生进行实际交流与练习. 这些游戏并
不花哨，很实用，紧贴课本内容，提高了学生的学习兴趣，增强了学习的效果.


备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 7 课时
课题 Unit 2 After school
1.能初步地听懂、会说、会读、会写词组：every day
学习
目标
重点
难点
2.能初步地听懂、会说、会读、会写词组：get up
3.能初步地听懂、会说、会读句型：When do you…?及回答I…at…
4.能明白Cartoon time的幽默之处.

1.能初步地听懂、会说、会读、会写词组：every day
2.能初步地听懂、会说、会读、会写词组：get up
3.能初步地听懂、会说、会读句型：When do you…?及回答I…at…

流程 学 习 内 容 补充与调整

Step One: Warming up
1. Greetings.
T: Good morning, class Ss: Good morning, Miss Xu
2. Free talk
T: What subjects do you have? S: We have…
Happy time
教师出示一个大
T: What subjects do you like?S: I like…I can… It’s interesting.
转盘，让学生选择
T: How many days are there in a week? S: Seven.
数字. 每个数字
自
学
预
习
T: What are they? S: They’re…
T: What lessons do you have on…? S: IWe have…
T: Do you go to school on Saturday and Sunday?
后面都有相应的
任务，完成好的学
生能得到奖励卡.
S: No, IWe don’t. IWe don’t have any lessons on Saturday and
3. Sing a song:
Sunday.
Days of the week
Step Two: Presentation
1. Say a rhyme: Let’s learn
We learn Maths, one two three.…
2. Say a rhyme: Subjects
Music, Mucic， they like Music.…
g time：Story time
T: Who can read it? 小组分角色扮演
a. Read after the tape 注意语音语调的纠正.
b. Read together

注意曲调，和
makes的发音，让
学生注意“s”

根据不同的难度
(读、演、背）作
出不同的奖励.

c. Act it.
让学生脱离书本，配上自己动作和表情把书本的对话分角色表演出来.
T: Who can recite it?
小组
讨论
与
交流
展示
5. Cartoon time——Watch and answer
When do they get up every day?
出示句子，并且教读. when = what time 什么时候
every day 每天 every+单数 每个…T：We can say…
根据中文翻译：
每所学校，每个鸡蛋，每个女孩…
T: Let’s watch the cartoon and try to do it.
出示句子,看动画:提示学生用第一人称完成句
小组活动：小组一起阅读，判断对错，在对话中划出线索.
Wrong: It’s Saturday today. I don’t have any lessons.

T：What’s this?
S: It’s a
chicken.
T: Yes, we can
call him Mr
Chicken.
T: This is our
old friend,
Bobby.

7. Reading time
a. Read after the tape注意语音语调.
b. Read by yourself
8. Show time角色扮演.
9.根据图片说出句子.
T：You are Su Yang now. You can describe it by this way.
出示句型:I… at…,并且板书at+时间 在……点
I get up at…
every day

I get up at six
every day
6. True or false
质疑
拓展
例句：I go to school at seven o’clock.
I get up at six o’clock.
10.说出幽默点.
教育：合理安排自己的时间.

: I have some
lessons today.

Step Three: Consolidation Step
Homework
1.完成练习与测
试上的部分练习
题.
Four:
检测
与
小结
1. Work in pairs
A：What day is it today?B: It’s…
A: When do you…every day?B: I…at…
A: What lessons do you have on…?B: I have…
A: What subjects do you like?B: I like… I can…It’s interesting.
2.背诵Cartoon
time.

2.做练习与测试.

在教学中，我利用图片、转 盘游戏等形式让他们说一说、做一做、猜一猜，有利于学生进行实际交流与练习.
教学
反思
这些游戏并不花哨，很实用，紧贴课本内容，提高了学生的学习兴趣，增强了学习的效果. Cartoon time 呈
现的是小老鼠Bobby 在上学路上遇见公鸡先生，然后发现当天是星期六，不用上学.


备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 8 课时
课题 Unit 2 After school
学习
目标
1.能熟练地听懂、会说、会读句型：I have…；HeShe has…；What day is it today?及回
答It’s…；
2.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…

3.能总结归纳字母A a的发音 æ并完成Checkout time的练习.

重点
难点
1.能熟练地听懂、会说、会读句型：I have…；HeShe has…；What day is it today?及回
答It’s…；
2.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…
3.能总结归纳字母A a的发音 æ.

流程 学 习 内 容
Step One: Warming up
1. Greetings.
T: Good morning, class
Ss: Good morning, Miss Xu
2. Free talk and work in pairs
A：What day is it today?
补充与调整
自
学
预
习
B: It’s…
A: When do you…every day?
B: I…at…
A: What lessons do you have on…?
B: I have…
A: What subjects do you like?
B: I like… I can…It’s interesting.
Step Two: Revision.
1. Story time
2. Cartoon time
注意语音语调，要求学生尽量背诵.


Step Three: Presentation

bag cap
hamburger
sandwich
snack
小组
讨论
与
交流
展示
Sound time
获得知识宝库的通关密语：完成提示，获得通关密语.
提示：把单词补充完整.
大声读出句子：
Dad, Dad, where’s the cat?Where’s my cap and where’s my bag?
教师让学生说出
字母a的发音.
注意语音语调，培养学生语感.
（2）Checkout time
——Listen and tick
教师让学生先说出图片所表达的动词词组.
归纳之前学过的
Aa发成 æ的单
词

教师让学生说出缩写字母所代表的意思.
A：What day is it? B：It’s…
（3）Ticking time
cat that…
1. 出示句子I
can say the days
2. 出示句子 I can use “have” and “has” to talk about the of the week.
lessons.
3. 出示句子”I know the sound of the letter “a”（我知道字母“a”
的发音. ）
让学生说一说哪些单词是这样发音的. 学生自评.

（2）Checkout time——Listen and tick
A：What day is it? B：It’s…
教师让学生先说
出图片所表达的
动词词组.
教师让学生说出

质疑
拓展
（3）Ticking time
1. 出示句子I can say the days of the week.
2. 出示句子 I can use “have” and “has” to talk about the 缩写字母所代表
lessons. 的意思.
3. 出示句子”I know the sound of the letter “a”（我知道字母“a”

的发音. ）让学生说一说哪些单词是这样发音的. 学生自评.

检测
与
小结
Step Three: Do the exercises.
Step Four: Homework
1.完成练习册的练习.
2.完成补充习题练习.


复习巩固了句型: What day is it today? It’s…和 I don’t have any lessons on Saturday.
教学
反思
故事很幽默，学生很感兴趣. 在做练习题时，学生对单选题、匹配题做的较好，正确率高. 但
是对辨音题、英汉互译、按要求写单词等题型还要加强练习. 少部分学生还要加强训练.

备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 9 课时
课题
Unit 3 My day(Story time)

1、在情境中学习词汇和动词短语go to school, usually, in the morning, have lunch, go
学习
home, do my homework, have dinner, watch TV, go to bed
2、能在情境中整体感知故事内容
目标
3、能够较准确的朗读课文并在教师的指导下尝试表演.
4、能初步运用本课所学的词汇和句型I…at…描述人物的日常活动.
重点
1.能在情境中正确理解故事内容，并能准确朗读故事读准单词usually.
2.能够较准确的朗读课文并在教师的指导下表演.

难点
流程 学 习 内 容
Step1 Greeting and warm up
T: Good morning, class. Ss: Good morning. http:w w w.
T: Do you like games?
Let’s play a game: Yeah, yeah, yeah, or No, no ,no.
1. It’s Monday today.
2. We have 4 lessons in the morning.
3. We have a PE lesson in the afternoon.
4. I like Music.
5. I go to school every day.
自
6. It’s six o’clock. It’s time for English class.
Step2 Presentation
学
Guess: What do I usually do at 6:15 in the morning?
Ss: get uphave breakfast…
预
T: I usually get up at 6:15
板书：I(usually)…at…
习
Teach: usually
When do you get up?
Ss: I get up at…
1. In the same way to teach:
go to school at 7:05
have lunch at 11:45
go home at 5:00
have dinner at 6:20
go to bed at 10:00
3. T: I do different things at different time.
揭题：Unit 3 My day
4. Talk in groups. Make a new chant, say something about
your day.
小组
Step3 Story time
(Part1)
讨论
Ss listen and then choose the pictures.( 出示五幅图：起床、
看电视、上学、睡觉、吃午饭，学生听第一段，根据Mike的介
与
绍选出早上的活动)
1. Listen again and match（再听一遍介绍，出现三个钟面，
交流
将Mike的活动与时间配对）
2. T: What else does Mike do in the morning?
展示
Ss: have lessons
T: Yes. And how many lessons does he have in the morning.
Ss: Four.
T: So Mike has four lessons in the morning.
3. Listen and read Part 1.
质疑
(Part2)
补充与调整
2. Show six
clocks,
review the
time
6:15 7:05
11:45 5:00
6:20 10:00
T: What time is
it? It’s six
fifteen in the
morning…. (复
习时间，并将钟
面贴在黑板)

(Ch
ant)
I get up at six
fifteen. I go
to school at
seven o five.
I have lunch at
eleven
fifteen . I go
home at five.
I have dinner
at six twenty.
I go to bed at
ten.
So this is my
day.

Teach: go home

拓展
检测
与
小结
1.T: How many lessons does Mike have in the afternoon? And
what else does Mike do in the afternoon? Let’s listen again,
and try to answer.
and read Part 2
(Part3)
Part3 by selves, try to fill in the blanks.
Activity Time
Have dinner
7:00

2. Talk in groups: When does Mike do these things? Say like
this:…at…
Step 4 Consolidation
in three.
as Mike, choose one part and talk about your
activity.(三人一小组，扮 演Mike，选择早、中、晚其中一个
时间说说自己的活动)
do my
homework
In the
afternoon:
have
lessonsplay
footballgo
and
read
Part3Listen and
read the story,
try to recite it.


Describe your
day to your
family, then
write it down.

我先通过创设符合本单元主题的整体情景“My day”，通过向学生展示老师的一天活动，引
教学
反思
导学生理解、学习When do you…? I …at…的句型，然后进入课文的学习. 本着遵循语言
学习循序渐进的规律，我把文本处理成Mike’s morning, Mike’s afternoon, Mike’s evening
的三个时间段，设计了由易到难的不同任务.


备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 10 课时
课题
Unit 3 My day (Vocabulary & Fun time)

1、能听懂会说：When do you ...? I...at…并能在情境中熟练的运用.
学习
2、能熟练说出有关日常活动和时间的短语have lunch, play football, have dinner, go
to bed, at night等.
目标
3、能熟练运用本课所学的词汇和句型描述人物的日常活动.
4、学会统筹的安排时间，合理的安排自己的日程表，养成良好的生活和学习习惯.

重点
难点
1.掌握句型： When do you...? I usually ...at ... 并能熟练运用本课所学的词汇和句型描述人物的
日常活动.
2.
运用句型When do you...? I usually ...at ... 描述人物的日常活动

流程 学 习 内 容 补充与调整

自
学
预
习
Step1 Greeting and warm up
T: Good morning, class.
Ss: Good morning.
the time:
T: What time is it now?(师拨时钟，学生迅速说出时间，最后
拨时间8:00)
2.T: I watch TV at eight evening.(做看电视的动作) Now let’
s play a game: Guess and say！（师做动作，学生快速说出表
示的单词或短语）
Swimplay footballplay basketballskaterunget upgo to
schooleatdrinkgo to bed…

Step 2 Presentation
1. (Show Mike.)
Yesterday we learnt about Mike’s daily life. Now let’
s look back again.
2. (出示钟面)
What time is it?
Ss: It’s seven o’clock.
T: Yes, it’s seven o’clock in the morning. What does Mike
do at seven o’clock？(出示图片剪影)Guess!
Ss: He gets up at seven.
the
time:
T: What time is
it now?(师拨时
钟，学生迅速说
出时间，最后拨
时间8:00)
2.T: I watch TV
at eight
evening.(做看
电视的动作)
Now let’s play
a game: Guess
and say！（师
做动作，学生快
速说出表示的
单词或短语）

3. (出示另一个钟面)
Teach：go to school in the same way.
And what about this one?
小组
Ss: go to school
Teach: get up go to school
讨论
3．T: What does Mike usually do in the afternoon? Show two
pictures.
与
Ss: He …
4:Show three pictures(have dinnerwatch TVgo to bed)
交流
How about in the evening or at night? Please talk in groups.
Then teach these phrases according to their answers:
展示
Have dinner at six thirteen
Watch TV at seven in the evening
Go to bed at nine at night
Mike’s day according to these pictures
Step3 Fun time
1. Show a timetable and finish it.
T: Do you want to know something about my day? You can ask
质疑
me like this:
Teach: When do you…?
拓展
Ss: When do you get up?
T: I get up at six in the morning.
Ss ask ,T answers and draw the clocks.
Teach:
play football
at fourgo
home at four
forty in the
afternoon.

and
answer in
pairs(同桌各
自询问对方的
timetable. 并
两人一组上台
展示自己的完
成情况：S1：

2. T: Look ,this is my day.(Introduce the T’s day)
How about yours?
3. Ss draw and write.
4. Ask and answer in pairs(同桌各自询问对方的timetable.
并两人一组上台展示自己的完成情况：S1：When do you get
up? S2: I get up at 6:30. )

Step4 Show time
检测
Talk: My happy day
Today is…
与
1. I…at…Copy the new words and phrases.
2. Introduce your day to your parents.
小结
Ask your friends about their days.

When do you get
up? S2: I get
up at
6:30. )


我所上的Story time板块则通过呈现Mike一天的活动和时间安排，引导学生学习I …at…
教学
反思
的句型表达，并能结合自己的生活实际，正确表达自己一天的活动和时间安排.
我先通过创设符合本单元主题的整体情景“My day”，通过向学生展示老师的一天活动，
引导学生理解、学习When do you…? I …at…的句型，然后进入课文的学习.

备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 11 课时
课题
Unit 3 My day (Cartoon time& Rhyme time)

学习
目标
重点
难点
1、复习上节课所学的关于时间和日常活动的短语，能进一步熟练拼读.
2. 复习上节课所学的句型，能进一步熟练运用.
3、会唱歌曲When do you get up？
4、能够阅读并理解卡通部分的幽默，并能表演故事内容.

1.会唱歌曲When do you get up？
2.阅读并理解卡通部分的幽默，并能表演故事内容.
3.熟练运用本单元的词汇和句型描述人物的日常活动

流程 学 习 内 容 补充与调整

Step1 Greeting and free talk
1.T: Good morning, class.
Ss: Good morning.
T: What day is it today? When do you get up this morning?...
:30 seconds none stop talking
(以My Day为话题，学生四人一组互相配合， 向全班表述自己的作息时
间. )
自
学
预
习

Step2 Song time

1. Meet a new friend: Peter
T: Do you want to know something about Peter’s day? How do you ask?
Ss: When do you get up…?
T: Good questions. Let’s listen to the song, and try to answer:
When does Peter get upgo to school?
2. Listen to the song and try to answer the questions.
3. T: Do you like the song? Let’s listen again, and you can follow
the song.
4. T make a model, change the name, ask and sing. Then change the
phrases, ask and sing.

change the words and sing the song in groups.

T: Do you want to
know something
about Peter’s
day? How do you
ask?
Ss: When do you
get up…?
T: Good
questions. Let’
s listen to the
song, and try to
answer: When
does Peter get
upgo to school?

Step3 Cartoon time
T: From the song, what do you think about Peter?
Ss: He’s a good boy.
T: Yes. He gets up at six thirty every day. And he goes to school
at seven thirty every. He has good habits. I think you have good
habits too, right? And so is Bobby.
1. (Show a picture of Bobby on page15. )Bobby gets up at six every
day. Do you know when does Bobby have dinner every day? Guess.
Ss: At fivesix…?
2. T: Yes, he has dinner at six every day. Does he have dinner at
six today? What happened?
Where is Bobby?
A. In the desert (在沙漠里)
B. At home
Let’s watch the cartoon and choose the correct one.
Ss: B.

3.T: What can they see over there? And does Bobby eat it at last?
Read the story and answer.
Ss: They see a big cake over there.
T: There’s a nice cake in the desert. But Bobby can not eat it.
Because it’s a dream! Bobby is sleeping and he is very hungry. So
he makes a dream.
Ss: They see a
big cake over
there.
T: There’s a
nice cake in the
desert. But
T: Yes. He gets
up at six thirty
every day. And
he goes to
school at seven
thirty every. He
has good habits.
I think you have
good habits too,
right? And so is
Bobby.
小组
讨论
与
交流
展示

质疑
拓展

4.

Good! Well, boys and girls, let’s learn the story together.
Ss: Listen and repeat.
T: 指导朗读.
Ss: Read together
5. Act in two.

Bobby can not
eat it. Because
it’s a dream!
Bobby is
sleeping and he
is very hungry.
So he makes a
dream.
检测
与
Step4 Consolidation

T: It’s just a dream. It’s in the morning now, Bobby should get
up. And a new day begins. Imagine: Bobby’s new day

1.
Make a story and act.
Listen and sing the song.
2. Listen, read and recite Cartoon time.
小结
3. 课课练
按照Fun time上表格的设计时间和活动，同学进行小组问答，了解他人的一天. Song time.
教学
反思
从Peter人物引出歌曲，从听两个时间的选择入手，了解歌曲的大意. 在读歌词的时候加上
动作，加深理解，在熟悉旋律的基础上进行表演唱，最终达到能够跟着老师改编新的歌曲.


备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 12 课时
课题
学习
目标
重点
难点
流程 学 习 内 容 补充与调整
Unit 3 My day(Sound time, Checkout time, Ticking time & Happy
Reading)

1、 复习巩固本单元的知识点，在日常交际中熟练运用所学句型
2、 掌握字母e和字母组合ee在单词中的读音
能在教师的引导下客观地对自己的学习情况做出评价.

1.在日常交际中熟练运用所学句型
2.掌握字母e和字母组合ee在单词中的读音

自
学
预
习
Step1 Greeting and free talk
1. T: Good morning, class.
Ss: Good morning.
T: When do you get up this morning?...
a song: When do you get up? Then change the words:
When do you go homego to bed?...at four fortynine thirty.
4. Ticking time: I can use “when” to ask about daily
T: Do you want
activities.
to know Miss
Step2 Checkout time
Li’s day? You
1. T: Do you want to know Miss Li’s day? You can ask her(把
can ask her(把
Miss Li 的时间表交给几位同学，请她们扮演Miss Li，回答问
Miss Li 的时间
题)
表交给几位同
2. Show Miss Li’s day at Page23.
学，请她们扮演
Ss：Read and write.
Miss Li，回答
I get up at six o’clock in the morning.
问题)
I have breakfast at 6:30 in the morning.

I have lunch at 12:00.
I go home at five in the afternoon.
I have dinner at 6:30 in the afternoon.
I go to bed at ten at night.
3. Check the answer and say Miss Li’s day life.

Step3 Sound time
T: Look, now Miss Li is here. She meets the boys.
to sound time, and answer:
When do they meet?
At three.
When do they
小组
Who are the boys?
meet?
Tom, Jack and me.
At three.
讨论
Teach: who
Who are the
3. Read and find
boys?
与
Show the words: we, me, she
Tom, Jack and
meet, three, green, sleep
me.
交流
The letter ”e” and ”ee” have the same pronunciation i:
4. Work in groups, and find some words and write down.
Teach: who
展示
5. Try to read: be, bee, sweep, feet, need, free, week,

beef, sheep
6. Ticking time :I know the sound of “e” and ”ee”


质疑
拓展
Step 4 Happy reading

检测
与
小结
1. Listen and read Sound time.
2. Find more words and write down.
Review Unit 3.


从刚学习的语音环节就开始总结，引出Ticking time的语音部分，由学生自己勾
教学
反思





出星星数. 从黑板上的板书引出对于整节课句型的总结，大家自己进行自评打勾.
表现比较好的，站起来拍照分享朋友圈. 从家作的布置中，要求猜测Miss的一天，
来和Miss Li 交流，从而为学习第三课时Miss Li的一天的生活作铺垫.

备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 13 课时
课题 Unit4 Drawing in the park (Story time)
学习
目标
重点
难点
1. 能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult.
2. 能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy. It’s difficult, but I can try.
3. 能初步用以下句型 What can you see? I can see …来对看到的事物进行交流；初步用句型Can
you …? 询问交流会做的事.
4. 能正确理解课文内容.
5. 能够较准确的朗读课文并在教师的指导下尝试表演.
1. 能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult.
2. 能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy. It’s difficult, but I can try.
3. 能正确理解朗读课文内容.

流程 学 习 内 容 补充与调整

自
学
预
习
Step 1. Warming up & Free talk
1. T: Today, we will begin Unit 4. In this unit, we will go to some interesting
places. Look! Here they are. (出示Park, Theatre, Amusement park, Zoo四个
场景图) Which one we will go first? Let’s listen to a song.
2. Enjoy the song: It’s a beautiful day in the park.
3. T: Which one we will go first?
Teach: park
T: What parks in Nanjing do you know?
S: Xuanwu Lake Park, Bailuzhou Park, Baima park, …
Step 2. Presentation
1. Talk about the things in the park.
T: We know so many parks. I will draw a picture of it. 边画边问：What can

you see in the park?
S1: I can see a … T: Yes, it a tall tree.
2. Chant
T: Is it a nice park? Let’s chant about it. Listen to me, first. (节奏声)
Chant: In the park, I can some trees, over there.
二次备课
In the park, I can some flowers, under the tree.

S: Chant together.
3. Change some words and try to make a new chant.
4. T: What can you do in the park? I can row a boat.
S: I can fly kites play footballride bike

小组
讨论
与
交流
展示
Step.3. Enjoy the story:
1. T: Good, Mike and Tim are in the park now. What do they do? Let’s have a
look! (出示图1)
2. Watch and choose.
T: What do they draw? （出示选项：a tree, some flowers, a boat, a river）
Let’s watch the story and choose.
Check
3. Read in pairs
4. Read the story together
Step 5. Act the story
★Read fluently
流利的朗读
★★Read fluently
and beautifully 流
利、有感情地朗读
★★★Act it out
emotionally 有感
情地表演



Step 6. Consolidation
Make a new dialogue.
Step 7. Summary
T: Today, we go to the park. Do you like the park?
From the learning of this lesson, what can you do now?
引导学生用I can …总结今天的学习.
家庭作业：
1. S: I can say read chant …听磁带，有感情地模仿熟读课文并尝试背
诵.
2. 试着将课文复述并写下来. 和同桌编一段在公园里的对话.
课堂作业：
质疑
拓展

检测
与
小结

本课是《译林版牛津小学英语》（4B）Unit 4 Drawing in the park的第一
教时内容，主要学习Story time. 本节课呈现的是Mike和弟弟Tim在公园里一边
教学
看风景，一边画画的情景. 围绕“在公园里画画”这一话题展开教学活动. 学习用
“What can you see…? I can see…”交流看到的事物，用“Can you…?”交流
反思
会做的事.






备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 14课时
课题 Unit4 Drawing in the park (Vocabulary & Fun time)
学习
目标
1. 能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等.
2. 能用句型What can you see? I can see a …谈论所见.
3. 能用句型What can you do? I can … 进行调查会做的事情，能用句型HeShe can …对他人进
行描述.
4. 能编写完整小故事：Let’s be friends.并试着表演.

重点
难点
1. 能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等.
2. 能用句型What can you do? I can … 进行调查会做的事情，能用句型HeShe can …对他人进
行描述.
3.能编写完整小故事：Let’s be friends.并试着表演.

流程 学 习 内 容 补充与调整

自
学
预
习
Step 1. Warming up & Free talk
1. Enjoy the song: Row your boat
歌词： Row, row, row your boat, gently on the stream, merrily, merrily,
merrily, life is interesting.
2. T: Life is interesting. Last lesson, we went to the park. Today, we will go to
another interesting place – Dream Theatre. Let’s go.
3. T: Look! They need some actors for the new play. Do you want to have a
try?
T: And we should pass four tests.
T: Let’s have a try.
Step 2. Revision
1. Test 1-- Good performance ability.
T: To be an actor, you should have good performance ability.
T: Do you remember this story? Drawing in the park (课件出示课文图片)
Can you act this story?
First, let’s dub for it. Dub in groups.
2. Act in pairs.
3. T: Good job. I think you have good performance ability. Let’s go into the
next test.
4. T: To be an actor, you should have good expression ability.
Try to retell the story according. 小组讨论，试着复述该故事，看谁说得
完整.
出示招聘演员条
件：
1. 表演力测试关.
2. 表达力测试关.
3. 记忆力测试关.
4. 有一定的特长.


Step 3. Learn the vocabulary
1. Test 2 -- Good memory.
T: To be an actor, you should have a good memory. Look, here is a picture.
Look carefully. You have 15 seconds to remember what you can see? Are you
ready? Go! (15秒的倒计时，记住图中的事物，越多越好！)
2. T: What can you see in the picture?S: I can see a …
T: How many … can you see? What colour is it? Where is it?
S: I can see …
Check the answer. (热区出现学生所说的东西：boat, flower, tree, river,
hill, lake, 补充：bridge, bench, fountain等)
3. T: Now, we know what’s in the park? They are … (指图学生齐说词)
T: But how to spell them? Look!
How to remember them? Let’s discuss in groups. (小组讨论记忆每个词
的方法，教师可以举例，如river-over)
T: 请同学来说说记忆的方法.
4. T: Can you remember these words? Let’s play a game, Quick response.
课件快速闪现新学的单词或图片，学生要很快说出.
5. T: Good job. I think you have good memory. Let’s go into the next test.
小组
讨论
与
交流
展示
Mike and Tim are
in the .
They can
see ,
and a on
the .
Tim can draw
very well, it’s easy.
But he can’t
draw ,
it’s .

质疑
拓展

检测
与
小结
Step 4. Fun time -Do a survey.



1. T: Look！There are four characters in this play. You can choose one, but you
should have the same speciality with the character.
T: I can make a cake, but I can’t play football. So I think I can act Role 3. T: Take out our
Cindy. Which one can you act? survey table. Let’s
2. T: Can you draw? S1: No, I can’t. do a survey in
T: What can you do?S1: I can play basketball. groups.
T: S1 can play basketball, so he can act Role Ben. 要求：1. 同桌
4. Report. T: So in your group, who can act Role Amy? Can he draw? 先互相问并完成.
请学生根据表格的内容来汇报. 2. 告诉组内其他
Step 5. Writing and Act 同学同桌会做的
1. T: I think we all have the right role to act. Now let’s act the short play in 事情，请他们完成
groups. The title is: Let’s be friends. 请同学一次读一读，小组讨论将每幅表格.
图中的句子补充完整.

2. T: Act in groups. 四人一组上台表演时，其他同学一起说旁白.
Step 6. Summary
1. T: Today, we go to the Dream Theatre. Do you like the park?
引导学生用I can …总结今天的学习. S: I can say read act …
2. We can act a short play, we can be a good actor. And we can also be a good
writer, too.
教学
反思

学生学情分析本节课的教学对象是本校四（2）班的学生. 在学习本课之前，学
生在四年级上学期第四单元中已经学习了关于can的用法，会用“I can…”表达
自己会做的事.

备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 15 课时
课题 Unit4 Drawing in the park (
Cartoon time & Rhyme time
)
学习
目标
重点
难点
流程 学 习 内 容 补充与调整
1. 复习上节课所学的关于公园物品的单词，能进一步熟练拼读.
2. 复习上节课所学的句型，能进一步熟练运用.
3. 能够阅读并理解卡通部分的幽默，并能表演故事内容.
4. 能够模仿卡通部分的故事内容续编故事.
1. 能够阅读并理解卡通部分的幽默，并能表演故事内容.
2. 能够模仿卡通部分的故事内容续编故事.

自
学
预
习
Step 1. Warming up & Free talk
1. Enjoy the song: Row your boat (课前就可以播放继续让学生熟悉)
2. T: Life is interesting. Last lesson, we went to the park and the theatre.
Today, we will go to another interesting place – Amusement park. Let’s go.
课件出示图片
3. T: If you can get stars when you’re playing. Let’s see which team can get
more stars. (学生分成两组) Ready? Go!
Step 2. Review the vocabulary
1. T: Look! It’s a Fun house. We can play games in it. Let’s play Finding
Differences first.
T: You should find the three differences in these two pictures. 大家来找茬
游戏
课件出示规则：两图中有三处不同，十秒中之内必须找到并说出，才
能获胜！
一共两组图片. 复习词汇：hill, tree, river, lake, flowers, boat.
2. T: Let’s play another game. Riddles: Things in the park
每组选择一个序号，如果猜对并准确拼出则可以得到相应的星数.
3. T: 得星，评价.
课件出示规则：两
图中有三处不同，
十秒中之内必须
找到并 说出，才能
获胜！
一共两组图
片. 复习词汇：
hill, tree, river,
lake, flowers, boat.


小组
讨论
与
交流
展示
Step 3. Review the sentences.
1. T: Let’s go to the music bus. Listen!
T: Which picture is the song about? (从四个图中来选一个：操场、公园、
教室、厨房)
2. Sing with the recording.
3. T: Can you make a new song like this?

Choose one, discuss and sing in groups.
3. 一组唱，其他组猜是哪个场景. 猜对双方都加星.
Step 4. Cartoon time
1. T: Look! There is a big box. Sam, Bobby are looking at it. In fact, we call
this big box：Peep show. 简单介绍西洋镜的一些知识.
(出示图4) Look, is Bobby happy? No, Bobby is frightened. Why?
What’s in this box? Let’s guess. 学生猜的同时，老师说:Try again.
Let’s watch the cartoon and check.
2. T: What’s in it?
S: A boat, a tiger.
3. (出示图4) 指导阅读，It’s a tiger!
T: If you are Sam, What will you say?
4. Listen and repeat.
5. Try to read together emotionally.
6. Set an example for Ss to act the cartoon. Try to act it in pairs, you can add
some new sentences. 根据表演情况，评价给星.
T: Look! There is a
big box. Sam,
Bobby are looking
at it. In fact, we
call this big box：
Peep show. 简单
介绍西洋镜的一
些知识.
(出示图4)
Look, is Bobby
happy? No,
Bobby is
frightened. Why?
What’s in this
box? Let’s guess.
学生猜的同时，老
师说:Try again.
Let’s watch
the cartoon and
check.

质疑
拓展
Step 5. Rewrite a new story
1. T: Sam is naughty, but bobby is naughty, too. He wants to make a joke with
Sam too. Look!
课件出图：Bobby告诉Sam他在盒子里看见了鱼. Sam最喜欢鱼了，
一听口水都要下来了，结果一看，是一条鲨鱼，吓了一大跳！
2. 你还有其他的创意吗？也可以编一编.
Tips：模仿书上的故事，小组内续编新故事，并把它演出来.
3. 根据表演情况，评价给星.
Step 6. Summary and Evaluate
1. Today, we are playing in the amusement park. How do you feel now? From
the learning of this lesson, what can you do now?
引导学生用I can …总结今天的学习. S: I can say read chant …
布置作业：
1. 将你在音乐巴士上编的歌曲写下来，唱一唱.
2. 小组合作，将改编的新故事，配上图片和文字，并表演出来.
课件出图：Bobby
告诉Sam他在盒
子里看见了鱼.
Sam最喜欢鱼了 ，
一听口水都要下
来了，结果一看，
是一条鲨鱼，吓了
一大跳！

1. 将你在音乐巴
士上编的歌曲写
下来，唱一唱.
2. 小组合作，将
改编的新故事，配
上图片和文字，并
表演出来.

检测
与
小结
教学
反思


在上一个单元的cartoon time中学生们已经初步感知了句型“What can you
see…?”及其回答“I can see…”. 学生已经掌握了一定量有关的词汇和句型，
并能运用这些词汇进行日常交际对话.

备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 16 课时
课题
学习
目标
重点
难点
Unit4 Drawing in the park
(Sound time, Song time, Checkout time &Ticking
time)
1. 能够熟练说出有关公园类的物品词.
2. 能熟练地运用本单元所学句型进行交际.
3. 能够掌握元音字母e在单词中的读音.
4. 能够完成故事A new friend的阅读. s
5. 能在教师的引导下客观地对自己的学习情况做出评价.
1. 能熟练地运用本单元所学句型进行交际.
2. 学生能够掌握元音字母e在单词中的读音.
3. 能够完成故事A new friend的阅读.
1. 学生能够掌握元音字母e在开音节和闭音节单词中的不同发音.
2. 学生能在教师的引导下客观地对自己的学习情况做出评价.
流程 学 习 内 容 补充与调整

自
学
预
习
Step 1. Warming up & Free talk
1. Enjoy the song: Row your boat (课前就可以播放继续让学生熟悉)
2. T: Life is interesting. Last lesson, we went to the park, the theatre and the
Amusement park. Today, we will go to another interesting place –Zoo. Let’s
go.
Step 2. Revision
T: In the zoo, what can you see? Let’s play a game. Non-stop talking.
要求：10秒内小组轮流说：两个关键词：Animals in the zoo, the other
things in the zoo. S: I can see…
Step 3. Checkout time and song time
1. （和手偶互动）
T: Look, this is a picture of a zoo. How beautiful! What can you see in this
picture? K: I can see…

T: Can you …? How many …can you see?
K: Yes, I can. … T: Look at …
K: How beautiful! ...
2. 结合所给句型，谈论图片. Pair work.
教师用手偶Ken给出评价：Good job！ Well done! …
3. T: The picture is beautiful, but there is no animals. Let’s draw some animals
on the grass, in the river, in the sky or …
让学生拿出笔在图中添画一些动物.
4. 教师在树上画一只猴子. What can you see in the tree now?
S: I can see a monkey. T: Yes, and I can sing a song.
Listen to the song:
What can you see?
5. T: Can you sing
the song? Let’s try
together.
6. T: Can you
make a new song
according to your
picture? Let’s try.
小组内编唱歌曲.
一人根据自己的
图片问，其他三人
回答.
教师用手偶Ken
给出评价：Good
job！ Well
done! …


小组
讨论
与
交流
展示
Step 4. Reading time
1. T: Animals are very clever. They can do a lot of things. Let’s enjoy some
pictures.
课件出示一些动物做某事的图片. 边欣赏，教师边带着学生说说： …
can …
最后一图：They can help the others.
2. T: Now we’ll read a interesting story. The animals in it can also help each
other. Let’s enjoy it.
出示图片，老师说，学生听. Who is the new friend?
3. Read and match. 组内读故事，将图片和文字匹配.
逐图呈现，校对答案.
教师用手偶Ken给出评价：Good job！ Well done! …
Step 5. Sound time
1. T: Ken, do you like the zoo?
T: Oh, what’s the time? (看表) Oh, Ken, it’s ten to ten, go to bed before ten.
K: OK. See you.
2 T: Look at the sentence. These words all have the letter ‘e’, what does ‘e’
pronounced as? S: e

T: Look at my mouth, open it big or small. Try to imitate. （根据Tips: P58
的要求）
S: Read one by one. T: Read the sentence.
5. T: Last unit, we have learnt another pronunciation of ‘e’, what is it? i:
4. Read and
answer.
Q. Who can
see the Kitten on
the top? Cow?
Pig? Dog? Bird?
Why?
5. Read the story
in five.

4. T: Can you read
these syllables?
en, et, eg, es
el
T: Can you read
these words?
hen, wet, leg,
nest, belt. （在读
同时出图释意）
质疑
拓展

T: What’s the difference between them? When is it pronounced as ‘e’,
when is it pronounced as ‘i:?’
出示：me, he, she, these
bed, pen, red, ten,
T: 教师讲解：开音节中，发i:， 重读闭音节中，发e.
6. Enjoy a song. E的发音
Step 6. Summary & Evaluation
1. T: What can we learn from this lesson?
S: I can …
2. T: Good, we can do so many things.
T: Discuss in groups, see how many stars have you got together?
作业设计：
1. 听录音，跟读复习Unit4的内容，模仿语音语调；
2. 寻找更多字母e发音为e的单词，记在书上；
3. 根据图片，把今天在课堂中学到的故事说给爸爸妈妈听.

检测
与
小结
教学
反思

本课的重点是语篇教学，需帮助他们感知交流看到的事物 及会做的事的表达方
式，并在练习与交流中自主掌握、接受语篇内容，并能运用一定的方法进行自主阅读、解题.

备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 17 课时
课题
Project 1 My school life ( Revies1~2 Project 2 A, 2) 3))

1. 在情境中帮助学 生复习1~2单元主要词句，让学生能充分掌握并灵活运用1~2
学习
单元的
单词和句型.

2. 以“subjects ”“timetable”为主题，让学生运用所学句型进行话题交流，
目标
提高语言运用的准确性和逻辑性.

3．培养学生的综合语言运用能力，让学生能综合运用1~2单元词句进行交流.
重点
难点
完成Project1 中的“My school subjects”和“My timetable”，并能运用所学
词句进行话题交流.
通过复习，让学生能够运用所学词句进行话题交流，做到语言运用准确合理.
流程 学 习 内 容 补充与调整

自
学
预
习
Can you show me
your time
table this
讨论
term?

Yours , Roy

与
Ss: Read the
e-mail in
交流
groups


展示

3. Write an e-mail to Roy

1) How many
1) T; The e-mail should include : Your English time table. subjects do
Your school subjects and the subjects you like.

you have?

2) Finish the form and the timetable on page

2) What
subject do you
质疑
3) Exchange the information in groups

If you want to know what ‘s your partner’s e-mail about. like?

3) What
拓展
What questions you can ask? Talk in groups

学生可能会问到以下问题

lessons do you
4. Talk about the e-mail with your partner have on …?

…ect


小组
Step1 Warming up and revision

1. Greetings

2. Show the two topics of this lesson ”My subjects” “My
timetable”

3. Brain storm

T: When you see the two topics , that words can you think
of ? Let’s play a game “Brain storm”.

Ss: Playing the game in groups.

Subjects: Chinese , Maths, English, PE, Art, Science’,
Music.

拓展： Social Science

Weeks: Sunday, Monday, Tuesday, Wednesday, Thursday ,
Friday, Saturday

4. Competition

Can you have a words spelling competition in groups:

Rules: 组与组之间进行单词拼读大赛，两个组进行PK, 一个同
学说单词的前3个字母，另一组的同学如果能正确拼出这个单
词，获胜.
Step 2 Presentation and practice

1 Show the reading material:

Dear …, Hello, Mandy. This term , I have six subjects. They
are, Maths, PE, Science, Social Science, Art, Music. I like
Art and Science,. I go to school From Monday to Fri
day
, This
is my timetable.

Mon

Tue

Wed

Thu

Fri

Science

Art

Music

PE

Maths

Maths

Music

PE

Music

Art

Music

PE

Maths

Art

PE

PE

Social Science

Maths

Science

Social Science

Social
Science

Music

Science

Science

Science

T: You can
spell the word
of subjects
and weeks very
well.. Today
I’ve received
an e-mail from
my English
friend
“Roy”, It’s
about weeks
and subjects.
Can you read it
for me?

Step3 Consolidation

检测
Finish the e-mail with the sentences of Unit1~2

Step4 Homework
与
1. 熟背Unit1~2

2. 默写1~2单元四会词句

小结
3. 根据自己的课程表介绍本学期课程和自己喜欢的科目



课堂教学是培养学生创新精神及实践能力的主阵地. 英语教学作为一门语言的
教学
反思
教学，其主要是培养学生的言语技能，本设计能根 据语言学习规律和学生实际情
况来设计教学过程，从学生的兴趣和需要出发，创设了多种教学情景，引导 学生
通过体验——实践——参与——合作——交流等教学方式，为每一个学生提供参
与教学全过 程的机会.






备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 18 课时
课题
Project 1 My school life (Revies1~3 Project 2 A, 1) 2) 3))

1. 在情境中帮 助学生复习1~3单元主要词句，让学生能充分掌握并灵活运用1~3
学习
单元的
单词
和句型.

2. 以“
subject
s ”“timetable” “My
day
”为主题，让学生运用所学句型进行话
目标
题交流，提高语言运用的准确性和逻辑性.

3．培养学生的综合语言运用能力，让学生能综合运用1~3单元词句进行交流.
重点
完成Project1 中的“My day”,并能运用所学词句进行话题交流.
1. 复习时间表达法

难点
2. 让学生能整合三个话题，综合运用所学词句进行话题交流.

流程 学 习 内 容

补充与调整

自
学
预
习
Step 1 Warming up and revision

1. Show time

1) Sing or say a rhyme in groups

Days of the weeks Subjects When do you get up?

Ss: Choose a song or rhyme, sing or chant in groups, then
have a performance

2. Read the e-mail.

1) Read the passage in pairs

2) According to the passage, try to ask and answer in pairs.
You may ask these questions:

a. How many subjects do you have?

b What subject do you like?

c. What lessons do you have on …?

d. Do you like…?

e. Do you have…on …?

Step2 Presentation and practice

1) Review Unit3

T: In last e-mail
from
Roy, he talked about “timetable”
and
subject
s. I’ve got a new letter from him, Look , what
is he talking about?

Show the form of P30 My day

2) try to guess something of the form

让学生根据书上所给表格，猜一猜表格内容.
a. How many
subjects do
you have?

b What subject
do you like?

c. What
lessons do you
have on …?

d. Do you
like…?

e. Do you
have…on …?


3） If you want to know Roy’s day, try to ask some
questions.

Listing some phrases we can use

Review the sentences : When do you…? I …at…

3) Can you act Roy , talk about your day in pairs

4) T: Do you want to know the real Roy’s day?

小组
Show the e-mail.

Dear …,

讨论
Hello, Mandy. It’s Friday today, I get up at 7:00 AM in
the morning and have breakfast at 7:30 AM. At twenty to
与
eight I go to school. In the morning, I have three lessons.
They are I have five lessons Maths , Art , PE. I like PE
交流
best. I can
play
football and run with my friends. I have
lunch at 12:00 PM . In the afternoon I
only
have two lessons.
展示
They are Science and Music. At about 4:40 P.M., I go home.
At 5:30 PM, I do my homework. After dinner, at 7:30 PM, I
watch c
art
oon. At 9:00. PM, I go to bed. This is my
day
. Can
you show me your day?

Yours, Roy


Listing some
phrases we can
use

Review the
sentences :
When do you…?
I …at…

5) Write an e-mail to Roy

a. Finish the form

b. How to write

质疑
Step1
）
What day is it today?

Step2
）
. What lessons do you have today?

拓展
Step3
）
When do you…?

帮助学生总结一下如何完成
e-mail,
应该包含哪些方面的内容

Step1
）
What
day is it
today?

Step2
）
. What
lessons do you
have today?

Step3
）
When do
you…?


检测
与
小结
Step3 Homework
1. 熟背Unit1~3

2. 默写1~3单元四会词句

3. 根据自己的作息时间表介绍自己的一天.


教学
反思

本节课采用了小组合作学习，让他们互相取长补短，朝着小组共同目标互相鼓励、提醒、
帮助共同携手前进，及小组竞赛方式，让他们发挥聪明才智与合作精神，努力完成好每项任
务，然后再进 行小组合作结果互评. 学生反应很好，大部分学生都能积极参与到课堂活动中
来. 但是本节课时间安排上不够紧凑，前松后紧，有待改进.


备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 19 课时
课题
Project 1 My school life (Project1 B)

1. 在情境中帮助学生复习1~4单元主要词句，让学生能充分 掌握并灵活运用1~4
学习
单元的
单词
和句型.

2. 以”My school”为主题，让学生运用所学句型进行话题交流，提高语言运用
目标
的准确性和逻辑性.

3．培养学生的综合语言运用能力，让学生能综合运用1~4单元词句进行交流.
重点
难点
完成Project1 中的“My school”,并能运用所学词句进行话题交流.
让学生能整合四个单元的话题，综合运用所学词句谈论自己的学校省学校图.
流程 学 习 内 容

补充与调整

自
学
预
习
Step1 Warming up

1. Brain storm: Give the key words, say some words or
phrases

1) time 2) week 3) subjects

4) park 5) school

some topics and talk about what sentence we can use
in these topics.

1) My
day
2) My timetable

3) The
subject
I like 4) In the park

Ss: Listing some sentences , then choose a topic to talk
about.

重点讨论第四单元 In the park

Use the sentences : What can you see? Can you see…?

Step3 Presentation and practice

课件出现：You’ve got a new e-mail.

1) 呈现E-mail 的标题： My school life

2) 让学生先预测可能会在Roy的e-mail中出现哪些内容，talk
about it in pairs.可能会出现这些内容：

What can you see in the school?

What subject do you havelike?

What time do you go to school go home?

What do you usually do after school?

3) 呈现P31的e-mail内容

a. Read the passage on P31

b. 对照讨论的希望了解的Roy的学校生活，对照进行回答

c. 根据Roy的学校生活，完成自己的学校介绍.


What can you
see in the
school?

What subject
do you
havelike?

What time do
you go to
school go
home?

What do you
usually do
after school?


1） 完成学校的图

小组
a. cut b. stick c. colour

2) 根据讨论的希望了解的学校生活，完成自己的学校介绍.

讨论
What can you see in the school?

What
subject
do you havelike?

与
What time do you go to school go home?

What do you usually do after school?

交流
3） Write a passage about your school

4) Read it in your group

展示

Step4 Consolidation

质疑
Design a dreaming park. Give the students some useful
phrases and sentence, then introduce it in your group.

拓展

What can you
see in the
school?

What
subject
do
you
havelike?

What time do
you go to
school go
home?

What do you
usually do
after school?

检测
与
小结
Step5 Homework
1. 熟背Unit1~4

2. 默写1~4单元四会词句

3. 根据完成的学校图介绍自己的学校，写一篇小短文.


教学
反思



1.完成补充习题，课课练的相应习题

2. 针对习题中学生的错误资源，查缺补漏，综合复习1~4单元所学内容.

3. 给予学生一 定的学习方法和策略指导，帮助学生整合各单元内容，加强单元间
各话题的逻辑梳理，增强语言运用的逻 辑性和准确性.






备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 20 课时
课题
Unit 5 Seasons （Story time）

学习
目标
重点
难点
1. 能听懂、会读、会说、会写单词：spring, summer, autumn, winter, hot, warm, cool, cold.
2. 能听懂、会读、会说句子：We like springsummerautumnwinter. In …, it is
warmcoolhotcold. We … (具体活动)
3. 会介绍每个季节的气候特征和在每个季节里通常做的事情.
4.
有感情地朗读课文诗歌并表演.

有感情地朗读课文诗歌并表演.
会介绍四季的气候特征并表达在每个季节里通常做的事情.

流程 学 习 内 容

自
学
预
习
Step 1 Greetings and Free talk
1. Greetings
2. Free talk
T: What day is it today? Is it hot today?
Yes, it is ’s hot. I eat watermelons. What do you do on hot days?
S1: I …
S2: I …
T: Good! It is hot, you eat ice creams, drink ice juice and swim…
3. 出示天冷的图片
T: Look, is it hot?
S: No, it’s cold.
T: What do you do on cold days?

S1: I …
S2: I …
T: It’s cold, we can skate. We can make a snowman and ….
Step 2 Show the goals of this unit
--Introduction of the Science Channel Presenters
T: Boys and girls, the Science Channel needs some little television presenters.
Would you like to be the little presenters?
中文字幕：同学们，科普电台需要招聘一批节目主持人. 你愿意成为我们
的小小主持人吗？

小组
讨论
与
交流
展示
T: This month's Science Life focuses on Seasons. (teach: seasons 根据读音规
律拼读sea -son - seasons)
本月“科普与生活”的主题是Seasons，那么就请一同挑战一下本期的魔
鬼培训班吧.
T: Can you go through the four stages. Our slogan is Go, go, let’s go!
Ss: Go, go, let’s go!
T: Let’s go to stage one today.
PPT呈现本节课培训目标与任务
第一阶段：基本气象知识与基本语言素质
1. I know some words about Seasons
2. I can say a rhyme about Seasons fluently.

培训课程：
第一阶段：基本气
象知识与基本语
言素质
第二阶段：语言表
达能力和手脑并
用能力
第三阶段：创造能
力

质疑
拓展
Step 3 Enjoy a song I like four seasons

T: How many seasons are there in a year?
S: Four.
T: What are they? Let’s enjoy a song and try to remember.
(Play the song)
T: What seasons are they? Can you tell me now?
Ss: Spring, summer, autumn, and winter.
Learn the four words:
spring 提醒孩子注意ing的音节，让学生依次拼读ring- pring-spring
summer 比较but，cup，subject，归纳u ʌ,自己试着拼读sum-summer
autumn 强调au ɔ:和ə,并补充T: It’s autumn and we can also say

are the same meaning.
winter 提醒孩子注意in的音节，让学生依次拼读win- winter

检测
与
小结
Step 4 Say a rhyme
T：I like spring. Which season do you like?
S1,2,3: I like …
T: All the seasons are beautiful, here’s a rhyme about Seasons:
1. Listen to the teacher 初步感受chant的节奏
2. Try to say each sentence and learn some new words:
warm 强调arɔ:, 让学生自己完成单词的拼读
cool 比较too, food, zoo，自主拼读
make snowmen （主要是词义的解释）给出一个雪人图片配以单词
snowman， 几个雪人图片配以单词snowmen，提醒孩子红色标注的读音
不同.
Spring, spring,
warm spring.
Summer, summer,
hot everywhere.
Autumn, autumn,
cool autumn.
Winter, winter,
make snowmen
together.

3.
Chant in groups

教学
反思

课始，我利用网络动画《Four Seasons》引出今天的课题，自然过渡到四季的单词教学. 然
后由Spring为例，分别引出warm, fly kites和go boating等. 然后再依次导入其他三个季节的
教学. 美中不足的是，这些都是由我来提问，由学生回答的，没有设计对话让学生来问答.

备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 21 课时
课题
Unit 5 Seasons （Vocabulary & Fun time）

学习
目标
重点
难点
1. 能听懂、会读、会说、会写单词：spring, summer, autumn, winter, hot, warm, cool, cold.
2. 能听懂、会读、会说句子：We like springsummerautumnwinter. In …, it is
warmcoolhotcold. We … (具体活动)
3. 自由地表达每个季节的气候特征和在每个季节里通常做的事情.
4.
仿照书上Fun time 完成“我最喜欢的季节”的英文明信片制作.

能听懂、会读、会说、会写单词：spring, summer, autumn, winter, hot, warm, cool, cold.
自由地表达每个季节的气候特征和在每个季节里通常做的事情.
仿照书上Fun time 完成“我最喜欢的季节”的英文明信片制作.

流程 学 习 内 容

自
学
预
习
Step 1 Review the story
1. Sing a song: I like four seasons
2. Recite and act the poem of story time with music
(上节课没来得及展示的小组进行配乐诗朗诵)
Step 2 Show the goals of this lesson
Science Channel Presenters
T: Boys and girls, I think you all past the first challenge. Let’s go to the next
stage--
第二阶段：语言表达能力和手脑并用能力
T: Do you have confidence? Our slogan is ----
Ss: Go, go, let’s go!
PPT呈现本节课培训目标与任务

Task One语言表达能力I can talk about the four seasons
Task Two手脑并用能力I can make a postcard about seasons.
Step 3 Task One -- I can talk about the four seasons
and guess
（
1
）
It is warm. We fly kites and have picnics.
（
2
）
It is hot. We eat ice creams and go swimming.
（
3
）
It is cold. We make snowmen and go skating.
T: Can you guess this season?
S: It’s winter.
T: Yes. (给出不完全单词_ in _ er )

（
4
）
It is cool. We eat fruit and go climbing.
此环节进行过程中完成板书
T: The season is
S: autumn.
T: Great. (给出不
完全单词_ u _ um
_ ) How to spell?
S1: …
T: And we can also
call it fall.
Ss: Fall.
小组
讨论
与
交流
展示


2. Brain storm
T: Different seasons have different weather, colours, and we do different
activities, eat different food and fruits, dress up in different clothes. Let’s have
a brain storm. Please think about all the related vocabularies, the more, the
better.
S: Discuss
在学生反馈过程中完成板书如下（当学生说到hot,cold, warm, cool这四个
Tips: 四人小组根
据本组季节主题，
说一说与此季节
相 关的词汇（包括
weather气候,
colours, activities
活动, food, fruits,
质疑
拓展

词，要求他们拼写，其他可根据实际情况适时调整）

clothes等等）

检测
与
小结
Step 4 Task Two -- I can make a postcard about seasons.
PPT呈现本节课培训目标与任务
Task One
语言表达能力
I can talk about the four seasons
Task Two
手脑并用能力
I can make a postcard about seasons.
1. T: Look at this postcard. Is it nice? (呈现书上做好的postcard)
Ss: Yes, how nice!
T: It’s Tommy’s card. Let’s listen to him.
2. T: Which season do you like?
T: Can you introduce your favourite season like Tommy?
Tips: Can you introduce(介绍) your favourite(最喜欢的) season?
给出提示语句：
It is … It is … I … I … Too. I like …
Tips: Check these sentences
Step 5 Summary
PPT呈现本节课培训目标与任务
T: Have you finished your postcard? It’s your Show Time

(播放书上Tommy
介绍的音频)
Which season
does Tommy like?
(如果学生听不明
白does，教师可提
示Spring?
Winter?)
Ss: winter
3. Talk in groups.
Invite four Ss to
show.
4. Make a postcard

教学
反思

在进入文本教学后，我布置了各项任务，帮助学生明确学习目标. 首先是Read and choose，
让学生自读课文，找出各个季节相关的活动，并用一句话来描述一个季节. 然后是Listen and
imitate，请学生用心听录音并模仿，而且及时用红笔在书上作朗读标记. 其次是Poem Recital
Party，将学生分成四人一组表演课文. 各项任务清晰明确，学生完成也得心应手.

备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 22 课时
课题
Unit 5 Seasons （Cartoon time & Song time）

学习
目标
重点
难点
1. 学生能够阅读并理解卡通部分的幽默，并能表演故事内容
2. 学生能够模仿卡通部分的故事内容续写故事
3. 学生能够有感情地演唱歌曲A sunny day
4. 学生能够模仿书上的歌曲创编新歌.

1. 学生能够阅读并理解卡通部分的幽默，并能表演故事内容
2. 学生能够有感情地演唱歌曲A sunny day,学生能够模仿书上的歌曲创编新歌.
3. 学生能够模仿卡通部分的故事内容续写故事

流程 学 习 内 容

自
学
预
习
Step 1 Warming up
1. Greetings
2. Show your postcard, introduce and choose excellent postcards.
(让上节课没完成postcard制作和介绍的同学展示)
T: Your postcards are excellent, whose card are the most beautifully? Who can
introduce the season with emotion? Ss: …
Step 2 Show the goals of this lesson
-- the Science Channel Presenters
T: Boys and girls, I’m happy that you come to the last challenge.
PPT呈现本节课培训目标与任务
招聘富有创造力的小小科普主持人

I can create a new song
I can create a new story and act it.
T: Our slogan is … Ss: Go, go, let’s go!
Step 3 Song time
1. Show the picture of Song time, talk about the picture, learn the new words
T: Look at the picture. What can they do?
S: They can fly kites.
T: Yes, they fly kites, because it’s a sunny day.
Learn: (sun 与son同音，图片释义—sunny - sunny day
T: It’s a funny rhyme and it’s also a nice song, can you sing? Try to sing,
please.
1) Listen and learn to sing by yourselves
2) Sing the song together
4. Creat a new song or rhyme
T: We fly kites on a sunny day. What about hot day? Cold day? I have a nice
rhyme, let me show you

给出一些诗歌歌曲题目供学生选择 A hot day, A cold day, A cool day, A
warm day
评价第一项任务：歌曲创造的完成情况（屏幕出示笑脸和掌声，学生自己
贴上过关贴画）
T: Great! We can create a new song. Let’s go on to the story.
Step 4 Cartoon time
1. Show the picture of a bag with a fish
T: Look! What’ s this? S: It’s a green bag.
T: Today our story is about the bag. Whose bag is it?
Learn: Whose (给出单词who， Chinese)
2. Watch the cartoon and get the answer
T: Whose bag is this? S: It’s dog’s.
3. Show the picture of another bag with a fish
T: Look at that bag in dog’s hand. Whose bag is that?
(Read the story) S: it’s Sam’s bag.
T: How do you know? S: She has my bag! (Learn: has)
4. Dicuss: What do you think of Sam and the dog?
S:（中文回答也可以）粗心，迷糊
出示最后一幅图，It’s my bag! She has my bag!
2. Say a rhyme
A sunny day
It’s a sunny day.
It’s a sunny day.
Gu-li, gu- li.
Let’s fly kites. Let’s
fly kites.
Gu-li, gu-li, on a
sunny day.
1) Listen and chant
2) Chant in groups
3) Chant together
3. Sing the song

小组
讨论
与
交流
展示
A hot day
It’s a hot day.
It’s a hot day.
Gu-li, gu- li.
Let’s go swimming.
Let’s go swimming
Gu-li, gu-li, on a
hot day.
T: is it funny? It’s
your turn.. Choose
a title and creat a
new song or
rhyme? Go, go,
let’s go!

T: How to read the two sentences? Discuss in two.
S: （学生讨论揣摩语气并朗读）

质疑
拓展
5. Pracitse reading in pairs.
6. T: It’s lucky they find their own bag at last. What will the story continues?
Sam和little dog 归还彼此的包时会说什么呢？(让学生大胆想象，随便谈
一谈
7. Set an example for Ss to act the cartoon. Try to act it in pairs

Step 5 Create a new story
1. T: Sam is careless. But Bobby is careful. Look!
课件出图：Bobby和爸爸去坐在去park的bus上，捡到一个robot，在
辛 苦询问了Miss Panda, Mr Tiger之后，最终找到了失主Miss Bird…
2. 你还有其他的创意吗？也可以编一编.
Tips：模仿书上的故事，小组内改编新故事，并把它演出来.
3. 根据表演情况，评价给星.
Step 6 Summary
eg: I’m sorry. Here
your are. Your bag
is nice. It’s a fish
on your bag. Our
bags are green…)

T: Boys and girls,
I’m very glad you
have successfully
passed all the
challenges.
检测
与
小结

评价：颁发科普主持人聘书

教学
反思


< br>在课文表演这一环节之后，我设计了写一写你最爱的季节的小诗这一环节，不仅可以帮
助学生巩固 新授的单词和句型，还可以抒发学生的情感. 欠缺的是，学生的诗歌都是模仿文本
来写，各个季节所做的活动也是和书上一模一样，比较单调. 在学 生预习和课上掌握情况良好
的基础上，我应该多补充一些内容，比如冬天，除了堆雪人和溜冰以外，还可 以补充go skiing,
have snowball fights等等，扩展学生的知识面.

备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 23 课时
课题
Unit 5 Seasons （Sound time, Checkout time & Ticking time）

学习
目标
重点
难点
1. 能够熟练说出本单元有关季节的词汇.
2. 能综合运用本单元学到的句型谈论四季.
3. 能体会字母i的发音ai.
4.
能对照Ticking time的三个目标进行客观的自我评价.

能综合运用本单元学到的句型谈论四季. 能体会字母i的发音ai.
学生能够掌握元音字母i在开音节中的发音.
能对照Ticking time的三个目标进行客观的自我评价.

流程 学 习 内 容

自
学
预
习
Step 1 Warming up
1. Greetings
2. T: Science Life is broadcasting. The title of it focuses on Seasons. Little
presenters, are you ready?
S: Yes, go, go, let’s go!
屏幕显示：Science Life节目开播了，小主持人， 你们准备好了吗？我们
会在每个节目结束后进行评分，得到★最多的即将当选我们的“金话筒”
奖！
Step 2 Sing a song Say a rhyme
T: Well done, boys and girls. You have got so many vocabularies about
seasons. I think you like all the seasons very much. And it’s time to show your
songs or rhymes about different seasons.
Step 3 Play a game
No NG in Thirty Seconds三十秒不NG
Tips: 四人小组三十秒内说出有关季节的单词或词组，尽可能多，不要重
复
评分规则：五个以下 ★
五至七个 ★★
八个以上 ★★★
Step 4 Talk show
1. 出示checkout time 所有图片
T: Boys and girls, let’s have a talk show of seasons. But I’m sorry these
pictures are in a mess. Can you match relative ones in one minute?
Ss: (Match)
Feedback

2. OK, it’s your show time. You can begin your talk show like It’s spring. It’s ..
In spring, I … You can prepare in four.
Tips: 四人小组，每人选择一个季节并根据图片提示来说一说.
Step 5 Have a rest - tongue twister
T: Your talk show is excellent. I want to have a try too. Listen!
T: I like spring. It’s nice. I like to fly a kite.
PPT显示句子I like spring. It’s nice. I like to fly a kite.
红色标注字母i
T: Look at the sentence. These words all have the letter ‘i’, what does ‘i’
pronounced as?
S: ai
T: Look at my mouth, open it big or small. Try to imitate.
S: Read one by one.
T: Read the sentence.

4. T: Can you read these syllables? Chi, ki, li, ti, whi, mi
T: Can you read these words? Chinese, kite, like, time, white. （在读同时
出图释意）
Tips：小组内比赛绕口令，选出口齿最伶俐的和别组PK一下吧！
6. 小结并给出评分标准
I know the sound of letter “i”, 我正确朗读含有字母i的单词组成的绕口令
★
S: A hot day
It’s a hot day.
It’s a hot day.
Gu-li, gu- li.
Let’s go swimming.
Let’s go swimming
Gu-li, gu-li, on a
hot day.
评分规则：
能欢快演唱书上
歌曲A sunny day
★
能演唱或朗诵自
创歌曲或小诗 ★
★
能加上表情和动作演
唱或朗诵自创歌曲或
小诗
★★★

小组
讨论
与
交流
展示
评分规则：
四位主持人分工
明确，基本完成对
介绍内容 ★
四位主持人配合
默契，介绍中基本
无口语错误★★
四位主持人配合
默契，遣词造句无
误，声情并茂地展
开介绍★★★

5. Say the tongue
twister
Tom, Mary and
Mike. All like the
kite.
质疑
拓展

I know the sound of letter “i”, 我流利朗读含有字母i的单词组成的绕口令
★★
I know the sound of letter “i”, 我正确大声快速朗读含有字母i的单词组成
的绕口令★★★

检测
与
Step 6 Summary
T: Discuss in groups, see how many stars have you got together? Who can get
the Golden Mike Award?
T: Well done! Congratulations! Group…., it’s your present today.

小结

最后一个版块都是Ticking time，帮助学生自评. 在课堂教学中，我们教师也应该注意对
学生每一次的评价运用. 评价可以使学生认识自我，树立自信. 每当学生得到老师由衷的赞美
和同学的啧啧称赞都会迸发更多的学习热情. 在课堂中，我更多地关注后 进生和内向的学生，
尽可能地给他们创造语言运用的机会，也尽可能地给予他们鼓励和掌声.

教学
反思







备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 24 课时
课题
Unit 6 Whose dress is this？(Story time)

学习
目标
重点
难点
1. 能听懂、会说、会读单词：too, trousers, gloves, so, dress, party.
2. 能初步用以下句型 Whose … is thisthat? Whose … are thesethose? It’s They’re my
father’s… 询问和交流物体的主人.
3. 能正确理解课文内容.
4. 能够较准确的朗读课文并在教师的指导下尝试表演.

1. 能听懂、会说、会读单词：too, trousers, gloves, so, dress, party.
2. 能初步用以下句型 Whose … is thisthat? Whose … are thesethose? It’s They’re my
father’s… 询问和交流物体的主人.
3. 能正确理解朗读课文内容. 能够较准确的朗读课文并在教师的指导下表演.

流程 学 习 内 容 补充与调整

自
学
预
习
Step 1. Warming up & Free talk
师课前安排男女生各一名和教师一起盛装打扮进入教室.
T: Hello! Boys and girls!Ss: Hello! （兴奋）
T: We dress up in beautiful clothes today. T: Look at my sweater.
S1, 2, 3: It’s… T: It’s my mother’s.
Boy: Look at my cap. S4, 5, 6: It’s …
Boy: It’s my father’s. Girl: Look at my skirt.
S7, 8, 9: It’s … Girl: It’s my sister’s.
T: Do you like our clothes today? Ss: Yes. How nice! It’s great.
T: We are going to a Fancy Dress Party
Learn: Fancy Dress Party
齐读若干遍理解意思即可
T: Would you like to go to the Fancy Dress Party? Ss: Sure.
T: Let’s go to the shop to buy some clothes first.
Step 2 Lead in – Sing a song The clothes shop
1. T: Here we are. 课件出示服装店图和音乐
Ss: OK. (Sing a song The clothes shop
四上歌曲
)
Blue skirts and T-shirts, yellow shoes and socks.
They’re very cheap and they are very good.
You can try them on. You can buy them all.
Ha! Ha!
2. T: What clothes are in the shop?
S: Blue skirts and T-shirts, yellow shoes and socks.
T: What other clothes in the shop? S: (简单列举之前学过的服饰类单词)
T: Let’s go and see.
PPT 出现动画服饰礼盒打开： dress gloves trousers
1. 单词配以夸张
的服饰图片学习
(1) gloves 根据拼
读规律学习
love-glove- gloves-
a pair of gloves
T: What are these?
S: They’re gloves.
T: (通过动作和图
片引导学生说)
They’re …
Ss: Big.
(2) trousers 按音
节拼读tr – ou
–sers ，强调oua
ʊ的读音，a pair of
trousers.
T: What are those?
S: They’re
trousers.
T: (通过动作和图
片引导学生
说)The trousers
are .. S:
Long.

Step 3 Presentation
(3) dress (在之前的Fancy Dress Party中已接触，这里强调它的两种不同含
义)连衣裙；打扮装扮
T: What is it? S: It’ s a dress.
T: The dress is …(通过动作和图片引导学生说)
S: Short
2. Chant
T: These clothes are fun. Let’s chant about it. Listen to me, first. (节奏声)
Learn: too太…
强调读音try this on 和try these on
S: Chant together.
3. Change some words and try to make a new chant.
课件显示：图片T-shirt- small, gloves-big

Step 4 Enjoy the story
1. T: Good, some children are going to the Fancy Dress Party, too. Who are
they? (出示图4)
S: They’re Yang Ling, Mike, Su Yang and Su Hai.
2. Listen and tick.
T: They dress up in funny clothes at the party. What clothes are they talking

Chant:
Dress, dress, my
dress is too short.
Try on, try on, you
can try this on.
Trousers, trousers,
your trousers are
too long.
Try on, try on, you
can try these on.
Ha! Ha!
小组
讨论
与
交流
展示

2. Detail reading
and underline
T: Well done! You
are read carefully.
(屏幕将刚刚
match图中Su
质疑
拓展

about? Let’s listen and tick. （出示图片选项：trousers, shoes, T-shirts, gloves, Yang戴手套图和
dress, socks, jacket, cap） Helen穿裙子图放
Tips: 仔细听一听，找出孩子们谈论的服饰. 大)

Ss: Listen and tick.
Check

Please find relative sentences and underline.
Tips: 请把谈论gloves和dress主人的语句勾划出来.
3. Listen and repeat.
引导学生有感情地朗读：They’re so big. It’s so beautiful.
4. Read in groups of four
T: You read very well. Let’s read in four. (小组内按照一至四号的顺序朗读)
5. Read the story together
Step 6 Consolidation
Make a new dialogue.
T: Liu Tao, Yang Ling and Tim are at the Fancy Dress party, too. Look! They
dress up in funny clothes. What are they talking? Let’s make a new dialogue
according to the story time.

Step 5 Act the
story
★Read fluently
流利的朗读
★★Read fluently
and beautifully 流
利、有感情地朗读
★★★Act it out
emotionally 有感
情地表演
检测
与
小结

本节课的教学目标放在课的开始，让学生有一个了解，然后以ticking time的
形式将目标分解，在每个部分学生达到目标之后都进行评价. 我本来是觉得这样学
教学
生可以对自己已经掌握的内容比较清晰，知道本节课学习到了什么. 不过听了徐老
师的点评之后，发现这样做不进破坏了评价的整体性，而且也在教学流程中显得
反 思
比较突兀，不够衔接. 今后在对ticking time的设计还要针对不同的课型，符合学
生的认知发展规律，让评价真正落到实处.

备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 25 课时
课题
Unit 6 Whose dress is this？(Vocabulary & Fun time)

学习
目标
重点
难点
1.. 能够熟练说出服饰类单词dress, coat, shirt, sweater, trousers, gloves, jeans, shorts.
2. 能用句型Whose … is thisthat? It’s …’s. Whose … are thesethose? They’re …’s.谈论物品的
所属.
3. 能演唱课外歌曲I am a cowboy.
4. 小组内合作完成Fancy Clothes设计宣传海报

1. 能够熟练说出服饰类单词dress, coat, shirt, sweater, trousers, gloves, jeans, shorts.
2. 能用句型Whose … is thisthat? It’s …’s. Whose … are thesethose? They’re …’s.谈论物品的
所属.
3.小组内合作完成Fancy Clothes设计宣传海报.
流程 学 习 内 容 补充与调整

自
学
预
习
Step 1 Review the story
ngs
for the story(集体完成)
Step 2 Show the goals of this lesson
T: Helen, Mike, Su Hai and Su Yang are at the Fancy Dress Party. Would you
like to go to the party?
Ss: Sure.
T: If you want to go to the party, you try to sing lovely song of the party. You
should have some fancy clothes and show your clothes through the group’s
poster. Can you?
课件呈现Tips:
如果你想参加我们的Fancy Dress Party，你必须：
1.学会唱party上的song；
a fancy clothe，并且通过海报宣传把小组内的服装设计图展示给大
伙看.
歌曲和服装设计在得到大伙的一致认可后便可跟我们一同前往Fancy
Dress party!
Step 3 Task One: Sing a song I am a cowboy
(歌曲下载网址
http:_
)
1. Enjoy the song
T: I would like to go to the party, too. And I want to dress up as a cowboy.
图片cowboy，学生自己通过旧知cow和boy，理解学习cowboy.
T: The name of the song a I’m a cowboy. Are you ready for the song?
Ss: Ready.
T: Good! While you enjoy the song, please try to remember the clothes of the
cowboy, the more, the better. Ss: Enjoy the song.
歌词：
Look at my new
shirt, shirt, shirt.
Look at my new
jeans, jeans, jeans.
Look at my new
hat, hat, hat.
I am a cowboy.
Look!
Look at my new
sweater, sweater,
sweater.
Look at my new
jacket, jacket,
jacket.
Look at my new
boots, boots,
boots.
I am a cowboy.
Look!


2. Check and learn the new words: shirt, jeans, sweater
，
hat, boots
（1）shirt 和T- shirt比较，重点通过图片展示词义；
（2）jeans 通过和eat tea归纳ea读音规 律，自主拼读jeans，并强调jeans
和trousers一样都是以复数形式出现.
（3）sweater 通过和bread, breakfast, ready归纳ea读音规律，自主拼读
sweater
（4）hat和cat, mat 放在一起归纳自主拼读
（5）boots和too，zoo，room放在一起归纳自主拼读
T: What other clothes words do you know?
S: 列举若干词
T: Can you read these two words: coat, shorts
(6)coat 和boat比较，自读
(7)shorts 学生自己通过旧知short，容易掌握发音，强调shorts 和jeans,
trousers一样都是以复数形式出现.
3. Listen and repeat all the words after the tape
4. Chant the song
以chant的形式诵读歌词
5. Sing the song together

6. T: (评价) Well
done, boys and
girls. You can sing
the song of the
Fancy Dress Party.
You pass the first
challenge.
Congratulations!
Here are your
gifts—Two games
for you.
7. Game : Puzzle
拼图游戏：
用英语告诉老师
散乱的拼图是什
么服饰.

小组
讨论
与
交流
展示

质疑
拓展
Step 4 Fun time: Guess and say
T: Let’s play another game: Guess and say.
1. 游戏准备：
3. Make an example （T, S1, S2, S3）
T: Whose sweater is this? Guess! S1: Is it S4’s?
T: No. You’re wrong. S1: Is it S5’s?
T: Yes. You’re right.
猜出主人之后，由S1问S2， 接着由S2问S3，依次进行游戏.
4. Play the game in groups.
让我们比一比哪组得★最多，你们将得到最多的装饰sticker.

Step5 Task Two: Make a poster Our Fancy Clothes
1. T: Let’s go on to the second challenge. Make our posters. How to make the
animal poster? （展示若干成品图）
Here are three steps:
One：小组内四名同学各自为自己的图片配上英语文字说明：
Two：写好后，将四张图片贴在一起，贴出漂亮的图案.
Three：不要忘记在醒目的地方配上我们的主题：Our Fancy Clothes
2. Introduce your poster
Tips：介绍获得台下半数以上支持的小组即通过party入场资格.

2. Ss watch the
cartoon, see how
to play.
Rules: 四人小组
拆开信封，轮流展
开问答
y
（组织学生将图
片放回信封归还
给主人）

S1,2, 3,4: Hello!
Good morning,
boys and girls.
Look at our fancy
clothes!
Step 6 Goodbye
T: Let’s meet at the
Fancy Dress Party
next class.

检测
与
小结
本节课拓展部分的重点我把握得不是很到位. 我本来是想将化妆舞会与购买
服装联系起来，在 用到描述衣服句子的同时可以复习买东西的用于，让学生学以
教学
致用. 但是，这样简单的拓展是不够的，本单元的重点句型应该是Whose…is
this?It’s…’s以及它的复数形式. 我忽视了这一句型的操练，没有在拓展活动中体
反思
现出来，是不恰当的.

备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 26课时
课题
Unit 6 Whose dress is this？(
Rhyme time & Cartoon time
)

学习
目标
重点
难点
1. 复习上节课所学的关于服饰的单词，能进一步熟练拼读.
2. 复习上节课所学的句型，能进一步熟练运用.
3. 能够有感情地诵读歌谣Whose cake is this? 并能模仿改编新的歌谣.
4. 能够阅读并理解卡通部分的幽默，并能表演故事内容.
5. 能够模仿卡通部分的故事内容续编故事.

1. 能够有感情地诵读歌谣Whose cake is this?
2. 能够阅读并理解卡通部分的幽默，并能表演故事内容.
3. 能够模仿卡通部分的故事内容续编故事.

流程 学 习 内 容 补充与调整

自
学
预
习
Step 1. Warming up & Free talk
1. Free talk
T: Good morning, boys and girls. You dress up in fancy clothes today.
Hey, S1. Whose shirt is it?
S1: It’s my father’s.
T: Hello, S2. Whose trousers are they?
S2: They’re my mother’s.
T: Talk about your fancy clothes in groups.(可以谈论上节课制作的海报，也
可以就今天的装扮谈论)
2. T: Welcome to the Fancy Dress Party. Are you ready?
Ss: Ready! Go!. Let’s go.
3. T: Stand up, boys and girls. Let’s sing and dance together.
T&Ss Sing the song I am a cowboy.
4. T: We will have some games and acting at the party today. If you can get
stars when you’re playing. Let’s see which team can get more stars. (学生分
成两组) Enjoy your party, go!
Step 2 Game time
1. Game: No NG in Thirty Seconds三十秒不NG

评分规则：大声说出单词并拼写正确 ★★★ 大声说出单词 ★
★


Tips: 四人小组三
十秒内说出有关
服饰类的单词，尽
可能多，不要重复
评分规则：八个以
上 ★★★
五至
七个 ★★
五个
以下 ★
2. Good memory
Tips: 大声说出屏
幕上闪过的图片
或单词并拼写出
来.

小组
讨论
与
交流
展示
Step 3 Rhyme time
1. T: There is some delicious food at the party. Can you guess what is it?
S: … T: Look!
S: It’s a cake. T: Yes. It’s a birthday cake.
Whose cake is this?
Listen to the rhyme and then tell us.
2. Listen to the rhyme and find the answer
T: Whose cake is this? S: It’s Chris’s.
T: There are some other nice snacks at the party, let’s go and see. Try to make
some new rhymes about them.
课件出示hamburger, pie, egg, milk, juice 等图
Tips：注意单复数哦！
提醒学生如果选物品为复数，最后小诗一句应为： Let’s eat them by the
lake.
3. Rewrite a new rhyme
Oh, … Oh, … Whose …
It’s They’re … Let’s eat it them by the …
5. Let’s say the
rhyme
sentence by
sentence.
6. Say the rhyme
together
7. Say the rhyme
in groups
8. Rewrite a new
rhyme

4.
T: Come to the blackboard it’s your Show time

质疑
拓展
Step 4 Cartoon time
1.课件出示cartoon time第一幅图的大刺球
Learn: hedgehog
2. Read the story, Get the answer to the question: Can Bobby play with the
hedgehog? How do you know?
3. Listen and
repeat.
Learn the new
word: (1) move
mu:v Who can

3. 提醒孩子们注意图三
(1) What’s the matter? 标注出学生学过的mat，自主拼读matter.然后给出
句子意思：怎么了？
(2) My hand hurts.
标注出and，学生自主拼读hand, hurts强调ur的读音.
Practice in pairs
move? 让学生做
动作理解意思
(2) I think so. 语
境中理解意思It
means I think it’s a
ball.
1. We are having a
good time at the
Fancy Dress Party.
Are you happy?
2. 总结得星的情
况.

检测
与
小结
Step 5 Rewrite a new story
1.课件出图：大自然中有很多像刺猬一样会自我保护的动物.

2. （蝴蝶的图片放大）
Tips：模仿书上的故事，小组内续编新故事，并把它演出来.
有帮助的语句：Is it a leaf? It is flying.
3. 根据表演情况，评价给星.
Step 6 Summary and Evaluate
要创设情境，并在情境中教授一些课文中的难点或重点，可以是难读的单词或
句子. 我创设了本节课老师要带领大家在班级举办fancy dress party,并出示实
教学
物：skirt,cap,T- shirt, socks,通过出示这些已学物品让学生能正确评价：It’
s They’re niceso bigtoo long.通过以旧带新的方法，我接着再出示了story
反思
time中的出现的衣服实物：dress, trousers，此时除了引导学生评价，还要引导
孩子问Whose...is thisare these?以及回答：It’s They’re ...’s..


备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 27 课时
Unit 6 Whose dress is this？(Sound time, Checkout time & Ticking
课题
time)

学习
目标
重点
难点
1. 能够熟练说出有关服饰类词.
2. 能熟练地运用本单元所学句型进行交际.
3. 能够掌握元音字母i在单词中的读音.
4. 能在教师的引导下客观地对自己的学习情况做出评价.
5. 掌握’s的表示物主关系的用法，并理解区分名词所有格同其他缩写形式的不同意义.
1. 能熟练地运用本单元所学句型进行交际.
2. 学生能够掌握元音字母i在单词中的读音.
3. 学生能在教师的引导下客观地对自己的学习情况做出评价.
流程 学 习 内 容

补充与调整

自
学
预
习
Step 1 Show the goals of this lesson
Step 2 Revision
1. T: Are you ready for the class? Let’s sing a happy song I’m a cowboy.
Ss: Sing a song
2. Make a words card of Clothes
Tips: 四人小组在规定时间内，在各自Clothes单词卡上尽可能多写下你
所知道的服饰单词. 写对最多组获胜.
Ss make a words card of Clothes
T: (check) Times up! Let’s see how many words can you write? Ss:
T: Good job! You can draw some funny pictures beside these words, then stick
them at the English Corner.
评价(Ticking time 内容)
（
1
）
I can say and write the names of some clothes.
Step 3 Checkout time
1. Have a chant: Whose puppy?
T: Whose puppy hat dress doll is this? S: It’s …’s.
2. Show the pictures of checkout time
T: Look at these clothes. Whose clothes are they?
Can you discuss and guess in pairs.
Pair work.
3. Open your books and fill in the blanks.
4. Invite Ss to write on the blackboard.
Check and remind Ss: Don’t forger ’s
5. Summary: Note the ’s 注意’s的用法
1. 词组中is或us的缩写
(Ticking time 内
容)
（
1
）
I can say and
write the names of
some clothes.
（
2
）
I can use
“whose” to ask
questions.
（
3
）
I know the
sound of the letter
“i”.

（
2
）
I can use “whose” to ask questions.
Step 4 Sound time
1. Say a rhyme: Whose cake is this?
2. 标注小诗中部分单词中的i
Oh, Chris! Oh, Chris!
Whose cake is this?
It’s my cake.
Let’s eat it by the lake.
T: Look at these words. They all have the letter ‘i’, what does ‘i’ pronounced
as?
S: i
T: Look at my mouth, open it big or small. Try to imitate.
S: Read one by one.
3. Read the words and sentence of sound time
4. T: Can you read these syllables? ig, it, il,
T: Can you read these words? big, sit, hill
（在读同时出图释意）
5. T: Last unit, we have learnt another pronunciation of ‘i’, what is it? ai
T: What’s the difference between them? When is it pronounced as ‘ai’, when
is it pronounced as ‘i?’
出示：Chinese, kite, like, time, white
(1) She’s = She is;
He’s = He is; It’s =
It is; What’s =
What is; Who’s =
Who is; Where’s =
Where is; How’s =
How is.
(2) Let’s = Let us
2. 在人名后加’s
可以表示所属关
系，如本单元中出
现的
评价：(Ticking
time 内容)
小组
讨论
与
交流
展示

评价：(Ticking
time 内容)
（
3
）
I know the
sound of the letter
质疑
拓展

English, fish, him, music, pig
T: 教师讲解：开音节中发ai，重读闭音节中发i.
5. Enjoy a song. i的发音
Step 5 Summary & Evaluation
1. T: What can we learn from this lesson?
S: I can …
2. T: Good, we can do so many things.
T: Discuss in groups, see how many stars have you got together?

“i”.

检测
与
小结

教学
反思








课堂中我还有不少小的细节没有处理得当，例如课堂用于不够熟练和清晰，
以至于部 分学生不能快速理解我的意思，而我的示范做得也不到位，而这两点我
都能从其他两位老师身上学习到很 多.

备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 28 课时
课题 Unit7 What’s the matter? (Story time)
1. 能听得懂、会说、会读和会拼写单词ill, tired, water, happy, thirsty.
2. 能听得懂、会说和会读日常交际用语What’s the matter? I’m... Come and have...
学习
Good night. Can I have...?
3. 通过学习，学生能用贴切的形容词表述自己的感觉.
目标
4. 通过多种活动，激发学生 的兴趣，使学生更加喜欢上英语课；并能在日常生活
中学会经常关心、帮助他人，有一份爱心.
1. 能听得懂、会说、会读和会拼写单词ill, tired, water, happy, thirsty.
2. 能听得懂、会说和会读日常交际用语What’s the matter? I’m... Come and have...
Good night. Can I have...?
难点
3. 通过学习，学生能用贴切的形容词表述自己的感觉.
重点
流程 学 习 内 容 补充与调整

自
学
预
习
Step1 Warming up
1. Greetings.
2. Free talk.
T: What day is it today? What lessons do you have today?
S1:It’s ... We have ....
T: Do you like PE.
S: Yes, I do.
T: OK. Please follow me.
3. Follow me.
组织学生做一个Follow me 的游戏.
Stand up—Run—Jump. Can you jump like this?（做高抬腿）多做
几次，让学生累累. 然后说：I’m tired. What’s the matter? Are you
tired? 引导学生说：Yes, I am. I’m tired. （师带读tired，开火车
读）
4. T: Today we’re going to learn Unit 7 What’s the matter? 生齐读
课题.
Step2 Presentation
1. Learn: hungry
(1) T: Boys and girls, are you OK now? Let’s listen to a rhyme:
Whose cake is this? T: This is not Chris’s cake. It’s my cake. Now
I’m hungry.（手摸肚子做饥饿状）然后带读单词hungry，生开火
车读并加上动作.

组织学生做一
个Follow me
的游戏.
Stand up—Run
—Jump. Can
you jump like
this?（做高抬
腿）多做几次，
让学生累累. 然
后说：I’m tired.
What’s the
matter? Are you
tired? 引导学生
说：Yes, I am.
I’m tired. （师带
读tired，开火车
读）

2. Learn: Come and have a pie.
(1) 师边说：I’m hungry.边做动作. 学生跟着一起做，然后师问
一生：Are you hungry? 若学生说：Yes, I am.师就边端出一个馅
饼，边说Come and have a pie.请该生到台前.
小组
(2) 领读：Come and have a pie. Chant: Come and have（右手招手，
食指指着嘴唇. ） Come and have（左手招手，食指指着嘴唇. ）
讨论
Come and have a pie.（双手招手，食指指着嘴唇，然后在空中画
一个大圈. ）Ah...Yummy.
与
3. 整体感知对话
(1) T: We are hungry. How about Liu Tao? What’s the matter with
交流
Liu Tao?
课件出示刘涛的图片，让学生看图来猜一猜
展示
(2) Watch the carton and then answer the questions.
( ) ----What’s the matter with Liu Tao? ----He’s________.
A. hungry B. ill C. thirsty D. tired

(2) 领读：Come
and have a pie.
Chant: Come
and have（右手
招手，食指指着
嘴唇. ） Come
and have（左手
招手，食指指着
嘴唇. ）Come
and have a pie.
（双手招手，食
指指着嘴唇，然
后在空中画一
个大圈. ）
Ah...Yummy.

4. Watch again 6. 生在小组内
让学生再次观看动画，并思考问题：Liu Tao wants to___________.朗读对话，然后
讨论并回答问
质疑
生选一选
A. have a pie B. have some water C. go to bed 题：
拓展
5. 生跟读课文录音，注意让学生模仿正确的语音语调，师注意a. Is Liu Tao ill?
长、难句的朗读指导.
b. What’s the
6. 生在小组内朗读对话，然后讨论并回答问题： matter with Liu

a. Is Liu Tao ill?
b. What’s the matter with Liu Tao?

Step3 Consolidation
1. 生自由朗读对话，可以自己读，可以在小组里读，也可以读
给老师听.
2. 学生小组内分角色朗读、表演对话. 评出“最佳表演奖”.

Tao?

检测
与
小结
2. 学生小组内
分角色朗读、表
演对话. 评出
“最佳表演奖”.

本课教授的是四年级下册第7单元的story time内容. 要求学生掌握四个四会
教学
单词，能用贴切的用形容词以及can I have...?Here you are等句型进行对话，并能
在生活中帮助他人. 本节课中tired和thirsty比较难读，除了听录音跟读，教师可
反思
以根据音标进行教学，教师在板书的时候也可以让学生拼写，提高学习效率.





备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 29 课时
课题 Unit7 What’s the matter? (Fun time & Cartoon time)
1. 通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy.
能够听懂、会说、会读句型What’s the matter? 以及应答句I’m….
学习
2. 在表演游戏中，
3. 通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter? 以及应
答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助.
目标
4. 能够理解Cartoon time故事内容并能生动表演.
1. 通过情境表演巩固所学感觉类单词，能听懂、会说、会读thirsty, ill, tired, happy.
重点
2. 在表演游戏中，能够听懂、会说、会读句型What’s the matter? 以及应答句I’m….
3. 通过小组合作及表演游戏，学生能够熟练运用句型What’s the matter? 以及应
难点
答句I’m…并能熟练运用单词表示感觉，同时给予同伴正确具体的帮助.
流程 学 习 内 容 补充与调整

自
学
预
习
Step1 Greeting and free talk
1. Greeting
T: Hello, boys and girls. I’m very happy today.
2. Free talk
T: I like English very much. How about you? What subjects do you
like?（问2~3人）
T: I’m very happy to know all of you like English. In this lesson,
let’s talk about feelings、use “What’s the matter?” well and act out
the Cartoon time. OK?
Step2 Presentation
1. Revision
T: Good. Let’s play a game first, OK?
（课件出示看单词、图片、句型，大声朗读，完成后进行Ticking）
T: You did very good job. Are you happy now? What about Liu
Tao ? What’s the matter with him? Do you remember? Let’s have a
look.
（课件出示，看图和句子进行判断）小组讨论后回答
2. Fun time
T: Liu Tao is tired. And I’m a little tired too. I want to play a game.
Do you want to play with me? Let’s look at the rules. Who wants to
come here and play with me?

（课件出示看
单词、图片、句
型，大声朗读，
完成后进行
Ticking）
T: You did very
good job. Are
you happy now?
What about Liu
Tao ? What’s the
matter with
him? Do you
remember? Let’s
have a look.
（课件出示，看
图和句子进行
判断）小组讨论
后回答

师生、生生示范一组. 通过纸牌配对游戏进行练习. 两人一组轮
流抽牌，根据牌面上的fe elings做表情或者肢体动作，另一人进
小组
行猜测并给予具体的帮助，最先全部完成的小 组获胜. 请几组进
行表演，完成后进行Ticking
讨论
3. Cartoon time
T: You are great and you can guess well. What’s the matter with
与
Bobby? Can you guess? Let’s have a look.（出示第一幅图）
T: Let’s watch and try to find the answer.（观看动画，找出答案）
交流
T: 一幅一幅跟读，重点模仿语音语调.
T: Read in 4.（根据角色全班朗读，读到自己角色起立大声读）
展示
T: Act in 4.（反馈3组，教师帮助学生站位及道具使用）Ticking

Step3 Consolidation
【巩固提高、自我总结】
质疑
1. Summary
T: We know Bobby is happy now. And I think that helping others
拓展
can make you happy. But how? 引导学生思考不同的情况如何
进行帮助Say this in a different way.
2. Show time
师生、生生示范
一组. 通过纸牌
配对游戏进行
练习. 两人一组
轮 流抽牌，根据
牌面上的
feelings做表情
或者肢体动作，
另一人进行猜
测并给予具体
的帮助，最先全
部完成的小组
获胜. 请几组进
行表演，完成后
进行Ticking

引导学生思考
不同的情况
如何进行帮
助Say this in
a different
way.

We know how to help others now. Try to make a dialogue in 4.
（课件出示相应情境的图片）示范一组.

Step4 Homework
1. Read Cartoon time three times.
2. Preview Sound
time、Rhyme time、
2. Preview Sound time、Rhyme time、Checkout time and Ticking time after Checkout time and
class.

Ticking time after
class.

检测
与
小结
教师可以根据音标进行教学，教师在板书的时候也可以让学生拼写，提高学
教学
习效率. 由于条件的限制，给学生奖励时可以用卡片、贴纸代替实物，学生在角色
表演时可以 有针对性的奖励，例如，小组内选择表演最好的，各小组中选择表现
反思
最好的，提高学生的学习兴趣.







备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 30 课时
课题 Unit7 What’s the matter? (
Sound time
)
1. 能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I
学习
have …? Here you are. Come and have … I want to … Good night.
2. 能听懂、会说、会读、会写单词thirsty, water, ill, tired, happy.
目标
3. 能听懂、会说、会读单词dear, Mrs, speak.
4. 学习字母o在单词中的读音əu，能听懂、会说、发音准确.
重点
难点
能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …?
Here you are. Come and have … I want to … Good night.
流程 学 习 内 容 补充与调整

Step1 Review
1. 教师出示Story time多媒体视频.
全体同学跟读一遍.
’s the matter, Tao tao?
复习thirsty 和tired这两个单词的读法.
3. 请3名同学
角色扮演.
4. 老师，男女生
共同表演一次.
要读准词语的
发音.

自
学
预
习
同时利用What’s the matter?
I’m…来操练6个新词.
3. 请3名同学角色扮演.
4. 老师，男女生共同表演一次. 要读准词语的发音.

Step2 Sound time
小组
讨论
与
交流
展示
1. Show the words: go, home, no, nose, open
T: Here we have two new friends. Can you read their name?
2. Read after the music.
3. T: Can you give me more words with letter “o” pronounced əu ?
Discuss in groups of four. I’ll give you one minute. 引导学生试着
找出含有相同音素的单词,让学生进一步体会读音. （T板书的时
候注意分类）

引导学生试着
找出含有相同
音素的单词,让
学生进一步体
会读音. （T板
书的时候注意
分类）

4. 读一读这出含有字母o的单词，根据o的不同发音将单词进
(1) ( )close
行分类.
homework
(2)( ) so
质疑
5. 牛刀小试：读一读，想一想，判断划线部分读音是否相同.
拓展
(1) ( )close homework (2)( ) so coffee (3)( ) open coffee
nose

(3)( ) open
nose

检测
与
Step3 Homework
1. 听录音会读Rhyme time.
2. 背诵Cartoon time，组长检查.
完成一起作业
网上的作业.

小结
完成一起作业网上的作业.

小组内选择表演最好的，各小组中选择表现最好的，提高学生的学习兴趣. 重
教学
反思








点句型的操练. Come and have... Can I have...?用多种方法进行操练，最后可用连词
成句的方式进行检测

备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 31 课时
课题 Unit7 What’s the matter? (
Rhyme time, Checkout time & Ticking time
)
1. 能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I
学习
have …? Here you are. Come and have … I want to … Good night.
2. 能听懂、会说、会读、会写单词thirsty, water, ill, tired, happy.
目标
3. 会唱歌谣Are you ill?
重点
难点
能听懂、会说、会读、会写句型和日常用语What’s the matter? I’m … Can I have …?
Here you are. Come and have … I want to … Good night.
流程 学 习 内 容 补充与调整

Step1 Greetings and free talk
1. Greetings.
2. Free talk.
Step2 Reading time
【复习旧知】
自
学
预
习
1. Story time
2. Cartoon time
注意语音语调，要求学生尽量背诵.

注意语音语调，
要求学生尽量
背诵.

Step3 Rhyme time
小组
讨论
与
交流
1. Enjoy a rhyme
2. Read and practice.
【自主探究、小组合作】
3. Make a new rhyme
小组活动，创作一个新的小诗
小组活动，创作
一个新的小诗
Learning tip:
Change some
words of the
rhyme.
展示
Learning tip: Change some words of the rhyme.

Step4 Checkout time
【自主探究、独立完成、当堂检测】
学生在完成前，
提醒学生书写
规范，“第三条
线”写法.
3. Check the
answer.
4. Read it
质疑
Read and write.
1. Listen and spell.
拓展
The teacher say the words, the students spell.
2. 完成 Read and write.
学生在完成前，提醒学生书写规范，“第三条线”写法.

3. Check the answer.
4. Read it group by group.

Step5 Homework
group by group.

Finish Ticking
time with your
deskmates.
检测
与
Finish Ticking time with your deskmates.
Have a dictation about the new words.

Have a dictation
小结
about the new
words.

在Chant部分，学生应该是对What’s the matter? I’m hungry thirsty tired ill.
是朗朗上口的，但是发现学生对matter读音还不到位，所 以应该加强学生读方面
教学
的训练. 由于前面的操练不够到位，从而导致了后面学生读对话起 来有些困难，所
以在教学时应注意每一单词每一句型的全面操练.
反思




备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 32 课时
课题
Unit 8 How are you ?
1.能初步听懂、会说、会读、会拼写单词may, hear, take care.
学习
2.能听懂、会说、会读come to school, cold, fever.
3.能初步听懂、会说、会读、会运用句型This is… speaking. May I speak to…? I’m
目标
sorry to hear that. How are you? I’m fine, thank you. See you tomorrow. See you.
4.能正确理解掌握对话内容，准确、流利地朗读课文.

重点：1.能听懂、会说、会读本课词汇，初步理解运用本课句型.
重点
2.能正确理解掌握对话的内容并能流利朗读对话.
难点：有感情的朗读对话并学会打电话用语并能适当拓展.

难点
流程 学 习 内 容 补充与调整

自
学
预
习
Step 1吸引注意，积累语言
1. Free talk.
T: Nice to see you. How are you?
I’m not OK. Yes, I am. I’m ill.
Today, we will learn Unit 8 How are you? 板书揭题
2. Ask your desk mates “How are you?”Nice to see you.
I’m fine. Thank you. And you?
What’s the matter?Are you ill?
Work in pairs.
Step2导出目标，生成结构
a picture of Yang Ling in Story time.
T: Look at this girl. Who is she? Where is she?
How is she now? Can you guess?
引导学生用Maybe she is...回答.
2. Another picture. Look, where is Miss Li?
What is Miss Li doing? Can you guess?
Yes, she’s calling Yang Ling.
But how can we begin a telephone call? Please watch the cartoon
carefully.
Underline key sentences and discuss in work.
Ss: She is Yang Ling.
At home.
Maybe she is ...
Maybe she is...
Ss: She’s at school.
打电话
Watch and say
3. Can you make a phone call to your desk mates?
师生、生生互动板
书，复习旧知. 继
续追问与回答，引
导学生用句型练
习.
(Solo work)



随之生生对答，师
评价.
师生问答
.
学生猜测


师生、生生互动
学生边听边模仿
打电话用语. 学
生模仿，教师板
书.
(Pair work)

Practice

Step3回忆相关知识，初步运用结构
is Yang Ling? Let’s watch cartoon and find out what’s the
小组
matter with Yang Ling.
教读cold，fever出示图片帮助理解.
讨论
you read by yourselves and try to answer them.
(1)What can’t Yang Ling do?
与
(2)What does Miss Li say?
Watch and answer
交流
Read after the teacher.
Step4呈现材料，活用结构
展示
1. Picture 2Look at another picture. Can you guess what happens
next? Guess, read and , read and underline

Step5Task3引发期待行为，强化结构
Reading time：
’s read after the computer.
师生问答中引出
新单词，并在讨论
中老师板书，提炼
与总结，然后生生
问答.
(Pair work Solo
work)

通过让学生猜测
事情发展，让学生
自读课文.

学生通过不同方
式朗读课文，加深
印象，便于理解掌
握知识点.
(Class work
Solo work
质疑
拓展
(在跟读中体会语音语调语气，理解并学习I’m sorry to hear that.
Take care. See you tomorrow. )

after the teacher.
together.
Read and learn
Read and imitate
Read together


Step6Post –task提供反馈评价，巩固结构
1. If you are ill, can you make a call to your teacher and classmates?
检测
Useful sentences:
A：Hello, this is ... speaking. May I speak to...?
与
B：This is …
A：....
小结

2. Homework
Group work)

在学习 课文的
基础上，运用本
课的重点句型，
小组合作，模仿
对话，练习巩固
句型.
(Group work)
Group work
通过本节课的学习，我较好地完成了教学目标和教学内容.

采用了灵活的教学
方法, 本节课，根据教学内容我恰当地选择了教学方法，如通过做动作表情让学生
教学
体会到“How are you?”及其回答；用Guessing game 引入新的单词. 在区委操
练中，我让学生“走近”“走远”中体会带记忆单词的乐趣，同时又以朗朗上口
反思
的rhyme刺激学生的记忆.



备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 33 课时
课题
Unit 8 How are you ?
1.能熟练朗读、表演课文，复习课文.
2.能听懂、会说、会读、会用单词cough, headache; 句型How are you? Not so good..
学习
3.能听懂、会说、会读、会运用打电话用语. 能根据fun time的道具和情境，有乐
趣地进行小组对话.
目标
4.会朗诵诗歌《Doctor Wu》.
培养学生关心同学互相爱护的好品质.

重点：能让学生听懂会说会读会用新单词和新句型.
重点
难点：学生能根据实际情况运用打电话用语打电话.
难点

流程 学 习 内 容 补充与调整

Step 1吸引注意，积累语言
1. Listen to the rhyme and follow it.
2. Show pictures of Story time. The boy is making a telephone call.
Yang Ling is calling Miss Li too. Can you tell me what she is talking
about.
Work in pair and act.
1. Listen and follow
2. Look and retell
Step2导出目标，生成结构
1. If your desk mate is ill, what can you say to himher?
2. If you are ill, how can you answer these questions?
新授单词cough，headache
句型How are you? Not so can say:
How are you?
What’s the matter?
Are you ill?
Do you have a cold?
.......
We can answer:
Yes, I’m ill. Not so good.
I have a headache.
......

同桌合作编
对话，教师在旁
小组
Step3回忆相关知识，初步运用结构
点拨，其他学生
Make a dialogue with your desk mates, using the new words and
评价. 讲一讲课
讨论
sentences we learned just now.
文中的语法点.
Work in pairs.
（Pair work）
与
学生小组合作，
Step4呈现材料，活用结构
利用自制电话
交流
We have home-made telephones, can you make a phone to your
表演对话，交流
classmates? Work in groups.
运用重点句型.
展示

(Group work)

Step5引发期待行为，强化结构
Say the rhyme again.
1. If your friend is ill, what can you do?
拓展
Take care of your friends.
1. Say the rhyme again.
Talk about friendship.

回顾诗歌，提
升情感
节奏感强的诗
歌，让学生回忆
起打电话用语.
（Class work）


看图回忆第一
课时内容，并同
桌表演.
（Pair work）
师生、生生互动.
复习问候身体
健康的交际用
语.
并新授单词和
句型.
(Solo work
Pair work)

自
学
预
习
质疑

检测
与
小结
小组合作交流
Step6提供反馈评价，巩固结构
或者语段输出.
Homework
Make a real phone call to your can write down your

words.

通 过本节课的学习，创设了语言交流的真实情景,因为本节课的我问候语是对
前几单元的延续，学生虽然有 了一定的感性认识，但是有的回答还比较抽象，学
生不易理解，我以和的出现，加深学生对 的理解. 学生在真实的语境中学习和运
用语言，促使了他们综合语言运用能力的形成.

教学
反思








备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 34 课时
课题
Unit 8 How are you ?
学习
目标
重点
难点
流程 学 习 内 容 补充与调整
1.能听懂、会说、会读、会写词组at school.
2.理解cartoon time的乐趣所在，趣味朗读并表演.
3.能熟练运用所学单词和句型打电话.

熟练朗读cartoon time的课文，体会其乐趣.

Step 1吸引注意，积累语言
Brain storm:
How can we make a telephone call?
生生互动复习
句型.

教师板书复习
的句型. 看图，
猜测故事情节，
激发兴趣.
（Class work
Single work）
自
学
预
习
How can we answer a telephone call?
板书
Work in pairs and discuss.
Step2导出目标，生成结构
Can you make a telephone call now? Look at the picture. What day
is it today? What is Sam doing now?
Guess who is Sam calling? How can Sam make a telephone
call?Look at the picture and answer the question.

小组
讨论
与
交流
Step3回忆相关知识，初步运用结构
Listen to the computer and answer:
1. Who is Sam calling?
2. Who is answering the phone?
3. Why?
新授at school
Listen and answer

展示

Step4呈现材料，活用结构
Reading time：
’s read after the computer.
质疑
after the teacher.
Read and learn
拓展
Read and imitate
Read together
together.

听课文，回答问
题，整体了解文
本.
在文章中理解
新授词组
（Class work
Solo work）

学生通过不同方
式朗读课文，
在
理解的基础上
体会cartoon
time的乐趣

(Class work
Solo work
Group work)

同桌合作朗读
Step5Task3
引发期待行为，强化结构Show time: you can read or perform this
或表演cartoon
story in pairs
time.
检测
Work in pairs
（Pair work）
Step6提供反馈评价，巩固结构Make and act:
与
小组讨论，编写
If you are Tina, you are answering Sam’s telephone call, what will
一个新故事表
小结
you say? Make a new dialogue and act it out.
演.
Useful sentences：（出示本单元重点句型）
(Group work)

Work in groups
教学
反思
通过本节课的学习，注 重细节，引入竞争机制,在课堂上，我坚持从小处看事，
关注每个细节，例如我做的bag 以及Let me open the bag.为今后的学习作铺
垫，同时在课始就引入竞争机制，学习饶有兴味， 以“趣”贯穿课的始终，以细
节体悟出人文关怀，增强了交流的真实性.





备课日期 年 月 日 上课时间 年 月 日
第 4 课时 总第 35 课时
课题
Unit 8 How are you ?
1.能熟练听懂、会读、会拼写本单元单词.
学习
2.能熟练听懂、会说、会读、会运用本单元句型.
3.复习story time，进行小语段输出.
目标
4.能理解并且会读o的读音，能总结归纳过去所学单词
5.完成补充习题以及同步探究部分练习.

能理解并且会读o的发音，能总结归纳过去所学单词
重点

难点
流程 学 习 内 容 补充与调整

Step 1吸引注意，积累语言
1. Brain storm about “ill”.
Act out Story time in pairs.
: cold, fever, cough, headache.
头脑风暴复习
2. Act out Story time in pairs.
本单元新词.
Step2导出目标，生成结构
（Solo work）
生生互动，复习
Yang Ling is ill, so Miss Li makes a call to Yang Ling. Someone is
第一课时课文，
calling Yang Ling too. Who is she? Open your books and do
复习句型.
exercise on P55. Discuss the answers in pairs.
1. Check the exercise on P55
2. Answer who she is.
Ss: She is Su Hai.
3. Discuss the answers in pairs.
(Pair work)完成
书上第55页练
习
(Solo work Pair
work)

自
学
预
习
Step3回忆相关知识，初步运用结构
小组
讨论
与
交流
Miss Li and Su Hai make calls to Yang Ling, because she is ill. 出示狐狸和
小熊的图片Mr Fox is calling Mr Bear, because he wants to have lunch with
Mr Bear. Can you make a telephone call with your desk mates? One acts as
Mr Fox and the other acts as Mr Bear.
1. Mr Fox and Mr Bear are having a picnic now. Sound time图片. What can
Mr Bear have for lunch?
Does Mr Fox like it?
But the hot dog is Mr Bear’s lunch.
编写表演狐狸
和小熊之间的
的电话对话，复
习运用句型
(Pair work)
设置情境，帮助
理解小诗意思

在两人朗读的
过程中找出共
同读音.

1.
教读Sound time
Make a new dialogue
Does Mr Fox like it?
But the hot dog is Mr Bear’s lunch.
教读Sound time

展示
a hot dog Yes.
Step4呈现材料，活用结构
质疑
1. Watch the cartoon and read.
拓展
2. Read with rhythem.
Read after the teacher. Read together.

Pair workRead and find some words with o
Read after the computer. Read after the teacher.
Read together. Pair work

Step5Task3
小组推荐一名
引发期待行为，强化结构1.关于o 还有一个不一样的读音，同学
学生汇报，感受
检测
与
们能举例说明吗？
2.适当指导归纳笔记，并渗透开、闭音节知识. Work in groups
Step6Post –tas提供反馈评价，巩固结构
发音规律，并对
关于o的元音进
行归类.
小结
1.完成练习

2.指导归纳笔记Practice
练习和笔记巩
固了本单元的

重点教授内容.

课堂上会听很重要，只有在一定量语言的输入后才会有输出. 学生首先要认真
听老师说，这个没有什么太大问题. 还要认真听自己的小伙伴说什么. 为了防止
教学
学生在别人发言时有事不关己的心态，我会想法设法提问. 譬如一组同学电话打
完了，我会提问 Where do they want to go? What’s the matter with…那
反思
么他们在听时就会思考，抓住一些关键词句. 久而久之，学生都能够认真去听别
人怎么说，说什么了.


备课日期 年 月 日 上课时间 年 月 日
第 1 课时 总第 36 课时
课题
Projet2 A party
1. 1在情境中帮 助学生复习unit6单元主要词句，让学生能充分掌握并灵活运用
学习
unit6单元的单词 和句型.

2. 以“Whose dress is this”为主题，让学生运用所学句型进行话题交流，提高
目标
语言运用的准确性和逻辑性.

3．培养学生的综合语言运用能力，让学生能综合运用unit6单元词句进行交流.
1. 复习5~8单元主要词句.

重点
2. 培养学生的综合语言运用能力，让学生能综合运用U5~8单元词句进行交流.


难点
流程 学 习 内 容 补充与调整

Step 1 Warm up

1、 Greeting

2、 Play a game：看到图片或文字，大声说出来；看到炸弹，
大声说“Bomb”.

Step 2 Presentation

1、 T：Look at the calendar(日历).It is June 1st.

What day is it?

S: It is Sunday.

T: is a you know it?

自
S: 儿童节.

T：Great!It’s Children’s Children’s Day!

学
2、 T:Our friend Tim want to organize a party to celebrate
the Children’s he ask you for are four
预
tasks. If you can fulfill a task,you can get a sun. Can you
help him?

习
S:Yes.

T:Great! Let’s go!

Step 3 Tasks

1. Invite friends

(1) T:Look,Tim calls his friend ’s read after them.

(a.跟读
录音
，学习对话 b.教师领读 c.学生自读)

（2）T:Now,it’s your you ready?

S:Yes.

(学生利用对话模板，与同学练习对话)


2. Choose clothes

小组
T:Now, open your books and turn to page your
clothes for the
party
and clolur it.

讨论
(学生挑选派对
服装
，上色并裁减下来. )

3. Guess the owners

与
（1）T: Tim and Amy are playing a game-Guess the
put their clothes together and mix they
guess
the
交流
owner of the clothes.

(看图完成相关练习)

展示

（2）T:Do you understand the rules of the game?

S:Yes.

T:’s play the game in a group (3~4 students).

质疑
(学生以3~4人为小组，一起做游戏. )

(3)choose several groups to act .

拓展
This is a … These are …

That is a … Those are …


T:Our friend
Tim want to
organize a
party to
celebrate the
Children’s
he ask
you for
are
four tasks. If
you can
fulfill a
task,you can
get a sun. Can
you help him?

S:Yes.

T:Great!
Let’s go!


(学生挑选派对
服装
，上色并裁
减下来. )


This is a …
These are …

That is a …
Those are …

检测
与
小结
Step4 Homework

1默写U6单元四会词句

2介绍My clothes.



本单元通过打电话邀请朋友参加时装派对来复习打电话用语. 又通过制作服
教学
反思
装的手工活动，为派对做准备来寓教于乐，学生很感兴趣. 再通过服装展示和介
绍来复习句型：Whose? is this? It’s? 和 Whose? are these? They’re?















备课日期 年 月 日 上课时间 年 月 日
第 2 课时 总第 37 课时
课题
Projet2 A party

学习
1. 在情境中帮助 学生复习5~7单元主要词句，让学生能充分掌握并灵活运用5~7
单元的
单词
和句型 .

目标
2．培养学生的综合语言运用能力，让学生能综合运用5~7单元词句进行交流.
重点
难点
1. 在情境中帮助学生复习5~7单元主要词句，让学生能充分掌握并灵 活运用5~7
单元的
单词
和句型.

2．培养学生的综合语言运用能力，让学生能综合运用5~7单元词句进行交流.
流程 学 习 内 容 补充与调整

自
学
预
习
Step 1 Warming up and revision

1. Show time

1) Sing or say a rhyme in groups

Ss: Choose a song or rhyme,
sing
or chant in
group
s, then have
a performance

Step2 Presentation and pr
act
ice

uce the clothes

(1)T: Tim and Amy have already chosen their
are introducing their clothes to each other now.

a.看图完成练习

b.跟读
录音

c.教师领读

d．学生自读

（2）T: After reading, can you introduce your clothes for
party to your friends now? And here are some sentences that
you can use：

1、It’s
spring
summer autumn winter.

It’s warm hot cool cold.

2、This is These are my … for the party.

3、This is a … These are …（用颜色描述
服装
）

(学生利用所给句子，练习对话)


a.看图完成练
习

b.跟读
录音

c.教师领读

d．学生自读


小组
讨论
与
交流
展示
4、Can you introduce your clothes for the
party
?

(完成一项任务得一个小太阳)

If you get 4 suns，I will say “Well done!”.

质疑
If you get 3 suns，I will say “Great!”.

If you get 2 suns，I will say “Good”.

拓展
If you get 1 suns，I will say “Not bad!”.

(评评看，你能得到几颗星？)


Step 3 Ticking time

T: 1、Can you invite your friends?

2、Can you choose the clothes for the party?

3、Can you
guess
the owners of the clothes?


1、Can you
invite your
friends?

2、Can you
choose the
clothes for
the party?

3、Can you
guess

the owners of
the clothes?


(评评看，你能
得到几颗星？)

检测
与
小结
Step 4 Homework

1、 复习Unit 5 ~ Unit 7的
单词
.

2、 复习Unit 5 ~ Unit 7的日常交际用语.


1、 复习Unit 5
~ Unit 7的
单词
.

2、 复习Unit 5
~ Unit 7的日常
交际用语.


在作品展示环节，教师要求学生将自己选择剪下的衣服贴在一张A4纸上，同
教学
反思
时在衣服下面写出自己的名字. 然后教师将所有衣物贴图收集到讲台上，进行展
示. 再让学生两人一组，练说句型.













备课日期 年 月 日 上课时间 年 月 日
第 3 课时 总第 38 课时
课题
Projet2 A party

1、创设情 景，通过让学生组队进行情景对话的方式，复习“打电话”和“问候身
学习
体状况”时的交际用 语.

2、用自由会话的形式复习6~8单元的内容，并让学生自己设计对话进行表演.

目标

1、创设情景，通过让学生组队进行情景对话的方式，复习“打电 话”和“问候身
体状况”时的交际用语.

2、用自由会话的形式复习6~8单元的内容，并让学生自己设计对话进行表演.

难点

重点
流程 学 习 内 容 补充与调整

自
学
预
习
Step1 Warming up

1. Brain storm: Give the key words, say some words or
phrases

some topics and talk about what sentence we can use
in these topics.

Ss: Listing some sentences , then choose a topic to talk
about.

Step2 Do some exercise

and circle.

1.指导学生观察每幅图片. 并用所学句型师生问答.

2.听录音做题.

B Listen and match.

1.教师结合图片向学生提出相关问题，也可以带领学生根据答句
猜测问题.

2.播放
录音
做题.


and
circle.

1.指导学生观
察每幅图片.
并用所学句型
师生问答.

2.听录音做题.

B Listen and
match.

1.教师结合图
片向学生提出
相关问题，也可
以带领学生根
据答句猜测问
题.

2.播放
录音
做
题.


小组
讨论
与
交流
展示
E．Read and choose and write

1.带领学生讨论图片，然后逐句对话朗读，引导学生带着题目中
的问题到文本中画答案.

2.读对话选答案.

质疑
Step3 Consolidation

Design a dreaming party. Give the students some useful
拓展
phrases and sentence, then introduce it in your
group
.


Design a
dreaming
party. Give
the students
some useful
phrases and
sentence, then
introduce it
in your
group
.


C Look and say

1.教师带领学生谈论一下图片，提示一些注意点.

2.看图，根据提供的语言提示作出应答.

D Read and judge

教师引导学生仔细看图，理解图意并尝试根据所给句子进行口头
表述.


教师引导学生
仔细看图，理解
图意并尝试根
据所给句子 进
行口头表述.

检测
与
小结
Step4 Homework

1. 熟背Unit5~8

2. 默写5~8单元四会词句


1. 熟背
Unit5~8

2. 默写5~8单
元四会词句


本单元通过活动培养学生对所学知识的综合运用能力，既激发培养了学生的兴
教学
反思












趣，又提高了学生的口头综合表达能力，学生很感兴趣，课堂气氛活跃.

新版译林牛津三年级英语新3B全册教材简析
教学内容
译林出版社三年级下册《英语 三年级起点》教材分为10个单元，八个新授单元和两个Project，即复
习单元. 教材强调语言的运用，注重能力的培养，突出了兴趣的激发.
本册教材主要分以下几个板块：
Story time是单元核心板块. 通过生动的课文，帮助学生掌握基本的英语语言知识 ，发展基本的英语听、
说、读、写技能，初步形成用英语与他人交流的能力，促进思维能力的发展，同时 提高学生的综合人文素
养.
Fun time是句型操练板块. 通过趣味性、互动性较强的语言实践活动，帮助学生熟练掌握Story time
中呈现的主要词语和句型，以提高他们用英语进行简单交流的能力.
Cartoon time是拓展性趣味阅读板块. 通过以小老鼠Bobby和小猫Sam 等卡通人物为中心 的趣味小故
事，帮助学生复习本单元的语言知识，训练语言技能，提高阅读理解能力;同时有计划地呈现 下一单元即将
出现主要句型.
Sound time 是总结辅音在单词中的发音.
Song timeRhyme time是歌曲、歌谣学习板块. 通过唱歌曲、诵歌谣等活动，激发学生的兴趣，活跃学
生的身心，帮 助学生潜移默化地巩固所学内容，形成良好的语感，提高听说能力和思维能力. xK b1.C om
Checkout time是检测板块. 按照单元词语和句型等方面的教学目标，通过形式 多样的综合性语言应用
活动，帮助学生复习巩固所学的主要内容.
Ticking time是自我评价板块. 通过自我评价，引导学生了解自己对本单元所学主要内容的掌握情况，
体验 进步与成功，反思和调控自己的学习过程.
按照《英语课程标准 》的目标要求，在每个单元特地设置了Learning tip (学习提示)，在每四个单元

之后，还安排了一个Project (综合语言实践项目). Learning tip通过简要的提示和说明，引导学生逐步掌握
有效的 学习方法，养成良好的学习习惯，提高学习效率；同时帮助学生了解一些英语基础知识和在英语学
习中需 要注意的问题. Project由几个环环紧扣、联系紧密的语言实践活动组成. 在活动过程中，让学生经过
思考、调查、讨论、交流和合作等环节，综合运用前几个单元所学的语言知识和语言技能，完成一定的学
习任务，展现自己的学习成果.
技能目标
听、做
1.能根据教师的语言、动作、实物、图片等提示听懂所学内容.
2.能听懂课堂指令并作出正确的反应.
3.能根据指令做事情，如：指图片、涂颜色、画图、做动作、编排图片顺序、做手工等.
说、唱：
1.能根据录音内容模仿说唱.
2.能就所学的内容进行简单的日常会话（内容以每个模块的话题为主. ）
3.能唱4首儿童歌曲、韵律诗4首.
4.能根据图画说出单词或短句.
玩、演
1.能用英语做游戏.
2.能表演英文歌曲或歌谣.
3.能就所学内容参与角色表演或完成相应语言交际任务.
认、读：
1.能看图识词（单词、词组）
2.能在图片的帮助下读懂小故事
情感目标：爱的教育
培养学生学习英语的持久兴趣，培养良好的英语学习习惯，提高学生运用语言的能力，把所学句 型与
生活实际紧密结合，学以致用. 培养学生的跨文化意识，树立他们的自信心，为他们的终身学习打下坚实
的基础.
各单元词汇、句型及日常交际用语
Unit1：
词汇：
door,window,blackboard,stand,sit down,open,close,rubbe,parrot
日常交际用语与句型：
Open your booksthe door. Stand up. Sit down. Come in，please. I’m sorry.
Unit2：
词汇：
...
日常交际用语与句型：
Don’t shoutruneatsleeptalk. I’m sorry.
Unit3：
词汇：
school bag, pen ,pencil,crayon.,ruler,rubber,pencil case,lunch box
日常交际用语与句型：
This isn’t my pencil. Is this that your pencil? Yes,it ,it isn’t.
Unit4：
词汇：
bird,desk,chair,in, on,under,behind,one,weo,three,beautiful.
日常交际用语与句型：

How beautiful! Where’s the bird? It’s underbehindinon your desk. Here you are
Unit5：
词汇：
one,two,three,four ,five,six,seven,eight,nine,ten,.right,want
日常交际用语与句型：
How old are you? I’m XX. What a nice cake! Make a wish! It’s time for …
Unit6：
词汇：
breakfast,lunch,dinner,eleven,twelve,wake up,eleven,twelve,bag,these
日常交际用语与句型：
What time is it? It’s XX. It’s time for breakfast. Here’s your bag.
Unit7：
词汇：
cow, pig, chicken, duck, pear, apple, orange, farm, picture, they, those
日常交际用语与句型：
Welcome to my farm. What are thesethose? They’re… Are thosethese apples? No,they’re pears.
Unit8：
词汇：
uncle,aunt,man, woman ,boy, girl, baby, we, twin, cousin, name
日常交际用语与句型：
Who’s heshe? He’sShe’s XX. We’re twins. My name’s…




译林版小学英语三年级下册教案
Unit 1 In class
第一教时
教学目标：
1. 能听懂、会说、会读、会写词汇open, the, door, close, window.
2. 能听懂、会说、会读词汇in class,stand up,Mr, sit down, please, sorry,come in.
3. 能听懂、会说、会读日常用语与句型Open the doorthe window. Close the door the window . Stand up.
Sit down. Come in, please. I’m sorry.
教学重点
1. 句型：Open the door the window. Close the door the window . Stand up. Sit down. Come in, please.
I’m sorry.
2. 词汇： in class,stand up,Mr, sit down, please, sorry,come in. open, the, door, close, window.
教学难点：
1. 句型：Open the door the window. Close the door the window .Stand up. Sit down. Come in, please.的正确读
法和在情境下的正确运用.
2. 词汇：open, close的用法
教学准备：
1. 第一单元Story time部分的挂图、多媒体、磁带、录音机.
2. 人物Mr Green, Liu Tao, Mike, Wang Bing的头像卡片.
3. 句型：书写Open the doorthe window. Close the door the window . Stand up. Sit down. Come in, please. I’m
sorry.的条形卡.

4. 在黑板上画好四线三格.
教学过程：
一、Greetings
T: Good morningafteroon, class.
Ss: Good morningafteroon, . . .
出示人物头像，
T: Who’s he?
S: He’s Liu Tao Mike Wang Bing.
T: Who’s he?
S: He’s Mr Green.（引导学生说）
领读并教学Mr, 区别Mr与Miss的用法.
二、Listen and act
1.事先安排一名学生站在门外，教会迟到了说I’m sorry.
教师关门上课.
门外学生敲门，
T: S1, please open the door.（做手势）.
S1：Yes, Mr Miss . . .
S2（门外学生）：I’m sorry，Mr Miss . . .
T: Come in , . . .
出示句型条形卡，边做动作边领读：
Please open the door.
I’m sorry.
Come in .
2.T:(教师指门)What’s this?
S: It’s a door.
引导学生学习、拼读单词door.
教师做关门、开门动作，并领学生说;
Open the door.
Close the door.
同法教学window. Open the window. Close the window.
出示句型条形卡，边做动作边领读.
3. 做手势，让学生边做边说：
Stand up.
Sit down.
出示句型条形卡，边做动作边领读.
三、Look, read and act.
教师打乱句型条形卡顺序，指名学生认读并做相应的动作.
四、Story time
1. 出示本部分图片，引导学生看图说话.
T: Look, Mr Green and his students are in class.( 教学in class.) What are they saying? Let’s watch and listen.
播放多媒体动画，引导学生理解在课堂上的各情境中老师和学生分别说了些什么.
1） 刚上课班长说什么？
2） 师生是怎样问候的.
3） Mike迟到了，他怎么说，老师怎么说.
4） 老师请开门、关窗上怎么说的.
2. 学生看图、听录音跟读，注意语音、语调.

五、Do a role-play.
1. 请一名学生上来，做“小老师”用学过的语句来上课，并请其他同学做动作.
2. 小组活动. 一名学生做老师，用学习的句子命令其他同学做动作.
六、Read and write
1. 教师在黑板上示范板书open, the, door, close, window.
2. 领读并让学生模仿抄写.
七、Homework
1.抄写单词open, the, door, close, window.
2. 听录音跟读Story time.
第二教时
教学目标
1. 能听懂、会说、会读、会写单词open, the, book.
2. 能听懂、会说、会读句子Mr Robot,please open close the book..
3. 复习巩固语句Stand up. Sit dowm. I’m sorry. Come in, please. Open close the door window. 并能在具体的
情境中正确运用这些句子.
教学准备：
1. 学生在家长的帮助下根据教材P8的内容制作“声控机器人”及遥控器.
2. 学生把第一节课学过的语句分别写在不同 的卡片上并编号.
3. 准备多媒体、写有Stand up. Sit dowm. I’m sorry. Come in, please. Open close the door window.的条形卡.
教学过程：
一、Greetings
教师做手势，引导学生说：Stand up.
T: Good morning afternoon, class.
Ss: Good morning afternoon, Mr Miss . . .
T: Sit down, please.
Ss: Thank you.
二、Review
1.T（指门、窗）:What’ s this?
S: It’s a door window.
T: Yes. Open close the door, ...
S: Yes, MrMiss . . .
. . . . . .
2. 出示语句条形卡，指名学生认读并做动作.
3. 播放Story time动画，静音，让学生给画面配音.
三、Play games
1.T(出示书本)What’s this?引导学生回答.
S: It’s a book.
教学a book.
T: Open your books.
根据学生反映，引导学生理解并领读.
同法教学Close your books.
2. 教师与一位学生示范游戏.
（给学生戴上“声控机器人”头套，教师对着遥控器发出指令）
T: T his is Mr Robot.
S: Yes.(模仿机器人声音和动作)
T: Mr Robot, close the window.

S: Yes.
3. 学生分组玩这个游戏.
4. 学生把准备的写有语句的卡片拿出来，分组游戏. 一人拿牌，其他人抽取卡片，认读并做动作，比一比
谁读得对，做得对.
四、Homework
1. 同学间继续玩机器人游戏.
2. 抄写四会单词.
第三教时
教学目标
1. 复习巩固第一课时学习的语句，并能在具体的情景中正确运用.
2. 能听懂、会说、会读词汇 blackboard, rubber, robot, ruler, parrot.
3. 能听懂、会说、会读句子Look at the blackboard. Don’t listen to the parrot.
教学准备：
句型条形卡、Cartoon time 的多媒体动画.
教学过程：
一、Greetings
Ss: Stand up.
T: Good morning afternoon, class.
Ss: Good morning afternoon, MrMiss . . .
T: Sit down.
Ss: Thank you.
二、Play games
1.1） 教师请一名学生上台，抽取一张句型条形卡，看完后做动作，其他同学说相应的句子.
2）学生分组玩这个游戏.
2. Simon says游戏.
三、Cartoon time
1.出示Cartoon time部分图片，引导学生看图.
T: Look, our friend Bobby becomes a teacher today. What’s on the blackboard?(提示学生作答)
Ss: A robot, a ruler, a rubber.
T: What’s this?（引导学生看Bobby所指）
Ss: A robot.
T: Does Sam know the answer?(引导学生理解所问的意思)
引导学生理解Don’t listen to the parrot.
2. 播放多媒体动画或学生自主阅读.
3. 问答检查学生理解情况
T: What’s in the tree?
Ss: A parrot.(教师提示)
让学生说说对parrot.的了解.
4. 学生看动画跟读，引导学生注意观察人物动作、表情，朗读时模仿语音、语调.
5. 小组内开展趣味朗读，比一比谁读得有趣.
三、Consolidation
1. 请一名基础好一点的学生上台示范扮演“小老师”，要求他能合理运用学过的语句Stand up. Sit down. Open
Close your … Look at the blackboard. What’s this ? It’s a . . .
2. 学生分组活动.
四、Homework
1.听录音跟读Cartoon time

2.抄写四会单词.
第四教时
教学目的
1. 复习巩固本单元学习的词汇、语句，并能在具体的情境中熟练运用.
2. 能听懂、会说、发准字母b在单词中的读音.
3.会诵读歌谣Open the window
教学准备：
多媒体、球、书等实物
教学过程：
一、Greetings
二、Review
1. 拼读四会单词
T: What’s this?


S: It’s a book.
T: Spell “book”, please.
Ss: b-o-o-k, book..（教师板书）
T: Open your books, please.
T: Let’s spell “ open” （教师板书）
Ss: o-p-e-n, open.
T: Good. Now, close your books.
T: Spell “ close”, please.
Ss: c-l-o-s-e, close.
同法拼读door,window. （教师板书）
2. 认读本单元语句（把句子条形卡贴在黑板上）
T: Look at the blackboard. Let’s read the sentences.
3 多媒体出示Cartoon time的画面，请学生给人物配音.
三、Rhyme time
1. 出示韵律诗，学生尝试认读，根据图片了解小诗意思.
2. 教师范读，学生跟读.
3. 教师带读重点句，用动作帮助学生理解.
4. 同桌练习朗读，并配以动作.
5. 加上节奏，学生跟节奏说韵律诗.
四、Sound time
1. 教师通过实物、图片或单词卡让学生认读单词ball, book, birthday, robot, 让学生体会字母b在单词中的
读音.
2. 结合图片教学生说句子Big books, big books, Bob has two big, big books. 教师让学生注意观察老师的口
型，认真模仿跟读.
3. 把Big books, big books, Bob has two big, big books.作为绕口令让学生慢慢练习，看谁说得又快又好.
五、Homework
1. 有节奏诵读歌谣Open the window.
2. 练习绕口令Big books, big books, Bob has two big, big books.
默写四会单词
第五教时
教学目标：
能综合运用本单元所学的语句.
教学过程：

一、Greetings
二、Checkout time
1. 出示句子条形卡，指明学生认读.
2. 出示Checkout time图片，学生看图说话.
三、完成《补充习题》
1. 做听力练习
A．Listen and number.
B．Listen and match
2. 参照教师用书《补充习题》教学建议，指导学生完成C、D、E.
四、Ticking time
引导学生结合练习情况，按Ticking time所列项目，对自己的学习作评价.









Unit2 In the library
第一教时
教学目标：
1. 能听懂、会说、会读、会写单词in, run, eat, talk.
2. 能听懂、会说、会读单词library, shh, shout, here, sleep
3. 能听懂、会说、会读日常用语Don’t shouteat . . .
4. 学会用英语制止或劝阻别人的不当行为.
教学重点：
1. 句型：Don’t shouteat . . .
2. 词汇:library, shout, sleep, in, run, eat, talk
教学难点：
1.句型：Don’t shouteat . . .在情景下的正确运用
2. 词汇：library，shout 的发音及talk的正确拼写.
教学准备：
1多媒体、录音机、磁带
2.事先安排几名学生在上课做open…, close, run, shout, talk, eat, sleep等动作（安排他们坐在前排）
教学过程：
一、Greetings
Ss:（学生边说边做）Stand up.
T: Good morning afternoon, class.
Ss: Good morning afternoon, Mr. Miss . . .
T: Sit down, please.
二、Free talk
T: . . . , close the door, please.
S: Yes, . . .
T: Close your books, please.

有学生没有合上书，教师劝说：
T: Don’t open your book.（做动作引导全体学生理解，板书、领读）
一学生开窗，教师劝阻
T: Don’t open the window. （做动作引导全体学生理解，板书、领读）
几名学生分别做吃东西、说话、睡觉动作，教师劝阻，引导学生学习：
Don’t eat.
Don’t talk.
Don’t sleep.
板书、领读.
小结：当我们发现别人有不当行为时，可以用Don’t. . .来劝阻.
三、Story time
1.出示Story time 图片1，引导学生看图
T: Who is the boy?
S: He‘s Liu Tao.
T: Who’s the girl?
S: She’s Yang Ling.
T: Where are they?
引导学生说In the library. 领读、让学生看图理解.
引导学生讨论在图书馆应该怎么做.
3. 播放动画，学生讨论Liu Tao.有哪些不当行为.
模仿Liu Tao大声喊 “Hello, Yang Ling”, 引导学生学习shout.
学习Yang Ling.是怎样劝阻的：Shh! Don’t shout, Liu Tao.
同法学习run, Don run.
4. 听录音，跟读.
四、Consolidation
1. 请一名学生上台表演一些不当行为（提醒学生要是学过的、会说的动作），其他同学用所学语句劝阻.
2. 学生分组活动.
五、Homework
1. 听录音跟读Story time
2. 抄写四会单词in, run, eat, talk.
第二教时
教学目标：
1. 能会用简笔画画标识牌，并能用本单元主要语言进行表达.
2. 会对四会单词书写
教学准备：
1. 多媒体、写有Don’t shoutrun. . .的条形卡.
2. 拍摄一些不文明的画面.
教学过程：
一、Greetings
二、Review
1. 出示句型条形卡，指明学生认读句子.
2. Listen and act
T: Stand up.
Ss: Yes, . . .
T: Don’t stand up.
Ss: Yes, . . .

T: Open your books.
Ss: Yes, . . .
T: Don’t open your books.
Ss: Yes, . . .
. . . . . .
3. 播放Cartoon time 的动画，学生给画面配音.
三、Fun time
1. Draw and say
1） 教师在黑板上画人物shout, eat, run, talk, sleep, drink的简笔画，学生说出相应单词. 教学 “drink ”
2） 请学生上台在每个简笔画下写出单词.
2. 就“shout”示范标识的制作.
T: We all know what we shouldn’t do in the library. The boy is shouting. What should we say to him?
Ss: Don’t shout.
教师示范画标识.
3. 学生分组讨论、合作完成其他标识（引导学生模仿老师的简笔画）
4. 小组活动，谈论制作好的标识卡片
四、Consolidation
出示一些公共场合中的不文明现象的照片或录像，引导学生出示标识卡并说话：
1. 戏院里
T: At the theatre. People are watching movies, and someone is talking. What should we say to him?
Ss: Don’t talk here.
2. 公交车内
T: On the bus. A child is running. What should we say to him?
Ss: Don’t run here.
3. 公园里
T: In the park. A girl is sleeping on the bench. What should we say to her?
Ss: Don’t sleep here.
. . . . . .
五、Homework.
1. 用制作的标识卡玩游戏，读读做做
2. 抄写四会单词.
第三教时
教学目标：
1. 能听懂、会说、会读句子Don’t eat my cake. Don’t drink my milk. What’s this? It’s my English book. Is
this your book?
2. 能听懂、会说、会读词汇drink, English, your.
3. 能听懂、会说、会读会写词汇milk
教学准备：
1. 多媒体、句型条形卡、标识卡片.
2. 食物、饮料的图片.
教学过程：
一、Greetings
二、Review
1. 出示食物、饮料图片，引导学生组短语：A, cake, Eat my cake. A pie , Eat my pie.. . .
出示milk图片，教学milk. Milk ，Drink my milk.
2.学生上台抽取标识卡片，向全班同学展示，做动作并领读.

三、Cartoon time
1. 呈现Cartoon time故事图片，引导学生自己看图、阅读，要求：
1) 看图猜测Bobby的语言，了解整个故事.
2）通过上下文猜一猜最后一幅图中Is this your book?的意思，并猜猜Bobby可能怎么回答.
2.学生分组讨论. 教师请几个学生分别猜Bobby的语言，猜中后出示该句，无人猜中的教师最后呈现.
T: Boys and girls, look, is this Bobby?
Ss: No.
T: This is Bobby’s cousin.(教师简要介绍意思) He is very happy to see Bobby. Look! He is shouting, “Hello”.
And look at Bobby. What does Bobby say? Guess!
S1: Don’t shout.
T: Yes. Look, now he is eating Bobby’s cake and drinking Bobby’s milk.
S2: Don’t eat my cake.
S3: Don’t drink my milk
. . . . . .
3让学生读整个故事，猜测Is this your book?的意思.
4．观看动画，跟录音后朗读，注意模仿语音、语调.
5.学生分角色朗读、表演.
四、Enjoy a song
Don’t talk, Tom!
五、Homework
1.听录音跟读Cartoon time，同学间互相表演.
2. 抄写四会单词
第四教时
教学目标：
1. 会唱歌曲Don’t talk, Tom!
2. 能听懂、会说、准确发字母p在单词中的读音.
3. 在具体情景中能正确运用本单元学习的语句.
教学准备：
1. 多媒体
2. Sound time部分图片、一些情景图片、标识卡片
教学过程：
一、Greetings
二、Review
1. 出示标识卡片，学生认读.
2. 播放Cartoon time画面，学生给画面配音.
3. 出示情景图片，请几组学生（两人一组）上台表演对话
如：S1：Don’t talk here.
S2: I’m sorry.
. . . . . .
三、
Sing a song Don’t talk, Tom!
1. 播放歌曲动画，引导学生理解歌词.
2. 学生分句示范演唱，学生跟唱.
3. 学生再听歌曲，尝试跟着歌曲一起唱.
4. 引导学生配上动作唱.
5. 小组以汇报方式进行演唱.
四、Sound time

1. 出示单词cap, pie, sleep, up 领读，让学生体会字母p在单词中的读音. 提醒学生注意观察老师的口
型并进行模仿，让学生边读边体会读音.
2. 发动学生找更多含字母p的的单词，进一步引导学生体会读音.
3. 出示Sound time图片，教学生说句子：Up and down, up and down, Paul is walking up and down.
4. 引导学生读 “cap”和 “book”, 用手摸着声带部位，感觉发 “p”和 “b”的不同.
五、Homework
1. 跟录音学唱歌曲Don’t talk, Tom!
2. 默写四会单词
第五教时
大丰市第六小学 蔡永明
教学目标:
1. 进一步巩固本单元祈使句的否定句
2. 能综合运用祈使句的肯定句和否定句.
教学准备：
录音机、《补充习题》听力磁带，Fun time部分制作的标识牌
教学过程：
一、Greetings
二、Say a chant
Up and down, up and down,
Paul is walking up and down.
三、Sing a song
Don’t talk, Tom
四、Checkout time
1. 请学生上台抽取标识卡，认读并领读
2. 同桌讨论Checkout time图片，并填写
3. 请学生上黑板板书所填单词，核对答案
五、Do exercises
参照教师用书《补充习题》教学建议指导学生完成《补充习题》本单元练习
六、Ticking time
引导学生结合练习情况对本单元的学习进行小结

Unit 3 Is this your pencil?
第一教时
教学目标：
1. 能听懂、会说、会读、会写词汇pencil, pen, ruler.
2. 能听懂、会说、会读词汇isn’t＝is not, that’s＝that is, schoolbag, crayon, pencil case.
3. 能听懂、会说、会读日常用语和句型Is thisthat your pencil? Yes, it is. No, it isn’t.
教学重点：
1. 句型Is thisthat your pencil? Yes, it is. No, it isn’t.
2. 词汇：pencil, schoolbag, crayon, ruler, pencil case.
教学难点：
1. 句型Is thisthat your pencil? Yes, it is. No, it isn’t.的正确读音和语调.
2. 词汇：pencil，schoolbag, crayon, ruler的读音和用法.
教学准备：
1. 多媒体、录音磁带、挂图、各类文具、文具图片.
2. 学生收集各种形状的书包、钢笔、铅笔、蜡笔、尺、橡皮、文具盒等文具.
3. 在黑板上画好四线三格.
教学过程：
一、Greetings
S: Stand up.
T: Good morningafternoon, boys and girls,
Ss: Good morningafternoon, Mr. Miss . . .
T: Sit down, please.
二、presentation and practice
1. 教师出示文具，师生对话
T: Look, what’s this?
S: It’s a pen.(引导学生回答).
T: Yes, this is a pen.
T: Is this your pen?
S1: No, it isn’t.
T:（拿学生的钢笔问该生）Is this your pen?
S2: Yes, it is.

板书：pen（贴上图片或多媒体呈现）
Is this your pen?
Yes, it is. No, it isn’t.
同法教授schoolbag, pencil, crayon, ruler, rubber, pencil case.
2. 学生把各种文具放在桌上，教师拿学生学生的文具与学生对话：
T: Is this your pencil?
S1: Yes, it is.
T: (to S2) Is this your pencil?
S2: No, it isn’t.
T: （指着桌上的铅笔）Is that your pencil?
S2: Yes, it is.
反复操练，使学生理解拿在手上的可以问：Is this . . .?在远处的可以问Is that . . .?
3. 让学生出示外形奇特的文具，师生对话：
T: Is this a rubber?
S: Yes, it is.
T: It’s a nice rubber.
S: Thank you.
T: Is that a pen?
S: No, this is a pencil.
T: Oh, I see. The pencil is nice, too.
4. 学生小组就文具运用学习的语句对话.
三、Story time
1. 出示Story time的第一幅图片，指导学生看图
T: Look, who are they? Do you know?
S: They are Mike, Yang Ling, Su Yang and Liu Tao.
T: Yes. They are in the Art room. They are drawing. What happened? Let’s watch the cartoon and then answer my
some questions.
1) What’s Mike looking for? Mike在找什么？
2) Who helps him? 谁帮他找东西呢？
3) Can he find it ?他能找到吗？
指导学生抓住关键词，简单做一些笔记.
2. 学生观看动画，回答问题.
3. Listen and repeat.
学生听录音跟读，提醒学生注意模仿语音、语调.
4. 学生分小组分角色朗读.
5. 学生小组上台表演对话.
四、Homework
1.听录音跟读Story time对话
2.抄写四会单词
第二课时
教学目标：
1. 复习巩固上一节学习的词汇、语句.
2. 在具体的情景中能正确运用学习的词汇、语句.
教学准备：
1. 教师准备外形特别的文具、文具类单词卡片，一个箱子写好Lost and found（失物招领）,多媒体或挂
图

2. 学生准备好文具放在课桌里.
教学过程：
A．Greetings
B． Review
1. 出示单词卡片，学生认读并拿出相应的文具.
2. Free talk
T: （拿学生的文具） Is this your pencil?
S: Yes, it is.
T: Is that your pencil?
S: No, it isn’t.
. . . . . .
3. Look and say
出示Story time部分图片，学生看图说话.
C. Fun time
1.引导学生看Fun time，讲解游戏规则：几个学生坐成一圈，其中以被蒙 上眼睛，另外一个学生把一个文
具放在蒙着眼睛的学生前面. 被蒙眼睛学生把布条拿掉，拿起这样文具，开始在一圈学生内寻找物主并用
Is this your. . .?来提问，直到猜到文具的主人. 教师示范：
T: Is this your ruler, S1?
S1: No, it isn’t.
T: Is this your ruler, S2?
S2: No, it isn’t
T: Is this your ruler, S3?
S3: Yes, it is.
3. 学生分组开展游戏，教师巡视、参与游戏并提供帮助.
D. Consolidation
1.收集一些学生文具放在招领箱子中，引导学生对话
T: Look, a pencil, a nice pencil. S1, is this your pencil?
S1: No, it isn’t. S2, is this your pencil?
S2: No, it isn’t. S3, is this your pencil?
S3: Yes, it is.
2.教师用手绢把桌上文具蒙上，让学生猜：
T: What’s this? Guess.
S: Is this a rubber?
T: Yes, it is.
T: What’ that?
S: Is that a ruler?
T: Yes, it is.
. . . . . .
4. 教师出示一些外形特别的文具与学生对话：
T: Can you guess what it is?
S: Is that a toy?
T: No, it isn’t.
S: Is that a pencil?
T: No, it isn’t.
S: Is that a pen?
T: Yes, it is. It’s z pen

. . . . . .
E. Homework
1. 继续玩Fun time中游戏， 运用Is this your. . .?句型.
2，抄写四会单词.
第三教时
教学目标：
1. 能听懂、会说、会读、会写单词where.
2. 能听懂、会说、会读词汇lunch box, where’s＝ where is, over there.
3. 能听懂、会说、会读句子Is this my lunch box? Where’s your lunch box? It’s over there.
This is for you, Bobby. No! thank you.
教学准备：
1. 多媒体、录音磁带、挂图，食物图片.
2. 教师自备午餐盒.
教学过程：
A. Greetings
B. Free talk
1.T; Is this your ruler?
S1: Yes, it is.
T: How nice!
S: Thank you.
T: （拿出自己的钢笔）Is this your pen?
S2: No, it isn’t
T: Yes, it’s my pen. （把钢笔放在讲台上，离开讲台）
T: Where’s my pen? （做寻找状）
S: It’s over there.(引导学生回答)
板书：Where’s pen?
It’s over there.
领读并教学where
3. T: (出示食物图片)What’s this?
S: It’s a cake.
T: This is for you,
S: Thank you.
. . . . . .
4. T: （出示午餐盒）What’s this?
S: It’s a box.（引导学生说）
T: （打开盒子）This is for my lunch.
教学lunch
T: So it’s my lunch box.
C. Cartoon time
1. 出示Cartoon time图片，引导学生看图，了解故事内容.
2. 播放动画，引导学生体会故事的趣味
3. 学生听录音跟读，注意模仿语音、语调.
4. 学生分组分角色朗读.
5. 布置场景，学生上台表演对话.
D, Homework
1. 听录音跟读Cartoon time

2.抄写四会单词
第四教时
教学目标：
1. 能诵读歌谣A ruler
2. 能听懂、会说、准确发字母r在单词中的读音.
3. 能熟练运用本单元学习的词汇、语句.
教学准备：
多媒体、录音磁带、文具类单词卡
教学过程：
A. Greetings
B. Review
1. Free talk
T: Is this your pencil?
S: Yes, it is.
T: How nice
S: Thank you.
. . . . . .
2. 出示文具类单词，学生拼读
3. 播放Cartoon time画面，引导学生给画面配音.
C. Rhyme time
1. 光盘播放歌谣动画，学生欣赏并理解歌谣大意.
2. 领读歌谣句子.
3. 听录音跟读.
4. 师生齐读，边读边做动作；击掌诵读，感受歌谣的旋律.
D. Sound time
1. 教师示范朗读单词，学生边听边体会，找出共同读音.
2. 听录音跟读.
3. 指导学生朗读句子，进一步体会字母的读音.
4. 绕口令比赛，看谁读得又准确又流利.
E. Homework
1.听录音跟读Rhyme time、Sound time
2.默写四会单词
第五教时
教学目标：
1. 进一步熟练运用本单元学习的词汇、语句谈论自己或他人的学习用品.
2. 进一步熟练运用 “my”和 “your”
3. 能正确运用 “this”和 “that”
4. 学会综合运用本单元的语言知识.
教学准备
.本单元的录音磁带、文具、单词卡片
教学过程：
A. Greetings
B. Say a rhyme A ruler
C. Look, say and write
1.教师示范, 拿着钢笔: This is my pen.
指着桌上的书：That’s my book

拿起学生的文具问：Is this your . . .?
指着学生桌上的文具问：Is that your . . .?
2.学生同桌操练
3.快速出示文具类单词卡片，学生认读、拼写.
4.学生同桌谈论Checkout time,填写所缺单词.
5全班核对答案.
D. Do exercise
参照教师用书《补充习题》教学建议指导学生完成本单元练习.
E. Ticking time
引导学生结合练习情况，自己对本单元的学习进行评价
Unit 4 Where’s the bird?
第一教时
教学目标：
1. 能听懂、会说、会读、会写词汇bird, under, desk, behind, on, chair.
2. 能听懂、会说、会读词汇beautiful, tree.
3. 能听懂、会说、会读日常用语与句型Where’s . . .? It’s in on behind under the . . ., 初步会用所学的语
句介绍物体所在的位置.
教学重点：
1. 句型Where’s . . .? It’s in on behind under the . . .
2. 词汇bird, under, desk, behind, on, chair，beautiful.
教学难点：
1. 句型Where’s . . .?的正确使用.
2. 词汇：beautiful，behind, chair的读音和用法.
教学准备：
1. 多媒体、录音磁带、玩具鸟或纸折鸟（用水彩装饰）、一个小盒子、盆景树
2. 把Story time部分的句子写在条形卡上，或用PPT准备
3. 教室前放一把椅子.
4. 黑板上画好四线三格.
教学过程：
A. Free talk
1. Greetings
2. t:
3. T: What’s this?
S: It’s a door.
T: Yes. Close the door, please. S1
S1: Yes, Mr. Miss . . .
T: What’s that?
S: It’s a window.
T: Yes. Open the window, S2.
S2: OK.
T: What’s this?
S: It’s a chair.（引导学生回答）
板书：a chair.并领读
同法教a desk
B. Enjoy a song
多媒体播放歌曲Where’s the bird?动画.

T: Do you like birds? （引导学生理解）
Ss: Yes. We do.
板书： a bird并领读.
C. Cartoon time
1. T: Look, I have a bird.（出示玩具鸟或纸鸟）
S: How nice.
T: Yes. It’s very nice. How beautiful!
（教师用表情、动作引导学生理解beautiful）
板书并领读beautiful
2. T: The bird can fly. Look, where is the bird now?
教师把玩具鸟或纸鸟飞到课桌、椅子的不同位置，引导学生对话
T: Where’s the bird?
S: It’s on the chair.（引导学生回答，明确鸟的位置）
T: Where is it now?
S: It’s behind the door.
T: What’s this? （出示盆景树）
S: It’s a tree.（引导学生回答，并教a tree）
T: Where’s the bird now?
S: It’s in the tree.
. . . . . .
板书：
Where’s the bird?
It’s on the chair. in . . . under . . . behind . . .
3. 出示Cartoon time部分的第一幅图片，引导学生看图
T: Look, a bird flies into Yang Ling’s classroom. Where’s the bird? Let’s listen.
4. Listen and number
播放Cartoon time部分录音，边听边做记录（用学习的介词或介词首字母）小鸟飞过的地方和顺序.
引导学生对小鸟飞过的地方排序：
In the desk ( )
In the tree ( )
On the chair ( )
Under the desk ( )


Behind the door ( )
5. 播放Cartoon time部分动画，核对排序答案.
6. 学生听录音跟读对话，边读边指出小鸟的位置.
7. 学生分角色朗读.
D．Homework
1.听录音跟读Cartoon time
2.抄写四会单词
第二教时
教学目标：
1. 会唱歌曲Where’s the bird?
2. 进一步熟练运用句型Where’s . . . ? It’s in on behind under the . . .
教学准备：
1. 多媒体、Story time部分句子的条形卡.
2. 鸟的头饰、树的背景画.

教学过程：
A. Free talk
1. Greetings
2. T: Look, this is my pen. Where is it now?
S: It’s on the desk.
T: Where is it now?
S: It’s under the book.
. . . . . .
B. Sing a song
Where’s the bird?
1. 引导学生按歌曲节奏诵读歌词.
2. 听音乐哼唱.
3. 播放动画，学生演唱.
C. Review
1. 出示句子条形卡，学生认读句子
2. 播放Cartoon time画面，引导学生给画面配音.
3. 摆放好树的背景画，设置场景，请一名学生上台，戴上小鸟头饰表演，师生对话.
T: Look, a bird. How beautiful! Where’s the bird?
S: It’s . . .
. . . . . .
D. Fun time
1. 师生游戏
T: Look, I have a pen, a book, a jacket. Now close your eyes. (教师把物品藏于不同地点) Where’s my pen?
Guess. （引导学生用Is it in on . . .?来猜）
S: Is it on your desk?
T: No, it isn’t.
S: Is it in your bag?
T: Yes, it is. Where’s my book?
S: Is it . . . ?
. . . . . .
2. 引导学生读Fun time了解游戏规则.
3. 学生同桌游戏，教师巡视.
E. Homework
1. 同学间继续Fun time的游戏.
2. 抄写四会单词
第三教时
教学目标：
1. 能听懂、会说、会读词汇one, two, three, ah, oh, wow.
2. 能听懂、会说、会读句子Ha! Ha! Here you are, Bobby.
3. 能正确运用学习的语句谈论物体的位置
教学准备：
多媒体、录音磁带、单词卡片
教学过程：
A. Greetings
B. Sing a song
Where’s the bird?

1. 学生分组、男女生比赛
2. 学生个人表演唱
C. Play a game
1. 快速出示单词卡片，学生抢读、拼写，并组短语，如：
T: under
S: U-N-D-E-R, under, under the desk.
. . . . . .
2. 耳语游戏
教师分别发给每一组最后一排学生一张纸，上面写某物在某地. 如：The bird is behind the door.在教师说开
始后，最后一排的学生即用耳语的方式把纸上内容告诉前 面的学生，这位学生再把听到的内容告诉前面的
学生，依次进行下去. 最后，第一排学生把听到的内容写到黑板上. (为使游戏有效、刺激，各组人员顺序
可以自由组合)
一轮游戏结束，教师把纸条重新发放再进行，比一比哪组写得对，写得多.
D. Cartoon time
1. 引导学生独立阅读本部分对话，并回答：Bobby is behind the door. Yes or no?
2. 划出 “One, two, three”, “ Ha! Ha! Here you are”, 让学生根据上下文猜这几个单词及短语的含义.
3. 引导学生体会人物心理，尝试朗读对话.
4. 播放动画，学生进一步体会人物的语气，跟读对话，模仿语音、语调.
5. 学生同桌分角色朗读对话.
6. 请学生上台表演.
E. Homework
1. 听录音跟读Cartoon time对话
2. 默写四会单词.
第四教时
教学目标：
1. 能熟练运用in, on, under, behind.
2. 能听懂、会说、正确地发字母d在单词中的读音.
教学准备：
1. 多媒体、录音磁带
2. 把Cartoon time 的句子写在条形卡上.
教学过程：
A. Greetings
B. Sing a song
Where’s the bird?
C. Review
1. 出示Cartoon time句子条形卡，学生认读.
2. 多媒体出示Cartoon time画面，学生给画面配音.
D. Checkout time
A) Listen and draw
1. 引导学生研读题目，了解本题的做法：
听录音内容，画出物品所在位置（用简笔画画出即可）
1） The ruler is on the chair.
2） The sweet is in the desk.
3） The rubber is under the chair.
4） The bird is on the desk.
2. 指明学生说一说各图片句子.

B) Ask and answer
1. 师生示范（引导学生看图）：
T: What’s this?
S: It’s a pencil.
T: Where’s the pencil?
S: It’s in the pencil case.
. . . . . .
2. 学生同桌谈论Checkout time B. Ask and answer
3. 学生分组抢答：
T: What’s this?
S: It’s . . .
T: Where’s . . .?
S: It’s . . .
E. Sound time
1. 教师示范朗读bird, desk, door, stand, under,学生边听边体会字母d在这些单词中读音.
2. 学生听录音跟读.
3. 指导学生朗读Bird, bird, don’t fly away.
Stand on my desk,
And be my friend, OK?
指导学生进一步体会字母d在单词中的读音.
学生反复朗读，开展绕口令比赛，看谁读得又准确又流利.
F. Homework
1. 听录音跟读Sound time.
2. 抄写四会单词
第五教时
教学目标：
1. 能综合运用本单元学习的词汇、语句.
2. 能用运用英语简单询问、介绍物体在什么地方.
教学准备：
1. 多媒体、录音磁带、单词卡片
2. 拍摄一些文具在不同位置的照片.
教学过程：
A. Greetings
B. Sing a song
Where’s the song?
C. Review
1. 快速出示单词卡片，学生认读、拼写.
2. 绕口令读Sound time部分句子
D. Do exercise
参照教师用书本单元《补充习题》教师建议，指导学生完成练习.
E. Ticking time
指导学生结合练习情况，对自己本单元的学习进行评价.

Project 1 My puppy
第一教时
大丰市第六小学 蔡永明
活动目标：
1. 通过思考、讨论、交流和合作，制作一只可爱的小狗 玩偶，能综合运用第一至第四单元所学的语言
知识和语言技能.
2. 利用所制作的小狗玩偶进行游戏，能综合运用前四个单元所学的词汇、日常用语与句型等语言知识.
活动准备：
1. 利用课本上的图片，制作一张Ann家室内的背景画，把前四 单元学过的室内摆设、文具类物品制成
可粘贴的小卡片. 小布偶Anna
2. 指导学生在家长的帮助下把教科书P67的小狗的身体涂色并剪下，用线装好，制成小狗玩偶. 给狗
玩偶取名. 准备一些门、窗、食物图片.
活动过程：
A. Greetings
B. Visit Ann
1.T: (出示小布偶)Boys and girls, we have a friend today. Her name is Ann. Let’s say hello to her.
Ss: Hello, Anna.
Anna: Would you like to come to my home?
T: Let’s go to Anna’s home, OK?
Ss: Great!
T: Look, Anna’s house is so big. There are many things in the house. Let’s see what they are.
引导学生看图对话
T: What’s this?
S: It’s a window. It’s nice.
Anna: Thank you.
T: What’s that?
S: It’s a book.
T: Where’s the book?
S: It’s on the desk.
. . . . . .
2. 请两名学生上台，一个扮演Anna,对话
3. 指导学生在教科书P30A的图片上用简笔画画一些文具，同桌对话.
4. 师生对话，单词归类
T: What’s this?
S: It’s a . . .
T: Where’s the . . .?
S: It’s . . .
教师把图片贴在黑板上. 让学生看图说话
S: The . . . is . . .
5. Anna: Oh, where’s my puppy?
T: What’s a puppy? A puppy is a small dog. Where’s Anna’s puppy?