人教版(PEP)小学英语五年级下册教案_第一单元_Unit_1_This_is_my_day[1]1
张瑞敏演讲-车库对联
Language systems:
五年级下册
Unit
1 This Is My Day
1. Lexis:
有关描述一天中的生活起居以及周末活动的语言.
r:
有关询问别人一天中的生活起居以及周末活动的句型如：When do you …? 和What
do you do on the weekend?的提问和回答。
on:
学会描述一天中的生活起居以及周末活动的语言.
ogy:
字母组合aiay在单词中发【ei】以及gr、gl的发音训练。同时在教授新单词和
let’s
chant时渗透一些发音规律。
Language skills:
1.
Listening:
听懂一些描述人物特征的单句、对话和一段完整的语篇，根据关键信息完成一
些相应的听力练习。
2. speaking:能和他人交谈自已一天中的生活起居以及周末活动的一些情况。
3. reading:读懂对话或短文，培养一些基本的阅读技能，如何快速查找关键信息，根据上下
文
猜词等。
4. writing:规范书写四会单词和句子，并能根据图片和提示语写一段
话描述一天中的生活起居
以及周末活动的情况，养成良好的书写习惯和写作习惯。
Objectives:
1. 能力目标
(1)
能够使用频度副词问答作息时间,如:When do you do morning exercises?
I usually do
morning exercises at 8:30.
(2) 能够使用频度副词问答周末活动,如:What do you do on the
weekend? I often go
shopping.
(3)
能够听说读写与日常作息有关的动词及介词短语,如:eat breakfast, do morning
exercises, play sports, eat dinner, in the
evening, at noon等.
(4)
能够用所学语言知识描述一天中的生活起居以及周末活动等.
2. 知识目标
(1)
能够掌握AB部分Let’s learn和Read and write中的四会单词.
(2)
能够听说认读AB部分Let’s talk中的单词和句型.
(3) 能够掌握AB部分Read
and write中的四会句型,并能灵活运用.
(4) 能够理解并在课堂中正确操练Let’s
play, Let’s chant, Let’s find out等部分的内
容.
(5) 能够了解字母组合ai, ay, gr, gl的发音规律并能读出例词.
(6)
了解Story time, Good to know等部分的内容.
3.
情感,策略,文化等有关目标
(1)
情感态度:引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人.
(2) 学习策略:训
练学生的角色扮演能力,引导他们在调查,询问和学习的过程中学会思考如
何更好地安排作息时间.
(3)
文化目标:了解白天,黑夜,工作日,周末等相关概念以及中西方中小学生作息时间安排
上的异同.
Evidence:
学生能熟练运用目标语言与他人进行交际活动，听说读写技
能有所提高，能独
立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习。
Procedures:
st
The 1 lesson: Let’s
start A. let’s learnlet’s play Good to know
nd
The 2 lesson: Let’s ’s talklet’find out
Make a survey
rd
The 3 lesson: and
writeTask time
th
The 4 lesson: ’s learn
Let’s chant P7 Pronunciation
th
The 5
lesson: Let’s chant P2 ’s ’s talk let’s find out
Story time
th
The 6 lesson: Let’s
singlet’s check and write let’s play
Period 1
Specific vocabulary: 学生能够听、说、读、写动词词组have
English class, do morning
exercises, eat
breakfast, play sports, eat dinner.
Specific
target setences: 学生能听懂问句:When do you do morning
exercises…? 并能用
所学动词短语替换句型: I usually …
at…中的关键词回答问句.
Specific functional exponents:
学生学会表达一天中不同时间段内学习和生活起居情况.
Source of material:
课件, 卡片,同步练习册
Assumptions and Anticipated
problems: 这一课时的重点放于动词词组
的掌握和句型:When do you …?
这些词组与生活贴近,学生较为容易
理解. 而学这一课时之前学生已经掌握很多的动词词组:
cook the
1
meals, set the
table, watch TV… 和知道如何表达时间的方法.
Step1 Warm-up
1. Free talk
---What do you do in winter
holiday?
---I often ….
2.呈现大量学生已经掌握的动词词组,让学生快速认读
Watch TV, read
books, play computer games, play ping-pong
football,
Listen to music, read books, do
homework housework, cook the meals, sweep the
floor,
water the flowers, clean the bedroom,
empty the trash, make the bed, wash the clothes,
put away the clothes, set the table, do the
dishes……
(设计意图:通过紧张刺激的游戏既复习了已学的知识,又能起到热身的作用,使学
生的注意力集
中到课堂教学中来.)
Step2 Presentation
1.整体呈现部分单词的同时复习时间的表达法
T: What time is it
now? It’s time for English class.
Guess when
does T get up eat breakfast go to school eat
dinner?
(设计意图:猜测游戏是一种学生喜欢而非常容易操作的游戏,通过猜一猜,让学生勾
起原来的时
间表达的小知识.)
2. 师生问答,呈现出并新授单词
T:
When do you eat breakfast? S1: At 6:30
贴词卡并写出6:30,并教读新词组.
用这种方法教授其它的词组:do morning
exercises, have English class, play sports, eat
dinner
the phrases follow the TV T ,
read by Ss together
(设计意图:在教学中引入生活中的经验,自然过渡到新短语的学习.)
4. Game:
Guess what’s falling?
呈现五个单词和when在一个画面上, 让学生猜一
猜哪一个单词掉下去,猜对的加分,直到最
后一个也掉下去,游戏结束.(设计意图:在游戏中不断重复
所学的短语,让学生在不知不觉中练习,
自主地掌握学习的内容.)
’s start
T 介绍自己的timetable: I get up at 6:30. I go to
school at 7:00. I eat breakfast at
7:15…..
What about you? Listen to me and write down your
answers.
Pair work. Check it. (中途插入usually)
---When do you ….? --- I usually …. at
….
’s play
(1)学生二人一组配合表演动词短语,一人表演,一人在他她背后说出这个动作的名称,如: I
get
up do morning exercises…表演完毕后全班评选最佳拍档.
(2)学生再三人一组进行表演,第一人表演动作,第二人表演时间,第三人说出句子,如: I
get up
at 6:30….
(设计意图:在巩固中引入Let’s start
play的教学内容,既能作为一个个人的反思,也能作为对
话的练习.)
ng the
phrases.
①Fill in the blank. pl_ _ sp_ _ts;
br_ _kf_st…
②Guess the phrases. er – eat
dinner; ay—play sports…
③Spell the phrases by
Ss, check someone.
(设计意图:这课时的难点在于短语的背诵,特别是do
morning exercises,因此设计不同的拼写
活动,让学生在不知不觉中背诵单词.)
Step3 Sum up
Summarize what we have
learned in this lesson 思想教育:
合理安排时间,要让孩子把家庭
和学校的作息制度衔接起来,知道什么时间该做什么事情.
Step4 Homework抄写单词以及背诵课文3次
课后反思：
Period 2
Specific
vocabulary:能够针对具体情况正确使用usually, often,
sometimes三个频度副词.
Specific target setences:
学生能听懂并会说句型: When do you get up eat breakfast…?
I usually… at…并能在实际情景中运用.
Specific
functional exponents: 学生学会表达一天中不同时间段内学习和生活起居情况.
Source of material: 课件, 卡片, 挂图, 同步练习册
Assumptions and Anticipated problems:
本课的重点是熟练使用句型: When do you get upeat
breakfast…? I usually… at…
问答作息时间,学生学起来应该不难,但如何正确运用就是一
2
个难点,所以本课时要多设计活动,让学生在真实的情景中运用,同时也要向学生解释usually,
often, sometimes三个频度副词的用法.
Step1 Warm-up
看动作猜短语
教师将全班学生分为两组,每组选派一名代表上讲台表演,教师向该学生出示动
词卡片,各组学生
根据他她的表演猜测动作名称,并把短语拼读出来,相同时间内猜对动作名称多的一组
为胜.
Step2 Preview
Let’s try
Guess the
word: What table has no legs? 引出timetable
教师放Let’s
try部分的录音,让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习.
(设计意图：通过Let’s try 的听力练习，让学生初步感知新句型。)
Step3
Presentation
1. 由Let’s try 过渡到Let’s talk的教学
T: You know Mike’s timetable, what about Zhang
Peng’s and Amy’s timetabe? Now let’s watch
TV
and answer the question: When do Zhang Peng and
Amy go to school?
Ss listen to the dialogue
and find out the answers.
(设计意图：利用任务型教学的形式，让学生带着问题去听，培养学生的听力能力。)
follow TV, （注意部分词语）, read T, read together, read
in 2 big groups, read
in groups of 2. Try to
act it out.
( 设计意图：纠正语音、语调。)
a new
dialogue in pairs.
T: Good morning. How are
you? When do you get up…? Oh, your day is so
happy. See you.
学生可以根据Let’s
talk右边的图画或自己实际的生活改编对话.
(设计意图：在操练部分，通过多种方式朗读课文对
话后，进入到表演对话，为后面的延伸拓展做准备。）
’s find out
师示范调查一学生,并填表; Pair work.
师示范作调查汇报，生作调查汇报:
My partner gets up at …
Step3 Sum up
以下是美国一所小学五年级学生一天的作息时间表,以较有何不同.
7:00 Get up
9:00-10:15 Class meeting Reading Writing
10:15-10:30 Recess
10:30-12:00 Math
HistoryGeography
12:00-1:00 Lunch
1:00-2:15 Science Social study French
2:15-2:30 Recess
2:30-3:30 Art Gym Music
3:30 Go home
6:30 Supper
7:30-9:00
Homework Watch TV
9:30 Go to bed
思想教育:做一名优秀的中国小朋友不容易,做一名优秀的西方小朋友也不容易.
Step5
Homework
抄写对话并改编对话,共3次; 听录音,读课文3次.
完成P6
Make a survey 的课后练习.
课后反思：
Period 3
Specific vocabulary: go to work,policeman,
evening, noon, evening
Specific target
setences: 能够听说读写句型:When do you eat dinner? I eat
dinner at 7:00 in the
evening. When do you get
up? I usually get up at 12:00 at noon.
Specific functional exponents:
理解对话含义并能灵活运用于实践.
Source of material: 课件, 卡片,
同步练习册
Assumptions and Anticipated problems: 经过
第一至第二课时的学习,并结合学生三,四年级掌
握的相关动词短语的知识,展开这一课的阅读教学.这
篇文章的趣味点是The policemans get up
at 12:00 noon.
He goes to work at 9:00 in the evening.
比较警察和我们的生活作息时间,
引导学生进行学习,更能够调动他们的积极性.
Step1
Warm-up
:谁的反应快?
3
(
T: Now let’s play a game. Boys, when you see the
blue word,stand up and say; Girls,
when you
see the red word,stand up and say. Let’s see who
is quickly. Are you ready? )
快速出现不同的时间,
活动的短语,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00,
3:45;in the
morning; in the afternoon;in the
evening; go to work;eat dinner;go home;eat
breakfast;go
to bed;get up;play sports.
(设
计意图：将全班分成两大组,利用学生的竞争意识去提高参与课堂活动的主动积极性,一为了
活跃课堂气
氛,二为了复习时间活动短语,让学生初步感知新课内容，为下文作铺垫。)
Step2
Preview
演讲比赛: My day( 对make a survey 作汇报).
学生两人一组一问一答互相配合,向全班表述
自己的作息时间.
Step3
Presentation
1.T: You’re so clever. But some
people go to bed at 7:00 in the morning. Do you
know
why? Who are they? Let’s go and see.
第一次阅读:学生快速阅读, 让学生了解文章的大概内容，获取关键信息.
2.T
shows some pictures: go to work, go to bed, eat
dinner, play sports. Students say
the phrases.
Then read the dialogue and find out the time.
第二次阅读:获取警察叔叔具体的作息时间.
Finish his timetable
on the book.
3. Read again, tick or cross.
Why?返回原文划出答案
①The man is a doctor.
②The
policeman get up at 7:00 in the morning.
③The
policeman goes to work at 9:00 in the morning.
④The policeman goes to bed at 6:30 in the
evening.
⑤This is a Policeman’s day.
(设计意图
：第三次放慢阅读速度，目的是培养学生获取信息，处理信息的能力。通过理解课文
的主要内容和细节信
息，进行比较作出判断。)
follow T, read by boys and
girls.
T:You can understand the text well. Now
let’s read follow the TV. Follow T, and by Ss.
5.口头作文
My day
Hello! I’m_______. I ________ at_______. I______
at_______.
I ______ at ______. I _____ at
______. I like my day.
6.完成同步练习册相关练习.
Step4 Sum up
Summarize what we have
learned in this lesson.
Step5 Homework
抄写并读课文;完成Task time,并在小组内作汇报.
课后反思：
Period
4
Specific vocabulary: 学生能够听、说、读、写动词词组climb
mountains, go shopping, play
the piano, visit
grandparents, go hiking
Specific target
sentences: 学生能听懂问句:What do you do on the weekend?
并能用所学
动词短语替换句型: Sometimes I … I usuallyoften
…中的关键
词回答问句.
Specific functional exponents:
学生学会正确使用频度副词表达自己的周末活动.
Source of material: 课件,
卡片,图片，活动手册，同步练习册
Assumptions and Anticipated
problems: 这一课时的重点放于动词词组
的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do
on the weekend?是上册要
求掌握的重点句，不是新内容。难点是单词mountain
和grandparents的正确拼写。
Step 1 Warm-up
(设计意图:复习以前学过的一些周末活动词组，以旧引新。活动类型：AC.)
(1)
Review the old phrases: read books, watch TV, do
homework, cook the meals, clean
the bedroom,
play the violin …
(2) Free talk: two pairs
have a talk about weekend activities.
S1:What do you do on the weekend?
S2: I
often … on the weekend. What about you ?
S1: I
often …
Step 2 Presentation
Let’s chant
教师放P7let’s chant, 学生跟唱，初步感知本课时的动词词组。
Let’s
learn
4
(1) 教师出示自己的家庭照和a
family tree, ―Look, my father and my mother, they
are
my parents. My grandfather and my
grandmother, they are my grandparents.‖通过
红色笔的不
同对比让学生初步感知英语构词法：grand+parents
T: We often
visit our grandparents on the weekend. What about
you?
Ss:…
T: Sometimes I visit my friends
on the weekend. I’m happy with them. Do you visit
your friends uncleauntteacher…?
Ss:…
(
设计意图:通过图片与图表结合的方式让学生先从意义上理解词汇，再从音和形方面去帮助记忆
及强化记
忆。活动类型：AC.)
(2) After teacher’s introduction
about the weekend, teacher continues: How about
you,
boys and girls? What do you do on the
weekend?
(3) Let some students come to the
blackboard and choose the pictures. Teacher helps
them say: I often climb mountains go shopping
go hikingplay the piano
(设计意图:发挥图片和身体语言的作用，通过多
种方式呈现新词，遵循意义先行的原则，使单词
教学生动有趣而且有实效。活动类型：C.)
(4) Students learn the phrases. Ss follow the
tape to read. Do action and practice
the
phrases.
(5) Game: 找朋友
学生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend
I go hiking.
I climb mountains on the
weekend.等，牌面相同的人即为朋友，互相击掌说：Let’s go
together!
然后继续下一轮游戏。
(设计意图:在游戏中不断重复所学的短语,让学
生在不知不觉中练习,自主地掌握学习的内容.活
动类型：C)
(6)
引导学生做拼读词组比赛，在课堂上给学生时间互相交流认记技巧，互相竞赛。
Step3
Let’s chant
(1)Listen to the tape.
(2)Clap hands and chant.
Step 4 Pronunciation
(1)展示挂图，带读例词，强调几个字母组合ai,ay,
gr,gl的读音，引导学生总结其读音规则。
（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。
Step3
Sum up
Summarize what we have learned in this
lesson
引导学生过积极的、有意义的双休日。
Step4 Homework
and Copy the new words.
2.调查各任课教师的周末生活。
课后反思：
Period 5
Specific vocabulary:
能够针对具体情况正确使用usually, often,
sometimes三个频度副词.
会使用next 一词。
Specific
target setences: 学生能听懂并会说句型:What do you do on the
weekend? I usuallyoften
play football.
Sometimes I go hiking.并能在实际情景中运用.
Specific
functional exponents: 学生学会正确使用频度副词表达自己的周末活动.
Source of material: 课件, 卡片, 挂图, 同步练习册
Assumptions and Anticipated problems:
第一课时仅要求学生能听说、认读频度副词usually
sometimes, 而在本课时就要求
能准确使用频度副词进行表达，这是本课时的难点，设计的活动
要着重于学生的实际运用。对句型Let
’s …together next Sunday.能正确认读。
Step 1 Warm-up
(1)Ss read and spell the words.
(2)Blank-
filling:
T: Climb Ss: Climb mountains.
T: Hiking. Ss: Go hiking.
T:
Shopping. Ss: Go shopping.
Step 2 Preview
(1)Question: What do you do on the weekend?
Let some of the students talk about their
weekends.
(2)Listen to the tape ―Let’s try‖.
Students listen to Let’s try and finish the
exercises. Check the answers.
5
Step3 Presentation
(1)When
teacher asks the question ―What do you do on the
weekend?‖ Mark a star on
the pictures. Then
present ―sometimes, usually, often‖.
(2)Practice the words: sometimes: clap hands
once; usually: clap hands twice; often:
clap
hands three times.
(3)T: Do you want to know
what does Miss Tang do on the weekends? Ss: Yes.
T: So ask me. Ss: What
do you do on the
weekend? T: I often … Sometimes I … Usually I ….
(4)Teacher asks some questions about students.
(5)Play the tape. Students follow the tape.
(6)Students practice the dialogue and act the
dialogue.
Step4 Story time
Play the tape
and enjoy the story.
Step5 Sum up: How can
you have a happy weekend? 引导学生过积极的、有意义的双休日。
Step 6 Homework
1. Copy the dialogue.
2. Practice reading.
the exercise book.
课后反思：
Period 6
Specific vocabulary:
says, either
Specific target sentences:
能够听说读写句型:What do you do on the weekend? Usually I
watch TV and go shopping. Sometimes I visit my
grandparents. I
often play football. Sometimes
I go hiking.
能听说、认读句子： The weather report says
it’s going to rain tomorrow. I can’t play
football in the rain. I can’t go hiking,
either.
Specific functional exponents:
理解对话含义并能灵活运用于实践.
Source of material: 课件, 卡片,
同步练习册
Assumptions and Anticipated problems: 本课
时的重点和难点是四会掌握句型。提倡个性化的
学习将学习过程更有意义，引导学生把课堂学习与自己的
生活、兴趣和感受联系在一起。有意识
地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调
整。
Step 1 Warm-up
(1)Free talk: My
weekend. Two students have a talk.
(2)Play
the train game:
T: What do you do on the
weekend?
S1: I often go hiking.
S2:
Sometimes I go shopping.
S3: Usually I visit
grandparents. (use the words often, sometimes and
usually)
Step 2 Preview
T: Zip and Zoom do
different things on the weekend. Let’s go and see.
Step3 Presentation
(1)Ss read the dialogue
on their own. Find out the difficult words.
(2)Ss write down Zip and Zoom’s weekend
activities.
(3)Listen and read after the tape.
(4)Ss practice reading the dialogue. Then act
the dialogue.
(5)Write the four-skilled
sentences on the blackboard.. Ss practice writing.
(6)Rewrite the story. Write the dialogue as a
passage. Teacher writes the passage
and
students do the blank-filling.
Step4 Let’s
check
(1)Play the tape and students do the
exercises.
(2)Check the answer.
Step4 Sum
up
Summarize what we have learned in this
lesson.
Step5 Homework
1. Practice writing
the four-skilled sentences.
2. Practice
reading.
课后反思：
六年级下册英语知识点
Unit 1 How
tall are you ?
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知识目标（1）能听、说、读、写单词及短语：taller stronger older
younger shorter heaiver
thinner longer bigger
smaller句型：How tall are you ?I’m ’re shorter than
me. You’re 4cm taller than me .How heavy are
you ?I’m 48 kg. I’m thinner than you ,
and
shorter .
（2）能够听、说、读Part A、Part B部分Let’s
learn、Let’s talk中的单词和句子。
（3）了解Story time、Good
to know等部分的内容。
（4）了解字母eiaioi，pb, td在单词中的基本读音。
第一课时
教学目标与要求
1、能够听、说、认读本课时的主要词组：taller stronger older
younger shorter。
2、能认读句型：How tall are you ?I’m
’re shorter than me. You’re 4cm taller
than
me.
第二课时
一、教学目标与要求
1、能听懂、会说“How tall
are you ?I’m ’re shorter than me. You’re 4cm
taller
than me .并能在情景中运用。
2、能通过询问调查完成一张timetable.
第三课时
一、教学目标与要求
1、能读懂Read and
write部分的对话，并能在情景中熟练运用。
2、能够听、说、读、写对话中两组四会句子，并完成填充的练习。
3、了解Pronunciation中字母组合eiaioi的发音规则，以及pb,
td的发音区别，能在教
师正确示范的基础上正确朗读含有这四个字母组合的单词。
第四课时
一、教学目标与要求
1、能够听、说、认读本课时的主要单词：heavier
thinner longer bigger smaller
2、能认读句型：How
heavy are you ?并做出相应的回答：I’m 48kg. I’m thinner than
you ,
and shorter .
3、Let’s play.完成Let’s
check
第五课时
一、教学目标与要求
1、能听懂、会说How
heavy are you ?I’m 48 kg. I’m thinner than you ,
and shorter .
.并能在情景中运用。
2、能通过询问完成Pair
work.
3、了解Good to know的单位常识，了解他们的换算关系。
第六课时
一、教学目标与要求
1、能读懂Read and
write部分的对话，并能在情景中熟练运用。
2、能够听、说、读、写对话中四会句子。
3、了解Story time的故事内容。
Unit 2 What’s the
matter, Mike?
第一课时
一、教学目标与要求
1．能够听说读写单词和短语：have a cold, have a toothache,
have a fever, hurt, have a
headache, have a
sore throat.
2．能够听说读句型：What’s the matter,
Mike? I feel sick. I have a fever.并进行关键
词的替换操练。
3．能够理解会并吟唱Let’s chant的歌谣。
第二课时
一、教学目标与要求
1．能够掌握四会句子：What’s the matter? My
throat is sore. My nose hurts.
2．能够听懂Let’s
try部分，并能根据录音内容正确标号。
3．能够了解音标的音和形，并读出例词，并连线。
第三课时
一、教学目标与要求
1．能够理解并会朗读Let’s
read部分的短文，并回答课后问题。
2．会唱歌曲“The way I feel”。
3．了解Good to know部分内容。
第四课时
一、教学目标与要求
1．能够听说读写五个情绪单词：tired, angry,
excited, happy, sad ,bored.
2．能够听说读句型：How does
Amy feel? She’s tired.并进行关键词的替换操练。
3．能够完成Task
time的任务。
第五课时
一、教学目标与要求
1．能够掌握四会句子：How are you? You look so happy. You
look sad today.
2．能够听懂Let’s try和Let’s
check部分，并能根据录音内容正确标号。
第六课时
一、教学目标与要求
1．能够听说认读Let’s read部分，并能回答短文后的问题。
2．能够理解story time的故事。
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3．能完成Group work部分的小组活动。
Unit3 What did you
do last weekend?
第一课时
教学目标与要求
1、能够听、说、读、写短语：watched TV, washed clothes,
cleaned the room, played football
and visited
grandparents。
2、能够听懂问句：What did you do last
weekend?并能够做出正确的回答。
3、能够运用新学语言内容完成Let’s find
out中的任务。
第二课时
教学目标与要求
1、能够听说读写句型：What did you do last weekend? I
played football.并能够在实际情
景中运用。
2、能够用过去式的一般疑问句形式进行简单的提问，如：Did you clean the
room? Yes, I did.
No, I didn’t.
3、能够听懂并完成Let’s try部分的联系。
4、能够运用新语言完成Let’s
find out中的任务。
5、了解Good to know当中的标志的意思。
第三课时
教学目标与要求
1、能听、说、认读Let’s
read部分的内容，并完成相应活动。
2、能够了解双元音音标 、 、
的音与形，能够读出例词并选择音标与单词和配图正确连
线。
第四课时
教学目标与要求
1、掌握四会词组：went to a park, went
swimming, read a book, went fishing, went hiking.
2、学会用句型What did you (name) do last weekend
yesterday? I(name) (did) last weekend
yesterday. Did you….? Yes, I did.来进行问答并完成Task
time的表格。
第五课时
教学目标与要求
1、能理解并询问他人在过去时间里干了什么事情。
2、掌握句型：Did you
read books? Yes, I did. No ,I didn’t.
第六课时
教学目标与要求
1．能综合运用动词的过去时。2.阅读理解故事
Unit 4
My holiday
第一课时
Teaching Aims:
1.能够听、说、读、写以下动词短语：learned Chinese, sang and
danced, took pictures, climbed
a mountain, ate
good food.
2.能够询问别人在假期里所做的事情并做答。
第二课时
Teaching Aims:
1.能够听、说、读、写句型：Where did you
go on your holiday? I went to Xinjiang.
2.能够听懂Let’s try部分的录音并完成练习。
3.能够理解、说唱歌谣“Where did you go on your
holiday?”。
4.会使用英汉字典查新词。
第三课时
Teaching Aims:
1.能够听懂、会读Let’s
read中信的内容并独立完成信后的书写练习。
2.能够完成Let’s find
out部分的练习。3.能够听懂、会唱歌曲“A trip to China”。
第四课时
Teaching Aims:
1.能够听、说、读、写动词词组：bought
presents, rowed a boat, saw elephants, went
akiing,
went ice-skating.
2.能听、说、认读句子：What
did you do on your holiday? I bought presents.
3.能够听懂、说唱歌谣“Today I went to school”。
4.能够完成Task time中的任务。
第五课时
Teaching
Aims:
1.能够听、说、读、写句型：How did you go there? I
went by train.
2.能够完成Let’s find out中的调查活动。
3.能够完成Let’s try部分的录音，完成听音，圈图的练习。
4.了解Story
time中的故事。
第六课时
Teaching Aims:
1.能够读懂Let’s read部分的短文并完成文后的练习。
2.能够听、说、认读句子：It was a long holiday. We left
Beijing on February 1st and got
to Harbin on
the 2nd. For the last day of the holiday, we
relaxed and prepared to go
back to work or
school.
3.能够完成Let’s find out部分的练习。
4.能够完成Let’s check部分的练习。
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