外研版小学英语五年级下册全册教案
风暴乌鸦-对待工作的态度
外研版小学英语五年级下册
全册教案
2020年2月
Module 1 Changing
题目
题材
(主要）
内容
功能
语法
教学目标
谈论人们过去和现在的生活变化。
本模块继续学习过去式。
Changing（变化）
Lingling和Sam, Amy在英国。Amy和Ling
ling看到电视节目中记者在采访
一位中国老太太。老人在采访中谈到了过去生活的艰苦和现在生活发
生的
变化。
（结构、 谈论过去：There weren’t any buses.
We lived in a small house.
语言
知识
目标
telephone, field, hope
词汇
能在句子中正确使用单词：life, different, ago, any,
television, fire,
说
radio, telephone,
field, hope, grandchildren
句子） 比较现在：There are
lots of buses and cars. We live in a big house.
能在听录音的过程中从语句中辨别出单词：life, different, ago,
听
any, television, grandchildren, us, grandmother,
lady, fire, radio,
能在图片的提示下、跟着录音在语句中正确朗读单词：life,
读
different, ago, any, television, us, lady, fire,
radio, telephone, field,
hope
写
能够抄写单词：life, ago, us, radio, hope
听
说
能在图片的帮助下听懂课文中的录音材料。
能运用所学习的语句看图说出图中的变化。
能借助图片读懂课文中谈论过去和现在生活所使用的句子；
语言
能读懂Lingling的信；
技能
目标
发音。
能用课文中所学语言看图完成句子：Many years ago, there
写
weren’t . We lived . Now, there are
.We live .
学习策略 积极与他人合作，共同完成学习任务；
主动运用所学内容进行练习和实践；
积极运用所学英语进行表达和交流。
文化意识
使学生初步了解现在生活条件的改善，知道祖国正在向前发展，从而更加
热爱我们的祖国。
情感态度 使学生养成观察生活、热爱生活的良好品质，启发学生要有上进心和责任
感为建设更
美好的祖国及家园而奋斗。
读
能够在读词的过程中体会字母组合ai, ay, al,
au, ar在单词中的
任务 1. 谈论远古时代人们的生活与我们现在生活的不同；
2. 介绍校园（班级、城市、社区）里的变化；
3.
通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己
家乡的变化。
Unit 1 We lived in a small house.
学习任务
There weren’t any buses. We lived in
a small house.
There are lots of buses and
cars. We live in a big house.
功能
比较过去与现在的生活
运用任务
1、SB第一单元活动3；
2.谈论远古时代人们的生活与我们现在生活的不同；
3.介绍校园（班级、城市、社区）里的变化；
教学程序
一． Warming
up（热身复习）
1. Greeting
2. Talking about:
holiday and changing of you.
二． Leading
in(课文导入)
T: In the winter holiday, you had a
lot of changes. Now you are older and
cleverer
.I am very glad to see your changes. And write
‘changing’ on the
blackboard. Tell students
‘Everything is changing. No change, no progresses.
三． New teaching（课文教学）
1. Show some old
photos and say: Look, life was very different many
years
ago .But how was it different?
Today, we will learn how to compare past and
present life.
2. Listen to the tape and
underline the new words.
3. Teach the new
words.
a. Show some new word cards.
b.
Correct pronunciation.
c. Practise new words
in different kinds of method.
d. Explain
important phrases.
4. Listen to the tape-
recorder and read follow it .
5. Act out text.
四． Practise（练习）
1. Pay attention to SB
unit1 part2 and copy them to make sentences.
2. 完成运用任务1：Show some pictures. Make some
students find different in
them and describe
in English.
3. 完成运用任务2 describe past and
present life
4. 完成运用任务3
五． Summary and
homework.(总结与家庭作业)
1. Summary（总结）
T: Today
we have learnt “How to describe past and present
life, review simple
past tense and present
tense.”
2. Today’s homework（家庭作业）
a.
Listen and read Unit1 three times, try to recite
and act.
b. Compare two photos and write
differences.
板书设计:
Module 1 Changing
Unit 1 We lived in a small house.
weren’t lived small
are
live big
练习：
单项选择（10分）
1（
）
There weren’t ___buses ..A. some B. any C.
one
2 ( ) We lived ___ a small
house. A at B in Con
3 ( )Yesterday I
watched TV ____my grandchildren. A and B with C
to
4 ( ) Thank you for____ me. A help B
helping C helped
5 ( )
She ____
TV every day. A watching B watched C watches.
6 ( ) It’s a programme ___ monkeys. A
about B for C in
7 ( ) She ____
have a bike last year. A doesn’t B didn’t C don’t
8 ( ) My mother worked ____the fields. A
in B on C at
9 ( ) ---___do you go
to school every day?
--- I go to
school by bus.
A How B What C
When
10( ) There ___ three books on the
desk one hour ago.
A was B were
C are
教学反思：
Unit 2 She didn’t have a television.
学习任务
She didn’t have a television.
She worked
in the fields.
功能
谈论人们过去和现在的生活变化。
运用任务
1、SB第二单元活动2
2、SB第二单元活动5
3、通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的
变化。
教学程序
一．Warming up.（热身复习）
1. Greetings.
2. Act out last text.
3. Free talk:
Compare ‘Old China and New China.’
二．Lead
in（课文导入）
Yesterday, Lingling saw the
programme about China, she missed her grandmother
very much. So she writes a letter for
Daming, tells about that programme and her
feeling.
三．New teaching. （课文教学）
1. Show
some questions.
a. What programme did Lingling
watch last night?
b. What was the old lady’s
life like many years ago?
c. Who does Lingling
miss?
2. Listen to the tape-recorder and find
answers.
3. Learn new words.
a. Show some
object and cards.
b. Correct pronunciation.
c. Practise new words in different kinds of
method.
4. Listen to the tape-recorder and act
out it.
四 ．Practise（练习）
1. Play a game.
Put nine cards on the desk. Two students use
cards to make dialogue.
For example:
A:
Where was heshe seven days ago?
B: HeShe was …
A: What did heshe do there?
B: HeShe …
2、完成运用任务1：SB第二单元活动2
3、完成运用任务2:SB第二单元活动5
4、完成运用任务3：通过画画，给同学说说自己
家乡的变化或者给笔友写一封
信说说自己家乡的变化。
5、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写
出一些生词，让他们
大胆试读，以加深他们对这种拼读规则的理解。
五．Homework（家庭作业）
Introduce the great
changes of our hometownschoolhome.
板书设计：
Unit 2 She didn’t have a television.
She didn’t have a television.
She worked
in the fields.
练习：
句型转换
1 She was a
teacher.（变一般疑问句）
________ _________ a
teacher?
2 They will fly kites. （变否定句）
They________ fly kites.
3 They should
cook vegetables. （变否定句）
They ________ cook
vegetables
4 He visited the British
Museum yesterday.（变为一般将来时态）
__________________
______________________________________
5 There
were many buses. （变为一般现在时态）
教学反思：
Module 2 Grandparents
题目
题材
Lingling拿出爷爷、奶奶年轻时候的照片给Sam和Amy看，他们对照片中
（主要）
的人物很好奇。于是Lingling向他们介绍了爷爷、奶奶过去的职业及语言
的学习情况。
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
听
能在听录音的过程中从语句中辨别出单词：learnt, these, dancer,
class, study, hard, retired
能在句子中正确使用单词：learnt, these, class, study, hard,
retired
能在图片的提示下、跟着录音在语句中正确朗读出单词：learnt,
class, study, hard, retired
写
能够抄写单词：these, class, study, hard
谈论人物的职业、语言的学习及昨天做过的事情。
学习is, dance,
learn的过去式was, danced, learnt。
谈论过去：She was a
dancer. She learnt English.
Grandparents（外）祖父母
词汇
说
读
语言
技能
听
说
能在图片的帮助下听懂课文中的录音材料。
能够运用所学语言谈论自己爷爷奶奶过去的职业、语言学习情
况；
同学之间能够相互了解昨天所做的事情；
目标
能够说出自己五年前的生活与现在生活的不同。
能借助图片读出课文中对爷爷、奶奶过去职业及语言学习情况
读
的介绍；
读懂Unit 2的课文；
能在读词的过程中体会字母组合aw, air,
ass在单词中的发音。
能用所学语言看图完成句子：Five years ago, he
was a . He
写
taughtstudied . Now, he
is a .
看图或照片描叙人物，猜测人物的职业，建立词语与事物间的联系；
学习策略
注意观察图片及生活中他人的变化，主动运用所学语言进行表达和交流，
锻炼语言表达能力。
文化意识
初步了解英语是一门世界语言及学习英语的普遍性和重要性。
情感态度
任务
主动观察生活及他人的变化，积极参与各种英语实践活动，活动中乐于与
他人合
作与交流，进一步增强学习英语的兴趣和自信心。
1.
说说爷爷奶奶退休前的工作及语言学习情况；
2.
谈论昨天一家人的活动；
3.
告诉同学自己五年前的生活与现在生活的不同之处。
Unit 1 She learnt English.
学习任务
She
learnt English.
Did she learn any foreign
languages.
He is learning English now.
功能
谈论过去并与现在做比较
运用任务
1、说说爷爷奶奶退休前的工作及语言学习情况；
2、谈论昨天一家人的活动；
教学程序
一、 Warming—up（热身复习）
Greeting:
T: Hello, Good morning, class.
S: Good morning, teacher.
T: How are you
today? S: We are well.
T: What day is
today? S: Thursday.
T: Are you ready
for your English class? S: Yes. We are ready.
Game: Review the past tense of some verbs.
二、 New teaching （课文教学）
1. Use some
pictures to learn important sentences.
Did
youhe she …..? Yes, Ishehe did. No, didn’t.
He is doing …….
2. Learn new words and
phrases.
Teacher plays the tape and have
Ss underline the new words
and phrases.
Teacher guides to learn by all kinds of methods.
3. Listen and repeat
4. Act out the
test. (Give Ss some minutes to practise.)
三、
Practice and consolidate.（练习与巩固）
1. Show two
pictures and have Ss describe (use the
important
sentences)
2. Do activity 3.
Have Ss look it , give some minutes to
practise in pairs ,then
act it out.
四、 Task—fulfilling（任务完成）
1、完成运用任务1：说说爷爷奶奶退休前的工作及语言学习情况；
2、完成运用任务2：谈论昨天一家人的活动；
五、 Sum the lesson
and homework
Try to describe the other persons
to your parents.
板书设计：
Unit 1 She learnt
English.
She learnt English.
Did she learn any foreign
languages？
Yes,she ,she didn’t.
He is learning English now.
练习：
按要求写单词.
live(过去式)______________
city(复数)____________ be(过去式)____________
do(过去式)_____________ talk(现在分词)___________
dance(名词)___________
learn(过去式)___________
come(现在分词)_______________
英汉互译
在田地里______________ be
tired___________________
努力学习______________
teach Chinese______________
读书_________________ by school
bus______________
做蛋糕_______________
foreign languages_______________
谈论_________________ learn
English___________________
教学反思：
Unit 2 Mr Li was a teacher.
学习任务
Mr Li was a teacher.
He taught
Chinese.
Chen Hai is an English teacher.
He’s teaching Mr Li.
功能
谈论过去并与现在做比较
运用任务
1、 SB第二单元活动5
2、
告诉同学自己五年前的生活与现在生活的不同之处。
教学程序
一、
Warming—up（热身复习）
Greeting : Free talk
Game: “What did he do?”
二、Lead---in（课文导入）
Teacher has a student stand in the
front of the class.
T: Ten years ago ,I
was a student .Now, I am a teachet. Ok, let’s
come to the text.
三、New teaching（课文教学）
1.
①
to guide.
②
③
2.
Show some pictures and let Ss describe them.
Listen and repeat
Practice in pairs
Important words and sentences
Listen
and underline the new words. Teacher uses all
kinds of methods
(1)Show a picture of
sports player have Ss say out the
differences
between the pictures.(use the
important sentences)
（2） Show three pictures
and have Ss compare.
四、. Practice（练习）
1、Have Ss listen and repeat. Put these words
on the Bb. Let them find the similar
pronunciation. Follow the tape two times.
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：告诉同学自己五年前的生活与现在生活的不同之处。
4、Say a
poem
Look. Listen and follow the tape. Then
say together with actions.
5、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写
出一些生词，
让他们大胆试读，以加深他们对这种拼读规则的理解。
五、Summary and homework（总结与家庭作业）
1、Have Ss
sum this lesson. Teacher gives complement.
2、Write the mutation in your life.
板书设计
Unit 2 Mr Li was a teacher.
Mr Li was
a teacher.
He taught Chinese.
Chen Hai is an English teacher.
He’s
teaching Mr Li.
练习
选词填空。who what
where do did
1--- _______were you last night?
---I was at school.
2---________is the old
lady? ---She’s my grandma.
3---________
________she do yesterday? ---She learnt English.
4----__________they watch TV every day? ---
No, they don’t.
教学反思
Module 3 English Food
题目
题材
（主要）
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
听
能在听录音的过程中从语句中辨别出单词：egg, email, sandwich,
traditional, delicious, hamburger, ate, gave,
drank, tonight
能在句子中正确使用单词：email, sandwich,
traditional, delicious,
hamburger, ate, gave,
drank, tonight
能在图片的提示下、跟着录音在语句中正确朗读单词：email,
sandwich, delicious, hamburger, ate, gave,
drank
能够抄写单词：egg, email, ate, drank, gave
能在图片的帮助下听懂课文中的录音材料。
能够看图或在语境中与他人谈论、交流饮食习惯及喜欢的食物。
能够看图读出课文中对英国饮食习惯的描述；
能够读懂Amy写给Daming的信；
能够在读词的过程中体会出字母组合ea, ee, ear, ere,
eir在单词中
的发音。
能看图仿照本模块中的例句写句子：What did you
have for lunch
yesterday? I had sandwiches.
学习运用have及过去式had谈论饮食：
What did she have for
breakfast yesterday? She had eggs and sausages.
Sam ate six hamburgers.
说明中西方饮食文化的不同。
English Food（英国食物）
Daming收到Lingling从英国发来的电子邮件，了解到有关英国的饮食习惯。
词汇
说
读
写
语言
技能
目标
听
说
读
写
学习策略
课堂中积极与同学配合进行有关课文话题的交流。
文化意识
初步了解英语国家的饮食习惯、食品名称及中西方饮食文化的不同。
情感态度
任务
主动探索、发现、了解英语国家的饮食文化，乐于接触异国文化，拓展国际
视野。
1.
给外国朋友发电子邮件，说说中国的饮食文化；
2.
列出昨晚的食谱，说说自己喜欢或不喜欢的食品。
Unit 1 She
had eggs and sausages
学习任务
What did she
have for breakfastlunchdinner?
She had…
功能
谈论饮食习惯
运用任务
1、 SB第一单元活动3
2、
列出昨晚的食谱，说说自己喜欢或不喜欢的食品。
教学程序
一、Warm
up:（热身复习）
T: Hello, boys and girls.
S: Hello, teacher.
T: What’s your
favourite food?
S: My favourite food is…
二、Presentation:（介绍 课文导入）
T: I had bread
this morning, what did you have?
Ss: I had
ricemilknoodles…
T: We always have rice,
noodles, and dumplings for meals. They are Chinese
food.
Do you know English food?
Ss:
Talk about English food which they know.
T:
Tell the student Daming get an email from
Lingling. It’s talk about English food.
Now
let’s see what Lingling introduces. Then write the
title.
三、Teach new lesson:（课文教学）
Step1
Show them some new word cards and teach them the
pronunciation.
Step2 Open their books; listen
to the tape for the first time, ask the students
to
find out the new words and the name of the
food.
And explain some English eating
habits.
Step3 Give the student some questions:
1、 What did Daming have got?
2、
What did Lingling have for breakfastlunchdinner?
Listen to the tape for the second time, ask
the students to answer the
question, and then
check the answer together.
Step4 Ask the
students to see the pictures and play the tape,
the students read after
it. At last the
students read the text in pairs.
四、Practice（练习）
1、 Ask the student to see
the third part of the text. Use the sentences to
make
dialogues in pairs.
2、
完成运用任务1：SB第一单元活动3
3、完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的食品。
五、Homework（家庭作业）
Go over the text. Pay
attention to the important sentences and the name
of the
food.
板书设计：
Unit 1 She had
eggs and sausages
What did she have for
breakfastlunchdinner?
She had…
练习：
按要求写单词.
give(过去式)______________
city(复数)____________ drink(过去式)____________
sing(名词)_____________eat(现在分词)___________
study(过去式)___________
dangerous(反义词)___________
shop(现在分词)_______________
know （同音词） .
wear (同音词) same （反义词）
3 用动词的正确形式填空（5分）
1).Many years ago,
she_________(cook) on a fire.
2).Let’s______________(go) to the
supermarket.
3).He ____________(do) her
homework last night.
4).They ________(be)
going to cook English food.
5).Lingling
had a sandwich because she- (like)
hamburgers.
教学反思：
Unit2 Sam ate six hamburgers
学习任务
Sam
ate six hamburgers
He likes hamburgers very
much.
What did you eatdrink last night?
What are you going to eatdrink?
功能
谈论饮食及喜欢的食物。
运用任务
1、SB第二单元活动5
2、给外国朋友发电子邮件，说说中国的饮食文化；
教学程序
一、Warmer:（热身复习）
T: Hello.
Ss:
Hello teacher.
T: What did you have for
breakfast this morning?
Ss: I had…
T: What’s your favourite food?
Ss: My
favourite food is…
二、Presentation:（介绍）
Take out a picture of hamburger and ask the
students “Do you like
hamburger?” “How many
hamburgers can you eat? Students answer the
questions. T:
Let’s see how many hamburgers
Sam can eat. Then write the title on the board.
三、Teach new lesson:（课文教学）
Step1 T: Take
out some new word cards. Ask students to try to
read out them, and
then teach them these
words.
Step2 Put on a letter of this unit. Ask
students to see the letter and at the same time
to listen to the tape. For the first time the
students should draw a line under the new
words. Then ask them to try to answer these
questions:
1、
2、
3、
Who ate
hamburgers?
Who had a sandwich?
What is
mum going to cook tonight?
Step2 Play the
tape, the students should read after it. Then
check the answers.
Step3 Ask the students to
see the second part. Use the food to make some
dialogues. Students do it in pairs. To see
which group is the best.
Step4 Game
将全班分成几
组，教师出示有关食物的卡片，要求学生看到食物后马上造
句，哪组有一名学生先站起来，就算哪组先抢
达到。抢到的小组每人要迅速造一
个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多
，造句最
多，教师发给每个成员一枚粘贴作为奖励。
四、Practice（练习）
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：给外国朋友发电子邮件，说说中国的饮食文化；
3、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其
他学过的单词，如果没有，教师可以写出一些生词，让
他们大胆试读，以加深他们对这种拼读规则的理解
。
五、 Summary and homework（总结与家庭作业）
1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。
2、模仿课文写一封信给自己的好朋友或同学
板书设计：
Unit2 Sam ate six hamburgers
Sam ate six
hamburgers
He likes hamburgers very much.
What did you eatdrink last night?
What are
you going to eatdrink?
练习设计：
单项选择。
1（
）
I’ve got __email from Lingling. A a B an C
one
2 ( ) She ___ an English breakfast
yesterday. A has B have C had
3 (
)What __ she ___ yesterday evening?
A did,
have B did, has C does, have
4 ( ) They
had noodles ___ lunch. A on B in C for
5
( ) Lingling ___ English food very much. A.
likes B. like C. liked
6 ( ) What___
Daming__ to eat tonight? A are, going B. is,
going C does, go
7 ( ) He ____ eat
hamburgers tonight. A does go to B is going to C
are going to
8 ( ) She __ one apple to
dog every day. A give B gives C gave
9 (
) He __ fish last night. A ate B eat C eating
10 ( ) ---____ Amy___ Chinese food ? ---
Yes, she does.
A. Did, miss B. Does, missed C
Does ,miss
教学反思：
题目
Library（图书馆）
Module 4 Library
题材
（主要)
内容
Amy的妈妈给Amy和
Lingling买了一台新电脑，可她们不会使用，于是她
们到图书馆借书学习怎样使用电脑。第二天
，她们学会了使用电脑并做了
一张电子贺卡送给妈妈。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
如何在图书馆借书，询问和寻找相关信息。
学习如何询问物品的方位：Where are
the books about
computers, please? They’re on
Shelf C.
学习如何询问和寻找相关信息：Where can you find out
about
animals? You can find out about animals
in the library.
词汇
听
能在听录音的过程中从语句中辨别出单词：library, find,
CD-ROM,
bring, use, card, easy, dictionary, newspaper,
information, timetable
说
能在句子中正确使用单词：library, find, CD-ROM, card, use,
dictionary, newspaper, computer
读
能在图片的提示下，跟着录音在语句中正确朗读出单词：find,
library, CD-
ROM, card, dictionary, newspaper
写
语言
技能
目标
听
说
能够抄写单词：library,
use, card, easy
能听懂询问和寻找相关信息的句子：Where are the
books about
computers, please? They’re on
Shelf C.
能在创设的情境中练习对话，运用句子：Where are...,
please?
They are…
读
写
能够看图读出询问物品方位、询问和寻找信息的句子，体会
字母组合ie, igh,
ir在单词中的发音。
能用课文中所学语言看图完成句子：Where are ?
Where
can you find out about ?
学习策略
文化意识
对所学内容能主动练习和实践，积极运用所学英语进行表达和交流。
了解电脑在现代生活中的作用。
情感态度
提高学生自主获取信息的能力，培养关心帮助他人的美好情感。
任务
自行设计百货超市，运用Where are…, please? They
are…练习如何在某地找
到某物，
组织学生制作电子贺卡送给父母、老师或同学。
Unit 1
Where are the books about computers, please?
学习任务
Where are the…about…please?
…in
two week’s time.
功能
如何在图书馆借书
运用任务
第一单元活动3
2、自行设计百货超市，运用Where are…,
please? They are…练习如何在某地找到
某物
教学程序
Step1 ：Warming up（热身复习）
1 、Sing a song
２、Play a guessing game
Step2
：Presentation（介绍）
T: I need a book about
English food. What can I do?
Ss: You can buy
the book.
T: I can have it in the library.学生可能
不知道library这个词，这时教师板书该单词，
领读单词，请学生跟读。
T:
Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎
样借的。
Step3 Teach new lesson（课文教学）
1、
听边理解课文大意。
2、 教师再次播放录音，请学生边听边用笔勾画出课文中的生
教师将本课的挂图贴在黑板上，播放课文录音，请学生边
词、短语以及不熟悉的句子，并根据上下文和
图片猜生词的意思。
3、 教师将生词写在黑板上，为同学示范发音，并逐个讲解。
4、 教师播放录音，请学生跟读、模仿语音语调
Step4： Practice（练习）
1、 让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms S
mart，
进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每
人一
个小贴纸以奖励。
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：自行设计百货超市，运用Where are…, please? They
are…练
习如何在某地找到某物
Step5 Summary and homework
1、 请同学们看课文挂图，大体描述课文中在图书馆的对话内容。
2、
熟读课文并记忆重点单词和句型。
3、Ask them to make up a
dialogue with the new drills and new words.
板书设计：
Unit 1 Where are the books about
computers, please?
Where are
the…about…please?
…in two week’s time.
练习：
按要求写单词.
find(过去式)_______lady(复数)____________
bring(过去式)____________
dance(名词)_____________study(现在分词)___________
use(过去式)___________
easy(反义词)___________
write(现在分词)_______________
too（同音词） .
I(同音词)
3 翻译下列短语。
传统的中国食物_________________
有关计算机的书_______________
列车信息_________________
图书证______________ 带回来____________
make an
e-card_____________ in two week’s
time___________________
be good
at___________ listen to music_________ find
out_____________
4 用动词的正确形式填空（5分）
1)Sam
_________ ( get up) early this morning.
2)Lingling _________ (drink) some milk now.
3)We_______ (live) in a small house last year.
4)-What ____ (do ) you do tomorrow? -I
_______ (work) in the office.
5)She
______(want) to help students.
教学反思：
Unit 2 Where can you find out about animals?
学习任务
Where can you find out about….?
You can find out about…in on…
功能
询问和寻找相关信息
运用任务
第二单元活动5
2、组织学生制作电子贺卡送给父母、老师或同学
教学程序
Step1
Warming up（热身复习）
1、
2、
Sing a song
Show the pictures, ask the students to make up
dialogues.
Step2 Presentation（介绍）
T: Today
we will learn how to research the message what we
need.学完之后，大家要试
着通过各种途径来查询信息。
Step3 Teach
new lesson（课文教学）
1、 T: Take out a dictionary
and say: “This is a dictionary” .Ask the
students say the word one by one. Tell
the student we can find out about words in a
dictionary. As the same way, teach them the
other new words.
2、 Play the tape the student
should read the text after the tape. Then they
should practice the text in groups or pairs.
Help the student to grasp the sentence: “You
should find out about… in on…” Ask some
groups to read in pairs.
Step4 practice （练习） <
br>1、教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自
如，好的予以奖励
。
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：组织学生制作电子贺卡送给父母、老师或同学
4、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其
他学过的单词，如果没有，教师可以写出一些生词，让他们
大胆试读，以加深他们对这种拼读规则的理解
。
Stpe5 Summary（小结）
T: What have we learnt
this class?
Step6 Homework（家庭作业）
According
to this class, do activity book practice 1.
板书设计：
Unit 2 Where can you find out about
animals?
A:Where can you find out
about….?
B:I can find out about…in on…
ie igh ir
die high
girl
lie night shirt
练习：
单项选择。
1（ ）
The timetable ___ ___
the wall. A are, on B is, in C is, on
2 (
) Please bring ___the book __ two week’s time.
A back, in B on, in C about, after
3 (
) It’s easy ___ a computer. A on B in C with
4 ( ) Let’s___ to the library. A go B
going C went
5 ( )Where___ the books
about food? A is B are C were
6 ( )
There __ any cars or buses. A .were B. weren’t
C wasn’t
7 ( ) Here’s a card ___ you. A
on B to C for
8 ( )She didn’t__ a
radio. A. had B. have C has
9( ) He
gave a present __ his Mum. A in B for C to
10( ) Can I have your library card,
please? ----- _________
A Yes, I can. B
No, I can’t C Yes, here you are.
教学反思：
Module 5
Decisions
题目
题材
（主要）
内容
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
描述事物的特征，表达自己的看法。
学习描述物品的特征：
It’s big and light.
学习表达对某物的看法：
It’s too big for you. It’ll be
easy for you.
词汇
说
读
听
能在听录音的过程中从语句中辨别出单词：light, broken,
heavy,
pocket, hard, easy, big, small
能在句子中正确使用单词：easy, hard, heavy, light, big,
small
能在图片的提示下，跟着录音在语句中正确朗读单词：light,
broken ,heavy, pocket, hard
Decisions（决定）
Lingling要回中国了，可是她的旅行包坏了，所以Ms
Smart要给她买一个新
包。通过选择和比较，最后买到了一个称心的旅行包。
写
语言
技能
目标
听
说
能够抄写单词：light, hard, heavy
能听懂描述事物特征及表达对其看法的句子：This black big is
nice. It’s easy for him.
能在创设的情境中描述物品的特征并表达自己的看法：It’s
big and
light. It’s too big for you.
读
写
能够看图读出描述物品特征及表达看法的句子，体会字母组
合oa, oy,
oo在单词中的发音。
能用课文中所学语言看图完成句子：It’s heavy. It’s
easy for
him.
学习策略
在词语与相应事物之间建立联想；积极与他人合作，共同完成学习任务。
文化意识
情感态度 培养学生的自主意识和创新意识。
任务
创设一个购物情境，用不同的形容词来描述事物的特征。
UNIT 1 It’s
big and light.
学习任务
It’s big and light.
It’s got two pockets
功能
描述事物的特征
运用任务
第一单元活动3
2、创设一个购物情境，用不同的形容词来描述事物的特征。
教学程序
Step1
Warming up（热身复习）
1、Sing a song
2、Show the
pictures, ask the students to make up dialogues.
Stept2. Leading and new words
（导入和新单词）
Today we’re going to learn how to describe
something use big, small, tall, short, fat,
thin and so on. Take out your bag .Whose bag
is big? (Students answer)Whose bag is
heavy?
Whose bag is light? Whose bag is broken? Whose bag
has pockets? In this way,
show the new words.
Have the students understand and remember them. At
last, try to
make sentences with these words.
Step3. Text teaching
(课文教学)
Open
the book and listen to the tape recorder , listen
again and repeat, (show ppt=
power point) look
at the screen and read the questions:(1).What does
Lingling
need?(2).Where are Lingling and Ms
Smart?(3).What’s the black bag like?(4).What’s the
green bag like?(5).Which bag has got
pockets?(6).Which bag has got wheels?(7).Which
bag does Lingling like?(8).Which bag does Ms.
Smart like?(9).Which bag did they buy?
Read
the text for several times then answer the
questions. At last give the answers on the
screen .Read the text in groups, in pairs, one
by one, boy and girl. Try to retell.
Step4.
Practice（练习）
1、Show the pictures: elephant,
bird, panda dog, tiger, pencils, shoes, kites,
bags. Practice
to describe the pictures, using
the words: fat, thin, heavy, light, beautiful,
big, small, cute,
new, old, broken, nice.
2.完成运用任务1：SB第一单元活动3
3、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。
Stept5. Homework（家庭作业）
1.画一个你喜欢的包，然后用英语描述它
be animals.
3、Games: Draw yourself.
(Draw a picture of yourself and try to
describe.)
板书设计：
Module 5 Unit1 It’s big
and light.
P1 porcket P2 broken P3 heavy
P4 light
It’s got…
It has…
练习：
为I栏找出正确的答语
I
(
)1 Who are they ?
( )2 Is he your grandpa?
( )3 How do you do?
( )4 What did she
do ?
( )5 What’s the weather like?
(
)6 Can I see your photos?
( )7 Here is a
card for you.
( )8 Nice to meet you.
(
)9 When did you go to Hainan?
( )10 See you
tomorrow.
教学反思：
II
A I went there in
May.
B How do you do!
C It’s
cloudy.
D Nice to meet you, too.
E Of course.
F She went to Xinjing.
G No, he isn’t.
H See you.
I Thank you.
J They my
counsins.
UNIT 2 It’s too big for you.
学习任务
It’s …for…;
It’s too big for you.
Try
this one in whiter.
功能
如何表达自己的看法
运用任务
1、 SB第二单元活动5
2、创设一个购物情境，用不同的形容词来描述事物的特征。
教学程序
（热身活动）
(Look at the
screen) Can you use it? Review the words and make
sentences
with them.
I you we she
he they it
me you us her him
them it
Step2. Words and
leading（单词和导入）
Take out a picture of a coat,
and say: I have got a red coat and a blue coat.
Point to
the picture and: The red one is too
big for me, the blue one is too small for me. Have
the
students make sentences with you, we, she,
he, they, it. They can use have got and has
got .Explain hard is difficult (hard = not
easy). What does Lingling want to buy?
teaching
. (课文教学)
Play the tape. Listen and
answer the questions
(Show ppt)
1. What
does Lingling want to buy?
2. What can you see
on it?
3. What color does Lingling buy at
last?
4. What color does Lingling like?
5. Why does she change her mind to buy another
color?
At last, please the students act the
dialogue.
Step4. Practice（练习）
1.
Show the pictures. Have the students look, say and
write. Make sentences with:
It’s … for…. Draw
it on the board. Then the students write the
sentences on
their exercise book.
2. Show
the ppt. Play the tape. Have the students listen
and underline the same
pronounce, and then do
the AB.
3. 完成运用任务1：SB第二单元活动5
4、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特
征。
5、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出
其他学过的单词，如果没有，教师可以写出一些生词，让他们
大胆试读，以加深他们对这种拼读规则的理
解。
Step5. Learn to sing. （学习歌曲）
Listen to
the tape for several times. Try to sing and do the
actions.
Step6.
Homework：（家庭作业）
Describe your bag.
板书设计：
UNIT 2 It’s
too big for you.
It’s …for…;
It’s too big
for you.
Try this one in whiter.
练习：
按所给单词的适当形式填空。
1)There are lots of
_______(bus).
2)Thank you for_______ (dance)
to us.
3)She danced in lots of ______(cities).
4) He______________ (teach) English now.
5
)Ten years ago, he _________(teach) Chinese.
6
)He ________(live) there with his three children.
7 )He should ______(study) hard.
题目
Travel（旅行）
教学反思：
Module 6 Travel
题材
（主要）
内容
Amy看到了Lingling所带的相片，于是Lingling便向Amy和Ms
Smart
介绍相册上她所去过的中国几个著名风景区及其地理位置。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
词汇
听
能在听录音的过程中从语句中辨别出单词：photo, stay,
week, parent,
ride, horse, holiday, climb, east, west, north,
south
说 能在句子中正确使用单词：photo, parent, ride,
holiday,
climb, east, west, north, south
读
能在图片的提示下，跟着录音在语句中正确朗读出单
词：photo, parent, ride,
horse, climb, holiday
写 能够抄写单词：photo, week,
parent, horse
语言
技能
目标
听
能听懂描述旅游见闻的句子：When did you go to
Xinjiang? We
went there last year.
描述某地方位的句子：It’s in the
eastwestsouthnorth.
谈论旅游见闻，描述某个地方的方位。
学习谈论过去的事情：I went there last year.
学习如何描述某地方位：It’s in the
eastwestsouthnorth.
说 能够借助过去旅游的照片，运用本课句型描述一次旅游
活动：Last
year, I went to Qingdao and visited my friend.
读 能够看图读出谈论旅游见闻和描述某地方位的句子，体
会字母组合or, oor,
ourou, owour, ur在单词中的发音。
写
能用课文中所学语言看图完成句子：Last year, I went to
.
It’s in the .
学习策略
注意观察生活或媒体中有关旅游见闻的简单英语，积极运用所学英语
进行表达和交流。
文化意识 了解祖国的地理知识，知道一些著名城市的位置及其名胜古迹。
情感态度
培养学生热爱祖国大好河山的美好情感。
任务
谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。
UNIT 1 I went there last year
学习任务
Did you go with…
wherewhenwhatwho did
you……?
功能
谈论旅游见闻
运用任务
1、
SB第一单元活动3
2、 谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。
教学程序
（热身活动）
1、Sing a song
2、Show the pictures, ask the students to make
up dialogues.
Step 2: leading
（导入）
(Introduce the English Where is Beijing? London
New York Tokyo Moscow)
Say the names of
famous places in China and England
Step 3:
Take out many photos and new words（出示照片并学习新单词）
Introduce: This is a photo( 举一张 ).
These
are photos (举全部，多张照片)
Then have the students
try to describe the photos. The teacher can say: I
stay there
for one two weeks.
Explain:
‘
stayed’
is the past tense of stay
Week: from Sunday and Saturday is one week.
Step 4:
Test teaching
. (课文教学)
1、So
that the students can listen to the conversations
and follow in the books
Tell each pupil to
get a piece of paper and draw a question on it.
Ask the students to close their books
Play the dialogue part by part and have to listen.
If they have a question, they have
to
hold up their pieces of paper and say questions .
Now tell the students to open their books
and underline all the questions in the
dialogue
Have the students answer the
questions
2、Show the pictures and have the
student try to say and write.
Use the drills.
At last give them answers
Who has got some
photos?
Where is Lingling?
When did
Lingling go there?
Who did she go with?
Where does her uncle live?
Step 4
Practice（练习）
1、完成运用任务1：SB第一单元活动3
2、
完成运用任务2:谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方
位。
Step5Homework(家庭作业)
Talking about
where you went? And write down
板书设计
：
UNIT 1 I went there last year
Did you
go with…
wherewhenwhatwho did you……?
练习：
单项选择
1 Where ____ the
books about computer? A was B is C are
2 Where ___ you yesterday? A were B are C
is
3 Lingling, ____ your bad. A Look B See
C Look at
4 The T-shirt has got a panda ___
it. A on B in C at
5 Try this one ____
white. A on B in C at
6 It ____ got four
wheels. A is B was C has
7 My cousins ______
Beijing every year. A visit B visits C
visited
8 It’s ____ the west of China. A on
B in C to
9 We stayed ____ my friend. A
for B to C with
10 He made ___ e-card ___
me. A a, to B an, for C a, to
教学反思：
Unit 2 It is in the north of China
学习任务
Where did you go for your holidays?
Where is ?
It is in the
northsoutheastwest of China.
功能
描述某个地方的方位
运用任务
1、 SB第二单元活动2
2、 SB第二单元活动5
3、
谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。
教学程序
（热身活动）
1、Sing a song
2、Show the
pictures, ask the students to make up dialogues.
Step2. New words （新单词）
Show the cards of
the new word. Have the student read and remember
them
Then explain the word: parent means
mother or father; Holiday means the day that
you do not work or study, you are free.
Step3. Test teaching(
课文教学)
1、Play the
tape, have the students open their books listen
and read then answer the
questions
1.
Where did Lingling go?
2. When did she go?
3. Who did she go with?
4. Where is
Xinjiang?
5. What did she ride?
6. What
mountain did she climb?
7. What lake
did she visit?
8. Did she have a good time?
At last give answer to the students
2、On the blackboard, mark north at the top,
south at the bottom, west on the left, east
on
the right. Read and point
Show a map of China
on the blackboard and ask: Where is Haikou?
YinchuanShanghaiHetian Hong Kong
Practice:
Have the students talk about their holiday. If
they did not go anywhere,
Step 4 Practice（练习）
1、完成运用任务1
：
SB第二单元活动2
2、完成运用任务2：SB第二单元活动5
3、完成运用任务3：谈谈自己外出旅游的一次经历，向同学们介绍所到城市
的方位。
4、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其
他学过的单词，如果没有，教师可以写出一些生词，让他们
大胆试读，以加深他们对这种拼读规则的理解
。
Step5. Sing a song （学唱歌曲）
Play the tape
and the student learn to sing
Game: Draw a
picture (in the south draw some mountains, in the
north draw a river, in
the east draw a road,
in the west draw a kite )
Step
Homework:
（家庭作业）
Write and draw
题目 Communications（交流）
1. Where is your
favourite place? 2. When did you go there?
3.
What did you do there? 4. Who did you go with?
板书设计：
Unit 2 It is in the north of China
Where did you go for your holidays?
Where
is ?
It is in the
northsoutheastwest of China.
练习：
阅读短文，回答问题。10分
My name is Amy. Last
autumn, I went to Beijing with my parents. Beijng
is in the north of China.
It has lots of
places of interest. I visited the Great Wall and
took photos with my parents. I went to
Tian’an
men Square. It is very beautiful. We stayed there
for two weeks with my grandparents. We
had a
lovely time.
1 Did Amy go with her parents to
Beijing? 2 Where’s Beijing?
3 Has Beijing
got lots of places of interest? 4 What did Amy
do with her parents?
5 How long did they stay
there?
教学反思：
Module 7 Communications
题材
（主要）
内容
Amy教给Tom发送电子邮件，之后Tom用电子邮件与Dad 交流。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
了解如何发送电子邮件，并用电子邮件与人沟通交流。
学习祈使句：
Let’s send an Email. Click on “Email”. Write
your message.
复习现在进行时：
I am working very
hard.
一般将来时：
I will be home at seven
o’clock.
听 能够在听录音的过程中辨别出单词：message, another,
idea,
office, busy
能够在句子中正确使用单词：message,
idea, office, busy
词汇
说
读
写
语言
技能
目标
说
听
能够在图片的帮助下正确认读单词：message, idea, office, busy
能够正确抄写单词：message, idea, office, busy
能够听懂如何发送电子邮件的指令：Click on “Email”.
Now
click on “Write”. Write your message. Click on
“Send”.
能够表达如何发送电子邮件，并能够简单说出自己的近况。
读 能够在图片的帮助下指读课文，理解发送电子邮件的步骤；
能够在读词的过程中体会字母组合ch, tch, ck, kn 在单词中的
发音。
写 能够在图片的帮助提示下，写出发送电子邮件的步骤。
学习策略 积极运用所学的语言进
行表达和交流，并通过与同学合作的方式（如：同
学相互介绍发送电子邮件），进一步巩固所学知识，共
同完成学习任务。
文化意识
让学生了解现代科技电子邮件在现实生活中的使用，激发学生努力学习的
热情。
情感态度
通过积极参与互发电子邮件的活动，培养学生敢于开口、乐于开口、积极
参与实践的习惯。
任务
运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自
己的近况，提高交流能力。
Unit 1 Let’s send an email.
学习任务
Let’s send an email to dad.
Clik
on ‘Email’.
Write your message.
功能
学习如何发送电子邮件
运用任务
1、 SB第一单元活动3
2、
运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己
的近况，提高交流能力。
教学程序
（热身活动）
1、Sing a song： my
home’s the place
2、自由讨论:描述方位
Step 2:
leading
（导入）
请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说
出电话，
书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。
利用多媒
体课件展示一幅电脑图片，询问学生我们可以用它来做什么，然后
告诉学生我们可以用它来和别人交流，
今天我们就来学习如何发送电子邮件
给你的亲朋好友。
Step3：text
teaching(
课文教学)：
（1）、板书单词“email”，同时向学生讲解什么是
电子邮件：“它是从一个
电脑到另一个电脑的信息。”用课件展示动画从一个计算机到另一个计算机的<
br>过程。并出示图片。请学生读单词，可以齐读，分小组读，或者男女生分组
读。
（2）、播放录音，呈现活动1，请学生听录音熟悉课文内容。
再放录音，请学生找到问题的答案：What’s an email? Where is the
email from?
(3)、 教师将重点句子板书在黑板上：
Let’s send an email to dad.
Click on
‘email’.
Click on ‘write’.
Write your message.
Click on‘send’.
（4）、 请学生回答上面的问题，教师 进行总结。继续提问；怎样发送电
子邮件？
展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，按正
确地顺序把
图片排列好。然后再听一遍录音，让学生熟悉发送电子邮件的过程。
（5）、领读重点句子，
让学生重复，找单个学生复述句子，然后自由练习如何
发送电子邮件。教师将图片打乱顺序贴到黑板上，
找学生将图片与句子连线。
（6）、再放一遍录音，请学生跟读课文。再让学生复述如何发送电子邮件
。对
复述好的学生给予奖励。
（7）、完成活动手册练习1，练习2，先让学生听录音，再找
学生说出自己的
答案。并找学生对错误的论断进行改正。
Step4
practice(练习)
（1）、听一听，画一画
请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write
some words on your poster，put the poster on
the
wall！让学生课后将自己的海报粘
贴到墙上，并描述一下自己的作品，评选出好的作品给予奖励。
（2）、完成运用任务1：SB第一单元活动3
（3）、完成运用任务2：运
用所学语言练习写电子邮件并发送给自己的朋友、同
学及亲人，说出自己的近况，提高交流能力。
（4）、游戏：我说你做
两人一组，一人说指令，另一个人做动作，比比看谁的反应快。
Step5 homework（
课后作业）
（1）、熟悉发送电子邮件的 过程。
（2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。
板书设计
Unit 1 Let’s send an email.
Let’s send an
email to dad.
Click on
‘email’.
Click on ‘write’.
Write your
message.
Click on ‘send’.
练习：
连线,将A栏的词组合成一个短语,再与C栏的汉语连起来.(18分
A
B C
click on
the mouse 使用鼠标
use
send your
friend 发送电子邮件
an email 写信息
write
draw
good
教学反思：
idea
“Email”
the message
好主意
画你的朋友
点击电子邮件图标
UNIT 2 I will be home at seven o’clock.
学习任务
I am working very hard.
I will be
home at seven o’clock.
功能
通过电子邮件进行交流
运用任务
1、 SB 第二单元活动5
2、
运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己
的近况，提高交流能力。
教学程序
Setp 1：Wamer(热身活动)
1、 Sing a
song :
2、 自由交谈:关于旅游
Setp 2:leading in (导入)
让我们一起来看看汤姆回复给SMART的电子邮件。
Setp 3：Text
teaching(
课文教学)
（1）、播放录音，呈现活动1，教师提问：“what’s
an email ？”请学生回答.
(2)、再放一遍录音，请学生模仿跟读，直至读的熟练为止。
（3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：
I am
working very hard.
I will be home at seven
o’clock.
(4)出示活动2的图片，请学生来描述一下，对说的好的学生给予奖励。让学生
良人一组来进行描述。教师给予指导。
（5）、播放活动3的录音，请全班跟读，熟悉每个单
词的发音。把单词卡随意粘
贴到黑板上，教师一边贴，学生一边读。然后将其分组。
（6）、组织全体学生听录音，完成活动手册练习4。
Setp 4
Partice (
任务完成)
1、完成运用任务1：SB 第二单元活动5：教师发出指令
，学生记住之后，
按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。
2、游
戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸
爸妈妈的身份给自己写一封电子邮件
。对写的好的学生进行表扬。
3、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友
、
同学及亲人，说出自己的近况，提高交流能力。
4、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写
出一些生词，让
他们大胆试读，以加深他们对这种拼读规则的理解
Setp 5：Learn
song(
学习歌曲)。
逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分
角色演唱歌曲。
Setp 6:Homework(
课后作业)
请学生根据上一节课后收到的邮件，给对方回复一封电子邮件。
板书设计
UNIT
2 I will be home at seven o’clock.
I am working very hard.
I will be at home
at seven o’clock.
练习：
选择填空. (12分).
( ) 1. What’s _________email?
A.
a B. an C.
( ) 2. Thank you
for ________me an email.
A. send
B. sends C. sending
( ) 3. I’ll
________home at seven o’clock.
A. at
B. be C. go to
( ) flies ______ one
tree to another tree.
A. in B. at
C. from
( ) ng is _____the phone for you.
A. to B. in C. on
( )
.6. ________about a green bag?
A. How
B. What a C. Where
( ). 7. The red
line is _________the yellow one.
A.
big than B. same as C. the same as
(
) 8. Her mother and grandma ________Chinese.
A. from B. are C. is
( ) 9. He
_________ buy a present for her brother.
A. wants B. wants to C. want to
(
) 10. I’m working very hard_________the office.
A. to B. on C. at
( ) 11. -------How are you?
----_________
A. I am Sam. B. I am
nine C. I’m fine.
( ) 12. Let’s send an
email ________Dad.
A. to B. for
C. from
教学反思：
题目
题材
Discussion（讨论）
Daming要到美国去，打电话征求Sam送什么礼物给表弟，最后商定送一个
中国龙风筝。
Module 8
Discussion
（主要）
内容
教学目标
语言
知识
目标
语法
（结构、
句子）
功能 学习如何给别人提建议；
通过对事物的对比发表自己的看法。
学习征求建议：
What do you
suggest? What do you think?
学习表达建议：
What
about…? How about…? Why don’t you…?
学习表达观点：
I think so. I don’t think so.
复习有关比较的句式：
Line A is longer. Is Line A the same as Line
B?
听 能在听录音的过程中辨别出单词：suggest, quickly,
excited,
America, China, kind, dragon, same,
circle
能够在句子中正确运用单词：suggest, quickly,
America, China,
kind, dragon, same
能够在图片的帮助下、跟着录音正确朗读单词：suggest, quickly,
America, China, kind, dragon, same
能够正确抄写单词：suggest, quickly, America, China,
dragon, same
词汇
说
读
写
语言
技能
目标
说
听
能够听懂他人征求意见、建议以及表达观点的句子：What do
you suggest?
What about chopsticks?
能够根据实际情况说出自己的建议，表达自己的观点并向他人
征求建议：How about
a dragon kite? Why don’t you give him a
kite?
I think so.
读
能够在图片的帮助下认读课文,
体会句子表达的含义；
能够在读词的过程中体会字母组合ll, ng, nk,在单词中的发音。
能够在图片的帮助下，抄写向别人表达建议的句子：What about
chopsticks? How about a dragon kite? Why don’t
you give him a
kite?
写
学习策略
积极运用所学英语进行表达和交流；
积极与他人合作，共同完成学习任务。
文化意识 让学
生了解在英、美国家中，征求意见和表达建议时的语气非常委婉，从
而养成文明礼貌待人的习惯；同时让
学生知道“龙”是中国的象征。
情感态度 教育学生在讨论中积极参与，主动请教，培养合作意识；在
比赛中乐于模
仿，敢于开口，培养公平竞争的态度及创新精神。
任务
运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什么
礼物给自己的朋友。
Unit1 What do you suggest?
学习任务
What
do you suggest? What about……?
Why don’t
you ……? How about……?
功能
学习如何给别人提建议
运用任务
1、 SB第一单元活动3
2、
运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什
么礼物给自己的朋友。
教学程序
Setp1:Wamer
(热身复习)
A: Song: We are clever boys and girls.
B:
Free Talk: How to send an email?
C: New
concepts:
1) Greetings.
2) Sing an English
song.
Setp2:Leading in(
课文导入)
1)
热身复习后,教师对学生说:I am going to visit a foreign friend
this weekend .And I
want to take a present for
him .What do you suggest?
请学生提出建议.
2)
教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢？Sam
又是
如何给Daming 提出建议的呢？下面让我们一起来学习今天的课文。
Setp3:Text teaching(
课文教学)
1）
把挂图贴在黑板上，播放课文录音。
呈现SB Unit 1Activities
1的内容，请学生边听边看挂图。听过后，教师指着
挂图上的人物，引导学生说出对话发生的场景。
2）
再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重
点句型，将其写在黑板上：
What do you suggest?
What about
chopsticks?
Why don’t you give him a kite?
How about a dragon kite?
将“What do
you suggest?” “What about… ？”“Why don’t
you…?”和“How
about…?”用方框框起来。告诉学生给别人提供建议时，可以使用这些
句型。
然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换
原有的单词练
习这些句型。
3)．完成SB Unit 1 Activities 2
Setp4:Pactice(
任务完成)
1） 游戏：“打电话”。
选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同
的角色。
2） 游戏“小小购物车”
准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请
学生到讲台上
随意拿起某件物品，使用提供建议的句型来建议教师购买。
3）完成运用任务1：SB第一单元活动3
4）完成运用任务2：运用所学的语言准备化妆舞
会，小组讨论出什么节目、如
何穿戴、送什么礼物给自己的朋友。
Setp5
．
Homework
(课后作业)
组织学生课后三人一组，分别扮演Ms Smart, Sam和Daming
,将课文编排成英文
品，在班上表演。
板书设计：
Unit1 What do
you suggest?
What about
chopsticks?
Why don’t you
give him a kite?
How about
a dragon kite?
练习：
一.
根据汉语意思完成下列句子.(10分)
1. He _________
_________ now.(他现在很忙)
2. I’ve _______an email
________ Tom.(我收到了来自TOM的电子邮件)
3. She _________
_________ home at 8 o’clock.(她将会在8点到家.)
4. I
am ________ very _______ at the
office.(我正在办公室努力工作.)
5. I’ve got _______
_________.(我有主意了)
教学反思：
Unit 2 Line A is longer.
学习任务
Line A is longer.
Is line A the
same as line B?
I think so. I don’t think so.
功能
通过对事物的比较发表自己的看法
运用任务
1、
SB第二单元活动5
2、组织全班学生完成“排排队”游戏。
教学程序
Setp1:Wamer(
热身复习
)
A: Sing an
English song.
B: Free
talk:设想教师购物，让学生为教师购物提供建议。
C; New concepts:
Setp2:Leading in
(课文导入)
热身复习后，教师在黑板上画一个
大圆和一个小圆，一条长线段和一条短线段。
把两个圆分别标记为A和B，用同样的方法标记两条线段。
教师指着两条线段说
‘long’。提示学生们说：“line A is longer
than line B
”。教师可以利用教室里
的物品，如钢笔，书本等做更多的示范，复习学过的形容词的比较级。
教师对学生说：“今天我们将要学习如何通过比较判断来发表自己的看法，同
时也要比一比谁的眼力好
。
Setp3:Text teaching
(课文教学)
1、教师把挂图贴在黑板上，指向挂图中的线段问学生：“what are
these？”学
生回答：“they are lines
”指着圆圈问同样的问题，并选择一个自己认为正确的答
案。
请学生独立完成其中两个问题，最后订正答案。
2、教师在黑板上写出下列单词；big
，small，tall ，short ，long ，请几个学
生写出他们的比较级。把line
A is the same as line B 和 circle A is the same
as
circle B 这两句话写在黑板上，把 the same as 用方框圈出，告诉学
生可以用这
个表达方式来说明两个相同的事物。然后用图画引导学生巩固这一句型，。
Setp4:Pactice
(任务完成)
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：组织全班学生完成“排排队”游戏。
3、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学生试着找出其他学过的单词，如果没有，教师可以写
出一些生词，让他
们大胆试读，以加深他们对这种拼读规则的理解
Setp5、Learning song
(课文学习)
组织全体学生看图并描述图中发生的事物。
放录音，请学生看图画听诗歌，把握整体内容，学
生跟读并引导学生掌握诗歌
的节奏。请学生表演诗歌，并给予奖励。
Setp6、Homework
(课后作业)
“猜猜我的画”游戏：教师请学生完成
一幅画，画面要有许多隐蔽的事物。每
种事物不能超过6中种。然后学生两人一组，学生
先看一分钟，然后他们要仿照
如下的示例进行对话：
A：there are five
fish in my picture。
B：I think so 。 I don’t
think so .there are six.之后学生互换角色,继续问答.
板书设计
UNIT 2 Line A is longer.
Line A is the same as line
B.
Circle A is the same as circle B.
big
small
tall
short
long
练习：
连词成句
1. at, now, the, my, office, is,
mother,(.)
______________________________
_____________________-
2. email, got,
he, an, has, from, Jack (.)
________________________________
___________________
3. same, Line A,
is, as, Line B, the(.)
_______
____________________________________________
4. don’t, why, give, her, a, football,
you(?)
___________________________
________________________
5. want, I,
to, a, for, cousin, present, take,
my(.)
________________________________
______________________________
教学反思
：
题目
题材
Letters from
Abroad（海外来信）
Daming收到了两封海外来信，一封是Lingling从英国寄来的
，信中描述了
（主要）
她去儿童剧院的所见所闻；另一封来自美国的Simon，讲述了他们一家人
Module
9 Letters from Abroad
内容
为迎接Daming的到来已做好的和将要做的各种准备活动。
教学目标
语言
知识
目标
功能
语法
（结构、
句子）
谈论过去和即将发生的事；学习不同国家的文化。
谈论过去：
We
laughed a lot.
谈论将来：
We are going to see
you in three weeks.
听
能在听录音的过程中从语句中辨别出单词：wore, women, actor,
told,
joke, funny, after, show, ready, soon, bed, room,
history,
question, borrow, evening
词汇
说
读
写
语言
技能
目标
说
听
能在句子中正确使用单词：wore, women,
told, joke, funny, after,
show, ready, soon,
bed, room, history, question, borrow, evening
能在图片的提示下、在语句中正确朗读单词：wore, women, told,
joke, funny, ready, soon, bed, room, question,
borrow, evening
能够抄写单词：wore, women, told,
joke, funny, soon, bed, room,
borrow
能听懂信的内容；
能够听懂含有一般过去时和一般将来时的句子：Last week we
went to a children’s theatre. We are going to
see you in three weeks.
能运用所学知识描述过去和将来的事情：Last
week we went to a
children’s theatre. We are
going to see you in three weeks.
读
能够体会课文含义；
能读懂表示过去和将来时态的句子：Last week we went to
a
children’s theatre. We are going to see you
in three weeks.
能够在读词的过程中体会字母组合qu, sh,
th在单词中的发音。
写
能够在课文图片的帮助下运用所学语言写出描述过去和将来
动作的句子：Last week we
went to a children’s theatre. We are
going to
see you in three weeks.
学习策略 在词语与相应事物之间建立联想； <
br>积极与他人合作并运用所学英语进行表达和交流，共同完成学习任务。例
如：鼓励学生小组合作，
用“讲故事”的形式介绍自己过去做过和将来要
做的事情。
文化意识
初步了解一些国家不同的文化习俗。
情感态度
培养学生与他人合作的能力和态度；培养学生乐于模仿，敢于开口，积极
参与，主动请教的良好习惯。
任务 组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在
和将来。
Unit 1 We laughed a lot.
学习任务
The man
wore women’sclothes.
The actors told lots of
jokes.
We laughed a lot.
功能
描述过去的动作和状态，学习不同国家的文化
运用任务
1、
SB第一单元活动3
2、
组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和
将来。
教学程序
Setp:1. Warmer and review
(热身与复习)
Act
the poem: Do you agree.
Setp2. Leading
(导入)
① Teacher takes out a photo of the show.
T: I went to the theatre with my friend last
week.
What did you do last week?
②T: Do
you know what did Lingling do last week?
Let’s
listen to the radilo.
Setp3. New
teaching
（新授）
① Listen and look at the
picture on the board.
Then, let students
describing the picture in their own’s words.
②
Stick the sentence cards on the board, listen
again.
Sentences: We went to a children’s
theatre.
The men wore women’s clothes.
The
women wore men’s clothes.
The actors told lots
of jokes.
It was very funny.
We
laughed a lot.
We went to a restau rant after
the show.
We all ate hamburgers and chips.
Then, let students describing, use the
sentence cards.
③ Teacher circles the words:
went wore told was laughed ate
Then,
give the words: go wear tell is laugh eat
Let the students match then.
④ Read
sentences on the cards
Let students recollect
what did Lingling do last week.
⑤Listen and
repeat the text.
⑥Answer the questions on your
paper.
A. Where did Lingling go last week?
B. What did the men and the women wear?
C.
What did the actors do?
D. Where did they go
after the show?
E. Wheat did they eat?
Setp4. Practice
(练习)
1、 Students take
out their own pictures to describing what did they
do .
2、完成运用任务1：SB第一单元活动3
3、
完成运用任务2：组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自
己的过去、现在和将来。
Setp:5. Homework(家庭作业)
Talk about
what you did yesterday.
板书设计：
Unit 1 We laughed
a lot
went
laugh
were
eat
told
is
was
go
laughed
are
ate
tell
练习：
连词成句
1. he hard studied
very . He studied very hard .
2. was teacher Mr. Li a .
Mr. Li was a teacher.
3. English she
learnt . She learnt
English .
4. he’s now English learning .
Now he’s learning English.
5. I’v an got
email from Lingling . I’ve got an
email from Lingling .
6. had she eggs and
sausages. She had eggs and
sausages.
7. what she did for lunch
have. What did she have for lunch ?
8. we to our hamburgers gave Sam .
We gave our hamburgers to Sam .
9. tonight
Mum cook is going to Chinese food . Tonight Mum
is going to cook Chinese food.
’s wheels
four got . It’s got four
wheels .
11. easy be it’ll her for .
It’ll be easy for her.
13. got it’s a
panda it on . It’s got a panda
on it.
14. too it’s big for you .
It’s too big for you.
15. went last year
I there . I went there last
year.
教学反思：
Unit 2 See you soon.
学习任务
We are going to see you in three
weeks.
Mum bought new chopsticks for you.
He’s eating an apple now.
功能
谈论过去和将来发生的事情
运用任务
1、 SB第二单元活动5
2、
组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和
将来。
教学程序
Setp1:Warmer and review(热身与复习)
1. Revise simple past tense with these words.
Wore women actor told joke funny after
show read
2. Say a tongue twister
Setp2: Leading(导入)
T: My friend will visit
me soon. I bought a bed and a bike for him. Now,
let’s see
what did Simon’s parents buy for
Daming.
Setp3: New teaching(新授)
1.
Stick the picture on the board.
Play the tape:
Look and listen.
Then, talk about the letter
in Chinese.
2. Play the tape again, listen
and repeat.
3. Read the letter by yourself.
4. Stick the sentence cards on the board.
Revise simple past tense and simple future
tense.
We are gong to see you in three weeks.
Dad is going to put another bed in my room.
Mum bought new chopsticks for you.
He is
going to ask you some questions.
We borrowed a
bike for you.
Hare the students stick
the pictures of Simmon’s family beside correct
sentence.
5. Activity 2 of SB
For an
example with the first picture.
Then have the
students describe the other pictures pay attention
to ‘simple past
tense’ and ‘simple future
tense’.
6. Activity 3 of SB
①Listen
and repeat pay attention to the pronunciation.
②Underline the letters that make the sound.
7. Let’s sing
①Go through the words
of the song.
②Listen the tape, learn to sing.
③Sing the song all together.
Setp4:Practices:
(练习)
1. Listen and
say, then read the letter.
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2:组织表演情景剧“多年以后重相逢”：和老朋友互相讲述
自己的过去、现
在和将来。
4、学说字母组合的发音。
首先，听音学说，找出共同发音.
再让学
生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让
他们大胆试读，以加深他们对这种拼
读规则的理解
Setp5Homework(家庭作业)
1.
Copy new words.
2. Write a letter. Use the
words in the box.
板书设计：
Unit 2 See You
Soon.
soon question
Yesterday
Tomorrow
bed borrow
room
evening
history
练习：
连词成
句
16. when you did go Xinjiang to ?
When did you go to Xinjiang ?
17. it’s the
north China of in . It’s in the
north of China.
18. she a lovely time
had there . She had a lovely time
there.
19. suggest you do what?
What do you suggest？
20. why you don’t
him give a kite ? Why don’t you give
him a kite?
21. that’s idea a good .
That’s a good idea.
22. longer Line A
than is Line B . Line A is longer
than Line B.
23. everyone English speaks
. Everyone speaks English.
24. it very was exciting.
It was very exciting.
25. a list of
things make do to . Make a list of
things to do.
26. I’m New York now in .
I’m in New York now.
27. we in house a
small lived . We lived in a small
house.
28. didn’t she a television have .
She didn’t have a television.
29 . I be
will at seven o’clock home . I’ll be
home at seven o’clock.
30. where the books
are about computers ? Where are the books about
the computers?
31. it’s for big too you
. It’s too big for you.
32. where go you are going to ?
Where are you going to go?
33. he ask some
questions is going to . He is going to ask
some questions.
34. don’t bring CDs of
Chinese songs to forget .Don’t forget to bring
CDs of Chinese
songs.
教学反思：
Module 10 Preparations
题目 Preparations（准备）
题材（主Daming即将到美国旅行，在grandma的建议下，他制定好了项目清单：要去
要）内容 的地方、要带的物品、到机场的时间等；到达之后Daming
马上写信给父母，
讲述了他到纽约后的情景和他的各种感想。
教 学 目 标
语言
知识
目标
功能
语法
谈论旅行前的准备和旅行经历。
一般过去时：
（结构、I arrived
yesterday.
句子） 一般将来时：
I’m going to meet
you in New York.
听 能在听录音的过程中从语句中辨别出单词：list,
airport, shoe,
ticket, toothbrush, arrive,
taxi, flat, building, made, again
能在句子中正确使用单词：list, airport, shoe, ticket,
toothbrush,
arrive, taxi, flat, building,
made, again
读 能在图片的提示下、在语句中正确朗读单词：list,
airport, shoe,
ticket, toothbrush, arrive,
taxi, flat, building, made, again
写
能够抄写单词：list, shoe, ticket, arrive, taxi, flat,
building, made
词汇
说
语言
技能
目标
听 能听懂以what, when, where,
who四个单词开头的疑问句及其含
义。
说 能够和同学用what, when,
where, who四个疑问词谈论旅行前的
准备；
能进一步运用所学知识描述过去和将来的事情。
读 能够体会本模块课文的含义；
能够认读以what, when, where,
who四个单词开头的相关疑问句；
能够在读词的过程中体会字母组合wh, wr在单词中的发音。
写 能够根据图片或提示写出以what, when, where,
who四个疑问词
开头的句子。
学习策略 在词语与相应事物之间建立联想；
对所学内容能主动练习和实践。鼓励学生主动用what, when, where,
who四个
疑问词谈论旅行前的准备；
用英语制定简单的旅行计划。
文化意识
了解不同国家的生活特点并能相互比较相同点和不同点。
情感态度
培养学生热爱家乡、热爱祖国的情感
任务 1. 询问家人或朋友外出旅行的准备情况；
2. 学校将组织一次旅行，小组间讨论旅行前的准备。
Unit 1 Where are you going to
go?
学习任务
Where are you going to go?
What are you going to take?
When are you
going to go?
Who’s going to go with you?
功能
谈论旅行前的准备
运用任务
1、 SB第一单元活动3
2、 询问家人或朋友外出旅行的准备情况；
教学程序
1:Warmer and review(热身与复习)
1. Revise
simple past tense with these words.
Wore
women actor told joke funny
2. Say a
tongue twister
2. Free talk:（自由谈论）
T: What
are you going to do next Sunday?
S: (Answer)
T: Who’s going to travel?
after show read
S: (Answer)
T: What are you going
to take?
S: (Answer)
T: When are you going
to go?
S: (Answer)
T: Who’s going to go
with you?
S: (Answer)
T: I hope you have a
good time.
3. New text（课文教学）
T:
Daming is going to travel. Let’s have a look what
he is going to do.
⑴Read the text, then find
out the new words.
⑵Teacher write the new
words on the blackboard.
⑶Learn the new words.
⑷Play the game with the new words.
⑸Read
the text again.
⑹Listen to the tape.
⑺Find
two students read the text.
⑻Read the text
then find the teacher’s questions.
①Where is
Daming going to go?
②What is Daming going to
take?
③When is Daming going to the airport?
④Who’s going to the airport?
⑼Students answer
4.
Practice
:（练习）
1、 Have two students talk
their trip. Use these sentences.
⑴Where
are you going to go?
⑵What are you going to
take?
⑶When are you going to go?
⑷Who’s
going to go with you?
2、完成运用任务1：SB第一单元活动3
3、 完成运用任务2：询问家人或朋友外出旅行的准备情况；
5.
Homework（家庭作业）
⑴Write words on the exercise
book.
⑵Talk your trip to your friends.
板书设计:
Unit 1 Where are you going to go?
Words: sentences:
list Where are you
going to go?
airport
What are you going to take?
shoe
When are you going to go?
ticket
Who’s going to go?
toothbrush
Who’s going to go with you?
练习：
原形与过去式
。
1. 不规则am—was is—was
are—were do-did buy—bought drink ---drank
have—had eat—ate meet—met read—read
ride—rode tell—told make—made
study—studied teach—taught wear—wore see—saw
2．规则 直接加ed 或者d , walk—walked help—helped
教学反思：
Unit 2 I’m in New York now.
学习任务
Grandma made Chinese food for me.
I want to try American food.
I will
write again soon.
功能
谈论旅行经历
运用任务
1、 SB第二单元活动5
2、 学校将组织一次旅行，小组间讨论旅行前的准备。
教学程序
一、Warmer:（热身活动）
1. Stick
the pictures of unit 1 on the board. Have the
students come to the front
and mime the text
of unit 1.
2. Say a sentence in the present
tense and get the students say it in the past
tense.
Examples:
T: Daming goes to New
York.
Ss: Daming went to New York.
T:
Grandma meets Daming.
Ss: Gradma met
Daming.
二、Leading in (课文导入)
Raise
the picture of the Statue of Liberty and ask: What
is it ? Where is it?”
Guide the students say:
It’s the statue of Liberty. It’s in New York”.
三、Teach the text
:（课文教学）
1. Raise
the picture of the Statue of Liberty and ask: What
is it ? Where is it?”
Guide the students say:
It’s the statue of Liberty. It’s in New York”.
T: Daming is in New York now. Let’s see who
met him at the airport. What he
saw in New
York and What food he wanted to eat.
2. Play
the tape. Have the students listen and underline
the new words in books.
3. Teach the new
words.
4. Play the tape again. Have the
students listen and say. After this, get the
students
to answer the following questions:
⑴Who met Daming at the airport? (Grandma and
Simon)
⑵What did Daming see in New York?
(Buildings, cards and people)
⑶What food did
he want to try? (American food)
5. Complete
activity 2 in SB. (Get the students to ask and
answer in pairs)
6. Practise to pronounce 'wh'
'wr'.
7. Learn the song: It’s a big exciting
world.
四、Pactice(任务完成)
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：学校将组织一次旅行，小组间讨论旅行前的准备。
五、Homework:
（家庭作业）
Practise
the following sentences in pairs:
Where are
you from?
Where are you going to go?
Where are you going to go there?
Where are
you going to do there?
板书设计:
Unit 2 I’m in
New York now
arrive
Grandma mad Chinese food for me.
taxi
flat I
want to try American food.
building
made I will write again
soon.
again
练习：
连线。
1.
What did he do ? A. she had eggs
and sausages
2. What did she have ?
B. He read a book .
3. What did you drink ?
C. I drank juice .
4. Did he learn English ?
e she was a dancer .
5. Why is she wearing
these clothes ? E. No,he didn’t .
6. What are
you going to eat tonight ? F. I’m going to eat
eggs.
教学反思：