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2013—2014学年度第二学期
《新标准英语》（三年级起点）第六册教材分析
五年级下册是小学阶段学生学习英语的一个顶峰阶段，也是学生能否顺利从
听、说为中心转向以 读、写为中心过渡的一个关键阶段。因此，本册教材也逐步
加大了阅读和书写的分量，让学生在进一步强 化听说能力的同时，也形成初步的
读写能力，现针对教材具体分析如下：
一、教学内容分析： 本册教材共有10个单元，每个单元2课，最后还有一
个复习单元。每个新授单元的第一课均是情景对话 ，侧重语言的交际功能，旨在
培养学生的听说能力。第二课在第一课的基础上突出语言的基本结构，通过 对前
一课主要内容的回顾而引出重点句型的教学，旨在培养学生的读写能力，并帮助
学生进一步 掌握主要的语言结构。在掌握重点语言之后加强学生在应用方面的综
合操练，通过多种形式引导学生复习 巩固所学的语言知识，提高运用语言的能力。
从教材的编制来看，本册的单词仍以与学生学习、生活密切 相关的词汇为主，较
上册教材来说这册教材的单词量相对来说比较多,学生学习起来有一定的难度,共< br>安排了96个。本册教材中安排的情景教学主要涉及到生活、旅游、食物等。另
外，本册涉及到的 语法项目大部分都为一般过去式，还有个别两个模块为will
引导将来时及be going to„引导的将来式，还有一般现在时。对于本册来说
过去式仍是本册的教学重点，但出现了一般将来时 ，对于他只要求学生理解其意，
教师不做语法结构的分析上的重点讲解。
二、教学目标
1、 能听、说、读、写本册的短语和单词以及句子，会用学过的本册句型谈
论（包括旅游、 食物、意见等几个话题）。要求能在真实语境中正确运用并能读
懂简短语篇。
2、会写1篇英语信。（利用过去式）
3、能听懂、会吟唱６首歌谣。
4、能听懂、会唱３首歌曲。
5、能理解并自我阅读３篇小故事。
6、能了解并简单知道一些中西方文化知识。
三、教材编写特点
1．采用“真实任 务教学法”，注重语言基础和听说训练，激发学生学习兴趣，
发展学生自主学习能力。
2．按“功能-结构”体系编写，两条主线紧密联系，融为一体。
3．本册学习内容 较前贴近学生的实际生活。如：如第一模块讲述过去和现
在的变化,这些对于小学生来说并不陌生，他们 在学习英语的同时，也想多了解
一些富有时代气息的词汇，因此，这册书尽量满足学生的需求。
4．语言较口语化，没有过长、过难的句子用于交际。大多比较简洁。
5．增加了学生的阅读量，在培养阅读习惯的同时，并训练他们初步的写作
能力。
四．教学中需要准备教具和学具
教具：教学挂图，教学单词卡片、教学磁带
学具：学习卡片、配套磁带。
五．课时安排
Module 1 -----------------------------4课时

Module 2-----------------------------4课时

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2013—2014学年度第二学期
Module 3 -----------------------------4课时

Module 4-----------------------------4课时

Module 5-----------------------------4课时

Module 6----------------------------4课时

Module 7-----------------------------4课时
Module
Module
Module
8 -----------------------------4课时
9 -----------------------------4课时
10 ----------------------------4课时
























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2013—2014学年度第二学期
Module1 Changing

第一课时Unit1 We lived in a small house.

课题：Book 6 Module 1 Unit 1 We lived in a small house.
教学目标
1、知识目标
(1)使学生掌握句型“There weren’t any buses. We lived in a small house.”和“There
are lots of buses and cars.. We live in a big house.”的正确表达。
(2)使学生了解语篇内容并熟读文章。
2、能力目标
(1)使学生能灵活运用所学句型表达生活中的变化。
(2)使学生能在创设的情景中有感情地分角色朗读课文。
3、情感目标
使学生在学习活动中意识到我们身边社会都是在不断变化，不断进步。
教学重点：能清晰准确地发出本课所教单词的音，并把握描述过去和现在的变化。
教学难点：把握描述过去和现在的变化。
教学准备：教学图片、
教学方法；真实任务教学法、情景教学法、游戏教学法
教学过程；
Step1. Warm-up
ngs
2. Free talk: Talking about: holiday and changing of you..
（设计意图：通过free tal k，引起学生的注意力，帮助学生复习过去式,为学习课
文扫除障碍。生词：differentcha ngingchange）
Step2 Presentation 引入新知，层层突破
第一环节：1.师指着预备好的课本图片1说：“Look for one answer these
questions.（从这引入新课，充分利用有限的资源，培养孩子仔细观察的习惯。 ）
出示问题
How many people are there?
Who are they?
What is Amy doing?
What is Lingling doing?
学生试读出问题，并回答。
第二环节：T:老师出示，通过好眼力比赛活动，，师顺势引导说：.How many people
are on the TV? Who are they?出示ladygrandmotherinterviewer领读。板书lady
grandmother并领读。Listen and find: What are they talking?
设计意图：通过让学生带着问题听，让学生理解过去式使用方法，并帮助学生进一步熟悉和理解本课故事。
第三环节:: 老师板书出示进一步问题，问：What about the past life？ 学生看书听
并画出答案。
第四环节：小组内修改答案，并回答。
第五环节：请学生跟磁带读，然后在小组里分角色对话，最后给全班表演。
第六环节:: 老师板书出示进一步问题，问：How about now？ 学生看书听并画出

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2013—2014学年度第二学期
答案。
第七环节：小组内修改答案，并回答。
第八环节：请学生跟磁带读，然后在小组里分角色对话，最后给全班表演。
(设计意图：通 过提问，让学生带着任务来听课文，提通过回答问题帮助学生更
好的理解课文。通过角色扮演让学生更透 彻的理解课文。)
ce
1.四人一组让学生利用今天所学习句型进行对话，找出两副图的不 同。假如找对
了就给小组加分，进行奖励。这一开放式环节的设计贴近生活实际，创造了一个
开 放的语境并
能充分发挥学生的主体性，让学生动起来，对所学的句型也能进行充分地练习，
让 学生感受到学以致用的乐趣。
Step4 Production
T: look and find the difference in our life.. (老师给出句型和一些单词提示)
is.... There isn‘t....
was... There wasn‘t...
3. There are.... There aren‘t...
4. There were... There weren‘t..
5. We have.... We didn‘t have...
big small tall short live lived
…
(设计意图：通过这个强化练习让学生进一步熟悉和理解生词和新句子的用法。)
Step5. Homework
Talk to your friends about the changing.用所学知识描述身边的变化。这是对所学
知识的反馈，要求学 生合作学习，共同完成任务，在活动中培养协作精神和竞争
意识，发展综合运用语言的能力和人际交往智 能，并享受到成功的喜悦。
板书设计：
Unit1 We lived in a small house
the past life:
There weren‘t any buses.
There weren‘t any televisions.
We lived in a small house.
We didn‘t have enough food.
China is changing. now:
There are lots of buses and cars..
We live in a big house.
We have got lots of food. I watch TV everyday.









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第二课时
教学内容
这篇课文选自外研社出版的新标准实验教科书第六册Module1 Unit1 《We
lived in a small house》.本套教材从整体的构思、内容和活动的设计，教学
方法的运用上，注重于学生实际相联系，以任务型教学为纲领，寓教于乐，让学
生从做中学、学 中做，注意培养学生实际语言运用的能力。本节课作为整本书的
第一篇，讲诉了中国今夕的变化。有利于 吸引学生的兴趣。
教学目标
1.知识目标：
（1）新单词life ,different, ago, any, television, grandchildren, us,
grandmother, lady
（2）新句型：There be „„, We lived„many years ago. We live„now.的
教学
2.能力目标：
（１）能根据情境正确使用There be „„,We lived„many years ago. We
live„now.句型谈论生活、学习中的事物，提出问题并作出解答。
（２）培养学生听、说、读、写、做的能力。
3.情感目标：
（1）使学生体验学习、参与、合作、竞争的乐趣。
（2）比较过去与现在的生活体会到我 们现在生活在幸福的社会主义，让学生感
觉到社会主义就是好，培养学生的爱国主义情操。
教法和学法
为了更好的调动学生的学习热情，更好的完成本课的教学任务，我采用创设
情景法，问题教学法，以任务型教学为纲，精讲巧练、由浅入深、循序渐进的深
化教学内容，让学生自 己去总结归纳，从而激发学生的学习兴趣，并及时表扬，
输了他们学习的自信心。
教学重难点
教学重点：新单词和新句型的教学与运用。
教学难点：如何让学生在课堂上学会 There be „„,We lived„many years ago.
We live„now.句型并能在生活中灵活运用该句型。
教学过程
Step1 Pre- reading
ng
the song and do the action《London bridge》
the past tense and the words: life different ago any television
grandchildren us grandmother lady fire radio telephone field hope
Step2 While-reading
some pictures about the life.
the students introduce their life many years ago
the students introduce their life now.
the students read the text and find out the difficult words and
sentences. Then finish the sentences:
(1)There weren’t any buses many years ago.

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2013—2014学年度第二学期
(2)There weren’t any televisions many years ago.
(3)We didn’t have enough food.
(4)There are lots of buses and cars now.
(5)We have got lots of food.
5. Let the students read the text once more and answer the questions:
(1) What’s the programme about?
(2) Were there any buses many years ago?
(3) Who miss China and her grandmother?
(4) Are there lots of buses and cars now?
Step3 Post-reading
(1) Listen to the tape and read after the tape
(2) Read the text in role.
(3) Have a competition.
(4) Try to retell the story.
Step4 conclusion
Conclude the main contents.
Step5 Homework
1. Read the text and try to recite it.
2. Ask your grandmother and grandfather about life many years ago ,and
try to write down.
板书设计
Module1 Changing
Unit1 We lived in a small house.
words：life ,different, ago, any, television, grandchildren, us,
grandmother, lady
Sentences：
There be „.
We lived„many years ago.
We live„now.
















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2013—2014学年度第二学期

Unit 1 We lived in a small house. 练习题
一、请把下列单词补充完整，并写出其汉语意思。
1.l__f__ ( ) 2. televi__ __ __ __( )
3.l__dy ( ) 4.__g__ ( )
__ __ __nt ( ) __ ( )
__ __ dmoth__ __ ( ) 8.__s ( )
二、写出下列动词的过去式。
______ 2. is ________
______ ________
______ ________
三、单项选择。
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 talking____ me.
A with B to C and
5. ( ) She ____ TV every day.
A watching B watched C watches.
6. ( ) It’s a programme ___ monkeys.
A for B in C about
7.( ) There ___ three books on the desk one hour ago.
A was B were C are
8.( ) Now there ___ lots of buses.
A was B are C is
9.( ) Many years ago there ___ any televisions.
A wasn’t B weren’t C aren’t
10.( ) Mnay yeare age we ___ have enouth food.
A are B did C didn’t
四、请选择下列句子的正确译文。
( )’s a programme about China.
A. 大约是中国的节目。
B. 它是一个关于中国的节目。
( ) have got lots of food.
我们有许多食物。
我们想要许多食物。
( ) was very different in China many years ago.
多年前中国的生活和现在差别很大。
生活有了一些不同。
( ) is changing.
中国已经变了。

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2013—2014学年度第二学期
中国在变化。
( ) weren’t any buses.
过去没有一辆公共汽车。
过去没有一些公共汽车。
五、选词填空。
seasons days weeks months
1 There are seven ________in a week.
2 There are fifty-two _______ in a year.
3 There are twelve ________ in a year.
4 There are four ____ in a year.
didn’t weren’t lived
Many years ____ any buses and cars. Tim ___ in a small house.
He ____ have enouth food.
六、看图片，仿照例句写句子。
图见第六册书第三页第三题图
There was a small house four years ago.
Now there is a big house.
There ____ a small tree four years ago.
Now there ___ a big tree.
There ____________ four years ago.
Now there ____________.
七、阅读理解。根据短文，判断正误，正确的写T 错误的写F
There are two pictures about our city. One is now. the other one is
before. Look! There was a small park, but now there is a big and beautiful
park. And there is a pond with some ducks on it. There wasn’t a pond before.
In our city there were some old houses, small trees. But now there are
some new and high buildings. The trees are very tall and the flowers are
very beautiful. There are some supermarkets and some cars now. I love my
city. Do you want to visit here?
( )1. There was a park in our city before.
( )2. There was a pond in the park.
( )3. There aren’t some ducks on the pond now.
( )4. There weren’t any tall trees before.
( )5. There were some cars in he city before.











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2013—2014学年度第二学期
Module 1 Changing
第一课时 Module1 Changing
Unit 2 She didn’t have a television.
一、教学内容：
Unit 2 She didn’t have a television.
二、学习任务：
She didn’t have a television.
三、教材分析：
本单元主要是学习谈论过去发生的事情，在此基础上还要学习字母组合的发
音。
四、学情分析：
五年级的学生对英语知识有了一定的基础，过去时态的也接触过，因此学习
过去时态时没有太大的难度，关键是动词的过去式的书写和音标的学习是学生的
一大难点，加强此方面 的学习是至关重要的。
五、教学目标：
1.知识目标：
学习目标语句：She didn’t have a television.
单词：fire,radio,telephone,field,hope
学习[ei][a:][ c:]的发音，通过朗读含有这些字母的单词感知这些字母的
读音。
学习本课的Chant，这项内容不作要求，让学生根据自己的情况选择学习与
掌握。
2.能力目标：
1、模仿课文语音语调，并能运用到生活当中与同伴进行准确交流。
2、使学生能在真实语言环境中用英语进行交流，学会表达过去的事情。
3.情感目标：
1、使学生乐于张口说英语，培养学生学习英语的积极性，树立学习英语的
自信心和成就感。
2、培养小组间的合作意识和竞争意识，鼓励学生的大胆展示才能，激发学
习英语的兴趣。
3、培养学生忆苦思甜的精神，通过今昔对比，教育学生珍惜现在美好的幸
福生活，努力学习。
五、教学准备：
录音机，单词卡

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2013—2014学年度第二学期
六、教学程序：
1.热身复习：
（1）复习第一单元的内容。教师带领学生简单的复述本课有关中国变化的
内容。
2. 学习新知
A:听录音，解决下列问题
预习提纲：(给学生5分钟的时间，小组讨论，完成下列任务。)
（1）划出新单词
（2）划出动词过去式
（3）了解课文故事大意
B:根据预习，逐一解决问题
(1)学习新单词：
radio,telephone，hope根据手势让学生学习，印象深刻
fire,由firemen:fire 和men 组成
field,通过简笔画“田”学习
（2）整理动词过去式
watch—watched(a television programme)
talk—talked(about her life)
cook—cooked(on a fire)
work—worked(in the fields)
don’t—didn’t(have a television)
can’t—coulden’t(read or write)
让学生一边整理动词过去式一边说短语。
（3）让学生简单交流课文的故事大意。
C:听录音，跟读
D:听录音，回答问题
(!)Daming wrote a letter to lingling.( )
(2)An old lady talked about her life many years ago.( )
(3)She worked on a fire.( )
(4)She didn’t have a television.( )
E:Read the text by yourselves.(让学生自读课文)
3.拓展练习：Think and talk about your grandparents many years ago.
4.听音跟读，重点点拨Changes,changes everywhere,nothing stays the
same.

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2013—2014学年度第二学期
rk:
1．听录音，读熟课文。（必做）
2．写一封信给老师或者是同学，交流一下你假期的经历。
教学板书设计



























Unit 2
She didn't have a television?
She worked in the fields. fire radio
She didn‘t have a television. telephone,
field hope.


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2013—2014学年度第二学期































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2013—2014学年度第二学期
第二课时
Unit 2
She didn't have a television?

教学目标：
1，知识目标：(1)新单词fire, radio telephone, field, hope
(2)音标教学，字母组合aiay, alau, ar 的发音规则。
（3）时态一般过去时的教学：She didn’t have a television. She
worked in the fields.
2，技能目标：（1）培养学生听、说、读、写、做的能力
（2）掌握字母组合aiay, alau, ar 的发音规则。
（3）谈论人们过去和现在的生活。
3，情感目标：（1）使学生体验学习、参与、合作、竞争的乐趣。
（2）比较过去与现在的 生活体会到我们现在生活在幸福的社会主义，让学生感
觉到社会主义就是好，培养学生的爱国主义情操。
4，创新目标：在知识目标和技能目标掌握的基础上，发挥学生的想象力，激发
学生的灵感。
教学重点：单词和音标教学，用过去时谈论生活中发生的事。
教学难点：一般过去时的运用。
教学准备：音标卡、收录机和磁带、贴纸
教学过程：
Step1：热身复习 根据前一节课老师布置的作业，让个别学生到前面来用英语谈论他或她的爷爷、
奶奶、外公或外婆过 去的生活与现在的生活。也即处理Unit2, Part2:Think and
talk about your grandparents
Step2：课文导入
告诉学生：“自 从Lingling昨天在英国看了那个关于中国的节目，她就非常想
念自己的奶奶，于是她写信给Da ming,讲述她看到的那个节目并倾诉她对亲人的
思念。下面我们一起来听听她在信中是如何描述节目 中那个老奶奶过去的生活
的。”在听的同时，请把你不认识的单词用横线画出来。
Step3：课文教学

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2013—2014学年度第二学期
先让学生听录音，找出新单词，然后教师 叫学生根据所学过的音标把单词一个个
读出来，接下来老师把新单词教给学生。
再让学生听第二遍录音并回答以下问题：What programme did Lingling watch
last night? What was the old lady’s life like many years ago? Who does
Lingling miss?
教师播放第三遍录音，学生大声跟读课文。
Step4：音标教学
把字母组合ai ay, alau, ar 及相应的音标卡写、贴在黑板上先让学生读出
这些音标，老师再纠正教授音标。
学生跟磁带读音标和单词。
Step5：游戏：听音标竞赛
这是一个训练学生听音 标的游戏，教师准备两套音标卡片，并将全班分成两组，
每人发一张卡片，教师快速念音标，持有该音标 卡片的学生应迅速站起来，最先
站起来的人得两分，后站出来的得一分，没站出来的得零分，得分多的组 获胜。
Step6：Chant的教学
让学生先跟老师熟读各句，然后听磁带合着节拍一起 说Chant，最后让学生组与
组竞赛说，看哪组说得最好。
Step7：游戏：Do, ask and answer （拓展部分）
A: Where were you three days weeks months years ago?
B: I was„„
A: What did you do there?
B: I„„
Step8：Homework
用英语写封短信给老师：介绍你的爷爷 奶奶 外公 外婆去生活和现在的生活
板书设计：
Module1 Unit2 She didn’t have a television
New words: New English sounds: New drill:
fire ai ay ei A: Where were you three days weeks
months years ago?
radio al au c: B: I was„„

14

2013—2014学年度第二学期
telephone ar a: A: What did you do there?
fields ar c: B: I„„
hope






Unit 2 She didn’t have a television.练习题
一、把下列字母重新组合，使其成为一个单词。
1.i r e f ______ 2.a d i o r _______
ele______ ________
fdi ______ tele_____
二、写出下列动词过去式的原形。
d______ ______ _____ _____
_______ ______
三、按要求改写句子。
years ago,we lived in a small house.
_________________________改为否定句
on grandpa a my fire .
_________________________ 连词成句
did you do three day ago?
_________________________ 做出回答
4.W____ did you go last year?
I went to Beijing. 根据首字母，补充句子
5.这是一个关于孩子们的节目。
___________________________ 汉译英
6. China is changing. My home is changing..
__________________________ 英译汉

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2013—2014学年度第二学期
四、阅读理解。根据短文，判断正误，正确的写T 错误的写F
My family lived in the countryside when I was young. The house was
old and small. We didn’t have enough clothes and food. There wasn’t a
TV or a radio. Now we live in the town. We have three TVs and lots of food.
We’ll buy a computer. We are very happy now.
( ) 1 Now we live in the countryside.
( ) 2 We live in an old and small house many years ago.
( ) 3 We don’t have enough clothes and food now.
( ) 4 We didn't have a TV or a radio in the countryside.
五、根据提示，给Amy写一封信，谈论生活中的一些变化。
Dear__________,
Yesterday I w_____ a television about old woman talked her
life ten years d____ have a televison or a c_____ on
a fire, She w____ in the fields. Now, China is changing,she w____ TV every
day,she got l____ of feels very happy!
With love,















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2013—2014学年度第二学期
Module 2 Grandparents

第一课时Unit 1 She learnt English.
教学内容：
Unit 1 She learnt English.
教学目标：
1．学习目标语句：Did your grandma learn English？
Yes，she did。 No，she didn’t。
2．词汇these dancer lots of clothes
教学重点：
1、单词：learnt these dancer
2、重点句型：She learnt English.
Did she learn any foreign languages.
He is learning English now.
教学难点：
Talking about the past and present.
教具准备：
radio and word card and pictures
教学程序：
一．热身活动。
ngs.
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.
2,复习单词并学习新单词：听写fire, radio, telephone, field, hope
学习新单词：learnt these dancer
理解难点词组：foreign languages，driver
二．教学新知.

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2013—2014学年度第二学期
1．听录音，学生小声跟读。
2．学生自由读文解决几个问题
a. What did linglig‘s grandmother do many years ago?
b. What did linglig‘s grandpa do many years ago?
c. What are the doing now ?.
3．听录音，跟读，理解课文。
4．小组合作读文。
.三、解析重点句型：
She learnt English.
He is learning English now.
（练习一般过去时与现在进行时的句型转换。）
四．Homework
1、同步练习。
2、熟读课文。
板书设计
















18

Unit 1 She learnt English.

She learnt English.
He is learning English now.
.

2013—2014学年度第二学期
第二课时Unit 1 She learnt English.
教学目标：
知识目标：
1. 目标语句：Did your grandma learn English? Yes,she did.
He is learning English now.
2 单词：learnt these dancer class study hard retired
能力目标：能用英语来询问过去所发生的事情以及他人过去和现在的状态。
情感目标：激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行
中华美德孝 顺的教育。
教学重难点：能听懂Did your grandma learn English? 这类语句，并能口头
运用He is learning English now.说明自己想要表达的过去和现在的状态。用
英语描述过去和现在的变化。
教学用具：Tape recorder, some card
教学方法：真实任务教学法、情景教学法、游戏教学法
教学准备： 课前调查班级中的同学的爷爷奶奶过去的工作情况以及他们现在的
状态。
教学过程
A: Warm up（热身复习）
一、 g—up
Greeting:
T: Hello, Good morning, class. S: Good morning, teacher.
T: Are you ready for your English class? S: Yes. We are ready.
Game: Review the past tense of some verbs.
Run-- ran;am,is--was;learn--learnt
二New teaching
1 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.
New words:Learn these dancer class study hard retired 给学生时
间跟读，书写，加深印象。并在课本上把单词所在的句子画出来，大声朗读。

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2013—2014学年度第二学期
B：presentation（任务呈现与课文导入）
2 Look,listen and learn
Step1. T：We know Lingling is still in England with Sam and Amy. She misses
China and she misses her grandmother. Do you know what's her grandmother
's look at the ng is looking at some
are they?Now listen and find the answer.
again and answer some questions Now, look at the screen and
look at these questions, then answer. (播放CAI，生动直观呈现课文内容，
理解后回 答以下问题，培养学生分析问题，解决问题的能力，同时渗透学法)
1、播放第一遍录音，进行课文的整体呈现。
2. 再播放第二遍录音 ，学生带着问题听录音并寻找答案（Study in their
groups. ）
1)What is Lingling's grandma?
2)Did she learn any foreign languages?
3)What is Lingling's grandpa?
4)Did he learn English?
3. Find out new words and sentences, and then write them on the board
3 Listen and repeat 播放第三次录音。每个句子后停顿后，要求学生进行
指读和跟读。
4 Act out the test. (Give Ss some minutes to practise.)
C: Practice and consolidate.
1. Show two pictures and have Ss describe (use the important
sentences)
2. Do activity
5 Have Ss look it , give some minutes to practise in
pairs ,then act it out.
6 Listen and say.
D: Task—fulfilling
Game : teacher have Ss take out their photos and describe it.
The others guess it.

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2013—2014学年度第二学期
Describe the life of your grandparents.
五 Sum the lesson
六 Homework:
Try to describe the other persons to your parents.
Designs:（板书设计）
Module 2 Grandparents
Unit 1 She learnt English.
Words: learnt these dancer
Sentences: She learnt English.
Did she learn any foreign languages.
He is learning English now.




















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2013—2014学年度第二学期































22

2013—2014学年度第二学期
第一课时Unit 2 Mr Li was a teacher.
教学目标：
1、学习目标语句：Ten years ago , Mr Li was a teacher . He's retired now .
识别单词：class , study , hard , retired .
教学内容：
Unit 2 Mr Li was a teacher.
教学重点：
单词：study hard retired
句子: Mr Li was a teacher. He taught Chinese.
Chen Hai is an English teacher. He‘s teaching Mr Li.
教学难点：
Talk about the past and the present.
教具准备：radio and word card and pictures
教学程序：
一．热身活动。
1．Greeting : Free talk
2．Game: ―What did he do?‖
二、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．教学新知.
1．学习新单词：study hard retired
2．自由读文，将新单词及不懂的单词圈出。
3．听录音，跟读课文。
4．交流文意。
5．难点解析：teach—taught—teaching—teacher
(用这些词造句，了解在不同时态语境中的运用。)
I teach English every day.
I taught Chinese two years ago.

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2013—2014学年度第二学期
Now, I‘m teaching English.
I always a teacher.
四．复习巩固。听读单词寻找不同的音标。
音标：
五．听录音，练习说 chant.
1．听录音，跟读。
2．跟老师读，了解其意。
3．熟读。跟录音表演。
六．练习巩固。
1．Mr Li （was， is） a teacher ten years ago.
2. He ( teaching, taught ) Chinese last year. Now, he ________(is
teaching, teaching ) English.
3. 将这些动词变成表示职业的词。
teach—( ) drive---( ) work---( )
六．Homework
1、同步练习。
2、听写本课单词。
教学板书设计





He taught Chinese.
He‘s teaching Mr Li.



field hope.








24

Unit 2 Mr Li was a teacher.

2013—2014学年度第二学期
第二课时

Unit 2 Mr Li was a teacher.
一、教学目标
1. 能听懂、会说本篇对话；
2. 掌握本课中的四会单词：class, study, hard, retired
3. 掌握句型：Many years ago,heshe„„ Now heshe „„
4. 能模仿课文，运用重点句型进行扩展性的情景会话；
5. 掌握“aw, air, ass”在单词中的发音。
二、教学重点：掌握本课中的四会单词：class, study, hard, retired掌握句
型：Many years ago,heshe„„ Now heshe „„
三、教学难点：能听懂、会说本篇对话能模仿课文，运用重点句型进行扩展性
的情景会话掌握“aw, air, ass”在单词中的发音。
四、教学准备：录音机，图片，单词卡片等。
五、教学步骤：
Step1: Warmer:
1. Greetings and say a chant.
2. Read the words quickly we have learnt in last lesson.
3. Chain game: What did heshe do yesterday? HeShe„„
Step2: Teaching and learning
1. Words
(1) Teach“class”
According to an old word“glass”to lead in “class”. Teach and practice
it.
(2) Teach“study hard”
T: (Show a picture of a girl who is studying ) Lead in “study hard”.
Teach and practice it.
(3) Teach“retired”
T: (Show a picture ) This is Mr Li. Ten years ago, he was a teacher. Now,
he is retired.
(4) Pair works: remember the key words.
(5) Game: Use the key words to make sentences.

25

2013—2014学年度第二学期
(4) Group work: read the phrases and remember them.
2. Setences
(1) T:Shows two pictures: Many years ago,heshe„„ Now heshe „„
(2) Ss:Look the pictures and say: Many years ago,heshe„„ Now heshe„„
(3) Pair work: Finish Part2 of this lesson.
(4) Game: Have the match between groups. Let’s see which side get more
sentences.
3. Text
(1) Listen to the text and repeat it sentence by sentence..
(2) Practice in groups of four.
(3) Answer T’s questions: Was Mr Li a teacher ten years ago? What did
he teach? Was Chen Hai a teacher,too? Did he study hard?
4. Pronounceation
(1) Write some words on the blackboard: draw, saw, chair, hair, class,
pass
(2) Let the Ss pay attention to the pronunceation of “aw, air, ass”.
(3)Help Ss consolidate the pronunceation rules of “aw, air, ass”in these
words.
(4)Listen to the tape and repeat.
Step3: Free talk
(Shows four pictures).
Ss Look at the pictures and say something about it.
Step4: Chant
(1) Follow the teacher sentence by sentence.
(2) Listen to the tape and repeat it sentence by sentence.
(3) Practice in pairs.
(4) Read it together.




26

2013—2014学年度第二学期
Module 3 English Food
第一课时 1 She had eggs and sausages.

教学内容：
Unit 1 She had eggs and sausages.
教学目标
1、知识目标:
（1）识别本课中的单词：egg , email ,sandwich, traditional,
delicious 。书写fish egg
2）听懂目标语句What did she have for lunch?口头运用She had sandwiches.
这类语句回答有关询问。
2．技能目标：朗读课文正确，语音语调准确、流利、有感情。
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食
习惯。
教学重点：
单词： egg email sandwiches traditional delicious
句子: What did she have for breakfastlunchdinner?
She had…
教学难点：
Talk about the food .
教具准备：
radio and word card and pictures
教学程序：
一．激趣导入。
1．T: Hello, boys and girls.
S: Hello, teacher.
T: What‘s your favourite food?
S: My favourite food is…
2．T: I had bread this morning, what did you have?
Ss: I had ricemilknoodles…

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2013—2014学年度第二学期
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（介绍）.
二．教学新知.
1．出示卡片学习新单词：
egg email sandwich traditional delicious
另补充学习：breakfast, lunch . dinner, chip
引导学生通音标拼读来识记单词，要求学生在学习之前一定要先在课文
中圈出单词。
2．读句子巩固单词。
a. Daming get an email from Lingling.
d. Lingling ate a sandwich this morning. It‘s a traditional breakfast in
England.
e. It‘s very delicious.
f. Did you eat chip for your lunch?
1. 听录音，小声跟读，在课文中划出关于食物的单词。
2. 听录音，跟读，寻找问题的答案。
What did Daming have got?
What did Lingling have for breakfastlunchdinner?
5．熟读课文。
（跟教师读，分组读，小组合作读，自由读）
三．重点句型操练。
What did you have for breakfastlunchdinner?
I had…
四 ．练习巩固。
完成同步练习听力部分。.
1．小黑板出示：
What did you have ( at ,for ) breakfast?

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2013—2014学年度第二学期
I ( had, have ) some rice.
五．Homework
1、同步练习。
2、听写本课单词。
教学板书设计




Unit 1 She had eggs and sausages.
What did she have for breakfastlunchdinner?


She had…

第二课时





















29

2013—2014学年度第二学期































30

2013—2014学年度第二学期
第二课时
教学内容: 外研版三年级起点小学英语第六册: Module3 Unit 1
She had eggs and sausages
教学目标
1、知识技能目标
（1）Words:复 习巩固与食物、水果、饮料、一日三餐单词及昨天表达法；掌握
本课四会词：hamburger、 egg、 sandwich、 delicious traditional。
（2）Sentences:掌握下列句子，并能熟练运用
What did she he have for breakfastlunchdinner yesterday?
SheHe had eggs and sausagessandwichesfish and chips.
（3）Function:掌握向别人询问昨天一日三餐吃过什么的具体表达方法。
2、情感、文化目标
（1）在讨论学习的过程中培养学生学习兴趣，帮助他们村立信心。
（2）教育学生养成良好的饮食习惯，利于健康。
重点，难点
1、充分了解并掌握下列句子。
What didhe she have for...yesterday?
Shehe had ...。
2、了解英语国家饮食习惯。
教学步骤
StepⅠ Greetings(问候)
Step2 Review（复习）
(Review the words: meat noodles rice milk cake cheese soup vegetable
sausages fish and chips dumpling )
1 Today we are going to learn Module 3 English food. And also we are going
to review some Chinese food.
2 Show the cards and review the words quickly.
Step3 New concepts
1 Teach the new words.（教授新单词）
(traditional hamburger egg sandwich delicious )

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2013—2014学年度第二学期
2 同桌互助教读单词。
3 埋炸弹游戏。
4 引入新知。
A T: Yesterday I had noodles for breakfast. Today I had milk and bread
for breakfast. What did you have for breakfast?
S: I had_______.
T: What did she have?
B 板书重点句型并教读。
5同桌练习对话。
6 教师带玲玲的头饰对同学提问题。
7课文新知引入。
A T: I am lingling . I sent an Email to Daming. It is about English food.
B Read after the tape.
C Read after the teacher.
D 同桌互相交流答案。
E 学生展示答案。
8 口语活动，调查别人并完成调查表。
9 展示调查成果。
10 总结评价。
板书设计：
Module 3 She had eggs and sausages.
Chinese food English food What did you have for breakfast?
I had _______for breakfast.








32

2013—2014学年度第二学期
Module 3 English Food
第一课时
Unit2 Sam ate six hamburgers
教学目标：
1、基础知识目标：
(1) .Learn new words；email sandwich traditional delicious
hamburger egg
(2) Learn these sentences :What did you have for breakfast yesterday?
2、能力培养目标：培养学生的听读能力和口语对话能力。
3、思想教育目标：培养学生在日常生活中英语交际的运用。
教学内容：
Unit2 Sam ate six hamburgers
教学重点：
单词：ate hamburger gave tonight
句子: What did you eatdrink last night?
I atedrank…
教学难点：
Talk about eating habits and favourite food
教具准备：
radio and word card and pictures
教学程序：
一．热身活动。
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．课文导入
T：Take out a picture of hamburger and ask the students ：
Do you like hamburger?‖

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2013—2014学年度第二学期
―How many hamburgers can you eat?
Students ：answer the questions：
T： Let‘s see how many hamburgers Sam can eat.
（板书课题：Module 3 English Food Unit2 Sam ate six hamburgers）
三．教学新知.
Step1 学习新单词。
出示单词卡片，引导学生通过音标拼读，识记单词。
抢读单词
Step2 学习课文
1．听录音，小声跟读，回答以下问题。
Who ate hamburgers?
Who had a sandwich?
What is mum going to cook tonight?
2．再听录音，大声跟读。
3．多种方式熟读课文。（跟老师读，小组读，个别接力读）
Step3 读单词，学习音标：
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。
（例句：What did you eatdrink last night?
I atedrank…
What are you going to eatdrink tonight?
I am going to eatdrink…）
Step5 Summary
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。
五．Homework

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2013—2014学年度第二学期
1、同步练习。
2、听写本课单词。
教学板书设计




Unit2 Sam ate six hamburgers

What did you eatdrink last night?
I atedrank…
What are you going to eatdrink tonight?
I am going to eatdrink…


35

2013—2014学年度第二学期































36

2013—2014学年度第二学期
第二课时Unit2 Sam ate six hamburgers

Teaching aims:

1
、
认知目标: Words： ate hamburger gave tonight
Sentence ： What did you eatdrink last night?
I atedrank…
What are you going to eatdrink tonight?
I am going to eatdrink
2、能力目标：通过两个不同时间的单词(last night, tonight)的比较，使学生
根据不同时间选择不同的时态，同时注意动词适当形式的变化。
:3、情感目标 : 让学生了解中西方饮食的差异，并表达好自己的喜好，提
高与其他同学的交流。
Teaching key and difficult points: words and sentence
Teaching tools: Pictures , cards a record
Teaching method: co-oprate , discussing
Teaching steps
Step 1. Warmer
1)、Greet:
T: Good morming, boys and girs. How are you!
Ss: I am fine, thank you, And you ? T: I am fine ,too
2) Say a chant:
I like coffee,I like tea.
I like sandwiches, and they like me.
I like coffee, I like tea.
I don‘t like hamburgers ,and they don‘t like me.
3) Revise: T: What did you have for breakfast this morning?
Ss: I had…
T: What did shehe have for breakfastlunchdinner yesterday?
Ss: SheHe had ….
T: What‘s your favourite food?
Ss: My favourite food is…
Step 2、

Presentation:

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2013—2014学年度第二学期
1）lead in
Take out a picture of hamburger and ask the students ―What‘s this?‖
― What are they?‖
―How many hamburgers can you see?
Students answer the questions.
. Look at pictures and answer What can you see in the picture? Can you tell me
some words about food you know?
Ss: fish sandwich, noodles , cakes , rice, milk
2）learn words and sentences
Look at pictures and say hamburger ----- eat hamburger milk ---- drink milk
apple --- give me an apple
3) T: I am full now, because I had so much food last night
What did you eatdrind last night?
4) Learn words ( eat--- ate : drink –drank )
eat –ate –late drink – drank—thank--bank
5) Activity and practice
What did you eatdrink last night? I atedrank …
What did shehe eatdrink last night?
I atedrank…
让学生分组训练本课的重点句式，
6) Make a dialogue Do you like Chinese food.
Yes, I like Chinese food, too.
Mum is going to cook Chinese food tonight.
Teach words: tonight , last night, today , tonight
T: Are you hungry ? What are you going to eatdrind tonight.
Ss: I am going to eatdrink…..
7) Student work in pair
8) Chant
I like rice and I like milk, last night, last night.
I eat fish and I drank milk, I like chip and I like juice.
Tonight ,tonight. I am going to eat chips
I am going to dring juice. Mmm,Mmm,Mmm. They are all very nice.
Step 3 Text
1. Listen and say:

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2013—2014学年度第二学期
A. Tell the Ss that you are going to read out the letter
B. The Ss have to follow the text in their books and call out the word that you
said incorrectly.
C. Listen to the letter and answer the questions:
1） Who ate six hamburgers?
2）Does Sam like hamburger very much?
3) What did Lingling have?
4) Does Lingling like hamburgers very much?
5) What is Mum going to cook tonight?
6) Who wrote this letter to Daming?
and repeat:
Step 4 Do some exercises.
1、Sam 吃了六个汉堡。 Sam ______ six _________.
2、他非常喜欢三明治。 He likes ______very much.
3、我们把我们的鸡蛋给了Sam。We____our eggs to Sam.
4、今晚我将喝牛奶。 ______I‘m going to _____milk.
5、昨晚我喝了果汁。 I _______juice last night.
2、Make a survey
Questions
What do you like to eatdrink?
What did you eatdrink last night?
What are you going to eatdrink tonight?



Sam



Lily



Amy „



Homework
1. Introduce English food to your parents
2. Write to your friends or parents letter
Design
Moudle 3 Unit 2 Sam ate six hamburgers



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2013—2014学年度第二学期































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2013—2014学年度第二学期
Module 4 Library
第一课时Unit 1 Where are the books about computers, please?
教学目标：
1. 听懂会说单词: library, find, CD-ROM, bring, use, card, easy.
2. 能熟练应用句型: Where are the books about computers, please?
Please bring back the book in two week’s time.
重点、难点：
1、听懂会说单词library, find, CD-ROM, bring, use, card, easy.
2、学习并应用句型 Where are the books about computers, please?
Please bring back the book in two week’s time.
３、学会如何在图书管里借书并用英语进行交流
教具： CD-ROM, tape recorder
教学过程
Step 1:Warm up
1. Greetings.
2. Sing the song: Where did you go?
3. Guessing game:
①Playground: You can play football or basketball there.
② Television: You can watch some interesting programmes in it.
③Bookshop: You can buy lots of books there.
④Library: You can borrow or read books there. 出示新词 library
Step2 Presenting and drilling
1)Show the topic: Module 4 Library Unit 1 Where are the books about
computers, please?
2) New words:
1) T: Look , what’s this ? Ss : It’s a library.
T: Yes. It’s a library.
2) Learn other words in the same way: library card， CD-ROM，shelf
T: I want to make an e-card for my friend.(学习新词e-card)I need a
book about e-cards. Where can I find it ?

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2013—2014学年度第二学期
Ss:In the library.
T: “Yes, I can find a book about animals in the do we
need when we borrow books from the library?”
Ss: “A library card.”
T:“Look, this is my library card. I will use it to borrow a book from
the library.” (学习单词use)Have you got a library card,too?Can I have
your library card, please?
T: Thank you.I’ll bring it back later on.(学习 bring back)
3) guessing game:let’s play a game .It’s easy for you.(学习新词
easy)
Guess:
Where are the books about anmimals?
Where are the books about fruits?
Where are the books about trees?
Where are the books about toys?
Where are the books about clothes?
Where are the books about music?
4)小组合作Missing game.S1: Where are the books about „„?They
are „„
Step 3. text
1) Listen and point, then answer the questions about the dialogue.
2) Listen, point and repeat.
Step 4: 课本剧表演
Step 5:Homework
1. Listen and follow the tape 5 times.
2. Read and copy the new words.





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2013—2014学年度第二学期
第二课时
Module4 Unit1 Where are the books about computers, please?
一、教学目标
1、能够听懂、认读、会说单词：library, easy, card, bring.
2.能够听懂、会说、认读句子：Where are the books about computers, please?
They are on Shelf C. Please bring back the book in two weeks’ time. Can
I have your library card, please?
3.提高学生自主获取信息的能力，培养学生自主探究的意识。
二、教学重难点
1.教学重点：
1）单词与句子的听说认读。
2）能够在真实语境中理解和运用句型Where are the books about computers,
please? They are on Shelf C.询问和寻找相关信息。
2.教学难点：
1）单词library的读音；
2）在具体语境中理解相关语言。
三、教学准备
录音机
四、教学过程
Activity1 Warming-up.
ngs.
“How many do you want?”
Activity2 Presentation.
g-in.
出示图书馆藏书图，引领学生复习单词library, Chinese, maths, science,
为后面的句型学习做好铺垫与准备。
ure.
1)利用图片引出句型：
Where are the books about „, please?
They are on Shelf C Shelf„.

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2013—2014学年度第二学期
2)Drills.
ue.
1）出示问题，学生带着问题听录音。
2）Listen and repeat.
3)Act out the dialogue.
.
出示图片，师生一齐chant,巩固词汇。
Activity3 Practice.
出示练习题，学生根据课文内容选择合适的词语完成句子。
Activity4 Summary.
学生先总结收获，教师加以补充强调，并运用对学生进行情感教育。
Activity5 Homework.
板书设计：
Where are the books about computers, please?
Where are the books about „ ?
They are on Shelf „.
Please bring back the book in two weeks’ time.
It’s easy with the computer.














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2013—2014学年度第二学期
Module 4 Library
第一课时Unit 2 Where can you find out about animals?
教学内容：
Unit 2 Where can you find out about animals?
教学目标：
知识目标：
1、能熟练运用句型：
Where can you find out about….?
You can find out about…in on…
2、听、说、读、写本课的单词：
information timetable dictionary newspaper
情感目标：
1、在师生互动中加深彼此的信任与情感
2、激发学生的兴趣，使其树立自信心。
能力目标：
培养学生听、说、表达、表演的能力。
教学重点、难点：
熟练掌握单词及表演对话。
教具准备：
挂图、卡片、磁带
教学过程：
Step1 Warming up
1.活动四：have a chant,
2.出示图片，引导学生分析图意。注意地在图中收集信息。
Step2 导入并学习单词
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。但在之前，我们先来看几个新的单词。
出示单词卡片，学习新单词：information timetable dictionary newspaper
Step3 Teach new lesson
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.（教学新单词）

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2013—2014学年度第二学期
听录音学习短文。
引导学生完成填空，理解课文。
小黑板：―You should find out about… in on…‖
Step4 practice
结合活动2，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。
Stpe5 教学活动3
听录音，练习辨音。
Step6 Homework
同步学习
教学板书设计


Module 4 Library

Unit 2 Where can you find out about animals?
You should find out about… in on…

















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2013—2014学年度第二学期
第二课时
学习目标：
（一）能熟练运用Where can you find out about„.? You can find out
about„in on„
（二）听、说、读、写本课的单词：information timetable dictionary
newspaper
（三）教学重点、难点：熟练掌握单词及表演对话。
预习学案
（一）熟记单词 information timetable dictionary newspaper
（二）熟记短语 in the timetable, in the dictionary, in the CD-ROM , in
the library, in the newspaper，on TV, at the zoo, train information
（三）理解句型Where can you find out about„?
教学过程
（一）课前延伸——预习检测
翻译词组
在这个时刻表上­­­­­­­­­­­­­­­­­­­­­­­ 在这个图书馆里
在词典里 在这张报纸上 火车信息
试着用Where can you find out about„?造一个句子
（二）课内探究
1.自主学习
(1)自己读课文找出不理解的单词、短语或句型.
（2）读part3自己归纳字母组合的发音。
（3）朗读chant, 试着翻译韵句。
2. 合作探究
(1)小组交流前置自学成果，教师巡回指导。（建议学生板书）
(2)小组交流课文中重点单词、短语及句型的用法。
Information, timetable, dictionary, newspaper,
in the timetable, in the dictionary, in the CD-ROM , in the library, in
the newspaper，on TV, at the zoo, train information
Where can you find out about„?

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2013—2014学年度第二学期
（3）小组整合各成员的字母组合发音的相关单词。
（4）小组内解决韵句的汉意及其中的短语。
（5）班内以小组为单位展示本节课组内讨论的重点知识点，突破难点，解决疑
点。
3．精讲点拨
（1）information是不可数名词，没有复数形式。
一条信息a piece of information
（2）timetable时间表，时刻表 time（时间）+table（表格）=timetable
（3）newspaper报纸
a piece of newspaper 一张报纸 news(新闻)+paper(纸)=newspaper
（4）Where can you find out about „?
你在哪里能查到有关„„的信息？
Where can you find out about fruit?
I can find out in the book.
（5）Let’s go to the library.
让我们一起去图书馆吧。
祈使句（Imperative Sentence）
定义：用于表达命令、请求、劝告、警告、禁止等的句子叫做祈使句，祈
使句最常用于表达命令，因此在 学校文法中也常称为命令句。
祈使句因对象（即主语）是第二人称，所以通常都省略。祈使句的 动词都
为一般现在时，句末则使用句号来表示结束。例：
Go and wash your hands.
（去洗你的手。——命令）
Be quiet, please.（Please be quiet.）
（请安静。——请求）
Be kind to our sister.
（对姊妹要和善。——劝告）
Watch your steps.
（走路小心。——警告）
Look out！Danger！

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2013—2014学年度第二学期
（小心！危险！——强烈警告，已如感叹句）
Keep off the grass.
（勿践草坪。——禁止）
No parking.
（禁止停车。——禁止）
祈使句也常把主语“You”表达出来，使对方听起来觉得柔和些，例如：
You go and tell him, Chris. （克立斯你去告诉他。）
二、相关口令
祈使句无主语, 主语you常省去;
动词原形谓语当, 句首加don't否定变; 朗读应当用降调, 句末常标感叹
号。
四、课堂检测
（一）选出划线部分发音与所给单词相同的一项
1. we
2. boy
3. rope
4. bike
5. house
(二)根据句意，选择所给单词填空。
timetable dictionary, library, school
1. You can see lots of pupils in the .
2. You can find out about train in this .
3. You can find out English words in English-Chinese .
4. You’ll see many books in the .
五、布置作业
六、板书设计
Unit2 Where can you find out about animals?
Information timetable dictionary newspaper
A: Where can you find out about„?
B: You can find about „in on„

49

2013—2014学年度第二学期













































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2013—2014学年度第二学期
Module 5 Decisions
第一课时Unit 1 It’s big and light.
教学目标：
1、能听说读写单词：light, broken, heavy, pockets.
2、能掌握句型：It’s big and light. It’s got two pockets.
3、能运用句型It’s_______.描述事物的特征。
教学内容：
Unit 1 It‘s big and light.
教学重点：
单词：light broken heavy pocket
句子: It‘s big and light. It‘s got two pockets.
教学难点：It is …; I have got … .熟练使用形容词进行描述。
教具准备：radio and word card and pictures
教学程序：
一．热身活动。
1．Greetings.：Poem of Module 4 Unit 2
2．谈论 bag or a picture.
3 ．学习旧单词：small,big,thin,fat,tall,short,new,old,(颜色)
二．课文导入
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?
(边提问边学习新单词)
三．教学新知.
1．听录音，小声跟读，并把生词画出。
2．再听录音，跟读课文。回答以下问题。
(1).What does Lingling need?
(2).Where are Lingling and Ms Smart?
(3).What‘s the black bag like?

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2013—2014学年度第二学期
(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?
3．自由读课文。
4．分角色读文。
四 ．复习巩固。
1．Play a game.
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.
(看图用学过的形容词对所见物品进行描述)
五．Homework
1、同步练习。
2、听写本课单词。
六．教学板书设计














Unit 1 It‘s big and light.
It‘s big and light.
It‘s got two pockets.
= It has got two pockets.


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2013—2014学年度第二学期
第二课时
Unit1 It‘s big and light.
教学目标
一、情感态度与价值观
1. 通过购物的学习及问答，使学生养成在交际中的礼貌习惯；
2. 通过在丰富多样的教学方法，树立学生自主学习意识；
3. 通过互相交流合作，树立学生的合作意识。
二、过程与方法
1. 通过听录音，掌握正确的语音语调，使学生形成良好的语言习惯；
2. 通过游戏及问答，激发学生英语学习的积极性和主动性；
3. 通过情景表演，发展学生的个性;
三、知识与技能
1. 通过听录音，掌握正确的语音语调，使学生形成良好的语言习惯；
2. 通过游戏及问答，激发学生英语学习的积极性和主动性；
3. 通过情景表演，发展学生的个性;
教学重点、难点
1. 重点：能准确理解对话的句子。掌握单词light broken heavy poket和
句型It’s big and light. It’ll be easy for you.进行反义词教学；
2. 难点：运用功能语句： It’s „for „ It’s „
1. 实物、单词卡
2. 录音机
教学过程
教学活动1
（一）导入新课

1).在黑板上new --old ,big --small ,fat--thin ,short—talllong，复习
所学过的形容词
2）.利用实物，单词卡复习所学单词。
3）.出示以light,heavy为主的两个句子。
[活动意图]：通过这一环节复习描述物体特点所需的反义词，如：new --old ,big
--small ,fat--thin ,short—talllong
教学活动2

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2013—2014学年度第二学期
（二）新课呈现
1.T: (出示准备好的小包)What color is this ? What is this ? Ss: blue,
包
T:’s a pocket.
继而用一只手掂量包练习light,之后教It’s big and light. It’ll be easy
for me.
搬课桌，装作很吃力的样子：T:Oh,so heavy!(拿出单词卡复习)
出示刚才那个包复习pocket,把一支粉笔放进去,可粉笔掉出来了：T：Oh ,what
happened ?(给学生看包烂的地方)It’s broken.拿出单词卡：It’s broken。
[活动意图]:老师充分运用教室里所有的资源进行练习并结合学习新单词，注意纠正发音。同时做出重、轻、大、轻松的动作来让学生猜并说出重点句型。既
可以活跃课堂气氛，也 可以让学生在有趣的形式下巩固重点句型，提高教学效
率。
:
Boys and girls,let’s have a chant .
Light, light, light, the cat is light.
Heavy, heavy, heavy, the panda is heavy.
Broken, broken, broken, the bag is broken.
Pocket, pocket, pocket, I have some pockets.
[活动意图]: 有节奏的歌谣琅琅 上口，能帮助学生很快记住这些单词。同时给
学生真实语境学习英语,轻快的歌谣能巩固新单词句子。
3.看图练习重点句型。
This blue one is big and light.
It’ll be easy for me.
The bag is big. But it’s heavy. And it’s got some pockets.
4.. Listen to the tape and look at the book. Ask and answer the questions.
1) What does Lingling want to buy?
2) What is the blue bag like?
[活动意图]:听录音回答问题的形式，集中锻炼学生的听说能力，并且有利于教
师自然的呈现和提炼了本课重点句型。
5. Follow the tape to read the text.

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2013—2014学年度第二学期
6.交际性活动设计Pratice the dialogue in the group .
7.游戏[我会说]：请学生以小组为单位，完成课本中活动三。
e.g: A ：It’s heavy . B ：It’s the green bag. 要求生B一边指一边说。
教学活动3
（三）练习巩固
*抽生完成，挖空练习课文。
Sam: Daming, look at your bag ! It’s b______.
You can’t take it to America. Let’s buy a new one.
Daming: at this white bag .It’s big.
Sam: But it’s h______. The blue one is l_____. And it’s got two p______.
Daming:But it is s______.
Sam: Look at this yellow one. It’s b____ and l_______.
Daming: Oh yes !
Sam: And it’s got four wheels. It’ll be e____ for you.
Daming: Great ! I’ll take it please.
a.采取同桌检查的方式，填空。
b.给学生5分钟时间背诵。
c.抽查学生。
[活动意图]:整个操练中有交际操练，有录音，也有游戏，教学方法多样丰富，
既能活跃课堂 气氛，又能使学生自主学习，让学生乐于学习，互相交流合作。
同时通过分组分角色朗读，开展合作学习 ，相互促进，并在模拟情境表演中巩
固新语言。
教学活动4
（四）巩固拓展
1.

Test出示黑红蓝色的包。要求用本课重点句型来描述。
2.

出示
(1) The apple is____ and _____ .
(2) The pencil is____ and ____.
(3)The children are ____ and ____ .
[活动意图]:通过显示，再进一步练习，掌握本课重点内容，达到熟悉运用的效
果。

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2013—2014学年度第二学期
教学活动5
（五）Homework
1.听录音两遍，写本课生词、重点句子各三遍。
2.写短文：描写自己最喜欢的一种小动物。
[活动意图] 将学生所掌握的学习策略向课外 延伸，引导学生尝试使用这种思维
方式自主学习一项新知识。使得学生真正做到学以致用!
板书设计
Module 5 Unit1
It’s big and light.
This black bag is nice. It’s big.
This blue one is big and light. It’ll be easy for her.




















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Module 5 Decisions
第一课时Unit 2 It’s too big for you.
教学目标：
掌握并运用句型：
It‘s too big for you.
Try this one in white.
教学内容：
Module 5 DecisionsUnit 2 It‘s too big for you.
教学重点：
单词：hard has got have got try lovely
句子: It‘s …for…; It‘s too big for you.
教学难点：
谈论物品的特征及其与人的关系。
教具准备：
radio and word card and pictures ，little blackbord
教学程序：
一．热身活动。
1．Greetings.
2．Free talk: Talk about your photo (or yourself).
3．复习导入：区分以下人称代词并准确使用
I you we she he they it
me you us her him them it
二．课文导入
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?


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2013—2014学年度第二学期
三．教学新知.
1．听录音，跟读。
引导学生读准几个词：try, lovely white
2．自己读课文，解决如下问题。
(1).What does Lingling want to buy?
(2).What can you see on it?
(3).What colour does Lingling buy at last?
(4).What colour does Lingling like?
(5).Why does she change her mind to buy another colour?
3． 指导学生学习重点句型：（活动2）
It‘s …for…
4．巩固音标（活动3）
a) Show cards.标音标：
b) 指导学生根据音标熟读单词。.
c) 练习认读单词。
d) .听读单词寻找不同的音标。
5．听录音，练唱MANGOES AND RICE..
四 ．复习巩固。
1．小黑板完成练习。
It____( is , has ) got a panda ____( on, in) it.
It____( is, has) too big ____(to ,for ) you.
They ____( have, has) got a big one.
Try this____( one, white) in ____(one,white).
2．Play a game.
练习猜水果。
运用所学单词（形状，颜色）以句型来猜：
It‘s it ____？
Yes,it ,it isn’t
3．完成同步练习听力部分。.

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五．Homework
1、同步练习。
2、听写单词。
教学板书设计


























Unit 2
It‘s too big for you.
Try this one in white. tyr
It‘s big for you. lovely


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第二课时Unit2 It’s too big for you
一、教学内容
小学五年级新标准英语第六册第五模块第二单元。
二、教学目标
（一） 知识目标
1、能熟练运用单词easy, heavy,hard,big,light,small等形容词描述物体
的特征。
2、学习句式：It’s „ for „
It’s too big for you.
（二）语言技能目标
能运用It’s too big for you.这类语句表明不同的看法。
（三）情感态度目标
1、提高学生学习英语的兴趣，增强学习英语的自信心。
2、教育学生要爱惜自己的物品，不要铺张浪费。
三、教学重、难点
1、能熟练的运用easy, heavy, hard, big, light, small等形容词描述物体的
特征。
2、能运用It’s too big for you.这类语句说明不同的意见。
四、教学准备
图片、录音机、磁带、体恤衫、奖品。
五、教学过程
（一）热身运动
1、说唱歌谣“head shoulder knee and toe”,不仅能调动起学生学习英语的积
极性，而且可以渲染出学习英语的良好气氛。
2、“猜猜看游戏”
老师表演，让学生猜学过的单词。如：老师表演提着重物，学生猜hea vy。相同
方法引出light big small easy。
(二)利用单词卡片，教授新单词——hard。
1.教师领读进行操练的方式。
2.采用“高低声”的操练方式。

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3.结合上节课学习的单词，一起进行复习。
这样的教学方式可以起到“温故而知新”的效果 ，让孩子们在轻松愉快的环境中，
快乐地进行学习。
（三）课文教学。
1.复习上节课所学内容，操练句型：It’s biglightheavy„
出示体恤衫，问学生：what’s this?引出单词T-shirt .教师把体恤衫往一学
生身上比一比，让他们根据学过的句型对那位学生发表意见。引出“It’s too big
for you.”（板书课题）
2.利用已学过的表示事物特征的词语，进行句式操练。
eg: It’s too light for you.
It’s too easy for you.
It’s too small for you.
„„
3.学习Part 1 。
（1）上节课Lingling 买了一个旅行包,可她还需要一件T- shirt,我们一起来听
听,她们是如何用英语讨论买衣服的.
播放课文录音.学生仔细听。整体理解课文。
提问学生：
What does Lingling want to buy ？
What can you see on it ？
What colour does Lingling buy at last？
并通过展示，引导学生进行回答。
（2）教师分段播放录音，请学生跟读并模仿录音中的语音语调,并逐句引导学生
进行讲解。
（3）通过不同的操练方式以达到熟练朗读的效果。
教师领读+学生领读+生生互读等多种方式相结合。
（4）请学生分组分角色进行对话练习， 并请一两组上台表演，鼓励他们加上适
当的动作和表情。对表现好的同学要给予适当的奖励。
4、出示练习题，请学生选择填空。

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The blue T-shirt is ___.（nicegood） It has got a ______（tigerpanda）
on it. It’s too ___(bigsmall) for Lingling. Then Lingling tried (试)
the ____ (whiteblue)one. It is very _____(lovelybad).she will
___(take,make) it to China.
让学生当节课对所学知识进行及时的联系和运用，能有效提高学生用、写英语的
能力。
4.学习Part2。
(1)说唱歌谣“人称代词”歌，以复习不同的人称代词，为后面的句式变换打好
基础！ （2）出示图片，教师请学生观察几幅图片中人物表现的不同之处，然后根据词
仿照例句，用“It ’s „for„”的结构来描述每一张图片。说对一句给予奖励。
以此提高学习的兴趣，增加学习的信心。
（3）请一位学生上台表演，其他学生说出相应的单词及句型。
(4)小组演练，请学生任一写其中两个句子，巩固相应知识。
六、板书设计：
It’s too big for you
big
easy
It’s heavy for „
light
small
hard
七、课后作业：
围绕身边同学的事物说说看法。







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Module 6 Travel
第一课时Unit 1 I went there last year
教学目标
（一）知识目标
1．能听懂、会说并认读单词： photo, stay, week, parent
2．能听懂、会说并认读下列句子：When did you go to„? We went there „.
Did you go with „? Yes, I did. No, I didn’t.
（二）能力目标
在情景中运用When did you go to„? We went there „. Did you go with „?
Yes, I did. No, I didn’t.来谈论旅游经历。
（三）情感目标
开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。
教学内容：
Module 6 Travel Unit 1 I went there last year
教学重点：
单词：photo .stay week，uncle, cousins,remember
句子:WhereWhenWhatWho did you … ?
教学难点：Talk about the travel.
教具准备：radio and word card and pictures
教学程序：
一．热身活动。
1. Greetings.
Sing a song: mangoes and rice
2.复习单词west east south north, 1-12月,really, mountains,并学习
新单词：
photo : I have a photo some photos.
stay week:I stay with my grandmother for a weektwo weeks.
uncle, cousins: My uncle lives there with my cousins.
talk:

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Where did you go last year?
Where is Beijing? London New York Tokyo Moscow
Say the names of famous places in China and England
二．课文导入
Ling has got some photos about her travel. Let‘s learn the
lesson,and find out the information.
三．教学课文.
1．听录音，圈出新词。
2．听录音跟读。
3．Show some questions.出示问题
Who has got some photos?
Where is Lingling?
When did Lingling go there?
Who did she go with?
Where does her uncle live?
自己读课文，将问题的答案找出。
4．熟读课文
四 ．复习巩固。
1．完成句型训练(活动3)：
Last year, ___ went to ____ and____.
2.介词训练
in on with for of
It‘s ___ the west ___ China.
It‘s got a bike ____ it.
We stayed there ___ two weeks___ July.
She went to Beijing ____ her mother.
五．Homework
1、同步练习。
2、听写本课单词。

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教学板书设计



Unit 1
I went there last year.



























Who____? stay
Where ____? photo
When ____? week

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第二课时Module 6 Travel Unit1 I went there last year.
Module6 Unit 1
I went there last year.
一、教学内容：
《英语》新标准（三年级起点）第六册Module 6 Unit 1
二、教学目标：
知识目标：掌握单词photo, stay, week及句型When did you go to„„？I went
there in „„ Did you go with your mother? Yes, I did. No, I didn’
t. 并能表示出某地在中国的方位。
能力目标：能简单描述自己的旅游经历。
情感目标：了解中国的的地理知识，热爱祖国的大好河山。
三、教学重点：
1、识别并正确运用单词：photo，stay, week。能口头运用When did you go
to„„？I went there in „„ Did you go with your„„？。
教学难点：方位及月份的准确运用以及描述自己的旅游经历。
四、教学过程：
Step1: Warming up.
1、Greeting.
2、Say a chant. (用以练习north, south, west, east)
Step2: Presentation
1、 Show a map of China. Let the student find out “Where is it?”(用
白板的遮蔽功能先遮住所提到的地区，让学生先找，再出示)
2、 Practice “It’s in the „of China”
3、 Say a chant
4、 Show a picture of Xinjiang. And to describe it
5、 Take out of your picture and practice.
6. Practice in groups then act it out.
Step3: Learn the new words.

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1、T: I like traveling very much. Look!(出示老师到蒙山旅游的照片)What is
it?引导学生说出photo.(用单词卡片、拼读等形式练习单词。)
T: Mengshan is very beautiful. I stayed there for a week.（引导学生练
习单词stay, week）
2. Learn the text.
T: We like traveling. Lingling likes traveling too. Do you
want to know more about Lingling’s travel? Let’s listen and
answer.
(1) Listen and answer.
Q1: Where did Lingling go?
Q2: Where is Xinjiang?
Q3: When did Lingling go to Xinjiang?
Q4: Who did she go with?
Q5: Who does Lingling’s uncle live with?
(生先把问题读一遍，接着教授Q5中出现的单词“uncle”。
如生回答不出全部，再听一遍录音)
（2）Listen and repeat.
(3) Fill in Lingling’s travel (用白板的遮蔽功能，学生先讨论，然后出示)
Step4：Homework.
1. Listen and repeat the text.
2. Complete the passage of “My Travel”.
My Travel：
I went to ______last year. I went there in ____.It’s in the ____of China.
I went there with my_______. I went there by ___.It was _____.





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Module 6 Travel
第一课时Unit 2 It is in the north of China.
教学目标：
【语言知识目标】
WhereWhen did you go„? Where is it? 询问旅行经历；能运用一般过去时语句谈
论曾经去过的地方
【目标语句】
Where did you go for your holidays? I went to Yinchuan. Where is Yinchuan? It‘s
in the north of China.
【语言技能目标】
能阅读课文，并能模仿课文Unit 2写3－5个句子，介绍自己的一次旅行经历。
【情感态度目标】
通过交流使学生热爱祖国美好山河，热爱生活。
教学内容：
Module 6 Unit 2 It is in the north of China.
教学重点：
单词：parent holiday rode horse climb
句子: It is in the north of China
Where is ? It is in
教学难点：Talk about the travel.
教具准备：radio and word card and pictures
教学程序：
一、热身活动。
A: Songs: mangoes and rice
B: Free talk: Where did you go?
C：复习并学习新单词：
认读生字卡片photo .stay week，uncle, cousins,remember 根据音标
学习新单词：parent rode horse climb
在句子中认读单词：（单词造句）
I went to Beijing with my patents in summer holiday.
I rode a horse in Xinjiang last year.
I climb the mountians yesterday.
二、课文导入

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Lingling 将自己的新疆之旅写成了一篇英语小作文。她到底写了什么呢？我
们这节课就一起来看一看。
三．教学新知.
1．听录音圈出新单词。
2．Show some questions.出示问题
Where did Lingling go?
When did she go?
Who did she go with?
Where is Xinjiang?
What did she ride?
What mountain did she climb?
What lake did she visit?
Did she have a good time?
3．Listen to the tape-recorder and find answers.听录音寻找答案。
4．完成练习。(小黑板)
In July, Lingling ____(went, go ) to Xinjiang ___(for, with) her ___(parents,
grandparents).She ____(ride, rode) a ____(climbed, climb) the Tianshan
___(visited,visit)the Tianchi lake.
四、看地图，说旅游。
Show a map of China on the blackboard and ask: Where is Haikou?
YinchuanShanghaiHetian Hong Kong.
问答练习。
Where is ?
It is in the eastsouthwestnorth of China.
拓展：In___, I can visitclimb____.
五 ．拓展。
1．完成语音训练。
2．听录音唱歌。《My home‘s the place》
六、完成同步练习听力部分。.
七．Homework
1、同步练习。
2、听写 Module 6单词。
教学板书设计






Unit 2 It is in the north of China.

She rode a horse. Where‘s the______?
She climbed the Tianshan mountain. It‘s in the____of China.
She visited the Tianchi lake.

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第二课时
一、教学目标与要求
1．能听、说、读、写本课单词：parent, rode, horse, climb, holiday.
2．能运用句子“Where did you go for your holiday?”来询问他人假期，并
能用“I went to„”正确作答；运用“where is „?”询问某地的方位，并运
用“It’s in the „.of „”来回答。
3．能运用学过的知识谈论自己或他人的旅行情况。
4．乐于沟通，与同伴谈论旅行，从而获得相互关心的情感体验。
二、教学重、难点分析：
1．教学重点：单词parent, rode, horse, climb, holiday；句型Where is„?
It’s in the„ofChina.
2．教学难点：运用所学描述某个地方的方位；熟练掌握并运用一般过去式。
三、课前准备
1．挂图。
2. 课本。
四、教学过程：
Step I．Warm- up
1. Greetings
2. Revision
1)齐读Module 6单词（该班教师已教授）;
2)引出词组：climbed a mountainmountains, rode a horse.
3)句型：----What did you do yesterdaylast weekendfor your holidays?
----I climbed mountainsdid my homework„(学生根据实际情况回
答)
(教师分别提问每组的一位学生，并对其进行以“正”评价)
StepⅡ. Presentation
T：Very good. Ok today we are going to learn a new unit, unit 2 It’s in
the north of China. Please open your book, turn to page 24.(板书标题并
示意让学生打开课本24页)
1)Listen and say

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T：Ok, look at these pictures(指着挂图), please tell me and guess.
初读：
① Who is the girl?
② Who are they?(指着玲玲的父母图像问学生).
再读：
① When did she go?
② Where did she go?
③ Who did she go with?
④ What did she do there?
⑤ Did she have a lovely time?
2) Translation
T: I say English, you say Chinese, Ok?
(翻译、解读课文知识点并带读、齐读)
3) Retelling
结合图片，用时间、地点、人物串成一个小故事并引导学生进行复述。（教师板
出时间、地点、人物， 并结合图片引导学生复述，教师先示范，随之提问学生。）
4)Point, ask and answer
T: Where did Lingling go for her holidays?
Ss: She went to Xinjiang.
T: Where is Xinjiang?(让学生看课本的中国地图回答)
Ss: It’s in the west of China.
（教师简单复习东、西、南、北。）
(由旧引新，并根据课本已经标出的城市进行提问学生。)
Step Ⅲ. Summary
（教师总结今天所要求掌握的单词、词组和句型及所学的关于玲玲去旅行的小故
事。）
Step Ⅳ.Exercise（学习指导P34）
教师给学生五分钟的时间完成本单元学习指导的第一、第二、第三道题并讲解。



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Step Ⅴ. 板书设计
Unit 2 It’s in the north of China
Questions:
① When did she go?
② Where did she go?
③ Who did she go with?
④ What did she do there?
⑤ Did she have a lovely time?
Phrases：climbed a mountainmountains
rode a horse
Sentences：
----Where did you go for your holiday?
----I went to„
----Where is„?
----It’s in the „ of China.























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Module 7 Communications
第一课时Unit 1 Let‘s send an email.
教学目标：1、单词及短语：message，another，idea，office，busy
2、重点句子：Let’s send an email to on ‘email’.
Write your message.
3、情景运用：学习如何发送电子邮件。
4、教学用具：录音机，单词卡片，
教学程序：
一、 一首英文歌曲：my home’s the place
二、 自由讨论:描述方位Where’s ____? It‘s in the____of China.
三、 新课教学;
1.问候与复习；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。
2.课文导入：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。
3.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。”用展示动画从一个计算机到另一个计算机的过程。
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？

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展示发送电子邮件全过程的图片， 打乱顺序，请学生再听录按正确地顺
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。
4.任务完成
（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）、完成同步练习听力 ，全班同学齐改。
（3）、游戏：我说你做
两人一组，艺人说指令，另一个人做动作，比比看谁的反应快。
四、课后作业
（1）、熟悉发送电子邮件的 过程。
（2）完成同步练习。
五、板书设计
MODULE 7 Unit 1 Let’s send an email.
Let’s send an email to dad. message，
Click on ‘email’. another，
Click on ‘write’. idea，
Write your message. office，
Click on ‘send’. busy




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2013—2014学年度第二学期
第二课时
一、教学目标：
知识目标：
1.识别单词:message, another, idea.
2.熟练运用句型Let’s send an email to Dad. Click on“Email”.Click on
“Write”.Write your message. Click on“Send”.
能力目标：能够通过计算机发送邮件。
情感目标：培养学生在生活中运用现代信息技术的能力。
二、教学重点：掌握发邮件的步骤并能熟练的发送邮件。
三、教学难点：通过学习能够在网上给自己的朋友发邮件。
学习如何发送电子邮件和怎么回信。
四、教学过程：
-up.
1、Greeting
2、Game: I say and you do .
( Stand up. Turn leftrightaround. Show me your right hands , and shake
your friends’ hands. Sit down .)
II lead in
T: Firstly let’s look at the title(T板书Communications). This word
means交流，Everybody has friends, do you always communicate with your
friends?
S: Yes, I do.
T: How do you communicate with your friends?
S1: I can write some letters.
S2: I can send messages.
S3: I can take a phone.
T: It’s very convenience for us to communicate with each others. We
can use telephone, letters, QQ and emails.
（出现这些标志）

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2013—2014学年度第二学期
(点email，放大，出现email)
T: Read after me this word.
T: What’s an email? (再点出现 What’s an email? )
III、Text
（一）T：Listen to the tape carefully, you can find out the answer in
it.(学生看大屏幕，教师点击播放录音)
T: What’s an email? Who can find out?
S1: It’s a computer message.
T: Message means information, how to spell it?
(学生拼出来，老师在电脑上画出来，然后书写到黑板上
message 老师带读，学生一个一个读)
T: This message is from one computer to „?
S: Another computer.
T: Another ,what’s the meaning? Let’s look!
(another:点鼠标,出现one computer, another computer.老师读。然后板
书，然后带读from one computer to another computer . It goes from one
computer to another computer.)
T: What’s an email?
Ss: It’s a computer message.
Ss: It goes from one computer to another computer.
T: Now we know email is a computer message. But how to send an email?Look
at your books and listen to the tape. You can find the answer in the
text.(播放录音)
T: Amy wanted Tom to send an email, and Tom think that’s a good idea.
“idea” what’s the meaning? Look! (老师点鼠标出解释)How to spell it ?
(学生拼写教师板书 idea)
T: Now please read after me and then talk about this question in your
group.
(教师带读第二、三、四段课文)

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2013—2014学年度第二学期
T：Now talk in your groups. How to send an email?
(学生小组讨论如何发送电子邮件)
T：Who can say the answers.
(学生起来说步骤，老师在大屏幕上，画出来)
T: Ok，you are a clever student! Read after me!（领读三遍）
（二）演示发送过程。
T：Let’s look at how to send an email?You say the steps and I do it.(发
送电子邮件的过程)
T: Who can come here to do and we say together.
(找三个学生来演示 其他学生和老师一起说过程，也可让程度好的学生单独
说)
（三）Chant 做韵律诗
T：I make a chant here, look! This is a chant about the steps. first
I’ll chant, you can follow me! Clap your hands, please !
Email, email, click on “Email”.
Write, write, click on “Write”.
Message, message, write your message.
Send, send , click on “Send”.
(第一遍，老师带领学生说，然后学生齐说，最后找2个同位说)
T: Wonderful ! I think you did a good job.
(四)Read the text跟读课文
T：Listen to the tape and repeat after it!
(播放一遍，学生跟读)
(五) Role play分角色
T: Ok, I think you can read it well. Now. boys are Tom, girls are Amy ,I’m
Mr. Smart. Are you ready?

（时间允许的话，找学生起来扮演读）
达标测试

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2013—2014学年度第二学期
1、Let’s an email.
A send B sends C to send
2、Email is a m .
3、That’s a good i .
4、I can s emails now.
5、 is that idea good a
IV、扩展练习
T: Tom can send an email to his Dad . Do you want to send emails to your
family or your friends? If you want to send an email ,you must have an
email address . So let’s look at how to sign up(申请) an email address.
（演示过程，时间允许，就进行实际操作）
rk:
up(申请) an email address.
an email for me!
(This is my email address:
If you have some questions, please phone me,I will help you!This is my
phone :)
VII情感渗透
Computers can help you, and it also can hurt (伤害) you .Please use
computers healthy（健康）.













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2013—2014学年度第二学期
Module 7 Communications
第一课时UNIT 2 I will be home at seven o’clock.
教学目标:
1、重点句子: I am working very hard.
I will be home at seven o‘clock.
2、运用:通过电子邮件进行交流
教学重点
学写新单词。
教学难点
了解发送电子邮件的操作程序及发布指令的表达方法。
教具：录音机,卡片
教学程序：
一、
二、
三、
歌曲
自由交谈:关于旅游
新课教学
1、问候与复习
请学生朗读自己的电子邮件
将全班分为两组扮演AMY 和TOM，看图配音。
2、新课导入：
让我们一起来看看汤姆回复给SMART的电子邮件。
3、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。

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2013—2014学年度第二学期
（6）、组织全体学生听录音，完成活动手册练习4。
4、任务完成
完成活动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。
活动手册练习1和2，请学生听录音给图片按正确地顺序排列出来。然后看
图说话。
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。
5、课文学习
6、 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。
7、课后作业
（1）活动手册练习3
（2）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。
8、结束课堂教学
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.












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2013—2014学年度第二学期
第二课时I will be home at seven o’clock
一、教材分析
本课是是根据牛津英语第一模块第一单元let’s send an email.一课而设
计的一堂英语阅读课，通过这堂课让学生通过电子邮件向朋友描述自己的现况和
近期计划，增强学生人际 交往的能力，进一步提高学生学习和使用英语的兴趣。
二、设计思路
本课是Reading （精读课），按照中学英语新课程标准的要求，这堂课应当是“以
任务贯穿读、听、说的活动，让学生通 过‘感知－概括－应用’的思维来增长知
识，发展能力”。
三、教学目标
（一） 知识目标
1．掌握下列单词和短语：busy, surprise, at the office
2.能运用本课所涉及到的I am working very hard at the office. I will be
home at seven o’clock.这一重点句型进行自由交流。
3．正确理解和朗读短文内容，能够对本课内容进行适当的改写。
（二）技能目标
能通过电子邮件进行交流。
（三）情感目标
培养学生的交流意识。让学生积极主动地参与课堂活动以及大胆开口、主动
模仿的能力。
四、 教学重点和难点
重点：1.掌握单词office, busy,surprise.
2.掌握并能运用句型：I am working very hard at the office. I’m very
busy. I will be home at seven o’clock.
难点：培养学生用英语写信，发邮件的能力。
五、课前准备
单词、短语卡片等。
六、教学策略
1.本课主要采用任务型教学法、活动教学法，让学生更加主动地学习语言、感受
阅读的乐趣。

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2013—2014学年度第二学期
2.让学生在真实的环境中学习语言。
七、教学过程
Step 1 Pre- reading
1. Warming up
（1）、Greeting:Good afternoon, boys and girls! How are you?...
（2）、Play a game .
（3）、Enjoy a song.
（游戏与歌曲都是学生喜闻乐见的形式，课前的小游戏和吟唱能将学生带入轻
松 、欢快的学习氛围中，增进师生的情感交流，同时为新课的学习做好铺垫。）
2 Lead-in
a.T: Boys and girls,yesterday, I wrote an email to my friend Sony ,and this morning ,I
had got an email from him .Do you want to see the email? Ss: ... 出示一封电子邮
件



From

TO


Dear Alvin,
32485941@
88790036@
How are you? I am working at the office now . I will be home at eleven o’clock .I will go

swimming this afternoon.

Love from,
Sony



T:教师领读并教授新词 ―office，at the office‖
b. T:Boys and girls ,today we‘re going to learn a new lesson, Module 7 Unit2 (板
书).It‘s about an email .First ,let‘s look at some pictures. 出示Tom and Mr Smart的
图片
Who is this little boy? S: He is Tom.
Who got the email? S :To Mr Smart
(学生齐读读电子邮件)
Step 2While-reading

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2013—2014学年度第二学期
and answer.（泛读文本）
① Who wrote the email? S: Tom‘s father,Mr Smart
② Who will receive（收到）the email? S: Tom
（让学生带着较为简单的问题略读文本，找答案。初步熟悉文本。）
and answer（精读文本）
① Where is Tom‘s father? S: He is at the office.
I am working very hard at the office. I am very busy . (板书，教授词汇surprise并讲
授句子，让学生练习说句子.)
②When will he be home? S: He will be home at seven o‘clock.
I will be home at seven o‘clock。 (板书,领读板书的句子)
T: Boys and girls ,this is an email ,here ―To‖, the receiver‘s email address.(收件
人邮箱) ―From‖,the sender‘s email address. And this is the receiver‘s name . (收件人
名字) this is the sender‘s name. (发件人名字)
(让学生带着问题细读文本，获得文本信息，通过学生对问题的回答讲解本课的
重点句型和email 的写法。)
3. Listen and repeat.
4.学生自己读课文。
5.齐读课文。
( 通过让学生听，自读，齐读。进一步熟悉文本的内容.)
Step 4 Post-reading
Activity 1. Practice：Fill in the blanks.
（让学生根据文本内容填空，检测学生对文本的掌握情况.）
Activity 2. Practice Pair work
(看图，运用重点句型对图片进行描述，学生在老师的指导下进行pair work.训练
本课的句型.)
Activity 3 Practice Let‘s talk
:May Day is coming. What‘s your plan? What will you do? When will you be home?
（让学生对自己的五一计划表进行描述，并进一步拓展训练重点句型。）
Activity 4 Production Write an email
Boys and girls,today all of you did a good job,I am so happy to be your teacher,but

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2013—2014学年度第二学期
after this class,I will go back to my school ,now I want you to be my friend ,So can
you write an email to me ?S:…Now take out this paper and talk something about you
in your groups.











(拓展及升华 ：培养学生的写话能力。学生模仿语篇写作，巩固了课上所学知识
的同时也将这一活动作为课本知识与生 活实际相联结的桥梁.)
Step5. Summary
1、 引导学生小结本课所学的句型。
Dear ,
How are you?My name is ,I am years old.I am
now, I will be at o‘‘s be good ?

Love from
From


TO

2、 小结如何写一封电子邮件。
Step 6 Homework
and read the text 4 times.
your emails to me in English.
Step 7:Blackboard writing
Module 7 Unit2 I will be home at seven o’clock.
I am working very hard at the office . at the office
I am very busy. surprise
busy





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2013—2014学年度第二学期
Module 8 Discussion
第一课时Unit1 What do you suggest?
教学目标：
1. 单词和词组：
suggest quickly excited America Chinese kind dragon
2. 重点句子：
What do you suggest? What about……?
Why don‘t you ……? How about……?
3．语法：特殊问句的用法。
教具：Cards Pictures Tape-recorder
教学程序：
一. 热身复习
A: Song: We are clever boys and girls.
B: Free Talk: How to send an email?
C: New concepts:
二.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。
三．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?

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2013—2014学年度第二学期
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< br>单词练习这些句型。
四．完成SB Unit 1 Activities 2
五．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。
六．完成活动手册听力练习
七．课后作业
1．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。
2．完成同步学习相关练习
八、板书设计：
Module 8 Discussion
Unit1 What do you suggest?

What about chopsticks?

Why don‘t you give him a kite?




90
How about a dragon kite?

2013—2014学年度第二学期
第二课时Unit1 What do you suggest?
一、教材分析：
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。通过Daming和Sam的讨论，学习如何征求意见和 建议。
二、教学目标
（一）知识目标
1、能听懂、会说、运用重点单词：suggest，了解背景单词 quickly, excited,
Chinese,kind。
2、学会征求建议： What do you suggest? 会表达建议：What about------？
How about-----?Why don’t you------- ? 能根据实际情况表达自己的观点：
That’s a good idea. That’s great! I agree, thank you. Sorry。
（二）情感目标 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。
二、教学重点
学习新语言句型： What do you suggest?What about------？How
about-------?Why don’t you---------?
三、教学难点
使用新语言知识进行交流。
四、教学过程
（一）Warming up
1、Greetings
T:Be seated, quickly. (提前渗透新词的运用) Let’s begin our class.
T:Look, there are so many teachers here. I am very excited. I am very
excited to have lessons with you.（出示卡片学习新词）。 How about you?
S1: I am very excited too.
T: What about you?
S2: I am very excited too. （询问几个同学，练习新单词excited）
T：Say it quickly, please.( 学习新单词：quickly)

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2013—2014学年度第二学期
一．Presentation
1．T: Tomorrow is my daughter’s birthday. I want to buy some presents
for my daughter. But I don’t know， What to buy？What do you suggest?
（出示卡片suggust,学习新词）
S: A pen. T: Good!Thank you.
T：What do you suggest? S: A kite.
T: You should say: How about a kite.
What about a kite.（板书How about-------What about -----）
2．T: Now, let’s go do you suggest?
S1: What about a bag?
T: Yes, that’s a good idea. Her bag is broken. Thank you. What do you
suggest?(板书答语：That’s a good idea.)
S2: How about a pencil-box?
T: Sorry. She’s got a new pencil-box. What do you suggest?
S3: What about a dress?
T: That’s great!She likes a new dress. What do you suggest? (板书答语：
That’s great!)
S4: How about a kite?
T: Oh, yes. It is a sunny day. We can fly you agree？
S：Yes， I agree.（板书答语I agree.）
T：Oh，I you. What do you suggest? (贴上答语：I agree.)
S9: How about a book?
T: What kind of book? A Chinese book or an English book?(出示一本英语
书，一本语文书)
S: An English book.
T: I agree, thank you.（学习新单词：kind—find T：For example，A dog is
a kind of animals。 Football is a kind of sports。Are you clear？）
3．T: Let’s look at the sentences：
1）What about ---？How about -----？They are the same meaning. （板书

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2013—2014学年度第二学期
“=”，让学生明白这两种提建议的方法是相同的）
2）If you agree with others,（贴上笑脸） you can use: That’s a good idea.
That’s great! I agree, thank you.
3） If you don’t agree,（贴上哭脸） you can say: sorry.
4)Now ,Let’s read after me.(板书的重点句型)
5）Let’s read together.
(三)Text
T:We know ,Daming is going to America,He’s going to take a present for
his is he going to take？Do you know?
1、第一遍听录音
T：Now，listen to the tape and try to answer：
What is he going to take？
T：Now，who can answer ：What is he going to take？
S：A kite。
T：What kind of kite?
S： A Chinese dragon kite。It ’s a traditional Chinese present. Now，
look here。（出示中国龙的风筝图片）T：They’re Chinese Dragon Kites.
文化知识的渗透：Chinese Dragon Kites
Chinese dragon kites are very are very love
them all over the world（全世界）Some dragon kites are boy can
fly them。Others are very need lots of people to fly
are very ’t fly them near trees or 's dangerous.
T：Do you like Chinese dragon kites？
S：Yes。
T: You can fly Chinese dragon kites at the weekend.I think:you’ll be very
happy.
2、第二遍听录音跟读（画出Sam提的三个建议）
T：Now，open your books at p30，listen and repeat,then anwer：
What did Sam suggest？

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you can undertline the sentences.
T：Who can tell us ：What did Sam suggest？Read out the sentences.
S1：What about chopsticks？
S2：Why don’t you give him a kite ？
S3：How about a dragon kite？
T：You did very can use “Why don’t you------?to make
example:
Why don’t you give him a cakeher a dressgo to school?
T:Now,Let’s talk about traditional Chinese is a
traditional Chinese you tell us some traditional Chinese
Presents ?
S:Chinese tea 、Tang clothes ------。
T:Boys and girls, if you are Sam, what do you suggest? Now ，you can use
“Why don’t you ------?”
S1: Why don’t you give him a -------？
T：That’s a good idea,thank you.
3、第三遍听录音跟读,画出新单词.
Now，Listen and repeat,underline the new words.
4、自读课文，同桌间讨论完成对话练习。
Now，first read the text by yourselves，then do the exersies in pairs。
D：I’m going to go to in the summer。What do you ？
S： chopsticks？
D：He’s got chopsticks，his mum and grandma are 。
S： a kite？
D：What of kite？
S： a Chinese dragon kite？
D：I agree，thank you。
T：Who pair can do the exerises？
（四）Practise

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2013—2014学年度第二学期
1、课本31页Make suggestions
T：look at the picture，I want to buy a present for my brother，What do
you suggest？You can use the sentences.(教师指着板书的句子)
S1：What about a bag？
T：Sorry，he’s got a new bag。
S2：How about a T-shirt？
T：That’s a good idea，his T-shirt is broken，thank you。
T：Now ，practise in pairs。
T：Who can act it out ？
（五）拓展练习
T：I want to travel on May I don’t know，Where to go？What do
you suggest？
S：How about Beijing？
T：Why？(如果学生不会回答,教师可以引导Is it beautiful?Is it famous?)
S：Beijing is a beautiful city，It’s very g is the capital
of China.
T：That's a good Beijing ,I can visit Tiananmen and the Great Wall.I
can eat some troditional food.
T: Now， Let’s talk about it in groups.
（六）Homework
Boys and girls, today we learned how to give suggestions to others.
You have done a good job. After class, you should listen and read the text,
then talk about the suggestions with your parents.







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2013—2014学年度第二学期






























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2013—2014学年度第二学期
Module 8 Discussion
第一课时Unit 1 What do you suggest ?
教学目标：
1. 知识目标：能够认读书写单词：suggest, excited, America, Chinese, kind,
dragon
2. 能力目标：能运用句型What do you suggest ? What about „? Why don’
t you „? How about„? 询问以及给别人提出建议。
3. 情感目标：引导孩子们做有爱心的好孩子
课前准备：
1、 单词卡片： dragon , kite , suggest , America , kind , Chinese , quickly ,
excited . 单词卡上有英语和汉语。
2、 课堂练习题一份：两个大题，一、听录音圈出Sam建议大明买的礼物，a dragon
kite , a chopsticks , a book , a bag , a T-shirt , a football.（这道题
是图片加单词）二、课堂活动用书第一题，主要考查学生是否理解课文。
教学过程：
教学重点：1.单元的重点单词为：quickly, suggest, kind.
2.本单元的重点句型为：What about chopsticks?
Why don’t you give him a kite?
How about a dragon kite。
教学过程：

Step one : 问好和分组
1. Teacher : Hi , boys and girls !
Pupils : Hi, teacher!
Teacher : How are you ,today?
Pupils : I’m fine , thank you . And you ?
Teacher : I’m fine , too . Thank you .
2. 根据班级具体人数，将全班分成三到四个大组，每个大组分成四人一小组。
老师要用 自己的激情提起课堂气氛，简单说明比赛得分及最后获胜大组奖励。先

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2013—2014学年度第二学期
整顿纪律，首先做端正的大组获得两分，其余大组一分。
Step two : Warm up
1. First let’s play a game : I say you point. 提前将单词卡片（dragon ,
kite , suggest , America , kind , Chinese , quickly , excited 单词卡上< br>有英语和汉语，便于学生理解，但读的时候不读汉语）贴在教室周围的墙上，老
师说单词，学生快 速找到单词，指向单词并大声读出。可以做三遍，第一遍可以
先慢一点，第二遍加快，第三遍以chan t形式同学们拍手齐唱，如： dragon（升
调）， dragon（降调）。。。
game (记忆大比拼游戏)：依次出示图片和单词：a dragon kite , a
chopsticks , a book , a bag , a T-shirt , a fo otball.学生边看边说，若
碰到学生不会的老师可以领读一下；然后小组读单词并尽力记住它们； 单词消失，
同学们凭记忆说单词，说出一个可以为他们的大组加上一分，两个加两分。。并
且大 力表扬主动举手的同学，这里老师要调动起气氛来。
Step three : 导入
老师指着中的小男孩说：This is my cousin , Jack. Where is he ?学生看中
的图片回答 He’s in America.领读并检查一排小火车。
老师接着说：I’m going to go to America in this summer , and I want to
take a present for my cousin. What do you suggest ? 这里看学生反映，
如果学生忘记了suggest 的意思，就再稍微指着墙上的单词卡领读一下。引导
学生看的句子给出建议：What about „? Why don’t you „? How about„? 老
师根据每个建议给出相应的反馈：He’s got a „ That’s a good idea. what
kind of„ I agree. Thank you .
Step four: 课文的处理
1.介绍故事：老师问：Do you remember our friend Daming and Sam?学生yes.
出示本课主人公，引导说：This is Daming , this is Sam, and this is Ms.
Smart. 人名空出来让学生说。出示大名打电话的图片老师说：Now , Daming is
one the phone for Sam. 看着图片边做动作边引导学生明白one the phone 的
意思（这里稍微读一下这个短语就行，并一起说一遍Daming is one the phone
for Sam.）。

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2013—2014学年度第二学期
2.第一遍听。老师说：let’s listen the story and answer : where is Daming
going to go ? 老师播放CD- ROM，学生回答，答对给大组加一分，并表扬。H’
s going to go to America.
So he is very excited. 这里看学生反映，Do you remember excited ? 如果
学生忘记了，就再稍微指着墙上的单词卡领读一下。
And he wants to take a present to his cousin .
3.第二边听。拿出课堂练习题。Listen again and find “What does Sam suggest?”
学生再听，完成第一题，圈出Sam 都建议了大明带什么礼物？听完找学生说他
的答案，老师用出示正确答案，a dragon kite , a chopsticks还是对举手回
答问题的同学大力表扬，加分鼓励。
4. Books open, listen ,repeat and underline “What does Daming think of
Sam’s suggest ?”老师可以用汉语适当引导。学生听、读并划线，然后看每一
条找同学说。
5. listen and repeat again , 让学生注意红色的单词，也就是本课重点单词
dragon , kite , suggest , America , kind , Chinese , quickly , excited。
读完后，红色单词消失，小组内读完成对话，然后每一段在找同学起来扮演角色
展示。一定加分鼓励学生 ！！最后拿出练习本，在练习本上按顺序写出单词，写
完后齐读一遍。
Step five : 当堂检测，学生是否明白课文，做当堂检测第二题。 做完每个小
题找同学说答案，随时表扬加分。
Step six : 拓展, 用家有儿女要来学校为情景，让学生通过扮演刘星等角色，
运用所学句型提建议。
看说： look , who are they ?引导学生说:they are xiadonghai, liuxing ,
xiaxue and xiayu. 老师：They are going to go to our school. They want to
give a present for the pupils . 引导学生在小组分别扮演夏东海、小雨、小
雪、 刘星用所学句型询问和给出建议，老师先和四个同学做示范：
Teacher : I want to take a present for the pupils, what do you suggest ?
学生1：what about a book?
Teacher : They are got a book.

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2013—2014学年度第二学期
学生1： Why don’t you give them a ball?
Teacher : That’a a good idea. What kind of ball?
学生1：how about a football?
Teacher : Yes , a football. Thank you .
老师示范结束，学生在四人小组完成对话，老师在学生小组活动的时候，随时指
导 一下对知识还不熟悉的个别学生。最后是小组展示，并给小组所在大组得分。
X kb 1.c om
Step seven: 应用
学校组织夏令营去四川看望灾区的小朋友，你想给他们选个礼 物，但不知道该选
什么，征求一下小组的建议，小组内完成对话。给小组留出时间进行练习，然后
展示。表扬举手的同学并加分。
Step eight: 情感教育
You are all lovely pupils , and we are all frends all over the world ,
we should love and help each other , then we will have a better tomorrow !
四、家庭作业： 课后征求朋友的意见，给你最爱人送一份小礼物。
五、板书设计：
Module 8 Discussion
Unit 1 What do you suggest ?
I want to take a present for the pupils。
What do you suggest ?
What about a book? They are got a book.
Why don’t you give them a ball? That’a a good idea. What kind of
ball?
How about a football? Yes , a football. Thank you .






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