吉他调音器-建国60

2021年1月22日发(作者：贝多芬命运交响曲)

“双主”
课堂构建导学案


累计课时
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课

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编写者

单

元


第一模块

第

一

单元

教学目标

教学重点

教学难点

教学准备

Module 1 Friends

Unit 1 she’s a nice

课

时

teacher.

1.
知识目标：
Words and phrases: nice a bit shy clever naughty







Sentences: This is Ms Smart.

She is a nice teacher. Grammar: Using
adjectives to describe person.

2.
能力目标：
在教学中运用游 戏、
chant
、等多种形式，培养学生语言
交际能力。

3.
德育目标：
用适当形容词描述人和物

1. Words and phrases: nice a bit shy clever naughty


















2. Sentences: This is Ms Smart.

She is a nice teacher.

Grammar: Using adjectives to describe person


卡片，录音机

（一）

目标自学

1.
情景导入


Free talk: Talk about your holiday.


2.
自学提纲

利用
CAI
课件
,
出示本单元主人公的头像，介绍
主人公，

以此引出本单元新单词：
nice a bit shy clever
naughty
出示卡片，学习新单词。

（二）合作互学

Learn the new lesson.


Listen
to
the
tape .Try
to
read
the
text.
Translate
the sentences.

Listen to the tape again, read follow the tape.


Read the text, boys and girls.

Step Two: Talk about the pictures.


Close
your
books,
show
the
pictures
(parrot
，

Xiaoyong
，

Maomao
，

Ms Smart)


Example :(1) This is Parrot. Parrot is a very naughty
bird.




















教学流程

(2)
This
is
Xiaoyong.

He’s
a
clever


pupil.

Step Three: Using adjectives to describe person.
利
用实物投影展示学生带来的照片。
(Describe the person
using the adjectives)

Game:
接龙游戏

Example: A: I’m XiaoLan. I’m a bit shy.

B:
XiaoLan
is
a
bit
shy.
I’m
ZhangYong.
I’m
very
nayghty.

C:
ZhangYong
is
very
naughty.
I’m
Jim,
I’m
a
nice
boy.


（三）质疑导学（总结提升）

Summary:

知识与技能：
1. Words and phrases: nice a bit
shy clever naughty































2.
Sentences:
This
is
Ms
Smart.

She
is
a
nice
teacher.

3. Grammar: Using adjectives to describe person.

（四）反馈测学

1.
达标检测

Homework: Describe the person using the adjective

2.
拓展延伸

Homework: Describe the person using the adjective





Unit 1 she’s a nice teacher.











A B C D

nice a bit shy clever naughty
































This is Ms Smart.

She is a nice teacher.






本节课的教学设计体现了“由浅入深、由易到难、循序渐进 、逐步扩展、点面结
合、不断出现”的原则；按“话题—功能—结构—任务”相结合的体系，设计和安排了大量形式多样、情景真实、语言自然、趣味性强的语言实践活动，让学生
通过理解、体验、合 作、交流和探究等方式，综合运用已学过的语言知识和语言
技能，完成老师所布置的任务。

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Module1

Unit 2 He
’
s
cool.

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时


第一模块

第

二

单元


1.
知识目标：
Words and phrases: cool little cute.
教学目标

2.
能力目标
：
Sentences:
This
is
this
is
my
big
brother,
He’s
cool.

3.
德育目标
:

培养对家人的关心和爱护。

教学重点

教学难点

教学准备

Words and phrases: cool little cute.

Sentences: This is this is my big brother, He’s cool.

录音机、磁带、卡片。

(
一
)
目标自学

1.
情景导入

教学流程

1
、
Song: Row Row Row your boat.
2
、
Free
talk:
Using
adjectives
to
describe
the
poem.
（二）合作互学

探
究
新
知
Step
one:
Warmer:Using
the
adjectives to describe your classmates.
Example:
①
This is Xiaoyong. He is a
clever pupil.

②

This
is
Yuanjiaqi.

She’s
very clever, but she’s a bit
shy.
Step Two: Listen and point.
(1) Point out the different meanings of the
word “cool”.

In
this
unit,
“cool”
means
fashionable,
and
it is most commonly used to mean “quite cold”.
The
word
“cool”
has
other
meanings
as
well,
but
they are ones that the students are unlikely to
come across in the future.
(2) Listen to the tape and underline the new
words.
Write
down
these
adjectives
on
the board,





















and then learn these new words.
Listen to the tape again. Read the text.
Close your book. Use CAI shows the pictures
of text. Choose some students to describe the
pictures.
Step
Three:
Listen
and
say,
then
say
the
poem
and do the actions.
Play
the
spoken
version
of
the
poem.
And
have
the
students.
Repeat
each
line.
Play
the
tape
and
have the students.

（三）质疑导学（总结提升）

Summary:

1. Words and phrases: cool little
cute.
2. Sentences: This is this is my big brother,
He’s cool。

（
四）反馈测学

1.
达标检测
Tell the students that they are
板书设计

反思创新

going to work in groups of three or four.
Do the AB unit 2.
Game: Explain that they are going to play a
game
where
they
have to
whisper
some
information
to
their
classmate.
That
classmate
has
to
whisper
the information to the next person.
The last person. That person has to say that
he she heard.
Then,
the
other
students
listen
carefully
to
find out if the message has changed at all.
2.
拓展延伸

作业布置
Homework:
能用英语表述一个人的性格

Unit 2 He’s cool
.
mother --- nice
big brother --- cool
little sister --- cute
father --- clever
friend --- naughty


本节按
“话题—功能—结构—任务”
相结合的体系，
设计和安排了 大量
形式多样、情景真实、语言自然、趣味性强的语言实践活动，让学生通
过理解、体验、合作 、交流和探究等方式，综合运用已学过的语言知识
和语言技能，完成老师所布置的任务。




执教时间

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题












编写者

单

元


第二模块第

一

单元

教学目标

Module2 Unit 1

课

时

London
is
a
big
city.

1.
知识目标：
Words
and
phrases:
capital,
about,
beautiful,
be
from
2.
能
力
目
标
：
I’m
from

is
the
capital
of
’s very big and very beautiful.

3.
德育目标：
学语言就学她的语言文化背景。


Words and phrases: capital, about, beautiful, be from

Grammar: the present tense


卡片

（一）目标自学

1.
情景导入

A: Chant: This is a little girl, and she has
a
little
curl.
And
when
she
is
good,
she
is
very,
very
good.
And
when
she
is
bad,
she
is
very,
very
bad!
B: Talk Free:
T:
Hello!
Boys
and
girls.
I’m
a
teacher.
Are
you a teacher?
S1: No, I’m
not.
S2: No, I’m a pupil.

T: Are you naughty?
S3: No, I’m not.

T: Are you clever?
S4: Yes, I am.……

2.
自学提纲

利用卡片教授“capital”，

反复领读，读熟之
后带入句子“London is the capital of England.”
中。
Then translate it into Chinese.
找生用英语
说出“北京是中国的首都。”鼓励学生踊跃参加抢答
赛“说首都”，学生可 以用中文说。

（二）合作互学

在
愉
快
的
氛
围
中
，
师
告
诉
学
生
：
“Amy
和
Lingling
是同班同学。
一天，
Amy
带来了一本关于自
教学重点

教学难点

教学准备

教学流程






















板书设计

反思创新

己家乡—伦敦的书。
Lingling
看见这本书后非常好
奇，于是就请
Amy
向她介绍伦敦的情况。现在我们就
来跟
Amy
学一学怎样描述城市和景物。

今天学习过
后，请大家也来介绍一下自己熟悉的城市、地区或景
物。

请学生听录音，
听一听
Amy
和
Lingling
之间的
对话。师：“Where
is
London?” 生在地图上指出伦
敦的位置。

再放一遍录音，让学生在自己的书上勾出描述城
市的形容词

（
nice, big, beautiful, small
）
。

请学生根据插图和上下文猜一猜每个生词的意
思。
“beautiful”一词教师要 反复示范，
借助肢体语
言帮助学生读清并理解这一单词。个别单词处理完之
后，教师领 读课文几遍。然后鼓励学生分角色大胆试
读，教师及时给予表扬。

（三）质疑导学（总结提升）

Summary:

重点：
Words and phrases: capital, about,
beautiful,
be
from
；
Sentences:

I’m
from
is t
he capital of ’s
very big and very beautiful.
难点：
Grammar: the present tense


（四）反馈测学

1.
达标检测

完成
SB
第一单元活动
3
。

把全
班分成两人一组，分别扮演
Amy
和
Lingling
，进行
问答练习。

例如：
1
、A:
What’s
this? B:
It’s
a
book
about London. It’s very nice.

2
、A:
What’s
the
capital
of
England? B:
It’s London.

2.
拓展延伸

去描述一个名胜古迹的特征

Unit 1 London is the capital of England.
It’s a book about London.

London is the capital of England.









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第二模块第

二

单元


MODULE
2
Unit
2
课

时

It
’
s very old.
1.
知识目标：
Talk about the pictures.
教学目标

2.
能力目标：
Key sentences:this is...it
’
s very...
3.
德育目标：
培养学生的语感。

教学重点

教学难点

教学准备


Vocabulary: listen to, read, do my homework

Vocabulary: listen to, read, do my homework

磁带

（一）目标自学

1.
情景导入

1
．


Read the text of Unit 1.
2
．


Game: Tell me more
(The
teacher
writes
the
following
information
on
the board before the lesson).
This panda is short,but that one is tall.
This ship is big ,but that one is small.
What
’
s this ? it
’
s buckingham palace.
Whose house is it ? it
’
s queen
’
s house.


2.
自学提纲

1.

Tell the Ss that I
’
m going to say the
pictures and they have to point to the correct
activities.

2.

Work in pairs. One say and one point.

（二）合作互学

Look , listen and point.

1. Get the Ss to open their books of Unit2, look
at activity 1, then the teacher points to the
pictures, ask the Ss:
“
What can you see on the
pictures?
”

read the text

Ss look at the picture and answer the questions

(The Ss tell the teacher what they see).

3.

Repeat the sentences.

教学流程






















4.


Now
listen
to
the
tape
and
point
to
pictures.

（三）质疑导学（总结提升）

Summary:

Vocabulary:
listen
to,
read,
do
my
homework


（四）反馈测学

1.
达标检测

Write
some
activities
on
the
board,
give
the
Ss some information about the activities.

This is big ben. It
’
s very old. And it
’
s
very tall.
This is hyde park. It
’
s very beautiful.
And
this
is
tower
bridge
.
it
’
s
very
famous.
And it
’
s very beautiful too.
This is my home . it
’
s very famous.
2.
拓展延伸

Homework:

the
words
and
text
of
Unit1.










the words of M1.

MODULE 2

Unit 2 It
’
s very old.
This is big ben. It
’
s very old. And it
’
s very tall.
This is hyde park. It
’
s very beautiful.
And this is tower bridge . it
’
s very famous.
And it
’
s very beautiful too.
This is my home . it
’
s very famous.








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Module
3 Unit1
Robots will do
everything.

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单

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时


第三模块第

一

单元


1.
知识目标：
Key
sentences:

One
day,
robots
will
do
everything.
教学目标

2.
能
力
目
标
：
Words
and
phrases:
robot

everything

one
day
housework learn our that

3.
德育目标：
要养成好习惯、自己的作业自己完成。

Aims
1
，
2
，
3

Aims
1
，
2,3

A recorder

some cards
pictures

（一）目标自学


1.
情景导入


Warming up: ---Greeting.

2.
自学提纲


Listen and act : e.g. wash clothes watch

TV run walk play the flute play

football


jump


do
homework


make
a
cake

row a boat play table tennis (
运用肢体语言来

复习动词及动词词组，
为本课
will
的学习做好铺垫
)

（二）合作互学


探究新知
(2) Presentation: Show a robot to

the class and say “Today we’re going to talk


about the robots.”

Describing the robots, it can sing. It can

dance. One day, robots will do everything. (
运


用图片展示
robot
的含义
)
Ask to the students “What else will the

robots do?” Show the CAI to students. (让学生


看课件了解机器人能做什么不能做什么
)
Now
show
the
text
to
the
students.
Look
at
the

book
and
ask. What
can
Daming’s
robot
do? Will

教学重点

教学难点

教学准备

教学流程

板书设计

反思创新

robots
do
the
housework?


Will
robots
help
children learn?...
Write
the
answers
on
the
board: It
can
walk.
Then
drill
this
sentence
and
then
change
the
word “walk”.

Talk
about
the
sentences: They
will
do
the
housework. They will help children learn.
Write
the
sentence
on
the
board
One
day,
robots will do everything. (
用磁卡带替换动词及
动词词组，让学生运用所学。同时理解
one day
的含
义
)
Continue
the
words
learning: housework
help
children learn…

In
groups,
talk
about
the
robots
then
report.

（三）质疑导学（总结提升）

Summary:

ces:
One
day,
robots
will
do
everything.
2.
Words
and
phrases:
robot everything one
day housework learn our that
3.
Using
will
to
describe
things
in
the
future
（四）反馈测学

1.
达标检测

Do exercises in AB.
In pairs act the text.
Draw
a
robot
and
say
what
the
robot
can
do
.In
pairs or in groups then report.
Production:
Look
at
Exercise
3
in
the
book
and
talk
about
what
the
robots
will
do
in
the
future.

2.
拓展延伸

Homework: Homework:
预习下单元

Module
3 Robots
Unit 1 Robots will do everything.
It can walk.
One day, robots will do everything.
Retrospection:









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Module
3 Unit2 on
Monday i
’
ll go
swimming.

编写者

单

元

课

时


第三模块第

二

单元


1.
知识目标：
学习如何询问他人正在干什么及其应答。

教学目标

2.
能力目标：
What
will you do
？

I’
ll...
3.
德育目标：
创设情境，让孩子学会英语会话。

教学重点

教学难点

教学准备

学习如何询问他人正在干什么及其应答。


学生能根据实际情景，询问描述正在发生的行为或动作。


录音带、单词卡片

(
一
)
目标自学

1.
情景导入

ngs.


English
song.
2.
自学提纲

the numbers1-7 on the board. Write the
words Monday to Sunday under the numbers.





















教学流程

tell the students I
’
m going to say a day
and they have to use an ordinal number and say
which day it is.
（二）合作互学


the
students
suggest
activities
that
they
do
and
write
a
list
an
the
board,
football
ride a bike,etc.

draw
the
following
calendar
on
the board.
the students cope,the calendar in their
exercise books.
have the studends work in pairs and tell
one
another
what
will
do
on
the
seven
dayd
of
the
week.

（三）质疑导学（总结提升）

Summary:
able to talk about the plans.

to
say
:Monday,
Tuesday,
Wednesday
…
Sunday.
:Will you play football on Monday
。

（四）反馈测学

1.
达标检测

They should write activitise on the calendar.
2.
拓展延伸


exercise
book
on
page
16
Ex
1
。


Module
3
Unit
2
What
’
s elephant doing?







What
are
they
doing?



They're
P
laying
footbal
板书设计








What
is
he / she
doing?



She /
He's
running.










反思创新






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Module 4


Unit
编写者

单

元


第四模块第

一

单元

课

题

1
Will you take
your kite
？

课

时


教学目标

1.
知识目标：

words
and
phrase
：
picnic
，
take
，
great
，
ball
，
why
，
because
，
so
2.
能力目标：
Sentence
：

We’re going to have a picnic。

Will you take your kite
？

Yes
，I will./No, I won’t.

3.
德育目标：
能就课文内容或所给图片进行描述性练习。

识记单词；理解及运用句型；朗读课文。

用所学句型及单词进行实际交际活动。

录音带、单词卡片

（一）目标自学

1.
情景导入

A: Songs: London Bridge Following Down
B: Free talk: Our school
2.
自学提纲

Step1: Warmer:
Teacher show some pictures about the “Hyde
Park
River Thames”

S1: This is Big Ben. It’s very old and very
beautiful.
S1:
This
is
Hyde
Park.
It’s
very
beautiful.

S3: ...
（二）合作互学

Step2: Listen and point.
T: It’s
a
ball.
(Show
the
ball)
I’m
going
to play ball. Will you play with me?
S2: Yes, I will.
T:
I’m going to go to Hainan. Will you take
a ball? (
同时板书
)
S2
：
No
，
I won't.




















教学重点

教学难点

教学准备

教学流程

板书设计

Step3:
Teacher
shows
the
cards
about
the
new

words.
Students
follow
the
teacher
.The
students
read
one
by
one
.I
play
the
tape
and
the
students
follow the recorder.
S1: Will you go to Huanren tomorrow?
S2: Yes, I will.
S3: Tomorrow we’re going to have a Music
lesson.
S4: No, I won’t.

Will
和
going to
的用法评出最好的一组。

（三）质疑导学（总结提升）

Summary:

识记单词；理解及运用句型；朗读课文


（四）反馈测学

1.
达标检测

A
：
Two
students
play
a
game
．
They
choose
one
food or one object and do the action.
S1: Will you take some noodles?
S2: No, I won’t.

S1: Will you take a cake?
S2: Yes, I will.
B:
Four
students
look
some
pictures
and
tale
about.
A: We’re going to go to Hainan tomorrow. I
will take my coat and my hat. Will you take your
swimsuit?
（用
CAI
）

B:
No,
I
won’t.
I’ll
take
my
coat,
too.
Will
you take your gloves?
C: YES, I Will…

D:
评出最佳一组给
sticker
2.
拓展延伸

用动词的一般将来时造句

Module 4 Will you take your kite?
take We are
going
to
have
a
picnic.
picnic Will you take your kite?
great
ball Yes,
I
will.
/
No,
I
won’t.

why
because
so


反思创新

执教时间

执教者

课

题















编写者

单

元


第四模块第

二

单元


教学目标

Module4 Unit2 will
课

时

it be hot in haikou?

1.

知识目标：书写单词
why,cloudy,weather...

2.

能力目标：
will it be...?it will be ...

3.

德育目标：学会运用句型，让英语生活化。


will it be...?it will be ...
will it be...?it will be ...
CD
（一）目标自学

1.
情景导入

Free talk.
2.
自学提纲

,point and say.
and say.
, match and say.





















教学重点

教学难点

教学准备

教学流程

and say. Then chant.
（二）合作互学

Practice:
1. will it be (hot) in haikou?
will be (sun) in beijing.
3. it will be (cloud) in london.
it be (snow) tomorrow.
5. will it be (rain) tomorrow.
6. will it be (wind) tomorrow.

（三）质疑导学（总结提升）

Summary:

书写单词
why,cloudy,weather...
学会运
用句型，让英语生活化。

（四）反馈测学

1.
达标检测

1. will it be (hot) in haikou?
will be (sun) in beijing.
3. it will be (cloud) in london.
it be (snow) tomorrow.
5. will it be (rain) tomorrow.
6. will it be (wind) tomorrow.
, match and say.
2.
拓展延伸


Look
at
the
CAI
and
ask
“What
will
the
weather be?”

（出示各种天气的课件，展开游戏，让学生运用

“Will it ______________? ” 来提问。
）

In groups or in pairs to continue the game.
做同步与训练。






板书设计









反思创新




执教时间

执教者

课

题












编写者

单

元


第五模块第

一

单元

教学目标

Module 5 Unit 1 I

课

时

was two then.

1.
知识目标：
The Ss can describe the past.
Using
the
simple
past
tense.
They
were
young
then.
I
was
two
then.
The Ss can grasp the new words and phrases.
2.
能力目标：
Using the simple past tense of the irregular verb
“be” to talk about the past.

3.
德育目标：
有个家真好
.

Using
the
simple
past
tense.
They
were
young
then.
I
was
two
then.

Using
the
simple
past
tense
of
the
irregular
verb
“be”
to
talk
about the past.

CD
（一）目标自学

1.
情景导入

Sing the song then review some adjectives.
E.g.
tall,
short;
fat,
thin;
big,
small
etc.
Have
the
Ss
make
the
sentences
with
the
pictures.(
为后面的课文教学做铺垫
)
2.
自学提纲

Take
out
a
photo
of
my
family.
Then
introduce
it. “It’s old. Because I was four then. Look,
there are my parents. They were young then. But
now they are old.” Point to me and say “I was
fat
and
short
then.
Now
you
can
look
at
me.”
Then
get the Ss to look at today’s story. ( 教师可
以通过肢体语言及神情让学生领会这段英语的意思。
)
（二）合作互学

Write the sentences on the board. And mark
“were, are, was, is”

╱They were young then. ╱ I was four then.

╲They are old now. ╲ Now I am thirty.

Explain to the Ss. We
usually use “were,
was” when it’s the past. And using “are, is”





















教学重点

教学难点

教学准备

教学流程

板书设计

反思创新

when we describe the present. (
板书明确，再通过
句式操练，学生更容易理解，并加深印象。
)
3. Teach the words with the pictures. Then
have the Ss say the sentences with the wards.
“Grandparents are grandma and grandpa.”

e.g
.
“Who
are
they?
They
are
my
grandparents.”

Compare “now” and “then”. Then say the
sentences.
Teach “hair” with pointing to Ss’ hair.
Explain “Cute means very lovely”

Listen to the tape. Then repeat.
Have the Ss act out the story in groups.
（三）质疑导学（总结提升）

Summary:

Using
the
simple
past
tense
of
the
irregular verb “be” to talk about the past.

（四）反馈测学

1.
达标检测

Do the Activity Book. Tell the Ss to bring a
photo
of
themselves
or
their
relatives
to class.
The
photo
should
show
them
or
their
relatives
when
they
were
young.
Then
have
the
Ss
come
to
the
front
to show and talk about their photos.
2.
拓展延伸

Read and write the new words and sentences.
Do Activity III.

Unit1 I was two.
grandparents

╱ ╲

grandpa grandma
hair then so
who/hu:/ me/ mi: /
Now
Then
Grandparents are old.
Grandparents
were
young.
Lingling’s

hair
is
Lingling’s
hair
was
long.
short.
Lingling isn’t two.

Lingling was two.









执教时间

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课

题

教学目标

教学重点

教学难点

教学准备












编写者

单

元


第五模块第

二单元

Module 5 Uint2 They
第

课时

课

时

were young.

1.
知识目标：
Sentences:They weren’t old were young.

2.
能力目标：
Grasp
the
simple
past
tense.
And
using
the
past
tense
to talk about some changes.
3.
德育目标：
用适当的形容词修饰

Sentences: They weren’t old then.
They were young.

Grasp
the
simple
past
tense.
And
using
the
past
tense
to
talk
about
some changes.

CD
（一）目标自学

1.
情景导入

Have the Ss retell the story.
Check up Ss’ homework.
( Activity IV)
Get
the
Ss
to
act
out
the
dialogue.
(Have
the
Ss interest in English)
2.
自学提纲

Describe
the
photos
or
pictures
with
comparing the present and the past.
Tell the Ss “wasn’t”

and “was not” are
the same. And “weren’t” is the same as
“were
not”.

Play
the
tape
and
have
the
Ss
listen
and
find
out
the
adjectives.
And
report
them.(
Review
the
adjectives and find out the differences)
Learn the chant.
First,
get
the
Ss
to
look
at
the
pictures
and
describe them.
(A small chick and two big fat hens.) Then
play the spoken version of the chant and get the
Ss to repeat the words then chant.
（二）合作互学

巩固新知
Listen and repeat.
教学流程






















Chant and do the mimes at the same time.
Have the Ss do Activity IV.
Look at the pictures. Compare “now” and
“then”.
Then
describe
the
pict
ures.
(Cultivate
the Ss’ oral English.)

4.
Activity
Book.

Have
the
Ss
work
in
groups. Sa will act out Sb who was in many years
ago. Then Sc will introduce the two Ss. Find out
some changes with the past and present tense.
（三）质疑导学（总结提升）

Summary:
entences:
They weren’t old then.
They were young.
Grasp the simple past tense. And using the
past tense to talk about some changes.
（四）反馈测学

1.
达标检测


Activity
Book. Have
the
Ss
work
in
groups.
Sa
will
act
out
Sb
who
was
in
many
years
ago.
Then
Sc
will
introduce
the
two
Ss.
Find
out
some
changes with the past and present tense.


板书设计

2.
拓展延伸


做活动手册上相应的练习。






反思创新







执教时间

执教者

课

题












编写者

单

元


第六模块第

一单元

教学目标

教学重点

教学难点

教学准备

Module 6 unit1 were
you at home

课

时

yesterday?
< br>1.
知识目标：
words:yesterday,out,well,thanks, sun,lesson,village.

2.
能力目标：
sentens:
were you at home yesterday?
肯定回答和否定
回答的运用。

3.
德育目标：
让学生在具体情景中自然运用
。

让学生将语言融为一体，在具体情景中自然运用。

让学生将语言融为一体，在具体情景中自然运用。

CD
(
一
)
目标自学


1.
情景导入


（
Warm- up/Revision
）




1
．
Sing a song.



2
．
Free talk.

2.
自学提纲



at the pictures
and write the words.

the right answers.




, point and find
“
waswere...?
”




（二）合作互学


1.
listen and chant.

day, at,home,were,you?



, sunny, in, londay, was, yesterday?



, to, i, play, in, the, sun



home be out

Want to play at the zoo(park)

5.
choose the right answers.


教学流程

板书设计

反思创新



--- were you at home yesterday?---
----is it sunny in london? ---
I want (play) in the sun.

（三）质疑导学（总结提升）

Summary:

让学生把语言融为一体，
在具体情景中自然
运用。

（四）反馈测学

1.
达标检测

1.
listen and chant.
day, at,home,were,you?

, sunny, in, londay, was, yesterday?

, to, i, play, in, the, sun

home be out
Want to play at the zoo(park)
5.
choose the right answers.



--- were you at home yesterday?---
----is it sunny in london? ---
I want (play) in the sun.
2.
拓展延伸


做同步练习册。



Module 6 unit1 were you at home yesterday?

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