本单元主要是使学生学会表达在过去时间内所做的事情，重点句型是：What did you do last weekend / yesterday? I played football. Did you read books? Yes, I did. / No, I didn’t.由于涉及到动词过去式的变化规则和读音规则，一般过去式又是学生的学习难点之一。建议教师在此基础上创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go---- went, read ---- read等。在教学中，要注意多创设情境，帮助学生内化，并达到学以致用。

堂课的教学内容为人教版PEP小学英语第八册第三单元LAST WEEKEND，Part B 第四课时的内容。教学目标为听、说、读、写五个动词过去式短语（went to a park, went swimming, read a book, went fishing, went hiking.）和一个句型(What did you do last yesterday? I??) 并能够替换其中的动词短语。初步了解动词过去式的变化规律及其发音规则。由于学生在以前的确学习中,已经接触并掌握了一般现在时、现在进行时、一般将来时等时态的用法，因此本单元的学习需要教师在一定基础上创设情景开展任务或活动来展开一般过去时的教学。一般过去时是学生的学习难点之一，涉及到动词过去式的变化和读音规则。

一． 教学目标

本堂课教学目标明确，根据英语学习的规律，以先听、说，后读、写的程序进行教学。让学生能够记住五个四会词并会进行句型替换练习。

二． 教学过程

教学过程安排上，为了缓解借班上课师生间的尴尬，我先是以一首动听的英语歌曲《DO Rei MI》来拉近师生距离，然后又设计了一个很有节奏感的Chant让学生熟悉我的教学手势和肢体语言，同时在chant当中将与本节课要教学的内容相关的几个动词原型寓教于乐的贯穿其中，先进行复习。激发了学生对本堂课的学习兴趣。

1.导入新知，自由交谈。我与学生亲切的打招呼并询问他们:How do you feel?来联系上个单元所学，再让学生猜我上个周末的活动。学生们也回答了他们通常所做的事情。接着，我设计了一段情景，以家有儿女为模特，自然的导入了本节课的内容，这个部分学生也很感兴趣。

2.生词教学环节。该环节主要用教学课件来呈现生词，让学生通过看图片来理解词汇意思，并且熟记生词，在这部分我主要用了拼读的方法让学生记忆生词。根据学生的年龄段，这个时期的学生大多还是以死记硬背为主，因此多半我推荐给学生的记忆方法还是“跟节奏拼读单词”的办法，只是针对少数学生采用“读音标和认字母组合记忆法”、“汉语拼音与字母、字母组合联合记忆法”、“趣味斜音记忆法”。在本堂课中我只介绍了一种方法，这样不利于因材施教。在今后的教学中我应该更加注意这一点。

在该环节中，还遇到了一个知识点：动词过去式的读音规则，watch ，wash和 visit之后加了ed读音会发生改变。应该说明“ed”放在ch,sh后读/t/；t, d之后读/id/，如果我在这个地方稍加注意，那么学生会更准确的读好词汇，读准词汇。这一点在我备课时疏忽掉了。我以为只要我的示范是正确的学生注意模仿是不会有问题的。但是这样不利于培养学生的自学能力。在今后的教学中我将更注意培养学生的自学能力。

3.句型练习环节。在这部分我将书本中的对话的内容和磁带录音都制作成了课件，先让学生听录音然后又以小组的形式进行替换句型练习，当小组练习了一会儿后我请学生按小组的形式进行分角色对话练习。后来我发现许多学生并不能够完成替换练习。因此我便临时调整，带领学生做了一遍替换练习。这一次，会替换的学生多了起来。原先在预设当中，我还打算带领学生进行第三人称单数和复数形式的替换练习，由于学生前面的环节做不到位，因此这个环节的师生互动和生生互动便没有进行，当然这也是我在预设中安排顺序上的一个失误，

如果我将后一个练习提前，先进行互动和练习的话，那么学生后来的句型替换练习会做得更好些，同时也增加了这节课的容量。在今后备课时我将更加注意这一点。

4.语法讲解环节。该环节主要是帮助学生更清楚的理解过去时态中，动词的变化和用法，以及会议和介绍一些和过去相关的时间词汇。在这个环节我主要还是采用课件伴随中文的讲解，同时让学生一起思考的办法进行。经过该环节后学生基本能够完成对该时态的理解，而且也能够进行句型的替换练习。针对学生的小初衔接的部分，我应该就此内容介绍一些解题的技巧。在教学中我感觉学生们应该都明白了，于是便进入了练习环节，事实上学生对解题方法并不了解。这点是我在预设中应该注意的。

5.练习环节。该部分时本节课的一个练习环节，要求学生在四线三格中用水彩笔写出答案，本环节的设计主要是为了考察学生学习本课后是否掌握了该知识点。同时在小学阶段，又特别强调书写规范和格式，因此该练习既考察了知识点又考察了学生的书写。

6.趣味练习。该环节的预设是彻底放手，让学生上台表演。预设是非常有趣的，但是在生成过程中，由于前面练习环节用时过多学生对人物的对话不够熟练，该环节没有达到我原先的目的。其实，该环节才应该是学生最喜欢的环节，回想起来的确可惜。

总之，在教学当中，要处理好一节课需要老师在预设与生成上仔细推敲，把握难易，分层次进行。教学中的每个环节联系紧密，某个环节做得不好，就会有可能影响到下面其他环节的顺利进行。另外，在学生们填表格的时候也出现了不理解题意的情况，因此我应该事先交待格式、用法和如何完成题目将答案写出来。

经过这次教研，我对六年级的英语教学更加了解了一些，同时能有这么多的同行为我评课，我感到很幸运。感谢这次活动给我留下了这些宝贵的经验。

第二篇：5册全 (含反思)四年级英语

新标准小学英语一年级起点第五册教案

Module 1

The general aims of module one（教学目标）:

Language points:

(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess

(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.

Do you want…

Do you use…

(3) the new words: hamburgers, chips, fast food

(4) The basic structure of processing tense

Attitude aims:

The students could make differences in food culture between the western countries and China.

Teaching important points（教学重点）:

(1) Do you use chopsticks in …?

Do you use a knife and fork in …?

(2) The processing tense

Teaching difficult points（教学难点）:

(1) The pronunciation of some new words. For example, chopsticks

(2) The changes of ―be‖

Activity for module one（教学活动）:

In module one, the topic is mainly about the different customs in China and western countries. Before the class, I require the students to prepare the pictures of food. In the process of teaching, I begin the class with talking about the differences in food and then some other topics are related. With the help of pictures, the students talk about the differences in group. Several minutes later, one group is given two minutes to show the results of discussion. Then the teacher takes out the chopsticks and fork and knife. The students can also talk about the other aspects. This activity class is designed in the form of dicussion. The students could speak freely according to their own vocabularies.

Unit 1 Do you use chopsticks in England?

Teaching aims：

(1)Make students remember the new words:

Chopsticks, a knife and fork, use, easy, hard and mess

(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.

Do you want…

Do you use…

Attitude aims:

The students could make differences in food culture between the western countries and China.

Teaching important points:

Do you use chopsticks in …?

Do you use a knife and fork in …?

Teaching difficult point:

The pronunciation of some new words. For example, chopsticks Preparation:

Word card, CD-ROM

Teaching process（教学过程）:

Warming up part:

The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.

Do you like noodles? Yes, I do.\ No, I don’t.

Do you want …? Yes, I do.\No,I don’t.

Step two: presentation and practice

The teacher makes use of the picture ―noodles‖ and a new word ―chopsticks‖ can be leaded out.

T: I like noodles. I eat noodles with chopsticks.

The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks. An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.

Step three:

The new word ―use‖ can be leaded out in the process of communication.

T: Can you use chopsticks?

The word card of use should be shown.

We use chopsticks in China. And the teacher writes the sentence on the blackboard.

We use chopsticks.

Do you use chopsticks? Yes, we do. No, we don’t.

Ask and answer in pairs.

The teacher inquires the students if the English people use

Chopsticks and a knife and fork will be leaded out.

T: We use chopsticks in China. Do the English people use chopsticks? S: No, they don’t.

English people use a knife and fork.

Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t. Step four:

(1)Presentation of the text.

Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: ―Does Amy use chopsticks in England?‖

The students look at the CO-ROM and then answer questions.

Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks ―easy‖ or ―hard‖ for her?

easy – hard

Chopsticks are hard for Amy.

A knife and fork are easy for her.Some other oposite words are sho-wn here.

big-small

long-short

fat-thin

hot-cold

white-black

easy-hard

Listen again, then answer:

Are the chopsticks ―easy‖ or ―hard‖ for English people?

T: If I say ―big‖. You should say ―small‖. Please say the words as quickly as you can.

Chopsticks are hard for English people. So Amy make the mess.

?mess /e/

Then the students read the passage again.

Find the sentences, ― Do you …?‖. Then circle them.

Practice:

(1)In China, we use __________. In England, people use ________. Chopsticks are ________ for Chinese people. They are _______ for English people.

Chant:

Do you use chopsticks? Yes I do. Yes, I do.

We use chopsticks in China.

They’re easy for us.

Do you use ___________? Yes I do. Yes, I do.

We use ________ in England.

They’re easy for us.

Homework:

Ask students to practice the sentence patterns that they have learned in this lesson.

Unit 2 I’m eating hamburgers and chips

Teaching aims:

(1) Mastering the new words:

hamburgers, chips, fast food

(2) The basic structure of processing tense

Teaching important point:

The processing tense

Teaching difficult point:

The changes of ―be‖

Preparation:

Word card, card for real things,CD-ROM

Teaching process:

Warming up part:

Review the content of unit one.

We use chopsticks in China. English people use a knife and fork in England.

Listen to a poem, then say it.

Step one:Presentation and practice

a. The teacher does actions and ask questions.

What am I doing?（running, playing, jumping, etc.）

E.g. You’re running.

b.do actions：Look, I’m eating. I’m eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip

?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English fast food? Do you like …? Do you want …?

Step two:

Asking students to listen to the tape and answer the questions. What is Amy eating?

Listen, point and repeat the text.

Practice:

Here the teacher asks students to practice the processing tense. Look at Amy. She’s eating hamburgers and chips. She’s using her hand.

What is Daming doing ? He’s eating rice.

What is he using? He’s using chopsticks.

Then the teacher asks students to talk about the pictures in the textbook.

S: What is Daming doing? S: He’s ---

S: What is Daming using? S: He’s ---

Step 3 Consolidation and extension

1. Game: What am I eating?

The teacher does actions and asks students to guess what he\she is

doing.For example: Are you eating a hamburger?

2. Guessing Game: What am I doing? What is he / she doing?

3. Make a new dialogue.

It’s time for _________. (breakfast/ lunch/ dinner)

I like _______.

Look, I’m eating ________.

I’m using ________.

Step 4 Summary

The differences between Chinese customs and English customs China England

We use ___________. They use _____________ _____ is Chinese fast food. _____ and _____ are English fast food

Step 5 Homework

Make a summary about the differences in customs in different countries.

Reflection of module one:

The topic of module one is talking about the different customs in different countries. At the first, I prepare many datas about the differences. I think that the students maybe know little about these differences. But I am surpised at students’ aboundance in the knowledge.

So I change my plans. I asks them discuss these differences in groups. Then I ask them to stand up in a line in the front of the classroom to tell others about the differences. They tell a lot. I am very happy. In the future, I should make great efforts to find students’ knowledge. We should really believe them and give tasks to them. They can achieve the tasks perfectly.

Reading of module one:

Content of reading:

An article about the different customs

Purpose of reading:

Broaden the cultural knowledge of students.

Preparation:

Multiplayer

Step of reading:

Firstly, I ask students to discuss about the festivals. Then they can talk freely about the festivals in China. Talking as the topic, I lead students to talk about the festivals in western countries. In this lesson, I take Christmas day as an example. The students are required to express more idea. They must speak in English. Then I write down all the sentences on the blackboard. More than thirty sentences are learned in the class. In my opinion, it is a good way. It is not necessary to find all the reading materials in datas. Our students are the go

od material resource. The sentences are spoken by students as following:

It is very good.

I like it.

……..

Module 2

The general aims of module one:

Language points:

(1) the new words: make, cake, idea, instead, lovely.

(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.

What are you making?

I’m…

(3) the new words: Good idea! Be quiet!

Teaching important points:

1. What are you making?

I’m making…

2. Can use these by themselves.

Unit 1 We are making a cake.

Teaching Aims:

1. Make students remember the new words:

making a cake; good idea and so on.

2.Can listen and say: What are you doing? We’re making a cake.

Please be quiet! I’m working.

Teaching important and focal points:

What are you doing? We’re making a cake.

Please be quiet! I’m working.

Teaching Aids:

1.tape-recorder

2.some cards

Teaching course:

Step One Warming up

1.Say the poem of Module 1.

2.Review: Do you use chopsticks in England? No, we don’t.

What are you doing? I’m eating.

Are you eating a hamburger? Yes, I am.

Step Two presentation and practice

1.Ask the child to act, and ask him: What are you doing?

The child try to answer: I’m eating…

2.Ask Ss to look at their books. Elicit as much as I can.

3.Play the cassette. The children listen and follow it.

4.Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.

5.Play the cassette again. Ask the children to find ―We are making…‖ Then explain.

6.Play the cassette again. Ask the students to repeat.

Step Three

1.Listen to the tape and say the sentence.

2.Explain and practice: Read row by row.

3.Practice in pairs. Then check it.

Step Four

1.Point and say: cake, plane, kite, noodles

2. Practice in pairs.: What are you doing? We’re making a plane.

3.Check them.

Step Five

1.Listen and write the missing words.

2.Now point and say.

Homework:

Read the text to your friend or your parents.

Thinking:

This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit one: They couldn’t read it well. They couldn’t say, ―chopsticks, knife, fork‖ and some sentences well.

Unit 2 I’m watching TV.

Teaching Aims:

1.Can listen and repeat: I’m watching TV.

2.Can sing the song.

3.Play the game: Point and say.

Teaching important and focal points:

I’m watching TV.

Teaching Aids:

tape-recorder

Teaching course:

Step One Wrming up

1.Listen to the tape of Unit 1 and repeat.

2.Review: what are you doing? We’re making a cake.

Step Two

1.Ask the children to look at the picture. Listen to the tape.

2.Play the cassette again and explain.

3.Play the cassette again. The children follow it.

4.Practice the sentence: I’m watching TV.

Step Three

1.Listen and say the words.

2.Teach the children the song line by line.

3.Listen and sing.

Step Five

1.Play the game in groups.

2.Point and say: What is he doing? He’s sleeping.

Homework:

Finish activity three.

Thinking:

This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit two: It’s easier than Unit one. Almost students could read it well.

Reflection of module one:

Name: Who is clever?

Purpose: Remember the words in Module One

Teaching Steps:

Step one

Read the texts and the words in module one.

Step two

Give the students ten minutes to remember these words: chopsticks, knife and fork.

Step three

Check them.

Step four

Give the students ten minutes to remember these words: use, people, hard and easy.

Step five

Check them.

Step six

Find out who is the best one.

Thinking:

The students could remember these words quickly to use this way. They did this well that their group could get high points.

Reading:

Title: Fox and Grapes

Content:

This is a fox. He is very hungry. He sees some black grapes. The grapes are high from the ground. He wants to eat them very much. He jumps and jumps, but he still can’t reach the grapes.

In the end, the fox gives up. He says to himself, ―I don’t want to eat the grapes. They are not good to eat.‖

Teaching Steps:

1. Watch the Flash about ―Fox and Grapes‖ in Chinese.

2. Teacher tells the students the story in English, and ask them to listen it carefully.

3. Give them the paper and ask them to read it by themselves.

4. Ask them to tell the story with their own words.

5. Make a book about this story.

Thinking:

This is the first class about English reading. So I just ask them to listen the story and say some easy sentences. I want them to listen the story just like Chinese story, so I do some actions. At last, some students from class one can recite the story with their own words. B

ut the class two is not good.

Module 3

The general aims of module three:

Teaching aims:

(1) Vocabulary: naughty, dragon boat, row, lake, feed, get out

Sentence structure：What are these/those?

They’re…

(2) Vocabularies:wet, shorts

Sentence structure: This is …’s …

These are …’s …

Teaching important points:

(1) Mastering the sentence introducing the plural forms

(2) The students could describe the processive form of some things in non-plural sentences.

Teaching difficult points:

(1) The students could describe a situaton in which plural forms are used.

(2) The students could use non-plural sentences correctly.

Ativity for module three:

Purpose of activity:

Having a systemic review of the important sentences and words that have been learned in module three. At the same time, the students’ i

nterests are aroused through the organization of activity.

Preparation of activity:

Pensil, pens, and many other things that students owns.

Process of activity:

Firstly, I let students to show the things that they have prepared. Each one has a fixed place to stand up. And then we imitate the enviornment of supermarket. They can introduce their own things to other persons. They can persuade other persons to buy the things. The teacher guides the students to using the sentence:

This is…

These are …

This is Sam’s …

The students are active because they all want to let others to know their things and exchange the things with other person. At the same time, they practice the sentence correctly and frequently.

Unit 1 These ducks are very naughty.

Teaching aims:

Vocabulary: naughty dragon boat, row, lake, feed, get out

Sentence structure：What are these/those?

They’re…

Attitude aim:

Cultivating the emotion of loving life and nature

Teaching important point:

Mastering the sentence introducing the plural forms

Teaching difficult point:

The students could describe a situaton in which plural forms

are used.

Preparation:

Picutres, cards,CD-ROM,

Teaching processes:

Step one: warming up

The students enjoy the song: Row Row Row Your Boat. The teacher does actions and

sings this song together with the students. The teacher writes these words on the

blackboard and the students could learn these words from the song. row your/a boat

Step 2: Presentation and practice

The teacher asks students ―Do you want to row a boat?‖ according to the song. And further the teacher asks students ―Where can you row a boat?‖ Then the teacher draws a picture of boat on the blackboard and teaches the new word lake. And the teacher says like this: ―You can row a boat on a lake.‖ At this time, the teacher can show the picture of dragon boat. ―Look! This is a very big boat. It’s a drag

on boat! The teacher asks questions such as What’s this/that ? It’s a …to practice the new words and sentences. Then the teacher can show more pictures about dragon boatand asks them. What are these? The students are leaded to speak out the sentence that they are dragon boats. The teacher draws some pictures of some ducks and practice the sentence pattern. The teacher says that―Sam and his family are in the park now. Let’s have a look. What’s happen?‖ After listening to the tape,some students perform different roles and read the new lesson. At the same time the teacher teaches the new words: these, those, feed the ducks. The students imitates the sound of ducks and teaches the word naughty.

Activities: read the text in roles

Step 4 Summary

The teacher asks students to reinforce the new words:this, that, these, those.

Step 5 Homework

Read the lesson for three times and write one time

Unit 2 This is Sam’s sweater.

Teaching aims:

Vocabulary: wet, shorts

The sentence structure: This is …’s …

These are …’s …

Teaching important point:

Describing the processing of things using non-plural sentence.

Teaching difficult point:

Using the non-plural sentences correctly.

Preparation:

CD-ROM, pictures and word cards

Teaching processes:

Step 1 Warm up

Review the song Row Row Row Your Boat.At the same time, the teacher sings and does action to creat the situaiton for speaking English. The teacher takes out the rulers, pensils and so on. Then the teacher leads the students to use the new sentence

Is it ……’s….?

Yes, it is./ No, it isn’t.

Step 2 Presentation and practice

The teacher draws Sam’s clothes and Amy’s clothes on the blackboard. The students are required to introduce the clothes.The teacher can write the sentence on the blackboard.

This/That is …..’s….

These/Those are …..’s…….

The teacher asks students to open the book and introduce like this: It’s raining now.what is happening to Sam and Amy? The teacher illus

trates the new word wet.

The trees are wet.

The dog is wet.

Practice:

The teacher asks students to practice the sentence pattern that they have learned.

This/That is ….’s…

These/Those are …’s…

Then some dialogues are shown.

Sam:This is my red sweater. These are my blue shorts.

The students are required to draw on the paper according to the content.

Step 3 Summary

The teacher makes use of the picutre on the blackboard to practice the important sentence patterns.

Step 5 Homework

Draw a picture about your home and use the sentence to introduce This/That is ….’s…

These/Those are …’s…

And also they should be able to write down at least four

sentences.

Unit 2 This is Sam’s sweater.

Teaching aims；

Language points:

Vocabularies:wet, shorts

Sentence structure: This is …’s …

These are …’s …

Emotion and attitude aim:

Create the English enviornment and the students could be enjoyable in the process of speaking English.

Teaching important point:

The students could describe the processive form of some things in non-plural sentences.

Teaching difficult point:

The students could use non-plural sentences correctly.

Preparation:

CD-ROM, pictures and word cards

Teaching steps:

Step one：warming up

Review the song: Row Row Row Your Boat. The teacher can do actions with the students to arouse the students’ interests.

Then we can take out the pensils, pens and so on. The students are guided to use the sentence as following.

Is it ……’s….? Yes, it is./ No, it isn’t.

Through the guessing, the students finds the owner of these things. Step two:Presentation and practice

The teacher draws two different pictures and explains that this is Sam’s clothes and Amy’s clothes. The teacher write the following sentence on the blackboard and asks students to practice according to the pictures.

This/That is …..’s….

These/Those are …..’s…….

The students are required to open the book and the teacher introduces that it is raining now. What has happened to Sam and Amy? The teacher asks students to listen to the tape and answer the questions. The teacher should explains the meaning of wet. Here we can show a picture of raining and make students understand the word better. The trees are wet.

The dog is wet.

The students are required to listen to the tape for three times and retell the story.

In the next step we should guide students to practice the sentence pattern.

This is my red sweater. These are my blue shorts.

Step three: Summary

The teacher can use the pictures on the blackboard to review the im

portant sentences.

Step four: Homework

Asks the students to draw a picture of their own home and introduce the home using the sentence pattern that have been learned in the class. Also at least four sentences are required to write down. This/That is ….’s…

These/Those are …’s…

Reading lesson:

The reading class content:

A flash: Can I help him?

Purpose of reading:

The students could review the content about the ducks and at the same time the story could arouse the students’ emotion of protecting animals.

The content of story:

I find a turtle in the street, I want to keep him. ―Mom, Can I keep him?‖

Mom says, ―No, it is not easy taking care of him. You have to feed him everyday. I find a cat in the street and I want to keep him. Mom, can I keep him?

Mom says, ―no, it is not easy taking care of him. You have to feed him everyday. You have to wash him everyday.

I find a dog in the street, I want to keep him. ―Mom, Can I keep him?‖

Mom says, ―no, it is not easy taking care of him. You have to feed him everyday. You have to wash him everyday. You have to walk him everyday.

Process of reading:

In the first period, I ask students to listen to the story and look at the flash. With teachers’ guidance, the students listen to again and again. Then the teacher know the situation if the students have mastered the main idea through asking questions. I do not require students to remember all the new words. The main idea is that the students could understand the idea and then they can get some ideas of protecting animals.

Reflection of module three:

In module three, we mainly learn the processive forms of nouns. Also through the learning of unit one, the students are active in the aspect of protecting animals. In the teaching of unit one, the students are very interested in the knowledge of protecting. Therefore, I think that we should love nature and impart these good things to our students. Our students are also volunteers in the proteching of our earth. In this method, the students learn quickly, efficiently.

Module 4

The general aims of module four:

Language points:

(1) the new words: can, jump, far, see, winner.

(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.

Can you…?

Yes, I can. \ No, I can’t.

(3) the new words: winner, far, jump.

(4) The basic structure of processing tense

Attitude aims:

The students could use the important sentences to introduce themseleves.

Teaching important points:

(1) Can you…?

(2) The processing tense

Unit 1 Can you run fast?

Teaching aims：

1.知识目标：

①could speak and usethe words: can, winner, jump, far, see puddle。

②could use the sentences:

Can you …? Yes, I can. / No, I can’t.

③could introduce themselves to use:

I can… \ I can’t…

2.能力目标：

培养学生自主探究学习以及灵活运用已有规律的能力。

3.情感目标：

通过各种生动有趣的课堂活动形式激发学生学习英语的兴趣，并让学生尽可能多地挖掘自己的潜能，尽可能多地表达自己会做的事情，以培养学生的自信心以及张口说英语的能力。

Teaching important points:

1. Can you …? Yes, I can. / No, I can’t.‖

2. could introduce themselves to use:

I can… \ I can’t…

Preparation:

Word card, CD-ROM

Teaching Steps:

Step One: Warm-up

1. Sing the song《Row Row Your Boat》,

2. go over some words.

T: Boys and girls, look at the TV, what’s it?

Ss: Swim.

T: Can you swim?

Ss: Yes. / Yes, I can. /No./ No, I can’t.

T: Do it, please!

Ss: (Do the action )

Step Two: Presentation

1. T: Today we’ll make a survey to find who can run fast/jump far and so on. Now we’ll learn the Unit 1.

2 run & run fast

T: Boys and girls, can you run? Put up your hands.

Ss: (put up their hands)

T: Do the action, please.

Ss: (do the action)

T: Very good. All of you can run. But can you run fast?

T: All of you can run. But can you run fast?

Look at me , run/ run fast

…

T: Well, can you run fast?

Ss: Yes, I can./ No, I can’t.

T: Well, A, you can run fast.

B, you say you can run fast.

A, you come here. B, you come here.

Let’s see. Who can run fast?

3 jump & jump far

T: Boys and girls, can you jump?

Ss: Yes, I can. /No, I can’t.

T: Who say ―Yes‖, put up your hands.

Ss(put up their hands)

T: Well, can you jump far?

Ss: Yes, I can. /I can’t.

4. Practise in pairs.

(1)S1:Can you run fast? (2) S1:Can you run fast?

S2:Yes, I can. S2:No, I can’t.

S1:Do it, please.

S2:(do the action)

5. Practise （SB P15）

T: Now, I want you to use these phrases .Who can have a try?

6. The text.(SB P14)

T: Some of you can run fast. Some of you can’t jump far. How about Sam and Amy, do you know? Now, Let’s see.

(1).Listen and find ―can, can’t‖.

(2). Listen and repeat.

(3).Listen and repeat ，answer the questions.

Can Sam run fast? Yes, he can.

Can Amy run fast? No, she can’t.

Can Sam jump far? No, he can’t.

Can Amy jump far? Yes, she can.

Can Sam swim? Yes, he can.

(4) Look and match.

Can Can’t

Sam run fast jump far Amy jump far run fast

(5)Say the sentences.

T: Look at the blackboard, Can Sam jump far?

Ss:No, he can’t.

T:Then what can Sam do?

S1: Sam can run fast.

T: How about Amy?

Ss: Amy can jump far. / Amy can’t run fast.

7. Game---Good luck or bad luck?

T: Sam can run fast. Sam can’t jump far.

Amy can jump far. Amy can’t run fast.

How about you? What can you do or can’t do?

8.Finish the blanks.

T:Some students say ―I can play football.‖ Some students say ―I can’t swim.‖

How about your classmates ? Now, look at this piece of paper. This time, I want you to ask your classmates and fill the blank, use the sentence ―Can you…?‖

Step Three: Homework

1 To remember the new words.

2. To read the conversation fluently.

3 To ask your parents what they can do or can’t do.

Unit Two This bird can fly.

Teaching aims:

1．Can read and use: fly, walk

2．This … can …. But this …can’t ….

Can this …? Yes, it can. No, it can’t。

3.情感态度与价值观:

引导学生主动做力所能及的事，并要努力帮助父母做一些事情。

Teaching importance and difficulce:

Talk about the abilite of the animals.

Teaching steps:

Step 1 Warm up

1、Sing a song. Row row row your boat

2.TPR活动： T: run run Ss: I can run.

T: swim swim Ss: I can’t swim. (ride jump walk fly sing)

Step 2 Presentation and Practice

1. Review the words:

T: Look! What’s this? Ss: It’s a bird.(chicken duck fish panda m frog) What’s missing? 或

T: Look. He’s a baby.(learn the word)

2. T：Can you fly? S1：No, I can’t.

T:Can this bird fly? Ss:Yes, it can.

3. (Picture of a fish) Discribe it. Discuss this one and say: ―This fish can swim. (Another picture) How about this one? Discuss this one and say:But this fish can’t swim.

4.Listen to the tape.

5．Practice: Discuss the ability of some animals.

Step 3 Consolidation and extension

1．T: Look at this picture. Can this dog run?

Ss: No.

T: Oh. No, it can’t.

2．CAI:guess(Can this… … ? Yes, it can. No, it can’t.

3.Talk about the pictures at page 16

4. (lion, tiger, elephant, cat,……)（climb the tree, swim,……），

T:This cat can climb the tree. This tiger can’t climb the tree.

5．Do activity book.

Step 4 Summary

在总结中扩展：我们知道了如何询问动物的能力后，谁能说说我们能做哪些事？并引导学生为父母多做一些力所能及的事。

Step 5 Homework

Draw a picture. And discribe it. E.g.This dog can run. This chicken can’t swim.

Thinking:

It’s easy for the students to learn this module. They could say some sentences to use the important sentences. And they’re happy to learn this module.

Reflection of module four:

The topic of module four is talking about the ability of themselves. I

The left one is drawing somethings of ― I can…‖ The right one is drawing somethings of ― I can’t…‖

Reading of module four:

Title: Dreams

Content:

In my dreams…

I can fly.

I can drive.

I can cook.

I can run.

I can play.

I can swim.

Sweet dreams!

Teaching Steps:

1. Watch the Flash about ―Dream‖.

2. Teacher tells the students the story in English, and ask them to listen it carefully.

3. Give them the paper and ask them to read it by themselves.

4. Ask them to tell the story with their own words.

5. Ask them to say what they can do and what they can’t do.

6. Draw a picture about it.

Thinking:

This story is the same as our this module. They could practise the important sentences in this module.

Module 5

The general aims of module five:

teaching aims:

1.Can I have an ice cream, please?

Yes, you can.

No, you can’t.

2. the students could ask requirements in a certain situation.

3.The sentences:

Can I come in? Yes, you can./No, you can’t.

Can I ……?

4. The important words:worry, all

Teaching important and difficult points:

1.The students could master the sentence pattern of can through the learning of module four. They can talk about their own abilities.

2. The students could ask for somethings for themselves. At the same time, they can answer when facing the asking.

3. The students could talk about the needs according to their own requirements.

Unit one: Can I have an ice cream?

1. teaching aims:

Can I have an ice cream, please?

Yes, you can.

No, you can’t.

2. the students could ask requirements in a certain situation.

Teaching important and difficult points:

The students could master the sentence pattern of can through the learning of module four. They can talk about their own abilities. Teaching preparation:

VCD，pictures

Teaching processes:

Step1. Warming-up

(1) Sing the song

Row your boat or make a cake and do the actions.

(2) Free talk

T: Can you run?

Can you pick up this bag?

Show me.etc.

T：Ask and answer with your partner.

Step2: Text teaching

1. Watch a cartoon. And think it over, what does the doctor advise her?

S：Don’t ……

T：Can she watch TV?

Can she have a drink? And so on.

2. extension

T: Now I am the girl, you are the doctor. Can I have an ice cream? Show the sentence on the blackboard: Can I have an ice cream? S：No, you can’t.

Show the answers on the blackboard.

T: Now I want to do something, but first I should get your concent. Ready?

Can I read a book?

S: Yes, you can. / No, you can’t.

Change the role

T: This time you can do what you want to do, but also must get my concent.

S: Can I have a rest?

T: Yes, you can.

Then the student can bend over the table.

T: Practise like this with your partner.

3. have a look at a story.

T：Watch and think it over what you can’t do at that scene.

4. the showing of whole passage:

T：Listen to the radio, which part you can’t understand?

S: sun/ sandals/ sunglasses and so on.

T: Listen to the radio again, this time point and read after it.

Step 3:Practice and Consolidation.

1. make use of the task

T：Look at the picture. And think it over, what you can do?

What you can’t do?

And let’s have a match. You can ask a question, but the answer must be ―yes, you can.‖ One group by one.

G1S:Can I read a book?

Others: Yes, you can.

T: This time the answer must be ―No, you can’t.

G2S: Can I go to sleep?

Others: No, you can’t.

2. dicussion:

T: Look at the picture, and talk about it with your partner.

3. listen and draw

T: Take out the form, and listen, then if you allow me to do it at that scene please draw a happy face, if not please draw a sad face. Step4: Sum-up

T: What have we learnt today? Talk about in pairs.

Step 5: Setting homework

Class survey.

Unit two: Can I come in?

Teaching aims:

The sentences:

Can I come in? Yes, you can./No, you can’t.

Can I ……?

The important words: worry, all

teaching important points:

The students could ask for somethings for themselves. At the same time, they can answer when facing the asking.

Teaching difficult points:

The students could talk about the needs according to their own requirements.

Teaching preparation:

Pictures, cards

Teaching steps:

Step one: warming up

Review the basic sentences in the last lesson. Can I have…..?

After practicing the sentence, we can lead into the new lesson. The teacher knocks at the door and at the same time asks that can I come in? Though the repeating of the sentence the students could imitate the pronunciation of the sentence. On the basis of pronunciation the teacher can try to let students to understand the meaning of the sentence.

Step two:

In the warming up part, we have shown the basic important points. Then we can create a situation to learn the new passage.

Step three:

The teacher asks students to listen to the tape and then the students are required to read the text. At last, the students can be required to read in groups in roles.

Step four:

In the second part, there are some excerices to practice the important sentence pattern‖can I …..?

In this part, the expressions have been given. The students could answer according to the expressions. It arouses the interests of students. Later, a song is given. We can asks students to enjoy the song to release themselves.

Step five: homework

The students are required to write some sentences with using the word ―can‖.

Activity of module five:

Can I …..?

Purpose of activity:

Practicing the forms of requirement and requiry in the fixed situation.

Preparation for the activity

pictures about the daily life

Process of activity：

The students are formed into three groups. One student comes up with requirements to other groups according to the pictures. Then the students in the other group should answer. The answer must be: yes, you can. Until the student comes up with the requirements that are not qualified with the situation. The group who insists on is the winner.

Module 6

The general aims of module six:

Language points:

1. Words: computer game, careful, fix, jigsaw puzzle, pet, mouse.

2. Sentences:

I’ve got a new kite.

We’ve got a jigsaw puuzle.

She’s\He’s got a pet.

Attitude aims:

1. Can read and use the words in Module six.

2. Can use the important sentences to pratise their own things. Unit 1 I’ve got a new kite.

Teaching aims:

1.Words: computer game, careful, fix, jigsaw puzzle.

2. Sentences:

I’ve got…

Teaching important and difficult things:

Can discuss their own things.

Teaching steps:

Step 1 Warm up

1. Sing a song.(just they like)

2. Say a Everyday English.

Step 2

1. Read the text by themselves. And find out the new words, line them on their books.

2. Listen to the teacher to read the text.

3. After that to read the text in the groups.

4. Check them.

Step 3 Practise

To make a short text in the groups.

Unit 2 She’s got a pet cat.

Teaching aims:

1. Ability aim: read, know and understand the word:pet；

Can use this sentence:He’s/ She’s got…

2. 情感目标：创设活动型与任务型学习情景，努力提高学生英语学习兴趣，加强学生间的合作意识培养，鼓励学生积极参与学习，敢于展示自我，渗透关心、爱护小动物、热心助人的情感教育，同时进行爱国主义教育，增强民族自豪感。 Teaching important and difficult things:

1. can use the sentence: He’s\She’s got…

2. pay attention to the word: pet一词中e的发音

Praperation:

Something: pen, pencil, ruler and so on.

Teaching steps:

Step 1 Warm-up/Revision

1. Sing a song.<<HELLO!HOW DO YOU DO>>

2. Let’s chant.

I’ve got a book. You’ve got a book.

Books, books. We’ve got books.

I’ve got a ruler. You’ve got a ruler.

Rulers, rulers. We’ve got rulers.

3. Free talk.

4. Play a guessing game. What animal is it?

1)、T: elephant and cat

2)、Draw a monster.

T: I’ve got a pet rabbit.

T: What pet have you got?

Step 2 Presentation

1. T: (Pratise)pet dog \ pet duck \ pet cat

2. A chant.

3. Today I will introduce a new friend.

His name is Li Jie. Can you guess what pet has Li Jie got?

4. Group work.

5. Pratise: Amy\ Sam\ Daming \Lingling and four pets，

6. A new chant.

Step 3 Revision and consolidation

1. Open your books at page 24.

Listen and point.

The second time listen and repeat.

Read the sentences by themselves.

2. Game: Help the girl.

3. Goup work:

I’ve got nothing.

You’ve got nothing.

She/He’s got a m.

Step 4 Summary

Reflection of module six:

Ask the students to draw a picture of their own things. After that they discuss it in their group. And find out a best one in the group. Then do it in the class. And put it on the wall in their classroom. Reading of module six:

Title: The lion and the mouse

Content:

Long ago a great lion was fast asleep in the wood. A mouse ran over the lion's paw. The great lion woke up and caught the little mouse, and was going to kill her. The poor mouse looked up.― O dear Lion! ’’ Cried the Mouse; ― Do you kill me? Please spare my life. If you spare my life now, I will repay you some day.‖ ― How can you repay me?‖ said the Lion. ―You are too small to help a great lion.‖ But he lifted the paw and away the mouse ran. Not long afterward, the lion was caug

ht in a net, and could not get out. ― I can' t break this net,‖ he said, ― I'm afraid I shall be killed.‖ Just then the little mouse happened to pass by. She ran up to the lion and said, ― Kind friend, I will help you.‖ She cut the ropes of the strong net with her sharp teeth. ― Thank you,‖ said the Lion. ― I see that even a little mouse can help a great lion.‖

Teaching Steps:

1. Watch the Flash about ―The lion and the mouse‖.

2. Teacher tells the students the story in English, and ask them to listen it carefully.

3. Give them the paper and ask them to read it by themselves.

4. Ask them to tell the story with their own words.

Thinking:

We just remember some important sentences. And I asked them to write them on the books.

Module 7

The general aims of module seven:

Teaching aims:

a. motion aims：培养学生关心他人的情感，树立锻炼身体的健康意识。 b. knowledge：Have you got…?

Yes, I have.

No, I haven’t. talking about the case of disease and illness. c.the word: where and the sentence including where

d.一般疑问句：Has Sara got a cough?

And its answers: Yes, she has./No, she hasn’t.

Teaching important points:

a. learning of new words: headache, stomachache, test, Friday. b. learning of new structure:

c. Have you got…?

Yes, I have.

No, I haven’t.

d. He’s got …

Has he got…?

Teaching difficult points:

a. the reading of new words: headache, stomachache

b. learning of new sentence:

Have you got…?

Yes, I have.

No, I haven’t

c. The students could make clear with the differences between have and has.

Unit one Have you got a headache?

1. teaching aims:

a. motion aims：培养学生关心他人的情感，树立锻炼身体的健康意识。 b.knowledge：Have you got…?

Yes, I have.

No, I haven’t. talking about the case of disease and illness.

c. 能力目标：培养学生听、说、读、写的能力；

培养学生灵活运用语言的能力。

2. teaching important points:

a. learning of new words: headache, stomachache, test, Friday. b. learning of new structure:

Have you got…?

Yes, I have.

No, I haven’t.

3. teaching difficult points:

a. the reading of new words: headache, stomachache

b.learning of new sentence:

Have you got…?

Yes, I have.

No, I haven’t

4. teaching preparation:

Tape, word cards, pictures, survey forms,VCD

Teaching steps:

Step one: warming up

Greeting and sing a chant in Module 4.

(师生互相问候，教师播放4模块的韵句，与学生一边说一边做动作，激发学生的学习兴趣，烘托课堂气氛.)

Step two: Revision

Free talk between the teacher and the students.

T : I’ve got an English book. What have you got?

S1: I’ve got….

S2: I’ve got…

黑板上出示每小组，根据回答问题的好坏记分。凡愿意主动回答的学生，不管回答好坏，都能为小组争取到记1分，并在黑板上的小组记分表上登记。 Step three: New teaching

Learning of new sentence pattern：

Have you got…?

Yes, I have.

No, I haven’t.

The teacher can have a guess about what the students have got.

The teacher turns back and every student prepares one thing and then the teacher asksthe students like the following:

Have you got a pen?

The students could answer with ―Yes or no.‖

The teacher can lead students to answer like this:

Yes, I have.

No, I haven’t.

The teacher continues to communicate with other students and then the teacher writes the following sentences on the blackboard. Have you got…?

Yes, I have. No, I haven’t.

Then the teacher can give the rights to the students and asks them to practice with their partners. Then the teacher teaches the new words: test, Friday. The teacher prepares one test paper and then asks students to what is this. The students could use the basic sentence:

Have you got…? The teacher can fold the hand and say:

Look, I’ve got a test paper. Then the teacher explains the Chinese meaning of test.

The teacher communicates with students.

Do you like tests?

Here the students could talk about their own feelings about the tes

t. The teacher shows one picture about the seven days in a week. And then the students are required to answer according to the real situation.

Step four: homework

Make a survey about health.

Unit 2 She’s got a cold.

Teaching aims:

1. the word: where and the sentence including where

2. 一般疑问句：Has Sara got a cough?

And its answers: Yes, she has./No, she hasn’t.

Teaching important points:

He’s got …

Has he got…?

Teaching difficult points:

The students could make clear with the differences between have and has.

Teaching preparation:

Tape,pictures

Teaching steps:

Step one:warming up

The teacher shows some pictres about the illness. One picture is shown and then the teacher asks students to guess what illness it is. Firstly, the interests of students are aroused through the activity and then the students could review the words learned in the last lesson. Cough, stomach ache, cold.

Step two:

The teacher tells a story about the absence of Jake and Sara. And then the students could make a guess about the reasons of absence.

A situation can be created here. The teacher asks students to listen to the tape and understand the main idea of this story. Some questions can be listed.

Where is Jake?

What about Sara?

Has Daming got a cold too?

After answering these questions, the teacher can ask them to listen again and then they are required to read in roles in groups.

Step three: considation

The students are required to make a dialogue according to the content they have learned.

Step four: homework

The students are required to write down the dialogue they have made.

Activity for module seven:

Purpose of activity:

Let the students understand the basic asking ways of health. They can talk about illness freely and actively.

Preparation of activity:

Pictures, word cards

Process of activity:

The students are formed into several groups. One student in one group shows the pictures about the illness. Another student guess what illness it is. Then the two students make a dialogue with the picture reminding. Then the other students are required to practice again. T

he following sentence pattern should be used. She has got a …

He has got a …

Has he got a …?

Yes, he has.

No, he hasn’t

Has she got a …?

Yes, she has.

No, he hasn’t.

I have got…

Reading lesson:

Title: by the sea

Content:

Look, Sam, what is this?

It’s a starfish, Amy. But don’t touch it.

Look at this beautiful shell.

You can hear the sea.

Come and look at this funny animal.

It’s a crab.

Dad, come and look at the fish. They are beautiful.

Mum, come and look at my sand castle.

Reading steps:

I find out some pictures about the beautiful sea and ask students to say some sentences about the sea. They say as following:

I like the beautiful sea.

It is big.

How beautiful!

Then I tell students to read this passage. Let’s know of some animals and shell. The students read for the first time by themselves. The difficult words they have lined out can be explained later. The teacher should tell them the correct pronunciation about these words.

For the second time, the teacher can read firstly and then create a situation. In the situation the students are required to read in groups.

After reading this passage,the teacher can ask them to discuss this story. For example, the teacher tells students to protect environment. The students can talk about the story.

教学反思：

Module 8

The general aims of module eight:

Language points:

1. Words: stone, animal, elephant, horse, visit, man, woman.

2. Sentences:

There is a horse.

There are stone animals.

How many…?

There are…

How many people are there in your family?

Attitude aims:

The students could use the important sentences to introduce.

Teaching important points:

The words and the important sentences.

Unit One There are stone animals.

Teaching aims：

1. 知识技能目标：

(1). Can understand th words: Ming Tombs，stone，camel，animal，elephant，horse。

(2). Can use the sentenses: ―There is…/There are…‖

2. 情感态度：培养学生浓厚的学习兴趣，乐于开口，积极参与的情感态度。

3. 学习策略：培养学生合作学习的精神。

Teaching important and difficult things:

The sentences: ―There is…/There are…‖

4. CD-ROM，cards，tape, magic trees.

Teaching steps:

Step1 Warm-up

1. Greetings

2. Sing songs.―Old Macdonle‖

Step2 Lead-in and task-setting

T：Look！There are some pictures .There is a picture of Haicang Zoo.There is a picture of Zhongshan Park.There is a picture of Huandao Road.Our teacher Ms Bachelor wants to visit them.she needs some guides.Do you want to be her guides？

Ss：Yes.

Step3 Presentation

1. Watch CD-ROM

2. Present ―Animal，camel，lion，horse，elephant，There is‖

3. （Sing a song）

song：（There is a lion.There is a lion.There is a horse，There is a horse.There is an elephant.There is an elephant.There is a camel.There is a camel.）

4. Present―There are‖

5. Say the chant：听音，说一说。

（There are dogs.There are ducks.There are cats.There are snakes.） Let’s say the chant.选出最棒的组。

6. Listen and repeat

Step 4 Consolidation.

T：Miss Huang 有棵魔术树，长满了奇怪的果实，小朋友们想得到他们吗？看看哪个小组拿到最多的礼物。

Ss：There is /are…

Step 5 Task-fulfilling

T:Now it`s time to finish our task.We`ll choose guide groups.Stick them and say out by turns.Give you 3 minutes.

Ss：（小组合作完成任务）

T：It`s time to choose guide groups.四人小组上台介绍图片，评出导游小组。

Step6 Exercise book & homework .

1. listen and ead the text.

2. tell you parents what you learned.。

3. finish the pictures.

Unit 2 How many people are there in your family?

Teaching aims:

1.Knowledge target:

Words: visit, man,women

Sentences: How many....?

There is .... There are....

2.Skill target:

Intruduce the famuly.

3.Emotions:

Let Ss learn to share with others.

Main points:

To master the basic words and sentences.

Difficult points:

use these words and sentences in activities and daily life.

Teaching aids:

Radio , cards , small pictures , multimedia

Teaching steps:

Step 1 Warm up

1. Warming-up

(1)listen and sing: Look at the ducks on the water

(2) Greetings

2. Revision

(1)look at the pictures and say the sentences: Eg: girl—girls,I’m a girl .They’re girls.

(2)go over the sentences of the last class.

Step 2: presentation:

1. lead-in:

T: Look ,this is a photo.It’s my family.

Review some words: mother,father ,brother ,sister,grandma and daughter .

2. Text-study:

(1) T play a tape and ask Ss to say ―true‖ or ― false‖:

a、There are five people in his family.

b、There are two boys.

c、They’re visiting the Ming Tombs.

(2)T draw a picture of man and teach this word: man ，( There is a man.)

T draw another man and say: There are two men.

(3) Ss listen to the tape recorder and understand the text

(4)CAI show this boy’s family picture，

T : How many people are there?

Let’s count. One,two...There are five people.

Step3:Consolidation:

1. T ask Ss to take out his/ her family picture and introduce to all class, use this sentence pattern: There is/are…..

2. (pictures) T：How many elephants are there?

Lead them to say the sentences.

Step4 Homework:

Talk about some things about their family.

Reflection of module eight:

I ask them to draw a picture about their family. And ask them to intruduce it for all the class. Then ask them to write it on the paper. Reading of module eight:

Titil: My family

Contents:

My Introduction

Hello, everyone ！

Today , I will do my introduction. Oh yeah！I will introduction myself.

I’m a little girl. I’m twelve .My name is Joanna , my mother often call me Gillian. I am Chinese, I can speak Chinese、English、Cantonese .I study at a big big school. The school is very nice. There is a small zoo in it. In the zoo, there are many animals. My teachers are kindly and my classmates are friendly. I have a warm family, there are four people in it, my mum、my dad、my sister and me. My mum is very beautiful, my dad is handsome, my sister is pretty. I love my family. I have many friends, Lily is one of them.. She often comes here to see me. So, you can know her.

Now, It’s time to introduce my favourite. My favourite food is boiled dumplings. My favourite colour is green , because green is the symbol of spring. When I am sad, I see green thing, I’ll be happy again. I’m good at English, I like English. I’m a good student in my class, bu

t my friend Sherry is better than me.

That’s all, thanks for reading my introduction. See you！

Teaching steps:

Step 1

To read it by themselves, and line the new words.

Step 2

To read it for them and ask them to translate it.

Step 3

To ask them to write one passage about themselves.

Module 9

The general aim of module nine

Teaching aims:

a. The students could read, recognize and use the new words and phases：long jump, high jump, run a race, play basketball, play table tennis, swim.

b. The students could use the basic sentence to express that he or she wants to do something.

I’m going to ….

B: motion aims

a. cultivating the students’ idea of loving labor.

b. improving the interests of learning English.

c. reinforcing the confidence of students.

a. English expression about the caree

nurse, teacher, train, taxi and bus driver, doctor, policeman.

b. using the basic sentence pattern：

What are you going to be?

I’m going to be a …

B : 能力目标

a. the ability of listening and speaking

Teaching important points and difficult points:

A: Master and use these words and phrases: long jump, high jump, run a race, play basketball, play table tennis, swim.

B: Master and use the sentence: I’m going to ….

Teaching difficult points:

Understanding and mastering the new sentences：

What are you going to do on Sports Day?

I’m going to ….

mastering the words about the career：

nurse, teacher, train, taxi/bus driver doctor policeman.

Mastering and using the sentence：

A: What are you going to be?

B: I’m going to be a …

Unit one: I am going to do long jump

Analysis of textbook:

It mainly learns the important word phrases.

long jump

high jump

run a race, play basketball, play table tennis, swim and the important sentences:

I’m going to….

The topic is mainly about the sports day. After the learning of new sports words, the teacher can lead into the sentences.

What are you going to do on Sports Day?

I’m going to ….

Teaching aims:

A：basic aims

a. The students could read, recognize and use the new words and phases：long jump, high jump, run a race, play basketball, play table tennis, swim.

b. The students could use the basic sentence to express that he or she wants to do something.

I’m going to ….

B: motion aims

a. cultivating the students’ idea of loving labor.

b. improving the interests of learning English.

c. reinforcing the confidence of students.

Teaching important points:

A: Master and use these words and phrases: long jump, high jump, run a race, play basketball, play table tennis, swim.

B: Master and use the sentence: I’m going to ….

Teaching difficult points:

Understanding and mastering the new sentences：

What are you going to do on Sports Day ?

I’m going to ….

Teaching preparation:

Multi-player

Teaching steps:

The teacher prepares a song that they have learned in the last lesson.

New knowledge showing:

a. showing the multi-player

(Five Friends and Panpan run to 2008 the Olympic Game in Beijing.) T: OK! Look at the board, boys and girls. Do you know who they are?

Ss: ……..

T: They are Panpan, Beibei, Jingjing, Huanhuan, Yingying and Nini. YES! They go to the Olympic Games 2008 in Beijing, yes or no? Ss: ……

T: Let’s do some sports on the ground, ok? (do sports with Ss ,then lead in new words and phrases ,

Showing some pictures of playing football and many other pictures to lead into the new words,

Reinforcement of the words

All the students read after the teacher to get familiar with the new words.

Showing some sports stars pictures. For example:姚明,贝克汉姆,刘翔,乔丹

T: Look at the board carefully. Do you know who he is?

Ss: …….

T: He is Yao Ming. He is playing basketball, he is a basketball player , right ?

With the same way, the teacher requires the students to practice the sentences.

Showing the new sentences:

Next week, we are going to have a sport meeting, and what are you going to do on Sports Day

Then the teacher leads them to answer like this:

I’m going to …

Then the teacher asks continuously:

What are you going to do on Sports Day?

I’m going to …

The teacher engages a game to help students to remember the new words.

All the students speak the sentence together:

What are you going to do on Sports Day? Then the teacher says ―Stop‖. The student who gets the book should say the following sentences:

I’m going to …

Practice:

The teacher shows and uses the sentence: what are you going to do on Sports Day?

He can ask one or two students and then asks students to answer to each other. And then another student writes down what they will do in the sports meeting of next week.

Then another sentence will be shown:

What is he /she going to do on Sports Day?

The students will be leaded to answer like this:

He /She is going to …

Summary:

Today, we have learned some new words and phrases: long jump, high jump, run a race, play basketball, play table tennis, swim and new sentences:

What are you going to ….?

I’m going to…..

You did a good job.

Homework:

Survey: having a survey about the sports day.

Unit 2 I’m going to be a driver

Teaching aims:

A ：认知目标

a. English expression about the caree

nurse, teacher, train, taxi and bus driver, doctor, policeman. b. using the basic sentence pattern：

What are you going to be?

I’m going to be a …

B : 能力目标

a. the ability of listening and speaking

teaching difficult and important points:

mastering the words about the career：

nurse, teacher, train, taxi/bus driver doctor policeman. Mastering and using the sentence：

A: What are you going to be?

B: I’m going to be a …

Teaching preparation:

multiplayer

Teaching steps:

A：warming up part

All the students review the content in the last lesson and do actions with the review.

B：New knowledge showing

The teacher shows some pictures about different careers and asks students to read the new words of careers.

The teacher can interview some of students as following：

What does your father/mother do?

Ss: My father/mother is …

Then the teacher continues to ask:

What are you going to be? Then the teacher leads students to answer like this:

I’m going to be a …

C：practice

a.出示多媒体课件.Listen and say .Then say the poem .

I’m going to be a driver.

I’m going to drive a train.

I’m going to be a pilot.

I’m going to fly a plane.

I’m going to a doctor.

I’m going to help the ill.

I’m going to a nurse.

I’m going to give a pill.

b. Playing a game

S1: I’m going to be a pilot.

S2: She is going to be a pilot and I’m going to be a doctor.

S3: She is going to be a pilot .He is going to be a doctor. And I’m going to be a teacher.

S4: She is going to be a pilot .He is going to be a doctor. She is going to be a teacher .And I’m going to be a policeman.

D: homework

What are you going to be? Then the teacher asks students to interview their friends and write down the content.

Tomorrow is another day!!

Activity for module nine

Purpose of activity:

Let students to talk about their dream freely and cultivate their spirit of making efforts for their own dreams.

Purpose preparation:

Make a survey about the dreams of the students.

Processes for the activity:

Each one is required to write down their dreams on a beautiful card. It is a secret for other students. If one student is interested in t

he dream of his or her partner, he can make a guess about the dreams. In the process of guessing, the students can use the sentences freely:

What are you going to be?

I am going to be…

Through the practice, the teacher can check out the mistakes in the speaking of students. Then the teacher gives them a guide.

教学反思：

Module 10

The general aims of module ten:

Language points:

1. Words: Hong Kong, airport, sea, Srturday.

2. Sentences:

Where are you going?

I’m going to…

Are you going to…?

Yes, I am.\ No, I’m not.

What are you going to do on…?

I’m going to do…

Attitude aims:

The students could use the important sentences to introduce thire travel.

Teaching important points:

The words and the important sentences.

Unit 1 Are you going to go to Hong Kong?

Teaching aims

Vocabulary: Hong Kong, airport, sea, live.

Sentences: Are you going to go to Hong Kong? No, I’, not. What are you going to do ? I’m going to swim in the sea.

Moral Education: Be more careful!

Teaching Difficult points:

I’m going to visit my grandma. I’m going to swim in the sea.

Teaching important points:

Are you going to go to Hong Kong? No, I’m not.

Teaching aids: CAI, picture, word cards, stickers.

Teaching steps

Step 1 Warmer

1.Greetings.

2.Free talk. What’s the weather like? It’s cold and windy.

3.Play a game. I say, you do. Revise some phrases, such as: watch TV, play football, play basketball, and so on.

4.Watch the videos, and say those phrases.

Step 2 Lead in

Look at the picture, and ask some questions about it, such as: Who can you see in the picture? What can you see in the picture? Where are they?Teach the word airport.

Step 3 Presentation

1.Listen to the tape one, and ask the Ss what they have got.

2.Listen to the tape again, and then ask some questions, such as:

a.Where is Sam going? Teach the new word Hainan and ask students to find Hainan in the map. And show some pictures about Hainan.

b.Where is Xiaoyong going? Teach the new word Hong Kong, and ask Ss to find Hong Kong in the map, and introduce Hong Kong to Ss.

c.What is Sam going to do in Hainan? Teach the new word sea. d.What is Xiaoyong going to do in Hong Kong? Teach the new word visit my grandma. Invite Ss to repeat one by one.

3.Ask Ss to open the books, and repeat after the CD, and invite some Ss to pronounce the sentence, then all the students repeat it.

4.Read the text together, and then Ss finish the exersies, they are allowed to finish it in groups of two.

Step 4 Activities

1.Introduce the beautiful places in the world, such as: Beijing, Shanghai, Dalian, Tibet, London, Paris, New York, Sidney, Tokyo

2.Talk about the holiday plans.

Step 5 Homework

1.Listen to the tape for six times.

2.Copy the new words for four timesl

Unit 2 What are you going to see?

Teaching aims

Vocabulary: the weeks

Sentences:What are you going to do on Saturday?

I’m going to …

What are you going to see?

I’m going to see…

Teaching Difficult points:

What are you going to do on …?

Teaching important points:

Ask some one the activities.

Teaching aids: CAI, picture, word cards, stickers.

Teaching steps:

Step 1:

Warming up

1.Listen and do.

Eating, reading, jumping, hopping, playing football, doing homework

2.Say some words about actions.

Listen, eat, drink, write, jump, hop,

Read, blow, run.

3.Let the students close their eyes.

T：What are you doing?

S: I’m listening.

T: O.k. Let’s listen to the story.

Step2:

New Lessons

1.Listen to the story with two questions:

1> Who are in the pictures?

2> What words can you hear?

2.New words:

1> sticks

T: What is the first\ last letter of the words?

2> leaves

teacher eat great leaf，总结字母组合―ea‖的发音。

3> brick

Try to read.

Step2:

New Lessons

4> Practise

First, read after the teacher; Then, read the words by themselves.

3.Play a game

T: I’ ll give you some objects. Please do something.

book——reading

a bottle of water—— drinking

color pen and a piece of paper——drawing

Step 3:

Practice

Learn the sentences

1.I’m building a house with sticks.

1> Read after the teacher.

2> Read the sentence by themselves.

3> Slowly ,then quickly.

T: I’m a bicycle.\ bus\ taxi\ train.

4> Pair work..

2. I’m building a house with leaves.

1> Read it one by one.

2> Read it in pairs.

3 I’m building a house with bricks.

T: Do you like the third pig?

Do you want to be the third pig?

Who’s the volunteer?

Step4:

Consolid-ation Act the story

1.The teacher and 3 students make a modole.

2.Practise in the groups.

3.Act out.

Summary

Which pig do you like? Why?

give the students a word:

No pains, no gains.

Reflection of module ten:

Ask the students draw a picture about their travelling. It’s the time, the place, doing things and so on. After they draw it and write a short passage under the paper.

Reading of module ten:

Title: A little m

Contents:

I am a m .I’m hungry.I’m going to a fruit garden. Woo,what big pears!Hmm.It tastes good.I like pears.. Woo,what nice oranges!Hmm.It tastes good.I like oranges.I don’t like pears. Woo,what nice peaches!Hmm.It tastes good.I like peaches.I don’t like oranges. Woo,what nice watermelons!Hmm.It tastes good.I like watermelons.I don’t like peaches.

Oh,a rabbit! I like the rabbit.I don’t like watermelons. Where’s the rabbit? Where’s the rabbit? Wee,wee,wee.. .

Step 1

To read the story for them.

Step 2 Teach them to say the diom.

A man cannot whistle and drink at the same time.(一心不能二用。) Step 3 practise

To ask them to act it in the groups.

Review Module

The general aims of module review module:

Language points:

To go over the words and the sentences of all the modules.

Attitude aims:

Can say some sentences by themselves to look at the pictures. Teaching important points:

The words and the important sentences.

Unit 1 Have you got a teddy bear?

Teaching aims:

1.Sentence: I have got a\an …

Have you got a\an…? Yes,I have.\No,I haven’t.

Has he\she got a\an...?Yes,he\she has./No,he\she hasn’t.

2. Words:all words we have learned.

Teaching important and difficult:

Have you got a\an…? Yes,I have.\No,I haven’t.

Has he\she got a\an...?Yes,he\she has./No,he\she hasn’t.

Teaching Steps:

Step 1 Warm-up

1. say the chant.

Spring is warm, Spring is warm ;

Summer is hot, Summer is hot;

Autumn is cool, Autumn is cool;

Winter is cold, Winter is cold.

2. recite an Everyday English.

Step 2 Leading

1.T: Now, I do some actions, you answer ―What am I doing?‖ in English.

For example: go swimming/ play basketball /play table tennis, Ss: Go cycling .

T: I have got a bike.

Step 3 Pratise

Use the words to practise the sentences.

Step 4 Game: Do and talk

Finish the activity 2 on the book.

Unit 2 Can you swim?

Teaching Aims:

To go over the important sentences that we have learned.

Teaching Steps:

Step1 Preparation

1.Greeting

2.Sing ― Head, Shoulders, knees and toes.‖

3.Do some actions. Some are easy to do. Then say: ―I can do it. Can you.‖ Help the students say: ―Yes, I can.‖

4.Some are difficult to do. Then say: ―No, I can’t.‖ Let the Ss follow you and help them say: ―No, I can’t.‖

Step2 Presention

1.Practice: Yes, I can. No, I can’t.

① Draw a happy face and a sad face on their hands.

② Ask some questions. If then can, they must lift the happy fa

ce and say ― Yes, I can.‖

2.Practice the new words: run, jum…. Do the action and say ― run‖. The same as follow.

3.Ask questions like this: Can you run? Can you run fast?

4.Game. 明星猜猜看，让学生通过询问 ―Can you… ?‖等句型来猜Who is he/she?

Step3 Summary

1. Can you swim? Yes, I can.\ No, I can’t.

2. He’s got a stomach ache.

3. This is a…

That is a…

These are …

Those are…

4. What are you going to do today?

I’m going to…

Reflection of review module:

I asked the students to finish the questions on the books. And after that, I asked them to write a short passage about we have learned. Reading of review module:

Title: The Little Red Hen

Contents:

The contents are on the book on the page 50.

Teaching steps:

Step 1

To listen to the tape about this story.

Step 2

To look at the film about it and read the sentences after that. Step 3

To say out some sentenses that we learned.

Step 4

To tell them the story to the whole classes.