人教版小学英语六年级下册教案

这是一份人教版小学英语六年级下册教案，共185页。

2020—2021学年度第二学期教学进度表
学科：英语 年级： 六年级（下）
周次
时间
授课天数
教学内容
备注
起止（页）
1
3月1日至3月5日
3
Unit1 How tall are you?
Part A (1--5)

2
3月8日至3月12日
3
Unit1 How tall are you?
Part B (6--11)

3
3月15日至3月19日
3
Unit2 Last weekend
Part A (12--15)

4
3月22日至3月26日
3
Unit2 Last weekend
Part B (16--21)

5
3月29至4月2日
3
Unit 3 Where did you go ?
Part A (22--25)

6
4月6日至4月9日
3
Unit 3 Where did you go ?
Part B (26--31)

7
4月12日至4月16日
3
Unit 4 Then and now
Part A (32--35)

8
4月19日至4月25日
3
Unit 4 Then and now
Part B (36--41)

9
4月25日至5月2日
3
Day 1

10
5月10日至5月16日
3
Day 2

11
5月17日至5月23日
3
Day 3

12
5月24日至5月30日
3
Day 4

13
5月31日至6月 6日
3
Day 5

14
6月7日至6月13日
3
Day 6


总体教学计划
一、班级学生情况分析
今年我任教六年级三个班。我校六年级学生性格比较好动，个性外向。从学习情况来看，学生的英语基础知识一般，学习习惯差：没有养成认真仔细的学习习惯，甚至有个别学生作业不能自觉、认真、按时完成；课外知识不够丰富,知识面不广,没有良好的自觉阅读的习惯；表达能力差，不善于表达自己的思想；特别是学生的独立阅读能力差，两级分化较严重。本学期将继续以培养学生阅读能力、学习习惯，缩小两极分化为重点，扎实提高学生的综合语言运用能力。
二、教材分析
六年级下册是小学阶段的最后一册课本。小学在升入初中前的最后一个学期内要对整个小学阶段所学的主要词汇和语音进行比较全面和系统的复习。为了更加符合这一学期的教学实际，为小学进入初中阶段的英语学习打下更为扎实的基础，本册六个单元新语言的学习凝缩成为四个单元；并把学期中的Recycle 1和学期末的Recycle 2合并、扩展成为两个综合复习单元。
三、教学目标
1、 能听、说、读、写61个短语和单词以及7组句子和4个单句（包括长度、重量、高度、看病、情感、周末和假期活动、旅行、晚会等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。
2、能完成1个手工制作。
3、能听懂、会吟唱6首歌谣。
4、能听懂、会唱6首歌曲。
5、能完成4个自我评价活动。
6、能理解6个幽默小故事。
7、能了解6项简单的中西方文化知识。
四、教材重难点
重点：
1、 能按四会、三会的要求掌握所学单词。
2、 能按四会要求掌握所学句型。
3、 能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
难点：1．一般过去时、一般将来时等几个小学阶段所学句型中对人称、动词的变化、行为动词的运用。
2．对四会要求掌握所学句型的灵活运用：对话、写作、阅读。
3．教学内容与学生的生活经验知识层次的有机结合。
五、教学措施
1、融会话教学与情景表演之中
2、巧用实物、头饰、卡片、chant 等来帮助进行单词教学。
3、利用读写课等时间对学生进行单词书写的指导
4、注重学生英语思维能力的培养，尽可能让学生形象的感知语言，形成一定的英语思维。
5、调动学生学习的积极性，鼓励学生主动参与到课堂教学中去。
6、丰富学生的课余生活，让英语贯穿学生的生活中。
7、学习和运用生本教育教学理论和方法，让学生成为学习主人。
8、上好英语学法指导课，使学生掌握英语学习方法，提高学习技能。
六：复习
本册只安排了四个单元的学习内容，两个评价活动，有六周的复习时间。所以要有计划的安排好复习课，帮助学生系统的复习整理小学阶段所学的英语知识和内容，对照课程标准所要求的五个方面来检验学生是否达到所规定的二级目标标准。从下面几个方面给学生归纳：
1、语音：第二册：要求学生听、说、认读26个字母大小写形式。在本册学完后，每个学生都能认读26个字母。
第三册：要求学生听、说、读、写26个字母的大小写；并从第三单元开始书写单词，出现四会单词。每个学生能正确默写26个字母的大小写形式。
第四册：归纳并要求学生掌握五个元音字母的开音节和闭音节读音。学生通过学习后基本会拼读符合读音规则的词。开始写句子，出现四会句型。
五年级上、下册：要求学生掌握一些常见的辅音和元音字母组合的发音，上学期出现了22个，下学期出现了21个常见的字母组合。教师要经常不断地总结和善于归纳，帮助学生掌握读音规则，提高拼读单词的能力。要通过字母组合的形式认识该字母组合的音标。
六年级上册：要求学生认读48个音标。学期结束时，学生应基本认读48个音标，并能够拼读简单的单音节词。
六年级下册：要求学生通过拼读进一步掌握双元音。本学期教给学生一些拼读单词的技巧，从而进一步学习和巩固48个音标。
2、语法：（1）（时态）（通过对话学习，在实践操作中让学生感知语法现象，并可适当提示，让学生自己比较归纳）从第一册至第四册学习一般现在时，简单的祈使句。
五年级上：情态动词（can）的用法。There be 的用法。
五年级下：现在进行时。
六年级上： be going to（一般将来时）的用法。
六年级下：形容词比较级；一般过去时。
（2）（名词）知道名词有单、复数形式。
（3）（代词）人称代词（主格、宾格）；物主代词（形容词性、名性）。
（4）（介词）in on under behind near at 一些常见的介词用法。
3、话题：（不断滚动复现已学知识的基础上呈现新知，不同阶段不同侧重。 教师在教学中注意知识的前后联系）
第一册：学习用品；身体部位；颜色；动物；食品和饮料；数词。
第二册：同学；家庭成员；数词；水果；方位；动物。
第三册：教室；学习用品；朋友；居室；食品和饮料；职业。
第四册：学校；时间；服饰；天气；价格；农场。
五上： 老师；日常活动；食品；家务劳动；居室；自然物。
五下： 日常活动；季节；生日；家务劳动；动物；郊游。
六上： 交通法规；问路；课余活动；业余爱好；职业；水循环（植物）。
六下： 高度、长度、重量；就医、情感；周末活动；假日活动。
4、词汇： 把三年级——六年级按词的类别归纳好。在平常的教学中可有意识给学生进行复习听写，让学生养成一种记忆单词的良好习惯。


























第一单元教学计划
教学内容： A Let’s learn Do a survey and report
教学目标：
（1） 能够听、说、读、写单词：younger, older, shorter, longer, taller，smaller, bigger, heavier, stronger，thinner。
（2）能够听、说、认读单词：dinosaur, hall, meter, than, both, kilogram, country, lower, shadow, smarter, become。
（3） 能够听、说、读、写句型：
—How tall is it? —Maybe 4 meters.
—How tall are you? —I’m 1.65 meters.
I’m taller than this one.
—What size are your shoes？ —Size 7.
Your feet are bigger than mine.
教学重点：
（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。
（2）能够运用上述单词描述人或动物的外貌特征。
（3）能够理解形容词比较级的基本构成，即在词尾加–er
（4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller.
You’re ...than me.
教学难点：
（1）正确的使用四会单词描述人或动物的外貌特征。
（2）能够灵活运用句型How tall are you? I’m ...meters. I’m taller.
You’re ...than me.
（3）单词meter的认读
教学关键：
能够听、说、运用句型How tall are you? I’m ...meters. I’m taller.
主要教法：
讲授法，演示法
教具：
多媒体课件、卡片、录音机、磁带、调查表。
课时安排：
第一课时: A Let’s learn Do a survey and report
第二课时: A Let’s try Let’s talk
第三课时: B Let’s learn Match and say
第四课时: B Let’s try Let’s talk
第五课时: B Read and write
第六课时: B Let’s check Let’s wrap it up. C Story time


课时计划 总第1节
课题
A Let’s Learn
授课时间
第一周（1）
课型
新授课
教法学法
任务型教学法、合作探究法、
教 具
多媒体课件、卡片等
教 学 目 标
（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。
（2）能够运用上述单词描述人或动物的外貌特征。
（3）能够理解形容词比较级的基本构成，即在词尾加–er
（4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.
重 点 难 点
（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。
（2）能够运用上述单词描述人或动物的外貌特征。
（3）能够理解形容词比较级的基本构成，即在词尾加–er
（4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller.
You’re ...than me.

教 学 过 程
Step 1 Warm up
1. Greeting
2. Let’s chant
Step 2 Lead in
T: Boys and girls, let’s play a game. Guess. Who is he/she?
（课件出示学生感兴趣的人物和资料,人物遮住一部分，让学生猜。最后猜人物姚明和周杰伦。）
Step 3 Presentation
1. Teaching the new words “taller, shorter, younger, older, longer”.
(1) Look at the pictures about Yao Ming and Zhou Jielun.（课件呈现图片）
（2）Show the pictures about Liu Xing and Qi Baishi.
（3）Show the pictures about dresses.

（4）升降调领读新单词，两人读单词，找出共同点，总结形容词比较级的构成规律，即在
词尾加-er，并告诉学生er发/ə/。
2. Let’s learn
（1）Listen to the tape and answer the question.
（2）Open the books and follow the tape.
（3）Read in roles.
Step 4 Practice
1. Let’s play a game. Guess the words
2. Do a survey and report.
(1)四人一组，每人拿出事先准备好的调查表，调查除自己之外的其他三名同学，并在表格中记录调查结果。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
1.形容词比较级的基本构词规律是词尾加-er。
2.形容词比较级是两者之间(人或物)的比较，句型构成
课堂作业
一、 写出下列单词的比较级
1. old ________ 2. tall _________ 3. young _________
4. long _________ 5. short _________
二、单项选择。
( )1. Miss White is 23 years old. Sarah is 13 years old.
Sarah is _________ than Miss White.
A. young B. younger C. older
( )2. I’m 1.64 meters. I’m _________ than you.
A. taller B. longer C. short
( )3. 你想知道对方的身高，可以说：_________
A. How tall are you? B. How taller are you? C. How old are you?




板 书 设 计


Unit 1 How tall are you?
A Let’s learn
tall taller How tall are you?
short shorter（更矮的） (多高)
young younger I’m … meters.
old older (米)
long longer You are taller than me.
short shorter（更短的）
A + 系动词be + 形容词比较级 + than + B.
（形容词比较级加-er） (am, is ,are)


二 次 备 课
Step 1 Warm up
1. Greeting
2. Let’s chant
Step 2 Lead in
T: Boys and girls, let’s play a game. Guess. Who is he/she?
（课件出示学生感兴趣的人物和资料,人物遮住一部分，让学生猜。最后猜人物姚明和周杰伦。）
Step 3 Presentation
1. Teaching the new words “taller, shorter, younger, older, longer”.
(1) Look at the pictures about Yao Ming and Zhou Jielun.（课件呈现图片）
（2）Show the pictures about Liu Xing and Qi Baishi.
（3）Show the pictures about dresses.
（4）升降调领读新单词，两人读单词，找出共同点，总结形容词比较级的构成规律，即在
词尾加-er，并告诉学生er发/ə/。
2. Let’s learn
（1）Listen to the tape and answer the question.
（2）Open the books and follow the tape.
（3）Read in roles.
3. Work in pairs and make a new dialogue.
仿照课文，两人一组遍对话。指组表演对话。
Step 4 Practice
1. Let’s play a game. Guess the words
2. Do a survey and report.
(1)四人一组，每人拿出事先准备好的调查表，调查除自己之外的其他三名同学，并在表格中记录调查结果。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
1.形容词比较级的基本构词规律是词尾加-er。
2.形容词比较级是两者之间(人或物)的比较，句型构成
课堂作业
一、 写出下列单词的比较级
1. old ________ 2. tall _________ 3. young _________
4. long _________ 5. short _________
二、单项选择。
( )1. Miss White is 23 years old. Sarah is 13 years old.
Sarah is _________ than Miss White.
A. young B. younger C. older
( )2. I’m 1.64 meters. I’m _________ than you.
A. taller B. longer C. short
( )3. 你想知道对方的身高，可以说：_________
A. How tall are you? B. How taller are you? C. How old are you?

课时计划 总第2节
课题
A Let’s try Let’s talk
授课时间
第一周（2）
课型
新授课
教法学法
讲授法，讨论法
教 具
课件，音频资料
教 学 目 标
1. 能够听、说、认读单词：dinosaur, hall, meter, both, tallest
2. 能够听、说、读、写句型How tall is it? It’s… How tall are you? I’m … It’s/ I’m … than…
3. 能够独立完成Let’s try。
4. 能够用正确的语音、语调朗读对话。
5. 能够在图片和教师的帮助下理解对话大意。
重 点 难 点
（1）能够听、说、认读单词：dinosaur, hall, meter, both, tallest
（2）够听、说、读、写句型：How tall is it? It’s… How tall are you? I’m … It’s/ I’m … than…
（3）能能够用正确的语音、语调朗读对话。
（4）能够在图片和教师的帮助下理解对话大意。

教 学 过 程
Step 1 Warm up
1. Greeting
T: Good morning ,boys and girls.
Ss: Good morning, teacher.
T: Let’s review some words. Ok？
Ss: Ok.
（教师依次展示词卡，taller, shorter, younger, older, longer,学生认读。）
2.T：Very good, boys and girls. Now let’s play a game. 教师拉长皮筋，学生说出longer, longer, longer。反之说出shorter, shorter, shorter。教师和学生慢慢蹲下来，shorter, shorter, shorter, 慢慢站起来，taller, taller, taller…
Step 2 Lead in
1.绘画导入
教师画恐龙的简笔画，学生猜。
T: I’m drawing an animal. What is it? Guess!
S1: Elephant.
S2: Tig
2. Listen to the tape and finish “Let’s try”.
Step 3 Presentation
1.展示动画课件，T: Zhang Peng and John are in the dinosaur museum. What are they talking about? Guess.
2. Listen to the tape with the questions.
3.Read the text by yourselves and discuss in a group.
Questions: ①How tall is the big dinosaur?
②How tall is Zhang Peng?
③Who is taller, Zhang Peng or the small dinosaur?
④Which dinosaur is taller, the green one or the brown one?
4.Report the answers.
T：How tall is the big dinosaur?
S1: Maybe 4 meters.
Step 4 Practice
1. Make a chant.
Let’s chant: How old are you? How old are you?
I’m 12. I’m 12. You are older than me.
How tall are you? How tall are you?
1.65 meters. I’m taller than you.
2. Do and say.
动手测量身边事物的高度、长度，互相问答操练。
句型：How tall is…? It’s … meters.
How long is…? It’s … meters.
3.Play a game.
“应聘篮球运动员”。四人小组活动，有意加入篮球队的学生，是“应聘者”。 其他担任“面试官”。“应聘者”作简单的自我介绍，然后面试官提问。最后由“面试官”选出应聘的学生。
“面试官”提问参考句型：How tall are you?
Do you often play basketball? …
Step 5 Summary
T: What did you learn about this class?
学生们自由说，教师总结。
T：tall加+est 是形容词的最高级
比较人或动物的外貌特征的句型：How tall is the …? It’s… It’s … than…
How tall are you? I’m… I’m… taller
课堂作业
一、将下列打乱的字母重新组合成新的单词，然后写出汉语。
1. o, y, u, g, n, r, e 2. s, o, h, t, r, r, e 3. e, r, l, o, d,
______________ ______________ ______________
( ) ( ) ( )
二、 单项选择。
( )1. I’m 1.62 _________.
A. meter B. meters C. tall
( )2. She is taller _________ me.
A. then B. than C. that
( )3. How tall _________ you?
A. is B. am C. are
四、按照要求完成句子。
1. Tom is 1.58 meters. Bill is 1.65 meters.(合并成一句话)
Tom is _________ _________ Bill.
2. The brown dinosaur is 4.5 meters.（就画线部分提问）
_________ _________ is the brown dinosaur?

















板 书 设 计



A Let’s talk
the tallest How tall is it?
4 meters
米
最高的 It’s … meters.
It’s taller than…
dinosaur




课时计划 总第3节
课题

B let’s learn Match and say
授课时间
第一周（3）
课型
新授课
教法学法
讲授法
教具
课件 、词卡 、书包、气球等

教 学 目 标
1.能够听、说、读、写单词：stronger, thinner, heavier, bigger, smaller
2.能够正确运用上述单词描述人物或事物的特点。
3.了解部分形容词变比较级，双写最后一个字母，加er或变y为I, 加-er.
重 点 难 点
（1）能够听、说、读、写单词：stronger, thinner, heavier, bigger, smaller
（2）能够正确运用上述单词描述人物或事物的特点。
（3）了解部分形容词变比较级，双写最后一个字母，加er或变y为I, 加-er.

教 学 过 程
Step 1 Warm up
1. Greeting
2. Let’s chant.
Step 2 Lead in
T：Good. I have some pictures. Let’s have a look. Who are they?
Ss: Li Chen and Wang zulan.
T: What are they like?
S1: Li Chen is tall.
Step 3 Presentation
1.Teaching the new words“stronger, thinner, heavier, bigger, smaller”
(1)Learn “stronger, thinner”
（2）Learn” heavier”
Show two bags. One is light. The other one is heavy.
（3）Learn ” bigger, smaller”
T: Well. Boys and girls, let’s play a game. “ Blow the balloons.”
(男生，女生各选一名学生，进行吹气球比赛。气球不能吹破，看看谁吹得大。)
T：Whose balloon is bigger? Guess.
Ss: xxx’s. /xxx’s.
T: Let’s have a look. One, two, go.
（4）升降调领读新单词。两人互读，齐读，试着找出单词的拼写规律。教师小结。
2. Teaching“ How heavy are you? I’m … kilograms.
3. Learn the dialogue.
4. Make a dialogue in pairs.
Step 4 Practice
1. Play a game: What’s missing?
教师出示本课新授单词词卡，学生们快速认读。读完一遍后，随意抽出一张，让学生说出抽调的是哪一个单词？
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
1.形容词比较级的方法：
（1）一般在词尾加–er。
（2）重读闭音节词只有一个辅音字母结尾的，双写这个辅音字母，再加–er。如：hot
课堂作业
一、用单词的适当形式填空。
1. You ______ stronger than me. (be)
2. Amy’s fish is smaller than______.( Mike)
3. My cats are ______ than yours. ( heavy)
4. I’m ______ (tall)and ______ (thin) than him.
二、改错。
( )1. How heavier are you? _______
A B C D
( ) 2. John is 52 kilogram. _______
A B C D






板 书 设 计

B Let’s learn
strong stronger How heavy are you?
thin thinner(双写n, 加-er) 多重
heavy heavier(变y为i，加-er) I’m … kilograms.
big bigger(双写g, 加-er) You are … than….
small smaller
二 次 备 课
Step 1 Warm up
1. Greeting
2. Let’s chant.
Step 2 Lead in
T：Good. I have some pictures. Let’s have a look. Who are they?
Ss: Li Chen and Wang zulan.
T: What are they like?
S1: Li Chen is tall.
Step 3 Presentation
1.Teaching the new words“stronger, thinner, heavier, bigger, smaller”
(1)Learn “stronger, thinner”
（2）Learn” heavier”
Show two bags. One is light. The other one is heavy.
（3）Learn ” bigger, smaller”
T: Well. Boys and girls, let’s play a game. “ Blow the balloons.”
(男生，女生各选一名学生，进行吹气球比赛。气球不能吹破，看看谁吹得大。)
T：Whose balloon is bigger? Guess.
Ss: xxx’s. /xxx’s.
T: Let’s have a look. One, two, go.
（4）升降调领读新单词。两人互读，齐读，试着找出单词的拼写规律。教师小结。
2. Teaching“ How heavy are you? I’m … kilograms.
3. Learn the dialogue.
T: How heavy is Jim? Who is heavier, John or Jim? Let’s learn the dialogue.
a. Let’s listen to the tape.
b. Open the books and follow the tape.
c. Read in role.（两人互读，全班分角色读。）
d. Answer the questions.
4. Make a dialogue in pairs.
Step 4 Practice
1. Play a game: What’s missing?
教师出示本课新授单词词卡，学生们快速认读。读完一遍后，随意抽出一张，让学生说出抽调的是哪一个单词？
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
1.形容词比较级的方法：
（1）一般在词尾加–er。
（2）重读闭音节词只有一个辅音字母结尾的，双写这个辅音字母，再加–er。

课时计划 总第4节
课题
B Let’s try Let’s talk
授课时间
第二周（1）
课型
新授课
教法学法
讲授法
教 具
课件，音频资料
教 学 目 标
1. 能够理解对话大意。
2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。
3. 能够听、说、读、写句型：What size are your shoes? Your feet are bigger than mine. How heavy are you? I’m … kilograms.
4. 能够掌握What size are your shoes? I wear size…/ My shoes are…/ Size…
重 点 难 点
1. 能够听、说、读、写句型：What size are your shoes? Your feet are bigger than mine. How heavy are you? I’m … kilograms.
2 .能够掌握What size are your shoes? I wear size…/ My shoes are…/ Size

教 学 过 程
Step 1 Warm up
1. Greeting
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: Are you ready for English class?
Ss: Yes.
T: Ok. Let’s begin our class. Before our class, let’s play a game first.
2. Play a game.
教师说出big，学生们边做越来越大的动作边说bigger, bigger, bigger, B-I-G-G-E-R,bigger.
教师说出small, 学生们边做越来越小的动作边说smaller, smaller, smaller, S-M-A-L-L, smaller.
找几名学生依次说出stronger, heavier, thinner, 其他学生边做动作边说出单词的比较
3. Ask and answer
T: How heavy are you?
S1: I’m… kilograms.
T: You are… than me. How heavy are you?
S2: I’m…(教师指几个学生做问答练习。)
Step 2 Lead in
Who are they?
Step 3 Presentation
1. Learn the text.
(1) Listen to the tape with the questions.
(2) Read the text in role and fill in the blanks.
(3) 两人讨论，指名汇报结果。
2. 听录音跟读对话。
3. 两人一组仿编课文
4. 指组真实的表演课文。
Step 4 Practice
Play a game.
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
课堂作业
一、选出不是同类的单词。
( ) 1.A. taller B. heavier C. long
( )2. A. dinosaur B. shoes C. dress
( )3. A. your B. my C. he
二、单项选择。
( )1. Your feet are bigger than_______.
A. me B. my C. mine
( )2. Li Ming is 58 kilograms. Zhang Peng is 56 kilograms. Li Ming is _______than Zhang Peng.
A. thinner B. heavier C. strong
三、小蜜蜂采蜜。问答连线。

1. How heavy is Mike? A. Size 7.
2. What size are your shoes? B. He is 48 kilograms.
3. How old are you? C. Maybe 2 meters.


板 书 设 计
B Let’s talk
What size are your shoes? Size…
什么尺码 I wear size… shoes.
My shoes are…
Your shoes are ______ than mine.
二 次 备 课
Step 1 Warm up
1. Greeting
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: Are you ready for English class?
Ss: Yes.
T: Ok. Let’s begin our class. Before our class, let’s play a game first.
2. Play a game.
教师说出big，学生们边做越来越大的动作边说bigger, bigger, bigger, B-I-G-G-E-R,bigger.
教师说出small, 学生们边做越来越小的动作边说smaller, smaller, smaller, S-M-A-L-L, smaller.
找几名学生依次说出stronger, heavier, thinner, 其他学生边做动作边说出单词的比较级。
Step 2 Lead in
Who are they?
Step 3 Presentation
1. Learn the text.
(1) Listen to the tape with the questions.
(2) Read the text in role and fill in the blanks.
(3) 两人讨论，指名汇报结果。
在完成b组习题时，教师向学生提问：T：Mike wears size 7 shoes. Wu yifan wears size 38 shoes. Why? 然后向学生介绍中美两国鞋子尺码的不同。（课件可以展示鞋子尺码标准对照表，让学生了解常见的中西方鞋码标注法，增长课外知识。）
2. 听录音跟读对话。
Step 4 Practice
Play a game.
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。



课时计划 总第5节
课题
B Read and write
授课时间
第二周（2）
课型
新授课
教法学法
讲授法，练习法
教 具
课件 图片。
教 学 目 标

（1）能够听、说、认读单词和短语：shadow, lower and lower, grow, go down。
（2）能够运用学过的形容词比较级描述人物的特征。
（3）能够在文中捕捉不同类型的信息，通过简单的推理，提炼文段的主旨大意。
（4）能够根据阅读获取的信息完成活动。.
（5）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。

重 点 难 点

（1）正确的使用形容词比较级描述人物的变化。
（2）能够在文中捕捉不同类型的信息，通过简单的推理，提炼文段的主旨大意。
（3）单词shadow的认读。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1.T：Now look at these pictures. （课件呈现Read and write四副插图。）Spring is coming. The sky is clearer and the sun is brighter. Can you think of any other changers? Look, tick and say.
提示句型：It’s getting（变得） _________. The day is getting _________.
The night is getting _________.
The trees turn _________.
2.两人一组互相说一说。
3.教师指名说一说。
Step3 Presentation
1.快速浏览课文。
2.细读课文，两人小组按要求完成下面的活动。
a. 画出lower and lower, shadow, grow, become等生词，鼓励学生联系上下文猜测词义。
b. 完成Read and circle.
c.讲解难以理解的词汇和句
3. 再次读课文，完成对话。
（1）展示Read and write板块，跟读录音。
（2）模仿录音。
Step 4 Summary
T: What did you learn about this class?
学生自由发言，教师引导学生整合和归纳知识点
课堂作业
一、英汉互译。
1. go down __________ 2. shadow __________ 3. every day __________
4. than __________ 5. That’ s easy.___________ 6. longer and longer __________
二、单项选择。
( )1. You’re _______ a beautiful bird.
A. become B. becoming C. becoming
( )2. The sun _______ down every day.
A. go B. goes C. going
( )3. Mike and his family _______ going on a trip.
A. is B. are C. am
三、将下列的单词宝宝连词成句。
1. is, it, lower, and, getting, lower(.)
______________________________________________________
2. are, older, you, smarter, me, than(.)
______________________________________________________






板 书 设 计

B Read and write

?
Little Duck lowerand lower Old Tree
shadow



longerand longer



二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1.T：Now look at these pictures. （课件呈现Read and write四副插图。）Spring is coming. The sky is clearer and the sun is brighter. Can you think of any other changers? Look, tick and say.
提示句型：It’s getting（变得） _________. The day is getting _________.
The night is getting _________.
The trees turn _________.
2.两人一组互相说一说。
3.教师指名说一说。
Step3 Presentation
1.快速浏览课文。
2.细读课文，两人小组按要求完成下面的活动。
a. 画出lower and lower, shadow, grow, become等生词，鼓励学生联系上下文猜测词义。
b. 完成Read and circle.
c.讲解难以理解的词汇和句
3. 再次读课文，完成对话。
（1）展示Read and write板块，跟读录音。
（2）模仿录音。
（3）自己完成对话，小组统一答案。
（4）分角色朗读对话。
4. 小组活动。
（1）圈出含有-er的单词。
（2）出示问题，小组讨论。
Do you agree with Old Tree? Why?
Can you answer Little Duck’s question? What’s your answer?
Step 4 Practice
1. 小游戏。
Step 5 Summary
T: What did you learn about this class?
学生自由发言，教师引导学生整合和归纳知识点。
T: We learned some new phrases and words.
Ss: go down, shadow, lower and lower, longer and longer.
T: 像lower and lower这种形容词比较级+and+ 形容词比较级，表示“越来越…”





课时计划 总第6节
课题
B Let’s check、Let’s wrap it up C story time
授课时间
第二周（3）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
（1）能够较好的完成Let’s check。培养学生良好的听力习惯。
（2）能够理解和掌握形容词比较级的词尾变化规律。
（3）能够理解故事内容。
（4）通过故事复习巩固本单元的重点语言。
（5）能够表演故事，恰当运用故事中的语言
重 点 难 点
（1）能够较好的完成Let’s check。培养学生良好的听力习惯。
（2）能够理解和掌握形容词比较级的词尾变化规律。
（3）能够理解故事内容。
（4）通过故事复习巩固本单元的重点语言。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
Sing a song.
T: Great, boys and girls. Do you like listening to music?
Ss: Yes.
T: Ok. Before our class, let’s enjoy a song” My small cat”.（播放课件。）Can you sing?
Ss: Yes, a little.
Step 3 Presentation
1. Let’s wrap it up.
（1）指名认读smaller, bigger, longer, shorter, stronger, younger，全班齐读。（教师课件展示歌曲中的单词。）
（2）出示tall, thin, heavy单词,学生快速读出和拼出三个形容词的比较级。
(3) 呈现上面的形容词比较级，两人一组观察词尾的变化规律，引导学生自己总结。（教师补充。）
（4）小组讨论，将下面的单词按词尾的变化规律分为三类。（学生事先准备好词卡。）
2. Let’s check.
T: Now look at some pictures. (Let’s check.图片) What’s the difference between the two pictures?
(1) Listen and Tick.
(2）Listen again and write the answers to the question.
提示注意录音中提出的问题，写出问题的答案，再校对。
3. Learn “Story time”
(1)T：Ok, everyone. Let’s listen to a story again. Before the story, I want to ask you some questions? Can you play football?
S1: Yes, I can.
(2) 播放动画课件，整体感知。
(3)学习故事，了解故事大概。
(4)再次欣赏故事，分角色朗读故事。
Stept 4 Presentation
调整故事的文本，将全班分成几个大组，进行角色练习。然后分组表演故事
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。

板 书 设 计



B Lets’ wrap it up C Story time
goalkeeper


short


hippo

bigger than
the goal


can’t catch the ball


Football needs teamwork.
足球需要团队。


can’t reach





二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
Sing a song.
T: Great, boys and girls. Do you like listening to music?
Ss: Yes.
T: Ok. Before our class, let’s enjoy a song” My small cat”.（播放课件。）Can you sing?
Ss: Yes, a little.
Step 3 Presentation
1. Let’s wrap it up.
（1）指名认读smaller, bigger, longer, shorter, stronger, younger，全班齐读。（教师课件展示歌曲中的单词。）
（2）出示tall, thin, heavy单词,学生快速读出和拼出三个形容词的比较级。
(3) 呈现上面的形容词比较级，两人一组观察词尾的变化规律，引导学生自己总结。（教师补充。）
（4）小组讨论，将下面的单词按词尾的变化规律分为三类。（学生事先准备好词卡。）
sunny，sad，old, hot , happy, angry , funny ,windy,
（5）小组汇报结果，核对答案。
（6）学生在词卡上写出这几个单词的比较级，然后互相订正。
2. Let’s check.
T: Now look at some pictures. (Let’s check.图片) What’s the difference between the two pictures?
(1) Listen and Tick.
(2）Listen again and write the answers to the question.
提示注意录音中提出的问题，写出问题的答案，再校对。
3. Learn “Story time”
(1)T：Ok, everyone. Let’s listen to a story again. Before the story, I want to ask you some questions? Can you play football?
(2) 播放动画课件，整体感知。
(3)学习故事，了解故事大概。
a. T：Who wants to be a goalkeeper?
Ss；Giraffe , Zebra and Deer.(张贴长颈鹿和梅花鹿图片。)
T： Deer and Giraffe cannot be the goalkeepers. Why?
b. 阅读故事，两人一组完成填空。
Deer is ________ meters. But he is ________ than Zebra.
Zebra is ________ meters. But he can’t catch the ________.
Giraffe is ________ meters. But his neck is too ________. The others can’t ________ him.
(4)再次欣赏故事，分角色朗读故事。
Stept 4 Presentation
调整故事的文本，将全班分成几个大组，进行角色练习。然后分组表演故事
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
课堂作业
一、按要求写单词。
1. smaller（反义词）___________ 2. dinosaur（复数）___________
3. taller（原级）___________ 4. strong（反义词）___________
5. funny（比较级）___________ 6. hot(比较级) ___________
二、单项选择。
( )1. —_________ is Zhang Peng?
—He’s 1.63 meters.
A. How B. How tall C. How old
( )2. You are younger than_________.
A. my B. me C. mine
( )3. The sun is getting _________.
A. low and low B. lower and low C. lower and lower




第二单元教学计划
教学内容：Last Weekend
教学目标：
（1）能够听、说、读、写单词和词组：cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before

（2）能够听、说、认读单词：drank, show, magazine, better, faster, hotel,fixed, broken, lamp, loud, enjoy, stay
（3）能够听、说、读、写句型：
—How was your weekend? —It was good.
—What did you do? —I stayed at home with your grandma. .
Was it interesting?
—Did you see a film? —No, I had a cold.
(4)能够掌握句式：
What did + 主语+ do (+过去时间)？
主语+动词过去式+其他.
Did+ 主语+ 动词原形+其他？
（5）理解动词过去式的规则变化，即在词尾加–ed
教学难点：
What did + 主语+ do (+过去时间)？
教学关键：
理解动词过去式的规则变化，即在词尾加–ed
训练重点：
一般疑问句和特殊疑问句
主要教法：
任务型教学法、合作学习法、情景交际法、愉快教学法、活动教学法
教具：
多媒体课件 卡片
课时安排：6

第一课时 A Let’s learn Do a survey and report
第二课时 A Let’s try Let’s talk
第三课时 B let’s learn Look and talk
第四课时 B Let’s try Let’s talk
第五课时 B Read and write
第六课时 B Let’s check、Let’s wrap it up C story time


课时计划 总第7节
课题
A Let’s learn Do a survey and report
授课时间
第三周（1）
课型
新授课
教法学法
合作教学法
教 具
课件、人物图、

教 学 目 标
（1）能够听、说、读、写词组：cleaned my room, washed my clothes, etc.
（2）能够运用上述词组描述人物在过去时间内做的事情。
（3）能够理解一般过去时动词的规则形式是在词尾加–ed。
（4）能够听、说、运用句型How was your weekend? It was good. What did you do?
重 点 难 点
（1）能够听、说、读、写词组：cleaned my room, washed my clothes, stayed at home, watched TV。
（2）能够听、说、运用句型How was your weekend? It was good. What did you do? I …
（3）能够理解一般过去时动词的规则形式是在词尾加–ed。
（4）能够运用上述词组描述人物在过去时间内做的事情。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Let’s chant
T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。
Step 3 Presentation
1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend.
2. 教师展示日历，学习last weekend。
T：What’s the date today?
T: What was the date?
T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。
3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”
(1)T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。
（2）课件展示学生上个周末看电视、洗衣服的照片。
T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。）
S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读）
Step 4 Practice
1. Play games.
（1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。
2. Do a survey and report.
使用句型：—How was Chen Jie’s weekend? —It was…
—What did she do? — I...
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。













板 书 设 计


Unit Two Last Weekend
A: How was your weekend?
B: It was __, (OK/ great/good/fine) thanks.
A: What did you do?
B: I__________.

stayed at home
cleaned my room
watched my clothes
watched TV
(动词过去式词尾+-ed)
A Let’s learn









二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
2. Let’s chant
T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。
Step 3 Presentation
1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend.
2. 教师展示日历，学习last weekend。
T：What’s the date today?
T: What was the date?
T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。
3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”
(1)T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。
（2）课件展示学生上个周末看电视、洗衣服的照片。
T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。）
S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读）
（3）播放动词短语录音，学生跟读录音，找出相同点，总结动词过去式的一般变化规律即在词尾+-ed。
(4) 自读动词过去式，辨别动词过去式发音的规律，教师小结发音规律。
watch/t/ washed/t/ clean/d/ stayed/d/
儿歌小结发音规律：清辅音读/t/， 浊辅音、元音读/d/， t, d 结尾读/Id/。
4. Teaching the new sentences
5. Learn “Let’s learn”.
Step 4 Practice
1. Play games.
（1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。
（2）找几名学生到台前抽短语词卡，根据抽到的卡片做出相应的动作，其他学生说出短语。
（3）请几名学生汇报自己小组内的调查结果。
2. Do a survey and report.
使用句型：—How was Chen Jie’s weekend? —It was…
—What did she do? — I...
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。


 




课时计划 总第8节
课题
A Let’s try Let’s talk
授课时间
第三周（2）
课型
新授课
教法学法
合作教学法
教 具
多媒体课件、词卡、

教 学 目 标
1. 能够听、说、认读单词和词组：drank, Children’s show, anything else
2. 能够听、说、读、写句型：How was your weekend? It was good. What did you do? Istayed at home with your grandma. Did you do anything else?
3. 能够很好的完成Let’s try。
4. 能够用正确的语音、语调朗读对话，并能进行角色表演。


重 点 难 点
（1）能够听、说、认读单词和词组：drank, Children’s show, anything else
（2）能够听、说、读、写句型：How was your weekend? It was good. What did you do? Istayed at home with your grandma. Did you do anything else?
（3）能能够用正确的语音、语调朗读对话，并能进行角色表演。
（4）能够在图片和教师的帮助下理解对话大意。

教 学 过 程
Step 1 Warm up
Greeting
Step 2 Lead in
1. Review some phrases.
a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡watch TV, 学生说出它的过去式watched, watched, watched TV，看电视，并做出看电视的动作
2. Ask and answer.
T: What did you do?
S1: I
Step 3 Presentation
1. Let’s try.
T: Sarah and Mike are talking about this weekend. What do they say? Let’s listen to the tape.
（1）学生读题猜测答案。
（2）播放录音，圈出答案。
2. Let’s talk.
T: Mike is calling his grandpa. (利用课件展示教学插图。）They’re talking about last weekend.（用日历帮助学生理解last weekend。）
What did they do last weekend? Let’s have a look together.
（1）整体感知对话。
a. 出示表格，学生浏览课文，填表格
b. 指名回答教师提出的问题。
（2）理解、分析重点生词和核心句型，并完成表格。
T: What did Mike do? 引导学生说出He watched some Children’s shows on TV.
(3) Listen to the tape and follow the tape.
Step 4 Practice
1. Make a new dialogue.
a. 呈现Mike’s grandma周末活动的图片。两人一组，一人是Mike, 另一人是Mike’s grandma。根据提供的句型创编新的对话。
Step 5 Summary
课堂作业
一、将左栏与右栏连线组成短语，并选择相符的图片。
Ⅰ 栏 Ⅱ栏
1. watched A. my room ________
2. drank B. tea ________
3. washed C. my clothes ________






板 书 设 计


A Let’s talk
How was your weekend? It was _____. drink
What did you do last weekend? I ________. drank tea
Did you do anything else? Yes. I_______. 喝茶
其它的一些事情
Children’s show
儿童节目
二 次 备 课
Step 1 Warm up
Greeting
Step 2 Lead in
1. Review some phrases.
a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡watch TV, 学生说出它的过去式watched, watched, watched TV，看电视，并做出看电视的动作
b. 教师依次展示stay at home, wash my clothes, clean my room的短语词卡，学生说出动词的过去式和汉语，然后做出相应的动作。
2. Ask and answer.
T: What did you do?
S1: I
Step 3 Presentation
1. Let’s try.
T: Sarah and Mike are talking about this weekend. What do they say? Let’s listen to the tape.
（1）学生读题猜测答案。
（2）播放录音，圈出答案。
（3）校对答案
2. Let’s talk.
T: Mike is calling his grandpa. (利用课件展示教学插图。）They’re talking about last weekend.（用日历帮助学生理解last weekend。）
What did they do last weekend? Let’s have a look together.
（1）整体感知对话。
a. 出示表格，学生浏览课文，填表格
b. 指名回答教师提出的问题。
2）理解、分析重点生词和核心句型，并完成表格。
T: What did Mike do? 引导学生说出He watched some Children’s shows on TV.
(3) Listen to the tape and follow the tape.
(4) Read in role.
(5) Act the dialogue.
Step 4 Practice
1. Make a new dialogue.
a. 呈现Mike’s grandma周末活动的图片。两人一组，一人是Mike, 另一人是Mike’s grandma。根据提供的句型创编新的对话。
2. 活动“我是小记者。”
采访班里的一名同学，并写一写他/她的活动安排。
参考句型：Hi, …How was your weekend?
What did you do last weekend?
Did you do anything else?
Step 5 Summary





课时计划 总第9节
课题
B let’s learn Look and talk
授课时间
第三周（3）
课型
新授课
教法学法
合作教学法
教 具
多媒体课件、词卡、

教 学 目 标
1.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday
2. 能够正确运用上述单词和词组描述人物在过去时间做的事情。
3.了解常见的一般过去式动词的不规则形式。
4.了解常与一般过去时搭配使用的时间状语。
5. 通过完成记忆游戏，提高记忆能力。

重 点 难 点
（1）.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday
（2）能够正确运用上述单词和词组描述人物在过去时间做的事情。
（3）了解常见的一般过去式动词的不规则形式。
（4）了解常与一般过去时搭配使用的时间状语。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Let’s chant
2. Ask and answer
T: How was your weekend?
S1: It was fine/ good/ Ok, thanks.
Step 3 Presentation
Let’s learn
1. Teaching” read a book, saw a film, had a cold, slept”
(1) T: Now I know what xxx did last weekend. Guess what I did last weekend.
S1: You watched TV.
2. Learn the dialogue.
(1) Do the dialogue with the new phrases.（对话呈现在课件上）
（2）指组练习。
3. Learn the text.
(1) Show a picture of “Amy and John”.
(2) Listen to the tape and answer the questions.
(3) Open the books and follow the tape.
Step 4 Practice
1. Play games.
2. Look and talk.
（1）组织学生认真观看表格，并以最快的速度记住表格里的内容。
T Step 5 Summary
: What did you learn about this lesson?

课堂作业
一、单项选择。
( )1. Mike _______ a book yesterday.
A. reads B. readed C. read
( )2.—Did she _______ a cold last night?
—No, she watched TV.
A. had B. have C. has
( )3.—Did you see a film last weekend?
—_______
A. Yes, I am. B. No, I didn’t. C. Yes, I do.


板 书 设 计

B Let’s learn
A: What did you do last weekend?
B: I…
A：Did you…?
B：Yes, I did./ No, I didn’t.
read a book read
/e/ /i:/
saw a film see
/ɔ:/ /i:/
had a cold have
过去时间：
last night, yesterday, last Monday
昨晚 昨天 上个星期一
the day before yesterday 前天

/æ/ /æ/
slept sleep
/slept/ /sli:p/
过去式 原形

二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Let’s chant
2. Ask and answer
T: How was your weekend?
S1: It was fine/ good/ Ok, thanks.
Step 3 Presentation
Let’s learn
1. Teaching” read a book, saw a film, had a cold, slept”
(1) T: Now I know what xxx did last weekend. Guess what I did last weekend.
S1: You watched TV.
2. Learn the dialogue.
(1) Do the dialogue with the new phrases.（对话呈现在课件上）
（2）指组练习。
（3）教师出示日历，提问学生在不同的日子做了什么，学习yesterday, the day before yesterday, last Monday, last night等时间短语，帮助学生理解表示过去时间短语的意义。
（4）将时间短语、动词过去式短语与句型结合进行问答。
3. Learn the text.
(1) Show a picture of “Amy and John”.
(2) Listen to the tape and answer the questions.
(3) Open the books and follow the tape.
(4) Read in role.
a. 两人一组分角色朗读。
b. 男生女生分角色朗读。
(5)Make a new dialogue in pairs.
(6) Act the dialogue.
Step 4 Practice
1. Play games.
2. Look and talk.
（1）组织学生认真观看表格，并以最快的速度记住表格里的内容。
（2）盖住表格，教师用下面的句型询问学生，对于答对的同学予以奖励。
句型：—What did xxx do yesterday? —He/She…
—Did he/she... yesterday\? —Yes, he/ she did./ No, he/she didn’t.
（3）学生两人结对，把表格盖起来互相询问。看谁记得多、记得准。
T Step 5 Summary
: What did you learn about this lesson?



课时计划 总第10节
课题
A Let’s try Let’s talk
授课时间
第四周（1）
课型
新授课
教法学法
合作教学法
教 具
多媒体课件、词卡、

教 学 目 标
1. 能够理解对话大意，并能回答对话下面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。
3. 能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
4. 能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
5. 能够在语境中理解magazine, better, faster的意思，并能正确发音。
重 点 难 点
（1）能够理解对话大意，并能回答对话下面的问题。
（2）能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
（3）能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
(4) 能够用正确的语音、语调朗读对话，并能进行角色扮演。
教 学 过 程
Step 1 Warm up
Greeting
Step 2 Lead in
1. Review some phrases.
2. Ask and answer.
Step 3 Presentation
1. Let’s try.
Show the pictures of Wu yifan and John.
2. Let’s talk.
(1) T: Look, they are John and Amy. (利用课件展示教学插图。）What are they talking about? What did they do last weekend?（对对话内容进行预测。）
（2）整体感知对话，理解对话
(3) 教师播放动画，学生再次阅读对话，理解新词和句子。
T: Where do they want to go?
Ss: The bookstore.
( )4. I’m happy you feel_______ now.
A. good B. better C. gooder
Step 4 Practice
1. Do a survey.
Whose weekend was more interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。
参考句型：A: How was your weekend? Was it interesting?
B: Yes.
A: What did you do last weekend?
Step 5 Summary
T: Boys and girls, which new words did you learn about this lesson?
Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。
T: Which sentences did you learn?(Point to the blackboard.)
Ss: Was it interesting? Yes.
What did you do last weekend? I ________.
Did you see a film? No, I had a cold.
课堂作业
一、单项选择。
( )1. This is _______ interesting book.
A. a B. an C. /
( )2. It’s _______ than walking.
A. fast B. faster C. fastest
( )3. I want _______ a new magazine.
A. buy B. to buy C. buys
二、给下列句子排序。
( )Hi, Sarah. Let’s go to the bookstore. I want to buy a new film magazine.
( )No, I visited my grandparents.
( )Did you see a film?
( )Oh, I read it last weekend.
( )Yes, it talked about a lot of new films.
( )Was it interesting?

板 书 设 计

B Let’s talk

Was it interesting? Yes.
faster 更快的
（fast比较级）
有趣的
What did you do last weekend?
I…
Did you see a film?
No, I had a cold.
二 次 备 课
Step 1 Warm up
Greeting
Step 2 Lead in
1. Review some phrases.
2. Ask and answer.
Step 3 Presentation
1. Let’s try.
Show the pictures of Wu yifan and John.
2. Let’s talk.
(1) T: Look, they are John and Amy. (利用课件展示教学插图。）What are they talking about? What did they do last weekend?（对对话内容进行预测。）
S1: Did they…?
T: Maybe.
S2: Did they…?
T: Good try…
（2）整体感知对话，理解对话
(3) 教师播放动画，学生再次阅读对话，理解新词和句子。
T: Where do they want to go?
Ss: The bookstore.
T: Right. John wants to buy the new film magazine.（教师利用实物教学magazine，教读，拼读，指名读，齐读句子，理解句子。）How was the new film magazine? Was it interesting?
(4)教师带读核心句型。
(5) Listen to the tape and follow the tape.
Step 4 Practice
1. Do a survey.
Whose weekend was more interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。
参考句型：A: How was your weekend? Was it interesting?
B: Yes.
A: What did you do last weekend?
2. 演讲比赛“我的周末”。
用mind map的形式表现
Step 5 Summary
T: Boys and girls, which new words did you learn about this lesson?
Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。
T: Which sentences did you learn?(Point to the blackboard.)
Ss: Was it interesting? Yes.
What did you do last weekend? I ________.
Did you see a film? No, I had a cold.



课时计划 总第11节
课题
B Read and write
授课时间
第四周（2）
课型
新授课
教法学法
合作教学法
教 具
多媒体课件、词卡、
教 学 目 标
（1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud。
（2）能够运用一般过去式描述在酒店发生的事情。
（3）能够在文段中寻找关键信息。
（4）能够根据阅读获取的信息完成活动。
（5）锻炼学生的思维能力、理解能力，激发学习英语的兴趣和树立学好英语的信心
重 点 难 点
（1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud
（2）能够在文段中寻找关键信息。
（3）能够根据阅读获取的信息完成活动。
（4）能够运用一般过去式描述在酒店发生的事情.
教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Let’s play a game.
（课件展示听音乐、台灯、汉堡包、椅子、打扫房间、看电视等图片，图片被遮住一部分，请学生猜出单词或短语。）
Step3 Presentation
1. 阅读前
(1)T：Now boys and girls, look at the picture. （课件呈现Mrs Broom的头像。）This is my new friend. She is Mrs Broom. She’s a beautiful woman. She is a housekeeper. She works in a hotel.(课件呈现宾馆的图片,板书单词。)
(2)学习单词hotel，领读，拼读，齐读。
(3)通过图片展示好的差的酒店，请学生回忆曾经去过的印象比较深的酒店是什么样子，能在酒店里做些什么，在酒店里看到过什么愉快和不愉快的事情，与大家分享。
2.阅读后
（1）阅读文段后，请学生思考后回答问题：How do you feel about Wu yifan’s stay at the hotel?
watch the room
Step 4 Practice
1. 小游戏。
Step 5 Summary

课堂作业
一、英汉互译。
1. 太小 __________ 2. at the hotel __________
3. a broken chair __________ 4. all night__________
5. got __________ 6. 太糟糕__________

板 书 设 计


B Read and write
hotel 宾馆
too small tasted bad hamburgers were是
taste are
the TV didn’t work listened to loud music
didn’t sleep all night listen
(didn’t + 动词原形)

课时计划 总第12节
课题
B Read and write
授课时间
第四周（3）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
（1）能够较好的完成Let’s check。
（2）能够理解和掌握一般过去式动词的规则变化。
（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。
（4）通过故事复习巩固本单元所学的语言，并增加语言的输入。
（5）能够表演故事，恰当运用故事中的语言。
（6）培养学生学习英语的兴趣，增强团队合作意识。
重 点 难 点
（1）能够较好的完成Let’s check。
（2）能够理解和掌握一般过去式动词的规则变化。
（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。
（4）通过故事复习巩固本单元所学的语言，并增加语言的输入.
教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
Step 3 Presentation
1. Let’s check.
T: Now let’s look at some pictures. (展示Let’s check.图片。)
(1) Listen and number.
a. 请学生逐一看图，几秒种后放录音。学生听录音，为图片排序。校对答案.
2. Let’s wrap it up.
（1）词卡展示watch, wash, clean, stay这几个动词，指名快速拼出和读出动词的过去式。
S1: W-A-T-C-H-E-D, watched
S2: W-A-S-H-E-D, washed
（2）呈现talked, stayed, lived, wanted, planned, cried 六个动词的一般过去式形式，两人一组观察词尾的构成有什么规律。
（3）师生共同归纳总结。
1. 直接加-ed。 2. 以e结尾的加-d。3. 双写最后一个字母加-ed。4. 辅音字母+y, 变y为i，加-ed。(课件呈现规律，特别强调最后一条，注意stay 与cry的区别。
3. Learn “Story time”
(1) 师生自由对话。带着问题观看动画并同时放录音，初步了解故事梗概.
Step 4 Presentation
Make a story.
两人一组创编故事，小组内表演。
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
课堂作业
一、写出下列动词的过去式。
1. like __________ 2. clean __________
3. stop __________ 4. sleep__________
5. wash __________ 6. see __________
二、用单词的适当形式填空。
1. My father _________ (cook) breakfast for me last Tuesday.
2. I _________ (study) English with my sister yesterday afternoon.
3. Amy _________(visit) her grandparents last Saturday.
4. I often stay at home and _________ (watch) TV on the weekend.


板 书 设 计

B Lets’ check Lets’ wrap it up C Story time


Saturday Sunday

washed his schoolbag did homework cleaned his room

went to a park went fishing played football
二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
Step 3 Presentation
1. Let’s check.
T: Now let’s look at some pictures. (展示Let’s check.图片。)
(1) Listen and number.
a. 请学生逐一看图，几秒种后放录音。学生听录音，为图片排序。校对答案.
(2）Listen again and number the phrases.
a. 请学生在听录音之前先默读一遍词组。
b. 播放录音，学生根据听到的先后顺序为词组排序。
2. Let’s wrap it up.
（1）词卡展示watch, wash, clean, stay这几个动词，指名快速拼出和读出动词的过去式。
S1: W-A-T-C-H-E-D, watched
S2: W-A-S-H-E-D, washed
（2）呈现talked, stayed, lived, wanted, planned, cried 六个动词的一般过去式形式，两人一组观察词尾的构成有什么规律。
（3）师生共同归纳总结。
1. 直接加-ed。 2. 以e结尾的加-d。3. 双写最后一个字母加-ed。4. 辅音字母+y, 变y为i，加-ed。(课件呈现规律，特别强调最后一条，注意stay 与cry的区别。)
（4）小组讨论，将下面的单词分为对应的四类。（学生事先准备好词卡。）
cook, play, like, visit, stop, study
3. Learn “Story time”
(1) 师生自由对话。带着问题观看动画并同时放录音，初步了解故事梗概.
Step 4 Presentation
Make a story.
两人一组创编故事，小组内表演。
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
1. 一般过去式动词的规则变化。
（1）直接加-ed。 （2）以e结尾的加-d。（3）双写最后一个字母加-ed。（4）辅音字母+y, 变y 为I,加-ed。
2. 某日上下午要用介词on。
3. 你想告诉对方你的周末很忙，可以说：It was a busy weekend.




第三单元教学计划
教学内容： Where did you go?
教学目标：
（1） 能够听、说、读、写词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.。

（2）能够听、说、认读单词和词组：fell off, mule, Turpan, could, till, beach, basket, part, licked, laugh, Labour Day
（3）能够听、说、读、写句型：
—Where did you go?
—Did you…? —Yes, we did./ No, we didn’t.
—How did you go there? —We went there by plane.
(4) 能够听、说、认读句型：
What happened?
—Are you all right/ Ok? —I’m Ok now.
教学难点：
（1）能够正确使用rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.谈论和描述人物在过去做的事情。
（2）能够在图片的帮助下正确理解并朗读关于描述过去发生事情的语篇，并恰当运用本课所学核心句型口头描述过去发生的事情。
教学关键：
能够听、说、读、写句型：
—Where did you go?
—Did you…? —Yes, we did./ No, we didn’t.
—How did you go there? —We went there by plane.
训练重点：
能够正确使用rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.谈论和描述人物在过去做的事情。
主要教法：
任务型教学法、合作学习法、情景交际法、愉快教学法、活动教学法
教具：
多媒体课件 卡片
课时安排：6

第一课时: A Let’s learn Listen, answer and write
第二课时: A Let’s try Let’s talk
第三课时: B Let’s learn Look and say
第四课时: B Let’s try Let’s talk
第五课时: B Read and write
第六课时: B Let’s check Let’s wrap it up. C Story time



课时计划 总第13节
课题
A Let’s learn Listen, answer and write
授课时间
第五周（1）
课型
新授课
教法学法
合作教学法
教 具
课件、人物图、

教 学 目 标
（1）能够正确使用rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.谈论和描述人物在过去做的事情。
（2）能够在情境中恰当运用以下句型询问并回答别人在过去的时间里去了哪里，乘坐什么交通工具：
（3） 能够在图片和文字的支持下，完成填写表格和句子等活动。
重 点 难 点
（1）能够听、说、读、写词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.。
（2） 能够听、说、读、写句型：—Where did you go?
（3）能够在图片的帮助下正确理解并朗读关于描述过去发生事情的语篇，并恰当运用本课所学核心句型口头描述过去发生的事情。
教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
Let’s chant
T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。
Step 3 Presentation
1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend.
2. 教师展示日历，学习last weekend。
T：What’s the date today?
T: What was the date?
T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。
3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”
(1)T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。
（2）课件展示学生上个周末看电视、洗衣服的照片。
T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。）
S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读）
Step 4 Practice
1. Play games.
（1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。




















板 书 设 计

Unit 3 Where did you go?
A: How was your weekend?
B: It was __, (OK/ great/good/fine) thanks.
A: What did you do?
B: I__________.

stayed at home
cleaned my room
watched my clothes
watched TV
(动词过去式词尾+-ed)
A Let’s learn




二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
3. Let’s chant
T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。
Step 3 Presentation
1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend.
2. 教师展示日历，学习last weekend。
T：What’s the date today?
T: What was the date?
T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。
3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”
(1)T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。
（2）课件展示学生上个周末看电视、洗衣服的照片。
T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。）
S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读）
（3）播放动词短语录音，学生跟读录音，找出相同点，总结动词过去式的一般变化规律即在词尾+-ed。
(4) 自读动词过去式，辨别动词过去式发音的规律，教师小结发音规律。
watch/t/ washed/t/ clean/d/ stayed/d/
儿歌小结发音规律：清辅音读/t/， 浊辅音、元音读/d/， t, d 结尾读/Id/。
4. Teaching the new sentences
5. Learn “Let’s learn”.
Step 4 Practice
1. Play games.
（1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。
（2）找几名学生到台前抽短语词卡，根据抽到的卡片做出相应的动作，其他学生说出短语。
（3）请几名学生汇报自己小组内的调查结果。
2. Do a survey and report.
使用句型：—How was Chen Jie’s weekend? —It was…
—What did she do? — I...
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
课堂作业
一、看图片，选短语。
二、单项选择。
三、背诵本节课短语






























课时计划 总第14节
课题
A Let’s try Let’s talk
授课时间
第五周（2）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
1. 能够听、说、认读单词：fell off, look like, Turpan, mule, could, till
2. 能够很好的完成Let’s try。
3. 能够听、说、认读句型：What happened? Are you all right? It looks like a mule.

重 点 难 点
（1）能够听、说、认读单词：fell off, look like, Turpan, mule, could, till
（2）能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。
（3）能能够用正确的语音、语调朗读对话。
（4）能够在图片和教师的帮助下理解对话大意。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
Step 3 Presentation
1. Let’s talk
(1) T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (课件展示插图，让学生猜出John 五一假期去的地方。)
Ss: Xinjiang.
T: Yes. Did he go to Turpan?（板书单词Turpan，领读，教读，结合图片理解。）
Ss: Yes.
(2) 小组互相交流对新疆的印象，教师播放视频介绍新疆风土人情，并利用视频学习单词mule, Turpan。（板书单词mule, 教读单词，领读单词。教师在教mule的时候，用图片对比horse，引出句子It looks like a horse. 领读句子，理解look like，齐读句子，让学生知道骡子和马外形相似。
Step 4 Practice
1. 排句子。
2. Do a survey.
四人一组，完成下列调查表格
Step 5 Summary
T: What did you learn about this class?
学生们自由说，教师总结。

课堂作业
一、 写出下列单词的过去式。
ride go hurt feel happen
二、英汉互译。
1. fell off ____________ 2. the Labour Day holiday ____________
3. 骑马 ___________ 4. mule ___________
三、单项选择

板 书 设 计


Turpan 吐鲁番
mule 骡子
look like
看起来像
fell off从……摔下来
all right 好的


fell off
A Let’s talk
A: Where did you go on the Labour Day holiday?
B: I went to______.
A: What did you do there?
B: I______________.
A: Who did he go with?
B: ______________.
询问对方过去去了哪儿：
问句：Where did you +go+其他？
回答：I/We +went to+地点。


二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
Step 3 Presentation
1.Let’s try
2.教学单词”holiday, mule, look like, Turpan
(1).教师结合日历，让学生理解单词holiday
(2 )教师展示不同假期的图片提问：
（3）教师展示自己假期的照片，与学生分享。
T：I like holidays, too. Sometimes I say at home and do the things I like to do, sometimes I go on trips. On the Labour Day holiday, I went to a place. I did many things there. Now look at my holiday pictures, you can ask me some questions.（板书on the Labour Day holiday, 领读，齐读，鼓励学生大胆提问, 积极表扬善于发问的学生。）
3. Let’s talk
(1) T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (课件展示插图，让学生猜出John 五一假期去的地方。)
Ss: Xinjiang.
T: Yes. Did he go to Turpan?（板书单词Turpan，领读，教读，结合图片理解。）
Ss: Yes.
(2) 小组互相交流对新疆的印象，教师播放视频介绍新疆风土人情，并利用视频学习单词mule, Turpan。（板书单词mule, 教读单词，领读单词。教师在教mule的时候，用图片对比horse，引出句子It looks like a horse. 领读句子，理解look like，齐读句子，让学生知道骡子和马外形相似。
（3）T: There were so many interesting things we can do in Xinjiang. What did John do when he was in Xinjiang? Let’s have a look together.
a. 快速浏览课文，回答问题。
What did John do in Xinjiang?
Who did he go with?
Did he eat grapes in Turpan?
Why didn’t he eat grapes?（引导学生回答，教读could, till, 领读，指名读，齐读答句。）
b. 再次自读课文，理解句子。
T: John didn’t go to school. Amy went to visit him. What happened to John?（课件呈现句子What happened，教读happen, 领读，指名读，帮助学生理解句子,齐读句子。）
Step 4 Practice
1. 排句子。
2.“最受欢迎的黄金线”活动
学生搜集“五一”黄金周的旅行路线， ，然后扮演一名“小记者”向全班学生汇报。
Step 5 Summary
T: What did you learn about this class?
学生们自由说，教师总结。
课堂作业
二、 写出下列单词的过去式。
ride go hurt feel happen
二、英汉互译。
1. fell off ____________ 2. the Labour Day holiday ____________
3. 骑马 ___________ 4. mule ___________
三、单项选择





课时计划 总第15节
课题
B Let’s learn Look and say
授课时间
第五周（3）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
（1）能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts.
（2）能够正确使用上述单词和词组描述自己的假期生活。
（3）能够看图描述Andy的假期生活。
（4）能够运用句型How was your summer holiday?询问别人的假期情况。
（5）引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。

重 点 难 点
（1） 能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts.
（2）能够正确使用上述单词和词组描述自己的假期生活。
（3）能够看图描述Andy的假期生活。
（4）能够运用句型How was your summer holiday?询问别人的假期情况。

教 学 过 程
Step 1 Warm up
1. Greeting
2. Play a game.
Step 2 Lead in
1. Ask and answer
2. Let’s chant
T: Boys and girls, I have a chant for you. Now let’s chant together.（教师播放自编歌谣，师生共同吟唱。）
Step 3 Presentation
Let’s learn
1. Teaching “ate fresh food, went swimming, took pictures, bought gifts”
(1) Show the picture of Wu yifan.
(2) Learn “ate fresh food”
(3) Learn“ went swimming”
T: Now let’s look at picture 2. What did he do?( 提醒学生联系went fishing, went camping
(4)Learn “took pictures, bought gifts”
(5) Look at the blackboard ,listen to the tape and follow the tape.
(6) Read the five phrases.
升降调领读一遍，学生两人一组练读，四人小组齐读。
(7)说儿歌，记忆儿歌。
2. Learn the dialogue.
(1)T: Wu Binbin’s summer holiday was good. How was your summer holiday?(板书句型。指名说汉语，带读， 齐读。)
(2) Do practice in pairs.
(3)Listen to tape and learn the dialogue.
Step 4 Practice
1. 描述Andy的假期生活。
2 学唱歌曲”Tell me about your holiday”。
（1）熟悉歌词和旋律。
（2）听录音，跟唱歌曲。
（3）小组内练习演唱。
（4）师生共同歌唱。
Step 5 Summary
T: Which English phrases did you learn?
Ss：ate fresh food, went swimming, took pictures, bought gifts
T：Good! Which new sentences did you learn?
Ss: How was your summer holiday?
课堂作业
一、用动词过去式补全短语，并选择相符的图片。
( )1. _____ fresh food ( )2. _____ pictures
( )3. _____ swimming ( ) 4. _____ gifts




板 书 设 计

B Let’s learn

ate fresh food A: How was your summer holiday?
eat /u:/ B: It was good.
went swimming A: What did you do?
took pictures B: I….
take
bought gifts
buy

二 次 备 课
Step 1 Warm up
1. Greeting
2. Play a game.
Step 2 Lead in
1. Ask and answer
2. Let’s chant
T: Boys and girls, I have a chant for you. Now let’s chant together.（教师播放自编歌谣，师生共同吟唱。）
Step 3 Presentation
Let’s learn
1. Teaching “ate fresh food, went swimming, took pictures, bought gifts”
(1) Show the picture of Wu yifan.
(2) Learn “ate fresh food”
(3) Learn“ went swimming”
T: Now let’s look at picture 2. What did he do?( 提醒学生联系went fishing, went camping
(4)Learn “took pictures, bought gifts”

(5) Look at the blackboard ,listen to the tape and follow the tape.
(6) Read the five phrases.
升降调领读一遍，学生两人一组练读，四人小组齐读。
(7)说儿歌，记忆儿歌。
2. Learn the dialogue.
(1)T: Wu Binbin’s summer holiday was good. How was your summer holiday?(板书句型。指名说汉语，带读， 齐读。)
(2) Do practice in pairs.
(3)Listen to tape and learn the dialogue.
3. 复述吴彬彬的暑假活动。
利用教学插图，两人一组互相复述，教师巡视。指几名学生到讲台前复述。
教学资源：录音机、磁带
设计意图：引导学生自己学习对话，互相练习对话，增强学生之间的团结合作，提高学生自主学习的能力。
Step 4 Practice
1. 描述Andy的假期生活。
2 学唱歌曲”Tell me about your holiday”。
（1）熟悉歌词和旋律。
（2）听录音，跟唱歌曲。
（3）小组内练习演唱。
（4）师生共同歌唱。
Step 5 Summary
T: Which English phrases did you learn?
Ss：ate fresh food, went swimming, took pictures, bought gifts
T：Good! Which new sentences did you learn?
Ss: How was your summer holiday?



课时计划 总第16节
课题
B Let’s try Let’s talk
授课时间
第六周（1）
课型
新授课
教法学法
合作教学法
教 具
课件、 、词卡、
教 学 目 标
1. 能够在教师的帮助下，借助图片，理解对话大意。
2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。
3. 能够用正确的语音、语调朗读对话。
重 点 难 点
1.能够在教师的帮助下，借助图片，理解对话大意。
2.能够听、说、读、写句型：Where did you go …? How did you go? What did you do?
3.能够在情景中恰当运用上述句型谈论假期活动。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
Ask and answer.
T: Now I have some questions to ask you. How was your summer holiday?
S1: It was good/fine/great…
Step 3 Presentation
1．Let’s try
(1) Show the pictures about “Amy, Sarah, Wu yifan”.
(2) Listen to the tape and answer the first question.
2. Let’s talk
(1)预测对话内容。
(2)解决问题。
T: Where did Amy go?
S1: She went to Sanya.
T：When did she go?
S2: The winter holiday. （板书winter holiday, 利用日历帮助学生理解，带读，指名读，齐读。）
(3) Talking about “Sanya”
Step 4 Practice
1. Do practice in pairs.
学生根据提供的信息，任选一组，做对话练习。
句型：A: Where did you go on your holiday/ over the winter holiday?
B: I went to ___________.
A: How did you go there?
B: I went there_________.
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
1. 单词和词组：far from, the winter holiday, go there, beach
2. 去某地go to+地点，去那go there，to要省掉。
课堂作业
一、小练笔。
请用英语介绍一下你的上个寒假去了哪？怎么去的？做了什么事情？不少于5句话。

板 书 设 计


B Let’s talk



When did she go?

What did you she do?
How did she go there?
Where did she go?
Who did you go with?
Amy’s
winter holiday
far from
Sanya








二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
Ask and answer.
T: Now I have some questions to ask you. How was your summer holiday?
S1: It was good/fine/great…
Step 3 Presentation
1．Let’s try
(1) Show the pictures about “Amy, Sarah, Wu yifan”.
(2) Listen to the tape and answer the first question.
(3) Listen to the tape again and answer the second question.
2. Let’s talk
(1)预测对话内容。
(2)解决问题。
T: Where did Amy go?
S1: She went to Sanya.
T：When did she go?
S2: The winter holiday. （板书winter holiday, 利用日历帮助学生理解，带读，指名读，齐读。）
(3) Talking about “Sanya”
(4) Listen to the tape and follow the tape.
(5) Read in role.
3. 根据Amy’s winter holiday的思维导图，描述Amy’s winter holiday。
两人一组互相描述，指名描述，全班描述。
Amy went to _______ with her family over the winter holiday. They went there________.
She ________ and _________ there.
Step 4 Practice
1. Do practice in pairs.
学生根据提供的信息，任选一组，做对话练习。
句型：A: Where did you go on your holiday/ over the winter holiday?
B: I went to ___________.
A: How did you go there?
B: I went there______
B: I went there_________.
2. Do a survey and report.
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
1. 单词和词组：far from, the winter holiday, go there, beach
2. 去某地go to+地点，去那go there，to要省掉。
3. 询问某人曾经去过哪，句型：Where did +主语+go + 过去时间？
主语+ went to+地点。
4. 询问某人过去怎样去某地，句型：How did +主语+ go to+地方？
主语+ went there + 出行方式

课时计划 总第17节
课题
B Read and write
授课时间
第六周（2）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
（1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。
（2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。
（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。
（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.

重 点 难 点
（1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。
（2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。
（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。
（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
Step 3 Presentation
1. 阅读前
(1)看一看，说一说。
a. T：Now boys and girls, look at the pictures.（课件呈现教学插图。） How did Wu yifan meet Max? What will happen next?
b. 两人一组讨论问题，然后全班交流。
（2）学生分类，哪些是好的事情？哪些是坏的事情？
2.阅读中
（1）第一次阅读
a.快速阅读文本，用括号标出与图片相符的句子。
b. 小组讨论，展示结果。
Picture 1: In the afternoon, Mum ate some bad fruit and didn’t feel well. We stayed in the hotel.
Picture 2: Robin played the part of a dog. Max liked him very much. He jumped on him and licked him.
Picture 3: In the morning, they rode a bike for three people. Max sat in a basket on the front of the bike.
3. 阅读后
(1) 阅读中国传统故事“塞翁失马，焉知非福”。
.(2) 自读材料，完成读后活动。
(3) 同桌之间互相交流。
Step 4 Practice
“快乐的一天”活动
回忆六年小学生活中最快乐的一天，然后分小组讨论，各个小组写出那一天中的活动。最后选代表进行汇报。
Step 5 Summary
T: What did you learn about this class?
学生自由发言，教师引导学生整合和归纳知识点
课堂作业
给下列单词宝宝连词成句。
1. didn’t, my, well, mum, feel (.)
__________________________________________________
2. ate, Amy, delicious, some, food, weekend, last(.)
__________________________________________________
3. a, sunny, today, was, day(.)
__________________________________________________


板 书 设 计


B Read and write



生活充满了好消息和坏消息。


塞翁失马，焉知非福。
二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
Step 3 Presentation
1. 阅读前
(1)看一看，说一说。
a. T：Now boys and girls, look at the pictures.（课件呈现教学插图。） How did Wu yifan meet Max? What will happen next?
b. 两人一组讨论问题，然后全班交流。
（2）学生分类，哪些是好的事情？哪些是坏的事情？
（3）指名描述吴一凡发生的事情。
教学资源：教学插图
设计意图：借助插图，展开联想，讨论故事，激活相关的背景，培养学生丰富的想象能力，和语言组织能力。
2.阅读中
（1）第一次阅读
a.快速阅读文本，用括号标出与图片相符的句子。
b. 小组讨论，展示结果。
Picture 1: In the afternoon, Mum ate some bad fruit and didn’t feel well. We stayed in the hotel.
Picture 2: Robin played the part of a dog. Max liked him very much. He jumped on him and licked him.
him and licked him.
Picture 3: In the morning, they rode a bike for three people. Max sat in a basket on the front of the bike.
c. 结合插图，教师的动作，帮助学生理解单词part, licked, on the front of 和句子。
d. 根据文本，给图片排序。
（2）第二次阅读
a. 再次阅读文本，找出这一天发生在吴一凡一家的三件好事和坏事，用线画出。
b. 小组讨论，整理结果。
（3）第三次阅读
a. 阅读文本，小组讨论问题
3. 阅读后
(1) 阅读中国传统故事“塞翁失马，焉知非福”。
.(2) 自读材料，完成读后活动。
(3) 同桌之间互相交流。
(4) 指名汇报，核对答案
Step 4 Practice
“快乐的一天”活动
回忆六年小学生活中最快乐的一天，然后分小组讨论，各个小组写出那一天中的活动。最后选代表进行汇报。


课时计划 总第18节
课题
B Let’s check、Let’s wrap it up C story time
授课时间
第六周（3）
课型
新授课
教法学法
合作教学法
教 具
课件、录音机、 、词卡、 头饰
教 学 目 标
（1）能够较好的完成Let’s check，培养学生良好的听力习惯。
（2）能够理解和归纳不规则动词的变化形式。
（3）能够读懂Zoon和Zip对话的小故事。

重 点 难 点
（1）能够较好的完成Let’s check，培养学生良好的听力习惯。
（2）能够理解和归纳不规则动词的变化形式。


教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
Step 3 Presentation
1. Let’s wrap it up.
（1）教师依次展示单词go, ride, hurt, buy, sleep, have, see,学生快读出和拼出动词的过去式。
例如：教师展示单词go, 学生说出went, W-E-N-T，went。
（2）学生拿出事先准备好的上述单词的词卡，在词卡上写出动词的过去式。
（3）小组核对。
（4）两人任选其中的一些动词过去式造句。
2. Let’s check.
T: Now look at these pictures. (Let’s check.图片) What did they do?
(1) Listen and Write T (true) F (false).
3. Let’s chant
将全班分成几个大组，以小组为单位排演故事，然后指定小组在班上表演故事。
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
1. 学习了几个不规则动词的过去式，am/is→was are→were
eat→ate drink→drank run→ran
2. 学习了单词，moon, dream, spaceship
3. 了解了“嫦娥奔月”传说。
课堂作业
一、单项选择。
( )1. —_________ was your holiday?
—It was fun..
A. How B. What C. Who
( )2. —Did you take _________ pictures?
—No, I didn’t.
A. any B. a C. some
( )3. It’s time _________.
A. go B. to go C. for go
( )4. Here _________, a spaceship.
A. come B. comes C. coming
二、按要求完成句子。
1. I saw some ducks yesterday.（就画线部分提问。）
_______ _______ you _______?
2. He went there by spaceship.( 就画线部分提问。)
_______ _______ he _______ _______?
3. did, where, go, you, your, on, holiday?)(连成一句话。)
_____________________________

板 书 设 计

C Story time


Zoom’trip where?
how ?
what?
who?








二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
1. Sing a song.
Step 3 Presentation
1. Let’s wrap it up.
（1）教师依次展示单词go, ride, hurt, buy, sleep, have, see,学生快读出和拼出动词的过去式。
例如：教师展示单词go, 学生说出went, W-E-N-T，went。
（2）学生拿出事先准备好的上述单词的词卡，在词卡上写出动词的过去式。
（3）小组核对。
（4）两人任选其中的一些动词过去式造句。
（5）观察动词的过去式，你发现了什么？
这些动词的过去式是不规则的。
（6）出示恐龙图片，与学生谈论恐龙的习性。
2. Let’s check.
T: Now look at these pictures. (Let’s check.图片) What did they do?
(1) Listen and Write T (true) F (false).
3. Let’s chant
4. Learn “Story time”
(1)T: I went to Beijing last summer holiday, Where did you go on your holiday?
(2)观看动画，阅读文本，整体感知。
a. 带着问题读故事。
Where did he go?
How did he go there?
b. 解决问题，指名说。
T: Where did Zoom go?
S1: He went to the moon.( 板书moon, 利用插图教学单词，领读，延伸mooncake。)
T: He went to the moon. He can’t believe it.(板书单词believe, 领读，指名读，理解句子，齐读句子。)
(3）再次阅读，理清故事情节。
(4)播放录音，跟读故事。（先尝试揣摩人物的感情和语气，再模仿朗读。）
（5）两人分角色朗读。
Step 4 Presentation
将全班分成几个大组，以小组为单位排演故事，然后指定小组在班上表演故事。
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
1. 学习了几个不规则动词的过去式，am/is→was are→were
eat→ate drink→drank run→ran
2. 学习了单词，moon, dream, spaceship
3. 了解了“嫦娥奔月”传说。



第四单元教学计划
教学内容：Unit4 Then and now
教学目标：
（1）能够听、说、读、写单词和词组：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling
（2）能够听、说、认读单词和词组：star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream
（3）能够听、说、读、写句型：
There was no library in my old school.
（4）能够掌握句式
There was/ There were +其他.There was no/There were no+其他
(5) 能够在情境中恰当运用以下句型谈论或描述自己、家人以及朋友过去到现在的变化。 Before, I/he/she/it was... Now, I/he/she/it..
教学重点：
（1）能够掌握句式
There was/ There were +其他.There was no/There were no+其他
教学难点：
（1）能够在情境中恰当运用以下句型谈论或描述某个地方的今昔。
There was/were (no)…years ago. Now there is/are…
（2） 能够在情境中恰当运用以下句型谈论或描述自己、家人以及朋友过去到现在的变化。
教学关键：
任务型教学法、合作学习法、情景教学法
训练重点：There was/ There were +其他.There was no/There were no+其他
主要教法：任务型教学法、合作学习法、情景教学法
教具：多媒体，图片等
课时安排：本单元共分六课时教学。
第一课时: A Let’s learn Find the mistakes
第二课时: A Let’s try Let’s talk
第三课时: B Let’s learn Listen, match and say
第四课时: B Let’s try Let’s talk
第五课时: B Read and write
第六课时: B Let’s check Let’s wrap it up. C Story time

课时计划 总第19节
课题
A Let’s learn Find the mistakes
授课时间
第七周（2）
课型
新授课
教法学法
情景教学法
教 具
多媒体课件、卡片、录音机
教 学 目 标
（1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month
（2）能够恰当运用上述单词描述某个地方的过去和现在。
（3）能够规类学习过的各种时态中表示时间的短语。
重 点 难 点
（1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month
（2）能够恰当运用上述单词描述某个地方的过去和现在。


教 学 过 程
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you today?
Ss: I’m fine, thank you. How are you?
T: Very well, thanks.
Step 2 Presentation
Let’s learn
1. Show a picture of “our school”.
T: Look at the picture. This is our school. What’s it like?
S1: It’s big.
S2: It’s beautiful.
T: What’s in it? Discuss in pairs please.
2. Teaching the words “dining hall, grass, gym.”
3. Describe Wu yifan’s school with “There is/are…”
a. T: What’s Wuyifan’s new school like? Please discuss in pairs with “There is/ There are…”
There is a ___________ in Wu yifan’s school.
There are ____________ in Wu yifan’s school.
(同桌之间讨论，指名汇报。)
b. 课件出示下面的句子，学生读句子。
4. Describe Wu yifan’s old school with “There was …”
Step 3 Practice
1. Find the mistakes
2. Game: What is missing?
Step 4 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
(1) 表示设施的单词：gym, dining hall, grass
（2）表示过去时间的短语：last year, last month, …years ago , …months ago
（3）表示过去的时间里“某地有某物”句型：
There was/were 有….
There was/ were no没有





























板 书 设 计
  Unit 4 Then and now
A Let’s learn
last year 去年
last month 上个月
…years ago 年前
…months ago月前
at that time 在那时
in the old time(days)过去


gym
体育馆 There was/were…
dining hall 有
饭厅 There was /were no…
grass 没有
草坪
二 次 备 课
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you today?
Ss: I’m fine, thank you. How are you?
T: Very well, thanks.
Step 2 Lead in
T: Boys and girls, How was your holiday?
S1: It was fun.
S2: It was great.
T: How was your weekend?
Ss: It was good/fine/Ok.
Step 3 Presentation
Let’s learn
1. Show a picture of “our school”.
T: Look at the picture. This is our school. What’s it like?
S1: It’s big.
S2: It’s beautiful.
T: What’s in it? Discuss in pairs please.
3. Teaching the words “dining hall, grass, gym.”
3. Describe Wu yifan’s school with “There is/are…”
a. T: What’s Wuyifan’s new school like? Please discuss in pairs with “There is/ There are…”
There is a ___________ in Wu yifan’s school.
There are ____________ in Wu yifan’s school.
(同桌之间讨论，指名汇报。)
b. 课件出示下面的句子，学生读句子。
4. Describe Wu yifan’s old school with “There was …”
5. Learn the dialogue.
a. 听录音，跟读课文。
b. 理解课文。
c.分角色朗读课文。
Step 4 Practice
1. Find the mistakes
2. Game: What is missing?
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
(2) 表示设施的单词：gym, dining hall, grass
（2）表示过去时间的短语：last year, last month, …years ago , …months ago
（3）表示过去的时间里“某地有某物”句型：
There was/were 有….
There was/ were no没有…



课时计划 总第 20节
课题
A Let’s try Let’s talk
授课时间
第七周（2）
课型
新授课
教法学法
情景教学法
教 具
多媒体课件、词卡、录音机
教 学 目 标
1. 能够听、说、认读单词：one day, look it up, in my time, Internet
2. 能够听、说、读、写句型：There was no library in my old school.
Tell us about your school, please.
How do you know that?
There were no computers or Internet in my time.
3. 能够很好的完成Let’s try。
4. 能够在图片的帮助下，在情景中运用There be句型描述某个地方过去与现在的状态和变化。

重 点 难 点
（1）能够听、说、认读单词：one day, look it up, in my time, Internet
（2）能够听、说、读、写句型：There was no library in my old school.
Tell us about your school, please.
How do you know that?
（3）能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。
（4）能够理解对话大意并能正确朗读所学对话。

教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
Let’s try
(1)听前预测。引导学生猜测吴一凡的爷爷现在在哪里，请学生看题，理解题意，并请学生根据自己的想法预测。
(2)播放录音，独立完成习题。
Step 3 Presentation
Let’s talk
（1）教师展示课件，观察图片，说一说。
(2)第一次阅读文本，整体感知对话。
T: What was Grandpa’s school like? Let’s have a look at the text.
a. 快速浏览文本，在书中画出答案。
b. 指名汇报答案，教师课件展示。
(3)第二次阅读文本，获取核心信息。
a. 阅读文本，小组讨论问题。
①Were there any big buildings in Grandpa’s old school?
②Were there any libraries and computer rooms in Grandpa’s school?
③Was Grandpa’s school on the hill?



教 学 过 程

Step 4 Practice
1. 教师展示从网上搜集到的世界各地不同时代的、不同风格的学校的图片。
T: Look at the pictures. What are they?
Ss: They are schools.
T: Look, these are the schools now and these are the schools in the old time. What are the schools like now? What were the schools like in the old time? Let’s talk about them.
教师从新旧学校的图片中各选一张图，用there be 句型，小组讨论学校今昔的变化。（课件呈现。）
The School Now The School in the Old Time
There is a tall building. There was a small building.
There are many trees. There were many trees.
There is a gym. There was no gym.
There is a dining hall. There was no dining hall.
Step 5 Summary
T: What did you learn about this class?
学生们自由说，教师总结。
1. 单词和词汇：one day, Internet, look up
2. 请求别人讲述某方面的信息的句型：Tell us about…（板书。）













板 书 设 计

A Let’s talk
Tell us about… There was/were…
How do you know that? There is/are…


二 次 备 课
Step 1 Warm up
1. Greeting
2. Review the words
(1)T: Ok, boys and girls. Are you ready for English?
Ss: Yes.
T: Now let’s review some words. What’s this?（教师展示图书馆的图片。）
S1: It’s a gym.
T: Spell it in English.
S2: G-Y-M，gym
Step 2 Lead in
Let’s try
(1)听前预测。引导学生猜测吴一凡的爷爷现在在哪里，请学生看题，理解题意，并请学生根据自己的想法预测。
(2)播放录音，独立完成习题。
(3)集体核对结果。
Step 3 Presentation
Let’s talk
(1)教师展示课件，观察图片，说一说
(2)第一次阅读文本，整体感知对话。
T: What was Grandpa’s school like? Let’s have a look at the text.
a. 快速浏览文本，在书中画出答案。
b. 指名汇报答案，教师课件展示。
(3)第二次阅读文本，获取核心信息。
a. 阅读文本，小组讨论问题。
①Were there any big buildings in Grandpa’s old school?
②Were there any libraries and computer rooms in Grandpa’s school?
③Was Grandpa’s school on the hill?
④Can you guess what Grandpa often did at night at school?（Maybe he often looked at the stars at night during his time at the old school.）
b. 指名回答，解决问题。
Step 4 Practice
1. 教师展示从网上搜集到的世界各地不同时代的、不同风格的学校的图片。
T: Look at the pictures. What are they?
Ss: They are schools.
T: Look, these are the schools now and these are the schools in the old time. What are the schools like now? What were the schools like in the old time? Let’s talk about them.
教师从新旧学校的图片中各选一张图，用there be 句型，小组讨论学校今昔的变化。（课件呈现。）
The School Now The School in the Old Time
There is a tall building. There was a small building.
There are many trees. There were many trees.
There is a gym. There was no gym.
There is a dining hall. There was no dining hall.


Step 5 Summary
T: What did you learn about this class?
学生们自由说，教师总结。
1. 单词和词汇：one day, Internet, look up
2. 请求别人讲述某方面的信息的句型：Tell us about…（板书。）
3. 询问对方如何知道某事的句型：How do you know that?（板书。）
4. 描述某个地方过去与现在的状态和变化的句子：There was/were…There is… There are…（板书。）


课时计划 总第21节
课题
B let’s learn Listen, match and say
授课时间
第七周（3）
课型
新授课
教法学法
情景教学法
教 具
课件、图片、录音机、磁带
教 学 目 标
1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton
2.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…
3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。
4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。
5.激发学生学习英语的热情，保持学习英语的兴趣。

重 点 难 点
1.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton
2.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…
3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。



教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
Ask and answer
Step 3 Presentation
Let’s learn
1. Teaching “go cycling, ice-skate, play badminton.”
(1)展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。
(2)Listen to the tape and follow the tape.
(3) Read the phrases together.
(4) Spell the phrases.
2. Learn the dialogue
(1)T: Look at the pictures, who’s he?
Ss: Wu yifan.
T: From the pictures, what can you see? ( 教师展示教材中的插图。)(3)理解对话。
T: Did Wu yifan like winter before?
S1: No, he didn’t.
T: He didn’t like winter before.( 板书didn’t like…before.) Why?
Ss: He thought It was too cold.（学生们不会说thought, 教师引导学生说出。板书单词thought，教读,，领读，指名读。讲解too的用法，理解句子，齐读句子。）
(4)听录音，跟读课文。

教 学 过 程

Step 4 Practise
1. Listen, match, and say
a. 观察图片，猜测题意。
b. 听录音，完成题目。
c. 核对结果。

板 书 设 计
B Let’s learn
I didn’t like _______ before. I thought it was_________.
I couldn’t ________. （想）
（不能）
Now I like/ love to ________, So I like_________.


二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
Ask and answer
Step 3 Presentation
Let’s learn
1. Teaching “go cycling, ice-skate, play badminton.”
(1)展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。
(2)Listen to the tape and follow the tape.
(3) Read the phrases together.
(4) Spell the phrases.
2. Learn the dialogue
(1)T: Look at the pictures, who’s he?
Ss: Wu yifan.
T: From the pictures, what can you see? ( 教师展示教材中的插图。)(3)理解对话。
T: Did Wu yifan like winter before?
S1: No, he didn’t.
T: He didn’t like winter before.( 板书didn’t like…before.) Why?
Ss: He thought It was too cold.（学生们不会说thought, 教师引导学生说出。板书单词thought，教读,，领读，指名读。讲解too的用法，理解句子，齐读句子。）
(4)听录音，跟读课文。
(5)分角色朗读课文。
两人一组、分角色朗读。
男生女生分角色朗读。
(6) 按季节归纳已学过的运动类词汇。
Step 4 Practise
2. Listen, match, and say
a. 观察图片，猜测题意。
b. 听录音，完成题目。
c. 核对结果。
Step 5 Summary
T: What did you learn about this lesson?
学生自由发言，教师总结。
1.单词和短语：thought, could, go cycling, ice-skate, play badminton
2.表达自己对季节喜好的变化，句型：I + didn’t like + 季节+ before.
Now + I like +季节.
3. 表达自己过去不会某种运动，句型：I couldn’t + 运动动词短语.


课时计划 总第22节
课题
B Let’s try Let’s talk
授课时间
第八周（1）
课型
新授课
教法学法
任务教学法
教 具
多媒体课件、图片、
教 学 目 标
（1）学生能够理解对话大意，并能正确朗读所学对话。
（2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...。
（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。
（4）学唱歌曲Changes in me。

重 点 难 点
（1）学生能够理解对话大意，并能正确朗读所学对话。
（2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...
（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。


教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
歌曲导入
Step 3 Presentation
1.Teaching the new sentences
(1)展示家有儿女“小雨”的扮演者尤浩然长大的图片。
T: Who’s he? Do you know?
Ss: Yes, he’s You haoran.
T: Right. What’s he like now?（板书单词now。）
展示尤浩然小时候的照片，
T: What was he like before?（板书单词before。）
a. 引导学生以脑风暴活动的形式归纳外貌、性格的词汇。
性格
quiet, kind, active, funny ,…

外貌
short, tall, strong, thin, long hair, short hair …






b. 引导学生用下面的句型讨论“小雨”的新旧照片。
Before, he was... He had ....Now, he am/is...
c. 自由发言，然后教师引导学生描述。

教 学 过 程
2. Let’s talk
(1). 学前预测
T: John is looking at the old photos with Mike and Chen Jie. They are talking about their changes. What were they like before?
想象三人以前的样子和和性格，根据提供的句型自由说。
xxx was short/… xxx had long hair/ short hair. xxx was quiet/…
(2). 学习对话
a. 自读对话，在相应的信息下打“√”。

Before
Now
Mike
quiet
active
tall
short
funny
quiet
active
tall
short
funny
Chen Jie










John











b. 再读对话，画出Mike 和John的变化的句子。
(3)引导学生理解和梳理的用法，并归纳学过的相关句型。
I/She/He was… before. I/She/He didn’t… before. I/She/He couldn’t… before. Now I/She/He am/is…
Step 4 Practise
1. Learn “Changes in me” .
(1)认读歌词。
(2)播放录音，跟唱歌曲
Step 5 Summary
T: What did you learn about this lesson?
学生自由说，教师归纳
板 书 设 计
B Let’s talk
Before Now
Mike 头像 liked pink doesn’t like pink
quiet active
John头像 short
couldn’t ride a bike go cycling
Before, I/She/He was…I/She/He couldn’t… before.
Now I/She/He am/is…

二 次 备 课
Step 1 Warm up
1. Greeting
2. Play games
Step 2 Lead in
歌曲导入
Step 3 Presentation
1.Teaching the new sentences
(1)展示家有儿女“小雨”的扮演者尤浩然长大的图片。
T: Who’s he? Do you know?
Ss: Yes, he’s You haoran.
T: Right. What’s he like now?（板书单词now。）
展示尤浩然小时候的照片，
T: What was he like before?（板书单词before。）
a. 引导学生以脑风暴活动的形式归纳外貌、性格的词汇。
性格
quiet, kind, active, funny ,…

外貌
short, tall, strong, thin, long hair, short hair …






b. 引导学生用下面的句型讨论“小雨”的新旧照片。
Before, he was... He had ....Now, he am/is...
c. 自由发言，然后教师引导学生描述。
2. Let’s talk
(1). 学前预测
T: John is looking at the old photos with Mike and Chen Jie. They are talking about their changes. What were they like before?
想象三人以前的样子和和性格，根据提供的句型自由说。
xxx was short/… xxx had long hair/ short hair. xxx was quiet/…
(2). 学习对话
a. 自读对话，在相应的信息下打“√”。

Before
Now
Mike
quiet
active
tall
short
funny
quiet
active
tall
short
funny
Chen Jie










John











b. 再读对话，画出Mike 和John的变化的句子。
c. 同桌两人讨论Mike 和John的变化，自由汇报。（张贴Mike，John的人物头像。）
d. 教师根据学生的汇报，板书。
(3)引导学生理解和梳理的用法，并归纳学过的相关句型。
I/She/He was… before. I/She/He didn’t… before. I/She/He couldn’t… before. Now I/She/He am/is…
Step 4 Practise
1. Learn “Changes in me” .
(1)认读歌词。
(2)播放录音，跟唱歌曲
Step 5 Summary
T: What did you learn about this lesson?
学生自由说，教师归纳

课时计划 总第23节
课题
B Read and write
授课时间
第八周（2）
课型
新授课
教法学法
任务型教学法
教 具
多媒体课件、卡片、
教 学 目 标
（1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。
（2）能够理解文本，并能根据文本信息给图排序。
（3）能根据文本内容，在对话模式的文本中填上合适的词语。

重 点 难 点

（1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。
（2）能够理解文本，并能根据文本信息给图排序。


教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
T: Boys and girls, do you like animals? I have some pictures about them. Let’s guess. What’s this?
Ss: A dog?
Step 3 Presentation
1. 看一看，说一说
(1)T: Look at this picture. What’s this? Do you know?
Ss: A lion/…?
T: It’s a cheetah. (板书单词cheetah，领读，齐读，指名读。)
T: We know lots of animals. What animal can run very fast? 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。
2. 学习文本
(1)第一次阅读
快速浏览，整体阅读。
在书上圈出生词，写汉语。(2)第二次阅读
a.仔细读文本，小组讨论问题。
Why was Wu yifan worried?
What happened when Robin gave him some water?
Why did he wake up?
（在解决问题的过程中，板书关键信息，完善思维导图。）
Step 4 Practise
1.两人一组，互相谈谈自己的梦。
参考句型：S1: I had a dream last night.
S2: Was it a good dream?
S1: Yes/ No.
S2: What did you dream
教 学 过 程
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师归纳。
1.学习了单词: race, nothing, thought, felt, cheetah, trip, woke, dream
2.学会了用一般过去时态描述自己的梦。

板 书 设 计
B Read and write

Then
Robin gave him some water.
Wu yifan’s dream
In the second race
ran like a cheetah
could with
tripped and fell
woke up
In the first race
Was with his father and Max
His father ran fast.
He ran slow.











二 次 备 课
Step 1 Warm up
1. Greeting
2. Sing a song
Step 2 Lead in
T: Boys and girls, do you like animals? I have some pictures about them. Let’s guess.
What’s this?
Ss: A dog?
Step 3 Presentation
1. 看一看，说一说
(1)T: Look at this picture. What’s this? Do you know?
Ss: A lion/…?
T: It’s a cheetah. (板书单词cheetah，领读，齐读，指名读。)
T: We know lots of animals. What animal can run very fast? 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。
(2)教师展示吴一凡在床上睡觉的照片，让学生猜测吴一凡在梦里梦到了什么？
（板书Wu yifan’s dream。领读dream，指名读，齐读。）
2. 学习文本
(1)第一次阅读
快速浏览，整体阅读。
a. 在书上圈出生词，写汉语。
(2)第二次阅读
a.仔细读文本，小组讨论问题。
Why was Wu yifan worried?
What happened when Robin gave him some water?
Why did he wake up?
（在解决问题的过程中，板书关键信息，完善思维导图。）
b. 提出不懂的问题，集中解决。
Step 4 Practise
写一写自己的梦。
I had a dream last night. In my dream, I _________________________________________
_______________________________________________________________ What a dream.
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师归纳。
1.学习了单词: race, nothing, thought, felt, cheetah, trip, woke, dream
2.学会了用一般过去时态描述自己的梦。








课时计划 总第24节
课题
B Let’s check、Let’s wrap it up C story time
授课时间
第八周（3）
课型
新授课
教法学法
情景教学法
教 具
课件、录音机、磁带
教 学 目 标
（1）能够较好的完成Let’s check，培养学生良好的听力习惯。
（2）能够运用过去与现在描述事物、人物、动物的变化。
（3）能够理解故事内容。

重 点 难 点
（1）能够较好的完成Let’s check。培养学生良好的听力习惯。
（2）能够运用过去与现在描述事物、人物、动物的变化。




教 学 过 程
Step 1
Greetings
Step 2 Lead in
T: Now let’s review some words and phrases.
教师依次展示dining hall, grass, gym, go cycling, ice-skate, badminton的图片，学生拼出单词并说出汉语。
Step 3 Presentation
1. Let’s check
(1) 展示教材插图，引导学生观察图。
T: Look at the man. Who’s he” What is he doing?
(2) Listen to the tape and number.
(3) Listen to the tape again. Cross out the words you didn’t hear.
2. Let’s wrap up
T: Changes are all around us. Now let’s talk about the changes.
(1)PPT呈现五幅图和相关的词汇或短语，同桌两人一组讨论如何描述每一张图，并记住这几幅图的内容。
(2) PPT将五幅图反过来,并重新排列，在每幅图背面上标上1~5的数字。
3. Story time
(1)看图，创设语境。
T: Look at the picture. Who are they?
Ss: Zoom and Zip.
(2)学习文本。
a.结合图片帮助学生理解故事大意。
Step 4 Practise
以小组为单位，任选其中的一项内容做成海报进行展示介绍。


























板 书 设 计
Let’s check Let’s wrap it up
C Story time
In the past didn’t cook trees, rivers whales
Now many things buildings not many
In the future house robots birds, forests whales, humans


二 次 备 课
Step 1
Greetings
Step 2 Lead in
T: Now let’s review some words and phrases.
教师依次展示dining hall, grass, gym, go cycling, ice-skate, badminton的图片，学生拼出单词并说出汉语。
Step 3 Presentation
1. Let’s check
(1) 展示教材插图，引导学生观察图。
T: Look at the man. Who’s he” What is he doing?
(2) Listen to the tape and number.
(3) Listen to the tape again. Cross out the words you didn’t hear.
教学资源：录音机、磁带
设计意图：通过听力训练，复习和巩固本单元的重点词汇，提高学生的听力能力。
2. Let’s wrap up
T: Changes are all around us. Now let’s talk about the changes.
(1)PPT呈现五幅图和相关的词汇或短语，同桌两人一组讨论如何描述每一张图，并记住这几幅图的内容。
(2) PPT将五幅图反过来,并重新排列，在每幅图背面上标上1~5的数字。
(3) 一名学生随意点其中的一个数字，并根据记忆说出五幅图画中一幅的变化，教师随意点另一名学生，问他是否相信前面同学所说的，如果相信，并能按前面同学所说的再描述一次,描述内容与画面相符，两名同学为本组赢得两分。反之，两人各得一分。3. Story time
(1)看图，创设语境。
T: Look at the picture. Who are they?
Ss: Zoom and Zip.
(2)学习文本。
a.结合图片帮助学生理解故事大意。
Step 4 Practise
以小组为单位，任选其中的一项内容做成海报进行展示介绍。
Summary 5
T: What did you learn about this lesson?
学生自由发言。
1.复习了本单元的重点词汇。
2.学会用过去和现在两种时态对比描述人物、事物、动物。




复习单元教学计划
教学内容：Recycle Mike’s happy days
教学目标：
（1）复习表示水果、动物、衣服、科目等词汇。
（2）根据单词的特点整理归纳已学过的词汇。
（3）能够看懂学校发出的毕业典礼邀请书并做出书面回应。
(4) 复习已学过的含有cl, pl, br, fr, ch, sh, th, ng, nk, ar, or, ee, ea, ai, ow, oo字母组合的词汇并能正确发音。
教学重点：
各种时态的正确运用
教学难点：
各种时态的正确运用
教学关键：
能够在情境中恰当运用所学句型和词汇描述农场的生活。
训练重点：
能够在情境中恰当运用所学句型和词汇描述自己和他人从过去到现在的变化。
主要教法：
任务型教学法、合作探究法、情景交际法、愉快教学法
教具：
图片，多媒体课件
课时安排：
本单元共分四课时教学。
第一课时: Day 1 Day 2
第二课时: Day 3 Day 4
第三课时: Day 5 Day 6
第四课时: Day 7 Day 8 Story time


课时计划 总第25节
课题
Day1 A beautiful Day2 Farmer’s market
授课时间
第九周（1）
课型
复习课
教法学法
情景教学法
教 具
多媒体课件、图片、

教 学 目 标
（1）复习冠词a和an的用法。
（2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。
（3）能够运用形容词描述自己和他人的外貌。
重 点 难 点
（1）复习冠词a和an的用法。
（2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。


教 学 过 程
Step 1 Warm up
1. Greeting
Step 2 Lead in
T: Where did you go on your holiday?
S1: I went to…
T: What did you do there?
S2: I…
Step 3 Presentation
1. Day 1 A beautiful farm
(1)T: Mike comes to the farm and visits the farm. （展示农场图片。）Here is the farm. What can you see?
S1: I can see some cows, some sheep…
S2: I can see a jacket…
…
(课件呈现学生所说的鸡蛋、奶牛等名词。)
(2)数一数，在名词前加a, an 或some。
(3)小组归纳a，an的用法。
an用于元音因素开头的单词前。a用于辅音音素单词开头的单词前。
(4)单词归类。
学生自由说，教师归纳。
2. Day 2 Farmer’s market
(1) T: Look at the boy and the woman.（展示Bill 和妈妈的图片。）They are Mike’s friends. The boy’s name is Bill. The woman is Bill’s mother. They met on the farmer’s market. What is Bill
like?
(2)对比人物Bill和Bill’s mother, 回忆相关形容词和短语。
short strong young short hair a red bag white shoes…
tall thin old long hair a green bag brown shoes…
Step 4 Practice
小组任意选一主题，合作绘制思维导图。
主题：zoo, sports, park, school, my friend，season, hobby, my family
Step 5 Summary
T: What did you learn about this class?

1.复习水果、食物、蔬菜等单词。
作业设计
一、用a, an或some填空。
1. ______ egg 2. ______ apple 3. ______ cows
4. ______ umbrella 5. ______ horse 6. ______ jacket












板 书 设 计

Recycle Mike’s happy days
Day 1 A beautiful farm Day 2 Farmer’s market
animals vegetables Bill and Bill’s mother
clothes fruit go shopping






二 次 备 课
Step 1 Warm up
1. Greeting
Step 2 Lead in
T: Where did you go on your holiday?
S1: I went to…
T: What did you do there?
S2: I…
Step 3 Presentation
1. Read the Recycle unit quickly.
(1) What is the Recycle about?(Mike’s trip on the farm.)
(2) How many days did Mike spend on the farm?(Seven days.)
(2) Read and write
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
H







A. Making new friends and shopping B. Life on the farm
C. Mike’s day on the farm D. Getting a school invitation
E. Getting to Mike well. F. Getting to know Bill well
G. A farewell party H. Coming to the farm and visiting
I. Planting trees on the farm J. Cooking on the farm







2. Day 1 A beautiful farm
(1)T: Mike comes to the farm and visits the farm. （展示农场图片。）Here is the farm. What can you see?
S1: I can see some cows, some sheep…
S2: I can see a jacket…
…
(课件呈现学生所说的鸡蛋、奶牛等名词。)
(2)数一数，在名词前加a, an 或some。
(3)小组归纳a，an的用法。
an用于元音因素开头的单词前。a用于辅音音素单词开头的单词前。
(4)单词归类。
3. Day 2 Farmer’s market
(1) T: Look at the boy and the woman.（展示Bill 和妈妈的图片。）They are Mike’s friends. The boy’s name is Bill. The woman is Bill’s mother. They met on the farmer’s market. What is Bill
like?
(2)对比人物Bill和Bill’s mother, 回忆相关形容词和短语。
short strong young short hair a red bag white shoes…
tall thin old long hair a green bag brown shoes…
(3)假如你是Mike,请介绍Bill和他的妈妈给大家认识。
参考句型：Look, this is my … He has… He is… The woman is … She has … She is…
（先自己写，然后互相交流。）
(4)小组合作，完成书上的思维导图。
T: Mrs Booth and Bill want to go shopping. Help them finish their mind map.
(5)集体核对。
Step 4 Practice
小组任意选一主题，合作绘制思维导图。
主题：zoo, sports, park, school, my friend，season, hobby, my family
Step 5 Summary
T: What did you learn about this class?
学生自由说，教师归纳。
1.复习水果、食物、蔬菜等单词。
2. a和an的用法：an用于元音因素开头的单词前。a用于辅音音素单词开头的单词前。
3. 学会了用思维导图归纳语言知识。
作业设计
一、用a, an或some填空。
1. ______ egg 2. ______ apple 3. ______ cows
4. ______ umbrella 5. ______ horse 6. ______ jacket
二、写出下列单词的反义词。
1. big ________ 2. thin ________ 3. long ________
4. young ________ 5. black________



课时计划 总第26节
课题
Day 3 Life on the farm Day 4 Mike’s day on the farm
授课时间
第九周（2）
课型
复习课
教法学法
合作学习法
教 具
多媒体，图片
教 学 目 标
（1）能够听、说、读、写已学过的动词短语。
（2）能够运用一般现在时和现在进行时描述农场的日常生活。
（3）能够按照go, do, play, have四种动词结构归类所学的动词短语。
重 点 难 点
（1）能够听、说、读、写已学过的动词短语。
（2）能够运用一般现在时和现在进行时描述农场的日常生活。
（3）能够按照go, do, play, have四种动词结构归类所学的动词短语。


教 学 过 程
Step 1 Warm up
Greeting
Step 2 Lead in
T: Let’s play a game. Listen and guess. Think of a word. （播放牛、马等动物叫声。）
Step 3 Presentation
Day 3
1. 展示农场图，T: This is a farm. Do you know what people usually do on the farm? They often…
a. 学生自由发言，课件呈现相关的动词短语。
b. 完成Circle the words in the puzzle。
c. 小组讨论，按照go, do, play, have归类。
2. 展示教材右下角插图，T: Now it’s morning. Mike, Bill, Bill’s mother and other people are on the farm. What are they doing? Please talk about the picture.
a.小组讨论，指名描述。
S1: Bill’s mother is playing the pipa.
Day 4
3. 教师展示Mike 一天的农场生活，T: Saturday was the fourth day for Mike on the farm. He was very busy. What did he do that day?
a. 画出表示时间顺序的单词和表达法。
b. 引导学生看图完成填空。
Step 4 Practice
1. Do a survey “What did you do yesterday?”
调查你的同学，并模仿课文描述你的同学昨天的生活情况。
Step 5 Summary
T: What did you learn about this lesson?
学生自由说。
1. 复习了动词短语。
2. 总结了一般现在时态、现在进行时态、一般过去时态的用法。
























板 书 设 计
Day 3 Life on the farm Day 4 Mike’s day on the farm
He goes fishing. Bill is playing ping-pong.
He plays music. Bill’s mother is playing the pipa.
She does the cleaning. Mike is drawing.
They have some juice.

二 次 备 课
Step 1 Warm up
Greeting
Step 2 Lead in
T: Let’s play a game. Listen and guess. Think of a word. （播放牛、马等动物叫声。）
Step 3 Presentation
Day 3
1. 展示农场图，T: This is a farm. Do you know what people usually do on the farm? They often…
a. 学生自由发言，课件呈现相关的动词短语。
b. 完成Circle the words in the puzzle。
c. 小组讨论，按照go, do, play, have归类。
fishing the cleaning
go swimming do homework
boating the dishes
… …
music some juice
play ping-pong have fresh vegetables
basketball art class
… …
d. 完成Write down what he, she or they do every day.部分，小组讨论，指名描述。
S1: He goes swimming.
2. 展示教材右下角插图，T: Now it’s morning. Mike, Bill, Bill’s mother and other people are on the farm. What are they doing? Please talk about the picture.
a.小组讨论，指名描述。
S1: Bill’s mother is playing the pipa.
Day 4
3. 教师展示Mike 一天的农场生活，T: Saturday was the fourth day for Mike on the farm. He was very busy. What did he do that day?
a. 画出表示时间顺序的单词和表达法。
b. 引导学生看图完成填空。
c. 向同桌描述Mike一天的生活。
d. 小组讨论，师生总结一般过去时态的用法。
Step 4 Practice
1. Do a survey “What did you do yesterday?”
调查你的同学，并模仿课文描述你的同学昨天的生活情况。
Step 5 Summary
T: What did you learn about this lesson?
学生自由说。
1. 复习了动词短语。
2. 总结了一般现在时态、现在进行时态、一般过去时态的用法。


课时计划 总第27节
课题
Day 5 Mike and his new friends: Part 1
授课时间
第十周（1）
课型
复习课
教法学法
愉快教学法
教 具
多媒体
教 学 目 标
（1）能够读懂Mike的介绍并能回答相关问题。
（2）能够正确使用一般现在时第三人称单数描述Mike的上课情况。
重 点 难 点
（1）能够读懂Mike的介绍并能回答相关问题。
（2）能够正确使用一般现在时第三人称单数描述Mike的上课情况。

教 学 过 程
Step1 Warm up
1. Greeting
Step 2 Lead in
T: Now let’s enjoy a song.（教师播放歌曲 Our School，学生欣赏。）This song is about …(a school). Today we are going to talk about school life.
教学资源：歌曲
Step 3 Presentation
1. Talk about the students’ school life
(1). T: Do you like your school life? Look at the questions. Talk about in pairs.
What’s your favorite day at school?
What classes do you have on that day?
What can you do in different classes?
What’s your favourite subject? Why?






2. Learn “Part 1”
T: Who are they?（展示Mike和Bill的人物图片。）
Ss: Mike and Bill.
T: Yes. Mike and Bill become very good friends. They’re getting to know each other well, Now Mike is telling Bill about his school life. What does he say?
(1) Listen to the tape and follow the tape.

教 学 过 程
(2) Read again and underline the mistakes.
(3)口头描述Mike的学校生活。
先找几名学生口头描述，然后互相描述。
Step 4 Practice
设计自己的海报，然后与同学交流自己从小时候到现在的变化以及未来的预测。
参考词汇：before, now, in the future
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师总结。

板 书 设 计
Mike’s school life
wonderful
二 次 备 课
Step1 Warm up
1. Greeting
2. Do and say
T: Now let’s play a game. Do and say.
教师做出read books, play the piano, run, play football等短语的动作，学生说出单词或短语。反之，教师说单词或短语，学生做动作。
Step 2 Lead in
T: Now let’s enjoy a song.（教师播放歌曲 Our School，学生欣赏。）This song is about …(a school). Today we are going to talk about school life.
教学资源：歌曲
Step 3 Presentation
1. Talk about the students’ school life
(1). T: Do you like your school life? Look at the questions. Talk about in pairs.
What’s your favorite day at school?
What classes do you have on that day?
What can you do in different classes?
What’s your favourite subject? Why?






2. Learn “Part 1”
T: Who are they?（展示Mike和Bill的人物图片。）
Ss: Mike and Bill.
T: Yes. Mike and Bill become very good friends. They’re getting to know each other well, Now Mike is telling Bill about his school life. What does he say?
(1) Listen to the tape and follow the tape.
(2) Discuss the questions in a group.
Questions:
①What’s Mike’s favourite day?
②Does Mike go to school from Monday to Friday?
③What does Mike have on Mondays?
④What does Mike do in different classes?






(3) 集体核对。
(4) Read again and underline the mistakes.
(5)口头描述Mike的学校生活。
先找几名学生口头描述，然后互相描述。
Step 4 Practice
设计自己的海报，然后与同学交流自己从小时候到现在的变化以及未来的预测。
参考词汇：before, now, in the future
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师总结。


课时计划 总第28节
课题
Day 6 Mike and his new friends: Part 2
授课时间
第十周（2）
课型
复习课
教法学法
任务型教学
教 具
多媒体
教 学 目 标
（1）能够通过看图读懂Bill从小时候到少年的变化的描述，并根据描述判断。
（2）能够运用三种时态以及表示时间的短语描述自己或他人的变化以及预测未来的变化。
（3）培养学生的语言运用能力和自主学习能力。

重 点 难 点
（1）能够通过看图读懂Bill从小时候到少年的变化的描述，并根据描述判断。
（2）能够运用三种时态以及表示时间的短语描述自己或他人的变化以及预测未来的变化。


教 学 过 程
Step1 Warm up
1. Greeting
2. Do and say
T: Now let’s play a game. Do and say.
Step 2 Lead in
Step 3 Presentation
1. Talk about the students’ school life
(1). T: Do you like your school life? Look at the questions. Talk about in pairs.
2.Learn “Part 2”
T: Mike’s school life was wonderful. Bill made a poster to introduce himself to Mike. This is Bill’s poster.（展示Bill的海报。板书poster，领读，跟读，指名读，齐读。)Let’s look at the poster, and see what he talked about.
(1) 师生讨论每一幅图。
(2) 对比三幅图，说说Bill的变化。
Bill is taller than before.
…
Step 4 Practice
设计自己的海报，然后与同学交流自己从小时候到现在的变化以及未来的预测。
参考词汇：before, now, in the future
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师总结。
作业设计
一、单项选择。
( )1. He _________ English and PE in the afternoon.
A. have B. has C. is
( )2. We can _________ in the music class.
A. play football B. sing songs C. read Chinese books
( )3. _________ favourite day is Tuesday.
A. She B. He’s C. His
( )4. I will _________ a bike to work.
A. rides B. ride C. rode


















板 书 设 计
Bill’s poster

interesting

二 次 备 课
Step1 Warm up
1. Greeting
2. Do and say
T: Now let’s play a game. Do and say.
Step 2 Lead in
Step 3 Presentation
1. Talk about the students’ school life
(1). T: Do you like your school life? Look at the questions. Talk about in pairs.
2.Learn “Part 2”
T: Mike’s school life was wonderful. Bill made a poster to introduce himself to Mike. This is Bill’s poster.（展示Bill的海报。板书poster，领读，跟读，指名读，齐读。)Let’s look at the poster, and see what he talked about.
(3) 师生讨论每一幅图。
(4) 对比三幅图，说说Bill的变化。
Bill is taller than before.
…
Step 4 Practice
设计自己的海报，然后与同学交流自己从小时候到现在的变化以及未来的预测。
参考词汇：before, now, in the future
Step 5 Summary
What did you learn about this lesson? 学生自由说，教师总结。
作业设计
一、单项选择。
( )1. He _________ English and PE in the afternoon.
A. have B. has C. is
( )2. We can _________ in the music class.
A. play football B. sing songs C. read Chinese books
( )3. _________ favourite day is Tuesday.
A. She B. He’s C. His
( )4. I will _________ a bike to work.
A. rides B. ride C. rode


课时计划 总第29节
课题
Day 7 Mike’s surprise Day
授课时间
第十周（2）
课型
复习课
教法学法
练习法
教 具
图片，多媒体
教 学 目 标
（1）能够认读所学食物、餐具、学习用具等单词和短语。
（2）能够梳理归纳已学过的含有cl, bp, br, ch, sh, th, ng, nk, ar, or, ee, ea, ai, ow, oo字母组合的词汇并能正确发音。

重 点 难 点
能够认读所学食物、餐具、学习用具等单词和短语




教 学 过 程
Step 1 Warm up
1. Greeting
T: Hi, everyone. How are you today?
Ss: Fine, thank you. And you?
T: I’m fine, too. Are you ready for English?
Ss: Yes.
T: Ok. Now let’s begin our class
Step 2 Lead in
Step 3 Presentation
Day 7 Mike’s surprise
1.阅读前
T: Look at here. These are kinds of invitations. (课件展示各种各样的请柬。)（教读invitation, 跟读，理解含义。）Mike’s school sent him an invitation. （板书单词invitation。）What is the invitation about?
2. 阅读中
a. Read the invitation and discuss the questions in pairs.
(1)Who is the invitation from?
(2)What is the invitation about?
(3)Who is going to the party?
b. 核实答案。
3. 阅读后
a. 观察邀请函以及回复信件，讨论邀请函及其回复由哪些部分组成。
b. 以Mike的身份写一封回信。

教 学 过 程
Step 4 Practice
小组活动。
用思维导图，设计一个晚会方案，列出购物清单。
Step 5 Summary
T: What did you learn about this lesson? 学生自己总结，教师整理。
1.学会了写邀请函。
2.复习了一些表示食物、餐具、学习用具等词汇。
3.学习了一些关于毕业晚会的告别用语。
作业设计
一、选出下列每组单词划线部分发音不同的一项。
( )1. A. plate B. hat C. cake
( )2. A. fruit B. frog C. flag
( )3. A. English B. school C. fish
( )4. A. maths B. thank C. this
( )5. A. bread B. eat C. meat

板 书 设 计
Day 7 Mike’s surprise


school
an invitation

课时计划 总第30节
课题
Day 8 A farewell party Story time
授课时间
第十周（3）
课型
复习课
教法学法
练习法
教 具
多媒体
教 学 目 标
（1）能够梳理归纳已学过的含有a-e, i-e结构的词汇并能正确发音。
（2）能够写简单的邀请函。
（3）能够对收到的邀请函做出书面回应。
（4）能够用正确的语音、语调朗读歌谣。
（5）能够理解和归纳毕业晚会的告别用语。
重 点 难 点
（1）能够梳理归纳已学过的含有a-e, i-e结构的词汇并能正确发音。
（2）能够对收到的邀请函做出书面回应。
（3）能够写简单的邀请函。


教 学 过 程
Step 1 Warm up
1. Greeting
T: Hi, everyone. How are you today?
Ss: Fine, thank you. And you?
T: I’m fine, too. Are you ready for English?
Ss: Yes.
T: Ok. Now let’s begin our class.
Step 2 Lead in
T: What are you going to do?
S1: I’m going to…
S2: I’m going to…
T: What is xxx going to do?
S3: He’s / She’s going to…
Step 3 Presentation
Day 8 A farewell party
1.看一看，说一说。
a.展示教学挂图。
T: Wu yifan is at the party. He saw many things. What are they? Let’s have a look.
b.师生讨论食物和其他物品。
2. Read the chant
a. Listen to the tape and follow the tape.
b. Read the chant and fill in chart below in a group.

Party time

What to do at the party

What not to do at the party






3. 学习Ways to say goodbye的表达法。
Story time
1. Listen to the tape and answer the following questions.
What is the good news?
What is the bad news?
Where is Zip going?
Which grade will Zip be in?
Step 4 Practice
小组活动。
用思维导图，设计一个晚会方案，列出购物清单。
Step 5 Summary
T: What did you learn about this lesson? 学生自己总结，教师整理。
1.学会了写邀请函。
2.复习了一些表示食物、餐具、学习用具等词汇。










板 书 设 计
Day 8 A farewell party
Friday
music room




二 次 备 课
Step 1 Warm up
1. Greeting
T: Hi, everyone. How are you today?
Ss: Fine, thank you. And you?
T: I’m fine, too. Are you ready for English?
Ss: Yes.
T: Ok. Now let’s begin our class.
Step 2 Lead in
T: What are you going to do?
S1: I’m going to…
S2: I’m going to…
T: What is xxx going to do?
S3: He’s / She’s going to…
Step 3 Presentation
Day 8 A farewell party
1.看一看，说一说。
a.展示教学挂图。
T: Wu yifan is at the party. He saw many things. What are they? Let’s have a look.
b.师生讨论食物和其他物品。
c. Look and match.
d.与同桌合作，将单词归类。
2. Read the chant
a. Listen to the tape and follow the tape.
b. Read the chant and fill in chart below in a group.
Party time

What to do at the party

What not to do at the party





3. 学习Ways to say goodbye的表达法。
Story time
1. Listen to the tape and answer the following questions.
What is the good news?
What is the bad news?
Where is Zip going?
Which grade will Zip be in?
2. Read in a role.
Step 4 Practice
小组活动。
用思维导图，设计一个晚会方案，列出购物清单。
Step 5 Summary
T: What did you learn about this lesson? 学生自己总结，教师整理。
1.学会了写邀请函。
2.复习了一些表示食物、餐具、学习用具等词汇。
3.学习了一些关于毕业晚会的告别用语。
作业设计
我是阅读小能手。阅读下面的请柬，判断句子正“T”误“F”。
Dear Sir or Madam:
You are invited to a
Farewell Party.
Place: Gym
Date: June 27th
Time: 8-12a.m.
Food: Chinese dishes will be served.








( ) 1. The farewell party will be on July 27th.
( ) 2. The party will be at a park.
( ) 3. Chinese food will be served.
( ) 4. Only teachers can go to the party.