外研社三起四下教案

这是一份小学英语外研版 (三年级起点)四年级上册本册综合教学设计，共61页。教案主要包含了指导思想，学生情况，教材分析等内容，欢迎下载使用。


四年级英语教学计划
一、指导思想
国家《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与、交流和合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。
二、学生情况
本学期我继续任教四年级,学生对英语的学习还是存在很大的兴趣。作为教师，我们可以抓住这一点，调动学生的积极性，活跃课堂、才能有效率地完成教学任务。教师除了要培养学生的“四会”能力外，还要注意对学生的综合运用英语的能力的培养。特别是那些学有余力的学生，教师还要对他们的思维能力、分析能力和理解能力进行更高层次的提高。
三、教材分析
<<小学新标准英语>>第三册共有10个模块。在各模块有两个单元，每单元设计了以下几个部分：首先是listen ，point and find “…”。在这部分学生会看到本单元的基本故事，书中的小朋友在用英语互相交流。学生要认真听，认真看，理解他们在干些什么，说些什么，然后努力去学着说。然后是Listen and say。这部分是对重点句型的练习与巩固。接着是practice。这部分设计了一些课堂活动。学生可以按照书中的范例，运用前面学到的表达方法进行交流，进一步巩固和提高用英语听、说、做、玩、演的技能。第二单元还专门设计了listen and say，then sing。在这里，同学们可以结合本单元的内容，唱一唱，说一说，玩一玩，做一做，动动脑筋，使英语学习成为一件快乐的事情。
这学期的教学内容，在继续培养学生的听、说、写的基础上，继续侧重学生阅读理解方面的能力，同时也继续要求学生在写能力方面进行要求，引导学生写出简单的小短文。比如书信，海报等。继续对出现在每一个模块中的语法点进行形象的，生动的讲解。做好小学阶段的复习工作。在复习阶段，应该注意区别优秀生和学困生，加大练习量，让学困生吃饱的同时，优秀生吃好，复习中提高学生的口头表达能力。
四 、单元重点难点分析：
Module 1 Describing a person’s personality
Module 2 Describing a city, a place or an object.
Module 3 Describing things in the future; Talking about days of the week; Making plans.
Module 4 Making plans; Talking about the weather in the future.
Module 5 Talking about the past; Talking about the difference between the past and the present.
Module 6 Talking about people and places in the past.
Module 7 Talking about activities in the past.
Module 8 Talking about a picnic in the past.
Module 9 Talking about a trip in the past.
Module 10 Describing an accident; Talking about illnesses.
五 、教学方法
1、提倡任务型教学，让学生学以致用。在教学中，根据教学内容为学生设计一些贴近学生学习和生活实际的任务，培养学生对语言的支配感；鼓励学生们将语言看作是工具，而不是最终的产品，让学生们将注意力集中到充满合作和竞争意识的活动中，通过思考、调查、讨论、交流等方式或者运用他们所能的语言（模仿、动作、关键词、图画等）来交际解决问题、完成任务并汇报结果，从而达到“用英语做事情”的目的。
2、尽可能为学生学习语言创造情境。利用图片、模型、实物、简笔画等教具，利用自己的手势、动作、表情等体态，利用CAI课件、录音、录像等现代教学设备，使英语教学变得生动、形象，为英语教学提供各种教学语境和真实的交际场合，营造英语交际情境和气氛。
3.实施趣味性教学，精心设计游戏、竞赛、猜谜、音乐、诗歌、扮演角色等活动，使学情趣化，给学生以愉快的情绪体验，充分调动学生的积极性，促使学生向着目标不断进取。














Module 1
教学目标： 
（一）知识目标 
1、Words: nice, clever, naught, a bit, shy, answer, call, bad, cool, aunt, uncle, big, little, cute
2、Sentences: She’s very nice.
But she’s a bit shy.
He’s cool.
（二）能力目标 
以学生的发展为主，让学生能在人际交往中学会描述某个人的特征。
（三）情感目标 
1、培养学生初步运用语言的能力。
2、培养学生人际交往。 

教学重难点 
会用He/She is … 来描述人的特征。

教学准备 
多媒体课件、图标、单词卡等。 

课时安排
四课时
教学过程 
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
nice
[aɪ]
友好的
clever
[e]
聪明的
answer
[ɑ:]
接（电话）
call
[ɔ:]
电话
bad
[æ]
不好的
cool
[u:]
酷的
anut
[ɑ:]
姨母···
uncle
[ʌ]
伯父
big
[ɪ]
年龄较大的
little
[ɪ]
幼小的
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 She’s a nice teacher.
Step 1: Warming up 
1. Greetings.
2. Free talk: Talk about your holiday  
T: Good morning boys and girls  
S: Good morning teacher  T: How are you today? 
S: I’m fine. Thank you. And how are you? 
T: I’m fine, too. How was your holiday?
让学生们用简单的词汇来描述他们的假期。 
Step 2: Presentation 
1. 呈现新单词：
T: Look, this is my family. This is my father, he is very nice. This is my mother, she is nice too, but she is a bit shy. This is my little sister, she is thin and very clever. This is my cousin, he is very naughty. We’re happy in the Spring Festival. （教师把绘制的“全家福”图画贴在黑板上。）
2. Activity: Whisper the words /sentences
活动：黄金搭档
在规定的时间内，一个学生与另一个学生面对面站，老师在另一同学背后出示词卡，词卡面向一位同学。看见词卡的同学通过做动作告诉另一位同学词卡上的内容，这位同学如果正确说出词卡上对应的形容词即可获得一分，可两组比赛。
3. Text learning:
1) T：Boys and girls, do you remember your old friend Panpan? Panpan’s got some new friends. He would like to introduce them to us. Let’s see who they are. Please listen to the tape and answer my question. （教师出示挂图，并播放录音带）
板书：Maomao – shy Ms Smart – nice
Xiaoyong – clever Parrot – naughty
2) 进一步向学生说明：大家以前学过对人物外型地描述，例如: I’m tall./ She’s short等等，今天我们要和Panpan一起，学习如何描述人物地性格。学习过后。请同学们可以试着介绍一下自己的朋友。
a. 听课文录音，全班同学跟读课文。
b. 全班朗读课文。
3) 讲解课文。
a. (板书）She’s a nice teacher . / Tim’s a clever boy. / Tom’s a naughty pupil.
(请同学们描述班上一些同学的性格。)
b. (板书）She’s very nice./ She’s a bit shy.
T: “very”和 “a bit”是表示程度的副词，分别表示“非常”和“有一点”可以修饰后面的形容词。
Step 3 Practice
Game:
老师先把Maomao, Ms Smart, Xiaoyong, Parrot等人物分组贴在黑板上, 然后把相关的特征轻轻告诉该组第一个学生, 要求他们用悄悄话的形式传下去, 最后一个上来选择正确的卡片贴在该组的图片下.看谁又快又准，分组加分。
Step 4 Ending
1. Sum up
2. Homework: 向家人描述自己的四个朋友。

Lesson 3 Unit 2 He’s cool.
Step 1 Warming up
1. Greetings
2. Sing a song
Step 2 Presentation
1. Leading in:
T: Hello, children. I’m your friend Panpan. I’m a bit fat and very clever. Today, I’d like to introduce you my family. Look, this is my father. He’s very tall and he’s very clever. This is my mother. She’s very nice. This is my little sister. She’s cute. This is my big brother. He’s cool.
2. Practice
T: Boys and girls, let’s play another game—“Do as I say”（(Including these words: naughty, shy, clever, nice cool, cute.)，例如，教师说“cool”，学生就要做出表示“cool ”的神态造型。
3. Text learning:
1) 听课文录音，全班同学跟读课文。
2) 全班朗读课文。
3) 教师说课文的人物,学生说出该人物的对应的形容词。
T: This is Pan pan’s father.
S1: He’s very clever.
T: This is Pan pan’s mother.
S2: She’s very nice.
T: This is Pan pan’s big brother.
S3: He’s cool.
T: This is Pan pan’s little sister.
S4: She’s cute.
T: This is Pan pan’s friend.
S5: He’s very naughty.
Step 3 Practice
1. Introduce my family/friends: 展示家人或朋友.让学生带来家人或朋友的照片/图画,向大家介绍.(e.g. S1: Look! This is my family. This is my father. He is very clever. This is my mother. she is very nice. This is my litter sister. She is cute. This is my big brother. He’s cool. )
2. Listen and say: This is a little girl,
And she has a little curl.
And when she is good,
She is very, very good.
Step 4 Ending
1. Summary.
2. Homework:

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 1
She’s very nice.
But she’s a bit shy.
He’s cool.
教后反思






























Module 2
教学目标
（一）知识目标 
1、Words: city, ship, beautiful, whose, close, old
2、Sentences: London is a big city.
My house is very small, but it’s beautiful.
It’s very old.
（二）能力目标 
以学生的发展为主，让学生能在人际交往中学会描述某个人的特征。
（三）情感目标 
1、培养学生初步运用语言的能力。
2、培养学生人际交往能力。 

教学重难点 
1. Make the student can listen and read the new words.
2. Make sure the students can read the dialogue of this text.
3. Make the students can describe a city or scenery with the adjectives they had learn.

教学准备 
多媒体课件、图标、单词卡等。 

课时安排
四课时

教学过程
Lesson 1 Words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
city
[ɪ]
城市
ship
[ɪ]
船
beautiful
[ju:]
美丽的
whose
[u:]
谁的
close
[əʊ]
近点，接近的
old
[əʊ]
年代久的
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 London is a big city.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in;
T: Just now, we heard a song “London Bridge is falling down”.
It’s a song about London. This class we’ll learn something about London. London is the capital of England.
2、由于学生已经课前预习，由值日组长把预习过程中遇到的生词或词组句子 板书黑板上。其他学生已经在练习本上做好了记录。
3. New words on the board: beautiful, Buckingham Palace, Queen
a.在自主学习、小组讨论的基础上，利用单词卡片 、课件辅助教学新单 词和词组。
T: From the information we just looked through on the Internet, we know London is the capital of England. Can you guess the meaning of “capital”?
Ss:首都
T: Can you tell me the capital of any countries? (让学生根据图片造句，如 Beijing is the capital of China.培养学生的语言运用能力)
T: Look, this is Buckingham Palace. Do you know Buckingham Palace?
T: It’s very beautiful，or we can say it’s very nice. Can you guess the meaning of “beautiful”?(多种方式读单词)
T: From the information we know Buckingham Palace is the Queen’s house. I give you a photo of the Queen, can you guess the meaning of “Queen”?
Ss：女王 ? (多种方式读单词)
b. Listen again, choose the right answer :( 课件展示)
①Lingling has got a book about London.
②London is the capital of England.
③London is very small and beautiful.
④Amy lives in Buckingham Palace.
⑤Amy’s house is very beautiful.
Answer the questions by yourself, then talk about in your group.
Now Check the answers.(以抢答的形式回答，尽量做到公平，每个小组回答一 个问题)
Step 3 Practice
Look at the pictures, point and say Talk about in your group. Then let’s check。Who wants to be the little teacher?
②London is the capital of England.
③London is very small and beautiful.
④Amy lives in Buckingham Palace.
⑤Amy’s house is very beautiful.
Answer the questions by yourself, then talk about in your group. Now Check the answers.(以抢答的形式回答，尽量做到公平，每个小组回答一 个问题)
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 It’s very old.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in:昨天Amy给Lingling介绍了英语的首都伦敦及其著名建筑Buckingham Palace. Who can introduce it to us?
T:Yes, It’s very big and very beautiful. It’s the Queen’s house.
T:看来同学们对上节课的知识掌握的真不错，今天老师要带领大家继续走进伦敦，来学习伦敦其他的著名景观。
T：Now let’s go.(播放伦敦四大名著的几幅图片)。
T：你们知道他们是伦敦的哪些著名景观吗？
T：同学们知道得可真不少。Now let’s learn to say them in English.
1) (出示课件：泰晤士河图片)Look, this is the River Thames. 板书the River Thames并课件介绍：. 泰晤士河是英国最长的河，是英国的母亲河。师提问：Is it long? 学生回答后出示卡片long，反复读，接着与学生一起板书long。与学生联系实际用long说句子教师接着问：“Is it wide?”学生做出相应的回答，同时教学单词wide。师出示图片There are many boats on the river. 教学生认读单many, river.
2) (出示课件：大本钟图片)
T: Look, what’s this?
T: Yes, Big Ben is a clock. 大本钟逢整点报时。板书并学说：Big Ben. 接着教
3) (出示课件：海德公园图片)
T: Look at the beautiful park. Its name is Hyde Park.介绍海德公园是英国的皇家公园. 板书并学说：Hyde Park。
4) (出示课件：塔桥图片)
T: Look, this is Tower Bridge. 塔桥是伦敦的象征。板书并学说Tower Bridge，并说明It’s very famous.进而引出famous这个单词，学习这个单词。
5）T:同学们仔细看一下，这四个词有什么共同点？
T:对，这些词我们称为专有名词， 专有名词首字母大写。
Now let’s chant. （出示课件）与学生边打拍子边chant。
Thames, Thames, the River Thames.
Ben, Ben, Big Ben.
Park, Park, Hyde Park.
Bridge, Bridge, Tower Bridge.
教师领说后学生齐说。
2. Text learning:
1） T:和同学们在一起学习老师真高兴，那么，你们还记得我们的老朋友Amy吗？这节课由她来向我们介绍伦敦四大景观的特点。Now, open your book and turn to page8, let’s look at Module2 Unit2.与学生一起板书This is the River Thames.
2） 带着这四大景观都有什么特点这个问题听录音，找学生说出每处景观的特点。
3） 听录音学生跟读，师领读，学生自由读。
2. T：看来大家对课文已经很熟悉了，下面我要看一看大家的记忆力如何。（出示课件）请你看图及板书来填空，找同学试着回答，过后学生齐读。
Step 3 Practice
1、Have the students look at the picture and describe it (children playing a game).
2、Tell the students that this song, 'London Bridge is falling down' is a traditional English song. Explain that London Bridge is a very famous bridge in London.
3、Play the spoken version of the song and have the students repeat each line. Play the tape and have the students sing the song.
4、Explain the actions and have the class sing the song again. Choose some students to come to the front and play it. Let's see "Who is the winner?"
Have the students sing and do the actions after class.
Step 4 Ending
1. Summary.
2. Homework.

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 2
the River Thames
-----
long and wide
Big Ben
-----
old and tall
Hyde Park
-----
beautiful
Tower Bridge
-----
famous and beautiful.

教后反思















Module 3
教学目标
（一）知识目标 
1、Words: our, have, next, week, holiday
2、Sentences: Robots will do everything,
On Monday I’ll go swimming.
（二）能力目标 
用will谈论将来可能发生的事情；运用情态动词can描述能力。
（三）情感目标 
培养学生的模仿能力及团队合作精神。

教学重难点 
能用 will谈论将来可能发生的事情。

教学准备 
卡片，多媒体，图片

课时安排
四课时

教学过程
Lesson 1 Words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
our
[aʊr]
我们的
have
[æ]
有
next
[e]
下一个
week
[i:]
星期
holiday
[ɒ]
假期
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 Robots will do everything.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. T: Today, a new friend comes to our class. look! This is a robot.
Show the word card (robot; robots) and practice reading.
2. Listen to the tape and answer the questions.
T: Have you got a robot? Oh! No, you haven’t. But our good friend Daming has got a robot. Let’s take a look. Open your books and turn to page 14. What can Daming’s robot do? Let’s listen to the tape and answer the questions.
T: What can Daming’s robot do?
Write the sentences on the blackboard: It can walk/ talk .Boys and girls and read individually.
3. Listen and underline.
T: Yes, the robots are wonderful. In Sam’s mind , robots will do more things .
Now listen and underline the sentences beginning with “will ”
a. Get them to answer : Will they do the housework ?Write the sentence: Will they do the housework?
Show the word card housework齐读然后单个读。
Ask the students “Will they do the housework？Yes or No ?”
Practice reading the answer: Yes, they will. Show the card and put on the
blackboard.
b. Get them to answer the question: Will they do our homework?
Show the word card our and practice reading.
Will they do our homework? 男女生读，单个读。
T asks the whole class “Will they do our homework? Yes or no?”
No, they won’t .Practice reading the answer: No , they won’t .
c. Get them to look at screen. Will they help children learn? Encourage them say out the sentence. Get them to answer: They will help children learn.
Show the word card (learn ) and write “They will help children learn .”
d. Yes, one day, robots will do everything. Show the word card (one day, everything) and practice reading.
Step 3 Practice
1. Read the sentences on the blackboard together.
2. let’s say a chant:
Will they do the housework?
Yes, they will .Yes, they will.
Will they do our homework?
No, they won’t. No, they won’t
Robots will do everything.
Robots will do everything.

示范后齐读两遍。
3. Listen and repeat. Then practice in pairs and show.
4. Look at the pictures. guess what will they do by asking “will they „? “Or They will ”
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 On Monday I’ll go swimming.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in:
1) Write the numbers1-7 on the board. Write the words Monday to Sunday under the numbers. Have they predict the meaning of the words: Monday, Tuesday and so on (The days of the week.)
2) Point to the words and say them. Have the students repeat them.
3) Now tell the students that you are going to say a day and they have to use an ordinal number and say which day it is?
2. Text learning:
1) Before listening the text, get the students to look at the pictures and see if they can work out what is happening. Ask them questions in Chinese.
2) Let the students find the difficult sentences. Solve them by helping each other. Pay more attention to how to use the language points.
3) Divide the class into seven groups. Assign each group a day of the week respectively i.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Have the students in each group write their assigned day on a piece of paper. Explain that they must hold up their day to the week as they sing that word in the song.
Step 3 Practice
1. Have the students suggest activities that they do and write a list on the board ,e.g. play football, ride a bike ,go swimming, read a book ,watch TV, go to the cinema, go to school, walk in the park, play with a friend, do homework..
2. Draw the calendar on the board.
3. Have the students copy the calendar in their exercise books. They should write activities on the calendar. These can be real things that they will do or activities they would like to do.
4. Then have the students work in pairs and tell one another what they will do on the seven days of the week. e.g. On Monday I will watch TV.
5. Have the students look at the picture and say what type of song this is (a clapping song).
6. Have the children say the names of any clapping songs or games they know. Write their suggestions on the board.
7. Play the tape and let the students listen to the melody. Then play the spoken version of the song and have the students repeat each line. Divide the class into seven groups. Assign each group a day of the week respectively. i.e. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Have the students in each group write their assigned day on a piece of paper. Explain that they must hold up their day of the week as they sing that word in the song.
Step 4 Ending
1. Summary.
2. Homework.

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s sing a song.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.



板书设计
Module 3
Robots will do everything,
On Monday I’ll go swimming.
教后反思





















Module 4
教学目标
（一）知识目标 
1、Words: take, fly, great, why, cloudy, weather
2、Sentences: Will you take your kite?
Will it be hot in Haikou?
（二）能力目标 
能用所学句型：Will you take……？Yes, I will / No, I won’t谈论并制定计划。
（三）情感目标 
培养学生的合作交流能力，教育学生做一个有计划，有条理的人。

教学重难点 
1、重点：灵活使用Will you take……？Yes, I will / No, I won’t 询问他人的计划及作出肯定与否定回答。
2、难点：灵活掌握运用词汇 because, so, Saturday, Friday

教学准备 
课件，球，单词卡，挂图

课时安排
四课时

教学过程
Lesson 1 Words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
take
[eɪ]
带
fly
[aɪ]
飞
great
[i:]
太好了
why
[aɪ]
为什么
cloudy
[aʊ]
多云的
weather
[e]
天气
Step 3 Practice
1. 1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 Will you take your kite?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in:
（出示一个球）T: Look, it’s a ball. We’re going to have a PE lesson on ____. Will you take a ball？引导学生学习答语Yes, I will. No, I won’t.
板书： We are going to……
Will you take……？
Yes, I will. No, I won’t.
以体育课为题，同桌对话练习句型：Will you take……？/Yes, I will. /No, I won’t.
2. Text ;earning:
1) T: I find so many students will take a kite and a ball but won’t take rice and noodles. OK, now let’s go on to see the VCD. And try to find: What will Amy take for picnic?
S1: She will take a kite. S2: She will take a ball.
T: Yes, but why do her mother and father laugh?
S1: Because tomorrow is Friday, not Saturday. They are going to have picnic on Saturday.
S2: Sam makes a mistake, so mother and father are laughing. ……
T: Oh, because tomorrow is Friday, not Saturday, Sam makes a mistake.
2)T: OK, now open your books， listen and read the text.
3) 再放音，模仿跟读，培养良好的语感。
4) 小组里分角色对话，最后给全班表演。
Step 3 Practice
Group work:
T: If we will have a picnic, I will take a kite. I will take a ball. I will take bread. I will take an apple. I won’t take rice and noodles. Look, here’s a piece of paper, now, let’s try to find: how many students will take the same things with me. OK?
We are going to have a picnic.
Will you take your....? Yes, I will. No, I won’t.
Step 4 Ending
1. Summary.
2. Homework: 假设你明天要去北京旅行，你将要带什么东西？把所要带的东西的图片画出来,并用I will take…口头表达出来。

Lesson 3 Unit 2 Will it be hot in Haikou?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in:
T: Hello, children! Ss: Hello, Miss Yi!
T: How are you today? Ss: I’m fine. Thanks .And you?
T: I’m great. Thank you very much. Look! What’s the weather like today? Is it windy today? Ss: No, it isn’t.
T: Is it sunny today? Ss: Yes, it is.
T: What day is today? Ss: Today is Tuesday.
T: What day is tomorrow? Ss: Tomorrow is Wednesday.
T: Will you have English on Friday? Ss: Yes, I will. / No, I won’t.
2. Text learning:
1) T: Today a guest will come to our class. Look! Who is he? Ss: A robot.
T: Yes. Can you act out a robot? Ss: Yes, we can.
T: Will it do everything? S1: Yes, it will.
T: Will it do the housework? S2: Yes, it will.
T: Will it do our homework? S3: No, it won’t.
T: Will it help children learn? S4: Yes, it will.
2) T: The robot wants to join us. Let’s welcome. The robot brings us a present. Listen! What is the robot doing?
Ss:播报天气。
T: “天气”用英文是”weather”。Today the robot will broadcast the weather. Now, you should find out China from this map as fast as you can. （出示世界地图）
S1: It’s here.
T: Now look at the map, what will the weather be like in Beijing? Ss: Windy.
T: Very good! Will it be windy in Beijing?
Ss: Yes, it will. It will be windy in Beijing.
3) 将windy, rain, sunny, snow, cloudy融入句型It will be …in…(说句子比赛：教师不给任何提示，让学生说说最近周围的一些地方的天气情况)
S1: It will be windy in Beijing.
S2: It will rain in Hangzhou.
S3: It will be sunny in Guangzhou.
S4: It will snow in Tianjing.
S5: It will be cloudy in Chengdu.
Step 3 Practice
1. T: Children, let’s play a game—“ Guess tomorrow’s weather” ,ok?
Ss: OK!
e.g. S1: (通过瑟瑟发抖表现cold)
S2 : Will it be sunny tomorrow ?
S1 : No, it won’t.
S3: Will it be cold tomorrow?
S1: Yes, it will.
2. 让学生利用手中卡片两人一组练习猜测天气，操练新句型Will it …？及Yes，it will 和No，it won’t回答。操练完后让几组同学用图片表演。说得好的给予奖励.
Step 4 Ending
1. Summary.
2. Homework

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Make a weather forecast.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 4
Will you take your kite?
Will it be hot in Haikou?
教后反思



























Module 5
教学目标
（一）知识目标 
1、Words: was, then, were, young, old, hair, short, long, clean, dirty
2、Sentences: I was two then.
They were young.
（二）能力目标 
Talking about activities in the past.
（三）情感目标 
在小组活动中能与其他同学积极配合和合作。

教学重难点 
重点学习“was, were”谈论过去的事情和情况

教学准备 
课件， 照片，视频

课时安排
四课时

教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
was
[ɒ]
是
then
[e]
那时
were
[ə:]
是
young
[ʌ]
年轻的
old
[əʊ]
年老的
hair
[eə]
头发
short
[ɔ:]
短的
long
[ɒ]
长的
clean
[i:]
干净的
dirty
[ə:]
脏的
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 I was two then.
Step 1 Warming up
1. Greetings.
2. (1) 出示3张单词卡am, is, are, 让学生认读后，告诉学生，这三个单词又称作be动词。
（2）回忆并齐唱过去自编的chant：我用am，你用are，is用于他她它，复数要用are, are, are。
3. 活动：“Do as I say, not as I do.”
教师说句子并故意做一个与句子内容不符的动作，学生要根据教师所说的句子或发出的指令做动作。如：T:I am tall.同时弯腰把手放在距离地面不高的位置，以此表示“short”，而学生要把手高高举起，放在头的上方，以此表示“tall”。在此环节要多操练“tall，short， long， young，old，fat，thin，big，small”等形容词，为后面教学做铺垫。
Step 2 Presentation
1.（1）教师出示一张自己小时的“全家福”照片向学生介绍This is a photo of my family. Look, these are my parents. They were very young then. But now they are old. And look at this little baby. It/I was very short and fat then. But now, look at me（指着自己说）.I am tall and thin.（教师边说边板书重点句子，be动词用彩笔书写）
（2）教师对比教读板书的句子，并引导学生比较其不同之处，然后教师总结：我们在讲述过去的状况时，通常用“were”和“was”，而在讲述现在状况时通常使用“are” “is” “am” .were是are的过去式，was是am和is的过去式。
2. 图片描述：（1）请学生练习part 1。（2）同桌之间相互交流；然后个别学生做汇报检查答案。
3. 眼力大考察游戏：教师出示已备好的学习用具或动物、实物的图片，从中选择几样放在不同的位置，然后交换物品或图片的位置，最后向学生提问相关信息。最后教师提问：“Where was the pencil just now? Where is pencil now?”学生则回答：“The pencil was on the desk. Now the pencil is in the desk.”以此类推完成游戏。
4.Amy到Lingling家做客时，对Lingling家的几张老照片产生了兴趣。让我们一起来看看照片上有哪些人，他们与现在相比有些什么变化。
5. Text learning
1). 放录音，学生合上书，录音里说一句学生重复一句。
2). 请学生打开书，找出文中不会读或不理解的单词，教师板书并教读。
3). 让学生根据刚才的录音和自己对图片的理解，用简明扼要的语言描述图片。
4). 放第二遍录音，请学生有感情地跟读录音。
5). 完成黑板上的问答练习：
Were they Lingling’s parents or grandparents?
Were they old or young?
Who was the little girl in the photo, Amy or Lingling?
How old was Lingling in the photo?
Step 3 Practice
用正确的be动词填空。
1. He___ a boy. You ___ a girl. I _____ a girl, too.
2. She____ better than me.
3. My hair ______short , then. Now my hair_____ long.
Step 4 Ending
1. Summary.
2. Homework.
Lesson 3 Unit 2 They were young.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in
1). 请一名学生拿出自己小时候的一张照片，讲一讲照片中的自己。
2). 请另外一名学生描述一下该同学现在的样子，然后比较现在与过去有什么不同。可以使用的句型包括“He/She was---. But now he/she is---. His/Her hair was---. But now his/her hair is---.”等。
3). 教师引导学生用另一种方式再对该学生的照片及本人进行描述。可以使用的句型包括：“He/She wasn’t---, then. He/She was---. His/Her hair wasn’t ---,then. It was---.”等，并告诉学生wasn’t=was not。
4). 指两名或更多名拿着自己小时候照片的同学上台，将照片与本人相比较后，引导学生说出：“They weren’t---,then. They were---.”等。
5).让学生看书28页活动4，依照例子试着描述图片中的人物。
2. Text learning
1). 让学生看Part2，想想自己如何描述，然后再试着读一读每幅图对应的句子。
2). 放录音，让学生认真听听，要注意weren’t和wasn’t的读音。
3). 再放录音，每一句后停顿，请学生跟读。
4). 学生两人一组指着课文中的图说句子，一人说否定句，一人说肯定句，然后两人互换角色。
5). 全班齐背一遍课文。
Step 3 Practice
课本活动3 Read and circle
1.让学生先圈出正确的单词。
2.教师任意选择一张图片，让学生读出图片的句子。
Step 4 Ending
1. Summary.
2. Homework

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Take an album about your family and introduce them to the class.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 5
I was two then.
They were young.

教后反思


































Module 6
教学目标
（一）知识目标 
1、Words: yesterday, well, thanks, sun, lesson
2、Sentences: Were you at home yesterday?
Was it a big city then?
（二）能力目标 
1. 学生学会积极与他人合作，小组内共同完成学习任务.
2. 遇到困难,能够主动向老师或同学请教.
3. 对所学内容能主动练习和实践 
（三）情感目标 
引导学生在生活中主动承担一些力所能及的事情，学会关爱家人。

教学重难点 
重点：1.学习描述自己和他人在过去某一时间所做活动的句型；询问对方 过去活动的句型“were you…?”及其回答。
2.能运用动词的过去时态描述过去的活动。
难点：学生相互谈论昨天，上周末的活动情况。

教学准备 
课件、单词卡片

课时安排
四课时

教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
yesterday
[e] [ə]
昨天
well
[e]
健康的
thanks
[æ]
谢谢
sun
[ʌ]
太阳
lesson
[e]
一节课
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 Were you at home yesterday?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in
1). 请学生打着拍子说一说上一模块所学的韵句。 
2). SB Unit 1 活动1的图片，请学生看图。教师对学生说：“大家想知道途中的小男孩昨天都去了哪里吗？Let’s have a look. 
3). 播放活动1动画， 请全班进行小组跟读、个人跟读。然后请学生两人一组边拍手边说韵句。 
4). 使用图片、单词卡片等教具，带领学生学习yesterday, out, 并对yesterday进行训练.
2. Text learning
1). 播放SB Unit 1活动2 录音，请学生完整的听整个对话。教师告诉学生，课文展现的是Tom如何处于合理的原因及目的，运用was,were对过去的事或人的特征或状态进行提问。 
2). 再次播放录音，请学生进一步理解课文。 
3). 播放第三遍录音，请学生逐图跟读。对于学生跟读有困难的语句，教师可以按照意群和节奏带读。告诉学生一般疑问句要用升调，鼓励学生模仿录音的语音语调。 
4). 跟读过程中，使用图片、单词卡片等教具，带领学生学习well, thanks, sun, lesson， 并对这四个词进行运用训练。
5). 学生两人一组分角色朗读课文，可以请机组学生到教师前面进行表演。 
6). 学生看图复述课文，注意语音语调。
Step 3 Practice
1. 完成SB Unit 1活动3. 
(1)Listen to the tape and look at the pictures.  
(2)Listen and repeat. 
 跟读过程中提醒学生注意模仿语音语调。 
2. 完成SB Unit 1 活动4. 
学生两人一组，模仿示例，根据实际情况回答。
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 Was it a big city then?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Leading in
1). Play the video and make all the students say and act with the video.    
T:Let’s say a chant and do the actions, OK?    
Ss: OK. 
Contents: Were you at school?
Were you at the zoo? 
     Were you at the park yesterday? Yes, I was. Yes, I was.
I was out yesterday.
2). Work in pairs: one student asks, and the other student answers. 
T will show a picture of Yao Ming, and ask“Was he tall then?”.And then T will show another picture of Yao Ming who is about 10. T will help Ss answer the question”No,he wasn’t.” 
3). Play the video about Activity 1
T:Do you know “strong”?   
Ss: Yes. 
T: Who can act “strong” for us? ××,please.
Play the video again (让学生看图，跟读，模仿正确的语音、语调，并播放两遍) 
T: Now, look at the screen and read after it.   
T: Now, try again. 
4). Work in pairs, read the dialogue, then act the dialogue.   
T: Now, Work in pairs, read the dialogue.   
T: Now, this time, please act the dialogue.
2. Text learning
1). 播放SB Unit 1活动2 录音，请学生完整的听整个对话。2). 再次播放录音，请学生进一步理解课文。
3). 播放第三遍录音，请学生逐图跟读。对于学生跟读有困难的语句，教师可以按照意群和节奏带读。告诉学生一般疑问句要用升调，鼓励学生模仿录音的语音语调。
4). 跟读过程中，使用图片、单词卡片等教具，带领学生学习并联系单词。
5). 学生两人一组分角色朗读课文，可以请机组学生到教师前面进行表演。
6). 学生看图复述课文，注意语音语调。
Step 3 Practice
1. 完成SB Unit 1活动3.
(1)Listen to the tape and look at the pictures.
(2)Listen and repeat.
跟读过程中提醒学生注意模仿语音语调。
2. 完成SB Unit 1 活动5.
学生两人一组，模仿示例，根据实际情况回答。
Step 4 Ending
1. Summary.
2. Homework

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 6
Were you at home yesterday?
Was it a big city then?

教后反思




























Module 7
教学目标
（一）知识目标 
1、Words: had, cook, wash, did, computer, love, him, Mrs., Miss.
2、Sentences: I helped Mum.
I cooked fish.
（二）能力目标 
1.学生能够用英语询问对方在过去某一时间的活动情况。
2.学生能够谈论自己和他人在过去某一时间所做的活动。
（三）情感目标 
引导学生在生活中主动承担一些力所能及的事情，学会关爱家人。

教学重难点 
重点 1.学习描述自己和他人在过去某一时间所做活动的句型；询问对方 过去活动的句型“Did you…?”及其回答。
2.能运用动词的过去时态描述过去的活动。
难点：学生相互谈论昨天，上周末的活动情况。
教学准备 
件、单词卡片、录音机、激励性评价表、小贴画.

课时安排
四课时

教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
had
[æ]
度过
cook
[u]
烹调
wash
[ɔ]
洗
did
[ɪ]
助动词
computer
[ə:] [ju:]
计算机
love
[ʌ]
喜欢
him
[ɪ]
他
Mrs

太太
Miss

小姐
Step 3 Practice
1. 1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 I helped Mum.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1.T: What day is it today? How is the weather ? 引出单词 “yesterday 和 day”,通过单词卡片帮助学生理解记忆。并用下面的顺口溜帮助复习旧知，巩固新知。教师领读，学生领读，齐读，小组展示顺口溜。
Today, today 是今天
Yesterday, yesterday 是昨天
One day , one day 有一天
A nice day, a nice day 美好一天 美好一天!
2: Leading in.
1）看图抢说词组 通过幻灯片，展示有关动词词组的图片，学生抢答。
2）小组合作，学生齐读，并用 chant 结合短语和句子进行操练。 结合短语和句子进行操练 合作，学生齐读，
Watch, watch. I watch TV.
Walk, walk . I walk in the park.
Cook, cook . I cook fish and meat.
Talk , talk. I talk to some friends.
Listen, listen. I listen to music.
Phone, phone. I phone my friend.
Play, play, I play on the computer.
3: Presentation.
I phoned my sister. I cooked fished。引出一般过去时态，及其动词过去式的变化规则和动词过去式的读音。
（1）让学生自己观察动词有什么特点。 I phoned my sister. I talked to some friends. I listened to music. I cooked fish. I watched TV. I played on the computer. I learned English. I walked in the park. I played table tennis.
（2）动词过去式的变法口诀： ）动词过去式的变法口诀： Yesterday 表过去，要用一般过去式。 规则动词加 ed, 有 e 直接加上 d .
Talk , talk , talked
Listen , listen , listened .
Watch , watch , watched .
Phone , phone , phoned
不规则的特殊记，are 变 were, am/ is 变 was,do do 变 did。
（3）小测验 看谁记得牢！ 订正答案，读单词并总结发音规律。在清辅音后读/t/,在浊辅音后/d/.
（4）学生再读句子，并总结结构。 构成：主语+动词的过去式+其他。 构成： 主语+动词的过去式+其他。温馨小提示：一般过去时态定义：用来描述自己和他人在过去某一时间所的活动。表示过去的时间： yesterday 昨天 last week 上周 last weekend 上周末等等。
Step 3 Practice
1. 假设昨天是周末，教师问：What did you do yesterday? 在小组内练习说。 I played football yesterday.. 替换成不同的短语。 先小组内，再展示。 展示时老师同时问 Did you watch TV yesterday? 并引导学生所 Yes, I did./No, I didn’t.
2. (1)看视频，把握课文内容。
（2）听音跟读，划出课文中含有过去式的句子，并重读，然后展示。
（3）小老师领读，然后小组展示。
（4）利用图片描述 Amy 一家人在上周末所做的事情。
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 Grandma cooked fish.
Step 1 Warming up
1. Greeting: T: It’s time for our class. Are you ready?
S: Yes, ready!
T: Hello! Boys and girls.
S: Hi, Ms. Li.
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m feel great today. Now, sit down please.
2. Free talk.
Around the class, I talk with some students using the sentences that we have learned such as“ Hello! Good morning! How are you? What’s your name? ”
2. Sing a song
T: Do you like listening to music?
T: Ok! Now, Let’s listening to a music .
Step 2 Presentation
1.1). 学习“yesterday”
T: The song about the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.
T:What day is today?(Thursday)Yes, today is Thursday. So Wednesday is…? Very good.
2）学习“day”
T: Please look at the screen, carefully.
(课件演示将“yesterday”变为“day”)Guess how to read this word?
3）学习“phone”
T:Now I do, and you guess what am I do?(做打电话动作)
Ss:打电话。（出示单词卡片，学生听录音，跟读，操练。）
2、学习动词过去式
T:Today I take some old friends,do you remember them?Let’s see.
a)学生认读单词及相关词组
b) Chant
c)Teacher point and students say.
d)学习动词过去式：cooked, walked, talked, helped, watched, played, rained, phoned
e)讲解动词过去式的使用
3、学习句型“I+过去式”
a) 依次出示课文中出现主题句：I cooked fish. I cooked meat.
I walked in the park.
I played on the computer.
I helped Mum.
I watched TV.
b)借助卡片操练句型。
4、学习句型“Did you…?”及答语“Yes,I did.” “No,I didn’t.”
T：I cooked fish yesterday. Did you cook fish? Ss: No.
(教师补充并板书：No, I didn’t.)
(出示看电视图片)T: I watched TV yesterday. Did you watch TV? Ss: Yes.
(教师补充并板书：Yes，I did.) 借助图片，操练以上句型。
5、课文学习
T: Now let’s see what did Amy’s family do yesterday?
a)Look and listen
b)Listen and point
c)Listen and repeat.
Step 3 Practice
T：总结动词过去式的变法口诀Yesterday 表过去，要用一般过去式。
规则动词加ed, 有e 直接加上d
Talk , talk , talked
Listen, listen, listend
Watch, watch, watched
Phone, phone, phoned
不规则的特殊记，are变were, am/ is 变was, do do变did。
T:如何描述过去发生的事情：
主语+动词过去式+其他.
动词过去式的构成：
一般在动词词尾直接加—ed 例：watch—watched
以不发音的字母e结尾的动词，直接加—d 例：dance—danced
以“辅音字母+y”结尾的动词，变y为i，再加—ed 例study—studied
以单个辅音字母结尾的重读闭音节动词，先双写末尾的辅音字母，再加—ed。例：stop—stopped
T：出示练习题
Step 4 Ending
1. Summary.

Lesson 4 Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 7
I helped Mum.
I cooked fish.
Did you cook fish?
Yes,I did./No,I didn’t.
教后反思







































Module 8
教学目标
（一）知识目标 
1、Words: sang, beautiful, saw, game, went, there, ate, drank, drink, time, busy, took, tell, great, made
2、Sentences: We went there by bus.
They sang beautiful.
（二）能力目标 
能运用一般过去时谈论过去的事情。
（三）情感目标 
乐于参与学习和感知英语，并积极尝试使用英语，从会用英语做 事情中体验到学英语的快乐。

教学重难点 
不规则动词的过去式

教学准备 
单词卡片、教学光盘、学生照片

课时安排
四课时

教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
sang [æ] 唱歌
beautiful [ju:] 优美地
saw [ɔ:] 看见
game [eɪ] 游戏
went [e] 去
there [eə] 在那儿
ate [eɪ] 吃
drank [æ] 喝
drink [ɪ] 喝
time [aɪ] 一段时间
busy [ɪ] 忙碌的
took [u] 拍摄
tell [e] 告诉
great [eɪ] 非常好的
made [eɪ] 制作
Step 3 Practice
1. 1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 They sang beautiful.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Warming up 
复习动词或词组,教师快速出示词组卡片go by bus, see some birds, sing, eat some food, drink some juice, have a picnic学生快速反应，脱口而出，教师将卡片贴在黑板上。
2.Lead in 
当出示完最后一个词组have a picnic时, T: Do you like picnic?  
S: Yes, I do. 
T: Last Sunday, Amy and Sam had a picnic. 出示卡片并教读“Last Sunday”（贴黑板）。 
On their picnic, they had a good time, Let’s go and have a look，after class, you will say sth about your experience. 
Step 3 Practice
1.Listen and answer 
（1）How did they go there? 
（2）What did they see? 听一遍录音，回答问题。 
a. They went there by bus. 出示公交车图片，学习go的过去式went 
b. They saw some birds出示小鸟唱歌图片，学习see的过去式saw，sing的过去式sang并将单词卡went，saw，sang分别贴在go,see,,sing上,进行机械操练。 
2. Listen again and answer    
c. What did they eat？ 
d. What did they drink? 再听一遍课文录音，回答问题    
They ate some food. They drank some drinks. 
(1)出示艾米和萨姆的野餐图片，学习eat的过去式ate，drink的过去式drank, 并将单词卡ate, drank,分别贴在eat,drink上，进行机械操练。 
(2)屏幕分别出示各种饮料，学习单词drinks，并请学生列举还有哪些饮品可以用drinks来表达。 
（3）板书基本完成，带领学生边读边回顾艾米和萨姆的野餐经历，并用语言和身势语引导学生理解have a good time&busy 
3. Read Text 
（1）Listen and repeat 
（2）Read by themselves. 
(3) Role play
4. Guessing Game 
多媒体出示老师上周日一天的生活图片，用图形遮住部分图画，学生猜测，把句子补充完整。 
5. Development. 
学生四人小组合作，用过去式说自己的照片经历，3分钟后展台演示。
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 I took some picture.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Revision 
Talk about the six pictures of Page46.
2. Review and Lead-in 
1）Review the main knowledge of last lesson. 
Students answer the questions. 
2）Review the words: sing- sang，go-went，see-saw，drink-drank，have-had， eat-ate让学生说出知识点     
Step 3 Practice
1. Activity 1 
(1) Listen, point and say. 
(2)Listen again and repeat. 
2. Activity2 
(1) Let’s make a sentence with“take”?
如果你想表达上个周日我们照了一些照片。首先要知道take的过去式，take是特殊动词所以它的过去式是took. 
So we can say... 
Ss: We took some pictures last Sunday. 
(2) Look at this picture. There is some food in the picture. How delicious they
are!
(3) Listen, point and say the text.         
Listen again and repeat.
Step 4 Ending
1. Summary.
2. Homework

Lesson 4 Revision
Step1 warming up
1. Greetings.
2. Let’s chant.
Step2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 8
We went there by bus.
They sang beautifully.
教后反思






























Module 9
教学目标
（一）知识目标 
1、Words: welcome，cousin，dear，tranel，came
2、Sentences: Did he live in New York？
（二）能力目标 
1、能够在实践中熟练运用本模块的新单词和句型。
2、能熟练运用重点句型的问答。
（三）情感目标 
1、激发学生学习英语的兴趣，使学生养成勤于总结勤于对比的习惯。
2、增进学生之间的交流，形成团结互助，共同进步，共同提高的课堂气氛。
3、培养学生热情好客。积极乐观的生活态度。

教学重难点 
重点：询问某人过去是否做了某事：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did..No,主语+didn’t.
难点：San Francisco, Washington DC等地名的发音。
教学准备 
课本 CD-ROM, 录音机，用于奖励学生的小贴画教学设计。
课时安排
四课时

教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
Welcome 欢迎
cousin 表（堂）兄弟姐妹
dear 亲爱的
travel 旅行
came 来
Step 3 Practice
1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 Did he live in New York?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Guessing game
老师做一些动作。学生来说出短语，一同复习巩固以前学习过的短语。Watch TV, play football, play basketball, listen to music, sing songs, swim, read books, row a boat, dance, run.
2. Look at the phrases on the blackboard, listen and answer
T: Did you watch TV yesterday?
S1Yes,I did./No, I didn’t.
T: Did you…?
Look at the pictures, Did Daming live in New York?板书课题：Unit1 Did he live in New York?
Step 3 Practice
Did he…, yesterday?
Yes, he did. No, he didn’t.
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 Did you have a nice holiday?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. 教师带领学生复习上一单元的单词及句型，进行造句练习。
2. 活动一：外星人对话：
1）教师展示地球仪，引导学生说出地球，然后教师将单词earth板书到黑板上，进行领读。教师在地球仪上指出New York, Washington DC, San Francisco.的大概位置，并对这些城市进行大概的介绍。
2）播放Listen point and say部分的录音，学生跟读，教师对学生的发音进行规范。
3）将学生分两组，分角色朗读对话。
4）将学生分为四人一组的小组，分别扮演课本中的机器人，在课文内容的基础上，进行自由编对话活动。
3. 活动二：听说练习
1）教师播放第二部分的录音，学生进行跟读，模仿录音的发音和语气，教师对学生的发音进行规范。及时对学生表现好的一面进行表扬。
2）将学生分为三组，分角色朗读活动二部分的课文，比比哪组读的好。
3）将学生分成四组，分小组讨论上一次假期生活，说一说自己都去了哪些地方，做了什么事情。
4）教师抽取部分学生进行对话练习。
Step 3 Practice
1. 教师引导学生看point and say部分的图片，以及对话的例句展示。
2. 学生同桌之间进行对话练习，就图画的内容展开练习。
A: I went to Paris last year.
B: Did you travel by plane?
A: No, I didn’t .I went there by train.
A: I went to London last year.
B: Did you travel by plane?
A: Yes, I did.
3. 教师出示更多的中国的城市照片，学生进行问答对话。
4. 教师抽取学生进行对话展示。
Step 4 Ending
1. Summary.
2. Homework.

Lesson 4 Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.
板书设计
Module 9
Did he live in New York？
No, he didn’t. He lived in Washington DC.
Did he travel by plane?
Yes, he did.

教后反思







Module 10
教学目标
（一）知识目标 
1、Words: happen, ride, thirsty, carry, bump, fell off
2、Sentences: What happened to ….. ?
I went for a bike ride / were hungry and thirsty / bought a watermelon / fell off/ carried.
（二）能力目标 
1、培养学生在一定语言知识基础上，总结归纳语法要点的能力。
2、看图编故事或讲述，表演课文情景或平时发生在自己身边的小意外。
（三）情感目标 
培养学生的团队合作精神。
教学重难点 
教学重点: 使用句型What happened to … ? We went for a bike ride / were hungry and thirsty / bought a watermelon / fell off/ carried.
教学难点: 较完整地叙述一件过去的事情。
教学准备 
cards，recorder
课时安排
四课时
教学过程
Lesson 1 words
Step 1 Warming up
1. Greetings.
2. Free talk.
Step 2 Presentation
Words learning
found 发现
then 然后
water 水
bought 买
hospital 医院
had 吃，喝
cold 感冒
Step 3 Practice
1. 1. Ss read the words after T.
2. Ss read the words themselves and T correct the pronunciation.
3. Ss practice themselves.
4. Ss spell the words after T.
Step 4 Ending
1. Summary
2. Homework

Lesson 2 Unit 1 Did you fall off your bike?
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. Greetings.
2. Let’s chant
Go, went, went to school.
Walk, walked, walked in the park.
Talk, talked, talk to some friends.
Help, helped, I helped Mum.
Watch, watched, I watched TV.
3. 通过呈现西瓜图片引出watermelon , 通过变换西瓜球的位置引出fall off --fell off。
T: Look! What’s this?
Ss: Watermelon.
T: Where is the watermelon?
S: …
T: Now, where is it? （把西瓜球放在头顶，球不一心掉下来）Oh ,What happeneds?（引出fall off --fell off）
通过师生互相传球的方式操练fall off ----fell off
4.一个学生把球传给老师时，不小心把球砸到老师头上。
T: What happened? Oh, the watermelon bumped my head.
(由此引入新单词happen----happened，bump----bumped新句型What happened ?)
5. Listen and answer the questions:
①Q: What did Sam and Daming do yesterday ?
A: They .
②Q: How did they feel then ?
A: They were and .
③Q: What did they buy?
A: They ______ a watermelon.
④Q: How did Sam take the watermelon ?
A: Sam ______ the watermelon on the .
⑤Q: What happened to Sam ?
A: Sam his bike.
⑥Q: What Happened to Daming’s head ?
A: The watermelon ______
Step 3 Practice
1．Retell the story
2．Act out the story
全班分为若干个四人小组，各小组根据组内同学对故事内容掌握的熟练程度分配角色，分别扮演故事情节中的Sam , Daming , Lingling , Amy 。
Step 4 Ending
1. Summary.
2. Homework.

Lesson 3 Unit 2 Sam had lots of chocolate.
Step 1 Warming up
1. Greetings.
2. Sing a song.
Step 2 Presentation
1. T: Hi, boys and girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok! London Bridge is falling down…. (Ss sing the song)
T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”, Ok?
Ss introduce what they did yesterday
2. T: Who can tell me what happen to Daming in last Unit.
  Ss: Daming’s head was bumped.
  T: Let’s play this story, ok?
  Ss: Ok.
(Two students play in roles of “Daming” and “Sam”, others describe the story, the two students do the actions)
The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.
Step 2 Text Teaching
T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.
(Teach the new words’ cards)
T: Now listen to the tape and repeat it. Are you clear?
 (The teacher writes these sentences on the blackboard)
  Sam had lots of chocolate biscuits yesterday.
  So today he’s got a stomachache.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
T: Look at these words: had, ate
Step 3 Practice
T: Let’s play a game, ok? Ss: Ok.
T: Let’s play “I do you say”. I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.
Step 4 Ending
1. Summary.
2. Homework.

Lesson 4 Revision
Step 1 warming up
1. Greetings.
2. Let’s chant.
Step 2 Revision
1. Review the words of the module.
2. Review the texts of the module.
Step 3 Practice
1. Activity: Practice with the new words and the new sentences.
2. Doing some writing practice.
Step 4 Ending
1. Summary.
2. Homework.

板书设计
Module 10 Unit 1 Did you fall off your bike？
What happened to you?
I went for a bike ride yesterday.
We were hungry and thirsty.
We bought a watermelon.

教后反思