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《英语》(新标准)一起第七册M2
题目
Module 2 Past Actions（过去的行为）
题材
（主要）
内容
大明讲述了昨天他做的事情：打扫了房间，完成了作业，洗了脏裤子，并且帮助了妈妈。妈妈很开心，表扬了大明。
教学目标
语言
知识
目标
功能
描述过去的活动及状态。
语法
（结构、
句子）
本模块重点学习规则动词的一般过去时，主要句型结构是：Yesterday, I/you/he/she did sth.
词汇
能够听说认读的单词和短语：
yesterday finish dirty paint trousers finished phoned
能够听说读写的单词和短语：
clean wash cook(cooked)(B4) noodles(B2) watch(watched)(B3) help(helped)(B4)
语言
技能
目标
语句
能够听说认读的语句：
I finished my homework.
Ms Smart phoned Grandma.
Amy painted a picture.
能够听说读写的语句：
I cleaned my room.
I washed my trousers.
I helped my mum.
Mr Smart cooked noodles.
学习策略
培养学生对所学内容形成初步的总结和归纳能力，对本模块出现的诸多-ed的发音规律做一个总结。
文化意识
了解英国的孩子是如何在家完成作业和家务劳动的。
情感态度
使学生有兴趣在家中帮助家长完成力所能及的家务活。
任务
使学生能够运用过去式将一天中自己帮助家长干的家务活记录下来，并尝试写日记。
模块分析：本课的教学内容是教学在家做事情的动词词组并学会表达昨天你在家做了什么。是本书中承上启下的一个重要模块，该模块在学生对已有动词过去式(am/is-was, are-were)的基础上，主要讲授了规则动词（help, clean, wash, finish）的过去式(v.+ed)，既是对前面所学动词过去式的总结和提升，又为后面不规则动词的学习作了铺垫。
学情分析：这个年级的学生刚接触过去式不长时间，教师能够根据学生的已有知识水平，对学生进行过去式的规则变化的讲解与训练，动词过去式的掌握是一个难点。
教学后记：
Module 2 Unit 1 I helped my mum.
一、 教学目标与要求
1.语言知识目标
(1)让学生初步感知过去时，了解过去时的基本特征，规则动词后面加“ed”的形式。
(2)能初步运用句型Yesterday I verb+ed ….作描述，并区分规则动词加“ed” 之后的不同发音.
2.能力目标
能够描述自己昨天发生的事情或者他人发生的事情．
3.情感目标
培养学生良好的学习、生活习惯，乐于帮助父母做一些力所能及的家务活。
二、 教学重点及难点
1.短语: cleaned my room
washed my trousers
finished my homework
helped my mum
2.句型 Yesterday I verb+ed … .
教学难点：
1．在表示过去时，规则动词后面加“ed”.
2. 动词过去时的不同发音．
三、 课前准备
课件、CD-ROM、单词卡片。
四、 教学过程
Step 1 Warm up
1. Say and do the actions.
课件逐句出示以下短语，边做动作，边说短语
do my homework listen to music wash my socks play football play the violin wash my face clean my room
play computer games watch TV
b) Free talk
(1) I watch TV every day. What do you do everyday? 与学生之间进行真实的表达。
(2) 通过今天与昨天的日期的对比，引出新单词“yesterday”
T: What day is today?
S: Today is Tuesday. 课件对比昨天与今天的日期
T: Yesterday was Monday. 引出新单词：yesterday
Step 2 Presentation and practice
1. Yesterday I did many things. Do you want to know? 借助于课件展示3幅老师的照片，并且标注昨天的日期。先由教师描述这3幅图片，给学生对于过去时有一个初步的感知。
Yesterday I played the computer games.
/d/
Yesterday I cleaned my room,
/d/
Yesterday I washed my socks.
/t/
Pay attention here. I add the letters “ed”
通常情况下,表示这件事情是发生在过去，需要在动词的后面加上ed.
学生跟读单词、短语以及句子，尤其提醒学生注意最后一组washed /t/，并及时纠正学生“ed”的发音。
Say the 3 sentences in pairs.
2. 运用课件将warm up 阶段出现过的动词短语后面加上ed,再呈现给学生，让学生尝试着读出来。
Please read these phrases again, but pay attention the letters “ed”
E.g.
listened to music washed my socks played football played the violin washed my face cleaned my room
played computer games watched TV cooked
及时纠正学生的发音 /d/ /t/
3. 教师提出问题：Yesterday I did these things. What did you do yesterday?
教师与学生之间进行交流中可能会出现一些不规则的动词过去式，可以在黑板上列出来，告诉学生这是一个special word,并进行简单的教读
在引导学生认读句子I did my homework. 的同时引出新单词finish(可在黑板上板书do--did)
finish à finished
Yesterday I finished my homework.
结合学生的实际情况进行问答：
T: Did you finish your homework? I’m sure you finished your homework yesterday.
4. Game: Mime and say. 双簧游戏
找一名学生与自己进行配合，学生在前面表演动作，老师在后面说句子 Yesterday I -----ed.
E.g. I watched my trousers.
Play this game in the group.
5. Presentation of the text.
播放CD-ROM
(1)Watch the CD-ROM
(2) The second time, listen, point and find the words ending in “ed”
E.g. washed, helped, cleaned, etc.
让学生从老师准备好的板书内容中找出过去时的动词词组，并贴到黑板上，构成板书。
学生领读动词词组及句子。
(3)听读课文。
Step 3 Consolidation and extension
1. Play a game: boys against girls.
The all class say the sentences. The boy and the girl do the actions. Let’s have a look who is the first.
运用课件分组展示过去时的句型
2. Yesterday Lingling did many things. Can you guess?
课件展示玲玲的图片，以及一些动作，让学生猜，玲玲昨天都做了哪些事情？
For example: Maybe she helped her mum.课件展示“笑脸”与“哭脸”进行判断学生是否正确。但这部分内容中涉及转换物主代词her,需要多给学生纠正。
3. Watch the screen. There are 4 pictures here. Now let’s guess what Sam did yesterday.
给学生Sam的图片，让学生任意猜，他可能做的事情，学生猜对了就呈现出这幅图片，并呈现一个新的语篇，并引导学生进行复述。
Hi, I’m Sam
Yesterday I washed my face at 6 o’clock. I played chess at 10 o’clock. I played football at 3 o’clock. And I watched TV at 8 o’clock.
T: Here is a short passage written by Sam. Let’s read together. But pay attention the pronunciation of “ed”.
Can you describe what you did yesterday? Just like this?
First discuss in your group.
Step 4 Summary:
回顾本节的主要知识结构：过去时。让学生归纳出，在描述发生在过去的事情，需要在动词的后面加上“ed”
Step 5 Homework
1. Listen， point and repeat the dialogue on page 6
2. Describe what your family or your friends did yesterday.
Step 6 Blackboard design
Module 2 Unit 1 I helped my mum
/t/
Yesterday I finished my homework.
/t/
cleaned my room.
/d/
washed my trousers.
/d/
其中字母ed以及音标由红色粉笔标注。
Module 2 Unit 2 Amy painted a picture
一、 教学目标与要求
1、 知识与能力目标
(1) 词汇
能够听说读写的单词cook(cooked) noodles watch(watched) help(helped)
能够听说认读的单词paint phoned
（2）句子
能够听说读写的句子Mr Smart cooked noodles.
能够听说认读的句子Ms Smart phoned Grandma.
Amy painted a picture.
2、 情感态度目标
帮助学生体会父母一天的工作是十分忙碌的，教育学生爱父母，做力所能及的家务劳动。
二、 教学重点及难点
动词的过去式的表达以及ed的不同发音。
三、 课前准备
几张教师的照片、蜡笔小新的VCD 或图片、录音机
一、 教学过程
Step 1 Warm up
1. Game : Amy says
复习动词词组 clean my room, wash my clothes, finish my homework, phone my mother, paint a picture, cook noodles
2. 师生谈话，引入新课。
Step 2 Presentation and practice
1. 出示教师的照片，介绍教师昨天做的事情。
T: Yesterday, I cleaned my room. I washed my clothes……
I cooked noodles.
2. 学习单词 cooked
（1） 复习 cook , 引导学生试读 cooked, 启发学生发现动词过去式规则变化的规律。
（2） 引导学生结合生活实际使用语言。
T: What did your mother cook yesterday?
Ss: My mother cooked…
3. 学习单词 painted, phoned
（1）利用老师昨天做事情的照片边谈论边学习新单词。
（2）猜图游戏。
T: Guess, what did she paint yesterday?/ Whom did she phone yesterday?
Ss: She painted…
She phoned…
4. 学习课文。
（1） 听音连线，理解课文内容。
出示两组图片：
第一组：Mr Smart Ms Smart Sam Amy 的头像
第二组：画画、打电话、看电视、下面条 的图片
T: Who are they?
Ss: …
T: What did they do yesterday? Listen and match.
( 2 ) 反馈答案，认读词组。
（3）听音跟读对话，小组朗读。
（4） 选词填空，巩固重点词。
painted cooked phoned helped watched
Yesterday, Mr Smart ________ noodles. Tom ______ him. Ms Smart _________ Grandma. Sam ________ TV. Amy _________ a picture.
(5) 语音归类。感受ed 的不同读音。
引导学生回忆已经学过的动词过去式的规则变化，帮助学生按照 ed 的读音分为 /t/ /d/ /id/ 三类。
/d / / t/ /id/
phoned cooked painted
cleaned washed
played fininshed
listened watched
helped
4. 欣赏 Activity 3, 巩固重点句型。
Step 3 Consolidation and extension
1. 记忆力游戏。
找六个同学到讲台上，每人描述自己昨天做过的一件事。全班同学认真听、仔细记，最后进行复述，比一比看谁的记忆力最好。例如：
A: I watched TV yesterday.
B: I cooked noodles.
…
Ss: Yesterday, A watched TV. B cooked noodles….
( 此游戏和结合课本Activity 4 一起做。)
2. 小小侦察员。
出示一张小新的房间的图片。仔细观察房间里的东西，猜测昨天小新可能做过什么事情。
3. 爸爸妈妈的一天。
回忆周末的一天，爸爸妈妈都做了什么事情。补充句子，完成小短文。
Last weekend, my mother _________________________________.
She ________________. She _______________________. My father_________________. He __________________________.
4. 情感教育。
T: Your parents did lots of things yesterday. They were very busy. They did these things for the family. Are they good parents? Can you help them? Help our parents do some housework.
Step 4 Summary
引导学生总结一般过去时态的特征，正确使用动词过去式，总结表示过去的时间状语。
Step 5 Homework
1. Listen and repeat the dialog.
2. Tell your friends what your family did yesterday.
Step 6 Blackboard design
Module 2 unit 2 Amy painted a picture.
/d / / t/ /id/
phoned cooked painted
cleaned washed
played fininshed
listened watched
helped
《英语》(新标准)一起第七册M3
题目
Module 3 Holiday/Weekend（节日/周末）
题材
（主要）
内容
通常玲玲6:30起床，步行去学校，学习英语和数学。可是昨天她并没有做这些事情，因为昨天是国庆节，玲玲放假在家，看电视节目，玩玩具。
教学目标
语言
知识
目标
功能
描述经常性的活动以及过去的活动及状态。
语法
（结构、
句子）
本模块重点学习实义动词一般过去式的否定形式，主要句型结构是：
I/He/She usually…
I/He/She didn’t…
词汇
能够听说认读的单词和短语：
National Day learn stay
能够听说读写的单词和短语：
get up(B3) walk(B3) didn’t school(B3) half(B3) past six
语言
技能
目标
语句
能够听说认读的语句：
She didn’t learn English and Maths.
Yesterday was National Day.
I stayed at home.
能够听说读写的语句：
Lingling didn’t get up at half past six.
And she didn’t walk to school.
I didn’t play football.
学习策略
制定简单的一天的作息时间表，并看看自己哪些方面没有执行。
文化意识
了解世界上几个主要国家的国庆节是在什么时候。
情感态度
培养学生热爱祖国热爱家乡的美好情感。
任务
小调查。发给每个学生一份表格，让学生把上周末和平时的活动填在表格里，如：
Name: Wang Bin
Time
Usual
Last Weekend
7:00
get up
didn’t get up
9:00
have an English class
watch TV
14:00
play football
didn’t play football
16:00
go home
paint a picture
让学生练习用I usually…But I didn’t…last weekend. I…来比较自己周末和平日不同的活动。可以在小组内进行描述，学生A说，其他人听，然后由学生B转述A的描述：He/She usually…But he/she didn’t…last weekend. He/She…再由B描述，C转述B的描述，以此类推。
教学内容：
本课是四年级新标准英语第七册第三模块第一课时，按照教材的设计以及中年级英语教学的建议，本课主要要求学生掌握didn’t的正确用法以及结合一般现在时描述自己或别人特殊的一天，同时要熟练运用第二模块中所涉及到的过去时动词。在正确朗读、回答问题、理解短文的基础上培养学生的阅读能力和初步的仿说、仿写能力。
学情分析：
学生三年级接触过过去时，但只是was were，其它动词的过去时都没有学。本教材从第二模块开始系统讲解过去时。第二模块中只学了8个规则动词的过去时即：clean---cleaned wash—washed finish—finished help—helped paint—painted watch—watched phone—phoned cook—cooked
；学生也学过一般现在时，对单词usually比较熟悉。学生学过这两种时态对本课的学习有很大的帮助。但是将这两种时态结合在一起讨论，对学生来说可能会有一定的困难。对国庆节的讲解，学生应该比较感兴趣，都是自己经历过的事，描述起来会比较简单。
教学后记：
Module 3 Unite 1 She didn’t walk to school yesterday.
一、教学目标与要求：
1、 知识与能力目标：本模块主要讲授的是实义动词的一般过去式的否定形式“didn’t”的用法。在第一单元中通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读、歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。
2、 情感态度目标：以National Day为契机，培养学生热爱祖国、热爱家乡的美好情感。
二、教学重点及难点：
能通过练习、运用等活动使学生能够掌握一般过去式及其实义动词一般过去式否定形式的用法是本模块的重点。
本模块涉及到的语法项目比较多，有一般现在时及其第三人称单数、一般过去式及实义动词的否定式。使学生能正确的运用进行语言的交际是本模块的难点。
三、课前准备：
录音机、磁带、单词卡片、VCD
四、教学过程
Step1 Warm—up
1 I do you say.老师做动作,学生用”You _______yesterday.”来描述老师昨天做过的事情.
2 Free talk:
T: “When do you usually get up? /How do you usually go to school?”(复习usually 的用法)
Step2 Presentation and practice:
1指导学生询问老师的一些情况.老师就自己的情况做出回答,如：“I usually get up at 6.But I didn’t get up at 6 yesterday.”让学生初步了解“didn’t”的意思。
2、T：“lingling usually gets up at 6:30.But she didn’t get up at 6 :30yesterday,either.”可让学生猜一下没在6点半起床的原因。
3、听录音，验证Lingling没在6：30起床的原因。引出“Yesterday was National Day.”教授National Day给学生补充几个主要国家的国庆节在什么时候并渗透热爱祖国、家乡的情感教育。
4、再听录音。勾出课文中含“didn’t”的句子。并初步理解句子的意思。
5、提前给出三个问题，让学生带着问题听录音。
“Did Lingling get up at 6:30 yesterday? Did Lingling walk to school yesterday? Did Lingling learn English and Maths yesterday?”
回答问题，教师板书。
She didn’t get up at 6:30. She didn’t walk to school. She didn’t learn English and Maths.并教读。
6、放录音、跟读课文。
7、 Activity Book P10 Activity1 听录音排顺序，然后根据图片提示复述课文内容。
Step3 Consolidation and Extension:
1 、SB Activity 3 两两谈论并反馈。
2、 把学生分成几个小组，给每个小组分发卡片，分小组分别写人名、动词词组、表示过去的时间等。随机从每组当中抽出一张卡片，用didn’t 来造句。
3、AB Activity 2
Step4 Summary:
1 叙述Lingling 通常做些什么。
2 叙述Lingling 昨天与以前有什么不同。
Step5 Homework:
1 听录音、跟读课文
2 完成调查表：
Time
Usual
Last weekend
并用I usually _________. But I didn’t__________yesterday.书写一篇短文。
Step6 Blackbord design:
Module 3 Unite 1 She didn’t walk to school yesterday.
She didn’t get up at 6:30.
She didn’t walk to school.
She didn’t learn English and Maths.
Module 3 Unite 2 I didn’t play football.
Step1 Warm—up
1、 Enjoy a song “Today is National Day!”
2、 对歌曲的内容进行提问：What did she do ? what didn’t she do?
3、 Free talk: What do you usually do? Did you do it yesterday?
Step2 Presentation and practice:
1T: “What about Daming? What does he usually do?”让学生猜猜Daming通常会做些什么，注意引导学生用第三人称单数形式进行描述。
2听录音，验证学生的猜测。给猜的准确的学生奖励。
3再听录音，在放录音之前给学生一个问题：What was the weather like?听录音，找出答案。
4听录音、跟读。
5、课件展示Part2 让学生用第三人称单数形式转述课文。引导学生注意动词的变化play—plays ride---rides
Step3 Consolidation and Extension:
1 找学生展示自己上节课的表格，
Time
Usual
Last weekend
并朗读用I usually _________. But I didn’t__________yesterday.书写的短文。
2、其他同学仿照活动2的方式向自己的同桌转述该同学的内容。
3、做SB Activity4
1、 做ABActivity2
Step4 Summary:
A game:
Sa: “I usually_______.But I didn’t____________.”
Sb: “Sa usually_______.But he/she didn’t____________.”
Step5 Homework:
1、 听录音跟读对话。
2、 写一写你的同学或者家人昨天或者周末的活动与平时有什么不同。
Step6 Blackbord design:
Module 3 Unite 2 I didn’t play football.
I usually_______. But I didn’t____________.
He/She usually_______. But he/she didn’t____________.
《英语》(新标准)一起第七册M4
题目
Module 4 Invention（发明）
题材
（主要）
内容
课堂上Ms. Smart告诉大家中国人发明了许多重要的东西，比如纸和印刷术，我们现在才可以印刷书籍和报纸。Sam却拿出他自己做的剪报，说这是他印刷的报纸。
教学目标
语言
知识
目标
功能
谈论过去的发明。
语法
（结构、
句子）
本模块重点学习规则动词的一般过去时及其否定形式，主要句型结构是：Chinese people invented… Chinese didn’t invent…
…invented…
词汇
能够听说的单词和短语：
true
能够听说认读的单词和短语：
important bicycle printing print(printed)
能够听说读写的单词和短语：
Chinese(B3) invent(invented) paper people(B5)
newspaper(B4)
语言
技能
目标
语句
能够听说认读的语句：
I printed this newspaper.
He invented this bicycle in 1839.
能够听说读写的语句：
Chinese people invented paper.
Chinese people invented printing.
学习策略
培养学生合作学习的意识，布置学生3-5人共同查找部分关于中外重大发明的信息。
文化意识
了解世界的重大发明培养学生的跨文化交流意识。
情感态度
培养学生的爱国主义精神和民族自豪感。
任务
了解世界上各项重大发明并会用…invented…进行介绍，可以在班中进行知识竞赛。
教材分析：
本单元运用了”… people invented …”句型来描述各种发明。在以前学习过去时态的基础上，进一步学习部分动词的过去式及其在文中的运用。这些动词是：Invent—invented, print—printed.
学情分析：
学生之前已经学习过was、 were 等过去式。对一般过去时态有所了解。本节课要掌握一些规则动词过去时的表示方法与用途。结合四大发明教学，学生应该容易理解。
教学后记：
Module 4 Unit 1 Chinese people invented paper.
一、 教学目标与要求
1、 知识目标
Words: important , paper , newspaper , invented , pringting , printed
Sentences: Paper is important.
Chinese people invented …….
Chinese people didn’t invent …….
2、能力目标
Help the students use these words and sentences in
activities and daily life.
Help the students to know some greating inventions.
Help the students to learn the past indefinite tense.
2、 情感态度目标
Inspire the students’ interest.
Inspire the students to love our homeland .
二、 教学重点
To master the basic sentence “Chinese people invented…….”
To master the past indefinite tense “invent-invented , print-printed”
To talk about what Chinese people invented.
一、 教学难点
To talk about what Chinese people didn’t invent.
To use these words and sentences in the past indenfinite tense correctly.
四、课前准备
Radio , cards , small pictures , multimedia
五、 教学过程
Step 1 Warm up
教师通过着急的找卡片的活动创设情境让学生感知important。通过“头脑风暴”让学生思考什么是对自己重要的，扩展运用important。
1、Where is my card?It’s very important for me.
2、Are TVs important ?
Say a chant.
1、 What is important for you (in our lives)?
Step 2 Presentation and practice
1、老师通过抢答趣味操练newspaper,并为后面的Chinese/English people 作铺垫。
T: Books are made of paper.
Show some things:paper telephone/boat/plane
T:.Look,some important news on this paper.
Show the newspaper.
T:.猜报纸Game: Chinese or English newspaper.
2.读报纸，运用学生想要了解蔡伦的信息差导入重点句型Chinese people invented paper。
通过对发音的渗透，引导学生归纳以t结尾的词加ed的发音规则。
导入Cailun
T: Who is he?What do you know about him?
导入invent发音 in-tent
invented渗透发音ed/id/，
want—wanted
prait—praited
3.导入：Cailun invented paper.
Chinese people invented paper.
Chinese people are very clever.
替换kites/chopsticks
People invented …….
以People invented…….展开讨论，降低难度，使学生在用中操练重点词句。避免机械操练。
4.谈论四大发明，导入printing
Chinese people invented ……
导入printing
5.Let me print sth for you.
黄金眼：What did they print?
通过用印泥印图片帮助学生理解print与draw,paint的区别。
黄金眼游戏，锻炼学生的观察记忆和合作能力。
Step 3 Consolidation and extension
1.Listen and find out the word “invented”
2.Listen and repeat the sentences with “invented”
3.Read and finish the sentences.do some exercises .完成活动手册练习
通过阅读完成句子训练学生的读写能力，为段落写作做铺垫
4．出示物品图片，自行车、电视、电话、丝绸、飞机。。。
T:.Who invented bicycles?
导入Chinese people didn’t invent …….
T: Guess and choose:Which thing was invented by Chinese people?
在游戏中帮助学生理解didn’t的意思。
本环节利用与学生之间的信息差，即操练句型又获取有关发明的知识，拓宽学生知识面。
Step 4 Summary
T: What have you learn today?让学生自己总结今天学到了什么
Step 5 Homework
Listen to the tape and repeat the text
Copy the sentences.
Step 6 Blackboard design
Unit 1 Chinese people invented paper.
Chinese people invented paper.
Printing.
Chinese people didn’t invent …….
Module 4 Unit 2 He invented this bicycle in 1839
一、 教学目标与要求
1、 知识与能力目标
Knowledge target：
Words: bicycle true
Sentences: He invented this bicycle in 1839.
Ability target:
Help the students to know some great inventions.
Help the students to learn the past tense.
1、 情感态度目标
Inspire the students to love our homeland . 通过学习中外的伟大发明，培养学生的爱国主义精神和民族自豪感。
一、 教学重点及难点
Main Points:
To master the basic sentence “He invented this bicycle in 1839.”
To talk about what Chinese people invented and what English people invented.
Difficult Points:
To talk about what Chinese English American people didn’t invent.
To use words and sentences in the past tense correctly.
二、 课前准备（包括教学与学具的准备）
VCD课件单词卡片
三、 教学过程
Step 1 Warm up
1、 智慧树
课件出示大树图片，树上有单词，快速说出单词并说出单词的过去式。
（通过快速说单词环节，复习单词的过去式）
2、 Chant
Invent invent invented
Chinese people invented paper.
Print print printed
I printed this newspaper.
学生在老师的指导下拍手读一读chant,对上节课内容的回顾，又有利于帮助学生进入状态学习新知识。
Step 2 Presentation and practice
㈠单词学习
1、bicycle
T: What did you do yesterday? S:……
T: I rode my bicycle yesterday. Look, this is my bicycle.课件出示一辆自行车和单词bicycle。学生跟读单词。
2、wheel
(老师出示两张图片，第一张是现在的自行车，第二张是世界上最初发明的自行车。)
T: Look at these two bicycles. Can you find the difficults between them?
S:老式自行车，一个轮子大，一个轮子小。
T: Yes, one wheel is very big, one is small.
老师用课件突出显示自行车轮子，并出示单词wheel。领读单词。
㈡课文学习
1、listen and answer my questions.
Who invented this bicycle?
Is he a Chinese?
When did he invented this bicycle?
通过让学生带着问题听录音，解决课文的主要问题。同时引出句型He invented this
bicycle in 1839.
老师提出问题并播放录音，然后用课件呈现问题如下：
Who invented this bicycle?
Is he a Chinese?
When did he invented this bicycle?
He invented this bicycle in _______.
呈现重点句型He invented this bicycle in 1839.领读。
2、listen and repeat
跟读课文，老师注意强调语音和语调。
3、Read and complete the passage.
_____ _____this picture. It’s a _____. Look at the man _____ the bicycle. He was _____. He _____ this bicycle in _____.
4、Practise
True or isn’t true.（要求学生用手势来表示That’s true. That isn’t true.）理解true的意思
T: An American invented this bicycle, is that true?
S: No, that isn’t true.边说边做手势。
T: You can say American didn’t invented this bicycle.
T: Now ,open you book,page16 read and say, talk to your partner.
Step 3 Consolidation and extension
1、小小追星族：
准备：一幅呈现着多种发明的图片。
活动过程：将学生分成四人一组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。
T: 这些都是很有名的发明家，你们知道他们发明了什么吗？比一比，看谁知道得多，请你把你了解的内容和你组内的成员分享。
2、学习歌曲
Listen to the song.
Read the sentences.
Listen and sing.
可是试着让学生自己改编歌词。
Step 4 Summary
Chant : English people invented bicycle for us.
What a good idea! What a good idea!
Chinese people invented paper for us.
What a good idea! What a good idea!
Chinese people invented printing for us.
What a good idea! What a good idea!
通过chant来总结知识，学生比较容易记忆。
Step 5 Homework
Tell your parents what Invention do you konw and write them down.
Step 6 Blackboard design
Module 4
Unit 2
He invented this bicycle in 1839.
bicycle wheel true
《英语》(新标准)一起第七册M5
题目
Module 5 Cultural visits（参观名胜）
题材（主要）
内容
Sam和大明向爸爸讲述他们昨天参加了学校组织的游览长城的活动。他们还为爸爸买了一件礼物：一张长城的图片。
教学目标
语言
知识
目标
功能
描述一次外出做过的活动。
语法
（结构、
句子）
本模块重点学习不规则动词的一般过去时，主要句型结构是：
I/ He/ She/ We/ They saw/ate/had/bought/fell over/wore/learnt…
词汇
能够听说的单词和短语：
trip lovely out way really
能够听说认读的单词和短语：
climb mountain wear(wore) hurt ice-skating skate buy(bought) fall over (fell over)
能够听说读写的单词和短语：
go(went) see(saw) eat(ate) have(had) learn(learnt)（B7M3）the Great Wall
语言
技能
目标
语句
能够听说认读的语句：
We saw lots of mountains.
I wore warm clothes.
能够听说读写的语句：
We went to the Great Wall.
We ate apples.
We had a good time.
学习策略
积极运用所学英语进行表达和交流.
文化意识
对别人的谈话做出适当的反应，对别人赠送的礼物做出感谢。
情感态度
培养学生有兴趣运用英语讲述自己参加的外出活动。
任务
组织学生讲讲自己曾经去过的地方，展示自己的旅游照片，介绍自己的旅游经历。
教材分析：
语言功能：谈论一次旅行 （Describing a visit）
语言结构：Where did you go? We went to the Great Wall.
What did you eat? I ate sausages.
What did you see? We saw some big mountains.
What did you buy? I bought a postcard.
学情分析：
1. 知识准备：学生通过第三，第四模块的学习，已经初步掌握了过去时，并了解了动词的过去式的规则变化，而且能进行一般疑问句的问答交流。
2. 先前经验：多数学生未曾有过去外省市旅游的经历，但对本市的旅游景点却十分熟悉，而且乐于交流自己的旅游经历。
教学后记：
Module 5 Unit1 We went to the Great Wall.
一、 教学目标与要求
1、知识目标：重点学习不规则动词的一般过去时， I/ He/ She/ We/ They saw/ate/had/bought…
能够听说读写的单词和短语：
go(went) see(saw) eat(ate) have(had) the Great Wall
能够听说读写的语句：
We went to the Great Wall.
We ate apples.
We had a good time.
2、能力目标:能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时
3、 情感态度目标“
热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。
二、 教学重难点：
能听够听说读写语句I/ He/ She/ We/ They saw/ate/had/bought…
三、 准备： word cards、CD-rom activity book.
四、 教学过程:
一、Step 1 warm-up
1、Review word (show word cards)
invented watched learnt saw finished phoned cooked went helped
2、T do the action,Ss say the word
T:做“看”动作
S：说出相应的单词过去式
二、Step 2 Presentation and praetise
1、(show pictures of the Great Wall)
T:Where is it?
T:I went to the Great Wall.
出示词条went
认读went
出示词条went----go
T:Did you go to the Great Wall?
T help Ss say: I went to …
教师指着回答的学生说: She He went to …
然后引导所有回答的学生说We went to …
Did you go to the 五.四 square?
I went to …引导学生将I went to …转换成We went to …
2、I went to the Great Wall .And I climbed to the Great Wall.
出示词条 climbed, ed用不同颜色加深
climbed---climb
Did you climb to the Great Wall?
T help Ss say ：I climbed……
3、Good Boys and girls.Look at the mountain. It’s high.
出示词条mountain
I like mountian . I climbed the mountain.
4、 Yesturday it was a school trip.
认读trip
5、 课文教学：
Do you want to know where did Sam and Daming go ?
Let’s watch TV.
(1)Where did they go ? Were Sam and Daming happy?
(2) Ss answer the questions.
T：Yes. They had a good time.
认读had---have
(3) Listen again find went saw ate had bought
（4）This is a picture of the Great Wall. What did they buy?
Daming and Sam bought it for dad.
What present did you buy?
I bought…
转述他人He/ She bought…
(5) What did they see ?What did they eat?(pratise in pairs)
认读see-saw, eat-ate 在ate的教学中引出eat tea，引导学生发现异同，进行语音渗透。
Where did we go?
（6）Listen and repeat the dialog
h w
6、word puzzle a t e
climbe d n
o t
u
g
h
t
7、 将go、 see、 eat、 buy、 have、 went 、saw、 ate 、bought had 分发到学生手中。
老师说动词原形，手持go 词条的学生站起，手持went词条的学生后站起，如果答对，全班跟读。
8、 Do AB Unit1 Activity1
Step 3 Consolidation and extension
1、 出示SB Unit1 Activity 3
Ss Practie “They went to the……”
2、拿出自己参观旅游的照片，小组讨论。运用I/ He/ She/ We/ They saw/ate/had/bought…
Step 4 Summary
We visited the Great Wall with Sam and Daming .What did you know?
I/ He/ She/ We/ They saw/ate/had/bought…
Step 5 Homework
1、 Copy the sentences on the blackbored and do AB Unit1 Activity2 3
1、 Listen and repeat the text.
3、 自己设计一张旅游海报，配以文字说明，还可以加图片。
Step 6 Blackboard design.
M5 Unit 1 We went to the great wall.
We saw lots of mountains.
We ate….
We had a good time.
Module 5 Unit2 I wore warm clothes.
一、 教学目标与要求
1、 知识目标：重点学习不规则动词的一般过去时， I/ He/ She/ We/ They fell over/wore/learnt……
能够听说读写的单词和短语：
lovely out way really
能够听说读写的语句：
wear(wore) hurt ice-skating skate fall over (fell over)
2、 能力目标:能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时
3、 情感态度目标
热爱运动，热爱生活，不怕困难挫折的乐观情绪。
二、教学重难点：
能听够听说读写语句I/ He/ She/ We/ They fell over/wore/learnt…
三、准备： word cards、CD-rom activity book.
四、教学过程:
一、Step 1 Warm-up
1、 （show word cards）
finished cook cooked see saw eat ate finish buy bought go went had have climb climded
师拿出词条see， 生说出saw ，师拿出词条finished， 生说finish
二、Step 2 Presentation and practise
1、 Sam and Daming visited the Great Wall.Yestday, Lucy wrote a letter to me .She told me something about her school trip.教师装出很神秘的样子，拿出一封信。
2、 （信件展示）。Do you want to know about it ?
Guessing game
Lucy likes sports ,师做出滑冰的动作。
Which sports does she like ?
出示词条skate，进行认读 由skate自然过渡到ice skating
3、 课文教学
出示信件，出现完整的文章
Dear （Rita）:（教师英文名）
Yesturday ,we went on a school tirp.
We went （ice-skating）.I （wore） warm clothes trousers and sweater .The ice was very cold.
First,I（fell over） .But it didn’t（ hurt） .Then I （learnt） to skate .It was easy! And I didn’t （fall over） again. It was really fun.
From
Lucy
4、(practise in pairs).
（1）、What’s the weather like?
（2）、Did she hurt?
（3）、Did she learn to skate?
教师就势引导She learnt to …。 出示词条learn ---- learnt
She didn’t hurt. 认读hurt
What sports did you learn? I learnt…
教师强调learn ---- learnt发音的不同
教师或学生转述SheHe learnt… 过渡到We learnt ...(学生可以说在体育课上学会的运动)
5、（1）出示图片:It was cold. I feel cold. So I wore warm clothes.
认读词条wore-wear，教师指着一个穿衣服较多的学生说He/ She wore…
(2)出示图片. She fell over.
认读fell over---fall over 加深字母ae
6、Listen again and repeat
7、Fill in the blanks（在原文上填空，教室可作适当的提醒）
在上面的短文填空。
三、Step 3 Consolidation and extension
1、Listen and say Then sing
(1) First listen。
(2)Say the song.
解释词义，可请学生先猜一下lovely out way really
(3)Try to sing
2、 出示SB活动2的6幅图。
Lucy went on a school trip. She went ……
(practise in pairs)
3、Do AB Unit 2 Activity 1
4、Find friends
Ate, more, went, eat, wear, learn, fall over, learnt,
fellover, see, go, saw, bought, buy, had, have.
学生进行单词配对。
5学生回忆所学动词的过去时并分类。(practise in pairs)
奖励说的又快又全的小组
Regular Irregular
play-played go- went
work-worked see-saw
cook-cooked eat-ate
finish-finished wear-wore
watch-watched buy-bought
learn-learnt
fall-fell
have-had
Step 4 Summary
We learnt the past tense and lots of words,Can you say?
Step 5 Homework
1、 Do AB Unit2 Activity2 3
2、 Listen and repeat the text.
3、 Try to sing the song and write a letter to your friends.
Step 6 Blackbored design.
M5 Unit 2 I wore warm clothes.
I went…
I wore…
I was …
I fell over…
I learnt…
《英语》(新标准)一起第七册M6
题目
Module 6 Chinese story（中国故事）
题材
（主要）
内容
古时候乐于助人的马良得到了一支神笔，他用神笔为老人画食物，食物变成了真的。而坏人想用神笔画金子得到的却是一条蛇。
教学目标
语言
知识
目标
功能
描述一个故事。
语法
（结构、
句子）
本模块重点学习一般过去时的肯定形式和否定形式，主要句型结构是：
He/She did…
He/She didn’t…
词汇
能够听说的单词和短语：
real broke
能够听说认读的单词和短语：
angry only away magic paintbrush take(took)
能够听说读写的单词和短语：
gold food（B5） make(made) say(said)
语言
技能
目标
语句
能够听说认读的语句：
The magic paint brush didn’t make gold.
He took Ma Liang away.
能够听说读写的语句：
This old woman didn’t have food.
The bad man didn’t help people.
It didn’t make gold.
He didn’t come back.
学习策略
尝试阅读英语故事及其他英语课外读物.
文化意识
了解一些英国的传说和著名故事。
情感态度
鼓励学生主动用所学的语言讲述一个他所知道的故事。
任务
为学生朗读一些简单的成语小故事，让学生猜一猜是哪一些成语，说出汉语名字。或将这些小故事当作阅读材料发给学生，让学生回家完成阅读和猜成语的任务。
教材分析：
本模块是通过叙述性的语言描述了同学们熟悉的《神笔马良》的故事，这一个由于对故事的熟悉，有利于他们对英文故事的理解。本文采用一般过去时的方法描述故事内容，文中出现了大量的动词过去式短语，但是这些短语绝大多数学生都是学过的。文中还第一次出现了：It didn’t…句型。对于这一句型的学习，要求学生能理解、会读、能运用。
学情分析：
知识准备：学生通过第三至五模块的学习，已经初步掌握了一般过去时的用法，并了解了动词过去式的规则变化与部分动词过去式的不规则变化，而且能进行一般疑问句与特殊疑问句的问答交流。
先前经验：学生对英语故事的学习模式学习已经比较熟悉，而且绝大多数学生对“神笔马良”的故事情节也很熟悉。
教学后记：
Module 6 Unit 1 It didn’t make gold.
一、 教学目标与要求：
1. Be able to listen, speak, read the new words such as “paintbrush, magic, real, gold, took, made.” And the sentences “This old woman didn’t have food. The bad man didn’t have gold. But it didn’t make gold. It made a snake.”
2. Be able to listen and repeat the story. Encourage them to retell the story with the hints
3. Be able to learn from Ma Liang and help each other.
二、 教学重点与难点：
Key points: The key words and sentences
Difficult points: Be able to listen and repeat the story. Encourage them to retell the story with the hints
三、 课前准备：
vcd powerpoint flash cards tape recorder
四、 教学过程：
一、 Warm-Up
Let’s sing a song from Module 4.
二、Review
help-helped /t/
paint-painted
invent-invented /id/
print-printed
is-was are-were have-had
make-made take-took
三、 Presentation
1.Let Ss talk about Ma Liang with their own words.
2. Watch the screen and learn the new words: paintbrush, magic, real.
Encourage them to say “He had a paintbrush. It was magic. It was real.”
3. Watch the whole story and then answer who is the main character except Ma Liang. Teacher put the pictures on the blackboard.
4. Listen and cilcle. P1-P3
First, the teacher gives the students two questions. Then watch the video. At last, the students choose the right answers.
⑴ Ma Liang was a ________ boy.
A. good B. bad
⑵ Did he help people?
A. Yes, he did. B. No, he didn’t.
5. Listen and fill in the blank. P3
Let’s see the old woman.
This old woman didn’t have food. So Ma Liang painted food. Then the food was real.
Ask several students say the answers and then together.
6. What about the bad man? Please watch the video and then answer my questions. First, show the two questions to the students.
P4 Did the bad man help people?
He didn’t help people.
What did he do?
He took Ma Liang’s magic paintbrush.
take-took Teacher do the actions and let the students understand the meaning of took.
7. Compare P5 with P3. Then fill in the blank.
P3: This old woman didn’t have food. So Ma Liang painted food. Then the food was real.
P5: The bad man didn’t have gold. So he painted gold with the magic paintbrush.
Give them several minutes to prepare and then fill in the blank. I’ll choose one complete Ma Liang, another one complete the bad man. At last, everybody read after them.
8. Teacher asks “Did the paintbrush help the bad man? Did it make gold?
Teacher will point to the gold and then make a snake.
P6: But it didn’t make gold. It made a snake.
make-made
四、 Practice
1. Listen, repeat and find “didn’t.” And then read the sentences with “didn’t.
2. Read the story in your pairs. One of them can read Ma Liang. Another one can read the bad man.
3. Read and tick. (Activity Book P22①)
Let the students do it themselves and then check the answers.
4. Listen and retell the pictures.
Play the tape and then let the students retell what they heard picture by picture.
5.Look at the blackboard and retell the story with the hints in your group.
First, the teacher retells the story with the hints. And then give them several minutes to prepare. They can choose the pictures in their group. At last, the teacher
choose 1 or 2 groups to show.
五、 Consolidation
I’ll give them several pictures without the book about Ma Liang and ask them to say with their own words.
六、 Sum-up
What do you learn from Ma Liang? Let the students sum up with their own words. And then sum up together.
We should learn from Ma Liang.
We should help each other.
七．Homework:
1. After class, everyone should retell the story to your parents.
2. Activity Book Part 2
Module 6
Unit 1 It didn’t make gold.
a good boy a bad boy
helped people didn’t help people took
This old woman didn’t have food.
But it didn’t make gold.
It made a snake.
paintbrush
magic
real
painted
gold
painted
八．Bb. design:
Module 6 Unit 2 He didn’t come back.
一、教学目标与要求
㈠ 知识与能力目标
知识目标：
1、能够听说认读angry, only, took away,
He took Ma Liang away.
2、 能够听说读写say (said)
He didn’t come back.
能力目标：
引导学生用一般过去时的肯定形式和否定形式，为大家讲一些英文的小故事。
㈠ 情感态度目标
通过课文的学习，让学生体会到善有善报、恶有恶报，给学生建立乐于助人的情感价值观。
二、 教学重点及难点
重点：能够听说读写say (said) He didn’t come back.
难点：运用一般过去式为大家英文小故事。
三、课前准备
VCD、单词卡片、课件
四、教学过程
Step 1 Warm up
1头脑风暴
老师用课件出示很多图片如：课本25页第4题，图片上有对号和错号，迅速用课件展示图片，逐一出示，每幅图停留2秒，然后再消失。所有的图片都展示完后，老师开始提问，如：Did you see a duck?学生根据刚才的印象来回答。回答对的给本组加分。
设计目的：为了激起学生的学习兴趣，能够使学生集中精力，积极动脑思考，比赛的形式又能营造竞争的气氛，学生在这样的环境中，能够很快地进入课堂学习中来。
2、Free talk:
T: Do you want to have a magic paintbrush?
S:Yes!
T: If you’re MaLiang, you have a paintbrush, what will you do with the magic paintbrush?
S:……
设计的主要目的是为了激发学生的想象力，让全体学生积极地积极思考，运用所学的句型表达自己的想法，激发学生乐于助人的情感，同时又是对上节课的复习回顾，为下面继续学习神笔马良的故事作好铺垫。
Step 2 Presentation and practice
㈠Listen to the tape.
What happened then? Let’s listen to the tape.
学生回答课文问题，学习单词和句型
1、angry
T:The bad man took the magic paintbrush. He paint gold, but it made a snake. Look at the picture, is he feel happy?出示angry的图片
S: No. He was not happy.
T: Yes, he was angry.做出生气的样子。读angry,学生模仿老师做的动作读单词。
看表情对比happy 和angry
T: Look at my face, say the words as quickly as you can.
S: 根据老师的表情，快速说单词。
2、only
T: Why did the bad man feel angry?
S: The magic paintbrush didn’t help him.
T: Did the magic paintbrush help MaLiang?
S: Yes, it did.
T: The magic paintbrush only helped MaLing.突出only的发音出示单词卡片并领读，让学生体会意思。
3、took away
T: And then, what did the ban man do ?
S: He took MaLiang away.
T: 出示卡片，took away,并领读，做动作演示，让学生体会意思。
板书句子：He took MaLiang away. 指导学生读读句子。
4、said
Game: I say a word or sentence you must say:“You said, ……”.
T: 老师小声说I say “angry”.
S: You said “angry”.
T: 老师小声说 I say “only”.
S: You said “only”.
T: 老师大声说 I say “took away”.
S: You said “took away”.
T: 老师大声说I say “He took MaLiang away.”
S: You said “He took MaLiang away”.
游戏结束时，老师出示两张卡片 say said, 通过刚才的游戏，既复习了新学的单词和句型，还对比这两个单词，再用卡片加以巩固，学生容易掌握。
5、He didn’t come back.
T: The bad man got the ship, he went to the sea in his ship. Did he come back?老师出示坏人在大海里翻船的图片，帮助学生理解。
S: No. He didn’t come back.
老师板书句子。He didn’t come back.
㈡ Listen and repeat.
1、Now, Listen and repeat the whole story.
2、Read it to your partner.
㈢ Look at the pictures and talk about the story with your partner.
课件出示几幅图，给学生一定的提示，让学生根据提示复述这个故事。
其目的是为了培养学生概括、复述课文的能力，同时也注意引导学生看图说话，为以后的讲故事作铺垫。
㈣ listen and complete the passage.
The bad man was_______. The magic paintbrush _______help him. It______ helped MaLing. He ______MaLiang _______. “I want a ship,”_______the bad man. “You paint it!” So MaLiang ________ the ship. Then the ship was real. The bad man ______ to the sea in his ship. But he didn’t ______ ______.
Step 3 Consolidation and extension
1、Page 24 point and say.
Point the picture to your partner, and say the picture.
这一部分为了练习学生对故事情节的掌握，在此基础上拓展，考查学生灵活的运用所学过去式讲述故事。
2、听音配图
把要讲述故事的配图提供给学生,并提供另外的易混淆配图.让学生根据所听到的故事选择图片。
活动目的：训练听力及口语表达过去事情的能力。
3、故事比赛
学生分成四人一组,小组成员利用图片讲述一个故事.每组推荐一名同学在全班表演.教师和同学一起评出谁讲得最棒！
活动目的：训练学生口语表达能力
Step 4 Chant
1、listen and repeat.
学生在老师的带领下一齐说chant调节课堂气氛，同时让学生理解其中的含义。
2、read to your partner.
同位两个合作，有节奏地说一说。
Step 5Summary
学生根据板书来总结这节课的主要内容，并在老师的引导下用chant的方式巩固重点知识。
angry angry The bad man was angry.
only only It only helped MaLiang.
took away took away He took MaLiang away.
He went to the sea. He went to the sea.
He didn’t come back again.
Step 6 Homework
1、和同学合作演一演神笔马良的故事
2、为爸爸妈妈讲一个英文小故事
Step 7 Blackboard design
Module 6 Unit 2
angry
only
took away
said
He didn’t come back.
《英语》(新标准)一起第七册M8
题目
Module 8 Events（事件）
题材
（主要）
内容
Amy和Ms. Smart在读报的过程中了解到一些英国孩子上周来中国参加音乐比赛，一个吹笛子的女孩还获得了金奖杯。Amy告诉妈妈她也会吹笛子，但是她的演奏实在糟糕，妈妈告诉她还需要多加练习。
教学目标
语言
知识
目标
功能
描述发生的事情。
语法
（结构、
句子）
本模块重点学习学习一般过去时的特殊疑问句及回答，主要句型结构是：
What did you/he/she do? I/He/She…
Where did you/he/she go? I/He/She went…
When did you/they come? I/They came…
词汇
能够听说的单词和短语：
competition hear English children
能够听说认读的单词和短语：
practise win(won) flute
能够听说读写的单词和短语：
come(came) last cup visit(B5)
语言
技能
目标
语句
能够听说认读的语句：
Some English children came to China last week.
So practice a lot.
能够听说读写的语句：
When did they come?
They came last Wednesday.
What did she play?
She played the flute.
Where did you go?
I went to the zoo.
学习策略
积极与他人合作，主动与他人交流。
文化意识
了解部分体育、音乐等方面的国际赛事，尤其是有中国人参与并获奖的比赛。
情感态度
敢于主动向别人提问。
任务
将前几天发生的部分新闻图片剪下，组成一张新闻剪报，请学生做新闻播报员，向全班同学作报道。
Module 8 Unit 1 What did she play?
一、教学目标与要求：
Knowledge Targets:
1. Key words: came, win, won, last
Contextual words: gold, cup, practice
2. Key structures:
When did they come? They came last Wednesday. What did she play? She played the flute.
Function Targets:
3. Students are able to identify the sentences with “what” and “when”.
4. Students are able to talk about the news with the past verbs.
Emotion Targets:
5.Students enjoy the story and understand the proverbs involved in the story “Practice makes perfect” as well as “Where there is a will, there is a way”.
一、 教学重点与难点：
Key points: key words and key sentences.
Difficult points: Students are able to talk about the news with the past verbs.
二、 课前准备：
CAI cards
三、 教学过程：
I. Warm up
1. TPR and quick response
2. Free talk: What did you do last …?
II. Presentation and Practice
1. Q&A about a piece of news adopted from the story.
2. Enjoy the story and understand “Practice makes perfect.”
3. Find out the key structures with “what” and “when”.
4. Chant for the key structures.
III. Production
1. Finish a listening exercise.
2. Guess what the winners did.
3. Continue the story and make a report.
IV.Sum up
Past verbs in news
V. Homework
Write a report.
Module 8 Unit 2 Where did you go?
一、 教学目标与要求
1、 知识与能力目标
能够熟练运用所学句型
2、 情感态度目标
(1) 积极与他人合作，主动与他人交流。
（2）敢于主动向别人提问。
二、 教学重点及难点
三、 课前准备：
课件，录音机（磁带），调查表格
四、教学过程
Step1: Warm up
Free talk:What did you do last Sunday?
Step2:Presentation and practice
1、(课件展示)
T : Yesterday was Sunday.I went to a park.(照片)I saw many flowers. (照片)
Where did you go?What did you see?
T : Who can ask?
Ss ask and answer.
2、The text
Listen and point
Listen and repeat
3、Chant
(1)First,listen
(2)Try to read.
(3)Try to chant.
4、Play a game:Throw a small stone.Then ask and answer.(Book P33第4题)
5、Practice:Activlily Book P32 P33
Step3:Consolidation and extension
1、Fill the blanks
A : Where did you go? B : I went to …
A : What did you see? B : I saw …
Name
Answers
2、Talk with your pariner.
A : Where did he/she go? B : He/She went to …
A : What did he/she see? B : He/She saw …
Step4:Summary
Read together.
Step5:Homework
Ask your pariners: Where did you go yesterday?What did you see?
Tomorrow I will ask you.
Step6:Blackboard design
Module 8 Unit 2 Where did you go?
Where did you go? I went to …
What did you see? I saw …
Where did he/she go? He/She went to …
What did he/she see? He/She saw …
《英语》(新标准)一起第七册M9
题目
Module 9 Accident（事故）
题材
（主要）
内容
大明的头受伤了，玲玲和Amy问他原因，大明告诉她们：昨天他和Sam骑车外出时由于又饿又渴。买了一个西瓜，Sam将西瓜放在自行车上，结果两人都从车上摔了下来。
教学目标
语言
知识
目标
功能
描述一次事故。
语法
（结构、
句子）
本模块重点学习与事故相关的过去时的表达，主要句型结构是：
What happened to you? I cut/hurt/bumped…
I fell on/off… I fell over.
What happened to…?
He/She…
词汇
能够听说的单词和短语：
sand
能够听说认读的单词和短语：
thirsty watermelon fall off(fell off)
fall on (fell on ) bump
能够听说读写的单词和短语：
happen put(put) cut(cut) knee finger head
语言
技能
目标
语句
能够听说认读的语句：
I went for a bike ride.
We were hungry and thirsty.
So we bought a watermelon.
I fell on the watermelon.
能够听说读写的语句：
What happened to you?
I fell over.
Sam fell off his bike.
学习策略
培养学生合作学习的意识，以小组为单位描述或表演一次事故的经过。
文化意识
了解英美国家比较受欢迎的体育运动。
情感态度
培养学生助人为乐、团结互助的品质。
任务
让学生以An Unlucky Day为题，编一个小故事，介绍某人不走运的一天。
【教材分析】
进一步巩固练习和运用句子 “How was … ? It was … .What happened to you ? ”，能够用英语问答对已发生的事情的感受，并能变换常用动词的过去式，进行有关过去时的相关表达。通过在故事情境中学习语言，在教学活动中提高学生的语言技能。
【学情分析】
本课的教学对象是小学四年级的学生，他们已经具有三年的英语学习基础，已经具备了一定的语言学习能力和学习方法，储备了一些语言知识。在以往学习中，学生已经掌握了动词过去时的表达方法，以及多种表达问答对已发生的事情的简单用语，所以本节课要充分发挥学生的能动性，结合学生身边的生活经历，让学生在课堂上用英语表达自己的真情实感,训练学生造句的能力，培养发散思维。使学生养成英语思维的习惯，培养良好的学习习惯，培养学生英语交际能力。
教学后记：
Module 9 Unit 1 What happened to you?
一、 教学目标与要求：
1． 知识与能力目标
Words: happened put(put) , thirsty, fell on , fell off
Structure: Talking about a past accident.
知识目标
(1)掌握四会单词和句型结构。
(2)根据图片和情境说出单词和句子。
(3)在图文或场景下进行简单的英语交流和表演。
能力目标
(1)在情景中正确运用英语描述一次事故。
(2)学生能描述自己过去发生的事情并与别人谈论、问答，表达自己的想法。
2． 情感态度目标
培养学生的安全意识和自我保护意识。
二、 教学重点及难点：
How to talk about a past accident.
一、 课前准备：
tape-recorder some pictures word cards , CD-Rom
二、 教学过程：
Step 1 Warm –up:
1. Chant it! P33
2. Play games(finding friends) present tense---- past tense
3. Free talk!
What did you do last week? Where did you go? What did you see? What did you buy? ( see-saw, go-went, buy-bought)
Step 2 Presentation and practice:
1. Let’s do some actions.
Put your book on the desk. Put your pencil on the book. Put your ruler on your pencil. Put your eraser on the ruler. What did you put? (put-put)
2. a. 双簧表演（pair work）。两人一组，一人在前表演神态，一人隐身在后说句子，对以前所学过的形容词进行汇总复习（hungry, happy, sad, angry..）并且学习thirsty.
b. If you were thirsty, what did you buy?
板书: We were thirsty. So we bought a _______.
c. 结合前面的练习,小组内进行We were ______, so we bought _________.
3. 展示中国滑冰运动员张丹在冬奥会摔倒的图片 。
What happened to her?
Learn happen, 与happy对比学习。
并对fell over进行复习。
4．课文感知。
1）What happened to Sam? 2）What happened to Daming?
Sam fell off his bike.
And Daming fell on the watermelon.
§ What different among (板书)
fell on 摔…上
fell off 从…摔下
fell over 摔倒
§ 活动一：记忆大比拼。 （1分钟同时展示不同姿态摔倒的照片） What happened to them?
§ 活动二：Do the practice on P35. Practice in pairs
2） Show CD-Rom.
a. Ask and answer
What did they go for? What did they buy?
Where did Sam put the watermelon?
b. Listen and repeat.
Step 3 Consolidation and extension:
1. 自圆其说
用自己的话来描述整篇课文 (根据板书提示完成） —复述
2. 你说我说
出示几幅事故的图片 要求四人小组内任选一幅图进行介绍, 发挥其合力，描述一场事故
Step 4 Summary:
1. Which words we have learnt? 2. Which sentences we have learnt?
2. 进行安全和自我保护意识的教育
Step 5 Homework:
1. Listen to the tape and repeat the dialogue.
2. 口头作文：任选情景，口头以过去式叙事 ( 二选一)
(1) 提供开头（Today is my birthday---），学生续编故事。
(2)提供时间、地点、天气（Sunday, park, sunny---）, 学生编故事。
Step 6 Blackboard design:
Module 9 Unit 1 What happened to you?
go---went We were hungry and thirsty.
see---saw So we bought a watermelon.
put---put What happened to you?
Sam fell off bike
Daming fell on watermelon.
fell over
Module9 Unit2 I bumped my head.
一、 教学目标与要求
1、 知识与能力目标
能够熟练运用所学句型
2、 情感态度目标
(1)培养学生合作学习的意识，以小组为单位描述或表演候诊室一幕。
（2）培养学生助人为乐、团结互助的品质。
二、 教学重点及难点
三、 课前准备：
课件，录音机（磁带），剪刀，红纸，演出道具：护士帽，包扎伤口纱布
四、 教学过程：
Step1:Warmup
Sing the song“head，knee and toes ……”
Step2:Presentation and practice
T : Look,this is a star.(展示一颗星星)
(1)Did you like it?
I can cut papers.
I can cut stars.Look!(师剪纸并不小心剪到手指)
Oh,my god,I cut my finger.
Read after me“cut my finger”
Read and do.
(2)(播放动画片：蜡笔小新碰头)
Oh,he bumped his head.
Read after me“bump” “bumpmy head”
(3)hurt my knee
(4)Practise:Read and do the actions quickly.“bump my head”“cut my finger”“hurt my knee”
The text
Listen and repeat.
Chant: What happened to you?
What happened to your……?
Practice
(1)Guessing.
(电脑显示图片一角)
T : What happened to this boy?
Ss guess
Step3:Consolidation and extension
(2)Acting
(老师当护士，三个学生当伤员)
T : What happened to you ?
S1 : I hurt my knee.
T : Did you fall over?
S1 : Yes.
T : What happened to you?
S2 : I bumped my head.
T : Did you fall off your bike?
S2 : Yes.
T : What happened to you?
S3 : I cut my finger.
T : Did you cut papers?
S3 : Yes.
Practice in groups.
(3)Activily book P36 P37
Step4:Summary
Read together.
Step5:Homework
Ask and answer with your partner:What happened to you?Did you …?
Step6:Blackboard design
What happened to you?
｛
I cut my finger.
I hurt my knee.
I bumped my head.
Did you …?
｛
Yes,I did.
No,I didn`t.
《英语》(新标准)一起第七册M10
题目
Module 10 Illness（疾病）
题材（主要）
内容
Sam因为肚子疼去医院，大夫问他都吃了些什么，Sam说他吃了30块巧克力饼干，大夫给Sam开了药让他回家服用。
教学目标
语言
知识
目标
功能
描述疾病。
语法
（结构、
句子）
本模块重点学习I’ve got…结构，主要句型是：
What’s the matter? I’ve got a…
What happened to…? He’s/She’s got a…
词汇
能够听说的单词和短语：
knock on quick sick shook stomach
能够听说认读的单词和短语：
Miss medicine call chocolate biscuits
能够听说读写的单词和短语：
matter toothache fever
语言
技能
目标
语句
能够听说认读的语句：
What did you eat yesterday?
I ate….
Go home and take this medicine.
能够听说读写的语句：
What’s the matter?
I’ve got a stomach ache.
Wang Fei’s got a cold.
学习策略
对所学内容能主动与同学练习和表演小短剧。
文化意识
了解外国孩子的三餐内容，与自己的食谱相比较，找出最佳食谱。
情感态度
培养学生正常的饮食观念。
任务
情景表演。模仿医院看病的情景，小组内安排1-2个学生扮演医生，其他学生扮演病号，“医生”要询问病人的病情，调查清楚病人的病因，并为其找出治病的方法。小组内部角色可以互换，也可以毛遂自荐在全班表演。
教材分析：
1、生词和短语：
knock on quick sick shook stomach
2、主要句型：
What’s the matter? I’ve got a…
What happened to…? He’s/She’s got a…
3、意义和价值：
对话是关于疾病的。通过学习学生能掌握关于疾病的单词和习惯用语，激励学生互相交流思想，意见和感受，培养合作精神、人文素养等。
学情分析：
1、前面已经学过一些疾病名称的单词，学生有一定的语言基础。
2、学生有表现的欲望，对看病的对话学生会有信心和兴趣，病人和医生的对话，学生能表演得很好。
教学后记：
Module 10 Unit 1 I’ve got a stomachache.
一、 教学目标与要求
1. 知识与能力目标
知识目标：能够听说读写语句：What’s the matter? I’ve got a stomach ache.和单词matter
能力目标：能够在医院与医生进行简单的交流。
2. 情感态度目标
培养学生正常的饮食观念。
二、 教学重点及难点
能够听说认读写下列句子：
What’s the matter? I’ve got a stomach ache.
能够仿说和运用下列句子：
What’s the matter? I’ve got a….
三、 课前准备
CD-ROOM ,word cards, medicine, activity book.
四、 教学过程
Step 1 Warm up
1. Let’s chant.
Cold, cold, I’ve got a cold.
Cough, cough, I’ve got a cough.
Headache, headache, headache, I’ve got a headache.
Stomach ache, stomach ache, I’ve got a stomach ache.
Ss do action and chant.
设计意图：通过节奏明快的唱游复习学过的病情，使学生在轻松愉快的氛围中进入到课堂学习中，再加上学生生动的肢体语言，使复习效果更好，同时也为下一环节作铺垫。
Step 2 Present
1.利用chant所做的最后一个胃痛得动作。
T: What’s the matter?
S1: I’ve got a stomach ache.
T: Go home and take this medicine.
引出主句型：
What’s the matter?
I’ve got a stomach ache.
Read the first sentence.
A.领读。B.单个读。C.同位读。D.拼读matter.
设计意图：通过上一个环节，自然的引出主句型，通过反复操练，从而基本掌握住举行。
2.T：Can you do action to act cold, cough, headache and stomach ache?
Ss do actions.
T: Now, I’m a doctor.
What’s the matter?
Ss: I’ve got a ….
T: Go home and take this medicine.
设计意图：通过创设一个情境，使学生能够扮演一个病人与老师进行交流，使学生能够在实际情境中进行简单的语言交流。
3. T: Now I’m ill. Who is the doctor? Where is doctor?
S1: What’s the matter?
T: I’ve got a ….
Ss are patients.
设计意图：通过创设一个情境，使学生能够扮演一个医生与老师进行交流，使学生能够真正掌握主句型。
5. Practise in pairs.
S1: What’s the matter?
S2: I’ve got a ….
设计意图：通过练习，使学生能灵活运用主句型。
6.当学生说到stomach ache时
T：What did you eat yesterday?
How many?
S1: I ate….
Read the sentence:
What did you eat yesterday?
Practise in pairs.
设计意图：引出课文中的语句，进行简单练习，使学生能更容易理解和掌握课文内容。
7. T: Today Sam is ill, too. What’s the matter with Sam?
Listen and point.
Listen to “I’ve got”, clap hands one time.
Listen and repeat.
T: What’s the matter with Sam?
What did he eat?
How many biscuits did he eat?
Ss: He’s got a stomach ache.
He ate chocolate biscuits.
He ate thirty biscuits.
T: Oh, that’s too many. What did doctor say?
Ss: Go home and take this medicine.
Learn to “medicine”.
设计意图：在掌握主句型的基础上，让学生进入到课文中，通过听、指、跟读、回答问题等方式，使学生理解掌握课文内容。
8. Role play.
A. Teacher is the doctor. Ss are Sam.
B: Teacher is Sam. Ss are doctor.
设计意图：通过分角色朗读，以激发学生的兴趣，加深学生对课文的理解。
Step3. Consolidation and extension
1. Act the text. (课本剧表演)
设计意图：让学生通过课文创设的情境来运用主句型。
2. Make a new dialogue.
模仿医院看病的情景，小组内安排1-2个学生扮演医生，其他学生扮演病号，“医生”
要询问病人的病情，调查清楚病人的病因，并为其找出治病的方法。小组内部角色可以互换，也可以毛遂自荐在全班表演。
提示：Patient
Can you help me, doctor?
I ate apples/ ice creams/ sweets….
设计意图：学生以课文为例，仿照课文编新的对话，提高学生交际的能力。
Step 4 Summary
Read and write the sentences.
T：Sam ate 30 biscuits, he’s got a stomach ache. So we don’t eat too much.我们要有良好的饮食习惯，不能暴饮暴食。
Step5 Homework
1. Write the sentences.
2. Read the text.
3. Make a case history. For example:
Name: Li Ming(自己的姓名)
Date: 11.25
Illness: Stomach ache
Cause: Ate ….
Step6 Blackboard design
What’s the matter?
I’ve got a….
What did you eat yesterday?
I ate….
Module 10 Unit 2 Wang Fei’s got a cold.
一、 教学目标与要求
1. 知识与能力目标
知识目标：能够听说读写语句：Wang Fei’s got a cold.和单词toothache, fever.
能力目标：能够描述别人的病情。
2. 情感态度目标
培养学生关心他人的优秀品德。
二、 教学重点及难点
能够听说认读写下列句子：
Wang Fei’s got a cold.
能够仿说和运用下列句子：
What’s happened to…? XX’s got a….
三、 课前准备
CD-ROOM ,word cards, activity book.
四、 教学过程
Step 1 Warm up
1. Listen to the song: Miss Dolly Had a Dolly.学生边听边看歌词。
设计意图：通过歌曲调动学生学习的积极性，而且为后面环节学唱歌曲作铺垫。
2. Show and report the case history.
For example:
S1: I’ve got a stomach ache, because I ate ….
设计意图：复习上节课所学内容，也会下一个环节作铺垫。
Step 2 Present
1. Check memory.承接上一个活动。
T: What happened to XX?
老师做动作，提示学生理解这句话在这种情况下的意思，并引导学生回答：
XX’s got a….
通过问答练习，使学生掌握介绍他人病情的句型。
Practise with partner.
S1: What’s happened to XX?
S2: XX’s got a ….
设计意图：通过一个游戏式的复习活动，引出并学习新句型，使学生更容易理解和掌握句型。
2. Guessing game.
T: Yesterday four students weren’t at school. Li Jie, Wang Fei, Shanshan and Mingming. Why? Are they ill? Can you guess?
Ss: Li Jie’s got a….
Wang Fei’s got a….
Shanshan’s got a….
Mingming’s got a….
设计意图：通过这个游戏，激发学生对课文的兴趣，也提供给学生充分的机会去运用句型。
3. 老师将本课的挂图挂在黑板上。
Look at picture and listen to the tape.
Answer the question:
What happened to them?
Ss: Li Jie’s got a headache.
Wang Fei’s got a cold.
Shanshan’s got a toothache.
Mingming’s got a fever.
引出单词：headache, cold, toothache, fever.
Read these words and do actions. Pay attention to the pronunciation of toothache.
Listen to the tape and repeat, then answer the question:
Where are they ?
Ss: Li Jie is at home.
Wang Fe I didn’t go to school.
Shanshan isn’t at school.
Mingming stayed at home.(注意stay)
Read the text together.
设计意图：通过听、看、说的练习，使学生深入理解课文，基本能够熟读课文，甚至能背诵课文。
Step3. Consolidation and extension
1.四人一组，运用学生在课下所画的生病的图片，一问一答讨论这些人物的病情，并完成表格：
Name
Illness
S1: What happened to XX?
S2: XX’s got a ….
最后请一名学生起来汇报。
设计意图：通过这一活动提高学生的听说读写的能力，而且加强了合作意识。
2. Sing the song: Miss Dolly Had a Dolly.
Listen and repeat. 边听边跟读歌词，从整体上把握歌词大意，老师可以通过肢体语言使学生加深理解。
Listen and sing. 让学生模仿跟唱，鼓励学生边唱边表演。
Sing together.
设计意图：激发学生学习英语的兴趣。
Step 4 Summary
T：We should learn from Miss Polly. If your friends are ill, you will help your friends.做一个乐于助人的好学生。
Step5 Homework
1.Read the text and recite the words.
2.Make a survey:调查周围同学、朋友及家人都曾经出现过那种病情，完成表格。
Name
Illness
Cause
Step6 Blackboard design
Li Jie’s got a headache.
Wang Fei’s got a cold.
Shanshan’s got a toothache.
Mingming’s got a fever.
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