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Module 1 Changes and differences
Unit 1 Tidy up
第一课时
教学时间：
教学目标：
1、通过演唱Sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心句型。
2、通过Listen and sing中有关整理房间的对话，帮助学生掌握本单元的核心句型。
3、通过look and learn栏目，帮助学生学习日常生活用品的名称。
教学重、难点
1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up
2、会运用句型Are they yours?及回答No, they aren’t.
教学方法：
任务教学法、情景教学法。
教学过程：
Pre-task preparations
1、利用教室中的实物与学生进行对话，以复习学过的句型Whose...is
this/that? Whose...are these/those?
T：(point to a bag in the classroom) Whose bag is this/that?
S1：It’s(S2’s name) ’s.
T：Is this/that...?
S2：Yes, it’s... / No. It’s...
T：Whose...are these/those?
S3：They are...
T：Are these/those...?
S4：Yes, they are. / No, they aren’t.
...
2、让学生欣赏Sing a song中的歌曲，病朗读歌词，然后跟唱。唱完以后，学生还可以用身边的实物改编歌词并演唱，以初步感知本单元的核心句型。
While-task procedures
1、教师与学生就Listen and say第一幅图片中的情景展开问答。引出对话内容。
T：Look！This is a picture of a room. Is it tidy?
Ss：No, it isn’t.
T：Who are they in the picture?
Ss：They are Sally and Peter.
T：What are they doing?
S3：They are tidying up the room.
T：(write tidy up on the blackboard) Yes. They are tiding it up. “tidy up “means “make it clean”. How do they tidy it up? Let’s listen.
2、出示以下句子，让学生听录音后判断句子正误并改错，以检测他们是否理解了对话的大致内容。
1) The socks are Peter’s. ( )
2) The socks are not on the bed. ( )
3) Both the cap and the T-shirt are Paul’s. ( )
4) Sally asks Peter to put the T-shirt on the chair. ( )
然后出示下面两组句子，利用学生的书和文具和他们问答，帮助学生理解mine 和 yours的用法。
Is that your book? / Is that book yours?
This is my book. / This book is mine.
T: Is this your pen?
S1: Yes, it’s mine.
T: Is this yours too?
S2: No. It isn’t.
3、让学生听录音并跟读对话，男女生分角色朗读对话。然后，学生两两一组，根据Listen and say的对话以及后续练习中的对话提示做问答练习。
S1: Whose bedroom is it?
S2: It’s Peter and Paul’s bedroom.
S1: Who is tidying up the bedroom?
S2: Sally and Peter are tidying up the bedroom.
S1: Whose socks are those?
S2: They are Paul’s.
S1: Whose cap is this?
S2: It’s Peter’s.
4、出示一双短袜和一顶帽子或相应的图片，与学生对话，引导学生学习单词socks和cap,同时引出用Yes,.../Ok./Sure.等表达方式来应答别人的请求或指令。
Post-task activities
1、跟学生借一些学习用品，根据这些学习用品和学生问答。
T: Whose ruler is this?
S1: It is mine.
T: Is this ruler yours?
S2: No, it’s hers.
T: Is this ruler hers?
S3: Yes, it’s hers.
接着，利用几件其它学习用品和学生问答。
T: Whose pencils are those?
S1、S2: They are ours.
T: Are these pencils yours (S3’s name)?
S3: No, they are theirs.
T: Are these pencils ours (S4’s name)?
S4: No, they aren’t. They are theirs.
然后，让学生利用自己的学习用品，仿照上述对话进行句型操练。
Module 1 Changes and differences
Unit 1 Tidy up!
（第二课时）
教学时间：
教学目标：
通过Think and write 的语言输出活动，帮助学生巩固新学的语言知识。
教学重、难点
1、词汇： crayon, umbrella, hers, theirs
2、句型： -Whose...is this/are these?
-It’s/they’re…
教学方法：
任务教学法、情景教学法。
教学过程：
Pre-task preparations
1、让学生利用实物进行问答，在问答之后根据Please put.../Can you put...?等指令正确的摆放实物，并学会用Yes,.../Ok./Sure.等表达方式来应答别人的请求或指令。
T: Whose...is this/that?
S1: It’s…’s.
T: Is it yours/his/hers…?
S1: Yes. /No. It’s…
T: Please put the…
S1: Ok.
T: Whose…are these/are those?
S2: They’re…
T: Are they yours/his/hers…?
S1: Yes. /No. They’re…
T: Can you put them…
S1: Sure.
接着，学生可以根据以上示范，开展对子活动或小组活动，以进一步巩固课时一所学内容。
While-task procedures
1、出示Think and write中的连线图，然后出示umbrella的单词卡片。学生根据教师提供的语境和单词卡片，通过问答学习新词汇，并巩固已学句型。
T：(show a picture of an umbrella) What’s this?
S1：It’s an umbrella.
T：(stick the picture on the blackboard) Umbrella, an umbrella.
Ss:：Umbrella, an umbrella.
T：(point to the picture) Whose umbrella is this?
S2：It’s Ben’s.
T：This umbrella is Ben’s. It’s his.
Ss:：This umbrella is Ben’s. It’s his.
然后，用同样的方法教授crayon.
2、学生根据Think and write中的图片，看图填表。
3、学生根据表格所填的内容，两人一组做问答练习。一方面检查学生对图片内容的理解是否正确，另一方面让学生操练所学的语言。
S1：Are the crayons Alice’s?
S2：No, they are not hers.
S1：Whose crayons are these?
S2:：They are Jill’s.
S3：Is the schoolbag Joe’s?
S4：No, it’s not his.
S3：Whose schoolbag is it?
S4:：It’s Alice’s.
...
4、学生根据图片及表格内容，完成Think and write中的书写练习，巩固重点和难点，从听、说、读的技能过渡到写的训练。
Post-task activities
学生分为6组，开展小组活动，每个学生把一件物品放在桌上，然后小组内学生根据桌上的物品对话。
Module 1 Changes and differences
Unit 1 Tidy up!
（第三课时）
教学时间：
教学目标：
1、 帮助学生通过阅读故事《神奇的石头》抓住关键信息，了解故事大意，并完成后续练习。
2、 了解字母组合ar, ue, oo在单词中的发音。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，描述物品的归属和应摆放的位置。
教学重、难点
1、 语音：ar(car), ue(blue), oo(school)
1、 词汇：(be) full of, a few。
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、让学生根据教师出示的学习用品回答问题。
T: (show a pencil) Whose pencil is this?
S1: It’s my pencil.
T: Is this your pencil?
S2: No, it isn’t. It’s (S3’s name) ’s.
T: (show some books) Whose books are these?
S3: They are my books.
T: Are these your books?
S4: No, they aren’t. They are (S5’s name) ’s.
接着让学生两两对话，以进一步巩固课时一和课时二所学内容。
While-task procedures
1、播放Read a story的录音，让学生合上书本听故事。然后，教师出示教学挂图中的故事图片，与学生问答，熟悉故事人物。
T: (point to Jimmy) What is his name?
Ss: His name is Jimmy.
T: (point to the father) Who is he?
Ss: He is Jimmy’s father.
出示以下问题，学生带着问题阅读文章，然后回答问题。
Picture 1
1) What is in the box? (The box is full of nails.)
2) Whose box is it? (It is Jimmy’s father’s.)
Picture 2
1) What does Jimmy do? (He drops the nails.)
2) What happens to the nails? (All the nails fall on the floor.)
Picture 3
1) What does Jimmy’s father gives him?
(Jimmy’s father gives him a black stone.)
2) What does Jimmy’s father say?
(He says,”this stone can help you,Jimmy. try it.”)
Picture 4
1) Where does Jimmy put the stone?
(He puts the nails near the stone.)
2) What happens to the nails this time?
(The nails all stick to the stone.)
2、学生再次阅读故事，教师在黑板上写出每幅图片的关键词，学生根据图片及关键词复述故事。
Picture 1: box, table, nails
Picture 2: drop, nails, fall, mess
Picture 3: give, black stone, help, try
Picture 4: put, near, stick, floor, clean, magic stone
3、指导学生完成课本第5页Read a story的后续练习，然后填空完成故事概要。
Jimmy’s father has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. Al the nails fall on the floor. Jimmy says,”what a mess!” Jimmy’s father gives him a black stone to help him. It is a magic stone because
all the nails stick to it.
4、出示Learn the sounds的语言单词卡片ar(car), ue(blue), oo(school)请学生跟读并感知字母组合ar, ue,oo在单词中的发音。
T: ar,/a:/,car,car
Ss: ar,/a:/,car,car
T: ue,/u:/,blue,blue
Ss: ue,/u:/,blue,blue
T: oo,/u:/,school,school
Ss: oo,/u:/,school,school
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task actvities
1、 学生三人一组，演出课本剧。
让学生完成练习册中task的看图搭配练习，然后组织学生根据Ask and answer的句型提示，就图片信息结对问答，巩固所学句型和词汇。
Module 1 Changes and differences
Unit 2 Our new home!
（第一课时）
教学时间：
教学目标：
1、通过Listen and enjoy的儿歌朗读，活跃课堂气氛，并引出本单元的话题。
2、通过look and learn栏目，帮助学生掌握本单元的核心句型。
教学重、难点
1、能掌握单词why, because, study, dining room
2、会运用句型Do you like…? I like…
Why? Because…
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、出示第一个问题，让学生看Listen and enjoy的图片讨论问题。
Q1：Who lives in the shoe?
T：Who lives in the shoe?
S1：An old woman.
S2：An old womanand her children.
S3：An old woman’s big family.
播放录音，出示第二和第三个问题，学生听录音后讨论问题。
Q2: What does the old woman do?
Q3: What does she say?
T：What does the old woman do?
S1：She gives the children some food.
T: . What does she say?
S2: It’s time to go to bed.
最后，学生跟录音朗读儿歌，可以自己朗读，也可以集体朗读。
2、呈现不同房间的图片，学生边欣赏图片边思考以下问题。
Q4：What’s in your room?
S1: There is a kitchen, a living room, a bathroom and two beds.
S2: There is a kitchen, a dining room, a living room, two bathroom and three bedrooms.
…
While-task procedures
1、依次出示不同房间的图片或单词卡片，让学生说出与这些房间对应的英文单词或拼读这些单词，以复习学过的相关内容。。
T：(show a picture of a kitchen)
Ss：Kitchen. K-i-t-c-h-e-n, kitchen.
...
紧接着，学生根据一张书房的图片学习单词study.
T：Look. This is a study. Is there a study in your room?
S1：No, there isn’t.
S2：Yes, there is a study in my room.
T：What can you do in the study?
S1: I can read books in the study.
S2: I can do my homework in the study.
S3: I can play computer games in the study.
...
然后，用同样的方法带领学生学习单词dining room.
2、呈现课本第12页Ask and answer栏目Nancy和Dan家中房间的图片，教师分别对Nancy和Dan的家进行描述，让学生猜测哪个是Nancy的家，哪个是Dan的家。
3、学生针对Nancy和Dan家的房间图，两人一组对话，巩固和运用所学语言。
Post-task activities
1、出示两个房间的图片，学生两人一组说说喜欢那个房间，并阐述喜欢的理由。。
Module 1 Changes and differences
Unit 2 Our new home!
（第二课时）
教学时间：
教学目标：
1、通过Listen and say中关于新家的对话，帮助学生巩固新学的核心句型。
2、通过Write and say栏目，让学生从口头表达过渡到笔头练习，巩固运用所学词汇和句型。
教学重、难点
1、词汇：all day
2、句型：-Why do you like it?
-Because it is so big.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、出示Listen and enjoy的儿歌，让学生朗读或背诵，在复习所学内容的同时活跃课堂气氛。
2、通过和学生对话，了解学生的家庭居住情况。
While-task procedures
1、学生根据Listen and say的图片，听录音后回答问题。
1) What are they talking about?
2) Are they happy with their new home?
2、出示以下细节问题，让学生带着问题再听一遍录音后作答，以培养学生捕捉关键信息的能力。
1) Which room does Sally like?
2) Which room does Sally’s dad like?
3) What do Peter and Paul like?
3、在回答完细节问题后，教师出示问题Why do they like their new home? 并再次播放录音，让学生听完录音后，两人一组谈论上述问题。
S1：Why does Sally like the living room?
S2：Because it is so big. Why does Sally’s dad like the study?
S1：Because it is quiet. He can read and write there. Why do Peter and Paul like
the garden?
S2:：Because They can play in the garden all day.
4、学生四人一组，扮演Brown一家，操练对话，巩固运用核心句型。鼓励学生尽量模仿录音中的语音语调。
S1：(act as Mum) Why do you like our new home?
S2: (act as Sally) I like our new home because the living room is so big.
S3: (act as dad) I like our new home because the studyis quiet. I can read and write there.
S4: (act as Peter) Paul and Ilike our new home because we can play in the garden all day.
Post-task activities
让学生完成课本第13页Write and say的练习，描写自己的家，并阐述喜欢某个房间的原因。教师可补充 I do not like...because...句型，让学生阐述不喜欢某个房间的原因，在培养学生写作能力的同时，巩固学生灵活运用各种句型。
Module 1 Changes and differences
Unit 2 Our new home
（第三课时）
教学时间：
教学目标：
1、 帮助学生通过阅读故事《大雁为什么迁徙》，了解故事大完成调查报告，帮助学生进一步巩固新学语言知识。
2、 了解字母组合ir,ur,au及oo在单词中的发音。
1、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，描述自己梦想的家园。
教学重、难点
1、 语音：ir(skirt),ur(purse), au(Laura), oo(floor)
2、 词汇：change, place, every, then
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、请一两组学生在全班同学面前表演Listen and say的对话，复习第二课时的内容。对于学有余力的学生，可要求他们适当改编对话。
2、展开一些动物的图片，让学生看图思考动物们是什么样子，以及动物是否也会搬新家，以此引出本课时的内容。
T: (show pictures of some animals) Do animals have their homes?
Ss: Yes, they do.
T: (show a picture of a rabbit) What does a rabbit’s home look like?
S1: It’s a hole. It’s dark.
…
While-task procedures
1、学生独立阅读Look and read的短文后完成表格。
Where to fly why
In autumn South They cannot find enough food
In spring north It is warm.
2、学生独立阅读Look and read的第一段后回答问题。
1) How many times do wild geese change homes every year?
2) Where do they fly in spring?
3) Where do they fly in autumn?
学生独立阅读Look and read的第二段后回答问题。
1) Where are wild geese in winter?
2) Why don’t they stay in the north?
3) Will they fly back to the north?
3、播放Look and read的录音，学生跟读课文。然后出示课本第11
页的动物图片，让学生看图思考还有什么动物会迁徙。鼓励学生畅所欲言，不予以对错评论。
4、出示Learn the sounds的语言单词卡片ir(skirt),ur(purse), au(Laura), oo(floor)请学生跟读并感知字母组合ir, ur, au, oo在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task actvities
1、 组织学生表演Look and read的课本剧。鼓励学生加上生动的肢体语言。
2、 让学生完成练习册中task第一部分的问题提示做调查，了解同学梦想的房子是什么样子。
Module 1 Changes and differences
Unit 3 In the future
（第一课时）
教学时间：
教学目标：
1、通过Listen and say中的关于Kitty未来情况的动短文，帮助学生掌握本单元的核心句型。
2、通过look and learn栏目，帮助学生学习表示日常行为动作的动词短语。
教学重、难点
1、能掌握单词future, stand, machine, will, in the future,
2、会运用句型 I will to be a teacher.
I won’t wear glasses.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、学生观看屏幕上快速呈现的人物图片，说出人物职业，以复习学过的关于职业的单词。
T：(show a picture of a doctor) Who’s she?
Ss：A doctor.
T：(show a picture of a driver) Who’s he?
Ss：A driver.
…
然后就不同职业提问，让学生回答问题，为下面的新课学习和表达打下基础。
T: What can a doctor do?
S1: A doctor can help sick people.
While-task procedures
1、出示年历并与学生问答，帮助学生展开合理的想象，进入所示情景中。
T：Look at the calendar. Which year is it now?
Ss：It’s the year…
T: (show a new calendar) Look. Which year is it now?
Ss: It’s the year…
...
接着，学生根据教师口中的单词卡片，学习单词future.
T：(show the flashcard for future) In 15 years, what will happen to you? It’s the future. Future, f-u-t-u-r-e, future.
Ss: Future, f-u-t-u-r-e, future.
T: (write in the future on the blackboard) Today we’ll talk about your future.
然后，学生根据教师黑板上出示的句型，学习单词will和句型 I will be… I will…
T: In the future, what will you be? What will you do? In 15 years, I’ll be … years old. I’ll still work in the school. My son will be 21 years old. He’ll…
2、学生看Listen and say的组图1，在教师的帮助下理解图意。
T: (point to the machine) Look. This is a machine. Look at the first picture. What is Kitty doing?
S1: She’s putting some money into the machine.
3、出示Look and learn 的单词卡片，让学生猜测每个单词卡片所对应的动词短语，并结合本单元的核心句型与学生对话。
T: (show the flashcard for do exercise) What are the children doing
in the picture?
S1: They’re doing exercise.
T: Yes, they’re doing exercise. Who does morning exercise every day?
4、让学生两人一组分别扮演神奇机器和Kitty朗读两段文字，引导学生朗读时关注人称变化。
Post-task activities
1、学生仿照Listen and say中照片背面的文字，用第一人称将自己未来的情况写在一张小纸条上，每人写五到六项，如：
In 15 years, ...
I will not have long hair.
I will be beautiful.
I will be a pilot.
I will enjoy my life.
接着，学生将自己所写的小纸条和同桌的放在一起，结对问答。
S1: Will you have long hair?
S2: No, I won’t. I’ll have short hair.
Module 1 Changes and differences
Unit 3 In the future
（第二课时）
教学时间：
教学目标：
1、通过Ask and answer的问答练习，帮助学生巩固新学的核心句型。
2、通过Think and write的写作活动，帮助学生将新学的语言知识运用到写作中。
教学重、难点
句型： What will … do? Will he / she…?
He/She will…
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、学生两人一组，分角色表演根据Listen and say的短文所改编的对话，复习上一课时的内容，活跃课堂气氛。
2、教师与学生问答，以复习旧知，导入新课。
While-task procedures
1、教师与学生根据Ask and answer栏目中Peter的信息卡和句型提示问答。
T: What will Peter do?
S1: He’ll be a doctor.
T: What will he live?
S2: He’ll live in London.
T: Will he be tall and strong?
S3: Yes, he will.
T: Will he have only one child?
S4: No, he won’t. He’ll have two children.
接着，学生根据Ask and answer中的Alice的信息卡结对问答。
2、学生根据Think and write 栏目设计信息卡并印发给学生，让学生描绘自己十年后的情况。
3、学生在黑板上挑一张自己朋友的信息卡并作介绍，可以先介绍朋友现在的情况，然后再根据黑板上所画、所写的内容介绍朋友未来的情况，最后，请其他同学猜一猜自己介绍的人是谁。
S1：Now my friend is short and thin. He doesn’t wear glasses. He lives in Shanghai. He likes English. He doesn’t like sport. In ten years, he’ll be tall and strong. He will wear glasses. He will not live in Shanghai. He will live in the UK. He will be a teacher. He will teach students Chinese. Who is he?
4、学生将自己朋友未来的情况记录在课本第19页Think and write栏目中，并仿照Ask and answer中的对话，和同桌就各自朋友未来的情况进行问答。
Post-task activities
学生根据教师布置的题目My father and my mother in the future, 仿照Think and write栏目写一篇短文，然后与同学交流分享。
Module 1 Changes and differences
Unit 3 In the future
（第三课时）
教学时间：
教学时间：
教学目标：
1、 帮助学生通过阅读故事《现在和未来》，帮助学生进一步巩固新学语言知识，并培养阅读技能，养成良好的生活和学习习惯。
2、 了解字母组合ee, ea, eer及ear在单词中的发音。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，与同学交流未来的憧憬，并描述同学未来的生活。
教学重、难点
1、 语音：ee(bee), ea(tea), eer(deer), ear(tear)
2、 词汇：exercise, early, hard, do exercise
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、学生朗读教材前两个单元Learn the sounds的儿歌，复习所学的语音内容。
Ss: Mark has a litter car...
Laura wants to buy a new skirt...
2、学生回答教师提出的相关问题，复习旧知，同时为新课学习做准备。
T: What are you good at? And what are you weak in?
S1: I am good at English, but I am weak in Maths.
T: (write be weak in on the blackboard) be weak in means not good at. Be weak in.
Ss: Be weak in.
…
While-task procedures
1、出示以下问题，让学生阅读Look and read的第一段，然后回答问题。。
1) What is Bobby good at?
2) What is Bobby weak in?
3) What does Bobby like?
4) What does Bobby not like?
2、播放Look and read 的录音，学生听录音并跟读课文。提醒学生注意模仿录音的语音语调。
3、在学生熟悉课文的基础上，教师出示Look and read 的挂图，让学生合上书本，根据图片说说Bobby的现在和未来。
S1：Bobby is good at Maths, but he is weak in English.
S2: In the future, he will study hard. He will read more English books.
4、出示Learn the sounds的语言单词卡片ee(bee), ea(tea), eer(deer), ear(tear)请学生跟读并感知字母组合ee, ea, eer, ear在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task actvities
1、学生用所给单词或短语填空，补全短文。
2、 让学生完成练习册中task第一部分的问题提示做调查，了解同学梦想的房子是什么样子。
Module 2 Work and play
Unit 4 Reading is fun
(第一课时)
教学时间：
教学目标：
1、通过Listen and say中的关于购书意愿的情景对话，帮助学生掌握本单元的核心句型。
2、通过Write and say栏目，帮助学生从口头和写作两方面巩固运用所学词汇和句型。
教学重、难点
1、能掌握单词storybook, buy, story, over there
2、会运用句型 I am going to read a story every day..
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、和学生随意对话，可以用前一单元学过的句型引入本单元话题。
T：What will you do at the weekend?
S1：I will go to the park with my parents.
S2：I will go to visit my grandfather and grandmother.
S3：I will do my homework.
…
T：I will go to the bookshop to buy some books. I am going to the bookshop on Saturday.
While-task procedures
1、先完整播放Listen and say的动画，再分段教学。出示Listen and say的第一张图片，就图片与学生问答，引入第一段对话的内容。
T：(point to the picture) Where are Kitty and Alice?
S1：They are in the bookshop.
T: Are there any books in the bookshop?
S2: Yes.
T: What are they talking about? Let’s find out.
播放第一段对话的录音，并出示以下问题，学生听录音后回答问题。.
1) What is Kitty going to buy?
2) What is Alice going to do?
出示Listen and say的第二张图片，就图片与学生问答，引入第二段对话的内容。
T: (point to the picture) What book is in Alice’s hand?
S1: Picture stories of China.
T: What book is in Kitty’s hand?
S2: Stories for children.
T: What are they talking about now? Let’s find out.
播放第二段对话的录音，并出示以下问题，学生听录音后回答问题。
1) Does Alice like the picture book?
2) What are the pictures about?
3) What is Kitty going to do?
然后，让学生独立完成课本第25页的练习。
2、完整播放对话录音，学生听录音并逐句跟读对话，提醒学生注意模仿录音中的语音语调。待跟读完毕，将全班学生分成两组，分角色朗读对话。
3、出示课本第27页Write and say的问题，让学生两人一组，一人扮演Kitty，另一人扮演Alice，根据listen and say 的对话，猜测Kitty 和 Alice 最喜欢的书籍分别是什么，其大致内容以及喜欢的原因，然后根据Write and say 中的问题，向对方做介绍。
S1: (act as Kitty) My favourite book is Stories for children.
It’s a book of interesting stories with pictures for children. I like it because I can get a lot of fun from it.
S2: (act as Alice) My favourite book is Picture stories of China. It’s a book of pictures of different places in China. I like it because the pictures are very beautiful. I am going to visit these places in the future.
4、学生将自己最喜欢的书籍、其大致内容以及喜欢的原因写在一张小纸条上，但不要写上名字。写完后交给教师，教师请一名学生从中抽取一张纸条，仿照write and say 中的句式，向全班同学做汇报，并寻找纸条的主人。然后，纸条的主人站出来，从剩下的纸条中抽取一张，进行同样的活动。可允许学生用中文表达书的名字。
Post-task activities
1、学生两人一组，根据Write and say 栏目的问题续写listen and say 的对话，然后进行角色扮演，扮演完整的对话。
Module 2 Work and play
Unit 4 Reading is fun
(第二课时)
教学时间：
教学目标：
1、通过Ask and answer的问答练习，帮助学生巩固新学的核心句型。
2、通过look and learn栏目，帮助学生学习词汇。
3、通过Culture corner栏目，帮助学生了解楼层在英国和美国的不同表达。
教学重、难点
词汇：dictionary, magazine, newspaper
句型：Is he/ she going to buy…?
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、就上一课时Listen and say 的内容与学生问答，以复习本单元的核心句型。
T: Where are Kitty and Alice?
S1: They are in the bookshop.
T: What’s Kitty going to buy?
S2: She’s going to buy a storybook.
T: What’s Alice going to do in the future?
S3: She’s going to visit different places in China in the future.
T: What’s Kitty going to do every day?
S4: She’s going to read a story every day.
…
2、继续与学生问答，引入本课时的学习内容。
T: A big bookshop has more than two floors. Do you know which floor to go to and buy your books?
While-task procedures
1、出示Ask and answer 栏目的书店楼层图以及Look and learn栏目的单词卡片，在真实语境中教授新单词。
T: (show the flashcard for dictionary) What’s this?
Ss: It’s a dictionary.
T: Yes, It’s a dictionary.
Ss: Dictionary, dictionary.
T: (point to the floor plan of the bookshop) I am going to buy a dictionary. Which floor am I going to?
S1: You are going to the third floor.
继续用同样的方法教授magazine, newspaper和storybook.
2、出示culture corner中的建筑图，告诉学生：在英国，一栋建筑地面以上的第一层叫做the ground floor, 而the ground floor上面的一层，也就是第二层才叫the first floor;在美国，the first floor是从地面以上第一层开始算起的，与英国的the ground floor相对应。
3、教师可以介绍书店的楼层，以总结本单元的核心句型和单词，并为学生操练对话做准备。
T：(point to the floor plan of the bookshop) Look. This is a bookshop. It is not very big, but it is nice. It has five floors. On the
ground floor, there are...
在介绍楼层图和对话提示的基础上，与个别学生对话，作为示范。
T：(point to the picture of Kitty’s Mum) Where’s kittys mum?
S1: She is on the fourth floor.
T: Is she going to buy an art book?
S1: No, she isn’t. She is going to buy a music book.
然后，学生两人一组，仿照示范进行对话，进一步操练本单元的核心句型。
Post-task activities
学生写一张购书清单，然后两人一组，对照课本上的书店楼层图，自编对话。
然后，根据教学实际，请两至四组学生上台表演对话。
Module 2 Work and play
Unit 4 Reading is fun
(第三课时)
教学时间：
教学目标：
1、 帮助学生通过阅读故事《读书周》，帮助学生进一步巩固新学语言知识，并培养阅读技能，培养爱读书的好习惯。
2、 了解字母i及字母组合ie在单词中的发音。
1、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，介绍自己和同学喜欢看的书并说明理由。
教学重、难点
1、 语音：i(five), ie(pie)
2、 词汇：week, student, do a survey, act…out
3、 句型：They are going to write about the writers and the stories.
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、出示一些儿童故事书和绘本，和学生问答，然后要求学生相互问答。
T: (point to the books) look at these books. Are they picture books or storybooks?
S1: They are picture books/storybooks.
T: Are these books for children?
S1: Yes, they are.
T: Which one do you like?
S1: I like the three little pigs...
While-task procedures
1、与学生开展问答，引入Look and read栏目的教学。
T: Just now we read a story together. Do you know any other stories for children?
S1: Yes, I know the Ugly Duckling.
T: Do you like it?
S1: Yes, I like it very much.
...
2、播放Look and read 的录音，学生听录音并跟读课文。然后，出示以下句子，学生听录音，判断正误并改错。
1) The students are going to about the posters.
(F; The students are going to write about the writers and stories.)
2) The students are going to draw pictures of the books.
(T; The students are going to take some photos of the books.) 新课 标
第 一 网
3) The girls are going to do a survey.
(F; The boys are going to do a survey.)
4) The girls are going to act out a play.
(T; The girls are going to act out a play.)
然后，让学生独立完成课本第27页的练习。待完成后，教师请五位学生分别读出正确的句子。
3、再次播放录音，学生听录音逐句跟读，提醒学生注意模仿录音的语音语调，跟读完后，全班同学集体朗读，给学生更多练习语音语调的机会。
4、出示Learn the sounds的语言单词卡片i(five), ie(pie)，请学生跟读并感知字母i和字母组合ie在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
1、 学生两人一组，完成练习册中task第一部分的问题互相回答，了解同学喜欢的书籍。
Module 2 Work and play
Unit 5 At the weekend
（第一课时）
教学时间：
教学目标：
1、通过Listen and say中关于周末计划的对话，帮助学生掌握本单元的核心句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
3、通过完成课本上的反馈练习，帮助学生掌握句型What is he/she going to do this weekend?
教学重、难点
1、能掌握单词weekend, stay, film, boat, plan, tomorrow, see a film
2、会运用句型 What are you going to do this weekend?
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、询问学生周末的日常活动，教学单词weekend。
T：What do you usually do at the weekend?板书weekend，同时引导学生通过观察日历明白weekend的意思，学生跟读at the weekend, 并造句。
S1: I read books at the weekend.
S2: I do my homework at the weekend.
…
While-task procedures
1、教师呈现自己这个周末的计划表，告诉学生自己的计划和打算，同时教师单词plan。
T：Look. This is my plan for this weekend. I am going to visit my parents. I am going to buy some books. I am going to see a film with my family.
接着，教师板书plan，学习单词plan.
2、请学生思考周末打算做什么事情，然后和学生问答。
T: Do you have a plan for this weekend?
S1: Yes, I do.
T: What are you going to do this weekend?
S1: I am going to see a film with my family.
...
3、播放listen and say的录音，学生听完后教师提问，集体完成表格，培养学生在听录音时抓住人物、事件等关键信息的能力。
Name Plan for the weekend
Peter
Watch TV with his grandparents
Jill
Row a boat and fly a kite
再次播放录音，学生逐句跟读，鼓励学生尽量模仿录音中人物的语音语调。然后，学生六人一组，分角色有感情的朗读对话，教师在教室内来回巡视，适当时给予必要的帮助。
4、请学生根据表格的信息，和同桌对话。
S1：What is Peter going to do this weekend?
S2: He is going to...
Post-task activities
1、学生四人一组，在小组内相互调查，并把同学的计划记录在纸上。
Module 2 Work and play
Unit 5 At the weekend
（第二课时）
教学时间：
教学目标：
1、通过Do a survey的活动，引导学生相互询问周末计划，并完成口头汇报。
2、通过Think and write的写作活动，让学生写一写自己周末的计划，进一步巩固和运用核心句型。
3、帮助学生学习字母o及字母组合oa,oe在单词中的发音。
教学重、难点
句型: ...usually...this weekend, ...is/are...going to...
语音: o(flo), oa(goat), oe(Joe)
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、快速反应。一个学生上台做动作，其他学生用英语短语描述该学生的动作。
S1: (mime rowing a boat)
S2: Row a boat.
S1: (mine flying a kite)
S2: Fly a kite.
2、请学生有感情的分角色朗读Listen and say的对话。
While-task procedures
1、用开火车游戏帮助学生运用句型What are you going to do this weekend?
S1: (S2’s name) What are you going to do this weekend?
S2: I am going to see a film this weekend. (S3’s name) What are you going to do this weekend?
S3: I am going to row a boat this weekend. (S4’s name) What are you going to do this weekend?
...
2、请学生做Do a survey的调查，每人至少调查五个同学，把调查结果写在表格里。教师可以在教室里来回巡视，适时给予学生必要的指导。
S1: What are you going to do this weekend?
S2: I am going to row a boat.
S3: I am going to read a picture book.
...
3、全班交流。请部分学生向全班展示并汇报他们的调查结果。在听的过程中，引导学生关注作报告的学生在表达上正确与否。
S1：We all have plans for the weekend. (S2’s name) is going to row a boat. (S3’s name) is going to read a picture book.
4、出示Learn the sounds的语言单词卡片o(flo), oa(goat),及 oe(Joe)，请学生跟读并感知字母o和字母组合oa，oe在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
把学生分成四人小组，请学生在小组里相互交流，然后完成表格。
S1: What do you usually do at the weekend? What are you going to do this weekend?
S2: I usually play football at the weekend. This weekend, I am going to fly a kite.
S3: I usually go to the park at the weekend. This weekend, I am going to visit my grandparents.
Module 2 Work and play
Unit 5 At the weekend
（第三课时）
教学时间：
教学目标：
1、 通过Read a story的阅读及反馈练习，帮助学生进一步理解一般将来时的用法，同时让学生懂得“今日事，今日毕”的道理。
2、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，与同学交流周末计划，再介绍别人的周末计划。
教学重、难点
词汇：build，next，cry，until
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、快速反应。教师呈现或者口头说出动词短语，有这个打算的同学起立说句子，教师统计人数，选出本周末最受学生受欢迎的三项活动。
T: Fly a kite.
Ss: I am going to fly a kite this weekend.
2、同桌相互问答，了解对方的周末计划。然后，学生点名提问，了解她/他的同桌的计划。
T: What are you going to do this weekend?
S1: I am going to play football.
T: (S1’s name and S2’s name) What are you going to do this weekend?
S1: He is going to play football.
…
While-task procedures
1、播放Read a story的录音，学生听完录音后，教师提问，集体外出表格。通过提问培养学生抓住文章细节的能力（如 What does Little Monkey think on the first day?）, 也可以培养学生根据上下文进行推理的能力（如The next day is Sunday. What day is the first day? ）。
Day Little Monkey thinks/says/cries:
Saturday
Sunday
Monday
Tuesday Wednesday
Thursday
板书单词build, tomorrow, next, cry, until, 学生学习单词。
2、请学生根据课本完成课本第33页的剧本，然后全班集体交流核对答案。
3、再次播放录音，学生逐句跟读。鼓励学生把猴子变化的心情读出来。
4、引导学生讨论小兔子所说的Don’t wait until tomorrow. 的意思，思考故事的寓意，让学生认识到将计划付诸行动的重要性，还可以让学生续写故事的结局，写一写小猴子造房子的经过和住进新房子的感想，鼓励学生表演故事。
Post-task activities
1、 根据已经完成的剧本，学生两人一组表演故事《明日复明日》。教师在教室内来回巡视，必要时给予帮助指导。
2、 让学生完成练习册中task的任务，了解同学的周末计划。然后，学生根据问答所得信息完成关于周末计划的表格。最后，作为回家作业，请学生完成think and write，写一写同桌的周末计划。
Module 2 Work and play
Unit 6 Holidays
（第一课时）
教学时间：
教学目标：
1、通过Listen and say中关于度假计划的情景对话，帮助学生掌握本单元的核心句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
教学重、难点
1、能掌握单词holiday, clear, island, seafood, hotel, how long, go swimming
2、会运用句型 Where will we stay?
How long will we stay in Sanya?
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、儿歌诵读。在黑板上或用多媒体呈现儿歌，配以欢快的节奏，让学生诵读，一方面复习前面学过的内容，一方面又为新授内容做铺垫。如：
What are you going to do this weekend?
We are going to visit Hangzhou this weekend, this weekend.
How are you going there this weekend, this weekend?
We are going there by plane this weekend, this weekend.
… While-task procedureshttp://w w w .xkb1.com
1、用Apple tree游戏引入单词hotel。
T：(draw a line on the blackboard and five short lines under it. Then point to the short lines) this is a new word. There are five letters in this word. Please guess what are the first letter is.
S1: A.
S2: B.
…T: Yes, well done. Please read after me. H-o-t-e-l, hotel.
Ss: H-o-t-e-l, hotel.
然后出示hotel的生词卡片，与学生问答。
T: (point to the card for hotel) What’s this?
S1: It’s a hotel.
T: How is the hotel?
S2: The hotel is beautiful.
最后，教师要求学生用hotel和be going to 组词并造句，看谁的句子最长。
用同样的方法教授生词island和seafood。
2、播放listen and say的录音，并出示以下问题，学生听录音后回答问题。
1) Where are the Lis going this summer?
2) How do they get there?
3) Where will they stay?
4) How long will they stay there?
再次播放录音，并出示以下选项，学生听录音后选出正确选项。
a They will go swimming there.
b They will row a boat there.
c They will play football there.
d They will have seafood there.
e They will fly a kite there.
What will the Lis do there?
3、再次播放录音，学生逐句跟读，鼓励学生尽量模仿录音中人物的语音语调。然后，学生六人一组，分角色有感情的朗读对话，教师在教室内来回巡视，适当时给予必要的帮助。
4、学生四人一组，扮演一个家庭，仿照listen and say 的对话，用所学单词和句型自编对话。请一到两组学生表演对话。
Post-task activities
1、让学生独立完成课本第37页的练习。然后，分别请几名学生将答案用完整的句子表达出来。
Module 2 Work and play
Unit 6 Holidays
（第二课时）
教学时间：
教学目标：
1、通过listen and enjoy的儿歌诵读，活跃课堂气氛，引出本单元的话题。
2、通过Think and write的写作活动，帮助学生进一步巩固和运用核心句型。
3、通过Ask and answer的问答练习，帮助学生操练本单元的核心句型。
教学重、难点
句型: How long will they stay there?
They will stay there for...
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、儿歌热身。播放listen and enjoy的儿歌，让学生跟着节拍诵读，以活跃课堂气氛。
While-task procedures
1、根据课本第40页Ask and answer栏目中Peter一家的度假照片，与学生示范问答。
T: Where are Peter’s family going?
S1: They are going to London.
T: How do they get there?
S1: They get there by plane.
T: How long will they stay there?
S1: They will stay there for 25 days.
T: Oh, yes. I hope Peter will have a good time with his family.
然后，学生两人一组，根据示范对话，讨论Joe一家和Jill一家的度假计划。请一到两组学生表演对话。
2、以Peter一家为例，向学生示范如何介绍别人的度假计划。
T：The summer holiday is coming. Peter’s family are going to London. They will get there by plane. And they will stay there for 25days.
然后，学生根据教师的示范，独立练习介绍Joe一家和Jill一家的度假计划。最后请一到两名学生向全班同学介绍。
3、仿照Ask and answer栏目的卡片，制作一张自己的度假卡片，然后与小组同学谈谈自己的度假计划，并就暑假打算互相问答。
4、请几组学生展示他们的卡片并表演对话。学生可根据自己的实际情况增加对话内容。
S1: Where are you going this summer?
S2: I am going to Hainan Island.
S1: Are you going there alone?
S2: No, I am going there with my parents.
S1: How do you get there?
S2: We get there by plane.
S1: How long will they stay there?
S2: We will stay there for five or six days. Where are you going this summer?
S1: ...
Post-task activities
让学生看Think and write的写作活动，根据自己的度假卡片，用完整的句子写出自己的度假计划，然后与同桌结对问答。
Module 2 Work and play
Unit 6 Holidays
（第三课时）
教学时间：
教学目标：新课 标 第 一 网
1、 通过Read a story的阅读及反馈练习，帮助学生进一步巩固新学的语言知识，并培养阅读技能。
2、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，与同学交流周末计划，再介绍别人的周末计划。
3、 帮助学生学习字母组合oy和oi在单词中的发音。
教学重、难点
词汇：in the south of, all year round
句型：You will see many beautiful butterflies there.
语音：oy(toy), oi(noise)
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、接龙游戏：现有第一组的一个学生简单说说自己的暑假计划，如：
Hello, I am Mary. The summer holiday is coming. I am going to Nanjing this summer holiday with my family. We will get there by train. We ...
然后，第二组的学生一个接一个的根据Mary所说的计划，每人说一句句子（即把刚才Mary说的句子改为第三人称单数），如：
Mary is going to Nanjing this summer holiday with her family. They will get there by train...
再由第三组的学生对Mary的暑假计划提出问题，由Mary回答，
最后又第四组的学生对Mary的暑假计划提出问题，由第一组，即Mary组内的学生回答问题。
看哪个小组的学生说得最流利。
While-task procedures
1、出示look and read 的图片，与学生问答，引出课本内容。
T: What place is this?
S1: it is Sanya.
T: How is Sanya?
S2: it is beautiful.
T: What can you see in Sanya?
S3: We can see beautiful flowers, butterflies and fish.
2、播放课文录音，然后和学生问答。
T: Where is Sanya?
S1: it is on Hainan Island.
S2: it is in the south of China.
T: What does Sanya have?
S3: It has beautiful beaches with clean water.
T: What else does Sanya have?
S4: It has a bib butterfly park too.
T: What can we see there?
S5: ...
然后再播放一遍录音，学生听录音并逐句跟读。最后，全班同学齐读课文。
3、出示Learn the sounds的语言单词卡片oy(toy), oi(noise)，请学生跟读并感知字母组合oy，oi在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
让学生根据练习册中task的图片思考并选择和家人旅行想去的地方，然后根据问题提示与同学交流各自家庭的旅行计划。
Module 3 Things we do
Unit 7 Open Day
（第一课时）
教学时间：
教学目标：
1、通过Listen and say中关于学校开放日的情景对话，帮助学生掌握本单元的核心句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
教学重、难点
1、能掌握单词meet, school, gate, art room, hall, finally, meeting room
2、会运用句型 First, they will visit our classroom.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、学生欣赏一首有关学校的儿歌或歌曲，说出歌曲中有关学校设施的单词。
2、出示学校不同设施的照片或学校平面图，通过与学生问答复习与本课时有关的知识点。
T: What is that?
S1: It is a library.
T: What can you do in the library?
S1: I can read books in it.
T: When do you go to the library?
S1: I go to the library on Tuesday afternoon.
While-task procedures
1、播放listen and say的录音。让学生听录音，思考以下问题：1) When will the parents come to school?
2) Where will Ms Guo meet the parents?
在与学生问答的同时，结合单词卡片，引出新授单词meet，school gate等。
T: Where will Ms Guo meet the parents?
S1: At the school gate.
T: (show the flashcard for school gate) This is a school gate.
(show a picture of our school gate)
What is this?
Ss: This is our school gate.
2、发给学生五张写有活动安排的纸条，再次播放录音，让学生根据录音，按顺序排列五张纸条。
1) They will visit the classroom.
2) They will visit the art room.
3) They will go to the hall.
4) They will go to the library.
5) They will meet the teachers in the meeting room.
让学生将first，next，then, after that, finally 按顺序写在排列的句子前，请学生朗读。
S1: First, they will visit the classroom.
Next, they will visit the art room.
Then, they will go to the hall.
After that, they will go to the library.
Finally, they will meet the teachers in the meeting room.
3、让学生完成课本第47页的后续练习，按照对话内容给图片编号。教师与学生核对答案后，出示如下文字提示，让学生说说开放日的活动安排。
First, ＿＿＿＿＿＿＿＿＿＿＿＿
Next, ＿＿＿＿＿＿＿＿＿＿＿＿
Then, ＿＿＿＿＿＿＿＿＿＿＿＿
After that, ＿＿＿＿＿＿＿＿＿＿＿＿
Finally, ＿＿＿＿＿＿＿＿＿＿＿＿
4、播放录音，学生先跟读对话，然后分组分角色朗读对话，提醒学生注意模仿录音的语音语调。
Post-task activities
1、学生参考课本第50页Ask and answer栏目的问答练习，根据listen and say 的对话内容结对问答。
S1: What will our parents do first?
S2: First, they will visit our classroom....
Module 3 Things we do
Unit 7 Open Day
（第二课时）
教学时间：
教学目标：
1、通过look and read的短文阅读，帮助学生进一步巩固和运用核心句型，培养阅读技能。
2、通过后续练习，帮助学生操练本单元的核心句型，介绍学校开放日的活动安排。
教学重、难点
词汇：show
句型: First,...Next... then...after that... finally...
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1
、出示学生平面图或单词卡片，教师与一名学生示范回答，然后学生两人一组互相问答，以复习上一课时的新授词汇。
S1: What is this?
S2: This is an art room.
S1: What can you see in the art room?
S2: I can see many pictures, shelves and chairs.
S1: What can you do in it?
S2: I can draw pictures in it.
...
While-task procedures
1、借助多媒体展示look and read 的六幅图片，并将其次序打乱。或者将学生分组，将六幅图发给每位小组，让学生边听边按顺序排列图片。然后，请学生根据排列好的图片回答问题。
T: Where are they?
S1: They are at Rainbow Primary School.
S2: They are in the classroom..
S3: They are in the art room..
...
2
、学生独立阅读课文的六段文字，然后将其与图片配对。教师也可以打乱六段文字的顺序，让学生阅读课文，按正确的顺序重新排列六段文字。新|课 | 标|第 |一| 网
3、学生听课文录音，然后回答以下问题。
1) When do the parents come to Rainbow Primary School?
2) Where do the parents visit first?
3) Where do they visit next?
4) Where do the parents go then?
5) What do the parents do in the library?
6) What do the parents do finally?
4、学生阅读课文，然后教师和学生一起完成之前出示的邀请函，请学生根据邀请函以小组或个人形式复述课文内容，鼓励有能力的学生独立完成任务。
Post-task activities
让学生完成课本第49页的后续练习，先填空完成句子，然后作口头汇报，介绍学校开放日活动的具体情况。
Module 3 Things we do
Unit 7 Open Day
（第三课时）
教学时间：
教学目标：
1、 通过Ask and answer问答活动，帮助学生操练核心句型。
2、 通过think and write的写作活动，帮助学生巩固核心词汇和句型。
3、 通过Culture corner栏目，帮助学生了解英国的家长会。
1、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，介绍自己在太空里一天的活动安排。
2、 帮助学生学习字母组合air, are和ear在单词中的发音。
教学重、难点
语音：air(hair), are(Clare), ear(bear)
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、播放一首与学校有关的歌曲录音，让学生跟唱，以活跃课堂气氛。
2、学生阅读look and read 栏目的短文，复习旧知，然后根据课文内容描述学校开放日当天的活动。
S1: First, ...next, ...then, ...after that, ...finally, ...
While-task procedures
1、学生看课本第50页Ask and answer栏目的问答练习，根据自己学校开放日的活动安排结对问答。
S1: When is our School Open Day?
S2: It is on ...
S1: What will our parents do first?
S2: First, they will go to the hall.
S1: What will our parents do next?
S2: ...
...
2、学生两人一组，根据Think and write的邀请函，针对学生开放日的时间和具体活动内容继续问答。
S1: What will our parents do first?
S2: First, they will...
S1: What time will they do this?
S2: At...
S1: Where will they do this?
S2: In the...
S1: What will our parents do next/then/after that/finally?
S2: ...
学生根据问答结果完成think and write
栏目的通知。请几个学生根据他们完成的通知介绍学校开放日的活动安排。
S1: First, our parents will meet Miss Li at the school gate at half past eight.
Next, our parents will visit our classroom at nine o’clock...
3、展示几所学校开放日活动的照片或视频，然后提问，让学生说说这些学校开放日的活动安排。然后展示Culture Corner栏目中家长会的照片，让学生讨论家长会与开放日的相同和不同之处。
3、出示Learn the sounds的语言单词卡片air(hair), are(Clare), ear(bear)，请学生跟读并感知字母组合air，are和ear在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
1、 让学生根据练习册中task的图片思考并选择和家人旅行想去的地方，然后根据问题提示与同学交流各自家庭的旅行计划。
Module 3 Things we do
Unit 8 Buying clothes
（第一课时）
教学时间：
教学目标：
1、通过Ask and answer的问答练习，帮助学生掌握本单元的核心词汇和句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
教学重、难点
1、能掌握单词which，trousers, sweater, coat, shoe, try…on
2、会运用句型 Which(pair of) … do you like, the …one or the … one?
I like the … one.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、让学生欣赏一些服装杂志中的图片，复习已学的服装类词汇。
T: (show a picture of clothes in a fashion magazine) What do you see?
S1: A T-shirt.
S2: A dress.
然后询问学生在不同的季节穿什么衣服。
T: What clothes do you have for spring/summer/autumn/winter?
S1: I have a shirt for spring.
S2: I have a dress for summer.
2、请学生欣赏一首有关服装的歌谣。
What are the girls wearing?
The girls are wearing long jackets, white T-shirts, black socks and short shorts.
What are the boys wearing?
The boys are wearing long jackets, black T-shirts, white socks and short shorts.
可根据教学需要教授单词jacket。
While-task procedures
1、根据教学活动中的歌谣内容提问并导入单词clothes：
T: Where can we buy these clothes?
S1: At the clothes shop.
T: Yes. We can buy the clothes at the clothes shop.
告诉学生clothes是衣服的总称。然后，出示look and learn中的单词卡片，并逐一教学，让学生模仿并掌握每个单词的发音。
T: (show a picture of a jacket) What is this?
S1: It is a jacket.
T: What colour is it?
S1: It is green.
T: (show a picture of a coat) Is this a jacket?
S1:No.
T: It is not a jacket, it’s a coat. C-o-a-t, coat.
Ss: C-o-a-t, coat.
2、将学生分成两大组，各组派一名学生代表。教师读出哪个单词，学生就触碰这个单词的卡片并读出这个单词，先碰到的可得一分。然后教师出示四张服装图片，随后拿掉一张，让学生猜猜缺了哪张图片。
T: Which picture is missing?
S1: I can see a jacket, shorts and shoes, but Ican’t see a coat.
...
3、出示不同颜色的相同服装图片，教学句型Which(pair of) ...do you like,
the...one or the...one? I like the ... one.
T: What’s this?
S1: It is a dress.
T: What colour is it?
S1: It is pink.
T: What is that?
S1: It is a dress too. X|k |B| 1 . c|O |m
T: What colour is it?
S1: It is blue.
T: Look at the dresses. Which dress do you like, the pink one or the blue one?
S1: I like the pink one.
T: What are these?
S1: They are shoes.
T: ...
然后，教师将句型的问答形式写在黑板上，让学生跟读。
4、形式根据Ask and answer的图片和句型提示结对问答。形式可结合已学句型，丰富对话内容。
Post-task activities
给学生创设情境，让学生根据教师所创设的情景，新编对话。
Module 3 Things we do
Unit 8 Buying clothes
（第二课时）
教学时间：
教学目标：
1、通过Culture corner的图片，帮助学生了解世界各国的传统服装。
2、通过Listen and say的问答练习，帮助学生操练本单元的核心词汇和句型。
教学重、难点
词汇: only, smile, money, keep, laugh, put...on, keep quiet, have a look
日常用语: It is your size.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
让学生看Culture corner的图片，拓展单词kimono和sari，让学生了解日本和印度传统服装的英文名称。然后，展示一些国家的服装图片，让学生说说这些服装分别来自哪个国家，有什么特点。
While-task procedures
1、播放listen and say的录音，出示以下问题，让学生听录音后回答问题。
1) Where are Kitty, Ben and Mrs Li?
2) What does Kitty want to buy?
3) What does Ben want to buy?
4) Which pair of trousers does Ben like, the white one or the brown one?
5) Which pair of trousers is Ben’s size, the white one or the brown one?
在学生回答问题的过程中，帮助学生了解It’s your size,即为这是你的尺寸的意思。
2、将句型Which dress do you like, the blue one or the pink one? 写在黑板上，并提供各种物品的图片，让学生模仿替换划线部分的单词，结对问答。
S1：Which bike do you like, the blue one or the pink one?
S2: I like the blue one. It is very nice.
S3: Which book do you like, the thin one or the thick one?
S4: I like the thick one. It is interesting.
...
3、学生结对问答，完成课本第53页的反馈练习，然后全班一起核对答案。
T：Which dress does Kitty like?
Ss: She likes both the pink one and the blue one.
...
教师与学生问答，帮助学生了解短语try...on的含义和用法。
T: When we buy clothes, we often try them on. Try on.
Ss: try on.
T: Which dress does Kitty want to try on, the blue one or the pink one?
S1: She wants to try both on.
T: Try both on means try on the blue one and the pink one.
4、学生跟着录音逐句朗读对话，注意模仿录音的语音语调，接着，将学生分成四个大组，分角色朗读对话。最后，学生分组表演对话。
Post-task activities
学生看Ask and answer的图片，结对问答。鼓励学生根据服装的价格增加How much is it? It is ...的回答。
Module 3 Things we do
Unit 8 Buying clothes
（第三课时）
教学时间：
教学目标：
1、 通过阅读故事《皇帝的新装》，帮助学生进一步巩固新学语言知识，培养阅读技能，懂得做人不应爱慕虚荣，而应诚实的道理。
2、 帮助学生学习字母组合ou, ow在单词中的发音。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，了解同学喜欢的衣服，并介绍自己为同学设计的服装。
教学重、难点
词汇：only, smile, money, keep, laugh, have a look
语音：ou(mouse), ow(owl)
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、播放歌曲My clothes的动画，让学生欣赏并学唱歌曲。
然后，让学生回答问题。
T：What does the girl wear?
S1: She wears a cap, a shirt and s skirt.
S2: She wears socks, shoes and jeans.
While-task procedures
1、出示read a story的故事图片，预先设问，让学生带着问题读故事。
1) What does the emperor like?
2) Which shirt does the emperor like?
3) What does the man say about the magic clothes?
4) Are there any clothes in the box?
5) Can people see the emperor’s magic clothes?
6) Who is telling the truth? 新|课 | 标 |第 |一| 网
在学生回答问题的过程中，帮助学生了解生词emperor, nod, smile, keep, money, laugh 和短语have a look, put on 的含义。然后播放故事录音，学生听录音并跟读。最后，出示以下练习，让学生选择正确的答案。
1 A man visits the emperor with( )
a. some nice clothes
b. some magic coats
c. some beautiful boxes新课 标 第 一 网
2 Only ( ) can see the magic clothes, says the man.
a. young people b. old people
c. clever people
3 ( ) can see the emperors new clothes.
a. Everyone b. The child
c. Nobody
2、出示一些服装的图片，学生两人一组，分别扮演皇帝和推销衣服的男人，自编对话并表演。要求学生用Which(pair of) ...do you like, the...one or the...one? I like the ... one.问答，帮助学生巩固核心句型。引导学生分析皇帝、大臣和小孩等人物的心理活动和表现，思考故事的寓意，总结出做人要诚实，不要爱慕虚荣的道理。
3、学生五人一组，读故事，然后填空完成课本剧的剧本，教师可以给学生提示，然后邀请几组学生上来表演故事。
4、出示Learn the sounds的图片，和学生问答，引出语音单词。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
让学生根据练习册中task的发展图片和句型提示与学生问答，了解各自想要的派对服装，然后学生根据问答信息为同学设计一套服装。最后，作为回家作业，让学生完成think and write，描述自己设计的服装。
Module 3 Things we do
Unit 9 seeing the doctor
（第一课时）
教学时间：
教学目标：
1、通过Ask and answer的问答练习，帮助学生掌握本单元的核心词汇和句型。
2、通过look and learn栏目，帮助学生学习本单元的生词。
3、通过与学生就Listen and enjoy的儿歌进行问答，引出核心句型。
教学重、难点
1、能掌握单词 headache, fever, should, toothache
2、会运用句型 …Should/shouldn’t…
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、教师与学生问答，复习日常用语，为本课时新句型的学习做铺垫。
T: How do you feel today?
S1: I’m fine.
S2: I’m just so so.
S3: I’m happy today. It’s my birthday.
…
2、播放歌曲An apple a day keeps the doctor away.的动画，让学生欣赏并跟唱。
While-task procedures
1、出示listen and enjoy的图片，与学生问答。
T: Look at these pictures. Is the boy feeling well?
S1: No, he isn’t.
T: How’s he?
S1: He is sick.
T: What does he do?
S1: He goes to see the doctor.
接着，学生看图听儿歌，回答问题，与此同时，教师出示look and learn的单词卡片，教授生词。
T: How’s he?
S1: He has a toothache.
S2: He has a fever.
S3: He has a cold.
S4: He has a headache.
T: Have a toothache. Ache means pain. Toothache. T-o-o-t-h-a-c-h-e, toothache.
Ss: Toothache. T-o-o-t-h-a-c-h-e, toothache.
然后教师用同样的方法教授短语have a fever，have a cold，have a headache。最后，教师将这些图片拿在手中，任意选出一张，让学生快速说出短语，以巩固记忆。
2、学生以小组形式讨论listen and enjoy 中男孩牙疼的原因。然后，学生说说讨论的结果。教师可先与一名学生对话，作为示范。
T: Why does the boy have a toothache?
S1: He doesn’t brush his teeth.
T: How many times do you brush your teeth every day?
S1: I brush my teeth twice a day.
T: Oh. He should brush his teeth twice a day.
S2: He eats too much candy.
T: Yes, he shouldn’t eat too much candy.
S3: He eats before bedtime.
T: So he shouldn’t eat before bedtime. I think he must go to see the dentist.
...
3、引导学生用...should/shouldn’t ...句型给男孩提出建议，并将核心句型板书在黑板上。
T: The boy has a toothache, because he doesn’t brush his teeth twice a day. We can say “Please brush your teeth twice a day.”We can also say”You should brush your teeth twice a day.”
Ss: You should brush your teeth twice a day.
T: Don’t eat too much candy. We can also say “you shouldn’t eat too much candy.”
Ss: You shouldn’t eat too much candy.
请学生用...should/shouldn’t ...句型表述黑板上的其他祈使句。
4、学生两人一组，根据Ask and answer的图片和句型提示结对问答。操练核心句型和词汇。
Post-task activities
播放listen and say的录音，学生听录音并跟读儿歌，再一次复习巩固已学词组和句型。然后，学生四人一组，思考have a fever和have a cough时应该注意些什么。
Module 3 Things we do
Unit 9 seeing the doctor
（第二课时）
教学时间：
教学目标：
1、通过角色扮演和小游戏，让学生正确运用核心句型，给别人提出建议。
2、通过Listen and say中关于看病的对话和反馈练习，帮助学生操练本单元的核心词汇和句型。
教学重、难点
词 汇: ill, wrong, medicine, rest
日常用语: What’s wrong with you?
Let me have a look.
Have a good rest and you will get well soon.
句 型：You should take some medicine.
You shouldn’t go to bed late.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
学生听录音跟读listen and enjoy的儿歌，然后回答有关儿歌内容的问题。
T: The boy has a toothache. What do you want to say to him?
S1: You should brush your teeth twice a day.
S2: You shouldn’t eat too many cakes.
...
T: The boy has a fever. What do you want to say to him?
S1: Youshould drink a lot of watet.
S2:you shouldn’t go out and play
...
While-task procedures
1、播放listen and say的录音，出示以下问题，让学生听录音后回答问题。
1) How does Kitty feel?
2) Where does she go?
2、再次播放录音，学生听对话，找出医生是如何提问的。
T：What does the doctor say?
S1: What is wrong with you?
然后，学生两人一组，分别扮演医生和病人，利用图片进行问答，操练句型。
S1：I am not feeling well.
S2: What is wrong with you?
S1: I have a fever.
3、学生朗读对话，列出医生给予的建议。然后，请几名学生扮演医生给Kitty一些建议，同时学习对话中的生词、短语和日常用语。
S1：You have a cold. You should take some medicine. You should drink a lot of water and have a good rest. You will get well soon.
T：Take some medicine. Medicine. M-e-d-i-c-i-n-e, medicine.
Ss: Medicine. M-e-d-i-c-i-n-e, medicine.
T: rest. R-e-s-t. rest. Have a rest.
Ss: rest. R-e-s-t. rest. Have a rest.
...
然后，让学生完成课本第59页的反馈练习，填空完成Kitty的日记，全班一起核对答案。
4、播放录音，学生跟读对话，提醒学生注意语音语调。然后，学生分角色朗读对话。
Post-task activities
学生两人一组，分别扮演医生和病人，模仿课文改编对话并表演。
Module 3 Things we do
Unit 9 seeing the doctor
（第三课时）
教学时间：
教学目标：
1、 通过阅读故事《没牙的老虎》，帮助学生进一步巩固新学语言知识，培养阅读技能，同时体会健康的重要性。
2、 帮助学生学习字母组合ay, ai在单词中的发音。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，调查别人的生活习惯，提出健康忠告。
教学重、难点
词汇：present, world
语音：ay(may), ai(wait)
日常用语： What should we do?
Really?
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、学生朗读listen and enjoy的儿歌，巩固学生配上动作和相应表情，请个别学生上来表演。
2、出示谜语，通过猜谜活动引出Read a story故事中的动物。
（show the ridddles to the class）Read and guess the riddles in pairs.
Riddle 1: It is small. It is white. It has two red eyes, two long ears and a short tail. Carrots are its favourite food. What is it?
Riddle 2: It is small. It is brown. It has a long tail. It can climb trees. Bananas are its favourite food. What is it?
Riddle 3: t is big and tall. It has many stripes. It looks like a horse. It can run fast. What is it?
Riddle 4: It looks like a cat. But itiis big and strong. It is the king of the forest. All the other animals are afraid of it. What is it?
S1: It is a rabbit.
S2: It is a monkey.
S3: it is a zebra.
S4: It is a tiger.
While-task procedures
1、出示read a story的图1，与学生问答。
T：How many animals do you see? What are they?
S1: Five. They are a tiger, a monkey, a rabbit, a zebra and a...
T: This is a squirrel. Say after me. S-q-u-i-r-r-e-l, squirrel.
Ss: S-q-u-i-r-r-e-l, squirrel.
然后，播放故事第一段的录音，接着，询问学生听到的信息。
T：Who is the king of the forest? Do the animals like him?
S1: The tiger is the king of the forest. The animals don’t like the tiger. They are afraid of him.
再次播放录音，并要求学生模仿和分角色扮演。
1) The zebra has a good idea. ( )
2) The fox gives the tjger a lot of books. ( )
3) The tiger has a toothache. ( )
1) At last, the tiger cannot eat other animals.
通过师生问答，在核对答案的过程中帮助学生初步了解故事内容，学习相关词汇。
2、出示下列问题，引导学生读故事，寻找答案。
1) Who are the animals afraid of?
2) What does the fox give the tiger?
3) What gives the tiger a toothache?
4) How do the animals help the tiger?
3、围绕第四副图片和故事中动物角色的特点，引导学生拓展情境，展开合理想象。
4、出示Learn the sounds的语音单词卡片ay(may), ai(wait)，请学生跟读并感受字母组合ay, ai在单词中的发音。
教师播放录音，学生跟着录音朗读。
播放录音，学生按照录音节拍诵读儿歌。
教师朗读单词，学生在多个单词中找出教师所读单词。
Post-task activities
让学生根据练习册中task的发展图片和句型提示与学生问答，调查同学的生活习惯，然后根据问答所得信息填写调查表。最后，作为回家作业，让学生完成
think and write，给一个同学写一份健康忠告。
Module 4 Things we enjoy
Unit 10 Great inventions
第一课时
教学时间：
教学目标：
1、通过look and learn栏目，帮助学生学习本单元的生词。
2、通过Listen and say关于发明的对话引入生词，学习如何介绍发明及其功能。
教学重、难点
1、能掌握单词 invention, watch, anywhere, travel, invent, myself
2、会运用句型 People can tell the time anywhere.
What are you going to invent?
I am going to invent a flying bike.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、播放有关人类历史上伟大的发明创造的视频，引导学生看图说出单词，最后教师总结，出示课题Great inventions, 教学单词invention。
T: Look! What are they?
S1:A telephone.
S2:A watch.
S3: A train.
…
T: Yes. These are all the great inventions that bring people a better life.
2、学生尝试用以下句型说一说自己知道的发明。
S1：Paper is a great invention.
S2: The train is a great invention.
While-task procedures
1、播放listen and say的录音，让学生找出对话中提到的几个发明。
T: The children in Ms Guo’s class are talking about inventions. Listen to the dialogue and name the inventions they talk about.
Ss: Paper, the watch…
2、出示对话中提到的四个发明及Look and learn中的相机图局部，让学生猜并说出是什么物品。
T: (show part of the picture of a watch) What is this invention?
Ss: A watch.
T: Yes. (show the whole picture) It is a watch.
3、将四个发明的图片贴在黑板上，再次播放课文录音，引发学生关注每个发明给人类带来的好处。
T: Now let’s listen to the dialogue again. Try to find out what people can do with these inventions. (show the picture of paper) Paper.
Ss: People can write on it.
T: (show the picture of a watch) A watch.
Ss: People can tell the time anywhere.
根据图片，学生以小组形式介绍每个发明的功能。
S1：Paper is a great invention. People can write on it.
S2: The watch is a great invention. People can tell the time anywhere.
4、播放课文录音，学生模仿录音朗读对话，然后分组分角色朗读对话。
Post-task activities
学生独立完成课本第69页反馈练习中的猜谜游戏，并通过小组交流核对答案。
Module 4 Things we enjoy
Unit 10 Great inventions
第二课时
教学时间：
教学目标：
1、通过Ask and answer的问答练习，帮助学生介绍发明的功能。
2、通过阅读故事《飞行器》，帮助学生培养阅读技能和热爱科学探索的精神。
教学重、难点
句型：One day, they are watching some birds flying in the sky.
We should invent a flying machine!
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、出示不同物品的图片，让学生自由讨论，选出属于发明的图片，并用一句话作介绍。
The watch is a great invention. The watch is an invention.
2、学生两人一组，介绍各自认为对人类有很大帮助的发明。
S1：I think the plane is a great invention. People can go anywhere in it.
S2: I think the camera is a great invention. People can take photos with it.
While-task procedures
1、让学生看ask and answer栏目的内容，然后根据提示和学生讨论各种发明的功能。
T: let’s look at these inventions. How can these inventions change people’s lives?
然后，让学生两人一组对话。学生可以根据自己的学力，用已学句型描述某个发明的功能。待学生充分操练后，全班一起交流。
S1: Is the camera a great invention?
S2: Yes, it is. People can take photos with it.
2、出示现代飞机的图片，引入Read a story的故事。播放课文故事的对媒体动画，让学生通过观看动画理解故事，然后，教师提问，检验学生对故事的理解程度。
T：What do the Wright brothers like to do?
S1: They like to invent things.
T: What do they want to do when they see birds flying?
S2: They want to fly too.
T: What do they invent?
S3: They invent a flying machine.
T: How do they invent it?
S4: First, they watch how the birds fly. Next, they draw a picture of their flying machine. Then they build it. Finally, they fly like birds.
教师可以根据学生的情况，多次播放动画，或者让学生在看动画之前先关注问题，带着问题去看动画。
3、学生阅读故事并完成课本第71页的排序练习，然后全班一起核对答案。
4、播放故事录音，学生跟读对话，提醒学生注意语音语调。先全班一起朗读，然后，学生分角色朗读对话。
Post-task activities
1、根据排序练习，让学生说说故事的梗概。如果学生在介绍中有困难，教师可以提问，启发学生根据问题答案连句成篇。
S1: The Wright brothers like to invent things. They see birds flying. They want to fly like those birds. They want to invent a flying machine. First, they watch how the birds fly. Next, they draw a picture of their flying machine. Then they build it. Finally, they can fly like birds.
让学生思考莱特兄弟发明飞机的经过，总结他们成功的原因，鼓励学生向他们学习，善于观察，敢于想象并动手实践。
2、学生三人一组，分角色表演对话。
Module 4 Things we enjoy
Unit 10 Great inventions
第三课时
教学时间：
教学目标：
1、 通过Do a survey的调查活动，让学生运用所学句型调查同学的发明设想。
2、 通过Culture corner栏目，让学生了解中国古代的四大发明，增强民族自豪感。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，调查同学心目中最伟大的发明，并介绍自己心目中最伟大的发明。
教学重、难点
句型：What are you going to invent?
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、借助多媒体，播放listen and enjoy的动画，让学生跟着录音朗读儿歌。
2、通过儿歌引出本课时的话题：What do you want to invent?
T: There are some inventions in the song. What are they?
S1: A flying car.
S2: A special toy.
S3: A special hat.
T: If you have a chance to invent something. What will you invent?
While-task procedures
1、导入Culture corner, 帮助学生了解四大发明的英语名称。
T：We have talked a lot about inventions. Now let’s take a look at these photos. do you know the names of these inventions? Who invented them?
A long time ago, the ancient Chinese people invented these things. They are the compass, gunpowder, papermaking and printing.
鼓励学生说说他们对中国古代四大发明的认识，以及他们所知道的有相似功能的现代发明。
2、教师提问，启发学生思考自己的小发明，并提供以下我是小小发明家的设计图，学生根据设计图画一画并写一写自己的发明设想以及发明的作用。
T: Do you want to be an inventor?
Do you want to invent anything?
What do you want to invent?
Why do you want to invent it?
Please draw your invention and try to describe it in your own words.
学生完成个人的小发明创造后，先根据自己画的图片和所写文字简单介绍自己的发明。随后，两人一组开展调查，巩固复习句型。
S1: Hello, (S2s name) Can I ask you some questions?
S2: Yes, please.
S1: Do you want to invent anything?
S2: Yes.
S1: What are you going to invent?
S2: I am going to invent...
S1: Why?
S2: Because...
3、调查结束后，调查员可以整理调查信息，重新分组后向其他学生汇报，也可以向全班汇报。由于牵涉到第三人称转述，教师需提醒学生注意动词的用法。
Post-task activities
让学生根据练习册中task第一部分的句型提示语同学问答，了解彼此心目中最伟大的发明，然后根据问答所得信息完成调查表。最后，作为回家作业，让学生完成Think and write,写一写自己心目中最伟大的发明。
Module 4 Things we enjoy
Unit 11Chinese festivals
第一课时
教学时间：
教学目标：
1、通过look and learn栏目，帮助学生学习本单元的生词。
2、通过Ask and answer的问答活动，帮助学生巩固已学句型。
教学重、难点
1、能掌握单词festival
2、会运用句型When is the…?
It is in…or…
How is the weather like at…?
What do you do at…?
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、展示中外不同节日的图片，和学生问答，将中国传统节日的图片归为一类，引出本单元话题Chinese festival.
While-task procedures
1、出示Look and learn的生词卡片，逐一教学单词，让学生跟读和拼读单词。
T: (show the flashcard for the Spring Festival) What can you see in this picture?
S1: I can see many people, a lot of lights and red paper.
T: Which festival is this picture about?
S2: It is about the Spring Festival.
T: Yes, the Spring Festival.
Ss: the Spring Festival, the Spring Festival.
…
用同样的方法教授the Mid-Autumn Festival和the Double Ninth Festival. 然后，出示不同节日的图片，让学生将图片与相应的节日单词配对，并说一说。如：
The Double Ninth Festival usually comes in October or November.
2
、出示节日词汇和与这些节日相关的事物图片，让学生根据节日将相关图片归类。
3、让学生利用Ask and answer栏目中的句型，教师与一名学生示范问答，随后学生两人一组，仿照课本反例互相问答。
T: When is the Spring Festival?
S1: It is in...
T: How is the weather during the Spring Festival?
S1: It is ...
T: What do you do during the Spring Festival?
S1: We visit relatives and have dinner with...
T: What food do you usually eat at the Spring Festival?
S1: We usually eat fish and dumplings...
4、出示节日图片，和学生讨论他们喜欢的节日。然后，学生两人一组，互相问答。
T: What festival do you like?
S2: I like the Dragon Boat Festival.
T: What do you do during the Dragon Boat Festival?
S2: I usually...
T: What food do you usually eat at the Dragon Boat Festival?
S2: We usually eat...
Post-task activities
学生根据座位分为四人一组，做问卷调查，了解同学喜欢的节日。
Module 4 Things we enjoy
Unit 11Chinese festivals
第二课时
教学时间：
教学目标：
1、通过学生Listen and say中关于春节的短文，让学生综合运用已学语言讨论中国传统节日。
教学重、难点
词汇：important, call
句型：The Spring Festival comes in January or February every year.
They often eat fish and dumplings.
They like the beautiful fireworks very much.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、教师和学生就上一课时的小组调查问卷进行问答，复习已学内容。
T: Which festival do you like?
S1: I like the Mid-Autumn Festival.
T: How many boys / girls like the Mid-Autumn Festival?
S1: Two boys and four girls like the Mid-Autumn Festival.
T: When is the Mid-Autumn Festival?
S1: It is in September or October.
T: What do you usually do at the Mid-Autumn Festival?
S1: I usually look at the beautiful moon and eat moon cakes.
…
2、要求学生说说自己最喜欢的节日，并说明原因。
T: Please tell us what your favourite festival is and why.
教师可以把学生回答的内容一纲要的形式写在黑板上，如：
Festival activities
The Spring Festival buy new clothes
(in January or February) buy traditional food
have a big dinner
eat dumplings
visit friends and relatives
get money in red packets
watch fireworks
While-task procedures
1、借助上一活动的图表，引入Listen and say的教学。出示Listen and say的图片，同时播放课文录音，让学生看图做选择练习检测学生是否理解课文内容。
1) The Spring Festival is a ( ) festival in China.
A. big B. small C. new
2) People also call The Spring Festival ( ).
A. Chinese Christmas
B. Chinese New Year’s Eve
C. Chinese New Year
3) Families have a big dinner together on ( ).
A. Mother’s Day
B. Chinese New Year’s Eve
C. Children’s Day
2、让学生读课文，然后回答相关问题。如When’s the Spring Festival? What do people do at the Spring Festival? 根据学生的回答，让学生说说，介绍春节。
3、根据Listen and say的内容，与一名学生进行示范问答，随后让全班学生模仿范例开展对子活动。
T: Is the Spring Festival an important festival in China?
S1: Yes, it is.
T: When’s the Spring Festival?
S1: It is in January or February.
T: What do people usually do at the Spring Festival? What food do you eat at the Spring Festival?
...
4、播放listen and say的录音，要求学生跟读生词和课文，并就课文内的难点展开生生、师生问答。然后，让学生做反馈练习，介绍春节以及自己在春节的活动。
Post-task activities
学生四人一组，说说自己最喜欢的节日。
S1：My favourite festival is... It is in ...or... The weather is ...at the ... festival. I usually...
Module 4 Things we enjoy
Unit 11Chinese festivals
第三课时
教学时间：
教学目标
1、 通过Think and write的写作练习，帮助学生运用已学句型介绍节日。
2、 通过Culture corner栏目，让学生了解中国的春节和西方国家的圣诞节。
3、 通过阅读故事《年的传说》，帮助学生培养阅读技能，了解年的由来。
4、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，调查同学喜欢的节日，并介绍同学最喜欢的节日。
教学重、难点
词汇：end, village, last, at the end of...
句型：At the end of every year, he goes into the village and eats people.
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
1、播放有关节日的歌谣录音，要求学生轻轻跟着歌谣朗读，感受节日气氛。
2、出示Culture Corner
的图片，或展示中国各地庆祝春节和西方国家庆祝圣诞节的图片，让学生说说这两个节日的特点和重要性。
While-task procedures
1、打乱Read a story故事的图片和文字顺序，让学生通过阅读按顺序排列图片和文字。然后全班一起核对答案，教师帮助学生理解故事中的生词。
2、让学生读故事，然后根据课文内容向学生提问，以检测学生对故事的理解程度。
1) What is Nian?
2) What does Nian do at the end of every year?
3) What is Nian afraid of?
4) On the last day of the year, what does Nian see?
5) What does Nian do then?
6) What do the people do at the Spring Festival every year?
3、学生读故事，填空完成课本第77页的反馈练习，然后，全班一起核对答案。
4、将全班学生分成若干个小组，各组根据故事写一个小剧本，然后，分角色表演故事。
Post-task activities
让学生根据练习册中task
第一部分的句型提示与同学交流，了解彼此最喜欢的节日，然后根据问答所得信息完成调查表。最后，作为回家作业，让学生完成Think and write,写一写同学最喜欢的节日。
Module 4 Things we enjoy
Unit 12The giant’s garden
第一课时
教学时间：
教学目标：
通过看图说话活动，帮助学生初步了解故事的人物、背景和故事大意，并学习生词，激发学生的阅读兴趣。
教学重、难点
1、能掌握单词wall, kind, through, no entry
2、会运用句型A giant lives in a big house with a beautiful garden.
Children like to play in the garden.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、在黑板上或利用多媒体出示一些学生熟悉的儿童故事书的封面，如《丑小鸭》、《三只小猪》、《小红帽》等，与学生对话。
T: Do you know these storybooks? Can you say anything about them?
S1: Yes. I know three little pigs. It is about the three little pigs and the big bad wolf.
2、接着学生的问题，引入本单元的故事教学。
T: Today we will learn a new story. Do you know anything about the story?
S1: It is about the giant and his garden.
…
While-task procedures
1、播放故事录音，在黑板上或利用多媒体出示打乱顺序的、没有文字的故事《巨人的花园》的图片，让学生根据听到的录音顺序给这些图片编号。
2、将学生分为四人或六人一组，要求每组学生小组讨论，用已学的语句描述图片(每组两幅)。
3、要求各小组根据讨论结果向全班作介绍，教师进行指导和总结。
Picture 1:
This is a big house with a beautiful garden. A giant lives in it. Children like to play in the garden.
Picture 2:
The giant is very angry with the children. He says, get out! Get out! The children are afraid of him and they run away.
Picture 3:
Now there is a wall around the garden. Children cannot play in the garden.
Picture 4
It is spring now. But Miss Spring does not like the giant, so she does not go into his garden.
Picture 5:
It is winter in the giant’s garden. He feels cold and sad.
Picture 6:
Miss Summer and Miss Autumn do not go into the giant’s garden either. So it is always winter in the giant’s garden.
Picture 7:
One morning, the giant hears some lovely sounds and sees some beautiful flowers. He feels very happy because spring comes into his garden.
Picture 8:
Why is spring here? Oh, he sees some children coming into his garden from a hole. They bring Miss Spring to his garden!
Picture 9:
The giant knocks down the wall around his garden. Welcome to my garden, children. There won’t be any walls around my garden any more. Come and play here! Says the giant. From then on, Miss Spring is never late to the giant’s garden again.
4、学生默读课文并划出课文中的生词。教师板书或利用多媒体展示学生找出的生词，加以解释并带领学生朗读，如giant –a big man, 帮助学生理解生词的含义。
Post-task activities
出示打乱顺序的图片和文字，让学生把图片和文字配对，并按照故事顺序重新排列。
Module 4 Things we enjoy
Unit 12The giant’s garden
第二课时
教学时间：
教学目标：
通过读故事和判断正误的练习，帮助学生进一步理解故事内容，学习故事中出现的单词和句型，为后续的课本剧表演做铺垫。
教学重、难点
把握故事细节。
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations
1、 通过游戏复习生词。
2、 出示生词卡片，带领学生朗读生词。
While-task procedures
1、教师出示图片（故事图1-9），同时播放故事录音，让学生听录音判断句子正误，以检测学生是否听懂故事大意，然后，教师与学生核对答案，并逐一讲解。
1) The giant lives in a small house. ( )
2) Some children come and play in the garden. ( )
3) The giant gets angry when he sees the children playing in his garden. ( ).
4) The children are afraid of the giant because he is very big. ( )
5) The giant builds a wall around his garden. ( )
2、让学生阅读故事，并把有疑问的地方划出来或写在小纸条上。
3、教师逐一板书学生有疑问的单词、词组或句子，然后就这些问题展开生生、师生问答，最后带领学生朗读这些疑难的单词、词组或句子。
4、学生看图读故事，可以先个别读、小组读，再集体朗读。
Post-task activities
让学生表演图5-8的故事，鼓励学生使用更多学过的语言，补充人物之间的对话。
Module 4 Things we enjoy
Unit 12The giant’s garden
第三课时
教学时间：
教学目标：
1、 通过复习和讨论，帮助学生理解故事的寓意。
2、 通过角色扮演、复述故事等活动，帮助学生综合运用学过的语言。
3、 通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，完成课本剧的表演。
教学重、难点
理解故事的寓意。
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation
播放歌曲Spring is green的录音，要求学生跟着节奏打拍子，跟着录音一起轻声唱。
While-task procedures
1、朗读故事。每一幅图请一名学生朗读，也可以请几名学生、一个小组或全班学生齐读。
2、根据故事内容（或图片）提问，与一名学生进行示范对话，然后要求全班学生模仿，学生两人一组互相问答。
T: (show picture 1) What can you see in the picture?
S1: I can see a castle, a garden and some children.
T: What are the boy and the two girls doing?
S1: The boy is flying a kite and the two girls are playing on the swing.
T: How do the children feel?
S1: They feel happy.
T: Is it winter?
S1: No, it isn’t.
3、带领学生再次朗读故事，并出示以下选择题，让学生读故事选择正确答案，帮助学生进一步理解课文。
( ) 1. Does the giant like the children at first?
A. Yes, he does. B. No, he doesn’t.
C. it is not clear according to the story.
( ) 2. What does he do?
A. He plays with the children.
B. he only puts up a sign in his garden.
C. he builds a wall around the garden and puts up a sign with no entry on it.
( ) 3. Why does he build a wall?
A. Because he does not want to share his garden with the children.
B. Because the children make a noise in his garden.
C. Because he thinks a wall can make his garden more beautiful.
( ) 4. Miss Spring does not go into the giant’s garden. Miss Summer and Miss Autumn do not visit the giant’s garden either. Why?
A. Because they do not like the garden.
B. Because Miss Spring thinks the giant is selfish (自私的).
C. Because they think the giant is selfish (自私的).
然后总结故事大意，让学生思考并说说他们从这个故事中学到了什么。根据学生的发言作总结，说出故事的寓意：快乐要与人分享，自己才能更快乐。
4、学生六人一组，讨论并将故事改编成课本剧，然后分角色表演故事。
Post-task activities
让学生根据练习册中task第一部分，自由分组并安排角色，然后根据Ask and answer的句型提示语同学问答。
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