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外研社五年级英语（三起）上册
教材分析
一、学情分析：
五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已基本养成。但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重。因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣。
二、教学要求和任务。
1．养成良好的听英语、读英语、说英语的习惯。
2．初步养成良好的书写习惯。
3. 能按三会与四会的要求掌握所学词语。
4．能四会要求掌握所学句型。
5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。
三、教学重点难点。
1．重点：
①四会句型、单词。
②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
③运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
四、主要措施。
1．根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学习积极性。
2．在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动学生的非智力因素，提高学生 实际运用语言的能力。
3．活用教材，根据学生会的实际情况，将每单元各个板块重现组排降低难度。
Module 1Unit 1 Did you come back yesterday？教学设计
课 题
MODULE 1 London
Unit 1 Did you come back yesterday？
课时安排
4课时
第（1）课时
学习目标
（1）简单了解过去时
（2）能够认读went to shool / went to bed / went home / came back
（3）能运用句型When did you go… / come back?询问过、去干事情的时间，并能过去时回答.
（4）能够在问题和练习的帮助下，了解对话意思
（5）培养合作学习的的能力，培养学生综合运用语言的能力。
学习重点、难 点
1重点、：学生在不同情境中听懂、会说主要句型，并能替换关键词自如运用。
2难点：在Group work中通过交流自然的使用所学句型，让学生在操练中悟。
导学流程
教师活动
学生活动
教学添补
一、自学展问。
（10）分钟
Step 1 Warmer
1 Say hello to the students. I'm very glad to see you again.
2 Listen and do:
3 Ask and answer. Talk about your vacation .
师生问好。
Listen and do:
Stand up! Point to the window! Point to the seiling! Point to the floor!
Touch your nose.Touch your left ear.Touch your right eye...
Talk about theirseves vacation .
let them learn some new words like:“when , finish , home, come—came” let the students try to use the words to say something.
呈现问题：
What did you do on summer vacation?
What did you see?
What did you eat?
When did you finish your homewor？
二、互动探究。
(20)分钟
Step 2 Learn the text.
1. Learn new words:
In this class we are going to learn some past tense words. Look at the board :
Finish---finished, wait—waited, drop—dropped, come—came.
buy –bought
T: explain the rules of past tense.
T: please do as I do:
back--- come back came
1. Learn new words:
In this class we are going to learn some past tense words. Look at the board.
please do as I do:
back--- come back came back
呈现动词：
Finish-finished, wait-waited, drop-dropped, come-came.
buy –bought
呈现动词词组：
back--- come back came back
back
near-- near the school, near the park
home--- ice-cream---- finish---
let the students try to make phrases in this way.
2 Learn the text.
Look at the first picture then read the first paragrph. In each group , tell your partners what you have learned and what you don’t understand.
Ask 4 good students to read the text in role.
near-- near the school, near the park
home---
ice-cream----
finish---
let the students try to make phrases in this way.
Look at the first picture then read the first paragrph.
Use the same methods study the next.
Listen to the tape.first listen , then close the books, try to grasp the main meaning . then read it in each group , and try to help each other.
near-- near the school, near the park
home---
ice-cream----
finish---
三、拓展提升。
（10）分钟
Step 3 Do Ex.1
Listen and read ,then circle True or False.
1 Have the students to listen to the text .
2 Read them and think about true or false.
3 Listen again then chess the answers.
Step4DoEx.2:Correct the false statements.
Homework:
Read the text five times , and remember these new words .
Listen and read ,then circle True or False.
1 Have the students to listen to the text .
2 Read them and think about true or false.
3 Listen again then chess the answers.
Do Ex.2Correct the false statements.
板书设计
板书设计
Module1 Unit1 Did you come back yesterday？
When did you come back?
We came back last Sunday.
I dropped my ice cream.
教学反思
MODULE 1 复习教学设计
课 题
MODULE 1 London
复习内容
课时安排
4课时
第（2）课时
学习目标
1熟练掌握对话，能听说、认读对话中的主要句型。
学习重点、难 点
1学生在不同情境中听懂、会说主要句型，并能替换关键词自如运用。
导学流程
教师活动
学生活动
一、自学展问。
（10）分钟
教师课前准备好表示各种动作的动词及动词词组的图片，例如：“play football, play basketball, walk talk, write a letter, draw a dragon, fly a kite,并贴到墙上，然后请学生把动词及动词词组的拼写贴到相应的图片上，以复习学过的知识。
看各种动作的动词及动词词组的图片，例如：“play football, play basketball, walk talk, write a letter, draw a dragon, fly a kite,学生把动词及动词词组的拼写贴到相应的图片上，以复习学过的知识。
二、互动探究。
(20)分钟
选择正确答案
（ ）1、Tom plays ________piano every day.
A.a B.the C./(不填
（ ）2、Xiao Li is ____university student now.
A.an B./ C.a
（ ）3、Mr. Smith lives _____the second floor.
A. on B.in C.from
（ ）4、Mary goes to school ___foot every day.
A.by B.on C.with
（ ）5、____drive so fast. There are many people in the street.
A.Not B.Can't C.Don't
（ ）6、It's 8:10. It is ________.
A．eight past ten B.ten to eight C.ten past eight
（）7、How often ________ Paul ________football?
Ais, play B.does,plays C.does,play
（ ）8. Come and sit ______me.
A. at B. to C. beside
（ ）9、 ____ beautiful the flowers are!
A.How B.What C.What
教师请学生注意句子中动词的时态。
（ ）10、Have you got ________ matches?
A.much B.any C./
（ ）11、How many people ___in your family?
A.is there B.there are C.are there
（ ）12、There ______a teacther and thirty students in the classroom.
A.is B.are C.aren't
（ ）13、Mr.Wang ____friends in Beijing.
A.has not B.has no C.have not nay
（ ）14、I don't want to borrow his dictionary. I want to borrow ________ .
A.hers B.her C.her's
（ ）15、The old doctor never thinks of _____ .
A.him B.themselves C.himself
（ ）16、I don't think there're_______letters.
A. some B. any C.much t
（ ）17、Mary: Are there____shops near here ?
Tom: No,there are______shops near here.
A. some, not B. any, no C. any, not
学生把练习中的小短文补充完整。邀请几个学生在全班朗读自己完成的短文。课堂活动用书
Yesterday, Daming went to the park. Sam played football. Lingling helped her mum. Amy did her homework. Ms Smart ate some Chinese food. Mr Smart listened to music.
三、拓展提升。
（10）分钟
汉译英
将下列句子译成中文（每题3分，共30分）
1、 你们工厂离这儿远吗？
————————————————
2、 教室里有20名学生和一名老师。
_________________________________
3、 小李是工程师吗？不，他是医生。
________________________________
4、 你们家有几口人？我们家有三口人：父亲、母亲和我。
________________________________
5、 你父母每天什么时候起床？
________________________________
教学反思
Module 1 Unit 2 We bought ice creams.教学设计
课 题
Unit 2 We bought ice creams.
课时安排
4课时
第（3）课时
学习目标
1. 认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音
2.能够理解对话内容并在理解其意思的同时，学会在一定的情景中恰当的使用，同时教育学生要养成认真细致的好习惯。
3.能够总结字母组合ow, ou的发音规律 ，以及cl, cr的发音区别，并能朗读Pronunciation部分的例词。
学习重点、难 点
1、需要掌握的两组四会句子，特别提醒学生注意专有名词要大写。
2：Pronunciation的学习，教师要引导学生读准单词，并发现其发音规律。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step 1 Warming up
1) Greeting with the kids.
2) Show the PPT (first the picture then the verb phrases) to review:
walk to school, see a bus, go home by bike , eat rice, go to the park…
3) Ask and answer as following while talking about the pictures,
1) Greeting with the kids.
2) Show the PPT (first the picture then the verb phrases) to review:
walk to school, see a bus, go home by bike , eat rice, go to the park…
3) Ask and answer as following while talking about the pictures,
呈现词组：walk to school, see a bus, go home by bike , eat rice, go to the park…
导入新课，边活动边唱
二、互动探究。
(20)分钟
1) Show the PPT: a postcard, then teach the new word: postcard ,and lead into the new lesson.
2) （Open their books）Listen to the tape and read after it from one sentence to another, then answer the following questions:
Who wrote the postcard?
Who got the post card?
3) Listen to the tape and underline the verb phrases:
(1) went to the park（2） met John（3） bought ice creams
（4）went home by bus（5） ran to the
Show the PPT: a postcard,
（Open their books）Listen to the tape and read after it from one sentence to another, then answer the following questions:
Listen to the tape and underline the verb phrases:
呈现词组：
(1) went to the park
（2） met John
（3） bought ice creams
（4）went home by bus（5） ran to the bus（6）dropped my ice
通过复习学过的动词词组来巩固操练: Did you...?Yes, I did. /No, I didn't.
通过多种阅读方法，领会如何用英语描述过去的事；
bus（6）dropped my ice cream
Then ask the kids to read them out.
4) Show the PPT:
Then ask the kids to give out its Original Form(原型)
5） Ask the kids to read the text silently and try to find the answer to the following questions
( Show the PPT)
6）Check the answers(vie to answer抢答比赛)
7）Teach them to write the postcard in English.
Then ask the kids to read them out.
Then ask the kids to give out its Original Form(原型)
the kids to read the text silently and try to find the answer to the following questions
Check the answers(vie to answer抢答比赛)
write the postcard in English.
cream
呈现动词的过去式：
went met ran
bought dropped
呈现问题：
Did shegoto the
Park yesterday?
Did they meet John?
Did they go home by bike?
Did Lingling walk to the bus?
Did she drop her ice cream?
通过朗读、诵读、默读、精读、略读、浏览，来培养学生的阅读能力；
三、拓展提升。
（10）分钟
1)Listen to the tape and fill in the blanks.
Yesterday I ( ) to the park with Sam and Amy.We ( ) John ( ) the park. He is Sam and Amy's friend.We ( ) ice creams.Then we ( ) home ( ) bus.I ( ) to the bus. But I ( ) my ice cream.
2) Retell the text.
Then ask the kids to try to retell the text.
Step 4, Homework
Finish AB EX. 4, 5
1)Listen to the tape and fill in the blanks.
2) Retell the text.
try to retell the text.
2）呈现词组：
(1) went to the park
（2） met John （3） bought ice creams
（4）went home by bus （5） ran to the bus （6）dropped my ice cream
通过听磁带培养学生的听力；通过填空，复述课文来训练学生灵活运用英语的能力。
板书设计
板书设计：
Unit 2 We bought ice creams.
Did they buy ice creams ？
Yes ,he did.No,he didn`t.
词组：went to the park met John bought ice creams
went home by bus ran to the bus dropped my ice cream
教学反思
Module 1 复习教学设计
课 题
Module 1 London 复习内容
课时安排
4课时
第（4）课时
学习目标
熟练掌握对话，能听说、认读对话中的主要句型。
学习重点、难 点
学生在不同情境中听懂、会说主要句型，并能替换关键词自如运用。
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
选择正确的答案填空
选择正确的答案填空
Up by at for with
1．Yesterday I went to the park ________ my mother.
2．We need food ________ our picnic.
3．Hurry ________ , Sam.
4．I go to school ________ seven o’clock everyday.
5．They went to Shanghai ________ rain last Sunday
灵活掌握介词的运用
二、互动探究。
(20)分钟
选出你所听到的单词。
choose and match 相应的词连线.
选出你所听到的单词。
( )1. When _____ you come back ?
A. do B. did
( ) 2. Yesterday I _____ to the park.
A. went B. want
( )3. We need food ______ our picnic .
A. for B. of
( )4. ______ did you do at the weekend?
A. When B. What
( )5. Please give ______ the pencils.
A. out B. up
choose and match 相应的词连线.
1.go were
2.are went
3.visit visited
4. is played
5. take was
6. play took
7.walk bought
8.buy met
9. meet walked
掌握本模块的动词及其过去式。
三、拓展提升。
（10）分钟
将同一类的词分别写在横线上。
选择合适的答句，将其序号写在括号内。
将同一类的词分别写在横线上。
1.watched 2. yesterday 3. wait
4. ran 5. weekend 6.today
7.noodles 8. tomorrow 9. met
10. meat 11.bread 12.cake
一、动作类：
二、食物类：
三、时间类：
选择合适的答句，将其序号写在括号内。
( ) 1. I went to the zoo bus?
A.by. B.on.
( )2.What did you do?
A.I took photos. B.I went to Shangha .
( )3. oranges do you want?
A.How much. B. How many.
( )4.What’s the London Eye?
________________________
A.It’s a o’clock. B. It’s a big wheel.
( )5.When did you go there?
________________________
A. Big Ben B. It’s ten o’clock
( )6.Did Lingling like the postcard ?
__________________________
A. Yes, she does. B. No, she didn’t.
( )7.Do you live in Guilin ?
_________________________
A. Yes, I do . B. Yes, I am
能准确对词语进行分类。
灵活掌握本模块的内容。
教学反思
Module 2 Unit 1 What did you buy?教学设计
课 题
MODULE 2
Unit 1 What did you buy?
课时安排
4课时
第（1）课时
学习目标
1、能用'how many', 'how much'询问数量。
2、培养创新精神和合作意识。
学习重点、难 点
掌握句型How many do you want?
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1:
1、Warming up.
2、Listen and sing a
song: There was a chicken.
Greet: Hello, boys and girls.
Listen and sing asong:
There was a chicken.
（学生随着音乐做动作）
通过歌曲营造学习英语的氛围，顺利进入英语教学。）
二、互动探究。
(20)分钟
Step Two: Revision.
Let's play a guessing
game.
游戏1： 教师让学生猜口袋里装的是什么，并猜出数量。对学生说：What are these? How many are there?
游戏2：教师手中有一些卡片，让学生猜上面的食品及数量。
Let's chant.
shop 里面things多，红红的apple，黄黄的banana，ice cream在冰箱里，egg egg一个个，cake cake香喷喷，许许多多watermelon,今天要去picnic,我们还需要什么？
Let's play a guessing
game.
T: What are these?
Ss:Ice creamsapples. bananas pears.
T: Yes, and how manyarethere?
Ss: Three two six
T: What is this?
Ss: meat rice noodle cheese .
T: How much is there? Ss:Two kilos.Three kiloes.
50 kilos Half a kilo.
Let's chant.
呈现内容：
Ice creamsapples. bananas pears.
Three two six
meat rice noodle cheese
Two kilos.Three kiloes.
50 kilos Half a kilo.
呈现chant:
shop 里面things多，红红的apple，黄黄的banana，ice cream在冰箱里，egg egg一个个，cake cake香喷喷，许多多watermelon,今天要去picnic,我们还需要什么
该游戏简单有效灵活，让所有的学生都兴奋的参与到活动中来， 利用游戏培养学生听力，反应能力，同时区分“how many”和“how much”的不同。)
三、拓展提升。
（10）分钟
Step3: Make a shopping
list.
Step 4. Make a survey.
向其他小组调查统计所需物品的种类及数量，填写表格。要求学生运用一下句型：What are you going to buy?
Howmany_doyou want? 教师注意示范，学生完成任务后向全班汇报。
Step 5. Card games.
教师引导学生讨论，先示范引导：
Look,there are many
things in this picture.
What are these?
How many_doyouwant?
Howmuch_ doyouwant?
教师呈现这些句型，让学生仍然在小组内讨论回答。最后让雪横在讲台前谈论图片，展示讨论结果。
Step 6Homework.
Do the shopping after
class
1. We need many things,so we must make
a shopping list.
2. Work in groups.
Write the things on the paper.
3.Read the shopping list.
将学生分为6组，同伴将物品的名称写在纸片上。然后选择 'how many'或 'how much'
如果对了，就会得到小贴画。最后，这些卡片连在一起就构成了别样的购物清单。
学生讨论，先示范引导：
Look,there are many
things in this picture.
What are these?
How many___do youwant?
Howmuch___ do you want?
让学生仍然在小组内讨论回答。最后让雪横在讲台前谈论图片，展示讨论结果。
Make a shopping
list.
呈现问题：
What are you going to buy?
How many___do you want?
呈现这些句型
What are these?
Howmany___doyou
want?
Howmuch___doyou
want?
培养小组合作意识，考察对实际生活经验的掌握情况。
根据自己的生活常识购买物品，培养学生自主学习，合作学习，提高创新意识，创设轻松、民主的氛围，及时鼓励学生，让学生充满成就感。任务型教学，真正把学到的东西运用到实际生活中。
板书设计
板书设计：
Module 2 Unit 1 What did you buy?
A:What are these?
B:Ice creamsapples. bananas pears.
A:Howmany___do you want?
B:Three two six
A:Howmuch___do you want?
B:Two kilos.Three kiloes.
教学反思
MODULE 2 复习教学设计
课 题
Module2 Shopping 复习内容
课时安排
4课时
第（2）课时
学习目标
How many 和how much区分
学习重点、难 点
How many 和how much区分
导学流程
教师活动
学生活动
教学目标
一、自学展问。
根据汉语提示填空，补全单词。
1. h _r（小时）2. ch __se（奶酪）3. f_n_sh（完成）
4. w _t（等待）5. bo __le（瓶子） 6. j __ce（果汁）
7. wh__l（轮）8. ph_ to（照片）9. f __d（食物）
巩固单词
二、互动探究。
(20)分钟
用How many 或How much填空。
听音，选出正确的汉语意思。
1.___jiuce do you want? 2. ____cakes do you want?
3.___apples do you want?4. ___cheese do you want?
( ) 1. A.快点 B. 多少( ) 2.A.冰激凌 B. 奶酪
( ) 3.A.盒 B. 瓶( )4.A. 大英博物馆B.伦敦眼
( ) 5. A. 麻烦事 B.小心的
掌握重点句型。
三、拓展提升。
（10）分钟
单项选择。
选择适当的译文。
( ) 1.I went to the zoo______ bus. A. by B. on
( ) 2. How __oranges do you want?A. much B. many
( )3.Thank you very much. ___.
A. You’re welcome. B. Welcome you
( )4.Look! There __ a boat on the lake. A. is B. are
( )5. How __juice do you want? A. much B. many
( )6. What’s the London Eye? It’s a big__.
A. clock B. wheel
( )7. Did Lingling like the postcard? Yes, she ___. A. does B. did
( )8. ThisT-shirt is yours.__is yellow.A. My B. Mine
( )9. There ___enough bags. A. aren’t B. isn’t
( )10. What did you do __the weekend?A. at B. on
( )1.When did you come back?
A. 你什么时候回来的B.你到哪儿去了？
( )2. How many bananas do you want?
A. 你想要香蕉吗？ B. 你要多少香蕉？
( )3.There are ten pencils in the blue box.
A.盒子里有多少铅笔？B.盒子里有十支铅笔。
( )4.What did you do at the weekend?
A.你周末做了什么？ B. 你周末要做什么？
灵活运用所学知识。
教学反思
Module 2 Unit 2 How much cheese do you buy?教学设计
课 题
Unit 2How much cheese do you buy?
课时安排
4课时
第（3）课时
学习目标
1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音。
2、能用how much询问数量。
3、培养创新精神和合作意识。
学习重点、难 点
1、认读 cake, ice cream, juice, banana, watermelon, egg, apple. 形成正确的语音。
2、能用how much询问数量。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
1、Warming up
Hello,boys and girls.
2、用手势帮助学生复习数词，以此来引出句型“How many?”，并通过图片和实物进行操练。再让学生运用How many do you want?自由对话,然后点名汇报。
1、 师生问好
学生复习数词，通过图片和实物进行操练句型“How many?”，
学生运用How many do you want?自由对话,
呈现句型
How many?”，
How many do you
want?
激起学生的学习兴趣,有利于强化和巩固学习.
二、互动探究。
(20)分钟
1.教学新单词
(1) 出示各种食品图片 , 让生齐读出来 。
(2) 最后一张出示奶酪 , 引入单词 cheese。教说该单词 , 分小队 , 分排练读。告诉学生cheese 是不可数名词。
(3)引入单词kilo.使生理解该单词意为“一公斤”。教说、练说该单词。
(4)引入词组half a kilo。使生理解为“半公斤”。教说、练说该词组。
(5)将所学新词齐说一遍，并利用cheese练说。 a kilo of cheese。
2. 教学新句子
(1)老师利用板书中的可数名词问:How many ...do you want ?再用“How much...do you want?”
看食品图片 ,让生齐读出来 。
分小队 , 分排练读。告诉学生cheese 是不可数名词。
生理解该单词意为“一公斤”。教说、练说该单词。
词组half a kilo。使生理解为“半公斤”。教说、练说该词组。
将所学新词齐说一遍，并利用cheese练说。a kilo of cheese。
学生理解这两个句型是物品询问数量的.然后让他们总结出两个句型分别用在何种情况。
呈现单词：
Cheese
Kilo
half a kilo
cheese
呈现句型：
How many
...do you want ?
How much
...do you want?”
通过组织听、阅读、讨论、头脑风暴等获活动，为学生提供必要的、与任务有关的语言输入。
(3)让学生两两一组,就黑板上的单词进行问答练习.然后出示课件E:练习两个新句型.放第一遍课件,指名根据画面回答问题;放第二遍课件时,全班跟读.
(4)老师仍然利用板书提问How much?启发学生理解该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地练说该句。
(5)Game：More or less
练习两个新句型.放第一遍课件,指名根据画面回答问题;放第二遍课件时,全班跟读.
学生理解该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地练说该句。
一个学生上前面来猜价钱，其它同学根据他说出的价钱说 more或less来给他提示。
教师引导学生注意语言形式，做必要的巩固性练习，提高学生对语言形式的敏感性。
三、拓展提升。
（10）分钟
1、让学生 6 人自由结组，并发给他们每组一张纸，让学生先来列一个清单。待学生列好清单后，利用实物投影展示几组。大家一起看一看，说一说清单上都有什么东西。
2、出示课件：一个购物的对话范例。老师先与一个学生做一个示范，然后让学生在每组里找一、两个学生当售货员，其它同学买东西，进行购物对话。
3、对话展示。
五、作业布置：
1、课文录音，模仿课文句子，能够熟读课文； 2、用今天所学的句型询问朋友周末购物情况。
学生先来列一个清单。待学生列好清单后，利用实物投影展示几组。大家一起看一看，说一说清单上都有什么东西。
老师先与一个学生做一个示范，然后让学生在每组里找一、两个学生当售货员，其它同学买东西，进行购物对话。
培养学生的创造性思维能力，鼓励学生自己思考，使他们能够用所学的知识来解决新问题。这个活动从学生的生活出发，从他们的兴趣入手，把教学内容生活化，情景化，使之真实可感，突出了语言的实用性。
板书设计
板书设计：
Unit 2 How much cheese do you buy?
How many ___s do you buy?
How much ____ do you buy?
教学反思
MODULE 2 复习教学设计
课 题
MODULE 2 Shopping
复习内容
课时安排
4课时
第（4）课时
学习目标
1 How many do you want?
2 能用'how many', 'how much'询问数量。
学习重点难 点
复习How many 和how much区分
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
改为复数形式
1.Our English teacher's bookshelf is madeofwood.
2. This photo is very beautful.
3. Is there any brush in the box ?
4. Is there any child in the room ?
5. That knife is very sharp.
掌握复数形式
二、互动探究。
(20)分钟
改为复数形式:
6. Their wives are heroes.
7. These are not their cars.
8. These are cassettes for your English course.
9. Those TV universities are very far from here.
10.Are there any men teachers in your nursery ?
三、拓展提升。
（10）分钟
阅读短文
三、阅读短文，从方框中选择合适的词将短文补充完整。
city travel visit cheap large bought
road many quick ride
fine bikes see reasons slowly
f you (1)_____London nowadays you'll(2)____a lot of guses and cars on the (3)___. You'll also see a lot of (4)____too because nowadays more and more people (5)____by bike.
These are a lot of (6)___for this First, it's very (7)___to use a bike, and it's (8)___too. You often wait for a bus for half an hour. When the bus comes, there are so (9)__other buses and cars on the roads that the bus moves very (10)___. The underground train is quick but very expensive and often crowded.
阅读短文
教学反思
Module 3 Unit 1 Where did you go?教学设计
课 题
Module 3
Unit 1 Where did you go?
课时安排
4课时
第（1）课时
学习目标
1.掌握动词在过去时中的规则变化。
2.掌握本课单词 cooked walked watched helped did played yesterday.
3.学生能够用所学的过去式短语描述昨天所做的事情。
学习重点、难 点
教学重点：1.掌握表示过去时的句型，如 Yesterday I cooked fish.
2.理解过去时的意义及表达方法。
教学难点：1.学生感知动词不规则变化，如 do---did。2.动词过去式的读音。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Warming up
1 、Greetings
2、sing an English song .《Where did you go ?》
3 、Free-talk
T:Did you go to Yantai ?
T : When did you go ?
(ask another student)
(one by one)
1、 Greetings
Nice to meet you, boys and girls.
2、sing an English song .《Where did you go ?》
3 、Free-talk
S1: Yes , I did .
S1: I went to Yantai yesterday. (last year last month last week last Saturday)
S1: Did you go to…?
cooked walked watched helped
问题与本节课要学的内容相关联，起了铺垫作用。歌曲有效地唤起学生学习英语的热情。
二、互动探究。
(20)分钟
Presentation
Learn the newsentences:
Visit means“看望、拜访”. Here it means“参观”.
1、听第一遍录音
listen and think “What did Lingling , Sam and Amy do at the weekend?”.
2、听第二遍录音
Now open your books ,
listen to the textcarefully
and try to answer these questions .
3、学生自读课文，寻求问题答案。
4、小组讨论，交流。
5、学生自主发言（对学生的回答进行评价，
Presentation
visit means“看望、拜访”. Here it means“参观”
听录音,整体感知课文内容。
listen to the text carefully and try to answer these questions .
3、学生自读课文，寻求问题答案。
4、小组讨论，交流。
5、学生自主发言
呈现问题：
（1）Where did they go ?
（2）What’s the London Eye ?
（3）Did Lingling like the London Eye ?
（4）What did
学生通过轻松愉快且易操作的肢体动作来感受语言，内化语言，从而加深对语言的记忆，达到"持趣"效果，注入的新注力使学习效果事半功倍。
6、你知道英国都有那些著名景物？学生说出所学过的景物，如：Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。同时教师展示相关图片，教师说：They are all very beautiful. But I like the London Eye best . Which do you like best ? 引导学生用I like … best回答。 对like… best进行简单操练。
学生说出所学过的景物，如：Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。
学生用I like … best回答。 对like… best进行简单操练。
Lingling like best ?
呈现著名景物：
Tower Bridge, Hyde Park, the River Thames, the British Museum, the London Eye, Big Ben。
利用课件营造了语言环境和实际生活场景，通过大量的听说训练，有效地刺激学生的思维，激发了他们的学习积极性。
三、拓展提升。
（10）分钟
Production
T: Look I have some photos . Do you want to know where I went ? You can ask me some questions . 出示照片，
（四）Extension
T : Now talk about your weekend,practice in groups .
Then ask : Who wants to come to the front and tell us your weekend ?
（五） Homework
listen to the tape and read after it .
生问师答的方式来操练重点句型：S : Where did you go ?
T : I went to …
S : What did you visit there ?
T : I visited …there .
S : Did you have a good time ？
T：Yes , I did . / No, I didn’t .
Talk about your weekend,practice in groups .
Then ask : Who wants to come to the front and tell us your weekend ?
呈现问句：
Where did you go ?
What did you visit there ?
Did you have a good time ？
了解同学的活动，培养了运用语言的能力，将语言教学融入生活的体验中，为学生创设真实的语言环境，让他们在交流中体验学习英语的成就感。
板书设计
板书设计：
Module 3At the Weekend Unit 1 Where did you go?
T : Where did they go ?
S : I went to …
T : What did you visit there ?
S : I visited …there .
T : What did Lingling like best ?
S : Yes , she did . / No, she didn’t .
教学反思
MODULE 3 复习教学设计
课 题
Module1——3复习内容
课时安排
4课时
第（2）课时
学习目标
能够用所学的过去式短语描述昨天所做的事情。
学习重点、难 点
过去式
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
判断下列单词划线字母的读音是否相同，相同的打“√ ”不同的打 “×”。
将不同类的单词选出,将序号填入题前的括号中
判断下列单词划线字母的读音是否相同，相同的打“√ ”不同的打 “×”。
1.me meet ( ) 2. fish sit ( )
3.good go ( ) 4.coat boat ( )
5.morning chair ( )
将不同类的单词选出,将序号填入题前的括号中
( ) 1. A kilo B box
C bottle D hurry
( ) 2. A apple B banana
C juice D pear
( ) 3. A rice B cheese
C juice D mangos
( ) 4. A noodles B orange
C cheese D rice
( ) 5. A food B run
C meat D drop
综合训练
二、互动探究。
(20)分钟
选出你所听到的单词，将序号填入题前的括号中
选出中文意思。
选出你所听到的单词，将序号填入题前的括号中
（ ）1. A fine B five C nine
（ ）2. A where B when C who
（ ）3. A meet B meeting C met
（ ）4. A cheese B cake C bread
（ ）5. A last B lost C list
（ ）6. A cake B kite C kilo
选出中文意思。
( )1.when ( ) 2. with
( )3.juice ( ) 4. need
( )5.wonderful ( )6. mountain
( ) 7. argue ( ) 8. whose
牢固占我本模块的单词及词组。
选择正确单词填空
( ) 9. enough ( ) 10. give
A.谁的 B. 需要
C.令人惊奇的 D. 和 ……一起
E. 争吵 F.果汁
G. 什么时 H. 足够的
I. 给 J.山
选择正确单词填空
1．play played
A. Yesterday I ________football.
B.I will ___________football tomorrow.
2. meet met
A. Lingling and John ________ me at the zoo yesterday.
B. I’m going to _______you in New York.
3. go went
A. Yesterday I _____to the park.
B. I’ll ________ to park tomorrow.
4. buy bought
A. Yesterday my mother ___ a book for me.
B. I’ll ____________ to park tomorrow.
掌握动词的时态变化。
三、拓展提升。
（10）分钟
选出适当的汉语意思
给问句选择正确答句。
选出适当的汉语意思
( ) do the homework A. 去野餐
( ) eat ice cream B. 吃冰激
( ) go to the supermarket C. 住在伦敦
( )live in London D. 快点
( ) hurry up E. 购物车
( )wait for us F. 等等我们
( ) shopping list G. 去超市
( )take on our picnic H. 做作业
给问句选择正确答句。
A栏
1. How much meat do you want?
2. When did you come back? 3.Where did you go last Sunday?
4.Do you like milk?
B栏
A No, I don’t.
B Two kilos
C Last Monday
D Supermarket
掌握句子的结构，并能灵活正确运用。
教学反思
Module 3 Unit 2 Daming took a photo of his father.教学设计
课 题
Unit 2 Daming took a photo of his father.
课时安排
4课时
第（3）课时
学习目标
1.听懂、会说What day is it today? What do we have on Mondays?，并能在实际情境中运用。
2.能听、说、读、写单词：Monday, Tuesday, Wednesday, Thursday, Friday，并能根据实际情况替换句型熟悉运用。
3.会唱歌曲Friends，并能简单介绍自己最好的朋友。
学习重点、难 点
重点：学生在不同情境中听懂、会说所学知识，并能自然的在实际生活中用。
难点：掌握四会单词。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Warming up
1、Greetings.
2、Find the friends: (小黑板出示)
3、Listen and do the attcions.
4、Free talk.
(师动作演示) What did you do at thweekend？
T: Where did you go?
Find the friends:
1)请几个学生上台前找出动词对应的过去式.2）教师读动词原形，学生读过去式。3）全班拍手诵读。
Listen and do the attcions.
学生先跟着老师边说边做，然后师说词，学生做动作。速度由慢到快。
S1:I …. S2:I….
S1: I went to … S2: I went to …
呈现动词：
got do meet
takebuy are visit walk
呈现词组：
play basketball
watch TV takepictures
listen to music
本课的主要单词，为进一步的学习做好了铺垫垫。
二、互动探究。
(20)分钟
New lesson
指导学生看课文图片。
（出示教学挂图）
what can you see?
2、 (出示长城图片)
3、指图片远处的山脉，教学单词“mountain”，板书 “mountain”并画简笔画理解，
教师出示图片向学生介绍黄山、泰山、华山。
4、Where did Daming and his father go?
板书：They went to the Great Wall.
5listen to the tape and
学生看课文图片。
S1:I can see ….
It’s in Beinjing. It’s very long and very old. It’s wonderful.
学习单词：mountain提醒学生注意与“hill”的区别。
学生了解黄山、泰山、华山
学生的回答：They went to the Great Wall.
listen to the tape and try to answer
Mountain
呈现句子:
It’s in Beinjing. It’s very long and very old. It’s wonderful.
出示问题：
Who went to the Great Wall?
学以致用。学生基本掌握该部分知识后，进入练习部分，一起检验学习效果。
try to answer questions.
先听录音读问题，然后全班齐读问题。
6、学习课文。
1）教师讲解中文意思。
2）教学单词“hour”,出示同音词“our”。
3）Find out the past tense of the verb.
要求学生画出文中动词过去式并将原形写在旁边，教师根据学生找的情况适当板书过去式。
7、Listen and repeat.
8、Answer the questions.
先四人小组找答案，师生一起纠正答案。
9、Read the text together.
the questions.
先听录音读问题，然后全班齐读问题。
学单词“hour”,及同音词“our”
Find out the past tense of the verb.
要求学生画出文中动词过去式并将原形写在旁边，教师根据学生找的情况适当板书过去式。
Listen and repeat.
Answer the questions.
先四人小组找答案，然后请学生在全班汇报，师生一起纠正答案。
Read the text together.
When did theygo?
How did they go?
What did they do?
What did Damingdo?
三、拓展提升。
（10）分钟
1. Talk about you：根据问题介绍周末的活动。
1）Pair work
2）Group work:教师分给每小组一个问题的任务，小组互相进行问答。
2、各小组汇报。
3、学唱歌曲。
1)教读歌词，理解歌词大意。
2）播放歌曲，学生跟唱。
3）模仿唱，表演唱。
Step 5 Summary
What have you learned today?归纳总结本课所学的单词和句型。
Step 6 Homework
完成课堂作业Ex3 、4。
1. Talk about you：根据问题介绍自己上周末的活动。
1）Pair work: 两人互问互答。
2）Group work:教师分给每小组一个问题的任务，小组互相进行答。
2、各小组汇报。
3、学唱歌曲。
1)教读歌词，理解歌词大意。
2）播放歌曲，学生跟唱。
3）模仿唱，表演唱。
可反复进行。在游戏中锻炼学生的听说能力，调动他们的积极性。
带领学生一起核对和订正答案。培养学生的听力。
板书设计
板书设计：
Unit 2 Daming took a photo of his father.
Who went to the Great Wall?
When did theygo?
How did they go?
What did they do?
What did Damingdo?
教学反思
Module 3 练习题教学设计
课 题
Module 3 At the Weekend
练习题
课时安排
4课时
第(4)课时
学习目标
1学生能够用所学的过去式短语描述昨天所做的事情。
学习重点、难 点
过去式
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
一、单项选择
一、单项选择： 从下列各题后所给的四个选项中选择最佳答案填空。
1． My father＿＿＿＿＿＿ill yesterday．
A． isnt B． arent C． wasnt D． werent
2． ＿＿＿＿your parents at home last week？
A． Is B． Was C． Are D． Were
3． The twins＿＿in Dalian last year.They＿＿here now．
A．are were B．were are C．was are D．were was
4.＿your father at work the day＿yesterday前天）？
A.Was before B.Is before C.Was after D.Is after
5.Who was on duty last Friday？ ＿＿＿＿.
A．I am B.I was C.Yes I was D.No I wasnt
6. I cleaned my classroom ___________.
A. with three hours B. three hours ago
C. in three hours D. three hours before
掌握动词在过去时.
二、互动探究。
(20)分钟
二、单项选择
7. I came _______ my house two days ago .
A back on B back to C to back D back
8. __________He did some reading at home.
A What does your father do yesterday evening
B What does your brother do in the school
C What did your brother do over the weekend
D Where did your brother go last Sunday
9. What did you do ____ I went to the movies.
A next morning B over the weekend
C in the weekend D next Monday
扎实掌握动词在过去时
10. The koala sleeps ____，but gets up _____.
A during the day at the evening
B at day during night
C in the day during the evening
D during the day at night
三、拓展提升。
（10）分钟
动词一般过去时，
动词一般过去时，表示过去发生的事；
be 用 was 或用 were havehas 变 had；
谓语动词过去式，过去时间作标志；
一般动词加-ed，若是特殊得硬记。
否定句很简单，主语之后 didn’t 添； 疑问句也不难，did 放在主语前； 不含 be 动词时 如果谓语之前有 did，谓语动词需还原； 动词若是 waswere否定就把 not 添。 含 be 动词时 疑问句也不难，要把 was，were 放在主语前。
二、be 的一般过去时：学习动词 be 的一般过去时，下面有一口诀，它可以帮你们更好地掌 握动词 be 的一般过去时。 be 的过去时有四巧： 一是时间状语巧， 表示过去的短语要记牢； 二是形式巧，单数 was，复数 were； 三巧是否定句结构，not 紧跟 was／were；
四是疑问句式巧，was／were 向前跑提前。
【一巧】时间状语（即标志词）巧。一般过去时表示过去发生的动作或存在的状态，恰巧 与表示过去的一些时间状语连用。 1. yesterday 或以其构成的短语：yesterday morningafternoon evening等； 2. 由“last一时间名词”构成的短语：last night last year winter month week等； 3. 由“时间段ago”构成的短语：a moment ago a short time ago an hour ago 等； 4. 其它：just now 等 5. 由某些表示过去时态的从句等。
【二巧】形式巧。它与一般现在时一样，形式多样：当主语是第一人称单数或第三人称单 数时，谓语动词用 was；主语是第二人称或其他人称复数时，谓语动词用 were。 例如： I was in the classroom yesterday morning． 昨天早上我在教室里。 He was at school last Tuesday． 上周二他在学校。 They were over there a moment ago． 刚才他们在那边。
【三巧】否定句结构巧。与动词 be 的一般现在时一样，它在动词后面加 not 即可变成否定 句，并且 was were 与 not 可以缩写成 wasnt werent。即： 主语 ＋ wasnt／ werent ＋ 表语 ＋ 其他。例如： I was not ＝wasnt
巧记动词一般过去时，
here yesterday． 昨天我不在这儿。 My parents were not ＝werent at home last Sunday． 上周日我父母不在家。
教学反思
Module 4 Unit 1 Mum bought a new T-shirt for me.教学设计
课 题
Module 4 Unit 1 Mum bought a new T-shirt for me.
课时安排
4课时
第（1）课时
学习目标
掌握语词 语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose .
key sentences : it’s mine (yours ,his ,hers ,Lingling’s )
功 能: 说明物品所属关系.
学习重点、难 点
掌握语词 语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose .
key sentences : it’s mine (yours ,his ,hers ,Lingling’s )
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1. Warmer
1、Greeting with the students.
2Do some actions
together.
Greeting with the students.
Do some actions together
呈现：mine , yours ,his ,hers .matter ,argue .wet ,line ,
whose
掌握语词 语: mine yours,
his ,hers
二、互动探究。
(20)分钟
Step2lead in.教师出示一个苹果，表达 “It’s an apple. It’s mine.” 然后出示写着“It’s…”的卡片引导学生操练
（1）全班读（2）小组读（3）个别读（4）要求学生拿一样自己的物品说“It’s mine.”
1. Learn the words: mine, yours, his, hers with the things of the students’ and my own.
（1）全班读（2）小组读（3）个别读（4）要求学生拿一样自己的物品说“It’s mine.”
2. Group work:
it isn’t yours ,it’s mine .T: don’t argue, what’s the matter ?
B:baoyawen want to wear my T-shirt .G1:
直观的生活场景让学生感到亲切，易接受
2、分别指着三位学生并拿起他/她的任一物品说“It’s yours/his/hers.”
3、再次出示苹果， “It isn’t yours/his/hers.”然后用卡片“It isn’t…”引导生操练否定句型。
4、创设肢体动作引导学生深刻识记单词“mine/yours/his/hers”
Step2 Presentation
1、Show the video of two mice. They are arguing about the bread.
2、Read the text by themselves and circle the correct answers.
3Listen and find “mine, yours, his, her” and underline the sentences with these words.
4、Follow the tape, then read in groups and show their reading.
学生操练否定句型。
It isn’t yours/his/hers.
It isn’t…
肢体动作引导学生深刻识记单词“mine/yours/his/hers”
1、Show the video of two mice. They are arguing about the bread.
2、Read the text by themselves and circle the correct answers.
Listen and find“mine, yours, his, her” and underline the sentences with these words.
Follow the tape, then read in groups and show their reading.
zhaoyingjie want to wear my T-shirt .
呈现问题：
1) Did Ms Smart wash Lingling’s T-shirt?
Yes No
2)IsLingling`s
T-shirtclean
(干净的) ?
Yes No
3)DidLingling wear(穿)her T-shirt ?
Yes No
通过回答问题帮助学生更好的理解课文。通过角色扮演让学生更透彻的理解课文。)
三、拓展提升。
（10）分钟
Step3 Practice
1、Look and find: Whose clothes?
2、教师引导学生看活动三里的四副图，并给出示范。 教师检查练习情况，并及时评价。
3、强化练习
做学生用书上的第一题，考察学生对课文熟悉程度。
做学生用书上的第二题，考察学生对含有本课重点单词和句子掌握情况。
Step4 Summary
Look and find: Whose clothes?
学生同桌两个人进行练习。
做学生用书上的第一题，考察学生对课文熟悉程度。
做学生用书上的第二题，考察学生对含有本课重点单词和句子掌握情况。
创设英语学习的氛围，激发学生的学习兴趣
Draw a conclusion of this class.
Step5Homework
1. Read the dialogue and try to recite part 1
2. Write and remember the words “mine, yours, hers, his”.
考察学生对课文的理解程度和熟悉程度。并帮助学生更好的掌握新单词和新句子的用法和含义
板书设计
板书设计：
Module 4 Unit 1 Mum bought a new T-shirt for me.
It’s mine (yours ,his ,hers ,Lingling’s
It isn’t yours/his/hers.
It isn’t…
教学反思
Module 4 复习题教学设计
课 题
Module 4 Unit1 It is mine的复习题
课时安排
4课时
第（2）课时
学习目标
掌握语词 语: mine , yours ,his ,hers .matter ,argue .wet ,line ,whose .
学习重点、难 点
说明物品所属关系
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
这一题根据所给的词听音选词，把词填在空格里。
这一题根据所给的词听音选词，把词填在空格里。
（cap, hers, his, mine, sweater, mine）
A: Is this your________？
B: No it isn’t,_________is red
A: Whose sweater is this?
Is it LingLing’s？
B: Yes it’s________
A: Whose_________is it? Is this yours?
B: No,it’s not________. Mine is blue
A: Is it Tom’s
B: Yes,it’s________
综合训练
二、互动探究。
(20)分钟
Read and fill .(读一读，填一填。)
Look at the picture ,
Listen and fill in the blanks .
单项选择。
Read and fill .(读一读，填一填。)
of out at on with by
1） Lingling is in london _____Sam and Amy.
2） Look _____those ice creams.
3） Your red T-shirt are _____the line.
4） Sam ,please give _____the pencils.
5） We visited lots ____places.
6） We went____ bus to Badaling.
Look at the picture ,Listen and fill in the blanks .
Mine his hers yours an apple playing football
1. This bag is _______ ( )
2. this car is _________( )
3. This T-shirt is ______( )
4. This book is ________( )
5.Look! They are __________( )
6. There were _________on the table.
单项选择。
（ ）1．This is____new teacher.
A．we B．our C．you
（ ）2．Is that____ eraser?
A．an B．a C．不填
（ ）3． Is the young lady pretty?______
A．Yes ,he is . B．No ,he is .
C．No ,she isn”t . D．No ,she is .
（ ）4．What”s _____favourite color?
_____favourite color is purple.
A．you, I B．you ,My C．your ,I D．your ,
（ ）5.What ____you do on Mondays?
A．do B．are C．does D．is
（ ）6．Mother”s Day is the _____ Sunday in May.
A．first B．second C．third D．fourth
（ ）7． What class are you in?
I”m in ______.
A．class 1, grade 1 B．Class 1, Grade1
C．Grade 1, class1 D．grade 1,class 1
（ ）8．Those ______are teachers.
A．womans B．woman C．women Dwoman”s
( ) 9. The books are ____
A. I B. mine C.my
( ) 10. It ____ a tiger.
A. are B.am C. is
介词的运用。
人称代词的灵活运用。
综合训练。
三、拓展提升。
（10）分钟
Read and tick or cross. (与短文意思相符的打“√”，反之打“×”。)
Read and tick or cross. (与短文意思相符的打“√”，反之打“×”。)
Daming and his father went to the Great Wall at the weekend .It’s very old and very long. They went there at ten o’clock in the morning. They went by bus to Badaling. Then they walked for one hour. There
were lots of people. They took photos of the mountains. Daming took photo of his father.
( )1. The Great Wall is very old and very long.
( )2. Daming and his Dad went by bus to Badaling.
( )3. They went there at ten o’clock in the afternoon.
( )4. They took photos of the mountains.
培养学生的阅读兴趣。
教学反思
Module 4Unit2 What`s the matter with Daming?教学设计
课 题
Unit2 What`s the matter with Daming?
课时安排
4课时
第（3）课时
学习目标
1、理解和把握句型Whose…is this?以及单词mine、yours、his、hers。
2、培养学生用所学知识来指出物体的主人，及用所学知识来获取他人信息的能力。
3、激发学生学习英语的爱好，养成积极参与活动、积极与他人合作的良好习惯。
学习重点难 点
教学重点：能说明物品所属关系。
教学难点：根据物品特征猜测物品所属。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
热身与复习
1. Greetings.
2. Sing an English song: If you happy 3.Revision：mine his
yours hers sweater
T-shirt cap bag whose
(教学新词)
Sing an English song: If you happy
3.Revision
mine yours hers his sweater T-shirt cap bag whose
掌握语词 语:mine , yours ,his ,hers
创设英语学习的氛围，激发学生的学习兴趣，组织教学
二、互动探究。
(20)分钟
Presentation
Ss read the words
T: Very good! Look at these words we
Ss read the words
learnt last lesson.
Please read them.
(Teacher uses the word’s cards )
Ss: mine yours hershis
2.T: Now look at here. (Teacher shows the picture of sweater and word’s card of mine)
Sweater, sweater, this sweater is mine.
Ss: Sweater, sweater,
this sweater is mine.
3.课文知识呈现
a.以Whose things are they?引出了幻灯片先呈现新知识。
b.课文教学
播放光盘教学课文，学生跟读课文并模仿读音。
请小老师来带读对话
c.Game:LostandFound
Who is the owner?
d.语音大比拼
请学生听音，并找出相同的发音，归纳。
Teacher uses the word’s cards
Ss: mine yours hers his
2. look at here. (Teacher shows the picture of sweater and word’s card of mine)
Sweater, sweater, this sweater is mine.
Ss: Sweater, sweater, this sweater is mine.
学生逐一幻灯片找出物品所属，教学新知识。
学生跟读课文并模仿读音。
请小老师来带读对话
c. Game: Lost and Found
请学生听音，并找出相同的发音，归纳。
呈现新单词：
mine yours
hers his sweater bag T-shirt cap whose
呈现句子：
Sweater, sweater, this sweater is mine.
通过色彩鲜艳，直观性强的图画复习了学过的单词，并用单词卡片把学生记忆深处的单词和本模块的重点单词联系起来，达到运用的目的。
三、拓展提升。
（10）分钟
巩固练习让学生完成
选词填空his whose hers mine yours
A: ____ bag is this?
B: It’s Lingling’s.
2.Amylikesredsweate.
This sweater is____.
3.A:Is this my T-shirt?
B: No, that is ____.
4.This cap isn’t Sam’s. The yellow one is ___.
5. It isn’t my book. ______ is on the desk.
四、巩固 chant
Cake, cake, this is my cake. It’s mine. It’s
生完成选词填空
his whose hers mine yours
A: ____ bag is this?
B: It’s Lingling’s.
2.Amylikesredsweate.
This sweater is____.
3.A:Is this my T-shirt?
B: No, that is ____.
4.This cap isn’t Sam’s. The yellow one is ___.
5. It isn’t my book. ______ is on the desk.
四、巩固 chant
Cake, cake, this is my cake. It’s mine. It’s mine. This cake is mine.
呈现chant：
Cake, cake, this is my
cake. It’s
mine. It’s
mine. This
cakeismine.
mine.Thiscakeis mine.
Bike, bike, this is her bike. It’s hers. It’s hers. This bike is hers.
Plane, plane, this is his plane. It’s his. It’s his. This plane is his.
Kite, this is your kite. It’s yours. It’s yours. This kite is yours.
五、作业
1、听本节课的课文录音。
2、跟同学描述一下自己的物品和他人的物品。
Bike, bike, this is her bike. It’s hers. It’s hers. This bike is hers.
Plane, plane, this is his plane. It’s his. It’s his. This plane is his.
Kite, this is your kite. It’s yours. It’s yours. This kite is yours.
Bike, bike, this is her
bike. It’s
hers. It’s
hers. This
bike is hers.
Plane,plane,
this is his
plane. It’s
his. It’s his.
This plane
is his.
提出任务，在语境中呈现新句型，把学生已知的实物及本单元的重点单词融入句型教学中，做到词不理句、句不离篇。
板书设计
板书设计：
Unit2 What`s the matter with Daming?
Whose…is this?
This ___ is hers (mine、yours、his).
教学反思
Module 4 复习题教学设计
课 题
四模块练习题
课时安排
4课时
第（4）课时
学习目标
It’s mine.
学习重点、难 点
Whose … is this? Is it ××’s …?
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
单词
一、 单词（每题 1 分，共 24 分）
1 我的______2 你的_____3争吵______
4 事情，麻烦_____ 5 拿走（过去式）____
6 穿_____7 她的_____ 8 他的_____
9 绳子____10 洗（过去 式）___11(跳) 绳____
12 干净的____13谁的___14 毛衣 ____
15 帽子____ 16 蛋糕____17 飞机 ___
18 自行车____19 米饭____20 男孩____
21 指向 ____ 22 房子____23 花_____
掌握基本单词和句型：
二、互动探究。
(20)分钟
词组
二、词组（每空 2 分，共 8 分）
1 想要做某事__________________
2 发生了什么事 ______________
3 在绳子上_______________________
词组的积累。
三、拓展提升。
（10）分钟
三、找出划线部分的读音相同的单词
四、选择合适的答句
( )1 A takeB name B finis C cake
( )2 A see B letter C leg
( )3 A can B apple C snake
( )4 A cup B music C supermarket
四、选择合适的答句（每题 1 分，共 10 分）
( ) 1 Is this your dress ? A Tom wants to wear mcoat.
( ) 2 Are they on the line ? B Yes, it’s mine.
( ) 3 Whose t-shirt is it ? C It’s Lingling’s.
( )4 Is this her bag ? D Yes, they are.
( ) 5 What’s the matter ? E No, it isn’t. It’s his.
( ) 6 What are you doing ? F She went to London.
( ) 7 Did you play football yesterday ? G I’m reading a book.
( ) 8 Where did Sam do ? H We saw some big mountains.
( ) 9 What did you see ? I Yes, she did.
( )10 Did she listen to the radio yesterday ? J No, we
重点句式的强化练习。
教学反思
Module5 Unit 1 There are only nineteen crayons.教学设计
课 题
Module5 In Class
Unit 1 There are only nineteen crayons.
课时安排
4课时
第（1）课时
学习目标
1、能理解、认读生词：enough , give out , be careful , everyone , them .
2、 能理解和认读句子There are enough...; 和There aren’t enough... .
3、能用There are enough. 和There aren’t enough表达物品数量是否充足.
4、能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感。
学习重点、难 点
重点：用句型There are enough.和There aren’t enough. 表达物品数量是否充足。
难点：单词enough和词组give out 的理解与运用。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Warming up.热身
（1）数数字。和同学们一起数一下男生与女生的个数。
（2）编成chant。师生拍手边打节奏边说。
1）数数字。和同学们一起数一下男生与女生的个数。
（2）编成chant。师生拍手边打节奏边说。
呈现chant：
How many boys?
There are….
There are….
How many
通过复习学过的数字，激发了学生学习的积极性为本节课做好铺垫。
课件出示chant:
课件出示chant: teacher:
How many boys? How many boys?
children: There are….There are….
girls? How many boys?
There are…
二、互动探究。
(20)分钟
Presentation.整体感知课文：(多媒体课件)
Listen and choose. 1.Sam,please____the
pencils.
A.give out B.give to
2.Give one pencil____
child.
A.every B.everyone
3.Are there____pencils?
A.many B.enough
4.Good,we’ve goenough for___.
A.every B.everyone
5.Give _____out,Sam.
A.they B.them
6.Be_________!Oh no! A.careful B.care 3.单词学习。
①单词初步学习。本节课重点单词为give,
every,everyone，enough,
them,careful。
②单词卡片集中学习。
③Let’s play a game!--
4.重点句型学习。
（1）自读课文，找出含有there be结构的句子。
（2）引导学生回答。
（3）指导学生的读。
5.回归课文。
①（出示多媒体课件）Read and choose.自读课文，判断正误。
②（多媒体出示）Listen and mime.根据学生模仿情况，决定听的次数。
③
Listen and choose.学生边仔细听，边思考以下问题的答案。
1.Sam,please____the pencils.
A.give out B.give to
2.Give one pencil to __child.
A.every B.everyone
3.Are there _________pencils?
A.many B.enough
4.Good,we’ve got enough for___.
A.every B.everyone
5.Give _______out,Sam.
A.they B.them
6.Be_________!Oh no!
A.careful B.care
①直接拼读法、旧引新法、分散记忆法等方法帮助学生的发音；通过肢体表演、合成等方法帮助学生理解其义。
②单词卡片集中学习。利用比赛的形式，通过直读英、看汉语说英男
女读、个人读、同桌读、小组读等形式，加深学生对单词的记忆。
③Let’s play a game!---Looking for my cards!教师将单词卡分给学生，然后问Where is “give”.拿give单词卡的学生站起来，举着卡片大声说give，学生跟读两遍。教师依次问其他卡片。
学生在寻找时，一定留给学生足够的时间，发现有困难的学生，教师给予个别指导。
①（出示多媒体课件）Read and choose.自读课文，判断正误。
②（多媒体出示）Listen and mime.根据学生模仿情况，决定听的次数。
③以小组为单位，分角色读课文。
④(多媒体出示)Let’s show!
呈现练习：1.Sam,please_
the pencils.
A.give out
B.give to
2.Give one
pencil to __
child. A.every B.everyone
3.Are there __
pencils?
A.many B.enough
4.Good,we’ve got enough
for__. A.every B.everyone
5.Give___out,
Sam.A.they
B.them
6.Be__!Ohno!
A.careful
B.care
呈现新单词：give,every,
everyone，enough,
them,careful
呈现句子：Are there
enoughpencils?/There are 25 children in the class./
There areonly
15pencils.
/There aren’t enough!/Thee
Are enough.
通过感知课文，使学生对文本知识也有一个大致的了解。将重点单词抽出来，自然而然的引出单词的学习。
加深学生对重点知识的掌握。
以小组为单位，分角色朗读课文。
④(多媒体出示)Let’s show!教师作出评价。
/There are ten pencils there.
通过自读、模仿、等形式，使学生完全了解本课文内容，培养乐学生良好的口语习惯，同时促进学生合作意识
三、拓展提升。
（10）分钟
巩固与拓展练习。
（1）there be句的练习。
①出示多媒体课件。
②出示多媒体课件。
③A game: 出示多媒体课件。
（2）否定句的练习。
①出示多媒体课件。
②A game.抢座位
（3）there be 一般疑问句的练习。
①同桌练习。
②同桌展示。7.Homework.（描述自己的学校） For example:
There are enoughdesks.
①three children and four apples.
②two children and two caps.
③用There are enough…造句。看谁造的最多，谁就是冠军。
（2）there be否定句的练习。
①four monkeys and three bananas.
②A game.抢座位：教师喊stop，学生迅速坐下，说：“There aren’t enough chairs.
（3）there be 一般疑问句的练习。
①同桌练习。利用教师里现有实物进行问答。②同桌展示。教师作出评价。
紧紧围绕there be句型，在漂亮的图片中，在实际生活中对此句型进行拓展练习，使学生会用there be句型，提高学生的应用能力，这正是本节课的教学目的。
板书设计
板书设计：
Module5 Unit 1 There are only nineteen crayons.
Two children and two caps.
There are enough.
Three children and four apples.
There aren’t enough
教学反思
Module5 复习教学设计
课 题
Module5 s复习内容
课时安排
4课时
第（2）课时
学习目标
理解There are too many…的意思。. 引导学生思考问题，培养学生的表达能力。
学习重点、难 点
理解There are too many…所表达的意思。
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
选出你所听到的单词，将序号填入题前的括号中
选词填空
选出你所听到的单词，将序号填入题前的括号中
1. A fine B five C nine
（ ）2. A where B when C who
（ ）3. A meet B meeting C met
（ ）4. A cheese B cake C bread
（ ）5. A last B lost C list
（ ）6. A cake B kite C kilo
选词填空
that many much in to
1.There are too _________ people .
2.We don’t do__________in England.
3.There is too __________ rubbish .
4 Nice ________ meet you !
5. It’s got her name on it ___ Chinese
综合训练
二、互动探究。
(20)分钟
把不同类的单词圈出来。
１Body : nose mouse mouth leg
2.Clothes: sweater snake shoes shorts 3.Animals:dog fox elephant pink
4 Toys: ball doll play teddy bear
5 Fruits :tree apple ear pineapple
掌握不同类的单词。
三、拓展提升。
（10）分钟
读一读，连一连
听一听，勾一勾
读一读，连一连
听一听，勾一勾
读一读，连一连
综合训练。
读一读，勾一勾
读一读，勾一勾
学生观察能力与理解的能力测试。
教学反思
Module 5Unit2 There are forty.教学设计
课 题
Module5 unit2 There are forty.
课时安排
4课时
第（3）课时
学习目标
1）会理解There are too many…的意思。.
2 )引导学生思考问题，培养学生的表达能力。
3）培养学生合作学习的能力。
学习重点、难 点
重点：理解There are too many…所表达的意思。
难点：会运用There are too many…，There are (not)enough来表达物品数量是否充足。了解字母组合ear, eer, oor, our,air,ear在单词中常见的读音
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1. Warming up 就教室的摆设，让学生用There are enough,
There aren’t enough造句，例如 There are enough chairs .
学生用There are enough,
There aren’t enough造句，
通过复习, 加强对“
There are”句型的理解.为本课的教学作了知识的铺垫
二、互动探究。
(20)分钟
Step2.Play a game
(放4张椅子在教室前面，请4位同学上来
All the students should say “Are there enough
chairs, Are there enough
chairs, Are there enough
chairs… Step.3Practice
T:指向装不完铅笔的铅笔盒，示意学生
（指导学生说完整） T打开课本，依次指向课本的插图，示意学生说，再由全班说。 There are too many
people on the bus. There
are too many books in
the bag.There are too
manyclothes on the line.
There are too many
apples in the bag.T:Very
good.You are so clever!
T:Are there enough chairs? Ss:Yes,there are enough chairs. （搬去一张椅子，4个同学继续玩） T:Are there enough chairs? Ss:No,there aren’t enough chairs.
Ss: There are too many pencils in the pencil box.
学生说，再由全班说
Ss: There are too many people on the bus.
There are too many books in the bag.
There are too many clothes on the line.
There are too many apples in the bag.
呈现句型：
There are too many
people on
the bus.
There are
too many
books inthe
bag.
There are
too many
clothes on
the line.
There are
too many
apples in
the bag.
提炼重点，讲解语法。
培养学生的语言能力、自学能力，让学生有成功感，激发学生的学习热情。
三、拓展提升。
（10）分钟
Step4.Listen and repeat T:Turn to Page21(指向学生用书),Listen to me carefully.（教师读一次）
Now,follow me,please.
（如：/iê/,ear↗, ear↘, dear↗,dear↘
Listen and repeat
Listen to me carefully.（教师读一次）
用升降调教学生跟读
听原声录音，是学生的发音达到准确。
用升降调教学生跟读。
T:Very good!
Step5.let’s learn a poem. what can you see from the pictures?小女孩在干吗
Ss:（指导回答）Practice the piano,do the work,
learn the words,learn
Chinese/English/Maths,help her mather/father,
make a cake.
listen carefully.先读一次，再让学生跟读2、3次，在读的同时教动作
Step6语音教学）
学生打开书。
教师播放录音磁带，全班一起完成练习.
Step6.Homework
留心观察一下周边的事，并用“too many/
enough/not enough”的句式写出来。
学习Poem
.
Look at the pictures,
Ss:（指导回答）Practice the piano,do the work,learn the words,learn
Chinese/English/Maths,help her
mather/father,make a cake.
listen to me carefully.（先读一次，再让学生跟读2、3次，在读的同时教动作）把全班分为2组，一组说“But there’s not enough time! There’s not enough time!”另一组则读前面的句子.
全班同学听并跟读。
学生一边听，一边划线，一边说单词。
教师一边贴，学生一边读。然后要求学生把这些单词照读音分组
呈现词组：
Practice the piano,do the work,
learn the
words,learn
Chinese/
English/
Maths,help
her mather/
father,
makeacake.
呈现单词：
ear, dear,
hear, near,
fear,beer,
deer, tour,
pour, hair,
stair, bear,
pear, wear
引导学生观察、思考问题，培养学生的表达能力。
在练习中，快乐掌握本课重点知识。
感知字母组合在单词中的发音，了解其发音规律。
板书设计
板书设计：
Module5 unit2 There are forty..
There are too many people on the bus.
There are too many books in the bag.
There are too many clothes on the line.
There are too many apples in the bag.
教学反思
Module5 复习题教学设计
课 题
Module5 复习题
课时安排
4课时
第（4）课时
学习目标
1、会理解There are too many…的意思。.
2、引导学生思考问题，培养学生的表达能力。
3、培养学生合作学习的能力。
1）重点：理解There are too many…所表达的意思。
学习重点、难 点
2）难点：会运用There are too many…，There are (not)enough来表达物品数量是否充足
导学流程
教师活动
学生活动
教学目标
一、自学展问。(10分钟)
review Module5新单词。
review Module5新单词。学生背诵、拼读
积累单词
二、互动探究。
(20)分钟
用is 或are 填空
练习1：用is 或are 填空
1.There_____many monkeys in the mountain.
2. There____a beautiful garden in our school.
3. There __some water in the glass. 4. There___
some bread on the table. 5.__there any maps on
the wall? 6. There__twentydesksinourclassroom.
7. There__a bird in the tree. 8.There__sometrees
near the house. 9. ___there a cup of tea on the
table? 10. There__some apple juice in the glass.
11. There__a bed and two chairs in Betty'sroom.
12. There ____some milk in the bottle. 13.There
___some children in the park. 14. There ___nice
cream in the boy’s hand.
培养学生合作学习的能力
三、拓展提升。
（10）分钟
单项填空
( )1.There___not ___milk in the cup on thetable.
A. are,many B.are,much C. is ,many D. is ,much
( )2.How many ___ are there in the room ?
A. apple B. students C. milk D. paper
( )3.Do you know if __a meeting next Sunday?
A. there was going to have B. there was going to be C. is there going to be D. there will be
( )4. There ______ great changes in such kind of
computers in the last few years.
A. is B. are C. will be D. have been
( )5.There ___ a film tomorrow evening．
A． will have B．have C．is going to be D.has
综合训练
教学反思
Module6 Unit1 You can play football well.教学设计
课 题
Module 6 Self—assessment
unit 1 You can play football well
课时安排
4课时
第（1）课时
学习目标
理解I don’t play well. You can jump high. You are good at basketball. You can catch the ball well. Lingling is a fantastic goalkeeper.
询问和表达你及你的同学能做什么，在什么方面做得好,
学习重点、难 点
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1. Warming up
热身复习
教师说一些学过的动词和动词词组，学生重复并做动作。
play football play basketball play table tennis
jump jump high jump far
run run fast run slow
ride ride fast ride slow
学生重复并做动作。
学生回答问题：Who can run fast?Who can jump high?Who can play football?能做到的学生就马上说I can.
呈现词组：
play
football
play
basketball play table
tennis
jump
jump high
jump far
run run fast
run slow
欢快的节奏让学生尽快的进入英语学习中
二、互动探究。
(20)分钟
Step2任务呈现与课文导入
学习用英语说为什么喜欢。
谈论关于运动的话题。教师与单个同学交流，为课文教学做好铺垫。
示例：Can you run fast?
Can you jump high?
Can you play football well?
Are you good at basketball?
教师对学生的回答要做适当的反应。
然后听录音，找到玲玲擅长的
运动。
3. 课文教学
（1）播放磁带，学生听然后回答问题：
1.Can Lingling run fast?
(No,she can’t.)
2.Can Lingling controlthe
ball？（No,she can’t）
3.Can Lingling jump high?
(Yes,she can.)
4. Can Lingling catch the ball
well? (Yes,she can.)
学生回答问题的同时，教师在黑板上写fast,high,well,badly这几个词。领读这四个词，确定学生已掌握词意。
（2） 学生独自做活动3，然
后和同桌说一说
谈论关于运动，师与单个同学交流，
然后听录音，找到玲玲擅长的运动。
学生听然后回答问题：
学生交流问题。
跟读这四个词，学生一定要掌握词意。
全班同学分成三部分，分角色表演课文。
（2） 学生独自做活动3，然
后和同桌说一说
呈现句子：
Can you run fast?
Can you
jump high?
Can you
playfootball
well?
Are you
good at
basketball?
呈现单词注意理解。
fast,high,
well,badly
有用的知识才是学生感兴趣的知识，才是学生愿意学的知识
（3）全班一起做练习2
先让学生看懂问题，然后教师播放磁带。每一句话后停顿，学生找出答案。
在小组内就本练习进行问答练习。
（4）全班一起完成练习3
（3）全班一起做练习2
让学生独立完成，然后在小组内对答案。
在小组内就本练习进行问答练习。
（4）全班一起完成练习3
三、拓展提升。
（10）分钟
（1）学生评价球队表现，并说一说他们喜欢哪个人物，为什么。教师允许学生使用少量汉语。
示例They’re goodatbasketball.
They’re fantastic.I like Liu
Chuanfeng.He’s thin and tall.
He can jump very high.He can
catch the ball well.He can
control the ball well,too.And
he’s very cool.
(2)学生三人一组谈论个人喜欢哪些运动健将，为什么以及他们擅长什么项目。教师允许学生使用少量汉语。
示例：I like Tian Liang.He can dive very well.
5.课后作业
五、
学生评价球队表现，并说一说他们喜欢哪个人物，为什么。教师允许学生使用少量汉语。
学生三人一组谈论个人喜欢哪些运动健将，为什么以及他们擅长什么项目。教师允许学生使用少量汉语。
呈现句型：They’re good at
basketball.
They’re
fantastic.I
like Liu
Chuanfeng.
He’s thin
and tall.
He can
jump very
high.He can
catch the
ball well.He
can control
the ballwell,
too.Andhe’s
very cool
培养学生的合作意识，用知识解决实际问题的能力 。
板书设计
板书设计：
Module6Self-assessment Unit 1 You can play football well.
You can play football well
Can you play football wellbadly?
Yes, I can.
教学反思
Module 6 复习教学设计
课 题
Module 6 Self—assessment复习内容
课时安排
4课时
第（2）课时
学习目标
I don’t play well. You can jump high. You are good at basketball. You can catch the ball well.
询问和表达你及你的同学能做什么，在什么方面做得好,
学习重点、难 点
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
读一读，连一连
读一读，勾一勾
综合训练
二、互动探究。
(20)分钟
听一听，勾一勾
读一读，连一连
听力能力的培养。
三、拓展提升。
（10）分钟
读一读，写一写
读一读，写一写
读一读，勾一勾
读一读，写一写
观察兴趣及能力的培养。
正确运用副词
教学反思
Module 6Unit2 He ran very fast.教学设计
课 题
Unit2 He ran very fast.
课时安排
4课时
第（3）课时
学习目标
1、 能听、说、认单词：like, football, basketball, table tennis, morning exercises
2、学会用I like…and I don’t like …谈论运动项目、动物、颜色等。
3. 营造一种轻松愉快学习英语的气氛，利用多种形式激发学生学习英语的兴趣与主动参与的积极性。
学习重点、难 点
熟练掌握本课单词和运用句型I like…and I don’t like …
难点：单词“exercises”读音和词组“morning exercises”在句型中的流利运用。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step 1Warm-up
1. Greeting
2. 朗诵诗歌 Not
Enough Time.
3. Free talk ——我是
小能手
师：“What can you do
well?”
生：“I can dance/ sing
draw very well.”
2. 朗诵诗歌 Not Enough Time.
3. Free talk ——我是小能手
师：“What can you do well?”
生：“I can dance/ sing draw very well.”
呈现句子：
What can you do well?”
I can dance/
singdraw very
well.”
欢快的节奏让学生尽快的进入英语学习中
二、互动探究。
(20)分钟
Step 2Pre-task【任务呈现】——特长展示]
1.导入——TPR 活动
听教师口令做动作，如swim, fly a kite, ride a bide, run fast, jump far,jump high等。
2、让学生对以上动作进行评价：
I can ……(very) well.
I can ……(very) badly.
I can’t ……at all.
Step 3、任务呈现
1、课文活动1：“Sam can do something very special”.
师：Can you do 1?
2、学唱歌曲 How well do you play football?
3、学习语音部分：“Can you read them very well?”(朗读比赛，并进行自我、互相评价)板书pencil, apple,
听口令做动作，如swim, fly a kite, ride a bide, run fast, jump far,jump high等。
2、让学生对以上动作进行评价：
I can ……(very) well.
I can ……(very) badly.
I can’t ……at all.
生：Yes, I can do 1 very well.
No, I can’t do 1 at all.
2、学唱歌曲 How well do you play football?
3、学习语音部分：“Can you read them very well?”朗读比赛，并进行自我、互相评价
学会用I can…and I can’t …谈论运动项目、
呈现单词：
pencil, apple, banana, table, toe, rabbit, dog, hand.
营造一种轻松愉快学习英语的气氛，利用多种形式激发学生学习英语的兴趣与主动参与的积极性。
学会用I can…and I can’t …谈
论运动项目、动物、颜色
banana, table, toe, rabbit, dog, hand.
4、完成课堂活动用书练习1。
4、完成课堂活动用书练习1
三、拓展提升。
（10）分钟
Step 4任务展示
1、四人小组互相提问，展示和回答，找出同学们的特长，如：Can you sing/ dance/ say a chant / act out a play / do the activities/ ……well?
2、向全班展示.
Step 5 Learn Poem
呈现的是一首非常有意思的小诗，图文并茂，生动活泼，很吸引学生。
3. Listen and write
注意练习副词fast, well, badly,high 的搭配。听写结合，也为下一个练习做好铺垫。
Step 6 Summary and
Evaluation
以男女两队进行比赛的方式进行本课的评价，评价是教师教学和生学习过程中的重要一环。
Step 7 Homework
向你的好朋友写信，介绍你的特长。
1、四人小组互相提问，展示和回答，找出同学们的特长，如：Can you sing/ dance/ say a chant / act out a play / do the activities/ ……well?
2、向全班展示.
Learn Poem
学生则拿笔跟着节奏敲打自己的笔盒，师生一起有节奏的朗读这首poem。
Listen and write
注意练习副词fast, well, badly,high 的搭配。听写结合，也为下一个练习做好铺垫。
Summary and Evaluation
以男女两队进行比赛的方式进行本课的评价，
呈现首有意思的小诗，图文并茂，
What canitdo?
What can’t it do?
It can’t play
football.
It can’t play basketball.
It can climbup
any wall.
What is it?
注意练习副词fast, well, badly,high 的搭配。听写结合，也为下一个练习做好铺垫。
熟练掌握本课单词和运用句型
板书设计
板书设计：
Unit2 He ran very fast.
I like…and I don’t like …
I can ……(very) well.
I can ……(very) badly.
I can’t ……at all.
教学反思
Module 6 复习教学设计
课 题
复习题
课时安排
4课时
第（4）课时
学习目标
复习课
学习重点、难 点
通过复习课使学生掌握本课内容
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
Warm up
1、Greeting.
2、Free talk.
Free talk
I like swim. I can swim very well. What can you do ? S1:I can play the flute.S2: I can wash clothes.
激发学习兴趣。
二、互动探究。
(20)分钟
填空题
1. Do you like______(make) a puppet? Yes, I do.
2. Can you ___（sing）the song” we can sing and dance”?
3. Can they____(make) a model plane? No, they ____.
4. Can he ______(put) the apple under in the basket?
5. Do you like______(swim)? No, I _______.
6. Do you like_______(rabbit)? Yes, I _______.
7. What do you like? I like________(panda).
8. Liu Ming and Wang Bing can_____(play) the guitar.
9. I like_____(listen) to music, but my parents___.(not)
10. My father likes____(read) books every morning.
11. _____you like ______(horse)?No, I don’t.
12. I can_____(swim),but I can’t_______(skate).
13.Do you like____(skate),Wang Bing?No,I like__(ski).
14. Can you_____(make) a kite? Sorry, I ________.
15. I can’t______(find) my pen. Where is it ?
16. I’d like_____(play) basketball with you tomorrow?
17. I like tiger______(mask),Helen.
通过复习课使学生掌握本课内容
三、拓展提升。
（10）分钟
Make a servey
We’re going to have a Sports Day. What are you going to do for Sports Day ?
学生通过推荐别人或自我推荐，运用very well/at all/badly/fast/high等词语，运用句型I can… / I can’t…进行自我或对他人评价，达到知识的提炼。
进行评价达到知识的提炼。
教学反思
Module7 Unit1 He can’t see.教学设计
课 题
Module 7
Unit 1 He can’t see.
课时安排
4课时
第（1）课时
学习目标
1)能听懂、读、会说句型He can’t see .She can’t hear.
2)正确运用 She/He/They can’t ……
3) “三会”单词：programme useful blind deaf hear firemen sausage
学习重点、难 点
1)能听懂、读、会说句型He can’t see .She can’t hear.
2)正确运用 She/He/They can’t ……
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
一、Warmer
1. Greeting.
2. Sing a song then say the chant.
3. Give some help.
二、Revising
1. Can you run fast?
2. Can you jump high?
3.Can you do your
homework?
4. Can you read English
books?
Sing a song then say the chant
Revising
1. Can you run fast?
2. Can you jump high?
3.Can you do your
homework?
4. Can you read English
books?
呈现问句进行复习：
1. Can you
run fast?
2. Can you
jump high?
3.Can you do
your
homework?
4. Can you
read English
books?
课前热身，激发学生的学习热情。
二、互动探究。
(20)分钟
三、Lead in
1.Teach the new words
blind This man is blind. He can’t see. (Show thecard,
and ask: “Can this mansee?”
Help the students answer
with body language. Then T
say: “He can’t see. He is
blind.” Teach thenew word acting the blind.
2. New sentences:
This man is blind. He can’t see.
Can I have a hot dog ,
please? No, we can’t.
四、Present the task
Today we’re going to talk about some animals’ ability , using “can” and “can’t” to describe.
五、Step 1
1.Show a picture of a blind
Learn the new words “blind”
理解“blind”
New sentences:
This man is blind. He can’t see.
Can I have a hot dog ,
please? No, we can’t.
using “can” and “can’t”
to describe.
呈现New sentences:
This man is blind.
He can’t see.
Can I have a hot dog ,
please?
No, we can’t.
.
学会单词：programme useful blind deaf hear firemen sausage
能听懂、读、会说句型He can’t see .
She can’t
hear.
man and ask: Can he see? Let the students answer: No, he can’t. T; Yes, he’s blind. And look at this girl .She can’t hear. She’s deaf. So how can they live ? Who can help them in their life? Let’s learn the text.
六、Step 2
1.Play the cassette , l
2.Please answer these questions:
What is Amy doing?
七、Step 3
1. Play the cassette again and let the students listen and read the text.
Let the students answer: No, he can’t. T; Yes, he’s blind. And look at this girl .She can’t hear. She’s deaf. So how can they live ? Who can help them in their life? Let’s learn the text.
六、Step 2
1.Play the cassette , l
2.Please answer these questions:
What is Amy doing?
七、Step 3
Play the cassette again
and let the students listen and read the text.
呈现句型：
He can’t see.
He’s blind.
Shecan’thear.
She’s deaf.
正确运用 She/He/They can’t ……
三、拓展提升。
（10）分钟
.八、Step 4
Complete the AB
Ex1.1.Explain the title and play the cassette.
九、Step 5
1.Read the three pictures and conclusion:
2.Talking about some animals with “can” and “can’t”. eg. This is a cat. It can run . It can jump high.But it can’t swim.
十、Homework
1. Ask the students to reflect this lesson.
2. Copy the text once.
Complete the AB
Ex1.1.Explain the title and play the cassette.
1.Read the three pictures and conclusion: “ Dog are useful. Dog can help us. Can you tell me more about dogs.”
2.Talking about some animals with “can” and “can’t”. eg. This is a cat. It can run . It can jump high.But it can’t swim.
呈现句型：
Dog are
useful. Dog
can help us.
强化练习：
Talkingabout
someanimals
with “can”
and “can’t”.
强化训练，
熟练运用
句型： She/He/They
can’t …
板书设计
板书设计：
Module 7Community Unit 1 He can’t see.
He can’t see.
He is blind.
Can I have a hot dog ,please?
No, we can’t.
教学反思
Module 7 复习教学设计
课 题
Module 7复习题
课时安排
4课时
第（2）课时
学习目标
1)能听懂、读、会说句型He can’t see .She can’t hear.
2)正确运用 She/He/They can’t ……
学习重点、难 点
“三会”单词：programme useful blind deaf hear firemen sausage
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
读一读，写一写。
读课文，勾一勾
情态动词的理解及运用。
复习巩固课文内容。
二、互动探究。
(20)分钟
听一听，勾一勾，说一说
听力兴趣的培养。
三、拓展提升。
（10）分钟
看一看，写一写
看一看，读一读，勾一勾
读一读，连一连
文本知识的积累与运用。
灵活运用所学知识。
教学反思
Module7 Unit2 The little girl can`t walk.教学设计
课 题
Unit 2 The little girl can`t walk.
课时安排
4课时
第（3）课时
学习目标
Useful New words and expressions: 1、programme, useful, community, blind, by himself, deaf, by herself, firemen, by themselves, hotdogs2、① There’s a programme about dogs.② Dogs are very useful in the community.③ He can`t walk well by himself.
学习重点、难 点
重点、① There’s a programme about dogs.② Dogs are very useful in the community.
③ He cannot walk well by himself.④ Hotdogs are made of sausages.
难 点① There’s a programme about dogs.② Dogs are very useful in the community.
③ He cannot walk well by himself.④ Hotdogs are made of sausages.
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Teaching steps:
1 A free talk about dogs.
2 Presentation: The teacher asks, “ Why do you love dogs?”
A free talk about dogs.
the Ss to answer, “Dogs can help people.”
做好铺垫。
培养学生浓厚的学习兴趣，
二、互动探究。
(20)分钟
3 Teaching of the text
(1) Ss listen to the tape for the 1st time with their books closed. They try to catch as much information as possible.
(2) Ss listen to the tape for the 2nd time and at the same time look at the pictures on the wall chart on the Bb. Talk about the pictures.
(3) Ss listen to the tape for the 3rd time and repeat with their books open. Explain the
language points.
(4)Teach: useful
②.Teach: blind.
Teacher: This man
can't see. He is blind.
③ Teach：by himself.
(Pointing to a picture )
④ Teach: deaf.
Teacher: This woman
cannot hear. She is deaf.
⑤ Teach: by herself.
⑥Teach: by myself/by
(1) Ss listen to the tape for the 1st time with their books closed. They try to catch as much information as possible.
(2) Ss listen to the tape for the 2nd time and at the same time look at the pictures on the wall chart on the Bb. Talk about the pictures.
(3) Ss listen to the tape for the 3rd time and repeat with their books open. Explain the language points.
Learn : useful
Learn :blind.
Ss practice saying the above
Learn :by himself.
blind man guided by a dog.
Learn :deaf.
⑤Learn: by herself.
⑥Learn: by myself/by
Talk about the pictures.
Explain the language points.
呈现句型：
This man can't see.
He is blind.
This woman
can`t hear.
She is deaf.
呈现新词组：
by myself/by
yourself in the
Useful New words and expressions1、
programme, useful,
community,
blind, by
himself,
deaf, by
herself,
firemen, by
themselves,
①There`s a
programme about dogs.
yourself in the sameway.
⑦Teach: firemen.
⑧Teach: by themselves.
⑨Teach: hotdog.
4 Teach the Ss to read the text.
5 Ss listen to the tape again and repeat as a whole class, in groups and as individuals.
yourself in the sameway.
⑦Learn: firemen.
⑧Learn: by themselves.
⑨Learn: hotdog.
Ss read the text.
Ss listen to the tape again and repeat as a whole class, in groups and as individuals.
sameway.
firemen.
bythemselves.
呈现句型：
This man is
blind.But he
can walk well,
because the dog helps
him.
②Dogs are
very useful
in the
community.
③ He can`t
walk well
by himself.
三、拓展提升。
（10）分钟
6Revise by himself/
herself/themselves/myself/yourself.
7 Play a game:
Ss pass some of the
pictures talkedabout.
When the music stops,
the students with the
pictures have to talk
about the pictures in
their hands.
8 A speed contest:
Divide the class into 2
groups. Each pupil reads
one sentence of the text.
9 Homework:
Give a picture to each
small group. They make up a story using their
pictures. Ask some small
groups to come to the
front and act out their
stories.
Revise by himself/herself/
themselves/myself/yourself.
Play a game:
Ss pass some of the pictures
talkedabout.When the music
stops, the students with the
pictures have to talk about the
pictures in their hands.
Divide the class into 2 groups.
Each pupil reads one sentence of
the text.
The group using less time wins.
呈现词组：
by himself/
herself/
themselves/
myself/yourself.
明确游戏规则
小组竞赛。
培养学生积极自主的学习态度，学会在小组中与人合作，
板书设计
板书设计：
Unit 2 The little girl can`t walk..
This man can't see.He is blind.
This woman can`t hear. She is deaf.
This man isblind.But he can walk well,
Because the dog helps him.
教学反思
Module 7 复习题教学设计
课 题
Module 7
复习课
课时安排
4课时
第（4）课时
学习目标
能听懂、读、会说句型He can’t see .She can’t hear.
2)正确运用 She/He/They can’t ……
3) “三会”单词：programme useful blind deaf hear firemen sausage
学习重点、难 点
1)能听懂、读、会说句型He can’t see .She can’t hear.
2)正确运用 She/He/They can’t ……
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
培养学生听的兴趣。
二、互动探究。
(20)分钟
强化听力训练。
三、拓展提升。
（10）分钟
提高学生的阅读、理解能力。
教学反思
Module 8 Unit 1 What time does your school start?教学设计
课 题
Module 8
Unit 1 What time does your school start?
课时安排
4课时
第（1）课时
学习目标
1. 学习掌握基本单词和句型：What do you have at school? At school I have Chinese, Maths, English, Science.
2.会说本课句型，并能在特定情景下自如运用本课句型.看图朗读本课课文。
3. 培养学生浓厚的学习兴趣，乐于模仿，敢于开口，有较强的自信心，乐于参加活动。培养学生团结合作的精神，以及学英语，爱英语，热于用英语交流的良好态度。
学习重点、难 点
1.能正确运用本课重点句型:
2.能在任务中灵活运用本课句型。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1: Warm up
1 Sing a song.
Step2 Revision
Say chant.
Chant: Basketball, basketball.
I like basketball.
I playbasketball.Football,football.
He likes football.
He/She plays football.
呈现Chant:
Basketball,
basketball.
I like basketball.
Football, football.
He likes football.
复习导入，为本节课的新授内容打下基础。
二、互动探究。
(20)分钟
Step3: Presentation and practice.
1. T: What do you do at
the weekend?
T: I play basketball.
2.What does he/she doat
the weekend?
3.Play a game. T: What do you do at the weekend? T: What does he do at the weekend?
Step4:Learn new lesson.
1.T: I know what you do at the weekend.But what do you do at school?
Chant: What do you
have? What doyouhave?
What do you have at school?
2.Pair work: What do you have at school? At school I have Chinese. 3.Learn “At school I have English.At school I have Science.At school I have Maths.”
S1: I play football.
S2: What do you do at the weekend?
Ss: He/She plays football.
Play a game. ( Listen and guess) S1: playfootball.
S2: He plays basketball.
S3: He plays football.
Ss: At school I play football.At school I play basketball.
Chant: What do you
have? What doyouhave?
What do you have at school?
2.Pair work: What do you have at school?
3.Learn “At school I have
English.At school I have
Science.At school I have Maths.”
呈现Chant:
What do you
have?
What doyouhave?
What do you have at school?
呈现句型：
At school I have
English.At school
掌握基本单词和句型：What do you have at school? At school I have Chinese, Maths, English, Science.
4. Play games.
a) T: Look at the school timetable. Let’sseewhich
subject is missing.
Ss: Maths. Science.
b)let’shaveacompetition.
Look, I have put the books in order. I will ask two students listen and put the cards on the school timetable. Can you help me?
c) T: What do you have at school?
d) Let’s play a chain game.What do you have at school? At school I have Chinese.
Step5: Listen and repeat.
Listen and point.
Listen and repeat.
4. Play games.
a) Let’s see which subject is missing.
Ss: Maths. Science.
b) let’s have a competition.
Ss: At school I have Scienc e At school I have English.At school I have Maths. At school I have Chinese
Ss: At school I have English,↗ Maths,↗Chinese↗ and Science.
↘Work in groups.Check up.
What do you have at school? At school I have Chinese↗ and Science↘…
Listen and point.
Listen and repeat.
I have
Science.At school I have Maths.
呈现句型：
At school I have English↗
Maths, ↗
Chinese↗ and
Science.↘Workin
groups.Check up.
培养学生浓厚的学习兴趣
三、拓展提升。
（10）分钟
Step6:ActivityAmylikes
Do you like Chinese? Yes, I do. No, I don’t.
I like …
Step7: Finish the task.
Let’s have acompetition. I give you 1 minutes.
Step8: Have a chant.
Step9: Homework
Listen and repeat5times.
Tell your parents what you have at school.
Step6: Activity book. P16, 1.
Amy likes …Do you like
Chinese? Yes, I do. No, I don’t. I like …
Finish the task.
Let’s have a competition. I give
you 1 minutes. Then tell me what
you have at school.
Have a chant.
学会在小组中与人合作
板书设计
板书设计：
Module 8 School Unit 1 What time does your school start？
What do you have at school?
At school, I have Chinese↗ and Science↘…
At school I have English.
At school I have Maths.
教学反思
Module 8 复习教学设计
课 题
Module 8复习题
课时安排
4课时
第（2）课时
学习目标
1. 能正确运用本课重点句型:
2. 能在任务中灵活运用本课句型。
学习重点、难 点
1. 能正确运用本课重点句型:
2. 能在任务中灵活运用本课句型。
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
听一听，看一看，勾一勾
读一读，勾一勾
综合训练
二、互动探究。
(20)分钟
听一听，勾一勾
检测学生对时间的掌握情况。
三、拓展提升。
（10）分钟
看一看，写一写
读课文，写一写
听一听，勾一勾
读一读，看一看。标一标
文本知识的掌握情况。
强化训练学生对时间的掌握。
教学反思
M8U 2 Yesterday I went to Sam and Amy`s school.教学设计
课 题
Unit 2 Yesterday I went to Sam and Amy`s school.
课时安排
4课时
第（3）课时
学习目标
1、 学习目标语句：Where id Lingling go yesterday? Yesterday I went to Sam and Amy’s
school .单词:bell, rang
2、能口头运用Where id Lingling go yesterday? 这类语句询问过去发生的事情，并能运用Yesterday I went to Sam and Amy’s school .这类语句回答。
3、能识别单词bell, rang，并能书写单词classroom。
4、学习字母及字母组合的发音规则，通过朗读含有这些字母及字母组合的单词来感知这些字母及字母组合的读音。
学习重点、难 点
教学重点：Where did Lingling go yesterday? Can I ask you some questions?
What do you do at break?
教学难点：/s/ /z/ 的发音及其对应的字母和字母组合
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Warming up.
1. Greetings.
2. Review the words. （单词卡片）教师说动词，学生说过去式。 (强调应该双写字母p再加ed)
3、Guessing game.学生判断是中国的学校还是英国的学校。
1)They start school at 8 o`clock.
2)They play in the playground
before 9 o’clock.
3)Theydoexerciseseverymorning.
4)They play in the playground
every morning.
.
师说动词，生说过去式。
go——went ring——rang skip——skipped
3、Guessing game.
教师说一些句子，请学生判断描述的是中国的学校还是英国的学校。例如：
S: China.
S: England.
S: China.
S: England.
呈现动词：go-went ring-rang skip——
skipped
能听懂会说、会读、会说：
二、互动探究。
(20)分钟
二、New Teaching
1、介绍中国和英国书信地址格式不同。中国应该是从大范围到小范围，而英国应从小范围到大范围。
2学习词组go into the classroom采用创设情境的方法来区分in 和into两词。
3、课文导入：
⑴、听录音，思考下列问题：
① Where did Lingling go
yesterday?
②What time do they start school in England?
③ What do they do in the
了解中国和英国书信地址不同的格式。
学习词组go into the classroom
区分in 和into两词
听录音，思考下列问题：
呈现情景：
一生进教室，报告说“May I
come in?.教师说“Come in ,please.”当学生进入教室以后，教师说：She
goesinto the
classroom.”
呈现问题：
能口头运用Where did Lingling go yesterday? 这类语句询问过去发生的事情，并能运用Yesterday I went to Sam and
playground?
④What did Lingling do with the girls?
⑤What time did the bell ring?
⑥What did they do then?
⑵、 听录音，让学生试着记住主要内容，请学生复述自己听到的内容，鼓励有能力的学生将句子说得完整些。教师也可通过提问的方式引导学生复述，注意适时地纠正学生的错误。
⑶、采用小组竞赛抢答的形式，回答上面的问题。
⑷、听录音，逐句跟读。
听录音，学生试着记住主要内容，学生复述自己听到的内容，说得完整些。
⑶、采用小组竞赛抢答的形式，回答上面的问题。
⑷、听录音，逐句跟读。
Where did
Lingling go
yesterday?
What time
do they start
school in
England?
What do
they do in
the
playgroun?
Amy’s school .这类语句回答。
能识别单词bell, rang，并能书写单词classroom。
三、拓展提升。
（10）分钟
三、拓展练习
让学生给英国的朋友写信，描述自己学校的生活。书信格式要用英文格式，然后交流。
四、学习音标：8个音标
1、首先请学生听录音，并跟读；
2、教师在黑板上写出“sun”和“rice”，并领读，启发学生发现它们的读音特点：字母“s”和“c”读音相同，发/s/音，教师教授音标。并请学生根据学过的单词举出发音相同的单词。以同样的方式学习后面的几组词。
五、布置作业：
写信向朋友介绍自己或其他学校的校园生活。
让学生给英国的朋友写信，描述自己学校的生活。书信格式要用英文格式，然后交流。
1、请学生听录音，并跟读；
2、教师在黑板上写出“sun”和“rice”，并领读，启发学生发现它们的读音特点：字母“s”和“c”读音相同，发/s/音，教师教授音标。并请学生根据学过的单词举出发音相同的单词。以同样的方式学习后面的几组词。
学习字母及字母组合的发音规则，通过朗读含有这些字母及字母组合的单词来感知这些字母及字母组合的读音。
六、板书设计：
Unit 2 Where did Lingling go yesterday？
What time do they start school in England?
What do they do itheplayground?
What did Lingling do with she?
What time did the bell ring?
What did they do then?
教学反思
Module 8 复习教学设计
课 题
Module 8 复习题
课时安排
4课时
第（4）课时
学习目标
1. 学习掌握基本单词和句型：What do you have at school? At school I have Chinese, Maths, English, Science.
2.会说本课句型，并能在特定情景下自如运用本课句型.看图朗读本课课文。
学习重点、难 点
1. 能正确运用本课重点句型:
2. 能在任务中灵活运用本课句型。
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
选择填空。
选择填空。
1. Lingling! You can play basketball very---
A. good B. well C. nice
2 ------time does school start in England ?
A. How B. what C.What
3. Would you like-----to school with us ?
A.come B. to come C.coming
4. Does your sister-------morning exercise every morning ?
A. do B. doing C. does
5. We--------at 8o’clock in the morning .
A. do morning exercisesB. doing morning exercises
C. does morning exercises
综合性训练。
二、互动探究。
(20)分钟
按要求完成下面的句子，每空填一个单词
2、按要求完成下面的句子，每空填一个单词。
1.I get up at seven o’clock in the morning.(对画线部分提问)------ Do you get up in the morning ?
2. My school starts at nine o’clock .(变为一般疑问句)
--- your school at nine o’clock ?
3. evey/can/well/you/skip(连成一句话)
-------------------------------------- ？
4. Tomorrow is Monday .(用yesterday代替tomorrow 改写句子)------------------------------------
掌握好各种句子的结构。
三、拓展提升。
（10）分钟
从右栏中找出与左栏各句相配的句子。
3、从右栏中找出与左栏各句相配的句子。
A栏 B栏
( )1.What do you do at the weekend ? A. I ride a bike.
( ) 2.How do you go to the park ? B. Yes, of course.
( ) 3.Can I ask you some questions? C. I go shopping.
( ) 4.Can we have a frog ? D.Thank you.
( ) 5.Welcome to our team, Daming. E. No,we can’t.
会回答个类型的句子。
教学反思
Module 9 Unit 1 Are you feeling bored ?教学设计
课 题
Module 9 Feelings
Unit 1 Are you feeling bored ?
课时安排
4课时
第（1）课时
学习目标
1、学习词汇： sad, bored, angry, tired, 并复习旧单词happy, hungry, thirsty .
2、学习句型：Are you feeling …?Yes , I am . / No , I’m not .
3、使学生能够在真实情景中表达自己的观点，学会表达不同的情绪。
4、让学生敢于开口说英语，培养学生的合作精神和学习英语的兴趣；在培养学生乐于关心他人的品质。
学习重点、难 点
教学重点：1、能够用Are you feeling …?句型询问他人的情绪。
2、能够认读并正确运用单词：sad，bored, hungry ,tired .
教学难点：能够熟练地用所学的句子询问他人的感受。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step 1、 Warm-up
1、Greetings .
2、Sing a song .并通过对话：Are you happy?
引出happy一词，进入
本节课的主题--feeling.
Sing a song .
歌曲缓解学生的紧张情绪，激发学生的学习兴趣。
二、互动探究。
(20)分钟
Step 2、Presentation
1、 利用幻灯片展示各种不同的感觉图片，并提问，教授新词sad ,
bored , angry , tired，同
时复习旧单词hungry ,
thirsty, happy .
2、读单词
3、做表情，猜单词。
4、通过师生问答，引出句型Are you feeling _?
5、同桌操练句型。
6．学生抽图片，其他学生通过用Are you feeling_____?提问，来巩固句型。
7、从Are you feeling _?过渡到Is he /she feeling ____?
8、Let`s chant，巩固新词和句型。
9、课文教学
1.播放课件.学生边听课文录音，边观看屏幕上的情境图。
学习新词sad,bored, angry, tired，
同时复习旧单词hungry ,thirsty,
happy .
每一位学生都参与。
3、做表情，猜单词。
4、通过师生问答，引出句型Are you feeling _____?
5、同桌操练句型。
6．学生抽图片，其他学生通过用Are you feeling_____?提问，来巩固句型。
7、从Are you feeling _?过渡到Is he /she feeling ____?
8、Let`s chant，巩固新词和句
型。
播放课件.学生边听课文录音，边观看屏幕上的情境图
问题出示在课件上，学生带问题
呈现新词sad,bored,
angry, tired，
复习旧单词
hungry,thirsty
happy .
呈现句型：Are you
feeling ____?
呈现chant：
Happy,happy,
I’mfeeling happy.
Very very
happy .
Sad, sad,He’s feeling sad.
Very verysad .
Angry, angry,
She’s feeling angry.Very very angry .
生动形象的感觉图片，让学生在有意义的语言环境中非常自然地接受新知识。
通过多次的对话练习，反复的操练，巩固新词新语句，使学生在语言的操练中潜移默化地领悟和消化新知识。
Listen to the tape and find out.
2.跟读课文,并学miss.
3.再听一遍录音
Listen to the tap again
and read the text.
4.分组朗读课文
5.进行活动2，两人试着
进行A、B的对话，然
后让学生上讲台表演
听录音，然后试着找答案，接着
老师指导学生retell并回答问题
2.跟读课文,并学miss.
3.再听一遍录音，读课文。
4.分组朗读课文
5.进行活动2，两人试着进行A、B的对话，然后让学生上讲台表演
呈现问题：
Is Lingling feeling sad?
Is Lingling
feeling bored?
Is Lingling
feeling angry?
What’s she
think about?
What’s she
going to do?
教师自己编的韵律诗，让学生既复习了旧知，又熟练了新知。
三、拓展提升。
（10）分钟
Step 3Practice师读句子
1、Today is my birthday,
so I’m feeling ( ).
2、I’m feeling ( ) , I want some orange juice .
3、I’m feeling ( ), I
want to go to bed .
4、I’m feeling ( ) , I
want some noodles .
5、I helped my mother
today,now I`mfeeling( ).
6、It’s raining . I stay at
（呆在home , now I`m
feeling ( ) .
Step4.Consolidation ---play a game
师先示范，学生上来游戏，采用淘汰制。
Step 5、Homework
1.抄写单词和句子。
2.回家试着用所学的句子问家里人的感受。
学生选择合适的情绪单词，并画出相应的表情。
学生上来游戏，采用淘汰制。
I’m feeling happy .Who is feeling
sad ?
呈现练习：
1.Today is my
birthday,soIm
feeling ( ).
2、I’m feeling
( ) , I want
some orange juice .
3、I’m feeling
( ), I want to
go to bed .
4、I’m feeling
( ) , I want
somenoodles .
5、I helped my mother today,
Now I`m
feeling( ).
6、It` sraining.
I stay at 呆在
home,nowI`m
feeling ( ) .
了解本课学生的掌握情况，以备在以后的教学中查漏补缺。
通过游戏，既将单词的学习进一步巩固，又缓解了学生学习的疲劳，避免了单纯训练语句的枯燥性。
板书设计
板书设计：
Module 9 Feelings Unit 1 Are you feeling bored?
Is Lingling feeling sad?
Is Linglingfeeling bored?
Is Linglingfeeling angry?
What’s shethink about?
What’s she going to do?
教学反思
Module 9 复习教学设计
课 题
Module 9复习题
课时安排
4课时
第（2）课时
学习目标
Are you feeling sad /happy /bored /angry /surprised?
Is he/she feeling sad /happy /bored /angry /surprised?
学习重点、难 点
Are you feeling sad /happy /bored /angry /surprised?
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
听一听，连一连
看一看，写一写
综合训练
二、互动探究。
(20)分钟
听一听，看一看，勾一勾
听力能力的培养。
三、拓展提升。
（10）分钟
听一听，勾一勾
读一读，写一写
读一读，猜一猜，写一写
读一读，标一标
掌握描述人物的心情、情绪的单词，并能灵活运用。
阅读兴趣的培养。
教学反思
Module9 Unit2 I feel happy.教学设计
课 题
. Unit 2 I feel happy.
课时安排
4课时
第（3）课时
学习目标
1）学习、掌握happy sad bored tired hungry 等单词。
（2）能灵活运用句型：How do you feel？I feel…；Do you tired ?Yes,I do .No, I don’t.
学习重点、难 点
1）学习新单词：happy sad tired bored hungry.
（2）学习新语言结构：I feel…
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step 1: Warming up(热身)
(1) Greeting.
(2) Review.
复习单词。A chant.
I’m tired, very very tired!...
(3)Free talk:
Review.
复习单词。A chant.
I’m tired, very very tired!...
Free talk:
呈现问题：What time did you get up today? Are you feeling tired now?
通过复习，激活学生的已学知识。
二、互动探究。
(20)分钟
Step 2: Presentation(呈现) and consodidation.(巩固操练) Activity 1: Listen and answer. 1. We are happy. Look. Page 36. There are many children. How do they feel?
2.Look at picture 1. What can you see?
3.Listen and answer. How do they feel?
4.In picture 1, how does the boy
feel? Why? He helped…
5.In picture 2, how does the girl
1.Listen and answer the
questions.
How many children are there? What does the text about?
2.Look at picture 1. What can you see?
3.Listen and answer. How do they feel?
4.In picture 1, how does the boy feel? Why? He helped…
5.In picture 2, how does thegirl
呈现问题：
How many children are there? What does the text about?
feel? Why? She won a…(教won
和game, 教完后师再问，学生再答)
6.In picture 3, how does Sam feel? Why?
7.In picture 4, how does Lingling feel? Why?(教lost教完后师再问，学生再答)
8.In picture 5, how does Daming feel? Why? (教smell教完后师再问，学生再答)
Activity 2: Retell.
Let’s retell. Today I helped my grandfather on the farm all day. Now I feel…(根据板书生复述)
板题，教读feel happy生跟读。
Activity 3.教授新课
（1）学习新单词：tird sad bored hungry happy活动表演单词。
（2）Please look at the screen and guess how do they feel?
出示多媒体插图，学生听录音，
跟读。
小组内相互读，选择正确的单词
填到句子里。
汇报，课件展示填好的句子。
feel? Why? She won a(学won
和game, 教完后师再问，学生再答)
6.In picture 3, how does Sam feel? Why?
7.In picture 4, how does Lingling feel? Why?(学lost教完后师再问，学生再答)
8.In picture 5, how does Daming feel? Why? (学smell教完后师再问，学生再答)
Activity 2: Retell.
Let’s retell. Today I helped my grandfather on the farm all day. Now I feel…(根据板书生复述
学习feel happy生跟读。
1）学习新单词：tird sad bored hungry happy活动表演单词。
2）Please look at the screen and guess how do they feel?
出示多媒体插图，学生听录音，跟读。
小组相互读，选择正确的单词
填到句子里。
汇报，课件展示填好的句子。
在整体中让学生理解课文。通过肢体语言辅助学生理解词句。听音，让学生带着问题去听，有听的目的和动机。跟读，训练学生纯正的语音。长期听纯正的语音有利于学生习得正宗英语语调。
三、拓展提升。
（10）分钟
Step 3: Look and say.(扩展活动)
Activity 1: Ask and answer
Let’s talk about the pictures.
1. Look at exercise
2. You act as student A. I’m student B.(问完第一幅图，师说：I got up early in the morning today. 做打哈切状，示意学生问Are you feeling tired?)
Work in pairs. Finish exercise 2. You can talk about yourself.
Activity 2: Let’s do.
Finish the exercise 5
Step 4: Phonetic alphabet.
Listen and repeat. Put the letter “s”and “t”together. They pronounce / ts /. More words.
Let’s talk about the pictures.
1. Look at exercise
2. You act as student A. I’m student B.(问完第一幅图，师做打哈切状，示意学生问Are you feeling tired?)
Work in pairs. Finish exercise 2. You can talk about yourself.
Let’s do.
Finish the exercise 5
Step 4: Phonetic alphabet.
Listen and repeat. Put the letter “s”and “t”together.
the example. Hi, are you willing to be my partner?
For example, son, rice. The letter
培养学生浓厚的学习兴趣，乐于模仿，敢于开口，有较强的自信心，乐于参加活动。
Can you say? Any other words?
Step 5: Summerise.
Let’s learn a poem.
Step 6Homework.
Make sentences.用I feel…说自己的感受。
.
Let’s learn a poem.
“s”and the letter “c”pronounce / s /.
通过任务，让学生参与学习，体验学习，合作交流，并锻炼学生说和写的能力。
板书设计
板书设计：
Unit 2 I feel happy.
How does the boyfeel?
Why? He helped…
How does the girlfeel?
Why? She won a…
教学反思
Module 9 复习教学设计
课 题
Module 9 复习题
课时安排
4课时
第（4）课时
学习目标
1）学习、掌握happy sad bored tired hungry 等单词。
（2）能灵活运用句型：How do you feel？I feel…；Do you tired ?Yes,I do .No, I don’t.
学习重点、难 点
1）学习新单词：happy sad tired bored hungry.
（2）学习新语言结构：I feel…
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
单词记忆
根据提示，写出下列单词。
八___ 数学____ 裙子____ 寒冷的_____
不_____ 高兴的______ 累的______
掌握本课词语
二、互动探究。
(20)分钟
寻找朋友
根据问句找出合适的答语并将其序号填在括号内
( )1. Is that a garden? A. Some milk.
( ) 2. Are they students? B. .Sunny.
( )3. How much is the pen? C. She’s a teacher..
( ) 4. What would you like? D. It’s near the tree..
( ) 5. Where is my bike? E. Yes,it is.
( ) 6. Who’s your math teacher? F. .Sheep.
( ) 7. What’s your mother? G.. Eight yuan.
( ) 8. What are those? H. Certainly, you are..
掌握疑问句的问答技巧。
( ) 9. What’s the weather like? I. Miss White.
( )10. Can I wear my shirt ? J. Yes,they are.
三、拓展提升。
（10）分钟
能力提升：阅读短文判断正误“T”“F”
能力提升：阅读短文判断正误“T”“F”
My clothes
Look! This is my new closet. It’s big and tall. I have many clothes in it. This is my new dress. It’s very beautiful. It’s white and yellow. This is my T-shirt. It’s green. I have an orange sweater. It is my birthday gift. I like it very much. Look there! They are my jeans, my pants, my sneakers. They are blue, black, white and so on. . Are they nice? Yes, I like them very much.
( ) 1.I have a new dress.
( ) 2.I have a green shirt.
( ) 3.I don’t like my sweater.
( ) 4.The blue jeans are my birthday gift.
( ) 5.I have nice sneakers.
培养阅读的兴趣。
教学反思
Module 10 Unit 1 He was in the kitchen.教学设计
课 题
MODULE 10 Manners
Unit 1 He was in the kitchen.
课时安排
4课时
第（1）课时
学习目标
1. A.掌握单词：kitchen,toilet,living room,now,last,hide,sofa.
B.掌握句子：Where is Sam ?He`s in the bedroom.He was in the living room.He was in the kitchen. He is hiding behide the sofa.
2.学生会用He was in或He is hiding描述谁在哪儿。
3.指导学生描述谁正在那儿，谁曾在那儿。
学习重点、难 点
正确运用He was in或He is hiding描述谁在哪儿。
导学流程
教师活动
学生活动
教学添补
教学目标
一、自学展问。
（10）分钟
Step1:warm up
T:Good morning,boys and
girls!
T:Are you ready for English
class?
T:Let`s sing song together
“Are you sleeping？ ”
Ss: Good morning,Tina!
Ss ：Yes,we are ready.
Students sing together.
Sing song together
“Are you
sleeping？
歌曲为学生创设轻松学习氛围，同时为下面自编歌曲做了铺垫
二、互动探究。
(20)分钟
Step2:pPresentation
Look at this picture.What’s the matter?
1、Listen and chant.
T:Let’s chant.
2、Listen,read and act out.
Show the text picture
T:What are they doing?
T:. (Do the action)
T: Where is Sam?
Let’s listen to
the first part and answer the
question:Is he the winner?
T (Do the actions)
T: Let’s listen.
Show the word card of
“bedroom”
T: listen to the second part.
Write the topic on the
blackboard.
Show the words cards
“kitchen,toilet”.
T: kitchen, kitchen, in the kitchen
Toilet, toilet in the toilet
(Do the action)
T:Look at the text picture again. Let’s listen.
T:Look at the last picture. Where is Tom ?
T: Let’s listen.
Look at this picture.
Ss: Where are you?
Ss: I`m in the kitchen.(clap clap)
I`m in thebedroom.(clapclap)
I`m in the toilet. (clap) (clap)
I`m in the living room. (clap clap)
Look at the text picture
S: Play hide and seek.
Ss: Play hide and seek.
Ss: He`s in the bedroom.
Listen to the tape.
S: …..
Students read the sentence
and do the actions.
Listen.
Listen to the second part.
Ss: kitchen, kitchen, in the kitchen
Toilet., toilet, in the toilet
(Do the action)
Look at the text picture
again. Let’s listen.
T:Look at the last picture.
Ss: He is hiding behide the
sofa.
S: He was in the living room.
呈现：
I`m in the
kitchen.(clap clap)
I`m in the
bedroom.(clap clap)
I`m in the toilet.
(clap) (clap)
I`m in the living
room. (clap clap)
呈现单词：kitchen
toilet
呈现：kitchen, kitchen, in the kitchen
Toilet., toilet, in the toile
呈现S:He is
hiding behide the
sofa.
He was in the
living room.
自编rap，学生边拍手边读单词，既加深了学生对新知识的记忆，又激发了学生的学习激情。
让学生带着问题听录音，然后回答问题，培养学生的听说能力，单词和重点句型的学习采用多种教学手段
三、拓展提升。
（10）分钟
Step4:Practice
Act the dialouge out in three.
Step5:Consolidation
T:What’re the good
manners?Ms Smart is
singing to her song .Let’s
listen and sing together.
(Tune of “Are you
sleeping？”）
1.Listen to the tape.
2.Let`s students read the
sentence.
Step6 Homework
Write 5 sentences:
Where is Sam ?He`s in the bedroom.He was in the living room.He was in the kitchen. He is hiding behide the sofa.
Act the dialouge out in three.
Listen and sing together.
(Tune of“Are yousleeping”）
1.Listen to the tape.
2.Let`s students read the
sentence.
对课文故事分角色朗读，使学生感受和理解故事中人物的语言，提高学生的朗读和模仿能力。
既巩固了所学知识，又调动了学生的积极性。
板书设计
板书设计：
Module 10 Unit 1 He was in the kitchen.
Where is Sam ? He`s in the bedroom.
He was in the living room.
He was in the kitchen.
He is hiding behide the sofa..
教学反思
Module 10 复习教学设计
课 题
Module 10复习题
课时安排
4课时
第（2）课时
学习目标
Module 10 unit 1复习题
学习重点、难 点
Module 10 unit 1复习题
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
选择正确的单词完成句子。
选择正确的单词完成句子。
1、slide 2、cheese 3、pond 4、chicke
5、control 6、catch 7、swing 8、egg
9、football team 10、train station
综合训练
二、互动探究。
(20)分钟
选择填空。
选择填空
( )1.Are there any pandas in the mountains ?
A.Yes,there aren’t. B.Yes,there are.
C.No,there are. D.No,they aren’t.
( )2.Is there a lake in your park?
A.No,there is . B.Yes,there isn’t.
C.No,there is . D.Yes,it is.
( )3.Do you like this flat?
A.Yes,I do . B.Yes,I don’t.
C.No,I do . D.Yes,I like.
( )4.Is it a nature park ?
A.Yes,it isn’t. B.I don’t know.
C.No,it is. D.No,it isn’t.
( )5. ? I’d like some pork.
A.What do your like? B.What would your like ?
C.What would you like?
( )6.What’s your favourite food ?
A.Apple. B.Egg. C.Milk. D.Juice.
( )7.Do you have dumplings?
A.No,we don’t. B.Yes,we don’t.
C.No,we do. D.Thank you.
( )8. ? It’s Sunday.
A.What today? B.What day is it today?
C.What today is it day?
( )9.Is she strict?
A.Yes,she is. B.No,she is. C.Yes,she isn’t.
( )10. ? He’s young and tall.
A.What’s he? B.What’s he like?
C.Who is he ?
( )11.I have rice,fish tomatoes.
A.but B.and C.too D.so
( )12.What would you like dinner?
A.for B.in C.on D.with
( )13.Lily anew skirt.
A.is B.has C.have
( )14.Have milk,please. A.some B.any C.drink
( )15.Icanclean bedroom.
A.a B.an C.the
( )16.I’d like to a try!
综合知识的训练与拓展。
综合训练的强化，进一步提升学生的应变能力。
A.has B.have C.do
( )17.In my room. I have air-conditioner .
A.a B.an C.the
( )18.There are many in the river.
A.fishes B.fishs C.fish
( )19.There isn’t rice.
A.some B.any C.many
( )20.I a teacher. She a nurse.We friends.
A.an,is,are B.is, am,are C.are,is ,am
三、拓展提升。
（10）分钟
选择正确的单词完成句子。
选择正确的单词完成句子。
mine yours his hers
1、This is her book. It’s .
2、This is your kite. It’s .
3、This is my T－shirt. It’s .
4、This is his computer. It’s .
5. do ,What ,you ,on, do, Sunday,? ,
扎实掌握人称代词。
教学反思
Module10 Unit2 Don`t shout please!教学设计
课 题
Module10 Unit2 Don`t shout please!
课时安排
4课时
第（3）课时
学习目标
1学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
2 学习本课音素/m/ /n/ /l/ /w/ /j/ /ng/ /y/ 3 学习本课chant.
4督促学生要养成良好的文明习惯
学习重点、难 点
教学重点：巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
教学难点：1.巩固学习用 Don`t… Let`s… 描述良好的行为习惯和行为规则。
2. 学习本课音素/m/ /n/ /l/ /w/ /j/ /ng/ /y/
导学流程
教师活动
学生活动
教学填补
教学目标
一、自学展问。
（10）分钟
一复习热身
1 表演上一单元课文：四人小组准备。
2 利用单词卡认读本模块的所有单词。
1表演上一单元课文：四人小组准备。
2利用单词卡认读本模块的所有单词。
呈现本模块单词。
复习旧知，导入新课。
二、互动探究。
(20)分钟
二新课教学
1 将本课第一部分图片用CAI课件的形式呈现
1)先让学生把每副图里所运用到的动词词组表达出来：walk on the grass, shout in the zoo, climb the tree, go to school…
2)小组汇报，老师并用课件呈现所有词组，纠正学生表达不规范的地方。集体认读一次。
3) Listen and chant.
2 让学生看本课第一部分的要求，怎样使用Don`t… Let`s…来描述行为习惯。
老师可以放手让学生自由发言。
3 完成活动手册练习1，选择Don`t… Let`s…进行填空。
学生完成后，请一些学生大声地朗读出来。
4 组织完成活动手册练习4
5音素学习：
播放录音，组织学生一起正确模仿辅音的发音方法。
6 chant学习：听录音，模仿跟读。
学生把每副图里所运用到的动词词组表达出来：walk on the grass, shout in the zoo, climb the tree, go to school…
按5个小组分配，每组负责讨论2幅图。可以在小组之间互相援助。
小组汇报，
Listen and chant.集体认读一次.
学生看本课第一部分的要求，使用Don`t… Let`s…来描述行为习惯。
完成活动手册练习
学生完成后，一些学生大声地朗读出来。
4 完成活动手册练习4：和学生一起总结日常生活中需要注意到的与人交往的礼节和礼貌用语。
5音素学习：
播放录音，和学生一起正确模仿辅音的发音方法。
6 chant学习：听录音，模仿跟读。
呈现词组：
walk on the grass, shout in the zoo, climb the tree, go
to school…
呈现句型：
Don`t…
Let`s…
呈现练习1
呈现各辅音字母。
学习用Don`t…
Let`s… 描述良好的行为习惯和行为规则。
学习本课音
素/m/ /n/ /l/
/w/ /j/ 。
学习本课歌谣。
三、拓展提升。
（10）分钟
三、拓展运用：
CAI展示日常生活中一些好的和不好的行为习惯， 让学生以小组的形式进行讨论，并写下来。
这些场景包括：
面对熟睡的小孩大声说话：
Don`t shout.
在草地上：
Don`t walk on the grass.
在爬树：
Don`t climb the tree.
在床上跳
Don`t jump.
再请学生想一写些好的建议,运用Let`s…表达出来。请学生自由展示他们的句子。
四、Homework.
1.一部分能力较强的学生，给自己制作一张表贴
在自己的卧室，上面用英
语写上自己什么事情可以做，什么事情不可以
做，时刻提醒自己要遵守。
2.对另一部分接受能力较弱的学生，认字阅读本课的课文，争取能清楚阐述书上图片的意思
学生以小组的形式进行讨论，并写下来。
这些场景包括：
面对熟睡的小孩大声说话：
Don`t shout.
在草地上：
Don`t walk on the grass.
在爬树：
Don`t climb the tree.
在床上跳
Don`t jump.
学生想一写些好的建议,运用Let`s…表达出来。
学生自由展示他们的句子。
呈现示例：
面对熟睡的小孩大声说话：
Don`t shout.
在草地上：
Don`t walk on the grass.
在爬树：
Don`t climb the tree.
在床上跳
Don`t jump.
拓展提升学生的应用知识的能力，培养学生善于交流的能力。
板书设计
板书设计：
Module10 Unit2 Don`t shout ,please.
Don`t walk on the grass.
Don`t shout .
.Don`t climb the tree.
Let`s go and see the pandas.
教学反思
Module 10 练习题教学设计
课 题
Module 10 Manners练习题
课时安排
4课时
第（4）课时
学习目标
A、听：能听懂课堂活动中简单的提问。
B、说：能就所熟悉的个人和家庭情况进行简短汇报。
学习重点、难 点
1、Activity 2: Listen and point
2、Activity 4: Ask and answer, then say
导学流程
教师活动
学生活动
教学目标
一、自学展问。
（10）分钟
单词记忆：
单词记忆： 根据提示，写出下列单词（共10颗 ）。
（计算机） (七) 夹克衫） （苹果）
（牛仔裤） （多云的） （玩）
（暖和的） （蓝色的）
掌握词语
二、互动探究。
(20)分钟
寻找朋友
二、寻找朋友：根据问句找出合适的答语并将其序号填在前面的括号内（共10颗 ）。
( ) 1. Where is my jacket? A. No.they aren’t.
( ) 2. Who’s your math teacher? B. They are sheep.
( ) 3.Are they horses? C. Yes,you can.
( ) 4. What are these? D. No,it’s expensive.
( ) 5. What’s your mother? E.. Twenty yuan.
( ) 6. Is it cheap? F.Some fruits.
( ) 7. What’s the weather like? G. John.
（ ）8. How much are the ducks? H. A teacher.
( ) 9. What would you like? I.Rainy.
( )10.Can I wear my shirt today? J. On the desk.
掌握本课句型
三、拓展提升。
（10）分钟
火眼金睛
情景对话
三、火眼金睛：读一读，排排序（共10颗 ）。
( )Thank you.
( ) Your school is beautiful!
( ) Yes, this way please. This is our garden.
( ) Welcome to our school!
( ) Look! This is the teacher’s office. That is my classroom.
四、情景对话：根据汉语，完成句子（共10颗 ）。
1.今天很暖和。我们去踢足球吧。
___________________________________
2.它是什么颜色？是黄色的。
___________________________________
3.什么时间了？ 到了上课的时间了。
____________________________________
综合性训练。
教学反思
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