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课时教学计划
主备人： 施教时间： 年 月 日
单元
M1 u1
课题
When did you come back?
课型
新授
教学
目标
知识与能力
1. 使学生能听、说、认、读when, back, home, those, ice cream, with, finish, hurry, hurry up, wait, drop等单词。
2. 感知句子When did you come back? We came back …，并理解其意思。
3. Talk about our holiday. Using the words 〝Where did youcome back?〞
过程与方法
合作学习，小组学习，交往式学习
情感与态度
1.激发学生学习英语的兴趣，使学生树立学习英语的自信心。
2.培养学生的合作交流能力
重点
Talk about the past things.
难点
使用动词过去式，描述过去发生的事情。
教法
1. Listening to the tape.
2. Group work.
3. Using PPT.
4. Using cards.
学法
1. Listening to the tape.
2. Work in groups.
3. Learning through the PPT.
4. Learning words with the cards
教学
准备
PPT, computer, tape-recorder, tape, cards
预习设计
1. Talk about your summer holiday.
2. Collect the pictures about your holiday.
教学过程
施教者调整
Step1: Warm up and lead in.
1. Greeting.
T: Hello, boys and girls. How are you?
Ss: I’m fine. Thank you!
T: Were you happy in your holiday?
Ss: Yes.
T: let’s talk about our summer holiday, OK?
Ss：OK. (请同学们谈谈自己的暑假生活)
2. lead in
T: Where did you go?
Ss: I went to... (复习go的过去式went.)
T: What did you buy?
Ss: I bought…. (复习buy的过去式bought.)
T: When did you come back?
Ss: …
3. Summary the past tense.
go--went do--did
come--came buy--bought
Step2: New words.
1. Show words cards and teach the Ss the new words.
Make some screen to learn the words :
drop—dropped (如：通过动作.I dropped my pen/book…)
wait—waited
finish—finished
2. Play a game:用单词卡只露第一个字母.让学生猜单词(设计目的:练习单词的认识及拼写能力.)
Step3: Text
T: Do you know Amy and Sam?
Ss: Yes
T: Where did they go?
When did they come back?
Listen carefully and answer the questions.
T play the tape recorder, Ss listen and answer the questions.
Play again, read after the tape.
Do the exercises.
Choose T or F.
( ) 1. Lingling is in London with Sam and Amy.
( ) 2. They are back yesterday.
( ) 3. They came back yesterday.
( ) 4. john lives near Amy and Sam.
Check the answer.
Work in groups. Try to act the text out.
Ask some group act in class.
Step4: Survey
Ask you Ss and fill in the form
Where did you go?
What did you by?
When did you come back?
Step5: Summery
Step6: Homework
Do the form after class.
When did you … ?
【板书设计】 unit1 When did you come back?
go—went
buy—bought When did you come back?
come—came
do—did I came back…
drop—dropped
finish—finished
wait—waited
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M1 u2
课题
Did they buy ice creams?
课型
新授
教学
目标
知识与能力
1.使学生能听、说、认、读dear, met, ran等单词。
2.会使用句型Did you…? Yes, I did. / No, I didn’t.
过程与方法
合作学习，小组学习，
情感与态度
1.激发学生学习英语的兴趣，使学生树立学习英语的自信心。
2.培养学生的合作交流能力
3.学会关心别人。
重点
Talk about the past things.
难点
使用动词过去式，描述过去发生的事情。
教法
1. Listening to the tape.
2. Using PPT.
3. Group work.
4. Using cards.
学法
1. Listening to the tape.
2. Learning through the PPT.
3. Work in groups.
4. Learning words with the cards
教学
准备
PPT, computer, tape-recorder, tape, cards
预习设计
Talk about your homework.
教学过程
施教者调整
Step1: Warm up
1. Greeting.
2. Game: talk about what you did last weekend.
3. Make a chant
Do do did
Buy buy bought
Go go went…
Step2: lead in
Guessing game
T take a postcard, show the back to the Ss, let the
Ss guess what it is.
Teach the word :postcard
T: Can you write a postcard?
Lingling wrote a postcard to Daming.
What did she say? Listen and answer the questions.
1. Did Lingling go to the park yesterday?
2. Did they meet John?
3. Did they buy ice creams?
4. Did they go home by bike?
5. Did lingling walk to the bus?
6. Did Lingling drop her ice cream?
Step3: Text
Listen to the tape.
Work in groups. Answer the questions.
Read after the tape.
Read together.
Step4: Group work
Let the Ss work in groups, talk about themselves.
Act in class.
Step5: listen and repeat.
Listen carefully and repeat.
Step6: sing a song.
Listen to the tape first.
Sing with the tape.
Have a match, sing the song, let’s see which group is the winner.
Step7: Game
Work in groups, and do the game of SB6
Step6: Homework
Write a postcard to your friend, tell him or her what
did you do yesterday.
【板书设计】 Unit2 Did they buy ice creams?
dear
meet—met A: Did you…?
run—ran B: Yes, I did./ No, I didn’t.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M2 U1
课题
How many do you want?
课型
新授型
知识与能力
1 Enable the Ss to learn the words:need,food,cheese,kilo.
2 Make the Ss understand and use the new sentence patterns:
“How many bananas do you want？ How much cheese do you want?”
3 Develop the Ss abilities of listening and speaking .
4 Distinguish the words:need,food,cheese,kilo,and can write many and much.
过程与方法
1 Review the words about need,food,cheese by game method.
2 Teach the text with the task-based method.
3 Do a survey by cooperative learning .
情感与态度
1 Faster the Ss consciousness of good cooperation.
2 Keep the Ss confidence in learning English.
重点
Make the Ss use the following sentences correctly:
“ How many … do you want？
“ Do you like…? ”
难点
How to make a shopping list? What do we need to buy?
教法
1 game method 2 task –based method 3 approach method
学法
1 cooperative learning
教学
准备
Tape-recorder, word cards, pictures
预习设计
The students should read the new words and lessons for five times,it can
help the students understand the text.
教学过程
施教者调整
Step1：
1. Revise
Review the last module’s words and lessons by PPT.
T：last module we learnt the word “ did ”.
go—went run—ran meet—met buy—bought
2.Learn the new words and lessons：
Show the powerpoint to the students:There are some pictures of the words: need ,food,shopping list,cheese,kilo.
Then play a game：high low voice,it can help boys and girls recite the words.
Step2
T:What did you do yesterday？
Ss:I did my homework.
T:Please guess:What did I do yesterday?
S1:Maybe you went shopping.
T:Yes,you are right.I went to a supermarket.I bought lots of
things,look at the board:
T:Can you speak out in English?…
Step3
Today Lingling and Ms Smart go to the supermarket,too.Let us
Look at it.
1.Firstly,the students should follow the tape—recorder,then circle the new words in the text.
1. Secondly,some boys and girls can read some questions,
the questions are on the board:
1) Where are Ms Smart and Lingling?
2) What do they need to buy?
3) Does Lingling like bananas?
4) How much cheese does Ms Smart want？
2. Thirdly，the students should follow the tape-recorder again
，sentence by sentence ，then the teacher and the students
can find “ What do they buy for the picnic？”
—They are bananas、cheese、noodles.
4.Look at your books:What is on lingling’s hand?
Ss:It is a shopping list.(list的意思是目录,清单的意思)
“how many” 和 “how much”都是用来询问多少的意思，但在用法上有区别,how many 用来询问可数名词的数量，how much用来询问不可数名词的数量。
5.Then the students should answer the questions：
1） They are in the supermarket.
2） They need to buy food for their picnic.
3） Yes,she does.
4） Half a kilo.(half一半)
Step4
1) Show some pictures on the board(apple,pear,banana,cheese,
meat,milk)引导学生说出那些是可数名词，那些是不可数名词。
2）Use the pictures to make some sentences with“how much”and “how many” .
Homework：
1． Recite the words and lessons.
2． Make a dialogue about shopping
3． Find some informations about shopping on the computer.
【板书设计】 Module2 Shopping
Unit1 How many do you want?
need food cheese kilo
shopping list how many how much
How many bananas do you want?
How much cheese do you want?
【教学反思】
课时教学计划
主备人： 施教时间： 年 月
单元
M2 U2
课题
How much milk do you want?
课型
新授型
知识与能力
1 Enable the Ss to learn the words:picnic,box,bottle,juice.
2 Make the Ss understand and use the new sentence patterns:
“How much milk do you want？ How much juice do we need?”
3 Develop the Ss abilities of listening and speaking .
4 学习感知元音字母以及字母组合u,o,ar,a,er,ir,ur在单词中的发音，通过朗读含有这些字母和字母组合的单词，让学生感知发音规律。
过程与方法
1 Review the words about picnic,box,bottle,juice by game method.
2 Teach the text with the task-based method.
3 Do a survey by cooperative learning .
情感与态度
1 Faster the Ss consciousness of good cooperation.
2 Keep the Ss confidence in learning English.
重点
Make the Ss use the following sentences correctly:
“ How much …do you want？ ”
难点
How to make a shopping list? How much milkjuicewater do we need？
教法
1 game method 2 task –based method 3 approach method
学法
1 cooperative learning
教学
准备
Tape-recorder, word cards, pictures
预习设计
The students should read the new words and lessons for five times,it can
help the students understand the text.
教学过程
施教者调整
Step1：
1. Revise
Recite the unit1’s words and phrases and sentences.
The teacher should choose some students come to the blackboard.
2.Learn the new words and lessons：
Show the powerpoint to the students:There are some pictures of picnic,rice,box,bottle,juice.
Then play a game：high low voice,it can help boys and girls recite the words.
Step2
1.The teacher should play the tape-recorder:
S1:What are we going to take on our picnic?
S2:Let’s make a list(目录、清单).
S3:What about juice?
S4:Yes.How much do we need?
S5:Six boxes.
S6:All right.
1. The teacher should explain the text for the Ss.
2. Then the Ss can make a dialogue about make a shopping list.
Step3
1.Look at the page8’s part2:
Look at the pictures,then make some dialogues like this:
S1:How much milk do you want?
S2:Five bottles,please.
S3:How much rice do you want?
S4:Four bags.
S5:How many oranges do you want?
S6:Half a kilo,please.
2.Look at the page9’s part3,listen and repeat.
Homework:
1. Recite the part1’s dialogue.
2. Make a dialogue about shopping list ,write down on your
notebook.
【板书设计】 Module2 Shopping
Unit2 How much milk do you want?
words: picnic box juice bottle
phrases: shopping list how many how much
sentences: How much juice do we need?
How much milk do you want?
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M3 U1
课题
We visited lots of places.
课型
新授
教学
目标
知识与能力
能听、说、认读本课的重点单词：the British Museum, the London Eye, wheel, wonderful, understand, postcard; 能正确使用动词过去式；能利用What did you do? Where did you go? 询问别人过去做的事情。
过程与方法
通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。
情感与态度
培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
重点
使学生能听说，认读单词 the British Museum, the London Eye, wheel, wonderful，understand, postcard。能准确理解并熟练运用What did you do at the weekend? Where did you do? Where/How/When/What did…?
难点
掌握本课的新单词及利用动词过去式的变化进行描述。
学法
合作交流法
预习设计
预习单词课文，各听读10遍
教学过程
施教者调整
Step 1. Warming-up
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Ms Li.
T: How are you?
Ss: Fine, thanks.
2. Sing a song: 《Where did you go?》 (Module 1 Book 5)
3、 复习动词的过去式：
教师以连线的方式考察学生对动词过去式的掌握情况。
go send like meet visit sent liked met visited ment (设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲《Where did you go?》引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。) Step2 Presentation 1、教学新词汇 （1）T : Amy’s weekend is very nice. She visited lots of places. Let’s see the wonderful places.
课件呈现三个地点图片，但是学生可以选择任何一个图片的序号猜猜地点。通过猜一猜让学生增加兴趣。 T: Now please guess the places, you can choose the number and guess. S1: Number 1. T: What’s this? S1: It’s the British Museum. 以同样的方式呈现 the London Eye, Big Ben。教师领读几遍。然后请学生读课文句子：We went to the British Museum. And we visited Big Ben and the London Eye. （1）呈现postcard, wheel, wonderful, understand T: I have a postcard, my friend sent me last Monday. There’s a picture on it. Please listen to me and guess what it is: （让学生根据教师的描述判断明信片中的图片，学习新词 wonderful, postcard, understand, wheel。） It’s wonderful! 呈现单词wonderful. 教师利用句子I will go to London next year, it’s wonderful. 来引导学生理解词义。 It’s a big wheel. 呈现单词wheel. 利用图片解释wheel. T: Look, it’s a wheel , it can turn round and round. 然后问学生：Do you understand? 引出单词 understand。
T: If you understand, please nod your head, if you don’t understand, please shake your head.教师用动作示范。 T: Who understand? Please tell us. 请学生说说卡片中是什么。 2 . Practice 1)．当学生已经明白单词含义后，让学生开始认读单词：利用课件快速闪现单词，要求学生快速整体认读。学生分组认读单词。然后请一个学生抽取单词，另一个学生猜测，如果不对，下面的学生大声朗读进行纠错。如果说对了，就说You’re wonderful! (设计意图：本课的新词汇较为抽象，且难度大。教师通过讲故事的方式显现新词汇，可以使枯燥的单词教学变的生动和自然，使学生的学习效率明显提高。) 2).读一读句子：（课件呈现句子） (1) We went to the British Museum. (2) And we visited Big Ben and the London Eye. (3) It’s a big wheel. (4) It’s wonderful. (5)I don’t understand. (6)We sent you a postcard. 3).单词、图片配对游戏 （请六个学生分别说上面的句子，下面的学生根据句子中所含的新单词进行图片和单词的配对。比一比谁的动作快作快） 4). 说说自己的周末 T: Just now we talk about Amy’s weekend. Now let’s talk about our weekend. Who wants to show us your weekend? 请几个学生上台表演周末所做的事，其他同学猜一猜。顺序如下：（1）Ss: What did you do at the weekend? （2）S1进行表演 （3）其他学生说出表演的内容。Eg: Liyun went to the supermarket at the weekend. (示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交流。) 3.presenting the new text: T：Lingling had a happy weekend. Where did she go? Let’s listen and answer my questions. （1）Listen to the text and answer questions: What did they do at the weekend? Where did they go? What is the London Eye? Did they send a postcard to Daming? （2） Listen and repeat. （3） Group work:小组合作，回答问题。 （设计意图： 通过“任务型”听录音，教师领读，纠正学生发音，教给学生正确的发音，让他们习惯标准发音，进而有意识的模仿，形成正确的口语。） Step3 practice （1） 教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末所做的活动罗列出来。点击课件，出示日历。指着上个周末问学生 “What did you do at the weekend?”
鼓励学生用学过的过去式回答问题。 （2） 教师准备一些风景名胜的图片，贴在教室的黑板上。如 “the Great Wall, Mt Tai, the Summer Palace.” 请两个学生上台活动，一个学生问 “Where did you go?” 另一学生站在不同图片前回答 “I went to the …” (设计意图：通过生动活泼的活动，呈现本课重点句型。该活动能让学生动一动，学生在动的过程中既活跃了思维，又操练了新句型。) Step4 Homework 1、介绍你与家人的上周末生活。 2、向你的好友介绍你的旅游经历，讲述你曾参观的名胜古迹。(自选一个内容，并写下来。)
【板书设计】 Unit I We visited lots of places.
单词；the British Museum, the London Eye, wheel, wonderful，understand, postcard,
句子；What did you do at the weekend?
Where did you do?
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M 3 U2
课题
What did Daming do?
课型
新授
教学
目标
知识与能力
使学生能听说，认读单词postcard, hour能准确理解并熟练运用What did you do at the weekend?
Where did you do? Where/How/When/What did…?
过程与方法
通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。
情感与态度
培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
重点
使学生能听说，认读单词postcard, hour能准确理解并熟练运用What did you do at the weekend? Where did you do? Where/How/When/What did…?
难点
①在真实情景中灵活运用新知识描述过去发生的事情。②不规则动词的过去式。
教法
情景教学法
学法
合作交流法
教学
准备
课件 CD-ROM
预习设计
预习单词课文，各听读10遍
教学过程
施教者调整
Ⅰ. Warm-up【热身复习】
1、Greeting
2、Game:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。
T：What did she/he do last weekend?
S: She watched TV.
3、Group word——What did you do last weekend?
4、学唱歌曲“The London Eye”并学习语音部分
Ⅱ.Pre-task【任务呈现——我们的足迹】
1、导入：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。如：It’s very long and old. It’s in Beinjing. Where is it? 学生答：The Great Wall.
2、Free task——谈论旅游经历
师：“There are many places of interest in China, Where did you go?”
生：I went to Huangguoshu Falls, It’s big and wonderful.
同桌互相介绍曾去过的名胜古迹或城市。
3、[任务呈现]
师：“Did you have a good time on your trip?”
Can you share your experiences with us? Today, Let’s write a traveling diary.
Ⅲ.While-task【任务实施】
1、视听结合，有声有色
师：Daming and his father had a good weekend. Where did they go?
Let’s go and see.
播放课文，进行听法指导，请学生根据课文完成课文活动2的问题。
2、教师分段播放录音，请学生回答问题，解读课文难点。
Q1: Who went to the Great wall?
A: Daming and his father.
Q2: When did they go?
A: They went there at ten o’clock in the moring.
Q3: How did the go?
A: They went there by bus.
Q4: What did they do?
A: They took photos of the mountains.
Q5: What did Daming do?
He took a photo of his fatter.
3、教师再次播放录音，请学生跟读，教师给予适当的指导。
Ⅳ.Post-task【任务展示】
1、Pair work 同桌合作用问答形式完成课文活动3，并根据问题介绍自己
上周末的活动。
2、Group work
学生四人一组展开活动，互相询问同伴去过的一个地方，本组成员合作完成一张地图，图上标出大家去过的地点，并逐个向全班介绍自己的旅游经历，学生以画市区图，也可以画全国地图，甚召世界地图。
V.Homework【作业超市】
1、 用英文写一篇旅游日记，谈论自己难忘的一次旅游。
2、给自己的笔友或好友寄一张明信片，介绍你上周末在英国伦敦旅游的经历。
【板书设计】 Unit 2 What did Daming do?
单词； hour . mountain
句子； What did Daming do at the weekend?
Where did you go? Where/How/When/What did…?
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M4 U1
课题
It’s mine
课型
新授
教学
目标
知识与能力
1.能够听、说It’s mine. / It’s his./ It’s hers./ It’s Lingling’s./ It isn’t hers./It isn’t his.并能综合运用新、旧知识组织对话完成一定交际任务。
2.能听懂、理解课文内容，并就课文内容回答问题。
过程与方法
以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
情感与态度
1.进一步提高学生对英语的学习热情，增强学习爱好。
2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。
3.通过本课的学习培养学生爱卫生、爱干净的良好品质。
重点
教学重点：把握描述他人或自己的东西的句型It’s mine. / It’s his. / It’s hers. / It’s Lingling’s. / It isn’t hers. /It isn’t his。
难点
名词性物主代词的运用。
教法
情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
学法
小组讨论，表演
教学
准备
电脑、课件、录音机/带、单词大卡片
预习设计
让学生提前预习课文听录音
教学过程
施教者调整
Step1. Warm-up
1. Greetings
2. Devided groups.
3. Let’s play a game. OK? Listen and do the actions.
T: Point to my head.
Point to your head.
Point to his head.
Point to her head.
T：Do the actions.
T：Say and point together.
在课堂开始，教师设计了与本教学内容相关的一个热身，使学生在动手动嘴的过程中不知不觉进入新课。练习了形容词性物主代词，为本课学习名词性物主代词打下坚实的基础。这一活动真正
起到了预热作用。
Step2 Presentation
第一环节：1.师指着预备好的书包、课本、铅笔、大衣等物品说：“Look, there are something on the desk. Whose bag is it? Whose book is it? Whose coat is it? （从这引入新课，充分利用有限的资源，给学生创设一种真实的教学环境，培养他们的爱好。）板书Whose book /bag/coat is it? 领读whose及句子。
2.Ss: It’s my book/bag/coat. 或者It’s his book/ bag/coat. 师顺势引导说：Yes, it’s mine.
3.师指一名学生的书说：Whose book is it? S: It’s my book. T:Yes, it’s yours. 出示yours领读。
4.指一名女生的书，问其余同学：Whose book is it? S:It’s her book. T:Yes, it’s hers. 出示hers领读。
5.指一名男生，用同样方法学习his。
第二环节：T: Look, what’s this? (出示课件T恤衫) Our friends Amy, Lingling and Sam are talking about a T-shirt. 问：Whose T-shirt is it？Open your books and listen to the tape. Find the answer.
S: It’s Lingling’s.
T: Yes, that’s right.
Listen again and find the answer :
Where are Sam’s and Amy’s T-shirt?
第三环节：请学生跟磁带读，然后在小组里分角色对话，最后给全班表演。这一环节，同学们合作完成对话，为后面的表演作了铺垫，并有意识地拉近知识与生活的距离，使学生的语言知识得到实际应用。
Step3.Practice
四人一组让学生把从家里拿来的书包、外套、裙子等物品放在一起，利用今天所学习句型进行对话，找出物品的主人。假如找对了物品的主人，就给小组加分，进行奖励。还可以到别组找。这一开放式环节的设计贴近生活实际，创造了一个开放的语言环境，并能充分发挥学生的主体性，让学生动起来，对所学的句型也能进行充分地练习，让学生感受到学以致用的乐趣。
Step4：Production
1.Show the PPt and give the students the example, Let the students to discussion and show themselves sentences to practice the main content.
2.Show the PPt and play the game”Guess”to practice the main content.
3. Show the PPt.The earth is yours, mine, his and hers. Let’s care and love it.
Step5. Homework
Write a passage with mine , yours, his and hers.用所学知识描述身边的东西是谁的。这是对所学知识的反馈，要求学生合作学习，
共同完成任务，在活动中培养协作精神和竞争意识，发展综合运用语言的能力和人际交往智能，并享受到成功的喜悦。
【板书设计】 Module4 Unit1 It’s mine
Whose book is it? mine = my …
It’s mine. yours = your …
It’s my book. hers = her …
his = his …
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M4 U2
课题
This bag is hers.
课型
新授
教学
目标
知识与能力
1.理解和把握句型This bag is hers.以及单词mine、yours、his、hers。
2.培养学生用所学知识来指出事物的主人，以及用所学知识来获取他人信息的能力。
3.能听懂、理解课文内容，并就课文内容回答问题。
过程与方法
以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
情感与态度
1.进一步提高学生对英语的学习热情，增强学习爱好。
2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。
重点
理解和运用名词性物主代词。
难点
区分形容词性物主代词和名词性物主代词。
教法
情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
学法
小组讨论，表演
教学
准备
电脑、课件、录音机/带、单词大卡片
预习设计
让学生提前预习课文听录音
教学过程
施教者调整
Step1. Warm-up
1、Greetings.
2、Play a game .
Listen and do the actions.
T：Point to my head.
Point to your head.
Point to his head.
Point to her head.
T：Do the actions.
T：Say and point together.
Step2 Presentation
1. Learning
1>.Review the clothes’name through the PPt.
Let the students take out the pen.
T: What’s this? It’s a pen.
Whose pen is this?
S1: It’s my pen.
(板书Whose… is this ? 并带读whose)
The teacher takes out the pen.
T: Whose pen is this?
S：It’s your pen. (It’s Miss Zhou’s pen.)
T: Yes, It’s my pen. It’s mine. It’s mine. This pen is mine.
(板书：my bag= mine ------ This pen is mine.)
T：Whose pen is this?
S1: It’s my pen.
S2： It’s mine.引导学生说出This pen is mine. (4支钢笔) （让个别学生问）
Who has the pen? Stand up,please. Say together: This pen is mine.
2>.Practise the sentence structure.
T：Whose book is this?
S：It’s mine. This book is mine.
S：Oh, it’s your book. It’s yours. This book is yours.
(板书：your book=yours------ This book is yours.)
T: Whose book is this ?
S：It’s yours. This book is yours.
3>.Show the words：“his, her”
T： Whose bag is this ? Is this your bag?
S1: No. It’s her bag.
T: Yes. It’s her bag. It’s hers. This bag is hers. (呈现hers及操练)
点题：Today, we will learn Module 4 Unit 2 This bag is hers.
T：Whose bag is this? It’s hers. This bag is hers.
T: Excuse me. Is this your ruler?
S2: No. It’s his ruler.
T: Yes. It’s his ruler. It’s his. This ruler is his. (呈现his及操练，读板书)
2. Text
Every one is good. Now let’s go back the book to help the uncle find the thing’s owner.
Open your books and listen to the tape. Find the answer.
Step3.Practice
Play a game: Find the owner
T:Who wants to help me find the owner? One student comes here and closes your eyes. I need 3 students. You bring one thing to me. Guess: Whose …is this?
S1: This bag is …
Step4：Production
1. Make a dialogue with your friends.
T：Whose pencil- box is this? Is this your ___________?
S2: No.
S3: No. I think it’s hers.
T: Excuse me. Is this your ____________?
S4: Yes, it’s mine.
T: Here you are.
S4: Thank you.
Through the PPt let the students do the exercises.
2.Sing the chant
Pen, pen. This is my pen.
It’s mine. It’s mine. This pen is mine.
Book, book. This is your book.
It’s yours. It’s yours. This book is yours.
Bag, bag. This is her bag.
It’s hers. It’s hers. This bag is hers.
Ruler, ruler. This is his ruler.
It’s his. It’s his. This ruler is his.
Step5:Homework
Make a dialogue with your classmates.
【板书设计】 Module 4 Unit 2 This bag is hers.
Whose …is this?
my pen== mine --- This pen is mine.
your book== yours --- This book is yours.
her bag== hers --- This bag is hers.
his ruler== his --- This ruler is his.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M5 U1
课题
There are enough.
课型
新授课
教学
目标
知识与能力
知识目标: a) 能听、说、认读下列单词： enough , give out , be careful , everyone , every 。 b) 能听懂、会说下列句型：There are enough. There aren’t enough. 能力目标: 能用There are enough. 和There aren’t enough.表达物品数量是否充足。
过程与方法
谈话法 合作学习法 任务型教学法
情感与态度
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。
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。
教法
任务型教学法
学法
谈话法 合作学习法
教学
准备
教学课件，录音机，磁带
预习设计
让学生预习单词，听录音，阅读课文，熟悉课文大意。
教学过程
施教者调整
Step1:Warm up T: Good morning, boys and girls! Ss: Good morning, Miss Chen. T: Can you sing the song <>? Ss: Yes, we can. T: OK. Let’s sing the song.(教师播放课件中有关歌曲，和同学们一边做动作一边唱。) Step2:Lead in T: Great. Now，let’s play a game. Are you happy? Ss: Yes.
T: You will look at a picture. Please open your eyes wide. (教师播放有关苹果的幻灯片，然后让学生根据幻灯片上的提示回答问题。)OK，how many apples are there in the picture? S1: There are three apples. T: Is he/she right? (教师此处可根据学生的回答情况灵活应对。)（教师用同样方法讲解幻灯片中有关猫咪和花朵的图片。） Step3:New teaching A: New words and sentences 1. T: Now I need your help. S2,please give your book to me. S2:OK. (学生将手中的书给老师。教师用同样的方法请坐在第一排的同学把手中的书给自己。教师把书放在讲桌上然后将give 这个单词写在黑板上教授。) 2. （教师将give out 写在黑板上教授然后请一位学生把收上来的书分发给学生，让学生理解这个词组的意思。） T: Now I will give out the books to you. S3，can you help me? S3: OK. 3. T: Oh, you should be careful. (设计学生在发书的过程中出现不小心将书掉在地上的情况，以此引出词组be careful。发书完毕，教师将此词组写在黑板上并做讲解。) 4. T: S3, are there enough books? S3: Yes, there are. (教师将enough 这个单词写在黑板上并做讲解。) T: There are six students. There are six books. There are enough books. (教师将这三个句子写在黑板上讲授并让学生练习。) 5.T：There are six students. There are six books. Every student has got a book. Everyone has got a book. ( 教师把单词every, everyone 写在黑板上讲解。) 6. Have students practise the new words and sentences on the blackboard. 7.T: Great. You have done a good job. I will give you some presents. Oh, I’m sorry. There are eight students. There are seven presents. There aren’t enough presents.( 教师此处设计没有足够的礼物分发给学生。然后教师把重点句型写在黑板上讲解并让学生练习。)
8. Have students practice picture9 on PPT in groups. (学生以小组形式练习幻灯片图片9中的内容，然后每组派一位代表单独起来描述。) B: Text
1. Listen to the text and check the sentences T or F.(听录音，完成幻灯片中图片10的题目。)
2. Listen to the text again and answer the questions.(再听录音，回答幻灯片中图片11的题目。)
3. Read the text after the tape.
4. Read the text after the teacher.
5. Read the text freely.
6. Fill in the blanks. (完成幻灯片中图片12的题目。) Step4: Homework
1. Listen and read the text for twenty minutes.
2. Write the new words for five times.
3. Retell the story to your parents..
【板书设计】 Module5 Unit1 There are enough.
give There are six students.
give out There are six books.
enough There are enough books.
careful There are eight students.
every There are seven presents.
everyone There aren’t enough presents.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M5 U2
课题
There are too many books on the desk.
课型
新授课
教学
目标
知识与能力
①通过本课的学习，让同学们进一步巩固 There be…句型。
②重点理解too many的含义，并让学生用There are too many… 描述现实生活中的一些不合理现象和问题，如公交车太拥挤,并引导学生提出可行性建议；
③语音方面主要让学生学会字母组合ear,eer,oor,our,air在单词中的发音，使学生在朗读的过程中体会字母组合的发音。
过程与方法
谈话法 合作学习法 游戏教学法
情感与态度
通过本课的学习，让学生用There are too many…句型描述一些社会现象，初步培养学生从英语角度关心社会的情感。
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。
教法
游戏教学法
学法
谈话法 合作学习法
教学
准备
教学课件，录音机，磁带，实物教具
预习设计
让学生预习单词，听录音，阅读课文，熟悉课文大意。
教学过程
施教者调整
Step1. Warming up
T: Good morning, boys and girls!
Ss: Good morning，Miss Chen.
T：OK. Before the class. I want to play a game with you. Do you like playing games?
(放4张椅子在教室前面，请4位同学上来)
T:I want 4 students to play the game. Who want to try?
Ss:…
T: All the students should say “Are there enough chairs, Are there enough chairs, Are there enough chairs…”And you (4 students) should go around the chairs. When we say “stop”, you must stop and sit down on the chairs. Clearly?
Ss: Yes(玩游戏)
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.
T: Very good!
Step2.Presentation
教学句型There are too many…
T：（拿出一个小铅笔盒）What’s this?
Ss: It’s a pencil-box.
T: Yes, it’s a pencil-box. Now, I want to put some pencils in it.1,2,3…Oh! I can’t put the pencil in it, why?（为什么？）
Ss:装满了（装不下了、盒子太小了……）
T: Yes, the pencil-box isn’t big enough. There are too many pencils. Follow me, please. There are too many pencils in the pencil-box.
Ss:…（读几次）
（在学生读的同时板书There are too many …，再让他们分组读）
Step.3Practice
T: OK, please look at the picture. (幻灯片展示课文图片让学生进行描述。)
Ss: There are too many books on the desk. There are too many apples in the bag.（指导学生说完整并板书）
(幻灯片展示课文练习2中的内容让学生进行描述）可以先小组讨论，再派代表说。
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.
T: Very good. You are so clever!
T： （幻灯片演示3个苹果，一群小朋友，并标明apple, children）Look at the picture, please. How many apples are there?(3) How many children are there?(too many) So we can say: There aren’t enough apples. There are too many children. Follow me, please.” There aren’t enough apples. There are too many children.”
Ss: There aren’t enough apples. There are too many children.
T: （幻灯片演示5个香蕉，一群猴子，并标明bananas, monkeys）Let’s use ”aren’t enough” and ”too many” to say it.
Ss: There aren’t enough bananas. There are too many monkeys.
T: Now, take out a piece of paper. And you draw a simple picture, such as cars and people，and cats and fish and so on。Use
“aren’t enough or “too many” to say it, clearly?
Ss:…（画画）
（例子：clothes, money, oranges, cars）
T:OK! Who wants to show us your picture? Who can try? Come here, please.
Ss:…（请两三个同学上来讲）
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↘…用升降调教学生跟读）
T: Very good!
Step5.Poem(事前准备语、数、英3本书)
T: Now ,let’s learn a poem. Turn to Page21.Look at the pictures, 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 mother/father, make a cake.
T: Yes, 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）
如果时间允许，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.
T: Well done!
Step6.Homework
T:请同学们留心观察一下周边的事，在日常生活中遇到过什么需要解决的问题，并用“too many/enough/not enough”的句式写出来，不会写的单词可以用图画来表示。
【板书设计】Module5 Unit2 There are too many books on the desk.
There are too many …
There are too many books on the desk.
There are too many apples in the bag.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单 元
M6U1
课题
You can play football well.
课时
1
课型
New lesson
教学
目标
知识与能力
1.Enable Ss listen, say, read and recite new words and phrases:
catch, well, badly, control, team, goalkeeper, really, fantastic, catch，the ball(well/badly),control the ball(well/badly)
2.Enable Ss be familiar with new words and phrases and communicate with each other freely using the following drills:
a. Can you …? Yes, I can./No, I can’t.
b. You can… (well/badly).
c. I can … well. I …badly
过程与方法
Encourage Ss to learn the short passage and knowledge in the following way: cooperation, work in pairs or groups, situational methods.
情感与态度
Through learning this passage, we’ll educate Ss’ sense：Sports is very important to our health. So we should do exercises in our daily life.
重点
1.New words and phrases :Enable Ss listen, say, read and recite: goalkeeper,
catch, well, badly, control, team, really, fantastic, catch the ball(well/badly),
control the ball(well/badly)
2.Languages: Ss can make use of the drills:
Can you…? I can … well. I …badly. You can…(well/badly).
to communicate with each other freely.
难点
Make use of “well, badly” to give proper assessment to yourself and others according to their behaviors.
教法
Task-based method, situational method, game method
学法
Listen, read, repeat, work in work in pairs or groups, cooperation
教学
准备
Multimedia, word cards, tape and recorder, football
预习设计
1.Circle new words and phrases;
2.Read the short passage and underline knowledge Ss don’t know.
3.Set the questions: Can Lingling run fast? Can Lingling catch the ball well?
教学过程
施教者调整
Step1 Warming up
1.Greeting.
2.Game:I do and you say. Review the phrases: listen to music, run fast, jump high, play football/basketball/table tennis,swim,jump far…
3.Teacher and Ss (Ss work in pairs) practices the following
drills: I can can’t… Can you…?
Step2 Presentation
1.Show Ss a ppt of Beckhamand ask Ss:Who’s he? After Ss answering and I’ll ask：What can he do well ?help Ss answer like this：He can play football well .Then Show Ss a football and ask Ss：Can you play football well? Ss’ll answer :Yes, I can.Find one student to come to the blackboard and do the action of playing football. Then I’ll tell Ss: You can play football well. Write the topic on the blackboard.Practice it with collective reading,individual reading and so on in many ways.
2.Create situation and induce new words and phrases.
A. Show Ss a ppt of Yaoming and tell Ss: Yao Ming can play basketball well.He is good at basketball .He can jump really high.Then induce the important phrases:play basketball well；be good at；jump really high，learn them with Ss and write the phrases on the blackboard.
B. Make use of really and be good at:
… is really clever/cute/beautiful/…
I’m good at English.What are you good at? Help Ss answer like this：I’m good at ….
C.Now Yaoming is in NBA team. Write team on the blackboard.Ss’ll practice it with word card.Induce Ss to speak out football team,basketball team…
D. Make use of team：Do you want to be in our football team/ violin team/ basketball team? Help Ss answer like this：Yes，I do./I want to be in… team.
E．T：Some of you want to be in football team, you must catch the ball well.Make an example for Ss and say:catch,
catch the ball, catch the ball well(write them on the blackboard).We’ll practice together in many ways,eg:do the action.I’ll catch the ball with one student dand say: Catch the ball!Be careful!When the student catch the ball, I’ll induce the new word: fantastic(write fantastic on the blackboard).
F. T：To be a good football player, you must not only catch the ball well, but also control the ball well. Help Ss to understand control, control the ball and control the ball well (write them on the blackboard). We’ll practice together with the action.
T: There is an important person in the football team. He can play football with hands. And he can catch the ball very well. Guess“Who’s he?”
Ss:“守门员”,induce and practice the new word：goalkeeper(write it on the blackboard).
3.Consolidate new words：show word cards one by one,find various pupils to read.Try our best to practice at the quick speed.Give good behaviors encouragement.
4.Practice the structure(show ppt)
T：Beckhamand can play football well.Can you play football well?
S:Yes,I can./No, I can’t.
T：(point one student and say)you can play football well.
T：Yaoming can play basketball well.Can you play basketball well?
S:Yes,I can./No, I can’t.
T：(point one student and say)you can play basketball well.
Ss work in pairs to practice the dialogue like this.
Step3 Practice
Show a picture of Lingling and ask Ss:Who’s this?
What can she do well?Now let’s have a look.Before listening to the tape,there are some questions for us(show ppt):
Can Lingling run fast?
Can Lingling catch the ball well?
Can she control the ball?
Can she jump high?
Who’s a fantastic goalkeeper?
now let’s read together,then listen to the tape.Invite pupils to open their books and listen to the tape,help pupils to answer these questions on the basis of understanding the passage.Play the tape again,and invite pupils to imitate,remind them of paying attention to the intonation and tune.After imitation,encourage pupils to play roles in groups and practice the text.
Find volunteers to act it out.
Step 4 Consolidation
Ss work in pairs to talk about themselves:
1.What can you do well?
2.What can you do badly?
I can….. well.
I do …..badly.
Step 5 Enlargement
体育老师让我帮助他组建一支足球队football team,所以这节课要先在我们班选拔队员。每组由一位采访其他同学：Can you catch the ball/ control the ball/ jump high/ run fast?其他回答：I can catch the ball /……well.采访人员就可以在表格里作记录。若不会就可以回答：I can catch the ball /…badly. Can就用对号表示; can’t
就用错号表示然后由代表向全班汇报组员体育活动能力情况。如以下表格：
Name
Catch the ball
Control the ball
Jump high
Run fast
Homework(show ppt)
1.Form ----Make a survey(调查表)：教师要求学生用事先做好的表格对自己的好朋友进行调查，并作记录。
2.Read the text.
3.Write the new words.
【板书设计】 M6 U1 You can play football well.
team, goalkeeper, really, fantastic
Can you…?
I can can’t…
You can/can’t…（catch the ball /……well；control the ball and control the ball well…）
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M6 U2
课题
I can do it very well.
课时
1
课型
新授
教学
目标
知识与能力
1、能熟悉I can do it . I can do it very well I can’t do it at all . 复习can的用法。 2、了解辅音字母 p , b , t , d 的发音规则，感知爆破音的发音特点。 3、学习本课的小诗How well do you play ?增强英语实用能力。
过程与方法
情感与态度
让学生练习用英语来描述自己和他人的能力程度，教师也参与其中，创造和谐师生关系，师生互动。
重点
用 I can do it very well. I sing very badly . 来描述自己或他人做某事的能力程度。
难点
用 I can do it very well. I sing very badly . 来描述自己或他人做某事的能力程度。
教法
任务型
学法
教学
准备
单词卡片，磁带，课件
预习设计
教学过程
施教者调整
Step 1 Warm up 1.Greeting 2.Use“can”make sentences .(出示幻灯片) Step 2 Lead in and presentation 1.Ask:Do you remember what can Lingling play ? And can she play it well?（幻灯片出示问题） 2.Answer the questions. 3.T: Sam can do something very special. Let’s have a look. Step 3 New lesson 1.Look at the pictures. 2.Get the students to do and say by themselves. 3.Do it in groups .Choose a competent student and ask. 4.Listen and repeat.(Part3) (1)First, please at the screen , let’s listen and Point to it. (2)Now,please listen and repeat. (3)This time, please work in pairs. (4)Now, please read to yourself. 5. Teach the word “all ,tall, wall”on the board .Learn and read .Have the students find these words in the poem and underline them.(幻灯片出示) 6. Play the tape . Repeat and have the class read the poem . Step 4 Practice Ask and answer: according to the Part2 .(幻灯片出示替换词) Step 5 Homework 回家听录音，朗读课文并学唱歌曲.
【板书设计】Unit 2 I can do it very well.
I can do it .
I can do it very well.
I can’t do it at all.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M7 U 1
课题
He can’t see.
课型
新授
教学
目标
知识与能力
1、学习目标语句：
This man is blind. He can’t see. This dog helps him.
单词：can, can’t, useful, blind, deaf, firemen, find.
2、能口头运用He can’t see.这类语句表达某人没有的能力。
3、能识别单词can, can’t, useful, blind, deaf, see, hear, firemen，find，并能书写单词can, can’t, useful。
过程与方法
情景教学法
情感与态度
培养学生的爱心，使学生热爱动物，关心弱势群体。
重点
1、句型：I/He/She/They can’t…。
2、语言功能：用“can ”和“can’t”谈论能力。
难点
句型：I/He/She/They can’t…。
教法
整堂课围绕“学生为主体，教师为主导”的教学理念，通过简笔画、CAI、辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新句型，然后在运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。
学法
1、情景教学法；2、全身反应法（TPR）；3、任务型教学法；4、交际法；5、多媒体教学法。
教学
准备
磁带、图片数张、CAI
预习设计
热身复习，听唱歌曲：“I can’t do it”
教学过程
施教者调整
Step 1 、Warm up
1、 Greetings
T: Good morning, boys and girls.
S: Good morning, Miss liu……
2、 Sing a song I can’t do it.
Step 2、Lead-in
1. T: I can read a book .I can write a letter. But I can’t swim. What can you do? What can’t you do? You can use “I can ……,but I can’t……” 提问个别学生。OH, you can do lot’s of things. But
many people can’t do some things. Let’s have a look.
2. 出示盲人图片，学习blind 及句子He can’t see. He is blind.
出示聋人图片，学习hear deaf及句子She can’t hear. She is deaf.
出示火和消防员的图片，Oh fire , we must call the firemen. 学习单词firemen及句子These firemen can’tfind people.
Step 3、Text study.
1、出示电视节目图片
T: Boys and girls, look, this is a programme. 学习生词 programme
T: What’s the programme about ?
S: It’s a programme about dogs.
2、出示图片，师生一起填空，采取多种方法读句子。
3、T：Do you like dogs.
S: Yes.
T: Sam likes dog ,too. But his mother didn’t give him a dog. She gave him a hot dog .What are hot dogs？Are they dogs? Open your books. Listen and try to answer.
4、听录音，回答问题。
5、 跟读课文两遍。
6、 分角色读课文。
Step 4. Exercises:
1、看图说话。
2、Fill in the blanks.
blind hear can’t him her
（1）She can’t see. She is ______.
（2）This man can’t _____. He is deaf. This dog helps ___.
（3）. This girl _____ walk. Her mother helps _____. Step 5.Practice. Do exercises. 1.Look and read. Tick“ T” or “F”. a. Lingling likes dogs. ( ) b. Dogs are very useful. ( ) c. The blind man can't hear. ( ) d. The deaf girl can't see. ( ) e. Hot dogs are dogs. ( ) 2.用can 和can't谈论自己的能力，并用上一下短语。 play football play basketball high jump sing dance run fast
I can I can’t
Step 6、课后作业
让学生完成运用任务3：设计有关动物的海报，介绍它们对人类的帮助。让学生查找资料并结合课上的知识制作一张海报，介绍动物对人类的帮助，号召人们保护动物。提供可能用到的英语知识。
【板书设计】 Unit 1 He can’t see.
Dogs are very useful.
The blind man can't see.
The deaf girl can't hear. The dogs help them.
The firemen can't find people.
课时教学计划
主备人： 施教时间： 年 月 日
单元
M 7 U2
课题
They can’t walk.
课型
新授
教学
目标
知识与能力
1.要求掌握单词walk, sit down, eat, swim, her, him, them, help(s).和句子. 2.能够运用句子This …can/can’t … …help(s) her/ him/ them.进行表达与交流。
过程与方法
情景教学法
情感与态度
培养学生学习英语的兴趣。爱好；培养学生的合作能力和语言交际能力。
重点
能听说读写单词：walk, sit down, eat, swim, her, him, them, help(s).
难点
能掌握句型：He/She/They can’t_______. 能用can和can’t谈论能力。
教法
整堂课围绕“学生为主体，教师为主导”的教学理念，通过简笔画、CAI、辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新句型，然后在运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。
学法
1、情景教学法；2、全身反应法（TPR）；3、任务型教学法；4、交际法；5、多媒体教学法。
教学
准备
磁带、图片数张、CAI
预习设计
出示单词卡片复习单词：Programme, useful, blind, deaf, hear, firemen, sausage
教学过程
施教者调整
Step1 Warming up
1、Greeting.
2、Sing a song: I can’t do it.
3、 Review:出世单词卡片复习单词：Programme, useful, blind, deaf, hear, firemen, mum, sausage
Step2 New contents
1、 T: Can you run fast?引导学生回答No, I can’t run fast.把句子板书黑板读句子I can’t run fast. Can you jump
high? 引导学生回答I can’t jump high.
2、 T:出示三张图片:Look, the man is blind, he can’t see. Who can help him?
The dogs can help him. The dogs are useful.教读句子he can’t see. The girl can’t hear. The firemen can’t find people.板书句子，教读
3、Play a game: Guessing .T: This is a animal. It can swim, it can’t walk. What is it?
Ss: It is fish.
T: It can fly,it can’t swim. What is it?(bird)
T: It can sleep, it can eat too much, what is it?(pig)
4、 Open your book, and look at the picture. What can you see in the picture? Can the girl walk? No, she can’t. Who can help her? Her father helps her.以同样的方法教学其他的三幅图。教学单词：sit, sit down.做动作理解。学习chick.
5、 Listen to the tape and read after it. Think of the questions.
Q1: Can she walk?
Q2: Can he sit down?
Q3: Can it eat?
Q4: Can he swim?
6、 Read after the tape.
Step 3 拓展
Talk about the students can do things or not can do.
Step 4、
（1）语音教学
板书单词kite, music，学生读。然后在字母的下面划线，学生总结两字母的读音特点：两字母读音相同。
用同样方法教glasses, frog; fish, giraffe; vegetable, gloves几组词中的发音规律。
然后学生听录音跟读SB Unit 3活动1。
（2）韵诗教学
教师讲解SB Unit 3活动2小诗，解释诗意，然后示范朗诵小诗，学生跟读。
读出其中的某段，学生指向相应的图片或者做出动作来配合。
播放录音，学生做动作跟读。可以在小组间进行竞赛，比一比哪组同学的动作和语调.
Step 4 Homework
1、听读5分钟。
2、抄写单词
【板书设计】Unit2 They can’t walk.
She can’t walk.
He can’t sit down.
It can’t eat.
She can’t swim.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M8 U1
课题
What time does school start?
课型
New lesson
教学
目标
知识与能力
能口头运用What time does school start?这类语句询问事情发生的时间，并能口头运用My school starts at nine o’clock这类语句回答
过程与方法
运用所学语言询问和描述学校里所发生的事情。
情感与态度
通过对本课学校生活的讨论引导学生珍惜时光，充实快乐的度过在学校的每一天。
重点
一般现在时态的运用，特别是动词三单以及助动词do does的用法。
难点
熟练准确的用所学知识描述自己或者他人的学校生活。
教法
使用情景交际法和任务型教学法，使学生能够熟练掌握本课的单词和句型。
学法
小组合作竞赛。
教学
准备
课件、录音机、单词卡片等等
预习设计
预习单词和课文，思考自己的学校生活。
教学过程
施教者调整
Step Ⅰ: Greetings
Say some greetings to students such as:“How are you ? Are you happy?”
Step Ⅱ:Warming up
T: We go to school from Monday to Friday. Now let’s talk about our school life. Do you like your school life?
Ss: Yes, I do.
T: Do you get up at nine o’clock?
Ss: No, I don’t. I get up at…
T: How do you go to school?
Ss: By bus on foot…
T: Do you do exercises every morning?
Ss: Yes, I do.
Step Ⅲ:New teaching
1 Today let’s look at Amy’s school life. And please find out
what differences between Amy’s school life and yours.
2 Listen to the tape and underline the new words and phrases.
(1) Teach the new words.
(2) Practice the new words in different ways.
(3) Teach the new phrases and sentences.
What time dodoes…?
Eg: What time do you go to school?
What time does Tom do go to school?
At + 时间点
eg: at half past nine.
get up 、do exercises 、skip rope
3 Listen to the tape again and answer these questions.
Q1: Does Lingling want to Amy’s school?
Q2: What time does Amy’s school start?
Q3: What time does Amy get up?
Q4: How does Amy go to school?
Q5: Does Amy do exercises every morning?
4 (1) Listen to the text and follow it.
(2) Act out the text.
Step Ⅴ: Practise
According to A3, work in groups to talk about school life. Then choose some students talk in front of the classroom.
Step Ⅵ :Home work
以“My school life”写一篇小作文
要求：书写规范，语句通顺，不少于50个单词
可用以下短语 get up have breakfast go to school watch TV do homework go to bed
【板书设计】 Module8 School
Unit 1 What time does school start?
New words: exercise playground before skip
New sentence: What time does your school start?
My school starts at nine o’clock
What time do you get up?
I get up at half past seven.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M8 U2
课题
What did Lingling go yesterday?
课型
New lesson
教学
目标
知识与能力
能口头运用What did Lingling go yesterday?这类语句询问过去发生的事情，并能口头运用Yesterday I went to Sam and Amy’s school.这类语句回答。
过程与方法
运用所学语言描述过去所发生的事情。
情感与态度
通过对比中国和英国学生的不同生活，增强学生的跨文化交际的意识。
重点
区分一般现在时态和一般过去时态的运用。
难点
熟练准确的用所学知识描述自己或者他人的学校生活。
教法
使用情景交际法和任务型教学法，使学生能够熟练掌握本课的单词和句型。
学法
小组合作竞赛。
教学
准备
课件、录音机、单词卡片等等
预习设计
复述Amy的学校生活，预习本节课的单词和课文。
教学过程
施教者调整
Step Ⅰ: Greetings
T: Hello! How are you?
Ss: I’m fine, thank you.
T: What time did you get up?
Ss: At seven o’clock.
T: What time did you go to school?
Ss: At half past seven.
T: Do you like skip rope?
Ss: Yes, I do. No, I don’t.
Step Ⅱ:Warming up
1． Last class we have known something about Amy’s school life. You must find differences between China’s school life and England’s school life. Now please tell me your answer.
T: They start school at 8 o’clock.
Ss: China.
T: They play in the playground before 9 o’clock.
Ss: England.
2 Review Unit 1 simply.
Step Ⅲ:New teaching
1 Lingling went to Amy’s school, and then she wrote a letter to Daming. Do you want to know what did Lingling tell Daming? Let’s learn Unit 2 today.
2 (1)Listen to the tape and underline the new words
(2)Teach and practice the new words in different ways.
3 Listen to the tape again and answer these questions.
Q1: Where did Lingling go yesterday?
Q2: What time do they start school in England? Q3: What do they do in the playground?
Q4: What did Lingling do with the girls?
Q5: What time did the bell ring?
Q6: What did they do then?
4 Learn the A3, let the students read the words, and then teach these pronunciations.
5 Study the song of A4, then divide the class into two groups to sing the song.
Step Ⅴ: Practice
Work in groups to Practice A5,like this:
A: look! What time is it now?
B: It’s 3 o’clock.
A: What do you do at 3 o’clock?
B: I have Music at 3 o’clock.
Step Ⅵ :Homework
Read and repeat the text, tell your friends Amy’s school life.
【板书设计】 Module8 School
Unit 1 What time does school start?
New words: bell ring—rang
New sentence: What time do they start school in England?
They start school at 9 o’clock.
What did Amy and Lingling do yesterday?
They skipped rope in the playground.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M 9 U1
课题
Are you feeling sad
课型
新授
教学
目标
知识与能力
使学生能听说、认读单词;能了解母及字母组合ts, ds, tr, dr, ch, j, dg 在单词中常见的读音;能准确理解并熟练地运用 “Are you feeling sad/ bored/ angry? Feel happy/ sad/ tired/ bored/ hungry”
过程与方法
通过活动体验，在交流中学会询问和表达情绪和感受，发展综合语言运用能力。
情感与态度
在小组交流与合作中培养孩子的互助意识
重点
能准确理解并熟练地运用 “Are you feeling sad/bored/angry?feelhappy/sad/tired/bored/hungry
难点
在真实情景中灵活运用新知识询问和表达情绪和感受
教法
情景教学法
学法
合作交流法
教学
准备
课件
预习设计
预习课文和单词
教学过程
施教者调整
Ⅰ. Warm-up
1、Greeting.
2、sing a song, “I get up in the morning.”
3、Free talk——谈论周末活动。
师：Tell me, please! What do you usually do at the weekend?
（用简笔画：Do you feel happy/bored/sad/tired?）
板书各种情绪的图片教学happy/bored/sad/tired/sad/tired/hungry.
Ⅱ.Pre-task——调查同学们今天的情绪状况。
9
1、导入：Talk about the feeling now
Q1: How are you feeling now?
Q2: Are you feeling sad/ happy/ bored/ tired/ hungry/ angry?
Q3: What’s the matter?
Q4: Do you want to…？教学“What’s the matter?”
2、任务呈现——今天你的心情如何呢？让我们来做个调查吧？
Ⅲ.While-task
1、Game：教师引导学生将“感觉”和“物品图片”一一对应，贴在黑板上，让学生对号入座。
如：
Feelings
Things
hot
ice-cream, fan…
hungry
Sweater, gloves…
happy
Egg, hot dog…
Tired
Chair, bed…
…
…
然后同桌两人一组，互相询问对方的心情。
如：A: What’s the matter, Mary? Are you feeling…?
B: Yes. /No. /Nothing.
A: Do you want…?
2、视听结合，有声有色。
①师：“Lingling is feeling sad today. What’s the matter with her? Let’s listen and answer my questions”教师播放课文录音，并进行听法指导，同时完成课堂活动用书活动1——圈出正确或错误。
②教师分段播放录音，订正练习，解读课文难点。
Q1: Is Lingling feeling sad?
A: No.
Q2: Does she miss China?
A: No.
Q3: Is she feeling bored?
A: No.
Q4: Is she feeling angry?
A: No.
Q5: Does she want to play chess?
A: No.
Q8: What’s the matter with her?
A: She is going to make a surprise cake for Amy’s birthday?
③教师再次播放录音，让学生跟读，教师给予适当的指导。
④完成课文活动3。
Ⅳ.Post-task
1、完成课堂活动用书练习了。
2、四人小组互相询问并了解今天的情绪和感受及原因，并填写调整。
Name
Feeling
What’s the matter?
3、全班统计今天的情绪状况。
V. Homework
选做：1、用所学的词汇来向朋友或者家人描述你的心情。2、 仿照课文编写三组关于心情的对话，用英语写出。
【板书设计】
Unit 1 Are you feeling sad ?
Feel sad bored angry Are you feeling … ?
No
Miss nothing secret what’s the matter ?
Tell surprise nothing
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
M 9 U2
课题
I feel happy.
课型
新授
教学
目标
知识与能力
能听懂会说本课语言happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?的问答。
过程与方法
培养学生自主学习和合作学习的能力，以及能积极参加语言交际，并会用英语思维的能力。
情感与态度
培养学生关心他人的品质，并勇于表达自己的内心感受，培养学生的自信心和合作精神，以及用英语交流沟通的能力。
重点
能听懂会说本课语言： happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?I feel ……的问答。
难点
能够灵活运用本课的交际用语进行拓展交际。
教法
情景教学法
学法
合作交流法
教学
准备
课件
预习设计
预习课文和单词
教学过程
施教者调整
1、Warming up (1)教师与学生打招呼，做好课前准备。 Class begins! T:Hello ,boys and girls! S:Hello ,Miss Guo T:How are you ? S:I’m fine .Thank you! 2、Revision T：Are you feeling thirsty? S:…（根据实际情况回答） T:Are you feeling angry? S:…（根据实际情况回答） 3、New Teaching （1）Let’s listen to a poem, ok? (让学生听读part4，引学生进入英语环境中。) ※ 学生先听一遍 ※ 然后让学生打开书，边指边听 ※ 再跟着老师读一遍 （2）Well，Are you bored now?I think you should be bored.so now let’s do
something very happy and exciting. (3)出示多媒体图画（If you are happy）让学生看起来就很兴奋，很高兴！然后问：How do you feel?are you feeling happy now? (4)引出新单词，学习新单词 happy sad tired bored hungry (边读边做相应动作及表情，开火车表演、个人上讲台表演等) （5）Now please look at the screen and guess how do they feel ? ※ 出示多媒体插图1（今天我帮爷爷在农场干了一整天的活，现在感觉很累的情景图） 让学生说：“ I feel …” ※ 出示多媒体插图2（今天我下国际象棋赢了，现在感觉很高兴的情景图）让学生说:“feel …” ※ 出示多媒体插图3（外面下雨不能出去玩，感觉很无聊）让学生说：“ I feel …” ※ 出示多媒体插图4（昨天我丢了书包，现在还没找着！我觉得很伤心！）让学生说：“ I feel …” ※ 出示多媒体插图5（我可以闻到很香的粉条汤，我觉得很饿！）让学生说：“I feel …” （6）I want to know your feeling now. 学习Part2(now point and talk ) A:Today I helped my grandfather on the farm . B:Do you feel tired ? A:Yes ,I do . ※ 拿出卡片问学生：Do you feel…?Yes,I do.No,I don’t.或者学生问学生（同桌问、或走访问等） ※出示表格 CD-ROM ※ 教师带读两遍 ※ 学生齐读一遍 4、Practice ※Now .games time .act and say（播放兔子舞舞曲，学生随着音乐传球，音乐一停，谁拿到球谁表演，表演好的给予奖励） 5、Summary and homework ※再把单词过一遍，happy sad tired bored hungry（齐读）请用有关心情的词汇来造句，或者编一段对话，并用英语写下。 6、Say goodbye Class is over ! goodbye boys and girls!
【板书设计】 Unit 2 I feel happy
tied grandfather How dothey feel?
Today I helped my grandfather on the farm.
farm game lost Do you feel tired ?
sell Yes ,I do.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
Modole 10
课题
Unit1 You should look,then cross the road.
课型
新授
知识与能力
学会新单词，掌握新句型
过程与方法
情境教学法，游戏教学法
情感与态度
帮助学生学习英语的自信心2.培养在实际情境中运用知识的能力
重点
会听，读，写新的句子；了解新句型
难点
会使用should,shouldn't
教法
游戏教学法，情境教学法，合作学习法
学法
习得学习，任务型学习，小组学习
教学
准备
单词卡片，录音机以及多媒体课件
预习设计
让学生试着用英语写简单的明信片。
教学过程
施教者调整
Step 1: Warming up.
1. Talking. 每节课前都有一个学生，根据前几课的内容准备一些问题提问学生进行交谈。
2.Sing a song.
3. Chant.
Step 2: 任务呈现与课文导入。
谁最聪明？
A.先呈现单词卡片should，shouldn't学生用英语说。 B.教学生说句型：I should 或 shouldn't
C. 师：What should you do when you cross the road? 生：I should …
老师给说对的学生一张小贴纸。
Step 3: Text learning.
Firstly,the students should follow the tape—recorder,then circle the new words in the text.
Secondly,some boys and girls can read some questions,the questions are on the board:
What shouldn't you do when you cross the road ?
What does Tom do when he cross the road?
What do you do when you meet your mother'friend?
Thirdly，the students should follow the tape-recorder again ，sentence by sentence ，then the teacher and the students read together.
Last,Then the students should answer the questions：
You shouldn’t play football.
He should look,then cross the road.
I should say hello.
Step4
Show some pictures on the board(should,shouldn't,in the road,dangerous)use these words to make some sentences.
Step5 Homework：
1．Recite the words and lessons.
2．Make a dialogue with should or shouldn't.
【板书设计】 Module10 Unit 1 You should look,then cross the road.
A: You should look,then cross the road. B: Yes ,Mum.
A: You should hold my hand,too. B: Yes ,Mum.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
Module10
课题
Unit2 You should eat fruit.
课型
新授
教学
目标
知识与能力
句型：You oshould eat fruit.
单词： should , shouldn't
过程与方法
情境教学法，游戏教学法
情感与态度
帮助学生学习英语的自信心，培养在实际情境中运用知识的能力
重点
会听，读，写新的句子；了解新句型
难点
会使用should,shouldn't。
教法
游戏教学法，情境教学法，合作学习法
学法
习得学习，任务型学习，小组学习
教学
准备
单词卡片，录音机以及多媒体课件
预习设计
让学生练习用英语向对方打招呼。
教学过程
施教者调整
Step 1.Warmer
1. Say hello to Ss and review the text of U1.
2. Ask Ss some questions about “Do you have any friends? What do you say when you meet them?What should you do when you cross the road? Show should ,shouldn't, and let Ss ask and answer.
Step 2 Presentation
1 Tell the students that you are going to mime three things you should do. They have to guess what the three things are.
2. Now mime three things you shouldn't do and once again,
get the students to guess what you’re doing. Make sure they say complete sentences, e.g. “You should/shoudn't…. ”
3. Now let the students continue the activity in pairs. They should take turns to do the mimes.
Step 3. Practice and learn the Practice 1.
1. Get four students to come to the front of the class.
2. Have each student make up a statement using ‘should’, ‘shouldn't’.
3. Make sentences with ‘he, she, his, and her’.
Examples: T (points to Daming)
Ss: he should clean his room.
T（points to Lingling)
Ss: she shouldn't play with dolls.
4.Acording to the Picture 1 ,make some sentences with should ,shouldn't
Step 4. Listen and say, then chant.
1. Get the students to look at the pictures and describe them . Ask the students if they like doing these activities.
2. Play the tape and let the students listen to the chant, play it again and have the students say the chant at the same time.
Step 5. Homework:
1.Read the chant.
2.Make some sentences with should or shoudn't.
【板书设计】 Module 10 Unit 2 You should eat fruit.
You should eat fruit.
You shoun't walk in the road.
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
Review Module
课题
Unit1
课型
新授课
教学
目标
知识与能力
1.动词过去式的用法，肯定句型和否定句型的使用；
2.关于对数量的提问，How many /How much 的使用及回答；
3.关于能力Can you run fast?等句型的使用及回答。
过程与方法
1. Game method
2. The task-based method.
3. Cooperative learning.
情感与态度
积极，热情的态度，启发学生回顾所学内容，逐步建立起对英语学习的信心。
重点
全册所学的重点句型和单词
难点
全册所学的重点句型和单词
教法
启发式，任务型教学
学法
自主式，互助式
教学
准备
教案，PPT
预习设计
句子，单词
教学过程
施教者调整
Step 1 Warm-up
1. Say hello to the students and choose a song the children like best.
2. Ask the children some questions at random.
Step 2 Play the Yes/No game
1. Divide the class into four groups, presenting the game of activity one. Prepare two cards, “yes” is written on one piece of paper and “no” is on the other one.
2. Put the cards behind and say a sentence at random to a child, for example, “You watched TV yesterday.” If she has
yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t watch TV.”
3. Then the teacher hands the card to a student of group one and ask him or her say a sentence at random and at the same time show one card. A student of group two must answer according to the word on the card.
Step 3 Look and say
1. Give an example how to do this game.
2. If there is a basketball and a tick on the picture, the children should say, Lingling bought a basketball. If there is a cap and a cross on the picture, the children should say, Lingling didn’t buy a cap.
3. Give the children half a minute and let them memorize the other pictures and then ask them to close the books.
4. The teacher prepares two cards: one is yes and the other one is no.
5. If the teacher raises the card of yes, the children should say the positive sentence and if the teacher raises the card of no, the children should say negative sentence.
6. See whose memory is best.
Step 4 Ask and answer
1. Prepare some pictures of food and the weight or quantity should be marked.
2. If there are no pictures, some cards can be used.
3. Write down: five bottles of milk, three kilos of apples, one kilo of bananas, two bottles of juice…
4. Put the pictures or cards on the blackboard.
5. Make sentences relay, such as: S1: How many apples do you want? S2: I want three kilos of apples. S3: How much cheese do you want? Etc.
6. Have a match: which group can say the most sentences in one minute and this group is the winner.
Step 5 Look, ask and answer
1. Look at the table carefully.
2. Ask and answer in pairs.
3. One child asks a question and the other one answers yes or no according to the tick or cross.
4. Tell the children when they ask, they can ask at random.
Step 6 Homework
Review the important sentences.
【板书设计】
go- went buy- bought drop-dropped wear-wore give-gave ring-rang
catch-caught tell-told She bought …
She didn’t buy a cap. How many+可数名词
How much+不可数名词 Can+动词原形
【教学反思】
课时教学计划
主备人： 施教时间： 年 月 日
单元
Review
Module
课题
Unit2
课型
新授课
教学
目标
知识与能力
1. Whose dress is this？ It’s Amy’s.
2. You should / You shouldn’t...
3. Are you happy/sad/angry/tired/bored/hungry?
过程与方法
1. Game method
2. The task-based method.
3. Cooperative learning.
情感与态度
积极，热情的态度，启发学生回顾所学内容，逐步建立起对英语学习的信心。
重点
全册所学的重点句型和单词
难点
全册所学的重点句型和单词
教法
启发式，任务型教学
学法
自主式，互助式
教学
准备
教案，PPT
预习设计
句子，单词
教学过程
施教者调整
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Recite several poems or sing songs that have been learned in this book.
Step 2 Point and say
1. Ask the children to look at the pictures carefully.
2. Tell the children that the letter under each word is the first letter of a name.
3. Let the children do ask and answer practice.
Step 3 Look and say
1. Let the children look at the picture carefully.
2. Let the children describe the pictures. What’s the person in
the picture doing?
3. Then ask the children if their behavior is correct or not.
4. Ask them use the word of should or shouldn’t.
5. At last ask he children talk about the daily actions that should be done or should not to be done.
Step 4 Game: How do I feel?
1. Prepare some cards before class: happy, sad, angry, tired, bored, hungry, thirsty.
2. Play a game in groups.
3. Let one child draw a card from the teacher’s hand. Don’t let the other children to see it.
4. Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guesses: Are you happy? Are you sad?
5. If it is right, the student who does the action gives a positive answer; if it is wrong, the student who does the action gives a negative answer and the other student in the same group continues to guess.
Step 5 Point, ask and answer
1. This activity should be done in groups.
2. It’d better to be done by the way of relay.
3. For example, the first child asks: Do you like apples? The second child answers according to his or her actual situation. Yes, I do. Or no, I don’t.
Step6. Homework
Review the important sentences
【板书设计】
Whose dress is this？ It’s Amy’s dress.
You should walk on the road.
You shouldn’t sing in class.
Are you happy? Yes, I am./No, I’m not.
Do you like…? Yes, I do./No, I don’t.
【教学反思】
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