PEP小学英语六年级下册全册教案 57页

Unit 1 How tall are you ?‎ 单元教学目标 ‎1、能力目标 ‎（1）能听懂会说认读本单元关于形容词比较级的单词。‎ ‎（2）能听、说、读、写Let’s learn中黑体部分的内容和Read and write中要求的内容。‎ ‎（3）能用目标语言完成本单元的任务型活动。‎ ‎（4）能学说Chant一首和Song一首。‎ ‎（5）了解ei/ai/oi，p/b,t/d的发音特点，并能试着拼读简单的规则词。‎ 知识目标 ‎（1）能听、说、读、写单词及短语：taller stronger older younger shorter heaiver thinner longer bigger smaller句型：How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .How heavy are you ?I’m ‎48 kg. I’m thinner than you , and shorter . ‎ ‎（2）能够听、说、读Part A、Part B部分Let’s learn、 Let’s talk中的单词和句子。‎ ‎（3）了解Story time 、Good to know等部分的内容。‎ ‎（4）了解字母ei/ai/oi，p/b, t/d在单词中的基本读音。‎ 情感、策略、文化等有关目标 （1） 情感态度：培养和保持学生学习英语的积极态度和学习信心，引导学生养成良好的英语学习习惯。‎ （2） 学习策略：加强学生英语学习策略的培养，为学生的终身学习奠定基础。‎ （3） 文化目标：培养学生文化意识，帮助学生养成良好的日常行为习惯。‎ 单元教学课时安排：六课时 ‎ 第一课时 57‎ 一、教学目标与要求 1、 能够听、说、认读本课时的主要词组：taller stronger older younger shorter。‎ 2、 能认读句型：How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .‎ 二、教学重点与难点 ‎1、重点是掌握形容词比较级的构成。‎ ‎2、难点是对新句型 How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .的理解和运用。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 1、 Warm-up ‎（1）教师叫几名学生站在讲台上，让学生分辨Who is tall /strong/old/young/short?，然后让学生回答。‎ 2、 Presentation and practice let’s learn ‎ ‎（1）教师指着比较高的Tom和比较矮的Wuyifan问Who is tall ?S:Tom. T:Tom is taller than Wuyifan ,用动作来示意学生，帮助学生理解。然后出示taller的单词卡片，示范读taller.‎ ‎（2）教学单词taller，边说边做动作，学生跟做。开火车合拼单词,小组比赛快速熟练的拼读。帮助学生用tall+er来记忆。简单介绍形容词的比较级第一种情况是在形容词的后面直接加“er”.本课时的几个单词都属于这种变化。‎ ‎（3）教师用同样的方法教学其他四个四会单词stronger older younger shorter ‎（4）请学生认读这些单词。男女比赛谁读错或不会读将扣去相应男女组的分数。‎ 57‎ ‎（5）教师把一高一矮的学生叫他们站起来，然后说You’re taller than your classmate! 引导学生做出相应的回答：Yes!教师问，How tall are you ?学生答I’m ‎160cm.学习let’s chant.(听磁带，分句练。)‎ ‎（6）加强练习、巩固。‎ 1、 Consolidation and extension ‎（1）做本单元第一课时的配套练习。‎ ‎（2）抄写所学的四会词组，一个抄两行。‎ 五、板书设计 Unit 1 How tall are you ?‎ taller stronger older ‎ younger shorter How tall are you ?‎ I’m ‎164cm.‎ You’re shorter than me. ‎ You’re ‎4cm taller than me .‎ 六、教学后记 第二课时 一、教学目标与要求 1、 能听懂、会说“How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .并能在情景中运用。‎ 2、 能通过询问调查完成一张timetable.‎ 二、教学重点与难点 57‎ 1、 本课时的教学重点是：能听懂、会说“How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .并能在情景中运用。‎ 2、 本课时的教学难点是：能通过询问调查完成一张timetable.‎ 三、课前准备 教师准备录音机与磁带。‎ 学生准备一张调查表。‎ 四、教学过程 1、 Warm-up ‎(1)学生听并跟说Let’s chant.（P2）‎ ‎(2)指名读d taller stronger older younger shorter新学五个单词。‎ 2、 Presentation and practice ‎ Let’s talk ‎（1）How tall are you ? I’m ‎164cm tall.引导学生回答。然后完成Let’s start (P2) ‎ ‎（2）做完后教师根据图片问How tall are you？请学生来回答。同样问：How heavy are you?…再请学生问，老师回答后接着说：Who is taller than you ?请比较好的学生回答此问题。教师示范操练问句，教师问学生答，男女生互问，互答。再板书How tall are you ?I’m ‎164cm.You’re shorter than me. You’re ‎4cm taller than me .请学生做替换练习。‎ ‎（3）把图片出示给学生，让他们进行强化训练。例如：Zhang Peng is stronger than Mike.同桌或小组间互相练习。‎ ‎（4）学习歌曲“My pets”‎ ‎3、Consolidation and extension ‎（1）做本单元第二课时的配套练习。‎ ‎（2）听A Let’s talk部分的录音读给同伴、朋友或家长听。‎ ‎（3）两人小组完成Let’s play。‎ 五、板书设计 Unit 1 How tall are you ?‎ 57‎ How tall are you ?‎ I’m ‎164cm.‎ You’re shorter than me. ‎ You’re ‎4cm taller than me .‎ 六、教学后记 第三课时 一、教学目标与要求 ‎1、能读懂Read and write 部分的对话，并能在情景中熟练运用。‎ ‎2、能够听、说、读、写对话中两组四会句子，并完成填充的练习。‎ ‎3、了解Pronunciation中字母组合ei/ai/oi的发音规则，以及p/b, t/d的发音区别，能在教师正确示范的基础上正确朗读含有这四个字母组合的单词。‎ 二、教学重、难点分析 1、 本课时需要理解认读句型：It is taller than the brown one. Its tail is ‎38cm long .It is shorter than me .要求学生重点掌握其中两组四会句型的认读和书写，并完成填充的练习。‎ ‎2、本课时的难点是Pronunciation，要求老师正确示范发音，引导学生最终能够正确朗读含有这四个字母组合的单词，并发现其发音规律。‎ 三、课前准备 教师准备一台录音机和相关录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）教生齐唱本单元C部分的歌曲“My pets”，复习巩固有关活动的单词。‎ 57‎ ‎（2）日常口语练习。‎ A： How tall are you ? ‎ B： I’m ‎160cm tall ?‎ A：Really? I’m shorter than you .‎ ‎2、Preview 结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。‎ ‎3、Presentation Read and write ‎（1）教师呈现本课时挂图，向学生提出问题说,这是Ben 和他的爸爸去动物园看猴子的情景。你们能观察出有多少猴子，他们哪一只最高，哪一只最矮？哪只比较年轻？让学生带着问题快速读对话，然后请学生尝试解答这些问题。‎ ‎（2）跟录音读对话，注意理解和体会上下文的意思，然后完成填充的练习。 ‎ ‎（3）教师范写四会掌握句子，让学生在练习本上仿写句子。‎ Pair work 要求学生完成介绍班里同学，然后交换信息。教师要引导学生使用本部分语言进行交流。‎ Pronunciation ‎（1）本课时学习的是字母组合ai,ei,oi的发音，教师出示一些含有ai,ei,oi字母组合单词卡片，要求学生按读音将其分类，引导学生把含有字母组合ai并发音为/ei/的单词归为一类，同样教授字母组合ei,oi。然后再出示p/b/t/d的单词，先按有相同字母的分为一类，然后分读这些词，请学生回答两者有什么区别。‎ ‎（2）听录音，跟读单词和绕口令。‎ ‎4、Consolidation and extension ‎（1）做本单元A Read and write部分的活动手册配套练习。‎ ‎（2）听Read and white、 Pronunciation部分的录音，读给朋友或家长听。‎ 五、板书设计 Unit 1 How tall are you ?‎ 57‎ It is taller than the brown one. ‎ Its tail is ‎38cm long .‎ It is shorter than me .‎ 六、教学后记 第四课时 一、教学目标与要求 ‎1、能够听、说、认读本课时的主要单词：heavier thinner longer bigger smaller ‎2、能认读句型：How heavy are you ? 并做出相应的回答：I’m ‎48kg. I’m thinner than you , and shorter . ‎ ‎3、Let’s play.完成Let’s check 二、教学重点与难点 ‎1、重点掌握有关形容词比较级的单词。‎ ‎2、难点是对新句型 How heavy are you ? 并做出相应的回答：I’m ‎48kg. I’m thinner than you , and shorter 三、课前准备 教师准备录音机和的录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）教师采用开火车的形式复习已学的单词。将单词打乱顺序贴于黑板上，请学生猜是哪个单词，猜对的同学做这个动作其他同学齐声说这个单词，you are right.‎ ‎2、Presentation and practice 57‎ let’s learn ‎ ‎（1）教师出示大小、重轻分明的图片，让学生分辨，问Which dog is heavy ?用中文稍做解释，引导学生回答The yellow one . 然后教师The yellow one is heavier than the brown one .范读单词heavier，学生跟读。‎ ‎（2）教学单词heavier，开火车合拼单词,小组比赛快速熟练的拼读。帮助学生用heavy改“y”为“i”+er来记忆。简单介绍形容词的比较级第二种情况是以辅音字母加“Y”结尾的，要改“y”为“i”+er。‎ ‎（3）教师用同样的方法教学其他四个四会单词thinner longer bigger smaller ‎（4）简单介绍形容词的比较级第三种情况是以重读闭音节加一个辅音字母结尾的，要双写这个辅音字母再加“er”。‎ ‎（5）男女比赛谁读错或不会读将扣去相应男女组的分数。‎ ‎（6）完成Let’s play.‎ ‎2、Consolidation and extension ‎（1）做本单元A Let’s learn部分的活动手册配套练习。‎ ‎（2）抄写所学的四会词组，一个抄两行。‎ 五、板书设计 Unit 1 How tall are you ?‎ heavier thinner longer ‎ bigger smaller How heavy are you ?‎ I’m ‎48kg.‎ I’m thinner than you , and shorter.‎ 六、教学后记 57‎ 第五课时 一、教学目标与要求 ‎1、能听懂、会说How heavy are you ?I’m ‎48 kg. I’m thinner than you , and shorter .并能在情景中运用。‎ ‎2、能通过询问完成Pair work.‎ ‎3、了解Good to know的单位常识，了解他们的换算关系。‎ 二、教学重点与难点 ‎1、本课时的教学重点是：能听懂、会说How heavy are you ?I’m ‎48 kg. I’m thinner than you , and shorter . 并能在情景中运用。‎ ‎2、本课时的教学难点是：能通过询问完成Pair work.‎ 三、课前准备 教师准备录音机与磁带。‎ 四、教学过程 ‎1、Warm-up ‎(1)学生听并跟说Let’s chant.（P2）‎ ‎(2)指名读已经学习的几个单词。‎ ‎2、Presentation and practice Let’s talk ‎（1）How heavy are you？引导学生回答I’m ‎48 kg.教师贴图片请学生将句子补充完整。‎ ‎（2）练习后教师再问：How tall are you ？生答：I’m ‎145cm tall.（请学生根据实际答案来回答。）‎ ‎（3）教师找一个比较胖的学生出来，说I’m thinner than you ,and taller .适当解释，重复两次，帮助学生理解。‎ ‎（4）完成Let’s Pair 57‎ ‎ work，说说要求，然后学生互相询问找出答案，然后填入P8的表格中，指名交流。‎ ‎3、Consolidation and extension ‎（1）做本单元B Let’s talk部分的活动手册配套练习。‎ ‎（2）听B Let’s talk部分的录音读给同伴、朋友或家长听。‎ 五、板书设计 Unit 1 How tall are you ?‎ How heavy are you ?‎ I’m ‎48 kg. ‎ I’m thinner than you , and shorter .‎ 六、教学后记 第六课时 一、教学目标与要求 ‎1、能读懂Read and write 部分的对话，并能在情景中熟练运用。‎ ‎2、能够听、说、读、写对话中四会句子。‎ ‎3、了解Story time的故事内容。‎ 二、教学重、难点分析 ‎1、了解sperm whale 和 killer whale的区别。‎ ‎2、本课时的难点是对长度、重量、大小的单位区分以及表达 三、课前准备 教师准备一台录音机和相关录音带。‎ 四、教学过程 ‎1、Warm-up 57‎ 单词的练习以及句型的巩固。‎ ‎2、Presentation Read and write ‎（1）教师呈现本课时挂图，向学生提出问题说,这是两条生活在海里的动物，那么他们有什么不同的地方呢？让学生带着问题快速读对话，然后请学生尝试解答这一问题。‎ ‎（2）跟录音读课文，注意理解和体会上下文的意思，然后完成填充的练习。 ‎ Story time 教师放一遍故事，请学生看着书本，然后请学生提出不懂的地方教师进行解释。‎ ‎3、Consolidation and extension ‎（1）做本单元单元测试部分的配套练习。‎ ‎（2）听Read and white、 Pronunciation部分的录音，读给朋友或家长听。‎ 五、板书设计 Unit 1 How tall are you ?‎ I’m thinner than you ,and taller .‎ How heavy are you？‎ I’m ‎48 kg.‎ How tall are you ？‎ I’m ‎145cm tall.‎ 六、教学后记 57‎ Unit 2 What’s the matter, Mike?‎ 第一课时 一、教学目标与要求 ‎1．能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.‎ ‎2．能够听说读句型：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。‎ ‎3．能够理解会并吟唱Let’s chant的歌谣。‎ 二、教学重点与难点 ‎1．重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。‎ ‎2．难点是正确拼写四会单词和短语。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 ‎1、  Warm-up ‎（1）播放录音PEP4Unit6歌曲“My father is a doctor.”‎ ‎（2）日常口语对话，复习职业单词。‎ ‎ What’s your father/mother?‎ ‎2、  Presentation and practice ‎（1）教师说：Look! We have some new friends here. Who are they? What’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。‎ ‎（2）播放Let’s chant的录音，重点领读句子：I have a headache. I have the flu.‎ ‎（3）教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Let’s see Mike. Mike doesn’t feel well. He has a fever.指着Let’s learn的图片的Mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。‎ ‎（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“What’s the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：What’s the matter, xxx? I .要求学生回答并做出相应的表情。可以让学生两个进行操练。‎ 57‎ ‎（5）“看病”游戏。‎ 将学生分成六大组，每组选一张短语卡片。教师戴上医生的帽子提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。‎ ‎（6）“敲敲打打”活动。‎ ‎ 教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。‎ ‎3、  Consolidation and extension ‎（1）学生听读P14-16五遍。‎ ‎（2）学生背诵和抄写单词和短语4遍。‎ 五、板书设计：‎ Unit 2 What’s the matter, Mike?‎ hurt ‎ ‎ have a fever ‎ have a cold ‎ have a toothache ‎ ‎ have a headache ‎ ‎ have a sore throat 六、教学后记 第二课时 一、教学目标与要求 ‎1．能够掌握四会句子：What’s the matter? My throat is sore. My nose hurts.‎ ‎2．能够听懂Let’s try部分，并能根据录音内容正确标号。‎ ‎3．能够了解音标的音和形，并读出例词，并连线。‎ 二、教学重点与难点 57‎ ‎1．围绕话题“看病”展开的句型What’s the matter? My throat is sore. My nose hurts.以及Pronunciation的部分。‎ ‎2．难点是掌握四会句型。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）播放Let’s chant的录音，边唱边表演。‎ ‎（2）拼词比赛，复习上节课单词和短语，教师说单词，每组派一个学生到黑板上来写。看哪个组又快又对就获胜。‎ ‎2、Presentation and practice ‎（1）播放Let’s try的录音，学生听音、看图、标号。然后校对答案，教师强调其中的重点句型，即Let’s talk部分将学习的主要句型。‎ ‎（2）教师说：Your English is well. I feel very happy. How about you? How do you feel?教师指导学生回答。并让学生询问自己“How do you feel?”同时做出生病的表情，自然呈现句子：I feel sick.教授单词sick.再次引导学生问：What’s the matter?教师继续表达，I have a sore throat.同桌操练。‎ ‎（3）传话活动 教师将全班分成四组。游戏开始分别向队首轻轻讲两句如：How do you feel? I feel sick.各队依次往下传。队尾的学生把听到的句子大声说出来。看看哪队又快又对。‎ ‎（4）播放Let’s talk的录音，提问学生：How does Amy feel? What’s the matter with her?引导学生听完录音后，回答。教师板书四会句子：What’s the matter? My throat is sore. My nose hurts.‎ ‎（5）让学生读Let’s play的单词，解释新单词，如broken leg, earache, stomachache, sore nose.学生在有9个格子的纸张上写上这几个单词，然后做Bingo的游戏。‎ ‎（6）教师带领学生认读音标和例词，指导学生归纳发音规律，帮完成Read and write部分的活动。‎ ‎3、Consolidation and extension ‎（1）学生听读P17五遍。‎ ‎（2）学生背诵和抄写句子4遍。‎ ‎（3）学生课外继续做Let’s play部分的Bingo游戏。‎ 五、板书设计：‎ 57‎ Unit 2 What’s the matter, Mike?‎ What’s the matter?‎ My throat is sore. My nose hurts.‎ 六、教学后记 第三课时 一、教学目标与要求 ‎1．能够理解并会朗读Let’s read部分的短文，并回答课后问题。‎ ‎2．会唱歌曲“The way I feel”。‎ ‎3．了解Good to know部分内容。‎ 二、教学重点与难点 ‎1．重点是理解并正确朗读短文。‎ ‎2．难点是理解条件状语从句和时间状语从句，并简单回答。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）播放Let’s chant，师生一齐吟唱。‎ ‎（2）教师随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。‎ ‎2、Presentation and practice ‎（1）“辨别真假”活动。‎ 学生分成两大组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.‎ ‎（2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 教授新单词medicine和短语take some medicine。‎ 57‎ ‎（3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意．引导学生边思考边阅读文章。‎ Sore throat see a doctor Nose hurt have the flu take some medicine and drink hot water Have a headache stay in bed ‎（4）Let’s sing.教师用简笔画画三张脸来表示happy, sad 和mad. 教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。‎ ‎（5）Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。‎ ‎（6）活动名称：哑剧表演 活动目的：巩固新词组，并导入句型“What’s the matter…? / Do you have a ….” ‎ 活动准备：准备一些写有词组的小纸片。‎ 活动过程： 把词组写入小纸片，抽到纸片的同学表演动作，其他同学运用“What’s the matter…? Do you have a ….” 提问，要求表演的同学运用“I feel sick. / I have a…”来回答。 ‎ ‎（7）看病开处方。‎ 一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增强学生的口头语言表达能力．‎ D: Good morning, … S: Good morning, doctor.‎ D: What’s your name? S: My name is …‎ D: What’s the matter? S: I feel sick.‎ D: Do you have a headache? S: Yes.‎ D: Do you have a fever? S: I don’t know. I feel very cold.‎ D: Do you have a sore throat? S: Yes.‎ D: Come to me and say “Aha” S: Aha…‎ D: You have a cold. S: Oh. What should I do then?‎ D: I’ll give you some medicine. Drink some water and stay at home for three days.‎ 处方：‎ 57‎ Name:  Mike  Age:  12 Sex:  F ‎ Symptom（症状）: Have a headache，Sore throat，Nose hurt Diagnosis（诊断）： have a bad cold Advice （建议） ：take some medicine and drink hot water stay in bed ‎3、Consolidation and extension ‎（1）学生听读P18五遍。‎ ‎（2）表演动作表情给家长看，并用英语介绍。‎ 五、板书设计：‎ Unit 2 What’s the matter, Mike?‎ have the flu ‎ take some medicine drink hot water ‎ stay in bed 六、教学后记 第四课时 一、教学目标与要求 ‎1．能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.‎ ‎2．能够听说读句型：How does Amy feel? She’s tired.并进行关键词的替换操练。‎ ‎3．能够完成Task time的任务。‎ 二、教学重点与难点 重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? She’s/he tired.进行回答。‎ 难点是学生熟练掌握五个四会单词。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 57‎ ‎1、Warm-up ‎（1）教师放歌曲“The way I feel”，学生跟唱。‎ ‎（2）学生朗读A-Let’s read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。‎ ‎2、Presentation and practice ‎（1）播放歌曲 ( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单词：excited, tired, angry, bored.‎ ‎（2）教师做出各种表情，请学生猜：Are you happy/tired/bored…? 然后两人一组，一个做表情另一个猜，以此复习巩固所学的形容词。‎ ‎（3）教师播放B-Let’s learn的录音，学生跟读单词。然后出示教学挂图，请学生仔细看图片。教师提问：How does Amy feel? How does John feel? 此活动也可在小组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的效果。‎ 活动名称：Read a feeling book 活动目的:文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。 ‎ 活动过程：‎ Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:‎ I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy.‎ ‎ I look like this when I fell sad. When I’m sick in bed, and when I can’t play football because of rain, I feel very sad.‎ ‎ I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.‎ ‎ I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.‎ ‎ I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.‎ 57‎ ‎ I feel lots of feelings everyday.‎ ‎（4）Pair work。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量 记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看 图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。‎ ‎（5）活动名称：What is missing?‎ 活动准备: 单词卡片 活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的．‎ 活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。‎ ‎（6）活动名称：Look for your friends ‎ 活动目的：操练、认读及拼写单词。‎ 活动准备：单词和字母卡片 活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。‎ ‎3、Consolidation and extension ‎（1）学生听读P19五遍。‎ ‎（2）学生背诵和抄写单词和短语4遍。‎ 五、板书设计：‎ Unit 2 What’s the matter, Mike?‎ tired angry excited ‎ ‎ happy sad bored 六、教学后记 第五课时 一、教学目标与要求 57‎ ‎1．能够掌握四会句子：How are you? You look so happy. You look sad today.‎ ‎2．能够听懂Let’s try和Let’s check部分，并能根据录音内容正确标号。‎ 二、教学重点与难点 重点是四会句型：How are you? You look so happy. You look sad today.‎ 难点是学生能够陈述产生某种心情的原因。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）播放If you are happy的歌曲。‎ ‎（2）日常口语对话：‎ T: How are you today?‎ S: I’m fine.‎ T: I’m glad to hear that…‎ 如学生回答说：“I am sad/bored.”教师可说：I’m sorry to hear that. Can you tell me why? 请学生尝试阐述原因。‎ ‎2、Presentation and practice ‎（1）Let’s try.教师播放录音，学生看图，静听并标号。教师略做讲解，校对答案。‎ ‎（2）教师出示Let’s start部分的教学挂图，说：Look at the picture. What are they doing? What’s the matter with them? They look so tired. I’m sure they have had a hard trip.教学新词trip。教师领读并板书，学生跟读，然后过度到学习短语：a hard trip,a big trip。‎ ‎（3）教师放Let’s talk部分的录音，学生听后回答问题：How is Liu Yun? Is she happy? Is she excited? Why? 教师帮助学生回答：Yes, she’s excited. She is going on abig trip.教师继续提问：Is Sarah happy today? How does she feel? Why? 教师帮助学生回答：She’s sad. She failed the math test.并板书：fail the math test。准备一张很糟的数学试卷，是学生了解语意。进一步教学其他短语a Chinese test, a English test，并让学生了解pass the Chinese test, pass the English test, pass the math test.‎ ‎（4）教师请学生扮演Sarah，师生对话如下：‎ ‎ T: Hello! Sarah, how are you? You look sad today.‎ ‎ Sarah: Yes, I failed the math test.‎ 57‎ 教师接着说：I’m sorry to hear that.让学生理解意思。并引申出句子：I’m glad to hear that.让学生分角色朗读对话。‎ ‎（5）Let’s check.让学生看Sarah的表情，并读两篇对话，选出正确的答案。‎ ‎（6）活动名称：心理医生 活动目的：操练句型“How are you? You look…”.学生间自由组合编排对话.通过对话对学生展开情感教学，让学生理解健康的体魄和愉悦的心情的心情是一个人成功的重要因素，使学生形成良好的心理健康状态。‎ 活动过程： A: How are you? You look bored today.‎ ‎ B: Yes. I failed my math test.‎ A: I’m sorry to hear that. Believe yourself. Work hard. You can pass the text next time.‎ ‎（7）活动名称：难忘时刻 活动目的：围绕照片上的表情展开询问和讨论.操练句型 “How do you feel? How does she/he feel?How are you? You look…”‎ 活动准备：学生自带日常生活照或家庭成员的照片。‎ 活动过程：学生根据带又特殊表情的生活照片，同桌间相互讨论问答或者小组同学间相互询问。‎ ‎ A: How are you? You look so happy.‎ ‎ B: Yes. I am in Beijing. I visit the Great Wall. It’s very beautiful. How are you? You look bored.‎ ‎ A: Yes. I stay at home. It’s rainy. I can’t play.‎ ‎3、Consolidation and extension ‎（1）学生听读P20五遍。‎ ‎（2）学生背诵和抄写句子4遍。‎ 五、板书设计：‎ Unit 2 What’s the matter, Mike?‎ ‎ You look happy.‎ I’m going on a big trip.‎ You look sad today.‎ I’m sorry to hear that.‎ 六、教学后记 57‎ 第六课时 一、教学目标与要求 ‎1．能够听说认读Let’s read部分，并能回答短文后的问题。‎ ‎2．能够理解story time的故事。‎ ‎3．能完成Group work部分的小组活动。‎ 二、教学重点与难点 重点是能听说认读Let’s read部分的故事并回答问题。‎ 难点是能充分理解并大致讲述Let’s read的故事。‎ 三、课前准备 教师准备录音机和录音带。‎ 四、教学过程 ‎1、Warm-up ‎（1）师生共唱歌曲“The way I feel”。‎ ‎（2）日常对话：‎ How are you feeling?‎ Do you like sports/football?‎ What’s your favourite sports?‎ What class are you in?‎ ‎2、Presentation and practice ‎（1）教师出示篮球，教学单词basketball及短语a basketball match，适当扩展a volleyball match, a football match。并让学生熟悉与球赛相关的动词，如：pass the ball, throw the ball, catch the ball等。然后将学生分成两队Team A 和 Team B，进行投球比赛，呈现单词：a ball match, between, goal, win the game.其中between…and…教师站在学生中间，I am between A and B.‎ ‎（2）学生阅读短文，回答问题：‎ Which class won the game?‎ How many goals did they get?‎ Who got the first goal?‎ Who got the second goal?‎ ‎（3）学生自由朗读1-2篇，然后完成短文后的问题，并与同桌互相讨论、交流。教师校对答案。‎ 57‎ ‎（4）Story time.教师向学生展示story time的教学挂图，指着图中的人物提问：How is Zoom? How is Zip? Why is Zip happy and Zoom unhappy? 播放录音，听录音跟读。‎ ‎（5）最佳解说员 活动过程：‎ ‎①全班同学跟读录音，模仿课文中的语音、语调，感受当时比赛的气氛。‎ ‎②将全班分成几大组，组员轮流朗读课文，选出朗读最好的同学代表该组参加小组间比赛后班级中评出最佳解说员。‎ 全班分成两大组——苹果队和香蕉队，部分学生到台前扮演球员，并给队员们佩带相应的队标志，其余的学生做拉拉队。为了安全起见，用橡皮球或沙包代替足球，活动场地也可转移到操场。‎ 足球技术篇 kick-off 开球 corner ball / corner角球 handball 手球 ‎ header 头球 penalty kick 点球 own goal 乌龙球 ‎ free kick 任意球 pass 传球 short pass 短传 ‎ long pass 长传 take a pass 接球 slide tackle 铲球 flying header 跳起顶球 shoot 射门 offside 越位 ‎ dribbling 盘球，带球 kick-out 踢出界 body check 阻挡 ‎ ‎3、Consolidation and extension ‎（1）学生听读P21五遍。‎ ‎（2）复习第二单元3遍。‎ 五、板书设计： ‎ Unit 2 What’s the matter, Mike?‎ How are you feeling?‎ Do you like sports/football?‎ What’s your favourite sports?‎ What class are you in?‎ 六、教学后记 57‎ Unit3 What did you do last weekend?‎ 第一课时 一、教学目标与要求 ‎1、能够听、说、读、写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。‎ ‎2、能够听懂问句：What did you do last weekend? 并能够做出正确的回答。‎ ‎3、能够运用新学语言内容完成Let’s find out 中的任务。‎ 二、教学重点 听、说、读、写短语“watched TV, washed clothes, cleaned the room, played football and visited grandparents”，听懂、会说句子：What did you do last weekend? 并能够在实际情景中灵活运用。‎ 三、教学难点 ‎5个词组读音和书写，掌握动词过去式及其发音。‎ 四、课前准备 教师准备录音机和录音带。‎ 五、教学过程 ‎1、  Warm-up ‎（1）Daily oral practice.‎ Good morning! Glad to meet you. How are you? What’s the weather like today? 对话练习，已学知识的巩固。‎ ‎（2）Hang–man game. 玩游戏，猜单词。‎ ‎( watch, wash, clean, play, visit)‎ ‎2、  Preview ‎(1) Let’s chant (第六册书本Page 7)‎ a. 听一遍录音 b、师生一起说唱 ‎(2) Let’s start: ‎ What do you usually do on the weekend? 说说自己的周末，复习动词短语。‎ ‎3、  Presentation ‎(1)、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today? 学生回答今天的日期, Today is April the 10th. It’s Sunday.‎ 57‎ ‎(2)、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。‎ ‎(3)、教师问学生：What do you usually do on Sundays? 学生回答教师的问题。‎ ‎(4)、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。学生跟读并掌握词组：last weekend。‎ ‎(5)、引出句型：What did you do last weekend?板书句型并朗读。‎ ‎(6)、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。‎ ‎(7)、Activity one: Bingo!‎ ‎(8)、师生问答。（语言内容，媒介）‎ ‎(9)、Activity two: 摘苹果游戏 ‎(10). 教师领读 Let’s learn部分。‎ ‎4、  Consolidation and extension Let’s find out.‎ ‎(1)、提问：‎ What did Zoom do last weekend? 板书并认读：do-did, water-watered.‎ ‎(2)、教师问几个学生：What did you do？‎ ‎(3)、Do a survey。学生之间相互了解，并做好记录。‎ 完成后上台进行解说。‎ ‎(4)、填入所缺的单词。‎ ‎(5)、完成活动手册的相应练习。‎ ‎(6)、回家朗读课本Let’s learn部分，抄写词组。‎ 六、板书设计： ‎ ‎ Unit3 What did you do last weekend?‎ last weekend watch-watched ‎ wash-washed clean-cleaned play-played visit-visited ‎ do-did water-watered What did you do last weekend?‎ I watched TV.‎ 57‎ 七、教学后记：‎ 第二课时 一、教学目标与要求 ‎1、能够听说读写句型：What did you do last weekend? I played football. 并能够在实际情景中运用。‎ ‎2、能够用过去式的一般疑问句形式进行简单的提问，如：Did you clean the room? Yes, I did. / No, I didn’t.‎ ‎3、能够听懂并完成Let’s try部分的联系。‎ ‎4、能够运用新语言完成Let’s find out 中的任务。‎ ‎5、了解Good to know当中的标志的意思。‎ 二、教学重点 能够听说读写句型：What did you do last weekend? I played football. 并能够在实际情景中运用。‎ 三、教学难点 学生初步了解动词过去式的一般疑问句形式。识记help的意思。‎ 四、课前准备 ‎1、教师准备若干张图片。‎ ‎2、教师准备录音机与磁带。‎ ‎3、学生准备一张调查表。‎ 五、教学过程 ‎1、  Warm-up ‎(1)、Enjoy the song: At the zoo ‎(2)、Daily oral practice Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today? ‎ ‎2、Preview ‎(1)、Activity 1‎ ‎(2)、Let’s try.‎ ‎ T: What did you do last weekend?‎ ‎ S: …‎ ‎ T: What about Chen Jie?‎ 57‎ ‎3、  Presentation and practice Let’s talk 设计主情景“我是小小侦探”‎ ‎(1)、“谁打扫了教室”‎ 教师说 Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?‎ J: I can help you to find him.‎ John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend? ‎ Sarah: Hmm! I watched TV. ‎ John跑去问了Wu Yifan.‎ J: What did you do last weekend?‎ W：Hmm! I played football.‎ 板书句型：What did you do last weekend? I played football. 学生朗读。‎ 教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend. ‎ T: What did you do last weekend?‎ S1: I …‎ T: What did you do last weekend?‎ S2: I …‎ T: Did you help the teacher clean the classroom?‎ 引导学生回答。‎ 板书help，并朗读。‎ ‎(2)、Activity 2‎ ‎(3)、Activity 3 Make the chant. ‎ ‎(4)、“找到了”‎ ‎ J: What did you do last weekend?‎ ‎ Z: I played football at school.‎ ‎ J: Did you help the teacher clean the classroom?‎ ‎ Z: Yes, I did.‎ ‎ J: Oh, Zoom. You are great!‎ ‎(5)、听录音，跟读书本对话。‎ ‎(6)、学生一起朗读对话。‎ 57‎ ‎4、  Consolidation and extension ‎(1)、对话操练：Let’s find out. p28‎ ‎(2)、完成配套练习相应练习 ‎(3)、Good to know 六、板书设计： ‎ ‎ Unit3 What did you do last weekend?‎ help What did you do last weekend? ‎ I played football.‎ 七、教学后记：‎ 第三课时 一、教学目标与要求 ‎1、能听、说、认读Let’s read部分的内容，并完成相应活动。‎ ‎2、能够了解双元音音标/ /、/ /、/ /的音与形，能够读出例词并选择音标与单词和配图正确连线。‎ 二、教学重点 ‎1）理解短文内容，学会描述自己或询问他人的周末生活。‎ ‎2）was, busy, It was …’s birthday.‎ 三、教学难点 ‎1）理解短文内容，学会描述自己或询问他人的周末生活。‎ ‎2）was, busy, It was …’s birthday.‎ 四、课前准备 ‎1、教师准备一台录音机和相关录音带。‎ 五、教学过程 ‎1、Warm-up ‎（1）Let’s sing: The days of the week.‎ ‎（2）Ask and answer: ‎ What did you do last weekend? ‎ What did you do yesterday?‎ I ( did) …last weekend/ yesterday.‎ 57‎ ‎2、Preview 结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。‎ ‎3、Presentation ‎（1）Let’s learn.‎ 从上面的问答中，老师总结并板书呈现：busy, … was busy last weekend.‎ ‎①根据学生的回答，教师可提出更细节性的问题：‎ T: What did you do last Saturday morning/ last Sunday evening…?‎ A: I (did)…last Saturday morning/ last Sunday evening…‎ T 根据学生A的回答，再向其他学生提问：‎ T: What did A do last Saturday morning/ last Sunday evening…?‎ 引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。‎ ‎②完成表格后，T 再次重复：‎ A was busy last weekend.‎ ‎③ 根据板书及表格，引导其他学生以：‎ ‎××× was busy last weekend.‎ 为开头转述其他同学上周周末的活动。‎ ‎（2）Presentation of the sentences ‎① T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too.（可用课件展示）‎ ‎② Now, let’s listen to the short passage and answer some questions.( T 可根据段落内容顺序设计问题)‎ A：What did Wu Yifan do Saturday morning?‎ B: Whom did he visit? Why?‎ C: What did they do together?‎ D: What did they do in the evening?‎ E: What did Wu Yifan do Sunday morning? With whom?‎ F: What did Wu Yifan do in the afternoon?‎ ‎③ 听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。‎ ‎④ 听音跟读，再齐读。‎ ‎⑤ 要求学生独立完成课本中“Finish the sentences”. 再进行组内讨论并校对答案。 ‎ ‎1) Let’s play 57‎ T: Look at the calendar. Today is ( date ).‎ Yesterday was (date).‎ What did you do yesterday?‎ A: I (did) yesterday.‎ ‎2) Activity 1 :滚雪球 ‎ Pronunciation ‎（1）听音模仿. 教师要以夸张的口型带学生跟读。‎ ‎（2）认读双元音音标。/ / , / /, / /.说明音标与字母的区别和联系。‎ ‎(3) 拼读单词。老师请学生自己拼读并读给大家听。‎ ‎(4) 读单词，连线。‎ ‎(5) Activity 2: Play basketball ‎4、Consolidation and extension ‎（1）用词组或短句来描述自己爸爸或妈妈上周末的活动情况。‎ ‎（2）完成活动手册相关内容。‎ 六、板书设计： ‎ ‎ Unit3 What did you do last weekend?‎ Busy ‎… was busy last weekend.‎ 七、教学后记：‎ 第四课时 一、教学目标与要求 ‎1、掌握四会词组：went to a park, went swimming, read a book, went fishing, went hiking.‎ ‎2、学会用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you….? Yes, I did. 来进行问答并完成Task time的表格。‎ 二、教学重点 掌握四会词组,并用所学词组和句型进行调查 三、教学难点 掌握四会词组,并用所学词组和句型进行调查 57‎ 四、课前准备 教师准备录音机和的录音带。‎ 五、教学过程 ‎1、Warm-up ‎1) Free-talk:‎ ‎ T: What day is today?‎ ‎ A: Today is…‎ ‎ T: What day was yesterday? (强调 yesterday)‎ ‎ B: Yesterday/ It was…‎ ‎ T: What did you do yesterday?‎ ‎ C: I (did)…yesterday. ( 用前几课时已经学的词组)‎ ‎2) Chain-drill:‎ C: I (did)…yesterday. What did you do yesterday?‎ D: I (did)…yesterday. What did you do yesterday?‎ E, F…( ask the teacher)‎ T: I went to a park yesterday.‎ ‎2、Presentation and practice let’s learn ‎ ‎（1）继续Chain-drill,由T 引出并出示新授词组:went hiking.‎ ‎（2）学生已经了解了go 的过去式后, T 边用I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.‎ ‎（3）Ask and answer:‎ ‎ A: T ask and Ss answer.‎ ‎ B: S1 ask and S2 answer.‎ ‎ C: S3 ask and T answer.‎ 由此,T 引出新授词组: read a book.‎ ‎（4）自编chant. Chant together.‎ ‎（5）Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.‎ ‎(6) Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.‎ Practice: ‎ 通过各种游戏，操练所学词组 57‎ Activity 1 找搭档 Activity 2 我是侦察兵 Activity 3 记忆大挑战 ‎3、Task-time ‎1) Pair work A: What did you do last weekend? / Did you …?‎ B: I (did)…/ Yes, I did.‎ ‎2) 在问答过程中完成书中所示的表格.‎ ‎3) 邀请几组同学到前面汇报调查结果 ‎4、Let’s check ‎1) Ask Ss to describe each picture with the sentence structures of: ‎ I (did) yesterday/ last weekend.‎ ‎2) Listen and circle.‎ ‎3) Check the answers.‎ ‎5、  consolidation and extension ‎（1）完成配套练习相应内容。‎ ‎（2）课后继续交流同桌的周末或前天的活动信息.‎ 七、板书设计：‎ Unit3 What did you do last weekend?‎ went to a park—go to a park went hiking—go hiking went swimming—go swimming went fishing—go fishing read a book--read a book 八、教学后记：‎ 第五课时 一、教学内容：Let’s chant Main scene Let’s try Let’s find out 二、教学目标与要求 ‎1、能理解并询问他人在过去时间里干了什么事情。‎ ‎2、掌握句型：Did you read books? Yes, I did./ No ,I didn’t.‎ 57‎ 三、教学重点 To master the following sentence structures:‎ Did you read books? Yes, I did./ No ,I didn’t.‎ 四、教学难点：‎ To master the following sentence structures:‎ Did you read books? Yes, I did./ No ,I didn’t.‎ 五、课前准备 教师准备录音机与磁带。‎ 六、教学过程 ‎1、Warm-up ‎(1) Hang-man game ‎ ‎( went to a park, went swimming ,went fishing, went hiking, read books)‎ ‎(2) 游戏Bingo ‎(3) Let’s try听对话，选择图片 ‎2、Presentation and practice A.chant ‎ ‎(1)教师呈现chant ‎(2)学生二人小组说唱书本上的chant ‎ ‎(3)学生用手头的卡片自编一个chant B.Let’s talk ‎ ‎(1) Listen and do ‎(2) Look and answer ‎(3)Listen and read C.practice Activity 1.Let’s find out ‎ Activity 2 The story of Zoom Activity 3 Guessing ‎4、Consolidation and extension ‎1. 听录音，做活动手册。‎ ‎2. 根据情景编对话。‎ 七、板书设计：‎ Unit3 What did you do last weekend?‎ Did you read books?‎ 57‎ Yes, I did. No, I didn’t.‎ 八、教学后记：‎ 第六课时 一、教学内容：Let’s read Let’s sing story time 二、教学目标与要求 ‎1．能综合运用动词的过去时。‎ ‎2. 阅读理解故事 三、教学重点 ‎1 动词过去时的读音及不规则动词的变化 ‎2 阅读部分的理解和有限度地再现 四、教学难点 ‎1 动词过去时的读音及不规则动词的变化 ‎2 阅读部分的理解和有限度地再现 五、课前准备 教师准备一台录音机和相关录音带。‎ 六、教学过程 ‎1、Warm-up Sing the song: at the zoo ‎ ‎2、Presentation A: Activity 1 Memory testing ‎ What did you do last weekend?‎ ‎ I went shopping.‎ ‎ I went shopping and visited grandparents ‎ I went shopping and visited grandparents………‎ B: Activity 2 比一比，谁说得最快。（见表格1）‎ ‎ 请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。‎ C: Text A. 看图跟读课文。B. 教师提示总结：‎ was / walked / studied / read /went ‎ ‎/saw / jumped / swam / returned D: Activity 3 无字的故事书 57‎ E: Exercises ‎ ‎(1)Finish the sentences ‎(2)Number the sentences ‎3、Comprehensive activity story time ‎ ‎1. Two students a group and discuss the story.‎ ‎2. Ask the questions:‎ ‎(1)What did Zoom do on Saturday?‎ ‎(2) What did Zoom do on Sunday?‎ ‎3. Listen and read the story ‎4、Consolidation and extension Mini role-play Prepare and act out their stories in roles.‎ 七、板书设计：‎ Unit3 What did you do last weekend?‎ What did you do last weekend?‎ I went shopping.‎ I went shopping and visited grandparents I went shopping and visited grandparents………‎ 八、教学后记：‎ Unit 4 My ‎Holiday 第一课时 一、教学目标:‎ 1. 能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.‎ 2. 能够询问别人在假期里所做的事情并做答。‎ 二、教学重难点: ‎ 1. 本课时的教学重点是掌握五个动词短语的过去式形式。‎ 2. 本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。‎ 三、教学过程:‎ Ⅰ.Warm-up 1. 57‎ ‎ 教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。‎ 1. 教师放Let’s chant的录音，学生跟着录音说。‎ Ⅱ.Preview 1. ‎“猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。‎ 2. Let’s start 教师问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示回答。‎ Ⅲ.Presentation and Practise Let’s learn 1. 教师问一名学生：What’s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。‎ 2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/…Mountain.教师可继续提问：When did you climb Yandang‎ ‎Mountain? I climbed Yandang‎ ‎Mountain in spring/April 8th.‎ 3. 教师再次展示爬山的照片，说：I climbed Huang‎ ‎Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。‎ 4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.‎ 5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。‎ 6. 教师介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.‎ 7. 教师放A Let’s learn部分的录音，学生跟读。‎ 8. 教师带领学生说唱下面歌谣：‎ What did you do on your holiday?‎ What did you do on your holiday?‎ I took, took pictures.‎ What did you do on your holiday?‎ I climbed, climbed a mountain.‎ 57‎ What did you do on your holiday?‎ I learned, learned Chinese.‎ What did you do on your holiday?‎ I sang, sang and danced.‎ 快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。‎ 学生两人一组，轮流抽取学生卡片编对话。‎ Let’s play ‎ 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。‎ Good to know 教师介绍普通相机一些基本零部件的名称和简单的摄影常识。‎ 教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。‎ 四、Consolidation and Extension：‎ 完成配套练习册上本课时的配套练习。‎ 五、板书设计：‎ Unit 4 My ‎Holiday learned Chinese, sang and danced,‎ took pictures, climbed a mountain, ‎ ate good food.‎ 六、教学后记：‎ 第二课时 一、教学目标:‎ ‎1.能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang.‎ ‎2.能够听懂Let’s try部分的录音并完成练习。‎ ‎3.能够理解、说唱歌谣“Where did you go on your holiday?”。‎ ‎4.会使用英汉字典查新词。‎ 二、教学重难点: ‎ 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang.‎ 本课时的教学难点是在实际情景中正确运用所学对话。‎ 三、教学过程:‎ Ⅰ.Warm-up 教师与学生的日常会话。‎ 复习上一课时新课呈现部分所学的歌谣。‎ Ⅱ.Preview ‎1. 教师放A Let’s learn 部分的录音，学生跟读并拼读动词短语。‎ ‎2.“打擂台”游戏 57‎ ‎ 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。‎ Ⅲ.Presentation and Practise Let’s try 学生听Let’s try部分的录音，完成练习。‎ 教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.. ‎ Let’s talk 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。‎ 教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I went to…‎ 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。‎ 教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。‎ 听录音，跟读Let’s talk部分的内容。‎ 学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。‎ 教师出示能拼成重点句型，要求学生在最快的时间内组合成句。‎ Let’s chant 教师问：Where did you go on your holiday? Did you have a good time? 引导学生回答：I went to … Yes, I had a lot of fun.‎ 教师放歌谣录音，全班跟唱。‎ 学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。‎ Pronunciation 教师出示英汉字典，问：What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。‎ 教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。‎ Ⅳ.Consolidation and Extension 学生课后询问同学或老师曾经去过的地方，完成调查表。‎ 四、板书设计：‎ Unit 4 My ‎Holiday Where did you go on your holiday?‎ I went to Xinjiang.‎ 五、教学后记：‎ 57‎ 第三课时 一、教学目标:‎ ‎1.能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。‎ ‎2.能够完成Let’s find out部分的练习。‎ ‎3.能够听懂、会唱歌曲“A trip to China”。‎ 二、教学重难点：‎ 本课时的教学重点是能读懂Let’s read部分的一封信。‎ 本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.‎ 三、教学过程:‎ Ⅰ.Warm-up 教师放前一课时学过的歌谣，学生边作动作边说。‎ Ⅱ.Preview 日常口语练习。‎ T：What day is it today?‎ S：It’s …‎ T：What are you going to do this weekend?‎ S：I am going to …‎ T：Have a good time!‎ S：Thank you.‎ T：I will … this weekend.‎ 教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。‎ Ⅲ.Presentation and Practise Let’s read 教师问：What did you do last Saturday? 学生回答：I … 教师指导学生用单词last组词，如：last week, last month, last year等。‎ 教师请学生说说下列词组的反义词：next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip.‎ 教师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教师问学生：What did I do on Monday/ Tuesday/… 让学生凭记忆回答。最后教师说：I did a lot of things last week. Everyday I had fun. 板书had 和have，指导学生拼写这两个词。‎ 教师放Let’s read部分的录音，学生跟读。‎ John had fun with his parents.‎ On Monday, he went to a cinema.‎ He went to a park on Tuesday.‎ He went swimming on Wednesday.‎ 教师指导学生完成短文后面的练习。‎ Let’s find out 教师说：I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引导学生回答：My last trip was to … I went there by… I sang and danced there.‎ 57‎ 学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。‎ 教师请几名学生做汇报：… went to .. in .. He.. 师生共同评选出最佳“小记者”奖。‎ Let’s sing 教师放歌曲“A trip to China”的录音，第一遍学生先仔细听，教师简单讲解歌词，注意以下单词和短语得读音：came back, Urumqi, old jade ring, a green silk tile, a colourful cap.‎ 学生跟录音学唱歌曲。‎ 教师介绍我们部分省市的标志性商品。‎ Ⅳ.Consolidation and Extension 学生听Let’s sing歌曲，唱给家长或同伴听。‎ 学生搜集我国不同地区的风景名胜等相关知识。‎ 四、板书设计：‎ Unit 4 My ‎Holiday Every day I had fun with my cousins. ‎ On Monday we went to a restaurant. ‎ Tomorrow I’ll be back home.‎ 五、教学后记：‎ 第四课时 一、教学目标:‎ ‎1.能够听、说、读、写动词词组：bought presents, rowed a boat, saw elephants, went akiing, went ice-skating.‎ ‎2.能听、说、认读句子：What did you do on your holiday? I bought presents.‎ ‎3.能够听懂、说唱歌谣“Today I went to school”。‎ ‎4.能够完成Task time中的任务。‎ 二、教学重难点：‎ 本课时的教学重点是四会掌握五个动词词组的一般过去式形式。‎ 本课时的教学难点是掌握四会单词bought, rowed和saw的读音和拼写。‎ 三、教学过程:‎ Ⅰ.Warm-up 教师放歌曲“A trip to China”的录音，师生齐唱。‎ 教师放歌谣“Today I went to school”的录音，师生齐唱。‎ Ⅱ.Preview 教师出示A Let’s learn部分的短语，同桌以“开火车”的形式拼读动词短语。‎ 教师放Let’s read部分的录音，学生跟读。‎ 日常口语会话。‎ Ⅲ.Presentation and Practise Let’s learn 教师出示哈尔滨雪景照片问：Guess. Where did I go last winter? 学生猜：You went to ‎Harbin 57‎ ‎. 教师继续说：Yes, that’s right. I like snow. I can ski. 教师板书ski，然后出示went skiing的卡片，问：What did I do in Harbin? 引导学生回答：You went skiing.教师板书：went skiing带读单词skiing，学生拼读。‎ 教师出示went ice-skating的教师卡片问：What did … do on her/his holiday? Did she /he go skiing? 引导学生回答：No, she/He went ice-skating.教师板书：went ice-skating，学生拼读。‎ 教师问：When do we go ice-skating? Can we skate in the summer？引导学生作答。教师继续说：No, we can’t. We can row a boat in the summer. 教师出示rowed a boat的卡片问：What did … do on this/her holiday? 引导学生回答：He/She rowed a boat. 教师板书：rowed a boat，指导学生拼写。‎ 教师出示礼物盒问：What’s this? 引导学生回答：It’s a present.教师板书present，带读。教师继续说：I bought it yesterday.在present前写bought，领读。请学生比较动词原形和它的过去式，教师指导书写。‎ 教师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought …回答。‎ 教师出示saw elephants的短语卡片说：…went to a zoo yesterday. What did…see? 引导学生回答：He/She saw elephants. 教师板书saw elephants, 需强调单词elephants的拼写和单词saw的读音。教师依次出示动物的卡片，提问：What did you see at the zoo?引导学生根据卡片的提示问题回答。‎ 教师放let’s learn部分的录音，学生跟读。‎ Let’s play 教师让学生把九个动词短语分别填入任一个空格内，每个空格填写一个短语。‎ 教师按任意顺序读短语，学生在教师念到的短语上划叉，如果划叉的短语连成了一条直线，学生就大声喊Bingo！即获胜。‎ Task time 教师介绍贺卡的相关知识；贺卡有很多种类，朋友身体不适合可以送安慰卡；朋友心情不畅送幽默卡；失败送鼓励卡；成功有庆贺卡；出行的有平安卡。贺卡除了有纸制的，也有电子和卡。为了节约用纸，现在更提倡使用电子贺卡。‎ 教师带领学生一起阅读本部分贺卡的内容，请学生说一说Mike在旅行过程中都做了什么事情。‎ 教师布置一个情景：如果式你出行在外，想向父母和朋友报平安，并简单介绍旅游的情况，该如何设计一张贺卡。‎ Ⅳ.Consolidation and Extension 完成配套练习册上本课时的配套练习。‎ 四、板书设计：‎ Unit 4 My ‎Holiday bought presents, rowed a boat, ‎ saw elephants, went akiing, ‎ went ice-skating.‎ What did you do on your holiday?‎ I bought presents.‎ 五、教学后记：‎ 57‎ 第五课时 一、教学目标:‎ ‎1.能够听、说、读、写句型：How did you go there? I went by train.‎ ‎2.能够完成Let’s find out中的调查活动。‎ ‎3.能够完成Let’s try部分的录音，完成听音，圈图的练习。‎ ‎4.了解Story time中的故事。‎ 二、教学重难点：‎ 本课时的教学重点是四会掌握句型：How did you go there? I went by train.‎ 本课时的教学难点是在实际情景中正确运用并能书写所学对话。‎ 三、教学过程:‎ Ⅰ.Warm-up 教师放41页歌谣的录音，学生听录音齐唱。‎ 教师出示B Let’s部分的短语，提问学生：What did you do on your holiday? 学生看图回答问题；然后根据实际情况回答，操练该句型。‎ 教师放六年级上册第一单元的录音，学生听录音说唱歌谣。‎ Ⅱ.Preview 教师将全班分成A、B两组，先由A组学生提问，B组学生回答。A组的学生可以提与本课的中心话题有关的问题，如：How do you go to the zoo? 也可以提其他问题，如：Where did you go last year? 如果B组学生回答正确则可以加一分，然后由B组学生提问，A组回答。得分高的小组为胜者。‎ 学生展示自己的贺卡。‎ Ⅲ.Presentation and Practise Main Scence 教师引导学生看主情景图，扮演Zhang Peng和John表演对话。‎ Let’s try 学生听录音，完成练习。‎ Let’s talk 教师问：What’s the weather like in Harbin in the winter? 学生回答：It’s cold and snowy. 教师继续问：How can you go to Harbin? 引导学生回答：I can go there by plane or by train. 教师说：That’s right. Sarah went to Harbin on her holiday. How did she go there? Let’s listen.‎ 教师放本部分的录音，引导学生回答：She went there by train. 教师板书：How did you go there? I went by train. 教师再放一遍录音，学生听录音跟读。‎ 请一名学生说一个曾去过的城市，教师放在黑板上。然后教师引导其他学生一起提问：How did you go to …? 帮助该学生回答：I went by … 教师再提问其他学生，依照这种方式带领学生用主句型进行问答。‎ 教师任意抽一个城市名称，问：Where did you go on your holiday? 全体学生根据卡片内容一起回答：I went to … 教师继续问：How did you go there? 学生继续问答：I went by… 教师再换其他卡片，继续练习。‎ 学生两人一组做替换练习，教师鼓励学生尽可能地丰富对话内容。‎ 57‎ 教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去实形式。写好后，请一名学生分从四个组的纸条里抽取一张，用动作表演纸条上的内容，其他学生根据其表演猜测四张纸条上的内容。表演的学生一边做动作一边问：Where did you go on your holiday? 其他学生猜：I went to … 如果有人回答正确，表演的学生就依次提问：How did you go there? What did you do there? 其他学生继续猜。‎ Let’s find out 教师请一名学生说出曾经去过的地方和所乘坐的交通工具，然后示范填写表格。学生两人一组进行调查。如果时间允许，教师可请几名学生汇报调查表格。‎ Story time 教师指着图中的人物问：How did Zoom go to the moon? What did Zoom see? Did Zoom take any pictures? 然后教师放该部分的录音，学生看图，听录音。教师再放一遍录音，学生听完后回答教师提出的问题。学生跟录音朗读故事，再分角色朗读。‎ Ⅳ.Consolidation and Extension 完成Let’s find out部分的调查任务。‎ 四、板书设计：‎ Unit 4 My ‎Holiday How did you go there? ‎ I went by train.‎ How can you go to Harbin?‎ I can go there by plane or by train.‎ 五、教学后记：‎ 第六课时 ‎ 一、教学目标：‎ ‎1.能够读懂Let’s read部分的短文并完成文后的练习。‎ ‎2.能够听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.‎ ‎3.能够完成Let’s find out部分的练习。‎ ‎4.能够完成Let’s check部分的练习。‎ 二、教学重难点: ‎ 本课时的教学重点是听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.‎ 本课时的教学难点是认读以下单词和短语：relaxed, prepared to …, go back, for the last day of the holiday.‎ 三、教学过程:‎ Ⅰ.Warm-up ‎1. 教师放Let’s sing部分的歌曲录音，学生一起跟唱。‎ ‎2. 教师放Let’s chant部分的歌谣“Where did you go on your holiday?”学生有节奏地说唱。‎ Ⅱ.Preview 学生听录音跟读B Let’s talk部分的对话。‎ 57‎ ‎“拼句子”游戏 学生分成若干小组。教师报一个四会句子，如：How did you go there? 各组第一名学生起立拼读句子的第一个单词，第二名学生拼读第二个单词，以次类推，拼得又快又正确的小组得一分。‎ 教师出示A、B部分Let’s learn的短语，学生进行问答练习。‎ Ⅲ.Presentation and Practise Let’s read 教师接上一个话题问学生：When did you go to Beijing? I went there on October 2nd. 教师接着学生的问答说：That means you left Ningbo/… on October 2nd .When did you get to Beijing? 引导学生回答：I got there on October 3rd. 教师板书left和got，告诉学生left是leave的过去式，got是get的过去式。教师问：When did you come back? 引导学生回答：I came back on October 6th. 教师说：It was a long holiday. 并板书：It was a long holiday. 带读该句子。‎ 教师询问学生的作息时间表：Where were you at 7 o’clock yesterday? 引导学生回答：I was at home.教师可询问学生一天的行程安排，从而引出relaxed，对话设计如下：‎ T：Where were you from 12:15 to 12:45?‎ S：I was on the playground.‎ T：What did you do？‎ S：I played ping-pong.‎ T：You relaxed.‎ 教师呈现以下问题，学生集体读一遍，然后阅读Let’s read部分。‎ ‎① When did they leave Beijing?‎ ‎② When did they get to Harbin?‎ ‎③ What did they do on February 2nd?‎ ‎④ Wh did they do on February 3rd?‎ ‎⑤ When did they do on February 4th?‎ ‎⑥ When did they do on February 5th?‎ 学生回答以上六个问题。教师放Let’s read部分的录音，学生跟读，并提出不理解的句子，教师解惑答疑。‎ 教师指导学生完成补充句子的练习。‎ Let’s find out 教师请学生仔细观察图画。教师提问：How did people travel years ago? 请学生试着问答。如果学生答不出，教师可继续问：Did they travel by plane? 引导学生回答。然后教师继续问类似的问题，带领学生找出古代不存在的交通工具。‎ 学生四人一小组做该游戏。‎ Let’s check 教师指导学生完成Let’s check部分的练习。‎ Ⅳ.Consolidation and Extension 学生课下查阅交通工具发展史的相关资料。‎ 四、板书设计：‎ Unit 4 My ‎Holiday It was a long holiday. ‎ We left Beijing on February 1st ‎ 57‎ and got to Harbin on the 2nd. ‎ For the last day of the holiday, ‎ we relaxed and prepared to go back ‎ to work or school.‎ 五、教学后记：‎ Recycle 1‎ 第一课时 一、教学目标:‎ ‎1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.‎ ‎2.能够询问别人在假期里所做的事情并做答。‎ 二、教学重难点: ‎ ‎1.本课时的教学重点是掌握五个动词短语的过去式形式。‎ ‎2.本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。‎ 三、教学过程:‎ Ⅰ.Warm-up ‎1.教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。‎ ‎2.教师放Let’s chant的录音，学生跟着录音说。‎ Ⅱ.Preview ‎1. “猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。‎ ‎2. Let’s start 教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。‎ Ⅲ.Presentation and Practise Let’s learn 57‎ ‎1. 教师问一名学生：What’s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。‎ ‎2.教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/…Mountain.教师可继续提问：When did you climb Yandang‎ ‎Mountain? I climbed Yandang‎ ‎Mountain in spring/April 8th.‎ ‎3.教师再次展示爬山的照片，说：I climbed Huang‎ ‎Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。‎ ‎4.教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.‎ ‎5.教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。‎ ‎6.教师介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.‎ ‎7.教师放A Let’s learn部分的录音，学生跟读。‎ ‎8.教师带领学生说唱下面歌谣：‎ What did you do on your holiday?‎ 57‎ What did you do on your holiday?‎ I took, took pictures.‎ What did you do on your holiday?‎ I climbed, climbed a mountain.‎ What did you do on your holiday?‎ I learned, learned Chinese.‎ What did you do on your holiday?‎ I sang, sang and danced.‎ ‎9.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。‎ ‎10.学生两人一组，轮流抽取学生卡片编对话。‎ Let’s play ‎ 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。‎ Good to know ‎1.教师介绍普通相机一些基本零部件的名称和简单的摄影常识。‎ ‎2.教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.做配套练习册相应练习。‎ ‎2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。‎ 四、板书设计：‎ Recycle 1‎ learned Chinese, sang and danced, ‎ took pictures, climbed a mountain, ‎ ate good food.‎ 五、教学后记：‎ 57‎ 第二课时 一、教学目标:‎ ‎1.能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang.‎ ‎2.能够听懂Let’s try部分的录音并完成练习。‎ ‎3.能够理解、说唱歌谣“Where did you go on your holiday?”。‎ ‎4.会使用英汉字典查新词。‎ 二、教学重难点: ‎ ‎1.本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang.‎ ‎2.本课时的教学难点是在实际情景中正确运用所学对话。‎ 三、教学过程:‎ Ⅰ.Warm-up ‎1.教师与学生的日常会话。‎ ‎2.复习上一课时新课呈现部分所学的歌谣。‎ Ⅱ.Preview ‎1. 教师放A Let’s learn 部分的录音，学生跟读并拼读动词短语。‎ ‎2.“打擂台”游戏 ‎ 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。‎ Ⅲ.Presentation and Practise Let’s try ‎1.学生听Let’s try部分的录音，完成练习。‎ ‎2.教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.. ‎ Let’s talk ‎1.教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。‎ ‎2.教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did ‎ 57‎ I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I went to…‎ ‎3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。‎ ‎4.教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。‎ ‎5.听录音，跟读Let’s talk部分的内容。‎ ‎6.学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。‎ ‎7.教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。‎ Let’s chant ‎1.教师问：Where did you go on your holiday? Did you have a good time? 引导学生回答：I went to … Yes, I had a lot of fun.‎ ‎2.教师放歌谣录音，全班跟唱。‎ ‎3.学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。‎ Pronunciation ‎1.教师出示英汉字典，问：What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。‎ ‎2.教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。‎ Ⅳ.Consolidation and Extension ‎1. 做配套练习册相应练习。‎ ‎2.学生课后询问同学或老师曾经去过的地方，完成调查表。‎ 四、板书设计：‎ Recycle 1‎ Where did you go on your holiday? ‎ I went to Xinjiang.‎ 57‎ 五、教学后记：‎ 第三课时 一、教学目标:‎ ‎1.能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。‎ ‎2.能够完成Let’s find out部分的练习。‎ ‎3.能够听懂、会唱歌曲“A trip to China”。‎ 二、教学重难点: ‎ ‎1.本课时的教学重点是能读懂Let’s read部分的一封信。‎ ‎2.本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.‎ 三、教学过程:‎ Ⅰ.Warm-up 教师放前一课时学过的歌谣，学生边作动作边说。‎ Ⅱ.Preview ‎1.日常口语练习。‎ T：What day is it today?‎ S：It’s …‎ T：What are you going to do this weekend?‎ S：I am going to …‎ T：Have a good time!‎ S：Thank you.‎ T：I will … this weekend.‎ ‎2.教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。‎ Ⅲ.Presentation and Practise Let’s read ‎1.教师问：What did you do last Saturday? 学生回答：I … 教师指导学生用单词last组词，如：last week, last month, last year等。‎ ‎2.教师请学生说说下列词组的反义词：next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip.‎ 57‎ ‎3.教师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教师问学生：What did I do on Monday/ Tuesday/… 让学生凭记忆回答。最后教师说：I did a lot of things last week. Everyday I had fun. 板书had 和have，指导学生拼写这两个词。‎ ‎4.教师放Let’s read部分的录音，学生跟读。‎ ‎①John had fun with his parents.‎ ‎②On Monday, he went to a cinema.‎ ‎③He went to a park on Tuesday.‎ ‎④He went swimming on Wednesday.‎ ‎5.教师指导学生完成短文后面的练习。‎ Let’s find out ‎1.教师说：I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引导学生回答：My last trip was to … I went there by… I sang and danced there.‎ ‎2.学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。‎ ‎3.教师请几名学生做汇报：… went to .. in .. He.. 师生共同评选出最佳“小记者”奖。‎ Let’s sing ‎1.教师放歌曲“A trip to China”的录音，第一遍学生先仔细听，教师简单讲解歌词，注意以下单词和短语得读音：came back, Urumqi, old jade ring, a green silk tile, a colourful cap.‎ ‎2.学生跟录音学唱歌曲。‎ ‎3.教师介绍我们部分省市的标志性商品。‎ Ⅳ.Consolidation and Extension ‎1. 做配套练习册相应练习。‎ ‎2.学生听Let’s sing歌曲，唱给家长或同伴听。‎ ‎3.学生搜集我国不同地区的风景名胜等相关知识。‎ 四、板书设计：‎ Recycle 1‎ Every day I had fun with my cousins.‎ On Monday we went to a restaurant. ‎ 57‎ Tomorrow I’ll be back home.‎ I am going to … this weekend.‎ I will … this weekend.‎ On Monday I played football. ‎ On Tuesday I played ping-pong. ‎ On Wednesday I …‎ 五、 教学后记：‎ ‎ Recycle 2‎ 第一课时 一、教学目标与要求 1． 能够读懂Read and say的小短文，并能完成相应的练习。‎ 2． 运用be going to句型复习旅行用语。‎ 二、教学重、难点分析 本课时的重难点是让学生将第四单元的中心语言与be going to句型融为一体，在具体 情景中能自然运用。‎ 三、课前准备 ‎1．教师准备中国地图和各地风景图片（包括Stone Forest和folk dance图片）。‎ ‎2．教师准备一个旅行包。‎ 3． 教师准备音乐、课文磁带。‎ 4． 教师准备单词卡片。‎ 四、教学步骤 ‎1．热身（Warm-up）‎ ‎（1）播放Unit 4“A Trip to China”歌曲，学生跟唱。‎ ‎（2）运用地图呈现祖国各地风景，让学生初步感知地名。‎ ‎（3）学生根据实际经历自由问答：Where did you go/visit on your holiday?‎ ‎ I went / visited to …on my holiday.‎ ‎ （请访问过同一地名的同学组合成family，坐到相邻的位置。）‎ ‎2. 预习（Preview）‎ Different Response：教师交给同学一种物品（如：book）并提问：What are you going to do? 学生可回答：I’m going to read books.‎ ‎ I’m going to do my homework.‎ ‎ I’m going to study English.‎ ‎ 鼓励学生发挥创造力，回答越丰富越好。‎ ‎3. 新课呈现（Presentation）‎ (1) 接预习活动，教师呈现一个旅行包，提问：What am I going to do?‎ 引导学生回答：You’re going to take a trip. ‎ 教师继续提问：Where am I going to visit?‎ 播放音乐“月光下的凤凰竹”，并配合介绍：It’s usually warm and sunny. It’s known as 57‎ ‎ Spring city.引导学生猜出：You’re going to visit Kunming.‎ (1) 出示图片：Stone Forest和folk dance帮助学生更好地理解昆明的民族风情，同时教学Stone Forest和folk dance。可结合图片、音乐、录像等学习：folk music/clothes/dance (2) 简单介绍课文背景后，出示where , what, when, how四个疑问词并播放课文录音，让学生边听边记录主要信息。‎ (3) ‎ 限时阅读：给学生一定的时间限制，让他们通读课文，完成Fill in Mike’s trip schedule。‎ (4) 学生仿照“Fill in Mike’s trip schedule”表格进行问答练习。‎ (5) 教师借助图片等提供情景：It’s the good season for trip. Where are you going ? What are you going to do? 请学生以Group work的形式和“家庭成员”讨论，拟定家庭旅行计划。‎ (6) 出示Plan your holiday and make a dialogue表格，挑选几组在班级交流，完成表格。‎ ‎4. 巩固和扩展（Consolidation and extension）‎ ‎（1）一气呵成。教师将句子拆分，呈现单词卡：am, going, visit , I, to, Stone Forest，让首先说出单词的学生持卡并上来组成句子顺序：I am going to visit Stone Forest。‎ ‎（2）完成活动手册配套练习。‎ ‎ （3）小组合作自编对话。教师用简笔画或图片呈现以下几组图片，让学生4人一组自编对话表演，教师鼓励学生自由发挥。‎ ‎ 图片如：‎ See folk dance Mike Kunming ‎ ‎ Climb the Great wall Beijing Kathy ‎（4）旅游咨询日。将全班分成两组：Group A（旅行社代表）和Group B（旅客），Group A成员分工合作，选择若干城市，进行设摊介绍；Group B成员到各自意向前往的城市咨询，最后评选出最受欢迎的城市和旅行社。‎ 五、板书设计 Recycle 2‎ ‎ ‎ Where did you go/visit on your holiday?‎ I went / visited to …on my holiday.‎ What are you going to do? ‎ I’m going to read books.‎ 六、 教学后记：‎ 第二课时 一、教学目标与要求 ‎1．通过活动read and answer 综合运用旅行词汇和句子。‎ ‎2．了解机场的设施及登机基本顺序。‎ 二、教学重、难点分析 综合运用有关旅行的句子是本课重点；‎ 57‎ 让学生学会捕捉听力材料里的关键信息是本课的教学难点，教师要注意培养学生良好的听力习惯。‎ 三、课前准备 ‎1．教师准备机票（可以仿制）和候机大厅图片。‎ ‎2．教师准备中国地图。‎ 四、教学步骤 ‎1．热身（Warm-up）‎ ‎（1）教师提供城市的相关信息，学生抢答城市名称。‎ ‎ 如：Great Wall ---‎Beijing ‎ Ocean Park---‎ ‎Hong Kong ‎ Spring city--- ‎Kunming ‎ East phearl--- ‎Shanghai ‎ 根据学生的回答，教师将各城市名称贴到教室的四周。‎ ‎（2）小组竞赛。每组请一位同学代表，教师说一个城市名称，学生就跑向该城市，并说：I’m going to visit ….比一比谁的反应快。‎ ‎2．预习（Preview）‎ 日常口语练习，内容可参考前一页的表格（设计旅行计划）。‎ 如：Where are you going on your holiday?‎ ‎ What are you going to do there?‎ Who are you going with?‎ When are you going ?‎ How are you going to get there?‎ ‎3. 新课呈现（Presentation）‎ (1) 从上一环节学生的回答中（I’m going to … by plane.），教师自然引出：Why are you going to … by plane?引导学生回答…is far from here. 然后教师继续引导How far is … from…? 2 hours? 3 hours? 最后引出句型It’s …hours by plane. 教师板书该句带读。‎ (2) 出示中国地图，用其他城市替换操练：How far is … from …? It’s … hours by plane.接着用其他交通工具替换操练How far is … from…? It’s … hours by train / bus / van / bike。‎ (3) 教师出示机票，介绍：Mike is going to visit Kunming with his family by plane. Look ！They’re the tickets of the plane. What are they going to do first？呈现候机大厅的图片（包括Good to know部分的设施和标志），师生一起介绍认读Airport的标志及乘机的基本手续和顺序。‎ (4) 教师出示打乱顺序的乘机手续词卡：board, security, check in (have boarding pass)，请学生排一排顺序，演一演。在学生表演的同时，播放Listen and write的机场广播，让学生找到正确的登机口。其余学生完成听音填空练习。‎ ‎ （5）教师介绍课文情景：Now Mike and Kathy is at the gate 24. What are they talking about? 提供部分单词：far，three hours, weather, spring city, sunny, different places, buy folk clothes, suitcase请学生小组合作，编出一段对话。‎ ‎ （6）播放课文录音，学生跟读。‎ ‎ （7）以分组竞赛的形式完成Answer the question的抢答，教师可补充相关问题。‎ ‎ 如：Why is it usually sunny and warm in Kunming?‎ ‎ What are they going to do in Kunming? ‎ ‎４．巩固和扩展(Consolidation and extension)‎ 57‎ ‎(1) 配音。在静音状态下，循环播放登机录象，请学生采用集体讨论、自由组合、分工合作等形式完成配音任务。‎ ‎（2）大联想。教师提供三个城市图片（如：Beijing, Kunming, Harbin），并将学生分成三大组，各组分别选择一个城市展开联想，然后在规定时间内，在图片下写出有关单词。‎ ‎（3）完成活动手册配套练习。‎ ‎（4）Tourism Ads show.分组进行比赛，小组成员分工合作制作旅游广告，画出广告画，附上让人喜欢的理由。然后在同学中宣传，有意前往的同学可以签名预约：I’m going to visit….比比哪组宣传效果最好。‎ ‎（5）切面包。让学生用小刀将面包状卡片上单词间没有间隙的句子进行识别后，根据单词切开。如 ‎ ‎ Can you help me with the suitcase, please?‎ 五、 板书设计 Recycle 2‎ ‎ ‎ Where are you going on your holiday?‎ What are you going to do there?‎ Who are you going with?‎ When are you going ?‎ How are you going to get there?‎ 六、 教学后记：‎ 第三课时 一、教学目标与要求 ‎1. 用一般过去式连贯表达一段发生过的事。‎ ‎2. 理解Read and answer内容，并能完成相关练习。‎ ‎3．学唱歌曲“I went on a holiday”。‎ 二、教学重、难点分析 用一般过去式连贯叙述一段事是本课时的难点，要求老师在正确示范的基础上带领学生进一步熟悉掌握。‎ 三、课前准备 ‎1．教师准备本课时所用的磁带。‎ ‎2．教师准备小玩具一个。‎ ‎3．学生制作棋子一副。‎ 四、教学步骤 ‎1．热身（Warm-up）‎ (1) 播放歌曲I went on a holiday,学生跟唱。‎ ‎(2) Throwing game：同学间互相抛接一个小玩具，得玩具者必须说出一个和trip相关的单词或短语，前后不能重复。‎ 57‎ ‎2. 预习（Preview）‎ 日常口语练习。‎ 内容可参考：Where did you go on the holiday?‎ ‎ How far is … from …?‎ ‎ What’s the weather like in …?‎ ‎ What did you do there?‎ ‎ Do you like taking a trip/ hearing good news?‎ ‎3. 新课呈现（Presentation）‎ (1) 教师：I have 2 pieces of news for you. One is good, the other one is bad. Which one do you want to listen first? 在黑板的两侧分别板书：Bad news 和Good news。接着介绍：The bad news is I was false in the examination last year. The good one is I worked hard than before then I passed the examination this year. ‎ (2) 请学生讲几条bad news，鼓励全班大胆设想，把bad news变成good news。‎ 如：S1: It’s rainy today, but I have no umbrella.‎ S2: I have a umbrella, I can go home with you.‎ S3: Your dad will give you a lift.‎ S4: You can enjoy the beautiful city in the rain.‎ ‎ 教师鼓励学生创造性地表达，并对学生进行适时的辨证主义教育。‎ (3) 从学生讲述bad news引入Mike lost the suitcase这则故事。播放课文录音，学生静听两遍后，合上书本，完成Read and tick or cross练习。‎ (4) 学生阅读课文，教师指导。‎ (5) 请学生根据各自阅读情况，从课文中摘抄一些单词，每次请一位同学板书，其余学生根据这些单词抢答说一些简单的语句（可以是原文，也可以是学生自己的话）。可以通过小组竞赛的方式进行。‎ (6) Group work：小组讨论完成书本的Good news and bad news game.‎ (7) 播放歌曲I went on a holiday录音或VCD，学生跟唱。‎ ‎ ４．巩固和扩展(Consolidation and extension)‎ ‎(1) 兔子耳朵。教师匀速朗读一段课文，其中会有词漏读或加词，让学生找出错处并记录，比一比谁的耳朵最尖。如果学生的听力不错，教师可适当加快语速。‎ ‎(2) Ladders and slides.以下棋的形式进行句子表达练习。棋子的每一格都有一个单词，学生走到一个就要讲一句包含上面单词的话，最先到达终点者获胜。‎ ‎(3) 辩论赛。教师提供一个Topic，如：The tourism is good/ bad for our dairy life。将全班分成两组，抽签决定各自的主题，进行一定时间的准备讨论，然后以辩论赛的形式各自陈述自己的理由，理由充分又正确者为胜。‎ ‎ （4）完成练习册配套练习。‎ 五、板书设计 Recycle 2‎ ‎ ‎ Where did you go on the holiday?‎ How far is … from …?‎ What’s the weather like in …?‎ What did you do there?‎ Do you like taking a trip/ hearing good news?‎ 57‎ 六、教学后记：‎ 57‎