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Unit 1 How tall are you?
第一课时
教学目标
知识与能力：
1.能够听、说、读、写形容词的比较级形式：taller, stronger, older, younger和shorter.
2.能够用句型：I’m … cm tall.He’s/She’s … cm tall.”来描述自己和他人的身高。
3.能用句型“You ‘re taller than your brother.I’m older than you.”进行年龄和身高的比较。
4.能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。
教学重、难点
本课时的教学重点是能够听、说、读、写五个形容词比较级形式，并能用含有比较级的句型进行替换关键词的问答。长度单位cm的完整形式centimeter的发音是本课时教学的难点。
教学准备
1.教师准备录音机和本课时录音带、Let’s learn单词卡片. 2.教师准备测量身高和体重的工具。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
1、师生问好。
2、教师谈话： Happy new year! This year, we’re one year older than last year. Are you taller than last year? Are you heavier than last year?
2、presentation：
(1) Measure(测量)：教师出示测量身高和体重的量器，提问：“How tall are you? How heavy are you? Let’s measure.然后请两名学生上前，帮他们测量身高，并公布测量结果：He /She is … cm tall.
（2）板书该句子并领读，重点教读cm,centimeter.
(3) 引导学生比较两人的身高：… is taller than …. … is shorter than …. 并由此引出单词的比较级taller和shorter.
(4) 讲解比较级的简单构成。再让学生写出下列词的比较级形式：young old strong thin big small heavy
(5) Let's chant 放本课时Let's chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。
3、practise：
Let's learn
(1) 出示Let’s learn 图，先教师带读单词，再指名认读。
(2) 操练单词：a.师生对反义词。
b.教师说单词，学生拼读并书空。
c.用教师所指单词造句。
(3) 教师问：How tall are you? How heavy are you? Who is taller than you? Who is heavier than you?引导学生用I’m … cm tall./kg.. … is taller/heavier than me.来回答。注意教读kg,,的原形kilogram。
(4)同桌对话：I’m …cm tall. I’m …kg. I’m … than you. You’re … than me.不知道自己身高体重的同学可以用教师准备的测量器具量一量。
(5)指几名同学向全班汇报。
(6)听Let’s learn 录音，跟读，再自己练习读，同桌分角色读。
4、production：
1.用所给单词的正确形式填空。
(1) How ____ （tall）are you? I’m 112 cm _____(tall).
(2) I’m _____(tall) than my brother.
(3) Wu Yifan is 160 cm ____(tall).
5、progress：
(1)教师请四名同学到前面，示范让学生理解Line up from…。然后发指令，让学生做动作。
(2)小组之间进行表演或竞赛。
作业设计：
(1)在作业本上书写Let’s learn的五个四会单词。
(2)收集一些名人的身高、体重、年龄等资料并进行比较。
板书设计：
个性化修改意见：
教学反思：
Unit 1 How tall are you?
第二课时
教学目标与要求
知识与能力：
1．能听、说、读、写四会掌握句子：“How tall are you? I’m 164 cm tall.You’re shorter than me .You’re 4 cm taller than me．”并能在情景中正确运用。
2．能够调查同学的年龄、体重和身高并就调查结果进行分析比较，做出汇报
3．能够听董Let's try的录音内容并选出正确选项。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：激发学生在生活中运用所学语言的积极性。
教学重、难点分析
本课时的教学重点与难点是四会掌握句型：“How tall are you? I’m 164 cm tall.You’re shorter than me .You’re 4 cm taller than me．”
课前准备
1． 教师准备录音机和本课时的录音带及空中课堂教学资源。
2． 教师准备本单元的单词卡片和几位名人的图片与资料。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
(1)复习Let's chant部分的歌谣，播放录音，让学生跟着音乐有节奏地念。念完后提问：Who is tallest? Who is shortest？Who is smallest?
(2)Guessing game：教师用描述班上某位同学的特征，如：He is tall and thin. He is taller than … and thinner than…。Who is he? 请学生猜猜说的是谁。在猜的过程中还可提问：Is he taller/… than …？
2、presentation：
(1) 指几名学生全班同学介绍自己家人的情况，再同桌相互说一说。
(2) Let's try
教师放录音，学生看图选择正确答案，并从听觉上进一步感知主要句型。录音内容如下：
There are three elephants in a zoo. Father Elephant is taller and older than Mother Elephant. Mother Elephant is smaller than Father Elephant. She is stronger than her son. Son Elephant is younger but taller than his mom and dad. Which picture is the Son Elephant?
3、practise：
Let's talk
(1)教师指着一名身高超过自己的学生说：I’m 150 cm tall. You’re taller than me. I’m thorter than you. How tall are you? 待该生回答后，教师接着说：Oh, you’re … cm taller than me. 然后板书这组对话并重点领读最后一个句子。
(2) 师出示事先收集的名人图片，问：How tall/ heavy/old is …？也可让学生介绍自己所知道的名人。引导学生进行比较，如… is 4 cm taller than …. … is two years old than …。
在师生对话的过程中，注意重点复习年龄的询问和表达方法。
(3)出示Let’s talk 部分对话，先让学生试读，再放录音，学生跟读。跟读时提醒学生注意模仿语音和语调。然后两人一组分角色朗读。
4、production：
教师事先准备一些打乱顺序的单词卡片，让学生读词后迅速拼成正确的句子。
学生用自己和同桌的资料，替换对话中的关键词进行练习。
5、progress：
Group work
教师出示表格，并将学生分成四人一组，布置活动任务：Survey your classmates and make a report.先请一组基础较好的学生示范，再分组活动。活动过程中强调学生一定要用英语进行交流。
作业设计：
Consolidation and extension
(1)做英语练习册上Part A 部分相关练习，并抄写四会句子。
(2) Task time
要求学生回家后测量自己的房间、床及书桌或其它物品的大小尺寸，并写出完整的句子，如“My room is 4 m long and 2 m wide. 教师可先以教室内的物品为例，给学生做个示范。
板书设计：
个性化修改意见：
教学反思：
Unit 1 How tall are you?
第三课时
教学目标与要求
知识与能力：
1．能够听懂、会说Let’s read 部分的对话并完成填充练习；特别是能看懂、会朗读句子：“I think the little monkey is only 40 cm tall.The yellow monkey is taller but the little monkey is funnier.”
2．能够了解双元音/ei/,/ai/,/oi/及辅音/p/,/b/,/t/,/d/ 的音与形；能读出相关例词。
3．能够完成Pair work部分绘图并描述最好朋友的活动。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重、难点分析
本课时的教学重点是使学生充分理解、正确朗读对话，并培养学生拼读音标例词的能力。教学难点是学生能看懂、会朗读句子：“I think the little monkey is only 40 cm tall.The yellow monkey is taller but the little monkey is funnier.”
课前准备
1． 教师准备录音机和本课时的录音带及空中课堂教学资源。
2． 教师准备本单元的单词卡片和几位名人的图片与资料。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：(1)复习Let's chant部分的歌谣，播放录音，让学生跟着音乐有节奏地念。并引导学生根据实际情况用班内同学的名字替换歌谣中相关内容重新吟唱。
(2)Guessing game：教师用描述班上某位同学的特征，如：He is tall and thin. He is taller than … and thinner than…。Who is he? 请学生猜猜说的是谁。在猜的过程中还可提问：Is he taller/… than …？
2、presentation：
(1) 指几名学生全班同学介绍自己家人的情况，再同桌相互说一说。
(2) Let's try
教师放录音，学生看图选择正确答案，并从听觉上进一步感知主要句型。录音内容如下：
There are three elephants in a zoo. Father Elephant is taller and older than Mother Elephant. Mother Elephant is smaller than Father Elephant. She is stronger than her son. Son Elephant is younger but taller than his mom and dad. Which picture is the Son Elephant?
3、Pre-reading:
Let's talk
(1)教师指着一名身高超过自己的学生说：I’m 150 cm tall. You’re taller than me. I’m thorter than you. How tall are you? 待该生回答后，教师接着说：Oh, you’re … cm taller than me. 然后板书这组对话并重点领读最后一个句子。
(2) 师出示事先收集的名人图片，问：How tall/ heavy/old is …？也可让学生介绍自己所知道的名人。引导学生进行比较，如… is 4 cm taller than …. … is two years old than …。
在师生对话的过程中，注意重点复习年龄的询问和表达方法。
(3)出示Let’s talk 部分对话，先让学生试读，再放录音，学生跟读。跟读时提醒学生注意模仿语音和语调。然后两人一组分角色朗读。
(4)教师事先准备一些打乱顺序的单词卡片，让学生读词后迅速拼成正确的句子。
4、In-reading:
Group work
教师出示表格，并将学生分成四人一组，布置活动任务：Survey your classmates and make a report.先请一组基础较好的学生示范，再分组活动。活动过程中强调学生一定要用英语进行交流。
(5)学生用自己和同桌的资料，替换对话中的关键词进行练习。
5.After-reading:
Consolidation and extension
作业设计：
(1)做英语练习册上Part A 部分相关练习，并抄写四会句子。
(2) Task time 要求学生回家后测量自己的房间、床及书桌或其它物品的大小尺寸，并写出完整的句子，如“My room is 4 m long and 2 m wide. 教师可先以教室内的物品为例，给学生做个示范。
板书设计：
个性化修改意见：
教学反思：
Unit 1 How tall are you?
第四课时
教学目标
知识与能力：
1.能够听、说、读、写形容词的比较级形式：heavier,longer,thinner,bigger和smaller.
2.能够灵活准确地运用以上形容词比较级描述人物和动物的特征差异。
3.能够完成Let’s play部分的活动并在活动中用相应的语言正确表达。
4.能够理解story time中的故事。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。
教学重、难点
本课时的教学重点是掌握五个形容词比较级形式，教学难点是掌握以下形容词比较级的构成方式：heavy –heavier, thin –thinner, big –bigger.
教学准备
1.教师准备录音机和本课时录音带、Let’s learn单词卡片.
2.教师准备本课时的单词卡片和人物头饰。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：师生一起听录音，唱歌曲“My Pets”。教师带领大家边唱边用比较夸张的动作表示smaller and smaller和shorter and shorter的感觉。
2、presentation：
(1) 师生对话：
T: How tall are you?
S: I’m ____ cm tall.
T: I’m ____cm tall. I’m __ cm shorter/ taller than you.
(You’re ___cm taller/ shorter than me.)
（2）学生模仿刚才的对话调查班内某名同学的身高、体重或年龄等，教师随着学生对话板书单词的比较级：taller，shorter, younger，older, heavier。
(3) 教师根据学生调查对话情况小结,如XX is heavier and taller than XX.
Let's learn
(1) 指一名学生到前面，示意其伸出手来，“Show me your hand”，然后教师也伸出手，与该生手掌相贴，比较两人手的大小，并说“My hands are bigger than yours.Your hands are smaller than mine.”再比较两人手臂，“My arms are longer than yours. Your arms are shorter than mine.”并板书bigger, smaller, longer.
(2) 让学生看Let’s learn 图片，并试读单词，重点教读thinner.
(3) 操练单词：a.师生对反义词。
b.教师说单词，学生拼读并书空。
c.根据Let’s learn图片内容，用教师所指单词说句子。
(4)听Let’s learn 录音，跟读，再自己练习读，同桌分角色读。
(5)观察这几个单词的比较级的构成方式都相同吗？
教师简单介绍形容词比较级构成的几种方式：
a.直接在单词末尾加-er,如old---older, young---younger; 或有的以e结尾只加-r,如nice---nicer;
b.双写末尾的辅音字母，再加-er, 如big---biger, thin---thinner;
c.以辅音字母加y 结尾，改y为i, 再加-er，如heavy---heavier;
d.其它不规则变化
3、practise：
1.写出下列单词的比较级形式。
heavy--- small--- young---- tall--- old---
2．用本节课所学比较级单词，替换Let’s chant中关键词, 配上节奏，来复习5个形容词的比较级
4、production：
Let’s play, 由小动物比赛转动学生间的相互比赛，如：My arms are longer than yours. 教师出示板书，告诉学生 yours 等于your 加上一个前面出现过的名词。
作业设计：
(1)在作业本上书写Let’s learn的五个四会单词。
(2)尝试写一篇小短文，比较两个动物。
板书设计：
个性化修改意见：
教学反思：
Unit 1 How tall are you?
第五课时
教学目标与要求
知识与能力：
1．能听懂、会说并能书写句型：“How heavy are you? I’m 48 kg.I’m thinner than you,and shorter.”并能在情景中正确运用。
2．能够完成Pair work中的调查任务，并了解Good to know部分的内容。
3．能够完成Let's try部分听录音选图片并填充句子的练习。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：激发学生在生活中运用所学语言的积极性。
教学重、难点分析
本课时的教学重点是能询问、回答有关身高、体重、脚的大小尺寸、头发的长度等问题并能书写相关句型，教学难点是四会掌握句型以及单位词，如cm,kg的理解和使用。
课前准备
1． 教师准备录音机和本课时的录音带及空中课堂教学资源。
2． 教师准备几把软尺。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
Free talk : Hi, How are you ? How old are you ? How long is your desk？ How tall are you ?…(目的在于复习句型How tall are you?及其回答方式I′ m 164cm tall. 同时教师在此环节中及时做出或引导学生做出评论:He is taller than
her.)
2、presentation：
Let′ s try .（学生完成听录音选择练习）
1、教师运用图片的形式，出示本课时主要动画人物：猴王和八戒
T：Class，today we have two new friends，Monkey King and Ba Jie，Listen，What are they talking？
（多媒体演示以下对话:）
M：Nice to meet you again , Ba Jie .But I think ,You are heavier than before.
B：No, I′ m not heavier. I′ m stronger. I′ m stronger than you. So I′ m cooler than you.
(课件同时出现四会句型: I ′m stronger. I′ m stronger than you.)
2、教师引导学生讨论：Which one is cooler? Why ?
通过讨论，使学生复习巩固以下句型：
Monkey King is cooler. He is taller than Ba Jie.
3、继续通过图片让学生模拟去说：
M：Ha ha, I′ m cooler than you. How heavy are you?
B：I′ m 100 kg. How heavy are you? M：I′ m 50 kg.
使学生初步感知新句型: How heavy are you?及回答方式: I′ m ____kg.
3、practise：
教师板书四会句型: How heavy are you? I′ m ____kg.
领读, 学生分层跟读。
5、Drill:（学生以排、行等不同的组织形式分层操练）
S1：Hello, ××. How heavy are you?
S2：I′ m ____kg.How heavy are you? S3：……
6、学生听对话录音跟读.
4、production：
Pair work.: make a survey.
(T：猴王要给大家分发礼物,请同桌相互调查.)
You
Your friend
Height
Legs
Feet
Pair work . Make a report.
根据调查情况，同桌做出简要汇报。
For example：
S： Hi, I′ m Mike. I′ m 145cm tall. I′ m taller than Tom.
Tom′ s feet are bigger than me .My legs are longer than Tom.、
5、progress：
指导学生朗读并完成课本Good to know 部分的练习。
作业设计：1、完成活动手册的配套练习
板书设计：
个性化修改意见：
教学反思：
Unit 1 How tall are you?
第六课时
教学目标与要求
知识与能力：
1．能够听、说、认读Let’s read 部分的内容并正确完成填充句子的练习；特别是能听、说、认读单词squid,lobster,shark,seal,whale和单位词tom,meter,kg,cm。
2．能够正确完成Match and say连线、表述的练习。
3．能够正确完成Let’s check部分听音圈图的练习。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重、难点分析
本课时的教学重点是使学生充分理解、会读文段，并能正确理解几个单位词：ton,meter,kg,cm。教学难点是本部分语言知识含量大，教师需要帮助学生充分理解。
课前准备
1． 教师准备录音机和本课时的录音带及空中课堂教学资源。
2． 学生调查有关鲸的资料。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
1、听听做做
教师引导学生做Let’s do (Book 2 Unit 6 P61)
2、活动：星星闪闪（课前先在黑板上贴上五颗大星星）
教师先自我介绍：I’m 160 cm tall. How tall are you? 引导一个学生回答，并将两个数据放入星星中由第三个学生进行比较回答 A is _____than B.
其他四个星星用同一种方法进行比较讨论身高和体重等。
3、编歌谣，说唱（多媒体出示）
I’m tall tall taller than you.。。。
2、presentation：
做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?
3、Pre-reading:
1、设置情境：教师带领学生去海洋馆（多媒体出示）
Teacher: Today I will take you to the Ocean Museum.. Do you know, what’s the biggest animal in the world? 引出单词whale.。
多媒体出示，从两边游出两头鲸鱼。
Teacher: The left whale is sperm whale, the right one is killer whale.
Teacher: How heavy is the sperm whale? 课件展示，引出重量单位ton。
Ask: How long is it? How long is its tail? 教师可通过longer或shorter来帮助学生猜。
课件展示sperm whale的牙齿，ask: How many teeth? How long is its tooth?
再通过课件展示很多动物或蔬菜，ask: What’s its favourite
food？让学生来进行选择，从而引出单词squid, lobsters和small shark。
Then ask: What can it do? (It can swim/dive.)
老师通过课件图片介绍killer whale。
做游戏，开心辞典，分组抢答。
如：Which is longer, sperm whale or killer whale?
How long is sperm whale/killer whale?
2、完成短文后的练习，分组讨论，说说两头鲸鱼的不同。
3、火眼金睛
看图片，比一比，说一说。
4、In-reading:
活动：顺风耳、千里眼（多媒体出示 非洲象和亚洲象）
看图，听短文，填写表格
5.After-reading:
(1) 听录音排列图片。(2) 讨论问题：Why do they need Bear to be the goalkeeper?
作业设计：
板书设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第一课时
教学目标与要求
知识与能力：
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。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
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。
教学难点
5个词组读音和书写，掌握动词过去式及其发音规则。
课前准备
1、教师准备本课时所需的六张词卡。
2、教师准备录音机和录音带。
3、教师准备本单元的挂图。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
（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、presentation：
(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.
(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!
3、practise：师生问答。（语言内容，媒介）
Activity two: 摘苹果游戏
教师领读 Let’s learn部分。
4、production：
Let’s find out.
(1)、教师通过CAI出示图片，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？
板书设计：
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.
作业设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第二课时
教学目标与要求
知识与能力：
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.
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
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。
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。
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、教师准备该课时的教学挂图。
4、学生准备一张调查表。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
(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、presentation：
(1)、Activity 1(2)、Let’s try.
T: What did you do last weekend? S: …
T: What about Chen Jie?
Let’s talk 设计主情景“我是小小侦探”--- “谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
3、practise：
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。(1)、Activity 2
(2)、Activity 3 Make the chant.
4、progress：通过课件展示John和Zoom的对话。
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!
听录音，跟读书本对话。
学生一起朗读对话。
作业设计：
(1)、对话操练：Let’s find out. p28
(2)、完成活动手册相应练习
(3)、Good to know
板书设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第三课时
教学目标与要求
知识与能力：
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。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重、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.
课前准备
1、教师准备一幅本课时的教学挂图。
2、教师准备一台录音机和相关录音带。
3、学生准备本课时的单词卡片。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
（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.
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。
2、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?
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。
3、Pre-reading:
听音跟读，再齐读。
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。
4、In-reading:
Activity 1 :滚雪球
5.After-reading:
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。
作业设计：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。
板书设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第四课时
教学目标与要求
知识与能力：
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。
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重、难点
掌握四会词组,并用所学词组和句型进行调查
掌握四会词组,并用所学词组和句型进行调查
课前准备
1、教师准备本课时所需的五张词卡及A部分所学单词。
2、教师准备录音机和的录音带。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
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：
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
Activity 1 找搭档Activity 2 我是侦察兵Activity 3 记忆大挑战
3、practise：
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、production：
1) Ask Ss to describe each picture with the sentence structures of:
I (did) yesterday/ last weekend.
2) Listen and circle.
5、progress：
Check the answers.
作业设计：（1）完成活动手册相应内容。（2）课后继续交流同桌的周末或前天的活动信息.
板书设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第五课时
教学目标与要求
知识与能力：
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.
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重点
To master the following sentence structures:
Did you read books? Yes, I did./ No ,I didn’t.
课前准备
1、教师准备图片。
2、教师准备录音机与磁带。
3、教师准备该课时的教学挂图。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1、preparation：
(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：
A. chant
(1)教师用课件呈现chant
（在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人）
(2)学生二人小组说唱书本上的chant
3、practise：学生用手头的卡片自编一个chant
4、production：
Let’s talk
(1) Listen and do
(2) Look and answer
(3)Listen and read
5、progress： practice
Activity 1.Let’s find out
Activity 2 The story of Zoom
Activity 3 Guessing
作业设计： 1. 听录音，做活动手册。 2. 根据情景编对话。
板书设计：
个性化修改意见：
教学反思：
Unit 2 Last weekend
第六课时
教学目标与要求
知识与能力：
1．能综合运用动词的过去时。
2. 阅读理解故事
过程与方法：能在活动中恰当运用所学语言进行交际。
情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。
教学重点
动词过去时的读音及不规则动词的变化
阅读部分的理解和有限度地再现
课前准备
1、教师准备一幅本课时的教学挂图。
2、教师准备一台录音机和相关录音带。
3、学生准备本课时的单词卡片。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
教学过程
1.preparation:
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………
3、Pre-reading:
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。
4、In-reading:
教师提示总结：
was / walked / studied / read /went
/saw / jumped / swam / returned
D: Activity 3 无字的故事书
E: Exercises
(1)Finish the sentences
(2)Number the sentences
Comprehensive activity
5.After-reading:
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
作业设计：
Mini role-play
Prepare and act out their stories in roles.
板书设计：
个性化修改意见：
教学反思：
Unit 3 Where did you go?
Period 1 Let’s learn Listen, answer and write P25
Learning aims(学习目标): 绿色圃中小学教育网
1. 能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing.
2. 能听说认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.
3. 会唱歌曲《Tell me about your holiday》
Important &difficult points(重难点):
1. 学习五个短语，注意ride, go,hurt的过去式。
2. 学生能用句型进行简单的对话。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step 1.预习温故(用时5分钟）
1. Show the pictures and Go over the phrases of Unit 2.
S1:watched TV S2: I watched TV S3: I watched TV last weekend.
同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept.
2. Free talk. --- What did you do last weekend?
--- I watched TV./ ...
Step 2. 新课内容展示（用时15分钟）
1. 教学短语
(1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读)
Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组)
(2) 呈现句子T: I rode a horse last weekend.
同样的方法教学短语rode a bike, went camping, hurt my foot，went fishing.
（3）T:What did you do last weekend? Ss: I rode a horse/ went camping …(学生多操练)
2. T: Where did you go last Saturday? I went to a forest park.师生互答。
3. Play the tape of Let’s learn.学生跟读，然后分角色朗读对话。
Step 3.合作交流：（用时10分钟）绿色圃中小学教育网com
1. Play a game. 叫一名同学到讲台前表演动作，其他的同学说出短语。
2. 学生灵活运用本课时词组，自由编对话。
3. Fnish Listen, answer and write. 齐读这些句子。（选上）
4. 学唱歌曲《Tell me about your holiday》.
Step4、达标检测（用时9分钟）
问与答，连连看。
1. What size are your shoes? A. I went to the bookstore.
2. Where did you go yesterday? B. I am 45 kg.
3. How heavy are you? C. Size 7.
4. What did you do last night? D. It was fine.
5. How was you weekend? E. I watched TV.
连一连，读一读。
1. 他上周六去钓鱼。 A. I hurt my foot last Tuesday.
2. 我妈妈上周末去野营。 B. She rode a bike last Monday.
3. 约翰昨天去骑马。 C. He went fishing last Saturday.
4. 她上周一骑自行车。 D. My mum went camping last weekend.
5. 我上周二伤了脚。 E. John rode a horse yesterday.
四．写出下列动词的过去式。
go-- ride-- hurt -- watch -- clean--
Step5、布置当堂作业（用时1分钟）
1.抄写并背诵四会短语 2. 用本课时句型写一个对话。
板书设计： Unit 3 Where did you go?
rode a horse, rode a bike, went camping, hurt my foot and went fishing.
ride – rode go – went hurt -- hurt
Zhang Peng: Where did you go last Saturday?
John: I went to a forest park.
Zhang Peng: What did you go there?
John: I rode a bike.
个性化修改意见：
教学反思：
Period 2 Let’s try Let’s talk P24
Learning aims(学习目标):
1. 能听懂Let’s try并完成Tick and cross.
2. 能理解Let’s talk并能听说认读下列句子： What happend? Are you all right? I’m OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.
3. 能听说认读单词 fell off, mule,could, till, Labour Day, Turpan
Important &difficult points(重难点):
1. 听说认读句子：What happend? Are you all right? I’m OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.
2. 理解句子：I fell off my bike last Saturday and hurt my foot.
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step 1.预习温故(用时5分钟）
1. 复习 Let’s learn.Eg: rode a horse. I rode a horse last weekend.
2. Free talk. --Where did you go last Sunday/ Saturday? -- I went to a forest park.
-- What did you do there? -- I rode a bike. / ...
Step 2. 新课内容展示（用时15分钟）
1. 教读并理解重点单词和句型fell off, mule,could, till,
What happened? Are you all right? I’m OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.
I fell off my bike last Saturday and hurt my foot.
2.学生听录音，老师教读对话。
3.学生小组阅读对话并回答问题。(1). What happened to John? (2). Where did John go over his holiday? (3). What did he do?
4.学生讲解对话，教师补充答疑。
Step 3.合作交流：（用时10分钟）
1. Role play. 学生灵活运用本课时句型和所学词组扮演John和Amy打电话。
2. Finish Let’s try.
Step4、达标检测（用时9分钟）
一．填一填，译一译,读一读。。
1.r de a ho se ( ) 2.rode a b ke ( )5.went f shing ( )
二．情景选择
1. 当你想问你的同学过去发生什么事情了，你可以这样问： （ ）
A. What happened? B. What did you do?
2. 当你想问你生病的爸爸现在还好吗，你可以这样问： （ ）
A. Are you ill, dad? B. Are you OK, dad?
3. 当你想用英语表达“我现在没事了。”你可以这样说： （ ）
A. I am OK now. B. I am bad now.
4. 当你想问你的同学上周去北京了吗，你可以这样问： （ ）
A. Did you go to Beijing last weekend? B. Do you go to Beijing?
四．单项选择
1. --- Where you go last Sunday? --- I went to the nature park.
A. do B. did C. does
2. It looks a mule. A. at B. of C. like
3. --- Did you go to Beijing? --- No,
A. we didn’t B. we did C. we do
4. --- What did you do there? --- I
A. go fishing B. goes fishing C. went fishing
5. I took pictures food. A. at B. of C. in
Step5、布置当堂作业（用时1分钟）
1. 熟读Let’s talk. 2. 抄写教学目标中的句子。
板书设计： Unit 3 Where did you go?
fell off, mule,could, till, Labour Day, Turpan
---What happened?
---I hurt my foot.
---Are you all right?
---I’m OK now.
---Did you go to Turpan?
---Yes, we did. / No, we didn’t.
个性化修改意见：
教学反思：
Period 3 Let’s learn Look and say P27
Learning aims(学习目标):
1. 听说读写单词和词组： ate, took, bought, gift, took pictures.
2. 听说认读句子：How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures.
Important &difficult points(重难点):
1. 听说读写单词和词组： ate, took, bought, gift, took pictures.
2. 掌握不规则动词的过去式。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step 1.预习温故(用时5分钟）
1. 齐读P25,师生互译重点短语和句子。
2. Translate the fllowing sentences.
What happend? Are you all right? I’m OK now.
It looks like a mule. Did you go to Turpan? Yes, we did.
Step 2. 新课内容展示（用时15分钟）
1. 教学短语
(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.
(2) 呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts
（3）T: What did you do last Sunday? Ss: I ate fresh food . (学生多操练)
2. T：How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。
3. Play the tape of Let’s learn. 学生跟读。
Step 3.合作交流：（用时10分钟）
1. 学生两人小组读短语：一人做动作，一人用动词的过去式说短语。
2. Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。
3. Finish “Look and say” and read these sentences.
4. 全班齐读 P27.
Step4、达标检测（用时9分钟）
一． 给下列图片选择正确的短语。
1. 2. 3. 4.
A. ate fresh food B. went swimming C. took pictures D. bought gifts
一． 填一填，译一译，读一读。
A. lots of B. How C. How much D. went
1. （怎样）was your summer holiday?
2. I took (许多) pictures.
3. （多少钱）is this?
4. I (去) swimming last Sunday.
二． 写出下列动词的过去式。
eat-- take-- buy -- read -- see --
三． 连词成句。
1. did what do you last Monday (?)
2. ate he fresh food yesterday (.)
3. you did where go Sunday last (?)
4. all are right you (?)
5. I lots took of pictures (.)
Step5、布置当堂作业（用时1分钟）
抄写并背诵本课时四个四会短语
板书设计： Unit 3 Where did you go?
ate fresh food, went swimming, took pictures, bought gifts.
eat—ate take—took buy -- bought
-- How was your summer holiday?
-- It was good. I went swimming every weekend and took lots of pictures.
个性化修改意见：
教学反思：
Period 4 Let’s try Let’s talk P26
Learning aims(学习目标):
1. 能听懂Let’s try部分的对话并完成练习。
2. 能理解Let’s talk内容并能听说读写下列句子：
How did you go there? We went there by plane. Sounds great!
3. 能听说认读单词beach.
Important &difficult points(重难点):
1.理解Let’s talk部分的内容并能听说认读学习目标中的句子。
2.用所学句型简单介绍自己的winter holiday.
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step 1.预习温故(用时5分钟）
1. Show pictures and go over the phrases: Eg: ate fresh food, I ate fresh food/...
2. Free talk: T: How was your holiday? Ss: It was good.
T: What did you do? Ss: I went swimming. / ...
Step 2. 新课内容展示（用时15分钟）
1.板书并教读重点句型T: Where did you go last summer holiday? Ss: I went to ...
T: How did you go there? Ss: I went there by plane./ ... T: Sounds great!
2. 学生听录音，老师教读对话。
3. 学生谈论P26的五张图片。.
4..Read and answer the questions: (1) Where did Amy go last winter holiday? (2) How did she go there? (3) What did she do there?(4) How was the beach?
5.学生讲解对话，教师释疑。
Step 3.合作交流：（用时10分钟）
1. Role play.
2. 学生灵活运用所学单词及词组句子谈论自己的winter holiday. 例： S1: Where did you go last winter holiday? S2: I went to ... S1: How did you go there? S2: We went there by ... S1: What did you do there? S2: I ... S1: Sounds great!
3. Finish Let’s try.
Step4、达标检测（用时9分钟）
一． 补全下列单词并翻译。
1. te fresh food （ ） 2.w nt swi ming （ ）
3. t ok pict res （ ） 4.b ght g fts （ ） 二．单项选择。
1. -- did you go to Shanghai? --- By plane.
A. What B. How C. When
2. John took pictures last weekend.
A. lots B. lot of C. lots of
3. -- did you go last Wednesday? -- I went to the bookstore.
A. Where B. What C. How
4. --- How was your winter holiday? --- .
A. It is good. B. I went swimming. C. It was good.
5. – What did she do? -- .
A. She rode a horse. B. She likes riding a orse. C. Yes, she did.
三．根据课文对话(P26)判断对（A）错(B)
( )1. Amy went to Sanya with her family over her winter holiday.
( )2. Amy went to Sanya by train.
( )3. Amy took many pictures
( )4. Haina is not far from here.
( )5. It was cold in Sanya.
Step5、布置当堂作业（用时1分钟）
1. 熟读Let’s talk. 2. 抄写第三单元的句子。
板书设计： Unit 3 Where did you go?
S1: Where did you go last winter holiday? S2: I went to ...
S1: How did you go there? S2: We went there by ...
S1: What did you do there? S2: I ...
S1: Sounds great!
个性化修改意见：
教学反思：
Period 5 Read and write P28-29
Learning aims(学习目标):
1. 理解Read and write的内容并完成后面的练习。
2. 能听说认读单词basket, part, licked, laughed
3. 能听懂，会说句子Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day!
Important &difficult points(重难点):
1.能听懂会说学习目标中的句子。
2. 理解It was a bad day but also a good day!的意思。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step 1.预习温故(用时5分钟）
1. Go over phrases: rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts
2. Free talk: T: How was your last Sunday? Ss: It was fine.
T: Where did you go? Ss: I went to ...
T: What did you do there? Ss: I rode a bike./ ...
Step 2. 新课内容展示（用时15分钟）
1. T: Something may happen everyday. Something is good and something is bad. But Wu Yifan had a bad but good day. Then, What happened? Please turn to page 28. Read the passage and finish the task of page 29. You can discuss with your partner.
2. 教师板书讲解单词及句子：basket, part, licked, laughed.
Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! 教读。绿色圃中小学教育网http://www.Lspjy.com
3. 学生小组阅读并讲解课文，教师答疑，完成后面的练习。
4. Play the tape to listen to the passage.
Step 3.合作交流：（用时10分钟）
1. 领读Read and write 中的句子并纠正读音。
2.师生互译下列单词及句子：basket, part, licked, laughed.
Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day!
3. Write about students’ bad but good day.
Step4、达标检测（用时9分钟）
一．读一读，选一选。
（ ）1. laugh A. 笑 B. 哭
（ ）2. basket A. 帽子 B. 篮，筐
（ ）3. lick A. 踢 B. 舔
（ ）4. beach A. 海滩 B. 海鸥
（ ）5. stay in the hospital A. 呆在医院 B. 呆在旅店
took pictures dressed up rode a bike ate bad fruit bought gifts ate delicious food
took pictures dressed up rode ate bought gifts delicious food
二．根据Read and write选择正确的短语完成下面的空格。
It was a sunny day. Wu Yifan and his family a bike for three people. They , and ate . However, his mum
bad fruit and she didn’t feel well. To make his mum happy, Wu Yifan and his dad and made a funny play.
三．给下面的对话排序。（也可以教师念句子，学生听音排序）
( )1. Fine, too. Where did you go?
( )2. It was very good. How about you, Amy?
( )3. Hello, Sarah. How was your holiday?
( )4. Wonderful. How did you go there?
( )5. I went to Hong Kong with my parents.
( )6. By plane.
Step5、布置当堂作业（用时1分钟）
抄写第三单元短语及句子绿色圃中小学教育网
板书设计： Unit 3 Where did you go?
basket part licked laughed
Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day!
个性化修改意见：
教学反思：
Period 6 Main scene Let’s check Let’s wrap it up Story time P30-31
Learning aims(学习目标):
1. 复习本单元三会，四会单词和词组，四会句型。
2. 完成Let’s check, let’s wrap it up, story time
Important &difficult points(重难点):
1.复习并掌握本单元的单词和句子 2. 借助图片理解Story time中的故事。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究:
Step 1.预习温故(用时5分钟）
1. 读课本三单元单词和句子
2. T: How was your winter holiday? Ss: It was fine.
T: Where did you go? Ss: I went to ...
T: How did you go there? Ss: By ...
T: What did you do there? Ss: I ...
Step 2. 新课内容展示（用时15分钟）
Main scene
1.T: John had a good Labour Day holiday. Please turn to page 22. Read the dialogue and tell me “What happened to John? ”
2. Read and explain the dialogue.
4. 听录音，读对话。
5. Role play. 分角色表演对话。
6. Fnish let’s check and let’s wrap it up.
Step 3.合作交流：（用时10分钟）
1. 小组合作阅读Story time. 每个小组阅读一幅图。
2. 小组代表讲解，教师答疑
3. 表演故事。（时间允许的情况）
Step4、达标检测（用时9分钟）
一． 英汉互译。
1.ate fresh food（ ） 2.went swimming（ ） 3.took pictures（ ） 4.bought gifts （ ） 5.rode a horse ( ) 6.rode a bike ( ) 7.went camping ( ) 8. hurt my foot ( ) 9.went fishing ( )
10.很多年前有许多恐龙。There lots of dinosurs many years ago.
11.你的假期怎么样？ was your holiday?
12.你去了哪里？ you go?
13.我去了月球 I the moon.
14.你怎样去那里的？ did you go there?
15.乘宇宙飞船。 spaceship.
16.你看到了什么？ did you see?
17.听上去不错！
二．给下面的句子选择合适的图片。
A. B. C. D.
E. F. G. H.
( )1. I saw Chang’e and the rabbit. ( )2. Here comes a spaceship.
( )3. We bought some gifts. ( ) 4. He’s laughed and laughed.
三．连词成句。
1. went she swimming weekend every (.)
2. my family went Turpan to I and (.)
3. you Xinjiang did to go (?)
4. go how did there you (?)
Step5、布置当堂作业（用时1分钟）
复习第三单元单词及句子。
板书设计： Unit 3 Where did you go?
--- Where did you go? -- I went to the moon.
--- How did you go there? –- By spaceship.
--- What did you see? -- I saw the rabbit.
个性化修改意见：
教学反思：
Unit 4 Then and now
Period 1 Let’s learn Find the mistakes P35
Learning aims(学习目标):
1. 能听说认读单词：dining hall, grass, gym, ago
1. 能听说认读句子：There was gym in my school twenty years ago.
Now there’ s a new one in our school.
3. 会唱歌曲《Changes in me》
Important &difficult points(重难点):
1.能听说认读本课时单词和句子。 2. 能正确使用一般过去时和一般现在时。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
Learning steps(学习步骤):
Step 1.预习温故(用时5分钟）
1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing
教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)
2. Free talk. T: How was your weekend? Ss: It was fine.
T: Where did you go? Ss: I went to ...
T: How did you go there? Ss: By ...
T: What did you do there? Ss: I went fishing.
Step 2. 新课内容展示（用时15分钟）
1. 教学单词dining hall, grass, gym, ago.
(1) Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。
Chant: Grass, grass. Play football on the grass.
以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Play basketball in the gym.
(1) 教学单词ago及词组... years ago, ... months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。 让学生说出... years ago, ... months ago的意思并造句。
1. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now there’s a new one in our school.
2. Play the tape of Let’s learn.学生仿读。
Step 3.合作交流：（用时10分钟）
1. 小组读单词，开火车读单词。
2. 学生灵活运用所学单词句子。
3. 完成Find the mistakes.学生先自己读句子，然后小组合作找出错误的地方。
4. 学唱歌曲《Changes in me》
Step4、达标检测（用时9分钟）
一．读单词，选图片
A. B. C. D. E.
1.art toom 2.dining hall 3.grass 4.computer
room 5.gym
Step5、布置当堂作业（用时1分钟）
1.抄写并背诵dining hall, gym, grass, years ago, months ago, last year, last month
2.用本课时句子写一个对话。
板书设计： Unit Then and now
dining hall, gym, grass, ago, ...years ago, ... months ago
There was gym in my school twenty years ago.
Now there’ s a new one in our school.
个性化修改意见：
教学反思：
Period 2 Let’s try Let’s talk P34
Learning aims(学习目标):
1. 听说认读单词：star, easy, look up, Internet.
2. 听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no
computers or Internet in my time.
1. 听懂Let’s try,完成Tick or cross.
Important &difficult points(重难点):
1.听说读写句子There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time. 听说认读单词: star, easy, look up, Internet
2. 理解对话。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究:
Step 1.预习温故(用时5分钟）
1. Go over words of Let’s learn. 教师做动作，学生说单词并造句。Dining hall. I have lunch in the dining hall. Grass. I play football on the grass. Gym. I play basketball in the gym.
2. 教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym.
3. 用ago造句。 There was a dog in the park five days ago.
Step 2. 新课内容展示（用时15分钟）
1.教学单词star, easy, look up, Internet.
（1）画星星简笔画 T: What’s this? Ss: It’s star. 板书star并教读。T: Can you spell star? Ss: S—T—A—R. T: It is easy. （板书并教读easy.）
(2)出示一个星座图片，T: Do you know its name? Ss: I don’
t know. T: We can look it up on the Internet. 板书look up, Internet讲解并教读。
2. （1）出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。
（2）出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。(3) 讲解并教读句子：Tell us about your school, please. How do you know that?
3. 学生听录音，老师教读对话。
4.学生自己读对话，回答问题：What was Grandpa’s school like?
5.学生讲解对话，教师补充答疑。
Step 3.合作交流：（用时10分钟）
1. 教读对话，学生小组练习对话。
2. 学生灵活运用本课时单词和句型自由编对话。
3. Finish Let’s try.
Step4、达标检测（用时9分钟）
一． 填一填，译一译，读一读。
1.gr ss ( ) 2.g m ( ) 3. st r 4.dining h ll ( )
二．读一读，选一选。
( )1. There was no library in my old school.
( )2. Tell us about your school, please.
( )3. Could you see stars at night?
( )4. The Americans took about five days to get there in 1969.
( )5. How do you know that?
( )6. I looked it up on the Internet.
( )7. There were no computers or Internet in my time.
A. 请给我讲讲你的学校吧。 B.你怎么知道的？ C. 我以前的学校没有图书馆。 D. 我在互联网上查询的。 E. 1969年，美国人花了五年的时间到达那儿。
F. 我那时候没有电脑也没有网络。 G. 晚上你能看见星星吗？
板书设计： Unit 4 Then and now
star, easy, look up, Internet.
There was no library in my school. Tell us about your school, please.
How do you know that? There were no computers or Internet in my time.
个性化修改意见：
教学反思：
Period 3 Let’slearn Listen, match and say P37
Learning aims(学习目标):
1. 听说读写单词及短语：cycling, ice- skate, badminton，go cycling
1. 能听说认读句子：I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.
Important &difficult points(重难点):
1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton.
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究:
Step 1.预习温故(用时5分钟）
1. Go over the words. dining hall grass gym star easy
2. 谈论学校的今昔对比。T: Tell us about your old school, please.
S1: There were no computers in my old school.
T: How do you know that? S1: Our head teacher told us.
Step 2. 新课内容展示（用时15分钟）
1. 教学单词及词组：cycling, go cycling, ice- skate, play badminton.
(1).出示骑车的图片T: Which sport is it?板书cycling并教读。（2）教师边做骑车的动作边说Go cycling, I can go cycling.。（3）出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton.（4）出示滑冰的图片，教学ice-skate. 边做动作边说：Ice-skate, Ice-skate， I can ice-skate.
2. 板书句子：I didn’t like winter before. I thought it was too
cold, and I couldn’t go cycling.告诉学生think—thought, can – could.
3.板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出意思，全班齐读。
4. 播放Let’s learn录音，学生跟读。
Step 3.合作交流：（用时10分钟）
1. 学生开火车读单词，词组。
2. 学生灵活运用所学单词及句子表演对话。
3. Finish Listen, match and say. (1) 听录音，把人物与做的活动连起来。（2）根据连线同桌对话：Before, Allen couldn’t ... Now ...
Step4、达标检测（用时9分钟）
一．读句子，选图片。
（ ）1. She didn’t like winter before.
（ ）2.I love to ice-skate.
（ ）3. He could play badminton.
（ ）4. My sister couldn’t go cycling three months ago.
（ ）5. His brother could play the piano.
A. B. C. D. E.
二．选择正确的汉语意思。
1. I couldn’t go cycling . A. 我以前的学校里没有操场。
2. How about now? B. 你怎么知道的？
3. I didn’t like summer before. C. 我以前不会骑自行车。
4. How do you know that? D. 我以前不喜欢夏天。
5. There was no playground in my old school. E. 现在呢？
Step5、布置当堂作业（用时1分钟）
板书设计： Unit4 Then and now
cycling, go cycling, ice- skate, badminton, play badminton
I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling. think – thought can -- could
How about now? Now I love to ice-skate, so I like winter.
个性化修改意见：
教学反思：
Period 4 Let’s try Let’s talk
Learning aims(学习目标):
1. 听说读写句子：Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2.听说认读单词different, active.
3. 听懂会说本课时的对话.
Important &difficult points(重难点):
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究:
Step 1.预习温故(用时5分钟）
1. Go over: go cycling ice-skate play badminton
教师做动作，学生一起说出短语并造句。Go cycling, I could go cycling.Ice-skate, I could ice-skate. Play badminton, I could play badminton.
2. 齐读Let’s learn对话并请学生翻译。
Step 2. 新课内容展示（用时15分钟）
1. 教学different.
出示自己小时候的照片，T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different
now.板书different,请学生说出它的意思，并教读。绿色圃中小学教育网m
1. 教学active 和 板书句子：Before, I was quiet. Now, I’m very active in class. 请学生说意思，然后齐读。
3.板书句子：I was short, so I couldn’t ride my bike well. Now, I go cycling every day.请学生说句子的意思，然后齐读句子，最后请学生模仿该句子说自己的变化。如：
I was short, so I couldn’t play basketball well. Now, I play it every day.
4.学生自己读对话，回答问题：How did Mike change?
5. 学生讲解对话，教师答疑。
6.放录音，学生跟读。
Step 3.合作交流：（用时10分钟）
1．学生小组读对话。 2. 分角色朗读对话。 3.Finsh Let’s try.
4. 用P36的句子灵活运用所学单词及句子谈论家人或朋友的变化。
Step4、达标检测（用时9分钟）
一．选择与句子意思相符的图片。
( )1.He was cute. He has big ears. He was smile.
( )2.She has small glasses and long hair. She’s quiet.
( )3.She was kind and friendly. She was tall and thin.
( )4.He’s from America. He’s very tall and strong. He’s good at basketball.
( )5.He couldn’t ride his bike well.
A. B. C. D. E.
Step5、布置当堂作业（用时1分钟）
板书设计： Unit4 Then and now
active different绿色圃中小学教育网http://www.Lspjy.com
Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
个性化修改意见：
教学反思：
Period 5 Section B Read and write P38
Learning aims(学习目标)
1. 能听,说，认读单词race, nothing, thought ,felt, cheetah, trip, woke, dream。
2.能听懂，会说句子：There are many animals in the race. But suddenly he tripped and fell.
3.能听懂，读懂小短文，并能完成相应的练习。
Important &difficult points(重难点)
重点:能听懂，会说句子：There are many animals in the race. But suddenly he tripped and fell.
难点：能听懂，读懂小短文，并能完成相应的练习。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step1 : 预习温故（用时5分钟）
读一读，译一译
1. Before, I was quiet. Now, I’m very active in class.
2. I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
Step 2. 新课内容展示（用时15分钟）
1.出示单词卡片和图画教学单词：race, nothing ,thought, felt, cheetah, trip, woke, dream并板书,教读,学生跟读。
2.S: 学生独立阅读课文，边读边理解。勾出不理解的句子。
3.T:帮助学生理解句子并板书：1.There are many animals in the race.2. But suddenly he tripped and fell.
4.Listen to the passage.
5. Number the picture.
Step 3. 合作交流，师生共建（用时10分钟）
1.领读Read and write 中的句子并纠正读音。
2, 抽学生理解课文,并答疑。
3.学生勾出动词的过去式，并写出原型。老师可以板书。
4. Finish exercise: 1. ) Listen to the dialogue 2.) Fill in the blanks.
1. Step 4. 达标检测（用时5分钟）
一、 单项选择
（ ）1. There ____ ten trees in front of the museum.
A. did B. were C. was
（ ）2.A can run very fast.
A. Sheep B. cow C. cheetah
（ ）3.They ____ a race with Class Four yesterday.
A. had B. have C. has
）4. I _____ like summer before.
A. didn’t B. don’t C. doesn’t
（ ）5.Chen Ling _____ some pictures of Big Ben last year.
A. took B. rode C .hurt
二、判断正（A）误（B）
Wu Yifan: Mum, I had an interesting dream last night.
Mum: What did you dream about?
Wu Yifan: I had a race with Dad and Max, but I couldn’t run fast.
Mum: What happened then?
Wu Yifan: Robin gave me some water. I drank it and then could
run very fast. Suddenly I tripped and fell. Then I woke up.
Mum: What a dream!
( )1. Wu Yifan had an interesting dream last night.
( )2. He had a race with Mum and Max in his dream.
( )3. Robin gave him some milk. He drank it and then could run very fast.
( )4. He tripped and fell in his dream. Then he woke up.
( )5. At last(最后) Wu Yifan could win the race.
Step 5.安排当堂作业
板书内容设计：Period 5 Section B Read and write P38
race, nothing, thought ,felt, cheetah, trip, woke, dream
1.There are many animals in the race
2. But suddenly he tripped and fell.
个性化修改意见：
教学反思：
Period 6 Main sence p32-33/Let’s check
/Let’s wrap it up/Story time p40-41
Learning aims(学习目标)
1.复习本单元的四会单词、词组及句子。
2.能够独立完成Let’s check/Let’s wrap it up部分内容。
3.理解Story time 中的故事。
Important &difficult points(重难点)
1.掌握本单元单词和句子。
2.完成相关练习并理解故事。
教学时间：1课时 课型：新授课
备时：2.24 授时：
主备人：卜雪军 参备人：
导学探究
Step1 : 预习温故（用时5分钟）
.Review the words and phrases and sentences in U.4.(多操练)
1）eg：T show card of ‘grass’ S: grass ,grass ,grass .
2） Spelling match . eg：T: grass. S: g-r-a-s-s 3.）句子英汉互译。
Step 2. 新课内容展示（用时15分钟）
1. 复习四会单词，四会句子，三会单词。（读课本四单元单词和句子）
2.Main scene(多操练)
(1)Ss自己观察主图，自读句子，再教读正音。
(2)Listen to the tape and follow it.
3. Listen to the tape and finish Let’s check.
1)学生观察图片上画的什么？
2）T播放磁带，学生听音为图片标号后讲评订正。
3）T再次播放磁带，Ss cross out the words you didn’
t hear,后讲评订正。
4. Let’s wrap it up . Talk about the changes below.
Step 3. 合作交流，师生共建（用时10分钟）
Story time.
1)T: Look ,Zoom and Zip are talking about changes .What are they talking about ？Let’s read.
2）观察主图，让学生阅读故事，了解故事大概,画出不理解的句子。
3）听录音理解并仿读故事。绿色圃中小学教育网http://www.Lspjy.com
Step 4. 达标检测（用时9分钟）
一、情境选择。
（ ）1.你要说:过去我很安静，可以说:________
A. I was active before . B.I was quiet before
（ ）2.你想说:过去没有电脑，可以说：_______________
A. There was no computer then . B .Then was no library .
（ ）3.你想说:我们要帮助地球，可以说：_______________
A. We should cook food . B .We should help the earth .
（ ）4.你想问:你是怎么知道的？可以说：__________
A. How do you know that ？ B . What do you like ?
（ ）5.你想说：从现在开始改变！可以说：_____________
A. We change now . B . Heal the world.
（ ）6.你想让对方介绍学校的情况，可以说：______________
A. Tell us about your school ,please. B. Tell us about your library ,please .
二、连词成句。
1. there / no /was /in /old/ school/my /library
( . )________________
2.us /tell / about / school / your ( . )__________________________
3.how / you/ know / do / that ( ? )_______________________
4.were/there/no/Internet/computer/or/in/time/my( . )__________
5.I/like/didn’t/winter/before ( . )___________________
Step 5.布置课后作业（用时1分钟) 绿色圃中小学教育网com
1. 抄写并背诵本单元的四会单词及句子并写出汉语意思。
2.完成相关练习。
板书设计:
Unit 4 Then and now
It was raining. In summer ,the tree was green.
There was a building before. The cat was on the chair.个性化修改意见：
教学反思：
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