广州版五年级英语下册教案
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Module 1 Our life
教学内容分析
Module 1的话题是“Our life”， 学生在四年级及五年级上学期已经学习了大量的有关这方面话题的句子，而本单元主要的是学习一般现在时第三人称的陈述句和疑问句。Unit 2是用电话对话的形式引出Jiamin平时学习的情况，这打电话的日常用语在四年级的Module 4 Unit 11 的Fun with language 以笑话的形式出现过，但大部分学生对此印象不深。本单元的句型…should/shouldn’t …可以与五年级…can/can’t… must/must…句型和句子联系起来教学。
二．教学对象分析
到了本学期，学生已经差不多学了三年的英语了，有的或许是五年了，我们在教学中应该注意从以培养学生听，认，说能力为主转移到以培养他们的阅读，写作能力为主。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，帮助学生把所学知识系统化，教会学生学习的方法，在适当的时候可培养学生的自学能力。
三．教学策略
Module 1的内容比较接近生活，我们在教学的过程中应尽量与实际联系起来，设计多个活动让学生在情景中学习、巩固，学会用英语做事情。
本册书开始让学生接触音标，我们在音标教学时要注意结合学生的学习规律，避免将教学内容变得僵死化。我们可以先呈现音标例词，让学生小组讨论，寻找共同音素，发现发音规律。让学生在理解的基础上，再自我发现新知识，他们会对学习内容更加感兴趣，印象更深刻。
教学目标
(一)语言技能X k B 1 . c o m
1. 听做: 能根据听到的内容指认本单元的新单词, 能听懂别人谈论某人日常生活习惯的语句及课文对话内容.
说唱: 能运用本单元的语言材料在真实情景中打电话、谈论别人的生活习惯，对别人提出建议，以及能唱书中和老师编的歌和诗
3. 玩演: 能积极参加课堂游戏及尝试表演课文内容和故事.
4. 读写: 能读本课的新单词, 读懂课文, 正确书写本课的四会单词和重点句型.
(二)语言知识
词汇:
New Words:
四会: study, early, subject, hour, practice, piano, than, pen friend, glad, I’d be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in)…,should, worry, catch up with, together, seldom, shouldn’t
三会: former, Leeds
Sentence Structure:
Could you help me I’d love/be glad to.
May I speak to…
This is…speaking.
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
I/You/He/She should/shouldn’t do…
语法:能正确表达一般现在时第三人称的句子 能正确运用情态动词should/shouldn’t 表达，介词to, for的正确运用。
语音: 能正确运用音素/i:/, /i/, /p/,/b/,/t/,/d/拼读单词，能读准第三人称单数动词，并能用升降调读出本单元的单词，并用正确的语调,语音说本课的交际用语.
话题：能用所学知识打电话、谈论别人的生活习惯，并能说出在日常生活中哪些事情应该做的，哪些不应该做的
(三).情感态度
能积极主动地参加老师所组织的课堂活动，在学习过程中享受学英语的乐趣。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
(四).学习策略:
能积极与他人合作，共同完成任务。
能对所学习内容主动练习和实践。
能积极运用所学的知识。
(五).文化意识：了解西方人与朋友约会时一些不应该做的事情
教学重点,难点
重点: 运用本课的单词,句型去谈论某人的生活，向别人提出建议.
难点:一般现在时第三人称单数动词的变化
教学媒体
图画,电脑,软件,鼓
课时
本单元用8课时完成,Unit 1 :3课时;Unit 2:3课时;Unit 3:2课时.
课时设计
X k B 1 . c o m
Unit 1 第一课时
一.内容
Dialogue(书P1-3)
二.语言点
Vocabulary:
四会：study, early, subject, hour, practise, piano, than, pen friend, I’d be glad to, may, e-mail, each other
三会：former ，Leeds
Sentence Structure:
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
Could you help me I’d love/be glad to.
三.任务
Talk about one’s life.
四.教学过程
(一)Leading-in
出示P1的图画并问学生：
What are they doing
What does he/she usually do at/in…
2．根据学生的答案导出课题和本课的主要内容
(二)Pre-task
出示“Sue”正在弹钢琴的照片
问：Who’s she
How old is she
What does Sue do on Weekdays
Do you want to be her pen friend
教单词：practise, piano, than, hour, pen friend ，I’d be glad to. E-mail, each, other, each other (让学生注意practise的读音和一小时的表达法：an hour)
(三)While-task
学生听录音3次，回答问题
Is Sue Miss White’s former pupil
Does Sue study at Lily school in Leeds, England
How does Sue go to school
What subjects does Sue study at school.
检查答案并教单词：former, Leeds, subject,
跟读课文2次，
小组分角色读，演课文（可以给适当的图画和句子或表格做提示）
检查。
(四)Pro-task and Check
让学生把课文中谈到Janet的日常生活的句子找出来，并在小组内说一说。
检查，并让学生观察这些句子的动词，总结一般时第三人称单数动词的变化。
Sing along边跟唱边做动作.
总结本节课的新单词和语法知识。
出示活动手册P1第一题的图画，让学生互相问问说说图画中人物的生活。
检查。
笔头练习：根据活动手册P1图画填单词。（如果时间不够，可作为课后作业。）
Ann _______ the ________ every day.
Judy _______ her homework in the evening on weekdays.
Tim _______ to school by ________.
John _________ his friends every Saturday.
Marry _______ at Rose School.
Ken always _______ the _______ for half an hour every day.
8. 检查。
（五）Homework
抄读本节课的四会单词：一个一行，边抄边读。
完成〈活〉P1
熟读课文。
Unit 1 第二课时
一.内容
Rhyme, Work with language(1, 2)
二.语言点
Vocabulary：noon, begin, teach, soon
Sentence Structure:
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
三.任务
能运用所学知识谈论某人的生活。
四.教学过程
Leading-in
1.评讲《活》的作业。
2.Sing the song the tape《Janet gets up early every day》。
（二）Pre-task
让学生根据歌词想一想：What do you think of Janet Why
出示“Rhyme”，并教育学生要养成准时的良好习惯。
让学生打着拍，读Rhyme
师说：要做到准时，首先要安排好自己的时间，现在让我们看看Sue是怎样设计自己的时间表的。
出示Work with language 1，教单词：noon, begin
老师先做示范，然后让学生根据时间表讨论一下Sue 的日常生活。
Model: Sue gets up at seven in the morning on weekdays.
检查
(三).While-task
比赛
让学生用What/What time/How/Does…小组内提问和回答，看哪一组能提出最多的问题，并回答正确。
小结：一般现在时第三人称单数的陈述句和疑问句的表达。
让学生仿照Sue的时间表，想一想，写一写自己的时间表
游戏：马拉松
先请一位学生说一个关于自己的生活的句子，如：I get up at seven in the morning. 然后第二位学生重复第一位的句子，但要变人称，并再说一个关于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再请第三位学生重复刚才两位说的句子，再说一个关于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.这样一直接下去，看谁能接到最后。
根据游戏中学生的表现和说的情况总结。
(四)Post-task and Check
采访：
采访一下你的同学，问问他们父母平时的生活时间。
When/What time does your father/mother…
He/She …
Gets up Go to work Go to bed … …
Father
Mother
总结采访的情况和本节课的内容。
(五)Homework
家庭听写Unit 1的四会单词.
按照书P5的时间表，说说读读关于Sue日常生活的句子。
3. 完成〈〈活〉〉P3的第5题。
Unit 1 第三课时
一.内容
Work with language3
<<活>>P2-4
二.语言点
Vocabulary: Unit 1的单词
Sentence Structure: What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
三.任务
能运用所学知识做相关的练习或活动。
四.教学过程
Leading-in
Have a dictation
Check the homework in
Talk about Sue’s life according the timetable.
Pre-task
做一做Work with language3
检查，对答案。
向学生介绍“e-mail”的格式。
让学生做一做〈〈活〉P2的第3小题。
对答案，并让学生读一读。
出示〈〈活〉〉P2第四题的画。
让学生比较图中人和动物，说说他们的特征。
让学生读一读本题的句子，并把句子的编号写在相应图的括号内。
(三)While-task
出示一幅画有两个女孩在练钢琴，一个练了2个小时，一个练了1个半小时，一个短头发，一个长头发。
让学生根据图画提出问题，并回答。
让学生比较图画中的人物，仿照〈〈活〉〉P2第四题的句子，写一段话（不少于5句）。
根据学生写的情况小结。
做一做〈〈活〉〉P4第6题
检查，对答案。
(四)Pro-task and Check
出示几位外国小朋友的相片或图画，
让学生说说自己想知道关于他们哪方面的情况，并用问题的形式说出来。
老师回答他们的问题。
让学生小组说说自己的校园生活。
根据学生的实际情况总结。
(五)Homework
让学生选择以上一位自己喜欢的外国小朋友作为自己的笔友，仿照书P5并用e-mail的形式向他或她介绍一下自己的校园生活。
Unit 2 第一课时
一.内容
Dialogue ,Fun with language
二.语言点
Vocabulary: worried, be worried about…, tired, hand in, on time, do well in(in)…, should, worry, catch up with, together, seldom, shouldn’t=should not
Sentence Structure:
May I speak to…
This is…speaking.
He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能正确用电话用语，能用英语介绍别人的日常生活.
四.教学过程
(一)Leading-in
1.Free talk.
May I speak to…
This is… speaking
How are you I’m fine, thank you. And you
I’m fine too. Thanks.
看情景，说说应该跟这些小朋友说写什么话
小朋友在墙上画画
小朋友摘公园的花
小朋友喂动物园的猴子
(二)Pre-task
出示图画（Jiamin）
T：This is my pen friend Jiamin. What does he look like
出示Jiamin另一幅又瘦又累的图片
T: What does he look like now
引导学生说出句子：He looks thinner now than before.
He looks tired.
T：Why Jiamin looks thinner now than before Why he looks tired
让学生小组猜猜其原因。
He usually/often/sometimes/seldom/never...
(三)While-task
听课文录音3次，找出真正的原因。并说说他的不良表现。
教单词：hand in, on time, do well(in…)
T: I’m worried about my pen friend Jiamin. What should Jiamin do Let’s help him together.
教单词：worry, worried, be worried about, together.
让学生小组讨论给Jiamin的建议。
He should/shouldn’t…
检查并出示书Dialogue2, 让学生读一读，并对学生进行情感教育。
(四)Pro-task and Check
跟读课文2次，分角色朗读，并小组表演。
检查，评价。
给出情景，让学生小组扮演打电话。
打电话采访教练,了解一位拿了奥运金牌的运动明星的状况.
打电话问问笔友近来的生活状况
妈妈打电话帮孩子请假.
检查, 评价
总结：1、本节课的单词
2．电话用语
3. 如何向别人提出建议.
(五)Homework
抄读本课单词一个一行。
完成《活》unit 2第1，5题。
Unit 2 第二课时
一.内容
Sound families 《活》Unit 2 第3, 4
Fun with language
二.语言点
Vocabulary: bee, bead, pit, pea, deed, pit , deep, tip
Sentence Structure:
He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能用英语向别人提出建议，能用发音规律正确读准单词
四.教学过程
Leading-in
评讲作业《活》P5第1题听力
再放录音，让学生注意这题动词结尾的读音：gets, looks, has, practices, goes
归纳一般现在时第三人称单数动词的变化
Pre-task
出示Sound families 3 a的单词
让学生听听它们的读音，说说词尾s的发音，并引导他们找出发音规律。
同样方法教Sound families 3 b，c，d，e
让学生按照规律再把Sound families 3 的单词读一遍
给出单词，让学生运用发音规律尝试读出来
让学生读Sound Families4的句子，注意动词词尾的读音
逐条呈现Sound Families1的单词
让学生读一读，讨论红色字母的发音，找出它们的共同音素
让学生尝试读出Sound Families2的单词。
让学生读出〈〈活〉〉Unit 2第3题的单词和句子
让学生读读〈〈活〉〉Unit 3第4题的例子，注意“stays”的词尾音
小组讨论例子三个句子有什么变化
根据变化规律，完成本题
对答案，并读一读，注意第三人称单数动词的读音。
While-task
1.玩游戏：Grandma says (Fun with language)
A．一位同学抽句子条，并把句子读出来，
B．其他同学做句子意思相反的动作。（当是“should”就不做，“shouldn’t就反而按照句子的意思做。）
C．抽6位同学出来根据其他同学说的句子做相反的动作。
玩前先示范2次。
2．评讲〈〈活〉〉P5第5题
出示笑话：
小组讨论：What do you think of her What should she do
检查,小结
让学生小组扮演笑话,并抽查,评价.
(四).Pre-task and Check
让学生小组说说自己平时的学习表现,其他同学向他提出建议。
小组用本班一位同学的表现，仿照课文编对话，并分角色扮演老师打电话家访。
抽查，评价。
总结本节课的教学内容及学生的表现.
(五).Homework
读准课文，并尝试背下来。
家听Unit2的单词
Unit 2 第三课时
一.内容
Work With Language
《活》Unit2第2，6题
二.语言点
Vocabulary: Unit2的单词
Sentence Structure : He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能用英语谈论别人的生活，并向别人提出建议。
四.教学过程
(一)Leading-in
have a dictation
(二) Pre-task
出示Work With Language1的图
让学生根据图画提出问题，并说出答案
让学生根据左边的单词，先将图画编号
完成Work With Language1
读一读答案，注意动词的读音。
给出情景，让学生说说情景中人物的日常生活表现，并给出建议
仿照例子，小组说说Work With Language 2的图
抽查
While-task
做〈〈活〉〉Unit 2第2题
先读一读所要判断的句子
再让学生听录音
评讲答案，错的让学生说出原因
做〈〈活〉〉Unit2第6题
评讲答案
分角色朗读本题的对话
Pro-task and Check
小组根据对话内容,讨论给Sally的建议
根据对话内容，写出问题的答案
Are Sally’s eyes good
Does Sally often help her mother do housework at home
Who’s Mr. Chen
How is Sally at school
Which sport is she good at
检查，小结
16．Guessing Game：老师说一段关于班里一位同学在学校表现的话，让学生猜出是谁
17．让学生用英语写写自己最要好的同学在学校的表现
18．让学生读一读自己所写的内容
19．根据学生写的情况总结
(五)Homework
修改课堂所写的一段话
用英语说说自己的学习表现，并写写对自己的建议，
Unit 3 第一课时
一.内容
Story Time
二语言点
Vocabulary: sleepy, more minutes, asleep
Sentence Structure: He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
理解故事内容,能综合运用本单元的知识做听,说,写的练习或活动.
四.教学过程
(一)Leading-in
听写Module 1的单词
让学生把对自己的建议向全班读一读，鼓励他们要养成好的习惯
(二)Pre-task
呈现Story的第1，4幅图画
讨论问题：
P1:What are piggy and poggy doing in picture 1
What time is it
Should we watch TV at this time Why
P4: Do piggy and poggy like the programme Why
听录音，检查答案
让学生猜单词的意思：asleep, sleepy, more, (故事内容)
minute（hour）
教以上单词
(三)While-task
分角色读，演故事。
采访：
让学生用句型：What’s your name
What time do you…
采访同学，完成下表
Name Get up Go to school … …
9. 让学生根据采访结果, 仿照书 “PROJECT” 做一做, 写一写, 提醒学生要注意人称的变化及动词的变化
抽查学生,并让他们读一读.,并根据所做情况小结.
(四)Pro-task and Check
做<<活>> Unit 3的第1题
先让学生把给出的答案读一遍
听录音,做题目,教会学生要学会听关键词
评讲
做<<活>>Unit3的第3题
看图写出句子所缺的单词
让学生读一读句子,注意动词词尾的发音
让学生同位根据图画和句子,提出问题,并回答.
12. 总结
(五)Homework
完成<<活>>unit3 第5题
写写父母的日常生活
Unit 3 第二课时
一.内容
Did you know
Additional words
Self-assessment
二.语言点
Vocabulary: chat, hurry, straight,
Sentence Structure: He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务.
能用所学知识完成课堂活动或练习
四.教学过程
(一)Leading-in
评讲<<活动手册>>的作业
(二)Pro-task
Sing a song
根据歌词和实际,说说我们在课堂上哪些是应该做的,哪些是不应该做的
(三)While-task
呈现Additional words的图画
判断should/shouldn’t
呈现Additional words的句子
猜猜单词chat, hurry, straight的意思.
把句子与相应的图画连起来.
呈现Did you know 的图画
让学生用英语谈论图画的意思
出示句子
向学生介绍西方人日常生活中一些不应该做的事情
让学生比较中西方在这些事情上的做法有什么相同与不同
让学生小组讨论我们日常生活中哪些是应该做的,哪些是不应该做的.
做<<活>>unit 3的第4题
找出关键词
写出图的编号,并画出钟的时间
检查答案
做<<活>>unit3的第2题
读一读题目所给的句子
听录音,判断句子正误
评讲答案, 要求学生说出错的原因
做<<活>>unit3的第6题
读短文
分清e-mail的内容是写谁
比较两封e-mail的内容,找出两者的相同点和不同点
填表,评讲
(四)Pro-task and Check
完成Self-assessment
总结学生的表现及本单元的主要内容
(五)Homework
仿照<<活>>P13写一封e-mail给老师, 内容主要是关于自己的日常生活.
Module 2 Seeing a Docotor
Unit 4 Janet Fells Ill
Dialogue
Objectives
1、To learn the names of common illness in English.
2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .
3、To practise advice, especially when someone is ill .
4、To raise the awareness of fostering healthy living habits.
5、在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
Suggestions
1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese).
2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture.
3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4.
4、Show the pictures in 1 and ask the pupils to talk about the pictures.
5、Bring forth the questions in 2 and then play the tape.
6、Check the questions in 2 with the pupils to get a general idea of the dialogue.
7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively.
8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient.
9、Get the pupils to discuss in groups about what Janet should do and share with whole class.
Work with Language
Objectives
1、To practise advice like “You should …”and “You shouldn’t …”.
2、To learn more adjectives to describe illness.
3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.
Suggestions
1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .
2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first .
3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .
4、The pupils finish 1, then you check the answers with them.
Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.
6、Play the tape and let the pupils finish 2.
7、Group the pupils and ask them to give advice to each other in order to live a healthier life .
Unit 5 Janet Goes to the Doctor’s
Dialogue
Objectives
1、To expose pupils to situations of seeing a doctor, and to get to know
the language used in clinics .
2、To review using third person singular to describe a person’s habits and routines .
3、To learn more new words and and expressions about seeing a doctor.
Suggestions
1、Remind the pupils of Janet’s illness, and tell them that she’s going to see the doctor today.
2、Get the pupils to predict what the doctor will do and say.
3、After the prediction, teach the new words and the new expressions in the dialogue.
4、Play the tape and ask the pupils to listen carefully and check their predictions.
5、Let the pupils read the dialogue in groups.
6、Then ask the pupils to think about what they would ask and what they wouldn’t say if they were Janet’s doctor.
7、Ask the pupils to finish 2, and then check the answers .
Sound Families
Objectives
1、To raise awareness of the letter-sound and sound-spelling correspondence.
2、To provide more practice in reading regular words.
Suggestions
1、Show pictures in 2 and teach how to read the words.
2、Ask the pupils to read after you .
3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.
4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.
5、Ask the pupils to read the words after you .
Sound Families
Objectives
1、To raise awareness of the letter-sound and sound-spelling correspondence.
2、To provide more practice in reading regular words.
Suggestions
1、Show pictures in 2 and teach how to read the words.
2、Ask the pupils to read after you .
3、Give the pupils time to experiment reading the words themselves, and give appropriate supports.
4、Ask the pupils to read the words after you.
Work With Language
Objectives
1、To reinforce what they have learnt.
2、To learn more words and expressions about illness.
3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.
Suggestions
1、For 1, explain the new words and expressions bye showing the pictures or by acting them out .
2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers.
3、In 2, use the pictures in the textbook to establish the situation.
4、Read the sentences together with the pupils, and if necessary, explain some of the sentences.
5、Ask the pupils to work in pairs to identify the sentences said by doctors and patients respectively, and finish 2 .
6、Check the answers with the whole class .
7、Then ask the pupils to work in pairs again to make a dialogue of seeing a doctor.
8、Invite some of the pupils to present their dialogues.
Fun with language
Objectives
1、To review the words and expressions learnt.
2、To get feedback of the pupils’ understanding of the language from their pictures.
3、To practise the language in an interesting way.
Suggestions
1、For 1, group the pupils and ask them to find the words learnt in this module.
2、Put/write all the words found in 1 and read them together with the pupils.
3、Let the pupils finish 2 at home, and give them a chance to show what they can do in class.
4、If your pupils are good at drawing or are very creative, you may ask them to draw on a piece of paper, and then make a picture to show in class.
5、Set up a situation in 3, and ask the pupils to make a dialogue in pairs.
6、Then ask the pupils to role-play their dialogues for the class.
Unit 6 Let’s Go further
Story Time
Objectives
1、To provide the pupils with an interesting topic-related story.
2、To provide more language input.
3、To practise reading simple stories with the help of pictures.
Suggestions
1、Play the tape/video, and ask the pupils to listen/watch carefully.
2、Show pictures of the story in jumbled order.
3、Then ask the pupils to work out the right order of the pictures in groups.
4、Check the answer.
5、Play the tape/video again, and ask the pupils to follow along.
6、Let the pupil read the story in roles.
7、Ask pupils to role-play the story or tell their parents the story as homework .
Module 3 Our School and Our Class
一、教学内容分析
Module 3的Topic 是Our School and Our Class，主要以谈论校内建筑以及学校活动为主，逐步学会运用形容词和名词的比较级谈论事物，以及表达自己的看法。本单元的另一项任务是名词性物主代词的运用。老师在教学过程中应注意语言知识的迁移，运用已学的主格、宾格、形容词性物主代词引入学习名词性物主代词，注意它们之间的用法区别，减少学生不习的难度。
二．教学对象分析
在Module 1 里已经出现过一些简单的形容词比较级，学生能用简单的句子对事物进行比较，学习新知识的时候，注意以旧带新，在学习过程注意培养他们的阅读，写作能力。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，加大语言的输入量，在适当的时候可培养学生的自学能力。
三．教学目标
(一)语言技能
1．能就“自己学校和班级” 的话题进行交谈。
2. 能就“比较建筑物”的话题进行交谈。
3．能理解、朗读课文，背诵课文。
(二)语言知识
1. 掌握下面音标和读音规则：
u blue ruler truth June July
oo food stool cartoon noodles afternoon kangaroo
oo cook book foot good goose mushroom
u put bull
m mum more must gym climb welcome
n north nurse neighbour cinema than train
ng song long thing boring spring young
2、巩固形容词比较级和副词比较级的句型
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
4) She gets up earlier than us
3、情态动词would及must、need的否定式的用法及一些交际用语：
1) You needn’t go to school by bus.
2) We mustn’t pick the flowers.
3) Would you like to visit our new school
Yes, I’d love to.
4) Welcome to our school.
Thank you.
4、掌握代词的用法
(三).情感态度
培养学生的交际能力和增强他们学习的信心。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
(四).学习策略:
能积极与他人合作，共同完成任务。
能对所学习内容主动练习和实践。
能积极运用所学的知识。
(五).文化意识：了解中西学样的不同
四．教学重点,难点
重点: 1. 能就“自己学校和班级” 的话题进行交谈。
2. 能就“比较建筑物”的话题进行交谈
难点: 长句的认读
五．教学媒体
图画,电脑,软件,录音机…
六．课时
本单元用8课时完成,Unit 7 :3课时;Unit 8:3课时;Unit 9:2课时.
七．课时设计
Unit 7 第一课时
一.内容
Dialogue(书P30)
Work with language
二.语言点
Vocabulary:
四会：large , international , bright , more , more than , taller , bigger , larger , lower , smaller , brighter
三会：international
Sentence Structure:
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
三．教学过程
(一)Leading-in
1．出示一幅Yongxian’s old school 图
2．让学生用自己的话描述图中的建筑
3．引导学生用tall , big , small , low , bright , high 等形容建筑物。
(二)Pre-task
1．出示各有特征的同一组图片（Work with language 的图片）
2．引导学生用简单的句子作比较
例：Building A is taller than building B.
3．Practise work with language in pairs
4．教学新单词: large , larger , bright , brighter
5．再出示Yongxian’s old school 图，介绍This is Yongxian’s old school—Guangzhou International School . He still studies here . But he is going to move to a new school next Monday. Do you know how the new school is . Let’s guess.
6．Guess and say
引导学生用Is your new school lar ger than the old one
Does it have more buildings and more classrooms
Is the playground larger than the old one
Is the swimming pool larger than the old one
Is the library larger than the old one
等句型猜说新学样的建筑，并从中学习操练新句型。
7．根据学生的操练逐步呈现出新学校。
8．师生齐比较新旧学校的区别。
(三)While-task
1．听录音，跟读课文2次
2．小组分角色读、演课文。
3．检查。
(四)Pro-task and Check
1．让学生把课文中表示比较的句子找出来。
2．让学生讨论观察这些句子中的比较有何规律。
3．小结本节课名词和形容词比较级的用法及区别。
（五）Homework
Unit 7 第二课时
一.内容
Dialogue (P31)
Sing along
二.语言点
Vocabulary：pupil , thousand , ours
Sentence Structure:
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
4) Would you like to visit our new school
Yes, I’d love to.
三.教学过程
Leading-in
1．Song “Our New School”
(二)Pre-task
1．回忆新学校，并用比较说说新学校与旧学校的区别。
2．出示新学校，与旧学校的图，继续谈论他们还有什么不同？
(三).While-task
1．比较Tom 和Yongxian 的学校的人数，学习thousand
2．小结两所学校的区别。
3．邀请Tom and Rose 参观新学校。
学习Would you like to visit our new school next Friday
Yes , I’d love to .
(四)Post-task and Check
1．看图，小组讨论说说新学校与旧学校的区别。
2．说说自己学校与Yongxian的学校的区别
3．小结本节课的内容。
4．讲解四位数字的读写规律。
5．《活》P27 第3题
6．评讲。
(五)Homework
1．书P34画一画
2．书P33画一幅画设计你心目中的学校。
Unit 7 第三课时
一.内容
Rhyme
Work with language 2
《活》P27-29
二.语言点
Vocabulary: his , hers , better , theirs
Sentence Structure:
Her school is larger than his.
三．教学过程
Leading-in
1．Check the homework 书P34
Pre-task
1．出示自己设计的学校图片
(三)While-task
1．小组内说一说自己设计的学校
2．小组内比较各自的学校
3．检查，请同学到讲台展示自己的图画并比较另一位同学的图画
4．调查：《活》P29第6题。
5．汇报结果，对答案。
6．《活》P29第5题。新- 课- 标-第 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) - 一- 网
7．小结名词和形容词的比较级
8．Rhyme P32
(四)Pro-task and Check
9．《活》P28比较级的运用
10《活》P27第1，2题
11．检查对答案。
(五)Homework
Unit 8 第一课时
一.内容
Dialogue
二.语言点
Vocabulary: country , language , tidy , have to , hard
Sentence Structure:
She gets up earlier than us
Welcome to our school.
Thank you.
What language do you usually speak
We speak Chinese and English.
You have to get up earlier than us.
三.教学过程
(一)Leading-in
1．出示不同地方的建筑及国旗
2．让学生说出国家名
(二)Pre-task
1．出示各国特征的人物图片
2．要求学生用What country does he / she come from
He / She comes from …进行回答
3．学习What language does he / she speak
He / She speaks …
(三)While-task
1．把刚刚的人物都放在一幅图中，告诉学习，他们是Yongxian 的同班同学。
2．出示Picture 1
3．Get the pupils to talk about the picture
4．让学生猜猜图中人物在说什么
5．分别出示课文图片，让学生猜猜图中人物的活动，话语。
6．播放课文动画
7．学生再说说图中人物的话语
8．听录音，跟读课文
9．教学新单词
(四)Pro-task and Check
跟读课文2次，分角色朗读，并小组表演。
检查，评价。
给出情景，让学生小组扮演。
检查, 评价
总结：1、本节课的单词
2．比较的句子
3. 中西学校的不同，进行文化情感教育。
6．完成P36练习
7．读一读P36练习
(五)Homewoek
抄读本课单词
完成《活》unit 8第5题。
Unit 8 第二课时
一.内容
Fun with language
Work with language 2.3
二.语言点
Vocabulary: 形容词比较级的读法
Sentence Structure:
与比较有关的句子的认读
三．教学过程
Leading-in
看Unit 8的图，学生用自己的语言谈论图画
Game : Say and do
例：swim fast
Play basketball
Play table tennis
Pre-task
出示图，让学生用以往学过的一句话描述
例：The boy is running fast.
The girl is swimming fast.
出示P38的第一幅图，提问：
Where are they
What are they doing
让学生说出图中人物及其活动
老师引导:Who is running faster , the boy or the girl
学生说出答案The girl is running faster than the boy.
齐读课文的句子
让学生观察句子的规律
While-task
6．让学生看图，比较图中人物
7．小组依照例子编对话
8．检查对话
9．Game:“To be better”
1)介绍游戏玩法
2）比赛做游戏
3）游戏扩展，要求学生用swim faster , jump higher等句子加入游戏
4）小结
10．Work with language 3
1) 老师作示范
2）小组对话
3）调查全班比较喜爱的科目有哪些
(四).Pre-task and Check
1．汇报结果
2．小结形容词比较级的变化
A．一般单音节和部分双音节的形容词的比较级在词末加-er：
small – smaller new – newer old – older tall – taller
weak – weaker short – shorter cheap – cheaper
fresh – fresher clean -- cleaner; fast – faster
B．以不发音的e结尾的单音节和部分双音节的形容词的比较级，在词末加-r：
nice – nicer fine – finer large – larger white – whiter
cute – cuter; late – later
C．以辅音字母加y的单音节和部分双音节的形容词的比较级把y改为i, 加er：
easy – easier ugly – uglier heavy -- heavier
friendly – friendlier hungry –hungrier tidy – tidier
happy – happier pretty – prettier; sorry – sorrier
early – earlier
D．以单元音字母加一个辅音字母结尾的单音节形容词和副词双写最后一个字母加-er:
big – bigger fat – fatter thin – thinner
E．部分单词属于不规则：
good/well – better bad/badly – worse many – more
例句：
1) This dictionary is thinner than that one.
2) Is your shirt better than mine？
3) Does our classroom look bigger than yours
4) My mother always gets up earlier than me.
3．《活》Unit 8 第4题
(五).Homework
Unit 8 第三课时
一.内容
Work With Language1
Sound Families
二.语言点
Vocabulary: moon , mug , king , boot , pingpong , noon , doom , mine
三.教学过程
(一)Leading-in
评讲P32第4题
听录音做P30第1题
(二) Pre-task
1．出示Work with language 1 的表格，齐读。
第一人称单数 第二人称单数 第三人称单数 第一人称复数 第二人称复数 第三人称复数
代词主格 I You he/she/it We You they
代词宾格 Me You him/her/it Us You them
形容词性物主代词 My Your his/her/its Our your their
名词性物主代词 Mine Yours his/hers/its Ours yours theirs
2．出示例句，让学生读，比较意思并找出规律及功能
例句:
1) I often help him and he often help me too.
2) They like us and we like them too.
3) My house is smaller than your house. Yours is larger than mine.
4) Our pictures are better than their pictures. Ours pictures are
better than theirs.
学生用单词自己造句。
小结归纳
（三）While-task
6．出示sound families 的单词
7．让学生听听它们的读音，读一读
8．讨论红色字母或字母组合的发音，找出它们的共同音素
9．让学生用以往的辅音音素和这两个元音音素进行拼读
10．逐条呈现sound families 中的单词，让学生读一读，找出它们的共同音素（辅音）
11．让学生尝试读sound families 2 中的单词
12．让学生读读《活》P31第3题的单词及句子。
Pro-task and Check
1．《活》P30第2题听力
2．小结本课主要内容
3．小组内说说自己一位好朋友和自己在平时生活学习的不同，作比较，互相学习。
4．把刚刚的句子写下来
5．让学生读一读自己所写的内容
6．根据学生写的情况作总结
(五)Homework
Unit 9 第一课时
一.内容
Story Time
Project
二.教学过程
(一)Leading-in
1．播放“The first race between the hare and the turtle”的动画
2．请学生用英语讲述故事的内容
(二)Pre-task
3．出示story 的第1幅图，告诉学生This is the third race between the hare and the turtle
4．让学生以小组为单位，讨论这次比赛的情况级结果
5．请学生讲述讨论的情况，以及对结果的猜想
6．听录音比较课文
(三)While-task
分角色读，演故事。
2．Make a survey
How many … are there in your school
name pupils classrooms … … …
3．学生汇报结果
4．Project 2
(四)Pro-task and Check
1．《活》Unit 9第一题
2．《活》unit 9 第3题
A．学生先做
B．学生讨论小结规律
C．老师小结
(五)Homework
Unit 9 第二课时
一.内容
Did you know
Additional words
Self-assessment
二.语言点
Vocabulary: bad/worse , little / less , far / farther
三.教学过程
(一)Leading-in
1．读《活》P36形容词的比较级
2．评讲Unit 9第5题
(二)Pro-task
Sing a song
说说我们学校有的室场
(三)While-task
1．呈现Did you know 图片
2．让学生用英语谈论图中的内容
3．向学生介绍
4．看书P41文章，指导读
5．用自己的话说说我们学校的多媒体室
6．用自己的话说说我们学校其它的室场及用途
7．呈现Additional words 的图片
8．学生比较并读一读句子
9．猜猜单词的意思
10．试读单词
11．老师讲解
12．《活》Unit 9第4题
A．学生独立完成
B．评讲
C．小结
13．《活》Unit 9第6题
14．《活》Unit 9 第2题听力
(四)Pro-task and Check
完成Self-assessment
总结学生的表现及本单元的主要内容
(五)Homework
Module 4 Wild Animals
Unit 10 What Are the Biggest Animals in the World
Dialogue
Objectives:
1. To learn to compare two or more things or persons.
2. To learn and use superlatives.
3. To learn about more wild animals in the world.
4. To develop the ability of producing the language learnt cohesively.
Activities:
1. Before teaching the dialogue, ask the pupils to look at the topic page and let them predict what they will learn in this module.
2. Let the pupils name the animals they know and write them down on the blackboard.
3. Teach more animal words in the textbook.
4. Review the comparative degree and then present the superlative degree.
5. Introduce the topic of the dialogue and get the pupils to think about it.
6. Show the pupils a picture of a blue whale, and give detailed introduction, e.g. the size, the place where they live etc. Teach the new words during the introduction.
7. Play the tape again, and ask the pupils to keep the questions from 2 in mind and listen carefully.
8. Check the answers.
9. Get the pupils to read the dialogue after the tape.
10. Ask the pupils to read the dialogue in groups.
Sing Along
Objectives:
1. To familiarize the pupils with the blue whales.
2. To encourage imagination.
3. To change the pace of teaching.
Activities:
1. Talk about blue whales again with the pupils, and ask them to imagine seeing a whale in the sea.
2. Play the song and ask the pupils to find out what the blue whales do in the song.
3. Play the song again and get the pupils to acting it out accordingly.
4. Get the pupils to sing after the tape once and twice, and then ask them to try to sing the song themselves with actions.
Rhyme
Objectives:
1. To learn more animals words.
2. To practise speaking with rhythms.
3. To reinforce superlatives.
Activities:
1. Ask the pupils to name animals which they think can run very fast.
2. Then ask them to find out animals which are very strong.
3. Ask the pupils to listen to the rhyme and find out the fastest and strongest animals in the rhyme.
4. Get the pupils to listen to the rhyme and try to follow it sentence by sentence.
5. Ask the pupils to practise saying the rhyme in pairs.
6. If possible, ask the pupils to create their own rhyme by substituting some of the words in it, e.g. change cheetahs to hippos, etc.
Work with Language:
Objectives:
1. To reinforce the comparative degree and superlative degree both orally and in written forms.
2. To provide pupils with a meaningful situation to use the language learnt.
3. To carry out a task and encourage communication between the pupils by using expressions like “I think this picture is the best.”
Activities:
1. For 1, establish a situation that some animals in the jungle are having a competition to show how special and unique they are.
2. Ask the pupils to be the reporter and write down what the animals say.
3. Let the pupils choose one of the pictures they like and do the exercise.
4. Check the answers and ask the pupils to finish the rest of the exercise after class.
5. For 2, tell the pupils that the school is going to hold an animal Cartoon Picture show, and ask them to draw their favourite animals at home.
6. Put all the pictures on the wall or hang them on a string, so that everyone can appreciate them.
7. Give the pupils a form and tell them to ask their classmates’ opinions about the pictures to finish the survey.
8. Invite some of the pupils to make a report in front of the class.
Fun with Language
Objectives:
1. To review and practise the questions: “Which is heavier, a swan or a duck ” “which is the biggest, a mouse, a rabbit or a horse ”
2. To give the pupils a sense of success through a cooperative and competitive game.
3. To encourage communication between pupils.
Activities:
1. For 1, ask the pupils to find out the characteristics or habits of different animals first, and then ask them to write them down on a piece of paper.
2. Model the game with two pupils in front of the class.
3. Group the pupils and let them ask and answer questions to find who can get more points.
4. Check the result. xK b1. C om
5. For 2, focus the pupils on the picture and ask them to work out the animals in it.
6. Demo asking and answering questions with a pupil.
7. Let the pupils practise in pairs.
8. Encourage the pupils to use more language they learnt in asking and answering, for example, “Which is the biggest, a mouse, a rabbit, or horse ” “I think a horse is bigger than a bear.” etc.
Unit 11 What Animals Run the Fastest
Dialogue
Objectives:
1. To learn more about wild animals.
2. To reinforce the comparative degree the superlative degree.
3. To act out the dialogue.
4. To let the pupils produce the questions and answers themselves.
Activities:
1. For 1, play the tape and ask questions to help with understanding.
2. Let the pupils repeat the dialogue after the tape, following their text books.
3. Ask the pupils to read the dialogue and act it out in pairs.
4. For 2, let the pupils do the exercise orally first.
5. Then give them time to write down the answers in their books.
6. Ask the pupils to act out the short dialogue without looking at their books.
7. If possible, ask the pupils to imitate the exercise and make their own dialogue.
8. Invite some of the pupils to act out their dialogue in front of the class.
Sound Families
Objectives:
1. To learn more phonetic symbols, and read new words with the help of the phonetic symbols.
2. To provide more practice in reading regular words.
3. To further help memorizing vocabulary.
4. To develop the confidence in decoding new words.
Activities:
1. Get the pupils to observe and notice the features of the letter groups like “or, al, au, oor”.
2. Show the pupils the phonetic symbols and familiarize of the pupils with the sounds and the symbols.
3. Ask the pupils to practise pronouncing the words with the help of the symbols.
4. Do the same with the rest of the vowels and consonants.
5. provide more words for practice, and it is better to provide some simple sentences, rhymes or chants for the pupils to read on their own.
Work with Language
Objectives:
1. To have a systematic summary of comparative and superlative degrees.
2. To provide further practice and understanding of comparative and superlative degrees.
3. To connect the language learnt with pupils’ life, i.e. let them talk about their life using comparative degree and superlative degree.
4. To put the language learnt into use in situations.
5. To stimulate interest.
Activities:
1. For 1, show the original forms of the adjectives on the blackboard.
2. Ask the pupils to try to work out the comparative degree of the words first.
3. Then get pupils to discuss in groups and ask them to work out the rules of changing a word into the comparative degree.
4. Do the same and work out the rules for the superlative degree.
5. For the abnormal words, tell the pupils that they are exceptions and let them memorize the words by heart.
6. Ask the pupils to make sentences after the example.
7. State the general rules for changing a word into comparative and superlative again, and then read the words in the textbook.
8. For 2, tell the pupils that you are going to make a portfolio about them, and you need their help to carry out a survey.
9. Encourage the pupils to use as many expressions as possible in the survey, e.g. “Do you like running ” “How fast can you run ” etc.
10. Ask the pupils to choose one or two questions from their textbook and carry out the task. (For some of the fast learners, encourage them to do more.)
11. Ask the pupils to make a report in the class and agree on the final result.
12. Then take a photo of the pupils who are the best in the survey.
13. Put the pictures on the wall as posters and later on put them into the pupils’ portfolio.
14. For 3, get the pupils to look at the pictures and ask answer in pairs.
15. Invite some of the students to perform their dialogues in front of class.
Fun with Language
Objectives:
1. To practise superlatives in interesting situations.
2. To encourage imagination in the pupils.
3. To have fun.
Activities:
1. For 1, name the game and tell the pupils the rules of the game. For example, ask the pupils to play the game in groups of four, for each round of the game, ask three of them to think of an animal and say “I’m a lion.” etc. Then one of them makes comment like “The lion can run the fastest of the three”.
2. Ask some of the pupils to play the game in front of the class.
3. Get volunteers to go to the front.
4. Give each of the pupils a piece of chalk and ask them to mark on the blackboard as they jump.
5. Find out the pupil who can jump the highest in each group and ask the pupils to make comments.
Module 5 Eating Habits
Unit 13 I Prefer Hamburgers
Dialogue Objectives
To experience language in use.
To learn how to ask about choice and express preference.
To consolidate comparisons.
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
Procedures
Warming up
Song: “I like pasta”
Guessing game : guess what’s in the picture.(bun-------hamburger)
Presentation
Which do you like, buns or hamburgers (picture 1 )→
Which do you prefer, _____ or ______ ( picture 2 ) →
(1) T→ P (2) P → P
Chant : Which do you prefer, pizza or hamburgers
I prefer hamburgers , I like hamburgers.
Which is more delicious ,pizza or hamburgers
Pizza is more delicious than hamburger.
Survey: Which do you prefer, _____ or ______ Why
Ps make a survey in their group
T check the answer together. We should eat more______.
We shouldn’t eat more ________.
Consolidation
T: Today is April the 29th . The May Day is coming. What are you going to do → McDonald’s Let’s go to the McDonald’s.
Choose the food in McDonald’s
(1) pair work (2) act out
Text
Listen with questions
Read after the tape
Read together
Check the answers
Development
Make a dialogue
Enviroment protection.
Unit 14 Which Food Do You Prefer
Dialogue
To experience language in use.
To reinforce how to ask about choice and express preference.
To develop healthy eating habits.
To raise cultural awareness of foods.
Suggestions
Review the expressions to ask about choice and express preference from Unit 13.
Give the pupils tasks for listening , e.g. What food does everybody prefer .Why
Allow the pupils to act out the dialogue in their own words.
Ask the pupils to underline the sentence asking about preference (Which food would you like, Mum, meat, chicken, fish or vegetables ).
Work with English
To know how to make comparatives and superlative of adjectives and adverbs containing two or more syllables.
To recycle the verbs learnt in the previous unit.
To provide opportunities to develop the ability to produce.
Enviroment protection.
Unit 15 Let’s Go Further
Story Time
To experience language in use.
To reinforce expressions about preference.
To consolidate the food concept.
To introduce Chinese birthday culture in English.
To develop listening and writing skills.
Suggestions
Do the following as pre-listening activities.
For while –listening activities , two layers of questions could be designed to make sure that the pupils get the main idea and then the details of the story. For level 1 questions, the pupils could be asked to act out the story.
When the pupils are reading the dialogue , move around helping the groups.
Project
To recycle vocabulary from the previous unit.
To produce a condition to make the output of vocabulary.
Did you know X k B 1 . c o m
As this part is to encourage reading, you don’t have to develop rigid exercises about it .
Enviroment protection.
Module Six 教学设计
第一课时
教材分析：本单元内容主要以天气为主题，一方面介绍如何用表示天气的形容词及其比较级和最高级谈论天气、介绍温度的读法和如何谈论温度，另一方面介绍如何用英语谈论一年四季的气候及其特点。教学内容贴近学生的日常生活，而且还渗透了不少关于外国气候方面的地理知识，同时对已学的形容词比较级和最高级、月份单词及动词短语等进行了旧知识的滚动。
教学对象分析：学生虽然初次接触天气方面的学习，但题材贴近日常生活，学生学习兴趣浓厚，再加上学生之前已掌握了形容词的比较级和最高级、四季、月份单词和动词短语等丰富词汇，为本单元学习做好铺垫。在三年的英语学习中，学生已具备了一定的听、说、读、写能力，对于发音规则的新单词，学生基本可以听音写词或看词读音，并在学习过程中不断提高阅读与听力能力。
教学内容：Unit 16 Work With Language
教学目标：
语言知识：1）“四会”单词：warm、cool、rain、rainy、sunny、windy、cloudy、snowy、zero、
0 C；“三会”单词：foggy、temperature、degree
2）理解和表达有关天气和温度方面的信息。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能初步掌握如何运用以下句子于日常生活中谈论天气和温度：What’s the temperature It’s five degrees below zero centigrade.\What’s the weather like today？It’s sunny and hot.
3、情感态度：能激发学习英语的兴趣和参与热情，能在小组活动中积极与他人合作；理解和掌握用英语谈论天气，同时对我国各地天气有初步的了解,懂得爱我国、保护大自然从我做起。
4、学习策略：（1）创设问题情景，激发学生求知欲、学习动机。（2）鼓励学生运用所学的知识于交际中，培养小组自主、合作互助的精神。（3）培养学生发现语言的规律并能运用规律举一反三的能力。
文化意识：在交往运用中初步认识外国的气候特点。
教学重难点：（1）理解对天气和温度的提问及其回答，并运用于交际中。（2）掌握表示天气的形容词。（3）懂得温度的读法。
教学媒体：图片、计算机、录音机等。
教学过程：
（一）复习准备：
1、Guessing game ：What season is it (呈现4幅自然风景图，学生看图猜出分别是哪个季节，复习spring、summer、autumn、winter)
2、Sing a song ：Rain rain go away, come again another day. Little Johnny wants to play, rain rain go away.
(二) 呈现操练：
1、呈现：关于天气的提问及回答
通过上述英语歌的歌词及下雨图片，引导学生理解：rain——What’s the weather like ？
It’s rainy .板书句子并带读。学单词rain、rainy、weather。
用图片逐一引出表示天气的形容词,并引导学生运用于句型中：
Sun----It’s sunny. wind----It’s windy. cloud----It’s cloudy. fog-----It’s foggy. snow----It’s snowy.
学生总结找出以上形容词的变化规律
2、操练：
课本75页：看图听描述，把图片贴在相应位置
玩游戏（分小组比赛评分，提问及回答均由学生说）
游戏一：听音（如下雨声、风声等）猜天气
游戏二：看图中人物衣着猜天气
3、呈现：关于温度的提问及回答
呈现游戏二最后一幅图（图中穿着棉袄的小孩正在堆雪人，再添加显示零下5度的温度计）
T：What’s the weather like ？ P：It’s snowy.
T：Is it cold？ P：Yes，it is.
T：What’s the temperature now？It’s five degrees below zero centigrade.It’s cold and snowy.
引导学生理解跟读，板书句子，学单词：temperature 、degree 、centigrade 、zero
4、操练：
呈现不同温度计图，引导学生看图读温度，学单词：warm、cool
游戏：看图中人物衣着，猜当天的温度，看谁猜的最接近。
（三）巩固发展：
1、Work with language 2 （75页）
分小组看图谈论图中天气和温度
读句子判断句子的对错
2、Work with language 3（75页）
呈现一些外国著名城市今天的的天气、温度图，学生模仿例子小组合作编对话：
A:What’s the weather like in London B:It’s foggy.
A:Is it cold B:No, it isn’t.
A:What’s the temperature now B:It’s nineteen degrees centigrade. It’s cool.
（四）作业布置：
1、抄写新单词
2、回家看明天我国或国外各城市的天气预报，第二天四人小组就其进行天气和温度的谈论。
第二课时
一、教学内容：Unit 16 What’s the Weather Like？Dialogue
二、教学目标：
1、语言知识：1）“四会”单词：wet、put on、yesterday、raincoat、bye、New Zealand、sound、ski；“三会”单词：umbrella
2）理解和掌握谈论天气和温度的表达方式。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能听懂课文对话（1）内容，完成一些简单的任务，并能用正确的语音语调朗读。新 课 标 第 一 网 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 )
3）能读懂课文对话（2）内容，完成一些简单的任务，并能用正确的语音语调朗读。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助；乐于接触并了解异国的气候。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
4、学习策略：1）阅读训练与听力训练齐结合，提高学生阅读与听力能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
5、文化意识：了解New Zealand的气候特点。
三、教学重难点：1）新单词的掌握与运用；2）课文对话的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
（一）复习准备：
1、Free talk about the weather and the temperature.
2、Chant：What’s the weather like
Does the sun shine
Cloudy Windy Rainy Foggy Snowy？
No, it’s sunny.
I’m so happy.
(二) 新课呈现：
1 、Dialogue 1 (作为听力材料)
1) Ask the pupils look at the pictures of Dialogue 1, guess “What’s the weather like What are Ben and Janet going to do ”
2) Take some key words (special the new words) out of Dialogue 1. The pupils should listen to the dialogue two times and put the key words back into the dialogue.
Janet: What’s the _____like today, Mum
Mrs Webb: It’s_____ , w_t and _____. ______ _____ your coat, Janet.
Janet : What’s the _______
Mrs Webb: It’s ______.
Janet : Oh, it’s much ______ today than y_st_ _d_ _.
Ben: Oh no! I prefer ______,______ weather, Is it ______
Mrs Webb: No, it isn’t, but it’s quite _______ and it’s going to ______.Take your ______.Don’t take your _mbr_ll_. It’s too_____.
Ben: The school bus is coming. ______ , Mum.
Janet : ________!
3) Check the answers and learn the new words: wet、put on、yesterday、raincoat、bye、umbrella
4) Listen to Dialogue 1 again, say if the statements are true or false:
a)It’s cold, wet and rainy today.
b)It’s much colder today than yesterday.
c)Ben prefers cold, windy weather.
d)It’s raining.
e)Ben and Janet don’t take the umbrella, but take the raincoat.
f) Ben and Janet are going to school.
5) Check the answers.
6) Listen to the dialogue and read in groups.
2、Dialogue 2 （作为阅读材料）
1）Ask the pupils read Dialogue 2,fill in the form in groups(What’s the difference with the weather in China and in New Zealand
Weather Temperature Clothes We can…
in Guangzhou
in New Zealand
Check the answers, learn the new words: New Zealand、sound、ski
2) Ask the pupils read Dialogue 2 again, answer the questions:
a) Where are Mr Webbs going b) What’s the weather like there c) Is it much colder there than in Guangzhou d) What can we do there
3)Ask the pupils read the dialogue in groups.
三）巩固发展：
1、Ask the pupils read the dialogues by themselves. （给学生思考的空间，不断回顾审视解惑，找出存在疑惑的地方，老师引导学生解决问题）
2、The pupils try to act out the dialogues in groups.
四）作业布置：
上网搜查有关著名的旅游胜地及其最近天气情况，为下一堂课比赛准备。
第三课时
一、教学内容：Unit 16 Fun With Language \Song \ Rhyme
二、教学目标：
1、语言知识：熟练掌握谈论天气和温度的表达方式
2、语言技能：1）能表演歌谣和小诗。2）能读懂简单的对话，并仿例子编一段对话或天气报告。
3、情感态度：乐于模仿，敢于开口，有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
4、学习策略：把所学内容与日常生活联系起来，鼓励学生主动练习和实践。
三、教学重难点： 知识的运用
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
复习准备：
Sing a song: “The Wind and the Rain”
Listen and chant: Page 74
巩固发展：
Fun With Language 1
Before reading the dialogue, get the pupils to look at the pictures and guess what is happening .
After reading the dialogue, ask the pupils where the boy is going .
Encourage the pupils to make longer conversations than the dialogue in the text, e .g .talking about what the boy is going to do ,where he is going and how he is going to get there.
Act out their own dialogue in groups.
Fun With Language 2
Play a game: “Who is the most excellent weather reporter ”(一方面检查上一节课布置的作业，学生把所搜查的各地天气资料用英语表达出来，另一方面通过其他同学的天气报告开阔视野。)
Make a poster about the weather in groups, stick the posters on the wall of the classroom after class.
作业布置: The exercises of Unit 16 in the activity book.
第四课时
教学内容：Unit 17 Work with Language、Unit 16 Page73 Read and Say
教学目标：
1、语言知识：1）“四会”单词：season、month、place、last、dry
2）认识表示天气的形容词的比较级和最高级
3）认识我国一年四季及其特点
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2) 能掌握运用英语对比不同时间的天气: It’s much colder today than yesterday. What will the weather be like tomorrow？It’ll be …The temperature will be …Tomorrow will be …than today.
3、情感态度：能在小组活动中积极与他人合作, 乐于探究并尝试模仿, 积极参与各种英语实践活动，同时通过天气的对比,认识到“温室效应”的严重性，懂得保护大自然从我做起。
4、学习策略：（1）创设问题情景，激发学生求知欲、学习动机。（2）鼓励学生运用所学的知识于交际中，培养小组自主、合作互助的精神。（3）培养学生发现语言的规律并能运用规律举一反三的能力。
三、教学重难点：理解与运用表示天气的形容词的比较级和最高级，用英语对比不同时间的天气。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
复习准备：
1、课前自由讲: What’s the temperature now \ What’s the weather like today \ How many seasons are there in a year \What season is it now \ Is it usually hot in China in summer \What about in spring(autumn\winter) \How many months are there in a year
唱英语歌“Twelve Months”，复习12个月份单词。
呈现与操练：
1、Unit 17 Work with Language 2（一方面通过听力练习加强月份单词记忆，另一方面通过听力材料认识我国一年四季的时间及其特点）
1）听录音，选择单词填空。
2）学新单词（根据简单的单词拼读规律，听音填出所缺字母: s_ _son、m_n_ _、pl_c_、l_st、dr_
2、认识表示天气的形容词的比较级和最高级：
呈现中国部分城市今天与昨天的天气情况报道表：
City Yesterday Today Tomorrow
Guangzhou rainy 28 C~30 C sunny 30 C ~ 33 C sunny 32 C~34 C
Beijing sunny 8 C~12 C cloudy 6 C~8 C windy 4 C ~6 C
Wuhan sunny 10 C ~12 C cloudy 14 C ~18 C rainy 20 C ~23 C
Shanghai cloudy 21 C ~25 C foggy 18 C ~20 C rainy 15 C ~17 C
Harbin sunny -15 C ~-3 C snowy -5 C ~-2 C sunny -2 C ~1 C
T: What’s the weather like in Guangzhou today P: It’s hot and sunny.
T: Is it hotter today than yesterday P :Yes, it is.
T: What will the weather be like tomorrow？
引导学生理解并回答P: It’ll be sunny. The temperature will be 32 C~34 C. Tomorrow will be hotter than today. Tomorrow will be the hottest day.
2）操练：同桌对比表中各城市今天与昨天的天气，模仿例子练习对话。
A: Is it hotter today than yesterday in … B: Yes, it’s much hotter. And it’s ...
3) 游戏：听描述猜出是哪个城市的天气报道
e .g .P1: It’s hotter today than yesterday, but it’s cloudier than yesterday.
P2: The weather in Wuhan.
4）总结归纳：学生小组讨论，从hot---hotter---hottest总结归纳出其它表示天气的形容词的比较级和最高级的规律。
3、关于明天天气的表达：
1）机械操练：四人小组使用句型What will the weather be like tomorrow？It’ll be …The temperature will be …Tomorrow will be …than today.讨论上述表中各城市明天的天气。
2）游戏：学生根据每两张图中人物的衣着打扮，猜出明天的天气将会怎么样，小组进行比赛，选出“慧眼小星星”。
（三）巩固发展：
1) <<活动手册>>69页第2题听力
2）明天我校师生将要出外旅游，究竟哪个城市明天的天气最好呢？先选出十个天气报道员分别报道十个不同城市明天的天气情况，其他同学各自去进行调查了解，交谈中可使用以下句子：What will the weather be like tomorrow in your city \ Will it be warmer tomorrow than today \ Which is the hottest month in your city \Which is the coldest month in your city 等。最后找出“最佳旅游胜地”和评选“最佳调查员“。
（四）作业布置：
1、 回家听听明天的天气预报，判断下列句子是否与明天天气一致，若一致圈 “T”，否则圈 “F”
1)It’s going to rain tomorrow. T
2)It’s not going to snow tomorrow. T
3)It will be cold tomorrow. F
4)The temperature for tomorrow will be 10 C ~12 C. T
5)It will be sunny tomorrow. F
6)You need a coat tomorrow. F
2、<<活动手册>>70页第4题
第五课时
一、教学内容：Unit 17 What Season Do You Like Best？Dialogue
二、教学目标：
1、语言知识：1）“四会”单词：because、fire、snowman、snowmen
2）认识英国一年四季及起其特点。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能听懂并理解课文内容后，完成一些简单的任务。
3）能用正确的语音语调朗读课文，并简单复述课文大概内容。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助；乐于接触并了解异国的四季及气候特点。
4、学习策略：1）阅读训练与听力训练齐结合，提高学生阅读与听力能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
5、文化意识：了解英国一年四季及起其特点。
三、教学重难点：1）新单词的掌握与运用；2）课文对话的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
（一）复习准备：
1、Sing a song (from <>):
Hot,hot,hot! Hot,hot.hot! Cold,cold,cold! Cold,cold,cold!
Take off,take off,take it off. Put on ,put on ,put it on!
Cool,cool,cool. Wow,wow,wow. Warm, warm,warm.
We are in the swimming pool. We are in our home, sweet home.
2、Free talk about the seasons in China，at the end teacher says: “However, in some places, the seasons and the climate are different from China. Let’s listen to Xiaoling and Ben and learn about the seasons in England.
(二) 呈现操练：
1、The first part about the seasons and climates in England:
Listen to the dialogue two times, and do a fill-in-the blanks task :
In England there are _________seasons. It is usually _______ in summer, _______ in spring and quite ________ in autumn. Autumn starts in ________ and ends in _______.
_______ , _______ and _________ are the spring months.
Check the answers, understand the seasons and climates in England.
Listen to the dialogue again, ask the pupils to answer the questions:
a) What are the summer and winter months in England
b) Is it autumn in Guangzhou when it’s autumn in England
c) What’s the difference with the weather in Guangzhou and in England in autumn
Is it colder in England than in Guangzhou
2、The second part about Ben and Xiaoling’s favourite seasons:
1) Listen to the dialogue two times, and do a fill-in-the form task :
What’s Ben’s or Xiaoling’s favourite season Why
Favourite season Reason (He\She can …)
Ben
Xiaoling
2) Check the answers, say if the statements are true or false:
a)Ben likes making snowmen in autumn.（ ）
b)Ben can ski.（ ）
c) Xiaoling likes ice cream.（ ）
d) Xiaoling often wears T-shirts in summer. （ ）
3）Learn the new words: because、fire、snowman、snowmen
(三) 巩固发展：
1、Read the dialogues after the recorder----read in groups---read together.
2、Ask the pupils read the dialogues by themselves. （给学生思考的空间，不断回顾审视解惑，找出存在疑惑的地方，老师引导学生解决问题）
The pupils try to act out the dialogues in groups.
Ask the pupils to recite the dialogue with the simple sentences.
（四）作业布置：
做一份调查，找出与一年四季有关的活动、食物、衣着、天气与自然的内容：
Season Climate Nature Food Activities Clothes to wear
Spring
Summer
Autumn
Winter
第六课时
一、教学内容：Unit 17 Fun With Language \ Page 78 Exercise 2\ Sound Families
二、教学目标：
1、语言知识：1) 熟悉一年四季及与其有关的活动、食物、衣着、天气与自然特点等。
2）初步认识音标/З：/、/э/、/h/、/w/、/j/及其规则的字母组合。
3）“三会”单词：go sightseeing
2、语言技能：1）能懂得音标/З：/、/э/、/h/、/w/、/j/的正确发音，并能根锯其字母组合的拼读规律，拼读单词。
2）能从活动、食物、衣着、天气与自然等方面谈论一年四季。
3）能说出自己喜爱的季节并制作简单的海报。
3、情感态度：乐于模仿，敢于开口，有学习英语的愿望和兴趣，乐于参与各种英语实践活动；能在小组活动中积极与他人合作，共同完成学习任务。
4、学习策略：把所学内容与日常生活联系起来，鼓励学生主动练习和实践。
三、教学重难点： 知识的运用及音标的认读。
四、教学媒体：图片、计算机、录音机、音标卡片等。
五、教学过程：
活动一、唱英语歌“Season Fun”
Go fishing，go finshing，going finshing on a warm spring day .
Go swimming ,go swimming ,go swimming on a hot summer day .
Go hiking ,go hiking ,go hiking on a cool autumn day .
Go skating ,go skating ,go skating on a cold winter day .
活动二、玩游戏：请一学生做动作，其他学生猜出该动词短语并说出来，看哪一组猜得又准又多（目的是复习78页的动词短语或更多，并学习go sightseeing ）
活动三、英语自由讲：鼓励学生从天气、自然、活动、食物和衣着等方面谈论一年四季，新- 课- 标-第 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) - 一- 网
e .g. What’s the weather like in spring It’s warm…
What can you see in spring I can see green trees and …
What can you do in spring I can plant the flowers…
What can you eat in spring I can eat ….
What clothes do you often wear I often wear…
活动四、玩游戏（Fun With Language 1）分组比赛，每组请一学生背向屏幕图片，其他组员看图说短语（如：I’m putting on a sweater.\ I’m sweeping up the leaves in our garden.\ I’m eating a moon cake.等），使该学生猜出图中是什么季节。
活动五、做一调查表：What’s your favourite season？ Why？
Name Favourite season Reason
活动六、小组合作做一份 favourite season poster （Fun With Language 2 ）
活动七、语音学习 ：呈现79页“Sound Families”表中例词，学生认读后小组进行讨论，总结出词中字母组合的发音规律，并认识音标/З：/、/э/、/h/、/w/、/j/及正确发音。
活动八、语音游戏：摘苹果（根据树上单词苹果的字母发音规律，小组比赛看谁最快把苹果摘到相应的音标篮子里。）
活动九、作业布置（略）。
第七课时
一、教学内容：Unit 18 Let’s Go Further
二、教学目标：
1、语言知识：理解故事内容能巩固复习有关天气、四季的内容。
2、语言技能：1）加强阅读能力和有关天气和四季的知识拓展。
2）能读懂并理解故事内容，并完成一些简单的任务。
3）能用正确的语音语调朗读故事，并能分角色表演。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助。
4、学习策略：1）故事以阅读训练为主，提高学生阅读能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
三、教学重难点：对故事内容的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
Activity 1：Free talk about the weather and the favourite season.
Activity 2: Chant.
Skirts for summer, Sandals for summer,
Coats for winter, Boots for winter,
When it’s autumn, When it’s autumn,
I wear sweaters. I wear trainers.
Activity
教学内容分析
Module 1的话题是“Our life”， 学生在四年级及五年级上学期已经学习了大量的有关这方面话题的句子，而本单元主要的是学习一般现在时第三人称的陈述句和疑问句。Unit 2是用电话对话的形式引出Jiamin平时学习的情况，这打电话的日常用语在四年级的Module 4 Unit 11 的Fun with language 以笑话的形式出现过，但大部分学生对此印象不深。本单元的句型…should/shouldn’t …可以与五年级…can/can’t… must/must…句型和句子联系起来教学。
二．教学对象分析
到了本学期，学生已经差不多学了三年的英语了，有的或许是五年了，我们在教学中应该注意从以培养学生听，认，说能力为主转移到以培养他们的阅读，写作能力为主。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，帮助学生把所学知识系统化，教会学生学习的方法，在适当的时候可培养学生的自学能力。
三．教学策略
Module 1的内容比较接近生活，我们在教学的过程中应尽量与实际联系起来，设计多个活动让学生在情景中学习、巩固，学会用英语做事情。
本册书开始让学生接触音标，我们在音标教学时要注意结合学生的学习规律，避免将教学内容变得僵死化。我们可以先呈现音标例词，让学生小组讨论，寻找共同音素，发现发音规律。让学生在理解的基础上，再自我发现新知识，他们会对学习内容更加感兴趣，印象更深刻。
教学目标
(一)语言技能X k B 1 . c o m
1. 听做: 能根据听到的内容指认本单元的新单词, 能听懂别人谈论某人日常生活习惯的语句及课文对话内容.
说唱: 能运用本单元的语言材料在真实情景中打电话、谈论别人的生活习惯，对别人提出建议，以及能唱书中和老师编的歌和诗
3. 玩演: 能积极参加课堂游戏及尝试表演课文内容和故事.
4. 读写: 能读本课的新单词, 读懂课文, 正确书写本课的四会单词和重点句型.
(二)语言知识
词汇:
New Words:
四会: study, early, subject, hour, practice, piano, than, pen friend, glad, I’d be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in)…,should, worry, catch up with, together, seldom, shouldn’t
三会: former, Leeds
Sentence Structure:
Could you help me I’d love/be glad to.
May I speak to…
This is…speaking.
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
I/You/He/She should/shouldn’t do…
语法:能正确表达一般现在时第三人称的句子 能正确运用情态动词should/shouldn’t 表达，介词to, for的正确运用。
语音: 能正确运用音素/i:/, /i/, /p/,/b/,/t/,/d/拼读单词，能读准第三人称单数动词，并能用升降调读出本单元的单词，并用正确的语调,语音说本课的交际用语.
话题：能用所学知识打电话、谈论别人的生活习惯，并能说出在日常生活中哪些事情应该做的，哪些不应该做的
(三).情感态度
能积极主动地参加老师所组织的课堂活动，在学习过程中享受学英语的乐趣。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
(四).学习策略:
能积极与他人合作，共同完成任务。
能对所学习内容主动练习和实践。
能积极运用所学的知识。
(五).文化意识：了解西方人与朋友约会时一些不应该做的事情
教学重点,难点
重点: 运用本课的单词,句型去谈论某人的生活，向别人提出建议.
难点:一般现在时第三人称单数动词的变化
教学媒体
图画,电脑,软件,鼓
课时
本单元用8课时完成,Unit 1 :3课时;Unit 2:3课时;Unit 3:2课时.
课时设计
X k B 1 . c o m
Unit 1 第一课时
一.内容
Dialogue(书P1-3)
二.语言点
Vocabulary:
四会：study, early, subject, hour, practise, piano, than, pen friend, I’d be glad to, may, e-mail, each other
三会：former ，Leeds
Sentence Structure:
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
Could you help me I’d love/be glad to.
三.任务
Talk about one’s life.
四.教学过程
(一)Leading-in
出示P1的图画并问学生：
What are they doing
What does he/she usually do at/in…
2．根据学生的答案导出课题和本课的主要内容
(二)Pre-task
出示“Sue”正在弹钢琴的照片
问：Who’s she
How old is she
What does Sue do on Weekdays
Do you want to be her pen friend
教单词：practise, piano, than, hour, pen friend ，I’d be glad to. E-mail, each, other, each other (让学生注意practise的读音和一小时的表达法：an hour)
(三)While-task
学生听录音3次，回答问题
Is Sue Miss White’s former pupil
Does Sue study at Lily school in Leeds, England
How does Sue go to school
What subjects does Sue study at school.
检查答案并教单词：former, Leeds, subject,
跟读课文2次，
小组分角色读，演课文（可以给适当的图画和句子或表格做提示）
检查。
(四)Pro-task and Check
让学生把课文中谈到Janet的日常生活的句子找出来，并在小组内说一说。
检查，并让学生观察这些句子的动词，总结一般时第三人称单数动词的变化。
Sing along
总结本节课的新单词和语法知识。
出示活动手册P1第一题的图画，让学生互相问问说说图画中人物的生活。
检查。
笔头练习：根据活动手册P1图画填单词。（如果时间不够，可作为课后作业。）
Ann _______ the ________ every day.
Judy _______ her homework in the evening on weekdays.
Tim _______ to school by ________.
John _________ his friends every Saturday.
Marry _______ at Rose School.
Ken always _______ the _______ for half an hour every day.
8. 检查。
（五）Homework
抄读本节课的四会单词：一个一行，边抄边读。
完成〈活〉P1
熟读课文。
Unit 1 第二课时
一.内容
Rhyme, Work with language(1, 2)
二.语言点
Vocabulary：noon, begin, teach, soon
Sentence Structure:
What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
三.任务
能运用所学知识谈论某人的生活。
四.教学过程
Leading-in
1.评讲《活》的作业。
2.Sing the song the tape《Janet gets up early every day》。
（二）Pre-task
让学生根据歌词想一想：What do you think of Janet Why
出示“Rhyme”，并教育学生要养成准时的良好习惯。
让学生打着拍，读Rhyme
师说：要做到准时，首先要安排好自己的时间，现在让我们看看Sue是怎样设计自己的时间表的。
出示Work with language 1，教单词：noon, begin
老师先做示范，然后让学生根据时间表讨论一下Sue 的日常生活。
Model: Sue gets up at seven in the morning on weekdays.
检查
(三).While-task
比赛
让学生用What/What time/How/Does…小组内提问和回答，看哪一组能提出最多的问题，并回答正确。
小结：一般现在时第三人称单数的陈述句和疑问句的表达。
让学生仿照Sue的时间表，想一想，写一写自己的时间表
游戏：马拉松
先请一位学生说一个关于自己的生活的句子，如：I get up at seven in the morning. 然后第二位学生重复第一位的句子，但要变人称，并再说一个关于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再请第三位学生重复刚才两位说的句子，再说一个关于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.这样一直接下去，看谁能接到最后。
根据游戏中学生的表现和说的情况总结。
(四)Post-task and Check
采访：
采访一下你的同学，问问他们父母平时的生活时间。
When/What time does your father/mother…
He/She …
Gets up Go to work Go to bed … …
Father
Mother
总结采访的情况和本节课的内容。
(五)Homework
家庭听写Unit 1的四会单词.
按照书P5的时间表，说说读读关于Sue日常生活的句子。
3. 完成〈〈活〉〉P3的第5题。
Unit 1 第三课时
一.内容
Work with language3
<<活>>P2-4
二.语言点
Vocabulary: Unit 1的单词
Sentence Structure: What/What time/Who/Whose/Where does he/she do…
He/She always/usually/often/seldom/never does ...
三.任务
能运用所学知识做相关的练习或活动。
四.教学过程
Leading-in
Have a dictation
Check the homework in
Talk about Sue’s life according the timetable.
Pre-task
做一做Work with language3
检查，对答案。
向学生介绍“e-mail”的格式。
让学生做一做〈〈活〉P2的第3小题。
对答案，并让学生读一读。
出示〈〈活〉〉P2第四题的画。
让学生比较图中人和动物，说说他们的特征。
让学生读一读本题的句子，并把句子的编号写在相应图的括号内。
(三)While-task
出示一幅画有两个女孩在练钢琴，一个练了2个小时，一个练了1个半小时，一个短头发，一个长头发。
让学生根据图画提出问题，并回答。
让学生比较图画中的人物，仿照〈〈活〉〉P2第四题的句子，写一段话（不少于5句）。
根据学生写的情况小结。
做一做〈〈活〉〉P4第6题
检查，对答案。
(四)Pro-task and Check
出示几位外国小朋友的相片或图画，
让学生说说自己想知道关于他们哪方面的情况，并用问题的形式说出来。
老师回答他们的问题。
让学生小组说说自己的校园生活。
根据学生的实际情况总结。
(五)Homework
让学生选择以上一位自己喜欢的外国小朋友作为自己的笔友，仿照书P5并用e-mail的形式向他或她介绍一下自己的校园生活。
Unit 2 第一课时
一.内容
Dialogue ,Fun with language
二.语言点
Vocabulary: worried, be worried about…, tired, hand in, on time, do well in(in)…, should, worry, catch up with, together, seldom, shouldn’t=should not
Sentence Structure:
May I speak to…
This is…speaking.
He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能正确用电话用语，能用英语介绍别人的日常生活.
四.教学过程
(一)Leading-in
1.Free talk.
May I speak to…
This is… speaking
How are you I’m fine, thank you. And you
I’m fine too. Thanks.
看情景，说说应该跟这些小朋友说写什么话
小朋友在墙上画画
小朋友摘公园的花
小朋友喂动物园的猴子
(二)Pre-task
出示图画（Jiamin）
T：This is my pen friend Jiamin. What does he look like
出示Jiamin另一幅又瘦又累的图片
T: What does he look like now
引导学生说出句子：He looks thinner now than before.
He looks tired.
T：Why Jiamin looks thinner now than before Why he looks tired
让学生小组猜猜其原因。
He usually/often/sometimes/seldom/never...
(三)While-task
听课文录音3次，找出真正的原因。并说说他的不良表现。
教单词：hand in, on time, do well(in…)
T: I’m worried about my pen friend Jiamin. What should Jiamin do Let’s help him together.
教单词：worry, worried, be worried about, together.
让学生小组讨论给Jiamin的建议。
He should/shouldn’t…
检查并出示书Dialogue2, 让学生读一读，并对学生进行情感教育。
(四)Pro-task and Check
跟读课文2次，分角色朗读，并小组表演。
检查，评价。
给出情景，让学生小组扮演打电话。
打电话采访教练,了解一位拿了奥运金牌的运动明星的状况.
打电话问问笔友近来的生活状况
妈妈打电话帮孩子请假.
检查, 评价
总结：1、本节课的单词
2．电话用语
3. 如何向别人提出建议.
(五)Homework
抄读本课单词一个一行。
完成《活》unit 2第1，5题。
Unit 2 第二课时
一.内容
Sound families 《活》Unit 2 第3, 4
Fun with language
二.语言点
Vocabulary: bee, bead, pit, pea, deed, pit , deep, tip
Sentence Structure:
He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能用英语向别人提出建议，能用发音规律正确读准单词
四.教学过程
Leading-in
评讲作业《活》P5第1题听力
再放录音，让学生注意这题动词结尾的读音：gets, looks, has, practices, goes
归纳一般现在时第三人称单数动词的变化
Pre-task
出示Sound families 3 a的单词
让学生听听它们的读音，说说词尾s的发音，并引导他们找出发音规律。
同样方法教Sound families 3 b，c，d，e
让学生按照规律再把Sound families 3 的单词读一遍
给出单词，让学生运用发音规律尝试读出来
让学生读Sound Families4的句子，注意动词词尾的读音
逐条呈现Sound Families1的单词
让学生读一读，讨论红色字母的发音，找出它们的共同音素
让学生尝试读出Sound Families2的单词。
让学生读出〈〈活〉〉Unit 2第3题的单词和句子
让学生读读〈〈活〉〉Unit 3第4题的例子，注意“stays”的词尾音
小组讨论例子三个句子有什么变化
根据变化规律，完成本题
对答案，并读一读，注意第三人称单数动词的读音。
While-task
1.玩游戏：Grandma says (Fun with language)
A．一位同学抽句子条，并把句子读出来，
B．其他同学做句子意思相反的动作。（当是“should”就不做，“shouldn’t就反而按照句子的意思做。）
C．抽6位同学出来根据其他同学说的句子做相反的动作。
玩前先示范2次。
2．评讲〈〈活〉〉P5第5题
出示笑话：
小组讨论：What do you think of her What should she do
检查,小结
让学生小组扮演笑话,并抽查,评价.
(四).Pre-task and Check
让学生小组说说自己平时的学习表现,其他同学向他提出建议。
小组用本班一位同学的表现，仿照课文编对话，并分角色扮演老师打电话家访。
抽查，评价。
总结本节课的教学内容及学生的表现.
(五).Homework
读准课文，并尝试背下来。
家听Unit2的单词
Unit 2 第三课时
一.内容
Work With Language
《活》Unit2第2，6题
二.语言点
Vocabulary: Unit2的单词
Sentence Structure : He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
能用英语谈论别人的生活，并向别人提出建议。
四.教学过程
(一)Leading-in
have a dictation
(二) Pre-task
出示Work With Language1的图
让学生根据图画提出问题，并说出答案
让学生根据左边的单词，先将图画编号
完成Work With Language1
读一读答案，注意动词的读音。
给出情景，让学生说说情景中人物的日常生活表现，并给出建议
仿照例子，小组说说Work With Language 2的图
抽查
While-task
做〈〈活〉〉Unit 2第2题
先读一读所要判断的句子
再让学生听录音
评讲答案，错的让学生说出原因
做〈〈活〉〉Unit2第6题
评讲答案
分角色朗读本题的对话
Pro-task and Check
小组根据对话内容,讨论给Sally的建议
根据对话内容，写出问题的答案
Are Sally’s eyes good
Does Sally often help her mother do housework at home
Who’s Mr. Chen
How is Sally at school
Which sport is she good at
检查，小结
16．Guessing Game：老师说一段关于班里一位同学在学校表现的话，让学生猜出是谁
17．让学生用英语写写自己最要好的同学在学校的表现
18．让学生读一读自己所写的内容
19．根据学生写的情况总结
(五)Homework
修改课堂所写的一段话
用英语说说自己的学习表现，并写写对自己的建议，
Unit 3 第一课时
一.内容
Story Time
二语言点
Vocabulary: sleepy, more minutes, asleep
Sentence Structure: He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务
理解故事内容,能综合运用本单元的知识做听,说,写的练习或活动.
四.教学过程
(一)Leading-in
听写Module 1的单词
让学生把对自己的建议向全班读一读，鼓励他们要养成好的习惯
(二)Pre-task
呈现Story的第1，4幅图画
讨论问题：
P1:What are piggy and poggy doing in picture 1
What time is it
Should we watch TV at this time Why
P4: Do piggy and poggy like the programme Why
听录音，检查答案
让学生猜单词的意思：asleep, sleepy, more, (故事内容)
minute（hour）
教以上单词
(三)While-task
分角色读，演故事。
采访：
让学生用句型：What’s your name
What time do you…
采访同学，完成下表
Name Get up Go to school … …
9. 让学生根据采访结果, 仿照书 “PROJECT” 做一做, 写一写, 提醒学生要注意人称的变化及动词的变化
抽查学生,并让他们读一读.,并根据所做情况小结.
(四)Pro-task and Check
做<<活>> Unit 3的第1题
先让学生把给出的答案读一遍
听录音,做题目,教会学生要学会听关键词
评讲
做<<活>>Unit3的第3题
看图写出句子所缺的单词
让学生读一读句子,注意动词词尾的发音
让学生同位根据图画和句子,提出问题,并回答.
12. 总结
(五)Homework
完成<<活>>unit3 第5题
写写父母的日常生活
Unit 3 第二课时
一.内容
Did you know
Additional words
Self-assessment
二.语言点
Vocabulary: chat, hurry, straight,
Sentence Structure: He/She always/usually/often/seldom/never does ...
I/You/She/He should/shouldn’t…
三.任务.
能用所学知识完成课堂活动或练习
四.教学过程
(一)Leading-in
评讲<<活动手册>>的作业
(二)Pro-task
Sing a song
根据歌词和实际,说说我们在课堂上哪些是应该做的,哪些是不应该做的
(三)While-task
呈现Additional words的图画
判断should/shouldn’t
呈现Additional words的句子
猜猜单词chat, hurry, straight的意思.
把句子与相应的图画连起来.
呈现Did you know 的图画
让学生用英语谈论图画的意思
出示句子
向学生介绍西方人日常生活中一些不应该做的事情
让学生比较中西方在这些事情上的做法有什么相同与不同
让学生小组讨论我们日常生活中哪些是应该做的,哪些是不应该做的.
做<<活>>unit 3的第4题
找出关键词
写出图的编号,并画出钟的时间
检查答案
做<<活>>unit3的第2题
读一读题目所给的句子
听录音,判断句子正误
评讲答案, 要求学生说出错的原因
做<<活>>unit3的第6题
读短文
分清e-mail的内容是写谁
比较两封e-mail的内容,找出两者的相同点和不同点
填表,评讲
(四)Pro-task and Check
完成Self-assessment
总结学生的表现及本单元的主要内容
(五)Homework
仿照<<活>>P13写一封e-mail给老师, 内容主要是关于自己的日常生活.
Module 2 Seeing a Docotor
Unit 4 Janet Fells Ill
Dialogue
Objectives
1、To learn the names of common illness in English.
2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .
3、To practise advice, especially when someone is ill .
4、To raise the awareness of fostering healthy living habits.
5、在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
Suggestions
1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese).
2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture.
3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4.
4、Show the pictures in 1 and ask the pupils to talk about the pictures.
5、Bring forth the questions in 2 and then play the tape.
6、Check the questions in 2 with the pupils to get a general idea of the dialogue.
7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively.
8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient.
9、Get the pupils to discuss in groups about what Janet should do and share with whole class.
Work with Language
Objectives
1、To practise advice like “You should …”and “You shouldn’t …”.
2、To learn more adjectives to describe illness.
3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.
Suggestions
1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .
2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first .
3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .
4、The pupils finish 1, then you check the answers with them.
Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.
6、Play the tape and let the pupils finish 2.
7、Group the pupils and ask them to give advice to each other in order to live a healthier life .
Unit 5 Janet Goes to the Doctor’s
Dialogue
Objectives
1、To expose pupils to situations of seeing a doctor, and to get to know
the language used in clinics .
2、To review using third person singular to describe a person’s habits and routines .
3、To learn more new words and and expressions about seeing a doctor.
Suggestions
1、Remind the pupils of Janet’s illness, and tell them that she’s going to see the doctor today.
2、Get the pupils to predict what the doctor will do and say.
3、After the prediction, teach the new words and the new expressions in the dialogue.
4、Play the tape and ask the pupils to listen carefully and check their predictions.
5、Let the pupils read the dialogue in groups.
6、Then ask the pupils to think about what they would ask and what they wouldn’t say if they were Janet’s doctor.
7、Ask the pupils to finish 2, and then check the answers .
Sound Families
Objectives
1、To raise awareness of the letter-sound and sound-spelling correspondence.
2、To provide more practice in reading regular words.
Suggestions
1、Show pictures in 2 and teach how to read the words.
2、Ask the pupils to read after you .
3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.
4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.
5、Ask the pupils to read the words after you .
Sound Families
Objectives
1、To raise awareness of the letter-sound and sound-spelling correspondence.
2、To provide more practice in reading regular words.
Suggestions
1、Show pictures in 2 and teach how to read the words.
2、Ask the pupils to read after you .
3、Give the pupils time to experiment reading the words themselves, and give appropriate supports.
4、Ask the pupils to read the words after you.
Work With Language
Objectives
1、To reinforce what they have learnt.
2、To learn more words and expressions about illness.
3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.
Suggestions
1、For 1, explain the new words and expressions bye showing the pictures or by acting them out .
2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers.
3、In 2, use the pictures in the textbook to establish the situation.
4、Read the sentences together with the pupils, and if necessary, explain some of the sentences.
5、Ask the pupils to work in pairs to identify the sentences said by doctors and patients respectively, and finish 2 .
6、Check the answers with the whole class .
7、Then ask the pupils to work in pairs again to make a dialogue of seeing a doctor.
8、Invite some of the pupils to present their dialogues.
Fun with language
Objectives
1、To review the words and expressions learnt.
2、To get feedback of the pupils’ understanding of the language from their pictures.
3、To practise the language in an interesting way.
Suggestions
1、For 1, group the pupils and ask them to find the words learnt in this module.
2、Put/write all the words found in 1 and read them together with the pupils.
3、Let the pupils finish 2 at home, and give them a chance to show what they can do in class.
4、If your pupils are good at drawing or are very creative, you may ask them to draw on a piece of paper, and then make a picture to show in class.
5、Set up a situation in 3, and ask the pupils to make a dialogue in pairs.
6、Then ask the pupils to role-play their dialogues for the class.
Unit 6 Let’s Go further
Story Time
Objectives
1、To provide the pupils with an interesting topic-related story.
2、To provide more language input.
3、To practise reading simple stories with the help of pictures.
Suggestions
1、Play the tape/video, and ask the pupils to listen/watch carefully.
2、Show pictures of the story in jumbled order.
3、Then ask the pupils to work out the right order of the pictures in groups.
4、Check the answer.
5、Play the tape/video again, and ask the pupils to follow along.
6、Let the pupil read the story in roles.
7、Ask pupils to role-play the story or tell their parents the story as homework .
Module 3 Our School and Our Class
一、教学内容分析
Module 3的Topic 是Our School and Our Class，主要以谈论校内建筑以及学校活动为主，逐步学会运用形容词和名词的比较级谈论事物，以及表达自己的看法。本单元的另一项任务是名词性物主代词的运用。老师在教学过程中应注意语言知识的迁移，运用已学的主格、宾格、形容词性物主代词引入学习名词性物主代词，注意它们之间的用法区别，减少学生不习的难度。
二．教学对象分析
在Module 1 里已经出现过一些简单的形容词比较级，学生能用简单的句子对事物进行比较，学习新知识的时候，注意以旧带新，在学习过程注意培养他们的阅读，写作能力。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，加大语言的输入量，在适当的时候可培养学生的自学能力。
三．教学目标
(一)语言技能
1．能就“自己学校和班级” 的话题进行交谈。
2. 能就“比较建筑物”的话题进行交谈。
3．能理解、朗读课文，背诵课文。
(二)语言知识
1. 掌握下面音标和读音规则：
u blue ruler truth June July
oo food stool cartoon noodles afternoon kangaroo
oo cook book foot good goose mushroom
u put bull
m mum more must gym climb welcome
n north nurse neighbour cinema than train
ng song long thing boring spring young
2、巩固形容词比较级和副词比较级的句型
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
4) She gets up earlier than us
3、情态动词would及must、need的否定式的用法及一些交际用语：
1) You needn’t go to school by bus.
2) We mustn’t pick the flowers.
3) Would you like to visit our new school
Yes, I’d love to.
4) Welcome to our school.
Thank you.
4、掌握代词的用法
(三).情感态度
培养学生的交际能力和增强他们学习的信心。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
(四).学习策略:
能积极与他人合作，共同完成任务。
能对所学习内容主动练习和实践。
能积极运用所学的知识。
(五).文化意识：了解中西学样的不同
四．教学重点,难点
重点: 1. 能就“自己学校和班级” 的话题进行交谈。
2. 能就“比较建筑物”的话题进行交谈
难点: 长句的认读
五．教学媒体
图画,电脑,软件,录音机…
六．课时
本单元用8课时完成,Unit 7 :3课时;Unit 8:3课时;Unit 9:2课时.
七．课时设计
Unit 7 第一课时
一.内容
Dialogue(书P30)
Work with language
二.语言点
Vocabulary:
四会：large , international , bright , more , more than , taller , bigger , larger , lower , smaller , brighter
三会：international
Sentence Structure:
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
三．教学过程
(一)Leading-in
1．出示一幅Yongxian’s old school 图
2．让学生用自己的话描述图中的建筑
3．引导学生用tall , big , small , low , bright , high 等形容建筑物。
(二)Pre-task
1．出示各有特征的同一组图片（Work with language 的图片）
2．引导学生用简单的句子作比较
例：Building A is taller than building B.
3．Practise work with language in pairs
4．教学新单词: large , larger , bright , brighter
5．再出示Yongxian’s old school 图，介绍This is Yongxian’s old school—Guangzhou International School . He still studies here . But he is going to move to a new school next Monday. Do you know how the new school is . Let’s guess.
6．Guess and say
引导学生用Is your new school lar ger than the old one
Does it have more buildings and more classrooms
Is the playground larger than the old one
Is the swimming pool larger than the old one
Is the library larger than the old one
等句型猜说新学样的建筑，并从中学习操练新句型。
7．根据学生的操练逐步呈现出新学校。
8．师生齐比较新旧学校的区别。
(三)While-task
1．听录音，跟读课文2次
2．小组分角色读、演课文。
3．检查。
(四)Pro-task and Check
1．让学生把课文中表示比较的句子找出来。
2．让学生讨论观察这些句子中的比较有何规律。
3．小结本节课名词和形容词比较级的用法及区别。
（五）Homework
Unit 7 第二课时
一.内容
Dialogue (P31)
Sing along
二.语言点
Vocabulary：pupil , thousand , ours
Sentence Structure:
1) His school is better than mine.
2) My new school is much larger than the old one.
3) Does the new school have more classroom than the old one
4) Would you like to visit our new school
Yes, I’d love to.
三.教学过程
Leading-in
1．Song “Our New School”
(二)Pre-task
1．回忆新学校，并用比较说说新学校与旧学校的区别。
2．出示新学校，与旧学校的图，继续谈论他们还有什么不同？
(三).While-task
1．比较Tom 和Yongxian 的学校的人数，学习thousand
2．小结两所学校的区别。
3．邀请Tom and Rose 参观新学校。
学习Would you like to visit our new school next Friday
Yes , I’d love to .
(四)Post-task and Check
1．看图，小组讨论说说新学校与旧学校的区别。
2．说说自己学校与Yongxian的学校的区别
3．小结本节课的内容。
4．讲解四位数字的读写规律。
5．《活》P27 第3题
6．评讲。
(五)Homework
1．书P34画一画
2．书P33画一幅画设计你心目中的学校。
Unit 7 第三课时
一.内容
Rhyme
Work with language 2
《活》P27-29
二.语言点
Vocabulary: his , hers , better , theirs
Sentence Structure:
Her school is larger than his.
三．教学过程
Leading-in
1．Check the homework 书P34
Pre-task
1．出示自己设计的学校图片
(三)While-task
1．小组内说一说自己设计的学校
2．小组内比较各自的学校
3．检查，请同学到讲台展示自己的图画并比较另一位同学的图画
4．调查：《活》P29第6题。
5．汇报结果，对答案。
6．《活》P29第5题。新- 课- 标-第 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) - 一- 网
7．小结名词和形容词的比较级
8．Rhyme P32
(四)Pro-task and Check
9．《活》P28比较级的运用
10《活》P27第1，2题
11．检查对答案。
(五)Homework
Unit 8 第一课时
一.内容
Dialogue
二.语言点
Vocabulary: country , language , tidy , have to , hard
Sentence Structure:
She gets up earlier than us
Welcome to our school.
Thank you.
What language do you usually speak
We speak Chinese and English.
You have to get up earlier than us.
三.教学过程
(一)Leading-in
1．出示不同地方的建筑及国旗
2．让学生说出国家名
(二)Pre-task
1．出示各国特征的人物图片
2．要求学生用What country does he / she come from
He / She comes from …进行回答
3．学习What language does he / she speak
He / She speaks …
(三)While-task
1．把刚刚的人物都放在一幅图中，告诉学习，他们是Yongxian 的同班同学。
2．出示Picture 1
3．Get the pupils to talk about the picture
4．让学生猜猜图中人物在说什么
5．分别出示课文图片，让学生猜猜图中人物的活动，话语。
6．播放课文动画
7．学生再说说图中人物的话语
8．听录音，跟读课文
9．教学新单词
(四)Pro-task and Check
跟读课文2次，分角色朗读，并小组表演。
检查，评价。
给出情景，让学生小组扮演。
检查, 评价
总结：1、本节课的单词
2．比较的句子
3. 中西学校的不同，进行文化情感教育。
6．完成P36练习
7．读一读P36练习
(五)Homewoek
抄读本课单词
完成《活》unit 8第5题。
Unit 8 第二课时
一.内容
Fun with language
Work with language 2.3
二.语言点
Vocabulary: 形容词比较级的读法
Sentence Structure:
与比较有关的句子的认读
三．教学过程
Leading-in
看Unit 8的图，学生用自己的语言谈论图画
Game : Say and do
例：swim fast
Play basketball
Play table tennis
Pre-task
出示图，让学生用以往学过的一句话描述
例：The boy is running fast.
The girl is swimming fast.
出示P38的第一幅图，提问：
Where are they
What are they doing
让学生说出图中人物及其活动
老师引导:Who is running faster , the boy or the girl
学生说出答案The girl is running faster than the boy.
齐读课文的句子
让学生观察句子的规律
While-task
6．让学生看图，比较图中人物
7．小组依照例子编对话
8．检查对话
9．Game:“To be better”
1)介绍游戏玩法
2）比赛做游戏
3）游戏扩展，要求学生用swim faster , jump higher等句子加入游戏
4）小结
10．Work with language 3
1) 老师作示范
2）小组对话
3）调查全班比较喜爱的科目有哪些
(四).Pre-task and Check
1．汇报结果
2．小结形容词比较级的变化
A．一般单音节和部分双音节的形容词的比较级在词末加-er：
small – smaller new – newer old – older tall – taller
weak – weaker short – shorter cheap – cheaper
fresh – fresher clean -- cleaner; fast – faster
B．以不发音的e结尾的单音节和部分双音节的形容词的比较级，在词末加-r：
nice – nicer fine – finer large – larger white – whiter
cute – cuter; late – later
C．以辅音字母加y的单音节和部分双音节的形容词的比较级把y改为i, 加er：
easy – easier ugly – uglier heavy -- heavier
friendly – friendlier hungry –hungrier tidy – tidier
happy – happier pretty – prettier; sorry – sorrier
early – earlier
D．以单元音字母加一个辅音字母结尾的单音节形容词和副词双写最后一个字母加-er:
big – bigger fat – fatter thin – thinner
E．部分单词属于不规则：
good/well – better bad/badly – worse many – more
例句：
1) This dictionary is thinner than that one.
2) Is your shirt better than mine？
3) Does our classroom look bigger than yours
4) My mother always gets up earlier than me.
3．《活》Unit 8 第4题
(五).Homework
Unit 8 第三课时
一.内容
Work With Language1
Sound Families
二.语言点
Vocabulary: moon , mug , king , boot , pingpong , noon , doom , mine
三.教学过程
(一)Leading-in
评讲P32第4题
听录音做P30第1题
(二) Pre-task
1．出示Work with language 1 的表格，齐读。
第一人称单数 第二人称单数 第三人称单数 第一人称复数 第二人称复数 第三人称复数
代词主格 I You he/she/it We You they
代词宾格 Me You him/her/it Us You them
形容词性物主代词 My Your his/her/its Our your their
名词性物主代词 Mine Yours his/hers/its Ours yours theirs
2．出示例句，让学生读，比较意思并找出规律及功能
例句:
1) I often help him and he often help me too.
2) They like us and we like them too.
3) My house is smaller than your house. Yours is larger than mine.
4) Our pictures are better than their pictures. Ours pictures are
better than theirs.
学生用单词自己造句。
小结归纳
（三）While-task
6．出示sound families 的单词
7．让学生听听它们的读音，读一读
8．讨论红色字母或字母组合的发音，找出它们的共同音素
9．让学生用以往的辅音音素和这两个元音音素进行拼读
10．逐条呈现sound families 中的单词，让学生读一读，找出它们的共同音素（辅音）
11．让学生尝试读sound families 2 中的单词
12．让学生读读《活》P31第3题的单词及句子。
Pro-task and Check
1．《活》P30第2题听力
2．小结本课主要内容
3．小组内说说自己一位好朋友和自己在平时生活学习的不同，作比较，互相学习。
4．把刚刚的句子写下来
5．让学生读一读自己所写的内容
6．根据学生写的情况作总结
(五)Homework
Unit 9 第一课时
一.内容
Story Time
Project
二.教学过程
(一)Leading-in
1．播放“The first race between the hare and the turtle”的动画
2．请学生用英语讲述故事的内容
(二)Pre-task
3．出示story 的第1幅图，告诉学生This is the third race between the hare and the turtle
4．让学生以小组为单位，讨论这次比赛的情况级结果
5．请学生讲述讨论的情况，以及对结果的猜想
6．听录音比较课文
(三)While-task
分角色读，演故事。
2．Make a survey
How many … are there in your school
name pupils classrooms … … …
3．学生汇报结果
4．Project 2
(四)Pro-task and Check
1．《活》Unit 9第一题
2．《活》unit 9 第3题
A．学生先做
B．学生讨论小结规律
C．老师小结
(五)Homework
Unit 9 第二课时
一.内容
Did you know
Additional words
Self-assessment
二.语言点
Vocabulary: bad/worse , little / less , far / farther
三.教学过程
(一)Leading-in
1．读《活》P36形容词的比较级
2．评讲Unit 9第5题
(二)Pro-task
Sing a song
说说我们学校有的室场
(三)While-task
1．呈现Did you know 图片
2．让学生用英语谈论图中的内容
3．向学生介绍
4．看书P41文章，指导读
5．用自己的话说说我们学校的多媒体室
6．用自己的话说说我们学校其它的室场及用途
7．呈现Additional words 的图片
8．学生比较并读一读句子
9．猜猜单词的意思
10．试读单词
11．老师讲解
12．《活》Unit 9第4题
A．学生独立完成
B．评讲
C．小结
13．《活》Unit 9第6题
14．《活》Unit 9 第2题听力
(四)Pro-task and Check
完成Self-assessment
总结学生的表现及本单元的主要内容
(五)Homework
Module 4 Wild Animals
Unit 10 What Are the Biggest Animals in the World
Dialogue
Objectives:
1. To learn to compare two or more things or persons.
2. To learn and use superlatives.
3. To learn about more wild animals in the world.
4. To develop the ability of producing the language learnt cohesively.
Activities:
1. Before teaching the dialogue, ask the pupils to look at the topic page and let them predict what they will learn in this module.
2. Let the pupils name the animals they know and write them down on the blackboard.
3. Teach more animal words in the textbook.
4. Review the comparative degree and then present the superlative degree.
5. Introduce the topic of the dialogue and get the pupils to think about it.
6. Show the pupils a picture of a blue whale, and give detailed introduction, e.g. the size, the place where they live etc. Teach the new words during the introduction.
7. Play the tape again, and ask the pupils to keep the questions from 2 in mind and listen carefully.
8. Check the answers.
9. Get the pupils to read the dialogue after the tape.
10. Ask the pupils to read the dialogue in groups.
Sing Along
Objectives:
1. To familiarize the pupils with the blue whales.
2. To encourage imagination.
3. To change the pace of teaching.
Activities:
1. Talk about blue whales again with the pupils, and ask them to imagine seeing a whale in the sea.
2. Play the song and ask the pupils to find out what the blue whales do in the song.
3. Play the song again and get the pupils to acting it out accordingly.
4. Get the pupils to sing after the tape once and twice, and then ask them to try to sing the song themselves with actions.
Rhyme
Objectives:
1. To learn more animals words.
2. To practise speaking with rhythms.
3. To reinforce superlatives.
Activities:
1. Ask the pupils to name animals which they think can run very fast.
2. Then ask them to find out animals which are very strong.
3. Ask the pupils to listen to the rhyme and find out the fastest and strongest animals in the rhyme.
4. Get the pupils to listen to the rhyme and try to follow it sentence by sentence.
5. Ask the pupils to practise saying the rhyme in pairs.
6. If possible, ask the pupils to create their own rhyme by substituting some of the words in it, e.g. change cheetahs to hippos, etc.
Work with Language:
Objectives:
1. To reinforce the comparative degree and superlative degree both orally and in written forms.
2. To provide pupils with a meaningful situation to use the language learnt.
3. To carry out a task and encourage communication between the pupils by using expressions like “I think this picture is the best.”
Activities:
1. For 1, establish a situation that some animals in the jungle are having a competition to show how special and unique they are.
2. Ask the pupils to be the reporter and write down what the animals say.
3. Let the pupils choose one of the pictures they like and do the exercise.
4. Check the answers and ask the pupils to finish the rest of the exercise after class.
5. For 2, tell the pupils that the school is going to hold an animal Cartoon Picture show, and ask them to draw their favourite animals at home.
6. Put all the pictures on the wall or hang them on a string, so that everyone can appreciate them.
7. Give the pupils a form and tell them to ask their classmates’ opinions about the pictures to finish the survey.
8. Invite some of the pupils to make a report in front of the class.
Fun with Language
Objectives:
1. To review and practise the questions: “Which is heavier, a swan or a duck ” “which is the biggest, a mouse, a rabbit or a horse ”
2. To give the pupils a sense of success through a cooperative and competitive game.
3. To encourage communication between pupils.
Activities:
1. For 1, ask the pupils to find out the characteristics or habits of different animals first, and then ask them to write them down on a piece of paper.
2. Model the game with two pupils in front of the class.
3. Group the pupils and let them ask and answer questions to find who can get more points.
4. Check the result. xK b1. C om
5. For 2, focus the pupils on the picture and ask them to work out the animals in it.
6. Demo asking and answering questions with a pupil.
7. Let the pupils practise in pairs.
8. Encourage the pupils to use more language they learnt in asking and answering, for example, “Which is the biggest, a mouse, a rabbit, or horse ” “I think a horse is bigger than a bear.” etc.
Unit 11 What Animals Run the Fastest
Dialogue
Objectives:
1. To learn more about wild animals.
2. To reinforce the comparative degree the superlative degree.
3. To act out the dialogue.
4. To let the pupils produce the questions and answers themselves.
Activities:
1. For 1, play the tape and ask questions to help with understanding.
2. Let the pupils repeat the dialogue after the tape, following their text books.
3. Ask the pupils to read the dialogue and act it out in pairs.
4. For 2, let the pupils do the exercise orally first.
5. Then give them time to write down the answers in their books.
6. Ask the pupils to act out the short dialogue without looking at their books.
7. If possible, ask the pupils to imitate the exercise and make their own dialogue.
8. Invite some of the pupils to act out their dialogue in front of the class.
Sound Families
Objectives:
1. To learn more phonetic symbols, and read new words with the help of the phonetic symbols.
2. To provide more practice in reading regular words.
3. To further help memorizing vocabulary.
4. To develop the confidence in decoding new words.
Activities:
1. Get the pupils to observe and notice the features of the letter groups like “or, al, au, oor”.
2. Show the pupils the phonetic symbols and familiarize of the pupils with the sounds and the symbols.
3. Ask the pupils to practise pronouncing the words with the help of the symbols.
4. Do the same with the rest of the vowels and consonants.
5. provide more words for practice, and it is better to provide some simple sentences, rhymes or chants for the pupils to read on their own.
Work with Language
Objectives:
1. To have a systematic summary of comparative and superlative degrees.
2. To provide further practice and understanding of comparative and superlative degrees.
3. To connect the language learnt with pupils’ life, i.e. let them talk about their life using comparative degree and superlative degree.
4. To put the language learnt into use in situations.
5. To stimulate interest.
Activities:
1. For 1, show the original forms of the adjectives on the blackboard.
2. Ask the pupils to try to work out the comparative degree of the words first.
3. Then get pupils to discuss in groups and ask them to work out the rules of changing a word into the comparative degree.
4. Do the same and work out the rules for the superlative degree.
5. For the abnormal words, tell the pupils that they are exceptions and let them memorize the words by heart.
6. Ask the pupils to make sentences after the example.
7. State the general rules for changing a word into comparative and superlative again, and then read the words in the textbook.
8. For 2, tell the pupils that you are going to make a portfolio about them, and you need their help to carry out a survey.
9. Encourage the pupils to use as many expressions as possible in the survey, e.g. “Do you like running ” “How fast can you run ” etc.
10. Ask the pupils to choose one or two questions from their textbook and carry out the task. (For some of the fast learners, encourage them to do more.)
11. Ask the pupils to make a report in the class and agree on the final result.
12. Then take a photo of the pupils who are the best in the survey.
13. Put the pictures on the wall as posters and later on put them into the pupils’ portfolio.
14. For 3, get the pupils to look at the pictures and ask answer in pairs.
15. Invite some of the students to perform their dialogues in front of class.
Fun with Language
Objectives:
1. To practise superlatives in interesting situations.
2. To encourage imagination in the pupils.
3. To have fun.
Activities:
1. For 1, name the game and tell the pupils the rules of the game. For example, ask the pupils to play the game in groups of four, for each round of the game, ask three of them to think of an animal and say “I’m a lion.” etc. Then one of them makes comment like “The lion can run the fastest of the three”.
2. Ask some of the pupils to play the game in front of the class.
3. Get volunteers to go to the front.
4. Give each of the pupils a piece of chalk and ask them to mark on the blackboard as they jump.
5. Find out the pupil who can jump the highest in each group and ask the pupils to make comments.
Module 5 Eating Habits
Unit 13 I Prefer Hamburgers
Dialogue Objectives
To experience language in use.
To learn how to ask about choice and express preference.
To consolidate comparisons.
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
Procedures
Warming up
Song: “I like pasta”
Guessing game : guess what’s in the picture.(bun-------hamburger)
Presentation
Which do you like, buns or hamburgers (picture 1 )→
Which do you prefer, _____ or ______ ( picture 2 ) →
(1) T→ P (2) P → P
Chant : Which do you prefer, pizza or hamburgers
I prefer hamburgers , I like hamburgers.
Which is more delicious ,pizza or hamburgers
Pizza is more delicious than hamburger.
Survey: Which do you prefer, _____ or ______ Why
Ps make a survey in their group
T check the answer together. We should eat more______.
We shouldn’t eat more ________.
Consolidation
T: Today is April the 29th . The May Day is coming. What are you going to do → McDonald’s Let’s go to the McDonald’s.
Choose the food in McDonald’s
(1) pair work (2) act out
Text
Listen with questions
Read after the tape
Read together
Check the answers
Development
Make a dialogue
Enviroment protection.
Unit 14 Which Food Do You Prefer
Dialogue
To experience language in use.
To reinforce how to ask about choice and express preference.
To develop healthy eating habits.
To raise cultural awareness of foods.
Suggestions
Review the expressions to ask about choice and express preference from Unit 13.
Give the pupils tasks for listening , e.g. What food does everybody prefer .Why
Allow the pupils to act out the dialogue in their own words.
Ask the pupils to underline the sentence asking about preference (Which food would you like, Mum, meat, chicken, fish or vegetables ).
Work with English
To know how to make comparatives and superlative of adjectives and adverbs containing two or more syllables.
To recycle the verbs learnt in the previous unit.
To provide opportunities to develop the ability to produce.
Enviroment protection.
Unit 15 Let’s Go Further
Story Time
To experience language in use.
To reinforce expressions about preference.
To consolidate the food concept.
To introduce Chinese birthday culture in English.
To develop listening and writing skills.
Suggestions
Do the following as pre-listening activities.
For while –listening activities , two layers of questions could be designed to make sure that the pupils get the main idea and then the details of the story. For level 1 questions, the pupils could be asked to act out the story.
When the pupils are reading the dialogue , move around helping the groups.
Project
To recycle vocabulary from the previous unit.
To produce a condition to make the output of vocabulary.
Did you know X k B 1 . c o m
As this part is to encourage reading, you don’t have to develop rigid exercises about it .
Enviroment protection.
Module Six 教学设计
第一课时
教材分析：本单元内容主要以天气为主题，一方面介绍如何用表示天气的形容词及其比较级和最高级谈论天气、介绍温度的读法和如何谈论温度，另一方面介绍如何用英语谈论一年四季的气候及其特点。教学内容贴近学生的日常生活，而且还渗透了不少关于外国气候方面的地理知识，同时对已学的形容词比较级和最高级、月份单词及动词短语等进行了旧知识的滚动。
教学对象分析：学生虽然初次接触天气方面的学习，但题材贴近日常生活，学生学习兴趣浓厚，再加上学生之前已掌握了形容词的比较级和最高级、四季、月份单词和动词短语等丰富词汇，为本单元学习做好铺垫。在三年的英语学习中，学生已具备了一定的听、说、读、写能力，对于发音规则的新单词，学生基本可以听音写词或看词读音，并在学习过程中不断提高阅读与听力能力。
教学内容：Unit 16 Work With Language
教学目标：
语言知识：1）“四会”单词：warm、cool、rain、rainy、sunny、windy、cloudy、snowy、zero、
0 C；“三会”单词：foggy、temperature、degree
2）理解和表达有关天气和温度方面的信息。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能初步掌握如何运用以下句子于日常生活中谈论天气和温度：What’s the temperature It’s five degrees below zero centigrade.\What’s the weather like today？It’s sunny and hot.
3、情感态度：能激发学习英语的兴趣和参与热情，能在小组活动中积极与他人合作；理解和掌握用英语谈论天气，同时对我国各地天气有初步的了解,懂得爱我国、保护大自然从我做起。
4、学习策略：（1）创设问题情景，激发学生求知欲、学习动机。（2）鼓励学生运用所学的知识于交际中，培养小组自主、合作互助的精神。（3）培养学生发现语言的规律并能运用规律举一反三的能力。
文化意识：在交往运用中初步认识外国的气候特点。
教学重难点：（1）理解对天气和温度的提问及其回答，并运用于交际中。（2）掌握表示天气的形容词。（3）懂得温度的读法。
教学媒体：图片、计算机、录音机等。
教学过程：
（一）复习准备：
1、Guessing game ：What season is it (呈现4幅自然风景图，学生看图猜出分别是哪个季节，复习spring、summer、autumn、winter)
2、Sing a song ：Rain rain go away, come again another day. Little Johnny wants to play, rain rain go away.
(二) 呈现操练：
1、呈现：关于天气的提问及回答
通过上述英语歌的歌词及下雨图片，引导学生理解：rain——What’s the weather like ？
It’s rainy .板书句子并带读。学单词rain、rainy、weather。
用图片逐一引出表示天气的形容词,并引导学生运用于句型中：
Sun----It’s sunny. wind----It’s windy. cloud----It’s cloudy. fog-----It’s foggy. snow----It’s snowy.
学生总结找出以上形容词的变化规律
2、操练：
课本75页：看图听描述，把图片贴在相应位置
玩游戏（分小组比赛评分，提问及回答均由学生说）
游戏一：听音（如下雨声、风声等）猜天气
游戏二：看图中人物衣着猜天气
3、呈现：关于温度的提问及回答
呈现游戏二最后一幅图（图中穿着棉袄的小孩正在堆雪人，再添加显示零下5度的温度计）
T：What’s the weather like ？ P：It’s snowy.
T：Is it cold？ P：Yes，it is.
T：What’s the temperature now？It’s five degrees below zero centigrade.It’s cold and snowy.
引导学生理解跟读，板书句子，学单词：temperature 、degree 、centigrade 、zero
4、操练：
呈现不同温度计图，引导学生看图读温度，学单词：warm、cool
游戏：看图中人物衣着，猜当天的温度，看谁猜的最接近。
（三）巩固发展：
1、Work with language 2 （75页）
分小组看图谈论图中天气和温度
读句子判断句子的对错
2、Work with language 3（75页）
呈现一些外国著名城市今天的的天气、温度图，学生模仿例子小组合作编对话：
A:What’s the weather like in London B:It’s foggy.
A:Is it cold B:No, it isn’t.
A:What’s the temperature now B:It’s nineteen degrees centigrade. It’s cool.
（四）作业布置：
1、抄写新单词
2、回家看明天我国或国外各城市的天气预报，第二天四人小组就其进行天气和温度的谈论。
第二课时
一、教学内容：Unit 16 What’s the Weather Like？Dialogue
二、教学目标：
1、语言知识：1）“四会”单词：wet、put on、yesterday、raincoat、bye、New Zealand、sound、ski；“三会”单词：umbrella
2）理解和掌握谈论天气和温度的表达方式。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能听懂课文对话（1）内容，完成一些简单的任务，并能用正确的语音语调朗读。新 课 标 第 一 网 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 )
3）能读懂课文对话（2）内容，完成一些简单的任务，并能用正确的语音语调朗读。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助；乐于接触并了解异国的气候。
在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。
4、学习策略：1）阅读训练与听力训练齐结合，提高学生阅读与听力能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
5、文化意识：了解New Zealand的气候特点。
三、教学重难点：1）新单词的掌握与运用；2）课文对话的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
（一）复习准备：
1、Free talk about the weather and the temperature.
2、Chant：What’s the weather like
Does the sun shine
Cloudy Windy Rainy Foggy Snowy？
No, it’s sunny.
I’m so happy.
(二) 新课呈现：
1 、Dialogue 1 (作为听力材料)
1) Ask the pupils look at the pictures of Dialogue 1, guess “What’s the weather like What are Ben and Janet going to do ”
2) Take some key words (special the new words) out of Dialogue 1. The pupils should listen to the dialogue two times and put the key words back into the dialogue.
Janet: What’s the _____like today, Mum
Mrs Webb: It’s_____ , w_t and _____. ______ _____ your coat, Janet.
Janet : What’s the _______
Mrs Webb: It’s ______.
Janet : Oh, it’s much ______ today than y_st_ _d_ _.
Ben: Oh no! I prefer ______,______ weather, Is it ______
Mrs Webb: No, it isn’t, but it’s quite _______ and it’s going to ______.Take your ______.Don’t take your _mbr_ll_. It’s too_____.
Ben: The school bus is coming. ______ , Mum.
Janet : ________!
3) Check the answers and learn the new words: wet、put on、yesterday、raincoat、bye、umbrella
4) Listen to Dialogue 1 again, say if the statements are true or false:
a)It’s cold, wet and rainy today.
b)It’s much colder today than yesterday.
c)Ben prefers cold, windy weather.
d)It’s raining.
e)Ben and Janet don’t take the umbrella, but take the raincoat.
f) Ben and Janet are going to school.
5) Check the answers.
6) Listen to the dialogue and read in groups.
2、Dialogue 2 （作为阅读材料）
1）Ask the pupils read Dialogue 2,fill in the form in groups(What’s the difference with the weather in China and in New Zealand
Weather Temperature Clothes We can…
in Guangzhou
in New Zealand
Check the answers, learn the new words: New Zealand、sound、ski
2) Ask the pupils read Dialogue 2 again, answer the questions:
a) Where are Mr Webbs going b) What’s the weather like there c) Is it much colder there than in Guangzhou d) What can we do there
3)Ask the pupils read the dialogue in groups.
三）巩固发展：
1、Ask the pupils read the dialogues by themselves. （给学生思考的空间，不断回顾审视解惑，找出存在疑惑的地方，老师引导学生解决问题）
2、The pupils try to act out the dialogues in groups.
四）作业布置：
上网搜查有关著名的旅游胜地及其最近天气情况，为下一堂课比赛准备。
第三课时
一、教学内容：Unit 16 Fun With Language \Song \ Rhyme
二、教学目标：
1、语言知识：熟练掌握谈论天气和温度的表达方式
2、语言技能：1）能表演歌谣和小诗。2）能读懂简单的对话，并仿例子编一段对话或天气报告。
3、情感态度：乐于模仿，敢于开口，有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
4、学习策略：把所学内容与日常生活联系起来，鼓励学生主动练习和实践。
三、教学重难点： 知识的运用
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
复习准备：
Sing a song: “The Wind and the Rain”
Listen and chant: Page 74
巩固发展：
Fun With Language 1
Before reading the dialogue, get the pupils to look at the pictures and guess what is happening .
After reading the dialogue, ask the pupils where the boy is going .
Encourage the pupils to make longer conversations than the dialogue in the text, e .g .talking about what the boy is going to do ,where he is going and how he is going to get there.
Act out their own dialogue in groups.
Fun With Language 2
Play a game: “Who is the most excellent weather reporter ”(一方面检查上一节课布置的作业，学生把所搜查的各地天气资料用英语表达出来，另一方面通过其他同学的天气报告开阔视野。)
Make a poster about the weather in groups, stick the posters on the wall of the classroom after class.
作业布置: The exercises of Unit 16 in the activity book.
第四课时
教学内容：Unit 17 Work with Language、Unit 16 Page73 Read and Say
教学目标：
1、语言知识：1）“四会”单词：season、month、place、last、dry
2）认识表示天气的形容词的比较级和最高级
3）认识我国一年四季及其特点
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2) 能掌握运用英语对比不同时间的天气: It’s much colder today than yesterday. What will the weather be like tomorrow？It’ll be …The temperature will be …Tomorrow will be …than today.
3、情感态度：能在小组活动中积极与他人合作, 乐于探究并尝试模仿, 积极参与各种英语实践活动，同时通过天气的对比,认识到“温室效应”的严重性，懂得保护大自然从我做起。
4、学习策略：（1）创设问题情景，激发学生求知欲、学习动机。（2）鼓励学生运用所学的知识于交际中，培养小组自主、合作互助的精神。（3）培养学生发现语言的规律并能运用规律举一反三的能力。
三、教学重难点：理解与运用表示天气的形容词的比较级和最高级，用英语对比不同时间的天气。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
复习准备：
1、课前自由讲: What’s the temperature now \ What’s the weather like today \ How many seasons are there in a year \What season is it now \ Is it usually hot in China in summer \What about in spring(autumn\winter) \How many months are there in a year
唱英语歌“Twelve Months”，复习12个月份单词。
呈现与操练：
1、Unit 17 Work with Language 2（一方面通过听力练习加强月份单词记忆，另一方面通过听力材料认识我国一年四季的时间及其特点）
1）听录音，选择单词填空。
2）学新单词（根据简单的单词拼读规律，听音填出所缺字母: s_ _son、m_n_ _、pl_c_、l_st、dr_
2、认识表示天气的形容词的比较级和最高级：
呈现中国部分城市今天与昨天的天气情况报道表：
City Yesterday Today Tomorrow
Guangzhou rainy 28 C~30 C sunny 30 C ~ 33 C sunny 32 C~34 C
Beijing sunny 8 C~12 C cloudy 6 C~8 C windy 4 C ~6 C
Wuhan sunny 10 C ~12 C cloudy 14 C ~18 C rainy 20 C ~23 C
Shanghai cloudy 21 C ~25 C foggy 18 C ~20 C rainy 15 C ~17 C
Harbin sunny -15 C ~-3 C snowy -5 C ~-2 C sunny -2 C ~1 C
T: What’s the weather like in Guangzhou today P: It’s hot and sunny.
T: Is it hotter today than yesterday P :Yes, it is.
T: What will the weather be like tomorrow？
引导学生理解并回答P: It’ll be sunny. The temperature will be 32 C~34 C. Tomorrow will be hotter than today. Tomorrow will be the hottest day.
2）操练：同桌对比表中各城市今天与昨天的天气，模仿例子练习对话。
A: Is it hotter today than yesterday in … B: Yes, it’s much hotter. And it’s ...
3) 游戏：听描述猜出是哪个城市的天气报道
e .g .P1: It’s hotter today than yesterday, but it’s cloudier than yesterday.
P2: The weather in Wuhan.
4）总结归纳：学生小组讨论，从hot---hotter---hottest总结归纳出其它表示天气的形容词的比较级和最高级的规律。
3、关于明天天气的表达：
1）机械操练：四人小组使用句型What will the weather be like tomorrow？It’ll be …The temperature will be …Tomorrow will be …than today.讨论上述表中各城市明天的天气。
2）游戏：学生根据每两张图中人物的衣着打扮，猜出明天的天气将会怎么样，小组进行比赛，选出“慧眼小星星”。
（三）巩固发展：
1) <<活动手册>>69页第2题听力
2）明天我校师生将要出外旅游，究竟哪个城市明天的天气最好呢？先选出十个天气报道员分别报道十个不同城市明天的天气情况，其他同学各自去进行调查了解，交谈中可使用以下句子：What will the weather be like tomorrow in your city \ Will it be warmer tomorrow than today \ Which is the hottest month in your city \Which is the coldest month in your city 等。最后找出“最佳旅游胜地”和评选“最佳调查员“。
（四）作业布置：
1、 回家听听明天的天气预报，判断下列句子是否与明天天气一致，若一致圈 “T”，否则圈 “F”
1)It’s going to rain tomorrow. T
2)It’s not going to snow tomorrow. T
3)It will be cold tomorrow. F
4)The temperature for tomorrow will be 10 C ~12 C. T
5)It will be sunny tomorrow. F
6)You need a coat tomorrow. F
2、<<活动手册>>70页第4题
第五课时
一、教学内容：Unit 17 What Season Do You Like Best？Dialogue
二、教学目标：
1、语言知识：1）“四会”单词：because、fire、snowman、snowmen
2）认识英国一年四季及起其特点。
2、语言技能：1）能根据简单的单词拼读规律，拼读新单词。
2）能听懂并理解课文内容后，完成一些简单的任务。
3）能用正确的语音语调朗读课文，并简单复述课文大概内容。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助；乐于接触并了解异国的四季及气候特点。
4、学习策略：1）阅读训练与听力训练齐结合，提高学生阅读与听力能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
5、文化意识：了解英国一年四季及起其特点。
三、教学重难点：1）新单词的掌握与运用；2）课文对话的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
（一）复习准备：
1、Sing a song (from <
Hot,hot,hot! Hot,hot.hot! Cold,cold,cold! Cold,cold,cold!
Take off,take off,take it off. Put on ,put on ,put it on!
Cool,cool,cool. Wow,wow,wow. Warm, warm,warm.
We are in the swimming pool. We are in our home, sweet home.
2、Free talk about the seasons in China，at the end teacher says: “However, in some places, the seasons and the climate are different from China. Let’s listen to Xiaoling and Ben and learn about the seasons in England.
(二) 呈现操练：
1、The first part about the seasons and climates in England:
Listen to the dialogue two times, and do a fill-in-the blanks task :
In England there are _________seasons. It is usually _______ in summer, _______ in spring and quite ________ in autumn. Autumn starts in ________ and ends in _______.
_______ , _______ and _________ are the spring months.
Check the answers, understand the seasons and climates in England.
Listen to the dialogue again, ask the pupils to answer the questions:
a) What are the summer and winter months in England
b) Is it autumn in Guangzhou when it’s autumn in England
c) What’s the difference with the weather in Guangzhou and in England in autumn
Is it colder in England than in Guangzhou
2、The second part about Ben and Xiaoling’s favourite seasons:
1) Listen to the dialogue two times, and do a fill-in-the form task :
What’s Ben’s or Xiaoling’s favourite season Why
Favourite season Reason (He\She can …)
Ben
Xiaoling
2) Check the answers, say if the statements are true or false:
a)Ben likes making snowmen in autumn.（ ）
b)Ben can ski.（ ）
c) Xiaoling likes ice cream.（ ）
d) Xiaoling often wears T-shirts in summer. （ ）
3）Learn the new words: because、fire、snowman、snowmen
(三) 巩固发展：
1、Read the dialogues after the recorder----read in groups---read together.
2、Ask the pupils read the dialogues by themselves. （给学生思考的空间，不断回顾审视解惑，找出存在疑惑的地方，老师引导学生解决问题）
The pupils try to act out the dialogues in groups.
Ask the pupils to recite the dialogue with the simple sentences.
（四）作业布置：
做一份调查，找出与一年四季有关的活动、食物、衣着、天气与自然的内容：
Season Climate Nature Food Activities Clothes to wear
Spring
Summer
Autumn
Winter
第六课时
一、教学内容：Unit 17 Fun With Language \ Page 78 Exercise 2\ Sound Families
二、教学目标：
1、语言知识：1) 熟悉一年四季及与其有关的活动、食物、衣着、天气与自然特点等。
2）初步认识音标/З：/、/э/、/h/、/w/、/j/及其规则的字母组合。
3）“三会”单词：go sightseeing
2、语言技能：1）能懂得音标/З：/、/э/、/h/、/w/、/j/的正确发音，并能根锯其字母组合的拼读规律，拼读单词。
2）能从活动、食物、衣着、天气与自然等方面谈论一年四季。
3）能说出自己喜爱的季节并制作简单的海报。
3、情感态度：乐于模仿，敢于开口，有学习英语的愿望和兴趣，乐于参与各种英语实践活动；能在小组活动中积极与他人合作，共同完成学习任务。
4、学习策略：把所学内容与日常生活联系起来，鼓励学生主动练习和实践。
三、教学重难点： 知识的运用及音标的认读。
四、教学媒体：图片、计算机、录音机、音标卡片等。
五、教学过程：
活动一、唱英语歌“Season Fun”
Go fishing，go finshing，going finshing on a warm spring day .
Go swimming ,go swimming ,go swimming on a hot summer day .
Go hiking ,go hiking ,go hiking on a cool autumn day .
Go skating ,go skating ,go skating on a cold winter day .
活动二、玩游戏：请一学生做动作，其他学生猜出该动词短语并说出来，看哪一组猜得又准又多（目的是复习78页的动词短语或更多，并学习go sightseeing ）
活动三、英语自由讲：鼓励学生从天气、自然、活动、食物和衣着等方面谈论一年四季，新- 课- 标-第 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) - 一- 网
e .g. What’s the weather like in spring It’s warm…
What can you see in spring I can see green trees and …
What can you do in spring I can plant the flowers…
What can you eat in spring I can eat ….
What clothes do you often wear I often wear…
活动四、玩游戏（Fun With Language 1）分组比赛，每组请一学生背向屏幕图片，其他组员看图说短语（如：I’m putting on a sweater.\ I’m sweeping up the leaves in our garden.\ I’m eating a moon cake.等），使该学生猜出图中是什么季节。
活动五、做一调查表：What’s your favourite season？ Why？
Name Favourite season Reason
活动六、小组合作做一份 favourite season poster （Fun With Language 2 ）
活动七、语音学习 ：呈现79页“Sound Families”表中例词，学生认读后小组进行讨论，总结出词中字母组合的发音规律，并认识音标/З：/、/э/、/h/、/w/、/j/及正确发音。
活动八、语音游戏：摘苹果（根据树上单词苹果的字母发音规律，小组比赛看谁最快把苹果摘到相应的音标篮子里。）
活动九、作业布置（略）。
第七课时
一、教学内容：Unit 18 Let’s Go Further
二、教学目标：
1、语言知识：理解故事内容能巩固复习有关天气、四季的内容。
2、语言技能：1）加强阅读能力和有关天气和四季的知识拓展。
2）能读懂并理解故事内容，并完成一些简单的任务。
3）能用正确的语音语调朗读故事，并能分角色表演。
3、情感态度：能在小组活动中积极与他人合作，互相帮助，共同完成学习任务；遇到问题时，能主动向老师或同学请教，取得帮助。
4、学习策略：1）故事以阅读训练为主，提高学生阅读能力；2）学生学会自主尝试、归纳知识，以及分析发现问题，并在教学活动中尝试探究解题策略。
三、教学重难点：对故事内容的理解。
四、教学媒体：图片、计算机、录音机等。
五、教学过程：
Activity 1：Free talk about the weather and the favourite season.
Activity 2: Chant.
Skirts for summer, Sandals for summer,
Coats for winter, Boots for winter,
When it’s autumn, When it’s autumn,
I wear sweaters. I wear trainers.
Activity
同课章节目录
- Module 1 Seasons
- Unit 1 What's your favourite season?
- Unit 2 It's the middle of winte
- Module 2 Plans
- Unit 3 We are going to have an English test
- Unit 4 Have a good time in Hainan
- Module 3 Invitations
- Unit 5 Would you like to go with us?
- Unit 6 See you at the party
- Module 4 Travel
- Unit 7 We will go by train
- Unit 8 Ben's first trip to Beijing
- Module 5 Safety
- Unit 9 Be careful!
- Unit 10 How to stay safe
- Module 6 Directions
- Unit 11 Can you tell me the way?
- Unit 12 I know a short cut
- Module 7 Let's look back