科普版六年级上册英语教案

科普版·六年级英语教案（上册）
Lesson 1 Do you always have lunch at twelve
教学内容 (Teaching Material) Book sevenLesson 1 Do you always have lunch at twelve
设计人（Designer）
教学目标(Teaching Aims) 1、复习What time is it /It’s time for....2、通过音标认读本课新单词.3、运用自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。5、能够运用主题句型Do you always have lunch at twelve 进行交际
教学重难点(Main and DifficultPoint) 1.运用新单词就本课句型进行替换练习.2.通过音标认读新单词.3.培养学生语感,提高学习兴趣.
教学准备(Teaching Aids) 录音机 多媒体 单词卡片 Period First period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Step1 Warm-up Free talk about personal informations (自由对话营造英语会话氛围，个人信息话题为本课 主题句奠定下基础)Step2 Revision Review summary of lesson1-6Step3 Presentation 1.Learn new words of lesson one Read all the wo ( http: / / www.21cnjy.com )rds of lesson one according to the phonetic symbles by themselves.(让学生根据音标自学单词，培养学生自学意识) 2. Learn black words.(Read and spelling) 3. Practice(read the word cards)Step4 Presentation(Let’s talk)GuidingTake out a clock and ask : what time is it The student will answ ( http: / / www.21cnjy.com )er: It’s twelve. Then the teacher say:Oh, yes it’s time for lunch.The teacher ask:Do you always have lunch at twelve Help the students anawer:Yes, I do.Show the topic OK,today we will le ( http: / / www.21cnjy.com )arn lesson one: Do you always have lunch at twelve (Write the topic on the blackboard,以旧引新，循序渐进的导入，减低学习难度)3．Let’talk__new dialoguea.Read the dialogue by themslves for one time b.Look at the books and listen to the tape C. Listen to the tape and repeat for twice.(学生先自渎可发现自己不会的地方，便会有目的的去听，然后再重点跟度自己不会的句子，有目的的去听会很有效的提高学生的听力。) d.Understand Explain difficult sentences: I usually ( http: / / www.21cnjy.com )have lunch at eleven thirty. Sometimes I have lunch at twelve. What do you usually have for lunch e.Present__reading(为学生解决难点后再练读可提高学生阅读兴趣及能力)Step4 Practice Reading［在操练时可采用多种形式，如跟读、分组 ( http: / / www.21cnjy.com )读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现］Step 5 Consolidation and Creation（巩固与创新） 1.Act the dialogue on the book(电脑操作：屏幕显示本课对话画面，学生看画面进行对话) 2．Make up new dialogue(电脑操作：屏幕显示新画面，出示一块钟表及一种食物,学生仿照以上对话编排新的对话，培养学生创新精神及新知识运用能力)Step6 Class closing 1. Listen to the music__the music room 2.Homework, do exercise 7 on the exercises book.
教学后记(Postscript)
教学内容(Teaching Material) Book seven lesson 1 Do you always have lunch at twelve
设计人（Designer）
教学目标(Teaching Aims) 掌握本课主题句型，并进行替换练习。运用新句型编排对话。培养学生创造性思维。
教学重难点(Main and DifficultPoint) 掌握本课句型。并进行替换练习。让学生创造性的学习新知。
教学准备(Teaching Aids) 录音机 多媒体 Period Second period
基本教学过程（参考） (Teaching Procedure
Step1. RevisionRead the “let’s talk”of this lessonFree talk about dayly life.What time is it It’s time for...Do you always ... Step2. Presentation1.Guide Show pictures(电脑操作，屏幕显示let’s learn,model图片) Listen to the ( http: / / www.21cnjy.com )tape ,this is “a talk” between Eve and Tom. Let’s listen how do they Talk about the same topic about yourself.(通过本环节来拓展学生思维，同时有可把话题引入现实生活，使得学有所用)speak 个性设计(Personality Design)
ActNow I am Eve ,and you are Tom, please answer my questions.T: Do you usually have breakfsat at seven Ss: Yes, I do.T: What do you have for breakfast Ss: I usually hve milk and bread.PracticeAsk and answer qu ( http: / / www.21cnjy.com )estions about the other two pictures,as same as last step, in their groupsCheckAsk some students to stand up and act their dialogues.municationTalk about the same topic about yourself.(通过本环节来拓展学生思维，同时有可把话题引入现实生活，使得学有所用)Step4 Writing Copy the model dialogue of let’s learn on the exercise books.(在学生问答，听说操练到一定程度是，让学生练习一些句子的书写，进一步加强对该句子的理解和巩固，以真正达到听说为先，读写跟上。)Step5.HomeworkFinish off writing about let’s learn.
教学后记 (Postscript)
教学内容(Teaching Material) Book seven lesson 1 Do you always have lunch at twelve
设计人（Designer）
教学目标(Teaching Aims) Read and understand “Read for fun”Answer some questions about “Read for fun”Grasp some phrasesImprove the reading and comprehention ablity.
教学重难点(Main and DifficultPoint) Improve the reading and comprehention ablity
教学准备(Teaching Aids) 录音机 多媒体 图片 Period The third period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Step1.Warm up (free talk)What time is it Do you always have breakfast at seven What do you usually have for lunch Do you always get to school at seven Are you always late for school (The last question sho ( http: / / www.21cnjy.com )uld be asked some more times, in order to guid ethe new topic)Step2.New contentGuideT: OK, I know ( http: / / www.21cnjy.com ) all of you don’t like being late for school. But maybe today John is late for school, is Jihn really late for school Now please listen to his story.IntroduceAsk the Ss l ( http: / / www.21cnjy.com )ook at thir books, the teacher intrduce “read for fun”,picture by picture. (学生知道故事大概意思)3.Listen to the tape If you don’t kn ( http: / / www.21cnjy.com )ow the story so well now ,please listen to thr tape carefully.(学生再次了解课文)Reading and comprehensiona. If you want to u ( http: / / www.21cnjy.com )nderstand it well enough,you must read it by yourself (进一步了解课文，同时训练学生的阅读能力)b. Reading the qu ( http: / / www.21cnjy.com )edtions at first then read the text again, then answer the questions.(带着问题去读，促使学生在阅读的同时加以理解，培养学生的阅读理解能力)Questions:What time is it when John wakes up Does John do morning exercises every day Does John do morning exercises today Is his mother in the kitchen this morning Who takes him to school every morning What time is it when John gets to school Is he really late for school today Why Step3.PracticeExercise9 Reading and comprehension on the exercise book.Step4 Homework Finish off the exercises on the exercise book.
教学后记(Postscript)
Lesson 2 Does she always come here
教学内容(Teaching Material) Book Seven Lesson Two Does she always come here
设计人（Designer）
教学目标(Teaching Aims) 1、复习单词：always usually rice early wake up anyone wrong2、复习句子：Do you usually have lunch at twelve？Yes，I do.\No, I don’t.3、学习Let’s learn的重点句型。4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。5、能够运用主题句型Does she usually have lunch at twelve？Yes，she does.\No, she doesn’t.进行交际。
教学重难点(Main and DifficultPoint) 掌握主题句型Does she usually have lunch at twelve？Yes，she does.\No, she doesn’t并能用替换词造句和做出正确回答。
教学准备(Teaching Aids) 录音机、单词图片、 Period The first period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Free talk:学生表演课前准备的对话(叫三组学生)[学生养成良好的习惯，在课下也能主动的和同组的同学练习口语，激发学生学英语的兴趣。]Step1 Revision听写单词：always usually rice early wake up anyone wrong复习句型Do you usually have lunch at twelve？ Yes，I do.\No, I don’t（用短语watch Tv do one’s homework do sports play football进行替换练习）同时进行板书[复习第五册和上节课学过的重点句型，为传授新知，做对比练习做准备]Step2 PresentationLean the short sentences: take a walk do sports watch TV after lunch\supper\class\schoolPractice 教师说汉语学生说英语或反之Practice this senten ( http: / / www.21cnjy.com )ces with these short sentences: Do you usually take a walk after supper Yes,I do.\ No,I don’t.采用师生问答、生生问答的形式练习新学的短语。出示两幅简笔画：小男孩作早操、一位男士散步 Ask: Does Mingming do morning exercises every morning ( 板书) Do you usually watch TV after supper？（板书） （让学生把这两句话进行比较 ( http: / / www.21cnjy.com ) 问：两句话有什么不同让学生进行讨论教师进行总结：在一般现在时态句子中当主语是第三人称单数时谓语动词要加s或es）[用对比的方法来学习新知，合理的利用了正迁移，让学生自己动脑筋来探究知识的不同，强化知识难点，使学生记忆更加深刻]Practice these new sentences：Does Lele do morning exercises every morning？Yes，he does.\No,he doesn’t.(学生利用书中Let’s learn中的短语同桌两个人先进行练习，然后小组内进行)Step3 Practice 教师检查练习的效果 教师根据生活中的实际进行问答：如 问同桌两个人不同的问题：A：Do you usually do morning exercise？B：Does she\he usually do morning exercise (还是利用对比的方法来强化本课知识的难点,让学生处处注意到本课的难点.)Step4 Let’s chant. 教师放两遍录音 do my best (尽力) worry about(担心)Step5 Homework利用Let’s lean 中的短语编四句话写在作业本上.
教学后记(Postscript)
教学内容(Teaching Material) Book Seven Lesson Two Does she always come here
设计人（Designer）
教学目标(Teaching Aims) 1、学习Let’talk. 2、运用自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯5、巩固练习
教学重难点(Main and DifficultPoint) 对本课知识点的巩固培养学生的语感
教学准备(Teaching Aids) 录音机 多媒体 Period Second period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Free talk 日常交际对话（包含第一课中的主题句）Step1 Revision1、Revise the sentences of Lesson One.T: Do you usually have breakfast at seven Ss: Yes, I do.T: What do you have for breakfast Ss: I usually hvee milk and bread.Revise the sentences of Lesson Two. T: Does she usually have breakfast at seven Ss: Yes, she do.T: What does she have for breakfast Ss: She usually have milk and bread.Step2 Presentation (Let’s talk)1、Listen to the tape2、Repeat.3、让学生勾画出本课的主题句:Does she do morning exercises here every day Yes,she does.Does she always come before six thirty Yes,she does.(学生翻译句子教师强调本主题句需注意的地方)4、以小组合作的形式翻译其余的句子 5、教师讲解知识点：Whattime is it What’s the time (以上两句为同意句都是“几点了”的意思)Step3 Practice ReadingRead after the teacher.Read together[在操练时可采用多种形式，如跟读、分组 ( http: / / www.21cnjy.com )读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现]Step 5 Consolidation and CreationAct the dialogue on the book（出示教学挂图或多媒体课件，男女生分开角色读）Act the dialogue （学生不看书来表演）Step 6 Practice 学生再练习本上做题： 1I usually ( )lunch at twelve. 2 She usually( )lunch at twelve,too. 3 We’re ( )have lunch now. 4 ( )you usually do morning every morning. 5 ( )Lele always watch tv after supper.6 She is ( )TV every morning.Step7 Homework学生练习册第九题
教学后记(Postscript)
教学内容(Teaching Material) Book Seven Lesson Two Does she always come here
设计人（Designer）
教学目标(Teaching Aims) 1、复习单词：always usually rice early wake up anyone wrong2、复习句子：Do you usually have lunch at twelve？Yes，I do.\No, I don’t.3、学习Read for fun “A bark dog doesn’t bite.”5、能够理解主题句型Does she usually have lunch at twelve？Yes，she does.\No, she doesn’t.在课文中的运用。
教学重难点(Main and DifficultPoint) 能听懂、读懂阅读内容，并会回答问题能知道本课新出现的知识点
教学准备(Teaching Aids) 录音机、单词图片、 Period The third period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Free talk:学生表演课前准备的对话(叫三组学生)[学生养成良好的习惯，在课下也能主动的和同组的同学练习口语，激发学生学英语的兴趣。]Step1 Revision1听写单词：always usually rice early wake up anyone wrong before 2复习句型Does she usually have lunch at twelve？ Yes，she does.\No, she doesn’t（用短语watch Tv do one’s homework do sports play football进行替换练习）Step2 PresentationLean the new wo ( http: / / www.21cnjy.com )rds: put on afraid be afraid of suddenly begin bark old saying bitePractice 教师说汉语学生说英语或反之New content1 Introduce学生默读5分钟阅读内容教师简单介绍本课阅读的大概内容2.Listen to the tape If you don’t kn ( http: / / www.21cnjy.com )ow the story so well now ,please listen to the tape carefully.(学生再次了解课文)3、Reading and comprehensiona. If you want to und ( http: / / www.21cnjy.com )erstand it well enough,you must read it by yourself (进一步了解课文，同时训练学生的阅读能力)b. Reading the ( http: / / www.21cnjy.com ) quedtions at first then read the text again, then answer the questions.(带着问题去读，促使学生在阅读的同时加以理解，培养学生的阅读理解能力)4 教师边讲重点词汇学生边记录 go for a walk put on go with go out Don’t be afraid of. the old saying A barking dog doesn’t bite.Questions: Does Mr Brown go for a walk after supper every day Who go with him Is Ann happy to go out with her father Suddenly what can you see Is Ann afraid of the dog What did Mr Brown say What did Ann say 学生回答以上问题Step3.Practice书上Listen and match练习册听力部分Step4 Homework Finish off the exercises on the exercise book.
教学后记(Postscript)
Lesson 3 Where do you live
教学内容(Teaching Material) Lesson 3 Where do you live Let’s talk and Let’s sing
设计人（Designer）
教学目标(Teaching Aims) 1 复习一般现在时的一般疑问句及肯否回 ( http: / / www.21cnjy.com )答2 掌握词汇live ,month , start , USA,3 了解New York ,Washington等异地风情，扩大视野增长知识，养成对异国文化的正确态度。4 能听懂、会说并能用以下句子进行会话：Where do you come from I come from …Where do you live I live in … 5 能理解一般现在时（包括第三人称单数）的特殊疑问句及相关答语（where 引导）Where does Miss Green come from She comes from…
教学重难点(Main Point) Diffi 主语是第三人称单数，实意动词加s,es
教学准备(Teaching Aids) 录音机，单词卡片，多媒体（关于USA, New York ,Washington ）也可是图片 Period The first
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step 1 : Warm up and Review 1 Greeting :We are the best.(给学生信心，使学生情绪高涨) 2 sing a song :Th ( http: / / www.21cnjy.com )e music room（集中学生注意力，调动积极性，同时让学生有良好的心理准备进入新课的学习当中。 ） 3 talk : A： I usually have breakfast at 7:00. Do you usually have breakfast at 7:00 Yes ,I do . /No, I don’t . B： Does he usually… Yes ,he does . /No,he doesn’t.[复习第一、二课主题句形，巩固旧知 ] 4 复习集中识词时学的本课生词[利用单词卡片，以组或个别学生读并说出中文，四会词需拼写] 1 show the picture ( http: / / www.21cnjy.com )s about the USA ,Washington ,New York , Great Wall of China, the Palace Museum …放映课件或出示图片， 讲清楚 New Yor ( http: / / www.21cnjy.com )k 是美国最大的城市，Washington是美国首都。[缓解疲劳，扩大视野，激发兴趣，但不可喧宾夺主] 2 Introduction :手指木偶导入法：师配音，让学生初步感知对话内容。 3 听录音，学生进一步熟悉对话。 4 逐句放录音，学生跟说两遍，并译 ( http: / / www.21cnjy.com )成中文。 [注意：突出重点，She comes from the USA.讲清实义动词第三人称单数的变化，加s或es] Step 3: Drill 1Team work, 以行为组操练 2 pair work ,同桌操练 3 read by oneself 4 look at the key words and match pictures , retell the text. Step 4 ：Consolidation and creation. 3人一组， 根据实际情况编对话，运用以下模式： A : Excuse me . Where do you come from B : I come from ______________. A : Where do you live B :I live in _____________.指C,A 问 Where does she/he come from B: She /He comes from ___________. A : Where does she /he live B : She /He lives in _____________.Step 5：Let’s sing : Where do you come from [此 歌曲紧扣本课主题句，复习句形并可减轻上课以来的疲劳，活跃气氛，将快乐延伸到课外，让学生期待下一节英语课的到来。] Step 6 :Class Closing 布置作业： 1小组课下编对话 2 Do Ex.5and Ex 7
教学后记(Postscript)
教学内容(Teaching Material) Lesson 3 Where do you live Let’s learn and Let’s practise
设计人（Designer）
教学目标(Teaching Aims) 1让学生理解并掌握一般现在时的特殊疑问句及其答语，特别是第三人称单数实义动词的变化。2了解世界各国的标志性建筑及其首都，增 ( http: / / www.21cnjy.com )长知识，扩大视野，激发并保持英语学习的兴趣，学好英语可以去世界各地旅游，留学以及中国的省份，名胜古迹培养对祖国大好河山的热爱，培养对待异国文化的正确态度。3 能用以下用语自由交际：Where do you come from I come from Sichuan.Where do you live I live in Chengdu用人名操练第三人称单数does的用法
教学重难点(Main Point) 同教学目标3
教学准备(Teaching Aids) 小黑板 录音机 课件 国家名称 省份名称 首都名称或省会名称的卡片 Period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step 1:Review1:Sing a song: Where ( http: / / www.21cnjy.com ) do you come from (边唱边回想上节课所学内容，在轻松的语境中做好上课的心理准备)2：Practise:小黑板上出示一些题 ,题型有填空，选择填空等1。Where_________ you come from A do B are C can2.I________from ________USA.3.Ilive______ New York4.She_____from the USA 5.She ______________in HebeiA live B lives C living[课始的笔头作业，学生可以全体参与，口头和笔头相结合，既复习了知识，以避免了只会说不会写的现象，实用性强。]Step2: Presentation1.放课件，法国巴黎的艾菲尔铁塔，英国伦敦塔 ,俄罗斯莫斯科，中国香港，北京长城，故宫等。2 放录音，Paris, France, Moscow,Russia, Hong Kong ,China3.示例代入主题句型A：Where do you come from B：I come from ____ A：Where do you live B：I live in______A：Where does she come from B：She come from …A：Where does she live B：She live in …4.小结：特殊疑问词where + do(does)+主语+动词（原形）+其他？列表替换China The USAEnglandChinaHebeiBeijingWashingtonLondonShanghaiShijiazhuangSichuanShanxiZhangjiakouChengduTaiyuanZhuoluStep4:Consolidation Make up dialogues 3 people each group.[师给学生发一些国家名称，省份，首都或省会名称，自由编对话]1.和两个学生先做示范：Excuse me ,Where do you come from I come from...Where do you live I live in ...Where does she come from She comes from...2.小组编对话，师巡行，并随机指导纠正。Step5:Class Closing ：Homework:1.Do Ex.6.8.92.词汇写本课词汇3预习Read部分
教学后记(Postscript)
教学内容(Teaching Material) Lesson 3 Where do you live Read: Looking for a job.
设计人（Designer）
教学目标(Teaching Aims) 1、能理解课文大意，能回答与课文有关的问题，理解幽默之处。2、能听懂、会说，并能用来进行交际下列用语：a、Take a seat, please.b、May I know your name and age c、Would you please type it d、By the way, how much can you pay me 3、进一步掌握一般现在时。
教学重难点(Main Point)Point) 同教学目标2，3
教学准备(Teaching Aids) 简笔画 录音机 单词卡片 Period The third
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step 1:Review1、复习主题句型：学生手拿不同国家及首都名称卡片三人一组问答。（抽几组上台表演）2、复习本课单词：重点是Read部分的词汇：typist， age ，type ，dollars ， months ，pay ，startStep 2:Presentation1、学习词组：look for, ( http: / / www.21cnjy.com )take a seat, Apple street, computer school, by the way, in three months, typist wanted.2、导入新课：1）教师放录音，学生听两遍，初步感知故事内容。[培养认真听的习惯，让学生感受语流语速，体会语言美并训练听力]2）再放录音，学生看书，边听边看书，进一步熟悉对话内容。3）逐句放录音，学生跟说，并译成汉语。4）再放录音，分段跟读，学习，操练。（半班或男女分组，然后两人一组朗读）3、Answer the questions.1、Does the girl want the job 2、Does she want to be a typist 3、What is the girl’s name 4、Where does she live 5、What school is she from 6、Can she type a letter 7、Can she get the job 8、How much can the man pay her 9、When will she start the work [此部分要求所有学生能找到相关的答案回答问题，上中等学生能独立说出或写出答案]4、复述课文。逐段出示简笔画，并放录音，学生跟说，师写关键词，两人一组进行分段复述，然后整体复述。Step 3: Class Closing 1、 Summary:词组 by the way, look for等。2、Homework: Do Ex.10,预习lesson 4.3、Sing a song： Where do you come from [以歌曲结束，复习旧知，余趣无穷]
教学后记(Postscript)
Lesson 4 When do you usually get up
教学内容(Teaching Material) Lesson 4 when do you usually get up ---------Let’s learn and A game
设计人（Designer）
教学目标(Teaching Aims) 熟练掌握日常行为词汇及熟练运用句型：What time do you usually get up I usually get up at ---What time does he usually go to school He usually goes to school at----
教学重难点(Main and DifficultPoint) What time do you usually get up I usually get up at ---What time does he usually go to school He usually goes to school at----
教学准备(Teaching Aids) 时间卡片，奖品，冬冬起床的图片，一名学生 Period First
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
教学内容(Teaching Material) Lesson 4 when do you usually get up ----Let’s talk
设计人（Designer）
教学目标(Teaching Aims) 掌握单词weekday灵活应用语言When do you usually get up I usually get up at ---What time does she get up She always gets up at----
教学重难点(Main and DifficultPoint) 同上
教学准备(Teaching Aids) Picture , radio ,Word cards. Period The second
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Ⅰ.Class Opening and greeting. ---hi ,boys and girls . ---hi,Miss— ---How are you doing ---We are very well./We are fine.Thank you.Ⅱ.Warm up and Reviewsing a song .“Where do you come from ”(激发学生的学习热情，缓解上课的紧张情绪，以快乐的心情开始学习)Ask and answer.(Use the key sentences ask and answer,orthe teacher give the modle ,the students to copy ,but use the different words,or give the students right to make dialogues then show it.) For example :---How do you do --- How do you do ---Where do you come from ---I come from ------Where do you live ---I live in------Do you usually get up at six ---Yes I do ./No, I get up at---(也可用第三人称单数来进行问答练习。给学生自由发挥的空间，让他们做学习的主人，培养他们的自学乐学的能力。) Ⅲ、New contentsStudy the new words : weekday.(应为此单词为复合单词，意思很容易被 ( http: / / www.21cnjy.com )学生猜出来，教师可制作一个可以折叠的单词卡片，给学生先出示左边的单词再出示右边的单词，把他们放在一块来读并猜其意思。)Lead to the dialogue .(The teacher act th ( http: / / www.21cnjy.com )e dialogue with a student,give all the students the key meaning of the dialogue, the dialogue is easy to be understand, because it is show by “ Let’s learn.”.Then listen to the tape and put it into Chinese, following the tape one sentence by one sentence until master it.)Ⅳ.practise.Listen to the ( http: / / www.21cnjy.com )tape ,the teacher give the key sentences and paste the picture on the blackboard.Divide the students into groups by classmates, begin to practise.Repeat the dialogue by the helping of the dialogue together. Check the students .Ⅴ.Acting. Who want to try (叫有能力者及自愿上前的学生进行单独复述，以加深学生对语言的记忆能力。)Ⅵ.Close and homework. （学生两人一组下去练习复述，再上课时表演。）
教学后记(Postscript)
教学内容(Teaching Material) Lesson 4 when do you usually get up ---------Read.
设计人（Designer）
教学目标(Teaching Aims) 熟练掌握year, factory,by, time different…日常行为词汇及能够知道故事的主要意思，并能根据故事进行问答。.
教学重难点(Main and DifficultPoint) 时差问题
教学准备(Teaching Aids) Time cards, picture,word cards.radio. Period The third
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Ⅰ.Class Opening and greeting. --- hi ,boys and girls . --- hi, Miss — --- How are you doing --- We are very well ./ We are fine.Thank you.Ⅱ.Warm up and Review a.A game. T: Hi, class . Are you free now S: Yes . T: Let’s play a game ,ok H S: Ok! (做猜时间的游戏，由于 ( http: / / www.21cnjy.com )再前面已经作过这个游戏所以老师不必说游戏规则。以这种形式进行学习之前的热身，使学生很快容入到学习的气氛当中，激发学生的学习兴趣。)Review the words.(教师提前打印小卡片，一人一张，进行英译汉练习，巩固以前所学单词及短语，为下面所学内容奠定基础。)For example : London New York Have breakfast Have lunch Factory year byⅢ、New contentsa. Study the key words: sixty years old, Talk with , for a moment, by my clock. ( 让学生猜其意思，教师示范造句子，学生模仿造不同形式的句子。)Lead to read.Listen to the tape carefully.Talk the key meaning of the story.The teacher give the key meaning of the story .Listen to the tape again , and put it into Chinese.Ⅳ. Practise .Listen to the tape and following .Read it together , then read in different rules.Answer the following questions.How old is Mr Brown Where does he come from When does he usually get up Who calls Mr Brown What does Lily doing Why is Lily still having breakfast at lunch time Ⅴ.Close and homework
教学后记(Postscript)
Lesson 5 How do you go to school
教学内容(Teaching Material) Book Seven Lesson Five How do you go to school (Let s talk)
设计人（Designer）
教学目标(Teaching Aims) 复习并掌握四会单词far last w ( http: / / www.21cnjy.com )indow ；两会单词：ant travel train worried safe agree学习Paris一词；运用歌曲、自由对话、表演等教学活动形式，培养学生学习英语的积极的情感态度；通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯；继续学习一般现在时态；能够运用主题句型：How do you usually go to school ？I usually go to school by bike.How does he usually go to school ？He usually goes to school on foot .进行交际。
教学重难点(Main and DifficultPoint) 掌握主题句型： How do you usually go to school ？ I usually go to school by bike. How does he usually go to school ？ He usually goes to school on foot.并能用替换词造句和做出回答。
教学准备(Teaching Aids) 录音机、单词卡片、头饰 Period(课时) The first period
基本教学过程 (Teaching Procedure) 个性设计Personality Design
一Step One: Class opening and Review(复习)1 Sing a song :Where do you come from ？［歌曲是学生喜闻乐见的课堂活动形式之一，课前组织学生唱英文歌曲不仅充分调动学生的情感因素、激发其学习兴趣，而且复习了前面所学的句型。］2 Revisiona. Short dialogue(师生对话)［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］b.Prepared talk (课始三分钟小组会话)[此时的 Prepared talk是由各个 ( http: / / www.21cnjy.com )小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础]3.复习集中识词中所学本课的9个单词。 教师领读Paris一词，学生能听懂，会说即可。4、复习一般现在时：［通过复习，让学生进一步理解一般现在时态的用法，为下一步学习新句型和课本对话做准备］DO you often get up at six ？Yes，I do./No，I don′t.I get up at…….What time do you have breakfast ？I have breakfast at….Step Two New Concepts（新授）1.Show the title (揭示课题)2.Study Let s talk .A、Learn the new word(学习新单词) B、用角色表演法导入，教师提前找一名学生准备与自己配合表演，教师充当Dongdong，学生充当Lulu，作示范引出情景对话。 C、Listen to the recorder. Ask the students think aboutIt. And translate it into Chinese.Following the tape Several times. D、Show the key sentences，after that to retell the Dialogue. （帮助学生消化所学内容，以便学生很快记住这些语言。）T: Who wants to be a little teacher 教师叫个别学生充当一位小教师，模仿自己提问的方式进行问答操练。［根据语言学习规律，在教学中人为地创设接近真 ( http: / / www.21cnjy.com )实的生活情景是非常重要的，它能营造轻松的学习氛围，激发学生交际的愿望和兴趣，通过交流促进双方互相理解，加速交际过程。在上册书中已学了与本课有关的一些知识，通过创设情境，让学生对旧知识进行了巩固与加深，同时为自然过渡到新知识做了铺垫］Step 3 Practice(操练 )1.课本对话操练T:Now ,Let’s listen to the tape and repeat twice.学生一边听一边跟读，同时教师在黑板上写出关键词，板书如下：⑴ often go 7：30 /No live near 7：45 /How do go/walk⑵that/Yes /How does go/lives far from/think goes bus bike T: Open your books at page 17,Please read it in pairs.读完后，让学生看着关键词，先由师生问答，然后叫两组学生读课本对话，再叫两组学生进行对话表演。［在操练时可采用多种形式，如 ( http: / / www.21cnjy.com )跟读、分组读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现］Step 4 Consolidation and Creation（巩固与创新）教师叫另外三组学生进行对话表演，最后从五组中评出最佳表演组。［教师再次创设接近学生生活的情景 ( http: / / www.21cnjy.com )，如到动物园看到了什么，去商店看到了什么，学生根据教师所创设的情景，运用新知在小组内生动有趣地展开对话，不仅总结和巩固了新知，而且把所学知识运用到实际生活中进行交际。］Step 5 Class Closing（结束课堂，布置作业）
教学后记（Postscript）
教学内容(Teaching Material) Lesson 5 .How do you go to school ？ ——Let s Learn
设计人（Designer）
教学目标(Teaching Aims) 掌握句型：How do you usually go to school ？I usually go to school by bike.How does he usually go to school ？He usually goes to school on foot.并能用替换词造句和交流。
教学重难点(Main and DifficultPoint) 学习工具词汇和句型：How do you usually go to school ？
教学准备(Teaching Aids) 卡片、头饰、录音机 Period The Second Period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One：Class Opening and greeting.Step Two：RevisionReview the words.问：Who can read my cards，or translate？（复习上节课词汇，及常用的工具词汇，巩固旧知识，为学习Let s Learn句型奠定基础。）sing a song.（通过唱歌，让学生放松心情，活跃气氛。）Acting：（充分发挥学生的模仿力及创造力，进行情景表演，把英语融入实际中去，培养他们的语言表达能力。）Step Three：New contensNew sentences：（教师和学生进行如下对话，因为学生在Let s talk 中已接触到这两个句型，因此能回答出来。）T： How do you usually go to school ？S：I usually go to school ——.Study the words：bus car plane train等。（学生看着卡片上的单词，然后说出其汉语意思。）师领读by bus 、 by car 、by plane 、on foot等短语，学生跟读。 C、进行TPR活动来操练学生。 （让学生站好，教师发指令，学生做出相应的动作。分组比赛，获胜者发给小礼物。）Step Four：看图进行对话，并分组回答，然后抽查。 （这样活动，既能提高学生的对话能力，又能锻炼学生设计动作的能力。）Step Five：Practice in pairsStep Six：Acting 指名上讲台表演，并鼓励、表扬表演好的小组。七、Sing a song：The wheels on bus八、Homework：下节课表演。
教学后记(Postscript)
教学内容(Teaching Material) Lesson 5、How do you go to shool ？——Read for fun
设计人（Designer）
教学目标(Teaching Aims) 本篇阅读，能理解大意，并能回答与课文内容相关的问题或能根据图片及相关的词语进行复述。并复习一般现在时态。
教学重难点(Main and DifficultPoint) 能理解课文大意，并能回答相关的问题或根据图片及相关词进行复述。
教学准备(Teaching Aids) 录音机、单词音标卡片，小黑板 Period The Third Period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One ：Class Opening and greeting.Step Two ：Review 作TPR活动复习相关的工具词汇。 （做这样的活动，为了缓解上课的紧张情绪，活跃课堂气氛。） Free talk： （由各个小组利用课前或课余 ( http: / / www.21cnjy.com )时间根据练习形式，长期坚持下去，不但训练学生的语言表达能力，形成一种语言习惯，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础。）Step Three：New contentsStudy the new words：Paris trave worried safe agree Last window ant （根据音标读单词，并进行简单记忆，只记住汉语意思，并会读。） Listen to the recorder ，and followingthe tape twice ask the students to tell thestory in Chinese. Translate it into Chinese. Give the key sentences to retellthe story.Step Four：Answering the question below.Where does Helen come form ？Does Helen usually go to see her Father and mother ？Does she like traveling by plane ？Where does Bruce come from ？Does Bruce have a small plane ？Step Five ：Sing the song The wheels on the bus （歌曲是学生喜闻乐见的课堂 ( http: / / www.21cnjy.com )活动形式之一，课后组织学生唱英文歌曲，不仅充分调动学生的情感因素，激发其学习兴趣，而且快乐的气氛一直延续到下课。）Step Six ：SummaryStep Seven：Homework
教学后记(Postscript)
Lesson 6 Revision
教学内容(Teaching Material) Book seven Lesson 6 Revision Read 的前5段
设计人（Designer）
教学目标(Teaching Aims) 1、复习一般现在时的各种句式：陈述句、一般疑问句、特殊疑问句及相关答语。2、复习1-5课出现的交际用语。3、理解故事大意，能回答与课文有关的问题。
教学重难点(Main and DifficultPoint) 能根据图片及关键词进行复述能回答与课文有关的问题
教学准备(Teaching Aids) 录音机、每人一张纸条、题板 Period(课时) The first period
基本教学过程（参考） (Teaching Procedure) 个性设计Personality Design
Greeting T: Hello boys and girls S: Hello Miss x T:Nice to meet you S: Nice to meet you too[课堂伊始，师生亲切对话，引起学生对旧知识的回忆，同时进入学英语氛围]Review单词：复习集中识词中所学本课的13个单词，师发给学生每人一张纸条，上面有13个单词英文，让学生快速写出中文即可师领读 higher traueller对话：同桌一组练习下列模式对话S1: Do you usually get up at six S2: Yes I do. / No,I don’t.S1: What time do you usually have breakfast S2: I usually have breakfast at ……S1: When does your father go to work S2: He goes to work at ……S1: Does he go to work by car S2: Yes, he does. / No, he doesn’t. He usuallygoes to work by …… [复习旧知，为学习新知做好铺垫，同时培养学生良好的学习习惯，使学生每一步的学习都能打好扎实的基础]Nen Concept1、导入新课<1> 师将Read前5段的录音放两遍，学生听，初步感知故事内容。<2> 师出示挂图（或师自制的简笔画）逐图放录音，学生进一步感知故事内容。<3> 逐图逐句放录音，学生跟读，并翻译成中文；也可逐图逐句放录音，学生跟读后指名翻译成中文。<4> 再听录音，同时看图，充分熟悉故事内容。2、操练<1> 师逐图放录音，学生跟说，同时在每一幅图下给出关键词。<2> 学生看图根据关键词分段练习复述<3> 学生熟练复述后，师找个别学生进行分段复述<4> 依据情况，找学生连起来进行复述；复述有困难的，课下练习复述，下节上课时再个别复述<5> 练习题Does the sun rise in the east What can the sun send into your room Who flies into the sky to meet the sun when the sun shines Where does the sun shine Can it make the world beautiful Is the sun higher than the mountains and the clouds [学生在初读完课文，了解课文意思之后，设计一些问题让他们分析，之后共同解决问题，初步培养学生的阅读能力] 3、作业 练习册中的Ex.5和Ex.6
教学后记（Postscript)
教学内容(Teaching Material) Lesson6 Revision Read的后4段
设计人（Designer）
教学目标(Teaching Aims) 复习一般现在时的陈述句、一般疑问句、特殊疑问句及相关答语。复习1---5课出现的交际用语。能理解故事大意，能根据图片及关键词进行复述。
教学重难点(Main and DifficultPoint) 能回答与短文内容有关的问题。
教学准备(Teaching Aids) 录音机、单词卡片、简笔画、题板、练习册 Period 2
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Step1 GreetingStep2 Revision复习单词 east,world,high,than,night,never, stop（师给出音标，生写出单词，并写出汉语意思）其它的单词，师说中文，学生说英文，师要对所抽查到的或表现良好的学生及时评价。复习Read的前5段 出示上课时前5段Read简笔画及关键词，找学生进行个述表扬复述流利的学生。（复习旧知识，为学习新知识做好铺垫，同时培养学生良好的学习习惯，使学生每一步学习都能打好扎实的基础。）Step3 Presentation1、Introduce the t ( http: / / www.21cnjy.com )itle “Lesson6 Revision” and learn the Read :What does the sun say (板书课题)2、The teacher takes out the pictures and pasts is on the blackboard.3、Listen to the tape .(The Ss look at the books)Traslate into Chinese in groups:(教师利用小黑板出示下列问题)What is much ,mu ( http: / / www.21cnjy.com )ch hotter and bigger than anything else in the world Can you always see the sun Where does the sun sometimes hide When is the sun very bright Do you think the sun is a great traveller in the sky Does the earth travel all day and all night Who is never tired and never stops [让学生在初读完课文，了解课文意思之后，设计一些问题让他们分析，之后共同解决，初步培养他们学生的阅读能力。] Step5.Retell The teacher writes the key sentence near 　the pictures and the Ss retell the talk in groups.Retell it　together Step6. Workbook 做练习册的听力题.
教学后记(Postscript)
教学内容(Teaching Material) Lesson6 Revision Checkback
设计人（Designer）
教学目标(Teaching Aims) 复习词汇east world 等．复述Read.对学生听、说、读、写进行检测。
教学重难点(Main and DifficultPoint) 能独立完成练习题
教学准备(Teaching Aids) 录音机 Period 三
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Step1 GreetingStep2 Warm-up and　RevisionAct 师出示关键词,放一遍录音,挑选任意几个学生复述Read.词汇:按四会、三会单词顺序将本课单词查一遍，四会的要求写出英语单词及汉语意思，三会的单词及词组可根据英文写出中文。Let’s sing:Where do you come form [复习旧知,培养学生参与精神,唱歌可以活跃课堂气氛,激发学生学习英语的兴趣.]Step3 Checkback听录音,连线,做完后,请学生扮演Dongdong、LiRei、Paul仿照例句将所连内容用句子描述。看表，填空。答案为：1）always 2）usually 3）sometimes 4）never，always.完后,请学生读补充完整后的句子.看地图回答问题.答案为:1)Mary comes form London.2)Liu Lei comes form Beijing.3)No, he doesn’t, He lives in sydney.4)Yes,he does. 完后,随机抽4桌学生,一人说问句,一人说答语.看图回答问题.答案为:1)He gets up at 6:30.2)No,he　dosen’t. He dose morning exercises at 6:40.3)Yes,he dose.4)He walks to school.5)He usually has lunch at 12:00.6)He usually gose home at 4:40.7)No,he dosen’t,He usually has supper at 6:00.8)He usually gose to bed at 9:00. 完后随机找学生回答,然后再任意找学生谈谈自己一天的生活情况,教师要及时对学生进行评价.Step4. Workbook. 练习册中的Ex.7,Ex.8,Ex.9.
教学后记(Postscript)
Lesson 7 Give me some beef, please.
教学内容(Teaching Material) Book 7Lesson 7 Give me some beef, please.(Let’s learn, Let’s sing, Let’s practice.)
设计人（Designer）
教学目标(Teaching Aims) 1.通过音标学习本课单词beef, pea2.学习语言结构：Please give me some beef. Here you are.要求学生能用替换词造句。3.要求学生能用本课所学的句子进行语言交际。
教学重难点（Main and Diffi-cult points) 要求学生能用本课所学的句子进行语言交际，并用替换词造句。
教学准备(Teaching Aids) Tape-recorder ，posters, some pictures about food Period The first period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Step One: Class Opening and review1.Greeting. （用学过的问候语来和学生打招呼.）[课始简单的问候可以培养学生的语感，使他们自然地处于英语学习的环境中]2.Sing a song: Would you like a cup of tea [用学生学过的歌曲来进行课前热身，在视 ( http: / / www.21cnjy.com )觉和听觉上给学生以美的享受，使学生快乐地进入英语学习的状态。在此也复习了一些关于食物的单词，为本课的学习奠定了基础。]3．Review the words:出示一些关于以下食物的图片fish ( http: / / www.21cnjy.com ),chicken,pork,bun, bread,vegetables...让学生说出其名称，并分别用这些词造句，比如：Please have some fish. I’d like some buns. Would you like a tomato 等Step Two:New Concept 1.Lead to the title.2.Learn new words:beef, pea （1）(电脑操作出示beef和peas 的图片，让学生先说出汉语意思，然后根据音标把单词读出来，教师领读几遍) [这样让学生通过音标来学习单词，既可以复习音标，又可以让学生清楚单词中字母的发音，让学习做到听其音，知其形。] （2）A game: What’s missing 师出示这些食物的图片，让学生说出其名称，然后藏其中一张图片，让学生来猜是什么食物。[通过游戏既让学生巩固了所学单词，为一下步的学习奠定基础，又让学生感到学习的快乐，在快乐中学习。]3.Lead to the main sentences: —Please give me some beef. —Here you are.T:Look, Qiqi and J ( http: / / www.21cnjy.com )ane are having a meal.What are they talking about Let’s listen.电脑出示Qiqi和Jane吃饭的图片，播放录音,让学生跟读。[此环节辅以录音设备，为学生创设一种通过听来获取语言信息的环境，从而思考、模仿，达到听和说的能力同步和谐发展。]Step Three:Drill.1.Practise between the teacher and the class.2.Practise in pairs.教师出示一些食物的图片，先和学生一起操 ( http: / / www.21cnjy.com )练，师问生答，或生问师答，而后让学生两两进行操练，最后展示给全体学生。[过大量的操练，使学生“领会—掌握—运用”，由感知到升华，由脑到体都活动起来，寓教于乐，课堂气氛更加活跃。]Step Four Consolidation and Creation Let’s practice.（让学生用课前准备好的食物或图片进行表演练习，让学生回到真实的环境中，使学生自然地用所学句子来进行交际。）[此环节让学生回到真实生 ( http: / / www.21cnjy.com )活中，给学生足够的空间去想象，给学生充足的时间去交流，还课堂于学生，体现学生的主体性，让英语变成学生表情达意的工具，培养学生在具体情境中的语言综合运用能力，这样充分调动学生的积极性，让他们体验成功，体验快乐。]Step Five Class Closing : Sing a song :Food song.1. Play the tape. 2. Learn the new word : hear and follow.教师领读几遍并告诉意思。3. Read the sentences together.4. Sing the song with the tape. [在此歌曲不仅可以缓解整节课给学生带来的紧张，且给课堂带来了生机，而歌曲中的内容又巩固、加强了所学内容，起到“一鸟击二石”的作用]板书设计：Lesson 7 Give me some beef, please.—Please give me some beef. —Here you are. fish pork chicken peas
教学后记
教学内容(Teaching Material) Book 7Lesson 7 Give me some beef, please.(Let’s talk)
设计人（Designer）
教学目标(Teaching Aims) 1.复习集中识词中的本课单词bee ( http: / / www.21cnjy.com )f, pea, soup, pass要求学生能听懂、会认读、会说beef, pea, soup这三个单词，pass要求学生能听懂、会认读、会说并能根据中文写出英文。 2.学习交际用语Give me a cake, please. Here you are. Thank you.3.要求学生能用这些句子来进行会话。
教学重难点（Main and Diffi-cult points) 1.要求学生能用本课交际用语Give me a cake, please. Here you are. Thank you.来进行会话。2.对于Pass me that plate.的理解及pass的用法。3.Here you are.与Here it is.的区别。
教学准备(Teaching Aids) Tape-recorder ，posters, some pictures about food，figure picture Period The second period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One: Class Opening and review1.Greeting和学生用学过的问候语打招呼，不仅锻炼学生的口语水平，也可以拉近教师和学生之间的关系，让学生轻松地进入英语课堂。2.Sing a song: Food song.放音乐让学生一起唱上节课所学的歌曲。[歌曲是学生喜闻乐见的课 ( http: / / www.21cnjy.com )堂活动形式之一，是语言表达的独特方式，是激发学生情感的催化剂。讲课前唱一首歌，可以让学生快速进入学习英语的状态，充分调动起全体学生的积极性，创设一种轻松、愉悦的学习英语的氛围。在此歌曲也涉及到一些食物的单词为本课所学的内容奠定了基础。]3.Free talk:[自由对话是各小组利用课前根据以前 ( http: / / www.21cnjy.com )所学内容精心准备的，这种练习方式，长期坚持下去不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新知识奠定坚实的基础。]Step Two:New Concept1.Lead to the title:T: Today let’s learn lesson 7 Give me some beef, please.(并板书课题)2.Learn new words:复习集中识词中的本课单词，达到进 ( http: / / www.21cnjy.com )一步的巩固。出示单词卡片让学生读单词并翻译。在学生基本掌握这些单词后，进行抢读游戏，在游戏中要涉及到本课中的其它单词如: carrots, tomato, those, would, cake, plate等。[这里采用竞争机制，不仅让学生巩固 ( http: / / www.21cnjy.com )了所学内容，也大大调动了学生学习的积极性。让学生在玩中学，学中玩，体验学习的快乐。在此也为下一步的学习做铺垫]3.Lead to the first paragraph.(教师在黑板上画一钟表，为六点半。结合简笔画，利用手偶表演导入本课的对话内容。)T(Tom): Hello ( http: / / www.21cnjy.com ), I’m Tom. Nice to meet you. Oh, it’s six thirty.(看表) It’s time for supper. I’m hungry.(摸肚子，做饥饿状)Mum, what do we have for supper today T(Mum): Look!...…… [利用表演导入本课对话内容，可以清晰地把所讲内容展示给学生]（播放录音，让学生听两遍后，跟读）[此环节辅以录音设备，为学生创设一种通过听来获取语言信息的环境，从而思考、模仿，达到听和说的能力同步和谐发展。]4. Learn the second paragraph.(用相同的方法学习第二段对话)Step Three:Drill.出示关键词及简笔画：mum/ supper/ peas/ nice/ like/ YesThose/ cakes/ Would/ give/ Here/ Thank, nice/ Pass/ Here/ Thank1.先师生进行操练，可采用师问生答或生问师答的形式。2.生生操练，可分男女生或以行操练。3.最后学生两两操练。4.找几组学生到台前展示。 [通过多种形式的操练，让学生掌握所学知识。]Step Four Consolidation and Creation（让学生以组编对话，最后展示给全体学生）[给学生足够的空间去想象，给学 ( http: / / www.21cnjy.com )生充足的时间去交流，还课堂于学生，体现学生的主体性，让英语变成学生表情达意的工具，培养学生在具体情境中的语言综合运用能力]Step Five Class ClosingHomework: Do exercise 7.板书设计：Lesson 7 Give me some beef, please. mum/ supper/ peas/ nice/ like/ YesThose/ cakes/ Would/ give/ Here/ Thank, nice/ Pass/ Here/ Thank
教学后记
教学内容(Teaching Material) Book 7Lesson 7 Give me some beef, please.(Read for fun.)
设计人（Designer）
教学目标(Teaching Aims) 1.复习集中识词中的本课单词：sentenc ( http: / / www.21cnjy.com )e, word, another. 其中sentence要求学生能听懂和认读，其它两个词要求学生能听懂、会说、会认读。2.理解课文大意，根据关键词复述课文。3.根据课文大意，正确回答与课文有关的问题。
教学重难点（Main and Diffi-cult points) 1、理解课文大意，根据关键词复述课文。2、根据课文大意，正确回答与课文有关的问题。
教学准备(Teaching Aids) 录音机，简笔画。 Period The third period.
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One: Class Opening and review1.Greeting: T: Good morning, everyone. Ss: Good morning, Miss Mei. T: Nice to meet you. Ss: Nice to meet you, too. T: Give me your book. S1: Here you are. T: Pass me your pencil-box. S2: Here it is. [课前简单的问候，不仅拉近了师生之间的关系，也复习了一些上节课所学的知识。] 2.Sing the song: Food song.[让学生在轻松愉快的歌声中进入英语课堂。]3.Act the dialogue. (找几组学生表演上节课的对话内容。)Step Two:New Concept1.Learn new words: sentence, word, another.检查这三个词的掌握效果，师出示单词卡片，学生抢读并说出汉语意思。2. Learn the phrase. make a sentence ask sb to do sth 师领读这些短语，让学生翻译：造句，让某人做某事。3.Lead to the text.(1) Play the tape, and show the figure picture.(2) 找学生说出课文大意。Step Three:Drill.(1) 逐句播放录音让学生跟读并翻译。(2) 教师领读。(3) 学生齐读，分组读，分角色读。(4) 根据图片和关键词复述课文。sentences/ word/ asks/ often give/ Jim/ wordanother/ egg/ All/ teacher/ breakfast/ makesWhere/ Butin/ saysStep Four Answer the questions:1.Who asks Jim to make a sentence 2.Who makes a sentence with “dog” 3.What is the sentence that Jim makes 4.Is the “dog” in the word 5.Who makes another sentence 6.Is the “egg” in the sentence 7.How does Jim explain it Step Five Class ClosingDo exercise.
教学后记
Lesson 8 Is she tall or short
教学内容(Teaching Material) Book seven Lesson Eight Is she tall or short (Let’s talk)
设计人（Designer）
教学目标(Teaching Aims) 1、通过音标认读单词young hair 2、通过自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。3、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。
教学重难点(Main and DifficultPoint) 掌握主题句型为选择疑问Is it long or short 并能用替换词造句和做出正确回答。
教学准备(Teaching Aids) 录音机、实物教具、单词图片、 Period The First period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
一Step One: Warm upa. Short dialogue(师生对话)［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］b.Prepared talk (three minutes)[此时的 Prepared talk ( http: / / www.21cnjy.com )是由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础] c.Use cards review :“Sounds and spellings”Step Two New ConceptsShow the title (揭示课题)Review the o ( http: / / www.21cnjy.com )pposite words
T say one word, Ss give the opposite word.
Tall—short fat — thin old—young beautiful—ugly big--small long—short3. Guiding (导入)a.角色表演导入法，教师提前找一名学生扮演课文需要的角色，老师扮演A表演对话S: Who is in the room (指着黑板上的背景图) T: A woman. She says she knows you.S: Is she tall or short T: She is tall.S: Is she young or old T: She is not young, but not very old.S: Is her hair long or short T: Her hair is short.S: Oh, I see .She is my aunt. b. 学生看书，教师自演两个角色，重点解释 Is she tall or short She is tall. She is not young, but not very old.c.学生看挂图，听录音磁带，第二遍跟读。［根据语言学习规律，在教 ( http: / / www.21cnjy.com )学中人为地创设接近真实的生活情景是非常重要的，它能营造轻松的学习氛围，激发学生交际的愿望和兴趣，通过交流促进双方互相理解，加速交际过程。在上册书中已学了与本课有关的一些知识，通过创设情境，让学生对旧知识进行了巩固与加深，同时为自然过渡到新知识做了铺垫］4．drill (操练对话) 以各种形式操练本课对话 In chorus—in groups—in pairs—individual［在操练时可采用多种形式，如跟读、分 ( http: / / www.21cnjy.com )组读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现］Step 4 Consolidation and Creation（巩固与创新）教师给出示范，创设一个情景和几个学生编新对话，其中用上本课新学的句子。Step5.Let’s practice学生小组就本课句型遍对话进行扩展练习。叫几组表演优异的学生到前边表演。为了防止学习的枯燥，我把前面学过的一首旧歌加上本课的句型来加深巩固练习。Is this a dog — Is she tall or short (提高了学生兴趣，从而温故知新)Step6.Exercises 做练习册的练习五。
教学后记(Postscript)
教学内容(Teaching Material) Book seven Lesson Eight Is she tall or short (Let’s learn)
设计人（Designer）
教学目标(Teaching Aims) 1、通过句型复习选择疑问句 2、通过自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。3、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。
教学重难点(Main and DifficultPoint) 掌握主题句型为选择疑问Is it long or short She is tall.并能用替换词造句和做出正确回答。
教学准备(Teaching Aids) 录音机、实物教具、单词图片、 Period The Second period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
一Step One: Warm upa. Short dialogue(师生对话)［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］b.Sing a song “Food song”c.Prepared talk (课始三分钟小组会话)[此时的 Prepared talk是 ( http: / / www.21cnjy.com )由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础]Step2.Revision 1.复习本课生词 young hair (四会)（教师出示单词卡片，学生认读，要求说出汉语意思并拼写） 2．角色表演对话，先放一遍录音，学生看挂图集体复述对话，再叫几组学生上前边表演对话。Step3.presentation复习句型Is it long or short She is tall.教师出示图片并和学生一起做替换练习 让学生根据图片两两做问答练习。 3．导入新课Let’s learnA．（教师出示挂图）师问：Is it long or short 帮学生一起回答: She is tall.同一个问题问不同的学生，让学生自己回答。用挂图上的词做替换问答练习（先师问生答，再生问生答） 4.同桌做问答练习。Step4.Let’s practice学生小组就本课句型遍对话进行扩展练习。叫几组表演优异的学生到前边表演。为了防止学习的枯燥，我把前面学过的一首旧歌加上本课的句型来加深巩固练习。Is this a dog —Is she tall or short (提高了学生兴趣，从而温故知新)Step4.A game 三问猜人游戏介绍游戏规则，示范游戏指导学生小组形式完成游戏，练习句型给于表现好的组奖励Step5)Exercises 做练习册的练习6。
教学后记(Postscript)
教学内容(Teaching Material) Book seven Lesson Eight Is she tall or short (Read for fun)
设计人（Designer）
教学目标(Teaching Aims) 理解课文大意，并能回答与课文有关的问题或能根据图片及关键词进行复述。2. 培养学生阅读能力。
教学重难点(Main and DifficultPoint) 理解课文大意，并能回答与课文有关的问题
教学准备(Teaching Aids) 挂图 录音机 小黑板 Period The third period
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
一Step One: Warm upa.Sing an English songb. Short dialogue(师生对话)［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］c.Prepared talk (课始三分钟小组会话)[此时的 Prepared talk是由 ( http: / / www.21cnjy.com )各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础]Step2.Revision1．利用卡片复习上节课词汇。 2．叫几组同学到前边来表演上节课句型拓展练习对话。 3．复习句型问答练习Step 3.Presentation利用简笔画进行导入。1．教师在黑板上画出简笔画，用汉语讲述本课故事。2．教师结合简笔画再用英语讲述，重复重难点句子，并给出中文意思。同时给出各幅图关键词。3．出示挂图，放一遍此故事录音学生静听。再逐句播放，学生逐句跟读并说出中文意思。确保学生能理解此故事。4．回答问题，进一步理解课文。Does Green Frog meet Blue Frog What are they doing Is Green Frog big or little Who is pretty Who is ugly Who laughs at Blue Frog Is Blue Frog sad or happy What does the hungry bird like Is Green Frog happy or sad now Step 4 practice学生小组活动，根据关键词简化此故事，要求能把故事大意表演出来即可。 （因为本故事难度较大，降低难度更有利于培养学生成功感，从而提高学生学习兴趣。） 2．学生到前边表演故事。 3.全班复述此故事内容。Step 5.Check 做练习册中的听力练习一至四。做练习册中的阅读理解练习。
教学后记(Postscript)
Lesson 9 Whice hotel is nicer
教学内容 Book7 lessen9Whice hotel is nicer
设计人
教学目标 掌握四会单词cheap 和hear形容词和副词的比较级及其变化形式
教学难点 字母组合ea在单词中的读音形容词和副词比较级的构成及其变化形式简单学习一些短语如：get on 等的用法和汉语意思
教学准备 录音机,单词卡片,小黑板 课型:new 第一课时
基本教学过程 个性设计
Step 1.Greeting Free talk [提高学生口语交际能力，创造英语交流氛围]Step 2. Revision 1,听写三个单词pass、young、hair（三个学生到黑板前其余在下面）2, 利用卡片学习 hotel、che ( http: / / www.21cnjy.com )ap、 happily、guard、leave、hear、quickly jump onto worry came的读音及其汉语意思(因为集中识词中学生已会读并知道汉语意思所以本课学生只需熟练并巩固通过集体读单个读等多种方式使每位学生会读)Step 3.Presentation1,板书学习cheap hear guard came 四词（因前两词需要四会所以再次提出）看音标学读音guard came(分解式学读音有利于学生复习直呼式学读音及闭音标单词的发音方法)利用字母拼读法识记cheap 和hear如：c-h-e-a-p cheap(要求眼看、手写、脑想、口读)2学习let’s learn 和 ask and answer小黑板板书形容词比较级的变化形式①一般情况下，直接加er如near-nearer②以不发音的字母e结尾加如：nice-nicer③以一个辅音字母结尾的重读闭音节词双写该辅音字母加er如big-biger fat-fatter④以辅音字母加y结尾的形容词先把y 变为I再加er如heavy-heavier听录音注意HongKong Macao的读音学生跟读两遍教师纠正Step 4.Practice①学习let’s learn听两遍录音学生跟读教师个别纠正读音中的错误②把全班分成两组然后变换多种方式进行问答直到灵活熟练为止，注意nearer的读音同样练习Ask and answer Step 5 Summary总结小黑板上的重点知识，学生做笔记并识记做练习册中的第5题、第6题准备利用形容比较级nearer等进行对话板书设计:Lesson 9 Which hotel is nicer guard (火车的)管理员 came come的过去式cheap c-h-e-a-phear h-e-a-r
教学后记
教学内容 Book7 lessen9Whice hotel is nicer？
设计人
教学目标 1、掌握四会单词cheap 和hear2、形容词和副词的比较级及其变化形式3、正确运用形容词比较级进行对话
教学难点 对形容词比较级的掌握及其正确运用
教学准备 录音机、单词卡片 课型New 第二课时
基本教学过程 个性设计
Step1 GreetingFree talk(利用形容比较级来对话，激发学生学习英语的兴趣)Step2 Revision 1 听写黑体词cheap came(个别学生到黑板前其余在下面)2 利用Which is nearer to … Which … is nicer… (教 ( http: / / www.21cnjy.com )师利用卡片写一些学生熟悉的地名及一些实物的名称来进行对话，教师注意对学生的纠正及形容词比较级的读音)3纠正练习册上的练习题5、6题Step3 Presentation学习let’s talk 听两遍录音第三遍学生跟读，教师及时纠正学生发音中的问题教师问学生说汉语意思教师解释对话中出现的一些疑难点并板书Step4 Practice①教师读学生跟读个别学生领读直到全部会读为止②学生分成组与组之间、行与行之间、两人之间读、熟读③表演对话④背诵 ⑤学习let’s chant(听一遍录音教师领读一遍然后解释汉语意思学生读三遍左右注意韵律) Step5 Summary ①背诵let’s talk②抄写两遍let’s talk翻译一遍
板书设计 lesson 9any用在疑问和否定句中one the other仅限两者中的一个和另一个cheaperbiggercheaner中er的读音
教学后记
教学内容 Book7 lessen9Whice hotel is nicer
设计人
教学目标 1、通过熟读促语感形成，提高背的能力和质量形容词和副词的比较级及其变化形式能够正确熟练运用形容词的比较级
教学难点 形容词的比较级及变化形式
教学准备 卡片、简笔画、录音机 课型New 第三课时
基本教学过程 个性设计
Step1 GreetingFree talk(运用形容词的比较级进行对话，要求学生尽量都会用nicer bigger 等来进行对话)Step2 Revision 1 检查的let’s talk 的背诵情况2 复习本课学过的单词 （利用卡片来复习可以节省时间，还能提高学生的注意力） Step3 Presentation1 学习Read Missing the train 2 板书第一幅简笔画听录音，学生复述教师解释 wait for,one is …, The other的用法及其汉语意思3.依次类推，注意短语come into ,get on ,begin to jump onto等汉语意思4.6幅简笔画下面加注关键词Step4 Practice1 熟读第一幅简笔画内容直到学生能根据关键词复述为止 2依次类推，学生若有困难可适当降低难度，语法正确能说出关键句子即可。3教师首先复述一遍，注意表情动作（肢体语言能对学生的积极性有很好的激发）Step5 Summary1总结本课所学的形容词比较级变化形式及其用法2做练习册听力及课后7、8、9题
教学后记
Lesson 10 The giraffe is taller than the deer
教学内容(Teaching Material) Book SevenLesson Ten .The giraffe is taller than the deer.(Let’s talk)
设计人（Designer）
教学目标(Teaching Aims) 复习词汇.理解并掌握由疑问词引导的选择疑问句和比较级句式的结构及其答语:Which is taller, the deer or the giraffe The giraffe is much taller than the deer!
教学重难点(Main and DifficultPoint) 理解并掌握由疑问词引导的选择疑问句和比较级句式的结构及其答语:Which is taller, the deer or the giraffe The giraffe is much taller than the deer!
教学准备(Teaching Aids) Tape recorder. Word cards,挂图等. Period The first
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step one Warm-up and revision1. Greeting[通过师生之间简单的问候,使学生立刻融入到学英语的氛围中,加强了师生之间的亲和力.]2.Prepared talk (课始三分钟小组会话)[此时的 Prepared t ( http: / / www.21cnjy.com )alk是由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础]3.Review some wor ( http: / / www.21cnjy.com )ds with word-cards: which, than, many, tall, animal, much(为下一步学习课本对话做准备)Step Two PresentationIntroduce the title” Lesson 10 The giraffe is taller than the deer.”Learn the new words: heavier, giraffe(为下一步学习课本对话做准备)角色表演法导入.教师课前找一 ( http: / / www.21cnjy.com )名学生做准备,上课时与自己配合进行表演以导入对话.师扮演Qiqi,学生扮演Eve,用简笔画或挂图配合进行如下对话: T: Wow! So many animals. S: Look! What a big elephant! T: Which is heavier, the elephant or the bear S: The elephant is much heavier than the bear. T: Look! A tall deer. S: No, it’s not a deer. It’s a giraffe. T: Which is taller, the deer or the giraffe S: The giraffe is much taller than the deer.Play the cassette(先整体放 ( http: / / www.21cnjy.com )两遍录音,使学生初步感知课文内容,然后逐句放,生对照书中角色进一步理解,接着跟读,并译成中文.)Step Three Drill (在操练时可采用多种形式,通过朗读培养学生正确的语音语调.)Read after the tape-recorder for twice.Lead Ss to read the diffcult sentences.Read the dialogue in ( http: / / www.21cnjy.com )pairs.(在操练时,小组内的合作学习,是新课标中要求培养学生合作精神的具体体现.)(At the same time, the teacher gives out the key words on the blackboard.)Close the books, lead ( http: / / www.21cnjy.com )Ss to retell the dialogue according to the key words.Retell the dialogue together.Ask some Ss to retell the dialogue.Ask Ss to act the dialogue in groups.(教师让几组学生进行对话表演,最后从中评出最佳表演组.)Step Four Class Closing. Do Ex.5
教学后记(Postscript)
教学内容(Teaching Material) Lesson Ten .The ( http: / / www.21cnjy.com ) giraffe is taller than the deer.(Let’s learn and Let’s chant)
设计人（Designer）
教学目标(Teaching Aims) 1.复习形容词比较级的构成.2.进一步学习由疑问词which引导的选择疑问句和比较级句式的结构及其答语:Which is taller, the giraffe or the elephant The giraffe is taller than the elephant.并能做替换练习.
教学重难点(Main and DifficultPoint) 复习由疑问词which引导的选择疑问句和比较级句式的结构及其答语:Which is taller, the giraffe or the elephant The giraffe is taller than the elephant.并能做替换练习.
教学准备(Teaching Aids) Tape recorder. Word cards,挂图等. Period The second
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One Class Opening and greeting.Step Two Revision.Review the words.(Who ( http: / / www.21cnjy.com )can read my cards )复习上节课的词汇,巩固旧知识,为学习Let’s learn句型奠定基础.Acting. (充分发挥学生的模仿力及创造力,进行上节课内容的情景表演,把所学知识和实际联系起来,培养他们的语言运用能力.)Step Three contents.复习形容词比较级的构成:教师说形容词原级,学生说如何加er并读出来.(四种规则都要复习)tall—taller strong—strongernice—nicer late—laterbig—bigger hot—hotterbusy—busier heavy—heavier为下一步学习句子做准备.师出示挂图,和一名学生问答导入:T: Which is taller, the giraffe or the elephant S: The giraffe is taller than the elephant.Listen to the tape-recorder for twice.Step Four DrillRead after the teacher for sometimes.师生看图问答.(师给出关键词)The boys ask and the girls answer.Practice in pairs.Practice in the groups.Step Five ActingAct the dialogue in pairs.Act the dialogue in the groups.(会话进行得既多又准的组可给予奖励)Step Six Let’s chant放两遍歌谣录音,让学生初步感知,激发学习兴趣.采用各种形式读歌谣直至熟练.听录音,小声跟着说唱.逐句学习,用手打节奏齐声说唱.个人表演,小组表演.Step Seven Close and homework Do Ex.6
教学后记(Postscript)
教学内容(Teaching Material) Lesson Ten .T ( http: / / www.21cnjy.com )he giraffe is taller than the deer.(Read for fun and a puzzle)
设计人（Designer）
教学目标(Teaching Aims) 1.复习音标/i:/并学习词汇2.理解课文大意,并能回答与课文有关的问题,或根据图片及关键词进行复述.
教学重难点(Main and DifficultPoint) 理解课文大意,并能回答与课文有关的问题,或根据图片及关键词进行复述.
教学准备(Teaching Aids) Tape recorder. Word cards,挂图等. Period The third
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design）
Step One Warm-upGreeting[通过师生之间简单的问候,使学生立刻融入到学英语的氛围中,加强了师生之间的亲和力.]Free talkStep Two Revision1. 复习长元音/i:/2.运用卡片学单词:str ( http: / / www.21cnjy.com )ong, lift, stone, even, reach, leaf, easily, meal(师出示单词卡片,生按座次读,抢读,分组读并说出汉义)Step Three Presentation出示挂图,角色表演导入后,播放录音,生初步感知课文.师写出关键词,用正常语速复述课文,必要时可放慢,停顿或重复.Step Four Practice放录音,生对照书中人物跟读,进一步理解课文内容.师领读生自读并试着译成中文.师检查并校正译文.Read together for sometimes.分角色朗读.Step Five CheckAsk Ss to answer these questions:Who does Giraffe meet Who can dance better than Giraffe Is she sad Is Giraffe strong Who is stronger than Giraffe Can Giraffe run fast Who can run faster than Giraffe Are all the animals hungry What do they want to eat Who is taller than ( http: / / www.21cnjy.com ) any of the animals Can she reach the leaves easily Do they have a good meal Step Six A puzzle教师先向学生说明该题的要求和做法,在将学生分成三人一组,成员们共同完成此游戏.最先完成并准确的组将获得奖励.Step Seven Class Closing Do Ex.1.2.3.4
教学后记(Postscript)
Lesson 11 Merry Christmas
教学内容(Teaching Material) Lesson 11 Merry Christmas(let’t talk)
设计人（Designer）
教学目标(Teaching Aims) 能听懂会说并能认读单词：Merry Christmas能用Merry Christmas the toy dog is for you进行对话.理解课文内容，并能复述。
教学重难点(Main and DifficultPoint) 感叹句的用法。
教学准备(Teaching Aids) 挂图、录音机、小黑板 Period 1
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
Revision填空：1.Which is （大）,the elephant or the bear.2.Mr Green is （年龄大） than Mr Brown3.Kate is （瘦） than Jane.4.This book is （新） than that one.5.Who is （聪明）,Li Ming or DongdongNew Concepts出示教学挂图简单介绍Merry Christmas 板书题目并领读.导入:用角色表演导入法导入课文。教师在课间可找两名学生做准备。上课时与自己配合进行表演以导入对话。三、Drill1.在挂图边写上关键词，播放录音。（所谓 ( http: / / www.21cnjy.com )感叹句就是用以表示喜怒哀乐等强烈感情的句子。感叹句句末尾通常用感叹号，有时也可用句号，一般用降调。A、将感叹词what或how及其它所修饰的词至于句首，即可构成感叹句。how后接形容词和副词，what后接名词，主谓词序不变并可省略。例如：What a beautiful tree(it is)! How blue (the sky is)!b.单词和短语均可构成感叹句。例如：Help 救命！Merry Christmas 圣诞快乐！2、打开课本，熟读课文。3、讲解重点句子：What a beautiful tree!4.将全班分成两组进行对话。5.复述6.表演课文四、做练习册 Ex 5 and 6
教学后记(Postscript)
教学内容(Teaching Material) Let’s learn and Let’s sing
设计人（Designer）
教学目标(Teaching Aims) 了解西方国家一年当中比较重要的日子。能理解并掌握有关日期的句型，并能做替换练习。When is Christmas It’s on December 25会唱歌曲：We wish you a merry Christmas.
教学重难点(Main and DifficultPoint) 句型When is Christmas It’s on December 25.
教学准备(Teaching Aids) 教学挂图、录音机 Period 2
基本教学过程（参考） (Teaching Procedure) 个性设计(Personality Design)
复习单词：出示单词卡片，复习本课词汇。会话：根据上一节课的Let’s talk内容让学生自由对话。新受介绍节目：教师板书，边简单介绍各个 ( http: / / www.21cnjy.com )节日的由来。Christmas Halloween Mother’s day Thanksgiving Day导入；这四个节日是西方国家一年当中比较重要的日子，那么这些节日都在什么时候过呢？引出主题句：When is Christmas It’s on December 25.操练领读主题句及各个节日，直到读熟。自由对话并做替换练习。叫几组同学到前面互相问答。四、Sing a song教师读歌词跟录音机学唱歌。用自己知道的节日名替换歌词，演唱歌曲。五、Class closing Ex7 and 9
教学后记(Postscript)
教学内容(Teaching Material) Read listen and number
设计人（Designer） 东小庄学区 唐文秀
教学目标(Teaching Aims) 1.能理解故事大意，回答与课文有关的问题。2．进一步复习和巩固本课的语言结构和交际用语。
教学重难点(Main and DifficultPoint) 根据图片及关键词