Unit 1 How can I get there 课题：第一课时Part A Let’s learn & Make a map
教学目标 语言能力：学生能够听、说、读、写关于公共场所的词汇：science museum, post office, bookstore, cinema, hospital；能够运用句型“Where is the … It's …”询问并回答场所位置。 文化意识：了解不同国家公共场所的标识和特点，培养跨文化交际意识。 思维品质：通过观察地图和图片，培养学生的空间思维和逻辑思维能力，学会分析和归纳信息。 学习能力：鼓励学生积极参与课堂活动，培养自主学习和合作学习的能力，学会在实际情境中运用所学知识。
教学重点 掌握Let's learn部分的四会单词和短语。
教学难点 准确书写四会单词和掌握单词museum的发音。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up The teacher plays the song "They Are in the Zoo" from 6 of the third-grade lower volume, and the teacher and students sing together. Step 2 Presentation 1. Word Presentation (1) "Guess What" Activity The teacher draws a box on the blackboard before class and posts the word cards for hospital, post office, bookstore, cinema, science, park, library, and school with the back facing out as a map, with each card face marked with a number. The teacher points to one of the cards and says,Now I am in No. l. "what place it is. Is it a zoo/school/park... " The teacher should pay attention to first the places of two students, and when the third time comes to let the students guess, they will first consider the learned vocabulary, and then the new word cinema can be presented. teacher demonstrates reading, and the students follow. The teacher leads the students to sound out and read cinema. Continue the "Guess What" activity. (3) The same method is used to teach hospital, bookstore, science museum. (4) Integrate the reading of the five new words and sentence. 2. Listen and correct the pronunciation The teacher plays the recording of Let's learn in Part A, and the students follow the reading. teacher asks the students to focus on reading the words next to and the sentence "Where is the cinema " "It's next to the bookstore." and pay attention to their pronunciation. 3. Pair work The teacher asks the students to first fill in the words or phrases in the boxes, and then describe the map according to is filled in, such as: The post office is near the museum. The cinema is next to the post office." and so on. Step 3 Practice 1. Listen and paste the map. 2. Look at the picture and read the words quickly. 3. According to the map presented on the black, use the sentence pattern "Where is the --- " "It's next to the ----." to create a dialogue. Step 4 Consolidation "Little Designer" Activity The teacher first leads the students to read the six words or phrases that represent places: library, post office, hospital, science museum,, bookstore, and then tells the students, "Now you are all city designers. Please design a map. After the design, there will be journalists to interview you." Let students use the word cards to design a city planning map, and select several students in the class to act as reporters to interview the "designers", asking questions one by one "Where is the hospital/... " The "designer" answers the questions. Step 5 Homework 1. Write down four-skill words of this class period.
板书设计 Unit 1 How can I get there 第一课时 science museum cinema post office bookstore hospital —Where is the cinema —It's next to the bookstore.
教学反思 以“交通方式”为核心，通过实物、情景动画及“词汇接龙”游戏，帮助学生快速掌握单词词形与含义，课堂互动率较高，但对词汇相关短语拓展不足，且未针对基础薄弱学生提供个性化巩固指导。
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中小学教育资源及组卷应用平台
课题：第二课时Part A Let’s try & Let’s talk
教学目标 语言能力：学生能够理解对话大意，准确朗读对话；能够在实际情境中运用句型“Where is the … How can I get there Turn left/right at the …”进行问路和指路的交流。 文化意识：了解在不同国家问路和指路的文化差异，培养文明礼貌的交际习惯。 思维品质：通过分析对话中的路线描述，培养学生的逻辑思维和解决问题的能力。 学习能力：通过小组合作和角色扮演，提高学生的口语表达能力和合作学习能力。
教学重点 使学生掌握句型：“Where is the museum shop？” “It’s near the door.”
教学难点 使学生掌握句型：“Where is the museum shop？” “It’s near the door.”
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. "Treasure Hunt" activity. Students are asked guess words based on the teacher's description, and if they guess correctly, they will get the "treasure." This activity can also be done in pairs. 2 Let's try The teacher plays the recording of the "Let's try" section, and students make the correct choice. Wu Bin bin and Robin are looking at some. Listen and tick. Where are they A. In the museum. B. In the bookstore. 2. Is Grandpa there A. Yes, is B. No, he isn’t Step 2 Presentation 1. Teach "I want to buy a postcard." Show the actual postcard, let try to read according to the pronunciation rules, and the teacher leads the reading. Then the teacher walks to a student and asks: "I want to buy a postcard. 2. Teach "I want to send it today." After buying the card, the teacher continues with "I want to send it today." Guide students understand the meaning of "send," lead the reading, and have students practice in groups. 3. Listen to the recording with questions Show two questions: Questions: Where the museum shop _________________________________ Where is the post office _________________________________________ Step3 Practice 1. Listen and answer questions Questions: Where is the museum shop _________________________________ Where is the post office ________________________________________ 2. Listen and repeat Role-play reading: Teacher-student, student-student, desk mate role-play reading, pay attention to pronunciation and intonation Role performance, show on stage. Step 4 Production Talk about the places in your village. Is there a … Where is it Its near \ next to \ behind … Step 5. Homework 1. Memorize the text in the Let’s talk section. 2. Complete the exercises to this class.
板书设计 Unit 1 How can I get there 第二课时 —Is there a ... —Yes, there is. / No, there isn’t. —Where is the library —It’s next to the bookstore.
教学反思 围绕“问路与出行”话题，按“示范—模仿—创编”流程引导学生运用核心句型交流，有效纠正口语问题，但对话创编时间不足导致部分小组展示不完整，且对创意表达的鼓励引导欠缺。
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课题：第三课时Part B Let’s learn & Role-play
教学目标 语言能力：能听、说、读、写“straight, left, right, crossing, turn”5个方位与动作词汇；能运用“Go straight. Turn left at the crossing.”等指令描述路线。 文化意识：了解中外道路标识（如“crossing”对应的斑马线标识）的共性，增强跨文化认知。 思维品质：通过整合方位词与动作词，培养连贯描述路线的逻辑思维能力。 学习能力：在“chant创编”活动中，提升语言运用与创新表达能力。
教学重点 掌握四会短语：crossing ，turn left, turn right, go straight.
教学难点 straight的发音和拼写。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm up The teacher prepares a recording of "Rabbit Dance". The teacher and students dance the "Rabbit Dance" together, paying attention to emphasizing the words "left" and "right" during the dance, and having fun together. Step 2 Presentation&Practice 1. Word Presentation (1) The teacher extends both hands and introduces: "This is my left hand and this is my right hand." Ask two to stand on each side of the teacher and introduce: "A is on the left. B is on the right." Then ask a student: "Where is A/B" Guide the student to answer: "...is on the left/right. (2) The teacher gives instructions to himself and performs actions: Turn left. Turn. Go straight ahead. (3) Picture teaching crossing 2. Listening and Correction The teacher plays the recording of Part B Let's learn, and students follow the reading. Cooperative Learning Students read in groups, and the teacher clearly explains the cooperation requirements. One student says the word, and the other students point the picture and spell out the word. Step 3 Practice 1. Listen and do, the teacher gives instructions, and the students quickly perform actions, such as turn 2. Look fast, read fast, remember fast: The teacher points to the pictures on the blackboard and the students say the words. Then the teacher uses flashcards to the students quickly recognize and read the words, giving the students a few seconds to let them know how to spell, and see who remembers the fastest. Step 4 Production Be a tour guide Chen Jie is trying to be a tour guide for Oliver in Beijing, can you help her Step 5 Homework 1. Read words and text of this class three times. 2. Complete the exercises corresponding to this class.
板书设计 Unit 1 How can I get there 第三课时 crossing turn left turn right go straight
教学反思 拓展“交通相关地点”类词汇，结合例句与配对练习巩固词汇用法，学生正确率较好，但拓展词汇量偏多易造成混淆，且缺乏真实语境下的灵活运用训练。
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课题：第四课时Part B Let's try & Let's talk
教学目标 语言能力：能理解对话中“寻求帮助”的语境，正确朗读对话；能运用“Can you help me Sure. How can I get to the … Go straight and turn …”进行礼貌问路。 文化意识：了解“主动提供帮助”是中外共通的交际礼仪，培养乐于助人的意识。 思维品质：通过分析对话中的“问题-帮助-解决方案”逻辑，提升思维的条理性。 学习能力：在“Let’s check”环节中，学会通过听关键词获取信息，提升听力理解能力。
教学重点 使学生掌握句型：“How can we get to the … Turn left\right at ...
教学难点 使学生掌握句型：“How can we get to the … Turn left\right at ...
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Follow the instructions to do the actions. Please the students perform the actions and read the word aloud according to the teacher's instructions. 2. Let's try The teacher plays the recording for the "Let' try" section, and the students make the correct choices. Wu Bin bin is calling Mike. Listen and tick or cross. 1. ( ) They want to go to the. 2. ( ) The cinema is next to the bookstore. Step 2 Presentation 1. Teach "what an interesting film!" Show the sentence" What a great museum!" learned in the last class, and introduce "interesting" from "great". Let students replace and try to read according to the pattern, and teacher leads the reading. Then the teacher walks up to a student and says: "what an interesting film!" 2. Teach "How can we get there " Show the map on page five. It can be deduced from the above that we want to go to the cinema, but how to get there and how to say it. The teacher walks up the students and asks: "How can we get there " Let students try to understand, the teacher leads the reading, students follow the reading, and use various ways to read Guide students to use the "turn left \ turn right" learned in the last class to answer. Use the map to guide students to look at the picture and say the complete, "Turn left at the bookstore. Then turn right at the hospital." The teacher leads the reading, and the students practice reading in groups. 3. Listen to recording with questions Show two questions Questions: Where is the restaurant _________________________________ How can Wu Bin bin and Mike get to the restaurant _________________________________________ Step 3 Practice 1. Listen and answer questions Show two questions Questions: Where is the restaurant _________________________________ How can Wu Bin bin and Mike get to the restaurant _________________________________________ Listen and follow the reading Role reading: teacher-student, student-student, desk mate role reading, pay attention to the intonation. . Role-play and present on stage. Step 4. Production Talk about a cinema or restaurant you like. How can you get there ------ I like.. ------ How can we get to the... ------ Turn left/right at... Step 5. Homework 1 Read the words and text three times. 2. Complete the exercises corresponding to this class.
板书设计 Unit 1 How can I get there 第四课时 pizza Italian restaurant street interesting get —How can we/I get to the ... —Turn left/right at the ...
教学反思 聚焦“出行计划讨论”，拓展复杂对话场景，引导学生深入交流，小组合作氛围活跃，但未为词汇薄弱学生提供“提示卡”支持，对话评价也未关注内容逻辑性与完整性。
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课题：第五课时Part B Read and write & Tips for pronunciation
教学目标 语言能力：能读懂短文，提取“场所位置”与“路线”信息；能仿写1段关于“学校周边场所”的短文；能梳理本单元核心句型（问路、指路、问位置）。 文化意识：通过短文中“museum”的描述，了解博物馆在不同国家的文化功能，拓宽国际视野。 思维品质：通过“读-提取信息-仿写”的过程，培养读写结合的逻辑思维与语言组织能力。 学习能力：在“句型梳理”环节中，学会自主归纳单元知识，提升知识整合能力。
教学重点 能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下猜新词的能力。
教学难点 能通过推理获得教材提供的阅读理解题。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up Repeat the song "Where is the hospital " Step2 Pr-reading 1. Look and say The teacher presents the four illustrations of this part, asking: "Do you know these things What are they for " After the' discussion, the teacher leads the reading of the words. Please arrange the four pictures in order of the time of use according to your existing knowledge. 2. The teacher the students to look at the pictures and guides them to make predictions before reading. The teacher introduces: "Wu Bin bin and his friends wanted to go to the Italian restaurant How did they go there What places did they pass by " Step3 In-reading 1. First reading Students are required to read quickly and under the places they passed through. 2. Second reading Students are required to read the text carefully and complete the reading and writing exercises on page 9. 3. reading The teacher uses the PPT to show the text and play the recording. Students follow the reading and imitate the correct pronunciation and intonation. Step4 Post-reading 1. Students read the text again and draw out the prepositions that appear in the text. 2. Students work in groups of four to make a route of Wu Bin bin going to the restaurant according to the information in the pare which group's pictures and texts are beautiful and accurate. 3. The teacher and complete the exercises in the "Tips for pronunciation" section. 4. The teacher plays the recording of "Listen, look and say" and explains that English sentences have tones: generally, declarative sentences and special interrogative sentences use a falling tone, and general interrogative sentences use a rising tone, and also leads to the fact that imperative here are polite requests and should be soft in tone, using a rising tone. 5. The teacher provides some example sentences, organizes students to read the sentences and judge intonation should be read. 6. The teacher provides some sentences and asks the students to classify them according to the intonation and say the reasons. Robin BDS . Is it far Where is the restaurant It is a cat . Are you a student Who is he ... ... ... Step5 Homework 1. Read the words and text three times. 2. Complete the exercises to this class.
板书设计 Unit 1 How can I get there 第五课时 BDS gave feature follow far tell Follow me, please! Is it far My new BDS works!
教学反思 通过“预读—略读—精读”培养阅读策略，以范文为依托指导学生仿写短文，多数学生能完成基础读写任务，但阅读耗时过长挤压写作时间，且写作指导未引导学生融入个人经历，内容较单一。
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课题：第六课时Part B Let's check & Let's wrap it up & C Story time
教学目标 语言能力：能通过“Let's check”听力练习，准确捕捉关于地点和路线的关键信息；能借助“Let's wrap it up”梳理本单元核心句型（问路、指路、描述位置等），提升语言归纳与运用能力；能读懂“Story time”故事，理解故事中关于问路、找地方的情节，模仿故事中的语言进行简单表达。 文化意识：通过故事中角色的友好互动，感受英语国家“礼貌问路、热情指路”的交际文化，培养文明交际的意识。 思维品质：在听力练习中，培养抓关键信息的逻辑思维能力；在梳理句型和阅读故事时，提升归纳、推理与故事理解的思维能力。 学习能力：学会利用“Let's wrap it up”的梳理方式自主复习单元知识；在故事阅读中，掌握通过图文结合、抓关键词理解故事的方法，提升自主学习与阅读理解能力。
教学重点 能够通过听力培养学生良好的听力习惯，提高学生的听力水平。
教学难点 复习本单元的核心词汇，启发学生思维，让学生学会进行总结。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm up Con a "Quick Quiz" game where the teacher asks questions using the core sentence patterns of this unit (“Where is the cinema ” “How can get to the bookstore ”), and students answer quickly to review old knowledge and activate the classroom atmosphere. Step 2 Presentation & Step3 Practice 1.Let's check First time: Play the "Let's check" recording, and students complete the questions to get a preliminary of the listening content. Second time: Play the recording again, and students check their answers. The teacher guides students to focus on the key words in the (e.g., place names, direction words, route instructions, etc.). Answer analysis and feedback: The teacher announces the answers and invites to share their problem-solving ideas (e.g., how to judge the answers through key words), focusing on the high error rate. 2.Let's wrap it up The teacher presents the "Let's wrap it up" sentence pattern sorting content, and guides students to the core sentence patterns of this unit together, such as: Asking for location: "Where is the place " Debs location: "It's prepositional phrase (near the... / next to...)." Asking for directions:How can I get to the place " Giving directions: "Go straight. / Turn left/right at the place." Students work in groups to practice sentence construction with the sorted sentence patterns, and each group sends a representative to show the sentences, with the teacher giving comments. 3.C Story time Pr-reading activity: Show the story illustrations, and have students observe the pictures to guess the content the story ("Where are they What are they looking for "). During-reading activity:Students read the story on their own, finding places in the story ( restaurant) and route instructions ("Go. Turn left at the zoo."). The teacher plays the story recording, and students follow along, paying attention to the intonation and tone. The teacher explains the difficult words and sentences in the story ( "GPS" "follow", etc.). Post-reading activity:Students read the story in roles, with the teacher guiding the tone of the roles (e.g., Robin's, Wu Bin bin's doubt, etc.). Conduct a "story retelling" activity, where students try to retell the story their own words based on the pictures and keywords. Step4 Production The teacher and students summarize the content of this together: review the listening skills of "Let's check", the core sentence patterns of "Let's wrap it up", and the main idea and language points of Story time Step 5 Homework Complete the "Story time" reading check-in, record audio or and share it in the class group. Use the core sentence patterns of this unit to write a paragraph describing the route to a place near your school ( bookstore, park).
板书设计 Unit 1 How can I get there 第六课时 next to near beside behind in front of turn left turn right
教学反思 借助“Let’s check”全面检测单元知识，及时发现听力中数字、地点信息捕捉薄弱点；“Story time”以趣味故事复习知识，激发学生兴趣，但错题未集中精讲，故事环节也缺乏续编、表演等拓展活动。
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Unit 2 Ways to go to school
课题：第一课时Part A Let's learn & Write and say
教学目标 1. 语言能力：能听、说、读、写核心交通词汇（on foot, by bus, by bike, by subway, by train），明确“by + 交通工具”和“on foot”的用法区别。 2. 文化意识：初步了解中西方常见出行方式的共性（如公交、地铁）与差异（如西方自行车通勤普及度更高）。 3. 思维品质：通过“是否借助工具”给词汇分类（工具类：by bus/bike；无工具类：on foot），培养简单逻辑归类思维。 4. 学习能力：借助动作模仿（模拟骑车、走路）、图片联想记忆词汇，主动用新词汇描述身边人的出行方式。
教学重点 教育学生要热爱运动，选择低碳环保的出行方式。
教学难点 熟练运用所学的句型问答出行方式。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up & Free talk 1. Play the song "How do we get there " on the courseware, and the teacher leads the students to sing it together to liven up the classroom atmosphere. 2.Free talk. The courseware presents pictures of P15Let's learn section, and students carefully observe the pictures and answer questions. T: Who are they /Where are they / What are they talking about Step 2 Presentation&Practice 1.Lead in The courseware presents images of P15Let's learn section, with the teacher introducing the background and introducing the new lesson. T: Mrs Smith and children are going to the Nature Park. The children are very happy. But how do they get there 2.Presentation （1）Words. The courseware presents pictures of bus/lane/axis/hip/subway/rain and on foot, with the teacher reading the words and the students following along. T: How do we/you get there Ss: By/On... （2）Look and match. The courseware presents pictures and words about modes of transportation, and students match them with text. 3.Watch and answer. Students watch videos and answer questions. T: How do they get there S: By bus. 4.Listen and repeat. The courseware presents a dialogue in the P15Let's learn section, with the teacher playing audio and the students reading along. Step3 Practice 1. The teacher explains the grammar point "by+means of transportation". 2.Look and say. Present a carousel game about modes of transportation, where the teacher operates the carousel and asks the sentence "How do you get there " The students answer based on the image pointed to by the pointer. T: How do you get there Ss: By bus/plane/taxi/ship/subway/train. / On foot. 3.Role play. A. Two students form a group and answer questions using the sentence pattern "- How do you get there - By.../On foot. Students perform dialogues in the Let's learn section on stage. Step4 Consolidation&Extension 1.Write and say. The courseware presents images of the Write and Say section. The teacher guides students to observe the pictures and asks questions using the sentence pattern "- How do you get... from... - By.../On foot. S1: How do you get to the USA from China S2: By plane. ... 2.Look and say. The courseware presents pictures of the origin, destination, and mode of transportation, and students use the sentence pattern "- How do you get to... - By.../On foot. 3.Role play. Two students form a group and use the learned sentence patterns to ask questions about travel methods. S1: How do you get to ... S2: By/On... Step 5 Homework 1. Recite the vocabulary from the Let's learn section. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 2 Ways to go to school 第一课时
on foot by taxi by bus How do we get there by train by plane by ship by subway
围绕“日常活动时间”核心词汇（如 eat breakfast, have class），通过“时间轴匹配单词”“真人动作演示”等方式，帮助学生建立“词汇-动作-时间”的关联，课堂参与热情高。但未充分结合学生真实作息拓展表达，且对“at/in/on”时间介词的搭配讲解较浅，部分学生使用时混淆。
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课题：第二课时Part A Let's try & Let's talk
教学目标 1. 语言能力：能理解并运用核心句型“How do you go to school I go to school by...”询问与回答出行方式，正确运用课时1所学词汇。 2. 文化意识：感知“日常出行交流”的通用性，了解中西方询问出行方式的表达习惯无显著差异，均注重简洁明了。 3. 思维品质：分析对话“提问→回答”的结构，培养“一问一答”的简单交流逻辑，能根据问题快速匹配回答。 4. 学习能力：通过“跟读模仿”掌握对话语气，主动与同伴开展真实情境对话（如询问“怎么去公园”），提升语言运用主动性。
教学重点 听、说、读、写句型：How do you come to school I usually/sometimes/often come on foot.
教学难点 学生书写四会句子并能简单陈述选择某种交通。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step1. Warm-up The teacher plays the song 'How Do You Get There ' and the students listen and sing. Step 2 Presentation&Practice 1.Teaching Mrs Smith The teacher presents the picture of Mrs Smith and teaches the reading of Mrs Smith 2. Teaching “How do you come to school ” The teacher asks the students,“How do you come to school, do you know Ask me, please!” encourages more students to participate. The teacher asks, “How do you come to school '”Then the teacher draws pictures of walking, a bus, and taxis on the board, and marks the local prices next to the last two pictures, such as: 1 yuan,10 yuan. The answer is, “Usually I come foot. Because it's good exercise”.“I come by bus, because it's cost 1 yuan.” “I go by taxi.Because it's fast, but it's too expensive. It costs 10 yuan. ”Guide students to understand the meaning, teacher leads reading, and students practice reading in groups 3. Listen to the recording with questions Show three questions Questions: （1）How does Mike come to school （2）How does Amy come to school （3） How does Mrs Smith come to school Step3 Practice Listen and answer questions Questions: （1） How does Mike come to school （2） does Amy come to school （3） How does Mrs Smith come to school Listen and read along Character reading: Teachers, students, and desk mates should read in roles, paying attention to pronunciation and intonation. Role play, showcase on stage. Step4 Production Do a survey. Step5 Homework 1. Recite the Let's talk section of the text. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 2 Ways to go to school 第二课时 —How do you come to school —I usually / often / sometimes ...
教学反思 以“询问日常作息”为话题，通过“教师与学生问答示范—同桌互问—全班分享”流程，引导学生运用核心句型“What time do you... ”交流。多数学生能流畅对话，但对“usually/often/sometimes”频率副词的灵活运用指导不足，部分学生表达中未体现频率差异。
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课题：第三课时 Part B Let's learn & Role-play
教学目标 1. 语言能力：能听、说、读、写Part B拓展交通词汇（by plane, by ship, by ferry, by sled），运用“Don’t go at the red light. Stop and wait.”表达基础交通规则。 2. 文化意识：了解“by sled”（寒冷地区）、“by ferry”（沿海地区）等特色出行方式对应的地域环境，尊重不同文化的生活差异。 3. 思维品质：通过“地域-出行方式”匹配（如“海边→by ferry”），培养“环境影响选择”的逻辑思维；结合交通规则，树立“安全优先”的思维意识。 4. 学习能力：用“图片-地域-词汇”关联法记忆单词，主动分享身边见过的交通规则，提升知识与生活的联结能力。
教学重点 1. 能够听、说、读、写描述交通规则的单词和词组：traffic lights, wait, slow down, go。
教学难点 书写短语traffic light,slow down和理解动词stop，wait的含义。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up “Rabbit Dance "Game The teacher plays the music of rabbit dance, and the whole class forms a long line. The students behind put their hands on the shoulders of the students in front. With the instructions of the music "Left Right Go Turn around Go, go, go", the line slowly moves forward, and the teacher should also participate in the game. Step 2 Presentation&Practice Word presentation (1) The teacher pointed to the fluorescent lights in the classroom and said, 'I like the lights because I can see things clearly at night.' Can we see lights in different colors in our city Yes!Neon light , traffic lights．… (2) The teacher drew a simple sketch and said, “We have red, yellow，and green lights.” We call them “traffic lights” The teacher writes traffic lights on the board and asks the students, "What do they mean, do you know " The students may answer in Chinese, and the teacher nods in affirmation. Then the teacher asks the students to answer, "When do we stop/wait/go " Guide the students to answer, "We stop go at a green light" (3) The teacher showed a homemade traffic light and when they saw the green light, they walked forward and said, "It's a green light. Go go! Go at a green light." When they saw the yellow light, they stopped but waved their arms to indicate that they wanted to go: "It's a yellow light. Wait wait wait! I can go in a moment．”Slow down and stop at a yellow light . When you see a red light, ask the students: "The light is red. Wait! Stop stop stop stop!". The teacher teaches the words and leads them in the sentence. Step3 Practice 1. Listen and do, the teacher shows the traffic light command, quickly performs the action, and says the sentence in English. 2. Quick Look, Quick Read, Quick Remember: The teacher points to the pictures on the blackboard and the students say the words. Then the teacher uses word cards for the students to quickly recognize and read, giving them a few seconds to know how to spell and see who remembers quickly. Step4 Production Role -play Step 5 Summary&Homework Summary: Teachers and students review the traffic rules learned in this lesson together. Assignment: 1 Recite the traffic rules in the Let's learn section. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 2 Ways to go to school 第三课时 B Let’s learn &Role -up slow down stop wait go
教学反思 拓展“周末活动”词汇（如 wash clothes, watch TV, do homework），结合“图片-单词-例句”模式讲解，搭配“词汇分类”练习巩固。学生对词汇的认读掌握较好，但缺乏“词汇+时间+频率”的综合运用训练，难以完整描述周末安排。
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课题：第四课时Part B Let's try & Let's talk
教学目标 1. 语言能力：能理解并运用“How do you get to... I get to... by... Because it’s...”询问与回答“去某地的方式及原因”，掌握“get to”与“go to”的用法区别。 2. 文化意识：理解“出行方式选择与距离、便利性相关”（如远途用by plane，近途用on foot），感知中西方出行决策的共性逻辑。 3. 思维品质：分析对话“问目的地→答方式→说原因”的逻辑，培养“有条理表达”的思维习惯；结合“距离-方式”关联，提升因果推理能力。 4. 学习能力：通过“分角色朗读”模仿对话语气，主动结合“去外婆家”等生活场景改编对话，加入个人原因，提升语言创新运用能力。
教学重点 能够听、说、读、写，并在情景中运用以下句型：… must …和Don’t … 提出要遵守的交通规则；能理解情景语言I must pay attention to the traffic lights! 的大意；
教学难点 能够在语境中理解单词Helmet, must, wear, pay attention to, traffic lights的意思，并能正确发音。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Watch the traffic lights and make movements. Please ask students to follow the teacher's traffic light instructions and read out the phrase loudly. Let's try The teacher plays a partial recording of Let's try, and the students make the correct choices. Step 2 Presentation&Practice Teaching Helmet The teacher presents a helmet, leads the reading, and uses various methods to read. In the USA people on bikes must wear one. Teachers lead reading while students practice reading in groups. I must pay attention to the traffic lights! "Go at a green light Slow down and stop at a yellow light . Stop and wait at a red light . These are traffic lights. Present these traffic pictures and help students understand the meaning of 'pay attention to' in the context. I must pay attention to the traffic lights in the sentence! The teacher leads the reading, and the students practice reading in the group. Understand the general idea and infiltrate moral education that requires compliance with traffic rules. 3. Listen to the recording with questions in mind What do you learn about riding a bike from the dialogue Step3 Practice 1. Listen and answer questions What do you learn about riding a bike from the dialogue 2. Listen and read along 3. Character reading: Teachers, students, and desk mates should read in different roles, paying attention to pronunciation and intonation. 4. Role play, showcase on stage. Step4 Production Tell your partner: What do these signs mean Where can you see them Discuss within the group and perform on stage. Step 5. Summary&Homework Summary: Teachers and students review the vocabulary and traffic rules learned in this lesson together. Assignment: 1 Recite the Let's Talk section of the text. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 2 Ways to go to school 第四课时 B Let’s try &Let’s talk I must pay attention to the traffic lights! In the USA people on bikes must wear one .
教学反思 聚焦“讨论周末计划”，引导学生用“What do you often do on the weekend I often... Sometimes I...”深入交流。小组合作讨论氛围活跃，但对“周末活动合理性”的引导欠缺，且未及时帮助词汇量不足的学生补充表达（如“go hiking”“see a film”），部分学生对话内容较简单。
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课题：第五课时Part B Read and write
教学目标 1. 语言能力：能读懂“不同国家孩子出行方式”的短文，提取关键信息（国家、方式、原因）；能用5-6句话写“我的出行方式”，包含方式、目的地及原因。 2. 文化意识：通过阅读了解不同国家（如美国、Alaska）的出行特色，尊重文化多样性。 3. 思维品质：用“国家-方式-原因”表格梳理阅读信息，培养分类提取信息的逻辑思维；写作中学会“先确定主题，再组织细节”的表达逻辑。 4. 学习能力：运用“圈画关键词”辅助阅读，主动借鉴范文结构写作，学会同桌互评（检查词汇拼写、句子通顺度、原因完整性）。
教学重点 通过阅读问题训练学生在语篇中寻找关键词的能力，学会通过细节进行推理的能力。
教学难点 学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 教学过程 Step 1 Warm-up (1) The teacher divided the entire class into two groups, and each group selected one representative to come to the podium and give instructions. For example: Green/red/yellow light, students in each group make movements in their seats. Those who make mistakes will be eliminated if they sit down, and the group with the most standing students will win. (2) The teacher asks students to describe traffic rules in their own words. Those who express them correctly will earn one point for the group, while those who describe them creatively will earn three points T: How many ways can you think of to go to school Ss: By car/bus/bike/subway/taxi/plane/ship/train/on foot. Step 2 Presentation Take a look, talk about it The teacher presents a picture of Grandpa Wu Bin bin lying sick in bed and asks: Who is he He’s Wu Bin bin's grandpa.He’s ill . What does Robin want to do He wants to read a magazine to him . What’s it about The teacher uses the courseware to present the first picture and asks: Who are they How do they go to school Teacher student conversation awakens similar memories in students' lives. Teacher's question: Do you come to school on foot How do you come to school After summarizing the common modes of transportation for students in the local area, the teacher asked again: Can you come to school by ship No ,but some students go to school by ship ,Let’s have a look . The teacher presents the second and third pictures, and asks the students to talk about what transportation they use to go to school in the pictures. Teach them how to read and clear the obstacles for reading. The teacher presents the fourth picture and asks the students to guess what kind of transportation may be mentioned in this picture. Step3 In-reading 1. First reading Require students to read quickly, draw the transportation modes that appear in the text with horizontal lines, and draw the locations with curves. 2. Second Reading Require students to read the text carefully, complete the two questions in the Read and Answer section, and be able to introduce the three places that appear in the text. 3. Third Reading Teachers use courseware to present texts and play recordings. Students follow along and imitate the correct pronunciation and intonation. 4. Students provide safety suggestions for these four different modes of transportation, and after speaking freely, read the suggestions provided in the text and add any suggestions that do not appear in the text. Step4 Post-reading Students are divided into groups to discuss and provide safety suggestions for their transportation to school, which will be made into posters. Teachers and students complete the exercises in the Tips for Pronunciation section. The teacher plays a recording of the Listen, clap, and repeat section, and asks students to perceive the phenomenon of linking by following the recording. Then, students are required to observe and summarize the patterns of linking with the help of the teacher. Finally, they return to the article to find areas with similar patterns and read them out correctly. Step 5 Summary&Homework Summary: Teachers and students jointly review the ways in which students from different regions attend school in this lesson. Assignment: Recite the text in the Read and Write section
板书设计 Unit 2 Ways to go to school 第五课时 Some student go to school on foot/by sled/ferry/plane. You must... Don’t...
教学反思 阅读环节通过“找关键时间”“圈出活动词”梳理文本（如描述他人周末），写作环节引导学生模仿写自己的周末。多数学生能完成读写任务，但阅读时对“第三人称单数”动词变化（如 does, watches）理解不深，写作中仍出现语法错误，且文本细节分析不足。
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课题：第六课时Part B Let's check & Let's wrap it up & C Story time
教学目标 1. 语言能力：通过“Let’s check”完成听力、笔试检测，综合运用单元交通词汇与句型；能理解“Story time”内容，提取故事中的出行方式和问题解决办法，模仿角色对话。 2. 文化意识：在故事中强化“遵守交通规则”的跨文化通用理念。 3. 思维品质：梳理故事“问题（闯红灯）-解决（警察提醒）”的脉络，提升“发现问题-解决问题”的叙事逻辑；检测后分析错题，提升自我反思与纠错能力。 4. 学习能力：自主完成单元检测，对照答案分析薄弱点（如“by ferry”拼写、“because”用法）；通过故事表演，主动运用知识进行创意表达，强化记忆。
教学重点 要求学生先逐一看图，学会从图片信息中推测考查点，做到有目的地去听录音，听后完成判断任务。
教学难点 Let’s wrap it up板块是本单元主要句型的句法归纳，本单元在A部分Let’s talk中已经让学生对come 和go进行过区分，可以利用这个板块再进行复习巩固。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1.If you come to school by car, by bike or 0n foot, you must watch the traffic lights and know the traffic rules. Red! Yellow! Green! "Students listen to the sound and perform actions: stop, wait, go. The teacher constantly changes speed, and students who make mistakes are eliminated. 2. The teacher raises their left hand and says, "This is my left hand. Show me your left hand! Then, show your right hand." After confirming that the students can distinguish between left and right, ask a small group of students to come up to the podium and follow the teacher's instructions to do the action: "Turn left. Turn right. Turn back." Then switch to another group and quickly do the action. The group with the correct action will receive Step 2 Presentation 1. Listen and number 1) The teacher asked the students to look at each picture one by one and try to describe each picture in their own words. Then play the recording of this section. Students listen to the recording and sort the pictures. 2) Teachers proofread answers, while students corrected their own mistakes. Listen again and answer. Teachers ask questions one by one, and ask students to recall and try to say something. The teacher plays the recording and the students listen to it and write words. Teachers and students check their answers, please pay attention to whether the spelling of words is correct Step3 Production Let’s wrap it up This section is a syntactic summary of the main sentence patterns in this unit. In A Let's talk, students distinguished between 'come' and 'go', which can be used for further review and consolidation. This section aims to inspire students' thinking and requires them to summarize on their own. Story time (2) The teacher plays a recording of C Story time, and the students listen to the recording and answer the question: "How do they go home (3) The teacher plays the recording twice. The first time, all students in the class follow along, and the second time, students follow along in different roles. Step 4 Summary&Homework Summary: Teachers and students review the vocabulary and key sentence patterns of this unit together. Assignment: 1 Recite the key vocabulary and sentence patterns of this unit. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 2 Ways to go to school 第六课时 come:目的地→所在地 go: 所在地→目的地 by bus by train on foot stop wait
教学反思 “Let’s check”通过听力（判断活动与时间匹配）、选择（频率副词运用）检测单元知识，精准发现学生对“时间介词”“第三人称语法”的薄弱点；“Story time”以趣味故事（如动物角色的周末）复习内容，激发兴趣。但未针对高频错误集中讲解，故事环节也未设计“故事复述”“角色对话”等拓展活动，知识巩固效果有限。
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Unit 3 my weekend plan
课题：第一课时Part A Let’s learn &Make a plan
教学目标 1. 语言能力：能听、说、读、写4个活动类词汇，发音准确（如“trip”/tr p/、“supermarket”/ su p mɑ k t/），并能结合“be going to”结构表达周末计划（如：I’m going to visit my grandparents.）。 2. 文化意识：初步感知“visit grandparents”是中国家庭常见周末活动，“take a trip”在西方家庭周末安排中更普遍，不评判不同家庭的活动选择。 3. 思维品质：能按“家庭类/休闲类”给词汇分类（家庭类：visit grandparents；休闲类：see a film），培养简单逻辑归类能力。 4. 学习能力：借助“场景图片+动作模仿”记忆词汇，主动用新词汇描述家人的周末活动，建立知识与生活的联结。
教学重点 学生能够听、说、认读句型：What are you going to do tomorrow I’m going to have an art lesson. I have to do my homework now.
教学难点 能够运用句型讨论自己的活动计划
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm- up and revision Free talks: What do you often do on the weekend I often… What are you going to do this weekend If a student answers, then introduce the topic of my week for this unit Step 2 Presentation 1. Let’s try (1)T: It’s Saturday morning. Sarah in on the phone with Mike. Listen and circle the right answer. (2) Check the answers. 2. New sentence learning (1) What is Sarah going to do She is going to… (2) Explanation: The consciousness of be going to is' “打算做什么事情” (3) I have 5 weekend activities: go ice-skating; wash clothes; draw pictures; make a snowman; go for a picnic. Which activity do you like Please answer my question: T:What are you going to do this weekend S: I’m going to… 3. Let’s talk (1) T: Mike is on the phone with Sarah now. Watch the video and answer the questions: a. What is Sarah going to do tomorrow b.What is Mike going to do tomorrow (2)Watch it again and fill in the blanks a. Sarah and her classmates are going to _____________ in Genning Park. b. Mike have to ________now. (3) Read the dialogue after the tape. (4) Let’s act as Mike and Sarah. Step 3 Consolidation and extension 1. Situational design: It’s Friday, you are talking the weekend plan with your friend. (1) A demo with a student What are you going to do this weekend/tomorrow I’m going to… What about you (Let’s …together.) (2) Practise with the partner (3) Feedback 2. Talk about our classmates weekend plan Based on the feedback from classmates just now, ask questions What is… going to do What are…going to do 3. Let's wrap it up syntax summary (1) Be going to "means" something you plan to do " (2) Review of the Usage of Be Verbs What ____ Sarah going to do _____ _____ going to play the piano. What ______ John and Mike going to do _______ ______ ______ to do homework. Step 4 Assessment and homework 1. Read the dialogue from this lesson three times. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 3 My Weekend Plan 第一课时 What are you going to do tomorrow I’m going to have an art lesson. What ___ _____ going to do He/She is going to We/They are going to
教学反思 围绕“周末计划活动”核心词汇（如 visit grandparents, see a film, take a trip），通过“图片情景联想”“周末活动投票”等形式，帮助学生快速理解词汇含义，课堂参与度高。但对词汇的将来时搭配（如“be going to + 动词原形”）讲解较浅，部分学生混淆“visit”与“see”的用法（如错说“see grandparents”），且未结合学生真实周末计划拓展表达。
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课题：第二课时Part A Let's try & Let's talk
教学目标 1. 语言能力：能理解并运用核心句型进行简短对话，正确结合第1课时词汇替换内容，“be going to”中be动词（am/is/are）搭配无误。 2. 文化意识：感知中西方询问周末计划的表达习惯无显著差异，均注重清晰直接，通过对话交流了解同学的周末安排，尊重个体差异。 3. 思维品质：分析对话“提问—回答”的逻辑结构，能根据问题快速匹配对应计划内容，避免答非所问。 4. 学习能力：通过“跟读模仿+分角色朗读”掌握对话语气，主动与同伴开展真实对话（如询问“周末是否去看电影”），提升语言运用主动性。
教学重点 三个四会词组和两个句型。
教学难点 能够合理和科学地安排自己的周末生活
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 warming up and revision 1. Sing a song together: What are you going to do 2. Free talk: What are you going to do tomorrow I’m going to… Step 2 Presentation and practice 1. Present “ this morning, this afternoon, this evening” (1) What are you going to do this morning/ this afternoon/ evening S: I’m going to… (2) Make the students understand the meaning. (3) Write the words on the board, and spell the words. 2. Present “tonight” (1) I’m going to read a book tonight. What are you going to do tonight (2) Understand the meaning: 通过日期和实践的选择让他们明白意思。 (3) Write the work on the board. 3. Ask the sentence What are you going to do _______ I’m going to _______. Provide vocabulary in the courseware for students to practice sentence structures. (1) Read the words or phrases in the word bank. (2) Practice in pairs. (3) Feedback. 4. Sarah and Chen are talking about their plan, too. Let’s listen and answer. (1) What is Chen Jie going to do today She is going to see a film. Choose the picture of “ see a film” Learn to say. Write it on the board. (2) What is she going to do next week She is going to __________. ( take a trip) Choose the right picture of “take a trip” Read it and write it on the board. (3) What is Sarah going to do this afternoon She is going to ________.( the supermarket) go to the supermarket------ be going to the supermarket Spell the word and write it on the board. (4) What is she going to do tomorrow She is going to visit her grandparents Write the words on the board. 5. Read the new words after the tape. Step 3 Consolidation and extension 1. A task: It’s Saturday morning now. Two girls are asking the plan Let’s help them make a plan. (1) Fill in when and what (2) Talk about the weekend plan Step 4 Summary&Homework Read the words and sentences aloud three times. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 3 My Weekend Plan 第二课时 What are you going to do…… I’m going to … see a film take a trip go to the supermarket visit grandparents
教学反思 以“询问周末计划”为话题，按“师生示范—同桌互问—情景展示”流程，引导学生运用核心句型“What are you going to do this weekend I’m going to...”交流。多数学生能完成基础对话，但对“时间状语”（如 this afternoon, tomorrow）的灵活运用指导不足，部分学生表达中遗漏时间信息，且未及时纠正“be动词”与主语的搭配错误（如错说“He am going to...”）。
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课题：第三课时Part B Let's try & Let's talk
教学目标 1. 语言能力：能听、说、读、写4个书籍类词汇，发音准确（如“dictionary”/ d k nri/、“comic”/ k m k/），并能结合“be going to buy”结构表达“买书籍/卡片”的周末安排（如：I’m going to buy a comic book.）。 2. 文化意识：简单了解“postcard”在中西方的文化作用——西方常用于旅行后向亲友传递见闻，中国多在节日时寄送手写祝福，感受传统纸质交流方式的独特意义。 3. 思维品质：能将书籍类词汇与“书店”场景关联，梳理“词汇—物品—购买场景—周末计划”的逻辑链条；通过对比“comic book”（娱乐）与“word book”（学习）的功能，培养分类辨析思维。 4. 学习能力：借助实物（字典、漫画书）、场景图片联想记忆词汇，主动分享自己周末去书店的经历，尝试用新词汇描述想买的物品，提升知识迁移能力。
教学重点 学生能够用正确的语音、语调朗读对话，并能进行角色表演。学生能够区分并熟练运用句型What are you going to do Where are you going When are you going
教学难点 能在实际情景中灵活运用以及正确的回答
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step1 Warming up 1. Sing a song: What are you going to do 2. Read the words quickly: tonight, this morning, this evening, this afternoon, see a film 3. Free talks: What are you going to do tonight I’m going to … Step2 Presentation 1. Let’s try (1) listen and answer: John is on his way home. He sees Amy. What is Amy going to do ________________ Is there ice cream for John _________________ (2) Proofreading and checking, presenting answers in the courseware. 2．Let’s talk (1) Undertake the Let's try section and introduce dialogue learning. T: What is John going to do next week (2) Watch and answer Presentation questions for courseware：What is John going to do next week Watch the video (3)Proofreading answers： He is going to see a film. (4) About the film, Show the students the post of the film.（Discuss more details about the movie） The name of the film : Travel to Mars What time ——Tuesday. The price is half. 40﹩, Now the half price is 20﹩. Watch it again and answer the other questions Teacher writes on the blackboard Where are they going When are they going (6)Read after the tape and imitate it. (7) Practice with the partner. (8) A report about John’s next weekend plan. John’s cousin is going to ______ John next week. They’re going to _________ and see a film about ________ ________. They are going ________ _________. But next Tuesday is better. Because it’s ______ ________ then. Step 3 Consolidation&Extension 1. Talk about “ What Where When ” 教师示范填写表格 T: Where are you going this weekend S: I’m going to… T: What are you going to do S: I’m going to T: When are you going S: I’m going at… 2. Talk about with your partner and fill in the form. 3. Feedback 4. An exercises: choose “where, what , when” ______ are you going to do I’m going to visit my grandparents. ______ are you going I’m going on Saturday morning. ______ are you going I’m going to my grandparents’ home. Step 4 Summary&Homework 1. Read the dialogue from this lesson three times. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 3 My Weekend Plan 第三课时 Where are you going I’m/ We’re… What are you going to do I’m/We’re.. When are you going I’m/We’re..
教学反思 拓展“周末活动相关词汇”（如 go to the supermarket, draw pictures, read a comic book），结合“动作演示+例句讲解”（如“I’m going to read a comic book this Sunday”）帮助学生理解用法，搭配“词汇匹配”练习巩固。学生对词汇认读掌握较好，但缺乏“词汇+将来时+时间”的综合运用训练，难以完整描述具体周末安排。
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课题：第四课时Part B Let’s learn &Role-play
教学目标 1. 语言能力：能理解并运用两个核心句型，结合地点（cinema, bookstore）、时间（this afternoon, tomorrow）词汇回答；能整合“活动—地点—时间”，完整表达周末计划（如：I’m going to see a film in the cinema this evening.）。 2. 文化意识：了解中西方周末计划中“时间安排”的差异——西方更灵活，中国学生常提前确定时间，通过对话交流理解不同的时间规划习惯。 3. 思维品质：通过“活动—地点—时间”三要素整合计划，培养逻辑表达能力；能根据对方回答主动追问（如知道活动后问“Where ”），提升连贯思维。 4. 学习能力：通过“情景问答”模仿句型语气，主动结合生活场景（如“周末去书店买字典”）编完整对话，提升语言整合运用能力。
教学重点 dictionary的拼写
教学难点 区分what where when并作自由的交流与运用
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 warming up and revision 1.Sing a song: What are you going to do 2. Free talks: talk about your weekend plan（Discuss the weekend plan form filled out in the previous class） Step 2 Presentation&Practice 1. 情境导入 (1) Questions: After John and his cousin seeing the film, where are they going Guess! A. bookstore B. school C. supermarket (2) Listen and check the answer. They are going to the bookstore. 2. Learn the new words (1) present “dictionary” Show them a thick book, listen to the tape. 拆音读：dic—tion—ary Listen and fill in words. (2)Present “ comic book” Show them some comic books. Read after the tape. Spell the words and write them on the board. (3)Present “word book” Show them a word book: “ Is this a dictionary ” “No, it’s a word book.” Spell together: w—or—d b-oo-k (4)Present “ postcard” Show some pictures, can you tell me which one is the postcard Listen to the tape. Spell the word. 3. Practice the words Listen to the tape and read after it. 4. Listen and write the words: 任务书写：John is going to buy a ___________.John’s cousin is going to buy a _______, a ________ and a _______ ______ for his sister. 1.任务展示： Today, Zhang Peng Sarah and Amy are going to the bookstore. John is the shop assistant. What are they talking Listen and answer. What is Zhang Peng going to buy What is Sarah going to buy 2.任务布置： Now you are going to the bookstore. What are you going to buy Let’s perform in the four-student group. 3.Feedback. Step 3 Summary&Homework 1.Read the words and sentences aloud three times. 2.Complete the exercises corresponding to this lesson.
板书设计 Unit 3 My Weekend Plan 第四课时 What are you going to do Where are you going When are you going dictionary comic book word bank postcard
教学反思 聚焦“讨论周末计划细节”，引导学生用“What are you going to do When are you going Who are you going with ”深入交流。小组讨论氛围活跃，但对“计划合理性”的引导欠缺（如未提醒“时间冲突”），且未为词汇薄弱学生提供“活动词汇提示卡”，部分学生对话内容较简单，无法拓展细节。
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课题：第五课时Part B Read and write & Tips for pronunciation
教学目标 1. 语言能力：能读懂短文，提取关键信息（如：Who is going to take a trip When ）；能写出50词左右的周末计划，包含“活动—地点—时间—原因”，语句连贯。 2. 文化意识：通过阅读了解不同国家学生周末计划的差异（如外国学生常安排户外野餐），尊重多元休闲方式，感受“计划与生活习惯”的关联。 3. 思维品质：用“人物—计划—细节”表格梳理阅读信息，培养分类提取信息的逻辑思维；写作中学会“先定主题，再补细节”的表达逻辑，合理使用连接词（and, then）。 4. 学习能力：运用“圈画关键词”辅助阅读，借助范文结构（开头说计划，中间讲细节，结尾说原因）写作，学会同桌互评作文（关注要素完整性、语句通顺度）。
教学重点 学生能够理解短文。
教学难点 完成读后的信息表填空，了解节日文化 。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up and revision Revision 1. Greetings 2. Free-talks: Where are you going next weekend What are you going to do When are you going Step 2 Pr-reading 1. Show the students some pictures and ask: What are these holidays National Holiday Spring Festival Christmas What do your family do on these holidays Give them some hints and choose: Set fire works go shopping get together buy presents have a big dinner. Step 3 While-reading (1) Show them another picture of “Mid-autumn Festival” What holiday is it What do your family do on this holiday (2) Read and answer. The teacher say,This is Wu Bin bin's diary. Let’s read the diary. The teacher's courseware presents the following questions: What are Wu Bin bin's family going to do Students answer questions after reading His family will get together. 讲解will = be going to (3) Read and finish the table. What are Wu Bin bin and Robin going to do What is Wu’s aunt going to do What is Wu’s grandma going to do Check the answers Step 4 Post reading 1. 课文朗读（Listen and Read） (1) Have Ss listen to the tape. Tips: Listen carefully to the recording and appreciate the ups and downs, stress, and pauses in the meaning groups. (2) Listen again and read after the tape.. Tips: Listen to the recording and repeat, listen to the words：lesson dinner tonight tomorrow Voice guidance: word stress (3) Key guidance:Poem F is for family. A is for autumn. M is for moon. I is for “I”. L is for love. Y is for you. Who can read it beautifully. (4) Read the whole poem in pairs. 2.Personalized Writing Activity for Textbooks (1) Discuss with your partner. What are you going to do for Mid-autumn Festival Let the students communicate orally with their desk mates first. The teacher will demonstrate and write the last student's answer under a projector, and then propose one star and two star requirements for personalized writing by the students. (2) Write down your plan. For Mid-Autumn Festival, I’m going to ___________ ____. My partner is going to _______________________________. Step5 Summary&Homework 1. Read the short passage three times. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 3 My Weekend Plan 第五课时 What are Wu Bin bin and Robin going to do What is Wu’s aunt going to do What is Wu’s grandma going to do
教学反思 阅读环节通过“找计划内容”“划时间/人物信息”梳理文本（如介绍他人周末计划），写作环节引导学生模仿写“我的周末计划”。多数学生能完成读写任务，但阅读时对“将来时句型结构”理解不深，写作中仍出现“动词原形遗漏”（如错说“I’m going see a film”）的错误，且文本细节分析不足，学生写作内容多重复，缺乏个性化表达。
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课题：第六课时Part B Let's check & Let's wrap it up & C Story time
教学目标 1. 语言能力：能听、说、读、写单元核心词汇与句型，熟练用“be going to”结构谈论周末计划，实现“词汇—句型—篇章”的连贯表达。 2. 文化意识：了解中西方周末活动差异（如西方侧重家庭休闲，中国学生兼顾学习与兴趣），尊重多元生活方式。 3. 思维品质：通过“活动—地点—时间”梳理计划，培养逻辑思维；结合计划变更场景，提升灵活调整的辩证思维。 4. 学习能力：用“场景联想、生活迁移”记忆词汇，借助思维导图梳理计划要素，主动将知识用于制定真实周末计划。
教学重点 一般将来时的语法要点复习。
教学难点 能在实际情景中灵活运用以及正确的回答。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step1 Warm-up 1. Free talks: What are you going to do When are you going Where are you going Step2 Wrap it up 1.The teacher will write down the three questions mentioned on the blackboard and ask about the characteristics of the general future tense. （1）be going to Review: I am going to/ He/She is going to/ We/They/You are going to… Practice: I _____ going to… He ____ going to see a film. They ____going to watch TV. (2)Adverbial of time：this morning this afternoon this evening tonight tomorrow next week 2. How many sentences can you make （1）Talk about it in pairs. （2）Feedback. 3. Do the exercises on the English book (1) Listen and tick. (2) Fill in the blanks: 1. John is going to ____ _____ ____ tomorrow afternoon. 2. This evening the boy is going to ______ ______ ______ _______. 3. The boy is ______ ______ ______ ______. 4. The woman is going to ____ _____ ____. Step 3 Story Time 1. Watch the video and answer the questions: What is Zoom going to do tomorrow Where are they going to learn 2. Watch it again and learn some new words (1) disturb me (2) be afraid of (3) learn by doing 3. Watch the video and read along 合口读 4.Perform the story. 5.What have your learned from the story A. Go to the swimming pool. B. Learning by doing C.What are you going to do tomorrow Step 4 Summary&Homework 1. Review the key words and sentence patterns in this unit. 2. Complete the exercises corresponding to this lesson.
中小学教育资源及组卷应用平台
板书设计 Unit 3 My Weekend Plan 第六课时 What are you going to do When are you going Where are you going I/ We/ He/She/you/They be going to…
教学反思 Let’s check”通过听力（判断周末计划是否匹配）、选择（将来时句型运用）检测单元知识，精准发现学生对“将来时语法”“计划细节表达”的薄弱点；“Story time”以“卡通人物的周末冒险计划”复习内容，激发学生兴趣。但未针对“be going to”的用法（如否定句、一般疑问句）集中精讲，故事环节也未设计“故事续编”（如“帮角色完善周末计划”）或“角色对话表演”，知识巩固与拓展效果有限。
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课题： Recycle 1第一课时 P32-33
教学目标 1. 语言能力：能听懂、理解并朗读与问路、指路、交通方式及简单帮助相关的对话和表达。能综合运用前三单元所学核心句型。 2. 文化意识：了解基本的交通规则（如红灯停等）和安全意识，并懂得遵守它们的重要性。初步培养乐于助人的意识，体会到帮助他人带来的积极情感体验。 3. 思维品质：通过观察图片、地图，预测故事发展，分析箭头等符号的含义，培养观察与预测能力。 4. 学习能力：在听力活动中，能根据指令（如Listen and circle）捕捉关键信息。
教学重点 巩固和拓展第一、二、三单元的主要知识点。
教学难点 根据提示语言猜想故事。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Chant. Teachers and students chant together, or chant in a question-and-answer format, such as: Where is the post office Next to the hospital. Where is the hospital Next to the cinema. Where is the cinema Next to the bookstore. Where is the bookstore Go straight ahead. 2. Review the four-command words from Unit 1 and Unit 2. The teacher will say a word, and the students will spell it. Rewards will be given to students who write the word quickly and accurately. For example: by foot taxi bus train subway ship stop science museum post office hospital cinema bookstore crossing slow turn right left straight down 3. Teachers and students engage in daily conversation practice. For example: T: Excuse me. Is there a cinema near here S: Yes, there is. T: Where is the cinema, please S: It’s next to the hospital. T: How can I get there S: Go straight and turn left at the hospital. T: Thank you. S: You’re welcome. Step 2 Presentation Recycle 1 P32 - 33 1. T: Wu Bin bin is going to visit his grandparents. Guys, let’s go and have a look. The teacher shows a compass and asks the students how to read and write in the four directions of east, west, north, and south. The teacher then asks the students to stand up and face north, and informs them of the directional rules: "Up north, down south, left west, right east". The teacher guides the students to watch the pictures in the Listen and circle section, and state the meaning represented by the pictures. Then, the recording of this section is played, and the students select the corresponding pictures. The teacher plays the recording while checking the answers. Students complete the fill in the blank exercise based on the listening content just now. Students with questions, listen to this recording againUnit 4 I Have a Pen Pal 课题：第一课时Part A Let’s learn & do a survey
教学目标 1. 语言能力：能准确认读、发音并拼写单元基础兴趣词汇（如 reading books, playing football 等），能将词汇与对应活动场景匹配，为句型运用奠定词汇基础。 2. 文化意识：通过词汇所关联的兴趣活动（如中西方常见休闲方式），初步感知不同文化中兴趣爱好的共通性，培养对多元生活方式的认知。 3. 思维品质：在“词汇-场景”匹配过程中，建立“概念-具象”的关联思维，能根据词汇含义联想对应活动画面，提升形象思维能力。 4. 学习能力：学会利用“图片联想”“动作模仿”等方式记忆词汇，主动通过同桌互考、词汇分类（如运动类、休闲类）强化记忆，提升词汇学习效率。
教学重点 掌握五个动词的ING形式。突破方法：教师讲解，学生仔细现察， 小组合作交流，突破重点。
教学难点 完成采访报告练习。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. The teacher weaves sentence patterns into the form of chants and leads students to rap: What are your hobbies What are your hobbies Dancing and singing, dancing and singing, I like dancing and singing. What are her hobbies What are her hobbies Reading stories and playing sports. She likes reading stories and playing sports. What are his hobbies What are his hobbies Climbing mountains and drawing cartoons. He likes climbing mountains and drawing cartoons. 2. Divide the students into two groups, and each group will take turns sending a representative to the stage to draw cards and perform the actions on the cards. The other students in this group will use the He/She likes... sentence pattern to guess the content on the cards. If they guess correctly, they will receive one point. Two groups take turns to see which group has the highest score. Step 2 Presentation Let’s learn 1. The teacher performs dance movements and asks the students: What am I doing Student answer: You're dancing. Teacher says: Yes, I am dancing. I like dancing. Teacher shows many dance pictures, teaches to read the verb dancing and writes it on the board. Students should pay attention to the spelling of 'dancing' when spelling, guide them to compare 'dance' and 'dancing', and come to the conclusion that the 'ing' form of 'dance' is to first remove the 'e' at the end that is not pronounced, and then add 'ing'. Teachers can present more similar words and ask students to try writing the v-ing form. 2. Teacher performing singing movements: What am I doing Student answer: You're singing. Teacher says: Yes, I am singing. I like singing. Teacher writes on the board and guides students in spelling. 3. The teacher took out a storybook and did the act of reading. What am I doing Student guess: You're reading stories. Teacher says: Yes, I am reading stories. I like reading stories. Teacher writes reading stories on the board 4. The teacher took out a soccer ball and asked the students: What's this Guide students to answer: It's a football. The teacher says: I like playing football. Then the teacher writes playing football on the board 5. The teacher shows a picture of doing kung fu and asks: What is he doing Guide students to answer: He is Do Kung Fu. The teacher writes on the board and the students spell. 6. The teacher presents the ing forms of five verbs and asks the students to state the original forms of these verbs. For example: dance— dancing singing—sing reading—read playing —play doing—do Teachers should appropriately teach the rules for changing the form of the verb 'ing': ① In general, adding 'ing' directly after the verb, such as' work working 'or' study studying '. ② The - e ending of a verb that is not pronounced should be added with an 'ing', such as' take taking 'or' make making '. ③ Verbs that end with a stressed closed syllable and only have one consonant letter at the end should be written with two letters at the end of the word, followed by 'ing'. For example: cut-cutting, put-putting, begin-beginning ④ For verbs ending in - ie, change ie to y and add ing. For example: lie ling, tie ting, die ding. 7. The teacher compiles the learned verb phrases and related sentence patterns into a chant form for practice, such as: Hobby, hobby, what’s your hobby Hobbies, hobbies, what are your hobbies Dancing ,dancing, I like dancing. Sing, sing, I like singing. Reading, reading, reading stories. Playing, playing, playing football. Doing, doing, doing kung fu. The teacher plays the recording of the 'Let's learn' section and the students repeat it. After the students become proficient, the teacher guides them to read aloud while performing actions. 8. Teachers demonstrate writing four phrases and students imitate them. Do a survey 1. Students collaborate and exchange to complete the interview report for the Do a Survey section. Students bring pen and paper to conduct a survey within the group and ask each other: What are your hobbies After the investigation is completed, representatives from each group will take the stage to report the investigation results:... student like... can also give their name, such as... and... like... If class time is not enough, the investigation activity can be carried out after class and reported in the next class. Teachers guide students to create a simple survey form and fill it out while conducting the survey. 2. After the investigation is completed, the teacher can suggest that the publicity committee summarize the results, make them into posters, and post them behind the classroom to facilitate communication and activities among students with common interests and hobbies, as well as to facilitate the development of class activities. 3. Divide the whole class into several groups, and the teacher will softly say a sentence to the first student in each group, such as "I like singing and doing kung fu". The first student in each group will pass this sentence softly to the opposite student, and pass it on in turn. The last student will loudly say the sentence they heard, and compare which group can pass it on quickly and accurately. Step 3 Consolidation&Extension Students ask each other about their hobbies. Step 4 Summary&Homework Summary: Teachers and students jointly summarize the learned phrases and sentence patterns. Assignment: 1 Recite and copy the four vocabulary words from this lesson. 2. Investigate the hobbies of family members and report in the next class.
板书设计 Unit 4 I Have a Pen Pal 第一课时 dancing singing reading stories playing football doing kung fu What are your hobbies I like reading stories. I also like singing and doing kung fu.
教学反思 聚焦兴趣爱好相关词汇，借助“单词卡片+动作演示”，如展示“football”卡片并做踢球动作，帮助学生建立词汇与意义的联系。利用“单词抢答”游戏，激发积极性，学生课堂参与率超90%，词汇认读准确率达85% 。但部分动词变ing形式规则（如“write - writing”）学生易出错，后续需专项练习。
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中小学教育资源及组卷应用平台
课题：第二课时Part A Let’s try & Let’s talk
教学目标 1. 语言能力：能听懂关于个人兴趣的简短对话，熟练运用核心句型进行问答，正确掌握“like + 动词-ing”结构，语音语调自然流畅。 2. 文化意识：在“询问同伴兴趣”的互动中，了解身边同学的兴趣差异，学会尊重他人不同的爱好选择，培养包容的交往态度。 3. 思维品质：在句型替换练习（如替换不同兴趣词汇）中，培养逻辑迁移思维，能灵活将新学词汇融入核心句型，提升语言运用的灵活性。 4. 学习能力：在听力感知、分角色朗读环节，主动关注句型结构和发音细节；在真实对话创编中，学会根据同伴回应调整表达，提升交际应变能力。
教学重点 掌握句型 What are Peter’s hobbies He likes reading stories.突破方法：朗读课文，进行替换练习，突破重点。
教学难点 在实际情景中正确运用句型He/She likes ...突破方法：熟练朗读课文，进行情景对话，突破难点。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm up 1. The teacher presents a picture of a verb phrase and asks the students to perform an action and say the phrase based on the content of the picture. Then, they can transcribe these phrases and ask several students to demonstrate writing on the blackboard. For example: visit my grandparents, see a film, take a trip, go to the supermarket 2. The teacher plays the song 'My New Pen Pal', and the students listen quietly to feel the melody. The teacher explains appropriately what the students do not understand, such as' Pen Pal '. Then the teachers and students learn to sing along with the music, and finally sing together. Step 2 Presentation A Let’s try Teachers guide students to look at problems and mark key words in the questions. Then play the Let's try question and listen to the recording. Answer the question: ( ) Peter likes basketball. ( ) Peter isn’t tall. The teacher checks the answers, plays the recording again, and asks the students to find the key sentences from the recording to answer the question, trying to make the students understand the original recording as much as possible. A Let’s talk 1 T: From let’s try, who is Zhang Peng’s pen pal S: Peter. T: Do you want to know more about him S: Yes. T: Zhang Peng is talking with Oliver about Peter. Let’s listen to the tape. The teacher plays the recording of the Let's talk section while the students listen attentively. 2. The teacher presents a teaching poster for the Let's Talk section and creates a storybook that says: I like reading stories. What are my hobbies Guide students to answer 'You like reading stories'. The teacher points to Peter in the teaching poster and asks,' What are Peter's Hobbies ' Guide students to answer: He likes reading stories. Teacher writes on the board and teaches to read: What are Peter's Hobbies He likes reading stories. Pay attention to the plural form of hobby. It can be practiced in the form of a chant. For example: T: Hobby, hobby, what’s your hobby S: Hobby, hobby, what’s your hobby T: Hobbies, hobbies, what are your hobbies S: Hobbies, hobbies, what are your hobbies Students engage in question and answer exercises with people around them. The first student in each group stands up, and the other group members ask: What are... their hobbies The student's group answered: He/She likes reading stories Teachers should explain grammar appropriately. In the present tense, when the subject is in the third person singular, the verb should use its third person singular form. The verb after 'like' should be in the form of 'v-ing'. 3 T: Does Peter have other hobbies Listen to the tape again and find out what are Peter's Hobbies. The teacher plays the recording of the Let's talk section again, and students identify the relevant information points of the problem and draw the words or sentences they don't understand. The teacher checks the answers and answers questions. Focus on explaining do kung fu, singing, etc. You can play a video of kung fu to help students understand do kung fu. 4. The teacher plays the recording of the Let's talk section, and the students repeat it. After the students become proficient, they will read the text aloud in different roles. 5. The teacher presents a series of verb phrases, such as: playing sports, climbing mountains, listening to music, watching TV, playing the pipa, drawing cartoons. Students will read aloud and answer questions, and then the teacher will lead the reading. Each group can have a relay competition. For example: T: What are your hobbies S1: I like playing sports and music. What are your hobbies S2: 1 like climbing mountains and listening to music. What are your hobbies S3: I like listening to music and watching TV. S4: I like watching TV and playing the pipa. What are your hobbies S5: I like playing the pipa and drawing cartoons. What are your hobbies S6: I like drawing cartoons and flying kites. What are your hobbies … 6. Divide the students into groups of six and discuss their new friends and hobbies as follows: S1: My best friend is Nu Wei. S2: What are his hobbies S1: He likes flying kites. What are your hobbies Teachers can first demonstrate and practice with two students. 7. The teacher demonstrates writing four sentences, and the students imitate them. Step 3 Consolidation&Extension 1. The teacher invites six or seven students to stand in a row on stage and play the game of connecting dragons together. The rules are as follows: The first student A Take a step and say: I like... then return to the original position. The second student B takes a step and says: A likes... I like... then returns to the original position. The third student C takes a step and says: A likes... B likes... I like... then proceeds in sequence 2. The teacher shows some celebrity photos, such as athletes, singers, mountaineers, etc. Students will answer questions based on the content of the pictures. For example: S1: He likes singing. S2: He likes running. S3: He likes climbing mountains. S4: She likes dancing. … 3. Complete the matching exercises in the activity manual Step 4 Summary&Homework Summary: Teachers and students review the content of this lesson together. Assignment: 1 Students read the content of Let's talk to their parents or friends. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 4 I Have a Pen Pal 第二课时 playing sports climbing mountains listening to music watching TV playing the pipa drawing cartoons What are Peter’s hobbies He likes reading stories.
教学反思 围绕“介绍笔友兴趣爱好”展开，先播放对话视频让学生感知核心句型“What are...’s hobbies He/She likes...”。通过“角色扮演”，学生代入角色对话，大部分能流畅交流；但在拓展表达笔友更多信息时，少数学生语言储备不足，交流卡顿，后续要补充更多语料。
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课题：第三课时Part B Let’s learn & Listen, match and say
教学目标 1. 语言能力：能熟练掌握 4 个拓展兴趣词汇（如 cook Chinese food, go hiking 等），准确运用“He/She likes...”句型描述他人兴趣，清晰区分“like”与“likes”的人称对应关系。 2. 文化意识：通过“cook Chinese food”等带有文化特色的词汇，感知本土文化元素在英语表达中的体现，同时了解“go hiking”等西方常见休闲活动，增强文化认同感与国际视野。 3. 思维品质：在三单变化学习中，建立“人称（第三人称单数）-动词形式（likes）”的逻辑关联，能通过对比“I like”与“He/She likes”，提升语法规则的归纳思维。 4. 学习能力：借助“实物/图卡”“笔友兴趣配对游戏”等工具和活动，主动探索词汇与三单句型的结合运用，学会在游戏中巩固知识，提升自主学习趣味性。
教学重点 掌握四个单词的第三人称单数形式。突破方法：仔细观察单词，小组合作，读写造句，掌握重点。
教学难点 掌握动词第三人称单数形式的变化规则。突破方法：教师讲解，学生练习变换动词，突破难点。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. The teacher presents a verb phrase to a student who performs the corresponding action and is not allowed to speak. The other students are divided into six groups and participate in a guessing competition. The group that guesses the most correct phrase will receive a reward. 2. Teachers and students use word cards for question and answer exercises. For example: T: What is your hobby S: I like reading stories. T: Does your uncle live in Beijing S: No, he doesn’t. T: Where does he live S: He lives in Changsha. T: Does your uncle like doing sports S: Yes, he does. Step 2 Presentation Let’s learn 1. The teacher was playing a word puzzle game with a student and said, 'I do word puzzles. What does Chen Jie do ' Guide students to answer: Chen Jie does word puzzles, too. The teacher writes on the board and teaches to read the word 'does'. The suffix 'es' can be marked with another colored pen and the verb prototype' do 'can be written next to it. T: How do you go to school S: I go to school on foot. T: Does your father go to work on foot S: No, he doesn’t. T: How does he go to work S: He goes to work by bus. 2. Teachers guide students to answer 'He goes to work by bus'. The teacher writes on the blackboard and teaches to read the word 'go'. The suffix 'es' can be marked with another colored pen and the verb' go 'in its original form can be written on the side. Teachers guide students in spelling words. Guide students to compare the original verb form and the third person singular form, and use these two forms to make sentences to deepen their impression, so that students can gradually master them through comparison. For example: I go to work by bike. He goes to work by bike. 3. The teacher showed a picture of making Chinese food and said, 'Look!'! Chen Jie’s pen pal cooks Chinese food for her, Then write on the board and teach to read the word 'cook'. Mark the suffix 'es' with a different colored pen and write the verb' cook 'in its original form on the side. 4. Teacher holding an English book asks: Do you like studying English Student answer: Yes, we do. The teacher said: John's pen pal studies in Chinese. The teacher writes on the board and teaches to read the word 'studies'. The suffix' es' can be marked with another colored pen and the verb prototype 'study' can be written on the side. 5. The teacher placed four verb phrase cards on the podium, and the students were divided into four groups. Each group sent a representative to run up to the podium, collect the cards, and then run back to the group to read the phrases. 6. The teacher asks students to compare the second person singular form of verbs with their original form, and guides them to summarize the rules for changing the third person singular form of verbs. ① What is second person singular: Second person singular refers to a person, not you or me. ② The rules for changing the third person singular form of verbs: 7. The teacher plays the recording of the 'Let's learn' section and the students repeat it. 8. The teacher mixed the word cards in this section together and quickly showed them to the students, who answered quickly. Then the desk mates practiced Q&A exercises in the form of driving a train. 9. Teachers demonstrate writing four words, while students imitate. Step 3 Consolidation&Extension Listen, match and say 1. The teacher asks the students to first look at the picture, mark the corresponding names and verb phrases next to the picture with a pencil, and then play the recording of the Listen, Match, and Say sections. The students match the names and verb phrases based on the recording, and the teacher plays the recording again to check the answers. The third recording is for students to repeat, and then students and their partners can practice dialogue freely. Finally, the teacher asked the students to erase their names and verb phrases and perform the dialogue loudly. The teacher asked the students to transcribe words, such as' she ',' by ',' goals', 'bus',' work ',' to ', and then the students combined the above words into sentences, such as: She goes to work by bus. 2. The teacher said that when students write the third person singular form of the verb in its original form, they can ask two students to write it on the blackboard. Pay attention to giving students a certain amount of reaction time and not putting too much pressure on them. Step 4 Summary&Homework Summary: Summarize the key knowledge learned in this lesson. Assignment: 1. Describe your friend's daily life in English. 2. Recite and copy the four vocabulary words from this lesson.
板书设计 Unit 4 I Have a Pen Pal 第三课时 do—does cook—cooks Does he live in China No, he doesn’t. He lives in Australia, but he studies Chinese
教学反思 拓展新兴趣爱好词汇，结合真实生活场景图片，如“do word puzzles”配益智游戏画面，帮助理解。开展“词汇接龙”活动巩固，学生参与度高；但“go hiking”“do kung fu”等短语连读发音，部分学生掌握困难，需加强语音示范。
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课题：第四课时Part B Let’s try& Let’s talk
教学目标 1. 语言能力：能听懂关于他人兴趣的对话内容，准确运用目标句型询问并回应，熟练使用“his/her”区分第三人称性别，确保三单句型运用无误。 2. 文化意识：在“笔友兴趣调查”活动中，接触不同国家笔友的兴趣爱好（如外国笔友喜欢的运动、休闲方式），初步理解跨文化背景下兴趣的多样性，培养跨文化交际的敏感度。 3. 思维品质：在对话交流中，能根据对话对象（他人）快速切换人称代词和动词形式，培养“语境-语言形式”的对应思维，提升语言表达的准确性。 4. 学习能力：在小组合作中，主动倾听同伴的对话内容，及时发现并纠正自身在三单句型或人称代词使用上的错误，学会借助同伴反馈优化语言输出。
教学重点 灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。
教学难点 在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Play the song 'My New Pen Pal' and sing it together with the teacher and students. 2. Teachers and students engage in daily conversations. For example: T: Where are you from S: I’m from China. T: What do you do on Sundays S: I often read books. T: How do you go to school S: I go to school by bike. T: Do you go to school by subway S: No, I don’t. T: Do you have a pen pal S: Yes, I do. Step 2 Presentation&Practice Let’ s try The teacher first guides the students to look at the questions, then plays the recording of the Let's try section, and the students answer the questions. The teacher plays the recording again and asks the students to identify the key information for answering the question and verify the answers. Finally, have students listen to the text repeatedly, try to understand the original text, and repeat it. Let’s talk 1. The teacher asked a student to introduce information about their pen pal, such as: I have a pen pal. She lives in Beijing. I live in Shantung. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails. Based on this student's introduction, the teacher asked other students: Does his pen pal live in Beijing/Shantung Help students answer: Yes, he/she does./No, she doesn't. She lives in... Teacher writes on the board and teaches the sentence pattern: Does he/she live in Yes, he/she does./No, she doesn’t. 2. Teachers use word cards to guide students in substitution exercises. For example: Does he live in the city Does she live in the country 3. The teacher presents a simple word puzzle game and teaches the students to play. After the students finish, the teacher says: 'These are word puzzles.' The teacher writes on the board and teaches the word word puzzles. Pay attention to the pronunciation of word puzzle in words, using the splitting method: puzzle. Teacher: Do you like doing word puzzles Guide students to answer: Yes, I do 4. Teacher shows hiking pictures and asks: What are they doing Guide students to answer: They are going hiking. The teacher writes on the board and teaches the word 'go hiking'. Teachers can provide appropriate explanations and extensions. Continuing question: Do you like going hiking Guide students to answer: Yes, I do./No, I don't 5. Teacher asks a student: Do you like doing word puzzles and going hiking Student answer: No, I don't. Teacher asks the whole class: Do you like doing word puzzles and going hiking Student answer: Yes, he/she does./No, she does not. Teacher's blackboard sentence: Does he like doing word puzzles and going hiking Yes, he/she does./No, she doesn’t. 6. The teacher plays the recording of the Let's talk section and asks the students to listen to the recording twice with questions before answering them. ① What do the two Johns like ② What is Wu Bin bin doing ③Where does Wu Bin bin's pen pal live Teachers guide students to answer questions and provide answers. Play the recording again, students will follow along, then the two desk mates will practice the dialogue in different roles, and finally select a few students to perform the dialogue on stage. 7. The teacher demonstrates writing four sentences, and the students imitate them. Step 3 Consolidation&Extension 1. The teacher prepares some cards with names written on the front and verb phrases or addresses written on the back, such as watch TV, read newspaper, Shanghai, etc. Please ask a student to come on stage and draw a card. The student will show the contents of the card on both sides to other students. Then, ask another student to only look at the front and ask: "Do you have your uncle/count like watching TV Does your uncle/aunt live in... Other students answer with 'Yes, he/she does. No, he/she doesn't. 2. The teacher asked the students to fill in their personal information on the card. Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________. Please have a student take a card from a pile of cards on stage and tell the students in the audience: It's a boy/girl. Divide the students into two groups and take turns asking questions, such as: Does he/she like drawing pictures Does he/she go to school by bus Wait, let's see which group guesses who the person filling out the card is first. 3. Students are divided into groups to discuss their interests and hobbies, and then complete the exercises under Let's Talk. Step 4 Summary&Homework Summary: Summarize the key and difficult sentences learned in this lesson. Assignment: 1. Have students listen to recordings of the Let's try and Let's talk sections and actively communicate with others. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 4 I Have a Pen Pal 第四课时 word puzzles go hiking Does he/she live in… Yes, he/she does. No, he/she doesn’t. Does he like doing word puzzles and going hiking Yes, he does./No, he doesn't.
教学反思 以“询问笔友生活及爱好细节”为话题，引导学生观察插图预测内容，再通过小组合作梳理对话逻辑。重点操练一般疑问句“Does he/she... ”及回答，学生能在模拟情境问答；不过在自由交流环节，部分学生语法运用不熟练，需强化练习。
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课题：第五课时Part B Read and write Let’s check Let’s wrap it up
教学目标 1. 语言能力：能快速读懂笔友介绍类短文，精准提取姓名、兴趣等关键信息；能撰写 50 词左右的笔友介绍，正确运用三单句型、单元词汇，保证语句连贯、语法正确。 2. 文化意识：通过阅读和写作不同文化背景笔友的介绍（如外国笔友的兴趣、生活习惯），深入了解中外青少年兴趣爱好的共性与差异，提升跨文化理解能力。 3. 思维品质：在阅读信息梳理（表格整理）中，培养“提取-归纳”的逻辑思维；在写作构思时，能按“基本信息-兴趣特点”的结构组织内容，提升有条理表达的思维能力。 4. 学习能力：掌握“表格梳理信息”“范文仿写”等阅读和写作技巧，在同桌互评中学会客观分析写作问题并自主修改，提升自主学习与反思能力。
教学重点 熟练掌握Read and write部分的短文内容。突破方法：反复朗读，认真听老师讲解，突破重点。
教学难点 掌握句子在发音上的重读技巧。突破方法：创设情景，进行表演，突破难点。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. The teacher presents word cards for "cooks," "studies," "does," and "goes," and asks students to state their verb forms according to the third person singular change rule. The teacher presents pictures of cooks Chinese food, studies Chinese, does word puzzles, and goes hiking, and asks students to give affirmative or negative answers based on the content in the pictures. For example: T: Does he cook Chinese food S: No, he doesn’t. T: Does he study Chinese S: Yes, he does. 2. Students and their partners complete the interest and hobby exercises in the Read and Write section together. The teacher pays attention to supervising students to use the language they have learned as much as possible for question and answer exercises, and fill them in the book. Finally, please have a few students report. For example: I like singing and dancing. But John doesn’t. He goes hiking every weekend. He does word puzzles. He likes it very much. … Step 2 Presentation Read and write 1. The teacher presents the teaching poster for the Read and Write section and divides the students into four large groups. Each group is responsible for a reading task, and a group leader is selected to organize it. The specific tasks are as follows: ① Read the poster content; ② Summarize the keywords for the poster; ③ Summarize the time, location, person, and contact information; ④ Report in a simple and clear manner. 2. The whole class held a report meeting, listing the key information of each poster on the blackboard, and students drew the corresponding key information on the book. 3. Students independently complete the exercises for the Read, Answer, and Write sections, and the teacher verifies the answers. 4. The teacher plays the recording of the Read and Write section, and the students follow along. The teacher explains the parts that the students do not understand appropriately. The writing requirements for posters can be appropriately expanded, such as being concise and clear. Each group reads aloud the content of the poster they are responsible for. 5. Students complete an advertising exercise designed for the culinary club. The teacher verifies the answers and then reads the advertisement aloud, paying attention to tone, movement, and other aspects. Finally, a few students are asked to come on stage and read the advertisement aloud. 6. The teacher asked the students to read aloud the sentences in the Tips for pronunciation section, and then played the recording of this section. The students listened quietly and felt the difference between their own reading and the recording. The teacher combines the techniques of emphasizing words in pronunciation learned in Unit 3 to teach the techniques of emphasizing sentences in pronunciation. Teacher demonstration reading. Let’s wrap it up 1. Students read the short article on Let's wrap it up and draw all the verbs in the text. 2. The teacher reads the passage aloud, and when they come across a verb, the students follow it to check the verb in the text. 3. Students will use the example of 'loves love' to make a similar transformation of the drawn verb and fill it in the book. The teacher checks the answers. 4. The teacher then leads the students to read the short passage aloud. Step 3 Consolidation&Extension Let’s check 1. Teachers guide students to look at the pictures and guess which topics the pictures may involve. Then play the recording of the Let's check section, and students will select images that match the recording based on its content. 2. Play the recording twice again and students complete the fill in the blank exercise. 3. The teacher checks the answers and pays attention to whether the students are using the correct verb forms. Students listen to the recording repeatedly and try to understand the conversation as much as possible. Step 4 Summary&Homework Summary: Summarize the key knowledge learned in this lesson. Assignment: 1. Have students read the recording of the Read and Write section to their parents or friends. 2. Create posters based on your hobbies
板书设计 Unit 4 I Have a Pen Pal 第五课时 Shall we dance See you on the playground. We can share.
教学反思 以“写短文介绍笔友”为任务，分析范文结构后，通过“填空补全短文→模仿写作→独立创作”步骤指导。多数学生能完成80词左右短文，介绍笔友基本信息和爱好；但部分学生存在拼写错误、语句不通顺问题，需加强写作批改与指导。
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课题：第六课时Part C Story time
教学目标 1. 语言能力：能完整理解故事内容，用简单英语复述故事核心情节（如角色的笔友兴趣、交流过程）；能结合故事场景，灵活运用单元句型和词汇进行对话拓展。 2. 文化意识：从故事中感受笔友交往的友好氛围，理解跨文化交际中“主动分享、礼貌询问”的沟通礼仪，培养积极、友好的跨文化交往态度。 3. 思维品质：在分析故事角色对话时，梳理“询问兴趣-回应兴趣”的语言逻辑，提升情节理解与因果推理思维；在结合故事复习三单知识时，强化知识的整合思维。 4. 学习能力：借助动画资源辅助故事理解，学会通过场景联想记忆语言知识；在小组讨论故事内容时，主动表达观点、倾听他人想法，提升合作学习与表达能力。
教学重点 能够理解故事。突破方法：采用拆分法，进行片段教学，突破重点。
教学难点 能自如表演故事，能自编故事。 突破方法：教师示范，学生模仿，反复听录音，反复练习，突破难点。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Divide the students into several groups and review the four vocabulary words in this unit. The teacher reports a four word word, such as' hobby '. Students in each group strive to be the first to stand up and spell the word correctly. The group that correctly spells the word first wins one point. See which group is the top scorer. 2. Male and female students are grouped together. Men and women stand up in turn, and each person says a sentence related to the topic of this unit, but cannot repeat the sentence previously said by a classmate. Students who can speak sentences leave their seats and line up according to gender, and finally see which male or female line is longer. 3. Teachers and students engage in daily conversations. T: Do you like reading stories SS: Yes, we do. T: Yesterday I read a story, but I didn’t understand. Can you help me S: OK. Step 2 Presentation&Practice Story time 1. The teacher presents a wall chart of the Story time section to help students understand the main idea of the story. Then, the students are divided into six groups, and a group leader is selected from each group. The group leader organizes a group discussion on a segment of the story, and finally asks each group representative to read the story in order, find birth words, and tell the story of each segment. Teachers can help students understand the meaning of unfamiliar words by using certain actions to aid their comprehension and memorization. The teacher weaves together the entire story to allow students to perceive it as a whole. 2. Each group shall assign a representative to summarize the main idea of the read fragments using simple and clear words or sentences, and write them in order on the blackboard, with arrows connecting the fragments. 3. The teacher plays the recording of the Story time section, and the students repeat it repeatedly, imitating the pronunciation and intonation, and feeling the story context. Please have a student with a good foundation in English and a teacher partner to demonstrate and read the story aloud. Then the good group is responsible for rehearsing the story fragments of each group, which can be transformed into simple dialogues and presented with actions. Step 3 Consolidation&Extension 1. The team leader is responsible for designing a short story for each group and conducting rehearsals. Performers are required to perform to the best of their ability, and members provide suggestions to optimize the story and performance. Then each group performs on stage, and the teacher evaluates from multiple perspectives. 2. Do supporting exercises for the Southern New Classroom Step 4 Summary&Homework Summary: Summarize the key knowledge learned in this unit. Homework: 1. Read the story from the Story time section aloud to plete the exercises corresponding to this lesson.
板书设计 Unit 4 I Have a Pen Pal 第六课时 Every day the squirrels have to give the Monkey King gifts. It was really bushy! Zip liked his new tai1 and so did all the other squirrels. So from that day on all squirrels’ tails were bushy.
教学反思 Let's check”通过听力、笔试检测知识掌握，整体正确率75%，薄弱点集中在第三人称单数动词形式运用；“Story time”借助动画、配音助学生理解故事，学生能复述大意，但对故事蕴含的“通过爱好交友”主题理解深度不一，需引导深度思考。
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Unit 5 What does he do？ 课题：第一课时 Part A Let’s learn Listen, match and say
教学目标 1. 语言能力：能听、说、读、写5个基础职业词汇（pilot, coach, scientist, fisherman, businessman），发音准确（如“scientist”/ sa nt st/），能将词汇与职业场景图匹配，并用“He/She is a...”简单表达职业。 2. 文化意识：初步感知不同职业的社会价值（如scientist推动科技进步），了解“fisherman”与沿海地域、“pilot”与航空行业的关联，理解职业与生活环境的关系。 3. 思维品质：能按“户外工作/室内工作”对职业词汇分类（如fisherman→户外，scientist→室内），培养逻辑归类思维。 4. 学习能力：借助“职业制服图+工作动作模仿”记忆词汇（如做“开飞机”动作记pilot），通过同桌互考词汇拼写，提升自主记忆能力。
教学重点 掌握Let’s learn部分的四会单词和词组。
教学难点 正确书写四会单词并掌握单词factory worker, postman, businessman, police, officer的发音。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Teachers use multimedia courseware to present professional pictures of characters, and students practice what does he do Sentence structure. For example: S1: What does he do S2: He is a businessman. S1: What does she do S2: She is a head teacher. S1: What does your mother do S2: She is a singer. S1: What does your father do S2: He is a doctor. … 2. Divide the whole class into several columns and stand up. The teacher randomly selects a career card, and the first student in each column reads out the words on the card and makes a simple statement, such as' businessman '. My father is a businessman. Then stand at the end of the line. If you cannot express it correctly, you will be eliminated. The teacher draws another card, and the next first student says the sentence, and so on. 3. What do you want to do when the teacher plays a song The first time, students listen attentively and feel the melody. The teacher explains the parts that the students do not understand appropriately, and then plays the song repeatedly. The teacher and students sing loudly together. Step 2 Presentation Let’s learn 1. The teacher holds a photo of a factory worker and asks: What does she do Guide students to answer: She is a factory worker. The teacher will write on the board and teach to read the phrase 'factory worker'. Pay attention to the pronunciation of the words' factory 'and' worker ', and use the split sound pinyin method to teach reading: table, work er. The teacher demonstrates reading aloud, guiding students to observe the teacher's mouth shape and pay attention to imitation. The teacher teaches reading from slow to fast. After the student's pronunciation is more accurate, the following methods can be used to practice: Factory, factory, F-A-C-T-O-R-Y, factory Worker, worker, W-O-R-K-E-R, worker factory worker, factory worker 2. The teacher took out a photo of a postman and asked, 'What does he do ' Guide students to answer: He is a postman. The teacher writes on the board and teaches to read the word postman. The word postman can be taught using the splitting method. Male and female students use the learned sentence patterns alternately for question and answer exercises, such as: Girls: What do you do Boys: I am a postman. Boys: What do you do Girls: I am a postman. 3. The teacher asks a student to perform as a businessman and asks them: What does he do Student answer: He is a businessman. The teacher writes on the board and teaches to read the word businessman. 4. The teacher shows a photo of a police officer and asks: What does she do Guide students to answer: She is a policy officer. The teacher writes on the board and teaches the phrase 'policy officer'. Teacher asks a student: Is your father a postman Guide students to answer: No, he isn't. The teacher continues to ask: Is your father a police officer Student answer: No, he is not. Teacher asks again: What does he do Student answer: He is a/an 6. The teacher plays the recording of the Let's learn section, and the students listen quietly first, paying attention to the pronunciation of the words carefully. Then, the sound is played repeatedly, and the students repeat it. Step 3: Practice Listen, match and say 1. The teacher plays the recording of the Listen, Match, and Say section and asks the students to match the corresponding information. The question is as follows: Chen Jie’s mother police officer Ge Nan’s father postman Zhou Jia’s mother factory worker Liu Qian’s father businesswoman Students practice well, and teachers check their answers. Then the teacher and a student demonstrate a dialogue, and finally the students engage in dialogue exercises on this part of the information, encouraging them to use the language they have learned freely, such as: T: Is Chen Jie’s mother a police officer S: No, she isn’t. T: What does Chen Jie’s mother do S: She’s a businesswoman. 2. Divide the students into two groups - sit back to back, ask questions to the group members about the content of the Listen, Match, and Say sections, and have the group members pete in this way to see who answers quickly and well. Sentence patterns such as: S1: What does Ge Nan’s father do S2: He’s a police officer. 3. The teacher presents a professional picture and the students say the corresponding words, or the teacher says the words and the students point out the corresponding pictures. Step 4 Consolidation and extension Role play Step 5 Summary&Homework Summary: Teachers and students review the content learned in this lesson together. Assignment: 1 Recite the words from the Let's learn section. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 5 What does he do 第一课时 factory worker postman businessman police officer Is your father a postman No, he isn’t. What does he do He’s a businessman.
教学反思 围绕“职业名称”核心词汇（如“doctor”“cook”“scientist”）展开，通过“职业图片匹配单词+真人职业视频片段”帮助学生建立认知，搭配“职业猜猜猜”游戏（描述工作内容猜单词），学生当堂认读正确率超85%。但“pilot”“coach”等发音较复杂的单词，部分学生易混淆尾音，需通过拆分音节、慢速跟读强化。
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课题：第二课时Part A Let's try & Let's talk
教学目标 1. 语言能力：能听懂关于职业的简短对话，熟练运用核心句型询问并回答他人职业，正确使用第三人称单数助动词“does”，语音语调自然（提问用升调，回答用降调）。 2. 文化意识：在“询问家人职业”的互动中，了解不同家庭的职业分布，尊重各行各业的劳动者，摒弃“职业有高低”的偏见。 3. 思维品质：在句型替换练习（如替换不同职业词汇）中，建立“疑问句型-回答句型”的逻辑对应思维，能快速根据提问匹配正确回答。 4. 学习能力：通过分角色朗读对话，主动模仿语音语调；在真实场景（如“介绍家人职业”）中运用句型，提升语言交际的主动性。
教学重点 掌握四会句型What does your father/mother/he do He/She is a/an...
教学难点 能够听、说、认读拓展句型What are you going to be I am going to be a/an...
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1Warm-up 1. The teacher introduces the theme of the profession in this lesson by reviewing the vocabulary related to the profession previously learned. The teacher placed props related to professions such as chalk, white coats, and baseball on the table, and had students take turns guessing or discussing the names of professions associated with them. The teacher provides the answer and asks the students to read along. 2. Teachers review old words through the form of "giving commands themselves and students doing actions". For example: Act like a teacher Step 2: Presentation Let’s try The teacher guides the students to read the Let's try section in the textbook, plays the recording, and the students listen to the recording with questions and choose the correct case. ①Sarah’s mother can/can’t come today. ②Her father is a doctor/teacher/taxi driver. The teacher checks the answers. Play the recording again and ask students to identify the key information points for answering questions from the recording. Try to help students understand the original text of the recording or retell the conversation. Let’s talk 1. The teacher took out a photo of Bill Gates and said, 'Who is he ' Guide one of the students to try answering: He is Bill Gates. Then the teacher continues: I'm a teacher. What does he do When students say 'business man', the teacher writes on the board and teaches them how to read the word 'businessman'. They can use the split method to teach and understand 'business man'. The teacher continued to ask the student: What does he do Guide students to answer: He is a businessman. Teacher writes on the board and teaches to read sentence patterns: What does he do He is a businessman. Practice can be done by replacing key words or using a chain connection method, such as: T: What does he do S1: He is a businessman. What does he do S2: He is a teacher. What does he do S3: He is a doctor. What does he do 2. The teacher took out a photo of Michael Jackson and said, 'What does he do ' Guide students to answer: He is a singer. And continue asking: Which country is he from Guide students to think about the question and introduce the word 'country'. You can use the pinyin method to teach how to pronounce 'country' and remind students to pay attention to pronunciation. You can also show photos of singers from different countries. 3. Teacher asks students, 'Am I your teacher or head teacher ' Write on the board and read the phrase 'head teacher', explaining its meaning through the method of splitting. Teacher asks students: Do you want to be a head teacher, too Student answer: Yes, I do./No, I don't. Teacher's expanded sentence structure: What are you going to be /What do you want to do/be Guide students to answer: I am going to be a/an... Teacher writes on the board and teaches the sentence structure: What are you going to be /What do you want to do/be I am going to be a/an... Practice this sentence pattern in groups by asking and answering questions, for example: Gl: What are you going to be G2: I am going to be a teacher. Students can also ask each other about their future career aspirations. 4. Play the recording of the Let's talk section, and students listen attentively with questions, drawing the key information for answering the questions. The question is as follows: What does Oliver's father/mother do The teacher checks the answers, plays the recording again, and asks the students to draw the ground they don't understand. Students - listen and read while the teacher explains. After the whole class becomes proficient in following along, they will then divide into groups and read aloud in different roles. Step 3: Practice 1. The teacher reads the words taxi driver, cleaner, writer, singer, dancer, football player, and posts the words with their professional names on the blackboard. The teacher reads the words on the cards out of order. Please have a student come on stage and place the cards in the order the teacher reads them, then read out the words on the cards. Then the teacher can describe the profession on the card in sentences, such as: I'm driving a car 2. The teacher will divide the whole class into two large groups and have them alternate in reading 'What are you going to be ' What do you want to do/be Write the sentence 'I'm going to be a/an...' on a piece of paper and have students pass it on to each other within the group. A large group will loudly ask: 'Who is going to be a/an... ' After the other group answers, ask: What does your father/mother do Step 4 Consolidation&Extension What does your father/mother/he do He/She is a/an... 2. Do corresponding exercises. Step 5 Summary&Homework Summary: Teachers and students review the content learned in this lesson together. Assignment: 1 Have students read the content of Let's talk to their friends. 2. The teacher demonstrates how to write four sentences, and the students imitate them.
板书设计 Unit 5 What does he do 第二课时 What does he do He is a businessman. What does your mother do She is a head teacher. What are you going to be I am going to be a/an ... coun-try---country head+teacher---head teacher
教学反思 聚焦“询问与回答他人职业”场景，以“谈论同学父母的职业”为切入点，先播放对话录音感知核心句型“What does... do He/She is a...”，再通过“师生问答→同桌互练→上台模拟采访”推进。多数学生能流畅完成基础对话，但在拓展“职业相关简单描述”（如“He helps sick people”）时，语言组织较零散，需补充句式范例。
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课题：第三课时Part B Let’s learn Writer and discuss
教学目标 1. 语言能力：能掌握4个拓展职业词汇（police officer, factory worker, doctor, nurse）及工作地点词汇（hospital, factory, airport），能用地道表达“He/She works in a...”说明职业地点。 2. 文化意识：了解“doctor/nurse”在中西方均受尊重（尤其后疫情时代），“police officer”在不同国家的职责共性（维护安全），培养对职业的跨文化认同。 3. 思维品质：能梳理“职业-工作地点”的对应关系（如doctor→hospital, factory worker→factory），培养“事物-场景”的逻辑关联思维。 4. 学习能力：利用“职业-地点”配对卡片游戏巩固知识，主动结合生活经验（如“去医院看病见过doctor”）记忆词汇，提升知识与生活的联结能力。
教学重点 重点掌握四会单词：fisherman，scientist，pilot，coach。
教学难点 掌握四种职业的英语名称，并能运用所学语言交流有关的工作情况。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. What do you want to do when teachers and students sing songs together with music 2. Teachers and students engage in daily conversations. For example: T: What does your father/mother do S: He/She is a/an... T: What does your uncle/aunt do S: He/She is a/an... T: How do you go to school S: I go to school... T: How does your father/mother go to work S: He/She goes to work... Step 2: Presentation Let’s learn 1. The teacher shows a picture of a fisherman and asks the students: What does he do Students may answer: fishermen. The teacher writes on the board and teaches to read the word 'fisherman', which can be taught using a split method, such as' fish er man ', and has students practice the word in groups. Teacher's question: Where do the fishermen work Guide students to answer: He works at sea. The teacher will write the corresponding work location next to the picture. 2. The teacher plays a video of a scientist conducting an experiment and asks the students: What does she do Student answer: Scientists. Teachers use word cards to teach reading words and write them on the board. Scientists can also use the splitting method to teach, such as: science en teacher, allowing students to create a sentence using science. For example: I want to be a scientist. Teacher: Where do the scientists work The teacher shows a picture of Qinghai University and guides the students to say: She works at a university. Pay attention to verb forms and prepositions. Help students answer: She works at a university. Teachers teach to read the word 'university'. 3. The teacher plays a movie scene of a helicopter pilot fighting in the air and asks the students: What does he do Student answer: Airplane pilot. The teacher uses word cards to teach the word pilot and writes the words on the board. Teacher: Do you want to be a pilot Student answer: Yes, I do./No, I don't. 4. The teacher plays a video of an NBA basketball game and points to the team in the video where tactics are assigned. The coach asks the students, 'What does he do ' Student response: Coach. The teacher uses word cards to teach and read the word coach, and writes it on the board. Encourage students to mention more sports activities to deepen their understanding of the word. 5. The teacher plays a recording of the "Let's learn" section and asks students to recognize and read words and dialogues. Then the teacher demonstrates writing and asks students to stroke the gray words on the back of the card in red while spelling the word or phrase, and see who can stroke it quickly and well. Divide the dialogue into different roles and read it aloud: S1: My aunt is a scientist. S2: Where does she work S1: She works at a university. Then allow students to freely replace their professional names for dialogue. Step 3: Practice Write and discuss 1. The teacher places a sea under the Fisherman card and introduces it as "He works at sea". The students follow along, and then the teacher places cards indicating their career locations under the Scientist, Pilot, and Coach cards, such as "university," "plane," and "gym. Teacher's question: Where does he/she work Guide students to answer: He/She works at/in... and guide students to name more professions and clarify their work locations. 2. Students independently complete the fill in the blank exercises in the Write and Discuss section, and the teacher checks the answers in a question and answer format. For example: T: What does he do S: He is a doctor. T: Where does he work S: He works in a pet hospital. … 3. Students should divide into groups to discuss more professions and their workplaces, and keep records. It is recommended to use a table format. Finally, the group should send representatives to report the results of the discussion, and each group should complement each other. Teachers should also introduce several professions, such as sanitation workers, to enhance students' values. Students place word cards with their occupation names facing up on their desks, and the teacher reads out the words on several cards in a staggered order. Students rank the cards according to the order in which the teacher reads them, and then read out the words on the cards loudly at once. Teachers can gradually accelerate the change of word order to increase the difficulty of the game. Step4 Summary&Homework Summary: Teachers and students review the content of this lesson together. Assignment: 1 Recite and write down the professional vocabulary in this section by rote 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 5 What does he do 第三课时 fisherman scientist pilot coach My aunt is a scientist. Where does she work She works at a university.
教学反思 拓展“职业工作地点与方式”词汇（如“work in a hospital”“work on a plane”“go to work by bike”），结合场景示意图和动作模拟（如模仿医生听诊）帮助理解，通过“小组竞赛说短语”巩固记忆，课堂互动氛围活跃。但“businessman”“fisherman”等复数形式（businessmen/fishermen），部分学生易遗漏不规则变化，需专项对比练习。
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课题：第四课时Part B Let's try & Let's talk
教学目标 1. 语言能力：能听懂关于“职业-工作地点”的对话，熟练运用“What does he do /Where does he work ”进行连贯问答，正确使用“works”（三单形式）。 2. 文化意识：通过“不同职业的工作地点差异”（如pilot在airport, scientist在lab），理解职业特点与工作环境的适配性，拓宽对职业的认知维度。 3. 思维品质：在对话交流中，能按“先问职业，再问地点”的逻辑顺序提问，培养有条理的交际思维。 4. 学习能力：在小组“职业调查”活动中，主动记录同伴分享的“职业-地点”信息，学会倾听并整合信息，提升合作学习能力。
教学重点 掌握句子Where does he work How does he go to work 并能在情景中熟练运用。
教学难点 能运用四会句型与他人自如地交流。
教学准备 课件、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm-up 1. Please ask a student to come to the podium, and the teacher will show the student a vocational word card, and then have the student perform the profession with actions. Other students will name their profession based on the actions taken by this student. How do you get there when the teacher plays the song from Unit 1 Students sing along, the teacher passes a card to one student, and the student who receives the card passes it on to the following students, passing it on in sequence. At the end of the song, the student flipping through the card says a sentence using the words on the card, such as' farmer '. My father is a farmer. Step 2: Presentation Let's try teacher gives students one minute to review the question, then plays the recording of the Let's try section twice and checks the answers. The question is as follows: What does Ciao Mu's uncle look like Does Ciao Mu's uncle often take him to school Play the recording again and have students repeat the content sentence by sentence. Let's talk 1. Teachers present their relevant information, such as: I teacher school on foot my father teacher school by bike my mother doctor hospital by bus The teacher said based on the content of the table: I’m a teacher. My father is a teacher, too. My mother is a doctor. What does my father do The teacher guides the students to say the professional words they have learned, and then changes' father 'to' mother 'to introduce' She is a doctor '. The teacher continues to introduce:' I work in our school. What about your father ' Where does he work Guide students to say the location words they have learned, and use the third person to paraphrase: He works in/at... The teacher writes on the board and teaches the sentence structure: Where does he work He works at/in... Pay attention to the form of the verb. The teacher then said, 'I go to work on foot. How does my mother go to work ' Guide students to answer based on the content in the table: She goes to work by bus 2. The teacher plays the recording of the Let's talk section, and first asks the students to listen to the recording twice with the following questions and draw the key information points. The question is as follows: Where does Mike's uncle work How does he go to work , When encountering areas that students do not understand, such as words like 'sea' and 'stay', the teacher will provide explanations. If the teacher takes out a picture of the sea and asks if any students have seen the sea, then guides the students to say the word 'sea' and make sentences. The sea is very beautiful The teacher will continue to write the word 'stay' on the blackboard and guide students to make sentences, such as: He works very hard and stays healthy. The teacher checks the answers and then asks the students to listen to the recording while repeating the sentences. Finally, the students are divided into two groups to practice the dialogue freely, and several groups of students are asked to perform the dialogue. Teachers should pay attention to evaluating from multiple aspects such as pronunciation, intonation, and facial expressions. 3. Teachers guide students to write four sentences: Where do they work He works at sea. How does he go to work He goes to work by bike. Step 3: Practice 1. Place a pile of word cards in front of the teacher, in order: occupation name card, workplace card, and transportation mode card. At the beginning of the activity, the teacher randomly selects a professional card from the first pile of cards, such as' Doctor ', raises the card and asks:' What does he do ' Student answer: He is a doctor. The teacher continues to draw a work location card, such as "car company", raises the card and asks: "Where do they work The student said, "He works in a car company." The teacher then draws another transportation card, such as "bus," and raises it to ask, "How do he go to work Student answer: He goes to work by bus. After several rounds of the game, you can ask several classmates to take turns drawing cards and asking questions on behalf of the teacher. 2. Teachers ask students to walk around the classroom and interview several classmates, such as: Where did your father/mother work How does he/she go to work Record the answers in your own spreadsheet. After the investigation is completed, please have a few students report the results, such as Li Ming's father works in a factory. He went to work by subway Step 4 Summary&Homework Summary: Teachers and students review the content of this lesson together. Assignment: 1 Recite the dialogue from this lesson. 2. Complete the exercises corresponding to this lesson.
板书设计 Unit 5 What does he do 第四课时 Where does he work He works at sea. How does he go to work He goes to work by bike.
教学反思 围绕“询问职业及工作细节”话题，先引导学生观察课本插图预测对话内容，再通过“分角色朗读→替换词汇改编对话”操练关键句型（如“Where does he work He works in... How does he go to work He goes by...”）。学生能在模拟情境中运用，但少数学生在第三人称单数动词（works/goes）的使用上仍有疏忽，需实时纠错提醒。
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课题：第五课时Part B Read and write Let’s check Let’s wrap it up
教学目标 1. 语言能力：能读懂“人物职业介绍”短文，快速提取“姓名-职业-工作地点-工作内容”关键信息；能写50词左右的职业介绍（如家人职业），包含核心要素，正确运用三单句型。 2. 文化意识：通过阅读不同国家职业人的介绍（如外国factory worker的工作内容），了解中外职业工作模式的共性与差异，培养跨文化理解能力。 3. 思维品质：用表格梳理阅读信息时，培养“分类提取-归纳整合”的逻辑思维；写作时能按“总述职业→分述地点/内容”的结构组织语言，提升有条理表达能力。 4. 学习能力：借助“圈画关键词”提升阅读效率，通过范文仿写掌握写作框架，在同桌互评中学会发现并修改语法错误（如三单动词漏“s”），提升自主反思能力。
教学重点 能阅读课文，正确完成相应练习。
教学难点 能运用所学句型进行日常对话。
教学准备 课件、单词卡片、录音和相关视频。
教学课时 1
教学过程 教学过程 Step 1 Warm up 1. Teachers and students engage in daily conversation exercises: T: What does your father/mother do S: He/She is a/an … T: Where does your father/mother work S: He/She works … T: How does your father/mother go to work S: He/She goes to work... T: What are your hobbies S: I like... T: What are you going to be S: I want to be a/an... 2. Students list five professions on page 52 of the book, discuss and compare them with their partners: How many different jobs are there in both lists Step 2 Presentation Read and write Teacher: What are you going to be Students are free to answer. Teacher: What's your hobby Students are free to answer. Teacher continues to ask: What subject do you like best Students are free to answer. Teachers provide relevant career advice to students based on their answers, such as: If you like Chinese, you can be a Chinese teacher. They also write career advice on the blackboard. For example: If you can type quickly, you can be a secretary. If you like science, you can be a scientist. If you like sports, you can be a coach, a sports reporter, or a PE teacher. If you like singing, you can be a singer. If you like English, you can be an English teacher.… 2. The teacher divides the students into two large groups and reads the text in the Read and Write section. Each group completes the Choose a title for the text and Fill in the table exercises after the Read and Write section. Request to draw relevant information about answering questions and unfamiliar words and sentences in the text. Ten minutes later, a group presentation will be conducted, where each group will present their own views on issues with different opinions. The teacher checks the answers and answers questions. 3. The teacher plays the recording of the Read and Write section, and students listen to the recording while repeating sentences, then divide into groups to read the text aloud. 4. The teacher presents pictures related to Real World Camp and engages in a conversation with the students. T: At the Real World Camp, children can try to do different jobs. Do you want to go to the camp S: Yes.T: Good! Fill in this form. Students independently complete the table on page 53 of the book for the Real World Camp, and practice with each other in a question and answer format. 5. The teacher guides students to watch the sentences in the Tips for proofreading section, take a look at what Zip says, and guess what the focus of this section is. Then play this part of the recording repeatedly, with students repeating while making gestures (nodding or tapping), paying attention to imitating pauses. Please have a few students come on stage and read aloud, while other students act as judges and provide suggestions. Step 3 Practice Let’s check The teacher plays the recording of the Let's check section, students complete the matching exercise, and the teacher announces the answers. Play the recording again and answer the following questions: What does Wei Fang’s uncle do Will the children go home together Write three other jobs. Let’s wrap it up The teacher guides students to complete exercises independently, and then divides them into pairs to play the game "I didn't hear you." for example: S1: Bob works at sea.S2: Sorry, I didn’t hear you. Where does Bob work S1: Bob works at sea. Swap roles and see who reacts quickly. Step 4 Summary&Homework Summary: Teachers and students review the content learned in this lesson together
