牛津译林版小学英语六年级下册全册教案

2014—2015学年度第二期六年级英语教学计划
（一) 教材内容简要分析
小学英语六年级下册教材共设计了8个单元和2个综合语言实践项目(Project)。每个单元由Story time, Grammar time, Fun time, Sound time, Culture/Song time, Cartoon time, Checkout time, Ticking time 8个板块组成。以上这些板块的主要功能如下：
1.Story time：通过对话、短文、短剧等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能。本板块从五年级开始增加了检测学生阅读理解能力的活动，帮助学生理解课文内容，容量增到3页，核心词语安排在课文下方，以使词汇学习与课文学习有机融合在一起。
2.Grammar time：语法板块是通过对本单元新授词语和句型的归纳，帮助学生理解并初步掌握相关语法知识，引教师要宏观地把握本单元的主要语法内容。虽然教材是以直观、易懂的图表形式呈现的，但绝不能就图表教图表。Grammar time的学习必须让学生在具体的情境中感知语法知识，引导学生归纳语法规则，并通过进一步的语言实践活动，使语法知识内化为语言运用的能力。
3.Fun time：通过趣味性、互动性较强的语言实践活动，帮助学生操练并掌握本单元所学主要词语、句型和日常用语。在本板块中，根据小学生好动爱玩的特点，安排了游戏、制作、表演、调查等多个操练活动。
4.Sound time：这是一个语音学习板块，通过例词、绕口令和歌谣，引导学生了解字母在单词中的读音、简单的拼读规则和句子重读、连读、节奏、语调等现象。
5.Culture/Song time：Culture time和Song time交替出现。Culture time通过图文并茂的形式呈现与单元话题相关的文化内容，让学生了解更多中外文化和习俗的差别，开阔学生的视野，同时强化了学生对中国文化的认同感。而 Song time主要通过唱歌曲这一活动，激发学生的兴趣，帮助学生巩固所学内容，形成良好的语感，提高听说能力和思维能力。
6.Checkout time：通过形式多样的语言实践活动，考察学生对本单元所学语言知识的掌握情况，同时帮助学生复习巩固所学主要内容，提高听、说、读、写能力。
7.Ticking time：通过自我评价，引导学生了解对本单元所学内容的掌握情况。它不单是一个单元的固定板块，更可以贯穿一课的很多环节，是相对比较灵活的，它的作用旨在提高学生进行自主学习、自主思考、自主评价，提高课堂教学效果和学生的学习效率。
另外，按照《义务教育英语课程标准（2011年版）》的目标要求，在每个单元设置了Learning tip(学习提示)，在每四个单元之后安排一个Project（综合语言实践项目）。
（二）本册教材主要教学目标
一、知识目标
1.掌握每个单元的词汇和句型。
2.能实用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，读音正确。
3.能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
4.培养良好的书写习惯，做到书写规范整洁。
5.养成听英语，读英语，说英语的习惯，认真模仿语音，语调，以逐步培养语感。
6.能根据要求和情境运用相关的语言知识和语言技能，完成某项任务，并促使语言能力的提高。
二、情感目标
1.培养浓厚的学习兴趣。
2.培养良好的学习习惯。
3.培养同学间的协作精神和环保意识。
三、各单元具体教学目标
Unit1 The lion and the mouse
1.能理解并会朗读故事。 2.能初步听懂、会读单词large、strong、woke、weak、net、bit、sharp、sadly、hole 3.进一步巩固there?be一般过去时，并注意不规则动词过去式的写法和读音。? 4.能理解形容词和副词的区别，并能正确运用。 5.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。
Unit 2 Good habits
1.学习本单元句型与日常用语I can walk fast in the street. He also does well at home. He never goes to bed late.
2.学习本单元三会四会词汇短语messy, tidy, early, late, sleepy, good/bad habits, before bedtime, put…in order, do well, feel sleepy, walk fast, show…around.
3.在句子中理解并运用程度副词always, usually, often, sometimes;
4.学习字母组合or在单词中的发音
Unit 3 A healthy diet
1.学习本单元四会句型和日常用语：He has a lot of /some noodles /meat/. She eats a few eggs/a little rice.
2.学习本单三会四会单词与词组：healthy, diet, a little, a few, need
3.学习字母组合ou在单词中的读音
Unit 4 Road safety
1.学习本单元句型与日常用语How can you cross the road safely? What must you not to on the road? You must… You mustn’t… You can… You can’t…
2.学习本单元三会四会词汇短语a pavement; a road; a zebra crossing; green man; red man; traffic light; keep safe; look out for…; follow the rules; stay safe;
3.学习情态动词must在句中表示的意思以及它的用法。
4.学习朗读句中重音。
5.了解中西方国家驾车异同。
Unit 5 A party
1.学习本单元四会句型和日常用语：What are you going to bring to the party? I’m going to bring some toys. Are you going to eat or play with the toys first？
2.学习本单三会四会单词：clown, appear, balloon, put on, Children’s Day, begin, end
3.学习字母组合ow在单词中的读音
Unit6 An interesting country
1.学习本单元四会句型和日常用语：I’ll ask my e-friend in Australia. What do you think?
2.学习本单三会四会单词与词组：find out, magazine, kangaroo, koala, sport-lover, Australian football, exciting, Sydney, for example, London, Oxford, Big Ben, London Eye, Tower Bridge.
3.学习字母组合air在单词中的读音
Unit7 Summer holiday plans
1.学习本单元四会句型和日常用语：Will you…?Yes, I will. No, I won’t. Where/When/How long/What will you…? I /We will…
2.学习本单三会四会单词与词组：summer holiday, stay, sound, Disneyland, Ocean Park, Taipei, traveler, travel around the world, different.
3.学习字母组合oy在单词中的读音
Unit 8 Our dreams
1.能听懂、会说、会读和会拼写词汇excited, food, fireworks ，firecracker, rich, Chinese New Year’s Eve, red packet, lion dance, watch fireworks, Chinese New Year’s Day.
2.能听懂、会说、会读和会写句型What are you going to do at/on...?I’m going to...
3.能听懂、会说、会读日常交际用语和句型I’m very excited. C On Chinese New Year’s Day, my parents are going to give m me red packets. Pick one! I’m rich now. Hooray! Yummy!
4.了解并掌握字母组合“oo”的发音。
5.能够描述春节的情况和询问别人在春节将要做什么。
(三)主要教学措施
1.深钻新教材，以及教材的内在联系，六年级作为新教材，一定要熟透教材，明确目标，认真备好每节课。
2.加强词汇教学和故事教学，包括单词拼写、词义记忆，在平常的教学中一定要常抓不懈。
3.充分发挥课代表与小组长的带头作用和管理才能，使学生之间形成互帮互助互相监督的学习氛围，也避免多个班级照顾不到的现象。
4.让课堂焕发生命活力，有讲有练，精讲精练，有动有静，让学生在乐中学，学中乐。
5.尝试让学生进行简单的英文写作，对学生的读写提出更高的要求。
6.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
7.多与学生交流感情，新班级，对学生不够了解，平时要多与学生交流，了解学生的需求，尽力缩小不同学生英语水平的差距，让学生保持学英语的兴趣。
太平实验小学2016—2017学年度第二学期教学进度
六 年级 英语 学科
周次
日期
教学内容
备 注
1
2月13日—2月17日
Unit1L1 L2 L3 L4
2
2月20日-2月24日
L5 L6 Unit2L1 L2
3
2月27日-3月3日
L3 L4 L5 L6 Exam1-2 Analysis
4
3月6日-3月10日
Unit3L1 L2 L3 L4
5
3月13日-3月17日
L5 L6 Unit4L1 L2
6
3月20日-3月24日
L3 L4 L5 L6
7
3月27日-4月1日
Exam3-4 Analysis Project1L1 L2
8
4月3日-4月7日
L3 L4
9
4月10日-4月14日
Review Middle Exam
10
4月17日-4月21日
Unit5L1 L2 L3 L4
11
4月24日-4月28日
L5 L6 Unit6L1 L2
12
5月1日-5月5日
L3 L4 L5
13
5月8日-5月12日
L6 Exam5-6 Analysis Unit7L1 L2
14
5月15日-5月19日
L3 L4 L5 L6
15
5月22日-5月26日
Unit8L1 L2 L3 L4
16
5月29日-6月2日
L5 L6
17
6月5日-6月9日
Project2L1 L2 L3 L4
18
6月12日-6月16日
Review
19
6月19日-6月23日
Review
20
6月26日-6月30日
Final Exam
注：请语数外年级组长于2月20日前定好进度发到教研组长年级组长群。
Project 1 Being a good student
The 1st period
一、教学内容:
Project 1 Being a good student Part A and Part B.
二、教学目标:
1.能熟练掌握第一至第四单元主要的词汇、句型等语言知识。
2.能灵活运用第一至第四单元的日常交际用语。
3.通过阅读短文，归纳好习惯和坏习惯。
4.通过小组讨论，归纳好学生应该具备的品质。
5.能灵活运用第一至第四单元的词汇、句型和日常交际用语等语言知识。
三、教学重难点:
2.能灵活运用第一至第四单元的日常交际用语。
3.通过阅读短文，归纳好习惯和坏习惯。
4.通过小组讨论，归纳好学生应该具备的品质。
5.能灵活运用第一至第四单元的词汇、句型和日常交际用语等语言知识。
四、教学准备：
PPT,教学光盘
五、教学过程：
Step One：Warming up
T: Boys and girls, what day is it today?
S: It’s …
T: Do you get up early today?
S: Yes.
T: What time do you get up?
S: I get up at …
T: What do you have for breakfast?
S: I have …
T: Do you have a healthy diet?
S: Yes. / No.
T: How do you go to school?
S: I…
T: How can you cross the road safely?
S: We must…
Step Two: Revision
T: Do you want to be a good student in class?
Ss: Yes.
T: Good. You must have a PK.
(Each group has a box. Now open the box. If you do a good job, you will get a heart from the box.)
Round 1: Sing a song
演唱歌曲This is the way，并鼓励学生改编歌词。
(1) Sing a song “This is the way”
T: You sing well, so you can get a heart.
(2) Try to make a new song
T: Can you make a new song like this?
This is the way I brush my teeth…
This is the way I go to school…
T: Wonderful!
Round 2: Pick apples
复习动词词组和副词的搭配。
T: get up...
S: get up early
T: go to school...
S: go to school late
T: Good job.
Round 3: Have nice food
复习可数名词、不可数名词与a few, a little的搭配。
S: a few hamburgers
a few eggs…
S: a little water
a little milk…
T: Well done.
Round 4: Quick response
呈现第二至四单元有关生活习惯、饮食习惯和行路规则的图片，要求学生描述，并判断是好习惯还是坏习惯。
T: Try to describe and judge.
Are they good habits or bad habits?
Ss: get up early (a good habit)
brush teeth in the morning and before bedtime(a good habit)
do homework early(a good habit)
make the bed every day (a good habit)
go to bed early(a good habit)
listen to the teachers at school( )
drive so fast( )
drink and drive( )
throw rubbish on the road( )
wear a safety belt( )
wait for the green man ( )
When you see the red man, you stop. ( )
T: You are smart.
Step Three：Read and write
Round 5: Read about Amy and John
T: What habits do they have? Try to write.
Are they good habits or bad habits?
1.学生独立完成第46页步骤A的阅读任务，用简要的语言归纳Amy和John的好习惯和坏习惯。
2.学生完成任务后，教师可以邀请学生在黑板上分类列出Amy和John的好习惯。
Step Four: Talk in groups
Round 6: Let’s talk
T: Are Amy and John good students?
Ss: Yes, they have some good habits.
或No, they have some bad habits.
T: What makes a good student?
Talk about this in groups. (完成步骤B)
Ss: A good student should...
A good student must...
A good student mustn’t...
T: Well done
Step Five: Let’s count
T: Now, let’s count. How many hearts do you have?
Ss: …
T: You have so many hearts.
You’re all good students.
Good habits lead to a happy life and a bright future.
好习惯造就快乐的生活和美好的未来。
Step Six: Homework
Continue to revise the key words and sentences from Unit1 to Unit4.
Get ready for making a poster in the next class.
六、板书设计：
Project 1 Being a good student
Life
Study
On the road
教学反思：
本单元是一个复习单元，以活动课的方式呈现前四单元的内容。围绕“成为一个好学生”展开话题，讨论生活学习中的好习惯和坏习惯。激励学生完善自我，让自己具有一名好学生应有的品质。
在课堂上我留出大量的时间让学生操练，尤其是后进生对知识遗忘比较快，教师在课前就要让学生做好充分的准备，将重点句型和词组梳理一下。在课堂上我一遍遍让学生强化记忆，提供平台让学生展示，让学生做学习的主人。生教生，生领生，示范作用比言传的作用要好得多。
The 2nd period

一、教学内容：
Project 1 Being a good student Part C and Part D
二、教学目标:
1.能熟练掌握第一至第四单元主要的词汇、句型等语言知识。
2.通过思考、讨论、交流和合作，学习制作一张‘Being a good student’宣传海报。
3.能向同伴展示海报并阐述如何成为一名好学生。
三、教学重难点：
1.能熟练掌握第一至第四单元主要的词汇、句型等语言知识。
3.能向同伴展示海报并阐述如何成为一名好学生。
四、教学准备：卡片，多媒体PPT
五、教学过程：
Step One: Free talk
T: What date is it today?
S: It’s the …
T: What’s the weather like today?
S: It’s …
T: Do you have good habits?
S: Yes. / No.
T: Tell me something about your habits.
S: I….
T: Are you a good student?
S: Yes, I am.
T: What makes a good student?
S: A good student should….
S: A good student must….
S: A good student mustn’t….
Step Two: Revision
1.以不同的形式复习第一至第四单元的Story time如：讲故事接龙、根据提示词、表格或图片复述课文等。
2.听写第一至第四单元的部分重要短语。
如： walk by, wake…up, the next day, shout loudly,
say quietly, from then on, pour…into…, hit the ball hard,
put…in order, feel sleepy, clean and tidy, a healthy diet, at a time, drink too much cola, a few eggs, road safety, follow the rules, the traffic lights, look for a zebra crossing, look out for…
Step Three: Say and make
1. T: Can you make a poster?
How to make a poster? Do you know?
Ss: First, the title is “Being a good student”.
Next, draw some pictures. Then, color them.
Finally, write some sentences or some notes.
学生们也可以将课前收集的照片或图片贴在卡纸上，进行美化，同时标注文字。
Step Four: Talk and show
1. Present the posters
邀请三组展示自己制作的海报， 并运用所学的语言介绍海报内容。如：
S1：A good student should go to school early.
S2: A good student should listen to the teacher carefully.
…
2. 评选最佳海报
以小组竞赛的形式，让学生介绍海报，评选出最有创意的海报。
Step Five: Homework
1. Have a poster show in your classroom.
2. Do the relevant exercises in the workbooks.
六、板书设计：
Project 1 Being a good student
Good habits, Bad habits
A good student should...
A good student must...
A good student mustn’t...
教学反思：
本单元分两课时完成，第一课时主要复习基础话题、词句和语法。第二课时在第一课时的基础上整合拓展，为学生搭建展示的平台，丰富学生情感体验，激励学生英语学习的自信心，收获英语学习的成功感。基于课堂小组活动的设计，在课前适当的做些准备，让课堂时间更多的用于听说的练习，发挥相互交流的功能。
不要让英语活动课成为劳动技术课。逐步归纳相应的语法知识点，在注重学科知识的同时，加强学生情感的体验和动手操作的能力，上好一堂真正的口语交际活动课。
The 3rd period
一、教学内容：
复习，并完成补充习题。
二、教学目标:
1.学生能熟练掌握并且会听、会说、会读和会拼写1-4单元的四会单词及词组。
2.完成补充习题及课课练。
3.培养学生自主学习能力。
三、教学重难点：
1.学生能熟练掌握并且会听、会说、会读和会拼写1-4单元的四会单词及词组。
2.完成补充习题及课课练。
四、教学准备：
1.补充习题，课课练。
2.教学多媒体（PPT）。
五、教学过程：
Step One: Warming up
T: What do you have for breakfast?
S: I have …
T: Do you have a healthy diet?
S: Yes. / No.
T: What makes a good student?
S: A good student should….
S: A good student must….
S: A good student mustn’t….
Step Two: Revision
Game：magic eyes
1. 出示中文或图片，复习1-4单元的单词和词组。
2. 分组比赛，拼对单词或词组加一分。
Game: quick response
Step Three: Presentation and practice
A. Listen and number
B. Listen and judge
先要求学生看题目，然后再播放录音。
C. Look and say
D. Look, read and write
指导学生先完成句子填空，然后读下面的句子。
E. Look，read and judge
F. Read and write
G. Read and answer
Step Four: Homework
1.同桌互读互背1-4单元的Grammar time.
2.复习并默写1-4单元的词组。
六、板书设计：
Project 1 Being a good student
What do you have for breakfast?
I have …
Do you have a healthy diet?
Yes, I do. / No, I don’t.
walk by, wake…up, the next day, shout loudly…
教学反思：
本课是一节复习课，先复习课文，再完成练习。在做练习题时，学生对匹配题、给图片标序号题做的较好，正确率高。但是对看图填空、写单词题错的较多，个别学生总是不仔细，多个字母或漏个字母现象时有发生。学生对单词默写还要加强练习，教师要加大默写单词的检查力度。
Project 2 A travel book
The 1st period
一、教学内容:
Part A and Part B.
二、教学目标:
1.能熟练掌握第五至第八单元主要的词汇、句型等语言知识。
2.能灵活运用第五至第八单元的日常交际用语。
3.熟练掌握5-8单元的重点词汇句型以及语法知识。
4.能正确完成表格填空，介绍自己最喜爱的城市。
三、教学重难点:
2.能灵活运用第五至第八单元的日常交际用语。
3.熟练掌握5-8单元的重点词汇句型以及语法知识。
4.能正确完成表格填空，介绍自己最喜爱的城市。
四、教学准备：
PPT课件,教学光盘
五、教学过程：
Step One：Free talk
T: What are you going to do?
S: I’m / We are going to …
T: Are you going to …?
S: Yes, I am/we are. No, I’m not/we aren’t.
T: I’ll/ We’ll …
T: What do you think?
T: Will you…?
S: Yes, I will. / No, I won’t.
T: Where/When/How long/What will you …?
S: I will/ We will.
T: What do you want to be in the future?
S: I want to (be) …
Step Two: Revision
1. Read the main words from Unit5 to Unit8 correctly.
2. Read the main sentences from Unit5 to Unit8 correctly.
（回忆单词句型。给5分钟时间背诵回忆）
3. 图片导入:
教师安排学生课前在网络上搜索有关图片，在课上和大家一起分享。
同桌合作问答，复习Unit5-8词汇、句型及交际用语。
Step Three：Presentation and practice
Part B work in pairs.
1. 以不同的形式复习第五至第八单元的Story time如：讲故事接龙、根据提示词、表格或图片复述课文等。
2. 听写第五至第八单元的部分重要词汇。
如：Children’s Day, begin, end, clown, appear, balloon, put on, country, will, learn, welcome, visitor, like, month, find out, magazine, kangaroo, koala, sport-lover, Australian football, exciting, Sydney, for example, London, Oxford, Big Ben, London Eye, Tower Bridge
go back to, how long, photo, travel, summer holiday, stay, sound, Disneyland, Ocean Park, Taipei, traveler, travel around the world, different dream, future, tooth, take care of, scientist, artist, care about, astronaut, spaceship, football player, World Cup, dancer, pianist, come true, brave, paint
3. Ask and answer:
A: How’s the weather in…?
B: It’s usually…
A: What interesting places will we see in the city？
B： You’ll see…
A: What food will we eat in the city?
B: You’ll eat…
Part A Fill in the blanks
Which is your favorite city?
About
Weather
Interesting
places
Food
Step Four：Summary
Read the “Story time” from Unit5 to Unit8.
Step Five: Homework
1.默写第5至8单元重点词汇和句型。
2. Do the exercise of workbook.
六、板书设计：
Project 2 A travel book
A: How’s the weather in…?
B: It’s usually…
A: What interesting places will we see in the city？
B： You’ll see…
A: What food will we eat in the city?
B: You’ll eat…
Which is your favorite city?
教学反思：
本单元是一个复习单元,着重归纳了五至八单元的主要语言点。通过看图说话、完成对话等形式，全面系统地复习已经学过的词汇、句型、语法和交际用语。第一部分主要让学生通过文中给的五幅不同国家的名胜，写出最喜欢的城市，并介绍这个城市的天气、名胜和美食。学生表格填空完成的很好。第二部分让学生通过互相问答的形式来巩固第一部分所写的信息，学生练说的很熟练。在课堂上教师要强化学生的记忆，给他们提供展示的平台，培养他们的语言表达能力。
The 2nd period

一、教学内容：
Part C and revision
二、教学目标:
1.使用句型介绍自己最喜爱的城市。
2.用照片或图片制作一本旅行手册。
3通过思考、讨论、交流和合作，介绍自己最喜欢的城市。
4.复习第五至第八单元主要的词汇、句型等语言知识。
三、教学重难点：
1.使用句型介绍自己最喜爱的城市。
3.通过思考、讨论、交流和合作，介绍自己最喜欢的城市。
4.复习第五至第八单元主要的词汇、句型等语言知识。
四、教学准备：卡片，多媒体PPT
五、教学过程：
Step One: Warming up
1. 利用图片，复习有关城市和国家的名词。
教师用PPT呈现中外著名城市的图片，要求学生迅速说出城市名称和所有国家。
2. 头脑风暴，复习城市的著名旅游景点。
教师出示城市图片，和学生进行回答活动，要求学生快速说出这个城市的气候特点、特色食物和著名旅游景点或地标建筑。
3. 小组成员分工合作，将小组内学生喜欢的城市照片或图片贴在卡纸上，然后将卡片信息写下面，并加以美化和修饰，最后做成旅行手册，完成活动步骤C。
Step Two: Show and tell
1、介绍小组旅行手册。
教师安排各小组之间互相展示自己制作的旅行手册，并依照范例作介绍。如：
S：Beijing is my favorite city. It’s the capital of China. It’s hot in summer and cold in winter. In Beijing, you’ll see many interesting places like the Great Wall, the Summer Palace, the Palace Museum and Tian’anmen Square. You’ll eat roast ducks and many yummy snacks there.
2、评选活动。
教师组织学生开展“最美旅行手册”和“城市最佳形象代言人”的评比活动，学生可以根据手册制作的质量和英语介绍两个方面进行投票。
Step Three: Say and make
Ss say in groups.
… is my favorite city. It’s in…
The weather is… You’ll see…
You’ll eat…
Ss show and act.
Step Four: Do the exercise.
Step Five: Homework
Make a class travel book.
2. Do the relevant exercises in the workbooks.
六、板书设计：
Project 2 A travel book
… is my favorite city. It’s in…
The weather is… You’ll see…
You’ll eat…
教学反思：
本部分让学生通过制作班级旅游书，介绍自己最喜欢的城市，这是对第二部分的进一步延伸。本节课教师要预留出大量时间让学生制作操练，在课前就要让学生做好准备，将重点句型和知识点进行梳理。学生能熟练运用句型来练说，介绍自己的作品。学生完成的很好，课堂气氛活跃。
Project 2 A travel book
The 3rd period
一、教学内容：
复习，并完成补充习题。
二、教学目标:
1.学生能熟练掌握并且会听、会说、会读和会拼写5-8单元的四会单词及词组。
2.完成补充习题及课课练。
3.培养学生自主学习能力。
三、教学重难点：
1.学生能熟练掌握并且会听、会说、会读和会拼写5-8单元的四会单词及词组。
2.完成补充习题及课课练。
四、教学准备：
1.补充习题，课课练。
2.教学多媒体（PPT）。
五、教学过程：
Step One: Warming up
1. Ask and answer
T: What are you going to do?
S: I’m / We are going to …
T: Are you going to …?
S: Yes, I am/we are.
No, I’m not/we aren’t.
T: What do you want to be in the future?
S: I want to (be) …
Show and tell.
… is my favorite city. It’s in…
The weather is… You’ll see… You’ll eat…
Step Two: Revision
1. 出示中文或图片，复习5-8单元的单词和词组。
2. 分组比赛，拼对单词或词组加一分。
3. Have a dictation.
Step Three: Presentation and practice
A. Listen and circle
B. Listen and write
C. Ask and answer
D. Read and order
E. Look，read and write
F. Read and judge
G. Read and answer
Step Four: Homework
1.同桌互读互背5-8单元的Grammar time.
2.复习并默写5-8单元的词组。
六、板书设计：
Project 2 A travel book
What are you going to do?
I’m / We are going to …
Are you going to …?
Yes, I am/we are.
No, I’m not/we aren’t.
What do you want to be in the future?
I want to (be) …
教学反思：
本课是一节复习课，复习方式多样化：师生互相问答、学生展示作品、分组比赛复习单词和词组，单词默写等。通过复习，学生能熟练地掌握所学知识点，掌握的很好。学生在做练习时，正确率较高，完成的很好。
Unit 1 The lion and the mouse
The 1st period
一、教学内容：
Unit 1 The lion and the mouse Story time
二、教学目标：
1.能理解并会朗读故事，初步说出故事大意。
2.在故事学习过程中掌握large, strong, woke, weak, net, bit, sharp等新单词，体会副词sadly, quietly, loudly, happily的用法。
3.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。
三、教学重点：
在故事中通过读体会副词sadly, quietly, loudly, happily的用法。
四、教学难点：
能从不同角度理解故事的寓意。
五、教学准备：
PPT，动物头饰
六、教学过程
Step 1: Greeting and Lead-in
1. Greeting
T: Hi, boys and girls. Welcome back to school again.
2. Learning tips
T: This is a new term now. And it’s the last term in your primary school time. So first of all, today let’s talk about your study plan for this term. What’s your study plan?
3. Lead –in
T: Here’s a study plan. Can you read this plan?
T: Look, in this plan, the planner wants to spend more time on reading English. Indeed, reading is very important. And story reading is very good for English learning. So today, I bring you a story.
Step 2 Presentation
1. 30-second’s talk show
T: This story is about two different animals. (PPT)
The name of the story is The lion and the mouse. (课题)
Before the story, I want you to be one of them and try to say something. (教师示范，学生练习并反馈)
2. Prediction
T: Yes, As you all know, the lion and the mouse are very different, aren’t you? What if they met each other one day? Can you guess?
T: Let’s watch a cartoon and see what happens. (学生看后预测)
3. Read and order
T: Nice. Now you know what happens. Here are some sentences, but they are not in order. Can you read your story on your book quickly and put then in order?
T: Now they are in order. But here’s a problem. Even if they are in the right order, this story is still not completed. So can you read this story again and try to say three more sentences to complete this story?
4. Read the story picture by picture
T: Now we’ve got the outline of the story. Let’s listen and read this story by picture. Please listen and try to follow what you hear.
(教授： 单词 词组)
5.Ask and answer
T: Now we’ve got every details of the story. Let me ask you some question and please answer me quickly.
T: There are 5 questions on your book. But I want you to ask and answer more. Now you can read the story again and prepare some questions?
Step 3 Consolidation
1. The moral or the story
T: What does this story tell us?
T: I have 3 questions to help you think in different ways.
Read and try to say something,
2. 3-minute’s talk show.
Step 4 Homework
1. Make a study plan.
2.听磁带，有感情地模仿熟读课文并尝试背诵。
3.读更多的寓言故事。
七、板书设计：
Unit 1 The lion and the mouse
Large, strong walked by, woke …up caught…with… bit…with
Made a big hole became friends
教学反思：
本课的侧重点是运用一兴趣，般过去时能够复述甚至能够分角色表演短剧。这篇寓言故事很能激发学生的朗读，教师要让学生师范读，分角色朗读，把课堂教给学生，让学生真正融入到这篇经典故事作品中。这就需要教师多想点互动形式。通过操练和练习让学生能很好地理解过去式的用法，老师最好对动词变过去式的变化规则做一个总结。
The 2nd period
一、教学内容：
Grammar time & Fun time
二、教学目标
1. 能听懂，会读，会说副词loudly, quietly, sadly, happily, excitedly并能体会副词在句中的作用。
2. 能正确恰当地运用副词修饰动词。
3. 能生动形象地表演Fun time中的课本剧。
三、教学重点：能正确恰当地运用副词修饰动词。
四、教学难点：能在Fun time课本剧表演中体现出副词的功能性。
五、教学准备：
六、教学过程：
Step 1 Let’s review
T: Hi, boys and girls. Look, who’s he? S: He’s a lion.
T: Who’s he? S: He’s a mouse.
T: Who’s strong? S: The lion.
T: Who’s weak? S: The mouse.
T: But after we learned the story, do you still think that the mouse is always weak? Why?
S: No. The mouse could help the lion./The mouse was brave./…
T: Yes. It’s an interesting story. So first let’s try to tell this story.
Here are two tips for you. First, we often use the past tense to tell a story. So we don’t say ‘The lion wakes up’, but often say ‘The lion woke up’. And how about the past tense of “let and bite”.
S: Let and bit.
T: That’s right. And the second tip is that these pictures can help us remember the story. So you can look at the pictures and tell the story. Now, please do it in pairs.
（学生同桌讲故事）
T: This time let’s tell the story in class. Everybody says one or two sentences and let another person go on. Start from me: There was a lion in the forest. He was large and strong. One day … （请学生逐个复述，接龙完成故事）
Step 2 Grammar time
Read and feel
T: In this story, the mouse and the lion said something. What did they say? How did they feel at that time? Can you try to read and feel? (学生自己读并感受)
T: The mouse was very little, and he was scared, so how did he say it? Can you guess?
S: He said quietly. （带读这句话，板书）
T: So who can be the mouse and say it quietly? (引导学生夸张读)
The mouse said quietly, but how about the large lion? How did he laugh?
S: He laughed loudly. (带读，板书)
T: But when he was in the net, was he happy? How did he say?
S: He said sadly. （带读，板书）
T: After the mouse helped the lion, how did the lion feel? So how did he say?
S: He said happily. （带读，板书）
T: The lion and the mouse had different feelings at different times. Let’s read and feel!
Learn the adverbs
T:　Just now we used these four words.
S: Quietly, loudly, sadly and happily.
T: They are adverbs. (带读，板书)
We can say ‘The mouse said.’ It’s OK. But why do we say ‘The mouse said quietly.’ What are the adverbs for?
S: (引导学生)They can show the actions more vividly.
T: And look(板书), do we often put them before or after the verbs?
S: we often put adverbs after the verbs.
T: And we can get some adverbs from the adjectives. (学生快速说，读词，贴板书。)
You know excitedly. What does it mean? Can you tell us in English?
S: It means very, very happily.
T: Look at the adverbs. Can you find any rules? (引导学生观察寻找规律)
S: Often we add ‘ly’ after the adjectives and they become adverbs.
T: And sometimes they end up with ‘ily’.
3. Try to use
T:Look, we learned so many adverbs today. Can we try to read well?
Good! You can read well, and can you use them well, too?
Look at this boy. Is he happy?
S: Yes.
T: He’s a happy boy, so he does everything happily.
For example, he often laughs happily. He reads happily. What else does he do happily, can you guess?
S: He eats happily. He runs happily. He sleeps happily. …
T: Is this a happy dog?
S: No.
T: So maybe he does everything sadly. Can you guess and talk in groups?
（学生小组讨论，请小组反馈）
T: What about Linda?
S: She’s an excited girl.
T: So what does she often do? Can you guess?
S: She gets high marks excitedly. She watches films excitedly. She sings excitedly. …
T: Great!
Step 3 Fun time
1. Before acting
T: You showed your ideas excitedly. And how about this lion? He was excited, too. What did he say?
S: I am large and strong./ I’m powerful and big./…
T: So at that time, how did he say it?
S: He said it loudly/happily/excitedly.
T: I think you are all right, and I guess maybe he said excitedly.(出示excitedly的卡片) But did the animals say excitedly, too?
S: No. They said sadly/loudly/fearfully.
T: Maybe. Look, this is a short play of ‘The lion and the mouse’. Before we act, please first work in groups of three and decide the adverbs for their words.
（学生三人小组讨论并选择合适的副词卡纸）
2. Let’s act
T: You’ve well prepared, so let’s try to act. Let’s act in three, a lion, a mouse and a narrator. The narrator is very important because he can use the adverbs to show the actions vividly.
(教师做旁白，请两个学生扮演狮子和老鼠，示范第一幅图，之后学生三人小组表演，请学生上台反馈)
Step four Story time
T: You see, although the mouse was small and weak, he could help the lion. And could the lion help the mouse one day?
S: Yes./No.
T: How could it be?
S: …
T: Look, in the forest, there came a cat one day. Who was not happy?
S: The mouse.
T: So could the lion help his friend this time? What would happen among them? Let’s imagine and make a short play. This time let’s work in groups of four. We still need a narrator to tell the story. Don’t forget to use adverbs to show actions and also use the past tense to tell the story.
(学生四人小组编短剧，并上台表演)
Homework:
1. Copy and remember the adverbs we learned today.
2. Surf the Internet and get to know more adverbs.
3. Finish the story of ‘The lion, the cat and the mouse’.
七、板书设计：

教学反思：
这一课时主要针对课文里涉及到的语法知识进行的教学，主要涉及到了动词的过去式以及副词。对这两个语法知识点，在本课教学中通过呈现，发现其规律并进行了总结。老师要及时利用习题进行反馈，每一步都做到位，学生对这个语法知识点有了很好的理解和掌握。

The 3rd period
一、教学内容：
Sound time ，Culture time & Cartoon Time
二、教学目标
1. 能理解并体会特殊疑问句所用的语调，并能正确地读出来。
2. 能理解Cartoon time部分的内容，并能配合此部分内容进行表达。
3. 了解Culture time的内容，并适当拓展。
三、教学重点：
1. 能理解并体会特殊疑问句所用的语调，能和一般疑问句升调区分，并正确地读出来。
2. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
四、教学难点：
在前两课时的基础上使用动词和副词将Cartoon time故事的主要内容表达出来。
五、教学准备：
六、教学过程：
Step 1 Warm up
1. The Speaking Shadow
T: Hello，boys and girls. We always have fun at English Classes. What do we usually do?
S: We sing songs, watch movies and act out stories. ...
T: Do you like playing games?
S: Yes!
T: First let’s play a game. It’s called The Speaking Shadow. Please repeat what I say. （利用模仿老师说话的游戏，复习前课时的故事并感受不同的语音语调。）
T: Hello, everybody. I'm Alex. Do you know what I am? I'm a big cat. A cat? No. But we're from the same family. Where do I live? In the forest. I'm the king of the forest. Who is my friend? A mouse! A mouse? Yes, he is little, but he saved me. Really? But how? He made a hole in the net with his sharp teeth. Well, that's my story. So, what am I?
2. Students guess the answer of the game.
S: You are a lion.
Step 2 Intonation
1. Read and choose the right intonation.
Show them "Wh-questions" from the game. Then let students guess the intonation.
T: Do you remember the intonation that I used to ask? Was it falling intonation or rising intonation? Try to read them and tell me the right intonation.
（回忆游戏中模仿过的几个问题，试着体会一下所用的语调。）
2. Watch the cartoon about intonation.
T: Look at these questions. How do they ask them? Please listen.
（第一次听语音部分对话时，着重让学生注意问句所用的语调。）
3. Listen and repeat the conversation.
4. Get the students to know the intonation of "Wh-questions".
T: If the questions begin with where, who, what, how, etc, we call them "Wh-questions". We usually use a falling intonation. (学生了解特殊疑问句一般用降调。）
5. Practice a dialogue with different intonation.
（利用新编的充满节奏感和趣味性的对话，让学生能够用正确地升降调读出来，巩固对不同语调的理解和使用。）
Step 2 Cartoon time
1. Look at the first picture from the story. Talk about who's in the story and what they are doing.
2. Watch the cartoon and talk about the main idea about the story.
3. Read the story again and find out the answers to the questions. Help students understand "play happily，cheer loudly，hit hard and pour into".
4. Listen and repeat the story. Imitate Sam and Bobby.
Talk about something else they can say.
5. Retell the story together.
6. Work in groups.
Students can choose to act out or retell the story.
Step 3 Culture time
1. Present students two books. One is Aesop's Fables. The other one is a Chinese idiom book. Show them some animal stories and ask about other animal stories they know.
2. Watch a video about the two books. Then check if students understand the stories well.
T: Which is not a fable? Which is not a Chinese idiom? Please read the names of the stories. What are the idioms in Chinese? (检验学生是否了解视频中介绍的部分寓言故事和中国成语的英语表达方式。)
Step 4 A Chant
1. Finish with a chant.
T: We've known many animal stories. What do you think of stories? Finish the chant and read it together.
Stories are ______.
Stories make us ____________.
We ________ from stories.
Let's go and read ________.
T: Where can we read more books?
(通过前面的视频及说说自己对stories的感受等环节，引导学生多阅读。）
Homework:
1.Read the story in the cartoon time twice and recite it.
2. Finish “课课练”上的练习。
七、板书设计：
Unit 1 The lion and the mouse

教学反思：
本课新授的语音部分，让学生通过对此跟读与模仿，总结出对特殊疑问句的朗读要用降调。Cartoon time 部分要求学生联系上下文猜出新词的意思，培养学生的阅读能力，增加学生的词汇量。而文化板块主要告诉我们西方国家有许多寓言故事，而中国也用很多的成语故事可读，通过比较学生能明白中西方文化的差异。
The 4th period
一、教学内容：
Checkout time & ticking time
二、教学目标
1. 能正确完成checkout time 中的练习；
2. 能对照ticking time 中的三个目标进行客观的自我评价；
3. 能复习巩固并尝试综合运用前三课时所学的词汇和语法重点；
4. 能在阅读、讨论、分享故事的过程中体会人与人之间的小善意带来的大不同；
三、教学重点：
1. 能正确完成checkout time 中的练习；
2. 能对照ticking time 中的三个目标进行客观的自我评价；
四、教学难点：
1. 能复习巩固并尝试综合运用前三课时所学的词汇和语法重点；
(说明: 以人与人之间的善意，互相帮助为情感主线，以故事为关键词, 将本课分为三个主要层次展开，首先是讨论书本上的寓言故事，然后是阅读欣赏身边的故事，最后是写出并分享自己的故事。最后以短片收尾，短片由由本单元，本课出现的一个个小故事改编综合而成。)
五、教学准备：CAI 卡片
六、教学过程：
Step 1 Free talk
The teacher and students have a talk. This is the last lesson of this unit. We have learned a lot. What did we do before this class?
The teacher elicits the plan of this lesson: stories from the book→ stories around me→ stories about me
Step 2 Stories from the book
1. Guessing game
Provide the students different covers of the same story which are titled in different languages and have the students say the name in English. （说明：展现狮子和老鼠不同语言的版本，请学生说出英文版）
2. Have a talk
The story “The lion and the mouse”means different things to different people. The students have a talk about what the story means to them.
（ 说明：狮子和老鼠这一寓言故事对于不同的人意味着不同的道理，如：一切皆有可能；不要以貌取人；善有善报等等。请学生思考，对于老师列举的道理，自己最赞同哪一点，为什么）
3. Have a practice
We not only learn life experience from this story, but also a lot about the language. Students list the adverbs both from and out of the story and have a practice with these words.
E.g. I’m the lion. I shout excitedly.
（说明：我们不仅能从这个故事学到人生道理，而且也能学到英语知识，比如故事中的副词。在列举更多副词的基础上，教师引导，森林里的动物为庆祝狮子的自由，举办了一个派对。你们现在是其中的一员，你是谁，会做什么，模仿例句，用上副词。）
Step 3 Stories around me
Listen and think
The teacher makes a story with the 6 pictures presented in the book and reads it to the students.
（说明：森林里的动物之间友善，互相帮助，我们身边的人也是如此。接下来展开的是本课的第二个层次，将书上第一个练习里的本来没有关系的6副图片编成一个故事读给学生听。）
Think and write
Students think and finish the story.
Read and check
Students read in pairs. One reads the first part, the other the second part.
（说明：学生完成故事并结对朗读故事，同时进行一个小交流：是否喜欢这个故事。不喜欢？因为不是 happy ending。 谁能帮助那个受伤的人？Anyone. 由此引出本课第三个层次）
Step 3 Stories about me
Think and write
Present students the picture from the e-mail and have them talk about the picture.
Then students finish and read Su Hai’s e-mail and list more verbs in their past forms.
（说明：首先引导学生观察书上图片，猜测苏海在做什么，并完成邮件，关注动词过去式。接着学生讨论自己是否喜欢这个故事，并得知帮助别人是件快乐的事。）
2. Read and enjoy
Helping people makes us happy and feel good.
Students read two more similar stories – The Batkid and the Whole City, Ariana and Her Hair and have a small talk.
Who helped Batkid? Who did Ariana help? What do you think of these two stories?
（说明：选取了两个感人而且有趣的故事和学生共同欣赏。一个说的是举全城之力，帮助一个小男孩实现当蝙蝠侠的梦想，另一个讲的是一个3岁的小女孩将自己的头发捐赠给别人的故事。）
Think and write: One Nice Thing
Students write down one nice thing they have done for the other people or the other people have done for them by modeling the Batkid’s or Ariana’s story.
（说明：以这两个故事为例，启发学生你们有没有帮助过别人，或者接受过别人的帮助，请围绕这一主题写One nice thing，并以上述两个小故事为例指导学生可以从哪几个方面来写，同时告诉他们如果能用上副词会更棒）
Read and share
Students come to the front of the class and read their stories one by one, while the rest of the class listen and have a talk about the story they like.
（说明：全班分享自己的故事，互相交流欣赏）
Step 4 Ticking time
1. Free talk
Have the students recall what they did in this lesson.
2. Ticking time
How well did you do in these activities? Check the three items presented in the table one by one, while the students are doing a self-evaluation.
（说明：开始ticking time之前，请学生回忆，我们这节课做了什么。下面是ticking time，看看自己完成的怎样。同时逐条呈现ticking time 的内容，以互相检测，自我评价的方式完成对评价。）
Watch a video
Students take turns to share their favourite part of this lesson. After that, the teacher plays a video which includes the main parts of this unit and elicits the theme of this lesson.
（说明：全班分享自己今天最喜欢的一个活动。接着引导学生，本节课的故事告诉我们人与人之间的善意，真诚才是最宝贵的。并和学生一起欣赏短片，短片的内容是由本单元，本课出现的一个个小故事改编综合而成，升华情感主题。）
Homework:
1. Read more stories;
2. Send an e-mail to your e-friend about your story.
七、板书设计
(说明：两棵树上分别写上副词和动词，心形卡片上学生写自己的故事)
Unit 1 The lion and the mouse

教学反思：
这一课时在延续故事教学的基础上，进行拓展阅读的训练，利用Ticking time的评价体系制定三维目标，小组通过合作学习完成目标。老师对学生提问，对学生的表演进行反馈。检测了学生对学习目标的掌握情况，同时老师给学生打星并进行合理的评价。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标:
1.通过复习，能较熟练地掌握本单元所学的词汇和句型。
2.能较熟练地在情景中运用本单元所学的日常交际用语。
3.能熟练完成本课的练习题。
三、教学重难点:
1.通过复习，能较熟练地掌握本单元所学的词汇和句型。
2.能较熟练地在情景中运用本单元所学的日常交际用语。
3.能熟练完成本课的补充习题。
四、教具准备：
1.教学挂图。
2.练习题答案的投影片。
五、教学过程:
Step One: Warming up
1. Greetings.
2. 出示本课对话投影片，学生看图用英文描述。
3. 学生表演故事。
4. 听写单词、词组和重点句子。
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and number.
B Listen and write.
C Look and say.
D Look, read and choose.
E Read and order.
F Read and judge.
a.部分题目也可以要求学生作听写任务，提高学生听说读写的语言综合运用能力。
b.题目选择，一些难的题目可以做为附加题，对于班级学习成绩比较优异的学生可以有这方面的要求。
c.在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。
Step Three: Homework
1．完成练习册。
2．小组活动，表演所学的会话内容。
六、板书设计：
Unit 1 The lion and the mouse
B: had quietly
happily loudly
gave doll
liked ate
教学反思：
本节课是一节复习加练习课，在处理练习之前，教师最好是带领学生把本单元的知识点进行简单地复习，然后再做习题，学生的学习效果会更好。在做练习时，教师要及时的给予帮助，并带领学生一起去完成练习。让学生在了解题型的同时，提高学生的答题正确率。
Unit 2 Good habits
The 1st period
一、教学内容
Unit 2 Good habits Story time
二、教学目标
1. 能正确理解、朗读课文并可以根据提示复述课文内容。
2. 能听懂、会读、会说单词: tidy, messy, habits, in order, finish always sleepy bedtime.
3. 能尝试根据所学短语和句型来描述自己的习惯。
4. 能初步根据提示写出好的习惯。
5. 能分清好坏习惯，并知道以好的习惯来要求自己，让自己拥有更多好的习惯。
三、教学重点
1. 能正确理解、朗读课文并可以根据提示复述课文内容。
2. 能听懂、会读、会说单词: tidy, messy, habits, in order, finish always sleepy bedtime.
3. 能尝试根据所学短语和句型来描述自己的习惯。
四、教学难点
1. 能正确理解、朗读课文并可以根据提示复述课文内容。
2.能尝试根据所学短语和句型来描述自己的习惯。
五、教学准备：
头饰，板书制作，PPT
六、教学过程
Step1 Warming-up
T: Let’s look what do we learn today. Show the learning aims.
T: Do you want to know me well?
Listen to my chant carefully. (初步感知新的短语词汇。)
Step2 Presentation
1. T: You know in my chant, I say, I get up early, never go to bed late. Think about: never go to bed late, means A or B? （show the pictures）
Read the new word并板书。
T: Do you get up early and go to bed early? I think we should go to bed early.
T: And I often put my things in order. I want to know do you often put your things in order.
S: Yes, I do. /No, I don’t.
T: Good .Because I often put my things in order, so I can keep my room clean and tidy.
Teach: clean and tidy = not messy.
2. Look at the four sentences. What are they about? They are about my habits. So today we’ll learn a new lesson, good habits. (揭示并带读课题)
出示图片录音引导学生问答。
3. T: You know a lot about my habits. Look, here comes Liu Tao and Wang Bing. What habits do they have? (请学生讨论)
T: First let’s read the choices together.
S:……
T: Now, let’s listen to the tape and try to find the answer.
Listen and answer:
4. T: You did a very job. But I think there are more habits in the story. Please read the test again and try to find them out.
5. T: Good. They have a lot of habits here. But what are the good habits? And what are the bad habits?
S: Talk about in groups. Then say the answer.
6. Reading time.
T: Let’s read the test please. Look at the signs here.（注意读音的降调符号，提示学生在肯定句和感叹句要用降调来读）
7. Listen to the tape, read it one by one.
8. Read it together.
9. Retell the story
Step3 Consolidation
1. Think and talk
T: Hello, class. We know Liu Tao has three good habits, and two bad habits. He wants to do better. Can you help him to change the bad habits?
(小组讨论然后介绍你知道的好的习惯)
2. Try to write.
T: You say a lot of things about good habits. Now let’s make a video to let all of us have more good habits.
Step 4 Homework
1. Review story time and retell the story.
2. Make a poster（海报）of the good habits.
3. Copy some important phrases and sentences
七、板书设计
Unit 2 Good habits
Wang Bing: Liu Tao:
get up early, never… listen to the teachers…
brush teeth… keep the room …
put things in order do homework late…
finish the homework… feel sleepy…
教学反思：
本课的重点是运用一般现在时、动词的三单变化形式，及副词修饰动词和在此基础上能够复述甚至能够角色表演对话。本课源于生活，所以学生应该有话可说。从课文的学习中，让学生能了解到好的习惯有哪些，坏的习惯有哪些。教师在教学时要采取多种形式的互动。
The 2nd period
一、教学内容：
Fun time & Grammar time
二、教学目标
1. 能够在句子中正确应用程度副词修饰动词。
2. 能够应用本课所学的句型“Do you ...”/”Yes, I do./No, I don’t.”进行问答。
3. 培养学生养成良好的学习习惯和生活习惯。
三、教学重点：
1. 能够在句子中正确应用程度副词修饰动词。
2. 能够应用本课所学的句型“Do you ...”/”Yes, I do./No, I don’t.”进行问答。
四、教学难点：
能够在句子中正确应用程度副词修饰动词。
五、教学准备：挂图，卡片
六、教学过程：
Step 1 Free talkT: Do you get up early in the morning?
S: ...
T: That’s a good/bad habit!
T: I have some habits too, Can you ask me? (出示动作图片)
S: Do you have your meals in the morning?
T: Yes, I do. I always...
S: Do you read books?
T: Yes, I do. I usually....
S: Do you clean the room
T: Yes, I do. I sometimes...
T: I have some good habits but I have bad habits too. Look at my panda eyes, I always go to bed late at night, it is a bad habit, you should go to bed early.
Step 2 Presentation
T: As a good students, we should have good habits, let’s make a good habits proposal step by step.
1. Step 1 is how to ask others.
You know my habits, how about you? Let’s play a game. Who want to be my partner?
Fun time----(1) T: Pick one....
(2)S: pick one...
pair work
T: Now, it’s your turn, pick?one?picture?from?the?envelope and?practice?in?pairs!
Magic box----T: Good job, boys and girls, you can ask other about their habits. Let’s have a rest.
2. Wang Bing’s habits and Liu Tao’s habits
First, ask Ss to say about habits.
Here are some sentences for you, can you read them? Look, these words are subjects/adverb of frequency/verb/adverbial modifier. Do you understand?
Second, the teacher write down the sentences on the blackboard.
Third, circle the words: fast late early well …
总结：动词+副词的用法。
Step 3 Consolidation
1. Do a survey
T：Great, let’s do a survey. First, let’s make a survey form.
Here is an example, fill one word into the blank and make it a good habit.
S：early.
T: Can you read it
S: Go to bed early at night.
T：here is another form, can you fill this line with your group member
Let’s check together. The first one is early, please read it.
The first one is well, please read it
The first one is early, please read it
They are all good habits. Now, let’s do a survey.
Do you go to school early in the morning?(随机问一名学生)
S: Yes, I do. (将该学生姓名填入表格)
Do a survey in your groups with this form.
提示句型： Do you ... ? Yes, I do./no, I don’t.
T: Ok, time’s up, I am going to be the first one.(教师示范)....
It’s time for you, who want to tell us about your group members
S: ...
2. Make a good habits proposal
T: Let’s make a good habits proposal according to your group survey.
Here is my good habit proposal. Work in group to finish your good habits proposal. Here are some tips for you.
评价：
If everyone in your group says one sentence, you will get 3 stars.
If all the members in your group say together, you will get 2 stars.
If only group leader say, you will get 1 star.
Step 4 Homework
1. Think of some more good habits and share with your classmates.
2. Put up your good habit proposal in the classroom or at home.
3. Review the two parts and then copy the sentences in Grammar time.
七、板书设计：
Unit 2 Good Habits
A: Do you...?
B: Yes, I do. / No, I don’t.
always usually
often sometime
教学反思：
本课的重点是在对课文理解的基础上归纳出副词的用法，同时复习频度副词always，usually， often，sometime的用法以及never构成的否定句。这一课时要总结归纳的内容较多，教师可以让学生多去思考。
The 3rd period
一、教学内容：
Sound time & Cartoon Time
二、教学目标
1. 能理解并体会字母组合or在单词中的发音，并适当扩展不同的发音。
2. 能理解Cartoon time的内容并动手实践
3. 能意识到good habits的重要性并付诸于实际生活
三、教学重点：
1. 能锻炼运用英语及与他人合作的能力。
2. 能意识到good habits的重要性并付诸于实际生活。
四、教学难点：
1. 能锻炼运用英语及与他人合作的能力。
2. 能意识到good habits的重要性并付诸于实际生活。
五、教学准备：卡片，电脑，练习纸
六、教学过程：
Step 1 Preparation
1．Greeting and make a self-introduction
Show a picture of me and let Ss ask me questions about my English name, hobby, best friend, and favorite color.
2．Tina’s e-mail
My best friend Tina invited me and other friends to her house.
We should bring some presents. Encourage the Ss to get my apples and flowers for Tina.
Step 2 Presentation
1. Sound time
Challenge1: Reading.
Rule: You can get my flowers by reading the words correctly and well.
Let’s enjoy a rhyme about my favorite animal — horses.

Let’s read some words in the rhyme and think the pronunciation of “or”.

Make a conclusion: or /?:/
Let’s read the rhyme and words in four. (Flowers)
Challenge2: Picking apples.
Rule: You can get my apples by knowing the different pronunciations of “or”.
Find and discuss in 4. 摘下or 字母组合发/?:/的苹果。

Apples: forty, morning, or, corn, pork, north，work, world, actor, doctor. Make a conclusion: “or” can not only be pronounced /?:/, it can also be pronounced /?/ and /?:/.
2. Cartoon time
We got some apples and flowers for Tina, so let’s go into Tina’s house.
Miss Rabbit and Mr. Duck come to Tina’s house, too. They are talking. Let’s listen.
Q: How many rooms do they talk about? What are they?
S1: Three. They are a living room, Tina’s bedroom and Bobby’s bedroom.
Let’s go into Tina’s house and look at the rooms. Read and underline in 2.
Room
How is it?
A living room
big and clean
Tina’s bedroom
small but nice
Bobby’s bedroom
messy and dirty
3. Listen and repeat.
Step 3 Consolidation
1. Look and talk
Bobby’s bedroom is messy and dirty. (出示图片) Let’s help him and give him some suggestions.
We can say: We should…
Make a conclusion: We should put our things in order and keep good habits.
2. Write a diary.
Tip: Write down three suggestions.
Thursday, Dec.11th
Today we took some _____ and ______to Tina’s _____. Firstly, we ____ ____ the living room. It’s ____and _____. Then we went into____ bedroom. It’s _____ but ____. At last we went into _______ _______. It’s _____ and ____. There were a lot of _____ and ____ on the floor. Tina was very _____ because Bobby had ____ habits. She told Bobby that he should ____ everything ___ ____. I thought he should ____________ , _____________, and _______________.
Step 4 Homework
1. Read sound time and the story three times.
2. Tell the story to your parents.
七、板书设计
Unit 2 Good habits
sport horse
for short or /?:/
We should put our things in order.
教学反思：
本课时是学生们最喜欢的环节，教师可以以兴趣为导入点，让学生更快地进入到课堂的教学中来。介绍某人或某物This is …是三年级学习的知识，在此可作简单地复习。本课时是对教学目标的又一次升华，让学生认识好习惯和坏习惯。
The 4th period
一、教学内容：
Checkout time， song time & ticking time
二、教学目标
1. I know some good habits and bad habits.
2. I can use “early”, “ late”, etc.
三、教学重难点：
1. I can use “early”, “late”, etc.
四、教学准备：
多媒体课件，单词图片
五、教学过程：
Step1 Warming- up
1. Greetings
First, let’s do some exercise together. Music! Let’s go.
Hello, boys and girls. Just now, we did some exercise. Doing exercise is a good habit.
2. Show the learning aims
Step2 Revision
T: Firstly, we are going to talk about good habits and bad habits of Wang Bing and Liu Tao.
(教师在黑板上板书)If you can’t remember, you can find some clues from these pictures. Now, please work in four.
Step3 Presentation and practice
1. We have known Liu Tao and Wang Bing’s good habits and bad habits very well. What about Su Hai and Su Yang’s habits? Please turn to P25. Let’s listen carefully and choose the right answer.
Listen and choose.
They have some good habits, but they have some bad habits too. Can you give some advice on these bad habits?
Ticking time
Let’s come to Ticking time. Who can read them?
T: Now please do ticking time by yourself.
T: You’ve done a good job. Now we can talk about good habits and
bad habits. Can you use “early”, “late”, etc? Let’s check.
Now, please turn to p24. Look at the pictures carefully and circle the right answer.
4. Please use the verbs and adverbs to make a sentence. Now work in four and try to make as many sentences as possible.
Step4 Homework
1. Give more advice on bad habits
2. Write about good habits and bad habits
六、板书设计
Unit 2 Good habits
Wang Bing(头饰) good habits bad habits
Liu Tao(头饰) gets up early does his homework late
never goes to bed late does not go to bed early
He finishes his homework before dinner
feels sleepy
教学反思：
本课时是对这一单元的总结和归纳，简单地题目可以让学困生来回答，提出的问题难度尽量适中一些。在复述课文时可让学的扎实的同学先做个示范，等学生都能理解是，慢慢引导学困生来复述，增强他们的学习自信心。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1. 复习本单元的相关词汇和句型
2. 完成相关练习
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸
五、教学过程：
Step 1 Revision
1. Free talk
What habits does Wang Bing have? What habits does Liu Tao have?
As a good student, what habits should we have?
2. Have a dictation
1) have many good habits 2) never go to bed late
3) before bedtime 4) put his things in order
5) finish his homework before dinner
6) keep his room clean and tidy 7) do his homework late at night
8) feel sleepy 9) show you around our house
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and number.
B Listen and write.
C Look and say.
D Look, read and choose.
E Read and order.
F Read and judge.
a.部分题目也可以要求学生作听写任务，提高学生听说读写的语言综合运用能力。
b.题目选择，一些难的题目可以做为附加题，对于班级学习成绩比较优异的学生可以有这方面的要求。
c.在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。
Step 3. Homework
1. Review this unit
2. Copy and recite the phrases and sentences underlined in this unit
六、板书设计
Unit 2 Good habits
gets up early does his homework late
never goes to bed late does not go to bed early
He finishes his homework before dinner feels sleepy
教学反思：
本课时是一节练习课，在做练习之前，让学生对本单元的好习惯及坏习惯做简单的复述，然后再去做练习，效果就好了许多。练习时，有些习题可以然学生去讲，培养学生的理解力及思考能力。
Unit 3 A healthy diet
The 1st period
一、教学内容
Unit 3 A healthy diet Story time
二、教学目标
1.听得懂，会说，会读，会写a lot of, some, a little, a few, healthy, diet, need.
2.进一步熟悉表示数量的词汇并巩固可数以及不可数名词。
3.初步了解健康饮食的重要性以及学会利用营养金字塔来评价以及衡量自己以及他人的饮食健康情况并能提出合理建议。
三、教学重点
1.听得懂，会说，会读，会写a lot of, some, a little, a few, healthy, diet, need.
2.进一步熟悉表示数量的词汇并巩固可数以及不可数名词。
四、教学难点
1.初步了解健康饮食的重要性以及学会利用营养金字塔来评价以及衡量自己以及他人的饮食健康情况并能提出合理建议。
五、教学准备：
PPT
六、教学过程
Step 1 Warm up.
1.师出示食物类单词,让学生说同类的词。
2. Free talk:
T: What did you have for breakfast ?
T: What do you like to eatdrink?
T: Are they healthy food?
Learn the new word healthy. (Healthy means they are good for our bodies. )
Our bodies need food to give us energy.
Look at the food pyramid. It shows us how much of each kind of food we need every day.
Show the phrases: a lot of, some, a little, a few,
How much should we need?
Talk about the meaning of the phrases in groups.
T: The food pyramid shows us a healthy diet. Learn the new word diet. (diet means somebody’s eating and drinking habits. )
Show the students two groups of pictures, teach the students how to use a lot of, some, a little and a few to describe the pictures after comparing them.
Step 2 Presentation and practice
1.看卡通，回答文中出现的两个问题
2.读课文，圈出Mike 和Yang Ling 的日常食物并完成Read and write。
3. Read the text in groups and finish the exercise of True or False on page 28, discuss and introduce the dieting habit of Mike and Yang Ling.
4. Read the text after the teacher.
5. Read in groups.
Step 3 Drills
1. Look at the picture of food pyramid and tell what food are countable or uncountable.
2. Discuss in groups about what food should we eat more? / What food should we eat less? And give us some advice, how to have a healthy diet.
Step 4 Consolidation
Retell the story.
Step 5 Homework
1.Copy the new words.
2.Read the text.
3.Finish the exercise. 为自己和家人设计一张更为合理的食谱， 准备在下节课进行小组讨论。
七、板书设计
Unit 3 A healthy diet Date weather
A lot of some a little a few
教学反思：
本课时内容较多，话题与学生的生活接近，学生有话可说。同时学生复习一般现在时，结合频率副词的用法，谈论学生的日常饮食习惯，讨论学生的一日三餐，总结出哪些是健康的好习惯，哪些是不健康的饮食。然学生明白一日三餐的好习惯对圣体是多么的重要。
The 2nd period
一、教学内容：
Grammar time & Fun time
二、教学目标
1.继续巩固词汇;a lot of, some, a few, a little ，能正确与名词搭配运用。
2. 复习巩固可数名词和不可数名词，知道哪些是可数名词，复数加s或es, 知道哪些是不可数名词。
3. 能正确使用句型；what do you have for breakfast/lunch/dinner？I have…进行交流，完成调查活动。
三、教学重点：
1.能让学生区分 ‘a few‘ and ‘a little’.
2. Use the patterns to ask and answer ‘What do you have for breakfast?’
‘I have…’
四、教学难点：
1. Enable the students to distinguish ‘a few‘ and ‘a little’.
2. Use the patterns to ask and answer ‘What do you have for breakfast?’
‘I have…’
五、教学准备：卡片
六、教学过程：
Step1 Free talk
T: Boys and girls, what did you eat this morning?
Ss: I ate…I had…for…
Step2 Review
T: Yesterday we learned a story about Mike and Yang Ling. Do they both have healthy diets?
S: No，…
T: What does Mike have for breakfast/lunch/dinner?
S: He has …
T: What does Yang Ling have for breakfast/lunch/dinner?
S: She has …
Step3 Presentation
T: Look at the two sentences, what can you find?
Ss: 我发现a few 后面跟可数名词。
a little 后面跟不可数名词
T: So，let’s check .
Can you put these words in correct places?
S: 到黑板上来操作。
T:你能说出更多不可数名词吗?
Ss: Cola, juice…
T:你还知道哪些复数加es的名词吗？
Ss: dishes, boxes…
Step 4 Play a game.
T：You all did a good job.
Next, let’s play a game, can you put them in correct places?
Ss:到黑板上来操作。
T: Next, let’s read these sentences, what can you find?
Ss: a lot of 和some后面既可以跟可数名词，又可以跟不可数名词。
Step5 Practice
T: At last, let us do a survey.
First, you should know how to do a survey. So, please watch the model carefully.
T: Now ,can you ask your classmates by using these sentences and finish the table？
Ss：…
设计意图：知道用句型进行询问，完成survey。并且知道如何做reporter。
Step6 Homework
1、Make a healthy eating table for your family.
2、Preview Cartoon time.
七、板书设计：
Unit3 A healthy diet
a few eggs/mangoes/tomatoes/potatoes
a little bread/juice/meat/milk/rice/water
What do you have for breakfast/lunch/dinner?
I have…for…
教学反思：
本课时主要讲一般现在时，在这个语法点上容易出错的是，首先如果知道主语，就要清楚第三人称有哪几类。其次，需要知道动词的第三人陈单数形式任何变化。同时复习了几个量词的有用法，课后还需在这方面做强化练习以致学生能灵活运用。
The 3rd period
一、教学内容：
Sound time & Cartoon Time
二、教学目标
1. 通过整体阅读，观看感知，寻找细节等方式理解并掌握文本。
2. 通过看图，联系上下文，猜测词义等方式听懂，会读，会说
单词或词组：much food, some drinks , much cola…
3. 了解ou的发音。
三、教学重点：
1. 在故事感知中掌握新单词，能运用文中的句子来交流。
2. 了解ou的发音。
四、教学难点：
在故事感知中掌握新单词，能运用所学句子来交流健康饮食习惯。
五、教学准备：卡片，电脑，练习纸
六、教学过程：
Step1. Warming up
Greetings
Free talk
Do you often have chicken for lunch?
What food do you like?
Can we eat too many sweets?
Step2. Cartoon time
A
Guess & answer
T: Look at the pictures and then talk and answer questions:
Is there any food in the fridge?
What are they going to do?
What happens at last?
T: 点击链接，解决第一副图
Watch & answer
T: What food do they want to buy?
Read and underline
T: Can Sam drink too much cola?
Can they have big fish for dinner?
Let’s read
Read in groups
Summary
T: They have a healthy diet, and healthy bodies.
What about this woman? Please give her some suggestions.
Step3: Sound time
1. T: Is this woman happy? Why?
2.ou的发音
3. Read
Step4 Homework
Make a healthy eating table for your family.
Read cartoon time.
七、板书设计
Unit 3 A healthy diet
much food
some cola / much cola/ a bottle of cola
want some fish/ want to buy some fish
/ au/ about house mouse out shout
/ ? / young cousin touch country
教学反思：
本课时教师在设计复习环节时，应该以游戏为主，让全班的学生都参与进来，让成绩一般的学生进一步熟悉知识，达到查漏补缺的作用，成绩较好的学生进一步复习、巩固。本课在理解文本的起初上，体验故事的趣味性也是不可活略的一方面，注意提高学生的学习兴趣。
The 4th period
一、教学内容：
Culture time、checkout time
二、教学目标
1、能根据图意思运用there be句型进行问答。
2、能正确通过检测练习巩固所学知识。
3、复习巩固a lot of, some , a few, a little 以及any。
4、能理解culture time的内容并适当拓展。
三、教学重难点：
1、能根据图意思运用there be句型进行问答。
2、能正确通过检测练习巩固所学知识。
3、复习巩固a lot of, some , a few, a little 以及any。
4、能理解culture time的内容并适当拓展。
四、教学准备：
多媒体课件，单词图片
五、教学过程：
Step 1 Review:
1．Let’s talk
T: What do you have for breakfast?
S: I have… (注意提示学生数量词的使用)
T：What about lunch and dinner?
S: For lunch and dinner, I have…
2.Ask and answer(P34)
T: (出示图片) Look at this picture, are there a lot of vegetables?
S: Yes, there are.
T: Is there any water?
S: No, there isn’t.
T: please talk about the picture with “Are there/ Is there…?”
S1：Are there any tomatoes/ potatoes/ eggs/vegetables?
S2: Yes, there are a few tomatoes/ potatoes/ eggs/vegetables. There are a lot of vegetables.
S1: Is there any fish?
S2: Yes, there’s a fish.
S1: …
S2:…
Step 2 Culture time
1.T: What do our Chinese people often have for breakfast?
S: They often have some porridge, eggs and steamed buns for breakfast.
(Learn: some porridge, steamed buns)
T: How about Western people, do they often have porridge or steamed buns for breakfast?
2. Read Culture time
S: No, they often have cereal, bread, eggs and sausages for breakfast.
(Learn: some cereal, bread, sausages)
3.介绍常见的中式早餐和西式早餐食物。
(Different diet styles show us different culture.)
Step 3 Presentation
1、Look and write
T: They have a bad diet. He has a bad diet. Sam’s mum has a healthy diet. Let’s finish the short passage.
In a healthy diet, there is________ fruit and vegetables. There is also _______rice and bread. You can have ________ meat and fish in your meals. You can also have ________ eggs every week. Milk is good for your body. You can have ________ milk every day. Sweet food is nice, but it is not good for your teeth. Eat only ________ sweet food every day.
同桌讨论
开火车填空
齐读
Step 4 Summary
1. Give us some suggestions
T：They have a healthy diet. They have healthy bodies.
Can you give us some suggestions?
You can use these sentences: You can …
You should …
You shouldn’t …
Eat … every day.
Drink …every day.
2.Junk food and healthy food
(Healthy diet, healthy life.)
Step 5 Homework
1. Review Unit 3.
2. Finish the writing exercises on the Exercise Book.
六、板书设计
Unit 3 A healthy diet
Are there any…?
Yes, there are.../ No, there aren’t.
Is there any…?
Yes, there is.../ No, there isn’t.
教学反思：
本课时的教学任务主要是要让学生知道字母组合ou在单词中的发音，有的学生可能在当堂课上不能反应过来，需要学生在课前充分地预习。其次通过中西方餐椅文化的介绍，再回忆好的饮食习惯有哪些，以巩固Ticking time 的内容。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1. 复习本单元的相关词汇和句型
2. 完成相关练习
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸
五、教学过程：
Step 1 Revision
Free talk
单词短语默写。
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and number.
B Listen and write.
C Look and say.
D Look, read and choose.
E Read and order.
F Read and judge.
a.部分题目也可以要求学生作听写任务，提高学生听说读写的语言综合运用能力。
b.题目选择，一些难的题目可以做为附加题，对于班级学习成绩比较优异的学生可以有这方面的要求。
c.在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。
Step 3. Homework
1. Review this unit3.
2. Copy and recite the phrases and sentences underlined in this unit
六、板书设计
Unit 3 A healthy diet
Do you have a healthy diet?
…
some（any） + 可数名词复数或不可数名词
some 用于肯定句和表示征求意见的句子
any 用于一般疑问句和否定句
a little + 不可数名词
a few + 可数名词复数
教学反思：
本课时主要任务是复习这节课的健康饮食的表达方式，在此基础上处理相关的练习，处理练习时，教师要关注学生单词的默写是否正确。加强基础知识的训练确保学生在说的基础上，能自己书写有关健康饮食的小短文。
Unit 4 Road safety
The 1st period
一、教学内容
六下Unit 4 Road safety Story time
二、教学目标：
在情景中整体理解Story time的内容。
在 Story time 的学习过程中掌握有关道路交通方面的新词 road, light, zebra crossing, pavement, look out for, easily, rules, follow，体会情态动词must及其否定must not 的用法，并能简单区分形容词safe,名词safety及副词safely的不同。
能用正确的语音语调朗读Story time。
能理解道路安全知识，尝试用英语说说道路交通规则。
能牢记过马路的交通规则，树立安全意识。
三、教学重点：
能理解道路安全知识，尝试用英语说说道路交通规则。
在 Story time 的学习过程中掌握有关道路交通方面的新词 road, light, zebra crossing, pavement, look out for, easily, rules, follow，must，safety，safely。
四、教学难点：
1. 体会情态动词must及其否定must not 的用法，并能简单区分形容词safe,名词safety及副词safely的不同。
能牢记过马路的交通规则，树立安全意识。
五、教学准备：课件 作业单
六、教学过程：
Step 1 Pre-reading
Free talk: T: Boys and girls, I have some good habits. I like reading.
I often read books. I get up early in the morning. I put my things in order. I like sweet food, but I eat a little at a time. I have a bad habit. I often go to bed late.
What about you?
S1:
T: Now, we know some good habits and bad habits.
Now, let’s play a game about habits, OK? (游戏规则)
Rules:
2. Look at some pictures. (看一些行人、司机图片)
Look and judge. Are they right? Ss: Yes! No!
T：总结We must keep safe.Road safety is very important.
Lead-in: T：揭题：Today we are going to talk about “Road safety”.
There are many busy roads in the cities. How can we cross the roads safely?
To keep safe, we must follow some rules.
T: Do you know any rules?
（让学生表达自己已有的生活经验，了解学生的语言基础。）
Ss: 学生自由说说交通规则eg: We must look for a zebra crossing. We must look at the traffic lights.
Step 2 While-reading （Story time）
1. Let’s listen and number. Before listening, these words will help you. （给图片排序）Teach: road , safe, safety, safely, cross, rules
Let’s watch and check the answer.
Please look, do you find any differences on the roads?
学习课文第一部分
T: How can we cross the roads safely ？Let’s read and try to say.
Read freely
Try to answer with “first…,then…”
3) Look at the picture. Finish the form:
T: What is green man? What is red man?
Teach: greenred man
What do they mean?
The policeman tells us. Let’s watch and read.
4）Read and imitate the policeman.
T: (总结)That means we can cross the road
That means we must not cross the road.
（总结36页，板书）
2. 自读课文，学习课文第二部分并划出答案
T: But sometimes you cannot find a zebra crossing near you. How can we cross the road safely?
Read freely. And try to get the main information.
Underline the answers of these questions.
完成表格信息。
No zebra crossing
Wait on the pavement.
Look out for cars and bikes.
Look left first, then right and then left again
Cross the road with other people.
3. 看图讨论，学习课文第三部分
T: What can you see in the pictures?
What must we not do on the road?
呈现课文第三部分的两张插图(加上一幅奔跑穿过马路的同学)
Ss: Some boys are playing football by the road. A boy is skatingrunning on the road.
T: Is it safe?
Why?
Ss: Because there are many cars and bikes on the road.
So what rules do you know?
Ss: We must not run or play on the road.
T: We must follow the rules and stay safe on the road!
(总结37页)
4. 整理理解，巩固
1) Watch and repeat.
2) Reading freely.
3) Think and write.( 书上P 38)
Step 3 Post-reading
1. Today we learnt some rules about road safety.
Today，we have a task. We’ll publicize road safety to other people.
Work in pairs.
(我们是小小宣传员。小组合作)
2. Please remember.
Never forget about safety.
Safety is as simple as ABC--- Always Be Careful.
2. Homework.
1) Read the story time fluently（ Read well ）.
2) Copy the new words and phrases.
2) Collect more rules about “Road Safety.”
七、板书设计： Unit 4 Road Safety
Rule1：We must look for a  and look at the .
Rule 2：We can wait on the  and look out for cars and bikes.
We can also cross the road with .
Please remember:
Rule 3：We must not or on the road.
教学反思：
本课以Road safety为话题，引出了一些关于交通规则的词组，并引出有情态动词“must,can”的句型。课堂容量大，学生学起来有点吃力。教师的教学设计学要简洁，明了，引导学生从基础语言知识到语言综合知识的运用，引导学生在做事中有目的的学习语言。
The 2nd period
一、教学内容：
六下Unit 4 Road safety Grammar time & Fun time
二、教学目标：
1.能对story time进行自主复习，并认识更多交通标志，掌握安全知识，做遵守交通规则的社会公民。
2.能理解并运用情态动词must及其否定must not（mustn’t） 的用法，复习已学过的情态动词canshould及否定用法。
3.能使用更多关于规则和规定的表达法，如Please… Don’t …
三、教学重点：
认识更多交通标志，掌握安全知识，做遵守交通规则的社会公民。
四、教学难点：
能理解并运用情态动词must及其否定must not（mustn’t） 的用法，复习已学过的情态动词canshould及否定用法。
五、教学准备：CAI
六、教学过程：
Step 1 Revision
1. Free talk
Talk about some signs on the road.
Traffic lights: ?green means go, red means stop.
（左转弯标志 停车） It means you can turn leftpark here.
（禁止左转弯 停车标志）Can you turn leftpark here? You mustn’t turn leftpark here.
2. Review the story time
T: What do we learned last lesson?
Ss: Last lesson, we learned some rules.
T: What are the rules? How can we cross the roads safely?
（用图片复习巩固Story time ，强化learning tip）
Ss: Rule 1: First, we must look for the zebra crossing, then we must look at the traffic lights.
T: Sometimes we cannot find a zebra crossing, how can we cross the road?
Ss: Rule 2: We can wait on the pavement and look out for the cars and bikes.
We must look left, then right and then left again.
We can also cross the road with other people.
T: What must you not do on the road?
Ss: We mustn’t play or run on the road, it’s not safe.
Step 2 Grammar time
1.PPT 展示Q: How can we cross the road safely?
What must you not do on the road?
学生根据Story time中的内容进行自由回答,PPT 展示答句。
Rule 1: First, we must look for the zebra crossing, then we must look at the traffic lights and wait for the green man.
Rule 2: We can wait on the pavement and we can cross the road with other people.
Rule 3: We mustn’t play or run on the road.
2.自主发现语法规律：
T：Look at these rules, how can we talk about the rules?(What words do we usually use in the sentences?)
Ss: We usually use canmust do …or can’tmustn’t do...
We also can use should or shouldn’t do…
T: After these words, we use do or doing?
Ss: do
3.运用语法规律。
T: Can you name some rules?
Ss: We canshouldmust… We can’tshouldn’tmustn’t … (parkturn leftplayrun…)
4.总结语法规律：
描述规则和规定有以下三种句式：canshouldmust加动词原形
名词、名词短语
祈使句Don’t…
Step 3 Fun time
1. The policeman knows a lot about the rules on the road.
Let’s play a game about the rules on the road.
2.游戏规则：（Explain the game）
将学生分成五人一小组，仿照Fun time范例，开展“红绿灯”游戏问答，一人演交警，提出问题，指定某人回答，其他人要给予反馈。
3.示范游戏：（make a model）
S1：Red man, stop. Green man, go! What must you do on the road?
S2: I must look out for cars.（可有其他回答）
S3: Right.
S1: What must you do on the road?
S4: I must run quickly on the road. （可有其他回答）
S5: No, you mustn’t run quickly on the road!
……
4.小组游戏：（Play the game in groups.）
Step 4 Consolidation
1. Practice
1) Sam, Bobby and Tina want to visit our city-Changzhou.
There are many interesting places in Changzhou: BRT and many parks
Their schedule（日程表） is in the form.
In the morning
The shopping center (Tina)
The Dinosaur Park(Sam and Bobby)
At lunchtime
Restaurant(Sam, Bobby and Tina)
In the afternoon
The cinema(Sam, Bobby and Tina)
2) Ask and answer.
Can you tell Bobby and Tina what rules they must follow in different places?
Model:
T: What must Tina do in the library?
Ss: She must keep quiet.
T: What must she not do in the library?
Ss: She must not eat or drink.
3）Work in pairs
Group work
Rule：将学生分成五人一组，仿照Fun time范例，三人分别演Sam, Bobby 及 Tina提出问题，由另外两人演小导游替他们解决问题。
Model:
S1,2：Welcome to Changzhou!
S3, 4, 5: Thank you!
S3: What must I do at the shopping center?
S1: You must put the rubbish in the bin.
S4: What must I do at in the Dinosaur park?
S2: You must be careful.
S5: What must we do in the cinema?
S1, 2: You must keep quiet.
Work in groups
2. Summary
1) Different places, different rules.
We must follow different rules in different places.
You know so many rules in the public places. You should follow these rules.
Step 5 Homework
1. Look for more rules in public places.
2. Write down the rules, the more the better.
七、板书设计：
Unit 4 Road Safety
Canshouldmust +do
DangerBe careful
Don’t…
Red man, stop. Green man, go!
What must you do on the road?
I must… / I must not…
教学反思：
本课时是带有情态动词的特殊疑问句以及带有情态动词的否定句。通过在课文版块的学习，学生已经基本掌握了交通安全规则，学生初步了解了情态动词can 和must的区别，以及它们的否定形式。通过复习第一课时所学内容，让学生自主地发现它们的规律，让学生有一个自主学习、自主思考的时间。然后我让学生找出规律，学生掌握的很好。
然后用在课文中学到的安全规则进行游戏操练，从而更好地掌握新句型和新词组。通过课堂上的反复练说，学生掌握的很好。
The 3rd period
一、教学内容：
Sound time, culture time &cartoon time
二、教学目标:
1. 了解句子重音的作用，并能进行积极的尝试运用。
2. 知晓英国和中国汽车行驶的方向不同，并有兴趣了解更多国家交通规则的异同点。
3.通过Cartoon time的学习，增强分析和提炼信息的能力，并能进行准确的朗读和较为生动的表演。
4. 进一步提升公民素养，知晓交通规则和礼让行人的重要性。
三、教学重点：
1. 通过Cartoon time的学习，提升学生的自主学习能力。
2.了解中西方国家交通规则的异同点。
四、教学难点：
句子重音的理解和尝试运用。
五、教学准备：PPT
六、教学过程：
Step 1 Warm up
1. Greetings: Date/ weather
2. Play a game: (Fun time)
T—Ss in groups
Step 2 Sound time
1. Try to know something about stress.
T: What is the most important rule on the road?
Ss：Red man, stop. Green man, go.
T: Who can read it for us?
S1: Red man, stop. Green man, go.
T: You read ….more loudly. Why?
S1: 突出重点/…
T: In English, we call this “Stress”. It has two functions.
1.体现句子的节奏感和韵律感。　　2.突出重点,使听者更容易理解。
So, you need to read some words in a sentence more loudly.
2. Learn the rhyme
1) Listen to the rhyme and try to find out the stress.
Learning tip: 在一般情况下，句子中比较重要的词要重读，如名词、动词、形容词和副词等。重读单词的发音听起来相对响亮而且清晰。
2) Check the answers.
3）Read the rhyme.
Follow the tape; Read together; Read in pairs.
4) Try to read some other sentences.
T: How to read them? Please try, you can discuss in groups.
Step 3 Cartoon time
T: These sentences are about an interesting story in cartoon time. Let’s enjoy it.
1. Talk about Picture 1.
1) Show Picture 1 to the Ss. Let them try to ask some questions.
2) Read and answer the questions.
2. Talk about Picture 2.
1) Show Picture 2 to the Ss. Let them try to ask some questions.
2) Read and answer the questions.
3. Talk about Picture 3&4.
1) Read the story quickly and answer the question: How many times does the bus stop?
2) Watch the cartoon, and find out the reasons of stopping the bus.
①The first time
Ss: Because there’s the red man, they must stop the bus.
T: This is the most important rule on the road. When can they go?
Ss: When they see the green man.
T: Do you know more rules on the road?
Ss: We must not play on the road./…
T: We must follow the rules on the road.
②The second time
T: Why do they stop the bus again? Is there a red man, too?
Ss: No, some elephants are crossing the road. They must stop and wait.
T: No, I see. This is another important rule on the road. Who can tell us?
Ss:车辆要礼让行人。
T: Yes, we should give way to pedestrians.
4. Read the text.
1) Listen and pay attention to the stress.
2) Read together.
3) Give a title to the story.
5. Act it.
1) Act the story.
2) (接最后一组表演) The bus stops again. What happened? Please imagine and act.
Step 4 Culture time
T: Bobby wants to know more about the rules on the road. The next day, he goes to the library and read some books about them.
1. Show the Ss the book “How to drive in different countries?”
T: Which side of the road do people drive in China?
Ss: They drive on the left side of the road.
T: Do people drive on the left side of the road in all the countries?
Ss: …
2. Read and choose.
Page 1: In the UK, people drive on the left side of the road.
Page 2: In fact, in most of the countries, people drive on the left side of the road. For example: Australia, Japan, Singapore, New Zealand
Page 3: In China, except Hong Kong and Macau, people drive on the right side of the road.
Page 4：In these countries, American, Canada, France, Germany（德国）…, people drive on the right side of the road, too.
1) In ( ), people drive on the left side of the road.
2) In ( ), people drive on the right side of the road.
Australia, China, Japan, America, Canada, English
3.1) Show the Ss the book “The month in history”
First traffic light!
20 October, 1923: People in American first use a traffic light. It is a little different from today’s traffic light. It has two parts. One says“Go” and the other says “Stop”. When people see ‘Go’, they can cross the road.
Safe crossing!
31 October, 1951: People first walk over a zebra-crossing in England. A zebra-crossing is white and black. People can see it easily. People walk over a zebra-crossing when they want to cross the road. This can keep them safe from cars.
2) Read and choose.
1. People first use the traffic light.
A. Chinese B. English C. American
2. The first traffic light has part(s).
A. one B. two C. three
3. People can see a zebra-crossing easily because .
A. it is white and black
B. it is in England
C. many people like zebras
Step 5 Homework:
1.熟读Culture time 和Cartoon time, 试着标出重音。
2.表演Cartoon time, 并进行续编。
3. 通过上网浏览等多种方法，了解更多的交通知识。
七、板书设计:
Unit 4 Road safety
the red man some elephant are crossing…
Bobby头像 Tina 头像
see their aunt
教学反思：
本节课我们不仅复习了交通安全知识，曹联合巩固了情态动词，同时还新授句子里需要重读的知识。通过反复跟读，让学生了解到在陈述句里某些单词需要重读，让学生在读中思，在思中学。含有情态动词的句子及其用法，这部分涉及到的语法点比较多，通过设置悬念、回答问题等方法，激发起学生学习的热情，学生掌握的很好。Culture time版块告诉我们中西方国家不同的道路通行规则。在课本的基础上，我又拓展介绍其他国家的道路交通规则及第一个交通灯的由来，学生很感兴趣。
The 4th period
一、教学内容：
Checkout time & Ticking time
二、教学目标：
1.准确运用句型We must/mustn’t 谈论交通安全；
2.能结合语境，准确运用must, mustn’t, can, can’t.；
3.准确运用含有must, mustn’t 的句型，谈论班级规则等，并尝试写一写，制作成海报。
4.进一步强化规则意识，做一个懂规则，守规则的人。
三、教学重点：
1.准确运用含有must, mustn’t 的句型，谈论班级规则等，并尝试写一写，制作成海报；
2.能结合语境，准确运用must, mustn’t, can, can’t。
四、教学难点：
含有must, mustn’t 的句型的准确表达及正确运用。
五、教学准备：课件、纸、水彩笔等
六、教学流程：
Step 1 Lead-in
1. Greetings: Date/Weather.
2. Revise the story in Cartoon time
Yesterday Bobby and Tina went to see their aunt, they took a bus. But the bus stopped twice, why?
3. PK time.
Talk about the rules on the road and at home. Boys use the sentence: We must….. Girls use the sentence: We mustn’t…
Step 2 Presentation
Read and circle.
1. T: What rules do they need to observe? Please read and circle.
2. Check the answers.
Picture1:
T: The first picture, which pair wants to try?
S1: Can I watch TV?
S2: No, you can’t . You must go to bed.
T: Can you watch TV every day?
S: No, we can’t . We can watch TV at weekends.
3. Discuss the differences between must and can.
(must 表示说话人“不许”和“禁止”某人做某事，有很强的劝告语气。Can表示有能力或有权利做某事。)
Step 3 Writing
T: When we’re at home, we should follow some rules. When we go to school, in order to keep safe on the road, we should follow the traffic rules. When we are at school, we should also follow the classroom rules, right?
1. Match and say:
1) T: What are they doing?
S: They’re talking to each other.
T: What do you want to say to them?
S: You must keep quiet. / You mustn’t talk to each other. / You must listen to the teacher.
2) T: How about other students? Which class rules are the students breaking? Write the numbers in the circles in pairs.
3) Check and discussion.
2. Think and write.
1) T: Liu Tao wants to make a poster about his classroom rules. Let’s help him.
Please complete the poster with “must” and “must not”.
Ss: Try to write down the answers.
2) Check the answers.
S1：You mustn’t run in the classroom.
T: It’s easy to bump into someone（撞到别人）.
（教师在学生回答的过程中，注意追问和拓展。）
3. Talk and write.
1) T: I think classroom rules are important for us. So let’s find out our class rules.
First, discuss in groups. Then, write down the rules on the paper. (每位学生写出一条自己觉得最重要的班规。)
2) Make a poster together.
Talk about the rules, choose some of them and stick on the poster.
T: Show us your paper and read it loudly, please.
S1: We must/mustn’t…
T: Is this a good rule?
S1: Yes.
T: Who has the same idea?
3) Let the Ss read their classroom rules together.
4) Take an oath: This is our classroom rules. I will abide by them.
4. Talk about the rules in different places.
T: We have rules on the road, in the classroom. Where else do we have rules?
Ss: We have rules in the library/ in the park…
1) Read, think and match.
T: There’re ten rules. Where do we have them? Please think and match in pairs.
a. In the library b. In the classroom c On the road d. In the park
② Get the Ss try to say like this: We mustn’t walk on the grass in the park.
2) Show the students some pictures about impolite behaviors.
T: When you are in public places, Please follow the rules, to be a polite student. If you observe some impolite behaviors, do you have courage to warn them? How to warn them? What to say?
Tips: When we give advice to others, we should pay attention to our tones.
3) Make posters.
To keep our life more beautiful, we need rules. For example, the park rules, the bank rules, the hospital rules, the library rules, family rules and so on. Choose one and make a poster in your team.
Step 4 Homework
1.通过调查、观察等方式，进一步完善相关场所的规则。
2. 依据Ticking time ,自主复习相关知识点。
七、板书设计:
Unit 4 Road safety
教学反思：
Checkout time版块是读一读，圈一圈，让学生明确区分情态动词can与must, can’t与mustn’t的用法。学生分组活动，完成的较好。Ticking time 版块明确了教学目标，通过练习和操练让学生能很直观地认识到自己的不足以及哪些教学目标的内容学的不够好，养成查漏补缺的好习惯。课后要让学生多模仿并跟读录音，再多做些练习题来进行巩固。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1. 复习本单元的相关词汇和句型。
2. 完成相关练习。
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸，补充习题
五、教学过程：
Step 1 Revision
1. Free talk
2. 出示本课对话投影片，学生看图用英文描述。
3. 学生表演故事。
4. 听写单词、词组和重点句子。
Step 2: Presentation and practice
完成补充习题。
题型：
A Listen and number
B Listen and write
C Look and say
D Read and write
E Look, read and write
F Read and answer
Step 3 Homework
1. Review this unit.
2. Copy and recite the phrases and sentences underlined in this unit.
六、板书设计：
Unit 4 Road safety
You must keep quiet.
You must listen to the teacher.
We must/mustn’t…
canshouldmust加动词原形
Red man, stop. Green man, go.
教学反思：
本课是一节复习课，先复习课文，让学生看图用英文描述并表演故事。学生表演的很逼真形象。再让学生听写单词、词组和重点句子来复习巩固。让学生了解、反思自己本单元内容的掌握情况，对薄弱环节及时作出调整。做补充习题时，教师先讲解注意点，让学生抓住关键词，再听听力。大部分学生能正确填写所缺单词，四会单词默写较好，学习气氛浓厚。
Unit 5 A party
The 1st period
一、教学内容
Story time
二、教学目标
1.能听懂、会说、会读和会拼写单词: clown, appear, put on, begin,
2.能听懂、会说、会读和会拼写句型：What are you going to bring to the party? I’m going to bring some toys. Are we going to eat or play with the toys first?
三、教学重点
1.正确掌握，灵活运用将来时句型表达于真实情景中。
2.能理解，正确朗读，表演Story time,并能自编类似情景。
四、教学难点
通过课文重点语言知识点的学习，能理解课文内容，能自然流畅地给课文内容配音和表演。
五、教学准备
多媒体课件，课文录音。
六、教学过程
Step 1 Free talk
What date is it?
What holiday do you like?
What holiday is coming?
What are you going to do on May Day?
Step 2 Pre-reading
What am I going to do on May Day? Can you guess?
引导学生提问：Are you going to …?
Work in pairs
Step 3 While-reading
1. Look at the pictures. What are they going to do?
出示Mike/Liu Tao/ Su Hai/ Wang Bing图片
What do they need for a party?
What are the children going to bring to the party?
　　 Check the answer:
… is going to bring … to the party.
2. Watch and answer
(1)When are the children going to have the party?
(2) Where are they going to have the party?
(3) Who is going to take part in the party?
3. 自读P.26课文，填空
It is __________ morning. The children bring their things to Mike’s house. They don’t know where Liu Tao is. Suddenly, A _________ appears.
It’s Liu Tao. He brings some ___________ for them. Then, the party_______. They are going to ______________ first. Then, they are going to eat some fruit, and some _________ and drinks. They have great fun at the party.
4. Read and answer
What is Liu Tao going to bring to the party?
Let’s watch and answer
5. Read and choose
完整的欣赏课文内容视频，模仿人物的语音语调, 尝试配音。
6. Reading time
六人一组,任选一种方式,看看哪一组读得最好.
Step 4 After-reading
1. Match and say
What are the children going to bring to the party?
2. 完成书P50 ?True or false
3. Act the story
Step 5 Homework
1. 听录音，熟读并背诵Story time部分课文。
2. 1.Read story time fluently and try to recite.
3. Make a plan for Children’s Day.
七、板书设计：
Unit5 A party
What are you going to…?
We /I going to…
Are you going to …?
教学反思：
本课讲述的是孩子们过六一儿童节，举行了聚会，并进行相关的一些活动。学生对喜欢的节日很感兴趣。本课的新单词和新句型比较多，课文的重点句型是将来
时态be going to 的用法。课文以讨论在派对上要带些什么东西为情境，呈现了be going to的问答。在课堂上我让学生不断地示范读，分角色朗读，让学生设计策划自己的节日活动。把课堂交给学生，让学生真正融入到节日里去。我借助语境，帮助学生初步感知和理解一般将来时，通过操练和做练习让学生能熟练地运用。
The 2nd period
一、教学内容：
Grammar time & Fun time　
二、教学目标
1.知识目标：
（1）能听说读写并灵活运用Story time中的新词汇，新句型讨论即将发生的事情。
（2）了解西方国家的宴会礼仪。
（3）掌握一般将来时的疑问句用法。
2.情感目标
通过本课时的学习，感受宴会礼仪，文明做客。
三、教学重点、难点
能掌握本课时中出现的将来时疑问句。
能熟练运用将来时展开话题询问和回答。
四、教学准备
课件、头饰等
五、教学过程
Step 1 Revision
Greetings
Review the text
(1)Finish the form
A party
When
Where
Who Wang Bing
What toys
When is the party?
Where’s the party?
Who are going to the party?
Ｗhat are the children going to bring?
(2) Ask and answer
Who appears at the party?
What are they children going to do first at the party?
…
Culture time
When you go to a Western party, what should you do?
Ss talks
Show the picture on page 53, read the sentence
Show some other rules
Step 2 Grammar time
1. 总结将来时的特殊疑问句、一般疑问句的结构
先请学生小组讨论，归纳总结。
　　What are you going to bring? Ａre you going to bring fruit?
What are you going to do? Are you going to sing a song?
What are you going to draw? Are you going to draw a horse?
What are you going to eat? Are you going to eat any bread/
教师总结
2. 翻到51页,读一读书上的句子
3. 试着体会以下疑问句，并做出准确回答
Ｗhen are we going to meet?
Where are you going to go after school?
What time are you going to get up this Saturday?
Who is going to cook dinner for you this evening?
How is your friend going to go to school tomorrow?
What class are you going to have?
Step 3 Fun time
…的生日就要到了，准备大家一起举办一个party。你是小小策划师，想想看，你们需要解决哪些问题呢？
仿照示范，同桌合作，完成一张邀请卡
Step 4 Homework
1.熟读Grammar time 中的句型。
2.　复习Story time
板书设计：
Unit5 A party
What are you going to…?
We /I going to…
Are you going to …?
教学反思：
本课主要讲be going to 的特殊疑问句和一般疑问句及其它们的回答。在课文的基础上，学生已经初步了解一般将来时的用法。在Grammar time环节，我让学生自己先读句子，自主地发现他们的规律，让他们有一个自主学习、自主思考的时间。再通过做练习题来复习巩固，教学效果很好。在Fun time环节，我让学生自由讨论，学会制作聚会邀请函，学生很感兴趣。最后介绍参加西方派对时的礼仪和注意事项。这一环节我做些拓展介绍，拓宽学生的知识面。
The 3rd period
一、教学内容：
Sound time， Cartoon time
二、教学目标
1.知识目标
（1）能理解,听懂，正确读好歌谣，知道ow在单词中的发音。
（2）能理解Cartoon time的小故事，能灵活运用将来时描述自己打算。
2.情感目标
通过阅读英语小故事，能体会故事的幽默，培养对英语的喜爱之情。
三、教学重难点
1.理解Cartoon time,　会复述，能表演
2.能熟练运用一般将来时
3.掌握ow在单词中的发音
四、教学准备
多媒体课件，录音
五、教学过程
Step 1: Free talk and revision
Greetings
What are you going to do this weekend?
Game1: Good memory
S1: I’m going to …
S2: S1 is going to … I’m going to …
S3: S1 is going to…. S2 is going to… I’m going to…
…
T: What is S3 going to do?
…
Game2: Guessing game
Ask one student to come to the front and others guess what he/she is going to….
Are you going to…?
Step 2. Cartoon time
Bobby’s class is going to have a party. What are they going to do?
Watch the cartoon and fill in the blanks

A party
Who
Billy
Willy
Sam &Bobby
Activities
True or false
（ ）Sam wants to be the king.
（ ）Bobby is happy to be the king.
（ ）Bobby knows the story The King’s new clothes at first.

Read the text after the tape
Read in groups
4. Act the story out
Step 3 Sound time
1. T shows the picture Ss finish the rhyme
Look out of the ________
At the lovely _________!
Does anybody _________
Why we have __________?
2. Listen to the tape and read the sentences
3. Read in groups
4. What’s the pronunciation of “ow”?
Ss show some other words
Step 4: Homework
1. 背诵Cartoon time
2. 熟读Sound time
六、板书设计:
Unit5 A party
A party
Who
Billy
Willy
Sam &Bobby
Activities
教学反思：
本课新授了语音部分，让学生通过多次地跟读与模仿，总结单词的发音。同时解决了评价板块的教学目标。学生通过小组活动进行了合作。老师对学生提问，并对你学生的表演进行了反馈，同时检测了学生对学习目标掌握的情况。学生也通过打星的方式对自己的表现进行了合理的评价。
The 4th period
一、教学内容：
Culture time Checkout time & Ticking time
二、教学目标：
1.复习并巩固本单元知识内容。
2.能正确掌握，灵活运用一般将来时一般疑问句和特殊疑问句问法及其回答。
3.能正确掌握，灵活运用一般将来时。
4.能正确通过检测练习巩固所学知识。
三、教学重点:
1.复习并巩固本单元知识内容。
2.能正确掌握，灵活运用一般将来时一般疑问句和特殊疑问句问法及其回答。
3.能正确掌握，灵活运用一般将来时。
四、教学难点：
2.能正确掌握，灵活运用一般将来时一般疑问句和特殊疑问句问法及其回答。
3.能正确掌握，灵活运用一般将来时。
五、教学准备：
多媒体课件、教学光盘
六、教学过程：
Step One: Warming up and revision.
1. Free talk.
2. Retell the story in Cartoon time.
Bobby’s class is going to have a party soon. Billy is going to… Willy is going to… Sam and Bobby are going to… At the party, Bobby is …. He is wearing…. All his friends are laughing.
3.请学生总结回顾一般将来时的构成。
Step Two: Presentation and practice
1. Checkout time p57页，Listen and number
1) 请学生看图说话。
　 What are they going to do?
They are going to…
2) Listen and number
师播放录音，学生完成练习。　
3) Check the answer
2. Checkout time P56页，Read and answer
1) 出示notes, 学生自读，说一说
What do you know from the notes?
2）Answer Mike’s questions
Ss ask and answer.
3. Ticking time
a. I know about parties.
b. I can use “am/ is/ are going to…”to ask and answer questions.
c. I know the sound of “ow”.
Step Three: Homework
1.复习Cartoon time和Story time.
2.写作：我的周末计划 My plan for this weekend.
七、板书设计：
Unit 5 A party
Where are you going to have the party?
When’s the party going to begin/ end?
What’s Lily going to do for the party?
Who’s going to buy snacks and drinks for the party?
教学反思：
本课时在此复习了be going to 的用法，同时告诉了我们在西方国家派对的礼仪文化，教师可作拓展延伸，培养学生的礼仪习惯。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1. 复习本单元的相关词汇和句型。
2. 完成相关练习。
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸，补充习题。
五、教学过程：
Step One：Revision
Free talk
Ask and answer
Have a dictation
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and tick.
B Listen and choose.
C Ask and answer
D Read and order
E Look and write
F Look, read and write
G Read and choose.
Step Three: Homework
1. Review this unit.
2. Copy the phrases and sentences twice.
六、板书设计:
Unit 5 A party
When’s the party going to begin/ end?
What are you going to do at the party?
What are you going to do this weekend?
Are you going to …?
教学反思：
本课时首先对本课重点知识做了复习，同时教会学生如何为派对做准备。学会如何写邀请函。做练习时，对课文相关知识再做复习。做练习中的阅读并回答问题要做到答题方法的指导。
Unit 6 An interesting country
The 1st period
一、教学内容:
Story time
二、教学目标:
1.能听懂、会说、会读单词：find out, magazine, kangaroo, koala, sport-lover,
Australian, football, exciting, Sydney
2.能听懂、会说、会读句型：I will… He will…
3.能流利地朗读并复述课文。
4.通过学习课文能了解有关澳大利亚的知识。
5.帮助学生初步形成了解其他国家，了解世界的意识。
三、教学重点:
1.能听懂、会说、会读单词：find out, magazine, kangaroo, koala, sport-lover,
Australian, football, exciting, Sydney
2.能听懂、会说、会读句型：I will… He will…
3.能流利地朗读并复述课文。
4.通过学习课文能了解有关澳大利亚的知识。
四、教学难点：
3.能流利地朗读并复述课文。
4.通过学习课文能了解有关澳大利亚的知识。
5.帮助学生初步形成了解其他国家，了解世界的意识。
五、教学准备：
多媒体课件PPT,教学光盘
六、教学过程：
Step One： Warming up.
1. Greetings.
T: Good morning，boys and girls. Ss: Good morning， Miss Xu.
T: How are you? Ss: Fine, thank you.
2. Free talk
T: What day is it today? Ss: It’s Wednesday.
T: What is the date today? Ss: It’s the 29th of April.
T: May Day is coming. What are you going to do for May Day?
S1: I’m going to go shopping/ have a picnic /fly a kite / visit my grandparents.
T: I’m going to travel. I will go to different places. (将要,教will)
Step Two：Pre-reading
1. 出示Places of interest in China 句型：I will go to…
T: I will go to the Great Wall and the Palace Museum.
T: There are many places of interest in the world, too.出示国家
Please look, do you know them? You can speak in Chinese.
(The Great Wall/ White House/ Big Ben/ Sydney Opera House)
T: We can find _______ in _______.（连线）
2. T: Please listen and guess. Which country am I talking about?
内容：It’s a big country in the south part of the Earth. It has many interesting animals. It also has a very famous opera house. People there speak English. Ss: Australia
T: Today we’ll learn Unit 6 An interesting country-- Australia. (揭题)
Step Three：While-reading
3.（引言）T： What will they do next week? Let’s listen and complete.
T：How will they find out about Australia before the lessons?
Let’s watch and say. (看左部分卡通)
4. 连接语T：Before the lessons, the teacher asked the children to find out some information about Australia. What about Mike? Let’s ask him.
T: How will you find out about Australia before the lessons, Mike?
Who can try? You can answer: I’ll…
Mike: I’ll ask my e-friend in Australia.
Wang Bing: I’ll ask Mr Green.
Liu Tao: I’ll read about Australia on the Internet.
Yang Ling: I’ll go to the library.
5. T: Read P58 by yourself and fill in the blanks. (记得板书)
Mike--Ask his e-friend Wang Bing---Ask Mr Green
Liu Tao--Read about Australia on the Internet Yang Ling--Go to the library
T：Let’s recite. The children will learn about…
They want to… about this country before…
Mike will… Wang Bing will… Liu Tao will… Yang Ling will…
6.（右边课文）T：Liu Tao is surfing the Internet at home. He found an article about Australia. Do you want to read?
Tips: Please open your books at page 59. Read quickly and know the main information. T: Who can try?
Q1. How many aspects(方面）are mentioned in the article? Three
Q2. What aspect are they? Animal, sport and city (记得板书)
7.细化右边课文 a. T：Let’s read and underline the animals of Australia.
内容You will find many interesting things in Australia. You will love our kangaroos and koalas. (带读生词) Let’s read after the tape.
b. T: Let’s read and underline the sport of Australia.
Sport- lovers will like Australian football games because they are very exciting. Q：Which one is Australian football? A
Tips: Australian football is different from British or American football. The shape is oval. Every team has 18 players. During the match, the player can hit the ball with hand or kick the ball with foot to teammates.
c. T: Let’s read and underline the city of Australia.
You will also like Sydney. It is a beautiful city.（带读Sydney)
T: Look, this is Sydney opera house. This is the Sydney Bridge.
Tips: Sydney is the biggest city of Australia. It has famous Sydney opera house and the Sydney Bridge. Expect this, the capital of Australia
Canberra and the big city of Australia Melbourne are very famous, too.
8.连接语T：We have learned a lot about Australia. Can you remember?
Please open your books at page 60. Let’s write about Australia.
Finish it by yourself（独立完成）Check in your groups （小组校对）
Cities: ___ Sydney _, Melbourne.
Weather: warm and sunny.
Interesting animals: __kangaroos and koalas.
Interesting sport: _Australian football games.
Other: 516 parks for plants and animals.
Step Four：Summary and consolidation
1. T: From the lesson, we learned how will… find out about Australia before the lessons. 梳理板书 …will…
T: We also learned an article about Australia. Interesting animals of Australia are kangaroos and koalas. Interesting sport of Australia is Australian football game. Famous city of Australia is Sydney.
2. Choose one way to read all the story time. (四人一组读课文)
3 T: Please turn to page 60. Let’s do some exercises. True or False
4. T: We have learned a lot about Australia. Do you want to know more?
Let’s enjoy. (看风景图片)
5. 格言：The world is colorful and wonderful. If you have time, please go out and have a look. 世界很美好。如果你有时间，请出去多看看。
Read more and travel more! 多阅读，多旅行。
Step Five: Homework
1. Read the story fluently.
2. Try to introduce Australia to your partner.
3. Find out more information about Australia.
七、板书设计：
Unit 6 An interesting country
How will … find out about…before the lessons?
Before the lessons
Who
How
Mike
ask his e-friend
Wang Bing
ask Mr Green
Liu Tao
read about…on the Internet
Yang Ling
go to the library
Australia
animals——kangaroos and koalas / city-- Sydney
sport-- Australian football games
教学反思：
本单元主要涉及有关澳大利亚的知识，教师以兴趣为导向，激起学生学习的热情。再将一般将来时的用法渗透进课程，让学生在不知不觉中就能了解并掌握知识。
我充分利用学生热情好动的特点，在讲述重点内容时，通过游戏和反复操练来让他们充分练说，达到会运用的目标。我让学生在课前充分了解有关澳大利亚的内容，让他们在课堂上有话可说。在教学活动中，增强学生的参与意识，让他们学会互帮互助，培养学生的合作精神。
The 2nd period
一、教学内容:
Grammar time and Fun time
二、教学目标:
1.能听说读写人称代词和will的缩写形式。
2.能了解并熟练运用构成一般将来时的时间状语。
3.能用一般将来时写一段话。
三、教学重点:
1.能听说读写人称代词和will的缩写形式。
2.能了解并熟练运用构成一般将来时的时间状语。
3.能用一般将来时写一段话。
四、教学难点：
1.能听说读写人称代词和will的缩写形式。
2.能了解并熟练运用构成一般将来时的时间状语。
五、教学准备：
多媒体课件PPT、头饰等
六、教学过程：
Step One: Warming up
1. Greetings
2. Let’s review
T: Last lesson, we learned an interesting country—Australia. I think you know a lot about it. Can you say something about Australia?
S: I know…
T: What a beautiful country!
Step Two: Presentation and practice
（1）Answer some questions about the passage:
T: The children want to learn about Australia. When do they learn about this country?
S: They will learn about Australia next week.
Q1: How will Mike know about Australia？
Q2: How about Wang Bing / Liu Tao /Yang Ling?
Ss discuss in pairs and answer.
Read the sentences together.
（2）Grammar time
1. 呈现grammar time中的第一个板块。
a. Read the sentences.
b. Try to find out the rule.
Let’s look at the blackboard .there are some sentences.
Read them first and then think what can you find?
小组内谈论一般将来时的另一种表达方式。
小组汇报：1.除了be going to ,还可以用will 来表示一般将来时。
2.在句子中，人称代词和will可以缩写在一起。
2. Read together：
I’ll=I will we’ll =we will he’ll=he will
you’ll=you will they’ll=they will she’ll=she will
T: We should pay more attention to them.
3. PPT 呈现：将’ll 和next week , tomorrow变成红色。
拓展：还有其他表示将来的时间，如this Sunday，in和一段时间连用等。
Try to use.
给出若干句子，要求学生用由will构成的一般将来时改写。
a. He usually goes to school by bike. (tomorrow)
b. He visited London last year. (this winter)
c. Mary is having a dancing lesson. (next Saturday)
d. Mr Green often tells us about his country. (next time)
4. Work in groups.
四人一组，从每组中任意选择一个词汇或短语，用will组成一般将来时的句子。
5. Read and write
T: You made a lot of good sentences. Now, let’s complete the passage with “will” and the correct words.
Ss do it in groups and read this part.
（3）Fun time
1. T: Do you know why I will go to the library? I will look for some books and magazines about the UK. Now I will show you something about the UK.
PPT shows some pictures about the UK.
Learn some words: Oxford, Big Ben, London Eye, Tower Bridge.
PPT shows the information of the UK.
T: Look at the information on the card.
Can you be a tour guide and introduce the UK?
Group work:
a. Four students in a group.
b. Read and discuss in groups, then try to introduce.
Each student can introduce one aspect about it.
Group show
2. Make and say.
Introduce our country.
T: There are many beautiful countries in the world, but in my heart, China is the most beautiful country in the world. It is very interesting, too. Can you make a information card for China and introduce our motherland?
四人小组合作，仿照62页的信息卡为我们的祖国制作信息卡，并做介绍。
小组展示。
Step Three: Homework
1. Copy and remember sentences we have learned today.
2. Try to write a short passage about China.
七、板书设计：
Unit 6 An interesting country
I’ll=I will we’ll =we will he’ll=he will
You’ll=you will they’ll=they will she’ll=she will
tomorrow, next week, next month, next year
教学反思：
Grammar time环节主要讲述由will 构成的将来时结构以及对应的时间状语。
本课的重难点集中在对课文的复述。其次是让学生归纳出一般将来时的结构以及构成一般将来时的时间状语。通过这一环节的操练，既能锻炼学生自主学习的能力，也能强化学生的合作意识。Fun time环节主要是对课文的拓展，针对于自己了解的某一个国家，写出有关这个国家的天气状况、有趣的运动，有趣的城市和有趣的地方。通过分层要求，层层递进，把内容简化，学生更容易接受。学生完成的很好，练说很充分。
The 3rd period
一、教学内容：
Sound time and cartoon time
二、教学目标:
1.学生能知道字母组合air在单词中的读音。
2.学生能自主阅读cartoon time内容, 理解并能朗读、表演故事。
3.学生能运用所学句型编写对话，通过合作进行表演。
4.学生能进行自我练习并能同他人合作交流。
三、教学重点:
1.学生能知道字母组合air在单词中的读音。
2.学生能自主阅读cartoon time内容, 理解并能朗读、表演故事。
3.学生能运用所学句型编写对话，通过合作进行表演。
四、教学难点：
1.学生能知道字母组合air在单词中的读音。
2.学生能自主阅读cartoon time内容, 理解并能朗读、表演故事。
3.学生能用所学语言表演对话并能熟练掌握将来时的用法。
五、教学准备：
多媒体课件PPT、教学光盘
六、教学过程：
Step One: Warming up
1. Greetings
2. Free talk
T: What will you do tomorrow/next week?
S: I will…
T: What will he/she do tomorrow /next week?
Step Two: Presentation and practice
(1) Sound time
1.T：From the passage, we have learned a lot about Australia.
What do you know about Australia?
S: …
T: Look at the blackboard, there is something about Sydney—a famous city Australia, let’s read it.
PPT shows the sentences.
2. T: Now, show me your hands and follow me.
Ss read the sentences in different ways.
Let’s have a competition: Group work and group show.
3. T: Can you find out the pronunciation of “air”?
学生读Sound time 里面的句子，再让学生总结字母组合air的发音规则。
T: Can you say some other words just like this? S: …
T: Maybe you can make some new rhymes with these words.
(2) Cartoon time
1. T: Do you know Billy? What does he want to be?
Let’s watch the cartoon and find the answer.
2. Read it by yourselves carefully and underline the sentences.
3. Listen to the tape and answer the questions:
What does Billy like?
Where does he find out about cooking?
What will Billy cook?
Is he a good cook?
4. Listen and read this cartoon together.
Pay attention to the intonation.
5. Dub for the cartoon. Practice in groups of three.
6. Let’s have a happy reading: Act out the story.
7. Summary:
T: What do you learn from this cartoon? What do you want to say to Bobby?
Ss: He should learn how to cook.
T: Yes, he will practice and practice. Because “Practice makes progress”
Step Three: Homework
1.背诵Cartoon time并表演。
2.熟读sound time.
3.完成《课课练》第三课时。
七、板书设计：
Unit 6 An interesting country
air chair fair hair
Look over there! It’s Sydney in Australia.
The city has fresh air. Its view is fair.
Billy’s dream: To be a cook
How? a. learn about cooking on the Internet
b. read newspapers.
What? Cook fish and make a potato salad.
Is he a good cook? No, he isn’t.
教学反思：
Sound time版块主要是讲字母组合air在单词中的发音。在课堂上我先让学生朗读并总结字母组合air的发音规律，培养学生自主学习的能力。学生多次跟读和模仿，练说的很好。Cartoon time讲述的是Billy想成为一名厨师，他给Bobby和Sam做菜，最后做的一团糟。涉及到will构成的将来时句型。这个故事告诉学生，做任何事情都不能一心二用。在看卡通回答问题时，题目要尽量简单，让学习较吃力的学生回答，尽量让每个学生都活动起来，增强他们学习英语的自信。学生掌握的很好，表演逼真形象。
The 4th period
一、教学内容：
Culture time, Checkout time and Ticking time
二、教学目标：
1.能正确完成checkout time 练习。
2.能正确理解和运用一般将来时。
3.通过查找资料，了解一些国家的名胜景点和风俗文化。
4.能对照Ticking time 的三个目标进行客观的自我评价。
三、教学重点:
1.能正确完成checkout time 练习。
2.能正确理解和运用一般将来时。
3.通过查找资料，了解一些国家的名胜景点和风俗文化。
四、教学难点：
2.能正确理解和运用一般将来时。
3.通过查找资料，了解一些国家的名胜景点和风俗文化。
五、教学准备：
多媒体课件、教学光盘
六、教学过程：
Step One: Warming up
1. Greetings
2. Revision
T: How does Mike/ Wang Bing/ Liu Tao /Yang Ling know about Australia?
S: ...
T: Who can say something about Australia?
S: ...
Step Two: Presentation and practice
(1) Culture time
1. T: Australia is very beautiful. It has many beautiful places, for example, you will find the Great Barrier Reef in Australia.
以小组为单位进行展示。
PPT shows the sentence, learn to say: the Great Barrier Reef
2. T: But do you know something about the other foreign countries?
S: Yes.
PPT shows the sentences of Culture time
教师让学生读Culture time,使其了解其他有关国家的名胜。
You’ll find… in…
The Great Wall—China Yellowstone National Park— The US
Stonehenge—The UK The Great Barrier Reef-- Australia
3. T: Do you know some beautiful places in our country or in the world?
Show something you know in your groups.
(2) Checkout time
1. Read and write
Complete the passages with“will” and the correct words.
a. Ss do by themselves first.
b. T checks the answer.
2. Think and say.
Talk about the pictures.
T: Tomorrow I will be very busy. I’ll do many things tomorrow.
First, I will have two classes.
Then I will go to the library to look for some books.
Next, I will correct your test paper.
In the evening, I will go home and cook for my family.
T: What will you do tomorrow? You can introduce just like me:“First, I’ll ... Then, I’ll... Next, I’ll…”
Ss say in groups.
Step Three: Ticking time
学生四人小组开展评论。
1 Can you say anything about Australia? Please say something.
2 Can you use“will” to talk about the future?
3 Do you know the sound of “air”? Please say some words.
4. Work in groups. Check each other.
Step Four: Homework
1.复习Culture time和Story time.
2.写作：我的计划。
3.完成《课课练》第四课时。
七、板书设计：
Unit 6 An interesting country
You’ll find… in…
The Great Wall—China Yellowstone National Park—The US
Stonehenge—The UK The Great Barrier Reef-- Australia
First, I’ll ... Then, I’ll... Next, I’ll…”
教学反思：
Culture time环节通过对中国、美国、英国、澳大利亚这四个国家不同的名胜学习，让学生们了解到不同的国家都有不同的名胜古迹。学生很感兴趣。Checkout time分为两部分，第一部分主要是通过使用will后面接动词的原形来完成文章。第二部分通过计划在明天准备干什么，使用将来时进行表述。学生完成的很好，正确率高。关联词first, then, next用法还要再多强调。学生练说的很充分。在Ticking time 版块学生通过打星的方式对自己的表现进行了合理的评价。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1.复习本单元的相关词汇和句型。
2.完成相关练习。
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸，补充习题。
五、教学过程：
Step One：Revision
Free talk
Ask and answer
Have a dictation.
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and match.
B Listen and write
C Look and say
D Look, read and write
E Look and write
F Read and write
Step Three: Homework
1. Review this unit.
2. Copy the phrases and sentences twice.
六、板书设计:
Unit 6 An interesting country
tomorrow, next weekend, this evening,
after school, this Sunday, … will…
About Beijing
Weather:
Interesting places:
Food:
教学反思：
本课是一节复习课，教师先带领学生把本单元的知识点进行简单地复习，然后再做习题。学生自己先做，教师再纠正错误，培养学生自主学习的能力。学生做补充习题正确率高。通过复述课文，练说句型，默写单词来复习巩固知识点。从检查反馈来看，大部分学生掌握较好，课堂气氛活跃。
Unit 7 Summer holiday plans
The 1st period
一、教学内容:
Story time
二、教学目标:
1.能听懂、会说、会读和会写单词: go back to ,how long , photo,并三会掌握summer holiday/stay/sound/Disneyland/Ocean Park/Taipei.
2.能听懂、会说、会读和会写句型：Will you…？及其肯定和否定答语Where/How long /How /What will you …?及其答句。
3.通过课文重点语言知识点的学习，能理解课文内容，能流畅朗读课文内容，并能进行简单复述。
4.通过课文的学习，感受精彩暑假计划带来的旅途之乐。
三、教学重点:
1.能听懂、会说、会读和会写单词: go back to ,how long , photo,并三会掌握summer holiday/stay/sound/Disneyland/Ocean Park/Taipei.
2.能听懂、会说、会读和会写句型：Will you…？及其肯定和否定答语Where/How long /How /What will you …?及其答句。
3.正确掌握，灵活运用will来表达一般将来时句型。
四、教学难点：
2.能听懂、会说、会读和会写句型：Will you…？及其肯定和否定答语Where/How long /How /What will you …?及其答句。
3.通过课文重点语言知识点的学习，能理解课文内容，能流畅朗读课文内容，并能进行简单复述。
五、教学准备：
多媒体课件PPT,教学光盘
六、教学过程：
Step One：Before—reading
1.出示本课学习目标。
2. Do you remember the main school holidays in China or the UK?
(1)回顾上册U3知识：In China and the UK, children both have summer holiday.
(2)T: Do you like the summer holiday? Why?
（揭示课题，导入新课）
3. T: In summer holiday, a lot of children will visit different cities or countries and take some photos. Let’s enjoy some photos first.
(欣赏一组风景名胜地点，学生用We’ll find …in… 句型看图表达，随机教学Taipei)
4. T：I’ll go to Hong Kong by plane this summer holiday. I’ll visit Ocean Park, Disneyland and Victoria Harbor.
(1) 出示图片，教学单词Ocean Park /Disneyland
(2) 点击录音听关于三处景点的介绍。
T: Will you go to Hong Kong for the summer holiday?
S: Yes, I will. / No, I won’t. (出示教学won’t=will not)
(与学生继续用Where/ How…? 进行话轮交流，并顺势教学句型How long will you stay there?及答语)
5. Work in pairs.
Step Two：While--reading
1. T: We are talking about our summer holiday plans, How about them?
（1）PPT出示4个孩子头像并在黑板上贴上4个人物的头像。
（2）出示句子理解朗读。
The children are talking about their plans for the summer holiday.
（3）预测课文，请学生试提问。
2. Watch, match and say.
Where will the children go for the summer holiday?
（看完动画校对答案，请学生说Mike will go to… 教师板书四个地点）
3. Listen and choose（P68对话）
（1）听录音，选择，反馈答案。
（2）反馈第1小题时提问：
Who will Mike visit in London? （学生回答后出示插图）
（3）答案反馈完后教师板书关于Mike和 Yang Ling的信息。
4. Read and judge(P69对话)
答案反馈时教师板书关于Su Hai和 Liu Tao的信息。
5. Reading time.
a. Read and repeat after the tape.
b. Read together.
c. Read in roles.
Step Three：After--reading
1. Read and write (P70)
2. Try to retell the story.
3. 情感教育。
Step Four: Summary
Step Five: Homework
1. Listen to the tape and read the text three times.
2. Talk about your plans for summer holiday with your friends.
3. Finish Exercise 1.
七、板书设计：
Unit 7 Summer holiday plans
Where will the children go for summer holiday?
…will….

 

教学反思：
学生在第六单元已经接触一般将来时的肯定句式。所以这节课教师可将重点放在有how long 和 where引导的特殊疑问句上。教师可以利用图片，创设情境等对句型进行反复操练。
The 2nd period
一.教学内容:
Grammar time and Fun time
二、教学目标:
1.能听说读写并灵活运用Story time中的新词汇，用新句型讨论即将发生的事情。
2.掌握一般将来时中的与Will相关的一般疑问句和特殊疑问句的用法。
3.能听说读写人称代词和will的缩写形式。
三、教学重点:
1.能听说读写并灵活运用Story time中的新词汇，用新句型讨论即将发生的事情。
2.掌握一般将来时中的与Will相关的一般疑问句和特殊疑问句的用法。
3.能掌握本课时中出现的将来时疑问句。
四、教学难点：
1.掌握一般将来时中的与Will相关的一般疑问句和特殊疑问句的用法。
2.能熟练运用将来时展开话题询问和回答。
五、教学准备：
多媒体课件PPT、头饰等
六、教学过程：
Step One: Revision
1. Greetings
2. 明确学习目标及学习方法：
（1）What will we learn? a. I can retell the story.
b. I can ask and answer questions with “will”.
c. I can talk about our summer holiday plans.
(2) How will we learn?
a. Listen carefully b. Show yourself actively
(3) What will we talk in the class?
First, we’ll talk about Mike’s, Yang Ling’s, Su Hai’s and Liu Tao’s summer holiday plans. Then, we’ll talk about our summer holiday plans. At last, we’ll talk about our friends’ summer holiday plans.
3. Review the text
(1) Listen and fill in a from
(2) Try to retell the story
(3) Try to answer:
a. Will Mike go back to London for the summer holiday?
b. Will he stay there for two weeks?
c. Will Yang Ling go to Shanghai for the summer holiday?
Step Two: Grammar time
1. Read and find
总结出一般将来时的will句型一般疑问句基本结构及其回答：
Will+主语+动词原形+…? Yes，… will. / No,…won’t.
提示：won’t = will not
2. Think and judge
T: Now, we’ll talk about our summer holiday plans. If we want to talk about our summer holiday plans, which questions can we ask?
Please discuss in groups. Then share them in class.
Where will …go for the summer holiday?
When will …go?
How will…go there?
How long will…stay there?
What will…do there?
3. Read and find again.
总结出一般将来时的will句型特殊疑问句基本结构及其回答：
特殊疑问词+ will+主语+动词原形+…?
Step Three: Fun time
1. Let’s share our plans for the summer holiday.
2. 示范游戏：（make a model）
将学生分成四人一小组，仿照Fun time范例进行游戏。
3.小组游戏：（Play the game in groups.）
4.选择人数相同的两组进行PK挑战。
Step Four: Consolidation
1. Share your best friends’ summer holiday plans.
小组活动，一人回答，其他人自由发问。
A: Who is your best friend? B: He/She is …
C: Where will he/she go for the summer holiday?
B: He/She will…
D: When will he/she go there? B: He/She will…
A: How will he/she go there? B: He/She will…
C: How long will he/she stay there? B: He/She will…
D: What will he/she do there? B: He/She will…
2. Brain storm
Rules: 四人或五人一组进行扩句。
如：S1:Mike.
S2: Mike will go to New York.
S3: Mike will go to New York by plane.
S4: Mike will go to New York by plane next week.
3. Finish the exercise carefully.
4. 语法总结。
Step Five: Homework
1. 熟读Grammar time 中的句型。
2. 试着写写你的暑假计划。
七、板书设计：
Unit 7 Summer holiday plans
Will+主语+动词原形+…? Yes，… will. / No,…won’t.
特殊疑问词+ will+主语+动词原形+…? won’t = will not
Where will …go for the summer holiday?
When will …go?
How will…go there?
How long will…stay there?
What will…do there?
教学反思：
本课时在上课时先复习story time的内容，教师有意识的在黑板上板书一般将来时的各种句式，让学生朗读句型并从中发现规律，学生通过观察能发现规律。并能运用句型进行对话表达。在表达的过程中，教师要适当的给予帮助或提醒。
The 3rd period
一.教学内容：
Culture time and Cartoon time
二、教学目标:
1.能用句型“You’ll find… in …”来描述不同国家的景点。
2.能理解Cartoon time内容，并灵活运用将来时描述自己的旅行计划。
3.通过卡通学习，能体会故事的幽默，培养学生对英语的喜爱之情。
三、教学重点:
1.能用句型“You’ll find… in …”来描述不同国家的景点。
2.能理解Cartoon time内容，并灵活运用将来时描述自己的旅行计划。
3.能理解、会读、会表演Cartoon time内容。
四、教学难点：
1. 能理解并正确读出景点名：Uluru, the Grand Canyon, Buckingham Palace, Niagara Falls.
2. 能熟练运用一般将来时描述自己的旅行计划。
五、教学准备：
多媒体课件PPT、彩色风景图片、教学光盘
六、教学过程：
Step 1 Free talk
1、Show learning aims.
2、Greetings.
1）T: What day is it today？
What’s the date today?
2）T: Two months later, it will be our summer holiday.
复习Grammar time句型：
Where will … go for the summer holiday?
When will … go there?
Will … go there by …?
How long will … go for the summer holiday?
What will … do there?
（教师用you来提问一男生和一女生，再用he和she来提问，让其他同学回答。）
Step 2 Culture time
1、Show a travel book.
T：Well, boys and girls, I want to go abroad（出国）this summer holiday. Last night I read a book called National Geographic. It is a travel book.（teach）
2、Review different countries in the world.
3、Brain storm: Different places in different countries.
回顾Unit6 Culture time景点，同时回忆学生孰知的国家景点。
4、Learn four new scenic spots from the book.
1）Show four national flags: the UK, the USA, Australia, Canada（teach）
2）Try to match：
出示四个景点和英语地点名，两人一组，讨论并试着连一连。
3）Read culture time after the tape.
4）Try to say：
学生看图，试着用You’ll find _______ in _______.句型说一说。
5）Let’s share!
Step 3 Cartoon time
1、Let’s guess：
T: Bobby is reading a travel book, too. What’s his dream（梦想）?
S: Bobby wants to …
T: Look, Bobby wants to be traveller（teach）.
T: He wants to travel around the world. （环游世界）
（出示图片，帮助学生理解新词组。）
2、Look and say：
T: Bobby is talking about his travel plans with Sam.
T: What are Bobby’s plans（计划）?
（学生看图，用句型He will go…来说一说）
T: Here’s a tip for you. （当你想表达事情发生的先后顺序时，你可说：First,…Next,… Then,…）
T: Now if you are Bobby, please use “…, I’ll go…” to describe your own travel plans.
3、Think and say：
T: Why does Bobby want to go to these countries?
（PPT给出提示，学生四人一组，讨论Bobby想去这些国家的原因。）
4、Watch and find：
T: How will they get there?
S: They will go there by taxi.
T: Can they get there by taxi?
S: No, they can’t. It's far away from their country.
5、Let’s read：
1）Read after the tape.
2）Four in a group and choose one way to read.
6、Let’s act：
Choose one way to act as you like.
7、Let’s imagine:
T: 如果你是Sam，知道Bobby要乘坐出租车去旅游，你会说些什么呢？
S: You can’t get there. You should go there by plane.
I won’t go there with you！ … …
8、Let’s discuss:
T: What do you think of Bobby?
S: Bobby is … …
9、Let’s share:
Two sentences: Seek the truth from facts. （实事求是）
Talking mends no holes. （空谈无补）
Step 4 Ticking time
Step 5 Homework
1、Listen and read the cartoon, try to read it fluently.
2、Preview（预习）Sound time and Checkout time .
3、Finish Unit7 Exercise 3.
七、板书设计
Unit7 Summer holiday plans


You’ll find …_ in …
教学反思：
本节课教师在教授culture time的时候，有必要将音标教学和图片教学结合起来，增强学生看音标、读单词的能力，同时可巩固复习六年级上册的故宫、上海历史博物馆等单词，也可延伸至其他名胜古迹，拓宽学生的视野，增长学生的见识。
The 4th period
一、教学内容：
Sound time & Checkout time
二、教学目标：
1.正确朗读Sound time中小诗，掌握字母组合oy在单词中的读音。
2.正确完成书上Checkout time 中的练习。
3. 能用will来谈论和描写将要发生的事。
4. 通过本课的学习，培养学生合理制定计划习惯，形成正确利用时间的观念
三、教学重点:
掌握本课时中出现的将来时疑问句。
四、教学难点：
能熟练运用将来时展开话题问答和写话。
五、教学准备：
多媒体课件、教学光盘
六、教学过程：
Step1 Greetings
Step2 Revision
Interesting places
Where will you go if you can travel around the world?
How will Bobby go to the UK?
How will you go if you go there?
Step3 Presentation and practice
1. Sound time
(1) Look at the pictures: boy, toy joy
(2) Fill in the blanks.
teach oy [??]
(3) Listen and repeat, then read together.
(5) Try to read more words with oy [??].
(4) Ticking time.
Ticking time

I know how to pronounce “oy”.
2. Checkout time
(1) think and write
The boy is full of joy because he can play with a toy train. But if he can travel by train, he will have more fun. Will you travel by train?
(Ask SS questions with wh-questions.)
(2) Brainstorming.
Think about the places/ways/time/...about your travel plan, and talk with your group members.
palace _________________________________________________
how _________________________________________________
when _________________________________________________
why _________________________________________________
what _________________________________________________
(3) Think and write.(P76)
(4) Some Ss read their writings to the class.
(5) Ask and answer (Work in pairs.)
①.What/when/where/why/how/...will...?
I’ll...
Will you...?
Yes/No...
②.Compare your plan and your friend’s.
Tell us your friend’s plan.
Write down , then read in groups of four.
Then each group choose one reporter.
(6) Ticking time.
Ticking time
1. I can ask and answer questions with "will".
2. I can write my and other's travel plan.
Step4 Homework
1.复习Cartoon time和Story time；
2.完成练习纸；
3.互相交流、阅读、讨论你们写的travel plans，看看有什么收获。
七、板书设计：
Unit7 Summer holiday plans
oy [?i] A: What/when/where/why/how/...will you...?
oi [?i] B: I’ll...
A: Will you...?
B: Yes/No...
教学反思：
语音教学是难点，但本课的语音是oy [?i]，涉及到的单词不太多，学生学起来比较容易。用一般将来时完成checkout time部分的内容，基础差的学生不容易独立完成。可让他们同桌说一说，然后再写一写，可能效果会好些，老师可知道学生用书上的句型来写一写。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1.复习本单元的相关词汇和句型。
2.完成相关练习。
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸，补充习题。
五、教学过程：
Step One：Revision
Free talk
Ask and answer
Say “My summer holiday plans”.
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and number
B Listen and tick
C Ask and say
D Read and choose
E Look, read and write
F Read and answer
Step Three: Homework
1. Review this unit.
2. Copy the phrases and sentences twice.
六、板书设计:
Unit 6 An interesting country
My summer holiday plans
This summer, I will go to
I will go there by
I will
__________________________________________________
教学反思：
本课是一节复习课，教师先带领学生用本单元的知识点描述summer holiday plans，然后再做习题。学生自己先做，教师再纠正错误，培养学生自主学习的能力。学生做补充习题正确率高。通过阅读，学生先答题，在从检查反馈。大部分学生掌握较好，课堂气氛活跃。
Unit 8 Our dreams
The 1st period
一、教学内容:
Story time
二、教学目标:
1.会听说读写单词dream, future, tooth, scientist, artist, take care of。
2.能熟练使用句型What do you want to be in the future?并掌握其回答方式进行操练，并正确地理解课文，朗读课文。
3.培养学生的发散性思维和语言表达能力。
三、教学重点：
1.会听说读写单词dream, future, tooth, scientist, artist, take care of。
2.能熟练使用句型What do you want to be in the future?并掌握其回答方式进行操练，并正确地理解课文，朗读课文。
3.培养学生的发散性思维和语言表达能力。
四、教学难点：
1.能熟练使用句型What do you want to be in the future?并掌握其回答方式进行操练，并正确地理解课文，朗读课文。
2.培养学生的发散性思维和语言表达能力。
五、教学准备：
挂图，卡片，PPT
六、教学过程：
Step1. Warm up
1. Greeting
T: Good morning/afternoon，boys and girls,
Ss: Good morning/afternoon, Miss/ Mr. …
2. Listen to a song : I’m a little teacher
3. Enjoy some pictures.
T: When you watch them, please think of their names and their jobs, OK?
S: Yes.
Step2. Presentation
1.T: Do you have your dreams? What do you want to be in the future?
PPT shows the sentence. Help the students to answer: I want to be…
S:I want to be a doctor.
S:I want to be a policeman….
T: Miss Li and her students also have their dreams. Let’s watch the cartoon and try to know: What do they want to be?
Ss watch the cartoon and try to match.(完成80页Match and say)
What do they want to be?
T: Now, let’s know their dreams. You can discuss in groups: Liu Tao wants to be… Mike wants to be…
Ask some students to talk about it.
Learn the new words: dentist, astronaut, dancer, football player, pianist, writer
学生操练以下句型：I want to be a dentist. I want to be an astronaut. I want to be a football player. I want to be a dancer. I want to be a pianist.
2.T:You know their dreams, but do you know what do they want to do? Why do they have those dreams?
Let’s read the passage and try to find out the reasons.
Learning tips:
1.Six students in a group ,read and underline some useful sentences.
3.If you have some difficulty, you can ask others for help.
2. Discuss and complete the forms in your groups.
Who
Dream
Want to…/Why
Mike
a dentist
Wang Bing
an astronaut
Liu Tao
a football player
Su Hai
a dancer
Nancy
a writer
Yang Ling
a pianist
Miss Li
the Ss’ dreams come true
eg：
Mike wants to be a dentist. He wants to help children with bad teeth.
Wang Bing wants to be an astronaut. He wants to fly to the Moon.
Liu Tao wants to be a football player. He wants to play in the World Cup.
Su Hai wants to be a dancer. Dancing makes people healthy and beautiful
Nancy wants to be a writer. She wants to write stories for children.
Yang Ling wants to be a pianist. Music makes people healthy and happy.
At this time, learn some useful phrases and sentences:
help children with bad teeth, fly to the Moon, play in the World Cup, Dancing makes people healthy and beautiful, write stories for children, Music makes people happy.
Step3. Consolidation
Read the passage in different ways.
a. Read after the tape.
b. Read one by one.
c. Read in paragraphs.
d. Read in roles.
2.Think and write
T:Miss Li is writing about her students’ dreams, let’s read and complete her notes. You can use it to retell the passage.
My students’ dreams
Mike wants to be____. He wants to take care of children's teeth.
Su Hai wants to be____.Yang ling likes ____.She wants to be____.
Nancy is good at writing. She wants to write stories for____..
Liu Tao likes sports .He wants to be____and play in the World Cup.
Wang Bing has a big dream. He wants to be_______and fly to____.
小组活动,完成短文并试着复述课文
Group show: Ask some groups to show.
Step 4.Summary 小结(如果课堂时间较紧，也可将此环节放到Fun time 课时来处理)
T: Today, we know the children’s dreams. You can read, write and discuss with others. Do you know them?
视频播放清洁工，煤矿工，建筑工人，交警等人的工作
T:The city need them! No matter what do you want to be, please be honest, be kind and diligent. Others will respect you.
Now, can you write down your dream on the note?
Ss write down the dreams on the notes in groups, after that, the group leaders sticks their dreams on teacher’s book.
T:Your dreams are here. Please work hard. I will keep the book carefully. When you grow up, I hope your dreams all come true!
Step 5.Homework
1.??Listen and read the passage.
2.?Work hard with your dreams.(带着梦想，努力学习)
3.Do the homework on www.17zuoye.com
七、板书设计：
Unit 8 Our dreams
Who
Dream
Want to…/Why
Mike
a dentist
Wang Bing
an astronaut
Liu Tao
a football player
Su Hai
a dancer
Nancy
a writer
Yang Ling
a pianist
Miss Li
the Ss’ dreams come true
教学反思：
本课时的侧重点是讨论梦想话题，首先创设情境让学生进行讨论，然后进入课文的学习，通过课文教授职业类的名词，然后讲解句型，在讲解三单形式的时候可以加入一些其他学生熟悉的单词的三单形式帮助学生进行学习。
The 2nd period
一.教学内容:
Grammar time and Fun time
二、教学目标:
1.能熟练使用句型What do you want to be/do in the future？并掌握其回答方式进行操练。
2.能在Story time的基础上，培养学生的语用能力。
3.培养学生的发散性思维和语法表达能力。
4.培养学生的语言表达能力及对知识点进行归纳总结的能力。
三、教学重点：
1.能熟练使用句型What do you want to be/do in the future？并掌握其回答方式进行操练。
2.能在Story time的基础上，培养学生的语用能力。
4.培养学生的语言表达能力及对知识点进行归纳总结的能力。
四、教学难点：
1.能熟练使用句型What do you want to be/do in the future？并掌握其回答方式进行操练。
2.掌握本单元的表示职业的四会单词。
3.通过做调查训练学生对句型的运用能力。
五、教学准备：
卡片， PPT
六、教学过程：
Step1. Warm up
1. Greeting
T: Good morning/afternoon，boys and girls,
Ss: Good morning/afternoon, Miss Mr. …
2.Let’s play games.
a. Magic eyes
快速闪现本单元及以前学过的职业类单词。
b.教师给出关于职业的描述，要去学生猜出职业名称。eg：
He often travels around the world and plays the piano for people. What does he do?
He's a pianist.
She works in a hospital. She takes care of people's teeth. What does she do?
She's a dentist.
3.Do some revision.
复习Story time
T:Do you remember Miss Li and her student’s dreams？
What do they want to be? What do they want to do?
学生们回忆课文回答问题
Look at the books，Read the sentences。（复习教材中第78～79页的句子）
学生分小组进行讨论。
Step2. Presentation
1.PPT shows the forms. 表格中有Wang Bing等人的头像。
What do they want to be? Ask someone to say:
Wang Bing(头像)：I want to be an astronaut.
Su Hai(头像)：I want to be a dancer.
Liu Tao(头像)：I want to be a football player.
Yang Ling(头像)：I want to be a pianist.
What do they want to do? Ask someone to say:
Wang Bing(头像): I want to fly to the Moon.
Miss Li(头像): I want to see your dreams come true.
Liu Tao(头像)：I want to play in the World Cup.
Nancy(头像): I want to write stories for children.
PPT shows the sentences. Ss read the sentences and discuss in groups:
What can you find?
小组汇报：1.want to be后面是表示职业的名词。
2.want to 接动词的原形。
2.Do you remember these words?
PPT: farmer, teacher, cook, nurse, policeman, nurse, doctor, driver。
a. 趣味游戏巩固职业词汇
教师可以和学生进行“头脑风暴”游戏.教师给出职业类词汇的首字母，要学生说出完整的单词，说的越多越好。如：
W.
Writer，waiter, waitress, worker…
P
Pianist, painter, policeman, policewoman…
b.使用下列句型进行句型迁移训练：
I want to be a————
游戏活动，操练want to be/to do结构
教师可以和学生玩Free ball游戏，操练want to be/to do结构。教师提出问题然后扔球，接球者要给出快速回答。eg：
What do you want be/to do in the future？
I want to be a writer./I want to write books.
…
Step 3Fun time
T: Everyone has his dream. Now, please come to ask the others about their dreams.
Let’s do a survey. Six students in a group. Ask and answer:
What do you want to be/do?
I want to be a /an…I want to…
The group leader will report: In our group, …students want to be…, …students want to be…
...
Let’s start.
Ss do a survey in groups. Then the group leader reports.
Step4. Summary 小结
T: What have you learned from this lesson?
Ss: …
Step 6.Homework :
1.?Copy and remember sentences we have learned today.
2.?Try to know more words about jobs.
七、板书设计：
Unit 8 Our dreams
What do you want to be?
I want to be a /an…+职业类名词
What do you want to do?
I want to… + 动词原形
教学反思：
这一课首先复习第一课时的几个单词，在一开始通过游戏让学生复习单词，在此基础上让学生接触What do you want to be?句型，并学会用I want to be 句型进行问答，之后通过一个调查让学生在情境中使用句型，锻炼学生的语言运用能力。
The 3rd period
一、教学内容
Sound time, Song time and Checkout time.
二、教学目标：
1.知道单词在句子中的连续现象。
2.复习第三人称单数动词的用法。
3.会唱歌曲《I’m a little teacher.》
三、教学重点：
1.知道单词在句子中的连续现象。
2.学生能进行自我练习并能同他人合作交流。
四、教学难点：
知道单词在句子中的连续现象。
五、教学准备：
卡片，PPT,课文录音
六、教学过程：
Step1. Warm up
1. Greeting
T: Good morning/afternoon，boys and girls,
S: Good morning/afternoon, Miss/Mr. …
2. Free talk
T: What do you want be/to do in the future？
S:I want to be a writer./I want to write books.
…
T: What does your friend want to be? What does your friend want to do?
He / She wants to be…
He / She wants to…
Step 2 Sound time
T: Miss Li loves her students, she wants to see their dreams come true. All the teachers love their students. Look, there is a picture about it. Let’s listen: What did they talk about?
Question: What does the girl want to be? What does she want to do?
Ask someone to answer:
PPT shows the sentences. Listen to the tape and follow it.
T: What can you find?
说一说句子中哪些单词连读了。
小组内读一读，并感受单词的连读。
Have a competition among the groups. Which group is the first?
PPT shows the phrases and sentences, Ss try to read them:
an English book, an apple, an old book, have a look, look at, work on a farm
Thank you.
Nice to meet you.
Did you have breakfast?
Would you like some water?
Step 3 Sing a song
1.T:The teachers are so kind. They love their students very much. Do you love your teachers? Do you want to be a little teacher? Let’s learn a song: 《I’m a little teacher.》
2.Learn the song：
教师利用多媒体播放歌曲，了解歌曲大意。
伴随节拍，朗读歌词.
教师引导学生有节奏地朗读，边朗读边拍手。
教师播放歌曲录音,让学生跟唱。
齐唱歌曲教师要求学生伴随录音齐声歌曲。
3.T:Can you make a new song about your dreams?
鼓励学生改编歌词表达自己的梦想。Eg:
I’m a little cook.
Here’s my pot.
I cook in my kitchen every day.
When I'm in the restaurant，hear me say，
"All you friends，please enjoy。”
Policeman, policewoman, painter, pianist
Step 4 Checkout time
1.T: You songs are good. I hope your dream will come true! I have a lot of friends, do you want to know their dreams? What do they want to be?
PPT shows the sentences and pictures.
T:First, look at the pictures and read the sentences. Then listen and choose.
Do the exercise on Page 86.
Check the answer.
Step 5.Homework:
1.?Read after the tape of Cartoon time more than three times, try to read it.
2.?Talk about your dream with your parents.
七、板书设计：
Unit 8 Our dreams
I will + 动词原形
I should + 动词原形
连读现象： teacher asked
do you
told him
what I
want to
walk on
look at
教学反思：
本课新接触的英语中，连续现象，因为平时学生对连续训练得比较多，所以在读的过程中学生对此并不陌生，这一部分的教学会比较顺利。此外，学生们通过和
will的对比，能够很快掌握should作为情态动词的用法。
The 4th period
一、教学内容
Cartoon time, Checkout time and Ticking time
二、教学目标：
1.理解Cartoon time的小故事，并能正确朗读，了解他人的梦想，并树立自己的理想。
2.能正确完成checkout time 练习,能灵活运用本课所学到的新知识，举一反三
3.能掌握一般将来时的用法，掌握两个重点句型want to do以及will, should的用法。
4.会使用want to be/do 和will的句型来进行仿写来描述自己的梦想。
5.能对照Ticking time 的三个目标进行客观的自我评价。
三、教学重点：
1.学生能自主阅读cartoon time，读懂内容，体会乐趣，提高自主阅读能力
2.能正确完成Checkout time 练习。
3.能对照Ticking time中的三个目标进行客观的自我评价。
四、教学难点：
会使用want to be/do 和will的句型来进行文章和句子的仿写来描述自己的梦想。
五、教学准备：
PPT, 准备好关于自己梦想的相关文章或者句子，。
六、教学过程：
Step1. Warm up
1. Greeting
T: Good morning/afternoon，boys and girls,
Ss: Good morning/afternoon, Miss/Mr. …
2.Sing the song《I’m a little teacher.》together.
3. Free talk
T:Hello, boys and girls!
S:Hello.
T: What’s your dream? What do you want to be?
Step 2 Presentation
1.进人课文学习：
PPT shows the picture of Bobby
T:You all have dreams, Bobby and his friends all have dreams. Do you want to know their dreams?
Watch the cartoon and match.
Bobby policeman,
Sam cook
Willy scientist
Billy artist/painter
2.T:They want their dreams come true. What should they or will they do? Let’s read the dialogue and complete the forms.
Learning tips:
1.Four Students in a group.
2.Read the dialogue and discuss in groups.
3.Complete the forms in groups.
Name
want to （be)...
should...
will...
Bobby
scientist
Sam
policeman, help people
Willy
artist/painter
Billy
cook
让学生找找课文含有的will和should的句型。
复习will在将来时中的语法以及should引导的情态句型的使用。
Ask some groups to show their forms and talk about it.
T:What does Bobby want to be? What should he do? What will he do?
S:He wants to be…He should…He will…
T:How about his friends?
教师安排学生小组活动，根据信息表格，介绍四个人物的梦想.
Name
want to （be)...
should...
will...
Bobby
scientist
study hard
do more sport
Sam
policeman, help people
be brave, strong
have painting lessons
Willy
artist/painter
have painting lessons
Billy
cook
go to cooking school
Step 3 Consolidation
1. Listen and read this cartoon together. Pay attention to the intonation.
2. Dub for the cartoon. Practice in groups of four.
Let’s have a happy reading: Act out the story.
With books.
Without books.
Add your own words.
3.T:After twenty years, when they meet, what will happen? Can you image?
Group work:设想二十年后朋友相聚的情境。
小组谈论并畅想他们的未来。
4.T:It’s time to talk about your dream and write your dream on your book.
First, talk about your dreams in your group and discuss with others:
What should/will we do?
Ss discuss in groups then write down on their books.
第87页Checkout time中的Think and write话动，要求他们仿写时，先谈一谈自己的梦想，并列出自己为实现梦想将要做哪些事，然后写下来。
I want to be a in the future.
I want to .
To make my dream come true, I will:
.
.
.
Step 4 Ticking time
学生四人小组开展评论,展现学生的作业完成情况老师做点评
I can talk about my dreams
I can use “want to be”和“want to do ”
I know how to link words together。
4. Work in groups. Check each other.
学生们先自评，然后学生与学生互评.
Step 5.Homework
1.读Unit 8 熟练。
2.完成《课课练》相关练习。
3. 完成小作文“My dream”
板书设计：
My dream
I want to be a in the future.
I want to .
To make my dream come true, I will:
.
.
教学反思：
本课时仍然在谈论梦想的学习上，由于句型是学生所熟悉的，学生学起来比第一课时要容易的多。对Bobby，Sam等小动物的梦想可让学生通过自学去学习，归纳总结，然后再根据视频进行模仿朗读，增加学生的语感。
The 5th period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标：
1. 复习本单元的相关词汇和句型
2. 完成相关练习
三、教学重难点:
能正确完成《补充习题》上面的练习。
四、教学准备：
练习纸
五、教学过程：
Step 1 Revision
Free talk
单词短语默写。
Step Two: Presentation and practice
完成补充习题。
题型：
A Listen and match.
B Listen and judge.
C Do a survey.
D Read and write.
E Look, read and write.
F Read and answer.
在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。
Step 3. Homework
1. Review this unit 8.
2. Copy and recite the phrases and sentences underlined in this unit
六、板书设计
Unit 8 Our dreams
I will …
I want to be a _________. I want to ___________.
教学反思：
本课时主要任务是复习如何描述自己的梦想，在此基础上处理相关的练习，处理练习时，教师要关注学生单词的默写是否正确。加强基础知识的训练确保学生在说的基础上，能自己书写有关梦想的小短文。