外研版英语三年级下册教案备课(一年级起点)

题目 Module １People (人 物)
题材（主要）内容 熊猫Panpan　对自己三个好朋友Maomao, Xiaoyong, Parrot的介绍和描述。
教学目标
语言知识目标 功能 描述性格特点。
语法（句子结构） 一般现在时的陈述句：This is … He’s / She’s….
语言技能目标 词汇 听说读写 nice, shy, quiet, loud, helpful,always, but,a bit ,plus,twenty,more
句子 能够听说认读抄写或仿写下列句子：This is Xiaoyong. He’s very clever.But he’s a bit quiet.What’s …like He’very….能够仿说和运用下列句子：This … can’t do her …. I’m going to help…
学习策略 对所学内容能主动练习和实践，在词语与相应事物之间建立联想。
文化意识 使学生了解英美国家传统的歌谣。
情感态度 培养学生学习英语的兴趣，使其感受在快乐中学习英语的情感体验。
任务 用本课句型描述自己和周围朋友的特点和能力。自我描述；介绍自己的家人。


Unit 1 She’s nice..
一、 教学目标与要求
1、知识与能力目标
能够运用句型：This is … He’s / She’s….
She’s very … But she’s a bit…
能够掌握单词：nice , shy, clever, naughty, talkative, quiet, a bit.
能够介绍人物，说出人物的特点。
2、情感态度目标
培养学生对同伴友善的态度，了解朋友的特点和能力。

二、 教学重点及难点
用本课句型描述自己和周围朋友的特点和能力。
自我描述；介绍自己的家人。
三、 课前准备
教学卡片、人物头像、教学课件
四、 教学过程
Step 1 Warm up
1 Greeting
Hello, boys and girls.
Nice to meet you.
(用这句话来复习学过的nice这个单词，为后面再次出现这个单词做好铺垫。)
Step 2 Presentations and practice
1新授clever
(1)由做算数题引出clever
(2)进行发音教学 v /v/
(3)引导学生不断用 I’m clever.进行自我评价以巩固此单词的学习。
2 复习 naughty
(1) 由卡通人物Jerry的一段录像引出单词naughty
(2) 用句子 He’s very naughty. 练习单词。
并板书句型This is … He’s very …
(3)出示5幅卡通图片，请学生用新学句型进行描述。
3 复习nice新授a bit
(1)由 Snow White 引出nice
(2 )T: Who’s nice in our class
Ss show their opinins.
eg Wang Hong is nice. etc
T: Snow White is nice ,but she’s a bit shy. 引出单词shy，两人进行操练。在此基础上进一步学习短语“bit shy”操练。
(3)课件出示词组，引导学生自主练说a bit
eg a bit shy , a bit nice , a bit clever, a bit naughty

4 新授talkative和quiet
(1)运用句型She’s very …But she’s a bit…描述Snow White.
(2)给出3幅卡通图片，小组运用所学句型练习描述卡通人物的性格特征。
(3)出示影视人物的图片，学生自由谈论其特点，教师自然引出单词loud，
(4)谈论影视人物引出单词quiet，并进行发音教学 qu /kw/ …
T: Who’s quiet in our class
S: XX is quiet. (用句子练习单词。)
Step 3 Consolidation and extension
1 Game
(1)课件出示6幅卡通人物的图片及性格特征，师领读，复习单词
(2)再此出示课件，一幅一幅图片出示，请学生根据记忆，说出卡通人物的特征以次练习描述人物的特征。
2 Watch a dialogue
(1) 让学生看教学光盘对话并且教师提出一个问题:
Panpan has got 3 friends. Who are they
(2) 用单词卡片nice , shy, clever, naughty, talkative, quiet, a bit复习单词，同时给六个学生。
(3) 再观看教学对话，并让学生将单词卡片放到相应的人物头像下面。
(4) 学生根据单词卡片的内容，描述每个人物的特点。
(5) 学生分组集体描述每个人物的特点。.
通过这种方式，使学生学会怎样描述一个人物的特点。
3 Introduce a friend
(1) 教师介绍自己的一个朋友做示范。
(2) 学生在小组内介绍自己的朋友。
(3) 反馈。
Step4 Summary
T: I’m very glad to be your teacher. Some of you are a bit quiet. Some of you are a bit naughty. Some of you are a bit talkative. Some of you are a bit shy. But all of you are very nice and clever.
Step 5 Homework
1 Listen to the dialogue and try to read it .
2 Finish the activity book on page 1 and page 2.
Step 6 Blackboard design
Module 1 People Unit 1 She’s nice

This is … He’s very …
She’s very … But she’s a bit…

Maomao Xiaoyong Parrot
nice clever loud
a bit shy a bit quiet naughty


Unit 2 I’m going to help her.
一、教学目标与要求
1、知识与能力目标
学会helpful, plus, twenty, more等词语，能够运用本课所学介绍自己，描述他人的性格。
2、情感态度目标
通过学习，让学生知道“金无足赤，人无完人。所有的人都是既有不足，也有很多优点。”
二、教学重点及难点
简单叙述他人的困难和自己打算提供的帮助。
三、课前准备
单词卡片、课件。
四、 教学过程
Step 1 Warm up
1. Enjoy a poem P5. What are these children like
2. Revision: Teacher do the actions and let the Ss say the words.
( clever, nice shy, quiet…)
Step 2 Presentation and practice
1. Describe a student in the class. Let the students guess who she is.
Then let the students to describe their friend in the class.
2. 出示parrot
T: What is parrot like
Ss: He’s loud and he’s very very naughty.
T: What’s he like in our story Let’s watch the video.引出课文。
3. 教授helpful
Who is helpful in our class
4. What’s the matter with the little girl, let’s watch again.
Ss: Because this little girl can’t do her Maths.
T: Yes, so parrot is going to help her.板书句子
I have some math problems. Who can answer.
课件呈现数学题：
T：What is ten plus ten
What is 7 plus 7
And one more
教授more.
5. Let the students ask some math questions, and practice in pairs.
6. Sum.
Although parrot is loud and naughty, he is helpful.金无足赤，人无完人.
7. Listen and repeat.
Step 3 Consolidation and extension
1. Parrot is going to help other people. Who are they Let’s take a look.
Practice in pairs and then show the performance.
2. Play a memory game
First, teacher do a demo for children. Then let the students practice in groups.
Step 4 Summary
All of you are nice and help. 所有的人既有不足，也有优点，用放大镜看别人的优点，用望远镜看别人的缺点，取人之长，补己之短。
Step 5 Homework
1. Listen to the dialogue and try to read it .
2. Finish the activity book on page 3 and page 4
Step 6 Blackboard design
Unit 2 I’m going to help her.
This little girl can’t do her Maths.
I’m going to help her.
helpful more
题目 Module 2 London (伦敦)
题材（主要）内容 讲述将来可能发生的事情
教学目标
语言知识目标 功能 描述性格特点。
语法（句子结构） 一般现在时的陈述句：This is … He’s / She’s….
语言技能目标 词汇 听说读写 Wide old London from river clock high new round
句子 能够听说认读抄写或仿写下列句子：The river is very wide.And it’s very long.This is Big Ben.It’s very tall.You’ll see Tower Bridge.
学习策略 用形容词描述一处景物或一个场景
文化意识 使学生了解英国伦敦。通过让学生使用形容词描述国外景物，学生不仅学习了如何使用形容词，更开阔了眼界，增长了知识
情感态度 培养学生学习英语的兴趣，使其感受在快乐中学习英语的情感体验。
任务 用本课句型描述景点让同学们对国外景物形成一个初步的认识，调动同学们的学习兴趣和热情，达到良好的学习效果


Unit 1 It’s very long.
一、教学目标与要求
1、知识与能力目标
Describing things and places. 重点学习一些形容词，如wide, old, high, new, round.学习用这些形容词来描述一些景物或场景如描述River Thames, Big Ben, London Eye等。
2、情感态度目标
通过让学生使用形容词描述国外景物，学生不仅学习了如何使用形容词，更开阔了眼界，增长了知识。同时通过介绍英国重要景点如River Thames, Big Ben, London Eye等，让同学们对国外景物形成一个初步的认识，调动同学们的学习兴趣和热情，达到良好的学习效果。
二、教学重点及难点
1、重点单词：wide, old, high, new, round
2、重点句型：This river is very wide. And it’s very long.
This is Big Ben. It’s very long.
3、难 点：有关英国重要景点如River Thames, Big Ben, London Eye等知识的了解。
三、课前准备
1、课本及活动手册。
2、一些与形容词相关（如：电视塔、长城）的图片及实物（如：新旧玩具、衣服）。
3、一些有关英国伦敦的资料和地图。
4、一个导游用的小喇叭，一顶遮阳帽
5、有关英国重要景点的录像展示课件。
6、录音机及配套的磁带。
四、教学过程 (中英文相结合)
Step 1 Warm up
1、教师热情地和学生打招呼，并带领全班做TRP活动“Say as I do, not as I say”。例如：教师说：“I’m tall.”同时俯身用手比着地面以上不高的位置。学生要迅速说出：“You’re not tall. You’re short.” 2、通过一些与形容词相关（如：电视塔、长城、）的图片及实物（如：新旧玩具、衣服）。带领学生回忆相关词语：big/ small, long/ short, tall/ short old/ new.
Step 2 Presentation and practice
老师先问中国的首都是哪里 再来引出英国的首都。并向学生出示英国的地图，请学生观察英国和伦敦的位置关系。向学生讲述有关英国重要景点的大概知识。
老师拿着喇叭并戴上遮阳帽，扮成导游的样子开始讲课。
Good morning! Today we’re going to go to London.
It’s the captial of England.请同学们跟随老师看一看伦敦重要的三个景点。1.The frist one is River Thames.(展示课间图片)。老师问：What can you see in the picture 学生可用I can see…句型回答。老师用肢体语言引导学生说出This river is very wide .And it’s very long.并教授wide这个单词。2.Amy和Lingling正在谈论接下来我们要去的两景点，快来听一听。听第一遍录音后，学生回答出Big Ben /London Eye 这两个景点。教师使用两个景点的课间讲授他们的特点：Big Ben /It’s very old clock. And it’s very tall.
London Eye / It’s a big wheel. It’s very high ,round and new.同时讲授old /clock/high/wheel/round 3. 打开书听第二遍录音，要求学生圈出录音中提及的景物名称和用于描述他们的形容词。之后，教师把学生的回答写在黑板上，把景物名称再次和相关的形容词关联起来。4.播放第三遍录音，请同学们逐句模仿跟读。并让学生完成AB Unit1练习。之后，老师问“What is this house like What is this river like 等问题 。提示学生用“tall ,old ,long , wide, new, round”来描述5.完成SB Unit1活动2。首先请学生两人一组看图说话，再请学生听录音，并对课本的这几个重点句子进行操练。6.完成SB Unit1活动3，请两人一组使用刚学过的重点句型说句子，描述书上图片。
Step 3 Consolidation and extension
1. 学生分脚色朗读课文。并请几组学生到教室前面表演课文。
2. 让学生观看有关英国重要景点的录像展示课件。
3. 教师提供的图片（电视塔、长城），学生刚学的句型和形容词造句。
Step 4 Summary
1. 复习本课重点句型及单词。
2.请学生在黑板上，将River Thames, Big Ben, London Eye及相应的形容词配对。
Step 5 Homework
1. 听并读Module2 Unit1 课文三次。
2. 用P7第三部分的三个图造句子。
3. 做AB P7。
4. 自愿完成 找一张自己游览过的景点照片，试着用学的句型单词向家人或同学描述。
Step 6 Blackboard design
Module2 Unit 1 It’s very long.
River Thames This river is very wide .And it’s very long.
Big Ben It’s very old clock. And it’s very tall.
London Eye It’s a big wheel. It’s very high , round and new.

　　　
Unit 2 You’ll see Tower Bridge.

一、教学目标与要求
1、知识与能力目标
Talking about possible future actions. 重点学习将来时，讲述将来可能发生的事情。
2、情感态度目标
通过将来时的初步学习，使学生能用英文来描述可能发生的事情。这样可以拓宽学生说英语的范围，增强学习的兴趣。
二、教学重点及难点
1、重点单词：Tower Bridge, of course ,will, visit
2、重点句型：You’ll see Tower Bridge. And we’ll go on the London Eye.
3、难 点：对will的理解。
课前准备
1、课本及活动手册。
2、描写景物的表格。
3、著名景点的照片及课件。
4、录音机及配套的磁带。
三、教学过程
Step 1 Warm up
Sing a song. “The London Eye.”
Step 2 Presentation and practice
1、“Beijing is the capital of China. We love China.” 教师向学生出示北京的照片，“In Beijing, we’ll see the Great Wall.”教师再请学生观看长城的课件。此时在黑板上板书上“We’ll see the Great Wall.”重点讲述will 用于一般将来时。用来表示将来可能发生的事情，它的缩写形式是‘’ll’。
2、请同学带着问题听第一遍录音，“What will Amy see in London ”
带着学生回答出She’ll see Tower Bridge.讲授新单词Tower Bridge.
3、请同学们听第二遍录音，并且跟读。了解课文内容基础上先让同桌之间分角朗读再请学生上台表演课文对话。
4、请学生四人为一小组，完成课本第二部分。I’ll see…造句子。
5、完成活动手册第一、二两部分。
Step 3 Consolidation and extension
1、Game “Which picture ”依据课本第四部分完成此游戏。之后同桌之间用第四部分的图相互问答如A :“In this park, you’ll see a wide river.” B : “It’s Green Park.”
2、请同学根据教师提供的著名景点的照片及课件，说一说You’ll see…
Step 4 Summary
1、 复习本课重点句型及单词。
2、 再次讲解will 用于一般将来时。用来表示将来可能发生的事情，它的缩写形式是‘’ll’。并且板书“I’ll see…/You’ll see…/She’ll see/He’ll see…/We’ll see…”

Step 5 Homework
5. 听并读Module2 Unit2课文三次。
6. 用P8第二部分的四个图造句子。
7. 自愿完成 试着用学的句型单词，向家人或同学描述自己将要看到的景物。
Step 6 Blackboard design

Module2 Unit 2 You’ll see Tower Bridge.
In Beijing, we’ll see the Great Wall. I’ll＝I will
I’ll see…/ You’ll see…/She’ll see/He’ll see…/We’ll see…”
目 Module3 future plan(将来计划)
题材（主要）内容 Amy Daming 分别计划周末要去动物园和农场，并各自预想自己将要见到的动物。谈论将来发生的事情。。
教学目标
语言知识目标 功能 谈论将来发生的事情。
语法（句子结构） 一般将来时
语言技能目标 词汇 听说读写 will, won’t, tiger, lion, school, zoo, park
句子 能够听说认读抄写或仿写下列句子：T We’ll see lions and tigers.★Will Sam go, too Yes, he will.★Will you go too, Daming ★No, I won’t.能够仿说和运用下列句子：△I /she/he won’t …Who will…Where dose …live Is there …there
学习策略 本模块主要学习一般将来时的一般疑问句及回答 ：Will… Yes,…will. /No,…won’t.… will….及特殊疑问句What will you… 及其回答We’ll…
情感态度 谈论将来发生的事情
任务 通过本课的学习，使学生在英语学习中获得快乐的学习体验，并用本课句型与他人交流各自将要做的事情，让学生做周末活动小调查等，以巩固一般将来时态的句子的使用。


Module 3 Unit 1 Maybe I’ll go to the zoo.
一、 教学目标与要求
1、 知识与能力目标
能够听说读写下列句子：
★We’ll see lions and tigers.
★Will Sam go, too Yes, he will.
★Will you go too, Daming
★No, I won’t.
能听说读写的词语:will, won’t, tiger, lion, school, zoo, park
能听说读下列句子△I /she/he won’t …Who will…Where dose …live Is there …there 并能用学过的句子进行询问、交流各自将要做的事情，例如到哪去，干什么？用于表达将要上的课程等。
2、 情感态度目标
培养学生的表达及交际能力。使学生在英语学习中获得快乐的学习体验。
二、 教学重点及难点
一般将来时态的一般疑问句的使用及回答：Will … Yes,…will./No,…won’t.
三、 课前准备
TAPE\TV\HEADDRESS\CARDS TEXTBOOK/ACTIVITYBOOK
四、 教学过程
Step 1 Warm up
Good morning, boys and girls.
Do you want to visit London (computer)What will you see I’ll see…(学生说出伦敦的著名城市景点 课件)
Boys and girls, this weekend, I will go to the supermarket to buy lots of things. Could you tell us what you will do this weekend S:I’ll go to …
T:What will you see at the zoo T:I’ll see…
(zoo)(板书)
Step 2 Presentation and practice
Boys and girls, Let look at the video:？“What will Amy, Sam and Daming do this weekend ”
Now, watch the video,please.Then Think it over. (课件)
1.What will Amy do this weekend 2.What will Amy see
Are you ready Let’s see（go）.(课件全课) （Watch TV） Headdress. The student will be Amy.

Show a picture.(仅一屏)
Hello…Amy. What will you do this weekend (为什么用we’ll,请记住这个问题)。(Who wants to be Amy ) Listen carefully. S:I don’t know. S: Maybe I’ll(we’ll) go to the zoo. Let’s go on.
What will you see S: We’ll see lions and tigers.（板书）(为什么用we’ll ) (read the tiger)Look at the picture:(Listen)
Who is he Daming, how do you ask about Sam S:Will ___go too (板书) S: Yes,___will.(板书)（卡片）反复读，跟读，齐读。
Pay attention ,please.Amy and Sam are two children. what will you See I’ll or We’ll (头像Amy and Sam) S: We’ll see lions and tigers.(有节奏的读)
Show the computer.T:Will Daming go too （Listen carefully.）S:No, I won’t.（板书）(卡) （Read it one by one.）
Now, Daming won’t go to the zoo. How does Amy ask Please listen carefully. Who will be Amy How do you ask S:Will you go too,Daming (板书)(卡)（Try to say.）S: No, I won’t. T:What will you do Daming s:I will visit my grandpa in the countryside.(板书) countryside(读几遍) T: Will you see tigers/lions there S:No.I won’t tigers/lions.T: What will you see S: I’ll see ducks…lots of pigs.
Boys and girls, please look at the blackboard. This weekend, Amy will go to the zoo. Sam will go too 。Sam and Amy (They)will see lions and tigers. But Daming won’t go to the zoo. He will go to the countryside. He will visit his grandpa. He won’t see lions and tigers. But he will see lots of pigs.
Now ,by this way please watch the video again. 根据老师讲的再看一遍录像
Now open your book and turn to page 10.Let’s listen and say.O.k Listen and say.
Step 3 Consolidation and extension
1. Listen to the tape recorder then say.
Boys and girls,please open your book,and turn to page 10. Listen and say.
2.let’s do exercises to check up what you have learned.Now open the activity book .(Part 1)
Have you finished No.1 Who wants to tell us your answer
If you are all right, please raise your hands.
3.Do you like games
Let’s play a guessing game.书P11
4. Boys and girls,what will you do this weekend Let’s talk about it with your partner in your groups. Then come to the front and act out.Ok.
(找2、3名学生演示)
5.Boys and girls, Pay attention. Ms. Smart’s family will have a good weekend. Are you interesting in this story I’ll give you some questions. Please find out the answer.（让学生听录音）
Questions: What will they do What will they see
Step 4 Summary
同学们，今天我们学习了一般将来时态的句子的表达方法。如果我们要谈论将来发生的事情，比如：周末的打算、想法，我们就可以使用这种表达的方式。
Step 5 Homework
1. Listen to the tape recorder then remember these new sentences.
2.Free talk with your parents.What will you do this weekend
Step 6 Blackboard design
Module3 Unit 1 Maybe we’ll go to the zoo.

zoo We’ll see lions and tigers. countryside
(图片) Will Sam go, too lots of pigs
tiger Yes, he will.
lots of Will you go too, Daming
(单词卡) No, I won’t.

Unit 2 Will you phone me
一、教学目标与要求
1、知识与能力目标
学会使用下列句子：
Will you play with me this weekend Yes, I will. /No, I won’t.
能听说读下列句子△Will … phone … Yes,…will./No,…won’t.并能用学过的句子谈论将来发生的事情。
2、情感态度目标
培养学生的表达及交际能力。使学生了解并掌握英语表达上的一些语言特点，以及英语表达语言顺序（时间、地点状语）与中文表达的简单区别。
二、教学重点及难点
一般将来时态的一般疑问句的使用及回答：Will … Yes,…will./No,…won’t.
三、课前准备
TAPE\TV\HEADDRESS\ TEXTBOOK/ACTIVITYBOOK
四、教学过程
Step 1 Warm up
Good morning, boys and girls.
What will you do with your parents this weekend Let’s free talk.
Step 2 Presentation and practice
Boys and girls, Daming will visit his grandpa in the countryside. Will Sam go to the countryside this weekend Let look at the video:Now, watch the video,please.
Are you ready Let’s see.(课件全课) （Watch TV） Headdress. The student will be Sam and Daming.呈现SB Unit 2活动1。
教师一课件的形势向学生以下问题，帮助学生理解课文第一部分。
Will Daming play with Sam
Will Daming phone Sam ( phone 一次教师可以通过打电话的动作演示缴获学生，重点注意ph的发音，可与elephone作比较，发音一样。)
通过看课件，使学生找出答案。
给学生适当的提示，让两名学生一组根据答案表演这一部分。
在给出另外一些问题，让学生带着问题再看课件并找出答案。
Who will Daming visit
Where does Daming’s grandpa live
Is there a phone there
在学习的过程中，穿插复习有关助动词do\does 的一些用法及特点。以及There be…句式的用法及特点。
因为上一课时已经学习过有关visit,countryside有关的句子，因此上述问题的答案学生基本上能后比较流利的表达。
根据学生的学习情况播放几遍课文录音，请学生跟读。随后可以同位分角色表演。
学习诗歌。可先让学生找出自己不理解或不会的部分，由教师或同学们讲解，然后播放录音让学生跟读。鼓励学生模仿动作，使学生情景交融，更有助于学生对诗歌的理解和掌握。
Step 3 Consolidation and extension
1. Look and say about your weekend. Then talk about your friend.(书P13)
通过学生的掌握情况，可以考虑是否增加同样形式的练习内容。
2.let’s do exercises to check up what you have learned.Now open the activity book .(Part 1)
教师首先播放一遍录音，让学生完整的听一边对华录音。再次有间隔的播放录音，让学生有比较充足时间填写答案。可以让学生先互对一遍答案，在以实物投影或直接在课件上直接完成答案。
3.语音教学
完成课堂活动用书语音题部分。在这一部分首先尽量鼓励学生自己去听、分辩黑体字母及字母组合的发音，但应注意，如果有问题一定要马上纠正，教师可以重点、突出的慢慢读出要纠正黑体部分的发音，以使学生能够清楚、明了地听出发音。经过不断地、多次地练习，学生就会比较准确地确定出字母及字母组合的发音。
Step 4 Summary
同学们，今天我们学习了一般将来时态的句子的表达方法。如果我们要谈论将来发生的事情，比如：周末的打算、想法，我们就可以使用这种表达的方式。
Step 5 Homework
1. Listen to the tape recorder.
2.Let’s talk about what you will be.
The teacher: I’m a teacher now. What will you be in the future Let’s think.让学生想一想，自己将来希望从事的职业。从而复习teacher,doctor,nurse,pupil,driver等单词。还可拓展学习新的单词。
Step 6 Blackboard design
Module3 Unit 2 Will you phone me
Will you play with me this weekend
No,I won’t.
Will …phone…
No,…won’t./Yes,…will.
Title Occupations
Teaching contents: 1.Words: writer future policeman2. Sentence drills: What will you be in the future Maybe I’ll be a writer/……
Teaching aims: Target aims: What will you be I’ll be a ……
能力目标: 通过本课的学习，培养学生在实际语境中的综合语言运用能力。运用will 进行将来可能发生的事情的提问及回答。Talking about the future plan and learning the new words about occupations.
情感目标: 引导学生树立远大的理想,并为之努力奋斗。
Main points: How to use “ will be “
模块整体分析 本模块谈论的主题是职业，学习并掌握一些职业单词，并在此基础上谈论自己和他人将来可能从事的职业。
Difficult points: Enable students to use the drills fluently and correctly--------will.
Teaching aids: CD ,some cards pictures tape recorder stickers

Module 4 Unit 1 Maybe I’ll be a writer.
一、教学目标与要求
1、知识与能力目标
学会writer, footballer, film star等职业单词，能用What will you be in the future 询问并作回答，谈论未来可能从事的职业。
2、情感态度目标
无论将来我们要从事什么样的职业，都应该从现在起好好学习，打好基础。
二、教学重点及难点
如何询问将来要从事的职业，以及表达现在从事的职业与将要从事职业的时态的对比。
三、课前准备
职业调查表格，职业单词卡片。
四、教学过程
Step 1 Warm up
1. Sing a song about occupation. And find out the occupation in the song.
2. Free talk. Talk about our parents’ jobs and their hobbies.
Step 2 Presentation and practice
1. Ask a student that will you be a teacher in the future Why
And what will you be in the future
相机板书：What will you be in the future
出示picture——future 指导学生自己拼读future一词，在领读句子。
Ask 2-3 students to answer the question.
3. Amy and Lingling are talking about the jobs. What will they be Guess.
4. Enjoy the story and find out what they will be in the future.
学生通过听音看故事找到writer, film star, footballer, policeman等词。
5. 通过问题进一步巩固理解这些职业单词：
Let the students find more words like “write——writer”
drive——driver, farm——farmer, work——worker
Which film star do you know
Ss: Cheng Long is a film star. Zhang Ziyi is a film star.
6．Watch the video again, and find out why Amy will be a writer and why Lingling will be a film star.
Ss: Lingling likes writing. She loves books. She will be a writer.
7. Why Sam ask them to come to the police station with him
Is he a policeman now
Sam isn’t a policeman, but one day he will be.
Step 3 Consolidation and extension
1. Listen and repeat.
2. Read and fill in the blanks.
What will Lingling be in the future Maybe she will be a ______. And Amy will be a ______. ______ will be a footballer. And Sam will be a ______.
3. According to the passage above, try to retell the story.
4. Guessing game.
What will he/ she be in the future
出示人物照片，让学生猜职业。
（成龙小时候照片）What will he be in the future He will be ______.
（成龙照片）Now, he is a film star.
5. Survey. What will you be in the future Ask and answer in groups, and fill in the form.
A: What will you be in the future
B: Maybe I’ll be _________.
Name Will be



友情提示：
① writer ② film star ③ footballer
④ policeman ⑤ dancer ⑥ singer
⑦ doctor ⑧ nurse ⑨ businessman
⑩ engineer
Make a short dialog with partners.
A: What will you be in the future
B: I will be a ….
Step 4 Summary
What kind of occupation is popular
Whatever we will be in the future, we should work hard from now on.
Step 5 Homework
Ask your friends, what they will be, and find out 5 the most popular occupation.
Step 6 Blackboard design
Module 4 Unit 1 Maybe I’ll be a writer.
What will you be in the future
Maybe I will be ….
Amy film star
Lingling writer love books
Daming footballer
Sam policeman


Module 4 Unit 2 He’ll be an astronaut.
一、教学目标与要求
1、知识与能力目标
学会astronaut, spaceship, moon, fly a kite, fly a plane, fly an astronaut等词语，能够运用本课所学He/ She will be …. 谈论他人将要从事的职业。
2、情感态度目标
通过学习，让学生知道无论从事什么职业都应受到尊重。
二、教学重点及难点
能用want to be和will be谈论将要从事的职业。
三、课前准备
阅读材料，职业单词卡片。
四、 教学过程
Step 1 Warm up
1. Sing a song. I’ll be a pilot.
2. Revision: a. Jobs. (play a bomb game)
b. Perform the M4 u1
c. Free talk: What will you be
板书I’ll be a …
Step 2 Presentation and practice
1.出示重点句。
T: Do you remember what will she be
S1: She’ll be a teacher. 板书将I改成She. He.
T: So this time you should say She’ll be a…or He’ll be a …
2. 引出课文。
T: Everyone has his dream. So does Xiaoyong. Do you remember him What’s he like S2: He’s very clever. But he’s a bit quiet. T: Yes. He’s got a great dream. What will he be in the future Guess.
3. Watch the video and answer the questions.
4. 学习生词astronaut. T: Who can tell me What will he be S3: He’ll be an astronaut. T: Great! Look. (出示pp)Who’s he Ss: 杨利伟. T: What does he do 学习astronaut.(强调 an astronaut)
5.学习spaceship. T: What will astronaut fly Will he fly a kite No. He’ll fly a spaceship. (pp) Look. This is spaceship. 学习spaceship.
6.学习moon. T: Will the spaceship go to the moon 学习moon. T: Yes, it can. But our Chinese people haven’t been to the moon by the spaceship. But I believe we will one day.
7.Listen and repeat the text twice.
8. Read it by yourself.
9. Short summery. Look at the screen and answer the questions.
Step 3 Consolidation and extension
1. Point and say P16 2. T: One asks: What will she/he be in the future One answer: He/She’ll be a…
2. A game: Who has good memory 教师示范: S1: I’ll be teacher. S2: She’ll be teacher. I’ll be a doctor. S3: She’ll be a teacher. He’ll be a doctor. I’ll be a writer. …
3. Reading Time. Read the short passage and answer the questions below. Write them on the paper. Then check together.
I’m Lingling. Jack, Lucy and Tom are my good friends. Jack will be a footballer in the future. He loves football. Lucy will be a film star. She likes films very much! Tom will be an astronaut. He wants to go to the moon. Maybe I’ll be a writer. I love books!
1. What will Jack be in the future _________________________
2. What will Lucy be _____________________________
3. What will Tom be _____________________________
4. Will Lingling be a teacher ______________________
4. Ask your partners what they will be in the future and tell
Step 4 Summary
What we have learned today
当我们想表达将来想要从事的职业时，可以用want to be和will be来表达。
Step 5 Homework
1. Read the text till fluently.
2. Write a short passage about your friends dreams.
格式: Hello. I’m… I have 4 friends. A will be a … B will be a…
Step 6 Blackboard design
He’ll be an astronaut.
What will she/ he be
She/He will be an astronaut.
(wants to be)

Title Module 5 Fruits farm
Teaching contents: 1.Words: fruit apple pear orange peach fourteen them thirteen fifteen sixteen seventeen eighteen nineteen2. Sentence drills: will we… Yes we , we will. No, we won’t.
Teaching aims: Target aims: will we… Yes we , we will. No, we won’t
能力目标: 通过本课的学习，培养学生在实际语境中的综合语言运用能力。运用will 进行将来可能发生的事情的提问及回答。Talking about the future plan and learning the new words about occupations.
情感目标: 培养学生健康的饮食习惯
Main points: How to use “ will “
模块整体分析 培养学生观察事物的能力, 能够谈论物品的数量
Difficult points: Enable students to use the drills fluently and correctly--------will.
Teaching aids: CD ,some cards pictures tape recorder stickers

Unit 1 We’ll pick fruit.
一、教学目标与要求
1、知识与能力目标
Be able to understand,speak and use the following words:fruit pick apples pears pranges peaches。
Be able to understand,speak and use the following sentences:Will we pick oranges No, we won’t.
使学生能够理解朗读全篇对话,并能够谈论将来发生的事情。
2、情感态度目标 培养学生健康的饮食习惯

二、教学重点及难点 能够掌握单词和重点句型，能够谈论将来发生的事情。
三、课前准备（包括教学与学具的准备）
准备orange, apple, pear, peach图片, 课件
四、教学过程
Step 1 Warm up
l Sing a chant 带领学生演唱Module3学习过的歌谣，复习再现will 句型，为后面学习做好铺垫。
l Guessing game 教师用水果图片，让学生猜出水果名称，老师要有意识的呈现水果复数形式的图片，进行名词复数知识的巩固，同时运用猜的游戏激发起学生学习的热情。
Step 2 Presentation and practice
l 教师在学生猜出水果名称的同时，将水果的图片贴在黑板上，然后运用简笔画的方式将fruit farm的画面填充完整，向学生提问：“What’s this ”教师呈现fruit farm并教读。
l 教师做出从树上摘苹果的样子:I love apples. I will pick apples”
重复此句型，帮助学生理解掌握单词pick.
l 教师向学生提问：“Will you pick apples What will you pick ”引导学生用“Yes, I will. No, I won’t. I will pick…”回答。教师首先做示范，然后请学生回答。
l 这时，教师对学生说：“这个周末， Ms Smart打算带着Amy和Sam一起去果园采摘。我们一起来看看，他们打算采摘那些水果。”
l Watch the video the 1st time, try to understand the text.
Question: What will they pick
帮助学生理解课文大意，再次巩固apples,pears.oranges.peaches
并要求学生运用will句型回答,为句型Will we… 地呈现做好铺垫.
l Watch the video the 2nd time, answer the questions:
What will Amy pick
What will Sam pick
帮助学生进一步理解课文，同时呈现句型Will we pick…
No,we won’t. They haven’t got oranges.并运用黑板上简笔画和水果图片进行操练。
l Watch the video the 3rd time,answer the questions:
What will Sam and Amy both pick
呈现句型But we will pick peaches.Peaches are my favourite fruit!
进行操练，同时请学生们说出他们自己最喜爱的水果。教师要告诉学生们要养成健康的饮食好习惯，不要挑食。
l Listen ,point and find “will”,then read the sentences with “will”.
l Listen and repeat the dialog. Watch the video 强化巩固will句型.
两人一组操练并表演学生用书活动2的句型
Will we pick…
No,we won’t.
But we will pick peaches.
Peaches are my favourite fruit!
l 四人小组操练学生用书活动3的句型：
Will we pick pears No,we won’t.
l Watch the video and act the dialog. 小组合作，分角色，朗读并表演对话。评选“最佳表演小组”“最佳朗读奖”。
Step 3 Consolidation and extension
l 完成课堂活动用书活动1. Look and write.
先请学生根据小图独立填空，然后请学生朗读，最后请学生利用本练习中的图片尝试复述片断对话。
l 完成课堂活动用书活动3 Read and circle True or False.
先请学生独立完成，然后请学生朗读集体订正，并要求学生尝试归纳总结复述全篇课文内容。
l 完成课堂活动用书活动4 ,5 Listen and draw
学生独立完成，然后小组交流。评选“最佳合作小组”
l 利用课件帮助学生创设场景，进行人机对话巩固拓展练习Will we pick… No, we won’t.
l 自由组合，创编歌谣，运用句型Will we pick… Yes, I will. No,we won’t.评选“最佳原创奖”。
Step 4 Summary
Will we pick … No,we won’t.
Step 5 Homework Read after the tape and read the text fluently.
Step 6 Blackboard design
Module 5 We’ll pick fruit.
Will we pick oranges
No,we won’t.
They haven’t got oranges.


Unit2 There are fourteen peaches.

一、教学目标与要求
1、知识与能力目标
Be able to understand,speak and use the following words:thirteen--twenty。
Be able to understand,speak and use the following sentences:How many peaches are there There are fourteen peaches.
使学生能够理解朗读全篇对话, 并能够谈论物品的数量。
2、情感态度目标 培养学生观察事物的能力。
二、教学重点及难点 能够掌握数字13-20，能够理解朗读全篇对话并能够谈论物品的数量。
三、课前准备（包括教学与学具的准备）数字卡片，课件

四、教学过程
Step 1 Warm up
l Sing a song “Ten little Indians” 带领学生复习数字1-10。
l Guessing game 教师用一个方盒子做成一个数字大色子，教师将色子抛向空中，然后请学生猜出数字，如果猜中算获胜。此游戏既帮助学生认读复习巩固数字1-12，同时又激发起学生学习的热情。
Step 2 Presentation and practice
l 教师在鼓励学生猜中色子上的数字的同时，简笔画出示许多树。提问： Look at the peaches on these trees!Can you guess How many peaches are there 在学生都没有猜对的情况下，教师引导学生 “Look,Amy and Sam are counting them. Let’s count together.”
l 带领学生们watch the video the 1st time.引导学生说出答案There are twenty peaches.
l “Let’s count the peaches again.”带领学生们watch the video the 2nd time请学生跟读thirteen,fourteen, fifteen,sixteen,seventeen,eighteen,nineteen,,t
l 教师利用数字卡片帮助学生朗读记忆数字。
l 学生两人一组利用手中的数字卡片互相练习认读。
l 教师带领学生利用手中的数字卡片做游戏。教师出示数字发音的口型，请学生迅速出示该卡片。教师出示一个数字卡片，请学生迅速出示该数字的相邻的数字卡片。通过此游戏，帮助学生有效的记忆朗读数字。
l Watch the video.Listen and repeat .
l 完成学生用书练习2。学生两人一组进行问答。
l 教师请学生观察学生用书活动3中的插图，了解诗歌大意。教师播放录音，请学生认真听，然后，请学生小组交流他们理解上有困难的语言，可以同伴互助，也可以向老师求助。教师再次播放录音，请学生重复，并鼓励学生在朗读的过程中添加适当的动作和表情。最后，要求学生能够独立完整的朗读诗歌。
Step 3 Consolidation and extension
l 完成课堂活动用书活动1 Look and count.
限定30秒的时间，先请学生观察图片，记忆每种物品的数量，然后老师提问How many apples are there How many pears are there ...先请学生说出物品的数量，评选“眼力大王”，最后请学生独立书写完成此练习，并集体订正拼写错误。
l 完成课堂活动用书活动3 Listen and repeat.
先请学生们独自朗读表格中的单词，找出发音规则，然后教师播放录音进行归纳总结，请学生正确跟读。
l 小组合作，朗读课堂活动用书活动4，并互相订正发音连线，然后播放录音正确跟读。
l 完成学生活动用书活动4。教师准备两个盒子，分别装入写有数字1-10的卡片。请参加游戏的两个学生分别从盒子里抽取一张卡片，说出上面的数字，并迅速地说出两个数字的总和。教师可以不断的加快游戏的节奏，以此帮助学生熟练的掌握20以内的数字。
l 游戏“生活中的数字”擂台赛，课前，安排学生们进行生活中的数字小调查。课上，学生们运用句型How many… are there There are fourteen …进行提问，谁能回答出数字，谁成为擂主，然后，继续接受同学们的提问，最后的胜利者，授予“数字大王”并请同学向他学习，多观察，多了解生活。
l 播放迪斯尼英语中有关数字的视频，帮助学生拓展数字知识。
Step 4 Summary
How many peaches are there There are fourteen peaches.
Step 5 Homework Read after the tape and act out the dialog.
Step 6 Blackboard design
Module 5 There are fourteen peaches.

How many peaches are there
There are fourteen peaches.
题目 Module ６Parents’ Day （家长日）
题材（主要）内容 在家长日Daming的父母来到Daming的老师Ｍs Smart处了解Daming平时在校表现，老师夸Daming是个好孩子，学习努力，聪明，功课很好，Daming的父母很高兴，大明也很高兴。
教学目标
语言知识目标 功能 描述他人的性格特点和学习表现等。
语法（句子结构） 一般现在时的一般疑问句：Is she/he…. Yes, she/he is.No, she/he isn’t.He/She…works hard. …is good at…
语言技能目标 词汇 听说读写 . work, hard, good at , say， thank you(1-9)
听说读 speak ,quite ,try, fast,
听说 Parents’ Day , lazy, report, work,
听 Monkey, giraffe, funny, laugh
句子 能够听说认读抄写或仿写下列句子：Is Daming naughty in class No, he isn’t.His work is good.I’m happy with that. Thank you.能够仿说和运用下列句子：He/She’s … at…
学习策略 对所学内容能主动练习，实践积极运用所学英语进行表达和交流。
文化意识 使学生了解英美国家的小学所设的学科。
情感态度 给学生学习的信心，鼓励学生在学习上互相帮助。
任务 能够用本课句型描述自己或他人的个性特征、各门学科的情况。 做一张自己或朋友的成绩单，说一说。

Unit 1 He works hard.

一、教学目标与要求
1、知识与能力目标
⑴ The students can describe a person’s personality and talk about one’s performance at school.
⑵ 认读单词：work, hard, speak.
⑶ 初步认读句子：Is Daming naughty in class
No, he isn’t.
His work is good.
I’m happy with that. Thank you.
2、情感态度目标
通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。
二、教学重点及难点
⑴ 重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型和学过的形容词描述他人在学校的表现。
⑵ 难点：be动词及其否定形式的灵活运用;第三人称单数主语后的动词形式。
三、课前准备
Module1的有关形容词的单词卡片，本课单词卡片，VCD。
四、教学过程
Step 1 Warm up
1． Have the students say a poem on page5.
2． TPR: The teacher do some actions, and then the students say the words. (nice, clever, shy, quiet, loud, naughty, good, bad, helpful, happy, sad)
3． Free talk:
T: What’s …like
S1: He’s very….
Step 2 Presentation and practice
1. T: All of you have your advantages, however, someone is a bit naughty. How about Daming Is Daming naughty in class Let’s watch the video.
2. Play the vcd. And then have the students answer the question.
板书问题： Is Daming naugty in class
根据学生回答板书答案： No, he isn’t.
Practise the key sentences in different ways.
3. The teacher plays the VCD again. And have the students answer another question: Is Daming lazy in class
板书新单词：lazy. The students guess the meaning of “lazy”
4. T: Is Daming lazy in class
Ss: No, he isn’t. 引导学生说：He works hard. 强调第三人称单数主语后的动词形式。
5． T：Daming isn’t naughty in class. And he isn’t lazy in class. How about his work (Show the students a paper. 出示一张Daming 100分的试卷)
板书： His work is good. (强调work是名词，表示功课)
6． Have the students talk about Daming’s performance in class.
T: Is Daming naughty in class
Ss: No, he isn’t. He isn’t naughty in class.
T: Is Daming lazy in class
Ss: No, he isn’t. He isn’t lazy in class.
Ss: His work is good.
T: His parents are happy with that.
7. Have the students listen to the dialogue and find “am, is, are”
One students say the sentences, the other students repeat.
8. Have the students repeat and imitate the dialogue. Then read it in different roles.
9． Do the exercises in Activity book.
Step 3 Consolidation and extension
1. Review the adjective words with the cards. The students can do some actions about the words. Then make a dialogue in groups.
先集体复习学过的形容词，然后根据老师给出的文本例子，以小组为单位，编写新歌谣, 上台边做动作边说歌谣。
The example:
naughty naughty. … is naughty.
shy shy … is shy.
clever clever … is clever.
quiet quiet … is quiet.
We are good friends. We are good friends.
2．Game: 记忆力大比拼
男女分为两组。每个人在卡纸上写出自己的两个特点。找五个女生上台，卡纸向全班同学展示3秒钟。女生根据老师出示的形容词卡片来问男生：Is she…. 男生回答：Yes, she is.或者No, she isn’t. 然后再找无名男生上台，方法同前。

Step 4 Summary
T：Can you talk about Daming’s performance in class
S1: He isn’t naughty in class.
S2: He isn’t lazy.
S3：His work is good.
Have the students read the key words and key sentences on blackboard.

Step 5 Homework
a) Listen and repeat the dialogue for 5 times.
b) Write the new words and sentences for 2 lines.
c) Talk about your friend with your parents.

Step 6 Blackboard design
Module 6 Unit 1 He works hard.
lazy Is Daming naughty in class
work hard No, he isn’t.
work His work is good.


Unit 2 She’s quite good at English.

一． 教学目标与要求
1、知识与能力目标
⑴ 学生会谈论学习成绩和表现等。
⑵ 认读单词：quite, good at, say, try, fast.
⑶ 初步认读句子：She’s good at…
She’s quite good at…
She tries hard at…
She doesn’t work hard at…
2、情感态度目标
通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。

二． 教学重点及难点
⑴ 重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。
⑵ 难点：try 的第三人称单数；quite和quiet的区别。
三．课前准备
本课单词卡片，VCD。
a)教学过程
Step 1 Warm up
i. Review the adjective words with the cards.
ii. Free talk:
S1: I’m very naughty. But I’m very clever.
T: Is S1 naugty in class
Ss: Yes, he is.
T：Is he quiet
Ss: No, he isn’t.
…….
Step 2 Presentation and practice
1. 出示一张成绩单，数学是100分。
T：This student is very good at Maths.
板书good at. 帮助学生理解意思。
2． T: Are you good at Maths
S1: Yes, I am.
S2: No, I’m not.
3. T: How about Lingling Is she good at Maths Let’s watch the video.
Play the video and have the students answer the question.
T: Is she good at Maths
Ss: Yes, she is. She is good at Maths.
d) T: Look at your paper. What about her English What about her Science Now let’s listen to the radio and finish the report.
教师发给学生一份表格，引导学生通过挺对话，把表格中的信息补充完整。
Report: LinglingMaths: very goodEnglish: _______Science: _______PE: run fastArt: _________Chinese: very good
e) T: How about Lingling’s English
Ss: quite good.
(帮助学生区分quiet quite两个词)
f) T：Is she goot at Science
Ss: No, she isn’t.
T: She tries hard at Science.
板书try tries
g) Help the students finish the report. Then play the VCD, and have the students repeat the text.
h) Group work: Have some students retell Lingling’s report.
9. Do the practice2 on page 24. Look at the report of Sam. Retell Sam’s report in pairs.
Step 3 Consolidation and extension
1. Have the students do the exercise1 in Activity Book Unit 2.
First, listen to the tape, say the subjects.
Second, finish the report.
Third, ask and answer.
2．Do a super interview. 访问自己的一个朋友，完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型：
She’s good at…
She’s quite good at…
She tries hard at…
She doesn’t work hard at…

Step 4 Summary
1. T：What have you learned in this lesson
Ss: ……
2. Read the key words and key sentences together.
Step 5 Homework
三． Listen and repeat the text for 5 times.
四． Write the new words and sentences for 2 lines.
五． Talk about your friend with your parents.

Step 6 Blackboard design

Module 6 Unit 2 She’s quite good at English.
She’s good at…
She’s quite good at…
She tries hard at…
She doesn’t work hard at…

title Book6 Module7
Teaching contents: 1.Words: young who grandparent old then beautiful 2. Sentence drills: They weren’t old then. No, they were very young. My hair wasn’t long then. It was very short.
Teaching aims: Target aims: were was 的用法。 … was/were … then. Now … is/are …
能力目标: Describing changes；Describing the features and the state of the past things，Comparing the present with the past说明过去的特征与状态，比较现在和过去。
情感目标:看看小时候的我们，也看看现在的我们，通过寻找、感受自身的变化来理解语法、操练句型。
Main points: Read aloud and act out the text.
Difficult points: 从这一模块开始，真正要让学生接触一般过去时了！教材通过人物随时间的变化，让学生来感受该时态的用法及特点。当然这是第一次出现过去时，所以教材中的句子只是涉及到了两个be动词 "is"和 "are"的变化形式，希望学生能从最基础的句型开始掌握。这也是本节课的难点。
Teaching aids: CD ,some cards pictures tape recorder stickers
Unit1 They were very young.

一、教学目标与要求
1、知识与能力目标
使学生能熟练掌握生词was\were\weren’t\wasn’t\ young\grandparents.能熟练并能在真实情景中运用本课的重点句型 They weren’t… then.\ They were very…\...wasn’t…then.\ … was…
2、情感态度目标
同过对过去式的学习，提高学生听、说和交流能力、小组合作精神和学生的自学能力。让学生懂得孝敬父母，多与家人沟通的思想。

二、教学重点及难点
学生对过去是动词及其否定形式的掌握及如何运用重点句型来描述过去发生的事情。
三、课前准备
教具：单词卡片、照片、多媒体课件
学具： 学生自己小时候的照片
四、教学过程
Step 1 Warm up
1. Greeting: Say hello to the students.
2. Look at the CAI. Read the adjectives and say the opposite words. 复习学生已经学过的形容词，为新课做准备。
Step 2 Presentation and practice
1. 通过第一个环节中的最后一个词old从而引出本课的新词young.
Read it one by one and do the action.
2. 电脑出示教师小时候的照片。
T：Look. Can you guessing who she is Ss: She is Miss Zang.
T: Yes. I was very young then. I was 5 years old. I was very very naughty, right
T: Please look at my hair, how about my hair now
Ss: It’s very long. 板书：My hair is very long.
教师走到自己照片的旁边: How about my hair then Was it very long No, it was very short.引出重点词was ,was 是is 的过去式，表示的是过去是 …当你要描述过去发生的动作的时候，要把is 变成was.板书It was very short. 并教读。
3. T: my hair was very short. Was it long No. So it wasn’t long then. Wasn’t means was not. 过去不是…板书my hair wasn’t long then.并教读。
4. 出示Lingling小时候的照片：T：Who is she Do you know Watch the video.
5. 解决问题：Who is that girl How old was she
6. What other photos do they talk about Her grandparents.引出新词grandparents.(grandpa, grandma, grandparents.边说边配动作)
7. 出示祖父母现在的照片，引导孩子说出：They are very old.并板书。
用同样的方式教授were和weren’t。板书they weren’t old then. They were very young.
8. A little chant. Were, were, they were very young;
Weren’t, weren’t, they weren’t old then.
Was, was, it was very short;
Wasn’t, wasn’t, it wasn’t long then.
8. Listen, point and repeat.
Step 3 Consolidation and extension
1. Do the exercises 1 on activity book P26. Then check the answers.
2. Show some pictures of the students; let others describe them using the sentences they have learnt today. Then let them guess who they were in the pictures 通过描述先运用本节课所学的知识，然后让学生根据特征来猜一猜自己的同学，从而引起学生的兴趣。
Step 4 Homework
1． Listen and repeat the test for three times.
2． Copy the words and sentences they learnt today.
3． Describe the old pictures to your parents and your friends after school.
Step 5 Blackboard design

Module 7 Unit 1 They were very young.My hair wasn’t long then. They weren’t old then.It was very short. They were very young.


Unit2 He was in Hong Kong.

一、 教学目标与要求
1、 知识与能力目标
使学生能熟练掌握生词 flat\yesterday.能熟练并能在真实情景中运用was\wasn’t\were\weren’t 来描述过去发生的动作和事情。
2、 情感态度目标
提高学生的小组合作精神和学生的自学能力。培养学生多与朋友沟通与交流的能力。
二、 教学重点及难点
学生对过去是动词及其否定形式的掌握及如何运用重点句型来描述过去发生的事情。
三、 课前准备
教具：单词卡片、多媒体课件
四、 教学过程
Step 1 Warm up
1. Enjoy a beautiful song on page 29 “I was fat”. Sing it and do the actions.
2. Show the pictures on page 27 part 3. Give the Ss some adjectives, and let them describe the pictures. Pay attention to the differences between “then” and “now”.复习上节课的知识点已达到巩固的目的，为本课打好基础。
Step 2 Presentation and practice

1. T: 教师出示几张假期出游的照片，向学生提问：Where is it？
In the holiday I was in Hainan. Do you know where Sam was in the holiday He wrote a letter to his friend Lucy. Let‘s take a look at it. Please watch the video.
2. Q1: Where was Sam in the holiday
S1: He was with Daming at Daming’s flat yesterday.
引出本节课的新词flat和yesterday.教读这两个新词。
3. How about Ms Smart and Amy Were they in Beijing too
No, they were in London. 板书：They were in London.
4. How about his father He was in Hong Kong.板书。
5. Was Dad in London？ No，He wasn’t. So he wasn’t in London.强调Wasn’t 的用法并板书。
6. Listen, point and repeat the text. Then let the Ss practice their reading.
7. Find 2 Ss read the letter.
8. Tell something about the format of the letters. Let them know the differences between Chinese letters and Western letters.
Step 3 Consolidation and extension
1. Do the exercises 1 on Students book P28 part 2. First match the people and the pictures, and then let the Ss describe them.
2. Game: Finding differences from the two pictures on page 29. Have a competition among the 4 groups. It can be the winner if this group can find more differences.注意提醒学生then和now的不同用法。现在式和过去式的转换。
3. Survey: 调查全班同学五一节期间去了那些地方，把调查结果展示出来。Using the sentences like these: In the holidays, ten students were at home. Five students were in Beijing….
home Beijing Shanghai London
Me
Lanlan
Lili
…

Step 4 Homework
1． Listen and repeat the letter for three times.
2． Copy the words and sentences they learnt today.
3. Try to write a letter to your friend and tell them where your families were in the holiday.

Step 5 Blackboard design

Module 7 Unit 2 He was in Hong Kong. He was in Hong Kong. Dad wasn’t in London. They were in London.

Title Book6 Module8 unit 1 Were you on the second floor.
Teaching contents: 1.Words: second floor find first 2. Sentence drills: Was he there No, he wasn’t.Were you on the second floor Yes, we were.
Teaching aims: Target aims: were was 的用法。Target Language： You were …。 Were you…？ comparison between the cardinal and the ordinal . 基数词和序数词的比较；…
能力目标: Shops Language Functions ：Talking about the past state， Talking about the changes between the past and the present谈论过去的状态；谈论过去与现在的变化.
情感目标: 在通过上一模块首次让学生接触一般过去时后，这一模块通过对人物所处地点的变换和回忆物品放置地点的情境，向学生进一步来展现这个内容。
Main points: Read aloud and act out the text.
Difficult points: Were, was 的一般疑问句及其回答。
Teaching aids: CD ,some cards pictures tape

Teaching steps:
Suggestions Activity ONe活动1：火眼金金 记性好好Aims 活动目的：1）操练句型"There were/was …"；2）运用这个活动让学生更加正确且深刻地理解这个时态；3）通过竞赛的方法让学生加快思考和输出语言的时间。
Preparation活动准备：用课件或图片准备一幅图，图片内容为一个有两层商场的截面图：每一层中出现各种各样的物品，最好能够品种多一些。
Procedures活动过程： 1）出示图片，让学生默看20秒钟。 2）隐藏图片，请学生回忆图片的内容。 3）教师提问：What was there on the first floor？ What was there on the second floor？ 4）请学生回忆刚才看到的图片的内容，用 "There were/was … on the first/second floor."（这里可以进行小组之间的比赛，从而增强竞争性，激励学生努力用英语去表达）
Activity Two活动2：小小设计师Aims 活动目的：1）让学生来表达他们自己意愿，并通过画画的方式来增强学习的趣味性，从而激励学生乐于去表达；2）在情景和叙述中巩固序数词：first， second. Preparations活动准备：为每个孩子准备一张白纸，白纸上有一座两层楼房的轮廓。
Procedures活动过程：1）把纸发给每个孩子，告诉他们这是他们自己的房子，可是里面什么也没有，需要用画画的方式来填满它。2）给学生3分钟时间来画。3）鼓励学生运用句式"There is/are … on the first/second floor." 来介绍自己的房子。
Activity Three活动3："找不同"竞赛Procedures活动过程：把全班学生分为两组，请他们仔细观察AB UNit 1 练习3中的图片，开展"找不同"竞赛。教师可以向学生说明：图片中的小女孩一家从农村搬到了城市，他们的生活也发生了很大的变化。请两组学生根据书上的提示在最短的时间内找出两幅图片中的不同，例如：The pigs were at the farm. They are not in the city.教师可以使用练习4中提供的句型带领全班检查各组的回答是否正确。
Activity Four活动4：记忆游戏Procedures活动过程：教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bag on the table. The green pencil is in the blue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The green pencil is under the bloue bag. It was in the blue bag.为了增强游戏的趣味性，教师可以收集更多的物品放在讲台上，增加学生记忆的难度。
Activity Five活动5："Where were you just now" 游戏Procedures活动过程：教师把单词卡贴在教师前面的不同位置上， 创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为A 和B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说："Ready？ Go！" 请A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B组的代表提问：I am at ……now. And where was I just now？ Guess！" B组的代表要使用"Were you at ……？"猜测， 直到找出正确的答案为止。
Blackboard Writing:
Was he there Were you on the second floor
No, he w as. Yes, we were.
Title Book6 Module8 unit 2 It was there.
Teaching contents: 1.Words: vegetable last milk 2. Sentence drills: Where ….. They were here last Sunday. It was there. Let’s go and find them .
Teaching aims: Target aims: Where was/were…？
能力目标: Learn to poem； read aloud the text.
情感目标:Learnt to go shopping.
Main points: Read aloud and act out the text.
Difficult points: 运用正确语句和语法 表演情境。
Teaching aids: CD ,some cards pictures tape
活动过程：
1.教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bag on the table. The green pencil is in the blue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The green pencil is under the blue bag. It was in the blue bag。
2. "Where were you just now" 教师把单词卡贴在教师前面的不同位置上，创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为A 和B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说："Ready？ Go！" 请A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B组的代表提问：I am at ……now. And where was I just now？ Guess！" B组的代表要使用"Were you at ……？"猜测， 直到找出正确的答案为止。
3."我的小超市"游戏：请学生用画笔画出自己心目中的超市的样子，并向全班讲述一下超市中的商品的分布情况，例如：The books are on the first floor. The clothes are on the second floor. 为了想出更多的商品类别，教师也可以请学生分组活动。
4.填写"我熟悉的超市"记录表：教师设计一张记录表，提供给学生，请学生回忆过去的某一天，自己与家人去某一家超市购物时物品的分布情况，并填写在表格内。填写完成后，然后请各组选派代表向全班介绍例如：The books were on the second floor.
《英语》（新标准）小学一年级起始第6册Module 9

模块整体分析：
语言功能：询问和描述即将要做的事情
学习任务：
能够听说认读抄写或仿写下列句子：
能够仿说和运用下列句子：
What day is after… It’s …
…will…on….
能听说读写的词语:
take, why, after, ball (1-4),picnic (4-7)
运用任务： “…will do ” 与 “… be going to do” 这两种句式之间的转换；掷骰子完成书上的棋子游戏；说童谣；朗读、表演课文；说说自己近一周的打算。
模块分析：在本册的前几个模块已经向学生展示了将来时态，在这一模块中对于这部分的知识又有了一些延伸和提高，具体体现在以下两个方面：第一，引进了 “be going to do”这个同样也可以表示将来的动作的句式；第二，在表示将来要做的事情的句子的后面加上了表示具体时间的词语或短语。这样一来，便使得学生在描述将来要做的事情的语言就更加丰富和具体了！

Unit 1 Tomorrow is Friday.

一、 教学目标与要求：
1、 知识与能力目标
1）能够听懂、会说、认读和运用下列词汇:
take, why, after, ball (1-4),picnic (4-7)
2）能够听懂、会说、认读和运用下列句型：
Will you take your kite to the picnic tomorrow
No, I won’t.
Will you take your ball tomorrow No, I won’t..
3）能够初步了解课文情景，跟读课文。
4）能够运用Will you … No, I won’t .描述即将要做的事情。
2、情感态度目标
通过学习描述即将要做的事情，培养学生形成做事要有计划性的人生态度。
二、 教学重点及难点
重点：
1）能够听懂、会说、认读和运用下列词汇:
take, why, after, ball (1-4),picnic (4-7)
2）能够听懂、会说、认读和运用下列句型：
Will you take your kite to the picnic tomorrow
No, I won’t.
Will you take your ball tomorrow No, I won’t..
难点：
能够运用Will you … No, I won’t .描述即将要做的事情。
三、 课前准备
课件、卡片、图片、实物（ball, kite,…）
四、 教学过程
Step 1 Warm up
1.Say a chant : Module 3 Unit 2 Activity 3
2.Free talk :
T: What are you going to do this weekend , children
Will you …
引导学生谈论他们周末的安排, 借机引出Will you … 的问答。
Step 2 Presentation and practice
1. T: Good job. Today Sam and Amy’s father tell them a piece of news. Let’s see what news it is. Watch and anwer:
Dad: We’re going to have a picnic on Saturday.
Learn : picnic 郊游
have a picnic 去郊游
2. T: Are Sam and Amy happy
Ss: Yes.
T: Please guess, what will they take on Saturday
Learn : take 带着，拿着
S: take …
T: O.K. Watch TV , please . Answer:
1) Will Amy take her kite tomorrow
2) Will Amy take her ball tomorrow
Learn: tomorrow to-mo-rrow
(row)
Watch and answer：
1) Amy: No , I won’t .
2) Amy: No , I won’t .
3.T: Why not
Learn : why =y(tell the Ss why=y’s pronunciation)
Clear its meaning.
Watch and answer:
Tomorrow is Friday.
T: So they’re going to go on Saturday.
4.Repeat asking individual students to repeat the utterances.
5.Listen to the tape and repeat. Activity 1
6. Repeat activity 2.
Step 3 Consolidation and extension
1. Match and say.
Ask the children to look at pictures of the children and to draw a line to match them to the athletics event that they are going to do.
完成活动手册活动 P35 2
2. Now look and write.
Now ask the class to complete the sentences about what each child is going to do.
完成活动手册活动 P34 1
3. Play a guessing game:
Show some verb phrases have the Ss to read and considerate one of them to do on Saturday.
Guess in groups of 4
A,B,C: Will you …on Saturday
D: Yes, I will. / No , I won’t.
Step 4 Summary
T: What did we learn today
S: 谈论将来的计划。
Step 5 Homework
1. Read after the tape and read the text fluently.
2. Make a plan for this weekend.
Step 6 Blackboard design
Module 9 Unit 1
Will you take your kite to the picnic tomorrow 　　　
No, I won’t.
Will you take your ball tomorrow
No, I won’t.

Unit 2 He will sleep on Sunday.

一、 教学目标与要求：
1、知识与能力目标
1）能够听懂、会说、认读下列词汇:
day after Monday Tuesday Wednesday Thursday Friday Saturday Sunday
2）能够仿说和运用下列句型：
What day is after… It’s …
…will…on….
3）能够初步了解课文情景，跟读课文。
4）能够运用What day is after … It’s …来谈论一周递进的每一天。
2、情感态度目标
通过学习一周的七天，渗透西方的周文化，培养学生的跨文化意识。
二、 教学重点及难点
重点：
1）能够听懂、会说、认读下列词汇:
day after Monday Tuesday Wednesday Thursday Friday Saturday Sunday
2）能够仿说和运用下列句型：
What day is after… It’s …
…will…on….
难点：
能够运用What day is after … It’s …来谈论一周递进的每一天。
三、 课前准备
课件、卡片、图片
四、 教学过程
Step 1 Warm up
1. Brain storm :
Have the Ss try to say the verb phrases.
read a book , watch TV , go swimming , play the drums , play the flute , do homework , ride a bike , …
引导学生充分回顾学过的动词词组。
2. Have a free talk
T: Will you … on Saturday
S: Yes, I will./ No, I won’t.
T-S S1-S2
3. Listen and try to say a chant about a week.
Sunday，Monday，Tuesday，
Wednesday， Thursday， Friday，
Saturday， Saturday，Saturday，
I will play , play , play , play.
Step 2 Presentation and practice
1. T: Oh , your work is very good . You know Sam’s family will have a picnic. When is the picnic
S: On Saturday.
T: (Point on the board) What day is after Saturday
S: It’s Sunday.
T: What’s the meaning of ‘after’
S: 在。。。之后
Read the question and answer.
Practice asking and answering in pairs.
2. T：Today some boys and girls are playing a game. Do you want to know what game it is
Ss: Yes.
Watch and describe the game.
S: …(can speak in Chinese.)
3.T: How many questions
S: 3
Watch again, try to find out the questions and answers
Questions:
a. What day is after Tuesday
It’s Wednesday.
b. What day is after Thursday
It’s Friday.
c. What day is after Sunday
It’s Monday.
4. Listen to the tape and repeat.
Step 3 Consolidation and extension
1. Play this game.
1) Give an example to the Ss
a: What day is after Tuesday
b: It’s Wednesday.
c: What day is after Thursday
d: It’s Friday.
e: What day is after Sunday
f: It’s Monday.
2) Practice in pairs
通过玩课本上的游戏，加深对课文的理解和加强对课文的巩固。
2. Finish the exercise on activity book P36 , 1
在书写练习中，进一步巩固。
3. Chant:
English Book P36 活动2
4. Game
What will they do
完成书上P37 活动3
Step 4 Summary
T: What did we learn today
S: 谈论一周的七天，以及每天的计划。
怎样问答某天后面的一天是星期几
Step 5 Homework
1. Read after the tape and read the text fluently.
2. Try to talk about the plan for everyday of a week .
Step 6 Blackboard design
Module 9 Unit 2 He will sleep on Sunday.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
What day is after Saturday
It’s Sunday.

《英语》（新标准）小学一年级起始第6册Module10

Unit1 There are fifty children in my class

一、教学目标与要求
1、 知识与能力目标
(1) 能够用英语描述数字 20，30， 50。
(2) 能够听、说、读、写句子 How many children are there in my class
There are fifty.
（3）能用英语询问数量，并回答。
2、情感态度目标
（1） 学生通过学习了解中西方文化的差异。
（2） 培养学生团结友爱的良好品质。

二、教学重点及难点
1、 重点：句子 How many … 的运用和回答
2、 难点：数字十几和几十的区分

三、课前准备
1、 教具：单词卡片、 配套课件、PowerPoint课件、教学挂图
2、 学具： 课本、活动手册

四、教学过程
Step 1 Warm up
1、Sing a chant. 教师请学生跟课件一起演唱 第六册 Module5 Unit2的儿歌
2、Review the words. 教师出示单词卡片 13—20,Let the students look at the cards and read the words together.
Step 2 Presentation and practice
1、出示几十的单词卡片，使学生在掌握了十几的基础上学习几十，并与表示十几的单词区分。
2、教师出示图片问： How many people are there in the family 学生根据图片内容回答问题。教师指着孩子的图片问：How many children are there 学生回答。T: How many children are there in our class 教师和学生一起数一数班里一共有多少个孩子，并回答。
3、呈现课文 教师出示课本教学挂图并提问：How many children are there in Amy’s class How many boys are there in Amy’s class How may girls are there in Amy’s class？教师放第一遍录音请学生听录音并回答问题
4、学生听录音，并回答问题。There are fifty in her class. There are thirty boys and twenty girls.
5、教师提问：Was it different in Amy’s class in England
教师讲解“different”的意思并请学生理解单词意思。学生跟教师读单词并回答 Yes.
6、教师放课件请学生跟读课文。
7、全班朗读课文，并请掌握较好的学生示范朗读课文。
8、活动手册练习 Unit1 练习2
9、教师出示课件 Powerpoint (课本 Unit1 Practise3) Let the students look at the picture, ask and answer. How many … are there at school A
Step 3 Consolidation and extension
1、教师出示PowerPoint 请学生看图片描述 ask and answer
How many … are there There are …
2、Game: 教师出示卡片正面画实物，反面写数字。请学生猜一猜实物的数量。
Step 4 Summary
总结本课学的知识：用英语询问和回答数量
Step 5 Homework
1、抄写单词 fifty thirty twenty 各写两行
2、听录音朗读课文5遍
Step 6 Blackboard design

Module10 Unit1 There are fifty children in my class
How many children are there in your class
There are fifty.


Unit2 What’s sixty plus thirty

一、教学目标与要求
1、知识与能力目标
（1） 能够用英语描述数字 几十
（2） 能够用英语提问并回答整十的数学加法计算
2、情感态度目标
学生通过学习了解中西方文化的差异。
二、教学重点及难点
3、 重点：句子What’s …plus… 的运用和回答
4、 难点：数字几十和几百的认读

三、课前准备
3、 教具：单词卡片、 配套课件、PowerPoint课件、教学挂图
4、 学具： 课本、活动手册

四、教学过程
Step 1 Warm up
1、教师放录音：Let the students sing an English song about the numbers.
2、 教师出示单词卡片 twenty, thirty, fifty, …请学生以开火车的形式认读单词，复习单词。
Step 2 Presentation and practice
1、教师出示Parrot 的图片：The parrot is helpful! He can help people do the maths. (教师放PowerPoint)出示