上海沪教牛津版英语四年级下册教案备课

Module 1 Using my five senses
Unit 1 Look!
Language skills:
Listening:
Identify key words in an utterance by recognizing the stress
Locate specific information in response to simple questions
Speaking:
Open an interaction by eliciting a response
Maintain an interaction by providing information in response
Use appropriate intonation in questions and statements
Writing:
Develop written texts by adding personal ideas and information to writing
Develop written texts by putting words in a logical order to male meaningful phrases or sentences
Difficult points:
Prepositions: Behind, beside, in, on, under
‘Wh-’ question: Where\What\Whose…
Materials: Pictures, recorder, tapes
Teaching Times:
Five periods
The First Period
Teaching tasks:
Word:: brush do felt-pen paint sleep talk think
Grammar: these those
What have you got I have got …
Whose…are these Where’s…
Difficult and main points:These… Those…
Teaching breach: Using the things, compare and try to say.
Procedure Contents Method Purpose
Pre-task preparation SongDaily talkRevision Ps sing togetherT-PP-P
While-taskprocedure Look and learnThick/ thinThese / thosepaint brush felt penWhat have you got 1.T. show the pictures and learn the words.Paint/ felt pen /paintMake phrases.Brush---brushes Paint---paintsFelt pen---felt pens2. Compare two books.Show: thin---thickLearn the word.Try to say:E.G. The rubber is thick. The ruler is thin.show the things and show: these/thoseCompare the opposite.Try to say: These --- are ---.Those --- are ---. T: What have you got I’ve got these ---.T-P P-t P-P 通过用事物来引出学习文具,在学习使用中掌握单词.在对事物的比较中引出单词,在对比和使用中学会他的不同含义并灵活运用.
Post-task activities Workbook page1 P-P ask and answerListen to the tape and repeat.Read in role.
Homework Copy the words and sentences Listen and read.
Feedback: 　寓学于乐让学生轻松、快乐、高效地学习地是我们的追求的游戏，是我们的好帮手之一。因此，我在本课设计了 find the word游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读学习用品。
The Second Period
Teaching tasks
Grammar: Whose…are these/those
Sounds: -ck
Teaching contents: 1. Whose paints are these /those
They’re Betty’s paints.
2. -ck
Difficult points: whose pens are these
Teaching breach: Using the things to practice the sentence:
Whose --- are these/those
Procedure Contents Method Purpose
Pre-task preparation Revise : my your hr his Make phrases.Try to say: These/ those are my/ your--- 复习前一教时的复数句，以便引出新句型
While-taskprocedure Are these your/your books -ck-c-k T ask: Are these your books Pupils answer.Read the questions.Practice the sentences.Show: Whose books are these They’re your/her---.Ask and pare : Whose books are those Whose book is that Pair in roles.Listen to the cassette and show the words.Read the words: chick duck thick sock black book look kite cakecock cat cage cream5. Try to say some words. 在句型的教学中,不单纯的教书上的句型,通过在使用中使学生学会问答,培养学生会话能力.在辅音字母的发音教学中,注重学生的体会和单词的举例.在平时教学中,注重体会.
Post-task activities Workbook page2 Copy the sentences.Grammar book 2
Homework Copy the words and sentences Listen and read.
The Third Period
Teaching contents
Using the present continuous tense to describe an action taking place at the time of speaking
Teaching contents
What are the children doing I’m doing…
What’s he /she doing He’s/She’s…
Are you… Yes/No.I’m
Difficult and main point: Present continuous tense.
Teaching breach: Act and try to practise.
Procedure Contents Method Purpose
Pre-task preparation Whose --- Ask and answer.
While-taskprocedure Sleep talk Revise the words: read write draw paint dance sing T. What can you do P~ PShow the words and repeat.T acts and ask: What am I doing I’m reading.---Repeat: sleep –sleeping talk--talkingdraw--drawing write--writing come—coming have__havingrun--running put--putting swim--swimming sit--sittingT; What are you doing P ---Ask and answer.T: Are you sleeping Show the question and practice. .这一节课主要是学习现在进行时,在教学中,注重在体会中让学生了解时态,不注重语法的传授. 在现在分词的朗读上学生有困难,需要及时加强.
Post-task activities Workbook page2 Listen to the cassette and repeat.Read in role.Ask and answer.Do Grammar book.
Homework 1.Listen and read. 2.Copy the words and sentences
Feedback:
1.歌曲激趣，营造氛围　英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"We are always dood friend"这首深情动听的歌曲既能感染学生，调动学生的情绪，歌词中的单词又能为新课学习作铺垫，自然导入新课。2.联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。3.趣味游戏，巩固掌握　　寓学于乐，让学生轻松、快乐、高效地学习，是我们的追求。游戏，是我们的好帮手之一。因此，我在本课设计了do as I do , find the word二个游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读动词。4.反复操练，习得语言。先师生之间进行句型操练，再由学生两两操练，自由操练。针对学生英语基础的差异性，不强求学生用What is he doing I’m...会话，适当降低要求，可以用What are you doing I’m… 最后学习新的儿歌”What are they dong ”并初步学会根据已有的儿歌编出富于自己个性的儿歌.5.布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。
The Fourth Period
Teaching targets:
Asking Wh- questions to find out the place
Using the present continuous tense to describe an action taking place at the time of speaking
Teaching contents:
Where’s… He’s/She’s…
Where are… They’re…
Difficult and main point: Present continuous tense.
Teaching breach: Using the pictures to practice.
Procedure Contents Method Purpose
Pre-task preparation Sing a song.Daily talk. Listen and try to sing.P1~P2~P3 --- 调动积极性,训练口头表达和反应能力.
While-taskprocedure What’s --- doing What are --- doing T~p What are you doing Are you -- Invite P1 act and t asks: What is P1 doing Ask and answer: Invite two pupils act and asks: What are --- doing Practice.Show the pictures and ask:Where is Danny Where are --- Pair work.Listen to the cassette and repeat.Read in role.Ask and answer. .在教学中通过演示使学生学会用英语思维方式思考,在学习中培养自主学习的能力.
Post-task activities Copy the sentences.Grammar book 3
Homework Copy the words and sentencesListen and read the text.
Unit 2 What can you hear
Language skills:
Listening:
Identify key words in an utterance by recognizing the stress
Locate specific information in response to simple questions
Speaking:
Open an interaction by eliciting a response
Maintain an interaction by providing information in response
Use appropriate intonation in questions and statements
Writing:
Develop written texts by adding personal ideas and information to writing
Develop written texts by putting words in a logical order to male meaningful phrases or sentences
Difficult points:
Prepositions: Behind, beside, in, on, under
‘Wh-’ question: Where\What\Whose…
Materials: Pictures, recorder, tapes
Teaching Times:
Five periods
First period
Contents:
Words: piano, recorder, violin, guitar, drum, triangle
Language focus:
Using nouns to identify things
e.g. a piano
Difficult points:
Pronunciation: piano, recorder, violin, guitar, drum, triangle
Teaching breach: Using the songs to practice the words.
Procedure Contents Method Purpose
Pre-task preparation SongDaily talkRevision Ps sing togetherT-PP-P
While-taskprocedure Look and learnWhat can you play I can play… T:(show objects) Look. What’s the shape P: It’s a triangle.P say ‘triangle’T: Look, I can play the triangle. Ting…P say and actT: I have got a drum. It’s nice.P read ‘drum’P(say and act) : I can play the drum. Boom…T:(show) Whose pen is that The same way to teach; piano, recorder. Violin, guitarT: I can play the… What can you play P answerP-PSing a song together 在词汇的教学中注重单词发音的体会，帮助学生根据发音规律来记忆单词。并加强在句子的使用中来学习单词。
Post-task activities Workbook page4Our new song P-P ask and answerP use the sentences they have learned before and write simple lyrics 由于歌曲容易上口，学生兴趣较浓，学起来较快。
Homework Copy the words and sentences
Second Period
Contents:
Sentences: Whose…is this It’s Eddie’s.
Language focus: Asking ’yes\no’ questions to obtain simple responses.
Asking ‘wh-‘ question to find out which person something belongs to
Using pronouns to indicate possessions
Using possessive forms of nouns to show possessions
Difficult points: Asking ‘wh-‘ questions to find out which person sth. belongs to
Teaching breach: Using the things to ask and answer.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P
While-taskprocedure Look and say hear noiseAsk and answerPractice T:(tape) Listen, what can you hear P(read) hearP: I can hear the…T: Is it a piece of music It’s just a noise.P(read) noisePs read after the tapeP-P practice the dialogueAct outAsk: Whose…is this To elicit: It’s------.P-PCan you hear a noise It’s a…Is it your… Yes, it’s my…\No, it isn’t my… 在这节课中,情景的创设是很重要的,通过声边的东西来操练句型.,达到复习乐器的目的.
Post-task activities Whose is it P-P ask and answerP use the sentences they have learned before and write simple lyrics
Homework Copy the words and sentences
Third period
Contents:
Words: in, on, under, behind, beside
Sentences: Where’s… It’s….
Language focus:
Asking ‘yes\no’ questions to obtain simple responses
Asking ’wh-‘ questions to find out which person something belongs to
Using pronouns to indicate possessions
Using possessive forms of nouns to show possessions
Difficult points:
Prepositions: in, on, under, behind, beside
Teaching breach: Put the things to practice the words.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PT show picturesP say: I can play…
While-taskprocedure Look and learnin, on, under, behind, besidePoint and sayWhere’s Kally’s drum It’s behind her chair.Learn the soundThe small ball is on the wall. T:(show pictures) Where’s… P: It’s on\in\under…T show; Is the recorder on\in\under the box P: No.T: It’s beside the box. It’s behind the box.P read: beside, behindP make sentences with these prep. T: kitty’s violinAlice’s recorderEddie’s guitar….P point as quickly as they canp-p: Ask and anxwerT tapeP listen and read 教学中通过摆设文具的位置来学习方位介词,并在此基础上学习使用形容词性物主代词的介词词组.在摆摆放放中学会正确表达.
Post-task activities Workbook page 5Spot the difference P-P ask and answerP use the sentences they have learned before and write simple lyrics 在课文的朗读训练上注重学生的语气语调的正确和流畅.
Homework Copy the words and sentences
Fourth period
Contents:
Words: basket, eat, hole
Language focus:
Using the present continuous tense to describe an action taking place at the
time of speaking
Using predicative adjectives to describe feelings
Using preposition to indicate positions
Difficult points: basket, hole, eating, chasing
Teaching breach: Try to act out the story and discuss the end.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P
While-taskprocedure Read a storyThe cat and the mouseLearn the soundThe small ball is on the wall.Read and answer practice T:(show pictures) Whose house is it It’s cat’s house. It’s a basket.P readT show picturesP say sth. about the pictures: The cat is in the basket. It is sleeping. The mouse is hungry. It is eating…T tapeP listen and read P-P: Ask and answerp-p: Act out the story 在故事教学中注重学生的想象能力的培养,让学生想象结果回如何,让学生叙编故事,并通过体温的形式串联起来,便于学生的复述.
Post-task activities That’s not the end of the story P draw pictures and rewrite the new ending
Homework Copy the words and sentences
Fifth period
Contents: Review the words
Review the sentences
Difficult points:
Prepositions: behind, beside, in, on, under
‘Wh-‘ questions: Where\What\Whose…
Teaching breach: Using the questions to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P
While-taskprocedure Recite the words and sentencesDo the exercises T-PCorrect Whose pen are these Those paint are new.What has you got I ‘ve got a dogs.What is they doing They are read.What are he doing He’s playing.Where is Peter and Tom He is in the hall. 在这课中通过对平时作业的批改和总结,找出学生易错的地方进行针对性的练习.
Homework Copy the words and sentences
Feedback：联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。
Unit 3 What can you feel
Language skills:
Listening:
Locate specific information in response to simple instructions
Reading:
Locate specific information in a short text in response to questions
Predict the meaning of unfamiliar words by using picture cues
Speaking:
Use modeled phrases and sentences to communicate with teachers or other
learners
Writing:
Revise and edit short written texts by making changes to incorrect
information
Difficult points:
Imperatives: feel\Put\Mix\Show\Collect…
Inverted order for question: Is it…
Predicative adjectives: sharp, blunt
Possessive’s
‘Wh-‘ questions: what is it Whose is this…
Materials:
Word and picture cards, objects, cassette and a cassette player
Workbook 4B
Teaching times: Five periods
First period
Contents:
Words: donkey,
Imperatives: Feel, Put, Mix, Show
Language focus:
Using nouns to identify animals
e.g. donkey
Using imperatives to give instructions
e.g. Feel the donkey.
Difficult points: basket, hole, eating, chasing
Teaching breach: Using the pictures to put and say.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P
While-taskprocedure tailDonkeyLook and sayFeel…Put…Touch and feelPlay a game T:(show pictures) This is a horse… This is its head. Is this its head P: No.T: This is its tail.P read: tail: Is this a horse P: No.T: It’s a donkey. Monkey-donkeyP read.T tapeP read after the tapeP say and actP match and fill in the blanks:This is\ These are its-----.Feel the------.Put the ----on the-----.p-pp1: I’m a duck. I haven’t got a nose.P2: I can help you. Feel the duck.Put the nose on the duck. 在单词的训练中注重加强和相近字的比较,找出不同点,便于学生记忆.通过自画缺胳膊段腿的动物来操练句型,注重单复数的比较和操练.
Post-task activities Workbook page6 p-p ask and answerps practiceps do the exercises
Homework Copy the words and sentences
Feedback：在教与学的互相推动中，学生才是课堂的主体，老师只是起到了一个引导者的作用。我在课中每进行一个步骤都体现了这一点。在第一个讲授单词的环节中，就充分调动起学生的积极性，由自己表演，来让大家猜出新单词。在学习了词汇，集中与单独读过之后，为了加深大家的记忆，又让同学们来表演每个单词。在while-task procedure中，又对主要句型进行了对话训练。在最后的Role-play中，大家踊跃表演，充分练习，发挥了课堂主人翁的作用。
Second period
Contents:
Words: sharp, blunt
Sentences: Is it hot \ It’s…
Language focus:
Using imperatives to give instructions
e.g. Touch the window.
Asking ‘yes\no’ questions to obtain simple responses
e.g. Is it hot
Using predicative adjectives to describe things
e.g. It’s blunt.
Difficult point: sing nouns to identify animals
Teaching breach: Using the opposite words to describe the things.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PGame:This is a--------.This is\These are its------.Feel the -------. Put the ------on the---------.
While-taskprocedure Make and play T:(show pictures) Describe the things.P say: The water is hot. The ice is cold.The strawberry is rough. The apple is smooth. The….ect.T: This pencil is sharp.Is this pencil sharp P: No.T: It’s blunt.P read P make sentences with their own things: My face is smooth. My chair is hard. Ect.p-p practice 这一课主要是对反义词的复习和使用,通过对事物的描述训练学生表达和对反义词的掌握.
Ask and answerPlay the game in pairs Touch the…..Feel it.Is it hot\cold\… T introduce a few more pairs of opposites: clean-dirty, old-young, fast-slow….
Post-task activities Workbook page 7 P-P ask and answerPs do the exercises
Homework Copy the words and sentences
Feedback：
Third period
Contents:
Sentences: what is it \ How does it feel \ Put the… in the bag.
Language focus:
Using imperatives to give instructions
e.g. Danny, put your pencil in the bag.
Asking ‘wh-’ questions to find out which person something belong to
e.g. Whose balloon is this
Asking ‘wh-‘ questions to find out various kinds of specific information about
A thing
e.g. What is it
Using predicative adjectives to describe things
e.g. It’s smooth.
Difficult point:
Using imperative to give instructions
Using predicative adjectives to describe things
Teaching breach: Using the pupils’ things to ask and practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP: Show sth.: The…is… The …are…
While-task procedure Read and tickthing T(show a bag): There are some things in my bag.P read: thingT: Put my hands in the bag. Touch one thing. Ask me ‘How does it feel ’P:How does it feel T: It’s a balloon.T play the cassettePs listen and follow.P-P act out. 在游戏中学会描述事物的不同特征,学生兴趣较浓,表达踊跃.
Tick the wordsPlay a game P-P: Is the balloon big or small Is the balloon hard or soft Is the balloon smooth or rough P-P practiceP1 put the things into the bag.P2/P3…: Put your hand in the bag.P1: touch one thing. Ho does it feel P2: It’s big/smooth/soft… 在描述中,鼓励学生用尽量多的词汇来形容,.
Post-task activities Workbook page 7 P-P ask and answerPs do the exercises
Homework Copy the words and sentences
Feedback： 当有学生回答问题很准确时，教师适时的向对方投去赞许的目光，而当有同学不小心犯了错误时，她会巧妙地绕过这个失误，自己给出正确答案并强调一下。这种教学方式能使学生感到亲切、自然，信心百倍的投入到学习中。
Fourth period
Contents:
Sentences: Where is it /Is it…
Language focus:
Asking ‘Wh-‘ questions to find out the positions
e.g. Where’s my rabbit
Asking ’yes/no’ questions to obtain simple responses
e.g. Is it under your desk
Difficult points:
Asking ’Wh-‘questions to find out the positions
Teaching breach: Using the things to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PFill in the blanks:Where’s--------- It’s in/on/under…
While-task procedure Read and answerThingTrue and falseLearn the sound -ss T (show a bag)P: Put my hand in the bag.Touch one thing.It’s smooth/soft.It’s a rabbit.T: It’s my rabbit. Where’s my rabbit P: It’s on the desk. It’s in the bag…T play the cassettePs listen and followP-P read and judgePs read together T play the cassettePs listen and readPs collect the words with ‘-ss’Ps read the words 在教学中通过创设情景对地点的不同变化来操练句子.在发音的学习中注重学生体会和对学过单词的发音体会,了解发音规律.
Post-task activitiesListening task Workbook page8 Have students look at the pictures and identify the positions of the different objects.Have students finish the exercises.Invite individual students to give you the answers. The rest of the class check answers.T play the cassettePs listen and matchT-Ps : Check the answers.
Homework a. Copy the words and sentencesb. Listen to the tape again
Fifth period
Contents: Revisions
Difficult points:
Imperatives: Feel/Put/Mix/Show/Collect…
Inverted order for question: Is it…
Predicative adjectives: sharp, blunt
‘Wh-‘ questions: What is it
Whose is this …
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk Ps sing togetherT-P
While-task procedure Revisions Review the wordsdonkey tail feel put touch rough smooth cold hard soft blunt thing Ps read togetherInvite individual students to read Fill in the blanks----is she doing She’s sitting.–is he He’s Tom.----re they They are in the hall.---pens There are two.---cat is it It’s my cat.---is the ruler Two yuan.Writing
Feedback：布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。
Unit4 What can you smell and taste
Language skills:
Listening:
Recognize differences in the se of intonation to differentiate between
questions and respond appropriately
Identify key words in an utterance by recognizing the stress
Locate specific information in a short text in response to questions
Speaking:
Use modeled dialogue to communicate with other learners
Reading:
Identify the main idea from a dialogue
Locate specific information in a short dialogue in response o questions
predict a story using picture clues
Writing:
Develop written texts by adding personal ideas and information to writing
when a model or framework is provided
Difficult points:
Asking about describing and identifying the smell/taste of common food and
drinks
Verbs: I like /don’t like…
Question: Do you like…
Materials: Pictures, objects, tape
Teaching time: Five periods
First Period
Contents:
Words: cannot, blind, smell, shop, taste, hamburger
Language focus:
Using predicative adjectives to describe people
e.g. He is blind.
Using modals to talk about ability
e.g. I can smell biscuits.
Asking ‘yes/no’ questions to ovtain simple responsew
e.g. Is this a fruit shop
Difficult points:
Using predicative adj. to describe people
Teaching breach: Act ant try to know the story.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-PT: What can you do P: I can smell/taste/feel/touch…
While-taskprocedure Read and answerPlay a game T: can the boy see P: No, he can’t.T: Yes, he’s blind.P read ‘blind’T: What can he do P: He can touch/smell/taste…T play the cassettePs listen and repeatP answer the questions:What can David smell He can smell…P-P: Act out (Ben$ David)T divide students into groupsAsk them to put their snacks on the deskP use the dialogue in play a game to play this smelling game 通过对盲人的了解来学会帮助别人.学会珍惜自己所拥有的,知道自己的感官的用处.
Post-task activities Can you smell it T divide students into groups. Ask them to draw food that gives a strong smell and food that gives a light smell on different sheets of drawing paper
Homework Copy the words and sentences
Second Period
Contents:
With sth.. about fruit
Language focus:
Using predicative adjectives to describe things
e.g. It’s rough.
Using imperatives to give instructions
e.g. Close your eyes.
Asking ‘wh-‘ questions to find out various kinds of information about a person
e.g. What have you got, Kitty
Difficult points: sing predicative adjectives to describe things
Teaching breach: Taste and try to discribe the feelings.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-PPlay a gameP-P: Close your eyes. What can you smell I can smell…. Is it nice Yes/No.
While-taskprocedure Look and talkRead and answer T tape, P listen and readT invite students to list the food show in the pictures on the boardP guess riddles $ sayIt’s (size)It’s (fexture)It’s . /It’s nice./not nice.It’s a/an .T tape, P listen and repeat.T divide students into pairs. Ask students to use the dialogue in Read and answer to ask and guess.P ask and guessT have students name the food show in about you. Encourage students to circle the food that smell nice. 通过对事物的描述锻炼学生的写作能力.在通过感官参与的活动中,培养学描述能力.
Post-task activities Workbook page 9 Asking and matchWork in pairsComplete the dialogues
Homework Copy the words and sentences
Feedback：小学生学习英语最好的方法就是通过活动来学习，“语言是练会的，而不是学会的。”情景教学通过图画、音乐、演示、多媒体等来设置情景，使学生可以眼看、耳听、鼻闻、手触等各种感官吸收信息，从而获得生动的形象，丰富了具体的知识。今天学生是积极主动的观察、感受、想象，因而充分拓展了学生思维的新奇思路。
Third period
Contents: Read a story
Language focus:
Using predicative to describe things
e.g. The grapes are round and purple.
Using the present continuous tense to describe an actiontaking place at the
time of speaking
e.g. A fox is looking at the grapes.
Asking ‘wh-‘ questions to find out various kinds of information about a
thing/an animal
e.g. ///what shape are the grapes What colour is the fox
Using demonstratives to refer to people or things
e.g. Those grapes are sour.
Difficult points: Retell the story.
Teaching breach: Using the pictures to imagine the story.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-P(kinds of fruit)T: I’ve got fruit. It’s small/big/rough/sweet…
While-taskprocedure Read a story P: It’s a…T show grapesPs read: grape, I like grapes.T ask questions about grapes.P answer: The fox/bird likes grapesP say and actT tape, P readP retell the storyT: At last the fox can’t eat the grapes. 在教学中通过观看图片,想象故事的发展,训练学生的想象和会话能力.
Post-task activities An extended version of The fox and the grapes Divide students into groups.Encourage students to discuss and rite some narrative sentences for the pictures and fill in the speech bubbles.Colour the pictures.Act the story.
Homework Copy the words and sentences
Fourth Period
Contents:
Words: lemon juice, water
Language focus:
Using noun phrases to identify things
e.g. pineapple juice
Difficult points:
Sound: -ff fluff, cuff
Teaching breach: Using the juice to taste and learn the words.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PUncountable nouns:Food: bread, flour, chocolte…Drink: water, juice, Coke, coffee…
While-taskprocedure Look and learnLearn the sound T: What kind of juice do you like P: I like apple/orange/banana…juice.T tape, P follow in booksT pour a different kind of juice into each cup, draw a table similar to the one on page1 of the students’ book…T: Close your eyes. Smell it.T give a straw to the studentT: Taste it. What is it P: It’s…P taste and finish the table-ffSome fluff is on the cuff.Ps read after the tape 在教学中通过学生对果汁的品尝中学习词汇,学生对果汁较感兴趣,因此积极性较高,易于接受.
Post-task activities Workbook page 10 P finish writing the sentences in Look, read and writeAsk individual students: What do you like To elicit I like (a kind lf drink from the first exercise)
Homework Copy the words and sentences
Fifth Period
Contents:
Words: kitchen, make a cake, present, clock
Sentences: What have I got
You have got….
Language focus:
Asking ‘wh-‘ questions to find out various kinds of specific information about a person
e.g. Where is mum, Kally
Using the present continuous tense to describe an action taking place at the time of speaking
e.g. She’s making a cake.
Using demonstratives to refer to objects
e.g. Whose presents are those
Using formulaic expressions to express good wishes
e.g. Happy Birthday!
Using imperatives to indicate prohibitions
e.g. Close your eyes.
Using imperatives to indicate prohibitions
e.g. Don’t be late again.
Difficult points:
New words: kitchen, make, present, clock…
Teaching breach: Making a birthday party to learn .
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PBirthday wishesbirthday cake/cardP-P
While-taskprocedure Say and actBirthday presentLearn the sound T: It’s Kally’s birthday today.We shall give her some flowers, toys. They are presents.P read: presentT show a present: Guess, what is it P guessT ask one P to close eyes and touch and guessT: We shall give Kally a cake. Buy a cake or make a cake P read: MakeT: What can you make P: I can make a plane/cat…Y: Where can you make a cake In the classroom/fruit shop… T show: kitchenP read: kitchen 通过创设这样的情景,使学生体会生日派对的气氛,了解外国人生日的不同表示.,了解中外不同的文化差异.
Post-task activities Workbook page 11 Extend the task by having the same groups practice the dialogue, substituting the toy car, the box of chocolates and the clock with others presents.Select groups to act out the new dialogue. Check student’s pronunciation, and correct if necessary.
Homework Copy the words and sentences
Feedback：
Sixth Period
Contents:
Modal verbs: can cannot
Imperatives: Close your eyes. Have a biscuit.
Predicative adjectives
Present continuous tense
Difficult points:
Present continuous tense
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP read and spell the words.
While-taskprocedure Say and act Do the exercises Act out the story ‘The fox and the grapes’Act the dialogueFill in the blanks:1. Where mum is the kitchen.2. What’s this a box of chocolates.3. What are these are new pens. are the grapes They are purple.Do you like lemons No, I .The fox like apples.Look the bananas. are nice.
Homework Review Unit4
Feedback:培养学生的综合语言运用能力，必须为学生提供语言实践活动的空间。只有在交际性的活动中，才能使学生主动运用拓展所学的内容，提高用英语交际的能力。表演活动是一种行之有效的语言实践活动，本课故事内容单调枯燥，用复述故事的形式会显得呆板，没有趣味，受内容的局限，戴上头饰表演也有困难。我就让学生自己制作好puppets, 在小组中用木偶剧的形式表演，鼓励学生加入人物的对话并且可以续编，学生在表演活动中主动参与，创造性地运用语言，使故事情节更完整，内容更具体，语言更丰富，学生在语言实践中体验成功的快乐。这样的活动不仅培养了学生的合作创新精神，也培养了学生主动应用拓展的能力，提高交际的能力，达到“学以致用”的目的。
Module2 My favourite things
Unit 1 My pet
Language skills:
Listening:
Recognize differences in the use of intonation
Recognize rhyming words in a poem
Recognize words with final sound ‘sh’
Speaking:
Use appropriate intonation in questions and statements
Open an interaction by providing information in response to questions
Pronounce correctly words with final sound ‘sh’ in an utterance
Writing:
Write out a piece of work by following a framework provided and using neat and legible handwriting
Develop written texts by adding information to writing when a model or framework is provided
Difficult points:
Countable noun: pet
Countable nouns (animals)
‘Wh-‘ questions: What colour is it Who’s… What’s its name
Materials: Pictures, recorder, tapes
Teaching Times: Five periods
First Period
Contents:
Read a poem, Do a survey
Language focus:
Asking ‘Wh-‘ questions to find out various kinds of information about an animal
Asking ‘yes/no’questions to find out a person’s possessions
Difficult points:
Read a poem,do a survey
Teaching breach: Using the cassette to listen and act.
Materials: pictures of animals ,story, recorder
Procedure Contents Method Purpose
Pre-task preparation SongDaily talkRevision Ps sing togetherT-PT show some animals,ask questions about the animalsP answer 通过唱歌调动气氛。
While-taskprocedure Read a poemDo a survey T: tape,P read after the tapeT:divide Pinto three groupsGroup1:the first three linesGroup2:the fourth to sixthGroup3:the lastT: show animals on the boardP: circle the animals people keep as petsT: Have you got a pet P:Yes/NoT:tape,P:readP-P using the dialogue in Do a surveyP:report 用听听、看看激发学生兴趣，培养学生说的兴趣。
Post-task activities Workbook page11 P-P ask and answer 通过各种形式的操练，培养学生实际运用的能力。
Homework Copy the words and sentences 这一环节注重培养学生的language运用能力。
Second Period
Contents:
Play a game
Language focus:
Using imperatives to give instructions
Using predicative and attributive adjectives to describe animals Difficult points:.
Using imperatives to give instructions eg. Fold the paper
Materials: some boxes, glue, some buttons, foil, recorder
Teaching breach: Making and try to discribe the pet.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P rhymeP-P practice: Have you got a pet Yes, I’ve got a… What colour…
While-taskprocedure Play a gameWhat is my pet T tape, P listen and follow in their books P draw and colour their own pet or a pet they would like(if they haven’t got any pets)P write a few sentences similar to the ones on P’s bookP for more able P.enconrage them to write a few more Ps to describe their pets It has got----eyes. It likes----- It is-----P guess:It’s a… 通过对动物的描述，提高学生的会话能力。
Post-task activities Draw and write
Homework Copy the words and sentences
Feedback：融洽师生关系，建立一种真诚的、互相理解和信任的师生关系是非常重要的。课前，当我笑容可掬、精神饱满地站在学生面前，就已经给学生带来了愉快地情绪；课中，我用亲切、鼓励、信任地目光使学生不怕错误、积极地发表自己的见解，使他们主动地投入教学活动。我和这个班级师生关系就象朋友。
Third Period
Contents:
Ask and answer, Learn the sound
Language focus
Asking ’how- ‘ questions to find out quantity
Using numerals to show quantity
Difficult points:
P1. child- children
Asking ‘how’ questions to find out quantity
Main point: Using the sentences to express like and dislikes.
Teaching beach: Using the toys and ask the questions.
Materials: some pictures, recorder
Teaching breach: Using the chart to ask and answer.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PSome petsP-P:Have you got a pet Yes… 进入学习英语氛围每堂课的日常对话有着不可轻视的作用。让学生的能力真正发挥！
While-taskprocedure Ask and answer Do a survey A petLearn the sound 1.T:Are you teachers P:No.T:Are you babies/adults No,you are children..P:read:childrenT tape,P read2.T go through the nouns at the bottom of the chart with the students,ask all questions about the pets of 4AP-P pair work How many children in class 4A/4B/4C have dogs/cats/… Three/Four3.T encourage Ps to refer to the chart and check if the answer given by their classmates are correct4. Do a survey. Ask and answer.-sh The fish is on the dishP follow the tape 通过从机械性到替换性到实际性操练，让学生真正掌握句型。
Post-task activities Workbook page 12
Homework Copy the words and sentences
Feedback：情景的出示，在教师语言的支配下，使学生置身于特定的情景中，客观的情景不仅影响儿童的认知心理，而且能充分调动儿童的情感参加学习，让学生在其中体察，从而产生探求的动机。本节课上，我先通过图片使学生置身于公园的场景，后来又通过询问刺激其求知的需求并引导学生发现那些不应该做的事，继而趁热打铁，教会他们如何劝解。
Fourth Period
Contents:
Look and read,ask and answer
Language focus:
Using the present continuous tense to describe an action taking place at the
time of speaking
Asking ‘Wh-‘ questions to find out specific information about an animal
Difficult points: new words: dig, bone, shake, fall/
Digging shaking falling
Teaching breach: Show the pictures to make a new dialogue.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P pair work
While-taskprocedure Look and readdig, bone shake, fall T show pictures: What has Superdog got He has got a bone.P read: boneT How did he get the bone (show)He’s digging a hole.The bone is in the hole.P say sth. about the picturesT show: Milly likes the apple. Ella is helping him. What’s Ella doing He’s shaking the trees. P read: shakeT How about the apple It’s falling.P read: fall-fallingP say sth. about the picturesT tape, P readP-P act out 通过各种形式的操练，培养学生正确拼读单词。
Post-task activities A poster for the story 这一环节注重培养学生的想象能力和表达能力。
Homework Copy the words and sentences
Feedback:情景教学”以情感为基础，因此“情”是一个必不可少的因素。情感是学生参与教学活动的基础。因此，教师要注重感情投资，把微笑和鼓励带进课堂。学生起立回答老师的问题时，教师的笑容对学生常常是一种鼓励。即使一时哑口无言，从教师的笑容中也能得到安慰。事实上，教师的教态和表情是学生情绪的调节器。良好的学习情绪有利于激发学生的学习兴趣，调动他们的学习积极性。
Fifth Period
Contents: Review the words
Review the sentences
Language focus:
Asking for things that are needed to complete a task
Comprehending simple narratives
Saying the sound”-sh’
Difficult points:
Countable noun:pet.Countable nouns(animals)
‘Wh-‘ questions:What colour is it Who’s… What’s its name
Possessive adjective:its
Predicative adjectivesPossessive’s
Present continuous tense
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP1 introduce the petPs guessP-P ask and answer
While-taskprocedure Do the exercise Have a dictationpet Brownie giraffe toy twenty Superdog bone shake fall my little brown dog my toy its name how many dig a hole in the hole a small bone eat the bone shake the tree eat some leavesChange the sentencesThe giraffe is yellow.(what)Its name is Lucy.(what)Milly is looking at an apple.(what)Superdog is in the hole.(where)3. Introduce your pet 通过复习巩固旧知，引出新知。起一个承上启下的作用。
Homework Read the words and sentences
Feedback：总之，教师要努力营造比较真实的语言环境，让学生在一定的情景中学会表达自己的见解，，学会选择学过的、合适的语言；同时让学生有更多的时间与空间在师与生、生与师、生与生的语言交流中，不断实践、不断巩固、不断更正、灵活运用所学的英语知识。
Unit 2 My toys
Language skills:
Listening:
Identify key words in an utterance by recognizing the stress
Recognize differences in the use of intonation to differentiate between questions and statements and respond appropriately
Locate specific information in response to simple questions
Recognize words with final sound’-sk’
Reading:
Locate specific information in a short text in response to questions
Recognize familiar words in unfamiliar contexts
Speaking:
Use modeled phrases and sentences to communicate with other
Learners
Use appropriate intonation in questions and statements
Open an interaction by eliciting a response
Pronounce correctly words with final sound ‘-sk’ in an utterance
Maintain an interaction by providing information in response to factual
questions
Writing:
Revise and edit short written texts by making changes to incorrect
Information
Develop written texts by writing a first draft
Difficult points:
Present continuous tense
‘How’ questions:How many…are there
Materials:Word and picture cards, objects, cassette and a cassette player
Workbook 4B
Teaching times:Five periods
First Period
Contents:
Look and learn,Look and say
Language focus:
Using nouns to refer to more than one objective
Using nouns to identify things
Using numbers to describe quantify
Difficult points:
New words: soldier, boat, puzzle, thirty, forty
Teaching breach: Using the toys to ask and answer.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-POne-tenP say and hold up their fingersP-P work in pairs eleven-twenty
While-taskprocedure twenty-one---twenty-nine---thirtyfortyfiftyLook and sayPlay a game T introduce twenty-one to thirty P readT introduce forty-ninetyP readT introduce hundred, thousand, millionP learn, T tapeT show Wallpicture: What’s in the shop P bears/dolls…T introduce: soldier, boat, puzzleP read, make phrases with these wordsP count the toys and write the number in words above the illustrations toy—bag game 通过各种形式的操练，培养学生正确拼读单词。
Post-task activities Count and writeConsolidation Grammar Practice Book 4b P20
Homework Copy the words and sentences
Second Period
Contents:
Read and answer, Say and act, Learn the sound
Language focus:
Using nouns to refer to more than one object
Using numbers to describe quantify
Asking ‘How’ questions to find out the price
Using demonstratives to refer to things
Difficult point:
How much are… They are… Can I have a…,please
Teaching breach: Using the things to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PT invite five students to come to the board. Ask them to draw as many apples as they can in five seconds.P ____apples on the board.P-P look at the pictures,ask and answer: How many…are there 这一环节注重创设环境，培养学生实际运用语言的能力。
While-taskprocedure Read and answerSay and actLearn the sound T show a doll: How much is it It’s…yuan.T show two dollsP-PHow much are they How much are these dolls They are…yuan.T teach, P readPractice: T-Ben, P-JackWork in pairsThe mask is on the desk.P readGroup-group
Post-task activities Workbook page 13 P-P ask and answerPs do the exercises
Homework Copy the words and sentences
Third Period
Contents:
Read and answer
Language focus:
Using nouns to identify things
Using the present continuous tense to describe an action taking place at the time of speaking
Asking “Wh-“ questions to find out specific information about a person
Difficult point:
New words: bedroom sitting-room dining-room bathroom wash dinner
Teaching breach: Using the pictures to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PT show some placesP read: kitchen toiletT show the picture: This is a house.There are many rooms.
While-task procedure Read and answer (Point and answer)What is it P a chickenT What can you do in the kitchen P cookT yes, we can cook dinner.P read: dinnerThe same way to teach bedroom sitting-room dining-room bathroomT show pictures, ask questions:Where is… What’s he/she doing P answer, P read and judgeP-P act out the dialogue:I’m Ben/Dad/Mum… Where are you What are you doing
Post-task activities Workbook page 14 P-P ask and answerPs do the exercises
Homework Copy the words and sentences
Feedback： 这一教时教学内容较多，词组很多，在教学中，通过和学生的交流来引出词组并操练，学生中能力强的学生表达得较好，能运用英语来表达自己的意愿。在句子的学习中，由于句型简单，学生掌握扎实，所花时间不多。在课文的朗读上，我花了一些精力，加强学生的朗读能力的训练。由于条件不够，学生课外的阅读在课上还缺少训练。
Fourth Period
Contents:
Read a story, Point, ask and answer
Language focus:
Asking ‘Wh-‘ questions to find out specific information about a person
Using nouns to identify places
Difficult points:
New words: spaceship moon rock mountain restaurant
Supplementary words: Milky Way , sun
Teaching breach: Using the pictures to introduce.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP say sth. about Supergirl
While-task procedure Supergirl on the moonmoonrestaurantRead a storyPoint, ask and answer T act as Supergirl: What can I do Where do I live P answerT I’ve got a spaceship. Let’s visit the moon.P read moonT introduce: Milky Way, sun, planet…P listen and watchT Look out! What’s it It’s a rock,P read: rockT Many, many rocks can be a mountainT read: mountainT Here we are on the moon. Are you hungry It’s a restaurant.P read: restaurantT What do you want (show pictures) mooncake Moon juice P choose: I like/ want…T tape, P readT-P
Post-task activities A collection of Supergirl and Superdog’s stories P into groups: Think of a new story about Supergirl and Superdog.
Homework a. Copy the words and sentencesb. Listen the Tapescript again
Fifth Period
Contents:
Review the words and sentences
Language focus:
Ordinal numbers 21-50
‘How-“ question; How many…are there
‘Wh-“ question: what are you doing
Demonstratives: this that these those
Present continuous tense
Countable nouns: bedroom sitting-room dining-room bathroom kitchen spaceship rocks restaurant puzzles
Prepositions: in on
Difficult points:
Present continuous tense
‘How’ questions: How many…are there
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-P
While-task procedure Do the exercise Handwritingben where are you I’m in the bedroomPronunciation1) i beside blind 2)o bone hot 3)u brush drum 4)a shake wash 5)ee sheep sleep 6)a class glass 7)oo moon mop 8)e pet pen3. ChangePeter is in the kitchen.(where)Those are Tom’s pen’s.(whose)The pencils one yuan.(how much)They are sitting.(what) 通过各种形式的操练，培养学生正确拼读单词。
Feedback：正在实行的英语课程改革的重点就是要改变以往英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用拓展能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。我们知道，语言来源于生活，又实践于生活。我经过多年的实践，在此提出把课堂教学生活化的尝试，即创建生活化的课堂教学模式，使学生的英语学习过程成为真正的语言交际过程
Unit 3 A busy family
Language skills:
Listening:
Recognize differences in the use of intonation to differentiate between
questions and respond appropriately and statements
Identify key words in an utterance by recognizing the stress
Recognize words with final sound’-sp’
Speaking:
Use modeled phrases and sentences to communicate with other learners
Use appropriate intonation in questions and statements
Identify the main idea from a text with teacher’s support
Produce simple phrases and sentences
Pronounce correctly words with final sound ‘-sp’ in an utterance
Reading:
Predict the meaning of unfamiliar words by using context and picture
clue
Writing:
Develop written texts by adding personal ideas and information to writing
when a model or framework is provided
Difficult points:
Countable nouns: aunt uncle cousin dishes pilot motor-bike
Materials:
Pictures, objects, tape
Teaching time:
Five periods
First Period
Contents:
Look and read
Language focus:
Using the present continuous tense to describe an action taking place at the time of speaking
Difficult points:
New words: busy, the Chens, watch television, dry the dishes, do homework write a letter
Teaching breach: Using the pictures to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP-P What’s he/she doing What are they/you doing 放松心情，进入角色，复习一些简单的问路对话，为上新课做准备。
While-taskprocedure Look and readPlay a game T show picture: What’s he/she doing Introduce: watch television dry the dishes do homeworkwrite a letterP read and actP-P ask and answer What are you doing I’m…T tape, P readP work in pairs to discussT less able Ps are required to match the provided phrases with the pictures. Intermediate Ps write sentences using the provided wordsT show picturesP-P point a picture and ask What’s he/she doing He/She’s… 复习旧知，并进行适当操练。展示一些可爱的图片，吸引学生注意力，随后进入本节课的新句型。
Post-task activities Workbook Page 15Read and match Where’s___ He/She’s____What’s___ doing He/She’s____
Homework Copy the words and sentences
Feedback:
Second Period
Contents:
Read and answer, Say and act, Learn the sound
Language focus:
Using nouns to refer to more than one object
Using numberals to describe quantify
Asking ‘How’ questions to find out the price
Using demonstratives to refer to things
Difficult points:
How much are… They are…
Can I have a…, please
Teaching breach: Using the pictures to practice.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PT invite five students to come to the board. Ask them to draw as many apples as they can in five secondsP ___apples on the board.P-P look at the pictures, ask and answer:
While-taskprocedure Read and answerSay and actLearn the sound How many…are there T show a doll: How much is it It’s…yuan.T show two dollsP-P How much are they How much are these dolls They are…yuan. T teach, P readPractice: T-Ben, P-JackP-P practiceWork in pairsThe mask is on the deskP readGroup-group
Post-task activities Workbook page 13
Homework Copy the words and sentences
Feedback：
Third Period
Contents:
Look and learn
Words: uncle aunt cousin singer pilot student
Sentences: This is my… His/Her name is…
He/She is… He/She can…
Language focus:
Using nouns to identify people
Using modals to talk about abilities
Difficult points:
New words: uncle aunt cousin singer pilot students
Teaching breach: Using the family’s tree to introduce.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PMember of a familyFather/mother/brother/sister
While-taskprocedure Look and learnunclepilotauntsingercousinstudentThink and write T Your father’s/mother’s brother. How do you call him Show: uncleP readT (model) I’ve an uncle. He’s a pilot. He can…P read: pilotP introduce his/her uncle I’ve an uncle. He’s a… He can…T You father’s/mother’s sister.Show: auntP readT (model) I’ve an aunt.She’s a singer.She can…P introduce his/her aunt.T Your uncle’s / aunt’s son/daughter Show: cousinP readT (model) I’ve a cousin.She’s a student. She’s… She can…P introduce their photoP write in their books
Post-task activities Workbook Page16 Divide students into groups.Encourage students to discuss and rite some narrative sentences for the pictures and fill in the speech bubbles.Colour the pictures.Act the story.
Homework Copy the words and sentences
Fourth Period
Contents:
Read a story, Point and say
Words: Spiderboy motor-bike drive
Ride a motor-bike , drive a car , fly an aeroplane , ride a horse
Sentences; What can…do He/She can/can’t…
Language focus:
Using nouns to identify things.
Using modals to talk about abilities.
Difficult points:
New words motor-bike drive
Teaching breach: Using the pictures to introduce.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PT We have a friend.
She’s a Supergirl. What can she do P She can…
While-taskprocedure Read a storySpiderboymotor-bikedrivePoint and sayWhat can Uncle Tony do T Let’s meet a new friend. He’s super,too. His name’s Spiderboy.P read: Spiderboy What can he do P He can…T If you are Spiderboy. What can you do P I am Spiderboy/girl.I can…T (tape)P (read)Practice: P-PP1 (as Spiderboy)P2 (introduce)P-PCan Uncle Tony ride a motor-bike No. he can’t.T divide Ps into groups. Distribute a copy of photo to each student.P choose the cartoon characters they like (say and act) 让学生学会动物保护，体现了本课的教育目标 。让学生自主学习，自由选择学习内容。扩大了学习量和信息量。
Post-task activities Write sth. about Uncle Tony talkwrite
Homework Copy the words and sentences
Feedback:开发学生潜能，培养学生各方面的能力和创新精神。教师在课堂上要敢于放手，让学生在课堂舞台上唱主角，充分享受语言学习的乐趣，从而为各方面的能力培养和潜能的开发提供可能。在我的课堂中，许多学生就What pet do you like 展开激烈的讨论，甚至个别学生用到了课内没有的知识，从而拓展出许多动物词汇。我在拓展方面几乎设计的无可挑剔，但在引导学生应用方面还可进一步下功夫，如放手让学生操练造句、对话等，这样，学生的应用拓展能力和创新能力得到进一步培养和提高。
Fifth Period
Contents:Say and act
Language focus:
Using the present continuous tense to describe an action taking place at the time of speaking.
Using modal verb ’can’ to indicate abilities
Using possessive adj to indicate possession
Difficult points:
Using the present continuous tense to describe an action taking place at the time of speaking
Teaching breach: Show the pictures to act the story.
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-P
While-taskprocedure Say and actradioLearn the sound T (show) I‘ve got a radio. Look, Peter has got a radio.P read: radioT Peter, we can talk.T show a cat. What’s its name What colour is it Where is it P answerT I can’t find Ginger. Where is it (tape)P Listen and guessT Encourage the able Ps to predict what will happen next.P Divide Ps into groups of three to act the storyUse the walkers-talkers as props.P-P act 小组活动体现合作学习和作用，同时也是交际能力的体现和展示，将本课学习的内容反馈出来。
Post-task activities P Extend the task by having the same groups practice the dialogue, substituting ginger with names of Ps own pets
Homework Copy the words and sentences
Sixth Period
Contents: Review Unit 3
Imperatives: be+doing
Predicative adjectives
Present continuous tense
Difficult points:be+doing
Procedure Contents Method Purpose
Pre-task preparation 1.Song2.Daily talk3.Revision Ps sing togetherT-PP read and spell the words.
While-taskprocedure Say and act Do the exercises Act out P31 Act the dialogue1,Spiderboy can ride a horse.Can_______________ 2.What can you do I can_______________.Grandpa is drying the dishes.Is__________________ They are watching television.What________________ Is Susan singing a song No,__________.Mr Chen’s got some letters.What________________ 通过一系列练习，将本课学习的内容反馈出来。
Homework Review Unit3
Feedback:正确引导，培养学生的团结协作精神。英语学习是一个合作互动学习的过程。在活动过程中学生往往需要组成多个小组，各成员互相帮助、互相协作才能较好地完成各项任务。教师不失时机地加以点拨，能促进学生形成良好的非认知品质，养成相互协作的精神。“学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。”
Module 3 Things around us
Unit 1 Colours and places
The First Period
Language focus:
Using the simple present tense to express simple truth
e.g. The leaves are green in spring.
Using imperatives to give instructions.e.g. Mix these colours.
Using prepositions to indicate position e.g. The sun is yellow in the afternoon.
Using prepositions to indicate position.e.g. The lizard is on a leaf.
Using adjectives to describe colour e.g. It is red in the evening.
Main and difficult points:
Using prepositions to indicate position e.g. The sun is yellow in the afternoon..
Using adjectives to describe colour.e.g. It is red in the evening.
Teaching breach: Using the pictures and compare to learn the different.
Procedures Contents Methods Purpose
Pre-task Preparation Warming upRevision Sing a song < I see green, I see yellow >Show the pictures of the four seasons to review: spring, summer, autumn and winter. Ask the students some questions. e.g. Which season do you like best What can you see or do in spring/summer/autumn/winter 悦耳动听的歌声能激发学生学习的兴趣, 同时自然地引出新授知识,起了较好的铺垫作用。由于本单元季节的名称学生早已熟知，作为复习引入， 同时注重句型的操练，使学生有所提高。
While-task Procedure Look and readListen, read and discussDo an experiment Ask the students to look at the pictures in Look and read. Ask the more able students to compare the colours of the objects when they look at each pair of pictures. Use guided questions to help the less able students, e.g. What is it to elicit: It’s a tree. What colour are the leaves etc. Play the recording: Look and read. Students listen and follow in their books.Play the recording again. Students listen and repeat.Ask the students to think of some animals, Plants and objects that can change their colour.Play the recording again. Students listen and repeat.Wording in groups. The students discuss the colour sums at the bottom of page32.Distribute a copy of Photocopiable 26 to the students in each group. The students use the water colour paints to colour each of the circles as directed, and mix the colours to make new colours. 调动学生的学习主动性，大胆创设，发扬他们的创造能力。通过小组讨论，培养团结合作的精神和自主学习的能力。让学生动手，丰富生活经验，培养独立思考问题的能力。
Post-task activities Workbook page 17 Workbook page 17. 提高读写能力。
Assignment Find the other things that can change.Copy, and read the words and text.Recite the new words. 巩固课堂内容让课堂教学延伸至课外。
Feedback:牛津英语”教材把语言结构，语言功能和主题内容有机地结合起来，所以它的语言信息量大，选材广泛，立体有序，内容集中，学习内容更贴近学生的生活实际和思想实际。本课时，主要让学生描述季节，谈论一些常见的事物，是“颜色”的扩展运用。学生非常乐意表达自己的观点.
The Second Period
Language focus:
Using nouns to identify objects.
Using the present continuous tense to describe an action taking place at the tome of speaking.
Using prepositions to indicate place.
Asking ‘Wh-’questions to find out various kinds if specific information about an event.
Main and difficult points:
Using the present continuous tense to describe an action taking place at the tome of speaking.
Using prepositions to indicate place.
Asking ‘Wh-’questions to find out various kinds if specific information about an event.
Teaching breach: Using the pictures to practice.
Procedures Contents Methods Purpose
Pre-task Preparation Warming upRevision Sing a song < I see green, I see yellow >Teacher asks and the students answer the questions about seasons.Quick response. ( G1- G2 ) 创设学习氛围，激发学习兴趣。让学生围绕各个季的变化进行提问和回答，培养学生运用语言的能力。
While-task Procedure Look and readRead and answerLearn the sound Ask the students to look at the pictureAsk: Look at Peter. What has he got Elicit: The Tan family at the beach.Introduce the Tan familyPlay the recorder and let the students to listenAsk: what can you see on the beach I can see sunglasses, umbrellas, shells, T-shirtsIntroduce: collecting shells and sailing a boatAsk the class to cover the picture of the beach and speech bubble on page 33. Practice in pairs.Ask each group of students to mix their photographs.Play the recording.Students listen and repeatInvite individual students to read the sentences. 本段介绍中的一些词组极为重要，需要学生牢固掌握，教学中把它们作为重点。学生的口语操练是教学中的一大难点，也是一大重点，教学中可以让学生用充足的时间进行锻炼。注意学生的读音， 培养语感，训练辩音能力。
Post-task activities Talk about the family photographs S1: This is my family photographs. This is my .. We are in/at … My .. is … 让学生描述自己的家庭照片，培养他们整合语言的能力。
Assignment Grammar Practice Book 4B, page 29.Read the text.Recite the phrases. 让学生课后及时巩固知识，培养运用语言的能力。
Feedback:各种媒体有机地结合在一起进行课堂教学是培养学生学习兴趣的最有效手段。课开始，我利用一首非常活泼的歌曲让学生唱唱、跳跳，在倍具动感的旋律中营造英语氛围。
The Third Period
Language focus:
Using nouns to identify objects.
Using prepositions to indicate positions.
Asking ‘wh-’ questions to find out various kinds if specific information about an object.
Main and difficult points:
Asking ‘wh-’questions to find out various kinds if specific information about an object.
Using prepositions to indicate positions.
Procedures Contents Methods Purpose
Pre-task Preparation Warming upRevision Sing a song < Fishes, fishes, where are you >Review the prepositions by using a pencil-box and a book and encourage the more able students to give some instructions 复习学过介词，为新课作铺垫。以旧带新，自然引入，学生掌握熟练，很快使他们恢复记忆， 进入状态。
While-task Procedure Look and readAsk and answer Give the students ten seconds to look at the picture, then ask them to close their booksA memory gameReview: aeroplane, sun, tree, leaf, table and mountain.Introduce: bench and templePoint to the picture. Ask: Where’s the sun Where’s the leaf Where’s the table Introduce: above and introduce: The clock is above the blackboard.Introduce: between. Students listen and follow the tapeStudents work in pairs do it! 运用游戏的方法激发学生学习兴趣，并习得语言。听音模仿，培养语感。让学生互动，交流并习得语言。
Post-task activities Listening Listen to the tape and do some exercises. ( Photocopiable page 29 ) 采用听力练习的方法，帮助学生巩固已学知识，动手动脑，相信记忆会更加牢固。
Assignment Workbook page 19.Copy and recite the new words.Grammar book page 30. 巩固课堂内容让课堂教学延伸至课外。
The Fourth Period
Language focus
Using prepositions to indicate position.
Using the present continuous tense to describe an action taking place at the time if speaking.
Asking ‘Wh-’questions to find out various kinds of specific information about an event.
Asking ‘Wh-’questions to find out the place.
Main and difficult points:Using prepositions to indicate position.
Procedures Contents Methods Purpose
Pre-task Preparation Warming upFree talk Say a rhymeUsing the things to indicate the positions 儿歌引出主题。通过轻松有趣的交流，引出下一部分的教学内容。
While-task Procedure Read a storyAsk and answer Tell the students they will learn a storyStudents listen the storyReview: cage, jumping, chasing, runningPlay the tape again. Students repeatAsk and answer in pairs 四年级牛津教材重点培养学生的自学和阅读能力，因此在本堂课上，教师鼓励学生自学，理解通篇故事。
Post-task activities Retell the storyPhotocopiable 31 Retell the story in groups.Do some exercises. 培养学生灵活运用语言的能力。
Assignment Read and recite the new words.Make a new story in oral.Copy the new words and story. 巩固课堂内容让课堂教学延伸至课外。
Feedback:：增加语言输入量，为学生主动应用拓展打好基础。教师应是课程的开发者和研究者，根据教学的需要，教师可以把教材上还没出现的知识，提前输入给学生，增加语言输入量，使学生之间的交流内容更丰富，不局限于教材。本课中出现四句there be 句型的肯定句， 但是在Ask and answer 中只有两个以前学过的句型 “Where’s… ”和 “What’s …doing ” 我觉得用这两个句型问答，不能充分操练新句型。于是我就在第一幅图的教学中输入了教材中没出现的 there be 句型特殊疑问句：What’s beside the house What’s in the cage 并让学生之间进行对子问答，操练新句型。在学习第二幅图时，我把学习的主动全交给了学生，让学生自己来提问和回答，学生主动运用补充的句型提出了What’s under the cage What’s behind the cat 并能正确回答，既操练了课文中的新句型，又多学了一个相关的问句，拓展了语言知识，为学生主动应用拓展打下了基础。
Module 3 Things around us
Unit 2 Listen!
The First Period
Language focus:
Learn how to ask and answer the time
Main and difficult points:
Asking ‘Wh-‘ questions to find out the time.
Reading the sentences fluently.
Teaching breach: using the clocks to practice ask time
Procedures Contents Methods Purpose
Pre-task Preparation Warming-upTo elicit:the time Sing a songAsk the students to put their alarm clock on their clocksIntroduce the time 利用实物引出话题，简单易行.
While-task Procedure Sing a songSay and actLook and talk Play the recording.Students listen and sing along.Invite groups of the students to sing the song.Teacher takes out a clock and tell the students the time.Teaching: nine o’clock, half past nine.Listen to storyStudents listen and repeat the dialogue.Ask the students to find out the time in each picture.Divide the students into groups to complete the dialogue orally. 利用，引起学生有意注意。复习句型。本堂课重点放在学习时间上，因此让学生了解问答时间的方法后，重在让他们进行操练。让学生通过亲身感受来理解和操练句型。
Post-task activities Play a game Reading exercises Let the pupils guess the time.Ask the pupils to find the key words and answer the questions. 用编谜语的方式复习巩固新授内容。培养学生阅读能力。
Assignment Read and recite the words.Writing: My daily lifeWorkbook page 25Grammar book page 34 and 35 巩固课堂所学知识。
The Second Period
Language focus:
Using imperatives to give instructions.
Using phrases to indicate time.
Using the impersonal ‘it’ to express time.
Asking ‘wh-’ questions to find out the position.
Main and difficult points:
Using imperatives to give instructions.
Using the impersonal ‘it’ to express time.
Procedures Contents Methods Purpose
Pre-task Preparation Warming-upRevision Sing a song < Tick-tock >Quick response: S1: What time is it S2: It’s …( one by one )Play a game: Wolf, wolf, what time is it 通过歌曲引出各种器官。让学生开展竞赛，提高学生学习兴趣，复习有关时间的问答句。利用游戏，引起学生有意注意。复习句型。
While-task Procedure Listen and read the story Play the recording: Kitty’s day. Students listen and follow in their books.Look at the picture and ask and answer:T: What time is it S1: It’s …T: What’s she doing S1: She’s …T: What does .. say S1: …T: She’s late. Why S1: Maybe …3. Students work in pairs to act out the story. Invite pairs of students to act in front of the class. 培养学生语感。培养学生观察能力和逻辑思维能力，发挥想象力，提高口语表达能力。
Post-task activities Make a new dialogueListening exercise Let the pupils make a new dialogue.S: Listen and fill in the blanks.Check it.Play again, then read it together. 培养学生综合运用语言的能力，并给他们一个展示才能的机会。培养学生听力能力，养成良好的听的习惯。
Assignment Workbook page 23. Workbook page 24.Grammar Practice Book 4B, page 33Read and copy the dialogue. 巩固课堂所学知识。
Feedback: 教师要创设问题情景、启发学习思路鼓励学生独立思考相互讨论，大胆得出有独创性见解，培养学生的想象能力、发现能力、探索能力和知识迁移能力，使学生的思维有独创性、发散性、广阔性、变通性品质得到有效的训练，使学生了解知识发生、发展、变化的全过程，从而为学生能创造性解决问题奠定基础。
The Third Period
Language focus:
Using imperatives to give instructions.
Using nouns to identify events.
Main and difficult points:
Using imperatives to give instructions.
Using nouns to identify events.
Procedures Contents Methods Purpose
Pre-task Preparation Warming-upFree talkRevision Ps: Sing a song < Rain, rain, go away >T: Do you like rain Why P1-P2: Talk about rain.Teacher asks the time using a clock 通过歌曲引出话题。让学生谈论天气，谈论雨的声音，发挥想象力。
While-task Procedure Say a rhymeLearn the sound Introduce the typhoon and thu