牛津5B五年级下教案备课
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课题 Module 1 Using my five sensesUnit 1 Use your eyes!Look and read
教学目标 知识与技能：Using adjectives to describe objectsUsing the simple present tense to express simple truths Using prepositions to indicate position过程与方法：Locate specific information in response to simple instructions or questions Use modeled phrases and sentences to communicate with teachers and other learners情感、态度与价值观：让学生了解一天中影子的变化过程。
教学重点和难点 Using the simple present tense to express simple truthsAsking questions to find out positionUsing prepositions to indicate position
教学媒体 Pictures, an electic torch, a model of the block,
课前学生准备 English book reading the text
教学流程 Pre-task preparation1．Daily talk.2. Use the torch to explain the movement of the sun during a day.3. Teach the new word: shadow /(using the new word and picture card) the block’s shadow / rise/go down/in front of/behind4. Phonetic symbolWhile-task procedure1. (use the torch) T: look , the sun rises in the morning. Is the shadow long or short Where is the block’s shadow 2. T: It’s afternoon. How is the shadow Where is the shadow 3. T: the sun goes down. Is the shadow short Where is the block’s shadow 4. Play the cassette. Students listen and follow.5. Play again. Listen and repeat.6. Review the prepositions: behind, in front of, in, on, beside. e.g. ** is behind /beside/in front of the desk.7. Read the text.Post-task activity1. Read: Read and answer. Ask the questions about each of the three pictures.2. Work book page1: complete the sentences.Consolidation Grammar Practice Book page1
板书设计 Module 1 Using my five sensesUnit 1 Use your eyes! morning afternoon eveningThe sun rises high goes downblock’s shadow long short long behind beside in front of
教学效果的反馈 本节课教授的是太阳，楼的影子以及影子的方位随着时间的变化而不断的变化。跟日常生活切贴，孩子们有亲身的感受，接受起来不是很困难，但也易错，尤其是影子的方位。音标学生掌握起来较难。/ｅ/读音需巩固。在默写中出现The sun is goes down in the evening的错误。在练习中还会出现孩子们不看所给的单词就急着去填空，错的较多需引导指正，课文需巩固加强，尤其是音标部分。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Look and say
教学目标 知识与技能：Using modals to talk about ability Asking ‘wh-’ questions to find out position Using imperatives to give instructions and directions过程与方法：Use modeled phrases and sentences to communicate with teachers or other learners. Identify key words in an utteance by recognizing the stress情感、态度与价值观：懂得询问物体的所在位置，并回答。
教学重点和难点 Using modals to talk about abilityAsking ‘wh-’ questions to find out positionUsing imperatives to give instructions and directions
教学媒体 A box, some toys, cards
课前学生准备 English book. A clock
教学流程 Pre-task preparation1.Daily talk.2. Recite the words of Page 23. Review: in, on, behind, in front of and beside. (using a student , the box and the soft toy)ask the students to say something about the soft toy. E.g. It’s behind the box.4．Phonetic symbolWhile-task procedure1. look at my pencil.Where is it It’s inside the pencil case.Teach the new word: inside/outside.2. Invite a student to place the pencil/book/ruler.3. Ask: Where is it Practise inside/outside…4. Play the cassette: Look and say.5. Play again. Listen and repeat.6. Read: Read and match.7. Complete the exercise.Post-task activity1. Photocopiable P22. Play a guessing gameWhere is it Invite one student to hide the toy. The others guess.Consolidation Grammar Practice Book page2
板书设计 I can’t see my… Where is it Where are they It’s… They’re…Inside outside glasses a pair of glasses
教学效果的反馈 本节课单词量较少，句型也是前面学过的，学生掌握较好，能运用自如。音标部分掌握起来较难，需继续巩固。My glasses_____(be)on my head.The pair of glasses_____(be)on the desk.第一小题易理解而第二小题错误率较高，讲解订正。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Make a shadow
教学目标 知识与技能：Using imperatives to give instructions Using prepositions to indicate position Using modals to talk about ability过程与方法：Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to communicate with teachers and other learners.情感、态度与价值观：学会制作，并能体验与别人一起做游戏的快乐。
教学重点和难点 Using imperatives to give instructionsUsing prepositions to indicate positionUsing modals to talk about ability
教学媒体 A pair of scissors, coloured pencils, photocopiable P4,5
课前学生准备 English book , a shadow.
教学流程 Pre-task preparationAsk and answerT: Where’s the sun in the afternoon S: It’s in the sky.T: Is your shadow long in the morning S: Yes, it is.T: Does the sun go down in the evening S: Yes, it does.2. Review: in, on, in front of, behind, beside and inside.3. Teaching make a shadow. Then make it in groups. (photocopiable P4)4. Phonetic symbol5. Play the cassette: Look and say. Listen and follow.6. Play again. Listen and repeat.7. Read: Play a game.While-task procedure1. Play a game: Hide the shadow. The students practise the model dialogue with the shadow they made. Post-task activityInvite one or two groups to play the game in front of the class.Consolidation Grammar Practice Book page 3
板书设计 Make a shadow1. Draw 2. Colour 3. Cut out Play a game Can you see Is it… Yes. No.
教学效果的反馈 本节课要求学生在动手中学会如何制作影子以及在游戏中巩固所学的知识。学生们学习的热情高涨，乐于说，在愉悦的课堂氛围中锻炼自己的听说能力。环节上处理较好。音标掌握的不是很好，需巩固。1．Danny,hide your shadow.改为否定句/现在进行时。在改为现在进行时结构对了，后面的人称没能做相应的变化2．Behind 和 beside有的学生易混淆。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Say and act
教学目标 知识与技能：Asking simple questions to obtain ‘yes/no’ responses Using formulaic expressions to express and respond to apologies Using adjectives to show quantities过程与方法：Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to communicate with the teachers and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观：/
教学重点和难点 Asking simple questions to obtain ‘yes/no’ responsesUsing formulaic expressions to express and respond to apologiesUsing adjectives to show quantities
教学媒体 Some pictures of fruit,
课前学生准备 English book. Some fruit.
教学流程 Pre-task preparationDaily talk.Review.3. Ask: What kinds of fruit you can buy at the market Review: apples, oranges, bananas and grapes, use the pictures.4. Phonetic symbolWhile-task procedure1. Teach the new words: strawberries, plums, cherries.black grapes,gren grapes.2. Ask: What are they To elicit: They’re plums/strawberries/cherries.3. Review: Have you got any….. 4. Play the cassette. Listen and follow.5. Play again. Repeat.6. Work in groups. Students role-play the dialogue.7. Invite one group to role-play the dialogue in front of the class.8. Read: Ask and answer. The students practise the model dialogue.Post-task activity1. Work in groups, make a fruit stall.2. Make a new dialogue.3. Play a guessing game.Consolidation Grammar Practice Book page 4
板书设计 Have you got any… Yes,… Sorry,(No) …Red ones or green ones
教学效果的反馈 本节课教授水果以及Have you got… 句型。在教水果的过程中指导学生正确翻译black grapes/green grapes. black plums,gren plums.要符合中文的习惯用法。对于句型学生在前面已学过，掌握起来难度不大。在购买东西的时候（商店里没有的顾客需要的东西）有部分学生总喜欢用NO来回答在后面的教学中需巩固加强。在练习完成对话时，部分学生some/any总是用错.
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Look and say
教学目标 知识与技能：Using adjectives to show quantities Using prepositions to indicate position过程与方法：Locate specific information in response to simple instructions or questions. Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观：询问物体所在位置。
教学重点和难点 Using adjectives to show quantitiesUsing prepositions to indicate position
教学媒体 The pictures of fruit
课前学生准备 English book , some fruit
教学流程 Pre-task preparation1. Review the names of different kinds of fruit. Ask: What is it / What are they 2. Ask and answer. What have you got Have you got any….. Where are they 3. Review Phonetic symbolWhile-task procedure1. Play the cassette. Listen and follow.2. Play again. Repeat.3. The students read the dialogue in pairs.4. Invite a few pairs to read the dialogue in front of the class.Post-task activity1. Read: Ask and answer. The students practise the model dialogue.2. Invite a few pairs to role-play in front of the class.3. Play a shopping game.4. Workbook Page25. Invite students to tell you the names of different objects in the classroom.6. Students play the game: Have you got any…. in pairs. They ask and answer about the classroom objects.
板书设计 Have you got any… Yes, I’ve got some…I can’t see. Where are they They’re… (beside, near, behind, in front of)
教学效果的反馈 本节课内容较少，单词和句型同学们能快速接受，并能运用自如。但同学们在单复数的问题上还有待于进一步巩固和加强。音标部分元音的长短音同学们掌握起来还是有一定的难度，在后面的教学中巩固操练。Have you got _____(some)durians Sorry,I haven’t got _____(some)durians.部分学生对some和any的用法还不是很清楚。The green plums are behind the black plums.（换一种说法，保持句意不变）部分同学易遗漏 are出现The black plums in front of the green plums的错误，指导订正.
课题 Module 1 Using my five sensesUnit 2 Use your ears!Read and say
教学目标 知识与技能：Using formulaic expressions to get attention Using formulaic expressions to express apologies Using prepositions to indicate direction Using imperatives to express prohibitions过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Identify main ideas from a text with teacher support.情感、态度与价值观：学会体谅别人的感受。
教学重点和难点 Using formulaic expressions to get attentionUsing formulaic expressions to express apologiesUsing prepositions to indicate directionUsing imperatives to express prohibitions
教学媒体 A small bell and a big bell
课前学生准备 English book, the bell.
教学流程 Pre-task preparation1．Daily talk.2. Have a dictation.3. Ask the students to listen and tell you if they can hear any noises around them. Ask: Is the noise loud or quiet Ring the big bell and then the small bell and ask: is the bell loud / Is the bell quiet/ Teach: quiet/too quiet loud/too loud4.Teach the new word: asleep/awake/both. Invite different students to show what they would look like if they were asleep. 5. Phonetic symbolWhile-task procedure1. Play the cassette: Read and say. The students listen and follow.2. Ask: What noises can you hear 3. Play again. The students listen and repeat.4. Divide the class into groups of five. The groups role-play the story. Invite a few groups to role-play in front of the class.5. Read: Read and answer. The students follow in their books.Post-task activity1. Work in pairs. The students talk about the story and the pictures to decide which statements are true and which are false.2. Workbook Page3Consolidation Grammar Practice Book page 5
板书设计 Ben’s new bicycletoo quiet I’m sorry. Be careful. too loud Be quiet. Lady(ladies) both asleep awake
教学效果的反馈 本节课所授的单词量较多，其中quite/quiet both/all sleep/asleep wake/awake易混。课文的篇幅也较长，同学们掌握起来难度较大，在后面的教学中须巩固加强。作业中学生三单总是出问题，还有以y结尾的词变复数,部分同学掌握不够。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Look and say
教学目标 知识与技能：Using adjectives to describe objects using the simple present tense to express feelings Asking simple questions to obtain ‘yes/no’ responses Using qualitative adjectives过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.情感、态度与价值观：表达需要某样东西时的礼貌用语。
教学重点和难点 using the simple present tense to express feelingsAsking simple questions to obtain ‘yes/no’ responsesUsing qualitative adjectives
教学媒体 Word and picture card, a small bell, a large bell, a toy hammer and a toy screwdriver
课前学生准备 English book read the text
教学流程 Pre-task preparationDaily talk Recite some words.3. Show a toy bicycle. Say: I like this bicycle but I don’t like this bell.Whose bicycle is this To elicit: It’s Ben’s.4. Review the story on page7.Ask: Who has a new bicycle Is his bell loud Is his bell quiet What do the two old ladies say to Ben Ben doesn’t like the bell. So he asks his father to change the bell. What does his father want 5. Teach the new words: screwdriver and hammer, using the toy hammer and the toy screwdriver.6.Maste both and give sb sthWhile-task procedure1. Play the cassette. The students listen and follow.2. Work in pairs, the students read the dialogue.Post-task activity1. Distribute a copy of Photocopiable page 8 to each student. The students colour and cut out the pictures of screwdrivers, hammers and bells to use in their role-play.2. Students role-play the dialogue in Look and say.3. Workbook page 4Consolidation Grammar Practice Book page 6
板书设计 Too quiet put on a new bellGive me a…, please.Do you want both… No, the big one.There you are.Thank you. You’re welcome.
教学效果的反馈 本节课的重点是Do you want both______,_______ No,the____one,please.学生们能熟练掌握。You are welcome学生也能运用自如。但是学生对welcome的发音总是和come混淆。对句型Give sb sth/Give sth to sb互变掌握的不够熟练，须巩固加强。在作业中部分学生对both后面加名词复数还存在问题。代词one /ones还是混。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Make a musical instrument
教学目标 知识与技能：Using imperatives to give instructions Using questions to find out specific information Using the simple present tense to make requestse.g. Give me a cup, please.过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions. 情感、态度与价值观：学会制作音乐摇动器。
教学重点和难点 Using imperatives to give instructionsUsing questions to find out specific informationUsing the simple present tense to make requestse.g. Give me a cup, please.
教学媒体 Beans, paper cups, pieces of paper, string, pairs of scissors
课前学生准备 English book a shaker
教学流程 Pre-task preparationDaily talk.Review P8Discuss music and different musical instruments with the students. Invite students to tell you which musical instruments they know the names of in English. Write a list on the board.Teach: music---musical / instrument / shakerWhile-task procedure1. Say: Today we will make a musical instrumentTeach the new word: beans2. Play the cassette. The students listen and follow in their books.3. Play again. The students listen and repeat.4. Work in pairs, make the musical instrument with the beans, cups, strings. Discuss the task while walking around each pair in order to give more or less input as necessary.Post-task activity1. Invite the students to show their shakers.2. Act out with their new shakers.Consolidation Grammar Practice Book page 7
板书设计 What are you doing Do you want the big ones or the small ones The big ones, please.an empty cup over tie string shake
教学效果的反馈 本节课内容量较多，课文篇幅也较长。但由于是学生自己动手做摇动器，学生兴趣高涨，热情较高，对新知识接受的也较快。但第二部分中学生对单词over/ round /string理解掌握起来有点困难，课文读的也不够熟练，在后面的教学中须巩固。作业中部分学生出现papers 和a empty paper cup的错误。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Play a game
教学目标 知识与技能：Using imperatives to give instructions Asking questions to find out position Using the simple present tense to describe habitual actionse.g. The wheels on the bike go round and round.过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions. Identify main ideas from a text with teacher support情感、态度与价值观：/
教学重点和难点 Asking questions to find out positionUsing the simple present tense to describe habitual actionse.g. The wheels on the bike go round and round.
教学媒体 Shaker, Paper shadows
课前学生准备 Read the text
教学流程 Pre-task preparationListen to the song.Recite some words.3. Review the game: hide the shadow.4. Play the cassette: Play a game. The students listen and follow in their books.5. Play again. The students listen and repeat.6. Divide the students into groups of five. The groups read the dialogue.7. Invite different groups to read the dialogue in front of the class.8. Practise the model dialogue with the students.While-task procedure1. Invite a student to shake the shaker. The rest of the students close their eyes while he hides the shaker somewhere in the classroom.2. Play the game a few times with the class, with several students taking turns to hide the shaker.3. Distribute a shaker to each group. Working in groups, the students play the game, taking turns to hide the shaker.4. Invite one group to play the game in front of the class. Post-task activity1. Play the cassette: Sing a song. The students listen and follow in their books.2. Play again. The students listen and sing along. Encourage the students to do appropriate actions while they are singing.Consolidation Grammar Practice Book page 8,9
板书设计 Where is the shaker Is it… Yes, it is. No, it isn’t.Sing a songwheel all say
教学效果的反馈 本节课的内容在前面已经接触过，孩子们很容易接受。通过做游戏的方法巩固句型，学生们兴趣浓厚。但本课的歌曲速度较快，学生在课堂上不太会唱，要求同学们在家多听。学生对the ladies in the park says be quiet please正确书写错的很多。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Look and say
教学目标 知识与技能：Using adjectives to describe objectse.g. It’s soft and fluffy.Using the simple present tense to express simple truthse.g. I can feel two things.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions.情感、态度与价值观： /
教学重点和难点 Using adjectives to describe objectse.g. It’s soft and fluffy.Using the simple present tense to express simple truthse.g. I can feel two things.
教学媒体 A parcel, word and picture cards
课前学生准备 English book some toys
教学流程 Pre-task preparation1.Daily talk2. Have a dictation.3. Pass the parcel around the class. The students guess what is in the parcel. Make sure that all the students have a turn.4. Teach the new word: parcel5. Open the parcel. Take out the toy: a car and a toy bear.Ask: How is the toy Teach the new words: fluffy, shiny.While-task procedure1. Read: Look and learn. The students listen and repeat the words.2. Ask: Whose toy is this It’s mine.3. Teach the new word: mine Explain mine=my+n4. Play the cassette: Look and say. The students listen and follow.5. Play again. The students listen and repeat.6. Working in pairs, the students role-play the dialogue.7. Read: Play a game. Invite students to read the adjectives at the bottom of the page.8. Work in pairs. The students play the game ‘What does it feel like ’Post-task activityWorkbook page 5Consolidation Grammar Practice Book page 10
板书设计 How does it feel It’s… fluffy shiny warm smooth rough Soft hard parcel spaceship
教学效果的反馈 本节课几组形容词的掌握不是很难，但对smooth/thing的发音学生难以区别。对抽象的名词性物主代词等于形容词性物主代词加东西或人掌握的不够，不是很牢固，在后面的教学中需巩固加强。句型How does it feel It’s…能运用自如。学生对1.The cherries are soft and smooth.2.I like the soft bear.又开始混淆了，平时要温故。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Look and say
教学目标 知识与技能：Asking ‘Wh-’ questions to find out possessione.g. Whose pencil case id this Using pronouns to indicate possessione.g. They’re his.Using the simple present tense to express simple truthse.g. It’s mine.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Locate specific information in a short text in response to questions.情感、态度与价值观： 了解班级中的一些规则。
教学重点和难点 Asking ‘Wh-’ questions to find out possessione.g. Whose pencil case id this Using pronouns to indicate possessione.g. They’re his.Using the simple present tense to express simple truthse.g. It’s mine.
教学媒体 Some classroom objects.
课前学生准备 English book classroom objects
教学流程 Pre-task preparationDaily talkHave a dictation.3. Review the sentences: Whose… is this Whose… are these To elicit: It’s my pencil. It’s mine.4. Teach the new words: his, hers,its, ours, yours, theirs. While-task procedure1. Play the cassette: look and say. The students listen and follow.2. Play again. The students listen and repeat.3. Work in pairs. The students role-play the dialogue.4. Read: Ask and plete the sentences orally with the students.5. Practise in pairs with the classroom objects. E.g. It’s her pencil. It’s hers. It’s our classroom. It’s ours.Post-task activity1. Workbook page 62. Collect a few items from different students. Ask: Is this yours To elicit: Yes, it’s mine./ No, it’s his.3. More oral practice page20: Look, ask and answer. Consolidation Grammar Practice Book page 11
板书设计 Whose pencil case is this It’s my pencil case. = It’s mine.Whose bags are these They’re our bags. =They’re ours. mine yours his hers ours theirs its
教学效果的反馈 本节课是在前一课的基础上继续教其他名词的名词性物主代词，我给同学们归纳总结找规律，这样学生对其他几组的名词性物主代词掌握起来容易多了也容易记忆。学生掌握起来较轻松，能运用自如。但学生在做These pencils are ours.（同义句）总会These are ours pencils出现的错误.名词性物主代词和形容词性物主代词互换还是不很熟练，在后面的教学中多巩固。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Min and Mog
教学目标 知识与技能：Using prepositions to indicate positionUsing pronouns to indicate possession.Using adjectives to describe objectsUsing imperatives to give instructions过程与方法：Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support.情感、态度与价值观：知道东西要与好朋友分享。
教学重点和难点 Using prepositions to indicate positione.g. I’m under the cushion.Using pronouns to indicate possession.e.g. It isn’t yours.Using adjectives to describe objectse.g. Now the soft cushion is ours.Using imperatives to give instructionse.g. Draw a cat’s face.
教学媒体 Soft toys: white cat, black cat, soft cushion, hard cushion
课前学生准备 Read the text
教学流程 Pre-task preparation1.Daily talk 2. Have a dictation3. Play a guessing game. Describe a classroom object, e.g. It’s big/ small/ hard/ soft/ rough/ smooth/ hot/ cold/ fluffy/ shiny. Say where the object is, e.g. It’s in/ on/ under/ above/ beside the window, etc. Invite different students to guess what the object is. Propmpt them, where necessary.4.Introduce:cusion/fallWhile-task procedure1. Take out two toy cats. Say: This is Min. This is Mog. They have two cushions.2. Play the cassette: Read and act. Please listen what have happened. Using the toy cats and two cushions to demonstrating the actions. 3.Play again. The students listen and repeat.4.Work in groups. Two students role-play the dialogue between Min and Mog and the third student reads the narrative.5. Invite a few groups to role-play the story in front of the class.Post-task activity1. Read: make a mask. Work in groups , the students make the masks.2. The students wear their mask and act out the dialogue.Consolidation Grammar Practice Book page 13
板书设计 cushion fall move Make a mask
教学效果的反馈 本节课的课文篇幅较长，学生背诵起来较难。但新的知识点不多，还是温习现在进行时和名词性物主代词。学生已能熟练掌握。在练习中学生易犯这样的错误Cut out cat(cat)face.需巩固加强。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Point and say
教学目标 知识与技能：Using adjectives to describe objectse.g. It’s cold.Using connectives to add informatione.g. It’s smooth and shiny.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners.情感、态度与价值观：/
教学重点和难点 Using adjectives to describe objectse.g. It’s cold.Using connectives to add informatione.g. It’s smooth and shiny.
教学媒体 Small toys, pairs of scissors, pictures
课前学生准备 English book some things
教学流程 Pre-task preparationDaily talk.2.Review the words: hot, cold, rough, smooth, hard, soft, fluffy, shiny, big, round.3. Pass the small toys around the class. Invite different students to describe them,e.g.This is soft/ hard/fluffy/shiny,etc.Prompt where necessary.4．Phonetic symbolWhile-task procedure1. Discuss the pictures with the students. Invite different students to tell you what the friends are saying in each of the pictures.2. Work in pairs, the students look at the pictures and using the adjectives at the top of the page to say something.3. Distribute a copy of Photocopiable page 17 to each student. The students cut out the picture cards and the word cards to use in a game. They colour in the picture cards.4. Working in pairs, the students play the game. Then take turns to choose a picture and describe it with the word cards.Post-task activity1. Display the small toys at the front of the class. Invite different students to choose a small toy and to describe it, e.g. it’s fluffy.Consolidation Grammar Practice Book page 14
板书设计 How does it feel How is it hot cold rough smooth hard soft fluffy shinybig round …
教学效果的反馈 本节课的内容是复习和运用前面所学的知识，没有新的知识点，是通过看图说话来操练学生的说话能力。学生对smooth these three 辩音存在一定的困难。在以后的教学中要加强音标教学。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Look and act
教学目标 知识与技能：Using the simple present tense to express simple truthse.g. I smell with my nose.过程与方法：Identify key words in an utterance by recognizing the stress.Identify main ideas. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：用自己的感官去体验各种味道。
教学重点和难点 Using the simple present tense to express simple truthse.g. I smell with my nose.
教学媒体 A few sweets, a lemon, etc
课前学生准备 English book some cakes an orange and so on
教学流程 Pre-task preparation1.Daily talk2. Review each of the five senses with the students, using the real objects.Explain the difference between listen and hear/touch and feel/look and see. Introduce:tongue3.Teach: I …with…4. Play the cassette: The students listen and repeat.5. Invite different students to read a sentence each. Encourage all the students to do appropriate actions as each student reads. While-task procedure1. Work in groups. Play the roles shown in the story on page 15.2. Invite a few pairs to do the role-play in front of the class.3. Read: Look and tick. Invite different students to say each of the pictures in the table represents. Write the words on the board.4. Distribute a copy of Photocopiable page 18 to each student. Orally, complete the first column of the table with the students. Ask: Can you see a flower Can you smell a flower Can you taste a flower Can you feel a flower The students tick the correct boxes in the table.5. The students complete the table in pairs.6. Ask questions about the table.7. Play a guessing game. E.g. I can see it. I can smell it. I can taste it. What is it Post-task activity1. Workbook page 72. Play a game with the wrapped sweets.ConsolidationGrammar Practice Book page 15
板书设计 I listen and hear with my ears.I smell with my nose.I look and see with my eyes.I touch and feel with my hands.I taste with my tongue.
教学效果的反馈 本节课的知识结构简单就一个句型I …with…学生掌握的较好，能运用自如。但对几组近义词listen and hear touch and feel look and see 之间的差异掌握的不是很好。作业中部分学生常出现I can look and see with my eye的错误。I taste with my tongue.(把I换成He)知道把主语换成He要用三单，但后面的人称不会随主语的变化而变化，在后面的教学中须巩固加强。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Supergirl’s adventure
教学目标 知识与技能：Using modals to talk about ability.Using the simple present tense to express simple truths.Using the present continuous tense to describe an action taking place at the time of speaking.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation and respond appropriately. Locate specific information in a short text in response to questions. 情感、态度与价值观：教育学生要帮助别人。
教学重点和难点 Using modals to talk about ability.e.g. I can smell smoke!Using the simple present tense to express simple truths.e.g. The boys say thank you.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. The boys are shouting.
教学媒体 Sheets of paper, a stapler, two cloaks
课前学生准备 Listen and read
教学流程 Pre-task preparationDaily talk.2. Do you know Supergirl and Superdog Tell the students about Supergirl’s adventure3.New words: lost adventure save come on While-task procedure1. Play the cassette: Look and read. The students listen and follow in their books.2. Play the cassette again. The students listen and repeat the dialogue only.3. Work in groups. The students read the caption and the dialogue for each picture.4. Read the text together.Read: Ask and answer. Work in groups, students find out what Supergirl and Superdog can smell, hear and see in Picture 2, 3, 4 and 5. Help the groups, where necessary.5. Ask different groups to report back to the rest of the class. Prompt where necessary.Post-task activity1. Work in pairs, the students role-play the dialogue between Supergirl and Superdog.2. Invite a few pairs to role-play the dialogue in the front of the class. The students wear the cloaks you have brought to class for their roles.
板书设计 Supergirl’s adventurelost fly find(a small fire) hear(shout) see on an island thank
教学效果的反馈 本课内容篇幅虽较长，但学生对超级女孩和超级狗很感兴趣，课堂学习的氛围较浓。对新知识接受的也较快。但在作业反馈中出现Three boys are losting in the country park这样的错误，许多学生把lost当成动词在用，在后面的教学中须继续巩固加强。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Look and say
教学目标 知识与技能：Using imperatives to give instructions.e.g. Taste these drinks.Using adjectives to describe objects.e.g. Are they the same or different 过程与方法：Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观： 能区分东西的相同与不同。
教学重点和难点 Using imperatives to give instructions.e.g. Taste these drinks.Using adjectives to describe objects.e.g. Are they the same or different
教学媒体 Food and drink (same or different): drinks, apples, biscuits, sweets, cakes, pears
课前学生准备 English book some drinks some fruit
教学流程 Pre-task preparation1.Daily talk2.Review: drinks, apples, biscuits, sweets, cakes and pears and so on.3. Ask the students to taste the sweets. Ask: Are they the same or different To elicit: They’re the same. / They’re different.Teach: different same the sameWhile-task procedure1. Play the cassette: Look and say. The students listen and follow in their books.2. Play the cassette again. The students listen and repeat.3. Work in pairs, the students listen and repeat.4. Invite a few pairs to role-play the dialogue in front of the class, using the drinks and the apples as experimental items.5. Read: Do an experiment. The students practise the model dialogue below the pictures.Post-task activity1. Workbook page 8The students fill in the table.Read: Look and write. Invite different students to complete the sentences orally.The students write the sentences.Consolidation Grammar Practice Book page 16,17
板书设计 Taste these…Are they the same or different They’re….Do an experiment.
教学效果的反馈 单词drinks饮料学生容易遗漏s，same的发音易错，许多学生读成 some，还有same 总是和the 连用，初学者也易忘。在后面的教学中须巩固加强。对于本课的句型祈使句和选择疑问句学生掌握的较好。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Jack and the beanstalk
教学目标 知识与技能：Using the present simple tense to express simple truths.e.g. Jack sells their cow.过程与方法： Identify key words in an utterance by recognizing the stress.Identify main ideas. Identify main ideas from a text with teacher support.情感、态度与价值观：培养学生不畏艰难的精神.
教学重点和难点 Using the present simple tense to express simple truths.e.g. Jack sells their cow.
教学媒体 Pictures, word cards, cassette, etc.
课前学生准备 Read and recite the text
教学流程 Pre-task preparation1.Daily talk2.Recite some words.While-task procedure1.Today I willtell you a story of Jack and the beanstalk.elict:beanstalk giant goose castle sell.Then teach these new words.2. Discuss with the students how the beans have grown in the last week. Discuss how much more the beans could grow. Explain to the students that they are going to read a story about some beans that grew and grew and grew.3. Teach poor/rich4. Play the cassette: Read a story. The students listen and follow in their books.Post-task activity1.Ask the class to tell you what is happening in each of the pictures. Ask: What does Jack’s mother say in the first picture What does Jack say when he sees the giant 2. Read the story. Invite the students to help you to substitute the pictures for words.3. Work in groups. Try to act out the dialogue.4. Invite different groups to role-play the story in front of the class.Consolidation Grammar Practice Book page 18
板书设计 Jack and his mother(poor) buy some beansThe beans grow. Climb up.A castle and a giant. A goose(a golden egg)Take the goose. Cut the beanstalk.Jack and his mother(rich).
教学效果的反馈 本节课的内容学生很感兴趣，学起来显的很容易，虽然课文篇幅较长，但学生在本节课堂上也能背的出。但单词goose/geese poor/rich sell/buy感觉掌握不是很好，在后面的教学中须巩固。在练习中Jack and his mother are poor(改为否定句，意思不变)部分学生没能很好的读题目，错误率较高。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Read and act
教学目标 知识与技能：Using the simple present tense to express simple truths.e.g. Jack goes home.过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Identify main ideas from a text with teacher support.情感、态度与价值观：培养学生不畏艰难的精神.
教学重点和难点 Using the simple present tense to express simple truths.e.g. Jack goes home.
教学媒体 Props for the play: scarves, rope, beans, etc.
课前学生准备 Read the text.
教学流程 Pre-task preparation1.Daily talk2.Recite some words.3.Have a dictation.4. Phonetic symbol While-task procedure1. Play the cassette: Read and act. The students listen and follow in their books. Divide the students into groups of seven. The students prepare to act out the play.2. Working in groups, the students act out the play.3. Invite a group to act out the play in front of the class.Post-task activity1. Distribute a sheet of paper to each student. Working in groups, the students draw pictures from the story of ‘Jack and the beanstalk’ . More able students can write speech bubbles and captions on their drawing . Display some of the drawings.Consolidation Grammar Practice Book page 19,20
板书设计 Read and act run to … put…under…
教学效果的反馈 本节课的内容和上一页的内容基本上一样，只是用图片来代替文中的单词而已。是用来巩固前一页所学的知识，学生掌握较易，能运用自如。听力训练，学生反映不够敏捷，在后面的教学中注意听力方面的操练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooLook and read
教学目标 知识与技能：Using the simple present tense to express simple truths.Using imperatives to give instructions.Using prepositional phrases to indicate time.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences.Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support.情感、态度与价值观：了解动物管理员的日常生活。
教学重点和难点 Using the simple present tense to express simple truths.e.g. I work in a zoo.Using imperatives to give instructions.e.g. Open the gates.Using prepositional phrases to indicate time.e.g. At six o’clock , Mr. Tang opens the gates.
教学媒体 Word and picture cards, Clockface, etc.
课前学生准备 English book, reading the text
教学流程 Pre-task preparationAsk and answer2. Review the time: What time is it now Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student’s book and invite different students to name the animals.Teach the new words: kilosPlay the cassette: Look and read. The students listen and follow in their books.Play again. The students listen and repeat.Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc.While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student’s book and discuss the task. The students then complete the task, matching the times with the pictures.Post-task activityUsing the completed task and the timetable on page 22 of the student’s book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage the students to follow this pattern: At six o’clock, Mr Tang opens the gates.
板书设计 Module 2 My favourite thingsUnit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates He opens the gates at half past six.
教学效果的反馈 1.本课中主要让学生掌握时间的两种表达和数量的问答，学生在学过的基础上，学得相对轻松，对kilo的运用有待加强。2.我通过对钟点的演示和对比，让学生了解两种时间表达的顺序；通过对数量关系得展示，让学生了解不可数名词数量的运用。3.作业中，部分学生对第三人称单数还有漏s的现象，需加强针对性练习的操练；少数学生对three kilos of hay运用不够熟练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooSay and act
教学目标 知识与技能：Asking ‘wh-’ and ‘How’ questions to find out time.Asking ‘wh-’ and ‘How’ questions to find out quantity.Asking ‘wh-’ and ‘How’ questions to find out specific information.Using the simple present tense to express simple truths.过程与方法：Produce simple phrases and sentences.Use modeled phrases and sentences to communicate with teachers or other learners.Locate specific information in a short text in response to questions.情感、态度与价值观：了解动物管理员的日常生活。
教学重点和难点 Asking ‘wh-’ and ‘How’ questions to find out time.Asking ‘wh-’ and ‘How’ questions to find out quantity.Asking ‘wh-’ and ‘How’ questions to find out specific information.Using the simple present tense to express simple truths.
教学媒体 Cassette, Photocopiable page24, etc.
课前学生准备 English book, the timetable.
教学流程 Pre-task preparationAsk and answer2. Recite the words of Page 223. Invite different students to answer questions about Mr. Tang’s timetable. Ask: What time does Mr. Tang feed the monkeys , etc.While-task procedure1. Read the dialogue by yourselves.Play the cassette: Say and act. The students listen and follow in their books.Play the cassette again. The students listen and repeat.Working in pairs, the students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants What do they eat How much do they eat Work in pairs, the students ask and answer similar questions to complete the other three cards.Ask the questions about Mr. Tang at the bottom of page 21 of the student’s book.Review: I feed-he feeds, I open-he opens, as language preparation for completing the task.Post-task activityWorkbook page 10Ask the students to study the table at the top of the task.Invite students to read each of the speech bubbles in 1.The students fill in the missing words.Consolidation Grammar Practice Book page 21
板书设计 What time do you feed… I feed them at…in the morning. What do the…eat They eat… How much…do they eat They eat…kilos of… When do you … I …at … in the morning.
教学效果的反馈 1.在上一节课的基础上，本课的问答学生学得较快，教学效果很好。2.通过动物管理员的时刻表的出示，进行对子操练，学生操练到位。3.作业中，The tigers eat 10 kilos of meat every day.和The tigers eat 10 kilos of meat every day.部分学生容易混淆，需在练习中加强训练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooLook and read
教学目标 知识与技能：Using imperatives to give instructions.Using prepositions to indicate position.using prepositions to indicate direction.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation and respond appropriately.Produce simple phrases and sentences.Locate specific information in a short text in response to questions.情感、态度与价值观：要礼貌告诉别人到某一目的地的方法。
教学重点和难点 Using imperatives to give instructions.Using prepositions to indicate position.using prepositions to indicate direction.
教学媒体 A street plan of the area near your school, etc.
课前学生准备 English book, some pictures.
教学流程 Pre-task preparationAsk and answerT: What time do you have breakfast S: At seven.T: What do the elephants eat S: They eat hay.T: How much hay do they eat S: They eat 60 kilos of hay.Recite the text on Page 23Review: left, right. Turn left. Turn right.Teach the new words: up, down, along.Read: Look and learn. Invite students to read the words.Play the cassette: Look and read. The students listen and follow in their books.Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel Now listenThe tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions.Post-task activityDisplay the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22
板书设计 Excuse me, where is… Go to… Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road
教学效果的反馈 1.本节课主要掌握如何行走一条路线，学生对祈使句掌握较牢，因此，对于路线的表达学生学得较好。2.通过对地图的观察，学生有感而发，自己切身感受行走的路，学习积极性很高。3.作业中，学生完成较好，但在专用名词上，部分学生不注意大小写，少数学生cross和walk along还不能分清，在练习的反馈中要重点操练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooAsk and answer
教学目标 知识与技能：Using imperatives to give instructions. Asking ‘wh-’ questions to find out the place, position or direction.Using the present continuous tense to describe an action.Asking ‘wh-’ questions to find out various kinds of specific information about an object.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：要礼貌告诉别人到某一目的地的方法。
教学重点和难点 Using imperatives to give instructions.e.g. Go down the steps.Asking ‘wh-’ questions to find out the place, position or direction. e.g. Where are the tigers Using the present continuous tense to describe an action.e.g. It’s talking.
教学媒体 A map of the zoo, pairs of scissors and some Blu-tack, etc.
课前学生准备 English book, some pictures.
教学流程 Pre-task preparationAsk and answer.Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel Go along Yanan Road. The hotel is on the right.Show the map of the zoo. Ask the questions. E.g. Where are the tigers Play the cassette: Ask and answer. The students listen and follow in their books.Working in pairs, students take turns to read the dialogue.Invite a few pairs to read aloud the dialogue.Review: the names of different colours, two-coloured, and the present continuous tense.While-task procedureUsing the map, the students ask and answer questions.Invite a few pairs to ask for and give directions in front of the class.Working in pairs , the students take turns to talk about their parrots.Post-task activity1 Workbook page 11The students use Blu-tack to stick their parrots in different places on the frieze.
板书设计 Excuse me, where are the tigers Go down the steps. Cross the small road…. S1: Look at my parrot. It’s___ and ____. S2: What is it doing S1: It’s talking/….
教学效果的反馈 1.这是对上节课的再复习，学生掌握较好，教学效果好。2.继续看地图，以动物园地图为例，学生身临其境，学习兴趣很高，能达到预设的目标。3.作业中，写出从家到学校的路线，部分学生举行不够，有些学生出现语法错误，完成情况不够理想。 句子：May, don’t crossing the road. （现在进行时）一部分学生没注意是否定句，类似题目要多做。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooWhere are the parrots
教学目标 知识与技能：Using adjectives to describe animals.Using prepositions to indicate position.过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions.Locate specific information in a short text in response to questions.情感、态度与价值观：要爱护动物及花草树木。
教学重点和难点 Using adjectives to describe animals.e.g. the red parrotUsing prepositions to indicate position.e.g. It’s on the branch.
教学媒体 The parrot frieze, blu-tack, etc.
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparation1. Ask and answer.2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot etc. Invite different students to answer.3. Look at the picture on page 26.4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat.While-task procedureTell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page.Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g. on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond.Move the parrots to the different place , then ask and answer.Post-task activity1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table.
板书设计 Where’s the red and yellow parrot It’s on the branch.
教学效果的反馈 1.本课内容较简单，学生学得很好，教学效果好。2.通过图片和实际环境，学生很认真分辨物体所在位置，从而进行相对性操练。3.作业完成较好，在句子My father works in the zoo.提问都基本正确，但少数学生在does和your上出现错误，应加强针对性练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysRead and answer
教学目标 知识与技能：Using the simple present tense to express simple truths.Using the present continuous tense to describe an action taking place at the time of speaking.过程与方法：Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.情感、态度与价值观：要爱护玩具。
教学重点和难点 Using the simple present tense to express simple truths.e.g. Grandma Wang lives in Pudong.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. Kitty and Alice are visiting her.
教学媒体 A large old key, two dolls and two puppets, etc.
课前学生准备 English book, some toys.
教学流程 Pre-task preparationAsk and answerT: What time do you go home S: At half past four.T: What do the parrots eat S: They eat corn.Review toy’s names. Ask students to tell you what toys they have.Review: doll. Teach the new word: puppet and key.Play the cassette: Read and answer. The students listen and follow in their books.Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story.While-task procedure1. The students quietly read the story and relate it to the pictures.Ask the questions at the bottom of the story and invite different students to answer. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity1. Workbook page 12Read the words at the top of the plete the sentences orally.The students write the answers in full sentences.Consolidation Grammar Practice Book page 24
板书设计 Favourite toysLive visit key puppet all the… What’s in the box There is/are…The girls give the key to Grandma.=The girls give Grandma the key.
教学效果的反馈 1.本课是一篇综合性短文，主要提高学生的阅读能力，学生在听的基础上，能很快理解文章意思，教学效果较好。2.通过理解分析，学生对短文有了一定的了解，学生能较好的完成问题的回答。3.作业中，部分学生对What’s +地点？用There be句型回答和give sb sth, give sth to sb有所混淆，在下次的教学中加强练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out about a specific object.using the simple present tense to express interests, feelings and opinions.过程与方法：Identify key words in an utterance by recognizing the stress.Use appropriate intonation in questions and statements.Locate specific information in a short text in response to questions.情感、态度与价值观：表达对玩具的喜爱。
教学重点和难点 Asking ‘wh-’ questions to find out about a specific object.e.g. Which aeroplane do you like using the simple present tense to express interests, feelings and opinions.e.g. I like all the dolls.
教学媒体 Some toys, word and picture cards, etc.
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationRecite some words.Display the toys. Review the names of the toys. Ask: Which toy do you like Show a toy dinosaur, ask: is it a panda Teach the new word.Ask and answer with the toys: Which… do you like While-task procedure1. Use three toys to show the different use of “all the” and “both”. Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown.Play the cassette: Look and say. The students listen and follow in their books.Play again. The students listen and repeat.Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4.Invite a few pairs to role-play the dialogues in front of the class.Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.Invite a few pairs to talk about the pictures in front of the class.Post-task activity1. Photocopiable page 29.Working in groups, the students act out the story.
板书设计 Which bicycle do you like I like both bicycles.I like all the bicycles.
教学效果的反馈 1.both在前面的学习中学生早已学会，all the的学习学生也较易学会，因此，这课学习效果很好。2.通过物品数量的出示，学生熟练掌握which句型的三种问和答，学生能积极地进行操练。3.练习册的作业中，学生完成较好。 在Ben likes both dinosaurs.和I like all the bikes.部分学生用了how many提问，要加强针对性练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysDo a survey
教学目标 知识与技能：Asking ‘wh-’ questions to find out a person’s identity.Asking ‘how’ questions to find out quantity.Using the simple present tense to express simple truths.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：了解班中同学的喜好。
教学重点和难点 Asking ‘wh-’ questions to find out a person’s identity.e.g. Who has a bicycle Asking ‘how’ questions to find out quantity.e.g. How many girls have a ball Using the simple present tense to express simple truths.e.g. Six girls have a bicycle.
教学媒体 Some small toys, word and picture cards, etc.
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationAsk and answerAsk: Who has a doll/ ball To elicit: I’ve got a doll/ ball.Ask: Who has got a computer. Teach the new word: computer.Play the cassette: Do a survey. The students listen and repeat.Explain to the students that they are going to find out how many students in the class own different kinds of toys.Distribute a copy of the table to each student. Explain to the students how to do the survey.While-task procedureDo the survey in the groups.When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball How many boys have an aeroplane Etc.Working in pairs, the students take turns to ask and answer questions about their survey forms.Read: Write a report.Ask the groups to write their group’s report.Invite the group leader to read out the report.Post-task activity1. Workbook page 13Ask individual students: What is your favourite toy To elicit: My favourite toy is a…..3. More oral practice page 35. Ask and answer.Consolidation Grammar Practice Book page 27
板书设计 Who has a bicycle Six girls have a bicycle.Three boys have a bicycle.
教学效果的反馈 1.对人及数量的提问学生进行了再复习，学生学得很轻松，教学效果好。2.通过调查，学生能熟练运用Who has a bicycle 及Three boys have a bicycle. One girl has a bicycle.3.作业中，部分学生Ten boys have a Gameboy.做成了Who have a bicycle 还有How many have a Gameboy 要加强针对性练习的训练。
课题 Module 2 My favourite thingsUnit 2 Favourite toysLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out specific information about an object.Using adjectives to describe objects.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation in questions and statements.Produce simple phrases and sentences.Use appropriate intonation in questions and statements.Use modeled phrases and sentences to communicate with teachers or other.情感、态度与价值观：/
教学重点和难点 Asking ‘wh-’ questions to find out specific information about an object.e.g. What colour is the small dinosaur Using adjectives to describe objects.e.g. It’s green.
教学媒体 Some toys, coloured pencils
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparationRecite some words.Have a dictation.Review: both and all the , using some toys. Invite different students to practise in front of the class.Play the cassette: Look and say. The students listen and follow.Play again. The students repeat.Work in pairs. The students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Read: Ask and answer. The students practise the model dialogue in pairs.While-task procedure1. Distribute paper. Each student draws either two or three pictures of a toy and colours them.Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity1. Workbook page 14Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc.Consolidation Grammar Practice Book page 28,29
板书设计 What colour is the … It’s… What colour are the pandas They’re black and white./ Both pandas are black and white./ All the pandas are black and white.
教学效果的反馈 1.本课对颜色的提问较为简单，学生学得较好。2.通过实物的展示，学生对子操练较为流利，能熟练运用both 和all the句型。3.作业中，学生基本能认真完成，作业质量很高，少数学生出现了一些小错误，如：标点符号，单复数等等，需在作业讲解时让这部分学生知道如何检查作业。
课题 Module 2 My favourite thingsUnit 3 At homeLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out place.Using the simple past tense to talk about past states.Using prepositional phrases to indicate time.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions.情感、态度与价值观： 了解丢失的东西去哪儿找。
教学重点和难点 Asking ‘wh-’ questions to find out place.e.g. Where’s Sam Using the simple past tense to talk about past states.e.g. He was here at ten o’clock.Using prepositional phrases to indicate time.e.g. He was here at eleven o’clock.
教学媒体 Word and picture cards, some paper
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationAsk and answerT: This is my dog. It’s lovely. Do you like it T: I can’t find my dog. Where is it now Play the cassette: Look and say. The students listen and follow in their books.Play again. The students listen and repeat.Teach the new sentences: He was …Work in pairs. The students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Read the notice:’Lost dog’, and invite different students to repeat the sentences.Read: Write a report. The students help you to complete the report orally.While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report.Post-task activityWorkbook page 15Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o’clock Consolidation Grammar Practice Book page 30
板书设计 was, were, market, telephone, date, police stationWhere’s Sam It was here at ten o’clock.Where were you at 7:05 I was on the road.
教学效果的反馈 1.本课主要是对一般过去时的初步运用，was/were对学生来说还是较为简单的，学生学得较好。2.通过寻物招贴，学生对过去时有所了解；通过语境的设置，学生能熟练运用Where was/were… 句型。3.练习册作业，学生完成较好，部分学生in/at有点混淆。 句子：The dog was inside our flat.有的学生做成了：Where did the dog is 需加强练习的讲解和类似题目的反馈。
课题 Module 2 My favourite thingsUnit 3 At homeLook and act
教学目标 知识与技能：Asking the simple past tense to talk about past statesAsking ‘Wh-’ questions to find out positionusing prepositions to indicate position过程与方法：Identify key words in an utterance by recognizing the stress.Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.情感、态度与价值观：对家具的爱护。
教学重点和难点 Asking the simple past tense to talk about past statese.g. The picture was beside the window.Asking ‘Wh-’ questions to find out positione.g. Where is it now using prepositions to indicate positione.g. it’s beside the mirror now.
教学媒体 Word and picture cards
课前学生准备 English book, some pictures of the furniture.
教学流程 Pre-task preparationAsk and answerT: Where were you at 7:15 S: I was at home.…2. Ask: What furniture have you got at home Introduce: furniture, using the Word and Picture cards.Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board.Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What’s this Play the cassette: Look and learn.Play again. The students listen and repeat.Read: Look and act. The students practise the model dialogue.Work in pairs, the students take turns to ask and answer questions about the pictures.Invite a few pairs to ask and answer questions in front of the class.While-task procedureInvite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue. E.g. The book was on the desk. Where is it now Consolidation Grammar Practice Book page 31,32
板书设计 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now It’s beside the mirror now.
教学效果的反馈 1.有了上一节课的基础，学生对过去时就能运用自如了，基本达到了预设的目标，教学效果较好。2.通过学生自己动手搬运东西，进行巩固操练，让学生牢牢掌握was/were句型，学生学习积极性很高。3.作业中，基本消除了上次练习中的错误，学生完成情况较好，在练习：Where ______ the children I don’t know. Now they ______ on the playground.中有些学生没有分辨出前面的过去时而出现了错误，类似题目要加强训练。
课题 Module 2 My favourite thingsUnit 3 At homeMake and play
教学目标 知识与技能：Using imperatives to give instructionsUsing the simple past tense to talk about states.Using the simple present tense to express simple truthsUsing prepositions to indicate position过程与方法：Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions and statements.情感、态度与价值观： /
教学重点和难点 Using imperatives to give instructionse.g. Draw some furniture.Using the simple past tense to talk about states.e.g. The sofa was under the window.Using the simple present tense to express simple truthse.g. Now it’s near the big table.Using prepositions to indicate positione.g. under the window
教学媒体 Simple models of rooms for each group
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparationAsk and answerReview the activity on page 32.Read the model dialogue at the bottom of the page. The students practise the dialogue.While-task procedure1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed.Post-task activityWork book page 16Read the plete the sentences orally.Fill in the missing words.More oral practice page 35Tom is at home. He is going to meet a friend in the playground. How can he get there Tom is a teacher at joy School. How does he walk to work Tom is at the bank. How can he get to the shop/Tom would like to post a letter after work. How can he get to the post office Consolidation Grammar Practice Book page 33
板书设计 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What’s different S2: The sofa was under the window. Now it’s near the big table. The chair was… now it’s…
教学效果的反馈 1.这课还是was的句型，学生较为熟悉，教学效果好。2.通过动手做家具，并搬动家具，让学生进行记忆力大考验的游戏，即巩固了句型又让学生积极性很高。3.作业中，有了上次的经验，学生在过去时钟出现的错误较少，少数学生在The picture _was_ near the window. Where is it ？句子中，没有now作依据，还是出现了错误。
课题 Module 2 My favourite thingsUnit 3 At homeSing a song
教学目标 知识与技能：Using the simple past tense to talk about past states.e.g. There were five in the bed.过程与方法：Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners.情感、态度与价值观：
教学重点和难点 Using the simple past tense to talk about past states.e.g. There were five in the bed.
教学媒体 Small toys, pairs of scissors, pictures
课前学生准备 English book, listening to the sing.
教学流
教学目标 知识与技能：Using adjectives to describe objectsUsing the simple present tense to express simple truths Using prepositions to indicate position过程与方法：Locate specific information in response to simple instructions or questions Use modeled phrases and sentences to communicate with teachers and other learners情感、态度与价值观：让学生了解一天中影子的变化过程。
教学重点和难点 Using the simple present tense to express simple truthsAsking questions to find out positionUsing prepositions to indicate position
教学媒体 Pictures, an electic torch, a model of the block,
课前学生准备 English book reading the text
教学流程 Pre-task preparation1．Daily talk.2. Use the torch to explain the movement of the sun during a day.3. Teach the new word: shadow /(using the new word and picture card) the block’s shadow / rise/go down/in front of/behind4. Phonetic symbolWhile-task procedure1. (use the torch) T: look , the sun rises in the morning. Is the shadow long or short Where is the block’s shadow 2. T: It’s afternoon. How is the shadow Where is the shadow 3. T: the sun goes down. Is the shadow short Where is the block’s shadow 4. Play the cassette. Students listen and follow.5. Play again. Listen and repeat.6. Review the prepositions: behind, in front of, in, on, beside. e.g. ** is behind /beside/in front of the desk.7. Read the text.Post-task activity1. Read: Read and answer. Ask the questions about each of the three pictures.2. Work book page1: complete the sentences.Consolidation Grammar Practice Book page1
板书设计 Module 1 Using my five sensesUnit 1 Use your eyes! morning afternoon eveningThe sun rises high goes downblock’s shadow long short long behind beside in front of
教学效果的反馈 本节课教授的是太阳，楼的影子以及影子的方位随着时间的变化而不断的变化。跟日常生活切贴，孩子们有亲身的感受，接受起来不是很困难，但也易错，尤其是影子的方位。音标学生掌握起来较难。/ｅ/读音需巩固。在默写中出现The sun is goes down in the evening的错误。在练习中还会出现孩子们不看所给的单词就急着去填空，错的较多需引导指正，课文需巩固加强，尤其是音标部分。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Look and say
教学目标 知识与技能：Using modals to talk about ability Asking ‘wh-’ questions to find out position Using imperatives to give instructions and directions过程与方法：Use modeled phrases and sentences to communicate with teachers or other learners. Identify key words in an utteance by recognizing the stress情感、态度与价值观：懂得询问物体的所在位置，并回答。
教学重点和难点 Using modals to talk about abilityAsking ‘wh-’ questions to find out positionUsing imperatives to give instructions and directions
教学媒体 A box, some toys, cards
课前学生准备 English book. A clock
教学流程 Pre-task preparation1.Daily talk.2. Recite the words of Page 23. Review: in, on, behind, in front of and beside. (using a student , the box and the soft toy)ask the students to say something about the soft toy. E.g. It’s behind the box.4．Phonetic symbolWhile-task procedure1. look at my pencil.Where is it It’s inside the pencil case.Teach the new word: inside/outside.2. Invite a student to place the pencil/book/ruler.3. Ask: Where is it Practise inside/outside…4. Play the cassette: Look and say.5. Play again. Listen and repeat.6. Read: Read and match.7. Complete the exercise.Post-task activity1. Photocopiable P22. Play a guessing gameWhere is it Invite one student to hide the toy. The others guess.Consolidation Grammar Practice Book page2
板书设计 I can’t see my… Where is it Where are they It’s… They’re…Inside outside glasses a pair of glasses
教学效果的反馈 本节课单词量较少，句型也是前面学过的，学生掌握较好，能运用自如。音标部分掌握起来较难，需继续巩固。My glasses_____(be)on my head.The pair of glasses_____(be)on the desk.第一小题易理解而第二小题错误率较高，讲解订正。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Make a shadow
教学目标 知识与技能：Using imperatives to give instructions Using prepositions to indicate position Using modals to talk about ability过程与方法：Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to communicate with teachers and other learners.情感、态度与价值观：学会制作，并能体验与别人一起做游戏的快乐。
教学重点和难点 Using imperatives to give instructionsUsing prepositions to indicate positionUsing modals to talk about ability
教学媒体 A pair of scissors, coloured pencils, photocopiable P4,5
课前学生准备 English book , a shadow.
教学流程 Pre-task preparationAsk and answerT: Where’s the sun in the afternoon S: It’s in the sky.T: Is your shadow long in the morning S: Yes, it is.T: Does the sun go down in the evening S: Yes, it does.2. Review: in, on, in front of, behind, beside and inside.3. Teaching make a shadow. Then make it in groups. (photocopiable P4)4. Phonetic symbol5. Play the cassette: Look and say. Listen and follow.6. Play again. Listen and repeat.7. Read: Play a game.While-task procedure1. Play a game: Hide the shadow. The students practise the model dialogue with the shadow they made. Post-task activityInvite one or two groups to play the game in front of the class.Consolidation Grammar Practice Book page 3
板书设计 Make a shadow1. Draw 2. Colour 3. Cut out Play a game Can you see Is it… Yes. No.
教学效果的反馈 本节课要求学生在动手中学会如何制作影子以及在游戏中巩固所学的知识。学生们学习的热情高涨，乐于说，在愉悦的课堂氛围中锻炼自己的听说能力。环节上处理较好。音标掌握的不是很好，需巩固。1．Danny,hide your shadow.改为否定句/现在进行时。在改为现在进行时结构对了，后面的人称没能做相应的变化2．Behind 和 beside有的学生易混淆。
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Say and act
教学目标 知识与技能：Asking simple questions to obtain ‘yes/no’ responses Using formulaic expressions to express and respond to apologies Using adjectives to show quantities过程与方法：Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to communicate with the teachers and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观：/
教学重点和难点 Asking simple questions to obtain ‘yes/no’ responsesUsing formulaic expressions to express and respond to apologiesUsing adjectives to show quantities
教学媒体 Some pictures of fruit,
课前学生准备 English book. Some fruit.
教学流程 Pre-task preparationDaily talk.Review.3. Ask: What kinds of fruit you can buy at the market Review: apples, oranges, bananas and grapes, use the pictures.4. Phonetic symbolWhile-task procedure1. Teach the new words: strawberries, plums, cherries.black grapes,gren grapes.2. Ask: What are they To elicit: They’re plums/strawberries/cherries.3. Review: Have you got any….. 4. Play the cassette. Listen and follow.5. Play again. Repeat.6. Work in groups. Students role-play the dialogue.7. Invite one group to role-play the dialogue in front of the class.8. Read: Ask and answer. The students practise the model dialogue.Post-task activity1. Work in groups, make a fruit stall.2. Make a new dialogue.3. Play a guessing game.Consolidation Grammar Practice Book page 4
板书设计 Have you got any… Yes,… Sorry,(No) …Red ones or green ones
教学效果的反馈 本节课教授水果以及Have you got… 句型。在教水果的过程中指导学生正确翻译black grapes/green grapes. black plums,gren plums.要符合中文的习惯用法。对于句型学生在前面已学过，掌握起来难度不大。在购买东西的时候（商店里没有的顾客需要的东西）有部分学生总喜欢用NO来回答在后面的教学中需巩固加强。在练习完成对话时，部分学生some/any总是用错.
课题 Module 1 Using my five sensesUnit 1 Use your eyes!Look and say
教学目标 知识与技能：Using adjectives to show quantities Using prepositions to indicate position过程与方法：Locate specific information in response to simple instructions or questions. Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观：询问物体所在位置。
教学重点和难点 Using adjectives to show quantitiesUsing prepositions to indicate position
教学媒体 The pictures of fruit
课前学生准备 English book , some fruit
教学流程 Pre-task preparation1. Review the names of different kinds of fruit. Ask: What is it / What are they 2. Ask and answer. What have you got Have you got any….. Where are they 3. Review Phonetic symbolWhile-task procedure1. Play the cassette. Listen and follow.2. Play again. Repeat.3. The students read the dialogue in pairs.4. Invite a few pairs to read the dialogue in front of the class.Post-task activity1. Read: Ask and answer. The students practise the model dialogue.2. Invite a few pairs to role-play in front of the class.3. Play a shopping game.4. Workbook Page25. Invite students to tell you the names of different objects in the classroom.6. Students play the game: Have you got any…. in pairs. They ask and answer about the classroom objects.
板书设计 Have you got any… Yes, I’ve got some…I can’t see. Where are they They’re… (beside, near, behind, in front of)
教学效果的反馈 本节课内容较少，单词和句型同学们能快速接受，并能运用自如。但同学们在单复数的问题上还有待于进一步巩固和加强。音标部分元音的长短音同学们掌握起来还是有一定的难度，在后面的教学中巩固操练。Have you got _____(some)durians Sorry,I haven’t got _____(some)durians.部分学生对some和any的用法还不是很清楚。The green plums are behind the black plums.（换一种说法，保持句意不变）部分同学易遗漏 are出现The black plums in front of the green plums的错误，指导订正.
课题 Module 1 Using my five sensesUnit 2 Use your ears!Read and say
教学目标 知识与技能：Using formulaic expressions to get attention Using formulaic expressions to express apologies Using prepositions to indicate direction Using imperatives to express prohibitions过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Identify main ideas from a text with teacher support.情感、态度与价值观：学会体谅别人的感受。
教学重点和难点 Using formulaic expressions to get attentionUsing formulaic expressions to express apologiesUsing prepositions to indicate directionUsing imperatives to express prohibitions
教学媒体 A small bell and a big bell
课前学生准备 English book, the bell.
教学流程 Pre-task preparation1．Daily talk.2. Have a dictation.3. Ask the students to listen and tell you if they can hear any noises around them. Ask: Is the noise loud or quiet Ring the big bell and then the small bell and ask: is the bell loud / Is the bell quiet/ Teach: quiet/too quiet loud/too loud4.Teach the new word: asleep/awake/both. Invite different students to show what they would look like if they were asleep. 5. Phonetic symbolWhile-task procedure1. Play the cassette: Read and say. The students listen and follow.2. Ask: What noises can you hear 3. Play again. The students listen and repeat.4. Divide the class into groups of five. The groups role-play the story. Invite a few groups to role-play in front of the class.5. Read: Read and answer. The students follow in their books.Post-task activity1. Work in pairs. The students talk about the story and the pictures to decide which statements are true and which are false.2. Workbook Page3Consolidation Grammar Practice Book page 5
板书设计 Ben’s new bicycletoo quiet I’m sorry. Be careful. too loud Be quiet. Lady(ladies) both asleep awake
教学效果的反馈 本节课所授的单词量较多，其中quite/quiet both/all sleep/asleep wake/awake易混。课文的篇幅也较长，同学们掌握起来难度较大，在后面的教学中须巩固加强。作业中学生三单总是出问题，还有以y结尾的词变复数,部分同学掌握不够。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Look and say
教学目标 知识与技能：Using adjectives to describe objects using the simple present tense to express feelings Asking simple questions to obtain ‘yes/no’ responses Using qualitative adjectives过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.情感、态度与价值观：表达需要某样东西时的礼貌用语。
教学重点和难点 using the simple present tense to express feelingsAsking simple questions to obtain ‘yes/no’ responsesUsing qualitative adjectives
教学媒体 Word and picture card, a small bell, a large bell, a toy hammer and a toy screwdriver
课前学生准备 English book read the text
教学流程 Pre-task preparationDaily talk Recite some words.3. Show a toy bicycle. Say: I like this bicycle but I don’t like this bell.Whose bicycle is this To elicit: It’s Ben’s.4. Review the story on page7.Ask: Who has a new bicycle Is his bell loud Is his bell quiet What do the two old ladies say to Ben Ben doesn’t like the bell. So he asks his father to change the bell. What does his father want 5. Teach the new words: screwdriver and hammer, using the toy hammer and the toy screwdriver.6.Maste both and give sb sthWhile-task procedure1. Play the cassette. The students listen and follow.2. Work in pairs, the students read the dialogue.Post-task activity1. Distribute a copy of Photocopiable page 8 to each student. The students colour and cut out the pictures of screwdrivers, hammers and bells to use in their role-play.2. Students role-play the dialogue in Look and say.3. Workbook page 4Consolidation Grammar Practice Book page 6
板书设计 Too quiet put on a new bellGive me a…, please.Do you want both… No, the big one.There you are.Thank you. You’re welcome.
教学效果的反馈 本节课的重点是Do you want both______,_______ No,the____one,please.学生们能熟练掌握。You are welcome学生也能运用自如。但是学生对welcome的发音总是和come混淆。对句型Give sb sth/Give sth to sb互变掌握的不够熟练，须巩固加强。在作业中部分学生对both后面加名词复数还存在问题。代词one /ones还是混。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Make a musical instrument
教学目标 知识与技能：Using imperatives to give instructions Using questions to find out specific information Using the simple present tense to make requestse.g. Give me a cup, please.过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions. 情感、态度与价值观：学会制作音乐摇动器。
教学重点和难点 Using imperatives to give instructionsUsing questions to find out specific informationUsing the simple present tense to make requestse.g. Give me a cup, please.
教学媒体 Beans, paper cups, pieces of paper, string, pairs of scissors
课前学生准备 English book a shaker
教学流程 Pre-task preparationDaily talk.Review P8Discuss music and different musical instruments with the students. Invite students to tell you which musical instruments they know the names of in English. Write a list on the board.Teach: music---musical / instrument / shakerWhile-task procedure1. Say: Today we will make a musical instrumentTeach the new word: beans2. Play the cassette. The students listen and follow in their books.3. Play again. The students listen and repeat.4. Work in pairs, make the musical instrument with the beans, cups, strings. Discuss the task while walking around each pair in order to give more or less input as necessary.Post-task activity1. Invite the students to show their shakers.2. Act out with their new shakers.Consolidation Grammar Practice Book page 7
板书设计 What are you doing Do you want the big ones or the small ones The big ones, please.an empty cup over tie string shake
教学效果的反馈 本节课内容量较多，课文篇幅也较长。但由于是学生自己动手做摇动器，学生兴趣高涨，热情较高，对新知识接受的也较快。但第二部分中学生对单词over/ round /string理解掌握起来有点困难，课文读的也不够熟练，在后面的教学中须巩固。作业中部分学生出现papers 和a empty paper cup的错误。
课题 Module 1 Using my five sensesUnit 2 Use your ears!Play a game
教学目标 知识与技能：Using imperatives to give instructions Asking questions to find out position Using the simple present tense to describe habitual actionse.g. The wheels on the bike go round and round.过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions. Identify main ideas from a text with teacher support情感、态度与价值观：/
教学重点和难点 Asking questions to find out positionUsing the simple present tense to describe habitual actionse.g. The wheels on the bike go round and round.
教学媒体 Shaker, Paper shadows
课前学生准备 Read the text
教学流程 Pre-task preparationListen to the song.Recite some words.3. Review the game: hide the shadow.4. Play the cassette: Play a game. The students listen and follow in their books.5. Play again. The students listen and repeat.6. Divide the students into groups of five. The groups read the dialogue.7. Invite different groups to read the dialogue in front of the class.8. Practise the model dialogue with the students.While-task procedure1. Invite a student to shake the shaker. The rest of the students close their eyes while he hides the shaker somewhere in the classroom.2. Play the game a few times with the class, with several students taking turns to hide the shaker.3. Distribute a shaker to each group. Working in groups, the students play the game, taking turns to hide the shaker.4. Invite one group to play the game in front of the class. Post-task activity1. Play the cassette: Sing a song. The students listen and follow in their books.2. Play again. The students listen and sing along. Encourage the students to do appropriate actions while they are singing.Consolidation Grammar Practice Book page 8,9
板书设计 Where is the shaker Is it… Yes, it is. No, it isn’t.Sing a songwheel all say
教学效果的反馈 本节课的内容在前面已经接触过，孩子们很容易接受。通过做游戏的方法巩固句型，学生们兴趣浓厚。但本课的歌曲速度较快，学生在课堂上不太会唱，要求同学们在家多听。学生对the ladies in the park says be quiet please正确书写错的很多。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Look and say
教学目标 知识与技能：Using adjectives to describe objectse.g. It’s soft and fluffy.Using the simple present tense to express simple truthse.g. I can feel two things.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions.情感、态度与价值观： /
教学重点和难点 Using adjectives to describe objectse.g. It’s soft and fluffy.Using the simple present tense to express simple truthse.g. I can feel two things.
教学媒体 A parcel, word and picture cards
课前学生准备 English book some toys
教学流程 Pre-task preparation1.Daily talk2. Have a dictation.3. Pass the parcel around the class. The students guess what is in the parcel. Make sure that all the students have a turn.4. Teach the new word: parcel5. Open the parcel. Take out the toy: a car and a toy bear.Ask: How is the toy Teach the new words: fluffy, shiny.While-task procedure1. Read: Look and learn. The students listen and repeat the words.2. Ask: Whose toy is this It’s mine.3. Teach the new word: mine Explain mine=my+n4. Play the cassette: Look and say. The students listen and follow.5. Play again. The students listen and repeat.6. Working in pairs, the students role-play the dialogue.7. Read: Play a game. Invite students to read the adjectives at the bottom of the page.8. Work in pairs. The students play the game ‘What does it feel like ’Post-task activityWorkbook page 5Consolidation Grammar Practice Book page 10
板书设计 How does it feel It’s… fluffy shiny warm smooth rough Soft hard parcel spaceship
教学效果的反馈 本节课几组形容词的掌握不是很难，但对smooth/thing的发音学生难以区别。对抽象的名词性物主代词等于形容词性物主代词加东西或人掌握的不够，不是很牢固，在后面的教学中需巩固加强。句型How does it feel It’s…能运用自如。学生对1.The cherries are soft and smooth.2.I like the soft bear.又开始混淆了，平时要温故。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Look and say
教学目标 知识与技能：Asking ‘Wh-’ questions to find out possessione.g. Whose pencil case id this Using pronouns to indicate possessione.g. They’re his.Using the simple present tense to express simple truthse.g. It’s mine.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Locate specific information in a short text in response to questions.情感、态度与价值观： 了解班级中的一些规则。
教学重点和难点 Asking ‘Wh-’ questions to find out possessione.g. Whose pencil case id this Using pronouns to indicate possessione.g. They’re his.Using the simple present tense to express simple truthse.g. It’s mine.
教学媒体 Some classroom objects.
课前学生准备 English book classroom objects
教学流程 Pre-task preparationDaily talkHave a dictation.3. Review the sentences: Whose… is this Whose… are these To elicit: It’s my pencil. It’s mine.4. Teach the new words: his, hers,its, ours, yours, theirs. While-task procedure1. Play the cassette: look and say. The students listen and follow.2. Play again. The students listen and repeat.3. Work in pairs. The students role-play the dialogue.4. Read: Ask and plete the sentences orally with the students.5. Practise in pairs with the classroom objects. E.g. It’s her pencil. It’s hers. It’s our classroom. It’s ours.Post-task activity1. Workbook page 62. Collect a few items from different students. Ask: Is this yours To elicit: Yes, it’s mine./ No, it’s his.3. More oral practice page20: Look, ask and answer. Consolidation Grammar Practice Book page 11
板书设计 Whose pencil case is this It’s my pencil case. = It’s mine.Whose bags are these They’re our bags. =They’re ours. mine yours his hers ours theirs its
教学效果的反馈 本节课是在前一课的基础上继续教其他名词的名词性物主代词，我给同学们归纳总结找规律，这样学生对其他几组的名词性物主代词掌握起来容易多了也容易记忆。学生掌握起来较轻松，能运用自如。但学生在做These pencils are ours.（同义句）总会These are ours pencils出现的错误.名词性物主代词和形容词性物主代词互换还是不很熟练，在后面的教学中多巩固。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Min and Mog
教学目标 知识与技能：Using prepositions to indicate positionUsing pronouns to indicate possession.Using adjectives to describe objectsUsing imperatives to give instructions过程与方法：Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support.情感、态度与价值观：知道东西要与好朋友分享。
教学重点和难点 Using prepositions to indicate positione.g. I’m under the cushion.Using pronouns to indicate possession.e.g. It isn’t yours.Using adjectives to describe objectse.g. Now the soft cushion is ours.Using imperatives to give instructionse.g. Draw a cat’s face.
教学媒体 Soft toys: white cat, black cat, soft cushion, hard cushion
课前学生准备 Read the text
教学流程 Pre-task preparation1.Daily talk 2. Have a dictation3. Play a guessing game. Describe a classroom object, e.g. It’s big/ small/ hard/ soft/ rough/ smooth/ hot/ cold/ fluffy/ shiny. Say where the object is, e.g. It’s in/ on/ under/ above/ beside the window, etc. Invite different students to guess what the object is. Propmpt them, where necessary.4.Introduce:cusion/fallWhile-task procedure1. Take out two toy cats. Say: This is Min. This is Mog. They have two cushions.2. Play the cassette: Read and act. Please listen what have happened. Using the toy cats and two cushions to demonstrating the actions. 3.Play again. The students listen and repeat.4.Work in groups. Two students role-play the dialogue between Min and Mog and the third student reads the narrative.5. Invite a few groups to role-play the story in front of the class.Post-task activity1. Read: make a mask. Work in groups , the students make the masks.2. The students wear their mask and act out the dialogue.Consolidation Grammar Practice Book page 13
板书设计 cushion fall move Make a mask
教学效果的反馈 本节课的课文篇幅较长，学生背诵起来较难。但新的知识点不多，还是温习现在进行时和名词性物主代词。学生已能熟练掌握。在练习中学生易犯这样的错误Cut out cat(cat)face.需巩固加强。
课题 Module 1 Using my five sensesUnit 3 Use your hands!Point and say
教学目标 知识与技能：Using adjectives to describe objectse.g. It’s cold.Using connectives to add informatione.g. It’s smooth and shiny.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners.情感、态度与价值观：/
教学重点和难点 Using adjectives to describe objectse.g. It’s cold.Using connectives to add informatione.g. It’s smooth and shiny.
教学媒体 Small toys, pairs of scissors, pictures
课前学生准备 English book some things
教学流程 Pre-task preparationDaily talk.2.Review the words: hot, cold, rough, smooth, hard, soft, fluffy, shiny, big, round.3. Pass the small toys around the class. Invite different students to describe them,e.g.This is soft/ hard/fluffy/shiny,etc.Prompt where necessary.4．Phonetic symbolWhile-task procedure1. Discuss the pictures with the students. Invite different students to tell you what the friends are saying in each of the pictures.2. Work in pairs, the students look at the pictures and using the adjectives at the top of the page to say something.3. Distribute a copy of Photocopiable page 17 to each student. The students cut out the picture cards and the word cards to use in a game. They colour in the picture cards.4. Working in pairs, the students play the game. Then take turns to choose a picture and describe it with the word cards.Post-task activity1. Display the small toys at the front of the class. Invite different students to choose a small toy and to describe it, e.g. it’s fluffy.Consolidation Grammar Practice Book page 14
板书设计 How does it feel How is it hot cold rough smooth hard soft fluffy shinybig round …
教学效果的反馈 本节课的内容是复习和运用前面所学的知识，没有新的知识点，是通过看图说话来操练学生的说话能力。学生对smooth these three 辩音存在一定的困难。在以后的教学中要加强音标教学。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Look and act
教学目标 知识与技能：Using the simple present tense to express simple truthse.g. I smell with my nose.过程与方法：Identify key words in an utterance by recognizing the stress.Identify main ideas. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：用自己的感官去体验各种味道。
教学重点和难点 Using the simple present tense to express simple truthse.g. I smell with my nose.
教学媒体 A few sweets, a lemon, etc
课前学生准备 English book some cakes an orange and so on
教学流程 Pre-task preparation1.Daily talk2. Review each of the five senses with the students, using the real objects.Explain the difference between listen and hear/touch and feel/look and see. Introduce:tongue3.Teach: I …with…4. Play the cassette: The students listen and repeat.5. Invite different students to read a sentence each. Encourage all the students to do appropriate actions as each student reads. While-task procedure1. Work in groups. Play the roles shown in the story on page 15.2. Invite a few pairs to do the role-play in front of the class.3. Read: Look and tick. Invite different students to say each of the pictures in the table represents. Write the words on the board.4. Distribute a copy of Photocopiable page 18 to each student. Orally, complete the first column of the table with the students. Ask: Can you see a flower Can you smell a flower Can you taste a flower Can you feel a flower The students tick the correct boxes in the table.5. The students complete the table in pairs.6. Ask questions about the table.7. Play a guessing game. E.g. I can see it. I can smell it. I can taste it. What is it Post-task activity1. Workbook page 72. Play a game with the wrapped sweets.ConsolidationGrammar Practice Book page 15
板书设计 I listen and hear with my ears.I smell with my nose.I look and see with my eyes.I touch and feel with my hands.I taste with my tongue.
教学效果的反馈 本节课的知识结构简单就一个句型I …with…学生掌握的较好，能运用自如。但对几组近义词listen and hear touch and feel look and see 之间的差异掌握的不是很好。作业中部分学生常出现I can look and see with my eye的错误。I taste with my tongue.(把I换成He)知道把主语换成He要用三单，但后面的人称不会随主语的变化而变化，在后面的教学中须巩固加强。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Supergirl’s adventure
教学目标 知识与技能：Using modals to talk about ability.Using the simple present tense to express simple truths.Using the present continuous tense to describe an action taking place at the time of speaking.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation and respond appropriately. Locate specific information in a short text in response to questions. 情感、态度与价值观：教育学生要帮助别人。
教学重点和难点 Using modals to talk about ability.e.g. I can smell smoke!Using the simple present tense to express simple truths.e.g. The boys say thank you.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. The boys are shouting.
教学媒体 Sheets of paper, a stapler, two cloaks
课前学生准备 Listen and read
教学流程 Pre-task preparationDaily talk.2. Do you know Supergirl and Superdog Tell the students about Supergirl’s adventure3.New words: lost adventure save come on While-task procedure1. Play the cassette: Look and read. The students listen and follow in their books.2. Play the cassette again. The students listen and repeat the dialogue only.3. Work in groups. The students read the caption and the dialogue for each picture.4. Read the text together.Read: Ask and answer. Work in groups, students find out what Supergirl and Superdog can smell, hear and see in Picture 2, 3, 4 and 5. Help the groups, where necessary.5. Ask different groups to report back to the rest of the class. Prompt where necessary.Post-task activity1. Work in pairs, the students role-play the dialogue between Supergirl and Superdog.2. Invite a few pairs to role-play the dialogue in the front of the class. The students wear the cloaks you have brought to class for their roles.
板书设计 Supergirl’s adventurelost fly find(a small fire) hear(shout) see on an island thank
教学效果的反馈 本课内容篇幅虽较长，但学生对超级女孩和超级狗很感兴趣，课堂学习的氛围较浓。对新知识接受的也较快。但在作业反馈中出现Three boys are losting in the country park这样的错误，许多学生把lost当成动词在用，在后面的教学中须继续巩固加强。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Look and say
教学目标 知识与技能：Using imperatives to give instructions.e.g. Taste these drinks.Using adjectives to describe objects.e.g. Are they the same or different 过程与方法：Use modelled phrases and sentences to communicate with teacher and other learners. Locate specific information in a short text in response to questions.情感、态度与价值观： 能区分东西的相同与不同。
教学重点和难点 Using imperatives to give instructions.e.g. Taste these drinks.Using adjectives to describe objects.e.g. Are they the same or different
教学媒体 Food and drink (same or different): drinks, apples, biscuits, sweets, cakes, pears
课前学生准备 English book some drinks some fruit
教学流程 Pre-task preparation1.Daily talk2.Review: drinks, apples, biscuits, sweets, cakes and pears and so on.3. Ask the students to taste the sweets. Ask: Are they the same or different To elicit: They’re the same. / They’re different.Teach: different same the sameWhile-task procedure1. Play the cassette: Look and say. The students listen and follow in their books.2. Play the cassette again. The students listen and repeat.3. Work in pairs, the students listen and repeat.4. Invite a few pairs to role-play the dialogue in front of the class, using the drinks and the apples as experimental items.5. Read: Do an experiment. The students practise the model dialogue below the pictures.Post-task activity1. Workbook page 8The students fill in the table.Read: Look and write. Invite different students to complete the sentences orally.The students write the sentences.Consolidation Grammar Practice Book page 16,17
板书设计 Taste these…Are they the same or different They’re….Do an experiment.
教学效果的反馈 单词drinks饮料学生容易遗漏s，same的发音易错，许多学生读成 some，还有same 总是和the 连用，初学者也易忘。在后面的教学中须巩固加强。对于本课的句型祈使句和选择疑问句学生掌握的较好。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Jack and the beanstalk
教学目标 知识与技能：Using the present simple tense to express simple truths.e.g. Jack sells their cow.过程与方法： Identify key words in an utterance by recognizing the stress.Identify main ideas. Identify main ideas from a text with teacher support.情感、态度与价值观：培养学生不畏艰难的精神.
教学重点和难点 Using the present simple tense to express simple truths.e.g. Jack sells their cow.
教学媒体 Pictures, word cards, cassette, etc.
课前学生准备 Read and recite the text
教学流程 Pre-task preparation1.Daily talk2.Recite some words.While-task procedure1.Today I willtell you a story of Jack and the beanstalk.elict:beanstalk giant goose castle sell.Then teach these new words.2. Discuss with the students how the beans have grown in the last week. Discuss how much more the beans could grow. Explain to the students that they are going to read a story about some beans that grew and grew and grew.3. Teach poor/rich4. Play the cassette: Read a story. The students listen and follow in their books.Post-task activity1.Ask the class to tell you what is happening in each of the pictures. Ask: What does Jack’s mother say in the first picture What does Jack say when he sees the giant 2. Read the story. Invite the students to help you to substitute the pictures for words.3. Work in groups. Try to act out the dialogue.4. Invite different groups to role-play the story in front of the class.Consolidation Grammar Practice Book page 18
板书设计 Jack and his mother(poor) buy some beansThe beans grow. Climb up.A castle and a giant. A goose(a golden egg)Take the goose. Cut the beanstalk.Jack and his mother(rich).
教学效果的反馈 本节课的内容学生很感兴趣，学起来显的很容易，虽然课文篇幅较长，但学生在本节课堂上也能背的出。但单词goose/geese poor/rich sell/buy感觉掌握不是很好，在后面的教学中须巩固。在练习中Jack and his mother are poor(改为否定句，意思不变)部分学生没能很好的读题目，错误率较高。
课题 Module 1 Using my five sensesUnit 4 Use your five senses!Read and act
教学目标 知识与技能：Using the simple present tense to express simple truths.e.g. Jack goes home.过程与方法：Identify key words in an utterance by recognizing the stress. Use modelled phrases and sentences to communicate with teacher and other learners. Identify main ideas from a text with teacher support.情感、态度与价值观：培养学生不畏艰难的精神.
教学重点和难点 Using the simple present tense to express simple truths.e.g. Jack goes home.
教学媒体 Props for the play: scarves, rope, beans, etc.
课前学生准备 Read the text.
教学流程 Pre-task preparation1.Daily talk2.Recite some words.3.Have a dictation.4. Phonetic symbol While-task procedure1. Play the cassette: Read and act. The students listen and follow in their books. Divide the students into groups of seven. The students prepare to act out the play.2. Working in groups, the students act out the play.3. Invite a group to act out the play in front of the class.Post-task activity1. Distribute a sheet of paper to each student. Working in groups, the students draw pictures from the story of ‘Jack and the beanstalk’ . More able students can write speech bubbles and captions on their drawing . Display some of the drawings.Consolidation Grammar Practice Book page 19,20
板书设计 Read and act run to … put…under…
教学效果的反馈 本节课的内容和上一页的内容基本上一样，只是用图片来代替文中的单词而已。是用来巩固前一页所学的知识，学生掌握较易，能运用自如。听力训练，学生反映不够敏捷，在后面的教学中注意听力方面的操练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooLook and read
教学目标 知识与技能：Using the simple present tense to express simple truths.Using imperatives to give instructions.Using prepositional phrases to indicate time.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences.Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support.情感、态度与价值观：了解动物管理员的日常生活。
教学重点和难点 Using the simple present tense to express simple truths.e.g. I work in a zoo.Using imperatives to give instructions.e.g. Open the gates.Using prepositional phrases to indicate time.e.g. At six o’clock , Mr. Tang opens the gates.
教学媒体 Word and picture cards, Clockface, etc.
课前学生准备 English book, reading the text
教学流程 Pre-task preparationAsk and answer2. Review the time: What time is it now Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student’s book and invite different students to name the animals.Teach the new words: kilosPlay the cassette: Look and read. The students listen and follow in their books.Play again. The students listen and repeat.Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc.While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student’s book and discuss the task. The students then complete the task, matching the times with the pictures.Post-task activityUsing the completed task and the timetable on page 22 of the student’s book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage the students to follow this pattern: At six o’clock, Mr Tang opens the gates.
板书设计 Module 2 My favourite thingsUnit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates He opens the gates at half past six.
教学效果的反馈 1.本课中主要让学生掌握时间的两种表达和数量的问答，学生在学过的基础上，学得相对轻松，对kilo的运用有待加强。2.我通过对钟点的演示和对比，让学生了解两种时间表达的顺序；通过对数量关系得展示，让学生了解不可数名词数量的运用。3.作业中，部分学生对第三人称单数还有漏s的现象，需加强针对性练习的操练；少数学生对three kilos of hay运用不够熟练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooSay and act
教学目标 知识与技能：Asking ‘wh-’ and ‘How’ questions to find out time.Asking ‘wh-’ and ‘How’ questions to find out quantity.Asking ‘wh-’ and ‘How’ questions to find out specific information.Using the simple present tense to express simple truths.过程与方法：Produce simple phrases and sentences.Use modeled phrases and sentences to communicate with teachers or other learners.Locate specific information in a short text in response to questions.情感、态度与价值观：了解动物管理员的日常生活。
教学重点和难点 Asking ‘wh-’ and ‘How’ questions to find out time.Asking ‘wh-’ and ‘How’ questions to find out quantity.Asking ‘wh-’ and ‘How’ questions to find out specific information.Using the simple present tense to express simple truths.
教学媒体 Cassette, Photocopiable page24, etc.
课前学生准备 English book, the timetable.
教学流程 Pre-task preparationAsk and answer2. Recite the words of Page 223. Invite different students to answer questions about Mr. Tang’s timetable. Ask: What time does Mr. Tang feed the monkeys , etc.While-task procedure1. Read the dialogue by yourselves.Play the cassette: Say and act. The students listen and follow in their books.Play the cassette again. The students listen and repeat.Working in pairs, the students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants What do they eat How much do they eat Work in pairs, the students ask and answer similar questions to complete the other three cards.Ask the questions about Mr. Tang at the bottom of page 21 of the student’s book.Review: I feed-he feeds, I open-he opens, as language preparation for completing the task.Post-task activityWorkbook page 10Ask the students to study the table at the top of the task.Invite students to read each of the speech bubbles in 1.The students fill in the missing words.Consolidation Grammar Practice Book page 21
板书设计 What time do you feed… I feed them at…in the morning. What do the…eat They eat… How much…do they eat They eat…kilos of… When do you … I …at … in the morning.
教学效果的反馈 1.在上一节课的基础上，本课的问答学生学得较快，教学效果很好。2.通过动物管理员的时刻表的出示，进行对子操练，学生操练到位。3.作业中，The tigers eat 10 kilos of meat every day.和The tigers eat 10 kilos of meat every day.部分学生容易混淆，需在练习中加强训练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooLook and read
教学目标 知识与技能：Using imperatives to give instructions.Using prepositions to indicate position.using prepositions to indicate direction.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation and respond appropriately.Produce simple phrases and sentences.Locate specific information in a short text in response to questions.情感、态度与价值观：要礼貌告诉别人到某一目的地的方法。
教学重点和难点 Using imperatives to give instructions.Using prepositions to indicate position.using prepositions to indicate direction.
教学媒体 A street plan of the area near your school, etc.
课前学生准备 English book, some pictures.
教学流程 Pre-task preparationAsk and answerT: What time do you have breakfast S: At seven.T: What do the elephants eat S: They eat hay.T: How much hay do they eat S: They eat 60 kilos of hay.Recite the text on Page 23Review: left, right. Turn left. Turn right.Teach the new words: up, down, along.Read: Look and learn. Invite students to read the words.Play the cassette: Look and read. The students listen and follow in their books.Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel Now listenThe tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions.Post-task activityDisplay the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22
板书设计 Excuse me, where is… Go to… Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road
教学效果的反馈 1.本节课主要掌握如何行走一条路线，学生对祈使句掌握较牢，因此，对于路线的表达学生学得较好。2.通过对地图的观察，学生有感而发，自己切身感受行走的路，学习积极性很高。3.作业中，学生完成较好，但在专用名词上，部分学生不注意大小写，少数学生cross和walk along还不能分清，在练习的反馈中要重点操练。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooAsk and answer
教学目标 知识与技能：Using imperatives to give instructions. Asking ‘wh-’ questions to find out the place, position or direction.Using the present continuous tense to describe an action.Asking ‘wh-’ questions to find out various kinds of specific information about an object.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：要礼貌告诉别人到某一目的地的方法。
教学重点和难点 Using imperatives to give instructions.e.g. Go down the steps.Asking ‘wh-’ questions to find out the place, position or direction. e.g. Where are the tigers Using the present continuous tense to describe an action.e.g. It’s talking.
教学媒体 A map of the zoo, pairs of scissors and some Blu-tack, etc.
课前学生准备 English book, some pictures.
教学流程 Pre-task preparationAsk and answer.Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel Go along Yanan Road. The hotel is on the right.Show the map of the zoo. Ask the questions. E.g. Where are the tigers Play the cassette: Ask and answer. The students listen and follow in their books.Working in pairs, students take turns to read the dialogue.Invite a few pairs to read aloud the dialogue.Review: the names of different colours, two-coloured, and the present continuous tense.While-task procedureUsing the map, the students ask and answer questions.Invite a few pairs to ask for and give directions in front of the class.Working in pairs , the students take turns to talk about their parrots.Post-task activity1 Workbook page 11The students use Blu-tack to stick their parrots in different places on the frieze.
板书设计 Excuse me, where are the tigers Go down the steps. Cross the small road…. S1: Look at my parrot. It’s___ and ____. S2: What is it doing S1: It’s talking/….
教学效果的反馈 1.这是对上节课的再复习，学生掌握较好，教学效果好。2.继续看地图，以动物园地图为例，学生身临其境，学习兴趣很高，能达到预设的目标。3.作业中，写出从家到学校的路线，部分学生举行不够，有些学生出现语法错误，完成情况不够理想。 句子：May, don’t crossing the road. （现在进行时）一部分学生没注意是否定句，类似题目要多做。
课题 Module 2 My favourite thingsUnit 1 Animals in the zooWhere are the parrots
教学目标 知识与技能：Using adjectives to describe animals.Using prepositions to indicate position.过程与方法：Identify key words in an utterance by recognizing the stress.Locate specific information in response to simple instructions or questions.Locate specific information in a short text in response to questions.情感、态度与价值观：要爱护动物及花草树木。
教学重点和难点 Using adjectives to describe animals.e.g. the red parrotUsing prepositions to indicate position.e.g. It’s on the branch.
教学媒体 The parrot frieze, blu-tack, etc.
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparation1. Ask and answer.2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot etc. Invite different students to answer.3. Look at the picture on page 26.4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat.While-task procedureTell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page.Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g. on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond.Move the parrots to the different place , then ask and answer.Post-task activity1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table.
板书设计 Where’s the red and yellow parrot It’s on the branch.
教学效果的反馈 1.本课内容较简单，学生学得很好，教学效果好。2.通过图片和实际环境，学生很认真分辨物体所在位置，从而进行相对性操练。3.作业完成较好，在句子My father works in the zoo.提问都基本正确，但少数学生在does和your上出现错误，应加强针对性练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysRead and answer
教学目标 知识与技能：Using the simple present tense to express simple truths.Using the present continuous tense to describe an action taking place at the time of speaking.过程与方法：Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.情感、态度与价值观：要爱护玩具。
教学重点和难点 Using the simple present tense to express simple truths.e.g. Grandma Wang lives in Pudong.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. Kitty and Alice are visiting her.
教学媒体 A large old key, two dolls and two puppets, etc.
课前学生准备 English book, some toys.
教学流程 Pre-task preparationAsk and answerT: What time do you go home S: At half past four.T: What do the parrots eat S: They eat corn.Review toy’s names. Ask students to tell you what toys they have.Review: doll. Teach the new word: puppet and key.Play the cassette: Read and answer. The students listen and follow in their books.Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story.While-task procedure1. The students quietly read the story and relate it to the pictures.Ask the questions at the bottom of the story and invite different students to answer. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity1. Workbook page 12Read the words at the top of the plete the sentences orally.The students write the answers in full sentences.Consolidation Grammar Practice Book page 24
板书设计 Favourite toysLive visit key puppet all the… What’s in the box There is/are…The girls give the key to Grandma.=The girls give Grandma the key.
教学效果的反馈 1.本课是一篇综合性短文，主要提高学生的阅读能力，学生在听的基础上，能很快理解文章意思，教学效果较好。2.通过理解分析，学生对短文有了一定的了解，学生能较好的完成问题的回答。3.作业中，部分学生对What’s +地点？用There be句型回答和give sb sth, give sth to sb有所混淆，在下次的教学中加强练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out about a specific object.using the simple present tense to express interests, feelings and opinions.过程与方法：Identify key words in an utterance by recognizing the stress.Use appropriate intonation in questions and statements.Locate specific information in a short text in response to questions.情感、态度与价值观：表达对玩具的喜爱。
教学重点和难点 Asking ‘wh-’ questions to find out about a specific object.e.g. Which aeroplane do you like using the simple present tense to express interests, feelings and opinions.e.g. I like all the dolls.
教学媒体 Some toys, word and picture cards, etc.
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationRecite some words.Display the toys. Review the names of the toys. Ask: Which toy do you like Show a toy dinosaur, ask: is it a panda Teach the new word.Ask and answer with the toys: Which… do you like While-task procedure1. Use three toys to show the different use of “all the” and “both”. Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown.Play the cassette: Look and say. The students listen and follow in their books.Play again. The students listen and repeat.Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4.Invite a few pairs to role-play the dialogues in front of the class.Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.Invite a few pairs to talk about the pictures in front of the class.Post-task activity1. Photocopiable page 29.Working in groups, the students act out the story.
板书设计 Which bicycle do you like I like both bicycles.I like all the bicycles.
教学效果的反馈 1.both在前面的学习中学生早已学会，all the的学习学生也较易学会，因此，这课学习效果很好。2.通过物品数量的出示，学生熟练掌握which句型的三种问和答，学生能积极地进行操练。3.练习册的作业中，学生完成较好。 在Ben likes both dinosaurs.和I like all the bikes.部分学生用了how many提问，要加强针对性练习。
课题 Module 2 My favourite thingsUnit 2 Favourite toysDo a survey
教学目标 知识与技能：Asking ‘wh-’ questions to find out a person’s identity.Asking ‘how’ questions to find out quantity.Using the simple present tense to express simple truths.过程与方法：Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions.情感、态度与价值观：了解班中同学的喜好。
教学重点和难点 Asking ‘wh-’ questions to find out a person’s identity.e.g. Who has a bicycle Asking ‘how’ questions to find out quantity.e.g. How many girls have a ball Using the simple present tense to express simple truths.e.g. Six girls have a bicycle.
教学媒体 Some small toys, word and picture cards, etc.
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationAsk and answerAsk: Who has a doll/ ball To elicit: I’ve got a doll/ ball.Ask: Who has got a computer. Teach the new word: computer.Play the cassette: Do a survey. The students listen and repeat.Explain to the students that they are going to find out how many students in the class own different kinds of toys.Distribute a copy of the table to each student. Explain to the students how to do the survey.While-task procedureDo the survey in the groups.When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball How many boys have an aeroplane Etc.Working in pairs, the students take turns to ask and answer questions about their survey forms.Read: Write a report.Ask the groups to write their group’s report.Invite the group leader to read out the report.Post-task activity1. Workbook page 13Ask individual students: What is your favourite toy To elicit: My favourite toy is a…..3. More oral practice page 35. Ask and answer.Consolidation Grammar Practice Book page 27
板书设计 Who has a bicycle Six girls have a bicycle.Three boys have a bicycle.
教学效果的反馈 1.对人及数量的提问学生进行了再复习，学生学得很轻松，教学效果好。2.通过调查，学生能熟练运用Who has a bicycle 及Three boys have a bicycle. One girl has a bicycle.3.作业中，部分学生Ten boys have a Gameboy.做成了Who have a bicycle 还有How many have a Gameboy 要加强针对性练习的训练。
课题 Module 2 My favourite thingsUnit 2 Favourite toysLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out specific information about an object.Using adjectives to describe objects.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation in questions and statements.Produce simple phrases and sentences.Use appropriate intonation in questions and statements.Use modeled phrases and sentences to communicate with teachers or other.情感、态度与价值观：/
教学重点和难点 Asking ‘wh-’ questions to find out specific information about an object.e.g. What colour is the small dinosaur Using adjectives to describe objects.e.g. It’s green.
教学媒体 Some toys, coloured pencils
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparationRecite some words.Have a dictation.Review: both and all the , using some toys. Invite different students to practise in front of the class.Play the cassette: Look and say. The students listen and follow.Play again. The students repeat.Work in pairs. The students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Read: Ask and answer. The students practise the model dialogue in pairs.While-task procedure1. Distribute paper. Each student draws either two or three pictures of a toy and colours them.Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity1. Workbook page 14Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc.Consolidation Grammar Practice Book page 28,29
板书设计 What colour is the … It’s… What colour are the pandas They’re black and white./ Both pandas are black and white./ All the pandas are black and white.
教学效果的反馈 1.本课对颜色的提问较为简单，学生学得较好。2.通过实物的展示，学生对子操练较为流利，能熟练运用both 和all the句型。3.作业中，学生基本能认真完成，作业质量很高，少数学生出现了一些小错误，如：标点符号，单复数等等，需在作业讲解时让这部分学生知道如何检查作业。
课题 Module 2 My favourite thingsUnit 3 At homeLook and say
教学目标 知识与技能：Asking ‘wh-’ questions to find out place.Using the simple past tense to talk about past states.Using prepositional phrases to indicate time.过程与方法：Identify key words in an utterance by recognizing the stress.Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions.情感、态度与价值观： 了解丢失的东西去哪儿找。
教学重点和难点 Asking ‘wh-’ questions to find out place.e.g. Where’s Sam Using the simple past tense to talk about past states.e.g. He was here at ten o’clock.Using prepositional phrases to indicate time.e.g. He was here at eleven o’clock.
教学媒体 Word and picture cards, some paper
课前学生准备 English book, listening to the text.
教学流程 Pre-task preparationAsk and answerT: This is my dog. It’s lovely. Do you like it T: I can’t find my dog. Where is it now Play the cassette: Look and say. The students listen and follow in their books.Play again. The students listen and repeat.Teach the new sentences: He was …Work in pairs. The students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Read the notice:’Lost dog’, and invite different students to repeat the sentences.Read: Write a report. The students help you to complete the report orally.While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report.Post-task activityWorkbook page 15Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o’clock Consolidation Grammar Practice Book page 30
板书设计 was, were, market, telephone, date, police stationWhere’s Sam It was here at ten o’clock.Where were you at 7:05 I was on the road.
教学效果的反馈 1.本课主要是对一般过去时的初步运用，was/were对学生来说还是较为简单的，学生学得较好。2.通过寻物招贴，学生对过去时有所了解；通过语境的设置，学生能熟练运用Where was/were… 句型。3.练习册作业，学生完成较好，部分学生in/at有点混淆。 句子：The dog was inside our flat.有的学生做成了：Where did the dog is 需加强练习的讲解和类似题目的反馈。
课题 Module 2 My favourite thingsUnit 3 At homeLook and act
教学目标 知识与技能：Asking the simple past tense to talk about past statesAsking ‘Wh-’ questions to find out positionusing prepositions to indicate position过程与方法：Identify key words in an utterance by recognizing the stress.Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.情感、态度与价值观：对家具的爱护。
教学重点和难点 Asking the simple past tense to talk about past statese.g. The picture was beside the window.Asking ‘Wh-’ questions to find out positione.g. Where is it now using prepositions to indicate positione.g. it’s beside the mirror now.
教学媒体 Word and picture cards
课前学生准备 English book, some pictures of the furniture.
教学流程 Pre-task preparationAsk and answerT: Where were you at 7:15 S: I was at home.…2. Ask: What furniture have you got at home Introduce: furniture, using the Word and Picture cards.Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board.Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What’s this Play the cassette: Look and learn.Play again. The students listen and repeat.Read: Look and act. The students practise the model dialogue.Work in pairs, the students take turns to ask and answer questions about the pictures.Invite a few pairs to ask and answer questions in front of the class.While-task procedureInvite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue. E.g. The book was on the desk. Where is it now Consolidation Grammar Practice Book page 31,32
板书设计 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now It’s beside the mirror now.
教学效果的反馈 1.有了上一节课的基础，学生对过去时就能运用自如了，基本达到了预设的目标，教学效果较好。2.通过学生自己动手搬运东西，进行巩固操练，让学生牢牢掌握was/were句型，学生学习积极性很高。3.作业中，基本消除了上次练习中的错误，学生完成情况较好，在练习：Where ______ the children I don’t know. Now they ______ on the playground.中有些学生没有分辨出前面的过去时而出现了错误，类似题目要加强训练。
课题 Module 2 My favourite thingsUnit 3 At homeMake and play
教学目标 知识与技能：Using imperatives to give instructionsUsing the simple past tense to talk about states.Using the simple present tense to express simple truthsUsing prepositions to indicate position过程与方法：Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions and statements.情感、态度与价值观： /
教学重点和难点 Using imperatives to give instructionse.g. Draw some furniture.Using the simple past tense to talk about states.e.g. The sofa was under the window.Using the simple present tense to express simple truthse.g. Now it’s near the big table.Using prepositions to indicate positione.g. under the window
教学媒体 Simple models of rooms for each group
课前学生准备 English book, listening to the tape.
教学流程 Pre-task preparationAsk and answerReview the activity on page 32.Read the model dialogue at the bottom of the page. The students practise the dialogue.While-task procedure1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed.Post-task activityWork book page 16Read the plete the sentences orally.Fill in the missing words.More oral practice page 35Tom is at home. He is going to meet a friend in the playground. How can he get there Tom is a teacher at joy School. How does he walk to work Tom is at the bank. How can he get to the shop/Tom would like to post a letter after work. How can he get to the post office Consolidation Grammar Practice Book page 33
板书设计 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What’s different S2: The sofa was under the window. Now it’s near the big table. The chair was… now it’s…
教学效果的反馈 1.这课还是was的句型，学生较为熟悉，教学效果好。2.通过动手做家具，并搬动家具，让学生进行记忆力大考验的游戏，即巩固了句型又让学生积极性很高。3.作业中，有了上次的经验，学生在过去时钟出现的错误较少，少数学生在The picture _was_ near the window. Where is it ？句子中，没有now作依据，还是出现了错误。
课题 Module 2 My favourite thingsUnit 3 At homeSing a song
教学目标 知识与技能：Using the simple past tense to talk about past states.e.g. There were five in the bed.过程与方法：Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners.情感、态度与价值观：
教学重点和难点 Using the simple past tense to talk about past states.e.g. There were five in the bed.
教学媒体 Small toys, pairs of scissors, pictures
课前学生准备 English book, listening to the sing.
教学流