教学目标：
知识与技能：1. Words and phrases: nice \\ a bit \\ shy \\ clever \\ naughty
2. Sentences: This is Ms Smart. She is a nice teacher. 3. Grammar: Using adjectives to describe person.
能力目标：描述一个人或物的特征 教学重点：
1. Words and phrases: nice \\ a bit \\ shy \\clever \\ naughty 2. Sentences: This is Ms Smart. She is a nice teacher. 教学难点：
Grammar: Using adjectives to describe person. 教学过程：
Step1.Warm-up 1. Greetings:
T: Good morning boys and girls S: Good morning teacher T: How are you today?
S: I’m fine. Thank you. And how are you?
T: I’m fine, too. How was your holiday? (你们假期过得怎么样) 让学生们用简单的词汇来描述他们的假期。 2. Review
T: In my holiday, I have made many friends(交了许多朋友)。
Do you want to know my friends? Ok, Let’s look at them
together. (见附带的可课件)
Step2. New teaching 1. Listening (听力教学)
T; Panpan also has made many friends in holiday. Let’s see who they are.
1） Listen to the tape and answer the matching question. (见附带课件中的连一连)
2） Listen the ape again and fill in the blanks (见附带课件中的填一填)
2.New words (单词教学)
T: Let’s look at the new words for today. (见附带课件中的写一写)
Learn the new words by reading and writing (使用单词卡片) 在讲解 shy, nice, naughty 时，向学生展示图片
3.New structure (句型教学) T: 叫一个男生到讲台上上， 然后用 This is+ 人名；He’s very\\a bit+ 形容词介绍他
再叫一个女生到前面，用同样的句型介绍。 与小组成员用此句型练习对话，介绍其成员。 练习后找几组成员到前面表演 ，并给奖励
Module 1 Unit 1 she’s a nice teacher.
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Step3. Practice/Activity
1. 游戏： Who is he\\she? (他\\她是谁？) 在课件中呈现几张图片（刘星—naughty; 小雪---clever; 小雨---cute; 躲在妈妈背后的豆豆--- shy; 笑脸---nice）让学生学习的句型介绍他们。 Step4.Summary
总结复习本课讲的句型和单词 Step5.Homework
复习本课内容，并向同桌、家人介绍自己的四位朋友. 教学反思:
Unit 2 He’s cool.
教学目标：
知识与技能：1. Words and phrases: cool \\ little \\ cute.
2. Sentences: This is this is my big brother, He’s cool.
情感目标：根据每个人的特征并用适当的词来修饰。 教学重点：
Words and phrases: cool \\ little \\ cute.
教学难点：
Sentences: This is this is my big brother, He’s cool.
教学过程：
Step1.Preparation 1.Greetings
T:Good morning ,boys and girls.How are you?
S:Good morning,Miss Liu.I’m fine ,thank you.And how are you? T:I’m fine ,too. 2. Free talk.
T:Can you introduce your friends to me?(For example:This is Dongdong.He’s very clever.)
S:,,,,,
让更多的学生做这个练习，旨在复习前一课知识，为新课做准备，在学生之间做练习时，教师可以顺便去问一下，Are you naughty\\clever\\shy\\?让学生了解这种一般疑问句。 Step2.Presentation
1. So we can use “ This is …,He’s\\She’s…”to introduce a person.Panpan uses it to introduce his friends to us in M1U1 In this lesson,he wants to introduce his family member to us.Look, this is Panpan’s big brother . I think he’s cool.(板书题目并且学习cool)
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2.领读题目，布置任务 T：This class we’ll learn M1U2He’s cool.Cool is an adjectives. So this class,we’re going to useadjectives to describe a person. After learning, you can try to introduce your family member . Step3.Practice
1.Listen to the tape, try to find Panpan’s family member. S;mother big brother little sister father friend. 学习little,然后领读所有家庭成员 2.Listen again,then answer question
T:How does Panpan describe his family member?
S:nice cool(学习cool) cute(学习新单词) clever naughty 3.listen and repeat,then read in groups. 4.Ask some students to read the text.
5.Now close your books,and look at the picture on the blackboard. T;Look at Panpan ‘s mother. S:She’s very nice.
(练习挂图中所有图片，让学生更加熟练课文，为下面的拓展练习作准备) Step4.Production
1.Talk about their family
T:Panpan can introduce his family,can you? For example,My mother is very tall.My father is very clever…Now talk with your partner. 2完成练习册第一题
3earn and say the poem Step5.Summary
Listen to the tape and repeat for 5 times ,then recite the text. Write the words for 5 times. Step6.Homework
能用英语表述一个人的性格 教学反思：
Module 2 Unit 1 London is a big city.
教学目标：
知识目标：1、words: London, capital, about, beautiful, Buckingham Place, Queen.
2、Sentences: London is a big city It’s very big.
能力目标：1.能够描述一座城市、景物或物品。
2.能灵活运用描述景物的形容词。
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教学重难点：
1、使学生能够在一定的语言情景中用刚学过的语言进行交流。 2、能够灵活的运用所学的形容词及句型，并能够做到举一反三。 教学过程：
Step 1.Warming up
A: Chant: This is a little girl, and she has a little curl. And when she is good, she is very, very good. And when she is bad, she is very, very bad!
B: Talk Free:
T: Hello! Boys and girls. I’m a teacher. Are you a teacher? S1: No, I’m not. S2: No, I’m a pupil. T: Are you naughty? S3: No, I’m not. T: Are you clever? S4: Yes, I am.…… （反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy, clever, nice, cool.）
Step2. Presentation 利用卡片教授“capital”， 反复领读，读熟之后带入句子“London is a big city.”中。Then translate it into every palace. 找生用英语说出“大本钟，女王宫等名建筑。”鼓励学生踊跃参加抢答赛“地名”，学生可以用中文说。
Step 3. New teaching
在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，于是就请Amy 向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生在地图上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描述城市的形容词 （nice, big, beautiful, small）。
请学生根据插图和上下文猜一猜每个生词的意思。“beautiful”一词教师要反复示范，借助肢体语言帮助学生读清并理解这一单词。个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色大胆试读，教师及时给予表扬。
Step4.Practice
完成SB 第一单元活动3。 把全班分成两人一组，分别扮演 Amy 和 Lingling，进行问答练习。 例如：
1、A: What’s this? B: It’s a book about London. It’s very nice.
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2、A: What’s the capital of England? B: It’s London. Step5.Homework
Read and act the text. 教学反思：
Unit 2 It’s very old.
教学目标：
知识与技能：1.Words and phrases: long, wide, many, river, old, famous
2.Sentences: This is the River Thames.It’s long and
wide.
3.Grammar: Using adjectives to describe cities and
buildings.
情感目标：图览泰晤士河、大本钟、海德公园和伦敦塔桥 教学重点： long, wide, many, river, old, famous
Sentences: This is the River Thames. It’s long and
wide.
教学难点：Grammar: Using adjectives to describe cities and buildings. 教学过程：
Step 1.Warming up.（热身） 1. Greeting. 2. Say a chant. Let’s buy a computer! It’s time to choose. Which one is good for
you to choose?
Big ones and small ones, beautiful ones, too. Do you like this one?
I’ll buy it for you.
呈现课件，师生拍手齐说本册书第二模块的歌谣。既起到热身作用又复习曾经学过的形容词，激活旧知。
Step 2. Leading in (导入并感悟) 1.看课件里的图片，猜并描述。
挡住图片的一部分猜是什么，再描述它的特征。 如, It’s a snake. This snake is long.
最后呈现的图片为太空，新授生词“space”。
2. This is space. We live in the earth. And there are other planets in Space like the earth. Do you want to know them? Let新授生词“planet”。并拓展了解行星。 通过百度搜索引擎搜集行星图片，并通过百度查找到一段关于宇宙的英文科学视频，让学生直观的了解整个宇宙的浩瀚和神秘。
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3.Look, listen and say, “What did you hear?” 4. Teach the new words.
呈现并学习单词“sun”, 词组“near to”, “far from”。结合课文内容及课件图片理解其含义。
5.. Look at the books and find some adjectives, such as, big, hot, near, far, cold, and beautiful.
通过本环节找到和新句型并板书。
6.课文学习。Listen and repeat. Then read by themselves. Step 3. Practice（操练）
1.课文巩固，根据课文选词填空。 2.复述课文，尝试根据图片进行复述。
教师准备行星的图片，学生边复述课文，边选择相应行星的图片往黑板上贴上。
Step 4.Development（拓展）
做游戏，介绍班级某一名同学，大家猜是谁？ 例如：He is tall. He is thin. He is naughty. He is near to the door. Who is he?
Step 5. Homework （作业） 1. Listen and read the text. 2. Try to recite. 板书设计:
Unit2 It’s veryold.
This planet is near to the sun. far from It’s very cold。
教学反思：
Module 3 Unit 1 Robots will do everything.
教学目标：
知识目标：学会用 “ Will they…? Yes, they will./ No, they won’t.”以及 “ I can walk / talk.” 的语言结构。
能力目标：用will谈论将来可能发生的事情；运用情态动词“can”描述能力。
教学重难点：能用 “will” 谈论将来可能发生的事情。 教学过程：
Step1.Greetings.
T: Hello! Boys and girls. I’m Ms Shan. Ss: Hello, Miss Shan.
T: How are you?
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Ss: I’m fine, thanks. And how about you? T: I’m great. Thank you so much. Step 2 presentation
1. Look at the picture on the screen.
T: Today, a new friend comes to our class .look! This is a robot. Show the word card (robot; robots) and practice reading. 2. Listen to the tape and answer the questions.
T: Have you got a robot? Oh! No, you haven’t. But our good friend Daming has got a robot. Let’s take a look. Open your books and turn to page 14. What can Daming’s robot do? 大屏出示 Listen to the tape and answer the questions.
T: What can Daming’s robot do? Write the sentences on the blackboard: It can walk/ talk .Boys and girls and read individually.
3. Listen and underline.
T: Yes, the robots are wonderful. In Sam’s mind , robots will do
more things . Now listen and underline the sentences beginning with “will ” (大屏出示)
Get them to say.
（1.）Get them to answer : Will they do the housework ?
Write the sentence: Will they do the housework? Show the word
card (house ; work ; housework ) 齐读然后单个读。
Ask the students “Will they do the housework？ Yes or No ?” Practice reading the answer: Yes, they will. Show the card and put on the blackboard.
(2.) Get them to answer the question: Will they do our homework? (板书)
Show the word card （our）and practice reading . Do our homework
Will they do our homework? 男女生读，单个读。
T asks the whole class “Will they do our homework ? yes or no ?” 读卡No , they won’t .
Practice reading the answer : No , they won’t .
(3) Get them to look at screen. Will they help children learn? Encourage them say out the sentence.
Get them to answer: They will help children learn. 板书
Show the word card (learn ) and write “They will help children learn .”
(4.) Yes, one day, robots will do everything. Show the word card
(one day, everything) and practice reading. Step 3 Practice
1. Read the sentences on the blackboard together. 2. let’s say a chant .
Will they do the housework? Yes, they will .Yes, they will.
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Will they do our homework? No, they won’t . No, they won’t . Robots will do everything. Robots will do everything. 示范后齐读两遍。 3. Listen and repeat.
Now look at your books, listen and repeat.
4. Practice in pairs and show. let’s say it in different roles . Group one is Sam and group 2 is Daming.
5. Activity 3 in the students’book . Point and say. Say in pairs and
show then. Show on the screen at the same time.
6. Look at the pictures. guess what will they do by asking “will they …? Or They will …”
Step 4 summary
Today we learned “It will”句型以及情态动词“can”描述动作。Can you? Step5.Homework:
画一个机器人，并使用“This is .. It can . It will 等句型进行描述 教学反思：
Unit 2 On Monday I’ll go swimming.
教学目标：
知识与技能：1.Words and phrases: homework, help, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday
2. Sentences: On Monday I’ll go swimming.
Will you play football on Monday? Yes, I will.../No, I won’t.
能力目标：一般将来时可以表示今后打算
教学重点：Words and phrases: homework, help, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday
教学难点： Sentences: On Monday I’ll go swimming.
Will you play football on Monday? Yes, I will.../No, I won’t.
教学过程：
Step1. Warm up.
Contents: 1 Sing songs.
2 Greetings and do free talk.
3 Play a game.
Methods:1 Sing songs(1)Twelve months.
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(2)London Bridge is falling down. (3)The Zoo
(4)I’m listening to music.
Step2.Presentation
1 Talking about weeks.让学生说说星期的由来；提到Sunday是一周的第一天，Saturday是一周的最后一天，在日历中以前三个字母大写体现出来，方法与月份一样并举例；把同学们带来的资料贴在班级的English Corner上进行交流。
2 Show task.假期到了，珊珊给自己制定了一个美好的活动计划，她想邀请你和你的朋友们一起玩，今天，我们要通过学习给自己制定一个计划，找到兴趣相同的朋友，和珊珊一起过一个快乐的假期，OK？ Step3.Consolidation
1 .Learn new words about weeks. 采用直拼法教学让学生寻找发音规律。（边教边板书）
2. Look at a video and sing the song.看《英语小天才》、听歌曲帮助学生记忆。
3. Answer my questions.示三个单词：yesterday\oday\omorrow问：What day was\\is will be yesterday\oday\omorrow?
4. Listen to the text and number.学生听音标号（请一个同学上台做并做讲评鼓励）
5 .Show verbs words: go、play、visit、read、help让学生畅所欲言，边说边比动作。
6. Show some sentences.（1）We’re going to go to Hainan. (2) We’re going to visit my grandpa.
(3) We’re going to get up at 5 o’clock.
采用变魔术把句型变为（1）I’ll go to Hainan.
(2) I’ll visit my grandpa.
(3) I’ll get up at 5 o’clock.
7 . Do practices: On Sunday I’ll go swimming.学生模仿教师的句型进行练习。
8. Look at the CD-ROM and repeat.
9. Make a plan about yourself.教师先示范填表后请一同学上台展示并讲评。
10. Do a survey.用上节课的句型：Will you ---? Yes, I will. No, I won’t..进行调查，允许学生离开座位向同学做调查
11 .Make a conclusion.请三个不同层次的学生说说今天的学习心得，总结是否能结找到伙伴与珊珊一起过假期.可以给自己制订一个月份的计划。 Step4. Home work.
1 让学生在家听课文录音培养学生的听力、语感，弥补课堂上受时间
朗读不够的缺陷。
2 学生采用直拼法抄写单词，可能有些单词根据直拼法会漏掉字母，鼓励学生细心观察。
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3 请同学利用课余时间阅读别人查阅到的资料，增加知识面。
4 把制订的一周活动安排告诉家长、朋友，或课堂上没调查完的可在
家继续完成，让课堂上没能让学生畅谈计划在课外得到补充。 5学生根据自己的能力来完成自己喜欢的作业，以保护学生完成作业
的兴趣。 板书设计：
Module 3 Unit 2 On Monday I’ll go swimming. Sunday go swimming.
Monday play with my friend. Tuesday go to the park.
On Wednesday I’ll do my homework. Thursday visit my grandma. Friday help my mother.
Saturday read my books. 教学反思：
Module 4 Unit 1 Will you take your kite ？
教学目标
1. 能听懂will及一周七天的英语单词谈论的出行计划。
2. 能够询问别人的打算,简单制定自己的计划并能够进行交谈。 3. 能够看图熟练朗读课文中含有will表示将来计划的句子。
4. 能够看图抄写出简单的计划: On Sunday I’ll read my books . 教学重点:
学习单词:picnic 句型:“Will you take your… tomorrow?”“Yes , I will ./No ,Iwon’t .” 教学难点:
新单词相关语句在实际生活中的应用。 教学过程
Step1.Warm up
Review the words
(教师拿出单词卡带学生朗读一遍)
设计意图:让学生回忆以前所学的单词,为下面的教学做铺垫。 Step2:presentation
T: Look at the picture . what are they doing ?(把图片贴在墙上) Ss: 不同的回答。(拿出符合或贴近的答案) T: Yes ,they’re going to have a picnic (野餐).(呈现单词卡picnic). Read
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after me, picnic. Ss: picnic .(教读三遍)
T: picnic . Show me your finger . (跟我一起拼写) p-i-c-n-i-c . Ss:p-i-c-n-i-c . T: I’m very happy . Because we’re going to have a picnic tomorrow .
(在黑板上呈现句型“We’re going to have a picnic .”) Follow me , please .We’re going to have a picnic . (用动作和指着黑板的句型、图片教单词。)
Ss: We’re going to have a picnic .(可教读三遍)
T:Because . (呈现单词卡because) Read after me , because . Ss: because .
T: Show me your finger . B-e-c-a-u-s-e . Because. Ss: b-e-c-a-u-s-e . Because .
T: Would you like to have a picnic ? Ss: Yes . T: Why ?(为什么) Ss:…… T: Learn the new word . Why . Ss: Why.
T: Why .Show me your finger . W-h-y , why . Ss: W-h-y , why . T: We’re going to have a picnic . I will take my bag and my kite
tomorrow .(拿出准备好的包) Can you guess it ?(包里有球、饼干、蛋糕、水果……) What would you take ? S1: cake. S2:fruit . S3:…..
T:那你们知道带走、拿走用英语怎么说吗? Ss:不知道。
T: Ok . Follow me , please . Take .
Ss: Take .
T: Take . Show me your finger . T-a-k-e , take . Ss: T-a-k-e , take .
T: Can you guess it ?(包里有球、饼干、蛋糕、水果……) S1:球(ball)
T:Oh! Yes , here you are . S1: Thank you . S2:蛋糕(cake)
T: It’s great . Here you are . S2: Thank you . S3:……
T: Read after me , great . Ss: Great .
T: Great . Show me your finger . G-r-e-a-t , great .
Ss: G-r-e-a-t ,great .
T: We’re going to have a picnic . Will you take your kite ?(拿图片问学生,然后板书)
S1: 是的。(Yes , I will .)
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T: follow me , please . (Yes , I will .)(板书) S1: Yes , I will .
T: Will you take your kite ? S2: 不想带。(No , I won’t .)
T: Read after me . (No , I won’t .)(板书)
T: All together . Read after me , please . Will you take your kite ? Ss: Will you take your kite ?(看着图片跟老师读) T: Yes , I will .
Ss: Yes , I will .(看着黑板读) T: No , I won’t .
Ss: No , I won’t .(看着黑板读)
T: All together . You can ask me . Will you take your kite or …?Do you understand ? Ss: Yes .
T:One, two , begin .
Ss: Will you take your ball ?(全班看老师手里的图片问) T: No , I won’t .
Ss: Will you take your bread ?(全班看老师手里的图片问)
T:Yes , I will . Look at blackboard .(看老师的手指哪个句型,学生问) Ss: We’re going to have a picnic .
T: Yes . So I will take my fruit and my cake on Saturday .(可问两遍)
T: Ok . Listen to the tape . (听里面说了什么事?出现了我们刚才学的哪几个单词和句型并写下来)
T:(听完课文录音后)Who can tell me ? S1:picnic
S2:Will you take your kite ? S3:ball ……
T: It’s great! Step3:Practice
T: Let’s play a game . This is a box . There are many word cards in
it . Pass it one by one and when I say“stop ” . The one who catch the box .Then she/he take out a word cards and show it . The whole class ask you : Will you take your … ? You answer : Yes , I will ./ No , I won’ t . (盒子里有几张小纸条,当哪个学生拿到盒子时,要从里面抽出一张纸条打开看写的是什么,上讲台,老师在其背后拿出图片,让全班同学看着图片问讲台上的同学“Will you take your … ?”如果是就回答“Yes , I will .”如果不是就回答“No , I won’t . I will take a/an … .”(回答自己抽到纸条上的东西)
Step4:Consoliation
T: Please open your books ,page 10. Listen to the tape and
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read .(听完录音后进行男生和女生分角色朗读。) Step5:Summary 复习单词和句型
板书设计
Module 3 Picnic
Unit 1 Will you take your kite ?
Words:
Take We are going to have a picnic . Picnic Will you take your kite ? Great Yes , I will ./No , I won’t . Ball Why Because 教学反思：
Unit 2 Will it be hot in Haikou?
教学目标：
能够灵活运用句型It will be hot in Haikou.
Will it be hot in Haikou?
会用Yes, it will. / No, it won’t.做相应的回答。
教学重点： It will be hot in Haikou. Will it be hot in Haikou? 教学难点：灵活运用句子谈论将来的天气状况。
教学准备：多媒体课件，单词卡片，各类衣服卡片，录音机，当地天气预报单 教学过程：
Step1. Warming up 1.Greeting : 师生打招呼问好 2.运用歌曲活跃课堂气氛，自由谈话引出与本课相关的天气词汇，复习以前学过的相关单词
Step2. Presentation
1 、T：The weather today is sunny. Do you know the weather tomorrow? Look here! What will we learn today ?
（点击课件）出示课题： The Weather Tomorrow
Ss: The Weather Tomorrow. (齐读) T: Very clever!
2、看课文听录音，了解意思。小组讨论交流完成老师提出的问题。
T：Open your books turn to page 16, listen to the tape and then talk : 1) What is the robot doing ?
Ss: 预报明天的天气情况。 T：Listen again , 2）Try to remember the weather in the city .
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( 2次听录音，让学生试着记忆文中出现城市的天气情况。) 3、（课件出示地图）提问回答，猜天气，跟录音读当地天气。
T：Do you know the weather in Haikou, Hangzhou …?Let’s see. Look! It’s a Chinese map. Listen to the tape, guess the weather. （1） 点击北京：T：Will it be hot in Haikou ? Guess! 点击出现风的图标 S1: Yes. S2: No . T：Let’s see who is right ? 屏幕出示 ：Yes , it will.
游戏操练： clap hands one, two ,three
开火车检查，给表现好的小组继续贴机器人的器官。
机器人的声音预报,学生跟读： It will be hot in Haikou . (2times) 板书： It will be…
T：Can you tell me ? What will the weather be in Haikou ? S1、2、3: It will be hot in Haikou .引导学生说。
（2）Let’s go on: T：Will it be hot in Hangzhou ? Guess! 点击出现雨的图标： S1: Yes. S2: No . T：Let’s see who is right ? 屏幕出示 ：No , it won’t. 游戏操练： opposite action. 分小组检查，表扬，贴器官。 同桌之间互问互答
T: Practice in pairs. S1: Will it be hot in Haikou ? S2: Yes, it will.
s3: Will it be hot in Hangzhou? S4: No,it won't. It will rain in Hangzhou.......
请同桌2人做对话表演。
T：What will the weather be？ S1、2、3: It will rain in Hangzhou.
T：Let’s see if they are right .(点击课件，呈现句子，机器人说句子) Ss: Yeah!
机器人的声音预报,学生跟读：It will rain in Hangzhou. 板书： It will…
(3) T：What will the weather be in Guangzhou? S1、2、3: It will be sunny in Guangzhou. T：Let’s see if they are right .(点击课件，呈现句子，机器人说句子) Ss: Yeah! 机器人的声音预报,学生跟读：It will be sunny in Guangzhou. (4) T：What will the weather be in Sanya? S1、2、3: It will be hot in Sanya. T：Let’s see if they are right .(点击课件，呈现句子，机器人说句子) Ss: Yeah! 机器人的声音预报,学生跟读：It will be hot in Sanya. (5) T：What will the weather be in Yinchuan? S1、2、3: It will be cold in Yinchuan. T：Let’s see if they are right .(点击课件，呈现句子，机器人说句子) Ss: Yeah!
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机器人的声音预报,学生跟读：It will be cold in Yinchuan. (6) T：What will the weather be in Shenyang? S1、2、3: It will rain in Shenyang. T：Let’s see if they are right .(点击课件，呈现句子，机器人说句子) Ss: Yeah! 机器人的声音预报,学生跟读：It will rain in Shenyang. (7)呈现整个地图，及6个城市的天气状况，复习一遍。 It will be hot in Haikou .
Step3. Practice
Game: Listen and stick. Listen to tape and stick the cards on map. （ 听一听，贴一贴的活动调动了学生的积极性，训练了学生的听做能力。它是让学生听到某地的天气情况，把相关的图片与城市连在一起。）
Do this game in groups or in pairs. Do the exercises in AB.
Production: Look at the CAI and ask “What will the weather be?” （出示各种天气的课件，展开游戏，让学生运用 “Will it ______________? ” 来提问。）
In groups or in pairs to continue the game. Step4. Homework
问天气情况Will it be _________?
教学反思：
Module 5 Unit 1 I was two then.
教学目标：
1.be动词的学习，如am, is, are以及他们对应的过去式was和were。 2.使用was, were, wasn’t, weren’t谈论过去的事情以及过去和现在的变化。
教学重难点：
正确运用人称和be动词，使其搭配正确。 教学过程：
Step1.Greetings
1.让学生以小组的形式进行。 2.自我展示
学生拿出事先准备好的人物照片向其他同学进行介绍。 3.Let’s chant
Tall tall tall I am tall
Short short short You are short Fat fat fat He is fat
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Thin thin thin She is thin
Naughty naughty naughty It is naughty Old old old They are old
Young young young We are young 教师加手势与动作进行示范后学生进行展示，做到有声有色。
Step2.Presentant 1.新课呈现
教师让学生拿自己的照片作介绍。 2. new words
①教师拿出自己现在的照片，自问自答。 Who is she? She is me.
学习单词who和me
②教师出示自己小时候的照片，与现在的照片作对比。 Then（在那时） I was 2. Now I am 34.
Then my hair（头发）was short. Now my hair is long. 学习新单词then和hair。
③教师课件出示易建联小时候现在的照片继续训练新知。 Then he was fat. Now he is thin. Then he was short. Now he is tall. ④出示grandparents年轻时与现在的照片。 T: They are my grandparents.
Then they were young. Now they are old.
Step3.Practice 1.Let’s chant. Then then then I was 2.
Now now now I am 10.
Then then then He was short. Now now now He is tall.
2.小组讨论用was/is, were/are说句子。
多媒体出示图片，学生完成句子（现在与过去对比的图片）。
Step4.巩固训练，拓展提高 1、细听录音，跟读课文。 2、听录音回答问题
Who is that little girl? How old was she then ? 3、Choise:
（1）Then they young.
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A.were B.are C.is （2）Now they old. A.were B,are C.is （3）Then he short. A.was B.is C.am （4）Now he tall A.was B.am C.is 1.学生就上一环节练习进行反馈。 2.小记者采访
学生在班内自由走动，看其他同学小时候的照片与现在的照片，将其对比情况大胆地表达出来。
Step6.Homework 1.熟读单词 2.流利地读懂课文
3.网上搜索明星人物的信息，把他们现在与小时候的对比变化说给父母听。 教学反思：
Unit 2 They were young.
教学目标:
使用“be”动词的过去式讨论过去的事情。 教学重难点:
练习使用”was, wasn’t, were, weren’t ”表达过去的一些事情。 教学过程：
Step 1 Warming-up（热身活动） 1、互致问候。
T：Hello, boys and girls. How are you？
Ss: Hello, Mr. Wang. I’m fine. Thank you. And you? T: I’m fine, too. Thank you. Do you like English? Ss: Yes, I like English.
T: Good. I’m glad you like English. 2、唱一首以前学过的英语歌曲。
T：Can you sing the English song ROW YOUR BOAT? Ss: Yes. T: Now, let’s sing together and do the actions.
3、老师说，学生做；老师做，学生说。练习表示人物的一些形容词。 T: Fat. Ss: 做肥的动作。
Step 2 Revision and leading-in （复习导入） 活动一：（1）复习上节课学过的was和were，学习本课要练习的wasn’t 和weren’t。通过板书对比，简笔画。
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Step 3 New test(课文新授)
活动一：（1）用多媒体一幅一幅的展示课本上图片。让学生观察图片中人物和照片中人和物有什么区别。
（2）放录音，学生听音指图。Listen and point. （3）跟读录音.Listen and say.
（4）到大屏幕上指图说图。Point and say.
活动二：（1）指着最后一幅图问学生Was it fat? 引导学生用No, it wasn’t. It was thin.回答。多和学生做几个练习，然后过度到学生问答，然后可以自己练习。
（2）Practice in pairs. （3）检查学生掌握情况。 活动三：歌曲学习
（1）Now, let’s have a rest. Let’s sing an English song.
（2）Now, do you want to learn another English song? If you can sing it well, you can have my sticker.给学生展示小鸡和母鸡的图片，然后表演它们的动作和叫声。再学习歌词。然后听音，让学生学唱。最后比一比，谁唱的最好。发sticker 奖励。 Step 4 task-fulfilling（运用任务）
1、听音画动物的游戏。告诉学生，动物园里动物与三年前相比有了很大变化。让我们一起画画三年前和现在的动物园里分别有哪些动物。
2、让学生以小组为单位，得用刚才绘制的图片进行口头练习。描述动物园在三年间发生了哪些变化。
Step 5 Homework
1、以小组为单位谈论Smart一家的老照片，看看每个人有什么变化。 2、向好朋友、同学、家人讲述过去的自己是什么样子的。 教学反思：
Module 6
Unit 1 were you at home yesterday？
教学目标:
1语言知识目标: 能听、说、认读本课的重点单词：yesterday、out，well，thanks, sun, lesson, village ;全体学生能运用Were you at home yesterday? Was it a big city then? 谈论过去事物或人物的特征和状态。感知一般疑问句的语音语调特质。
2语言能力目标: 能根据课件、图片展示听、说相应的单词；能根据设计的场景运用Were you at home yesterday? Was it a big city then? 询问过去实物或人物的特征和状态。
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3情感、策略和文化目标:巩固英语中的称谓语和问候语，使学生乐于感知和积极尝试使用英语，鼓励学生积极合作学习，突破学习重难点。
教学内容: 单词：yesterday、out，well，thanks, sun, lesson, village
句型：Were you at home yesterday? Was it a big city then?
教学过程:
Step 1 创设情境，激发兴趣（Warming-up）
教师与学生一起吟诵上一模块的歌谣，然后比一比哪一组吟诵得最好 师生之间相互问候和自由对话，使学生快速进入学习状态 T: Hello, everyone! How are you?
S: I’m fine, thank you. And how are you? T: I’m very well.
Step 2呈现学习新单词 1. Free talk:
T: Boys and girls, just now I said I’m very well, now look at this card how to read this word “well” yeah very good! (呈现单词卡片)反复纠正发音.learn the new words. Take the new words in sentences and to learn 教学生词 “thanks, sun lesson yesterday ” 板书句子: Were you at home yesterday? Then ask and answer.
学生读句子: Were you at home yesterday ? Yes I was / no, I wasn’t.
2. 反馈：Do you like music? Now Let’s have a chant. Show activity1’s chant first listen second follow the tape to read and then ask student to show us.
Were you at home yesterday? Were you at school yesterday? Were you at zoo yesterday? Yes I was yes I was I was out yesterday.
Step 3利用图片向句型和课文过渡(Activity) 2.Listen,point and find “Was/Were……？”
1、First time underline the words “was/were”. 2、Second time read after the tape.
3、Third time answer the following questions. Questions:
1、Is it sunny in London?
2、Was Grandma at home yesterday?
Step 4课文教学听说训练（Text-teaching）
1、Work in pairs to read this dialogue and show us. (1) Read the text together
(2) Divided the roles to read the dialogue. 2、呈现三组图片，展示问句并进行问答。
（1）Is it sunny in London? No, it isn’t.
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（2）Was it sunny in London yesterday? Yes, it was. （3）Were you at home yesterday? Yes I was （4）Are you at home now? Yes, I am. 3、Let’s chant
Yesterday yesterday, it was sunny. Now now now, it is windy.
Yesterday yesterday, I was out. Now now now, I am at home.
Step 5 practice 1. Listen and say 2. Choice
Step 6总结评价(Summary)
评价（结合内容和学生课堂的表现给予合适的评价） Step7 Homework 1. 熟读单词。
2. 流利地读懂课文。
3.小组内相互讨论昨天在哪里，用英语问答。 板书设计：
Module 6
Unit 1 was you at home yesterday?
Were you at home yesterday?
Yes I was / no, I wasn’t. 教学反思：
Module6
Unit2 Was it a big city then?
教学目标：
1.全体学生能理解词汇village。 2.全体学生能运用词汇village。
3.全体学生能运用Was it a big city ?这类语句并介绍自己喜欢的地方过去与现在的不同。
4.感知一般疑问句的语音语调特征。 教学重难点：Words：village
Sentences：Was it a big city then? Yes,it was. /No,it wasn’t. 教学过程：
Steo1:Warm up and lead-in
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1.play the video and make all the students say and act with the video. T:Let’s say a chant and do the actions ,OK? Ss:OK.
Contents: Were you at school? Were you at the zoo?
Were you at the park yesterday? Yes,I was. Yes,I was. I was out yesterday.
2.Work in pairs.one student asks,and the other student answers.
T will show a picture of Yaoming,and asks“Was he tall then?”.And then T will show another picture of Yaoming who is about 10.T will help Ss answer the question”No,he wasn’t.”
3.play the video about Activity 1(先让学生整体感知活动1中的对话) T:Do you know “strong”? Ss:Yes.
T:Who can act “strong” for us ?××,please.
play the video again (让学生看图，跟读，模仿正确的语音、语调，并播放两遍)
T:Now,look at the screen and read after it. T:Now,try again.
4.Work in pairs,read the dialogue,then act the dialogue. T:Now,Work in pairs,read the dialogue. T:Now,this time,please act the dialogue.
Step2:Task presentation
1.T shows a group of pictures to the students
T: Now,look at these pictures,and guess where it is. S1: Guangyuan? T: No.
S2:Weifang.
T:Yes,it is.This is Weifang.
And Weifang is a beautiful city now. It is clean and modern.
But it wasn’t beautiful thirty years ago. It wasn’t modern then.
T:Where have you been to ?Do you like it ?
你曾经去过什么地方？你喜欢哪里吗？你能说出它过去与现在的变化吗？学完今天的内容以后，我们就要请大家介绍一个你喜欢的地方。让我们先来看看Lingling是如何向Amy介绍深圳过去与现在的不同的吧. 2.Play the video
Play the video again,T asks Ss: Where is Lingling’s grandpa? (He is in Shenzhen .)
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At the same time,T shows a picture of Shenzhen Today to the students and helps them to say”Shenzhen is a big city now.Shenzhen is a beautiful city now.Shenzhen is modern.”
Was it a big city then?(write the title on the blackboard.)
T shows two pictures of a small fishing village and says:“No,it was a very small village then .”
T使用单词卡片，学习village这个新词，鼓励学生运用village造句。 E.g. She lives in a small village. Hainan was a small village too.
Step3:Practice Activity 3
Step4:Task completion
四人为一组，相互介绍自己喜欢的地方现在与过去的不同。
Step5：Summary
T:What have you learned today?Can you share it with us?
Step6：Homework 1.Read the text fluently.
2.Write a short composition about one of your favourite city by using the main sentences we have learned in this class. 板书设计
M6 U2 Was it a big city then?
Village Was it a big city then? Yes,it was. /No,it wasn’t. 教学反思：
Module 7 Unit 1 I helped Mum.
教学目标：
◆认知目标
1.掌握单词：yesterday, day , phone 以及cook， walk, talk, watch,
help , phone 等动词的过去式。
2.掌握句型：描述自己和他人在过去一时间所做活动的句型；询问对方过
去活动的句型“Did you…?”及其问答。
3.理解并能描述Amy一家在上周末的活动情况。 ◆ 能力目标
1.学生能够用英语询问对方在过去某一时间的活动情况。 2.学生能够谈论自己和他人在过去某一时间所做的活动。 ◆情感目标
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引导学生在生活中主动承担一些力所能及的事情，学会关爱家人。
教学重难点：
◆重点 1.学习描述自己和他人在过去某一时间所做活动的句型；询问对方过
去活动的句型“Did you…?”及其回答。
2.能运用动词的过去时态描述过去的活动。 ◆难点：学生相互谈论昨天，上周末的活动情况。 教学准备:
课件、单词卡片、录音机、激励性评价表、小贴画、学案 教学过程：
Step1 .激趣热身，导入新课 活动一 Free talk
师生问候，使用：What day is it today? How is the weather ? 引出单词“yesterday和day”,通过单词卡片帮助学生理解记忆。并用下面的顺口溜帮助复习旧知，巩固新知。教师领读，学生领读，齐读，小组展示顺口溜。 Today, today 是今天
Yesterday, yesterday 是昨天 One day , one day 有一天
A nice day, a nice day 美好一天!
活动二 看图抢说词组 通过幻灯片，展示有关动词词组的图片，学生抢答。
（所选动作，涉及本课的短语，既活跃了课堂气氛，调动了学生学习的积极性，又为下面的学习做好了铺垫）
活动三 小组合作，学生齐读，并用chant结合短语和句子进行操练。 Watch, watch. I watch TV.
Walk, walk . I walk in the park. Cook, cook . I cook fish and meat. Talk , talk. I talk to some friends. Listen, listen. I listen to music. Phone, phone. I phone my friend. Play, play, I play on the computer.
Step 2 情景导入，引出重点
教师向学生介绍自己昨天一系列的活动。如：I phoned my sister.
I cooked fished。引出一般过去时态，及其动词过去式的变化规则和动词过去式的读音。
（1）让学生自己观察动词有什么特点。
I phoned my sister. I talked to some friends. I listened to music.
I cooked fish. I watched TV. I played on the computer.
I learned English. I walked in the park. I played table tennis. （2）动词过去式的变法口诀：
Yesterday 表过去，要用一般过去式。 规则动词加ed, 有e 直接加上d
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Talk , talk , talked Listen, listen , listened Watch ,watch ,watched Phone ,phone ,phoned
不规则的特殊记，are变were, am/ is 变was ,do do 变did。 （3）小测验：看谁记得牢！
订正答案，读单词并总结发音规律。ed在清辅音后读/t/,在浊辅音后/d/. （4）学生再读句子，并总结结构。 构成：主语+动词的过去式+其他。 温馨小提示：一般过去时态 定义：用来描述自己和他人在过去某一时间所的活动。 表示过去的时间：yesterday昨天, last week上周, last weekend上周末等等。
Step 3合作交流，训练重点。
活动一 假设昨天是周末，教师问：What did you do yesterday? 在小组内练习说。 I played football yesterday.. 替换成不同的短语。 先小组内，再展示。
展示时老师同时问Did you watch TV yesterday? 并引导学生所Yes, I did./No, I didn’t.
Step 4自主学习，提炼重点。 （1）看视频，把握课文内容。
（2）听音跟读，划出课文中含有过去式的句子，并重读，然后展示。 （3）小老师领读，然后小组展示。
（4）利用图片描述Amy 一家人在上周末所做的事情。
Step 5拓展训练，学以致用。
看图复述昨天Ms Smart一家的活动。
Step6：课堂小结，综合评价。 Step7：家庭作业，课后提升。
1.必做作业：听录音，模仿读故事，然后描述一下Amy家人上周末的活动。 2.选做作业：上周末你和家人做了哪些活动，与同学交流一下。 教学反思：
Module 7 Unit 2 Grandma cooked fish.
教学目标: 知识目标
1. 理解及运用Mrs, Miss 的用法。 2.巩固本模块对于动词过去式的学习 能力目标
1.听懂并能运用句型： Grandma cooked fish.这类语句来谈论过去做过的事情。
2. 全体学生能运用一般过去时谈论过去的行为。
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教学重点：
全体学生能理解并运用句型：I phoned Mum. Grandma cooked fish.谈论过去的行为。 教学难点：
动词一般过去式的变化及运用。 教学准备：单词卡片，录音机，课件 教学过程
Step 1. Warming up.
1. Greetings. 师生之间进行自由对话，使学生很快进入状态。 2. 让学生打着拍着说上一单元所学的韵句。
Step 2 Presentation
1. 播放Listen ,point and say部分的动画或录音，学生看动画或听录音，理解语境。
2. 再次播放录音，学生看图跟读，鼓励学生模仿录音的语音语调。 3. 出示单词卡片，学习Mrs和Miss,并进行运用训练。 4. 将学生分两组，分角色朗读活动1部分的对话。
5. 学生之间进行对话练习，说说自己昨天做了什么，巩固一般过去时的用法
Step 3 New teaching
1.播放SB Unit 2 活动2 的动画或录音，向学生说明语境。 2.再次播放录音，学生听录音回答问题。 3.播放第三遍录音，请学生逐图跟读语句，注意模仿录音中的语音语调。 4.将学生分成四组自读课文，比一比哪一组读的更好。并鼓励学生看图复述课文，培养学生的语感。
5.抽取学生以Amy的语气来复述课文的内容。说出Grandma和Grandpa昨天做了什么。 Step 4 Task. (一)Sing songs
1. 完成SB Unit 2活动，播放录音，学生整体感知韵句内容。
2.让学生找出歌谣中的动词过去式：walked,talked,looked等过去式。 3.再次播放录音，学生跟着录音说韵句。
4.将学生分成四组，分别吟诵这首歌谣，根据歌词意思加上动作，比一比哪一组表现最好。 (二) Game
1. 完成SB Unit 2 活动5。 引导学生看活动5部分的插图，然后朗读Follow and say部分的句子，了解游戏的规则。
（2）将学生分成五人一组的小组，进行传话游戏，第一名的学生说出自己在周末做了什么，第二名学生复述第一名学生的话，并加上自己周末的活动，以此类推。传话中出错的同学被淘汰，游戏继续，一直到小组只剩下一名同学，该同学则为小组游戏的获胜者。
（3）教师抽取小组进行传话游戏展示，教师对学生的表现进行点评。 Step 5 Practice
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1.完成SB Unit 2 活动3：根据录音内容连线。
（1）播放两遍录音，学生听录音连线。
（2）逐句播放第三遍录音，学生核对答案。
2.课件出示：比一比谁最棒（选词填空：talked helped listened played
walked）
（1） I ___to my friend on Monday. （2） I ____basketball on Tuesday. （3） I____ to music on Wednesday.
（4） I_____ with my friend on Thursday. （5） I____ Mum on Friday. 3.学生做完后，同桌之间互相检查以上第2题。教师抽取部分学生检查选
词填空。对于全做对的同学老师会伸出拇指或表扬。教师随时在黑板奖励一颗★，对于有错的同学老师会说come on Step 6 Summary
让同学们谈一谈自己的收获，先在小组里说说自己的收获或体会。一组的一名同学说：我知道了一般动词变过去式在动词后面加ed,如果谈论过去所做的事情就要用动词过去式来描述。有的说：周末要帮助家人多做事情，还有的说… 板书设计：
Module 7 Unit 2 Grandma cooked fish. I helped/phoned/ Grandma
yesterday(过去的时间).
He/She cooked fish(noodles)
教学反思：
Module 8 Unit 1 They sang beautifully.
教学目标：
1、知识目标：
全体学生能理解和运用
sang,beautifully,saw,game,last,fun,went,there,ate,drank,drinks,time,have a good time,busy.
全体学生能理解和运用：They sang beautifully. 2、技能目标：
（1）全体学生能听懂：They sang beautifully. （2）全体学生能说：They sang beautifully.
（3）全体学生能认读：sang, beautifully, saw ,game , there ,ate ,drank, drinks ,time , busy.
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（4）全体学生能拼写2-3个自选单词。
（5）大部分学生能运用一般过去时谈论过去的事情。
3、情感目标：乐于参与学习和感知英语，并积极尝试使用英语，从会用英
语做事情中体验到学英语的快乐。
教学重难点：不规则动词的过去式
教具准备：单词卡片、点读机、教学光盘、学生照片 教学过程：
Step 1 Warming up
复习动词或词组,教师快速出示词组卡片go by bus，see some birds，sing，eat some food，drink some juice，have a picnic学生快速反应，脱口而出，教师将卡片贴在黑板上。 Step 2 Lead in
当出示完最后一个词组have a picnic时， T：Do you like picnic? S：Yes，I do. T：Last Sunday，Amy and Sam had a picnic. 出示卡片并教读“Last Sunday”（贴黑板）。
On their picnic, they had a good time, Let’s go and have a look，after class ,you will say sth about your experience. Step 3 Presentation 1.Listen and answer
（1）How did they go there? （2）What did they see? 听一遍录音，回答问题。
（1）They went there by bus. 出示公交车图片，学习go的过去式went (2) They saw some birds出示小鸟唱歌图片，学习see的过去式saw，sing的过去式sang
并将单词卡went，saw，sang分别贴在go, see, sing上,进行机械操练。 2. Listen again and answer （3）What did they eat ？ （4）What did they drink? 再听一遍课文录音，回答问题 They ate some food. They drank some drinks.
(1)出示艾米和萨姆的野餐图片，学习eat的过去式ate ，drink的过去式drank, 并将单词卡ate, drank,分别贴在eat ,drink上，进行机械操练。
(2)屏幕分别出示各种饮料，学习单词drinks，并请学生列举还有哪些饮品可以用drinks来表达。
（3）板书基本完成，带领学生边读边回顾艾米和萨姆的野餐经历，并用语言和身势语引导学生理解have a good time &busy 3. Read Text
（1）Listen and repeat
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（2）Read by themselves. (3) Role play Step 4 Practice 1.Read and circle
(1) My sister sang/sings beautifully last Sunday. (2) She went/goes to school by bike yesterday. (3) I see/saw a little monkey at the zoo last Saturday.
(4) We eat/ate some fish and drink/drank some soup at home yesterday.
2.Guessing Game
多媒体出示老师上周日一天的生活图片，用图形遮住部分图画，学生猜测，把句子补充完整。
Step 5 Development.
学生四人小组合作，用过去式说自己的照片经历，3分钟后展台演示。 Step 6 Homework
1.跟读课文录音，读熟为止。
2.课下继续和同学们分享自己的照片（记得要用英语哦。） 板书设计：
Module 8 Unit 1 They sang beautifully.
We went there by bus
We saw some birds. a picnic
Last Sunday They sang beautifully had a good tijme
We ate some food a busy day
We drank some drinks
教学反思：
Module 8 Unit 2 I took some pictures.
教学目标： 知识目标：
1.掌握单词：took,tell,great,delicious,made,poster 2.在实际生活中会运用动词的过去式。 能力目标：
能够区分并正确运用学过的动词的过去式的规则变化和不规则变化。
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情感目标：
培养乐观向上，热爱生活，积极参加课外活动的态度。
教学重难点：
重点：
1.掌握单词：took,tell,great,delicious,made,poster 2.在实际生活中会运用动词的过去式。 难点：
能够区分并正确运用学过的动词的过去式的规则变化和不规则变化。 教师准备：与教材内容相关的课件、图片、单词卡片 、录音机 教学过程：
Step1热身（warming up） 师生之间自由对话。
1. 教师说出动词，抽取学生到黑板前写出这些动词的过去式。 2. 让学生用上一单元的单词及句型，进行造句练习。
Step2． 新课呈现（Presentation）
1. 教师用录音机播放listen,point and say部分的录音，学生跟读，教师对学生的发音进行规范。
2. 将学生分两组，分角色朗读isten,point and say部分的对话。
3. 学生同桌之间进行对话练习，对发生在自己身上的变化进行对比描述。 4. 选部分学生进行对话展示，教师及时进行点评。
Step3.New teaching.
1. 教师播放listen and say部分的录音，学生模仿录音的发音和语气进行跟读。 2. 让学生在文中找出新词，教师写在黑板上，然后进行教读和讲解：took, ,tell, great, delicious, made, poster, made,最后进行例句展示，如：
I took some pictures yesterday. Mum made a cake last Sunday. It is a great party. Everyone like it. 3.对新词进行检测（火眼金睛）
4.再次听活动2部分的录音，学生看图逐句跟读句子，理解语境。 5.分角色朗读课文，全班分成两组，比一比哪一组读的更好。
Step4.Practice
1.完成Unit 2活动3.让学生扮演Amy,描述自己昨天都做了什么。先让学生看第一幅图片，引导学生根据提示介绍图片的内容：“Yesterday I skipped with my friend.”然后让学生两人一组，指图说话。最后到教室前面进行展示。
2完成Unit 2活动4。首先让学生看书上的插图，尝试描述图片的内容。教室播放动画或录音，让学生整体感知。然后播放朗读歌词的录音，学生逐句跟读。再播放歌曲录音，逐句停顿，让学生跟着录音一边演唱一边做动作。最后以小组为单位跟着伴奏演唱。
3. 课件展示：好朋友拉拉手（看一看，连一连）
go had have went eat took make ate
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take made
4. 想一想，谈一谈（昨天自己和家人都做了哪些事情？和同桌们一起讨论一下。） 5. Yesterday I…
My dad… My mum… Step5.Summary
师：这节课同学们的收获真不少，不仅巩固了上一单元的过去式，还掌握了一些新的过去式took , made…,还知道了怎样办海报？ 板书设计：
Module 8 Unit 2 I took some pictures.
take-----took I took some pictures. make-----made I/He/She made a poster. drink-----drank We ate lots of delicious food.
教学反思：
Module 9
Unit 1 Did he live in New York?
教学目标：
知识目标：1.学习理解和掌握本模块的单词和短语：welcome postcard
cousin, on holiday,travel,came,POP,concert,earth.
2.Did …?句型以及相应的回答。
能力目标：1.能够在实践中熟练运用本模块的新单词和句型。 2.能熟练运用重点句型的问答。
情感目标：1.激发学生学习英语的兴趣，使学生养成勤于总结勤于对比的习惯。
2.增进学生之间的交流，形成团结互助，共同进步，共同提高的课堂
气氛。
3.培养学生热情好客。积极乐观的生活态度。 教学准备：课件 教学过程：
Step 1.Warmer:
1.师生之间互相问候和自由谈话。
2.带领学一起唱上一模块的歌曲I WENT TO THE CONCERT.将学生分大组
进行小组竞赛，比比哪一组表现得好。
3.教师带领学生复习歌曲中的单词和词语：concert,play the
piano,enjoy,enjoy oneself,have a good time,happily.
4.用上一模块的新单词进行造句练习：
He can sang songs beautiful.
That boy likes computer games very much. This cake is very delicious.
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I had a good time yesterday.
I was very busy and I ate nothing. We went home by bus. Step 2. Presentation:
1. 教师做出欢迎的手势，引导学生说出欢迎，将单词板书welcome,并教读，总结短语：welcome+to+some place 欢迎来到某地
2. Listen and chant.播放录音学生跟读，注意单词发音的技巧，如：重读，语气语调。
3. 请学生说说歌谣的意思，进行拓展性讲解。
By train by bike by car by boat By plane by bus by subway by taxi
4,提醒学生表示步行应该用walk /on foot,不能用by 的结构。 4. 将学生分两组，分别诵读。
Step 3. New teaching.
1. 教师播放第二部分的录音，学生进行跟读。
2. 将课文中的新词;postcard,cousin,on holiday,travel,came,pop,concert,并进行教读。
3. 教师请学生来翻译课文内容，提醒学生注意课文中关于地名的表达。
New York 纽约 Washington DC 华盛顿 San Francisco 旧金山
4.带领学生复习第二模块中出现过的一些地名。 5.带领学生归纳出课文部分的短语和习惯表达：
a postcard from… 来自于 …的明信片 last year 去 年 on holliday 度假 pop concert 流行音乐会 go to a concert 去演唱会 play basketball 打篮球 6.教师抽取学生复述课文。
Step 4 .Task. 1. 活动:角色扮演
1.将学生分成两大组,一组学生扮演Sam,—组扮演Darming，进行分角色朗读活动。
2学生同桌之间展开对话，对课文中出现过的美国城市展开自由讨论。 3.教师抽取部分小组进行汇报展示，教师对学生的表现进行点评，对于表现突出的学生进行表扬，对于出现的错误及时地进行纠正
Step 5.Homework:
熟记本节课的新单词和短语。 板书设计：
Unit 1 Did he live in New york?
He can sang songs beautifully.
That boy likes computer games very much. This cake is very delicious.
I had a good time yesterday.
I was very busy and I ate nothing.
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教学反思：
教学目标：
1.知识目标：掌握本单元的新单词earth，复习上一单元的单词。 巩固本模块的重点句型：Did…?以及相应的回答。 2.能力目标：能够在时间练习中熟练的运用本模块的新词
能运用本模块的知识对过去的动作提问，并能回答别人的提问。 3.情感目标：激发学生学习英语的兴趣，使学生养成勤于总结勤于对比的习
惯。
教学重点：1.掌握本单元的新词：earth ,复习上一单元的单词。 2.巩固Did…?句型及相应的回答。
教学难点：运用本模块的知识对过去的动作提问，并能回答别人的提问。 教学用具：课件，图片，点读笔，地球仪。 教学过程:
Step1 .Warmer.
1. 师生之间进行自由对话。使学生快速进入上课的状态。 T:Good morning/afternoon,everyone! S:Good morning/afternoon,teacher! T:I hope you have a nice day today! S:Thanks!...
2.教师带领学生复习上一单元的单词及句型，进行造句练习。 Step 2. Prersentation: 1.教师展示地球仪，引导学生说出地球，然后教师将单词earth板书到黑板上，进行教读。教师在地球仪上指出New York,Washington DC,San Francisco.的大概位置，并对这些城市进行大概的介绍。
2.播放Listen point and say 部分的录音，学生跟读，教师对学生的发音进行规范。
3.将学生分两组，分角色朗读对话。 4.将学生分为四人一组的小组，分别扮演课本中的四个机器人，在课文内容的基础上，进行自由编对话活动。
Step 3.New teaching
1.教师播放第二部分的录音，学生进行跟读，模仿录音的发音和语气，教师对学生的发音进行规范。及时对学生表现好的一面进行表扬。
2.将学生分成三组，分角色朗读活动二部分的课文，比比哪组读得好。 3.将学生分成四人一组的小组，分小组讨论上一次假期的生活，说说自己都去了哪些地方，做了什么事情。
Module 9 Unit 2 Did you have a nice holiday?
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4.教师抽取部分学生进行对话练习。 Step 4.Practice
1、教师引导学生看point and say部分的图片，以及对话的例句展示。 2、学生同桌之间进行对话练习，就图画的内容展开练习。
A:I went to Paris last year. B:Did you travel by plane?
A:No,I didn’t. I went there by train. A:I went to London last year. B:Did you travel by plane? A:Yes,I did.
3.教师出示更多的中国的城市照片，学生进行问答对话。 4.教师抽取学生进行对话展示。 Step 5.Homework: 1.朗读活动二课文。 2.熟记本模块的新单词
板书设计：
Unit 2 Did you have a nice holiday? earth 地球 conversation:
A:I went to Paris last year. B:Did you travel by plane?
A:No,I didn’t. I went there by train, A:I went to London last year. B:Did you travel by plane? A:Yes,I did.
教学反思：
Module 10 unit 1 Did you fall off your bike?
教学目标：
知识目标：1.掌握词汇：fall,fall off,fell,fell down,found,town,happen,ride,then, Thirsty,
water,bought,watermelon,carried,bump,hospital. 2.巩固Did…?句型以及相应回答。
能力目标：1.能够在实践练习中熟练地运用本模块的新单词和句型。 2.能够熟练的运用Did…?句型以及相应的回答。
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情感目标：1.激发学生学习英语的兴趣，使学生养成勤于总结勤于对比的习惯。
2.培养学生乐于助人，关爱他人，注重健康的生活方式。 教学重点：
1.掌握词汇：fall, fall off, fell, fell down, found, town, happen, Ride, then, thirsty, water, bought, watermelon, carried,
Bump, hospital.
2.巩固熟练的运用Did…?句型以及相应回答。 教学难点：
1.能够在时间练习中熟练的运用本节课的新单词和句型。 2.能够熟练运用重点句型的问答。 教学用具：相关课件，图片 教学过程：
Step1．Warming up
1. 师生之间互相问候和自由谈话，拉近师生关系，使学生快速进入学习状态。
2. 教师带领学生一起唱上一模块的歌曲。
3. 教师引导学生用上一模块的新单词进行造句练习。 Welcome to our school.
My little cousin is very clever. She is on holiday in London now. He came here by bus yesterday.
We went to a pop concert last week. The earth is our home. Step2. Presentation
1、Teacher show a star Say : I can cut papers. I can cut stars.
(老师剪纸并不小心剪到手指) Oh,my god,I cut my finger. Read after me“cut my finger” ，write on the blackboard. Then practice reading in different ways ： 跟齐读分组读接龙读男生女生读等。
2、(低头捡拾掉在地上的剪子，不小心碰头) Say : oh ,my god ,I bumped my head.Write it on the blackboard . Then practice reading in fifferent ways.(3) ( 播放动画片，引出hurt knee) Write it on the blackboard . Then practice reading in fifferent ways. (4) Practise generally :
1)Read and do the actions quickly. “bump my head”“cut my finger”“hurt my knee”….师生练习,生生练习 2 )Show the pictures and answer : What happened to the boy / girl ? He / She……..
师生对话练习,生生对话练习
通过各种情景的创设，引出重点词汇，使词汇形象生动，
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印象深刻，加深理解和记忆。在引出词汇后，通过形式多样的操练， 掌握巩固，为课文的处理扫清障碍！ 3. Learn the text (课文学习）
1) listen and answer : What happened to the three children ? Tell Ss that we should use past form : happened.
Make Ss answer “He bumped his head / She fell over and hurt her knee./ He cut his finger.”
Tell Ss we should use past form : bumped / hurt / fell / cut 2) listen and repeat about the text. 3) Practice reading in different ways.
4.Using and practice ( 语法句型应用与操练)
1)Show the six pictures of part 2 one by one , and ask “ What happened to this boy / girl ?”
2) Write it on the blackboard and tell Ss that we should use past form : happened.
3）Make Ss answer “ He/ She cut his finger / bumped her head / hurt her knee….”
Teacher write them on Bb and tell Ss we should use past form : cut / bumped/ hurt / fell .
Step 3 .Consolidation 1) Acting :
急诊室的故事（老师扮演护士，三个学生扮演伤员） T : What happened to you ? S1 : I hurt my knee. T : Did you fall over? S1 : Yes，I did.
T : What happened to you? S2 : I bumped my head.
T : Did you fall off your bike? S2 : No, I didn’t.
T : What happened to you? S3 : I cut my finger. T : Did you cut papers? S3 : Yes, I did.
2)Practice in groups 3)Show in groups
4)Do an exercise : write a dialogue about the picture. ( 书写练习) 。
Step 4 Summary
运用过去时态询问与描述发生的意外.
Step 5 Homework
Ask and answer with your partner:What happened to you?Did you …?
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教学反思
教学目标： 1、知识目标
（1）学习不规则动词have的过去式及用法。
（2）学习常见的身体不适状况（stomachache cold headache fever）及原因的英文表达。 2、能力目标
能正确描述自己和他人身体不适的状况及原因。 3、情感目标
引导学生养成良好的饮食习惯，保持身体健康；培养学生的合作意识。 教学重点：
描述自己与他人身体不适的状况及原因。 教学难点：
谈论自己与他人身体不适的状况及原因。 教学准备：
多媒体课件，单词卡片, 录音机， sticker 教学过程:
Step 1. Warming- up 1.Greetings. 2. Chant.
Boys and girls,do you like singing chant? OK,Let’s chant together. 师生一起拍手唱Unit1中的Chant.
We walked and walked, we talked and talked,we looked and looked, We laughted and laughted,we played and played. We danced and danced,we jumped and jumped, We hopped and hopped And hopped and hopped And then we stopped.
Step 2. Presentation 1. Leading –in.
课件出示图片西瓜，问学生What’s this? Do you like watermelon? I like it too, so , Today I have a watermelon.教师出示Today I’ll have a watermelon. 这句话,并做吃的动作帮学生理解句子。引导学生读这句话。 课件出示图片香蕉，问学生What’s this? Do you like bananas? I like it too,so, Yesterday I had two bananas. 教师出示Yesterday I had two bananas. 这句话, 并做吃的动作帮学生理解句子。引导学生读这句话。
Module 10 Unit2 Sam had lots of chocolate
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引导学生注意have had ,问学生这两个词的相同点和不同点是什么? （他们都表示“吃”， have是现在吃， had是过去吃。Had是 have的过去式。）
然后让两名学生仿照这两个句子的模式造新的句子。 出示女孩拿苹果图和许多苹果图，并说Yesterday, She had lots of apples.（课件上显示这句话），教师再说Though apple are delicious,we shouldn’t eat too much. If you eat too much , you’ll ill. Look at the girl, Yesterday, She had lots of apples. So she had a stomachache. 然后出示胃疼的图，学习单词stomachache 短语had a stomachache. 句子she had a stomachache.（stomachache这个单词是本课的新词，教学时教师采用先教读再轮读指名读再齐读的方式教授，同时加上胃疼的动作帮学生理解意思）之后，教师再指导学生注意两句中的had,引导学生说说这俩个had 的不同。（第一had是吃的意思，第二个had 是患病的意思。） 2. New words.
This class we’ll learn some other words about ill. Look at these pictures.( 教师依次出示感冒，发烧，头疼的图学习单词cold fever headache及短语had a cold/ fever/ headache, 学习这些单词的流程同stomachache。) 学完这四个新单词后，教师再次快速展示这四幅图，看谁能又快又准的说出单词。之后教师和学生一起chant.
Today, today, I have apples. Yesterday , yesterday, Mum had bananas. Cold cold , Tiger had a cold. Fever fever, Monkey had a fever.
Headache,headache, Dog had a headache. Stomachache,stomachache, Little pig had a stomachache
Step3. New text. 1、一听课文。
Sam Daming Amy and Lingling are ill (生病)today. Listen and circle the answers.What’s the matter with them today?(他们到底怎么了)
幻灯片出示问题答案。Today he’s got a stomachache . Today he’s got a stomachache. Today she’s got a headache. Today she’s got a fever . 2、再听课文
Listen and circle the answer，What happened to Sam Daming Amy and Lingling yesterday? （昨天他们怎么了?）
幻灯片出示问题答案。Sam had lots of chocolate biscuits yesterday. Daming had two watermelons yesterday. Amy had a cold yesterday. Lingling had a headache yesterday. 3、Listen and say. 4、看图说句子
出示本课的课本图片，让学生说出学过的句子。 5、填空
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1.Daming had two watermelons yesterday,( )today he’s got a stomachache.
2.Amy had a cold yesterday,( ) today she’s got a headache. Step 4. Practice
用Yesterday I…, and today I…
Yesterday I…, so today I…编故事。 Step 5: Summary 让学生总结学到的知识。
Step 6: Homework
1.An apple a day keeps the doctor away.每天一个苹果 医生将会远离你。 2.Listen and read Unit1 5 times,then remember. 教学反思：
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