外研版六年级英语下册教学设计19035.pdf

Module 1 Unit 1 I want a hot dog ,please. 教学目标： 知识目标： 1.能听懂、会说词汇：hamburger, cola ,dollar, cent, enjoy 2.能熟练掌握价格的读法 能力目标 ：能够熟练运用“How much is it？”“Enjoy your meal.”“ I want…”等语言结构在快餐店点餐 情感目标 ：帮助学生树立明确的学习目标，端正学习态度 教学重点： 词汇：hamburger,cola,dollar ,cent,enjoy 在生活中运用句式：1.What do you want ? I want… 2. How much is it? It’ s… 教学难点：掌握价格的读法 教学类型：新授课 课时安排：2 个课时 第一课时 教学过程： Step1 Greeting（ 2mins） 1. Greet with Ss. 2. Talk about holidays. T： Goodafternoon， boys and girls. Ss：… T： How are you？ How was your holiday？ Ss：… Step2 lead-in（ 3mins） 1. Guess. T： I bring some presents for you. Can you guess what it is？ （把一些食物放到一个小盒子里） S： sweets. T： Do you want some sweets？ S：… 2. Say more about food. T： Can you say more about food？ Ss：… T： If you need some food， how do you say？ （引出I want…，简单操练句型） 板书：Module1 Unit1 I want a hot dog， please. Step3 Listen（ 10mins） 1. listen and say What is hot dog？ Is it a real dog？ (简单区分hot dog 和 hamburger 的区别) 2. listen again and fill  food drink Daming Simon Simon’ s dad What does Daming/Simon/Simon’ s dad want to eat? （教读hot dog， hamburger） What do they want to drink?（教读cola） 点拨：可数名词和不可数名词 液体属于不可数名词，一般不能加S，而课文中three colas 特指的是三杯可乐。

Step4 practise(10mins) 1.practise about price. How much is it？ It’ s thirteen dollars and twenty five cents. ①教读dollar 和 cent ②复习数字 ③练习价钱 ＄ 3.75 ＄ 1.25 ＄ 2.00 ＄ 5.30 ＄ 6.45 Step4 Extension(10mins) 1. read after the tape. 2. role-up 3. make up dialouge. A:What do you want？ B:I want ______, please. A:How much is it？ B:It’ s _________. 板书设计： 作业布置： 1. 抄写单词4 英 1 中 2. 背诵重点句型 3. 背诵每日必背的单词和句型 教学反思： 第二课时 一、教学准备与分析 1.Teaching material: Students Book： Module1 Unit 1 Activity1, 2, 3 2.Teaching aim and demand a.Using Ability task :Using simple present tense: want. Knowing about food items, and cardinal numbers. Unit 1 I want a hot dog ,please. 词汇：hamburger cola What do you want ? dollar cent I want ______ ,please. enjoy How much is it? It’ s …  b. Moral task: Students know that how to order food and drink. A． Basic Demands: Vocabulary: hamburger cola dollar cent enjoy want for Sentences: What do you want to eat? I want a hot dog, please. How much is it? It’ s thirteen dollars and twenty-five cents. B． Further Demand: Students can make role play about ordering food in the restaurant. C． Revision The using way of “ I want… .” and “ How much is it/are they?” 3.Key words：want and 连接词 too 也 How much 4.Teaching difficulties: The using way of “ What do you want?” “ How much is it/are they?” cardinal numbers，以及cola 的读音 5.Teaching aids Tape recorder, photos, word cards, ppt. 二、课堂教学程序 1、 Warm up （ 1） Greetings: T— Ss Ss— Ss （ 2)Free Talk: Topic: Winter holiday T: Did you have an enjoyable holiday? Where did you go ? What did you do on the holidays? Ss: I went/saw/did/played… (3)Game: Simon says(T says Ss do action ) T: Stand up,please. Jump! Run! Eat! Drink! Eat noodles! Drink water! Students do lots of action ,drink and eat something. 2、导入 （ Leading ） （ 1） A.1 T: I’ m hungry, can you give me some suggestions: What to eat? Ss say out lots of foods or drink, and write them on the board. 2. Ask students to tell the plural form of the nouns. One cola two colas  3.T: I want sausages, ( Write out the main structure on the board) I want … .. 4.Teacher do dialogue with students. T: What do you want? S1: I want ice cream. S2:want… B. Game :Saying sentences without a break. (Who can say sentences without a break as more as possible, then who will get a star for his group) C. Lead in 1)T: Show PPT : dollar cent A dollar two dollars A cent two cents 1.5 dollars = one dollar and fifty cents 23.35 dollars = twenty-three dollars and thirty-five cents 2) T: 2.6 dollar Ss: two dollars and sixty cents. Do four pairs of practices. 3、呈现（Presentation） (1)S open their books (2)Listen to the tape, students pay attention where does the story happen, how to order food in a restaurant. (3) Teacher teach the key points. a.The key points: dollar cent enjoy want for b. The main sentences structure: What do you want to eat? I want … please. How much is it? It’ s … (4) repeat after the tape. (5) students close the book.teacher call out information about the different people and the students have to tell whom teacher are talking about. T: He wants a hot dog. Ss: Is it Daming? T: Yes! 4．教师板书： “ I want … please. How much is it? It’ s … A dollar two dollars A cent two cents”的语言结构. 5. 选择完成运用任务 a.小组编演情景剧：在餐厅里点餐。

b.设计一个以食品为主体的调查表，调查家人或同学想吃些什么食品使用“What do you want… ?”和“ I want…” 巨型进行问答，把获得的信息填入表格，进行统计分析，然后向全班汇报 教学反思： 第三课时 知识点总结： 一、词汇 hamburger （复数）hamburgers hot dog （复数）hot dogs hot 热的（反义词） cold cola 复数colas dollar 复数dollars cent 复数cents （ 同音词）sent enjoy 享用，喜爱 （三单） enjoys 二、句型 1.服务员常说的话：Can I help you ?= What can I do for you ? 要我帮忙吗？ What do you want ? （想要点什么？） 顾客回答： I want+ 想要的东西  2. 询问价格： How much is it ? It is … How much are they ? They are … 练习题: 一、写出下列单词的形式 1.know(同音词)_________ 2.hot(反义词) _________ 3.cent(同音词)_________ 4.waiter（反义词) _________ 5.our(主格) _________ 6.can(否定式) _________ 二、翻译下列单词和短语： 汉堡 _______ 可乐______ 美分_______ 美元_____ 热狗 ______________享用___________ 请用餐__________ 13.25 美元________ 多少（钱）___________ 三、在所给名词前填“a”或“some”。

(1) ________hamburger (2) ________chicken (3) ________rice (4) ________tea (5) ________cola (6) ___________orange juice 四、根据汉语提示写出单词 1.It ________(看起来) good. 2.I want a _________(汉堡包)， please. 3.Please ________(享用)your dinner. 4.The ________(一餐) is very delicious . 5.One _______(美元) is about seven yuan . 五、用括号内所给词的适当形式填空 1.I want a hot dog and he___(want) a hot dog,too. 2.— What does she _____(want)? — She ______(want) some rice. 3.We want _______(eat) some fish and chips. 4.Is it _______(real) a dog? 六、选择正确的答案填入题前括号中。

（ ） 1.Ｗ hat ____ you want? A hot dog,please. A.do B. does C.are （ ） 2.Ｗ hat ____ Daming want? A hot dog,please. A.do B. does C.are ( )3.How much ____ the pen? Two dollars. A.is B.are C.be ( )4.A hamburger ______ good. A.look B.looking C.looks 七、连词成句 1. looks, a , dog , good, hot （ 2. much , it , how , is （？） 3. help , can , you , I （？） 4. what , want , you , do （？）  Module1 Unit2 What do you want to eat? 第一课时 一、教学目标 1. 知识目标： ⑴能听懂、会说本篇对话，利用所学在快餐店中进行实际的语言交际； ⑵掌握本课中的四会单词：restaurant, menu ⑶掌握句型：What do you want to eat? I want a hamburger, please. What do you want to drink? ⑷学唱歌曲: What do you want to eat? 2. 技能目标：谈论点餐和就餐情况; 3. 情感目标：结合本课了解西方文化，培养生热爱英语，敢于开口的情感态度。

二、教学重点：四会词及重点句型的掌握 三、教学难点：语言的实际运用 四、教学准备：录音机，图片，单词卡片等 五、教学步骤： Step 1 Warm-up 1. Review Unit 1.（ key words and sentences） 2. Ask several students come to the blackboard to describe the kinds of the foods that they want to eat. Step 2 Introduction 1.Teach the new words in different ways: restaurant,menu Then let Ss remember the words in their own small groups. 2.Text (The teacher says:Last lesson we have learned that how to be a waiter or waitress in a restaurant and ask the customers what they want to eat. let’ s listen to the tape. Then please tell me what Lingling and her Dad want to eat and drink. ⑴ . Show the children the teaching chart. ⑵ . Play the cassette and repeat. ⑶ . Play the cassette and ask the children several questions: Where are they? What do they want to do? What do Lingling\her father want to eat and drink? ⑷ . Practice the key sentences: What do you want to eat? I want to eat… . What do you want to drink? I want to drink… . ⑸ . Finish activity 2. Ask the children to ask and answer in pairs. ⑹ .Role play of the text. Step 3 Games Finish Activity5 of Page5 in the textbook. Step 4 Song 1. Ask the children to look at the pictures carefully. 2. Play the cassette and ask the children to listen carefully. 3. Teach the sentences of the chant one by one. 4. Play the cassette several times and ask the children to chant together. Step 5 Language expanding ( 创设 情 景)Make a menu,then make a dialogue by acting waiter(waitress)and customer in a fast restaurant. Step 6 Homework 用所学的句型在快餐店中点餐 Blackboard Writing: New words： restaurant menu What do you want to eat? I want to eat… . What do you want to drink? I want to drink… . 教学反思:  第二课时 一、教学目标： 1.谈论点餐和就餐的情况。

2.激发学生学习英语的兴趣，让学生在轻松、愉快的气氛中学到知识 3.通过唱歌让学生感受韵律，拓展知识；通过拟真情境表演让他们在民主、和谐的教学氛围的环境学习 二、教学重点： 1.复习、操练句型 “What do you want to eat/drink? I want……” 2.学习如何谈论点餐和就餐的情况 三、教学难点：谈论点餐和就餐的情况 四、教学过程 Step1: Greetings Step2:Free talk Step3:请搜集或上网查阅到中西方快餐或饮食文化资料的同学向全班作介绍 Step4:Self-study Ⅰ Language points (1)How much 多少 用来询问事物的数量，后接不可数名词 Eg:How much milk is there? (2)How much 意为“多少钱” Eg:How much are the apples? (3)How much 用来询问数字计算的结果，相当于what. Eg:How much is three plus one? (4)eat 意为“吃”，意义同have,过去式为ate. Ⅱ Listion to the tape and read the text ,fond out phrase Want some chicken and rice 想要一些鸡肉和米饭 Orange juice 橘子汁 Come in 进来 Want to eat 想吃… Want to drink 想喝 Want a cola 想要一瓶可乐 Ⅲ Group work Find out the foods and drinking in the song, And practice with your partner. 五、活动探究 Step1 合作交流，找出重点 Activity 1: Look at the menu. Then ask your food and pay for your food. 1. Show a restaurant menu to the students. 2. Have them look at the menu and talk with their partners. 3. Do the activity in their groups. 4. Have one group come to the front. Activity 2: Match (Race) You’ll be the winner of this week if you get the flag. (谁在单位时间内点出的食物样数多并准确算出应付的钱数，就获得周冠军。

) Activity 3: Listen, say and sing Have the students look at their books and try to read the sentences of song. 1.Read after the teacher and to know the meaning. 2.Listen to tape twice. 3.Sing follow it. 4.Sing and do the actions. Step2 Game: The big dinner 1.Put some food on the desk. 2.Say out the name of the food. 3.Then ask and answer in turns. 4.Buy and pay for your food. 5.Taste the food in their groups. 六、课堂检测: Ⅰ连词成句 1.eat do what you to want. 2． Want I eat a to hamburger. 3.drink to what do they want. 4.much is the how dog hot Ⅱ 根据汉语提示，完成对话 A:Hello (您想要吃什么)？ B: I want a hot dog, please A:And (您想要喝什么)？ B:I want (一份可乐). A: That’s one hot dog and one cola. B: Yes, (多少钱)？ A: (＄ 3.50). B: Here you are. A: Thank you . (请用餐). 七、课后作业 Go shopping with your parents or friends. 八、板书设计 Unit 2: What do you want to eat? What do you want to eat? I want some chicken and rice, please. What do you want to drink? I want a cola, please. 教学反思：  Module 2 Unit 1 When are we going to eat? 教学目标: 知识与技能目标 1.能听说读写本课的生词：later/go to /duck pond、 cloud、dry/like /look like/stay 理解课文大意并能准确的认读课文。

2.在复习巩固be going to 句型的基础上掌握文中的重点句型：When are we going to eat? We are going to eat at half past twelve. What are we going to do now? We are going to +动词原形 过程与方法目标 1. 借助单词卡片、课文中的图片来理解并认读本课所学的单词 2. 通过回顾复习be going to 句型、提问的方式来理解文中的重点句型 3. 通过多次跟读、小组内分角色认读来达到对课文的熟读 情感、态度与价值观目标： 培养学生善于观察生活、体会生活中的语言，对生活中常用句子的理解和应用 教学重点： 1. 能听说读写本课的生词：later/go to /duck pond、 cloud、dry/like /look lile/stay 理解课文大意并能准确的认读课文  2. 四会文中的词汇 3. 复习并巩固be going to 句型，尤其是特殊疑问句的应用 教学难点:课文的理解和词汇的记忆 课标要求:在学习中善于利用图画或非语言信息来理解单词或句子的意思。

教学方法：借助图片、跟读模仿、提问 知识链接：以前所学的be going to 句型 教学过程： 第一课时 Step 1:Warm – up: 师课件出示一时钟的图片并显示不同的时间 T: What time is it ? S: It’s … T: What are you going to do at four o’clock this afternoon? S: I am going to … (师引导学生用be going to 作答，从而回顾以前所学的be going to 句型) （设计意图; 由复习时间的表达，过渡到What are you going to do at four o’clock in this afternoon ?让学生复习be going to 句型，为下文的学习打下基础） Step 2:课文导入并出示目标 T: OK, today we are going to learn a new lesson, M2U1 When are we going to eat?.(出示课题)，first let’s look at our aims about this class.(课件展示) Ok, let’s look at this picture: T: Who can you see in this picture? S: Daming, Simon and Simon’s mum. T: You are right, Do you know what are they going to do ? S: They are going to have a picnic. ( 师出示野餐的图片并领读picnic---have a picnic) T: Yes, they are going to have a picnic, do you know what’s their picnic going to be ? Now we are going to listen ,and find out the answer. (设计意图：在学习课文前，让学生仔细观察图片，对课文有个初步印象，然后设疑： what’s their picnic going to be ?让学生带着好奇心进一步学习课文) Step 3: Presentation(课文学习) 1. Look and listen then circle the words that you can’t read and circle : “be going to …”(整体感知课文) T: Where are they ? S: They are in the park. T: What are they going to do in the park? S: They are going to have a picnic. T: Do they have a good picnic? T: ok, let’s talk about the picnic. 2. 解析课文 Listen part 1 and ask : T: What time is it now ? And when are they going to eat? S:At half past twelve.( 师课件出示12 点和12 点半的图片并进行领读和拼读记忆) T: From half past eleven to half past twelve , what are they going to do ? S: They are going to have a picnic. T: What’s the weather going to be like ? S: It’s going to rain .(引导学生用It’s going to rain ,并板书) T：But Simon’s mum says: It’s a beautiful day. And what are they going to see ? S: They are going to see some ducks. T: You listen, what are the ducks like ? S: They are … ( 师板书lovely,并领读、拼读、记忆) T： Look at part2 , What’s happening ? listen！ S: It’s raining. T: Where are they going ? S: They are going over there. T: look at the ducks , they are eating their picnic. We know it’s raining now , so their food is wet How is their picnic ? Do you think they have a good picnic? Why ? (设计意图： 以时间为线索，采用借助图片，师生问答的形式对be going to .. 展开教学活动，从而理解课文大意,最后以How is their picnic ? 总结提问的形式又回到课前预设的问题中，从而让学生更准确理解课文) Step 4 : 集中操练词汇的认读和书写 1. 课件出示文中的生词 2. 师领读，优生领读，小组内互读，互相拼读，检查记忆 Step 5: Read the text 1. listen and repeat the text.(跟读，注意语音语调的模仿) 2. 小组内互读，注意相互纠错。

3. 小组内分角色朗读课文 教学反思： 第二课时 Step 6: 重点句子的理解 课件出示文中的重点语句，师进行领读、引导生理解后，生记忆 （一）一般将来时的结构： 句式结构：主语+Will/be going to+动词原形+其他成分 （二）一般将来时的用法： 1．与一般将来时连用的时间状语有 tomorrow next year in the future the day after tomorrow next week Eg There will be a football game tomorrow We will have a test next week 2． be going to +动词原形表示打算和计划 Eg I am going to meet my mother at the airport He is going to play table-tennis with jim next week 3． will+动词原形的一般疑问句将will 提前，变否定在will 后加not， be going to +动词原形的一般疑问句将be 动词放在句首，变否定在be 动词后加not Step7: Summary This class we learnt some new words and phrases: Teacher says Chinese, students say English (课件展示) Main sentences: be going to … Step8: Do exercises: 1. 练习书写本课所学的生词：（见课件） 2. 根据课文大意填空 Daming ,Simon and Simon’s Mum are going to have a picnic in a park. It’s________ past eleven. There is one hour to go. They are going to eat at half past twelve. There are some _______ on the pond. They are __________.And there are some dark ________in the sky．It’s _______now. The ducks are eating our sandwiches .They are __________. 教学反思： 第三课时 一、单项选择。

( ) 1. There __________ a meeting tomorrow afternoon. A. will be going to B. will going to be C. is going to be D. will go to be ( ) 2. ________ here next month. A. isn’t working B. doesn’t working C. isn’t going to working D. won’t work ( ) 3. He ________ very busy this week, he ________ free next week. A. will be; is B. is; is C. will be; will be D. is; will be ( ) 4. There ________ a dolphin show in the zoo tomorrow evening. A. was going to have B be going to have C. will have D. is going to be ( ) 5. – ________ you ________ free tomorrow? – No. I ________ free the day after tomorrow. A. Are; going to; will B. Are; going to be; will C. Are; going to; will be D. Are; going to be; will be ( ) 6. Mother ________ me a nice present on my next birthday. A. will gives B. will give C. gives D. give ( ) 7. – Where is the morning paper? – I ________ if for you at once. A. get B. am getting ( ) 8. The day after tomorrow they ________ a volleyball match. A. will watching B. watches C. is watching D. is going to watch ( ) 9. There ________ a birthday party this Sunday. A. shall be B. will be C. shall going to be D. will going to be ( ) 10. They ________ an English evening next Sunday. A. are having B. are going to have C. will having D. is going to have 三、句型转换。

1. People in the north often go skating in winter. （ next winter） 2. There are two cinemas in that town. （ next year） 3. He comes back late.（ in two days） 4. She is a conductor of a train.（ soon） 5. China is a modern and strong country.（ in twenty years） 6. Do you study hard?（ from now on） 7. She didn’t s peak English at the meeting.（ before long） 二、动词填空 1. I am afraid there ______（ be） a meeting this afternoon. I can’t join you. 2. Mike ______（ believe, not） this until he ______（ see） it with his own eyes. 3. Most of us don’t think their team ______（win） . 4.Are you going to meet your mother at the airport? 肯定回答： 否定回答： Are they going to have a picnic tomorrow? 肯定回答： 否定回答： Module 2 Unit 2 It will snow in Harbin. 教学目标 1．知识目标 （ 1）识别单词和短语并知道汉语意思 （ 2）口头运用描述将来发生的事情。

（ 3）学习一首小诗 2.能力目标 （ 1）用现在进行时讲述正在发生的事情 （ 2）使用“can ”谈论能力和向他人提供帮助的情况 教学重点： 1.复习并巩固句型:主语﹢be﹢动词-ing，强调be 动词的相应变化 2.强调can 后面跟动词原形 教学难点：动词的现在分词的变化规则 课时安排：2 课时 第一课时 一、自由预习： 1.自主学习 （ 1）看图片，尝试描述图片内容 （ 2）找出课文中的现在分词，了解其汉语意思 （ 3）小组讨论，尝试用英语描述文中图片 (4)用“ ”划出课文中be going to 的句型 2．讨论交流 在笔记本上记录自己的预习疑惑，准备上课交流 利用课前时间，各小组成员交流预习时遇到的问题，由小组代表在课前把他们预习时遇到的生词或难理解的句子板书到黑板上，如果哪个小组还有黑板上没有板书的生词或句子就上去补充 二、教学过程 1．课前延伸—预习检测 （ 1） 由老师带领，复习动词短语，进行What am I going to?问答游戏 （ 2）各小组进行unit1 Activity 1 的课本剧表演 （ 3）老师挑选几名小组代表进行全班展示，并评价 2.课内探究 （１）听录音，把握正确的语音语调。

（２）第二遍听录音，边听边读出黑板上的生词，个别难词应该反复跟读，掌握正确的发音、个别学生读不准的或是较难的词教师要适当领读 （ 3）听录音，跟读，模仿语音语调 （ 4）听录音，回答问题：What is going to do? （ 5）小组互助交流，描述课文 3.Activity2 听音连线，巩固所学知识 4.学习小诗，活跃课堂气氛 （ 1）放录音，学生跟读，模仿语音语调 （ 2）小组内互助读小诗，边读边做动作 （ 3）进行最佳直播解说员”评选活动. 三、课堂检测 1.单项选择 （ 1） The woman is talking ______ the phone. A. to B. on C. at （ 2） The apples are falling _______ the stairs. A. down B. to C. at （ 3） The man will pick _______ the apples. A. up B. to C. / （ 4） The girl will ______ the floor A. clean B. cleaning C. cleaned （ 5） Mum is ________ in the kitchen. A. cooks B. cooking C. cook 四、课后拓展 用 can 描述一下自己能做的事情。

写5-8 个句子） 板书设计： Unit2 It’ s going to snow in Harbin. 1. It’ s going to snow in Harbin. 2. It’ s going to be warm and sunny in Dalian. 3. What are you going to do on Thursday? 4. I’ m going to watch TV. 教学反思： 第二课时 一、学习目标： 1、了解掌握一般将来时态的用法 2、了解日常生活中有关天气的词语以及相应的图标标示 3、在创设的情景中播报未来的天气 二、热身复习 读单词，画出图标标示 Rain snow windy cold sunny warm hot cool 三、教学过程 1、听第八页Part1 录音内容，将每个城市与对应的天气符号连线 Harbin (cold and windy) Beijing (snow) Dalian （ warm and sunny） Xi’an (rain) 2、根据连线内容，利用“It’s going to…”句型，描述各城市天气情况。

如：It’s going to snow in Harbin. 合作交流： 1、小组讨论自学过程中遇到解决不了的问题，互相交流 2、请同学们讨论以下问题： (1)It’s going to snow in Harbin.与 It’s going to be warm in Dalian.两个句子中为什么snow 前没有be 而 warm 前加be? (2)如果让你询问明天的天气状况，你该怎样问呢？ 提示：询问当前天气用“What’s the weather like today? 3、 Practice. （ 1）观察第八页Part 3 地图中每个城市的天气，练习对话 Pairwork） 如：A: What’s the weather going to be like in Xi’an? B: It’s going to be windy in Xi’an. （ 2）小小天气预报员 观察每个城市的天气，扮演天气预报员，播报天气 （ 3）根据下周的天气做出计划、打算，将句子写在随堂记录本上 Monday Tuesday Wednesday Thursday Friday Saturday Sunday windy snow cold rain sunny warm cloudy 例如：It’s going to be cold on Wednesday.I’m going to watch TV. 4、展示学习成果 (对话、角色表演、集体展示等方式) 5、拓展延伸 播放语音材料（英文版天气预报），了解更多的天气情况。

如：Thunder、 shower、 foggy 等 课堂检测： 1、配套练习册7 页 4、 5 题 2、抽查部分学生答题情况，全班反馈 课后作业：（选作一题） 1、整理好随堂笔记内容 2、练习第9 页 chant 内容 教学反思：  Module 3 Unit1 The sun is shining. 第一课时 一、学习目标 1.识别单词shine， everyone ；书写单词sing ,sun 2.口头运用The sun is shining， The birds are singing in the threes 说明图片内容 二、预习方案 （一）预习目标 1. 看图片，了解图片内容 2. 找出课文中的现在分词 （二）预习过程 1. 用“ ”划出课文中带ing 的单词 2. 小组讨论，尝试用英语描述图片 3. 在笔记本上记录自己的预习疑惑，准备上课交流 三、教学过程 （一）自主交流，预习新知 利用课前时间，各小组成员交流预习时遇到的问题，由小组代表在课前把他们预习时遇到的生词或不理解的句子板书到黑板上，其他小组可以上去补充 （二）激趣热身，导入课题 1. 组内快速问答，复习旧知，找出优胜组。

What are you going to do?I am going to …） 2. 教师在黑板上快速画出一幅简笔画，边画边问What am I doing? What are the birds doing? 学生进行抢答:The birdings are singing in the threes. （三）小组合作，初学生词 1. 听录音，把握正确的语音语调 2. 第二遍听录音，边听边读出黑板上的生词，个别难词应该反复跟读，掌握正确的发音、个别学生读不准的或是较难的词教师要适当领读如shining sending singing 小组合作学习黑板上的生词，包括会读会翻译讨论解决黑板上的生词及课文中不理解的地方，组内解决不了的问题可以由其他小组的同学帮助解决 （四）导学单词，强化巩固 以小组为单位检查小组长示范边读边译，然后进行单词联想造句 （五）初读课文，整体感知 1. 听课文录音，听完后学生尝试描述图片上的活动情况 2. 再听录音，学生跟读课文 3. 小组内互助读课文，最后小组长检查本组的描述情况 四、课堂检测 1. Activity3 各小组选代表登台描述图片。

教师及时纠错，师生共同评价 2. 进行draw and say 活动 五 、课堂小结，综合评价 学生自主总结本课所学知识 六、课后作业 根据本课所学知识，用英语描述自己搜集的图片 七、板书设计 Unit1 The sun is shining. sending shining singing The birds are singing in the threes. 教学反思：  第二课时 一、学习目标 1.学会运用单词shine, everyone, out of , wrong 等单词 2.能够口头运用In this photo,the sun is shining. The birds are singing in the trees. The ducks are eating our picnic 等照片或图片中的活动情景 二、预习提示： 1.自主学习新单词shine,everyone,out of, wrong 并讨论单词发音 2.表演短语运用：clean the window,do housework,ride a bike,play football 3.表演情景剧We’re going to have a nice weekend. 三、教学过程： I.课前延伸： 复习动词和动词短语。

请学生默读Daming 写给Lingling 的信，勾出不懂的单词 II.小组探究： 1.小组练习现在进行时: What am I doing? （一生表演动作，学生猜） 2.小组读单词：shine,everyone,out of,wrong 3.读课文回答问题 What are the birds doing? What are the ducks doing? Ⅲ .合作交流，展示提升 1.学生拿出照片，小组内描述正在发生的事情 2.请部分学生示范描述照片，让同学们评选出今天的“最佳直播解说员” 3.听音回答：What is happening? （事先录制好活动进行的声音，请学生听并回答 Ⅳ .精讲点拨 1.引导学生看板书，让学生说出更多的句子 2.以句子为例，总结is/am/are＋动词ing 表示正在发生的事情 四、课堂检测： 1.根据句首或首字母提示补全句子 (1) The d________are swimmimg in the river. (2) The birds are s ______ in the trees. (3) It’s h past four. (4) I m__________ my friends. (5) We are l________at some ducks. 2.句中有一处错误，找出并改正。

(1) They are play with dogs.__________ (2) Xiaoyong like reading books.________ (3)They drinking water now.__________ (4) We are haveing dinner._________ (5) Do you have some picture?___________ 五、课后作业 1.描述图片中的活动情景 2.用纸和照片制作一张明信片,并对照片做文字说明,寄给自己的朋友 六、板书设计 Unit1 The sun is shining send sending I’m sending. shine shining the sun is shining. sing singing The birds are singsing in the trees. 教学反思： Unit2 The cows are drinking water. 教学目标： 1、能够运用现在进行时进行简单的书信交流 2、能听懂、理解课文的大致内容，能回答教师的问题。

3、培育用英语进行交流的习惯 教具、学具：多媒体课件 教法：“导呈练展”教学模式 学法：合作学习法、小组学习法 教学重点： 词汇:cow blow rabbit lovely 句型：What are you doing ? 教学难点：掌握现在进行时的特殊疑问句 第一课时 教学过程： 一、热身导入 课件出示动物图片,让学生比赛说英语单词.看谁说的多 二、新知呈现 1、情景呈现 播放活动 1 录音，学生跟读 2、自主学习 A、播放活动2 录音 B、读课文，划出书信中含有现在进行时的句子 3、合作学习 （ 1）出示课文图片，说说图中有哪些动物? （ 2）用现在进行时说说图中的动物在做什么？ 如：The cows are drinking water. 4.师生问答 What are Simon and Daming playing ? They’re playing hide -and-seek. What are the cows drinking? They’re drinking water. What are the birds doing ? They’re singing. What are the ducks doing ? They’re swimming. What are the rabbits doing ? They’re jumping. 三、情景操练 1、跟录音读课文 2、自己模仿读 3、出示关键词语，让学生复述书信内容，帮助背诵 We ,sun ,cows ,birds , ducks, rabbits, Simon and I 四、展示提升 1、根据所给图片，完成活动3 的短文填空 2.播放录音，看填的是否正确 作业：给朋友写一封信，用上现在进行时写几个句子。

教学反思：  第二课时 现在进行时态讲解 一、现在进行时的定义，构成，标志性词语 定义：表示现在或现阶段正在进行或发生的动作或存在的状态 构成：由be(am/is/are)+动词-ing 形式构成 标志性词语： 1.现在进行时.通常用“now”. eg: I am doing my homework now. 2.现在进行时.通常用“look”. eg: Look! My mother is running!!! 3.现在进行时.通常用“listen”. eg: Listen! They are reading. 4.现在进行时.通常用“at the (this) moment” eg: At the (this) moment, he is only weeping. 二、动词现在分词的构成规则 1．一般情况下直接加ing think---thinking sleep---sleeping study---studying speak---speaking say---saying carry---carrying 2．以不发音的字母e 结尾的单词,去掉字母e，再加ing come---coming make---making leave---leaving have---having take---taking wake---waking 3．以重读闭音节（重读闭音节即两个辅音中间夹一个元音并且重读的音节）结尾，呈现 “辅，元，辅”结构的动词，双写末尾的辅音字母，再加ing stop---stopping sit---sitting run---running forget---forgetting begin---beginning这类词还有：bigin，cut, get,hit, run, set, sit, spit, stop, swim, beg, drop, fit, nod, dig,forget, regret, rid, 等。

4．以ie 结尾的动词，把ie 改为y ，再加ing die---dying lie---lying 三、现在进行时的用法 （ 1）用来表示说话时正在进行或者发生的动作，例如： Mother is cooking in the kitchen.妈妈在厨房里煮饭 What are you looking at? 你在看什么？ （ 2）用来表示现阶段正在进行的动作（但说话时不一定在进行），例如： Is she writing a novel? 她正在写一本小说吗？ （ 3）用来表示即将发生的动作，一般是指按计划或者安排好要发生的动作适用于这种情况的动词主要有：go,come,leave,start,arrive 等例如: I’m going home in half an hour.我一个半小时内要回家 The train is arriving soon.火车很快就要到达了 四、现在进行时的句型变化 肯定式结构：主语+be+动词-ing 形式+其他.例如： We are running now. 否定式结构：主语+be+not+动词-ing 形式+其他.例如： They aren’t doing their homework. 一般疑问句式结构：Be+主语+动词-ing 形式+其他？例如： Is she having English lesson? 回答：肯定Yes, she is. 否定:No, she isn’t. 特殊疑问句式结构：疑问词+be+主语+其他？例如: What is he doing now? 回答：He is swimming. 教学反思： 第三课时 一 . 写出下列动词的现在分词形式 work_______ sing_______ play___ take_______ study______have_______ dance____ write________ run______sit_______ shop________swim_________ lie________ 二 .按要求改写句子 1. The boy is playing basketball. 否定句：____________________________ 一般疑问句：_________________________ 肯定回答：______________________ 否定回答：______________________ 对“is playing basketball”提问：__________________________ 对“The boy”提问：__________________________ 2. They are singing in the classroom. 否定句：____________________________ 一般疑问句：_________________________ 肯定回答：____________________ 否定回答：______________________ 对“are singing”提问：__________________________ 对“in the classroom”提问：__________________________ 三 . 用现在进行时完成下列句子 1. What _________ you __________ (do)? 2. I _____________ (sing) an English song. 3. What ________ he ____________ (mend)? 4. He ______________ (mend) a car. 5. ______ you __________ (fly) a kite? Yes, _____________. 6. ______ she ___________ (sit) in the boat? 7. ______ you _____________ (ask) questions? 8. We _______________ (play) games now. 9. What are you _________(do) now? I ___________(eat) bread. 10. It’s nine o’clock. My father_______ (work) in the office. 11. Look, the boy____________(put) the rubbish into the bin. 12.__________he__________(clean) the classroom? No, he isn’t. He____________(play). 13. Where is Max? He___________(run) on the grass. 14. Listen, who____________(sing) in the music room? Oh, Mary_____________(sing) there. 四。

选择题 1. Who _____ over there now? A. singing B. are sing C. is singing D. sing 2. It’s eight o’clock. The students _____ an English class. A. have B. having C. is having D. are having 3. Listen! The baby _____ in the next room. A. crying B. cried C. is crying D. cries 4. Look! The twins _____ new sweaters. A. are wearing B. wearing C. are wear D. is wearing 5. Don’t talk here. Grandparents _____. A. is sleeping B. are sleeping C. sleeping D. sleep 6. Tom is a worker. He ____ in a factory. His sisters _____ in a hospital. A. work/ work B. works/ work C. work/ works 7. Who _____ English best in your class? A. speak B. speaks C. speaking 8. Mrs. Read _____ the windows every day. A. is cleaning B. clean C. cleans 9. We _____ music and often _____ to music. A. like/ listen B. likes/ listens C. like/ are listening 10. She _____ up at six in the morning. A. get B. gets C. getting 11. On Sundays he sometimes _____ his clothes and sometimes _____ some shopping. A. wash/ do B. is washing/ is doing C. washes/ does 12. The twins usually _____ milk and bread for breakfast, but Jim _____some coffee for it. A. have/ have B. have/ has C. has/ have Module 4 单元教材分析： 本模块有两个单元组成。

第四模块依旧是承接第三模块的现在进行时态，在学习新课文的同时要温习第三模块所学习的进行时的基本结构和重点句型，引出新的知识，培养学生温故知新的能力，通过合作表演等形式，甚至可以在表演中实际制作生日卡片，写生英语祝福，既提高学生学习英语的兴趣，又锻炼其实际应用能力 单元教学目标： 一、知识与技能 ⒈学习本课的四会单词 ⒉能听说读写本课的重点句子 Who can help me? Sorry, I can’ t. I’ m making Daming’ s birthday card. I can help you. The apples are falling down the stairs. The balloons are flying away. ⒊了解be doing 的形式 二、过程与方法 ⒈能模仿录音，朗读对话，能用英语向别人请求帮助和给别人提供帮助，运用所学内容熟练交流 ⒉能用现在进行时与他人进行日常交流 ⒊设计活动，师生互动，培养学生学习英语的兴趣 三、情感、态度、价值观：培养学生乐于助人的好品质 单元训练重难点： 重点：⒈单词，短语重点句子的记忆 ⒉现在进行时时态和现在分词。

难点：能够叙述发生的状况，并用“Who can help me?”来寻求他人的帮助 第一课时 Unit 1 The balloons are flying away. 教学目标： 一、知识与技能 ⒈使学生能听、说、读、写四会单词 ⒉能听说读写本课的重点句子 二、过程与方法 ⒈能模仿录音，朗读对话，能用英语向别人请求帮助和给别人提供帮助，运用所学内容熟练交流 ⒉设计活动，师生互动，培养学生学习英语的兴趣 三、情感、态度、价值观：培养学生乐于助人的好品质 教学重点： ⒈掌握本课单词 ⒉学习重点句子 ： I’ m making Daming’ s birthday card . The balloons are flying away. ⒊学习交际用语：Who can help me ?----I can help you . ----Sorry, I can’t . 教学难点：现在进行时：be doing 的应用 教学准备：录音机、单词卡片、明信片 课时安排：1 课时 教学过程： 一、 复习导入 ⒈师生问候。

⒉给学生放一小段国外小朋友过生日的视频，然后与学生交流生日的相关准备工作 T: What are they doing in the film? S: They are having a birthday party. T： Do you want to have a birthday party ? S: Yes. 二、 新授 ⒈如果你们要在家里举行生日聚会，肯定需要你爸妈帮你安排和准备，当你爸妈忙不过来的时候，需要你的帮忙，这时候你们应该怎么交流呢，这就是我们今天要学习的内容 （ 1） 请 学生看图认真读文 （ 2） 让 学生读课文，找出课文中的生词和短语学生自己读 （ 3） 练 习跟读并记忆 ⒉教师去教室外面把准备好的书，作业本等杂物抱进教室，做出拿不过来的动作，喊出：Who can help me ? 然后与学生交流学习这个句型的问和答 T： I can’ t carry everything . Who can help me ? S1: Sorry ,I can’ t . I am reading the new words. S2: I can help you . T: Thank you . ⒊学生分小组进行游戏。

把学生分成若干小组，以小组合作的方式，共同编演一个小的情景剧，主题为帮忙，然后由老师和其他小组共同打分，评出最好的一组，这个小组可以获得奖励，每人一张写有英语祝福词语的卡片 ⒋学习新单词 (多形式认读单词)爬音高读，分组读，开火车读，划船法读 三、 巩固练习 1.教师从那一堆杂物里找出若干的气球，向同学们展示，在气球上写几个祝福的字 2.学生认读，用英语与同桌交流 四、小结 1.回忆课堂学习的内容 2.学生自由谈感想 五、作业 ⒈熟读本课单词并书写四会单词 ⒉制作一张生日卡片，上面写有英文祝福语 板书设计 Unit 1 The balloons are flying away. ---- Who can help me? ----I can help you . ----Sorry, I can’t . The balloons are flying away. 教学反思： 第二课时 Unit 2 The apples are falling down the stairs. 教学目标： 一、知识与技能 ⒈学习本课的四会单词 ⒉能听说读写本课的重点句子 The apples are falling down the stairs.. Can he help me? Yes, he can. / No, he can’t. ⒊学习诗歌：What’s he doing? 二、过程与方法 ⒈能模仿录音，朗读对话，能用英语向别人请求帮助和给别人提供帮助，运用所学内容熟练交流。

⒉能用现在进行时与他人进行日常交流 ⒊设计活动，师生互动，培养学生学习英语的兴趣 三、情感、态度、价值观 ⒈培养学生运用英语交流与合作的能力 ⒉积极参与学习,同学之间互相关心,互相帮助 教学重点：培养学生运用英语交流与合作的能力 教学难点：培养学生运用英语交流与合作的能力 教学准备：录音机、卡片 课时安排：1 课时 教学过程： 一、 复习导入 T: Hello, boys and girls.It’s sunny today, and I’m very happy to see you again.（师生问好） I can speak English. Can you speak it? Ss: Yes, I can. / No, I can’ t. (领读) （学生跟读） T: Greet! Today we'll learn “ Unit2” (板书) 二、新授 ⒈老师出示图片，贴在黑板上，进行单词教学学生大声模仿跟读，多重复几遍,并采用多种形式进行操练 ⒉教师解释单词和句子并且进行反复操练 ⒊师生共同完成： the practice2 in pairs. ⒋学习诗歌。

教师播放录音学生对照着书听录音,熟悉故事内容和情节 三、巩固练习 ⒈ Game: What is he doing? ⒉ Do the exercise 1 and 2 of the student’ s book. （学生完成练习） 四、小结：1.说说这节课的收获 2.学生整理笔记 五、作业：⒈每天听课文录音20 分钟 ⒉背诵抄写本课单词和句子 板书设计： Unit2 The apples are falling down the stairs. The girl is crying → I can help her. I will give her some paper. The apples are falling down. → I can help her. I will pick up the apples. The eggs are falling down, too. → I can help her. I will … 教学反思： 第三课时 Review Module 教学目标 ⒈学习本课的四会单词 ⒉能听说读写本课的重点句子。

⒊能模仿录音，朗读对话，能用英语向别人请求帮助和给别人提供帮助，运用所学内容熟练交流 ⒋能用现在进行时与他人进行日常交流 教学重点：⒈复习巩固本课单词和重点句型 ⒉使用现在进行时态，运用所学内容熟练交流 教学难点：使用现在进行时态，运用所学内容熟练交流 教学准备：图片，课件 课时安排：1 课时 教学过程： 一、复习引入 ⒈复习巩固本课单词，并听写单词 ⒉学生练习，翻译下列短语 捡苹果______________ 在里交谈______________ 洗苹果______________ 打扫楼梯______________ 二、新授 ⒈出示课件图片，学生观看后互相说说图片内容 ⒉精讲点拨： ⑴ Who can help ______?这里如果是代词用宾格 ⑵现在进行时句子的结构：主语+be+动词的ing ⑶一般将来时句子的结构：主语+will+动词原形 ⑷谈论能不能干某事: can/can’ t+动词原形 3.学生聆听，归纳，试说，进行句式训练 三、课堂练习：完成本模块配套练习 四、小结说说今天有什么收获？学生自由谈感想 五、布置作业：写一写你会帮助别人干什么，至少三句。

板书设计： Who can help ______?这里如果是代词用宾格 现在进行时句子的结构：主语+be+动词的ing 一般将来时句子的结构：主语+will+动词原形 谈论能不能干某事: can/can’ t+动词原形 教学反思： Module 5 Unit1 He is playing the suona,but the phone rings. 第一课时 一、学习目标： 1、听、说、读、写四会单词： play third time bark loudly 2、能听懂、会说功能句： A、 Daming is having a birthday party. B、 Daming is playing the suona, but the phone is rings. 3、能运用功能句谈论正在做一件事情时，另一件事情突然发生 4、在活动中培养学生运用英语的能力，提高学生的口语水平，并对应于产生浓厚的兴趣 二、教学重点： 1、Daming is having a birthday party. 2、 Daming is playing the suona, but the phone is rings. 三、教学难点： 运用功能句谈论正在做一件事情时，另一件事突然发生。

四、教学用具：ppt 等 五、教学过程: （一）Warming up 老师热情地和学生打招呼 （二）New teaching 1、情景导入，让学生在感悟中自主学习，复习现在进行时，老师提供图片，全班一起逐步扩展为一个现在进行时的句子，如： 老师帮助、指导学生说句子：The balloons are flying away. 2、课文教学 A.正式学习课文以前，适当呈现本节课的新词和短语如： play、third等 B．向学生提出问题： 1)What is Daming doing? 2） Daming is playing the suona. But what happens? 3） Daming is playing the suona again. But what happens? 4)Daming is playing the suona for the third time. But what happens? C.播放录音，学生听完以后，请学生尝试回答前面提出的问题 D、老师再次播放录音，学生边听边看书，同时用笔勾画出课文中含有“--ing”的句子。

E、比比看谁说的好分组练习描述三幅画面，然后进行小组比赛，看谁说得又快又准 （三）Practice 1、活动4 （课文28 页） 2、扩展练习，复习本节课学习的重点句型正在做一件事情时，另一件事情突然发生 （四）总结本课知识点 （五）Homework 1、抄写新词 2、朗读课文 （六）板书设计 Module 5 Unit1 He is playing the suona,but the phone rings. 1、 Daming is having a birthday party. 2、 Daming is playing the suona, but the phone rings. 教学反思： 第二课时 Practice 1 Daming is having a birthday party. He is playing the suona, but the phone ______. He _____ and everyone ______. Daming is playing the suona ______, but the bell ______. Daming is p laying the suona for the ______ time, ______ the dog ______ to bark very loudly. His friend can’t ______ him. “Stop!” Simon ______. The dog ______. They all laugh. Practice 2 1.__________________________,but ________________________. 2.__________________________, but _________________________. 3.__________________________, but __________________________. 4.__________________________, but __________________________. 5.__________________________, but __________________________. 6.__________________________, but __________________________. 7.__________________________, but __________________________. 8.__________________________, but __________________________. 9.__________________________, but _________________________. Unit2 He’s riding his bike,but it start s to rain. 第一课时 学习目标： 1、听、说、读、写四会词组。

 Eat dinner, ride a bike, do morning exercises, wake up, high up 2、能听懂、会说功能句 A、 He's riding his bike, but it starts to rain. B、 She's eating dinner, but the phone rings. 3、能运用功能句谈论正在做一件事情时另一件事情同时发生 4、在游戏和竞赛活动中培养学生运用英语的能力，提高学生的口语水平 教学重点： 1、 He's riding his bike ,but it starts to rain. 2、 She's eating dinner ,but the phone rings. 教学难点: 运用功能句谈论正在做一件事情时另一件事情同时发生 教学用具：录音机、图片、单词卡片 教学过程： 一、Warming up 老师问候学生出示SB Unit 1 的挂图，请几位学生讲述课文故事，提醒他们使用学习过的句型“He/She is ……but……”讲解，并鼓励学生表演，以此来复习上一单元学过的内容。

二、New teaching 1、任务呈现与课文导入 A、分组进行“拼句子”游戏学生四人一组，其中一人说出主语，另一人说出相应动词be，第三人说出动词的现在进行时，第四人说出事件发生地点的单词或短语看哪组说得快，说得准，哪组获胜 B、老师出示SB Unit 2 活动1 中“一个正在吃饭的女孩”以及“铃在响”的图片，让学生分别描述一下每张图片的内容，然后把两张图片拼在一起说：“如果把这两张图拼在一起，应该怎么描述呢？”请学生试着说说然后看课文 2、课文教学 A、向学生说明：途中的人物正在做某件事情的时候发生了一些意外情况，提醒学生运用but 并向学生解释说明图3 的圆框中是一个高温图标，而图中的女孩又是大汗淋漓，引导学生说：It’s very hot. It gets very hot. B、老师放录音，学生听听自己的理解是否与录音中的一致，再放一遍录音，让学生跟读 C、 SB Unit 2 中的活动3 ：老师放诗歌录音，学生把握诗歌的情节和韵律放第二遍时让学生跟读并提醒他们注意语音、语调和韵律， 再次放录音学生边跟读边打节拍，鼓励学生给这首诗歌编上动作，打着节拍朗读出来。

三、Practice 1、分组完成SB Unit 2 中活动2，然后由组长检查指导 2、分组完成AB Unit 2 Ex 1 and 4,然后由老师检查指导 四、Homework  1、完成AB Unit 2 Ex 3 and 6 2、写一篇文章，讲述自己做过的一个有趣的梦，提示学生运用功能句：I'm……but…… 教学反思： 第二课时 教学目标： 1． 会说语句“He’riding his bike , but it starts to rain .she’s eating dinner , but the phone ring s . 2． 会用上面的句型谈论正在做一件事时，另一件事情也同时发生 3． 培养学生听、说、读、写的能力 教学重难点： 会谈论正在做一件事时另一件事情同时发生 ，会熟练运用现在进行时谈论会说现在进行时的语句，并会用but 连接 教学过程： Step 1: Warming up : Read the phrases: eat dinner 、 ride the bike、 do exercises watch TV、 listen to music 、 call out 、 wake up  Step 2: Presentation Listen and find the picture :(将图片顺序打乱) 1、 She’s eating dinner, but the phone ri ngs. 2、 He’s riding his bike , but it start s to rain. 3、 She’s doing exercises , but it get s too hot. 4、 Point and say 5、 She’s watching TV , but the doorbell ring s. 6、 He’s walking in the park , but it start s to snow. 7、 He’s listening to musi c, but his sister sings. Step 3: Practice T points picture 1 . Boys say A ,girls say B. Then ,Girls say A , boys say B. Ss do actions ,Ss say setences. 1． Listen and say . then say the poem Step 4: Consolitation 1． Activity 4: look and say Do action and say. For example : One does action: fly a kite. The others say : You’re flying a kite and I am flying a kite too. 2． Activity books Step 5: Summing - up 教学反思：  Module 6 Unit 1 It was Daming’s birthday yesterday. 第一课时 Teaching aim: Using simple past tense Students know that how to express giving and taking presents. Language point: I bought you this book. Who gave it to you? Simon’s family gave it to me. Vocabulary： space interested finish spaceship decide thank for buy— bought be-was/were see— saw give--gave finish— finished spend – spent see -- saw make – made Difficulties: The using way of “buy sb sth” and “buy sth for sb”. Period one Step 1 Warm up Greetings: T— Ss Ss— Ss T: Did you have a dream yesterday? Ss: Yes/No. T: Yesterday, I had a dream. Had---have (3)Review past tense words. T: go! Ss: went! Step 2 Leading T: What did you do yesterday? Lead out “baseball”, ask a student to introduce baseball. T: In my dream, I bought this book and I gave this book to a student in our classroom. Can you guess? Help students use the structure：You gave sth to sb. T: Yes, I gave this book to …, because tomorrow will be his birthday. Let’s sing “Happy birthday” for him. Ss sing the song together. Step 3 Lead in T: In our book, Da Ming is back in China, he bought lots of presents for his friends and family, let’s see, what are they? Step 4 Presentation S open their books Teacher gives the questions: a. Where is Daming? b. What did Daming buy for his mother? c. What did Simon’s family give for Daming? d. Wht did Daming buy for his friends? Listen to the tape, students pay attention the questions. Students answer the questions. Teacher teach the key points. a. The key points: baseball team interesting give--- gave buy----bought b. The main sentences structure: “buy sb sth” and “buy sth for sb”. (6) repeat after the tape. Step 5 Practice Students three a group to do dialogue: S1: I bought you a pen. S2: Thank you. S3: Who gave it to you? S2: … gave it to me. Step 6 EH 1) Copy the words Period two Step 1 Review Step 2 Read the text Step 3 Game Use a ball or another things to practice sentences . Do the sentences rely. Step 4 Group work Step 5 Listen and talk. Step 6 HW 1) Copy the sentences. 2) Recite the text. Period three 教学反思： 第二课时 The planets move around the sun. They move round and round. 行星围绕太阳转。

它们转了一圈又一圈 Daming is very interested in space travel 太空旅行 Watch, listen and answer. 1. Who bought Daming a book ? 2. What is the book about? 3. Is Daming interested in space? buy 的过去式 1. Who bought Daming a book ? Simon’s mum bought Daming a book . 2. What is the book about? It’s about space travel. 3. Is Daming interested in space? Yes, he is. 买 ...给某人 buy+人（人称代词宾格）+物品 buy sb sth I bought you this cap. I bought you the bike. I bought you a book. Who was interested in the book too? Simon was interested in the book too. Daming asked Simon to read the book with him. _________________ 1.What did they see in the book? They saw many pictures of spaceships. 2.What countries（国家）did they see in the book? China,Russia and the US. 3.What did they learn from the book? They learnt a lot about space travel. 1.Did they finish the book? Yes,they did . 2.What did they decide to do? They decided to make a paper spaceship together. 3.What did they give Simon's mum? They gave the spaceship to Simon's mum. Read（读课文） Try yourself! 选择喜欢的部分，用喜欢的方式展示 read after the leader(小组长领读) read in roles (分角色朗读） act it out (分角色表演） … What’s your favourite picture? 选择最喜欢的一幅朗读！ Fill in the blanks It was Daming's birthday yesterday . He got many presents from his family and friends. Simon's mum bought him a book about space travel .Daming is very interested in space travel . Daming showed Simon the book and asked him to read the book with him. In the book, they _ learnt a lot about space travel .After they finished the book , they decided to make a paper spaceship together . They _gave _it to Simon's mum. The answer: On Lingling’s birthday, Daming bought her a present. It was a green kite. On Daming’s birthday, Amy bought him a present. It was a blue toy car. On Amy’s birthday, Sam bought her a present. It was a yellow cap. Finish the task: 1、介绍两件你收到过的礼物，说说谁送给你的？ Presents a toy dog Who gave it to you? Amy On my birthday , Amy gave a toy dog to me. 2、说说你曾经送过朋友和家人什么礼物？ Presents a toy train I bought sb sth…. Daming I bought Daming a toy train . Homework: 1.听 M6U1A1、 A2，熟练朗读A1、 A2. 2.After class, we talk about our birthday to your friends please. （课下请和同学谈谈你的生日怎么的度过吧） Study hard and make our dream come true.（好好学习，梦想成真） Who has been to the space in China? 杨利伟 聂海胜 费俊龙 刘伯明 翟志刚 景海鹏 How did they go there and come back? spaceship 宇宙飞船 巧记：space(太空） + ship（船） =spaceship（宇宙飞船） Read and learn the words. 回家 home got （ get 的过去式）得到，收到 interested 感兴趣的 结束，完成 finish decide 决定 paper 纸做的，纸质的 Arm Strong 1969 阿姆斯特朗From the United States Arm Strong is the first person who landed on the moon. Yang Liwei 2003 杨利伟From China Yang Liwei is the first China astronaut. Yuri Gagarin 1961 加加林From Russia 俄罗斯人 Gagarin is the first taikonaut to go into space in the world. Tereshkova 1963 捷列什科娃From Russia 俄罗斯人 Tereshkova is the first woman taikonaut in the world Watch, listen and answer(P3、 P4). 1.Did they finish the book? 2.What did they decide to do? 3.What did they give Simon's mum? Watch, listen and answer(P3、 P4). 1.Did they finish the book? Yes, they did. 2.What did they decide to do? They decided to make a paper spaceship together. 3.What did they give Simon's mum? They gave the spaceship to Simon's mum. decide to+ 动词原形 决定做...... I decide to study hard. 我决定努力学习。

Idecide to learn English. 我决定学英语 Idecide to sing loudly. 我决定大声唱歌 Listen and follow, then read the text in groups, you can read together, or you can read in roles … （听录音跟读，然后分小组朗读 课文，可以齐读，可以分角色读， 也可以选择其他的朗读方式……） Group show.（小组展示） give, make 的使用 这些词都可以与人和物连用，make 常与for 连 用 , give 常与to 连用， 如 :为某人做某物 make sb.sth.=make sth.for sb 把某物给某人 give sb.sth.=give sth.to sb. . Practise. On Lingling’s birthday, Daming bought her a present. It was a green lite. On Daming’s birthday, Amy bought him a present. It was a blue toy car. On Amy’s birthday, Sam bought her a present. It was a yellow cap. A 1.听 M6U1A1、 A2，熟练朗读A1、 A2。

2.翻译课文 Homework: B 1.听 M6U1A1、 A2，准确朗读A1、 A2 2.翻译课文 教学反思： 第三课时 I. 一般过去时的概念 一般过去时表示过去某个时间发生的动作或存在的状态常和表示过去的时间状语连用如：last year, yesterday 等； 也可表示过去经常反复发生的动作，常和often, always 等频率副词连用 例如： ① I saw him in the street yesterday. 昨天我在街上看见他了 ② Li Mei always went to school on foot last year. 去年李梅总是步行上学 II. 一般过去时的构成 动词过去式的构成： (1)规则动词过去式的构成有四条规则： ①一般在动词原形末尾直接加上-ed如：look-looked ②以不发音的字母e 结尾的动词，去e 再加-ed如：live-lived ③末尾只有一个辅音字母的重读闭音节，先双写这个辅音字母，再加-ed如：stop-stopped ④末尾是辅音字母+y 结尾的动词，先变y 为 i，然后再加-ed如：study-studied。

(2)不规则动词的过去式需特殊记忆如：am(is)-was, are-were, go-went, come-came, take-took, have (has)-had 等 III. 一般过去时的几种句型 肯定句结构为：主语+动词的过去式+其它如：He went to the toy store yesterday. 他昨天去玩具店了 否定句结构为：主语+did not (didn't)+动词原形+其它如：He didn't go to the toy store yesterday. 他昨天没去玩具店 一般过去时的一般疑问句的构成： Did+主语＋动词原形＋其它？如： 1) -Did you go to Beijing last week? -Yes, we did. (No, we didn't.) 2) -Did you meet the businessman before? -No, I didn't. (Yes, I did.) 一般过去时的特殊疑问句的构成： 疑问词＋did+主语＋动词原形＋其它？如： 1) -What did you do last night? -I did my homework. 2) -Where did you go last week? -I went to Shanghai with my parents. 一般过去时口诀 一般过去时并不难，表示过去动作、状态记心间。

动词要用过去式，时间状语句末站 否定句很简单，didn't 站在动词原形前，其它部分不要变 一般疑问句也好变，did 放在句子前，主语、动词原形、其它部分依次站 特殊疑问句也简单，疑问词加一般疑问句记心间 最后一条请注意，动词过去式要牢记 小学阶段要掌握的几个动词的过去式: watched TV, washed clothes, played football, cleaned the room, visited grandparents, went to a park, went swimming, read a book, went fishing, went hiking, learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food, bought presents, rowed a boat, saw elephants, went skiing, went ice-skating. 教学反思：  Unit 2 The name of the spaceship is Shenzhou V . 第一课时 Teaching aim; Using past tense. Language point: This book looks insteresting. What’s it about? It’s about animals. Vocabulary： baseball team spaceship space about Ddifficulties: The using way of “buy sb sth” and “buy sth for sb”. Step 1 Warm up Sing a song: Where did you go? Step 2 Leading T: What did you do yesterday? Ss use past tense words talk about things they did yesterday. T: Yesterday, I went to library, I saw lots of books… Show ppt, the pictures of books, teacher describes with the structures: This book looks + adjective words. It’s about animals/plants/food… Step 3 Practice Students try to describe some books on ppt with teachers help. Students describe their own books. T holds a student’s book and says : This book looks useful. What’s it about? S answers: It’s about… Ssudents practice the structure in pairs. Structures: This book looks useful. What’s it about? It’s about… Step 4 Presentation T: In our book, Da Ming’s mom also bought a present for him, let’s see what it is, and what is it about? (1)S open their books, first look at the pictures. (2) Teacher gives the questions: a. What is it? b. What is it about? (3) Listen to the tape and answer. (4) Students talk about Daming’s book. Step 5 EH 1. Having a diction and check the text. Period four Step1 : Greeting. Step2: Warming up. Do a chant in M6U2 Step3: Do Activity Book exercise 1. Students listen and read the story, then try to make some questions: S1: When did she go to the beach? S2: What was the weather? Encourage the students to find and ask questions as many as possible. Then they solve the questions by themselves after reading. Step4: Do exercise 2: Talk about the pictures of the teaching matierials. Step5: Do exercise Play a guessing game. Step6 EH 1. Read the text in your small group. 2. Translate the English sentence into the Chinese. Period five English Coaching Paper Step1. Ask the students to scan the paper. Step2. Students share the interesting part. Step3. Teacher explains the Grammar parts: Simple past tense. 教学反思： 第二课时 动词原形——动词过去式 finish———finished 完成 give——gave 给 make——made 制作 decide——decided 决定 thank——thanked 谢谢 is——was 是 规则动词的过去式变化如下： 1、 一 般 情 况 下 ， 动 词 词 尾 加 -ed ， 如 ： watch ---watched play---played 2、以不发音的 -e 结尾动词，动词词尾 加 -d，如： live---lived hope---hoped 3、以辅音字母 + y 结尾的动词， 把 -y 变为-i 再加-ed，如：study---studied carry---carried 4、以一个辅音字母结尾的重读闭音节动词，双写词尾辅音字母，再加 -ed， 如： stop ---stopped 不规则动词需要特殊记忆： 例如： 1.ride--- rode 2.eat--- ate 3.am,is--- was 4.drink--- drank 5.see--- saw 6.go--- went 7. get---got 8. buy---bought 9. take---took 10. give---gave Do the listening part. 1. Listen to the tape, write the missing part on the blank. 1) come comes _________ 2) this ________ those 3) rain ________ raining 4) water waters ________ 5) go ________ going 2. Listen, and choose the correct answer. ( )1. A. on the train B. by train ( )2. A. under that tree B. look out of the window ( )3.A. in the river B. in the park ( )4. A. in the zoo B. in the park ( )5. A. come to the station B. at the station Step5 Listen and match. 1. The sun is shining. A. It’s raining. 2. I am looking out of the window. B. The girl is playing. 3. Her mother is shopping. C. The train is coming. 4. The ducks are eating. D. We are swimming in the sea. Step6 EH 1. Read the text in your small group. 2. Translate the English sentence into the Chinese. 教学反思： 第三课时 一般过去时的练习 I.用所给的动词的适当形式填空。

⒈ He _____(visit) the Great Wall last year. 2.We________(have) a good time yesterday. 3.We often _______(go) to school by bus last year. 4.I ________(live)in the village when I was a child. 5.Mike______(see) a big tiger in the nature park last year. 6.Sam_____ (do) the housework yesterday. 7.______(do) you _______(enjoy) yourself yesterday? 8.______(do)you _________(play) the violin in the artroom yesterday? No, I didn't. I_____(draw)some pictures there. 9.. I ______ (eat) a big pizza yesterday. 10.There____ (be) many sheep on the farm last year. 11. I ______ (watch) a cartoon on Saturday. 12. Her father _______ (read) a newspaper last night. 13. We _________ to zoo yesterday, we _____ to the park. (go) 14. ______ you _______ (visit) your relatives last Spring Festival? 15. ______ he _______ (fly) a kite on Sunday? Yes, he ______. II.选择填空 ( ) 1. She watered the flowers ________. A tomorrow B sometimes C yesterday morning ( ) 2.What ____ Mike do last weekend ? A do B does C did ( ) 3. I ___ my room last Sunday. A cleaned B clean C am cleaning ( ) 4. I often help my mother _____ housework.  A does B did C do ( ) 5. _____ you _____ TV last night . A Do, watch B Did, watch C Did, watched ( ) 6.---Did your father write an e-mail yesterday ？ A Yes, he did. B Yes, he does C No, he don’t ( ) 7.They _____ on a trip in February ,2007. A are going B going C went ( ) 8.We’re going to _____ mountains tomorrow . A climb B climbed C climbing ( ) 9. ____ he ____ football two days ago? A Does , play B Did , played C Did , play ( ) 10.----Good afternoon, Miss Lee. How does Mike feel? -----He’s tired . He ____ a lot of work ______ .  A does , this morning B do , this morning C did , this morning III．连词成句。

1. did, what, you, yesterday, do. _______________________________________ 2. watch, John, did, TV, weekend, last. _______________________________________ 3.went, I ,to, by, park, a, bike _______________________________________ 4. jumped, the, into, lake, he, and, the, to, swam, kite. ___________________________________________________________ IV.根据句意,填上合适的单词 1． -Where you go on your holiday？ - I a park 2 ．- did you do on your holiday ？ - I presents 3．- did you go there？I I went plane. V.将下列句子变为单数形式。

1． These are apples. 2. There are many peaches on the tree.  3. What are they? They’re oranges. 4. They are good children. 5. Where are my shoes Module 7 Unit 1 He spent about twenty-one hours in space. 第一课时 Function: Talking about past things and describe specially Language: He spent about twenty-one hours in space. My mother and I saw my father on TV. I went to the airport. We ate in the restaurant. Vocabulary: pilot Song: Look up at the spaceship. Procedures: Step 1 Warm-up 1. Review Unit 1. 2 Make up sentences: in shanghai: He spent three days in Shanghai. Step 2 Introduction 1. He came from Liaoning. He spent about twenty-one hours in space. He traveled into space. Who is he? Yes, you are right. 2. What else do you know about Yang Liwei and his family? Let’s listen to the text. Step 3 Presentation 1. Put the chart on the blackboard and ask the children look at the pictures carefully. 2. Play the cassette and ask the children several questions. 3. Write down four skill words and teach. 4. Play the cassette and repeat. 4. Finish activity 2. Ask the children to ask and answer in pairs. Step 4 Song 1. Ask the children to look at the pictures carefully. 2. Play the cassette and ask the children to listen carefully. 3. Teach the sentences of the song one by one. 4. Play the cassette several times and ask the children to sing together. Step 5 Homework 1. Read the text. 2. Finish activity 5. 教学反思： 第二课时 课文内容复习总结 1.Listen,point and find"flew,spent,could,came". 听一听，指一指，发现“飞过，花了，可以，来过” In October 2003, Shenzhou V flew into space. 2003 十月，神舟五号飞入太空。

Yang Liwei was inside. 杨立伟在里面 He was China's first man in space. 他是中国飞入太空的第一人 He spent about 21 hours in space. 他在太空中待了21 个小时  Everyone is China was very excited, and now Yang Liwei is very,very famous. 每一个中国人都非常激动，而现在的杨立伟也非常非常著名 Yang Liwei is from Liaoning.杨立伟是辽宁人 When he was a little boy, he wanted to go into space. 当他还是小孩子的时候，他就梦想着有一天能够飞入太空 He worked very hard at school. 在学校的时候，他学习非常刻苦 And then his dream came true. 并且那时他的梦想实现了 Yang Liwei made a video. 杨立伟制作了一个录音机。

Everyone could see him in space on TV. 每个人都可以在电视上看到太空上的他 His first words in space were,"I feel good". 他在太空中的第一句话就是"我感觉很好"  Yang Liwei's son was eight years old. 杨利伟的儿子是八岁 He saw his father in space and he was very proud of him. 他看到他的父亲在空间和他很为他感到骄傲 2.Listen and say.听，说 In October 2003, Shenzhou V flew into space. 2003 十月，神舟五号飞入太空 He wanted to go into space. 他以前就想进入太空 Then his dream came true. 当时，那是他的梦想 He spent about 21 hours in space. 他在太空中待了21 个小时 教学反思：  Unit 2 She couldn’t see or hear . 第一课时 一、教学目标 1.语言知识目标 （ 1） 要 求 学 生 会 读 、 认 知 词 汇 ： role model, born ,became, spell ,herself, all over （ 2）要求学生能够理解并掌握句型I could …,but I couldn’t，以及在表达人能力方面的运用。

2.技能目标 (1) 学生能够用could和 couldn’ t来描述过去自己能做和不能做的事情 （ 2）通过学习可以根据图片或思维导图讲述海伦凯勒的事迹，进一步写一写自己心目中值得学习的人的事迹 3、情感目标： 通过学习可以激发学生学习英语的兴趣，同时通过海伦凯勒故事的学习，让学生感受残疾人在现实生活中的不便之处，不歧视、理解、并帮助残疾人并且希望她的精神能激励学生在遇到困难时不逃避，勇往直前 4、学习策略：通过思维导图帮助学生理解文本脉络，理清写作思路二、教学重难点 重点：通过学习可以简单复述海伦凯勒的生平事迹  难点：运用思维导图写一写自己心目中值得学习的人的事迹 三、教学过程 Ⅰ、Warm up 教师出示自己小时候的照片让学生猜猜这个小女孩是谁，然后再引出句型：As a baby, I could talk. But I couldn’t write.学生仿照例句说说自己小时候能做以及不能做的事情 （设计目的：学生有很强的好奇心，让学生猜一猜照片里的人是谁，不仅可以瞬间激发学生好胜的心理，也可以活跃了课堂气氛，同时也唤醒学生对于词汇could, couldn’t 的记忆。

Ⅱ、Pre-reading Free talk 过后，教师出示海伦凯勒小时候的照片，提 问“Who’s this lady? What could she do ? What couldn’t she do?”，然后让学生观看文本Part 1 视频说说海伦能做以及不能做的事情 （设计目的：通过播放海伦凯勒的视频，使学生初步了解海伦凯勒的情况，为整个教学过程打下基础，为课堂教学的发展提供良好的开端 Ⅲ、While-reading 1.Watch 、 listen and answer 学生观看文本Part2 动画回答问题“Is Helen Keller a role model for us?”动画播放后学生回答：“Yes, she is. She is a role model for blind people ,and also for you and me.”在这个活动中教师教授词汇role model （设计目的：通过回答问题让学生掌握课文general idea，并引出思维导图的中心词role model 2.Read the text and say “T”or “F” 1） Helen was born in 1880 .( ) 2） She was born in England. ( ) 3） She lived to be seventy-eight. ( ) 学生阅读文本，并通过细节阅读判断对错的活动，使学生了解Helen Keller 的基本信息，并在黑板上绘制思维导图。

在这个活动中，教师教授词汇born，并教授or 字母组合的发音然后让学生用I was born in 年份 in 地点造句，来说说自己何时何地出生 （设计目的：第二次阅读文本是为了掌握文本的细节问题——海伦凯勒的基本信息 3.Read the text again and fill in the blanks 1） As a baby, Helen became _____ and ______. 2） Her ________Anne Sullivan taught her to spell. She _______ _______ in Helen’s hand. 3） Later Helen learnt to ______, ______ and ______. 学生再次阅读文本，并通过细节阅读填空的活动，使学生进一步了解Helen Keller 的变化在这个活动当中，老师利用黑板绘制思维导图的第二个，第三个分支在这个环节中教师教授了词汇became,spell （设计目的：通过对海伦凯勒逆境中仍然坚持学习的精神的描述，使学生了解她的努力，为之后的情感升华进行铺垫。

4.Read and underline the answer What was her achievement? 教师提问：“Helen couldn’t see or hear. But she could read ,write and speak. And what did she do then? What was her achievement？”学生快速阅读文本，并画出Helen 的成就，同时教师在黑板上绘制思维导图在这个活动中教师教授词汇 herself, all over,并注意词汇的拓展，由herself 引到myself、 himself、 yourself (设计目的：通过对课文内容提出的问题，使学生对海伦的成就有所了解，同时也感受着海伦的努力，进一步让学生明白为何海伦是所有人模范) 5.Listen and repeat 学生听音模仿课文，注重语音语调的培养 （设计目的：小学生以听说为主，跟读课文不仅可以帮助学生进一步梳理文本，也可以纠正学生的发音 6.Ask and answer T: “What do you think of Helen Keller？”引导学生描述海伦在自己心目中是什么样的形象。

（设计目的：通过此活动学生在表达出对海伦的崇敬，并以海伦的精神激励自己的同时，情感得到了升华 Ⅳ、Post-reading Retelling 学生以小组为单位根据思维导图来复述海伦的生平事迹，并进行小组展示 （设计目的：通过复述课文，检查学生对文本的理解情况，使学生能够借助思维导图完成语言输出，解决本节课的重点 2.Writing 教师给出范文，学生仿造教师的范文，并根据思维导图写一写自己心中崇敬的人物，并展示给全班看 （设计目的：此活动为拓展活动，通过对海伦的生平事迹的学习，可以联系自己的情感生活，写写心目中值得学习的人 Ⅴ、Summary 1.让学生自己说一说今天学会了什么？ 2.总结今天哪组获得的sticker 最多，为布置作业做好准备 Ⅵ、Homework 1. Make a poster for Helen Keller. 2.Finish the writing after class and make a mind map for your role model. 教学反思： 第二课时 情态动词can, could 的用法和区别 一、情态动词can 的用法 1. 表示能力，意思是：能，会。

如： I can't swim. 我不会游泳 Can you drive？ 你会开车吗？ 2. 表示客观可能性，意思是：可以，可能如： That big cinema can seats 2,000 people. 那家大电影院能坐 2000 人 He can be very friendly at times. 有时他会很友好 3. 表示允许(和 may 意思相近)，意思是：可以，能够如： You can have the book when I have finished it. 书我看完了可以给你 Can I use your pen？ 我可以用你的钢笔吗？ 4. 表示惊异、不相信等（用于疑问句、否定句或感叹句中），意思是：会，可能如： This can't be true. 这不可能是真的 Can it be true？ 这可能是真的吗？ 二、情态动词could 的用法 1. 表示“能力”或“可能性”，作为can 的过去形式如： Could you speak English then？ 那时你能讲英语吗？ He said he couldn't follow me. 他说他跟不上我。

2. 表示惊异、怀疑、不相信等情绪如： Who could have taken them？ 谁会把它们拿走了呢？ She couldn't have left so soon. 她不可能这么快就走了 在这种情况下，could 和can 是可以换用的，用could 时口气较缓和，用can 时不相信的程度更强一些，两者在时间上没有差别 3. 比较委婉客气地提出问题或陈述看法如： — Could you let me have your passport? — Yes, here it is. —看看你的护照好吗？ —行，这就是 I could come earlier, if necessary. 如果必要我可以早点来 这时could 和 can 没有时间上的差别 4. 在虚拟条件句中构成谓语如： I would certainly do it for you if I could. 要是我能做得到，我一定会为你们做这事儿 How I wish I could go with you! 我多么希望和你们一道去！ 三、can, could 和 be able to 的区别与联系。

1. can 的过去式是could，但could 除了可作can 的过去式外，还可表比can 更委婉的语气，因此在回答由could 表示请求的问句中，不能用could，但可用can如： — Could you lend me a hand? — Of course I can. 2. 在表示现在或过去的智力、体力、技能等方面的“能力”时，can, could 常可与be able to 互换如： He could (or was able to) swim five miles when he was a boy. 3. be able to 有比can 更多的形式，如"will be able to"， "have (has) been able to" "had been able to" 等等因此be able to常被用来表示can 所不能表示的将来或完成的概念如： They will be able to run this machine on their own in three months. 他们过三个月就能自己开这台机器了 4. 在表示成功地做了某事时，不用could，而用was / were able to (或 managed to, succeeded in doing sth )来表示。

如： He was able to (or managed to) finish the job yesterday 但是couldn't 和 wasn't / weren't able to 常可互换如： I couldn't / wasn't able to finish the job yesterday. 5. 与感觉动词连用时，can， could 亦可与be able to 互换如： We could/were able to smell something burning in the kitchen. 教学反思： 第三课时 情态动词can, could 的练习题 1.I’ m sorry.I ___ go now.My father told me on the phone that my mother was ill. A.can B.may C.have to D.think 2.“ Where’ s my umbrella?” “ It’ s fine today.You ___ take an umbrella with you.” A.can’ t B.needn’ t C.mustn’ t D.shouldn’ t 3.---I don’ t mind telling you what I know.---You __.I’ m not asking you for it. A.needn’ t B.mustn’ t C.may not D.can’ t 4.We hope that as many people as possible ___ join us for the charity show tomorrow. A.need B.can C.must D.should 5.---___ your friend play the guitar? ---Yes,he can,but he can’ t play it well. A.Must B.Can C.Should D.Need 6.--Is Mr.Brown driving here?--I’ m not sure.He __ come by train. A.may B.shall C.need D.must 7.---May I put my bike here?---No,you ___.You should put it over there. A.couldn’ t B.needn’ t C.mustn’ t D.won’ t 8.The baby is too young.You ___ give her big pieces of food. A.may B.must C.may not D.must not 9.Tony ___ go to the opera on Saturday because he’ s going to have a meeting. A.can’ t B.might C.mustn’ t D.should 10.---Tom,don’ t drive too fast,you ___ hit the others’ cars.---Ok,I won’ t,Mum. A.must B.need C.may D.have to 11.---Must I do the work now?---No,you ____.You may do it later. A.can’ t B.mustn’ t C.needn’ t D.shouldn’ t 12.I’ m sure this book ___ Li Lei’ s,because there is his name on it. A.can’ t be B.may be C.might be D.must be 13.---Listen!Is Professor Bloom giving a speech in class?---No,it ___ be him.He has gone to France. A.may not B.mustn’ t C.needn’ t D.can’ t 14.---Who’ s that boy reading in the garden?Is that David? ---It ___ be David.I saw him in the classroom just now. A.must B.can’ t C.may D.shouldn’ t 15.---Will you answer the telephone?It ___ be your mother.---Sorry.I ____.I’ m busy. A.can; mustn’ t B.may; won’ t C.may; can’ t D.need; will 16.Four hundred dollars for a pair of shoes,you ___ be joking! A.may B.can C.need D.must 17.The weather turned out to be fine yesterday.I _____ the trouble to carry my umbrella with me. A.should have taken B.could have taken C.needn't have taken D.mustn't have taken 18.I didn't hear the phone.I ________ asleep. A.must be B.must have been C.should be D.should have been didn't 19.---I stayed at a hotel while in New York.---Oh,did you?You _____ with Barbara. A.could have stayed B.could stay C.would stay D.must have stayed 20.My sister met him at the Grant Theatre yesterday afternoon,so he ________ your lecture. A.couldn't have attended B.needn't have attended C.mustn't have attended D.shouldn't have attended 21.---I wonder why they are late.---They ________ the train. A.could miss B.might miss C.must have missed D.can't have missed 22.He ________ the examination _________ he wasn't careful enough. A.would pass; because B.could have passed; if C.should have passed; but D.had passed; so 23.Without his help,we ________ such rapid progress.  A.didn't make B.don't make C.would not make D.would not have made 24.There was a lot of fun at yesterday's party.You ____ come,but why didn't you? A.must have B.ought to have C.should D.need have 25.We ____ the manager,but no one _____ his telephone number. A.could have called; knew B.could call; had known C.could have called; had known D.could call； knew 答案：1~5 CBABB 6~10 ACDAC 11~15 CADBB 16~20 DCBAA 21~25CCDBA Module 8 第一课时 Why do you have cups on your heads? 教学目标: 1. 知识目标: 掌握并运用单词:cup, planned, baseball, more, smile, mistake, said并能够区分单词:cup、cap. 能运用 Why do you have cups on your heads? Why youlaughing? 等句型来询问不理解的事情的原因，并能用过去式的语言 对过去发生的事情进行 描述。

2.能力目标: 在听、说、读、演、做的过程中，学习语言，培养学生的综合能力 3.情感目标: 培养学生学习英语的兴趣，鼓励敢于开口说英语，不怕犯错误 学情分析: 学生从小学三年级就开始学习英语，进入六年级的学生已经对英语熟悉三年了但是有一部分学生不是很喜欢上英语课，学习兴趣不是很高，个别学生甚至有厌恶感，同时， 有些学生还是为学习而学习，谈不上兴趣问题;另一方面，学生有一定的分化，两极分化很 大又占了很大的比例学生掌握的词汇不多，阅读课对他们来说很难提起兴趣，甚至厌学 重点:能用“Why … ?”对不理解的事情进行询问并回答 难点:能用过去式的语言对过去发生的事情进行描述 教学过程: 【导入】Warming up leadin1. Greeting Whole class say tongue twister: She sells seashells ( make mistakes English words. (引 出 新 词 mistakes， make mistakes 并教授) 【讲授】Presentation1. Lingling planned her friends, she made mistakes. Do you want know what mistakes did Linging make Now Let ’ s watch cartoon.(播放课文动画录音，让学生整体感知课文) 提出问题:Q1What mistakes did Linging make Q2Why do you have cups on your heads? Q3Why laughing?(ppt 出示) chose。

在回答这三个问题之前让学生去阅读课文，并出选择题给学生让学生去找答案 确认答案并在确认答案时教新词planned, baseball cup, mistake. 学生理解课文后回答总问题: Q1What mistakes did Linging make? Q2Why do you have cups on your heads? Q3Why? 再播放课文动画录音，学生跟读，后全班一起读 【活动】Practise1. Retell text(完形填空形式ppt 出示，让学生复述) Activity4work pairs (1)让学生抢答，给小组积分 (2)两人一组进行表演:一人搞表情或动作，另一人看着提出相应的问题 youcrying/ laughing/eating… ? amsad/happy/hungry… . 【作业】Homework Retell your parents. 教学反思： 第二课时 Why are you wearing a hat? 一、 Greeting. 二、 Sing a song.(Why Why Why) 三、 Review.(Why、 because、 weather) 四、 Activity 1 1、 Listen and answer: What are Sam and Amy doing? 2、 Read after the tape, then role-play. 五、Activity 2 1、Lead in.(What’s the weather like today?) 2、 New word :raincoat 3、 Listen and number, then check. 4、 Read after the tape. 5、 Retell the text together. 6、 Role-play. 六、Practise 1、Free talk: Use “why” and “because” to make a dialogue. 2、 Performance. 3、 Do some exercises. 七、Homework 1. Use “why” and ”because” to make five sentences. 2. Read the text and finish the exercise book. 教学反思：  第三课时 Why 的用法 Why 能引导下列几种从句： 1. 主语从句 Why he took Chinese nationality in 1901 is a question that interests us. 他为什么在1901 年取得中国国籍，这是一个使我们很感兴趣的问题。

2. 宾语从句 He asked her why she was doing that.他问她为什么要那样做 3. 表语从句 That's why I've come to see you. 这就是我来见你的原因 这里的why 在意义和语法上相当于the reason why如果把此句改写为：That's the reason why I've come to see you再如： Could you tell me the reason why she refused to go to college?你能否告诉我为什么她不愿意上大学吗？ 4. 状语从句 No matter why she became angry with you, you should apologize to her.不管她为什么对你生气，你也应当向她道歉 二、why 作疑问词时，可以用来向对方问及原因，可以用Why?或 Why not?二者都是省略句分述如下： 1.“Why?”用来针对肯定的内容发问例如： A:What are you going to do tomorrow? B:Nothing much. Why?(=Why do you ask me that?) 2. Why not?用来针对否定的内容发问，用在下列几种情况中： ①对一般疑问句的否定回答进一步询问原因时。

例如： A： Do you often go to school by bike? B:No, I don't. A:Why not?(=Why don't you go to school by bike?) ②对反意疑问句的否定回答进一步询问原因时例如： A： You haven't finished your homework, have you? B: No, I haven't. A: Why not?(=Why haven't you finished it?) ③ 对否定陈述句询问原因时例如： A： I can't finish this work in two days. B:Why not?(=Why can't you finish it in two days?) ④对表示建议、提议的回答时，形式上是否定，实际上是一种强调肯定的语气例如： A： Could you come with me? B:Why not?(=I can go with you.) 三、why 除了用作疑问句之外，还可以用作引导词（又称感叹句）放在句首或句中作插入语，表示惊奇等各种各样的情绪，不译为“为什么”，根据上下文它可以有“哟，啊呀，哎呀，嗨，噢，呃，啊唷”等不同译法。

例如： ① “Next Friday? Why, what's happening?” “下星期五？啊，有什么事吗？” ② Why! I thought you were in London.哎呀！我还以为你在伦敦呢！ ③ Why, it's quite easy! A child could do it!唔，那是相当容易的！小孩子也会做它！ ④ Why,what did she say?呃，她说什么？ 四、 why 还可用在书和文章的标题中用一种不规范的句子语序也是符合语法的例如： Why I am learning English? 我为什么学习英语？ Why the bat comes out only at night? 为什么蝙蝠只在夜里出来？ 五、 用“why＋不定式”时，不定式的动词常是不及物动词例如： He doesn't know why to go there.他不知道为什么去那里 六、why 在口语中可以用作宾语例如： Tell me why. 告诉我为什么 I don't know why. 我不知道为什么 七、Why not go with me?何不跟我一起去？（希望对方也去） Why don't you answer this question? 为什么不回答这些问题？（疑问） why don't 是疑问的用法，Why don't you/we ... do sth？； why not常表示一种建议。

不过某些情况在口语中可以简单地说 why not？ 注意，why not 是句口语短语 教学反思： 第四课时 单项选择 ( C )1.— I have a toothache. — You should _______. A.drink lots of water B.take a rest C.see a dentist D.have a good sleep ( C )2.In summer, there is _______ rain in my hometown. A.many B.lot of C.plenty of D.a few ( D )3.It’s hot here. Why not _______ your coat? A.put on B.to take off C.to put on D.take off ( D )4.—You look pale. What’s _______ with you? — I have _______ headache. A.the wrong; a B.wrong; the C.matter; the D.the matter; a ( B )5.You mustn’t stay _______ late every day. It’s bad for your health.  A.of B.up C.for D.on ( B )6.— Shall we go to the park? — _______ A.I’ve no idea. B.Good idea. C.I’d love. D.I’m very busy. ( D )7. — Must we keep the window _______ all the time? —No, you don’t have to. A.opening B.opened C.to open D.open ( A )8.We should eat _______ fruit and vegetables, but _______ meat. It is good for our health. A.more; less B.more; more C.less; more D.less; less ( B )9.— How are you feeling today? — ________ I think I can go to the picnic with you tomorrow. A.Not too bad. B.Much better. C.Very bad. D.Not so well. ( B )10.He eats _______ food, so he is _______ fat. A.much too; too much B.too much; much too C.much too; the many D.too much; too many ( C )11.— Must I take the medicine every day? — No, you _______. A.must B.mustn’t C.needn’t D.can’t ( C )12.My mother is ill. I _______ stay at home to take care of her.  A.can B.may C.should D.maybe ( A )13.— May I use your dictionary, Lily? — Sure, _______. A.go ahead B.you can ask Bill C.you can’t D.that’s all right ( C )14. If it _______ tomorrow, we will go to the park. A.isn’t rain B.don’t rain C.doesn’t rain D.won’t rain ( C )15.The nurse should care _______ the patients day and night. A.of B.at C.for D.in 答案解析： 1. toothache→dentist 2.C rain 是不可数名词,不能用A、 D。

B 是一个错误的形式 3.D Why not+动词原形,又根据句意排除与句意矛盾的选项 4.D What’s the matter with …?或What’s wrong with …?表示“怎么了;患……病” 5.B 词组stay up 表示“不睡觉” 6.B A 不符合语境,C 的表达是错误的,D 不符合交际习惯 7.D keep+名词(代词)+宾语补足语(形容词),表示“保持……处于某种状态”,open既可作动词,也可作形容词 8.A 注意可数和不可数的关系及实际情况 9.B 由下文I can go to the picnic with you tomorrow.可知身体好多了 10.B too much“太多”修饰名词,much too “太”修饰形容词 11.C must的问句,否定回答用No, you needn’t. 或No,you don’t have to. 12.C 妈妈生病了,我应当在家照顾她 13.A go ahead 在这里是“用吧”的意思 14.C 主将从现,不要被tomorrow 所影响 15.C care for 关心,照顾 Module 9 第一课时 教学内容：单词教学 教学目标： ⒈能正确地听、说、读、写第九模块单词，并做简单运用。

2.创设实际情景，让学生在角色扮演中运用语言 3.激发学生学习英语的兴趣 教学重点： 能让学生快速地认读单词，拼写单词 教学难点： 尝试运用这些单词 教学准备： 录音机、图片、卡片 教学过程： 一、复习 复习第八单元单词，并用这些词练习说话 二、学习单词 ⒈谈话引入 ⒉出示图片，感知图意 ⒊出示单词，图词联系 ⒋教师领读单词 Wonderful what wish primary Message keep future ⒌开展多种游戏，让学生反复去拼读和认读单词 ⒍指导学生用新学单词说话 三、学习词组 Best wishes primary school lots of My best friend good luck A good idea 四、巩固练习 教师出示图片，学生说出单词，并照样子说、拼、读 五、总结 说一说你还遇到哪些困难？ 六、作业 ⒈抄写记忆单词 ⒉用单词写话 教学反思： 第二课时 Unit1 Best wishes to you ! 教学目标： 1．会用英语祝福对方。

2.进一步巩固学习现在进行时和一般将来时 3.能听懂课文内容，并能回答与课文相关的问题 4.培养学生学习兴趣 教学重点： 会用英语祝福对方 教学难点： 进一步巩固学习现在进行时和一般将来时 教学准备：卡片、图片 教学过程： 一、复习导入 1. Warmer: （ 1）师生问好 （ 2） Act out the dialogue in Unit 1. 2. Listen and chant 二、新授 1. Leading: You are going to middle school .Are you excited ? Why? What are you wirting in your emails? 2. Text teaching : （ 1） T: Show the pictures on the blackboard. Play the tape and have the students look and listen. （ 2） Ss: Listen and underline the new words. Try to read （ 3） T: Explain the new words and the sentences. （ 4） 让学生在课文中找出用英语祝福对方的表达。

（ 5） 师生共同分析课文中的现在进行时和一般将来时 三、巩固练习 1.listen and say 2.say good wished to your friends. 四、小结 说说今天有什么收获？ 五、作业 熟读课文 教学反思： 第三课时 Unit2 Wishing you happiness every day. 教学目标： 1．会用英语祝福对方 2．通过学习培养学生听、说、写和灵活运用语言的能力，培养学生参与合作的意识 3.教育学生要有礼貌 教学重点：会用英语祝福对方 教学难点：会用英语祝福语向对方表达祝福 教学准备：图片，录音机 教学过程： 一、复习导入 1.look,listen and say. 2.say good wished to your friends. 二、合作学习、探究新知 1.listen and read 2.Now read and wirte . then ask and answer Q1： What is lingling doing? Q2: What does she wirte first? Q3: Then what does she wirte? Q4: How many letters are there ? 3.Practice 三、巩固练习 让学生看活动5 的图片，两人一组展开对话. 学生看活动5 的图片，试着用祝福语向别人表达祝福。

让学生两人一组展开对话，然后写一写 Eg:Good luck for the future . From xiao yong.Thank you,Xiao yong 四、总结 说说今天有什么收获？ 五、作业 向父母和朋友表达祝福 教学反思： 第四课时 Review Module 教学目标： 1. 巩固本课的四会单词，学习短语 2.能听说读写本课的重点句子 3.培养学生能听懂并能口头运用以上语句进行谈论对话的能力 4．培养学生学习英语的兴趣 教学重点 会用英语祝福语向对方表达祝福 教学难点：能听说读写本课的重点句子 教学准备：录音机、录音带、卡片 教学过程： 一、复习导入 1．教师出示学生制作的卡片，重点考察动词短语的记忆 学生写出相应的单词 二、合作学习、探究新知 1．放课文第一部分录音，学生跟读两遍 2．出示四个问题，师引导学生回顾2 部分 Q1： What is lingling doing? Q2: What does she wirte first? Q3: Then what does she wirte? Q4: How many letters are there ? 3.让学生分组操练询问，上台表演。

4.学习sing Listen to it for the first times. Read the word after the tape. Sing after the tape then by themselves. 三、巩固练习 Wirte and say Wirte good wished to your friends in thire notebooks. 四、总结 说说今天有什么收获？ 五、作业 填写配套练习 教学反思： Module 10 Unit 1 We’re going to different schools. 一、【教材分析】 本课是第十二册的最后一模块，第十模块的第一单元本课通过Lingling 的演讲，告诉大家进了中学后将要学习的一些新的科目，描写了Lingling 激动的心情同时，Lingling 又要和她最好的朋友Sam 和 Amy 告别，她又很伤心这篇文章很贴近六年级学生的学校生活以及他们的感情生活，学生会很乐意学习 二、【学生分析】 经过了六年的英语学习，学生们有了一定的英语基础，积累了一定的词汇量时态、语法也掌握的较扎实。

英语听、说、读、写的能力都有所提高所以，学习这一单元不会有很多困难 三、【教学目标】 1、知识与技能目标： 1）能阅读、理解文本内容并根据内容回答问题 2）能用简单的语言复述文章 3）能根据实际情况，准确使用一般将来时态谈论自己小学毕业后的打算 4）培养学生英语阅读的能力，逐渐掌握英语阅读的方法 2、情感目标： 1）培养学生对英语的兴趣，保持积极的学习态度 2）能与同伴合作完成任务 3）记住母校，老师珍惜同学间的友谊 四、【教学重难点】 使用一般将来时用英语讲述自己的打算 五、【教学准备】 多媒体课件及课文的CD 六、【教学过程】 Step 1: Warm-up Ss follow the tape and sing a song. Step2:Presentation T: Which grade are you in? You are going to go to middle school. What middle school do you know? What are we going to learn in middle school? Do you know? You’ ll have more subjects. 【设计意图：。

教师的问题贴近他们的生活，可以让孩子们轻松进入英语课堂，为课文的学习做好准备 Step3:Skimming T:What about our friends Lingling, Amy , Sam and Daming ? Let’s enjoy. 【设计意图：激发学生的好奇心，学生们很期待看到陪伴了他们六年的朋友将要干什么 Asks tudents to read the text by themselves as quickly as they can. Then answer two questions. 【设计意图：快速浏览，了解文本大概意思 2. Answer two questions. T:1)What’ s Lingling doing? 2)Is Lingling excited or sad? 【设计意图：通过问题检查学生在文本阅读中的捕获信息的能力,教会学生英语阅读的方法 Step3:Listening and reading Read the text with your partner， then choose several to read. 【设计意图：在了解了文本大概内容后，进行听读，模仿语音、语调。

Step3:Intensive reading 1.Read the text again.Before reading, I will give some questions. Read the questions first, then read. Questions: 1)When are they going to leave their primary school? 2)How does Lingling feel? 3)Why is Lingling excited and sad? 4)Where are Sam and Amy going? 【设计意图：带着问题再次进行精读，对文本内容更细致的理解培养学生的阅读习惯 Step4: Retell First ask them to retell in groups. Then retell one by one. Step5: Writing Give some questions. First discuss in the groups,then write the passage. Ask someone to read. Questions: 1) Which middle school are you going to go to? 2) What subjects will you study? 3) Are you excited or sad? Why? Step6: Summary Ask students to read the last passage together. 七、【作业设计】 1， Read the text fluently. 2, Finish your writing. 八、【板书设计】 Module 10 Unit 1 We’re going to different scho ols. leave primary school— sad—say goodbye… A goodbye speech start middle school— excited— learn—meet… miss— write—be… 教学反思： Unit2 What are you going to study? 一、教学目标 1、 学习目标语句：What are you going to study? I’m going to study History. 单词：history, geography, physics, chemistry, middle. 2、 能口头运用I’m going to study History.介绍将来的中学生活。

二、教学重点难点 1、 句型：—What are you going to study？ —I’m going to study…的用法 2、 一般将来时的意义及应用 三、Teaching aids: 教学课件ppt 四、Teaching steps: （一）Warm up: 复习已学过的动词词组：have a picnic, go to the park, play football 等 T: It’s going to be sunny tomorrow. I’m going to have a picnic. What are you going to do? S: I’m going to … T: I’m going to study English tomorrow. Do you know what I am going to do? (二 )Presentation 揭示课题：What are you going to study? T: Today we’re going to talk about middle school life. Now let’s go to Module10 Unit2, What are you going to study? Do you know what’s the meaning of study? 师出示middle,study 幻灯片，教学单词,分组念。

How do you spell it? Can you recite it? 1 教学单词 1） This is a timetable of middle school. We are going to study some new subjects (我们将要学习一些新的科目，有……) Do you want to learn these in English. OK, let’s go! 2）播放课件，This is a book of History. 出示单词，请学生全班读，个别读等形式 注意课程单词的第一个字母需要大写 3)So how to say“学习历史”in English? 老师提示，请学生说出短语“study History” 同法教学Geography、 Chinese、 Chemistry、 French. Let’s review these words. 2．教学句子 1）What are you going to study? I’m going to study… 播放课件，并问：What are you going to study?引导学生说出I’m going to study… 师：You are going to study … 2)课件出示句子What are you going to study? I’m going to study… T：Guess, what’s the meaning? Now read after me. 3）带领学生做SB 第二单元“活动5”（第41 页）的“Memory game”游戏： A:I’m going to go to school by bus. B:He’s going to go to school by bus and I’m going to walk to school.  C:He’s going to go to school by bus. She’s going to walk to school and I’m going to ride my bike to school. 游戏内容不限定于上学的交通方式，鼓励学生替换成各种学习科目或者具体中学的名字，逐句累加。

如： T：What’s he/she going to study?引导学生回答：He/She’s going to study… 课件展示句子He/She’s going to study…了解中文意思 教师随机提问：What’s he/she going to study? 三 Practice 1.科目调查表 Now look at the table : History Chinese Geography French Physics Science Chemistry Maths T: I like Geography, so I am going to study Geography. But I don’t like French ,so I am not going to study French. What about you? What are you going to study? Ss:I’m going to study… but I’m not going to study… 2、师生共同完成下列练习，通过选择题的形式来进行来帮助学生回答问题。

Question:  1、 How will you get to school? 2、 What time will you go to school? 3、 What time will you go home? 4、 What subjects will you study there? For answers: 1、 How will you get to school? A、 on foot B、 by bike C、 by bus D、 by car E、 by subway I’ll go to school . 2、 What time will you go to school? A、 6:00 B、 6:30 C、 7:00 D、 7:30 E、 8:00 I’ll go to school at . 3、 What time will you go home?-- . A、 4:00 B、 4:30 C、 5:00 D、 5:30 E、 6:00 I’ll go home at . 4、 What subjects will you study there?-- . Chinese History Chemistry PE Geography French I’ll study . 学生完成选择题之后，可以将以上内容连成短文，并上前展示，朗读自己即将到来的中学生活的一些基本情况。

四 Homework 1.Introduce your middle school life to your friend. 2.Copy important words and sentences five times 教学反思： Review Module 单元 教材 分析 本模块是全册课文的复习单元，通过完成各个活动对本学期学过的知识进行巩固和综合运用，回忆旧知，是学生进一步掌握基本的语言知识点和语法知识点！综合本册，学习了一般现在时（module 1），一般将来时 （ module2 、9），现在进行时（ module3、4、5），一般过去时（ module6、7、 8），其中穿插了一些其他语法，但以这四种时态为主线，切记要学会动词的单三形式、-ing 形式以及过去式的变换形式，是学会这几种时态的根本，也是为以后更复杂时态的学习作铺垫 单元 教学 目标 一、知识与技能 1.学生学会一般过去时的语法知识，学会动词的过去式的变换形式 2. 巩固一般将来时的基本结构和用法 二、过程与方法 教师设置情景，学生自主探究完成知识目标 三、情感、态度、价值观 通过复习课,进一步培养学生的观察、记忆、思维和实践能力，拓宽他们的知识面，提高他们对语言的综合运用能力。

通过丰富多彩的课堂活动，进一步激发学生学习英语的兴趣，使他们体验到学习英语的愉快和成就感 单 元 训 练 重 难 点 重 点 难 点 1.一般过去式的用法 2.一般将来时的用法 1. 动词的过去式的变换形式 2.“ be going to”句型的运用 单元 课时 安排 Unit 1 1 课时 Unit 2 1 课时 第一课时 课 题 Unit 1 主备人 张秀娟 教学目标 1.复习本学期学习的一般过去时的用法 2.复习本书中学过的重点句型和单词 3.完成课本第一、二、三部分练习 教学重点 能熟练运用一般过去式的用法 教学难点 动词的过去式的变换形式 教学准备 录音机.卡片 教学环节 教学内容及教师活动 学生活动 二次备课 一、复习 导入 以 这 个 句 型 提 问 : What did you do at home? 学生猜猜老师准备的盒子里都有什么 二、新授 1.老师提问：“What can you see in this pictire?”引导学生用一般过去时的句型组成句子。

2.播放录音，让学生认真听再放录音，逐句停顿 3.完成活动SB 活动2.并再放录音要求学生轮流用用一般过去时的句型说出表格中的句子，看看谁记住的最多 4.请学生三人一组完成 SB 活动2. 1.请学生认真观察书上的图 2.学生在图片中寻找相应的单词 3.学生轮流用一般过去时的句型说出表格中的句子 4.先同桌练习，然后集体汇报 三、巩固 练习 1.Play a game: Let students read the sentences two minutes. Then let students say out the sentences. 2.Give students five minutes to write 1.学生读句子，并说一说 2.让学生写单词，同桌互查，改正错误 the words ,then dictate the words. 3.Let students check the words each other. 4.Correct the wrong words. 四、小结 说 说 今 天 有 什 么 收获？ 学生自由谈感想。

五、作业 完成课本活动3，把句子写在本子上 板书设计 Review Module Unit 1 Yang Liwei went in a spaceship and made a video. Shenzhou V flew into space and took a taikonaut. 教学反思 第二课时 课 题 Unit 2 主备人 张秀娟 教学目标 1．复习一般将来时的用法 2．通过练习，引导学生运用一般将来时说句子 教学重点 一般将来时的用法 教学难点 “ be going to”句型的运用 教学准备 录音机，图片 教学环节 教学内容及教师活动 学生活动 二次备课 一、复习 导入 1.复习一般将来时 2.用下列动词说句子 read speak sing write read play buy drink draw ride 3.检查上节课的作业 1.指名说句子 2.完成练习 例： I am going to sing a English songs. I am going to write a emails. I am going to wear a T-shirt. 3.同桌互查。

二、新授 1.播放录音，让学生认真听再放录音，逐句停顿 2.让学生认真听录音，说说图片 3.师提问“What isn’ t right?” 4.再放一遍录音，让学生核对问题的准确性 5.师生共同完成活动2 引 导 学 生 用 “ Why…？ Because…”说话 1.学生自己参照例句说一说 2.开火车说说你的看法，教师纠正 4.学生核对问题 5.学 生 用 “ Why…？ Because …”说话 6.放活动三的录音，学生边看图边听 听后，学生两人一组练习 6. 学生两人一组练习 三、巩固练习 师生共同完成活动5 先让学生仔细观察图片，在用汉语说说图意然后，师说句子，学生回答 学生回答教师描述的是哪张图的内容 四、小结 说说今天有什么收获？ 学生自由谈感想 四、作业 写一写教材第三部分句子 板书设计 Review Module Unit 2 What are you going to wear? I’ m going to wear a T-shirt. Why ? Because it’ s sunny. 教学反思 期末复习计划 一、复习目的 1. 对所学的内容作一个回顾和巩固； 2. 对所学的内容作归纳和总结； 3. 提高综合运用语言的能力； 二、复习方法 1. 注意复习的全面性； 2. 要特别关注后进的学生； 3. 按系统复习； 4. 注意重、难点； 5. 注意针对性 6. 注意密度、合理分配时间； 7. 以练为主、综合练习、应用性为主； 8. 重视学生的反馈信息。

9．制定好复习计划 贯穿整套教材的主线有三条， 第一是知识主线，包括词汇、语法； 第二是技能主线，包括听、说、读、写； 第三是话题主线，包括主题、功能 其中，第一、二主线是由第三条主线带出来的，而第三条主线中的话题和功能在教材中的编排都是呈螺旋上升模式的以人物的日常活动、学习生活等作为主线，一些主题如“there be, time”主题教材会在不同册次的多个模块中分别从称谓、年龄、职业、理想、外貌、性格、爱好特长、生活习惯、成长与变化等方面进行了学习，而这些模块又涉及一般现在时（含第三人称单数）、现在进行时、一般过去式等语法内容和表达喜好、描述外貌、 对比等的功能语言因此，在制订复习计划时，一定要考虑这些线索间的相互关联，从而使复习有效 （一）复习内容的整理与划分 第一部分：知识 1、 词汇：二、三会词汇的复习（听、说、读）， 四会词汇的复习（听、说、读、写，其中主要体现在运用中） 具体分为：不可数名词，可数名词单数、复数，动词（三单形式，ing 形式，过去式），代词（人称代词，物主代词，名词性代词，形容词性代词），形容词（位置和作用，比较级 ），副词（位置和用法）， 介词， 连词。

各类词类按主题又进行了进一步的划分，如名词分为职业、场所、服装、食品等；动词分为运动、休闲娱乐、家务等；形容词分为外貌、性格、情感、天气、表示“好”的形容词等类别这样分类的目的使帮助学生整理知识，并丰富他们的积极词汇量，如学生在描述人物性格时，可以有多个不同的形容词涌入头脑，供其选择这样说（写）出来的东西词汇和内容都会比较丰富 2、语法： （ 1）名词：名词的单数、复数形式； （ 2）动词：(A) 一般式（原形），(B) 过去式（规则形式、不规则形式），(C) 现在分词，(D) 第三人称单数时动词的变化 （ 3）代词： 单数、复数形式 第三人称单数形式 （ 4）形容词：原级、比较级、最高级 （ 5）副词：副词的作用 （ 6）连词：连词的作用 （ 7）介词：介词的作用 （ 8）不定式（to do） （ 9）情态动词 can, may, must, should, 其中介词又分为了时间介词、方位介词和其他介词主要是通过教材中选出的不同例句来对介词的用法进行对比、归类和总结其他的语法也主要是以语境中的对比、总结为主 这部分的学习记忆不是重点，重点是知道在什么语境中运用教师在复习时用的例子要有代表性和全面，如介词for 在教材中就有表示目的、时间延续、用途等的意义, 因此教师要给出相应的例子，要注意引导学生对容易弄错的内容进行对比，并给予巩固练习。

回忆在学过的课文什么地方用过，表达的是怎样的意思，并能自己举出使用这些词和语法现象的例子，是复习掌握这部分的内容的有效策略 第二部分：话题、功能和任务（含阅读、写作） 这个部分可在第一部分的复习完成后进行也可与第一部分的内容结合进行教师要将8 册书中的各模块间的关系进行分析，将那些相关的内容放在一起，作为一大主题进行复习，建立起纵向的联系，而不是把他们当作孤立的模块逐一处理每大主题的复习应包括相关词汇、常用句型、典型对话（段落）等几个方面，包括听、读、写的练习划分出的每个板块应从相关课文模块、重点涉及语法、重点涉及功能等方面进行复习 这个部分在复习时要注意对学生能力的培养这就意味着教师们不要简单重复教材中的对话，或简单的对教材对话进行部分词的替换，而是要将小学阶段学过的同某一个主题相关的内容综合起来，灵活地加以运用，使学生们加深对已学内容的理解 第三部分：复习如何进行 一、复习内容的划分： 按词汇表，语法，话题 二、复习每个话题时应包括： （一）本话题涉及的词汇、短语等 （二）本话题主要的语法 （三）谈论本话题常用的句式、用语等 （四）本话题的听、读、写的练习 三、关于单词复习 （一）按单词分类复习 （二）按教材词汇总表复习 （三）按字母顺序复习 四、阅读的复习 （一）适当讲解阅读的技巧 ，如字面、理解、归纳、总结、计算、猜测能力等 （二）结合阅读教学进行 （三）适当补充一些课外阅读 五、短文写作的复习 （一）短文写作的技巧 （二）短文写作的训练 （三）学生的习作要与学生日常生活联系起来 （四）外国原文的欣赏 六、关于听力能力的训练 （一）利用课文材料进行听力训练 （二）利用学生的习作进行听力训练 （三）听力训练的各种形式 （四）听力的内容设计 七、其它 （一）对学生就复习安排进行解释，以帮助制订相应的复习计划。

（二）对学生进行复习策略的指导如单词的分类记忆，用排除法全面复习单词等 （三）注意在全面复习的基础上，突出重点，查漏补缺 （四）帮助学生形成综合运用语言的能力 （五）注意复习的趣味性 。