新版外研社小学英语三起点四年级下册全册教案

Module 1 Unit 1 she’s a nice teacher.
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
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 y ou?
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)
2.领读题目，布置任务
T：This c lass 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 ver y 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。

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: N o, 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.
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”。

并拓展了解八大行星。

通过百度搜索引擎搜集八大行星图片，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。

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。

教师准备八大行星的图片，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 very old.
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?
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.
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’l l 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.
(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\today\tomorrow问：What
day was\is will be yesterday\today\tomorrow?
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，弥补课堂上受时间限制朗读不够的缺陷。

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。

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 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 .)
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 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 .
( 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 the y 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!
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
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.
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。

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。

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.
（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。