小学英语第四册教案

小学英语第四册教案
Module 1 Friends（二课时）
一教学目标
（一）语言运用能力：
听：听懂课文，听准单词发音。

说：运用新授句型进行英语对话。

读：读准单词，熟练朗读课文。

写：写会7个单词，1个短语。

（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。

二教学方法：教师讲授+小组合作学习
三教学重难点：
1.单词的正确发音。

2.掌握句型“This is Ms Smart.She’s a nice teacher.”
四现代化教学手段：录音机.卡片
第一课时
课题：Unit1 She’s a nice teacher.课型：新授
教学过程设计
一（1）热身复习
1．师生问好。

2．教师带领学生做一组快速对游戏。

例如：
tall.short.fat.thin .
(2) 任务呈现与课文导入
1．师生交流。

教师随意和学生聊聊寒假的情况，问问他们有没有结交新朋友。

2．讲授新句型。

This is my friend Betty.She is very naughty.之后同桌交流。

3. 导入新课。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组。

3．教师讲解。

先讲解单词，然后讲解句型。

4．学生自读课文。

之后同桌交流读课文。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会7个单词，1个短语。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 1 Friends
This is my friend Betty.（单数）
区别
These are my friends. （复数）
nice 好的，友善的
a bit 有一点
shy 害羞的
clever 聪明的
nauty 淘气的
第二课时
课题：He’s cool.课型：新授
一教学过程设计
（1）热身复习
1．师生问好。

2．单词互答。

教师和学生通过单词英汉互答的方式检查学生的掌握程度。

3，做游戏。

让学生用学过的词句介绍同桌。

(2) 任务呈现与课文导入
1．通过图片引出课文：Panpan正要把自己的家庭成员介绍给大家，我们一起去认识，听过Panpan的介绍，我们也可以试着介绍一下自己的家庭成员。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组，根据插图才才生词和词组的意思。

3．教师讲解重点。

板书生词并讲解。

4．巩固游戏。

教师说单词，学生根据教师说的单词做出相应的动作。

也可以让学生充当“小老师”。

例如：cool.clever.naughty.cute等。

5．熟读课文。

可以采用多种机械操练的方式帮助学生练习发音。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会3个单词。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 1 Friends
Unit 2 He’s cool.
cool 酷的
little 小的，年幼的
cute 可爱的
第一模块教学反思:
本模块学习了描写人的一些形容词，可以将周围的人特别是自己家的人自己描述一下，有利于提高学生自己学习英的兴趣。

试着描述自己的家人。

本模块采用游戏方式创设真实的、贴近生活的语言环境，启发学生的创新思维，让学生在真实的语境中，积极运用所学的知识进行语言实践，既掌握了
语言知识与技能，又形成了运用这些知识与技能的能力。

Module 2 London（二课时）
一教学目标
（一）语言运用能力：
听：听懂课文，听准单词发音。

说：运用新授句型进行英语对话。

读：读准单词，熟练朗读课文。

写：写会9个单词。

（二）情感培养：通过学习了解英国首都伦敦的风土人情，标志建筑和著名旅游景点等。

二教学方法：教师讲授+小组合作学习
三教学重难点：1.单词的正确发音。

2.掌握句型“london is the capital of England./And it’s very big.”
四现代化教学手段：录音机.卡片
五教学过程设计
第一课时
课题：london is the capital of England. 课型：新授
一（1）热身复习
1．师生问好。

2．教师带领学生做游戏。

进行一个“说首都”的比赛。

分组进行比赛，答对一个加一分，获胜的小组表扬。

T:What is the captial of America?
S: Washington D.C.(也可以用汉语)。

(2) 任务呈现与课文导入
1．师生交流。

教师随意和学生聊聊寒假的情况，问问他们有没有结交新朋友。

2．讲授新句型。

This is my friend Betty.She is very naughty.之后同桌交流。

3. 导入新课。

1．提问：“What is the captial of England?”如果学生不知道可以告诉学生：“It’s London.”引出课文教学。

2．导入：Amy 和Lingling是同班同学。

一天，带来了一本关于自己家乡——伦敦的书。

Lingling 对这本书很好奇，于是就请教Amy一些情况。

今天学过之后，请大家也来介绍一下自己的家乡。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组。

3．介绍背景。

教师向学生介绍一下伦敦的背景。

例如：
伦敦是英国的首都，世界著名的大城市，是因果的金融，文化，艺术和教育的中心，泰晤士河穿城而过。

4．教师讲解。

先讲解单词，然后讲解句型。

5．学生自读课文。

之后同桌交流读课文。

（4）任务完成
讲解课堂活动用书。

七小结
1．听懂课文，听准单词发音。

2．写会9个单词。

八课后作业
1．读准单词。

2．熟读并背诵课文。

九板书设计
Module 2 London
Unit 1 New York is in the east.
london is the capital of England.
And it’s very big.
capital首都
about关于
beautiful美丽的
第二课时
课题：This is the River thames. 课型：新授
一教学过程设计
（1）热身复习
1．师生问好。

2．单词互答。

教师和学生通过单词英汉互答的方式检查学生的掌握程度。

3．复习课文。

将学生分成两大组，分别扮演Amy和lingling,进行对话，复习上节课的知识.
4．复习上节课的新授句型。

(2) 任务呈现与课文导入
1．通过图片引出课文：在这节课上我们将进一步了解伦敦著名的景点，继续学习怎样描述景物和物品。

（3）课文教学。

1．放录音。

学生认真听。

2．两人合作，分别找出录音中提与的伦敦的名声以与描述这些名胜的词汇。

教师请学生说出这些名称和相应的形容词，并将它们写在黑板上。

3．教师讲解重点。

板书生词并讲解。

4．巩固游戏。

教师说单词，学生根据教师说的单词做出相应的动作。

也可以让学生充当“小老师”。

例如：cool.clever.naughty.cute等。

5．熟读课文。

可以采用多种机械操练的方式帮助学生练习发音。

6.学唱歌曲《London Bridge is falling down》.
（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会3个单词。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 2 London
Unit 2 London is the capital of England.
the River Thames__long and wide
Big Ben__old and tall
Hyde Park__beautiful
Tower Brige__famousand beautiful
第二模块教学后记：
本模块借助了图片等有趣的媒体吸引了学生的注意力，贴近生活的语言环境，启发学生的创新思维。

在学习英语课的同时丰富了学生的人文地理的常识，激发起了学生学习知识的热情
Module 3 Picnic（二课时）
一教学目标
（一）语言运用能
力：
听：听懂课文，听准单词发音。

说：运用新授句型制定并谈论计划。

We’re going to have a picnic./Will you take your kite?/Yes,I will./No,I won’t.
读：读准单词，熟练朗读课文。

写：写会16个单词。

（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。

二教学方法：教师讲授+小组合作学习
三教学重难点
1.单词的正确发音。

2.掌握句型“We’re going to have a pi cnic./Will you take your kite?/Yes,I will./No,I won’t.”
四现代化教学手段：录音机.卡片
五教学过程设计
第一课时
课题：Will you take your kite? 课型：新授
一（1）热身复习
1．师生问好。

2．教师带领学生一起唱英文歌曲《London Bridge is falling down 》.也可以采用小组竞赛的方式。

并对学生说：“Let’s see which group is the bes t.”
(2) 任务呈现与课文导入
1．课文导入：教师拿出球和尺子来引出新的句型：
T:We’re going to have a PE lesson.Will you take a ball?
S:Yes, I will.（可以引导学生说）
T:We’re going to have a PE lesson.Will you take a rule?
S:No,we won’t.（可以引导学生说）
2．讲授新句型:板书新句型“We’re going to ...Will you take …?” /Yes, I will./ No,I won’t”并讲解。

强调“will”和“won’t”的读音。

并领读。

3. 导入新课。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组。

3．教师讲解。

先讲解单词，然后讲解句型。

4．学生自读课文。

之后同桌交流读课文。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会16个单词。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 3 Picnic
Unit 1 Will you take your kite?
We’re going to ... Monday星期一
Will you take …? Tuesday星期二
Yes, I will. Wednesday星期三
No,I won’t .Thuresday 星期四
Friday星期五
Saturday星期六
Sunday 星期日
第二课时
课题：On Monday I’ll go swimming.课型：新授
一教学过程设计
（1）热身复习
1．师生问好。

2．师生交流。

主要是进行上节课单词的复习和日常语的口语交流。

T:What weather is today?
What day is today?
What day is today?
Will you do today?
Willyou take your ball this afternoon/tomorrow?
(2) 任务呈现与课文导入
1．绘制表格引出课文：教师在黑板上绘制一个表示一周七天的表格，指着表格说：“I’ll play football on Monday.I’ll read my books on Tuesday.”边说边配合动作帮助学生理解。

告诉学生：今天我们先看看Shanshan 的一周计划，然后我们再试着为自己一周的学习和课外活动制定一个计划。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组，根据插图才才生词和词组的意思。

3．教师讲解重点。

板书生词并讲解。

4．熟读课文。

可以采用多种机械操练的方式帮助学生练习发音。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会16个单词。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 3 Picnic
Unit 2 On Monday I’ll go swimming.
go swimming
play with friends
go to the park
do homework
visit Grandma
help mother
read books
第三模块教学反思：
借助游戏与表演的授课方式，在日常生活中营造英语的读说氛围，在的同时学习英语，另外通过本单元的学习还能加强了学生用英语交流沟通的能力，增强学生之间的友谊和感情。

Module4 Robot（二课时）
一教学目标
（一）语言运用能
力：
听：听懂课文，听准单词发音。

说： 1.用“”谈论将来可能发生的事情。

2.运用情态动词“can”描述能力。

3．谈论将来的天气状况。

读：读准单词，熟练朗读课文。

写：写会6个单词，1个短语。

（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。

二教学方法：教师讲授+小组合作学习
三教学重难点：1.用“will”谈论将来可能发生的事情。

2.运用情态动词“can”描述能力。

四现代化教学手段：录音机.卡片
五教学过程设计
第一课时
课题：Unit 1 Robots will do everything. 课型：新授
一（1）热身复习
1．师生问好。

2．教是带领全班一起做游戏。

教师下指令，学生根据教师的指令做出相应的动作。

T:Do as I say:
Run, jump, play football,play basketball,play the flute,row a boat,make a cake, wash clothes, do homework…也可请学生发出指令做动作。

(2) 任务呈现与课文导入
1．教师假装很累，擦擦汗，对学生说：I’m very tired.Who can help us? Can the robot help us?引出课文内容。

2．导入新课。

（3）课文教学。

1．教师对机器人进行简单描述。

2．放录音。

同时用笔勾出生词和词组。

3．再放录音。

学生认真听。

并找出问题的答案。

What can Daming’s Robot do?
Will robots do the houswork?
Will robots help children learn?
Will robots do homework for children?
3．讲解学生疑问和问题的答案。

4．学生自读课文。

之后同桌交流读课文。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会6个单词，1个短语。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module4 Robot
Unit 1 Robots will do everything.
What can Daming’s Robot do?
Will robots do the houswork?
Will robots help children learn?
Will robots do homework for children?
第二课时
课题：Unit 2 Will it be in Beijing? 课型：新授
一教学过程设计
（1）热身复习
1．师生问好。

2．情景剧表演。

让学生分别扮演课文中的角色，借助语言和肢体动作进行表演。

(2) 任务呈现与课文导入
1．复习关于天气状况的形容词。

sunday,winday,cloudy,rain,snow,hot, cold,warm等。

2．教师通过和学生谈论天气和机器人引出今天的教学。

（3）课文教学。

1．放录音。

学生认真听。

2．访第二遍录音时，教师提出一个问题：“What will the weather be in Beijing?”如果学生有困难，教师可用中文提示学生。

然后解答。

以次形式，
继续提问：What will the weather be in Guangzhou/Sanya/Yinchuan?”引导学生回答：It will be sunny in Guangzhou.It will be hot in Sanya.It will be cold in Yinchuan.
3. 再抽查学生掌握的情况。

4．教师讲解问题答案和重点。

板书生词并讲解。

5．熟读课文。

可以采用多种机械操练的方式帮助学生练习发音。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会6个单词，1个短语。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module4 Robot
Unit 2 Will it be in Beijing?
Sunday What will the weather be in …?
Winday It will be…
Cloudy
Rain
Snow
Hot
Cold
Warm
第四模块教学反思：
本模块重点句型：It can walk.
Robots will do everything.
It will be windy in Beijing.
Will it be windy in Beijing.
Yes,it will./No,it won’t.
教师通过和学生谈论天气和机器人引出今天的教学让学生分别扮演文中的角色，借助语言和肢体动作进行表演。

学习了天气的表达方法
Module 5 Size（二课时）
一教学目标
（一）语言运用能
力：
听：听懂课文，听准单词发音。

说：比较和描述两个人的差异。

读：读准单词，熟练朗读课文。

写：写会4个单词，3个短语。

（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。

二教学方法：教师讲授+小组合作学习
三教学重难点：比较和描述两个人的差异。

四现代化教学手段：录音机.卡片
五教学过程设计
第一课时
课题：Amy’s taller than Lingling.
一（1）热身复习
1．师生问好。

2．英汉互答。

教师和学生通过单词对答的方式复习上节课学过的形容词。

(2) 任务呈现与课文导入
1．画图讲授单词“old”和“young”。

教师通过在黑板上画图引出新的单词。

T:Look at this man.He is old.
Look at this man. He is young.讲授单词“old”和
“young”。

用同样的方法讲解“strong”
2．导入新课。

（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组。

3．讲解学生疑问。

4．教师讲解。

提问：Lingling和Amy谁的个子高？板书：Amy’staller than Lingling.向学生讲解“taller”和“than”(把“er”标出来)。

5．学生自读课文。

之后同桌交流读课文。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会4个单词，3个短语。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 5 Size
Unit 1 Amy’s taller than Lingling.
He is old.
He is young.
He is strong.
五自我评价
第二课时
课题：Unit 2 Beijing is bigger than Tianjin. 课型：新授
一教学过程设计
（1）热身复习
1．师生问好。

2．师生交流。

主要是进行上节课单词的复习和日常语的口语交流。

通过单词卡片进行训练复习巩固。

3．把特殊单词的比较形式进行重点复习。

fat,big,thin
(2) 任务呈现与课文导入
1．复习专有名词。

结合课本上的图片，进行讲授。

the Changjiang River
the Yellow River
Mount Tai
the Great wall
the Summer Palace
Tianjin,Beijing
（3）课文教学。

1．放录音。

学生认真听。

2．再放录音。

同时用笔勾出生词和词组，根据插图猜猜生词和词组的意思。

并根据提出的问题进行预习。

Which is longer,the Changjiang River or the Yellow River?
Which is higher,Mount Tai or the Summer Palace?
Which is bigger,Beijing or Tianjin?
3. 再放录音。

找出问题的答案。

4．教师讲解问题答案和重点。

板书生词并讲解。

5．熟读课文。

可以采用多种机械操练的方式帮助学生练习发音。

（4）任务完成
讲解课堂活动用书。

二小结
1．听懂课文，听准单词发音。

2．写会16个单词。

三课后作业
1．读准单词。

2．熟读并背诵课文。

四板书设计
Module 5 Size
Unit 2 Beijing is bigger than Tianjin.
the Changjiang River
the Yellow River
Mount Tai
the Great wall
the Summer Palace
Tianjin,Beijing
Which is longer,the Changjiang River or the Yellow River?
Which is high?Mount Tai or the Summer Palace?
Which is bigger,Beijing or Tianjin?
第五模块教学反思：
本模块重点学习句型：1、Amy’s taller than Lingling.
2、Beijing is bigger than Tianjin.
本模块运用组教学法，编排对话，尽可能多的使用
“old,young,fat,thin,tall,long,short,strong,big, small,等形容词的比较级。

Module 6 Music
Unite One
一．Learning tasks:
This is good.
This boy is better than the girls.
This picture is bad.
This picture is worse.
二．Function:
Using uation and comparation
三．Teaching process:
1．listen and point.
Before doing Activity 1, write the following comparatives on the board
Better louder worse smaller bigger
Tell the students to close their books. Say that they are going to listen to the tape and tell you which comparatives they hear.
Play the passage once and let the students listen.
They should hear both ‘better’ and ‘worse’.
2.point and say.
Tell the students to try and bring the following magazine pictures to class: a holiday place, a car, a house, a stereo, a room. If they can’t find magazine pictures, they can draw these places and objects.
In the next lesson, invite two students to the front and get them to hold up their pictures of houses. Then students have to say which one is better and which one is worse.
Now have another pair come to the front. They should hold their pictures of cars and the rest of the class says which one is better and which one is worse.
Now have the students continue the activity in pairs.
1.Now listen again and complete the sentences.
Have the students bring photos of two of their relatives of friends to class. If they can’t bring photos, have them draw pictures.
Now write these structures on the board:
This is my…. and this is my…
His/her name is…and his/her name is…
…is taller than…
…is older than…
they can run/swim/jump/play the piano…
…is better than…
Now have the students complete the passage using information about their friends or relatives.
Unite Two
一．Learning tasks:
Lingling is better than Daming.
Amy is worse than Sam.
二．Function:
Using uation and comparation.
Teaching process:
1. ask and answer
you may want to remind the students of the different kinds of music, e.g. pop music, jazz, dance music, rap music. You can extend this by teaching ‘rock music’ ( modern popular music with a strong beat; often played loudly) and ‘folk music’ (traditional style).
Put the students into groups of three and get them to look at the book. Have them read the example dialogue in their groups.
Do an example. Choose two competent students and say to the first one, ‘What music do you like? Prompt the students to answer, ‘I like [ type of music].’ The second student should either agree or say which type of music he/she prefers.
Now have the students continue the activity in their groups.
第六模块教学反思：
本模块的主要教学目标是让学生能听懂、会读、会说：（1）单词：voice think better agree worse quiet little our（2）句式: I think this girl is better than the first girl. 与Tom is worse than the girls. 并能用所学的句型对一些活动进行评论，发表自己的意见，学会用英语评价同伴。

教学中采用“真实任务教学法”，设计真实运用任务“在班级评选艺术类单项小能手”，让学生通过绘画比赛、模仿动物声音或动作、英语歌曲擂台赛、优秀小评委等活动，学会大胆开口发表自己的意见和培养公平、公正评价别人的能力，从中激发了学生学习的兴趣，从而掌握本课重、难点，胜利完成教学任务，提高综合运用语言能力。

Module 7 Countries
单元分析：
本单元由Unit1 New York is in the east.
Unit2 Beijing is the capital of China.组成，谈论国家、
首都、城市与地理方位等。

同时通过学生查看百科全
书或到图书馆、互联网上查阅相关资料，制作一个英
语简报，介绍自己最喜欢的国家或城市，贴到班级的
板报栏中展示，并和其他同学用英语交流相关信息。

Module 7 Countries
Unit 1 New York is in the east.
Teaching aims:Washington D.C .is the capital of the USA.
It's in the east.
Teaching importance:Direction.
Teaching difficulties:Country
Teaching Tools:Reporter
Teaching steps:
Step one :Warm up
1 Sing a song.
2 On the board write the words'United States of America'. Show the students a map of the USA or draw a rough map on the board.Ask the students if they know anything about the USA.They may have heard of New York,Hollywood, Disneyland and perhaps the names of some famous people.
Write the students' suggestions on the board. Talk about each one briefly or ask the students to give some information about them.
3 If the following names are not on the board, write them and indicate the syllables and stress.
4 Say the words and get the students to repeat them.Make sure to leave the words on the board for the following activity.
Step two: Listen and point
Ensure that the students remember the words'city'and 'country'.Say,'Is Beijing a city?'Nod your head and prompt the students to answer,'Yes,it is.'Then say,'Is Shanghai a country?'Shake your head and the students should say.'No, it isn't.' Prompt them to continue and add,'It's a city.'
Let's play a game: I am goint to call out the name of something and you have to say whether it is a city or a country.OK?
Step three:Listen and say
Draw a rough map of the USA and mark the following places on the map:New York, San Francisco and Washington D.C. Allow the students to look at the map for one minute and then erase the names.Leave circles to mark the places you have rased.Now
point to a circle and ask,'Which place is here?' The students should respond,'That's [city name].'
Step four:Point ,ask and answer
Show a map of China or draw one on the board.Mark the compass
pointd'east'and'west'if they are not already on the map.
Now write the names of some cities that are in the east and some that are in the west. Explain to the students that you are going to call out the name of a city and they have to say if the city is in the east
or west.
Step five: Homework
Unit 2 Beijing is the capital of China.
Teaching aims:Beijing is the capital of China.
It's in the north.
Teaching importance:
Talk about country,city and capital and so on.
Teaching difficulities:direction
Teaching Tools:Recorder
Teaching Steps:
Step one : Warm up
Write some countries' words on the board,say and get the students to repeat them. Explain that you are going to call out the name of a country and its capital city and a student has to go to the board and connect the two words by drawing a line.Continue the activity until each country is linked to its capital city.
Have the students copy the names into their exercise books and continue the activity in pairs.
Step two: Listen and point
Tell the students that you are goint to call out the name of a city.They have to say which country it is the capital of .
Step three:Listen and say
Have the students look at the two pictures and try to work out which cities they show(London and Beijing)
Get the students to try and predict what the song will be about(England and China). You should point out that the boy is near Big Ben in London in the first picture. In the second picture the boy is at the Tian'anmen Square.
Find out if the students would like to vistit the UK and if so, why?
On the board write the words'China and England',get the students to brainstorm ideas about places and things in England and China.Write their suggestions on the board. Step four:sing
Play the spoken version of the song and get the students to repeat the words.
Play the second version and let the students listen to the melody or they can sing along with the music.
Divide the class into two groups.Tell one group they are England and the other group is China.Get each group to write a word about that country on a large piece of paper.
They should use the list on the board that they came up with in 'Before singing the song.'
Get the 'China' group to sing the verse about China and the 'England'group sings the one about England.As they sing , they should hold up their pieces of paper.
Step five:Homework
Get the students to make a poster about England or China. They can use magazine pictures or draw pictures,and then write the name of each place underneath.At the top they can put the title,'Come to England'or 'Come to China'.
Module 8 Changes
单元分析：
本单元由Unit 1 I was two. Unit 2 They were young.
组成，带领我们谈论过去的事情和情况，通过比较
“now ”和“then”帮助学生理解“then”的含义；向
学生继续讲解一般过去时：表示的是过去的状态。

讲
述过去的状态时通常把在一般现在时中使用的“am/is\ are”变成“was \were”
Module 8 Changes
Unit 1 I was two.
Teaching aims:They were young. I was two.
Teaching importance:
How to use'was\were'?
Teaching difficulities:Talk about the past
Teaching Tools:Recorder
Teaching Steps:
Step one : Warm up
sing a song.
Bring magazine pictures of people to class.Hold up individual pictures and have the students use adjectives to describe their physical appearance.
Put the students into small groups.Give one or two pictures to each group and have the students describe the people.
Step two:Listen and point
Have the student look at the pictures in the Student's Book. Ask questions in Chinese,e.g. What are Amy and Lingling looking at in Picture1?What is Amy pointing to in Picture3?
What is Lingling's mother showing the girls in the last picture?
Step three:Listen and say
Write the 'now'and 'then' informations on the board. Tell the students that you are going to say,'Now'or 'then' and then individual students will have to make an appropriate statement about Lingling . They should use the above table as a guide.
Step four:Point and say Tell the students to bring a photo of themselves or their relatives to class.The photo should show them or their relatives when they were young.If they don't have any photos,they should draw a picture.
Tell the students to write three or four sentences about the photo.In class,invite some of the students to the front to show their pictures and to read out their sentences.
Put the students into pairs and get them read their sentences to one another.
Step five: Homework
Unit 2 They were young.
Teaching aims:They weren't old then.
They were young
Teaching importance:
Talk about 'now' and 'then'.
Teaching difficulities:Talk about the past
Teaching Tools:Recorder
Teaching Steps:
Step one : Warm up
sing a song.
On the board write out the following incomplete adjectives: -aughty -oung -hort -at
-ld -ute -all
Tell the students that you are going to call out the adjectives and they have to say the missing letters.
On completion,have the students sontinue the acivity in pairs.
Note that the words on the board are: naughty, young, short fat,old,cute,tall.
Step two:Let's chant
Play the spoken version of the chant and get the students to repeat the words.
Play the second version and let the students listen or they can say the chant along with the music.
Divide the class into two groups.
One group says the first verse of the chant and the other group says the second verse of the chant.
Get the students to do mimes as they say the chant. For the small chick,the students can use their hands to make a small shape.The students can show how fat the hens are by using their hands to make a big shape,and by putting out their stomachs.
For the words'cheep,cheep,cheep',the students should say them in a small,baby voice.The students should use a deep, grown-up voice when they say
'bock,bock,bock'.
Get the students to say the chant and do the mimes at the same time.
Step three:point and say
Have the students look at the two pictures and find the things that are the same. Step four: Homework
单元分析：
本单元由Unit 1 I helped Mum. Unit 2 Did Dad cook
lunch?组成，谈论过去的行为或事件。

Module 9 weekend
Unit 1 I helped Mum.
Teaching aims:I helped Mum.
Did you cook meat yesterday?
Yes, I did/No, I didn't.
Teaching importance:Talk about past activities.
Teaching difficulities:Using the simple past tense of regular
verbs to talk about past activities.
Teaching Tools:Recorder
Teaching Steps:
Step one : Warm up
sing a song.
Write these words at random on the board:watch, cooked, talked, helped, phoned , talk, pointed, phone,listen, help,listened, played, watched,point ,cook, play. Note that some of them are in the present tense and others are in the past.
Explain to the students that you are going to call out the present and the past form of a verb. Choose one student to go to the board and draw a line to connect the words. Step two:listen and point
Explain to the students that many verbs in English are 'regular'. That means they follow a pattern,or rules. To make the negative of regular verbs,we use the auxiliary,or helping verb'do' plus 'not' and the infinitive without'to'.Of course,when we are talking about the past, we must use the past tense form of the auxiliary,which is
'did',e.g. didn't play didn't talk .The auxiliary'do'(which becomes'did'in the past tense)is used to form closed,or'yes/no'questions,e.g. Do you have a dog? Did you go to the library?
Now hold up your book,point to the pictures in Acitivity 1 and ask question,e.g. Did Amy help her mother on Sunday? Did she play on the computer?Did Tom watch TV?
The students should look at the pictures and
respond,'Yes,she/he/they/did.'or'No,she/he/they didn't.'
Then have the students continue the activity in pairs.
Step three:play a game
Do an example with a student,say that you are going to ask questions and they have to say'Yes'or 'No'.
For example:Did you cook on Saturday?...
Did you play football on Saturday?...
Step four: Homework
Unit 2 Did Dad cook lunch?
Teaching aims:Did Dad cook lunch?
Teaching importance:Talk about past activities.
Teaching difficulities:Using the simple past tense of regular
verbs to talk about past activities.
Teaching Tools:Recorder
Teaching Steps:
Step one : Warm up
sing a song.
On the board,write some regular verbs in their present tense form,e.g.
listen,play,help,jump,watch,open,point.Explain to the students that you are going to call out the past tense form of these verbs.Then choose individual students to go
to the board,find the verbs and add'-ed'.
Step two:Listen and repeat
Remind the students that we can add'-ed'or'-d'to regular verbs to make the past simple form.
Have the students think of verbs they know and write their suggestions on the board.Try to get the students to tell you whether the verbs are regular or irregular. Step three:chant
1.Have the studnets look at the pictures and describe what the students are
doing(walking,dancing,jumping)。