C名师教学设计2

Unit 1 How Tall Are You? 课题：Unit 1 (第1课时A let’s learn ) 一、教学目标

（一）知识与能力

1.能听、说、读、写taller, longer, older, younger, shorter，than单词，发音准确。

2.能听懂问句：How tall are you? I’m 1.61meters.能够使用句型：I’m taller.

You’re taller than me.

3.能够运用新学的内容完成

“Do a survey and report”任务。

（二）情感与价值观

培养学生学习英语的兴趣，树立学生学习英语的信心让学生养成积极锻炼身体的习惯。

二、教学重难点

能听、说、认读taller, longer, older, younger, shorter单词，发音准确。

三、教学流程

1. Warm-up （1）日常口语练习

T: Good morning, boys and girls. How are you today? Ss: I’m fine. Thank you. And you?

T: I’m fine, too. Thank you. （2）Play a game.(打开课件，播放人物图片) T：Look! I’m tall and old .How about you?

S1: I’m thin and short .What’s your father like?

S2: My father is strong and tall. 2. Presentation （1）Ask and answer in the class.(两名学生在讲台上比较身高)

T: Who is tall? / Who is short? Ss: A is tall. / B is short. T: A is taller than B. （2）Make some sentences. 引导学生用 than和 taller表达身边的同学身高情况。

（3）利用课件呈现其它新授单词（longer， older， younger， shorter）然后根据班级学生的情况分别编一个chant。

（4）跟读课件朗读let’s learn中的内容，并跟读三遍。

（5）巩固练习。

a.看口型，猜单词。

b.抽卡片猜单词。

(6)Pair work 全班四人小组，根据实际情况灵活运用今天所学习的五个新单词造句，并且能够拿自己与他人进行比较用英语表述出来。

3. Practice (1)Do a survey and report.完成表格

(2)句子接龙游戏。

S1: I’m taller than you. S2: I’m stronger than you

(3)主情境图练习。教师指出dinosaur和smaller的意思。

4. Homework (1)调查你的好朋友及家人的具体身高。

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(2)读、背今天所学习的五个新单词和句型。

(3)听录音，仿读。 四、板书设计

Unit1 how tall are you? tall----taller、

long----longer、

old----older、 than young----younger short----shorter 五、教学反思

课题：Unit 1 (第2课时A let’s talk) 一、教学目标

（一）知识与能力

1.能听懂、会说“How tall are you? I’m 1.65meters.

I’m taller than this one. How tall is it?” 并能在情景中正确运用。

2.能够知道meter的意思能够独立完成let’s try的练习。

（二）情感与价值观

培养学生良好的英语学习习惯。了解基本的计量单位的运用。

二、教学重难点

1.掌握句型：How tall are you? I’m 1.65meters. I’m taller than this one. How tall is it?”

2.能在情景中正确运用所学句型并能完成调查表。

三、教学流程

1. Warm-up （1）日常口语练习。

（2）复习单词：taller, longer, older, younger, shorter 2. Presentation （1）Let’s try

教师播放录音，学生独立完成练习并核对答案。

（2）Let’s talk

a.生阅读对话，并解释大意。

b.教师范读，学生跟读。

c.分组读，个别读回答问题。

d.播放录音，学到再次跟读。

3. Practice （1）T: How tall are you? I’m 1.65metres.引导学生回答，并多加练习。

（2）做完后教师出示图片问How tall are you?请学生轮流回答。

（3）把图片出示给学生，让他们加强练习。同桌或小组之间互相练习。

（4）学生两人分角色朗读课文对话。

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4. Homework （1）做本单元A Let’s talk部分的活动手册配套练习。

（2）听A Let’s talk部分的录音读给同伴、朋友或家长听。 四、板书设计

How tall are you? I’m 164cm tall.

You’re shorter than me.

You’re 4cm taller than me. 五、教学反思

课题：Unit 1 (第3课时B let’s learn) 一、教学目标

（一）知识与能力

1. 能听、说、读、写四个形容词的比较级形式heavier， stronger， bigger， thinner和smaller. 2. 能准确灵活地运用上述形容词比较级来描述人物和动物的特征差异。

3. 能够完成match and say练习并能正确在其中运用。

4. 能理解Story Time中故事。

（二）情感与价值观

1.让学生了解重量计量单位，了解公斤和千克。

2.让学生能够养成合理饮食习惯，保持身体健康。

二、教学重难点

1.掌握五个四会形容词的比较级形式。

2.掌握以下形容词的比较级构词形式：heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger. 三、教学流程

1. Warm-up （1）日常口语练习

（2）复习

2. Presentation Let’s learn

（1）教师拿出一双大人鞋子一双小孩的鞋子作比较，让一呈现单词bigger和smaller。

（板书bigger和smaller）让学生观察bigger不同。

（2）教师用PPT展示两张胖瘦人照片教授单词thinner和heavier。

（板书thinner和heavier），让学生观察heavier的不同。

（3）出示健美教练的照片进而新授单词stronger。（板书stronger）

（4）教师出示这几个单词卡，让学生比较它们的不同，词卡上最好又不颜色的笔书写比较级的变化。

（5）放录音跟读单词。

（6）学生和自己的同伴自己练习，根据他们的实际情况，并让特征明显的同学上台表演。看3

谁做的又快又好。

3. Practice （1）Match and say 教师先示范和一名同学，鼓励学生说出又创意的句子，如：Mike’s fish is bigger than mine.

S1: Sarah’s fish is . （2）story time 学生默读后回答，“Who is an excellent goalkeeper?” Why? 让学生说出不理解的句子，一块讨论，扫清阅读障碍。播放部分录音，学生跟读，分组练习，下节课表演。

4. Homework 学生做活动手册配套练习。

四、板书设计

heavy---heavier, thin---thinner, big---bigger

strong---stronger. 五、教学反思：

课题：Unit 1 (第4课时 B let’s talk) 一、教学目标

（一）知识与能力

1. 能够听懂对话，并理解对话，完成相应的练习题。

2. 能够独立完成let’s try的听力练习。

3. 了解kilogram的意思。

（二）情感与价值观

了解中外尺度单位的不同意义,培养学生合理购物的意识。

二、教学重难点

Let’s talk 动词过去式的变化规则；能在生活灵活运用对话。

三、教学流程

1. Warm-up （1）日常口语练习

（2）复习单词及句型

2. Presentation （1）Let’s try

播放Let’s try录音，并完成相应的练习。

（2）学生默读let’s talk并圈出不懂单词及句子。

（3）听录音，跟读，并回答问题。

（4）指名读。分角色读。全班读。

3. Practice

P3的主情景图：

学生两人一组自编对话练习

句型：How heavy are you？

Who is heavier than you? 4

small---smaller ,

What size are your shoes? Whose shoes are bigger? 4. Homework （1）抄写let’s talk的对话。

（2）听录音模仿对话。

四、板书设计

How heavy are you？

Who is heavier than you? What size are your shoes? Whose shoes are bigger? 五、教学反思

课题：Unit 1 (第5课时B read and write) 一、教学目标

（一）知识与能力

1. 能听，说，认读单词countryside，lower，shadow，smarter，become. 2. 能够了解read and write 课文的部分大意。

（二）情感与价值观

树立学生的环境保护意识，让学生学会选择低碳生活

。

二、教学重难点

1.能听懂、会说How heavy are you ?I’m 48 kg. I’m thinner than you , and shorter. 并能在情景中运用read and write的对话。

2. Read and write的对话。

三、教学流程

1. Warm-up （1）日常口语练习。

（2）let’s sing：My small cat 2. Presentation （1）Look and tick：播放录音，学生完成练习。

（2）用PPT出示日出与日落人影的长短的照片引出课文。

（3）学生个别读，分段读。

（4）听录音跟读。全班读，并要求学生帮助Wu Yifan 回答小鸭子的问题。

3. Practice 完成p9的练习。

4. Homework （1）听录音朗读read and write （2）配套练习。

（3）预习。

四、板书设计

countryside---乡村

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lower---更低地

shadow---影子

smarter---更聪明的

become---变成

五、教学反思

Unit 2 Last weekend 课题：Unit 2（第1课时）

一、教学目标

1. 学习单词weekend, drank, show, anything, else. 2. 全体学生能运用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV. 3. 掌握动词过去式的句子。

4.能朗读课文，并能进行角色表演。

二、教学重难点

1.重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。

2.教学难点是全体学生能掌握重点单词及句型。

三、教学流程

1. Warm-up （1）Greeting （2）Review some words we have studied in last class. （3）Let’s try:

2. Presentation

（1）生阅读let’s talk的短文并圈出不认识的单词：was drank （2）师讲解：drink—drank am. is---was are----were （3）教师播放Let’s talk 的课件，并要求学生回答问题：What did mike’s grandpa do last weekend? （4）教师再次播放Let’s talk 的课件，学生跟读并思考问题：

How was your weekend? What did you do last weekend? What are you going to do next weekend? 3. Practice （1）role-play 两人一组练习对话，并请三组上台表演。

（2）make a report 向全班讲述自己的上个周末做了哪些事情。

4. Homework (1) 学生听读P14-16两遍。

（2）学生背诵和抄写单词和短语4遍。

四、板书设计

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Unit 2 Last Weekend What did you do last weekend?

I ……

drink—drank am. is---was are----were

五、教学反思

课题：Unit 2 (第2课时) 一、教学目标

1.能听，说，读，写短语：cleaned my room, washed my clothes, stayed at home, watched TV. 2.能听懂问句：what did you do?并能做出相应的回答。

3.能够运用新学的内容完成

“Do a survey and report”任务。

4.掌握动词过去式的句子。

5.在小组的讨论交流中，培养学生英语的综合运用能力。

二、教学重难点

教学重点是四个动词短语的读音和拼写。教学难点是掌握动词的过去式变化规则及其发音。

三、教学流程

1. Warm-up （1）Free talk （2）导入新课

T:OK .How was your weekend? S3:It was fine….

S4:……..

2. Presentation 出示课件并让学生自己观察回答问题。

T: How were their weekends? S1：MIKE cleaned his room and washed his clothes. (师注意物主代词的变换) S2: ChenJie stayed at home and watched TV. (1)呈现词组: cleaned my room, washed my clothes , stayed at home, watched TV 强调过去式的发音/d/,/d/,/id//t/.学生跟随教师朗读词组。

(2)呈现句型：What did you do? 师问生答。

(3)学生打开课本P15，听录音再次跟读。

3. Practice （1）卡片识单词：教师出示动词原形词组卡片学生说动词词组的过去式。

（2）主情景图问答练习：出示MIKE 微博截图，操练句型what did +主语+do? 主语+动词过去式。

（3）Do a survey and report:操练句型—How was your weekend? What did you do? （4）Summary: Last weekend two students washed their clothes…

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4. Homework （1）抄写四会动词词组并做配套练习。

（2）询问同学及朋友的周末安排。

（3）预习p16。

四、板书设计

Unit 2 Last Weekend clean-----cleaned my room wash-----washed my clothes stay-------stayed at home watch-----watched TV 五、教学反思

课题：Unit 2 (第3课时) 一、教学目标

1.能够了解let’s talk的大意，并能简单复述对话。

2.能听懂并能完成part B Let’s try.

3.能够了解单词magazine，better，faster的意思。

4.培养学生正确的兴趣爱好。

二、教学重难点

教学重点是Let’s talk 动词过去式的变化规则。教学难点是能在生活中灵活运用对话。

三、教学流程

1. Warm-up （1）日常口语练习。

（2）播放Let’s try录音，并完成相应的练习。

2. Presentation & Practice （1）教师展示自己昨天做的事情,和平时周末经常做的事情的图片,引导学生注意时态区别。

（2）教师对学生说：John and Amy正讨论想要去书店，他们要买什么呢？let’s have a look!

（3）播放let’s talk活动的动画或录音，请学生看动画或听录音，教师通过简单的提问帮助学生理解课文大意。

（4）What do they want to buy? （5）教师通过单词卡片，图片，事物，带领学生学习单词及短语，magazine, had a cold, slept, better, faster.通过教师领读，小老师领读，组长检查，熟练掌握单词。

（6）再次播放录音。

（7）思考did john see a film last weekend?/ what did he do? （8）小组讨论，找出答案，抽生回答。

（9）再次播放录音，跟读，要求生模仿语音语调。

（10）学生分角色朗读，男女生读，分组读

。

3. Homework (1) 听录音模仿对话。

(2) 预习p17.

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四、板书设计

Unit 2 Last Weekend magazine 杂志 better---good 更好

faster---fast 更快

五、教学反思

课题：Unit 2 (第4课时) 一、教学目标

1.能听、说、读、写短语：read a book , saw a film ,had a cold, slept. 2.能听、说、会读时间短语：last weekend, last night, last Monday, yesterday, the day before yesterday. 并能做出相应的替换。

3.掌握过去式的一般疑问句的形式：Did you like it？Yes，I did并知道关键词替换。

4.能独立完成Look and talk的练习。

二、教学重难点

1.教学重点是能听，说，读，写短语：read a book , saw a film ,had a cold, slept. 2.教学难点是动词过去式的一般疑问句及其回答。

三、教学流程

1. Warm-up （1）日常口语练习

（2）复习

2. Presentation （1）PPT出示John的微博截图并提出问题：T: what did John do last Saturday? (板书last Sunday) S1：He slept.(板书slept) S2：He read a book(板书read a book) （2）出示动词卡片，学生朗读。

（3）出示Sarah看电影的图片，学生猜动词词组：see a film，引出saw a film (板书 saw a film).学生跟读

（4）T：Sarah saw a film. Did you like it?(板书Did you like it?) S1: Yes, I did(板书) S2: No, I didn’t(板书) （5）出示John 感冒的图片：have a cold ,引出动词的过去式had a cold(板书had a cold). （6）学生打开课本练习Let’s learn 的对话，教师出示各种时间词并解释： the day before yesterday(后天) （7）小结：不规则动词过去式：

do---did see---saw read---read sleep---slept have ----had go---went

3. Practice Look and talk: 操练句型what did Sarah/John/Mike….do yesterday/last Sunday /……? Did he/she have a cold…..? Yes, he/she did. No, he /she didn’t.

4. Homework 9

(1)抄写动词词组及时间短语。

(2)听录音模仿对话。

(3)预习P18。

四、板书设计

Unit 2 Last Weekend read a book last weekend, saw a film last night, had a cold last Monday, slept yesterday, the day before yesterday

五、教学反思

课题：Unit 2 (第5课时) 一、教学目标

1.能听，说，认读单词hotel，fixed，broken，lamp，loud，enjoy，stay 2.能够了解read and write 课文的部分大意。

3.了解意见书书写格式。

4.学生能在任务完成的过程中体会新语言的意义。

二、教学重难点

1.教学重点：read and write的对话。

2.教学难点：知道基本的酒店入住礼仪。

三、教学流程

1. Warm-up (1)Retell sb. Holiday：John’s holiday. (2)复习不规则动词的过去式与原形。

2. Presentation (1)出示PPT： Mrs Boom’s works

A. made the beds B. cooked the food C. cleaned the rooms (2)出示Mike的建议卡及意见书。

(3)生个别读，分段读。

(4)听录音跟读。全班读。 3. Practice 完成p19的练习

(1) Read the letter again quickly. find the sentences that describe pictures 1-3. (2) Circle all the verbs in the text and complete the table. (3) Read and finish the letter.

4. Homework (1)听录音朗读read and write. (2)预习。

四、板书设计

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Unit 2 Last Weekend Read and write hotel----旅馆

fixed ----修理

broken----破损的

lamp----台灯

loud----大声的

enjoy----享受

stay----逗留

五、教学反思

Unit 3 Where did you go?

课题：Unit 3 (第1课时) 一、教学目标

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。

二、教学重难点

1.教学重点：能够听、说、读、写Where did you go over your holiday? I went to…等句型。并掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 能够在实际情境中灵活运用。

2.教学难点：如何在现实生活中运用所学单词、词组和句型。

三、教学流程

1. Warm-up (1)Enjoy the song: At the zoo (2)Daily oral practice: 2. Presentation Let’s talk

设计主情景“我是小小侦探”

“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。出现一个老师和一个学生John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him? J: I can help you to find him. John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend? Sarah: Hmm! I watched TV. John跑去问了Wu Yifan. J: What did you do last weekend? W：Hmm! I played football. 板书句型：What did you do last weekend? I played football. 学生朗读。

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教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend. T: What did you do last weekend? S1: I …

T: What did you do last weekend? S2: I …

T: Did you help the teacher clean the classroom? 引导学生回答。板书help，并朗读。

3. Practice (1)Activity 2 (2)Activity 3: Make the chant. (3)“找到了”:通过课件展示John和Zoom的对话。

J: What did you do last weekend? Z: I played football at school. J: Did you help the teacher clean the classroom? Z: Yes, I did. J: Oh, Zoom. You are great! (4)听录音，跟读书本对话。

(5)学生一起朗读对话。

4. Homework

四、板书设计

Unit3 Last weekend What did you do last weekend? Where did you go over your holiday？

What did you do？

五、教学反思

课题：Unit 3 (第2课时) 一、教学目标

1.能听、说、读、写过去式单词went，rode，hurt和词组went camping，went fishing;能正确使用动词过去式。

2.能掌握句型Where did you go？ What did you do？及其正确的用法。

3.能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。

二、教学重难点

（一）教学重点：

1.能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。

2.能掌握句型Where did you go？ What did you do？及其正确的用法。

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3.能利用What did you do？Where did you go？询问别人过去做的事情，并能运用于日常生活之中。

（二）教学难点：

掌握本课的新单词及利用过去式的变化进行描述。

三、教学流程

1. Warm-up (1)Daily oral practice. (2)Hang–man game. ( watch, wash, clean, play, visit) (3)做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?

2. Presentation (1)教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today? (2)教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。

(3)教师问学生：What do you usually do on Sundays? (4)教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。

(5)引出句型：What did you do last weekend? 板书句型并朗读。

(6)呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。

(7)Activity one: Bingo! (8)师生问答。（语言内容，媒介）

(9)Activity two: 摘苹果游戏

(10)教师领读

Let’s learn部分。

3. Practice Let’s find out.

(1)教师通过CAI出示图片，提问：What did Zoom do last weekend? 板书并认读：do-did, water-watered. (2)教师问几个学生：What did you do？

(3)Do a survey。学生之间相互了解，并做好记录,完成后上台进行解说。

(4)填入所缺的单词。

4. Homework (1)抄写本课时的四会单词3遍。

(2)和他人谈一谈自己上个周末的活动。

四、板书设计

Unit 3 Last weekend rode a horse rode a bike went camping hurt my foot went fishing

五、教学反思

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课题：Unit 3 (第3课时) 一、教学目标

1.能听、说、读、写过去式单词ate，took，bought，gift和短语took picture. 2.能听说认读单词beach，basket，part，licked，laughed和短语went swimming. 3.掌握四会句型How did you go there？I went there by plane. 二、教学重难点

（一）教学重点：

1.能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；

2.能听说认读单词beach，basket，part，licked，laughed和短语went swimming. 3.掌握四会句型How did you go there？I went there by plane. （二）教学重点：

1.能听、说、读四会句型How did you go there？I went there by plane. 2.如何在现实生活中运用所学单词、词组和句型。

三、教学流程

1. Warm-up (1)Hang-man game ( went to a park, went swimming ,went fishing, went hiking, read books) (2)游戏Bingo (3)Let’s try

2. Presentation (1)教师用课件呈现chant a.在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人

b.学生二人小组说唱书本上的chant c.学生用手头的卡片自编一个chant (2)Let’s talk

a. Listen and do b. Look and answer c. Listen and read

3. Practice (1)Activity 1.Let’s find out (见表格2) (2)Activity 2 The story of Zoom. (3)Activity 3 Guessing. (4)Task-time a. Pair work A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

b.在问答过程中完成书中所示的表格. c.邀请几组同学到前面汇报调查结果

4. Homework

四、板书设计

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五、教学反思

课题：Unit 3 (第4课时) 一、教学目标

1.能听、说、读、写过去式单词ate，took，bought gift和短语took picture等。

2.能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。

二、教学重难点

（一）教学重点：

1.能听、说、读、写过去式单词ate，took，bought gift和短语took picture等。

2.能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。

（二）教学难点：

1.掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵活运用。

2.如何在现实生活中运用所学单词、词组和句型。

三、教学流程

1. Warm-up (1) Free-talk: T: What day is today? A: Today is…

T: What day was yesterday? (强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday? C: I (did)…yesterday. ( 用前几课时已经学的词组) (2) Chain-drill: C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

2. Presentation (1) Let’s learn:

继续Chain-drill,由T 引出并出示新授词组:went hiking. (2) 学生已经了解了go 的过去式后, T 边用I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing. 15

(3) Ask and answer: A: T ask and Ss answer. B: S1 ask and S2 answer. C: S3 ask and T answer. 由此, 教师引出新授词组: read a book. (4) 自编chant. Chant together. (5) Listen to the tape and repeat. Pay attention to the pronunciation of: went, read. (6) Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

3. Practice (1)通过各种游戏，操练所学词组

Activity 1 找搭档

Activity 2 我是侦察兵

Activity 3 记忆大挑战

(2)Task-time a. Pair work A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

b. 在问答过程中完成书中所示的表格。

c. 邀请几组同学到前面汇报调查结果。

4. Homework （1）听本部分的录音，读给朋友或家长听。

（2）活动手册

四、板书设计

五、教学反思

课题：Unit 3 (第5课时) 一、教学目标

1.能读懂并理解Read and write的内容，并完成其中的任务。

2.学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇。

3.能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力。

4.能够在阅读中获取有用的句型口头描述一下自己一天的活动。

二、教学重难点

1.教学重点：本课的教学重点是掌握四会词组,并用所学词组和句型进行调查。

2.教学难点：本课的教学难点是灵活运用所学的内容进行交际。

三、教学流程

1.阅读前

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（1）看一看，说一说。教师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max？

What will happen？完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上。

（2）教师让学生分类，哪些是好的事情？从而引出主题：life is full of good news and bad news。

2.阅读中

（1）第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序。

（2）第二次阅读：教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。

（3）第三次阅读：理解更多细节。

（4）教师放自制的课件，呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历。

（5）教师引导学生结合自己的实际情况，写出发生在自己身上的一件好事情、坏事情和自己的对策。

3.阅读后

（1）教师补充中国传统故事，塞翁失马，焉知非福。

（2）完成活动手册。

四、板书设计

五、教学反思

Unit 4 Then and now 课题：Unit 4 (第1课时) 一、教学目标

1.听说认读单词：star, easy, look up, Internet. 2.听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time. 3.听懂Let’s try,完成Tick or cross.

二、教学重难点

（一）教学重点：

1.听说读写句子，听说认读单词。

2.理解对话。

（二）教学难点：

1.听说读写句子，听说认读单词。

2.理解对话。

三、教学流程

1. Warm-up (1)Go over words of Let’s learn. 教师做动作，学生说单词并造句。教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym. 17

(2)用ago造句。 There was a dog in the park five days ago.

2. Presentation (1)教学单词star, easy, look up, Internet. a. 画星星简笔画

T: What’s this? Ss: It’s star. 板书star并教读。

T: Can you spell star? Ss: S—T—A—R. T: It is easy. （板书并教读easy.）

b. 出示一个星座图片，T: Do you know its name? Ss: I don’t know.

T: We can look it up on the Internet. 板书look up, Internet讲解并教读。

(2) a. 出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。

b. 出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。

c. 讲解并教读句子：Tell us about your school, please. How do you know that? (3)学生听录音，老师教读对话。

(4)学生自己读对话，回答问题：What was Grandpa’s school like?

(5)学生讲解对话，教师补充答疑。 3. Practice (1)教读对话，学生小组练习对话。

(2)学生灵活运用本课时单词和句型自由编对话。

(3)Finish Let’s try.

4. Homework (1)抄写本节课的单词和句子各一遍。

(2)完成活动手册

(3)完成练习册。

四、板书设计

Unit 4 Then and now There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.

五、教学反思

课题：Unit 4 (第2课时) 一、教学目标

1.听说认读单词：dining hall, gym, grass,…years ago,…months ago, last year, last month. 2.学习句型：There was/were…We didn’t have…及其一般过去时态的具体运用。

3.学生会根据具体年代判断与之相符的事物。

4.学唱歌曲Changes in me

二、教学重难点

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教学重点是过去时间状语的运用。教学难点是句型There was/were…的具体运用。

三、教学流程

1. Warm-up （1）Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike, went camping, hurt my foot , went fishing 教师说短语的第一个单词，学生说出短语，并造一个句子。

如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说) （2）Free talk. T: How was your weekend? Ss: It was fine. T: Where did you go? Ss: I went to ... T: How did you go there? Ss: By ... T: What did you do there? Ss: I went fishing. / ... 2. Presentation (1)教学单词dining hall, grass, gym, ago.

a. Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。

Chant: Grass, grass. Play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Play basketball in the gym. b. 教学单词ago及词组... years ago, ... months ago. 教师先说几个句子让学生感受。

T: I went fishing three days ago. I went to Beijing two years ago.

板书并教读ago。

让学生说出... years ago, ... months ago的意思并造句。

(2)出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子。

如：There was no computer room ten years ago. Now there’s a new one in our school. (3)Play the tape of Let’s learn.学生仿读。

3. Practice (1)小组读单词，开火车读单词。

(2)学生灵活运用所学单词句子。

(3)完成Find the mistakes.学生先自己读句子，然后小组合作找出错误的地方。

(4)学唱歌曲Changes in me 4. Homework (1)抄写并背诵dining hall, gym, grass, years ago, months ago, last year, last month. (2)用本课时句子写一个对话。

四、板书设计

Unit4 Then and now dining hall, gym, grass, ago, ...years ago, ... months ago There was gym in my school twenty years ago. Now there’s a new one in our school.

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五、教学反思

课题：Unit 4 (第3课时) 一、教学目标

1.听说读写句子：Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2.听说认读单词different, active. 3.听懂会说本课时的对话。

二、教学重难点

（一）教学重点：

1.听说读写句子Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2.different的发音较难。 （二）教学难点：

1.听说读写句子Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2. different的发音较难。

三、教学流程

1. Warm-up （1）Go over: go cycling ice-skate play badminton 教师做动作，学生一起说出短语并造句。

Go cycling, I could go cycling. Ice-skate, I could ice-skate. Play badminton, I could play badminton. （2）齐读Let’s learn对话并请学生翻译。

2. Presentation （1）教学different. 出示自己小时候的照片。

T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different now.板书different,请学生说出它的意思，并教读。

（2）教学active和板书句子：Before, I was quiet. Now, I’m very active in class.

请学生说意思，然后齐读。

（3）板书句子：I was short, so I couldn’t ride my bike well. Now, I go cycling every day. 请学生说句子的意思，然后齐读句子，最后请学生模仿该句子说自己的变化。

如：I was short, so I couldn’t play basketball well. Now, I play it every day.

（4）学生自己读对话，回答问题：How did Mike change? （5）学生讲解对话，教师答疑。

（6）放录音，学生跟读。

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3. Practice （1）学生小组读对话。

（2）分角色朗读对话。

（3）Finish Let’s try.

（4）用P36的句子灵活运用所学单词及句子谈论家人或朋友的变化。

4. Homework (1)完成活动手册Listen again and write (2) Write the new words. 四、板书设计

Unit4 Then and now active different Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

五、教学反思

课题：Unit 4 (第4课时) 一、教学目标

1.听说读写单词及短语：cycling, ice- skate, badminton，go cycling 2.能听说认读句子：I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.

二、教学重难点

听说读写单词cycling, ice- skate, badminton. 三、教学流程

1. Warm-up (1)Review: dining hall grass gym star easy (2)谈论学校的今昔对比。

T: Tell us about your old school, please. S1: There were no computers in my old school. T: How do you know that? S1: Our head teacher told us. 2. Presentation (1)教学单词及词组：cycling, go cycling, ice- skate, play badminton a.出示骑车的图片T: Which sport is it? 板书cycling并教读。

b.教师边做骑车的动作边说Go cycling, I can go cycling c.出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton. d.出示滑冰的图片，教学ice-skate. 边做动作边说：Ice-skate, Ice-skate， I can ice-skate. (2)板书句子：I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling.告诉学生think—thought, can – could. 21

(3)板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出意思，全班齐读。

(4)播放Let’s learn录音，学生跟读。

3. Practice (1)学生开火车读单词，词组。

(2)学生灵活运用所学单词及句子表演对话。

(3)Finish Listen, match and say. a.听录音，把人物与做的活动连起来。

b.根据连线同桌对话：Before, Allen couldn’t ... Now ...

4. Homework

(1)

四、板书设计

Unit4 Then and now cycling, go cycling, ice- skate, badminton, play badminton I didn’t like winter before.

I thought it was too cold, and I couldn’t go cycling. think – thought can -- could How about now? Now I love to ice-skate, so I like winter.

五、教学反思

课题：Unit 4 (第5课时) 一、教学目标

1.能听,说，认读单词race, nothing, thought ,felt, cheetah, trip, woke, dream。

2.能听懂，会说句子：There are many animals in the race. But suddenly he tripped and fell. 3.能听懂，读懂小短文，并能完成相应的练习。

二、教学重难点

1.教学重点是能听懂，会说句子：There are many animals in the race. 2.教学难点是能听懂，读懂小短文，并能完成相应的练习。

三、教学流程

1. Warm-up (1)Sing a song.

2. Presentation (1)出示单词卡片和图画教学单词：race, nothing ,thought, felt, cheetah, trip, woke, dream并板书,教读,学生跟读。

(2)S: 学生独立阅读课文，边读边理解。勾出不理解的句子。

(3)T:帮助学生理解句子并板书：

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There are many animals in the race. But suddenly he tripped and fell. (4) Listen to the passage. (5) Number the picture. 3. Practice (1)领读Read and write 中的句子并纠正读音。

(2)抽学生理解课文,并答疑。

(3)学生勾出动词的过去式，并写出原型。老师可以板书。

4. Homework (1)完成活动手册。

(2)用所学句型编对话。

四、板书设计

There are many animals in the race But suddenly he tripped and fell.

五、教学反思

Recycle Mike’s happy days Recycle Mike’s happy days 1

一、教学目标

1.会给单词归类。

2.去市场之前会列好清单。

3.能介绍新朋友的外貌特征。

4.能描述农场生活和活动。

二、教学重难点

（一）教学重点是：会给单词归类；去市场之前会列好清单；能介绍新朋友的外貌特征；能描述农场生活和活动。 （二）教学难点：

去市场之前会列好清单；能介绍新朋友的外貌特征。

三、教学流程

1. Warm-up （1）Greeting. （2）Free talk. 2. Presentation Day 1: A beautiful farm Day 2: Farmers’ market

Day 3: Life on the farm Day 4: Mike’s day on the farm

3. Extension

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4. Homework

四、板书设计

Recycle Mike’s happy days

五、教学反思

Recycle Mike’s happy days 2

一、教学目标

1.能看懂Mike学校生活的PPT,复习学科名称，理解Mike对各科的喜好。

2.能用简单的英语向别人介绍自己的朋友。

3.能根据文章内容判断正误，找出错误理由。

4.通过故事的阅读提高英语阅读理解能力和阅读技巧。

二、教学重难点

（一）教学重点：

1.能掌握表示各个学科的单词及喜欢和不喜欢该学科的理由。

2.能理解故事并能流利地朗读故事。

（二）教学难点：

如何在现实生活中运用所学，规划好自己的未来。

三、教学流程

1. Warm-up (1)Greeting. (2)Free talk. (3)看课表，同桌展开问答练习。

复习句型I like…best.=My favorite…is…/…is my favorite.

2. Presentation (1)Watch the PPT of the story. (2)Read the story and find the mistakes. (3)要求学生带着问题再次阅读。

(4)Look at Bill’s poster.

3. Extension Design your own poster. 4. Summary Let the students tell the class what we learnt today.

5. Homework 24

四、板书设计

五、教学反思

Recycle Mike’s happy days 3

一、教学目标

1.能看邀请函，并自己设计邀请函。

2.能恢复别人的邀请函。

3.能自己合理安排晚会内容。

4.能为举办晚会筹划各种所需物品。

二、教学重难点

（一）教学重点

1.能掌握邀请函的主要内容，如：时间、地点、人物等。

2.能自己做好晚会准备工作。

3.能恢复邀请函。

（二）教学难点：

复习will，be going to 构成的将来时在句中的运用。

三、教学流程

1. Warm-up （1）Greeting. （2）Free talk. 2. Presentation （1）Day 7:Mike’s surprise

（2）Write a reply. （3）Design your own invitation. （4）Day 8: A farewell party （5）Story time a.读故事，领略故事大意。

b.教师点拨难读的单词和句子。

c.学生分角色朗读故事。

d.有能力的学生组成小组分角色表演

e.读课文，让学生体会文章表达的中心思想—友情的重要性。

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3. Extension

4.Summary Let the students tell the class what we learnt today.

5. Homework

四、板书设计

Recycle Mike’s happy days

What are they going to do at the party? Group the words.

五、教学反思

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