全册（教案）-2025-2026学年外研版（一起）（2012）英语五年级下册

该教案围绕小学英语核心语法（一般过去时、一般将来时等）及职业、食物、季节等主题词汇展开，通过歌曲、游戏等热身活动复习旧知，自然衔接新知，搭建“旧知回顾—情境呈现—实践运用”的学习支架，梳理知识脉络。 资料以任务型教学为主导，通过制作风筝、写邮件等活动提升语言能力，对比中英饮食习惯、图书馆规则培养文化意识，结合猜测游戏、跨时态描述发展思维品质，助力学生综合运用语言，为教师提供结构化教学步骤与多样化活动设计，便于课堂实施。

New Standard English Book X Book Ⅹ 李艳燕 Module 1 Teaching aims: Vocabulary: drove, flute, player, parent, office Sentence pattern: She was a driver before. What music did he play? He played Chinese music. He worked in an office. Grammar: simple past tense. The Moral education: Let Ss know jobs about other countries and arouse students' interest of English study. Unit 1 She was a driver before . 第一课时 Teaching aims: Vocabulary: drove, flute, player, Sentence pattern: She was a driver before. What music did he play? He played Chinese music. The key points: 1. Get the Ss to grasp the new words. 2. Can describe jobs with past tense. The difficult points: talk about jobs and compare with past and now. Step One: Warm-up 1. Greetings: Good morning, boys and girls. Glad to see you again! 2. Free talk: review past tense What did you do in the holidays ? 3. Revision: let Ss to describe jobs that they learned before. Step Two: Presentation 1. Use CAI show some pictures , let Ss describe jobs and ask: What is he? What is she? 2. Show Lingling’s grandma’s picture and describe using: She was… 3、Show Lingling’s grandpa’s picture and describe using: He was a…. 4、Ask question: What was Lingling’s grandma? What was Lingling’s grandpa? 5、Let Ss listen to the tape and answer : She was a driver before. He was a flute player before. Step Three: Practice 1. Listen to the tape with the questions : What did she drive? What did he play? 2. Answer the questions: She drove a bus. He played Chinese music. 3. Listen to the tape once again. Read after the tape . 4. Read the dialogue together. Step Four: Activities 1. Read the dialogue by themselves . 2. Divide them three groups to read the dialogue, then let them to act it 3. Ask one of each group to act it. Step Five: Consolidation 1. Think and say: What was she/he before? She/He was… What did she/he do? She/He … What is she/he now? She/He is…. What does she/he do? She/He… 2. Retell the text Step Six: Homework 1.      Listen to the tape and imitate 2.      Copy the words and sentences. Step Seven: Blackboard Design ( What was Lingling’s grandma? What was Lingling’s grand p a? What did she drive? What did he play ? ) Unit 1 She was a driver before . 第二课时 Teaching aims: Vocabulary: drove, flute, player, Sentence pattern: She was a driver before. What music did he play? He played Chinese music. The key points: 1. Get the Ss to grasp the new words. 2. Can describe jobs with past tense. The difficult points: talk about jobs and compare with past and now. Warm-up 1. Greetings: Good morning, boys and girls. Glad to see you again! 2. Free talk: review past tense What did you do in the holidays ? 3. Revision: let Ss to describe jobs that they learned before. Practice 1. Think and say: What did you /she/he before? I /She/He was a … Where did you /she/he work? I / She / He worked… What do you do? What does she/he do? I am … She/He is a … What does she/he do? She/He is a … Where do you work? I work … Where does she/he work? She /he works … Blackboard Design ( What did you / she/he before? I / She/He was a … W here did you /she/he work? I / S he / He worked … What d o you do? What does she/he do? I am … She/He is a … What does she/he do? She/He is a … W here do you work? I work … W here does she/he work? S he /he works … ) Unit 2 He worked in an office . 第一课时 Teaching aims: Vocabulary: parent, office Sentence pattern: He worked in an office. The key points: 1. Get the Ss to grasp the new words. 2. Can describe places with past tense. The difficult points: talk about places and compare with past and now. Step One: Warm-up (The teacher should have this information on the blackboard before the lesson starts) ( doctor teacher farmer worker nurse farm school factory hospital ) Teacher say job ,let Ss say place where that person works. For example : T: teacher Ss: school T: worker Ss: factory Step Two: Presentation 1. Teacher play the tape and let Ss listen carefully abd make the list of the places where the people work. 2. Teacher ask: Can you tell me the places where the people work? 3. Teacher write the answer on the blackboard. ( o ffice shop factory hospital ) 4. Let Ss listen to the tape again and ask: Where did your grandpa work? Where did your grandma work? Where do your parents work? 5. Call students answer . 6. Let Ss look at the words and repeat the sentences: He worked in an office. She worked in a factory. My father works in a shop. My mother works in a hospital. 7. Read after the tape. Step Three: Practice 1. Let Ss look at the picture and name the places. 2. practice the pattern: Where did … work? She/He worked in …. Where do/does …work? They work in.... She/He works in… Step Four: Activities 1. Let Ss look at the picture and say what they can see? 2. Let Ss look at the picture and guess what the song is about? 3. Repeat the words after the tape . 4. Sing a song . Step Five: Consolidation Game :Ask and answer. What were you before? What did you do? What are you now? What do you do ? Step Six: Homework 1.      Listen to the tape and imitate 2.      Practice the sentences. Step Seven: Blackboard Design ( W here did your grandpa work? W here did your grandma work? W here do your parents work? ) Step eight: Reflection & Feedback Unit 2 He worked in an office . 第二课时 Teaching aims: Vocabulary: parent, office Sentence pattern: He worked in an office. The key points: 1. Get the Ss to grasp the new words. 2. Can describe places with past tense. The difficult points: talk about places and compare with past and now. Step One: Warm-up (The teacher should have this information on the blackboard before the lesson starts) ( doctor teacher farmer worker nurse farm school factory hospital ) Teacher say job，let Ss say place where that person works. For example : T: teacher Ss: school T: worker Ss: factory Practice the pattern: Where did … work? She/He worked in …. Where do/does …work? They/She works in.... She/He works in… What are you now? What do you do ? Homework 1.  Listen to the tape and imitate 2.  Practice the sentences. Blackboard Design ( W here did your grandpa work? W here did your grandma work? W here do your parents work? ) Module 2 Teaching aims: Vocabulary: email  sausage  sandwich  delicious Sentence pattern: What did she have for breakfast? She had eggs and sausages. What did she have for lunch? She had fish and chips. Grammar: simple past tense. The Moral education: guide students in thinking as often as possible so that they can express the many things they have in their lives ). Unit 1 What did she have for lunch? 第一课时 Teaching aims: Vocabulary: email  sausage  sandwich  delicious Sentence pattern: What did she have for breakfast? She had eggs and sausages. What did she have for lunch? She had fish and chips. The key points: 1. Get the Ss to grasp the new words. 2. Can use sentence structure “What did she have for lunch?” “She had sandwiches.” to ask names of drink and food in England. The difficult points: 1. Remember key words and know some words about food. 2. Use sentence structure “What did she have for lunch?”、“She had sandwiches .”to ask names of drink and food in England. Step One: Revision and Lead-in 1. Sing a song: I worked in an office 2. Find past tense and tick out word in the song: work - worked drive-drove  is-was  are-were 3. T: What about these words?  S:  do-did have-had get-got eat-ate Step Two: Presentation 1. T: And this word “email”?   Students discuss.   T: It’s not verb. It’s a noun. So it doesn’t have the past tense. 2. Show card and practice word :email 3. Show pictures and teacher ask: T：What can you see?   S: Sausage, sandwich, rice, noodles, bread, hamburger, egg T: Can you say any other words?   S: …… T: They are very delicious.    Show cards and practice :sausage, sandwich, delicious 4. T: I had sausage yesterday. I had sandwich and egg for lunch yesterday. What did you have?   T: And what did you have?   S: I had …… S: … T: What did she/he have?  Who can remember?  S: He/She had …… S: … 5. Show sentence on the blackboard: What did she have for breakfast? Learn words breakfast \ lunch \ dinner 6. T: Can you ask your partner “What did he/she have for breakfast/lunch/dinner?” and then finish the survey. Students’ groups practice. Students show their result. 7. T: Guess ‘What did ×× have for breakfast/lunch/dinner?’ (the winner get mark ) Groups practice. Step Three: Practice 1. Listen to the tape with the questions : Who is the email from?   What is the email about?   What did Lingling have for breakfast yesterday?   What did Lingling have for lunch?   What did Lingling have for dinner? 2. Answer the questions: 3. Listen to the tape once again. Read after the tape . 4. Read the dialogue together. Step Four: Activities 1. Read the dialogue by themselves . 2. Divide them three groups to read the dialogue, then let them to act it 3. Ask one or two group to act it out. Step Five: Consolidation 1. look ,ask and answer: What did you have for breakfast? I had eggs and sausages. 2. Show cards and review the words. Step Six: Homework 1.      Listen to the tape and imitate 2.      Copy the words and sentences. Step Seven: Blackboard Design ( What did you have? I had …… What did he/she have?  He/She had …… What did he play ? ) Step eight: Reflection & Feedback Unit 1 What did she have for lunch? 第二课时 Teaching aims: Vocabulary: email  sausage  sandwich  delicious Sentence pattern: What did she have for breakfast? She had eggs and sausages. What did she have for lunch? She had fish and chips. The key points: 1. Get the Ss to grasp the new words. 2. Can use sentence structure “What did she have for lunch?”、“She had sandwiches .”to ask names of drink and food in England. The difficult points: 1. Remember key words and know some words about food. 2. Use sentence structure “What did she have for lunch?”、“She had sandwiches .”to ask names of drink and food in England. Revision 1. Sing a song: I worked in an office 2. Find past tense and tick out word in the song: work - worked drive-drove  is-was  are-were 3. T: What about these words?  S:  do-did have-had get-got eat-ate Practice the sentences What did she have for breakfast? She had eggs and sausages. What did she have for lunch? She had fish and chips. Homework 1.      Listen to the tape and imitate 2.      Copy the words and sentences. Blackboard Design ( What did you /they/we have? I /they/we had …… What did he/she have?  He/She had …… What did he play ? ) Unit 2 Lunch is usually at half past twelve. 第一课时 Teaching aims: Vocabulary: sausage  sandwich  delicious Sentence pattern: What time does Sam have breakfast? He has breakfast at seven . What does he have for breakfast? He has eggs and sausages. The key points: 1. Get the Ss to grasp the new words. 2. Can use sentence structure: What time does Sam have breakfast? What does he have for breakfast? Ask and answer. The difficult points: Can describe food habits Step One: Warm-up (The teacher should have this information on the blackboard before the lesson starts) T: What time is it? Ss: It’s 9’o clock. T: What do you usually do at 9’o clock？ Ss: I usually watch TV. T: What time is it? Ss: It’s half past six o’clock . T: What do you usually do at six o’clock？ Ss: I usually have breakfast. T: What do you have for breakfast? Ss: I usually have eggs . Step Two: Presentation 1. Teacher describe the own food habits. For example: I usually have breakfast at half past six, have lunch at twelve o’clock and have dinner at six o’clock. 2. Let Ss describe like teacher. 3. Teacher ask: Do you know other country’s food habits? 4. Teacher write the answer on the blackboard. When do people have breakfast in England? When do people have lunch? When do people have dinner? 5. Let Ss listen to the tape and answer above questions 6. Call students answer .7. Let Ss listen again and ask : What day is special in England? What do they do on that day? What do they eat? 8. Read after the tape. Step Three: Practice 1. Let Ss look at the picture and ask and answer. 2. Practice the pattern: What time does Sam have breakfast? He has breakfast at seven . What does he have for breakfast? He has eggs and sausages. Step Four: Activities 1. Let Ss look at the picture and say what they can see? 2. Let Ss look at the picture and guess what the song is about? 3. Repeat the words after the tape . Step Five: Game : I am hungry. I want noodles. He wants noodles. I want fish. He wants noodles. She wants fish. I want a hamburger. Step Six: Homework 1.      Listen to the tape and imitate 2.      Practice the sentences. Step Seven: Blackboard Design ( W hen do people have breakfast in England? W hen do people have lunch? W hen do people have dinner? W hat day is special in England? W hat do they do on that day? W hat do they eat? ) Unit 2 Lunch is usually at half past twelve. 第二课时 Teaching aims: Vocabulary: sausage  sandwich  delicious Sentence pattern: What time does Sam have breakfast? He has breakfast at seven . What does he have for breakfast? He has eggs and sausages. The key points: 1. Get the Ss to grasp the new words. 2. Can use sentence structure: What time does Sam have breakfast? What does he have for breakfast? Ask and answer. The difficult points: Can describe food habits Warm-up (The teacher should have this information on the blackboard before the lesson starts) T: What time is it? Ss: It’s 9’o clock. T: What do you usually do at 9’o clock？ Ss: I usually watch TV. T: What time is it? Ss: It’s half past six o’clock . T: What do you usually do at six o’clock？ Ss: I usually have breakfast. T: What do you have for breakfast? Ss: I usually have eggs . Practice the pattern: What time does … have for…? He has breakfast at seven . What does he have for breakfast? He has eggs and sausages. Homework 1.      Listen to the tape and imitate 2.      Practice the sentences. Blackboard Design ( W hen do people have breakfast in England? W hen do people have lunch? W hen do people have dinner? W hat day is special in England? W hat do they do on that day? W hat do they eat? ) Module 3 Teaching aims: Vocabulary: return borrow Sentence pattern: Have you got the Harry Potter videos? Sorry we haven’t got the videos. But we have got the books. You can use the computer Grammar: can ， can’t The Moral education: Develop the students ability of listening、speaking and reading. Let them know what we should do and what we shouldn’t do at a public place. Unit 1 Have you got the Harry Potter videos? 第一课时 Teaching aims: Vocabulary: return borrow Sentence pattern: Have you got the Harry Potter videos? Sorry we haven’t got the videos. But we have got the books. The key points: 1. Get the Ss to grasp the new words. 2. Get the Ss to grasp sentence “Have you got the Harry Potter videos? Sorry we haven’t got the videos. But we have got the books. The difficult points: 1. Remember key words and sentence. 2. Get the Ss to talking about how to borrow books in the library and let them know what we should do and what we shouldn’t do at a public place. Step One: Revision and Lead-in 1. Sing a song: “breakfast lunch and dinner. 2. Hold up four of possessions : a ruler ,a pen ,a book, two erasers. Ask them do you have got? let them answer use” Yes, I have./No, haven’t 3. Put them in pairs: each student put three items on the desk. They should take turns to say what they have and haven’t got. 4. Play a game about guess what’s this? Until they guess Harry Potter books. 5. Lead in “I have got Harry potter books. Have you got Harry potter books? Let them answer use” Yes, I have./No, I haven’t 6. Tell students we will go to the library. And look at Do Amy and Ling ling borrow any books? Step Two: Presentation 1. Play the tape-recorder, The students just to listen. 2. Have students think of things that they might see in a library. Write a list on the board, ( B ooks newspapers videos DVDs computers M agazines library cards ) Play the tape-recorder again, let them to check their answers. 3. Play the tape-recorder again, Tell them that you are going to find out the question: “What book do they borrow?” 4. Play the tape-recorder. explain the words from a phonetic alphabet 、spell、meaning and sentence-making Step Three: Practice 1. Listen and repeat again. 2. Three minutes practice the dialogue and then act. Step Four: Activities 1. Tell students make up a short story about” borrow books” 2. To discuss and elect the best group to act it out. Step Five: Consolidation 1. look , ask and answer: Excuse me. Have you got…? Yes ,we have \ No, we haven’t. Step Six: Homework 1.   Listen to the tape and imitate 2.   Copy the words and sentences. Step Seven: Blackboard Design Step eight: Reflection & Feedback Unit 1 Have you got the Harry Potter videos? 第二课时 Teaching aims: Vocabulary: return borrow Sentence pattern: Have you got the Harry Potter videos? Sorry we haven’t got the videos. But we have got the books. The key points: 1. Get the Ss to grasp the new words. 2. Get the Ss to grasp sentence “Have you got the Harry Potter videos? Sorry we haven’t got the videos. But we have got the books. The difficult points: 1. Remember key words and sentence. 2. Get the Ss to talking about how to borrow books in the library and let them know what we should do and what we shouldn’t do at a public place. Revision and Lead-in 1. Sing a song: “breakfast lunch and dinner. 2. Hold up four of possessions : a ruler ,a pen ,a book, two erasers. Ask them do you have got? let them answer use” Yes, I have./No, haven’t Practice the sentences : Excuse me. Have you got…? Yes ,we have \ No, we haven’t. Step Six: Homework 1.   Listen to the tape and imitate 2.   Copy the words and sentences. Step Seven: Blackboard Design Step eight: Reflection & Feedback ( H ave you got … ? Y es , I have . N o , I haven ’ t . I haven ’ t got a/an … ) Unit 2 He can use the computers . 第一课时 Teaching aims: Vocabulary: borrow Sentence pattern: You can use the computer The key points: 1. Get the Ss to grasp the new words. 2. Get the Ss to grasp sentence: You can use the computer. The difficult points: talk about what we should do and what we shouldn’t do at a public place. Step One: Warm-up 1. Greet the students 2. Ask questions about the objects Excuse me. Have you got…? Yes, we have \ No, we haven’t. Show the card” library”. Ask: What can we do in the library? What can’t we do in the library? Do you know what difference between English library and our library? Step Two: Presentation 1. Play the tape-recorder, The students just to listen. 2. Tell students find ”What do children do in library? The students listen and answer the questions 3. Play the tape-recorder again 4.To lead students guess what’s the meaning “return” and “borrow” Solve the words ”return” and “borrow” use the way they like. 4.Check the words from phonetic alphabet 、spell、meaning and sentence-making Step Three: Practice 1. Play the tape-recorder .Listen and repeat again. 2. Three minutes practice the dialogue and then act. Step Four: Activities 1.Look,think and say: Have the students work in pairs. Students can ask and answer questions about the things they can do at these places. 2. Learn poem: 1) Have the students look at two pictures and describe what they see. 2) Play the tape-recorder and let them to repeat words. 3) Play the tape-recorder again. Let them can say the poem as they listen group1 will say Stanzas 1 and 2. group 2 will say Stanzas3 and 4 4) Have the students do the actions as they say the poem. 5) Tell students to imagine they are going to visit a huge new library. Talk about what they would like to do there. Step Five: Consolidation 1.Explain that they have to make sentences with”eat”or”wear” Point out that some questions can be serious and others can be silly. 2. Have them work in pairs. Step Six: Homework 1. Listen to the tape and imitate 2. Write :What can we do in the library? What can’t we do in the library? ( What can we do in the library? W hat can ’ t we do in the library? In China W e can borrow books ,videos and CDs. W e can ’ t talk to your friends. W e can ’ t use the computers. Y ou can do homework. I n England Y ou can borrow books ,videos and CDs. Y ou can use the computers. Y ou can do homework. Y ou can ’ t talk to your friends. )Step Seven: Blackboard Design Step eight: Reflection & Feedback Unit 2 He can use the computers . 第二课时 Teaching aims: Vocabulary: borrow Sentence pattern: You can use the computer The key points: 1. Get the Ss to grasp the new words. 2. Get the Ss to grasp sentence: You can use the computer. The difficult points: talk about what we should do and what we shouldn’t do at a public place. Warm-up 1. Greet the students 2. Ask questions about the objects Practice 1. Play the tape-recorder .Listen and repeat again. 2. Three minutes practice the dialogue and then act. 3. Have them work in pairs. Homework 1. Listen to the tape and imitate 2. Write : What can we do in the library? What can’t we do in the library? Step Seven: Blackboard Design ( What can we/you do in the library? W hat can ’ t we/you do in the library? In China Y ou/ W e can borrow books ,videos and CDs. Y ou/ W e can ’ t talk to your friends. Y ou/ W e can ’ t use the computers. Y ou can do homework. I n England Y ou / W e can borrow books ,videos and CDs. Y ou/ W e can use the computers. Y ou / W e can do homework. Y ou/ W e can ’ t talk to your friends. ) Module 4 Teaching aims: Vocabulary: fine sent get chocolate season Sentence pattern: I sent you a Maths game. Did you get it? I sent you English books. Did you read them? What’s your favourite season? Grammar: simple present tense and it\them The Moral education: let them know when they offer and accept presents they should be polite.Educate them protect environment. Unit 1 Did you read them? 第一课时 Teaching aims: Vocabulary: fine sent get chocolate Sentence pattern: I sent you a Maths game. Did you get it? I sent you English books. Did you read them? The key points: let them know how to use it\them The difficult points: can use it\them Step One: Warm up 1. Write sentence structure on the blackboard and practice. A: I like … B: I like it \them,too. 2. Play a game: I can do. For example: Can you eat apples? Yes , I can 2. Practice words: eat , read ,send Step Two: Presentation 1. Lead in sentence structure: I have got a present. My mum sent it to me. Can you guess what is it? My mum sent me some English books. Did you read them? 2. Explain it\them 3. Practice sentence structure: A: I sent you … B: Did you …? books read cake eat trousers wear milkshake drink cap wear newspaper read 4. Today Daming got presents from his grandma .Can you guess what are they? Step Three: Practice 1. Listen to the tape with the questions : Where does Daming’s grandma live? What presents did Daming get? 2. Answer the questions. 3. Listen to the tape once again. Read after the tape . 4. Read the dialogue together. Step Four: Activities Look and say. I have got some books. I read them last week. Step Five: Consolidation What has she got? Did he \she…? Step Six: Homework Write sentence structure Step Seven: Blackboard Design ( A: I like … A: I sent … B: Did … ? ) Step eight: Reflection & Feedback Unit 1 Did you read them? 第二课时 Teaching aims: Vocabulary: fine sent get chocolate Sentence pattern: I sent you a Maths game. Did you get it? I sent you English books. Did you read them? The key points: let them know how to use it\them The difficult points: can use it\them Step One: Warm up 1. Write sentence structure on the blackboard and practice. A: I like … B: I like it \them, too. 2. Play a game: I can do. For example: Can you eat apples? Yes , I can 2. Practice words and sentence structure: eat , read ,send A: I sent you … B: Did you …? books read cake eat trousers wear milkshake drink cap wear newspaper read What has she got? Did he \she…? Homework : Write sentence structure Step Seven: Blackboard Design ( A: I like … B: I like it \them, too. A: I sent you … B: Did you … ? ) Unit 2 My favorite season is spring 第一课时 Teaching aims: Vocabulary: season warm cool cold hot Sentence pattern: What is your favorite season? My favorite season is … I can …,I love…. The key points: Can describe season The difficult points: What is your favorite season? My favorite season is … Step One: Warm up Daily talk: How many hours are there in a day? How many days are there in a week? How many weeks are there in a month? How many months are there in a season? How many seasons are there in a year? What are they? Step Two: Presentation Which season do you like best? What’s your favorite season? Why do you like …? Step Three: Practice A. Look at the pictures and listen, please tell us what you have heard or which sentences or words do you like best? B. Listen again then answer questions: 1）Which season do you like best? 2）What’s the weather like in summer/spring/autumn/winter? 3）What can they do in spring/summer/autumn/winter? C. Listen to the tape, then repeat. Step Four: Activities Let them describe seasons by themselves. 1、Spring is green, Summer is bright, Autumn is golden, Winter is white. 2、Spring spring I can fly a kite in spring, summer summer I can swim in summer, autumn autumn I can pick the apple in autumn, winter winter I can ski in winter. Step Five: Consolidation 1. Talk about the pictures: What can you do in spring? 2. Listen and say .Then say the poem . 1) Read them 2) Say the poem . 3. Game : When is my birthday ? Is it in summer? Yes, it is. No ,it isn’t. Step Six: Homework Write a composition: My favourite season is … Step Seven: Blackboard Design ( My favorite season is spring   spring warm fly a kite summer hot go swimming autumn cool play with the leaves winter cold go skating   ) Step eight: Reflection & Feedback Unit 2 My favorite season is spring 第二课时 Teaching aims: Vocabulary: season warm cool cold hot Sentence pattern: What is your favorite season? My favorite season is … I can …,I love…. The key points: Can describe season The difficult points: What is your favorite season? My favorite season is … Warm up Daily talk: How many hours are there in a day? How many days are there in a week? How many weeks are there in a month？ How many months are there in a season? How many seasons are there in a year? What are they? Practice A. Look at the pictures and listen, please tell us what you have heard or which sentences or words do you like best? B. Work in pairs. Which season do you like best? What’s the weather like in summer/spring/autumn/winter? What can they do in spring/summer/autumn/winter? Homework Write a composition: My favourite season is … Step Seven: Blackboard Design ( My favorite season is … W hat ’ s your favourite season? spring … W hat ’ s the weather like in … ? W arm … W hat do you like doing in … ? fly a kite …   ) Module 5 Teaching aims: Vocabulary: broken carry back shoulder brown hand Sentence pattern: This bag is broken. This black bag is nice. It’s big. Mine is pink. I carry it over my shoulder. Grammar: simple present tense The Moral education: Let them know how to comparing objects with adjectives. Unit 1 Your bag is broken! 第一课时 Teaching aims: Vocabulary: broken carry back Sentence pattern: This bag is broken. This black bag is nice. It’s big. The key points: 1. Get the Ss to grasp the new words. 2. Can describe the things with the adjectives. The difficult points: Get the Ss to describe the things with the adjectives. Step One: Warm up 1. Greeting: Good morning, boys and girls. Glad to see you again! 2. Say a poem: In spring it is warm. 3. Play a game—Find friends: (Ss write some adjectives on the paper. T also do this and put them in the box. Then ask some Ss to choose one and read, and make friends with the student who has the antonym. Then make a dialogue with the adjectives ) 4. Ask the Ss to describe the objectives in the classroom. Step Two: Presentation 1. T takes out a broken bag: What is the bag like? It’s broken. Learn the new words: broken. 2. T takes out an old bag: This is my bag. It’s old. I bought it last year. It’s too small to take my books. So I bought a new one yesterday.” T takes out an new bag: What color is it? Is it nice?” Step Three: Practice 1. (T: Lingling also got a new bag. What is it like? Is it big or small? Let’s have a look.)Play the tape, look and listen to the dialogue. 2. Listen and find the adjectives. 3. Stick the adjectives. black big heavy green small light 4. Listen again and answer the questions: Which bag does Lingling like? What’s the bag like? Which bag does Ms Smart like? What’s the bag like? Step Four: Activities 1. Listen and repeat 2. Practice the dialogue in pairs Step Five: Consolidation 1. T shows a big bag: What is the bag like? Ask Ss to answer. 2. Learn to ask : What is the… like? 3. Work in pairs. ( take your things and ask your partner.) 4. Finish Activity 3. (Do an example with the class first. Then ask Ss to say about others by themselves, finally, ask Ss to show their sentences.) Step Six: Homework Describe something as you like. Step Seven: Blackboard Design ( What is the … like? Lingling: black bag — black big heavy Ms Smart: green bag — green small light ) Step eight: Reflection & Feedback Unit 1 Your bag is broken! 第二课时 Teaching aims: Vocabulary: broken carry back Sentence pattern: This bag is broken. This black bag is nice. It’s big. The key points: 1. Get the Ss to grasp the new words. 2. Can describe the things with the adjectives. The difficult points: Get the Ss to describe the things with the adjectives. Warm up 1. Greeting: Good morning, boys and girls. Glad to see you again! 2. Say a poem: In spring it is warm. 3. Play a game—Find friends: Practice 1. (T: Lingling also got a new bag. What is it like? Is it big or small? Let’s have a look.)Play the tape, look and listen to the dialogue. Practice the dialogue in pairs Which bag does Lingling like? What’s the bag like? Which bag does Ms Smart like? What’s the bag like? Step Six: Homework Describe something as you like. Step Seven: Blackboard Design ( What is the … like? = H ow is … ? black bag — black big heavy green bag — green small light ) Step eight: Reflection & Feedback Module 5 Unit 2 Mine is pink 第一课时 Teaching aims: Vocabulary: carry back shoulder brown hand Sentence pattern: Mine is pink. I carry it over my shoulder. The key points: parts of body The difficult points: let them describe parts of the body. Step One: Warm up 1.Have a race:(The fastest is the winner.) T: According to the text, I’m going to say one word from an instruction in the book. You have to listen carefully and say the complete instruction. Example: T:Wash. T:Cut. S1:Wash the potatoes! S2:Cut the potatoes! 2. Say opposition words. Example: T: long. S1:short Step Two: Presentation 1.Do activity and show “carry” (Pick up a book and walk it. Then say, I am carrying the book. ) Writing this sentence on the blackboard. And ask them what am I doing? T: what am I doing? S1: You are carrying the book. T: What am I doing? S2: You are carrying the pen. 2. Do action and show “carry” again( do different action and ask meaning ) Look, This bag is very heavy. I can’t carry it. I like this bag. I carry it on my back. I carry this bag over my shoulder. I carry it with my hand. Step Three: Practice 1. Listen and repeat 2. Read by themselves 3. Act it out Step Four: Activities Show some objects and let them describe . Example: It has got big eyes. Its eyes are big. It sees with its eyes. It has got big mouth. Its mouth is big. It eats with its mouth. It has got long legs. Its legs are long. It walks with its legs. It has got long ears. Its ears are long. It hears with its ears. Step Five: Consolidation 1. Look and say. My eyes are big. I see with my eyes. 2. Sing a song. 3. Game A: Is it round? B: Yes, it is . A: Is it red? B: No, it isn’t . A: Is it big? B: Yes, it is . A: It is a watermelon. Step Six: Homework Write sentences and do activity book. Step Seven: Blackboard Design ( I am carrying the book. T: what am I doing? S1: You are carrying the book. Its eyes are big. It sees with its eyes. Its mouth is big. It eats with its mouth. Its legs are long. It walks with its legs. Its ears are long. It hears with its ears. ) Step eight: Reflection & Feedback Module 5 Unit 2 Mine is pink 第二课时 Teaching aims: Vocabulary: carry back shoulder brown hand Sentence pattern: Mine is pink. I carry it over my shoulder. The key points: parts of body The difficult points: let them describe parts of the body. Step One: Warm up 1.Have a race:(The fastest is the winner.) T: According to the text, I’m going to say one word from an instruction in the book. You have to listen carefully and say the complete instruction. Example: T: Wash. T: Cut. S1:Wash the potatoes! S2:Cut the potatoes! Step Three: Practice Its eyes are big. It sees with its eyes. Its mouth is big. It eats with its mouth. Its legs are long. It walks with its legs. Its ears are long. It hears with its ears. Step Six: Homework Write sentences and do activity book. Step Seven: Blackboard Design ( I am carrying the book. T: what am I doing? S1: You are carrying the book. Its eyes are big. It sees with its eyes. Its mouth is big. It eats with its mouth. Its legs are long. It walks with its legs. Its ears are long. It hears with its ears. ) Step eight: Reflection & Feedback Module 6 Teaching aims: Vocabulary: place circle build solve hope thought amazing Sentence pattern: What will we see there ? How will we get there? It was amazing. Grammar: simple future tense The Moral education: Talking about an event. Let Ss know how to describe use future tense. Unit 1 We’ll see lots of very big stones. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: place circle build solve hope thought Sentence pattern: What will we see there? How will we get there? The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Grasp the sentence structure and new words. The difficult points: Talking about future actions. The Preparation: Cassette player Teaching steps: Step One: Warm up 1. Have the Ss think about what they will do on this Saturday? Write this sentence structure on the blackboard. T: What will you do on this Saturday? S: On Saturday, I will … 2. Practice in pairs. Step Two: Presentation 1.If you can go Beijing / Hongkong / Hainan / Chengdu this summer. Where you will go? What will you see/do? How will you go? 2.Today Amy and Lingling are going to visit a famous place. The name of the place is Stonehenge. 1). Ask some questions: What will Lingling and Amy do on Saturday? What will they see there ? How will they get there? 2). Answer the questions. They will see lots of very big stones. They will get there by car. 3). Listen again and let them say some information about Stonehenge. It’s five thousand years old. It’s very old. There are lots of big stones. They are in a circle. Some stones are on top of others. Step Three: Practice 1. Play the tape and read again. 2. Show new words: place circle build solve hope . 3. Listen and follow the tape again. 4. Role play the dialogue Step Four: Activities Look , think and say. What will Lingling and Amy do on Saturday? They will… Step Five: Consolidation Read words and phrases. Step Six: Homework 1. Read the dialogue more and more. 2. Recite the text. Step Seven: Blackboard Design ( What will they see there ? They will see lots of very big stones. How will they get there? They will get there by car. ) Step eight: Reflection & Feedback Unit 1 We’ll see lots of very big stones. 第二课时 Teaching aims: The Knowledge and Ability Vocabulary: place circle build solve hope thought Sentence pattern: What will we see there? How will we get there? The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Grasp the sentence structure and new words. The difficult points: Talking about future actions. The Preparation: Cassette player Teaching steps: Step One： Warm-up 1 Greeting. 2 Say a chant. 3 Free talk. What do you often do at the weekend? I\ We often … Step Two： Practice. 1 Tell the students: This weekend, I will go to the park. Then ask: What will you do this weekend? The students answer: I will … 2 Practice in pairs. What will you\ we\ he\ she\ they do this weekend? I \ We\ He\ She\ They will … this weekend. When will you\ we\ he\ she\ they go? I \ We\ He\ She\ They will go at … How will you\ we\ he\ she\ they go there? I \ We\ He\ She\ They will go there by … Who will you \ we\ he\ she\ they go there with? I \ We\ He\ She\ They will go there with… Step Three: Act out their dialogue. Step Four: Homework Write the sentences in the exercise books. Step Five: Blackboard Design ( What will you\ we\ he\ she\ they do this weekend? I \ We\ He\ She\ They will … this weekend. When will you\ we\ he\ she\ they go? I \ We\ He\ She\ They will go at … How will you\ we\ he\ she\ they go there? I \ We\ He\ She\ They will go there by … Who will you \ we\ he\ she\ they go there with? I \ We\ He\ She\ They will go there with … ) Step Six: Reflection & Feedback Unit 2 It was amazing. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: amazing Sentence pattern: It was amazing. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1.Through this lesson, get the students to grasp how to write a letter. 2.Enable the students to use imperative sentence fluently and correctly. The difficult points: Ask and answer about this letter. The Preparation: Cassette player Teaching steps: Step One: Warm up 1.Greeting. 2.Say the chant and do the actions. 3.What did you do last weekend? I watched TV. Step Two: Presentation 1.Show the letter. Let students look and guess. 2.Say something about the letter in Chinese. 3.Ask questions: Where did they have the picnic? When did they have the picnic? What did Mr Smart say? What did they do? What did they see? 4. Play the tape. Let students answers. They had a picnic at a place called Stonehenge. They had a picnic last Saturday. Mr Smart said: Now we will see Stonehenge from the air. They took photos. They saw helicopter. Step Three: Practice 1. Play the tape and read after it. 2. Put the new words on the blackboard, drill the words. Learn the new words in different ways. 3. Listen and repeat. 4.Read again. Step Four: Activities Listen and say. Then say the poem. 1. Look at picture and say something about pictrure. 2. Read after the tape. 3. Sing the poem. 4. Sing with the action. Have the students do the following actions as they say the poem. Line in poem We’ll climb up walls and kick football We’ll go to school. We’ll play games. Action Students mime climbing and then kicking a football. Students mime carrying a bag. Students mime jumping. Step Five: Consolidation 1. Read the email and explain how to write an email. 2. Write an email. 3. Listen and answer the questions in activity book. Step Six: Homework 4. Recite the words. 5. Write sentences in part three in activity book. Step Seven: Blackboard Design ( Where did they have the picnic? When did they have the picnic? What did Mr Smart say? What did they do? What did they see? ) Step eight: Reflection & Feedback Module 6 Activity book 第二课时 Teaching Aims The Knowledge and Ability Activity book The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Exercises. The difficult points: Look and write. The Preparation: Cassette player Teaching steps: Step one: review Have them review this module . Recite together. Give a dictation Step two: Activities. Read, then circle T or F. Have them read the dialogue by themselves. Have them do the exercise. Then check the answers. Then correct the false statement. Step three: Now match the false statements in Exercise 1 to the pictures, write the numbers. Match the false statement in Exercise 1 Write the numbers Check their answers. Step four: Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2. Step five: Listen and repeat --Does London look different now? --yes , it does. --Do you like the park now? --Yes, I do. Step six: Listen and write. Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves. Check their answers. Step seven: Look at the pictures and say. Find 6 differences. Write: --there was --There were -- There are -- There is … Step eight: Now write about the differences in Exercise 2. Write the sentences by themselves. Check their answers. Homework : Preview next module . The reflections: Module 7 Teaching aims: Vocabulary: message another click on busy surprise Sentence pattern: Let’s send an email to dad.       Click on ‘email’.       Click on ‘write’.       Write your message.        Click on ‘send’. I will be home at seven o’clock. Grammar: simple present tense The Moral education: Foster the students’ ability of cooperation and communication Unit 1 My father goes to work at 8 o’clock every morning. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: message another click on Sentence pattern: Let’s send an email to dad.       Click on ‘email’.       Click on ‘write’.       Write your message.        Click on ‘send’. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1. Through this lesson, get the students to grasp the new words and main sentences. 2. Use the main language freely. The difficult points: 1. Grasp the words: click on , message ,another 2. Grasp the new sentences: Write your message. Click on ‘email’. The Preparation: Cassette player Teaching steps: Step One: Warm up 1. Greetings. 2. Sing a song. 3.Look at the cards and say: click on , message , another Step Two: Presentation T Ask: Who can tell me what’s an email? How to write message ? Let’s look at the book ? S1: It’s a message . S2:It goes from one computer to another computer. Let them practice. Step Three: Practice 1.Listen to the tape. 2.Listen again and underline the words : click on 3.Teach some new words and sentences 4. Practice the words. 5. Listen again. 6.Write the important sentences on the blackboard. 7. Make up sentences. Step Four: Activities Let them talk about how to make a poster. Draw picture. Write some words on the poster. Put \stick the poster on the wall. Talk about your friend Step Five: Consolidation 1.Let students ask and answer: how to make a poster. 2. Let students talk about how to send a letter. Step Six: Homework (1) Recite the dialogue. (2) Make a dialogue by themselves. Step Seven: Blackboard Design ( Let’s send an email to dad.    Click on ‘email’.       Click on ‘write’.       Write your message.      Click on ‘send’. Draw picture. Write some words. Put \stick the poster on the wall. Talk about your friend ) Step eight: Reflection & Feedback Unit 1 My father goes to work at 8 o’clock every morning. 第二课时 Teaching aims: The Knowledge and Ability Vocabulary: message another click on Sentence pattern: Let’s send an email to dad.       Click on ‘email’.       Click on ‘write’.       Write your message.        Click on ‘send’. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1. Through this lesson, get the students to grasp the new words and main sentences. 2. Use the main language freely. The difficult points: 1. Grasp the words: click on , message ,another 2. Grasp the new sentences: Write your message. Click on ‘email’. The Preparation: Cassette player Teaching steps: Step One: Warm up 1. Greetings. 2. Sing a song. 3 Review the present tense. Step Two: Presentation Tell the students: I am a teacher. I go to school at half past eight. Ask the students: What are you? When\ What time do you go to school? The students answer the question: I am a student. I go to school at half past eight. Step Three: Practice in pairs. What are you\ we\ they? When\ What time do you\ we\ they go to …? I’m\ We’re\ They’re … I\ We\ They go to … at … What is he\ she? When\ What time does he\ she go to … He\ She is a … He\ She goes to … at … Step Four: Act out their dialogue. Step Five: Homework Write the sentences in the exercise books. Step Six: Blackboard Design ( What are you\ we\ they? When\ What time do you\ we\ they go to … ? I ’ m\ We ’ re\ They ’ re … I\ We\ They go to … at … What is he\ she? When\ What time does he\ she go to … He\ She is a … He\ She goes to … at … ) Step Seven: Reflection & Feedback Unit 2 I will be home at seven o’clock. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: busy surprise Sentence pattern: I will be home at seven o’clock. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1、Grasp the sentence “I will be home at seven o’clock. ” 2、Develop the students ability of listening、speaking and reading。 The difficult points: Talking about possible future actions. The Preparation: Cassette player Teaching steps: Step One: Warm up 1. Greet the students 2. Tell the students that I am going to write a message. Let them talk about the email. Step Two: Presentation 1. Play a game: It’s nine o’clock. Sing a song at nine o’clock. 2. Where is your father nowe? 3. When will he be home? 4. Show CAI let them ask and answer. Step Three: Practice 1.Listen to the tape. 2.Listen again and underline the words : busy surprise 3.Teach some new words : busy surprise 4. Practice the words. 5. Listen again and ask some questions: Where is Tom’s father now? What is he doing now? When will he be home? 6. Read after the tape Step Four: Activities Let students say the poem. 1. Repeat the words 2. Say the poem after they listen and say the poem . Step Five: Consolidation 1. Let them talk about what can we do on a computer. 2. Say some places they have been in few days. 3. Talk about where they can and can’t use a mobile phone. Step Six: Homework Step Seven: Blackboard Design Step eight: Reflection & Feedback Module 7 Activity book 第二课时 Teaching Aims The Knowledge and Ability Activity book The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Exercises. The difficult points: Look and write. The Preparation: Cassette player Teaching steps: Step one: review Have them review this module . Recite together. Give a dictation Step two: Activities. Read, then circle T or F. Have them read the dialogue by themselves. Have them do the exercise. Then check the answers. Then correct the false statement. Step three: Now match the false statements in Exercise 1 to the pictures, write the numbers. Match the false statement in Exercise 1 Write the numbers Check their answers. Step four: Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2. Step five: Listen and repeat --Does London look different now? --yes , it does. --Do you like the park now? --Yes, I do. Step six: Listen and write. Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves. Check their answers. Step seven: Look at the pictures and say. Find 6 differences. Write: --there was --There were -- There are -- There is … Step eight: Now write about the differences in Exercise 2. Write the sentences by themselves. Check their answers. Homework : Preview next module . The reflections: Module 8 Teaching aims: Vocabulary: of course cousin drew piece paper scissors Sentence pattern: I think I will make a Chinese kite. Will you help me ? Of course. I will. I drew a dragon on a piece of yellow paper. I painted it. Grammar: simple past tense and future tense. The Moral education: Forster the students’ ability of cooperation and communication and studying on their own. Unit 1 Will you help me ? 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: of course cousin Sentence pattern: I think I will make a Chinese kite. Will you help me ? Of course. I will. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1. Grasp the words: of course 2. Grasp the sentences: Will you help me ? Will……? The difficult points: 1. Through this lesson, get the students to grasp the new words and main sentences. 2. Use the main language freely. The Preparation: Cassette player Teaching steps: Step One: Warm up 1. Greeting 2. Sing a song Step Two: Presentation 1. Ask and answer : What will you do tomorrow? Will you go shopping? What will he do? Will he play football? 2. Show CAI and let students ask and answer. 3. Lead in (On Saturday I will go to visit my friend ) What present can I take? Step Three: Practice 1. Ask questions : What is Damming going to do ? Will he take chopsticks? 2. Let them listen and answer the questions. 3. Let them read after the tape. 4. Act it out. Step Four: Activities Give students some information ,Let them ask and answer. For example: A: It’s so hot.Will you eat ice cream? B: No, I won’t A: Will you go swimming? B: Yes, I will. I’m so bored. Step Five: Consolidation Practice the sentence structure. Step Six: Homework 1. Read the dialogue flutely 2. Make a kite and write how to make the kite. Step Seven: Blackboard Design ( What is Damming going to do ? Will he take chopsticks? ) Step eight: Reflection & Feedback Unit 1 Will you help me ? 第二课时 Teaching aims: The Knowledge and Ability Vocabulary: of course cousin Sentence pattern: I think I will make a Chinese kite. Will you help me ? Of course. I will. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1. Grasp the words: of course 2. Grasp the sentences: Will you help me ? Will……? The difficult points: 1. Through this lesson, get the students to grasp the new words and main sentences. 2. Use the main language freely. The Preparation: Cassette player Teaching steps: Step One: Warm up 1 Greeting 2 Sing a song Step Two: Presentation Tell the students: I will fly a kite tomorrow. Will you…? Answer the question: Yes, I will. \ No, I won’t. Step Three: Practice A: Will you\ we\ he\ she\ they …? B: Yes, I\ we\ he\ she\ they will. No, I\ we\ he\ she\ they won’t. Step Four: Act out the dialogur.\ Step Five: Homework Write the sentences in the exercise books. Step Six: Blackboard Design. ( A:Will you\ we\ he\ she\ they … ? B: Yes, I\ we\ he\ she\ they will. No, I\ we\ he\ she\ they won ’ t. ) Step Seven: Reflection & Feedback Unit 2 I made the kite 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: drew piece paper scissors Sentence pattern: I drew a dragon on a piece of yellow paper. I painted it. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: 1. Grasp the words: of course 2. Grasp the sentences: I drew a dragon on a piece of yellow paper. I painted it. The difficult points: Let Ss use the past tense verbs to describe pictures. The Preparation: Cassette player Teaching steps: Step One: Warm up Sing a song in unit 2together and ask students to do the actions. Step Two: Presentation 1. I am going to make a kite . Do you want to make it ? 2. Let them do it? 3. How to make a kite? 4.Let them say English: How to make a kite? 5.Write steps on the blackboard First, draw Second, paint Then , cut And then, stick Finally, fly Step Three: Practice 1. Play the tape , Let them listen and circle the past tense form. 2. Read after the tape. 3. Read by themselves. Step Four: Activities 1. Show CAI and let them ask and answer. 2. Sing a song and do action Step Five: Consolidation 1. Look and say What did Lingling do? Found a piece of paper. Drew a picture Cut the paper Stuck it on the window. 2. Let them talk about picture use simple present tense. Find a piece of paper. Draw a picture Cut the paper Stick it on the window. 3. Let them write and read in groups. 4. Do and say What are you going to do tomorrow? I am going to go swimming tomorrow. Step Six: Homework 1. Have the students find the rhyming words in the song. 2. Tell their parents how to make a kite. Step Seven: Blackboard Design Step eight: Reflection & Feedback Module 8 Activity book 第二课时 Teaching Aims The Knowledge and Ability Activity book The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Exercises. The difficult points: Look and write. The Preparation: Cassette player Teaching steps: Step one: review Have them review this module . Recite together. Give a dictation Step two: Activities. Read, then circle T or F. Have them read the dialogue by themselves. Have them do the exercise. Then check the answers. Then correct the false statement. Step three: Now match the false statements in Exercise 1 to the pictures, write the numbers. Match the false statement in Exercise 1 Write the numbers Check their answers. Step four: Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2. Step five: Listen and repeat --Does London look different now? --yes , it does. --Do you like the park now? --Yes, I do. Step six: Listen and write. Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves. Check their answers. Step seven: Look at the pictures and say. Find 6 differences. Write: --there was --There were -- There are -- There is … Step eight: Now write about the differences in Exercise 2. Write the sentences by themselves. Check their answers. Homework : Preview next module . The reflections: Module 9 Unit 1 We laughed a lot. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: theater men woman told joke funny show put history subject Sentence pattern: We went to a children’s theatre. The men wore women’s clothes. The woman wore men’s clothes. The actor told lots of jokes. We laughed a lot. We went to a restaurant. We all ate hamburgers and chips. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: To use the simple past tense to describe the things in the past time. The difficult points: 1. T teaches Ss to know how to use the simple past tense correctly. The Preparation: Cassette player Step One: Warm up 1Greeting 2 Sing a song Step Two: Presentation 1. Ask and answer : What have you got? Where are the letters from? Where did they go last week? What did the men\ woman wear? What did the actors do? Where did they go after the show? What did they eat? 2. Show CAI and let students ask and answer. 4. Lead in (Last Saturday I went to the park. ) Where did you go? Step Three: Practice 1. Let them listen and answer the questions. 2. Let them read after the tape. 3. Act it out. Step Four: Activities Give students some information ,Let them ask and answer. For example: A: Where did you go yesterday? B: I went to … A: What did you do? B: I … A: What time did you go there? B: I went there at … A: How did you go there? B: I went there by … A: Who did you go there with? B: I went there with… Step Five: Consolidation Practice the sentence structure. Step Six: Homework 1 Read the dialogue flutely, then recite it. Step Seven: Blackboard Design ( What have you got? Where are the letters from? Where did they go last week? What did the men\ woman wear? What did the actors do? Where did they go after the show? What did they eat? ) Step eight: Reflection & Feedback Unit 1 We laughed a lot. 第二课时 Teaching aims: The Knowledge and Ability Vocabulary: theater men woman told joke funny show put history subject Sentence pattern: We went to a children’s theatre. The men wore women’s clothes. The woman wore men’s clothes. The actor told lots of jokes. We laughed a lot. We went to a restaurant. We all ate hamburgers and chips. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: To use the simple past tense to describe the things in the past time. The difficult points: 1. T teaches Ss to know how to use the simple past tense correctly. The Preparation: Cassette player Step One: Warm up 1Greeting 2 Sing a song Step Two: Presentation 1. Ask and answer : Ask the students: Where did you go yesterday? What did you do? What time did you go there? How did you go there? Who did you go there with? Answer the questions. Step Three: Activities Give students some information ,Let them ask and answer. For example: A: Where did you go yesterday? B: I went to … A: What did you do? B: I … A: What time did you go there? B: I went there at … A: How did you go there? B: I went there by … A: Who did you go there with? B: I went there with… Step Four: Consolidation Practice the sentence structure. Step Five: Homework Write the sentences in the exercises book. Step Seven: Blackboard Design ( Where did you go yesterday? I went to … What did you do? I … What time did you go there? I went there at … How did you go there? I went there by … A: Who did you go there with? B: I went there with … ) Step eight: Reflection & Feedback Unit 2 Mum bought new chopsticks for you. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: postman cousin history Sentence pattern: Is the letter from Australia? Yes, it is. Yesterday Mum bought new chopsticks for you. He is going to ask you questions. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: To use the simple past tense to describe the things in the past time. The difficult points: 1. T teaches Ss to know how to use the simple past tense correctly. The Preparation: Cassette player Teaching steps: Step One: Warm up: Ss: sing the song “postman postman” T: point to that sentence: Is there a letter for me? And give some explaition. Step Two: Presentation: 1)T: First to review the simple past tense. Here some phrases: eat hamburgers play football play the flute do homework Ss: According to these phrases to make up a new story. They should use the simple past tense. Then Ss act it. 2)T: Now let’s talk about activity 2 look and say Pay attention to “ Yesterday now tomorrow” 3)T: Listen to the letter from Simon, and try to answer these questions. Q1: Are they ready for Daming’s visit? Q2:What did they do for Daming’s visit? Q3: Is there a bike for Daming? Step Three: Practice: Ss: Answer these questions. And read the letter again. Listen and imitate. T: The 3rd time T explain the letter. And review the sentences which including the past tense and the future tense. T: write some words on Bb, and help Ss to recite the letter in class. The words: cousin ready visit bed chopsticks book history questions borrow bike together fun soon Step Four: practice T: Ask Ss to talk about activity 2 according to the pictures and the examples. eg: Yesterday he ate a hamburger. Now he is eating an apple. Tomorrow he is going to eat a banana. Step Five: Activities T: Let’s play a game, say and guess. Ss1: I’ve got a letter from a friend. He saw a koala. Ss2: Is the letter from Australia? Ss1: Yes, it is. Ask Ss in pairs to talk about the four pictures. T: emphasize and point out their mistakes. Step Six: Homework 1) To recite the letter from Simon. 2) To copy the sentences including the past tense. 3) To finish the activity book. 4) Write a letter to their good friend in English. Step Seven: Blackboard Design ( N ow past singular pluar G o ? book ? P ut ? child ? B uy ? question ? R ead ? tomato ? B orrow ? sheep ? E at ? Chinese ? I s ? man ? W atch ? milk ? ) Step eight: Reflection & Feedback Module 9 Activity book 第二课时 Teaching Aims The Knowledge and Ability Activity book The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Exercises. The difficult points: Look and write. The Preparation: Cassette player Teaching steps: Step one: review Have them review this module . Recite together. Give a dictation Step two: Activities. Read, then circle T or F. Have them read the dialogue by themselves. Have them do the exercise. Then check the answers. Then correct the false statement. Step three: Now match the false statements in Exercise 1 to the pictures, write the numbers. Match the false statement in Exercise 1 Write the numbers Check their answers. Step four: Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2. Step five: Listen and repeat --Does London look different now? --yes , it does. --Do you like the park now? --Yes, I do. Step six: Listen and write. Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves. Check their answers. Step seven: Look at the pictures and say. Find 6 differences. Write: --there was --There were -- There are -- There is … Step eight: Now write about the differences in Exercise 2. Write the sentences by themselves. Check their answers. Homework : Preview next module . The reflections: Module 10 Teaching aims: Vocabulary: ticket toothbrush leave building Sentence pattern: What did you put in your bag? Where will you go tomorrow? When will you leave tomorrow? Who is going to go to America? Grammar: The simple past tense and the future tense Moral education: Make sure that Ss can use simple English to prepare for a trip. And they can invite their parents or friends to do it. Unit 1 What did you put in your bag? 第一课时 Teaching aims: The Knowledge and Ability To use the simple past tense and the future tense fluently. Make sure that Ss can use where, what, when, who to ask different questions. Vocabulary: trip ticket passport toothbrush airport leave Sentence pattern: What did you put in your bag? My clothes, my shoes, a present, my ticket, my passport and my toothbrush. And where will you go tomorrow? I’ll go to the airport. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: The simple past tense, the future tense. The difficult points: By using different sentences to prepare for a trip. The Preparation: Cassette player Teaching steps: Step One: Warm up Greetings and then sing a song together . It’s about their favourite song. Step Two: Presentation T give Ss some time to talk about the pictures, pay attention to Grandma’s question. Step Three: Practice T: write three questions on Bb, then ask Ss to find the answer when they listen to the tape. Q1: What did you pt in your bag ? Q2: Where will you go tomorrow? Q3: When will you leave tomorrow? T: play the tape for three times. 1st: Listen and answer the questions. 2nd: Listen and imitate. 3rd: Listen and say. Then T explain the difficult sentences. Ss: Answer the questions and try to read it fluently in Class. Step Four: Activities T: Look at activity 3 the picture. Ask indivial Ss to answer the question. “ What did you do there?” “Who did you meet there?” Ss: I went to the seaside. I meet my old friends. T: When Ss finished talk about these questions, T ask Ss to make a new dialogue by using all these questions. Try to make it funnier. And don’t forget to use two kinds of tense. Step Five: Homework 5) To recite the dialogue. 6) To copy the important phrases and the sentences. 7) To finish the activity book of unit 1. Step Six: Blackboard Design ( What did you pt in your bag ? Where will you go tomorrow? When will you leave tomorrow? ) Step Seven: Reflection & Feedback Unit 1 What did you put in your bag? 第二课时 Teaching aims: The Knowledge and Ability To use the simple past tense and the future tense fluently. Make sure that Ss can use where, what, when, who to ask different questions. Vocabulary: trip ticket passport toothbrush airport leave Sentence pattern: What did you put in your bag? My clothes, my shoes, a present, my ticket, my passport and my toothbrush. And where will you go tomorrow? I’ll go to the airport. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: The simple past tense, the future tense. The difficult points: By using different sentences to prepare for a trip. The Preparation: Cassette player Teaching steps: Step One: Warm up Greetings and then sing a song together . Step Two: Presentation T I got up at 8 o’clock in the morning yesterday. What time did you get up in the morning yesterday? Step Three: Practice A: What time did you get up in the morning yesterday? B: I got up at … in the morning yesterday. A: What time did we\ he\ she\ they get up in the morning yesterday? B: We\ He\ She\ They get up at … in the morning yesterday. Step Four: Activities Act out the dialogues. Step Five: Homework 1 Write the sentences in the exercise book. 2 To finish the activity book of Module 10. Step Six: Blackboard Design ( What time did you get up in the morning yesterday? I got up at … in the morning yesterday. What time did we\ he\ she\ they get up in the morning yesterday? We\ He\ She\ They get up at … in the morning yesterday. ) Step Six: Reflection & Feedback Unit 2 I played on the beach. 第一课时 Teaching aims: The Knowledge and Ability Vocabulary: visit building August climb mountain grandparents Sentence pattern: what is he doing? He is making a kite. I am getting ready for my trip. I climbed mountains and had a picnic. The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: To review the simple past tense, the future tense. To describe what did they do in former time. The difficult points: T teaches Ss to know how to use the different tenses correctly. Give Ss more examples. The Preparation: Cassette player Teaching steps: Step One: Warm up: T: Greetings… Ss: Answer some questions. Step Two: Presentation: 1)T: Let’s look at activity 3 on page 41. What is the boy doing? Ss; Give different answers. He is taking a bag. He is going by train. 2)T: Now let’s listen to the tape , then chant, Ss can do some actions.. Pay attention to A: I am getting ready for my trip. B; I am not going by train. C: Because I am going to go by ship. Step Three: Practice: T; Give Ss some questions. ① Where did Hannah go last summer? ② What did Wang Fei do last summer? Ss: Answer these questions. And read the passage again. Listen and imitate. T: The 3rd time T explain the trip, And review the sentences which including the past tense and the future tense. Step Five: Activities T: Let’s play a game, listen, remember and say. Ss1: I’m going to have a picnic. Ss2: I’m going to have a picnic. He is going to sing a song. Ss3; I’m going to have a picnic. He is going to sing a song. She is going to play football. Ask Ss in groups to talk about the four pictures in groups’ Ss1: What is he doing? Ss2; He is visiting the Great Wall. Step Six: Homework To recite two short passages. a) To copy the sentences including the past tense and the future tense. b) To finish the activity book. c) To make a survey about Ss’ trip in the summer holiday, And then give us the report. Step Seven: Blackboard Design ( Where did Hannah go last summer? What did Wang Fei do last summer? ) Step eight: Reflection & Feedback Module 1 Activity book 第二课时 Teaching Aims The Knowledge and Ability Activity book The Process and Method. Tasked based teaching The Emotion, Attitude and Values. Arouse students’ interests. The key points: Exercises. The difficult points: Look and write. The Preparation: Cassette player Teaching steps: Step one: review Have them review this module . Recite together. Give a dictation Step two: Activities. Read, then circle T or F. Have them read the dialogue by themselves. Have them do the exercise. Then check the answers. Then correct the false statement. Step three: Now match the false statements in Exercise 1 to the pictures, write the numbers. Match the false statement in Exercise 1 Write the numbers Check their answers. Step four: Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2. Step five: Listen and repeat --Does London look different now? --yes , it does. --Do you like the park now? --Yes, I do. Step six: Listen and write. Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves. Check their answers. Step seven: Look at the pictures and say. Find 6 differences. Write: --there was --There were -- There are -- There is … Step eight: Now write about the differences in Exercise 2. Write the sentences by themselves. Check their answers. Homework : Preview next module . The reflections: 7 学科网（北京）股份有限公司 $