一、学情分析：
小学四年级学生经过三年的英语学习，具备了一定的英语知识基础，大部分学生对英语保持着浓厚的学习兴趣，具有探索新知识的好奇心。小部分学生因为学习基础不牢固，学习自信心不强。这一学期是培养学生自主学习、自主探知能力的关键时期，同时也是为学习高年级知识做准备的重要学期。这一学期需要老师进行科学的引导，突出学生主体，尊重个体差异，培养学生观察、记忆、思维、想象能力和创新精神，提高学生的学习效率。二、教材分析：
本学期使用的是外研社版（一年级起点）四年级上册教材。该教材共有十个新授模块（
Module）、一个复习模块
（Review Module）、四个单词表、一个补充阅读板块（Reading for Pleasure
）以及一个综合实践项目（
Project）。每个模
块由二个单元（Unit）构成。每个模块的第一单元是该模块的主要语言知识内容，一般包括四个活动板块。活动—是话题情境导入，活动二是主要语言知识文本教学，活动三是重点语言知识听说练习，活动四是拓展练习。第二单元是第一单元知识的巩固和延伸，提供若干任务型活动，包括游戏、歌曲、歌谣或韵句。复习模块是对前十个模块的知识进行综合、融合的复习，设计了形式多样，生动活泼的游戏来复习
日常交际用语，并提供各项任务型练习。三、教学重、难点：1.语言知识与技能
重点:本教材中出现的四会单词，短语，动词原形和过去式的转变，一般过去时态肯定句式、否定句式，一般疑问句，特殊疑问句的用法。
难点：分清一般现在时，一般将来时和一般过去时态的表达，语言综合运用，跨文化交际能力的培养。
2.过程与方法重难点：知识点的自主探究、学习能力和良好学习习惯的培养。
3.情感态度与价值观重难点：在课堂教学中渗透情感态度和价值观教育。四、教学措施：
1.突出学生主体，尊重个体差异，因材施教，教学方法灵活多样，营造轻松愉悦的学习氛围，创造在玩中学，在学中玩的环境，减轻学生学习负担和压力。
2.建立积极有效的评价机制，鼓励为主，调动学生学习积极性，激励学生大胆参与，培养团队合作精神。
3.采取多种帮扶措施，提高学困生学习自信心和学习效果。
Module 1
Unit 1 It was my birthday on Saturday.
◆教材分析
本模块以Amy读来自伦敦朋友的信作为引子，复习一般过去式和一般现在式第三人称单数的动词变化。本单元要求学生掌握句型
What are you doing?
I’m…，另外要求学生
对英文书信的格式有了解，对于大地点（城市、国家）前用in，在小地点（home/park…）前用at等进行练习。
◆教学目标
【知识目标】
掌握本课单词: well, soon, tell, dear, love 句型:What are you doing? I
’m …
It was my birthday on Saturday.
Here is a photo of Tell me about ...
【能力目标】能听懂会说本课的句型，能够运用所学句型。【情感目标】尝试用英语书信的形式与朋友沟通。【文化意识】
了解英国的白金汉宫等重要标志性建筑。
◆教学重难点
◆
…
【教学重点】
1.单词：well, soon, tell, dear, love Buckingham Palace(读音)
2.能够运用所学句型
Write to friends and talk about ourselves. 【教学难点】巩固上学期学的式打基础。
◆课前准备◆
was和were的用法，为以后学习一般过去
Tape recorder, Multimedia
◆教学过程
Step1. Warm-up
T: Good morning, boys and girls. How are you? Did you have a good summer holiday? I did.
T: Let’s talk about your holiday! Where were you in the summer holiday?
S: I was in Beijing/Shanghai/London. T: What did you do in summer holiday? S: I read some books, watched the film, and did many other things.
T: You did so many things in summer holiday. You had a wonderful holiday.
played football 引导学生回答: Yes,
Presentation activity:
T: Look at this picture. Where is the it here? S: No.
T: It was here, but itdesk?
S: It’s there now.
复习一般过去时的用法：一般过去时表示过去某个时间发生的动作或存在的状态，重点讲解be动词变was 和were的规则。
Step2. Presentation
T: I know you had a wonderful holiday. You must have got a new friend. Amy has got a new friend, too. She received a letter from her new friend.
1.Let’s watch the book again and answer the questions. What is Amy doing? She’s reading a letter.Where does Lucy live? She lives in London.
知识拓展: 介绍伦敦的标志性建筑，如：London Eye, Big Ben, Hyde Park, Buckingham Palace, Tower BridgeT: What can you see in London? Let
等。
’s not here now. Where is his
pig’s desk? Is
’s me show some
pictures about London.
2. Listen again and think about these questions. 1) What day was Lucy’s birthday? It was Lucy’s birthday on Saturday. 2) Where were Lucy and Zara? They were at Buckingham Palace. 3) What day was Lucy’s birthday?It was Lucy’s birthday on Saturday.4) What is she like? She’s got long, black hair.…
3. Listen and repeat the text. 跟读过程中，学习可进行适当的练习。Step3. Practice
Talk about your new friend. Eg: This is my new friend. brown hair.
She’s Lily.
She’s got short,
helps
“dear, well, of, soon, tell,
love”,
She’s very nice.
She’s very nice, and she always
people. I like her very much. Practice in group.
Who can talk about yours? Step4. Sum-up
This class we learned a letter together.
单词：well, soon, tell, dear, love 重点句型：1. What is she doing? She’s reading a letter.
from Lucy. Let’s retell
2. What does she live? She lives in London. 3. We were at Buckingham Palace. Step5. Homework 1. Recite the letter.
2. Describe your good friend to your parents.
Module 1
Unit 2 I
’ve got a new friend
.
◆教材分析
本课以Amy回复来自伦敦朋友的信为基础，巩固Unit1
句型I’ve got…, 并学习描述人的体貌特征的句型：主语+have/has(a/an)+
体貌特征的形容词
+名词和性格特点的句
要求学生对于体
型：主语+be动词+表示性格特点的形容词，貌特征和性格特点的词汇有所掌握，England, Russia, America
◆教学目标
并了解相关的国家，如：
等。
1.复习巩固以前学习过的如何介绍自己，如：I’m from…My name is … I’m … years old. I like2.要求能听懂会说的词汇：traditional,
…America,
American, China, Chinese, Russia, Russian, England, English.
3.会用句型：I have got a new friend, too.
句型：I got +
She
其他.
’s got short hair. 句型：主语+have/has(a/an)+
体貌特征的形容
词+名词
She’s very clever.
句型：主语+be动词+表示性格特点的形容词
◆教学重难点◆
【教学重点】
重点单词和句型的熟练掌握。【教学难点】
要求能听懂会说的语言结构：The weather in Beijing isn
Thank you for your letter. ’t cold .It
…
’s warm.
I’ve got a new friend. Her name is Here is a photo of
◆课前准备◆
… and …
Tape recorder, Multimedia
◆教学过程
Step1. Warming-up Sing a song Step2. Review
(1) T: whose photo is it? S:
It is a photo of
…and …
《CHILDRENFROMCHINAARECHINESE》
T: And who can describe Lingling? S: Lingling has got short, black hair. nice.
Step3. Presentation
(1) Show a PPT about the flag of China, England, and America, Russia. Let them guess and teach.
(2) And play a game .T put four maps back on the Bb, T: turn and ask S: Where do you live? S: answer:
I live in
…
She’s very
(3) Then T give four maps to four Ss , and others guess S1: You live in S2: You live in
……
(4) T: teach Chinese, English, American, and Russian. T: OK, you live in China, so you are Chinese. (T put ‘Chinese’
card on the Bb)and you live
in
England, you are English.(T Bb)
put ‘English’card on the
(5) Listen the book page6,and match the letter to the photos.
Step4. Homework
1. Do the exercises on activity book. 2. Describe your good friend to your parents.
Module 2
Unit 1 I helped my mum.
◆教材分析
本课主要学习用一般过去时描述过去发生的事情。围绕Daming昨天帮助妈妈做了家务并按时完成作业的描述展开对一般过去时的学习，在所学的
“was/were”的基础上，
学习规则动词的过去式并能正确应用，内容生动形象，符合本阶段学生的特点，容易与现实生活结合进行教学。
◆教学目标
1. 学生能学会单词并知道他们的过去式：wash, help, finish, clean 2. 学生能正确认读功能句：1) I cleaned my room. 2) I washed my trousers. 3) I helped my mum.
3. 学生能在“昨天”这个时间范围内正确理解并初步使用过去式并描述过去的行为。
◆教学重难点◆
【教学重点】
1. 初步感知过去式的正确用法；2. 学习生词并学会运用他们的过去式：clean. 【教学难点】
使学生理解过去式的正确使用范围，学生能有意识的正确使用过去式。
◆课前准备◆
wash, help, finish,
课件、单词卡片、照片
◆教学过程
Step 1. Warm up
T: Look, this is a calendar, one? It’s …呈现单词Yesterday
T: Now read after me: yes-ter-day. T: Today is Thursday.
引导学生说出：Yesterday was Wednesday. Step 2. Presentation
T: Yesterday I was very happy, because yesterday I did many things. Let’s look and listen what did I do?T: Do you want to listen again
。
老师重复几遍。
today is …? How about this
T: What did I do yesterday? 老师引导I watched TV. What else?
PPT根据学生的回答来显示图片。T: Excellent. Now letStep 3. New lessons
1. T: That’s what we did. How about our friend Daming, what did he do
yesterday? Let’s look and listen.
如
’s read them together.
果学生答得不好则再听一遍。2. New words. 按学生选择的顺序教：
clean
T:大小声：I cleaned my room. wash
T: I washed my hands. I washed my T-shirt. finish & help
T: I am drawing a picture, but I cancan finish it? Who can help me? 3. Practice.
T: (拿着卡片) Let’s read them. T: Now, let
’s put them in the right place.
（老师读
’t finish it. W
ho
句子，故意放错，看学生的反应）Read the sentences together. 4. Learn grammar.
T: Now let me sum how to use the past simple tense. (重点区分be动词和实义动词的过去式的变换规则Step 4. Practice 1. Have a try.
T: Let’s do exercises and please tell me the answer. She ______ her bed yesterday. She ______ her mum yesterday. He _______ his trousers yesterday. He _______ his homework yesterday.
)
2. Let’s show!
T: Talk with your partner about your yesterday. Who wants to show? (Step 5. Homework 1. Read the text.
2. Write the words and the sentences.
鼓励学生上台表演)
Module 2
Unit 2 Amy painted a picture.
◆教材分析
在第一单元中学生对一般过去时已经有了一个基本的认识和了解，本节课中通过游戏和韵律等活动来进一步呈现一般过去时所表达的意义，让学生准确掌握动词过去式的使用方法和基本的变化规则，同时也为学生学习第三模块一般过去式的否定形式做铺垫，起到了承上启下的作用。
◆教学目标
【知识目标】
1. 进一步理解和掌握一般过去时的用法和意义；2. 能够正确地朗读规则动词过去式/ Id/
；
-ed的读音 / t / / d /
3. 能够正确地听、说、认读下列句子：Yesterday, Mr. Smart cooked noodles. Ms Smart phoned Grandma. Amy painted a picture. 【能力目标】
能用一般过去时对他人在过去时间内所做的事情进行简单的描述。【情感目标】
帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的生活习惯。【学习策略目标】
1. 通过活动,培养学生积极与他人合作，共同完成学习任务的能力；
2. 在语言学习过程中，引导学生采用观察、归纳等方法学习语言。
◆教学重难点◆
【教学重点】
1.单词：Mr, phone, paint
2.重点：能对他人过去发生的一系列动作进行描述。【教学难点】
掌握规则动词过去式的变法以及
-ed的不同发音, 进一步理
解和掌握一般过去时所表示的意义。
◆课前准备◆
CD-ROM, 多媒体课件，卡片，活动用书，磁带，录音机等。
◆教学过程
Step 1. Warming up and revision 1. Greet the students and free talk. 2. Listen and sing a song: Let
’s chant
together!
and help
3. Go over the story learned in Unit 1. Elicit the students retell the story by using
‘Yesterday,
Daming…’ Pay attention to past simple tense forms.4. Free talk
“What did you do yesterday?
”
” “What did
he/she do yesterday?
5. Showing ‘Smart Family’, teach ‘Mr’. Then say: Today let’s see ‘What did they do yesterday?Step 2. New Concept 1. Elicit the new story.
(1) Arrange a task for listening. What did the Smarts do yesterday?
Get students listen to the CD-ROM and find out the answers.
’
(2) Look and say. Feedback by using the self-made software. Show students the pictures one by one with the sentences in which the verbs are deleted. Ask them to tell the sentences. Then copy the main verbs on the board.
(3) Check it one by one by asking “Who cooked noodles?Copy the subjects on the board.
(4) Elicit and help them to find the objects of each sentence.
2. Listen and repeat. Step 3. Practice Play a guessing game.
Use the pictures from Activity chant. Cover a certain part of a picture; ask them to guess what the boy/ girl
is doing.
Step 4. Summary and Test 1. Summary.
2. Get the students have a test on paper, then hand up. Step 5. Homework
1. 和朋友们谈论你昨天都做了哪些事情。（尽量用英语说一
说）
2. 背诵课文并签字。
”Module 3
Unit 1 She didn't walk to school
yesterday.
◆教材分析
本模块主要讲授的是实义动词的一般过去式的否定形式“didn’t”的用法。在第一单元中通过运用一般现在时对Lingling
生活习惯的描述以及实义动词一般过去时的否定
形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读◆教学目标
歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。
【知识与能力目标】
1.学生能够听、说、读、写单词getupwalklearndidntyesterday；2.
能
够
认
读
、
表
达
和
运
用
重
点
Sheusually…...Butshedidn’t…..yesterday.3.能够正确朗读语篇、获取语篇的信息，在阅读的基础上进
.
’
句
行简单的仿写。【情感态度目标】
在交流中培养合作意识，学会欣赏和评价他人，激发英语学习的兴趣。另外以
National Day
为契机，培养学生热爱祖
国、热爱家乡的美好情感。
◆教学重难点◆
【教学重点】
正确运用didn’t，用didn’ｔ描述过去没做过的事情。【教学难点】
将一般现在时中第三人称单数后面动词的变化与过去时didn’ｔ后面动词的变化进行比较。
◆课前准备◆
录音机、磁带、单词卡片、
◆教学过程
VCD
Step 1. Warm up 1.Let’s chant:
watch, watch, watch, I watch TV. clean, clean, clean, I clean my room. get, get, get, I get up.
walk, walk, walk, I walk to school.
2. Free talk:
T: “When do you usually get up? /How do you usually go to school? 复习usually
” 的用法。
Step 2. Presentation and practice 1. 指导学生询问老师的一些情况
. 老师就自己的情况做出
’t get
回答，如：“I usually get up at 7. But I didnup at 7 yesterday. 2. T: Lingling
”让学生初步了解“didn’t”的意思。
usually gets up at 7:00. But she didn’t
get up at 7:00 yesterday, either. 可让学生猜一下没在3. 听录音，验证
7点起床的原因。Lingling
没在7:00起床的原因。引出
”教授
National Day
给
“Yesterday was National Day.
学生补充几个主要国家的国庆节在什么时候并渗透热爱祖国、家乡的情感教育。
4. 再听录音。勾出课文中含“didn’t”的句子。并初步理解句子的意思。
5. 提前给出三个问题，让学生带着问题听录音。Did Lingling get up at 7:00 yesterday? Did Lingling walk to school yesterday? Did Lingling have English at school yesterday? 回答问题，教师板书。
She didn’t get up at 7:00. She didn’t walk to school. She didn’t have English at school.6. 放录音，跟读课文。
Step 3. Consolidations and Extension 1. Activity 3
两两谈论并反馈。
2. 把学生分成几个小组，给每个小组分发卡片，分小组分别写人名、动词词组、表示过去的时间等。随机从每组当中抽出一张卡片，用Step 4. Summary 1. 叙述Lingling 2. 叙述Lingling Step 5. Homework 1. 听录音跟读课文2. 完成调查表：Time
Usual
Last weekend
通常做些什么。昨天与以前有什么不同。didn’t 来造句。
并用I usually _________. But I didnyesterday.
书写一篇短文。
’t __________
Module 3
Unit 2 I didnt play football. ’
◆教材分析
本课的主要语言功能是学习过去否定式的表达方法，习过去时的肯定和否定的用法，But I didn’t do yesterday?
了解句型: I usually do? 在学习过程中，也让学生复
复
习类似 play football, clean the room, ride bike 的词
组
◆教学目标
【知识目标】
（1）掌握一般过去时态的否定形式“didn’t”的用法；
（2）能听、说、认、读stay, what, boring, day
这四会新单词。【能力目标】
能够运用所学的过去时态及其否定形式描述生活中发生过的事情，联系新旧知识，用英语做事情。【情感目标】以National Day
为契机，培养学生热爱祖国，热爱家乡，
团结同学，互相帮助的美好情感。
◆教学重难点◆
【教学重点】1.单词：boring, day 2.能够运用所学句型
4个
掌握句型“I didn’t do sth.”
【教学难点】
正确运用在本课中同时出现的一般现在时态和及其第三人称单数，一般过去时态及其使役动词一般的否定形式进行语言交际。
◆课前准备◆
PPT, 音频材料，教具等。
◆教学过程
Step 1. Lead-in
T: Good morning! Now look at the picture, who is she? Ss: Lingling. T: Great, who can tell
me what did Lingling
yesterday? S1: Lingling didn
’t get up at 7 yesterday.T: Very good, what about this picture? S2:Lingling didn
’t walk to school yesterday.
T: Woo, that’s right, now I have a question, do you play football yesterday? S3: No, I didn
’t, I didn
’t play foot
ball yesterday.
T: Wow, I like you so much, so today we are going to
do
learn Module3 Unit2 I didnStep 2. Presentation 1.Look and say. T: What’s this?Ss: This is a pig. T: That’s rightSs: Happy!
T: Why? Who can tell me?
’t play football.
, the pig looks very?
Ss: He cooked a fish yesterday! T: Great! But now, he looks so? Ss: Angry!
T: wow, let’s look at the flash and see what happened.Ss: watch the flash.
T: well, now who want to tell me? S1: Because the cat eats it. T: Very good! So he didntape. Ss: But I didn
’t eat it.
’t eat it, now re
ad after the
T: Ok, now you have one minuet to recite and then we will imitate! Go! Ss recite and imitate it. 2.To learn activities 2
1)
T：Wow, just now you do a great job! Now I have magic, all of you are Daming now, whodo you usually do on Sundays?
S1：On Sundays, I usually ride my bike to the park. And I usually play football in the park.
T：Haha, how do you find it? Can you underline it in your book?
Ss：Underline the sentence. T: Ok, now read it.
Ss read and Repeat. (group by group, two by two, roll by roll) 2)
T: Very good, now let’s do a listening blank.
But I ______ _____ my bike yesterday. And I _______ ______ football in the park. For S1, listen and fill in the blank T: OK, who want to have a try? Ss answer and check. T: Is it right? Yeah let
’s check it now. Wow
, you are
and fill
in the
’d li
ke to tell me what
so clever! Now read after the tape.
Ss read and repeat. (group by group, four by four, roll by roll)
T: Very well, so why yesterday? S2: It was raining
T: Great! It was raining! Ss read together, roll by roll. 3)
T: Fantastic,
so what did you do yesterday? Dear Damings,
Read after me, it was raining. Daming didn’t do this things
and then group by group, line by line,
now, listen and answer me.
S3: I stayed at home and clean all the rooms. T: Yeah, now read after the tape.
Ss read and repeat. (group by group, two by two, roll by roll)
T: Read well, look at stay, ei ei stay, stay, stay. (say, stay, play, stay, I point, you read.) (group by group, two by two, roll by roll) Ss read and play game: bomb words 4)
T: You are brilliant! now look at the picture, who can tell me raining day plus stayed at home = ?
Ss: Boring!
T: Yeah! What a boring day! Read after me, boring, boring, boring.
Ss: Boring, boring, boring Step 3. Practice 1.Look and say
T: What does he do? (Show picture) Ss: Play football, ride bike
……
T: Very good, now, please use I usually…but I didn’make sentences. Who want to have a try? You can choose any picture you want, ok? S1: I usually…but I didn’t…S2: I usua
lly…but I didn
’t…
T: Good, I like you so much. And the key points are: I / He/ She / They usually …
But I / he/ she / they didn
’t … yesterday.
Now it’s time to finish our class, please write down your homework, good bye! Ss: Good bye! Step 4. Homework 1. Recite the sentences.
2. Describe your good friend to your parents.
t… Module 4
Unit 1 Chinese people invented paper.
◆教材分析
本单元是以Chinese inventions为题的对话，具体内
容是：教师在课堂上向学生介绍中国的四大发明中的造纸术和印刷术。学生在与教师的互动中谈论印刷术在印刷书籍和报纸方面的应用，Sam展示了他印刷的报纸。词语学习目标是学习printing, print
的区分，名词paper,动词invent,
复习paper,
主要
以及它们的过去式，形容词：important,
people等名词。本课是继续学习过去时态的表达方式，语言结构：Chinese people invented...
◆教学目标
的理解与运用。
【知识目标】
1. 四会掌握本模块八个新单词：
invent, paper, important, printing, print, bicycle 2. 熟练掌握词形变化：invent—invented;
print—printed
printing(
现在分
词) 【能力目标】
1. 熟读提供的文本材料，鼓励背诵；2. 熟练掌握习惯用语：What a good idea! Thatthis.
3. 熟练运用中心句型：Chinese people invented paper. 【情感目标】
知道古代中国人的四大发明（
paper making, printing,
’s right. You know. Like
compass, gunpowder），对于全世界是个巨大的贡献，培养民族自豪感。
◆教学重难点◆
【教学重点】
1. 单词：invent, paper, important, printing, print 2. 能够运用所学句型：Chinese people invented paper. 句型: 主语+invented+某物. 【教学难点】
在以前学习过去时态的基础上，进一步学习部分动词的过去式及其在文中的运用。如：Invent—invented, print—printed
等。
◆课前准备◆
Tape recorder, Multimedia
◆教学过程
Step1. Warm up 1.Greeting!
T: Hello, boys and girls! Ss: Hello, Ms Liu!
2.复习国家和国籍规则变化。China---Chinese
America----
American
England----
English Russia---Russian
并根据PPT图片猜一猜各个都是哪个国家人。Step2. Presentation
1.Do you know what importantthings did Chinese people
invent?
学生汇报：Chinese people invented important things.
Chinese people invented paper. Chinese people invented printing. 2.出示单词卡片：paper, printing. 在学习单词paper 后，
T: Here is a video about how to make paper. Look! (
观
看录像“蔡伦造纸”）出示单词卡片：
print，学习新单词，进而学习过去形式
的 ed 发音与paint
的 ed 发音
printed，并渗透printed 相同。
在学习单词printing T: Now, let
后，
’s play a game. Take out a piece of paper
and your coin. Put the paper on the coin. Then draw on the paper with your pencil. What can you see? Just now you printed.
T: 在英语里，有的动词后面加上
ing
就把动词变成了与它
dance---dancing
意思相同或相近的名词。比如swim---swimming 3. Listen and repeat. 4. Practice reading in group. Step3. Practice
T: Chinese people also have other important invention. Look, can you talk about them? A kite, a flute, chopsticks Step4. Task fulfilling
a. 出示美国及英国的重要发明，让学生替换练习。b. T：Chinese people invented paper. Chinese people didn’t invent
the bicycle.
Chinese people didn’t
invent the telephone. Chinese people didn’t invent the telephone.
Chinese people didn’t invent the telephone.
引导学生用否定形式说一说。
Can you say like this? Step5. Summary
T: What have you learn today? 了什么？
Step6. Homework 1.听录音，读对话。2.记住本单元的新单词。
让学生自己总结今天学到
3.查阅资料，看看我们中国还有那些伟大的发明，试着用英语说说。
Module 4
Unit 2 He invented this bicycle.
◆教材分析
本课主要的语言功能是谈论国外人类过去的发明：自行车和汽车。通过学习历史发明，学生能够正确理解内容并朗读课文，能够运用所学方位词正确描述事物的位置。本课主要方位单词是：beside, between, 示地点的介词的短语。
◆教学目标
句型结构是：It’s +表
1.掌握目标语句：It’s beside the house. 学习新词：right,
between, bicycle,
mouse, beside, man
并能用目标语句练习说；
2. 理解文章的内容，能将学到的词汇融于目标语句进行练习，能熟读重点句型，并有感情的表演对话，能够描述某人、某物的位置。
◆教学重难点◆
【教学重点】1. 词汇：
right, between, bicycle, mouse, beside, man 2. 目标语句：
It’s beside the house.
句型：It’s +表示地点的介词的短语【教学难点】
如何用正确的语言进行对话表演，如何熟练背诵本课的重点句型。
◆课前准备◆
.
录音机，单词卡片，
◆教学过程
POWERPOINT 课件。
Step1. Warm up 1. 智慧树
课件出示大树图片，树上有单词，快速说出单词并说出单词的过去式。
（通过快速说单词环节，复习单词的过去式）2. Chant
Invent invent invented
Chinese people invented paper. Print print printed I printed this newspaper. 学生在老师的指导下拍手读一读
chant, 对上节课内容的回
顾，又有利于帮助学生进入状态学习新知识。Step2. Presentation
Listen and answer my questions. 1.Look at the man. Do you know who he is?
通过让学生带着问题听录音，解决课文的主要问题。同时引出句型He invented this bicycle.
老师提出问题并播放录音，然后用课件呈现答案如下：Yes, he was from the UK. And he invented this bicycle.
跟读课文，老师注意强调语音和语调。
Look at him, he is beside the bicycle. 学习方位词beside。2. 同样的方法学习who he is?
引导学生说beside，
between，Look at the man. Do you know
老师提出问题并播放录音，然后用课件呈现答
案如下：He was from the US. And he invented these cars. 跟读课文，引导学生说出续学习方位词
between。
引导学生根据前面两组练习
He is between the two cars.
继
3. 学习方位词：in front of, 对话并学习：
S1: Look at the man. Do you know who he is?
S2: Yes, he was from French. And he invented the bus. S1: He is so great! Look at him; he is in front of the bus.
S2: In front of? What does it mean? 完成对话后老师告知学生
in front of
的用法。
beside, between, in
4. 通过空间图片帮助学生总结方位词front of
的用法，以巩固记忆。
Step3. Summary
Chant: English people invented bicycle for us. What a good idea! What a good idea! Chinese people invented paper for us. What a good idea! What a good idea!
American people invented cars for us. What a good idea! What a good idea! 通过chant来总结知识，学生比较容易记忆。Step4. Homework
1.Tell your parents what Invention you know and write them down.
2.Learn and write words: beside, between, in front of.
Module 5
Unit 1 We went to the Great Wall.
◆教材分析
本课是在前几模块基础上继续学习一般过去时，和前几模块有所不同的是本课涉及到了动词过去式的不规则变化。本课的Activity one
部分通过描述学校旅行的方式来学习
新知，课文内容贴近学生现实生活，使学生更容易理解和接受。
◆教学目标
【知识目标】
重点学习不规则动词的一般过去时：1.能够听说读写的单词和短语：
go (went) see(saw) eat(ate) have(had) the Great Wall
2.能够听说读写的语句：We went to the Great Wall. We ate apples. We had a good time. 【能力目标】
能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时。【情感目标】
热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。
◆教学重难点◆
【教学重点】
1.能正确熟练的认读新单词ate, had, bought, climb, 2.能初步运用（关于句子）
went, the Great Wall, saw, mountain…
We went to the Great Wall. We
saw lots of mountains. We ate apples. We had a good time. 【教学难点】
能听够听说读写语句saw/ate/had/bough
…
I/
He/ She/ We/ They
◆课前准备◆
Word cards, CD-Rom activity book
◆教学过程
Step 1. Warm-up
1. Review word (show word cards)invented
watched
learnt
safinishw
ed
phoned
cooked
wenhelpt
ed
2. T takes the action, Ss say the word. 老师做“看”的动作。学生说出相应的单词过去式。Step 2. Presentation and practice 1. Show pictures of the Great Wall. T: Where is it?
T: I went to the Great Wall. 出示词条 went 认读 went
出示词条 went----go
T: Did you go to the Great Wall? T help Ss say: I went to 教师指着回答的学生说
…: She/
He went to …
然后引导所有回答的学生说We went to …
Did you go to the People square? I went to … 引导学生将
I went to … 转换成We went to …
2. I went to the Great Wall. And I climbed to the Great Wall.
出示词条 climbed, ed用不同颜色加深。
climbed---climb
T: Did you climb to the Great Wall? T help Ss say:
I climbed…
3. Good Boys and girls. Look at the mountain. It
high.
出示词条 mountain
I like mountain. I climbed the mountain. 4. Yesterday it was a school trip. 认读trip 5. 课文教学：
Do you want to know where did Sam and Daming go? Let’s watch TV.
(1)Where did they go? Were Sam and Daming happy? (2) Ss answer the questions. T: Yes. They had a good time. 认读had---have
s
’(3) Listen again find: went saw ate had bought (4) This is a picture of the Great Wall. What did they buy?
Daming and Sam bought it for dad. What present did you buy? I bought…转述他人
He/ She bought…
(5) What did they see? What did they eat? (practice in pairs)
认读see-saw, eat-ate
在ate的教学中引出
eat candies，
引导学生发现异同，进行语音渗透。(6) Listen and repeat the dialogue.
6. 将go, see, eat, buy, have, went, saw, ate, bought, had分发到学生手中。老师说动词原形，手持
go词条的学生站起，手持
went词条
的学生后站起，如果答对，全班跟读。Step 3. Summary We visited you know?
I/ He/ She/ We/ They saw/ate/had/boughtStep 4. Homework
1. Copy the sentences on the blackboard and do AB Unit1
…
the Great Wall with Sam and Daming. What did
Activity2, 3.
2. Listen and repeat the text. 3. 自己设计一张旅游海报，
配以文字说明，还可以加图片。
Module 5
Unit 2 I wore warm clothes.
◆教材分析
本单元继续讲一般过去式，在前面几个模块已经接触到了一般过去式，学生也了解了一般过去式的主要结构，规则动词要加上“ed”，描述发生在过去的事情。但是本单元主要讲不规则动词的变化，有一定的难度。本文的主要内容是学习参观、游览的经历，根据所所学内容与大家一起分享。
◆教学目标
【知识目标】
1.重点学习不规则动词的一般过去时：I/ He/ She/ We/ They fell over/ wore/ learnt2.能够听说读写的单词和短语：lovely, out, way, really. 3.能够听说读写的语句：
…
wear (wore), hurt, ice-skating, over). 【能力目标】
skate, fall over (fell
能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时。【情感目标】
热爱运动，热爱生活，不怕困难挫折的乐观情绪。
◆教学重难点◆
【教学重点】
1.单词：学习不规则动词的变化：
see—saw, go—went,
eat—ate, have—had, buy—bought, 及climb—climbed. 2. 熟练掌握词组：a school trip, the Great Wall, lots of mountains, eat biscuits, a picture of the Great Wall. 【教学难点】
能听够听说读写语句over/wore/learnt
◆课前准备◆
eat apples, have a good time,
I/ He/ She/ We/ They fell
…
word cards、录音机、activity book
◆教学过程
Step 1. Warm up 1. greeting
师生相互问候。
的chant部分：
2. 全班一起说Module 2 Unit 2
She painted a picture. She watched TV. She played the flute. She played with me. He listened to music. He played football. He helped his mother. There were sweets for all. Step 2. Presentation 1. 出示词条
skate，进行认读由
skate自然过渡到ice
skating. In winter, the weather is very cold, we can do one kind of sport on the ice. What kind of sport? 让学生们猜可以进行哪项运动，然后出示单词卡片skating,
教授并操练单词
ice skating
。
the Great Wall.
me ice
Yesterday, Yesterday,
Sam and Daming visited Lucy wrote a letter
to me. She told
something about her school trip. Do you want to know about it?
教师装出很神秘的样子，拿出一封信。
（信件展示）Do you want to know about it ?
2. She told me that she went ice skating, the ice was very cold. She wore warm clothes.句子）然后出示单词卡片wore?” 如果学生不知道
（在黑板上写下这个
wore, “What’s the meaning of wore的意思，教师可以走到一个
you look so
学生旁边，“Oh, you wear new clothes; beautiful /handsome today. 3. First, she didnfell over.
”
’t know how to go ice skating, she
she fell ，解释并操练
教师做出摔倒的动作，在黑板上写上
fell over
over这个句子，然后出示单词卡片fell over
。
4. Lucy fell over, but she didn’t hurt. (在黑板上写
上这个句子) 然后出示hurt单词卡片，What’s the meaning of hurt? I hurt, oh, where is the hospital? hurt。
5. Then, she learnt to skate, it was easy. She didnfall over again.在黑板上写上句子，She didn’t fall again. 出示单词卡片
’t over 操练单词
learnt，解释操练learnt，I learnt
to play football last term. What kind of sport did you learn last term? Step 3. Text 1. 课文教学：
出示信件，出现完整的文章：
你上个学期学习了什么运动？
Dear Amy,
Yesterday, we went on a school trip. We went (skating). I (wore) warm clothes. The ice was very cold. At first,
I (fell
over).But it didn’t (hurt)
a lot. ’t
Then I (was able to) skate. It was easy! And I didn(fall over) again. It was really fun!
Love, Lucy 2. Fill in the blanks提醒）
在上面的短文填空。
3. 在课文的Now look and say
部分：
（在原文上填空，教师可作适当的
1) 小组看图合作练习，然后派一个代表上来演示。2) 猜谜，教师说关于运动的谜语，教学生猜。A: I did something yesterday. I wore special boots. It was cold. I fell over a lot. What did I do? Answer: You went ice-skating. B: I did
something
yesterday.
I did
it
in
the
countryside. I walked a lot. It was difficult. My legs hurt. What did I do?
Answer: You climbed a mountain.
Step 4. Homework
1. 教师将ear, hear, bear, pear, where, there
等单词
的顺序打乱写在黑板上，请学生找出字母发音相同的单词，写在作业本上。
2. 完成学生课堂活动用书练习让学生完成另一个
2 word search，完成练习后
word search
找
word search，不过这个
出来的词是动词的原形。如eat, buy, fall. finish等。
Module 6
Unit 1 It didnt become gold. ’
◆教材分析
学生在第二、四模块学习动词规则变化的一般过去时的肯定句，第三模块学习动词规则变化的一般过去时的否定句。第五模块学习动词不规则变化的一般过去时的肯定句，本课通过讲述“神笔马良”的故事，学习动词不规则变化的一般过去时的否定句。
◆教学目标
【知识能力目标】
1. 听说读写用词汇：paintbrush,
magic, food, real, gold
2. 听说读写用动词：have-had, take-took, make-made
3. 理解并能输出重要句型：people. The bad man didn
He had a paintbrush. ’t have
He helped
gold. He didn’t help people. He took Ma Liang’s magic paintbrush. It didnsnake.
4. 在掌握一般过去时规则变化过去式的肯定句、否定句的基础上，对比、学习并掌握一般过去时不规则变化过去式的否定句。【情感目标】
学习马良乐于助人的好品质。教育学生“赠人玫瑰，手有余香”。
◆教学重难点◆
’t make gold. It made a
【教学重点】
能够听说读写 say (said) He didn【教学难点】
在掌握一般过去时规则变化过去式的肯定句、否定句的基础上，对比、学习并掌握一般过去时不规则变化过去式的否定句。
◆课前准备◆
’t come back.
CD, Power point, flash cards, tape recorder
◆教学过程
Step 1. Warm-up
1. 展示小猪和小猫的图片，猜一猜它们昨天吃的什么？2. 师生谈话，用与学生聊天的方式引入课文。I had noodles for breakfast yesterday. You had fish for breakfast. No, I didndinner. 引导学生复习
didn’t, 并引出句型I didn’ｔ have…’t have fish for breakfast. I had fish for
Step 2. Presentation 1.利用课件图片引出马良。T: My paintbrush
is ordinary.
But look! There is a boy.
He had a magic paintbrush. Who is he? Ss: Ma Liang.
T: Do you know anything about Ma Liang? SS: Yes.
T: There’s a story
of Ma Liang in English.
After
learning, you can tell this story to your parents in
English. It will be very cool. Now Let’s see the story.2.教师用课件整体呈现故事，容，同时引导学生学习新单词
学生第一次听故事了解文章内
paintbrush,
magic, gold,
并学习重点单词的过去式变换，如：
paint→painted, become→became, is→was, take→took. 在观看最后一幅图的过程中让学生以不同的语气（高兴、生气、惊讶、讲述）练说本课的重点句型：gold. It made a snake. Step 3. Consolidation 1. 师生谈话，进行思想教育。
T: I have a question: Why did the paint brush become a snake? Why didn’t it become gold?SS: …
T: Because the magic paintbrush
only helps good people,
It
didn’t become
it doesn’t help bad man. So I think you will be a good person, and you will have your own magic paintbrush. 2.读课文并判断正误。
The bad man helped people. ( F ) The bad man borrowed(
借) Ma Liang’s paintbrush.
( F ) The bad man painted gold. ( T ) Step 4. Summary
1. 利用课件针对学生们的表现，表演大家，并送给学生们一个礼物：一本魔法书。打开魔法书揭示本课的语法难点：
一般过去时，事情都已定表肯定，动词后加
ed。
特殊情况另外记。
Didn’t didn’t 表否定
它是一面照妖镜，妖魔鬼怪显原形。
2. 让学生读口诀；
3. 给出今天所学动词的原形，让学生找出过去式。（have—had paint—painted do--did）Step 5. Homework 1. 读一读课文；
2. 和朋友继续排练马良的故事；
3. 抄一抄课文中的动词以及它们的过去时。
make—made take—took
Module 6
Unit 2 He didnt come back. ’
◆教材分析
本课通过讲述“神笔马良”的故事，学习动词不规则变化的一般过去时的否定句，学习重点句型：能理解并会应用一般过去时的否定结构：主语He took Ma Liang away. He didn
+didn’t+动词原形+其他。’t come back.
另外通
过故事学习引发学生兴趣，树立正确价值观和乐于助人的品
质。
◆教学目标
【知识目标】
1. 能够听说认读 angry, only, took away, say (said). 2. 能够听说读写He took Ma Liang away. He didn’t back. 【能力目标】
引导学生用一般过去时的肯定形式和否定形式，为大家讲一些英文的小故事。【情感目标】
通过课文的学习，让学生体会到善有善报、恶有恶报，给学生建立乐于助人的情感价值观。
◆教学重难点◆
【教学重点】能够听说读写say (said) He didn’t come back.
【教学难点】
运用一般过去式为大家英文小故事。
◆课前准备◆
VCD、单词卡片、课件
come
◆教学过程
Step 1. Warm up Free talk
T: Do you want to have a magic paintbrush? S: Yes!
T: If you’re Ma Liang, you have a paintbrush, will you do with the magic paintbrush? S: …
Step 2. Presentation 1.Listen to the tape.
What happened then? Let’s listen to the tape.学生回答课文问题，学习单词和句型：1）angry
T: The bad man took the magic paintbrush.
He paint gold,
and what
but it made a snake. Look at the picture, is he feel happy? 出示angry的图片。S: No. He was not happy. T: Yes, he was angry.
做出生气的样子。读
angry，学生
模仿老师做的动作并读单词。看表情对比 happy 和angry
T: Look at my face, say the words as quickly as you can.
S: 根据老师的表情，快速说单词。2）only
T: Why did the bad man feel angry? S: The magic paintbrush didn
’t help him.
T: Did the magic paintbrush help Ma Liang? S: Yes, it did.
T: The magic paintbrush only helped Ma Liang. 突出 only 的发音出示单词卡片并领读，让学生体会意思。3）took away
T: And then, what did the ban man do? S: He took Ma Liang away. T: 出示卡片，took away, 会意思。
板书句子：He took Ma Liang away. 4）said
Game: I say a word or sentence you must say: You said, …T: 老师小声说I say “angry” .S: You said
“angry”．
I say “only”．
指导学生读读句子
。
并领读，做动作演示，让学生体
T: 老师小声说S: You said
“only”．
I say “took away”．
T : 老师大声说S: You said
“took away”．
T: 老师大声说S: You said
I say “He took Ma Liang away.”
“He took Ma Liang away”．
say和said, 通过刚才的游
游戏结束时，老师出示两张卡片
戏，既复习了新学的单词和句型，还对比这两个单词，再用卡片加以巩固，学生容易掌握。5）He didn’t come bac
k.
T: The bad man went to the sea, he went to the sea in his ship. Did he come back? 的图片，帮助学生理解。S: No. He didn’t come back.老师板书句子：He didn’t come back.Step 3. Activities and practice Listen and repeat.
Now, Listen and repeat the whole story. partner.
Look at the pictures partner.
课件出示几幅图，给学生一定的提示，让学生根据提示复述这个故事。
其目的是为了培养学生概括、复述课文的能力，同时也注意引导学生看图说话，为以后的讲故事作铺垫。Step 4. Summary
and talk about the story with your
Read it to your
老师出示坏人在大海里翻船
学生根据板书来总结这节课的主要内容，并在老师的引导下用chant的方式巩固重点知识。
Angry, angry! The bad man was angry. Only, only! It only helped Ma Liang.
Took away, took away! He took Ma Liang away. He went to the sea. He went to the sea. He didn’t come back again. Step 5. Homework
1. 和同学合作演一演神笔马良的故事。2. 为爸爸妈妈讲一个英文小故事。
Module 7
Unit 1 Did you take Amy’s doll?
◆教材分析
本课主要学习用“Did you…？”询问过去是否发生过某事，并进行肯定或否定的回答。
运用过去时态的句子，
在句型中操练达到熟悉程度上，培养学生的口语交际能力。在反馈练习中，培养学生分析和解决问题的能力。
◆教学目标
【知识目标】能够听说读写单词：
doll, matter, lost, found, key.
’t, matter.
…? Yes,
能够听说认读单词：did, didn
能够听说读写句子：What’s the matter? Did youI did. / No, I didn
’t.
【情感目标】教育学生要做善良的人，当别人伤心难过时应给予安慰。
◆教学重难点◆
【教学重点】
能够理解行为动词一般过去时的一般疑问句的运用。
学会用“Didyou+v….?”询问过去的行为并能够进行正确的肯定否定回答。【教学难点】
掌握一般过去时的一般疑问句及其回答，并能在真实情景中运用。
◆课前准备◆
多媒体课件、单词卡片
◆教学过程
Step 1 Warm up 1. 师生问好。
2. 老师向学生介绍自己昨天都做了哪些事。 What did you do yesterday? Yesterday, I
…
Step 2 Presentation and practice
1. T: Did you watch TV/ play football/ go swimming? 引导学生回答
Yes, I did. / No, I didn
’t.
2. 教师出示先课文一幅图，小猪的妈妈丢了东西。学习单词lost和matter,
并根据课文补全对话。
T: The boy lost his hat, so he was sad. What do you want to say to him? 引导学生对他说3. 学习课文。
（1）出示Amy 着急找东西的图片，巩固单词
matter。Amy
Don’t worry.
同时进行情感渗透。
这么着急，为什么？看课文录像或听录音，回答问题：What’s the matter?通过学生的回答学习单词
doll.
（2）打开书，听录音跟读课文，注意模仿地道的语音语调。（3）默读课文，找出包含“did” 的句子。反馈给老师并进行小组朗读。
（4）老师展示课文图片并提出问题让学生回答：What’s the matter?Did Sam find her doll?
Did Lingling find her doll? Did Amy find her doll?
Step 3 Consolidation and extension Do a survey.
昨天你的同位都做了哪些事？做个小调查吧。A: Did you…？B: Yes, I did. / No, I didn
’t.
Ask two students to ask and answer in pairs. A: Did you play football? B: No, I didn…
T: Boys and girls, did A play football? Help the students answer: didn’t.”
通过对小调查的反馈同时完成第一人称到第三人称的转换。Step 4 Summary
引导学生总结本节课所学内容，引导学生发现过去时的一般疑问句中应使用动词原型，而不是动词过去式。单词：doll, matter, lost, found, key. 句子：What’s the matter?
Did you…? Yes, I did. / No, I didn
’t.
“Yes, he did. / No, he
’t.
Step 5 Homework
1. Copy the sentences in text.
2. Use “Did you…” to get some information about your
friends.
Module 7
Unit 2 Did you see it?
◆教材分析
本课同样主要学习用“Did you…? 并用Yes, I did.
或No, I didn’t.询问过去是否发生过某事，并进行肯定或否定的回答。运用过去时态的句子，在句型中操练达到熟悉程度上，培养学生的口语交际能力。在反馈练习中，培养学生分析和解决问题的能力。
◆教学目标
【知识目标】
掌握本课单词: 掌握并能运用单词lose的过去式lost，认
读并理解词汇
matter,
lost,
lookfor;
句型: 掌握并运句子?Didyouseeit?No,Ididn’t.
【能力目标】
能听懂会说本课的句型，能够运用所学句型。【情感目标】
激发学生学习英语的兴趣，增强学生的参与和合作意识，培养学生不乱放东西，做事情细心的好习惯。
◆教学重难点◆
【教学重点】
能够理解行为动词一般过去时的一般疑问句的运用。
学会用“Didyou+v….?”询问过去的行为并能够进行正确的肯定否定回答。【教学难点】
掌握一般过去时的一般疑问句及其回答，并能在真实情景中运用。
◆课前准备◆
多媒体课件、单词卡片
◆教学过程
Step 1 Warm up 1. 师生问好。
2. Let’s chant!
通过chant复习学习过的知识内容：Football, football, did you play? Did you play football yesterday? Did you pass? Did you run? Did you play football? Fun, fun, fun!
Step 2 Presentation and practice 1.学习课文Listen, point and say文要求学生根据学习内容填写。
Yesterday, the little pig took a bottle of milk to school. But, he did not his He asked the cat, but the cat didnhis . Oh! Pig finally knew(his milk . 2. 学习课文。
(1) 展示第一张图片，妈妈很着急丢了钥匙：Xiaoming: Hello, Mum. WhatMum: I lost my key. 课件展示询问学生
What’s the matter?
引导学生用第三人
’s matter?
’t
知道) who took milk. And then,
的内容，并展示下列短
称回答：Mum didn’t find her key.
课件展示询问学生What’s the matter?引导学生用第三人
称回答：Mum didn’t find her key.
(2) 接着展示第二张图片，妈妈询问小明是否见到钥匙：Mum: Did you see it? Xiaoming: No, I didn课件展示询问学生
’t. Did you see it?
引导学生用第三人称回
答：No, he didn’t.
(3) 展示第三张图片，小明询问妈妈是否在包里寻找钥匙：Xiaoming: Did you look for it in your bag? Mum: Yes, I did. It isn课件展示询问学生
’t there.
引导
Did Mum look for it in her bag?
Yes, she did.
学生用第三人称回答：
(4) 最后展示第四张图片，发现时鲍勃拿走了钥匙：Xiaoming: Oh, take is away. Mum: Oh, Bob, come back! 课件展示询问学生
Who took her key away?
引导学生用第
三人称回答：The dog.
(5) 听录音跟读课文，注意模仿地道的语音语调。(6) 默读课文，找出包含“朗读。
Step 3 Practice
要求学生与同桌一起完成课本
Point and say
的内容，两两
did”的句子。反馈并进行小组
练习对话。Step 4 Summary
引导学生总结本节课所学内容，引导学生发现过去时的一般疑问句中应使用动词原型，而不是动词过去式。单词和短语：matter,
lost,
lookfor
句型:Didyouseeit?No,Ididn’t. Step 5 Homework
1. Copy the sentences in Module 7 Unit 2. 2. Listen and repeat the dialog.
Module 8
Unit 1 When did they come?
◆教材分析
本模块的主要内容是使用特殊疑问句询问过去的行为。课文情境是Amy和Ms. Smart在读报的过程中了解到一些英国孩子上周来中国参加音乐比赛的故事，要求学生用单词when, came, competition, practice,
won, gold,
cup,
flute,
并能熟练运用句型Whendidtheycome?
Whatdidsheplay? 进行对话。
◆教学目标
【知识目标】
掌握单词：last, gold, practice, cup, come, win去式 came, won. 掌握功能句：
When did they come? They came last Wednesday. What did she play? She played the flute. 【能力目标】
能运用功能句去谈论过去发生的事件。【情感目标】
培养学生的交流合作意识，教育学生应该做到：Practice makes perfect.
Where there is a will, there is a way.
◆教学重难点◆
及其过
【教学重点】
正确使用疑问词：what, when. 一般过去时中不规则动词【教学难点】
Students are able to talk about the news with the past verbs.
win—won, come—came
◆课前准备◆
录音机、图片、卡片、磁带、课堂活动用书
◆教学过程
Step 1 Warm-up
a. Greeting: What day is today? b. Free talk by using “What did you see?”Step 2 Presentation a. Look at the picture!
Last week, some English children “Yesterday, what did you do?
”
came to China. (Teacher shows pictures) b. What did they do? Do you know? LetStep 3 New teaching
a. Listen to the tape and think the question “Did they come for the music competition (teach read)?
”
’s listen!
b. Listening to the tape again and read sentences with “what, when”. Then answer the question: play? When did they come? c. Look at the picture
and answer “What did she win?”
What did she
and try to make sentences with these words. Step 4 Consolidation
Fill in blanks:
老师给出学生一篇文章让其填空，复习今天学习的what对过去时的提问。Step 5 Homework
a. To copy word and key sentences three times. b. Make a survey after class: What did they do last Saturday? Where did they go? When did they go?
when,
Module 8
Unit 2 Where did you go yesterday?
◆教材分析
本单元的语言功能是询问与描述过去发生的事情；本单元以介绍伦敦为主线，通过老师询问go…?”“What did you go
Amy “Where did you
…?”，使学生能够在真实的语
言环境中用英语询问对方昨天的活动情况，询问与描述过去发生的事情。
◆教学目标
【知识目标】
能听、说、认读本课的重点单词能正确使用动词过去式；
能利用What did you do? Where did you go? 去做的事情。【能力目标】
正确描述和询问过去发生的事情。【情感目标】
培养学生学习的兴趣，鼓励学生积极合作。
◆教学重难点◆
: look, took；
询问别人过
【教学重点】能够运用所学句型：
Where did you go yesterday? I went to the zoo. 【教学难点】
能够熟练运用所学句型。
◆课前准备◆
Tape recorder, Multimedia
◆教学过程
Step1. Warm-up
1.小组汇报交流周末的事情：weekend? Where did you go? 2.Chant: 《Where did you go?Step2. Presentation 1. 出示Amy的图片：
（1）T : Where did she go yesterday? She didn’t go out. She stayed at home.（2）What did she do at home? She played the flute. She practiced a lot. （3）Listen and repeat.
（4）Group work:小组合作，回答问题。Step3. Practice 说说自己的周末：
T: Just now we talk about Amy. Now let
’s talk about
》Listen and repeat. What did you do at the
our weekend. Who wants to show us your weekend? 请几个学生上台表演周末所做的事，其他同学猜一猜。（1）Ss: What did you do at the weekend? （2）S1进行表演。
（3）其他学生说出表演的内容。
Eg: Liyun went to the zoo at the weekend. Step4. Consolidation
教师引导学生回答“What do you usually do at the
weekend?”让学生将平时周末所做的活动罗列出来。点击课件，指着上个周末问学生“What did you do at the weekend?”鼓励学生用学过的过去式回答。Step5. Homework
介绍你与家人的上周末生活，并写下来。
Module 9
Unit 1 What happened to your head?
◆教材分析
本单元教学主题为What happened to your head? 本节
课学生将学习用“What happened to……?”来询问别人发生了什么事情，并能根据一定的场景来回答，摔倒，受伤，摔下来等并学习短语
a bike ride,
和thirsty,
watermelon,
carry，bump这几个单词。
◆教学目标
【知识目标】
口语操练中复习和巩固已学的词汇和句型；掌握新单词thirsty
，carry，watermelon，bump a bike ride.
同时要求掌握句型
What happened
以及短语
to……?以及了解【能力目标】
fall off,, fall over的区别。
向他人说明描述过去发生的意外事故，培养学生的发散思维能力、分析、迁移等综合运用英语的能力。【情感目标】
1.激发学生学习语言的兴趣，培养合作意识与创新精神；2.教育学生能够正确对待和处理日常生活中发生的事故学生进行安全教育，培养学生的安全意识。
◆教学重难点◆
,对
【教学重点】1.能听懂会说
What happened to your head?听懂会说
。
的掌握以及在生活
happen, bump, ride, thirsty, watermelon2.对句型What happened to your head?场景中的运用。【教学难点】区分单词：fall over
◆课前准备◆
和fall off
单词卡片、水果图片、教学课件、
◆教学过程
CD-ROM
Step 1 Warming up
1. Greetings.
2. Review the simple past tense. Step 2 Presentation 1. Enjoy a riddle.课堂气氛）
2. 展示 Daming, Sam
骑车的图片，提出问题：
What did
（出示单词卡教授
watermelon并活跃
Daming and Sam do yesterday? 学生回答后，老师给予肯
定，同时说But we can say another way, they went for a bike ride. 3. 教读bike ride
配上骑自行车的动作。
4. Do you like ride a bike?
So, let’s go for a bike ride. Follow me. Go! 逐步加快动作。
停下来后问学生， Are they thirsty? 读thirsty
。
Daming和Sam同样Are they hungry? 教
5. 骑自行车非常的累，口渴，那我们的也是这样的。
展示出课文的第二幅图。6. 展示课文的第三幅图，教读carried
carry，演示给学生看Sam
watermelon on the bike. 再请学生演示把
watermelon放在Sam 的自行车上。
7. 像Sam这样骑自行车是非常危险的，我们可不能这样哦。Then what happened to Sam? 展示出课文的第四幅图教读，Sam fell off his bike and Daming bumped his head. 教授fall over Step 3 Practice
自读课文，学生小组内分角色表演，然后班内展示。Step 4 Homework
1. Listen and retell the story.
2. Try to tell an accident about yourself for your classmates.
和fall off
的区别。
Module 9
Unit 2 I bumped my head.
◆教材分析
本单元是是第一单元的延伸和巩固，第一单元已经学过了what happened to you?
及其回答。本单元在第一单元的
基础上练习第三人称的询问和回答。学生已经对过去时有了一定的了解和掌握。本模块在学生原有基础上，对过去时态进行巩固延伸。
◆教学目标
【知识目标】学会与运用
what happened to you/she/he? I/He/She...
happen, bump, cut,
理解并准确运用单词finger, knee 【能力目标】
以及短语fall over.
能听懂会说本课重点句型，并能运用这些句子交流及对话。能准确表述一次事故。【情感目标】
将所学英语用于日常生活中，能与人进行交流。培养学生学会关心他人、热爱生活。
◆教学重难点◆
【教学重点】
1. 学会与运用what happened to you/she/he? I/He/She... 2. 掌握重点词
、短语： bump, bump my head hurt, hurt
… fall off 3.
句型：
my knee cut, cut my finger fallI bumped my head. I... 【教学难点】
对句型What happened to you? 景中的运用。
◆课前准备◆
的进一步掌握以及在生活场
课件、录音机（磁带）、单词卡片
◆教学过程
Step 1 Warming up: 1. Greeting!
2. Review some words: a. 说过去式clean-cleaned
happen-happened play-played
go-went see-saw fall over-fell over put – put ride -- rode b. look and match.
Step 2 Lead in and new lesson: 1. 谈话导入T: Hello, S: …
T: Last Sunday was my unlucky day. I went to Chuanshan Park. I read an interesting book in the park. And I didn’t walk carefully. So I bumped my head on a tree. But it didn
’t hurt.
…What did you do last Sunday?
(teach “bump”词组bump my head，句子I bumped my head.) 2. T：（指一生）Oh, look atto you?
S: I cut my finger. (
引出问句，板书)
…’s f
inger. What happened
（教cut, finger, cut-cut put-cut游戏）
3. T：Look at the picture(girl? She hurt her knee.
过去式 finger 手指
课件)，what happened to this
(teach “knee”, knee-see, tree, three, sweets句子She hurt her knee. 特殊动词过去式。)
What happened to this boy? He bumped his head. Head, head, I bumped my head…. (拍手What happened to this girl? She cut her finger. 师生表演对话示范,再同桌对话
手势动作，hurt-hurt,
…词组总结三个
chant,做动作)
4. T：If you bumped your head, where will you go? Now let’s go to the hospitalWhat happened to them?
a. listen and line down the 4 new words b. listen and repeat
c. follow the teacher then read together d. find the past tense e. 分角色读，再
4人小组表演
over, fell
off the bike, hurt my
to see three unlucky children.
5. 读板书，补充：fell nose…
6. T: Look at the screen, what happened to this boy?
S: He bumped his head.
Look at your book, choose one to pair work. Step 3 Summary：What have we learnt? (
安全教育)
句型：What happened to you/she/he? I/He/She... 单词：happen, bump, cut, finger, knee 短语：fall off, fall over Step 4 Homework：a. Copy the 4 new words. b. Copy the dialogue.
Module 10
Unit 1 Go to bed early.
◆教材分析
本课先通过问答导入what 引导的疑问句，然后通过创
设情景，模拟出看病的基本过程，让学生在学习课文之前对看病问答有个基本了解，然后通过大量练习和课文表演，巩固了基础知识，拓展了课本内容，且要求学生能够提出与健康有关的意见和建议。
◆教学目标
1. 能听得懂、会说、会读和会拼写单词：
cold, computer game, early, every, matter, medicine. 2. 听得懂、会说、会读和会写句子：What’s the matter?I’ve got …
3. 能用所学句子说说自己的病痛。
◆教学重难点◆
【教学重点】
1. 新单词的拼写、朗读与记忆。2. 句型：What’s the matter? I’ve got 【教学难点】
1. 能用句子表述自己的病痛。
2. 能用过去时简单说说自己做过的事情。
◆课前准备◆
Tape recorder, Multimedia
◆教学过程
Step 1 Warm-up activities 1. Greetings
…
T: Hello, boys and girls. Good morning. Ss: Good morning. T: Nice to meet you. Ss: Nice to meet you, too.
2. T: What’s the matter with you?S1: I’ve got a cold.
T: What did you do yesterday? S1: I …3. Do it!
（学生按教师的指令做动作）
（教
T: Stand up! / Sit down! / Sit down! / Stand up! 师辅以手势，渐渐加快）
Step 2 Presentations and Practice 1. Teaching “What’s the matter? IT: What’s the matter? What
’m tired.
’s the matter?
I’m tired
. 出示卡片
教师做睡觉状，并用低缓语调说：What’s the matter?Ss: What’s the matter? T: I’m tired.
理解其含义
教师做睡觉状
注意tired“hot”．
的正确发音
Ss: Read it one by one. 2. Teaching the word
T: What’s the matter? (拿出一把扇子，做出很热的样子，边出示卡片hot.) I
’m hot.
Ss: Read it one by one. And spell it. T: What’s the Ss: I’m hot.
T: Here’s a fan for you.Ss: Thank you. 3. Teaching the word
“cold”．
) What’s the matter?
matter?
T: (对一生扇扇子，让生感觉到不热了Are you hot? Ss: I’m not hot. I
’m cold. (Read and spell it)
T: What’s the matter?Ss: I’m not hot. I
’m cold.
T: Take this medicine. Drink a lot of water. Go to bed early. And do some exercise. Ss: Thank you.
4. (1) Listen to the tape and repeat. (2) Read the words together:
tired,
tired,
I’m tired…
(3) Read the words one time quickly. Step 3 Consolidation 1. Say a rhyme.
老师做动作，让生自问自答。A: What’s the matter?
B: I’m tired/ill/hot/cold/hungry/thirsty.
2. Work in pairs S1: What’s the matter?S2: I’m hot/cold/hungry/thirsty.Step 4 Assign homework
1. Copy the new words four times. 2. Copy the sentence: A: What’s the matter?
B: I’m hot/cold/hungry/thirsty.
Module 10
Unit 2 Eat vegetables every day.
◆教材分析
本课通过前一单元讲述的“What’s matter?” 引导
学生树立健康的生活状态，使学生学会在自然的情境中运用祈使句表达健康生活的习惯，Vegetables are healthy.
◆教学目标
如： Fruit is healthy. 养成健康的身体。
1. 知识与能力目标
知识目标：能够听说读写单词
healthy。
能力目标：能够描述别人的病情。2. 情感态度目标
知道“健康最重要”的概念，养成多吃水果的好习惯。
◆教学重难点◆
【教学重点】
1. 能够听说认读写下列句子：Fruit is healthy. Vegetables are healthy. 2. 能够仿说和运用下列句子：… is healthy.【教学难点】
学会在自然情景中运用祈使句表述健康的生活习惯。
◆课前准备◆
CD-ROM, word cards, activity book.
◆教学过程
Step 1 Warm up
T: Do you want to be healthy? 老师展示课件图片，引导
学生说出上一课的学习内容：
eat vegetables, drink a lot of water, go to bed early, do some exercise
并进行复习。
Step 2 Presentation 1.Learn new words.
Read these words and do actions. pronunciation.
老师展示出单词照片并学习。
eat fruits, eat vegetables, drink juice, do exercise, healthy, go to the toilet, wash hands 2.Let’s talk!Fruit is healthy. Vegetables are healthy. …
3.Read the text and answer the questions. 并回答问题选择正确答案。What did Daming say? Eat fruit healthy.
What did Amy say? Drink lots of water or juice. What did Sam say? Do exercise every day. What did Lingling say? Wash your hands. 4. Write down the unhealthy(think of healthy ones.
Unhealthy habits; Healthy activities Step 3 Summary
不健康的) habits. Then
and vegetables
are 根据课文
说一说如何保持健康。
Pay attention
to the
一起来总结如何保持健康的生活：How to get healthy? Eat vegetables every day. Eat some fruit, too. Drink lots of water or juice.
Do exercise every day. You can walk, run, swim or play ball games.
Always wash your hands before you eat and after you go to the toilet. Step 4 Homework
1. Read the text and recite the words. 2. Make a survey惯，完成表格。
Name
Healthy lifestyle
调查周围同学、朋友及家人健康的生活习
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