最新2016-2017学年春季学期PEP人教版小学五年级下册英语全册教案推荐


    小学英语PEP第6册教学进度表 周次 日期 教学内容 1 2.9—2.13 Unit 1 This Is My Day Part A 2 2.16—2.20 Unit 1 This Is My Day Part B 3 2.23—2.27 Unit 2 My Favourite Season Part A 4 3.1—3.5 Unit 2 My Favourite Season Part B 5 3.8—3.12 Unit 3 My Birthday Part A 6 3.15—3.19 Unit 3 My Birthday Part B 7 3.22—3.26 Recycle One and Revision/Comment 8 3.29—4.2 Unit 4 What Are You Doing? Part A 9 4.5—4.9 Unit 4 What Are You Doing? Part B 10 4.12—4.16 Unit 5 Look At the Monkeys Part A 11 4.19—4.23 Unit 5 Look At the Monkeys Part B 12 4.26—4.30 Unit 6 A Field Trip Part A 13 5.3—5.7 INTERNATIONAL LABOUR DAY 14 5.10—5.14 Unit 6 A Field Trip Part B 15 5.17—5.21 Recycle Two Revision and Comment 16 5.24—5.28 General Revision 17 5.31—6.4 General Revision 18 6.7—6.11 General Revision 19 6.14—6.18 Oral Test 20 6.21—6.25 Final English Test The aims of the PEP 6 1. Enable the Ss to gasp the 50 four skills words, 32 phrases and 46 four skills sentences; (1) Four skills words and phrases: Look at the words list of the text which one with “☆” in front of it. (2) Four skills sentences: Look at the sentences in the text which are in Arial Black. 2. Enable the Ss to catch the 12 dialogues in the “Let’s talk”, and to make some similar dialogues to communicating with the partners in the real satiations; 3. Enable the Ss to catch the 8 songs; 4. Enable the Ss to catch the 6 stories; 5. Enable the Ss to catch the 9 activities of the “TPR”. 6. Enable the Ss to catch the 6 sides of the culture in the foreign country; It contains the “Rules to follow every day”, “Different seasons in the world at the same time”, “Chinese Zodiac”, “The emergency numbers”, “Koala and kangaroos” , “Field trip equipment”. 7. Enable the Ss to catch the rules of the words’ pronunciation. Teaching aims of Unit 1 This is my day 1. Enable the Ss to talk about their lives. Ex: When do you do morning exercises? I usually do morning exercises at 8:30. What about you? What do you do on the weekend? I read some books. How about you? 2. Enable the Ss to grasp the four-skill phrases and sentences (1) Phrases [10]: do morning exercises, eat breakfast, have English class, play sports, eat dinner, climb mountains, go shopping, play the piano, visit grandparents, go hiking; (2) Sentences [9]: “When do you eat dinner?” “I eat dinner at 7:00 in the evening.” “When do you get up?” “I get up at 12:00 at noon.” ” What do you do on the weekend?” ”Usually I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.” 3. Enable the Ss to understand the contents of “Read and write”; “Let’s find out”; “Let’s sing”; “Let’s chant’; “Let’s play”. 4. Enable Ss to comprehend the contents of “Pronunciation”; “Task time”; “Story time”, and try to catch the rules of the words’ pronunciation. 5. Enable Ss to comprehend the “Rules to follow every day”. Teaching arrangement: Period 1: Let’s start A Let’s learn Let’s play C Task time Period 2: A Let’s try Let’s talk Let’s find out Make a survey C Good to know Period 3: A Read and write B Let’s chant Period 4: B Let’s learn C Let’s sing Let’s check Period 5: Main scene chant B Let’s try Let’s talk Let’s find out C Pronunciation Period 6: B Read and write Let’s play C Story time Period 1 Teaching aims: 1. Enable Ss to grasp the phrases: do morning exercises, eat breakfast, have English class, play sports, eat dinner 2. Enable Ss to talk about with each other as: “When do you do morning exercises?” “I usually do morning exercises at 8:30.” Difficulty and importance: Phrases in “Let’s learn”: do morning exercises, eat breakfast, have English class, play sports, eat dinner Enable the Ss to use these words to depict their days. Teaching Materials: 1. Cards, tapes and recorder. 2. Pictures of some teachers. Teaching steps: I. Warm-up 1. Chant 2. Free talk II. Presentation 1. Sentences: When do you…? I usually… at…. (1) Listen and write: When do you…? I usually… at…<Let’s start> (2) Check and practise [ Pay attention to “usually”] (3) Reflection 2. Phrases: do morning exercises; eat breakfast; have English class; play sports; eat dinner (1) Game: What do you do? 请1个同学上来任意抽取一张单词卡片,下面的同学随意猜测,最后全班提问:What do you do? 揭晓结果的时候,猜错的同学每人将该词组抄一遍。抄写最少的同学和抄写最认真的同学可以获得奖励。 (2) Game: Who’s right? 以小组为单位,将事先制作好的单词卡片面向下翻,玩bingo游戏。每人任意用 I usually….at…造句,由其他同学翻卡片,如果两者吻合,则免于责罚,反之,就要抄写词组,每组最后评出胜者予以奖励。 III. Consolation 1. Let’s play: say, do, write 三人一组A说 I do morning exercises at 8:30.B做相应的动作,C在黑板上相应的横线上写下do morning exercises 8:30。 2. Activity Book 3. Good to know (1) Read it in groups (2) Tell more rules to follow every day Model: Eat more fruits every day. Drink more water every day…. IV. Homework 1. 给事先画好的图画配上词组,并至少选择一个词组造句。 When do you…? I usually… at…. 2. Task time Period 2 Teaching aims: 1. Enable the Ss to comprehend the contents of the dialogue in “Let’s talk”, and to make similar dialogues with their partners. 2. Try to make an interview about the partner’s parent in role-play. Difficulty and importance: 1. The sentences: When do you …?” “I … at ….” 2. Training the listening skill of the students’. 3. To catch the key sentences in the interview: Excuse me. Can I ask you some questions? Sure. When do you ….? I (usually)…at….. Thank you for telling me about your day. You’re welcome. Teaching Materials: 1. Cards, tapes and recorder. 2. Some masks of different persons. Teaching steps: I. Warm-up 1. Free talk 2. Do and say 3. Dictation II. Presentation 1. Let’s try (1) Listen and find out (2) Check and repeat 2. Let’s talk (1) Listen and write down the key words from the dialogue between Amy and Zhang Peng. (2) Check and repeat. 3. Let’s find out (1) Ask and answer in groups (2) Finish the table in “ Let’s find out” (3) Reflection III. Consolation 1. Check the homework: Task time 2. Make an interview {a reporter, a father or mother; a writer} Model: R: Excuse me. Can I ask you some questions? F/M: Sure. R: When do you ….? F/M; I (usually)…at….. R:….. F/M:…. R: Thank you for telling me about your day. F/M: You’re welcome. The writer has to write down the key words as: Amy’s Mother’s Day; get up; 6:00…. 3. Play it in groups. 4. Exchange the exercise books and check the partner’s work 5. Reflection IV. Homework 1. Finish a report of the partner’s parents’ day, just as the text on p6. 2. Write a short dialogue with the key words of “let’s try” or the interview from the partner, just as the text on p5. Choose one or two as the students’ wish Period 3 Teaching aims: 1. Enable the Ss to grasp the four-skill sentences: “When do you eat dinner?” “I eat dinner at 7:00 in the evening.” “When do you get up?” “I get up at 12:00 at noon.” 2. Enable the Ss to comprehend the contents of the dialogue, and finish the blanks with the key words. 3. Enable the Ss to act the dialogue and try to make a similar one. 4. Enable the Ss to comprehend the contents of the chant on P7. Difficulty and importance: 1. Grasp the four-skill sentences. 2. Enable the Ss to act the dialogue and try to make a similar one. Teaching Materials: 1. Write down four lines on the blackboard. 2. Some masks of different persons. Teaching steps: I. Warm-up Reflection the homework in pairs II. Presentation 1. Listen and find out the differences between the dialogues in homework and the text. 2. Catch the sentences: What do you do? I am a policeman. 3. Read the text and finish the timetable. 4. Check and repeat 5. Practise in groups. 6. Act it. III. Consolation 1. Act a person (doctor, nurse, teacher…), and make a similar dialogue with the partner 2. Work in groups 3. Listen and guess: What is he/she? Describe a time list of a kind of jobs. and guess what is he/she? 4. Act it. 5. Chant on P7 IV. Homework 1. Make a survey of the family member, and write down a report of the interview. 2. Catch the chant on P7. Period 4 Teaching aims: 1. Enable Ss to grasp the phrases: climb mountains, go shopping, play the piano, visit grandparents, go hiking; 2. Enable Ss to talk about with each other as: What do you do on the weekend? Usually I… I often… Sometimes I… 3. Enable the Ss to catch the chant on P2 Difficulty and importance: 1. Phrases in “Let’s learn”: do morning exercises, eat breakfast, have English class, play sports, eat dinner 2. Enable the Ss to use these phrases to depict their days. Teaching Materials: Cards, tapes and recorder. Teaching steps: I. Warm-up 1. Chant 2. Free talk II. Presentation 1. Sentences: What do you do on the weekend? Usually I… I often… Sometimes I… (1) Listen and write: What do you do on the weekend? Usually I… I often… Sometimes I… (2) Check and practise [Pay attention to “sometimes, often”] (3) Reflection 2. Phrases: climb mountains, go shopping, play the piano, visit grandparents, go hiking; Game: Who’s right? 以四人小组为单位,玩吹牛游戏。事先制作好的若干张单词卡,A出牌:I often climb mountains. What do you often do on the weekend? B可以选择翻牌,也可以选择跟牌。翻牌时,要求说:I can’t climb mountains. 跟牌时要求说:I often climb mountains, too. What do you often do on the weekend? C也可以选择跟牌或翻牌。如果B翻出A的牌面和他说的内容相符,则B需要抄写该词组,反之, A就要抄写词组,每组最后评出胜者予以奖励。 III. Consolation 1. Let’s check 2. Let’s sing 3. Activity Book IV. Homework 1. The losers have to copy the phrases 2. Try to make a new song as “Let’s sing” or a similar chant on P2 Period 5 Teaching aims: 1. Enable the Ss to comprehend the contents of the dialogue in “Let’s talk”, and to make similar dialogues with their partners. 2. Enable the Ss to know the rules of the words’ pronunciation. 3. Enable the Ss to comprehend the sentences: It’s going to rain tomorrow. I can’t play football. I can’t go hiking. Difficulty and importance: 1. The sentences: ”What do you do on the weekend?” ” I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.” 2. Training the listening skill of the students’. 3. Catch the chant on P2 Teaching Materials: 1. Cards, tapes and recorder. 2. Teachers’ pictures. Teaching steps: I. Warm-up 1. Chant 2. Read the “Pronunciation” and make a judge for “mountain” and “grandparents”. 3. Free talk II. Presentation 1. Let’s try (1) Listen and find out (2) Check (3) Make phrases with “go” {go to school; go home; go to bed; go hiking; go swimming; go shopping} 2. Let’s talk (1) Listen and write down the key words from the dialogue between Chen Jie and John. (2) Check and repeat. b) Let’s find out (1) Ask and answer in groups (2) Finish the table in “ Let’s find out” (3) Reflection and make a survey in the class III. Consolation 1. Role-play: Zoom and Zip’s the weekend 2. Listen to a weather report, and decide what to do on the weekend. [Key words: It’s going to rain tomorrow. I can’t…] IV. Homework 1. Choose and write: What do you do on the weekend? Rainy Sunny 2. Write down some words in different pronunciations. Ex: say: day Period 6 Teaching aims: 1. Enable the Ss to grasp the four-skill sentences: ”What do you do on the weekend?” ”Usually I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.” 2. Enable the Ss to comprehend the contents of the dialogue, and finish the blanks with the key words. 3. Enable the Ss to act the dialogue and try to make a similar one. 4. Enable the Ss to comprehend the contents of the story. And pay attention to the verbs. Difficulty and importance: 1. Grasp the four-skill sentences. 2. Act the dialogue and try to make a similar one. 3. Comprehend the contents of the story and the verbs. Teaching Materials: 1. Write down four lines on the blackboard. 2. Some masks of different persons. Teaching steps: I. Warm-up 1. Reflection the homework in pairs 2. Act the similar dialogue as let’s talk. II. Presentation 1. Listen and write (give the new words to the Ss: usually, sometimes, often. What do you do on the weekend?) 2. Read the text and check the answer. 3. Repeat 4. Practise in groups. 5. Act it. III. Consolation 1. Story time [Pay attention to do/does and so on.] 2. Find out the friends: do-does; go-goes; wake-wakes, get-gets 3. Change the face: sing, hurry, search 4. Listen and guess: What does he do on the weekend? IV. Homework 1. Finish the table about the text. 2. Make a survey with the friends, and write down it. (as “Let’s talk”) Unit 2 My favourite Season Teaching aims: 1. Enable Ss to ask and answer the season they like and the reason as well. Such as: What’s your favourite season? Which season do you like best? Summer/ Winter…Why do you like…? Because I can…. 2. Enable Ss to ask and answer the weather. Such as: What’s the weather like in…? Sunny.” 3. Enable Ss to understand and sing the song “What’s your favourite season?” 4. Enable Ss to grasp the words and sentences in Let’s learn, Read and write. Especially the four-skill words and sentences. 5. Enable Ss understand the content in Let’s start, Make a survey, Task time, Good to know, Story time. 6. Enable Ss to know the pronunciation of air, ear, sp, sk. Teaching agreement Period 1: Let’s start Let’s chant A Let’s learn Let’s find out Period 2: A Let’s try Let’s talk Make a survey C Let’s sing Period 3: A Read and write Let’s play C Pronunciation Let’s check Period 4: B Let’s learn Group work C Good to know Period 5: Main Scene B Let’s try Let’s talk Let’s find out C Story time Period 6: B Read and write Let’s find out C Task time Period 1: Teaching aims: 1. Enable Ss to grasp the four-skill words: season, spring, summer, fall, winter. 2. Enable Ss to use the sentence “What’s your favourite season?” in right scene. 3. Enable Ss to understand the pointer, and finish the easy task in Let’s find out according to the pointers. 4. Enable Ss to chant. Teaching difficulties and importance: 1. Grasp the five four-skill words. 2. Use the two sentences to ask and answer correctly. –What’s your favourite season? What’s the weacher like in…? Teaching preparation: Tape-recorder, tape, cards, some pictures of different weather Teaching steps: I. Warm-up: 1) Let’s chant. –Review the words: warm, cool, hot, cold 2) Free talk. –Review the sentences: What’s your favourite…? What’s the weather like in…? It’s cool… II. Presentation: 1) Learn the word: season. I take out 4 pictures and let them talk about the picture. The four picture stands for 4 seasons. 2) Learn the four words: spring, summer, fall, winter. A. What’s the weather in spring in Hangzhou? Spring is everything getting green. B. The leaves are becoming more and more. Then summer comes. C. The leaves fall down, then it’s fall now. D. There’s no leaves on the tree. So it’s winter. Spring is… Summer is… Fall is … Winter is …( They can plus the color, e.g. Winter is white. Feeling, e.g. Fall is cool…) 3) Make a short dialogue: A: What’s the weather like? B: It’s windy. A: What season is it now? B: Spring. A: What’s your favourite season? B: … 4) Let’s start: Find out the weather, ask and answer. 5) Let’s chant: III. Consolidation and extension: 1) Make a riddle. 2) Let’s find out. --What season is it? What colour is it? IV. Exercise: Activity book Teachers’ note: Period 2: Teaching aims: 1. Enable Ss to grasp the sentence “Which season do you like best?” and to use it in the right scene. 2. Enable Ss to finish the work in Let’s try. 3. Enable Ss to understand the pointer in Make a survey, and finish the task according to the pointers. 4. Enable Ss to sing the song “What’s your favourite season?”. Teaching difficulties and importance: 1. Grasp the sentence: Which season do you like best? and it’s answer. 2. How to lead Ss to use this sentence and talk about the reason they like and dislike. Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s chant 2) Spelling game 3) Free talk. –Review the sentences they learn II. Presentation: 1) Rearrange the words: A. What is your favourite season? B. What season do you like best? C. I can play with you. D. It is often sunny and cool. 2) Learn the new words: always, with, which 3) Listen and match: match their favourite seasons Amy: Which season do you like best, Mike? Mike: Fall. It’s sunny and cool. What about you, Amy? Amy: Spring. It’s nice and warm. Mike: Which season do you like best, Chen Jie? Man: Match the people with their favourite seasons. 4) Let’s talk Make a short dialogue with their friends. 5) Make a survey 6) Let’s sing III. Consolidation and extension Free talk: I like winter/ summer… best. Do you like winter/ summer…? Which season do you like best? Teachers’ note: Period 3: Teaching aims: 1. Enable Ss to grasp the four-skill sentences: Which season do you like best? I like winter best. Summer is good, but fall is my favourite season. 2. Enable Ss to understand the content in Read and write. 3. Enable Ss to know the pronunciation of air, ear, sp, sk. Teaching difficulties and importance: 1. Grasp the sentence “Which season do you like best?” and it’s answer “ I like winter best.”. 2. Talk about the seasons and their feature. Teaching preparation: Tape-recorder, tape, cards, some pictures of different weather swim in the sea, fly kites, play in the snow Teaching steps: I. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk (talk about their survey, talk about the weather…) II. Presentation: 1) Rearrange the letters. –spring, summer, fall, winter, season, which, best, favourite. 2) Ask and answer: A: What season is it now? B: It’s … now. A: Which season do you like best? B: I like … best. It’s …. 3) How many Festivals do you know? And which season are they in? –led out Halloween and Thanksgiving. 4) Listen to the tape and answer the question (with book closed) a. Which season does Mike like? b. Which season does Zhang Peng like? c. Which season does Amy like? 5) Make a short dialogue with their friends III. Consolidation and extension Activity book Pronunciation Teachers’ note: Period 4: Teaching aims: 1. Enable Ss to grasp the words and phrases: swim, fly kites, skate, make a snowman, plant trees. 2. Enable Ss to use the sentence “What would like to do? I’d like to…” make a survey. 3. Enable Ss to understand the content of Good to know. Teaching difficulties and importance: 1. Grasp the words and phrases: swim, fly kites, skate, make a snowman, plant trees. 2. The correctly useness of sentences “What would like to do? I’d like to…”. Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk. A: What season do you like best? B: Winter. A: Why? B: Because I can make a snowman…. II. Presentation: 1) Learn the words and phrase a. swim: do you know which season do I like? Can you guess? And why? I like summer, because I like wearing T-shirt. And I like swimming. b. What can you do in the spring? I can fly kites and plant trees. c. What can you do in the winter? I can skate and make a snowman. 2) Learn some more phrases: Climb mountains, go hiking, have a picnic, ski, roller-skate, ride a bike… 3) Make a survey: what’s your favourite activities, and the reasons as well. Name Activity Why 4) Guessing game: a S do something, let other Ss to guess what is it. 5) Let’s check: III. Consolidation and extension: Activity book Teachers’ note: Period 5: Teaching aims: 1. Enable Ss to grasp the sentences: What’s your favourite season? Spring. Why do you like spring? Because I can plant trees/ … 2. Enable Ss to finish the task in Let’s try correctly. 3. Enable Ss to understand the content of Story time. Teaching difficulties and importance: 1. Grasp the two sentences: Why do you like…? Because I can… Teaching preparation: Tape-recorder, tape, carde Teaching steps: I. Warm-up: 1) Spell the words and phrases 2) Free talk 3) Let’s check Sarah: What’s your favourite season, Zhang Peng? Zhang Peng: Winter. Sarah: What do you usually do in winter? Zhang Peng: I often skate. Which season do you like best? Sarah: I like spring. I plant trees and fly kites. Man: Tick the right pictures. II. Presentation: 1) Learn “What’s your favourite season? Why do you like spring? Because… a. What’s your favourite class/ colour/ teacher/ sports/ book… b. What’s your favourite season? c. Why? d. Why do you like spring? 2) Make a short dialogue with Ss T: What’s your favourite season? S: Spring. T: Why do you like spring? S: Because I can fly kites. 3) Read Let’s talk 4) Ask themselves a question –Finish SB P22 5) Story time. What happen between Zoom and Zip? III. Consolidation and extension: Activity book Teachers’ note: Period 6: Teaching aims: 1. Enable Ss to grasp the four-skill sentences: Why do you like summer? Because I can swim in the lake. Why do you like winter? Because I can sleep a long time. 2. Enable Ss to understand the content and answer the questions correctly. 3. Finish the Task time: make a season book. Teaching difficulties and importance: 1. Grasp the five four-skill sentences. 2. Grasp the sentences begin with the words “because” Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s sing. 2) Make a chant themselves. 3) Dictation II. Presentation: 1) Free talk: T: What’s your favourite season? S: Spring. T: Why do you like spring? S: Because I can fly kites. 2) Listen to the tape and answer the questions: a. Which season does Zip like? Why? b. Which season does Zoom like? Why? 3) Good to know. The seasons in the world are not the same. Read the passage themselves. Find out when it’s spring in Hangzhou. What’s the season in Australia? III. Consolidation and extension: Activity book Teachers’ note: Unit 3 My Birthday Teaching aims: 7. Enable Ss to ask and answer the season they like and the reason as well. Such as: When is your birthday? My birthday is in … Is her birthday in June? What’s the date? June 9th. 8. Enable Ss to ask and answer the date. Such as: When is your birthday? What’s the date? 9. Enable Ss to understand and sing the sing “When is your birthday?” 10. Enable Ss to grasp the words and sentences in Let’s learn, Read and write. Especially the four-skill words and sentences. 11. Enable Ss understand the content in Let’s start, Make a survey, Task time, Good to know, Story time. 12. Enable Ss to know the pronunciation of ear, eer, ch, sh. Teaching agreement Period 1: Let’s start Let’s chant A Let’s learn Let’s find out Period 2: A Let’s try Let’s talk Make a survey C Let’s sing Period 3: A Read and write Let’s play C Pronunciation Let’s check Period 4: B Let’s learn Group work C Good to know Period 5: Main Scene B Let’s try Let’s talk Let’s find out C Story time Period 6: B Read and write Let’s find out C Task time Period 1: Teaching aims: 5. Enable Ss to grasp the four-skill words: January, February, March, April, May, June, July, August, September, October, November, December. 6. Enable Ss to use the sentence “When is your birthday?” in right scene. 7. Enable Ss to understand the pointer, and finish the easy task in Let’s find out according to the pointers. 8. Enable Ss to chant. Teaching difficulties and importance: 3. Grasp the five four-skill words. 4. Use the two sentences to ask and answer correctly. –When is your birthday? --My birthday is in … Teaching preparation: Tape-recorder, tape, cards, some pictures of 12 months Teaching steps: I. Warm-up: 1) Let’s chant. –Review the words: warm, cool, hot, cold 2) Free talk. –Review the sentences: What’s your favorite…? What’s the weather like in…? It’s cool… II. Presentation: 1) Learn the word: months. I take out 12 pictures and let them talk about the picture. The four picture stands for 4 seasons. 2) Learn the four words: January, February, March, April, May, June, July, August, September, October, November, December. A. When is your birthday? In . My birthday is in . B. What month is it now? It’s . Make a survey: When is your birthday? How many birthdays are there in ? 3) Make a short dialogue: A: What season is it now? B: It’s . A: What month is it now? B: . A: What’s your favorite month? B: . A: When is your birthday? B: My birthday is in . 4) Let’s start: Find out the months, ask and answer. 5) Let’s chant: a) Consolidation and extension: i. Make a riddle. ii. Let’s find out. --What month is it? b) Exercise. Teachers’ note: Period 2: Teaching aims: 5. Enable Ss to grasp the sentence “When is your birthday?” and to use it in the right scene. 6. Enable Ss to finish the work in Let’s try. 7. Enable Ss to understand the pointer in Make a survey, and finish the task according to the pointers. 8. Enable Ss to sing the song “When is your birthday?” Teaching difficulties and importance: 3. Grasp the sentence: When is your birthday? and its answer. 4. How to lead Ss to use this sentence and talk about the months they like and dislike. Teaching preparation: Tape-recorder, tape, cards of months. Teaching steps: I. Warm-up: 1) Let’s chant 2) Spelling game 3) Free talk. –Review the sentences they learn II. Presentation: 1) Rearrange the words: A. When is your birthday? B. What month do you like best? 2) Listen and match: match the festivals and months Tree-planting Day, New Year’s Day, Children’s Day, Army Day, National Day, Christmas Day, My partner’ birthday, My birthday, My mother’s birthday, My father’s birthday. 3) Let’s talk Make a short dialogue with their friends. 4) Make a survey about the festivals and months How many festivals are there in the months? There are …… 5) Let’s sing III. Consolidation and extension Free talk: I like January / March best. Do you like? Which month do you like best? The Tree-planting Day is in . Teachers’ note: Period 3: Teaching aims: 4. Enable Ss to grasp the four-skill sentences: When is your birthday? My birthday is in . 5. Enable Ss to understand the content in Read and write. 6. Enable Ss to know the pronunciation of ear, eer, ch, sh. Teaching difficulties and importance: 3. Grasp the sentence “When is your birthday? My birthday is in .” 4. Talk about the months and their feature. Teaching preparation: Tape-recorder, tape, cards, some pictures of 12 months. Teaching steps: I. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk (talk about their survey, talk about the weather…) II. Presentation: 1) Rearrange the letters. January, February, March, April, May, June, July, August, September, October, November, and December. 2) Ask and answer: A: What month is it now? B: It’s now. A: When is your birthday? B: My birthday is in . 3) How many Festivals do you know? And what months are they in? –led out Halloween and Thanksgiving. Tree-planting Day, New Year’s Day, Children’s Day, Army Day, National Day, Christmas Day, My partner’ birthday, My birthday, My mother’s birthday, My father’s birthday 4) Listen to the tape and answer the question (with book closed) a. When is their family’s birthday? b. Finish the task table. 5) Make a short dialogue with their friends 6) Ss give some performances. III. Consolidation and extension Activity book Pronunciation Teachers’ note: Period 4: Teaching aims: 1. Enable Ss to grasp the words and phrases: the expressions of date. 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th … 2. Enable Ss to use the sentence “What’s the date? It’s October 1st. Make a survey. 3. Enable Ss to understand the content of Good to know. Teaching difficulties and importance: 1. Grasp the words and phrases: The expressions of date. 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th … 2. The correctly use ness of sentences “What’s the date? It’s October 1st.” Teaching preparation: Tape-recorder, tape, cards Teaching steps: IV. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk. A: What season do you like best? B: Winter. A: Which month do you like? Why? B: Because my birthday is in . V. Presentation: 1) Learn the words and phrase a. The expressions of date. 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th … b. A: What’s the date? B: It’s . Teach the expressions of date. 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th … 2) How many Festivals do you know? And what months are they in? –led out Halloween and Thanksgiving. Tree-planting Day, New Year’s Day, Children’s Day, Army Day, National Day, Christmas Day, My partner’ birthday, My birthday, My mother’s birthday, My father’s birthday 3) Learn some more phrases: National Day, Children’s Day, Women’s Day, Teacher’s Day, Army Day, New Year’s Day, Father’s Day, Mother’s Day… 4) Make a survey: what’s your favorite festival? and the date as well. Name Festival Date 5) Let’s check: VI. Consolidation and extension: Activity book Teachers’ note: Period 5: Teaching aims: 4. Enable Ss to grasp the sentences: What’s the date? 5. Enable Ss to finish the task in Let’s try correctly. 6. Enable Ss to understand the content of Story time. Teaching difficulties and importance: 4. Grasp the sentence: What’s the date? Teaching preparation: Tape-recorder, tape, cards of some numbers. Teaching steps: I. Warm-up: 1) Spell the words and phrases 2) Free talk 3) Let’s check Sarah: What’s your festival, Zhang Peng? Zhang Peng: . Sarah: What’s the date? Zhang Peng: It’s . Sarah: What do you usually do in ? Zhang Peng: I often skate. What about you? Sarah: I . Man: Tick the right pictures. II. Presentation: 1) Learn “What’s the date? It’s ” a. What’s your favorite class/ color/ teacher/ sports/ book… b. What’s your favorite festival? c. What’s the date? 2) Make a short dialogue with Ss T: What’s your favorite festival? S: . T: What’s the date? S: . 3) Read Let’s talk 4) Ask themselves a question –Finish Bingo in SB P33 5) Story time. What happen between Zoom and Zip? III. Consolidation and extension: Activity book Teachers’ note: Period 6: Teaching aims: 1. Enable Ss to grasp the four-skill sentences: Is her birthday in June? Yes. What’s the date? June 9th. 5. Enable Ss to understand the content and answer the questions correctly. 6. Finish the Task time: make a month book. Teaching difficulties and importance: 3. Grasp the five four-skill sentences. 4. Grasp the sentences begin with the words date. Teaching preparation: Tape-recorder, tape, cards of date. Teaching steps: I. Warm-up: 1) Let’s sing. 2) Make a chant themselves. 3) Dictation II. Presentation: 1) Free talk: T: What’s your favorite festival? S: . T: What’s the date? S: . 2) Listen to the tape and answer the questions: When is Zip and Zoom’s birthday? What will they do? What about your birthday? III. Good to know. The Chinese Zodiac. IV. Consolidation and extension: Activity book Task time. Make a personal calendar. Teachers’ note: Unit 4 What are you doing? Teaching aims: 13. Enable Ss to say the actions they are doing. Such as: I’m drawing pictures. He’s / She’s listening to music. 14. Enable Ss to ask and answer the actions. Such as: What are you doing? I’m doing sth. What’s he / she doing? He’s / She’s doing sth. 15. Enable Ss to understand and sing the song “What are you doing?” 16. Enable Ss to grasp the words and sentences in Let’s learn, Read and write. Especially the four-skill words and sentences. 17. Enable Ss understand the content in Let’s start, Make a survey, Task time, Good to know, Story time. 18. Enable Ss to know the pronunciation of oo, ou, tr, tw. Teaching agreement Period 1: Let’s start Let’s chant A Let’s learn Let’s find out Period 2: A Let’s try Let’s talk Make a survey C Let’s sing Period 3: A Read and write Let’s play C Pronunciation Let’s check Period 4: B Let’s learn Group work C Good to know Period 5: Main Scene B Let’s try Let’s talk Let’s find out C Story time Period 6: B Read and write Let’s find out C Task time Period 1: Teaching aims: 9. Enable Ss to grasp the four-skill words: doing the dishes, drawing pictures, cooking dinner, reading a book, answering the phone. 10. Enable Ss to use the sentence “What are you doing?” in right scene. 11. Enable Ss to understand the pointer, and finish the easy task in Let’s find out according to the pointers. 12. Enable Ss to chant. Teaching difficulties and importance: 5. Grasp the five four-skill words. 6. Use the two sentences to ask and answer correctly. –What are you doing? I’m doing the dishes. Teaching preparation: Tape-recorder, tape, cards, some pictures of actions Teaching steps: I. Warm-up: 1) Let’s chant. 2) Review the actions: do the dishes, cook the meals, draw pictures, and answer the phone. 3) Free talk. –Review the sentences: What do you do on the weekend? I often … II. Presentation: 1) Learn the word: actions. Take out 4 pictures and let them talk about the picture. 2) Learn the four words: doing the dishes, drawing pictures, cooking dinner, reading a book, and answering the phone. Ss try to say the phrases: do the dishes—doing the dishes—I am doing the dishes. draw pictures-- drawing pictures—I am drawing pictures. cook dinner—cooking dinner—I am cooking dinner. read a book—reading a book—I am reading a book. Answer the phone—answering the phone—I am answering the phone. Tell Ss the meaning of the phrases and the pattern. Ss try to say the pattern and doing it the same time. Ss try to change other verbs into “—ing” form. And make more sentences: I am doing something. 3) Make a short dialogue: A: What are you doing? B: I’m doing the dishes. And play a guessing game: what are you doing? Pick out one card. Ss can’t see it. Let they guess what it is. Ss try to ask: Are you doing something? Yes, I am. No. I’m not. 4) Let’s play: Ss ask and answer each other. Finish the tables. 5) Let’s chant. Ss try to say the chant in P.44. III. Exercise: Activity book Teachers’ note: Period 2: Teaching aims: 9. Enable Ss to grasp the sentence “What are you doing?” and to use it in the right scene. 10. Enable Ss to finish the work in Let’s try. 11. Enable Ss to understand the pointer in Make a survey, and finish the task according to the pointers. 12. Enable Ss to sing the song “What are you doing?”. Teaching difficulties and importance: 5. Grasp the sentence: What are you doing? And it’s answer. 6. How to lead Ss to use this sentence and talk about the actions that they are doing now. Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s chant 2) Spelling game 3) Free talk. –Review the sentences they learn II. Presentation: 1) Review the words: doing the dishes, drawing pictures, cooking dinner, reading a book, and answering the phone 2) Let’s try: Listen and tick. 3) Let’s talk. Ss listen to the tape and read the dialogue after the tape. Make a short dialogue with their friends. 4) Pair work. Ss play the guessing game with their friends. 5) Let’s sing Review the song again. III. Consolidation and extension Free talk with each other. Act the scene of calling. Teachers’ note: Period 3: Teaching aims: 7. Enable Ss to grasp the four-skill sentences: This is Zhang Peng. What are you doing? I’m doing the dishes. I’m reading a book. 8. Enable Ss to understand the content in Read and write. 9. Enable Ss to know the pronunciation of oo, ou, tr, tw. Teaching difficulties and importance: 5. Grasp the sentence “This is Zhang Peng. What are you doing? I’m doing the dishes. I’m reading a book.” 6. Talk about the actions. Teaching preparation: Tape-recorder, tape, cards, some pictures of different actions. Teaching steps: I. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk (talk about their survey, talk about the actions…) II. Presentation: 1) Rearrange the letters. –doing, you, are, what,? 2) Ask and answer: A: What are you doing? B: I’m … now. T draws some pictures on the blackboard. Ask and answer. 3) Listen to the tape and answer the question (with book closed) a. What is Zhang Peng doing? b. What is John doing? Ss try to answer the questions and write down the answers. 4) Make a short dialogue with their friends. III. Consolidation and extension Activity book Pronunciation Ss listen and repeat. Say the sentences quickly and quickly. Teachers’ note: Period 4: Teaching aims: 4. Enable Ss to grasp the words and phrases: listening to music, washing clothes, cleaning the room, writing a letter, writing an e-mail. 5. Enable Ss to use the sentence “What is your father doing? He’s writing an e-mail.” 6. Enable Ss to understand and say the chant in P.49. Teaching difficulties and importance: 3. Grasp the words and phrases: listening to music, washing clothes, cleaning the room, writing a letter, writing an e-mail. 4. The correctly useness of sentences “What is your father doing? He’s writing an e-mail.”. Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s sing. 2) Let’s chant. 3) Free talk. A: What are you doing? B: I’m … II. Presentation: 1) Learn the word: actions. Take out 4 pictures and let them talk about the picture. 2) Learn the four words: doing the dishes, drawing pictures, cooking dinner, reading a book, and answering the phone. Ss try to say the phrases: Listen to music—listening to music—He’s listening to music. Wash clothes—washing clothes—She’s washing clothes. Clean the room—cleaning the room—My sister is cleaning the room. Write a letter—writing a letter—My brother is writing a letter. Write an e-mail—writing an e-mail—I am writing an e-mail. III. Play a game: 1) Chain game: four Ss is a group. Sa does something, let Sb say: He’s doing sth. Sb does, Sc says. … 2) Let chant. Ss listen and try to say the chant in P. 49. Ss try to do the actions at the same time. IV. Consolidation and extension: Activity book Teachers’ note: Period 5: Teaching aims: 7. Enable Ss to grasp the sentences: Can I speak to …? Please hold on. There ‘s a call for you. 8. Enable Ss to finish the task in Let’s try correctly. 9. Enable Ss to understand the content of Story time. Teaching difficulties and importance: 7. Grasp the two sentences: Can I speak to …? Please hold on. There ‘s a call for you. Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Spell the words and phrases 2) Free talk 3) Let’s check (show a picture of a family) Sarah: What’s your father doing, Zhang Peng? Zhang Peng: He is writing a letter. Sarah: What’s your mother doing? Zhang Peng: She’s cleaning the room. …… II. Presentation: 1) Make a scene of telephone calling. Ss listen to the text and try to understand the meaning. Ss try answer the questions: Who is calling? Who does she want to speak to? What is Mom doing? 2) Make a short dialogue with Ss T: Hello. Can I speak to …? S: Sure. Please hold on. T: What are you doing now? S: I am ... 3) Read Let’s talk 4) Ask themselves a question –Let play in SB P.50 5) Story time. What happen between Zoom and Zip? III. Consolidation and extension: Activity book Teachers’ note: Period 6: Teaching aims: 1. Enable Ss to grasp the four-skill sentences: Why do you like summer? Because I can swim in the lake. Why do you like winter? Because I can sleep a long time. 8. Enable Ss to understand the content and answer the questions correctly. 9. Finish the Task time: make a season book. Teaching difficulties and importance: 5. Grasp the five four-skill sentences. 6. Grasp the sentences begin with the words “because” Teaching preparation: Tape-recorder, tape, cards Teaching steps: I. Warm-up: 1) Let’s sing. 2) Make a chant themselves. 3) Dictation IV. Presentation: 1) Learn “Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. He’s writing an e-mail. 2) Ss listen to the text and try to understand the meaning. Ss try answer the questions: What is grandpa doing? What is brother doing? What is Mom doing? What is he doing? 3) Make a short dialogue with Ss T: Hello. Can I speak to …? S: Sure. Please hold on. T: What are you doing now? S: I am ... 4) Read Let’s talk 5) Ask themselves a question –pair work SB P51 6) Good to know. V. Consolidation and extension: Activity book Teachers’ note: 第五单元   Look at the monkeys 单元课时安排:六课时 第一课时:Let’s  start  A. Let’s learn   Let’s  play C. ask time 第二课时:A. Let’s try  Let’s talk  Let’s play    C.Pronunciation 第三课时:A. Read and write  Write and ask   C.Let’s sing 第四课时:B.Let’s learn  Let’s play   Let’s chant   C.Story time 第五课时:B.Let’s try  Let’s talk   Pair work  C.Good to know 第六课时:B.Read and write.  Let’s find out.  C. Let’s check 第一课时 一、  教学目标与要求 1.能听、说、读、写本课时的四会单词:flying, walking, jumping, running, swimming。 2.能听、说、认读句子:“Look at the tiger! It’s jumping! The rabbit is running .”。 二、 教学重、难点分析 1.重点是掌握五个动词的ing形式,特别是running 和swimming。 2.难点是能用所学词汇描述正在进行的动作。 三、课前准备 动物头饰、课件、单词卡、录音机、磁带       四、  教学步骤及建议 1.热身(Warming—up) (1) 利用三年级上册第四单元A, B部分Let’s do的录音,让学生边说边做出相应的动作。 (2)教师发指令,学生做动作如:“Jump like a rabbit.  Walk like an elephant. ”。 2.新课呈现(Presentation)   1.学生发指令,教师做动作:S1: Jump like a rabbit. T:  Jumping, jumping, jumping, I’m jumping! 呈现单词jumping,师生操练。 2.出示课件  T: Look at the rabbit. What is it doing?  Ss: Jumping.  T: It’s jumping. The rabbit is jumping.  利用课件,操练jumping。(出示老鼠,青蛙) 3.用相同的方法新授:walking, running, swimming, flying. 4. 向学生展示Let’s start的挂图,用所学句型描述:     Look  at the  ……It’s  ……. 3.操练(Practise) 活动一:快速记忆   教具准备:课件   语言知识:flying/swimming/jumping   操作过程:观察三种动物二十秒钟,说一说它们在干什么。 活动二:Two-man Comic show(双簧)   教具准备:动物头饰   语言知识:flying/swimming/jumping   操作过程:两人合作表演。老师问What are you doing?在前面的学生说话,后面的学生做 动作。 活动三:手影    教具准备: 实物投影仪    语言知识:The…….is flying/swimming.    操作过程:请学生上台尝试用手影来演示动物,并说明该动物在干什么。 4. 巩固及扩展(Consolidation and extension) (1)完成活动手册A let’s learn部分的配套练习。 (2)抄写并背诵本课的四会单词。 第二课时 一、  教学目标与要求 1.能听懂、会说    “What is she/it doing? She/It’s running/…..”。 2.能总结字母a和字母组合ar, sm, sl 的发音规律,    并能朗读Pronunciation部分的例词。 二、教学重、难点分析 1. 重点是句型     “What is she/it doing? She/It’s running/…..”。 2. 难点是在实际情景中正确运用所学对话。 三、课前准备     单词卡、课件、挂图、录音机、磁带 四、教学步骤及建议 1.热身、复习(Warming—up and review) (1)教师放第四单元C部分的歌曲“What are you doing?”,学生一起唱。 (2)教师发指令,如:“The bird is flying. The dog is running.”,学生跟说并做动 作。 (3)读A Let’s learn部分的词卡,请学生拼读单词。 2.新课呈现(Presentation) Let’s try. 出示挂图,让学生读单词,猜猜动物们正在干什么。 学生听录音,做练习“Listen and match..”。 Let’s talk. (1) 出示挂图,给学生认真看图,然后回答问题:“What animals can you see? What is  the monkey/duck/bird doing?” (2)两人一组根据图画运用句型What is she/it doing? She/It’s running/…..”问答。 (3)听录音并跟读对话。 3.操练(Practise) 活动一:听力大挑战   教具准备:课件/录音(声音)   语言知识:What is the…..doing? It’s flying/swimming….   操作过程:根据声音,判断出相应的动作  活动二:隐形人   教具准备:课件   语言知识:What is it doing?  It is……….   操作过程:播放课件,根据课件询问What is it doing?   参与者回答It is………  活动三:记忆大挑战   教具准备:课件   语言知识:What is it doing?  It is………. 操作过程:播放课件,操练部分课件内容,然后让学生对其余部分进行自由对话。 Pronunciation 出示有要求的字母组合的单词,如class, glass, pass, vase, 要求学生认知和模仿。 教师示范朗读句子:A glass of ants are inside my pants.学生试着跟读、听录音朗读。 用类似的方法教学ar, sm, sl的发音规律。 4.巩固及扩展(Consolidation and extension) (1)完成活动手册A Let’s talk部分的配套练习。 (2)让学生听对话录音,跟读。                                             第三课时 一、教学目标与要求   1. 能够听、说、读、写句型     --What is it doing?      --It’s eating bananas.     --What is she doing?   --She’s running.   2. 能够听、说、认读句子     That  elephant  is  drinking water with its trunk.   3. 能够听懂、会唱歌曲“Animals,Animals Are Everywhere”。 二、教学重、难点分析    1. 重点是掌握四会句型       --What is it doing?     --It’s eating bananas.       --What is she doing?  --She’s running.”。    2. 难点是能正确拼写四会句子,并认读句子        That  elephant  is  drinking water with its trunk. 三、课前准备     挂图、词卡、课件、录音机、磁带 四、教学步骤和建议  1.热身、复习(Warm—up  and  revision)     (1)请学生上台做动作,其余学生说;或请学生发指令,其余学生做动作。     (2)“拼单词”游戏:把学生分成若干小组。看哪组拼得既快又正确。     (3)问答            --What’s she doing?            --She’s  sitting/standing/reading……     2.新课呈现(Presentation) (1)出示Read and write的挂图,看图回答问题:           T: What’s this ?            S1: It’s   a  kangaroo.           T: What’s she doing?   S1:  It’s  jumping. (2)用相同的方法提问第二幅图;请学生看第三幅图提问:       S2:  What’s the elephants doing? S3:  It’s  drinking water. T:  Yes,it’s drinking water with its trunk.       Explain and read this sentence. (3) Listen to the tape and read the dialogue. (4)Read the four-skill  sentences  and copy them. (5)Finish “ Circle the right pictures.” and “Write the answers and the  questions.” 3. 操练 Write and ask       (1)看图画和表格中的提示,完成练习。        (2)同桌就表格中提问:“What is the…doing? It’s…”,同时记录下对方填的内 容,并在问答结束后与同桌的进行核对。 Let’s sing (1) 欣赏 “Animals, Animals Are Everywhere”. (2) 读歌词,学习生词: dolphin and swinging. (3) 学唱歌曲. 4. 巩固和延伸.(Consolidation and extension) (1)完成A Read and write部分的配套练习。 (2)抄写本课的四会句子。 (3)学唱歌曲。                                            第四课时 一、  教学目标与要求 1.能听、说、读、写本课时的四会单词和词组: sleeping, climbing, fighting, swinging , drinking water。 2.能听懂、认读句子“What are the elephants doing? They’re drinking.”。 3.能听懂、理解Story time中的故事。 二、 教学重、难点分析      重难点是掌握五个动词(短语)的ing形式。 三、课前准备    单词卡、挂图、 录音机、磁带 四、  教学步骤及建议 1.热身、复习(Warm-up  and  revision)        (1)唱歌: Animals,Animals Are Everywhere.        (2)游戏: Simon says.             e.g: Simon says, “Climb like a bear/Jump like a rabbit.”        (3) 猜动作,说句子。    2.新课呈现(Presentation)     Let’s learn    (1)出示“walking”的词卡,问答:      T: What is it? What  is the ….doing?        出示“drinking water”的词卡,问:       “What are they ?What are the ….s doing?”。   T: What are the elephants doing?   Ss: They are  drinking water.(引导学生回答并拼写词组) (2)用相同方法依次出示:sleeping,  climbing,fighting, swinging。读单词,学生拼? 痢⑽蚀鸩倭贰? 3.操练(Practice)   (1)游戏: What’s missing?   (2)做动作,进行问答练习。        请至少两名学生上来根据教师出示的单词卡用动作表演,然后分男女同学问答,操练 :“What are they doing ? They are…. Let’s play.    四人一组做这一游戏。 Let’s chant(P56) (1)通过图片展示动词:sleep, leap, fight, bite, climb, fly, snore (2)老师出示图片或做动作并说相应的句子。尝试让学生同时模仿老师说句子,同时跟做动? 鳌? (3)听录音,整和。 4巩固和延伸.(Consolidation and extension) (1)完成B Let’s learn部分的配套练习。 (2)抄写本课的四会单词,力求下次听写。 (3)跟说歌谣。                                              第五课时 一、  教学目标与要求    1.能听懂、会说“What are they doing? They are…..”并能在实际情景中运用。    2.了解一些有关考拉、袋鼠的知识。 二、 教学重、难点分析     1. 重点是句型: “What are they doing? They are…..”。     2. 难点是在实际情景中运用所学对话。 三、课前准备     单词卡、挂图、录音机、磁带 四、教学步骤及建议 1.热身、复习(Warming-up and review)     (1)全班说唱(P56)     (2)拼写词汇:           climbing, sleeping,fighting ,swinging,drinking water.     (3)用纸遮住单词卡的一部分,让学生猜:         What do you see? What is/are the ….doing? 2.新课呈现(Presentation)   Let’s try  (1) 出示图片,并讨论不同之处。复习对话。  (2)听音打勾.  Let’s talk (1)出示Let’s talk的挂图,问:“What do you see? What are they doing?”  引导学生 答:“ They are…..”。要求看图用句型问答。 (2)听录音,跟读对话。 (3)同桌表演对话。 (4)利用课件“动物百科”操练句型。      Good to know (如果时间许可)      看图并介绍考拉和袋鼠的知识。 4. 巩固和延伸.(Consolidation and extension) (1)完成B Let’s talk部分的配套练习。 (2)听录音,读对话。 (3)收集或绘制考拉(袋鼠),要求写上相关词汇。如:Koala, Australia, Kangaroo,  long legs. It can jump.                                          第六课时 一、教学目标与要求 1.能够听、说、读、写句型“What are they doing? They are swimming. They are  climbing trees.”。 2.能够听、说、认读句子“Here come two tigers. Can tigers really swim? Yes, they  can. They’re good climbers.” 3.能完成 Let’s check部分的练习。 二、教学重、难点分析 1. 重点是掌握四会句型“What are they doing? They  are swimming. They are  climbing trees.”。 2. 难点是能正确拼写四会句子,并认读句子“Here come two tigers.Can tigers really  swim? Yes, they can. They’re good climbers.” 三、课前准备    单词卡、 挂图、录音机、磁带 四、教学步骤和建议  1.热身、复习(Warm-up  and  revision)       (1)唱歌(P66) .       (2)利用本单元Let’s learn的词卡,同桌以开火车的方式操练:What are they  doing? They are…..   2.新课呈现(Presentation) (1) 出示Read and write的挂图,看图听录音,再次听对话回答问题:       a.Where are Sarah,Amy and Chen Jie?       b.How many tigers do you see? What are they doing?       c. What are the pandas doing? d.Are pandas good climbers? (2)听音,跟读。 (3)抄写四会句子。 (4)完成 “Answer the questions”. (5)活动:连词成句    将全班分为三大组,每组分别在纸条上写好人物(who)、事情(what)、地点(where),最后 连成一句话。 3. 操练 Let’s find out.     作为示范,出示 “tiger”,并问 “Can tigers swim/climb/fly?” 要求回答: Yes ,they can./No,they can’t. 然后用两个信封,一个装动物单词,一个装动 词词汇。随机抽取进行问答。 Let’s check(P65) 看图,听音完成练习。 4. 巩固和延伸.(Consolidation and extension) (1)完成B Read and write部分的配套练习。 (2)抄写本课时的四会句子。 (3)复习本单元。 Unit 6   A   Field   Trip    一, 教材分析: 1.教学内容分析: 本单元围绕着“A field trip”这一话题展开教学,运用Are you doing…?Are they doing …? Is he doing…? Is she doing…? 来询问他人是否正在做什么,并能根据询问给出相应 的肯定或否定的回答。在此基础上进行语言交流,展开交际活动。 本单元的主要句型: Are you doing…? Yes, we are. /No, we aren’t. Are they doing…? Yes, they are. /No, they aren’t. Is she doing…? Yes, she is. / No, she isn’t. Is he doing…? Yes, he is. /No, he isn’t.   本单元重点词汇:Catching butterflies, picking up leaves, taking pictures, doing  an experiment, watching insects, having a picnic, counting insects, writing a  report, collecting leaves, playing chess. 2. 教学目标: A. 能力目标 ①, 能够向别人询问他正在做什么,并能够对此进行回答。 ②, 能够正确的表述自己或他人正在进行的活动。 ③, 能围绕主题“A field trip”展开对话,并尝试自编对话,模仿讲故事。 B.   知识教学目标:   ①, 能听、说、读、写四会词组:Catching butterflies, picking up leaves, taking  pictures, doing an experiment, watching insects, having a picnic, counting  insects , writing a report, collecting leaves, playing chess.四会句子:Are you eating  lunch? No, we aren’t. Are they eating the honey?  Yes, they are. Is he playing  chess? Yes, he is. Is she counting insects? ②, 要求听、说、认读Part A, Part B let’s learn, let’s talk, read and write 中 的单词和句子。 ③, 了解good to know ,story time 等部分的内容。 ④, 了解字母:y, igh, qu 在单词中的基本发音。 C. 情感目标: ① 通过课堂创设情境,使学生感受一次实地野外旅行,增长有关的课外知识,激发学生热爱 大自然的美好情感,培养学生仔细观察的好习惯。 ② 教育学生保护益虫,保护环境。        3. 教学设计思想:              从学生本生具备的各种能力入手,以交际语言教学法为核心,鼓励交际互动, 以“任务型”教学模式为设计形式,在学生熟悉,清晰的环境中设计具有实际意义的,目标 明 确的活动,让学生成为学习过程中具有能动性的主体,从而在语言课堂体验成功,激发语言 潜 能。    三,本单元课时安排:六课时 第一课时:A. Let’s learn. Let’s play. Let’s chant. C. Let’s sing. 第二课时:A. Let’s try. Let’s talk. Let’s play. C. Task time. 第三课时:A. Read and write. Listen and write. C. Pronunciation. 第四课时:B. Let’s learn. Let’s play. Good to know. 第五课时:B. Let’s try. Let’s talk. Pair work. C. Let’s check.  第六课时:B. Read and write. Group work. C. Story time. 四, 各课时教学建议    第一课时  一,教学目标与要求 2. 能听、说、读、写本课的四会词组Catching butterflies, picking up leaves, taking  pictures, doing an experiment, watching insects, 3. 能进一步巩固,灵活运用What is Mike doing? He is watching insects. 4. 能说唱chant 及歌谣。  二,教学重点、难点分析 1.     重点掌握有关野营活动的五个词组Catching butterflies, picking up leaves,  taking pictures, doing an experiment, watching insects, 及句型What is Mike doing ?  He is watching insects.的运用。 2.     难点四会词组的拼写。 三,课前准备 录音机、磁带、自制有关课文的情景图、及相关图片、单词卡 四,教学步骤及建议 1. 热身:用吟唱第四单元的 let’s sing来引出本课的句型What is Mike doing? 2. 新课呈现 ⑴. 导入, 通过挂图导入,如动词词组catching butterflies先导入butterflies可以用真 实的蝴蝶或图片展示.在学生可以基本了解并能真确朗读后在引出 Catching butterflies.这 教师则可以用肢体语言去提醒学生,从而在进行句型 I’m catching butterflies. He  /she  is catching butterflies的教学.以依次类推,利用挂图和教具在创的设真实情景中让学生 了解词组的意思并更真切的掌握。 ⑵. Practice 活动一:Look point and say 目的:操练新词组 教师将Catching butterflies, picking up leaves, taking pictures, doing an  experiment, watching insects,的图片贴在教室饿各个位置,让学生在看我口型后快速的找到它,并 用手指点着它的方向并跟读三遍。 活动二:自编chant 目的:结合动作操练、巩固词组。 Catching, catching, catching butterflies. Taking, taking, taking pictures. Doing, doing, doing an experiment. Watching, watching, watching insects. Picking, picking, picking up leaves. 活动三:聪明的小一休 目的:操练,巩固所学词组。 此游戏根据我们孩子们熟知的游戏——跟我学改编而成,先选一位学生当小一休到教室外准 备,再在剩余的学生中选一位领头人,学生在老师出示卡片后,跟着领头人边说边做动作。小 一休则要在最短的时间内找出领头人,每个同学两次机会,看谁能够真正的成为聪明的小一休 .。 活动四:句子接龙 目的:以句子的形式操练词组,即巩固了新词组又练习运用了句子。把班级分成两大组,老 师根据挂图中不同人做不同的事,先点一个人物有A组发问,B组回答,然后再点另外一个B组 发问,A组回答。此游戏也可以四人小组练习,一个同学点,其余同学参与。看 哪个同学接的又多又好 五.巩固及扩展 第二课时 一, 教学目标与要求 1. 能够懂得其意思并掌握、能够运用what are you doing? Where are they? 及回答 Are  they catching butterflies? Yes, they are /No, they aren’t。 2. 经过实验完成task time 二, 教学重点、难点分析 1. 重点:掌握what are you doing? Where are they? 及回答。 2.难点:实验,及Are they catching butterflies? Yes, they are /No, they aren’t句 型的掌握。 三, 课前准备    单词卡、录音机、磁带、实验中所涉及的东西包括蚂蚁。 四, 教学步骤 1. 热身 ⑴. Let’s chant ⑵. Ask and answer:教师问学生答,如:What are doing? He is taking pictures. Is  he taking pictures? Yes/ No 通过这组问答来引出新课的重点。  2. 新课呈现 可以利用上节课的图片,把几个人合在一起来引出they are.先练习几次陈述句的表述方法, 再有老师问引出疑问句的表述。如:把Amy 与Chen  Jie合在一起拍照,那学生就应该表达?  They are taking pictures.此时老师就可以问 Are they taking pictures?如果一开始学生 们不太理解,那教师就可以给一定的提示,多次重复以后学生就会理解。 Practice 活动一:Let’s sing 目的:操练,巩固新句型,激发学生的学习兴趣。 用同学们熟悉的旋律,把主要句型在掌握其意思的前提下,流利的朗读并把他编成一首歌, 如用两只老虎的旋律来吟唱:Are you eating lunch? No, we aren’t. Are they eating  the honey?  Yes, they are. 活动二:Fishing 目的:培养学生的合作,认读、整合和协调能力,并增强英语学习的趣味性。 每组鱼竿一副(带有吸铁石),若干鱼状书写卡。将学生分为几个小组,布置学生进行小组 合作分配计划。各组的作为围成一个大圈,圈内为垂钓场。将目标句子个单词以画的形式画 在鱼身上。活动开始,教师记时、学生垂钓,组词,书写,并将完成后的句子显示在黑板上。 看在限定的时间内哪一组有更多的句子,同时检查学生的语法和拼写错误,再进行评价。 活动三:组词成句 目的:复习巩固本课的重点句型,培养合作精神。 把句子中含有的单词分散发放给学生,教师读句子,让持有句中单词卡的学生站起并大声朗 读三遍。教师可以准备几组所需的单词卡,分发给各个小组,小组操练拼出句子,利用自己的 想象拼出对话甚至小短文。 活动四:运气大挑战 此游戏可以师生共同完成,有可以以小组为单位进行操练。两个学生可以抽一张卡片,教师 背对着他们,学生可以问,如:Are they watching insects? 如果教师答对了,则抽卡的学 生被淘汰,反之就是教师淘汰。学生以小组为单位操练效果更佳。 3.Task time    教师可以让学生自己组合做实验,也可以教师进行演示,以实验的事实来完成Task time 中的练习。这样,学生通过自己的观察比教师的照本宣科所取得的效果要好的多,学生对此 坡 感兴趣,也为后面的read and write 做准备。 三,巩固与拓展 第三课时 一,教学目标与要求: 1, 能听、说、读、写四会句子: Are you eating lunch? No, we aren’t. Are they  eating the honey? Yes, they are. 并能在情景中灵活运用。 2, 能掌握Read and write 的内容,并正确完成answer and question 以及 listen and  write 的练习。 3, 了解y ,igh, qu 在单词中的基本发音。           二,教学重点、难点分析 重点:四会句子的掌握,拼写并在情景中运用。 难点:y, igh, qu 在单词中的发音及相关单词、绕口令的朗读。       三,课前准备:           录音机,磁带,挂图       四,教学步骤及建议 1. 热身 可以用一个游戏开始这节课“我是小蚂蚁”。几个学生做小蚂蚁,一些学生做bread、cake等 其余学生问Are they eating bread ?扮演的学生就表演一下,底下的学生按照同学的表演 来回答Yes、No,这一游戏为Read and write的教学做铺垫。, 2. 新课呈现     Read and write的内容比较多,教师可以各个突破、层层深入,对于四会句型我们上节 课操练的比较多,教师可以根据自班的情况进行教学。待学生对课文内容有了大体了解之后 再听录音,做整合,完成练习。本课的重点要放在书写上,设计了以下活动: 活动一:开汽车 目的:巩固句型,加强书写 教师可以把一个句子拆成若干份,每一份一个车厢。学生要找到自己的同伴,组成句子,书 写正确后才能开走一辆车。教师可以看看哪组在规定时间内哪组开走的汽车最多,该组就获胜 了。 活动二:做墙报 目的:巩固句型及单词的拼写每一组学生可以根据课本72页,画画、写写,最后将好的作品 当作墙报展示,此活动如果没有时间也可以放到课后。 这样的活动比较多,下面主要介绍pronunciation的操练。 教师可以教会学生字母组合的发音规律,让学生按这个规律认读含有这个组合的单词。也可 以逐个教会这些单词,让学生自己去总结字母组合的发音规则。教师再出示几个含有这些字母 的单词,让学生按规则来认读。 教师可以自编chant来使语音更容易读更容易记,如: Yy yyy why is he flying a kite Why this, why that ,I don’t know why  Yy yyy why is he riding a bike Why this, why that ,I don’t know why 教师也可以用摘苹果、枝繁叶茂等游戏进行认读、操练,如:摘苹果,教师可以准备很多含 有这些读音的苹果,学生可以先填再读,读正确了就可以摘下一个苹果,以苹果数的多少来评 定胜负。 五, 固及扩展 第四课时 一. 教学目标与要求: 1. 能听、说、读、写四会词组:Having a picnic, counting insects, writing a report , collecting leaves, playing chess. 2. 进一步巩固 What is John doing ? He is playing chess 的句型。 3. 了解在野营中需要的物品,即good to know 二.教学重点、难点分析:    本课的重点难点是四会词组的认读及拼写 三,课前准备 单词卡,录音机,磁带,挂图 四,教学步骤     1.热身: ① 可以唱唱自编的关于pronunciation的chant。 ② 用自制的挂图,先按照A部分词汇贴好,要学生描述。然后根据本课的内容重新粘贴,教 师可以一边问,一边引出新单词,一边巩固句型,如:What’s John doing? He’s  playing  chess. What’s Sarah doing? She is writing a report. 学生在较真实的情境中认读、 识记单词就显的相对容易了。 2. Practice 活动一:对口型 学生根据教师的口型大声的读出,也可以用高低音,使学生注意力集中。 活动二:苍蝇拍 教师在黑板上贴好一组单词卡,请两名学生各持一只苍蝇拍,面向黑板。教学向其他学生出 示单词卡,并问:What’s John doing? 学生回答He’s playing chess.在黑板前的学生用苍 蝇拍拍打相应的单词,比比谁的速度快,也可以以“夺卡片”的游戏进行,既认读单词又巩 固了句型。 对于单词的拼写操练如下: 活动一:真实的面具 教师可以给一个学生带上很多层面具,每一个面具上都贴上一个词组,其中少去两个或三个 字母,每组比赛,一层层的去面具,哪一组用最少的时间去掉所有的面具看到真实的面孔,哪 一组就获胜了.。 活动二:排列组合 教师可以把班级分成若干组,每组给26个字母卡及空白卡片,教师给出一个单词学生马上用 手头的单词卡排列,如有重复出现的就在空白卡上写,最快一组出题,依次类推。 3. good to know  先由学生根据他们的认识说出野营需要的东西,之后教学再做补充,此部分的新单词只要学 生认识即可。 4. 巩固与发展                               第五课时       一,教学目标与要求: 1. 能认读,会说let’s talk 中的主要句型:Is he taking picture? No, he isn’t. Is  John playing chess? Yes, he is.  2. 能听懂,会说本课对话,并能做替换练习。 3. 正确完成Let’s try .Pair work.    二,教学重点、难点分析 主要句型:Is he / she…? Yes /no 的掌握及Let’s try的正确完成    三,课前准备 单词卡,录音机,磁带,自制调查表    四,教学步骤与建议        1.热身             同桌互相介绍自己所做的活动,如He is taking picture. 然后反问几个教好       的学生Is he taking picture?给其他学生做示范,学生接触多了自然而然心里有点数    了,教师再根据学生的认识情况给予一定的指导            2..新课呈现        ①,Let’s try:           Let’s try部分用来帮助学生进一步熟悉Let’s learn部分学过的新单词,并能       进入Let’s talk新句型学习之前从听觉上感知新语言.           教师可以先讲解,再要学生听磁带完成.教师也可以降低难度,出示几个答案,让学       生听音后选择.        ②, Let’s talk:            教师可以可以先让学生听一遍,在学生了解大意后跟读,教师可以要学生根据课    文  内容回答一些问题.        对于,Let’s try设计以下活动        活动一:锦囊妙计        目的:培养学生听英语,解决问题的能力.        活动前教师可以准备四种颜色的卡片,每组选一个代表,每种颜色代表的分数不同,分        数越多题目越难,可以以小组为单位讨论,教师根据听力材料设计题目.       活动二:记忆大考验       学生可以以记录,教师根据学生们的能力掌握Let’s try中要求记忆的部分.       Let’s talk       ①教师可以设计一张表格,要求学生进行采访,表格如下: Name  Activity Chen jie Writing a report Having a picnic  Collecting leaves Catching  butterflies  Amy   Counting insets  Collecting leaves Taking pictures 学生可以交换采访工作 ②学生可以根据课文中、的对话自编对话,最后看看哪一组编的最好,表演的最好. 活动一:我猜我猜我猜猜 教师带上头饰,并在头饰后写上他要做的活动,教师问,学生答,也可以四人小组进行. 活动二:快乐城堡 教师可以设计一些城堡,门口设计一些小卫士,每进城堡的人都要从小卫士手中抽一张带有问 题的卡片,回答正确了,才能进入城堡,出来时也要回答问题,答对了方能出来. 五.巩固与发展   第六课时   一.教学目标与要求: 1. 四会句子的听,说,读,写,及灵活运用. 2. Story time   二,教学重点,难点分析: 本课的重点难点:四会句子的掌握,运用及拼写   三,课前准备: 挂图,录音机,磁带,头饰   四,教学步骤 1. 热身 Let’s sing  2. 新课呈现 1. read and write 经过前五节课的学习,本课已没有多大困难,教师可以直接提出本课的read and write ,听,读 ,课文,回答问题..熟悉课文后,可以让学生们瞬间记忆,有可以根据课文编写对话,对课文一个 扩展. 活动一:最佳主角 此活动可以让学生充分熟悉课文,根据不同的角色要学生来扮演,根据学生的表演来评出最佳 主角,给予一定的奖励. 以及一些拼写方面的游戏全面巩固四会句子的学习,最后还可以用切 面包等游戏整合整个单元的学习内容. 2.Story time 教师可以事先让学生准备好,课上表演给同学们看,以这种形式呈现Story time,调动学生听觉 ,视觉,然后再读一难点突破,最后可以让学生跟读,表演,调动学生学习英语的积极性,通过这story 的学习,认识到保护益虫,爱护小动物. 本文档由香当网(https://www.xiangdang.net)用户上传

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