外研版五年级下册试题（通用7篇）
( ) h d A, ur B,or C, ar
( ) hamb ger A, er B, ur C, ar
( ) st dy A, a B, o C, u
( ) ex ted A, si B, ci C, sa
( ) li r ay A, b, a B, a, b C, b, e
二、选出不同类的一项。
( )A, football B, basketball C, horse
( )A, small B, shoe C, heavy
( )A, sandwich B, breakfast C, lunch
( )A, gave B, learnt C, climb
( )A, she B, us C, him
三、根据首字母填空。
1.They go to the cinema t a mouth.
2.I’d like a b of milk.
3. It’s not Sunday today. It’sS
4.Do you often get l from your friends ?
5.A woman is r very fast around the road.
6.Please tell Jack I will come a at eight tomorrow morning.
7.Would you like to l a message .
8.My grandma is a BeijingOpera f
9.That’s a big bag, I can’tcarry it. C you help me?
四，写出适当形式。
Foot(复数) do(单三)
soft(反义词) run(现在分词)
We(宾格) learn(过去式)
easy(反义词) teach(现在分词)
These(单数) put(过去式)
teach(过去式)
五.选择。
( )1.你应该对我的朋友说你好。
A, You should say hello to myfriend.
B, You should say my friendhello.
( ) 2.你在想什么?
A, How are you thinking about?
B, What are you thinkingabout?
( )3. 在英国他们在9点开始上课。
A, They start school at 9o’clock.
B, They walk to school at 9o’clock.
( ) 4. 这位老人不能坐下。
A, This old man can’t sitdown.
B, This old man can’t standup.
( ) 5.你能很好地接住球吗?
A, Can you catch the ball well ?
B, Can you control the ballwell?
( ) 6.在这个包里有太多的苹果。
A,There is too many apples in thebag.
B, Three are too many applesin the bag
六，完成句子。
1，你应该抓住我的手。
You should my hand.
2，今天我赢了一场象棋比赛。
Today I a chess game
3，电视对我们非常有用。
TV is very for us
4，他们想参加我们的足球队。
They want to be in ourfootball
5，我的毛衣很干净。
My sweater is
6，我们需要一些苹果。
We some apples
七，单选。
( ) 1.They didn’t enough food.
A, has B, had B, have
( ) 2.Five years ago, he to school.
Now he to school by bus.
A, walked, goes B, Walk, went C, walks , went.
( ) 3. He Chinese ten years age.
A, teaches B, taught C, teached.21*cnjy*com
( ) 4.He is English now.
A, learning B, learnt C, learns
( ) 5.Circle A is bigger circle B.
A, than B, for C, as
( ) 6.What did she have lunch.
A, in B, with C, for
( ) 7.He had at six o’clock in the morning.
A, breakfast B, lunch C, dinner.
( ) 8.Please bring back the book
A, two weeks’ time B, in two weeks’ time C, in two weeks time
( ) 9. did you go there? ----- last week
A, what B, When C, why
( ) 10.Her little son can chopsticks now.2-1-c-n-j-y
A, uses B, using C, use
( ) 11.Yao ming is very good basketall.
A, in B, for C, at
( ) 12.The girl is deaf . she can’t
A, hear B, see C, find
( ) 13. I get up half past seven.
A, in B, to C, at
( ) 14.Do you want to chess.
A, think B, make C, play
( ) 15.You should look, then the road.
A, cross B, walk C, run21*cnjy*com
( ) 16.Yesterday I lost my bag, I feel
A, happy B, hungry C, sad
( ) 17.You are back China
A, from B, in C, to
( ) 18. did you go to schoolyesterday.
A, what B, How C. How many
( ) 19.Let’ s buy one kilo noodles.
A, of B, for C, off
( )20. They walked one hour.
A, about B，with C, for
八，选择匹配。
A, Her parents
B, That’s a good idea.
C, It’s in the north ofChina.
D, Kite, ball………
E, We ate hamburgers.
F , No, I can see two heads.
G, I will go to the library.
H, No, there aren’t.
I , Last Monday.
J, I’m fine , thank you.
( )Where is Yinchuan?
( ) What about a picture ?
( ) What did you have last night?
( ) Who is going to go with her ?
( ) How are you ?
( ) What are you going to take?
( )When did Damingarrive ?
( ) Where will you go tomorrow?
( ) Can you see a vase?
( ) Are there some books on the desk? .
九，补全对话。
A.He’s got chopsticks
B.I’m going to go to America.
C.How are you?
D. What do you suggest?
E.That’s a good idea.
Sam: Hi, Daming!
Daming： I’m fine, thanks. I’m very excited.
Sam: That’s great. Daming.
Daming: I want to take apresent for my cousin.
Sam : What about chopsticks?
Daming: . His mum and grandma areChinese.
Sam: why don’t you give hima kite?
Daming: Thank you. Sam.
十，划线提问。
1.We have six classes in a day.
2.We play hockey on the field.
3.They can watch TV athome.
4.We play the violinafter school.
5.There are three girls in the room.
6.Ican buy shoes in a shop.
7,We can go to the park nextweek.
8.The watch is seventy-twoyuan.
9.I like science field trip very much.
10,They do exercises at ten.
十一，阅读理解。
Yesterday my father andwent to the park. On the road we saw a lot of people. There was a donkey in themiddle of the road. It didn’t go. The cars and buses can’t go , too.
Then a policeman came. “whosedonkey is this?” He asked. “it’s mine”. Said a farmer. “But I can’t let it go”.The policeman and the farmer moved the donkey. But they can’t let it go. “giveit a carrot” my father said. “that’s ok” said the farmer. Soon he bought somecarrots and took them to the donkey. When the donkey saw the carrots, it jumpedup and walked after the farmer. All the cars and buses can go at last.
( )1, I went to the park
A, with my friend B, with my father C, With Sam
( )2, father and I saw
A, some animals B, some folwers C, a donkey
( )3, The buses and cars can’t go because
A, The donkey was in themiddle of the road.21cnjy.com
B, The policeman can’t letthem go.
C, The farmer were not onthe road.
( )4, The donkey was 21・cn・jy・com
A, mine B, the farmer’s C, the polimeman’s
( )5, took some carrots to the donkey.2・1・c・n・j・y
A, My father B, I C, The farmer.
十二、改错。阅读对话，画出错误部分，并将正确答案写在后面的横线上。
Where my shirt, mother?
Do you know?
Is it in the boxes?
Let’s me have a look.
Where is mine new one?
I don’t knew. What aboutthis one?
Is it to small?
I think it’s allright.
(一) 教材内容分析
本课话题为北京市全民积极为2008年奥运会做准备过程中三位老人学英语的趣事, 语言学习和技能训练渗透在话题和讨论之中。
(二) 教学对象分析
七年级的学生具有强烈的好奇心, 思维敏捷, 乐于参与小组合作活动, 喜欢丰富多彩的教学氛围, 大部分学生具备了简单谈论所给话题和阅读同等水平材料的基本能力。但学生对于英语学习方法并没有深入的了解, 而且他们在阅读方面还存在一定的困难。
(三) 教学环境分析
1. 根据教学内容、学生情况, 选择在多媒体教室环境进行教学。
2. 借助畅言语音系统为学生创设较为真实的语言环境。
二、教学目标
(一) 语言知识目标
1. 学习本课四会单词:slowly, loudly, clearly, quickly, well, badly, carelessly, carefully, quietly.
2. 学习句型:It’s diffi cult to do…
3. 学习副词的用法
唐山市第四十九中学郑文利063000
(二) 语言技能目标
1. 能听懂文章大意并能从中提取相关信息;
2. 用所学形容词, 副词表达自己的观点, 并能参与讨论;
3. 能读懂文本内容, 并能根据不同的阅读要求, 运用简单的阅读策略获取信息;
4. 能根据写作要求, 运用所学, 起草短文。
(三) 情感态度和价值观
宣扬“人人学英语, 人人为奥运”的精神, 并将奥运“更快、更高、更强”的精神运用到日常的学习、生活当中, 培养学生积极向上的精神。
(四) 学习策略
1. 自主学习, 培养学生有效信息处理能力、英语思维及表达能力。
2. 小组合作学习, 组内分工合作完成任务, 将自己的学习收获和感受和同学们一起分享, 共同进步。
三、教学重难点 (一) 教学重点
1. 引导学生自主总结副词的基本用法并能够熟练运用。
2. 引导学生运用简单的阅读技巧解决实际问题。
(二) 教学难点
引导学生自主总结副词的基本用法并能够熟练运用。
English on Campus
度最快并且正确无误的小组为获胜组。此游戏只有组内每一个同学都能熟练掌握课
文内容才能顺利完成。)
Page 78
引导各组 完成Project, make aposter about how to learn English
Step 4:well.4个小组的任务分别为听Post reading (8’) 说读写, 组长汇总本组成员
的观点后, 与全体同学分享交流。
引导学生从三方面小结本课所学。
写一个如何学好英语的短文
Step 6: Homework并和其他同学分享。
六、课后反思
(一) 本节课的亮点
导入环节。教师以演唱奥运会主题歌同时播放奥运图片的方式让学生回忆起08奥运会, 从而迅速进入情境。教师又通过奥运志愿者的身份导入本课, 让学生所观看的视频诙谐幽默, 正好和文章中的三个人物相吻合, 体现了视听化的英语教学。
运用畅言语音点读系统为学生创设较为真实的语言情境, 训练听力的同时让学生更好的了解三个人物。
(二) 本节课的不足及改进措施
1. 不足:教学目标中的情感态度与价值观目标设置
Designing教学设计
1. 让学生运用本课所学参与
巧。
Summarize what they have learned培养学生小结的习惯和意识in this lesson.
较高, 在本课教学过程中没有达成此教学目标。
改进措施:将情感态度目标定为学习三位老人的责任意识。
2. 不足:While reading的教学环节过多, 在本课教学过程中显得拖沓, 尤其是传话筒游戏, 虽然学生都积极主动地做着准备, 但此环节耗时太多, 且只有两组完成了游戏任务。
改进措施:将游戏环节换成习题训练, 全面反馈学生问题, 教师集中答疑。
一、英汉互译
1.once a week --_____________ 2.twice a day --_____________
3.一年六次 --_____________ 4.一月五次 --_____________
5.watch out -- 6.listen to your teacher --__________
7. make a chart --_____________ 8.how often --_____________
9.thirty minutes --_____________ 10.健康强壮 --_____________
11.做晚饭 --_____________ 12.淋浴 --_____________
13. wake up --_____________ 14. clean the house --_____________
15. 刷他的牙 --_____________ 16. 梳她的头发 --_____________
17. 洗我的`脸 --_____________ 18. 强壮的骨骼 --_____________
二、连词成句
1.hour sixty make an minutes
2.school hard at work
3.school is walking exercise to
4.buy where you did snakes
5. light ball this is
6. good you it’s for
7. works sports she at hard
三、选择题
1. How many minutes do dry the .
A. a dish B. an dish C. dishes D. my dish
2. How many minutes do you do homework.
A. your B. you C. I D. me
3.I’m going to watch more sports TV.
A. in B.at C on D with
4. to school is exercise.
A Walk B Walks C Walked D Walking
5.I like peas more _______cabbage.
A then B than C as D so
6. You need vegetables for a healthy body.
A eat B to eat C ate D eats
7. What do you do breakfast? I brush my teeth.
A before B above C after D late
8. Do you want strong and healthy?
A is B are C to be D am
9. Did you have fun the game.
A watch B watching C watched D watches
10. I taught Li Ming and catch the ball.
A throw B to throw C throw D throws
四、按要求做题
1.health(形容词) 2 .bad(反义词)
3.eat breakfast(同义词组) 4.put on(反义词组)
5.different(反义词) 6.brush(复数)
7.ride(现在分词) 8.hour(同音词)
9.won(反义词) 10.run(现在分词)
五、按要求写出下列单词：
1. good(同义词)--_____________ 2. winn(过去式)--_____________
3. down(反义词)--_____________4. once(基数词)--_____________
5. before(反义词)--_____________6. high(反义词)--_____________
7. dish (复数)--_____________ 8. eat(过去式)--_____________
9. funny(名词)--_____________10. play(名词)--_____________
11.strawberry(复数)--_____________12.after(反义词)--_____________
13.football(同义词)--_____________14.buy(过去式)--_____________
15.easy(副词)--_____________16.teach(过去式 )--_____________
17.light(反义词)--_____________18.lost(原形)--_____________
19.hit(现在分词--_____________)20.week(同音词)--_____________
21.teeth(单数)--_____________
六、用所给单词的适当形式填空：
1. A team _______(have)many players.
2. Do you want ____(be)strong and healthy?
3. The Chinese team ____(win)the game last week.
4. Yao Ming is a basketball ____(play).
5. How many ____(day) in a year?
6. My father is ____(old) than my mother.
7. I often go to Beijing ___(one) a year.
8. There ____(be) some milk, some water and apples in the kitchen.
9. Jenny goes to school five ________(time)a week.
10. What ______(do) your father do?
七、选择：
( ) 1. When is the supper?
___6:30___ the evening.
A. In, in B. In, at C. At, in D. At, at
( ) 2. Bob’s team won the game, ____ team lost.
A. other B. others C. another D. the other
( ) 3. The game is ______ the school gym ___7:00.
A. in, at B. in, in C. at, in D. at, at
( ) 4. After breakfast, Jenny brushes_____teeth.
A. her B. his C. my D. our
( ) 5. We often have________lunch at 12:00.
A. a B. an C. / D. the
( ) 6. Do you have _______ erasers?
A. some B. any C. a D. one
( ) 7. I have supper_____ my family.
A. and B. or C. not D. with
( ) 8. Jenny wakes up ____ 7:00 ____ the morning.
A. in, at B. in, in C. at, in D. at, at
( ) 9、I don’t have a T-shirt ,________
A、too B、either C、to
( ) 10、Do you like these runners _____those runners ?
A、and B、or C、with
( ) 11、You hit the ping-pong ball ____Jenny .
A、to B、with C、for
( ) 12、_____do you play basketball ? Once a week .
A、How often B、How much C、How old
( ) 13、We yelled______ Bob’s team yesterday .
A、on B、to C、for
( ) 14、Danny ate breakfast once _______Tuesday .
A. in B、on C、at
( ) 15、_______minutes do you dry the dishes?
A、How many B、How much C、How often
八、补全单词
1. Jenny foes to school five times a w_______, from Monday to Friday.
2. Good food makes your body h_____.
3. A healthy body has healthy m______s, b_______s and s______.
4. Sixty m______ make an h________.
5. B_______ breakfast, Li Ming washes his hands.
A_______ breakfast, he brushes his teeth.
6. _________ exercise do you need a day?
7. _________ minutes do you need to walk to school?
8. ______ do you play basketball? Twice a week.
9. ______ do you brush you teeth? Because I want strong, healthy teeth.
九、对文章内容判定正T误F。(10分)
Bob is a waiter . He works at a big hotel. Bob often wakes up at 6:00 in
the morning, and gets up at 6:30. He has breakfast at 7:15. Bob gets to the
hotel at 7:45. He is never late(晚的). Bob has lunch at 12:00. After lunch he
sometimes has a cup of tea. In the evening, Bob likes to watch TV. He often has
a late supper. Bob goes to bed at 11:00.
( )1、Bob usually wakes up at six in the morning .
( )2、Bob has breakfast at seven every day .
( )3、After lunch Bob often has a cup of water .
( )4、Bob likes to watch TV in the evening .
文苑街道小学 许沈阳
一、指导思想
本学期我担任五年级的英语教学工作，为顺利完成教学工作，在教学中，认真学习教育教学理论，全面贯彻党的教育方针政策，认真学习新课改的精神，采用符合学生年龄、心理特征和语言规律的教学方法。
二、学生情况
五年级的学生整体来说都比较活泼，有一部分学生学习较积极，对学习英语具有比较浓厚的兴趣，但有个别同学的学习习惯较差，不愿意学习英语，听说读写的能力都有待提高。
三、教材总体分析
新标准英语重在英语知识的整体输入与融会贯通，知识量大，课文中出现的话题涉及到生活的方方面面，很有时代感，贴近学生生活，增加了音标、英文儿歌和少量的语法等，教学目标的达成较大，对学生有一定难度。因此要在把握《新标准英语》的基本理念上灵活运用教材，不断提高教学质量。
四、教学目标
1、知识目标：
（1）、掌握本册教材的重点词汇和句型结构。
（2）、学生能够理解并能口头应答单词短语和句子。
（3）、能演唱以学过的英语歌曲，朗诵已学过的歌谣。
（4）、能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确。
（5）、能在图片手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。
2、能力目标：
（1）、培养学生初步运用英语进行交际的能力。
（2）、培养学生的听、说、读、写能力。
（3）、培养学生创新精神和实践能力。
（4）、培养学生一定的语感，打下良好的语音语调。
3、情感目标
（1）、遵循英语教学规律，寓思想教育于语言教学之中，促进学生良
好品德的形成，努力为学生的终生发展奠定语言基础和思想基础。
（2）、激发学生学习英语的兴趣，培养他们良好的学习英语学习习惯
五、教学重点难点 1．重点：
（1）四会句型、单词。
(2)在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
(3)运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
（1）以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
（2）通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。
（3）活用教材，根据学生的学习状况，将每单元的知识点进行重组编排，以降低难度。
（4）注重教学评价，调动学生学习兴趣，充分发挥非智力因素的作用。
（5）设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
（6）及时、科学地进行教学反思，总结得失，使教学常新。
（7）虚心向经验丰富的教学骨干教师求教。
六、教学措施
1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、及时批改、讲评作业，并做好总结，对中差学生及时给予指导，使其赶上来。
3、课堂上，运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
4、辅导学困生，让优等生帮助他们，采取合作学习的方式，让学生互相学习，互相帮助，使他们共同提高。
5、鼓励学生大胆说英语，肯定他们的进步，树立学生的信心，培养学
生朗读和书写的习惯。
七、教学进度安排
模 块 One Two Three Four Five 内 容 London Shopping At the Weekend Possessions In Class
七年级下册英语教学计划（外研版）
本学期是2015——2016学年下学期。我担任七年级年级两个班英语教学任务，为了能圆满、顺利的完成七年级英语（下）的教学任务，特拟订本学期教学计划。
一、学生情况分析：
本学期我任教的依旧是七年级两个班的学生。去年期末的成绩分析来看，学生笔头落实不足，知识的巩固不够，语感欠缺，且单词掌握不牢靠，故本学期要加强单词的强化以及学生的笔头落实。
而学生个体而言，学生已经不在有刚步入初中的新鲜感，这无疑为教学增添许多不利。在教学过程中要树立起学生学习的毅力，提升学生学习的幸福指数，养成学习的良好习惯，同时针对不足，多进行笔头落实。
二、指导思想：
本学期在坚持七上的多朗读，尽量避免开口难的情况下，加入背诵，每个模块选取一小段来进行背诵，加强学生的语音语感，课堂行业平时多使用录音，提高学生的语音语调。其次，针对上学期的不足多进行笔头落实。再次，七年级的单词关在本学期尽可能多的解决，加强学生的单词识记能力，针对单词识记能力较弱的部分学生进行帮扶，秉承着单词先行的原则，在课堂中也可以让学生学着自读自学单词，便于学生背诵单词和学会学习。最后，关注作文。在背诵和单词双重落实的情况下，再加入适当的翻译。一定量的机械的汉译中在英语学习初级阶段还是必要的。本学期将坚持上述指导思想来看是否能为学生的成绩有所裨益。
三、教材内容分析：
本学期使用的是外研版七年级下册英语教材，共有12个教学模块和两个复习模块。每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。Unit3是扩展和综合的语言运用。本学期要掌握的语法点有：
1、名词所有格和名词性物主代词；
2、can/can’t 的用法；
3、一般将来时；
4、一般过去时；
5、祈使句和感叹句。
四、具体措施：
1、做好教材钻研工作。认真研读新课程标准，钻研新教材，根据新课程标准，扩充教材内容，认真上课，批改作业，认真辅导，认真制作测试试卷，也让学生学会认真。
2、每格模块中选择部分内容要求学生背诵。从而培养学生良好的英语语感，并且为写作提供便利。在学生朗读和背诵的过程中纠正语音语调，激发学生学习热情。
3、对文本和课堂中重点的单词和词组进行听写，听写坚持“少吃多餐”的原则，一个模块单词分几个部分，每次一个部分听写，模块结束后再总的默写一次，加强学生对单词的识记能力。同时发挥小组长的作用，对每次单词订正等情况进行检查强化。
4、认真贯彻早晚读制度，充分发挥早晚读的黄金时间加强监督，保证读的效果。
5、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。对一些再单词朗读记忆等方面有所欠缺的学生实行一对一帮扶，让其他成绩好的同学来帮助他们，提高学习效率。
6、分层教学，关注每个学生的成绩提升，对不同学生进行不同任务要求，力争让每个学生都走在前进的道路上。要关注学生的情感，营造宽松、民主、和谐的教学氛围。
一、指导思想
以《英语课程标准》为指导，认真贯彻落实教育部《关于积极推进小学开设英语课程的指导意见》和《小学英语课程教学基本要求》的文件精神，结合我校教学和英语教学的实际情况，从学生实际情况出发，本着培养学生良好语言发展能力，为学生终身发展的原则，制定本计划。
二、对上学期教学情况的反思
在带六年级毕业班的过程中，我意识到对高段学生而言，知识的积累更为重要．所以课堂中我更加注重对知识量的输入而不是课堂气氛何等活跃。通过让学生背单词、背句子、背作文充分挖掘学生的潜力，也使我感到自己以前有些低估学生的能力。另外，对于那些基础太差的学生，有时候我真的感到束手无策。即使用了很多方法，例如结对子，单独辅导、分层教学，布置不同的家庭作业，还是没有进步。这是我面临的最大的困惑。
三、学情分析
六年级共有47人，男生27人，女生20人。本班学生在英语学习方面已有了一定的基础，并且英语基础较好，但在英语能力方面较弱。部分学生对英语都有某种程度的感性认识，也有学习信心，想学，也愿意学好英语，却不懂得学好英语用的学习方法，在以后的教学中要加强英语学习方法的指导。根据学生的这些特点，从听、说、读、写几个方面抓学生英语的学习。
在本学期的教学中我计划充分利用学生已有的英语知识和生活经验，采用多种形式教学，同时注意对教材的挖掘，将教材知识与学生的生活、学习联系起来，将学生的英语学习积极性调动起来，让他们在一种活跃、富有情趣的氛围中学习。
四、教材分析
1、遵循话题－功能－结构－任务编写原则。题材为纲，运用性任务为目标，词汇、语法项目和功能用语以题材为出发点造语境，完成任务。
2、内容重点突出、贴近生活，语言正确规范、真实地道，插图生动活泼、富有情趣，比较符合儿童学习语言的规律。
3、体现了以人为本的教育思想，遵循了“为用而学，在用中学，学了就用”的原则。
4、采用循环式的编排方法，较好地体现了“由浅入深、由易到难、循序渐进、逐步扩展、点面结合、不断复现”的原则。
5、在安排词语和语法项目时采用了“早渗透”和“重积累”的方法。
五、教学目标
1、能按要求掌握本册课本中所学的单词。
2、掌握所学重点句型，不仅会读，而且会写。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、进一步养成良好的书写习惯。进一步养成听英语、读英语和说英语的良好习惯。
6、能运用相关的语言知识和技能，完成某项任务。
7、能演唱已学过的英语歌曲，诵读已学过的歌谣。
六、对提高教学质量的方法及教学措施
1、日常教学中，可采用听力检测，诵读默写，复述课文，角色扮演，游戏扩展等方式提升教学效果。
2、每节课及时查验，精讲精练，针对强化。
3、基础知识和基本能力的并重。在教学过程中不但让学生掌握基本的语音、语法、词汇。而且让学生在听说读写各能力方面有所提高。让学生不仅学会知识，而且会运用知识。
4、多与学生交流沟通，了解学生在学习中存在的问题与不足，及时解决问题。在课堂中多创设教学情境，以帮助学生学习。
5、课堂上多组织学生进行小组练习，如分角色复述课文等活动，鼓励学生多说英语，从而提高学生的学习积极性。
Unit 1
He’s a doctor.Teaching Aims: Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….” Importance and Difficulties: Distinguish “He’s …” from “She’s …” Students Analysis: “He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids: Tape recorder
tape
a doll
Cards
head ornaments
Teaching Procedures: Step 1: Warming up Sing to greeting.Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?” Let’s count.(From one to twelve.)Step 2: Revision Teacher shows cards and Ss look and say “Father….” Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”
Ss review to say: “This is my school bag….” Learn the word “friend.” Read after teacher.Learn to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling.He’s Daming….” Read “She’s Lingling.He’s Daming.…” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.” Ss learn to say.Teaching Notes:
Module 1:
Unit 2
She’s a nurse.Teaching Aims: 1.Review the points of the module.2.Learn to introduce a people like “She’s…/ She’s a nurse.” 3.Do the exercises of the module.Importance and Difficulties: He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis: We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…
Teaching Aids: Tape recorder a big pencil
a doll
Cards
head ornaments
Teaching Procedures:
Step 1: Warming up Sing to say hello.Review the chant: Where’s the pencil? Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: Revision Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…” Review to say “Let’s count.” Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:
She, she, she.She’s Amy.3 He, he, he.He’s Daming.Read the chant after T.Say your classmates’ name.(She’s… / He’s …)Step 3: Presentation Teacher points several Ss and says “She’s a pupil./ He’s a pupil.” Learn the word “pupil.” Ss read the word.Some Ss stand up, the others look and say “She’s a pupil./ He’s a pupil.” Look at the head ornaments and say “She’s a pupil./ He’s a pupil.” Teacher shows the card and says “He’s a doctor.” Learn the word “doctor.” Step 4: Do the exercises Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2:
Unit 1
Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the text.Review the sentence pattern “A cat is in the box./ Where’s my pen?” Describe the location like “It’s in / on/ under..” Importance and Difficulties: The sentence pattern: “A cat is in the box.” Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids: Tape recorder
tape
a doll Pictures
Cards
Teaching Procedures:
Step 1: Warming up Greeting to Ss with a song.A TPR game: Listen and do.T: “Stand up!Sit down!Open your book!Point to the window.Point to the door….” Step 2: Revision Show four cards.T: “What’s this?” / “This is …” Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.” Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …” Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.5 Read group by group.Step 4: Practice Ss ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change.Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”….Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3:
Unit1 Where is the orange cat? Teaching Aims: 1.Review the sentence pattern “Where’s the orange cat?”
2.Learn to guess the location of object with “Is it under/ in / on…?” Notes: Importance and Difficulties: Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location.Use the same thing to change its location each time will easier to the kids.Teaching Aids: Tape recorder tape a doll book
Cards school bag
box
pen
Teaching Procedures:
Step 1: Warming up Sing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.” Step 2: Revision Answer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card;please guess what the card is.” Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.Where’s the orange cat?
It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.7 Read the four sentences group by group.Step 3: Presentation and practice Teacher hides a school bag, a book, and a box under the table.Then put a pen in one of them.(in the school bag, on the box, or under the book…)Ss try to guess the location of the pen.“Is it …?” Write the two sentences on the blackboard: Is it under the bed?
Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: Consolidation Read the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: Ending
Summarize the class.Sing and say goodbye.Teaching Notes:
Module3:
Unit2
How many green birds? Teaching Aims: Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.” Importance and Difficulties: The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”
Students Analysis: In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids: Tape recorder
tape
a doll
Cards
Teaching Procedures:
Step 1: Warming up Sing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them;Ss say the word T doesn’t read.)Step 2: Presentation and practice A game: Listen and do.(T: “Point to the ceiling.Point to the window.Stand up!Open your book.Sit down!Close your book.Look at the door.”)
T makes gesture to explain the sentence “Look at the door.” Continue to play the game.(Look at the teacher.Look at the ceiling.Look at the floor.Look at the window….)T shows several cards and asks “What’s this?”(tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.9 Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree.So many birds!”
Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.” Teach “Let’s count.”
Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…” Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.” Step 3: Consolidation Read the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4:
Unit 1
This is my head.Teaching Aims: 1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3.Can survey like: This is my head / mouth / …
Importance and Difficulties: 1.The pronunciation of “mouth”.2.Do the survey.Students Analysis: This module is funny, the kids like to show their body.The problem is the three words’ pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids: Tape recorder
tapes
cards CD-ROM
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Sing a song.Step 2: Revision Review some words: Bus, doctor, dress, nurse, driver, coat A game: I do, you say.Read them fast.Review to say: “She’s / He’s ….” Review to say: “This is his / her….” Step 3: Presentation T shows a picture of a head.T asks: “What’s this?” Ss try to answer.(a head)
Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.” Step 3: Practice Read the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…” Step 5: Consolidation Get the Ss to say “This is my pencil./ …”
Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:
Module 4:
Unit 2
These are your legs.Period 1 Teaching Aims: Understand and try to say the sentence: “These are…” Review the words and learn a new body word: leg.3.Learn a song: Heads, shoulders.Importance and Difficulties: 1.The pronunciation of the sentence: “These are…” 2.The English song: Heads, shoulders.Students Analysis: “These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are +-s”, it will be a great help.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Greeting each other.Words game: Ask and answer.Review to say “This is his / her….” Step 2: Revision Review these body words in a game: ask and answer.Review to survey “This is my / your….” Step 3: Presentation T points to an eye and asks: What’s this? Ss: This is an eye.T points to the other eye and asks: What’s this? Ss: This is an eye.T asks: How many eyes do you have? Ss: Two eyes.T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.” Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.” Ss point to their legs and say “These are my legs.” Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.” Step 4: Practice A game: T point, Ss look and say: This is my head./ These are my eyes...T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these? A game: I show, you say.I say, you show.Step 5: Learn the song CD-ROM: Listen to the song
Module 5:
Unit 1
They’re cows.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3.Understand “What are they? They are …”
Importance and Difficulties: 1.Try to speak “What are they? They are…”
2.The pronunciation of the words: chicken and egg.Students Analysis: Animals always the children’s favorite, but today’s animals are not easy to catch.We can make the words into some chant, so that it will be easier to catch them.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Sing the song
T shows some stationery, Ss look and say “This is a pencil…./ These are erasers….” Step 3: Presentation Turn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:
A.Observe picture 2.B.Learn the new word “cow”.C.Get the Ss count “How many cows?”
D.Learn to say “They are cows.”
E.Say it group by group.F.T asks: What are they? Ss answer.G.Learn to say “What are they?”
H.Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A.Chant
B.Left and right Step 4: Practice Page 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:
Teaching Notes:
Module 5:
Unit 2
It’s thin.Period 1 Teaching Aims: Learn the new words.Understand the text.Importance and Difficulties: The new word “thin”.The meaning of the text
Students Analysis: The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting.Sing a song.Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice;Ss guess “What are they?” Step 3: Presentation Observe the wall chart of the text.Learn to say: mother pig, father pig … Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.17 Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: Practice Review the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda.It’s fat.This is a monkey.It’s thin.This is a baby pig.It’s little.This is a father pig.It’s big.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 1
These snacks are short.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion 3.Try to understand and learn “long, short, tall, and short”.Importance and Difficulties: Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis: The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Especially the pronunciation of “giraffe and elephant”.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”
Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)
(The chicken’s family)Step 3: Presentation Lingling and Amy went to the zoo today.Learn the word: zoo
Learn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snake Read the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.Game: Fast reaction Game: I say, you do./ I do, you say.Point and say: They’re snakes.…
Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: Ending Read all the words together.Sing to say goodbye.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 2
They’re little and cute.Period 1 Teaching Aims: Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties: 1.Try to introduce the lion’s family.2.The pronunciation of “isn’t”.Students Analysis: “Cute and scary” are adjective verbs.We can understand their meanings by our activities easily.The difficult point is their pronunciations.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo.They are watching the lions.Learn to express: baby lion Count: “How many baby lions?”
Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.” Read row by row.21 Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute.It’s scary.” Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: Practice Text: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:
Teaching Notes:
第三册Module7 Unit1 There is a cat in this tree.一、教材分析：
本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
二、学生分析：
四年级学生已经接触了一年的英语，大部分学生对英语仍有着浓厚的兴趣，为以后延续这个兴趣建立基础，所以就要让他们积极主动的参与到英语的学习中，通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦，有了成就感有了信心,就能够更好的展示自己.三、教学目标与要求
语言知识目标：全体学生会运用there is,horse.、语言技能目标：全体学生能认读there is,horse.全体学生能说There is a girl in this photo.She’s riding a horse.I can’t see her face.情感态度价值观：通过体验There is 的重音，初步感知中外文化异同。并调动学生积极参与各种课堂教学活动。
四、教学重点与难点
1、重点：初步熟悉句型：There is …
2、难点：课文中大量语句的阅读。
五、教学过程
I．Warm-up 利用课前1分钟，跟学生Free talk.能说出带ing的动词词组。“木头人”游戏用来复习现在进行时句型。选择一名同学躲在讲台桌后，让他做出五个词组的动作，然后，我说：“Freeze！”他就定格好某一个动作。全班同学齐问他：What are you doing？我则让同学们来猜
3.听音找词。通过这个环节，让学生自己来找出老师读到的单词或者词组。生词老师会用字母拼出来，让学生初步认识单词，只要求学生会跟读。词组是学过的，老师会直接读出来。让学生找出来，并做出相应动作。看谁速度快！II.Presentation 1.播放活动一的录音，让学生跟着节奏跟读。你能说出你听到的那些单词吗？ 2.播放活动二的视频，请学生认真看。试着理解课文内容。问学生What are Sam,Amy and Daming doing? 3.师说There are so many photos in ActivityTwo.Let’s see what are in these photos?请学生带着问题再次听录音，同时圈出There is…并试着找出问题的答案。4.播放视频，请学生模仿跟读。
III.Consolidation：
1.自己画一幅某人正在做某事的图片，用There is….和正在进行时进行描述。There is a boy in this photo.He’s swimming.2.Homework：
回家后找一些你家中比较有特点的照片，试着用There is…in this photo.He’s ….进行描述。下节课把那些照片带过来，跟大家分享一下吧！板书设计：
Module7 Unit1 There is a horse in this photo.reading a book
riding a bike
There is _________in this photo.swimming
It’s
playing football
He’s
______________.drinking milk
She’s
Module 8 Unit1 There’s a pair of shorts under that duck.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。家庭作业
听本单元录音，注意模仿语音语调。
Module 8 Unit2 There are two footballs under my desk.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。
Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___.Step 2 闯关游戏：
拯救美亚公主 Animals are our friends.(动物是我们的朋友)Love animals（爱护动物）Protect animals（保护动物）Are they long? Yes, they are.These snakes are short.These snakes are long.The giraffes are tall.I am short.The elephants are very big.Thank you!I’m Mei Ya(美亚公主).* Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?
Step3: watch and answer: listen the passage and number the pictures 听录音，给下面的课文图片排序号。
Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step 5:look and say: Lingling, there’s a basketball under my chair.Oh no!Sorry There are two footballs under my desk.Oh, there are two footballs under my desk.Lingling, there are five ping-pong balls here.Oh, it’s Daming.Ha ha….Let’s read passage and repeat.孩子们让我们来跟读吧！
Step6: Let’s read the passage one by one.孩子们，我们来玩排火车读课文嘞！show time Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step7: look and say: These ____are ___.pencils pencils short long These girls are tall.These girls are short.These pencils are short.These pencils are long.These trees are short.These trees are tall.The tigers are big.The cats are small.勇敢的小朋友们,我们美丽的可爱的美亚小公主正被恶毒的魔王困在阴森的城堡万神殿里,希望聪明,机智, 勇敢,有爱心的你帮帮她吧!时间紧迫，赶快行动吧!第一关 Ｈi，欢迎你来到我神秘的黄金宫殿，我是殿神－－阿比西，想营救公主，先要过我这一个关，想打败我们，那就看看你能不能采集到8朵血木菊。Who can read? 谁会读？ snake elephant giraffe tiger Who can read? 谁会读？ long tall small short 第二关 Ｈi，欢迎你来到我神秘的白金，我是殿神－－古拉齐，想营救公主，看看你的本领,能否说出每组不同类的单词．赢得3朵血木菊。elephant snake zoo long giraffe short they he she 第一关 第三关 Ｈi，欢迎你来到我神秘的紫铜宫，我是殿神－－克里司，想营救公主，还要过我这一个关，想打败我们，那就看看你能不能采到这7朵毒玫瑰。* 家庭作业
听本单元录音，注意模仿语音语调。
Module9:
Unit 1
I like football.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to use the sentence patterns “I like…” and “We like…”
Importance and Difficulties: Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.Students Analysis: I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.)In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Revision:
a.The words of animals.b.The sentence pattern: Let’s…
(Pay more attention on “Let’s sing.” And “Let’s dance.”)Step 2: Presentation T makes some gestures and say: “I like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…”(Sports)Learn to express “I like…”(Color)Express: I like…(animals)
Tell “I like…” to your classmates.T makes some gestures and say: “We like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…”(Sports)Learn to express “We like…”(Color)Express: We like…(animals)
Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: Practice Find “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like… Fast reaction.Game: Look T’s gestures and say the sentences Page 31: Activity three
(Look at the pictures and say sentences.)Blackboard-writing:
Teaching Notes:
Module9:
Unit 2
What’s your favorite sport? Period 1 Teaching Aims: 1.Learn to say “sport, colour, and animal.”
2.Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties: The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?
Students Analysis: After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Sing to greeting.Step 2: Revision 1.Review these sentence patterns: I like football.We like football.They like football.2.CAI: Show some pictures, Ss look and say.3.Page 31: Activity two: Reading.4.Game: Gestures and sentences.Step 3: Presentation Game: Guessing Review some colors.Learn to say the word: color Review some animals.Learn to say the word: animal Review some sports.30 Learn to say the word: sport Game: Who’s calling me?
Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct the pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:
Teaching Notes:
Module 10:
Unit 1
Let’s play football!Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to say the phrases: play football / basketball / ping-pong/ go swimming 3.Can say the right phrase according to the actions or pictures.Importance and Difficulties: The pronunciation of “ basketball”.Students Analysis: Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on.Except learn to say the sports name, I should also tell them: do more exercises after class!Have a good healthy is the most important thing in everyone’s life!
Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures: Step 1: Warming up Sing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: football Introduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voice Learn the new word “basketball” in the same way.Game: T points, Ss read.(group by group)Learn the new word “ping-pong” and “swimming” in the same way.32 Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.Learn the new word: play.Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do./ I do, you say.Page 27: activity 3
(Read the words)
(Look the picture and say the phrase.)Blackboardwriting:
Teaching Notes:
Module 10:
Unit 2
Let’s sing!Teaching Aims: Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties: The pronunciation of “tired.” Use “Let’s sing/ dance” freely.Students Analysis: We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes.And I also will let them know the differences of the word “dance”.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Step 2: Revision 1.Show them some animal cards and ask: “What are they?” “They’re…” 2.Show them the balls, ask: “What’s this? This is …” 3.Stick the pictures of balls on the blackboard.4.T points, Ss read the words group by group.5.T does the actions, Ss look and say the phrase group by group.6.Review to say the whole sentence “Let’s play….” 7.Open the books, read the text on page 26.8.Read the activity 2 on page 27.9.Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.10.Point and say: “Let’s play…./ Let’s go…” Step 3: Presentation 1.T: “Let’s play football.No, I’m hot.”
2.Review to say “No, I’m hot.” 3.Learn to say “No, I’m tired.” 4.Read row by row.5.T shows a picture and teaches the new word “sing.” 6.Get the Ss say: Let’s sing.7.Makes a gesture, and learn to say: “Let’s dance.”
8.Write the sentence on the blackboard: Let’s sing and dance.9.Read after T.Step 4: Practice 1.Turn to page 28, try to read the text.2.Read the text after T.3.Page 29: Chant.(Look and say.)
(Read and chant.)Blackboard-writing:
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