-
Lesson2. At the Sports Store
教学目标：
1.
1.
知
识目标：能四会单词
need,any,or
；理解
any
，
some
的用法
；能灵活使用句
子
We need some ping-
pong balls. Do you
，
two
yuan.
练习一下如何问多少钱
How much is
it? How much are they?
2.
布置商店的环境，让学生根据课文编短剧，三、四人一组。
3.
汇报演出。
（设计意图：
本课是对话形式的课文教学，
主要是环境的设置，
要让学生在实际
的生活环境中学习本文，
首先要解决课文中的重
难点，
也就是新单词和一些主要句式，
理清脉络。突破了重难点
，理清了脉络，学生在表演对话时就没有很大的困难了。
）
Class Clossing
Activity book
Homework
亲自到体育用品商店买一次东西并运用所学语言。
板书设计：
Lesson2. At
the Sports Store
We need some ping-
pong balls.
Do you
3. At
the Gym
教学目标：
1.
1
．<
/p>
知识目标：
能四会单词
light,
basketballping-pong
ball.
Can
you
teach
me?
S:Yes.
4
(
设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教
，激发
了学生的学习兴趣，增强了学生的自信心。
)
New Concepts
教师右手拿篮球并说
The basketball is
3. At the Gym
The
basketball is ---
these---
teach---
一．
填空：
1
．
I want to ____
basketball. Can you ____ me?
2. The
basketball is ____. The ping-pong ball is ____.
2.
I
’
m ____ing the
basketball. He
’
s ____ing the
basketball.
3.
I
’
m ____ting the
ping-pong ball.
课后反思：
Lesson4 Where did you go?
教学目标：知识目标：
, taught and
thought
story
3.a song
能力目标：
1. past tense
did you do?
did you
do
？
情感目标：
When you play things,
you must get good corporation
5
with your players.
教学重点、难点：
1.I am throwing the
basketball.
2. the blackboard and ask
for volunteers to match them correctly. As each
student makes a match, . Ask the
students to give you the future tense for
each
verb
and
write
them
under
your
“tomorrow”
column.
Then
write
“taught”
“thought” “bought” in a different order
t
han the other two columns, and
ask the students to guess spelling
“bought” “taught” “thought”
Use the student book
Pause
after
Number
1
in
the
student
book.
Review
the
story
so
far.
Today
Jenny
and
Li Ming went to the store buy some clothes for Li
Ming to the pictures
in the student
book. Who are they talking to?
Note the
word “player” in the lesson. A “players” plays
something, such
as a sport.
Practice
Play
“What’s
wrong?”
to
practice
the
new
past
tense
verbs,
and
other
tenses
and verbs.
Play “spelling Bee” to practice
spelling any vocabulary in this unit.
Tech “Oh, what did you do?” in Number 3
of the student book.
Use the
activity book
Number
2
in
the
activity
book
is
a
listening
exercise. The
students listen to each sentence on the audiotape
and change
it into the
past
—tense. Here’s
and lost
能力目标：
1.
Demonstrate
“
win
”
and
“
lose
”
after
the game
is
done
a game of
“
spelling
Bee
”
6
情感目标：
When you get lose, you
don
’
t lose your and again.
You will win at last.
教学重点、难点：
1. words about the
game
and lose
教具、学具：
A big picture of this
lesson and a tape
教学过程：
Class opening and review
Play “Charades” to review occupations
the students mastered in Levels 1,
2
and
7:
teacher,
clerk,
cashier,
waitress
and
bus
driver.
After
the
students
Level 1,
b
ut they ’t seen them for a long time.
Whisper the translation
for these
occupations to the students acting them out, and ,
for example,
draw blanks on the
blackboard and slowly write in the letters as you
sound
out more and more of each
occupation.
Introduce
Demonstrate “player” “team” “game” with
six volunteers and a game of
“spelling
bee”
divide
the
volunteers
into
two
teams
of
three.
Give
player
a sheet of coloured
paper to ” and “lose” after the game is done.
Point
to the teams and as you say “You
winlose”
Use the student
book
Pause after Number 1 in the
student book.
Review the story so far.
Li Ming and Jenny learning about sports. Look at
the pictures in the student book. What
are they doing now?
Note
some
of
the
idiom
in
this
lesson:
Bob
plays
bask
etball
“for
fun”
Jenny
and Li
Ming “jump up and down” Li Ming asks Jenny “What’s
the score?”
What do the students think
these phrases mean?
7
Practice
Divide
the
class
into
small
groups.
In
each
group.
Some
students
pretend
that
they want to learn a
game that the other students know a game that you
play
in class.
Do the
activity book
Class closing
板书：
Lesson5 A
basketball game
player team game
win lost
习题：
?
用
win
和
l
ost
练习说话。
?
连线：
player
队
team
游戏
game
运动员
课后反思：
Lesson 6 Who won?
教学目标：
1
、正确理解、区分
win
—
won, lose
—
lost
2
、练习并准确应答
What did
you do
？
8
教学重、难点：
1
、学会探究学习时态的方法，理解过
去时与现在时的不同用法；
2
、能够理解和运用
What did you do?
教具、学具：磁带、单词卡片。
教学过程：
一、
探究性学习准备
（
1
）
师生问候打招呼，并进行口语对话。
（
2
）
用
What
’
s
wrong?
游戏来复习已学过动词的过去时、现在时和将来时结构。
< br>
（设计思路：以学生喜爱的游戏方式进行复习，使这课一开始大家就有个好兴致
。
）
二、
探究性学习的展开
Teaching key concepts
教师开门见山询问：
What
did
you
do
yesterday?
学生回答完毕，
紧追问
What
did
Jenny and Li Ming do
this evening?
让学生回忆上节课学习的内容并谈论一下比赛
实况。
让学生听录音，回答问题。
探究问题一
1.
Did
Bob
’
s team play a game?
2.
Who won?
3.
Who lost?
4.
What snacks
did they buy?
学生小组合作，根据教师提供的录音内容，回答问题。
探究问题二
认真听录音，复述
Bob
’
s basketball
game
小
结
：
通
过
提
示
词
Yesterday
—
Bob
’
s
team
played
—
good
game--played
—
los
t
—
yelled--
bought
帮助学生复述故事。
最后，请学生小组内进行比赛，巩固记忆动词的过去式。
9
三、探究练习训练
利用动词卡片向学生展示
yesterdaytodaytomorrow<
/p>
不同时间的区别，
对
What
did you do? What are you doing? What
are you going to
do?
三组句子进行词汇
替换。
小组内就关于从某地回到家中，
向父母讲述去过哪里、
做过什么等内容组织对话。
四、探究学习补充
活动手册有时间在课上做，没时间可说明要求，作为家庭作业。
（设计思路：
活动手册是很重要的一个内容，
< br>可利用它检查学生对所学知识的掌握情
况）
板书设计：
Yes
terday
—
Bob
’
s
team
played
—
good
game--played
—
los
t
—
yelled--bought
习题
一、
仿照例句写句子
Eg.
Yesterday we worked. Today we work. Tomorrow we
are going
to work.
1
、
Yesterday we______. Today we win.
Tomorrow we are going
to________.
2
、
Yesterday
we
_________.
Today
we
__________.
Tomorrow
we
are
going to buy something.
3
、
Yesterday
we
lost.
Today
we________.
Tomorrow
we
_______________.
二、
找出下列答句所对应的问句
1. (
) I am playing basketball.
2. ( ) I
am going to jump.
10
3. (
) I bought runners.
4. ( ) I walk to
school.
A. What did you do yesterday?
B. What are you going to do tomorrow?
C. What are you doing now?
D. What do you do from Monday to
Friday
？
课后反思：
Lesson7: Are you ready for a quiz ?
一、教学目标
1
、知识目标
带领学生复习本单元的重点内容：
①重点词汇：
any, ,
lose
②重点句型：
—
What did you do?
—
IWe ____.
③过去时的应用。
2
、能力目标
要求学生能够灵活运用所学知识谈论与运动相关的话题。
3
、情感目标
11
使学生明白体育运动的好处和重要性，鼓励学生积极参加
体育运动。
二、教学重点、难点：
1
、教学重点
英语故事
2
、教学难点
any, , lose
—
What did you do?
—
IWe ____.
过去时的应用。
三、教具准备：磁带、英语故事书
四、教学过程
一、
Class opening
and review
Play a game “What’s
missing?”
（规则：把词汇卡片竖放在教室前面，告
诉学生看
1
分钟的卡片后闭上眼睛
,<
/p>
然后教
师移开一张卡片。
让学生睁开眼睛
，
设法指出教师移走了哪张卡片。
提问每个学生让
其说出移走的卡片的名称，
直到猜对正确答案为止。
让学生重新看到那张移走的卡片，
并把它放回原处。
那名猜对正
确答案的学生可以在移走另一张卡片，
让大家接着猜。
）
1.
讨论
lesson 7:
的这几幅图
片。
（这几幅图片和问题都是本单元的重点
知识，让学生讨论根
据图片来描述不仅锻炼了孩子的口语表达能力，同
时也复习了前面的知识。
）
2.
听课文录音。
因为听力对于学生来说
也很重要，
安排这样一个练习，
不仅强化了学生的知
识，同时听力也得到了锻炼。
二、
1
、
New concept1.
利用《活动手册》
、
《故事书》和录音带带领学生复习。
讨论故事
a
、
oes
anyone know any characters in this
story
？
12
b
、
Does anyone
rember what the Diffos like to do
？
c
、
What does
David do differently in this story
？
d
、
Is basketball
.
在讨论的时候也把这个故事分成三个部分来进行）
2
、
听录音
1
）
2
）
3
、
先整体听一边。
在分成三部分来听。
练习
第一部分练习
填空。
One day ,
Dvied Difo was () with the wind .
第二部分练习
判断
1.
They donot need eggs .
2.
Jff taught
Dvied to play egg ping-pong .
Can David
7Homework
：
《
Activi
ty Book
》
五、板书设计
Lesson
7
：
Are you ready for a quiz ?
anyone know any characters in this
story
？
anyone
rember what the Diffos like to
do
？
does David
do differently in this story
？
六、练习题
（一）选择题：
1 What
sport do you like best ? I like to
best .
a , play the badminton b ,
play badminton
c, play the guitar
d, play the ping-pong
2 would like to
learn to play ping-pong ?
13
a ,yes ,I do b, no , I donot
c ,yes , I would . d , yes , I can
3. Jenny and Li Ming________ something
at the store yesterday morning.
A.
bought B. thought C. buy
（二）写出相对应的过去式：
play , please.
一、教学目标：
1.
知识目标
①重点词汇：
any, ,
lose
②重点句型：
—
What did you do?
—
IWe ____.
③过去时的应用。
2.
能力目标
要求学生能够灵活运用所学知识谈论与运动相关的话题。
3.
情感态度，
价值观：
< br>使学生明白体育运动的好处和重要性，
鼓励学生积极参加
体育运动。
运用游戏激发学生学习英语的兴趣，
小组、
同桌合作学习，
形成师生互动、
生生互动培养学
生合作精神，
并对其他学生所说的话给予适当的回应，
让每个孩
子感
知英语的特有的魅力，通过努力，体验成功！
二、教学重、难点：
any, ,
lose
—
What did you do?
—
IWe ____.
过去时的应用。
14
三、教具准备
课件、六年级配套光盘、单词卡
四、教学过程：
Step1
Warming-up and revision
1
．学生互相问候，建立氛围。
2
．利用节奏轻快的
Chant
复习几类
sports
，为下面的授课营造良好的气氛。
3.
展示课件大标题，让同学们谈论“
Your
favourite sport.
”
找几名自告奋勇的学生谈论。
4.<
/p>
看幻灯片中的表格，小组合作完成。
在
这一环节中，
学生间介绍自己通过调查得出的结果，
把单词揉合
于句型中，
进
行语言交流，使整个教学源于生活，又用于生活，
让学生学得有趣，学得有用，体验
成功。
Step2 Practise
a game
“
What
’
s
missing?
”
（规则：把词汇
卡片竖放在教室前面，告诉学生看
1
分钟的卡片后闭上眼睛
,
然后教
师移开一张卡片。
让学生睁开眼睛，
设法指出教师移走了哪张卡片。
提问
每个学生让
其说出移走的卡片的名称，
直到猜对正确答案为止。
让学生重新看到那张移走的卡片，
并把它放回原处。
那名猜对正确答案的学生可以在移走另一张卡片，
让大家接着猜。
）
ce
规则：教
师出示几个一般现在时的句子，学生把它们变成一般过去时。
Step3 Class closing
Let’s
chant.
15
五、板书：
Lesson8:Again , Please!
sport
六、练习题
快乐过去式你来填
buy
__________teach _________ think ___________ win
__________
lose ___________ play
___________ watch ___________
写反义词。
win
________ lost ___________ light ___________
catch _________
选择填空。
( )1. Ping-pong is my favourite
sport. I like ping-pong________.
A.
better B. best C. good
(
)2. This ball is_______, I can throw it easily.
A. light B. C. at
( )7. Do you B. on
C. at
( )9. Danny thought B.
could C. can’t
(
)10. What snacks did you buy? I bought
a_________ and pop.
B. the
park.(
变一般将来时
)
4
。
What is Jenny
doing now?(
用打篮球回答
)
七、课后反思：
16
Lesson 9 Always eat breakfast!
一、教学目标：
（一）知识：
1.
巩固内容：
always,
sometimes, usually,
never
等表示频度的词汇。
2.
掌握四会词汇和句型：
①
do you ____?
—
____ times a ____.
（二）能力：
学生能用所学词汇句型说出有关健康的句子。
（三）情感：
帮助学生明白早餐的重
要性，培养学生关注健康、关心他人的品质。
二、教学重点、难点：
重点：四会词汇和句型
难点：—
How often do you ____?
—
____ times a
____.
句型的理解和运用。
三、教具、学具：
图片、录音机、
四、教学过程：
Class
Opening and Review
Greeting.
Play a game: Never, Never
Key Concepts
17
①
do you ____?
—
____ times a ____.
Introduce
Use puppets
to
role-play
“’
t
feel
sick.
I
feel
’
t.)
This
chair
is
too
the blackboard. Ask the students try to
translate them.
Drill
Ask
the students to say who is strong what to do.
First, always eat
breakfast. Because
it
’
s good for you! Do you
always eat breakfast? Let
’
s
look. Here is a chart. This is a week.
There are seven days in a week. What
are they? (Say Monday,
Tuesday
??
)
T:
When did you eat breakfast last week?
Sunday
Student
1
Student
2
??
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Introduce How often did you eat
breakfast last week? Once Twice Three
times
?? a
week.
Student book and audiotape
Play the audiotape and answer the
questions:
How often did Danny Kim Li
Ming eat breakfast last week?
Practice
T:
We
can
say
other
things.
For
example:
How
often
do
you
play
ping-pong?
Ask the students to say some sentences.
18
Ask the students to make
up appropriate sentences about and make up a
chart.
Ask the students to
introduce their charts.
Activity
book.
Class closing.
五、
板书设计
Lesson 9: Always eat breakfast!
图片
Strong and do
you
____?
—
____
times a ____.
(Once
a week; Twice a week.)
六、练习：
(
一
)
填空：
1. I always eat breakfast. I am ______
and _______ .
2. Liu Hong never eats
breakfast. She is _______ and ______ .
(
二
)
写句子：
Write three sentences with How often
________ ?
七、课后反思：
19
Lesson 10 Always Brush
Your Teeth !
一、
教学目标
A.
知识目标
1
．
Review and use the keywords : before
and after .
Students can read ,listen ,
say and write the vocabulary: teeth ,brush your
teeth
,face
,wash
your
face
,
comb(
your do
you ____? What
do
you
do
___?
设计意图：
在游戏中复习已经学过的单词，
避免枯
燥乏味的单纯记忆，
让学生自己主
动的记忆。
< br>
a song :In the Bathroom .(Review
the names about body )
(
二
)New concepts
Step 1: Introduce :
Show the
cards to remember
“
teeth ,
face
”
T: Do
actions to introduce
“
brush
your teeth
”
and
“
comb your brush my
teeth .
Then , I wash my
face .
T: What do you do ? What are
you doing ?
Step 2 : Play a game :
Guess
Review the phrases such as
“
eat breakfast , get up ,
wash
?
you say some
sentences with these two words ?
Practice in groups . Show
设
计意图：
通过小组中的互相练说，
克服学生一个人怕说错的思想
，
在集思广义中说
出自己能想到的句子，
同时不限定于一个句型，
培养学生的发散思维。
在小组练习中
，
提高了学生发言的积极性，
说的机会也增多了，
加上教师或基础好的学生的及时指导，
学生的表达能力也会有所提高。
Play the audiotape and read
the dialogue , check up understanding .
20
Show the exercises :
Listen and order
( ) Jenny wakes up .
( ) Jenny brushes .Answer the
questions .
Exercise
写出下列单词的反义词
1
、
weak----
2. sick--- 3. this--- 4. that---
--- --- --- 8.
before---
回答问题
1
．
How often do you go to school ?
2
．
How often do you wash your face ?
3
、
What do you do before you eat breakfast ?
4
、
What do you do after you eat supper ?
写出下列短语
1
．洗脸
2
、刷牙
3
、梳头
4
、吃早饭
课后反思：
Lesson 11
：
This Is
Good for You
一、
1
、
教学目标：
知识技能：
（
1
）
学生能够听、
说、
读、
写单词：
b
one
s
,
muscle
s
,skin
并
能用英语进行表达。
（
2
）
学生能复习掌握并实际做对话：
What`s
your
favourite
fruit
？
My
21
favourite fruit is
。
（
3
）
学生能够联系旧知结合新知掌握课文中的重点单词和句子。
2
、
过程与
方法：通过师生、生生间的问答练习、游戏等活动，使学生在轻
松、活跃的课堂中获得知
识。
3
、
情感态度：通过学习本单元的前三篇课文，学生知道什么是对身体健康
< br>有好处的，培养学生养成良好的卫生习惯。
二、
教学重点：
（
1
）学生能掌握四会单词：
bone
s
, muscle
s
,skin
。
（
2
）
并且能够运用句型
What`s your
favourite fruit
？
My
favourite
fruit is
。
做对话。
三、
教学难点：
学生能够理解运用身体健康的句子。
四、
教具准备：
实物水果、食物卡片、<
/p>
CAI
课件等。
五、教学过程：
教
学
设
计
<
/p>
（
1
）
Clas
s Opening and Review
a
．
Greeting :
Good morning ,everyone !
??
.
用
游戏作为教学开头，活跃
课堂气氛。复习了以前学过
的单词，为
后半部分教学做
设
计
意
图
b
．
Review words
：
apple , banana , grapes ,
好铺垫。
orange ,
melon , strawberry with real objects
用<
/p>
CAI
课件上的图片和身体
and
make
dialogue
:
What`s
your
favourite
的肢体去表达骨骼、肌肉、
22
fruit
？
My
favourite fruit is
。
c . game : do
the activity
皮肤等单词的含义。
使教学内容更简单、
更直观，
eg.
Wash face ,wash with some pictures on the
学生更容易理解和接受。活
computer .Ask
the Ss to pay more attention to
跃了学生的脑思
维，将身体
“
s
”
. Lead the Ss to read these new words
部位和英语单词有机结合起
several times .
来，
学生学起来比较感兴趣。
b . Introduce the sentences of part 1
on the
听音做事是英语课堂教学中
computer
too. Play the audiotape part 1 as the
一种很有效的途径，也是练
Ss
follow.
Then
ask
the
Ss
to
discribe
the
习听力的一种有效的方法，
pictures .
做到了听和写的结合。
c .
Practice : listen to the radio and fill in
利用游戏使学生认识到什么
the blank :
食物是对身体有好处的，什
★
These
are .
For
strong ,
you
么食物是对身体有害的。给
need to eat
foods that are good for you
。
学生创造一个快乐的学习环
★
This is a .For strong ,
境。
you need
exercise .
小组合作并讨论，在复习旧
★
This
is
.Healthy
is
知的基础上总结巩固新知。
clean .
d
．
game : Show some pictures
of food and let
the Ss to divide them :
which one is good for
you or bad for
you .And this food good for you
is good
food .
just like : fish ,fruit ,meat
??
e
.Discussion
:
Ask
Ss
to
make
a
discuss
of
what
good for your show the
sentence :A .
23
Blackboard
design
：
Lesson
11
：
This Is Good for You
bone
s
muscle
s
skin
What`s your favourite
fruit
？
My
favourite fruit is
。
Exercise
：
1
．写出下列短语：
洗脸
刷牙
梳头
吃早饭
2
．写单词：
These are
.
（骨头）
This is
.
（皮肤）
This is a
.For strong , you
need exercise
.
（肌肉）
A healthy
body has healthy
and
.
3 .
回答问题：
What`s your favourite
fruit
？
课后反思：
Lesson12: Eat Your Vegetables!
24
Teaching
content
Grade
Teaching
40 minutes
time
1.
使学生能听、说、读和写词汇：
cabbage,
onions, month
。
Teaching
2.
使学生能够描述自己日常的饮食。
objectives
3.
能完成有关饮食的调查表。
1
、使学生能听、
说、读和写词汇：
cabbage,
Teaching focal
onions, month
。
Teaching
material
Teaching
analyses
difficulty
points
Teaching
tape recorder and
tape, vegetables, CAI.
aids
Warming-up and revision:
一、
Greeting.
二、利用词
汇卡片复习：
beverage
、
me
at
、
fruit
。
< br>
Teaching
New concepts:
steps
一、
< br>学习
cabbage
、
peas
、
onions.
1
、
利用谜
语学习
peas
。
They are small.
They are
green.
25
Student book 8
Unit2 Lesson12: Eat Your Vegetables!
Grade Six
points
2
、使学生能够描述自己日常的饮食。
1
、能完成有关饮食的调查表。
2
、
能
够
在
日
常
生
活
中
，
恰
< br>当
的
使
用
How
often
?
?
句型。
They
live
in
the the
box. Let student
touch
and
guess.
What
is it?
⑵
The
students talk about the cabbage. For example: What
colour is it? Heave or light? Do you
like cabbage?
⑶
Put the
onion in the box. Let student touch and guess.
What is it?
⑷
The students talk about the onion.
二、练习对话。
1
、
T
：
How often do
you eat peas?
S: Once a week.
T: How often do you eat cabbage?
S:
?
2
、
3
、
小组练习对话。
听录音并完成下表。
（不看书）
How often does Danny eat
donuts?
cabbage?
peas?
onions?
4
、
订正上表，并让学生描述内容。
day
week
month
year
三、
小组练习，用调查表的形式调查一位同学的饮食习惯。
a)
小组调查并填表。
b)
展示各组表格。
26
c)
描述并评论同学饮食是否健康。
四、
出示健康饮食表。
a)
出示一张小学生健康饮食表。
b)
谈论饮食表。
c)
对照饮食表说说自己饮食有哪些不好的习惯？
五、
Homework
。
制作一张适合自己的健康饮食表。
六、
Class closing.
板书：
Lesson 12 :
Eat Your Vegetables !
How often does
Danny eat
donuts?
cabbage?
peas?
onions?
Exercises :
一、
Choose the right answers
to the questions .
1.
What colour is cabbage ?
( )
2.
When do
you wake up everyday ? ( )
3.
Do you like
peas ? ( )
4.
How often does
Danny eat donuts ? ( )
5.
What do you do
before supper ? ( )
A.
I wake up at
7:00 in the morning .
B.
Danny eats donuts about twice a day .
27
day
week
month
year
C.
It’s green .
I
often do my the correct order .
1. do
, , you , onions
_________________________________
2. like , would , some , you , cabbage
_________________________________
1.
eat , I ,
month , a , about , peas , twice
课后反思：
Lesson 13
：
Exercise
教学目标：
1
、
Students
can
read
，
< br>write
，
say
and
aurally
understand
the
vocabulary
：
minutes
，
是难点。
教具、学具：
一个带有分针的钟表、录音机、课文录音带。
教学过程：
一、
Class Opening and
Review
：
1
、
Play
“
What
Time
Is
It
”
to
review Says
”
to
review
actions
and phrases such
as
：
ride a bike, walk, run,
jump,play
ping-
pong
等。
28
二、
Key Concepts
：
1
、
Intro
duce
：
(1)
Demonstrate
“
minute,
a
whisper
)
to
perform
an
action(use the actions recommended for
“
Simon
Says
”
above.)
Ask
the
class
to
guess
what
ask
all
the
volunteers to perform
their actions at the same time and
lead
a dialogue
：
T:
Look!
They
are
exercising!(Point
to
each
volunteer) Riding
a
bike
is
exercise. Playing ping-pong is g is exercise.
What
else
is
exercise?(Point
to
the
next
volunteer.) __ing
is
...
C:
?
exercise.
T: Right! (Point to the final volunteer.) And
__ing is
?
C:
?
exercise.
T: Very good!
2
、
Use the Student
Book and Audiotape:
(1)
《教科书》第一部分
T
：
Exercise an dose
Danny
exercise? How
many
minutes dose Danny walk
to school?
听课文录音小组讨论后得出结论：
Danny needs
to get more exercise.
采取多种方式操练：同桌对话、小记<
/p>
者采访的形式询问同学们的锻炼情况，在活动中复习并巩固句式的运用，深
刻领悟锻炼的重要性。
3
、
Practice:
Teach
“
Everyone,
Everyone,
Reach
up
High
”
in
Number
3
of
the student book.
(1)
Play
the
audiotape,
the
students
follow
words
and
pictures
in
their
books.
(2) Teach line by
line, students to repeat.
(3)
Finally
play
the
audiotape
again,
students
chant
along
and
do
the
29
actions.
(4)
各组选派一名台前表演。
三、
Class Closing:
Homework:(1)
画
出
一
些动
作
或
尽
量
用
动
作表
演出
来
来
练
说
:___ing
is
exercise.
(2)
课余将所学
chant
带动作表演给家人或朋友。
(3) Make a chart :
了解身边人的锻炼情况。
板书
：
Lesson 13 Exercise
Sixty
minutes make an the blanks.
1
、
_____ 14 Work Hard
教学设计
教学目标：
1.
< br>知识方面：能听、说、读、写和正确运用
high
、
low
和
homework
等单词。
2.
能力方面：能
够在日常生活中灵活运用所学的词汇和句型。
How
often do you ?
_______
times a .
How many minutes do you _____ ____?
About ____ minutes.
3.
情感态度，价值观：通过分组练习、游戏培养学生合作互助精神
、通过本课主题
培养学生健康的生活观念。
教学重难点：
1.
使学生听写词汇
do
you ___ ___?
About ____minutes.
教学过程：
Step1
Warming-up and revision
一、
Greeting.
30
二、
Chant.
（内容）
Everyone
，
everyone.
reach up
)____.
来概括。然后学生来教室前表演。
2.
（一）
、教师鼓舞学生说：
Let's work 14 Work Hard
How
often do you ___ ___? : 15 Are You Ready
For a Quiz ?
一、教学目标
1.
使学生能够理解并运用本单元所学的词汇及句子。
2
．理解故事内容，完成活动手册。
3
．运用所学内容在实际情境中进行会话练习
< br>
二、教学重、难点
1.
教学重点：掌握本单元的词汇，理解故事内容。
2.
教学难点：
用“
How often do you
____?
___times
a_____.
进行情境会话练习。
三、教具准备
Tape
recorder and tape pictures CAI
四、教学过程
一、
Greeting
[
教师用
Hello ,How do you feel
now ? Are you the story?
Read the
story
Play the audiotape ,then check up
the understanding .
Discuss the story
Do you like this story? Why or why not?
[
利用小问题引起学生对故事的兴趣；在阅读故事中，尽量发挥
学生的作用，让学生
说一说他们读懂了什么，
必要时教师给予帮
助。
让学生体验自己会读、
会理解故事的
过程。
]
31
Use the
activity book
[
最后，利用活动手册来检验学
生对故事的理解情况。
]
四、
Class closing
板书设计
Lesson 15:
Are You Ready For a Quiz ?
strong strong strong and weak
3. Is this : 15 Are You
Ready For a Quiz ?
一、教学目标
1.
使学生能够理解并运用本单元所学的词汇及句子。
2
．理解故事内容，完成活动手册。
3
．运用所学内容在实际情境中进行会话练习
< br>
二、教学重、难点
3.
教学重点：掌握本单元的词汇，理解故事内容。
4.
教学难点：
用“
How often do you
____?
___times
a_____.
进行情境会话练习。
三、教具准备
Tape
recorder and tape pictures CAI
四、教学过程
一、
Greeting
[
教师用
Hello ,How do you feel
now ? Are you the story?
Read the
story
Play the audiotape ,then check up
the understanding .
Discuss the story
32
Do you like this story?
Why or why not?
[
利用小问题引起学生对故
事的兴趣；在阅读故事中，尽量发挥学生的作用，让学生
说一说他们读懂了什么，
必要时教师给予帮助。
让学生体验自己会读、
会理解故事的
过程。
]
Use
the activity book
[
最后，利用活动手册
来检验学生对故事的理解情况。
]
四、
Class closing
板书设计
Lesson 15:
Are You Ready For a Quiz ?
strong strong strong and weak
3. Is this 17 Summer is
coming!
Teaching
objectives
：
4.
使学生能听、说、读和写词汇：
leaves ,grass
,flowers ,sandals
5.
使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。
Teaching focal
points
：
使学生能听、说、读和写词汇：
leaves ,grass
,flowers ,sandals
Teaching difficulty
points
：
使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。
Teaching aims
：
tape recorder and tape, CAI
Teaching steps
：
一
.
师生互动
1.
游戏：
Simon
Says.
复习动作短语：
swim,
skip,
play
sports
,
fly
a
kite,
33
look at
flowers
2.
绘画：复习
tree , leaves ,
flowers, grass, clouds.
（先让学生画
4
棵树，然后分别在不同的树上画上四季的特征，
即新叶，黄叶，
白雪等，完成后让学生在树旁写上四季的名称。
）
3.
看图说话（引导学生自学第一部分内容）
二
.
自由对
话：
What's your favourite season?
引导学生用
My
favourite season is ...
或
I
like ....best.
回答。在多次
练习的基础上，<
/p>
拓展对话内容，谈谈喜欢这个季节的理由。
（引导学生用上课文中
的句子：
I
like to ,I like
flowers.....
）
三、自学课文
1.
提出问题：
What's Jenny and Li
Ming's favourite season? Why ?
2.
学生自学，小组合作，找出答案。
3.
小组赛读（分层次竞赛，小组内分工读单词或句子，并进
行相应的加分）
Blackboard show:
Lesson 17 Summer is coming!
leaves grass flowers
sandals
Exercises:
一
补全单词：
l_ _ves
gr_ss fl_ _ers s_nd_ls
二
根据句意补全句子：
1 In
summer , I like ____swim.
2 Sometimes
,I play sports ____ my friends.
3 I
like ___look____the flowers.
4 I lie
___the grass and look at the clouds.
课后反思：
34
Lesson 18 Let's Go Swimming!
Teaching
objectives
：
1.
使学生能听、说、读和写词汇：
swim ,swimsuit
,swimming pool
2.
教育学生要养成热爱运动的好习惯
3.
学生会用英语表达有关游泳的一些简单常识
Teaching focal
points
：
使学生能听、说、读和写词汇：
swim ,swimsuit
,swimming pool
Teaching difficulty
points
：
学生会用英语表达有关游泳的一些简单常识
Teaching aims
：
tape recorder and tape, CAI
Teaching steps
：
<
/p>
一
.
游戏“你做我猜”复习
swim ,duck ,fish ,river ,sandals ,lake
等在课堂中
将要用到的单词。
二
.
播放课件，学习第一部分
1
，提出问题：
What's
Jenny doing?
引导学生回答：
She's
swimming.
T: Can you swim?
s: I can swim .I can't swim.
T:(show cards) Can chicken swim?
What else can swim?
35
2,
学习
swimsuit
a,
猜卡片游戏复习衣物类单词。引出
swimsuit.
b,
提问：
What do
you wear to swim?
What else ?
3,
学习
swimming
pool
Do
you
want
to
swim?
OK,
let's
go
to
the
swimming
pool?
引出
swimming
pool.
Do you know ,
where is the swimming pool?
引导学生回答哪些地方有游泳
池。
引导学生运用句型：
Let's go to the
swimming pool to
swim
！邀请好朋友去
游泳
Where else can you
swim?
化用句型：
Let's go to the
lakeriver to swim.
三、学习短文
提出问题：
Do
you
like
swimming?
Does
Danny
like
to
swim?
Can
Danny
swim?
小组合作学习课文。
分层选择学习：
A.
能流利朗读课文
B.
能流利朗读文中对话
C
。能读出大部分单词
回答问题：
Jenny swim?
does Danny wear to swim?
does Jenny wear to swim?
Danny swim? Why?
Blackboard show:
Lesson 18 Let's Go Swimming!
Swim swimsuit swimming pool
36
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