最新译林英语六年级下册全册教案
余年寄山水
744次浏览
2021年01月29日 18:17
最佳经验
本文由作者推荐
新年晚会主持词-我家的小狗作文
Unit1
The lion and the mouse
教
学
共几课时
5
课
执
Story time
新授
内
容
型
教
第几课时
1
1.
能理解并会朗读故事。
学
习
2.
能初步听懂、会读单词
large< br>、
strong
、
woke
、
weak
、
n et
、
bit
、
sharp
、
sadly
、
hole
目
标
3.
进一步巩固
there be
一般过去时，并注意不规则动词过去式的写法和读音。
4.
通过学习本课的故事，让学生懂得人与人之间应该互相帮助。
1.
能理解并会朗读故事。
2.
能初步听懂、
会读单词< br>large
、
strong
、
woke
、
weak< br>、
net
、
bit
、
sharp
、
sadl y
、
教学重点
hole
3.
进一步巩固
there
be
一般过去时，并注意不规则动词过去式的写法和读
教
学
音。
重
难
1.
能理解并会朗读故事。
点
2.
能初步听懂 、
会读单词
large
、
strong
、
woke
、
weak
、
net
、
bit
、
sharp
、
sadly
、
教学难点
hole
3.
进一步巩固
there
be
一般过去时，并注意不规则动词过去式的写法和读
音。
1.
学生已有的学习经验：
学生已经接触过过去式
2.
学生可能遇到的问题：
教
学
不规则动词过去式的写法和读音。
资
源
3.
教学策略：
A.
加强单词的朗读指导。
B.
通过观看光盘，创设情境，组织游戏等活动帮助学生建构知识
C.
让学生在主动探究、合作学习的过程中，内化知识，提升能力。
4.
教学准备：
PPT
，卡片
预
习
作
业
U1Story
time
，试着朗读课文，大致理解课文意思。
学
程
预
设
导
航
策
略
调整反思
Step 1:Learning aims
（
2
分钟）
1.
能理解并会朗读故事。
教师呈现本课的学习目标，让
2.
能初步听懂、会读单词
large
、
strong
、
学生明确努力的方向。
woke
、
weak
、
net
、
bit
、
sharp
、
sadly
、
hole
3.
进一步巩固
there
be一般过去时，并
以游戏复习，进一步巩固一般
注意不规则动词过去式的写法和读音。
过去式，也
4.
通过学习本课的故事，让学生懂得人
与人之间应该互相帮助。
为学习本课动词词组做准备，
Step 2: Pre- reading(8
分钟
)
游戏比机械
1.
复习一些过去式的动词
看谁能又快又准地说出下列动词的过
性操练更有趣。
1
去式。
2.
学习新的动词过去式
woke
、
said
、
bie
、
指导朗读学生找出来的这几个
Step 3: While- reading
（
15
分钟）
句子
1.
用中文说说这个故事的大意
2
．
Read and order
学生初读课文，完成书后的练习
初次朗读故事后，学生模仿狮
3.
Ask and answer
子和老鼠的语音语调，进行角
Who woke the lion up?
色扮演朗读，增加朗读的乐趣
Did the lion eat the mouse?
How did the men catch the lion?
激发学生朗读寓言的兴趣，同
How did the mouse help the lion?
时促进学生朗读能力和
语感
What
did
the
lion
and
the
mouse
的培养。
become?
and read
巡视指导
in groups
Step 4: Post- reading
（
8
分钟）
1
Act it out
引导学生对
寓言的
进
一步思
根据课 文图片和板书试着复述课文。
考，让学生发现寓言的深层含
Step 5:Checkout.
（
6
分钟）
义，得出寓言的主旨。
1. what do you
learn from this story.
教师评价
2.
笔头练习
Step 6: Homework.
（
1
分钟）
1.
听磁带，有感情地模仿熟读课文并尝
明确作业要求。
试背诵。
2.
和同学脱稿表演
教学反思：
Unit1
The lion and the mouse
教
学
Fun & Grammer time&
共几课时
5
课
执
新授
内
容
Cultuere time
型
教
第几课时
2
1.
能根据提示复述课文
学
习
2.
能理解形容词和副词的区别
目
标
3.
能扩充故事，并进行表演
4.
能对中外寓言故事有所了解。
1.
能根据提示复述课文
2.
能理解形容词和副词的区别
教学重点
教
学
3.
能扩充故事，并进行表演
重
难
4.
能对中外寓言故事有所了解。
点
1.
能理解形容词和副词的区别
教学难点
2.
能扩充故事，并进行表演
2
教
学
资
源
1.
学生已有的学习经验：
对副词的学习在五年级的时候有所接触了
2.
学生可能遇到的问题：
对形容词和副词的区别有所混淆
3.
教学策略：
A.
通过游戏、看卡通片等活动帮助学生一步建构知识
B.
让学生在主动探究、合作学习的过程中，内化知识，提升能力。
C.
对学生的学习成果进行及时的评价和肯定。
4.
教学准备：
PPT
预
习
说说自己读过的故事
作
业
对故事经行扩充
学
程
预
设
导
航
策
略
调整反思
Step 1:Learning aims
（
2
分钟）
11.
能根据提示复述课文
课前出示学习目标，让学
2.
能理解形容词和副词的区别
生了解本堂课的要求。
3.
能扩充故事，并进行表演
4.
能对中外寓言故事有所了解。
PPT
出示本课学习目标
Step 2: Revision
（
7
分钟）
1. Review words, sentences in the story.
复习
story
部分，引导学
2. Students dub.
生扩充故事
Step 3:Presentation
（
20
分钟）
Fun time
根据提示，帮助学生扩充
a.
学生扩充故事并读一读
对话，及时的纠正错误
b.
小组表演故事
Grammer time
1.
复习五年级学过的复习
出示学过的形容词，让学
games
生说出复习
学生快速说出形容词及副词
3.
组词比赛
说说副词的规律
ask sadly
laugh loudly……
提醒学生注意发音。
Culture time
学习
this is Aesop‟s Fables.
You can find many animal stories in it.
反馈评讲
This is a Chinese idiom book.
Step 4:
Practice
（
10
分钟）
Can
you find something in
1.
说说自己读过的寓言故事，并说说其中的道
common? Discuss in pairs.
理
2.
完成笔头连写
Step 5: Homework (1
分钟
)
These
stories
are
all
about
1.
巩固背诵单词拼写。
animals!
2.
表演故事。
3
明确作业要求。
教学反思
:
Unit1
The lion and the mouse
教
学
sound time &
共几课时
5
课
执
新授
内
容
Cartoon time
型
教
第几课时
3
学
习
1
初步了解特殊疑问句的降调。
目
标
2
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。
3
通过本课学习，学生能够了解中西方寓言的相同之处。
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演。
教
学
教学重点
重
难
点
教
学
资
源
教学难点
Aesop‟s Fables
和
idiom
单词的读音。
1.
学生已有的学习经验：
已经学过部分单词，以及前两个课时的学习。
2.
学生可能遇到的问题：
学生演故事，试试给出不同的回答和结尾，有一定困难。
3.
教学策略：
通过观看卡通片以及学生自读课文回答问题等活动帮助学生掌握知识。
4.
教学准备：
PPT
，单词卡片
预
习
作
业
听
U1 Cartoon time &sound time
录音，并试着跟读。
学
程
预
设
Step 1: Learning aims
（
2
分钟）
1
初步了解特殊疑问句的降调。
2
能正确地理解并朗读对话内容，
在教
师的引导和帮助下尝试表演对话。
3
通过本课学习，
学生能够了解中西方
寓言的相同之处。
Step 2: Revision
（
4
分钟）
1. Review the story
One
day,
a
______
mouse
woke
up
the
______
lion.
The
lion
caught
the
mouse
and wanted to eat him. However, the lion
_____ the mouse go.
The
next
day,
the
lion
was
_______
by
men. The mouse made
a hole
and saved
the lion.
From
_____
on,
the
lion
and
the
mouse
became friends.
导
航
策
略
调整反思
PPT
出示本课学习目标
Now we know that the lion and
the mouse became friends right?
Do
you
remember
our
mouse
friend Bobby?
Do
you
like
stories?
I
have
a
picture book for you today. But,
after
enjoying,
you
have
to
complete ‟s look at
the
screen.
4
Step 3:Presentation & practice
（
15
分钟）
1.
看动画，完成练习
Sam
can‟t
reach
the
ball
and
(
) 1. Sam is good at table tennis.
why? Just like that I can‟t reach
(
) 2. Bobby hits the ball hard.
the ball in the bottle. Why?
(
) 3. Sam
and Bobby find a hole in
the
playground.
(
)
4.
Sam
can
reach
the
ball
in
the
指导学生朗读
hole.
2.
在阅读中解决部分生词
3.
自己读，回答问题
a.
What
do
Billy
and
Willy
do
near
the
table?
b. What is Sam‟s idea?
特殊疑问句的音调往下
after the computer.
5. Let‟s act.
Step 4: Production
（
8
分钟）
反馈评讲
Sound time
1. Have a talk
Talk about the picture of sound time
2. Listen and repeat
明确作业要求。
Read after the computer
Step 5: Checkout.
（
10
分钟）
笔头练习
Step 6: Homework
（
1
分钟）
1.
朗读
cartoon time
。
2.
抄写四会单词。
3.
练习。
教学反思：
Unit1
The lion and the mouse
教
学
共几课时
5
课
执
Ticking time &
复习
新授
内
容
型
教
第几课时
4
能复述和进一步理解
The lion and the mouse
的故事和其中的寓意。
学
习
能正确使用动词和副词的搭配用法。
目
标
能掌握动词的过去式用法，并用其正确形式填空，完成邮件。
能正确运用特殊疑问句来提问，并掌握其语音语调。
5
教
学
教学重点
重
难
教学难点
点
能正确使用动词和副词的搭配用法。
能掌握动词的过去式用法，并用其正确形式填空，完成邮件。
1.
学生已有的学习经验：学生已掌握了本课的单词和句子。
教
学
2.
学生已有的生活经验：表演对话时可能会不流利
资
源
3.
学生学习本课内容时可能出现的错误：表演对话时可能会不流利
4.
教学策略：注意让学生进行回忆、比较，让学生找差别，进行牢固记忆。
5.
教学准备：
PPT
预
习
作
业
复习前面的内容
学
程
预
设
Step 1: Learning aims
（
2
分钟）
1.
能复述和进一步理解
The lion and the
mouse
的故事和其中的寓意。
2.
能正确使用动词和副词的搭配用法。
3.
能掌握动词的过去式用法，并用其正
确形式填空，完成邮件。
能正确运用特殊疑问句来提问，
并掌握
其语音语调
Step 2: Presentation
（
10
分钟）
1. Free talk.
师生交流
2. Review story time
Step 3: Practice& Production
（
15
分钟）
Ticking time
1.
说说
Wh
开头的疑问词
2.
读故事提出问题
3.
看图提出问题，组内回答问题
and write
完成
E-mial
the E-mail
Step 4:Checkout.
（
12
分钟）
学生完成习题。
1
Listen and circle.
2
Listen and tick.
3
look and say.
导
航
策
略
调整反思
PPT
出示本课学习目标
复习总结本单元知识点
if
we
want
to
know
a
story
or
a
thing, what can we ask? You can
also say the wh-words.
出示部分图片，
指导学生看图提
出问题
.
教师组织学生进行朗读和背诵
比赛。
指导学生按照不同的等级标准
对自己的学习情况进行评价
教师巡视指导
反馈学生完成情况
明确作业要求
6
Step 5: Homework.
（
1
分钟）
写一写你上周末做了什么事情
（不少
于
6
句话）
。
教学反思：
Unit1
The lion and the mouse
教
学
共几课时
5
课
讲评
内
容
型
第几课时
5
1.
能综合运用本单元所学单词和句型
学
习
2.
能熟练掌握本单元四会内容
目
标
3.
完成本单元书面练习，查漏补缺
复习
讲评
执
教
4.
锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教
学
教学重点
重
难
教学难点
点
复习本单元词汇与句型
熟练运用本单元所学内容
教
学
1.
学生已有的学习经验：学生有了前面的基础，对所学有了较好的认识。
资
源
2.
学生已有的生活经验：平时也在不断的复现，对学生来说只是系统化
3.
学生学习本课内容时可能出现的错误：对名词复数的正确使用
预
习
作
业
单元综合练习
学
程
预
设
导
航
策
略
调整反思
7
Step1. Learning aims( 2
分钟
)
1.
能综合运用本单元所学单词和句型
2.
能熟练掌握本单元四会内容
3.
完成本单元书面练习，查漏补缺
4.
锻炼自主学习的能力，能 和同伴共同
完成学习任务，
敢于用英语进行交流和
表达。
Step2. Presentation
（
5
分钟）
1
．小组比赛，拼写四会单词。
2.
重点句型问答
3.
综合练习总体情况分析
Step3. Practice & Production
（
22
分钟）
1
．小组内讨论解决听力中的难点
2.
各小组展示问题
3.
在教师的指导下讨论并解决
4.
校对所有笔试练习
5.
学生订正练习
6.
总结归纳笔试中的语言点
Step4. Checkout
（
10
分钟）
1.
听力和笔试中的重难点及学生易错
的题目
2.
练习
3.
评价订正
Step5. Homework
（
1
分钟）
1.
复习
U1
词汇和句型
2.
整理、复习错题
教学反思：
PPT
出示本课学习目标
教师指名。
教师点评。
补充部分重点、难点（学生没有
提到的）
针对学生答题情况，
做相应板书
并评讲
教师巡视指导
归纳总结
教师巡视指导
点评
明确作业要求
Unit2 Good habits
Teaching content
本单元的话题是生活习惯和学习习惯。本单元在语法方面 延续了第一单元的副词话题，呈现
了副词
well,early,late,last
以及频率副词
never
的用法。
本单元再现了一般现在时的第三人称单
数形 式。在此可以复习一般现在时的语法知识，也可以结合现在进行时和过去时，设计综合
8
性的操练活动，以加强学生的理解和运用能力。
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1
．能听懂、会说、会读课文
Good habits
2
．
能听懂、会说、会读常用语及句型
He/She gets up / goes to school in the morning.
He/She never goes to bed late.
3
．
能听懂、会说、会读、会写词汇
put…in order, bad ,sleepy, last night, go into, slowly, badly
4.
能听懂、会说、会读词汇
child, habit, never, late, finish, tidy, fast
5.
能听懂、会唱歌曲
This is the way
6.
能听懂会说且准确发音字母
or
在单词中的读音。
Teaching important points
1.
能听懂、
会说、
会读常用语及句型
He/She gets up / goes to school in the morning. He/She never
goes to bed late.
2.
能听懂、会说、会读、会写词汇
put…in order, bad ,sleepy, last night, go into, slowly, badly
3.
能听懂、会说、会读词汇
child, habit, never, late, finish, tidy, fast
4.
能听懂、会唱歌曲
This is the way
5.
能听懂会说且准确发音字母
or
在单词中的读音
Teaching difficult points
1.
能听懂、
会说、
会读常用语及句型
He/She gets up / goes to school in the morning. He/She never
goes to bed late.
2.
能听懂、会说、会读、会写词汇
put…in order, bad ,sleepy, last night, go into, slowly, badly
3.
能听懂、会说、会读词汇
child, habit, never, late, finish, tidy, fast
Periods
五课时
Story time
第
1
课时
Grammar time and Fun time
第
2
课时
Sound time and Cartoon time
第
3
课时
Song time, Check time and Ticking time
第
4
课时
Review and do some exercises of Unit 2
第
5
课时
第
1
课时
Teaching content
Story time.
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1.
能正确理解、朗读课文并可以根据提示复述课文内容。
2.
能听懂、会读、会说单词
: tidy, messy, habits, in order, finish always sleepy bedtime.
3.
能尝试根据所学短语和句型来描述自己的习惯。
9
4.
能初步根据提示写出好的习惯。
5.
能分清好坏习惯，并知道以好的习惯来要求自己，让自己拥有更多好的习惯。
Focus of the lesson and predicted area of difficulty
1.
能正确理解、朗读课文并可以根据提示复述课文内容。
2.
能听懂、会读、会说单词
: tidy, messy, habits, in order, finish always sleepy bedtime.
3.
能尝试根据所学短语和句型来描述自己的习惯。
Teaching aids
头饰，板书制作，
PPT
Teaching procedures
Step1 Warming-up
T: Let‟s look what do we learn today. Show the learning aims.
T: Do you want to know me well?
Listen to my chant carefully.(
初步感知新的短语词汇。
)
Step2 Presentation
1.
T: You know in my chant, I say, I get up early, never go to bed late. Think about: never go to
bed late, means A or B?
（
show the pictures
）
Read the new word
并板书。
T: Do you get up early and go to bed early? I think we should go to bed early.
T: And I often put my things in order. I want to know do you often put your things in order.
S: Yes, I do. /No, I don‟t.
T: Good .Because I often put my things in order, so I can keep my room clean and tidy.
Teach: clean and tidy = not messy.
2. Look at the four sentences. What ar
e they about? They are about my habits. So today we‟ll learn
a new lesson good habits.(
揭示并带读课题
)
出示图片录音引导学生问答。
3. T: You know a lot about my habits. Look, here comes Liu Tao and Wang Bing. What habits do
they have? (
请学生讨论
)
T: First let‟s read the choices together.
S:……
T: Now, let‟s listen to the tape and try to find the answer.
Listen and answer:
4. T: You did a very job. But I think there are more habits in the story. Please read the test again and
try to find them out.
5. T: Good. They have a lot of habits here. But what are the good habits? And what are the bad
habits?
S: Talk about in groups. Then say the answer.
6. Reading time.
T: Let‟s read the test please. Look at the signs here.
（
注意读音的降调符号，
提示学生在肯定句
和感叹句要用降调来读）
7. Listen to the tape, read it one by one.
8. Read it together.
9. Retell the story
Step3 Consolidation
1. Think and talk
T: Hello, class. We know Liu Tao has three good habits, and two bad habits. He wants to do better.
Can you help him to change the bad habits?
10
(
小组讨论然后介绍你知道的好的习惯
)
2. Try to write.
T: You say a lot of things about good habits. Now let‟s make a video to let all of us have more good
habits.
Step 4 Homework
1. Review story time and retell the story.
2. Make a poster
（海报）
of the good habits.
3. Copy some important phrases and sentences
Blackboard design
Unit 2 Good habits
Wang Bing:
Liu Tao:
get up early, never…
listen to the teachers…
brush teeth…
keep the room …
put things
in order
do homework late…
finish the homework…
feel sleepy…
Teaching reflection
第二单元第
2
课时
Teaching content
Fun time and Grammar time
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1.
能够在句子中正确应用程度副词修饰动词。
2.
能够应用本课所学的句型
“Do you ...”/”Yes, I do./No, I don‟t.”
进行问答。
3.
培养学生养成良好的学习习惯和生活习惯。
Focus of the lesson and predicted area of difficulty
1.
能够在句子中正确应用程度副词修饰动词。
2.
能够应用本课所学的句型
“Do you ...”/”Yes, I do./No, I don‟t.”
进行问答。
Teaching aids
挂图，卡片，录音机
Teaching procedures
Step 1 Free talk
11
T: Do you get up early in the morning?
S: ...
T: That‟s a good/bad habit!
T: I have some habits too, Can you ask me?(
出示动作图片
)
S: Do you have your meals in the morning?
T: Yes, I do. I always...
S: Do you read books?
T: Yes, I do. I usually....
S: Do you clean the room
T: Yes, I do. I sometimes...
T: I have some good habits but I have bad habits too. Look at my panda eyes, I always go to bed
late at night, it is a bad habit, you should go to bed early.
Step 2 Presentation
T: As a good students, we should have good habits, let‟s make a good habits proposal step by step.
1. Step 1 is how to ask others.
You know my habits, how about you? Let‟s play a game. Who want to be my partner?
Fun time----(1) T: Pick one....
(2)S: pick one...
pair work
T: Now, it‟s your turn, pick
one picture from the envelope and practice in pairs!
Magic box----
T: Good job, boys and girls, you can ask other about their habits. Let‟s have a rest.
2. Step 1 is how to make.
First, Pick 4 different color papers from the box.
Second, discuss in groups and make them into a sentence, then stick it to the long paper.
Third, read in group and show us in your own way.
评价：
it‟s interesting/funny...
Here
are
some
sentences
for
you,
can
you
read
them?
Look,
these
words
are
subjects/adverb
of
frequency/verb/adverbial modifier. Do you understand?
Step 3 Consolidation
1. Do a survey
T
：
Great, let‟s move to step 3 do a survey. First, let‟s make a survey form.
Here is an example, fill one word into the blank and make it a good habit.
S
：
early.
T: Can you read it
S: Go to bed early at night.
T
：
here is another form, can you fill this line with your group member
Let‟s check together.
The first one is early, please read it.
The first one is well, please read it
The first one is early, please read it
They are all good habits. Now, let‟s do a survey.
Do you go to school early in the morning?(
随机问一名学生
)
S: Yes, I do. (
将该学生姓名填入表格
)
Do a survey in your groups with this form.
提示句型：
Do you ... ?
Yes, I do./no, I don‟t.
T: Ok, times up, I am going to be the first one.(
教师示范
)....
It‟s time for you, who want to tell us about your group members
12
S: ...
2. Make a good habits proposal
T: Let‟s make
a good habits proposal according to your group survey.
Here is my good habit proposal. Work in group to finish your good habits proposal. Here are some
tips for you.
评价：
If everyone in your group says one sentence, you will get 3 stars.
If all the members in your group say together, you will get 2 stars.
If only group leader say, you will get 1 star.
Step 4 Homework
1. Think of some more good habits and share with your classmates.
2.
Put up your good habit proposal in the classroom or at home.
3. Review the two parts and then copy the sentences in Grammar time.
Blackboard design
Unit 2 Good Habits
A: Do you...?
B: Yes, I do. / No, I don‟t.
always
usually
often
sometime
never
Teaching reflection
第二单元第
3
课时
13
Teaching content
Sound time and Cartoon time
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1.
能理解并体会字母组合
or
在单词中的发音，并适当扩展不同的发音。
2.
能理解
Cartoon time
的内容并动手实践
3.
能意识到
good habits
的重要性并付诸于实际生活
Focus of the lesson and predicted area of difficulty
1.
能锻炼运用英语及与他人合作的能力。
2.
能意识到
good habits
的重要性并付诸于实际生活。
Teaching aids
卡片，电脑，练习纸
Teaching procedures
Step 1 Preparation
1
．
Greeting and make a self- introduction
Show a picture of me and let Ss ask me questions about my English name, hobby, best friend, and
favorite color.
2
．
Tina‟s e
My best friend Tina invited me and other friends to her house.
We should bring some presents. Encourage the Ss to get my apples and flowers for Tina.
Step 2 Presentation
1. Sound time
Challenge1: Reading.
Rule: You can get my flowers by reading the words correctly and well.
Let‟s enjoy a rhyme about my favorite animal —
horses.
Let‟s read some words in the rhyme and think the pronunciation of “or”.
Make a conclusion:
or /
ɔ
:/
Let‟s read the rhyme and words in four. (Flowers)
14
Challenge2: Picking apples.
Rule: You can get my apples by knowing the different pronunciations of “or”.
Find and discuss in 4.
摘下
or
字母组合发
/
ɔ
:/
的苹果。
c
o
Apples: forty, morning, or, corn, pork, north
，
work, world, actor,
doctor.
Make a conclusion: “or” can not only be pronounced /
ɔ
:/, it can also be pronounced /
ə
/ and /
ə
:/.
2. Cartoon time
We got some apples and flowers for Tina, so let‟s go into Tina‟s house.
Miss Rabbit
and Mr. Duck come to Tina‟s house, too. They are talking. Let‟s listen.
Q: How many rooms do they talk about? What are they?
S1: Three. They are a living room, Tina‟s bedroom and Bobby‟s bedroom.
Let‟s go into Tina‟s house and look at the rooms. Read and u
nderline in 2.
Room
How is it?
A
living
room
big and clean
Tina‟s bedroom
small but nice
Bobby‟s bedroom
messy and dirty
3. Listen and repeat.
Step 3 Consolidation
1. Look and talk
Bobby‟s bedroom is messy and dirty. (
出示图片
) Let‟s help him and give him some suggestions.
We can say: We should…
Make a conclusion: We should put our things in order and keep good habits.
2. Write a diary.
Tip: Write down three suggestions.
15
Thursday, Dec.11th
Today we took some _____ and _
_____to Tina‟s _____. Firstly, we ____
____ the living room.
It‟s ____and _____. Then we went into____ bedroom. It‟s _____ but ____. At last we went into
_______ _______. It‟s _____ and ____. There were a lot of _____ and ____ on the floor. Tina was
very _____ because Bobby had ____ habits. She told Bobby that he should ____ everything ___
____. I thought he should ____________ , _____________, and _______________.
Step 4 Homework
Read sound time and the story three times.
2. Tell the story to your parents.
Blackboard design
Unit 2 Good habits
sport
horse
for
short
or
/
ɔ
:/
We should put our things in order.
Teaching reflection
第二单元第
4
课时
Checkout time, ticking time and song time
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1. I know some good habits and bad habits.
16
2. I can use “ early”, “ late”, etc.
。
Focus of the lesson and predicted area of difficulty
1. I can use “early”, “late”, etc.
Teaching aids
多媒体课件，单词图片
Teaching procedures
Step1 Warming- up
1. Greetings
Firstly, let‟s do some exercise together. Music! Let‟s go.
Hello, boys and girls. Just now, we did some exercise. Doing exercise is a good habit.
2. Show the learning aims
Step2 Revision
T: Firstly, we are going to talk about good habits and bad habits of Wang Bing and Liu Tao.
(
教师在黑板上板书
)If
you
can‟t
remember,
you
can
find
some
clues
from
these
pictures.
Now,
please work in four.
Step3 Presentation and practice
1. We have known Liu Tao and Wang Bing‟s good habits and bad habits very well. What about Su
Hai and Su Yang‟s habits? Please turn to P25.
Let‟s listen carefully and choose the
right answer.
Listen and choose.
They have some good habits, but they have some bad habits too. Can you give some advice on these
bad habits?
Ticking time
Let‟s come to Ticking time. Wh
o can read them?
T: Now please do ticking time by yourself.
T: You‟ve done a good job. Now we can talk about good habits and
bad habits. Can you use “early”, “late”, etc? Let‟s check.
Now, please turn to p24. Look at the pictures carefully and circle the right answer.
4. Please use the verbs and adverbs to make a sentence. Now work in four and try to make as many
sentences as possible.
Step4 Homework
1. Give more advice on bad habits
2. Write about good habits and bad habits
Blackboard design
Unit 2 Good habits
Wang Bing(
头饰
)
good habits
bad habits
Liu Tao(
头饰
)
gets up early does his homework late
never goes to bed late does not go to bed early
He finishes his homework
before dinner feels sleepy
Teaching reflection
17
第二单元第
5
课时
Teaching content
Review and do some exercises of Unit 2
Teaching aims and learning objectives
By the end of the lesson, students will be able to
1.
复习本单元的相关词汇和句型
2.
完成相关练习
Focus of the lesson and predicted area of difficulty
能正确完成《补充习题》上面的练习。
Teaching aids
练习纸
Teaching procedures
Step 1 Revision
1. Free talk
What habits does Wang Bing have? What habits does Liu Tao have?
As a good student, what habits should we have?
2. Have a dictation
1) have many good habits
2) never go to bed late
3) before bedtime 4) put his things in order
5) finish his homework before dinner
6) keep his room clean and tidy
7) do his homework late at night
8) feel sleepy 9) show you around our house
Step 2 Do some exercise
A.
用所给词的适当形式填空
father has many good _________(
习惯
).
2. Rubbish makes the streets _________(
乱七八糟
).
3. I‟m not _________(
困的
). I can read books.
4. She always puts her things in o_________.
5. He gets up early and n_________ goes to bed late.
6. Your cousin usually _______(finish) his homework before dinner.
B
．根据中文提示，完成句子
1.
他在街上走得快。
He _________ _________ in the street.
2.
我的妈妈从不迟睡。
My mother _________ _________ to bed late.
3.
那个孩子每天早上都觉得困。
The child __________ _________ every morning.
4.
他的妹妹周末总是早早地完成家庭作业。
His sister always _________ ________ homework early at weekends.
Step 3. Homework
18
1. Review this unit
2. Copy and recite the phrases and sentences underlined in this unit
Blackboard design
Unit
2
课
Unit3
A
healthy
课
时
安
单元总（
5
）课时
Good
设计者
题
diet
排
第（
1
）课时
habits
教
学
方
gets
up
情境教学法
执教时间
法
early
教
does his
材
homew
及
ork late
学
never
情
goes
to
分
bed
late
析
does
教
1
能听说读写词汇：
a lot of,
some,
a little,
a few , healthy , diet, vegetable.
not
go
学
2
理解课文内容，知道
Mike
和
Yang Ling
的日常饮食习惯是否健康。
to
bed
early
He
finishes
his
homew
ork
before
dinner
feels
sleepy
Teaching reflection
19
目
3
知道健康的饮食金字塔，反思自己的日常饮食习惯是否健康，
树立合理饮食，
标
健康生活的概念。
教
学
内
Unit 3 A healthy diet (story time& fun time)
容
教
学
重
1.
掌握本课词汇，能正确运用。
点
2.
理解课文内容，树立正确的饮食观。
难点
课
前
准
教师
备
学生
教学过程
教学随笔
课始五分钟：
Step1. Warm- up
Free Talk
T: There are many foods. What food do you like?
S1: I like…
T: Do you eat … everyday?
S1: Yes/No.
T: Do you usually have … for breakfast/ lunch/ dinner? S2: Yes/No.
T: Anything else?
S2: I usually have some/ a
lot of… for breakfast/ lunch/ dinner.
T:
I think
you have a healthy diet. /
I think
you should have a healthy
diet.
揭题
T: I know your diet. Look! This is mine.
T: For breakfast,
I usually have a lot of noodles, some milk and a few
cakes.(
出示
a few)
T: For lunch and dinner, I have a lot of rice, some fruit, some vegetables,
some meat and a few sweets. Sometimes a little ice cream.
(
出示
a little/ vegetable/ meat)
T: And I usually have a lot of water but a little coffee.
T: This is my diet. A lot of…, some…, a few…, a little….
What‟s the difference of „a little‟ and „a few‟?(
让学生注意观察，
发现区
别，能够举例
)
Play a game
让学生能够进一步掌握
a little
和
a few
的区别
5.T
：
This
is
a
healthy
diet.
Compare
to
this
picture,
do
you
have
a
healthy diet? Do I have a healthy diet?
Step2. Presentation and practice
Listen and number
T: How about Mike and Yang Ling?
What
do
they
like
eating?
What
do
they
eat
or
drink
for
meals?
First,
let‟s listen and number.
Check the answer.
Read and judge
20
T: Well done, boys and girls! We‟ve known something about their
diets.
This time let‟s make a judgment together.
Let the Ss read the sentences.
Write down the true answer if the sentence is wrong.
Check the answers.
Read and write
T: Good job! Next, let‟s read the text carefully and then fill in the blanks.
Check the answer.
Let‟s talk
T:
These
are
their
diets.
What
do
you
think
of
Mike
and
Yang
Ling‟s
diets?
(healthy/ unhealthy)
Q:Can
you
give
Mike some suggestions? You should…
Step3. Consolidation
Let‟s read.
Let‟s retell.
Do a survey and then report.
T: A healthy diet can make a happy life and a bright future.
板
书
设
计
and repeat story time three times.
作
to retell story time.
业
自主补充：
设
计
教学后记
(
可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面
写出自己的真切感悟
)
21
课
Unit3
A
healthy
课
时
安
单元总（
5
）课时
设计者
题
diet
排
第（
2
）课时
教
学
方
趣味教学法
执教时间
法
教
材
及
学
情
分
析
教
1.
在游戏、
Chant
活动中理解掌握
a lot of, some, a few, a little
的用法。
学
2.
能在运用过程中自主归纳、总结语法规则。
目
3.
了解字母组合
ou
的发音
标
4.
能理解
Cartoon time
的内容并初步尝试表演。
教
学
内
Grammar time, sound time, cartoon time
容
教
学
重
1.
学生能够熟练运用
a lot of, some, a few, a little
来介绍自己的饮食习惯。
点
2.
在运用过程中自主归纳、总结语法规则。
难点
课
前
准
教师
备
学生
教学过程
教学随笔
课始五分钟：
Role play. (story time)
Step1. Warming up.
talk.
T: Do you like nice food?
What‟s your favourite food?
What‟s your favourite drink?
S: I like…
Step 2. Revision
1.
L
et‟s judge.
(
以
“Yeah,
Yeah,
Yeah!
No!
No!
No!”
的游戏形式，先听，然后判断
Mike
的饮食。
)
T: Does Mike have a healthy diet? Why?
22
Give some suggestions to him.
2.
Let‟s do.
T: What about Yang Ling‟s diet?
(
完成首字母填空
)
Does she have a healthy diet? Why?
3.
Let‟s chant.
Mike eats a lot of rice.
Yang Ling eats a lot of noodles.
Mike eats some fish.
Yang Ling eats some vegetables.
Mike eats a few eggs.
Yang Ling eats a little sweet food.
4.
Let‟s find.
让学生自主发现、归纳
a lot of
、
some
、
a few
、
a little
的用法。
正确区分可数名词和不可数名词。
Mary is Mike and Yang Ling ‟s friend. They come to see her. They want
to know Mary‟s diet. Can you ask Mary for them?
What do you have for breakfast?
What about lunch and dinner?
Let‟s retell. Mary has some noodles for breakfast. She has a lot of
rice,
some meat and some vegetables for lunch and dinner.
Step 3 Sound time
are smart! Let‟s guess.
Q1
：
Who‟s the woman in Mary‟s house?
She‟s Mary‟s mother, Mrs Li.
Q2
：
What is she going to do?
Maybe she‟s going to cook some water for the childre
n.
Q3
：
But is she happy now?
Q4:What does she say?
Mrs Li shouts,”Get out! Get out!”
Q5
：
Why does she shout that ? There is a little mouse in her house.
‟s read together. Look at the red word, what can you find?
Ou pronounces /au/
‟s watch and
learn. Follow it.
Mrs Li shouts at the mouse. Let‟s help her : Hit
the mouse.
Mrs Li doesn‟t like the mouse. So she asks her cats to catch it . Guess,
Who are they?
But Mrs Li can‟t find them. Where do they go?
Step 4 Cartoon time
1 Watch and answer
Where do they go ?
Why do they go ?
What do they buy ?
How much do they buy?
Can Sam have too much cola?
They buy so many things, is Sam happy at last?
and imitate.
play
‟s retell .
23
There
is
not
much
food
in
Sam‟s
______.
He
goes
to
the__________with
his
mother.
First,
he
_____
some
cola,
but
his
mother
lets
him
____a
small
bottle,
and
he
shouldn‟t
drink
______
______ cola. Next, he _______ a big fish. Then, Sam ____
the big bag
of rice. Finally, they go home , but the fish is ________, Sam wants to
_____
____ ____. But when they walk onto the bridge, the fish _____
into the river.
Step 5 Consolidation
Think and talk
Give me some suggestion.
You can …
You should …
You shouldn‟t …
Eat … every day.
Drink …every day.
板
书
设
计
1
、
Make a healthy eating table for your family.
作
2
、
Read the cartoon.
业
自主补充：
设
计
教学后记
(
可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面
写出自己的真切感悟
)
24
课
Unit3
A
healthy
课
时
安
单元总（
5
）课时
设计者
题
diet
排
第（
3
）课时
教
学
方
情境教学法
执教时间
法
教
材
及
学
情
分
析
know something about the differences between Chinese and western food culture
能熟练运用所学知识介绍自己的饮食和健康的饮食。
教
复习并熟练运用
Is/
Are
there…?
的句型，并能在这一句型中再一次准确运用
a
学
lot of, some, a little, a few
。
目
能在笔头中准确使用
there be…
的结构。
标
能对本单元的学习情况做出客观、公证的自评和互评。
教
学
内
Culture time, checkout time, ticking time
容
1.
复习并熟练运用
Is/
Are
there…?
的句 型，并能在这一句型中再一次准
教
学
重
确运用
a lot of, some ,a little, a few
。
点
2.
能在笔头中准确使用
there be…
的结构。
难点
课
前
准
教师
备
学生
教学过程
教学随笔
课始五分钟：
Role play (cartoon time)
Step1. Warming up.
T
：
Do you remember Mike and Yang Ling‟s diets?
Q1: What does Mike have for breakfast/ lunch and dinner?
Q2: What does Yang Ling have for breakfast/ lunch and dinner?
T: Mike has some bread and milk for breakfast. Yang Ling has a lot of
noodles for breakfast. Maybe this is the difference between Chinese and
western food culture.
Step2. Presentation.
e time
Watch the introduction of the differences between Chinese and western
food culture.
25
2. What about breakfast?
(Ss read Culture time in the books and try to answer.)
Present Bill‟s diet (unhealthy
)
T:
Look,
here
are
Bill
and
Wang
Bing.
What
are
their
diets?
Are
they
healthy?
a passage about Bill‟s diet
it freely
and answer
T: Is Bill‟s diet healthy? Why?
S: …
T: Can you give some advice to him?
S: To keep healthy, you should eat
/drink a lot of/ some/ a few/ a little…
You shouldn‟t eat/drink too much/ too many…
T: We hope John can change his diet.
Present Wang Bing‟s diet ( healthy)
to a passage about Wang Bing‟s diet
（听两遍）
Q: What‟s Wang Bing‟s diet?
and write down some important information
For breakfast, Wang Bing usually has_______, ________ and________ .
For lunch, he eats _______, _______ and________ .
For dinner, he has _______, _______ and________ .
and answer
T: What do you think of his diet? Why?
S: …
ut time
—
Ask and answer
T:
Today
Wang
Bing
and
his
family
buy
some
food
and
drinks
in
the
supermarket. What do they buy? Can you guess?
students guess: Is/Are there …?
(
学生用
there be
…
结构的一般疑问句来猜，
并要求他们用上
a lot of/
some/ a few/ a little)
the things they buy
T:Wang Bing‟s family buy lots of food and drinks. Let‟s have a look.
（出示食物，最后将这些食物组成一个金字塔）
be the food pyramid in pairs
Checkout time
—
Look and write
1
、出示空白饼图，教师示范贴图
T:
We have a lot of food. Let‟s put them on the right places. I put them
here,
because
carrots
are
good
for
our
body,
we
should
eat
a
lot
of
carrots every day.
2
、同桌合作贴图（同时指名一组同桌上黑板贴图）
S1: Where can you put it/them?
S2: I can put it/them here. Because…
about the picture
something about the picture
the answer
Design a healthy diet
26
T: You know a lot about a healthy diet. At the beginning of the lesson,
we
found
Bill‟s
diet
was
unhealthy.
Can
you
design
a
healthy
diet
for
him?
a mode
l: show the teacher‟s diet
it by yourself
the design
Mike‟s diet
be it to us
Step 7
Ticking time
T: Look at this picture. How many starts can you get?
板
书
设
计
Homework:
作
1
、
将为
Bill
设计的健康饮食写成一篇小短文。
业
2
、
根据
Ticking time
中的要求自主复习。
设
自主补充：
计
教学后记
(
可针对教学实际，对教学中的某个环节、某个问题、教案的使用等方面写出自己的真切感悟
)
Unit 4 Road safety
单元教材分析：
1
本单 元围绕
行路安全
这一话题，
呈现了若干行路规则和安全知识，
旨在引导学生树立正确
过马路的安全意识。
这一话题与学生的生活密切相关，
教师在 教学过程中可以联系生活实际，
鼓励学生认识更多的交通标识，掌握安全知识，做遵守交通规则的社会公 民。
2
本单元的目标语法是情态动词
must
和其否定形式< br>mustn‟t
的用法，另外，本单元还再现了
情态动词
can
和否定 形式
can‟t
的用法。教师可以结合五年级下册
Unit
4(Seeing the doctor)
中
的
should
以及六年级上册
Unit 5 ,Unit 6,Unit 7
的相关句型，综合操练情态动词，帮助学生更
好地区分它们的词 义和用法。关于规则和规定的表达法，教师可以和学生在复习三年级下册
Unit 2(Inn the library)
中祈使句句型
Don‟t…
3
教师可以在课前 收集一些遵守交通规则和违反交通规则的图片或视频，在课上与学生分享
讨论，让学生从中意识到不遵守 交通规则带来的严重后果，适时的引导学生树立安全行路的
意识。
教学目标：
1.
能听懂、
会说、
会读
safety, cross, safely, zebra crossing, pavement, look out for, easily, rule, stay.
2
．能听懂、会说、会读和会拼写
road, must , safe, follow, light
；
句型和日常用语
You
must…
You must not…
3.
能了解句子的重读，并能在平时的朗读中形成习惯。
4.
了解中西方两种通行制度。
27
5.
了解字母
y
在单词中的读音。
6.
能正确理解、朗读
story time
和
cartoon time
，了解一些行路安全的规则和安全知识。
教学重难点：
1
能正确理解、掌握对话内容，并能朗读、初步表演对话。
2
能正确使用情态动词
must
和
mustn‟t
的用法；
must
和
can
的区别。
课时安排：
5
课时
教学内容：
Story time
课时安排：第一课时
教学目标：
1.
能正确的听、说、读单词：
a pavement, a road, a zebra crossing, green man, red man, traffic
lights
2.
初步感知运用日常交际用语
You must
mustn‟t… you can
can‟t…
3.
初步掌握文中出现的交通规则：
You must first look for a zebra crossing and then look at the
traffic lights. We must first look left, t
hen right and then look left again. We mustn‟t run and play on
the road. etc
3.
理解，掌握课文内容，用正确的语音语调朗读课文。
教学重、难点：
1.
能正确的听、说、读单词：
a pavement, a road, a zebra crossing, green man, red man, traffic
lights
2.
正确运用日常交际用语
You must
mustn‟t… you can
can‟t…
3.
能借助提示，完整的复述本课内容。
4.
通过本课时的学习，让学生能够理 解一些常见的交通规则，并能用英语进行表达及其描述。
教学准备：
多媒体课件
教学过程：
Step1 Free Talk
1
．
Sing a song. The wheels on the bus.
2. Free talk
T: How do you come to school?
Ss: I come to school by bus car bike on foot. etc.
Step2 Presentation
Learn the new words
T: Boys and girls, what can you see on the road?
Ss: I can see …(
交通灯，
斑马线，
green man, red man …) Show the pictures about them and learn
the new words.
Learn the words the groups, help each other to learn the words.
Learn the traffic rules.
T: Now you are a student in Grade 6. Do you know any traffic rules?
T:
Well done. You know many traffic rules.
What can you find from the sentences?
must
的语气强一些，表示一定，必须。
它的否定形式是
mustn‟t. can
的语气相对弱些，
表示
可以能够。
28
Text teaching
1).Watch the cartoon and put the sentences in right the answer.
2) Listen and repeat
Read in groups, help each other to read the text.
3) Then complete Think and write. Complete the notes below.
4) Look and act. Look at the pictures, suppose you are a policeman, What should you say?
5) Look and say. Work in groups.
Step 3 Consolidation and practice
Finish P38 Think and write
Complete the notes below.
2.
把教室的过道布臵成一个街道，让学生自己过马路， 边走边说出安全过马路的步骤和注意
事项。
Show in groups.
Then show in front of the class.
作业设计：
Read the story correctly and freely.
Write some traffic rules.
3. Make a play :On the road., act next class.
板书设计：
Unit4
Road safety
How can you cross the roads safely?
Traffic rules…
What must you do to cross the road safely?
We must
+ V
原形
…
What must you not do on the road ?
We mustn‟t
+ V
原形
教学反思：
Unit 4 Road safety
教学内容：
Grammar time , Fun time &Sound time
课时安排：第二课时
教学目标：
1.
复习上节课所学的词汇和课文内容。
2.
能正确的听、说、读单词：
a pavement, a road, a zebra crossing, green man, red man, traffic
lights
3.
正确运用日常交际用语
You must
mustn‟t… you can
can‟t…
4.
通过本课时的学习，让学生进一步用英语表达交通规则，通过情态动词和重读来强调句子
的重要部分。
教学重、难点：
1.
复习上节课所学的词汇和课文内容。
2.
正确运用日常交际用语
You must mustn
‟t… You can
can‟t…
3.
了解句子的重读。
教学准备：
多媒体课件
教学过程：
Step1 Free Talk
29
Review the text
T: Good morning, class. Last lesson, we learned the text „Road safety ‟, did you remember?
Ss: Yes.
Step2 Presentation
Grammar
1. Learn “must” and “mustn‟t”, can and can‟t
T: You know the rules very well.
To keep safe, we must follow the rules. Everybody must follow the rules everywhere and at all the
time..
Do you know “must”?
Ss: Yes.
a. Read the four sentences on P39. Understand the sentences.
b. Play a game:
去掉
“must”
and “mustn‟t”.
（比较句子的含义发生了什么变化。
）
Then teacher ask them to make sentences with “must” and “mustn‟t”.
c. Discuss in groups and make sentences..
the words to complete the sentences.
“must
、
mustn‟t
、
can
、
can‟t”.
情态助动词
can, must
的用法：
can:
能，可以。
Can‟t:
不能，不可以
,
是否定形式。后面都接
V
原形
.
Must
：
必须，
一定，
mustn‟t:
禁止。
后面也加
V
原形。
Must….?
回答：
Yes, sb. must. No, sb. needn‟t
Fun time
Play the game in groups:
(
模仿书上范例玩
“
红绿灯
“
游戏，一人为交警，提出问题，指定人回
答，要求迅速准确。
)
Change the places:
3. Listen and repeat. (
听着对就跟读，否则不跟读，并订正。
)
Sound time
1
、
T: You tell
others the rulers with “must
、
mustn‟t
、
can
、
can‟t” correctly. And you can use Stress
correctly. Let‟s listen what the stress is?
2
、
Listen and repeat.
感知被重读的单词。
3
、
Practice in groups.
作业设计：
1
、熟读
Story time
，注意重读。
2
、抄写
Grammar
中的句 子。并用
“must
、
mustn‟t
、
can
、
can‟t”.
仿写
4
个句子。
板书设计：
Unit4 Road safety
can:
能，可以
can‟t:
不能，不可以
must
：必须，一定
mustn‟t:
禁止。后面都接
V
原形
教学反思：
Unit 4 Road safety
30
教学内容：
Cartoon time & Culture time
课时安排：第三课时
教学目标：
1.
能用正确的语音语调朗读
cartoon
，在熟读的基础上分角色朗读。
2.
能了解中外交通规则的差异。
教学重、难点：
理解、表演
cartoon
故事。
教学准备：
多媒体课件
教学过程：
Step1 Free Talk
Greeting
Listen, read and judge
Rules:
Say yeah, yeah, yeah, if you think it is true.
Say No, no, no, if you think it is false.
You go to school by bus.
We must cross the road on the zebra crossing.
We can‟t wait for the green man.
The driver can drive after drinking.
First get on, then get off.
We mustn‟t play on the road.
We mustn‟t look at the traffic lights.
We must cross the road safely.
We walk on the left side of the road.
Step2 Presentation
Culture time
Judge the last sentence above.
Read the Culture time and find them.
Learn the new words: except, Macau.
Listen and learn to say: In the UK, people drive on the left side of the road.
In China, except Hong Kong and Macau, people drive on the right side of the road.
Cartoon time
1
、
T: Now Bobby and Tina wants to get out
Let‟s watch the cartoon and answer the questions.
2. Read the cartoon and answer the questions.
The bus stops two times, why ?
Encourage the Ss to collect the information from the whole text.
The bus stops two times. The bus stops the first time, because there is a red light. The second
one ,because some elephants are crossing the road.
T:
We
must
look
at
the
traffic
lights
and
cross
the
road
with
other
people,
drivers
can
see
you
easily.
Ss: Yes.
Step 3 Consolidation and practice
Practice.
Listen and repeat.
Read in roles.
31
Retell the story.
T: What can you find from this story?
作业设计：
Read the cartoon freely and correctly.
上网搜索还有哪些国家从道路左侧或右侧走路。
预习剩下的板块。
板书设计：
Unit4 Road safety
drive on the leftright side of the road
except Hong Kong and Macau
take the bus
get on
教学反思：
Unit 4 Road safety
教学内容：
Checkout time and Ticking time
课时安排：第四课时
教学目标：
按要求掌握本单元单词、句型和日常用语。
理解所学情态动词的用法，在做习题的过程中巩固运用。
能够在表演和复述故事的过程中体会语言的运用。
通过
Checkout time
以及
Ticking time
的学习来评价自己本单元的学习情况。
教学重、难点：
1.
按要求掌握本单元单词、句型和日常用语。
2.
理解所学情态动词的用法，在做习题的过程中巩固运用。
3.
通过
Checkout time
以及
Ticking time
的学习来评价自己本单元的学习情况。
教学准备：
多媒体课件
教学过程：
Step1 Free Talk
Free talk
Act the cartoon
Step2 Presentation
Checkout time and Ticking time
and circle
1) Ask and answer
出示课文红人、绿人挂图
T
：
Can we cross the road? (
红灯
)
Ss: No, you can‟t. You must wait.
T
：
Can we cross the road? (
绿灯
)
Ss: Yes, you can.
出示斑马线的图片
T: Must I walk on the zebra crossing to cross the road?
Ss: Yes, you must.
32
2)Read and circle
Look at the pictures , read and circle. Work in groups.
Then teacher checks.
Work in groups.
Think and write
T: This is our classroom. It is beautiful. Try to make our classroom better, we must make it clean
and tidy
We must follow the rules everywhere.
We must not throw the rubbish.
We must
（
not
）
…
2) Complete the poster with “must” and “must not”.
Ticking time
(
通过上面的教学，小组内互相评价
)
Step 3 Consolidation and practice
1. Make Park rules
，
Family rules, Library rules …in groups.
作业设计：
1
、复习整个单元的内容。
2
、同步练习。
板书设计：
Unit4 Road safety
drive on the leftright side of the road
except Hong Kong and Macau
take the bus
get on
教学反思：
Unit 4 Road safety
教学内容：
《补充习题》
课时安排：第五课时
教学目标：
1.
复习巩固四会单词。
2.
复习巩固四会句型。
3.
能灵活运用日常交际用语。
教学重、难点：
1.
复习巩固四会单词。
2.
复习巩固四会句型。
3.
能灵活运用日常交际用语。
教学准备：
多媒体课件
教学过程：
Step1 Revision
Step2 Consolidation
补充习题
作业设计：
1.
复习
Unit4
所学内容。
2.
练习题。
板书设计：
33
Unit 4 Road safety
（本课学生易错题型）
教学反思：
Unit 4 Road safety
教学内容：习题课
课时安排：第六课时
教学目标：
进行一些练习，让学生对于本课更加清楚，并能够熟练掌握本课单词和句型。
教学重、难点：
熟练运用本课单词和句型并能够在实际情境中熟练运用。
教学准备：
试卷
教学过程：
一、英汉互译
1
、道路安全
2
、穿过马路
3
、在人行道上等
4
、小心汽车
5
、乘公交车
6
、
see you easily
7
、
talk loudly
8
、
get on
9
、
a busy road
10
、
to keep safe
二、选择填空
（
）
1
、
How can you cross the road
?
A. safe
B. safety
C. safely
（
）
2
、
you must
a zebra crossing.
A. look at
B. look for
C. look out of
（
）
3
、
The students are waiting
the pavemeng.
A. on
B. in
C. behind
（
）
4
、
The child go to school
Saturday and Sunday .
A. and
B. between
C. except
（
）
5
、
Must I go to see the doctor? No, you
. You can have a rest.
A. must
B. needn‟t
C. mustn‟t
（
）
6
、
There are three bedrooms on
floor.
A. the first
B. one
C. first
（
）
7
、
There
any milk in the fridge.
A. isn‟t
B. aren‟t
C. are
（
）
8
、
——
Can I help you ?
——
A. Yes, you can.
B. I‟d like some fruit.
C. No, thanks.
（
）
9
、
Can you show
the way to Zhongshan road?
A. I
B. we
C. me
（
）
10
、
There is
English book on the desk.
A. a
B. an
C. some
三、选词填空
1
、
Some dogs
(crossing are crossing)the busy road.
2
、
You must keep yourself
(safe safety).
34
3
、
It‟s late. We
(must
can) run quickly.
4
、
Dad uses it to clean the window
（
easy
、
easily
）
.
5
、
There isn‟t any
（
bread cakes
）
on the table.
四、根据中文提示完成句子
1
、在马路上你禁止做什么？
What
you
on the road?
2
、你必须首先看左边，接着右边，然后再左边。
You must first look
, then
and then left
.
3
、公交车为什么又在停？
is the bus
again?
4
、你必须保持你的桌子干净整洁
You must keep your desk
and
.
五、阅读理解
I‟ll Show You the Way
A driver:
Hello, sir. I want to go to the Moon Hotel. Do you know it?
An old man:
Yes ,let me get on, I‟ll show you the way.( They drive about ten miles, and come to a
small house.)
An old man:
Stop here!
A driver:
But this isn‟t a hotel.
An old man:
No, this is
my house. And now I‟ll show you the way to the Moon Hotel. Go back
nine miles. Then you‟ll see the Moon Hotel on the left.
回答问题：
Where does the driver want to go?
Where does the old man take him?
Why doesn‟t the old man stop the driver when they pass the hotel?
4. How many miles does the driver go to the Moon Hotel altogether?
第
project1
单元
第
1
课时
主备人：
参备人
:
教学内容
Project 1 Being a good student
1.
能熟练掌握第一至第四单元主要的词汇、句型等语言知识。
2.
能灵活运用第一至第四单元的日常交际用语。
教学目标
3.
通过阅读短文，归纳好习惯和坏习惯。
4.
通过小组讨论，归纳好学生应该具备的品质。
1.
复习第一至第四单元主要的词汇、句型等语言知识。
2.
能灵活运用第一至第四单元的日常交际用语。
教学重、
难点
3.
通过阅读短文，归纳好习惯和坏习惯。
4.
通过小组讨论，归纳好学生应该具备的品质。
5.
能灵活运用第一至第四单元的词汇、句型和日常交际用语等语言知识。
主要教法
复习法、交际教学法、游戏教学法、竞赛法、任务型教学法等
教学准备
PPT
教学过程
修改及调整
35
Step 1: Warm-up
Free walk
T: Boys and girls, what day is it today?
S: It‟s …
T: Do you get up early today?
S: Yes.
T: What time do you get up?
S: I get up at …
T: What do you have for breakfast?
S: I have …
T: Do you have a healthy diet?
S: Yes./ No.
T: How do you go to school?
S: I…
T: How can you cross the road safely?
S: We must…
Step 2: Revision
Have a PK.
T: Do you want to be a good student in class?
Ss: Yes.
T: Good. You must have a PK.
(Each group ha
s a bo
x. Now open the box. If you do a good job, you will get a
heart from the box .)
Round 1: Sing a song
演唱歌曲
This is the way
，并鼓励学生改编歌词。
(1) Sing a song
T: You sing well , so you can get a heart.
(2) Try to make a new song
T: Can you make a new song like this?
This is the way I brush my teeth, ...
This is the way I go to school, ...
T: Wonderful!
Round 2:Pick apples
复习动词词组和副词的搭配。
T: get up...
S: get up early
T: go to school...
S: go to school late
...
T: Good job.
Round3:Have nice food
复习可数名词、不可数名词与
a few, a little
的搭配。
S: a few hamburgers
a few eggs
....
S: a little water
36