广州版三年级起点五年级下册英语教案

英语教案 五年级下册
module 1 our life
unit 1 what does sue do on weekdays?
unit 2 what should jiamin do?
1.greetings.
unit 3 let’s go further
module 1 revision
module 2 seeing a doctor
unit 4 janet feels ill
unit 4 janet feels ill
module 2 seeing a doctor
unit 5 janet goes to the doctor’s
unit 6 let’s go further
module 3 our school and our class
unit 7 is yongxian’s new school larger?
unit 8 what time do yongxian’s classes begin?
unit 9 let’s go further
module 4 wild animals
unit 10 what are the biggest animals in the world?
unit 11 what animals run fastest?
unit 12 let’s go further
revision
module 5  eating habits
unit 14     which food do you preper?
unit 15 let’s go further
revision
unit 16    what’s the weather like?
unit 17   what season do you like best?
unit 18 let’s go further
module 7 revision

module 1 our life
ⅰ.objectives
1． language skill
(1) can talk about one’s daily routines.
(2) can give advice to friends.
(3) can make a phone call.

2． language knowledge
(1) vocabulary
4 skills:
study, early, subject, hour, practise, piano, than, pen friend, glad, i’d be glad to. may, e-mail, each, other, each other, noon, begin, teach, soon
3 skills:
former, leeds

(2) drills
he looks thinner now than before.
how does she go to school?
what time does she get up?
where does he study?
whose former pupil studies in leeds?

(3) daily expressions in communications
could you help me?
i’d love/ be glad to.
may i speak to mr. li?
this is ben speaking.

(4) to reinforce the simple present tense.

(5) to raise the awareness of the letter-sound correspondence.

(6) sub-topic
unit 1: what does sue do on weekdays?
unit 2: what should jiamin do?
unit 3: let’s go further

3． affects
(1) to reinforce the idea of being a good student.
(2) to develop the confidence in decoding new words, and to provide sense of success of extensive reading.
(3) to encourage pupils to think.
(4) to challenge more able learners.

4． learning strategy
(1) cognitive strategy.
(2) regulating strategy.
(3) communicative resource strategy.

5． cultural consciousness
(1) to raise the pupils, awareness of cultural differences between countries.
(2) to provide pupils with more information about british culture.
(3) to prepare pupils for appropriate behavior when meeting british people.

ⅱ.difficult points
1． he looks thinner now than before.
2． he should get up early.
3． she shouldn’t play computer games too much.

ⅲ.schedule: 6 long-periods

ⅳ.materials:
textbook, activity book, tape, teacher’s book, cards, computer, tv

unit 1 what does sue do on weekdays?

一、 教学目标
1、语言技能与语言知识：
（1）四会掌握单词：hour，always，underground，early，leeds，study。
（2）初步询问他人的生活习惯及介绍自己的生活习惯。
（3）能用第三人称询问他人的生活习惯。
2、情感目标：
团队的合作学习精神，充分展示学习任务

二、 教学重点和难点
1． 重点：
1． 询问别人生活习惯的句子；介绍自己生活习惯的句子。
2． 四会单词的记忆
2． 难点：用第三人称单数讲出他人的生活习惯。

三、 教学策略
合作学习和自主学习

四、 教学媒体
图片，电脑课件、句子卡片等

五．教学过程
1． 组织教学
a. 教师导入语（talk about the routine）
b. 热身运动的带动唱《i will rock you》、《come on in and join the fun》
c. 投影图片，快速说出图片内容tpr（go to school、go to bed、get up、go to the park等）
d. 团康活动（同桌用what do you usually do…？和do you usually …？）体现学习乐趣和团结合作精神。
（通过热身活动，为新课做好铺垫。）

2． 呈现和学习阶段
①电脑出示文章第一幅图片和关键词：homework，after dinner
t: look at this picture .what is in the picture?
s1: there is a boy.
s2: a clock.
s3: a desk.
……
t: ok, now use your own words to talk about the picture.（小组探究学习）
学生会用给出的句子，根据学过的知识说出：
what time is it ?
he is doing his homework.
he does his homework after dinner.
等句子，
（老师应该鼓励不同学生说出不同层次的句子，有助于慢慢的投入到文章的学习中去。）
最后老师说出完整的句子he does his homework
after dinner.并教授新单词hour
连起来读he does his homework for an hour after dinner.
学习新单词always，引导学生把这个单词加进句子里（用usually提示）
he always does his homework for an hour after dinner.
t：now let’s make a dialogue，what does he usually do after dinner?
s：he always does his homework for an hour after dinner.
完成图片1的教学。
②出示课文的第二幅图片。
t：now，use “go to school”，“by bus”to make a sentence.
s：she go to school by bus.
教授underground
替换练习把by bus 换成by underground
老师出示“what does he do on weekdays？”
“he always does his homework for an hour after dinner.”
“what does she do on weekdays？”
“she goes to school by underground .”四个句子，
按句子的顺序贴在黑板上，引导学生把它们连成一个chant。
what does he do on weekdays？
he always does his homework for an hour after dinner，after dinner.
what does she do on weekdays？
she goes to school by underground，by underground.
③出示第三幅图片的电脑动画界面。
t: students，look at the screen，and try to make a sentence.
s: he gets up at six o’clock.
老师教授early，并引导学生把它放到句子里去。
he gets up early.
t：now，let’s play a game.（看谁反应快）
做一个tpr，即加深知识的学习，又能让学生在轻松的学习气氛中学习。
④use the cai to present the story.
学习新单词study（其实是旧单词），leeds
学习he studies at rose school in leeds.
朗读完整的chant，并配上音乐伴奏
what does he do on weekdays？
he always does his homework for an hour after dinner，after dinner.
what does she do on weekdays？
she goes to school by underground，by underground.
what does he do on weekdays？
he gets up early, gets up early.
what does he do on weekdays？
he studies at rose school in leeds, n leeds.
⑤自学剩下的图片（先学习begin）

3． 巩固发展
1． 全班读chant。
2． play a game.
电脑出示图片，学生快速用所给的句子回答图片内容。
3． 拓展
出示一些新的图片，小组讨论，合演对话。
4． 归纳总结
5． 作业布置
必做：背诵本节课的单词；
选做：找一幅你喜欢的图片说话给你的家长听；
预习unit one。

板书                    module 1  our life
what do you usually do…?            homework
do you usually …？                   after dinner
                                    hour        our
                                    underground
                                    leeds
                                    early
                                    begin

unit 1 what does sue do on weekdays?
一、 教学目标
1．语言技能与语言知识：
(1) 能与人谈论平日所做的事情。
(2) 单词：former, practice, piano, older, e-mail
(3) 句子：she’s one year older than me.（比较级）
2．情感目标：
采用图片呈现、听录音呈现、阅读呈现、情境呈现等不同的呈现方式进行课文学习，并与不同的合作方式进行操练，调动学生的学习积极性及帮助学生理解课文。
3．学习策略
在老师的引导下，运用听及阅读的策略进行学习。

二、 教学重难点：
1． 对课文的理解。
2． 对比教级的初步理解。
3． 本课生词的学习。
三、 教学媒体：
电脑软件、录音机、图片

四． 教学过程
一、 热身与复习(warming up & revision)
一、 小诗：
通过看电脑软件复习小诗， 复习有关的单词及句子。
二、 游戏：
记住电脑中所出现人物编号，用下列下列形容词对人物进行描述。
pretty, ugly, old, young,  slim, strong
二、   准备任务(pre-task)
(--)  学习课文第一段对话 。
1．利用图片，情境呈现课文第一段对话 。
        who’s the pretty girl in this photo?
        it’s my former pupil, sue.
        she studies at rose school in leeds, england now。
        2.理解并学习生词former
last year, sue was my pupil, but now she isn’t my pupil. so, sue is my former pupil.
3．两大组同学边做动作边进行对话。

（三）学习课文第二段对话.
1．读问题。
         a;is sue’s school near her home?
         b:does she go to school by underground?
         c:how does she go to school?
2.通过听录音，回答问题呈现课文。
3．重听录音，同位学生边做动作边进行对话。

（四）学习三四段文章。
 1．阅读问题
     a:does sue study chinese at school?
     b:does she have lunch at school?
     c:does she need to do her homework after school?
2．阅读三四段文章。
3．小组合作，用线连出句子的正确答案
4． 利用图片，学习句子
she practises the piano for half an hour like you.
及生词practise, piano

5． 四人小组边做动作边进行对话。

（五）学习第五段对话。
1．通过图显示出sue12岁，全体同学扮演misswhite,师扮演xiao ling.
2.学习句子she’s one year older than me.
   she’s twelve, i’m eleven.
she’s one year older than me.
i’m one year younger than her.
告诉学生，这是比较级，可再举个例子。
3．练习句子she’s one year older than me.。
4．通过呈现一幅带有e-mail地址的电脑图，边做动作，边让学生理解下半段对话，同
时学习单词e-mail。
5．同位边做动作边进行对话。

（六）通过展示本对话电脑软件，整体呈现课文。

（七）跟读课文。

（八）小结。

（九）表演课文。

三while-task &post-task:
game: ask questions about sue and her school.
the answers to the questions can’t be found in the dialogue.(课本第三页第二题)
四 布置作业 （homework）

1． 听录音  读熟 unit 1 dialogue
2． 抄本课生词。

版书：unit1   what does sue do on weekdays？
    
     who’s…?it’s…
     is…?    no…
     how…?
     does…?  no…
     does…?  no…
     does…?  yes…
     does…?  yes…she practises the piano for half an hour like you.
how old…?she’s…she’s one year older than me.
                   

unit 1 what does sue do on weekdays?
教学目标：
1． unit 1 work with language
2． unit 2 work with language
3． 单词： seldom, should, shouldn’t
4． 重难点： the girl shouldn’t watch tv too long. she should go to bed now.
5． 情感目标：tell the pupils that we shouldn’t watch tv too long. that’s bad for our eyes.

教学过程：
1． 热身
(1) 歌曲： janet gets up early every day

(2) 小诗： mind the clock
          and keep the rule.
          try to come
          in time to school.

(3) 游戏：show the clock.
6.00a.m. 8.30a.m. 7.05a.m. 10.15a.m. 12.00  4.40p.m. 8.25p.m. 9.45p.m.
这时引出a.m. 和p.m.的表达法，a.m. : in the morning  p.m. : in the afternoon
提醒： 12.00（p.m.） : twelve at noon   12.00(a.m.) : twelve mid-night
抽查一两组学生

2． 准备任务：
(1) guessing game:
如：she gets up at 7.00a.m.
she practises the piano at 5.30p.m. (复习practise the piano)
   这些句子来自unit 1 work with language part i.

(2) 看图听问题，根据问题把句子连线。图片及短语来自unit 2 work with language part i
用电脑展示的图片及短语如下并提问个别学生下列问题：

         the old man          sometimes        late for school.

         the young man        always            goes to work by bus at eight.

         the lady              never             cooks dinner.

         the boy is            usually             gets up at seven five.

         the girl               often             goes to bed at half past ten.

         the child             seldom             has lunch at twelve o’clock.

         the girl               always              watches tv too long.

questions:
1) what does the old man always do?
2) what does the young man sometimes do?
3) what does the lady usually do?
4) what does the boy never do?
5) what does the girl seldom do?  (引出词seldom)
6) what does the child often do?
7) what does the girl always do?
答完后，同位互读句子并记忆新词seldom。

(3) 根据上一步的第七幅图,t: the girl always watches tv too long. she shouldn’t watch tv too long. it’s bad for her eyes. it’s twelve in the evening. she should go to bed now.引出should和shouldn’t。教新词并根据unit 2 work with language ii的图片进行操练。再检查操练情况。

(4) 小结：
程度副词，两种时间表达法，表示生活规律的短语和should, shouldn’t的用法。

3． 做任务和检查任务
(1) 让学生运用所学的知识按实际情况用shouldn’t, should说话。
for example,
you shouldn’t play football. you should have english class now.

(2) game:选用所给的短语，根据一天的生活规律与好友编一个对话。
get up, wash one’s face, brush one’s teeth, go to school, begin classes, play football, play games, go swimming, have lunch, go back home, do one’s homework, practise the piano, have dinner, watch tv, play computer games, go to bed…

4． 作业：
(1) write your time table on weekdays in english.(用英文写一个你自己工作日的时间表)
(2) draw two or three pictures and give advice according to the pictures.
（画两三幅图，仿照例子给图中人物提出建议。）
for example,
you shouldn’t play computer games. you should go to the children’s palace now.
(3)第5页work with language ex.3

layout
                     module 1    our life

                        a.m.  in the morning
                        p.m.  in the afternoon
                    *12.00   twelve at noon
                                        seldom /    /
                the girl shouldn’t watch tv too long.          shouldn’t=should not
                she should go to bed now.                    should /    /

unit 2 what should jiamin do?
一．教学目标：(objectives)
1  语言知识（language knowledge）能在老师的指导下正确理解所学的知识和句子。
1． 拓展相关的句型  jiamin looks thinner now than before.
2． 学习句子：sometimes jiamin can’t hand in his homework on time and he can’t do well in class.
2  语言技能（language skill）
1． 能正确的运用本节课所学的比较级。
2． 能运用本节课的句型进行交流。
3情感态度：(emotional attitude)
     在英语交流中，形成主动开口说英语的习惯，培养用英语做事的能力，并感受到英语在日常生活中的使用。
4学习策略(learning strategies)
      以在情景中理解、在活动中交流和小组同伴合作等方式，来完成本课内容的学习。
5教学重点和难点：
重点：正确地理解本课的内容。难点：正确地运用比较级。
二．教学过程(procedure):

steps teacher’s activities pupils’activities
preparation
 1.greetings.
2.tell the objectives.
3.revision.
 1.greetings.
2.know the objectives.
3.revision.
presentation
and learn 1.telephone.(make a dialogue)a and b are telephoning .引出电话用语。板书电话用语。
2.show  jiamin’s pictures.(one is thin, the other is thinner, why?
and practice the sentences: jiamin looks thinner now than before.用比较级造句子。
3.make a dialogue. show the reason: jiamin has a computer. and he plays the piano too much.
 1.make a dialogue with the teacher.
2.guess why jiamin looks thinner?
3.make the sentences.
4.they know the reason: don’t play computer too much.
development 1.play the tape ,say sth. about the story.
2llisten to the children’s ideas.
3t:what should jiamin do?(give jiamin some advices.) 1.listen to the tape, read the text ,understand the text.
2.read the text in pairs.
3give jiamin some advices.
homework  assign the homework read text and understand it.

layout               unit 2 what should jiamin do?
----may i speak to…?                              worry
----this is … speaking. who’s that, please?                   worried
----it’s…                              tired
jiamin looks thinner now than before.                     sleep
sometimes jiamin can’t hand in his homework             catch up with
on time and he can’t do well in class.                         together

unit 2 what should jiamin do?
一、warm up.
chant:
one little monkey swinging in a tree.
two little monkeys splashing in the sea.
three little monkeys playing on a swing.
four little monkeys dancing in a ring.
five little monkeys eating favourite cheese.
six little monkeys chasing naughty pigs.
seven little monkeys wearing funny things.
eight little monkeys sleeping in their pit.
二、presentation(1).
(一) 1. 把chant 里的最后一个单词用红笔标出来。
tree  sea  cheese  swing  ring  pigs  things  pit
2. 边读这些词，边做长短音的手势，让学生自己说出/i:/ /i/音。
3. 读下列音标：
  /i:t/     /pi:/     /ti:/     /di:p/     /li:v/
  /kik/   /kid/    /big/     /bit/      /pik/
4. 根据/i:/音编：
   me, me, let me see.
   he, he, show the key.
   she, she, go to the street.
  根据/i/音编：
  big, big, it’s a big ball.
  hit, hit, hit the ball.
  pick, pick, pick up the ball.
5. 简单地学四个辅音：/p/  /b/  /t/  /d/
6. 根据音标学单词。
  bee /bi:/     bead /bid/      pit /pit/
(二) game: 摘苹果
(可用课件也可用图片贴在黑板上) 苹果树上挂着一些写有单词的苹果：fifth, in, tea, still, meet, city, kill, leave, live, hill.  两个小朋友各拿一个篮子，一个篮子边写上音标/i:/, 另一个篮子边写/i/， 看看哪个单词苹果属于哪个篮子。
三、presentation(2)
   1. 读课文所给单词，归纳出/s/ /z/ /ts/ /dz/ /iz/ 的音。
   2. 在黑板上贴音标/s/ /z/ /iz/，学生每人手中有一张单词卡，上黑板来把单词贴在相应的音标下。e.g. looks  opens   drinks  uses  washes  leaves  travels  throws  calls …
   3. game. 老师念很多学过的单词，学生认为这个词尾发/s/时就坐着不动，认为这个词是发/z/时就站起来。
四、development
   1. 按规则读下列单词：
meet    meat    tea   please    cheese
kid     baby     hit   mid      ready
   2. 填上所缺字母：
   japan_ se      f _ t     b _ t      _ _ t       lad _
五、happy time. (tongue twister)
silly sheep weep and sleep.
six sharp smart sharks.
she said she should sit.
she sees cheese
六、homework:
1. read p9.
2. try to write more words which have the /i:/ /i/ sounds.

unit 3 let’s go further
一．教学目标：
    进一步增强学生养成良好生活习惯和学习习惯的意识。
给予学生大量的语言输入。
帮助学生通过图片帮助读懂一些简单的故事。

二．教学重点和难点：
1.故事的理解及复述。
2.表达情绪的形容词的理解和运用。

三．教学策略：
1.以旧引新，把新旧知识有机地结合起来，在应用中积累、发展。
2.运用多媒体教学和情景的设置来吸引学生的注意力，激发他们的学习兴趣，引导学生发挥主体作用，主动发展。
提示词语及句型：
1． it’s …/it’s time to ….
2. it’…. i like it.
it’s …. i don’t like it.

四．教学媒体：图片，表格，录音机，多媒体软件，vcd

五．教学过程：
step one (warming up)
1.     chant: it’s time to ….
2.     sing a song: tick tock tick

step two (pre-task leading in)
复习关于时间的句型: what time is it? it’s ….
t: look! what time is it?(教师问学生当时的时间)
ps: it’s ….
t: right! it’s time to have our class. good …,class.
   now, what time is it? （教师出示教具钟，时间显示为八点半。）
p1: it’s ….
t: it’s in the evening. is it time to have lunch?
ps: no,…
t: right, if you are good boys or girls, you can watch tv at that time. 

2. 谈论电视节目并填写表格。
t: do you often watch tv?
p1: yes, i do.
t: what programmes do you like?
p2: i like cartoons.
t: i like cartoons, too. because it’s interesting.
i don’t like news, because it’s boring. (教师将表达情绪的词填入下面表格作为子。)

tv
programmes news tv 
plays  cartoons sport
programmes music
programmes

boring  interesting  

3. 听看录象，并回答问题。（隐藏故事结局）
t: our friends piggy and poggy often watch tv too. now they are
watching tv. what time is it now? are the programmes
interesting?
do they like them? listen and watch carefully and then answer,
ok?
让学生猜测故事的结局。
t: piggy and poggy don’t like the programmes. so what are they going to do? can you guess?
全班学生跟录音读故事。
四人小组分角色朗读故事并把下面短文补充完整。
it’s ________ o’clock. piggy and poggy want to ________ _______.
but the programmes are not ____________. they are not for __________.so they’re both ___________ at last.

step three (while-task)
让学生根据提示词和图片表演故事。
2. 对学生的表演给予适当的评价。
针对本故事中piggy和poggy的行为，就如何养成良好的生活习惯让学生根据自己的生活经验进行交流。

step five （homework）
用自己的话复述本故事。
根据自己的生活经验编写一个新的故事。

module 1 revision
objectives
should 和 shouldn’t的使用
小结比较级
practise doing的运用
电话用语
module 1 sound families

procedures
game: what can get more apples from the apple tree?
group work: look at the words and read.
cooks, drinks, jumps, skips, drives, leaves, swims, calls, sees, stays, enjoys, borrows, gets, puts, skates, starts, ends, needs, reads, understands, closes, fishes, washes, catches, watches, flies, studies, goes, does
present a boy. he’s climbing the apple tree. please give advice to the boy.
you shouldn’t climb the tree. you should water the tree.
show two more pictures and give advice. … shouldn’t…  … should…
activity book p8 ex. 5
summing up
should v.  should v.(动词原形)  should/shouldn’t do
同样用法的词还有:
can/can’t do, must/mustn’t do, will do, shall do, may do
look at the picture. jiamin shouldn’t swim in the river, he should swim in the swimming pool. let’s call his mother.
t: good morning. may i speak to mrs chen?
ps: this is mrs chen speaking. who’s that, please?
t: it’s miss zhou. jiamin swims in the river. i’m worried about him.
ps: really? he shouldn’t swim in the river. he should swim in the swimming pool.
thank you for telling me, miss zhou.
t: you’re welcome. let’s help him together. bye.
ps: bye.
make this dialogue in pairs according to the key words.
jiamin is naughty, but sally is a good girl. she likes singing. she enjoys listening to the music, and she practises dancing for an hour everyday.
summing up:
be doing
like doing
enjoy doing
practise doing
(activity book p10 ex.3 (3))
小结比较级：
句子里面含有than，than前面的形容词后加上er
exercise: activity book p2 ex.4
listening exercise:
activity book: p9 ex.1-2

homework:
activity book p10-12 ex. 3-5
listen to the tape and read module 1.
review the new words.

layout                     module 1 our life
should/ shouldn’t do                  practise doing
can/ can’t do                         be doing
must/ mustn’t do                     like doing
will do                              enjoy doing
shall do
may do
疑问句里动词用原形

比较级       adj.+er  than

module 2 seeing a doctor
ⅰ.objectives
language skill
can talk about the names of common illness in english.
can express different feelings and symptoms when being ill, and ways of talking to a doctor.

language knowledge
vocabulary
4 skills:
feel, wake, wake up, ill, matter, what’s the matter? quickly, get dress, bad, hot, cold, have a cold, sweet, bath, have a bath, pale, first, medicine, take medicine, time, headache, tooth-ache, fever, pain, you’d better= you had better

3 skills:
plenty, plenty of, checkup, stomachache

drills
i feel ill.
you should drink plenty of water.
you shouldn’t go to bed late.
you’d better stay in bed.

daily expressions in communications
it’s time to get up.
i don’t want to be late for school.
what’s the matter?
take the medicine three times a day.
i have a cold.
don’t eat too much chocolate.

to raise awareness of the letter-sound and sound-spelling correspondence.

sub-topic
unit 4: janet fells ill
unit 5: janet goes to the doctor’s
unit 6: let’s go further

affects
to raise the awareness of fostering healthy living habits.
to practise giving advice like “you should…” and “you shouldn’t…”
to cultivate pupils’ creativity.

learning strategy
cognitive strategy.
regulating strategy.
communicative resource strategy.

cultural consciousness
to provide pupils with more information about children’s school life in other countries.
to provide pupils a chance to think about their own school life.
to suggest more ways of getting healthy.

ⅱ.difficult points
to express different feelings and symptoms when being ill, and ways of talking to a doctor.

ⅲ.schedule: 9 long-periods

ⅳ.materials:
textbook, activity book, tape, teacher’s book, cards, computer, tv

unit 4 janet feels ill
objectives
vocabulary: cold, have a cold, headache, tooth-ache, fever, stomachache, bad, hot, cold, pain
drills: what’s the matter with…?
i fell… 
she fells…
i have…
she has…
to learn the names of common illness in english.

procedures
greetings
t: i feel ill. i want to see the doctor.
present: module 2 seeing a doctor
presentation
show pictures one by one:
what’s the matter with the lady?
she has a cold.  teach : cold, have a cold
what’s the matter with the man?
he has a headache.  teach: head+ache---headache, have a headache
what’s the matter with the young lady?
she has a tooth-ache.  teach: tooth+ache----tooth-ache, have a tooth-ache
what’s the matter with the boy?
he has a stomachache.  teach: stomach+ache---stomachache, have a stomachache
what’s the matter with the man?
he has a fever.  teach: fever
what’s the matter with man?
he has a sore throat.  teach: sore, throat
work with language p24
match the speech bubbles with the pictures in pairs.
teach: pain
i have…
he/ she has…
act out the sentences in groups.
p: i have a cold.
t: he has a cold. look, he feels cold.
teach: feel
teach asks the pupils to do the actions, the others guess.
she feels bad.  he feels hot.
work with language p19
listen and stick the pictures above the sentences.
ask ps to show their pictures.
summing up:
common illness in english
express one’s feeling

homework:
copy the new words.
read the phrases and do the actions with your classmates.

layout:                 module 2  seeing a doctor
what’s the matter with…?                    ill
he / she has a …                      have a cold          old
                              headache
he/ she feels bad.                           tooth-ache
              hot                           stomachache
                              fever        never
                              sore throat
                              pain

unit 4 janet feels ill
objectives
vocabulary: wake, wake up, get dressed, quickly
drills:
i feel tired/ ill.
it’s time to/ for …
i don’t feel well.
i don’t want to …
get dressed, quickly.

procedures
warming up
game: fill in the blank and their chinese meaning
look, ask and answer: what’s the matter with…?  (电脑呈现)
he/ she has a …
guessing game: he feels …
presentation:
lazy carfield has a good friend nemo. they live together. it’s monday morning.
n: wake up! wake up! it’s time to get up, carfield.
c: i feel tired. i feel ill. i don’t want to go to school.
…
n: wake up! wake up! it’s time for breakfast.
c: i don’t want to go to school.
n: what’s the matter?
c: i don’t feel well. can i go back to sleep?
n: get up! i don’t want to be late for school. get dressed, quickly. eat your breakfast quickly.
c: but i don’t feel well.
n: ok. get dressed. we’re going to see the doctor.

tell the story again and write the key works on the blackboard.
whole class try to retell the story by the key words and learn the new words: wake up, get dressed, quickly
janet also doesn’t want to go to school today. what’s the matter with her? (电脑呈现)
watch again and try to remember the main sentences.
read the dialogue unit 4 janet feels ill after the tape.
read the dialogue in groups.

summing up
new words and sentences.
take notes.
repeat the story after the vcd.
homework:
copy the new words and dialogue.
listen, read and act out the dialogue.

layout:            unit 4 janet feels ill
wake up!                              get up!
it’s time to…/ for…                       quickly / slowly
what’s the matter?                       get dressed
i feel tired/ ill.
i don’t feel well. / i don’t want to…
can i …?
get dressed, quickly.

module 2 seeing a doctor
objectives
unit 4, unit 5work with language
unit 4, unit 5 fun with language
vocabulary: sweet, plenty of, bath, have a bath, you’d better,

procedures
warming up
whole class read unit 4 dialogue
act out the dialogue
look at the pictures and discuss in groups (电脑呈现)
what’s the matter with …?
he / she has a …
he / she feels …
fun with language unit 4: play a guessing game as follow
a: he feels ill.
b: what should we do?
a: let’s send him to the clinic.

c: she’s hungry.
d: what should we do?
c: let’s give her some food.
ask some groups to act out.
work with language unit 4
present a picture: pupils are having a special class. a nurse a telling what we should do and what we shouldn’t do in daily life.
nurse: you shouldn’t eat too many sweets. you should eat plenty of fruit.
teach: sweet, sweets, plenty of, have a bath
you shouldn’t watch tv too much. you should go to bed early.
distinguish “too many +n.” and  “too much + u.n.”.
listen to the tape and say what we should do and shouldn’t do.
check
work with language unit 5
presentation: a boy is ill. he goes to see a doctor. which of the following sentences do doctors often say and which of them do patients often say? complete the form in groups.
check their answers.
teach: you’d better= you had better
read and act these sentences in pairs.
exercises:
fun with language (unit 5) 1: find the words
fun with language (unit 5) 2: read the sentences and draw pictures.
development:
game: see a doctor (what’s the matter? i don’t feel good.)
homework:
copy the new words, phrases and sentences.
act out see a doctor with your friends.

layout
too many     sweet           meet
too much     plenty of        lots of
have a bath
you’d better = you had better

unit 5 janet goes to the doctor’s
objectives
unit 5 dialogue part i
vocabulary: pale, checkup, first, medicine, take the medicine, time
drills
let me give you a checkup first.
how much fruit do you eat every day?
she eats plenty of fruit.
i don’t like it/ them much.
   
procedures
warming up
review the new words.
read the phrases and sentences of work with language.
game: are you a good doctor? (which advices should or shouldn’t you give the patient.)
ask the pupils to act out doctors and patients.
(4) act out unit 4 dialogue
presentation
questions:
why isn’t janet at school today?
do you think janet is ill today?
unit 5 janet goes to the doctor’s  doctor’s = doctor’s office
present the first part of unit 5 dialogue. (电脑呈现) then answer the questions:
what’s the matter with janet?
what does the doctor say then?
how much fruit does janet eat every day?
does janet eat a lot of vegetables?
answer the questions and learn the new words.
pale, checkup, first, plenty of
watch again and reinforce the new words.
read the dialogue after the tape.
read in groups.
try to retell the dialogue according to the key words.
development
activity book ex. 6
check their answers
homework
activity book p15 ex. 1-2, p17 ex.4-5
remember the new words.
listen, read and try to retell the dialogue.

layout             unit 5 janet goes to the doctor’s
                              = doctor’s office
                        
let me give you a checkup first.         pale
how much fruit do you eat every day?   checkup
janet eats plenty of fruit.             plenty of = lots of = a lot of
                         first

unit 5 janet goes to the doctor’s
objectives
unit 5 dialogue part ii
vocabulary: medicine, take the medicine
drills
take the medicine three times a day.
i read for a long time every night.

procedures
warming up
guessing game: review the new words
whole class read the dialogue part i
act out the dialogue in groups
present dialogue part ii
what’s the matter with janet? (电脑呈现)
she usually goes to school by bus.
she read for a long time every night.
what should janet do ?
she should take the medicine three times a day and stay at home for one day.
teach: medicine, take the medicine, time,
practise in pairs:
i read for a long time every night.
take the medicine three times a day.
watch again and read sentence by sentence. (电脑呈现)
read this part in groups.
read the whole dialogue with your good friends.
development
game: which sentences would or wouldn’t the doctor say? draw a tick or a cross in the bracket.
discuss your answers with your partner.
activity book ex. 1-2

homework
copy the new words and dialogue part ii.
listen, read and recite the dialogue.
draw one or two pictures about doctors and patients. and give advice if you’re the doctor.

layout                  unit 5 janet goes to the doctor’s

                 i read for a long time every night.  (时间)     three times （次数）
                 take the medicine three times a day.         medicine
take the medicine

unit 6 let’s go further
objectives
sound families
did you know?
additional words

procedures
warming up
whole class read the unit 5 dialogue
ask two groups to act out the dialogue
words game (review the new words and the sound families: /i:/ /i/ /p/ /b/ /t/ /d/)
sound families
look at the words and read:
egg, let, yes, 
bread, heavy, breakfast
summing up: e, ea /e/
present / / /k/ /g/ /f/ /v/ in the same way.
game: look and read /vet/ /get/ /pek/ …
learn the new word according to the sound families: fat, gap, vet, kid,
additional words
learn the new words: airsick, backache, earache, hurt
read the sentences about health.
ask pupils to find more words about health.
did you know?(电脑呈现)
look at pictures and talk about the school life in britain and in germany.
in groups, discuss the questions in the text book.
exercises
activity book ex3-4
check

homework
find more words about health.
do you know more school lives in other countries?
listen, read the dialogue we have learned.

layout       /e/     egg, let, yes, 
bread, heavy, breakfast

/vet/ /get/ /pek/
fat, gap, vet, kid,

unit 6 let’s go further
objectives
story time
projects
reinforce module 2

procedures
revision
game: doctors and patients
you look … what’s the matter?
she/ he feels… she/ he has …
you’d better… you shouldn’t… you should…
            (2) ask some groups to act out.
story time
(1) tell the story briefly.
(2) watch the story and answer the questions: (电脑呈现)
does koto swallowed the key?
where’s the key?
(3) watch again and read the story.（电脑呈现）
project
show a picture
present some proverbs. ask the pupils to find out the right proverbs to the picture.
explain the proverbs.
design a card and write one of the proverbs in it.

homework:
try to find more proverbs and tell your friends.
group work: design a card and write a proverb in it.

layout             
an apple a day keeps the doctor away.
early to bed, early to rise, make a man healthy, wealthy and wise.
exercise can make you strong. it can be fun and won’t take long.
never too much of good food.

revision
objectives
sound families
review the comparative degree.
phrases

procedures
match the words and the phonetic symbols.
review the comparative degree.
group work: fill in the blanks.
game: remember the phrases
exercises.

homework:
listen and read unit 1 to unit 6.
activity book: copy the words of module 1 and module 2.

module 1 和module 2里出现了新的知识——比较级，也是这册书的教学重点之一。通过大量的重现、对比总结出规律后，学生能较容易记忆比较级的变化规律。但要注意防止回生。
module 2 seeing a doctor是学生从未接触过的内容。教学时运用大量的图片、动作以及创设情景，进行游戏等让学生得到直观的感受。

test of module 1 and module 2

analyze the test

module 3 our school and our class
ⅰ.objectives
language skill
can compare two things.
could make a invitation.

language knowledge
(1) vocabulary
4 skills:
large, needn’t, more, more than, bright, pupil, thousand, ours, his, hers, better, theirs, country, language, tidy, have to, hard, mine

3 skills:
international

(2) drills
his school is better than mine.
my new school is much larger than the old one.
does the new school have more classrooms than the old one?
he gets up earlier than us.
you needn’t go to school by bus.

(3) daily expressions in communications
would you like to visit our new school?
yes, i’d love to.
welcome to our school.
thank you.

(4)to reinforce the simple present tense.

(5)to raise the awareness of the letter-sound correspondence.

(6)sub-topic
unit 1: what does sue do on weekdays?
unit 2: what should jiamin do?
unit 3: let’s go further

affects
(1) to reinforce the idea of being a good student.
(2) to develop the confidence in decoding new words, and to provide sense of success of extensive reading.
(3) to encourage pupils to think.
(4) to encourage pupils to plant more trees and flowers make our school more beautiful.
to challenge more able learners.

learning strategy
cognitive strategy.
regulating strategy.
communicative resource strategy.

cultural consciousness
to raise the pupils, awareness of cultural differences between countries.
to provide pupils with more information about british culture.
to prepare pupils for appropriate behavior when meeting british people.

ⅱ.difficult points
he looks thinner now than before.
he should get up early.
she shouldn’t play computer games too much.

ⅲ.schedule: 6 long-periods

ⅳ.materials:
textbook, activity book, tape, teacher’s book, cards, computer, tv

unit 7 is yongxian’s new school larger?
objectives
work with language
rhyme
vocabulary: large, bright, ours, his, hers, theirs, better, best,
comparative degree

procedures
warming up
try to chant: good, better, best,
                never let it rest.
                till good is better,
                and better, best.
ask some pupils to chant
whole class chant

presentation
present two buildings （电脑呈现）
building a is tall. but building b is taller than building a. (repeat)
present two classrooms （电脑呈现）
classroom a is big. but classroom b is bigger than classroom a.
present lower, smaller in the same way.
summing up: comparative degree   adj.er than
practice: （电脑呈现）
playground b is larger than playground a.   teach: large, larger
office b is brighter than office a.         teach: bright, brighter

design schools and compare them.
draw pictures of schools.
compare the pictures.
… is bigger/ larger/ better/ than his/ hers/ ours/ theirs.
teach: his, hers, ours, theirs

homework:
copy and remember the new words.
draw pictures of your families then compare them.

layout         is yongxian’s new school larger?
building a is tall. but building b is taller than building a.
classroom a is big. but classroom b is bigger than classroom a.

large larger,  bright brighter,
his, hers, ours, theirs

unit 7 is yongxian’s new school larger?
objectives
dialogue
vocabulary: international, needn’t=need not, more, more than, pupil, thousand,
drills
is it nearer to your home? yes, it is.
the new school has more trees than the old one.
would you like to visit our new school next friday? yes, i’d love to.
 4． compare the pictures of two schools then discuss: should we plant more trees in the school? why? why should we try to protect our environment?

 procedures
warming up
chant: good, better, best
show the pictures of pupils’ families and compare them in groups.
assessment

presentation
present two libraries. one is old, another is new.（电脑呈现）
the new library has more books than the old one.
teach: more, more than
practice: the new school has more buildings and more classrooms than the old one.
            the new school has more trees than the old one.
teacher tells the story briefly.
listen to the tape and answers questions.
teach: international, needn’t= need not, pupil, thousand
look at the numbers and say: 1000, 1080, 2500, 5432,
practice: is it nearer to your home? yes, it is
practice: would you like to visit our new school next friday? i’d love to.
look and listen then read the dialogue after the tape.
read the dialogue in groups.
retell the dialogue by key words.

development
dialogue part 2: look at yongxian’s old school and new school. work in pairs and compare them.
(2)  compare the pictures of two schools then discuss: should we plant more trees in the school? why? why should we try to protect our environment? how will we do?
trees can clean the air. the can keep the earth and produce o2.
(3) assessment

homework
listen to the tape then read the dialogue.
copy the new words and dialogue.

layout:       is yongxian’s new school larger?
the library has more books than the old one.
is it nearer to your home? yes, it is.
would you like to visit our new school next friday? yes, i’d love to.

more, more than
international,
needn’t=need not,
pupil,
thousand,   hundred   1000, 1080, 2500, 5432,

unit 8 what time do yongxian’s classes begin?
objectives
vocabulary: country, language, tidy
dialogue

procedures
warming up
chant: good, better, best,
          never let it rest.
          till good is better,
          and better, best.

fill in the form according to p37
choose the right words to complete the sentences.

presentation
t: in unit 7. tom and rose are going to visit yongxian’s school. in unit 8, tom and rose are in yongxian’s new classroom.
whole class read the title.
listen to the first paragraph and read after the tape.
read the first paragraph in groups.
watch vcd of the second paragraph and learn the new words and and remember.(电脑呈现) 
language   languages
country    countries
read the second paragraph after the tape.
read in pairs.
look at the third paragraph and learn the new words : tidy
read the third paragraph.
whole class read the dialogue.

consolidation:
(1) take notes
(2) role play

homework
listen, read and recite the dialogue.
copy the new words and dialogue.

layout          unit 8 what time do yongxian’s classed begin?

do some of your classmates come from the other countries?     country  countries
yes. we’re from more than ten countries.                       language
what languages do you usually speak at school?                  tidy     tidier
we speak chinese or english.
下节课要帮学生读准 you, your, they are, there are

unit 8 what time do yongxian’s classed begin?
objectives
vocabulary: have to, hard,
unit 8 dialogue part 2
work with language
the usage of the comparative degree

procedures
warming up
look and say: you, your, they are, there are
whole class read unit 8 dialogue
recite the dialogue according to the key words.

presentation
t: tom and rose are still at yongxian’s class. what questions do they ask? watch the vcd (电脑呈现)
q: what time do your classes begin?
a: at a quarter to eight.
q: what time do you leave school?
a: at about five.
   so you have to get up earlier than me. 
teach: have to
q: how many pupils are there in your class?
a: there are 45.
q: how many pupils are there in rose’s class?
a: there are only thirty.
t: there are 45 pupils in yongxian’s class. but only 30 in rose’s class. so rose thinks yongxian’s teachers have a harder job to do.
teach: hard
“your teacher have a harder job to do.” is a comparative degree sentence.
hard-harder-a harder job-  hard-working
read the dialogue of p36 after the tape.
whole class read the dialogue
read the dialogue in groups.
ask tow groups to read the dialogue.
take notes. ours=our class

development
dialogue part ii
look at the pictures choose the words to complete the sentences in pairs.
check their answers.
whole class read the sentences.
in pairs, use the words in the box to make dialogues.
eg. which subject do you like better, chinese or english?
i like english better.

homework
listen, read and recite the dialogue.
activity book unit 8 ex.4.5.
copy the new words and dialogue.

layout             unit 8 what time do yongxian’s classed begin?

then you have to get up earlier than us.           have to
your teacher have a harder job to do.             hard
i think all teachers are hard-working.             hard-working

unit 9 let’s go further
objectives
sound families
story time
did you know

procedures
warming up
(1) whole class read unit 8 dialogue
(2) ask some pupils to act out the dialogue.

presentation
(1) t: boys and girls, do you still remember the story about mr hare and mr turtle?
(2) retell the story.
(3) t: but there is another new story about mr hare and mr turtle. do you want to know? watch carefully and tell me who the winner is? (电脑呈现)
(4) discuss the story with the pupils.
(5) watch again
(6) try to act out the story according to the pictures.
(7) did you know: introduce some facts about multimedia classroom.

sound families
(1) review some phonetic symbols they have learnt.
(2) look at words and read.
(3) present words: blue, ruler; look, put; must, mum; no, new; sing, long
(4) teach: /u:/ /u/ /m/ /n/ / /
(5) practise
(6) try to read the words in one by one(电脑呈现)
(7) check
(8) summing up.

homework:
look and try to write down the words according to the phonetic symbols.
project: make the survey and answer the questions.

module 4 wild animals
ⅰ.objectives
language skill
can name some wild animals.
can talk about wild animals.
can compare two or more things or persons.

language knowledge
(1) vocabulary
4 skills:
its, whale, blue whale, land, on land, dinosaur, metre, weigh, over, kilometre, shark

3 skills:
ton, bone, cheetah, leopard, crocodile

(2) drills
elephants are the biggest animals in the world.
of all animals, cheetahs run fastest.
which is bigger, a blue whale or a dinosaur?
who works hardest in our class?

(3) daily expressions in communications
it can be 30 metres long.
it weighs over 150 tons.

(4) the comparative degree and the superlative degree.

(5) sub-topic
unit 10: what are the biggest animals in the world?
unit 11: what animals run fastest?
unit 12: let’s go further

affects
to familiarize the pupils with the blue whales, and love the blue whales.
to learn more about animals and learn how to protect them.
to develop the confidence in decoding new words.
to encourage imagination.

learning strategy
(1) cognitive strategy.
(2) regulating strategy.
(3) communicative resource strategy.

cultural consciousness
to know more about polar bears.
to know more animals from other places, and human beings should try to protect them. (kiwis, ostrich and penguins)

ⅱ.difficult points
the comparative degree
the superlative degree

ⅲ.schedule: 7 long-periods

ⅳ.materials:
textbook, activity book, tape, teacher’s book, cards, computer, tv

module 4 wild animals
1st period
objectives
the superlative degree
the comparative degree
unit 10 work with language
unit 11 work with language part 1

procedures
revision
chant: good, better, best,
         never let it rest.
         till good is better,
         and better, best.
look and write the comparative degree.
high, higher, fine, finer, easy, easier, hot, hotter, good, better

pre-task
ask three students to stand up.
t: ben is tall.
mike is taller than ben.
jacky is taller than mike.
jacky is the tallest of the three.
ps: book a is big.
book b is bigger than book a.
book c is bigger than book b.
book c is the biggest of the three.
whole class read the sentences.
summing up: comparative degree and superlative degree
unit 11 part 1 : read the words and find out how theses words change.

while-task and post-task
write the superlative degree of the words.
unit 10 work with language: look at the pictures and fill in the blanks in pairs.
talk about the animals.
ask some pupils to write their answers on the blackboard.
check
whole class look and read.
game: imitate the animals then sentences with comparative degree and superlative degree as possible as you can then whole class discuss.

homework:
read the form of p51.
write six or more than six sentences with comparative degree and superlative degree.

layout   

ben is tall.                              high, higher, highest
mike is taller than ben.                     fine, finer, finest
jacky is taller than mike.                   easy, easier, easiest
jacky is the tallest of the three.            hot, hotter, hottest
                              good, better, best
book a is big.
book b is bigger than book a.
book c is bigger than book b.
book c is the biggest of the three.                          
                        

unit 10 what are the biggest animals in the world?
objectives
dialogue
vocabulary: whale, blue whale, land, on land, dinosaur, metre, weigh, over, ton
drill
elephants are the biggest animals on land.
which is bigger, a blue whale or a dinosaur?
a blue whale can be more than thirty metres long and weighs over 150 tons.

procedures
warming up: song: four blue whales
presentation
write the title and ask: what are the biggest animals in the world?(blue whales.)
teach: whale, blue whale,
practice: what are the biggest animals in the world? blue whales.
what are the biggest animals on land? elephants.
teach: land, on land, dinosaur
there are no dinosaurs in the world now because there is no suitable environment for them. we should try to keep the suitable environment for humanbeings.
t: which is bigger, a blue whale or a dinosaur?
      a blue whale is bigger than a dinosaur, i think. a blue whale can be more than thirty metres long and weighs over 150 tons.
teach: metre, weigh, over, ton,
practice in pairs.
listen to the tape and answer the questions:
what do whales eat?
where do whales live?
can we see whales in the park? (we can see whale’s bones in the park.)
teach: bone
whole class read the new words.
consolidation
look and read the dialogue after the tape.
read the dialogue in groups.
try to repeat the dialogue according to the pictures.
rhyme: who runs fastest
development: work with language part 2.
make an animal cartoon picture show. make a survey and fill in the form.
check

homework:
listen, read the dialogue.
talk about the survey with your friends.
copy the dialogue and new words.

layout                unit 10  what are the biggest animals in the world?
                              blue whale
          elephants are the biggest animals on land.          land, on land
                              dinosaur
                              metre=meter
          which is bigger, a blue whale or a dinosaur?        over   ton
          a blue whale is bigger than a dinosaur, i think.      weigh      eight
a blue whale can be more than thirty metres long and weighs over 150 tons.

unit 11 what animals run fastest?
objectives
dialogue
vocabulary: kilometer, leopard, cheetah, shark, crocodile
drills:
of all animals they run fastest.
how fast can a cheetah run?
more than ninety-five kilometers an hour.

procedures
revision and warming up
dictation
whole class read the unit 10 dialogue
ask some pupils to act out the dialogue.
chant: who runs fastest?
game: review words about animals.

presentation
present the title: unit 11 what animals run fastest?
guess: what animals run fastest?
cheetah.
most cheetahs and leopards live in africa. they run very fast. some people kill them. they become less and less. we should try to protect them.
present: of all animals they run fastest.
how fast can a cheetah run?
more than ninety-five kilometers an hour.
teach: kilometer
practice in pairs.
t: what does a cheetah look like? it looks like a leopard.
present two pictures: leopard and cheetah
teach: leopard
find out the different between a leopard and a cheetah.
whole class read the new words.
look and read the dialogue after the tape.
read the dialogue in groups.

consolidation and development.
summing up: comparative degree and superlative degree
chant: good, better, best
dialogue part 2: look at the pictures and complete the dialogue in pairs.
teach: crocodile, shark
check
read the sentences by themselves.

homework
listen and read the dialogue after the tape.
copy the new words.
discuss: what animals do you like best? why?

layout                unit 11 what animals run fastest?
of all animals they run fastest.                 cheetah   leopard

how fast can a cheetah run?
more than ninety-five kilometers an hour.        kilometer   kilo+metre

what does a cheetah look like?                  crocodile
it looks like a leopard.                           shark

unit 11 what animals run fastest?
i. objectives
1. work with language
2. vocabulary: eagle,
3.sound families

ii. procedures
review
vowels and consonants

presentation
game: catch fingers
a sportsman is walking with his daughter, unfortunately, he slips down on the floor.
the most beautiful cock likes to watch the boxing match.
summing up : a 在w后发 /d/
find out /s/ and /z/
read: thank the other three brothers of their father’s mother’s brother’s side.
summing up on text book page 51
open books and read the words.
 find out the sentences of the comparative degree and superlative degree. (the ox and the frog.) (电脑呈现)
summing up: comparative degree and superlative degree.
game: work with language part 1
work with language part 2: make a survey and answer the questions.
report
look at the pictures. discuss and answer the questions in four.
teach: eagle, eagles
report

homework
review unit 11 dialogue and read work with language
draw pictures of animals and discuss them with your friends.

layout
                   /  / or, al, au, oor
                   / d / o, a,
                   /s/ s, c
                  /z/ z, s
                  /  / th
                 /  / th

unit 12 let’s go further
i. objectives
1. story time
2. additional words
3. did you know
4. comparative degree and superlative degree.

ii. procedures
warming up
discuss in groups: which of these animal jumps highest/ strongest…?
review comparative degree and superlative degree
make some sentences according to the key words.

presentation
which of these animals lives in the coldest place? polar bear.
talk about polar bears with the pupils.
introduce something about polar bears.
present three more animals: kiwi, ostrich, penguin
t: do you know some facts about these animals? (电脑呈现)
open books and read the additional word.

presentation
present pictures of story time one by one.
ask pupils to describe the pictures by themselves.
see the story and answer the questions. (电脑呈现)
open books then read the story after the tape.
read in pairs.
look at the pictures and try to retell the story.

homework:
find out more materials about other animals.
listen to the tape and read the dialogues and story time.

layout  
            which of these animal jumps highest/ strongest…?
            polar bear.

revision
names of some wild animals
the comparative degree
the superlative degree
to compare two or more things or persons.
谈及动物的单词及课文在三四年级已经学过，学生并不太难掌握。只要在module 3好好把握比较级的变化，这个module的教学难度就可以降低。

test of module 3 and module 4

analisy

module 5  eating habits
1st period
i. objectives
to experience language in use
to learn hoe to ask choice and express preference.
to practices talk about favourite foods.
to develop healthy eating habits.
unit 13 work with language
unit 14 work with language part 1

procedures
revision
(1) chant: p. 60
      (2) review the food: (look at the software and read the words)
pre-task
watch tv and listen to the computer:
answer my question:
how many people are there in the dialogue?
who are they?
can we eat at jimmy’s today?
which do you prefer,… or…?
listen to the dialogue and repeat the sentences:
which do you prefer, hamburgers or pizza?
i prefer ….
pizza is more delicious than hamburgers.
i’m so full.
practice in pairs:
which do you prefer, …or …?
i prefer ….
… are more delicious than ….
i like … best.
learn the new words:
prefer                        inside
pizza                          burger
full                           
listen to tape and read the text.
read the text.
practice in pairs.
look at the key words and read again.
act out the dialogue .

homework:
read the unit 13 text.
copy words and text.
act out the dialogue.
layout   
 prefer                        which do you prefer, …or …?
inside                         i prefer ….
pizza                          … are more delicious than ….
burger                        i like … best.
full                   
                        

unit 14     which food do you preper?
i. objectives
1. dialogue.
2. vocabulary: shall, restaurant, famous, pork, sea food, menu, strange, again, different, kind, important, again, fruit-vegetable, cereals, agree, agree with.
drill :
where shall we have dinner?
which food do you like ?
do you agree with me?
procedures
1. warming up: song: pizza and chips
2. presentation
(1) write the title and ask: which food do you prefer?
(2) teach: shall , restaurant, famous.
(3) practice: where shall we have dinner?
can we go to guangzhou restaurant?
it’s very famous.
(4) teach: pork, sea food, menu, strange, again
t: which food would you like ,…or…? i prefer….
(5) teach: different, kind, important, fruit-vegetables, cereals, agree, agree with.
(6) practice in pairs.
(7) listen to the tape and answer the questions:
where shall we have dinner?
can we go to guangzhou restaurant?
which food would you like ,… or …?
when are you going to have dinner here again?
do you agree with me?
(8) whole class read the new words.
3. consolidation
(1) look and read the dialogue after the tape.
(2) read the dialogue in groups.
(3) try to repeat the dialogue according to the pictures.
rhyme:
read this ryhme
4. development: p.64 fill in the form with different foods you know.
meat:
cereals:
fruit-vegetables:
milk foods:

homework:
listen, read the dialogue.
talk about the food with your friends.
copy the dialogue and new words.

layout                unit 14
        
where shall we have dinner?             shall
which food do you like ?                 restaurant
do you agree with me?                   famous
                              pork
                              sea food
                              menu
                              strange
                              again
                              different
                              kinds
                              important
                              fruit-vegetable
                              cereals
                              agree (with)…

unit 13 work with language & unit 14 work with language
sound families
objectives
vocabulary: foods
drills: which do you prefer?    i prefer ….
different food /drinks/fruits/vegetable
ii. procedures
1.revision foods words
(1) dictation
(2) ask some pupils to act out the dialogue.
(3) unit 13 work with language.
listen and match the people with the foods.

2. read the table and tick the items you like best. then talk about them with your partner.
3.teach the new words:
burger, peach, chinese cabbages.
4.consolidation and development.
(1) summing up: which food would like,… or …? i prefer….
(2) check the p. 61. (1)
teach unit 14 work with language.
oral practice: p. 65 (!)
we use more and most to form the comparative and superlative of some words:
for example: the new queen is … ,but snow white is … … than the new queen.
snow white is the… … girl in the word.
learn the sound families:
  read the sound families and spell the words.
different western food and chinese food.

homework
1. read p.61 (2) and p.65
2.copy the new words.
    3. listen to tape unit 13 ab book. 1 and 2.

layout                unit 13 /14 work with language
burger,  peach,  chinese cabbage.
the new queen is … ,but snow white is … … than the new queen.
snow white is the… … girl in the word.

unit 15 let’s go further
objectives
to experience language in use
to reinforce expressions about preference.
to birthday concept.
to introduce chinese birthday culture in english.
to develop listening and writing skills.
6.  story time: look and listen. then try to act out the story.
7. vocabulary: balloon, surprise, 

ii. procedures
review
foods , drinks, fruits, vegetables
(1) presentation
(2) see the story and answer the questions. (电脑呈现)
listen to the tape and answer my questions.
read the story time.
for after-listening activities, the pupils could be asked to act out the story.
they don’t recite the story word for word, instead,
(3) open books then read the story after the tape.
(4) read in pairs.
(5) look at the pictures and try to retell the story.
ask the pupils hoe they usually celebrate their birthday.
ask them what food chinese eat for their birthdays.
listen to the tape and do activity book :p 61 (1,2)
open books and read the additional word work:

homework:
listen to unit 15 text
do ab book p.63-64 (5.6)
review the unit 14 words.

revision
1.  names of some chinese food and western.
2. the comparative degree
3. the superlative degree
4. to compare two or more things or persons.
5. review the drills : you should….   you shouldn’t…

test of module 5.
analysis

module 6 weather
1st period unit 16 what’s the weather like?
objectives:
 1. language skill
to experience language in use
to learn how to ask and tell about the weather and the temperature.
to learn the words describing the weather.
to develop listening and reading skills
unit 16 work with language
unit 17 work with language

2.language knowledge
(1)vocabulary: weather, wet, windy, put on, temperature, zero, degree, yesterday, sunny, cloudy, rain, raincoat, umbrella, new zealand, snowy, ski, foggy, rainy , cool, warm, season, month, because, fire, snowman, sightseeing, place, last, dry
 (2) drills:
it’s much colder today than yesterday.
what’s the weather like there today?
it’s sunny, hot and dry.
what will the weather be like there tomorrow?
what’s the temperature?
it’s ten degree(s) centigrade.
 (3) daily expressions in communications
    make a weather report.
 (4) sub-topic
unit 16 what’s the weather like?
unit 17 what’s season do you like best?
unit 18 let’s go further
affects
to learn the words describing the weather.
to develop listening and reading skills.
learning strategy
(1) cognitive strategy.
(2) regulating strategy.
(3) communicative resource strategy.

cultural consciousness
to know more about weather.
to extend the weather vocabulary.
to practise asking and telling about the weather in the future.
ⅱ.difficult points
make a weather report.
ⅲ.schedule: 7 long-periods

ⅳ.materials:
textbook, activity book, tape, teacher’s book, cards, computer, tv

unit 16    what’s the weather like?
一．课型： 新授课
二．教学内容：unit 16 work with language
三．教学目标：掌握描述天气的单词，(cloudy, sunny, windy, rainy, foggy, snowy, wet)学说并运用关于提问天气和温度的特殊疑问句及其回答，(what’s the weather like…? what’s the temperature?)能在情景中运用。
四. 重点：what’s the weather like … ?
         what’s the temperature?
五．难点： c摄氏度的表达法

六．教学过程：
1. warming up:
(1) chant
(2) free talk
(3) leading in
2. presentation and practice
(1) tell the aim: make a weather report
(2) new words and expressions
   sept 1: weather
(software) look and learn the new words : sunny, windy, cloudy, rainy, snowy, wet
practice: what’s the weather like? it’s sunny/ windy/…
chant
monday, monday, sunny day!
tuesday, tuesday, windy day!
wednesday, wednesday, cloudy day!
thursday, thursday, rainy day!
friday, friday, snowy day!
what’s the weather like on friday? it’s snowy.
(现在世界的天气都出现不正常的变化，出现了厄尔尼洛等天气现象，都是由于环境污染、大气污染太严重的关系。所以，我们要尽最大的力气好好保护好人类赖以生存的环境。)
   sept 2: temperature
   a: learn “what’s the temperature? it’s ten degrees centigrade. ” (software)
   b: practice
   c: game: look and say as quick as possible
3. reinforce
(1) ask and answer about the weather of city
     what’s the weather like in beijing/… ?  it’s snowy.
     what’s the temperature?     it’s …
(2)sing a song
4. development
   (1) make a weather report
      make a sample
   activity
   show a weather report
5. summing up

homework:
read and copy the new words.
make a weather report with your friends.

layout             unit 16 what’s the weather like?
what’s the weather like…?           sunny, windy, cloudy, rainy, snowy, wet
it’s sunny/ windy/ foggy…

what’s the temperature?      0 c zero degree centigrade
it’s…                         10 c ten degrees centigrade
                             
                             
                             
unit 16 what’s the weather like?

objectives
unit 16 dialogue.(2)
vocabulary:  wet, put on, temperature, zero, degree, yesterday,  rain, raincoat, umbrella, new zealand, ski,
drills
what’s the weather like today?
           it’s …, …and….
put on your …, please.
what’s the temperature?
it’s …
ii. procedures
1.greeting game: free talk
present dialogue
(1) listen to the computer and watch software.
what’s the weather like today? (电脑呈现)
it’s …
(2) answer my question:
(3) teach: wet, put on, temperature, raincoat, umbrella, new zealand, sounds, ski, warm.
(4) practice in pairs:
what’s the weather like today?
    it’s …, …and….
    what’s the temperature?
it’s …
put on your …, please.
(5)watch again and read sentence by sentence. (电脑呈现)
(6)read this part in groups.
(7)read the whole dialogue with your good friends.
(8)development:
review the temperature.
   make a weather report.

homework
(1) listen, read and recite the dialogue.
(2) copy the new words and dialogue
(3) review the unit 16 text.

layout      what’s the weather like today?
                    it’s …, …and….
put on your …, please.
what’s the temperature?
it’s …
 wet, put on, temperature, zero, degree, yesterday,  rain, raincoat, umbrella, new zealand, ski,

unit 17   what season do you like best?

i. objectives
1 让学生学完该课以后，能够根据老师的简单提示，用自己的话把课文复述出来。
2 能够熟练运用重点句型 what season do you like best?
3 根据所学的句型，能够写email给外国友人，告诉他她，自己最喜欢的季节，为什么，天气是怎么样的。

procedures
pre-task
guessing game
introduction: listen to the computer , find out the weather according to the sounds .
sing the song “ how is the weather?”

while-task:
1
t:  wonderful song! do you know how is the weather now outside now?
ps: it is sunny now .
t: yeah , so today we are going to learn the weather of england ? do you know what’s the weather like in england ?
ps : no !
t: ok !  today ,i will be your guide and show you around england.
ps: yeah!
t : before we going to england , i will give you everyone a ticket of plane.
please show me! before we broad , please get these words in your mind.

present the a picture including four seasons of england
t: here we are ,boys and girls. this is england . 
can you tell me how many seasons are there in england ?
ps: there are four !
t: what are they?
ps : they are spring summer autumn,,,

require the pupils reside this part all together.

software
t:  tell me. what’s the temperature in spring of england ?
ps: ~~~~~~~~~~~~~
t: all right !  so what’s the weather like in spring?
ps: warm

present two and three
retell
when is the autumn ? what  about the spring?
present： what season do you like best?
t: what season do you like best？
what’s the chinese for “what season do you like best?”

t: do you want to know what season does mr lee like best?
ps: yeah
t: ask me
ps: what season ~~~~~~~~~?
t: i like winter in england .
why ?
because …
because i can sit  by the fire and watch tv
i can ski and make the snowman.
present
what season do you like best？
i like…
why ?
because
 i can …
t: suppose you are xiao ling ,you like summer
t : what season do you like best?
ps:  i like winter.
t : why ?
ps ：because i can …
(picture of summer)
i can …
try to recite.

8. listen to the tape
9.answer the questions.
10.write a e-mail.
t: ok ! boys and girls ,time is up . we have to go back to guangzhou now .
are you ready ?
ps :yeah !
t: ok ,here we are ,guangzhou china
(present pictures.)
ok , you finish your trip , you have to hand in a paper for me
now ,please write a e-mail to a friend in england
something like this
(电脑呈现)
dear ____:
 hello , i come back to china now . i like summer best .
because
1 i can_________________
2 i can_________________

homework:
listen and read unit 17 text.
copy words and text.
make a dialogue.
layout
season                how many people are there in a year?
month                 there are four.
because               what’s the weather like in …?
fire                   it’s …
snowman

unit 18 let’s go further
objectives
to experience language in use
to extend the topic.
to encourage reading.
to have fun
to develop listening and writing skills.
6.  story time: look and listen. then try to act out the story.
7. vocabulary: enough food, far away, butterfly.
ii. procedures
review
season words: spring, summer, autumn, winter.
(1) presentation
(2) see the story and answer the questions. (电脑呈现)
listen to the tape and answer my questions.
read the story time.
for after-listening activities, the pupils could be asked to act out the story.
they don’t recite the story word for word, instead,
(1) open books then read the story after the tape.
(2) read in pairs.
(3) look at the pictures and try to retell the story.
ask the pupils how they usually specially season.
listen to the tape and do activity book :p 73 (1,2)
open books and read the additional word work:

homework:
listen to unit18 text
do ab book p76 (5.6)
review the unit 17 words.

revision
names of season specially.
the comparative degree
the superlative degree
to compare two or more things or persons.
review the activities book: 74 (3) (4).

test of module 6.
analysis

module 7 revision

1--our life
objectives:
to review the present third person singular in statements, interrogatives and negatives.
to improve listening skills.
to review how to talk about daily routines.
listen to the dialogue. p.86-87.
read the dialogue and complete the questions. you can find the answers to those questions in the dialogue.

2--seeing a doctor
objectives:
to review hoe to give advice.
to improve listening skills.
to review the phrases expressing habitual activities.
to reinforce the concept of healthy habits.
listen and fill in the form with the advice about health. p. 87-88.
look at the picture and below and match them with the words.
then discuss what you should do ad what you shouldn’t do.

3--our school and our class
objectives:
to review how to make comparisons.
to review comparatives of adjectives and adverbs.
to reinforce the present third person singular.
to improve listening skills.
to review comparatives of adjectives.
to review how to make comparisons.
to improve reading skills.
look at the picture below. in pairs fill in the blacks and complete the conversation. p.89-90.

4—wild animals
objectives:
to review how to describe animals.
to improve listening skills.
to reinforce comparatives and superlatives and superlatives.
to put language in use.
to develop writing skills.
listen to the passage and choose the answers. p.90-91.

5—eating habits.
objectives:
to review how to ask and tell about preference.
to review the food vocabulary.
to review how to ask and tell about preference.
to improve interviewing skills.
to put language in use.
to make learning personal.
ask each other questions. p.94.(2) (3)

6—weather
to review the season words in an interesting way.
to have fun.
to make the searching more stimulating, you may it a competition.
to review some weather words and expressions about indoor or outdoor activities.
to review hoe to talk about different weather and different activities for the weather.
to improve reading skills.
to extend the topic.
find the words: p.94.(1) (2)