年級(jí)下冊(cè)英語(yǔ)教案

教學(xué)計(jì)劃一、分析教材本冊(cè)《英語(yǔ)》教材是按照教育部《義務(wù)教育普通高中英語(yǔ)課程標(biāo)準(zhǔn)》關(guān)于小學(xué)英語(yǔ)教學(xué)的基本概念和英語(yǔ)教學(xué)一級(jí)和二級(jí)的教學(xué)要求編寫而成，根據(jù)著名心理學(xué)家皮亞杰的兒童感知理論和著名教育家加德納的多元智能理論，在整套教材中重點(diǎn)突出了“動(dòng)態(tài)”二字，讓小學(xué)生用英語(yǔ)開展活動(dòng)，用英語(yǔ)做事情，全書共12課，每課設(shè)計(jì)了以下幾部分：首先是Let’slistenandsay,介紹本單元的基本故事書中的小朋友在用英語(yǔ)交流，同學(xué)們要認(rèn)真聽(tīng)，認(rèn)真看，理解他們?cè)诟墒裁?，說(shuō)些什么，然后努力去學(xué)著做。然后是Let’slearn,

這部分給出了一些新單詞，詞組和短語(yǔ)等。老師會(huì)幫助大家學(xué)會(huì)說(shuō)這些詞，并用剛學(xué)過(guò)的句子進(jìn)行練習(xí)，進(jìn)一步鞏固。接著是Let’sact這部分設(shè)計(jì)了一些課堂活動(dòng)，同學(xué)們可以按照書中的范例，運(yùn)用前面的學(xué)到的表達(dá)方法進(jìn)行交流，進(jìn)一步鞏固和提高用英語(yǔ)聽(tīng)、說(shuō)、做、玩、演的技能。緊跟著是Let’sread,同學(xué)們?cè)谶@部分會(huì)讀到發(fā)生在Tim和他的好朋友小恐龍Dino身上的許多生動(dòng)有趣的小故事。再下來(lái)Let’slistenreadandwrite這部分重點(diǎn)是讓同學(xué)們通過(guò)反復(fù)聽(tīng)讀練習(xí)，學(xué)會(huì)拼寫英語(yǔ)單詞。最后，每個(gè)單元還專門設(shè)計(jì)了Let’shavefun

在這里還專門設(shè)計(jì)了Let’shavefun,在這里同學(xué)們可以結(jié)合本單元的內(nèi)容，唱一唱，說(shuō)一說(shuō)，說(shuō)一說(shuō)，玩一玩，做一做，動(dòng)動(dòng)腦筋使英語(yǔ)學(xué)習(xí)成為一件快樂(lè)的事。二、學(xué)生基本情況經(jīng)過(guò)小學(xué)的英語(yǔ)入門學(xué)習(xí)，6年級(jí)的學(xué)生有了初步的英語(yǔ)基礎(chǔ)，能夠較正確的說(shuō)出常用的生活用品和周圍環(huán)境的名稱，能用簡(jiǎn)單的英語(yǔ)進(jìn)行對(duì)話。本期重點(diǎn)讓學(xué)生學(xué)會(huì)拼寫英語(yǔ)單詞掌握發(fā)音規(guī)律，學(xué)會(huì)拼讀單詞，掌握用英語(yǔ)說(shuō)話的正確語(yǔ)調(diào)節(jié)奏等，從而學(xué)會(huì)講一口自然，流暢的英語(yǔ)，同時(shí)還要進(jìn)行英語(yǔ)書寫練習(xí)，逐步培養(yǎng)學(xué)生用英語(yǔ)聽(tīng)、說(shuō)、做、玩、演、唱、寫為將來(lái)更好地學(xué)習(xí)英語(yǔ)打下良好的基礎(chǔ)。

三、教學(xué)總目標(biāo)1．從興趣入手打開小學(xué)生通往英語(yǔ)學(xué)習(xí)的大門。2．把英語(yǔ)學(xué)習(xí)和跨學(xué)科學(xué)習(xí)融為一體。3．強(qiáng)調(diào)讓小學(xué)生在完成各項(xiàng)任務(wù)中學(xué)習(xí)和運(yùn)用英語(yǔ)。4．注意對(duì)小學(xué)生進(jìn)行探究式學(xué)法。5．注重評(píng)價(jià)對(duì)學(xué)生的激勵(lì)作用。四、聽(tīng)、說(shuō)、讀能力的措施和方法1．Let’slistenandsay

是語(yǔ)言呈現(xiàn)的第一部分，有條件的話可給學(xué)生放映這部分的VCD，讓學(xué)生感知語(yǔ)言，然后進(jìn)行有關(guān)內(nèi)容的教學(xué)，條件差的學(xué)校教師可以用教學(xué)掛圖代替VCD的畫圖，并放錄音由教師做各個(gè)角色的相應(yīng)動(dòng)作。2．Let’slearn

要求學(xué)生不僅能聽(tīng)懂、能跟讀、而且會(huì)做出相應(yīng)得反應(yīng)，教師要幫助學(xué)生正確地模仿錄音的聲音，包括節(jié)奏、語(yǔ)調(diào)和語(yǔ)氣等，而不僅僅是能讀出來(lái)就行了，要明確地告訴學(xué)生從現(xiàn)在起下功夫去學(xué)習(xí)并掌握模仿能力。3．Let’sact這一部分要求學(xué)生能正確、熟練地運(yùn)用所學(xué)的語(yǔ)言并且能運(yùn)用正確的語(yǔ)音、語(yǔ)調(diào)有感情的有動(dòng)作地把這一部分的對(duì)話表演出來(lái)。在熟練的基礎(chǔ)上還可以允許學(xué)生以小組為單位，根據(jù)他們的實(shí)際情況，運(yùn)用所學(xué)的語(yǔ)言對(duì)此對(duì)話做適當(dāng)?shù)膭?chuàng)造性的修改，然后再全班進(jìn)行表演，激發(fā)學(xué)生創(chuàng)造的欲望。4．Let’sread

這一部分綜合地重現(xiàn)了學(xué)生學(xué)過(guò)的詞匯和句型，幫助學(xué)生理解和復(fù)習(xí)。教師可讓學(xué)生默讀一次，讓學(xué)生明白短文的意思，再以各種方式來(lái)進(jìn)行活動(dòng)表演。此外，本套教材要求教師開展大量的課堂活動(dòng)，聽(tīng)音做動(dòng)作、角色表演等活動(dòng)把創(chuàng)意用于基本技能之中，用圖畫來(lái)開展英語(yǔ)活動(dòng)，唱英語(yǔ)歌等活動(dòng)則為藝術(shù)智能型的學(xué)生提供了學(xué)習(xí)英語(yǔ)的最佳機(jī)會(huì)，其主要目標(biāo)都是激勵(lì)學(xué)生正在學(xué)習(xí)的信息。小學(xué)生的思維異?；钴S，在不知不覺(jué)中“習(xí)得”英語(yǔ)，長(zhǎng)此以往，這些活動(dòng)會(huì)在學(xué)生身上產(chǎn)生奇妙的效果。五、教學(xué)改革的大體設(shè)想此次英語(yǔ)課教學(xué)改革就是要改變過(guò)去你傳我授的教學(xué)模式而采用以活動(dòng)課為主的教學(xué)模式，兒童對(duì)事物的感知往往被無(wú)意性和情緒所支配著。興趣就是他們學(xué)習(xí)的最基礎(chǔ)的動(dòng)力。因此要意最貼近小學(xué)生的實(shí)際生活我切入點(diǎn)，注入他們熟悉的內(nèi)容，根據(jù)他們不同年齡段的特點(diǎn)，分別提供具有時(shí)代氣息的語(yǔ)言材料。以聽(tīng)、說(shuō)、讀、寫、唱、玩、演、畫、跳和做等一系列兒童喜愛(ài)的形式不斷激發(fā)他們的學(xué)習(xí)興趣，提高他們學(xué)習(xí)的自信心，讓小學(xué)生的感知在興趣和情緒的支配下，隨著教學(xué)內(nèi)容而起作用，減少盲目性，從而有效地興趣盎然地邁入英語(yǔ)學(xué)習(xí)的大門。六、后進(jìn)生的轉(zhuǎn)化措施小學(xué)生學(xué)習(xí)英語(yǔ)常常不經(jīng)意地出錯(cuò)，這是外語(yǔ)學(xué)習(xí)的必經(jīng)之路，因此教師應(yīng)以形成性評(píng)價(jià)為主來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助他們樹立自信心，形成繼續(xù)學(xué)習(xí)的動(dòng)力。教師要鼓勵(lì)學(xué)生大膽說(shuō)英語(yǔ)，不要怕出錯(cuò)。對(duì)學(xué)生在學(xué)習(xí)過(guò)程中的共誤采取寬容的態(tài)度，以學(xué)生平時(shí)參與各種教學(xué)活動(dòng)所表現(xiàn)出來(lái)的興趣態(tài)度和合作能力為主要評(píng)價(jià)內(nèi)容，并根據(jù)不同參與情況予以積極的語(yǔ)言評(píng)價(jià)：Good!Welldone!Verygood!Wonderful!Goodjob!Perfect!

等。教師可設(shè)計(jì)其他的小獎(jiǎng)品，貼紙圖片等來(lái)鼓勵(lì)學(xué)生，從而提高他們的學(xué)習(xí)積極性。七、教學(xué)進(jìn)度安排

本教材新授課有十課，單元復(fù)習(xí)二課共十二課，根據(jù)教學(xué)內(nèi)容和實(shí)際授課需要，我計(jì)劃每周上一課

每課分三課時(shí)完成，再加上總復(fù)習(xí)十課時(shí)共四十課時(shí)。

Unit1Youaregoodatdrawing,Peter.Period1Teachingaims:1.SscanbeconfidentinEnglishstudying.2.EnabletheSstolisten,read,sayandwritethenewwords:pictures,goodidea,watchafilm.3.EnabletheSstobefamiliarwiththesentencepattern:Ilikedoingsth.I’mgoodat…Teachingemphasis:EnabletheSstolisten,read,sayandwritethenewwords.Teachingdifficulties:EnabletheSstobefamiliarwiththesentencepattern:Ilikedoingsth.I’mgoodat…Teachingtools:Tape,picturesTeachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup1.Greetings.2.MakeaconversationwiththeSs.3.Playagame---Doingandsay.Eg:swimming,running…Ilikeswimming.I’mgoodatswimming.Step2Presentationanddrill1.Showapictureandlearntheword:pictureTheSsreadaftertheT:picture.T:Canyouspelltheword“picture”,please?T:Ilikedrawing.I’mgoodatdrawing.Showsomepictures,andlearntheword.2.Learntheotherwordsinthesimilarway.3.Readtogether.4.Littleteacher.Step3Practice1.T:Idon’tlikerunning.Ilikeswimming.I’mgoodatswimming.S1:Idon’tlikeswimming.Ilikeskating.I’mgoodatskating.…2.TheSsactandsay.3.Pair-work.4.Actitout.Step4Consolidation.Ex..Copythenewwords.Designoftheblackboard:Unit1Youaregoodatdrawing,Peter.picturesgoodideawatchafilmIdon’tlikerunning.Ilikeswimming.I’mgoodatswimming.Unit1Youaregoodatdrawing,Peter.Period2Teachingaims:1.SscangetfunfromEnglishstudying.2.EnabletheSstolisten,readandsaythedialogue.3.EnabletheSstomasterthesentencepattern:likedoingsth,don’tlikedoingsth.Begoodatdoing…Teachingemphasis:EnabletheSstolisten,readandsaythedialogue.Teachingdifficulties:EnabletheSstomasterthesentencepattern:likedoingsth,don’tlikedoingsth.Begoodatdoing…Teachingtools:Tape,pictures,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup1.Greetings.2.Actandsay.T:Idon’tlikerunning.Ilikeswimming.I’mgoodatswimming.S1:Idon’tlikeswimming.Ilikeskating.I’mgoodatskating.…Step2Presentationanddrillandanswer:T:Whatdoyoulikedoing,Peter?Peter:Ilikereading.Idon’tlikesinging.2.Listentothetapeandanswerthequestionsincompletesentences.WhatisAnnegoodat?WhatdoesMingminglikedoing?WhatdoesPeterlikedoing?Whatdoallthekidslike?3.Explainthedifficulties.Step3Practice1.Listentothetapeandrepeat.2.ReadafterT.3.Readtogether.4.Pair-work.5.Littleteacher.Step4Consolidation.Ex..Designoftheblackboard:Unit1Youaregoodatdrawing,Peter.Whatdoyoulikedoing,Peter?Ilikereading.Idon’tlikesinging.I’mgoodatswimming.Unit1Youaregoodatdrawing,Peter.Period3Teachingaims:thetoSstalkaboutthemselveshappily.theSstomakesentencesaboutthemselves;3.EducatetheSstofinishtheEx.Teachingemphasis:EnabletheSstotalkaboutthemselves.Teachingdifficulties:EnabletheSstofinishtheEx.Teachingtools:Tape,computer.Teachingmethod:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup1.Greetings.2.ReadPartAtogether.Step2Presentationanddrill1.T:NowpleasefinishPartD:Talkaboutourselves.2.Checktheanswer.3.AsktwoSstoretellthestory.Step3Practice1.Classwork.Lookatthepictures,describewhateachpersonisdoing.2.Whataretheydoing?Writesentencesabout5oftheabovepictures.Writethenumberofthepictureineachbox.3.Let’ssing.4.Let’sfindoutandwrite.Thechildrenaregoingtothecinematowatchafilm.Drawlinestoshowhowtheygotothecinema.Writesentencestoshowhowtheygothere.Step4ConsolidationEx.WorkbookUnit1...ReviseUnit1.Designoftheblackboard:Unit1Youaregoodatdrawing,Peter.Ilikereading.Idon’tlikesinging.I’mgoodatswimming.I’mnotgoodatswimming.Unit2Annewantedtoskate.Period1Teachingaims:canbeinterestedinEnglishstudying.theSstolisten,read,sayandwritethenewwords:skatingrink,learn,fallover.theSstobefamiliarwiththesentencepattern:Iwantto…Teachingemphasis:theSstolisten,read,sayandwritethenewwords.Teachingdifficulties:theSstobefamiliarwiththesentencepattern:Iwantto…Teachingtools:Tape,pictures,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup.aconversationwiththeSs:Whatdoyoulikedoing?Whatareyougoodat?Doyoulike…?agame---Doingandsay.Eg:swimming,running…Ilikeswimming.I’mgoodatswimming.Step2Presentationanddrill1.T:Doyoulikeskating,Peter?Peter:Yes,Ilikeskating.T:Let’sgototheskatingrink,OK?(Showthepictureof“askatingrink”)TheSsreadaftertheT:askatingrink.T:Canyouspelltheword“skating”,please?T:Ilikeskating.I’mgoodatskating.Iwanttoskate.2.Learnthesentencepattern:Iwantto…Iwanttostandupstraight.Iwanttoputoutmyarms.Iwanttoskateaswellasyou.3.Learntheotherwordsbysituationandactions.4.Readtogether.5.Littleteacher.Step3Practice1.Situationpractise.Iwantto…2.Pair-work.3.Actitout.Step4Consolidation.Ex..Copythenewwords.Designoftheblackboard:Unit2Annewantedtoskate.skatingrinklearnfalloverIwanttostandupstraight.Iwanttoputoutmyarms.Iwanttoskateaswellasyou.Unit2Annewantedtoskate.Period2Teachingaims:caninsistondoingsomethingintheirlives.theSstolisten,readandsaythedialogue;theSstomasterthesentencepattern:Iwanttodo…,andthepasttense.Teachingemphasis:EnabletheSstolisten,readandsaythedialogue.Teachingdifficulties:EnabletheSstomasterthesentencepattern:Iwanttodo…,andthepasttense.Teachingtools:Tape,pictures,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup.thewords.andsay.T:Whatdoyoulikedoing,Peter?Peter:Ilikerunning.I’mgoodatrunning.T:Idon’tlikerunning.Ilikeswimming.I’mgoodatswimming.Iwanttogotoswim.S1:Idon’tlikeswimming.Ilikeskating.I’mgoodatskating.Iwanttogotoskate.…Step2Presentationanddrillatthepicture,askandanswer:T:Whataretheydoing?Wherearethey?2.Listentothetapeandanswerthequestions.Howtoskate?3.Explainthedifficulties.Thepastsense:went,did,said,asked,tried,fell,helped…Step3Practice1.Listentothetapeandrepeat.2.ReadafterT.3.Readtogether.4.Pair-work.5.Littleteacher.Step4Consolidation.Ex..Designoftheblackboard:Unit2Annewantedtoskate.went,did,said,asked,tried,fell,helpedUnit2Annewantedtoskate.Period3Teachingaims:caninsistondoingsomethingintheirlives.theSstobefamiliarwiththepasttense.theSstofinishtheExinPartC,PartD,PartEandPartF.Teachingemphasis:EnabletheSstobefamiliarwiththepasttense.Teachingdifficulties:EnabletheSstofinishtheEx.Teachingtools:Tape,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup1.Greetings.2.Makedialogues.3.ReadPartAtogether.Step2Presentationanddrill1.T:NowpleasefinishPartC:Aboutthestory.Writethecorrectformoftheverbsinthebrackets.2.Checktheanswers.3.ReadafterT.Step3Practice1.Let’spractise:PartD.Pairwork.Makealistofthingsyouwanttodothisweekend.Askandanswerquestionsabouteachother’splansfortheweekend.Writedownwhatyourfriendtellsyou.2.Let’slookandwrite:Whatdoeseachpersoninthepicturewanttodo?Usethewordsgiventowriteyouranswers.3.Let’slistenandtothetapecarefully.Write1to8inthepicturebelowtoarrangetheminorder.Step4ConsolidationEx.WorkbookUnit2...ReviseUnit2.Designoftheblackboard:Unit2Annewantedtoskate.Unit3Haveyougotenoughmoney?Period1Teachingaims:studentsknowusemoneycorrectly.theSstolisten,read,sayandwritethenewwords:adictionary,bookstore,adirtymark,useful.theSstobefamiliarwiththesentencepattern:Haveyougotenough…?Yes,Ihave.No,Ihaven’t.Teachingemphasis:EnabletheSstolisten,read,sayandwritethenewwords.Teachingdifficulties:EnabletheSstobefamiliarwiththesentencepattern:Haveyougotenough…?Yes,Ihave.No,Ihaven’t.Teachingtools:Tape,pictures,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup.aconversationwiththeSs:Whatdoyoulikedoing?Whatareyougoodat?Doyoulike…?agame---Doandsay.Eg:swim,run…Iwanttogoswimming.Iwanttogorunning.Step2Presentationanddrill1.T:Doyoulikereading,Peter?Peter:Yes,Ilikereading.T:Let’sgotothebookstore,OK?(Showthepictureof“abookstore”)TheSsreadaftertheT:abookstore.T:Canyouspelltheword“bookstore”,please?2.Learntheotherwordsinasimilarway.3.Learnthesentencepattern:Haveyougotenough…?Yes,Ihave.No,Ihaven’t.4.Readtogether.5.Littleteacher.Step3Practice1.Situationpractise.Haveyou…2.Pair-work.3.Actitout.Step4Consolidation.Ex..Copythenewwords.Designoftheblackboard:Unit3Haveyougotenough…?Yes,Ihave.No,Ihaven’t.adictionarybookstoreadirtymarkusefulTeacher’snotes:Unit3Haveyougotenoughmoney?Period2Teachingaims:studentsnottosparemoney.andunderstandthetextinPartA.4-skillwordsandphrases.Teachingemphasis:Listenandsaythetext.Teachingdifficulties:ActthetextinPartAout.Teachingtools:Pictures,computer,someobjects(dictionaries,books),somechequecards.Teachingmethods:Communicativemethod,gamesTeachingsteps:Step1WarmingupGreetings.Classbegins.Goodmorning.Gladtomeetyou.Howareyou?I’mfine,thanks.asong:Followme.game:FlashcardTeachershowspicturesquickly,andmakestudentsputuphandsandsayoutthewordsonthem.Step2Presentationstudentsreadthetextbythemselvesfor2minutesandthinkaboutthefollowingquestions:ⅰWherewasAnne?ⅱWhatdidAnnewanttobuy?ⅲHasAnnegotenoughmoney?ⅳDidAnnebuyitatlast?Why?studentsanswerthequestionsonebyone.andunderstandthetext.andsaythetextinPartA.Step3Practicegame:TheluckyboxTeacherpreparesaboxandnamesit“Luckybox”.Putsomepiecesofpaperwithsentencesontheminit.Askstudentschooseoneandreaditout.Ifhe/shecanreadout,he/shewillgainonepointforhis/herownside.thetextbythemselvesinpairs.twopairstothefrontandplayroles.Step4ConsolidationAskstudentstoactaccordingtotheitem:PeterandMarygotobuyfruits.Theywanttobuyapplewhichis4yuan.Theyhaven’tgotenoughmoneyandbuysomebananasatlast.Step5AssignmentthetextinPartA.the4-skillsentencefor3times.Designoftheblackboard:Unit3Haveyougotenough…?Yes,Ihave.No,Ihaven’t.Teacher’snotes:Unit3Haveyougotenoughmoney?Period3Teachingaims:canhavefunfromEnglishstudying.Ssknowthedifferencesbetreen“too”and“enough”.theSstofinishtheExinPartC,PartD,PartEandPartF.Teachingemphasis:EnabletheSstoaskandanswer:Haveyougotenoughmoney?.Teachingdifficulties:EnabletheSstofinishtheEx.Teachingtools:Tape,computer.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingsteps:Step1Warmingup1.Greetings.2.Makedialogues.3.ReadPartAtogether.Step2Presentationanddrill1.T:NowpleasefinishPartC:Aboutthestory.2.Checktheanswers.3.ReadafterT.Step3Practice1.Let’spractise:PartD.Finishtheblankswith“too”“enough”.Step4ConsolidationEx.WorkbookUnit3...ReviseUnit3.Designoftheblackboard:Unit3Haveyougotenoughmoney?Ican’tmovethisbox.Itistooheavy.Iamnotstrongenough.Teacher’snotes:Unit4OurearthlookslikethisfromspacePeriod1Teachingaims:studentsgetinterestedinastronomy.andsaynewwords:interested,excitedly,SpaceMuseumthesentence:...lookslike…Teachingemphasis:Master4-skillwordsandphrases:interested,excitedly,SpaceMuseumTeachingdifficulties:Usethesentence:…lookslike…Teachingmethods:Directmethod,gamesTeachingtools:Pictures,computer,wordcards,tape,towelandsomewater.Teachingsteps:Step1Warmingup.T:Classbegins.T:Goodmorning.Ss:Goodmorning.T:Gladtomeetyou.Ss:Gladtomeetyoutoo.T:Howareyou?Ss:I’mfine,thanks.asong:Twinkle,twinkle,littlestararhyme:Sun,moonandstars.thequestions:Whatcanyouseeintherhyme?Step2Presentationanddrillputthetoweltowaterandmakeitwet.Thenthrowittotheblackboard.T:Whatdoesitlooklike?Learn“l(fā)ooklike”.Ss:Itlookslikea…thewholeclassintotwogroups.Oneofeachgroupthrowthetoweltotheblackboard,andtheothergroupsayoutitlookslikesth.Theloserwillbepunished.3.LookatthepicturesandsaythewordsinPartB.andimitatePartB.1)tingrink,slipping,fallover2)ListenandimitatePartB.Step3PracticegamePattingfliesStickthewordcardstotheblackboard.Asksomestudentstocometothefront.Tordersandstudentspatthewordcards.Thequickestwillwinthegame.gameMagicguesswork.Taketurnstotellyourpartnerwhateachofthesethingslookslike.Step4Consolidation’sdraw.Drawdifferentshapesintheboxesyourfriendwhattheylooklike..exercises.Step5Assignmentthe4-skillphrasesfor3times.PartA.Designoftheblackboard:Unit4OurearthlookslikethisfromspaceItlookslikethesky.interested,excitedly,SpaceMuseumUnit4OurearthlookslikethisfromspacePeriod2Teachingaims:studentsgetinterestedinScience.andretellthetextinPartA.thesentence“…lookslike…”.Teachingemphasis:andretellthetext.wordsandsentences.Usethesentence:…lookslike…Teachingdifficulties:andactoutthetextinPartA2.UnderstandandusethePasttensecorrectly.Teachingmethods:Directmethod,gamesTeachingtools:Pictures,computer,wordcards,tapeTeachingmethods:Directmethod,gamesStep1Warmingup.game:FlashcardTeachershowspicturesquickly,andmakestudentsputuphandsandsayoutthewordsonthem.andanswerTeachershowslides:Whatdoesitlooklike?Ssraisetheirhandsandanswer:Itlookslikea…Step2PresentationanddrillmakestudentsreadthetextbythemselvesandthinkaboutthequestionsinPartC.PartC.andsaythetextinPartA.Step3Practicethetextbythemselvesinpairs.twopairstothefrontandplayroles.Step4Consolidation’sdoandsay:Whatdotheseshadowslookslike?game:Makeshadowsandguess.exercises.Step5AssignmentthetextinPartA.overhowtomakenewshadowswithhands.Designoftheblackboard:Unit4OurearthlookslikethisfromspaceUnit4OurearthlookslikethisfromspacePeriod3Teachingaims:havegoodimaginations.2.Masterthesentence“…lookslike…”.canfinishtheexercises:CDEFandinworkbook.Teachingemphasis:Masterthesentence“…lookslike…”.Teachingdifficulties:Sscanfinishtheexercises:CDEFandinworkbook.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:Pictures,computer,Teachingsteps:Step1Warmingup.anEnglishsong.thestoryofPartA.Step2Presentationanddrill1.T:NowpleasefinishPartC:Aboutthestory.2.Checktheanswers.3.ReadafterT.thecorrectformofverbsinthebrackets.Step3Practice：1.Let’spractise:PartD.Pairwork:Taketurnstotellyourpartnerwhateachofthesethingslookslike.’sdrawandaskyourfriendwhattheylooklike.tothetapeandwritethenumbersintheboxes:Whattheseshadowslooklike?Step4ConsolidationthetextinPartA.overhowtomakenewshadowswithhands.theexercisesinworkbook.Designoftheblackboard:Unit4OurearthlookslikethisfromspaceWhattheseshadowslooklike?Unit5TherearemoreshopsinPictureOnePeriod1Teachingaims:studentstowatchthingscarefully.andsaynewwords:fewer,more,hawkers,similar,puzzle,favourite,differentthesentencesTherearemore/fewer/less….inPicture…Teachingemphasis:Master4-skillwordsandphrases:fewer,more,hawkers,similar,puzzle,favourite,differentTeachingdifficulties:Usethesentences:Therearemore/fewer/less……….Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:Pictures,computer,wordcards,tape,Teachingsteps:Step1Warmingup1. Greetings.T:Classbegins.T:Goodmorning.Ss:Goodmorning.T:Gladtomeetyou.Ss:Gladtomeetyoutoo.T:Howareyou?Ss:I’mfine,thanks.2.Singasong:Twinkle,twinkle,littlestarandanswerWhatdotheshadowslooklike?Itlookslike…Step2Presentationanddrillshow2pensandask:Howmanypensarethereinmyhand?Ss:Two.Tshowrighthand:Howmanypensarethereinmyrighthand?Ss:Three.T:Therearemorepensinmyrighthand.Teachnewwordmore.T:Therearefewerpensinmylefthand.Teachthenewwordfewer.Teachless.slides.Askstudentstotalkaboutthemwiththesentences“Therearemore/fewer…inPicture…”andimitatePartB.thewordsmore.Step3Practice：competitionbetweenGaandGb.MakestudentslookatthepicturesinP22andtalkaboutthem.Iftheyareright,theywillgetpointsfortheirgroups.gameMagicguesswork.Taketurnstotellyourpartnerwhateachofthesethingslookslike.Step4Consolidation’sdrawandask.exercises.Step5Assignmentthe4-skillphrasesfor3times.PartA.Designoftheblackboard:Unit5TherearemoreshopsinPictureOnefewer,more,hawkers,similar,favourite,different,puzzle,Unit5TherearemoreshopsinPictureOnePeriod2Teachingaims:studentsgetinterestedinpuzzles.andretellthetextinPartA.thesentence“Therearemore/fewer/less…”.Teachingemphasis:andsaythetext.wordsandsentencesTeachingdifficulties:UnderstandandactoutthetextinPartA.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:Pictures,computer,wordcards,tapeTeachingsteps:Step1Warmingup.game:FlashcardTeachershowspicturesquickly,andmakestudentsputuphandsandsayoutthewordsonthem.andanswer.showslides.talkaboutthem.Step2Presentationanddrillmakestudentsreadthetextbythemselvesandfillintheblankets.PartEandsaythetextinPartA.Step3Practice：TalkaboutPartA..Step4Consolidation’sdraw.exercises.Step5AssignmentTalkwithyourpartners.Designoftheblackboard:Unit5TherearemoreshopsinPictureOne Cars People Weather Buildings Signboards HelicoptersPicture1 Picture2 Unit5TherearemoreshopsinPictureOnePeriod3Teachingaims:canwatchthingscarefully.canunderstandandusethecomparativedegreecorrectly.canfinishtheexercises:CDEFandinworkbook.Teachingemphasis:Understandandusethecomparativedegreecorrectly.Teachingdifficulties:Sscanfinishtheexercises:CDEFandinworkbook.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:somepictures,wordcards,thetapeandtherecorder,computerarethetools.Teachingsteps:Step1Warmingup1. Greetings.2. Singthesong“Themorewegettogether,thehappierwe’llbe.”Step2Presentationanddrillwork:LookatthepicturescarefullyandsayhowPictureOneisdifferentfromPicturetwo.S1:TherearemoretreesinPictureOne.S2:TherearefewerflowersinPictureTwo.Step3Practice：theExinthePartE:Lookatthethingsinsidethetworefrigerators.Completethepassagebelowwith“l(fā)ess,fewer,more.”theExinPartF:LookatthedrawingofFrankiethesentencesabouthisbrother,Freddie,anddrawthatmonsterontheright.Step4ConsolidationthetextinPartA.picturesandfinddifferencesbetweenthem.theexercisesinworkbook.Designoftheblackboard:Unit5TherearemoreshopsinPictureOneTherearemoretreesinPictureOne.TherearefewerflowersinPictureTwo.AssessmentPeriod1Teachingaims:studentsgetinterestedinEnglish..thewordsandsentencesinUnit1—Unit5exercisesinAssessment.Teachingemphasis:RevisethewordsandsentencesinUnit1--Unit5.Teachingdifficulties:Usethesentences.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:somepictures,wordcards,thetapeandtherecorder,computerarethetools.Teachingsteps:Step1Warmingup.togethera) Twinkle,twinkle,littlestarb) FollowmeandanswerWhatareyougoodat?Whatdidyouwanttodo?Haveyougotenoughmoney?Whatdoesitlooklike?Step2Practiceatthepictureandfillintheblankswithsuitablewords:Comb,broom,cake,soupatthepicturesbelow.Answerthequestionsincompletesentences.atthepicturebelowandwriteasentenceabouteachchild.Step3ConsolidatioFeedbackStep5AssignmentRevisethewordsandsentencesinUnit1--Unit5.Designoftheblackboard:AssessmentUnit6Somestoriesaremoreinterestingthanothers.Period1Teachingaims:canbemoreconfidentinEnglishstudying.cangetthemeaningofthestoryandunderstandtheusageofthecomparativedegreeinEnglish.canmasterthenewwordsandnewsentencespatterns:be+comparativedegreeofadjectives.Eg:bemore+interesting;bebetter.Teachingemphasis:Masterthenewwordsandnewsentencespatterns:be+comparativedegreeofadjectives.Eg:bemore+interesting;bebetter.Teachingdifficulties:SscangetthemeaningofthestoryandunderstandtheusageofthecomparativedegreeinEnglish.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:somepictures,wordcards,thetapeandtherecorder,computerarethetools.Teachingsteps:Step1Warmingup.anEnglishsong:Singtogether.Step2PresentationanddrillsomepicturesandasksomeSstodescribethemoranswertheteacher’squestions.T:WhatisitinPictureOne?Howdoyouthinkaboutit?Isitinteresting?Whichoneisbetter,PictureOneorPictureTwo?Ssansweranddescribethem.tosaynewwords:better,interesting,exciting.tosaynewpatterns:Be+comparativedegreeofadjectives.Bebetter;bemoreinteresting;bemoreexciting.tosaythenewsentencespatterns:PictureOneisbetterthanPictureTwo.PictureTwoismoreinterestingthanPictureOne.Swimmingintheseaismoreexcitingthanswimminginapool.(Itismoreexcitingswimmingintheseathanswimminginapool.)Step3Practice：1.FinishtheExinWbthesentences:moreinteresting;moredangerous;moreexciting.2.Listentothetapeandgetthemeaningofthestory.Writedownthesentencespatternsofcomparativedegree.Step4Consolidation:thenewwordsandsentencespatterns.sentencesaboutthecomparativedegree.Eg:Itismoreexcitingridingamotorcyclethanridingascooter.Itismoredangerousclimbingamountainthanclimbingahill.:Writeandreadthenewwordsandsentences.Designoftheblackboard:Unit6Somestoriesaremoreinterestingthanothers.bebetter;bemoreinteresting;bemoreexciting.Swimmingintheseaismoreexcitingthanswimminginapool.Itismoreexcitingswimmingintheseathanswimminginapool.Unit6Somestoriesaremoreinterestingthanothers.Period2Teachingaims:canbemoreconfidentinEnglishstudying.cangetthemeaningofthestoryandunderstandtheusageofthecomparativedegreeinEnglish.canmasterthenewwordsandnewsentencespatterns:be+comparativedegreeofadjectives.Eg:bemore+interesting;bebetter.Teachingemphasis:Masterthenewwordsandnewsentencespatterns:be+comparativedegreeofadjectives.Eg:bemore+interesting;bebetter.Teachingdifficulties:FinishtheExinbookaboutthecomparativedegree.Teachingmethods:Taskteachingmethod,Audio-linguisticmethod.Teachingtools:somepictures,wordcards,thetapeandtherecorder,computerarethetools.Teachingsteps:Step1Warmingup.someEnglishsongs..ItisTuesdaytoday.Itisfine.EveryoneisloveEnglish.Step2Presentationanddrillretellthestoryinbook,Sslistentoitandgetthemeaningofthestory.someSstowritedownthesentencespatternsofcomparativedegreeontheBb.Helikesomebooksmorethanothers.Somestoriesaremoreinterestingthanothers.Thatpieceofmeatisbetterthanmine.somenewwordsandgetthemeaningofthestory.Apieceofmeat,butcher,dropped,bridgetothetapeandrepeatthestory.Step3Practice：1. Readthenewwordsandsentences.2. Talkaboutthestory:Howdoyouthinkaboutthedog?3. FinishtheExabout