三年級英語上冊全冊教案(外研版一起)

module1Thegeneralaimsofmoduleone:Languagepoints:thenewwords:chopsticks,aknifeandfork,use,easy,hardandmessthebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.Doyouwant…Doyouuse…thenewwords:hamburgers,chips,fastfoodThebasicstructureofprocessingtenseAttitudeaims:Thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandchina.Teachingimportantpoints:Doyouusechopsticksin…?Doyouuseaknifeandforkin…?TheprocessingtenseTeachingdifficultpoints:Thepronunciationofsomenewwords.Forexample,chopsticksThechangesof“be”Activityformoduleone:Inmoduleone,thetopicismainlyaboutthedifferentcustomsinchinaandwesterncountries.Beforetheclass,Irequirethestudentstopreparethepicturesoffood.Intheprocessofteaching,Ibegintheclasswithtalkingaboutthedifferencesinfoodandthensomeothertopicsarerelated.withthehelpofpictures,thestudentstalkaboutthedifferencesingroup.Severalminuteslater,onegroupisgiventwominutestoshowtheresultsofdiscussion.Thentheteachertakesoutthechopsticksandforkandknife.Thestudentscanalsotalkabouttheotheraspects.Thisactivityclassisdesignedintheformofdicussion.Thestudentscouldspeakfreelyaccordingtotheirownvocabularies.Unit1DoyouusechopsticksinEngland?Teachingaims：makestudentsrememberthenewwords:chopsticks,aknifeandfork,use,easy,hardandmessmasteringthebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.Doyouwant…Doyouuse…Attitudeaims:Thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandchina.Teachingimportantpoints:Doyouusechopsticksin…?Doyouuseaknifeandforkin…?Teachingdifficultpoint:Thepronunciationofsomenewwords.Forexample,chopsticksPreparation:wordcard,cD-RomTeachingprocess:warminguppart:Theteachershowsmanypicturesaboutfood..Firstly,theteacherleadsthestudentstogetfamiliarwiththesefoodnamesandthenonthisbasistheteachercanaskthemtopracticethesentencepattern.Doyoulikenoodles?yes,Ido.\No,Idon’t.Doyouwant…?yes,Ido.\No,Idon’t.Steptwo:presentationandpracticeTheteachermakesuseofthepicture“noodles”andanewword“chopsticks”canbeleadedout.T:Ilikenoodles.Ieatnoodleswithchopsticks.Theteachertakesouttherealchopsticksandthensaysthenewword.Atthesametime,theteachershowsthepictureofchopAnactivitycanbemadehere.Thetitleoftheactivityissayingwordsasquickly.Thepronunciationofnewwordisadifficultpoint.SotheteachershouldaskstudentstopracticemorStepthree:Thenewword“use”canbeleadedoutintheprocessofcommunication.T:canyouusechopsticks?Thewordcardofuseshouldbeshown.weusechopsticksinchina.Andtheteacherwritesthesentenceontheblackboard.weusechopsticks.Doyouusechopsticks?yes,wedo.No,wedon’t.Askandanswerinpairs.TheteacherinquiresthestudentsiftheEnglishpeopleusechopsticksandaknifeandforkwillbeleadedout.T:weusechopsticksinchina.DotheEnglishpeopleusechopsEnglishpeopleuseaknifeandfork.Doyouusechopsticks/aknifeandfork?yes,Ido.No,Idon’t.Stepfour:Presentationofthetext.AmyandDamingareinthepark.Theywanttoeatnoodles.watchthecD-Rom,thenanswerthequestions:“DoesAmyusechopsticksinEngland?”Thestudentslookattheco-Romandthenanswerquestions.NowAmyisusingchopsticks.watchagain,thenanswerthenextquestion:Arethechopsticks“easy”or“hard”forher?chopsticksarehardforAmy.Aknifeandforkareeasyforher.Someotheropositewordsareshownhere.big-smallfat-thinhot-coldwhite-blackeasy-hardListenagain,thenanswer:T:IfIsay“big”.youshouldsay“small”.Pleasesaythewordsasquicklyasyoucan.chopsticksarehardforEnglishpeople.SoAmymakethemess.?mess/e/Thenthestudentsreadthepassageagain.Findthesentences,“Doyou…?”.Thencirclethem.Practice:Inchina,weuse.InEngland,peopleuse.chopsticksareforchinesepeople.Theyare_forEnglishpeople.Doyouusechopsticks?yesIdo.yes,Ido.weusechopsticksinchina.They’reeasyforus.Doyouuse?yesIdo.yes,Ido.weuseinEngland.They’reeasyforus.Homework:Askstudentstopracticethesentencepatternsthattheyhavelearnedinthislesson.Unit2I’meatinghamburgersandchipsTeachingaims:masteringthenewwords:hamburgers,chips,fastfoodThebasicstructureofprocessingtenseTeachingimportantpoint:TheprocessingtenseTeachingdifficultpoint:Thechangesof“be”Preparation:wordcard,cardforrealthings,cD-RomTeachingprocess:warminguppart:Reviewthecontentofunitone.weusechopsticksinchina.EnglishpeopleuseaknifeandforkinEngland.Listentoapoem,thensayit.Stepone:Presentationandpracticea.Theteacherdoesactionsandaskquestions.whatamIdoing?（running,playing,jumping,etc.）E.g.you’rerunning.b.doactions：Look,I’meating.I’meatinghamburgersandchips.Andthenthenewwordsarebeleadedout.hamburger,chip?It’sEnglishfastfood.HerewecantalkabouttheEnglandfood.steak,cheese,breadandbutter,etc.whatischinese/Englishfastfood?Doyoulike…?Doyouwant…?Steptwo:AskingstudentstolistentothetapeandanswerthequestionwhatisAmyeating?Listen,pointandrepeatthetext.Practice:Heretheteacherasksstudentstopracticetheprocessingtense.LookatAmy.She’seatinghamburgersandchips.She’susingherhand.whatisDamingdoing?He’seatingrice.whatisheusing?He’susingchopsticks.Thentheteacherasksstudentstotalkaboutthepicturesinthetextbook.S:whatisDamingdoing?S:whatisDamingusing?Step3consolidationandextension.Game:whatamIeating?Theteacherdoesactionsandasksstudentstoguesswhathe\sheisdoing.Forexample:Areyoueatingahamburger?2.GuessingGame:whatamIdoing?whatishe/shedoing?3.makeanewdialogue.Look,I’meating.Step4SummaryThedifferencesbetweenchinesecustomsandEnglishcustomsEnglandweuse.Theyuse ischinesefastfood. andareEnglishfastfoodStep5Homeworkmakeasummaryaboutthedifferencesincustomsindifferentcountries.Reflectionofmoduleone:Thetopicofmoduleoneistalkingaboutthedifferentcustomsindifferentcountries.Atthefirst,Ipreparemanydatasaboutthedifferences.Ithinkthatthestudentsmaybeknowlittleaboutthesedifferences.ButIamsurpisedatstudents’aboundanceintheknowledge.SoIchangemyplans.Iasksthemdiscussthesedifferencesingroups.ThenIaskthemtostandupinalineinthefrontoftheclassroomtotellothersaboutthedifferences.Theytellalot.Iamveryhappy.Inthefuture,Ishouldmakegreateffortstofindstudents’knowledge.weshouldreallybelievethemandgivetaskstothem.Theycanachievethetasksperfectly.Readingofmoduleone:contentofreading:AnarticleaboutthedifferentcustomsPurposeofreading:Broadentheculturalknowledgeofstudents.Preparation:multiplayerStepofreading:Firstly,Iaskstudentstodiscussaboutthefestivals.Thentheycantalkfreelyaboutthefestivalsinchina.Talkingasthetopic,Ileadstudentstotalkaboutthefestivalsinwesterncountries.Inthislesson,Itakechristmasdayasanexample.Thestudentsarerequiredtoexpressmoreidea.TheymustspeakinEnglish.ThenIwritedownallthesentencesontheblackboard.morethanthirtysentencesarelearnedintheclass.Inmyopinion,itisagoodway.Itisnotnecessarytofindallthereadingmaterialsindatas.ourstudentsarethegoodmaterialresource.ThesentencesarespokenbystudentsasfoItisverygood.module2Thegeneralaimsofmoduleone:Languagepoints:thenewwords:make,cake,idea,instead,lovely.thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.whatareyoumaking?thenewwords:Goodidea!Bequiet!Teachingimportantpoints:.whatareyoumaking?2.canusethesebythemselves.Unit1wearemakingacake.TeachingAims:.makestudentsrememberthenewwords:makingacake;goodideaandsoon.2.canlistenandsay:whatareyoudoing?we’remakingacake.Pleasebequiet!I’mworking.Teachingimportantandfocalpoints:whatareyoudoing?we’remakingacake.Pleasebequiet!I’mworking.TeachingAids:.tape-recorder2.somecardsTeachingcourse:Steponewarmingup.Saythepoemofmodule1.2.Review:DoyouusechopsticksinEngland?No,wedon’whatareyoudoing?I’meating.Areyoueatingahamburger?yes,Iam.StepTwopresentationandpractice.Askthechildtoact,andaskhim:whatareyoudoing?Thechildtrytoanswer:I’meating…2.AskSstolookattheirbooks.ElicitasmuchasIcan.3.Playthecassette.Thechildrenlistenandfollowit.4.Playthecassetteagain.Pauseaftereachutteranceforthechildrentopointatthecorrespondingpicture.5.Playthecassetteagain.Askthechildrentofind“wearemaking…”Thenexplain.6.Playthecassetteagain.Askthestudentstorepeat.StepThree.Listentothetapeandsaythesentence.2.Explainandpractice:Readrowbyrow.3.Practiceinpairs.Thencheckit.StepFour.Pointandsay:cake,plane,kite,noodles2.Practiceinpairs.:whatareyoudoing?we’remakingaplane.3.checkthem.StepFive.Listenandwritethemissingwords.2.Nowpointandsay.Homework:Readthetexttoyourfriendoryourparents.Thinking:Thisbookisdifficultforalmoststudents.Ispentmoretimetoteachitaboutmoduleone.Theyarenothappytolearnit.Unitone:Theycouldn’treaditwell.Theycouldn’tsay,“chopsticks,knife,fork”andsomesentenceswell.Unit2I’mwatchingTV.TeachingAims:.canlistenandrepeat:I’mwatchingTV.2.cansingthesong.3.Playthegame:Pointandsay.Teachingimportantandfocalpoints:TeachingAids:tape-recorderTeachingcourse:Steponewrmingup.ListentothetapeofUnit1andrepeat.2.Review:whatareyoudoing?we’remakingacake.StepTwo.Askthechildrentolookatthepicture.Listentothetape.2.Playthecassetteagainandexplain.3.Playthecassetteagain.Thechildrenfollowit.4.Practicethesentence:I’mwatchingTV.StepThree.Listenandsaythewords.2.Teachthechildrenthesonglinebyline.3.Listenandsing.StepFive.Playthegameingroups.2.Pointandsay:whatishedoing?He’ssleeping.Homework:Finishactivitythree.Thinking:Thisbookisdifficultforalmoststudents.Ispentmoretimetoteachitaboutmoduleone.Theyarenothappytolearnit.Unittwo:It’seasierthanUnitone.Almoststudentscouldreaditwell.Reflectionofmoduleone:Name:whoisclever?Purpose:RememberthewordsinmoduleoneTeachingSteps:SteponeReadthetextsandthewordsinmoduleone.SteptwoGivethestudentstenminutestorememberthesewords:chopsticks,knifeandfork.Stepthreecheckthem.StepfourGivethestudentstenminutestorememberthesewords:use,people,hardandeasy.Stepfivecheckthem.StepsixFindoutwhoisthebestone.Thinking:Thestudentscouldrememberthesewordsquicklytousethisway.Theydidthiswellthattheirgroupcouldgethighpoints.Reading:Title:FoxandGrapescontent:Thisisafox.Heisveryhungry.Heseessomeblackgrapes.Thegrapesarehighfromtheground.Hewantstoeatthemverymuch.Hejumpsandjumps,buthestillcan’treachthegrapes.Intheend,thefoxgivesup.Hesaystohimself,“Idon’twanttoeatthegrapes.Theyarenotgoodtoeat.”TeachingSteps:.watchtheFlashabout“FoxandGrapes”inchinese.2.TeachertellsthestudentsthestoryinEnglish,andaskthemtolistenitcarefully.3.Givethemthepaperandaskthemtoreaditbythemselves.4.Askthemtotellthestorywiththeirownwords.5.makeabookaboutthisstory.Thinking:ThisisthefirstclassaboutEnglishreading.SoIjustaskthemtolistenthestoryandsaysomeeasysentences.Iwantthemtolistenthestoryjustlikechinesestory,soIdosomeactions.Atlast,somestudentsfromclassonecanrecitethestorywiththeirownwords.Buttheclasstwoisnotgood.module3Thegeneralaimsofmodulethree:Teachingaims:Vocabulary:naughty,dragonboat,row,lake,feed,getoutSentencestructure：whatarethese/those?They’re…Vocabularies:wet,shortsSentencestructure:Teachingimportantpoints:masteringthesentenceintroducingthepluralformsThestudentscoulddescribetheprocessiveformofsomethingsinnon-pluralsentences.Teachingdifficultpoints:Thestudentscoulddescribeasituatoninwhichpluralformsareused.Thestudentscouldusenon-pluralsentencescorrectly.Ativityformodulethree:Purposeofactivity:Havingasystemicreviewoftheimportantsentencesandwordsthathavebeenlearnedinmodulethree.Atthesametime,the’interestsarearousedthroughtheorganizationofactivity.Preparationofactivity:Pensil,pens,andmanyotherthingsthatstudentsowns.Processofactivity:Firstly,Iletstudentstoshowthethingsthattheyhaveprepared.Eachonehasafixedplacetostandup.Andthenweimitatetheenviornmentofsupermarket.Theycanintroducetheirownthingstootherpersons.Theycanpersuadeotherpersonstobuythethings.Theteacherguidesthestudentstousingthesentence:Thisis…Theseare…Thestudentsareactivebecausetheyallwanttoletotherstoknowtheirthingsandexchangethethingswithotherperson.Atthesametime,theypracticethesentencecorrectlyandfrequently.Unit1Theseducksareverynaughty.Teachingaims:Vocabulary:naughtydragonboat,row,lake,feed,getoutSentencestructure：whatarethese/those?They’re…Attitudeaim:cultivatingtheemotionoflovinglifeandnatureTeachingimportantpoint:masteringthesentenceintroducingthepluralformsTeachingdifficultpoint:Thestudentscoulddescribeasituatoninwhichpluralformsareused.Preparation:Picutres,cards,cD-Rom,Teachingprocesses:Stepone:warmingupThestudentsenjoythesong:RowRowRowyourBoat.Theteacherdoesactionsandsingsthissongtogetherwiththestudents.Theteacherwritesthesewordsontheblackboardandthestudentscouldlearnthesewordsfromtherowyour/aboatStep2:PresentationandpracticeTheteacherasksstudents“Doyouwanttorowaboat?”accordingtothesong.Andfurthertheteacherasksstudents“wherecanyourowaboat?”Thentheteacherdrawsapictureofboatontheblackboardandteachesthenewwordlake.Andtheteachersayslikethis:“youcanrowaboatonalake.”Atthistime,theteachercanshowthepictureofdragonboat.“Look!Thisisaverybigboat.It’sadragonboat!Theteacherasksquestionssuchaswhat’sthis/that?It’topracticethenewwordsandsentences.Thentheteachercanshowmorepicturesaboutdragonboatandasksthem.whatarethese?Thestudentsareleadedtospeakoutthesentencethattheyaredragonboats.Theteacherdrawssomepicturesofsomeducksandpracticethesentencepattern.Theteachersaysthat“Samandhisfamilyareintheparknow.Let’shavealook.what’shappen?”Afterlisteningtothetape,somestudentsperformdifferentrolesandreadthenewlesson.Atthesametimetheteacherteachesthenewwords:these,those,feedtheducks.Thestudentsimitatesthesoundofducksandteachesthewordnaughty.Activities:readthetextinrolesStep4SummaryTheteacherasksstudentstoreinforcethenewwords:this,that,these,those.Step5HomeworkReadthelessonforthreetimesandwriteonetimeUnit2ThisisSam’ssweater.Teachingaims:Vocabulary:wet,shortsThesentencestructure:Thisis…’s…Teachingimportantpoint:Describingtheprocessingofthingsusingnon-pluralsentence.Teachingdifficultpoint:Usingthenon-pluralsentencescorrectly.Preparation:cD-Rom,picturesandwordcardsTeachingprocesses:Step1warmupReviewthesongRowRowRowyourBoat.Atthesametime,theteachersingsanddoesactiontocreatthesituaitonforspeakingEnglish.Theteachertakesouttherulers,pensilsandsoon.Thentheteacherleadsthestudentstousethenewsentenceyes,itis./No,itisn’t.Step2PresentationandpracticeTheteacherdrawsSam’sclothesandAmy’sclothesontheblackboard.Thestudentsarerequiredtointroducetheclothes.Theteachercanwritethesentenceontheblackboard.Theteacherasksstudentstoopenthebookandintroducelikethis:It’srainingnow.whatishappeningtoSamandAmy?Theteacherillustratesthenewwordwet.Thetreesarewet.Thedogiswet.Practice:Theteacherasksstudentstopracticethesentencepatternthattheyhavelearned.Thensomedialoguesareshown.Sam:Thisismyredsweater.Thesearemyblueshorts.Thestudentsarerequiredtodrawonthepaperaccordingtothecontent.Step3SummaryTheteachermakesuseofthepicutreontheblackboardtopracticetheimportantsentencepatterns.Step5HomeworkDrawapictureaboutyourhomeandusethesentencetointroduAndalsotheyshouldbeabletowritedownatleastfoursentences.Unit2ThisisSam’ssweater.Teachingaims；Languagepoints:Vocabularies:wet,shortsSentencestructure:Emotionandattitudeaim:createtheEnglishenviornmentandthestudentscouldbeenjoyableintheprocessofspeakingEnglish.Teachingimportantpoint:Thestudentscoulddescribetheprocessiveformofsomethingsinnon-pluralsentences.Teachingdifficultpoint:Thestudentscouldusenon-pluralsentencescorrectly.Preparation:cD-Rom,picturesandwordcardsTeachingsteps:Stepone：warmingupReviewthesong:RowRowRowyourBoat.Theteachercandoactionswiththestudentstoarousethestudents’interests.Thenwecantakeoutthepensils,pensandsoon.Thestudentsareguidedtousethesentenceasfollowing.Throughtheguessing,thestudentsfindstheownerofthesethings.Steptwo:PresentationandpracticeTheteacherdrawstwodifferentpicturesandexplainsthatthisisSam’sclothesandAmy’sclothes.Theteacherwritethefollowingsentenceontheblackboardandasksstudentstopracticeaccordingtothepictures.Thestudentsarerequiredtoopenthebookandtheteacherintroducesthatitisrainingnow.whathashappenedtoSamandAmy?Theteacherasksstudentstolistentothetapeandanswerthequestions.Theteachershouldexplainsthemeaningofwet.Herewecanshowapictureofrainingandmakestudentsunderstandthewordbetter.Thetreesarewet.Thedogiswet.Thestudentsarerequiredtolistentothetapeforthreetimesandretellthestory.Inthenextstepweshouldguidestudentstopracticethesentencepattern.Thisismyredsweater.Thesearemyblueshorts.Stepthree:SummaryTheteachercanusethepicturesontheblackboardtoreviewtheimportantsentences.Stepfour:HomeworkAsksthestudentstodrawapictureoftheirownhomeandintroducethehomeusingthesentencepatternthathavebeenlearnedintheclass.Alsoatleastfoursentencesarerequiredtowritedown.Readinglesson:Thereadingclasscontent:Aflash:canIhelphim?Purposeofreading:Thestudentscouldreviewthecontentabouttheducksandatthesametimethestorycouldarousethestudents’emotionofprotectinganimals.Thecontentofstory:Ifindaturtleinthestreet,Iwanttokeephim.“mom,canIkeephim?”momsays,“No,itisnoteasytakingcareofhim.youhavetofeedhimeveryday.IfindacatinthestreetandIwanttokeephim.mom,canmomsays,“no,itisnoteasytakingcareofhim.youhavetofeedhimeveryday.youhavetowashhimeveryday.Ifindadoginthestreet,Iwanttokeephim.“mom,canIkeephim?”momsays,“no,itisnoteasytakingcareofhim.youhavetofeedhimeveryday.youhavetowashhimeveryday.youhavetowalkhimeveryday.Processofreading:Inthefirstperiod,Iaskstudentstolistentothestoryandlookattheflash.withteachers’guidance,thestudentslistentoagainandagain.Thentheteacherknowthesituationifthestudentshavemasteredthemainideathroughaskingquestions.Idonotrequirestudentstorememberallthenewwords.Themainideaisthatthestudentscouldunderstandtheideaandthentheycangetsomeideasofprotectinganimals.Reflectionofmodulethree:Inmodulethree,wemainlylearntheprocessiveformsofnouns.Alsothroughthelearningofunitone,thestudentsareactiveintheaspectofprotectinganimals.Intheteachingofunitone,thestudentsareveryinterestedintheknowledgeofprotecting.Therefore,Ithinkthatweshouldlovenatureandimpartthesegoodthingstoourstudents.ourstudentsarealsovolunteersintheprotechingofourearth.Inthismethod,thestudentslearnquickly,efficiently.module4Thegeneralaimsofmodulefour:Languagepoints:thenewwords:can,jump,far,see,winner.thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.canyou…?yes,Ican.\No,Ican’t.thenewwords:winner,far,jump.ThebasicstructureofprocessingtenseAttitudeaims:Thestudentscouldusetheimportantsentencestointroducethemseleves.Teachingimportantpoints:canyou…?TheprocessingtenseUnit1canyourunfast?①couldspeakandusethewords:can,winner,jump,far,seepud②couldusethesentences:canyou…?yes,Ican./No,Ican’t.③couldintroducethemselvestouse:培養(yǎng)學(xué)生自主探究學(xué)習(xí)以及靈活運(yùn)用已有規(guī)律的能力。通過各種生動有趣的課堂活動形式激發(fā)學(xué)生學(xué)習(xí)英語的興趣，并讓學(xué)生盡可能多地挖掘自己的潛能，盡可能多地表達(dá)自己會做的事情，以培養(yǎng)學(xué)生的自信心以及張口說英語Teachingimportantpoints:.canyou…?yes,Ican./No,Ican’t.”2.couldintroducethemselvestouse:Ican…\Ican’t…Preparation:wordcard,cD-RomTeachingSteps:Stepone:warm-up.Singthesong《RowRowyourBoat》,2.gooversomewords.T:Boysandgirls,lookattheTV,what’sit?Ss:Swim.T:canyouswim?Ss:yes./yes,Ican./No./No,Ican’t.T:Doit,please!StepTwo:Presentation.T:Todaywe’llmakeasurveytofindwhocanrunfast/jumpfarandsoon.Nowwe’lllearntheUnit1.2run&runfastT:Boysandgirls,canyourun?Putupyourhands.Dotheaction,please.Verygood.Allofyoucanrun.Butcanyourunfast?T:Allofyoucanrun.Butcanyourunfast?Lookatme,run/runfast…T:well,canyourunfast?Ss:yes,Ican./No,Ican’t.T:well,A,youcanrunfast.B,yousayyoucanrunfast.A,youcomehere.B,youcomehere.Let’ssee.whocanrunfast?3jump&jumpfarT:Boysandgirls,canyoujump?Ss:yes,Ican./No,Ican’t.T:whosay“yes”,putupyourhands.T:well,canyoujumpfar?Ss:yes,Ican./Ican’t.4.Practiseinpairs.S1:canyourunfast?S1:canyourunfast?S2:yes,Ican.S1:Doit,please.5.Practise（SBP15）T:Now,Iwantyoutousethesephrases.whocanhaveatry?6.Thetext.T:Someofyoucanrunfast.Someofyoucan’tjumpfar.HowaboutSamandAmy,doyouknow?Now,Let’ssee..Listenandfind“can,can’t”..Listenandrepeat..Listenandrepeat，answerthequestions.canSamrunfast?yes,hecan.canAmyrunfast?canSamjumpfar?canAmyjumpfar?yes,shecan.canSamswim?yes,hecan.Lookandmatch.runfastAmyrunfastSaythesentences.T:Lookattheblackboard,canSamjumpfar?T:ThenwhatcanSamdo?S1:Samcanrunfast.T:HowaboutAmy?Ss:Amycanjumpfar./Amycan’trunfast.7.GameGoodluckorbadluck?T:Samcanrunfast.Samcan’tjumpfar.Amycanjumpfar.Amycan’trunfast.Howaboutyou?whatcanyoudoorcan’tdo?8.Finishtheblanks.T:Somestudentssay“Icanplayfootball.”Somestudentssay“Ican’tswim.”Howaboutyourclassmates?Now,lookatthispieceofpaper.Thistime,Iwantyoutoaskyourclassmatesandfilltheblank,usethesentence“canyou…?”Pupil1Pupil2Pupil3rowaboat?runfast?speakchinese?StepThree:HomeworkTorememberthenewwords.2.Toreadtheconversationfluently.3Toaskyourparentswhattheycandoorcan’tdo.UnitTwoThisbirdcanfly.Teachingaims:canthis…?yes,itcan.No,itcan’t。3.情感態(tài)度與價值觀:引導(dǎo)學(xué)生主動做力所能及的事，并要努力幫助父母做一Teachingimportanceanddifficulce:Talkabouttheabiliteoftheanimals.Teachingsteps:Step1warmup、Singasong.Rowrowrowyourboat2.TPR活動：T:runrunSs:Icanrun.T:swimswimStep2PresentationandPractice.Reviewthewords:T:Look!what’sthis?Ss:It’sabiwhat’smissing?或2.T：canyoufly?S1：No,Ican’t.T:canthisbirdfly?Ss:yes,itcan.3.Discribeit.Discussthisoneandsay:“Thisfishcanswim.Howaboutthisone?Discussthisoneandsay:Butthisfishcan’tswim.4.Listentothetape.5．Practice:Discusstheabilityofsomeanimals.Step3consolidationandextensionSs:No.2．cAI:guess（climbthetree,swim,……T:Thiscatcanclimbthetree.Thistigercan’tclimbthetree.5．Doactivitybook.Step4Summary在總結(jié)中擴(kuò)展：我們知道了如何詢問動物的能力后，誰能說說我們能做哪些事？并引導(dǎo)學(xué)生為父母多做一些力所Step5HomeworkDrawapicture.Anddiscribeit.E.g.Thisdogcanrun.ThischThinking:It’seasyforthestudentstolearnthismodule.Theycouldsayso’mesentencestousetheimportantsentences.Andthey’rehappytolearnthismodule.Reflectionofmodulefour:Thetopicofmodulefouristalkingabouttheabilityofthemselves.Iaskthemtodrawsomepictures.Forexample:Theleftoneisdrawingsomethingsof“Ican…”Therightoneisdrawingsomethingsof“Ican’t…”Readingofmodulefour:Title:Dreamscontent:Sweetdreams!TeachingSteps:.watchtheFlashabout“Dream”.2.TeachertellsthestudentsthestoryinEnglish,andaskthemtolistenitcarefully.3.Givethemthepaperandaskthemtoreaditbythemselves.4.Askthemtotellthestorywiththeirownwords.5.Askthemtosaywhattheycandoandwhattheycan’tdo.6.Drawapictureaboutit.Thinking:Thisstoryisthesameasourthismodule.Theycouldpractisetheimportantsentencesinthismodule.module5Thegeneralaimsofmodulefive:teachingaims:.canIhaveanicecream,please?yes,youcan.2.thestudentscouldaskrequirementsinacertainsituatio3.Thesentences:canIcomein?yes,youcan./No,youcan’t.canI……?4.Theimportantwords:worry,allTeachingimportantanddifficultpoints:.Thestudentscouldmasterthesentencepatternofcanthroughthelearningofmodulefour.Theycantalkabouttheirownabilities.2.Thestudentscouldaskforsomethingsforthemselves.Atthesametime,theycananswerwhenfacingtheasking.3.Thestudentscouldtalkabouttheneedsaccordingtotheirownrequirements.Unitone:canIhaveanicecream?.teachingaims:canIhaveanicecream,please?yes,youcan.2.thestudentscouldaskrequirementsinacertainsituatioTeachingimportantanddifficultpoints:Thestudentscouldmasterthesentencepatternofcanthroughthelearningofmodulefour.TheycantalkabouttheirownabTeachingpreparation:VcD，picturesTeachingprocesses:Step1.warming-upSingthesongRowyourboatormakeacakeanddotheactions.FreetalkT:canyourun?canyoupickupthisbag?Showme.etc.T：Askandanswerwithyourpartner.Step2:Textteaching.watchacartoon.Andthinkitover,whatdoesthedoctoradviseher?T：canshewatchTV?canshehaveadrink?Andsoon.2.extensionT:NowIamthegirl,youarethedoctor.canIhaveanicecream?Showthesentenceontheblackboard:canIhaveanicecream?Showtheanswersontheblackboard.T:NowIwanttodosomething,butfirstIshouldgetyourconcent.Ready?canIreadabook?S:yes,youcan./No,youcan’t.changetheroleT:Thistimeyoucandowhatyouwanttodo,butalsomustgetmyconcent.S:canIhavearest?T:yes,youcan.Thenthestudentcanbendoverthetable.T:Practiselikethiswithyourpartner.3.havealookatastory.4.theshowingofwholepassage:S:sun/sandals/sunglassesandsoon.T:Listentotheradioagain,thistimepointandreadafterit.Step3:Practiceandconsolidation..makeuseofthetaskT：Lookatthepicture.Andthinkitover,whatyoucando?whatyoucan’tdo?Andlet’shaveamatch.youcanaskaquestion,buttheanswermustbe“yes,youcan.”onegroupbyone.G1S:canIreadabook?others:yes,youcan.T:Thistimetheanswermustbe“No,youcan’t.G2S:canIgotosleep?2.dicussion:T:Lookatthepicture,andtalkaboutitwithyourpartner.3.listenanddrawT:Takeouttheform,andlisten,thenifyouallowmetodoitatthatscenepleasedrawahappyface,ifnotpleasedrawasadfaStep4:Sum-upT:whathavewelearnttoday?Talkaboutinpairs.Step5:Settinghomeworkclasssurvey.Unittwo:canIcomein?Teachingaims:Thesentences:canIcomein?yes,youcan./No,youcan’t.canI……?Theimportantwords:worry,allteachingimportantpoints:Thestudentscouldaskforsomethingsforthemselves.Atthesametime,theycananswerwhenfacingtheasking.Teachingdifficultpoints:Thestudentscouldtalkabouttheneedsaccordingtotheirownrequirements.Teachingpreparation:Pictures,cardsTeachingsteps:Stepone:warmingupReviewthebasicsentencesinthelastlesson.canIhave…..?Afterpracticingthesentence,wecanleadintothenewlesson.TheteacherknocksatthedoorandatthesametimeasksthatcanIcomein?Thoughtherepeatingofthesentencethestudentscouldimitatethepronunciationofthesentence.onthebasisofpronunciationtheteachercantrytoletstudentstounderstandthemeaningofthesentence.Steptwo:Inthewarminguppart,wehaveshownthebasicimportantpoints.Thenwecancreateasituationtolearnthenewpassage.Stepthree:Theteacherasksstudentstolistentothetapeandthenthestudentsarerequiredtoreadthetext.Atlast,thestudentscanberequiredtoreadingroupsinroles.Stepfour:Inthesecondpart,therearesomeexcericestopracticetheimportantsentencepattern”canI…..?Inthispart,theexpressionshavebeengiven.Thestudentscouldansweraccordingtotheexpressions.Itarousestheinterestsofstudents.Later,asongisgiven.wecanasksstudentstoenjoythesongtoreleasethemselves.Stepfive:homeworkThestudentsarerequiredtowritesomesentenceswithusingtheword“can”.Activityofmodulefive:Purposeofactivity:Practicingtheformsofrequirementandrequiryinthefixedsituation.PreparationfortheactivitypicturesaboutthedailylifeProcessofactivity：Thestudentsareformedintothreegroups.onestudentcomesupwithrequirementstoothergroupsaccordingtothepictures.Thenthestudentsintheothergroupshouldanswer.Theanswermustbe:yes,youcan.Untilthestudentcomesupwiththerequirementsthatarenotqualifiedwiththesituation.Thegroupwhoinsistsonisthewinner.module6Thegeneralaimsofmodulesix:Languagepoints:.words:computergame,careful,fix,jigsawpuzzle,pet,mouse.2.Sentences:we’vegotajigsawpuuzle.Attitudeaims:.canreadandusethewordsinmodulesix.2.canusetheimportantsentencestopratisetheirownthingUnit1I’vegotanewkite.Teachingaims:.words:computergame,careful,fix,jigsawpuzzle.2.Sentences:Teachingimportantanddifficultthings:candiscusstheirownthings.Teachingsteps:Step1warmup.Singasong.2.SayaEverydayEnglish.Step2.Readthetextbythemselves.Andfindoutthenewwords,linethemontheirbooks.2.Listentotheteachertoreadthetext.3.Afterthattoreadthetextinthegroups.4.checkthem.Step3PractiseTomakeashorttextinthegroups.Unit2She’sgotapetcat.Teachingaims:.Abilityaim:read,knowandunderstandtheword:pet；canusethissentence:He’s/She’sgot…2.情感目標(biāo)：創(chuàng)設(shè)活動型與任務(wù)型學(xué)習(xí)情景，努力提高學(xué)生英語學(xué)習(xí)興趣，加強(qiáng)學(xué)生間的合作意識培養(yǎng)，鼓勵學(xué)生積極參與學(xué)習(xí)，敢于展示自我，滲透關(guān)心、愛護(hù)小動物、熱心助人的情感教育，同時