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Unit 1 How tall are you?第一课时一、教学目标与要求：1 能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter.2 能够用句型：Imcm tall. He/ Shes cm tall. 描述自己和他人的身高。3 能够用句型 Youre taller than your brother. Im older than you. 进行年龄和身高比较。4 能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。二、教学重、难点分析1重点是能够听、说、读、写A Lets learn 部分五个形容词的比较级形式；并能用含有比较级的句型替换关键词进行问答。2难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。三、课前准备1 准备主情景图的教学挂图。2 准备录音机、本课时的录音带。3 准备A Lets learn 的单词卡片。四、教学步骤1 GreetingsHello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Whos you music teacher? Whats he/she like?引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。当问到学生Whos your English teacher?时，根据学生的回答Shes tall.2 师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you cm tall? 来猜。师用up 和down帮助学生猜出确切的数字。3 师请出猜中自己身高的学生，问： How tall are you?帮助他/她测量身高，引导该学生说：Imcm tall。 然后师说： is taller than me.或Im taller than来结束该游戏。4 板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。5 师请出三名较强壮的学生模仿健美动作，并做比较说： Youre strong. Hes stronger than you.并板书领读strong-stronger6 师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书oldolder 和 young-younger , 让学生回答问题。7 放Lets learn部分的录音，学生听录音跟读。8 Lets play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older.Line up from shorter to shorter.9Lets chant. 放录音学生跟读。10学生做活动手册的配套练习。第二课时一、 教学目标与要求1 能够听、说、读、写四会掌握句子：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 并能在情景中正确运用。2 能够听懂Lets try 部分的录音并选出正确的选项。二、 教学重难点重点与难点是四会掌握句型：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me.三、课前准备：1准备录音机和本课时的录音带。2准备测量身高和体重的数据。四、 教学步骤1 Warm up2 Lets chant.3 放Lets try 部分的录音，学生听录音，圈出录音材料所描述的大象。4 师：Im 167cm tall. Youre taller than me. Im shorter than you. How tall are you?该生回答：Im 168cm tall. 师接着说：Oh, youre 1cm taller than me.然后板书这组对话并重点领读最后一个句子。5 师：How old are you, then? 生: Im 14. 师补充：Hes 14 years old. Im 28 years old. Im 14 years older than xxx. 再询问几个学生的年龄，并作比较。6 学生年Lets talk 部分的对话，师放录音，学生跟读。7 学生两人一组朗读对话。8学生做活动手册的配套练习。第三课时一、教学目标与要求1能够听懂、会说Lets read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.2能学唱本单元歌曲。 二、教学重难点1 重点是使学生能够充分理解、正确朗读对话。2 难点是学生能看懂、会朗读句子: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.三、课前准备1准备录音机和本课时录音带。2 师准备两张宠物狗的图片。四、教学步骤1 Warm up跟唱本单元Lets chant 的歌谣。学唱本单元歌曲My pets.2 师：The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Lets have a look . What are they? S: They are dogs.3 T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。4 T： The black dog is taller than the brown dog. Its 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. Its funny. Its funnier than the black dog. Which dog do you like?5 师再出示一张小猴的图片，说：Look at the monkey. What do think of it?帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier.6 师引出课文：Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? ets read the dialogue.7 学生听录音，理解对话，完成填充句子练习。师检查。8 放录音，学生跟读。9 学生做活动手册配套练习。第四课时一、 教学目标与要求：1能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller.2 能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。3能够完成Lets play部分的活动并在活动中相应的语言正确表达。4能够理解story time中的故事。二、 教学重难点1 重点是四会掌握五个形容词的比较形式。2 难点是掌握以下形容词比较级的构成方式：heavyheavier, thinthinner, bigbigger.三、 课前准备1准备录音机、B Lets learn 和 C Story time 部分的录音带2 准备本课的教学挂图和单词卡片。四、教学步骤1 Warm up放本单元Lets chant 录音，学生和着录音吟唱，师与生对话：T: How tall are you? S: Im 160cm tall. T: Im 168cm tall. Youre shorter than me. Youre 2cm shorter than me.2. 师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。3师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。4 师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生再次确认从heavy到heavier的词尾变化。5师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner.6 放录音，学生跟读单词。7 Lets play8 Story time9 学生做活动手册本部分的配套练习。第五课时一、教学目标与要求：1 能听懂、会说并能书写句型：“How heavy are you? Im 48kg. Im thinner than you and shorter.”并能在情景中正确运用。2能够完成Pair work 中的调查任务。3能够完成Lets try 部分听录音选图片并填充句子的练习。4能够了解Good to know部分的内容。 二、教学重、难点分析1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。2. 难点是四会掌握句型以及单位词。三、课前准备1准备录音机和本课时的录音带。四、教学步骤1 Lets sing2放Lets try的录音，学生听录音，填充句子并选出相应的图片。3师说：The boys pencil is 15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说：How long is your leg？ 叫几名学生上台测量， 第六课时一、 教学目标与要求：1能够听、说、认读Lets read 部分的内容，特别是能听、说、认读单词：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of water. Each up to 20cm long. 并能正确完成填充句子的练习。2 能够正确完成Pronunciation中Read and Match连线的练习。3 能够正确完成Lets check 部分听音圈图的练习。二、教学重、难点分析1重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.2难点是本部分语言知识含量大，需要帮助学生充分理解。三、课前准备1准备录音机、本课时录音带四、 教学步骤1 Warm up 师生共唱Lets sing部分的歌曲。2师放Lets check部分的录音， 学生听录音完成听音圈图的练习。3师：Today, lets get to know two kinds of whales, sperm whales and killer whales. 让学生仔细看图，然后提问：How long are they? How heavy are they? Lets read and answer.4学生四人一组阅读文段回答师提出的问题。5师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each tooth?6 师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。7师放lets read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。8 学生完成文后填充句子的练习。9师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。10. 做本课时活动手册配套练习。Unit 2 Last Weekend第一课时一、教学目标与要求1能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。2能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及发音规则。二、教学重、难点1重点是掌握Lets learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。2 难点之一是动词短语过去的拼写，二是动词过去式的发音。三、课前准备1 准备本课时的动词短语卡片2师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。3准备前一个星期六或星期日的日历四、教学步骤1师课前放本课时Lets chant部分的歌谣。2师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。3师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。4师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, thats right. I usually clean my room on the weekend. But I didnt clean my room last weekend.师拿出一张当天的日历，说：What day is it today?引导学生回答： Its 然后师出示上一个周末的日历，说：was Saturday/Sunday. It was last weekend. 师板书last weekend.学生跟读。5师说：Last weekend, I didnt clean my room. I was tired but I was very happy. What did I do? Please guess. 学生通过出示不同的短语卡片进行猜测，师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式，学生模仿跟读。 师问：What did you do last weekend? 让学生边出示相应的卡片边试着回答。 师用拍手打节奏的形式与学生进行连环问答。 T：What did you do last weekend? S1: I played football. How about you, S2? 6.Lets find out 师说：What did Zoom do last weekend? Look at the pictures. 引导学生回答。当学生回答He watched TV.时，师说：Did you watch TV last weekend? Did you？并引导学生作出正确的回答。Yes, I did./ No, I didnt.7. Lets try 师问：What did Chen Jie do last weekend ?Lets listen to the tape.学生听录音完成练习。8师生校对答案后，师说：Now we know what Chen Jie did last weekend. Did you clean you room last weekend? Now lets listen what did Wuyifan and John do last weekend?放Lets talk 录音，学生看课文听录音。学生跟读两遍分角色朗读。9做活动手册配套练习。第二课时一、教学目标与要求1能够读懂Lets read部分的短文，并完成文后的填空和问答练习。2能够完成Lets play的游戏，通过游戏训练并提高学生的记忆能力。3能够认读语音部分的三个双元音音标。二、教学重、难点1重点是读懂Lets read部分的短文并能模仿短文描述自己上个周末所做的事情。2难点是is 的过去式形式was的用法三、课前准备1准备录音机和本课时的录音带。2准备本月的月历一张。四、教学步骤1. 师生一起齐唱上一课时热身步骤的歌谣。 2师生对话复习第一课时的对话。 3师拿出月历指着当的日期说：Whats the date today?引导学生回答：Its师继续问：What day is it today?引导学生回答。然后指着一星期前的日期，问：What day was it March 15th/？并有意强调was的发音，带领学生回答：It was Sunday /？师板书is 和was，带读，然后指着自己举例说：I am tired today. I was excited last weekend. 询问一学生周末活动，板书生的活动安排，说：S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out. 学生默读或朗读课文，独立完成短文后的填空的练习。 师问：What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifans Weekend. 师放课文录音，学生看书跟读两遍后齐读。 4做活动手册的配套练习。 5Prounciation 师板书ear, near here bear , pear , hair, there, sure. 学生总结划线部分的发音。 6学生打开课本听录音，在节奏中跟读语音例词。学生做Read and match部分，拼一拼， 连一连。公布正确答案，表拼得快，连线正确的学生。 第三课时一、教学目标与要求1能够听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking.2.能够听、说、认读句子：What did you do yesterday? I went hiking.3能够做Lets play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。二、教学重、难点1重点是四会短语的听、说、读、写。2难点是掌握不规则动词的过去式形式。三、课前准备1准备本课时的动词短语卡片。四、教学步骤1齐读Lets talk and Lets read部分的短文。2Free talk : T:Yesterday was Sunday. It was weekend. What did you do yesterday? S1: I T: Did you read books? Did you ？ S2: Yes, I did. /No, I didnt.3师放Story time部分的录音，学生一起听。听完后师问：What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing，师顺势教学这两个短语。师带读短语，学生跟读。4师用歌谣形式比较动词原形与过去式师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。师放课文录音，学生跟录音齐读短语。4师拿出John的头饰说：What did John do yesterday? Did he go swimming? Did he go fishing? Lets listen to the tape. 学生看Lets try部分的图画，听录音完成练习。5. 学生跟读Lets talk部分的对话，然后分角色朗读。6学生做活动手册配套练习。第四课时一、教学目标与要求1能够读懂Lets read 部分的短文，并完成文后的填空和问答练习。2能够完成Lets check 部分的练习。二、教学重、难点1重点是能理解并会朗读Lets read 部分的短文。2难点是一认读一些新语言：如：We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him.三、课前准备1. 准备录音机和本课时录音带四、教学步骤1师生以地唱的形式吟唱Lets chant部分的歌谣。2师生日常口语对话。3“绕口令” 游戏。做完成游戏后师提问：What did we do just now? 帮助学生回答：We read tongue twisters together.4师一边做放风筝的动作一边问：What am I doing? 学生回答： Youre flying kites. 师继续说：I like flying kites. Guess what I did last weekend. 学生猜到是fly kites. 引导学生回答： I flew kites. 板书：flew kites. 并带读。 师继续说：Zhang Peng flew kites yesterday. Something happened. What was that? Lets listen to the tape.5. 学生听录音独立完成短文后的练习，师生一起校对答案。6师放录音，学生完成Lets check的练习。7学生完成活动手册配套练习。Unit 3 Where did you go? 第一课时教学目标1. 能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing.2. 能听说认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.3. 能听说认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.教学重点 能表演Main scene 和 Lets talk 的交际内容，能够根据实际情况用英语表达去过哪里和做了什么。教学难点 用英语准确询问并回答去哪里和做过什么，如：Where did you go ? Mt.Tianshan. I rode a horse. Did you go to Turpan ? Yes , I did .教学过程 备注Step 1.预习温故1. Show the pictures and Go over the phrases of Unit 2. S1:watched TV S2: I wathched TV S3: I wathced TV last weekend. 同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept.2. Free talk. - What did you do last weekend? - I watched TV. .Step 2. 新课内容展示1. 教学短语 (1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读) Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组) (2) 呈现句子T: I rode a horse last weekend. 同样的方法教学短语rode a bike, went camping, hurt my foot，went fishing.（3）T:What did you do last weekend? Ss: I rode a horse/ went camping (学生多操练) 2. T: Where did you go last Saturday? I went to a forest park.师生互答。3. Play the tape of Lets learn.学生跟读，然后分角色朗读对话。Step 3.合作交流： 1. Play a game. 叫一名同学到讲台前表演动作，其他的同学说出短语。2. 学生灵活运用本课时词组，自由编对话。3. Fnish Listen, answer and write. 齐读这些句子。（选上）4. 学唱歌曲Tell me about your holiday. 第二课时教学目标 1. 能听懂Lets try并完成Tick and cross.2. 能理解Lets talk并能听说认读下列句子： What happend? Are you all right? Im OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.3. 能听说认读单词 fell off, mule,could, till, Labour Day, Turpan4. 教学重点 1. 听说认读句子：What happend? Are you all right? Im OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.2. 理解句子：I fell off my bike last Saturday and hurt my foot.教学难点 能在情景中正确运用所学句型。教学过程 Step 1.预习温故1. 复习 Lets learn.Eg: rode a horse. I rode a horse last weekend. 2. Free talk. -Where did you go last Sunday/ Saturday? - I went to a forest park.- What did you do there? - I rode a bike. / . Step 2. 新课内容展示1. 教读并理解重点单词和句型fell off, mule,could, till, Labour Day, TurpanWhat happend? Are you all right? Im OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.I fell off my bike last Saturday and hurt my foot.2.学生听录音，老师教读对话 3.学生小组阅读对话并回答问题。(1). What happened to John? (2). Where did John go over his holiday? (3). What did he do?4.学生讲解对话，教师补充答疑。Step 3.合作交流： 1. Role play. 学生灵活运用本课时句型和所学词组扮演John和Amy打电话。2. Finish Lets try.第三课时教学目标 1. 听说读写单词和词组： ate, took, bought, gift, took pictures.2. 听说认读句子：How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures.教学重点 听说读写单词和词组： ate, took, bought, gift, took pictures.教学难点 掌握不规则动词的过去式。教学过程 备注Step 1.预习温故1. 齐读课文，师生互译重点短语和句子。2. Translate the fllowing sentences. What happend? Are you all right? Im OK now. It looks like a mule. Did you go to Turpan? Yes, we did.Step 2. 新课内容展示1. 教学短语(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.(2) 呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts（3）T: What did you do last Sunday? Ss: I ate fresh food . (学生多操练) 3. T：How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。4. Play the tape of Lets learn. 学生跟读。Step 3.合作交流： 1. 学生两人小组读短语：一人做动作，一人用动词的过去式说短语。2. Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。3. Finish “Look and say” and read these sentences.4. 全班齐读课文。第四课时教学目标 1. 能听懂Lets try部分的对话并完成练习。2. 能理解Lets talk内容并能听说读写下列句子：How did you go there? We went there by plane. Sounds great!3、能听说认读单词beach.教学重点 理解Lets talk部分的内容并能听说认读学习目标中的句子。教学难点 用所学句型简单介绍自己的winter holiday. 教学过程 备注Step 1.预习温故1. Show pictures and go over the phrases: Eg: ate fresh food, I ate fresh food/.2. Free talk: T: How was your holiday? Ss: It was good. T: What did you do? Ss: I went swimming. / .Step 2. 新课内容展示1. 板书并教读重点句型T: Where did you go last summer holiday? Ss: I went to .T: How did you go there? Ss: I went there by plane./ . T: Sounds great! 2. 学生听录音，老师教读对话。3. 学生谈论P26的五张图片。.4.Read and answer the questions: (1) Where did Amy go last winter holiday? (2) How did she go there? (3) What did she do there?(4) How was the beach?5.学生讲解对话，教师释疑。Step 3.合作交流： 1. Role play.2. 学生灵活运用所学单词及词组句子谈论自己的winter holiday. 例： S1: Where did you go last winter holiday? S2: I went to . S1: How did you go there? S2: We went there by . S1: What did you do there? S2: I . S1: Sounds great!3. Finish Lets try.课题 Unit 3 Where did you go ? 第五课时教学目标 1. 理解Read and write的内容并完成后面的练习。2. 能听说认读单词basket, part, licked, laughed3. 能听懂，会说句子Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day!教学重点 能听懂会说学习目标中的句子。教学难点 理解It was a bad day but also a good day!的意思。教学过程 备注 Step 1.预习温故1. Go over phrases: rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts2. Free talk: T: How was your last Sunday? Ss: It was fine. T: Where did you go? Ss: I went to . T: What did you do there? Ss: I rode a bike./ .Step 2. 新课内容展示1. T: Something may happen everyday. Something is good and something is bad. But Wu Yifan had a bad but good day. Then, What happened? Please turn to page 28. Read the passage and finish the task of page 29. You can discuss with your partner.2. 教师板书讲解单词及句子：basket, part, licked, laughed.Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! 教读。 3. 学生小组阅读并讲解课文，教师答疑，完成后面的练习。4. Play the tape to listen to the passage.Step 3.合作交流：1. 领读Read and write 中的句子并纠正读音2. 师生互译下列单词及句子：basket, part, licked, laughed.Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day!3. Write about students bad but good day.第六课时教学目标 1. 复习本单元三会，四会单词和词组，四会句型。2. 完成Lets check, lets wrap it up, story time 教学重点 复习并掌握本单元的单词和句子教学难点 Story time中的故事。教学过程 备注Step 1.预习温故1. 读课本三单元单词和句子Step 2. 新课内容展示2. Read and explain the dialogue.4. 听录音，读对话。5. Role play. 分角色表演对话。6. Fnish lets check and lets wrap it up. Step 3.合作交流： 1. 小组合作阅读Story time. 每个小组阅读一幅图。 2. 小组代表讲解，教师答疑3. 表演故事。（时间允许的情况）Unit 4 Then and now第一课时一、教学内容 ：Lets learn Find the mistakes P35二、教学目标 ：能听说认读单词：dining hall, grass, gym, ago 1. 能听说认读句子：There was gym in my school twenty years ago. Now there s a new one in our school.3. 会唱歌曲Changes in me.三、教学重难点 ：1.能听说认读本课时单词和句子。2.能正确使用一般过去时和一般现在时。四、教学过程 ：Step 1. Review1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)2. Free talk. T: How was your weekend? Ss: It was fine. T: Where did you go? Ss: I went to . T: How did you go there? Ss: By . T: What did you do there? Ss: I went fishing. / .Step 2. Presentation1. 教学单词dining hall, grass, gym, ago(1) Show the picture of grass. T: Whats this? Ss: Its grass. 板书grass并教读。 Chant: Grass, grass. Play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Play basketball in the gym.(2) 教学单词ago及词组. years ago, . months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。 让学生说出. years ago, . months ago的意思并造句。2. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now theres a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now theres a new one in our school.3. Play the tape of Lets learn.学生仿读。Step 3. Communication1. 小组读单词，开火车读单词。2. 学生灵活运用所学单词句子。3. 完成Find the mistakes.学生先自己读句子，然后小组合作找出错误的地方。4. 学唱歌曲Changes in meStep4、Consolidation and Extension 第二课时一、教学内容 ：Lets try Lets talk P34二、教学目标 ：1. 听说认读单词：star, easy, look up, Internet.2. 听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.3. 听懂Lets try,完成Tick or cross.三、教学重难点 ：1.听说读写句子There was no library in my school. Tell us about your school, p
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