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.可编辑修改，可打印别找了你想要的都有！ 精品教育资料全册教案，试卷，教学课件，教学设计等一站式服务全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式Unit1Lessons1-6 Going toBeijingLesson 1 I am excited!教学目标：1知识目标：要求学生掌握四会单词：look, see, point体会表演looking, seeing, pointing；巩固食物名称单词和动物单词；2能力目标：能灵活使用句子I see _.能运用所学的英语词汇和句式解决描述观察中所看到的东西。3情感目标：培养学生观察能力，提高学生对事物的探究兴趣。教学重、难点：要求四会的单词look, see, point和要求掌握的句式I see _.。教具、学具准备：1单词卡片。2录音机或课件。教学过程：Class Opening and Review1.做游戏：“Colour point”Unit1Lessons1-6 Going toBeijingLesson 1 I am excited!教学目标：1知识目标：要求学生掌握四会单词：look, see, point体会表演looking, seeing, pointing；巩固食物名称单词和动物单词；2能力目标：能灵活使用句子I see _.能运用所学的英语词汇和句式解决描述观察中所看到的东西。3情感目标：培养学生观察能力，提高学生对事物的探究兴趣。教学重、难点：要求四会的单词look, see, point和要求掌握的句式I see _.。教具、学具准备：1单词卡片。2录音机或课件。教学过程：Class Opening and Review1.做游戏：“Colour point”教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生一起说歌谣，指颜色。(设计意图：这个环节的设置既复习了一些颜色，又引出了本课中提到的颜色。)2.做游戏“Name it”教师说出颜色名称和表示词汇的类别，如Rde:food,这时学生必须写下他们所能想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多就算赢。教师拿出准备好的一些食物，说：“Im hungry. I want to eat some bread. I like to eat some bread. What do you like to eat?”“I like to eat_.”复习表示实物名称的词汇。利用单词卡片Whats your favourite food? My favourite food is _.也可用此句型复习动物词汇。(设计意图：这个环节的设置用来复习以前学过的食物词汇和动物词汇，同时复习Whats your favourite _?这个句式。)3.教师指着教室中的某个物品，说Look, I see _. (引出新概念。)New Concepts1本课的新概念look, see, point学生曾多次接触，比较熟悉，让其表演looking, seeing, pointing.教师要向学生说明look和point的区别，look表示看的动作，see表示看见，是看的结果。让学生多运用这些单词说句子。2学生熟悉句式后，再利用实物和单词卡片学习。让学生看卡片，练习句型，Look! I see a _.3运用实物进行练习。让学生向周围或窗外看，练习句型Look! I see a _. ?_is piointing.4两人一组做问答练习。What do you see? Look! I see _.(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出自己观察到的，教师加以指导就可以了，通过练习巩固新知。)5听录音两遍，注意语音语调。第一遍听后回答问题，What does Jenny/ Danny/ LiMing see?第二遍跟读，让学生足以模仿录音中的语调。6.两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里）教师先找一个口语较好的学生作一下示范。然后让学生分组练习，鼓励学生多说些知道的句子。如：Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅图画) What do you see?7.利用实物或单词卡片汇报演出。（设计意图：锻炼学生自己的创造性，可以结合以前学过的句型和词汇，并利表演出来，运用于实际生活中。）Class ClosingActivity book板书设计：Lesson 1 I am excited!look, see, pointlooking, seeing, pointingLook! I see a _. 课后习题：一找出不同类的一个单词。( )1. chicken dumplings noodles school( )2. cow rice sheep goat( )3. bus train airplane kite( )4. fruit vegetable bicycle meat二连词成句see a I cow brown_school red see I a small_Lesson 2 What Are you doing ?教学目标：1.要求学生掌握四会单词：行为动词draw sleep和形容词quiet loud2.理解并能够运用短语： drawing a picture looking out the window singing a song sleeping reading a book3.句型what are you doing ? I am _ing. What is he (she) doing? He (She) is _ing .教学重点：本课的四会单词： draw sleep quiet loud教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录音机、教学卡片、实物等。教学过程：一、Class opening and review(复习行为动词)1.唱歌曲：“I am Drawing”找一名唱的好的学生到前面做动作领唱。2.学生已学过，walk run jump sit stand这几个行为动词，教师可以用自问自答的形势，借助体态语言说出下面的话What am I doing? -I am standing . What are you doing? -you are sitting .What am I doing? -I am walking .What am I doing? -I am seeing.What am I doing ? -I am pointing.(设计意图标提倡“以旧引新”,在这个环节中，教师自己做动作，让学生借助形体语言理解句子，并复习学过的行为动词，为这一课的教学作好铺垫)二、Key concepts(新授)1学习单词：draw, sleep继续上一环节的动作，What am I doing ? -I am drawing.让学生猜教师在做什么。What am I doing ? -I am sleeping.利用单词卡片学习这两个词汇，并练习拼读、造句。2.给全班发指令，使用新旧词汇，特别注意draw和sleep，开始时，教师边发指令，边做动作，然后只发指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做动作的学生，提问并出示句子What are you doing? I am _ing.两人一组做动作练习以上句型。指名到前面表演并练习对话。3.学习单词quiet, loudWhen I am drawing, I am quiet.（这时把食指贴在嘴唇上作“别出声”状，重复quiet, quiet）But when I am singing ,I am loud。（这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很容易理解这两个词了。并板书单词）利用卡片学习新词，提示学生这是一对反义词。结合前面学过的句型练习这两个词，可以教师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you doing? I am _ing. 4.课文阅读（1）（听第一部分录音）回答问题：In the morning. Who is quiet? Who is loud? What isJenny /Danny/ LiMing doing?（2）跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解决。（3）分角色大声朗读。（文章第二部分“In the afternoon”教法基本同上）注意理解now这个词的意思。让学生猜测是什么意思。教师指正。设计意图：新课程提倡“任务型教学”和“目标性听、读课文”由开始设置疑问到学生在听课文的过程中有重点的有目的地理解课文，再到听完课文后回答问题，学生经历了从带着兴趣好奇心想去了解课文到与课文的完全接触和初步理解，最后终于解决疑问找到答案的探究发现过程。5.表演课文对话，可以让学生对照课本进行表演。给学生一些时间进行表演前的准备。三、Class ClosingActivity book板书设计：Lesson 2 What Are you doing?draw drawing a picturepoint quiet singing a songsleep loud reading a booksee looking out the windowsleeping课后反思：课后习题：1.把单词补充完整，并连线。q _ i _ t睡觉l_ _ d安静的s l _ _ p画画d r _ w看见s _ _吵闹的p _ _ n t指2.拓展练习让学生小组合作，创设一个任意情景，要求利用quiet, loud, sleep, draw,然后进行表演。Lesson3 Who Is singing?教学目标：A.知识目标：对本课单词baby man woman;句型Who is this? This is a man.做到听说读写四会。能听懂说出认读单词their能够理解并表演第二部分：Who is singing?B.能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自己的感受；用现在进行时描述。C.情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。教学重点：本课的四会单词：man, woman, baby句型：Who is _? Its _.教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录音机、教学卡片、实物等。教学设计：Class Opening and Review1.用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）（教学意图：也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）New Concepts1.出示图片，教授单词man woman baby教师示范利用图片描述。（可以给他们起名字）This is Tim. He is a father.How old is he? He is _ years old.He is a man.在让学生依例描述图片，也可以手写。让学生描述woman和baby.（教学意图：根据第一部分教学内容，充分利用直观教具和多媒体创造各种语言情景，让学生利用各种感观参与英语学习的实践活动，加快对语言材料的吸收和运用，提高学生运用语言的能力。）通过游戏巩固新词。可以教师描述，让学生猜词。如：He is a father.How old is he? He is _ years old.He is a。也可以让学生做动作表演，其他学生猜词。2.教师领读课文第一部分。给学生一些卡片，让学生模仿课文进行描述。然后让学生模仿Li Ming描述自己的家庭。可以先让学生画一画自己的家庭，然后再介绍。教师最好给一个示范。（教学意图：学生利用自己家庭的实际情况描述，使英语更贴近生活，更便于学生之间运用。）3.复习句型：She/He is _ing.创设情景，复习正在进行时。板书学生提出的动词短语，加上ing并朗读。（增加本课需要掌握的动词短语：sing cry talk sleep）4.变换问题：What is he doing?What is she doing?What are they doing?引导学生做出正确回答。5.小组合作学习，操练句型。可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学的语言。（设计意图：合作操练以巩固知识为主，也可让学生拓展练习。）6.自读课文，说说了解到了哪些信息。7.回答问题：Who is singing? Who is crying?Who is talking? Who is sleep?8.小组合作读课文，提出不懂的地方，互相帮助解决。（教学意图：锻炼学生阅读能力，使学生学会用多种学习方式学习，增强学习策略方式。）9.分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。（教学意图：根据学生能力，可进行情景小表演，分组或其他形式。）Class ClosingActivity book板书设计：Lesson3 Who is Singing?man woman baby singing cryingWho is _? Its _. talking sleeping课后习题：1.填入所缺字母。m _ n b _ b _ w _ m _ n s _ n gc r _ t _ l k s l _ _ p 2.画一张自己家庭的全家像，给每个人分别标上mam, womam, baby, girl, boy.并写出描述家庭关系的单词（mother, father, son, cousin）Lesson 4 Who Is Hungry?.教学目标：1.知识与技能：理解并灵活运用下列句型:Who is hungry?What would you like to eat? Would you like some_?Yes, please./No,thanks. May I have some?2.过程与方法:情景交流及对话表演3.情感态度教育:学会与他人合作和关心他人.教学重点、难点:Who is hungry?What would you like to eat? Would you like some_?Yes, please./No,thanks. May I have some?.教具学具准备录音机和磁带一些袋装小吃和一些图片.教学过程Step1. Greetings and review(表演上节课布置的情景对话)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?Ss: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? Whats a snack? Look, these are snacks.(show them to the class).出示单词卡片，教学生认读这个词。引导学生利用新词说句子。如I like / dont like snakes.师：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, lets listen to the tape.( Play the tape and Ss answer the question：Do you think Danny, Li Ming and Jenny like them?)Step3.Reading1. Read the text and answer the question“What would Jenny, Li Ming and Danny like to eat on the train?”( Write the question on the blackboard)-( Ss read the text and answer the questions)鼓励学生提出更多的问题，并让其他学生回答。2. Read the text after the teacher to understand it better.3. Read the text aloud in groups and try to make it into a dialogue.Step4.Optional- practiceSs can read the text in groups or practise the dialogue in groups找表演好的小组到前面进行表演。Step5. Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3. Do the exercises in the Activity Book.板书设计Lesson4 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What would Jenny Li Ming like to eat on the train? DannyLesson5 What Are They Doing？.教学目标：1.知识与技能：理解并灵活运用下列句型: What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing 2.过程与方法:情景交流及对话表演3.情感态度教育:学会细心观察,与他人合作和关心他人.教学重难点:理解课文并能够熟练使用下面的句型What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing .教具学具准备录音机和磁带,多媒体课件.教学过程Step1. Greetings and review可以做动作，让学生猜词语，如hungry, thirsty, sleep,draw等。然后出示卡片，复习这些词。Step2. Leading-in and listenShow some pictures to the class by ppt.(幻灯片)and present the sentences:What is he doing? He is running./ What is she doing? She is singing./ What are they doing? Theyre playing.(To the class) What are you doing?C: Were looking and listening.T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train?” What are they doing?( Write the question on the blackboard)领学生多读几遍。Ok, lets listen and find the answer. What are Jenny,Li Ming and Danny doing on the train?”播放录音，第一遍听，第二遍跟读，之后让学生回答问题。What are Jenny,Li Ming and Danny doing on the train?”Step3.ReadingcomprehensionRead the text and fill the chartWho What is he/she doing?The babyThe womanThe three menDanny检查学生的完成情况，进行指导。Step4. PracticeDo“ask and answer”in pairs like this:（利用书中的图画。）Whats the baby doing? He is_ing.教师先与一名学生示范一组，然后再让学生联系。Step5: Homework画一幅人物图，并写出句子Whats the _ doing?He/Sheis_ing.板书设计Lesson5 What are they doing?What is _ doing? - He/She is _ing What are you doing? - Im _ing / Were _ing What are they doing? Theyre _ing Unit2Lessons7-12 InBeijingLesson 7: Arriving inBeijing一、教学目标：1.掌握本课四会单词：men, women, children, people, many2.能够正确运用四会单词：men, women, children, people, many3.培养学生较好的文化意识与英语语感。教育学生在社会中做到尊老爱幼、遵守社会公共秩序。小组合作，互相帮助。二、教学重、难点掌握与运用men, women, children, people三、教具学具录音机、磁带、CAI（or poster）:第9课第二部分的图片四、教学过程（一）1. Greeting:2. Chant: What do you see?（二）1. Show CAI（or poster）about many people in the train station.2. Let class discuss and answer: What do you see in this CAI.3. Learn men, women, children and people.4. Listen and follow5. Lets Chant: Leave Arrive Chant6. Look at the CAI again, then answer these questions:1) What are the women doing?2) What are the children doing?3) What are the men doing?7. Listen the tape carefully, then answer my question:Who is tired and hungry?8. Open your book and look at the second part，and then follow the tape.9. Show the poster to practice10. Homework（三）Class closing五、板书:man menwoman womenchild childrenLesson 8:Tiananmen Square一、教学目标：1知识目标：a)能听懂、会读、会说:loudly, quietly, easy, hard, hurt ,fly a kite .b)能听懂、会读、会说句型：1They are laughing loudly ./He is standing quietly .2This is easy/hard .2能力目标：a)使学生能把所学的单词运用到所学过的句子中去。b)能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意愿。3情感目标：通过学习用英语在情境中描述自己的所见所闻所做，把所学的语言与学生的生活实际结合起来，激发学生学习英语的兴趣，培养学生自主学习英语的能力以及交流和合作学习的能力。二、教学重、难点：使学生争取掌握（包括正确地说、读、写、用）单词：loudly, quietly, easy, hard, hurt ,fly a kite三、教具学具：多媒体课件,单词图卡,算式条,句型条,风筝四、教学过程：Step 1:师生问候T：Hello, Boys and girls.（唱歌问候How are you, how are you ,how are you today?Ss：（唱歌回答）I am fine，thanks, I am fine，thanks, how a lovely day!（通过师生间亲切的歌曲问候，建立轻松、和谐、民主的课堂气氛，使学生很自然地进入英语学习状态。）Step 2: Revision:1.T：Are you happy today ? Letplay a game: do the action follow my order .Boys stand up /girls sit down /boys laugh /gils walk/ children talk/sing/cry.Ss：OK.(listen and do the action and )（采用游戏来缓解学生的紧张情绪，并复习了boy, girl, children, laugh ,talk, play .等单词,为进一步学习奠定了良好的基础）Step 3 :新课呈现: (在游戏中不知不觉引入新知,衔接自然,让学生在玩中学,学中玩)1. loudly They are laughing loudlyT: We can see some children .What are they doing ? They are laughing loudly (动作)教loudly在教读过程中让学生read loudly .让学生sing loudly / laugh loudly并引导学生说I am singing/laughing loudly .2. quietlyT(动作)Quietly please. Look .I am a cat now . I am walking quietly .教读quietly并通过音量让学生明白loudly quietly.3 . easy, hard This is easy. This is hard.通过一根小木棒很容易折断和一小扎小木棒很难折断来演示单词easy和hard。边做边说：This is easy. This is hard.(学生通过拿椅子桌子以及算式1+1=2和123x456=?来体验This is easy. This is hard)4 fly a kite (实物教学)T.look!Whats this .This is kite .出示短语fly a kite,教读(小组比赛读).几生上台演示.Lets fly akite .5 hurtT : (师放风筝时不小心碰对头) Oh ,no ,I hurt my head .教读hurt.(创设情景,让学生”体验”语言)(教读全部) loudly, quietly, easy, hard, hurt ,fly a kite . 1They are laughing loudly ./He is standing quietly .2This is easy/hard .Step 4 :游戏巩固(知识的输出) 1.起立坐下T：Lets play a game. OK? Group1 are“loudly,”, Group2 are“quietly”.When I say“loudly”Group1站着,.其他组坐下.(先单词后句子,逐步增加难度.此活动要求练习学生的听力和对所学单词的迅速反应能力。说单词猜动作.Step 5 :1.T :Well done! Our friend Danny and Jenny are playing on Tiananmen square . They are flying a kite .Can Danny fly a kite? Lets watch the vedio and read loudly .2 say the sentences that you can .Step 6 : Taskfulfilling(语言的输出,综合能力的运用)在情境中描述自己的所见所闻所做.Describe what can you see/hear /do on Tiananmen square (学生上台边贴图边用所学知识描述).五、板书设计：Lesson8:Tiananmen Squareloudly They are laughing loudlyquietly They are standing quietly.easy This is easy/ hard.hard Its easy/ hard.fly a kite Lets fly a kite .hurt I hurt my head.Lesson9：The Palace Museum一、教学目标：1、认知目标：能听懂会读本课的内容。( 1 )掌握词汇camera, picture, help, hurt，并能读、写、说出和听懂这些词汇。（2）可以说出和听懂film, take a picture, May I take your picture? I hurt my .。Dont worry. I can help you.等用语。2、能力目标：能在一种贴近现实生活的语境中正确地运用所学的用语进行对话，以达到“学习活动化，活动交际化”的目的。3、情感目标：激发积极的情感因素。（1）在学习运用Dont worry . I can help you.等用语的过程中学会关心他人，与他人进行友好的交际。（2）通过情景对话，感受到所学知识融汇到实际交往中的乐趣，从而激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践二、教学重点、难点教学重点：（1）掌握词汇camare, picture, help, hurt.（2）会用受伤后求助及如何安慰别人等用语。教学难点：运用本课所学的用语进行情景对话。三、教具、学具准备照相机、胶卷、相片、剪刀、创可贴、纸片、录音机等。四、教学过程：一、Class opening and review1、师生间互相打招呼问好并自由对话。Hello! Are you happy? Whats your name? Nice to meet you.（营造英语氛围，让学生进入学习英语的状态。）2、唱“Head, should, knees, toes”.（学生一边唱一边指着身体各部位，一方面达到复习人体部位名称的词汇，另一方面活跃了课堂氛围。）3、Show me.学生按指令拿出实物并说This is a .。（养成良好的听说习惯和用英语思维的习惯。）4、How oid are you?/I am _years old.二、New Concepts（一）呈现新知camera, film, take a pictrue, picture及要帮别人照相的用语。（1）教师假装去公园玩，对学生说：I am going to the park today. I want to take my camera.What a camera ? Look! I can show you!接着呈现实物camera，板书单词，教读练说camera.（2）呈现实物film，教读练说film，This is film.（3）边说边演示Film goes in the camera. Now Im putting film in my camera.让学生理解。（4）T：Ok! Lets take a picture.边说边演示take a picture.让学生边说边做出照相动作。（5）教师拿着照相机与一些学生对话，演示要帮别人照相的用语，并帮他们照相。T: May I take your picture ?S: Sure./ No, thanks.lian（6）练说句子，分两大组相互问答?同桌两人相互问答，并做出照相动作。（7）实物呈现picture.板书单词，教读练说。（打破常规的直接呈现单词，直接教读句子的教学模式，通过语境利用实物及动作演示来呈现单词和句子，让学生很直观的、很自然的接受新知。）（二）操练巩固新知（1）游戏：猜一猜。（2）游戏：找朋友。（3）创设情景：小伙伴们相约去一个地方玩，然后相互帮照相。学生分组自编小对话。（在活动在游戏、游戏活动中操练，让全班同学热情高涨，跃跃欲试，学生在情景会话中感受运用英语的喜悦。）（三）呈现新知hurt, help ,及受伤后求救和安慰别人的用语：I hurt my . Dont worry! I can help you .( 1 )露出贴有创可贴的手臂，引出单词hurt,板书单词，教读练说，让学生口头造句。（2）教师剪纸，装作伤着了手指向学生求救，让学生帮包扎。T: Help! I hurt my finger.引出help,板书单词，教读练说单词及句子。（3）当最后一名说完I hurt my .时，教师拿出创可贴边安慰边帮他包扎。T: Dont worry ! I can help you.教说句子。（四）操练巩固新知（1）让几名学生分别指着受伤的身体部位向全班同学求助。进行对话。（2）同桌练习求助、安慰的用语。（3）学生自己创设情景表演求助、安慰。（五）利用教科书No.1（1）学生翻开书，同桌讨论书上插图，试读单词和句子。（2）播放录音磁带，学生跟读。（3）齐读。（既紧扣教材，又抛开教材来设计新知的教学，然后再回到教材，通过学生自主活动，把书本上的知识内化为实实在在的语言交际能（六）利用教科书No.2（1）各小组试读课文，自学讨论How old is the Palace Musuem ? Danny发生了什么事？他说了什么？（3）听录音磁带跟读。（4）齐读课文。四、Class closing.作业：完成本课的活动手册五、板书设计Lesson9：The Palace Museumcamera I want to take my camerafilm This is film.picture take a pictruehelp I can help youLesson10 The Great Wall一，教学目标能力目标:能灵活使用How old和how long引导的疑问句和祈使句。知识目标：1.词汇教学听、说、读、写下列单词：feel，tired，stop，wait，afraid听、说、认读下列单词：kilometre，back，help复习下列词汇：need，feel，hungry，help2.灵活应用的句型：The Great Wall is far from our hotel.How old is the Great Wall?How long is it?There are too many cars and buses!Be careful!Dont be afraid!I can help you!情感目标：提高学生的语言表达能力,培养学生学习英语的兴趣，学会与他人合作和关心他人.二、教学重点：要求掌握的四会单词feel，tired，stop，wait，afraid和特殊疑问句的用法.难点:使学生能正确了解和使用祈使句.三，教具、学具：单词卡片,课件四、教学过程：Step1 Warm up1.Greet with each other.2.Show the pictures of feelings , tired ,hot .3.Play a game :Simons says. I feel tired. I feel hungry. I feel thirsty.4.Show some new words (课件展示) Say the new words. feel，tired，stop，wait，afraidStep2 Lead inT: I visit the Great Wall. I am tired now .I want to have a rest.S1: I run and jump. Im tired and hungry. I want to eat some food.S2: There are too many cars and buses in the street .I feel afraid. Can you help me ?Step3 Presentation1.听录音,讨论.2.学生朗读课文.Step4 Consolidation and extension1.学生学习课文,找出新知识点.On ones way . feel tired and hungry run to there be be careful be careful2.讲解形容词: tired and hungry careful and afraid3.朗读课文.4.仿照课文,介绍自己和家人在旅游后的感受.Step5 Summing upHow old is How long is far from on ones way to feel tired and hungryBe afraid be careful .Step6 Homework.用英语写一篇小文章,描述自己或家人旅游后的感受.Lesson11：Shopping in Beijing一，教学目标能力目标: Review the phrase: Lets go to theto.知识目标：Review the phrase: Lets go to theto.情感目标：Encourage the students to make their own observations about the pictures and the story.二、教学重点：everyone三，教具、学具：Same real photographs.四、教学过程：Class Opening and Review1、GreetingHello, everyone!2、Play“Charades”to review the phrase : Lets go to theto.Lets go to the shop to buy .Lets go to the restaurant to eat .Lets go to the library to read a book.Lets go to the gym to play .IntroduceDemonstrate: everyone with volunteers .Ask for a series of volunteers to come to the front of class. Ask each to perform an action loudly or quietly.Teacher: (point to each volunteer in turn.)What is he /she doing?Class: He/she is _ing.Teacher: Is he/she _ing loudly or quietly?Class: Loudly/Quietly.Teacher: (To all t Is he/she _ing loudly or quietly?he volunteers. ) Stop!Please loudly / quietly now! (To the class.)Look! Everyone is _ing loudly/quietly.Use the student book and audiotape.Review the story so far、last time, Jenny, Danny and Li Ming were at the Palace Museum
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