语言知识目标：说明存在和数量。全体同学能够理解和运用here are his hands. stamp, computer, shall, arm. 全体学生能够感知课文的语音语调。能够拼写3－4个自选单词。
文化意识目标：了解中西方文化的不同。 情感态度：能体会英语学习的乐趣。 学习策略：在课堂中注意倾听，积极思考。 学情分析：
对于三年级的学生来说，数量词掌握的较好，但是在herehere are 句型中还要加强练习。 重点难点
Here is ／here are 句型的运用。 教学过程 ： Step 1 Warm－up 1. sing a song
2. play a guessing game Step 2 Preview－checking 1. do the preview-checking 2. learn the new words Step 3 Text－Learning 1. Watch and answer.
is／ Where are they going to draw a picture? A. on the computer B. on the book
2. Read and Answer
(1) How many arms has the monster got? (2) How many hands has the monster got? (3) What else(其他的) has the monster got? 3. Read and Retell Step 4 Group－work 选词填空 （is / are）
Here ______ some water. Here ________ my Chinese book and English book.
Here _______ a clock. Here _______ his apples. Step 5 Practice Look and Say
A: Here is„ B: Here are.. Step 6 Prodution
1. Listen and fill in the blanks.
Look! This is a monster. Here is his head. He ______ got one head. Here ______his arms. He has got ______ arms. And here are his hands. He has got eight _______. Here ______ his leg. He has got one leg. And here are his feet. He has ______ two feet.
2. Draw a picture in groups. (提示：请根据短文来画) and show it to
the class.
Step 7 Summary and Homework 必做：Copy the words and recite the text. 选做：Finish the exercise book. Step 8 test
1. 用括号里词的适当形式填空。
(1) Here is a ______ (monster). (2) Here are his ______ (hand). (3) It ______ (have) got two legs. (4) I ____ (have) got a new schoolbag. 2. 单项选择
(1) They are going to watch ______ the computer. A. on B. at C. in (2) Let’s ______ a picture. A. draw B. to draw C. drawing (3) One foot, two _____, stamp! Stamp! Stamp! A. foot B. feet C. foots
Module 6 Unit 2 There is a small monster 教学目标
1.能听说认读单词poster,monster, hand, ,arm,foot---feet,face;句子There are his hands .There is a small monster.在活动中提高听说读写译能力。
2.使用句型:There is/are...来描述某地有某物
3.能体会到学习英语的乐趣，养成良好的英语学习习惯。 教学重难点
重点 :全体学生能够掌握句There is …. There are
难点 :全体学生能运用已学语言说明存在和数量 关键 Practise more 教学准备 教师 PPT，word cards，CD-ROM 学生 The text books 教学过程 Step 1 Warm up 1.Greetings
2.唱head and shoulders 歌曲，复习身体部位英语 1.Listen and act. Touch your nose … Ss say :This is my nose. 学生听录音看动画，说韵句 Step 2 Presentation
同学们想不想看看大明做的海报呀，今天让我们来看大明做的海报吧！
Step 3 Text learning
1.播放录音，并布置问题 What’s on the poster? What’s it like?
2.Read and find answers:] 3.Listen and circle 4.Listen and judge Step 4 Practice 1.Fill in the blanks 2.Sing a song 3.Describe the picture 4.Do exercises Step 5 Summary Step 6 Homework
1. Say the chant to your best friends. 2. Read the dialogues at home. BD：
Module 6 Unit 2 There is a small monster.
There are +复数 . There is +单数
Module 7 Unit 1 Are there many children in your class?
学情分析
Ss have learned the numbers, but it’s of difficulty for the majority to use them properly and correctly. Moreover, Ss are not confident enough to speak English, they are willing to, though. In addition, there exists a wide English ability gap between Ss. 教学目标
1． Teaching aims （一）language points 1）new word：thirty 2）sentence structure：
How many apples are there in the box? There are „. （二）skill training
Ss can use the numbers to count correctly and the sentence structure “How many„?” and “There are„”to ask and answer questions.
（三）emotional training
1）Ss develope an interest in counting.
2）Ss can enhance confidence in English, especially in speaking. 重点难点
1.The correct pronunciation of “thirteen” and “thirty”.
2.The setence structure“How many„?” and “There are„” 教学过程
Step 1 Greeting and Warmer 1. Greetings.
2. Check the pre-class assignment： Number Dance 3. Maths questions. Two and two? Ten and ten? Step 2 Lead-in Look and say.
T: What can you see in the picture? ( Activity 1) Ss: I can see a monkey, dog, rabbit.
T: Only one monkey in the picture? Two monkeys? Three monkeys? . T:How many monkeys are there? Step 3 Text learning Listen and answer.
T: How many monkeys are there? Drills the sentence structure “How many„?” “There are„” Look and say. What can you see?
Listen and answer.
How many apples are there in the box? How many pears are there in the box?
5. T corrects the pronunciation of “thirteen” and “thirty” 6. Listen and read. Step 4 Consolidation 1.. Picture talking. Look and say. ( CAI) How many birds are there? How many peaches are there? How many apples are there? Step 5 Extension
Group work: Guessing game
T shows Ss a box with many kinds of fruit and let Ss guess. Ss work with their deskmates to finish the paper. Ss present their guess and their conversation. Step 6 Homework 1..Listen and repeat the text.
2. Ss draw a fruit tree and ask their friends by using the sentence structure. 共1学时
Module 7 Unit 2 How many apples are there in the box?
教学目标
1．学生能够正确听说读写单词thirty
2．学生能够熟练掌握并运用句型How many...are there...?及答语 There are ...
3．学生能够理解并朗读课文。 4. 学生能够在互相帮助中收获快乐。 学情分析
学生在M4接触到了数字thirteen以及How many pens?这样的句型。在本模块的学习中学生要注意区分thirty和thirteen并且能够在相应语境中运用句型How many...are there...?及答语There are... 重点难点
重点：1：新单词thirty.
2：句型How many...are there...?及答语There are... 3: 理解朗读课文。
难点：区分单词thirteen和thirty的读音 教学过程
Step1：Warming up and Leading in T: First, let’s sing a song,How many.Ready, go!
S: one, two, three......（呈现一首用flash动画制作的英文歌，教师带 领学生一边做动作一边唱歌） T
：
Look at the picture.How many monkeys are there in the picture? Lets listen and count..
’
S: How many monkeys are there? One, two......twenty-six. There are twenty-six.
(播放光盘动画。学生边听边说，边数）
T: How many monkeys are there in the picture?（呈现板书） S: There are twenty-six.
T: Let’s ask and answer together.(学生看着板书齐读) S: How many monkeys are there? There are twenty-six. T: Today we
’
ll learn M7U2. We
’
ll go to a fruit farm. We
’
ll help the farmer pick fruit.(呈现图片，创设情境) Step2：Presentation 评论（0）
T: Let’s listen and find.How many apples are there in the box? How many pears are there in the box? (情景图片中出现相应的问号。板书呈现两个问句。学生带着问题听课文。)
T: Question1: How many apples are there in the box?(呈现板书) S: There are twenty-six.(课件呈现两个问题，一个为填空形式，一个为选择形式。每组叫一名同学回答，评比加分。)
T: How many pears are there in the box? Are there thirteen? No,there are thirty.(引出本课新单词thirty.) T: Read after me,thirty.
S: thirty(齐读两遍，根据发音读两遍。)
T: Now read in lines.thirty! S: thirty.(竖排起立齐读)
T: Read after me. Thirty, thirteen.（单词卡片呈现，尾字母做了变化） S: thirty, thirteen.(区分thirty和thirteen的读音。每组叫三名同学检测，评比。)
T: How many pears are there in the box?
S: There are thirty.(每组叫一名回答问题，练习句型。) T: Now let’s listen and say.(学生看着动画跟读课文。) T: Open your books. Turn to page 41, let
’
s read the text.I
’’
m the farmer. Boys, you are Sam,Girls, you are Daming. Lets stand up and read.（师生共同朗读，给与示范。）
T: Group Apple, you are the farmer.Group Pear, you are Sam.Group Orange, you are Daming. Let’s stand up and read. (分角色起立朗读课文，练习朗读课文能力。)
T: Now let’s role play. I’m the farmer. You are Sam. You are Daming. (师生共同示范课文角色扮演。师生带着头饰，拿着水果盒来扮演课文，帮助学生学生理解课文内容。)
T: Group Apple,S1,the farmer. S2,Sam.S3,Daming.Begin! S1: How many apples are there in the box? S2：There are twenty-six.
S1: How many pears are there in the box? S3: There are thirteen.
S2: No, there are thirty.(每一组叫三名同学角色扮演。最后从三组中各叫一名同学角色扮演，小组评比。) Step 3：Practice
T: Do you like games?（用课件呈现出闯关游戏） S: Yes!
T: Now let’s PK. Game one: Pick fruit.(课件依次呈现橘子树，苹果树，梨树)
T: How many oranges are there on the tree? (让学生大概猜一下) S: There are...... T: Let’s count together!
S: two, four,six......eighteen.（两个一起数，小组加分） T: How many apples are there on the tree? S: There are eighteen.(齐答) T: Now let’s ask together！
S: How many oranges are there on the tree?（齐问） S: There are eighteen.(每组叫两名同学回答) T: How many apples are there on the tree? S: There are about...... T: Let’s count together!
S: three, six......thirteen(三个一起数，巩固十三的读音，小组加分) T: let’s ask together!
S: How many apples are there on the tree?（齐问）
S: There are thirteen.(每组叫两名同学回答) T: How many pears are there on the tree? S: There are ...... T: Let’s count together!
S: five, ten......thirty(五个一起数，巩固三十的读音，小组加分) T: Game two! Memory game! Look carefully! How many monkeys are there in the picture?
（课件呈现图片，然后快速消失） S: There are......(每组叫一名同学回答)
T: Now let’s check.(课件再次呈现图片，小组加分) Now let’s ask together!
S: How many monkeys are there in the picture? S: There are eight.(每组叫两名同学回答)
T: Look carefully! How many rabbits are there in the picture? (课件呈现图片，快速消失） S: There are......(每组叫一名同学回答)
T: Now let’s check.(课件再次呈现图片，小组加分) Now let’s ask together!
S: How many rabbits are there in the picture? S: There are ten.(每组叫两名同学回答)
T: Look carefully! How many lions are there in the picture? (课件呈现图片，快速消失）
S: There are......(每组叫一名同学回答)
T: Now let’s check.(课件再次呈现图片，小组加分) Now let’s ask together!
S: How many lions are there in the picture?
S: There are thirteen.(每组叫两名同学回答,巩固十三的读音。) T: Game three! Ask and answer! Look at the table. How many children are there in class one?
S: There are forty-two.(师生问答，给与示范) T: Who can ask and answer? You two! S1: How many boys are there in class two?
S2: There are thirty-one.(生生问答，给与示范。巩固三十读音) T: Now ask and answer in two!(学生前后座两人一组进行问答练习) T: One,two, three! S: Three,two, one!
T: Who can ask and answer? You ask, you answer! S1: How many ......are there in class......? S2: There are ......(每组叫两组问答，小组加分)
T: Now look at the table. How many children are there in our class? S: There are fifty-four children. T: How many girls are there in our class? S: There are twenty-two.
T: So how many boys are there in our class?
S: There are thirty-two.(每组叫一名同学回答，巩固三十读音和书写) T: Take out your paper. Write it. Then ask and answer in two.(学生完成手中表格。
巩固三十的书写。然后前后座两人一组问答。可以问教室中其他人或物的数量)
T: Who can ask and answer? You ask and you answer. S1: How many windows are there in our class? S2: There are four.
S1: How many clocks are there in our class? S2: There are one.
S1: How many desks are there in our class?
S2: There are fifty-four.(每组叫两名同学回答，小组加分) T: There are fifty-four children in our class.
There are twenty-two girls in our class. Your homework today: finish the paper.
(学生完成背面的There is\\are......句子仿写) T: Now let’s check who is the winner! How many apples are there on the tree?
(用本节课所学句型数一数评比台上果树上水果的数量，进行评比) S: There are ten.
T: How many pears are there on the tree?
S: There are ten.
T: How many oranges are there on the tree? S: There are ten.
T: So all of you are the winner!（三组均为冠军） Step4： Homework T: This is your homework. T: OK. Class is over! S: Stand up!
T: Goodbye， everyone! S: Goodbye， Jilly!
Module 8 Unit 1 He works hard.
教学目标
1. 通过第二课时的学习，学生能够流利地朗读课文。
2. 通过操练句型，学生能正确地使用“Is she / he „? Yes, she / he is. No, she / he isn’t. ”句子询问同学的性格特点。能正确地用“He is „ / He isn’t „ / She is „ / She isn’t „”描述同学。 3. 情感态度：能够让学生懂得每个人都有优点，要学会欣赏他人。 学情分析
本次为借班上课，学生是三年级的孩子，他们具有一定的英语基础。对新鲜人，事有较强的好奇心。大部分学生敢于开口，模仿力很强，记忆力好，学习速度快，并乐于参与形式多样的教学活动。但学生在流利朗读课文上有一些困难，要多鼓励学生大胆说。 重点难点
1. 能正确地使用“Is she / he „? Yes, she / he is. No, she / he isn’t. ”句子询问同学的性格特点。
2. 能正确地用“He is „ / He isn’t „ / She is „ / She isn’t „”描述同学。 教学过程 Step 1 Warm up
1． Have the students say a poem on page5.
2．TPR: The teacher do some actions, and then the students say the words. (nice, clever, shy, quiet, loud, naughty, good, bad, helpful,
happy, sad) 3． Free talk: T: What’s „like? S1: He’s very„.
Step 2 Presentation and practice
1. T: All of you have your advantages, however, someone is a bit naughty. How about Daming? Is Daming naughty in class? Let’s watch the video.
2. Play the vcd. And then have the students answer the question. 板书问题： Is Daming naugty in class? 根据学生回答板书答案： No, he isn’t. Practise the key sentences in different ways.
3. The teacher plays the VCD again. And have the students answer another question: Is Daming lazy in class?
板书新单词：lazy. The students guess the meaning of “lazy” 4. T: Is Daming lazy in class?
Ss: No, he isn’t. 引导学生说：He works hard. 强调第三人称单数主语后的动词形式。
5．T：Daming isn’t naughty in class. And he isn’t lazy in class. How about his work? (Show the students a paper. 出示一张Daming 100分的试卷)
板书： His work is good. (强调work是名词，表示功课)
6． Have the students talk about Daming’s performance in class. T: Is Daming naughty in class?
Ss: No, he isn’t. He isn’t naughty in class. T: Is Daming lazy in class?
Ss: No, he isn’t. He isn’t lazy in class. Ss: His work is good.
T: His parents are happy with that.
7. Have the students listen to the dialogue and find “am, is, are” One students say the sentences, the other students repeat.
8. Have the students repeat and imitate the dialogue. Then read it in different roles.
9．Do the exercises in Activity book. Step 3 Consolidation and extension
1. Review the adjective words with the cards. The students can do some actions about the words. Then make a dialogue in groups. 先集体复习学过的形容词，然后根据老师给出的文本例子，以小组为单位，编写新歌谣, 上台边做动作边说歌谣。 The example:
naughty naughty. „ is naughty. shy shy „ is shy. clever clever „ is clever. quiet quiet „ is quiet.
We are good friends. We are good friends. 2．Game: 记忆力大比拼
男女分为两组。每个人在卡纸上写出自己的两个特点。找五个女生上台，卡纸向全班同学展示3秒钟。女生根据老师出示的形容词卡片来问男生：Is she„.? 男生回答：Yes, she is.或者No, she isn’t. 然后再找无名男生上台，方法同前。 Step 4 Summary
T：Can you talk about Daming’s performance in class? S1: He isn’t naughty in class. S2: He isn’t lazy. S3：His work is good.
Have the students read the key words and key sentences on blackboard. Step 4 Homework
a) Listen and repeat the dialogue for 5 times. b) Write the new words and sentences for 2 lines. c) Talk about your friend with your parents.
Module 8 Unit 2 She’s quite good at English. 教学目标与要求 1、知识与能力目标
⑴ 学生会谈论学习成绩和表现等。 ⑵ 认读单词：quite, good at, say, try, fast. ⑶ 初步认读句子：She’s good at… She’s quite good at… She tries hard at… She doesn’t work hard at… 2、情感态度目标
通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。 教学重点及难点
⑴ 重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。
⑵ 难点：try 的第三人称单数；quite和quiet的区别。 课前准备
本课单词卡片，VCD。 教学过程 Step 1 Warm up
i. Review the adjective words with the cards. ii. Free talk:
S1: I’m very naughty. But I’m very clever. T: Is S1 naugty in class? Ss: Yes, he is. T：Is he quiet? Ss: No, he isn’t.
Iii. Listen and chant. I Iike English. I like Maths.... Step 2 Presentation and practice 1. 出示一张成绩单，数学是100分。 T：This student is very good at Maths. 板书good at. 帮助学生理解意思。 2． T: Are you good at Maths? S1: Yes, I am. S2: No, I’m not.
3. T: How about Lingling? Is she good at Maths? Let’s watch the video.
Play the video and have the students answer the question. T: Is she good at Maths?
Ss: Yes, she is. She is good at Maths.
d) T: Look at your paper. What about her English? What about her Science? Now let’s listen to the radio and finish the report.
教师发给学生一份表格，引导学生通过挺对话，把表格中的信息补充完整。
Report: Lingling Maths: very good English: _______ Science: _______ PE: run fast Art: _________ Chinese: very good
e) T: How about Lingling’s English? Ss: quite good.
(帮助学生区分quiet quite两个词) f) T：Is she goot at Science? Ss: No, she isn’t. T: She tries hard at Science. 板书try tries
g) Help the students finish the report. Then play the VCD, and have the students repeat the text.
h) Group work: Have some students retell Lingling’s report.
9. Do the practice2 on page 24. Look at the report of Sam. Retell Sam’s report in pairs.
Step 3 Consolidation and extension
1. Have the students do the exercise1 in Activity Book Unit 2. First, listen to the tape, say the subjects.
Second, finish the report. Third, ask and answer.
2．Do a super interview. 访问自己的一个朋友，完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型： She’s good at…
She’s quite good at… She tries hard at… She doesn’t work hard at… Step 4 Summary
1. T：What have you learned in this lesson? Ss: ……
2. Read the key words and key sentences together. Step 5 Homework
1． Listen and repeat the text for 5 times. 2． Write the new words and sentences for 2 lines. 3． Talk about your friend with your parents. Step 6 Blackboard design
Module 6 Unit 2 She’s quite good at English. She’s good at… She’s quite good at… She tries hard at… She doesn’t work hard at…
Module 9 Unit 1 They were very young.
教学目标
语言知识： 谈论过去的事情和状态，对比过去与现在的不同。 能理解：were, young, beautiful, was, also, then, who, grandparent, old, yesterday, weren’t = were not, wasn’t = was not, fun运用：They were very young then. But they are very old now. He was in Hong Kong. 语言技能： 全体学生能运用：They were very young then. But they are very old now. He was in Hong Kong.
学习策略： 在学习新的语言结构时，遇到问题主动向老师或同学请教
文化意识： 在学习和日常交际中，能初步注意到中英文在谈论过去的事情和情况时的异同
情态态度： 在小组活动中能与其他同学积极配合和合作 学情分析
由于本模块是学生第一次接触一般过去时，他们在这一时态的理解上可能有一定困难。所以在“was, were”与“am, is, are”的区分运用上，学生可能会有各种疑惑和错误，老师要通过直观的图片对比，让学生理解一般过去时的显著特征，并且通过多种活动来运用这一新知识点，来巩固和运用 重点难点
谈论过去的事情和状态，对比过去与现在的不同。运用：They were very young then. But they are very old now.
教学过程
Step 1 Warm up － lead in
T:( 出示一些动物的图片：学生用形容词来描述这些图片，） S: It’s long.。 It’s tall.。„
从而引出接下来的蝴蝶图片。 butterfly
T: show a beautiful butterfly. S: It’s beautiful. T: show the worm . Is it beautiful? T: Play the CD Rom.
T: “It was also beautiful then.” 出示毛毛虫的图片。
（复习形容词，及系动词，为本课学习做铺垫。通过蝴蝶和毛毛虫的变化，让学生感受现在时和过去时态的不同。） Step 2 Task presentation 1. Photo time. T: show two photos :
( One is a girl about two years old.) Then ask: Who is this? Can you guess? T: I was two then. (show another photo)
I am thirty now.
老师在此用背景语言：I was cute. I am beautiful.
(时光飞逝，我们在慢慢长大，父母亲人在慢慢变老，也给我们留下了很多照片作为纪念，学习本课之后，我们一起来描述出这些变化。)同时呈现本课的评价方式，每个小组都是一只毛毛虫，看看哪个小组最先变为美丽的蝴蝶。
（通过老师童年和现在的照片对比，学生再次感受一般过去时的用法，并为课文的学习做情境的铺垫。呈现本课的任务） Step 3 Text learning 1． Text learning.
T: 出示爷爷奶奶的照片，问： Who are they? S: listen to the CD . And find out the changes. grandparents: grandma and grandpa changes:
They were very young then. But they are very old now. ( write down the sentences)
学生体会：are---were 的变化，在图片和句子的帮助下，感受一般过去时的意义。
Talk about your grandparents. S: learn to use “are/ were” Practice to read the sentences in pairs. 3. Panda photo
Children talk about the two interesting photos in groups. 通过熊猫的变化，来运用 They were„then They are „now
4．Listen to the text again , find out the changes of lingling. How old were you? I was two. lingling’s hair: 老师出示图片：
Your hair was very short then. Now it is long.。
展示老师的图片，说一说老师的变化，而后让学生拿出自己的照片，说一说自己的头发变化。 I was one then. Now I am ten. My hair was short then. Now it is long. 7. practice to read the text.
Step 4 Practise 1. Magic photo time （ show some pictures）
They were little then. They are big now. He was „ He is „. It was „. It is .. „..
（(图片的展示是有层次的，先空出一次单词，而后是两个，然后是人称的变化，从而把单复数都练习到) Step 5 Task completion 1.Family photo time :
T: show some photos of teacher’s family ,then talk about it. T: children ,what about you?
Can you share your photos with your friends?
S: talk our their photos and talk our their photos in groups. S: feedback in class.
（完成本课的任务，学生们在小组内说一说自己家人或者自己的对比照片。
Step 6 Summery ＆Homework 1 总结各个小组的成绩。 2 总结本课的所学到的知识。
3 希望大家能够在课后细心观察更多生活中的变化，跟好朋友们分享。
Module 9 Unit 2 He was in Hong Kong.
教学目标
知识目标：创设情境，使学生学会并且掌握was were wasn’t weren’t来描述过去发生的动作或存在的状态。
能力目标：培养学生积极参与、合作学习、大胆交流，敢于开口说英语，提高综合语言运用能力。
情感目标：通过本课学习，学生能主动地听英语、说英语、唱英语歌、做英语游戏。敢于开口，乐于模仿，在鼓励中树立孩子的自信心，增强学生的语言表达能力。在小组活动中培养他们的团队合作意识。 学情分析
由于本模块是学生第一次接触一般过去时，他们在这一时态的理解上可能有一定困难。所以在“was, were”与“am, is, are”的区分运用上，学生可能会有各种疑惑和错误，老师要通过直观的图片对比，让学生理解一般过去时的显著特征，并且通过多种活动来运用这一新知识点，来巩固和运用 重点难点
重点句型：Mum and Amy were in London. Dad wasn’t in London. I was in Beijing.
难点：学会并正确使用be动词的过去时态 “was, were, wasn’t and weren. 教学过程 Step 1 Warm up:
1.Greeting
2.Let’s talk about some pictures.谈论人或者事物过去与现在的变化。 3.介绍自己的假期是在哪里度过的。 Step 2 Task presentation 一． Listen， point and say. 二． Listen and repeat. 三． Listen and say.
四.Let’s say a poem together开展竞赛，让孩子反复练习熟练歌词。加动作表演
五．Let’s sing a song about this poem
六．向孩子们展示我假期在大连的照片。Look, It’s me .We had holidays just now.I had a happy holiday.I was in Dalian .How about your holiday? I was in _____ And you? 小组讨论，介绍自己的假期是在哪里度过的。 七．小组展示 八．Presentation
Watch the cartoon , Where was Little Six yesterday. Read
Look, this is Sam’s dad. Do you want to know where was Mr. Smart in the holidays?
Watch the cartoon and answer where was Mr. Smart in the holidays? He was in Hong Kong. Today we’ll learn Module 9 Unit 2 He was in Hong Kong. But where the other people? Do you want to know?
Sam wrote a letter to his friend Lucy. Let’s have a look出示信件 八．Learning Tips
自读课文，回答下列问题，并用横线划出答案 1. Where were mum and Amy in the holidays? 2. Where was Sam yesterday?
Mum and Amy weren’t in Beijing. They were in London with my grandparents. Dad was in Hong Kong
Sam was in Beijing with Daming at his home yesterday.
让学生总结flat yesterday发音以及地名有什么特点。地名首字母大写。让学生进行小组练习，描述这几幅图片 十．Learning Tips
跟读课文，关注文中be动词的变化。
让学生自己总结什么时候用was were.然后让孩子将地点与人物连接起来。打乱顺序让让学生改错，引出wasn’t weren’t Step 3 Practice
描述图片 探讨照片 Step 4 拓展运用
给自己的朋友写封信介绍自己的假期生活 Step 5 Homework
Write a letter to your friend talk about your holiday Talk about your photos.
Module 10 Unit 1 Were you on the second floor?
教学目标
一、知识目标：
1.学习新单词first, second, floor, worried并掌握其含义。 2.学习，理解并且使用新句型Was he there? No, he wasn’t. /Yes,
he was. Were you on the second floor? Yes, we were. 二、能力目标：
1. 通过本节课的学习，学生能够运用first和second这两个序数 词表示楼层。
2. 通过本节课的学习，学生能够对过去的状态进行简单的描述， 询问和回答。 三、情感目标：
① 通过本节课文的学习，学会关心家人，体谅家人。出门在外 不可到处乱跑，以免走失，注意安全。
② 采用多种途径，让学生积极参与课堂，敢于表达，从而体会 到学习英语的乐趣。 教学重点
1. 能够正确使用序数词first，second来表示楼层。
2. 能够理解并使用目标语句Was he there? No, he wasn’t. /Yes, he was. Were you on the second floor? Yes, we were. 教学难点
1. 能够正确运用was, were表示过去时态的be动词。
2. 正确使用first，second表示楼层。 教学准备
多媒体，点读机，单词卡 教学过程
Step 1 warming－up
1. Greeting: teacher says hello to the children and introduces herself. 2. Enjoy a piece of music, module 7 unit2 activity 3, “I was fat”. Compared the differences of the pigs.
T: Look at the pictures, the pig was fat then, but now it is thin. The pig was slow then, but now it is fast.
3. Show two photos and make up sentences. He was short then. Now he is tall.
4. Show two photos of teacher, find the differences. S: Her hair was short then. Now her hair is long. 5. Listen point and say. Step 2 Presentation
1. Teacher asks a question: If I want to buy some drinks and food, where can I go to buy? Ss: supermarket!
Show a picture of a supermarket. The building has two floors. 在图片中标出1F和2F。同时说出 first floor和second floor，并进行单词first, second, floor的学习。
2. Teacher asks a question: what can you see in the supermarket? Ss: watermelons, bananas„„. T: what was on the first/second floor?
Teacher gives an example sentence to the students: The bananas were on the first floor.
Discuss with your partner, four students in a group.
3. Group work: look at the pictures and make up sentences with the sentence pattern.
Eg: The„„was on the„„
4. Last weekend, I was in the supermarket with my Mum. It was fun. . (本句为上模块单元2里的句子) 然后问学生：Do you like to go to the supermarket? 请学生自由回答。然后对课文做出引入：Daming and his Mum went to the supermarket last weekend. Look at the picture! 请学生观察图，看见了谁？大明的妈妈的表情如何，happy还是worried? 猜测发生了什么事，What happened? 教授单词worried。 Step 3 Listening
1. First-listening: 观察挂图后，给学生一个问题：Where was Daming? 听录音一遍后请学生回答：He was on the second floor.
2. Second-listening: read after the tape, teacher gives some advises. Step 4 Practise
1. Look at the pictures lily and goofy. Make up sentences with the sentence pattern.
Eg:„„was on the„„
Was she/he on the„„? Yes, she/he was. No, she/he wasn’t. 2. 小小设计师：为每个孩子准备一张白纸，白纸上有一座两层楼房的轮廓。
① 纸发给每个孩子，告诉他们这是他们自己的房子，可是里面什么也没有，需要用画画的方式来填满它。 ② 给学生3分钟时间来画。
③ 鼓励学生运用句式\"„„. Was/were„ on the first/second floor.\" 来介绍自己的房子。
④ 教师运用Was/Were„„on the first/second floor?进行师问生答。 3.搬家公司：教师在黑板上设计一所房子，分为上下两层，分别进行简笔画涂鸦进行师生提问，生生提问。 What was/were on the first/second floor? Was/were„„on the first/second floor? Step 5 Homework
1. Read the text and listen to the tape.
2. Finish your house and introduce it to your friends after class.
Module 10 Unit 2 Were you on the second floor? Teaching contents:
1.Words: vegetable last milk 2. Sentence drills: Where „..?
They were here last Sunday. It was there. Let’s go and find them . Teaching aims:
Target aims: Where was/were„？ 能力目标: Learn to poem； read aloud the text. 情感目标:Learnt to go shopping.
教学重点: Read aloud and act out the text. 教学难点: 运用正确语句和语法 表演情境。 Teaching aids: CD ,some cards pictures tape 教学过程： Step 1 Warm up: 1.Greeting. 2.Ask and answer. 3.Listen and point and say. Step 2 Presentation:
1.教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bag on the table. The green pencil is in the blue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚
才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The green pencil is under the blue bag. It was in the blue bag。
2. \"Where were you just now\" 教师把单词卡贴在教师前面的不同位置上，创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为A 和B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说：\"Ready？ Go！\" 请A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个
环节中，B组的代表提问：I am at „„now. And where was I just now？ Guess！\" B组的代表要使用\"Were you at „„？\"猜测， 直到找出正确的答案为止。
3.\"我的小超市\"游戏：请学生用画笔画出自己心目中的超市的样子，并向全班讲述一下超市中的商品的分布情况，例如：The books are on the first floor. The clothes are on the second
floor. 为了想出更多的商品类别，教师也可以请学生分组活动。 4.填写\"我熟悉的超市\"记录表：教师设计一张记录表，提供给学生，请学生回忆过去的某一天，自己与家人去某一家超市购物时物品的分布情况，并填写在表格内。填写完成后，然后请各组选派代表向 全班介绍例如：The books were on the second floor. Step 3 Practice.
1. Look, ask and answer.
2.Listen and say. Then sing.
3.Look and remember. Then ask and answer. Step 4 Homework.
1. Make a survey and write. 2. Read the text at home.
Review Module Unit 1
【教学目标】 （一）知识与能力
1．这是一个综合性的复习模块，要求学生能听、说、读、写灵活运用本册书的重点单词。
2．能灵活运用句型：What do you wear on hot days? What are you doing?等重点句型进行交流对话。 （二）情感与态度
1. 通过小组活动，培养学生与他人合作的意识和技巧。 2. 培养学生运用英语表达自己的情感，积极参加课堂交流活动，激发学生学习英语的兴趣。 【教学重点】
复习本册书学过的全部内容，有重点的教授，重点引领学生回顾学过的常用重点词句。 【教学难点】
对本册书所学的日常交际用语中的重点句型进行拓展运用。 【教学意图】
1．复习本册书学过的全部内容，通过完成各个活动对本学期学习过的知识进行巩固和综合运用，以增加已学知识的 教学过程： Step 1 : Warm up 1、Greeting
2、Sing a song. 3、Ask and answer. Step 2: New lesson. Look, listen and say. Listen and repeat. Now ask and answer. Look and say. Step 3 : Practice. Games
Ask and answer. Listen and match. Listen and number. Step 4 : Homework
1. 在实际生活中运用学到的知识。 2. Weather report.
Review Module Unit 2
【教学目标】 （一）知识与能力
1．这是一个综合性的复习模块，要求学生能听、说、读、写灵活运用本册书的重点单词。
2．能灵活运用句型：Go up Go down Look for Look at.....重点句型进行交流对话。 （二）情感与态度
1. 通过小组活动，培养学生与他人合作的意识和技巧。 2. 培养学生运用英语表达自己的情感，积极参加课堂交流活动，激发学生学习英语的兴趣。 【教学重点】
复习本册书学过的全部内容，有重点的教授，重点引领学生回顾学过的常用重点词句。 【教学难点】
对本册书所学的日常交际用语中的重点句型进行拓展运用。 【教学意图】
1．复习本册书学过的全部内容，通过完成各个活动对本学期学习过的知识进行巩固和综合运用，以增加已学知识的 教学过程：
Step 1 : Warm up 1、Greeting
2、Sing a song. 3、Ask and answer. Step 2: New lesson. Lien and point. Listen and repeat. Now ask and answer. Now point and say. Step 3 : Practice. Read it one by one. Ask and answer. Listen and number. Liten and write. Step 4 : Homework
1. 在实际生活中运用学到的知识。 2. Read the text to your friends.
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