目标

引领

1. 在听故事的过程中理解相关词汇及there be句型；

2. 能够从整体到局部理解内容；

3. 能以正确的语音语调朗读故事，合作表演故事。

主要问题

在整体理解的基础上分场景进行详细分析和描述。

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  Free talk.

T: Welcome back to school! Nice to see you again! This is our first lesson of the new term. Today, I’ll tell you a story as a gift for your new term. Do you like stories?

S: Yes, I do.

T: Good. Now let’s read a story together.

创设情境，引出讲故事这一话题。

板块二：整体呈现，阅读感知（While-reading）

1. Watch and answer.

T: Whose house is it? (播放视频)

S: The three bears’. (教师根据学生回答新授bear)    

T: This is the bears’ house. What a beautiful house! (模仿录音)

T: The house is so nice, and Goldilocks goes into the house.

2. Read and find (分三个场景开展学习).

T: What’s the matter with Goldilocks at first?      

S: She’s hungry and thirsty.

T: What’s the matter with her then?              

S: She’s tired.

3. Look and say (分场景学习).

a. T: What can Goldilocks see in the house?

S: She can see some soup (汤) on the table. There is some soup on the table.

(教师新授 soup)

T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup?

S: The soup is too cold/hot.

T: What about the third one? It’s just right.  (教师新授 just right)

b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is trying to sleep in bed now. How are the three beds?

T: Look at the three beds. Are they the same?  

S: No, they aren’t.

T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, it’s very hard. (教师新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (教师新授soft)  

T: OK. Look at the picture on the right, if you were Goldilocks, what would you say?  

S1: This bed is …

(学生回答结束后，全班跟读三句话)

4. 学生跟读并尝试表演。

5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel?

 S: She is afraid now. (教师新授afraid)

T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)

T: Because there are three bears in front of her. (教师新授in front of)  

T: What did the bears say?  

S: Who are you?

T: What did Goldilocks say?  

S: Help! Help! (解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪)

整体把握故事大意，揭示课题。

(1引导学生自读第一个场景并尝试表演  2教师播放录音学生跟读模仿)

获取课文的细节信息。hot和cold学生已经学过，所以在此不再重复。hard和soft是初次接触，通过实物或触觉感知单词并学习效果会更好。

通过多层次的模仿帮助学生掌握故事内容。

板块三：设计活动，综合运用（Post-reading）

 1. Read the whole story. 

(1) T: Very good. This time, let’s read the story after the tape. (学生一起跟读录音，教师指导朗读)

(2) T: OK. This time, you can read in a group. (四人一组自由读)

(3) 为故事配音。

(4) 学生戴头饰分角色朗读故事。

知识结构

结构化板书设计： 

教学反思

目标

引领

1. 巩固所学故事中出现的词汇：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；

2. 四会掌握词汇：house, room, in front of, her, beside, between； 

3. 学生能有感情地表演故事；

4. 基于三只熊的故事，巩固并四会掌握there be句型；

5. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思。

主要问题

学生能够充分理解并掌握Grammar time中There be …句型的用法和规则以及单词too的用法。

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  1. Enjoy a song: One One One.

2. Listen and do

T: Put your … in/on/under/beside/between …

S: 学生根据老师的指令做出正确的反应。

1.欣赏歌曲铺垫there be  2. 以听听做做的方式感知介词的用法。

板块二：整体呈现，阅读感知（While-reading）

1. Think and judge

T: Last lesson we have learned an interesting story. What is the name of the story?  

S: Goldilocks and the three bears.

T: Do you like the story?  

T: Now I’ll give you some sentences. Please judge if it is true or false. (带领学生说true和false)

a. There is a house in the forest.        

b. Goldilocks is not hungry, but she is tired.

c. The three bowls (碗) of soup are for the bears.

d. There are three hard beds in the room.

e. Goldilocks is not afraid to see the bears.

2. Review the story

(1) 教师出示故事场景一：Look, Goldilocks is in the _______. There is a big _______. 学生和老师复习故事。（重点讲述There be句型）

(2) 同样的方法复习第二、三、四场景，同时巩固新单词。

   house, soup, hard, soft, afraid, in front of

(3) 学生齐读故事，教师指导语音语调。

(4) 学生抽选场景，全班合作表演，相互评价。

(5) Retell the story. 学生根据图片和提示语复述故事。

Step 3 Grammar time (too的用法)

(1) Try to say

T: Look at this picture. Does Goldilocks like this soup?

S: No.  

T: Why? What’s the matter?

S: This soup is too cold.

T: What’s wrong with this soup?

S: This soup is too hot.

T: Look at this bed. Why doesn’t Goldilocks like it?  

S: This bed is too hard.

T: What about this one?

S: This bed is too soft.

T: Let’s read these sentences together.

(2) Try to summarize

T: We use “too” to modify some adjective words. How do we use these words? Let me give you some examples. Look, I want to carry this teacher’s desk, but it’s too heavy. I can’t move it. Understand?    

S: Yes.

T: Look at the pictures. Can you describe the situation? (用之前课文中出现的一些图片复习巩固too的用法)

T: This time, say the sentences as quickly as you can. (教师出示一些不同的图片，让学生快速描述This … is too …)

整体把握故事大意，揭示课题。

复习上一节课所学的故事。通过记忆力考验的游戏，复习、巩固There be …句型。

教师出示第2幅和第3幅课文插图，让学生说一说书上的句子

1. 从复习书中的表达开始入手，衔接过渡自然。2.以看图理解的方式帮助进一步理解单词too的意义和用法。

板块三：设计活动，综合运用（Post-reading）

1. Learn to say.

(1) T: Goldilocks sees soup and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? (教师引导学生接龙说句子：There is/are … in the living room.)

(2) 教师逐图出示三只熊家里的其他房间（study和kitchen），

(3) 教师示范书写句型，学生在书上书写，完成后同桌交流检查。

2. Think and summarize.

(1) 教师根据刚才的Think and say带领学生归纳There be用法

T: Who can tell me the difference between “there is” and “there are”? You can discuss in pairs first.

S: (学生可以用中文总结他们发现的规律)

T: Good try! Now listen to me carefully. When we talk about only one thing, we use “there is”. When we talk about more than one thing, we use “there are”. But, when we are talking about the uncountable words, we use “there is”. (教师解释不可数名词，举例说明)

(2) Play a game

A. T: Now let’s play a game. All the boys are “is”, and all the girls are “are”. I’ll show you some pictures or sentences. If you think the word is “is”, boys, stand up and say “is” together loudly; otherwise, girls, you stand up and say “are”. OK?　

B. Fun time (Draw and say)

 T: Now please turn to Page 10. You can draw first and then talk about your picture in pairs. (最后请几组学生介绍他们画的图片)

借助接龙游戏，学生练习there be 句型并练习句子的书写。

从复习书中的表达开始入手，衔接过渡自然。

通过做游戏深化语法概念，调动学生的学习兴趣。

知识结构

结构化板书设计： 

教学反思

目标

引领

1. 能听懂、会读、会说：Where’s/Where’re …?  Here are … There aren’t any …； 

2. 在巩固核心句型的基础上，熟练运用本单元所学的词汇语言谈论物品所属； 

3. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，在教师的指导下表演故事；

4. 结合练习册部分内容深入开展语言练习。

主要问题

读懂故事的幽默，在教师的指导下表演故事。

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

 1. Greetings. 

T: Hello, boys and girls.

S: Hello, Miss …

T: Nice to see you.

S: Nice to see you.

2. Game: Hot or cold.

T: Boys and girls. Do you like games?

S: Yes.

T: Let’s play a game.

通过游戏活动，学生在趣味活动中不断巩固there be句型，为熟练而准确地运用语言开展交际运用打下基础。

板块二：整体呈现，阅读感知（While-reading）

1. Talk about the picture of the Cartoon time.

T: There are many things in our classroom. And we are having an English class in our classroom. Look, where are Bobby and Tina? (教师出示Cartoon time第一张图片)

S: They are in the living room.

T: Why do you know they are in the living room?

S: There’s a sofa in the room.

2. Watch and answer.

(1) T: What are they talking in the living room? (教师播放卡通后学生回答：Cakes.) 

(2) T: (出示第一幅图) Look! Bobby is hungry. What does Tina tell him?

S: There are some cakes in the kitchen.

T: So Bobby goes to the kitchen and tries to find some cakes, but can he find any cakes there? Let’s watch the cartoon again.

T: Can Bobby find the cakes in the fridge?

S: No, he can’t.

T: Why?

S: There aren’t any cakes here.

(3) 在图片上出示句型：There are some cakes in the fridge. There aren’t any cakes here.

(教师示范，学生跟读)

T: Where are the cakes?

S: Tina and Bobby’s cousin is eating the cakes.

(4) T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks?

Bobby’s cousin is ___________. But Bobby is ________.

3. 朗读故事。

(1) 逐句跟读录音。

(2) 教师逐一出示Cartoon time图片，教师说旁白，学生跟说Bobby和Tina的对话。

(3) 分角色朗读故事。

(4) Dub the story.

(5) Act the story. 学生表演对话。

cake是本故事的线索，抓住这一线索开展阅读，有效地突破故事的难点。

板块三：设计活动，综合运用（Post-reading）

1. T: Bobby’s cousin eats all the cakes. He feels sorry. So he put more things in the fridge.

What’s in the fridge? (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)

There is ____________ in the fridge.

There are __________ in the fridge.

   说得多的小组获胜。

2. 再次出示冰箱里的物品及例句。

There is a pineapple in the fridge.

There are four apples in the fridge.

由Cartoon time导入语法归纳和句型操练，使教学具有延续性，通过限时看图说句子的活动，能帮助学生更牢固地掌握这个句型。

知识结构

结构化板书设计： 

教学反思

目标

引领

1. 学生能够用配音或看图说话的方式滚动复习Cartoon time；

2. 学生了解字母c在单词中的发音；尝试运用所学的语音知识拼读生词，同时结合小诗读出韵律和节奏；

3. 借助checkout time局部内容，学生滚动已学词汇熟练地运用本课词句谈论不同地方的物品所在。

主要问题

能了解中西方传统的饮食，并能用英语作简单介绍。

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  1. T: (出示Cartoon time图1) How is Bobby?

S: He’s hungry.

T: How much do you remember about Cartoon time?

2. Ask and answer:

Q1: Can Bobby see any cakes in the fridge?

Q2: Can Bobby eat the cakes at last?

3. Dub the story first and then act the story.

由师生间自然问候导入到Cartoon Time人物的情绪，以回答问题的方式唤起对故事内容的回忆。

板块二：整体呈现，阅读感知（While-reading）

1. T: (出示Sound time 图片局部) Look at the man and the boy. What’s wrong with them?

S: They have a cold.  

T: (出示医生) Who comes to help them?

S: A doctor.

2. T: What did the doctor say? Let’s listen. (cold, doctor, coat)

3. 教师放小诗录音；教师出示例词：cold, cousin, doctor, come, coat，学生体会c的发音；

学生跟读小诗。

4. 教师出示新单词：can, candy, cow, cone等词让学生尝试运用规则。

5. 教师出示含有c 的不同单词，学生找到c在单词中发音的一般规律（c /k/和c /s/）。

Step 4 Grammar time

1. T: (出示Cartoon time 中Bobby和Sound time图片) Look, Bobby is hungry. The man and the boy have a cold. They feel bad.

2. T: (出示Story time四张场景图) How does Goldilocks feel?

Goldilocks is in the forest. She’s _______.

She sees a house. Goldilocks is in the house. She is _____ and ______.

Goldilocks is _______. There are three beds in the room.

Now she is _____, because there are three bears in front of her.

How about you?

You are _________. You would like a cake.

You are _________. You want some drink.

You have a new bag. So you are ________.

You walk for a long time. So you are _________.

整体把握故事大意，揭示课题。

先凸显c /k/发音单词，让学生感悟其读音，然后适当拓展c /s/读音。

Grammar time包含三个方面的内容，此处是第三部分，将语法分散在各个课时中，并结合相关主题开展学习巩固，有利于学生对语法内容的掌握和理解。

板块三：设计活动，综合运用（Post-reading）

1. T: Goldilocks runs away. She runs into a garden. Look, what’s in the garden?

 (教师引导学生说There is a table in the garden.)

  T: What’s on the table?

S: There are some apples on the table.

(同法完成其余三幅图片，同桌核对答案。)

2. Make a new story.

Story time的教学并非在第一课时就此结束，应该随着语法点的不断深入和谈话内容的不断丰富，开展螺旋递进式的练习和巩固。

知识结构

结构化板书设计： 

Unit 1 Goldilocks and the three bears

教学反思

目标

引领

能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

学生能理解序数词first、second、third的意思和用法

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  1. Sing a song: In the classroom.

T: There is a TV in their classroom. What is in our classroom?

S: There is a teacher’s desk. There are some chairs and desks.

T: You are so familiar with your classroom. What about our school? Can you show me around? (新授词组“show me around”)

2. Game:Boys PK Girls.

Rules: 分别用1分钟时间男女生分组用There is/are 结构说说学校里的设施，看看哪一组说得多。

让学生从自己的生活出发，通过自己的观察和体会来运用所学的句型结构。

板块二：整体呈现，阅读感知（While-reading）

1. T: There are many rooms in our school. And you know them all. Yang Ling also knows her school well. She is showing a new student around the school. Today we will learn Unit 2 A new student.(揭示课题 “A new student”教授student)

2. T: Who is the new student? Look, here she comes. (PPT呈现 Hi, I’m Nancy Black. Nice to meet you.)

S: Nice to meet you, too.

T: Yang Ling shows her around. What’s in their school? Which rooms do they talk about?Let’s watch the video and tick. (播放Story time 动画)

3. T: Which rooms do they talk about?

S1: Classroom

S2: Computer room.

S3: Library and music room.

S4: Table tennis room

T: There are a lot of rooms in their school.

(领读: classroom, computer room, library, music room.)

4. 学生自读课文两人合作完成表格：

T: How many … rooms are there? (出示主句型)

S1: 24 classrooms.

T: What are these rooms?

S2: There are two computer rooms.

S3: There is a music room.

S4: There is a table tennis room.

S5: There is a library.

roomsHow manyWhere computer rooms2 music rooms1 table tennis rooms1 libraries1 

5. T: There are three floors in the building. Look, here is the first floor. First, the firstfloor.(同法教授second 和third)

T: Therooms are on different floors. (指表格) Where are they? Please read in groups and find out. (学生分小组自己朗读文本，找出每种教室分别在几楼，师生一起完成黑板上表格)

T: Where is the music room?

Group 1: The music room is on the first floor.

T: Great!(板书The music room is on the first floor)What about other rooms?

Group 2: The computer rooms are on the third floor.

Group3: The library is on the third floor too.

Group4: Nancy’s classroom is on the second floor.

T: Now please work in pairs and finish Write and say on Page 18.

让学生从已有的接近生活的情境过渡到文本的学习，让一切都在潜移默化中进行。通过第一次观看卡通，整体了解文本信息。

让学生通过文本的阅读，根据老师提出的任务迅速的找到相应的信息从而完成任务。

通过小组合作寻找信息完成练习，学生在完成任务的的过程中理解文本。

板块三：设计活动，综合运用（Post-reading）

 1. T: You know their school well. Let’s read the dialogue after the computer.

T: You can choose one or more ways to read.

2. Let’s dub.

3. Try to retell. (学生能够根据上下文完成填空式的复述)

4. Let’s talk.

T: Nancy knows her new school. What about you? Can you talk about our school? Let’s try. You can begin like this:

Hello, I’m ... Look at my school. It’s …There are/is …They’re/It’s …

学生在文本学习的基础上，通过寻找信息、朗读文本、复述文本已经打下了基础，再通过介绍自己的学校，让学生能够在恰当的情境当中运用所学。

知识结构

结构化板书设计： There is/are … in our school.

How many … rooms are there?

The … is on the firstfloor.

second floor.

third floor.

教学反思

目标

引领

1. 能在创设的情景中反复使用、巩固there be句型的一般和特殊疑问句式；

2. there be一般疑问句中肯定、否定回答及特殊疑问句的回答。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

 1. Free talk.

T: Are we all here? How many students are there in our class? How many boys/girls are there?

2. Games.

 (1) Listen and guess: What room is it? 

 (2) Read and guess:

a. There are a lot of books on the bookshelves. The students read books here. What room is it? (reading room/library)

b. There are some pictures on the wall. The students draw pictures here. What room is it? (art room新授)

c. There are a lot of desks and chairs in the room. The students have lessons here. What room is it? (classroom)

【设计意图：猜谜游戏中复习巩固上堂课所学词汇，丰富语言表达。】

板块二：整体呈现，阅读感知（While-reading）

1. T: We know Nancy is a new student. Miss Li asks Yang Ling to show her around the school. Now let’s talk about their school. What rooms are mentioned in the story?

T/S: Classrooms, computer rooms, a library, a music room and a table tennis room.

 T: Is there a library in the school?

S: Yes, there is.

T: Are there any computer rooms?

S: Yes, there are.

T: How many computer rooms are there?

S: There are two.

T: Is there a music room?

S: Yes, there is one.

T: Are there any art rooms?

S: No, there aren’t.

2. T: Now look, there are 24 classrooms, two computer rooms, a library, a music room and a table tennis room.

T: Where are they? What room is on the first room? What room is on the second floor? How about the third floor?

S: The music room is on the first floor.

…

3F  computer room      computer room     a library  

2F  Nancy’s classroom  

1F  music room         table tennis room  

3. T: Well done. So can you help Nancy introduce her school to us?

Hello, everyone. My name is Nancy. Welcome to my new school.               

24 classrooms in our school. My classroom is on the     floor. It’s big and nice. What’s on the third floor? There are two     rooms and a       .                          

a music room? Yes, it’s on the       floor. And there’s a big             room too. I like my new school.

文本中提到的各种各样的教室、数量和楼层是穿插在一起呈现的，对于学生记忆会造成一定的困难，所以首先从他们谈到哪些房间和数量入手，进行提炼，降低记忆难度。

在上一层步骤的基础上，通过示意图帮助学生理清各教室所在楼层，加深印象，进一步理解故事。

通过对故事的理解进行概述，检测学生掌握、理解情况，通过缺词填空，降低难度，扶持学生对所学知识的运用。

板块三：设计活动，综合运用（Post-reading）

1. Introduce the classroom.

T: Nancy’s classroom is big, bright and clean. It’s nice too. I like her classroom. Do you like it?

S: Yes.

T: Can you introduce her classroom?

T: I can. Let me show you. (出示范文)

2. T: I think you can do it too. Let’s have a try. Here are some sentences. They can help you.

This is a picture of Nancy’s new classroom. It’s …

There’s a … There’s a … too. Is there a …?

There’re … How many … are there?

Are there any …?

...

What a nice classroom!

3. Talk about our classroom.

T: Good job. You can introduce Nancy’s classroom very well. Look at our classroom. What’s in it?

S: There is/are …

T: Let’s try to say something about our classroom. Here are some sentences you can use. (PPT呈现主要句型)

由Fun time引出的语言支架作为整个语段的支撑点，引导学生进行语言的综合运用，除了进行Nancy教室、自己教室的表述外，打开学生思维，进行拓展，想象自己梦想中的教室会是怎样的。丰富语言的创意性和趣味性，最终达到训练学生综合语用能力的目标。

教学反思

目标

引领

1. 句型Is/are there …? How many … are there …? It’s/They’re on the … floor.的正确使用。

2. Cartoon time中语言点的理解和掌握。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  1. Greetings:

T: Hello, boys and girls.

S: Hello, Miss ...

T: Nice to see you.

S: Nice to see you too.

2. Game: Magic eyes.

T: Boys and girls. Let’s play a game: Magic eyes.

(大声说出你看到的词组或图片，当看到炸弹的时候请说bomb)

通过单词和短语帮助学生回忆上节课的内容，为下面复述课文打下基础。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Revision

T: Those phrases and pictures are about Nancy’s new school. Do you still remember them? (播放Story time动画)

T: Now can you look at the pictures and the key words and say something about Nancy’s new school?

S: Nancy is a new student. This is her new school. There are 24 classrooms in the school. Nancy’s classroom is on the second floor. There are two computer rooms. There is a library too. They’re on the third floor. There is a music room. It’s on the first floor. The table tennis room is on the first floor, too.

Step 3 Review and New teaching

1. T: one, two, three 是基数词，first, second, third是序数词，序数词在使用时前面要加 “the”. Let’s read a rhyme. (PPT呈现儿歌)

2. T: 如果今天Nancy要到我们学校参观，她会提什么问题呢？你能把刚才我们说的there be句型的肯定句变成一般疑问句吗？

3. T: When I was a little girl, I’m in … Primary School. My school is not big, but it is very beautiful. Do you want to know about it? You can ask me questions with these sentences. (PPT呈现主要句型)

4. Grammar time.

T: Now let’s do some exercise with there be. 

(1) A: Is there an art room in your school?

B: Yes, there is.

(2) A: Are there any computer rooms on the second floor?

B: Yes, there are.

(3) A: How many students are there in the library?

B: There are 20 students.

(4) A: Is there a music room too?

B: No, there aren’t.

(5) A: Are there 25 classrooms in your school?

B: No, there are 20 classrooms.

(6) A: How many libraries are there in our school?

B: There is only one.

Step 4 Cartoon time

1. T: (出示Cartoon time 图1) Look, Bobby and Sam are in the playground. Let’s see what they are doing there. (播放动画)

2. T: Now I have some questions for you. (PPT呈现) Please listen and answer.

T: Where are Sam and Bobby?  (播放图1录音)

S: They are in the playground.

T: What’s in the playground?  

S: There’s a swing. (教授swing)

T: Can Bobby push Sam? Why? (播放图2录音)

S: No, he can’t, because Sam is so heavy. (教授 push; heavy)

T: How does Bobby say it? (提醒学生模仿录音语调)

S: You’re so heavy, Sam!

T: Is Bobby happy on the swing? Why? (播放图3录音)

S: No, he isn’t, because he is afraid. It’s too high. (教授 high; afraid)

T: How does Bobby say it? (提醒学生模仿录音语调)

S: Stop, Sam! It’s too high! 

T: Do they like to swing?  (播放图4录音)

S: Sam likes to swing, but Bobby doesn’t.

T: What does Sam say? (提醒学生模仿录音语调)

S: It’s great fun! Let’s play again!

T: What does Bobby say?

S: Oh no! It’s time for dinner. Let’s go home now.

T: Will Sam and Bobby play on the swing again? Why?

S: Sam will play it again, because he likes the swing and he enjoys it. But Bobby will not, because the swing is too high, he is afraid.

(请两位同学看图，根据图片提示复述Story time，教师给予评价，也可以整班集体复述)

复习单词，为学生巩固和使用重点句型创设情境。

通过练习帮助学生辨析there be的适当形式。

随文学习新单词和句型，并引导学生模仿录音的语音语调，正确地表达故事中人物的情感，为下一步表演打下基础。

板块三：设计活动，综合运用（Post-reading）

 1. Listen and follow. 跟录音朗读重点句型，体会朗读感情。

2. Let’s dub. (给动画配音。)

3. Let’s read. (跟读全文。)

4. Act it in groups. (教师评价，学生互评。)

让学生通过多种朗读活动对文中短语和句子熟练掌握，为表演打基础并让学生在表演中体验英语学习的乐趣。

教学反思

目标

引领

1. 句型Is/are there …? How many … are there …? It’s/They’re on the … floor. 的准确使用；

2. 词汇first, second, third 的用法及美式英语与英式英语的区别。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

   T: Boys and girls, here is a picture of a school. What’s in the school? Can you guess?

S1: Is there a …?

S2: Are there any …?

让学生用所学的句型结构来进行提问，巩固本单元的主句型。

板块二：整体呈现，阅读感知（While-reading）

1. T: Today we have two new students in the school. Here they come. They are Ann and Alice. Please greet them.

S: Nice to meet you.

Ann: Nice to meet you too.

S: How are you?

Alice: Fine, thank you. And you?

2. T: Ann and Alice want to visit our school. Can you show them around?

S: Yes.

T: Please work in groups and prepare. (学生小组活动，用学过的内容来进行学校介绍。)

(PPT给出主要句型)

3. (1) T: Ann and Alice know the school in China well. They want to introduce their school to us. Now please work in groups of four and each group will get an envelope. There is some information about Alice in some envelopes; there is some information about Ann in the other envelopes. Then complete the building about their school. 

(信封里是类似教材P18页的教学楼正面图，请学生小组讨论，填上教室等，然后上讲台展示)

(2) The students show Ann’s or Alice’s school. (学生上讲台展示)

    S: This is XXX’s school. There are/is … in the school. They are on the … floor.

    T: Where is XXX from? Do you remember?

    S: …

(学生回答完，老师在图片一角贴上该国国旗，并写UK/US，然后分类贴在黑板上，新授ground)  

4. T: This is Ann’s school, this is Alice’s school. What do you find?

 S: (可以用中文说)

5. Summary: 在英式英语中，楼房地面与街道相平的楼层叫ground floor，ground floor上面的一层叫first floor。在美式英语中，与街道相平的楼层叫first floor，其上面的一层叫second floor。

6. Read the sentences in “Culture time”.

利用介绍学校的方式，让学生把第一单元的重点句型再次回顾，也为下一环节阅读信息打好基础。

将Alice 和Ann设定为英美国籍，让大家熟悉英美两个国家在楼层表达方式上不同，可以更方便学生对该知识点的掌握。

板块三：设计活动，综合运用（Post-reading）

 1. T: We know Alice and Ann well. What do they do after school? Let’s see.引导 S1: They sing and dance.

    S2: They have a nice ice cream.

    S3: They drink some juice.

    S4: They go to the cinema.

T: Wow, they do a lot of things. Look at these words, what does “c” pronounce?

S: (学生可以用中文说)

T: Let’s listen to the rhyme. (播放音频)

2. Read and find. (教师带读带领学生总结c在单词中常见发音)

3. Think and say. (PPT呈现给单词分组)

学生在Unit 1 中学过了字母c 发/k/的音，而在本单元中学生学了c发/s/的音，把两者结合起来让学生分辨，同时考查学生对单词的熟悉程度。

知识结构

结构化板书设计：  A: Is there a …?

B: Yes, there is./No, there isn’t.          

A: Are there any …?

B: Yes, there are./No, there aren’t.

A: How many …s are there?

B: There is/are …

It’s on the … floor.

They’re on the … floor.

one—first  two—second  three—third

教学反思

目标

引领

能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

能初步用句型I have … It has … It can … 来介绍自己的动物朋友。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  T: Now let’s play a game. I will show you three animals. Let’s guess what they are.

a. It has two feet. (新授a foot) It has two small eyes. It likes carrots. It has two ears. It can jump and run. What is it? —rabbit

b. It has four legs. Look at its legs. It’s cute. (新授a leg) It has a fat body. (新授 body) It has big ears. What is it? —pig

c. It has a long tail. (新授tail) It has two big wings. (新授wing) It has a small head. It can fly in the sky. What is it? —bird

欣赏歌曲Animals，活跃课堂气氛，温故知新have的用法，同时在Look and guess游戏中渗透文本中的新单词，丰富语言。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Presentation—free talk

T: There are many animals in the song. What are they?

S1/S2: Tiger, monkey ...

T: Do you like animals? Do you have an animal friend?

T: I have an animal friend. It’s a fish. This is its body and that’s its tail. It has no legs or arms. It has no feet. It’s lovely. I like it. (新授fish, body, tail) 引出课题  Unit 3 Our animal friends

Step 3 Story time

1. Watch and match. (播放课文动画寻找答案)

T: What animal friends do they have?

S1: Nancy has two fish.

S2: Mike has a dog.  

S3: Liu Tao has a rabbit.

S4: Su Hai has a parrot.

2. Read and tick.

What colours are Nancy’s animals?

What do Nancy’s animals have?

What can Nancy’s animals do?

3. Read and fill in the blanks.

My animal is ________. It has four _________ and a short ___________. It has a big __________.

4. Read and complete.

AnimalsColourFeatureAbilityrabbit   parrot   

通过教师介绍自己的动物朋友，引出新授词汇tail, body, leg, arm, foot。

帮助学生整体感知课文

通过设计不同形式的活动分步解读文本，引导学生关注文本细节，学会把握关键信息。

板块三：设计活动，综合运用（Post-reading）

 1. Read the story. 

a. Read after the tape.

b. Read in groups.

c. Read in roles.

引导学生模仿录音、有感情的朗读文本，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。

知识结构

Unit 3 Our Animal friends

 AnimalsColoursFeaturesAbilitiesblack and redbig bodies, big eyes and big tails, no legs or armsswimwhitefour legs and a long tail   runwhitered eyes and long earsrun and jumpyellow and greenbig mouth, big tail and two wingsfly and talk

教学反思

目标

引领

能比较熟练区分have 和has的不同用法。

能比较熟练运用所学的词汇和日常用语谈论自己的动物朋友。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

Think and say.

a. 说说你知道的动物名，如：dog。

b. 说说你知道的动作类单词，如：run。

c. 说说你了解的动物的特征，如：big eyes …。

d. 说说你了解的动物，I have … It has … It can …。

复习have的用法，运用头脑风暴法帮助学生开拓视野，输出更多与相关的词汇。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Revision

1. Read and judge.

根据Story time的内容，快速判断下列句子是否正确。如果正确，请大声说“Yeah, yeah, yeah”，如果错误，请大声说“No, no, no”。

a.Nancy has a fish.

b. Mike has a dog. 

c. Liu Tao has a rabbit.

d. Su Hai has a parrot.

2. Look, think and answer.    

根据课文内容，边问边完成表格。

a. What does Nancy have?

b. What colour is it/are they?

c. What does it/do they have?

d. What can it/they do?

3. Think and write.

完成书上第28页的Think and write，提醒学生注意形容词和身体部位的搭配。

Step 3 Grammar time

1. Think and complete.

由问题What else do they have?引出句型。

Nancy has a pineapple.

Liu Tao has a robot.

Mike and Su Hai have some sweets.

2. Read and summarize.

出示句型，朗读体会，自主归纳have和has的不同用法。

3. Collect the right eggs.

只有区分了have和has的用法，才能把蛋放进对应的篮子里。

4. Test your memory.

a. 一位同学说自己拥有的外貌特征、动物、水果、玩具、衣物或食物等。其他同学静心听并记住每个人所拥有的东西，并用… have/has … 句型陈述出来。

b. 观察两种动物的身体部位，找出它们的不同点。

C. 观察两种动物的身体部位，找出它们的相同点。

通过循序渐进、由易到难、不同形式的练习递进式地巩固复习Story time的内容，逐层深入，扎实有效。

通过具体形象的例子，让学生在朗读中体会感知，仔细观察，主动归纳，培养学生语感，锻炼能力。

在游戏中巧妙渗透语法概念，从词汇到语段逐层过渡，有效巩固have和has用法及表述。

板块三：设计活动，综合运用（Post-reading）

 1. Think and write.          

T: Just now we talked a lot about animals. Now let’s write about our animal friends.

a. 独立完成Fun time 的表格。

b. 小组内互相介绍自己的Animal friend   I have … It has … It can …

c. 汇报介绍好朋友的Animal friend     … has … It has … It can …

创设真实交流的情景，在对话中巩固运用。

知识结构

Unit 3 Our Animal friends

 AnimalColourFeatureAbilityHelencatyellowbig eyes, a long tail and small earscatch the mouse               

教学反思

目标

引领

1. 学生能够使用不同句型来描述自己的或猜测别人的动物朋友；

2. 能理解Cartoon time故事大意并有感情地朗读表演。

3. 能了解不同国家特有的动物。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

  Magic eyes (电脑迅速闪动图片，让学生观察描述Bobby 和Sam拥有的相同及不同的物品)

Bobby has …                      Sam has …

Bobby and Sam have …

以游戏的方式复习和运用has及have句型，导入流畅自然。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Cartoon time

1. Watch and answer. 

T: What else do Sam and Bobby have?    

S1/S2/S3: They have …

T: They have a new friend. Who is their friend? Let’s watch the cartoon.

S1: 螃蟹              

T: It’s a crab.

2. Read and underline. (自读课文，划出文中描述新朋友体貌特征的句子。)

It has ten legs. No, it has eight legs. It has a big body. It has big arms.

3. Think and circle.            

T: Sam isn’t happy at last. Why?

A. Crab eats the cake.

B. Crab hurts Sam’s fingers.

C. Crab doesn’t like Sam.

4. Find and imagine.    

T: Does the crab do it deliberately? What will Crab say to Sam? Imagine. 

 One possible version:

Crab: I’m sorry …            

Sam: Not at all. Here’s … for you.

5. Read and imitate.

(1) Read after the tape.

(2) Read in roles.

(3) Act in roles.

通过循序渐进、层层深入的活动设计分步解读卡通故事，不仅关注学生的趣味阅读，也注重学生有感情的模仿朗读，学生在教师引导下主动参与，主动体验。

板块三：设计活动，综合运用（Post-reading）

 1. Read and judge.

(1) Crab has a hard body.

(2) Crab has ten legs.

(3) Crab has a long tail.

2. Think and complete.

Crabs don’t have tails, but the kangaroo has a long tail.  (新授kangaroo)

S1: The monkey has a tail./The tiger has a tail …          

We can see kangaroos in Australia. (新授Australia)

They have long tails and strong legs.

They can jump.

(同法引出 bald eagles, polar bears 和pandas)

3. Read after the tape.

4. Think and choose. 

借助Cartoon time内容过渡，引出下阶段知识的学习。

设计开放性的活动，对Culture time内容进行有效挖掘，再次补充。

知识结构

结构化板书设计： Unit 3 Our Animal friends

                         It has eight legs.

                         It has two big arms.

                         It has a big body.

教学反思

目标

引领

1. 能理解并掌握字母u的发音规律，熟记例词；

2. 能创编谜语，同学之间较熟练地谈论动物的特征。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

Read and guess.        

1. It’s yellow and green. It’s nice. It has a long tail. It has a big mouth. It has two legs and two wings. It can fly and talk. (parrot)

2. It has yellow fur (皮毛). It has a big mouth, a small nose and two big eyes. It has two long arms, so it can climb trees quickly. (monkey)

3. It’s white and black. It is cute and fat. It has two black eyes. It likes eating bamboos. It is from Sichuan. (panda)

4. It has a fat body. It has a long nose and a big mouth. It has two big ears. It can carry big things. (elephant)

师生间的交流有信息沟，通过猜谜的游戏训练学生对动物特征的描述，设计充满趣味性的活动。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Grammar time

1. Look and answer. (看图回答，引出一般疑问句。)

T: Does Sam have an ice cream?     S1: Yes, he does.

T: Does Tina have a pie?           S2: No, she doesn’t.

T: Does Bobby have a cake?        S3: No, he doesn’t.

2. Read and summarize.

出示句型，朗读体会，自主归纳do和does的不同用法。

3. Ask and answer. (男女生互相问答竞赛。)

 Some possible versions:

Does a fish have two legs?        

Does the dog have six legs and two big ears?

Does the cock have a big body and two wings?  

Does the crab have ten legs?

Step 3 Sound time

1. Look and say.      

T: Does the rabbit have a short tail? Does the rabbit have two long legs?         What can it do? (引出句子 Run, run, run, let’s run on a sunny day. )

2. Read and think.

(1) Say more words. (说出更多字母u发音的单词。)

(2) Read the new words. (根据字母u 的发音，读一读新单词。)

(3) Read the sentences. (快速读出小诗。)

Rubber duck likes the rain, but he doesn’t like sunny weather.

So when the summer sun comes out, he carries an umbrella.

通过具体形象的例子，让学生在朗读中体会感知，仔细观察，主动归纳，培养学生语感，锻炼能力。

引入结合实际的，富有趣味的问题，不仅让男女生间的问答训练更自然流畅，同时也激发学生们的学习兴趣。

通过归纳枚举，帮助学生掌握字母u的发音，并尝试运用，自主朗读新单词。同时，学生能根据发音，有节奏并流畅的朗读新句型。

板块三：设计活动，综合运用（Post-reading）

 1. Think and talk.

T: Where is rubber duck going?    

S: He is going to the park/the river.

T: I think Rubber duck is going to the farm.

2. Look and talk.

T: What’s on the farm?            

S1/S2: There’s/There are …

3. Talk and guess.

T: There are so many animals on the farm. Which one do I like? Can you guess?  It is black. It has two small ears and a long tail. It can catch the mouse.

S1: It’s a cat.

T: Which one do you like? Choose one and talk about it.

S1: It is pink. It has two big ears. It is fat.

S2: Is it a pig?

教师对Checkout time教学资源进行了重整，分两个层次：第一层次重点操练There’s/There are …，第二层次重点巩固It has …/It can/They have …/They can …，使学生学习思路更清晰。

知识结构

结构化板书设计：  Unit 3 Our Animal friends

 u   rubber  duck            There’s/There are …

     sunny  summer          It has/They have …

     sun    umbrella

教学反思

目标

引领

能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

能初步用句型I/We like doing … He/She likes doing … 来介绍自己和朋友的爱好。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

1. Greeting. (师生问答关于Day, Date, Weather)

2. Talking about the title of Unit 4.

T: Today let’s learn a new unit—Unit 4 Hobbies. (新授 hobby, hobbies)

T: What’s the difference between “hobby” and “happy”? (引导学生观察异同)

T: Now can you complete this sentence?  

(PPT呈现) I am so happy because I have a lot of _____.

T: “hobby” or “hobbies”? (新授 a lot of)

开门见山谈论主题，并从hobby和happy的区别入手，避免学生混淆。通过句子填空巩固两个单词的使用、学习新词汇并展开话题。

板块二：整体呈现，阅读感知（While-reading）

1. Listen and choose.

T: Do you know Mike’s hobbies? Let’s listen and choose. (听课文第一段录音)

S: Mike likes playing basketball and football. He likes drawing too.

2. Read and answer.

T: Is Mike good at these things? (新授be good at)

S: He is good at basketball, but he isn’t good at football.

3. Watch and answer.

T: Now let’s talk about Mike’s friends’ hobbies. But who are Mike’s friends? Let’s watch the cartoon.  (播放动画)

S: They are Liu Tao, Yang Ling, Su Hai and Su Yang.

4. Read and fill in the forms.

 T: What are Mike’s friends’ hobbies? Please read and fill in the forms in groups.

      T: Well, what are Liu Tao’s hobbies? (根据学生回答新授tennis) And what is he good at?

 T: How about Yang Ling? (根据学生回答新授piano, also)

 T: What are the twins’ hobbies? (根据学生回答新授dancing, swimming, both)

 T: Now can you tell me Mike’s friends’ hobbies?

   (学生根据表格尝试复述)

通过听和读来了解Mike的爱好，并让学生初步感受一般现在时第三人称单数动词形式变化的特点，并学习词汇be good at。

通过看动画巩固上一段所学，整体感知语篇，并找出主要人物，调节课堂节奏和气氛。

在学生小组合作阅读的基础上，校对答案，并学习词汇tennis, piano, also, dancing, swimming, both，以填表格的形式引导学生关注文本细节，学会把握关键信息。

板块三：设计活动，综合运用（Post-reading）

  Read the story.

a. Read after the tape.

b. Read in groups.

c. Read in roles.

T: Now you have some time to read in any way you want.

引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理。

知识结构

结构化板书设计：  Unit 4 Hobbies

 Name                 Hobbies                              good at

Mike (头像)           playing basketball and football; drawing      basketball

Liu Tao (头像)         playing football and table tennis          football

Yang Ling (头像)       reading stories and playing the piano  

Su Hai (头像)          dancing and swimming

Su Yang (头像)         watching films and swimming

教学反思

目标

引领

能理解并掌握like doing …句型的用法及规则。

能比较熟练地掌握动词转化成动名词的形式变化。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

 1. Play a game.

游戏规则：(1) 看到单词或者图片，大声地把它们读出来，并演示动作！

(2) 看到炸弹，说“Bomb”！

2. Show the learning aims to the students.

(1) I know Story time well. 我能很好掌握Story time中的知识。

(2) I know the change of a verb into a gerund. 我能了解动词转化成动名词的形式变化。

(3) I know how to use “like doing …”. 我能正确使用like doing这一句型结构。

通过游戏的方式让学生复习以前学过的动词以及Story time中的动词词组，活跃课堂气氛，激发学生学习热情与欲望。通过Learning aims，让学生明确本节课学习目标。

板块二：整体呈现，阅读感知（While-reading）

1. I can say!

(1) 出示一些动词，让学生进行朗读，如：play-playing

play-playingdance-dancing swim-swimming

read-readingcome-coming run-running

draw-drawinggive-giving sit-sitting

watch-watching

do-doing

sing-singing

(2) 说出它们的词性的变化：动词转变成动名词。

(3) 说说动词转化成动名词的形式变化：

a. 直接加ing；

b. 以不发音e结尾的单词，去e加ing；

c. 元音加辅音结尾，双写最后一个字母加ing。

(4) 让学生根据这三种不同的形式，思考并分别举例。

通过让学生直接朗读动词及其动名词形式，让他们在朗读中体会感知，学会观察并进行归纳，从而整理出动词转化成动名词的三种形式变化。

板块三：设计活动，综合运用（Post-reading）

I can use!

(1) 让学生思考：当你想要告诉他人自己的爱好时，可以怎样表达？

S: I like doing … (教师板书)  

(2) 让全班同学将自己的爱好写在纸条上并放入教师的盒子中。教师随意抽取纸条，让全班一起介绍某个学生的爱好。

S: He/She/XX likes doing … (教师板书)

(3) 让学生抽取纸条，并介绍其他同学的爱好。

(4) 让学生思考：想要了解老师或者其他同学的爱好时，可以怎样询问？

S: What do you like doing?  What does he/she/XX like doing? (教师板书)

(5) 教师抽取纸条，告诉学生姓名，让学生进行提问。

S: What does he/she/XX like doing?

3. I can do!

(1) Guess: What do they like doing? 根据图片提示，猜测图中人物的爱好。

a. A: What does she like doing? (马路、安全帽、自行车)

B: She likes riding bikes.

b. A: What does he like doing? (河流、沙滩椅、钓鱼竿)

B: He likes fishing.

c. A: What do they like doing? (打篮球、电影海报、书)

B: They like reading.

(2) Guess: What’s the correct word? Jim的作业被淘气的小猫给弄脏了，你能猜出原来的单词是什么吗？

a. A: What does she like doing?

B: She likes playing the piano.

b. What do you like doing?

c. They like swimming.

d. Can you play basketball?

e. He can play football.

通过让学生思考如何介绍自己的爱好以及如何询问他人的爱好，让学生自己总结出like doing … 的句子结构。

利用两个猜测游戏来对学生的语法知识进行考查，检验学生对“like doing …”这一句型结构的掌握情况。同时利用游戏能够增加学习的趣味性，让学生在快乐的氛围中操练语法知识。

知识结构

结构化板书设计：  Unit 4 Hobbies

like/likes doing …

 A: What do you like doing?                      

B: I like doing …

A: What does he/she/XX doing?                    

B: He/She/XX likes doing …

教学反思

目标

引领

能熟练掌握句型I/We like doing … He/She likes doing … 并能进行灵活运用。

能了解并掌握字母y在单词中的发音。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

1. Free talk.

T: What do you like doing?                      

S: I like …

T: Who’s your friend? What does he/she like doing?  

S: He/She likes …

T: Do you like playing games, boys and girls?        

S: Yes, we do.

T: Let’s play a game together!

2. Let’s play!

T: Please watch, act and say together.

T: Who likes singing?  

S: I like singing.

T: Who likes dancing?  

S: I like dancing.

T: Who likes watching films?

S: I like watching films.

T: Who likes reading?  

S: I like reading.

T: Who likes playing the piano?

S: I like playing the piano.

T: Who likes drawing?  

S: I like drawing.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  

通过教师与学生之间的free talk复习了I/We like doing … 和He/She likes doing … 句型，同时通过看看、做做、说说这个游戏，既帮助了学生再次复习巩固like doing … 句型，又活跃了学生的思维，让他们为接下来的学习做好准备。

板块二：整体呈现，阅读感知（While-reading）

1. T: Do you like this game? Today we have a new friend. Who’s she? Look!

(PPT显示) Mary: Hello! I’m Mary. Nice to meet you! 

S: Nice to meet you too, Mary.

T: Where is Mary from?

Mary: I’m an English girl. I’m eleven years old. Look at this picture. What do I like doing? Can you guess?

S: Do you like dancing?

(PPT呈现图片1) 学生根据图片进行猜测。Mary: No, I don’t.

S: Do you like drawing?

(PPT呈现图片2) 学生根据图片进行猜测。Mary: Yes, I do.

(PPT呈现图片3) Mary: I like drawing very much. What about you? What do you like doing, boys and girls?

T: Mary wants to know your hobbies. Let’s do a survey!

 … 

2. 课件显示表格：

T: Here’s a form. Let’s do a survey in groups of four. I have some learning tips for you. Let’s have a look. (PPT呈现)

T: How to introduce your group members’ hobbies? You can introduce like this:

 In our group, Mary likes drawing.

T: If some of you have the same hobby. You can introduce like this:

In our group, Mary and Tom both like drawing.

In our group, we all like drawing.

(教授 group)

3. 学生根据上面的要求，四人一组进行调查并完成表格。

4. 请部分学生介绍本组组员的爱好。

Step 3 Song time

1. T: Mary likes drawing very much. Do you like drawing?

S: Yes, I do. I like drawing.

T: So you all like drawing very much. You can say: We all like drawing.

2. T: Can you chant? (PPT呈现以下歌谣，教师与学生齐声chant。)

We all like drawing very much.

Yes, we do. Yes, we do.

We all like drawing very much.

Let’s go and draw today.

T: Can you make a new one? (让学生模仿创编一个新的歌谣。)

T: Now let’s chant together! (PPT呈现以下歌谣。)

(1) We all like climbing very much.

Yes, we do. Yes, we do.

We all like climbing very much.

Let’s go and climb today.

(2) We all like dancing very much.

Yes, we do. Yes, we do.

We all like dancing very much.

Let’s go and dance today.

(3) We all like swimming very much.

Yes, we do. Yes, we do.

We all like swimming very much.

Let’s go and swim today.

(课件播放Song time中的音乐伴奏，让学生跟着伴奏进行诵读。)

3. T: You can chant very well. Can you sing? (课件展示Song time中的歌词，并播放歌曲，让学生欣赏。)

4. Let’s sing together.  (齐唱歌曲。)

通过新朋友Mary的到来自然引出fun time中的调查表，让学生根据表格展开调查与讨论。在进行介绍时，教师将介绍的句型丰富化和具体化，学生可以对之前所学知识加以整合，不仅会介绍单个组员的爱好，同时也能学会介绍两个人或者大家的共同爱好。

通过诵读的形式把学唱的歌曲进行难度分解，学生通过朗朗上口的诵读，在不知不觉中逐步掌握歌曲节奏并且熟练朗读了歌词，最后到歌曲的演唱一气呵成。

板块三：设计活动，综合运用（Post-reading）

 1. T: Mary likes drawing very much. Look at her pictures. (课件展示Mary的图画作品) Yellow trees, a yellow cat, the yellow sun and a yellow bird. Everything is yellow. So what colour does Mary like?

 S: She likes yellow.

 T: Yes. Look! (PPT呈现Mary穿黄衣服图) What does Mary have?

 S: She has yellow shoes, a yellow hat and a yellow dress.

 T: Oh, yes. Let’s listen! What are they saying? (PPT呈现Sound time中前两句，让学生听。)

 T: Please think how to answer. (让学生思考并模仿chant的节奏进行回答。)

2. Chant together. (PPT呈现完整歌谣。)

3. 找出y在开头的单词，让学生朗读并归纳y的发音。

4. T: I have another three new words for you. (PPT呈现) Can you read them? Let’s have a try.

5. T: Great! You can read these new words. Can you chant like this? (PPT呈现三字歌谣。)

6. 让学生利用yak, yell, yob这三个单词模仿创编三字歌谣。

通过让学生朗读Sound time中的小短文，自己找出字母y在单词中的发音，从而帮助学生学会归纳发音。同时，通过新单词的朗读以及创编三字歌谣，帮助学生学会创新使用所学的知识。

知识结构

结构化板书设计：  Unit 4 Hobbies

A: What do you like doing, Mary?  

B: I like drawing.

In our group, Mary likes drawing.

In our group, Mary and Tom both like drawing.

In our group, we all like drawing.

教学反思

目标

引领

1. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处；

2. 能独立完成Checkout time中的练习。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

1. Greeting. (师生问答，关于Day, Date, Weather)    

2. Revision.

(1) Sing a song.

T: Today, let’s go on learning Unit 4 Hobbies. At first, let’s sing a song We all like climbing.

    T: What do they like doing?

    S: They like climbing/dancing/swimming.

(2) Look and say.

    T: What do they like doing? (引导学生用like句型复述课文内容)

    S: Mike likes … Liu Tao likes ... Yang Ling likes … Su Hai likes … Su Yang likes …

    T: Good job, can you fill in the blanks?

    S: Mike and Tim both like drawing …

(3) Make a song.

    T: Can you make a song according to Mike and his friends’ hobbies? Have a try!

    S: We both like drawing/playing football/swimming very much. …

    T: Well done, class!

从吟唱歌曲开篇，活跃气氛，通过问答歌词内容，复习本单元主要句型；自然过渡到复述Story time内容，并以both句型填空再次检测学生掌握情况；最后结合Story time和 Song time的形式巩固所学。

板块二：整体呈现，阅读感知（While-reading）

1. Listen and answer.

 T: Look, Sam and Billy talk about their hobbies too. (教授about和 talk about)

What do they like doing? Let’s listen and answer.

 S: They like skating.

2. Watch and answer.

 T: Is Billy really good at skating?

 S: Yes, he is.

 T: So Billy thinks going skating is a great idea. (教授 idea和a great idea) Is Billy happy at last?

 S: No, he isn’t.

 T: And look, Billy is cold and wet. (教授wet) Why? Can you choose?

A. There is heavy rain.  B. Billy falls in a hole in the ice. (教授hole 和ice)

 T: Yes, Billy falls into a hole in the ice. And Sam says “Look out”. What does it mean?

 S: 小心。

3. Read and imitate.

(1) Read after the tape.

(2) Think and choose.

    T: Do you want to read better? Let’s choose the correct tone.

Pay attention to Billy in Picture 1. Should we choose “proud” or “modest”?

How about Sam? Is his tone “admiring” or “unbelieving”?

In Picture 2, should we choose “excited” or “indifferent”?

In Picture 3, is Sam’s tone “admiring” or “unbelieving”?

In Picture 4, is Sam’s tone “worried” or “surprised” now?

In Picture 5, is Billy’s tone “sad” or “depressed” at last?

      (引导学生选择恰当的语气)

(3) Read in roles.

(4) Act the story.

(5) Read together.

4. Think and judge.

 T: Now, Billy is so depressed. If you were Sam, what will you say to him?

Can we say “How funny!” or “Skating is a bad hobby.”?

 S: No, we can’t. We can say …

 T: Yes, we can say “What a bad day!” “Let’s go home and put on warm clothes!”

通过听的方式引出主要话题skating，并学习新词汇talk about。

通过看动画的方式整体感知故事，让学生理解故事情节，并通过“是否真的擅长”和“是否最终也开心”两个问题来检测学生对故事的理解情况，并学习目标词汇。

通过循序渐进、层层深入的朗读指导，不仅关注学生的趣味阅读，也注重引导学生准确把握角色情感的模仿朗读，学生在教师引导下主动参与，主动体验。

通过充分朗读后的判断练习再次检测学生对故事的理解情况，并通过续编故事的方式，让学生学会在具体情景中恰当的表达。

板块三：设计活动，综合运用（Post-reading）

1. Guess and act.

T: Just now, you acted very well. Now, let’s go on acting. Look, what do they like doing? Can you guess and act!

S1: I’m Tim. I like drawing.

S2: …

2. Listen and judge.

 T: Great, class. And what do they like doing? Let’s listen and judge.

3. Think and write.

 T: Last class, we did a survey about our friends’ hobbies. Now please write down your friends’ hobbies. 

知识结构

结构化板书设计： Unit 4 Hobbies

(Sam头像)      like skating

                       go skating

(Billy头像)     be good at skating

                   look out

                   don’t like skating

教学反思

目标

引领

1. 单词sick, factory, writer, people单词的读音

2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/worker/ …

3. 通过教学活动初步了解主语是第三人称单数动词的变化形式。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

1. A song: My father is a doctor

2. Show the learning aims.

a. I can read Story time very well.

b. I can ask and answer “What does … do?”

歌曲为职业类单词教学做铺垫，明确本课学习目标，有的放矢。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Introduction

1. Show the picture in Story time.

T: Who are they?

S: They are Mike’s father and mother. They are Su Hai’s father and mother.

T: I can also say, they are Mike’s parents and they are Su Hai’s parents.

(新授 father + mother = parents)

2. Look and guess.

T: Please look at this picture. What are Su Hai and Mike talking about? A or B? 

(PPT呈现选项)

S: I think they’re talking about their parents’ jobs.

T: Yes, you’re right. So, if you want to know their parents’ jobs, you can ask “What do they do?”.    Today we’ll learn Unit 5 What do they do?

Step 3 New teaching

1. Watch and find.

T: How to ask questions about their parents’ jobs? Please watch the flash and underline the questions in Story time. (播放卡通)

S: What does your father do? What does your mother do? What about your mother?

2. Listen and match.

T: Listen to the tape and do the match.

3. Learn to say.

T: What does Mike’s father do?

S: He’s a teacher. (新授 teacher)

T: What does Mike’s mother do?

S: She’s a writer. (新授 writer)

T: What does Su Hai’s father do? 

S: He’s a doctor. (新授doctor)

T: What does Su Hai’s mother do? 

S: She’s a factory worker. (新授worker)

4. Read and find.

Read the dialogue and find the description of their jobs.

a. T: What does Mike’s father do?

S: Mike’s father is a teacher. He teaches English. He has a lot of students.

 (教teach-teaches, teach-teacher)

b. T: What does Mike’s mother do?

S: She’s a writer. She writes stories. She works at home.

(教right-write-writes, write-writer, work-works, work-worker)

c. T: What does Su Hai’s father do?

S: He’s a doctor. He helps sick people.

 (教six-duck-sick, people, help-helps)

d. T: What does Su Hai’s mother do?

 S: She’s a factory worker. She makes sweets.

(教 make-makes)

5. Reading time.

a. Read after the computer.

b. Read by themselves.

c. Read in pairs. (Choose one of the three reading methods.)

d. Read together.

通过对Story time的图片展示，学习单词parents，并引导学生通过观察对本课学习主题进行合理猜测，自然揭题。

通过观看课文动画，找到对职业提问的问句，通过听录音，捕捉相关信息，结合句型，学习职业类单词及问答。

从看、听过渡到阅读，并在阅读过程中找出文中对工作的具体描述，学习动词以及第三人称单数形式，并初步建立动词与名词之间的联系。

循序渐进地引导学生朗读课文，从跟读到自读，到自主阅读，在读的过程中对整个语篇进一步熟悉和巩固。

板块三：设计活动，综合运用（Post-reading）

 1. Read and judge.

T: Now, can you tell whether these sentences are true or false?

S: Yes, we can.

2. Ask and answer.

T: Yang Ling is asking Liu Tao about Mike’s and Su Hai’s parents’ jobs. Please act them and make a short dialogue in pairs.

3. Fill in the blankets.

a. Fill and say.

b. Think and write. (Page 50)

4. Retell the story.

Retell the text with the key words.

练习设计难度递增，从判断、填空到复述，听说读写兼顾，培养学生的综合语用能力。

知识结构

结构化板书设计：  Unit 5  What do they do?  

Mike’s father       a teacher          teaches English        

Mike’s mother      a writer           writes stories

Su Hai’s father      a doctor           helps sick people      

Su Hai’s mother     a factory worker    makes sweets

教学反思

目标

引领

1. 学生能够使用职业类单词和句型What does he/ she do? 及其回答He/She …；

2. 学生能够用第三人称单数形式来描述不同职业的具体工作内容；

3. 学生能有感情地表演故事。

主要问题

培养关爱家人的情感。

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

Step 1 Warming up

Challenge 1: Look and read.

Challenge 2: Ask and answer.

Challenge 3: Think and say.

通过游戏来复习Story time中出现的单词和短语，并激发学生学习的兴趣。

板块二：整体呈现，阅读感知（While-reading）

Step 2 Fun time

1. Look, think and guess.

T: Now the students are talking about the jobs. Whom are they talking about?

(出示图片Mrs Su和听诊器) T: What does Mrs Su do?

S: She’s a doctor. She helps sick people.

(出示图片Miss Green和针筒，引导学生提问) S1: What does she do?

S2: She’s a nurse. She helps sick people, too. (教授a nurse) 

2. Look, listen and guess.

T: This is Mr Li. If you want to know his job, how do you ask?

S: What does Mr Li do?

T: Now let’s Listen and guess. (教授a farmer)  

A: What does Mr Li do?

B: He’s a farmer. He works on a farm.

(同法教授a cook, a driver, a policeman)

3. Look, read and say.

根据首字母说单词，然后通过朗读来巩固所学内容。

通过听说读写等多种形式来学习职业类单词和具体工作的动词词组，同时操练了句型，做到词句结合、由浅入深、层层递进、扎实有效。

板块三：设计活动，综合运用（Post-reading）

Step 3 Consolidation

1. Let’s talk.  

S1: What does … do?

S2: She’s a nurse. She helps sick people.            

S3: He’s a farmer. He works on a farm.

S4: He’s a driver. He drives a car.

S5: He’s a cook. He cooks food.

S6: He’s a policeman. He helps people.

2. Let’s play.

eg: S1: What does Miss Green do?

  S2: She’s a nurse. She helps sick people. 

3. Let’s summarize.

a. Let’s read.

b. Look and find. 动词 + er (或r) →名词

c. Enjoy the pictures and say more.

4. Let’s share.

a. People work to make life better. 人们工作让生活更美好。

b. Respect every job! 请尊重每一份职业!

在多种活动和游戏中操练对话和巩固句型，更具情境性和趣味性。

培养学生自己归纳和总结语法规则的能力，并注重知识的拓展和延伸，增加学生的英语知识面。

知识结构

结构化板书设计：  Unit 5  What do they do?  

A: What does Miss Green do?

B: She’s a nurse. She helps sick people.

A: What does Mr Green do?

B: He’s a doctor. He helps sick people, too.

a cook  a doctor  a driver  a farmer

a nurse  a policeman   a teacher  a worker

教学反思

目标

引领

1. 一般现在时中当主语是第三人称单数时助动词和行为动词的变化规则；

2. 动词第三人数单数形式的变化规则和读音规律。

主要问题

板块推进

板块内容

素养训练

板块一：趣味导入，激发兴趣（Pre-reading）

Step 1 Greeting and warm-up

1. Learning aims. (PPT呈现)

2. Sing a song: They sing happily.

歌曲复习了4个职业类单词，活跃课堂气氛，为下面的复习环节做铺垫。

板块二：整体呈现，阅读感知（While-reading）

1. Do a survey.

a. T: Now, here’s a task for you. Please do a survey in groups of four and write down others’ family members’ jobs.

b. T: You’ve finished the survey already. It’s time to report.

2. Brief summary.

T: Let’s think about how to know others’ jobs? What questions can we ask?

S1: What do you do?

S2: What does your father do?

T: Yes. And we can answer: I’m/He’s/She’s a ...

3. Grammar time 1 (do & does)

Whatdoyoudo?doesyour fatherhis motherher mother

T: Now, please think about a question: When do we use “do” and “does”?

(帮助学生归纳“do”和“does”用法)

T: In the questions of simple present tense, we use “do” with the first, the second and plural personal pronouns, and we only use “does” with the third person singular.

4. Round 4: Find the house.

T: Here’s Round 4. Please help the personal pronouns find their right house by saying “What do/does …?”

5. Grammar time 2 (Verb forms)

IteachEnglish.Hehelpssick peopleShemakessweets

T: Please think about the usage of the verbs in simple present tense.

(帮助学生归纳)

T: In simple present tense, we use the third person singular verbs with the third person, and we use original forms with other persons.

6. Think and discuss.

T: Please discuss the forms of the third person singular verbs.

(引导学生总结规律)

a. Add “s” after the verb in general, e.g. helps

b. Add “es” after “ch, sh, s, x and o”, e.g. teaches

c. Change “y” into “i” and add “es”, e.g. studies

d. Special form: have→has

7. Try to read.

T: Now let’s try to read the third person singular verbs. Please pay attention to the sound.

8. Grammar 3 (Pronunciation rules)

  (1) /s/  After the unvoiced consonants, such as takes, jumps;

  (2) /z/  After the voiced consonants, such as plays, runs;

  (3) /ts/  After /t/, such as writes, skates;

  (4) /dz/  After /d/, such as reads;

  (5) /Iz/  Add “es” after ch, sh, s, x, o, such as teaches.

调查活动是对句型的加深巩固和实际运用，通过对话形式的调查和陈述句形式的汇报，突破本课教学难点动词第三人称单数形式。

从复习句型到实际运用，再引导学生根据句型总结助动词do和does 的用法，最后进行“找房子”的比赛游戏，在“感知—运用—总结—反馈”的过程中习得语言知识。

本课重点和难点是动词第三人称的用法以及读音，在充分操练的基础上引导学生根据典型例句归纳动词形式、动词的变化形式规律。从个别现象到一般规律的学习符合学生的认知结构，同时在读动词第三人称单数形式的过程中感知不同发音并进行归纳，也是对学生辨音能力和英语语感的培养。

板块三：设计活动，综合运用（Post-reading）

1.Round 5: Try to say.

T: Please say the third person singular verbs. Let’s see whether boys or girls can get more scores.

2. Round 6: Fill in the blanks.

T: Let’s use the right verb forms in the sentences. Please read these sentences carefully and fill in the blanks.

3. Competition result: Who are the winners?

通过练习检验学生对知识的掌握程度，第一个练习主要关注动词的第三人称单数形式变化，第二个练习主要涉及一般现在时中动词的具体使用，单项练习与综合练习相结合，培养学生的综合语用能力。

知识结构

结构化板书设计：  Unit 5  What do they do?  

Whatdoyoudo?doesyour fatherhis motherher mother

IteachEnglish.Hehelpssick peopleShemakessweets

教学反思