Unit 1 Feeling Sick教案一、教學目標1. 知識與技能目標：（1）學生能夠聽、說、讀、寫wrong, headache, feel, ill, need等單詞。（2）學生能理解課文大意，能在醫院就醫時或其他環境下簡單表述自己不適的狀況；能表述各種病癥的名稱；能詢問朋友哪里不適并能給出建議。【來源：21世紀教育網】（3）學生能夠正確朗讀課文，表演對話。2. 過程與方法目標：（1）通過關注語音操練單詞，在語境中理解運用單詞。（2）通過老師講解、舉例及操練理解課文大意。（3）通過跟讀錄音pair work 使學生能夠正確朗讀課文，表演對話。3. 情感態度價值觀：結合課文內容培養學生正確表達自己的病癥并能及時發現家人和朋友的疾病。二、教學重點1. 能聽、說、讀、寫wrong, headache, feel, ill, need等單詞并能在合適語境中運用這些單詞。2. 學生能流利地朗讀課文。 3. 認讀： stomachache, headache, toothache, cold, fever 21cnjy.com三、教學難點1. 正確使用Whats wrong with you? I hurt. I have a/an .21世紀教育網版權所有2. should的正確用法。3. wrong, headache, stomachache等單詞的讀音及用法。四、教學過程Step 1 Warm up 活動1：sing a song 活動目標：使學生動起來，通過唱這首身體部位的歌曲，激發學生的學習興趣。T: Lets sing s song. Now, Stand up. Lets sing and act.21世紀*教育網Step 2 Presentation and Practice（1）學習新課文學習目標：在語言情景中學習課文，帶著問題聽錄音，理解課文內容。老師讓學生觀察課文主題圖讓學生自己觀察圖片先問問題（圖片中的人物是誰，他們在哪里）讓學生猜測，之后提出兩個重要的問題讓學生帶著問題聽錄音，先讓學生把老師提出的問題讀一遍，知道問的是什么,培養學生抓關鍵詞的能力。每次帶著一個問題聽一遍，學生共聽2遍，聽完后回答相應問題。21教育網a) How does Gogos friends ask him?聽第一遍學生回答后幫助學生認讀單詞：wrong 并提出本課主題Whats wrong with you?b) Whats wrong with Gogo?聽第二遍學生回答后，老師根據所給foot圖片和肢體語言，解釋hurt, foot（2）表演對話，復述課文活動目標：通過Pair work的形式，讓學生掌握所學課文，靈活運用課文知識，復述課文，讓學生進一步鞏固所學。21cnjycomStep 3 Presentation活動1：學習和headache相關的詞匯（toothache, stomachache, backache, earache這些病癥圖片選自有本班學生表演的照片）。并做這些單詞的猜詞游戲。www.21-cn-jy.com活動目標：通過猜詞游戲，迅速掌握本課單詞和重點語句。講解完這些疾病的單詞后，老師引導學生做猜詞游戲，老師請一位同學出來，老師提供一個單詞讓該學生表演病情，老師問：Whats wrong with him?其他同學用英文說出病情He has a headache。21cnjy活動2：靈活運用所學創編在不同語境下的新對話。活動目標：通過真實的語境，使學生靈活地運用本課單詞和語句。老師創設語境，如在醫院，在家里，在公共場所，在醫生和病人之間，在同學之間，在老師和同學之間，在親人之間，在陌生人之間。老師可先舉個例子，其他同學仿照這個例子根據老師的提示創編新對話。老師可出示一些人物和場景的圖片，圖片來自互聯網。Step 4 Homework1. 著創編一個和本課相關的新的對話。2. 想有什么辦法可以讓自己保持健康，關心自己，關愛他人。Unit 2 Looking for a Hospital教案一、教學內容Words and expressions: turn left, turn right, go straight, across from, street, corner, traffic light, bus stop.21cnjy.com二、教學目標1. Knowledge Aims: 能夠聽、說、認讀本課時的八個單詞或詞組。2. Abilities Aims: 能夠描述要走的路程的方向。3. Emotion Aims: 激發學生學習英語的興趣，使學生積極參與語言交際活動；與現實生活相結合，培養學生對方向辨別能力，使學生樹立遵守交通規則的意識。三、教學重點掌握有交通方向的六個單詞或詞組。四、教學難點表示方向的名詞的讀法與使用。Turn left和turn right容易混淆，對corner的概念較含糊。五、教學過程Step 1: 設置懸念，引出新知識（1）呈現課前準備好的平面地圖，師生之間進行對話：T: What can you see? S: I can see a map. T: Right! If you stand here(手指住地圖上的一個地方), now you want to go to station three. How can you go? And how can you say in English?21世紀教育網版權所有S: （2）導出本節課的課題。Unit 2 Looking for a HospitalStep 2: 學習新知識（1）圖片增趣，呈現新知（2）齊學新知，循序漸進a) 單詞詞組學習turn left, turn right, go straight, across from, street, corner, traffic light, bus stop先學相似的兩個單詞turn left, turn right, 便于對比教學。以相同的方法教授其余的單詞，邊學邊板書。21教育網b) 打亂圖片位置，讓同學進行連線，找出相對應的單詞與圖片。c) 句型學習Where is the?How can I go to there?回到開課時設下的疑問，用剛學的單詞或詞組，簡單的表達一下。Step 3: 操練新知（1）Listen and do.叫學生們站起來，聽一個同學說，另一個同學將聽到的做出來。（至少叫三組學生表演）（2）Listen and draw.叫四個或三個學生上黑板邊聽邊畫，其他學生在下面用紙畫。Step 4: 布置作業制作一幅平面地圖，并標明起點和終點（起點到終點最少要有三個轉折）；然后用英語向父母表達其走法；其次，教師鼓勵學生將設計好的平面地圖于下節課帶回學校用英語向同學作介紹；最后讓學生在畫的旁邊用英語寫上起點到終點的走法，并收集學生作品，釘成一本地圖雜志，在班上展覽。21cnjycomUnit 3 Staying Healthy教案一、教學目標1. 知識目標 （1）能聽說讀單詞：all, cheese, only, jelly, junk和短語not really and from now on .（2）認識greens, 知道哪些是健康是食品和不健康食品。（3）在模擬情景中，學習勸導用語be good for 和be bad for 等句式進行交際。2. 技能目標學生能聽懂會說以下句子：You should eat more They are good for Too much isnt good for you .Eat plenty of and youll be healthy .3. 情感目標（1）通過學習，學生們可以了解到“健康與不健康”的生活習慣對自己健康影響。（2）通過學習培養學生小組合作團結合作的精神。二、 教學重點1. 學生能夠以正確的語音、語調朗讀對話。2. 理解對話內容復述故事。3. 學習對話中出現的新詞和句型。三、教學難點1. 理解對話內容基礎上復述故事。2. 能在真實情景中運用語言。四、教學準備簡單的PPT課件,單詞卡。五、 教學過程1. Warming up（1）Sing a song.（2）Greetings and free talk.2. Presentation（1）通過與學生的對話引出句型：You should 并板書出來。（2）用PPT出示一些食物，老師說：Wow! There are a lot of food here. Is all food good for us ? 教師引導學生回答：Not really.從中引出單詞和短語：all 和not really然后板書。（3）教師出示cheese和jelly 的圖片分別提問：Whats this ? 從而引出單詞：cheese和jelly 然后板書。21世紀教育網版權所有（4）教師指著PPT里的食物提問：Whats your favorite food ?從情景對話中引出下面的句型并板書，然后進行句型操練。21教育網You should eat more They are good for Too much isnt good for you .Eat plenty of and youll be healthy .（5）Teach the conversationLead in : Whats Gogos favorite food ? Is he healthy ? Read the conversation in your groups .a) 小組朗讀conversation并找出故事里的生詞。b) 幫助學生解決生詞。c) 讓學生根據老師提出的問題看聽課文。A: What is Gogo eating ?B: Are they good for Gogo ?C:What are “Greens”?D: Does Gogo like vegetables ?E: What should Gogo eat from now on ?d) 檢查學生的預習情況。e) Read the conversation together.3. Homework 做一份調查：調查身邊的朋友或家人的飲食習慣并記錄下來。Unit 4 Keep Clean教案教學目標：1. 掌握四會單詞：wet，cool，warm，dry，clean，dirty提高發音的正確性。2. 理解Whats the weather like ?句型，學會詢問并用Its.回答，學習應用日常用語。3. 掌握is和are的過去時was和were。教學重點：正確聽說讀寫單詞。一般過去時。教學難點：重點強化對知識掌握的準確性，多聽多練。教學過程：Step1 Warm-up師生之間熱情的問好。Step2 Lead-in讓學生觀看一個短片，看片中出示了幾種天氣，其中出現了哪幾種我們曾經學過的天氣。然后引出本節課的學習內容。21世紀教育網版權所有Step3 Teaching教師通過多媒體課件分別教授新單詞。1、 可采用領讀，個別讀，分男女生讀，小組讀等等。2、 教師在黑板上寫單詞，可讓學生在練習本上進行練習，組長檢查。3、 進行一個配合著動感音樂的單詞練習，用以調動學生的熱情進而達到練習目的。教師通過所學單詞引導學生自主說出詢問和回答關于天氣的句子。通過like的另外一種意思引導學生說出“Whats the weather like?”這個問句，讓學生反復練習。進行師生問答和生生問答。使學生熟練掌握與理解“Whats the weather like?”這個問句及其回答。同時在回答中復習wet，dry，warm，cool等本科新詞。游戲：兩人一組，一個表演動作并用“Whats the weather like ?”提問，另一個用“Is it.?”來猜他表演的是哪種天氣。21教育網4、 在此基礎上，提出本單元重要表達What is/waslike? 向學生講解句意。并規范回答方式。5、 讓學生對“Whats the weather like?”中的the weather進行名詞替換。用來提問別的情況或者物品。比如可以說“Whats your bedroom like today? Whats his schoolbag like? What is her hair like?”等等。21cnjy.com6、 教is的過去形式was和are的過去形式were。What was the weather like yesterday?S: It was cool yesterday.T: Where were you yesterday?S: I was in Hong Kong yesterday.T: What is Hong Kong like?S: Its clean and beautiful.讓學生小組內對話，運用本課所學知識，自己創作對話。S1: What was the weather like yesterday?S2: It was warm. Where were you yesterday?S1: I was in Renmin Park yesterday.S2: What were you doing there this time yesterday?21cnjycomS1: I was flying a kite this time yesterday.進行課文的初步學習。1、 PPT播放第一遍課文，讓學生們用簡潔的漢語說說發生了什么事。2、 逐句跟讀課文。Step4 Summary小組內討論我們今天學習了什么內容，匯報。家庭作業：在家長的幫助下制作一張各城市天氣調查表。Unit 5 A Circus in the Park教案教學目標：Able to understand and read the new words: tasty, bad, good, snowy, spicy, week, yuckyAble to understand and read the text.Use “Where were you?”, “I was.” to require what people did in past time.21教育網教學重點及難點：重點：Grasp new words.難點：Act out the dialogue.教學方法：解釋法，對話法教學準備：A calendar, some word cards, tape, etc. 教學步驟：Step 1 Warming up1. Greetings2. Sing English songsStep 2 Presentation and drill1. Show a calendar. T: What day is it today? / How many days are there in a week? What are they?21世紀教育網版權所有S: .T: The days from Monday to Friday are weekdays. Saturday and Sunday are weekends. We call the seven days week. Today is . and yesterday was21cnjycomPoint to the calendar to help students to understand what new words mean, write and teach.2. Put pictures of places under the days.T: Today is. and Im at school. Yesterday was and I was at the library/ sick and in the hospital/ .Where were you?21cnjy.comS: Encourage students to answer with what they know.3. Listen to Story Part, understand the main idea.4. Listen to the tape and repeat.5. Practice the dialogue.6. Listen to the tape and finish Vocabulary and Target part. Then check the answers.www.21-cn-jy.com7. Turn to Reading and writing and the past tense, let Ss be familiar with Past Tense.21cnjy8. Have a try. Let Ss try tell the class a story happened in the past or his/her own experience. Pay attention to the tense of talking.21世紀*教育網Step 3 PracticeGame-Chain gameThe first student answers the teachers question “where were you yesterday?”, then ask the second student the same question. The other students do the same as its their turn.【來源：21世紀教育網】Set a situation for the class, for example, we are in a restaurant, and let them make judgments of the dishes, use the adjectives like yucky, good, bad, tasty, etc. www-2-1-cnjy-comStep 4 Consolidation1. Make a small survey.2. Give assessment.家庭作業：復習筆記，完成課后練習。Unit 6 Planting Trees教案一、教學目標 1. 語言知識目標：1)掌握單詞： Tree, last, year, walk能掌握以下句型：Where did you go last weekend?I went to.How was your weekend?Pretty good, thanks. I worked as a guide at the Natural History Museum. How interesting! 2) 能了解以下語法：Learn to talk about recent past events. 能正確敘述過去發生的事情。2. 情感態度價值觀目標幫助學生樹立合作學習觀點。講述植樹節，樹立學生享受生活，熱愛美好的大自然情感。二、教學重難點1. 教學重點：1) Key vocabulary.2) Talk about recent past events2. 教學難點：1) Talk about recent past events2) Practice students listening, speaking, reading and writing skills.三、教學過程Warming-up and revision GreetingsAsk Ss a question in Chinese in English: What did you do yesterday? Make them answer the question. Then ask if they know the English expression of this sentence. If they know, make them answer it in English. If they forget the knowledge of Past Tense weve learnt last unit, help them review the knowledge.Show them several pictures of actions.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, write the letter of each activity next to the words. Point out the sample answer.Check the answers.This activity gives students practice in understanding the target language in spoken conversation.ListeningPoint to the activities in the picture in Page 67. Ask students to tell what the person did in each picture. For example, She planted a tree, or he washed the dishes. Play the recording the first time. Students only listen.Play the recording a second time. This time say. Tell the class what the person did.Correct the answers.Pair workThis activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Now work with a partner. Student A, Student B, ask questions about what each other did on different days and times over the weekend.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Check the answers. Role-play the conversation.1. Ask Ss to look at conversation on Page 70. Then Ss read the dialogue by themselves and find the answer to these questions:What did Li Fang do last night?What happened yesterday?2. Ss work in pairs and role-play the conversations. 3. Have several pairs perform their conversations for the rest of the class.Game Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, or a picture of a tennis racket. Point to the picture of the TV and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the “-ed” in watched and played and remind students to use the past tense.Now ask students to practice the activity in groups of four. Each student draws two things she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each others pictures in past tense. Walk around the class offering assistance where necessary.Ask a student to draw two pictures about his or her last weekend on the blackboard. Class members guess the correct past tense sentences. Then write “wh-” words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. “Who did you play tennis with?”家庭作業：1. Copy new words twice.2. Write about what you did last weekend.