Module 1
Unit 1 We lived in a small house.
学习目标:
1、掌握单词: life, different, ago, any, television, us, grandchildren, lady.
2、灵活运用句型: There weren’t any buses. We lived in a small house.
There are lots of buses and cars. We live in a big house.
教具: 单词卡片,教学挂图,录音机
教学程序:
一.揭示课题
T: Today we are going to learn Module 1 Unit 1 《We lived in a small house》 . First , let’s look at the learning aims.
二、课前热身
Talking about: holiday and changing of you.
三.课文呈现与导入
T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes.（ And write ‘changing’ on the blackboard. Tell students ‘Everything is changing. No change, no progresses.）
四.课文教学
1.拿一些老照片给学生看并说: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life.
2.对话学习
(1)学生听第一遍录音,找也不认识的单词。
Listen to the tape and underline the new words.
(2)学生听第二遍录音,跟读自己不认识的单词。
Listen to the tape-recorder and read follow it .
(3)学生听第三遍录音的同时,T把一些新单词写在黑板上,领读学生掌握不好的词。
示例:life, different, ago, any, television, grandmother, grandfather
(4)听第四遍录音,学生跟读.要求:边听边指,注意模仿语音语调。
(5)学生四人一组练习对话,五分钟后,看哪组同学的对话读得最流利。
3.学生活动。
T准备一些图片或实物,学生练习描述.并分组比赛哪个组回答的快。
例:一棵大树,一棵小树。
There is a big tree, there is a small tree.
They are different.
一个空盒子,一个装了很多纸的盒子。
There aren’t any papers. There are lots of papers.
五、总结及作业
T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.”
2. Today’s homework
a.Listen and read Unit1 three times, try to recite and act.
https://www.doczj.com/doc/a01001573.html,pare two photos and write differences.
Module 1
Unit 2 She didn’t have a television.
学习目标:
1.掌握单词: fire, radio, telephone, field, hope.
2.灵活运用句型: She worked in the fields. She didn’t have a television.
3.学习写信的格式
4.了解字母组合ai, ay, al, au, ar, 在单词中常见的读音。
教具: 单词卡片,教学挂图,录音机
教学程序:
一.揭示课题
T: Today we are going to learn Module 1 Unit 2 《She didn’t have a television.》First ,let’s look at the learning aims.
二、课文导入
Yesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for Daming and tells about that programme and her feeling.
三．课文教学
1. 文章学习
(1)学生听第一遍录音,找出不认识的单词.
Listen to the tape and underline the new words.
(2)学生听第二遍录音,跟读自己不认识的单词.
Listen to the tape-recorder and read follow it .
(3)学生听第三遍录音思考以下问题.
a.What programme did Lingling watch last night?
b.What was the old lady’s life like many years ago?
c.Who does Lingling miss?
(4)听第四遍录音后学生讨论上述问题,并派选手参加每个问题的抢答.在抢答的同
棒,T给获胜的小组加分)。
(5)听第五遍录音,学生跟读.要求:边听边指,注意模仿语音语调。
2．学生活动
(1)活动1
拿出单词卡Television, radio, telephone, 让学生用She didn’t have / He didn’t have/we didn’t have 造句子。
(1)做游戏
Put nine cards on the desk. Two students use cards to make dialogue.
For example:
A: Where was he/she seven days ago?
B: He/She was …
A: What did he/she do there?
B: He/She …
四. 语音学习
1.T播放SB Unit 2 活动1的录音磁带,全班同学听并跟读。
2.学生一边听一边划线,一边说单词。
3.T把单词rain, play, all, autumn, star, party, warm, quarter贴到黑板上,
一边贴,学生一边读。
4.学生跟据读音,找也发音规律,然后要求学生把这些单词照读音分组。
五.学唱歌
1.放第一遍录音,学生认真听。
2.放第二遍录音,每句一停,让学生重复。
3.边听边唱。
Module 2
Unit 1 She learnt English.
学习目标:
1、掌握单词: learnt these dancer
2、灵活运用句型: She learnt English.
Did she learn any foreign languages？
He is learning English now.
3、了解字母组合ai, ay, al, au, ar, 在单词中常见的读音。
教具：单词卡片,教学挂图,录音机
教学程序:
一.揭示课题
T: Today we are going to learn Module 2 Unit 1《She learnt English》. First ,
二、热身复习：用上节课学的句子She didn’t have …照句。
三.课文教学
1. 文章学习
(1)学生听第一遍录音,找出不认识的单词。
Listen to the tape and underline the new words.
(2)学生听第二遍录音,跟读自己不认识的单词。
Listen to the tape-recorder and read follow it .
(3) 听第四遍录音,学生跟读.要求:边听边指,注意模仿语音语调
2．学生活动
(1)活动1
让学生三人一组,分别扮演对话中的Linging , Amy和Sam.
检测:请学生将对话演出来,表演时可以离开座位自由对话,最后请自愿者在全班同学面前表演。(10分钟后,比比看哪个小组表演的最棒)
(2)活动2
问题/回答
Did you/he /she …..? Yes, I/she/he did. No, didn’t.
He is doing …….
Have Ss look it , give some minutes to practise in pairs ,then act it out.
Module 2
Unit 2 Mr Li was a teacher.
学习目标:
1、掌握单词: study hard retired
2、灵活运用句型: Mr Li was a teacher. He taught Chinese.
Chen Hai is an English teacher. He’s teaching Mr Li.
3、了解字母组合aw, air,ass 在单词中常见的读音。
教具：单词卡片、教学挂图、录音机
教学程序:
一、揭示课题
T: Today we are going to learn Module 2Unit 1
二、热身复习与课堂导入
1．复习上节课学过的单词和句子
老师问：Did you learn English?学生回答：Yes, I did.
T: Ten years ago, I was a student . Now, I am a teacher. Ok, let’s come to the text.
三.课文教学
1.学生活动
让学生自己先读一遍课文，划出不认识的生词。
出示单词卡，老师重点讲解生词．带同学重复读生词。
播放录音，学生听并跟读课文．同桌相互朗读。
2．分组练习
二人一组，分别扮演书中的老师和学生，用第一人称Ｉ进行描述。
例：Ten years ago, I was a teacher, I taught Chinese. Now, I am retired. I am learning English.
Ten years ago, I was a student, I studied very hard. Now, I am an English teacher.
3.身体语言
请两位同学到讲台前做读书，写字，跳舞的动作，老师问What did he/she do? 学生回答He/she read a book/danced/written.
请两位同学上来台上，一人作，一人说。
四.语音教学
先让学生听一遍录音．听第二遍并跟读．学生自由读两分钟。
将draw, saw, chair, hair, class, pass这六个单词卡随意打乱贴在黑板上，让后进生先回答，优生补充。
五．学说韵律诗
让学生打开书，看书上的图片，默读韵诗
放一遍录音，学生认真听。
放第二遍录音，每行后停顿，让学生重复。
把学生分成两个组，第一组说第一和第三段，第二组说第二和第四段．然后互换角色。
Module 3
Unit 1 She had eggs and sausages
学习目标:
1、掌握单词: email sandwiches traditional delicious egg
2、灵活运用句型: What did she have for breakfast/lunch/dinner? She
教具：单词卡片,教学挂图,录音机
教学程序:
一、揭示课题
T: Today we are going to learn Module 3Unit 1
二、热身复习与课堂导入
复习上节课学过的句子与单词后进行以下对话：
T: What’s your favourite food?
S: My favourite food is…
T：I had bread this morning, what did you have?
Ss: I had rice/milk/noodles…
T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Doyou know English food?
Ss: Talk about English food which they know.
T: Tell the student Daming get an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces. Then write the title.
三、课文学习
（1）新词
教师出示egg, email, sandwich, traditional, delicious等的图片及拼写卡片，教他们读几遍后，自由读。5分钟后老师检测。
（2）学生活动
打开课本听录音。听第一遍，让学生画出新单词以及食物的名词。解释英国人吃的习惯。
听第二/三遍跟读。自由读5分钟。
听第四遍回答以下问题，并一起核查答案。
What did Daming have got?
What did Lingling have for breakfast/lunch/dinner?
（3）两人一组读第三段
用第三段的句子分组对话
Module 3
Unit2 Sam ate six hamburgers
学习目标:
1、掌握单词: ate hamburger gave tonight
3、了解字母组合ea, ee, ear,ere,eir的读音。
教具：单词卡片、教学挂图、录音机
教学程序:
一、揭示课题
T: Today we are going to learn Module 3Unit 2
二、热身复习与课堂导入
复习上节课学过的句子与单词后进行以下对话：
T: What did you have for breakfast this morning?
Ss: I had…
T: What’s your favourite food?
Ss: My favourite food is…
取出一个汉堡问学生“Do you like hamburger?”“How many hamburgers can you eat?生回答后。教师说: Let’s see how many hamburgers Sam can eat. 同时板书标题。
三、课文学习
（1）新词
教师出示hamburger, ate, gave, drank, tonight等的图片及拼写卡片，让学生试着跟踞拼音读出来，教他们读几遍后，自由读。
（2）学生活动
打开课本听录音。听第一遍，让学生画出新单词
听第二/三遍跟读。自由读5分钟。
听第四遍试着回答以下问题。
Who ate hamburgers?
Who had a sandwich?
What is mum going to cook tonight?
听第五遍，一起核查答案。
（3）分组活动
全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。
四．学唱歌
1.放第一遍录音,学生认真听.
2.放第二遍录音,每句一停,让学生重复.
3.边听边唱.
Unit 1 Let’s make a home library.
学习目标：
1、能熟练运用We can find information from books and CDs?的句型，并能表演
对话。
2、听、说、读、写本课的单词library find CDs bring use card e-book wrong shelf
教学重点、难点：“四会”单词和会话表演
教具准备：单词卡片、挂图、录音机、粘贴
教学程序:
一、揭示课题
T: Today we are going to learn Module 4Unit 1
二、热身复习与课堂导入
复习上节课学过的句子与单词后进行以下对话：
T: I need a book about English food. What can I do?
Ss: You can buy the book.
T: I can have it in the library.学生可能不知道library这个词，这时教师板
书该单词，领读单词，请学生跟读。
T: Ms Smart的朋友寄来了一些书和CD，它建议Amy和Lingling 设立一个家庭图书馆，我们一起来听听她们式怎样做的吧。
三、课文学习
教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。
教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。
教师将生词写在黑板上，为同学示范发音，并逐个讲解。
教师播放录音，请学生跟读、模仿语音语调
四、学生活动
让学生四人一组，分别扮演Amy, Lingling, Sam,John, 和Ms Smart，进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。
全班完成活动手册中的练习1和练习2。
Unit 2 We can find information from books and CDs.
学习目标：
1、能熟练运用Where can I find... about….? We can find ... about…in/ on…
2、听、说、读、写本课的单词：information as well dictionary film way 教学重点、难点：熟练掌握单词及表演对话。
教具准备：挂图、卡片、磁带
教学过程：
一、揭示课题
T: Today we are going to learn Module 4
二、热身复习与课堂导入
复习上节课学过的句子与单词后进行以下对话：
T: Today we will learn how to research the message what we need.学完之后，大家要试着通过各种途径来查询信息。
三、课文学习
T: Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one. Tell the student we can find out about words in a dictionary. As the same way, teach them the other new words.
Play the tape the student should read the text after the tape. Then they should practice the text in groups or pairs. Help the student to grasp the sentence: “You should find out about… in / on…” Ask some groups to read in pairs.
四、学生活动
教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好
的予以奖励。
四学说韵律诗
让学生打开书，看书上的图片，默读韵诗
放一遍录音，学生认真听．
放第二遍录音，每行后停顿，让学生重复．
把学生分成两个组，第一组说第一和第三段，第二组说第二和第四段．然后互换角色．
UNIT 1 It’s big and light.
学习目标:
1、掌握单词:: light broken heavy pocket
2、灵活运用句型It’s big and light. It’s got two pockets.
教具准备：挂图、卡片、CAI
教学程序:
一、揭示课题
T: Today we are going to learn Module 5 Unit 1
二、热身复习
1、复习上节课学过的句子与单词
2、课堂导入
教师说Today we’re going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (学生回答)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them.教师边说边出示新的单词卡片,让学生理解并记住.之后,试着让学生用此句子造句. At last, try to make sentences with these words.
三、课文学习
让学生们打开书,听录音.Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:听录音的同时回答以下句子(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What’s the black bag like?(4).What’s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy?
自由读课文几分钟回答以上问题Read the text for several times then answer the questions. At last give the answers on the screen .最后老师给出正确的答案.Read the text in groups, in pairs, one by one, boy and girl. Try to retell.然后让学生分组读课文
四、学生活动
给学生看一些图片Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words:试着用以下单词描述以上的图片 fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice.
五、课后作业
Describe animals.
Games: Draw yourself.
Designs:
Module 5 Unit1 It’s big and light.
P1porcket P2broken P3heavy P4light It’s got…
It has…
UNIT 2 It’s too big for you.
学习目标:
1、掌握单词::Words and phrase: hard has got have got
2、灵活运用句型: It’s …for…; It’s too big for you.
3．了解字母组合aw, air,ass 在单词中常见的读音及学唱英语歌。
教学程序:
一、揭示课题
T: Today we are going to learn Module 5 Unit 2
二、热身复习
1、复习上节课学过的句子与单词
2、课堂导入
三、新课学习
Step1.Warmer and leading
(Look at the screen) Can you use it? Review the words and make sentences with them.复习上节课学过的单词并造句.
I you we she he they it
me you us her him them it
Step2. Words新词学习
Take out a picture of a coat, and say取出一张衣服的图片说: I have got a red coat and a blue coat. 指着图片说: The red one is too big for me, the blue one is too small for me. 让同学用其他人称造句.Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .解释hard的意思同difficult (hard = not easy). What does Lingling want to buy?
Step3.Test. Play the tape. Listen and answer the questions听录音回答问题.
What does Lingling want to buy?
What can you see on it?
What color does Lingling buy at last?
What color does Lingling like?
Why does she change her mind to buy another color?
At last, please the students act the dialogue.最后让同学自由结合读课文.
Step4. 学生活动
Show the pictures. Have the students look, say and write. Make sentences with: It’s … for…. Draw it on the board. Then the students write the sentences on their exercise book.
Play the tape. Have the students listen and underline the same pronounce, and then do the AB.
Step5.Game: Show many cards of fruit
Students guess it. Is it … (color or shape)?
UNIT 1 I went there last year.
学习目标:
1、掌握单词: photo .stay ,week
2、灵活运用句子: where/when/what/who did you ?
教学程序:
一、揭示课题
T: Today we are going to learn Module 6 Unit 1 , first ,let’s look at the learning aims.
二、热身复习
复习上节课学过的句子与单词
(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England
三、新课学习
Step 1: 取出一些照片
This is a photo( 举一张 ).
These are photos (举全部，多张照片)
然后让学生试着去描述这些照片，教师可以说: I stay there for one /two weeks.然后解释: ‘stayed’ is the past tense of stay。Week: from Sunday and Saturday is one week.
Step 2:
听第一遍录音,初步理解对话内容。
听第二遍录音，让学生写下一些对话中的问句。
合上书，听第三遍录音（句句播放），要是听到自己写问句，就举手读出问句。
让学生打开书，画也对话中所有的问句，并回答这些问句
Step 3: 显示以下图片让学生分组讨论并试着去回答以下问题，写下答案。
Who has got some photos?
Where is Lingling?
When did Lingling go there?
Who did she go with?
Where does her uncle live?
最后给出正确的答案。
Unit 2 She visited the Tianchi Lake.
学习目标:
1、掌握单词: parent rode horse climb
2、灵活运用句子:She visited the Tianchi Lake.
Where is ? It is in
教学程序:
一、揭示课题
T: Today we are going to learn Module 6 Unit 2
二、热身复习
复习上节课学过的句子与单词
三、新词学习
Show the cards of the new word. Have the student read and remember them Then explain the word: parent means mother or father; Holiday means the day that you do not work or study, you are free.显示一些新词的图片,领读学生,让学生自由读并记住他们。具体解释新词的意思
四、课文学习
Play the tape, have the students open their books listen and read then answer the questions播放录音,让学生打开书听,跟读,自由读,并回答以下问题.
1.Where did Lingling go?
2.When did she go?
3.Who did she go with?
4.Where is Xinjiang?
5.What did she ride?
6.What mountain did she climb?
7.What lake did she visit?
8.Did she have a good time?
At last give answer to the students 最后老师给出正确的答案.
On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right. Read and point在黑板上,标也东,南,西,北,四个方向及单词.
拿出一张中国地图并问学生 Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong
Practice: Have the students talk about their holiday. If they did not go anywhere, imagine.让学生讨论假期去过什么地方,并相互提问,回答.用上本节课所学到的句子.
Play the tape and the student learn to sing
Game: Draw a picture (in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite )
五、课后作业 Write and draw
1. Where is your favourite place?
2. When did you go there?
3. What did you do there?
4. Who did you go with?
Module7
Unit1:My father goes to work at eight o’clock every morning.
教学目标：
1.知识目标：让学生基本掌握时间的英语表达方式以及一些普通职业的英语表达方式。
2.能力目标：通过学习，学生可以用完整的句子表达父母的职业及上班时间。
3.情感目标：使学生能够了解到父母工作的繁忙，体谅父母的辛苦，在家能够多帮助父母做一些力所能及的家务活
教学重难点：
1、单词：
职业：policeman/worker/nurse/doctor/taxi driver
其他：evening/late/factory/early
2、词组时间的2种不同的表达方式：
整点：at eight o’clock
半点：at half past eight其他：take…to…/go to work
3、句型
My father/mother goes to work at（时间）.What does he/she do?He/She is a（职业）.That’s early/late.
教学程序:
Step1:Warming-up
1.和同学们进行正常问候。
2.小游戏——猜时间。让同学们猜PPT上播放的时钟上面的时间。
3.小游戏——猜职业。通过一些与各职业相关图片让学生猜出各职业。教师引出“what does he/she do?”句式，并引导学生用“He/She is a…”句式回答。（设计意图：带领同学们复习学习过的时间表达方法，并导入新的有关职业的单词和句式的表达方法。）
Task1：1）要求同学们翻开书本到第38页，播放一遍课文，请学生划出课文中有关
时间和职业的词句。
2）请同学们回答PPT上显示的与课文相关的问题，并讲解课文中的重点词
句。
3）再次播放录音并要求学生们跟读课文。
（设计意图：训练同学们的听的能力和对课文的理解）
Task2：请同学们分角色表演课文内容。
（设计意图：训练同学们的说和读的能力）
Step3:Practice
Activity:“Can you help us?”——请同学们帮助Amy和Sam完成介绍自己的家人的上班时间和职业。
1.在PPT上展示一些有关职业和时间的图片
2.引导学生根据图片用这节课学过的句子完整地介绍上班时间和职业。（设计意图：检验同学们对这节课的重点知识的掌握状况，并进一步巩固）
Step4:Summary
1、观看视频——让同学们观看一个关于尊重劳动工作者的视频
2、引导同学们要尊重各行各业的劳动工作者，并懂得体谅父母。
Step5:Homework
请同学们回去后读课文。
Module7
UNIT 2 I will be home at seven o’clock.
教学目标:
1、重点句子: I am working very hard. I will be home at seven o’clock.
2、运用:通过电子邮件进行交流
教具：e-pen,卡片
教学程序:
一、揭示课题
T: Today we are going to learn Module 7 Unit 2, first, let’s look at the learning aims.
二、热身复习
歌曲
自由交谈:关于旅游
三.新课教学
请学生朗读自己的电子邮件
将全班分为两组扮演AMY 和TOM，看图配音。
2、新课导入：
让我们一起来看看汤姆回复给SMART的电子邮件。
3、课文教学
（1）、播放录音，呈现活动1，教师提问：“what’s an email ？”请学生回答.
（2）、再放一遍录音，请学生模仿跟读，直至读的熟练为止。
（3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：
I am working very hard.
I will be home at seven o’clock.
(4)出示活动2的图片，请学生来描述一下，对说的好的学生给予奖励。让学生良人一组来进行描述。教师给予指导。
（5）、播放活动3的录音，请全班跟读，熟悉每个单词的发音。把单词卡随意粘贴到黑板上，教师一边贴，学生一边读。然后将其分组。
（6）、组织全体学生听录音，完成活动手册练习4。
4、任务完成
完成活动5，教师发出指令，学生记住之后，按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。
活动手册练习1和2，请学生听录音给图片按正确地顺序排列出来。然后看图说话。
5、游戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸爸妈妈的身份给自己写一封电子邮件。对写的好的学生进行表扬。
6、学习歌曲
逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分角色演唱歌曲。
Module 8
Unit 1 Will you help me?
Listen ，point and find “will”
赛一赛
C D A A
C D B A
? Help me ,help me, ? Will you help me? ? Yes, yes ,yes. Yes ,I will. Help me ,help me, ? Will you help me? ? No, no, no. No ,I won’t.
Group work (用这些短语和“Will you…?”
句型造句，并进行对话练习。)
Will you …tomorrow? Yes , I will./No, I won’t.
Will you …tomorrow?
Yes , I will./No, I won’t.
Wear a coat
Play computer
Fly a kite
Read a book
Eat a hamburger
Play the violin
My Weekend Plan
Hi, my name is Tom . It will be sunny at
the weekend . I think I’ll go to Zhongshan Park. I think I’ll have a picnic there. It will be fun!
What about you? Will you tell me?
My weekend Plan
Hi, my name is______. It will be____
at the weekend. I think I’ll go to_____. I think I’ll ___________there. It will be fun!
Summary
1.words: of course
2. Sentences:
当你需要别人帮助的时候，你会怎么说？
Will you help me? A: Of course, I will./No, I won’t.
Homework:
1. Read the dialog and recite it.
2. Copy the new words and sentences for 3 three times.
3. Write down your May Weekend Plan.
Module 8
Unit1 What do you suggest?
教学目标：
1、单词和词组：suggest quickly excited America Chinese kind dragon
2、重点句子：
What do you suggest? What about……?
Why don’t you ……? How about……?
语法：特殊问句的用法。
教具：Cards Pictures Tape-recorder
教学程序:
一、揭示课题
T: Today we are going to learn Module 8 Unit 1
二、热身复习
B: Free Talk: How to send an email?
C: New concepts:
三..课文导入
1)热身复习后,教师对学生说:I am going to visit a foreign friend this weekend .And I want to take a present for him .What do you suggest?
请学生提出建议.
2)教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢？Sam 又是如何给Daming 提出建议的呢？下面让我们一起来学习今天的课文。
四．课文教学
1）把挂图贴在黑板上，播放课文录音。
呈现SB Unit 1Activities 1的内容，请学生边听边看挂图。听过后，教师指着挂图上的人物，引导学生说出对话发生的场景。
2）再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，将其写在黑板上：
What do you suggest?
What about chopsticks?
Why don’t you give him a kite?
How about a dragon kite?
将“What do you suggest?”“What about…？”“Why don’t you…?”和“How about…?”用方框框起来。告诉学生给别人提供建议时，可以使用这些句型。然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。
五．完成SB Unit 1 Activities 2
六.任务完成
1）游戏：“打电话”。
选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同的角色。
2）游戏“小小购物车”
准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请学生到讲台上随意拿起某件物品，使用提供建议的句型来建议教师购买。
Module 8
Unit 2 Line A is longer.
教学目标：
1、单词和词组：Same circle
Line A is longer.
Is line A the same as line B?
I think so. /I don’t think so.
语法：形容词的比较级。
教具：Cards 、 Pictures 、 Tape-recorder.
教学程序:
一、揭示课题
T: Today we are going to learn Module 8 Unit 2
二、热身复习
请学生表演上一节课的课文编排成的英文小品。并给予奖励。
三、课文导入
热身复习后，教师在黑板上画一个大圆和一个小圆，一条长线段和一条短线段。把两个圆分别标记为A和B，用同样的方法标记两条线段。教师指着两条线段说‘long’。提示学生们说：“line A is longer than line B ”。教师可以利用教室里的物品，如钢笔，书本等做更多的示范，复习学过的形容词的比较级。
教师对学生说：“今天我们将要学习如何通过比较判断来发表自己的看法，同时也要比一比谁的眼力好。
四、课文教学
教师把挂图贴在黑板上，指向挂图中的线段问学生：“what are these？”学生回答：“they are lines ”指着圆圈问同样的问题，并选择一个自己认为正确的答案。
请学生独立完成其中两个问题，最后订正答案。
教师在黑板上写出下列单词；big ，small，tall ，short ，long ，请几个学生写出他们的比较级。把line A is the same as line B 和 circle A is the same as circle B 这两句话写在黑板上，把 the same as 用方框圈出，告诉学生可以用这个表达方式来说明两个相同的事物。然后用图画引导学生巩固这一句型，。
完成活动2
完成活动3 ；用图片来完成他们的发音。
组织学生听录音完成活动手册练习5
五、任务完成：组织全班学生完成“排排队”游戏。
六、课文学习
组织全体学生看图并描述图中发生的事物。
放录音，请学生看图画听诗歌，把握整体内容，学生跟读并引导学生掌握诗歌的节奏。请学生表演诗歌，并给予奖励。
七、课后作业
“猜猜我的画”游戏：教师请学生完成一幅画，画面要有许多隐蔽的事物。每种事物不能超过6中种。然后学生两人一组，学生先看一分钟，然后他们要仿照如下的示例进行对话：
A：there are five fish in my picture。