小学六年级英语上册教学方案
Unit1 Space
新课标体现：
本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间的住所。让学生对一般过去时有一个初步的认识。引导学生形成与人为善的态度。本单元能够丰富学生的天文知识，激发学生乐于观察的热情。
Teaching Aims:
知识技能：
1、Listening:
能够理解本单元的故事。
2、Speaking:
能用过去时简单的描述在过去发生的事情，能用本单元主要句式询问对方或他人在过去时间的住所。
3、Reading:
能正确、流利的朗读课文和一些辅音的读法。
4、Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:
1．Where are you from? 及回答.
2．Where were you yesterday afternoon? I was at home.
3．过去时was, were, had 的表达
Teaching Difficulty:
1．过去时的用法及表达。
2．如何用过去时描述自己的梦和过去所在的场所。
3．一些单词的记忆。
Lesson1
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. How can use “had, was, were” in dialogue. Answer it.
Teaching Difficulty
1. How to use past tense.
2. Emphasis new words.
Teaching process:
Step1:
T: Introduce myself and let student introduce themselves (name, age, hobby and so on)
S: Introduce themselves about name, age etc.
Step2:
To review what has been learned last semester.
Step3:
Set the scene
T: Let the children talk about what they did during the summer vacation. Ask some questions: Where you went? Who you saw? What you did?
Let them share their experience with each other.
S: Try to answer the questions.
T: Ask the children the question, “Where were you?”
S: Try to answer the question.
Step4:
Get prepared
T: Ask children if they had any dream at night these days. Let them talk about their dreams.
S: Try to talk about their dreams
T: let them read about Ann’s dream.
S: Read Ann’s dream.
T: To describe what illustrated in each picture and the main plot is.
S: Listen and think.
T: Play the tape for the story.
S: Listen to the tape.
Step5:
Tell the story
T: Have the children look at the pictures .The teacher tells the story to the children. S: Listen and look at the picture.
T: Have the children read the text by themselves.
S: Read the text.
T: Listen to the tape. Play the tape again. Ask some questions.
Who had a dream?
Who were in her dream?
Where were they?
Where were they now?
Was it cold on Mars?
Were there Martians on Mars? How do you think Ken and Ann fell?
Were the Martians friendly?
S: Try to answer the questions.
Step6:
Homework: Have the children create their own image of Martians.
Blackboard writing:
Ann had a dream last night.
She and Ken were in her dream.
They were in the space.
They were on Mars.
It was very cold on Mars.
There were Martians on Mars. Ken and Ann were afraid.
Yes, the Martians were friendly.
课后反思：
Lesson 2
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1. How can use “had, was, were” in dialogue. Answer it.
Teaching Difficulty
1. How to use past tense.
2. Emphasis new words.
Teaching process:
Step1:
Review :( plays a game)
T: Take a card and hide it. I had a dream last night. In my dream I was…
S: Guess it.
Step2:
Learn the new words.
T: Have the children open their books at page4. Draw their attention to the top half of the page. Point to the picture and ask: “What can you see in the picture?”
S: Open the book and answer the question.
T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
Step3:
Listen and number.
T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures describes a different dream of Ann.
S: Look at the picture.
T: Let the children talk about where Ann was and what she was in each dream.
S: Answer it.
T: Play the tape. Let the children point the picture.
S: Listen to the tape and point the picture.
T: Play the tape again. Let children write the corresponding sentence number in the
box next to the matching picture.
S: listen and match.
T: Point to each picture and elicit sentences from the children.
Step4:
Talk together
T: Have the children open the books at page 5 and look at the picture on top of the page.
S: Open the books look at the picture.
T: Explain that Sue and Peter are talking about where they were yesterday. Ask the children where they think Sue and Peter were yesterday.
S: Answer the question.
T: Read the text and ask the children repeat.
S: Listen and repeat.
T: Pair works. For example, where was Ann yesterday? She was at the swimming pool.
S: Practice the dialog.
Step5:
Listen and practice.
T: Draw their attention to the picture at the bottom of the page. Have them talk about the picture and then practice reading the sentence by them.
S: Talk about the picture.
T: Play the tape and let student read after the tape.
S: Listen and read.
Step6:
Homework: Read the story.
Blackboard writing:
Dream, Last night, air, afraid, yesterday, were, was, had, space, a spaceship, a space suit, an astronaut, a planet, the moon, stars.
教学反思：
Lesson3
Teaching Aims:
1. The students can tell the story.
2. The students like to learn English.
3. The students can be writing and speaking.
Teaching Emphasis:
1. How can use “had, was, were” to make sentences.
Teaching Difficulty
1. How to use past tense.
2. How to tell the story..
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children. Point to the first picture and say, “In this picture, Ann had a…” Elicit from the children Ann had a dream. Repeat with other pictures and highlight the sentences They were on Mars. They were in a spaceship.
S: Follow the teacher and retell the story.
T: Ask the questions, “Where were you yesterday?”
S: I was at school. I was at home. I had an English class etc.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher.
Step2:
Uncle Booky’s Blackboard
T: Tell the children to look at the blackboard on the top of page 6. Model the structures by reading them aloud to the class.
S: Listen and think.
T: Have the children repeat the structures in a class drill. Use all possible combinations.
S: Repeat the structures.
T: Explain that we use was/were to describe things that happened in the past. Give an example, He was in Shanghai yesterday. He is in Beijing now.
S: Make the sentences by themselves.
Step3:
Touch and say.
T: Let the children look at the pictures at the bottom of the page. Let them tell the Mocky’s dream and that they only to say one sentence for each picture.
S: Try to tell the dream.
T: Ask some questions, “Who were in Mocky’s dream? Where were they?
S: Try to answer the questions.
T: Point to the picture and elicit descriptions from the children.
S: Try to describe the pictures.
Step4:
Read and write.
T: Have the children open the books at page 7. Explain to the children that the letter was written by a girl called Jane. Have them complete the letter.
S: Try to complete the letter.
T: If the children cannot do it, discuss with your partner.
S: Do it and discuss.
T: Let the children read the letter together.
S: Read the letter.
T: Have the children write about Uncle Booky’s dream.
S: Try to write it by them.
Step5:
Tell the dream.
T: Have the children to tell each other their dreams like two children on the book. Put them into pairs and practice.
S: Try to tell the dream about them.
Step6:
Homework: Tell the dream to their parents.
Blackboard writing:
I was at home. We were at home.
I was at school. We were at school.
I had an English class. We had an English class.
课后反思：
Lesson4
Teaching Aims:
1. The students can read the special sounds.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to pronounce the special sounds
Teaching Difficulty
1. How to pronounce the special sounds.
2. Listening and match and interview the students..
Teaching process:
Step1:
Special sounds.
T: Have the children look at the pictures and try to read the words.
S: Look at the picture and try to read.
T: Play the tape and have the children repeat.
S: Listen and repeat.
Step2:
Decode the message
T: Have the children open the book and ask them if they can read the message.
S: Look at the message.
T: Have the children look at the code and ask the children to decipher the message by themselves.
S: Decipher the message.
Step3:
Write the message
T: Have the children write the message to the Martians.
S: Write the message.
T: Have the children pair work (They give their message to each other and decode the message)
S: Decode the message.
Step4:
Listen and match.
T: Have the children look at the pictures on top of page9.
S: Open the books.
T: Have the children talk about the pictures.
S: Talk about the pictures.
T: Play the tape and have the children listen and match.
S: Listen to the tape and match.
T: Have the children tell the teacher the name of the children was in the pictures.
Step5:
Ask and find out.
T: Have the children look at the pictures at the bottom of the page.
S: Look at the pictures
T: Have the children interview the other students for where they were yesterday. S: Interview and write the sentences on the book.
When they finished have them report their findings.
Homework:
Write the message to the Martians.
教学反思：
Lesson5
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to read the story and choose the right answer
Teaching Difficulty
1. How to read the story.
2. How to answer the questions and write the words
Teaching process:
Step1:
Read the story.
T: Have the children open their books at page 10 and explain the new words. S: Read the new words.
T: Have the children read the story by themselves.
S: Read the story.
T: Ask some questions about the story.
S: Answer the questions
T: Play the tape and have the children listen carefully.
S: Listen to the tape.
Step2:
Number the picture.
T: Have the children look at the pictures and read the story again and number the pictures.
S: Read the story and number.
T: Have the children point to the pictures and find the sentences in the story.
S: Point and find.
T: Have the children read the story again and number the pictures.
S: Read the story and number.
Step3:
Check the correct answer.
T: Have the children read the story and find the correct answer.
S: Read the story and do it.
T: Have the children pair work.
S: Pair work.
Step4:
Listen and write the words.
T: Explain the words.
S: Look at the form.
T: Play the tape and have the children complete the story.
S: Listen to the tape and do exercise.
T: Correct the answer.
Homework:
Tell the story to the parents.
教学反思：
Lesson6
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be listening and match.
Teaching Emphasis:
1. How to read the story and choose the right answer
Teaching Difficulty
1. How to read the story.
2. How to answer the questions and write the words
Teaching process:
Step1:
Review the Ann’s dream
T: Have the children try to retell the Ann’s dream.
S: Try to retell.
T: Have the children retell the dream together.
S: Do it.
Step2:
T: Have the children try to read Lane’s dream, and try to write the missing words. S: Read the Lane’s dream and tr y to write the missing words.
T: Have the children try to read the dream and check the answer.
S: Check the answer.
Step3:
T: Have the children write the Uncle Booky’s dream.
S: Try to write it.
T: Review Ann’s dream with children.
S: Retell the dream.
T: Have the children write three sentences about Ann’s dream.
S: Try to do it.
Step4:
Reflection
T: Explain some sentences to the children.
S: Open the books and look at the sentences.
T: Have the children read the sentences and try to do it.
S: Read the sentences and write the answer about this unit.
T: Have the children do the group work.
S: Group work and finish the reflection.
Homework:
Review Ann’s dream.
Homework: Have the children write Ann’s dream.
教学反思：
Unit2 An Accident
新课标体现：
本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间在干什么。让学生对一般过去时有一个初步的认识。引导学生形成吃饭时的一些好习惯。
Teaching Aims:
知识技能：
1、Listening:
能够理解本单元的故事。
2、Speaking:
能用过去时简单的描述在过去发生的事情，能用本单元主要句式询问对方或他人在过去都干了什么。
3、Reading:
能正确、流利的朗读课文和一些辅音的读法。
4、Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:
1．What did you do last night? 及回答.
2．Where were you yesterday afternoon? I was at home.
3．一般过去式行为动词规则与不规则的变化以及在肯定，否定句中的运用。
Teaching Difficulty:
1．去时的用法及表达。
2．如何用过去时描述自己所做过的事情。
3．一些单词的记忆。
Lesson1
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be listening the story.
Teaching Emphasis:
1. How to read the story and understand the story.
Teaching Difficulty
1. How to read the story.
2. How to understand the story.
Teaching process:
Step1:
Review the song.
T: Play the tape and have the children try to sing.
S: Listen and try to sing the song.
Step2:
Review the story.
Ask some questions to the children.
T: Where were Ann and Ken in her dream?
S: Try to answer.
T: Where were they in this picture?
S: Try to answer the question.
T: Where were you yesterday/last night?
S: Try to answer the question.
Step3:
Set the scene
T: Ask the children if any of them have ever chocked on food while they were eating.
S: Try to talk their experience in Chinese.
T: Tell the children that in this unit’s story Mocky e at something too quickly and then chocks on his food.
S: Think and listen.
Step4:
Get prepared
T: Have the children listen the story and order.
S: Listen to the tape and try to order.
T: Play the tape.
S: Listen and order.
T: Have the children open the book and check the answer.
S: Open the book and check.
T: Have the children read the story by themselves.
S: Read the story.
T: Play the tape again and have the children look at the picture. S: Listen to the tape and look at the picture.
T: Play the tape and have the children repeat.
S: Listen and repeat.
Step5:
Read the story and act. (Group work)
Homework:
Preview the story.
课后反思：
Lesson2
Teaching Aims:
1. The students can retell the story.
2. The students like to learn English.
3. The students can be listening the story.
Teaching Emphasis:
1. How to read the story and understand the story.
Teaching Difficulty
1. How to read the story.
2. How to retell the story.
Teaching process:
Step1:
Review the story
T: Tell the story to the children.
S: Listen carefully.
Step2:
Tell the story
T: Have the children look at the bottom of the pages.
S: Pay attention to the story.
T: Have the children look at the picture and the teacher tell the story.
S: Look at the pictures and listen.
T: Have the children read the story by themselves and answer some questions.
1.Where were Ann and Ken yesterday?
2.Who visit their house?
3.Where did Mocky sit?
4.What did Mocky eat?
5.Who came into the kitchen?
6.What happened to Mocky? Why?
7.How did Ken help him?
8.Was he still sick?
9.What happened next day?
S: Read the story and try to answer the questions.
T: Check the answer with the children.
Step3:
T: Show some words and their past words.
Go—went sit—sat eat—ate
Do—did am/is—was are—were
Have—had
Visit—visited look—looked cough—coughed
Clean—cleaned
Put—put hit—hit
S: Read this words after the teacher.
Blackboard writing
Go—went sit—sat eat—ate
Do—did am/is—was are—were
Have—had
Visit—visited look—looked cough—coughed
Clean—cleaned
Put—put hit—hit
Homework:
Tell the story to the parents.
教学反思：
Lesson3
Teaching Aims:
1. The students can read the dialogue.
2. The students like to learn English.
3. The students can be listening and order.
Teaching Emphasis:
1. How to read the dialogue and listen.
Teaching Difficulty
1. How to read the dialogue.
2. How to listen and order.
Teaching process:
Step1:
Review the story
T: Ask some questions: What did he do?
S: Try to answer the questions.
T: Take out the pictures about the story and have the children try to retell the story. S: Look at the pictures and try to retell the story.
Step2:
Words to learn
T: Write the new words on the blackboard and have the children act.
S: Read the words and act.
T: Play the tape and have the children read the words after the tape.
S: Listen to the tape and repeat.
T: Have the children look at the book and try to read the words.
S: Look at the form and read the words.
T: Explain the words and past words.
S: Listen and read.
T: Play the tape and have the children repeat.
S: Listen and repeat.
Step3:
Listen and number
T: Have the children look at the pictures and ask: What did they do?
S: Look at the pictures and try to answer the question.
T: Play the tape and have the children order.
S: Listen to the tape and order.
T: Play the tape again and check the answer.
S: Listen to the tape again and check the answer.
T: Have the children try to speak out the sentences.
S: Try to do it.
Step4:
Talk together
T: Ask some questions (Where were you yesterday? What did you do?)
S: Try to speak out their experience.
T: Have the children look at the picture and ask a question (What did she/he do yesterday?)
S: Look at the picture and try to answer the question.
T: Read the dialogue and have the children listen.
S: Just listen.
T: Read the dialogue and have the children repeat.
S: Repeat the dialogue.
T: Have the children read the dialogue in pairs.
S: Read the dialogue in pairs.
Step5:
Listen and practice
T: Have the children look at the pictures and try to read the sentences.
S: Look at the pictures and try to read.
T: Play the tape and have the children repeat.
S: Listen and repeat.
T: Have the children read the sentences that they read very well.
S Read the sentences loudly.
Homework:
Have the children think about what verbs they have learned so fa
课后反思：
Lesson4
Teaching Aims:
1. The students can tell the story about past time.
2. The students like to learn English.
3. The students can read and write.
Teaching Emphasis:
1. How to tell the story and write the past tense.
Teaching Difficulty
1. How to tell the story.
2. How to remember the past words.
Teaching process:
Step1:
Review the verbs
T: Have the children look at the pictures and retell the story.
S: Listen and try to repeat.
T: Show the picture about past words.
S: Look at the TV.
Step2:
Model the structures
T: Have the children try to retell the story. Ask some questions: Did Mocky eat an apple?
S: Try to answer the questions.
T: Write the sentences on the blackboard and have the children try to read.
S: Look at the blackboard and try to read.
Step3:
Uncle Booky’s Blackboard
T: Have the children look at the Blackboard and read the sentences and have the children repeat.
S: Listen and repeat.
T: Have the children make the sentences one by one.
S: Try to do it.
Step4:
Touch and say
T: Have the children look at the picture and explain the pictures.
S: Look at the pictures and try to speak out the sentences.
T: Show the sentences.
S: Read the sentences.
Step5:
Read and write
T: Have the children look at the picture and read the story.
S: Look at the picture and do exercise
T: Have the children read the story by themselves.
S: Read the story and write the correct words.
T: Read the story and have the children repeat.
S: Read the story together.
Step6:
Write the sentences about Joe
T: Have the children look at pictures in middle and try to write the sentences about Joe.
S: Look at the pictures and try to write.
T: Ask them to work in pairs and tell each other about the story they write.
Homework:
Tell the children to read their writings to their parents.
教学反思：
Lesson5
Teaching Aims:
1. The students can write the sentences about picture.
2. The students like to learn English.
3. The students can listen and match.
Teaching Emphasis:
1. How to write the sentences and listen to the story.
Teaching Difficulty
1. How to write the sentences.
2. How to remember the past words.
Teaching process:
Step1:
Review the verbs
T: Ask some questions.
1. When do you get up?
2. When do you go to school?
3. What do you do after class?
S: Try to answer the questions.
T: Write the words on the blackboard.
S: Read these words.
Step2:
Look and write
T: Have the children look at diary and have them complete the sentences.
S: Try to do it.
T: Point to the pictures and have the children speak out the sentences.
S: Try to speak out.
T: Have the children complete the sentences in pairs.
S: Try to do it.
T: Have the children read the sentences after the teacher.
S: Read the diary after the teacher.
Step3:
Listen and match
T: Have the children look at the pictures on the top of page21.
S: Look at the pictures.
T: Have the children guess what happened about Sally.
S: Try to answer it.
T: Tell the student several pictures are not true to the story and they need to find them out. Play the tape and have the children listen and find out.
S: Listen and find out the correct pictures.
T: Have the children listen again and check the answer.
S: Listen again and check the answer.
T: Put the children in pairs.
S: Exchange their books with their partner.
Step4:
Let’s find out
T: Ask the children what did you do last Sunday?
S: Answer the question.
T: Write the student’s answer on the form.
S: Pair work (interview other students and write the result in the form)
六年级第一学期英语教案 Do you know…? 教学目标Days, Weather, Leisure activities, Rooms, Past tense, Future tense 教材分析重点Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, rainy, windy, hot, sunny, rainy, windy, hot, sunny, cloudy, saw, blew 难点Future tense and past terse 教具Paper, scissors, glue, erasers Ⅰ.Warming up: Simon says. ⅡPresentation ①Show them the pictures. T: Look at the pictures. What was the weather like? What did they do? S: … Ⅲ.Practice. ①Discuss in group of four. ②Answer the question. ③Memory game: Have the s look at the pages in their books. Tell them that T will ask Questions about the weather. After a few minutes, have them close their books and get into groups of five. Ask when was it (rainy and cloudy) (last week? Groups decide on the answer and write it down on a piece of paper for T to see. Later, ask what will the weather be like net (Sunday)? Groups must write It Will be (sunny) net (Sunday). Lap score to make the game more competitive. ④Practice by themselves. ⑤Have some students to describe the pictures. 1 I wrote a long letter 教学目标Did you buy a bag of chips at the store? No, I didn’t buy a bottle of shampoo. OK. I?ll go to the store and get a bag of chips. I?m going to get a b ox of tissues, too. I?ll go too .I?m going to get a piece of candy! 教材分析重点 A piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap 难点shampoo, toilet paper 教具Candy, socks, chips, shampoo, snap, tissues, toilet paper Lesson 1 Ⅰwarming up: A chant ⅡPresentation ①T: Yesterday, I went shopping. I bong ht many things look! (show them the objects) I bought a bottle of shampoo at the store. I also bought a bar of soap at the store.
北师大版小学五年级英语上册教案（三年级起点） Unit1 Job Lesson1 Teaching aims: 1 Use greetings and polite expressions in life 2 Can understand and read the dialogue 3 Can read and write the words correctly 4 Can make the dialogue Teaching emphasis: 1 use greetings and polite expression in life 2 understand the sentences Teaching process: Step 1: use greetings and polite expression in life. Example: T: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry S: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry Step 2: show new words T: show the new words cards like a student a teacher a policeman a vet a
doctor Read the words after the teacher Step 3: model the dialogue T: hold up the flashcard for dance. Say “She is a dancer” and “She can dance” S: repeat the sentences after the teacher Like this to do other sentences T: review the word can and can’t S: to know the differences into can and can’t. T: hold the flashcard for doctor. Say “he is a doctor . He can’t help animals. S: to repeat it Step 4: T: look at the picture and think some question Picture1: where are Ann, Ken and Mocky? Picture2: what are Ann, Ken and Mocky looking at? Picture3/4: what is happening now? Picture5: what is Ann pointing to? Picture6/7: who comes to help? Picture8: who is the man in the green shirt? Picture9/10: what is happening now? S: to look at the book and answer the questions in Chinese Step5:
全册教案 农村小学英语教学与实践活动的研究方案 一、问题提出: 随着中国与世界的交往日益密切,英语学习已经成为人们的必须.英语作为一门语言,在学习过程中既要有正规系统的学习渠道,而又要有随时随地都能进行的学习练习及应用场所,以便巩固所学的英语知识,提高英语交际的能力。 渤海镇小学现状:：1、渤海镇小学的生源来自于附近行政村，与城里小孩相比会有一定的差别：农村孩子胆小、拘谨、不善言谈，羞于说英语，缺少自信心。 2、渤海镇小学英语师资力量相对薄弱。3. 缺乏运用英语的环境。目前社会上尤其是农村，用英语的环境很少，甚至没有。因此学生听英语、说英语的机会很少，他们缺少一个学习英语的语言环境。但是渤海镇又有自己得天独厚的条件，旅游业比较发达，农家院大量兴起，都是学生进行交际的有利场所。如何根据农村小学的实际情况，有效地把握课堂教学，创设良好的英语学习环境，培养和发展学生使用英语这种交际工具的能力。怎样发挥本地区的优势，使课堂教学与实践活动相结合，培养学生交际意识，提高学生交际能力，所以提出了“农村小学英语教学，与实践活动的研究”课题。 二、文献综述 三、研究的目的、意义 英语教学的目的就是培养和发展学生使用这种交际工具的能力。 英语教学新课程的理念是要尽可能多的为学生创设英语交际的环境，尽可能多的让学生以多种形式接触、学习、使用英语。 本课题探索充分利用农村的多种资源如旅游业、农家院等，给学生创设英语交际的环境，开展实践活动，培养学生的交际意识、提高他们的交际能力的措施与对策，以供其他农村学校在此方面有所借鉴，共同提高学生的英语水平。 四、研究内容 1、英语课堂教学模式。 2、英语教学的课外实践活动。 五、研究假设 充分利用农村的语言环境，给学生创设英语交际的环境，开展实践活动，就能培养学生的交际意识，提高他们的交际能力。 六、研究方法 行动研究法 七、研究措施 (一)农村小学课堂教学模式 1、3－5分钟谈话训练。利用课堂3分钟时间，可以在课始，可以在课中，也可以在课末，根据实际情况再定。 2、5-10分的复习时间,在复习的过程中要注意孩子们兴趣的培养,多设计一些有趣的活动. 3、新授内容 单词教学: 遵循词不离句的原则。以词带句、一句带词，八单词放在句子里学习，在词语和相应的事物之间建立联想，而不是机械的学习，一方面避免了直接教单词的枯燥，另一方面，有帮助学生建立初步的语感，增强了趣味性。
北师大版英语六年级上册复习 UNIT 1 一、重点单词 boring easy funny classmate subject favorite more most but 二、重要短语和句型 come in lots of talk about after school move to live on(加街道名) This(That) is … I am+姓名=My name is+姓名 Somebody will do something.某人将要做某事。 Sb have(has) sth.某人有某物。 My favorite subject is…我最喜欢的学科是……。 I like+学科。我喜欢什么学科。表否定：I don’t like…. He doesn’t like… Sth is+比较级than sth.什么比什么更……。History is more exciting than science. What about…?什么人（或事）怎么样？ 三、重要语法知识点 1、将来时态will do sth 将要做某事，区别于其他时态主要看动作发生的时间， tomorrow,next week(day)等常用在将来时态中。Will后的动词一定用原形。 Next month Lisa will go on vacation. 2、形容词的比较级与最高级(区别两种形式) old older（后加than…与其他比较）the oldest(the一定不能省) difficult more difficult the most difficult 对比较级的提问多用which Which river is longer? Which one is the tallest? UNIT 2 一、重点单词 chore dust feed polish busy feel hardly ever never once tell homework 二、重要短语和句型 once a week walk the dog feed the fish polish my shoes do my homework clean my room dust the furniture cut the grass make my bed take out the trash get up want to do sth 想要做某事（to后的动词一定是原形，否定时在want前加don’t或doesn’t）have to do sth 必须做某事（用have还是has视主语人称而定） ask sb about sth 问某人关于某事 feel sad(happy) 感到伤心（高兴） What do you have to do?你必须做什么？ 三、重要语法知识点 1、一般现在时在every day,once a week,always, never,usually等表动作执行的频率的副 词或短语出现在句中时，该句多为一般现在时。此时谓语动词用原形，但当主语是 第三人称单数时，谓语动词要加s或es。 He gets up early every day. 2、在家和在学校介词用at。at home at school
Unit 1 Signs Lesson 1 Get Ready 1. 听做游戏 教师说指令，学生做动作，复习以前学过的动词。 T: Walk! / Don’t walk! / Touch your nose! 2. 想一想，说一说 （1）引导学生思考在上课时不能做哪些事情，让学生说一说。为故事的学习做铺垫。 T: What can’t we do in the English class? （2）教师结合学生所说内容，呈现相应的警示标志。 T: Don’t run. No food. （3）教师说指令，学生指标志或说标志。 Listen and Read 1. 导入故事 呈现故事第一幅图，让学生看插图，说一说为什么Ken 阻止Mocky，并猜一猜他们将要去哪。 T：Where are they? Why does Ken stop Mocky? Where are they going? 2. 学习故事 （1）播放故事动画，让学生说一说主人公去哪里玩，以及Mocky做了哪些事。引导学生回答，并将相应的插图贴在黑板上。 （2）播放故事动画，让学生对故事中Mocky的行为作出判断。例如，Mocky不正确的行为有：图1，在红灯亮时Mocky依然想要过马路；图3，Mocky乱扔垃圾；图5，Mocky想要在河中游泳。Mocky正确的行为有：图4，Mocky知错就改，就垃圾扔进垃圾桶；图6，Mocky劝阻图中男士不要抽烟等。 （3）带领学生看插图3、5、6，找出Mocky及朋友是如何对待错误行为进行劝阻或提示的。（4）让学生看故事内容，说一说为什么这些行为不正确，让学生模仿人物的动作和语言。（5）回顾故事主要内容。把人物面具贴到黑板上，引导学生回忆每个人物的活动，鼓励学生模仿人物的语音语调。 3. 模仿表演 （1）让学生独立看插图、阅读故事。 （2）放录音，让学生指人物对话文本，跟读对话。 （3）呈现故事主要情节的插图，删去部分对话，让学生根据图片和语言提示，补全对话。（4）把学生分成小组或让学生独立练习朗读对话。（5）鼓励学生在小组内分角色朗读或表演故事。 Learn to Say 1. 呈现情景 （1）问学生是否参观过展览或去过博物馆，让学生说一说参观过展览或在博物馆里不能做什么。 （2）呈现Learn to Say的插图，让学生说一说插图中的小朋友在哪里。（3）指女孩的相机，问学生是否可以照相，为什么。呈现No cameras. 2. 学习词汇 （1）播放对话，让学生指人物、模仿。 （2）让学生想一想博物馆还可能看到哪些警示牌或标志语，例如，Don’t litter. No smoking.
北师大先锋英语六年级（上） Unit 2 Charlie’s chores(第二课时) 一、指导思想与理论依据 《英语课程标准》中指出：教学设计要符合学生生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求。教师要鼓励学生通过体验、实践、参与、合作等方式，发展综合语言技能…… 在设计本课教学时，我综合考虑了每一名学生，使教学成“梯式”上升，给学生一个过渡的时间。并把教学融入到学生相对熟悉的语言环境中，反复操练。 整堂课我坚持“以整体学生的发展为主体”的教学思路，采用灵活多样的教学方法，通过情景法、听说法、直接法、全身反应法等，从学生的兴趣出发，创设各种生活情境，示范教学内容，启发学生思维，组织语言实践，突出重点，突破难点，在“学中用、用中学”。 二、教材分析 六年级教材以巩固复习为主，新词汇较少。而且本册教材中词汇没有单独呈现而是融入到Talk Together之中，作为可替换项目出现。Talk Together中的对话围绕have to句型展开。这是本单元的重点。另外，频度副词这一语言项目学生在四年级已经接触过，因此对always Usually, sometimes, never较为熟悉。Hardly ever表示“很少”的意思，在所有出现的频度副词中也是较难理解的。要紧密结合Did you know…?的内容解释。 三、教学目标 有效的教学目标的设计首先要求的是准确和明确，新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，以及对教学内容的分析和教材特点，我将教学目标定为： （一）知识与能力目标 1,学生能够听、说、认读并较熟练的使用以下短语：Make my bed, walk the dog ,take out the trash, polish my shoes, wash the dishes, clean my room, feed the fish及时间副词every day/week, once a week, twice a week, always等。 2, 学生能够用have/has to描述自己或他人在日常生活中不得不做某些事情。 3，学生能够尝试通过口头简单叙述自己在家做家务的情况。
Meeting the BINGO kids习题 Period 1 课前预习 一、听录音，选词完成短文。 a The party is going to start at __________ (A．7:50 B．7:45)this evening． b．The shop is going to open at 9:30 on __________ (A．Sunday B．Saturday)． c．Shall we go to the __________ (A．movie theater B．museum)on Wednesday? d．It is going to be __________ (A．windy B．rainy)on Monday． 二、中英文对照连线。 1．英语A．数学 2．Math B．科学 3．Art C．P．E． 4．历史D．Music 5．Geography E．语文 6．体育F．English 7．音乐G．艺术 8．Chinese H．History 9．Science I．地理 课堂练习 三、根据时间写出正确答案。 Today Yesterday are Were move ( ) ( ) went see ( ) eat ( ) ( ) got ( ) had
live ( ) swim ( ) 四、听课文录音，将人物与他们喜爱的课程连线。 Daniel English Ann Math Ken Music Sue Science Lisa Art Charlie History Matt Geography 课后测试 五、根据课文，判断句子的正误。 1．Ann and Ken moved here today． ( ) 2．Daniel’s favorite subject is math． ( ) 3．Ann likes music． ( ) 4．Ken likes English． ( ) 5．Lisa’s favorite subject is science． ( ) 6．History is Charlie’s favorite subject．( ) 7．Matt thinks geography is the most exciting．( ) 8．Sue likes geography． ( )
六年级英语上册基础知识梳理 Unit 1 Space 第一关：重点单词 课本P86 Unit 1的所有单词。 第二关：重点词组 1 in a spaceship 在宇宙飞船里10 in my dream 在我的梦里 2 in space 在太空11 Ann’s dream Ann的梦 3 on Mars 在火星上12 last night 昨天夜间 4 on the moon 在月球上13 last month 上个月 5 have a great/good time 玩的开心14 last Saturday 上周六 6 have an English class 上一节英语课15 an astronaut 一个宇航员 在游泳池7 have classes 上课16 at the swimming pool 8 have a dream 做了个梦17 yesterday afternoon 昨天下午 9 swimming pool 游泳池 第三关：重点句型 1.Where were you yesterday? 昨天你/你们在哪儿？ I was/We were in a spaceship.我/我们在宇宙飞船里。 2.Where was he/she yesterday? 昨天他/她在哪儿？ He/She was in a spaceship? 他/她在宇宙飞船里。 had a dream. 做了个梦。 3.I/ You/He/She/We/They had an English class.上一节英语课。 我/你他/她/他们had a great time.玩得很开心。 4.There were no trees. 没有树。 5.There was no air/water.没有水/空气。
北京师范大学《小学英语》五年级下册教案学期教学计划。 学生情况分析经过四年的学习，学生普遍有一定的英语基础，同时由于诸多因素，学生英语学习水平参差不齐，两极分化情况明显，随着教学内容难度的增大，学生学习兴趣有普遍下降的趋势，因此小学高段教学应注意1、激发学生持续的英语学习兴趣，让每位学生在学习中体验到成功的快乐，内化对英语学习的需求。2、教给学生一些学习策略，引导学生对所学知识进行比较、归纳，寻找学习中的一些内在规律 教材的知识结构及系统分析北师大3－11册每册书均为6个单元，其中前五个单元为新 授课单元，每单元围绕一个话题展，基本结构为：blackboard （展现单元核心内容）――story（整体呈现）――Words to learn，Listen to this，Talk together，Let’s sing，Read and circle ，Listen and match，Let’s find out，Touch and say，Read and write ，Listen and practice（从听、说、读、写进行技能训练）――Storytime（拓展阅读）――Self－assessment（自我反思）；最后一个单元为复习 单元，巩固本册主要句型和语言现象。 本册涉及主要话题：Unit 7机场接人（名词性物主代词和一般过去时态）Unit 8音乐会（一般将来时）Unit 9体育运动（特殊疑问句）Unit 10购书（形容词比较级和最高级）Unit 11食品制作（描述做事程序和祈使句的用法）Unit 12餐馆就餐（整理、复习本册重点语言知识和结构） 语法：比较难 词汇：量大，其中较大部分分别在以前教学内容出现过 学期教学目的听： 能在图片、图像、手势的帮助下，听懂简单的话语或录音材料；说： 能就所熟悉的个人和家庭情况进行简短对话； 能运用一些最常用的日常套语（如问候、告别、致谢、致歉等）；能在教师的帮助下讲述简单的小故事； 读： 能认读所学词语； 能根据拼读的规律，读出简单的单词； 能读懂教材中简短的要求或指令； 能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文 写： 能模仿范例写句子； 能根据要求为图片、实物等写出简短的标题或描述； 学期教学重难点1、学习习惯的培养 2、学习策略的习得 3、各单元故事的理解、认读、复述 4、能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯； 5、基本知识和技能
小学英语五年级（上册） 全册备课 对新课标理解： 现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。 本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。 做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。 在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。 利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。 总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。 Teaching contents: 本册书共六个单元，其中五个单元是精读课文，一个复习单元,而且每个单元都有听、说、读、写等多项练习。书后有分类清晰的词汇表，更有利于教师的教和学生的学。 Teaching Aims:
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Unit 9 Day and night 单元教材分析 本单元是北师大版小学英语四年级下学期的第九单元，是在七、八单元学习了星期和钟点的表达法的基础之上的进一步延续。主要涉及的知识点是一天中morning，afternoon，evening，night的表达法和breakfast, lunch, dinner,频度副词always，usually，often，sometimes，never以及日常生活中一些行为动词及短语get up, go to bed, eat,sleep等。根据词不离句的教学理念，我将本课单词的教学放在 When do you…? I always/ usually…at…in the morning/ afternoon.的句型中进行巩固和运用。 单元教学目标 教学目标: 1、知识目标： (1)能听懂、会说以下单词： breakfast, lunch, dinner, morning, afternoon,sleep , when，等表示日常活动或行为的单词，及认读always, usually, often, sometimes, never 等频度的单词，能在交流中运用。 (2)能听懂、运用以下日常交际用语： 句型When do you…? I always/usually…at…in the…. 。 2、能力目标： 能用所学的知识简单的表述自己想询问别人时间的安排。 能运用句型 When do you…? I always/usually…at…in the…. 。 3、情感目标： (1)增强学生运用所学英语进行交际的意识和勇气。 (2)通过鼓励学生在真实的语言情景中学会养成生活有规律的意识和习惯。。 教学重点 1.本课表示三餐的词语breakfast, lunch, dinner，动词及短语 get up, go to bed, eat, sleep，频率副词always，usually，often，sometimes，never 2.句型When do you…? I always/usually…at…in the…. 。
北师大版六年级英语上 期末复习整理 一、（一）26个字母 （二）三个单元动词过去式集锦 原形过去式原形过去式am/ is 是was watch看watched are 是were clean洗cleaned have/has有had visit 拜访visited eat 吃ate want想wanted do做did help帮助helped see看saw wash洗washed go 走went paint绘画painted give给gave jump跳jumped run跑ran decide决定decided come来came play玩played
二、Unit1 （一）重要词组 1.在宇宙飞船里in a spaceship 2. 一位宇航员an astronaut 3.在月球上on the moon 4.在太空里in space 5.做梦have a dream 6.上英语课have an English class 7.玩的愉快have a great time （二）重要句子 1. 你昨天在哪里？我在宇宙飞船里。 Where were you yesterday? I was in a spaceship. 2.他昨天在哪里？他在月球之上。 Where was he yesterday? He was on the moon. 3.那儿没有树。 There were no trees. 4.那儿没有水。 There was no water. 三、Unit2 An Accident （一）重要词组 1.看电视watch TV 2.看电影watch a film 3.打扫房间clean the room 4.拜访朋友visit a friend 5.帮助妈妈help Mom 6.游泳go swimming 7.去学校go to school 8.在家at home
“How much?”第二课教案 【教学目标】知识目标：能认出，说出100以内的整十的数词：twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred；能指认玩具的名称：a toy train, a robot, a kite, a doll, a boat, a car等。 技能目标：能使用问句how much is ?以及回答It’s Yuan的问答句式询问说明价格；能分角色表演买卖东西的情景。 情感目标：能通过学习故事中Mocky的行为渗透机智勇敢的品质特点。 【教学重点】能让学生认出，说出100以内的整十的数词，并且学会运用数词；渗透询问价格的句型的使用。 【教学难点】能让学生熟记100以内的整十的数词，并且学会运用它；以及学生对询问你价格句型的使用把握程度。 【教学准备】PPT，教学卡片，多媒体教学资源 【教学过程】 1.Warm-up： T：Good morning girls and boys! My name is Nicole. Today, we will go on to lear n ―how much?‖ together. But first, let’s share the song together and I hope you can sing with me.（教师播放音频文件，同学生一起唱数词歌曲）。1min 2.Revision： T: well done! Well, do you like toys? S: yes! T: wow. Last time, ken, Mocky and Ann went to a market and they bought many toys, do you remember what did they buy? S: a toy train, a kite, a robot. T: great! so, can you tell me how much is the train? S: it’s 50yuan. T: well, how much is the kite? S: it’s 30yuan. T: ok, how much is the robot? S: it’s 60yuan. (将句型卡片贴上黑板) T: how much are they altogether? S: they are 90yuan. T: and then, what happened to mocky? S: .. T: yes. Mocky saw a thief, and he catches the thief! T: so, what should we say to mocky? S: …. 3. Presentation:
小学英语第册教案北师 大版 集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-
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北师大版小学英语四年级上册全册教案 目录 Unit 1 Signs《lesson 1 Don't walk》 (2) Unit 1 Signs《lesson 2 Don't worry》 (8) Unit 1 Signs《lesson 3 Have Fun》 (11) Unit 1 Signs《lesson 4 Have a Try》 (17) Unit 1 Signs《lesson 5 Get it Right》 (22) Unit 1 Signs《lesson 6 Round Up》 (27) Unit 2 Shopping《lesson 1 How much is it》 (31) Unit 2 Shopping《lesson 2 How much are they》 (35) Unit 2 Shopping《lesson 3 Have Fun》 (39) Unit 2 Shopping《lesson 4 Have a Try》 (42) Unit 2 Shopping《lesson 5 Get it Right》 (45) Unit 2 Shopping《lesson 6 Round Up》 (47) Unit 3 Uncle Booky's Study《lesson 1 Whose CDs are those》 (50) Unit 3 Uncle Booky's Study《lesson 2 Is this Aunt Booky's watch》 (54) Unit 3 Uncle Booky's Study《lesson 3 Have Fun》 (58) Unit 3 Uncle Booky's Study《lesson 4 Have a Try》 (61) Unit 3 Uncle Booky's Study《lesson 5 Get it Right》 (63) Unit 3 Uncle Booky's Study《lesson 6 Round Up》 (65) Unit 4 Bobby's House《lesson 1 This is the living room》 (68) Unit 4 Bobby's House《lesson 2 Mom is cooking》 (73)
boring 乏味的，无聊的classmate 同班同学 club 俱乐部 drawing 绘画素描画图 easy 简单的，容易的especially 特别的，尤其experiment 实验，试验 funny 有趣、爱开玩笑 geography 地理学 history 历史，历史学 introduce 介绍 kid 小孩 live 住，居住 maybe 或许，可能 neighbor 邻居 neighborhood 近邻，街坊 painting 绘画，油画 really 真正地，确实 subject 学科 themselves 他们（她们、它们）自己 Unit 2 busy
chore 家务 dish 盘子 dust 掸去，刷去 feed 喂（养），饲养feel 感觉，感受furniture 家具 grass 草 hardly ever 很少，几乎不 homework 家庭作业 never 从不，决不 once 一次，一回person 人 plant 植物 polish 擦（鞋），刷（鞋）street 街道 tell 告诉 think 认为，以为 trash 垃圾 twice 两次，两回 Unit 3
保龄球运动 cool 很棒的，极好find 寻找，找到gym 体育馆，健身房ice-skate 滑冰，溜冰information 信息，消息 invitation 邀请，请帖karate 空手道 learn 学习 partner 伙伴，搭档receive 收到，接受 ski 滑雪运动sometimes 有时 sound 听起来，听上去 work out 锻炼，做运动Unit 4 baseball 棒球 belt 皮带 buy 购买 cost 值，花费 glove
三年级英语第三册教案 第 1 单元内容：Don’t walk本单元总课时：7 课题：Unit 1 Don’t walk 授课日期：年月日 教学内容：故事教学 教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。 本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。 学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。学生之前的学习中虽然没有接触过祈使句，比较生疏。但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。 设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。 教学目标： 知识与技能：能够明白故事大意。
能根据上下文理解下列词right, left, again, litter, worry, move, here's your money. 过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。 情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。 教学重点：明白故事大意 教学难点：单词litter, worry, move, here’s your money 教学准备：教学卡片录音机 教学过程： 一、Greetings. T: Hello, boys and girls. Nice to meet you. 二、Warm up （3分钟） Simon says: walk, run, jump, swim, dance T: Today we will learn Unit 1; the title is “Don’t walk”. (把课题写在黑板上) Read after me. 领读课题，让学生思考意思 First I want to ask you a question. In our life, what kind of public sign can you see? For example, when we go to the park, we may see this sign. (出示禁止游泳的标志) （激发学生已有的生活常识，引导学生思考常见的公共标志。将学生说的标志列在黑板上） T: Good, now can you tell me what the function is. 让学生说说这些公共标志的作用。 Yes, you are right. In English, if we want to warn sb not to do sth. We may use “Don’t”. Let’s go to see the text together. 三、Presentation of the story （3-5分） T: Now look at the story. When you watch it, please think what