prehension
Read the text and fill the chart
Who What is he/she doing?
The baby
The woman
The three men
Danny
检查学生的完成情况，进行指导。
Step4. Practice
Do “ask and answer” in pairs like this:（利用书中的图画。）
What’s the baby doing? – He is___ing.
…
教师先与一名学生示范一组，然后再让学生联系。
Step5: Homework
画一幅人物图，并写出句子What’s the ____ doing? – He/She
is___ing.
Ⅴ. 板书设计
Lesson6 What are they doing?
What is __ doing? -- He/She is __ing …
What are you doing? -- I’m __ing …/ We’re __ing …
What are they doing? – They’re __ing …
课后反思：
Lesson 7:Are You Ready For a Song?
一、教学目标：
知识目标：
1、完成本正课的句型问答，并通过句型练习，能正确地运用句型：Can you_____?及其答语，描述能在火车上做什么。
2、复习现在进行时并学习本课的歌曲。
3、完成本单元的故事和活动手册。
4、复习单词∶loud,quiet
能力目标：
1、利用所学的知识进行情景交际联系。
2、通过所学歌曲，进一步加深对现在进行时的认识。
情感目标：
通过学习，培养学生对大自然的热爱及合作意识。
二、教学重点：
1、能正确运用单词“loud,quiet 和句型“Can you____?”及其答语。
2、完成本单元的故事和活动手册。
3、复习现在进行时。
4、利用所学进行情景交际练习。
三、教学难点：
利用所学进行情景交际练习。故事的学习。
四、教具、学具准备：
录音机（磁带）或光盘，
五：教学过程：
1、Greeting
T: Hello! Boys and girls. How are you today?
Ss: I’m fine.
T: How’s the weather today?
Ss: The weather/It’s ___,
T: How do you go to school?
S: I walk to go to school./I go to school by bus.
T: What can you see on a bus?
T: I see___.
T:What can you do on a bus?
Ss: I can ___.
T:How do you go to Beijing?
Ss: I go to Beijing by bus/train/car.
T: What can you do on a train?
Ss: I can ___.
T: Can you look out of the window? Can you read a picture?
(让学生在不知不觉中完成了本课的一部分学习任务，调动了学生的学习积极性)
2、Let’s sing a song
T: Today, Danny is on the train, too.What happened? Let’s listen to the song.
和学生一起朗读歌词，解答学生不懂的词语或句子。
按节奏朗读歌词。达到熟练。
(打开书或看光盘，学习本课的歌曲，教师可利用手势语或体态语言帮助学生理解本课的歌词，边唱边做动作，这样也可激发学生的学习兴趣)
3、Story Book
T: Today Baby Becky doesn’t go to school. He goes for a walk with her mother. What can do? Let’s look at the story.
播放故事录音，让学生边看书边听。勾出自己不懂的地方。
然后将学生分成小组，互相帮助解决勾出的问题，小组内解决不了的，全班同学一起解决，教师指导。
再次听故事，跟读，并思考老师提出的问题。What can Baby Becky do?
回答老师的问题。
师生讨论故事，可以互相提问，也可以自由讨论。老师可以给出一些有关的问题，如：Do you like Baby Becky？why or why not?
表演故事。将学生分成小组，组内的学生分别扮演不同的角色，表演这个故事。
小组到前面展示对话表演。
(对于本课的故事教学，教师主要培养学生的合作意识，带动那些不积极参与的学生。)
4、Class closing
Activity Book
（检查本课所学知识的掌握情况，对于所遇到的问题及时解决）
板书设计：
Lesson 7: Are You Ready for a Song?
What can you see on a bus? I can see___.
What can you do on a bus? I can ___.
What can you do on a train? I can___.
Can you look out of the window? Yes, I can.
Can you Read a picture? No, I can read a book.
课后反思：
Lesson 8 Again, Please
一、教学目标：
知识目标：
1、掌握本单元的四会单词和句型“Who is ____? It’s ___.
2、能流利地用英语表达你在火车上所看到的、听到的和所能做的事情。
3、能利用所学进行情景交际练习。
能力目标：
通过本课的复习，能对本单元所学知识进行简单的总结，能正确的表达自己在旅途中的思想感情。
情感目标：
培养学生对大自然的热爱及其小组合作意识。
二、教学重点
1、本单元的单词、句型“Who is ___? It’s ___.”
2、能正确表达自己在车上的所见、所闻，并能进行情景交际练习。
教学难点：
能利用所学知识进行情景交际练习。
二、教具、学具
单词卡片、录音机（磁带）或光盘
四、教学过程
1、Greeting and review.
表演唱歌曲Who’s drawing? 把学生带入课堂学习的氛围之中。
2、教师发指令，做游戏Simon says. 重点复习本单元所学过的词汇draw,look,point,see,sleep,quick,slow,loud,quiet,等。
教师将学生分成小组， Play “Simon Says”,继续复习本单元的单词：baby, man, woman, draw, look, point, see, sleep” 同时教师提问“ Are you loud/quiet?”
(当学生做动作时，比如说教师发出指令，Please point to the blackboard后，可继续问“Who is quick? It’s ___.”并把最快小组的分数写到黑板上，这样既复习了单词，又复习了本课的句型，还培养学生的合作意识，调动所有学生的学习积极性。)
（3）Play“Go fish.” 把学生分成二人组或四人组，每人一沓词汇卡片，类似纸牌的钓鱼游戏，相同的词汇卡片可以配成一对，看谁配成堆的卡片多，谁就赢。
在玩游戏的过程当中，让学生能正确的背着拼写本课的四会单词，并练习说单词和句子。
（此环节教学中，根据学生的年龄特点，体现了玩中学，学中玩，让学生带着浓厚的兴趣完成教学任务。
(4)小组竞赛：交给分别给出每小组相同的时间，看看哪组拼写的单词多。
（这样的竞赛，不但培养了学生们的合作意识，还巩固了所学的单词）
(5)、小组利用所学的单词编句型或对话，展示本组的成果时，教师要适当的给予鼓励。鼓励学生说出尽量多的英语。
教师先找一两名学生进行示范，否则学生会觉得无所适从。
（对于五年级的学生来说，句型已经是学习的重点，所以由单词过渡到句型是非常必要的）
（6）、T: I am very happy. Are you happy?”
Ss: I am happy, too.
T: Now ,Let’s go to Beijing.(教师边说边做出开车的动作），
“What can you see on the train?
What can you hear on the train?
What can you do on the train?”
之后分组讨论问题，小组编对话，展示成果。
（这样的环节，可以带动成绩较差的学生，做到人人有收获。）
五、Class Closing
公布各小组的成绩，对各小组进行不同程度的鼓励。
Activity Book
六、板书设计
Lesson 8 :Again, Please!
Group 1:
Group 2:
Group 3:
Group 4:
What can you see on the train?
What can you hear on the train?
What can you do on the train?
课后反思：
Lesson 9: Arriving in Beijing
一、教学目标：
1.掌握本课四会单词：men, women, children, people, many
2.能够正确运用四会单词：men, women, children, people, many
3. 培养学生较好的文化意识与英语语感。教育学生在社会中做到尊老爱幼、遵守社会公共秩序。小组合作，互相帮助。
二、教学重、难点
掌握与运用men, women, children, people
三、教具学具
录音机、磁带、CAI（or poster）:第9课第二部分的图片
四、教学过程
（一）
1. Greeting:
2. Chant: What do you see?
（二）
1. Show CAI （or poster）about many people in the train station.
2. Let class discuss and answer: What do you see in this CAI.
3. Learn men, women, children and people.
4. Listen and follow
5. Let’s Chant: Leave Arrive Chant
6. Look at the CAI again, then answer these questions:
1) What are the women doing?
2) What are the children doing?
3) What are the men doing?
7. Listen the tape carefully, then answer my question:
Who is tired and hungry?
8. Open your book and look at the second part，and then follow the tape.
9. Show the poster to practice
10. Homework
（三）
Class closing
五、板书:
man ———— men
woman ———— women
child ———— children
Lesson 10 A Walk in Beijing
一、教学目标：
1、知识技能：
（1）掌握四会单词slow, slowly, quick, quickly.
（2） 能正确使用slow, slowly; quick, quickly并且造句。
（3）能把所学内容提升到实际生活的对话当中去应用。
2、能力目标：Tell a funny story of your trip to the class.
3、情感目标：根据课文内容“在北京街道散步”，Danny在过马路时的对话。培养学生对过繁华街道时应注意和了解的内容，培养学生良好的行为习惯。因此，在教学中加强助人为乐，尊老爱幼的道德情操，增强了他们的爱国情操。
二、教学重、难点：
1.形容词变副词的方法及用法。
2.能力的提升，对话表演
三、教具准备：单词卡片 录音机 磁带 图片 幻灯片
四、教学过程：
一 Greetings:
Teacher: Hello, boys and girls. How are you today? How do you feel?
Students: I feel happy!
T: There are many teachers. Do you feel scared?
(摘苹果，然后领读scared)
Now, look, there’re many apples. If you answer a question, you can choose one apple.
二 复习新授
（一）引入
T: OK. Now I know everyone likes to sing a song first. Let’s sing a song, ok?
Ss: Ok.
T: Stand up and follow me.
(sing the song of 《stop, look, listen, think》)
T: What do you listen? What can you see?
S: There are many cars, buses, a policeman, children, a road……
T: Yes. There is a street. Now, look at blackboard.
Here is a street in Beijing. Can you guess : what does the street has?
S: Yes. It has a restaurant, many cars and buses.
S: It has many trucks, bicycles, children and people on the street.
S: ……
（教师把学生想象出的人物以及交通工具，建筑物等粘贴在街道上或者街道旁，看图复习一遍图片上的单词，教师带学生读一遍）
（二）看图（黑板上学生们想想出来的图画）师生对话练习，新授
T: Now, look at the picture. Can you make a sentence with quick or slow?
S: The cars and bicycles are quick.
S：The people are quick.
S：The children are slow.
S：The buses and trucks are slow. ……
T：Good. The cars are quick.(板书)
The children are slow.(板书)
（复习slow, quick）
T: What are the children doing?
S: They are walking (down the street).
T: Yes. They’re walking.
The children walk slowly. (板书)
The cars are slow. The cars go quickly. (板书)
(领读slowly, quickly, 学生一个个的读,并且背着拼读，并且造句，可以是黑板上的例句)
T: Now, look me! I am jumping. Am I jumping slowly or quickly?
Ss: You’re jumping slowly.
T: Can you jump?
Ss: Yes, I can.
T: Please jump quickly—run slowly—fly quickly……（带学生做动作，边说边坐）
Very good! Boys and girls, What do you find? When do we say quickly or slowly?
(由学生找规律，自己说出方法，然后教师在通过课件总结出规律)
(三) 练习：
T: Now, let’s play a game and
practice!(出示幻灯图片,学生连词成句，看图造句,对学生进行奖励，发苹果)
T: Great! Everyone does a good job. Who has an apple, come here please.
(连词组句，将苹果背面单词的排列好成为一句话，在带大家重温一遍今天的重点句型；然后按照他们站的位置，把苹果正面翻过来，师问：Does everyone have a happy apple? Does everyone have a sad apple? Does everyone have a scared apple? (复习everyone, 为下节课打好基础。)
三 阅读课文，对话表演
（一）听音回答问题：
T: Now, I feel happy. Are you happy?
Ss: Yes, I feel happy, too.
T: Do you know，how does Danny and Jenny feel? Let’s listen and answer!
（先让学生读一下一会将要回答的问题，让学生有目的的去听课文，然后回答问题。）
（二）跟读课文：（一遍）
（三）设置情景，布置编对话任务，小组合作
Make up a dialogue :(you can choose one )
要求： use “slowly”and “quickly” in it
（一）人物：family members and salesclerk
地点： at the zoo
内容： watch animals：panda, tiger, rabbit,
lion, fish, bird, monkey and so on.
（二）人物：an old woman and young children
地点： near our school
内容： go to school and cross a street
五、 布置作业：
Homework:
1. Write down what do you know, when you cross the street.
2. Write down your funny story with pictures.
六、板书
slow ———— slowly scared
quick ———— quickly
七、课后反思：
Lesson 11: Tian’anmen Square
一、教学目标：
1．知识目标：
a) 能听懂、会读、会说:loudly, quietly, easy, hard, hurt ,fly a kite .
b) 能听懂、会读、会说句型：1They are laughing loudly ./He is standing quietly .2This is easy/hard .
2．能力目标：
a) 使学生能把所学的单词运用到所学过的句子中去。
b)能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意愿。
3．情感目标：
通过学习用英语在情境中描述自己的所见所闻所做，把所学的语言与学生的生活实际结合起来，激发学生学习英语的兴趣，培养学生自主学习英语的能力以及交流和合作学习的能力。
二、教学重、难点：
使学生争取掌握（包括正确地说、读、写、用）单词：loudly, quietly, easy, hard, hurt ,fly a kite
三、教具学具：
多媒体课件,单词图卡,算式条,句型条,风筝
四、教学过程：
Step 1: 师生问候
T：Hello, Boys and girls.（唱歌问候How are you, how are you ,how are you today?
Ss：（唱歌回答）I am fine，thanks, I am fine，thanks, how a lovely day!
（通过师生间亲切的歌曲问候，建立轻松、和谐、民主的课堂气氛，使学生很自然地进入英语学习状态。）
Step 2: Revision:
1.T：Are you happy today ? Let’play a game: do the action follow my order .Boys stand up /girls sit down /boys laugh /gils walk/ children talk/sing/cry...
Ss：OK.(listen and do the action and )
（采用游戏来缓解学生的紧张情绪，并复习了boy, girl, children, laugh ,talk, play . 等单词,为进一步学习奠定了良好的基础）
Step 3 : 新课呈现: (在游戏中不知不觉引入新知,衔接自然,让学生在玩中学,学中玩)
1. loudly They are laughing loudly
T: We can see some children .What are they doing ? They are laughing loudly (动作)教loudly在教读过程中让学生read loudly .
让学生sing loudly / laugh loudly 并引导学生说I am singing/laughing loudly .
2. quietly
T(动作)Quietly please. Look .I am a cat now . I am walking quietly .教读quietly并通过音量让学生明白loudly\ quietly.
3 . easy, hard This is easy. This is hard.
通过一根小木棒很容易折断和一小扎小木棒很难折断来演示单词easy和hard。边做边说：This is easy. This is hard.(学生通过拿椅子\桌子以及算式1+1=2 和123x456=?来体验This is easy. This is hard)
4 fly a kite (实物教学)
T.look!What`s this .This is kite . 出示短语fly a kite,教读(小组比赛读).几生上台演示.Let`s fly a kite .
5 hurt
T : (师放风筝时不小心碰对头) Oh ,no ,I hurt my head .
教读hurt.
(创设情景,让学生”体验”语言)
(教读全部) loudly, quietly, easy, hard, hurt ,fly a kite . 1They are laughing loudly ./He is standing quietly .2This is easy/hard .
Step 4 : 游戏巩固(知识的输出)
1. 起立\坐下
T：Let’s play a game. OK? Group1 are “loudly,” , Group2 are “quietly”….When I say “loudly” Group1 站着,.其他组坐下.(先单词后句子,逐步增加难度.此活动要求练习学生的听力和对所学单词的迅速反应能力。
说单词猜动作.
Step 5 :
1.T :Well done! Our friend Danny and Jenny are playing on Tian`anmen square . They are flying a kite .Can Danny fly a kite? Let`s watch the vedio and read loudly .
2 say the sentences that you can .
Step 6 : Task –fulfilling(语言的输出,综合能力的运用)
在情境中描述自己的所见所闻所做.
Describe what can you see/hear /do on Tian`anmen square (学生上台边贴图边用所学知识描述).
五、板书设计：
Lesson11: Tian’anmen Square
loudly They are laughing loudly
quietly They are standing quietly.
easy This is easy/ hard.
hard It’s easy/ hard.
fly a kite Let`s fly a kite .
hurt I hurt my head.
六、课后反思：
Lesson12：The Palace Museum
一、教学目标：
1、认知目标：能听懂会读本课的内容。
( 1 )掌握词汇camera, picture, help, hurt，并能读、写、说出和听懂这些词汇。
（2）可以说出和听懂film, take a picture, May I take your picture? I hurt my ......。Dont worry. I can help you.等用语。
2、能力目标：能在一种贴近现实生活的语境中正确地运用所学的用语进行对话，以达到“学习活动化，活动交际化”的目的。
3、情感目标：激发积极的情感因素。
（1）在学习运用Dont worry . I can help you.等用语的过程中学会关心他人，与他人进行友好的交际。
（2）通过情景对话，感受到所学知识融汇到实际交往中的乐趣，从而激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践
二、教学重点、难点
教学重点：
（1）掌握词汇camare, picture, help, hurt.
（2）会用受伤后求助及如何安慰别人等用语。
教学难点：
运用本课所学的用语进行情景对话。
三、教具、学具准备
照相机、胶卷、相片、剪刀、创可贴、纸片、录音机等。
四、教学过程：
一、Class opening and review
1、师生间互相打招呼问好并自由对话。
Hello! Are you happy? Whats your name? Nice to meet you.
（营造英语氛围，让学生进入学习英语的状态。）
2、唱“Head, should, knees, toes”.
（学生一边唱一边指着身体各部位，一方面达到复习人体部位名称的词汇，另一方面活跃了课堂氛围。）
3、Show me......学生按指令拿出实物并说This is a ......。
（养成良好的听说习惯和用英语思维的习惯。）
4、How oid are you?/I am _years old.
二、New Concepts
（一）呈现新知camera, film, take a pictrue, picture及要帮别人照相的用语。
（1）教师假装去公园玩，对学生说：I am going to the park today. I want to take my camera.What a camera ? Look! I can show you!接着呈现实物camera， 板书单词，教读练说camera.
（2）呈现实物film，教读练说film，This is film.
（3）边说边演示Film goes in the camera. Now I’m putting film in my camera. 让学生理解。
（4）T：Ok! Let’s take a picture.边说边演示take a picture.让学生边说边做出照相动作。
（5）教师拿着照相机与一些学生对话，演示要帮别人照相的用语，并帮他们照相。
T: May I take your picture ?
S: Sure./ No, thanks.lian
（6）练说句子，分两大组相互问答?同桌两人相互问答，并做出照相动作。
（7）实物呈现 picture. 板书单词，教读练说。
（打破常规的直接呈现单词，直接教读句子的教学模式，通过语境利用实物及动作演示来呈现单词和句子，让学生很直观的、很自然的接受新知。）
（二）操练巩固新知
（1）游戏：猜一猜。
（2）游戏：找朋友。
（3）创设情景：小伙伴们相约去一个地方玩，然后相互帮照相。学生分组自编小对话。
（在活动在游戏、游戏活动中操练，让全班同学热情高涨，跃跃欲试，学生在情景会话中感受运用英语的喜悦。）
（三）呈现新知 hurt, help , 及受伤后求救和安慰别人的用语：I hurt my ..... Dont worry! I can help you .
( 1 )露出贴有创可贴的手臂，引出单词 hurt, 板书单词，教读练说，让学生口头造句。
（2）教师剪纸，装作伤着了手指向学生求救，让学生帮包扎。T: Help! I hurt my finger. 引出help, 板书单词，教读练说单词及句子。
（3）当最后一名说完I hurt my ......时，教师拿出创可贴边安慰边帮他包扎。T: Dont worry ! I can help you. 教说句子。
（四）操练巩固新知
（1）让几名学生分别指着受伤的身体部位向全班同学求助。进行对话。
（2）同桌练习求助、安慰的用语。
（3）学生自己创设情景表演求助、安慰。
（五）利用教科书 No.1
（1）学生翻开书，同桌讨论书上插图，试读单词和句子。
（2）播放录音磁带，学生跟读。
（3）齐读。
（既紧扣教材，又抛开教材来设计新知的教学，然后再回到教材，通过学生自主活动，把书本上的知识内化为实实在在的语言交际能
（六）利用教科书 No.2
（1）各小组试读课文，自学讨论How old is the Palace Musuem ? Danny 发生了什么事？他说了什么？
（3）听录音磁带跟读。
（4）齐读课文。
四、Class closing.
作业：完成本课的活动手册
五、板书设计
Lesson12：The Palace Museum
camera I want to take my camera
film This is film.
picture take a pictrue
help I can help you
六、课后反思：
Lesson13: Taking Pictures
一、教学目标：
(1)帮助学生掌握四会词语：hurt help
(2)学生能够熟练掌握和运用一下短语：take a picture ,be careful.
二、教学重点难点：hurt help.
三、教具学具：camera 、film 、 audiotape
四、教学过程：
Step one：
1 、Greeting.
2、Play “spell It” or “Letters” to review any vocabulary from this unit.(camera, picture)
3、Play the “semen says” to review parts of the body.
Step two：
Take a picture
1、Introduce
Demonstrate:“ take a picture” with my camera and film.
Play” Stop! Go!” with the phrase
2、May I take your picture?” Each time the students stop, they take turns saying:” Hi! May I take your picture?” They listen to the answer and only act out taking a picture if their partners say yes.
Step three:
1. Review the story so far. Last time, they were at the Palace Museum. Danny hurt his nose, how about the camera and the film?
2. Where are they now? And what happed? Let students look at the pictures then guess.
3. Introduce the passage.
4. Use the students ’book and audiotape. Listen and read.
Divide the class into small groups.
Ask each group to make up a dialogue about taking pictures.
Encourage the students to use as much vocabulary from this unit as possible. (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly ).
Step four:
Have a practice of the word“ hurt”.Teacher acts some parts of her body hurt let students say them out. Such as my ears hurt. My head hurts. And so on.
Step five:
Use the activity book. Check for understanding.
五、板书设计：
Lesson13: Taking Pictures
May I take your picture? Sure.
No, thanks, my nose hurts. It has a bandage on it .
Help! I am falling! Be careful!
六、课后反思：
Lesson14 ：Shopping in Beijing
一，教学目标
能力目标: Review the phrase: Let’s go to the — to —.
知识目标：Review the phrase: Let’s go to the — to —.
情感目标：Encourage the students to make their own observations about the pictures and the story.
二、教学重点：everyone
三，教具、学具：Same real photographs.
四、教学过程：
Class Opening and Review
1、Greeting
Hello, everyone!
2、Play “Charades” to review the phrase : Let’s go to the — to —.
Let’s go to the shop to buy .
Let’s go to the restaurant to eat .
Let’s go to the library to read a book.
Let’s go to the gym to play .
Introduce
Demonstrate: everyone with volunteers .
Ask for a series of volunteers to come to the front of class. Ask each to perform an action loudly or quietly.
Teacher: (point to each volunteer in turn.)
What is he /she doing?
Class: He/she is _____ing.
Teacher: Is he/she ____ing loudly or quietly?
Class: Loudly/Quietly.
Teacher: (To all t Is he/she ____ing loudly or quietly?he volunteers. ) Stop!
Please —loudly / quietly now! (To the class.)
Look! Everyone is ____ing loudly/quietly.
Use the student book and audiotape.
Review the story so far 、last time, Jenny, Danny and Li Ming were at the Palace Museum. What happened? Look at pictures. What are they doing now? (shopping ) why ?Tell them to continue the action until I give a command.
They must listen carefully! Then lead a dialogue.
Practice
Divide the class into small groups. Ask each group to make up a dialogue about shopping for gifts on a trip.
Play: Mother, May I ? to review adverbs from this unit. (quickly, slowly, loudly and quietly).
Use the activity book.
Check for understanding.
Class ClosingActivity book Lesson 14 No.1
五，板书：
Lesson14 ：Shopping in Beijing
Let’s go to the — to —.
What is he /she doing?
He/she is _____ing.
Is he/she ____ing loudly or quietly?
Is he/she ____ing loudly or quietly?
六、课后反思：