课题： Lesson 13 Summer Is Coming！ 第 课时 内容： 课型： 新授 教法：情景教学法 教 学 目 标 知识与技能 过程与方法 情感态度与价值观 教学重点 教学难点 教学准备 共 案 部 分 第一课时 一. 带入情境 确立目标 Warming up 1. Greeting 2. Guess and say (学生根据猜到的季节来语言描述季节的名词、气候特点。) 二.凭借情境 解疑探究 Presentation (18 minutes) 1. Look and say (学生根据实际情况回答，学生根据图片组织已学语言来描述春天树的变化，教师帮助学生总结，并且对leaf和leaves进行区别讲解) T: What season is it now? How’s the weather in spring? T：Look! What happens to the trees in spring? 2. Watch and discuss (学生观看文本第一部分视频，通过小组讨论交流分享总结季节特点) T: In spring, trees have new leaves. What happens to the trees in 二次备案 （1）学生能够听懂、会说、认读和书写单词: fan （2）学生能够认读、理解并运用下列句子：In summer, I like to… 会用本课的单词句型进行口语交际。 激发学生对四季的喜爱之情，培养学生关注周围环境的意识，使学生乐于享受生活中美好的事物。 学生能够描述自然和自己喜爱的夏季活动，在生活情境中灵活运用并进行表达。 对自己喜爱的活动进行理解和运用。 多媒体 different season? Let’s watch. T: Let’s us have a try talk with that. Discuss with your partners first. Let us have a race to see which of us is better in reading. T：Let’s divide into several groups to discuss this question and share your ideas. T: Trees have new leaves in spring. Because the weather is warm after winter. What about the leaves in other seasons？Let’s have a try to talk about it. 3. Try to imitate. （学生尝试模仿音频读课文） T: This time, try to imitate 4. Talk about the pictures （学生选择图片并讨论） T：Choose the picture that you like to talk about it with your partner. 三.拓展情境 达标训练 Practice (5 minutes) T: Li Ming and Jenny like summer. This is their summer fun. How’s the weather? What happens to trees? What do you like to do? Make a dialogue with your partner, and write down your answers. 四.聚焦情境 反思构建 Homework Please talk about your season fun with me on Wechat. 第二课时 一. 带入情境 确立目标 Warming up 1. Greeting 2. Guess and say 二.凭借情境 解疑探究 1.Listen and judge (学生在微信平台上听第二部分文本，然后针对Jenny、Li Ming的喜好做简单的判断) T：In summer, trees have green leaves. So beautiful! I like summer very much. I have fun in summer. What do I like to do in summer? Can you guess? T: What about our friend Jenny and Li Ming? Do they like to swim? We can ask them on Wechat (微信). T：Let’s judge! Question: a. Does Jenny like the fan? b. Does Li Ming like to swim? c. Does Li Ming like to fly a kite? d. Does Jenny like to look at the clouds? e. Does Jenny like to sit in the sun? f. Does Li Ming like to play sports? T: How to read these two words? fun fan 2. Read and match （学生默读课文，小组对话并完成匹配） T: Wow! They have fun in summer. Let’s read their summer fun! Then match them. Try to talk about them with your partner. 三.拓展情境 达标训练 Production Ask the students to do a report in their group and show it in front of the classroom. 板书设计： Lesson 13 Summer Is Coming！ I like the fan. In summer, I like to swim. Sometimes I fly a kite. 课后反思：
课题：Lesson 14 Tomorrow We Will Play! 第 课时
内容： 教 学 目 标 过程与方法 知识与技能 课型： 新授 教法：情景教学法 （1）学生能够听懂、会说、认读和书写单词: will, angry （2）学生能够认读、理解并运用下列句子: What will you dotomorrow? I will fly a kite. 教学过程中运用游戏教学法、情景教学法、任务型教学法，激发学生学习兴趣，给学生创设情景，使学生学会用英语做事情，用英语表达。 情感态度与价值观 通过文本内容的学习,调动学生学习的积极性，使学生在不断体验成功的同时，增强英语学习的信心。 will引导的将来时态肯定及否定形式。 句型What will you do?的掌握与使用。 对一般将来时的理解和运用。 点读机 教学重点 教学难点 教学准备
共 案 部 分 带入情境 确立目标 Step 1 Warm up 1.Greeting 2.Free talk T: Are you going to learn English this Saturday? What are you going to do this Saturday? T: What is Danny going to do? Who can guess?(找5个同学来猜测) 二、凭借情境 解疑探究 Step 2 Presentation and Practice 1. Listen and judge （教师播放文本音频，学生通过听文本音频回答老师所提出的问题） T: Will Danny fly a kite? Will Danny look at the beautiful flowers? Will Danny pick the flowers? Are they yes or no? Let’s listen! T: Will Danny go on a trip next week? 二次备案 Let’s look and write “will”or “will not”. 第二课时 三、拓展情境 达标训练 2. Read and answer （1）（学生通过自由读课文回答教师提出问题） T：Danny will not fly a kite. What about Jenny? What will they do tomorrow? Let’s read the text, then answer my questions. Questions: Where will they go tomorrow? What will Jenny do? What will Danny do tomorrow? Danny will not pick the flower. What does he say to Jenny? （2）（教师反馈答案过程中新授一般将来时） T: Where will they go tomorrow? T: What will Jenny do in the park? T: What will Danny do tomorrow? T: Can Danny pick the flowers? T: If he picks the flowers, what will he do? （3）（学生选择图片并描述人物的感受并模仿Jenny生气语气） T: If Danny do that, how is Jenny now? T: Yes, Jenny is angry. Is the man angry? Who else is angry? T: Yes, they are angry, and Jenny is angry. What does Jenny say to Danny? Who can say it like Jenny? T: What will you do when you are angry? Can you act it out? T: What does Danny say? 3. Imitate and act (学生尝试模仿读文本，然后自己选择喜欢的角色两人一组做角色扮演) T: Now try to imitate, then act it out. 4. Look, draw and write （学生在模仿朗读课文后完成练习题） T: Do you have any questions about this text? Let’s look, draw and write. 四.聚焦情境 反思构建 Step 3 Production (9 minutes) T: All of you will have a good tomorrow. You know our summer holiday is coming. What will your family do this summer holiday? Now make a plan for your family’s summer holiday. You can talk about it with your partner. 五、 Homework Write an e-mail to Jenny. She wants to enjoy your holiday. Such as: on weekends, on Children’s Day or summer holiday. 板书设计 Lesson 14 Tomorrow We Will Play! What will you do tomorrow? I will fly a kite tomorrow. 课后反思： 课题：Lesson 15 Jenny’s Summer Holiday 第 课时 内容： 教 学 目 标 情感态度与价值观 教学重点 教学难点 教学准备
共 案 部 分 带入情境 确立目标 二次备案 过程与方法 知识与技能 课型： 新授 教法：情景教学法 （1）学生能够听懂、会说、认读和书写单词: lake, swim, ship （2）学生能够认读、理解并运用下列句子：I like to… 教学过程中运用游戏教学法、情景教学法、任务型教学法，激发学生学习兴趣。 学生能够通过询问对方的假期生活体验并享受生活中美好的事物。学生能够询问别人和描述自己喜爱的夏季活动，在生活情境中灵活运用并进行表达。 对自己喜爱的活动进行理解和运用。 点读机、多媒体、 卡片 Step 1 Warming up 1. Greeting 2. 2. Sing a song: Are you happy? 二、凭借情境 解疑探究 Step 2 Presentation and Practice 1. Listen and judge （教师播放文本音频，学生通过听文本音频回答老师所提出的问题） T: Will Danny fly a kite? Will Danny look at the beautiful flowers? Will Danny pick the flowers? Are they yes or no? Let’s listen! T: Will Danny go on a trip next week? Step 2 Presentation 1. Free Talk T: Oh, summer is coming soon, Are you happy? When school is done? What will you do? S: I will… 2.Guess and Answer (提出问题，听录音找出问题的答案，引出重点句型，操练句型。) T: Yes, summer time is fun. Jenny likes summer holiday so much. Why? (播放Jenny说的话) S: Because her family likes to go on trips in the summer. 引出本课重点句子：My family likes to go on trips in the summer. 操练like to句型。 通过Can you guess last summer what did Jenny do?和图片引导学生说I swam in the lake. I played on the beach. I like playing on the beach. 通过who did Jenny go with?和录音引导学生说We went to a lake with my grandmother and grandfather. 第二课时 三、拓展情境 达标训练 3..Read and Choose 1).Last year, I ______ to Beijing. (go, went) 2).This week, we will _______in the river. (swim, swam) 3).Sometimes I ________ sports with my friends. (play, played) 4.板书总结 T: You know, last summer, Jenny…..(在黑板上画出时间轴，标出last summer引导学生总结Jenny活动。) T: What will Jenny do this summer? 听录音。 课件呈现Sea图帮助学生说出句子。通过呈现轮船和船的图片引出学生说出句子。 再利用黑板上的时间轴，标出this summer，引导学生总结句子。 Step 3 Practice 1. Read after the tape. T: This time, read after the tape and try to imitate. 2. Look at the screen and fill in the blanks. 3. Four students in a group and read the dialogue. (运用第2部分进行对话,轮流提问，其他学生抢答。) S1: What did Jenny do last summer? S2: …… .四、聚焦情境 反思构建 Step 4 Production 1.教师示范，学生操练。 T: Indeed, summer holiday is fun. My family likes to go on trips in the summer. Last summer, we went to Sanya. I swam in the sea and ate lots of fruits .This summer, we will go on a trip to Yanan. I will feel the true meaning of red tourism and history. What about you? Share with your friends. 2. 歌曲引入，推向高潮。 T: Good trips and good songs. Let’s listen! 五、 Homework Share your summertime with your friends .You can write something about your summertime. 板书设计 Lesson 15 Jenny’s Summer Holiday My family likes to go on trips in the summer. Last summer This summer I swam in the lake. I will swim in the sea. I played on the beach. I will watch the ships and boats on the sea. 课后反思：
课题：Lesson 16 Li Ming’s Summer Holiday 第 课时
内容： 课型： 新授 教法：情景教学法 （1）学生能够听懂、会说、认读和书写单词: visit 教 学 目 标 过程与方法 情感态度与价值观 教学重点 教学难点 教学准备
共 案 部 分 带入情境 确立目标 Step 1 Warming up 1. Greeting 2. Sing a song: Oh summer’s coming! 二、凭借情境 解疑探究 Step 2 Presentation 1.Free Talk 二次备案 知识与技能 （2）学生能够认读、理解并运用下列句子：：What will you do for thesummer holiday? 教学过程中运用游戏教学法、情景教学法、任务型教学法，激发学生学习兴趣。 学生能够通过询问对方的假期生活体验并享受生活中美好的事物。学生能够询问别人和描述自己喜爱的夏季活动，在生活情境中灵活运用并进行表达。 对自己喜爱的活动进行理解和运用。 点读机、多媒体、 卡片 T: oh, summer is coming soon, Jenny is very happy, why? (呈现图片帮助学生回忆) S1: Because she likes to swim. S2:….. 2.Guess and Answer （教师提出问题，学生带着问题听录音，说出答案；再呈现图片，引出重点。） T: Li Ming is very happy, too. Why? (播放Li Ming说的话) S1: Because he will feel happy to see China again. 引出本课内容，给学生们一个整体感觉： I will miss Canada……在黑板上画出时间轴，引导学生标出Canada, China.并引导学生用语言总结。 T: So Jenny says…. S: Danny and I will miss you. We will call you. 课件呈现when? How? Why?听录音，继续引导学生思考。将文字第一部分，分解呈现。On June 25；fly home；For the summer holiday。 通过Can you guess what will Li Ming do?和听录音，找到答案，课件呈现图片引导学生说句子.最后在时间轴上让学生尝试标记home及写出对应句子。 T: What will Li Ming do at home? S1: He will watch TV at home. S2: He will play at home. T: Listen! (播放录音) T: So, Li Ming will say …...(引导学生说句子) 同样的方法将3,4图引出来。地点为Uncle’s house, gym.根据文中第二部分的思路，通过提问引出学生猜想李明在这两个地方将要做什么。 3.板书总结 T: You know, Li Ming is in Canada……. S：On June 25,….(在黑板上根据画出时间轴来总结，) 第二课时 三、拓展情境 达标训练 1.Read after the tape. T: Open your books and try to imitate. 【设计意图】让学生跟读课文，练习自己的口语和语音。 2. Look at the screen and write down. T: Look at the screen, Who’s this? S: Danny. T: Danny has a question. Who can read it? 3.Three students in a group and read the dialogue. （让学生们小组合作的方式来玩这个游戏，每人选择一个地点，进行提问。） T: Jenny has a game. Who wants to play with her? (课件呈现Part2 Let’s play!) 课后反思： 课题：Lesson 17：Danny’s Summer Holiday第 课时 内容： 知识与技能 教 学 目 标 情感态度与价值观 过程与方法 学生学习兴趣。 课型： 新授 教法：情景教学法 学生能够听懂、会说、认读和书写单词: clever 教学过程中运用游戏教学法、情景教学法、任务型教学法，激发学生通过学习感受学英语的乐趣，培养学生善于学习，善于发现别人的优点。 教学重点 教学难点 教学准备
学生能够与他人交流将要进行的夏季活动，在真实情景中灵活运用并进行表达。 灵活运用所学知识在真实情景中进行交流和讨论。 点读机、多媒体、 卡片 共 案 部 分 一、带入情境 确立目标 Warming up (5minutes) 1. Greeting 2. Guess and say 学生通过看PPT上的图片进行猜想和分角色对话练习进行复习和导入。 T: Look at Jenny and Li Ming. What are they talking about? Can you guess? S: They are talking about their summer holiday. 二次备案 T: You are so clever. Please make a dialogue. S: … 二、凭借情境 解疑探究 Step 2 Presentation (16 minutes) 1. Look and guess. 教师播放PPT， 请学生根据图片进行猜想。 T: Look, Danny is coming. What will Danny do this summer? Can you guess? S: He will play with Li Ming this summer holiday. T: Maybe. It’s a good idea. 2. Watch and check. 教师播放本课第一部分flash动画，让学生确认猜想是否正确。 T: Will Danny play with Li Ming this summer holiday? Let’s watch and check it. S: Yes. Danny will play with Li Ming this summer holiday 3. Read and think. 教师提出问题，请学生阅读课文3、4幅图内容并进行分析。 T: But we know Li Ming will be in China for the summer holiday and Danny lives in Canada. How will Danny go to China? Please read the text in picture 3 and picture 4 and find the answer. S: Danny will learn to fly and fly to China. 3. Read and discuss. 师生讨论 Who is clever? T: Do you think Danny is clever? What does Jenny say to Danny? Look at these pictures, do you know them? Are they clever? Who is clever too? Are you clever? Is your friend clever? Why? S: … 4. Read and answer. 请学生细读全篇并回答问题。 Questions： What did Danny do last summer? Will Danny swim in the sea? Will Danny visit his family? Why will Danny learn to fly? 第二课时 三、拓展情境 达标训练 Step 3 Practice (7 minutes) 1. Watch , imitate and role play. 教师请学生跟读模仿课文和分角色进行对话表演。 培养学生良好的语音语调，合作精神和大胆表现自我的能力。 2. Let’s do it. 进行本课第二部分的阅读练习，学生阅读并做书上的练习，教师利用PPT订正答案。 T: Freddie writes a letter to Uncle Peter. What will he do for the summer camp? Please read and tick. T: Now, let’s check the answer. What will he do for the summer camp? S1: He will … S2: He will… S3: He will… T: Will Freddie do these things? Please write “will” or “will not”. T: Now, let’s check the answer. S1: … S2: ... S3: ... 四、聚焦情境 反思构建 Step 4 Consolidation and Expansion 学生进行小组内交流，完成表格并展示。 T: What will you do in different time or places? Will your friends do the same things? Say “Bingo!” or write the things in the chart. Please make a chart and share with us. This evening At the park This summer holiday In the forest … I will… My friend will… My friend will… Step 5 Homework (1 minute) If you are Danny, what else will you do with Li Ming in China? Write and share your plan with your teacher and friends. Blackboard Design Lesson 17: Danny’s Summer Holiday I will play with Li Ming. Will you swim in the sea? Danny is very clever. 课后反思：
课题： Lesson 18 Three Kites in the Sky 第 课时
内容： 课型： 教法： 学生能够利用上下文、插图以及已有的知识理解故事内容和细节信知识与技能 教 学 目 标 息；学生能就故事进行提问和回答；激发学生表演故事的热情，培养学生综合运用语言的能力。 1)帮助学生形成阅读策略并培养学生的阅读意识，促进学生推测故过程与方法 事、理解故事能力的发展。(2)通过共同完成故事表演的任务，发展小组合作的基本学习策略。 培养学生乐于助人的品质，懂得美好的品德更受大家的喜爱和尊情感态度与价值观 重。 教学重点 教学难点 教学准备 通过图片和教师讲解，促使学生理解故事大意。 学生通过对故事的理解，发挥想象表演故事。 人物头饰、多媒体 共 案 部 分 二次备案 一、带入情境 确立目标 Step 1 Pre-reading 1. Free talk T: How’s the weather today? What do you like to do on a sunny day? Do you like to fly kites? 2. Lead in: Look and say. T: What can you see in the picture? What do the three kites look like? （图1） 二、凭借情境 解疑探究 Step 2 While-reading Part One a. Read and match the names. 学生阅读故事的第2至4图，看PPT上的风筝图片和介绍风筝的关键词语进行连线 b. Talk about “Which kite do you like?” 请学生讨论哪个风筝最漂亮，哪个风筝飞得高，喜欢哪个风筝及原因。 T: Which kite do you like? S1: I like Kylie because she is beautiful. … S2: I like Karla because she is strong and she can fly very high. … S3: … S4: … c. Look and read. 请学生读一读风筝都说了什么，通过风筝的语言了解风筝的性格特点。 T: What do Kylie and Karla say?（图2-3） S1: Kylie says “Everyone will look up at me. Everyone will like me.” S2: Karla says “Look at me. I can fly high and fast. Everyone will like me. T: Does Krista say anything? （图4） S3: No, she doesn’t. She is quiet. Part Two a. Look and say 请学生看PPT上故事的5至7幅图，用自己的语言进行故事的预测。 T: Please look at these pictures. What happened? Can you guess? S1: Kylie and Karla are flying. S2: Krista finds a boy and calls Kylie and Karla. S3: Krista and a man help the boy. b. Read Picture 5-7 and talk about the questions in groups. Questions on PPT: What is the boy doing? Can the boy swim well? What does Krista do? What does Krista say? Can Kylie and Karla hear Krista? Why? How does Krista help the boy? Who hears Krista? How does the man help the boy? Which kite do you like best now? Why? c. Check the answers on PPT. 三、拓展情境 达标训练 a. Talk in groups. T: Which kite do you like best now? Why? S1: I like Krista because she is helpful. S2: … b. Read P8 and answer Questions: Which kite does everyone remember? Which kite does everyone like? Why will everyone remember Krista? 四、聚焦情境 反思构建 Step 3 Post-reading a. Watch and read the whole story b. Retell the story and role play. Step 4 Homework Make an individual Story Sequencing Chart or write a new story. 板书设计： Lesson 18 Three Kites in the Sky beautiful strong not beautiful, not strong but helpful see a boy call and help the boy with a man Everyone remembers her and likes her 课后反思： 内容： 课题： Unit 3 Again, Please! 第 课时 课型： 教法： 知识与技能 (1)学生要完成八项练习来证明他们的听、说、读、写技能。 教 学 目 标 （2）学生要完成一个表明在本单元他们进步程度的自我评价表。过程与方法 学生能积极与同伴合作，共同完成学习任务；在学习中能集中注意力，积极运用所学知识进行表达和交流，能谈论和学校有关的话题。情感态度与价值观 教学重点 教学难点 教学准备 通过本单元的学习，激发学生学习英语的兴趣，增强自信心并能灵活运用所学词汇和句子表达自己的真实情感。 要求学生听懂、会说、认读和书写本单元词汇以及相关的问答句。能灵活运用所学知识进行真实的语言表达。 PPT课件、多媒体 共 案 部 分 二次备案 步骤1：Class opening 1.Greeting. 2.Sing a song in Lesson 15 步骤2： Revision and Practice 1.Free talk T: Do you like summer? What season do you like?Why? What happens to trees in different season? Let's listen and do the exercise of exercise 1 and exercise 2 on page 50。 2.完成练习 3 Think and write, 4 Read and write . （1）由summer话题转换到summer holiday plan的话题中，教师引导学生进一步思考并导入课本51页第三部分练习。 T：I like summer. Because we have summer holiday .This summer holiday, I will go on a trip to Xiamen. What will you do for the summer holiday? (2）完成第3题练习,教师进一步深入话题讨论，进入到第4题。 T：What did you do for the last summer holiday? 3.通过图片闪现，比拼记忆，鼓励学生表达计划，完成书中52页第5题。 （1）将书中第52页第5题Jenny的图片通过幻灯片进行闪现，之后同学们作为Jenny回答暑假将要做什么。分小组进行记忆PK。 T:Now boys and girls ,do you remember all the things that Jenny will do this summer holiday? You are Jenny now. Can you tell me what you will do this summer holiday? （2）将同学们未记住的图片进行展示，完成书中练习 Read and match. Then talk. 第二课时 4.由上一题导入到Jenny这个夏天的计划，学生通过讨论选出组内Jenny，看图，进行问答完成第54页第8题。展示书中Mary的假期计划，鼓励学生在小组讨论自己的假期计划，并写下来。 5. 自然过渡到课本53页，Peter介绍自己经历和计划的短文阅读中。 T：Does Peter like summer? What does Peter like? What did he do last winter and what will he do this winter? Let's read and talk. 步骤3： Class closing-------- （1）Summary,完成课本第9题How am I doing? Let’s count how many flowers you got in the class. Clap for the winner. Do the exercise 8 on the book. (课本36页，How am I doing?) （2）教师布置作业 1. According to Part Eight to make a new dialogue with your partners. 2. After class, think about what you will do this summer holiday, and then finish exercise 6 on page 53. 六、板书设计： Again, Please! In summer, I like to... I will... What will you do for the summer holiday？ 课后反思：