快乐英语五年级下册全册教案(三年级起点)

《快乐英语》第六册教案全册教学总目标一、知识目标：1、词汇：本册书中出现的四会单词、短语有137个，其中包括书左下钥匙上的单词和短语。2、音标：共有48个。要求能听说读写和拼读。3、句子：钥匙上的句子要求四会。4、会话：达到“三会”的要求。5、阅读理解：能认读、理解对话，并能正确回答文后的问题。6、兴趣活动：这部分内容是为词汇和语言服务的，活跃课堂气氛，调动学生的学习兴趣，能听懂任务要求，进行语言交流。会唱教材中的歌曲，会说教材中的儿歌和绕口令。二、能力目标：本册书的能力目标依据课标中的二级目标和教参的要求，主要要完成听、说、读、写、译、演、唱、音标拼读等项目标，培养学生的这几方面的能力。听说读写的内容是本册书的钥匙上的所有单词、短语和句子，也包括对音标和音标词的掌握达到四会的要求。对会话的要求达到三会要求，也包括语音中的句子。认读、理解Part4。演和唱的内容是本册书的会话部分和兴趣活动部分。三、情感目标：通过本册书的学习，养成良好的生活习惯，培养学生养成独立自主、关心家庭的生活习惯，培养学生如何待人处事，培养学生合理放置自己的生活物品的习惯。四、文化意识：了解中外生活作息习惯的不同，了解超市的购物程序、标记及日常用语，了解一些中外的风土人情。五、学习策略：在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。包括学习的计划、目标和方法等。而最重要的是对学生学习英语的方法的指导。六、教学重点：四会的音标、单词、短语和句子，三会的会话、句子，音标的拼读，对第四部分的阅读和理解。七、教学难点：音标的四会和拼读，单词、句子的四会，会话的认读和表演。八、需要注意的问题：音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。一定要注意四会的单词和句子，四会的单词还包括音标词。

《快乐英语》第六册教学进度表时间课程实际进度3.2—3.6Lesson1Lesson13.9—3.13Lesson2,3Lesson2,33.16—3.20Lesson4Lesson43.23—3.27Lesson5,6Lesson5,63.30—4.3Lesson7Lesson74.6—4.10Lesson8,9Lesson74.13—4.17Lesson1011Lesson8,94.20—4.24Lesson12,13Lesson10114.27—5.8Lesson14,15Lesson12,135.11—5.15Lesson16,175.18—5.22Lesson18,195.25—5.29Lesson20,216.2—6.5Lesson22236.8—6.12GeneralRevision6.15—6.19Revision第一单元学习计划本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。而本单元的重点是与学生的生活息息相关的作息时间方面的知识。为了能帮助学生克服困难，更好地掌握知识，教师可借助听听做做的活动，训练学生说动词；也可以让学生通过采访回答的活动训练句型；还可以设计任务型活动，让学生在自然的情境中掌握语言。这些句型不仅要求学生能灵活运用，还要进行书写造句，描述自己和他人的作息习惯。大量的动词词组也是本单元的难点，教师不仅要引导学生能熟练地表述自己的作息习惯，还能熟练地询问他人的生活习惯并能书写相关对话和短文。动词词组教学时，教师可以先让学生在感知的基础上理解这些词组，然后采用多种形式的活动、游戏帮助学生练说，直至熟练地口头表达和书面表达。从本册书开始，学生将重点学习音标。音标教学时，教师可通过前几册书的语音基础，出示例词，引导学生在归纳的基础上学习音标。示范发音时，教师一定要指导学生观察老师的唇形，必要时可详细讲解发音部位，逐个教单音节的发音，然后再加上辅音，使清、浊辅音成对地进行比较朗读。音标及音标词要达到三会要求。在讲授音标时，教师应努力培养学生通过音标学习新单词的能力，以提高学生学习的自主性。periodplanUnit1Title:whatdoyoudoeveryday?Time1Lesson1Teachingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerthesentences:Whattimeisit?It’s…ⅲ.Introduceownhabitsofworkandresttotheothersandinquiretheothers.Graspthesentence“It’stimeto…”ⅳ.Enablethemtoperformthe“Learntosay”skillfully.ⅴ.Enablethestudentstounderstandandsing“Letusdomorningexercises.”Teachingtoolsⅰ.Fourverbcardsandateachingwallmap.ⅱ.Aclockandthesentencepatterncards:Whattimeisit?It’s…It’stimeto…ⅲ.Atape-recorderandthetexttape.Keypointsⅰ.Enablethestudentstoread,sayandwritethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerthesentences:Whattimeisit?It’s…ⅲ.Performthe“Learntosay”skillfully.DifficultpointsGraspthesentencepattern“It’stimeto…”TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Singthesong“Howareyou?”together.ⅱ.Greetings:Hi,boysandgirls.Todayisthefirstdayofthenewterm.Nicetoseeyouagain.Welcomebacktoschool.Howareyougoing?Iwillleadthestudentstogreeteachother.Ⅱ.Presentation:T:Todayisthefirstdayofthenewterm.Doyouhaveahappyschooldaylife?Let’stalkaboutyourday.ⅰ.Trytouseⅰ)T(Showtheclock):Look,whattimeisit?ⅱ)T(Showthesentencepatterncards):Whattimeisit?It’s…ⅲ)Iwillshowsomeverbcards,stickthemontheblackboard.T(Showtheclock):Whattimeisit?T:It’stimeto…ⅳ)Showthepicturesofgetup,eatbreakfast,watchTVandgotoschool,ⅴ)Openthebookandreadaloud.ⅵ)Accordingtothepicturesthattheteacherofferedandsentencepatterns,Whattimeisit?It’s…It’stimeto…ⅱ.Learntosayⅰ)T(Showthepictureofthedialogue):Todayisthefirstdayofthenewterm.Let’sseeDavid’sdailylife.Lookatthepicture.ThisisDavid.Lookathim.He’sinahurry.Why?Let’slistentothetape,thenanswermyquestions.ⅱ)T(Showtheclock):Look,whattimeisit?T:ButDavidisinbed.He’slateforschool.He’sinahurryandforgethisslippers.(Showthecardsandsay:Late.He’slate.I’mlate.)ⅲ)Listentotherecordingandreadaloudthetext.Ⅲ.Consolidationandextension:ⅰ.Iwillshowthepictureoftrytouse,leadthestudentstoadaptthecontentsofthetext.ⅱ.Appreciatethesong“Letusdomorningexercises.”Ⅳ.Homework:Makesentenceswithsentencepatternsofthislesson:Whattimeisit?It’s…It’stimeto…Singthesong“Howareyou?”together.and.Greetingswithteacher.Ss:It’s…(Practiceinpairs)Ss:It’s…studentspracticethesentencepatterns.thestudentschoosetowritethesentencepatterns.Whattimeisit?It’s…It’stimeto…Ss:It’s7:20.It’stimetogotoschool.ⅳPerformaccordingtothecontentsofthetext.Studentsdoitafterclass.BlackboarddesignLesson1Whattimeisit?It’s…It’stimetogetup/eatbreakfast/gotoschool/watchTV…LookbackStudentsmasterthewordsandsentencesverywell.Theycanhaveagoodcommandofthedialogue.periodplanUnit1Title:whatdoyoudoeveryday?Time2Lesson1Teachingaimsⅰ.Reviewandusethephrases:getup,eatbreakfast,gotoschool.ⅱ.Askandanswerskillfullywiththesentences:Whattimeisit?It’s…Introduceownhabitsofworkandresttotheothersandinquiretheotherswiththesentence“It’stimeto…”ⅲ.Performthe“Learntosay”skillfullyandadaptit.ⅳ.Understandthecontentsofthe“Readandthink”andanswerthequestions.ⅴ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/i:/,/p/,/b/andGraspthepronunciationsof“ea,ee,p,b”.Teachingtoolsⅰ.Fourverbcardsandateachingwallmap.ⅱ.Aclockandthesentencepatterncards:Whattimeisit?It’s…It’stimeto…ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsofthe“Readandthink”andanswerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/i:/,/p/,/b/andGraspthepronunciationsof“ea,ee,p,b”.DifficultpointsDistinguishbetween“It’stimeto…”and“It’stimefor…”.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Hi,boysandgirls.Goodtoseeyou.Howareyougoing?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents“Whattimeisit?”ⅲ.Iwillshowthepictures:getup,eatbreakfast,gotoschool.Accordingtothepictures,ⅳ.Writethesentencepatterns.ⅴ.Reviewthetext.Ⅲ.Presentation:Iwillleadthestudentstodiscuss.DoyougotoseethemovieonSunday?Doyourparentsgotoseethemoviewithyou?Doyouhaveagoodtimethere?T:ButBillyisnothappyforthemovie.Doyouknowwhy?Let’slookatthepictureandreadthedialogue.ⅰ.Trytouseⅰ)Iwillleadthestudentstoreadthedialogue,thenaskthemtheeasyquestion:Whattimeisthemovie?Isitearlyforthemovie?What’swrongwithDad’swatch?ⅱ.Listen,matchandreadⅰ)Iwillshowthepicturesofbee,peaandbeepandbroadcasttherecording.T:Doyoulikethisrhyme?Let’slistenagain.ⅱ)Thestudentslistentotherecordingagain.ThenIwillshowthecontentsoftherhymeandleadthestudentstofindtherhyme.ⅲ)Iwillshowthenewwordsandleadthestudentstosumupthepronunciationsofee,ea.ⅳ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,andcoachthemtopronounceonebyone.Ⅳ.Consolidationandextension:Ⅴ.Homework:ⅰ.Readaloudthephoneticsymbol,thephoneticsymbolwordsandtherhyme.ⅱ.Listentotherecordingandreadaloudit.ⅰ.Listenanddo:getup,eatbreakfast,gotoschool,gotobed.ⅱ.Listentothesong:Let’sdomorningexercises.ⅲ.Freetalk:Greetings.ⅱ.Practiceinpairswith“Whattimeisit?It’s…”thestudentschoosetopracticethesentencepatterns.ⅵ.Performthe“Learntosay”.ⅱ)Thestudentsreadthetext,andtrytoanswerthequestions.Isitearlyforthemovie?What’swrongwithDad’swatch?ⅲ)Listentotherecordingandreadaloudthetext.ⅳ)Performaccordingtothecontentsofthetext.ⅱ)Thestudentslistentotherecordingagainⅴ)Thestudentslistentotherecordingandreadaloudit.ⅰ.Playthegame:What’smissing?ⅱ.Thestudentswritethephoneticsymbolandthephoneticsymbolwordsafterme.BlackboarddesignLesson1/i://p//b/bee/bi:/beep/bi:p/pea/pi:/LookbackThestudentsaregoodatthepronunciation.Theyunderstandthedialogueverywell.periodplanunitTitle:whatdoyoudoeveryday?Time3Lesson2Teachingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.ⅱ.Introduceowntimeofworkandresttotheothers:I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.EnablethemtowriteowntimetableofworkandrestinEnglish.Importantpoints:Enablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.Teachingtoolsⅰ.Acartoonclock.ⅱ.Severalcardsandpictureswiththephrases,time,sentencepatterns.ⅲ.Billy’stimetable.ⅳ.Everyonepreparesapieceofpaperandseveralcoloredpencils.KeypointsGraspthesentencepattern“I…at…”DifficultpointsEnablethestudentstoread,sayandwritethephrases:haveclasses,havelunch,gohome,gotobed.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅲ.Simonsays:getup,eatbreakfast,gotoschool,watchTV,haveclasses,havelunch,gohome,gotobed.ⅳ.Freetalk:Hi,boysandgirls.Pleasedtoseeyou.Howareyou?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents“Whattimeisit?”Ⅲ.Presentation:T:Billyisagoodboy.Hehasagoodhabitinhisdailylife.Look,thisishistimetable.(ShowBilly’stimetableandstarttodiscuss.)Look,thisisBilly’stimetable.Let’stakealook.ⅰ.Learntosayⅰ)T:ThisisBilly’stimetable.Leadthestudentstolookatthepicturesandhelpthemunderstandthemeaningoftimetable.ThenIwillguidethestudentstoreadtheword.ⅱ)IwillactBilly:Hi,thisismytimetable.Igetup…Whataboutyou?ⅲ)T:Whattimedoyougetup?ⅳ)Learntosay:haveclasses,havelunch,gohome,gotobed.ⅴ)Showthesentencepatterncardsandstickthemontheblackboard:I…at…ⅵ)Iwillintroducemytimetable,ⅱ.Trytouseⅰ)Iwillshowthepicturesoftrytouse,thestudentspracticeinpairs.ⅱ)Finishtheexercise:Writeandtalk.ⅲ)LeadthestudentstointroducetheirdailylifewiththesentencepatternI…at…Ⅳ.Consolidationandextension:Playagame.Ⅴ.Homework:ⅰ.Listentotherecordingandreadaloudthetext.ⅱ.Planatimetable.ⅰ.Singthesong“Letusdomorningexercises.”together.ⅱ.Listenanddo:getup,eatbreakfast,gotoschool,watchTV,haveclasses,havelunch,gohome,gotobed.Freetalk:ⅱ.Practiceinpairswith“It’s…It’stimeto…”Ss:Igetupat…(Replacewithhaveclasses,havelunch,gohome,gotobed)thenthestudentsstarttomaketheirtimetablesandintroducethemtotheothers.ⅶ)Thestudentslistentotherecordingandreadaloudthetext.StudentsintroduceStudentsplaygamesBlackboarddesignLesson2Iat.LookbackTheyareinterestedinthesentencesanddialojgue.periodplanUnit1Title:whatdoyoudoeveryday?Time4Lesson2Teachingaimsⅰ.Consolidatethephrasesandsentencepattern:I…at…ⅱ.Understandthecontentsofthe“Readandthink”,knowthetimedifferencebetweenChinaandAmerica,answerthequestions.ⅲ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.ⅳ.LearntoreadaloudtherhymelyricallyandfindthefeetoftherhymeTeachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Theverbphrasecards.ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsofthe“Readandthink”,knowthetimedifferencebetweenChinaandAmerica,answerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.DifficultpointsEnablethestudentstolisten,read,sayandwritethephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Teacherleadthem;ⅲ.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T(Showthepictureofthereadandthink):Lookattheboy.He’scallinghisuncle.Lookathisuncle.Ishehappy?T:Yes.Whathappened?Let’sreadandanswer.ⅰ.Readandthinkⅰ)Iwilldirectthestudentstoreadthetext,encouragethemtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:WhereisJoenow?Whereishisunclenow?ⅲ)Readthetext.Iwillputtheharderquestionstothem:What’sthetimeinBeijing?What’sthetimeinNewYork?ⅴ)ExplainthetimedifferencebetweenChinaandAmerica.ⅱ.Listen,matchandreadⅰ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,thestudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/Ι/,/t/,/d/,coachthemtopronounce.ⅲ)Writethephoneticsymbolsontheexercisebooks.ⅳ)Showthephoneticsymbolwords:/ti:/,/pΙg/,/dΙp/,andleadthemtoreadaloudthewords.Thentrytospellthewords.ⅴ)Broadcasttherecordingoftherhyme,..Ⅴ.Homework:ⅰ.Copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Readaloudtherhymelyrically.ⅰ.Singthesong:Let’sdomorningexercises.ⅱ.Playagame:…says:Gotobed./…Studentstalkfreely.Everybodyshowsowntimetableandintroducesiteachother.Thisismytimetable.Igetupat…Ss:No,he’snothappy.ⅳ)Thestudentslistentotherecordingandreadaloudit.thestudentsreadafteritⅣ.Consolidationandextension:Performthe“Readandthink”BlackboarddesignLesson2/Ι//t//d/tea/ti:/pig/pΙg/dip/dΙp/LookbackThestudentsaregoodatthepronunciation.Theyanswerthequestionsverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time5Lesson3Teachingaimsⅰ.Enablethestudentstoread,sayandwritethewordsandphrase:early,late,usually,inthemorning.Enablethemtoestimatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetablesskillfully:Whendoyou…?I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.Finishthe“MakeaSurvey”.Teachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Severalcardswiththewordsandsentencepatterns.ⅲ.Atape-recorderandthetexttape.Keypointsⅰ.Enablethestudentstoread,sayandwritethewordsandphrase:early,late,usually,inthemorning.Enablethemtoestimatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetablesskillfully:Whendoyou…?I…at…DifficultpointsThepronunciationofusually.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Singthesong“Letusdomorningexercises.”together.ⅱ.Freetalk:ⅰ)T:Igetupat6:30am.Whattimedoyougetup?T:Whattimeisitnow?T:Oh!It’stimetohaveclasses.Imustgo.Good-bye!ⅱ)T:Oh!Mypoorwatch.Itdoesn’twork.Excuseme!Canyoutellmewhattimeisitnow?T:Thankyouverymuch!T:MynameisLinda,I’minClass4,Grade5.Andyou?T:Nicetomeetyou.T:Let’sbefriends,OK?T:Oh!It’stimeformyEnglishclass.Imusthurry.Good-bye!Ⅱ.Presentation:T:Todaywearegoingtolearnthelesson3.Lastclasseverybodymadeatimetable,metoo.Look!Thisismytimetable:Igetupat6:30amandgotoworkat7:30am.Nowpleasetakeoutyourtimetables.Whocanshowyourtimetable?ⅰ.Trytouseⅰ)T:Whattimedoyougotobed?Whattimedoyougetup?ⅱ)Showthesentencepatterncards:Whendoyougetup?Distinguishbetween“When”and“Whattime”,explainthemeaningofwhen.ⅲ)Readthesentenceaftermeandmakesentenceswiththeverbphrases.ⅵ)Iwillshowtwoclocksandputthequestionstothestudents:T:Whendoyougetup?S1:Igetupat…T:Igetupat6:00am.Igetupearly,butyougetuplate.T:Whendoyougohome?S2:Igohomeat4:20.T:Igohomeat4:40pm.Yougohomeearly,butIgohomelate.Leadthemtounderstandthemeaningsof“early”and“late”.ⅶ)Showthecards:early,late,usually,inthemorning.Thestudentsreadthemonebyone.Emphasizethepronunciationofusually.ⅱ.Learntosayⅰ)T:Justnowweweretakingaboutourtimetables.Nowlet’stalkaboutDavid’stimetable.Let’sreadthepassagefirst.Thenanswerthequestions:WhendoesDavidgetup?Why?ⅱ)Thestudentsreadthetextandtrytoanswerthequestionabove.ⅲ)FinishDavid’stimetablebelow.ActivitiesTimeEarlyorlateGetupHaveclassesGotobedT:Isitthesametous?Oh,it’sdifferentwithus.Showtheword:different.Ⅳ.Homework:ⅰ.Readaloudthedialogue.ⅱ.Makesentenceswith“Whendoyou…?I…at…I…early/late.”Studentssingwiththeteacher.S;Igetup……S:It’s…S:It’s…S:Notatall.S:…S:Me,too.S:OK.ⅳ)Practiceinpairsandintroduceowntimetabletotheotherswiththenewsentencepatterns.ⅴ)WritethesentenceandmakesomenewsentencesontheEnglishexercisebooksandblackboard.ⅷ)Practiceinpairs:S1:Whendoyou…？S2:Iusually…ⅸ)Openthebooksandturntopage7,finishthe“MakeaSurvey”.Studentsreadandanswer.DiscussDavid’stimetableabove.ⅳ)Thestudentslistentotherecordingandreadthedialogue.ⅴ)Startarole-playreading.ⅵ)Performthe“Learntosay”.Ⅲ.Consolidationandextension:Thestudentstalkabouttheirtimetableseachother.BlackboarddesignLesson3Whendoyou…I…at…I…early/late.LookbackThestudentsaregoodatmakingthenewsentences.Theyunderstandthewholetextverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time6Lesson3Teachingaimsⅰ.Consolidatethesentencesandthedialogueofthislessonfarther.ⅱ.Understandthecontentsof“AJoke”andanswerthequestions.ⅲ.Enablethestudentstolisten,say,readandwritethephoneticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,dinwords.Teachingtoolsⅰ.Thephoneticsymbolandwordcards.ⅱ.Atape-recorderandthetexttape.Keypointsⅰ.Understandthecontentsof“AJoke”andanswerthequestions.Difficultpointsⅱ.Enablethestudentstolisten,say,readandwritethephoneticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,dinwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:ⅰ.Simonsays:getup…ⅱ.Sayachant:Iamhappy.I’msoglad.I’mnothappy.I’msosad.ⅲ.Freetalk:Hello!Howareyoudoing?Howdoyoufeel?Ⅱ.Revision:ⅰ.Lookattheverbcardsandsayquickly:getup,havebreakfast,gotoschool…ⅱ.Handontheverbcards,askandansweronebyone:Whendoyou…？I…ⅲ.Selectelevenstudentstorecitethedialogue.Ⅲ.Presentation:T:Oh,boysandgirls.Doyoulikejokes?TodayIhaveajokeforyou.Pleaseread.ⅰ.Ajokeⅰ)Thestudentsreadthejoke,thenanswerthequestionsbelow:Whattimeisitnow?WhereisBilly?ⅱ)Andthequestionsbelow:Whattimedoesthesungotobed?WhattimedoesBillygotobed?WhatdoesBillysaywhilehismotheraskshimtogetup?ⅲ)Listentotherecordingandreadaloudthejokebyimitatingtherecording.ⅳ)Readaloudthejoke,thenIwillleadthestudentstodiscussthequestionsbelow:Doyoulikethisjoke?Why?Doyouusuallygetuplate?ⅱ.Listen,matchandreadⅰ)Showtheoldthephoneticsymbolwords,readaloudtherhymelyrically.ⅱ)Showtherhymeofthislesson,stickthephoneticsymbolcards/i:/,/Ι/,/p/,/b/,/k/,/g/,/t/,/d/ontheblackboard.Broadcasttherecordingofthisrhymeandfindoutthewords’vowelofthislesson.Thenputthembelowtherelevantwords.ⅲ)Iwilldemonstratethepronunciationsof/Ι/,/s/,/z/.Playthegame“What’smissing”forconsolidatingthepronunciations.Showthewords“sit,seat”andaskthemtoguesstheirpronunciations.ThenIwillshowthephoneticsymbolsandreadthem.ⅳ)Writethephoneticsymbolsandwords.Ⅳ.Consolidationandextension:Playagameforconsolidatingthephoneticsymbols.Ⅴ.Homework:ⅰ.Copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Tellthejoketotheirparents.Studentschantwiththeteacher.Studentstalkfreely.Studentstakepartinthisactivity.Studentsactoutthedialogue.S1:Hi,David.What’sthematter?S2:I’msleepy.Igetupearlyinthemorning.S3:Whendoyougetup?S4:At7:10.S5:Oh,it’snotearly.It’slate.…ⅳ.Performthe“Learntosay”.Thestudentsreadthejoke,thenanswerthequestionsStudentsListentotherecordingandreadaloudthejokebyimitatingtherecording.Studentspracticereadingandwriting.BlackboarddesignLesson3/s//z/sit/sΙt/seat/si:t/LookbackTheyunderstandandanswerthequestionverywell.Thestudentsaregoodatthepronunciationandreadit.periodplanUnit1Titlewhatdoyoudoeveryday?Time7Lesson4Teachingaims1.Askthestudentstoread,sayandwritethewords:cleantheclassroom,playbasketball,sweepthefloor,playgames.2.AskthemtograspthenewsentencesTeachingtoolstape-recorder,computer,TV,wordcardsKeypointsLearntosayandtrytouse,askstudentstousefreely.DifficultpointsMasterthesentence;whatdoyoudoafterschool…..Iplaygames.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudents1、Singasong：canyoutellmewhatthisis?2、Freetalk.Hello,boysandgirls.Howareyou?What’sthis/that?CanIhavealookatyourbook/pencil-box…3Presentation:A:Newwords:cleantheclassroom,playbasketball,sweepthefloor,playgamesBwhatdoyoudoafterschool…..Iplaygames.Practice:Iwillaskthestudentstowritethesentencesonthebook.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.Practice:1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.3. ToreadthetextStudentssingthesongwiththeteacher.Talkfreely.Studentsfollowtoreadseveraltimes.Studentsmakeupsomesentencesandwriteitdown.Studentslistentothetapeandreadafterit.Studentstotranslatethesentences.actthedialogue.BlackboarddesignLesson4cleantheclassroom,playbasketball,sweepthefloor,playgamesLookbackTheypayattentiontothewordsphasesandareinterestedinthem.periodplanUnit1Titlewhatdoyoudoeveryday?Time8Lesson4Teachingaims1.Tograspthepronunciationaboutletter2. Toconsolitationthesentencepattern.3. ToaskthestudentstounderstandthetextReadandthink.Teachingtoolstape-recorder,computer,TV,wordcardsKeypoints1. Tograspthepronunciationaboutletter2. Toconsolitationthesentencepattern.DifficultpointsToaskthestudentstounderstandthetextReadandthinkTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreeting:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandletthemtobeactive.Eg:A:Hello,________.Whatareyoudoing?B:I’m__________.Presentation:Tograspthepronunciation:tiPractice:Iwillhaveamatchtopracticethewords.Ishowthemthesewordsandaskthemtoreadandwrite.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.3. Askthestudentstoanswerthequestionsaboutthistext.Practice:Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.Greetingsstudentsanswersomequestions.Studentspractisethepronunciation.Studentstolistentothetapeandreadafterit.translatethesentences.studentsanswerthequestionsaboutthistext.1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.BlackboarddesignLesson4WhataboutyuanyuanLookbackTheygraspthepronunciationaboutletter andconsolidationthesentencepattern. thestudentsunderstandthetextReadandthink.periodplanunitTitleTime9Lesson5TeachingaimsAskthestudentstoread,sayandwritethewords:everyday,dohomework,readbooks,everyweek2.Askthemtograspthesentences:doyoudohomeworkeveryday?Yes,Ido.Teachingtoolstape-recorder,computer,TV,wordcardsKeypointsLearntosayandtrytouse,askstudentstoactoutthedialogueDifficultpointsHowtoactoutthedialogueTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudents1、greeting：howareyou?2、Freetalk.Hello,boysandgirls.letustalkabout“whatdoyoudoafterschool?”3Presentation:A:Newwords:everyday,dohomework,readbooks,everyweekBdoyoudohomeworkafterschool…..Yes,Ido..Practice:Iwillaskthestudentstowritethesentencesonthebook.Presentation:1. Askthestudentstolistentothetapeandreadafterit.2. Askthestudentstotranslatethesentences.Practice:1. Readthedialogueandanswerthequestionwiththenewsentencepattern.2. Askthestudentstoactthedialogue.Homework:1. Tospellthenewwords2. Towritethreesentenceswiththenewsentencepattern.3. ToreadthetextStudentsgreetingwithteacher.Studentsdiscussthetopic.StudentsfollowtoreadseveraltimesAndplaygamestopracticethepronunciation.“openandclosethedoor./lowandhighvoice…”.Studentsmakeupsomesentencesandwriteitdown.Readthedialogueandanswerthequestion actthedialogue.BlackboarddesignLesson5everyday,dohomework,readbooks,everyweekLookbackperiodplanunitTitleTime10Lesson5Teachingaims1.Tograspthepronunciationaboutlettera/k/g2. ToaskthestudentstounderstandthetextReadandthink.andanswerthequestion. TeachingtoolsWordscardsKeypointsunderstandandtranslatethetextDifficultpointsMasterthepronunciationVerywellTeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsⅠ.Warming-up:Singasongtogether;.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T:lookatthepicture.Whathappened?Let’sreadandanswer.ⅰ.Readandthinkⅰ)Iwilldirectthestudentstoreadthetext,encouragethemtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:Whatdoesdaviddoonweekend?Doesliugangwanttogototheparkontheweekend?ⅲ)Readthetext.Iwillaskstudentstoanswerthequestions.ⅱ.Listen,matchandreadⅰ)Iwillshowthephoneticsymbolcardsof/k/,/g/,/b/,thestudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/k/,/g/,/d/,coachthemtopronounce.ⅲ)Writethephoneticsymbolsontheexercisebooks.ⅳ)Showthe