外研版四年级英语上册教案 本文简介：
外研版四年级英语上册教案Unit1Gostraighton一、教学目标：?（一）情感目标：?1．通过小组合作，培养学生的合作精神和竞争意识。?2．通过学习?go?straight?on?,turn?left,?turn?right等词组为他人指路，培养学生助人为乐的情感。?(二)知识目标?Excus
外研版四年级英语上册教案 本文内容：
外研版四年级英语上册教案
Unit
1
Go
straight
on
一、教学目标：?
（一）情感目标：?
1．通过小组合作，培养学生的合作精神和竞争意识。?
2．通过学习?go?straight?on?,turn?left,?turn?right等词组为他人指路，培养学生助人为乐的情感。?
(二)知识目标?
Excuse?me.?Where?is?the?school,?please??Go?straight?on?.Turn?left.?Turn?right.?
（三）能力目标?
1．培养学生表演对话的能力，提高其运用英语的能力。
?2．会运用本课的词汇模仿录音语调。?
二、教学重点：?
1．能听懂会说、理解并掌握句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”。?
2.?学会运用句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”来解决指路问题。?
三、教学难点：?
学会运用句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”来解决指路问题。??
四、教学过程????????
Step?1?Warm?up??
1.Greetings:??
2.Play?a?game??????
?Hide-and-seek?
(复习上个学期学过的表示方位的词：behind,?left,?right.)?
3.?Listen?to?the?tape?and?repeat?the?dialogue?in?activity?1Step?2?Presentation?
1.播放儿歌《兔子舞》，让全体学生起立，带上动作跟唱儿歌。?
2.left,?left,?right,?right,?turn?around,?go,?go,?go.
然后询问：What’s?the?meaning?of?turn?around?
接着以同样方式学习turn?left,?turn?right。?
3、老师出示这两个词组的卡片，分层次操练词组。?
4.引出词组go?straight?on,分层次操练该词组。?
5.?Play?a?game:?
用形象的动作来学习这几个重点词：
go?straight?on,?turn?left,?turn?right.Do?as?I?say：
go?straight?on,?turn?left,?turn?right.??
Step?3?Listen?and?say?
1Listen?carefully?and?answer?the?questions.
a.?Did?Doudou?find?its?home???
b.?Who?help?it?find?its?home???
c.?Which?road?does?Doudou?live?in???
2．Listen?to?the?tape,?pause?after?each??sentence?and?have?the?students?repeat?the?sentence.?
3．Listen?to?the?tape?for?the?third?times.?
当听到课文中的第三句话时，老师出示课件street,并对学生说:?
I?live?in?No.2?Park?Street.??
讲授live?in（?居住）,?No.=number。?
4.?板书超市supermarket，并引出It’s?next?to?a?supermarket.让学生领会next?to的含义，并会读。?
5.?画出学校附近的地图课件，课件中有一位小女孩站在家门口，她想去学校但不知道该怎么走，接着老师点击课件上的小喇叭，引出句型Where’s?the?___,?please?老师领读句型，然后分层次操练句型。最后让学生用go?straight?on,?turn?left,?turn?righ来为小女孩指路。?
Step?4?Practice??
Read?the?dialogue.?
1.示范读。???
2.请学生做小老师领读。?
3.小组学习为主，分角色读。?
4.?带头饰情景表演:A扮演Amy,?B?扮演Sam，C扮演老爷爷,?D扮演女主人。?
5.出示一幅地图，让学生跟同桌相互询问路线，练习对话?A:?Excuse?me.?Where’
s?the?…,?please??B:?Go?straight?on…?
Step?5?Summary?
1.?总结本节课所学内容。?
2.?给获胜小组发放小奖品，肯定和表扬表现好的每一个小组。?
Step?6??Homework?
画一幅图画，上面有许多的建筑物和道路，用英语说一说如何到
想去的地方。???
五、板书设计?
Module?1?
Unit?1?Go?straight?on.?
left???????turn?left?
right??????turn?right?????????????
A:?Excuse?me.?Where’s?the?…,?please????????????
B:?Go
straight
on
.Then
Turn?left…?street?
excuse?me?supermarket?next?to?besides?cinema?
unit
2
It’s
at
the
station
一、教学内容:学习问路和指路。
二、教学目标
（一）知识目标：
1.学习单词station/
houses/
hill/
train/up/
down/
near
2.学习句子
Where
is
train
1?
The
train
is
up/down
the
hill.
（二）
能力目标：
1．能听说认读单词station/
houses
/hill/
train/
up
/down
2．
能运用句子It’s
at
the
station.来描述位置。
（三）
情感目标：通过学习本课的知识，培养学生礼貌、热心、乐于助人的好习惯。
三
教学重点、难点：
1.认读单词station
/
houses
/
hill/
train
和理解方位介词up/
down
/near
/
at,
并明白他们表示的方位。
2.运用句子It’s
at
the
station.描述位置
四
、教学用具：磁带、录音机、课件、单词卡片、市区地图、
五、
教学步骤
（一）Warming—up
1.教师板书
“supermarket”,学生认读单词；师在黑板上画出本市的平面和标上“supermarket”.
T:“Excuse
me,where
is
supermarket?”
S1“Turn
right.
Go
straight
on
and
turn
left.”
S2:“Turn
left.
Go
straight
on.”
师示出“school”学生认读
T:“Excuse
me,where
is
the
school?”
S3
S4….等回答。
（二
)
Presentation
1
.T:“Li
Hong
will
go
to
GuangZhou
next
week
Excuse
me,
where
is
the
station?”师示出词卡“station”范读单词，T:“Where
is
the
station?”
“station”,S5/S6:Turn
left.Go
straight
on.
It’s
next
to
the
zoo.
2.
师播放火车轰鸣的声音，T:“Let’s
guess,what
is
this?”;
T:“Oh,it’s
a
train.
train,train.
”师教读单词“train”。
3.
师呈现Thomas
上小山的画面,T:“Where’s
the
train?”,T:“It’s
up
the
hill.hill,
hill,up
the
hill.”
4.
师呈现Thomas驶向山坡下的画面，T:“Where’s
the
train?”,T:“It’s
down
the
hill.
down,down,down
the
hill.”师教读“down” 5．
Thomas驶向农庄的房屋，T:“Where
is
the
train.?.T:It’s
near
the
house.house.house
house.师教读house.
T:“Where
is
the
train?
It’s
at
the
station.”
6.师检查学生朗读单词，学生跟随师读短语
Up
,up
,stand
up.
Down,
down,
sit
down.
Near,
near,
near
the
house.
At
,
at
,at
the
zoo..
(三)
Practice
1.师播放第二单元的课文录音，学生听音指图，然后跟读课文。
2.师画出活动3某市区平面图，标上school,
supermarket,
house,用“Excuse
me,where’s
the
school?”学生用已学的方位词来向同学指路。
(四)Production
1.
师示出一张公园的平面图，从school,
house,
station三个方向出发到park,该怎样走，学生分别用Turn
left,
turn
right,
go
straight
on说说,比一比哪一位学生是最佳向导。
(五)Summary
朗读歌谣
Where
is
the
train?
It’s
up
the
hill.
It’s
down
the
hill.
It’s
at
the
station.
(六)Homework
回家教父母亲用方向短语说说从自家到超市、市场等该怎样走。
(七)板书设计
Unit
2
It’
at
the
station.
Where
is
Train
1?
It’s
up
the
hill.
Module
2
Unit?1?She’s?reading?a?book.?
一、教学目标：
1、全体学生能理解：
read,?running,?these,?picture,?take,?take?pictures
2、全体学生能运用：?
?语法：She’s?reading?a?book.?He’s?taking?pictures.?????
词汇：reading,?running,?taking,?taking?pictures?
3、学会谈论图片上正在发生的事情。?
二、教学重点：?
1、谈论图片上正在发生的事情。?
2、掌握单词：reading,?running,?taking,?taking?pictures?
三、教学难点：?谈论图片上正在发生的事情。?
四、教具学具：?多媒体课件，照片，单词卡片，小盒子
五、教学过程:??
Step?1?Warm?up?and?lead?in??????
1.?Greeting.?
?????2.?Read?the?chant?of?last?module?together.?
?????3.?Show?some?pictures?and?ask?the?students?to?say?
something?about?the?pictures.?
Step?2?Presentation?
?1.?Learn?the?new?words?
?????Before?we?learn?the?new?text,?we?learn?some?new?words:?these,?reading,?taking?pictures,?watching?TV,?playing?with?a?toy?train.?
2．Listening?
(1)Play?the?tape,?and?ask?the?students?to?listen?carefully.
(2)Listen?again?and?ask?the?students?to?point?to?the?sentences?and?find?“-ing”并圈出来。?
(3)?Listen?for?the?third?times?and?ask?the?students?to?repeat?the?sentences.?Try?to?imitate?the?tone?and?the?pronunciation.?
3.重点学习：She’s?reading?a?book.?He’s?taking?pictures.?
???Look,?I’m?reading?a?book.?
?4.Practice?
(1)
Ask?the?students?to?look?at?the?pictures?on?Page?10?and?listen?to?the?tape,?and?then?repeat?the?sentences.?
?(2)?Take?out?a?magic?box.?Ask?the?students?to?take?a?picture?from?the?box?and?describe?the?picture.?
让学生看图片说出盼盼的活动。
Step?4?Summary?
???Sum?up?what?we?learnt?during?this?period.?Review?the?words:?these,?reading,?taking?pictures,?watching?TV,?playing?with?a?toy?train.
And?review?the?sentences:?She’s?reading?a?book.?He’s?taking?pictures.?She’s?watching?TV.?He’s?playing?with?a?toy?train.?
Step?5?Homework?
???1.?Listen?to?the?tape?and?repeat?the?text?for?several?times.???2.?Copy?the?text?with?the?translation.?(
六、板书设计:
Module?2?
Unit?1?She’s?reading?a?book.?
reading?????She’s?reading?a?book.?
taking?pictures
He’s?taking?pictures.?
running
taking?
Unit
2
What
are
you
doing？
一、教学目标:?
情感目标：培养学生学习英语的兴趣。?
知识目标：掌握句型What
are
you
doing??
能力目标：能询问别人正在做什么，描述自己在做什么。?
二、教学重点;?
1.
学习句型：What
are
you
doing?
I’m
……?
2.
掌握词组：Listen
to及动词的ing
形式：doing
，listening,
watching,
reading
三、教学难点:?掌握动词的ing形式
及读音。?
四、辅助资源：?挂图、录音机、磁带、图片?
五、教学过程:?
（一）
Warming
up?
（1）Greeting.（2）Revision:?
T：Before
class
，let
us
play
a
game。I
want
four
of
you
to
come
different
here。Group
one…）The
others
look
at
the
carts
in
my
hand，and
we
say，they
do
the
action。The
one
who
can
do
the
action
first
will
be
the
winner。I
will
give
him
a
present。Clear？?
Ss：Yes。?
（3）Presentation:?
1.
在学生做出talk
to
friends动作时，
What
are
you
doing?
Ss：?talk
to
friend?
T：Yes，you
are
talking
to
friend。（He/She
is
talking
to
friends。You
are
the
winner。A
present
for
you。Go
back
to
your
seat。Today，we
will
leant
a
new
lesson。（板书句子）What
are
you
doing
?
2.
呈现课文?
T：（拿起事先做好的图片）This
is
father。This
is
mother。They
have
three
children。It
time
for
breakfast。But
where
are
the
children？What
happen？?What
is
Sam’s
family
doing
now?
Let’s
listen
to
the
tape.
T：Listen
again
，and
answer
the
questions：What
is
Sam/Amy/Tom
doing？?
T：Now
who
wants
to
be
Sam？The
whole
class
ask
him：what
are
you
doing？?
Ss：?what
are
you
doing？?
S1：I
am
listening
to
music。?
T：I
am
listening
to
music。Yes
or
no？?
Ss：Yes。?全班问：what
are
you
doing？?
S2：I’m
watching
TV！?
S3：I’m
reading
a
book！?
一一将句子呈现在黑板上。?
（4）
Practice:?
1.依次练习句子I’m
watching
TV！
I’m
reading
a
book！?
2.
T：Who
wants
to
be
father
and
mother？Group
one
is
Sam.Group
two
is
Amy。T:
You
did
a
good
job。Now
who
want
to
be
Sam，Amy
and
Tom？?
请三位学生扮演Sam，
Amy，Tom。
3.
Make
a
new
dialogue。?
Make
a
new
dialogue
with
your
partner。I
will
give
you
two
minutes
to
practice。
4.
学唱歌曲。?
T:
You
did
a
very
good
job。Let
us
sing
a
song。?
（5）
Summary:?
提问学生怎样来询问别人正在做什么，总结全课内容。?
（6）
Homework?抄写课文。?
六、板书设计。?
What
are
you
doing??
I’m
listening
to
music/watching
TV/reading
a
book.
Module
3
Unit
1
What
are
they
doing？
一、教学目标：
（1）学习询问他人正在做什么事情。?
（2）描述他人正在做的事情。?
（3）学生能够听、说、认
boat?chess?row?soybean?milk?drink?hungry?。?
二、教学重点难点：
教学重点：（1）学说问句What?are?they?doing??
（2）掌握句型They’re?动词+ing?[+宾语]?
教学难点：能清晰准确地发出本课所教的单词的音，?并自如地应用。
三、教学方法：直观教学
四、教学过程：
（一）Warming?up?
师生齐唱M2中的小诗，并配以动作。?
（二）Revision?
1.师板书：read?,?write?,listen?，play?,?talk?
2.请学生说这些动词的-ing形式。?
3．齐读黑板上的动词及其-ing形式。?
（三）Presentation?
（1）学习新句型?
1.T：What?is?he/she?doing??复习He’s/She’s动词+ing?...
2.T：What?are?they?doing???后又释然说：Oh.?They’re?动词+ing?[+宾语],并板书。?
3.教师指着黑板上的句子，请学生跟说多遍。?
4.请学生一起认读黑板上的句子。?
(2）学习新动词?
1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。?
2.教师模仿动作后提问：What?am?I?doing?引入句子：I’m?doing?taijiquan.。?
3.T：What?are?they?doing??引入句子：They’re?doing?taijiquan.?并板书。?
4.用类似方法教They’re?row?a?dragon?boat.并板书。?
5.教说chess,?play?chess。?
7.教师做饥饿状说：I’m?hungry.?由此教单词hungry（饿的）。?
8.教师?边“喝?边说：drink?drink?,?I’m?drinking.
（四）Consolidation?
（1）快速反应?
1.请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。?
2.让学生在小组内进行训练。?
（2）表演?
1.请学生打开课本P15，T：What?are?they?doing???学生应回答：They?are?rowing?a?boat.?
2.四人小组中，请学生A?和B向学生C和D模仿一个动作，然后由C和D提问：A?和B在做什么？?
3.让小组内学生互换角色。?
4.请几位学生到教室前模仿动作，教师提问：What?are?they?doing??然后让全班或个别学生回答。?
（3）游戏?
1.教师在黑板上贴上正面写有数字，反面写有：?
do?taijiquan,?row?a?boat,?play?chess等动词词组的卡片。?
2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。?
3.台上的同学必须用英语They’re?动词+ing?[+宾语]来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What?are?they?doing?请求他的朋友，帮忙回答。?
（五）Homework?
1.抄写单词：row?,?play,?drink,?boat,?milk?
2.收集有关人物或动物正在进行某种动作行为的?照片、图片、图案，并用英语说说他们正在做什么？
Unit
2
What’s
the
elephant
doing？
一、话题：Animals
二、教学内容：
A:
What
are
they
doing？
B：They’re
playing
football.
A:
What
is
it
doing?
B:
It’s
drawing
pictures.
三、教学目标：
（一）Knowledge
aims:
1．Enable
the
students
to
learn
the
four
skill
sentences
by
heart:
What
is
it
doing?
It’s
eating
bananas.
What
is
she
doing?
She’s
jumping.
2．Enable
the
students
to
use
the
sentences
to
ask
and
answer
questions.
3．Help
the
students
to
understand
the
sentences:
The
elephant
is
drinking
water
with
its
trunk.
（二）Ability
aims:
1．Enable
the
students
to
use
the
main
sentence
structures
in
authentic/semi-authentic
situations.
2．Make
the
students
observe
things
carefully
and
highlight
their
ability
of
using
the
language
creatively.
（三）Emotion
aims:
1．Make
the
students
love
animals.
2．Make
the
students
do
everything
whole
heartedly.
五、教学重难点：
（一）教学重点：
1．Enable
the
students
to
learn
the
four
skill
sentences
by
heart:
What
is
it
doing?
It’s
eating
bananas.
What
is
she
doing?
She’s
jumping.
2．Enable
the
students
to
use
the
sentences
to
ask
and
answer
questions.
（二）教学难点：
Help
the
students
to
understand
the
sentences:
The
elephant
is
drinking
water
with
its
trunk.
（三）课前准备：
．教师准备录音机与磁带；图画。
教学过程：
Step
1.
Warm-
up
and
revision
T’s
questions:
Do
you
like
animals?
What’s
your
favourite
animal?
What
can
the
animal
do?
Can
you
…?
What
is
he/she
doing?
Step
2.
Presentation
and
practice
Step
3.
Consolidation
andextension
Presentation
1.
Show
a
picture
of
a
forest.
T：Oh!
There
are
so
many
animals!
Can
you
tell
me
where
they
live?
OK!
Let’s
go
to
the
forest.
2.
Look,
ask
and
answer.
T
shows
a
big
picture
of
a
forest.
Look
at
the
forest!
The
cat
family
is
fishing.
The
two
baby
cats
are
talking.
①
T
imitates
the
two
baby
cats.
②
C1:
Look
at
the
…What
is
it
doing?
C2:
It’s…
②
Ask
and
answer.
T:
What
else
can
you
see?
T:
Look
at
the
monkey.
What
is
it
doing?
板书：What
is
it
doing?
It’s
drawing
pictures. ③
Pair
work
T:
You
can
practice
with
your
partner，using
sentences:
Look
at
the…What
is
it
doing
or
what
is
she
doing?
④Learn
the
structure:
The
elephant
is
drinking
water
with
its
trunk.
T:
Look
at
the
elephant.
What
is
it
doing?
T:
How
do
we
drink
water?
(We
drink
water
with
our
mouths.) T:
The
elephant
is
drinking
water
with
its
trunk.(出示单词duck,
must,
but,
trunk来对比，找出发音规律）
T:
板书I
am…with
my...
3.
Read
and
answer.
①
Read
and
answer
T：Here
is
a
passage
about
the
picture.
You
can
listen
and
answer
the
Qs:
T：What
is
the
mother
kangaroo
doing?
②Read
the
passage.
First,
read
after
the
tape,
then
read
with
the
partner.
③Listen
and
find
the
differences.
T:
I’d
like
to
read
this
passage
for
you.
But
something
are
different,
you
try
to
find
them
out.
OK?
④Read
the
passage
together.
Module
4
Unit
1
Do
you
want
some
rice？
一、教学目标?
1.知识目标：?
(1)学会本课新句型“Do?you?want?some?rice??”关于询问对方的意愿及其回答“Yes,please.”“No，thank?you”。?
(2)复习旧句型“Have?you?got?...?”及其回答“Yes，I?have”“No，I?haven"t”；?
复习“What?are?they?doing??”及其回答“They?are?doing?sth.”?
（3）掌握单词及词组：
Chinese
fast
food,
want,
some,
make,
nice,
chopsticks,
difficult，Chinese
fast
food,?make?noodles
2.能力目标：?
（1）使学生能运用句型“Do?you?want?some?rice??”并且在日常口语交际的活动中懂得运用，并懂得回答自己的意愿。?
（2）掌握本课的新单词，使学生能够懂得听，懂得说，并且懂得用。?
（3）小组合作，完成一个调查报告。?
3.情感目标：?
（1）提高学生学习英语的兴趣，激发学生学习的热情。?
（2）使学生认识到中西方文化的差距。?
（3）培养学生的合作竞争意识和良好的竞争感。?
二、教学重点?
1.学习句型
Do?you?want……???
Yes,please./No,thank?you.?Have?you?got?……??
Yes,we?have./No,we?haven’t.?
2.掌握单词及词组：
Chinese
fast
food,
want,
some,
make,
nice,
chopsticks,
difficult，Chinese
fast
food,?make?noodles
三、教学难点?
单词“difficult”“chopsticks”；培养学生学习英语的热情，学生能在学完本课后，能把所学的知识运用到日常生活中，并能初步的认识到中西方文化的差异性。?
四、辅助资源?
水果、食物、筷子、课件、单词卡片?五、教学过程:?
I.Warming?up：
1.演唱歌曲：Row?you?boat?2.Chant：Noodles?and?rice?
II.?Revision:?1、Guess:??
①T:?Today?I?bring?some?Chinese?food?for?you.?
Guess：What?do?I?take?
出示单词：
noodles,?rice,?cake,?sweets,?peanuts,?meat,?milk,?fish,?apple,?banana,?orange,?pear）?
②然后用课件展示食物列表复习。?
2.复习“Have?you?got……?”句型。?
T：I’ve?got?lots?of?food.?Have?you?got?an?apple?
III.?New?sentences?and?words.?
1.T?:
Do?you?want?some?apples?
S1:?Yes.?
T:?Yes,please.
T:?Do?you?want?some?noodles???S2:?No?.?
T:?No,thank?you.板书：?
A:Do?you?want?some?rice？?
B:Yes,please./?No,thank?you.?
2.引导全班学生齐读问句和答句。?
3.Practice：Ask?and?answer:?
4.T:Ok,you?are?great.
Look,?what?am?I?doing？???????
Ss：吃面条?
T:Yes，I?am?eating?noodles.???????
T:Noodles?are?very?nice.?It’s?nice.?
5.T:(呈现实物“chopsticks”）How?to?say?this?in?Chinese????????
Ss:筷子?
T：Yes，but?we?can?say?“chopsticks”?in?English.?
7.T：make?noodles?is?difficult?or?is?easy????????????
板书：make?noodle（齐读，个别读）????????
8.fast?food?
9.Chant：Do?you?want?some?rice???????????????
Yes,please，it"s?nice.?????????
Do?you?want?some?noodles???????????????
No,thank?you.it"s?difficult.?
IV．呈现课文。?
1、在上一课的故事中，Daming和Amy在公园里逛了半天，感到有点饿了，所以They?are?eating?Chinese?fast?food?
出示课件，提出问题：?
1.Does?Amy?want?some?rice??
2.Does?Amy?want?some?noodles??
3.Has?Amy?got?chopsticks?in?England???
4.Has?Amy?got?fast?food?in?England??
2、回答教师的问题，并跟录音磁带朗读课文。?
3、Chinese?fast?food和English?fast?food?的区别，待会全班进行交流。"汉堡和薯条"是English?fast?food的代表，“noodle?and?rice”是Chinese?fast?food的代表。?
4、学生分角色朗读课文。?
IV.?Practice:?
T:?Now?work?in?groups.
V.总结
T:?今天我们学习了怎样用Do?you?want?some…?询问对方需要的食物。You?are?very?good.?Now,?let’s?say?a?chant.?
Do?you?want?some?rice???No,?thank?you.?No,?thank?you.?Do?you?wantsome?noodles???Yes,?please.?Yes,?please.?
Ⅵ.Homework?
用“Do?you?want?some?……?询问家人想吃什么，然后自己试着准备。
Unit
2
How
much
is
it
?
一、教学目标
1、学习本课四个单词colourful?pretty?cheap?expensive。?
2、句子：It’s?cheap/pretty/expensive/colourful.来描述价格和颜色。?
3、根据实际情景运用本课时的四个形容词。?
二、教学重点
1、单词：colourful?pretty?cheap?expensive?
2、句子：It’s?cheap/pretty/expensive/colourful.来描述价格和颜色。?
三、教学难点：
1、单词expensive的读音?
2、根据实际情景运用本课时的四个形容词???
四、教学过程?
（一）热身、复习?(Warm-up/Revision)???
1、Talk?about?the?weather?
?What’s?the?weather?like?today???What?do?you?want?to?wear?
2、Show?us?your?clothes孩子们走到台前，介绍一下自己的衣服的颜色，样子。???
T：“How?much?is?it?/Oh,?it’s?cheap./It’s?expensive/It’s?pretty./It’s?colourful.”???
（二）呈现新课?（Presentation）?
1、教师出示几件衣服的实物，并标出价格，说：“Guess,?how?much?is?it?”???教师追问
“Is?it?cheap?/Is?it?pretty?”???
引导学生自己表述：“It’s?cheap/expensive/colourful/pretty.”?
师根据学生的回答适时的出示相应的单词
cheap/expensive/colourful/pretty.??
2、观看课件展示，跟读练习???
3、小组活动?
??孩子两人一组。教师先和一个孩子进行示范
（T:?How?much?is?that?colourful?dress??
S:Very?expensive.??It’s?
ten
yuan.??
T:I?want?to?buy?it.）???
（三）Practice???
Guessing?game：?How?much?is?it??
??孩子两人一组，运用一些衣物小卡片，猜测价格。??
(四）Homework?
用“How?much?is?it?……?询问家人购买的蔬菜的价格，然后自己试着把对话写下来。
Module
5
Unit
1
Can
you
run
fast
?
一、教学目标?
1.知识目标?
（1）正确读、说、拼、辩单
词?can.?run,?fast.?jump,?high,?far,?ride?
（2）正确认读句子?
Can?you?run?fast/jump?far/jump?high/?ride?fast?????????????
Yes,?I?can.?/?No,?I?can’t.?
2.能力目标?
（1）能用can句型来询问别人的能力和回答。?
（2）能正确朗读、理解课文和表演课文。?
3.情感目标?
（1）培养学生良好的合作和竞争意识。?
(2)培养学生良好的听说读写的学习习惯。?
二、教学方法：?
小组合作法，英语口语六最训练法（最清晰，最慢速，最大声，最快速，最个性，最会用）?
教学过程?
1.
Greeting
2.?Warming?up?:Do?and?say.?
a.?The?teacher?says,?the?pupils?repeat?and?do?the?actions.?
b.?The?teacher?does?the?actions,?the?pupils?say?and?do.?
3.?Task?1?Words?
a.?4个小老师教读单词，教师给予指导?
b.?Learn?to?read?in?groups(小组内学习）?
c.?Show?in?groups(小组展示）?
d.按要求写出单词?
run(现在分词）______?jump（现在分词）_______?high（同音词）_______?
ride（现在分词）______can（否定式）______?
4.?Task?2?Phrases?
a.?Listen?and?find?the?phrases(听音找出词组）?
b.?Learn?in?groups（小组内学习）?
run?fast跑得快??jump?far跳得远?jump?high?跳得高?ride?fast骑得快?
c.?Show?in?groups（小组展示）?
(评析：让学生带着任务学习，培养学生学会倾听的习惯。)?
5.Task?3?Sentences??
a.?Listen?and?find??(听音，找出有关can的问句和答语)??
b.?Learn?in?groups?(小组内用自己喜欢的方式学习）?
Can?you?run?fast??Yes,?I?can.?Can?you?jump?high??No,?I?can’t.
c.?Show?in?groups（小组展示）?
?我是小记者?
根据下列词组提示，采访一下你组的成员会干什么事情。?
例如：Can?you?play?football??
6.?Task?4?Text??
a.?Listen?and?repeat?
b.?Read?in?groups）?
c.?Role?play（??
8.?Summary??
?学生总结本节课所学内容?
9.?Homework?
a.?听读M6U1课文3遍。?
b.?自查课文背诵并记录时间。?
c.?回家采访你的爸爸爸妈会干什么。?
Unit
2
Can
Sam
play
football
?
一、教学目标：
1.知识目标：通过学习使学生能听、说、认、读单词。
2.技能目标：学会使用恰当的句型来评价他人，如You?can?jump?really?high.?
3．情感目标：使学生能主动表达自己，学会正确地评价自己和别人；培养学生良好的语言学习习惯，让英语课堂真正生活化。?
二、重点难点：??
重点:?1.can在陈述句和一般疑问句中的用法。?
2.
课文中表示play?football的一些动词短语。?
3.
难点：正确运用badly,well评价自己和别人。?
三、教具：单词、教学PPT??
四、教学过程：?
Ⅰ.?Warm-up?
教师说一些学过的动词和动词词组，学生重复并做动作。?
Ⅱ.Present-task?
教师说有关运动的动画片，如《灌篮高手》、《足球小子》。问学生是否喜欢看，喜欢片中哪些运动明星？为什么？（出示图片）?
S:?They?are?so?cool.????They?play?basketball/football?very?well.
T:?Can?you?play?football?well??引出单词：team???
组词?football?team/?basketball?team?
询问：Do?you?want?to?be?in?our?football?team?意思并单个提问学生。如果不愿意就问Why?引到学生说出答案I?can’t??play?football?well.
或I?can?play?football?badly.?
Ⅲ.While-task?
1）open?the?book,听课文录音。?
2)生词学习，老师读单词或者短语，学生从课文中划出，并写上汉语意思。??
football?team?????well??????run?fast??????control??????badly???really??????catch?????goalkeeper???fantastic??
3)再听录音，注意生词的读音。?control?????goalkeeper????fantastic???
4）学生预习，划出含有can的句子，并试着自己翻译。?
5）课件一句句展示课文句子，老师领读，简单解释意思。?
6)再读课文，思考问题找到玲玲擅长的运动。?
a.Can?Lingling?run?fast???(No,she?can’t.)?
b.Can?Lingling?control?the?ball？
（No,she?can’t）?
c.Can?Lingling?jump?high???(Yes,she?can.)?
d.Can?Lingling?catch?the?ball?well??(Yes,she?can.)?
6）把全班同学分成三部分，分角色读课文。?
Ⅳ.class-exercise?
1.拓展练习，展示刘翔照片?T:Who?is?he??S:He?is?Liuxiang.?
让同学描述刘翔，老师总结?
He?is?good?at?running.?He?can?run?fast.?He?is?a?fantastic?runner?
2小组之间谈论个人喜欢哪些运动健将，为什么以及他们擅长什么项目。教师允许学生使用少量汉语。?????
示例：?
????I?like?Tian?Liang.He?can?dive?very?well.?
????I?like?basketball?very?much.I?like?Michael?Jordan.He?can?jump?very?high?and?run?very?fast.?V.?Homework?
??1、表演，朗诵对话?
??2、完成课堂活动用书练习3????
教学板书设计：You?can?play?football?well.?
well????badly???????team???football?team?/?basketball?team?好地???不好地???????组?对??????
fast???high?
快的????高的?
Can????Yes,??I??can.???????????
No,??I??can’t.?
Module
6
Unit
1
Can
I
have
some
sweets?
一、教学目标：?
知识目标：
单词：fruit,?bread,?biscuit(s),?soup,?sweets???????????
短语：turn?on?
句型：Can?I?have?some?…??及肯定、否定回答。?
能力目标：用英语向他人索要食物的能力。?
情感目标：培养学生的合作精神和生存技能。?
二、重难点：重点是单词和句型，难点是对句型的应用。
三、教学方法：情景教学法、任务型教学法、互动法。
四、教学过程???
（一）创设情境?
由今天是老师的生日，关灯一起开生日聚会为话题导入课题，“Hello,?everybody,?
today?is?my?birthday.?Let’s?have?a?party?in?our?class?ok??Can?you?sing?‘Happy?birthday’?for?me??”
让学生齐唱“Happy?birthday！”?创设生日聚会的氛围。让学生在最快的时间里投入到真实的情境中，在轻松快乐的氛围中开始本课的学习。?
(二)单词的学习?
“Thank?you.?Let’s?turn?on?the?light.”学生唱完歌以后，打开灯并用其动作引出短语“turn?on”及单词“light”.并对其进行及时的操练。“Look,?my?mum?gave?me?a?present?this?morning.?
Let’s?see?together,?what?are?they??Oh,?food.”拿出妈妈送的生日礼物（食物）引出本课单词：?fruit,?bread,?biscuit(s),?soup,?sweets。
播放幻灯片并通过跟读，男女生读，高低声读，滚雪球读，分小组读的方式学习单词。小组内AD，BC合作识记单词。并通过小厨师的游戏检查单词的认读与识记。最后用最快的速度说出单词，以调动学生的积极性。?
(三)句型的学习?
老师问学生是否有食物
如：“look,?these?are?my?food,?do?you?have?delicious?food?”，让学生们展示自己带的食物，并挑选其中一个，赞美一番，此时老师肚子饿向学生索要食物引出本课句型Can?I?have?some…??
如师：“Wow,?so?many?delicious?food.?I?like?it.?I’m?hungry.?I?didn’t?have?my?breakfast.?Can?I?eat???Can?I?have?some??”通过替换食物单词的方式练习本句型。问学生是否喜欢老师的食物，可以用新学的句型索要，如果老师有，就可以引出肯定回答“Yes，you?can.”并板书，齐读；?如果没有就可以引出否定回答“Sorry,?you?can’t.”?。板书并齐读。在老师与多组学生示范后，AB,?CD之间用身边的食物问答，并进行展示。?
为了进一步练习和巩固单词和句型，设计了旧曲新唱的环节，让学生用“两只老虎”的旋律，填上新词。如下：?
I?like?soup,?I?like?bread.?I?like?sweets?,I?like?fruit.?Can?I?have?some??Can?I?have?some?Yes,?you?can.?Yes,?you?can.?I?like?biscuits,?I?like?cake.?I?like?sweets,?I?like?fruit.?Can?I?have?some??Can?I?have?some??Sorry,?you?can’t.?Sorry,?you?can’t.?
让学生在熟悉的旋律中哼唱本节课的重点句型，既可以巩固知识又能激发孩子们的学习兴趣。AB一组，CD一组进行比赛。?
学生在对句型学习练习之后设计了“Draw?and?Eat”的环节，考察学生应用句型的能力。让学生在纸上画出自己喜欢的食物，并在小组内由A-B-C-D-A的顺序进行问答。结束后由A举手示意，小组展示，并选出表演最好的组进行奖励。?
五、听力练习?
由今天也是Amy的生日，引出听力问题。?
1?Listen?and?answer?“What?does?Amy?want?to?eat?”，对课文进行整体听，让学生对课文有一个总体的把握。?
2?Listen?and?complete第二遍分段听，问题比较具体。考察的是学生对课文细节的理解。
3?Listen?and?repeat?通过跟读课文，纠正学生的发音，培养学生正确的语音语调。让学生对课文有更深的认识。?
六、课文的学习?
1?Read?by?themselves?自读课文，体会课文情境。?
2?Read?in?roles?在小组内分角色读课文，让学生体会真实的情境。培养学生的合作精神，增加学生学习课文的乐趣。?
3?Act?in?roles?在小组内分角色表演课文，对所学内容进行输出，考察学生对课文的掌握程度。小组展示，并选出表现最好的小组。?
七、拓展练习?
由于今天是老师的生日，所以我们要在KFC（肯德基）举行生日聚餐，由老师示范服务生，学生点餐。每小组中的D是服务生，ABC是顾客，通过点餐对句型和单词进行巩固和应用。并集体展示，选出表现最棒的小组。??
八、总结评价?
选出本节课表现最棒的大组，本大组内的所有小组均能得到礼物。?
九、家庭作业?
用今天学到的句型，向妈妈索要食物。?
附板书：?
????Can?I?have?some?sweets????
Can?I?have?some?...??Yes,?you?can./Sorry,?you?can’t.
十、教学反思?
在本堂课中，从始至终都贯穿着小组的比赛和竞争，围绕老师的生日聚会这个话题对单词、句型、课文进行学习、练习和应用。学生的积极性极高。绝大部分学生能利用所学内容及以往的英语积累做到学以致用。本节课始终遵循着由生活走进教材，在教材中学习练习后，由教材回归生活这条主线。给学生创造了轻松快乐的学习氛围。
Unit
2
Happy
Halloween！
教学目的：
（1）让学生初步了解西方万圣节的习俗
（2）能灵活运用重点句型Can
I
have
some…?
Yes,
you
can.
Here
you
are./
sorry,
you
can’t.
（3）能听懂，会说单词：Halloween
（4）在活动中激发学生学习英语的兴趣，引导学生大胆开口说英语，培养学生互助合作的精神和良好的学习习惯。
4.教学目标
课文内容分解表
知识点
学习水平
记忆
理解
应用
1
生词
（1）Halloween,
√
√
√
2
短语
(1)
come
in
(2)
of
course
(3)
Here
you
are
(4)
Happy
Halloween!
√
√
√
3
句型
(1)
Can
I
come
in?
Yes,
of
course.
(2)
Can
I
have
some
sweets?
Yes,
you
can.
Here
you
are.
(3)
Can
I
have
some
rice?
Sorry,
you
can’t.
√
√
√
5．教学重、难点
（1）创设真实的语言情景，使学生感受西方文化的特点，并掌握重点句型。
（2）能够正确运用句型can
I
have
some….?
Yes,
you
can.
Here
you
are.
/
Sorry,
you
can’t.进行自如对话。
（3）能将所学的知识运用于实际生活中。
6．
教学过程
（1）Greetings(问候)
（2）呈现中秋节的图片，承上启下。
（3）利用实物月饼，引出重点句型Can
I
have
some
moon
cakes?
Yes,
you
can.并且板书，教读。
（4）
呈现实物，复习相关食物的单词,
强化本课重点句型Can
I
have
some-----?Yes,
you
can.的操练。引出Here
you
are.
并且板书，教读。
（5）播放视频课件，要求孩子们认真看、仔细听，观察西方孩子是怎样过“Halloween”的。板书Halloween,并且教授单词Halloween。
（5）教师开始自问自答，讲述图片内容，介绍西方孩子们如何过“Halloween”，如何索要东西的呢？他们说了什么，做了什么。
（6）引入课题。板书课题：Happy
Halloween!教读Happy
Halloween!。
（7）
学生“小鬼”出现。教师与“小鬼”、学生们与“小鬼”互动、对话。呈现课文内容，强化本课句型的操练。引入否定回答Sorry,
you
can’t。并且板书，教读。
（8）Games.
Share
your
food.全班操练单词、操练句型。
（9）
Work
in
pairs.
利用幻灯片，学生根据图片操练句型。
（10）利用远教资源，放映故事课件，学生听，然后跟读，齐读。
（11）Exercises.句型练习。
（12）Summary.小结该节课所学内容。
（13）Homework：1.Play
games
with
your
family
or
friends
like
this:
Can
I
have
some…
Yes,
you
can./No
,
you
can’t.
7．
板书设计
Happy
Halloween!
Can
I
have
some
moon
cake？
Yes,
you
can.
Here
you
are.
Sorry,
you
can’t.
附：课堂教学结构图
开
始
利用实物月饼，引出重点句型Can
I
have
some
moon
cakes?
Yes,
you
can.
幻灯片展示中秋节图片
播放万圣节视频
引导学生观看视频，整体感知
学生认真看、仔细听
介绍西方孩子如何过Halloween,如何索要东西
教师与“小鬼”、学生与“小鬼”互动、对话。呈现课文内容。引出Sorry,
you
can’t.
游戏（Games）.
Share
your
food.
利用手中实物，操练句型。
幻灯片展示
Work
in
pairs.
看图操练重点句型。
远教资源
跟读课文
幻灯片展示
练习(Exercises)
、小结（Summary）and
家庭作业（homework）。
结
束
Module
7
Unit
1
There
is
a
horse
in
this
photo.
一、教学目标：
1、知识目标：?
（a）学习掌握词汇：
there
is/are,horse,have
a
look,sheep,climb,face
（b)掌握There?is/are句型的肯定句、否定句、一般疑问句及简略回答。?
2、能力目标：?
(a)能听懂和阅读包含there?be句型的有关学校介绍的简短对话和短文。?
(b)能运用所学词汇和there?be?句型来介绍自己的班级和学校。?
3、情感目标：培养学生热爱动物，热爱自己自然的意识。
二、教学重点：?
（1）掌握词汇:?there
is/are,horse,have
a
look,sheep,climb,face.
（2）能听懂对话内容和运用There??be句型描述照片。
三、教学难点：there?be?句型的理解和正确运用它的各种句式。
四、教学方法?
??Top-down?approach?to?listening.交际教学法、任务型教学法，同时运用多媒体教学，为学生运用英语进行表达创设情境。通过师生互动、生生互动、小组合作探究等学习方式，指导学生运用所学语言知识对地点进行描述。
五、教学过程?
Step1.Warm－up（热身）?
1.Greetings:The?teacher?greets?the?students.?
2.Listen?to?the?English?song《?Number?Song》.if?they?know?how?to?sing?the?song,?
they?can?sing.Ask?the?students?if?they?like?the?song.?They?may?answer:Yes,I?like?it?very?much.
Step2.Lead-in?
Show?the?English?numbers?one?to?twelve?on?the?screen.Review?the?words.??
T:We?have?learn?the?English?numbers?one?to?twelve.Do?you?remember?them????
Ss?may?answer:Yes.?
T:Ok.Now?let’s?count?the?numbers?together.???
T?and?Ss:one?,two,there…
Step3.Learn?the?English?numbers?13-19?and?20-?90.?
1.Show?the?English?numbers?13-19?on?the?screen.?
T:Now?let’s?continue?to?learn?the?English?numbers.Do?you?know?these?numbers??
S:Yes.?
T:Let’s?listen?to?the?tape?and?read?after?it.?
T?and?S:thirteen?fourteen?fifteen?(repeat)?
T:We?must?pay?attention?to?thirteen?,fifteen,?eighteen.(T?explain?if?there?is?necessary.)Now?discuss:what?rulescan?you?find?from?the?numbers???
S:Work?in?pairs?
2.Ask?some?students?to?say?out?the?rules.And?then?show?the?rules?on?the?screen.?
3.Learn?the?numbers?20-90?in?the?same?way.(同时强调英语几十几的表达法，并给出example)?
4.Exercise:Match?the?words?and?the?numbers.?
Step4.Vocbulary?and?listening?
1.
教师出示几张幻灯片或图片，复习巩固有关教室内物品的单词。
T：Do?you?know?these?thing??What’s??this?in?English??S:It’s?a/an??
引出新单词?dictionary、library、?picture?等板书并教读单词,并学习他们的复数形式。?
2.Show?out?a?picture?of?a?classroom,beside?the?picture?,there?are?some?words???they?have?learned?just?now.?lead?the?Ss?to?make?dialogues?like?this:?
A:?What?can?you?see?in?the?classroom??B:I?can?see?a?television.?
A:?How?many?desks?are?there?in?it??B:There?is?/are...?
A:Is/Are?there?(any)?in?the?classroom??
B:Yes,there?is?/are.?or??No,there?isn’t/aren’t.?
3.Point?to?some?real?things?in?the?classroom?and?ask?the?students?
to?practise??
the?sentence?with?“there?be”.??
T:How?many?desks?in?our?classroom??S:There?is?/are?in?our?classroom.
Show?out?these?sentences?on?the?screen.
4.Ask?S?to?read?over?the?sentencestogether?then?work?in?pairs?to
find?out?the?sentence?structure:?v?
There?is?a?computer?on?the?desk.?v?????
There?are?some?computers?on?the?desks.?v?????
There?isn’t??a??football?in?the?classroom.?v?????
There?aren’t?any?footballs?in?the?classroom.?v?????
Is?there?a?desk?in?our?classroom??v?????
Yes,there?is.???No,there?isn’t.?v?????
Are?there?any?desks?in?our?classroom??v?
Yes,there?are.???No,there?aren’t.?
板书：there?be?表示某地有某人/物（用is还是用are由后面的名词决定，即“就近原则”)?
a).肯定句：There?is?/are??b).否定句：There?isn’t/aren’t??
c).一般疑问句：
Is/Are?there?(any)?及简略回答：Yes,there?is/are.?No,there?isn’t/aren’t.?
d)?some和any的区别：Some和any都是“一些，几个”的意思。some用于陈述句或肯定句；any用于否定句和疑问句，两者后都能接可数名词复数或不可数名词。(让学生做笔记。)?
5.为了加强理解语法Therebe句型,出示几张幻灯片或图片,抽学生提问，运用图片旁边的提示单词来问答:?
T:How?many???are?there?in?our?classroom??S:There?are....?
T:Are?ther?any...in?our?classroom??S:Yes,there?are?/No,there?arent.?T:Are?there?any?computers?on?the?desks??S:No,there?aren’t.??
T:Are?there?any?computers?on?the?desk??
S:Yes,there?are.?
T:ls?there?a?computer?on?the?teachers?desk???S:No?there?isnt.
Step5.Lintening
1.Show?the?pictures?in?the?textbook.?
Picture?1????????????????????
1.There?are?nine?_________?in?the?classroom.?
2.There?are?seven?__________?in?the?classroom.?
3.There?is?a?___________?on?the?teacher’s?desk.?
4.There?are?some?_________?on?the?students’?desks.??
Picture?2?
1.There?are?________?desks?in?the?classroom.??
2.There?are?________?chairs?in?it.?
3.There?are?two?__________???on?the?desks.?
4.There?is?a?____________?on?the?wall?.?
Picture?3?
1.There?are?six?___________?on?the?desks.?
2.There?are?four?___________?in?the?classroom.?
2.Ask?the?s?to?look?at?the?pictures?then?complete?the?sentences?according?to?the?pictures.?
3.Check?the?answers?together.?
4.Listen?and?choose?the?correct?picture.
Step6.Listening?and?reading?
1.Pre-listening?
Ask?the?students?to?read?over?the?sentences?in?Activity4.Make?sure?the?students?get?the?meaning?of?them.?
2.While-listening.?
Students?choose?the?correct?answers.?
3.Listen?again?and?check?the?answers.?
4.Listen?and?repeat.?
a.Students?read?after?the?tape?then?underline?the?sentences?that?with?“there?be”?
b.Read?over?the?sentences?together.?
5.pair-work.Finish?part8-9?.?
Use?“there?be?”to?make?sentences?or?dialogue.
Step7?Do?some?exercise?
1.Ask?S?to?choose?the?correct?answers.?
1.There?____________?(is/are)water?in?the?glass.?
2.
____________(Is/Are)there?two?books?and?a?pen?on?the?desk??
3.There?aren’t?____________?(some/?any)chairs?for?me.?
4.There?are??two?____________?(library/libraries)in?our?school.?
2.
Correct?the?sentences.?
1.There?is?some?photos?on?my?desk.?
(???)??????????????
????
A??B???C?
2.Are?there?any?foreign?teacher?in?your?school??(???)????????A??????B????????C?
3.How?many?boys?and?girls?is?there?in?your?class??(???)???????A????????B????
C?
4.?Where?are??my??basketball???(????)?????????????????????A???B?????C?
5.?I??have?two?Chinese-English?dictionary.(????)??????????????????A????????????B
Step8.Homework.?
1.用所给词的适当形式填空。?
2.用there?be句型来描述自己旅游时的照片。
Step9.小结：Important?and?diffiult?points.?
1.dictionary?复数?dictionaries?
2.?Library?复数?libraries??
3.picture??同义词?photo??
4.there?be?句型表示某地有某物.?
结构:?There?is/are?+某物/人(主语)+?地点?
Step10板书设计：
1.dictionary?复数?dictionaries?
2.?Library?复数?libraries?????
3.picture??同义词?photo??
4.there?be?句型表示某地有某物.?
结构:?There?is/are?+某物/人+?地点
六、教学反思：
本课是利用多媒体作辅助教学的，而且对教材也做了一定的整合，设计上思路非常明晰，由简单的数字入手，再到句型学习，层层递进，教师带领着学生一步一个脚印，完成一个个任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，听说读写有效的结合，有趣又实用，学生的参与非常热烈，达到了预期的效果。
Unit
2
There
are
twelve
boys
on
the
bike.
一、教学目标
1、知识目标：
（1）通过本课的学习使学生能够听懂并且会说,会读，会写一到十二的所有单词：one?two?three?four?five?six?seven?eight?nine?ten?eleven?twelve?
(2)学会用“There
are…boys
in
…”以及“There
is
a…
in
…”的语言结构。
二、教学重点：
词汇：one?two?three?four?five?six?seven?eight?nine?ten?eleven?
twelve?
“There
are…boys
in
…”以及“There
is
a…
in
…”的语言结构。
教学难点：eleven和twelve的读音。
三、教学准备：录音机、磁带等。
四、Teaching
steps:
Step1:
Warmer
1.
Greetings
T:
Hello,
boys
and
girls.
Ss:
Hello,
Miss
Yi.
T:
How
are
you
today?
Ss:
I’m
fine
,
thanks
.
And
how
are
you?
T:
I’m
great.
Thank
you
so
much.
Look!
How
is
the
weather
today?
Ss:
It’s
sunny
today.
T:
How
do
you
feel
now?
Are
you
happy?
Ss:
Yes.
We’re
so
happy.
T:
Let’s
sing
a
song
,
ok?
Ss:
OK!
2.
复习1-6的英文。
Step2:
Presentation
1、Lead
in
T:
How
many
boys
are
there
on
the
bike?
Ss:
There
are
twelve
months
in
the
year.（引出课题）
板书：Unit
2
There
are
twelve
boys
on
the
bike
T:
twelve
Ss:
one?two?three?four?five?six….接着老师带着学生一起说：seven?eight?nine?ten?eleven?twelve.
（在游戏的过程中引入新单词）
T:
Today,
we’re
going
to
learn
the
new
letters.
2、教授—seven
T:
Boys
and
girls,
let’s
play
a
game,
ok?
Ss:
OK!
T:
I
will
speak
these
names
of
the
months.
And
you
can
show
me
your
fingers
to
show.
Ss:
Yes.
T:
five
Ss:
(show
five
fingers)
five
T:
March.
Ss:
(show
three
fingers)
March.
T:
seven.
提示学生show
seven
fingers.
seven
T:
Do
you
like
seven?
S1:
Yes.
I
like
seven.
3、教授—eight/
nine/ten
T:
How
old
are
you?
Ss:
I’m
eight/
nine/ten
years
old.
4.教授—eleven/twelve
T:How
old
are
your
sister/brother?
Ss:He/She
is
eleven/twelve.
Step3:
Practice
1.
Listen
and
do.
T:
Boys
and
girls
,
please
listen
and
do.
T:1)
How
old
are
you?
2)
How
old
are
your
sister/brother?
2.
Group
work
完成课本活动3：先请几个学生朗读对话示例，然后把学生分成小组，让他们根据图中给的信息展开对话，发表自己对各个月份的看法。
Homework:
1、熟记1－12的单词
2、询问父母，然后在课堂上互相介绍自己父母的情况。
Module
8
Unit
1
We’re
going
to
visit
Hainan.
一、教学目标：
知识能力目标：?
1.
通过本课的学习使大部分学生能够听懂，会说会写并能运用下列单词造句：tomorrow??plane??from??China?sea?visit??get?up??swim?
2.大部分同学能听懂课文录音，能回答老师提出的问题。?
3.能用本课所学句型I’m?going??to…\We’re?going?to?…与朋友交流自己将要做的事情。?
情感态度目标：培养学生热爱祖国山河的爱国感情。?
二、教学重点、难点?
1.单词tomorrow??plane??from??China?sea?visit??get?up?的识记及认读。?
2.句型I’m?going??to…\We’re?going?to?…的理解与运用。?
3.句型be?going?to?的理解与运用。?教学工具：多媒体，录音机，单词卡片?
三、教学过程：?
Step?1:Greeting??
1.?Greeting?to?each?other??
2.?Sing?a?song??
Step?2??learn?new?words?and?new?sentences
T:?Boys?and?girls?,Amy?,Sam?,Daming?and?Lingling?are?my?old?friend?in?our?English?class.?we?know?Sam?is?from?England?.Amy?is?from?England?,too.
(课件及单词卡片学习from?,?师领读，分组的，个人读)。Daming?is?from?China.?Lingling?is?from?China,too.
(板书China,课件及单词卡片)?
In?China?,there?are?lots?of??interesting??places.?They?are?very?beautiful.?So?I?like?traveling.(旅行)?
Do?you?like?traveling??Where?are?you?going?to?go??出示课件指名回答。引导学生用I’m?going?to?go?to?…回答。学生在欣赏了海南，北京等美景的同时，还会运用句型I’m?going?to?go?to?…,学生在灵活运用中学会了知识。?
T:?I’m?going?to?go?to?Hainan???Are?you?going?to?go?to?Hainan??学生有回答Yes?.老师就说We?are?going?to?go?to?Hainan?.
（板书课题，并领读）?
T:?Boys?and?girls.?Today?I’m?here.?
But?tomorrow?I’m?going?to?go?to?Hainan?.(?教学?tomorrow?)
?I’m??going?to?get?up?at?6?o’clock?.(教学?get?up?)?
I’m?going?to?visit?my?grandma.(教学visit?)?
Hainan?is?very?far.?How?can?I?go?there???Who?can?help?me?(出示课件，by?car,?by?ship,?by?train,?by?bus?,?by?plane?,引导学生回答by?plane)?
T:?That’s?a?good?idea?.
I’m?going?to?go?by?plane?.(教学by?plane)??
T:?Hainan?is?a?beautiful?city?.It’s?next?to?a?sea.?
Look?!what?a?beautiful?sea!?(教学sea)?
look?at?these?children?in?the?sea.?what?are?they?doing??yes?,they?are?swimming?in?the?sea.(教学children?,swim)?
?A.?Read?after?the?teacher.?
B.?say?it?with?your?deskmate?.?
C.show?time?:?point?and?read?.?
Step3?text?
T:?boys?and?girls?.I’m?going?to?go?to?Hainan?tomorrow.?and?Sam’s?family?are?going?to?go?to?Hainan?,too.?let’s?have?a?look?.(出示课件，显示问题)?
1.?Where?are?Sam’s?family?going?to?go??
2.?How?are?they?going?to?go?to?hainan??
3.?Listen?and?point?.?
4.?listen?and?repeat?
step?4?practice?
1.?Describe?the?pictures?
2.?游遍中国，操练句型。?
Step5?summary?I?can?say.?
Step6.?Homework?:
Make?a?travel?plan?.?
I’m?going?to?go?to___________.(地点）
I’m?going?to?go?___________.?(交通工具）
I’m?going??to?get?up?___________.?(几点钟）?
I’m?going?to?___________
(做什么事）
Unit
2
Sam
is
going
to
ride
a
horse.
一、教学目标与要求
1.
知识与能力目标
(1)能熟练掌握四会单词Sunday,
Saturday和三会单词road以及巩固月份等。
(2)能初步运用句型Sam
is
going
to
be.并能替换短语练习。
2.
情感态度目标
培养学生关心他人、互相关爱的情感，并通过游戏活动，增进学生间的友谊，同时使英语学习更加贴近学生的实际生活。
二、教学重点及难点
1.
本课的教学重点是重点单词、句子的听、说、读、写。
2.
本课的教学难点是学生自己写一写邀请卡。
三、课前准备：教师自己制作的课件和教材。
四、教学过程
Step
1：Warm
up
1.
Listen
a
song
“You
know
up
to
June.”
(Listen
and
do
the
actions.)
通过做动作，让学生复习巩固月份的说法，也为本课的游戏活动做准备。
2.
Free
talk.
用“What’s
the
date?”“What
day
is
today?”“What
are
you
going
to
do?”等问句做自由对话,通过对话,进一步复习巩固月份日期的说法。
Step
2：Presentation
and
practice
1.
S1:
What
are
you
going
to
do?
T:
I’m
going
to
Amy’s
birthday
party.
Look
it’s
an
invitation
to
her
birthday
party.
通过对话，导出本单元要讲授的课文。
出示Sam的生日邀请卡，听录音，回答问题:
How
old
is
Amy
going
to?
(Amy
is
going
to
be
11.)
2.
听录音，回答问题。
Where
are
we
going
to
go?
When
are
we
going
to
go?
3.
播放课文，讲授课文内容
4.
Listen
and
repeat.
老师再放录音，请学生逐句跟读，模仿录音中的发音。
5.
Retell
the
passage.
提示：
is
going
to
be
.
Please
come
to
party.
At:
Road,
London.
From:
.
To:
.
Please
reply.
Step
3:
Consolidation
and
extension
1.
Write
an
invitation.
根据学生复述的课文，请学生们仿照Amy的生日聚会邀请卡一起完成活动用书上的练习。在学生写的过程中，老师将进行巡视，及时给予帮助和指导。学生完成后，请几名学生倒讲台前进行展示。
2.
Survey.
巩固练习本课的重点句。四人一个小组，调查一下自己小组的成员周末都将做什么？
A:
Tomorrow
is
Saturday.
What
are
you
going
to
do
at
9?
B:
I’m
going
to…
3.
Listen
and
write.
（1）听一听，填空。小组进行讨论，确定空白处应填写的内容。接下来，老师放录音，学生检查填写的是否正确，同时把错误的地方改过来。
（2）请学生分角色朗读对话。
4.
Game:
Play
and
say.
老师随意指一名学生说“January”，指的下一名学生就要说：“February”，一次类推。在做游戏时，每个学生都随时会被指到，所以提醒每个学生都要集中注意力。
5.
Activity:
Complete
the
calendar.
(1)师展示12个月份的单词卡，全班一起复习。然后，师将这些单词卡的顺序打乱，采用抽卡问答的形式提问学生，复习巩固12个月份。
(2)学生独立完成活动用书第四题。
Step
4:
Summary
总结本课所学重点,句子Sam
is
going
to
be.
Step
5:
Homework
把自己每天做的事情记录在笔记本上。
Module
9
Unit
1
Are
you
going
to
run
on
sports
day
?
一、教学目标
（一）知识目标：
1、能听懂，会说日常交际用语：What
are
you
going
to
do?
I
am
going
to…..以及相应的回答
2、能听懂，会说
sports
day
every
day
good
luck
come
on
winner
等词
（二）能力目标
1、在创设情景中，能使用句型
What
are
you
going
to
do
for
sports?
I
am
going
to…进行交流。
2、
能用一般将来式的形式简单的描述将要发生的事情。
3、培养学生在游戏中熟练运用功能句型和词组的能力，在情境中灵活运用交际用语的能力和知识迁移的能力。
4、会运用
good
luck
、come
on！等词对别人表示祝福。
（三）情感目标
1、在学习、应用本课知识的过程中，培养发散思维、创造思维的能力。
2、在教学游戏中学会交际，学会鼓励他人，学会欣赏和赞赏他人
3、培养学生的团队意识和合作精神，共同完成学习任务。
4、
激发学生学习英语的兴趣,帮助学生树立信心。
二、、教学重点和难点：
重点：1、学习特殊疑问句What
are
you
going
to
do
for
Sports
Day?
I’m
going
to
run
the
100meters。
2、掌握单词及词组：run
/run
the
100
meters/
have
a
Sports
Day/
good
luck/come
on/winner
难点：1、理解掌握
sports
day
、come
on
、good
luck
、winner
等词的意义并懂得在实际语境中运用。
2、理解并懂得在日常生活中灵活运用
what
are
you
going
to
do
for
sports
day?
I
am
going
to
….等句型进行交际
三、教学过程：
?Step1:
Warming-up
（热身活动）
1、Greeting:
say
hello
to
students
老师:
Hi
,boys
and
girls,
today
we
are
happy.
now
we
play
a
chat
,ok?
Basketball
,
basketball
,
play
basketball;
Football
,
football
,
play
football
;
Run
,
run
,
run
fast
;
Jump
,
jump
,
jump
high
;
Ride
,
ride
,
ride
fast
;
Swim
,swim,
swim
quickly;
Skip,
skip,
skip
quickly
Step2:
Presentation
(新课呈现)
1、出示一张关于运动会的情景图片，问学生“what
are
they
doing?”(学生回答)
2、
提示“sports
day”,出示卡片“sports
day”带学生读几遍，学生边读老师边板书“sports
day”.
3、老师说:
We
are
going
to
have
a
Sports
Day.（边说边板书，带领学生读），老师:Let’s
have
a
look
,what
can
we
do
on
our
Sports
Day?（出示图片：No.1：
play
?football.）
No.2：
play
basketball.
?No.3
：
play
table
tennis.
?No.4
：
swim.
?No.5
：
run
the
100
metres.
领学生读，重点解释No.5这个词）
4、板书：
“What
are
you
going
to
do
for
Sports
Day
??
I’m
going
to
…”
教师拍手以拍手形式操练。
“What
are
you
going
to
do？”
“I’m
going
to
run.”
“I’m
going
to
run.”
“What
are
you
going
to
do？”
“I’m
going
to
run.”
T:Oh,
I’m
going
to
run
the
100
metres.
教授：run
the
100
metres
（老师先示范说：
we
have
a
sports
day
,what
are
you
going
to
do
for
sports
day
?
让学生猜测，然后再说I
am
going
to
play
basketball
、play
football、
run、
jump、
ride
、
swim、
skip…….多说几遍，并加上示范动作）
Step3:Practice
Game1:“传卡片”
T:
Boys
and
girls
,
let’s
play
a
game,ok?
Ss:
OK!
A
:What
are
you
going
to
do?
B:
I’m
going
to
play
football.
进行词卡传递，速度由慢到快，拿到词卡的学生要用句子回答教师及全班的提问。
Game2:“猜猜我要做什么”
老师请单个学生到教师前面模仿做某事的动作，并提问：“What
am
I
going
to
do?”把全班分为男女生两组，使用“You
are
going
to…”猜测。老师要鼓励学生模仿过去学习过的所有动作。
Step
4:
Consolidation
and
extension巩固扩展
T
：“You
are
super!
And
now
you
can
do
the
task.
Please
work
in
groups
and
try
to
finish
the
task.”
（1）学生活动---
完成运动会报名表。
（2）请部分学生展示对话。
（3）讲解课文。
（4）跟读课文。
（5）学生自由读课文。
（6）全班读课文。
(7)分角色表演课文故事。
Step5:
Summary
T:
这节课我们学了“What
are
you
going
to
do
for
Sports
Day?
I’m
going
to
…”句型，
复习了I
am
going
to
play
basketball
、play
football、
run、
jump、
ride
、
swim、
skip…….
Class
is
over.
See
you
next
time.
Ss:
See
you.
Step6: Homewok:1、抄写第8模块的单词3遍；
2、读课文3遍。
Unit
2
I’m
going
to
do
the
high
jump.
一、教学内容：
I’m
going
to
do
the
high
jump.
二
、教学目标
1.知识目标:
a．能听懂，会用日常交际用语“I’m
going
to
do……”对“What
are
you
going
to
do?
”作出相应的回答。
b.理解听懂会说
run
the
200
metres、long
jump
、high
jump
等.
2.技能目标：
a．在创设情景中，能使用句型
What
are
you
going
to
do
for
sports
day?
I
am
going
to…进行交流。
b．能用一般将来式的形式简单的描述将要发生的事情。
c．培养学生在游戏中熟练运用功能句型和词组的能力，在情境中灵活运用交际用语的能力和知识迁移的能力。
3.情感目标：
a．培养学生的团队意识和合作精神，共同完成学习任务。
b．激发学生学习英语的兴趣,帮助学生树立信心。
三、教学重点和难点：
1．理解掌握run
the
200
metres
、long
jump
、
high
jump等词的意义并懂得在实际语境中运用。
2．理解并懂得在日常生活中灵活运用What
are
you
going
to
do
?
I
am
going
to?….等句型进行交际
四、教学准备：录音机、句型，短语
五、教学过程：
1:
Warm-up
a.
Greet
b.
Game：Guess,Guess
You
Guess。
Teacher
do
some
actions
about
sports,
such
as
:play
football,play
basketball,swim
,run,the
100
metres,the
200metres…let
stuents
say
the
words.Then
read
the
words
by
the
whole
class.
2:
Presentation
Teacher
show
some
pictures
about
spors
meeting,and
ask：What
are
you
going
to
do
for
sports
day?Let
stuents
look
at
the
pictures
and
answer.Last,
teacher
say:
“I’m
going
to
do
the
high
jump”
and
do
the
action.
3:
Teaching
the
new
text.
a.Listen,
piont
and
say.
b.Listen
and
answer:
What’s
Amy
going
to
do
?
What’s
Lingling
going
to
do
?
What’s
Sam
going
to
do
?
What’s
Daming
going
to
do
?
c.Study
the
new
words,and
use
them
to
make
sentences.
d.Listen
and
repeat.
e.Game：Drive
a
train.
4:
Practice
a.Play
a
game
“Do
ask
and
answer”:One
student
do
the
action,
one
ask“What
are
you
going
to
do
for
the
sports
day?”
The
other
one
answer.
b.Make
dialogues.
C.Play
a
chant
:
I’m
training
for
sports
day.
I’m
training
every
day.
I’m
going
to
run,
and
I’m
going
to
win.
I’m
training
every
day.
Come
on
,come
on
!
Good
luck,
good
luck!
Good
luck
on
sports
day!
)
d.Act
it
out.
5:
Development
a.Make
a
survey:
I’m
a
journalist.
Name
?She/he
is
going
to
do……
b.
Make
dialogues:
A：What
can
you
do
?
B:
I
can
run
fast/jump
high/jump
long.
A:
you
are
going
to
run
the
200
metres
/
do
the
high
jump/
do
the
long
jump.
B:
ok!
7:
Homework
a.Use
these
sentences
“What
are
you
going
to
do
for
sports
day?
I
am
going
to……
?”
to
make
dialogues。
b.Listen,read
the
text
and
write
the
words.
Module
10
Unit
1
We
have
a
big
family
dinner.
一、教学内容：?Unit1?We?have?a?big?family?dinner.?
二、教学目标：?
知识目标：让学生学会在过春节时用学到的句子互相问候及介绍自己怎样过春节，在春节中吃什么，玩什么。Happy?New?Year!?At?Spring?Festival,?we?have?…?
能力目标：学会和别人交流节日盛况。?
情感目标：通过引导学生参与游戏、表演对话等丰富多彩的教学活动，培养学生学习英语的兴趣；通过小组活动培养学生关心他人的情感及与人相处的能力?
三、教学重难点：At?Spring?Festival,?we?have?…?
四、教具准备：多媒体课件，录音磁带，单词图片及相关实物?五、教学方法：?
1、兴趣导入，调动学生的学习积极性?
2、练习单词，让知识直观形象地展示在学生面前，配合实物，效果更明显。?3、小组合作，使学生在自主学习的氛围中，由被动变主动。?
4、游戏中调动学生情绪，寓教于乐，在巩固所学知识的同时，感受到学习的快乐。?
六、教学过程：?
1、Warm-up：??Say?a?chant?.
2、New?Words?
T:?Let’s?play?a?game，OK??Look?at?the?pictures.?Read?it?please.
?Now?close?your?eyes.?Please?open?your?eyes.?What’?missing??Very?good!?Follow?me,?please.?Peanuts.Please?close?your?eyes.?Now?open.?What’s?showing?up??Great!?Follow?me.?Family.?（男生、女生分读，one?by?one）同样的方式多练习几组单词。出示单词幻灯片，进行直观记忆。
3、Sentences:?我出示实物，拿苹果，说句子，让学生跟读。At?Spring?Festival,?we?have?apples.?Yes?（板书句子）
我再拿花生，引导学生说句子。At?Spring?Festival,?we?have?peanuts.我接着拿橘子，点名让学生说句子，及时奖励小贴画，激发学生的学习热情。小组内两人一组练习说句子。?
分小组上台展示，教师及时掌握学生情况，及时奖励和评价优秀小组。?
4、Text.?
师放CD-room。播放课文录音，呈现SBUnit1活动1的内容。请学生边听边看图。?再放录音，请学生跟读课文句子。?
?全体学生分角色朗读课文。?
小组内分角色朗读，充分掌握课文句子。学会用英语交流。?
5、Activity?3.?
学生利用活动3的图片进行练习，巩固课文重点句子。
6、Game:?Magic?box.
我利用幻灯片设计了一个“魔力宝盒”的游戏。学生任选一个字母，看一看，宝盒给同学们准备了什么样的礼物过节。你将得到一份礼物，而且要用本课的句子At?Spring?Festival,?we?have…把你得到的礼物介绍给大家，让大家分享你的快乐。7、Activity??book.?Do?exercises.?
8、Sum-up.?Everybody?is?the?best.给优胜组发奖品。
9、Homework.?
课后，收集有关其他节日的图画或照片，了解风俗习惯，介绍给同学听。Goodbye.?
Unit
2
Merry
Christmas！
1.?Free?talk?：?
T:?Hello?!?How?are?you???
T:?Do?you?like?singing????
T:?Do?you?like?to?listen?to?the?music???
2.?Now?let?s?listen?to?a?song?and?watch?the?cartoon.?
播放Jingle?bell.
T:?On?Christmas?Day?,people?usually?sing?this?song.?
2.
PPT播放圣诞相关图片。老师英文介绍并及时翻译提示。?
①:T:The?Christmas?Day?is?on?the?25th?of?December?.?
②:T:People?usually?have?a?big?dinner.?
③:T:They?like?go?to?parties?,they?can?sing?and?dance?together.??
④:T:On?Christmas?Eve,Father?Christmas?takes?many?gifts?for?children.?
4.Teach?new?sentences?:Merry?Christmas?!?
Today?is?Christmas?Eve?,?Father?Christmas?is?coming.?
PPT，show?the?Father?Christmas,并播放问候语：Merry?Christmas?！?
Teacher?write?down?the?sentences?and?students?will?repeat?it.
T：Can?you?guess?what’s?meaning?of?Merry?Christmas???Students?guess，Teacher?will?translate?，圣诞快乐！?
5.Teach?new?words?
Can?you?guess?what?are?gifts?from?the?Father?Christmas???Students?can?answer?like:?cake?,apple?,milk?,juice?,star，fiower…bell,?chocolate?or?sweet?……Teacher’s??will??point?the?PPT?and?pictures，Write?down?the?new?words?.?Focus?on?pronunciation?.?
6.Activity:?What??s?missing???
Lead?to?read?words:?chocolate?,?sweet?,?bell?,?gift?,?star?……?
Show?these?pictures?.
T:?Close?your?eyes?.take?away?a?card?,what’s?missing???……Teacher?will?give?a?sweet?or?a?bar?of?chocolate?to?student??if?they?can?give?right?answer?.T:?The?sweet?is?for?you?.?
7.T:?Look?at?this?bell?.?It’s?very?nice?.?It’s?Su?Hai?s?.?
I?have?a?question?:?Who?give?the?bell?to?her???Watch?the?cartoon?and?answer?my?question?.播放VCD，?请学生回答问题。（老师奖励回答正确的小朋友一个写有评价语的santa?）?
8.T：I?have?another?question?：
What?do?they?say?？Watch?the?cartoon?again?,please.?
Merry?Christmas!or?The?bell?is?for?you.Teacher?give?the?santa?to?this?student?and?say?:?The?santa?is?for?you.and?then?write?down?the?sentences?,repeat?after?the?tape.?
9.Practice?with?your?partner?and?act?the?dialogue?Teacher?will?give?a?demon.?
T:?Merry?Christmas?!?S:?Merry?Christmas?!?T:?The?bell?is?for?you?.?S:?Thank?you?.?表演2-3组。?
10.T?:?Su?Hai?is?glad?to?get?a?bell?from?the?Father?Christmas?.?Now?,?I?‘?m?Father?Christmas?,?I?will?give?a?gift?to?my?frien?
T:?Merry?Christmas?!??The?gift?is?for?you?.?
Who?want?to?be?Father?Christmas?and?take?your?gift?for?your?friend?
笔试部分
一、选词填空，请将答案写到横线上。?
1.?We’re
going
to
go
to
Shanghai
by
___________.
2.?Sam
is?????????????
England.
3.?There
are
5
birthdays
in?????????????
.
4.?I’m
going
to?????????????
a
dragon.
5.?We’re
going
to?????????????
the
Ming
Tombs.?
二、单项选择。
(????
)1.?I’m
going
to
_________
in
the
sea.
?A.?swimming?B.?swim?C.?swims
(????
)2.?There?_________?twelve
months
in
a
year.
?A.?is????????
B.?am????
C.?are
(????
)3.?What
are
you
going
to
do
_________
Sports
Day?
?A.?at????????
B.?for????
C.?with
(????
)4.?—How
many
months
in
a
year??
—There
are
_________.
?A.?twelve???
B.?thirteen?C.?eleven
(????
)5.?My
father
can
play
_________
flute.
?A.?a???????
B.?the????
C.?an
三、选择正确的答语。
(????
)1.?Can
I
have
some
bread???????A.?Yes,
I
can.
(????
)2.?Where
is
your
school???????
B.?I’m
going
to
the
park.
(????
)3.?How
many
birthdays
are
there??
??
C.?Go
straight
on,
turn
left.
(????
)4.?Can
you
do
taijiquan???????
D.?There
are
thirty-five.
(????
)5.?Where
are
you
going,
Daming??
?E.?Sorry,
you
can’t.
四、连词成句。（每小题2分，共10分）
1.?
fast,
you,
can,
run,
(?)
???????????????????????????????????????????????????????????
2.?
going
to,
we’re,
Hainan,
go
to,
(.)
???????????????????????????????????????????????????????????
3.?
to,
what,
you,
are,
do,
going,
(?)
???????????????????????????????????????????????????????????
4.?
have,
I,
can,
sweets,
some
(?)?
???????????????????????????????????????????????????????????
5.?
in,
is,
one,
there,
birthday,
May,
(.)
???????????????????????????????????????????????????????????
六、选词填空，请将答案写到横线上。（每小题2分，共10分）
This
is
Lingling’s
family.
Mum
is
making
a
cake.
Grandma
is
____________
a
book.
Her
dad
is
_____________
to
music.
Lingling
is
___________
a
bike.
Her
friend,
Amy
is
____________
a
kite.
Sam
and
Daming
are
playing
football.
Grandpa
is
___________a
picture.???????????
七、阅读理解，正确的在括号内写(T),
错误的写(F)。（每小题2分，共10分）
We
are
going
to
have
a
Sports
Day
in
our
school.
Lingling
can
run
fast.
She
is
going
to
run
the
100
metres.
Sam
can
ride
fast,
and
he
is
going
to
ride
a
bike.
Amy
can
jump
high,
and
she
is
going
to
do
the
high
jump.
Daming
can
jump
far,
and
he
is
going
to
do
the
long
jump.
What
am
I
going
to
do?
I
am
going
to
play
table
tennis.
Good
luck
on
Sports
Day.
Come
on!
(????
)1.?I
am
going
to
play
football
for
Sports
Day.??
(????
)2.?Daming
is
going
to
do
the
long
jump.
(????
)3.?Amy
can
jump
far.
(????
)4.?Lingling
is
going
to
run
the
100
metres.
(????
)5.?Sam
can
run
fast,
and
he
is
going
to
ride
a
bike.??
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