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球和乒乓球运动，激发学习兴趣。在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。) Class Clossing Activity book Homework

课下打篮球和乒乓球并把所学语言运用进去。 板书设计：

Lesson 3. let’play

The basketball is heavy. The ping-pong ball is light.

I’m throwing/catching the basketball. I’m hitting the ping-pong ball.

课后反思：

Lesson 4 Did You Have Fun?

教学目标：

（1）能听懂、会说、会读单词：bought, taught, thought, player, fun, each other。 （2）能够对比区分一般现在时和一般过去时两种时态。能在真实的语境中运用动词过去式表述自己曾经做过什么，并用简单的语句写下来。 教学过程： I. Greeting

师生互致问候。

[设计意图：通过师生间简短的问候，迅速营造轻松、愉悦的氛围，拉近师生距离，让师生适应彼此的语音语调和语言节奏，以良好的精神状态进入课堂学习。] II. Warming-up

T: I’m very happy to see you. How are you today? S: …

T: How’s the weather? S: …

T: It’s snowy and cold. But I like cold days, because I can ski. I often ski, What do you often do? S1: …

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S2: …

T: Did you … yesterday? S: …

T: What did you do yesterday, Tan Xiao? Tan Xiao: …

T: Let’s read the passage about Tan Xiao and know more about her.

[设计意图：教师以学生的日常生活作为切入点，快速进入主题。通过自由交谈帮助学生回忆一般现在时和一般过去时，旨在对比中进一步学习和区分一般现在时、一般过去时两种时态，为后面的交际和写作教学做好铺垫。] III. New Conception

Step 1: Circle the New Words

T: Please take out your paper, read the first part, circle the new words quickly. If you finished, put your hands up.

【贴近学生生活的自编文本】：

Tan Xiao likes to eat apples. She often buys apples. But yesterday she didn’t buy apples. She bought oranges.

Sometimes Tan Xiao teaches Zhao Nan to play the piano. She always thinks playing the piano is easy.

Last Sunday, Zhao Nan taught Tan Xiao to skate. Tan Xiao fell down. She thought skating was too difficult.

教师引导学生先解决除bought, thought, taught以外的单词。本课的生成为先让学生自己解决了difficult这个单词的发音和意义。然后教师请学生关注幻灯片中逐一出示的三个重点单词。通过以旧代新的方式，解决这三个词的发音。并通过观察PPT中这三个单词的书写，注意这三个单词书写间词形的变化。

[设计意图：为贴近学生生活，教师大胆尝试自己创编文本。选取学生作为主人公，激发了学生学习的积极性。在第一遍自读文本时，教师让学生初步感知文本，快速圈出生词，锻炼了学生速读的能力。] Step 2: New Conception

T: Read and guess the meaning of the red words according to the passage. T: Do you remember bought? What’s the meaning? S: …

T: How do you know that?

S: Tan Xiao often buys apples. Yesterday she bought oranges. T: All right. Please look at the blackboard.

教师板书这两句:She often buys apples. Yesterday she bought oranges. T: Let’s read it.

T: Why do we use “buys” here? And why do we use “bought” there? S: …

对比teach-taught, think-thought两组方式如上。

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[设计意图：教师在创编的文本中对比呈现一般现在时和一般过去时两种时态，达到让学生复习旧知，学习新知的目的。教师在本环节中，充分发挥了学生自主学习的能力。争取让学生在对比中掌握新知，做到学以致用。] Step 3: Game

T: Tian Xiao thought skating was too difficult. I agree with her. Because I can’t stand up on the ice. I think skating is difficult, too. But I can play computer games very well. Let play a game. OK?

T: Guess what’s in the eggs. 1. The first egg: thought

T: Look, there is a gift. Guess, what’s in the box? Two students in a pair, please talk with each other.

T: What did you think was in the box? S: I thought it was a . T: What did your partner think? S: ...thought it was a . 2. The second egg: saw

T: Last summer holiday, Chen Chen went to the zoo, Can you guess what he saw? 3. The third egg: taught

Sometimes, Wang Hong’s teacher taught . The fourth egg: bought

Last Sunday, Mary went to the clothes shop, can you guess what she bought?

[设计意图：本游戏环节，教师设计了一个愤怒小鸟砸蛋的游戏，当蛋砸开后，教师鼓励全班同学大胆猜测，用目标语言表达自己的观点。砸蛋游戏通过真实的情境，既巩固了知识，又加强了学生学习英语的兴趣。]

Lesson 5 A basketball game

教学目标：知识目标：1. player and team, game 2．win and lost

能力目标：1. Demonstrate “win” and “lose” after the game is done 2.play a game of “spelling Bee”

情感目标：When you get lose, you don’t lose your heart. Try it again and again. You will win at last. 教学重点、难点：1. words about the game 2.win and lose

教具、学具：A big picture of this lesson and a tape 教学过程：

Class opening and review

Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have

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guessed these occupations, add “doctor” and “police officer”. The students mastered these words orally in Level 1, but they haven’t seen them for a long time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound out more and more of each occupation. Introduce

Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team.

Demonstrate “win” and “lose” after the game is done. Point to the teams and as you say “You win/lose” Use the student book

Pause after Number 1 in the student book.

Review the story so far. Li Ming and Jenny have been learning about sports. Look at the pictures in the student book. What are they doing now?

Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean? Practice

Divide the class into small groups. In each group. Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class. Do the activity book Class closing 板书：

Lesson5 A basketball game

player team game

课后反思：

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Lesson 6 A Famous Football Player

教学目标：1、正确理解、区分win—won, lose—lost

2、练习并准确应答What did you do？

教学重、难点：1、学会探究学习时态的方法，理解过去时与现在时的不同用法； 2、能够理解和运用What did you do? 教具、学具：磁带、单词卡片。 教学过程：

一、探究性学习准备

（1） 师生问候打招呼，并进行口语对话。

（2） 用What’s wrong?游戏来复习已学过动词的过去时、现在时和将来时结构。 （设计思路：以学生喜爱的游戏方式进行复习，使这课一开始大家就有个好兴致。）

二、探究性学习的展开 Teaching key concepts

教师开门见山询问：What did you do yesterday?学生回答完毕，紧追问What did Jenny and Li Ming do this evening?让学生回忆上节课学习的内容并谈论一下比赛实况。

让学生听录音，回答问题。 探究问题一

1. Did Bob’s team play a game? 2. Who won? 3. Who lost?

4. What snacks did they buy?

学生小组合作，根据教师提供的录音内容，回答问题。 探究问题二

认真听录音，复述Bob’s basketball game

小结：通过提示词Yesterday—Bob’s team played—good game--played

hard—won—lost—yelled--bought帮助学生复述故事。 最后，请学生小组内进行比赛，巩固记忆动词的过去式。 三、探究练习训练

利用动词卡片向学生展示yesterday\\today\\tomorrow不同时间的区别，对What did you do? What are you doing? What are you going to do?三组句子进行词汇替换。

小组内就关于从某地回到家中，向父母讲述去过哪里、做过什么等内容组织对话。 四、探究学习补充

活动手册有时间在课上做，没时间可说明要求，作为家庭作业。

（设计思路：活动手册是很重要的一个内容，可利用它检查学生对所学知识的掌握情况） 板书设计：

Yesterday—Bob’s team played—good game--played hard

课后反思：

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