External edition of english primary school fifth grade book teaching design

Lesson preparation

课题：M1U1Did you come back yesterday?	Lesson Type: Dialogue Class	Principal Investigator:
Teaching Objectives: Can you use "Did you...?" Yes, ..." The verb past tense describes and asks and answers past things; Can hear, read and write the following words "met above ground those ice cream us finish wait hurry hurry up dropped" and other words; 3.Be able to discuss the past daily life and enhance understanding and communication among students.
Teaching difficulties: Be able to hear, read, and write vocabulary in this lesson; be able to ask about past events in general question sentences of the verb past tense, and describe past events in the past tense of verbs.
Pre-lesson preparation: Click to read the software Textbook Exercise Book
teach learn pass journey	Listen and chant! Answer the question after listening. Where did Lingling go? London B. Beijing Who did she meet? A.John B. Sam What did Lingling do? A. visited the London Eye B.visited the London Eye and saw the city from above the ground. Students learn about Lingling's journey to England and meet John, while reviewing the verb past tense saw met visited, learning the new vocabulary met-meet above ground from above the ground overlooking from the ground listen, read and act out Learn the first part and solve questions. We know Lingling is in London with Sam and Amy. But I wonder did they come back yesterday? Back from where to come back We're home We came back-come back back to China nearby Work with your partner and read in roles. Swap roles to understand and read well Listen to part 2and solve questions What do they do? A. buy ice cream B.play Learn ice cream those Let's buy some. 4.Read part2 in roles.读熟 5.Listen to part 3 and solve the question What happened to Lingling? A. Lingling dropped the ice cream B. they miss the bus We're about to go home There's our bus came Finish your ice cream.finish finish your ice cream.finish after eating your ice cream Wait for me.wait etc, wait for me. Hurry up quick dropped drop, inadvertent drop-drop Read part3 in roles. Ask and answer (activity 4) interchange exercises, using past tense to ask about everyday routines such as yesterday's travel and eating. Enhance understanding and communication among classmates. People are social emotional animals, can not close themselves, people want to communicate, life is happy.	Secondary modification
On-the-spot standard: Translation Saw the city from above the ground______________ back from__________3.We’re home._________ 4.came back_________ 5.last Sunday_____ live near________ 8.those ice cream______________ 9.Let’s buy some_________ 10.Come with us.____________ 11.Finish your ice cream__________ 12.Wait for me!____________ 13.Hurry up________ dropped ice cream_________ Write verb past tense go_______ meet_________ see_______ visit_________ come______ drop_______ Answer the question Did you walk to school yesterday?____________ Did you have rice yesterday?____________
Board Book Design: Module1Unit1 Did you come back yesterday? No, we came back last Sunday.
Classroom Growth Points: Build language scaffolds for students to help them repeat the text back from 2)come back 3)came back 4)live near 5)Wait for 6) dropped 7)Finish

课题：M1U2 We bought ice cream.	Lesson Type: Reading Lesson
Can describe what happened in the past in the past in terms of verbs. Be able to use verb past tenses to talk about past travel experiences to enhance understanding. Ability to read texts well and read or memorize them fluently.
Can describe past events in the past tense of verbs. Difficulty: There is no awareness of using the verb past tense to describe past events; it is not known how the verb's past tense changes.
Preparation before class: Click to read the software Textbook Workbook Attainment exercises
	Listen and say. After listening to and reading the recording, students practice in different roles. Review with Did...? Sentence patterns ask about what has happened in the past and answers. Listen and read. Watch and answer. Listen to the video and answer What did the letter say? Read and answer the questions. Understand the questions and then have students write the answers. And board book one of the problems. Explain the language points. Listen and repeat. Read by yourself and check with your partner. Read sentences one by one. Learn the pronunciation of the activity 4 letters or combinations of letters. Chinese/i:/ teacher/i:/ The list/i/ give/i/ Tell/e/ then/e/ Cat/æ/ apple/æ/ Talk about a trip in the past. 例：We went to_______ last_______. We came back last_______. We went there by_______. We visited__________.
went to the park__________ Come with us.___________ met John in the park_____________ Sam and Amy’s friend___________ bought ice cream______________ went home by bus_______________ ran to the bus______________ dropped my ice cream_______________ was________ We’re going home now.___________________ Distinguish whether the pronunciation is consistent, whether to write T, whether to write F. Chinese teacher （ ） 2.listen give （ ） 3.tell then （ ） 4.cat apple （ ） 三. Talk and write. We went to______ last_______ We came back last_______ (when did we come back) We went there by________ We visited (went to)_______ Let the students finish reading, erase the main vocabulary, and let the students write from memory.
Board Book Design: Mu1U2 We bought ice cream. Did Lingling go to the park yesterday? Yes, she did. Did they go home by bike? No, they didn’t.
Went to the park 2)met 3) friend 4)bought 5)Bought 6)went home by 7) ran 8)dropped

课题：M2U1What did you buy?
Teaching objectives: 1. Can you use "What do you buy?" Did you buy...?” Ask what you purchased. 2.Be able to understand the text and read or memorize the text fluently.
Can use special question sentences and general question sentences of the general past tense to ask about past events, and can use verb past tense to describe what happened in the past.
Pre-lesson preparation: Click to read the software Textbook Exercise book
	Review Read or recite M1 words and texts. And say the sentence one by one. Presentation 1.Watch and answer. Ms Smart made a shopping list for their picnic. What do they need? Listen and answer. Ss: They need six bananas and four apples. Read the text and answer. Ms Smart asks Mr Smart to buy 6 bananas and four apples. What did Mr Smart buy? He bought some apples , four pears and twelve eggs. Learn new words. Phonetic transcription learns words, teachers demonstrate, students follow. Read with voice. The little teacher reads. Drive the train to read. wait Learn the text. Need food for our picnic make a shopping list for our picnic I'll make a shopping list Lingling likes apples. Likes liked, using three singles. can buy lost lost lost original loser adjectives like My name is Doudou. I am lost. Lost the list lost the list. How many apples did your mum say? How many+ plural number of countable nouns, such as how many desks how many boys ,how many girls. How much cheese did she say? How much+不可数名词 ，如how much water,how much juice, how much rice等。 Buy-bought Which sentences describe did and didn't follow the verb prototype? What did you buy? How many bananas did you buy? We didn’t buy any bananas. Understand the last part and answer a few questions. What did Mr Smart and Amy buy? They bought some apples, four pears and twelve eggs. Did they buy any bananas? No, they didn’t. Any some, observe the sentence, what sentence patterns any and some are used for, respectively. Did they buy any bananas? We bought some apples. Any is used for negative and question sentences, and some is used for affirmative sentences Read in roles and exchange roles. Practice for 2 minutes. Practice act4 with your partner. Ask and answer. Homework Write the words1- 3 times. Read and recite the text.
A translation. go and buy some fruit____________ 2.need food for our picnic_______ 3.make a shopping list____________ can buy_______ 5.lost the list_________ how many apples_________ 7.how much cheese__________ didn’t buy any bananas___________ 9. bought twelve eggs________
M2U1 What did you buy? I bought four pears. Did you buy any bananas? Yes, I bought six bananas.
Need food for make a list Need 6 likes apples Can buy

课题：M2U2 How much cheese did you buy?	Lesson Type: Dialogue Class	compere:
Can use "How much and how many" to ask how many things were bought. Be able to understand texts and read or memorize texts fluently. Be able to distinguish the pronunciation of letters or combinations of letters in this lesson.
How much can be asked using the special question sentences of the general past tense in this lesson.
Pre-lesson preparation: textbook, click-to-read software exercise book
	Leading-in 1.Review the words and texts from the previous lesson. 2.Listen and say. Learn about the storyline and review "Did + Moved" The verb past ate-eat drank-drink Students follow up with the exercises to pave the way for learning activity 2. Watch,read and answer. Amy, Sam and Lingling had a picnic. How much juice /How much cheese/How much chocolate did they buy? 学习“two bottles of juice/ half a kilo of cheese/ half a kilo of chocolate，bought-buy” Learn "need/feed/meet, need sth for sth, can do what can be done, use use, a lot of chocolate many chocolates" Listen to the recording and read, and the little teacher leads the reading. Read in roles. And show. Group collaboration show/drive the train to say sentences Ask and answer. Finish act7, then show. Examples of teacher demonstrations. How many bananas did you buy？ I bought four bananas. How much meat did you buy? I bought 2 kilos( of meat). Lead students to summarize how many+ plurals of countable nouns How much+ uncountable noun Guide students to pay attention to number/mother, bananas/teacher, bird/nurse pronunciation, and follow the reading exercises. T: Go shopping at the supermarket on the weekend, you meet your friends and talk about how much you bought at the supermarket according to activities 6 and 7. Homework.
need a big bag for our picnic_____________2. can use the bag over there___________________ 3.How much juice________________ bought two bottles_______________5.How much cheese___________ 6.half a kilo___________7.a lot of chocolate________________ 8.can eat some_____________ 9.drank it all__________ 10.ate it all_____________
M2U2 How much juice They bought two bottles. cheese did you buy? Half a kilo. chocolate Half a kilo. How much + uncountable noun How many + countable nouns

课题：M3U1Where did you go?
Ask and describe what happened in the past with special question sentences of the general past tense. Understand and fluently read or memorize texts. Be able to use English to understand other people's travel experiences.
Master the words of this lesson and ask about past events in the past tense of special question sentences.
	Listen chant. Students listen to and follow the songs, learning special question sentences from the general past tense and Release tell me Watch ,read and answer. What did they do at the weekend? They visited lots of places. 2)Where did they go? They went to the British Museum and visited Big Ben and the London Eye. How did they go to these places? They went by bus. Did Lingling like the museum? Yes,she did. "At the weekend, lots of places, visited-visit, went to the British Museum, went-go, visited-visit, visited Big Ben and the London Aye visited Big Ben and the London Eye, went by bus, liked the bus Ride best likes to take the bus, took a boat trip along the river to take a boat trip along the river, took us one hour and twenty minutes spent an hour and twenty minutes, took-take by transport, cost" Read in roles. Or read one by one. Ask and answer.（活动 4）Then show.
at the weekend____________2.visited lots of places__________ went to the British Museum___________4. visited Big Ben and the London Aye___________. 5.went by bus___________6.liked the bus ride best_____________ 7.took a boat trip along the river_____________8.took us one hour and twenty minutes______________ 9.had a good day_____________
M3U1 What did you do at the weekend? We visited… Where did you go? We went to … How did you go to these places? We went…

课题：M3U2 Daming took a photo of his father.
Be able to understand and fluently read or memorize texts. Be able to understand the travel experiences of others, encourage students to go out and take a look, increase the breadth of vision, and improve cognition.
Master the vocabulary of this lesson and be able to describe past events in verb past tense.
	Watch and say. Learn special question sentences in the general past tense and general question sentences in the past tense, and take-take pictures to take pictures Watch,read and answer.（活动3） After watching the video, students read the essay independently and complete the reading questions for activity 3. It mainly exercises students' reading comprehension ability and ability to screen key information. "Went to the Great Wall, at the weekend, went to Badaling on the weekend, bu bus by bus, arrived-arrive there, at ten o'clock in the morning at 10 o'clock in the morning, old and long both old and long, walked-walk on the wall for one." Hour walked an hour on the city walls, were-are plural, lots of people many, took photos of the mountains to take pictures of the mountains, with beautiful flowers and green plants, with beautiful flowers and green plants, and took a photo of his father for his dad.'" ” listen and repeat. Read with voice, and read with the little teacher Read by yourself. Listen while your partner are reading. Read one by one. Ask and answer. T:Reading is very important. It is better to read thousands of books than to travel thousands of miles. It seems that it is also important to travel thousands of miles. Travel thousands of miles and travel. Travel broadens our horizons and raises our perceptions. Can you talk about your travel experiences? Say something along the lines of activity 7. Arm/class, dog/box, morning/walk,book/football,soup/food 8.Homework.
went to the Great Wall_________ at the weekend_________ Went to Badaling by bus________ arrived at ten o’clock in the morning_________ Old and long_________ walked on the wall for one hour_______ There were________ lots of people________ Took photos of the mountains with beautiful flowers and green plants__________ Took a photo of his father____________
M3U2 1.Went to the Great Wall at 2.went to Badaling by 3.arrived at 10 in 4.Old and long 5.walked on the wall for 6.lots of people 7.took photos of with and 8.took a photo of
Build language supports for students and try them out before asking them to do it

课题：M4U1 Mum bought a new T-shirt for me.
Be able to understand and fluently read texts or repeat texts. Be able to describe and ask about what happened in the past using the vocabulary of this lesson and the declarative sentences of the general past tense and the general questioning sentence of the past tense. This lesson is particularly suitable for students performing sitcoms, and there is a high interest in student participation.
Be able to grasp the key vocabulary of this lesson, and be able to describe past events in the past tense of verbs and use "Did... ?" Ask about the past.
Pre-lesson preparation: Textbook Exercise book Point-and-click software
	Listen and say.(Activity 1) Review "Do...?" Sentence patterns and "want, bought... for...", and learn "pair, shorts" What’s the matter with Sam and Amy? There is a difficulty, you can let the students speak in Chinese. Listen, read and learn. 1）“Don’t argue!” Argue, argue, lead and book empty. "Matter problem, trouble What's the matter?" Lead reading, translation, repetition, solitaire said. "Sam took my T-shirt.took away, took take away take away the past tense of take" lead reading, translation, repetition, solitaire “He wants to wear it. Want to do want to do something, to after the verb prototype, he three single, wants three single " in the same way to learn this sentence. "Want sth, I don't want shorts." 领读，翻译“But it isn’t your T-shirt.” "Mum bought it for me.buy sth for sb to buy something for someone," said Lead Reading, Translating, Repeating, Solitaire. “No, she didn’t . No, she didn’t buy it for you.” “Mum bought a new T-shirt for me.” 重复，接龙说。 Read with the recording Read and present by role “Your red T-shirts are on the line.” Lead reading, translation, emphasis on "on the line", repetition, solitaire said. “I washed them for you. For "Empathetic understanding, repeat," Solitaire said. “Did you wash Lingling’s T-shirt? No, I didn’t.” One minute conversation practice “Lingling’s T-shirt is clean. She didn’t wear it.” Understand, repeat, solitaire say or personally say. “That’s OK. It's okay" repeat twice. “The cat is so cute. So cute; Let's go and fly it." Understand, repeat. Split role dialogue exercises, four roles. show. Practice Listening and reading exercises. Self-read. Read each other. Ask and answer. 4. Repeat according to the guide.
this pair of shorts__________ 2.Don’t argue_______ What’s the matter?_______4.took my T-shirt______ He wants to wear it________6.Mum bought it for me_______ on the line________8.I washed them for you_______ 9.That’s OK._______ 10.Let’s go and fly it._________
M4U1 Mum bought a new T-shirt for me. Spawn with the church Map
A good English classroom should be able to mobilize students' emotional and emotional participation, which is much better than passive, emotionless participation, so teachers should mobilize the participation of hearing, vision, smell, touch, action, language, expression, and other senses and body language, so that students can participate in classroom learning.

课题：M4U2 What’s the matter with Daming?
Can you use "What's the matter with sb?" Ask someone what happened? Can describe past events in verb past tense statements. Guide students to miss something, describe in detail where the item was lost, color plot information, and go to the right place and find the right channel to find.
Be able to understand and repeat the text of this lesson. Can do things with "What's the matter with sb" and verb past tense sentences.
Pre-lesson preparation: Click on the software textbook
	Leading-up Watch the video to see what happened to Ben? Understand, can read. Daming lost his bag. Learn the sentences. Learn "What's the matter with Daming?" Translation, Solitaire said “He lost his bag. lost lost," solitaire said. Role-by-role dialogue exercises. “I found this bag on the school bus. Found the original find, found "translated, led reading, solitaire said." “These new sports shoes were in it.”“ And those are my shoes. those那些”翻译，领读，接龙说。 Read in roles. Recite. Dubbing the video, solitaire speaking sentences. Activity 4. Have students do Activity 7 to see how the little girl goes to the Lost and Found Office to describe where and how the item was lost. Teachers can extend, what if they lose their ID card? Bank card? Borrow a book card? And how? With language learning as the carrier, we help students solve problems in life.
What’s the matter with Daming?_______ 2.lost his bag________ 3.found this bag on the school bus_______ Textbook page 24, question 3. Notice the difference between her and his and explain.
M4U2 What ‘s the matter with Daming? He lost his bag.---I found this bag on the school bus.---These new sports shoes were in it. These-those his--her

课题：M5U1There are only nineteen crayons.
Be able to understand and fluently read the text aloud and repeat the text according to the map. The "There be" sentence pattern can be used to describe how many things or people there are.
Be able to master the vocabulary of this lesson and be able to do things with "There be".
Click to read the software Textbook Workbook
	Warming- up Say chant, learn a number of vocabulary 15 and 20. What happens in class? Class begins. What to say about the class? Please give out the crayons. Give out distribution, crayons crayons, lead reading, comprehension, solitaire said. Please distribute the crayons. Review "one-twelve" and study "thirteen,fourteen,fifteen,sixteen, seventeen,eighteen,nineteen" to guide students to observe that these words all contain "teen" lead reading, finger reading, solitaire said 13-19 how to say? “There are only nineteen crayons.” Lead reading "there are this have, only only, nineteen crayons 19 crayons" Reading, what do you say about these 19 crayons? “But there are twenty children in the class.” But what do the 20 children in the class say? Ms Smart and Sam split role dialogue exercises. “I bought twenty yesterday.” Also reading, solitaire said yesterday I bought 20 how to say? “Did I lose one?” Handled in the same way. “No, you didn’t. ”“ There's one on the floor.floor 'There's one on the floor. Emphasizing "There's one=there is one," Solitaire said. Make students aware that There are + plurals, there is + singular. There _______nineteen boys in the class. There_____one girl in the class. “there are twenty-one crayons.” Understand, lead reading, solitaire said. What do you say about this 21 crayons? 22 What to say? Twenty-two，23twenty-three,24twenty-four Ma Smart, Amy Sam split role exercises. show. Collective or individual presentation. Repeat according to the guide. Textbook 28 pages activity 4, Demonstrate first, then have students practice, and then demonstrate. Word recitation, listen 1. Memorize pages 26-27 of the text.
Chinese to English ______________________ But there were 20 students in the classroom _____ 5.Yesterday I bought 20 _____ sticks Did I lose one? _____7.There is a _______ on the floor 8. This has 21 crayons _______
Board Book Design: M5U1 There are only nineteen crayons. 13-20 a few numbers and their English words

课题：M5U2 There are forty.
1. Learn to express 20-90 integers and use "How many... are there...? And There are..." ask how many people or things there are and describe how many people and things there are. 2.Be able to understand and fluently read or repeat texts according to the map. 3. Discuss family members and enhance care.
Be able to hear, read, and write the words in this lesson and be able to do things with key sentence patterns.
Click to read the software Textbook Homework Book Workbook
	Leading- in Learn 20-90 whole ten English expressions through chant. Understand the conversation. “How many pupils are there in your class?” Lead reading, understand, solitaire said. Similarly learn "There are fourteen. There are forty. There are so many.” Lead reading, understand, solitaire said. So many so much. Self-reading, mutual checks. Read in roles. The two solitaire said. Read and say. Demonstrate first, then practice, and then demonstrate. Voice. T: Make a survey of families. How many people are there in your families? S: There are T: Who are they? S: They are T: Do you love your mum or dad or family? S: T: Why? S: 4. Workbook listening. 1. Recitation of texts. 2. Written test in the workbook.
How many students are in the class? ________________ 3. There are 40 ________
M5U2 How many pupils are there in your class? There are fourteen. There are forty.

课题：M6U1You can play football well.
Be able to use "can" to describe someone's ability or to ask what kind of ability they have. Be able to understand and fluently read texts aloud or repeat texts according to guides. Be able to understand their own abilities and play an advantage in what they are good at, and improve where they are deficient.
Be able to master the words in this lesson, listen, speak, write, read, and do things with "can".
Click to read the software exercise book textbook
	Warming-up By listening and speaking to sentences, students perceive the use of "can". What sports does Lingling do well? 1）“Lingling, do you want to be in our football team?” Lead reading, understand, solitaire said. Emphasis on "do you want to be" want to join, Lingling, do you want to join our football team? Learn about "team" teams “But I don’t play well.” Learn "well" skillfully. Lead reading, understand, solitaire said. But I didn't play well, how to say? Two role-plays at the same table, one Amy and one Lingling. Show said, individually or solitaire “Can you run fast?” Run fast, can you run fast? Repeat twice. Two-person Q&A practice. “Can you pass the ball well?” Pass the ball well skilled, can you pass the ball skillfully? Repeat in English twice. Solitaire said. “Not very well.” Not very good. Two-person Q&A practice. Teams of four, role-playing exercises. 2）“But you can jump really high.” really很，非常。 But you can-jump really high reading, how can you jump very high? Repeat twice, Solitaire said. “You’re good at basketball.” good at good at reading, understanding, how you are good at basketball, solitaire. Role-play Amy and Lingling dialogue exercises. “And you can catch the ball well.” Catch the ball very skillfully. And you can catch the ball very well, how to say? Repeat twice, practice yourself 10 times, Solitaire said. Play as Sam and Lingling in a conversation exercise. “So you can be a good goalkeeper.” Goalkeeper goalkeeper goalkeeper goal ball - keep keep - er man. Lead reading, you will be a good goalkeeper how to say, repeat twice, say it yourself 10 times, solitaire said. “I think I can do that well.” Listen to the sound and read it twice, think, think, think, think, I think I can do the job of goalkeeper. Twice, solitaire. Play as Sam and Lingling in a conversation exercise. “You’re a fantastic goalkeeper.” Lead reading, fantastic superb, fan--ta--stic what do you say about an excellent goalkeeper? Repeat twice together, Solitaire said. “I’m your first fan.” Listen to the sound and read it twice, learn fan, fan fan, I'm your first fan. First first, I'm your first fan what to say? "You can play football well." Three-person role-play reading. Listen and say 34 pages of activity 3 conversation exercises. Activity 4 Presentation Skills Exercises. Demonstrate and read the phrases a few times first. Repeat the text according to the guide. The map can be displayed in segments. Talk about What can/can’t I do? S: I can/can't. Advantages seek opportunities to play, disadvantages to make up for.
Want to be in our football team________2. can’t pass the ball well______ 3.can jump really high_______4.good at______5.can catch the ball well_______6.can be a good goalkeeper________
You can be a good goalkeeper. You can play football well.

Issue: M6U2He ran very fast.
Can use the past tense of a verb to describe a sport or thing that someone or something is good at. Be able to understand and fluently read texts aloud or dub videos.
Be able to hear, write, and recognize the words in this lesson and do things in the verb past tense.
	Watch and answer. What sports are both animals good at? Horse distinguishes ran-ran running, phonics, prototype run, ran really fast running with house. Played basketball really well, playing basketball is very good. Watch ans answer. The basic content of the text 2.Learn the text. "Amy's grandpa," Amy's grandmother read. “In the past, he ran very fast.” Past past, in the past in the past. Listen to the sound and read the whole sentence, repeat two sentences, understand. In the past, he ran very fast. “He jumped high and swam very fast.” Jumped high jump high, spell jumped, swam very fast, swim fast, spell swam. Listen to the sound and read the whole sentence, repeat two sentences, understand. He jumped high and swam fast. What to say? “He’s slow now, but healthy!” Slow, lead reading, phonics; healthy, collared, phonics. Listen and read, twice, repeat twice. Solitaire said. Read by your self. Page 36 Activity 3, she jumped far, jumped high, and played basketball well.
In the past, he ran fast _______ 3. He is slow, but healthy ______
A column of new words Sentences are generated with the classroom.
Classroom Flow: Solve the problem of the sound and meaning of words and sentences in the first lesson. In the second lesson, I look at the map repetition, can write the correct sentence according to the translation, and can dictate the words. In lesson 3, listening and written test exercises are done.

课题：M7U1He can’t see.
Be able to use "can or can't" to describe what someone can or can't do. Be able to understand, fluently read aloud or read a guide to repeat a text. Can understand the type of dog. Learn to protect animals and care for blind listeners in life.
Be able to master the words and sentences in this lesson and be able to do things with "can or can't".
Pre-lesson preparation: Practice paper Textbook Point Reading Software Workbook Listening
	Watch and chant. Watch videos about dogs, learn what dogs can do, and sing them. T: What’s the TV show about? 学习show SS: T: Do you like dogs? SS: Yes, I do. I like dogs. T: Why do you like dogs? T+SS: Because dogs are useful. 学习useful. T: Why do you think dogs are useful? Read page 39 and have students draw the answer. SS: ... Learn blink and practice 3 sentences in 1 minute. Students see the diagram shown. Learn deaf, ear-hear, her “There ‘s a TV show about dogs.” show show, TV show TV show, lead reading. About, here's a show about dogs, how to say? “Dogs are very useful.” Use uses -useful useful Reading, how to say that dogs are useful? Practice a conversation between two people at the same table. B-lind kind find blind, blind. L lead reading. This man is blind, how to say? “He can’t see.” He can't see, what do you say? “This dog helps him.” Lead reading, solitaire says sentences. “This girl is deaf.” Lead reading deaf, this girl is deaf, what to say? Solitaire says sentences. “She can’t hear.” hear听见， ear-hear, 接龙说。 “This dog helps her.” Her binge her, as an object, is placed after verbs and prepositions; when the adjective is hers, it is placed before the noun. Listen and answer. Last week , there was_________. This dog helped the __________. 学习fire right -fight fighter firefighters Lead reading, named, Qi said T: When there was a fire, we can call 119. Lead reading sentences, students follow reading, self-reading, look at the map retelling T:Dogs are very useful. I want a dog. Do you want a dog? Sam, Amy and Lingling want a dog too. Can they have a dog? No, they can’t. What can they have? Read this part. S:They can have hot dogs. What are hot dogs? They are sausages and bread. 学习sausages and bread. Students follow reading exercises. 3 people practice in different roles. And show. Listen and imitate. Read in roles. And go on stage to show. Part by part. 5 points in 5 parts. Retell the story with the help of the mindmap. Personal presentation. Plus. 4. Activity 4, look at the picture to speak, speak to the other party. Then write the sentences of the three drawings on paper.
Workbook M7U1 Listening
Through the guide map, students learn to think and repeat the text Textbook drama shows students' self-confidence and increased participation rates

课题：M7U2This little girl can’t walk.	Lesson Type: Reading Lesson
Looking at the diagram can be used as a "can't" to describe someone's inability to do something. Be able to read texts fluently and repeat texts with pictures. In life, do your best to help others.
Master the vocabulary of this lesson kind, be able to do things with can't.
Textbook Exercise Book Workbook
	Look the picture and say ,then listen and imitate. Pay attention to helped and help. Look and say. Then listen and imitate,say sentences one by one. Look and write. Then say.（活动3） Listen and repeat. Read 2 times. Listen and answer.（活动5） What can’t dogs do? 5.Do listening exercises.
Complete activity 2 verbal presentation and activity 3 writing exercises. Can do things with "can't".
T: Talk about can/can’t animals do? S: Tigers /Birds/ Horses can / They can’t .
When the amount of new words is small, directly ask students to look at the picture and say sentences. Teachers speak less.

课题：M8U1What time does your school start?
Can use "what time..." to ask about time and use the general present tense and time of the action verb to describe what is done at a certain time. Review numbers and learn how to express hours and halfs. Be able to develop a daily routine and manage your time wisely.
Be able to master the words in this lesson and use "what time" to talk about time.
Textbook Exercise Book Click to read the software workbook
	一Warming-up Listen and chant. Learn about time and learn vocabulary and language through a chant. Listen first, read it later, and then chant Two Presentation Talk and listen ,then answer. Look at this picture. This is Amy and lingling. Look at the window. It’s night. 引导学生说night. What day is it today? It’s Sunday. 引导学生说sunday. What do they talk about? Guide students to answer Listen and say.Learn Let's go to bed. I don't want to be late for school tomorrow. Students are asked to read sentences and look for answers in the text. What time is it now? Learn how the whole point is expressed by the number +o'clock. Read picture2 and underline the answers. What time does Amy’s school start?接龙说句子My school starts at nine o’clock in the morning. What time does Amy get up? Learn the expression of half a point half past + numbers. Solitaire says sentences. Does Amy walk to school? Dubbing this video 46-page activity 4 Student Q&A practice, practicing the expression of the hour and the half. A: What time is it? B: I get up at… Reporter: He/She gets up... Does Amy do exercise every morning? What do they do? Through question guidance, help students understand the content of the conversation and learn new vocabulary. Watch and Learn part4 Look at picture4 and answer. What day is it today? Guide students to answer It's Monday. And learn the new vocabulary coffee tea. Listen and say. Read in roles. 46 pages of student Q&A exercises. Guide students to develop their own daily routine tables. List the tables. And express it in English. Share within the group. Teacher sampling.
Understand and read the text of this lesson, look at the picture to repeat the first two pictures, and the remaining two parts can be read well. Activity 4 practice questions to be proficient in questions and answers and write about what I was doing at a certain time. Then have students write sentences when he is the subject.
T: What is your daily routine/schedule? Can you draw it and tell your classmates in English? I at
Enable students to do things with the general present tense and time of action verbs and to establish a good sense of time. Teaching songs can be used as a medium of communication with students.

课题：M8U2Yesterday I went to Sam and Amy’s school.
Learn to describe often habitual behaviors in the general present tense of behavioral verbs, and describe what happened in the past with the past tense of verbs. Establish a reasonable schedule for work and rest.
Master the vocabulary of this lesson and review the general present tense of behavioral verbs and the past tense of verbs to describe past events.
Click to read the software Textbook Homework Book
	Listen first, then read along, read by yourself, and sing together. Review the sentence patterns of behavioral verbs in general in the present tense. Learn always Listen and read, then underline the answers. First have students read the question UK UK, then the student takes the question, listens to the phonetic letter, and writes out the answer. Students can't answer, so they learn the text first and then let them answer. Teachers can write the answers on point-and-click software. Listen and learn. The format of the introduction letter, the upper right corner is written with the address from small to large. The first line is written to whom, the middle text, and the end is signed. Because it happened yesterday, I use the past tense. Study "Yesterday I went to Sam and Amy's school." Say the meaning, have the students repeat, and spell the went 以同样的方式说意思，让学生练习说句子，或自读10遍，In the UK they don’t start school at eight o’clock. They start at nine o’clock. They don’t do morning exercise here. They all play in the playground. I skipped with the girls.学习skipped. Learn "bell rang--ring". The bell rang at nine o'clock. Learning "went into" Listen and repeat Learn consonant pronunciation, lead reading, and practice on your own. Listen and say, then sing Do and say. Activity 7, demonstrate first, and then let the students practice.
The content of the text has understanding and thinking input. Repeat the full text. Workbook listening exercises.
Maps and keywords
Repeat the full text according to keywords and illustrations. went bell rang went into

Topic: M9U1Are you feeling bored?
Can hear, read, read and write the following words "feel bored miss angry sad ill told better", can use "Are you feeling..." to ask the other person's emotional feelings and answer. Be able to understand, think about the whole text, and repeat the whole text with the support of the map. Be able to pay attention to and manage your emotional feelings in life.
Master the key vocabulary of this lesson and be able to do things with "Are you feeling...".
Click to read the software Textbook Pictures Exercise Book Homework Book
	一Leading-in Look ,listen and say. Guide students to look at the picture, understand the causes of the dog's mood changes, and listen to the sound and read, self-read and read together. The dog also wants his owner to pay attention. II. Presentation 1.Listen and answer. What’s the matter with Lingling? S: Lingling is feeling sad. Listen to the sounds and read learning sentences, and vocabulary feeling bored miss angry sad. What’s the matter? Are you feeling bored/angry/sad? Do you miss your friends in China? or have students read it 10 times and repeat the solitaire saying. Teachers can then use "Are you feeling?" Interact with students. Summarizing Are you feeling ? Yes, I am./No, I am not. Students read by themselves, read aloud by role, and presented. 2.Listen, read and answer. Why is Lingling feeling sad? After asking questions, guide the students to look at the picture. And ask who is she? S: She is Lingling’s grandma. She is ill. T: So she is feeling sad. Course learning ill. Listen to the sound and read. Learn caled=phoned told original tell, The primary teacher leads the reading, the students read by themselves, and the roles are displayed. 3.Watch,read and answer. How is Amy’s grandma now? Students watch videos with questions and answer questions. Again, students are asked to read the third part and draw out the answers. Reply. S: She is better now. She went home this morning. Learn better. Listen and repeat. The little teacher reads. Students read by themselves, by role. dub. Find and say. Ask ans answer. Talk. When you are feeling sad/angry/bored, how do you do? Sad angry bored Method method method Workbook listening exercises. Copy one word and listen to one after class.
Be able to understand and fluently read texts aloud and read guides to repeat texts.
T:When we are feeling sad,angry or bored, how do we manage our feelings? S: eating /read a book/play with toys /play with friends/play with pets/ go to park/listen to music/ talk with friends/play the piano
Students are able to understand the content of the text by looking at the pictures and are able to understand and think about the input language. This lesson can be designed. Guide students to pay attention to their own emotions and learn to deal with bad emotions correctly.

Issue: M9U2 I feel happy.
Be able to describe the reason in the language you have learned, using the "I feel+ adjective. "Express your emotions or feelings. Be able to understand and see diagrams to repeat sentences. 3. Be able to pay attention to and manage your emotions or feelings.
Be able to master the vocabulary of this lesson and be able to use the language you have learned to describe the reasons and describe your feelings.
	Look, listen and say. Look at the picture can use He is + adjective. Describe the emotions of the characters. Listen and read, read for yourself, read together. Guide students to pay attention to the national essence - Sichuan drama change face. And have students enjoy the video. 1.Listen and say. Look at the picture to understand the meaning of sentences, learn new vocabulary farming tired listening to pronunciation and reading, I speak Chinese, students speak English, solitaire speaks sentences. Read the sentence 10 times a minute. Look at the figure to repeat the sentence and other ways to consolidate. Learn vocabulary like won-win, ruler, smell, etc. in the same way. 2.Look and write. Then ask and answer. Demonstration students. Does she feel happy? No, she doesn’t. How does she feel? She feels angry. Write the screen and have students ask questions. Listen and repeat.activity Act and guess.active 4. Say and act activities
Be able to describe someone's emotional feelings based on tense pictures. Complete the listening exercises for this lesson.
I feel tired Happy Sad hungry
Students are able to ask questions and express their emotions. When the mood is not good, the right way to manage the emotion can be used.

课题：M10U1He was in the kitchen.
Ability to use "where?" Ask for the location and describe the location with "in/on/under/behind". Review past tenses. Increase the fun of life through hide-and-seek. When the holidays are fine, families can also enhance interaction and communication by playing hide-and-seek games. Just be safe.
Be able to use the vocabulary of this lesson to ask and describe the location of a person or thing in past tenses.
Click to read the software Textbook Exercise Book Workbook Workbook
	Watch the video and understand the content. Naughty Tom hid in four different places for Ms Smart, Amy, Cat and Mr Smart to find. Follow sentence by sentence and learn vocabulary such as kitchen/toilet/living room. Students read by themselves and read together. Presentation. As usual, Lingling Amy Sam Tom played a game of hide-and-seek again. Let's listen, let's see, where are they hiding? Listen，watch and answer. What games do they play? They play hide -and -seek. Learn hide-and-seek Learn the vocabulary "Let's play hide-and -seek" in sentences. Listen and say,then answer. Learn "Where is Sam?" There he is. He’s in the bedroom. He’s=He was I’m the winner. You found me last. Found-find "Listen and read, teachers speak Chinese, students speak English." Solitaire says sentences. Or read a sentence 10 times. Amy and Sam practiced in roles. Q: Where is Sam? S: He was in the bedroom. Listen and say, then answer. I found John first.firstHe was in the kitchen. Where did you find Lingling? I found Lingling in the toilet! "Listen to the sound and read, the teacher speaks Chinese, and the students speak English." Solitaire says sentences. Or read a sentence 10 times. Amy and Sam, the other 3 people practiced in roles. Where is John? S: He was in the kitchen. Where did Amy find Lingling? S: She found Lingling in the toilet. Look at the blackboard keywords to repeat the text Play hide-and-seek Where Sam There is He bedroom Winner found last Found John first He kitchen Where find Lingling Found toilet Dubbing the above images. The sentences just learned are useful in the past such as found was did Why? Some use the general present tense such as Where is Sam? Learn the story sentence "Is Tom playing with you?" No, he isn’t. Well, where is he? I don’t know. He was in the living room.” Listen to the sound and read, the teacher speaks Chinese, and the students speak English. Solitaire says sentences. Or read a sentence 10 times. Amy and Sam, Ms Smart3 individual role-based exercises. Where is Tom? S: He was in the living room. Learn hide hiding hiding, sofa. I found Ton last. He won the game.won-win wins the game. ” Q: Where is Tom? S: He is hiding behind the sofa. Read aloud by role and repeat it in a kanban book. keyword Is Tom playing No Where he I don’t He was living room He hiding sofa Found last Won game. Use "Where did you find ?" I found asks for items and describes their location. "The teacher demonstrates first, then the students practice, and then show.
Master the pronunciation of the words in this lesson, the content of the text story, and read the text fluently. Kanban book repeats the text. Complete the listening exercises.
Sam was in the bedroom John was in the kitchen. Lingling was in the toilet. Tom was in the living room.
Can string texts together according to key vocabulary. In life, enhance the fun of life by playing games with your family.

课题：M10U2 Don’t shout,please!
Through the study of this lesson, you can use "Don't+ verb!" Make rules for parks, zoos, museums, or classrooms. 2.Learn vocabulary such as "shout, baby.dangerous, grass" and understand how to read texts fluently or repeat texts according to key words. 3. Learn to follow the rules of the public place. Be a good kid who follows the rules.
Be able to master the vocabulary of this lesson and use "Don't! "Make the rules.
	Listen and chant! Watch videos to understand the content of the story, listen to the sound and read, read by yourself, and rap together. T: You can't do anything in the park. Learn "Don't shout, please!" My baby is sleeping. Sorry,. I didn’t know. Learn shout baby "listen to sounds and read, teachers speak Chinese, students speak English." Solitaire says sentences. Or read a sentence 10 times. Lady and Amy have a role-based dialogue. Listen and learn In the same way, learn "Don't climb the tree. It’s dangerous. Sorry,Mum. Learn dangerous." Learn "Don't walk on the grass, Amy!" Sorry. Let’s go and see the pandas,Sam. Great! Let’s go!” Listen to the sound and read, the teacher speaks Chinese, and the students speak English. Solitaire says sentences. Or read a sentence 10 times. Ms Smart, Sam and Amy have a split-role dialogue. T: In the park, What shouldn't we do? Don’t shout,please./ Don’t climb the tree!/ Don’t walk on the grass! Memorize texts and dub videos. Look and write . Then say. Have students speak and then write a note, and the teacher writes on the screen, checking the answers. Learn the pronunciation of consonant letters and letter combinations. Have students practice "You can . Don’t .” You can do your homework in class. Don’t eat in class. Don’t play in class. Don’t stand on the chair. Don’t drink in class. You can sing songs in music class. You can draw pictures in art class. You can play football in PE class. You can work hard in class. Make classroom rules. Let the students speak, the teacher board book, write the class rules of the class, and form the rules, everyone together to abide by. 10.Listen and say, then chant. Consolidate "Don't" through songs and build a sense of rules.
Complete the use of the words and focus "Don't" in this lesson, and complete the exercises related to this lesson.
Shout Baby sleeping didn’t Climb Dangerous sorry Walk grass Sorry Go see pandas Great go
Through the study of this lesson, help students build a sense of rules. Abide by the class rules of the class, and other public regulations.