外研社新标准三年级起点小学英语五年级下册全册

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1、备课人使用人赵景阳学科英语课 题We lived in a small house课时1教学目标语句：There werent any buses.We lived in a small house.单词:life ,different,ago,anytelevision,grandchildren,教学重难点学习新语言结构:There were/werentmany years ago.教学准备录音机、 磁带、 单词卡片、图片。教学过程个性化设计1.热身活动：T:I had a happy winter holiday.I visited my friends. What about you

2、 ?S:(设计意图：由于第一节课，和学生简单的聊聊假期的经历，既能活跃课堂气氛，又能为新课奠定基础。)2.情景导入：Youve done many interesting things.Lets look at Lingling .We all know Lingling is still in England with Sam and Amy.Does she miss China?Lets listen to the radio and find the answer.3.学习录音：（1）Listen and point. (听音指句子，整体感知课文内容,并回答老师刚才提出的问题。)Yes

3、,she does.（2）Listen and underline the new words.(听音画出新单词)教师利用单词卡学习新单词:life,类似但此有like，light,注意f的发音。ago,在短语中学习many years ago,many days ago,three weeks agotelevision,TV的缩写，Do you like watching TV?If you like,please remember television.grandmother:grandmagrandchildren: grandmothers sons son or daughter.

4、其余的单词different,any,us,lady通过单词卡片，采用集体读，个别读，男读，女读等多种方式学习。（3）Listen and read. (听音跟读)（4）Listen again and find out the changing of China.(听音跟读，找出中国的变化。) many years agonowThere werent any buses.There are lots of buses and cars.There werent any televisions.I watch TV every dayWe lived in a small house.We

5、live in a big house.（5）再听录音，学生跟读课文，并练习朗读。4.巩固练习：完成课堂活动用书练习1。5. Summary请学生结合板书总结What have we learned today?总结主要语言结构。6. HomeworkA:爱听录音的你，请积极模仿录音，把自己最满意的录音录下来。B: 爱诵读的你，请大声朗读课文给你的朋友或家长听。C:善于归纳的你，请你以表格的形式总结中国的过去与现在的变化。板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题Unit 1 We lived in a small house课时2教学目标使学生掌握句型“There werent

6、 any buses. We lived in a small house.”和“There are lots of buses and cars. We live in a big house.”的正确表达。教学重难点使学生了解语篇内容并熟读文章。教学准备点读笔教学过程个性化设计一、Warmer: 1. Talking about myself with then and now Look at the pictures and say: Then I was 15 years old. Now I am 25 years old. Then he was young. Now he is

7、old. Many years ago, I played football. Many years ago, I had lots of food. 2. Talking about Part 3, P3 A. There was a small house four years ago. He lived it. Now there is a big house. He lives it. B. There was a small tree in the picture four years ago. Now there is a big tree in the picture. C. T

8、here was a dog in the picture. There are three dogs in the picture. D. He had a kite four years ago. Now he has a MP3 player. 二、Presentation: 1. Look, listen and learn: A. Learn the new words: live, livelived, life, different, many years ago, television, grandchildren, grandmother, were not= werent,

9、 missed B Listen to the tape and understand the text. C The teacher explains the text, then let the Ss answer the questions. P2 Ex1. D Read the text in the roles. 2. Listen and say: A. There werent any buses. We lived in a small house. B. There are lots of buses and cars. We live in a big house. C.

10、Read and repeat, read and write. 、Activity book: Listen and read: 1. She ran fast many years ago. Now she walks slowly. 2. She saw well many years ago. Now she sees badly. 3. She cooked badly many years ago. Now she cooks well. 4. She was young many years ago. Now she is old. 四、Homework: Read the te

11、xt. 2. Write the new words.板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题She didnt have a television.课时3教学目标（1）培养学生听、说、读、写、做的能力（2）掌握字母组合ai/ay, al/au, ar 的发音规则。（3）谈论人们过去和现在的生活。教学重难点单词和音标教学，用过去时谈论生活中发生的事。教学准备点读笔教学过程个性化设计Step1：热身复习根据前一节课老师布置的作业，让个别学生到前面来用英语谈论他或她的爷爷、奶奶、外公或外婆过去的生活与现在的生活。也即处理Unit2, Part2:Think and talk abo

12、ut your grandparentsStep2：课文导入告诉学生：“自从Lingling昨天在英国看了那个关于中国的节目，她就非常想念自己的奶奶，于是她写信给Daming,讲述她看到的那个节目并倾诉她对亲人的思念。下面我们一起来听听她在信中是如何描述节目中那个老奶奶过去的生活的。”在听的同时，请把你不认识的单词用横线画出来。Step3：课文教学先让学生听录音，找出新单词，然后教师叫学生根据所学过的音标把单词一个个读出来，接下来老师把新单词教给学生。再让学生听第二遍录音并回答以下问题：What programme did Lingling watch last night? What was

13、 the old ladys life like many years ago? Who does Lingling miss?教师播放第三遍录音，学生大声跟读课文。Step4：音标教学把字母组合ai /ay, al/au, ar 及相应的音标卡写、贴在黑板上先让学生读出这些音标，老师再纠正教授音标。学生跟磁带读音标和单词。Step5：游戏：听音标竞赛 这是一个训练学生听音标的游戏，教师准备两套音标卡片，并将全班分成两组，每人发一张卡片，教师快速念音标，持有该音标卡片的学生应迅速站起来，最先站起来的人得两分，后站出来的得一分，没站出来的得零分，得分多的组获胜。Step6：Chant的教学让学生

14、先跟老师熟读各句，然后听磁带合着节拍一起说Chant，最后让学生组与组竞赛说，看哪组说得最好。Step7：游戏：Do, ask and answer （拓展部分）A: Where were you three days/ weeks/ months/ years ago?B: I wasA: What did you do there?B: IStep8：Homework用英语写封短信给老师：介绍你的爷爷/ 奶奶/ 外公/ 外婆去生活和现在的生活板书设计Module1 Unit2 She didnt have a televisionNew words: New English sounds:

15、 New drill:fire ai / ay / ei/ A: Where were you three days/ weeks/ months/ years ago?radio al/ au / c: / B: I wastelephone ar / a: / A: What did you do there?fields ar /c: / B: Ihope教学后记：备课人赵景阳使用人赵景阳学科英语课 题Module2 Unit1 She learnt English.课时 5教学目标基本能听懂、会说词汇：be的过去式was， were的用法 learnt(learn 的过去式) thes

16、e dancer foreign language基本能听懂、会问：“Did you/he/she +verb-ed.?” 的语言结构，并会做答“Yes, I/He/She did. No, I/He/She didnt.”教学重难点be的过去式was，were的用法 foreign language的读法“Did you/he/she +verb-ed.?”“Yes, I/He/She did. No, I/He/She didnt.”教学准备点读笔教学过程个性化设计1、Warm upT: Do you like watching TV?S: Yes, I do.T: (do the act

17、ion) Im watching TV.(复习现在进行时)2、呈现（Presenting）(1) T: Do you like dancing?S: Yes, I do. / No, I dont.Let one student act. Look, she is dancing.T: Do you know Yang Liping?(图片) Shes a famous dancer.(教学dancer这个单词 dance dancing dancer)(2)T: Do you like learning English? S: Yes, I do. And we are learning E

18、nglish now.(教学learn这个单词，let students make sentences: learn Japnese.)(3)T: We are learning English now. But did your mother learn English?S: Yes, she did. /No, she didnt.T: She learnt English.(如果学生是肯定回答，教师通过重复句子，引出learn的过去时learnt)learnlearnt(4) T: Did your father learn English? S: Yes, he did. /No, h

19、e didnt.(如果学生肯定回答，可以重复He learnt English.) T: Did he learn any foreign languages? S: Yes, he did. / No, he didnt.（解释foreign languages的意思，并教读发音。）（5）通过板书重点句型，让学生自由对话练习。Eg: T: Did your grandpa learn English? S:Practice in pairs3、T：Did Linglings grandpa learn English? Listen and answer these questions.(教

20、学these这个单词。)1.Who are they?2.Why is Linglings grandmother wearing these clothes?3.Which language did she learn?4. What was Linglings grandfather?5. Did he learn a foreign language?Student answer those question.Repeat after the tape.Act it out4、操练与指导（Drilling and Counselling）（1）完成SB第一单元活动3，教师先做示范，然后同

21、桌之间练习对话。（2）Game: “Guessing Game”：学生们三人，两个背对背，另一个与其一面对面。面对面的一个做动作一个问，背对的同学猜“Yes or No”,如下：S1: (Do action)S2: Did he/she play basketball?S3: Yes, he/she did. No, he/she didnt.做若干次这样的练习。（5）回顾知识点，教师讲解本课学习中所存在的问题。5. Home work :a. Read the text fluently , copy the tape as possible as you can.b. Make sente

22、nces with three new words.c. Do a suevey: 采访自己身边的长辈，请他们谈谈自己的过去和现在（包括工作，喜好，习惯等）然后根据采访得来的信息写一篇小短文，与其他同学进行交流。板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题Module2 Unit2 Mr Li was a teacher.课时 5教学目标a、Words: study hard retiredb、Sentences: Mr Li was a teacher. He studied very hard.c、识别并区分元音教学重难点a、一般过去时的句型b、发音部分的单词C、retired

23、的发音教学准备点读笔教学过程个性化设计1、warm upT: Do you know Mr Song? The headmaster of Class 1?S: Yes.T: This class Ill tell you something about us.2、呈现（Presentation）(1)T: Ten years ago, Mr Song was a teacher in Middle school of Tang Shan. He taught Chinese. (教学taught这个单词 teach-taught)(2)T: I was a good student in h

24、is class. I studied very hard.(教学study这个单词 studystudied,同时帮助学生理解hard的意思并教读发音。)T: Who studied very hard in Grade 1 or Grade 2?S: .studied very hard in Grade1/2.(通过询问让学生复习巩固重点句型。)（3）T: Now, Im a English teacher, we work in the same school. And we all teach you. Its very interesting. Yes?3、T: This clas

25、s Chen Hai will tell us a story about himself. Its more interesting. Lets have a look.OK?(1)Listen and answer the question:What does the word ”retired” mean?(2)通过听录音，理解课文，讲解retired这个单词。(3)make sentences with the word”retired”, eg:My grandpa was a worker. Now he is retired.Let students make sentences

26、.(通过学生说句子巩固单词。)(4)Listen and repeat(5)Read it in groups.4、操练与指导（Drilling and Counselling）Part 2 Look and say.Part 5 Game: look ,ask and answer.三人一组开展游戏，一人问，一人做动作，一人回答，来复习巩固一般过去时。5、发音部分(1) draw saw aw字母组合的发音 chair hair air字母组合的发音class pass ass字母组合的发音让学生自己通过读单词总结发音规律（2）Game:单词小博士把一些学过的具有此类发音规律的单词写到黑板上

27、，学生通过读单词，判断发音，写到相应方框下面。如：bear, pear, glass, grass(3) listen and repeat .6、poem(1) read the sentences, and learn the words: leaves, move, through(2) read and understand the meaning.(3) listen and repeat(4) say and do the actions.7、Homework：谈一谈自己或父母，朋友在过去和现在在学习、工作、生活等各方面的变化。板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课

28、题Module3 Unit 1She had eggs and sausages课时6教学目标（1）在讨论学习的过程中培养学生学习兴趣，帮助他们村立信心。（2）教育学生养成良好的饮食习惯，利于健康。教学重难点1、充分了解并掌握下列句子。What did/he she have for.yesterday?She/he had .。2、了解英语国家饮食习惯。教学准备点读笔教学过程个性化设计Step Greetings(问候)Step2 Review（复习）(Review the words: meat noodles rice milk cake cheese soup vegetable sa

29、usages fish and chips dumpling )1 Today we are going to learn Module 3 English food. And also we are going to review some Chinese food.2 Show the cards and review the words quickly.Step3 New concepts1 Teach the new words.（教授新单词）(traditional hamburger egg sandwich delicious )2 同桌互助教读单词。3 埋炸弹游戏。4 引入新知

30、。A T: Yesterday I had noodles for breakfast. Today I had milk and bread for breakfast. What did you have for breakfast?S: I had_.T: What did she have?B 板书重点句型并教读。5同桌练习对话。6 教师带玲玲的头饰对同学提问题。7课文新知引入。A T: I am lingling . I sent an Email to Daming. It is about English food.B Read after the tape.C Read aft

31、er the teacher.D 同桌互相交流答案。E 学生展示答案。8 口语活动，调查别人并完成调查表。9 展示调查成果。板书设计Module 3 She had eggs and sausages.Chinese food English food What did you have for breakfast?I had _for breakfast.教学后记：备课人赵景阳使用人赵景阳学科英语课 题Module 3 Unit 2 Sam ate six hamburgers.课时7教学目标通过两个不同时间单词（last night , tonight）的比较，使学生学会根据不同时间选择使

32、用合理的时态，同时应注意动词的适当形式的变化。教学重难点eat ate drink drankgive gave have hadWhat did you eat/drank last night?I ate/drank 教学准备图片，单词卡片等。教学过程个性化设计1 Lets chant with clap their hands.设计这一环节主要是让学生放松一下，使他们快速投入到学习中来。2 Lets have a words match. 将学生分为四组，先让学生闭上眼睛想一会儿，然后要求各小组每个人说一种食物名称，不能重复，最快最多最准的为胜。这一环节主要是为了让学生把所学的食物名称巩

33、固一下，为下面的学习打好基础。3 放录音，带着以下三个问题去听课文。What did she have for breakfast/lunch/dinner? 听完后叫学生回答。这一环节是为了让学生抓住重点来进行学习。4 Ask and answer. 主要练习What did you have for breakfast?这个句型，先我问学生答，然后组内问答，最后叫同学互问互答。组内问答是为了让所有学生都参与进来，互问互答是为了让学生会用英语进行交流。5 Play a game. 出示课件。让学生以组为单位选择图片进行会话。目的是为了让学生熟练掌握重点句型。6Lets play. 再听课文跟

34、读两遍，然后将课文背熟，最后组内合作表演对话，可以用其他食物的名称替换。评出优胜组给予鼓励。目的是为了让学生熟练掌握课文后会活学活用。7 Lets talk. 出示课件。让学生以组为单位选择场景进行会话。目的是为了培养学生运用英语的能力。8 作业：自己完成一个调查表。内容是调查身边的人三餐吃什么；另外，没完成场景会话的同学要把它完成，下节课各小组继续汇报。板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题Unit 1 Where are the books about computers, please?课时8教学目标1、能熟练运用Where are theaboutplease?的句型

35、，并能表演对话。2、 听、说、读、写本课的单词library find CD-ROM bring use card easy教学重难点library的读音以及主要句式：where are theabout,please? In two weekstime的运用。教学准备点读笔教学过程个性化设计Step1: Warming up1、Greetings2、幻灯片自动展示各种漂亮的贺卡。Step2:Leading inT：These are beautiful cards. And I made an e-card for you. Its easy with a computer. Do you

36、like it?Ss: Yes.T: Im not good at computers. But I use a book about computer to help me. Where are the books about computers, please? (重复、领读、指读此句多遍，引起学生注意，并板书。)（课前在班级图书柜上放基本信息技术课本）S1: They are on the shelf.T: Yes. Who can bring them to me? (学习单词bring)Thank you very much, but I bought my computer boo

37、k in the library. (课件出示图书馆借书情景,)Step3: Presentation1.T: Now , Amy and Lingling also go to the library. Lets have a look.1)Listen to the tape, then answer the following questions. Who bought a new computer ? 2) Listen again with two questions.What does Amy want to do for Mum ? (E-card)Where are the b

38、ooks about computers?3) Read the text with the questions:When are they going to bring back the book? (In two weeks time)Is it easy with a computer?小组讨论，核对答案。4）Listen and repeat.5) Read the text in groups, do role play.Step4 Practice1、Act out the dialogue. (出示挂图，大体内容描述出即可)2、Shopping game.创设情景：课件（或简笔画

39、）出示几类物品，如水果类、衣服类、文具类、玩具类、书籍类，组成一个小型超市，每类物品上方注明Shelf ABCD等标签。围绕“超市”货架上的物品练习购物对话，如：顾客问：“Where are the pens,please?”售货员回答：“They are on Shelf C.”； 学生展示。Step5 Summary回顾本节课教学内容Step6 HomeworkAsk them to make up a dialogue with the new drills and new words.板书设计Unit1 Where are the books about computers, plea

40、se?Where are the books about ?They are on Shelf .Please bring back the book in two weeks time.Its easy with the computer.Module 4 Library教学后记：备课人赵景阳使用人赵景阳学科英语课 题Unit 2 Where can you find out about animals? 课时9教学目标1、能熟练运用Where can you find out about.? You can find out aboutin/ on 2、听、说、读、写本课的单词：infor

41、mation timetable dictionary newspaper教学重难点熟练掌握单词及表演对话。教学准备挂图、卡片、磁带教学过程个性化设计Step1 Warming up 1、Sing a song 2、Show the pictures, ask the students to make up dialogues. Step2 Presentation T: Today we will learn how to research the message what we need.学完之后，大家要试着通过各种途径来查询信息。 Step3 Teach new lesson 1、T:

42、Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one. Tell the student we can find out about words in a dictionary. As the same way, teach them the other new words. 2、Play the tape the student should read the text after the tape. Then they should practice t

43、he text in groups or pairs. Help the student to grasp the sentence: “You should find out about in / on” Ask some groups to read in pairs. Step4 practice 教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好的予以奖励。 Stpe5 Summary T: What have we learnt this class? Step6 Homework According to this class, do activity boo

44、k practice 1.板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题Module 5 Unit 1课时10教学目标（1）理解、掌握本课中的新词：light brokenheavypocket（2）初步掌握本课中的句型 Its big and light. Its got two pockets.及其功能句教学重难点认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。教学准备单词卡片、CD-ROM、各种图片教学过程个性化设计（一）Warmer活动 1、说反义词游戏方法：把学生分成三大组，开展快速对答游戏。老师说出一个形容词，请学生抢答。形容词在黑板体现出来long

45、 short fat thin beautiful tall big small new old bad good cute naughty （二）The text ducts into同学们，你们喜欢购物吗？I want to buy a long and nice skirt.Do you?T:Ling ling 要回中国了，可是她的旅行包坏了，所以Ms Smart 要给她买一个新包。那么她们在选择不同颜色的包时都考虑了哪些因素呢？最后她们决定买哪一个包呢？通过本课的学习，我们也将学习如何描述自己见到的各种商品。（三） Presenta-tion Story time1放CD-ROM，整体

46、感知课文。 逐段播放，逐句跟读，注意学生的语音语调。出现的新词在句子中教学，并相应出示卡片。如broken_new heavy_light pocket_pockets 随句子讲解 Well take it ,please. Take 的用法 在这里当买讲，其它用法，拿、带领。并告诉学生英语中有很多这样好用的“活词”。例如：do have get make 意思很广泛再次逐句朗读三人一组看书分角色对话朗读。完成SB第一单元活动用2 听音，模仿语音语调，最后请几名学生读4、完成练习册第一单元活动1（默读学生用书第一单元活动1，根据自己的理解完成） 全班订正。（四）PraticeGame1 “五彩

47、缤纷”游戏 （复习学过的颜色）完成书第19页活动3Game2 再次把（一）Warmer中的形容词呈现出来，并加入本课出现的形容词，呈现各种图片，用所给的形容词结合图片练习说描述事物特征的的形容词性语句。进行男女生大比拼。方法：1读形容词 2、提示例句：The elephant is big and heavy.I bought a new book. Is the apple red ?动物: elephant bird panda dog tiger snake 文具：pencil pen book 水果：banana apple pear watermelon五、Consolidation

48、再次播放CD-ROM，在跟读中结束本课。并要求学生回家听磁带读音.板书设计教学后记：备课人赵景阳使用人赵景阳学科英语课 题Its too big for you课时11教学目标学习单词：too，lovely 识别单词：panda,white,T-shirt 书写单词：panda,white教学重难点学习运用：Its too big for you.学会运用： Ittoo for .表达自己的看法和意见教学准备点读笔教学过程个性化设计一、play a game.1、I say and you guess。T:Its an animal .Its big and fat. Its got long

49、 nose and four legs. What is it?2、跷跷板游戏：通过一问一答式的游戏帮助学生复习形容词的反义词。big-small heavy-light hard-easy long-shortnew-old yong-old tall-short fat-thin二、导入。上节课我们知道了lingling将要回国，Ms Smart 陪Lingling 去买包的事情，那么今天又发生了什么呢？三、学习课文。（一）听录音，完成下列表格。颜色Blue T-shirtWhite T-shirt特 点It s nice.Its got a panda on It.It s small.

50、是否售出NOYES原因It s too big for you.Thats lovely.（二）细读课文1、It s nice. Its=it isIts got a panda onIt. Its= it has让学生体会文中这两个“its”是否一样。2、It s too big for you.“too”的意思是“太”。3、向某人询问你有吗？Have you got ?四、学习课文对话。1、小组内读课文对话，遇到不懂得生词或句子询问老师或同学。教师小组内巡回指导。2、角色扮演。五、小结归纳：1、读本课的生词卡片；2、读本课的重点句子。板书设计Unit 2 Its too big for y

51、ouIt s nice. Its=it isIts got a panda on it. Its= it has It s too big for you. lovely=cute教学后记：备课人赵景阳使用人赵景阳学科英语课 题I went there last year课时12教学目标1100%的学生能听懂、会说并认读单词： photo, stay, week, parents290%的孩子能听懂、会说并认读下列句子：When did you go to? We went there . Did you go with ? Yes, I did. / No, I didnt. 其余的孩子能听

52、懂、会读以上句子。教学重难点认读和运用句子: When did you go to ? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didnt.教学准备多媒体课件、点读笔教学过程个性化设计1. Greetings2. T:OK，children，lets enjoy a video(观看travel life视频) Whats the video about? (教师提示并板书 travel)T: Today well talk about travel.（领读模块课题

53、）Do you like travelling? Ss: Yes.T: Well, where did you go on May Day(五一)？（板书：where did you go？）（为复习歌曲提供语言支架）S：I went to T: How about you?S： (Places) Now first, lets sing a song. You can clap your hands.3.(出示歌曲,与学生打着拍子唱歌,唱完后用激励性语言鼓励学生的表现)【设计意图】从学生已学过的歌曲和教材的故事情节, 自然引出本节课的词汇及句型。根据学生已有的知识经验搭建支架，学生更容易接受

54、。二.Presentation Step1. Leading in (课文导入)T: Boys and girls, where did Lingling go? S: Lingling went to London. T: Very good. Look here, Lingling is in London. This is Linglings photo. (Learn the word: photo.) Now she is in London.【设计意图】教师为学生提供词汇学习的情景支架，让学生通过情景来理解单词并多次练习。T：Ok, now look. This is a map

55、of England. Where is London?S: Its in the south of England.1. Great, you know, Lingling is in London now. Shes in Ms Smarts home. Today what happened in their home? Lets listen and answer my questions. (出示课本图片，帮助学生理解)Q1: What has Lingling got? Q2: What are they talking about? （播放CD-ROM .整体呈现文本。）T: w

56、ho can answer my question?S: Lingling has got some photos. S: They are photos of China.T: They are talking about photos.2（出示玲玲的照片）T: Look, this is a photo of Linglings. Lingling likes travelling, too. Now, please read the and choose by yourselves. （学生阅读文本的第一部分内容。）Q1: Where did Lingling go last year?

57、 A. Xinjiang B. BeijingQ2: Who did Lingling go with? A. mother and father B. grandmotherQ3: Where is Xinjiang ? A. Its in the west of China. B. Its in the south of China.Q4: How long did Lingling stayed there? A. a week B. two weeks（1）T: who can answer the questions? Where did Lingling go last year?

58、S：She went to Xinjiang last year.（2）T: Who did Lingling go with?S: She went to Xinjiang with her mother and father.T:(出示图片，学习parent)S: （3）T: (出示带有方位词的中国地图) Look at the map of China. Where is Xinjiang? Who can tell me? S: Its in the west of China.（5）T: How long did Lingling stayed there? A week? Two weeks? S: A week.T: Yes, they stayed there for a week.（出示week 的图片，Learn the words: stay, week）Stay at home, stay at school, stay in Xinjiang. （出示图片练习stay）3.（出示海南照片）（1）T: Look, this is a of Hainan.(让学生自己说出photo这个单词)（ 出示Amy 一家去海南的照片）Ms Smart and her family went to Hainan last year. Where is Hainan