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沪教牛津小学英语四年级上册全册教案
一．Meeting new people 课题 M1U1 Meeting new people 学情分析 学生已经接触了基本的问候打招呼句型，这节课只是复习巩固 教学目标与 考点分析 掌握本课有关数字的新单词，并会默写数字one-sixteen；学会如何用This is ...句型向别人介绍自己的新同学、自己的好朋友；会用can 的句型来介绍自己或别人能做什么事。 教学重点 难点 This is ...句型的运用；情态动词can 的用法 教学方法 情景教学法，讲练结合教学法 一、 教学过程 Warm-up(5 minus) Free talk: 跟学生打招呼，问候，相互熟悉。 Teacher: Hello！I’m ... S1: Hi！I’m ... S2: Hello! I’m ... Who are you? S3: I’m ... 复习数字one two three four five six seven eight nine ten 导入本课数字学 习。 Presentation and Practice(75 minus) 1) 单词：eleven twelve thirteen fourteen fifteen sixteen 拓展单词：classmate one two three four five six seven eight nine ten 2）基本句型：This is ... (介绍用语) 这是、、、 See you. 再见。 - Nice to see you. 很高兴见到你。 - Nice to see you too. 也很高兴见到你。 基于课本进行讲解。 Part 1: Look and say Good morning, Peter. Good morning, Kitty. This is my sister. Her name is Sally. She’s twelve. And this is my brother. His name is Paul. He’s only six. Hi, Sally. Hi, Paul. My name is Kitty. I’m Peter’s classmate. Hi, Kitty. We are going to the park. Goodbye, Kitty. Part 2: Ask and answer Show a photo of your friend. Then talk about him/ her. This is my friend. His name’s Danny. He’s nine. He can ride a bicycle. This is my friend. Her name’s Tracy. She’s thirteen. She can skip. S: This is my ... His /Her name’s ... He’s/ She’s ... (age) He / She can ... 3）语法： 1. 形容词性物主代词 my, her, his, your 在英语中有物主代词，它可以分成名词性的和形容词性的。形容词性物主代词相当于形容 词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。 例如：This is my brother. His name is Tom. 这是我的哥哥。他叫汤姆。 形容词性物主代词有人称和数的变化， 单数形式：my（我的），your（你的），his /her/its（他的、她的、它的）。 复数形式：our（我们的），your（你们的），their（他们的）。 练习： 1. This is my book. are over there. A. Your B. Yours C. You D. Mine 2. Whose pen is it? It’s . A. her B. hers C. she D. his 3. ＿＿ bag is new and ＿＿ is new, too. A. Our, he B. Ours, his C. My, his D. My, her 4. This room is ours, and that one is ＿＿. A. they B. them C. theirs D. their 5. Whose pencils are there? They’re ＿＿. A. my B. me C. mine D. our 6. Is the new watch ＿＿? Yes, it’s ＿＿. A. you, me B. yours, mine C. your, my D. your, mine 7. Whose shoes are these? They are ＿＿. A. me B. mine C. my D. I 8. She is a student , ＿＿ name is Han Mei. A. its B. her C. hers D. his 9. It’s a dog. I don’t know ＿＿ name. A. its’ B. its C. it D. it’s 10. This ruler isn’t mine. I think it is ＿＿. A. he B. him C. his D. her 11.＿＿ schoolbag is beautiful. But ＿＿ is more beautiful. A. Jims, my B. Jim’s, mine C. Jim’s, me D. Jims’, I 12. ＿＿ am a boy and ＿＿ is a girl. A. My, she B. I, her C. I, she D. Mine, she 13.I like ＿＿ new dress. A. She B. her C. hers D. his 14.I often help ＿＿ mother do ＿＿ housework(家务活)。 A. me, she B. mine, her C. my, her D. I, hers 15.Is that ＿＿ hat? No, it’s not ＿＿. It’s ＿＿. A. your, my, Toms B. you, mine, Tom’s C. yours, mine, Tom D. your, mine, Tom’s 2. 情态动词Can can后的动词必须是原形， 否定形式can’t 例如：肯定句：He can swim very fast. 否定句：He can’t sing. 疑问句：Can he climb a tree？ 回答： Yes, he can. / No, he can’t. 练习： 将下面各组词组成句子 1.________________________（an,aeroplane,hear,Lucy,can ） 2. ____________________________ (not,he ,dance,can ) 3.____________________________? (you,can ,see,what ) 4.____________________________(can ,see ,not ,we ,you) 5._____________________________. (I ,can ,help ,you ) 6._____________________________? (I,can ,do,what) 7._____________________________? (you ,can ,hear me) 8._____________________________? (you ,can ,dance) 3. 名词所有格： 所有格的构成方法： (1) 一般情况(包括单数名词和不带词尾s的复数名词)加 -’s： children’s books 儿童图书 today’s paper 今天的报纸 (2) 带词尾s的复数名词只加省字撇(‘)： girls’ school 女子学校 the Smiths’ car 史密斯家的小汽车 注：带词尾s的单数名词，通常仍加’s： the boss’s plan 老板的计划 the hostess’s worry 女主人的担心 (3) 带词尾s带词尾的人名，可加’s 或只加省字撇(‘)： Dickens’ novels 狄更斯的小说 Charles’s job 查理斯的工作 注:不带词尾-s却以咝音结尾者，一律加’s却以咝音结尾者， Marx’s works 马克思的著作 Closure（10 minus） 1）带领学生复习总结今天所学单词和句型，一般是提问的方式。 2）放学前一个一个学生检查今天单词和基本句型的朗读。 Unit2 Can you swim 课题 M1U2 学情分析 学生在之前已经接触过了情态动词can的用法 教学目标与 考点分析 学会用can 和can’t 句型来介绍自己或别人能做什么事情或者不能做什么事情。 教学重点 难点 情态动词can 的用法 教学方法 交际法， 讲练结合法，情景教学法 一、 教学过程 一． Warm-up(5 minus) Free talk: 用之前所学的can 句型与学生进行简单的对话, 引入今天的课程。 T: Can you swim? S1: Yes, I can. S2: No, I can’t. T: Can your mother cook? S1: Yes, I can. S2: No, I can’t. 二． Presentation and Practice(75 minus) 1）单词：paint draw read write swim jump climb 爬 draw 画画 paint 用颜料画画 swim 游泳 read读 write 写 jump 跳 hop单脚跳 picture画图 dream梦 interview 采访 guest嘉宾 everyone大家，每个人fast 快 high高 very 很，非常 welcome欢迎 both两个都 dolphin海豚 wasp黄蜂 crisp薯片 2) 句型：Can she/ he ... ? Yes, she/he can. No, he/she can’t. Welcome to ... 基于课本的简练 Part 1: Listen and enjoy Can your pong sing? No, he can’t. No, he can’t. Can your fish read? No, he can’t. No, he can’t. Can your cat climb the tree? Yes, he can. Yes, he can. Can your brother count to three? Yes, he can. Yes, he can. Part 2: Look and say Supergirl is coming! She can run fast. She can swim well. She can fly high. Can supergirl paint a picture? No, she can’t, but she can run fast. Can she swim? Yes, she can swim every well. Can you swim, Alice? Yes, I can. I like swimming every much. 3) 语法： 1. 情态动词can 意思是“会，能”，表示会做某事。 句子结构： 肯定句：主语 + can + do(动词原形) 否定句：主语 + can + not + do(动词原形) 一般疑问句：Can you/he/she/they run fast？ 特殊疑问句：What can you/he/she/they do？ 例如：My friend can ride a bicycle. My brother can hear the bird. I can’t draw flowers. I can’t swim. 注：can 的否定有两种书写形式 can’t 和 cannot 练习： 将下列句子变成一般疑问句并根据要求回答问题 Example：Horrible can run .(Yes) Can Horrible run ? Yes , he can . He can run . 1、 Miss Voodoo can play ping-pong.(No) ________________________________________________________________? _________________________________________________________________ 2、 Jessie can play the drum . (Yes) ________________________________________________________________? _________________________________________________________________ 3、 Bobby can sing . (No) ________________________________________________________________? _________________________________________________________________ 4、 Nancy can draw a house .(Yes) ________________________________________________________________? _________________________________________________________________ 5、 Peter can play computer games .(Yes) ________________________________________________________________? _________________________________________________________________ 根据划线部分提问 Spooky can buy. ____________________________________________________________________ I can play the violin . ____________________________________________________________________ You can get pizzas . ____________________________________________________________________ You can get pizzas. ____________________________________________________________________ Sandy can give stars. ____________________________________________________________________ We can wash the vegetables. ____________________________________________________________________ 翻译 ： 他会打篮球。 ____________________________________________________________________ 我不会买鞋子。 ____________________________________________________________________ 他们会游泳。 ____________________________________________________________________ 你会写作业吗？ ____________________________________________________________________ 我们会走到学校。 ____________________________________________________________________ 2. 连词 but But 是个表示转折关系的并列连词，意思是“但是，然而”。 例如： I can run, but I can’t swim. 我会跑但是我不会游泳。 My sister can sing, but she can’t dance. 我妹妹会唱歌但是不会游泳。 一． Closure(10 minus) 1）带领学生复习总结今天所学单词和句型，一般是提问的方式。 2）放学前一个一个学生检查今天单词和基本句型的朗读。 教学反思 Unit3 Are you happy? 教学目标 1、帮助学生学习Look and learn中表示感觉的单词thirsty, happy, sad,, tired, full, hungry. 2、通过猜谜游戏和看图造句活动，帮助学生巩固词汇学习，结合句型I’m happy/…表达感受，为询问别人的感觉打下基础。 重点难点： 词汇：happy, sad, tired, hungry, full, thirsty 句型：I’m happy. 使用教材构想 学生能表达自己的感觉，能询问并转述别人的感觉，能对别人的感觉作出适当的回应。 教学过程 一、出示目标： 1、 能听、说、读、写Look and learn中表示感觉的单词thirsty, happy, sad,, tired ,full, hungry. 2、通过猜谜游戏和看图造句活动，巩固词汇学习，结合句型I’m happy/…表达感受。 二、导入： 1、播放歌曲Are you happy?让学生欣赏，借助肢体动作帮助学生理解歌曲大意。 2、教师边做动作边借助夸张的表情和人物图片来帮助学生理解happy的意思。 三、自学指导： 出示课本11页Look and learn的图片，根据人物的表情来理解单词的意思，然后听录音3次。 先学一： 听录音，学生跟读 thirsty, happy, sad,, tired ,full, ,hungry. 先学后检测练习---- 利用I’m…来表达自己的感觉。 教师做出各种表情，学生用You’are…来描述老师的感觉。 教师的协学措施：学生已学会 后教一 活动1、表演：看单词做动作。 教师根据学生的表情提问： Are you…? 学生做出表情并说一说 活动2、分别利用 thirsty, happy,sad,, tired ,full,各写一句话来介绍自己的感觉。 学生各写一句话 活动3、小组活动 学生两人一组练习词汇和句型。 教学反思 本课是选自《英语》（上海教育出版社）小学三年级起点四年级上册Unit 3Are you happy ?第一课时。在备课的过程中，我根据针对小学生好动、好奇、喜欢亲身经历的心理特征，我利用现有的教学资源进行加工制作了多媒体课件，让学生操练所学过的语言文化知识，转移到学习新知上。现将我对这节课的反思如下： 一、歌曲导入，激发兴趣。 在Warming up 阶段，我播放课件，让学生唱了首歌，If you are happy ….学生通过歌曲，马上做好准备，进入英语学习的氛围中。在这一过程中通过课件的利用和图片的直观教学，学生表现出极强的学习兴趣。通过提问Are you happy？引入课题。并教学happy。然后通过多媒体课件和TPR活动教学其余的五个单词。 二、扩展内容，提升能力。 如果按第一课时的安排就讲6个表示感觉类的单词。我觉得比较枯燥，于是我把教材重新进行整理，将Are you hungry？Yes, I am. / No, I’m not. Have some water. Thank you.也融入课堂中。让学生在对话中自然的学习新单词。学生的学习积极性很高。而且说的很好。另外我还把10页的课文转变成了一篇阅读内容。通过做阅读判断来检验学生对课文的掌握程度。提高了学生的阅读能力。 三、当堂检测，有效巩固。 为了检测学生对本节课的掌握程度，我做了一个当堂检测。有三道题。第一是听音标号。目的是检测学生对六个单词的掌握程度。第二是阅读判断，目的是检测学生对课文的理解程度，从而提高学生的阅读能力。第三是一个机动题目。有一点难度。是根据句子的描述来写出对应的单词。第一题正确率为100%。第二题有个别学生出错。正确率为95%。效果还不错。 4.Do you have any cousins? 课 题 Do you have any cousins? 课型 第 几 课时 第一课时 课 时 教 学 目 标 1、 帮助学生学习Look and learn中表示家庭成员的单词。 2、 通过Culture corner,帮助学生意识到英语国家对亲属的称谓特点。 3、 通过家谱制作和介绍，帮助学生巩固词汇学习，结合句型I have…This is my…介绍家庭成员。 教 学 重 点 与 难 点 grandparent, grandfather, grandmother, parent, uncle, aunt, cousin 教 学 方 法 与 手 段 角色表演法，小组合作 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1．利用多媒体播放一首有关家庭成员的儿歌，请学生欣赏。播放儿歌的同时，出示单词卡片aunt，uncle和cousln。 2．出示Look and learn中Jill的家谱，指着图片中的Jill的父母提问；帮助学生复习学过的 表示家庭成员的单词。 T： (point to Jill's father in the picture) Who is he? While-task procedures 1-出示Look and learn中Jill的家谱，指着图片中的其他家庭成员逐一介绍或自问自答，引出生词grandfather, grandmother等。然后出示单词卡片，让学生跟读和拼读。 T. (point to Jill's grandfather) Who is he? He's Jill's father's father. He's Jill's grandfather. (show the flashcard for grandfather) Grandfather.G-R-A-N-D-F-A-T-H-E -R, grandfather. 然后，指着家谱图中的人物图片说单词，让学生快速反应。 T: (point to Jill's aunt) Uncle? 2．在黑板上画出Jill的家谱图，请学生上来把单词卡片贴在适当的位置上，贴完之后让全班一起拼读单词。接着教师介绍Jill的家庭成员。 T. (point to the family tree) Jill has one uncle.His name's John. He's Jill's mother's brother 3．在黑板上画出你的家谱，边画边向学生介绍你的家庭成员，告诉学生你有几个叔叔、阿姨、侄子、外甥等。 Ss: He is Jill'S father. Ss:Grandfather. G-R-A-N-D-F-A-T-H-E-R, grandfather. Ss: No. Aunt. A-U-N-T, aunt. 学生扮演Jill，并用学过的句型 I have…His/Her name's…介绍Jill的家庭成员。 S1: I'm Jill.I have one cousin. His name's Dan. 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 T: Look!I have three cousins. They are Jerry,Mark and Susan.I have two uncles. Who are they? 4．出示一个大家庭的家谱，并给家谱中每位成员写上姓名，要求学生在小组内仿照之前学的儿歌用chant形式做问答练习。 Post-task activities Ss: They're…and… 接着请个别学生借助照片介绍自己的家庭成员。 SI: I'm…This is my family.I have…His/Her name's…He's/She's… S1: Who is that? Who is that? Is he your uncle? Yes or no? S2: (act as one family member) He's Jack. He's Jack.Yes, he is. He's my uncle Jack. 1．小组活动。将学生分为四人一组。要求学生在纸土画出各自的家谱。在小组内交流各自的家谱图，并互相介绍家庭成员。 S1: This is my family tree.I have two uncles.They're… 2．学生记录同组某个同学的家庭成员(主要是uncle，aunt，cousin)信息，向其他学生介绍。 S2: (show Sl's family tree) Look, this is Sl's family tree. He/She has…uncle(s)/aunt(s)/cousin(s). His/Her name's… 板 书 设 计 Do you have any cousins? parent, grandfather, grandmother, grandparent, uncle, aunt, cousin ☆补充设计☆ 课 题 Do you have any cousins? 课型 第 几 课时 第二课时 课 时 教 学 目 标 1、通过Lisen and say的对话，帮助学生学习句型Do you have any …?及其回答。 2、通过Do a survey调查活动，帮助学生进一步巩固和运用句型Do you have any …?及其回答。 教 学 重 点 与 难 点 词汇：any family 句型: Do you have any cousins?Yes,I have one cousin. 教 学 方 法 与 手 段 师生表演，小组合作 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1．出示Jill的家谱图，让学生看图复习表示家庭成员的单词。然后提问，要求学生根据家谱快速回答，学生回答后，教师出示相关单词，请学生拼读。 T: Her hair is long. Who is she? 2．和学生做快速问答游戏，帮助学生加深对家庭成员之间的关系的理解。 T: He's your father's brother. Who is he? T: She's your father's sister. Who is she? 教师示范后，请学生两人_组互相问答。 While-task procedures 1．出示Listen and say的图片，接着教师根据图片提问并介绍图片。 T．Who is the boy? 播放Listen and say的录音。 1、Who's this man/woman? (He's/She'sJill'sgrandfather/grandmother.) 2) How many aunts and uncles does Jill have? ( She has one uncle and one aunt.) 3、What's Jill's cousin's name? (His name's Dan.) 再次播放Listen and say的录音。 接着在黑板上写下核心句型 Do you have…？ 帮助学生理解句型，然后对个别学生提问。 T: Do you have any aunts and uncles？ 然后把挂图贴在黑板上，请两个学生上来根 据图片进行对话 S1: She's Jill's aunt. S1: He's my uncle. S2: She's my aunt. S1: He's Jill's cousin. 学生看书听录音。 听完后，教师提问鼓励学生思考后回答问题。 学生 跟读。 S1: Yes,I have one uncle and one aunt. SI: Do you have any uncles? S2: Yes,l have three uncles. 3．学生两人一组，手拿各自的家庭照向同伴询问和介绍各自的家庭成员，然后请几对学生上前向全班作介绍。 4．让学生看Do a survey栏目的表格和对话，告诉学生他们将要对同学的家庭成员进行调查。将学生分为四人一组，要求学生在小组 内展开调查。最后请几个小组派代表向全班汇报 。 Post-task activities l，对子活动。发给学生两张家谱图(A，B)。两张家谱图中各有部分信息缺失（参见“参考资料）。让学生两人一组玩游戏。一个学生拿图A，另一个拿图B，两人通过询问获取信息，完成家谱。 2．邀请一个学生手持自己的全家福照片作介绍。 SI: (point to his ph oto) This is a photo of my family. They're my parents. They're my grandparents. I have one uncle. His name's What about you? Do you have any uncles? S2：～ S1: Do you have a big family or a small family? S2: I have a big family. S3: Do you have any brothers, sisters or cousins? S2: I have no brothers, no sisters, but I have two cousins. S3: Do you have any uncles and aunts? S2: Yes, I have two uncles and three aunts SI: (have Picture A) Do you have any aunts? S2: (have Picture B)Yes,I have one aunt. SI：What's her name? S2: Her name's _ Do you have any uncles? S1：… S1: Hello, I'm…I'm nine years old. Look!This is a photo of my family. This is me and these are my parents.….What about you? Do you have any uncles and aunts? 板 书 设 计 Do you have any cousins? any family Do you have any cousins? Yes,I have one cousin. ☆补充设计☆ 课 题 Do you have any cousins? 课型 第 几 课时 第三课时 课 时 教 学 目 标 1、帮助学生学习字母e在闭音节中的发音。 2、通过Say and act的情景对话，帮助学生进一步巩固和运用句型Do you have any …? 3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。 教 学 重 点 与 难 点 语音：e (ten,pen) 词汇：that 句型：Do you have any …? 日常用语：How old is he？He's 11 years old. 教 学 方 法 与 手 段 小组合作，情境表演 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1．快速提问。要求学生根据实际情况迅速作出应答。 T. Do you have any uncles? T. How many uncles do you have? 2．邀请个别学生走到讲台前做自我介绍，然后鼓励其他学生向他们提问。 While-task procedures 接着，播放录音，要求学生跟读。举例说明日常用语How old is he? He's～years old.的用法。 2．出示图片，要求学生根据Say and act的图片编对话，教师可以将一些关键的句型和单词写在黑板上。 Who's that man? Do you have any uncles/aunts…？ Yes,I have./No,I don't. I have…uncle(s)/aunt(s). 最后，将学生按三人一组分组，并根据对话中的角色进行表演。 S1: Yes,I do. SI:I have three uncles. SI: Hi, everybody! I'm…I have a big family. S2: Do you have any cousins? SI: Yes,I do.I have three cousins. S3: Do you have any uncles? S1: Yes.I have two uncles. 1．让学生看Say and act的图片和对话，然后看图回答问题。 (Picture l)Who's this girl? (Picture 2)Who's the boy? What's his name? (Picture 3)How old is the boy? (Picture 4)Who's the man? Is he Jill's father? SI: Hello，…(S20 narne). S2: Hello_ Welcome to my home. (show some photos) These are my family photos. S3: (point to a photo) Are these your parents? 板 书 设 计 Do you have any cousins? 语音：e (ten,pen) 词汇：that 句型：Do you have any …? 日常用语：How old is he？He's 11 years old. ☆补充设计☆ 5.My friends 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1．让学生朗读学过的儿歌（见Unit 4“参考资料”），鼓励学生用friend替换aunt，uncle’用朋友的名字替换儿歌中的人名。一边念儿歌，一边展示相应的服装图片。 Who's that? Who's that? Who's that girl? Who's that? Who's that girl In the short black dress? That's my friend Tess. 2．出示一个布娃娃，扮演布娃娃作自我介绍。 通过介绍布娃娃的服装引出本单元的词汇。 帮助他们理解a pair of的含义和用法。 T：(hold up a dolI)Hello, I'm Molly. I have a pair of blue trousers.I have a pair of white socks． 然后，让学生说一说自己喜欢哪件 pink T-shirt.1 have a red skirt. While-task proceduresnice. 1． 用多媒体呈现一个服装店的场景。指着图中 的衣服自问自答，或直接介绍，逐个引出单词 T：What's this? It's a skirt． 出示Look and learn的单词卡片，让学生跟读和拼读单词。 2、出示本单元所学的服装类单词卡片，问全班 T：(point to a skirt) What's this? It's a skirt． 看看哪些学生穿着这些衣服，请穿着相应衣服的学生介绍他们自己的穿着。 s1:1 like the skirt. It's yellow and blue. S2:I like the shorts．They're black. They're cool. 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 3．快速反应游戏。请几个学生在讲台前站成一排，给每个学生一张衣服的卡片，教师 请几个学生上来扮演顾客，根据示范做角色说单词，请学生快速做出反应。如教师说skirt 请手拿skirt卡片的同学往前走一 步并根据图片内容说I have a white and blue skirt.谁动作慢，就输掉游戏。 Sl:I like this skirt. It's green and white. It's beautiful too。 4．出示一个布娃娃。通过介绍布娃娃在不同季节穿的衣服，帮助学生进一步理解所学单词. s1：Look at these skirts! They're nice！ S2:I like this skirt. It's red and white. It’beautiful. How about you? 板 书 设 计 My friends T-shirt，short， skirt，dress ， shirt ☆补充设计☆ 作 业 设 计 教 学 后 记 课 题 My friends 课型 第 几 课时 第二课时 课时教学目标 1、通过Lisen and say的对话，帮助学生学习句型He/She has…。 2、通过Play a game猜谜活动，帮助学生进一步巩固和运用句型He/She has…。 3、通过Think and write栏目，帮助学生从口头介绍过渡到书面表达。 教 学重 点 与难 点 词汇：brown 句型：He has a green T-shirt 教 学方 法 与手 段 教师示范，小组合作，游戏练习 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1．播放Listen and say的录音，要求学生边听边做Bingo游戏。发给学生Bingo表格，让学生在表格中填写本单元的核心词汇，然后开展游戏，以此帮助学生复习所学单词。 2．出示一张好朋友的照片，请学生看图提问，从姓名、年龄、喜欢做的事情等方面了解照片中的人物，以此复习相关句型。 T．His/Her name's… T：He's/She's… 告诉学生照片上的人是你的朋友，引出本单元的话题。然后请个别学生描述他们在班上的好朋友，教师和其他学生一起提问并猜一猜。 T: This is my friend. His/Her name's…He's/She's…．Who's your friend,? T: Can he swim? While-task procedures 1．出示Listen and say的图斤，根据图上的人物 提问，要求学生回答问题，将问题和答案写 在黑板上。 Picture l: 1) What does he look like? 2) What colour is his T-shirt? 3) What colour are his shorts? 4) What can he do? 接着播放录音，根据录音提问，检查学生的理解程度。 Who's Joe's friend?( Tom.) Who's Alice's friend? (Peter and Sally.) S1: What's his/her name? S2: How old is he/she? SI: My friend is a boy. He's tall. He can run fast． S1: Yes, he can. S2: Is he ... (name)? SI: Yes, he is. (He is tall and thin.) (His T-shirt is green.) (His shorts are brown.) (He can skate.) 让学生跟着录音朗读课文。 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 T. (point to the picture of Tom) What's his name? T：What does he have? 请个别学生介绍Tom, Peter和Sallyo 最后，要求全班或个别学生朗读Listen and say的课文。将核心句型He/She has…写在黑板上，请学生跟读数遍。然后示范描述几个学生的衣着。 T: Look at (S1's name). He/She has… 然后请几个学生描述班上个别同学的衣着。 4．让学生看Play a game的图片和文字，先和个别学生示范如何做游戏。 T: She has a dress. It's red and white. Who is she? 然后让学生两人一组开始游戏，猜出各自描述的人物分别是谁。 若时间允许，可以把挂图贴在黑板上，让学生根据图中的人物开展猜人游戏。 SI: His name's Tom. S2: He has a green T-shirt and a pair of brown shorts. S1: This is Peter. He has an orange T-shirt and a pair of blue shorts. SI: Look at (S2's name). He/She has a greenT-shirt and a pair of grey shorts. S2: (S3's name) has a white shirt and a pair of blue trousers. S1：She's Alice. SI: He has a blue T-shirt. He has a pair of brown shorts．Who is he? S2: Is he Ben? SI：Yes．he iS! SI: He has an orange T-shirt. He has a pair of blue shorts，Who is he? S2：He'S Ken． 板 书 设 计 My friends 词汇：brown 句型：He has a green T-shirt ☆补充设计☆ 课 题 My friends 课型 第 几 课时 第三课时 课时教学目标 1、帮助学生学习字母i在闭音节中的发音。 2、通过enjoy a story的故事，帮助学生进一步巩固和运用句型He/She has…。 3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。 教 学重 点 与难 点 语音：i (kite,bike) 词汇：help 句型：He has big/small teeth. 教 学方 法 与手 段 角色扮演 小组合作 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 While-task procedures 1．出示Enjoy a story的故事挂图，教师根据图片提问，引导学生通过观察图片猜测故事大意。 l、What is the lion like? 2、What does the lion have? 3、What is the mouse like? 4、Where is the lion? How does it feel? 播放The lion and the mouse故事录音，要求学生听取故事大意。然后让学生独立阅读故事，针对故事细节进一步提问以检测他们对故事的理解程度。让学生完成下面的练习： 2．出示故事挂图和句子，要求学生将句子和挂图配对。再次播放The lion and the mouse故事录音，要求学生模仿跟读，同时检测图片和句子配对是否正确。 (The lion is big and strong.) (He has big teeth.) (The mouse is small.) (He is in a net. He is afraid.) Chooae and write 1)、The lion——． A．strong B．thin 2) The mouse has _teeth A．bjg B.small 3)The ____ is in the net（网）． He is _____ . A. mouse, afraid B.lion,afraid 4) The mouse and the lion are_____ A. sad B． happy 帮助学生理解生词和短语．如sharp，get out， afraid, help的意思。 3．角色扮演。学生两人戴上老鼠和狮子的头饰，扮作老鼠和狮子，然后根据故事作自我介绍。 S1: (put on the mouse mask) Hello. I'm a mouse.My name's Minnie. I'm small. (point to the teeth) I have small but sharp teeth. 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 4．出示Learn the sounds的语音单词卡片i(kite，bike)，要求学生跟读数遍，感知字母i在单词中的发音。 T:i,／aI／, kite;i,／aI／,bike. Ss:i,／aI／,kite;i,／aI／,bike. 出示更多含有字母i的单词，让学生跟读。如： nice, fine, child, ice, like, five, hi,I,write,ride, lion。然后播放Learn the sounds的儿歌录音，要求学生跟着录音朗读。最后，出示几组包含字母i的单词，让学生朗读单词，找出字母i的发音与其他几个不同的单词。 如：big, pig, pink; hi, five, listen。 Post-task activities S2: (put on the lion mask) Hello. I'm a lion. My name's Leon. I'm big and strong. (point to the teeth)I have big teeth. 故事表演。让学生四人一组写一个课本剧，鼓励他们增加角色，如增加叙述人或其他动物，然后分角色表演故事。 板 书 设 计 My friends 语音：i (kite,bike) 词汇：help 句型：He has big/small teeth. ☆补充设计☆ 作 业 设 计 6.My parents 课 题 My parents 课型 课时教学 目标 1、 帮助学生学习Look and learn中表示职业的单词。 2、 结合学过的句型This is…让学生通过介绍家人的职业来巩固和运用所学的单词。。 教 学重 点 与难 点 Bus driver doctor fireman nurse teacher 教 学方 法 与手 段 重复操练，小组合作 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 Pre-task preparations 1、出示Listen and enjoy的图片，播放儿歌录音，让学生猜一猜儿歌大意。然后请学生跟着录音朗读。 2．出示Listen and enjoy的儿歌和图片，请学生仔细看图认真听录音，接着教师指着图片提问，引出单词fireman。 1) Look at the people in the picture. Are they happy? 2) Why? 3) What can they do? 4) Who can help them? While-task procedures 1．出示Look and learn中单词bus driver, doctor, fireman, nurse, teacher的卡片，要求学生跟读和拼读单词。 T: (show the flashcard for doctor) Doctor,D_O-C-T-O-R, doctor. (point to your mother in the family tree) Who is she? T: Is she a nurse? 2．出示一个大家庭的合影，逐个介绍家庭成员，边介绍边请学生回答问题。 T: Look! This is…,sfamily.….has a big family.There are seven people in his/her family.This is his/her father. He's tall and strong.He works in a school. He likes his students very much. What does he do? Is he a teacher? 接着将单词卡片贴在黑板上，给每个单词编号，教师说一个单词，让学生快速说出该单词的编号。 T：Fireman． 2．出示与所学职业(如doctor，nurse，teacher，fireman)相关的物品图片，如护士制服、听诊器、粉笔、消防头盔等，教师手指图片，引导学生说出该图片代表何种职业。 (No. They are sad.) (There is a fire.) (Call the fire station.) (The firemen can help them.) SI: She's your mother. SI: Yes, she's a nurse. Ss: Yes, he's a teacher. Ss: Doctor.D_O-C-T-O-R,doctor. SI: It's No.5． 全班活动后，要求学生仿照示范，两人一组进行操练。 教 师 行 为 学 生 行 为 课堂变化及处理 主要环节的效果 T：Look! This is a uniform for a doctor. So, this uniform is for a…(wait for several seconds to encourage the students to say the word) 教师可以问Who is this for?，引导学生看图联想相关的职业，并尝试用It's for a fireman／doctor/nurse/.．．来回答。 T: Look! This is my family tree. This is my father. He's a teacher. This is my mother. She's a nurse. This is my uncle. He's a doctor. This is my cousin. She's a student. This is me. I'm a teacher. T. She's very tall. Who is she? T: She works in a hospital. He likes his students very much. What does he do? Post-task activities 1．要求学生拿出在学习Unit 4时完成的家谱， 在每个家庭成员名字下方写上他们的职业名称。然后和同学互相介绍家人的职业。可以帮助学生拓展一些表汞其他职业的词汇。 Ss: It's for a doctor． 3．出示你的家谱，介绍你的家人和他们的职业。然后根据介绍的内容提问，鼓励学生做快速回答。 然后，请学生根据教师提问看图回答问题， 检测学生是否仔细听，并抓住关键信息。 Ss: She's…’S mother. Ss: She's a doctor. S1: (show the family tree) This is my mother. She's thin. She's a doctor. This is my father. He's a … 2．请个别学生根据前一活动了解的信息，向全班介绍某个同学的家人及其职业。 S1:This is S1’s father. He is tall. He can drive a bus. He's a bus driver. 板 书 设 计 My parents Bus driver doctor fireman nurse teacher ☆补充设计☆ 4A Unit 7 At school 【学习目标】 1.能正确认读有关场所的词汇:school,classroom,library,office, playground, toilet 2.能正确运用句型There is / are ...进行表述。 3.阅读故事《动物学校》，明白每个人都各有所长的道理。 4.学习字母o的发音。 【重点、难点】 1.能正确认读有关场所的词汇:school,classroom,library,office, playground, toilet 2.能正确运用句型There is / are ...进行表述。 【学具】 录音机，卡片 【自主学习】 ①自学提纲 Look and learn 1.让学生用英语说出自己所知道的地点名称。 2.拿出卡片，学习有关场所的新词汇。 3.播放录音，学生跟读单词。 4.学生自主朗读词汇。 Listen and say 1.播放录音，学生看书听录音。 2.教师用classroom做示范，引出句型There is / are ... In our classroom. 3.学生根据图片做句型练习。 4.小组展示。 Learn the sound 1.播放录音，学生感知字母发音。 2.教师领读，学生跟读，帮助学生读好单词。 3.学生自主朗读单词。 ②自我检测 【总结所得】以学生为主，尽量使每个学生都能开口说英语，会用所学句型进行表达，提高学生的英语口语水平。 【拓展训练】 ①基础达标题 1. There ______ some bread in the bag. A. are B. is C. / 2. There are ten ________ in our school. A. computers rooms B. computer room C. computer rooms 【学后记】 教学目标： 1．认知目标： 能正确认读有关场所的词汇：school,classroom,library,office, playground, toilet 。 能正确理解、会认读句型There is / are ...。 能正确读出字母O的发音。 2.功能目标：能正确运用there be 句型表述身边的食物。 3.情感目标：在学习的过程中加深学生对学校的了解，激发学生爱校的情感。 教学重点： 能正确理解掌握句型，并能流利地进行对话运用。 教学难点： There be 句型的掌握。 教学过程： 1.Warming-up :sing a song . 2.New words: 出示卡片，让同学猜猜这都是什么地方。播放录音，帮助学生认读有关场所的词汇。 3.学生在组内练习认读新单词。 4.Sentence pattern: 教师用classroom 举例，引出句型 There be ... in our classroom. 注意：There is 后跟单数名词或不可数名词；There are 后跟可数名词的复数。 5.Practice: 学生结对用其他词汇做句型练习。 6.Consolidation: 学生在小组内讨论用所学句型介绍自己的学校，请个别小组做展示。 7.Homework: Copy the new words: Do a survey (P35) 板书设计： Unit 7 At school school classroom library office playground toilet There is / are .... in my ... Unit 8 At the shop 教学目标 1、知识目标 ⑴能听得懂，会说、会读和会拼写单词：tomato,potato,carrot,soup. ⑵能听得懂，会说、会读和会写句型：What would you like? I’d like …… ……。 2、思想情感目标 培养学生学习英语的兴趣，团结合作，关心他人的精神及运用所学语言与他人交流的能力。 3、智力发展目标 ⑴以游戏、竞赛为学习的主要形式，激发学生学习的兴趣。 ⑵激发积极思维，发掘学生潜能，拓展学用空间。 四、教学重点 ⑴听得懂，会说、会读和会拼写单词：tomato,potato,carrot,soup。 ⑵能初步理解和掌握本课的日常交际用语。 五、教学难点 ⑴正确朗读单词tomato,potato,carrot,soup。 ⑵能听得懂，会说、会读本节课所学的日常交际用语。 六、教具准备 实物（萝卜，西红柿，土豆），图片，单词卡片，多媒体课件。 七、教学流程 Step1: Warm up 1、歌曲“I like ice-cream.” （师生边唱边随着音乐做动作，进入教室，自然而然进入学习的情境）。 2、师运用句型Do you like ……,I like ……（为学习新的句型What would you like? I’d like …… ……作铺垫）。（亲切、自然的对话交流及体态语言的运用，让学生在宽松的环境下轻松愉快地学习英语。） Step2: Presentation and practice ㈠学习单词tomato,potato,carrot,soup.和句型What would you like? I’d like …… ……。 1、 学习单词：tomato (1)师出示实物（西红柿）问：What＇s this? 学生回答：It＇s a ……，师拿出一个西红柿 (2)师带读tomato（师简要讲解名词复数的构成规则），这时，师将卡片贴在黑板上，板书tomatoes (3)师带读单词数遍（直观教具的使用，为学生创造一种逼真的语言环境，有利于学生的形象思维。 2、学习单词：potato (1)师出实物potato, 师带读tomato （2）用I like …… 操练句型 （3）Read loudly ,read lowly. 3、学习新单词carrot以及句型What do you like? ⑴师出示实物（萝卜）师板书carrot这时师带读（单、复数分开读）。 ⑵小组练习（一问一答）。 (3)歌曲I like coffee，I like tea. Step3: Ask and answer 1．I say “I like ……”,you say “I’d like……”引出新句型。 2.I’d like ……练习拓展句型What would you like? I’d like ……。 3.小组练习，师问生答。 4．出示第一幅图的投影片。Listen to the tape together. （师生互相操练该幅图的句型） 师可与一个能力比较强的学生操练该幅图的句型，让其他同学理解意思。 3.示第二幅图的投影片 同桌之间互相操练句型（这时，教师可以放手，放手让学生自己去说，培养学生的语言表达能力）。 Srep4: Consolidation 1.小组合作练习阅读理解题。 2、师运用其它实物让学生练习写句型，师巡回指导，巩固所学句型。 Step5: Assign homework 1. Read these new words. potato – potatoes tomato – tomatoes carrot – carrots 2. Act out the dialogue on Student’s Book page 42. 9.at home Teaching aims : Basic aims: 1. 能用特殊疑问句Where…? 询问地点。e.g. Where’s Sam? 2. 能用简单的过去式谈论过去的状态。e.g. He was here at ten o’clock. 3. 能用介词短语表示时间。e.g. He was here at eleven o’clock. Education aims: 培养学生热心助人的思想。 Developing aims: 能运用所学的过去式描述日常生活中已发生的事。 Key points: 1. 能用简单的过去式谈论过去的状态。 2. 能用介词短语表示时间。 Difficult points: 能运用所学的过去式描述日常生活中已发生的事。 Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc. Preparation: Make a copy of photocopiable page 32. Teaching procedure: Ⅰ.Pre-task preparation: 1. Review: Where’s…? Show the toy dog. Invite students to guess where the dog is ? 2. Ask the students if they have ever lost someone or something. Encourage students to tell their experiences to the rest of the class. Ⅱ. While-task procedure: 1. Show the Wallpicture. Play the cassette: Look and say. The students listen and follow in their books. 2. Play the cassette again. The students listen and repeat. 3. Show the picture cards: supermarket, flat, police station and constable, and learn these words. 4. Working in pairs, the students role-play the dialogue on page 31 of the Student’s Book. 5. Invite a few pairs to role-play the dialogue In front of the class. 6. Read the notice: ‘lost dog’ , and invite different students to repeat the sentences. 7. Read: Write a report. The students help you to complete the report orally. 8. Ask the students to talk about 通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。 用生动形象的图片引出所要学的单词，使学生记忆深刻。 培养学生正确的语音语调。 这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。 通过练习及时掌握新授知识，让学生明确was的具体运用。 their parents, teachers, etc. e. g. S1: My father was at home at 6:30. 9. Distribute a copy of Photocopiable 32 to each student. Explain the task. The students fill in the missing words to complete the report. Discuss the task while walking around each group in order to give more or less input as necessary. Ⅲ. Post- task activities: 1. Workbook page 15 a. Invite students to read the words at the top of the task. b. Invite different students to help you to provide the captions and complete the sentences orally. Prompt where necessary. c. Students complete the task. d. Invite different tomes of the day on the board. Invite different students to tell you where they were yesterday at those times. e.g. Where were you at eleven o’clock? I was at school.,etc. Ⅳ. Homework: 1. Listen to the cassette. Read the dialogue and notice for five times. 2. Grammar Practice Book 5B page 30. 板书： Unit 3 At home supermarket He flat She was here at ten o’clock. police station It constable I 教学目标： 1.学习新单词： furniture; rug; mirror; picture. 2.掌握词组： move the furniture into ….; move in the new house; a picture of …..; take a picture of …... 3.会用一般过去时态句型表达物体的变化： It was________. It is _______ now. 4.巩固各类介词的用法。 5.会动手操作，利用学具布置一个美丽的居家环境，并描述它们的变化。 教学准备：教具、学具（两人一套）关于家具 教学过程： 一． Pre-task: 1. Daily talk: (1) What’s the weather like today? (2) What day is today? How many days are there in a week? What are they? (3) What’s the date today? (4) What season is it now? Do you like spring? (5) Who time do you get up? (6) Who goes to school by bicycle? (7) Who teaches you Chinese? (8) Which subject do you like best? (9) What’s your favourite animal? (10) Which ruler do you like ? 2. Revision: (1) Review the preposition: T: I can’t find my ruler. Where is it ? It’s in the book. It’s behind the book.(under/on/above/near/beside/in front of/between….. 板书：between) (2) Write the words: am; is (过去式)_____ are (过去式)______ roll (过去式)______ said (原形)_______ fell (原形)_______ hay (复数) ______ (3) Read out the phonetic word. /l?mp/ /t?e?/ /teibl/ /s?uf?/ /clok/ /?elf/ 二． While-task: 1. All these are “furniture”. (1) Read “furniture”. (2) f_ _ n _ _ _ _ _ (nurse; picture) (3) No plural form. some furniture ; a piece of furniture/ two pieces of furniture (4) Other furniture: bed/desk/cupboard…… (5) move sth. into spl move in the new house Mrs Li is moving the furniture________ the bedroom. Mrs Li buys a new flat. She is going to move _____ the new house next month. 2. picture (1) What’s this? It’s a picture. It’s a picture of …… (2) a picture of …… take a picture of sb./spl Look! Ben is ______ ___ _______ of Alice. This is ___ _______ _____ Shanghai. Shanghai is beautiful! (3) Here’s a picture of Mrs Li’s sitting-room. Is it nice？What can you see in the picture? 3. rug 4. mirror ( doctor) Compare: Look at the mirror. Look in the mirror. (Ask someone to act.) 5. There is so much furniture in the room. But Mrs Li is not satisfied with it. She moves the furniture. How does she move? Listen to the tape. 听录音并出示： The _______ was _________. Where is it now? It’s ______________ now. 6. Can you find out more differences? Talk in pairs. 7. Writing: Look! This is Mrs Li’s sitting-room. The sofa was_____ the shelf. It is __ ______ ___ the window now. The small lamp was on the round table. It is on the ______ now. The plant was on the ______. It is on the big _____ now. The mirror was ______ the rug. But now it is _________ the picture and the shelf. 三． Post-task: 1. Mrs Li is still not satisfied with her sitting-room. Can you help her to design a new sitting-room? 2. Speaking. (对照第二副图和学生自己摆的图，说说变化。) Can you talk about the changes? 3. Fill in the blanks. (1) It ____ (be) cold yesterday. But it _____ (be) warm today . (2) _____ (be) you ten years old last year? No, I ___(be not). (3) They ______ (be) in the classroom at 10:00. Now they ________ (have) lunch at home. (4) Look, the children ________(sleep). Please _____ (be) quiet. (5) Ben _____________ (make) a shaker. Please give ______ (he) some beans. 4. Rewrite: (1) The mirror is above the rug. 过去时态：___________________________ (2)He was at home at 6:30. 一般疑问句：____________________________ 否定回答：_______________________________ (3)The sofas were near the window yesterday. 划线提问：________________________________ (4)We were in the library. 划线提问：________________________________ 四． Homework: Design a new sitting-room. Stick the furniture on the paper. Write down the changes. （在纸上设计一个新的客厅。把家具粘贴在纸上。并写下前后的变化。） Around my home Topic: Look and learn Language aims: ·Using nouns to identify different places in a neighbourhood e.g. supermarket,post office,restaurant ·Using prepositions to identify positions e.g. next to,between ·Using modelled sentences to describe existence e.g. There are many shops near my home. Ability aims: Students can use modelled sentences to describe existence Key points: supermarket,post office,restaurant,next to,between There is…/There are… Difficult points: Using nouns to identify different places in a neigbourhood. Materials: Student’s Book4AP38, Cassette player, power point Procedures Contents Methods Purpose Pre-task Preparations: 1.Song: 查看更多