第一篇：4英語(yǔ)上全冊(cè)教案

Unit 1 Meeting new people

the first class Teaching aims

能聽(tīng)說(shuō)認(rèn)讀單詞：new,morning,classmate,her,sit,his,meet,name.Developing aims 能在生活的真實(shí)情景中，熟練運(yùn)用句型This is—介紹自己或朋友的姓名。

Education aims 增強(qiáng)與他人溝通交流、多交朋友的意識(shí)。

Learning readiness FLASH動(dòng)畫，POWERPOINT電子幻燈，卡片。Teaching procedure Pre-task preparations

1、Game:唱反調(diào)。

2、Quick response：快速反應(yīng)練習(xí)。

3、口型練習(xí)操：感知字母組合在單詞中的發(fā)音。While-task procedures

1、通過(guò)FLASH動(dòng)畫呈現(xiàn)課文內(nèi)容，激起學(xué)生強(qiáng)烈的求知欲，積極開(kāi)口表現(xiàn)自己。

2、生跟讀課文。Post-task activities

1、Game:黃金搭檔

2、自編Rhyme。要求學(xué)生自編rhyme，根據(jù)所學(xué)句型進(jìn)行創(chuàng)造，模仿老師的rhyme，自編成rhyme。

the second class Teaching aims

能聽(tīng)說(shuō)認(rèn)讀單詞：new,morning,classmate,her,sit,his,meet,name.Developing aims 能在生活的真實(shí)情景中，熟練運(yùn)用句型This is—介紹自己或朋友的姓名。

Education aims 增強(qiáng)與他人溝通交流、多交朋友的意識(shí)。

Learning readiness FLASH動(dòng)畫，POWERPOINT電子幻燈，卡片。Teaching procedure Pre-task preparations

1、復(fù)習(xí)上節(jié)課所學(xué)句型。While-task procedures

1、播放多媒體，生熟悉課文內(nèi)容。

2、生跟讀。

3、教師示范朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

（）

1、--Hi,Ben.This is____father.–Hello,uncle.A my

B I

C your（）

2、This is my sister.____name is Wendy.A She

B Her

C His（）

3、____is Jill.A Her

B His

C This（）

4、This is my sister.____is my classmate.A He

B Her

C She

Unit 2 Can you swim? the first class Teaching aims

1、能聽(tīng)、說(shuō)、讀、寫run,fast,fly,draw,write,jump,but。

2、能運(yùn)用can句型去討論別人的能力。Developing aims 能運(yùn)用can句型去討論別人的能力。Education aims 增強(qiáng)與他人溝通交流、多交朋友的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，預(yù)習(xí)課文。While-task procedures

1、播放多媒體，生熟悉課文內(nèi)容。

2、生跟讀。

3、教師示范朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

（）

1、She____super.She can fly.A is

B can’t

C can（）

2、--Can you draw?---Yes,____.A I can

B she can

C she can’t（）

3、Supergirl is super.But she____draw.A can

B is

C can’t（）

4、---Can he run?—No,____.A I can

B he can

C he can’t

The second class Teaching aims

1、能聽(tīng)、說(shuō)、讀、寫run,fast,fly,draw,write,jump,but。

2、能運(yùn)用can句型去討論別人的能力。Developing aims 能運(yùn)用can句型去討論別人的能力。Education aims 增強(qiáng)與他人溝通交流、多交朋友的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、復(fù)習(xí)上節(jié)課所學(xué)句型。While-task procedures

1、播放多媒體，生熟悉課文內(nèi)容。

2、生跟讀。

3、教師示范朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

（）

1、She____super.She can fly.A is

B can’t

C can（）

2、--Can you draw?---Yes,____.A I can

B she can

C she can’t（）

3、Supergirl is super.But she____draw.A can

B is

C can’t（）

4、---Can he run?—No,____.A I can

B he can

C he can’t

Unit 3 Look and see

The first class Teaching aims

1、能正確地聽(tīng)、說(shuō)、讀、寫詞匯rise, go down, shadow, high, sky, noon.2、能正確使用句型The sun …in the…來(lái)描述一天中太陽(yáng)的方位。

3、能用一般現(xiàn)在時(shí)的三單正確描述太陽(yáng)和影子在一天中的變化。

4、通過(guò)小組合作形式培養(yǎng)同學(xué)之間團(tuán)結(jié)合作的意識(shí)。Developing aims 詞匯：rise, go down, shadow, high, sky, noon。Education aims 通過(guò)小組合作形式培養(yǎng)同學(xué)之間團(tuán)結(jié)合作的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、Sing a song: 《Twinkle,twinkle, litter star》活躍氣氛。While-task procedures

1、Listening and reading 1)Listen to the tape.2)Listen again and read after it.(注意模仿錄音里的語(yǔ)音語(yǔ)調(diào))3)T reads the sentences.4）Ss read them after T.5)Ss read by themselves or in groups.(小組討論寫出每句的關(guān)鍵詞，組

長(zhǎng)組織好達(dá)到人人開(kāi)口說(shuō)英語(yǔ)，一定教會(huì)不會(huì)讀的學(xué)生)6）展示：Read them point to the Ss.(小組加分來(lái)鼓勵(lì))

2、Say these important words in each group.Post-task activities

一、Do exercise and check.用moon/sky rise/go down high morning/noon/evening/night填空。

1、The sun _______ in the morning.The shadow is long.2、At ______, the sun is _____ in the _____.The shadow is short.3、The sun goes down in the _________.Look at the shadow.It is long again.4、At ______, the ______ is _____ in the _____.Homework.1、Make a shadow and talk about it.2、Write the new words three times.The second class Teaching aims

1、能正確地聽(tīng)、說(shuō)、讀、寫詞匯rise, go down, shadow, high, sky, noon.2、能正確使用句型The sun …in the…來(lái)描述一天中太陽(yáng)的方位。

3、能用一般現(xiàn)在時(shí)的三單正確描述太陽(yáng)和影子在一天中的變化。Developing aims 詞匯：rise, go down, shadow, high, sky, noon。Education aims 通過(guò)小組合作形式培養(yǎng)同學(xué)之間團(tuán)結(jié)合作的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、復(fù)習(xí)上節(jié)課所學(xué)句型。While-task procedures

1、播放多媒體，生熟悉課文內(nèi)容。

2、生跟讀。

3、教師示范朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、The sun _______ in the morning.A rises B rise C red

2、At____,the moon is high in the sky.A evening B night C morning

3、The sun____down in the evening.A go B goes C going

4、In the evening ,the shadow is ____ A high B short C long

Unit 4

subjects The first class Teaching aims

1、能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀單詞：timetable,PE,Science,fun, playground

2、能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫單詞：school,subject,see，Chinese,Maths,Art, Music Developing aims 能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句型： What subjects do you like?以及回答I like…； Education aims 通過(guò)小組合作形式培養(yǎng)同學(xué)之間團(tuán)結(jié)合作的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、Sing a song While-task procedures

1、Listening and reading 1)Listen to the tape.2)Listen again and read after it.(注意模仿錄音里的語(yǔ)音語(yǔ)調(diào))3)T reads the sentences.4）Ss read them after T.5)Ss read by themselves or in groups.(小組討論寫出每句的關(guān)鍵詞，組

長(zhǎng)組織好達(dá)到人人開(kāi)口說(shuō)英語(yǔ)，一定教會(huì)不會(huì)讀的學(xué)生)6）展示：Read them point to the Ss.(小組加分來(lái)鼓勵(lì))

2、Say these important words in each group.Post-task activities

一、選擇填空。

（）

1、---____do you like?---I like robots.A What B Is C Do（）

2、---I like noodles.What ____you?-I like noodles too A from B with C about（）

3、---What do you____?---I have some bread.A have B has C like

The second class Teaching aims

1、能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀單詞：timetable,PE,Science,fun, playground

2、能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫單詞：school,subject,see，Chinese,Maths,Art, Music Developing aims 能初步聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句型： What subjects do you like?以及回答I like…； Education aims 通過(guò)小組合作形式培養(yǎng)同學(xué)之間團(tuán)結(jié)合作的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、復(fù)習(xí)上節(jié)課所學(xué)句型。While-task procedures

1、播放多媒體，生熟悉課文內(nèi)容。

2、生跟讀。

3、教師示范朗讀。

4、分角色朗讀。Post-task activities（）

1、---____do you like?---I like padans.A What B Is C Do（）

2、---I like robots.What ____you?-I like robots too A from B with C about（）

3、---What do you____?---I have some juice.A have B has C like

Unit 5 Sport The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞football,join,tell,basketball.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play basketball,play football,play volleyball.3、學(xué)生會(huì)熟練運(yùn)用句型Does –like playing—去詢問(wèn)他人喜好的運(yùn)動(dòng)，并會(huì)用Yes,--doesNo,--doesn’t作答。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型Does –like playing—去詢問(wèn)他人喜好的運(yùn)動(dòng)，并會(huì)用Yes,--doesNo,--doesn’t作答。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞football,join,tell,basketball.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play basketball,play football,play volleyball.3、學(xué)生會(huì)熟練運(yùn)用句型Does –like playing—去詢問(wèn)他人喜好的運(yùn)動(dòng)，并會(huì)用Yes,--doesNo,--doesn’t作答。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型Does –like playing—去詢問(wèn)他人喜好的運(yùn)動(dòng)，并會(huì)用Yes,--doesNo,--doesn’t作答。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit 6 Music The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞wonderful,violin,guitar,whose.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play the violin,play the guitar.3、學(xué)生會(huì)熟練運(yùn)用句型Whose –is it?It’s—去尋找物品的主人。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型Whose –is it?It’s—去尋找物品的主人。Education aims 了解中外著名的音樂(lè)家，并懂得聽(tīng)音樂(lè)的好處。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、---___that your bag? A What B Is C Do

2、Whose guitar is this? It’s___ guitar.A Peter B peters C Peter’s

3、--____you swimming?—______ A Yes,it is B Yes,I can C Yes,I can’t

4、--___piano is it?—It’s Kitty’s pianp.A What B Where C Whose

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞wonderful,violin,guitar,whose.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play the violin,play the guitar.3、學(xué)生會(huì)熟練運(yùn)用句型Whose –is it?It’s—去尋找物品的主人。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型Whose –is it?It’s—去尋找物品的主人。Education aims 了解中外著名的音樂(lè)家，并懂得聽(tīng)音樂(lè)的好處。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、---___that your bag? A What B Is C Do

2、Whose guitar is this? It’s___ guitar.A Peter B peters C Peter’s

3、--____you swimming?—______ A Yes,it is B Yes,I can C Yes,I can’

4、--___piano is it?—It’s Kitty’s pianp.t A What B Where C Whose

Unit 7 My day The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞quarter,o’clock,dinner,star,wash.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組have breakfast,go to school,go to bed,have dinner,have lunch.3、學(xué)生會(huì)熟練運(yùn)用句型What time do you--?詢問(wèn)和表達(dá)一日的生活，能用單數(shù)第三人稱作主語(yǔ)，表達(dá)他人的一日生活。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型What time do you--?詢問(wèn)和表達(dá)一日的生活，能用單數(shù)第三人稱作主語(yǔ)，表達(dá)他人的一日生活。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、---_____is your ball?—It’s red.A What B What colour C what colour

2、---___ is it?—It’s a rabbit.A What shape B What colour C What

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞quarter,o’clock,dinner,star,wash.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組have breakfast,go to school,go to bed,have dinner,have lunch.3、學(xué)生會(huì)熟練運(yùn)用句型What time do you--?詢問(wèn)和表達(dá)一日的生活，能用單數(shù)第三人稱作主語(yǔ)，表達(dá)他人的一日生活。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型What time do you--?詢問(wèn)和表達(dá)一日的生活，能用單數(shù)第三人稱作主語(yǔ)，表達(dá)他人的一日生活。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit 8 Days of the week

The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞Monday,Tuesday,Wednesday,Thursday.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play chess,at the weekend,be late for.3、學(xué)生會(huì)熟練運(yùn)用句型On--,I--去表達(dá)和記錄自己一周的活動(dòng)，并能運(yùn)用單數(shù)第三人稱作主語(yǔ)來(lái)表述他人一周的活動(dòng)。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型On--,I--去表達(dá)和記錄自己一周的活動(dòng)，并能運(yùn)用單數(shù)第三人稱作主語(yǔ)來(lái)表述他人一周的活動(dòng)。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、_____the weekend,I play chess with my father.A At B On C In

2、My mother ___ fruit and vegetables every day.A have B has C having

3、At seven o’clock,we have dinner____home.A on B at C in

4、On Sunday,Peter plays___basketball in the park.A a B C the

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞Monday,Tuesday,Wednesday,Thursday.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組play chess,at the weekend,be late for.3、學(xué)生會(huì)熟練運(yùn)用句型On--,I--去表達(dá)和記錄自己一周的活動(dòng)，并能運(yùn)用單數(shù)第三人稱作主語(yǔ)來(lái)表述他人一周的活動(dòng)。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型On--,I--去表達(dá)和記錄自己一周的活動(dòng)，并能運(yùn)用單數(shù)第三人稱作主語(yǔ)來(lái)表述他人一周的活動(dòng)。Education aims 要學(xué)會(huì)合理安排自己的作息時(shí)間，勞逸結(jié)合。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、_____the weekend,I play chess with my father.A At B On C In

2、My mother ___ fruit and vegetables every day.A have B has C having

3、At seven o’clock,we have dinner____home.A on B at C in

4、On Sunday,Peter plays___basketball in the park.A a B C the

Unit 9 A friend in Australia

The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞China,talk,January,February,Apil.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組every year,yours,hat.3、學(xué)生會(huì)熟練運(yùn)用句型How’s the weather in—It’s-并能運(yùn)用其詢問(wèn)和回答不同地區(qū)、不同月份的天氣情況。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型How’s the weather in—It’s-并能運(yùn)用其詢問(wèn)和回答不同地區(qū)、不同月份的天氣情況。Education aims 了解西方國(guó)家的圣誕節(jié)和中國(guó)的新年，知道中西方文化的差異。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、I live_____Shanxi.A in B on C at

2、___ is the first month in a year.A January B February C December

3、There are____months in a year.A four B twelve C seven

4、It’s cool___Sydney____April.A in,on B on,in C in,in

5、We talk___the computer.A to B on C in

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞China,talk,January,February,Apil.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組every year,yours,hat.3、學(xué)生會(huì)熟練運(yùn)用句型How’s the weather in—It’s-并能運(yùn)用其詢問(wèn)和回答不同地區(qū)、不同月份的天氣情況。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型How’s the weather in—It’s-并能運(yùn)用其詢問(wèn)和回答不同地區(qū)、不同月份的天氣情況。Education aims 了解西方國(guó)家的圣誕節(jié)和中國(guó)的新年，知道中西方文化的差異。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、I live_____Shanxi.A in B on C at

2、___ is the first month in a year.A January B February C December

3、There are____months in a year.A four B twelve C seven

4、It’s cool___Sydney____April.A in,on B on,in C in,in

5、We talk___the computer.A to B on C in

Unit10 My garden

The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞garden,plant,leaf,them,grow.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組water,seed,every,day.3、學(xué)生會(huì)熟練運(yùn)用句型I like this plant.It’s—It has—來(lái)描述植物各部分。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型I like this plant.It’s—It has—來(lái)描述植物各部分。Education aims 簡(jiǎn)單了解植物的生長(zhǎng)過(guò)程，從小樹(shù)立熱愛(ài)自然、保護(hù)環(huán)境的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、I _____a garden.A have B has C having

2、This plant has small___.A leaf B leaves C a leaf

3、My grandparents water____every day.A them B they C their

4、My plants___small and short.A am B is C are

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞garden,plant,leaf,them,grow.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組water,seed,every,day.3、學(xué)生會(huì)熟練運(yùn)用句型I like this plant.It’s—It has—來(lái)描述植物各部分。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型I like this plant.It’s—It has—來(lái)描述植物各部分。Education aims 簡(jiǎn)單了解植物的生長(zhǎng)過(guò)程，從小樹(shù)立熱愛(ài)自然、保護(hù)環(huán)境的意識(shí)。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、I _____a garden.A have B has C having

2、This plant has small___.A leaf B leaves C a leaf

3、My grandparents water____every day.A them B they C their

4、My plants___small and short.A am B is C are

Unit 11 Children’s Day

The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞song,zoo,cinema,museum,also.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組have a party.3、學(xué)生會(huì)熟練運(yùn)用句型On Children’s Day,I can—We can—等關(guān)于兒童節(jié)活動(dòng)的句子。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型On Children’s Day,I can—We can—等關(guān)于兒童節(jié)活動(dòng)的句子。Education aims 了解不同國(guó)家兒童節(jié)的時(shí)間和活動(dòng)。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、Today is my birthday.I_____a party.A have B has C am

2、--___ you go to the party?—Yes,I do.A do B Does C Do

3、Some children go to the park____you like kites?—No,I don’A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞song,zoo,cinema,museum,also.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組have a party.t

3、學(xué)生會(huì)熟練運(yùn)用句型On Children’s Day,I can—We can—等關(guān)于兒童節(jié)活動(dòng)的句子。Developing aims 學(xué)生會(huì)熟練運(yùn)用句型On Children’s Day,I can—We can—等關(guān)于兒童節(jié)活動(dòng)的句子。Education aims 了解不同國(guó)家兒童節(jié)的時(shí)間和活動(dòng)。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、Today is my birthday.I_____a party.A have B has C am

2、--___ you go to the party?—Yes,I do.A do B Does C Do

3、Some children go to the park____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit12 The ugly ducking

The first class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞ugly,duck,river,baby,into,back.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組ducking,quack,swan,later.3、在圖片的提示下，經(jīng)過(guò)小組合作，準(zhǔn)確、流利地復(fù)述故事。Developing aims 在圖片的提示下，經(jīng)過(guò)小組合作，準(zhǔn)確、流利地復(fù)述故事。Education aims 不要以貌取人，要樹(shù)立自信心，相信自己是最棒的。Learning readiness 多媒體 Teaching procedure Pre-task preparations

1、聽(tīng)錄音，認(rèn)讀單詞。

2、聽(tīng)錄音，自學(xué)課本Listen and say。

3、結(jié)合課文圖片，聽(tīng)錄音，讀句子，嘗試翻譯英語(yǔ)句子。集體交流，小組匯報(bào)學(xué)習(xí)情況。While-task procedures

1、教師做必要的講解。

2、播放錄音，學(xué)生邊看書邊聽(tīng)錄音。再放錄音，學(xué)生邊聽(tīng)邊跟讀。

3、學(xué)生自主朗讀，教師作必要的指導(dǎo)，請(qǐng)個(gè)別學(xué)生上講臺(tái)朗讀。Post-task activities

一、選擇填空。

1、The ducking is big and grey.He is_____.A ugly B big C beautiful

2、I am___ungy ducking.A a B an C

3、____winter it is cold and dry.A In B At C On

4、My mother___a new piano.A have B has C having

The second class Teaching aims

1、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞ugly,duck,river,baby,into,back.2、學(xué)生能聽(tīng)、說(shuō)、讀、寫單詞及詞組ducking,quack,swan,later.3、在圖片的提示下，經(jīng)過(guò)小組合作，準(zhǔn)確、流利地復(fù)述故事。Developing aims 在圖片的提示下，經(jīng)過(guò)小組合作，準(zhǔn)確、流利地復(fù)述故事。Education aims 不要以貌取人，要樹(shù)立自信心，相信自己是最棒的。Learning readiness 多媒體 Teaching procedure Pre-task preparations 復(fù)習(xí)上節(jié)課內(nèi)容。While-task procedures

1、播放listen and say錄音，生邊看圖邊跟讀。

2、教師范讀。

3、生朗讀。

4、分角色朗讀。Post-task activities

一、選擇填空。

1、The ducking is big and grey.He is_____.A ugly B big C beautiful

2、I am___ungy ducking.A a B an C

3、____winter it is cold and dry.A In B At C On

4、My mother___a new piano.A have B has C having

第二篇：外研社三年級(jí)上英語(yǔ)全冊(cè)教案

新標(biāo)準(zhǔn)外研版三年級(jí)英語(yǔ)上冊(cè)

教

學(xué)

計(jì)

劃

木蘭鎮(zhèn)中心校

汪燕

新標(biāo)準(zhǔn)外研版三年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃

一、教學(xué)現(xiàn)狀分析

英語(yǔ)是中小學(xué)階段的一門重要學(xué)科，而中小學(xué)階段的教育屬基礎(chǔ)教育?；A(chǔ)教育階段是人的終身教育和終身發(fā)展最重要的階段。小學(xué)英語(yǔ)教學(xué)應(yīng)努力為學(xué)生的終身發(fā)展奠定堅(jiān)實(shí)的語(yǔ)言基礎(chǔ)，從而使學(xué)生獲得必須的英語(yǔ)語(yǔ)言能力和文化素質(zhì)。以前學(xué)生未開(kāi)設(shè)外語(yǔ)課，對(duì)外語(yǔ)充滿了好奇與興趣，對(duì)此教師要謹(jǐn)慎對(duì)待,并注意培養(yǎng)其興趣，不要挫傷其積極性。小學(xué)生的水平參差不齊，需要注意照顧大多數(shù)學(xué)生。

二、教材分析

一冊(cè)教材共同分為11個(gè)模塊，內(nèi)含一個(gè)期末分析模塊。每個(gè)模塊分兩個(gè)單元。一般，第一單元呈現(xiàn)要學(xué)習(xí)的語(yǔ)言內(nèi)容，第二提供任務(wù)型練習(xí)，包括一首歌謠和小詩(shī)。歌謠和小詩(shī)的學(xué)習(xí)目的有三，一是培養(yǎng)學(xué)生的語(yǔ)感和節(jié)奏感，二是提高學(xué)生發(fā)音準(zhǔn)確性，三是通過(guò)這些英語(yǔ)國(guó)家兒童所熟知的歌謠介紹一定的西方文化。不常用單詞不要求掌握。希望學(xué)生結(jié)合語(yǔ)用和語(yǔ)詞的基本語(yǔ)義，逐步獲得最基本的運(yùn)用英語(yǔ)的能力。課文呈現(xiàn)了一些新的語(yǔ)法內(nèi)容，但不要求講解，更不要求學(xué)生掌握，只是要求初步運(yùn)用這些語(yǔ)句。

三、教學(xué)目標(biāo)

通過(guò)學(xué)習(xí)本冊(cè)教材使學(xué)生：

1．逐漸形成學(xué)習(xí)英語(yǔ)的興趣和愛(ài)好，形成在真實(shí)環(huán)境中使用英語(yǔ)進(jìn)行活動(dòng)的積極性。

2．能運(yùn)用英語(yǔ)在日常生活和課堂情景中與老師和同學(xué)進(jìn)行初步交際，如問(wèn)候他人，家庭和朋友的簡(jiǎn)單消息。

3．能參加運(yùn)用英語(yǔ)組織和開(kāi)展的日常課堂教學(xué)和生活游戲，及其它課內(nèi)外活動(dòng)。

4．能聽(tīng)懂簡(jiǎn)單的指令并作出適當(dāng)?shù)姆磻?yīng)，能讀懂簡(jiǎn)單的配圖小故事，進(jìn)行口頭描述，唱一些英語(yǔ)歌曲，背一些小詩(shī)和歌謠。

5．養(yǎng)成良好的學(xué)習(xí)英語(yǔ)的基本方法；形成英語(yǔ)學(xué)習(xí)的自覺(jué)性，和通過(guò)英語(yǔ)學(xué)習(xí)，獲得更多知識(shí)的求知欲。

6．養(yǎng)成良好的文明行為習(xí)慣，掌握基本的英語(yǔ)交際禮貌策略，全面提高綜合素質(zhì)。

7．樂(lè)于了解英語(yǔ)國(guó)家兒童的興趣愛(ài)好，以及外國(guó)人的一般風(fēng)俗習(xí)慣。

四、提高教學(xué)質(zhì)量的措施 1．創(chuàng)造良好的學(xué)習(xí)氣氛。

2．在課堂上盡量的使用英語(yǔ)，適當(dāng)使用漢語(yǔ)。

3．合理確定教學(xué)要求。不要求學(xué)生自由地說(shuō)出課文所有內(nèi)容，甚至不要求能自由地朗讀課文。

4．糾正控制性錯(cuò)誤，不糾正非控制性錯(cuò)誤。5．多表?yè)P(yáng)多鼓勵(lì)。

6．利用錄音帶、多媒體教學(xué)課件、掛圖等。

五、教學(xué)進(jìn)度

第一周 Module 1

Greetings 第二周 Module 2

Introductions 第三周 Module 3

Classroom 第四周 Module 4

Colours

第五周 Module 5

Numbers 1-12

第六周 Rest 第七周 Module 6

School

第八周 Middle Review

第九周 Middle Review 第十周 Mid-term examination 第十一周 Module 7

Birthday

第十二周 Module 8

Friends 第十三周 Module 9

Family 第十四周 Module 10

Body 第十五周 Story Time 第十六周 Review Module

第十七周 Final examination

M1 U1 I’m Sam.教學(xué)目標(biāo)：

1.基本能聽(tīng)懂會(huì)說(shuō):“Hello, Hi, Goodbye, bye-bye” 2.學(xué)會(huì)運(yùn)用句型“I’m?”進(jìn)行自我介紹。

3.通過(guò)運(yùn)用Hello, Hi, Goodbye, Bye-bye進(jìn)行打招呼，并運(yùn)用I’m?的句型進(jìn)行自我介紹等情景讓學(xué)生在感知、模仿、學(xué)習(xí)、體驗(yàn)的基礎(chǔ)上逐步達(dá)到自然交流與真實(shí)運(yùn)用語(yǔ)言的目的。4.培養(yǎng)學(xué)生初學(xué)英語(yǔ)的興趣。通過(guò)大量的游戲活動(dòng)讓學(xué)生充分體會(huì)學(xué)習(xí)英語(yǔ)的樂(lè)趣所在。同時(shí)教育學(xué)生要有禮貌的與人交際，主動(dòng)與他人溝通，并逐漸建立深厚友誼。教學(xué)重點(diǎn)：

1.學(xué)會(huì)并運(yùn)用Hello，Hi進(jìn)行相互間問(wèn)好打招呼。2.引導(dǎo)學(xué)生使用I’m ?句型進(jìn)行自我介紹。教學(xué)難點(diǎn)：

1.要求學(xué)生注意I’m中m的發(fā)音，不要吞音，發(fā)音要到位。2.強(qiáng)調(diào)Goodbye和Bye-bye的正確發(fā)音。教學(xué)課時(shí)：1課時(shí)

1、導(dǎo)入：（5分鐘）

（1）課前播放學(xué)生熟悉的英文兒歌Hello 或字母歌渲染課堂學(xué)習(xí)的活躍氣氛。（2）教師可以在課前收集一些常用的英文單詞或縮略語(yǔ)如：WTO TV，CD，KFC，Best Food讓學(xué)生了解一些身邊的英語(yǔ)，同時(shí)也請(qǐng)同學(xué)們說(shuō)一說(shuō)他們所知道的生活中的英語(yǔ)，這樣有助于強(qiáng)化他們親身經(jīng)歷英語(yǔ)的真實(shí)感受。

2、導(dǎo)入：（3分鐘）

啟發(fā)學(xué)生當(dāng)他們?cè)谛聦W(xué)期初次見(jiàn)面的時(shí)候，他們是如何相互間有禮貌的打招呼問(wèn)好的呢？當(dāng)他們?cè)诒舜四吧那闆r下，是如何相互作自我介紹，互相交流的呢？教師用語(yǔ)：新學(xué)期開(kāi)始了，老師首先歡迎各位新同學(xué)的到來(lái)，雖然同學(xué)們都來(lái)自不同的地方，但現(xiàn)在我們就是一家人，那你愿意用自己最友好的方式相互問(wèn)候和作自我介紹嗎？ 3．呈現(xiàn)：（12分鐘）

(1)教師首先以自然的方式配以恰當(dāng)?shù)氖謩?shì)動(dòng)作和不同的語(yǔ)調(diào)來(lái)向?qū)W生問(wèn)好Hello , Hi。同時(shí)也引導(dǎo)學(xué)生向教師說(shuō)Hello , Hi。然后讓學(xué)生相互間用Hello, Hi 練習(xí)問(wèn)好。（注：教師解釋并讓學(xué)生了解

Hello , Hi 的區(qū)別與聯(lián)系。一般在正式的場(chǎng)合用Hello 為引起對(duì)方的注意而問(wèn)好；而Hi一般是用于對(duì)自己親密的人打招呼。操練時(shí)注意避免重復(fù)使用。

（2）教師胸前佩帶英文的名字卡片進(jìn)行自我介紹：Hello,I’m Cindy,借助手勢(shì)讓學(xué)生理解句子含義。并通過(guò)兒童喜愛(ài)的任務(wù)頭飾或面具等作自我介紹，讓學(xué)生更進(jìn)一步感知I’m 的含義。（注：教師要注意學(xué)生I’m的發(fā)音，防止丟音現(xiàn)象。）

（3）邀請(qǐng)幾位同學(xué)到講臺(tái)上來(lái)，分別戴上他們喜歡的人物頭飾并自我介紹說(shuō)Hello I’m ?然后請(qǐng)同學(xué)作真實(shí)的自我介紹。（4）介紹班上要來(lái)二名新的小朋友，Sam、Amy教師用語(yǔ)：今天，我們Lingling，Daming是怎樣來(lái)歡迎他們的呢？你們想認(rèn)識(shí)這兩位外國(guó)小朋友嗎？（注：教師多次強(qiáng)調(diào)Sam, Amy的發(fā)音，以便于學(xué)生記住這兩個(gè)名字。）（5）教師播放動(dòng)畫片，此時(shí)不要求學(xué)生跟讀也不看書，邊看邊觀察動(dòng)畫片中哪兩個(gè)是Sam，Amy。（注：學(xué)生看完動(dòng)畫片后回答問(wèn)題：動(dòng)畫片中哪兩個(gè)小朋友是Sam 和Amy？）

（6）教師再次播放動(dòng)畫片，作為初次見(jiàn)面的小朋友，他們之間是怎樣打招呼并進(jìn)行自我介紹的呢？（注：此時(shí)要求學(xué)生跟讀，并要求學(xué)生用手指著單詞、句子進(jìn)行認(rèn)讀，力求作到“眼到，手到，口到，心到”，體會(huì)其英語(yǔ)句意。）

4、操作與指導(dǎo)：（5分鐘）（1）指導(dǎo)學(xué)生做課堂活動(dòng)用書活動(dòng)1，要求學(xué)生仔細(xì)聽(tīng)錄音，分辨出課本中的四個(gè)主人公：Sam，Amy，Lingling，Daming以便學(xué)生熟悉這四個(gè)小朋友的特征。

（2）四人一個(gè)小組操練Hello或者Hi，設(shè)置不同的場(chǎng)景恰當(dāng)?shù)剡\(yùn)用Hello或者Hi打招呼，并指導(dǎo)學(xué)生做課堂活動(dòng)用書活動(dòng)2，要求學(xué)生根據(jù)錄音和圖片進(jìn)一步鞏固和加深對(duì)Hello或者Hi的理解。

（3）幫助學(xué)生理解I’m ?，并用I’m ?向全班同學(xué)做自我介紹。（4）根據(jù)課本內(nèi)容結(jié)合實(shí)際情況編演小短劇。

5、完成運(yùn)用任務(wù)：（10分鐘）運(yùn)用任務(wù)1：

傳聲筒游戲。游戲規(guī)則：將全班分成四組，教師從每組第一名學(xué)生開(kāi)始悄悄說(shuō)一句問(wèn)候語(yǔ)Hello或者Hi或者Good bye或者Bye-bye，游戲開(kāi)始第一名同學(xué)將問(wèn)候語(yǔ)悄聲傳給第二名同學(xué)??，依次下去，哪一組先傳完問(wèn)候語(yǔ)，哪一組就是獲勝組并給予加分獎(jiǎng)勵(lì)。（注：此運(yùn)用任務(wù)操練學(xué)生對(duì)語(yǔ)言點(diǎn)的熟練程度和準(zhǔn)確把握程度。）運(yùn)用任務(wù)2：

學(xué)生面向全班同學(xué)做真實(shí)的自我介紹，運(yùn)用“親密接觸”的游戲來(lái)調(diào)動(dòng)學(xué)生主動(dòng)參與的積極性。游戲規(guī)則：教師手拿一個(gè)toy并做自我介紹Hello，I ’m Cindy，然后閉上眼睛將toy扔向?qū)W生，拿到toy的同學(xué)做自我介紹，然后閉眼將toy扔向其他的同學(xué)，依次下去。要求學(xué)生地做自我介紹。

6、復(fù)習(xí)總結(jié)：（5分鐘）

（1）引導(dǎo)學(xué)生總結(jié)對(duì)此課知識(shí)點(diǎn)的掌握和運(yùn)用情況。（2）聽(tīng)錄音跟讀磁帶。

（3）鼓勵(lì)學(xué)生在課下遇到老師、家長(zhǎng)、同學(xué)時(shí)用Hello或者Hi打招呼，分手時(shí)用Good bye或者Bye-bye道別，自我介紹時(shí)用I’m句型。

七、板書設(shè)計(jì)： Unit1

I’m Sam.Hello

您好

Good bye再見(jiàn)

Bye-bye再見(jiàn)

Sam薩姆

I’m??我是??

Amy艾米

Daming大明 Lingling玲玲

M1 U2 How are you？

教學(xué)目標(biāo)：

1、基本能聽(tīng)懂并說(shuō)出句型How are you及其回答I’m fine，thank you.2、基本能唱出英文歌曲I’m fine，thank you

3、聽(tīng)懂并說(shuō)出上一節(jié)課所學(xué)的問(wèn)候語(yǔ)hello /hi/ Goodbye。句型I’m??

4、培養(yǎng)學(xué)生從小懂禮貌樂(lè)與人交往的情感態(tài)度，培養(yǎng)學(xué)生大膽活潑自信樂(lè)觀性格。

5、從簡(jiǎn)單的日常交際口語(yǔ)中和歌曲中激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。教學(xué)重點(diǎn)：

基本能聽(tīng)懂并說(shuō)出句型How are you及其回答I’m fine，thank you 基本能唱出英文歌曲I’m fine，thank you 教學(xué)難點(diǎn)：

注意thank中th的發(fā)音/θ/教師應(yīng)注意向?qū)W生強(qiáng)調(diào)舌尖的位置。教學(xué)課時(shí)：1課時(shí)

1、導(dǎo)入（5分鐘）

活動(dòng)1：師生一起做TPR swim swim swim swim like a fish教師雙手作出魚擺動(dòng)狀 jump jump jump jump like a rabbit兩手放于頭頂 fly fly fly fly like a bird兩臂飛翔向鳥(niǎo)兒狀 sit sit sit sit like a dog

活動(dòng)2：師生相互問(wèn)候，教師可用hello,(hi)boys and girls向?qū)W生問(wèn)好，教師拿出一玩具熊扔向?qū)W生，老師與學(xué)生會(huì)話：

T：hello, I’m Annie.what’s your name? S：I’m??

T: Nice to meet you…… S：Nice to meet you 此時(shí)學(xué)生將熊扔出，學(xué)生與學(xué)生之間作對(duì)話。

2、導(dǎo)入(5分鐘)教師教學(xué)語(yǔ)言：有一天大清早Annie遇到了比卡丘（請(qǐng)上節(jié)課扮演比卡丘的學(xué)和下場(chǎng)），大家想知道發(fā)生了什么故事嗎？（教師與學(xué)生分加緊從兩處出場(chǎng)，教師揉眼睛，剛睡醒的樣子），并問(wèn)候比卡丘“Hello Bikaqu.Good morning.” S:“Hello Good morning.”

教師轉(zhuǎn)向全班學(xué)生Good morning 并引導(dǎo)學(xué)生回答Good morning Annie,此時(shí)比卡丘也轉(zhuǎn)向?qū)W生Good morning，學(xué)生回答Good morning比卡丘。

教師出向卡片Good morning附有漢語(yǔ)“早上好”開(kāi)火車檢查學(xué)生發(fā)音。教師轉(zhuǎn)向比卡丘，how are you!教師出示卡片提示你好！

比卡丘不作答，教師出示卡片，引導(dǎo)比卡丘回答I’m fine thank you 附有漢語(yǔ) 教學(xué)轉(zhuǎn)向全班學(xué)生how are you boys and girls引導(dǎo)學(xué)生回答：I’m fine thank you 教師轉(zhuǎn)向比卡丘，比卡丘先生，你也向大家問(wèn)聲好嗎？ 比卡丘：How are you!學(xué)生回答：I’m fine thank you.3、操練與指導(dǎo)（10分鐘）

活動(dòng)1：教師將全班分為大組，將句型編成兒歌：“見(jiàn)面問(wèn)聲How are you!你好！我很好謝謝I’m fine thank you.”（一組說(shuō)上半部分，邊拍手邊說(shuō)，另一組說(shuō)下半部分，雙手交叉拍肩膀來(lái)回答。）活動(dòng)2：“快樂(lè)轉(zhuǎn)轉(zhuǎn)轉(zhuǎn)”教師將男女生分開(kāi)，圍成2個(gè)圈，內(nèi)圈和外圈，教師播放音樂(lè)歌曲，I’m fine thank you 學(xué)生開(kāi)時(shí)順時(shí)針走，音樂(lè)停止站在內(nèi)圈的學(xué)生與外圈的學(xué)生相互問(wèn)候How are you!活動(dòng)3：教師教學(xué)語(yǔ)言：剛才，大家庭在“快樂(lè)轉(zhuǎn)轉(zhuǎn)轉(zhuǎn)”中找到了許多布蒙上眼睛，在座的同學(xué)向他打招呼How are you此同學(xué)通過(guò)仔細(xì)聆聽(tīng)推測(cè)是誰(shuí)在向他打招呼，并回答：I’m fine thank you進(jìn)行3-4組。

M2 U1 I'm Ms Smart.教學(xué)目標(biāo)：

1、基本能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀How are you ?I’m fine ,thank you.And how are you ?I’m fine ,too.Thank you.的語(yǔ)言結(jié)構(gòu)。

2、能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀Good afternoon 和What’s your name? I’m x x的句型。能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon.3、能在不同時(shí)間段，正確地向他人問(wèn)好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?來(lái)詢問(wèn)他人姓名。

4、使孩子在英語(yǔ)交流中能理解并尊重他人，做到有禮貌；使學(xué)生知道Mr.不僅可以指男教師，還可以表示對(duì)男士的尊稱； Ms.不僅可以指女教師，還可以表示對(duì)女士的尊稱。通過(guò)歌曲的學(xué)習(xí)培養(yǎng)孩子的樂(lè)感與美感，增強(qiáng)學(xué)科間的融合。教學(xué)重點(diǎn)：

1、熟練說(shuō)出句型Hello,I ’m ?及學(xué)過(guò)的簡(jiǎn)單問(wèn)候語(yǔ)如How are you ?I’m fine , thank you.2、name 中的 /m/ 與 afternoon中 /n/的發(fā)音。

3、能聽(tīng)懂并會(huì)說(shuō)會(huì)讀Good afternoon!What’s your name? I’m?及詞匯your ,name, afternoon.教學(xué)難點(diǎn)：

1、使學(xué)生初步了解和感知 too 的用法。

2、初步了解感知詞匯boys and girls。

3、詞匯的girls Ms Smart的發(fā)音。

4、了解 Mr.與Ms.的區(qū)別。教學(xué)課時(shí)：1課時(shí)

1、啟動(dòng)（4分鐘）

活動(dòng)1.復(fù)習(xí)演唱第一模塊第三單元的歌曲。

活動(dòng)2.師生互相介紹（由于新學(xué)期開(kāi)始，與學(xué)生接觸不多，利用前兩節(jié)課所學(xué)內(nèi)容進(jìn)行簡(jiǎn)短的英語(yǔ)交流）

向?qū)W生問(wèn)候Hello , Good morning，I ’m ?并握手以示禮貌，學(xué)生不必對(duì)早上好的問(wèn)候作出回應(yīng)，只需初步感知，為下面的內(nèi)容做鋪墊，學(xué)生可用第一模塊所學(xué)的知識(shí)進(jìn)行自我介紹?；顒?dòng)3.游戲

以大組為單位，用Hello Hi I’m ?的自我介紹進(jìn)行傳話，哪一組先完成，哪一組獲勝，并以示獎(jiǎng)勵(lì)。

2、導(dǎo)入（5分鐘）

以復(fù)習(xí)第一模塊第三單元的游戲的方式，選出四位同學(xué)，用手帕蒙住一位同學(xué)的眼睛，大家向他問(wèn)How are you?，讓他猜測(cè)是誰(shuí)說(shuō)的，并回應(yīng)說(shuō)I ’m fine ,thank you.How are you ?這時(shí)候原先說(shuō)話的同學(xué)跳出來(lái)說(shuō)I ‘m fine ,thank you.這時(shí)教師要求加入游戲，當(dāng)學(xué)生猜錯(cuò)后，教師作出回應(yīng)，并反問(wèn)說(shuō)And how are you ?讓學(xué)生作出回答，重復(fù)兩到三次，讓學(xué)生感知。教師指出自己的性別I’m a girl,再指一個(gè)男生說(shuō)He’s a boy。然后示意全體女生并說(shuō)Now girls stand up,please.！以同樣的方法示意男生。重復(fù)此項(xiàng)活動(dòng)兩至三次。比一比，賽一賽，看誰(shuí)反應(yīng)快。教師女生問(wèn)候How are you ,girls ? I’m fine ,thank you.And how are you ? I ‘m fine ,too.Thank you.，再是男生回答，最后男女生互問(wèn)互答.與小伙伴互問(wèn)，檢查有沒(méi)有錯(cuò)誤。3.呈現(xiàn)（5分鐘）

告訴學(xué)生，我們的新朋友Sam Amy Daming Lingling他們也剛開(kāi)學(xué)，讓我們來(lái)看一看他們開(kāi)學(xué)是怎樣的，并且找出和我們相似的地方。將找出的句型How are you ? I ‘m fine ,thank you.And how are you ? I’m fine ,too.Thank you.讀出，比一比誰(shuí)讀的又好又對(duì)，表?yè)P(yáng)同學(xué)并給予獎(jiǎng)勵(lì)。再次聽(tīng)音、看讀，此時(shí)學(xué)生不跟讀。4.操練與指導(dǎo)（4分鐘）

找找練練。找出本課重點(diǎn)句型，教師教授兩遍，再請(qǐng)小老師教授（可以運(yùn)用不同方法，由學(xué)生自由發(fā)揮，如：小老師可將同學(xué)分成兩大組、或四大組進(jìn)行開(kāi)火車游戲。）5.完成運(yùn)用任務(wù)1（8分鐘）

讓學(xué)生模仿動(dòng)畫片中主人公，進(jìn)行“超級(jí)模仿秀大賽”，看誰(shuí)能獲得最佳演員獎(jiǎng)。這時(shí)播放錄音機(jī)，讓學(xué)生模仿，并進(jìn)行現(xiàn)場(chǎng)表演，讓其他同學(xué)做小評(píng)委，給予點(diǎn)評(píng)，指出優(yōu)缺點(diǎn)。6.鞏固復(fù)習(xí)（4分鐘）

游戲“機(jī)靈豆”教師喊口令“Girls stand up!Or Boys stand up!”表?yè)P(yáng)做對(duì)的同學(xué)，做錯(cuò)的學(xué)生依次坐下，看誰(shuí)是“最機(jī)靈的孩子” 7.完成運(yùn)用任務(wù)2（6分鐘）

教師對(duì)學(xué)生的上述活動(dòng)做以評(píng)價(jià)，表?yè)P(yáng)好的學(xué)生并鼓勵(lì)部分學(xué)生大膽展現(xiàn)自我，告訴學(xué)生還有一輪新的比賽，看誰(shuí)是最后的勝利。接下來(lái)的環(huán)節(jié)是一個(gè)需要全體成員合作共同完成的游戲——找朋友，讓學(xué)生在班上自由結(jié)合，根據(jù)今天所學(xué)句型，結(jié)合自己課外所學(xué)的知識(shí)，如：What’s your name ? How old are you ?等一些簡(jiǎn)單日常用語(yǔ)，在最短的時(shí)間里找到自己的朋友。比一比，練一練，看誰(shuí)的朋友最多，誰(shuí)的對(duì)話最有意思。8.復(fù)習(xí)總結(jié)（2分鐘）

教師通過(guò)提問(wèn)的方式，來(lái)引導(dǎo)學(xué)生總結(jié)本單元內(nèi)容 跟讀錄音，復(fù)習(xí)課文。

安排學(xué)生準(zhǔn)備下節(jié)課的活動(dòng)。9.家庭作業(yè)

大聲朗讀課文，讀給爸爸媽媽聽(tīng)，并記下爸爸媽媽的建議。在生活中，運(yùn)用所學(xué)日常用語(yǔ)結(jié)交新的朋友，有記錄。

M2 U2 What's your name?

教學(xué)目標(biāo)：

1、技能與知識(shí)目標(biāo)：

（1）能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀Good afternoon 和What’s your name? I’m x x的句型。（2）能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon.（3）能利用所學(xué)的對(duì)話進(jìn)行語(yǔ)言交流。如：Good morning!/ Hello!/ How are you? I’m fine.And how are you?I’m fine ,too.Thank you.2、運(yùn)用能力目標(biāo)：

能在不同時(shí)間段，正確地向他人問(wèn)好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?來(lái)詢問(wèn)他人姓名。并可以用I’m x x.對(duì)他人的提問(wèn)進(jìn)行回答。教學(xué)重點(diǎn)：

能聽(tīng)懂并會(huì)說(shuō)會(huì)讀Good afternoon!What’s your name? I’m? 及詞匯your ,name, afternoon 教學(xué)難點(diǎn)： name 中的 /m/ 與 afternoon中 /n/的發(fā)音。教學(xué)課時(shí)：1課時(shí) 1.啟動(dòng)

運(yùn)用所學(xué)問(wèn)候語(yǔ)進(jìn)行師生間，生生間對(duì)話練習(xí)。

“Good morning!I’m …” “How are you? I’m fine.And how are you? I’m fine ,too.Thank you.”

同學(xué)們今天表現(xiàn)不錯(cuò)，那我們一起來(lái)做個(gè)游戲吧。當(dāng)老師說(shuō)“boys”時(shí)男生起立，再說(shuō)“boys”時(shí)男生坐下。同樣說(shuō)“girls”時(shí)女生起立，再說(shuō)“girls”時(shí)女生坐下，此活動(dòng)是幫助學(xué)生分清“boys與girls”的用法。活動(dòng)速度由慢到快，老師指令可交替進(jìn)行，活動(dòng)進(jìn)行一段時(shí)間后可讓學(xué)生來(lái)發(fā)指令。2.導(dǎo)入（任務(wù)呈現(xiàn)）

OK!boys and girls you’ve done a good job.Look老師左右手各持一手偶，通過(guò)變換音調(diào)來(lái)演一段對(duì)話，引出本課重點(diǎn):What’s your name ? 手偶1：Hi, I’m Ms.Li.What’s your name? 手偶2: Hello, I’m Sam.(此活動(dòng)可進(jìn)行遍。)3．呈現(xiàn)（2分鐘）

同學(xué)們現(xiàn)在我是Mr.Li不是Ms.Yu,老師說(shuō)話的聲音變粗。老師將Mr.Li的頭飾帶在頭上與學(xué)生對(duì)話：

Mr.Li: Hello!Good morning.Ss: Good morning.Mr.Li: what’s your name? Ss: I’m x x.(老師提醒)4.操作指導(dǎo)

放一遍錄音，要求學(xué)生聽(tīng)錄音指圖片。再次播放對(duì)話，要求學(xué)生跟讀2—3遍； 老師糾正學(xué)生的發(fā)音。

讓學(xué)生以小組為單位開(kāi)始朗讀對(duì)話內(nèi)容，并對(duì)個(gè)體學(xué)生進(jìn)行抽查； 5．完成任務(wù)1 傳話游戲

同學(xué)們大家在班里男女生之間要用禮貌的語(yǔ)言互相問(wèn)候，下面這個(gè)游戲就是看男生與女生誰(shuí)的禮貌用語(yǔ)說(shuō)的最好。向?qū)W生解釋當(dāng)老師說(shuō)：“Good morning.”時(shí)女孩向男孩問(wèn)好：“Good morning, boys.”男孩回答說(shuō)：“Good morning, girls.” 用“Good afternoon”做同樣的練習(xí)。

解釋“Whisper”和“l(fā)ow”的意思告訴全班，當(dāng)你說(shuō)“whisper”時(shí)，他們就耳語(yǔ)，向別人問(wèn)好；你說(shuō)“l(fā)ow”時(shí)，他們低聲向別人問(wèn)好。舉例：

老師：Girls whisper.女孩：（耳語(yǔ)）Good morning, boys.老師：Boys low.男孩：（低聲說(shuō)）Good morning, girls.用“Good afternoon”做同樣的游戲。6.完成任務(wù)2 游戲：你是誰(shuí)？（5分鐘）老師站在教室中間說(shuō)：“I’m Miss Yu.What’s your name? ”，學(xué)生集體拍手說(shuō)“I’m x x.what’s your name?”，老師走到其中一位同學(xué)面前問(wèn)：“what’s your

name?”，學(xué)生回答“I’m xx.”如果他/她回答對(duì)了，老師就坐在這個(gè)學(xué)生位子上當(dāng)學(xué)生，這位學(xué)生做老師剛才做的活動(dòng)。

7．完成任務(wù)3 歌曲“Good morning!”（5分鐘）

同學(xué)們今天我們要學(xué)習(xí)一首好聽(tīng)的英文歌曲“Good morning”。學(xué)完后讓學(xué)生四人小組把歌詞進(jìn)行改可將“Good morning!”改為“Good afternoon”。由四人小組向大家表演改編后的歌曲，評(píng)出優(yōu)秀小組。8．復(fù)習(xí)總結(jié)（4分鐘）

讓學(xué)生將今天所學(xué)的新語(yǔ)言進(jìn)行總結(jié)讓學(xué)生在早起時(shí)用英語(yǔ)跟他們的父母問(wèn)候，比如：“Good morning.”如果他們?cè)谙挛缈匆?jiàn)父母，他們應(yīng)說(shuō)：“Good afternoon.”恰當(dāng)?shù)剡\(yùn)用“What’s your name?”來(lái)向他人詢問(wèn)姓名，并且可以用I’m xx”回答別人的問(wèn)語(yǔ)。

M3 U1 Point to the door.教學(xué)目標(biāo)：

1.會(huì)說(shuō)本單元的單詞和相關(guān)句子。

①學(xué)習(xí)單詞the, door, please ,window, blackboard.②掌握句型 Point to the?

2.能說(shuō)Stand up, please;Sit down, please.;Point to the?please.并正確指認(rèn)。教學(xué)重點(diǎn)：（1）學(xué)習(xí)并掌握單詞the, door, please ,window, blackboard.；詞組：stand up, sit down.（2）掌握句型 Point to the 教學(xué)難點(diǎn)：正確認(rèn)讀和區(qū)分stand up,sit down.教學(xué)課時(shí)：1課時(shí) 1.導(dǎo)入新課

1)Guess 將事先準(zhǔn)備好的“door,window,blackboard”等物品的小圖只露出一部分。

T：What’s this? 引導(dǎo)學(xué)生猜測(cè)圖片上的物品。學(xué)生可以使用中文回答，教師相機(jī)教授英文單詞，并引導(dǎo)學(xué)生用大小聲游戲重復(fù)練習(xí)。

（設(shè)計(jì)意圖：用猜圖的方法使學(xué)生處于積極思維狀態(tài)，很自然的引入新課。）

2.感受新知

(1)Point ang say.T: Do you know “point”?(板書Point to the并揭示課題。)let’s point and say.I say “Point to the ?”, and you repeat the sentence and point to this thing.(設(shè)計(jì)意圖：三年級(jí)的孩子喜歡游戲，保持學(xué)生的有意注意。通過(guò)從說(shuō)單詞，到邊做動(dòng)作邊說(shuō)句子，將游戲難度漸漸增加，保持學(xué)生的挑戰(zhàn)欲望。)

(2)Chant

T: Let’s say the chant.Door, door, door, Point to the door.Window,window,window, Point to the window.Blackboard,blackboard, Point to the blackboard.(設(shè)計(jì)意圖：Chant鞏固，加深學(xué)生對(duì)詞句的印象,避免機(jī)械重復(fù)的枯燥。)

(3)Do and say 1)T: Do you know“Stand up”? Let’s do and say.Now let’s “sit down”.(通過(guò)動(dòng)作示范，幫助孩子理解“Stand up”和“sit down”。)2)請(qǐng)個(gè)別學(xué)生上前當(dāng)小老師，帶領(lǐng)全班練習(xí)“Stand up”和“sit down”。全班學(xué)生跟著小老師重復(fù)句子，同時(shí)執(zhí)行指令。

（設(shè)計(jì)意圖：通過(guò)動(dòng)作的示范，以及小老師的教學(xué)，強(qiáng)化對(duì)這兩個(gè)指令的理解。）課文呈現(xiàn)

(1)Listen and think T: Now, let’s listen to the tape, and think: What can you see from the picture?

(2)Listen and repeat T: Read after the tape.Let’s imitate.比一比，哪個(gè)組模仿聲音最像。

（3）Work in group

小組分角色進(jìn)行練習(xí)，并進(jìn)行展示。

（設(shè)計(jì)意圖：聽(tīng)音，讓學(xué)生帶著問(wèn)題去聽(tīng)，有聽(tīng)的目的和動(dòng)機(jī)；跟讀，訓(xùn)練學(xué)生純正的語(yǔ)音；小組活動(dòng)給學(xué)生更多的展示機(jī)會(huì)，也更能了解學(xué)生的掌握情況，將教學(xué)落到實(shí)處。）鞏固練習(xí)

游戲：“Simon says”.要求：請(qǐng)五位學(xué)生上臺(tái)，根據(jù)指令做動(dòng)作。如果指令帶有“Simon says”，五位學(xué)生迅速做出動(dòng)作；如果指令沒(méi)有“Simon says”，則不能做動(dòng)作。做錯(cuò)的淘汰下臺(tái)。

指令由老師先下達(dá)，執(zhí)行指令錯(cuò)誤的學(xué)生就要被罰為施令者，其他臺(tái)下同學(xué)重復(fù)指令并負(fù)責(zé)監(jiān)督。

（設(shè)計(jì)意圖：通過(guò)游戲的形式來(lái)操練詞組和單詞，激發(fā)學(xué)生的興趣，提高操練的效率，一個(gè)學(xué)生發(fā)出指令，另一些學(xué)生執(zhí)行指令，執(zhí)行指令錯(cuò)誤的學(xué)生就要被罰為施令者，這樣可以有效達(dá)到訓(xùn)練的效果，學(xué)生也可以很快的掌握所學(xué)的東西。)

M3 U2 Point to the desk

教學(xué)目標(biāo)：

①識(shí)記單詞：window、blackboard、door、desk、chair

②認(rèn)讀句子：基本能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀，并運(yùn)用Sit down！Stand up!Point to the?等語(yǔ)句

教學(xué)重點(diǎn)：學(xué)習(xí)chair、desk兩個(gè)單詞和Sit down/Stand up/Point to三個(gè)指令性短語(yǔ)。

教學(xué)難點(diǎn)：使學(xué)生能夠透徹理解Sit down/Stand up/Point to三個(gè)指令性短語(yǔ)的意思，聽(tīng)懂他人指令并做出正確的反應(yīng)。教學(xué)課時(shí)：1課時(shí)

Step1: Warm up（5mins）

1、Sing a song.《Good morning，Sam》

2、Greeting.Step2：Revision

1.stand up 和 sit down

2.door、window、blackboard、Point to the?

3.Listen and do

Step 4: Presentation（新知呈現(xiàn)）

1、Learn two new words “desk” “chair”

(卡片呈現(xiàn)、蹺蹺板游戲)

2.Read after me（desk，chair，window，door，blackboard）

3.小魚吃泡泡

4.游戲“Simon says”操練“Point to the?”的句型。

5.Listen to the text and emphasize important sentences.“Point to…”

6.Read after the text one sentence by one sentence.7.Students read the text loudly by themselves.8.Read a chant.Step 5 Practice

1.Listen and circle on page18 2.Listen and match

3.Look and tick.Step6 Conclusion（今天我們學(xué)了什么？）

今天我們學(xué)習(xí)了兩個(gè)新單詞“desk”“chair”還有關(guān)于“Point to?”的句型。我們?cè)谙旅娴母枨衼?lái)鞏固這些句型。

Sing the song “Please stand up”

Step7: Homework

1.讀17頁(yè)課文3遍

2.完成練習(xí)卷

M4 U1 It's red!

教學(xué)目標(biāo)：

1、知識(shí)與能力目標(biāo)：學(xué)生能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀：red、blue、yellow、green、black、chameleon、panda等詞匯，并能運(yùn)用句型“It is ?”.來(lái)準(zhǔn)確介紹事物的顏色。

2、情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，鼓勵(lì)學(xué)生敢于開(kāi)口，積極參與，樂(lè)于模仿和表達(dá)，在學(xué)習(xí)中互相幫助，形成合作意識(shí)。

3、學(xué)習(xí)策略目標(biāo)：通過(guò)游戲來(lái)學(xué)習(xí)單詞，主動(dòng)練習(xí)和實(shí)踐所學(xué)內(nèi)容，積極與他人合作，共同完成學(xué)習(xí)任務(wù)。

4、文化意識(shí)目標(biāo)：簡(jiǎn)單了解中英文中不同顏色所表達(dá)意思的不同，了解中西方的顏色文化，提高審美意識(shí)。

教學(xué)重點(diǎn)：能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀五種顏色red、blue、yellow、green、black.教學(xué)難點(diǎn)：運(yùn)用It’s+顏色的語(yǔ)句結(jié)構(gòu)介紹事物的顏色。教學(xué)課時(shí)：1課時(shí) Step 1 warming up

T: Good afternoon, boys and girls.Ss: Good afternoon,Ms Huang.T: How are you? Ss: I’m fine.thank you.And you ? T: I’m fine too.Now, let’sing a song.多媒體呈現(xiàn)歌曲，“Please stand up.” Step2 Presentation and practice 1.老師拿出一些彩紙。

T: Boys and girls ,look at these papers.What colour is it? S;Green/綠色

T: Right.It’s green.(出示單詞卡片)Ok, read after me :green green green T: Yes, very good.What colour is it? S;Red/紅色

T: Right.It’s red.(出示單詞卡片)Ok, read after me : red red red Learn yellow blueand black.(方法同上)

2.T: Ok, boys and girls.Now, I need a student to take out a card, and say out what colour is it.Who can try? S:(學(xué)生抽出卡片，并說(shuō)出此物，然后老師順著說(shuō)： Very good, and what colour is it? S:

T:教授新單詞，學(xué)生可個(gè)人操練，小組操練，開(kāi)火車操練。再用同樣的方法呈現(xiàn)另外三種顏色單詞。4.Practice

T: OK, boys and girls.Now, I have five colour cards.I will show them , and you should read the colour quickly.T: Now, let’s say a chant.Follow me : Red , red , the apple is red.Green, green the bag is green.Yellow , yellow, the banana is yellow.Blue ,blue ,the pencil is blue.Black, black, the hat is black.)5.進(jìn)入課文

（1）新單詞chameleon.panda

T: Today, I’ll introduce two new friends to you.One friend can change five colours.Do you know what it is? S:變色龍

T: You are right.we can call him “chameleon”(出示卡片，教單詞)Please say hello to chameleon.S:

T: Another friend is panda.Her name is Panpan.(出示panda卡片，教單詞)Say hello to panda.(2)學(xué)習(xí)課文

T: Now , let’s have a look what happened between panpan and chameleon? Please look here.First, listen carefully.Second, listen to and find out how did the chameleon change the colours.Third, read them.Step 3 consolidation and extension 1.play a game “l(fā)ooking for things” T: Now ,let’s play a game.2.Now let’s do exersice one(課件)3.Listen and say

OK.Now let’s do exersice two(課件)4.Read the new words（課件）.Step 4 homework

① Read the colour words。

② Find out the colour of the things as many as you can.Step 5 Handwriting on blackboard Module 4 colours Unit 1 It’s red.It’s red.green.yellow.blue.black.M4U2 It is a black dog

教學(xué)目標(biāo)：

1、語(yǔ)言知識(shí)目標(biāo)：

（1）能聽(tīng)懂、會(huì)說(shuō)、會(huì)本課的重點(diǎn)單詞dog , cat ,cap；

（2）會(huì)運(yùn)用本課的重點(diǎn)句型：It’s a ＋（表示顏色的單詞）＋（表示物品的單詞）.教學(xué)重點(diǎn)：能用所學(xué)的句型描述身邊物品的顏色。教學(xué)難點(diǎn)：激發(fā)學(xué)習(xí)英語(yǔ)的興趣；通過(guò)小組活動(dòng)培養(yǎng)學(xué)生合作學(xué)習(xí)的意識(shí)。教學(xué)課時(shí)：1課時(shí) Step 1：Warming-up

（教師課前播放歌曲《How are you?》，師生一起邊唱邊做相應(yīng)的動(dòng)作。）

1、Greetings.T：Hello,boys and girls.S:Hello,Ms Liu.T:How are you ? S:I’m fine,thank you.And how are you? T:I’m fine ,too.Thank you.Today we are going to study here.(教師用手指多媒體大教室)Are you happy S：Yes.T: Let’s make effert together, Ok!

師生一起拍手用“Hei,Hei,I'm wonderful！”為自己加油。

3、Guess game.教師在手指上分別戴上紅、黃、藍(lán)、綠、黑五種顏色的小帽，教師邊戴邊說(shuō)：It’s redyellowbluegreenblack.然后教師脫掉手指上的小帽，用一只手的手指戴上其中的一頂顏色小帽，并用另一只手擋住，向?qū)W生提問(wèn)： what colour is it?，學(xué)生猜顏色，猜對(duì)的教師送他該顏色的小帽。

4、教師揭示評(píng)價(jià)方式。

教師把全班分成“red”、“yellow”、“blue”、“green”四個(gè)大組，并用相應(yīng)顏色的圓形磁鐵代表本組的笑臉貼在黑板上，表現(xiàn)好的一組可以獲得一根頭發(fā)，比一比哪組獲得的頭發(fā)多。Step 2：Presentation

1、搶答游戲。

多媒體快速出示blackboard、door、chair、desk、bird、window等物品,學(xué)生用“It's......”進(jìn)行搶答。

2、教學(xué)單詞dog及句型It’s a black dog.1）繼續(xù)點(diǎn)擊課件，出現(xiàn)一只汪汪叫的黑色小狗的圖片。

T:What’s this?

S:小狗。有學(xué)生會(huì)的請(qǐng)他做小老師教讀單詞。

T:Yes,it’s a dog.課件播放flash動(dòng)畫，教學(xué)單詞dog，在黑板上畫小狗的簡(jiǎn)筆畫，并在四線格上板書單詞dog。2）用多種方式操練dog.如：開(kāi)火車讀、分組讀、大小聲讀等。3）小歌謠：Dog,dog,dog.Act like a dog.(師生一起把雙手疊在胸前扮演小狗邊做邊說(shuō)。)4)（點(diǎn)擊課件回到小狗畫面）T:What colour is it? S:It’s black.T:Yes.It’s a black dog.教師邊說(shuō)邊課件出示句子。板書課題，齊讀課題兩次。

3、用同樣的方法教學(xué)單詞cat.4、教學(xué)單詞cap。

1）教師從桌下快速出示一頂紅帽子。

T:Look.This is a cap.cap,cap,cap.教師把帽子戴在一學(xué)生的頭上，帶領(lǐng)全班同學(xué)指著帽子跟讀.教師畫帽子簡(jiǎn)筆畫,并在四線格中板書單詞cap.教師用嘴型和動(dòng)作演示cap與cat的讀音區(qū)別。2）T:Is it a blue cap? S:No.It’s a red cap.6、操練記憶單詞。

1）每組請(qǐng)一名同學(xué)上講臺(tái)前，教師讀單詞，學(xué)生快速指認(rèn)黑板上的單詞，獎(jiǎng)勵(lì)又快又準(zhǔn)的同學(xué)貼貼畫，同時(shí)在該小組的笑臉上加一根頭發(fā)獎(jiǎng)勵(lì)。2）學(xué)生看教師的嘴型猜讀單詞。3）歌謠：

Dog,dog,dog,.act like a dog Cat,cat,cat,act like a cat.Cap,cap,cap,act like a cap.師生一起邊說(shuō)歌謠邊做相應(yīng)的動(dòng)作。Step 3：Learn the text

T:今天魔術(shù)師Panpan有一根魔術(shù)棒，他會(huì)變出什么呢？Let’s look at the screen.1、教師播放課文動(dòng)畫，并隱藏英語(yǔ)，學(xué)生看圖聽(tīng)錄音。

2、教師呈現(xiàn)句子，學(xué)生用筆在書本上圈出新單詞dogcat cap。

3、學(xué)生跟錄音讀課文。

4、學(xué)生齊讀課文。Step 4：Practise

1、Game:“擊鼓傳帽子”

教師把紅黃藍(lán)黑四種顏色的帽子分發(fā)給四個(gè)組的第一位同學(xué)，然后背對(duì)學(xué)生擊鼓，學(xué)生快速往后傳帽子，鼓聲停止時(shí)帽子傳到的一桌兩個(gè)同學(xué)同時(shí)站起來(lái)，用It’s a ??描述帽子的顏色，交換帽子繼續(xù)進(jìn)行游戲。

2、Chant:（課件出示一只橘黃色的小狗）

T:Now，look!It’s an orange dog.His name is Bob.教師出示一橘黃色小狗玩具，教學(xué)單詞“orange”。播放歌謠動(dòng)畫，師生一起跟著動(dòng)畫誦唱歌謠： Bob，Bob，Bob is an orange dog.3、Listen exercise.大屏幕出示動(dòng)畫練習(xí)題：Listen and colour.學(xué)生聽(tīng)錄音，按順序給圖片選擇顏色。Step 5：Development

1、Group work:

課件呈現(xiàn)九幅不同顏色的小狗、小貓、帽子的圖片。學(xué)生四人一組用“It’s a ?(顏色)?（物品）.”進(jìn)行描述。也可以描述教室里或自己身邊物品的顏色。比一比哪組說(shuō)的句子最多。獎(jiǎng)勵(lì)說(shuō)句子最多的一組和個(gè)人。

2、播放動(dòng)畫歌曲《A rainbow》，學(xué)生在歌聲中結(jié)束本節(jié)課的學(xué)習(xí)。Step 6：Homework

Draw and say

畫一樣自己喜歡的動(dòng)物或物品，然后用學(xué)過(guò)的顏色加以涂色，并用It's a ??.的句式向家人或朋友介紹。

板書設(shè)計(jì)：

Module 4 Unit 1

cat

It’s a black dog.（簡(jiǎn)筆畫）

Cap

Module.5 Unit.1 How many

教學(xué)目標(biāo)：

1.能口頭運(yùn)用How many?詢問(wèn)物品的數(shù)量并用8以內(nèi)的數(shù)字進(jìn)行回答。

2.識(shí)別單詞：many，one,two,three,four,five,six,seven,eight。3.培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、學(xué)英語(yǔ)的能力。

教學(xué)重點(diǎn)：能口頭運(yùn)用How many?詢問(wèn)物品的數(shù)量并用8以內(nèi)的數(shù)字進(jìn)行回答，識(shí)別單詞1-8。

教學(xué)難點(diǎn)：three、five、seven的發(fā)音。教學(xué)課時(shí)：1課時(shí)

一、Warm up

1、Greeting

2、Review（教師出示彩色卡片，讓學(xué)生說(shuō)是什么顏色，for example：it is a red dog.）

二、Presentation

1、Now,look at my hand,How many?（師生共數(shù)）

2、Now,let’s play a game.Please,look at my right hand,and say how many in my left hand.then ask：how many？

三、New course

1、學(xué)習(xí)How many

(1)認(rèn)識(shí)How many（板書：how many？多少）。

（2）講解How many、認(rèn)識(shí)單詞many。（板書：many許多）。

2、學(xué)習(xí)數(shù)字one----eight 1）誘導(dǎo)學(xué)生進(jìn)入學(xué)習(xí)英文數(shù)字的情境中。(出示裝有硬幣的瓶子，猜：how many)2）數(shù)，教讀，逐個(gè)單詞認(rèn)讀。四：Practice

1、聽(tīng)（看）數(shù)送掌聲。

2、游戲：find out the cards and ask：how many？

3、小組活動(dòng)：(show the fingers and ask：how many？)

4、數(shù)數(shù)：（數(shù)卡片、教室里的各種物品讓學(xué)生數(shù)）

五、學(xué)習(xí)課文

1、看課文插圖，說(shuō)說(shuō)Panda做了什么事？過(guò)程如何。

2、listen to the recorder three times.1、)listen and point

2、）listen and read

3、）listen and repeat

六、小結(jié)、鞏固

1、游戲：抽獎(jiǎng)

2、用英文數(shù)各組所爭(zhēng)到的紅旗數(shù)量，找小組冠軍。

M 6 U 1 Happy birthday!

教學(xué)目標(biāo)：

1.學(xué)習(xí)與生日有關(guān)的單詞和對(duì)話，要求發(fā)音準(zhǔn)確，語(yǔ)調(diào)自然流暢。2.能力目標(biāo)：聯(lián)系生活實(shí)際，提高學(xué)生的語(yǔ)言交際能力。3.知識(shí)目標(biāo)：掌握與生活有關(guān)的單詞和對(duì)話。4.情感目標(biāo)：創(chuàng)設(shè)情景，舉行一個(gè)課堂生日宴會(huì)。

教學(xué)重點(diǎn)：birthday ,birthday cake

candles, birthday presents, birthday party 教學(xué)難點(diǎn)：理解第一部分的對(duì)話內(nèi)容。以及單詞birthday ,birthday cake and candles, birthday presents, birthday party 教學(xué)課時(shí)：1課時(shí)

一、What is it?

1、Greeting and sing

T:“Hi!How are you today? Let us sing the song ”I love you, you love me.“OK?”(Students do actions as they say.)1.Show pictures of a birthday cake(with candles),presents and a party.2.Write the word on the blackboard and ask individual students in Chinese,then in English.“What day is your birthday?”

“Do you have birthday cake,birthday presents ,a party?”

“How do you feel in your birthday?” 3..Practice and act.二、．Today is my birthday 1: look at the picture.listen to the radio

2、Ask some questions.T:What are they doing? S:They are talking.T：Is Jenny happy？

S：Yes.T:Why? Why is Jenny happy? Because is Jenny’s…… S：Birthday.T: How old is Jenny? S: Ten.3、Practice in pairs

One students pretends to be Jenny ,the other pretends to be LiMing.三、Sing “Happy birthday!”song.四、Activity book :L29 N2

五、Class closing.課后習(xí)題：

連線：

birthday cake and candles

生日禮物 birthday presents

生日聚會(huì)

birthday party

生日蛋糕和蠟燭 課后反思：

M6 U2 How old are you?

教學(xué)目標(biāo)：

1、能聽(tīng)、說(shuō)、讀句型：How old are you? I’m ?

2、能聽(tīng)懂并跟讀書中對(duì)話，鼓勵(lì)學(xué)生學(xué)會(huì)表演。

教學(xué)重點(diǎn)：會(huì)聽(tīng)、說(shuō)句型How old are you? I’m?，即學(xué)會(huì)詢問(wèn)對(duì)方年齡的日常交際用語(yǔ)。教學(xué)難點(diǎn)：How old are you?的正確發(fā)音和正確運(yùn)用.教學(xué)課時(shí)：1課時(shí) I、Warm-UP

1、Greeting T: Class begins.Ss: Stand up, please!T: Good morning, boys and girls.Ss: Good morning, ,Miss Chen.T : sit down ,please.2、Chant T:(Stand up)Let’s chant, pen and pencil

（師生站著邊拍手邊CHANT，兩遍）

T：Wonderful!Thank you!Sit down, please.3、Revision(有層次復(fù)習(xí)數(shù)字，由淺入深)1)

T: Now, take out your fingers.Let’s count.(師生一起數(shù)數(shù)，從0到10，再?gòu)?0到0)

2）T: Now, count,(教師拍手)，how many?

(教師拍手，讓學(xué)生數(shù)次數(shù)，并進(jìn)行搶答。)

3)T: Now , I say , you clap hands?

(教師說(shuō)英語(yǔ)數(shù)字，學(xué)生進(jìn)行拍手)

4）T: Next, let’s look at the pictures..T: What’s this? /How many boys?

(1 boy , 3 girls, 5 pencils, 4 apples, 8 books)

(通過(guò)快速出現(xiàn)數(shù)字和以前學(xué)過(guò)的動(dòng)物單詞、文具單詞，然后快速消失，讓學(xué)生比比誰(shuí)的記憶力好，來(lái)復(fù)習(xí)數(shù)字)

5)猜數(shù)字游戲

教師通過(guò)呈現(xiàn)數(shù)字1 到10 中的任意一筆，讓學(xué)生猜是哪個(gè)數(shù)字。

如：畫圈，學(xué)生可以猜成0，6，8，9（6和9的變化過(guò)程通過(guò)旋轉(zhuǎn)來(lái)滲透）

如：畫豎，學(xué)生可以猜成1，5，7，T：Do you know , what’s this?

II、Presentation

1、I’m??

教師戴Sam頭飾，跟學(xué)生打招呼

T: Hello, everyone!

Ss: Hello, Sam.T: Today is my birthday.Let’s sing a song.（師生一起拍手跟唱一遍）

T: Thank you!Now , look.This is my birthday cake.(這是我的生日蛋糕)

I have birthday candles.How many candles? Let’s count ,OK?(師生一起數(shù)蠟燭，復(fù)習(xí)數(shù)字)

T: Seven candles.Yes, I’m nine.（板書I’m seven.）

T: Together, I’m seven.(跟讀這個(gè)句子，齊讀，男女生讀)

2、How old are you

T: Look, I’m Sam.Do you know how old is Sam?(你知道Sam幾歲了嗎？你該怎么問(wèn)他呢？)

T: Let me tell you.How old are you?(貼”How old are you? 你幾

歲了？”)

T: Follow me ,how old are you?(通過(guò)和How are you的比較來(lái)認(rèn)識(shí))領(lǐng)讀——卡片領(lǐng)讀——組讀——開(kāi)火車讀

T: Who can ask Sam? How old are you , Sam?

S1: How old are you , Sam?

T: I’m six

T: Together, I’m six.(跟讀這個(gè)句子，齊讀，男女生讀)

3、work in pair T: Hello, **,how old are you? Ss: Hello, I’m seven.How old are you?

T: Clever.Now , let’s talk in pairs.(同桌小朋友互相問(wèn))??.T: Which pair? Hands up!(抽幾組進(jìn)行對(duì)話操練，進(jìn)行評(píng)價(jià))

T: How old are you?

S2: I’m seven.T: Thank you.Now , who is seven, too? Stand up!

(教師讓所有站著的同學(xué)說(shuō)“I’m seven, too.“)Ⅲ、consideration

1、I’m a doctor

T: Hello, I am a doctor now.Open your mouth, please.Let me see.Ah, what’s your name? S1: I’m **.T: How old are you? S1: I’m 8

T: I think you are right.Thank you.S1: You’re welcome.(教師模仿醫(yī)生，在學(xué)生中進(jìn)行對(duì)話練習(xí))

2、Make a interview T: Boys and girls, let’s make a interview.接下來(lái)讓我們來(lái)做一個(gè)現(xiàn)場(chǎng)采訪。Look, I have a paper.(教師畫表格)

T: Now, I want to interview XXX。XXX，stand up!

T: Hello, what’s your name?

S: My name’s XXX。

T: OK.Now , I’ll write down the name.然后把名字寫在這里。

T: How old are you?

S: I’m eight.T: Thank you.Sit down.然后在年齡這一欄寫上她的年齡。

T: Do you understand? 明白了嗎？現(xiàn)在請(qǐng)大家去采訪你周圍的三個(gè)同學(xué)，并把調(diào)查表填好。

（學(xué)生自由活動(dòng)，教師走下去進(jìn)行幫助。）

……

(幫助學(xué)生上臺(tái)進(jìn)行匯報(bào)，引導(dǎo)學(xué)生用***is ***來(lái)進(jìn)行匯報(bào)。)

3、Expand T：Look , this is a big tree.(Tree 跟讀黑板上畫樹(shù))Do you know how old is the tree?誰(shuí)來(lái)問(wèn)問(wèn)Tree，你幾歲了？

……

T:讓你們來(lái)問(wèn)一問(wèn)吧。

S：Tree, tree, how old are you?

TREE: Hello, boys and girls!I’m a tree.Do you know how to count to my age?你們知道怎么來(lái)數(shù)我們大樹(shù)的年齡嗎？ Look,1?2?3?How old am I ?”

（，樹(shù)的年輪, 提醒學(xué)生保護(hù)環(huán)境。）

T: 小朋友們，現(xiàn)在你們知道怎么來(lái)數(shù)大樹(shù)的年齡了吧，每一棵大樹(shù)都是由小樹(shù)苗慢慢慢慢才長(zhǎng)大的，他們也有年齡，所以小朋友們應(yīng)該好好保護(hù)樹(shù)木，使他們不受到破壞，保護(hù)我們的大自然，你們說(shuō)，對(duì)嗎？

IV、homework

回家后，跟父母親進(jìn)行對(duì)話，運(yùn)用how old are you ？

下節(jié)課進(jìn)行對(duì)話。

M7 U1 What's this?

教學(xué)目標(biāo)：

1.能聽(tīng)懂會(huì)說(shuō)本課會(huì)話：What's this ?

2.能較好地掌握本課句型What's this ? It's a desk.并能用Let's practise.的詞做替換練習(xí)。

3.能聽(tīng)說(shuō)讀寫單詞desk ,chair和句子What's this ? 4.學(xué)唱英文歌曲What's that ? What's this? 教學(xué)重點(diǎn)：this，that和It's的發(fā)音.教學(xué)難點(diǎn)：this 和 that的不同的指代用法。教學(xué)課時(shí)：1課時(shí) 一 問(wèn)候。

1.師生問(wèn)候。

T: Glad to meet you , again./ How are you ?

2.介紹客人老師，并問(wèn)候。

T: Please say “Glad to meet you” to the teachers.3.師生自由對(duì)話：How are you ? /What's your name ?(出示頭飾機(jī)器貓讓學(xué)生這樣回答 ：My name is Mr / Miss Cat.)

II.復(fù)習(xí)

1.復(fù)習(xí)句型 ：Is that a---? What's that ? 及有關(guān)交通工具的單詞 boat , ship , bike , bus ,car, jeep , plane(以上是四會(huì)單詞), taxi , yacht

(只要求聽(tīng)說(shuō))

T: Look , Mr / Miss Cat.What's that ? S1 :It's a ship.T: Can you spell the word “ship” ?

S1: Yes.S-H-I-P, ship.T: Is that a ship , too ?

S1: No , it isn't.It's a boat.T: Oh!It's a boat.Can you spell it please? S1 :Yes.B-O-A-T, boat.(讓部分學(xué)生扮演機(jī)器貓，操練plane ,bike , bus , car, jeep)T: Is that a jeep , too ?

Ss: No, it isn't.It's a taxi.T: Now , let's chant.“What's this ? What's this ? ” one , two start.繞口令：What's this ? What's this ?What is this ? It's a taxi.It's a taxi.It's a red taxi.（此時(shí)將What's this？卡片粘貼在黑板上)

T: What's this?

Ss: It's a desk.T: Now , let's chant.“What's this ? What's this ? ” one , two start.繞口令：What's this ? What's this ?What is this? It's a desk.It's a desk.It's a white desk.III.新授

1.呈現(xiàn)句型What's ?

T: And what's this in English ?

Ss: It's a desk.跟讀單詞desk：

T: Desk , desk , desk.D-E-S-K, desk..（二遍并將卡片粘在黑板上）

T: And what's this in English ?

Ss: It's a chair.跟讀單詞chair:

T: Chair ,chair , chair.C-H-A-I-R, chair.（二遍并將卡片粘在黑板上）(此時(shí)將What's this in English ？卡片粘貼在黑板上)

T: Look, what's this ?

Ss: It's a door / clock.（實(shí)物）

T: And what's this ?

Ss: It's a picture.（投影片）2.鞏固操練句型What's this ?

1)T: Let's look at the picture.(放幻燈)What's this ?

Ss: It's a---.T: Now , please talk like this.(讓學(xué)生根據(jù)幻燈上的內(nèi)容直接進(jìn)行操練。)

2)T: Let's play a game.You please come here.(指示他面朝黑板)

What's this in English ?

(讓另一位學(xué)生舉起手中的卡片,其他的學(xué)生真真假假地回答。如S: It's a ship / bus.等，最后讓第一位學(xué)生猜猜到底是什么。)

3.聽(tīng)音, 跟讀

(將有書, 鐘 的兩張卡片反貼在黑板上)T: What's that ?

Ss: Is that a---? T: And what's this ?

Ss: Is this a---?

T: Sorry , I don't know.Please listen to the tape.(放錄音)(第一遍回答上面問(wèn)題,第二遍跟讀)4.學(xué)說(shuō)英語(yǔ)

T: Please read inpairs.(男女對(duì)讀;A,B分角色朗讀.)IV.鞏固操練

1.編說(shuō)類似課文內(nèi)容的對(duì)話

T：Now you talk together like this.(讓最后一組學(xué)生用zoo編說(shuō)對(duì)話。)

2.情景對(duì)話

T: Great!Let's go to the zoo.Ss: All right.T: What's this ?

Ss: It's a panda.(頭飾，讓部分學(xué)生扮演各種動(dòng)物)

T: What's that ?

Ss: It's a deer.T: Now please make similar dialogues.(讓學(xué)生準(zhǔn)備二分鐘后，進(jìn)行表演，最后一組以It's a door.結(jié)尾。)

M7 U2 What's that?

教學(xué)目標(biāo)：

1、能掌握新單詞flag，聽(tīng)懂、會(huì)說(shuō)單詞circle, rectangle, square, triangle；

2、能用英文辨別圓形，長(zhǎng)方形，正方形，三角形的物體；

3、能認(rèn)讀what’s that和It’s a?的句型，會(huì)運(yùn)用所學(xué)知識(shí)組織對(duì)話。教學(xué)重點(diǎn)：學(xué)習(xí)圖形的單詞以及句型運(yùn)用。教學(xué)難點(diǎn)：正確認(rèn)讀新單詞并進(jìn)行句型拓展。教學(xué)課時(shí)：1課時(shí)

Step 1 Warming up1、師生問(wèn)候。T: Good morning, boys and girls.Ss: Good morning，Miss yuan.T: How are you, today? Ss: I am fine, thanks, what about you? T: Oh, I’m fine too, thank you!

2、唱英語(yǔ)歌曲“Hello song”

Step 2 Presentation and drill教師通過(guò)給學(xué)生設(shè)計(jì)魔法學(xué)校的情境，把學(xué)生帶入魔法世界，直接吸引了學(xué)生的好奇心。

Today, I will take you to a magic school, there is very beautiful and very funny.Do you want to go there?...OK!let’s go!Part one：Magic hands!教師用魔術(shù)手比劃著各種圖形，邊比劃邊用驚奇的語(yǔ)氣像在施魔法一樣，吸引學(xué)生的注意力，讓學(xué)生邊看邊認(rèn)讀新單詞，并做著同樣的手勢(shì)。T: What’s this? S: It’s circle.T: What’s this? S: It’s a...在魔術(shù)手的過(guò)程中學(xué)習(xí)各種圖形的單詞拼寫并帶讀。然后通過(guò)做High & low voice以及轉(zhuǎn)手指游戲操練單詞，并分組讀單詞。

Part two: Magic cord，展示CAI課件，讓學(xué)生看到屏幕顯示的圖形，通過(guò)魔術(shù)繩子的變化，教師引出句型what’s that? 帶讀，同時(shí)讓學(xué)生看圖片回答It’s a?,并再一次鞏固新學(xué)單詞。T: What’s that? S: It’s a circle.T: What’s that? S: It’ a square.T: What’s that? S: It’s a rectangle.T: What’s that? S: It’s a triangle.幫助學(xué)生回答，并帶讀。在魔法繩子環(huán)節(jié)讓學(xué)生運(yùn)用道具繩一起做出各種圖形。

Step 3 PracticePart three: Magic words.CAI課件演示，讓學(xué)生認(rèn)讀What’s that?和It’s?的句型

T：What’s that? S: It’s a triangle...T: Guess, how many triangles are there? S1:...S2:...T: what’s that? S: It’s a ball.T: The ball is a circle Ss:...Step 4 ConsolidationT: What shapes can you see in the classroom? 情景：?jiǎn)l(fā)學(xué)生從周邊熟悉的環(huán)境中尋找各種圖形的物體，認(rèn)讀，并用英文說(shuō)出那是什么，同時(shí)進(jìn)行回答。

Step 5 ExpandingPart four: Magic picture

1、展示課件組合圖形。創(chuàng)設(shè)情景讓學(xué)生自由繪畫，畫出新學(xué)的各種圖形，并組合各種圖形。然后運(yùn)用所學(xué)句型介紹圖形，教師可以視時(shí)間情況適當(dāng)安排學(xué)生表演。

2、評(píng)價(jià)。

3、作業(yè)。

1）找找家里各種圖形的物品，并用英文介紹給父母，和家長(zhǎng)互動(dòng)。

M8 U1 Is it a monster?

教學(xué)目標(biāo)：

(1)能聽(tīng)、說(shuō)、讀詞匯：or, no, know, kite, new, monster, help.(2）能聽(tīng)懂、能實(shí)際運(yùn)用句型: Is it a...?的語(yǔ)言結(jié)構(gòu)，并會(huì)用Yes, it is./ No, it isn't.來(lái)進(jìn)行回答。

教學(xué)重點(diǎn)：

1、掌握以下單詞：or, no, know, kite, new, monster, help

2、運(yùn)用Is it a...?來(lái)猜測(cè)不確定的物品，并用Yes, it is./ No, it isn't.來(lái)回答。教學(xué)難點(diǎn)：

1、熟練掌握本單元的單詞和句型，能在實(shí)際生活中靈活運(yùn)用。

2、創(chuàng)設(shè)英語(yǔ)情景，使學(xué)生正確運(yùn)用一般疑問(wèn)句詢問(wèn)物品的名稱。教學(xué)課時(shí)：1課時(shí)

Step

1、Warming up（5min）

1、Sing a song: please stand up.2、Free talk

T: All of you can sing it very well.So I want to give you a present.Look, there are 2 presents.Can you tell me what’s the difference between the 2 presents?(guide the students to say one is new, and the other is old.)T:(show the word card“new”)new,n-n-new.(T makes the students read one by one.)T:Listen carefully and guess, what's in the present?(T plays the sound of cat.)Ss: cat...T:You are so clever!It is a cat!Miao miao miao~~ Can you guess how many cats are there in the box? Ss: 2...3...T: Let's count together.1,2,3...There are 4 cats.OK, now I will divide you into 4 groups, and each cat stands for a group.Let's have a match to see which group can eat the fish, OK? Step

2、Presentation（25min）

T: As we know, on Sam’s birthday party, Sam receives so many presents!Look!So many presents.(T shows presents on the PPT)Do you want to know what’s in the box? If we don’t know, we can say “ I don’t know”.(T shows the card “I don’t know”)OK!Now let’s guess.What’s in the box? Before we guess, let’s learn it together ”Is it a…?”(T writes it on the blackboard, and prctices this sentence pattern by reading in indivisual, by pair, by groups.)T: You read it so loudly.Look, this present is from Daming, can yuou guess what’s in the box? Is it a pencil? Is it a …?(guide the Ss to use “Is it a…?” to ask.)S1: Is it a pen? T: Yes, it is.(T writes “Yes, it is” on the blackboard.)

(T makes Ss guess Daming and Ms Smart’s presents.This is easy for them.)T: This present is from Amy, Can you guess?(This is a little difficult for them to guess)T:OK.Let's see together.Wow, it's a kite!(T shows the word card and teach the word)

T:Look, so many kites, dog kite, cat kite, bird kite and…Look, this is a monster kite,(T teaches “monster”)if we see a monster, we should cry”help!” T：Now, Let’s play a game:magic eyes!Whose has got a magic eyes? Read the word you see, but if you see a monster, you should cry “help!”, clear? T:All of you have a magic eyes!Today Sam takes his kite to the park, and an interesting thing happened,let’s go to have a look!

(T plays the CD-ROM for the first time.)T: Now, listen again, find”Is it…? and underline”… How many “Is it a…?” can you find? Ss:3 T: Good！Can you read it? T:Now show me your finger, listen and point, and read after the CD-ROM.Pay attention to the pronunciation.Step

3、Practice（8min）

T:(show the box)Look, Is it a pen?....Now I put them in the box, I want to ask one student to come here and choose one to guess, using “Is it a…?” and the whole class help him to guess out by answering “Yes, it is/ No, it isn’t”, clear? Step4、Consolidation(2min)T: Let's see what we have learned today.Step5、Homework Play guessing game with your friends, using the sentences pattern: Is it a...? Yes, it is./No, it isn't.Blackboard writing:

Module 8

unit 1 Is it a monster?

Is it a...?

Yes, it is.√

No, it isn't.x

M8 U2 Where's the cat?

教學(xué)目標(biāo)：

通過(guò)創(chuàng)設(shè)情境讓學(xué)生積極主動(dòng)的參與、協(xié)作、交流，使學(xué)生掌握Where句型及表示方位介詞in的用法，在用中學(xué)，在學(xué)中用，培養(yǎng)運(yùn)用語(yǔ)言的能力。教學(xué)重點(diǎn)：

掌握表示方位介詞in的用法及Where句型。教學(xué)難點(diǎn)：如何在實(shí)際中靈活運(yùn)用本課句型。教學(xué)課時(shí)：1課時(shí) Step 1: Warm up and revision 1)Greeting with students T : Hello, boys and girls.S: Hello, Miss cai.T : How are you?

S: I’m fine.Thank you.T: You are welcome.T: What’s your name?

S1: My name is ×× T: How old are you?

S2: I’m ×

[適當(dāng)?shù)膯?wèn)候語(yǔ)，及時(shí)鞏固所學(xué)的知識(shí)，提高語(yǔ)言的使用率，并創(chuàng)設(shè)融洽的氛圍。] 2)Sing a song:

《What’s this?》 3)Chant : 《pen and pencil》

[唱歌能使學(xué)生感到松弛、愉快、滿足，產(chǎn)生興奮情緒?；钴S課堂氣氛，調(diào)動(dòng)學(xué)生情緒，激發(fā)學(xué)習(xí)興趣，創(chuàng)造學(xué)習(xí)英語(yǔ)的輕松環(huán)境。Chant讓學(xué)生在愉悅的氛圍中復(fù)習(xí)了本節(jié)課所要用的單詞。] 4）revision: T:（出示一個(gè)blue bag書包）what’s this? S: It’s a bag.T: What color is it? S: It’s blue.It’s a blue bag.T: 今天老師給大家?guī)?lái)了許多present，I put them in it.你們知道是什么嗎？ Do you know? What’s in the blue bag? S: I don’t know.T:不知道你們可以猜一猜。現(xiàn)在我們就來(lái)猜一猜，比一比，看誰(shuí)的運(yùn)氣最好，猜得最準(zhǔn)。不過(guò)在猜的時(shí)候我們可要用上這個(gè)句子來(lái)表示自己的猜測(cè)和疑問(wèn)。（板書：Is it a ??）S: Is it a pen?(Is it a pencil?)T: No, it isn’t.(Yes, it is.)

[結(jié)合實(shí)物復(fù)習(xí)上節(jié)課的Is it a pen? Yes, it is./ No, it isn’t句型，讓學(xué)生在輕松愉快的氛圍中復(fù)習(xí)了大量的詞匯，有利于學(xué)生掌握本課內(nèi)容，為下一步學(xué)習(xí)做好鋪墊。]

Step2: Presentation 1）、Teach the new word :bag（袋子）

T:(出示一個(gè)實(shí)物yellow bag)What’s this?（板書bag）Bag可以翻譯成書包，也可翻譯成袋子。

朗讀bag bag 袋子

[讓學(xué)生邊朗讀邊用手打節(jié)奏再加上背袋子的動(dòng)作，學(xué)生手、腦、口并用，有利于更好記憶單詞，并且不會(huì)覺(jué)得單調(diào)。] 2）、play a game : look and say(課件依次出現(xiàn)yellow bag green bag red bag blue bag)

T: What’s this?

S: It’s a yellow bag.（并板書yellow green）

[及時(shí)對(duì)所學(xué)的單詞進(jìn)行鞏固，擴(kuò)展，加深，為下面的學(xué)習(xí)做好鋪墊。] 3）、Teach the new word : “in” T：（出示一個(gè)實(shí)物green bag）what’s this? S：It’s a green bag.T: What’s in the green bag?(板書：in the)你們知道in 是什么意思嗎？Do you know? S：I don’t know.朗讀in in 在里面(配上節(jié)奏和動(dòng)作)朗讀in the yellow bag

in the green bag T: What’s in the green bag? Please guess!S: Is it a cat?(Is it a dog?)T: No, It isn’t.還有誰(shuí)要來(lái)猜？(Yes, It is.)[用學(xué)生喜聞樂(lè)見(jiàn)的guessing game引出新單詞”in”,讓學(xué)生在真實(shí)的情境中理解新單詞的意思，并理解它的用法。] 4）、Teach the new word：” Where” and the new sentences: “Is it in the yellow bag?” T:good job!Now I have two bags in different colors and a toy cat.Close your eyes

(put the toy cat in the green bag.)T: Look , the cat is missing.where’s the cat?(板書課題)你們知道Where 是什么意思嗎？Do you know? S: I don’t know.朗讀Where Where 在哪里（邊讀邊配上相應(yīng)的動(dòng)作）。Where’s the cat?又是什么意思呢？（板書：貓?jiān)谀睦铮R讀：where’s the cat? 要猜where’s the cat? 要用上這個(gè)句子Is it in the yellow bag?(板書Is it)

齊讀新句型：Is it in the yellow/green/red/black bag?

T: Where’s the cat? S: Is it in the yellow bag? T: No, it isn’t.Yes, it is.(It’s in the green bag.)

[結(jié)合實(shí)物和具體的情景進(jìn)行新單詞和新句型的呈現(xiàn)，可以讓學(xué)生更好地記憶，及對(duì)句型更好地運(yùn)用。]

5)、play a guessing game.T: What’s this?

S: It’s a dog.T: Please close your eyes,(師把dog放在其中一個(gè)袋子里。)Who can ask? S1: Where’s the dog? T: Who can answer? S2: Is it in the yellow bag?

No, it isn’t.Yes,it is.(It’s in the yellow bag.)

[讓學(xué)生利用實(shí)物進(jìn)行真實(shí)的語(yǔ)言交際活動(dòng)，讓學(xué)生進(jìn)一步鞏固新學(xué)的句型。]

Step3: practice 1）、Do pair work 請(qǐng)同學(xué)利用手中的pen pencil book和yellow bag green bag和黑板上的句型同桌兩個(gè)作對(duì)話。

請(qǐng)同學(xué)到前面來(lái)表演

[結(jié)合實(shí)物，讓學(xué)生同桌兩個(gè)進(jìn)行語(yǔ)言的操練。學(xué)生在完成成任務(wù)的過(guò)程中不知不 覺(jué)熟練掌握和運(yùn)用新句型] 2）、對(duì)口令 T : Let’s do an activity.listen to my orders.(Stand up ，sit down , hands up ，hands down, put your book in the desk, put your pencil in the desk，put your pen in the yellow bag., put your book in the green bag.）

[結(jié)合本節(jié)課所學(xué)的知識(shí)，進(jìn)行有趣的活動(dòng)，活躍氣氛，使課堂進(jìn)入另一個(gè)高潮] 3）、Ask and answer 課件顯示書本32頁(yè)的圖： S1：Where’s the book? S2： It’s in the red bag.4）、聽(tīng)錄音，讀課文

[引導(dǎo)學(xué)生邊聽(tīng)音邊指，模仿錄音中的語(yǔ)音語(yǔ)調(diào)。培養(yǎng)學(xué)生的朗讀能力。]

Step 4： Assignment 1）Listen to the tape of Module8 Unit2 three times and repeat.2)Play the guessing game with your parents.板書：

Where’s the cat?

(貓?jiān)谀睦铮?

Yellow bag?

Is it in the

Green bag?

Yes , it is./No, it isn’t.It’s in the green bag.M9 U1 This is my mother.教學(xué)目標(biāo)：

1.能聽(tīng)懂會(huì)說(shuō)單詞：father/mother/grandpa/grandma/brother/sister.2.能聽(tīng)懂會(huì)說(shuō)This is my ?.及答句。3.對(duì)學(xué)生進(jìn)行愛(ài)家人的教育。教學(xué)重點(diǎn)：

運(yùn)用句型：This is my ? 向別人介紹自己的家庭成員.教學(xué)難點(diǎn)：

區(qū)分father/mother/grandpa/grandma/brother/sister.教學(xué)課時(shí)：1課時(shí)

一、課文導(dǎo)入

1、學(xué)生自讀課文，找出是家庭稱謂的單詞：father、mother、sister、brother、grandma、grandpa.（設(shè)計(jì)意圖：前面單詞學(xué)生已進(jìn)行操練，在這里讓他們自己找出來(lái)，加深了印象，并能幫助學(xué)生理解其意思，用多樣化的教學(xué)方式，使學(xué)生輕松愉快的學(xué)習(xí)單詞而不會(huì)感到乏味）。

2、出示Smart一家的圖片，指著各個(gè)人物向?qū)W生提問(wèn)，引導(dǎo)學(xué)生識(shí)別出Smart一家的成員；邊貼 Sam的家庭成員頭像邊出示相應(yīng)的單詞(形成family tree)。老師扮演Tom給大家介紹自己的全家福，邊說(shuō)、邊出示版書： This is my …….She/He is a …….（設(shè)計(jì)意圖：用Smart家的照片導(dǎo)入，不僅能幫學(xué)生理解其故事內(nèi)容，識(shí)別Smart家的家庭成員），還用了真實(shí)語(yǔ)言情景再現(xiàn)，引出了主句型，呈現(xiàn)了句型的運(yùn)用渠道）。

二、課文教學(xué)

1、聽(tīng)錄音

第一遍：學(xué)生認(rèn)真聽(tīng)，對(duì)課文的整體故事內(nèi)容有所感知。

第二遍：學(xué)生帶著問(wèn)題“How many people are there in Sam’s family?”聽(tīng)→抽生回答問(wèn)題。

第三遍：跟讀錄音。

（設(shè)計(jì)意圖：讓學(xué)生由總體再到詳細(xì)不同層次的聽(tīng)錄音，逐步幫助學(xué)生培養(yǎng)聽(tīng)的技能）。

2、老師再次領(lǐng)讀復(fù)習(xí)生詞：“father、mother??等，再帶領(lǐng)學(xué)生理清Sam家庭成員之間的關(guān)系。

3、學(xué)生再聽(tīng)錄音，模仿跟讀課文→全班齊讀課文。

（2、3的設(shè)計(jì)意圖：以免有差生對(duì)生詞不熟，再次復(fù)習(xí)聽(tīng)錄音，提高全班的學(xué)習(xí)質(zhì)量）。

4、四人一小組分別介紹自己的全家福，老師去小組做個(gè)別輔導(dǎo)，抽3—5位學(xué)生上臺(tái)介紹自己的全家福，給介紹的好的學(xué)生發(fā)小貼畫給予獎(jiǎng)勵(lì)和表?yè)P(yáng)。

（設(shè)計(jì)意圖：Module 6已經(jīng)學(xué)習(xí)過(guò)This is my??.句型，我們給出了版書做輔助，單詞也已練會(huì)，這時(shí)可以讓小組互動(dòng)去自由練習(xí)，給學(xué)生自主發(fā)揮的權(quán)力，給上臺(tái)說(shuō)的學(xué)生發(fā)獎(jiǎng)品，可以激起其他學(xué)生表現(xiàn)的欲望）。

5.做一個(gè)猜一猜的游戲：老師隨便拿過(guò)一張孩子的照片，用“Is this your ??”來(lái)提問(wèn)，引導(dǎo)學(xué)生用“Yes 或No” 來(lái)回答。學(xué)生之間互相練習(xí)。

（設(shè)計(jì)意圖：這是本單元的一個(gè)難點(diǎn)，學(xué)生一時(shí)很難會(huì)說(shuō)，讓他們互相猜一猜家庭成員的關(guān)系，這會(huì)引起他們極大的興趣。）

三、課堂小結(jié)：本節(jié)課學(xué)習(xí)了家庭成員的稱謂，單詞較多，課后要多加鞏固。

四、家庭作業(yè)：1.回家用英語(yǔ)稱呼自己的家人；

2.課后用英語(yǔ)向自己的好朋友介紹自己的家人。

教后反思：本節(jié)課單詞較多，但好在是學(xué)生感興趣的內(nèi)容，貼近學(xué)生的生活，；學(xué)生能大膽進(jìn)行嘗試，因此課堂氣氛活躍，教學(xué)效果良好。

M9 U2 He's a doctor.教學(xué)目標(biāo)：

1學(xué)生能掌握新單詞：doctor, driver, policeman, nurse, farmer, teacher并了解其含義。2能熟練表達(dá)句型：He’ s a?/ She’ s a?, 能運(yùn)用新句型介紹他人的職業(yè)。教學(xué)重點(diǎn)：

熟練新授單詞及句型的表達(dá)。教學(xué)難點(diǎn)：

能區(qū)分使用He’ s與She’ s。教學(xué)課時(shí)：1課時(shí)

（一）熱身：

1、Greeting:

T: Good morning boys, How are you? Good morning girls, How are you? Boys: I’m fine , thank you.Girls: I’m fine, thank you.Ss together: And how are you?

T: I’m fine too, thank you..2、Chant：

Sister, sister, This is my sister.Brother, brother, This is my brother.Mother, mother, This is my mother.Father, father ,This is my father.Grandma, grandma, This is my grandma.Grandpa, grandpa, This is my grandpa.(二)導(dǎo)入及新課教授：

1、（1）T: Show the picture of Part 3 in page 52, and say: Who’ s him?...Who wants to be Sam to introduce your family members?...(找兩個(gè)學(xué)生來(lái)說(shuō)進(jìn)行小組評(píng)價(jià)，之后全班說(shuō)一遍。)

（2）T: Good job!Do you know what does Sam’s mother do?

Ss: Teacher.教讀teacher，n+1法操練。

2、聽(tīng)警車的聲音，T ask: What can you hear? What ‘s the job?

Ss: Policeman.教讀，拍手讀單詞（師生同拍同讀，師停生停）操練。

3、Teacher describe the job, Let Ss to guess what’s the job?

T: A person who works in hospital, we go to see him when we are sick.Ss: Doctor.教讀doctor, 兩兩讀操練。

4、PPT show a picture, T ask: What does she do?

Ss: Nurse.教讀nurse，大小聲操練。

5、T do action and say: Look, what’s the job?

Ss: Driver.教讀driver, 左右手男女生讀操練。

6、圖片出示鋤子，讓學(xué)生猜，T: Guess, what does he do?

Ss: Farmer.教讀farmer, 接龍操練。

7、整體操練：

（1）看口型，說(shuō)單詞。

（2）游戲What’ s missing?

（3）單詞、圖片配對(duì)比賽。（4）Page54, 聽(tīng)音標(biāo)號(hào)。

8、PPT 看圖引入句型：He’s a? She’s a?

9、Page 53, Listen, answer and read.Q1: What does Daming’ s father do?

Q2: What does Daming’ s mother do? 找生領(lǐng)讀，之后齊讀。

（三）、拓展：

1、T: When I was a child, I want to be a doctor, Everyone has a dream? What do you want to be?（師問(wèn)個(gè)別生）

T: Let’s do a survey, ask your partner: What do you want to be? 兩分鐘后叫小組展示對(duì)話。

2、情感教育：

Each kind of job is necessary for society.板書設(shè)計(jì)：Module 9 Unit 2 He’ s a doctor.He’ s a teacher.policeman doctor

driver

farmer

She’ s a nurse.M10 U1 This is his head.教學(xué)目標(biāo)：

1、會(huì)認(rèn)會(huì)讀 head,arm, hand, leg, foot, his等單詞。

2、會(huì)用This ishis(my)...這一句型熟練描述自己或他人的身體部位。教學(xué)重點(diǎn)：

會(huì)認(rèn)會(huì)讀head, arm, hand, leg, foot, his等單詞，會(huì)用This is his(my)...這一句型描述自己或他人的身體部位。教學(xué)難點(diǎn)：

形容詞性物主代詞his的運(yùn)用。教學(xué)課時(shí)：1課時(shí)

(一)Warming up1、Greetings：

T: Good morning,boysand girls.S: Good morning,teacher.T: Sit down，please.2、Sing a song: Please stand up(齊唱這首英文歌)T:利用 Point to 這一句型說(shuō)一句話

（二）Lead in and Presentation:

1、T: What’s this?(出示幾張動(dòng)物圖片)Ss：It’s a...復(fù)習(xí)就知識(shí)引入新課

T: Today Daming goes to the zoo.What animal doesDaming see? Let’s have a look,ok?Ss：Ok.2.T:(1)Whatdoes Daming see?(大明看到了什么？)(2)What’shis name?(他的名字叫什么？)T: let us listen carefully.Ss：Answer小組合作討論(1)A panda T: Yes,Daming sees a panda.His name is Panpan.(2)Head(T:領(lǐng)讀這個(gè)單詞.)T: Today we’ll learn M10 Body U1 This is hishead.(板書課題)

3、Teach the words.T: Look at this word.板書單詞：his領(lǐng)讀這個(gè)單詞.Ss：his –hisT: his(教師讀兩遍，學(xué)生跟讀)T: This is my book.This is his book，This is ?(拿學(xué)生的鉛筆等繼續(xù)練習(xí)his，從而熟悉這個(gè)單詞)T: Head——head.（做點(diǎn)頭動(dòng)作，領(lǐng)讀）

Ss：齊讀這個(gè)單詞T: head head, my head.（指向自己）T:Look!How to read this word? T: arm--arm(伸胳膊，領(lǐng)讀)Ss：齊讀這個(gè)單詞T: Look!Can you read this word? 出示handHand--hand(伸出手領(lǐng)讀)Ss：...T: This is his leg.Leg--leg(領(lǐng)讀次單詞)Ss：...T: This is my foot.Foot--foot(跺腳，領(lǐng)讀)Ss：...T: Look, this is a panda.This is his body.Body—body（晃動(dòng)身體，領(lǐng)讀）Ss：...開(kāi)火車練習(xí)這幾個(gè)單詞。

5、PracticeLook!This is a panda.（讓學(xué)生指向熊貓的身體部位練習(xí)）This is his?從而練習(xí)各個(gè)身體部位的單詞。(三)跟讀錄音，感受地道的英語(yǔ)。認(rèn)真領(lǐng)會(huì)錄音的語(yǔ)音和語(yǔ)調(diào)。1.T: You learnt very well.Now Listen and repeat twice.2.Let’s act.通過(guò)跟讀錄音熟悉單詞及句型。練習(xí)。老師指著盼盼的身體各部位說(shuō)：This is his head?練習(xí)這個(gè)句型，然后倆人一組，分別指著身體部位練習(xí)這個(gè)句型。(四)

1、Game:利用游戲輕松學(xué)習(xí)英語(yǔ)。避免課堂的枯燥單一，讓學(xué)生在樂(lè)中學(xué)，在學(xué)中樂(lè)。A:Point to your ?教師說(shuō)，學(xué)生指。B: This is my ?看誰(shuí)指的又快又好。

（五）1.選一選，看誰(shuí)做得又快又好。

你認(rèn)為下列衣服應(yīng)該穿在身體哪一部位？ 2.功夫熊貓 出示“腿/胳膊/身體”，看圖既快又準(zhǔn)的指出功夫熊貓的身體部位。

M10 U2 Point to her nose.教學(xué)目標(biāo)：

1．能聽(tīng)懂會(huì)說(shuō)讀單詞eye, ear, mouth, nose, her；學(xué)習(xí)目標(biāo)語(yǔ)句Point to her nose.2．能熟練運(yùn)用句型Point to her nose.并能根據(jù)指令指出正確部位。3．培養(yǎng)學(xué)習(xí)英語(yǔ)的樂(lè)趣。教學(xué)重點(diǎn)：

單詞eye, ear, mouth, nose, her目標(biāo)語(yǔ)句Point to her nose.教學(xué)難點(diǎn)：

mouth，ear 的發(fā)音，物主代詞his, her的正確使用 教學(xué)課時(shí)：1課時(shí) 1.Warm-up and review Greet to students.用”Hi”“ How are you?” 開(kāi)火車的形式問(wèn)候

Review Activity: Body chant “head, head, this is my head;arm, arm, this is my arm;?”邊唱邊指

2.Presentation and Practice

將眼耳口鼻的圖片貼在黑板上，讓學(xué)生辨認(rèn)，同時(shí)將相應(yīng)英文寫在下面，并解釋“This is a nose.” “This is a mouth.” “This is an eye.” “This is an ear.”學(xué)生會(huì)其意后，讓學(xué)生Look and Listen注意觀察教師口型,然后，Listen and Say.尤其是 “mouth” “ear”的發(fā)音，要求學(xué)生認(rèn)真觀察教師口型，仔細(xì)聽(tīng)，多練習(xí)。Activity 1: I point, you say 首先讓一名學(xué)生指部位，老師說(shuō)出英文，然后老師指，大家說(shuō)。最后，同桌互相練習(xí)，找?guī)捉M上臺(tái)表演，評(píng)出最佳拍檔。教師拿出男女布偶，saying “This is a boy.This is his nose.This is his mouth.Look, this is a girl.This is her nose.This is her mouth.his nose, his mouth, his ears, his eyes;her nose, her mouth, her ears, her eyes.” 邊說(shuō)邊指，讓學(xué)生領(lǐng)會(huì) “his” “her” 的不同涵義。帶領(lǐng)同學(xué)們一起 “Point to his nose.Point to her nose.…”

Activity 2: Listen to the tape and repeat Activity 3: “Point to” Game

分6組，每組至少一名男生，一名女生。一名學(xué)生發(fā)指令，其他同學(xué)指出男女同學(xué)的身體部位。PK時(shí)，哪組說(shuō)做都正確、流暢者為勝。

3.Learn “Head and shoulders” of the textbook: sing and do the actions.4.Summary and homework Boys and girls, what have you learnt today？選幾名學(xué)生總結(jié)，師生評(píng)價(jià)。將今天學(xué)習(xí)的這首歌練熟練，唱給爸爸媽媽聽(tīng)。

第三篇：人教版 八年級(jí)英語(yǔ)上 全冊(cè)教案

書利華教育網(wǎng)004km.cnpare.教學(xué)后記

Unit 2 What’s the matter ? Teaching goals:

1.詞匯.讓學(xué)生熟記這些單詞，能夠很熟練地指出表示身體部位的某些單詞.2.能夠用所學(xué)的單詞談?wù)撋眢w并且能給出中肯的建議.3.通過(guò)聽(tīng)力練習(xí)，爭(zhēng)取能夠提高學(xué)生的聽(tīng)力能力.4.文化欣賞，中國(guó)文化.Important and difficult points: 1.words.2.How to talk about the health and give the advice.Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)

Today we’ll learn some parts of the body.2.This is my head.Oh ,I have a headache.書利華教育網(wǎng)004km.cnpetition between boys and girls.Write the words you remembered just now on the blackboard.5.Page7,1a.Do this part by the Ss first.Write the correct letter after the name of each body part on the list.6.Check the answers.7.Play a game.All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear ….Let’s see which student do it correctly and quickly.First all the Ss do this game.Then have competitions between boys and girls.5 boys and 5girls to the front to do what the instructor said.if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner.Step 3 While-task SB Page 7, 1b.Listen and check the answers.SB Page 7,1c.Work in pairs and act out.SB Page 8, 2a.1.Point out the eight items in this activity.Read the item to the class.Ss repeat.2.There are different conversations.Listen carefully.people are talking about health problems they have and getting advice.3.Match the problems with the advice.4.Play the tape twice.5.Check the answers.Step 4 Post-task

同桌之間設(shè)計(jì)一個(gè)醫(yī)生與病人之間的對(duì)話.Step 5 Homework

1.Remember the name of your body part.2.Write conversations between the doctor and the patient.教學(xué)后記

Period 2 Teaching procedures : Step 1 Leading in

1.Free talk.2.Revise playing the game.3.Practice reading the dialogues.Step 2 Pre-task

SB Page 8, 2b.1.Pay attention to the four pictures.Each of these pictures illustrates one of the conversations.2.Play the tape ,write the missing words on the blank lines.書利華教育網(wǎng)004km.cne to the front to act out their onw dialogues.SB Page 9, Part 4.1.Read the instructions and demonstrate what a ―mime‖ is.2.Read the dialogue by the Ss.3.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is.4.Ask one student to give advice.5.Give several students an opportunity to come to the front and mime an illness.Step 5 Homework

1.When you had some problems.please remember what the doctor said.2.Remember the new words.教學(xué)后記

Period 3 Teaching procedures : Step 1 Leading in 1.Free talk.2.Play the game :One student mimes an illness , the other students guess the illness and give advice.What’s the matter? Do you have a sore throat ? Step 2 Pre-task SB Page 10 ,1a.書利華教育網(wǎng)004km.cne to a bland line.Read the paragraph and fill in the blanks.Step 4 Post-task SB Page 17 , 3c.T: We read about Julia’s vacation and Ben’s vacation.If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans.Give them help if they need.Step 5 Homework Complete the Selfcheck.教學(xué)后記

Unit 4 How do you get to school? Teaching goals : 1.Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop.2.Talk about how to get to places(談?wù)摮鲂蟹绞?take the bus /subway /train /taxi , ride a bike /walk.3.how引導(dǎo)的特殊疑問(wèn)句，表示乘坐何種交通工具的方式.how far ,how long 引導(dǎo)的特殊疑問(wèn)句.4.復(fù)習(xí)基數(shù)詞及時(shí)間的表示方法.5.了解中外文化的差異.Important and difficult points : 1.how /how far /how long 引導(dǎo)的特殊疑問(wèn)句.2.乘坐交通工具的表示方法.3.It takes /will take/took sb some time to do sth.Teaching aids: cards and a tape-recorder.Period 1 Teaching procedures :

Step 1 Leading in Greetings and free talk..T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike.Does anyone take the subway ? No , we have no subway.OK ,today we will learn Unit 4.Explain : get to Step 2 While-task SB Page19 ,1a&1c.1.Write down how you get to school.2.Look at the picture.Write down how the students get to school.3.Make dialogues with the phrases.4.Groupwork: Divide the students into groups of three or four.Practice reading the dialogues.書利華教育網(wǎng)004km.cne to my party ?

Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals : 1.vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party.2.Patterns: Can you come to my party ?z

Sure, I’d love to.Sorry ,I can’t.I have to ….3.能力目標(biāo):學(xué)會(huì)邀請(qǐng)別人以及回答的方式.4.情感目標(biāo):培養(yǎng)學(xué)生禮貌用語(yǔ)的習(xí)慣.Teaching procedures :

Step 1 leading in

Play the song : Happy birthday.Say ,today it’s Meimei’s birthday.She wants to invite you to her birthday party.Can you tell me what she should say ? Ask students to say.Step 2 Pre-task Page 25 ,1a ,1b.Ask ,Can you come to my party ? Ask some students to answer.Ask the students who say I can’t go to say why.Call attention to the words in Activity 1a.Read together.Say ,look at the picture.Ask Ss to tell what they see in each scene.Match the words with the picture and check the answers.Say ,now listen to the recording.Write the name of each person next to his or her picture.Play the recording.Ask Ss to complete the activity individually.Correct the answers.Step 3 While-task SB Page25 , 1c.Point to the example in the box.Ask Ss to do a practice with partners.Ask some groups to act.Game:

One student invite some students to his/her party.The other students answer.SB Page 26, 2a.Point to the five sentences.Say ,listen to each conversation and then circle the word that makes the sentences correct.Play the recording.Check the answers.SB Page 26 ,2b.Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word ―can‖ or ―can’t‖.Say ,now listen to the recording again.Write the number of the conversation(1 through 3)in front of the reasons.書利華教育網(wǎng)004km.cne to your party.Write down their answers.教學(xué)后記

Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4.Teaching goals : 1.vocabulary : whom , start , join , practice , math test , mall , calendar.2.Patterns : Can you go to the mall this week ?

Can she/he/they go to movies ? 3.能力目標(biāo):學(xué)會(huì)寫請(qǐng)貼，會(huì)制做日程表.4.情感目標(biāo):學(xué)會(huì)人際交往的基本常識(shí).Teaching procedures :

Step 1 Leading in

Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer.Step 2 Pre-task SB Page 26 , Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Call attention to ―has to‖ and ―have to‖ , under the words write ―I’m

ing , and she’s

ing.‖ Step 3 While-task SB Page 27 , 3a.Call attention to the invitation.Ask questions about it.eg.What kind of invitation is it ? Call attention to the dialogue.Ask a pair of students to read it to the class ,saying blank each time they come to a blank line.Ask students to fill in the blanks according to the invitation.Check the answers.SB Page 27 , 3b.Ask two students to act the conversation you just completed.Call attention to the blank invitation card.Complete this card.書利華教育網(wǎng)004km.cnplete activity 1a ,check the answer.Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books.Step 3 While-task

SB Page 28, 1c.Call attention to the example in the box.Ask two students to read it to the class.Ask Ss to work in pairs.Ask :What do you want to do on Monday , Tuesday … ? Write down your answers.Make some conversations with your partner.Ask some Ss to present their conversations.書利華教育網(wǎng)004km.cne over to ,till 2.Patterns: Thank you for your invitation.I’m sorry I can’t.I have to ….3.能力目標(biāo):學(xué)會(huì)以“邀請(qǐng)”為主題的書面表達(dá)形式，弄懂E-mail 的寫作法.4.情感目標(biāo):理解“義務(wù)”涵義.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Show an article to the class.Say ,this is a e-mail message.Call attention to the form.Read the article individually.Step 2 Pre-task SB Page 29 ,3a.Say ,there is another e-mail message.Ask a student to read it to the class.Call attention to the blank calendar.Say ,Now read it again.Then complete Sonia’s calendar.Check the answers.Step 3 While-task

SB Page 29 ,3b.Point out the e-mail message.Ask a student to read it aloud.Say ,Fill in the blanks in the e-mail message ,use ―I’m+verb+ing‖ or ―I have to +verb‖.書利華教育網(wǎng)004km.cnplete the activity on their own.Ask some Ss to present the answers to the class.SB Page 29 ,3c.Say ,now write your own e-mail message to a friend.say why you can’t visit next week , give some reasons you wish.As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class.Step 4 Post-task SB Page 29 ,Part 4.Read the instruction to the class.Complete the calendar on Page 88.Say ,now go around the class.Ask Ss if they can come to your party at the time you are free.Step 5 Exercise Selfcheck Then ask some students to present their answers.Check the answers.教學(xué)后記

Unit 6 I’m more outgoing than my sister.Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c.Teaching goals : 1.vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin.2.Pattern: He has shorter hair than Sam.Is Tom smarter than Tim ? 3.能力目標(biāo):能對(duì)人物的外表進(jìn)行描繪，個(gè)性進(jìn)行比較.Teaching procedures: Step 1 Leading in

Ask a student to introduce herself/himself.Step 2 Pre-task SB Page 31 , 1a.Show some pictures to Ss.Say ,They are stars.Ask Ss to tell what they see.Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on.Then ask Ss to repeat these sentences : Yao Ming is taller than Ronaldo.Step 3 While-task 書利華教育網(wǎng)004km.cnplete things using words with three or more syllables ,you use the word more.Practice : happy , outgoing , short , thin , good.Step 3 While-task SB Page 33 , 3a.Call attention to the letter.Ask a student to read it to the class.Say, now read the 書利華教育網(wǎng)004km.cnplete it.Check the answers.Ask Ss to read the conversation with their partner.SB Page 43 , 3b.Point out the picture.Ask Ss to tell what is happening in each picture.Review the words :popcorn , popcorn popper ,salt , bowl.Ask a student to read the directions in the box.Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn.Step 4 Post-task SB Page 43 , Part 4.Ask Ss to work in teams of three.Read the instructions.Ask Ss to work in pairs.Then ask some pairs to present their questions and answers to the rest of the class.Step 5 Homework 書利華教育網(wǎng)004km.cning to a blank line.Say ,Now write a word in each blank.Check the answers.SB Page 45 , 3c.Read the instructions to the class.Then ask students to write their recipes.As students work ,move around the room offering assistance as needed.Ask students to read their recipes to a partner.Ask some students to read their recipes to the class.Step 4 Post-task

Selfcheck.Ask students to finish the work.Ask some students to present their answers to the class.Check the answers.Step 5 Homework SB Page 45 , Part 4.Ask students to work with a partner.Tell your partner how to make a sandwich with the ingredients in your list.教學(xué)后記

Unit 8 How was your school trip ? Teaching goals : 1.words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of.2.Use the past tense to talk about things.3.掌握由there be 結(jié)構(gòu)和行為動(dòng)詞構(gòu)成的一般過(guò)去時(shí).4.掌握規(guī)則和不規(guī)則動(dòng)詞的過(guò)去時(shí).書利華教育網(wǎng)004km.cne to a blank line.書利華教育網(wǎng)004km.cnplete the selfcheck.教學(xué)后記

Unit 9 When was he born ? Teaching goals:

1.Learn to use ―be born‖ to ask sb sth

2.掌握一般過(guò)去時(shí)態(tài)的以how long , when , where 等疑問(wèn)詞開(kāi)頭的特殊疑問(wèn)句.3.能用有關(guān)的形容詞來(lái)描述人，并能用一般過(guò)去時(shí)來(lái)談?wù)撌熘?、敬佩的人?Period 1 Teaching procedures : Step 1 Leading in

Greeting.Ask Ss when they were born and which sports stars they like.Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss

Ask :T: Who’s that ?

S: That’s ….T: When was he born ?

S: She was born in ….Pairwork :make conversations.教

案

正

文 隨堂記錄 Step 3 While-task SB Page 53 , 1b.Look at the pictures.Read the names and the occupation.Make sure what Ss should do.Listen carefully.Complete the exercise.Check the answers.SB Page 53 , 2a & 2b.Point out the columns and read the headings to class.Explain the meaning of the words at the top of each column if necessary.Say ,this time fill in the information under How long.Play the recording, Ss complete activity 2b.Correct the answers.Step 4 Post-task Point to the chart in activity 2a.Point out the fill-in lines in the conversation in activity 2c.Show Ss how to do the activity.Ask Ss to work in pairs.Then make their own conversation.Correct the answers.書利華教育網(wǎng)004km.cnplete activity 1a.Check the answers.SB Page 59 , 1b.Play the recording.Ss listen and write down the answers.Correct the answers.Step 3 While-task SB Page 59,1c.In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs.SB Page 60 , 2a.Point to the picture.Ask Ss to say what they see.Play the recording.Ss listen and write down the answers.Check the answers.SB Page 60 , 2b.Ask a student to read the sample question and sample answer to the class.Play the recording.Ask Ss to write their answers in the chart.Correct the answers.書利華教育網(wǎng)004km.cne to a blank.Ask Ss to fill in each blank with the work make or do.Correct the answers.SB Page 67 , 3b.Ask two Ss to read the sample phrases.Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a.Ask a student to say the name of a chore.Then ask another student to say I like or I don’t like.Then ask a third student to give a reason.Step 4 Post-task SB Page 67 , Part 4.In groups of five , give each group a set of blank cards.Ask Ss in each group to write one core onto a card.In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason.Step 5 Homework

書利華教育網(wǎng)004km.cnplete the writing on their own.Correct the answers.Step 3 While-task SB Page 68, 1b.Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a.Call several pairs to say one or more of their conversations to the class.SB Page 68, 2a & 2b.Read the instructions and have Ss know what to do.Play the recording and ask Ss to write their answer on their own.Ask two Ss to write their answers on the Bb.Correct the answers.Step 4 Post-task SB Page 68, 2c.Point out the sample conversation and ask two Ss to read it to the class.Then point to the phrases in the box.Ask Ss to ask and answer with a partner.Ask several pairs to say their questions and answers to the class.Correct any incorrect questions or answers.Step 5 Homework

英漢互譯: 1.洗餐具

2.處理瑣事，干家務(wù)3.購(gòu)物

4.take out the trash 5.make the bed 6.fold your clothes 教學(xué)后記

Period 4 Teaching contents: Section B 3a, 3b , 3c, 4 , Selfcheck.Teaching goals : 1.vocabulary :take care of ,feed ,mine ,weren’t=were not

書利華教育網(wǎng)004km.cnplete the chart.Ask two Ss to write their answers on the Bb.Correct the answers.Step 3 While-task SB Page 69 , 3b.Ask a student to read the beginning of the e-mail message.Have Ss finish the message.Tell them they can look at the Chart in activity 2b for ideas.Ask some Ss to read their message to the class.SB Page 69 , 3c.Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class.Step 4 Post-task SB Page 69 , Part 4.Point out the sample conversation and read the instructions to have Ss know what to do.Divide Ss into groups of three and ask them to make conversations.Ask several groups to say their conversations to the class.Step 5 Homework Finish the Selfcheck.教學(xué)后記

Unit 12 What’s the best radio station ?

Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goals : 1.vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station.2.能力目標(biāo):掌握一些形容詞的比較級(jí)和最高級(jí).Difficult points :

特殊形容詞的比較級(jí)和最高級(jí).Teaching procedures :

書利華教育網(wǎng)004km.cnparative forms and superlative forms of some adjectives.Step 2 Pre-task SB Page 71 , 1a.Ask Ss to explain what the word or phrases means in their own words.Then ask Ss to decide which of the things are important or unimportant.Step 3 While-task SB Page 71 ,1b.Ask some Ss to read the sentences, then play the recording.Correct the answers.SB Page 71, 1c.Ask Ss to make a list of real movie theaters they know.In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters.Step 4 Post-task SB Page 72, 2a & 2b.Ask some Ss to read the phrases and sentences.Play the recording ,Ss listen and write down their answers.Check the answers.Step 5 Role play

SB Page 72 , 2c.Have Ss work in pairs.Check the progress and offering help as needed.Ask some pairs to say their conversations to the class.Step 6 Homework Preview the grammar box.教學(xué)后記

Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals : 1.vocabulary :teen ,bargain , delight , by bus.2.能力目標(biāo):學(xué)習(xí)進(jìn)行簡(jiǎn)單的比較并表達(dá)自己的好惡.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives.Step 2 Pre-task SB Page 72, Grammar focus.Ask a student to read the sentences to the class.Say ,these sentences show different grammar points.Explain the two grammar points.Answer questions the Ss might have.Step 3 While-task SB page 73 , 3a.Point to the chart.Ask Ss what they will write in the chart.Ask Ss to read the article on their own.Ask Ss to read the article again and complete the chart on their own.Correct the answers.SB Page 73,3b.Point out the sample conversation and ask two Ss to read it to the class.書利華教育網(wǎng)004km.cnplete activity 1a on their own.Correct the answers.SB Page 74 , 1b.Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner.Ss work in pairs to talk about the people they know.Ask several Ss to say their sentences to the class.Step 3 While-task SB Page 74 , 2a.Ask Ss what a ―talent show‖ is and ask Ss to tell what people do at talent show.Point to the five pictures.Ask different Ss to say what the people are doing in each picture.Play the recording.Ss listen and write the correct name.Check the answers.SB Page 74 , 2b.Play the recording and ask Ss to write what different people say about the performers.Correct the answers.Step 4 Post-task SB Page 74 ,2c.Ask two Ss to read the sample conversation to the class.Then Ss work in pairs.Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books.教學(xué)后記

書利華教育網(wǎng)004km.cnplete the article on their own.Ask some Ss to read what they wrote to the class.Step 3 While-task SB Page 75, 3c.Ask Ss to say the names of famous performers they might write about.Ask Ss to write their article on their own.Ask some Ss to read their articles to the class.Step 4 Post-task SB Page 75 , Part 4.Point out the chart where the Ss can write the answers.Ask two Ss to read the sample conversation to the class.Ask Ss to interview three classmates.Ask several Ss to read the information from one column to the class.Step 5 Homework Review the grammar focus on Page 72.教學(xué)后記

書利華教育網(wǎng)www.shulihua.net精心打造一流新課標(biāo)資料 書利華教育網(wǎng)www.shulihua.net精心打造一流新課標(biāo)資料

書利華教育網(wǎng)www.shulihua.net精心打造一流新課標(biāo)資料

第四篇：【教案】六年級(jí)上全冊(cè)教案

1、山中訪友

學(xué)習(xí)目標(biāo)

1．有感情地朗讀課文，把握文章主要內(nèi)容，背誦自己喜歡的部分。

2．感受作者所描寫的境界，激發(fā)學(xué)生類似體驗(yàn)，培養(yǎng)學(xué)生熱愛(ài)自然、親近自然的美好情感。

3．學(xué)習(xí)作者善于運(yùn)用比喻、擬人、想象等手法來(lái)抒發(fā)情感的方法。4．掌握本課8個(gè)生字，理解新詞的意思，摘錄好詞好句。教學(xué)重、難點(diǎn)：

感受作者對(duì)山里的“朋友”那份深厚的感情，并體會(huì)作者表達(dá)情感的方法。教學(xué)時(shí)間：兩課時(shí) 教學(xué)過(guò)程： 第一課時(shí)

一、導(dǎo)入新課

（1）導(dǎo)語(yǔ)：同學(xué)們，山清水秀，鳥(niǎo)語(yǔ)花香；青松迎客，寒梅報(bào)春——大自然有聲有色，有情有意。我們這學(xué)期學(xué)習(xí)的第一組課文，將帶領(lǐng)我們投入大自然的懷抱，領(lǐng)略大自然的風(fēng)姿，傾聽(tīng)大自然的聲音，與大自然互訴心聲、交流感受。（2）揭題：今天，我們首先跟著一位作家，走進(jìn)山林，去拜訪他的朋友。請(qǐng)同學(xué)們一起讀課題。

（3）看課題猜猜，作者拜訪的會(huì)是怎樣一位朋友？

二、初讀課文，整體感知

（1）作者去山中拜訪的朋友到底是誰(shuí)呢？請(qǐng)同學(xué)們自由輕聲讀課文。（2）讀后交流，了解大意。

三、讀通課文，學(xué)習(xí)字詞

（1）學(xué)生自由讀，看誰(shuí)能把課文讀正確，讀流暢。（2）誰(shuí)能把自己讀得最流暢的一段讀給大家聽(tīng)？

師隨機(jī)糾正，重點(diǎn)點(diǎn)撥。（相機(jī)理解第一自然段）（3）結(jié)合課件學(xué)習(xí)課后生字，比較形近字。

四、拜訪古橋，朗讀體驗(yàn)

（1）下面，讓我們跟著作者，一起去拜訪他的第一位老朋友。請(qǐng)同學(xué)們一起讀課文第3自然段。

（2）一進(jìn)山，一眼就看到這座古橋，老朋友相見(jiàn)，作者是怎樣和他交流，心里默默地對(duì)他訴說(shuō)些什么呢？請(qǐng)同學(xué)們?cè)倌x課文，在書上畫一畫。（默讀畫句，讀后交流。）（3）交流感受。

誰(shuí)知道“德高望重” 的意思？你們是從哪里體會(huì)到他的“德高望重” ？ 師：隨著時(shí)間一天又一天、一年又一年的流逝，只有他依然如舊，默默地站在這澗水上，為大家服務(wù)。難怪作者一見(jiàn)到他，就由衷地贊美他，對(duì)他說(shuō)——（引讀：啊，老橋，你如??）（生齊讀）

師：這就是作者拜訪的第一位老朋友。在作者心中，古橋就像一位德高望重的老人。作者把老橋當(dāng)做人來(lái)寫，用擬人化的手法，把自己對(duì)老橋的深厚感情，生動(dòng)地傳給了我們。我們?cè)谧x課文時(shí)，要用心地體會(huì)作者表達(dá)情感的方法。

五、作業(yè)：抄寫生字，并讀熟課文。第二課時(shí)

一、復(fù)習(xí)并引入新課。

1、上節(jié)課我們初步學(xué)習(xí)了《山中訪友》這篇課文。誰(shuí)來(lái)說(shuō)說(shuō)這篇課文主要寫了什么內(nèi)容？

2、引入：這節(jié)課，我們繼續(xù)跟隨作者，走進(jìn)山林去訪友。

二、讀文感悟，體驗(yàn)情感

（1）默讀課文第4—7自然段，用橫線劃出，訪問(wèn)了哪些朋友？

（2）再讀課文，找一找，從哪些描寫中可以看出“我”和山里的“朋友”有著深厚的感情？

（3）交流感受，隨機(jī)教學(xué)。

師：作者不僅把林中的一切當(dāng)作自己的朋友，當(dāng)他進(jìn)入樹(shù)林，看到一棵棵樹(shù)的時(shí)候，他把自己也想象成了一棵樹(shù)，生根長(zhǎng)枝。請(qǐng)同學(xué)們讀一讀有關(guān)的句子，體會(huì)當(dāng)時(shí)作者是怎樣的一種感受？

①第4自然段：重點(diǎn)點(diǎn)撥對(duì)樹(shù)的有關(guān)句子的體驗(yàn)。讀一讀，體會(huì)作者當(dāng)時(shí)人樹(shù)相融的感受。感受幻境，體會(huì)寫法。

②第5自然段：通過(guò)朗讀，感受與山中朋友的親熱。朗讀，讀得親切、熱情，像是在對(duì)老朋友打招呼。體會(huì)寫法：排比的句式、擬人的手法。

③第6自然段：難點(diǎn)是體驗(yàn)作者是在用心地感受。

從“一朵落花”“一片落葉”“一塊石頭”中，讓我們感覺(jué)到生命的輪回、世事的變遷。這就是大自然的魅力。只有像作者那樣用心地去感受，才能感受得到。④第7自然段：一場(chǎng)突如其來(lái)的雨，給作者帶來(lái)了意想不到的驚喜，也使我們感受到大自然真是變幻莫測(cè)，令人陶醉。

三、學(xué)習(xí)首尾，體會(huì)寫法

（1）再讀文章的開(kāi)頭和結(jié)尾，你們又感受到了什么？

作者清晨進(jìn)山，到“帶回一路月色”，從這兒看出他在山中整整一天，讓我們強(qiáng)烈地感受到了人與自然的那份親密無(wú)間。

（2）體會(huì)寫法：文章的開(kāi)頭和結(jié)尾，首尾呼應(yīng)，前后兩次寫到“滿懷的好心情”，突出“山中訪友”之行充滿了好心情。

四、課外延伸，強(qiáng)化體驗(yàn)

在作者的眼里，這一花一樹(shù)，一鳥(niǎo)一石，一山一水都成了有生命的人。她們能跟我們說(shuō)話，能跟我們交流，她們成了我們的朋友，難怪作者進(jìn)山看景，變成了“山中訪友”。這也就是作者要以“山中訪友”為題目的原因了。這種類似體驗(yàn)，你們也有過(guò)嗎？和同學(xué)交流交流。

五、背誦積累，提升感悟 選自己喜歡的句子或段落背下來(lái)。

板書設(shè)計(jì)： 1 山中訪友

古橋

物

老朋友

樹(shù)林

我知己

??

相

朋友 融（情）《山雨》

一、教學(xué)目標(biāo)。

1．有感情地朗讀課文，背誦自己喜歡的部分。

2．感受山雨帶韻味，體會(huì)作者對(duì)山雨的喜愛(ài)，領(lǐng)略大自然的美。3．學(xué)習(xí)作者通過(guò)聯(lián)想和想象來(lái)表達(dá)獨(dú)特感受的方法。

二、教學(xué)重點(diǎn)、難點(diǎn)：

引導(dǎo)學(xué)生通過(guò)自讀自悟，感受語(yǔ)言的優(yōu)美，體會(huì)作者對(duì)山雨的情感。

三、教學(xué)時(shí)間：1課時(shí)

四、教學(xué)過(guò)程

（一）、情景導(dǎo)入，揭示課題

1、（多媒體出示畫面）師：我們的大自然像一位神奇的魔術(shù)師，他變幻莫測(cè)，多彩多姿，有時(shí)，讓我們沐浴著燦爛的陽(yáng)光，有時(shí)也讓我們欣賞皚皚的白雪，當(dāng)然，有時(shí)也讓我們享受著蒙蒙的細(xì)雨?? 作家朱自清就曾經(jīng)這樣描寫雨，咱們一起來(lái)讀一讀，（多媒體出示語(yǔ)段）“雨是最尋常的，一下就是三兩天?？蓜e惱?？?，像牛毛，像花針，像細(xì)絲，密密地斜織著，人家屋頂上全籠著一層薄煙。樹(shù)葉卻綠得發(fā)亮，小草也青得逼你的眼。

2、師：這個(gè)地方的雨，是祥和安寧的雨。而有一個(gè)地方的雨卻是優(yōu)美動(dòng)聽(tīng)的，孩子們，想親自去感受感受嗎？

3、咱們今天就跟著作者趙麗宏一起走進(jìn)山林，去感受山雨的美麗。

（二）、初讀課文，理清文脈

1、請(qǐng)同學(xué)們先自由地、放聲地讀讀課文，難讀的地方多讀幾遍，并將好詞佳句用橫線劃下來(lái)，多讀幾遍，并將課文讀通讀順。

2、交流同學(xué)們自主發(fā)現(xiàn)的好詞，集體品讀。

3、課件出示，全班讀。

濕潤(rùn)的山風(fēng)

輕盈的云霧

無(wú)字的歌謠

飄飄灑灑的雨絲 輕捷柔軟的手指

優(yōu)雅的小曲

水淋淋的嫩綠

清新的綠色

4、剛才你們透過(guò)文字和作者一起初次游覽了雨中的山林。你愿意用讀的方式帶著老師到山林中走一走嗎？（指名讀課文）

5、這篇文章是按什么順序?qū)懙?？（教師板書：雨起、雨中、雨后?/p>

（三）朗讀賞析，深入感悟

1、默讀課文，思考：（1）作者是從哪兩方面觀察山雨的？（2）你從哪些描寫中感受到作者豐富的想象？你從這些描寫中體會(huì)到作者怎樣的思想感情？

2、作者作者是從哪兩方面觀察山雨的？

3、感悟山雨的音樂(lè)美。

（1）指名讀寫山雨聲音的句子.。

（2）你從這些句子的哪些地方感受到作者奇特的想象？你從這些描寫中體會(huì)到什么？

（3）學(xué)生匯報(bào)，老師給予指導(dǎo)。①沙啦啦，沙啦啦??

像一曲無(wú)字的歌謠，神奇地從四面八方飄然而起，逐漸清晰起來(lái)，由遠(yuǎn)而近，由遠(yuǎn)而近??

a、這里將雨聲比作“無(wú)字的歌謠”，從這奇特的想象中表達(dá)作者對(duì)山雨的無(wú)比喜愛(ài)。）

b體會(huì)“由遠(yuǎn)而近，由遠(yuǎn)而近??”的意味：這里連用兩個(gè)“由遠(yuǎn)而近”，后面還用了省略號(hào)，體會(huì)這樣表達(dá)的妙處。帶著體會(huì)朗讀。

②雨聲里，山中的每一塊

巖石、每一片樹(shù)葉、每一叢

綠草，都變成了

奇妙無(wú)比的琴鍵。飄飄灑灑的雨絲

是無(wú)數(shù)輕捷柔軟的手指，彈奏出一首又一首優(yōu)雅的小曲，每一個(gè)音符都帶著幻想的色彩。

a、作者把巖石、樹(shù)葉、綠草比作_____________;將飄飄灑灑的雨絲比作_____________，把雨聲比作_____________。b、你從這些描寫中感受到什么？

4、感悟山雨的色彩美。_____________（1）讀讀這些寫雨色彩的句子。

（2）你從這些句子的哪些地方感受到作者奇特的想象？你從這些描寫中體會(huì)到什么？

（3）帶著遐想朗讀。

（四）、總結(jié)全文，拓展閱讀。

1、作者是怎樣細(xì)致觀察，用心傾聽(tīng)山雨的？

2、拓展閱讀?！队辍罚T劍華）

3、作業(yè)：（任選一項(xiàng)）

（1）選擇課文中你喜歡的詞語(yǔ)寫一小段話；

（2）自己試著寫一寫我們生活中看到的雨景。

雨（馮劍華）

雨，應(yīng)該是一個(gè)陰性名詞，她，而不是他。雨，完完全全是女性化的。

春三月的雨，是少女，正值豆蔻年華。

她文靜、溫柔、清新、羞澀。于人不覺(jué)間，她輕輕悄悄地走來(lái)，“隨風(fēng)潛入夜，潤(rùn)物細(xì)無(wú)聲”。她如紗如霧，如情似夢(mèng)，沾衣不濕，拂面不寒。她的裙袂飄過(guò)處，天地萬(wàn)物從沉沉昏睡中蘇醒過(guò)來(lái)，種子發(fā)出嫩芽，竹林長(zhǎng)出春筍，楊柳抽出新枝，睡了一冬的小生靈也伸伸懶腰，走出深深的地穴。

春雨，把青春和生命贈(zèng)給大地。

春雨，又是一個(gè)愛(ài)美的姑娘，一個(gè)極擅丹青的畫師。她手執(zhí)神奇的畫筆，揮灑出一個(gè)美麗的天地。

“梨花一枝春帶雨”，何等脫俗；“杏花春雨江南”，何等淡雅；而“小樓一夜聽(tīng)風(fēng)雨，深巷明朝賣杏花”，又是怎樣的清幽。這全是春雨的手筆啊。

春雨，遍體芬芳的少女，愛(ài)美寫美的畫師。

夏日的雨，是大嫂，她是個(gè)急性子，來(lái)也匆匆，去也匆匆，是個(gè)利索干凈還帶著幾分潑辣的中年婦女。

比起春雨，夏日急雨少了幾分溫柔和文靜，可你知道，她有那么多的事情要做，她是一位多子的母親。

江河湖海等待著她補(bǔ)充營(yíng)養(yǎng)，以豐腴自己的身軀。被太陽(yáng)烤得口干舌燥的大地渴望著她的滋潤(rùn)。田野上的莊稼禾苗，山坡上的樹(shù)木果林，像一群群嗷嗷待哺的孩子，急盼著她的乳汁。年復(fù)一年地，她用自己充溢的乳汁喂飽了結(jié)實(shí)的高粱，喂鼓了肥胖的豆莢，喂足了圓滾滾的西瓜，喂熟了沉甸甸的稻穗。有了她，才有果實(shí)，才有收獲，才有萬(wàn)種生物的生生不息。

夏日的雨，能干的大嫂，慷慨的母親。秋日的雨，是閱盡滄桑的老婦人。

她見(jiàn)過(guò)了許多，經(jīng)過(guò)了許多，也做過(guò)了許多。她曾經(jīng)年輕過(guò)，輝煌過(guò)。如今，桃花梨花謝了，高粱玉米收割了。她該做的要做的都已做過(guò)，便顯得有幾分落寞。更有那喜歡悲秋的寫出“冷雨敲窗”的詩(shī)句，發(fā)出“一場(chǎng)秋雨一場(chǎng)涼”的抱怨?？伤菍捜莸?，豁達(dá)的。她知道，人們不會(huì)忘記她的過(guò)去，不會(huì)忘記她做過(guò)的一切。

她并不落寞，她正在描畫“紅于二月花”的霜葉，繪制出層林盡染、色彩絢麗的秋之圖。更何況，不久之后，又有三月春雨，少女般姍姍而來(lái)。思考：你從文章哪些描寫中感受到作者豐富的想象？

3、草蟲的村落 教學(xué)目標(biāo)

1．正確讀寫“靜謐、小巷、音韻、勤勉、龐然大物”等詞語(yǔ)。2．有感情地朗讀課文。抄寫喜歡的語(yǔ)句。

3．與大自然為友，感悟自然中花鳥(niǎo)蟲魚、山川草木的生命與靈性，與大自然進(jìn)行“心靈對(duì)話”。

4．體會(huì)作者怎樣用心觀察大自然，怎樣通過(guò)豐富的想象來(lái)表達(dá)獨(dú)特的感受。教學(xué)重難點(diǎn)：

1.讓學(xué)生通過(guò)課文的學(xué)習(xí)，感受作者對(duì)大自然、對(duì)小生靈的那一片愛(ài)戀之情。2.體會(huì)作者如何進(jìn)行觀察、并如何運(yùn)用豐富的想象來(lái)表達(dá)自己的獨(dú)特感受。教學(xué)時(shí)間：兩課時(shí) 教學(xué)過(guò)程： 第一課時(shí)

一、談話導(dǎo)入，揭示課題

同學(xué)們，你去觀察過(guò)蟲子嗎？那你看到過(guò)“草蟲的村落”嗎？“草蟲的村落”是怎樣的呢？今天，我們就一起學(xué)習(xí)新課文。齊讀課題。

二、初讀課文，整體感知

（1）自由讀課文，遇到難讀的詞語(yǔ)、句子多讀幾次，把課文讀通順。思考：“草蟲的村落”給你留下了怎樣的印象？（2）字詞檢查，并結(jié)合課件學(xué)習(xí)生字詞。（3）交流反饋。

三、梳理內(nèi)容，明確場(chǎng)景

（1）快速默讀：把課文分成三個(gè)部分，你會(huì)怎樣分？

（2）自由讀課文，想一想：“草蟲的村落”在哪兒？你在那里看見(jiàn)了什么？ 交流反饋：

①它們的村子散布在森林邊緣的小丘上。這里，很多的黑甲蟲村民，熙熙攘攘地往來(lái)。

草蟲的村落在“森林邊緣的小丘上”。這個(gè)森林是在作者的想象中通過(guò)放大構(gòu)成的。

②空間在我眼前擴(kuò)大了，細(xì)密的草莖組成了茂盛的森林。一只小蟲，一只生著堅(jiān)硬黑甲的小蟲，迷失在這座森林里。

作者是怎樣想象的？（通過(guò)交流，讓學(xué)生明白，作者的想象力很豐富，他把一個(gè)草叢邊上有甲蟲的小土堆想象成了一個(gè)“草蟲的村落”。）③隨著作者的目光，你在“草蟲的村落”里看到了什么？ 交流時(shí)，教師相機(jī)出示：

“我想它一定是游俠吧??終于走出一條路?！?/p>

“蜥蜴面前圍攏了一群黑甲蟲，??到處參觀遠(yuǎn)房親戚的住宅?！?/p>

“甲蟲音樂(lè)家們?nèi)褙炞⒌卣裰岚颍??這是只有蟲子們才能演奏出來(lái)的！” 作者為我們描繪出了一個(gè)名副其實(shí)的“村落”：有建筑，有形形色色的人們，他們還有各自的工作、交往和生活。

（3）再讀課文，想一想，作者是怎樣發(fā)現(xiàn)這個(gè)“草蟲的村落”的？ ①我目光追隨著爬行的小蟲，作了一次奇異的游歷。（理解“追隨”）②今天，我又躺在田野里，在無(wú)限的靜謐中，忘了世界，也忘了自己?！办o謐”是什么意思？從這個(gè)詞語(yǔ)中你讀懂了什么？

“靜謐”不但寫出了周圍環(huán)境的幽靜，還寫出了作者的心境非常平靜、人很放松。有這樣的環(huán)境和心情，才使他忘了世界，忘了自己，才會(huì)發(fā)現(xiàn)這“草蟲的村落”，才會(huì)發(fā)現(xiàn)──（生齊讀）

“我發(fā)現(xiàn)了草叢中蟲子的快樂(lè)天地。我多么得意?。　?/p>

四、總結(jié)回顧，布置作業(yè)

1、這節(jié)課我們跟隨著作者在草蟲的村落里作了一次奇異的游歷，在那里，我們發(fā)現(xiàn)了一個(gè)草叢中小蟲子的快樂(lè)天地。為什么說(shuō)這是個(gè)小蟲子的快樂(lè)天地呢？我們到下節(jié)課再去學(xué)習(xí)。

2、作業(yè)：抄寫自己喜歡的句子。第二課時(shí)

一、復(fù)習(xí)舊課，導(dǎo)入新課

（1）通過(guò)上節(jié)課的學(xué)習(xí)，我們知道作者發(fā)現(xiàn)了一個(gè)小蟲子的快樂(lè)天地。作者認(rèn)為“草蟲的村落”是個(gè)“快樂(lè)天地”？你是從哪兒體會(huì)到的？從中你感受到了什么？請(qǐng)大家自由讀，一邊讀一邊畫出相關(guān)的句子。（2）學(xué)生自由讀，畫句子。

二、品讀課文，深入探究

（1）從“歸來(lái)的游俠”中，體悟作者的獨(dú)特感受。

①我想它一定是游俠吧！你看它雖然迷了路，仍傲然地前進(jìn)著。它不斷地左沖右撞，終于走出一條路。

a作者為什么把黑甲蟲稱作“游俠”，從中你感受到了什么？ b 你從哪里看出甲蟲是勇敢的？

小結(jié)：從這位勇敢的小俠客身上，我們體會(huì)到了一種成功者的喜悅，他是快樂(lè)的。②云游四方，回到家鄉(xiāng)，同伴們是怎么招呼游俠的？你感受到它們的快樂(lè)了嗎？（2）從“村民的和諧生活”中，體悟作者的獨(dú)特感受。（抓住“駐足癡望”、“攀談地很投機(jī)”體會(huì)小甲蟲們不但同類之間相處得很好，和異類的關(guān)系也十分的融洽。他們?cè)谶@個(gè)小天地中，生活得真是其樂(lè)融融。）（3）從“音樂(lè)演奏會(huì)”中，體悟作者的獨(dú)特感受。

我的目光為一群音樂(lè)演奏者所吸引，它們差不多有十幾個(gè)吧，散聚在兩棵大樹(shù)下面──這是兩簇野灌叢，紫紅的小果實(shí)，已經(jīng)讓陽(yáng)光烘烤得熟透了。鼓勵(lì)學(xué)生發(fā)揮想象，理解甲蟲們所在的音樂(lè)廳很美，是“天然”的。

甲蟲音樂(lè)家們?nèi)褙炞⒌卣駝?dòng)著翅膀，優(yōu)美的音韻，像靈泉一般流了出來(lái)。此時(shí)，我覺(jué)得它們的音樂(lè)優(yōu)于人間的一切音樂(lè)，這是只有蟲子才能演奏出來(lái)的！①聯(lián)系實(shí)際，說(shuō)說(shuō)你聽(tīng)到過(guò)哪些大自然的音樂(lè)家演奏出來(lái)的音樂(lè)。

①

作者認(rèn)為甲蟲的叫聲“優(yōu)于人間的一切音樂(lè)”。在我們看來(lái)，這聲音似乎還不至于超過(guò)“人間的一切音樂(lè)”。但作者卻這么認(rèn)為，從中你體會(huì)到了什么？

抓住“音韻”、“靈泉”，體會(huì)作者豐富的想象力。③小蟲們特有的靈性和才智讓作者佩服。讀好這句話。（4）從“村民的勞動(dòng)”中，體悟作者的獨(dú)特感受。

現(xiàn)在它們歸來(lái)了，每一個(gè)都用前肢推著大過(guò)身體兩三倍的食物，行色匆匆地趕著路。是什么力量使它們這么勤勉地奔忙呢？

是什么力量使甲蟲們這么勤勉地奔忙，你讀懂了嗎？（生活的快樂(lè)，以及對(duì)家庭的責(zé)任，促使甲蟲們勤勞地工作著，在勞動(dòng)的同時(shí)，它們也快樂(lè)著。）小結(jié)：通過(guò)交流，我們體會(huì)到甲蟲們?cè)谧约旱奶斓刂锌鞓?lè)地生活著，勞動(dòng)著，也快樂(lè)地創(chuàng)造著。

（5）第9自然段，“我還看見(jiàn)了許多許多??”思考：“我”還會(huì)看見(jiàn)些什么？（市場(chǎng)里，甲蟲們做買賣；公園里，大甲蟲在教小甲蟲尋找食物??）

三、升華情感，進(jìn)行練筆

小甲蟲們不但有生命，還有靈性。這是作者用心觀察的結(jié)果。

（1）自由讀最后兩段，說(shuō)說(shuō)你讀懂了什么？（體悟作者對(duì)田野、對(duì)大自然充滿了喜愛(ài)之情。）

（2）只要我們能像作者一樣用心去觀察，我們也會(huì)發(fā)現(xiàn)很多，說(shuō)說(shuō)你去觀察過(guò)什么？

（3）請(qǐng)同學(xué)們發(fā)揮想象，把自己觀察過(guò)的小蟲寫下來(lái)，寫的時(shí)候要學(xué)習(xí)作者的寫法，融進(jìn)自己的感受，等會(huì)兒我們看誰(shuí)寫得最生動(dòng)。（4）交流反饋。

四、作業(yè)

1、練習(xí)有感情地朗讀課文。

2、預(yù)習(xí)第4課。板書設(shè)計(jì)： 3 草蟲的村落 黑甲蟲——游俠 小圓蟲——少女 靈泉般的音樂(lè) 勤勉地勞作

（想象豐富，感受獨(dú)特）

4索溪峪的“野”

教學(xué)目標(biāo)：

1．認(rèn)識(shí)“賦、淑、撅、叟、滌”5個(gè)字。

2．正確、流利、有感情地朗讀課文，感受索溪峪風(fēng)景區(qū)天然野性的自然風(fēng)光。教學(xué)過(guò)程 第一課時(shí)

一、復(fù)習(xí)引入，猜讀課題，激發(fā)閱讀興趣

1、五年級(jí)的時(shí)候，我們學(xué)習(xí)過(guò)《迷人的張家界》，這篇課文主要描寫什么景物？有什么特點(diǎn)？

2、在學(xué)生發(fā)言的基礎(chǔ)上，教師過(guò)渡：是的，仙境般迷人的張家界有著舉世罕見(jiàn)的自然風(fēng)光，實(shí)在令中外游客流連忘返。今天讓我們一起到張家界市的另一個(gè)主要景點(diǎn)——索溪峪去看看好嗎？

3、板書課題，引導(dǎo)學(xué)生圍繞課題提出問(wèn)題：1）野是什么意思？2）野字為什么要加上雙引號(hào)？（是“著重”的意思，此時(shí)應(yīng)馬上指導(dǎo)學(xué)生個(gè)別、齊讀課題。）3）索溪峪野在什么地方？即課文圍繞“野”寫了哪些內(nèi)容？

4、在學(xué)生的閱讀興趣被激發(fā)后，讓學(xué)生讀“閱讀提示”，明確學(xué)習(xí)要求。二、一讀課文，讀通讀順，掃清理解的障礙

1、學(xué)生自學(xué)課文，讀正確、讀通順的基礎(chǔ)上，思考上述的幾個(gè)問(wèn)題。

2、同學(xué)們?cè)谧x的時(shí)候，是否發(fā)現(xiàn)課文特別多生字詞？它們是我們閱讀的障礙，我們齊心合力把這些障礙都搬了。（出示課件“我來(lái)讀讀”，檢查生詞讀寫：“賦予”“淑女”“撅屁股”“老叟”“蕩滌”

指名讀，齊讀。）

3、這些小石子都踢開(kāi)了，看這些大石塊能不能搬開(kāi)。（出示詞語(yǔ)：斷壁懸崖、拔地而起、膽顫、磅礴、千峰萬(wàn)仞、綿亙蜿蜒、浩氣長(zhǎng)舒、隨心所欲、不拘一格、橫攔綠水、敢弄倩影、旁逸斜出、崛起、巍巍、斜山、窈窕淑女、怦怦直跳

指名讀、齊讀）三、二讀課文，整體把握，感知索溪峪的“野”

1、這些詞放在課文中再讀，相信能讀得更好，對(duì)索溪峪的野會(huì)領(lǐng)略得更好。

2、隨機(jī)抽三個(gè)同學(xué)合作讀課文第二自然段，檢查是否收到應(yīng)有的效果。

3、同學(xué)們讀得太好了。相信理解得也不錯(cuò)。先看看這些詞語(yǔ)在課文中你能不能理解呢？（老師出示圖片，有“千峰萬(wàn)仞”“窈窕淑女”“抱伙成團(tuán)”“直插云天”“綿亙蜿蜒”

讓學(xué)生用文中的詞語(yǔ)加以形容，還可以追問(wèn)：你為什么能想到是這個(gè)詞呢？以檢查學(xué)生的理解和表達(dá)能力）

4、詞語(yǔ)理解得不錯(cuò)?？纯磩偛拍菐讉€(gè)問(wèn)題都找到答案了沒(méi)有。

5、指名回答并板書。第二課時(shí) 一、三讀課文，重點(diǎn)探究，讀懂索溪峪的“野”

1、剛才，我們已幾次進(jìn)入索溪峪，也談了自己對(duì)課文的理解，老師已把它寫在了黑板上，很不錯(cuò)。但是，同學(xué)們，如果別人問(wèn)你對(duì)索溪峪的印象如何，你的談話僅此而已，別人怎能產(chǎn)生身臨其境之感？同學(xué)們可以從下面的幾個(gè)問(wèn)題中選擇自己感興趣的，反復(fù)研讀課文，把重要的句子讀得爛熟于心，肯定能讓人無(wú)懈可擊了。（課件出示）

1）為風(fēng)光片《索溪峪的山》配音。

2）以索溪水的語(yǔ)氣做自我介紹，告訴游人索溪的水是什么樣的。

3）現(xiàn)在你就是一名導(dǎo)演，你的任務(wù)是以“索溪峪的動(dòng)物與人”為主題，拍一部影片。制定你的拍攝計(jì)劃。

4）將各種游人在索溪峪的表現(xiàn)通過(guò)表演和旁白加以展現(xiàn)。

2、學(xué)生自由組合，選擇合適自己的方式研讀課文。

3、下面每個(gè)組選出一名組長(zhǎng)。聽(tīng)清老師的建議。

一、要明確你們的任務(wù)是什么。

二、想一想，重點(diǎn)研究課文的哪一部分，可以讓你們把工作做得更好。

配音小組到老師使用的電腦前，小組長(zhǎng)做好指揮，看畫面配音?！八毙〗M活動(dòng)，一定要體現(xiàn)你們的創(chuàng)造性。導(dǎo)演小組，你們也要脫離課文，體現(xiàn)你們的創(chuàng)造力。表演組的表演要恰到好處，不要因過(guò)分的夸張讓人啞然失笑。

4、學(xué)生分組練習(xí)。

二、演繹索溪峪的“野”

1、剛才，大家興致很高，都有上佳表現(xiàn)。哪一個(gè)小組先匯報(bào)一下？覺(jué)得他們的匯報(bào)有哪些優(yōu)點(diǎn)缺點(diǎn)隨時(shí)記錄在小本子上，他說(shuō)完后，大家共同評(píng)價(jià)。

2、學(xué)生匯報(bào)完先自己評(píng)價(jià)，然后讓其他學(xué)生評(píng)價(jià)。

三、漫談感受、總結(jié)升華、1、同學(xué)們，索溪峪的山美不美，水美不美，猴子和人可愛(ài)不可愛(ài)。這種美是怎樣的美？

2、對(duì)，這種美是野性的美，是自然的美，自然的美就是不加修飾的美，就是天然的、質(zhì)樸的純真的美。

3、學(xué)完課文，有什么感受？

4、總結(jié)

口語(yǔ)交際習(xí)作一

學(xué)習(xí)目標(biāo)

1．通過(guò)口語(yǔ)交際，增強(qiáng)學(xué)生表達(dá)、傾聽(tīng)和樂(lè)于與他人交往溝通的能力。

2．學(xué)會(huì)展開(kāi)聯(lián)想和想象，表達(dá)自己的獨(dú)特感受。

3．根據(jù)交流的情況，選擇一項(xiàng)進(jìn)行習(xí)作。

4．通過(guò)交流與討論，發(fā)現(xiàn)作文的不足之處并認(rèn)真修改自己的作文。

A案

課前準(zhǔn)備

教師：準(zhǔn)備關(guān)于音響的錄音。

學(xué)生：1．觀察一種植物或一種動(dòng)物，或者是一種自然現(xiàn)象。

2．準(zhǔn)備自己游覽風(fēng)景名勝后的照片與及相關(guān)文字資料。

3．交流第一項(xiàng)內(nèi)容的同學(xué)可以制作頭飾。

教學(xué)過(guò)程

第一課時(shí) 口語(yǔ)交際

揭題導(dǎo)入

這一組，我們學(xué)習(xí)了《山中訪友》《山雨》《草蟲的村落》和《索溪峪的野》四篇課文，課文帶領(lǐng)我們投入大自然的懷抱，領(lǐng)略大自然的風(fēng)姿，傾聽(tīng)大自然的聲音，與大自然互訴心聲，交流感受。我們生活在這個(gè)有聲有色、有情有意的世界中，我們也時(shí)時(shí)在觀察大自然的美景，傾聽(tīng)大自然的各種音響，在觀察和傾聽(tīng)的過(guò)程中浮想聯(lián)翩。

今天，我們就一起來(lái)說(shuō)說(shuō)自己對(duì)大自然的獨(dú)特感受。

自讀提示，明確要求

1．自讀“口語(yǔ)交際·習(xí)作一”各板塊的學(xué)習(xí)提示，整體了解本次口語(yǔ)交際的內(nèi)容。

說(shuō)說(shuō)本次口語(yǔ)交際的主題和內(nèi)容分別是什么。

2．師生共同確定每一項(xiàng)口語(yǔ)交際的要求和內(nèi)容。

成為大自然中的一員：想象自己是大自然中的一員，然后把看到的、想象到的和感受到的說(shuō)清楚。

走進(jìn)音響世界：說(shuō)說(shuō)自己聽(tīng)到的各種各樣奇特的大自然的聲音。

回顧暑假生活：主要向大家說(shuō)說(shuō)自己暑假游覽的風(fēng)景名勝及自己的感受，特別說(shuō)說(shuō)在游覽欣賞過(guò)程中的聯(lián)想和想象。

分塊討論，組內(nèi)交流

1．學(xué)生自選某一方面內(nèi)容，按要求進(jìn)行準(zhǔn)備。

2．同桌或分類進(jìn)行組內(nèi)交流。

示范帶動(dòng)，交流評(píng)價(jià)

1．每一組推薦一名學(xué)生進(jìn)行交流。

2．選擇同一項(xiàng)內(nèi)容的同學(xué)合作向全班匯報(bào)。為增強(qiáng)趣味性，選擇第一項(xiàng)的同學(xué)可戴頭飾合作交流。

3．評(píng)議。對(duì)向全班交流的同學(xué)進(jìn)行補(bǔ)充、提問(wèn)等，開(kāi)展對(duì)話，說(shuō)說(shuō)聽(tīng)后的感受。

第二、三課時(shí)習(xí)作

交流談話，激趣導(dǎo)入

在口語(yǔ)交際課上，同學(xué)們交談興很濃，仿佛自己走進(jìn)了神奇的大自然，并融入其中。同學(xué)們也有了寫的欲望，想把自己的獨(dú)特感受寫下來(lái)。

這節(jié)課我們就來(lái)加工整理自己對(duì)大自然的獨(dú)特感受，選擇其中的一項(xiàng)，展開(kāi)聯(lián)想和想象，然后寫下來(lái)，一定能成為一篇佳作。

選材命題，明確要求

（1）選擇話題，確定材料。

選擇“成為大自然中的一員、走進(jìn)音響世界、回顧暑假生活”三個(gè)話題中的一個(gè)，確定寫作材料。暑假生活有很多可寫的內(nèi)容，這次主要以瀏覽風(fēng)景名勝后對(duì)祖國(guó)大好河山的贊美為主。

（2）大膽構(gòu)思，精巧命題。

簡(jiǎn)單交流本組課文的題目，引發(fā)學(xué)生的積極思維。

師生共同討論出一些題目：

我是一棵××樹(shù)

小樹(shù)與鳥(niǎo)的對(duì)話

雪的自述

大自然的聲音

蟋蟀在唱歌

聽(tīng)雨

游×××

??

（3）習(xí)作要求。（投影出示）

學(xué)習(xí)本組課文的寫法，運(yùn)用到自己的習(xí)作中去。

寫景的文章，注意選取獨(dú)特的視角，放飛想象的翅膀。

記事的文章，注意有順序地把事情的經(jīng)過(guò)記敘詳細(xì)，表達(dá)自己的真情實(shí)感。

記敘清楚，語(yǔ)句通順，感情真切。

試寫初稿，進(jìn)行修改

（1）學(xué)生進(jìn)行習(xí)作，教師巡回指導(dǎo)，并對(duì)有困難的學(xué)生進(jìn)行個(gè)別指導(dǎo)。

（2）學(xué)生完成初稿，進(jìn)行自我修改。

（3）組內(nèi)互讀互改。

朗讀賞析，交流評(píng)議

（1）每小組推薦一至兩位同學(xué)，教師作適當(dāng)調(diào)整，分三大類由學(xué)生朗讀，引導(dǎo)學(xué)生進(jìn)行賞析。

（2）學(xué)生交流評(píng)議。

（3）教師點(diǎn)評(píng)。特別要肯定習(xí)作中體現(xiàn)出的“獨(dú)特感受”，恰當(dāng)?shù)剡\(yùn)用聯(lián)想和想象。

再次修改，謄抄習(xí)作

再次修改自己的習(xí)作，清楚認(rèn)真地抄寫在作文本上 回顧拓展一

學(xué)習(xí)目標(biāo)

1．通過(guò)回顧、交流學(xué)習(xí)本組課文后的收獲，引導(dǎo)學(xué)生學(xué)習(xí)作者通過(guò)聯(lián)想和想象來(lái)表達(dá)獨(dú)特感受的方法。

2．讀背并積累古詩(shī)句。

交流平臺(tái)

（1）回顧本組四篇課文，說(shuō)一說(shuō)《山中訪友》《山雨》和以前學(xué)過(guò)的《桂林山水》《觀潮》等在表達(dá)方法上有什么不同？

本組課文，作者投入大自然的懷抱，領(lǐng)略大自然的風(fēng)姿，傾聽(tīng)大自然的聲音，與大自然互訴心聲，交流感受。在表達(dá)自己獨(dú)特感受的過(guò)程中，充分運(yùn)用聯(lián)想和想象。

（2）聯(lián)系《草蟲的村落》，小組內(nèi)交流自己的收獲和體會(huì)，體會(huì)聯(lián)想和想象的魅力。

（3）交流課外閱讀中讀到過(guò)的類似文章，說(shuō)說(shuō)自己的體會(huì)和感悟。介紹相關(guān)的課外閱讀文章及書籍。

日積月累

（1）在許多描寫景物，贊美祖國(guó)大好河山的詩(shī)作中，詩(shī)人以其獨(dú)特的視角，大膽想象，抒發(fā)情感，留下了光輝的篇章，今天我們就來(lái)欣賞其中的幾句。

（2）出示日積月累中的句子。（幻燈片）

落紅不是無(wú)情物，化作春泥更護(hù)花。（龔自珍）

造物無(wú)言卻有情，每于寒盡覺(jué)春生。（張維屏）

今夜偏知春氣暖，蟲聲新透綠窗紗。（劉方平）

此夜曲中聞?wù)哿?，何人不起故園情。（李白）

臥看滿天云不動(dòng)，不知云與我俱東。（陳與義）

不是花中偏愛(ài)菊，此花開(kāi)盡更無(wú)花。（元?。?/p>

a學(xué)生自由吟誦。

b嘗試?yán)斫狻?/p>

（3）選擇其中的幾個(gè)詩(shī)句，體會(huì)詩(shī)人在寫景過(guò)程中的聯(lián)想與想象。

a己亥雜詩(shī)（龔自珍）

浩蕩離愁百日斜，吟鞭東指即天涯。

落紅不是無(wú)情物，化作春泥更護(hù)花。

落花并非無(wú)情無(wú)義之物，化成春泥使后來(lái)的花更紅。這是一種自然現(xiàn)象，但詩(shī)人比喻自己不做官并非喪失報(bào)國(guó)志，而是走另一條路為國(guó)效力。

b月夜（劉方平）

更深月色半人家，北斗闌干南斗斜。

今夜偏知春氣暖，蟲聲新透綠窗紗。

夜半更深，在夜寒襲人、萬(wàn)籟俱寂之時(shí)，響起了清脆、歡快的蟲鳴聲。初春的蟲聲，可能比較稀疏，也許剛開(kāi)始時(shí)還顯得很微弱，但詩(shī)人敏感地注意到了，而且從中聽(tīng)到了春天的信息。在靜靜的月夜中，蟲聲顯得分外引人注意。它標(biāo)志著生命的萌動(dòng)，萬(wàn)物的復(fù)蘇，所以它在敏感的詩(shī)人心中所引起的，便是春回大地的美好聯(lián)想。

c菊花（元?。?/p>

秋叢繞舍似陶家，遍繞籬邊日漸斜。

不是花中偏愛(ài)菊，此花開(kāi)盡更無(wú)花。

菊花在百花之中差不多是最后凋謝的，一旦菊花謝盡，便沒(méi)有花景可賞，人們愛(ài)花之情自然都集中到菊花上來(lái)。因此，作為后凋的花，它得天獨(dú)厚地受人珍愛(ài)。詩(shī)人從菊花在四季中謝得最晚這一自然現(xiàn)象，引出較深的道理，回答愛(ài)菊的原因，表達(dá)了詩(shī)人特殊的愛(ài)菊之情。這其中當(dāng)然也含有對(duì)菊花歷盡風(fēng)霜而后凋謝的堅(jiān)貞品格的贊美。

（4）背誦并積累這些詩(shī)句。有興趣的同學(xué)讀讀背背原詩(shī)。

趣味語(yǔ)文

（1）自由讀故事。

（2）同桌自己的理解。

（3）全班交流，體會(huì)一字詩(shī)的妙處。

第五篇：[英語(yǔ)]仁愛(ài)版七年級(jí)上英語(yǔ)全冊(cè)教案

Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a.本課重點(diǎn)活動(dòng)是1a和2a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb.with sth., problem, pet, often, want 2.Learn Present Simple to do:(1)—Do you come from the U.S.A.?—No, I don’t.(2)—Do you like Chinese?—Yes, I do.3.Ask for permission and make requests:(1)—Excuse me, could you please tell me your name?—Sure.(2)—Could you help me with it?—No problem.Ⅱ.Teaching aids 教具 錄音機(jī)/幻燈片/教學(xué)掛圖/鉛筆/尺子/玩具貓/玩具狗/蒙眼布 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)通過(guò)復(fù)習(xí)描述體貌特征導(dǎo)入本課新知識(shí)，培養(yǎng)學(xué)生口頭表達(dá)能力。1.(教師按照座位鏈?zhǔn)教釂?wèn)，要求學(xué)生用Yes, I do./No, I don’t.快速作答。)(通過(guò)運(yùn)用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?)T: Do you have a pen pal, S? 4(板書并要求學(xué)生了解。)pen pal S: No, I don’t.T: Do you want a pen pal?S: Yes, I do.44(板書并要求學(xué)生掌握。)want 2.(教師通過(guò)詢問(wèn)學(xué)生個(gè)人信息，導(dǎo)入新知識(shí)。)T: Excuse me.What’s your name, please? S: My name is … 5 T: How old are you? S: I’m … 5 T: Do you have an English name? S: Yes, I do.5 T: Could you please tell me your English name?S: …

5T: You can say “Sure.My English name is …”.(板書并要求學(xué)生掌握。)—Could you please tell me your …? —Sure.(教師示范)1

T: Could you please tell me your age, S?6 S: Sure.I’m … 6 T: Could you please tell me your telephone number? S: Sure.It’s … 6(學(xué)生兩人一組運(yùn)用Could you please tell me …?句型詢問(wèn)個(gè)人信息。)3.T: I’m an English teacher.I can speak English.Do you speak English after class, S? 7

S: Yes, I do.(幫助學(xué)生回答。)7(板書并要求學(xué)生掌握。)

speak T: Do you like it?(教師提示此處like作動(dòng)詞。)S: Yes, I do./ No, I don’t.(幫助學(xué)生回答)7(學(xué)生兩人一組操練，運(yùn)用Do you speak …?和Do you like …?句型及其肯定和否定回答。)4.(教師請(qǐng)一個(gè)學(xué)生，用not good來(lái)引出poor一詞。)T: Is your English good? S: No, it isn’t.I can speak some English, but my English isn’t very good.8 T: You can say “My English is poor.”

(板書并要求學(xué)生掌握。)

some poor S: My English is poor.Could you help me? 8 T: No problem.I can help you with it after class.(板書并要求學(xué)生掌握。)No problem.help … with … T: S, do you like English?S: Yes, I do.99 T: Do you often speak English after class?S: Yes, I do.T:Good!9(板書并要求學(xué)生掌握。)

often(通過(guò)以上的活動(dòng)導(dǎo)入1a。)

Step 2 Presentation 第二步

呈現(xiàn)(時(shí)間:8分鐘)通過(guò)聽(tīng)力、教學(xué)掛圖等形式呈現(xiàn)本課對(duì)話，讓學(xué)生練習(xí)使用重要句型，培養(yǎng)學(xué)生的聽(tīng)、說(shuō)能力。1.(教師利用幻燈片展示問(wèn)題。播放1a錄音兩遍。學(xué)生聽(tīng)錄音并選擇正確答案。)(1)Where does Jane come from? A.Japan.B.Canada.C.China.(2)Does Jane speak English? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(3)Whose Chinese is poor? A.Jane’s.B.The boy’s.C.Maria’s.(核對(duì)答案。)2.(再次播放

1a

錄音，學(xué)生聽(tīng)并且跟讀，注意語(yǔ)音語(yǔ)調(diào)。)3.(教師將全班學(xué)生分成兩組，分角色朗讀1a。)4.(展示1a教學(xué)掛圖，要求學(xué)生兩人一組運(yùn)用下列句型，可適當(dāng)發(fā)揮，操練1a的對(duì)話，完成1b。)(1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t.(5)Could you help me with my …?(6)No problem.(教師巡回作指導(dǎo)，然后挑出表現(xiàn)比較好的一組登臺(tái)表演。)2

Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)通過(guò)復(fù)述對(duì)話、做游戲等活動(dòng)，進(jìn)一步鞏固本課所學(xué)知識(shí)，培養(yǎng)學(xué)生合作精神，增強(qiáng)他們的集體榮譽(yù)感，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。1.(教師利用幻燈片出示練習(xí)題，要求學(xué)生根據(jù)1a內(nèi)容填空。以此展示復(fù)述范本。)

The girl’s name is Jane.She comes from Canada.She speaks English.Jane likes Chinese but her Chinese is poor.Li Xiang can help her with her Chinese.(畫線部分是要填的詞)2.(利用幻燈片，呈現(xiàn)1a中一些關(guān)鍵詞，幫助學(xué)生學(xué)會(huì)從對(duì)話中提取重要信息，學(xué)會(huì)復(fù)述。要求至少用三句話來(lái)介紹Jane的情況。教師將學(xué)生分組，先在小組內(nèi)進(jìn)行，然后各小組選派代表向大家匯報(bào)。)come from, speak English, like Chinese, poor, help … with … 3.(舉行“小組對(duì)話大賽”，鞏固所學(xué)句型。教師先做示范，然后各小組操練。評(píng)出優(yōu)勝組。)T: Excuse me, could you please tell me your name? S: Sure.My name is … 1 T: Do you come from the U.S.A.? S: No, I don’t.I come from … 1 T: Do you like English? S: Yes, I do./ No, I don’t.1… 4.(學(xué)生兩人一組合作完成1c。核對(duì)答案后請(qǐng)兩三組學(xué)生練習(xí)對(duì)話。)5.(做游戲。)(方案一)(1)(請(qǐng)四名學(xué)生上講臺(tái)，老師拿出四件物品給全班學(xué)生看，例如：鉛筆、尺子、玩具貓和玩具狗。然后快速分給講臺(tái)上的四名學(xué)生，讓他們把物品放在背后，注意不要讓下面的學(xué)生看見(jiàn)誰(shuí)拿到了什么。)(2)(老師問(wèn)其中的一名學(xué)生：Do you have …?并故意問(wèn)錯(cuò)，學(xué)生回答：No, I don’t.老師進(jìn)而引導(dǎo)其他學(xué)生用Do you have …?句型提問(wèn)講臺(tái)上的學(xué)生，被問(wèn)到的學(xué)生作出回答，直到臺(tái)下有學(xué)生猜對(duì)。)(方案二)(五個(gè)人一小組練習(xí)。四件物品擺在桌前。其中一人A看過(guò)物品后，蒙住眼睛，另外四個(gè)人則各拿其中一樣物品，A解開(kāi)蒙眼布，用Do you have …?句型猜四個(gè)人手中各拿什么物品。)Step 4 Practice 第四步 練習(xí)(時(shí)間:10分鐘)通過(guò)練習(xí)找筆友，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生綜合運(yùn)用語(yǔ)言的能力。

1.(做“問(wèn)答接龍”游戲。從教師開(kāi)始問(wèn)第一排第一個(gè)學(xué)生，第一個(gè)學(xué)生回答后再問(wèn)第二個(gè)學(xué)生，第二個(gè)學(xué)生回答后再問(wèn)第三個(gè)學(xué)生，以此類推。)2.(根據(jù)自己的情況回答2a的問(wèn)題，看誰(shuí)可以做李偉的筆友。)(兩分鐘后詢問(wèn)幾個(gè)學(xué)生的答案，看他們是否能成為李偉的筆友。)T: Do you like pets?(板書并要求學(xué)生掌握。)pet 3.(三人一組幫助李偉找筆友，一同學(xué)分別詢問(wèn)另兩名同學(xué)，另兩名同學(xué)回答。)4.(自己找筆友，三人一組，一同學(xué)向另外兩名同學(xué)發(fā)問(wèn)，看他們是否可以成為學(xué)習(xí)上的筆友。完成2b。)Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:7分鐘)通過(guò)編對(duì)話讓學(xué)生學(xué)以致用，通過(guò)詩(shī)歌吟唱活動(dòng)培養(yǎng)學(xué)生學(xué)習(xí)興趣，使他們能積極主動(dòng)地參與學(xué)習(xí)活動(dòng)，提高合作意識(shí)和探究精神。1.(假設(shè)你的英語(yǔ)成績(jī)不好，你想找一個(gè)網(wǎng)友幫助你，兩人一組編對(duì)話。然后抽幾組進(jìn)行表演。)2.(教師幫助學(xué)生完成3。教師打節(jié)拍，或者放錄音，讓學(xué)生有節(jié)奏地跟讀。)3.Homework: 3

自編一個(gè)對(duì)話，運(yùn)用下面句型：

(1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem.板書設(shè)計(jì)： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem.—Sure.help … with … —Do you …? —Yes, I do./No, I don’t.Section B

The main activities are 1a and 3.本課重點(diǎn)活動(dòng)是1a和3。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn some new words:live, say, visit, great, wall 2.Learn some questions and answers with does:(1)—Does he speak Chinese—Yes, he does./ No, he doesn’t.He speaks English.(2)—What does he say in the letter?—He wants to visit the Great Wall.3.Learn some useful sentences:(1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is.(3)—Where does he live?—He lives in England.(4)Kangkang knows me.Ⅱ.Teaching aids 教具 圖片/教學(xué)掛圖/錄音機(jī)/幻燈片/若干個(gè)裝有信件的信封/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)以問(wèn)題為線索，引出單詞和話題，培養(yǎng)學(xué)生的語(yǔ)言表達(dá)能力。1.(檢查作業(yè)。教師請(qǐng)學(xué)生登臺(tái)表演上節(jié)課的家庭作業(yè)。)T: Now, I’ll check your homework.SS, please, come to the front and perform your dialog.12、2.(師生對(duì)話。引入并運(yùn)用China和Chinese。)T: I come from China.I am Chinese.Ss: We come from China.We’re Chinese.(教師提問(wèn)一名學(xué)生。)T: Where do you come from, S? 3S:I come from China.3 T: Do you speak Chinese? S:Yes, I do.3(學(xué)生兩人一組互相問(wèn)答。)(教師可以穿插講解“吉鴻昌愛(ài)國(guó)”的故事，培養(yǎng)學(xué)生的愛(ài)國(guó)主義情感，增強(qiáng)“愛(ài)國(guó)意識(shí)”。解放前，外國(guó)人都看不起我們中國(guó)人，說(shuō)我們是“東亞病夫”。當(dāng)時(shí)在國(guó)外，有的中國(guó)人都不敢承認(rèn)自己是中國(guó)人，但吉鴻昌到國(guó)外后，勇敢地對(duì)外國(guó)人說(shuō)自己是中國(guó)人，并且自制了一個(gè)紙牌掛在胸前，上面用英語(yǔ)寫道：I am Chinese!)3.(教師出示一幅長(zhǎng)城的圖片。)T: Can you say it in English? S:Yes, the Great Wall.(教師幫助回答。)T: Where is it? S:It’s in China.4 T: Do you live in China? S:Yes, I do.(教師幫助回答。)4 4

T: Is China great?

S: Yes, it is.4(板書并要求學(xué)生掌握say, wall, live, great；理解the Great Wall。)say, wall, the Great Wall, live, great 4.(教師接著出示第二幅圖片。)T: Do you like the Great Wall? S:Yes, I do.5 T: Do you want to visit the Great Wall? S:Yes, I do.5(板書并要求學(xué)生掌握。)visit(教師讓學(xué)生兩人一組，運(yùn)用所呈現(xiàn)的生詞編對(duì)話。)5.(教師介紹S的情況，然后讓學(xué)生根據(jù)介紹回答問(wèn)題。)5

T: Slives in China.He/She likes the Great Wall.He/She wants to visit the Great Wall.5(教師請(qǐng)另一位學(xué)生，根據(jù)這段話回答問(wèn)題。)(通過(guò)以上活動(dòng)導(dǎo)入1a。)

Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:8分鐘)根據(jù)1a的教學(xué)掛圖回答問(wèn)題，練習(xí)本課基本句型，引出對(duì)話內(nèi)容。培養(yǎng)學(xué)生聽(tīng)說(shuō)能力和閱讀能力。1.(教師呈現(xiàn)1a的教學(xué)掛圖，與學(xué)生談?wù)摗?(教師播放1a錄音，讓學(xué)生聽(tīng)并回答Who is the letter from?)Who is the letter from?(核對(duì)答案。)2.(教師再播放一遍1a錄音，要求學(xué)生根據(jù)1a判斷正(T)誤(F)。)

(幻燈片展示試題。)(1)Sam is Kangkang’s pen pal.()(2)Sam speaks Chinese.()(3)Sam says he wants to visit the Great Wall.()(核對(duì)答案。)3.(分角色朗讀對(duì)話，進(jìn)一步理解對(duì)話內(nèi)容。教師板書重點(diǎn)句子和短語(yǔ)并解釋，要求掌握。)

(1)speak+語(yǔ)言名稱=say … in+語(yǔ)言名稱

(2)live in …

(3)in the letter(4)—What does he say in the letter? —He wants to visit the Great Wall.4.(根據(jù)1a內(nèi)容，教師隨機(jī)提問(wèn)學(xué)生，并核對(duì)答案，完成1a。)5.(雙人小組活動(dòng)。學(xué)生獨(dú)自完成1b，然后同桌分角色表演1b對(duì)話。)

Step 3 Consolidation 第三步 鞏固(時(shí)間:7分鐘)模仿1a，1b編對(duì)話，讓學(xué)生學(xué)以致用，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。1.(教師利用幻燈片呈現(xiàn)習(xí)題，要求學(xué)生根據(jù)對(duì)話內(nèi)容填寫所缺單詞，每空一詞。)S: What’s that in English? 1 5

S: It’s a letter.2S: Is it yours? 1S: Yes, it’s mine.2S: Who is it from? 1S: It’s from my pen pal, Tom.2S: Does he speak Chinese? 1S: No, he doesn’t.He speaks English.2S: What does he say in the letter? 1S: He wants to visit China.2(畫線部分是要填的詞。)2.(教師把事先準(zhǔn)備好的信封發(fā)給各小組，然后根據(jù)信封及信的內(nèi)容兩人一組進(jìn)行對(duì)話練習(xí)。對(duì)話應(yīng)包括以下句型：)T: Let’s make a dialog in pairs with the following sentences.(1)—Who is the letter from?—It’s from …(2)—Where does he/she come from?—He/She comes from …(3)—What does he/she say in the letter?—He/She wants to …(教師挑選兩組學(xué)生表演，掌聲鼓勵(lì)。)3.(雙人活動(dòng)。同桌對(duì)話，了解對(duì)方筆友的情況。要求運(yùn)用以下幻燈片中的句型。)

(1)Is it a boy or a girl?(2)

It’s a boy/girl.(3)Does he/she come from …?

(4)Yes, …

does./No, … doesn’t.(5)Does he/she live in China?(6)Yes, … does./No, … doesn’t.(7)Does he/she like China?(8)Yes, … does./No, … doesn’t.Step 4 Practice 第四步 練習(xí)(時(shí)間:10分鐘)在不同情景中練習(xí)目標(biāo)語(yǔ)言，展開(kāi)任務(wù)型活動(dòng)，學(xué)以致用，鍛煉學(xué)生合作能力。1.(教師播放

2錄音，學(xué)生聽(tīng)后回答問(wèn)題，完成2，核對(duì)答案。)

T: Listen to the tape of 2 and answer the following questions.Then check the answers.2.(教師將2的聽(tīng)力材料用幻燈片或小黑板展示出來(lái)，然后讓學(xué)生兩人一組根據(jù)內(nèi)容編對(duì)話。)

T: Please work in pairs to make a dialog according to the sentences on the blackboard.And then act it out.3.(教師引導(dǎo)學(xué)生觀察

3中的句子，并歸納句子的規(guī)律——當(dāng)主語(yǔ)是第三人稱單數(shù)時(shí)，謂語(yǔ)動(dòng)詞原形后加(e)s。)T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板書下列內(nèi)容并解釋。)Kangkang→knows He→lives/helps/wants She→speaks … 4.(教師播放3錄音，讓學(xué)生跟讀，練習(xí)(e)s的讀音。完成3。)

Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:10分鐘)通過(guò)練習(xí)動(dòng)詞第三人稱單數(shù)的讀音規(guī)則及其一般疑問(wèn)句的問(wèn)答，培養(yǎng)學(xué)生觀察探究能力。1.(教師鼓勵(lì)學(xué)生探究“動(dòng)詞第三人稱單數(shù)的讀音”，并總結(jié)。)

(小黑板展示下列內(nèi)容。)

lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses，thinks, guesses, finds, helps, tells, meets, wants, visits 6

(教師先領(lǐng)著學(xué)生讀一遍，要求學(xué)生邊讀邊注意詞尾s的發(fā)音。接著，教師將學(xué)生分組，并為各小組命名，如先鋒隊(duì)、雄鷹隊(duì)、立志隊(duì)等，引發(fā)學(xué)生的興趣。然后，為各小組明確共同目標(biāo)，即歸納出-s在動(dòng)詞后的讀音規(guī)律。每個(gè)成員針對(duì)詞尾s的不同讀音進(jìn)行觀察，發(fā)現(xiàn)規(guī)律并進(jìn)行歸納總結(jié)。接下來(lái)，組內(nèi)成員互相補(bǔ)充，力圖達(dá)到全面、準(zhǔn)確。各組選出小組發(fā)言人進(jìn)行匯報(bào)，其他各組學(xué)生均可補(bǔ)充發(fā)言。最后由教師總結(jié)，再按讀音將幻燈片上的詞分類。)2.(問(wèn)答接龍。參照4，教師讓學(xué)生八人一組，第一位同學(xué)用Do you

…?向第二位同學(xué)提問(wèn)，第二位同學(xué)用

Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同學(xué)提問(wèn)，而第三位同學(xué)又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同學(xué)提問(wèn)。以此類推，每位同學(xué)提問(wèn)時(shí)要用到盒子里不同動(dòng)詞，完成4。)Example: S: Do you have a ruler? 1 S: Yes, I do./No, I don’t.Does your friend like China? 2 S: Yes, … does./No, … doesn’t.Does … want …? 3 … 3.Homework:(1)根據(jù)1a內(nèi)容寫一段話。(四十個(gè)單詞左右)Example: This is a letter in English.It’s from Sam.Sam is Kangkang’s pen pal.Kangkang lives in China.Sam lives in England.In Sam’s letter, he says he wants to visit the Great Wall.(2)制作卡片，把人稱代詞的主格賓格分別寫在卡片上。板書設(shè)計(jì)： Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t.want to visit … —What does he say in the letter? —He wants to visit the Great Wall.Section C The main activities are 1a and 3a.本課重點(diǎn)活動(dòng)是1a和3a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Express preferences:(1)—Do you like …?—Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.Ⅱ.Teaching aids 教具 錄音機(jī)/幻燈片/小黑板/實(shí)物或圖片/學(xué)生自制卡片 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)通過(guò)調(diào)查學(xué)生對(duì)英語(yǔ)和語(yǔ)文的喜歡程度，引出本課新單詞，培養(yǎng)學(xué)生的語(yǔ)言表達(dá)能力。1.(讓幾名學(xué)生朗讀上節(jié)課布置的家庭作業(yè)：根據(jù)1a內(nèi)容改編的短文。)2.(做調(diào)查，引出本課新單詞，教師在黑板上畫出三幅圖。)7

very much like … like … a little don’t like … at all

a lot(板書并要求學(xué)生掌握。)a little, very much, a lot, not … at all T: Do you like English, S?S:Yes, I like it very much.11 T: Do you like Chinese?S:No, I don’t like it at all.1 T: Do you like English, S?S:No, I don’t like it at all.22 T: Do you like Chinese?S:Yes, I like it a little.2 T: Do you like English, S?S:No, I don’t like it at all.33 T: Do you like Chinese?S:Yes, I like it a lot.3 T: Can you often help them study Chinese?(指向S和S。)S:Yes, I can.123 T: Can you often help them study English, S?S:Yes, I can.11(板書并要求學(xué)生掌握。)them, study T: We have many good friends, so we should help each other.(板書并要求學(xué)生掌握。)many, so, each other T: I have a good friend.Her name is Jane.Do you want to know something about her? Please follow me.(導(dǎo)入1a的學(xué)習(xí)。)Step 2 Presentation 第二步

呈現(xiàn)(時(shí)間:10分鐘)通過(guò)聽(tīng)、說(shuō)、讀等形式多樣的活動(dòng)，培養(yǎng)學(xué)生口頭交際能力、閱讀能力及觀察、分析問(wèn)題的能力。

1.教師讓學(xué)生略讀課文1a并回答問(wèn)題：

(1)Are Jane and I classmates?

(2)Where does Jane come from?(3)Do many students in our class like English?(4)Who often help me study English? 2.(學(xué)生再讀1a，并畫出文中的關(guān)鍵詞，然后完成1b。核對(duì)答案。)3.(播放1a錄音，讓學(xué)生跟讀，注意語(yǔ)音語(yǔ)調(diào)。)4.(教師利用幻燈片將文中的關(guān)鍵詞展示出來(lái)，并簡(jiǎn)要講解語(yǔ)言點(diǎn)。)

friend, come from, speak, in the same class, many students, a lot, not … at all, poor，help, Chinese, help each other 5.(要求學(xué)生利用幻燈片上的關(guān)鍵詞，試著復(fù)述課文。先在小組內(nèi)進(jìn)行，然后各小組推選一名學(xué)生向全班復(fù)述。)Step 3 Consolidation 第三步 鞏固(時(shí)間:8分鐘)通過(guò)練習(xí)喜好的表達(dá)，培養(yǎng)學(xué)生的口頭表達(dá)能力和交際能力。1.(播放3a錄音，讓學(xué)生聽(tīng)，然后操練喜歡和不喜歡的問(wèn)句及其答語(yǔ)。)(教師用幻燈片或小黑板將下列內(nèi)容呈現(xiàn)出來(lái)。)(1)—Do you like …? —Yes, I like … a little/very much/a lot.(2)—Does he/she like …? —No, he/she doesn’t like … at all.(教師讓兩位學(xué)生S和S到臺(tái)前。)12T: S, do you like English? 1S: Yes, I like it very much./ No, I don’t like it at all.1T: S, does Slike English? 21 8

S: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.2(學(xué)生三人一組，仿照上面對(duì)話進(jìn)行操練。然后請(qǐng)幾組學(xué)生表演，掌聲鼓勵(lì)。)2.(做句型練習(xí)活動(dòng)，操練very much/a lot, a little和not … at all。)具體操作：

(1)教師利用幻燈片或小黑板展示蘋果的圖片，圖片旁畫有

或

圖標(biāo)；將全班同學(xué)分為兩人組和三人組若干。

(2)學(xué)生看見(jiàn)兩個(gè) 圖標(biāo)說(shuō)very much/a lot，看見(jiàn)一個(gè) 圖標(biāo)說(shuō)a little,看見(jiàn) 圖標(biāo)說(shuō)not … at all。組內(nèi)其他同學(xué)用前一個(gè)同學(xué)說(shuō)出的詞組各說(shuō)一個(gè)相應(yīng)的句子。Example:(兩人一組)S: a little.S: I like apples a little.34(三人一組)S: very much/ a lot.S: I like apples very much.S: I like apples a lot.567(三人一組)S: not … at all.S: I don’t like apples at all.S: He/She doesn’t like apples at all.8910(教師用同樣的方法展示其他已學(xué)食物的圖片供同學(xué)們練習(xí)。)3.(教師播放3b錄音兩遍，讓學(xué)生完成3b，并核對(duì)答案。)

Step 4 Practice 第四步

練習(xí)(時(shí)間:7分鐘)講解人稱代詞主格和賓格的用法，完成作業(yè)，使目標(biāo)語(yǔ)言得到強(qiáng)化操練。1.(教師挑選含有人稱代詞主格和賓格的句子，板書并作簡(jiǎn)單講解。要求學(xué)生掌握畫線部分代詞的用法。)She often helps me with it.I help her study Chinese.He wants to visit the Great Wall.Could you help me with it? 2.(兩人一組，A說(shuō)人稱代詞的主格，B說(shuō)賓格，輪流進(jìn)行，然后讓學(xué)生做2。核對(duì)答案，完成2。)3.(學(xué)生兩人一組朗讀2中對(duì)話。)Step 5 Project 第五步

綜合探究活動(dòng)(時(shí)間:10分鐘)通過(guò)做游戲，鞏固人稱代詞主格和賓格的用法，培養(yǎng)學(xué)生合作精神，激發(fā)學(xué)生的學(xué)習(xí)興趣。1.(教師播放4錄音，師生共唱歌曲“The

more we get together.”完成4。)2.(做游戲：找朋友，學(xué)生拿出準(zhǔn)備好的人稱代詞卡片。)(1)(教師說(shuō)“主格”，學(xué)生把所有人稱代詞的主格拿出來(lái)。)(2)(教師說(shuō)出一個(gè)人稱代詞，學(xué)生找出這個(gè)人稱代詞和它的主格或賓格形式。)

(3)(教師指定學(xué)生拿出相應(yīng)的人稱代詞站在黑板前，按要求找朋友。)

For example: ①(“第一人稱主格”，手拿第一人稱主格的就出列。)②(“第三人稱主格和賓格”，手拿第三人稱主格和賓格的就出列。)

(4)(教師在黑板上寫出一些動(dòng)詞，讓學(xué)生用手中的卡片完成句子，并翻譯。)For example: They help me with English.(他們?cè)谟⒄Z(yǔ)方面幫助我。)

He gives you some books.(他給你一些書。)

3.Homework： 根據(jù)1a

內(nèi)容寫一篇短文介紹自己的朋友，題目是

My friend，詞數(shù)在四十個(gè)左右。板書設(shè)計(jì)： Does he speak Chinese? Section C like … a little I help her study Chinese.like … very much/a lot Do you like …? 9

don’t like … at all Yes, I like it a little/very much/a lot.No, I don’t like it at all.主格：I, you, he, she, it, we, you, they Does he/she like …? 賓格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot.No, he/she doesn’t like it at all.Section The main activities are 1, 2a and 4.本課重點(diǎn)活動(dòng)是

D

1, 2a和4。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2.Learn some new words and a phrase:home, at home, its, dog, any, of 3.(1)Review questions and answers with do/does: ①—Do you want a pen pal?—Yes, I do./ No, I don’t.②—Does he speak Chinese?—Yes, he does./ No, he doesn’t.(2)Review the personal pronouns, including subject pronouns and object pronouns.4.Review the useful expressions:(1)—Excuse me, could you please tell me your name?—Sure.My name is Jane.(2)—Could you help me with it?—No problem.(3)—Do you like English?—Yes, I like it very much/a lot/a little.—No, I don’t like it at all.Ⅱ.Teaching aids 教具 信/玩具/錄音機(jī)/小黑板/幻燈片/圖片 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:7分鐘)復(fù)習(xí)表達(dá)喜歡與不喜歡，導(dǎo)入本課新詞，培養(yǎng)學(xué)生口頭表達(dá)能力。1.(師生對(duì)話，復(fù)習(xí)本單元主要句型。)T: Excuse me, could you please tell me your name? S:Sure.My name is … 1 T: Do you come from Shandong? S:No, I don’t.I come from Chongqing.1 T: Who’s the letter from?(學(xué)生手里有一封信。)S:It’s from my pen pal, Sam.1 T: Where’s Sam from? S:He’s from England.1 T: Does he like Chinese? S:Yes, he does.But his Chinese is poor.1 T: Is the letter in English? S:Yes, it is.1 T: Do you like English? S:Yes, I do.But my English is poor.1 T: Could you help him with his Chinese? S: No problem.He helps me study English and I help him study Chinese.We can help each other.1 T: Then what does he say in the letter? S:He says he likes China very much and he wants to visit the Great Wall.1 T: Oh, that’s good.We are glad to have him here.2.(教師拿出一個(gè)玩具狗，引出本課新單詞。)T: What’s this? 10 S:It’s a dog.(幫助學(xué)生回答。)2(板書并要求學(xué)生掌握。)dog T: Do you like a dog? S:Yes, I like dogs very much.2 T: Do you have a dog? S:Yes, I do.2 T: What is the name of your dog? S:Its name is Huanhuan.2(板書并解釋its與it’s的含義與寫法，要求學(xué)生掌握。)of, its T: I have a pet cat at home.Its name is Mimi.Do you have any cats at home? S:No, I don’t.I don’t like cats at all.2(板書并要求學(xué)生掌握。)at home, any T: S has a pet dog.Its name is Huanhuan.He likes it very much.He doesn’t like cats at all, so he doesn’t have a pet 2cat.Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:10

分鐘)

2a聽(tīng)錄音，做閱讀理解，培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀的能力。1.(播放錄音，讓學(xué)生回答問(wèn)題：(1)Is Zhou Lan’s pet a dog?(2)Does she like her pet?)2.(讓學(xué)生閱讀2a，回答小黑板上的問(wèn)題。)

(出示小黑板上的練習(xí)題。)(1)What pet do I have at home? A.A dog.B.A cat.C.None.(2)My pet’s name is.A.Meimei B.Kitty C.Huanhuan(3)How do I like Kitty? A.A little.B.Very much.C.Not … at all.(4)Zhou Lan’s pet is.A.a dog B.a cat C.a toy(5)Does Zhou Lan like Tommy? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(核對(duì)答案。)3.(學(xué)生朗讀課文，判斷正誤，完成2a。)Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)聽(tīng)錄音并跟讀，掌握四個(gè)輔音音素的發(fā)音。模仿課文，練習(xí)寫作，培養(yǎng)學(xué)生的書面表達(dá)能力。1.(討論寵物，完成2b。)T: Do you have a pet?S:Yes, I do.1 T: What is your pet?S:It’s a dog.1 T: What’s its name?S:Its name is Linlin.1 T: What color is it?S:It is white.1 T: Does it have long legs?S:Yes, it does.1 T: Does it have long ears.S:Yes, it does.1 T: Does your friend Jack have a pet dog?S:No, he doesn’t.He doesn’t like pets at all.1(教師要求學(xué)生根據(jù)對(duì)話內(nèi)容改寫成一段文章。)Example: 11

I have a pet dog.It is white.Its name is Linlin.I like it very much.It has four long legs.Its ears are long.My friend Jack doesn’t have pet dogs.He doesn’t like pets at all.2.(三人一組討論寵物，并把討論內(nèi)容轉(zhuǎn)述出來(lái)。)T: Now, please discuss your pets with your classmates and retell the result.(兩分鐘后挑幾個(gè)學(xué)生講述，鼓勵(lì)優(yōu)秀者。)3.(學(xué)習(xí)/tr/和/dr/這一對(duì)音素。教師板書。)tree train

trousers(讓學(xué)生自己讀、觀察、體會(huì)并總結(jié)畫線部分的讀音。教師板書。)tr — /tr/(教師在/tr/的基礎(chǔ)上自然引出/dr/。板書。)/dr/ dress drink driver(以同樣方法學(xué)習(xí)/ts/和/dz/這對(duì)音素。)4.(教師用小黑板呈現(xiàn)出含有/tr/, /dr/, /ts/和/dz/四個(gè)音素的單詞，檢驗(yàn)學(xué)生的拼讀能力。)5.(教師播放1錄音，讓學(xué)生跟讀。完成1。)Step 4 Practice 第四步 練習(xí)(時(shí)間:11分鐘)復(fù)習(xí)人稱代詞主格和賓格及本話題重點(diǎn)句型，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言知識(shí)的能力。1.(教師將人稱代詞的主格和賓格利用幻燈片呈現(xiàn)出來(lái)。領(lǐng)讀并簡(jiǎn)單說(shuō)明主格與賓格的用法和區(qū)別。)

I—me;you—you;he—him;she—her;it—it;we—us;you—you;they—them(然后兩人一組，一個(gè)學(xué)生說(shuō)主格或賓格，另一個(gè)學(xué)生說(shuō)其相應(yīng)的賓格或主格。)2.(教師將所有人稱代詞主格、賓格的順序打亂并將其板書在黑板上，讓學(xué)生“找朋友”。)Find friends: me he her you it we they him you it I us them she(讓一個(gè)學(xué)生在黑板上連線。核對(duì)答案。)3.(教師用小黑板出示下邊的練習(xí)，要求學(xué)生根據(jù)括號(hào)內(nèi)的漢語(yǔ)寫出英文，完成句子。填對(duì)一個(gè)詞，該同學(xué)加一分。)

(1)My English is poor, so(她)often helps(我).(2)Where do(你們)live?(我們)live in Beijing.(3)I don’t know(他們).(4)He wants(我們)to go to his home.(5)What is(它)?(它)is a jacket.(核對(duì)答案后，讓學(xué)生齊讀練習(xí)并獎(jiǎng)勵(lì)得分高的學(xué)生。)4.(出示幻燈片，要求學(xué)生根據(jù)范例口頭做句型轉(zhuǎn)換。改對(duì)一個(gè)句子加兩分。)Change the following sentences according to the example.Example: He speaks Chinese.→Does he speak Chinese? Yes, he does./No, he doesn’t.→He doesn’t speak Chinese.(1)I have a pen pal.(2)Li Hong likes oranges a lot.(3)They often help Wang Fei.(4)Jane wants to visit China.(5)Your pet has blue eyes.(練習(xí)完畢，教師點(diǎn)評(píng)并獎(jiǎng)勵(lì)得分高的學(xué)生。)5.(教師播放3a錄音，學(xué)生跟讀，并模仿語(yǔ)音語(yǔ)調(diào)，完成3a。)12

播放3b錄音，讓學(xué)生跟讀，然后教師用小黑板呈現(xiàn)下面的內(nèi)容。)

Complete the dialog: —Excuse me, could you please tell me your name? —Sure.My name is Zhang Lan.—Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shanghai.—Do you like English? —Yes, I like it very much.And you? —No, I don’t like it at all, so my English is poor.—You should(應(yīng)該)learn(學(xué)習(xí))English well.—Yes, you’re right.Could you please help me with my English? —No problem.(以上畫線句子是學(xué)生要填的句子。學(xué)生兩人一組操練上面的對(duì)話。完成3b。)Step 5 Project 第五步

綜合探究活動(dòng)(時(shí)間:7分鐘)組織 6.(“英語(yǔ)角”活動(dòng)，做調(diào)查報(bào)告和命題作文，鍛煉學(xué)生綜合運(yùn)用能力和探究能力，體現(xiàn)學(xué)以致用原則。1.(教師用圖片展示一個(gè)關(guān)于英語(yǔ)角的通知，讓學(xué)生根據(jù)通知內(nèi)容展開(kāi)討論。)

Welcome to English Corner

Time: 6:00 p.m.Place: Playground(操場(chǎng))Topic(話題): Like English or not Host: Class 2, Grade 7(要求：在活動(dòng)中充分練習(xí)本話題中所學(xué)的重點(diǎn)句式及語(yǔ)言點(diǎn)。)Example: T: Excuse me, could you please tell me your English name? S: Sure.… 1 T: Do you like English? S: Yes, I like it very much.1 T: My English is poor.Could you help me? S: No problem.1…(教師示范后，將每個(gè)英語(yǔ)小組設(shè)置為English Corner，進(jìn)行操練。完成4（1）。)2.Homework: Write a passage about one of the topics in 4(2).Finish 4(3).板書設(shè)計(jì)： Does he speak Chinese? Section D tr—/tr/ dr—/dr/ me he her you it we they ts /ts/ tes him you it I us them she —/dz/ ds Topic 2 What does your mother do? Section A The main activities are 1a and 2a.本課重點(diǎn)活動(dòng)是1a和2a。13

Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.(1)Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2)Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office 2.(1)Talk about jobs: ①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions: ①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ.Teaching aids 教具 名詞卡片/人稱代詞卡片/圖片/教學(xué)掛圖/錄音機(jī)/幻燈片/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:10分鐘)通過(guò)做游戲和師生問(wèn)答等形式，復(fù)習(xí)上個(gè)話題的重點(diǎn)知識(shí)，并導(dǎo)入新課。1.(問(wèn)答游戲。復(fù)習(xí)Do you like …?句型及答語(yǔ)。)(1)把學(xué)生分成六人一組，每組準(zhǔn)備七、八張名詞卡片。(2)第一個(gè)學(xué)生先抽一張卡片，其他學(xué)生一起問(wèn)：Do you like …?讓這位學(xué)生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.來(lái)回答。(3)小組內(nèi)每個(gè)學(xué)生輪流問(wèn)答一次后，游戲停止。T: Boys and girls, let’s play a game: Ask and Guess.2.(教師出示人稱代詞卡片，讓學(xué)生以“接龍”形式用教師呈現(xiàn)的人稱代詞造句。)T: Nice work!Now please look at these cards.Please use these words to make sentences one by one.Example: T: me S: He often helps me.1 T: they S: They are teachers.2 T: she S: She is my friend.3…(換成學(xué)生持卡片，教師造句子，導(dǎo)入新句型。)S: you 4 T: What do you do?(教師講解。)Ss: We are students.(幫助學(xué)生回答。)T:(指著一個(gè)男/女生)What does he/she do?

Ss: He/She is a student.(板書學(xué)習(xí)新句型，并要求學(xué)生掌握。)What does he/she do? He/She is a student.T: Do you want to know more jobs? Let’s come to the new lesson.(導(dǎo)入新課)Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:13分鐘)通過(guò)展示圖片、師生問(wèn)答和分角色表演等形式，初步呈現(xiàn)新單詞及新句型。1.(出示3a圖片，教授關(guān)于職業(yè)的新單詞。)T: Look at Picture 1.What does he do? Ss:He’s a driver.(教師幫助學(xué)生回答。)14

(板書并要求掌握。)

driver

T: Look at Picture 2.What does he do? Ss:He’s a farmer.(教師幫助學(xué)生回答。)(板書并要求掌握。)farmer(以同樣的方式，出示圖片，學(xué)習(xí)新單詞cook, nurse, office, worker, doctor。并要求學(xué)生掌握。提醒學(xué)生注意an office worker。)2.(讓學(xué)生聽(tīng)3a錄音，跟讀，并注意語(yǔ)音語(yǔ)調(diào)。)T: Please listen to the tape and repeat.Pay attention to the pronunciation and intonation.3.(學(xué)生兩人一組，運(yùn)用3a的圖片，練習(xí)What does he/she do? He/She is a/an …句型，完成3a。)T: Please practice in pairs using the pictures in 3a.Then I’ll ask several pairs to act out in the front.4.(師生問(wèn)答，自然過(guò)渡到1a的教學(xué)。)T: Nice work!Boys and girls, we learnt so many jobs just now.Do you want to know Kangkang’s families and their jobs? Ss:Yes.T: Please follow Maria, Jane, Michael to Kangkang’s home.(呈現(xiàn)1a的教學(xué)掛圖，向?qū)W生們介紹。)T: Look at this picture.This is Kangkang’s mother.The four kids are Maria, Jane, Michael and Kangkang.(板書并要求學(xué)生掌握。)

mother, kid

T: What does Kangkang’s mother say to the kids? Ss: Glad to meet you.T: Good!Then how do the kids reply? Ss: Glad to meet you, too.(板書，教學(xué)新單詞及新句型，并要求學(xué)生掌握。)

glad —Glad to meet you.—Glad to meet you, too.T: These kids are standing at Kangkang’s home.Do you know how to say“就座”in English? Ss:Have a seat.(教師幫助學(xué)生回答。)(板書并要求學(xué)生掌握。)seat, have a seat 5.(教師放1a錄音，讓學(xué)生跟讀并注意語(yǔ)音語(yǔ)調(diào)。)T: OK.Please listen to the tape and read after it.Pay attention to the pronunciation and intonation.6.(教師設(shè)置一個(gè)場(chǎng)景At Kangkang’s home.)T: Suppose you are at Kangkang’s home.Let’s role-play.(教師和四個(gè)學(xué)生合作，示范表演1a對(duì)話，之后學(xué)生五人一組操練，教師巡回指導(dǎo)，挑兩組比較出色的上臺(tái)表演。完成1b。)7.(根據(jù)1a的教學(xué)掛圖，過(guò)渡到2a。)

T: Look at the picture.Kangkang’s mother welcomes the kids at Kangkang’s home.What do Kangkang’s parents do? Do you want to know?(板書并講授parent(s)的含義，引出father，要求學(xué)生掌握。)

mom—mother dad—father mother or father—parent mother and father—parents 15

Step 3 Consolidation 第三步

鞏固(時(shí)間:7分鐘)通過(guò)聽(tīng)錄音回答問(wèn)題、填空以及分角色朗讀、填寫表格等形式，使學(xué)生在運(yùn)用中進(jìn)一步掌握新單詞和新句型。1.(教師播放2a錄音，要求學(xué)生根據(jù)錄音回答問(wèn)題。)T: Please listen to the tape and answer the question: What do Kangkang’s parents do?(核對(duì)答案。)2.(再放2a錄音，要求學(xué)生根據(jù)錄音填空，教師將聽(tīng)力問(wèn)題用幻燈片呈現(xiàn)出來(lái)。)

T: Listen to the tape again and fill in the blanks on the slide.—Kangkang, what does your do? —She is a.—And your father? —He is a.Michael, what do your do? —They are office workers.(核對(duì)答案后分角色朗讀2a，然后四人一組操練。完成2a。)T: Read 2a in roles.Then practice in groups of four.3.(讓學(xué)生獨(dú)立完成2b。)T: Read 2a again and fill out the table in 2b.(核對(duì)答案。)Step 4 Practice 第四步 練習(xí)(時(shí)間:8分鐘)通過(guò)“職業(yè)競(jìng)猜”游戲、師生和生生問(wèn)答等形式，使學(xué)生熟練掌握新單詞和新句型。1.(做“職業(yè)競(jìng)猜”游戲，使學(xué)生在表演中熟悉職業(yè)名稱。)

T: Let’s play a guessing game.(1)(活動(dòng)過(guò)程：)①(教師事先制作寫有職業(yè)名稱的卡片。如：teacher, worker, doctor, cook, driver等。)②(活動(dòng)前教師作一次示范：教師隨意抽取一張卡片(如teacher)，并根據(jù)卡片上寫的職業(yè)，做一個(gè)能代表該職業(yè)的動(dòng)作(表演啞劇，假裝在黑板上寫字，或拿著書來(lái)回踱步等。)然后示意學(xué)生舉手猜出該職業(yè)。學(xué)生若不能猜對(duì)，可以提問(wèn)，但教師只能用Yes或No作答。)例如： S: Are you a doctor?T: No.1S: Are you a teacher?T: Yes.2③(學(xué)生猜對(duì)教師示范的職業(yè)后，教師退出活動(dòng)，同時(shí)讓猜對(duì)的那個(gè)學(xué)生上臺(tái)抽卡、表演和回答問(wèn)題，下一個(gè)猜對(duì)者接著上臺(tái)抽卡，以此類推。)(2)(有關(guān)說(shuō)明：)①(每次提問(wèn)次數(shù)和猜測(cè)次數(shù)應(yīng)有所限制，在規(guī)定次數(shù)內(nèi)仍未猜對(duì)，則可進(jìn)行下一輪競(jìng)猜。)②(本活動(dòng)也可采用兩組對(duì)抗形式，即一組派代表抽卡片表演，另一組猜職業(yè)。雙方輪換角色，最后猜對(duì)次數(shù)多，準(zhǔn)確率高的一組獲勝。)2.(教師出示各種職業(yè)人士的圖片和學(xué)生進(jìn)行對(duì)話練習(xí)，操練What do/does … do?)T: What do you do? Ss: We’re students.(教師按照?qǐng)D片依次問(wèn)學(xué)生。)T: What does the man do? S: He is a driver.3 T: What does she do? S: She is a doctor.4 T: What does the man do? S: He is an office worker.5(教師應(yīng)提醒學(xué)生注意此句中an的用法并板書。)16

He is an office worker.3.(教師把圖片分給各小組，小組內(nèi)每人輪流模仿老師提問(wèn)其他學(xué)生，讓每一位學(xué)生都有機(jī)會(huì)說(shuō)英語(yǔ)。然后各組交換圖片，進(jìn)行對(duì)話練習(xí)。)

T: Please ask and answer in groups using these pictures.Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:7分鐘)通過(guò)作調(diào)查、填表格和寫短文等形式，培養(yǎng)學(xué)生綜合運(yùn)用本課目標(biāo)語(yǔ)言的能力。1.(出示小黑板，學(xué)生兩人一組，運(yùn)用3b中的例子，對(duì)同伴的家庭成員情況作調(diào)查，并填表格。完成3b。)T: Make a survey about your partner’s family after the example in 3b.Then fill out the table.×××’s Family Family member(家庭成員)Job(職業(yè))Mother Father ? 2.(根據(jù)表格信息，寫一篇小 短文對(duì)調(diào)查結(jié)果進(jìn)行匯報(bào)。)T: Please report your partner’s family.3.Homework:(1)學(xué)生采訪自己的爸爸或媽媽，然后寫一篇短文介紹他們工作的具體情況。鼓勵(lì)學(xué)生在作業(yè)紙上畫一張父親(母親)的畫或貼一張父親(母親)的照片。下節(jié)課向全班宣讀。(2)準(zhǔn)備一個(gè)硬紙板，剪成圓形的，直徑10cm，制成一個(gè)轉(zhuǎn)盤，下節(jié)課用。板書設(shè)計(jì)：

What does your mother do? Section A an office worker —What do you do? Glad to meet you.—I’m a(an)… Please have a seat.—What does… do?

They are both office workers.—He/She is a(an)… Section B The main activity is 1a.本課重點(diǎn)活動(dòng)是1a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn some new words and a phrase:work, hospital, on, farm, on a farm, drive 2.Talk about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ.Teaching aids 教具 圖片/教學(xué)掛圖/小黑板/錄音機(jī)/幻燈片/自制的轉(zhuǎn)盤 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:6分鐘)通過(guò)檢查家庭作業(yè)，問(wèn)答接龍等形式，復(fù)習(xí)重點(diǎn)知識(shí)，導(dǎo)入新課。1.(師生應(yīng)用Glad to meet you.相互問(wèn)候，全體起立。)

T: Good morning/afternoon, class.Glad to meet you again.Ss: Glad to meet you, too.Miss/Mr.… T: Please have a seat.Ss: Thank you.2.(將學(xué)生分為五人一組。學(xué)生先在小組內(nèi)宣讀上節(jié)課布置的家庭作業(yè)，然后各小組推選一名學(xué)生向全班宣讀。)T: Please work in groups of five and introduce your father or mother to your classmates in groups.Then vote a student to report to us.17

3.(運(yùn)用圖片，做“問(wèn)答接龍”活動(dòng)，復(fù)習(xí)What do/does …

do?)

T: What does … do?(教師手持有某職業(yè)人員的圖片。)S: He/She is a … 1(轉(zhuǎn)向另一個(gè)學(xué)生)What does/do … do? S: He/She is a …/They are … 2(轉(zhuǎn)向下一個(gè)學(xué)生)What do/does … do? S: … 3… Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:12分鐘)運(yùn)用圖片及教學(xué)掛圖，通過(guò)師生、生生問(wèn)答的形式，引出并學(xué)習(xí)生詞及新句型。1.(教師出示一位醫(yī)生在醫(yī)院的圖片。)T: Very good.Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor.T: Yes, he’s a doctor.He works in a hospital.(板書并要求學(xué)生掌握。)work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital.(教師幫助學(xué)生回答。)

(板書并要求學(xué)生掌握句型。)

Where does Kangkang’s father work? He works in a hospital.(教師解釋in a hospital表示地點(diǎn)，用where提問(wèn)。)T:(出示一個(gè)農(nóng)民在農(nóng)場(chǎng)的圖片。)Boys and girls, look at this picture.Where’s the farmer? Ss: He’s on a farm.(教師幫助學(xué)生回答，并強(qiáng)調(diào)“在農(nóng)場(chǎng)”是“on a farm”。注意介詞“on”的使用。)

(板書并要求掌握。)

on, farm, on a farm 2.(利用構(gòu)詞法教授新詞drive，板書并要求學(xué)生掌握。)(出示小黑板)work（工作）——worker（工人）farm（務(wù)農(nóng)）——farmer（農(nóng)民）drive（開(kāi)車）——driver（司機(jī)）teach（教學(xué)）——teacher（教師）T: Look at the small blackboard and guess the meaning of“drive”.(先讓學(xué)生仔細(xì)觀察每組詞的變化，再觀察漢語(yǔ)意思，然后總結(jié)規(guī)律。在小組內(nèi)討論、探究，達(dá)成一致意見(jiàn)后，各小組長(zhǎng)向全班匯報(bào)。)

(教師總結(jié)：一些動(dòng)詞，如果在其后加er(或or)之后，就變成了名詞，名詞表示執(zhí)行這個(gè)動(dòng)詞動(dòng)作的人。教師可以利用學(xué)過(guò)的動(dòng)詞進(jìn)行補(bǔ)充，讓學(xué)生猜測(cè)其意。例如：think(思考)——thinker(思想家)；speak(說(shuō)，講)

——speaker(演講者)；visit(參觀)——visitor(來(lái)訪者)等等。)(學(xué)生大聲朗讀教師板書的詞。)(導(dǎo)入1a。)3.(教師出示1a教學(xué)掛圖并談?wù)摗?

T: Look at this picture.The man is a doctor.This is a hospital.He works in a hospital.(教師要求學(xué)生看圖復(fù)述，可以增加更多的內(nèi)容。)4.(教師放1a錄音，學(xué)生跟讀，然后師生互動(dòng)，先模仿，后操練。)

T: Listen to the tape and repeat.Then practice 1a in pairs.Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)18

通過(guò)對(duì)話、猜謎等形式，讓學(xué)生進(jìn)一步掌握重點(diǎn)句型及生詞，完成1b和2。1.(用幻燈片呈現(xiàn)1b中女教師上課的圖片。)T: Look at this picture.What does she do, S? 1S: She is a teacher.1 T: Where does she work, S? 2S: She works in a school.2 T: Well done!(教師接著用幻燈片呈現(xiàn)農(nóng)民干活的圖片。)T: Look at this picture.What do the men do? S: They are farmers.3 T: Where do they work? S: They work on a farm.4(教師用幻燈片呈現(xiàn)機(jī)關(guān)人員工作的圖片。)T: Look at the picture.What do they do, S? 5S: They are office workers.5 T: Where do they work? S: They work in an office.52.(學(xué)生看1b，兩人一組依照范例操練對(duì)話，完成1b。然后找?guī)捉M學(xué)生到前面表演。)T: Practice in pairs according to the pictures in 1b after the example.Then I’ll ask several pairs to act out in the front.3.(兩人一組做“問(wèn)答猜謎”活動(dòng)，教師示范，完成2。)

T: Let’s ask and answer to guess riddles.Example: T: My sister works in a hospital.But she isn’t a doctor.What does she do, S? 6S: I think she is a nurse.64.(教師將Section A，3a中的圖片呈現(xiàn)出來(lái)，依次和學(xué)生進(jìn)行問(wèn)答練習(xí)。)Step 4 Practice 第四步 練習(xí)(時(shí)間:12分鐘)通過(guò)聽(tīng)錄音回答問(wèn)題并填空，做調(diào)查等形式，繼續(xù)鞏固本課的重點(diǎn)語(yǔ)言項(xiàng)目，完成3和4。1.(教師播放3錄音，先讓學(xué)生口頭回答下列問(wèn)題，然后再聽(tīng)錄音填表格，完成3。)

T: Listen to the tape, and answer the following questions orally.Then listen again and fill out the table in 3.(小黑板出示下列問(wèn)題。)(1)What do David and Paul do?(2)Is Lisa a driver? Where does she work?(3)Where does Danny work?(依次讓五名學(xué)生回答問(wèn)題并核對(duì)答案，核對(duì)3中表格的答案。)2.(做調(diào)查，完成4。每個(gè)學(xué)生至少要問(wèn)三個(gè)學(xué)生，然后完成表格。先在小組內(nèi)匯報(bào)，然后每個(gè)小組挑選一個(gè)代表向全班匯報(bào)。)

T: Make a survey.Ask your classmates about their parents’ jobs and workplaces.Then fill out the table in 4.First report in groups, then vote a student to report to the class.3.(教師利用幻燈片呈現(xiàn)下列內(nèi)容，要求學(xué)生填寫所缺的句子，補(bǔ)全對(duì)話。)

T: Please look at the slide and complete the dialog.—Excuse me, could you please tell me your name? —Sure, my name is Da Long.And you? —My name is Li Gang.Glad to meet you, Da Long.—Glad to meet you, too.—What do you do? —I’m a student.—What does your father do? —My father is a worker.—Where does he work? 19

—He works in a factory.(畫線句子為學(xué)生要填寫的。)4.(出示小黑板或幻燈片。讓學(xué)生把職業(yè)和職業(yè)特征連接，復(fù)習(xí)職業(yè)類詞匯及相關(guān)句型。)farmer works in the hospital driver teaches at school cook works on the farm nurse drives a bus doctor works in an office office worker studies English student works in the kitchen(廚房)teacher looks after patients(病人)T: Please match the jobs with the workplaces.Example: doctor—works in the hospital(核對(duì)答案。)5.(以幻燈片形式呈現(xiàn)chant的內(nèi)容，教師領(lǐng)著學(xué)生有節(jié)奏地讀。)T: Let’s chant.Please read after me rhythmically.Work, work, work, work People work every day Fathers work Mothers work Teachers work Nurses work Cooks work Farmers work Work at home Work at school Work everywhere Work, work, work, work Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:5分鐘)通過(guò)做游戲、寫短文等形式，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。1.(教師可以用自制的寫有worker, farmer, student等職業(yè)名詞的轉(zhuǎn)盤向?qū)W生演示，轉(zhuǎn)動(dòng)轉(zhuǎn)盤，當(dāng)停住時(shí)，問(wèn)一位同學(xué)，讓他/她回答。然后讓學(xué)生拿出上次課外作業(yè)布置的自制轉(zhuǎn)盤，一個(gè)學(xué)生問(wèn)，另一個(gè)學(xué)生回答。完成5。)

T: Let’s play a game: Job Spinning.Now ask and answer in pairs after the example.Example: S: What do you do? 1S: I’m a(an)… 2S: Where do you work? 1S: I work … 2 2.Homework:(1)將所學(xué)過(guò)的表示職業(yè)類的名詞制成卡片，然后兩人一組操練What do/does … do?和 Where do/does … work?(2)寫一篇介紹家庭成員職業(yè)的文章，詞數(shù)在四十個(gè)左右。(3)讓有全家福照片的同學(xué)下節(jié)課帶上，以備下節(jié)課使用。板書設(shè)計(jì)： What does your mother do? Section B 20

in a hospital —What do/does … do? on a farm —He/She is a(an)… /They are …/I am…

in a school —Where does he/she work? in an office —He/She works …

Section C The main activity is 1a.本課重點(diǎn)活動(dòng)是1a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

1.(1)Learn some words about family members and relatives: aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree 2.Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids 教具 圖片/照片/教學(xué)掛圖/錄音機(jī)/小黑板/幻燈片 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步

復(fù)習(xí)(時(shí)間:10分鐘)運(yùn)用圖片和全家福照片，通過(guò)師生問(wèn)答的形式，復(fù)習(xí)有關(guān)職業(yè)及工作場(chǎng)所的句型，并引入部分新單詞，導(dǎo)入新課。1.(教師出示各種職業(yè)人物的圖片，復(fù)習(xí)有關(guān)職業(yè)及工作場(chǎng)所的句型。)(教師出示一個(gè)醫(yī)生的圖片。)T: What does he do? S: He is a doctor.1 T: Where does he work? S: He works in a hospital.1(教師出示一個(gè)女教師的圖片。)

(教師出示一個(gè)辦公室男職員的圖片，讓學(xué)生互相問(wèn)答。)2.(出示一張四口之家的全家福，通過(guò)陳述人物關(guān)系引入新詞匯。)T: Look at this photo.It’s a photo of Michael’s family.(板書并要求學(xué)生掌握。)

family

T:(指著圖片上的男孩)The boy is Michael.(指著圖片上的女孩)The little girl is his sister, Jane.Michael is Jane’s

brother.(板書，讓學(xué)生猜其意。然后要求學(xué)生掌握。)

brother T: The man in black is Mr.Brown.He is Michael and Jane’s father.The woman in red is their mother.So Jane is the woman’s daughter and Michael is her son.(板書并要求學(xué)生掌握。)daughter, son 3.(猜人物關(guān)系，學(xué)生聽(tīng)教師的描述，在教師的幫助下學(xué)習(xí)更多新詞匯。)T:Your father’s brother is your …? 21

Ss: Uncle.(幫助學(xué)生回答。)

(板書并要求學(xué)生掌握。)

uncle

T: Your mother’s brother is your …? Ss: Uncle.T: S, do you have an uncle? 5S: Yes, I do./No, I don’t.5

T: Your father’s sister is your …? Ss: Aunt.(幫助學(xué)生回答。)

(板書并要求學(xué)生掌握。)aunt T: Your mother’s sister is your …? Ss: Aunt.T: Your aunt’s son is your …? Ss: Cousin.(幫助學(xué)生回答。)(板書并要求學(xué)生掌握。)cousin T: Your aunt’s daughter is your cousin, too.Here, cousin means“表姐妹”in Chinese.T: Your parents’ parents are your …? Ss: Grandparents.(幫助學(xué)生回答。)(板書并要求學(xué)生掌握。)

grandparents(導(dǎo)入新課。)

Step 2 Presentation 第二步

呈現(xiàn)(時(shí)間:6分鐘)利用師生問(wèn)答、聽(tīng)錄音跟讀、分角色朗讀等形式，呈現(xiàn)師展示1a

1a內(nèi)容，學(xué)習(xí)部分生詞。1.(教

1a教學(xué)掛圖，通過(guò)問(wèn)答形式，學(xué)習(xí)新單詞，理清中的人物關(guān)系。)T: This is a photo of Kangkang’s family.(板書)a photo of …(師生問(wèn)答，允許有不符合原文的回答，為后面的聽(tīng)力打基礎(chǔ)。)

T:(手指沙發(fā))Who are they on the sofa?(板書并要求學(xué)生掌握。)sofa S: They are Kangkang’s grandparents.5 T: Who is the little girl? S: She is Kangkang’s cousin.62.(聽(tīng)1a錄音，核對(duì)答案。)3.(再聽(tīng)1a錄音并跟讀，模仿語(yǔ)音語(yǔ)調(diào)。)

T: Listen and repeat.Imitate the pronunciation and intonation.4.(學(xué)生分角色朗讀，完成1a。)T: Read 1a in roles.Step 3 Consolidation 第三步 鞏固(時(shí)間:10

分鐘)通過(guò)找關(guān)鍵詞、表演對(duì)話、展示全家福等形式，使學(xué)生在運(yùn)用中掌握新知識(shí)。1.(學(xué)生自讀

1a，并找出關(guān)鍵詞。教師板書關(guān)鍵詞，讓學(xué)生根據(jù)關(guān)鍵詞表演1a對(duì)話。)T: Read 1a by yourselves and find out the key words.Then act out the dialog according to the key words on the blackboard.(板書)a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— 22

on the sofa —— big family 2.(學(xué)生再讀1a。根據(jù)1a內(nèi)容，完成1b。并互相核對(duì)答案。)T: Please read 1a again.Then fill in the blanks in 1b according to 1a.Then check the answers together.3.(挑選幾個(gè)學(xué)生，展示自己的全家福，并作簡(jiǎn)單介紹。)

T: Please show us photos of your family.Then introduce them to your classmates.S, please.1 S: This is my … He/She is a(an)… He/She works … 1 S: There are three people in my family.They are my mother, father and I.My mother is a 2 teacher.… …(對(duì)于介紹流利，發(fā)音準(zhǔn)確的學(xué)生，給予表?yè)P(yáng)。)Step 4 Practice 第四步 練習(xí)(時(shí)間:12分鐘)

1.(教師出示畫在小黑板上康康的家譜。)

Kangkang’s Family Tree T: This is Kangkang’s family tree.(板書并要求學(xué)生掌握。)tree, family tree 2.(讓學(xué)生參照1a內(nèi)容，完成康康的家譜，核對(duì)答案，完成1c。)T: Please complete Kangkang’s family tree according to 1a.Then check the answers together.3.(讓學(xué)生參照康康的家譜，編對(duì)話。兩人一組練習(xí)，然后找?guī)捉M到講臺(tái)前表演。)

T: Please make conversations after the example according to Kangkang’s family tree.Then practice in pairs.I’ll ask several pairs to act them out in the front.Example: T: Who’s the man in black? S: He’s Kangkang’s father.14.(教師用幻燈片展示一篇短文，學(xué)生讀后完成家譜，并核對(duì)答案。)

My name is Jack.I am a boy.I’m 12 years old.I’m a student.My father is a doctor.My mother is a teacher.My aunt and uncle are both office workers.They have a daughter.I have a little sister.My little sister is four years old.She is at home with my grandparents.T: Nice work.Please read the passage on the slide, then complete the following family tree.(板書)_ _ _’s Family Tree(核對(duì)答案。)5.(讓學(xué)生畫自己家的家譜，并對(duì)家庭成員作簡(jiǎn)短的批注，如：職業(yè)、年齡和工作地點(diǎn)等。)T : Draw your own family tree and write some information about your family members, such as jobs, age and 23

workplaces.6.(根據(jù)自己家的家譜和2中的提示性問(wèn)題寫一篇小短文，完成2。)T: Write a short passage according to your own family tree and the questions in 2.I’ll ask several students to read your passages.Example: This is my family.My father is … years old.He is a/an ….He works in/on/at ….My mother is … years old.She is a/an ….She works in/on/at ….My aunt is ….My uncle is ….I am … years old.I am a ….(教師挑選幾個(gè)學(xué)生，讓他們大聲朗讀自己的短文，并給予點(diǎn)評(píng)和鼓勵(lì)。)Step 5 Project 第五步

綜合探究活動(dòng)(時(shí)間:7分鐘)通過(guò)chant、采訪和填表格等探究活動(dòng)，培養(yǎng)學(xué)生綜合運(yùn)用目標(biāo)語(yǔ)言的能力。1.(播放錄音，學(xué)生跟著chant。在吟唱中復(fù)習(xí)所學(xué)詞匯，完成3。)

T: Listen to the tape and have a chant.2.(采訪活動(dòng)，讓學(xué)生充當(dāng)小記者采訪同學(xué)，然后完成下表。出示小黑板。)

T: Suppose you are a journalist and interview your classmates about their family members.Then fill out the table on the small blackboard.Name Relation Age Job Workplace _ _ _’s Family _ _ _’s Family 3.Homework: 收集家人及親戚的照片，用英語(yǔ)寫一篇短文，簡(jiǎn)單描述他們的職業(yè)、工作單位、與你的關(guān)系等情況，并帶到學(xué)校來(lái)，與同學(xué)們共享。板書設(shè)計(jì)：

What does your mother do? Section C This is a photo of … on the sofa family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family

Section D The main activities are 1, 2a and 5.本課重點(diǎn)活動(dòng)是1, 2a和5。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

1.(1)Learn the following phonetic symbols:/m/, /n/, /l/

(2)Learn some new words and a phrase:happy, teach, only, after, look after 2.Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?

3.Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.24

Ⅱ.Teaching aids 教具 單詞卡片/圖片/錄音機(jī)/幻燈片/錄像設(shè)備/小黑板/獎(jiǎng)品/投影 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:15分鐘)放錄音，出示全家福，師生對(duì)話，復(fù)習(xí)有關(guān)職業(yè)的詞匯及句型，引出新詞匯，導(dǎo)入新課。1.(方案一)(播放含有職業(yè)性對(duì)話的錄音片斷，師生互動(dòng)。)T: Now, let’s listen to the tape, and answer my questions.(1)(播放醫(yī)生詢問(wèn)病人病情的錄音片斷，可以是中文的。)T: What does the man/woman do? S: He/She is a doctor.1(2)(播放教師上英語(yǔ)課的錄音片斷。)T: What does the man/woman do? S: He/She is a teacher.2

T: He/She teaches English.(板書，教學(xué)新單詞，并要求掌握。)teacher —— teach(3)(播放學(xué)生上課的錄音片斷。)T: What do they do? S: They are students.3(以同樣的方式進(jìn)行其他“聽(tīng)錄音辨職業(yè)”訓(xùn)練。)(方案二)(看錄像/幻燈片/投影/圖片，找出具有職業(yè)特征的人物。)(教師讓學(xué)生快速觀看錄像/幻燈片/投影/圖片，然后提出問(wèn)題。)T: Who can you see? S: I can see a teacher.4S: I can see a doctor.5S: I can see a driver.6…(直到?jīng)]有學(xué)生補(bǔ)充為止，然后再現(xiàn)材料，讓學(xué)生仔細(xì)觀察，師生合作，共同找出所有職業(yè)性人物。)2.(看誰(shuí)演得好:讓學(xué)生上前表演各種職業(yè)的特征，可利用道具。)

T: Nice work!Now I’ll ask some students to act out different jobs and say what you do and where you work.S, 7 please.S: I am a … I work in a …(學(xué)生一邊說(shuō)一邊做該職業(yè)的標(biāo)志性動(dòng)作。)7S: I am a … I work in a …(像S一樣)87(所有volunteers表演完畢后，師生一起評(píng)出“最佳演員”，并頒發(fā)獎(jiǎng)品。如：英語(yǔ)本。)3.(教師出示一張自己家三代同堂的全家福，師生問(wèn)答，引出新詞匯。)T: Boys and girls, please look at this photo of my family.This girl is my little daughter.Can you guess how old she is? Ss: She is four years old.(學(xué)生猜測(cè)女兒的年齡。)T: Yes.She is only four years old, and she is very cute.(板書，教學(xué)新單詞，并要求學(xué)生掌握only；了解cute。)

only, cute

Ss: Yes.T: Do you know who’s looking after my daughter now? Ss: Her grandparents.(板書，并要求掌握。)after, look after T: You are right.I think I have a happy family.25

(板書，學(xué)習(xí)新單詞，并要求掌握。)happy(導(dǎo)入1。)

Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:10分鐘)運(yùn)用卡片學(xué)習(xí)音標(biāo)；聽(tīng)錄音，做閱讀理解，掌握目標(biāo)語(yǔ)言。1.(出示

1中的單詞卡，讓學(xué)生認(rèn)讀單詞。)T: Boys and girls, we all know this word, right?(手持family單詞卡。)Now I’ll show you more word cards.Please read these words in turn.(手持nurse單詞卡)S: Nurse.1(手持apple單詞卡)S: Apple.2(手持map單詞卡)S: Map.3 … T:(出示mouse, monkey的單詞卡。)Well done!Now please look at the two words.Can you read them? The old words can help you.Ss: Mouse, monkey.(教師可幫助學(xué)生學(xué)會(huì)怎樣用學(xué)過(guò)的單詞拼讀新單詞。)2.(讓學(xué)生把單詞卡片歸類。教學(xué)音標(biāo)/m/, /n/, /?/, /l/.)T: Good.You are very clever.Now please divide these words according to the pronunciation.(板書)

/m/

/n/ /?/ /l/ 3.(播放1錄音，并讓學(xué)生跟讀，直到讀準(zhǔn)確為止，完成1。)T: Very good!Now please listen to the tape and repeat.4.(由自己家的全家福照片，導(dǎo)入2a。)

T: You know about my family.Today we have a new friend, Peter.Here is a photo of Peter’s family.After listening to the tape, you’ll know about his family.Do you want to know him?(1)(讓學(xué)生聽(tīng)2a，然后回答小黑板上所列的問(wèn)題，師生核對(duì)答案。)

T: Please listen to the tape.Then answer the following questions.1.How old is Peter? 2.Where is he from? 3.How old is his little sister?(2)(再播放2a錄音，完成在小黑板上繪制的如下表格，訓(xùn)練學(xué)生的聽(tīng)力。)T: Listen to the tape again.And fill out the table on the small blackboard.Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步 鞏固(時(shí)間:6分鐘)通過(guò)復(fù)述短文和人物訪談，使學(xué)生進(jìn)一步鞏固目標(biāo)語(yǔ)言。1.(學(xué)生精讀

2a，完成2b，核對(duì)答案；并要求同桌之間進(jìn)行對(duì)話。)

T: Read 2a again.Then answer the questions in 2b.Then check the answers with your deskmate.26

2.(板書關(guān)鍵詞，讓學(xué)生復(fù)述2a。)T: Please retell the passage according to the key words on the blackboard.Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after(學(xué)生如有困難，教師要及時(shí)給予幫助，對(duì)復(fù)述流暢、準(zhǔn)確的學(xué)生給予鼓勵(lì)。)3.(仿寫短文，讓學(xué)生把自己的家庭情況，用關(guān)鍵詞概括，然后口述。)T: Imitate the passage in 2a and retell the information about your family orally.4.(人物訪談：讓兩位學(xué)生表演，S扮記者，S扮外國(guó)明星。)12

T: Let’s have an interview.Suppose S is a reporter, S is a famous foreign star.S interviews S.OK, please!1212S: Welcome to China, Mr./Miss … 1S: Thank you.2S: May I know your family? 1S: Sure.2S: What does your father/mother do? 1S: My father/mother is a(an)… 2S: Do you like China? 1S: Yes.I like China very much.2S: Thank you very much.1S: You’re welcome.2(讓學(xué)生兩人一組練習(xí)人物訪談對(duì)話。)

Step 4 Practice 第四步 練習(xí)(時(shí)間:8分鐘)通過(guò)做游戲和做練習(xí)，使學(xué)生在運(yùn)用中掌握目標(biāo)語(yǔ)言，并訓(xùn)練學(xué)生的聽(tīng)力。1.(播放兩遍3的錄音，第一遍讓學(xué)生了解大意，第二遍后判斷正誤，核對(duì)答案。)T: Listen to the tape for the first time in order to learn about main ideas.Then listen again and mark True or False in 3.I’ll check the answers.2.(重放3錄音，學(xué)生獲取更多信息，并根據(jù)對(duì)話內(nèi)容，復(fù)述

Jack的家庭情況，完成3。)

T: Listen to the tape again, and try to get more information.Then retell Jack’s family according to the dialog.3.(做游戲：找朋友。課前把4a，4b中的問(wèn)句和答句寫在卡片上，打亂順序，讓十六個(gè)學(xué)生抽取卡片，然后迅速找到與自己相對(duì)應(yīng)的問(wèn)句或答語(yǔ)，兩人一組表演出來(lái)。)

T: Let’s play a game: Finding friends.Here are sixteen cards.I’ll ask sixteen students to draw the cards.Then find out their own questions or responses quickly and act out in the front.Example: Group 1 S:What do your parents do? 1 S:They are both office workers.2 Group 2 S:What do you do? 3 S:I’m a student.4

… 4.(播放4a、4b錄音，學(xué)生跟讀，并注意語(yǔ)音語(yǔ)調(diào)。完成4a和4b。)

T: Listen to the tape and repeat.Pay attention to your pronunciation and intonation.5.(教師出示小黑板，學(xué)習(xí)并操練本單元的特殊疑問(wèn)句。)T: Let’s do some exercises.Please look at the small blackboard.Fill in the blanks, then check the answers together.對(duì)畫線部分提問(wèn)：

(1)My parents are workers.do your parents ?(2)I am a student.27

do you ?(3)The man works on a farm.the man work?(4)They work in a school.they work?(核對(duì)答案。)Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:6分鐘)通過(guò)畫家譜，采訪，填表格，寫短文等形式，培養(yǎng)學(xué)生綜合運(yùn)用本話題語(yǔ)言知識(shí)的能力。1.(聽(tīng)敘述，畫家譜。老師讓一個(gè)或幾個(gè)學(xué)生介紹自己的家庭情況，其他學(xué)生根據(jù)敘述，畫出家譜，看誰(shuí)畫得最正確。完成5（1）。)

T: Listen to the description of your partner’s family photo.Then draw his/her family tree.And we will decide who draws best.2.(人人都做小記者。學(xué)生兩人一組相互采訪，完成5(2)。)

T: Suppose you are a reporter, interview your partner about his/her family members.Then fill out the table in 5.讓學(xué)生根據(jù)5(2)采集到的信息，寫一篇介紹搭檔家庭的小短文，完成5(3)。教師挑選幾篇寫得好的短文，粘貼在教室后面的《英語(yǔ)學(xué)習(xí)園地》欄。板書設(shè)計(jì)：

What does your mother do? Section D live with us look after 1./m/, /n/,/?/, /l/ in red 2.My grandparents live with 3.Homework: us and look after Rose at home.on the sofa 3.What do your parents do?

a photo of my family 4.What does the man do?

Topic 3 What would you like to drink? Section A The main activities are 1a and 3.本課重點(diǎn)活動(dòng)是1a和3。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.(1)Learn some words about food and drink: fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger(2)Learn some other new words and phrases: yourself/yourselves, help oneself(to), would, about, What about …? all right, for, idea, good idea

2.Talk about having meals and making suggestions:(1)—Help yourselves!—Thank you.(2)—Would you like some …?—No, thanks.(3)—What would you like to eat/drink?—Apple juice, please.—I’d like …(4)—Milk for me, please.—Me, too.(5)—What about some …?—Good

idea.3.Learn countable nouns and uncountable nouns.28

Ⅱ.Teaching aids 教具 圖片/實(shí)物/錄音機(jī)/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:12分鐘)利用圖片和實(shí)物，通過(guò)師生問(wèn)答的形式，激活學(xué)生的英語(yǔ)思維，調(diào)動(dòng)學(xué)生的積極性，并導(dǎo)入新課。1.(教師出示圖片，復(fù)習(xí)表示食物的單詞。)

T: Hello, boys and girls.I know you learnt many words about food, now look at the pictures.What’s this in English?(圖片上為一紅色蘋果。)S: It’s an apple.1

T: Good.What color is it? S: It’s red.1 T: Do you like it? S: Yes, I do./ No, I don’t.1(教師以同樣的方法，復(fù)習(xí)orange(s), banana(s), egg(s), cake(s)。)2.(教師擺放幾個(gè)水果，如：oranges, bananas, apples, 引起學(xué)生的興趣。)T:(教師拿一個(gè)蘋果)I have an apple.T:(教師手捧幾個(gè)蘋果)I have some apples.T:(換成幾個(gè)橘子)I have some oranges.T:(換成幾個(gè)香蕉)I have some bananas.(教師引導(dǎo)學(xué)生說(shuō)：I have some …)S: I have some books.2S: I have some friends.3S: I have some pens.4… 3.(教師手拿橘子，請(qǐng)一個(gè)學(xué)生進(jìn)行如下對(duì)話。)T: S, do you like oranges? S: Yes, I do.55 T: Do you want some oranges? S: Yes, I do.5T:(把橘子給S)Here you are.S: Thanks.554.(學(xué)生積極性已被調(diào)動(dòng)，教師趁熱打鐵。)T: Do you want some oranges? Ss: Yes, I do.T: OK.Now, please look at the blackboard.(板書)

Do you want some oranges?=

T: We can say it like this:(在等號(hào)后面板書并領(lǐng)讀。)Would you like some oranges?(師生交換角色，引出Would you like some …?的答語(yǔ)。)

T: S, S: Would you like some cakes? 6

T: No, thanks.(教師表?yè)P(yáng)S并給他/她一個(gè)橘子。)6

T: Now, boys and girls.Do you understand? Ss: Yes.T: OK.Let’s try.S, would you like some oranges?

S: Yes, please./No, thanks.77

T: S, would you like some apples? S: Yes, please./No, thanks.88(教師在Would you like some oranges?后面板書。)肯定回答：Yes, please.否定回答：No, thanks.(導(dǎo)入1a。)Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:13分鐘)利用圖片、創(chuàng)設(shè)情境以及肢體語(yǔ)言等方式學(xué)習(xí)生詞和新句型。引導(dǎo)學(xué)生運(yùn)用觀察、歸納和實(shí)踐等方法學(xué)習(xí)語(yǔ)言知識(shí)，感悟語(yǔ)言功能。1.(教師出示食物圖片，并在食物下方寫上英語(yǔ)。)29 please say “would you like some …?” S: OK.Would you like some oranges? 66 T: Yes, please.T: S, would you like some chicken?(教師手持chicken圖片。)1 S: Yes, please./ No, thanks.1(教師把圖片貼在黑板上，教學(xué)該單詞，并要求學(xué)生掌握。)T: S, would you like some rice?(教師手持rice圖片。)2 S: Yes, please./ No, thanks.2(把圖片貼在黑板上，教學(xué)該單詞，并要求學(xué)生掌握。)(用同樣的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。)(板書)fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger 2.(為學(xué)生創(chuàng)設(shè)情境，引出句型。)T: S, look!There are many kinds of foods here, are you hungry?(手拍腹部。)3 S:Yes.3 T: What do you want to have?(作吃東西狀，提示該學(xué)生。)S: I want some … 3(板書)What do you want to have?= I want some …=(教師繼續(xù)提問(wèn)。)T: S, there are many kinds of drinks here.Are you thirsty?(作喝水動(dòng)作，提示該學(xué)生。)4 S: Yes.4 T: What do you want to drink? S: I want some … 4(板書)drink What do you want to drink?= I want some …= 3.(讓學(xué)生觀察前面的Do you want some …?部分，引導(dǎo)學(xué)生說(shuō)出以上句子的同義句，并板書。)What do you want to have?=What would you like to have? I want some … =I would like some … What do you want to drink?=What would you like to drink? I want some … =I would like some …(師生互動(dòng)操練板書的句型。)T: S,what would you like to have? 5 S: I would like some … 5(操練完畢，教師說(shuō)明I would like通常寫成I’d like，板書，領(lǐng)讀，并要求學(xué)生掌握。)

I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples.(學(xué)生模仿)S: I’d like some … 64.(待四個(gè)學(xué)生操練完畢，教師總結(jié)，提問(wèn)，引出另一句型What about …?)T: Different people like different foods and drinks, S would like …, S would like …, S would like …, S would 6789 like …(教師叫S)What about you, S? 1010 S:I’d like some …(教師幫助回答。)10 T: Would you like some …? S:No, thanks.10 T: What about some …?

S:Good idea.(幫助學(xué)生回答。)10

(教師板書，解釋W(xué)hat about的用法。)30

What about …? Good idea.5.(看圖猜句子，教師展示一幅用餐圖片，圖中主人正請(qǐng)客人用餐，在主人頭上畫一云狀話語(yǔ)框，用紙片蓋住Help yourselves。)

T: Guess, what will he say? S: Do you want some rice? 11S: Would you like some …? 12S: What do you want to have? 13S: What would you like to have? 14S: What would you like to drink? 15…(學(xué)生積極發(fā)言，教師最后掀開(kāi)紙片露出Help yourselves。板書并要求學(xué)生掌握。)

Help yourself/yourselves.(先讓學(xué)生猜意思，然后教師解釋含義及用法。)(教師拿幾個(gè)橘子，走到一個(gè)學(xué)生旁邊。)T: Help yourself to some oranges.(教師示意那個(gè)學(xué)生拿一個(gè)橘子。)S: Thank you.16(做同樣的活動(dòng)，直到教師手里橘子被拿完。)6.(播放1a錄音，讓學(xué)生找出所聽(tīng)到的表示食物或飲料的名詞，并核對(duì)。)T: OK.Listen to the tape and find out the words about food and drink you hear.Try, please.7.(要求學(xué)生再聽(tīng)1a錄音并跟讀，注意語(yǔ)音語(yǔ)調(diào)。)

T: Good.Listen and repeat.Please pay attention to the pronunciation and intonation.(用英語(yǔ)解釋部分生詞并板書，要求學(xué)生掌握。)all right=OK Milk for me.=I’d like some milk.Me, too.=I’d like some milk, too.Step 3 Consolidation 第三步 鞏固(時(shí)間:7分鐘)通過(guò)填表格、觀察討論等活動(dòng)，培養(yǎng)學(xué)生觀察力，鞏固所學(xué)語(yǔ)言知識(shí)。1.(讀1a，填1b表格，核對(duì)答案，完成1b。)T: Please read 1a again.Find out what Michael, Maria and Jane want to have.Then fill out the table.2.(教師出示小黑板，黑板上寫有食物和飲料的名稱，并按可數(shù)名詞和不可數(shù)名詞歸類。讓學(xué)生觀察小黑板并討論，然后說(shuō)出觀察結(jié)果，引出可數(shù)名詞與不可數(shù)名詞。)Group A: Countable nouns Group B: Uncountable nouns some eggs some fish some cakes some rice some apples some bread some hamburgers some chicken some vegetables some apple juice some oranges some water some bananas some milk T: Now, let’s look at the blackboard together!Who can tell me the differences between Group A and Group B? Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter.T: Well done.But do you know why? Ss:Sorry.We don’t know.(教師稍作解釋。)3.(看圖找物。教師展示一幅用餐圖片，讓學(xué)生找出所學(xué)的食物類名詞。)T: Look at the picture.What kind of food can you see? 31

S: I can see some cakes.1S: I can see some vegetables.2S: … 3…(教師提醒學(xué)生，注意使用正確形式。)4.(播放3錄音，讓學(xué)生先配對(duì)，再按可數(shù)名詞與不可數(shù)名詞歸類。完成3。)

T: Well done!Now, please listen to 3.Then match the food and drink with the words, next divide them into countable nouns and uncountable nouns.(核對(duì)答案。)Step 4 Practice 第四步 練習(xí)(時(shí)間:8

分鐘)通過(guò)角色表演，聽(tīng)力練習(xí)及情景表演，強(qiáng)化訓(xùn)練本節(jié)課的功能用語(yǔ)和新單詞。1.(角色表演，學(xué)生四人一組操練

1a對(duì)話，然后教師挑選一組表演該對(duì)話。)T: Let’s role-play.Please practice the dialog in 1a in groups of four.Then I’ll choose one group to come to the front and act it out.2.(播放2錄音，完成2。)T: Very good.Here’s another conversation about having meals.(教師可以用漢語(yǔ)解釋having meals。)Please listen to the tape and write down the words about food and drinks.Are you ready? Please go.(核對(duì)答案。)3.(情景表演：晚上你的朋友到你家用餐，請(qǐng)你和朋友一起表演就餐對(duì)話。)

T: Nice work.Imagine one of your friends comes to your home to have supper this evening.Can you make a conversation with your friend? You can use these useful expressions: Help yourself!Would you like … ? What would you like …? I don’t like … What about …? Good idea.… Step 5 Project 第五步

綜合探究活動(dòng)(時(shí)間:5分鐘)通過(guò)采訪和討論等活動(dòng)，把學(xué)習(xí)英語(yǔ)與學(xué)生生活有機(jī)結(jié)合起來(lái)，培養(yǎng)他們的健康意識(shí)。1.(采訪活動(dòng))(1)(教師先示范，然后學(xué)生四人一組，進(jìn)行采訪，并填寫4表格。)

(2)(匯報(bào)結(jié)果：教師先展示一個(gè)學(xué)生的采訪結(jié)果。然后挑選幾個(gè)學(xué)生朗讀他們的調(diào)查報(bào)告。)

T: In the lesson, we learned some names about food and drink.Now let’s work in groups of four.Ask your three classmates what they would like to eat and drink.Then write them down to fill out the table in 4.You can begin like this: S, what do you like to eat? 1 S: I like some vegetables and fish.1 T: What do you like to drink? S: I like some milk.1 T: Good!I’ll choose some of you to report it like this: X X likes to eat vegetables.X X likes to drink some milk.Do you understand? Please go!2.(討論：我們應(yīng)該吃什么食物才是最健康的？)(教師可以設(shè)計(jì)如下內(nèi)容，學(xué)生討論后連線。)(教師出示小黑板。)fish make us clever(使人聰明)chicken make us healthy(使人健康)milk make us fat(使人變胖)eggs make us sleep well(幫助入睡)vegetables juice hamburgers T: Let’s look at the small blackboard.Please discuss and match.(核對(duì)答案。)3.Homework: 32

(1)熟讀1a對(duì)話。(2)對(duì)自己的家人做一個(gè)調(diào)查，制作如4表格。板書設(shè)計(jì)：

What would you like to drink?

Section A Help yourself/yourselves.What about …? I would like … =I’d like … Good idea.Do you want some oranges?=Would you like some oranges? Yes, please./ No, thanks.What do you want to have?= What would you like to have? I want some …=I would like some … What do you want to drink?= What would you like to drink? I want some …=I would like some …

Section B

The main activities are 1a and 2a.本課重點(diǎn)活動(dòng)是1a和2a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo)

1.Learn some new words and phrases: usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well 2.Talk about having meals and ordering food:

(1)What do you usually have for breakfast, Michael?(2)May I take your order, sir?

3.Go on talking about offering, accepting and refusing.(1)It’s my favorite food.I like Chinese food very much.(2)—Would you like something to drink? —Yes.A glass of apple juice, please./No, thanks.Ⅱ.Teaching aids 教具 圖片/錄音機(jī)/圖釘/小黑板/彩色粉筆/實(shí)物/菜單 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:6分鐘)通過(guò)游戲，復(fù)習(xí)Section A，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)他們的觀察能力。(玩游戲，復(fù)習(xí)已學(xué)詞匯，培養(yǎng)學(xué)生速記能力與觀察能力。)(方案一)(少了什么？教師準(zhǔn)備若干食物卡片，并將這些卡片一一展示，學(xué)生逐一讀出卡片上的食物名稱，然后將卡片抽去一張讓學(xué)生快速辨認(rèn)，看少了哪一張，教師可以問(wèn)What’s missing?學(xué)生只需回答單詞。)T: Are you ready? Go!(教師先拿出卡片讓學(xué)生快速看一眼，然后合卡，抽卡，再呈現(xiàn)給學(xué)生。)What’s missing? S: Chicken.1(重復(fù)活動(dòng)，復(fù)習(xí)詞匯。)(方案二)(找區(qū)別：教師準(zhǔn)備A，B兩幅相似的用餐圖片，讓學(xué)生快速看一眼A圖然后收起來(lái)，并出示B圖，提問(wèn)學(xué)生What’s the difference?學(xué)生可以用I can see some …(a/an …)in Picture A, but I can’t see them(it)in Picture B.教師示范。)T: You can begin like this: I can see an apple in Picture A, but I can’t see it in Picture B.I can see some fish in Picture A, but I can’t see it in Picture B.(對(duì)找出最多區(qū)別的同學(xué)給予表?yè)P(yáng)。)Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:12分鐘)33

設(shè)置情境，引出新句型。1.(教師戴上服務(wù)生的帽子和領(lǐng)結(jié)，手里拿著一支筆和一張菜單，通過(guò)對(duì)話引出新詞匯。)T: Boys and girls, can you guess what I do? Ss: You are a cook.T: No, I’m not a cook.I am a waiter/waitress.(教師解釋waiter和waitress。)(然后教師展示一張飯店菜單。)T: What’s this in English? S: It’s an order.(教師幫助學(xué)生說(shuō)出an order，板書并要求學(xué)生掌握。)1 order 2.(情景表演：教師請(qǐng)三位同學(xué)扮演顧客，到講臺(tái)來(lái)。教師在課前將講臺(tái)桌裝飾成餐桌，并在上面放一些食品，如雞蛋、蛋糕、一杯牛奶、一杯蘋果汁??)T: S, S, S, please come to the front.234S: OK.2,3,4 T: S, would you like some eggs? 2S: Yes, please./No, thanks.2 T: S, what would you like to drink? 3S: A glass of apple juice, please.(學(xué)生可能會(huì)回答apple juice，幫助學(xué)生回答a glass of apple juice。解釋glass，板3 書并要求學(xué)生掌握。)

glass

T: S, would you like something to drink?(板書并解釋something, 要求學(xué)生掌握。)4 something S: A glass of milk.Thanks.43.(教師另請(qǐng)兩名男生，到講臺(tái)前。)T: S, S, please come to the front.56S:OK.5,6

T: May I take your order, sir?(教學(xué)may, take, sir板書并要求學(xué)生掌握。)may ,take, sir S: Some eggs, please.5S: Some cakes, please.6 T: Would you like something to drink? S: A glass of apple juice, please.5S: A glass of milk, please.6 T: OK.Wait a moment, please.(教師講解wait a moment，板書并要求學(xué)生掌握。)

wait a moment 4.(播放2a錄音，讓學(xué)生判斷說(shuō)話者的身份，并指出錄音中提到哪些食物和飲料。)T: Well, now listen to the dialog, and guess what the woman does.And what the food and drink are mentioned in the dialog.5.(再放2a錄音，讓學(xué)生跟讀，注意語(yǔ)音語(yǔ)調(diào)。)

T: Good!Now listen again and repeat.Pay attention to the pronunciation and intonation.6.(學(xué)生兩人一組根據(jù)2a對(duì)話，畫出不懂之處。)T: OK.Now practice the dialog with your partner.Then underline the sentences you don’t understand.7.(教師解答學(xué)生疑問(wèn)，完成2a。)T: Do you know another way of saying“Would you like something to drink?” S: What would you like to drink? 7 S: What do you want to drink? 8(教師板書)What would you like to drink? = What do you want to drink? 34

=Would you like something to drink?(以同樣方式讓學(xué)生說(shuō)出Would you like something to have?的同義句。)T: Good.Can you tell me another way of saying“Would you like something to have?” Ss: What would you like to have?/What do you want to have? Step 3 Consolidation 第三步 鞏固(時(shí)間:8分鐘)通過(guò)表演，鞏固2a，完成2b。培養(yǎng)學(xué)生聽(tīng)說(shuō)讀寫的綜合語(yǔ)言技能。1.(角色表演：教師挑選幾組表演2a對(duì)話。)2.(情景劇表演：教師提供幾個(gè)單詞，學(xué)生自由發(fā)揮，但要運(yùn)用所學(xué)句型。)(小黑板出示。)場(chǎng)所：restaurant(餐館)人物：Michael, Jane, Kangkang, a waiter/waitress 必用詞匯：may, would, chicken, milk, what about, something, wait T: Well done!Now look at the small blackboard.Suppose you are Michael, Jane, Kangkang and a waiter/waitress.You are at the restaurant.Please come to the front and act out.You can use the words on the blackboard and

expressions about offering, accepting and refusing you have learnt, volunteers?(鼓勵(lì)學(xué)生積極參與。)3.(讓學(xué)生自己先試著填寫2b中的空格，畫出不懂之處，然后教師解決學(xué)生所提疑問(wèn)。)4.(待學(xué)生完成后，核對(duì)答案，讓學(xué)生兩人一組表演2b。完成2b。)T: Very good.Let’s check the answers now.Next, please go on acting with your partner.One acts the rabbit, and the other acts the monkey.(教師可以用英語(yǔ)解釋Something to drink?=Would you like something to drink?用漢語(yǔ)解釋W(xué)hat do you usually have for lunch?)Step 4 Practice 第四步 練習(xí)(時(shí)間:11分鐘)學(xué)習(xí)三餐飲食習(xí)慣的表達(dá)，進(jìn)一步鞏固所學(xué)句型和單詞。1.(教師出示三張鐘表簡(jiǎn)圖，分別是早上7∶00，中午12∶00，下午5∶00，內(nèi)容都是一家人吃飯的情景。)T:(出示圖片1)It is seven o’clock in the morning.(出示圖片2)It is twelve o’clock at noon.(出示圖片3)And it is five o’clock in the afternoon.Are you clear?Ss:Yes.T:(手持圖片1)Do they wait for a bus?Ss:No.(教師解釋wait for …，板書并要求學(xué)生掌握。)wait for… T: What do they do?Ss:…(學(xué)生會(huì)用漢語(yǔ)回答。)T:They have breakfast.(板書，讓學(xué)生猜測(cè)詞義，然后領(lǐng)讀，要求學(xué)生掌握。)

breakfast

T:(出示圖片2)They have lunch.(板書，讓學(xué)生猜測(cè)詞義，然后領(lǐng)讀，要求學(xué)生掌握。)lunch T:(出示圖片3)They have supper.(板書，讓學(xué)生猜測(cè)詞義，然后領(lǐng)讀，要求學(xué)生掌握。)supper(聯(lián)系實(shí)際，板書學(xué)生在校用餐的時(shí)間, 并提問(wèn)。)in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30 T:(手指8:00)What do you do at this time?Ss:We have breakfast.T:(手指12:30)What do you do at this time? Ss: We have lunch.T:(手指5:30)What do you do at this time? Ss: We have supper.35

(提問(wèn)一名學(xué)生)T: I know, you often have breakfast at eight.What do you usually have for breakfast?(手拿些食物做吃飯動(dòng)作，幫助

have

學(xué)生理解。)S: I often

usually。)… for breakfast.1(教師板書解釋并領(lǐng)讀，要求學(xué)生掌握usually, What do you usually have for breakfast?

T: S, what do you usually have for lunch? 2S: I usually have … for lunch.2

T: S, what do you usually have for supper? 3S: I usually have … for supper.3(教師總結(jié)。)

T: Different

people like different foods and drinks.I like Jiaozi.It’s my favorite food.(板書并解釋food，教學(xué)該句并要求掌握。)food It’s my favorite food.T: That means I like Jiaozi very much.(問(wèn)學(xué)生)T: S, what’s your favorite food? 4S: My favorite food is rice/chicken … 4 T: S, what’s your favorite drink? 5S: My favorite drink is milk/juice … 5

T: Well.S, do you know what Michael’s favorite food is? 6S: Sorry, I don’t know.6T: OK.Now let’s come to learn 1a, and then you can find the answer.2.(播放1a錄音，完成下列表格，板書。)T: OK.Please listen to the tape.Then fill out the table on the blackboard.Name For Breakfast For Lunch For Supper Michael 3.(重放1a錄音，學(xué)生跟讀，注意語(yǔ)音語(yǔ)調(diào)。完成1a。)T: Listen again and repeat.Pay attention to the pronunciation and intonation.4.(學(xué)生兩人一組根據(jù)1a編對(duì)話并表演。)

T: Well.Now work in pairs and make a conversation similar to 1a.Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:8分鐘)結(jié)合學(xué)生用餐習(xí)慣，開(kāi)展探究和討論活動(dòng)，提高學(xué)生學(xué)習(xí)和運(yùn)用語(yǔ)言的能力。

1.(學(xué)生分組，調(diào)查組內(nèi)同學(xué)的用餐習(xí)慣。然后每組選一個(gè)代表，匯報(bào)調(diào)查結(jié)果，完成1b。)T: OK.Now we know what Michael usually have for three meals.Now please ask your classmates about their three meals and fill out the table in 1b.Then I’ll ask some of you to report it like this: X X usually has … for breakfast.He/She usually has … for lunch, and has … for supper.You can ask and answer after the following example.Example: A: What do you usually have for …? B: I usually have ….2.(聽(tīng)3錄音，學(xué)唱歌曲，拓展食物和飲料類名詞。)3.Homework:(1)把Section A，B中表示建議、接受和拒絕的語(yǔ)句抄在練習(xí)本上。(2)把Section A，B中所有食物類名詞，按可數(shù)名詞和不可數(shù)名詞分類列在練習(xí)本上。板書設(shè)計(jì)：

What would you like to drink? 36

Section B Wait a moment, please.What do you usually have for …? have breakfast It’s my favorite food.have lunch May/Can/Could I …? have supper Would you like something to drink? Yes.A glass of …, please.Section C The main activity is 1a.本課重點(diǎn)活動(dòng)是1a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn some new words and phrases: eat, out, eat out, dinner, have dinner, why, Why not …? 2.Learn some useful sentences about having meals and making suggestions:(1)—Would you like to have dinner with me?—Yes, I’d like to.(2)—What would you like to eat?—Let me see.(3)—Why not have some fish and eggs?—Good idea.(4)—Help yourself to some fish.—Thanks.(5)Here you are.Ⅱ.Teaching aids 教具 錄音機(jī)/圖片/投影儀/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:6分鐘)通過(guò)歌曲、圖片、師生互動(dòng)等形式，培養(yǎng)學(xué)生的學(xué)習(xí)興趣。復(fù)習(xí)重點(diǎn)知識(shí)，導(dǎo)入新課。1.(師生共唱歌曲《Old McDonald Had a Shop》，調(diào)節(jié)課堂氣氛，提高學(xué)生的學(xué)習(xí)興趣。)2.(利用圖片，快速?gòu)?fù)習(xí)食物名稱。)T: Look at these pictures.Let’s say them out as quickly as possible.S: Rice.(教師出示rice圖片。)1

S:

Hamburger.(出示hamburger圖片。)2 S: … 3… 3.(讓學(xué)生兩人一組模仿Section B，2a，表演一段就餐對(duì)話，導(dǎo)入新課。)

T: Well done!Please make a conversation about having meals with your partner.Then I’ll ask some pairs to act out in

the front.Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:14分鐘)通過(guò)創(chuàng)設(shè)情景，師生問(wèn)答等形式，學(xué)習(xí)本課新單詞及新句型。1.(師生問(wèn)答，談?wù)搶W(xué)生的日常飲食，復(fù)習(xí)有關(guān)句型，并引出本課新知識(shí)。)

T: What do you usually have for breakfast? S: I usually have … for breakfast.1 T: What about lunch? S: I usually have … 1 T: Do you often eat Jiaozi for supper? S: Yes.I like it very much.1(板書并要求學(xué)生掌握。)37

eat T: S, would you like some Jiaozi? 2 S: Yes, please./No, thanks.2 T: S, would you like some vegetables? 3 S: Yes, please./No, thanks.3 T: S, would you like to have breakfast with me?

4S: Yes, I’d like to.(幫助學(xué)生回答。)4(板書并要求學(xué)生掌握。)—Would you like to do sth.? —Yes, I’d like to.(教師講解其用法。師生操練。)T: Would you like to have lunch with me? Ss: Yes, I’d like to.T: Would you like to have dinner with me? Ss: Yes, I’d like to.(板書并要求學(xué)生掌握。)dinner, have dinner T: Where do you often have dinner? Ss: I often have dinner at home.T: I often eat at home, too.But sometimes I eat out.(板書并要求學(xué)生掌握。)eat out T: S, would you like to eat out with me? 5S: Yes, I’d like to.5 T: What would you like to eat? S: I’d like some … 5 T: What about some chicken? S: Good idea.5 T: I can also say“Why not have some chicken?”

(板書并要求學(xué)生掌握。)—Why not do sth.? —Good idea.(師生操練。)T: S, why not have some apple juice? 6S: Good idea.6 T: S, why not have some fish? 7S: Good idea.7 T: Very good, sit down, please.S, if you want to ask your classmates to eat apples here.What do you say? 8S: Help yourself to some apples.8 Ss: Thank you./Thanks.T: Good, but you should say: Help yourselves to some apples.(教師應(yīng)加重語(yǔ)氣，強(qiáng)調(diào)yourselves。)(然后教師拿起一個(gè)蘋果遞給一個(gè)學(xué)生說(shuō)。)T: Here you are.S: Thank you./Thanks.9(板書并讓學(xué)生猜測(cè)句子的意思，要求學(xué)生掌握。)Here you are.T: OK.Do you want to know where the children have dinner? Please listen to the tape and find out the answer.2.(播放1a錄音，學(xué)生聽(tīng)并找出答案。核對(duì)答案。)38

Step 3 Consolidation 第三步

鞏固(時(shí)間:8分鐘)通過(guò)角色表演，進(jìn)一步鞏固就餐用語(yǔ)。培養(yǎng)學(xué)生用所學(xué)語(yǔ)言進(jìn)行交際的能力。1.(重播1a錄音，讓學(xué)生聽(tīng)錄音，完成下列問(wèn)題。)

T: Listen to the tape again and complete the following questions.(1)Do they eat out?(2)What do they eat?(3)Do they have some drinks? 2.(再播1a，讓學(xué)生跟讀，注意語(yǔ)音語(yǔ)調(diào)，加深理解。)T: Listen to the tape again and repeat.Pay attention to the pronunciation and intonation.3.(角色表演：學(xué)生三人一組，分角色表演1a。然后挑選幾組上臺(tái)表演，并給予鼓勵(lì)。完成1b。)T: OK.Now please practice the dialog in groups of three.Then I’ll ask some groups to come to the front and role-play.Step 4 Practice 第四步 練習(xí)(時(shí)間:9分鐘)通過(guò)排序、填空和給句子配對(duì)等活動(dòng)，幫助學(xué)生繼續(xù)操練本話題的功能語(yǔ)言項(xiàng)目，以提高學(xué)生的綜合語(yǔ)言運(yùn)用能力。1.(看2的圖畫，對(duì)句子進(jìn)行正確排序，核對(duì)答案。完成2。)T: Well done.Next, look at the picture in 2 on Page 74.Can you guess where they are? Ss: They are in the shop.T: And what do they say? Read the following sentences first.Then put them into the correct order to make a conversation.(核對(duì)答案。)T: Boys and girls, I’ll divide you into two groups.Boys act the boss.(教師可以用漢語(yǔ)解釋boss。)Girls act the customer.(教師用漢語(yǔ)解釋customer。)Are you ready? Go.Boys: May I help you, sir? Girls: Yes, two hamburgers, please.Boys: Would you like something to drink? Girls: No, thanks.Boys: OK.16 yuan, please.Girls: Here you are.2.(將3中的圖貼在黑板上，師生討論笑臉的含義。學(xué)生兩人一組問(wèn)答，然后完成3的文章。)T: Look at the pictures on the blackboard.Talk about them in pairs.(1)S: Do you like chicken? 1S: Yes, I like it a little.2S: Do you like hamburgers? 1S: Yes, I like them very much.2(2)S: Do you like fish? 3S: Yes.It’s my favorite food.4S: Do you like bananas? 3S: No, I don’t like them at all.4T: Nice work!Now let’s complete the passage in 3.Then we will check the answers together.(核對(duì)答案。)3.(用投影儀或小黑板展示4中兩組句子，讓學(xué)生配對(duì)，以提高他們對(duì)句子的運(yùn)用能力，完成4。核對(duì)答案。)

Step 5 Project 第五步

綜合探究活動(dòng)(時(shí)間:8分鐘)通過(guò)接力活動(dòng)及討論學(xué)生的飲食情況，提高學(xué)生聽(tīng)說(shuō)讀寫的綜合語(yǔ)言技能。1.(接力比賽。)(方案一：看誰(shuí)說(shuō)得對(duì)。)39

(教師念some，學(xué)生接食物類名詞，且要注意是否加s。學(xué)生按座位順序快速輪流說(shuō)，食物名稱不得重復(fù)，說(shuō)錯(cuò)者退出比賽，最后剩下的同學(xué)為獲勝者。)(方案二：比一比誰(shuí)快。)(1)(事先準(zhǔn)備兩份內(nèi)容相同的卡片，卡片上給出的是本話題的功能句。)(2)(將全班同學(xué)分成兩組并站成兩路縱隊(duì)，每組的第一位同學(xué)用卡片上的第一個(gè)問(wèn)題提問(wèn)，第二位同學(xué)回答，然后第二位同學(xué)用卡片上下一問(wèn)題提問(wèn)，第三位同學(xué)回答，問(wèn)完問(wèn)題的同學(xué)站到本隊(duì)的最后，當(dāng)再次輪到第一位同學(xué)提問(wèn)時(shí)，一個(gè)賽程結(jié)束，教師記下兩組分別花費(fèi)的時(shí)間，花費(fèi)時(shí)間短且問(wèn)答準(zhǔn)確率高的組獲勝。)2.(讓學(xué)生兩人一組討論自己的飲食情況，并模仿3寫成短文。學(xué)生互評(píng)，然后教師挑選一個(gè)學(xué)生的作文進(jìn)行點(diǎn)評(píng)。)3.Homework:

(1)讓學(xué)生運(yùn)用所學(xué)的句型自己編一個(gè)關(guān)于就餐的對(duì)話，并寫在練習(xí)本上。(2)詢問(wèn)親友，或上網(wǎng)查詢本地有哪些名菜。板書設(shè)計(jì)： What would you like to drink? Section C eat out have dinner/have supper Here you are.Thanks.—Would you like to do …? —Yes, I’d like/love to.—Why not have some fish and eggs? —Good idea.—What about some vegetables? —Good idea.Section D The main activities are 1, 2a and 4.本課重點(diǎn)活動(dòng)是1，2a和4。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.Learn some phonetic symbols:/h/, /r/, /w/, /j/ 2.Learn some new words and a phrase:dear, kind, such as, be

3.Review ordering food and having meals.Ⅱ.Teaching aids 教具 錄音機(jī)/單詞卡片/多媒體課件/投影儀或小黑板/圖片/信封 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:12分鐘)通過(guò)競(jìng)賽、表演、游戲等方式，幫助學(xué)生進(jìn)一步鞏固本話題的功能語(yǔ)言。1.(頭腦風(fēng)暴，復(fù)習(xí)本話題所有的詞匯。)

(將學(xué)生分成四組，組之間進(jìn)行搶答。若某一組員回答不上來(lái)，組內(nèi)其他組員三秒內(nèi)有一次機(jī)會(huì)給予幫助。若無(wú)人幫助，機(jī)會(huì)轉(zhuǎn)給其他組。答對(duì)一次，畫一面紅旗，評(píng)出優(yōu)勝組，并頒發(fā)“最佳團(tuán)體獎(jiǎng)”。培養(yǎng)學(xué)生集體榮譽(yù)感。)T: Hello, boys and girls.Do you remember all the words in the topic? Now let’s PK.I’ll divide you into four groups.Try your best to speak out the word quickly when I say it in Chinese.The group which get the most red flags will be winner.Are you clear? Please go.(教師示范。)T: 雞肉 S: chicken 1 T: 魚肉 S: fish 22.(男女挑戰(zhàn)賽，復(fù)習(xí)本話題的句型。)(把全班分成男、女兩大組，每組依次各出一人，采用一問(wèn)一答式，相互交換，每個(gè)人只有一次機(jī)會(huì)，問(wèn)一句或答一句可得一面紅旗，組內(nèi)相同的問(wèn)句不能超過(guò)三次，否則違規(guī)。)40

T: OK.Now boys can make a challenge for girls by asking and answering.You can use the important sentences in the topic.You can begin like this:(教師和一學(xué)生示范。)T: Would you like some eggs? S: Yes, please./No, thanks.3(交換角色。)S: Here you are.T: Thank you.3(教師觀察，若本話題所有句型均已提到，且大部分學(xué)生已參與，即可停止。)3.(即興表演：三人一組，其中一人為waiter/waitress，運(yùn)用所學(xué)就餐用語(yǔ)，演一個(gè)在酒店/飯店用餐的短劇。)4.(給單詞貼尾巴，復(fù)習(xí)可數(shù)名詞與不可數(shù)名詞。)(教師把以前所學(xué)和本單元所有表示食物/飲料類的名稱寫在動(dòng)物形的紙板上，貼在黑板上，然后把s寫在部分尾巴形的紙板上；另一部分尾巴什么也不寫，表示不加s，即不可數(shù)名詞。給動(dòng)物貼上正確的尾巴。)5.(教師出示一封信，引入新課題。)

T: What’s this? Ss: It’s a letter.T: Yes, do you know how to write an English letter?(用漢語(yǔ)翻譯此句。)Ss: No, we don’t know.T: OK.I’ll teach you how to write an English letter today.(老師做寫的動(dòng)作。)(導(dǎo)入2a。)Step 2 Presentation 第二步

呈現(xiàn)(時(shí)間:10分鐘)學(xué)習(xí)2a短文。幫助學(xué)生了解并掌握英文信件的書寫格式，拓展他們的文化視野。1.(教師用幻燈片出示各種形式的英文信件，讓學(xué)生整體感知。也可以打印出來(lái)，讓學(xué)生傳閱, 了解英文寫作的多樣性。)

T: Look at these letters and see how English people write letters.2.(教師用課件或黑板展示英文信件的基本框架。)

Dear

…，×××××××××××××××××××××××××××××××××××××××××××××××××××××××××

Yours, ×××(板書并要求學(xué)生掌握。)

dear

T: Do you know this word? Ss: Yes.親愛(ài)的。(隨著大眾媒體的傳播，學(xué)生都知道它。)(教師解釋。)T: In English letters, we usually use(翻譯該詞)this word to start a letter, not only say it to young men or young women, but also to old people or kids.(教師舉例。)T: Dear …(用班上學(xué)生的姓名，有男也有女。)(教師提醒學(xué)生注意“Dear … ,”的標(biāo)點(diǎn)符號(hào)。)Dear Sam, √ Dear Sam: ×(教師指著小黑板/課件中信的正文部分。)T: This is the body of a letter.Here you can write something that you want to tell the receiver.(用同樣的方法，講解信的結(jié)尾及簽名。)T: This part is the end of a letter.People usually use “Yours,” and the writer has to write his/her name here.(教師展示幾封內(nèi)容簡(jiǎn)短的英語(yǔ)信件，以增強(qiáng)學(xué)生印象，了解文化常識(shí)。)3.(教師展示兩幅圖片，一幅是一個(gè)兇神惡煞的壯漢正對(duì)一個(gè)弱者大動(dòng)干戈，另一幅是一個(gè) 小朋友正給一個(gè)流浪漢食物。)T: Do you like this man?(出示圖片。)Ss:No.We don’t like him at all.T: Neither do I.Because he is not kind.What about the boy?(出示另一圖片。)Ss:We like him very much.T: Good.The boy is very kind.(板書讓學(xué)生猜測(cè)詞意，然后領(lǐng)讀并要求學(xué)生掌握。)41

kind(然后教師用

be kind to說(shuō)出下列四句話，幫助學(xué)生加深對(duì)kind的理解，以此引出生詞be。)例如: T: We should be(用漢語(yǔ)翻譯該詞)kind to other people.Teachers should be kind to students.We should be kind to our parents.We should be kind to each other.(板書，解釋，然后領(lǐng)讀，要求學(xué)生掌握。)be(am, is, are)(教師用漢語(yǔ)解釋be的用法，并舉例。)T: I’m glad to be here.I’m happy to be with you.Are you glad to be a student of mine? Do you want to be a teacher when you grow up?(教師在敘述時(shí)，應(yīng)重讀be，突出be動(dòng)詞。)4.(播放2a錄音，學(xué)生跟讀，并畫出有用的短語(yǔ)。)T: OK.Here’s a letter for Jack.Do you want to know who writes it? Please listen to the tape and repeat.Then underline the useful phrases.(核對(duì)答案。)T: Who is the letter from? Ss: Jane.T: Right.We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here.Can you remember them? Ss: Yes.(教師板書such as讓學(xué)生猜測(cè)其意，然后領(lǐng)讀并要求學(xué)生掌握。)

such as

Step 3 Consolidation 第三步 鞏固(時(shí)間:8分鐘)根據(jù)關(guān)鍵詞，復(fù)述2a。完成2b并學(xué)習(xí)四個(gè)輔音。1.(讓學(xué)生再讀短文，回答下面兩個(gè)問(wèn)題，加深對(duì)2a的理解。)T: Please read 2a again.Then answer the following questions.(1)Does Jane often have dinner with her friends?(2)What does she like to eat?(核對(duì)答案。)2.(要求學(xué)生根據(jù)關(guān)鍵詞復(fù)述信的內(nèi)容，完成2a。)

(小黑板出示關(guān)鍵詞。)

Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3.(讓學(xué)生根據(jù)2a給自己的朋友寫一封信。提醒學(xué)生注意格式。教師檢查完畢，選幾位學(xué)生大聲朗讀自己的信件，完成2b。)4.(教師將1的例詞寫在黑板上，讓學(xué)生讀出單詞，并注意畫線部分輔音字母的讀音。)/h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5.(播放1錄音，學(xué)生跟讀。)6.(小組活動(dòng)。把全班同學(xué)分成四組，為上述音標(biāo)補(bǔ)充單詞，每一組同學(xué)就某個(gè)音標(biāo)補(bǔ)充單詞。)T: OK, you do very well.Now let’s add other words to each phonetics.For example, Group 1 adds words to /h/.Group 2 adds words to /r/.Group 3 adds words to /w/.Group 4 adds words to /j/.Do you understand? You can find the words in your books.Ss:Yes.42

T: OK.Let’s begin.… Step 4 Practice 第四步 練習(xí)(時(shí)間:10

分鐘)通過(guò)聽(tīng)說(shuō)讀寫等練習(xí)，在不同情境中練習(xí)目標(biāo)語(yǔ)言，展開(kāi)任務(wù)型活動(dòng)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的技能。1.(找同義句。在本單元中，學(xué)習(xí)了不少同義句，讓學(xué)生掌握這些句子，明白英語(yǔ)這門語(yǔ)言的靈活性。)(用小黑板或投影儀，列出下列句子。)(1)Why not have some milk?(2)What would you like to drink?(3)What would you like to eat? A(4)I like Chinese food very much.(5)I want some bread.(6)Would you like to have dinner with me?(7)Would you like some eggs? A.Do you want some eggs?

B.What about having dinner with me? C.I’d like some bread.B D.Chinese food is my favorite.E.Would you like something to eat? F.Would you like something to drink? G.What about some milk? T: Nice work.Well, in the topic we know many same meaning sentences.Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.(學(xué)生配對(duì)完畢后，教師核對(duì)答案并作解釋。)2.(口頭翻譯句子，讓學(xué)生加深對(duì)句型的記憶。)

T: Please change the sentences into Chinese or English orally.S, please.Would you like some milk? 1 S: 你想要點(diǎn)牛奶嗎？ 1 T: 你想喝點(diǎn)什么嗎？S, please.2 S: What would you like to drink?/Would you like something to drink? 2…(對(duì)于表現(xiàn)好的學(xué)生要給予表?yè)P(yáng)，對(duì)于有困難者，要給予提示。鼓勵(lì)他們盡量開(kāi)口說(shuō)英語(yǔ)。)3.(播放3b錄音，讓學(xué)生跟讀，模仿語(yǔ)音語(yǔ)調(diào)，加深鞏固。)4.(教師從3b中抽取五個(gè)句子聽(tīng)寫，完成3b。)T: Now, let’s have a dictation.(1)Would you like something to drink?(2)What do you usually have for breakfast?(3)May I take your order, sir?(4)Help yourself to some fish.(5)Wait a moment, please.5.(學(xué)生看3a，朗讀單詞，掌握可數(shù)名詞與不可數(shù)名詞。教師可適當(dāng)補(bǔ)充，完成3a。)Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:5分鐘)通過(guò)組織英語(yǔ)角活動(dòng)，為學(xué)生提供實(shí)際運(yùn)用英語(yǔ)的機(jī)會(huì)，提高學(xué)生的學(xué)習(xí)興趣和語(yǔ)言運(yùn)用能力。1.(小小英語(yǔ)角，帶著任務(wù)去交談。)(教師把學(xué)生分成六人一組，組織一個(gè)小英語(yǔ)角，不準(zhǔn)用漢語(yǔ)。運(yùn)用前面所學(xué)知識(shí)，談?wù)摷彝?、食物。教師在各小組間走動(dòng)，提供幫助，鼓勵(lì)學(xué)生大膽發(fā)言，完成4(1)中表格。)T: Boys and girls, would you like to go to the English Corner with me?(可以用漢語(yǔ)解釋the English Corner。)Ss: Yes.We’d like to.T: OK.Now I’ll divide you into many groups, six members in a group.Talk about your family members, food and drink at the English Corner using the questions, such as:(1)What does your father/mother/ … do?(2)Where does he/she work?(3)What’s his/her favorite food?(4)What does he/she usually like to drink? … You can only speak English at the English Corner.Then fill out the table in 4(1).2.Homework：(1)找一些自己的玩具、書刊，帶到學(xué)校，以備下節(jié)課使用。43

把本單元所學(xué)的食物類名詞歸類。)第一種方法：按食物和飲料歸類。第二種方法：按可數(shù)與不可數(shù)歸類。(3)根據(jù)4(1)中談話內(nèi)容，寫作文，四十個(gè)詞左右。教師要求作文必須用真實(shí)姓名，且必須寫其他人，內(nèi)容要包括他人的個(gè)人信息，家庭信息。完成4(2)。板書設(shè)計(jì)：

What would you like to drink? Section D have… for…(三餐名稱)(2)(They are all kind to me.be glad to be here I like Chinese food very much, such as … be kind to sb.I’m very glad to be here.have dinner with sb.something to eat/drink Unit 4 Having Fun Topic 1 What can I do for you? Section A The main activities are 1a and 2a.本課重點(diǎn)活動(dòng)是1a和2a。Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1.(1)Learn some useful words and phrases:

madam, buy, over, there, over there, try, try on, How much …?(2)Learn some new words about numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred

2.Learn some expressions about shopping:(1)—What can I do for you, madam?—I want to buy some clothes for my daughter.(2)—Can I try it on?—Sure.(3)It looks very nice on you.(4)That’s fine.We’ll take it.3.Learn how to express and respond to the thanks: —Thanks a lot.—Not at all.4.Learn how to ask and state prices: —How much is it?—It’s only seventy yuan.5.Learn how to make suggestions: —What about this one?—All right.Ⅱ.Teaching aids 教具 圖片/彩色粉筆/小黑板/價(jià)格標(biāo)簽/錄音機(jī)/實(shí)物 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:5分鐘)由已學(xué)過(guò)的數(shù)字導(dǎo)入新數(shù)字，整合教學(xué)內(nèi)容，完成2a。1.(教師在黑板上貼一大張白紙，上面已事先畫好一個(gè)動(dòng)物，但線條很淺，在線條上分布0-20之間的數(shù)字，直到數(shù)字連接完畢，方可顯現(xiàn)動(dòng)物輪廓。)T: Who can help me? 44

S: I can.1 T: Good, listen and match(運(yùn)用肢體語(yǔ)言，讓學(xué)生明白match意思是“連接”。)the numbers, OK? S: OK.1 T: Please match number“0”to“20”.(學(xué)生連線，從0到20，完畢。教師面向大家。)

T: What can you see