第一篇：外研版小學(xué)英語(yǔ)三四年級(jí)下冊(cè)教學(xué)總結(jié)
外研版三、四年級(jí)下冊(cè)英語(yǔ)教學(xué)總結(jié)
本學(xué)期我擔(dān)任小學(xué)三(1)、(2)以及四(2)年級(jí)的英語(yǔ)教學(xué)工作，在教學(xué)中我嚴(yán)格遵從教學(xué)的五個(gè)環(huán)節(jié)，課前認(rèn)真?zhèn)湔n，做到既備教材，又備學(xué)生，因材施教，努力實(shí)施課堂改革，積極探索小學(xué)英語(yǔ)快樂(lè)課堂，小學(xué)階段英語(yǔ)教學(xué)的目的是：激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的積極性，使他們樹立學(xué)習(xí)英語(yǔ)的自信心，同時(shí)培養(yǎng)學(xué)生一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)基礎(chǔ)，為進(jìn)一步學(xué)習(xí)打下基礎(chǔ)。在英語(yǔ)課堂教學(xué)中，怎樣創(chuàng)設(shè)良好的學(xué)習(xí)氛圍、激發(fā)學(xué)生的興趣是搞好小學(xué)英語(yǔ)教學(xué)的重要一環(huán)。下面結(jié)合本學(xué)期教學(xué)實(shí)踐總結(jié)一下教學(xué)情況：
一、認(rèn)真?zhèn)湔n、面向全體授課
在教學(xué)中，認(rèn)真?zhèn)湔n，認(rèn)真閱讀各種教科參考書，結(jié)合自己的教學(xué)經(jīng)驗(yàn)與學(xué)生的學(xué)習(xí)情況，認(rèn)真編寫好教案制定好教學(xué)計(jì)劃，并不斷地加以改善修改，做好課前準(zhǔn)備。在傳授學(xué)生知識(shí)的同時(shí)，關(guān)心愛(ài)護(hù)學(xué)生，特別是差生，課堂多關(guān)注他們，教育他們做一個(gè)好學(xué)的學(xué)生。在思想教育的同時(shí)，還耐心地輔導(dǎo)學(xué)生，使他們的學(xué)習(xí)成績(jī)跟上班里的其他同學(xué)，幫助他們樹立學(xué)習(xí)的自信心。
二、在課堂教學(xué)中
第一、在課堂上，認(rèn)真授課，運(yùn)用電腦、實(shí)物教具，情景教學(xué)、體態(tài)語(yǔ)言等方法來(lái)啟發(fā)、教育學(xué)生。與學(xué)生做游戲、唱英語(yǔ)歌等來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣。鼓勵(lì)學(xué)生大膽質(zhì)疑，注重以學(xué)生為主體、教師為導(dǎo)的教學(xué)方法，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。學(xué)生有疑難和不懂讀的地方，我及時(shí)講解，讓他們多練習(xí)，力爭(zhēng)讓他們學(xué)了就懂，懂了會(huì)用。我還安排在課前十分鐘讓他們朗讀，發(fā)現(xiàn)問(wèn)題給他們及時(shí)分析、糾正，增強(qiáng)他們的朗讀水平。
第二、在批改作業(yè)方面。學(xué)生的作業(yè)總是按時(shí)及時(shí)地批改，并詳細(xì)地做好批注，對(duì)普遍性錯(cuò)誤，在全班重復(fù)講解、分析。針對(duì)個(gè)別學(xué)生的作業(yè)還采取面批的方法，一一分析講解、幫助學(xué)生解決疑難習(xí)題，大大提高了教學(xué)質(zhì)量。
第三、在聽(tīng)力方面。為提高學(xué)生的聽(tīng)力水平，常讓學(xué)生聽(tīng)英語(yǔ)歌曲及英語(yǔ)會(huì)話的錄音磁帶，還讓學(xué)生表演對(duì)話，背書，記單詞比賽。
三、注重學(xué)生的英語(yǔ)書寫。
結(jié)合樂(lè)陵市教育局教研室制定的關(guān)于小學(xué)英語(yǔ)書寫的相關(guān)要求，對(duì)學(xué)生加以指導(dǎo)和訓(xùn)練，尤其是訓(xùn)練了同學(xué)們?cè)谟⒄Z(yǔ)字母書寫過(guò)程中的占格和傾斜度問(wèn)題。使同學(xué)們的英語(yǔ)書寫更加規(guī)范、整潔。
四、在輔導(dǎo)學(xué)生方面
首先，根據(jù)我所任教班級(jí)的實(shí)際情況，優(yōu)生不多，中、差生卻俯視皆是。有人曾說(shuō)：如果孩子天生就是優(yōu)生，那教育還有什么功能？又談什么基礎(chǔ)的素質(zhì)教育呢？因而對(duì)占相對(duì)多數(shù)的中、差生，我更應(yīng)變嫌棄為喜愛(ài)，變忽視為重視，變冷漠為關(guān)注，變薄待為厚待。我注意幫助他們找到優(yōu)、缺點(diǎn)，以發(fā)揚(yáng)優(yōu)點(diǎn)，克服缺點(diǎn)。其次是以平常的心態(tài)對(duì)待：差生也是孩子，厭惡、責(zé)罵只能適得其反，他們應(yīng)享有同其它學(xué)生同樣的平等和民主，也應(yīng)享受到優(yōu)秀學(xué)生在老師那兒得到的愛(ài)。厚愛(ài)差生，我真正做到以情動(dòng)人：首先做到“真誠(chéng)”二字，即我在學(xué)生面前不敢有絲毫虛偽、欺哄，做到言出必行；其次做到“接受”，即能感受差生在學(xué)習(xí)過(guò)程中的各種心理表現(xiàn)和看法，如對(duì)學(xué)習(xí)的畏懼、猶豫、滿足、冷漠，錯(cuò)誤的想法和指責(zé)等，信任中、差生，鼓勵(lì)他們自由討論；最后做到“理解”二字，即通過(guò)學(xué)生的眼睛看事物。由于我能善意理解他們，高興地接受他們，因此促進(jìn)了中、差生不同程度的進(jìn)步和提高。
五、努力總結(jié)和發(fā)現(xiàn)問(wèn)題，及時(shí)調(diào)整教學(xué)策略
當(dāng)然，在實(shí)際教學(xué)過(guò)程中，我還應(yīng)積極實(shí)踐，不斷探索，針對(duì)實(shí)際工作中出現(xiàn)的問(wèn)題和學(xué)生身心特點(diǎn)，總結(jié)規(guī)律，認(rèn)真思考，不斷摸索。
2018年7月
第二篇：外研版小學(xué)英語(yǔ)四年級(jí)下冊(cè)總結(jié)
外研版小學(xué)英語(yǔ)四年級(jí)下冊(cè)總結(jié)
Module 11、單詞：nice 好的，友善的a bit 有一點(diǎn)shy 害羞的clever 聰明的naughty 淘氣的cool 酷的little 小的，年幼的cute 可愛(ài)的2、句型（如何向別人介紹你的朋友）
(1)This is …(2)Are you clever?---Yes, I am--No, I am not.Module 21、capital首都London is the capital of England.2、about 關(guān)于beautiful漂亮的This is a book about London.--It's very nicebeautiful.3、long 長(zhǎng)的wide寬的The River Thame(泰晤士河)is long and wide.4、old 古老的大本鐘)is old.5、famous著名的倫敦塔橋)is famous.Module 31、單詞
Monday 星期一Tuesday星期二Wednesday星期三Thursday星期四Friday星期五Saturday星期六Sunday星期日take 帶走picnic 野餐great 太好了ball 球why 為什么because 因?yàn)閟o 所以homework 家庭作業(yè)help 幫助
2、句型
(1)We're going to have a picnic.(2)Will you take a ball?--Yes, I will.--No.I won't.(3)OnI will with my friendsgo to the parkdo my homeworkvisit my grandpahelp my motherread my books.Module 41、單詞
robot 機(jī)器人everything 所有事情one day（總）有一天housework 家務(wù)learn 學(xué)習(xí)our 我們的weather 天氣hot 熱的cold寒冷的sunny有陽(yáng)光的windy有風(fēng)的rain 下雨snow下雪
2、句型
(1)Robots will(2)It will(3)Will--Yes,it will.--No,it won't.Module51、單詞
than 比……old 年長(zhǎng)的young 年輕的short 瘦的tall 高的strong 強(qiáng)壯的long長(zhǎng)的high 高的Qomolangma 珠穆朗瑪峰the Great Wall 長(zhǎng)城the Summer Palace 頤和園
2、句型olderyoungershortertallerstronger than Daming.(2)The Changjiang River is longer than the Yellow River.(3)Mount Qomolangma is higher than Mount Tai.(4)The Great Wall is older than the Summer Palace.(5)Beijing is bigger than Tianjin.Module 61、比較級(jí)good---betterbad---worse2、句型
(1)This picture is good.--This picture is better.(2)This picture is bad.--This picture is worse.(3)Amy is better than Tom.--Tom is worse than Amy.Module71、單詞
country 國(guó)家east 東，東邊west 西，西邊south 南，南邊north 北，北邊also 也call 稱作speak 說(shuō)（某種語(yǔ)言）right 正確的city 城市cousin 表（堂）兄（弟、姐、妹）there 那里
2、句型
(1)Where is New York?--It's in the east.--New York is in the east.(2)Beijing is the capital of China.It's in the north.south.east.west.Module 81、單詞
who 誰(shuí)grandparent（外）祖父（母）then 在那時(shí)me 我（賓格）hair 頭發(fā)so 如此地，多么地
2、句型
(1)Then she was fat.young.short.small.--Now she is thin.old.tall.big.(2)It wasn't fat then.It was thin.(3)Was it fat?---Yes, it was.---No, it wasn't.在英語(yǔ)里，如果要描述過(guò)去某個(gè)時(shí)間里發(fā)生的動(dòng)作或狀態(tài)，我們就用一般過(guò)去時(shí)。
Module 91、單詞
phone 打電話yesterday 昨天today 今天day 一天him 他（賓格）laugh 笑dance 跳舞stop 停止last 剛過(guò)去的，最近的2、句型
(1)Did you cook meat yesterday?--Yes,I did.--No,I didn't.(2)Yesterday I helped my mother.Yesterday I watched TV.Yesterday he played on the computer game.Module 101、get a stomachache 胃疼have a cold 感冒have a headache 頭疼fever 發(fā)燒fall off跌落have—hadfall—fellgo—wentbuy—bought
happen 發(fā)生What happen to you?(發(fā)生了什么事)
ride騎，乘ride a bike（騎自行車）
thirty口渴的hungry 饑餓的I am hungry and thirty.cold 感冒headache頭疼
Amy had a cold yesterday, and today she's got a headache.fell offSam fell off his bike.練習(xí)
1、單項(xiàng)選擇題
(1)This is a book_____London.A.inB.onC.about
(2)Londou is the______of England.A.capitalB.countryC.old
(3)______Monday,I will go swimming.AonB.forC.in
(4)Amy is______than me.A.oldB.olderC.young
(5)Beijing is_____than Tianjin.A.biggerB.bigC.famous
(6)Amy is_____thanDaming.A.goodB.badC.better
(7)Yesterday I_____TV.A.watchB.watchedCwatches2、給下列問(wèn)句選出正確的答句
A.Will you take a ball?a.No, I didn’t.B.Will it be windy in Beijing?b Yes, it was.C.Was it fat?c.It is in the east.D.Where is Newyork?d.Yes, I will.E.Did you cook meat yesterday?e.No, it won’t.
第三篇：外研版小學(xué)三年級(jí)英語(yǔ)下冊(cè)期末試卷
三年級(jí)英語(yǔ)畢業(yè)試卷
一、Draw ? or ?.判斷下列字母大小寫是否相符，相符畫?，不相符畫?。(8分)
1、Aa □□
2、Cd
3、Mn
□
4、Qq
□
5、Tt □
6、Xe
□
7、Pf
□
8、Zz
二、Choose the different one.我會(huì)找不同。（10分）
（）
1、A.meat
B.pear
C.orange
（）
2、A.car
B.bike
C.noodles
（）
3、A.milk
B.water
C.toy
（）
4、A.tiger
B.big
C.panda
（）
5、A.football
B.basketball C.fish
三、Look and match.看一看，連一連。（20分）
1、放風(fēng)箏
play basketball
騎自行車
fly kites
看電視
by bike
踢足球
watch TV
打籃球
play football
2、play table tennis
去游泳
go swimming
乘火車
□
by train
在周末
at the weekend
吃晚飯
have dinner
打乒乓球
四、Look, think and choose.我會(huì)選。（20分）
A.doll
B.car
C.monkey
D.football
E.kite
F.rice
G.T-shirt H.dress
I.fish
J.apple
1.2.3.4.（）
（）
（）
（）
5.6.7.8.（）
（）
（）
（）
9.10.（）
（）
五、Read and choose.我會(huì)選。（22分）
1、I _____football.I _____like table tennis.A.like does B.like don't C.likes doesn't
2、——Does Lingling like meat?
——_______________.A.Yes, he does.B.No, he does.C.Yes, she does.3、I get up ___seven o'clock.A.in
B.at
C.On
4、——What's the time, please?
——It's __________.A.two o'clock
B.half past two C.three o'clock
5、——What does Xiaoyong do at the weekend? ——He ______ TV.A.Look
B.watches
C.watch
6、——It's Christmas today.——_____________.A.Happy New Year!B.Happy Spring Festival!C.Merry christmas!
7、We fly kites ____ spring.A.in
B.at
C.on
8、It's _____in winter.A.cold
B.cool
C.hot
9、It's warm today, _____ it's raining.A.and
B.but
C.too
10、——Have you got a book?
——Yes, __________.A.he does
B.I don't
C.I have
11、Daming goes fishing _____ the tree.A.under
B.in
C.On
六、Choose the picture.根據(jù)句意，選圖片。(20分)
（）
1、——Is it a toy car?
——No, it isn't.It is a toy ship.A.B.()
2、Sam doesn't like pears.He likes bananas.A.B.()
3、—— Do you like rice?
——Yes, I do.A.B.（）
4、——Happy Spring Festival!
——Happy New Year!
A.B.（）
5、——What do you do in summer?
——I go swimming.A.B.
第四篇：外研版小學(xué)英語(yǔ)一起一年級(jí)下冊(cè)教案
Module1:
Unit 1
He’s a doctor.Teaching Aims: Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….” Importance and Difficulties: Distinguish “He’s …” from “She’s …” Students Analysis: “He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids: Tape recorder
tape
a doll
Cards
head ornaments
Teaching Procedures: Step 1: Warming up Sing to greeting.Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?” Let’s count.(From one to twelve.)Step 2: Revision Teacher shows cards and Ss look and say “Father….” Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”
Ss review to say: “This is my school bag….” Learn the word “friend.” Read after teacher.Learn to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling.He’s Daming….” Read “She’s Lingling.He’s Daming.…” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.” Ss learn to say.Teaching Notes:
Module 1:
Unit 2
She’s a nurse.Teaching Aims: 1.Review the points of the module.2.Learn to introduce a people like “She’s…/ She’s a nurse.” 3.Do the exercises of the module.Importance and Difficulties: He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis: We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…
Teaching Aids: Tape recorder a big pencil
a doll
Cards
head ornaments
Teaching Procedures:
Step 1: Warming up Sing to say hello.Review the chant: Where’s the pencil? Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: Revision Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…” Review to say “Let’s count.” Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:
She, she, she.She’s Amy.3 He, he, he.He’s Daming.Read the chant after T.Say your classmates’ name.(She’s… / He’s …)Step 3: Presentation Teacher points several Ss and says “She’s a pupil./ He’s a pupil.” Learn the word “pupil.” Ss read the word.Some Ss stand up, the others look and say “She’s a pupil./ He’s a pupil.” Look at the head ornaments and say “She’s a pupil./ He’s a pupil.” Teacher shows the card and says “He’s a doctor.” Learn the word “doctor.” Step 4: Do the exercises Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2:
Unit 1
Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the text.Review the sentence pattern “A cat is in the box./ Where’s my pen?” Describe the location like “It’s in / on/ under..” Importance and Difficulties: The sentence pattern: “A cat is in the box.” Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids: Tape recorder
tape
a doll Pictures
Cards
Teaching Procedures:
Step 1: Warming up Greeting to Ss with a song.A TPR game: Listen and do.T: “Stand up!Sit down!Open your book!Point to the window.Point to the door….” Step 2: Revision Show four cards.T: “What’s this?” / “This is …” Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.” Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …” Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.5 Read group by group.Step 4: Practice Ss ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change.Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”….Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3:
Unit1 Where is the orange cat? Teaching Aims: 1.Review the sentence pattern “Where’s the orange cat?”
2.Learn to guess the location of object with “Is it under/ in / on…?” Notes: Importance and Difficulties: Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location.Use the same thing to change its location each time will easier to the kids.Teaching Aids: Tape recorder tape a doll book
Cards school bag
box
pen
Teaching Procedures:
Step 1: Warming up Sing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.” Step 2: Revision Answer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card;please guess what the card is.” Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.Where’s the orange cat?
It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.7 Read the four sentences group by group.Step 3: Presentation and practice Teacher hides a school bag, a book, and a box under the table.Then put a pen in one of them.(in the school bag, on the box, or under the book…)Ss try to guess the location of the pen.“Is it …?” Write the two sentences on the blackboard: Is it under the bed?
Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: Consolidation Read the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: Ending
Summarize the class.Sing and say goodbye.Teaching Notes:
Module3:
Unit2
How many green birds? Teaching Aims: Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.” Importance and Difficulties: The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”
Students Analysis: In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids: Tape recorder
tape
a doll
Cards
Teaching Procedures:
Step 1: Warming up Sing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them;Ss say the word T doesn’t read.)Step 2: Presentation and practice A game: Listen and do.(T: “Point to the ceiling.Point to the window.Stand up!Open your book.Sit down!Close your book.Look at the door.”)
T makes gesture to explain the sentence “Look at the door.” Continue to play the game.(Look at the teacher.Look at the ceiling.Look at the floor.Look at the window….)T shows several cards and asks “What’s this?”(tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.9 Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree.So many birds!”
Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.” Teach “Let’s count.”
Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…” Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.” Step 3: Consolidation Read the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4:
Unit 1
This is my head.Teaching Aims: 1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3.Can survey like: This is my head / mouth / …
Importance and Difficulties: 1.The pronunciation of “mouth”.2.Do the survey.Students Analysis: This module is funny, the kids like to show their body.The problem is the three words’ pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids: Tape recorder
tapes
cards CD-ROM
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Sing a song.Step 2: Revision Review some words: Bus, doctor, dress, nurse, driver, coat A game: I do, you say.Read them fast.Review to say: “She’s / He’s ….” Review to say: “This is his / her….” Step 3: Presentation T shows a picture of a head.T asks: “What’s this?” Ss try to answer.(a head)
Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.” Step 3: Practice Read the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…” Step 5: Consolidation Get the Ss to say “This is my pencil./ …”
Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:
Module 4:
Unit 2
These are your legs.Period 1 Teaching Aims: Understand and try to say the sentence: “These are…” Review the words and learn a new body word: leg.3.Learn a song: Heads, shoulders.Importance and Difficulties: 1.The pronunciation of the sentence: “These are…” 2.The English song: Heads, shoulders.Students Analysis: “These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are +-s”, it will be a great help.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Greeting each other.Words game: Ask and answer.Review to say “This is his / her….” Step 2: Revision Review these body words in a game: ask and answer.Review to survey “This is my / your….” Step 3: Presentation T points to an eye and asks: What’s this? Ss: This is an eye.T points to the other eye and asks: What’s this? Ss: This is an eye.T asks: How many eyes do you have? Ss: Two eyes.T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.” Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.” Ss point to their legs and say “These are my legs.” Ss learn to say the word “l(fā)eg”.T point to ears, Ss look and say “These are my ears.” Step 4: Practice A game: T point, Ss look and say: This is my head./ These are my eyes...T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these? A game: I show, you say.I say, you show.Step 5: Learn the song CD-ROM: Listen to the song
Module 5:
Unit 1
They’re cows.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3.Understand “What are they? They are …”
Importance and Difficulties: 1.Try to speak “What are they? They are…”
2.The pronunciation of the words: chicken and egg.Students Analysis: Animals always the children’s favorite, but today’s animals are not easy to catch.We can make the words into some chant, so that it will be easier to catch them.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Sing the song
T shows some stationery, Ss look and say “This is a pencil…./ These are erasers….” Step 3: Presentation Turn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:
A.Observe picture 2.B.Learn the new word “cow”.C.Get the Ss count “How many cows?”
D.Learn to say “They are cows.”
E.Say it group by group.F.T asks: What are they? Ss answer.G.Learn to say “What are they?”
H.Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A.Chant
B.Left and right Step 4: Practice Page 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:
Teaching Notes:
Module 5:
Unit 2
It’s thin.Period 1 Teaching Aims: Learn the new words.Understand the text.Importance and Difficulties: The new word “thin”.The meaning of the text
Students Analysis: The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting.Sing a song.Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice;Ss guess “What are they?” Step 3: Presentation Observe the wall chart of the text.Learn to say: mother pig, father pig … Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.17 Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: Practice Review the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda.It’s fat.This is a monkey.It’s thin.This is a baby pig.It’s little.This is a father pig.It’s big.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 1
These snacks are short.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion 3.Try to understand and learn “l(fā)ong, short, tall, and short”.Importance and Difficulties: Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis: The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Especially the pronunciation of “giraffe and elephant”.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”
Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)
(The chicken’s family)Step 3: Presentation Lingling and Amy went to the zoo today.Learn the word: zoo
Learn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snake Read the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.Game: Fast reaction Game: I say, you do./ I do, you say.Point and say: They’re snakes.…
Look at the picture and try to understand “l(fā)ong, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: Ending Read all the words together.Sing to say goodbye.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 2
They’re little and cute.Period 1 Teaching Aims: Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties: 1.Try to introduce the lion’s family.2.The pronunciation of “isn’t”.Students Analysis: “Cute and scary” are adjective verbs.We can understand their meanings by our activities easily.The difficult point is their pronunciations.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo.They are watching the lions.Learn to express: baby lion Count: “How many baby lions?”
Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.” Read row by row.21 Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute.It’s scary.” Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: Practice Text: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:
Teaching Notes:
第三冊(cè)Module7 Unit1 There is a cat in this tree.一、教材分析：
本單元是《新標(biāo)準(zhǔn)英語(yǔ)》（三年級(jí)起點(diǎn)）第三冊(cè)第模塊第一單元的內(nèi)容，根據(jù)《小學(xué)英語(yǔ)新課程標(biāo)準(zhǔn)》提出的目標(biāo)，其中一個(gè)非常重要的目標(biāo)就是要激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)他們學(xué)習(xí)英語(yǔ)的積極態(tài)度，使他們初步建立學(xué)習(xí)英語(yǔ)的自信心，使他們初步具備用英語(yǔ)進(jìn)行簡(jiǎn)單日常交流的能力。
二、學(xué)生分析：
四年級(jí)學(xué)生已經(jīng)接觸了一年的英語(yǔ)，大部分學(xué)生對(duì)英語(yǔ)仍有著濃厚的興趣，為以后延續(xù)這個(gè)興趣建立基礎(chǔ)，所以就要讓他們積極主動(dòng)的參與到英語(yǔ)的學(xué)習(xí)中，通過(guò)借助多媒體等多種激勵(lì)方式,激發(fā)學(xué)生積極參與,大膽實(shí)踐,體驗(yàn)成功的喜悅，有了成就感有了信心,就能夠更好的展示自己.三、教學(xué)目標(biāo)與要求
語(yǔ)言知識(shí)目標(biāo)：全體學(xué)生會(huì)運(yùn)用there is,horse.、語(yǔ)言技能目標(biāo)：全體學(xué)生能認(rèn)讀there is,horse.全體學(xué)生能說(shuō)There is a girl in this photo.She’s riding a horse.I can’t see her face.情感態(tài)度價(jià)值觀：通過(guò)體驗(yàn)There is 的重音，初步感知中外文化異同。并調(diào)動(dòng)學(xué)生積極參與各種課堂教學(xué)活動(dòng)。
四、教學(xué)重點(diǎn)與難點(diǎn)
1、重點(diǎn)：初步熟悉句型：There is …
2、難點(diǎn)：課文中大量語(yǔ)句的閱讀。
五、教學(xué)過(guò)程
I．Warm-up 利用課前1分鐘，跟學(xué)生Free talk.能說(shuō)出帶ing的動(dòng)詞詞組?！澳绢^人”游戲用來(lái)復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)句型。選擇一名同學(xué)躲在講臺(tái)桌后，讓他做出五個(gè)詞組的動(dòng)作，然后，我說(shuō)：“Freeze！”他就定格好某一個(gè)動(dòng)作。全班同學(xué)齊問(wèn)他：What are you doing？我則讓同學(xué)們來(lái)猜
3.聽(tīng)音找詞。通過(guò)這個(gè)環(huán)節(jié)，讓學(xué)生自己來(lái)找出老師讀到的單詞或者詞組。生詞老師會(huì)用字母拼出來(lái)，讓學(xué)生初步認(rèn)識(shí)單詞，只要求學(xué)生會(huì)跟讀。詞組是學(xué)過(guò)的，老師會(huì)直接讀出來(lái)。讓學(xué)生找出來(lái)，并做出相應(yīng)動(dòng)作?？凑l(shuí)速度快！II.Presentation 1.播放活動(dòng)一的錄音，讓學(xué)生跟著節(jié)奏跟讀。你能說(shuō)出你聽(tīng)到的那些單詞嗎？ 2.播放活動(dòng)二的視頻，請(qǐng)學(xué)生認(rèn)真看。試著理解課文內(nèi)容。問(wèn)學(xué)生What are Sam,Amy and Daming doing? 3.師說(shuō)There are so many photos in ActivityTwo.Let’s see what are in these photos?請(qǐng)學(xué)生帶著問(wèn)題再次聽(tīng)錄音，同時(shí)圈出There is…并試著找出問(wèn)題的答案。4.播放視頻，請(qǐng)學(xué)生模仿跟讀。
III.Consolidation：
1.自己畫一幅某人正在做某事的圖片，用There is….和正在進(jìn)行時(shí)進(jìn)行描述。There is a boy in this photo.He’s swimming.2.Homework：
回家后找一些你家中比較有特點(diǎn)的照片，試著用There is…in this photo.He’s ….進(jìn)行描述。下節(jié)課把那些照片帶過(guò)來(lái)，跟大家分享一下吧！板書設(shè)計(jì)：
Module7 Unit1 There is a horse in this photo.reading a book
riding a bike
There is _________in this photo.swimming
It’s
playing football
He’s
______________.drinking milk
She’s
Module 8 Unit1 There’s a pair of shorts under that duck.教學(xué)目標(biāo)
1、Knowledge of the language(語(yǔ)言知識(shí)與能力目標(biāo))a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目標(biāo)）
教學(xué)重點(diǎn)難點(diǎn)
There’s a pair of shorts under that duck.教學(xué)過(guò)程設(shè)計(jì)
A、Warming up.(熱身)a.Greeting—Sing the song<> b.展示活動(dòng)1的掛圖，問(wèn)學(xué)生小狗在干什么？ B．Presentation and Practice(新知呈現(xiàn)與操練)
課文學(xué)習(xí)
1.展示活動(dòng)2的掛圖，先請(qǐng)學(xué)生看圖，看是否能嘗試用“There be ”描述圖片內(nèi)容。2.教師播放錄音和動(dòng)畫，請(qǐng)學(xué)生邊看動(dòng)畫或邊聽(tīng)錄音便看圖，告訴學(xué)生聽(tīng)完后回答下面的問(wèn)題：Daming的鞋子到哪去了呢？（被鴨子穿走了。）3.再次播放動(dòng)畫或錄音，請(qǐng)學(xué)生逐句跟讀。要引導(dǎo)學(xué)生注意到指示牌“Beach Pool”,即海灘泳池，教師要給學(xué)生解釋：“這里是允許游泳的海灘，因?yàn)檫@里有安全措施。
4.這里的“a pair of,over there“都只能要求學(xué)生理解。5.最后播放錄音，請(qǐng)學(xué)生完整跟讀。訓(xùn)練鞏固
1.完成活動(dòng)3，教師播放錄音，請(qǐng)學(xué)生跟讀。
2.完成活動(dòng)4，學(xué)生看圖，理解活動(dòng)要求。然后兩人一組進(jìn)行練習(xí)。家庭作業(yè)
聽(tīng)本單元錄音，注意模仿語(yǔ)音語(yǔ)調(diào)。
Module 8 Unit2 There are two footballs under my desk.教學(xué)目標(biāo)
1、Knowledge of the language(語(yǔ)言知識(shí)與能力目標(biāo))a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目標(biāo)）
教學(xué)重點(diǎn)難點(diǎn)
There’s a pair of shorts under that duck.教學(xué)過(guò)程設(shè)計(jì)
A、Warming up.(熱身)a.Greeting—Sing the song<> b.展示活動(dòng)1的掛圖，問(wèn)學(xué)生小狗在干什么？ B．Presentation and Practice(新知呈現(xiàn)與操練)
課文學(xué)習(xí)
1.展示活動(dòng)2的掛圖，先請(qǐng)學(xué)生看圖，看是否能嘗試用“There be ”描述圖片內(nèi)容。2.教師播放錄音和動(dòng)畫，請(qǐng)學(xué)生邊看動(dòng)畫或邊聽(tīng)錄音便看圖，告訴學(xué)生聽(tīng)完后回答下面的問(wèn)題：Daming的鞋子到哪去了呢？（被鴨子穿走了。）3.再次播放動(dòng)畫或錄音，請(qǐng)學(xué)生逐句跟讀。要引導(dǎo)學(xué)生注意到指示牌“Beach Pool”,即海灘泳池，教師要給學(xué)生解釋：“這里是允許游泳的海灘，因?yàn)檫@里有安全措施。
4.這里的“a pair of,over there“都只能要求學(xué)生理解。5.最后播放錄音，請(qǐng)學(xué)生完整跟讀。訓(xùn)練鞏固
1.完成活動(dòng)3，教師播放錄音，請(qǐng)學(xué)生跟讀。
2.完成活動(dòng)4，學(xué)生看圖，理解活動(dòng)要求。然后兩人一組進(jìn)行練習(xí)。
Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___.Step 2 闖關(guān)游戲：
拯救美亞公主 Animals are our friends.(動(dòng)物是我們的朋友)Love animals（愛(ài)護(hù)動(dòng)物）Protect animals（保護(hù)動(dòng)物）Are they long? Yes, they are.These snakes are short.These snakes are long.The giraffes are tall.I am short.The elephants are very big.Thank you!I’m Mei Ya(美亞公主).* Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?
Step3: watch and answer: listen the passage and number the pictures 聽(tīng)錄音，給下面的課文圖片排序號(hào)。
Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences.同學(xué)們請(qǐng)認(rèn)真看圖來(lái)完成對(duì)話吧！
Step 5:look and say: Lingling, there’s a basketball under my chair.Oh no!Sorry There are two footballs under my desk.Oh, there are two footballs under my desk.Lingling, there are five ping-pong balls here.Oh, it’s Daming.Ha ha….Let’s read passage and repeat.孩子們讓我們來(lái)跟讀吧！
Step6: Let’s read the passage one by one.孩子們，我們來(lái)玩排火車讀課文嘞！show time Look at the pictures carefully and finish the sentences.同學(xué)們請(qǐng)認(rèn)真看圖來(lái)完成對(duì)話吧！
Step7: look and say: These ____are ___.pencils pencils short long These girls are tall.These girls are short.These pencils are short.These pencils are long.These trees are short.These trees are tall.The tigers are big.The cats are small.勇敢的小朋友們,我們美麗的可愛(ài)的美亞小公主正被惡毒的魔王困在陰森的城堡萬(wàn)神殿里,希望聰明,機(jī)智, 勇敢,有愛(ài)心的你幫幫她吧!時(shí)間緊迫，趕快行動(dòng)吧!第一關(guān) Ｈi，歡迎你來(lái)到我神秘的黃金宮殿，我是殿神－－阿比西，想營(yíng)救公主，先要過(guò)我這一個(gè)關(guān)，想打敗我們，那就看看你能不能采集到8朵血木菊。Who can read? 誰(shuí)會(huì)讀？ snake elephant giraffe tiger Who can read? 誰(shuí)會(huì)讀？ long tall small short 第二關(guān) Ｈi，歡迎你來(lái)到我神秘的白金，我是殿神－－古拉齊，想營(yíng)救公主，看看你的本領(lǐng),能否說(shuō)出每組不同類的單詞．贏得3朵血木菊。elephant snake zoo long giraffe short they he she 第一關(guān) 第三關(guān) Ｈi，歡迎你來(lái)到我神秘的紫銅宮，我是殿神－－克里司，想營(yíng)救公主，還要過(guò)我這一個(gè)關(guān)，想打敗我們，那就看看你能不能采到這7朵毒玫瑰。* 家庭作業(yè)
聽(tīng)本單元錄音，注意模仿語(yǔ)音語(yǔ)調(diào)。
Module9:
Unit 1
I like football.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to use the sentence patterns “I like…” and “We like…”
Importance and Difficulties: Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.Students Analysis: I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.)In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Revision:
a.The words of animals.b.The sentence pattern: Let’s…
(Pay more attention on “Let’s sing.” And “Let’s dance.”)Step 2: Presentation T makes some gestures and say: “I like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…”(Sports)Learn to express “I like…”(Color)Express: I like…(animals)
Tell “I like…” to your classmates.T makes some gestures and say: “We like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…”(Sports)Learn to express “We like…”(Color)Express: We like…(animals)
Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: Practice Find “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like… Fast reaction.Game: Look T’s gestures and say the sentences Page 31: Activity three
(Look at the pictures and say sentences.)Blackboard-writing:
Teaching Notes:
Module9:
Unit 2
What’s your favorite sport? Period 1 Teaching Aims: 1.Learn to say “sport, colour, and animal.”
2.Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties: The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?
Students Analysis: After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Sing to greeting.Step 2: Revision 1.Review these sentence patterns: I like football.We like football.They like football.2.CAI: Show some pictures, Ss look and say.3.Page 31: Activity two: Reading.4.Game: Gestures and sentences.Step 3: Presentation Game: Guessing Review some colors.Learn to say the word: color Review some animals.Learn to say the word: animal Review some sports.30 Learn to say the word: sport Game: Who’s calling me?
Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct the pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:
Teaching Notes:
Module 10:
Unit 1
Let’s play football!Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to say the phrases: play football / basketball / ping-pong/ go swimming 3.Can say the right phrase according to the actions or pictures.Importance and Difficulties: The pronunciation of “ basketball”.Students Analysis: Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on.Except learn to say the sports name, I should also tell them: do more exercises after class!Have a good healthy is the most important thing in everyone’s life!
Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures: Step 1: Warming up Sing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: football Introduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voice Learn the new word “basketball” in the same way.Game: T points, Ss read.(group by group)Learn the new word “ping-pong” and “swimming” in the same way.32 Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.Learn the new word: play.Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do./ I do, you say.Page 27: activity 3
(Read the words)
(Look the picture and say the phrase.)Blackboardwriting:
Teaching Notes:
Module 10:
Unit 2
Let’s sing!Teaching Aims: Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties: The pronunciation of “tired.” Use “Let’s sing/ dance” freely.Students Analysis: We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes.And I also will let them know the differences of the word “dance”.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Step 2: Revision 1.Show them some animal cards and ask: “What are they?” “They’re…” 2.Show them the balls, ask: “What’s this? This is …” 3.Stick the pictures of balls on the blackboard.4.T points, Ss read the words group by group.5.T does the actions, Ss look and say the phrase group by group.6.Review to say the whole sentence “Let’s play….” 7.Open the books, read the text on page 26.8.Read the activity 2 on page 27.9.Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.10.Point and say: “Let’s play…./ Let’s go…” Step 3: Presentation 1.T: “Let’s play football.No, I’m hot.”
2.Review to say “No, I’m hot.” 3.Learn to say “No, I’m tired.” 4.Read row by row.5.T shows a picture and teaches the new word “sing.” 6.Get the Ss say: Let’s sing.7.Makes a gesture, and learn to say: “Let’s dance.”
8.Write the sentence on the blackboard: Let’s sing and dance.9.Read after T.Step 4: Practice 1.Turn to page 28, try to read the text.2.Read the text after T.3.Page 29: Chant.(Look and say.)
(Read and chant.)Blackboard-writing:
Teaching Notes:
第五篇：外研版小學(xué)三年級(jí)英語(yǔ)下冊(cè)module9unit1
Module 9 Unit1
I’ve got a new book.一、教材分析
本單元的重點(diǎn)是讓學(xué)生學(xué)會(huì)如何用英語(yǔ)詢問(wèn)別人是否擁有某物品，并且能對(duì)此作出相應(yīng)的回答。
二、教學(xué)內(nèi)容
要學(xué)生能在生活中說(shuō)自己得到了某物品，I’ve got a new …并能詢問(wèn)別人是否擁有某物品:Have you got a new …以及能對(duì)此作出回答：Yes，I have /No, I haven’t.還要讓學(xué)生掌握單詞：dress coat sweater T-shirt
三、學(xué)情分析
三年級(jí)的學(xué)生活潑好動(dòng)，好奇心強(qiáng)，喜歡表現(xiàn)自己，通過(guò)一段時(shí)間的學(xué)習(xí)，初步掌握了一些基本的單詞。能根據(jù)教師的簡(jiǎn)單的個(gè)人指令做游戲，做動(dòng)作，能交流簡(jiǎn)單的個(gè)人信息，對(duì)新語(yǔ)言表現(xiàn)出好奇心與興趣，但是，他們也存在著穩(wěn)定性較差，注意力不易長(zhǎng)時(shí)間集中，掌握的知識(shí)不牢固。需要通過(guò)各種教學(xué)方式反復(fù)的練習(xí)，不斷強(qiáng)化才能鞏固所學(xué)的知識(shí)。
四、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
能聽(tīng)說(shuō)讀本單元的內(nèi)容，能運(yùn)用句型Have you got…？并進(jìn)行回答。掌握單詞：dress coat sweater T-shirt
2.能力目標(biāo)
能在日常生活中用句型 Have you got…？來(lái)詢問(wèn)別人是否擁有什么物品，以及對(duì)此作出回答：Yes，I have /No, I haven’t.3.情感目標(biāo)
培養(yǎng)學(xué)生在日常生活中對(duì)英語(yǔ)的運(yùn)用能力。
五、教學(xué)重點(diǎn)
能在日常生活中用句型 Have you got…？來(lái)詢問(wèn)別人是否擁有什么物品，以及對(duì)此作出回答：Yes，I have /No, I haven’t.六、教學(xué)難點(diǎn)
把句型Have you got …？轉(zhuǎn)化成 Has he/she got …?以及回答Yes，he/she has.No,he/she hasn’t.七、教學(xué)準(zhǔn)備：多媒體 錄音機(jī) 圖片
八、教學(xué)過(guò)程
Step1：Warming up
老師熱情地和學(xué)生打招呼問(wèn)好，并一起演唱上一模塊學(xué)習(xí)的英文歌曲“Rain,rain,go away.”
Step2：Presentation
活動(dòng)一
1）老師拿起一本新英語(yǔ)書說(shuō)：“I’ve got anew book.”然后拿起其他物品說(shuō)：“I have got a...”并讓學(xué)生轉(zhuǎn)述：“You’ve got a...”老師在黑板上板書 “I’ve=I have”，讓學(xué)生知道I’ve是 I have的縮寫形式。然后老師問(wèn)學(xué)生：“Have you got a...?”幫助學(xué)生回答：“Yes, I have./No,I haven’t.”讓學(xué)生知道got 的意思。
2）老師出示幾張關(guān)于科學(xué)的圖片，向?qū)W生介紹。例如：老師指著一本科普書說(shuō)：“It’s about science.”指著一本關(guān)于體育運(yùn)動(dòng)的書說(shuō)：“It’s about sports.”出示一些英語(yǔ)的資料說(shuō)“It’s about English?！闭?qǐng)學(xué)生在小組內(nèi)向小組成員介紹自己的書。
3）老師出示Daming,Lingling和Amy的頭飾，說(shuō)：“他們也在談?wù)摃?，讓我們一起?lái)看看他們都有哪些方面的書?！?/p>
活動(dòng)二
1）老師把本課的掛圖貼在黑板上，播放課文錄音，呈現(xiàn)Unit1活動(dòng)2的內(nèi)容。請(qǐng)學(xué)生邊聽(tīng)邊看圖。讓學(xué)生對(duì)課文的意思有一個(gè)大致的了解。聽(tīng)第二遍錄音前，老師可以提出一些問(wèn)題，請(qǐng)學(xué)生帶著問(wèn)題、聽(tīng)錄音，例如：
1.What are they talking about?
2.What is Lingling’s book about?
3.What is Daming’s book about?
4.Has Sam got a sweater?
5.Has Tom got a sweater?”
2）再放錄音，請(qǐng)學(xué)生邊聽(tīng)邊指圖，同時(shí)試著找出問(wèn)題的答案。老師再次播放錄音，要求學(xué)生跟讀，同時(shí)畫出課文中的新單詞。
3）在學(xué)生對(duì)課文內(nèi)容比較了解、對(duì)重點(diǎn)內(nèi)容進(jìn)行了充分練習(xí)后請(qǐng)學(xué)生讓學(xué)生詢問(wèn)教師I’ve got a new …Have you got a new…?教師要對(duì)此作出回答。
Step 3 Consolidation and extension
讓學(xué)生們同桌之間來(lái)相互詢問(wèn)“I’ve got a new book.Have you got a new book?”。同桌之間練習(xí)之后再讓幾組同學(xué)到前面展示。個(gè)別完成Step 4：summary
聽(tīng)錄音，朗讀Unit1活動(dòng)2的課文，并試著背誦。
Step 5 Homework
詢問(wèn)自己的家人、朋友或同學(xué)有哪些方面的書籍和什么顏色的衣服。
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