陕旅版英语四年级上册英语教学设计
改变一点点作文-教师节主题队会
What is your father?
一、知识也能力目标。
1、掌握本节课中出现的新单词。
2、掌握本节课中的句型What is your
fathermother?及其回答。
二、过程与方法
1、用PPT、歌曲引入，营造氛
围，让学生对所学单词进行初步
感知，在教师的引导下能自主学习、合作学习，提高学习能力。
2、能够掌握运用所学句型，自主对话。
三、情感态度与价值观
通过对单词学习，
让学生了解各项职业。通过学习让学生感知各
项职业都非常辛苦，让他们能体会父母工作的艰辛，并爱自
己的父母。
教学目标：
1、掌握本课的职业单词，并能正确、流利的拼读，理解词义。
2、掌握本课的句型What is your
fathermother?询问他人职业的
用语及其正确回答。
3、能正确流利读小诗。
教学重点：
1.1.能听懂、会说、会拼写，认读职业单词，并对单词teacher
进行复习巩固。
2.2.能听懂What’s your …？并能根据实际情况用He’sshe’s a
…
回答。
3.3.能听懂、会说What’s heshe ?
并能根据实际情况用
He’sshe’s a …回答。
4.4.能读小诗歌What is your father mother?
教学难点
1.能听懂What’s your …？并能根据实际情况用He’sshe’s a
…
回答。
2.能听懂、会说What’s heshe ?
并能根据实际情况用He’sshe’s
a …回答。
3.能配动作诵读小诗歌What is your father mother ?
教学准备：PPT
教学过程：
Step1:T：1、greeting
2、sing a song
T：Today is sunny。Are you
happy？
S：Yes。
T：Now，let′s sing a song。OK！
S：OK！
T：Good！Nice to see meet you。
S：Nice to meet you ，too。
T：How are you？
S：I′M fine，thank you ，and you。
T：I′M fine
,too. Sit down ,please.
Show PPT
T:
Who is she?
S: She is Miss Ling.
T: Good!
It′s me . What is she? (show PPT)
S: She is a
teacher.
T: You are so clever.
Teacher—teacher—teacher—teacher. Read
after
me.
S: teacher—teacher—teacher—teacher.
T: We can see many teacher in the school or a
hospital?
S: In the school.
T: Yes, we can
see many teacher in the school. Who is in
hospital?
Let′s have a look.( show PPT) What′s
he? Oh, he is a doctor.
D—o—c—t—or doctor
doctor ,Read the word.
S: D—o—c—t—or doctor
doctor.
T: Doctor stand up. Read the word.
S: D—o—c—t—or doctor doctor
T: Whose
father is a doctor? Feng Chenxiang′s .Let′s ask .
“What′s your father?”
Feng Chenxiang: He
is a doctor.
S1：Feng Chenxiang ，Feng
Chenxiang，What′s your father?
Feng
Chenxiang：He is a doctor.
S2: Feng Chenxiang
，Feng Chenxiang，What′s your father?
Feng
Chenxiang：He is a doctor.
S3: Feng
Chenxiang ，Feng Chenxiang，What′s your father?
Feng Chenxiang: He is a doctor.
(Show PPT)
T: Then you look “Who is he?”
S2: He is
Wang Yubo.
T: Wang Yubo , what′s your father?
(show PPT)
Wang Yubo: He is a …
T: He is a
cook. Cook cook , he is a cook. Cooks stand up,
read
the word.
S: Cook cook ,he is a cook
T: (show PPT) Who is she ?
S: She is Chen
Ximiao.
T:(show PPT) Let′s have a look. Chen
Ximiao , What′s your
father?
Chen Ximiao:
He is a policemen.
T: You are so clever.
policeman , policeman, He is a policeman.
Then read the word. And read it one by one.
S: policeman, policeman, He is a policeman.
T: policeman stand up, read the word .
S:
policeman, policeman, He is a policeman.
T:
Good!(show PPT). Who is he ?
S: He is Qian
Long.
T: Good, Qian Long, What′s your
father? (show PPT).
Qian Long: He is a …
T: Oh, he is a farmer. Farmer, farmer, he is a
farmer
S: Farmer, farmer, he is a farmer.
T: Farmers stand up. Read the word .
S:
Farmer, farmer, he is a farmer.
T: Great, now
let′s ask Qian Long, What′s your father?
Qian
Long: He is a farmer.
S1: What′s your father?
Qian Long: He is a farmer.
T: (show
PPT)You look, who is he ?
S: He is Huang
Wenzhuo.
T: Good. Huang Wenzhuo, what′s your
father?
Huang Wenzhuo: He is a worker.
T:
You are great. Worker, worker, he is a worker.
S: Worker, worker, he is a worker.
T：Good
.now we ask Huang Wenzhuo “What′s your father?”
Huang Wenzhuo: He is a worker.
T: Good.
(show PPT). Who is she? —
S: She is Li
Yumeng.
T: Good. Li Yumeng , “What′s your
mother?”
Li Yumen: She is a nurse.
T: wonderful ! nurse nurse ,she is a
nurse. Read after me.
S：nurse nurse ,she is a
nurse.
T：Nurse stand up .read the word.
S:
nurse nurse ,she is a nurse.
T: Good. Now
let′s ask Li Yumeng , “What′s your mother?”
S:
She is a nurse.
T: very good. (show PPT) Who
is she?
S: She is Chen Boyu.
T: You are
right. Chen Boyu , “What′s your mother?” (show
PPT).
Chen Boyu: She is a …
T: Driver
, she is a driver. Read after me. Driver driver
,dr—
i—v—er driver
She is a driver.
S: Driver driver ,dr— i—v—er driver
She
is a driver.
T: Driver stand up .read the word
.
S: Driver driver ,dr— i—v—er driver
She is a driver.
T: So we ask Chen Boyu
“What′s your mother?”
Chen Boyu: She is a
driver.
T: very good. Look children , who is
she?
S: She is Zhang Ruixi .
T:
Zhang Ruixi “What′s your mother?” (show PPT).
S: She is a singer.
T: Wonderful. Singer.
Read after me. Singer singer, she is a
singer
.
S: Singer singer, she is a singer .
T:
Singer stand up . read the word.
S: Singer
singer, she is a singer .
T: Good , now we ask
Zhang Ruixi “What′s your mother?”
Zhang Ruixi:
She is a singer.
Step2:Let′s chant
T:
Children, now let′s chant .Ok!
S: Ok!
What′s your father? What′s your
father?
Cook cook , he is a cook. Cook
cook , he is a cook.
What′s your mother?
What′s your mother?
Singer singer,she is a
singer. Singer singer ,she is a singer.
T:
Good. We try again. OK!
S: OK!
Step3:Talk
about your picture!
T: Good! Boys and girls ,
show me your picture ,then talk about
your
picture , you may use “who is he ?” He is ….
What′s your
father? He is a …. Who is
she ? She is …. What′s your mother? She
is a
…. And six persons as a group ,practice these !
S: OK!
T: S practice ,teacher walk around
and help them.
Then check their practice.
T: Our father、mother very kind of me ,they are
our good friend.
So we love father and we love
mother.
板书设计：
What′s Your Father?
What′s your father?
He is a ….
What′s
your mother?
She is a ….
Doctor cook
policeman farmer worker nurse driver singer
What′s your father? What′s your
father?
Cook cook , he is a cook. Cook
cook , he is a cook.
What′s your mother?
What′s your mother?
Singer singer ,she is a
singer. Singer singer ,she is a singer.
Unit
2 What do they have on the farm?
Teaching
aims
1、Knowledge objects
Students can
master these new words: farm, cow, horse, pig,
sheep,
duck, hen.
2、Ability
objects:
Students can express the dialog
A: What do you have on the farm?
B: I have
…
3、Emotion object
Understand the animals
are our friends, and we should protect them
and love them.
Key points:
Master
these key words well.
Difficult points：
Master the sentence pattern,
—What do they
have on the farm?
---They have…
Process and method:
First, set up a
real situation,let them talk to inspire their
interests,
then, show some pictures ,so as to
discuss, the end,help them master
this period.
Teaching process:
StepⅠwarming up and lead
in.
Sing a song to lead in . (In this song
,there are many animals of this
class,
so it can warm the class up , and lead in these
new words).
Step II Presentation
(1).Show
the pictures of these animals, ask some of them to
act as a
little teacher. For example: pig ,
pig , It’s a pig. Others read and
repeat.
(2).Play a game.
Let them clear what is in
the zoo and what’s on the farm.
(By this way,
they can relearn these words and learn the new
phrase
‘on the farm’ and ‘in the zoo’)
(3).Show a beautiful farm to them. What a
beautiful farm. Do you
like it ?(By this way
to attract their attention)
Would you like to
go to a farm with me?
. Good idea.
(4)There is a beautiful farm. They can see a
horse. So (review
horse,farmer, teacher and so
on).
Let them erase the picture.
(利用SMART白
板的擦除功能，让孩子自己发现，农场上有什么？
那么这个句子的输出就更加的自然)
A：What do they have on the farm?
Ss: They
have a….
They have ….(单复数对比 板书)
(5).Group-work. Pair up the word and the
picture.
(利用白板的图文配对功能，能很好的实现此功能,在此，还利用了
白
板的滚动提示，及时提醒学生)
Ask a student to ask , and
others answer.
A: What do you have on the
farm?
B: I have….
(According the answer to
pair up the words and pictures)
(6)Pair-work.
Give them 90 seconds to practice, and ask some
pairs to show on the
stand.
(利用了鞭炮计时器，给了准备
的时间，增加了课件的娱乐性，和学
生的紧迫性。利用表格功能，对所学重点再巩固)
(7)Improving.
Show a picture of a
beautiful farm. There are many animals on the
farm. There is a hen, a duck, a horse, a cow
and a sheep. But my
babies, I have a magic
pen. Look , What do you have ?
(利用SMART软件的无限克隆
功能，来学习名词的复数形式，而在
这个活动中，就从对话的学习上升到了表述性句子的输出上，再拔高
的同时，也降低了难度，有提示性的输出。)
Step III
Consolidation
Check if they have mastered
those points well.
(锻炼了学生的书写)
Step IV
Homework
Make up short dialogue like
this
--What do they you have on the farm?
--They have atwo ….
2. Design your own
farm, and try to write a short essay to introduce
your farm to us.(By this way to finish the
blackboard design.)
Step V Summary
What’s for breakfast?
教学目标：
一、知识与技能：
认知词汇juice eggs bread toast and jam porridge
cereal
能够运用句子I like ____ for breakfast.进行问答。
二、过程与方法：
创设情景，使学生在语言情境中体会并使用语句。
学生小组合作， 给学生更多的交流机会。
运用事物或图片，学生更直观的理解认知词汇。
三、情感态度与价值观：
培养学生大胆自信地运用英语进行交流。
提高学生的学习兴趣，调动学生学习的积极性。
教学重难点：理解认知本课词汇及句子。
了解西方的饮食文化，介绍早餐。
教具学具：与本课教学相关的实物及图片，单词卡片等。
教学过程：
一、Class opening and review.
1、Greating .
Hello , boys and girls ! Did
you eat your breakfast?
2、Review
I
like ____. I don’t like ____.
二、New concepts
1、What’s this ?
I get up in the morning .
In the morning ,I eat breakfast. What’s for
breakfast？
Look, ask and answer“What’s this？”.
出示实物及图片，演示词汇juice eggs bread toast and jam
Listen to the radio ,read these words a few
time.
Play “What’s missing？”
2、Porridge
or cereal?
(1). 利用手偶演示
板书I like ____ . I
like ____ for breakfast.
(2). Ask and answer
in pairs.
What would you like for breakfast ?
I like ___ for breakfast.
(3)帮助学生理解本课中涉及到的食物及相关的文化背景。
In Canada , we
eat cereal for comes in a box.I put milk and
suger on
it .
(4).Play the audiotape as
the students follow in their books.
(5).
小组创编对话 use these sentences:
I like ___ for
breakfast. Would you like some ____ ？
Yes, ,
thanks.I put ___ on it.
It’s delicious!
三、Class closing
《活动手册》
板书：
Lesson
6 What’s for breakfast?
juice eggs bread
toast and jam
What’s for breakfast?
I like
____ .I like ____ for breakfast.
When
do you have classes?
单元教材分析
本单元要学生学会问对方什么
时候干什么事这个句型，是在前一个单元的
基础上再进一步接触特殊疑问句，要求学生继续谈论他们生活
中间的一个热门话
题，通过练习，讨论来提高学生的各方面能力。
教学目标：
能听懂、 会说 、会读 、会写词汇: get up, have class, have
lunch, play
games, watch TV, go to bed.
2.通过游戏、练习等方式巩固本单元知识。
教学重点：
能灵活运用上述词汇。能听懂、会说句型---When does your fathermoth
er+
动词短语？--HeShe…并且能在实际生活中加以运用，要求模仿正确，语音语调
自
然。
能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行相
应的替换练习
，以达到学以致用的目的。
教学难点：
能听懂、 会说 、会读 、会写下列句型：
1.—When do you + 动词短语？
---I…
2.—Do you + 动词短语？
--Yes, we do.
3. When does your
fathermother + 动词短语？
--HeShe does…
能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行
相的
替换练习，以达到学以致用的目的。
通过故事的学习，达到情感教育。
教学准备
教学卡片、录音机，课件幻灯片
第一课时
教学环节：
一.学习目标（2分钟）
（一）出示学习目标：学习“四会”单词：get up, have class, have
lunch,
play games, watch TV, go to bed.
（二）学生齐读学习目标，明确本节课任务。
二.自主学习（15分钟）
（一）温故知新
1.通过简短的会话，复习巩固前面学过的一些内容。
,
boys and girls. How are you?
’s for breakfast?
you like eggs for breakfast?
you like
English songs? Let’s sing a song, ok?
2.做Look
and write.
（二）阅读方法
对照课本，边看图边连线。
互助释疑
1．学生集体听磁带跟读单词，要求指读。
2．个别学生展示，教师及时评价。
3． 教师逐一对学生容易出错的单词进行有针对性的训练。
（四）探究出招
通过教师的描述，先用铅笔在书上画出答案。
三.展示交流（10分钟）
（一）小组展示
通过课本第26页Let’s learn 部分的主图或课件展示词汇。
（二）班级展示
1．指名小组上讲台做动作，用英语描述词汇，你来表演我来猜。
2．教师借助卡通时钟拨动时间，学生按照时间顺序来学习活动。
四.点拨升华（8分钟）
（一）教师引导学生仔细观察每组图片。
（二）听录音，完成选择。
五.课堂作业（5分钟）
作业当堂清
1.英汉互译
起床 上课 吃午饭 做游戏 看电视
睡觉
3.完成Think and Match.
板书设计：
When do
you have classes?
I have classes…
第二课时
教学环节：
一．学习目标（2分钟）
（一）出示学习目标：
1.学生多说多练，为学习对话做好铺垫。
2.用所学单词和句型进行问答练习。
（二）学生齐读学习目标，明确本节课任务。
二．自主学习（15分钟）
（一）温故知新
教师做动作让学生猜词。
（二）阅读方法
让学生说出图片上的时间，然后再说一说在这个时间可以做什么。
（三）互助释疑
教师可以看着表引入本节课要掌握的句子提前让学生了解。
（四）探究出招
结合这几幅图片反复练习句型，让学生熟练并慢慢掌握。
三．展示交流（10分钟）
（一）小组展示
将全班学生分为三人一组，小组件进行对话练习。
（二）班级展示
1.教师先扮演爷爷奶奶，学生扮演Li Shan，分角色对话。
2.请准备充分的小组上台表演对话。
四．点拨升华（8分钟）
（一）教师放录音，学生跟读，纠正读音。
（二）教师再次播放录音，让学生带着问题去听。问题参看如下：
does Li
Shan have classes?
Shan plays games at
school. Yes or no?
五．课堂作业（5分钟）
（一）作业当堂清
Look and Write
go＿ have a ＿ go
to＿ have＿ go to＿ get＿
板书设计：
1.—When
do you + 动词短语？—I…
2.—Do you + 动词短语？--Yes, we
do.
第三课时
教学环节：
一．学习目标（2分钟）
（一）能听、 说 、读、 写单词early, late。
（二）学习When
does your fathermother？句型及其回答。
二．自主学习（15分钟）
（一）温故知新
1.教师由复习引入本节课新手单词。
2.教师和学生做游戏并问答.
（二）阅读方法
教师鼓励学生完整地朗读对话，帮助其建立说英语的信心。
（三）互助释疑
学生在完成对话的基础上可鼓励他们运用已学知识创编新对话。
（四）探究出招
小组合作用When does your fathermother？造句，并进行回答。
三．展示交流（10分钟）
（一）小组展示
选出小组代表背对黑板，看下面学生的动作猜词。
（二）班级展示
将全班分为四组，教师将所有的词汇卡片贴在黑板上，大家一起拼读。
四．点拨升华（8分钟）
（一）教师放录音，让学生整体感知。
（二）教师给出问题，要求学生带着问题听录音，然后回答问题。
（三）教师播放录音，要求学生模仿录音中人的语音语调。
（四）再将全班分为两大组，进行对话练习。
五．课堂作业（5分钟）
（一）作业当堂清
教师出示Look and
talk部分的图片，或让学生直接看课本29页。选择其
中一幅图举例，如第一幅起床图：T:
What time is it? Does the boy go to bed?
（二）挑战自我
同桌两人一组，互相指图描述。教师要多在组内观察指导。
板书设计：
early late
When does your
fathermother？
课后反思
第四课时
教学环节：
一．学习目标（2分钟）
（一）做游戏，做练习，巩固本单元所学单词和句型。
（二）读故事，体会其中的教育意义。
二．自主学习（15分钟）
（一）温故知新
分角色读对话，复习上节课内容。
（二）阅读方法
读课本上的故事，理解含义。
（三）互助释疑
小组内交流故事内容。
三．展示交流（10分钟）
（一）请同学上台表演故事情节，教师进行适当的情感教育。
（二）请同学上台做游戏，一人读，一人画，巩固所学知识。
四．点拨升华（8分钟）
（一）教师放对话录音，学生跟读，纠正读音。
（二）指名学生有感情读对话。
五．课堂作业（5分钟）
作业当堂清
教师安排学生两人一组，进行小故事的排练。
板书设计：
go to bedget upplay
gameshave lunch
Our school
Teaching
aims and demands
★The students can
master some words about places at school and
make sentences with these words.
★Improving the reading comprehension of
students.
★The students can master the common
expression to introduce their
schools .
The main and difficult points:
★Common
expression:
be able to be located in
on the left of be proud of
★Sentence
structure
There be
Teaching materials:
Power-point
Teaching process:
Step 1: Pre
---reading and warming up
（一）Free Talk:
“Is your school beautiful?
“Do you like
your school ?”
（二）Revise the new words.
（三）Ask and answer;
ask the students to
ask and answer:
What primarymiddle school were
you in?
What are there in your school ?
show the students some pictures of school place ,
Then press the
button and pronounce the
words. During the presentation , the
teacher
can ask the students: “Where is it?”, “Do you like
it?”
Step 2: Reading
（一）Listening and
scanning:
Reading with this question:
Where is our school?
（二）Intensive Reading:
Part one :
Lead students to read this
text, and analyze the structure of this text
Part two:
Read the text again, try to
answer some questions:
☆Read the details below
and choose which ones are true(T),which
ones
are false(F).
( )1. Not far from our school
is the beautiful lake--the West Lake.
(
)2. The teaching building has five stories.
(
)3. The classrooms are large enough for forty
students to study
in comfort.
( )4. On
the right of the dormitory,there are several
smaller
buildings.
( )5. We love our
school very much.
☆Read the details below and
complete the following sentence with a
word
from the text. P20
Step
3:Post - Reading
Common expression:
be
able to be located in on the left of be
proud of
Sentence structure
There be
Step 4:Summary &Homework
Do some exercises
on the text to practice phrases.
What subjects
do they have this morning?
教学目标：
1.
能听、说、读、写词汇：drawing，great，be good at.
2.能听懂、会说句型：Do you like(学科名称)？
Yes,I , I
don’t. I’m good at …并且能在实际生活中灵活运用。
3.能灵活自如地运用所学句型的一般疑问句及肯定和否定回答；激发学生学
习英语的兴趣。
教学重点：
1. 能听、说、读、写词汇：drawing，great，be good
at.
2.能听懂、会说句型：Do you like ...(学科名称)？
Yes,I , I don’t. I’m good at …并且能在实际生活中灵活运用。
教学难点：
1.通过练习，掌握对话 ，能自主编出对话。
2．通过趣味课堂活动，激发学生学习英语的兴趣。
教具准备
小熊玩偶， 单词卡片， 各科课本
教学过程
游戏温习旧知
用小熊为投掷玩具，叫个生上讲台复习单词。
展示课件中的老师照片，鼓励学生用英语句子描述老师的特征。
（二）新授
1. 引出短语“一本书”
2．引导孩子用英语说出an English book
a Chinese book
a PE book等，强调英语，美术前面要用an.
3.将2中的短语展示出来，让孩子们集体读。
4.连词成句练习，引出What’s in
your hand ?并引导孩子回答。
5.同桌练习以上句型。
6. Do you
like科目？的问答练习（Yes, I , I don’t.
7.将以上两个对话结合起来组成对话同桌练习。
What’s in your hand?
It ‘s an English book.
Do you like
English?
Yes, I do.
8.出示PPT,让孩子们结合图片提示，编出对话，口头练习。
（三）巩固练习
1.读熟对话。
2.和同桌互练对话。
3展示学生的照片，老师运用be
good at 引出句子，让孩子试着听，并大概
听懂。
（四）作业
自编2组对话，并和同桌练习。
板书：
Unit 6 What subjects
do they have this morning?
an English
book
an Art book
It’s
Tuesday.
单元总目标
本单元既对前两个单元的学习内容进行再现与整合，同时又
把学校生
活这一话题延伸到了周内的活动。本单元要求学生能够运用句型：
What day
is it today ? It’s… We have …on… Is it … today ?
Yes, it is.
What do you do on…?I…What does Liu
Zhao yang do on…?He likes
to…谈论自己及他人的周末安排。
Unit7课时分配
课时数
第一课时
所包含的内容
Warming-up: Circle the day
Part A
Write out your classes today
Let’s learn
中的前四个单词
第二课时
第三课时
第四课时
第五课时
Part A
Let’s learn 中的后四个单词
Part A
Let’s talk
Part B Let’s learn more
Part B
Let’s play
Look, ask and answer
第六课时
第七课时
Part B Let’s sing
PartC Put the seven days in it
Listen and
color
第八课时
Part C Talk about
Jimmy’s afternoon tea
PartC Put the words in
order and write
单元具体目标
能听、说、读、写以下词汇：
week Monday. Tuesday. Wednesday,
Sunday
能听懂、会说、会读、会用下列句型：
(1) —What day is it
today?
—It’s…
—We have…on…
—Is
it…today?
—Yes,it is.
—What do you do on…?
—I…
—What does heshe do on…?
重点：学习掌握句型:
(1) —What day is it today?
—It’s…
—We have…on…
(2) —Is it…today?
—Yes,it is.
Thursday. Friday. Saturday
(3) —What do you do on…?
—I…
—What does heshe do on…?
—HeShe likes to…
难点：能在实际生活中灵活自如地运用英语谈论每日课程及生活安
排，并能用所学单词进行相应
的替换练习。
情感目标
培养学生热爱学习，热爱生活的美好情感。
鼓励学生发现他人的优点，培养学生良好的学习生活习惯。
第一课时
教学内容:Warming-up. Cirle
the day. Write out your classes today .
Let’s learn 中的前四个单词
教学目标
1.知识与技能
(1)能听、说、读、写单词：week Friday Saturday Sunday
（2）能在实际生活中灵活运用句型：
—What day is it
today?
—It’s…
2.过程与方法
学生能把新学的单词，灵活运用到已学的句子中，编成对话，在课堂
上表演出来。
3.情感、态度与价值观
引导学生合理安排每天的活动。
教学重点：听、说、读、写新单词week Friday Saturday
Sunday
教学难点：把新学的单词灵活运用到已学的句子中。
教法设计:
情景教学法、互动性教学法、任务型教学法
学法设计:小组合作学习、合作探究，操练，角色扮演。
教学准备:多媒体课件
课时设计:1课时
教学过程
一、Warming up
1、Circle the day(P53)
让学生在日历上圈出当日，并引导学生说出今天是星期几：It’s…
通
过活动过程和讲述，引出本单元的话题，并初步接触一些有关日期的
词句。
2、Write out your classes today(P53)
-What
do you have in the morning?
-In the
morning,we have...
-What do you have in
the afternoon?
-In the afternoon,we
have...
二、Presentation
1、出示课题：It’s
Tuesday.通过出示课题让学生初步感知本单元学习
星期。
2、学习week
出示日历，体会星期。领读单词，强调：week中ee的读音i:。
教师一边出示日历一边问：
T: How many days are there in
a week?
Ss: Seven.
引导学生说出用完整的句子回答：There
are seven days in a
①教师引领学生读，然后学生自读，重点纠正学生发音
。跟录音学一
学。（反复练读）以小组开火车的形式反复练习单词，看看哪组表现
的最好。
②学习掌握所学单词书写格式。(练习书写)
3、学习新单词：Sunday
强调:在欧美等西方国家，一周的第一天是星期天Sunday而不是星期
一Monday。
用多种方法强化单词的记忆
② 带入句型操练—What day is it
today?
—It’s…
4、用同样的方法教授 Art, PE
三、Practice Activities
1.按照四线三格书写单词。
2.慧眼组单词。
eewk draFiy auSatrdy
anSudy
3.出示课表，补全对话。
T: What day is
it today? （指着周五提问）
—It’s…
Ss: It’s
（星期五）
T: What subjects do you have this
morning?
Ss: We are （英语、美术、 体育）
T: What subjects do you have this afternoon?
Ss: We are （英语、美术、 体育）
四、Homework
抄写单词：week Friday Saturday
Sunday
板书设计: Unit 7 It’s Tuesday
week星期 Sunday 星期天
Friday星期五
Saturday星期六
Boys Like to Play Ball.
第一课时
教学环节：
一、激情导入
二、展示学习目标（2分钟）
（一）出示学习目标：学习“四会”单词：run, swim, dance, jump
rope, play
basketball, sing songs.
（二）教师读学习目标，明确本节课任务。
三、自主学习（15分钟）
（一）温故知新
1.出示图片，引导学生读出新单词和图片。
2.做Look
and write.
（二）引入新课
对照课本，边看边练习拼写描述科目的单词。
（三）互助释疑
1．学生集体听磁带跟读单词，要求指读。
2．个别学生展示，教师及时评价。
3．
教师逐一对学生容易出错的单词进行有针对性的训练。
（四）探究出招
同桌间练习书写，可以互相检查拼写。
四 .展示交流（10分钟）
（一）小组展示
小组内练习用英语描述图片中的活动。
（二）班级展示
1 指名小组上讲台做游戏，用英语描述活动，你来表演我来猜。
2
补全单词。教师出示单词，让学生口述出所缺字母。
ru__ , sw__m,
dan__, ju__p, r__pe, play basket__, sing s__gs.
五、点拨升华（8分钟）
（一）教师放录音，学生跟读，纠正读音。
（二）学生开火车读单词。
六、课堂作业（5分钟）
作业当堂清
1.单词拼写
ru__ , sw__m, dan__, ju__p,
r__pe, play basket__, sing s__gs.
2.翻译
跑，游泳，跳舞，跳绳，打篮球，唱歌
What is
your father?
一、知识也能力目标。
1、掌握本节课中出现的新单词。
2、掌握本节课中的句型What is your fathermother?及其回答。
二、过程与方法
1、用PPT、歌曲引入，营造氛围，让学生对所学单词进行初步
感
知，在教师的引导下能自主学习、合作学习，提高学习能力。
2、能够掌握运用所学句型，自主对话。
三、情感态度与价值观
通过对单词学习，让学生了解各项职业。通过学习让学生感知各
项职业都非常辛苦，让他们能体会父母工作的艰辛，并爱自己的父母。
教学目标：
1、掌握本课的职业单词，并能正确、流利的拼读，理解词义。
2、掌握本课的句型What
is your fathermother?询问他人职业的
用语及其正确回答。
3、能正确流利读小诗。
教学重点：
1.1.能听懂、会说、会拼写，认读职业单词，并对单词teacher
进行复习巩固。
2.2.能听懂What’s your …？并能根据实际情况用He’sshe’s a
…
回答。
3.3.能听懂、会说What’s heshe ?
并能根据实际情况用
He’sshe’s a …回答。
4.4.能读小诗歌What is your father mother?
教学难点
1.能听懂What’s your …？并能根据实际情况用He’sshe’s a
…
回答。
2.能听懂、会说What’s heshe ?
并能根据实际情况用He’sshe’s
a …回答。
3.能配动作诵读小诗歌What is your father mother ?
教学准备：PPT
教学过程：
Step1:T：1、greeting
2、sing a song
T：Today is sunny。Are you
happy？
S：Yes。
T：Now，let′s sing a song。OK！
S：OK！
T：Good！Nice to see meet you。
S：Nice to meet you ，too。
T：How are you？
S：I′M fine，thank you ，and you。
T：I′M fine
,too. Sit down ,please.
Show PPT
T:
Who is she?
S: She is Miss Ling.
T: Good!
It′s me . What is she? (show PPT)
S: She is a
teacher.
T: You are so clever.
Teacher—teacher—teacher—teacher. Read
after
me.
S: teacher—teacher—teacher—teacher.
T: We can see many teacher in the school or a
hospital?
S: In the school.
T: Yes, we can
see many teacher in the school. Who is in
hospital?
Let′s have a look.( show PPT) What′s
he? Oh, he is a doctor.
D—o—c—t—or doctor
doctor ,Read the word.
S: D—o—c—t—or doctor
doctor.
T: Doctor stand up. Read the word.
S: D—o—c—t—or doctor doctor
T: Whose
father is a doctor? Feng Chenxiang′s .Let′s ask .
“What′s your father?”
Feng Chenxiang: He
is a doctor.
S1：Feng Chenxiang ，Feng
Chenxiang，What′s your father?
Feng
Chenxiang：He is a doctor.
S2: Feng Chenxiang
，Feng Chenxiang，What′s your father?
Feng
Chenxiang：He is a doctor.
S3: Feng
Chenxiang ，Feng Chenxiang，What′s your father?
Feng Chenxiang: He is a doctor.
(Show PPT)
T: Then you look “Who is he?”
S2: He is
Wang Yubo.
T: Wang Yubo , what′s your father?
(show PPT)
Wang Yubo: He is a …
T: He is a
cook. Cook cook , he is a cook. Cooks stand up,
read
the word.
S: Cook cook ,he is a cook
T: (show PPT) Who is she ?
S: She is Chen
Ximiao.
T:(show PPT) Let′s have a look. Chen
Ximiao , What′s your
father?
Chen Ximiao:
He is a policemen.
T: You are so clever.
policeman , policeman, He is a policeman.
Then read the word. And read it one by one.
S: policeman, policeman, He is a policeman.
T: policeman stand up, read the word .
S:
policeman, policeman, He is a policeman.
T:
Good!(show PPT). Who is he ?
S: He is Qian
Long.
T: Good, Qian Long, What′s your
father? (show PPT).
Qian Long: He is a …
T: Oh, he is a farmer. Farmer, farmer, he is a
farmer
S: Farmer, farmer, he is a farmer.
T: Farmers stand up. Read the word .
S:
Farmer, farmer, he is a farmer.
T: Great, now
let′s ask Qian Long, What′s your father?
Qian
Long: He is a farmer.
S1: What′s your father?
Qian Long: He is a farmer.
T: (show
PPT)You look, who is he ?
S: He is Huang
Wenzhuo.
T: Good. Huang Wenzhuo, what′s your
father?
Huang Wenzhuo: He is a worker.
T:
You are great. Worker, worker, he is a worker.
S: Worker, worker, he is a worker.
T：Good
.now we ask Huang Wenzhuo “What′s your father?”
Huang Wenzhuo: He is a worker.
T: Good.
(show PPT). Who is she? —
S: She is Li
Yumeng.
T: Good. Li Yumeng , “What′s your
mother?”
Li Yumen: She is a nurse.
T: wonderful ! nurse nurse ,she is a
nurse. Read after me.
S：nurse nurse ,she is a
nurse.
T：Nurse stand up .read the word.
S:
nurse nurse ,she is a nurse.
T: Good. Now
let′s ask Li Yumeng , “What′s your mother?”
S:
She is a nurse.
T: very good. (show PPT) Who
is she?
S: She is Chen Boyu.
T: You are
right. Chen Boyu , “What′s your mother?” (show
PPT).
Chen Boyu: She is a …
T: Driver
, she is a driver. Read after me. Driver driver
,dr—
i—v—er driver
She is a driver.
S: Driver driver ,dr— i—v—er driver
She
is a driver.
T: Driver stand up .read the word
.
S: Driver driver ,dr— i—v—er driver
She is a driver.
T: So we ask Chen Boyu
“What′s your mother?”
Chen Boyu: She is a
driver.
T: very good. Look children , who is
she?
S: She is Zhang Ruixi .
T:
Zhang Ruixi “What′s your mother?” (show PPT).
S: She is a singer.
T: Wonderful. Singer.
Read after me. Singer singer, she is a
singer
.
S: Singer singer, she is a singer .
T:
Singer stand up . read the word.
S: Singer
singer, she is a singer .
T: Good , now we ask
Zhang Ruixi “What′s your mother?”
Zhang Ruixi:
She is a singer.
Step2:Let′s chant
T:
Children, now let′s chant .Ok!
S: Ok!
What′s your father? What′s your
father?
Cook cook , he is a cook. Cook
cook , he is a cook.
What′s your mother?
What′s your mother?
Singer singer,she is a
singer. Singer singer ,she is a singer.
T:
Good. We try again. OK!
S: OK!
Step3:Talk
about your picture!
T: Good! Boys and girls ,
show me your picture ,then talk about
your
picture , you may use “who is he ?” He is ….
What′s your
father? He is a …. Who is
she ? She is …. What′s your mother? She
is a
…. And six persons as a group ,practice these !
S: OK!
T: S practice ,teacher walk around
and help them.
Then check their practice.
T: Our father、mother very kind of me ,they are
our good friend.
So we love father and we love
mother.
板书设计：
What′s Your Father?
What′s your father?
He is a ….
What′s
your mother?
She is a ….
Doctor cook
policeman farmer worker nurse driver singer
What′s your father? What′s your
father?
Cook cook , he is a cook. Cook
cook , he is a cook.
What′s your mother?
What′s your mother?
Singer singer ,she is a
singer. Singer singer ,she is a singer.
Unit
2 What do they have on the farm?
Teaching
aims
1、Knowledge objects
Students can
master these new words: farm, cow, horse, pig,
sheep,
duck, hen.
2、Ability
objects:
Students can express the dialog
A: What do you have on the farm?
B: I have
…
3、Emotion object
Understand the animals
are our friends, and we should protect them
and love them.
Key points:
Master
these key words well.
Difficult points：
Master the sentence pattern,
—What do they
have on the farm?
---They have…
Process and method:
First, set up a
real situation,let them talk to inspire their
interests,
then, show some pictures ,so as to
discuss, the end,help them master
this period.
Teaching process:
StepⅠwarming up and lead
in.
Sing a song to lead in . (In this song
,there are many animals of this
class,
so it can warm the class up , and lead in these
new words).
Step II Presentation
(1).Show
the pictures of these animals, ask some of them to
act as a
little teacher. For example: pig ,
pig , It’s a pig. Others read and
repeat.
(2).Play a game.
Let them clear what is in
the zoo and what’s on the farm.
(By this way,
they can relearn these words and learn the new
phrase
‘on the farm’ and ‘in the zoo’)
(3).Show a beautiful farm to them. What a
beautiful farm. Do you
like it ?(By this way
to attract their attention)
Would you like to
go to a farm with me?
. Good idea.
(4)There is a beautiful farm. They can see a
horse. So (review
horse,farmer, teacher and so
on).
Let them erase the picture.
(利用SMART白
板的擦除功能，让孩子自己发现，农场上有什么？
那么这个句子的输出就更加的自然)
A：What do they have on the farm?
Ss: They
have a….
They have ….(单复数对比 板书)
(5).Group-work. Pair up the word and the
picture.
(利用白板的图文配对功能，能很好的实现此功能,在此，还利用了
白
板的滚动提示，及时提醒学生)
Ask a student to ask , and
others answer.
A: What do you have on the
farm?
B: I have….
(According the answer to
pair up the words and pictures)
(6)Pair-work.
Give them 90 seconds to practice, and ask some
pairs to show on the
stand.
(利用了鞭炮计时器，给了准备
的时间，增加了课件的娱乐性，和学
生的紧迫性。利用表格功能，对所学重点再巩固)
(7)Improving.
Show a picture of a
beautiful farm. There are many animals on the
farm. There is a hen, a duck, a horse, a cow
and a sheep. But my
babies, I have a magic
pen. Look , What do you have ?
(利用SMART软件的无限克隆
功能，来学习名词的复数形式，而在
这个活动中，就从对话的学习上升到了表述性句子的输出上，再拔高
的同时，也降低了难度，有提示性的输出。)
Step III
Consolidation
Check if they have mastered
those points well.
(锻炼了学生的书写)
Step IV
Homework
Make up short dialogue like
this
--What do they you have on the farm?
--They have atwo ….
2. Design your own
farm, and try to write a short essay to introduce
your farm to us.(By this way to finish the
blackboard design.)
Step V Summary
What’s for breakfast?
教学目标：
一、知识与技能：
认知词汇juice eggs bread toast and jam porridge
cereal
能够运用句子I like ____ for breakfast.进行问答。
二、过程与方法：
创设情景，使学生在语言情境中体会并使用语句。
学生小组合作， 给学生更多的交流机会。
运用事物或图片，学生更直观的理解认知词汇。
三、情感态度与价值观：
培养学生大胆自信地运用英语进行交流。
提高学生的学习兴趣，调动学生学习的积极性。
教学重难点：理解认知本课词汇及句子。
了解西方的饮食文化，介绍早餐。
教具学具：与本课教学相关的实物及图片，单词卡片等。
教学过程：
一、Class opening and review.
1、Greating .
Hello , boys and girls ! Did
you eat your breakfast?
2、Review
I
like ____. I don’t like ____.
二、New concepts
1、What’s this ?
I get up in the morning .
In the morning ,I eat breakfast. What’s for
breakfast？
Look, ask and answer“What’s this？”.
出示实物及图片，演示词汇juice eggs bread toast and jam
Listen to the radio ,read these words a few
time.
Play “What’s missing？”
2、Porridge
or cereal?
(1). 利用手偶演示
板书I like ____ . I
like ____ for breakfast.
(2). Ask and answer
in pairs.
What would you like for breakfast ?
I like ___ for breakfast.
(3)帮助学生理解本课中涉及到的食物及相关的文化背景。
In Canada , we
eat cereal for comes in a box.I put milk and
suger on
it .
(4).Play the audiotape as
the students follow in their books.
(5).
小组创编对话 use these sentences:
I like ___ for
breakfast. Would you like some ____ ？
Yes, ,
thanks.I put ___ on it.
It’s delicious!
三、Class closing
《活动手册》
板书：
Lesson
6 What’s for breakfast?
juice eggs bread
toast and jam
What’s for breakfast?
I like
____ .I like ____ for breakfast.
When
do you have classes?
单元教材分析
本单元要学生学会问对方什么
时候干什么事这个句型，是在前一个单元的
基础上再进一步接触特殊疑问句，要求学生继续谈论他们生活
中间的一个热门话
题，通过练习，讨论来提高学生的各方面能力。
教学目标：
能听懂、 会说 、会读 、会写词汇: get up, have class, have
lunch, play
games, watch TV, go to bed.
2.通过游戏、练习等方式巩固本单元知识。
教学重点：
能灵活运用上述词汇。能听懂、会说句型---When does your fathermoth
er+
动词短语？--HeShe…并且能在实际生活中加以运用，要求模仿正确，语音语调
自
然。
能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行相
应的替换练习
，以达到学以致用的目的。
教学难点：
能听懂、 会说 、会读 、会写下列句型：
1.—When do you + 动词短语？
---I…
2.—Do you + 动词短语？
--Yes, we do.
3. When does your
fathermother + 动词短语？
--HeShe does…
能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行
相的
替换练习，以达到学以致用的目的。
通过故事的学习，达到情感教育。
教学准备
教学卡片、录音机，课件幻灯片
第一课时
教学环节：
一.学习目标（2分钟）
（一）出示学习目标：学习“四会”单词：get up, have class, have
lunch,
play games, watch TV, go to bed.
（二）学生齐读学习目标，明确本节课任务。
二.自主学习（15分钟）
（一）温故知新
1.通过简短的会话，复习巩固前面学过的一些内容。
,
boys and girls. How are you?
’s for breakfast?
you like eggs for breakfast?
you like
English songs? Let’s sing a song, ok?
2.做Look
and write.
（二）阅读方法
对照课本，边看图边连线。
互助释疑
1．学生集体听磁带跟读单词，要求指读。
2．个别学生展示，教师及时评价。
3． 教师逐一对学生容易出错的单词进行有针对性的训练。
（四）探究出招
通过教师的描述，先用铅笔在书上画出答案。
三.展示交流（10分钟）
（一）小组展示
通过课本第26页Let’s learn 部分的主图或课件展示词汇。
（二）班级展示
1．指名小组上讲台做动作，用英语描述词汇，你来表演我来猜。
2．教师借助卡通时钟拨动时间，学生按照时间顺序来学习活动。
四.点拨升华（8分钟）
（一）教师引导学生仔细观察每组图片。
（二）听录音，完成选择。
五.课堂作业（5分钟）
作业当堂清
1.英汉互译
起床 上课 吃午饭 做游戏 看电视
睡觉
3.完成Think and Match.
板书设计：
When do
you have classes?
I have classes…
第二课时
教学环节：
一．学习目标（2分钟）
（一）出示学习目标：
1.学生多说多练，为学习对话做好铺垫。
2.用所学单词和句型进行问答练习。
（二）学生齐读学习目标，明确本节课任务。
二．自主学习（15分钟）
（一）温故知新
教师做动作让学生猜词。
（二）阅读方法
让学生说出图片上的时间，然后再说一说在这个时间可以做什么。
（三）互助释疑
教师可以看着表引入本节课要掌握的句子提前让学生了解。
（四）探究出招
结合这几幅图片反复练习句型，让学生熟练并慢慢掌握。
三．展示交流（10分钟）
（一）小组展示
将全班学生分为三人一组，小组件进行对话练习。
（二）班级展示
1.教师先扮演爷爷奶奶，学生扮演Li Shan，分角色对话。
2.请准备充分的小组上台表演对话。
四．点拨升华（8分钟）
（一）教师放录音，学生跟读，纠正读音。
（二）教师再次播放录音，让学生带着问题去听。问题参看如下：
does Li
Shan have classes?
Shan plays games at
school. Yes or no?
五．课堂作业（5分钟）
（一）作业当堂清
Look and Write
go＿ have a ＿ go
to＿ have＿ go to＿ get＿
板书设计：
1.—When
do you + 动词短语？—I…
2.—Do you + 动词短语？--Yes, we
do.
第三课时
教学环节：
一．学习目标（2分钟）
（一）能听、 说 、读、 写单词early, late。
（二）学习When
does your fathermother？句型及其回答。
二．自主学习（15分钟）
（一）温故知新
1.教师由复习引入本节课新手单词。
2.教师和学生做游戏并问答.
（二）阅读方法
教师鼓励学生完整地朗读对话，帮助其建立说英语的信心。
（三）互助释疑
学生在完成对话的基础上可鼓励他们运用已学知识创编新对话。
（四）探究出招
小组合作用When does your fathermother？造句，并进行回答。
三．展示交流（10分钟）
（一）小组展示
选出小组代表背对黑板，看下面学生的动作猜词。
（二）班级展示
将全班分为四组，教师将所有的词汇卡片贴在黑板上，大家一起拼读。
四．点拨升华（8分钟）
（一）教师放录音，让学生整体感知。
（二）教师给出问题，要求学生带着问题听录音，然后回答问题。
（三）教师播放录音，要求学生模仿录音中人的语音语调。
（四）再将全班分为两大组，进行对话练习。
五．课堂作业（5分钟）
（一）作业当堂清
教师出示Look and
talk部分的图片，或让学生直接看课本29页。选择其
中一幅图举例，如第一幅起床图：T:
What time is it? Does the boy go to bed?
（二）挑战自我
同桌两人一组，互相指图描述。教师要多在组内观察指导。
板书设计：
early late
When does your
fathermother？
课后反思
第四课时
教学环节：
一．学习目标（2分钟）
（一）做游戏，做练习，巩固本单元所学单词和句型。
（二）读故事，体会其中的教育意义。
二．自主学习（15分钟）
（一）温故知新
分角色读对话，复习上节课内容。
（二）阅读方法
读课本上的故事，理解含义。
（三）互助释疑
小组内交流故事内容。
三．展示交流（10分钟）
（一）请同学上台表演故事情节，教师进行适当的情感教育。
（二）请同学上台做游戏，一人读，一人画，巩固所学知识。
四．点拨升华（8分钟）
（一）教师放对话录音，学生跟读，纠正读音。
（二）指名学生有感情读对话。
五．课堂作业（5分钟）
作业当堂清
教师安排学生两人一组，进行小故事的排练。
板书设计：
go to bedget upplay
gameshave lunch
Our school
Teaching
aims and demands
★The students can
master some words about places at school and
make sentences with these words.
★Improving the reading comprehension of
students.
★The students can master the common
expression to introduce their
schools .
The main and difficult points:
★Common
expression:
be able to be located in
on the left of be proud of
★Sentence
structure
There be
Teaching materials:
Power-point
Teaching process:
Step 1: Pre
---reading and warming up
（一）Free Talk:
“Is your school beautiful?
“Do you like
your school ?”
（二）Revise the new words.
（三）Ask and answer;
ask the students to
ask and answer:
What primarymiddle school were
you in?
What are there in your school ?
show the students some pictures of school place ,
Then press the
button and pronounce the
words. During the presentation , the
teacher
can ask the students: “Where is it?”, “Do you like
it?”
Step 2: Reading
（一）Listening and
scanning:
Reading with this question:
Where is our school?
（二）Intensive Reading:
Part one :
Lead students to read this
text, and analyze the structure of this text
Part two:
Read the text again, try to
answer some questions:
☆Read the details below
and choose which ones are true(T),which
ones
are false(F).
( )1. Not far from our school
is the beautiful lake--the West Lake.
(
)2. The teaching building has five stories.
(
)3. The classrooms are large enough for forty
students to study
in comfort.
( )4. On
the right of the dormitory,there are several
smaller
buildings.
( )5. We love our
school very much.
☆Read the details below and
complete the following sentence with a
word
from the text. P20
Step
3:Post - Reading
Common expression:
be
able to be located in on the left of be
proud of
Sentence structure
There be
Step 4:Summary &Homework
Do some exercises
on the text to practice phrases.
What subjects
do they have this morning?
教学目标：
1.
能听、说、读、写词汇：drawing，great，be good at.
2.能听懂、会说句型：Do you like(学科名称)？
Yes,I , I
don’t. I’m good at …并且能在实际生活中灵活运用。
3.能灵活自如地运用所学句型的一般疑问句及肯定和否定回答；激发学生学
习英语的兴趣。
教学重点：
1. 能听、说、读、写词汇：drawing，great，be good
at.
2.能听懂、会说句型：Do you like ...(学科名称)？
Yes,I , I don’t. I’m good at …并且能在实际生活中灵活运用。
教学难点：
1.通过练习，掌握对话 ，能自主编出对话。
2．通过趣味课堂活动，激发学生学习英语的兴趣。
教具准备
小熊玩偶， 单词卡片， 各科课本
教学过程
游戏温习旧知
用小熊为投掷玩具，叫个生上讲台复习单词。
展示课件中的老师照片，鼓励学生用英语句子描述老师的特征。
（二）新授
1. 引出短语“一本书”
2．引导孩子用英语说出an English book
a Chinese book
a PE book等，强调英语，美术前面要用an.
3.将2中的短语展示出来，让孩子们集体读。
4.连词成句练习，引出What’s in
your hand ?并引导孩子回答。
5.同桌练习以上句型。
6. Do you
like科目？的问答练习（Yes, I , I don’t.
7.将以上两个对话结合起来组成对话同桌练习。
What’s in your hand?
It ‘s an English book.
Do you like
English?
Yes, I do.
8.出示PPT,让孩子们结合图片提示，编出对话，口头练习。
（三）巩固练习
1.读熟对话。
2.和同桌互练对话。
3展示学生的照片，老师运用be
good at 引出句子，让孩子试着听，并大概
听懂。
（四）作业
自编2组对话，并和同桌练习。
板书：
Unit 6 What subjects
do they have this morning?
an English
book
an Art book
It’s
Tuesday.
单元总目标
本单元既对前两个单元的学习内容进行再现与整合，同时又
把学校生
活这一话题延伸到了周内的活动。本单元要求学生能够运用句型：
What day
is it today ? It’s… We have …on… Is it … today ?
Yes, it is.
What do you do on…?I…What does Liu
Zhao yang do on…?He likes
to…谈论自己及他人的周末安排。
Unit7课时分配
课时数
第一课时
所包含的内容
Warming-up: Circle the day
Part A
Write out your classes today
Let’s learn
中的前四个单词
第二课时
第三课时
第四课时
第五课时
Part A
Let’s learn 中的后四个单词
Part A
Let’s talk
Part B Let’s learn more
Part B
Let’s play
Look, ask and answer
第六课时
第七课时
Part B Let’s sing
PartC Put the seven days in it
Listen and
color
第八课时
Part C Talk about
Jimmy’s afternoon tea
PartC Put the words in
order and write
单元具体目标
能听、说、读、写以下词汇：
week Monday. Tuesday. Wednesday,
Sunday
能听懂、会说、会读、会用下列句型：
(1) —What day is it
today?
—It’s…
—We have…on…
—Is
it…today?
—Yes,it is.
—What do you do on…?
—I…
—What does heshe do on…?
重点：学习掌握句型:
(1) —What day is it today?
—It’s…
—We have…on…
(2) —Is it…today?
—Yes,it is.
Thursday. Friday. Saturday
(3) —What do you do on…?
—I…
—What does heshe do on…?
—HeShe likes to…
难点：能在实际生活中灵活自如地运用英语谈论每日课程及生活安
排，并能用所学单词进行相应
的替换练习。
情感目标
培养学生热爱学习，热爱生活的美好情感。
鼓励学生发现他人的优点，培养学生良好的学习生活习惯。
第一课时
教学内容:Warming-up. Cirle
the day. Write out your classes today .
Let’s learn 中的前四个单词
教学目标
1.知识与技能
(1)能听、说、读、写单词：week Friday Saturday Sunday
（2）能在实际生活中灵活运用句型：
—What day is it
today?
—It’s…
2.过程与方法
学生能把新学的单词，灵活运用到已学的句子中，编成对话，在课堂
上表演出来。
3.情感、态度与价值观
引导学生合理安排每天的活动。
教学重点：听、说、读、写新单词week Friday Saturday
Sunday
教学难点：把新学的单词灵活运用到已学的句子中。
教法设计:
情景教学法、互动性教学法、任务型教学法
学法设计:小组合作学习、合作探究，操练，角色扮演。
教学准备:多媒体课件
课时设计:1课时
教学过程
一、Warming up
1、Circle the day(P53)
让学生在日历上圈出当日，并引导学生说出今天是星期几：It’s…
通
过活动过程和讲述，引出本单元的话题，并初步接触一些有关日期的
词句。
2、Write out your classes today(P53)
-What
do you have in the morning?
-In the
morning,we have...
-What do you have in
the afternoon?
-In the afternoon,we
have...
二、Presentation
1、出示课题：It’s
Tuesday.通过出示课题让学生初步感知本单元学习
星期。
2、学习week
出示日历，体会星期。领读单词，强调：week中ee的读音i:。
教师一边出示日历一边问：
T: How many days are there in
a week?
Ss: Seven.
引导学生说出用完整的句子回答：There
are seven days in a
①教师引领学生读，然后学生自读，重点纠正学生发音
。跟录音学一
学。（反复练读）以小组开火车的形式反复练习单词，看看哪组表现
的最好。
②学习掌握所学单词书写格式。(练习书写)
3、学习新单词：Sunday
强调:在欧美等西方国家，一周的第一天是星期天Sunday而不是星期
一Monday。
用多种方法强化单词的记忆
② 带入句型操练—What day is it
today?
—It’s…
4、用同样的方法教授 Art, PE
三、Practice Activities
1.按照四线三格书写单词。
2.慧眼组单词。
eewk draFiy auSatrdy
anSudy
3.出示课表，补全对话。
T: What day is
it today? （指着周五提问）
—It’s…
Ss: It’s
（星期五）
T: What subjects do you have this
morning?
Ss: We are （英语、美术、 体育）
T: What subjects do you have this afternoon?
Ss: We are （英语、美术、 体育）
四、Homework
抄写单词：week Friday Saturday
Sunday
板书设计: Unit 7 It’s Tuesday
week星期 Sunday 星期天
Friday星期五
Saturday星期六
Boys Like to Play Ball.
第一课时
教学环节：
一、激情导入
二、展示学习目标（2分钟）
（一）出示学习目标：学习“四会”单词：run, swim, dance, jump
rope, play
basketball, sing songs.
（二）教师读学习目标，明确本节课任务。
三、自主学习（15分钟）
（一）温故知新
1.出示图片，引导学生读出新单词和图片。
2.做Look
and write.
（二）引入新课
对照课本，边看边练习拼写描述科目的单词。
（三）互助释疑
1．学生集体听磁带跟读单词，要求指读。
2．个别学生展示，教师及时评价。
3．
教师逐一对学生容易出错的单词进行有针对性的训练。
（四）探究出招
同桌间练习书写，可以互相检查拼写。
四 .展示交流（10分钟）
（一）小组展示
小组内练习用英语描述图片中的活动。
（二）班级展示
1 指名小组上讲台做游戏，用英语描述活动，你来表演我来猜。
2
补全单词。教师出示单词，让学生口述出所缺字母。
ru__ , sw__m,
dan__, ju__p, r__pe, play basket__, sing s__gs.
五、点拨升华（8分钟）
（一）教师放录音，学生跟读，纠正读音。
（二）学生开火车读单词。
六、课堂作业（5分钟）
作业当堂清
1.单词拼写
ru__ , sw__m, dan__, ju__p,
r__pe, play basket__, sing s__gs.
2.翻译
跑，游泳，跳舞，跳绳，打篮球，唱歌