冀教版四年级上册英语全册精品教学设计

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2020年08月07日 02:36
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冀教版四年级上册英语
全册精品教学设计



Unit 1 The Clothes We Wear

Lesson 1 Skirt and trousers
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:shirt, skirt, trousers,
sweater, this, these
(2)学生能认读、理解并运用句型结构:This is a… These are…
(3)学生能听懂、会说句子:He She is wearing a green sweater
white T-shirt.
2.能力目标:
在日常情境中注意观察,并用简单的英语对话(对每季度所穿衣
服能加上颜色进行描述)
3.情感目标:
(1)培养对英语的兴趣和学习英语的好奇心。
(2)找机会练习学生的听力技巧。
(3)在每天的生活中试着模仿和运用英语。
教学重点:


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1.学生能听懂、会说、认读并书写词汇:shirt, skirt, trousers, sweater,
this, these
2.学生能认读、理解并运用句型结构:This is a… These are…
教学难点:
运用wear一词进行说话和交流
教学准备:
教学光盘、单词卡、不同种类的衬衣、裙子、裤子、衬衫、和毛
衣的图片。
在教室里挂一些本单元要学的服装实物,以便有真实的例子供学
生练习。
教学过程:
Step1: Warm-up
1.问候Greeting。并复习学过的衣服单词
2.课文导入Lesson hook:这节课,我们将要学习如何谈论每天所
穿的衣服。男孩 、女孩穿什么衣服。什么衣服男孩子从来不穿?
可以用汉语说出裙子或连衣裙。
Step 2: Presentation
1. This is a red skirt.
介绍本课单词。出示单词卡shirt, skirt, trousers, sweater, T-shirt,
利用句型What's thisWhat are these? This is a… These are…学
习新词。同时要说明:当谈论复数事物时要用These are…句型,
但裤子不同,即使只有一条裤子(这是一个复数单词),也要


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用These are…句型。
板书:This is a shirt, skirt, sweater, T-shirt.
These are shirts, trousers, pants.
将颜色词和衣服词结合起来,可使衣服更加具体。出示图片,
说:a red skirt, the yellow trousers, a green shirt, a blue T-shirt…
让学生跟读、练习。
2. Let's do it!
课件分别出示a red T-shirt, black trousers, a green shirt图片,
图1(a red T-shirt):读句子:This is a T-shirt. It's red. 将两句
话合并成一句:This is a red T-shirt.
同理:This is a green shirt. These are black trousers.
3. What is heshe wearing?
看书讨论每个人穿的衣服,针对每幅图提问What is he she
wearing?让学生回答:He She is wearing a green sweater white

T-shirt.听录音跟读并练习背诵。
根据学生的穿着练习对话。
4. Let's play!
和学生一起做游戏。先看教科书,练习读一读游戏内容,再根
据描述的衣服猜猜是谁?
活动手册
结束课堂教学:用汉语问这节课学了什么,并复习所学内容。
Goodbye, class!


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板书设计:
Lesson 1 Skirt and trousers
This is a shirt, skirt, sweater, T-shirt.
These are shirts, trousers, pants.

Unit 1 The Clothes We Wear

Lesson 1 Skirt and trousers
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:is, are, new, old, it, they
(2)学生能听懂、会说句子:This is a new sweater. These are old
trousers. Is it new? Yes. Are they new? No. They're old.
2.能力目标:
(1)在日常情境中注意观察,并用简单的英语对话(对每季度所
穿衣服能加上颜色进行描述)
(2)养成听录音和跟读句子的习惯。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:is, are, new, old, it, they
2.学生能听懂、会说句子:This is a new sweater. These are old
trousers. Is it new? Yes. Are they new? No. They're old.


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教学难点:
代词it和they的区别及其在句子中的具体应用。
教学准备:
教学光盘、上一课的词汇卡和图片、新旧物品的图片或实物
在教室里挂一些本单元要学的服装实物,以便有真实的例子供学
生练习。
教学过程:
Step1: Warm-up
1.问候Greeting。并复习学过的衣服单词,利用句型
What's thisWhat are these? This is a… These are…
2.课文导入Lesson hook:今天我们要学习谈论衣服的更多说法。
Step 2: Presentation
1. New or old?
看第一部分4幅图,讨论左右两边的衣服有什么不同。
板书:new,old
课件出示新旧衣服图片,问:Is this a newan old sweater? Are
these newold trousers?
出示四幅图的句子:This is a new sweater. This is an old sweater.
These are new trousers. These are old trousers.
领读2遍,学生看书播放录音三遍跟读,练习读熟。
练习:
(1)示范练习:


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教师指向毛衣图片,与学生甲对话
What's this? It's a sweater. Is it new? Yes. It's a new sweater.
再指向裤子:What are these? These are trousers. Are these old?
No. They're new trousers.
(2)链式游戏:
学生用自己穿的衣服进行问答:
What's this? It's a… They're…
2. Let's do it!
看书讨论每幅图的新旧问题,指导学生怎样写句子。先在空格
里填写匹配的单词,再写句子。
3. I like your skirt.
看书跟读课文,再分角色朗读,表演。再次播放光盘,练习读
背课文。
游戏:向右移动
学生面对面站成两排,与他对面的学生对话:
I like your skirt. Is it new? Yes No. It's newold.
4. Let's chant.
领读歌词,理解歌词大意,再放光盘跟唱。
巩固检验:活动手册。
结束课堂教学。
今天学习了谈论衣服的新方法,也学习了如何赞美他人的衣服
(I like your… It's nice.)。


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板书设计:
Lesson2 New and old
new, old
This is a new sweater. These are old trousers.
Is it new? Yes.
Are they new? No. They're old.

Unit 1 The Clothes We Wear

Lesson 3 Coat and scarf
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:coat, cap, Miss
(2)学生能听懂、会说句子:What is she wearing? She is wearing a
coat. Is this your cap? Are these your gloves?
2.能力目标:
在日常情境中注意观察,并用简单的英语对话
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:coat, cap, Miss
2.学生能听懂、会说句子:What is she wearing? She is wearing a
coat. Is this your cap? Are these your gloves?


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教学难点:
理解元音字母a在单词coat和cap中的不同发音。
教学准备:
教学光盘、上一课的词汇卡和图片、颜色单词卡片、新学单词卡:
coat, cap,gloves,scarf.
在教室里挂一些本单元要学的服装实物,以便有真实的例子供学
生练习。
教学过程:
Step1: Warm-up
1.问候Greeting。
并复习上节课学过的衣服单词,利用句型What's thisWhat are
these? This is a… These are… I like your skirt. Is it new? 利用
单词卡复习颜色单词:red, blue, black, yellow, green, orange,
brown
2.课文导入Lesson hook:从今天开始我们来学习冬天的衣服用英
语怎么说。
Step 2: Presentation
1. What is she wearing?
课件出示女孩穿着冬装图片,讨论:图中女孩穿着什么样的服
装?出示新授单词,边指边问:
What's this? It's a… What color is it? It's…
问手套:What are these? They are gloves. This is my coat, cap,


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gloves,scarf.
再看女孩穿着冬装图片,问:What is she wearing? She is
wearing a coat capglovesscarf. It's nice.
练习:角色扮演
What's this? It's a… I like your… Is it new? No. It's old. It's nice.
Thanks.
2. Let's do it!
Read and draw.读一读方框中的句子,并画出相应颜色的服装。
3. Is this your cap?
播放光盘两遍,逐句理解句意。this是单数,these是复数。
再放光盘跟读课文,并练习熟读。
练习:角色扮演
S1: Is this your cap? S2:No. It's not my ___.
S1: Is this your cap? S3: Yes. It's my____. Thanks.
4. Let's play!
先看教科书,练习读一读游戏内容,再进行猜是谁的衣服问答。
巩固检验:活动手册
结束课堂教学。
回顾这节课学了哪些衣服的单词,怎么问、答穿着?
板书设计:
Lesson3 Coat and scarf
What is she wearing?


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She is wearing a coat capglovesscarf.
Is this your cap? No.
Are these your gloves? Yes. Thanks.
Unit 1 The Clothes We Wear

Lesson 4 Shoes and socks
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:dress, shoe, sock, shorts,
not
(2)学生能听懂、会说句子:Are these his shorts? Yes, they are. Is
this her dress? Yes, it is.
2.能力目标:
在日常情境中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:dress, shoe, sock, shorts, not
2.学生能听懂、会说句子:Are these his shorts? Yes, they are. Is this
her dress? Yes, it is.
教学难点:
this与these 的区别及在句中的应用。
教学准备:


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教学光盘、上一课的词汇卡和图片、新学单词卡和图片:dress,
shoe, sock, shorts.
在教室里挂一些本单元要学的服装实物,以便有真实的例子供学
生练习。
教学过程:
Step1: Warm-up
1.问候Greeting。
复习上节课学过的衣服单词,利用句型What's thisWhat are
these? This is a… These are… I like your skirt. Is it new?
利用单词卡复习颜色单词:red, blue, black, yellow, green,
orange, brown
2.课文导入Lesson hook:今天我们继续学习服装。
Step 2: Presentation
1. What are they wearing?
课件出示新单词图片:dress, shoe, sock, shorts,领读并学习其中
的元音的读音。在用单词卡练读。
看教科书第一部分:Who wears dressesshorts? Can you see the
difference between a dress and a skirt?
When do we wear shorts? On what part of body do we put socks
and shoes?
请穿长裙、短裤的学生到前面,其他学生分别做练习:
He is wearing shorts. He is cool. She is wearing a dress. She looks


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nice.
播放两遍第一部分的录音。
2. Let's do it!
Look and write. 说明:this是单数,these是复数。哪些服装是
单数,哪些服装是复数?补充完整句子。
3. Are these his shorts? Is this her dress? 先复习物主代词:I—my,you—your,he—his,she—her,they
—th eir,we—our
例如:I am wearing a sweater. This is my sweater.
让学生用其余代词练习。
看书第三部分,通过对话介绍新句型。
Are these his shorts? Yes, they are.
Is this her dress? Yes, it is.
示范展示:
T: Is this your____?
S1: No. (指物品主人)
T: Is this hisher____?
S1: Yes. T: Yes. It's hisher____. Say it, please.
4. Let's do it!
Look, read and tick.
游戏:“Simon Says”: Simon Says touch your shoes. Simon Says
touch a shirt.


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结束课堂教学。
这节课学了哪些衣服的单词?
板书设计:
Lesson 4 Shoes and socks
dress, shoe, sock, shorts
Are these his shorts? Yes, they are.
Is this her dress? Yes, it is.
Unit 1 The Clothes We Wear

Lesson 5 Days of the week
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:day, today, week
(2)学生能听懂、会说句子:What day is today? How many days are
there in a week?
(3)学生能了解字母a, e, I, o, u在单词中的发音及规则。
(4)学生能听懂、识别和使用单词中的元音。
2.能力目标:
(1)学生能够用英语问、答星期几、一周几天。
(2)了解字母a, e, I, o, u在单词中的发音及规则。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:


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1.学生能听懂、会说、认读并书写词汇:day, today, week
2.学生能听懂、会说句子:What day is today? How many days are
there in a week?
教学难点:
表示星期的七个单词的拼写记忆。
教学准备:
教学光盘、上一课的词汇卡和图片、 一个日历、一星期七天的卡
片、元音的卡片和含有这些元音的单词。
教学过程:
Step1: Warm-up
1.问候Greeting。复习上节课学过的衣服单词,利用句型What's
this What are these? I like your dress, Ling Ling. Is this new?
2.课文导入Lesson hook:今天我们将要学习一星期的七天。
Step 2: Presentation
1. What day is it?
将10页上一周七天的大方格表画在黑板上,对照日历读出并
板书新单词:Sunday, Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday,领读单词3遍。在一周七天中你都干什么?
板书:no school,school
利用日历学习、理解week的概念。
板书week,告诉学生意思是:星期、周。
播放光盘两遍,学生看书跟读。


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练习:
(1)问答练习:指日历上的某一天,问:What day is it?
全班:It's______.
(2)同伴练习
2. Let's sing! He is wearing red trousers.
看教科书第二部分,大声朗读歌词,
问:What's Li Ming wearing?
What day does he wear these red trousers?
播放歌曲两遍,欣赏后练习跟唱。再将学生分成7组,代表一
周7天,每组唱一段。
3. Letters and sounds
看书第三部分,通过念和重复,教学每个元音及其发音。
板书相关单词:map,bed,film,fox,sun 叫志愿者读单词,
再看图片理解每个单词的意思。
巩固检验:活动手册。
结束课堂教学。
板书设计:
Lesson5 Days of the week
What day is today?
week星期、周
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
How many days are there in a week?


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Unit 1 The Clothes We Wear

Lesson 6 Betty’s Clothes
教学目标:
1.知识目标:
(1)学生能够听懂和理解这个简单的故事。
(2)学生能就故事进行提问和回答。
(3)学生能够用自己的语言分角色表演故事。
2.能力目标:
在日常情境中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
学生能够听懂和理解这个简单的故事。
教学难点:
理解第8幅图的句子的意思。
教学准备:
教学光盘。
教学过程:
Step1: Warm-up
1.问候Greeting。
复习上节课学过的衣服单词,复习一星期七天的知识。
2.课文导入Lesson hook:现在,我们来认识一位女孩,她叫Betty,


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她将要参加一个聚会。她到底穿什么衣服去呢?让我们从课文
中找出答案吧!看图片预测。
Step 2: Presentation
Story time: Betty’s Clothes
读前活动:看图讨论
看教科书,利用每一幅图讨论故事梗概。
思考问题:
Where is the girl? What’s the girl doing?
What clothes are in the pictures? What are they talking about?
阅读活动:将故事从头到尾逐图过一遍,帮助学生理解故事情节。
Panel 1: What’s the girl’s name? What day is it?
What is she going to do?
Panel 2: What color are the shorts? What else can you see in the
closet?
Panel 3: What color are the trousers? What color is the T-shirt? Does
Betty like them?
Panel 4: What color is the sweater? Does Betty like the sweater?
Panel 5: What color is the shirtskirt? When will Betty wear them?
Panel 6: What day will Betty wear this scarf?
Panel 7: What clothes does Betty decide to wear?
Panel 8: What do you want to wear at the party?
大声朗读:


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1.教师范读,速度要慢,辅以动作和手势。
适时解释个别不懂的单词。
2.播放光盘,学生大声跟读,读出韵味。
读后活动:
1.用汉语复述故事。
2.分角色表演故事。将全班分成8人一组(Betty和7件说话的
衣服),给学生一些时间来练习语言和动作,然后在全班展示。
结束课堂教学:Good- bye!
板书设计:
Betty’s Clothes
On Monday shorts
On Tuesday trousers and T-shirt
On Wednesday sweater
On Thursday shirt and skirt
On Friday scarf
On Saturday dress
Unit 1 The Clothes We Wear

Again, please! 第一单元复习课
教学目标:
1.知识目标:
(1)学生将完成四项活动来证明他们各自的听、说、读、写技能。
(2)学生将完成一个表明在此单元他们进步程度的自我评价表。


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2.能力目标:
(1)学生养成和提高基本的学习策略。
(2)在日常情境中注意观察,并用简单的英语对话。
(3)学生养成听录音和跟读句子的习惯。
3.情感目标:
培养对英语的兴趣和学习英语的好奇心。
教学重点:
1.学生将完成四项活动来证明他们各自的听、说、读、写技能。
2.学生将完成一个表明在此单元他们进步程度的自我评价表。
教学难点:
识记本单元的四会单词及所学句型,并能熟练运用。
教学准备:
教学光盘。
教学过程:
Step1: Warm-up
1.问候Greeting。
复习本单元学过的衣服单词,复习一星期七天的知识。
2.课文导入Lesson hook:今天我们对第一单元所学知识进行复习
归纳。
Step 2: Presentation
1. Listen and talk.
看书讨论,第一部分四幅图中发生了什么事?


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播放录音,学生跟读。请几名学生复述故事大意。
回答问题:Whose cap is this? ( It's Kim's.) 最后角色扮演。
2. Listen and match.
将听到的图片与正确的星期几连线。先播放一遍,学生听后问:
Is everyone ready? Okay, let's listen and match.
3. Read and match.
解释活动内容:读一读,将人物与服装连线,并将数字填在人
物下方的空白处。
4. Look and write.
看教科书第四部分,根据示例仿写句子。
This is an old cap.
This is a _____ ______. (new coat)
This is an ______ ______. (old sweater)
These are ______ _______. (new trousers)
These are ______ _______. (old socks)
5. How am I doing?
自我评价:学生需要判断自己在学校及在家中听说读写各方面
做得怎样,根据实际涂上星星。
10—12颗星为A,7—9颗星为B,1—6颗星为C。
结束课堂教学。
下次见面我们将学习新单元,那时我们的听、说、读、写各方
面将会更好。


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板书设计:
Again, please!
Clothes:
This is a shirtskirtsweater coatcapT-shirtscarfdress.
These are trousersglovesshoessocksshorts.
Week:
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
Unit 2 At Home

Lesson 7 Homework
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:do, my, homework, read,
book
(2)学生能认读、理解并运用句型结构:In the evening, I…
(3)学生能理解并口头运用下列用语和句子:In the evening, I do
my homework. I read a book. I write a story. I draw a picture for my
story.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)培养对英语的兴趣和学习英语的好奇心。
(2)找机会练习学生的听力技巧。


21




(3)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:do, my, homework, read,
book
2.学生能认读、理解并运用句型结构:In the evening, I…
3.学生能理解并口头运用下列用语和句子:In the evening, I do my
homework. I read a book. I write a story. I draw a picture for my story.
教学难点:
理解并运用动词短语进行说话和交流
教学准备:
教学光盘、写有动词短语do my homework, read a book, write a
story, draw a picture几张大纸,一个小的容器和几件服装,一些肥皂。
教学过程:
Step1: Warm-up
1.问候Greeting。利用卡片复习一周七天的单词。
2.课文导入Lesson hook:我们一周五天上学,但我们在家度过的
时间更多。今天 我们学习一些谈论在家庭活动时要使用的单词
和句子。
Step 2: Presentation
1. What do you do in the evening?
(1)谈论家庭作业有哪些方面?
(2)解释homework的含义。Home的概念:家。即我们和家人


22




一起生活的地方。Work:工作、学习。Hom ework的含义:
从学校带回家并在家里做完,然后回校时要带回课堂的一些
工作。
(3)看书讨论第一部分四幅图:What does Li Ming do in the
evening?
板书:Homework: do my homework read a book write a story
draw a picture
(4)播放光盘录音,学生跟读。
讨论:What do you do in the evening?
(5)说和做Say and act:
I READ MY BOOK. I WRITE A STORY.
I DRAW A PICTURE. I DO MY HOMEWORK.
2. Let's play! Act and guess. 看书,解释活动要求,再练习。
3. Let's sing! This is the way I wash my clothes
(1)出示Jenny从星期一到星期六的活动图,说说每天干什么:
What does Jenny do every day?
(2)朗读歌词,理解词义。
(3)播放光盘录音,学生跟唱。
4. Let's play!
Group work. Act and say. 读一读,解释游戏内容:第一个人说
并做动作,下一个人说出 上一个人的话并增加一句,第三个人
把前两个人的话都说出来,再增加一句话。


23




巩固检验Check for understanding:活动手册
结束课堂教学Class closing
板书设计:
Lesson 7 Homework
Homework:
do my homework
read a book
write a story
draw a picture
Unit 2 At Home

Lesson 8 TV and phone
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:watch TV
(2)学生能认读、理解并运用句子:I help my mum and dad. I talk on
the phone with my friends. I watch TV after dinner. I play on the
computer.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。养成听录音和跟
读句子的习惯。
3.情感目标:
在每天的生活中试着模仿和运用英语。


24




教学重点:
1.学生能听懂、会说、认读并书写词汇:watch TV
2.学生能认读、理解并运用句子:I help my mum and dad. I talk on
the phone with my friends. I watch TV after dinner. I play on the
computer.
教学难点:
单词watch,computer的读音、意义理解和识记。
教学准备:
教学光盘,TV、computer、phone的卡片或课件。
教学过程:
Step1: Warm-up
1.问候Greeting。What do you do on Monday?
2.课文导入Lesson hook:我们在家可做很多事情,如写作业、读
书。我们今天来学习更多的在家能做的事情。
Step 2: Presentation
1. What do you do at home?
(1)课件出示图片,学习新单词TV,computer,phone
问:What's this? 出示每幅图片及相应单词,
板书短语:watch TV, play on the computer, talk on the phone
领读几遍。
(2)看书讨论:What's Jenny doing at home?
(3)播放录音跟读。


25




(4)小组讨论并练习:
What do you do at home? 尽量用英语表达。
2. Let's do it!
(1) Look and write.看图片完成句子。
a. The phone is ___________ the chair.
b. The _______ is __________ the box.
c. The _______ is __________ the desk.
(2) Pair work. Ask and answer. Then tick.
巩固检验Check for understanding:活动手册page20.
结束课堂教学Class closing.
利用几分钟复习所学内容,教师做动作,学生猜短语:
watch TV, play on the computer, talk on the phone
板书设计:
Lesson 8 TV and phone
What do you do at home?
I watch TV.
I play on the computer.
I talk on the phone.
I help my mum and dad.
Unit 2 At Home

Lesson 9 In the Bedroom
教学目标:


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1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:bed, clean, listen
(2)学生能认读、理解并运用句型结构:I play with… I listen to…
(3)学生能理解并口头运用下列用语和句子:I make my bed. I
clean my bedroom. I play with my teddy bear. I listen to music.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。养成听录音和跟
读句子的习惯。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:bed, clean, listen
2.学生能认读、理解并运用句型结构:I play with… I listen to…
教学难点:
运用下列用语和句子:I make my bed. I clean my bedroom. I play
with my teddy bear. I listen to music.
教学准备:
教学光盘、bed, clean, listen的卡片或课件,一只玩具泰迪熊
教学过程:
Step1: Warm-up
1.问候Greeting。What do you do on Monday?
2.课文导入Lesson hook:我们今天来学习讨论人们睡觉的场所,


27




并认识一个小动物——泰迪熊。你喜欢它吗?
Step 2: Presentation
1. What do you do in your bedroom?
(1)学习新单词bed, clean, listen:
卡片出示bed图及单词,读出单词及句子:This is a bed. 三
个单词都依次处理。
(2)看书22页,讨论四幅图片:
Where is Jenny? What does Jenny do?
板书词组:make my bed, clean my bedroom, play with my
teddy bear, listen to music
领读3遍,指几名读,练习做动作,说出英语。
播放光盘第一部分,学生边听边跟读。
(3)小组学习:自由结对子,用英语对话,说说自己在卧室所
做事情。出示例句:
I make my bed.
I clean my bedroom.
I play with my teddy bear.
I listen to music.
2. Let’s chant!
看书讨论:How many teddy bears? Where are they? What's the
girl doing? (making a phone call)
朗读歌谣,播放光盘,学生跟读。


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巩固检验Check for understanding:活动手册page22
结束课堂教学Class closing
利用几分钟复习所学内容,教师做动作,学生猜短语:
make my bed, clean my bedroom, play with my teddy bear, listen
to music
板书设计:
Lesson 9 In the Bedroom
What do you do in your bedroom?
make my bed
clean my bedroom
play with my teddy bear
listen to music
Unit 2 At Home

Lesson 10 Brush and Wash
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:wash, face
(2)学生能认读、理解并运用句型结构:What do you do in
the_______?
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。养成听录音和跟
读句子的习惯。


29




3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:wash, face
2.学生能认读、理解并运用句型结构:What do you do in
the_______?
教学难点:
运用下列用语和句子:I brush my teeth. I wash my face. I brush my
hair. I put on my clothes.
教学准备:
教学光盘,牙刷、梳子实物、brush my teeth, wash my face, brush
my hair, put on my clothes的图片
教学过程:
Step1: Warm-up
1.问候Greeting。What do you do in your bedroom?

复习:
(1)时间词:morning, afternoon, evening
(2)7—9课在家庭所做事情的短语。展示床、打扫、听音乐卡
片等,让学生说出单词。
2.课文导入Lesson hook: 我们起床并为新的一天做准备。
Step 2: Presentation
1. What do you do in the morning?


30




课件分别出示brush my teeth,wash my face, brush my hair,
put on my clothes的图片,问:
T:What do you do in the morning?
第一幅图brush my teeth:领读短语后,出示实物牙刷、梳子,教学brush、teeth。教师做出夸张的动作表示刷牙、梳头,让
每个人边做动作边说:I brush my teeth.
其余三幅图都以此方法进行,做洗脸、梳头、和穿衣的动作,
然后念句子,并让学生跟读。
播放录音,学生看书跟读课文。
练习:耳语游戏
四名志愿者到教室前站成一排,按照顺序,教师小声地把第一
个短语brush my hai r告诉第一名志愿者,让他做动作,其余三
名志愿者说出英语。第一名志愿者将新的短语告诉下一个志愿
者。重复游戏,把新学短语练完为止。
2. Let's do it!
(1) Pair work. Ask and answer. 同桌讨论,问答:What do you do
in the morning? I…
(2) Read and match. 大声阅读句子,回答:What's Jenny doing in
picture1-11?
巩固检验Check for understanding:活动手册page24
结束课堂教学Class closing
Good work today, class. Now we know how to say what do we do


31




when we wake up in our bedroom every day.
板书设计:
Lesson10 Brush and Wash
What do you do in the morning?
I brush my teeth.
I wash my face.
I brush my hair.
I put on my clothes.
Unit 2 At Home

Lesson 11 Toys
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:toy, ball, kite, play, with
(2)学生能认读、理解并运用句型结构:On Saturday, I play with my
friend. We fly kites. We play catch with a ball. Jenny plays with her toys.
(3)学生能理解字母组合sh, ch, th在单词中的发音及其规则。
2.能力目标:
会用所学新句型进行语言交际。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:toy, ball, kite, play, with


32




2.学生能认读、理解并运用句型结构:On Saturday, I play with my
friend. We fly kites. We play catch with a ball. Jenny plays with her toys.
教学难点:
play with与play… with的区别与应用
教学准备:
教学光盘、前一课短语的图片、新单词toy, ball, kite的图片及实
物。
教学过程:
Step1: Warm-up
1.问候Greeting。What do you do no Saturday?
卡片复习一星期七天的词汇,并谈论星期六的活动。
出示图片,复习前一课短语内容:brush my teeth,wash my face,
brush my hair, put on my clothes
2.课文导入Lesson hook:今天我们学习与玩耍有关的英语短语及
句子。
Step 2: Presentation
1. What do you do no Saturday?
(1)学习新词toy, ball, kite。
利用卡片或实物问答:What's this? It's a _______.
板书单词:toy, ball, kite,让志愿者拿出实物(玩具、球、
风筝)与单词相匹配。
(2)学习play:用多种方法解释概念,可以用跳绳、踢毽子、传


33




球等展示玩耍。
Let's play with this ball. Let's play with these toys.
(3)看书第一部分,播放光盘,并讨论发生了什么。
出示问题:What day is it?
What do Li Ming, Jenny and Danny do first? What do Li Ming,
Jenny and Danny do last?
Practice 练习:4人小组学习,一名学生问:What do you do
no Saturday? 其他学生轮流说做什么,并使用在本课中学到
的新单词和新短语。
2. Let's do it!
Group work. Ask and answer. 学生看书,老师解释如何做活动。
读一读例句,然后分小组进行问答。What do you do no Saturday?
I…
3. Letters and sounds
将字母组合sh, ch, th及包含它们的单词写在黑板上,先让学生
读出单词,再试着读 一读字母组合的音素,老师及时纠正并读
出正确读音,尽快让学生明白音素,并能读出该音素和相应的< br>单词。
巩固检验Check for understanding:活动手册page26
结束课堂教学Class closing
Now, let's play with our toys. 留几分钟给学生玩,并祝贺他们
今天的学习和表现。


34




板书设计:
Lesson11 Toys
toy, ball, kite
What do you do no Saturday?
I play with my friend. We fly kites.
We play catch with a ball.
Jenny plays with her toys.
Unit 2 At Home

Lesson 12 John and Jack
教学目标:
1.知识目标:
(1)学生能够听懂和理解这个简单的故事。
(2)学生能就故事进行提问和回答。
(3)学生能够分角色,并用自己的语言表演故事。
2.能力目标:
在日常情境中注意观察,并用简单的英语对话
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能够听懂和理解这个简单的故事。
2.学生能就故事进行提问和回答。
教学难点:


35




学生能够分角色,并用自己的语言表演故事。
教学准备:
教学光盘、一个球、一支牙刷、筷子、一个玩具狗
教学过程:
Step1: Warm-up
1.问候Greeting。What do you do no Saturday?
2.课文导入Lesson hook:过去的一周我们都非常努力,今天我们< br>娱乐一下,读一个故事。这是关于一个男孩,一只狗和一只遇
到麻烦的小鸟的故事。谁想帮助这只 遇到麻烦的小鸟呢?让我
们听一听,读一读,了解故事中三个角色的幸福结局吧!
Step 2: Presentation
Story time: John and Jack
读前活动Prepare to read:看图讨论Look and talk about it.
看教科书28页,快速浏览每一幅图,讨论故事梗概。思考问题:
Where is the boy? What’s the boy doing? What can you see from
these pictures?
阅读活动Read the story:依次浏览每幅图,引导学生做出评论。
Panel 1: What’s the boy’s name? Who is Jack? What is Jack doing?
Panel 2: What’s John doing? When does he brush his teeth? What
does Jack do while John brushes his teeth?
Panel 3: What do you see in this picture?
举起筷子,教学新词:chopstick


36




Panel 4: What do they do in the afternoon?
Panel 5: What is the boy playing with?
Panel 6: What happens now? (John throws the ball and it goes in to
the grass. He can’t find it.)
Panel 7: What do you see in the grass?
Panel 8: What do you see in the picture? Are they happy? Why?
大声朗读Read aloud:
1.教师范读,速度要慢,辅以动作和手势。
适时解释个别不懂的单词。
2.播放光盘,学生大声跟读,读出韵味。
读后活动After reading:
用汉语复述故事。
巩固检验Check for understanding:
分角色表演故事。3人一组,一人旁白,一人表演杰克,一人表
演约翰。给学生一些时间来练习语言和动 作,然后在全班展示。
结束课堂教学Class closing:Good-bye!
板书设计:
Lesson 12 John and Jack
John—Jack—good friend
have breakfast—brush his teeth
play catch with a ball—see a bird—put the bird up in the tree
Unit 2 At Home



37




Again, please! 第二单元复习课
教学目标:
1.知识目标:
(1)学生将完成五项活动来证明他们各自的听、说、读、写技能。
(2)学生将完成一个表明在此单元他们进步程度的自我评价表。
2.能力目标:
(1)学生养成和提高基本的学习策略。
(2)在日常情境中注意观察,并用简单的英语对话。
(3)学生养成听录音和跟读句子的习惯。
3.情感目标:
培养对英语的兴趣和学习英语的好奇心。
教学重点:
1.学生将完成五项活动来证明他们各自的听、说、读、写技能。
2.学生将完成一个表明在此单元他们进步程度的自我评价表。
教学难点:
识记本单元的四会单词及所学句型,并能熟练运用。
教学准备:
教学光盘、本单元动词短语的卡片或图片。
教学过程:
Step1: Warm- up
1.问候Greeting。
2.课文导入Lesson hook:今天我们对第二单元所学知识进行复习


38




归纳。
Step 2: Presentation
1. Listen and talk.
(1)使用本单元动词短语的卡片或图片,复习疑问句:
What do you do no SaturdaySunday?
(2)看课本30页第一部分,播放光盘录音学生跟读。
(3)回答问题:What do they do no Sunday?
2. Listen, match and color. 将听到的句子与星期连线。录音内容:
(1) I sing songs on Wednesday.
(2) I read books on Monday.
(3) I draw a picture on Friday.
(4) I talk on the phone with my friends on Tuesday.
(5) I help my mum and dad on Thursday.
(6) I make my bed on Sunday.
(7) I play on the computer on Saturday.
3. Look and write. 根据图片意思选择正确的单词填空。
看书31页第三部分,说说每一幅图片内容,读一读句子和单
词,再选择填空。
4. Look, talk and tick.
看图片,读对话,在正确图片中打对勾。
5. How am I doing?
自我评价:学生需要判断自己在学校及在家中听说读写各方面


39




做得怎样,根据实际涂上星星。
10—12颗星为A,7—9颗星为B,1—6颗星为C。
结束课堂教学Class closing
下次见面我们将学习新单元,那时我们的听、说、读、写各方
面将会更好。
板书设计:
Again, please!
What do you do no SaturdaySunday?
I _____________.
Unit 3 Let's Go

Lesson 13 At school
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:school, classroom, library,
playground, where
(2)学生能听懂、会说下列句子:Where's the computer room? I can
show you.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)培养对英语的兴趣和学习英语的好奇心。
(2)找机会练习学生的听力技巧。


40




(3)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:school, classroom, library,
playground, where
2.学生能听懂、会说下列句子:Where's the computer room? I can
show you.
教学难点:
特殊疑问词where的用法
教学准备:
教学光盘、school, classroom, library, playground的图片或课件
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Welcome to our classroom.
2.课文导入Lesson hook:我们学习新的单元。今天我们将会了解
学校,并学会在学校附近如何找到路。
Step 2: Presentation
1. My school
(1)教授新单词school, classroom, library, playground
课件出示和平东路小学正门教学楼图片,
问:What do you see in the picture?
(生:学校大楼)
出示并板书单词school,拼读并记忆s-c-h o-o-l----school.


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下面让我们一起来参观一下我们的学校吧!
其余三个单词classroom, library, playground也用以上方法教
学。
拓展学习:
computer room(微机室),science lab(科学探究室),skilled(巧
手吧), music room(音乐室),art room(美术室),dance hall(舞
蹈厅)
(2)教师演示用新词汇组成对话:
Look! This is my schoolclassroom library playground
computer room science lab skilled music room art room
dance hall. Your ____is (looks) great.
(3)练习:
角色扮演:
学生甲:Look! This is our library.
学生乙:It looks great!
2. Where is the computer room?
(1)看书35页,讨论图片情节:How to Jenny ask the way?
(2)播放录音跟读第二部分。
(3)强调礼貌用语的重要性:
同Thank you 和You're welcome一样,Excuse me也是常见
的礼貌表达方法。
练习:角色扮演:


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甲:Excuse me. Where's the classroom desk…?
乙: I can show you. Here it is.
甲:Thanks.
乙:You're welcome.
教师先与一名志愿者做练习,再让其他学生2人一组练习并
展示。
3. Let's do it!
Draw and talk. Where's your classroom? I can show you.
还可以谈论图书馆、操场微机室等。画出地址。
巩固检验Check for understanding:同步练习
结束课堂教学Class closing
教师问一个同学:Where's the door?
板书设计:
Lesson13 At school
Where's the schoolclassroom library playground?
I can show you.
Unit 3 Let's Go

Lesson 14 Near and far
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:near, far, from, the
(2)学生能认读、理解并运用下列基本句型结构:…is near… …


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is far from…
(3)学生能听懂、会说下列句子:Is it far from here? No, it's near.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)培养对英语的兴趣和学习英语的好奇心。
(2)找机会练习学生的听力技巧。
(3)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:near, far, from, the
2.学生能认读、理解并运用下列基本句型结构:…is near… …
is far from…
教学难点:
学生能认读、理解并运用下列基本句型结构:…is near… …is
far from…
教学准备:
教学光盘、前一课的学校各室的课件、near, far的卡片
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Welcome to our classroom. Where's
the schoolclassroom library playground? 让学生回答:I can
show you.


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2.课文导入Lesson hook:今天我们学习学校中的路线,尤其是远
和近的位置表述。
Step 2: Presentation
1. Near or far?
(1)教授near和far 的含义。看书讨论图片:两幅图中李明离学
校的位置怎样?(第一幅离得近,第二幅离得远)板书单词< br>并拼读记忆:near和far,播放第一部分录音,学生跟读。
(2)使用一个物品(一本书或一个桌子),通过指和说来展示近
和远。This ___ is near. That __ is far.
练习:示范展示:
让持有near卡片的3位同学站在教师附近,对他们说:You
are near. 再让持有far卡片的3位同学走到教室后排,说:
They are far. 重复几次。
通过将物品摆放的离教师远或近进一步展示:Is it near? Or
is it far?
2. Is the library far from here?
看书37页,播放光盘课件,大声朗读课文两遍,回答问题:
What is happening? W hat's Li Ming doing? Where does he want
to go? Who does he ask for help? Is the library near or far?
再次播放录音并看书跟读。
练习:
(1)示范展示:志愿者扮演李明和教师练习对话。


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(2)小组活动:
利用单词卡classroom library playground等,拿起一个问:
甲:Where's the classroom library playground?
乙:I can show you.
甲:Is it near or far from here?
乙:It is far from here.
3. Let's do it!
Pair work. Point and talk.
巩固检验Check for understanding:同步练习
结束课堂教学Class closing 教师问同学:Is the playground
near or far from our classroom?
板书设计:
Lesson 14 Near and far
This ___ is near. That __ is far.
Is it far from here?
No, it's near.
Unit 3 Let's Go

Lesson 15 In the City
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:street
(2)学生能听懂、会说下列句子:Where is the zoo? Go straight and


46




turn left.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)找机会练习学生的听力技巧。
(2)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:street
2.学生能听懂、会说下列句子:Where is the zoo? Go straight and
turn left.
教学难点:
听懂指令并做动作:go straight, turn left, turn right
教学准备:
教学光盘、前一课的卡片、street,go straight, turn left, turn right
的卡片,城市city、街道street与建筑课件
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Where's the schoolclassroom library
playground? 让学生回答:I can show you. Is the library
playground near or far?
2.课文导入Lesson hook:你迷过路吗?这是很可怕的,但是不要
担心,今天我们 来学习当你不知道如何到达某地时怎样找到


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路。
Step 2: Presentation
1. Where is the zoo?
(1)出示课件学习city : What's this? (city) What do you see in the
city? (car, bus, people, shop)
展示street图片,教授表示方向的三个标志:
举起直行的卡片,在黑板上画一个大大的直行箭头,板书:
go straight ,领读并做动作向前直行。举起左转的卡片,在
黑板上画一个大大的左转箭头,板书:turn left,领读并做
动作向左转弯。
举起右转的卡片,在黑板上画一个大大的右转箭头,
板书:turn right,领读并做动作向右转弯。
(2)播放第一部分录音,学生看书跟读,多放几遍。
解释lost的含义:迷路。
(3)回答问题。Who is lost? Where does Danny want to go and
how can he get there?
课件出示答语:Go straight and turn left. There's the zoo.
(4)练习。将学生分成3组,分别举着go straight, turn left, turn
right卡片,向不同的方向前行,边走边说出短语。
2. Let's do it!
Pair work. Point and talk: Where is the school library restaurant
zoo? 回答时要运用go straight, turn left, turn right


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3. Let's chant!
看书39页第三部分,阅读歌谣,并解释每句话 的意思。播放
歌谣,先听再跟读。边说边做动作。
巩固检验Check for understanding:同步练习。
结束课堂教学Class closing
教师问同学:Where is the playground?
生:Go straight, turn right.
板书设计:
Lesson 15 In the city

go straight turn left turn right
Unit 3 Let's Go

Lesson 16 Cars and buses
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:bike, taxi, car, bus, thirty
(2)学生能认读、理解并运用下列基本句型结构:I go to…by…
(3)学生能够从20数到30。
(4)学生能够辨认20到30的数字形式和书写形式。
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。


49




3.情感目标:
(1)找机会练习学生的听力技巧。
(2)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:bike, taxi, car, bus, thirty
2.学生能认读、理解并运用下列基本句型结构:I go to…by…
3.学生能够从20数到30。
教学难点:
学生能认读、理解并运用下列基本句型结构:I go to…by…
教学准备:
教学光盘、前一课的卡片、bike, taxi, car, bus的卡片或课件图片、
数字20到30的卡片
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Please go straight turn leftturn right!
2.课文导入Lesson hook:交通工具有多种,乘车方式有多种,今
天我们学习交通方式,很有趣哦。
Step 2: Presentation
1. How do you go to school?
(1)教授新单词bike, taxi, car, bus
谈谈人们去各地的方式。问:How did you get to school today?
What are some ways for us to get around? What is your favorite


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way?
课件(或卡片)出示bike, taxi, car, bus,问:What's this? 学
生拼读,教师板书单词并大声读几遍。
(2)分别出示第一部分四幅图,讨论:Where does Jenny go? How
does she get there?
依次出示句子:I go to school by bike. I go to the zoo by taxi. I
go to the restaurant by car. I go home by bus. 播放第一部分光
盘录音,看书跟读。
(3)练习。小组活动:更换地点和交通方式,练习句型:
How do you go to school the zoo the restaurant home? I go
to______ by______.
2. Numbers
板书数字1-20,按顺序读后,随机指数字,志愿者大声朗读。
板书数字 20-30,教师必须教学生读这些数字,然后播放录音,
每个人大声说出数字。
重点指导单词thirty的读音,字母组合th和ir的读音,并指导
学生书写记忆。
练习:Let's count from 1—20 and count from 20—30
3. Let's play! Count by three. 让学生看书,解释游戏方法,大家 围
成一个大圈,第一个人说出three,下一个人要说出six,以此
类推。
Three—Six—Nine—Twelve—Fifteen—Eighteen—Twenty- one


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—Twenty- four
巩固检验Check for understanding:活动手册40页。
结束课堂教学Class closing. How do you go home today?
板书设计:
Lesson16 Cars and buses
How do you go to school?
I go to______ by______.
twenty, twenty-one, twenty-two, twenty-three, twenty-four,
twenty-five, twenty-six, twenty- seven, twenty-eight, twenty-nine,
thirty
Unit 3 Let's Go

Lesson 17 I'm lost
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:light, red, yellow, green
(2)学生能理解字母tr, dr, ck, qu, ing在单词中的发音及其规则。
(3)学生能够辨认和正确安全地对三种颜色的交通灯做出反应。
(红灯停;黄灯等;绿灯行)
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)找机会练习学生的听力技巧。


52




(2)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:light, red, yellow, green
2.学生能理解字母tr, dr, ck, qu, ing在单词中的发音及其规则。
教学难点:
理解课文第二部分,并在第三部分正确全出公共汽车站。
教学准备:
录音带、教学光盘,Red is stop! Green is go! Yellow is wait! 的课
件或卡片,单词和音素tr, dr, ck, qu, ing卡片,第三部分展示街道方位
的大挂图。
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Please go straight turn leftturn right!
2.课文导入Lesson hoo k:在城市里,到处充满了危险,要经常注
意小汽车、大卡车和公共汽车。过马路时,要注意看交通灯。
今天我们学习如何在城市里安全行走。
Step 2: Presentation
1. Stop or go?
讨论城市安全问题。问:What are the dangers? What must you
always watch out for?
课件或卡片出示一组交通灯:What are these? (板书:traffic
lights)读单词,并让学生跟读。


53




展示红色交通灯:What color is the light? Who knows what this
means? (红灯的意思是停,不要过马路。)绿灯和黄灯也依次处
理。板书:Red is stop! Yellow is wait! Green is go! 跟读并大声
练习。
练习:做游戏
学生站成一排,教师举起一个交通灯,学生根据交通灯说出正
确的句子,并展示停,走或等待。
2. Where is the restaurant?
看书讨论每幅图的内容,引导学 生了解大致的情节。播放录音
并跟读。再复述课文。问题引导:Where does the woman want to
go? How does she there? 再次播放录音,学生听并跟读。
练习:角色扮演
课件出示主要句子:I'm lost. Where is the library? Is it far from
here? Go straight. Turn right.
帮助学生大声读句子,假设某方位是图书馆,请志愿者表演迷
路,教师指示方向。
3. Let's do it!
看书43页第3部分,解释活动。首先,学生读第二部分男 人
的指示语言,然后找出公共汽车站的位置并圈出来。
4. Letters and sounds
使用因素卡片教授新音素。
板书:tr, dr, ck, qu, ing 读出音素与该音素相对应的单词,让学


54




生跟读。再看书跟读,并圈出单词中用红色标出的音素。最后
试读下一行单词。给足学生练习时 间。
巩固检验Check for understanding:同步练习。
结束课堂教学Class closing 我们知道了交通灯的含义,在马
路上要小心并注意看交通信号灯奥!
板书设计:
Lesson17 I'm lost
traffic lights
Red is stop! Yellow is wait! Green is go!
tr, dr, ck, qu, ing
Unit 3 Let's Go

Lesson 18 Lost in the city
教学目标:
1.知识目标:
(1)学生能够听懂和理解这个简单的故事。
(2)学生能就故事进行提问和回答。
(3)学生能够分角色,并用自己的语言表演故事。
2.能力目标:
在日常情境中注意观察,并用简单的英语对话
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:


55




1.

学生能够听懂和理解这个简单的故事。
2.

学生能就故事进行提问和回答。
教学难点:
学生能够分角色,并用自己的语言表演故事。
教学准备:
录音带或教学光盘,四个简单的手偶(两只不同颜色的猫,一条
狗,一只鸟)
教学过程:
Step1: Warm-up
1.问候Greeting: Play a game: Please go straight turn leftturn right!
2.课文导入Lesson hook:有只小猫想去城里拜访姐姐,但他迷路
了,不知道怎样走,他只好向别人求助。他向谁求助了呢?最
后找到了姐姐了吗?我们一起来读读课文吧 !
Step 2: Presentation
Story time: Lost in the city
读前活动Prepare to read:
看图讨论Look and talk about it.
看教科书44页,快速浏览每一幅图,讨论故事梗概。思考问题:
How many animals can you see from this story? What are they?
What are they doing in these pictures?
阅读活动Read the story:
依次浏览每幅图,帮助学生理解故事情节。


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学习新词汇:visit,live in, get there
Panel 1: What do you see in this picture? Where do you think the cat
is going? (指一指带有箭头的指示牌,读出单词city)
Panel 2: Where is the cat now? What do you see in this picture?
Panel 3: Who is the cat talking to? What are they looking at?
(a map) How can you tell?
Panel 4: Can the cat see the NICE house? What does the cat see?
Panel 5: Who does the cat meet now? Is the bird helping the cat?
Panel 6: What do you see now? What is written on the house? Are
the two cats happy?
大声朗读Read aloud:
1.教师范读,速度要慢,辅以动作和手势。适时解释个别不懂的
单词。
2.播放光盘,学生大声跟读,读出韵味。
读后活动After reading:
把学生分成两组,一组使用手偶,一组读故事,练习表演故事。
给足够的时间准备,再表演。
结束课堂教学Class closing:
老师对你们今天努力的表现很高兴,我们要有勇 气来给自己展
示的机会和舞台,锻炼自己的胆量。
Good-bye!
板书设计:


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Lesson 18 Lost in the city
The cat goes to city to visit his sister.
Meet the dog: Go straight and turn left. —MICE house
Meet the bird: Go straight and turn right—NICE house
Unit 3 Let's Go

Again, please! 第三单元复习课
教学目标:
1.知识目标:
(1)学生将完成五项活动来证明他们各自的听、说、读、写技能。
(2)学生将完成一个表明在此单元他们进步程度的自我评价表。
2.能力目标:
(1)学生养成和提高基本的学习策略。
(2)在日常情境中注意观察,并用简单的英语对话。
(3)学生养成听录音和跟读句子的习惯。
3.情感目标:
培养对英语的兴趣和学习英语的好奇心。
教学重点:
1.学生将完成五项活动来证明他们各自的听、说、读、写技能。
2.学生将完成一个表明在此单元他们进步程度的自我评价表。
教学难点:
识记本单元的四会单词及所学句型,并能熟练运用。
教学准备:


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教学光盘、本单元动词短语的卡片或图片
教学过程:
Step1: Warm-up
1.问候Greeting。
2.课文导入Lesson hook:今天我们对第三单元所学知识进行复习
归纳。
Step 2: Presentation
1. Listen and talk.
(1)使用本单元动词短语的卡片或图片,复习:go straight, turn
left, turn right
(2)看课本46页第一部分,播放光盘录音,学生跟读。
(3)回答问题:
What is Danny looking for?
What are the directions to get there?
Is it near or far from where they are now?
(4)把学生分成两组,练习问路和给予指示,轮流问和答。
2. Listen and circle.听并圈出正确的图片。录音内容:
(1)Turn right.
(2)We go to the restaurant by taxi.
(3)This is the playground.
(4)Yellow is wait.
3. Look and say. Draw lines.


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看书47页第三部分,解释活动。一名学生问如何 到达地图上
的某个建筑物,另一名学生指路。两人一组,练习这一活动。
给学生足够的时间练习 。
4. Look and write.
看48页图片,根据图中每个人的线路图,将其到达的目的地
和乘车方式填在空格中。
5. How am I doing?
自我评价:学生需要判断自己在学校及在家中听说读写各方面
做得怎样,根据实际涂上星星。
10—12颗星为A,7—9颗星为B,1—6颗星为C。
结束课堂教学Class closing
下次见面我们将学习新单元,那时我们的听、说、读、写各方
面将会更好。
板书设计:
Again, please!
go straight, turn left, turn right
Red is stop! Yellow is wait! Green is go!
I go to the ______ by ______.
Unit 4 Shopping in the City

Lesson 19 Let's go shopping!
教学目标:
1.知识目标:


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(1)学生能听懂、会说、认读并书写词汇:shop, go
(2)学生能认读、理解并运用下列基本句型结构:Let's go shopping.
I want to buy…
(3)学生能听懂、会说下列句子:What do you want to buy? I want to
buy a new dress. Let's go to the clothes shop.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
(1)培养对英语的兴趣和学习英语的好奇心。
(2)找机会练习学生的听力技巧。
(3)在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:shop, go
2.学生能认读、理解并运用下列基本句型结构:Let's go shopping.
I want to buy…
教学难点:
学生能认读、理解并运用下列基本句型结构:Let's go shopping. I
want to buy…
教学准备:
教学光盘、tea shop, book shop, clothes shop, toy shop的卡片和课
件图片,实物茶叶、衣物、玩具、不同的书
教学过程:


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Step1: Warm-up
1.问候Greeting。Hello, class! Welcome to our classroom.
2.课文导入Lesson hook:今天我们学习一项生活中常见的活动—
—购物。你喜欢购物吗?让我们一起学习有关购物的用语吧!
Step 2: Presentation
1. What is it?
教授shop一词:出示课件图片tea shop, book shop, clothes shop,
toy shop,问:What are they?
学生:商店。出示shop一词,理解shop是购物的场所。在以
上商店里人们能买到什么?
Do you go shopping? 板书词汇tea shop, book shop, clothes shop,
toy shop让志愿者领读。
看书50页,谈论图片,指认图中街道上的商店、公交车、小
汽车及自行车。
说明帮助学生理解go shopping:人们go shopping时,要去商
店并浏览(也可能买)商品。
练习1:指一指,说一说:出示商店标志,教师说,学生指并
大声说出商店。T:Point to a ___. Show me a____. Let's go to
the___. < br>练习2:展示说明:将实物茶叶、衣物、玩具、不同的书摆放
在桌子上,教师说单词tea,一名 学生过来拿茶叶,在黑板上
写下单词TEA,问:在哪能买到茶叶?学生在TEA旁边写


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SHOP。所有四个单词都如此处理。
2. What do you want to buy?
教学buy:如果人们逛街时决 定获得某件物品,应该怎么做?
他要buy这件物品。将shopping和buy写在黑板上,让学生
跟读。看书51页第二部分,播放光盘录音,先听一遍后,回
答问题:Where does Jenny want to go? What does she want to
buy? What about Danny? 当学生很好的理解了本部分情节后,
再次播放录音并跟读。
练习:
二人一组问答:What do you want to buy? I want to buy a_____.
3. Let's do it!
读一读对话,理解这一活动,二人一组问答想要什么物品,去
哪里买,再填表。
巩固检验Check for understanding:同步练习
结束课堂教学Class closing
板书设计:
Lesson 19 Let's go shopping!
shopping buy
tea shop, book shop, clothes shop, toy shop
What do you want to buy?
I want to buy a_____.
Unit 4 Shopping in the City



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Lesson 20 At the shop
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:want, to, buy, way
(2)学生能认读、理解并运用下列基本句型结构:May I help you?
Yes, please.
(3)学生能听懂、会说下列句子:Excuse me. Where are the____? I'll
show you. This way, please.
2.能力目标:
在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:want, to, buy, way
2.学生能认读、理解并运用下列基本句型结构:May I help you?
Yes, please.
教学难点:
学生能认读、理解并运用下列基本句型结构:May I help you? Yes,
please.
教学准备:
教学光盘、日常用品 道具、一些茶叶、泰迪熊、书、衣物、水果、
食品等,(在教室布置一个虚构商店)


64




标示牌:TEA SHOP, BOOK SHOP, CLOTHES SHOP, FOOD
SHOP
教学过程:
Step1: Warm-up
1.问候Greeting。Hello, class! Let's go shopping! Let's go and buy
some things. 拿起茶叶:Where can I shop for tea?
学生回答:Tea shop. 用其他道具重复以上对话,每次都要用
Where can I shop for___?
2.课文导入Lesson hook:今天我们开心玩一玩,在教室这个商店
里,轮流买买一些商品。先听丹尼和詹妮如何购物。
Step 2: Presentation
1. May I help you? 谁记得上节课丹尼和詹妮决定去做什么?(詹妮想买衣服,丹
尼想买冰激凌)现在两人已经在商店了 。
讨论图片:What do you see in the first picture? What do they
look at first? What does Danny say finally?
板书:May I help you? 并教授其含义。
理解help:设计一个场景,如:帮助学生捡起书或让学生帮老
师搬桌子等。教授May I…用语,并让学生跟读。
播放光盘录音,学生跟读,再分角色练习读。
练习:角色扮演。示范:教师扮演店主,两位志愿者一位扮演
丹尼,一位扮演詹妮,


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编对话要发挥创造性,引导学生使用课文中的短语多种组合运
用,而不是要背诵课文。
2. Let's act!
在教室至少布置两个商店,让学生在课桌上摆放标示牌:TEA
SHOP, BOOK SHOP, CLOTHES SHOP, FOOD SHOP, 并放一
些相应物品。一些学生扮演店主,另一些学生扮演购买者。
先让学生看书读句子,再给出足够时间练习表演简单的买卖场
景,结合使用May I help you?及学过的各种单词和用语,教师
要观察并参与活动。
3. Let's do it!
看书53页第三部分,学生两人一组,集思广益想出不同商店
的商品名称,并写 到相应栏中,然后说一说想买什么。
What do you want to buy? I want to buy a ____?
巩固检验Check for understanding:同步练习
结束课堂教学Class closing
板书设计:
Lesson20 At the shop
May I help you? Yes, please.
Excuse me. Where are the____?
I'll show you. This way, please.
Unit 4 Shopping in the City

Lesson 21 Cinema and park


66




教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:cinema, park, supermarket
(2)学生能认读、理解并运用下列基本句型结构:Let's go to…
(3)学生能听懂、会说下列句子:Let's go to…to…
2.能力目标:
在日常情境中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:cinema, park, supermarket
2.学生能认读、理解并运用下列基本句型结构:Let's go to…
教学难点:
识记单词supermarket
教学准备:
教学光盘、cinema, park, supermarket单词卡和课件、上节课布置
场景的标示牌
教学过程:
Step1: Warm-up
1.问候Greeting。Let's go shopping! May I help you? Yes, please. I
want to buy__.利用场景的标示牌复习购物句型。
2.课文导入Lesson hook:今天我们谈论想去哪里的话题。丹尼和


67




詹妮想去哪呢?先来学习三个地点词汇。
Step 2: Presentation
1. I want to go to the park.
出示课件展示词汇,并写在黑板上领读单词。看书讨论:What
are they doing in these pictures? 听音跟读。
练习:使用新句型,对话练习:I want to go to the park. Where do
you want to go? I want to go to the____.
让学生围成一个大圈,把三张单词卡放在中间,每人选一张练
习问答。
2. Let's go to eat some ice cream.
看书54页第二部分,说说每张 图片都有什么,哪一副图有新
单词并圈出来大声读一读。播放录音跟读。
指名用自己的语言复述故事。示范句型:Let's go to…to…
师:I want to buy a dress. Let's go to the clothes shop. Let's go to
the clothes shop to buy a dress. Say it, please.
全班:Let's go to the clothes shop to buy a dress.


练习: the clothes shop buy a dress.
板书: the park fly kites.
Let's go to the cinema to see a film.
the restaurant have lunch.


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the library read books.
the supermarket buy fruit.
3. Let's sing! Let's go to the cinema。
播放两次录音,学生先听,再跟唱。
巩固检验Check for understanding:同步练习
结束课堂教学Class closing
板书设计:
Lesson21 Cinema and park
the clothes shop buy a dress.
the park fly kites.
Let's go to the cinema to see a film.
the restaurant have lunch.
the library read books.
the supermarket buy fruit.
Unit 4 Shopping in the City

Lesson 22 At the Supermarket
教学目标:
1.知识目标:
(1)学生能听懂、会说、认读并书写词汇:tomato, potato, candy, bag
(2)学生能听懂、会说下列句子:Let's buy _____. How about some
fruit?
2.能力目标:


69




在日常生活中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能听懂、会说、认读并书写词汇:tomato, potato, candy, bag
2.学生能听懂、会说下列句子:Let's buy _____. How about some
fruit?
教学难点:
识记单词4个新单词
教学准备:
教学光盘、tomato, potato, candy, bag单词卡和课件
教学过程:
Step1: Warm-up
1.问候Greeting。复习句型Let's go to…to…
2.课文导入Lesson hook:今天我们谈论有关超市的话题。你去过
超市吗?超市里 有什么?学习了有关词汇后,再去时记得把你
学到单词教给爸爸妈妈。
Step 2: Presentation
1. What's this?
利用课件和卡片教授四个新词汇。
出示图片,认读单词,练习拼读,注意元音字母a在四个单词
中的发音。


70




练习:猜一猜:
It's red. It is sweet and tastes really good. (candy) When I buy
things at the supermarket I carry them home in it. (bag)
2. At the supermarket
看书56页第二部分,讨论图片:What do see in each panel?
Where are they? What does Mrs. Smith want to buy?
What does Jenny like? How about Danny? What do they use to
carry the vegetables?
播放录音,看书跟读。
练习:画一画,并完成句子。
I like ______. I do not like ______.
3. Let's do it!
看书57页读句子,理解意思。
先列出购物单,分小组练习对话。
巩固检验Check for understanding:同步练习
结束课堂教学Class closing
板书设计:
Lesson22 At the supermarket
tomato, potato, candy, bag
Let's buy _____.
How about some fruit?
Unit 4 Shopping in the City



71




Lesson 23 Shopping online
教学目标:
1.知识目标:
(1)学生能听懂、会说下列句子:We can shop online. Let's take it.
(2)学生能了解ts, ds, wh, wr在单词中的发音及规律。
2.能力目标:
在日常情境中注意观察,并用简单的英语对话。
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
学生能听懂、会说下列句子:We can shop online. Let's take it.
教学难点:
学生能了解ts, ds, wh, wr在单词中的发音及规律。
教学准备:
教学光盘、tomato, potato, candy, bag单词卡
教学过程:
Step1: Warm-up
1.问候Greeting。利用单词卡复习tomato, potato, candy, bag
2.课文导入Lesson hook:这网上购物是现代购买物品的很好形
式,不出门就能完成购物,有趣又简单。
Step 2: Presentation
1. We can shop online.


72




谁曾经网上购物?请告诉大家过程如何。网购有什么好处?但
网购也存在一定危险。
板书:Shopping online网购 领读并记忆词汇。
看书58页,讨论每幅图,提出问题引导学生理解。
What does Jenny want to buy? Can Danny buy ice cream online?
How much is the book online?
看书跟读课文,大声阅读。
练习网购。分组决定网购物品,体验网购过程。在网上搜寻要
买物品并就此做一个报告,内容: How much is it? How do you
pay for it? How does it get sent to you?
2. Let's do it!
看书59页第2部分,学生自己阅读第1部分后,判断5个句
子是否正确,正确的圈出笑脸,错误的圈 出哭脸。
3. Letters and sounds
板书字母组合及单词,领读并让学生跟读。ts, ds, wh, wr
看书59页第3部分,学生先读一读例子,再试读本页下面四
个单词(hat, cards, wheel, writer)。
巩固检验Check for understanding:
活动手册58页
结束课堂教学Class closing
板书设计:
Lesson23 Shopping online


73




shopping online网购
We can shop online.
Let's take it.
ts, ds, wh, wr
Unit 4 Shopping in the City

Lesson 24 Etta's teddy bear
教学目标:
1.知识目标:
(1)学生能够听懂和理解这个简单的故事。
(2)学生能就故事进行提问和回答。
(3)学生能够分角色,并用自己的语言表演故事。
2.能力目标:
在日常情境中注意观察,并用简单的英语对话
3.情感目标:
在每天的生活中试着模仿和运用英语。
教学重点:
1.学生能够听懂和理解这个简单的故事。
2.学生能就故事进行提问和回答。
教学难点:
学生能够分角色,并用自己的语言表演故事。
教学准备:
录音带或教学光盘,三个简单的手偶(Etta, Mum, Teddy)


74




教学过程:
Step1: Warm-up
1.问候Greeting。
2.课文导入Lesson hook:你有 自己喜欢玩具吗?今天大家将见到
一个小女孩埃塔,她有一个玩具泰迪熊,有一天她找不到泰迪
熊了,非常伤心。后来她找到了吗?我们一起来读读课文吧!
Step 2: Presentation
Story time: Etta's teddy bear
读前活动Prepare to read:看图讨论Look and talk about it.
看教科书60页,快速浏览每一幅图,讨论故事梗概。思考问题:
Where is the girl? What is the girl doing? What happened to the girl?
How does the girl feel? Happy or sad?
阅读活动Read the story:
依次浏览每幅图,帮助学生理解故事情节。
学习新词汇:Etta 埃塔,teddy bear泰迪熊,cry哭,forget忘记,
still仍然,还,look for寻找,everywhere到处
Panel 1: What do you see in this picture? Is the girl happy?
Who is sitting on the floor look at them?
Panel 2: What is Etta doing?
Panel 3: What is Etta doing now? What does her mother tell her?
Do you think Etta feels better now?
Panel 4: Where are they now? What can you see in the picture?


75




Panel 5: Where are they now? What is Etta's mum holding?
Panel 6: What are they doing now? Where are they sitting?
Panel 7: Where is Etta now? What is she doing?
What does she find in her bed?
Panel 8: Is Etta happy or sad?
大声朗读Read aloud:
1.教师示范,速度要慢,辅以动作和手势。
适时解释个别不懂的单词。
2.播放光盘,学生大声跟读,读出韵味。
读后活动After reading:阅读排序:将61页下面句子排序。
复述课文:使用手偶,练习表演故事。
给足够的时间准备,再表演。
结束课堂教学Class closing:
老师对你们今天努力的表现很高兴,我们要有勇 气来给自己展
示的机会和舞台,锻炼自己的胆量。
板书设计:
Lesson24 Etta's teddy bear
Etta teddy bear
Where is the girl? What is the girl doing?
What happened to the girl?
How does the girl feel? Happy or sad?
Unit 4 Shopping in the City



76




Again, please! 第四单元复习课
教学目标:
1.知识目标:
(1)学生将完成四项活动来证明他们各自的听、说、读、写技能。
(2)学生将完成一个表明在此单元他们进步程度的自我评价表。
2.能力目标:
(1)学生养成和提高基本的学习策略。
(2)在日常情境中注意观察,并用简单的英语对话。
(3)学生养成听录音和跟读句子的习惯。
3.情感目标:
培养对英语的兴趣和学习英语的好奇心。
教学重点:
1.学生将完成四项活动来证明他们各自的听、说、读、写技能。
2.学生将完成一个表明在此单元他们进步程度的自我评价表。
教学难点:
识记本单元的四会单词及所学句型,并能熟练运用。
教学准备:
教学光盘、本单元动词短语的卡片或图片。
教学过程:
Step1: Warm- up
1.问候Greeting。
2.课文导入Lesson hook:今天我们对第四单元所学知识进行复习


77




归纳。
Step 2: Presentation
1. Listen and talk.
(1)看课本46页第一部分,讨论并回答:
What does Jenny want to buy? What happens to Danny?
Where does Jenny want to go with Danny now?
(2)播放光盘录音,学生跟读。
(3)把学生分成两组,练习对话。
2. Listen and circle.听并圈出正确的图片。录音内容:
(1) Where do you want to go, Jenny?
I want to go to the park to fly a kite.
(2) My mother wants to buy some potatoes.
(3) Let's shop online. Great.
(4) What do you want to buy? I want to buy a book.
3. Read and match.
看63页第三部分,根据图中的信息,读句子,在相应的对话
框里写上正确的字母。
4. Read, write and match.
看书64页第四部分,解释活动。读句子并看图填空,将序号
写在方空内。
5. How am I doing?
自我评价:学生需要判断自己在学校及在家中听说读写各方面


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做得怎样,根据实际涂上星星。
10—12颗星为A,7—9颗星为B,1—6颗星为C。
结束课堂教学Class closing
板书设计:
Again, please! 四单元复习课
Let's go shopping. I want to buy…
May I help you? Yes, please.
Let's go to…to…




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