江汉大学文理学院地址-情话吧

四英语学科教学计划
（2017-2018）学年度第一学期
一、学情分析：

经过一年学习，四年级大部分学生对英语仍然保持着浓厚的兴趣， 但有少数学生由于
遇到困难，学习兴趣可能会开始减退，导致两极分化现象较为为严重，因此教学时应注 意
由简到难，循序渐进，在知识的复现中做好及时补差工作。使每位学生的英语水平都能得
到一 定的发展。
二、教材分析
：

本册教材以话题为核心，以功能和结构为主 线，以任务为目标，设计和编排了大量形
式多样、情景真实、语言自然、趣味性强的语言实践活动，并着 重综合训练，强调整体优
化，突出整体感悟。
知识体系上贴近学生的生活实际，以真实生活表 达为目的，以生活实际需求为线索，
滚动编排和扩展所学语言知识。以 “用英语要做事情”为途径, 带动语言知识的内化和
能力的转化；以 “做事”的效果为标准，检验知识运用的水平和等级。
内容上强调“培养综合语言运用能力” 开阔学生的学习视野，满足学生的求知欲望，
引导学生 面向社会，面向世界面向未来，不断增强国际意识。
框架上注重从语言形式主义向语言功能主义转变，着眼于 “语言运用” 。根据“话
题项目表”确定话题的选择、话题的内容和名称以及次序的编排。
教学活动设计强调 “真实性”。基于意义的活动增加了，基于形式的活动减少了；互
动的活动 增加了，简单的练习减少了；活动方式更加丰富多样；语境设置更贴近生活。
本册书共8个单元和2个 综合语言实践活动。每单元中的7个板块主次分明，脉络清
晰，联系紧密：
Story time通过课文学习，帮助学生学习基本的英语语言知识，发展基本的英语听、
说、读技能。
Fun time通过趣味性、互动性较强的游戏活动，帮助学生操练并掌握本单元所学主要
词 语、句型和日常交际用语。
Cartoon time通过卡通故事，帮助学生强化本单元的语言知识，着重培养学生的阅读
理解能力。

Sound time通过例词和绕口令，引导学生了解字母在单词中的读音、简单的拼读规则。
Song timeRhyme time通过唱歌曲、诵歌谣等活动，激发学生的兴趣，帮助学生巩固
所学内容，形成良好的语感，提高听说能力和思维能力。

1

Checkout time检测学生对本单元所学语言知识的掌握情况，同时帮助学生 复习巩固
所学主要内容，提高听、说、读、写能力。
Ticking time通过自我评价，引导学生了解自己对本单元所学内容的掌握情况。

三、教学目标：

1. 学生能按四会的要求掌握所学单词和句型。
2. 学生能在日常生活中活用句型，进行简单交流，尽量做到落落大方，发音纯正。
3. 学生逐渐养成良好的语音语调。
带， 4. 学生能借助光盘、磁带等辅助工具听读课文，养成良好的预习、复习习惯，并有一
定的自学能力。
5. 学生能在任务型学习的过程中运用相关的语言知识，完成某项特定任务，并促进运
用语言能力的提高。
6. 学生能演唱已学过的英语歌曲，朗诵已学过的歌谣。部分学生能大胆设计，创新歌
曲、歌 谣。在完成任务的过程中,不断感受成功的乐趣和喜悦。
7.学生能听懂、会说辅音字母在单词中的读音，且发音正确。
8. 初步养成良好的书写习惯，做到书写规范整洁。
9. 训练学生的语言技能，提高阅读理解能力。
10. 悉心指导学生，逐步培养学生的自我评价能力。

四、具体措施：

1、坚持“先学后教”的理念，抓好预习和作业，实行分层教学、分层作业，教师及时
地进行检查，让每个学生得到不同层次的提高和发展。
2、创设学习英语的情景，把重点句型放在情 景中教学，采用灵活多样的教学方式，营
造轻松和谐的课堂氛围，让学生快乐地学习知识。
3、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地
书写。
4、活用教材，根据学生会的实际情况，将每单元重现组排降低难度。
5. 重视学生英语朗读训练，打好纯正语音语调的基础。


2

Unit 1 课题 I like dogs 第 1 课时



教学目标
1、语言知识：
1.能初步听懂、会读、会拼写单词cat, dog,elephant,horse,
lion,monkey, panda,tiger
2.能听懂、会说、会读、会运用句型Do you like…?并且会用Yes,
I do.和No，I don’t 来回答。
2、语言技能：
能明白并理解名词的复数形式,理解like的后面用可数名词的复数
形式
3、情感态度：
情感教育：动物是人类的好朋友，要保护动物
教学重点
1.能初步听懂、会读、会拼写单词cat, dog, elephant, horse,
lion, monkey, panda, tiger
2.能听懂、会说、会读、会运用句型Do you like…?并且会用Yes,
I do.和No，I don’t 来回答。
3.能明白并理解名词的复数形式,理解like的后面用可数名词的复
数形式
让学生综合过去所学知识，明白like后面使用可数名词的复数形
式
课前准备
教学过程
挂图，卡片，多媒体
Step 1 Preparation
1. Greeting
2. Free talk
T：Welcome back to school.
Are you happy now?
S: Yes, I am.
T: Let’s enjoy our English lessons now. What can you see in our
classroom?
通过这个环节让学生提前进入学习英语的氛围中。

Step 2 Presentation and practice
1. T: I have a toy dog. I like dogs .(出示各种动物图)
S：I like…
根据学生的回答学习单词：cat ,dog, monkey, lion, panda, tiger,
bear。（学生带读，板书单复数。）
cat[kæt] dog[dɒɡ] monkey['mʌŋkɪ]
lion['laɪən] panda[ˈpændə]
tiger[ˈtaɪgə(r)]
2.T: I like dogs .Do you like dogs?

3
思考调整
教学难点

S: Yes, I , I don’t.
T: What do you like?
S: I like …
出示句型： Do you like…?
Yes, I do.
No, I don’t.I like…
3.观察句子Do you like…? I like…
（1）提出疑问（为什么like后面要跟复数，跟单数行不行？）
（2）小组讨论得出结论：like 表示喜欢一类事物。
4教授单词animalanimals
T: Look, the cat is an ’s an animal. How lovely.
出示单词animal,拼读单词。[ˈæ nIml]出示音标。
T：They are all ’re animals.
出示单词animals,拼读单词。
T：Do you like animals?
S: Yes, Ido. T:I like animals , let’s listen to the sounds.
Guess, what animal is it.
听声音猜猜是什么动物。

Step 3 Production
Listen and guess
(1)Magic eyes
T：Now,let’s have a ’s play a game.
游戏规则：快速闪现图片、单词、词组、或者句子
例如：
单词： a cat , an elephant, a duck…
dogs, tigers, pandas…
词组： a toy animal , would like, like monkeys…
句子： I like dogs. I have two books, walk up and down, what
colour is it?…
(2)Work in pairs
T: I have some pictures here. Choose one to work in pairs.
Step 4 Progress
让学生说说这节课学了什么，让学生自己来总结。
A.复习单词
B.复习句型
C.复习知识点like后面使用可数名词的复数形式
Step 4 Homework






4


教后反思

Unit 1 课题 I like dogs. 第 2 课时



教学目标
1、语言知识：
1.能熟练掌握动物类单词。
2. 能听懂、会说、会读、会运用句型Do you like…?并且会用Yes, I
do.和No，I don’t 来回答。
3.能有感情的朗读课文，能初步分角色表演。
2、语言技能：
能在情景中自然、流利地使用句型Do you like…?并且会用Yes, I do.
和No，I don’t 来回答。
3、情感态度：
培养学生关爱动物的品质
教学重点
1. 能自然、流利地使用句型Do you like…?并且会用Yes, I do.和No，
I don’t 来回答。
2. 能初步使用交际用语。It’s cute. They are cute and fat.
能有感情的朗读课文，能初步分角色表演。
图片、录音机、玩具动物
Step 1 Preparation
1. Greetings.
2. Daily talk.
g time :I can name some animals.
Step 2 Presentation and practice
Story time
出示课文图片
T：Look,they are our friends. They are talking
about animals.
(1)Listen and circle(把所看到的动物圈出来）
What animals can you see in the story?

Cats dogs elephants horses lions monkeys pandas tigers
思考调整
教学难点
课前准备
教学过程
在看动画之前，先读单词（复习单数和复数）：an elephant,a horse
（elephants , horses)
elephant[ˈelɪfənt] horse[hɔ:s]
Check the answers: cats , dogs, pandas
(2)True or false
Yang Ling: I like cats. They are cute.(√)
教授单词cute（可爱的，机灵的)
Su Hai: I don’t like dogs. I like horses.(×)
Mike: I don’t like dogs. I like pandas.(√)

5

Check the answers
T:Do you like pandas?
S: Yes, Ido .
T:Are they cute?
S: Yes, they are.
T: And they are fat.
出示单词fat cat at，让学生自己拼读单词。
(3)Listen to the tape in the blanks.
对话内容填空
Look at these toy animals , boys and girls.
Wow.
Look at thiscat.I like cats. It’s cute.
I like dogs. Do you like dogs, Su Hai?
Yes, Ido.
Do you like dogs, Mike?
No, I don’t.I like pandas. They’re cute and fat.
通过这一环节加深学生对课文的理解。
Step 3 Production
Read Story time
a.注意语音语调，播放录音，学生跟读
T：Let’s read after the tape.
T：Let’s read it together.
b.角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 4 Progress
Step 5 Homework
1. Listen and read story time
2. Recite Story Time after class.

Unit1 I like dogs
Do you like…s?
Yes, I do.
No, I don’t.I like…s
They are cute fat…


教后反思
（第篇）








cats dogs elephants horses

lions monkeys pandas tigers

Unit 1 课题 I like dogs. 第 3 课时

6

教学目标
1、语言知识：
2.能熟练听懂、会读、会拼写单词cat, dog,elephant,horse,
lion,monkey, panda,tiger
2.能熟练听懂、会说、会读、会运用句型Do you like…?并且会用
Yes, I do.和No，I don‟t 来回答。
3.能明白并理解名词的复数形式,理解like的后面用可数名词的复
数形式
2、语言技能：
能理解Would you like 和Do you like两个句型的使用方法
3、情感态度：
明白Cartoon time 的幽默之处
3.能熟练听懂、会读、会拼写单词cat, dog,elephant,horse,
lion,monkey, panda,tiger
2.能熟练听懂、会说、会读、会运用句型Do you like…?并且会用
Yes, I do.和No，I don‟t 来回答。
能听、说、读、演Cartoon time
挂图，卡片，多媒体
Step 1 Preparation
(4)Greeting （单词和句子默写）
2. Daily show
表演上一堂课所编对话
(5)Ticking time: I can use“Do you like…？”to ask
questions 。
Step 2 Presentation and practice
ng game
T：I love animals .They‟re lovely .They‟re cute .Now,let‟s play
another game----Guessing game.
游戏内容：复习上节课所学动物类的单词。
游戏环节：a.出现遮住部分的图片，猜猜是什么。
b.出现单词填空，让学生完成单词拼写。
问题预设：What can you see? I can see …
What‟s thisthat? It‟s aan…
What are thesethose? They‟re…
talk----Fun time
Draw and say
教师出示上节课布置的作业内容----Draw an animal
出示教师所画的图片，一只熊猫
T:I love is my picture. What‟s this？
S: It‟s a panda.
T: What colour is it?
S: It‟s black and white.
思考调整
教学重点
教学难点
课前准备
教学过程

7

T: Do you like pandas?
S: Yes, I do. They‟re cute and fat.(提示学生回答）
T：What about your pictures?
Where is your picture?
S: It‟s here.
教师出示对话练习内容
A: Do you like…?
B: Yes, I do. They‟re…
No, I don‟t.I like…They‟re…
(1)师生对话（示范）
(2)生生对话
on ----Story time
T: I think you like animals very much.
Our friends like animals too. Look, they‟re
coming.
3. 跟读（教师注意语音和语调的指导与纠正）
4. 自读（任选一种方式读）
A.自己单独读
跟伙伴扮演角色读C.跟伙伴齐读
(3)比一比，赛一赛，谁读得好，模仿得像。
当学生表演完后，教师奖励印有本课单词和图 片的小纸片，在奖
励地时候用下面的句子，为Cartoon time的学习做铺垫。例如：
T：Would you like a catdogs?
S: Yes, please.
No, thank you. I‟d like…
Cartoon time:
in
T: Oh, I‟m hungry now.(做动作，便于学生理解）
Can you ask Miss Zhang„Hello, Miss Zhang. Would you like
a …?‟
S: Hello, Miss Zhang. Would you like a …?
T: Yes, ,thank you.
n time
(1)出示图片
T： Our old friends are hungry,too.
Where are Bobby and Sam?
S: They‟re at a snack bar.
(3)True or false
Bobby: I would like a pie.(×)
Bobby: I like cakes.(√)
Sam : I don‟t like cakes.(×)
Sam : I have a cake.(×)
教授I have …这个句型。这个句型学生二年级已经学过，大
部分学生能够熟练表达。
让学生说说这个故事的幽默之处。

8

after the tape
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
thanks=thank you 谢谢
I have a cake here. 我这里有个蛋糕。
(2)Read by yourself
A.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
Step 3 Production
比一比，赛一赛，谁读得好，模仿得像。
利用光盘中的这个角色扮演的功能。
Step 4 Progress
1.对话填词
Sam: Would you like a pie, Bobby? Bobby：No, thanks.
Bobby：I like you like cakes,Sam?
Sam: Yes, Ido. I have a cake here.
Sam: Look! Do you like it?
y
本课所学内容回顾与总结
Do you like…? Would you like …?

Yes, I do. Yes, please.
No, I don‟t.I like… No, thanksthank you.
让学生理解这两个对话句型的区别
让学生说说：你是怎么理解的，这两个对话分别用来问什么的？
Step 5 Homework
1.准备默写单词表单词和划线句子
Cartoon Time after class.

板书设计
Unit1 I like dogs

Do you like…? Would you like …?

Yes, I do. Yes, please.
No, I don‟t.I like… No, thanksthank you.




教后反思
（第篇）








Unit 1 课题
I like dogs
第 4 课时

9

教学目标
1、语言知识：
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
3.能理解并且会读g，能总结归纳过去所学单词
2、语言技能：
能初步会说本单元小诗：Little monkey
3、情感态度：
爱护小动物。
思考调整
教学重点
教学难点
课前准备
教学过程
能熟练听懂、会说、会读、会运用本单元句型。
能理解并且会读g，能总结归纳过去所学单词
挂图，卡片
Step 1 Preparation
5. Greeting
6. Free talk
值日生用图片提问。
3.快速编对话，用上句型Do you like …？及回答，可以是动
物、衣服、食物、文具、玩具等。
Step 2 Presentation 、 practice& production
time
(4)跟读（教师注意语音和语调的指导与纠正）
(5)自读（任选一种方式读）
A.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
E.比一比，赛一赛，谁读得好，模仿得像。
利用光盘中的这个角色扮演的功能。
n time
(1)Read after the tape
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
(2)Read by yourself
A.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
(3)比一比，赛一赛，谁读得好，模仿得像。
利用光盘中的这个角色扮演的功能。
3 Rhyme time
2.复习过去所学的小诗
出示Five little monkeys小诗，学生表演
monkey
(1)小诗句子理解

10

T：Let’s many monkeys?
S: Five.
T：Where are they?
S: They are on the bed.
出示一只小猴
T：Now,how many monkeys?
T: Yes. It’s a little monkey.
出示Rhyme time图片
T：Where is the little monkey now？
S: It’s in the tree now.
出示句子：Little monkey , in the tree.
T: What animals can you see in the picture?
S: I can see a little monkeydogpanda.
出示句子：Little dog, run with me
逐句教学
run with 和……跑 mat 毯子（at cat mat)
after the tape
by yourself
Step 4 Sound time
T: Do you like the little dog?
S: Yes, I do. No, I don’t.
教授gg发音
说说还有那些单词有g,并且发音是g
有学生会说orange,让学生读读看，感受发音。
出示Sound time 图片，教授句子：
Step 3 Progress
情感教育
T：The animals are cute and clever. They can do many things.
出示一些动物图片。
Animals are our friends,we should protect them.
Step 4 Homework
1.完成部分同步探究练习
板书设计




教后反思
（第篇）









Unit 1 课题
I like dogs
第 5 课时

11

教学目标
1、语言知识：
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
3.能熟练会说本单元小诗：Little monkey
4.完成补充习题以及同步探究部分练习
2、语言技能：
能熟练听懂、会说、会读、会运用本单元句型。
3、情感态度：
思考调整
教学重点
教学难点
课前准备
教学过程
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
完成补充习题以及同步探究部分练习
挂图，卡片
Step 1 Preparation
1. Greeting
2. 单词和句子默写
3. 复习音标并完成ticking time：I know the sound of
the letter“g”.

Step 2 Practice & Production
Play a game----Lucky star
PPT出示，让学生根据幸运星后的要求完
成，并且可以获得奖励。
幸运星1 请表演本单元的小诗Little monkey
幸运星2 当你想知道你的朋友是否喜欢大象，应该怎么问：
幸运星3 有感情地模仿Story time 中的对话表演，可以邀请自己
的好朋友
幸运星4 请表演6种动物，并且拼写单词
幸运星5 当你去一家小吃店，营业员问你是否要一个蛋糕，她应
该怎么问：
幸运星6 有感情地模仿Cartoon time 中的对话表演，可以邀请自
己的好朋友
幸运星7 请说出六个有字母g的单词，并且要求g的发音是g
幸运星8 请说出下列名词的复数形式
horse box butterfly cat elephant
dog tiger panda bear bus
幸运星9 你想告诉别人你喜欢马，你应该怎么说：
Animals are our friends,we should protect them.
Checkout time----Ask and answer

12

in pairs
A: What’s thisthat?
B: It’s a an…
A: Do you like…?
B: Yes, I ’re…
No, I don’t. I like… They’re…
g time
选择一幅图，写一个对话
Step 3 Progress
1.补充习题
在听录音之前先让学生说说在图上能看到哪些内容，让学生学会
观察题目。
部分题目也可以要求学生作听写任务，提高学生听说读写的语言
综合运用能力。
2.同步探究
翻译词组，选择题
题目选择，一些难的题目可以做为附加题，对于班 级学习成绩比
较优异的学生可以有这方面的要求。在作业上可以分层作业，减
轻后进生的学习负 担，提高英语学习兴趣。
Step 4 Ticking time
I can name some animals.
Step 5 Homework
1.完成部分同步探究练习
2.完成补充习题练习
板书设计
Unit1 I like dogs
A: What’s thisthat?
B: It’s a an…
A: Do you like…?
B: Yes, I ’re…
No, I don’t. I like… They’re…





教后反思
（第篇）








Unit 2 课题
Let‟s make a fruit salad
第 1 课时

13

教学目标
1、语言知识：
1.能初步听懂、会读、会拼写单词a banana、 a grape、a mango、
a pineapple；复习水果类单词an orange, a peach,a pear,an
apple。
2.能听懂、会说、会读、会运用句型Do you have…?并且会用Yes,
I do.和No，I don‟t 来回答。

2、语言技能：
充分利用学生已有的知识和生活经验，创设生活化的真实情境，
引导 学生在运用语言中学习语言，在学习新的语言知识后创造性
地运用语言。
3、情感态度：
了解西方国家的饮食文化。
1.能初步听懂、会读、会拼写单词a banana、 a grape、a mango、
a pineapple；复习水果类单词an orange, a peach,a pear,an
apple。
2.能听懂、会说、会读、会运用句型Do you have…?并且会用Yes,
I do.和No，I don‟t 来回答。
初步理解some和any的使用方法。
挂图，卡片，多媒体（PPT），学生自带水果，老师做的水果沙拉
Step 1 Preparation
ng
T: Hello, boys and girls. How are you ?
S: I‟m fine, thank you. And you?
T: I‟m well.
up
Play a game---- Fast response
游戏规则：快速闪现问题，抢答
例如：What can you see?
I like monkeys, What do you like ?
Do you like monkeys ?
What colour is the …?

Step 2 Presentation and practice
(6)Play a game----Magic bag
游戏规则：收口的口袋里装些玩具和水果。
一个学生摸，其他学生问Is that an animala frit?
Is that aan …？
最后展示摸到的物品，并且说This is aan…?
例如：
Ss：Is that an animala frit?
思考调整
教学重点
教学难点
课前准备
教学过程

14

S1: YesNo.
Ss: Is that aan …？
S1: YesNo.
This is aan…
T： Look, this is a magic bag. There are many animal toys and
fruit in it.
出示单词：animal, fruit,并且教读fruit
当最后展示的时候教师还可以复习第一单元所学的句型。例如：
T：Do you like…？
S：Yes, I do. No, I don‟t.
T: What do you like ?
S: I like…
in and teach the name of the fruits
把袋子里的水果都拿出来:a banana、 a grape、a mango、 a
pineapple,an orange, a peach,a pear,an apple，并且板书
pineapple [ˈpainˌæpl]
T：I have some ‟s name them.
Look , this is a an…
3.出示课题
T: Here are so many fruits. We can make a fruit salad. OK?
S: OK.
出示课题：Unit 2 Let‟s make a fruit salad.
教读课题 salad
cat banana
sa la d salad
4.T: I have a banana.(教师出示香蕉) xxx, do you have a
mango?
S: Yes, I do. No, I don‟t.
板书句型。
开火车操练句型，并汇报各小组带了哪些水果，汇报时可用上句
型We have ….

Step 3 Production
s(fill in the blanks)
根据单词提示，或是图片提示拼写单词
例如：a yellow banana some purple grapes

Step 4 Progress
Work in pairs
用身边带来的水果进行对话练习：
对话提示：
S1：Do you have aanany…?
S2: Yes, I do. No, I don‟t.

15

S1: Here you are.
S2: you.
S1：Let‟s make a fruit salad.
S2: GreatGoodOKAll right.
让学生懂得分享自己 的水果，培养学生的团结合作意识。充分利
用学生已有的知识和生活经验，创设生活化的真实情境。
y
让学生说说这节课学了什么，让学生自己来总结。

Step 5 Homework
the new words four times.
2Recite Story Time after class.

板书设计
Unit 2 Let‟s make a fruit salad
I have a an some…
A:Do you have aanany…?
B:Yes, I do. No, I don‟t. a banana a mango
A:Here you are. a grape a pineapple
B: you. a peach a pear
A:Let‟s make a fruit salad. an apple an orange
B:GreatGoodOKAll right.











教后反思
（第篇）










16

Unit 2 课题
Let’s make a fruit salad
第 2 课时



教学目标
1、语言知识：
1.能熟练掌握动物类单词。
2. 能听懂、会说、会读、会运用句型Do you like…?并且会用Yes, I
do.和No，I don’t 来回答。
3.初步理解some和any的使用方法。
4.能有感情的朗读课文，能初步分角色表演。
2、语言技能：
1、听懂、会说、会读、会运用句型Do you like…?并且会用Yes, I do.
和No，I don’t 来回答。
2.能熟练使用本课日常交际用语Let’s make a fruit salad.
3、情感态度：
养成珍惜食物的良好习惯。
教学重点
1、听懂、会说、会读、会运用句型Do you like…?并且会用Yes, I do.
和No，I don’t 来回答。
2.能熟练使用本课日常交际用语Let’s make a fruit salad.
1.初步理解some和any的使用方法。
2.能有感情的朗读课文，能初步分角色表演。
图片、录音机、水果
Step 1 Preparation
1. Greetings.
2. Daily talk.
3. Review the fruit words.
Step 2 Presentation and practice
Story time
(1)出示课文图片
T: Miss Li and her students are in the classroom. They are doing
something by themselves.
(3)Watch the cartoon ,and answer the question
What do they want to make?
What fruit can you see ?
(I can see a an some…)
(3)教授Story time 句子（注意语音语调的纠正）
小组齐读课文完成判断。如果是错的，需改正，并找到相关的原
文。
a. Yang Ling has(有) some bananas.( )
b. Wang Bing has a banana. ( )
板书Picture 2.3中的句子，说说有什么不理解之处。
划出some any
any [ˈeni] many 板书：any

17
思考调整
教学难点
课前准备
教学过程

some any都表示一些,后面可以跟可数名词的复数形式，也可以跟
不可 数名词的原形。但是，some一般用在肯定句中，而any多用
在疑问句或否定句中。
教读：some grapes
出示mango orange复数 mangoes orangesT:I can say‘I have some
grapes’.What can you say?
让学生造句。
(4)Read Story time
a.注意语音语调，播放录音，学生跟读, 由学生教读our我们的
并用our 组词，如our ball, our classroom
T：Let’s read after the tape.
b.学生齐读
T：Let’s read it together.
Step 3 Production
学生自读
角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 4 Progress
1.让学生说说这节课学了什么，让学生自己来总结。
2.用some any填空
a. Do you have pineapples ? Yes, I do.
b. I have apples and oranges.
Step 5 Homework
1. Listen and read story time
2. Recite Story Time after class.

板书设计：
Unit 2 Let’s make a fruit salad
I have a an some…
A:Do you have aanany…?
B:Yes, I do. No, I don’t.
B: you.
A:Let’s make a fruit salad.
B:GreatGoodOKAll right.



教后反思
（第篇）








Unit 2 课题
Let’s make a fruit salad
第 3 课时

18

教学目标
1、语言知识：
1.能熟练地听懂、会读、会拼写单词a banana、 a grape、a mango、
a pineapple；复习水果类单词an orange, a peach,a pear,an
apple。
2.能熟练地听懂、会说、会读、会运用句型Do you have…?并且
会用Yes, I do.和No，I don’t 来回答。

2、语言技能：
.能初步会用How many…?询问可数名词的数量。
3、情感态度：
能明白Cartoon time 的幽默之处
思考调整
教学重点
1.能熟练地听懂、会读、会拼写单词a banana、 a grape、a mango、
a pineapple；复习水果类单词an orange, a peach,a pear,an
apple。
2.能熟练地听懂、会说、会读、会运用句型Do you have…?并且
会用Yes, I do.和No，I don’t 来回答。
3.能初步会用How many…?询问可数名词的数量。
能初步会用How many…?询问可数名词的数量。
挂图，卡片
Step 1 Preparation
up
(1)Question box
教师出示一个盒子---- Question box，盒子里装了过去所学的问题，
让学生在盒子一抽出一张纸回答问题。例如： What’s this?
What colour is it?
I have a pencil. Do you have a pencil?
Do you like tigers?
I like apples. What do you like?
…
Find friends
例如：教师出示an apple, 在所有所给单词中找出相同类的。
通过这两个趣味活动帮助学生复习之前学过的单词和句型，也可
以提前进入英语学习的状态。
time：表演课文。
Step 2 Presentation and practice
time
(1)Drawing time
教师出示Fun time 的光盘内容----Draw pictures
出示教师所画的图片,做示范，让学生快速简笔画
(2)Speaking time
教学难点
课前准备
教学过程

19

对话练习
A：Do you have a book?
B: Yes, I do. Do you have any apples?
A: No, I don’ you have any bananas?
B: Yes, I do.
(4)Showing time
A: I have…(I don’t have…)
B: I have…(I don’t have…)
Story time
(1)跟读（教师注意语音和语调的指导与纠正）
(2)自读（任选一种方式读）
6.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
3.比一比，赛一赛，谁读得好，模仿得像。
n time
T:Now,let’s have a ’s watch a cartoon.
(1)Watch the cartoon and choose the best answers.
Today, Sam is a .
A. doctor B. cook an D. teacher
Sam’s stage properties are .
A. mangoes B. pineapples D. Bananas
让学生说说这个故事的幽默之处。

Step 3 Production
(1) Read after the tape
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
How many…? +可数名词的复数形式问数量
用身边的物提问
A： How many…do you have?
B: I have…
（2）看图完成对话
例如： you ? , I .
（3）Read by yourself
A.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
（4）比一比，赛一赛，谁读得好，模仿得像。
利用光盘中的这个角色扮演的功能。

Step 4 Progress
time

20

Make cards to help you remember words.
步骤一：画
要求学生独立完成，可以画不同种类的
步骤二：问
Do you have a an…？
Yes,I do.
No, I don’t.
Do you have any…?
Yes,I do.
No, I don’t.
步骤三：说
I have…
说说自己有什么

y
说说本课学了哪些

Step 5 Homework
1.准备默写单词表单词和划线句子
Cartoon Time after class.

板书设计
Unit 2 Let’s make a fruit salad
Do you have a an…？ Yes,I , I don’t.
Do you have any…?
How many…do you have? I have …









教后反思
（第篇）








Unit 2 课题
Let‟s make a fruit salad
第 4 课时

21

教学目标
1、语言知识：
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
3.能初步会唱本单元歌曲：Do you like purple grapes?
2、语言技能：
能理解并且会读h，能总结归纳过去所学单词
3、情感态度：
.能快乐地唱本单元歌曲：Do you like purple grapes?
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
思考调整
教学重点
教学难点
课前准备
教学过程
能理解并且会读h，能总结归纳过去所学单词
挂图，卡片
Step 1 Preparation
1. Greeting
2. 单词和句子默写
3. Free talk
T:I have a book. Do you have a book?
S:Yes, I , I don‟t.
T:What do you have?
S: I have…
4. Revision
time
两种形式：一是表演课文；二是仿照课文编对话。
5.完成Ticking time 1,2.
Step 2 Presentation and practice
Cartoon time
(1)Read after the tape
逐图跟读，注意语音语调。让学生可以加上自己的表情和动作。
(2)Read by yourself
A.自己单独读
B.跟伙伴扮演角色读
C.跟伙伴齐读
(3)比一比，赛一赛，谁读得好，模仿得像。
利用光盘中的这个角色扮演的功能。
Rhyme time and song time
4. 复习过去所学的小诗
Mango, mango ,I love you. One for Tommy, one for Joe.
…
(3)复习过去所学的歌曲

22

Seasons song, I like rice.
…
you like purple grapes?
(1)复习水果以及颜色
教师出示部分被遮挡的水果图片：
T：What‟s thisthat?
S: It‟s aan …
T：What are these those?
S: They‟re…
T:What colour is itare they?
S: They‟re…
出示葡萄的图片
T：What do I have?
S: You have some grapes.
T:What colour are the grapes?
S： They are purple.
T: Do you like purple grapes?
S: Yes, I do. No, I don‟t.
F.出示歌曲Do you like purple grapes?
(7)欣赏歌曲
B.猜一猜
They‟re nice and sweet.
意思是：糖果（）甜的（）
C.唱一唱
让学生说说会唱哪一句歌词。
D.做一做
配着动作，边唱边跳
…

Step 3 Production
编唱新歌曲
小小歌唱家
把自己的歌词写一写，唱一唱。
T：I can give you some words. 根据提示，用今天新学的歌曲编
唱
例如：
red apples big and sweet
white cats small and lovely

Step 4 Progress
ut time
Listen and match
这部分的要求可以适当提高，要求学生听写。
2.完成同步探究翻译词组和选择填空，并且讲解个别题目

23

Step 5 Homework
D.完成部分同步探究练习
2.背诵---- Sound time和Rhyme time
3.编一首属于自己的歌曲，唱给朋友、家长和老师听。

板书设计
Unit 2 Let‟s make a fruit salad


purple grapes



















教后反思
（第篇）








Unit 2 课题
Let’s make a fruit salad
第 5 课时

24

教学目标
1、语言知识：
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
3.能熟练会唱本单元歌曲：Do you like purple grapes?
2、语言技能：
能明白字母Hh在单词中的发音h，能总结归纳过去所学单词
3、情感态度：
能在活学活用中增加对英语的喜爱之情。
思考调整
教学重点
教学难点
课前准备
教学过程
1.能熟练听懂、会读、会拼写本单元单词。
2.能熟练听懂、会说、会读、会运用本单元句型。
能明白字母Hh在单词中的发音h，能总结归纳过去所学单词

Step 1 Preparation
ng
ion
a song:Do you like purple grapes?
time
B.把自己回去编的歌曲在班级里唱一唱
C.自编对话。仿照story time.
n time
Step 2 Practice & production
Play a game----Perfect artist
游戏规则：老师出示一些基础形状，让学生在此基础上画各种东
西，涂上颜色。 最后展示，让其他同学猜是什么。
S1：Do you have aan…?
S2: Yes, I , I don’t.
Sound time
5. 出示图片
S: She’s Helen.
2.出示Helen Hh h
T：Who can read it?
教读Hh ,个人读，小组读
3.归纳Hh 发音
behind have horse hot hurry he Helen
time
出示Sound time 句子。
学生比较喜欢这样的环节，尤其是当老师配上动作的时候，更是
激起了学生的表现欲。

T：Who’s this girl? Let’s listen to Sound time.

25

have 吃
组词：have breakfastlunchdiner
回忆以前的课文：
Have some rice ,Mike. OK,thanks, Mum. I like rice.
讲解词组：a hot cake with a cherry
有一个樱桃的热蛋糕
a girl with big eyes
长着一双大眼睛的女孩
完成ticking time 3
Step 3 Progress
4. 补充习题
在听录音之前先让学生说说在图上能看到哪些内容，让学生学会
观察题目。
部分题目也可以要求学生作听写任务，提高学生听说读写的语言
综合运用能力。
5. 同步探究
翻译词组，选择题
题目选择，一些难的题目可以做为附加题，对于班级学习成绩比
较优异的学生可以有这方面的要求。在作业上可以分层作业，减
轻后进生的学习负担，提高英语 学习兴趣。
3. 1.词组
our vegetable salad 我们的蔬菜沙拉
a sour pineapple 一个酸菠萝
some cherries 一些樱桃
how many 多少个
how much 多少钱
3.句子
Make cards to help you remember words.做卡片帮你记单词。
I can name some fruit. I can talk about fruit too. 我能说出一些水
果的名称。我也能谈论水果。
Let me draw an apple. 让我画一个苹果。
Step 4 Homework
(2)Finish the exercises
板书设计
Unit 2 Let’s make a fruit salad
Hh h
behind have horse hot hurry he Helen








教后反思
（第篇）


Unit 3 课题 How many? 第 1 课时

26

教学目标
1、语言知识：
1、句型： Do you have any…?How many…do you have? I have…
2、词汇：thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
特别注意thirteen, fifteen和eighteen的读音和拼写。
3、学生能通过比较，了解数词的构词规则。
思考调整
2、语言技能：
学生能理解How many后面使用名词复数形式，并能尝试正确运用。

3、情感态度：
通过各种活动充分激发学生学习英语的积极性。

教学重点
1、句型： Do you have any…?How many…do you have? I have…
2、词汇：thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
特别注意thirteen, fifteen和eighteen的读音和拼写。
能理解How many后面使用名词复数形式，并能尝试正确运用。

教学难点
课前准备
教学过程
录音机图片玩具动物卡片
Step 1 Preparation
教师通过与学生对话复习前一课所学知识并引出新的课题。
T: Do you have a book?
S1: Yes, I do.
T: Do you have a pencil?
S2: Yes, I do.
T: Do you like apples?
S3: Yes,I do.

Step 2 Presentation and practice
T：I‟m sorry. I don‟t have apples. I have something else(有其他东西). Do
you want to know? You can use “what do you have ?” to ask.
S3: What do you have?
T: I have some sweets. （拿出糖）
T: Boys and girls, guess how many sweets do I have.
讲how many 引出课题
板书课题
1、 游戏活动，引入话题
（1）T: First Let‟s count
（设计思路：教师通过数数的过程，学习13-19的数字。这个过程，教师 主
要应该注意学生发音上的纠正)
（2）
T: Do you find something from these words.
a.（设计思路：教师通过让学生比较词汇的拼写，得出后面加teen的特征）
b.（接着教师通过十几与几的比较，让学生找出特殊变化的词汇）
（3）
T: How many pencils do you have?

27

S: I have…pencils.
（设计思路：教师通过同桌问答，练习新句子。）
板书：How many…do you have? I have…
（设计思路：教师可以继续延伸使用其他文具进行问答。先示范，后同桌
对话。在进行对话练习前，教师可以提醒学生观察，并总结How many 后
面使用单词复数形式。）
T: Do you have any…?
S: Yes, I do.
T: How many … do you have?
S：I have…
T: I see.
板书：Do you have any…?
（4）
T: Now Let‟s play a guessing game.
（设计思路：教师提供生活真实情景，如屏幕上出现娃娃、书等物，让一
个学生根据自己的实际情况预 先写好该物品他们所拥有的数字，其他的学
生进行猜猜。为了进行的顺利，教师可以让学生先自己准备半 分钟，再开
始玩游戏。学生集体问，个别同学答）
S: I have….
T: How many dolls do you have?
S1:…
S: .
T: Now let‟s try to ask together.
Ss: How many dolls do you have?

Step 3 Production
2、 Chant游戏巩固
1,2,3…19,
I can count!
Do you have any balls?
Do you have any balls?
Yes, I do. Yes, I do.
How many balls do you have?
I have thirteen balls. Thirteen balls!
Do you have any robots?
Do you have any robots?
Yes, I do. Yes, I do.
How many robots do you have?
I have fifteen robots. Fifteen robots!
Do you have any mangoes?
Do you have any mangoes?
Yes, I do. Yes, I do.
How many mangoes do you have?
I have eighteen mangoes. Eighteen mangoes!

28

Step 4 Progress
检测
（1）教师利用Checkout time 中的活动，进行问答练习。教师可以同步进
行数字的书写的检查与辅导。
（2）闪卡复习
教师利用卡片，对本课的内容进行快速复习。

板书设计：
(注意要写在四线格中)
Unit 3 How many?
Do you have any…?
Yes, I do.
How many…(-s)do you have?
I have…

课堂作业：
抄写单词句子
课外作业：
抄写单词句子，并熟读，预习课文。














教后反思
（第篇）









29

Unit 3 课题 How many? 第 2 课时



教学目标
1、语言知识：
1、复习巩固句型：Do you have any…?How many…do you have? I have…
并进一步学习What do you have?
2、复习数字词汇，并正确发音与书写。三会掌握词汇：sticker，have a look,
3、学生能使用以下日常交际用语：Can I have one? Sure. They are very
beautiful.
思考调整
2、语言技能：
学生能初步了解数量词与名词复数之间的关系。

3、情感态度：
学生通过课文对话的表演，了解分享与合作的快乐。

教学重点
1、复习巩固句型：Do you have any…?How many…do you have? I have…
并进一步学习What do you have?
2、复习数字词汇，并正确发音与书写。三会掌握词汇：sticker，have a look,
some
3、学生能使用以下日常交际用语：Can I have one? Sure. They are very
beautiful.
教学难点
课前准备
教学过程
能有感情地朗读课文，并表演。
录音机，图片，挂图
Step 1 Preparation
3、 游戏引入，复习词汇
（1） 闪图复习数字词汇
Sing a song
（2） talk in groups
T: I have some grapes. What do you have?
Let‟s talk about something we have.
-What do you have?
-I have…
-How many… do you have?
-I have…
（设计思路：在学生表演对话的时候，教师可以学习Can I have a look?,
引导学生体会，看一看的意思。）

Step 2 Presentation and practice
1. 借东西引入
T: Today I don‟t have any rubber. Do you have any rubber?
S: Yes, I do.
T: How many rubbers do you have?
S: I have two rubbers.
T: Can I have one?

30

S: Ok.
（设计思路：学习Can I have one?）(教师邀请学生向教师借一把尺子，并
带领学生学习Sure。)
4、 故事，引入新知
T：Today Yang Ling and Liu Tao are in Mike‟s home. What do Mike and
Helen have? Let‟s look and guess.
（设计思路：听故事，并回答问题。）(在听录音前， 教师可以先和学生学习
sticker及其复数的发音。)
Mike a. toy cars b. stickers c. toys
Helen a. toy cars b. stickers c. toys
S: Mike likes toy cars.
T: Why?
S: He has many toy cars
T: What about Helen?
S: She has stickers.
T: Why?
S: She has many stickers.
T: How many toy cars does Mike have? How many stickers does Helen
have?
Now read the text and tell me your answers.
Mike hastoy cars. a.13 b. 14 c.15
Helen has stickers. a. 13 b.14 c.15
T: Do they like their toys?
S: Yes, they do.
T: Right. And they are beautiful.
（设计思路：由于学生在回答中会涉及很多第三人称单数，因此教师可 以
通过选择或判断，帮助学生表达他们对短文大意的理解，而不必苛求他们
学会正确的表达。）

Step 3 Production
Read and Fill in the blanks
（设计思路：教师号召学生以小组为单位进行对话的朗读与表演，并最终
完成与短文相关的填空，巩固对短文中词句的写的要求。）
a.跟读课文。
b.小组齐读
c.4人小组分角色表演。

Step 4 Progress
尝试填空
①Look attoy cars.
They are nice. cars do you have, Mike?

②Do you havetoy cars,Helen?
No, I .
do you have?

31

I have stickers.
③ Can I a look? Yes.
④ They are very beautiful. stickers do you have?
I have stickers.
I have one?
Sure.
5、 游戏巩固
（1） 教师利用Fun time的活动，同桌进行问答练习。
---What do you have?--- I have some…
---How many… do you have?---I have…
教师可以通过对话展示的方式进行成果的反馈。
（2） 总结，看图完成句子
（设 计思路：学生根据图片所提供的内容，进行句子的填空，着重练习单
复数，以及some与any的使用 。）
I have thirteen stickers
Do you have any toy cars?
How many mangoes do you have?

板书设计：
(注意要写在四线格中)
Unit 3 How many?
What do you have?
I have some….(-s)
How many…(-s)do you have?
I have…


课堂作业：
抄写句子
课外作业：
完成所摘的练习，并熟读课文,预习故事与小诗。








教后反思
（第篇）









32

Unit 3 课题 How many? 第 3 课时



教学目标
1、语言知识：
1、复习巩固句型：Do you have any…?How many…do you have? What do
you have?并能综合运用。
2、复习数字类词汇，尝试综合运用。三会掌握词汇;box, table tennis, but
思考调整
2、语言技能
学生能诵读歌谣cake，并尝试创新改编。
：
3、情感态度：
学生通过调查，学会用英语了解他人的物品，并借此给他人提供帮助。

教学重点
1、复习巩固句型：Do you have any…?How many…do you have? What do
you have?并能综合运用。
2、复习数字类词汇，尝试综合运用。三会掌握词汇;box, table tennis, but
1、复习巩固句型：Do you have any…?How many…do you have? What do
you have?并能综合运用。
2、学生能诵读歌谣cake，并尝试创新改编

教学难点
课前准备
教学过程
录音机数字图片
Step 1 Preparation
6、 活动引入，复习词句
（1）Chant
I have thirteen grapes, purple and green.
I have fourteen mangoes, nice and sweet.
I have fifteen pineapples, come and eat.
Fruit sweet, I love to eat!

I have sixteen toy cars,
I have seventeen cute dolls,
I have eighteen beautiful stickers,
I have nineteen nice robots,
Toy lovely, I love to play!
（2） pick and say（学生根据他们选取的图片或实物进行对话）
-What do you have?
-I have some….
-How many…do you have ?
-I have…
Do you have any…?
-Yes, I do.
-How many… do you have?
-I have…
-Can I have a look?
-Sure.
（设计思路：由于这个过程话轮较多，教师可以先示范，然后让小组先准

33

备对话，再进行表演。）

Step 2 Presentation and practice
7、 欣赏故事，引入新知
(1)T：Today I have two balls.
One is big. Another is small.
I can use this big ball to play basketball.
I can use this small to play table tennis
（设计思路：学习table tennis.）
(2) Listen and fill
T: Who‟s this?
S: This is Sam.
T: Who‟s that?
S: That is Bobby.
T: How many balls can you see? Let‟s have a look.（播放录像）
S:…
T: Are they big balls?(指着小球)
S: No,
T: Yes, they are small balls. They are table tennis balls. How many?
S: twelve
T: Where are they?
S: They are in the box. （学习box）
T: So we can see one big ball and twelve table tennis balls.
But can Bobby play table tennis?
S: No.
T: But he can do this.（学习but）
（设计思路：教师先给学生看录像，让后进行看图对话。）
（3）小组分角色读故事。
（4）2人小组分角色表演。
8、 诗歌学习
（3） Free talk
T：Sam and Bobby all like cakes. Do you like cakes?
S: Yes, I do.
T: Look at all those cakes. How many? Let‟s count.
S: Four.
T:（出现大胃王比赛）See how long it takes for you to eat them all.
（上面的句子比较长，有难度，教师需要带领学生以游戏的形式多读几次 。
教师可以假设一个句子就是一个蛋糕，看哪个孩子最快能将这个长句子说
上四遍。）

Step 3 Production
（2）跟读诗歌。
（3）小组表演。
（4）诗歌创编。

34

（ 设计思路：教师可以提供一个范例，学生小组自己编写，并将自己的诗
歌朗读出来。）

Step 4 Progress
4. 总结并布置作业
（1）总结本课新学的词句。
（2）布置作业。
板书设计：
(注意要写在四线格中)
Unit 3 How many?
What do you have? Do you have any…?
I have some….(-s) Yes, I do.
How many…(-s)do you have?
I have…
Can I have onehave a look?
.

课堂作业：
完成所摘的习题。
课外作业：
完成所摘的练习，并熟读诗歌与故事。














教后反思
（第篇）









35

Unit 3 课题 How many ? 第 4 课时



教学目标
1、语言知识：
1、通过练习（补充习题）复习巩固句型：Do you have any…?How many…do
you have? What do you have?以及数字类的词汇。
2、通过绕口令，学习字母l的发音，并尝试举一反三。
3、学生能熟练地默出本单元的重点词汇。
思考调整
2、语言技能：
学生能正确地写出本单元的四会句型。

3、情感态度：
学生对本单元所学 的知识进行自我评价，并在小组中查漏补缺。能够顺利
通过朗诵测试,增强学习的自信。

教学重点
1、通过练习（补充习题）复习巩固句型：Do you have any…?How many…do
you have? What do you have?以及数字类的词汇。
2、通过绕口令，学习字母l的发音，并尝试举一反三。
1、学生能熟练地默出本单元的重点词汇。
2、学生能正确地写出本单元的四会句型。 3、学生对本单元所学的知识进行自我评价，并在小组中查漏补缺。能够顺
利通过朗诵测试。

教学难点
课前准备
教学过程
录音机，默写本，图片
Step 1 Preparation
9、 歌谣引入，复习词汇
（3） 听音，复习数字词汇
（4） 闪图复习词汇和句子
（设计思路：教师通过情景、词汇中文意 思等，要求学生回忆出本单元的
一些需要掌握的知识。）
①当你想知道别人有没有玩具汽车时，你要怎么问？
②当你想知道别人有哪些玩具的时候，你怎么问？
③当你想知道你妈妈买了多少个香蕉的时候，你怎么问？
④当你想要看一看同学的新书时，你可以怎么说？
⑤当你想要借用同学的橡皮时，你可以怎么说?
⑥当你想知道同学是不是会打乒乓球时，你可以问？
⑦如果你觉得同学笔袋里的铅笔很不错，你可以说：

Step 2 Presentation and practice
Sound time
the same letter in the word
Lion, lovely, ruler,like
(2) Look and try to read
Look at the lion in the library. It looks so funny and lovely.
(3) Find the words has the same pronunciation
(4) Try to read some new words

36

Fly, clock, lot,

Step 3 Production
3、 完成同步的补充习题练习
（1）校对前一次课堂作业DEF
（2）看图，了解图片内容。AB
（3）听力练习
（4）校对答案。
（5）同桌表演问答C部分。
4.总结
（1）总结本课学习的知识，评价练习中的错题。
（2）默写本单元的词与句。

板书设计：
(注意要写在四线格中)
Unit 3 How many?
What do you have? Do you have any…?
I have some….(-s) Yes, I do.
How many…(-s)do you have?
I have…
Can I have onehave a look?
.
l [l]
课堂作业：
完成默写的订正与单元内容的过关。
课外作业：
复习单元内容，完成相关练习。









教后反思
（第篇）










37

Unit 4 课题
I can play basketball
第 1 课时



教学目标
1、语言知识：
4.能掌握单词basketball, football, jump, skate, swim。
2. 能听懂、会说、会读、会运用句型I can.... Can you...? Yes, I can. No, I
can‟t. Can heshe...? Yes, he she can. No, heshe can‟t.
3. 能理解play basketball very well. Have a try.
4. 能够运用Nice! Cool! Great!赞美词。
思考调整
2、语言技能：
能够理解Story time部分内容，能够模仿朗读。
3、情感态度：
培养孩子的运动意识。

教学重点
教学难点
课前准备
教学过程
能听懂、会说、会读、会运用句型I can.... Can you...? Yes, I can. No, I can‟t.
Can heshe...? Yes, he she can. No, heshe can‟t.
能够理解Story time部分内容，能够模仿朗读。

图片、录音机、篮球架
Step 1 Preparation
and guess: 老师做动作，请学生猜单词，复习已经学过的动作类单词
(jump, run, sing, dance, skate, swim, play football, eat, sleep, open the
door...)
2. Free talk
T: (做动作)I can run. Can you run? S: Yes, I can.
T: (做动作) I can swim. Can you swim? S: Yes, I can. No, I can‟t.
T: I can skate. What can you do? S: I can...
T: What about you? S: I can....
(老师在与学生对话的过程中，遇到学生说的已学的动作类的单词，可以请
同学拼一拼，并板书，老师针对学生的回答，可以用Nice! Cool! Great!
Wond erful!等语言来进行表达，同时也为本课的内容服务，老师可以出示
准备好的这些单词的卡片，直 接贴在黑板上。)

Step 2 Presentation and practice
4.读一读黑板上的表示动作的单词及赞美性的语言。
5.请同学运用句型Can you...? Yes, I can. No, I can‟t.来自由问答。
S1: Hello, ....Can you...? S2: Yes, I can. S1: Nice! Cool! Great!
Wonderful!
S1: Hello, ....Can you...? S2: No, I can‟t.
S1: What can you do? S2: I can...S1: Nice! Cool! Great! Wonderful!

38

T: Can heshe...? S: Yes, heshe can. No, heshe can‟t.
(让学生除了会运用Can you...?Yes, I can. No, I can‟t.之外，对Can
heshe...?Yes, heshe can. No, heshe can‟t.也有所了解。 )
7.教学play basketball
T: (出示男孩踢足球的图片) Look at the picture. What can he do?
S: He can play football. (出示词组play football)
T: What can he do?
S: He can play basketball.(通过预习，应该有同学能说出来)
T: Wonderful! (出示词组 play basketball，教学朗读)
观察单词football 足球，foot是脚，ball球，用脚踢的球，谓之足球。
观察单词basketball篮球, basket篮子，ball球，为什么叫篮球？
（这个运动开始是用桃枝编成篮子挂在墙上，把球投 入篮中，“篮球”之名更
形象些。因为球篮挂在离地3米的高处，而篮底又是封闭的，所以每投进
一球，就要由一个人爬上专设的梯子从篮筐里把球取出来。后来改成像我
们今天见到的篮球框样子。）
T: I have a basketball. What colour is it? S: It‟s brown.
T: Is it big? S: Yes,it is.
T: (拍篮球) Look, I can play basketball. Can you play basketball? S:
Yes, I can.
T: Come here and have a try. (过来试一试)
T: Can you play basketball？ S: No, I can‟t.
T: Have a try....
出示教学have a try 试一试
4. Story time
a.看动画回答问题。
T: Now, let‟s watch a cartoon, please tell me who are in teh playground.
(谁在操场上？)
（Liu Tao, Wang Bing and Mike)
b.自读回答问题.
Can Wang Bing play basketball?
Can Mike play basketball?
Can Liu Tao play basketball?
Does Liu tao have a try?
在回答第二个问题时教学: He can play basketball very well.
Well：做什么事情做得好用well
说一说：我跳舞跳得好。我游泳游得好。我踢足球踢得好。我溜冰溜得好。……
Good指形容东西或人很好。a good boy, a good friend, a good story, a good
bag
.模仿朗读，注意语音语调。
分角色朗读。

39

Step 3 Production
要求一名学生先在纸条上写football,表示自己可以玩的体育活动，
其他学生通过提问来猜答案。
S1：Can you play basketball?
S2: No, I can‟t.
S3: Can you play table tennis?
S2: No, I can‟t.
……
Step 4 Progress
Summary 总结今天所学的动作类单词及句型Can you … ？
Yes, I can. No, I can‟t.
Step 4 Homework
1. 听录音，模仿Story time部分。
2. 背出单词basketball, football, jump, skate, swim。

板书设计：
Unit4 I can play basketball
I can.... Can you...?
Yes, I can. No, I can‟t.
Can heshe...?
Yes, he she can. No, heshe can‟t.









教后反思
（第篇）










40

Unit 4 课题 I can play basketball. 第 2 课时



教学目标
1、语言知识：
1. 能通过趣味阅读，了解主要内容。
2. 能熟练运用Can TomLucy...? Yes, he she can. No, he she can‟t.
3. 能够仿照趣味阅读中的内容，来介绍自己及朋友能够做及不能做的事情。
4. 会唱歌曲I can skate and I can jump.
思考调整
2、语言技能：
能够仿照趣味阅读中的内容，来介绍自己及朋友能够做及不能做的事情，
进行灵活流利地表达。
3、情感态度：
养成勇于克服困难的精神。

教学重点
1. 能通过趣味阅读，了解主要内容。
2. 能熟练运用Can TomLucy...? Yes, he she can. No, he she can‟t.
3. 会唱歌曲I can skate and I can jump.
教学难点
课前准备
教学过程
能流利表达自己能做及不能做的事情。
图片、挂图、录音机
Step 1 Preparation
1.说说做做：老师给指令，请同学边重复指令，边做动作。
自我介绍： Hello, I‟m.... I‟m.... I can.... I can‟t....
2 Review and free talk
a. Imitation
请同学跟录音读一遍，然后请个别同学来读一读，老师主要听一听模仿是
否到位。
b. Ask the questions according to Storytime
What can Wang Bing do?
Can Mike play basketball well?
What about Liu Tao?
talk
围绕句型：Can you...? Yes, I can. No, I can‟t.
Can heshe...? Yes, heshe can. No, heshe can‟t.
What can you do? I can...
（此处老师可以利用图片或动作，增加一些课外的内容如：play table
tennis, play volleyball, play badminton)

Step 2 Presentation and practice
T: Now boys and girls, let‟s enjoy a song “I can skate and I can jump”.

41

8.老师播放歌曲，帮助学生熟悉旋律，听懂歌曲内容。
9.老师带领学生一 起跟着录音唱一唱，并配以相应的动作，根据学生唱时存
在的具体问题进行具体指导。
10.老师知道学生以对歌的形式唱一唱。
11.请同学尝试替换歌词唱一唱，并给大家展示一下。
Fun time
(4)Read and say
T: Now boys and girls, let‟s do some funny reading.
a. 学生自读。
b. 请同学每人读一句，直至吧所有内容读完。
c. 回答问题。
How many people(人）are there? Three.
Who are they? Tom, Lucy and Peter.
d. 利用表格检查学生的阅读情况。

Tom
Lucy
Peter
football



basketball



table
tennis









swim run
e. 请同学利用Can...?来问答。
f 请同学分别介绍Tom, Lucy and Peter.
Tom is a boy. He is eleven years old. He can play football. He can‟t play
basketball.
Lucy is Tom‟s sister. She is nine. She can play table tennis. She can‟t
swim.
Peter is Tom‟s brother. He‟s four. He can‟t play football. He can run and
swim.
(表达年龄的方法: I‟m nine. I‟m nine years old.)

Step 3 Production

请同学分组活动介绍自己及朋友的实际情况。
My name is.... I‟m ...years old. I like.... I can.... I can‟t.... I have a friend.
HisHer name is...He‟sShe‟s...years old. Heshe can... Heshe can‟t....

Step 4 Progress
1. Read and say
T: Now boys and girls, let‟s do some funny reading.
2.利用填空检查学生的阅读情况。
____and_____ can skate .
Lucy can‟t ______.

42

Peter can _____and run.
He can‟t play _______ .
3.请同学利用Can...?来问答。
4.请同学分组活动介绍自己及朋友的实际情况。

板书设计：
Unit4 I can play basketball
Can TomLucy...?
Yes, he she can. No, he she can‟t.

Homework:
1. 自己再读一读Fun time 中的内容，仿照了说一说。
2. 自己唱一唱歌曲。


















教后反思
（第篇）










43

Unit 4 课题
I can play basketball
第 3 课时



教学目标
1、语言知识：
4. 能够读懂Cartoon time 部分内容，体会其中的趣味性。
2. 理解会说句子：Quack, Quack! I can swim. Tweet, tweet! I can
fly. Don‟t be sad, Bobby. I can‟t fly either.
3.能够正确读出辅音字母f的发音。
2、语言技能：
能够正确读出辅音字母f的发音，并自己归纳一些词。
3、情感态度：
能理解英语故事的幽默之处。
教学重点
1.能够读懂Cartoon time 部分内容，体会其中的趣味性。
2.理解会说句子：Quack, Quack! I can swim. Tweet, tweet! I can
fly. Don‟t be sad, Bobby. I can‟t fly either.
教学难点
课前准备
教学过程
能了解either与too的区别。
录音机，单词图片，挂图。
Step 1 Preparation
a song: I can skate and I can jump.
talk
T: Hello,... How are you today?
T: How old are you?
T: Good morningafternoon.... What can you do?
T: Can you play table tennis?
T: Hello, .... Can you sing?
T: Can you sing well?
T: (根据上面问的内容，问全班同学）Can...sing?
(8)请同学介绍自己或介绍自己的朋友。
T: Who can introduce yourself or introduce your friend?
Step 2 Presentation and practice
1. 教学Quack, quack! I can swim. Tweet, tweet! I can fly.
T: (出示小鸭子图片) Look, what‟s this?
T: What can the duck do?
T: Quack, quack! I can swim. (请同学读一读)
T: (出示小鸟图片) Look, what‟s this?
T: What can the bird do?
T: Tweet, tweet! I can fly. (请同学读一读)
T: A duck can swim. A bird can fly. Can you say?
A ________ can_________.
and answer
T: Now, boys and girls, let‟s see what Bobby can do.

44
思考调整

B. Can Bobby swim?
C. Can Bobby fly?
D. Can Sam fly?
3. 理解句子“Don‟t be sad, Bobby. I can‟t fly either.”
T: Bobby can‟t fly. How does Sam say to him?
S:“Don‟t be sad, Bobby. I can‟t fly either.” 理解并读好这句话。
区别too与either: too和either都表示也的意思，too 用在肯定
句中，either 用在否定句中。
4. 跟录音朗读，模仿语音语调，提醒嘘声注意朗读时的语气。如：
朗读I can...too时要读出骄傲的语气，朗读I can‟t fly.时要用难过
的语气。
Sound time
(1) Find the same letter in the words:
afternoon, breakfast, family, father, football.
(2) Listen to the video of the letter “f”.
(3)Listen and try to read the words and the sentence.
Father has five footballs for his five funny boys.
(3) Find the words have the same pronunciation.
(4) Try to read some new words.
(feet, fake, fish, fable，free)
Step 3 Production
拓展一些含有字母f的单词，以加深学生的印象。如：food, fell,
feed, fit, flue
Step 4 Progress
《补》听力练习
Homework:
1.模仿朗读Cartoon time.
2.默写单词及词组：skate, jump, swim, fly, well, play basketball,
play football, can‟t=can not have a try,
板书设计：
Unit4 I can play basketball
I can…
I can‟t …



教后反思
（第篇）







45

Unit 4 课题 I
can play basketball
第 4 课时



教学目标
1、语言知识：
1. 完成Checkout time部分内容。
2. 完成Ticking time部分内容。
完成补充习题Unit4的内容。
2、语言技能：
能综合运用交际用语。
3、情感态度：
能自然、流利地运用本单元所学交际用语。
教学重点
教学难点
课前准备
教学过程
1. 完成Checkout time部分内容。
2. 完成Ticking time部分内容。
相互检测完成Ticking time。
补充习题听力材料。
Step 1 Preparation
a song:
I can skate and I can jump.
talk
(1)请同学小组间相互问答。
Can you…?
What can you do?
Can he …?
Can she…?
(2)请介绍你的同桌。
This is my desk mate. HisHer name is … He‟sShe‟s …. years
old. HeShe likes… HeShe can … But heshe can‟t …

Step 2 Presentation and practice
and say
(1)Ask and answer
出示Checkout time板块中Look and say部分内容的图片,
T: Now, boys and girls, look at the picture. What can the boy
do? (指其中一幅)
T: Can he swim well?
T: Can the boy skate?
T: Can he play basketball?
T: What else(别的什么) can he do?
(2)Try to say（根据本部分内容）
I can...and .... I can‟t... I can‟t...
(3)利用此模式，根据自己的实际情况来说一说。

46
思考调整

2. Listen and judge
T: Now, let‟s do some listening comprehension
(1) 读一读题目
Helen can not skate.
Su Yang can play table tennis.
Liu Tao cannot play basketball.
Yang Ling can play football.
2. 播放录音，判断正误。
3. 以问答的形式进行核对答案。
Can Helen skate?
Can Su Yang play table tennis?
Can Liu Tao play basketball?
Can Yang Ling play football?

Step 3 Production
1. Read and translate.
(1) I can name some sports and activities.
(2) I can use “can” and ”can‟t.”
(3) I know the sound of the letter ”f”.
2. Check with your partner and tick.

Step 4 Progress
Complete the exercises in the workbook.

Homework:
1. 读熟背诵Cartoon time。
2. 复习Unit4，准备测试。

板书设计：
Unit4 I can play basketball
HeShe can…
HeShe can‟t …



教后反思
（第篇）










47

课题 My profile 第 1 课时



教学目标
1、语言知识：
复习第一至第四单元的主要内容，让同学能够充分掌握运用单词、句型。
思考调整
2、语言技能：
能完成自己的个人信息表，并进行自我介绍。

3、情感态度：
能自信地表达自己的信息。
教学重点
教学难点
课前准备
教学过程
1.复习第一至第四单元的主要内容，让同学能够充分掌握运用单词、句型。
2. 能完成自己的个人信息表，并进行自我介绍。
1. 能够进行自我介绍，内容丰富具体。
2. 能完成一份书面的自我介绍。
录音机，图片，挂图
Step 1 Preparation
and say rhymes:
I can sing : “Do you like purple grapes?”, “I can skate and I can jump”.
I can say the rhyme: “Little monkey”, “Cakes”.
2.
Games
小组之间开展单词拼读竞赛，根据老师的要求，拼出相关的单词
1. I can name some animals I like: C-A-T I like cats.
cat,tiger, lion, panada, dog, monkey, cow, pig, chicken, birds...
2. I can name some sports and activities: S-W-I-M I can swim.
swim, jump, run, play table tennis, play football...
3. I can name some fruit: A-P-P-L-E I like apples.
apple, pear, banana, mango, grapes, pineapple, orange...
4. I can name my toys: P-L-A-N-E I have a toy plane.
plane, car, robot, doll, sticker...
5. I can say and spell the teen numbers: thirteen, fourteen, fifteen,
sixteen...
Step 2 Practice
My profile
1. T: Look, boys and girls, this is my profile（带领学生认识并读好单词
profile 简介）. But something is missing. Can you guess?
My name is Amy. I am thirty-five years old. I like_________. They
are cute. I like_______too. They are big and strong (强壮的). I like
____________very much. They are red and sweet. I
can_____________. I can play it well. I like shopping (购物). I have

48

some nice __________at home. How many? Guess! Ha,ha!
____________You‟re right.
请同学根据老师空格及提示猜，要求运用所学过的句子。
学生可以使用的句型: Do you like...? Can you...? Do you have any....?
How many...do you have?
Name
Amy

2. Answer the questions below and complete your profile.
学生根据书上的问题，自己在方框内打钩，如有别的内容，可以自己自行
添写在后面。根据回答的问题，完成My profile.
Name

Like

Have

Can

Like
cats,
apples
Have
elephants, some
coats
Can
nice play
tennis
table

Step 3 Production

自我介绍
★能根据表格说出自己的信息。
★★能根据表格说出自己的信息，并进行适当拓展。
★★★能根据表格说出自己的信息，并进行适当拓展，表达正确流利，语
音语调优美。
a. 学生自己准备，可以做一些简单地记录，理一理思路。
b. 请同学表达自我介绍，请其他同学根据表达，给予打星。
Step 4 Progress
请同学写一写自己的自我介绍。提高同学的笔头表达能力。
Step 4 Homework
1. 完成自我介绍。
2. 预习B、C、D部分内容。

板书设计
My
profile

Name
Amy
Like
apples
Have Can
table
tennis
cats, elephants, some nice coats play


教后反思
（第篇）








49

课题 My profile 第 2 课时



教学目标
1、语言知识：
1. 能根据提供的材料，找出相关的信息。
2. 能通过问答，完成好朋友的个人信息表，并根据表中的内容为朋友画一
幅画。

思考调整
2、语言技能：
能根据途图画的内容，描述自己的朋友。

3、情感态度：
多了解朋友，互相关心，增进友谊
教学重点
1. 能通过问答，完成好朋友的个人信息表，并根据表中的内容为朋友画一
幅画。
2. 能根据途图画的内容，描述自己的朋友。
教学难点
课前准备
教学过程
能正确合理流利地描述自己的朋友。
图片，练习纸
Step 1 Preparation
1. 请几位同学自我介绍一下。
2. 游戏：猜猜他是谁，老师 可以根据前面几个同学的自我介绍描述，加入
他们所喜欢的东西，他们所能干的事情。
T: This is a boy. He is short. His mouth is small. He has two big eyes. He
likes.... He can...Who is he?
T: This is a girl. Her eyes are big. She likes reading. She can...Who is she?
T: This is a girl. Her hair is long. Her eyes are big. She likes drawing. She
likes... She can... Who is she?
Step 2 Presentation and practice
Read and find
1. 出示一份需要同学填写的profile
Name:______________
Age（年龄）:_______________
Class: ______________
Favourite （最喜欢的）fruit: ______________
Favourite animals: ________________
Favourite toy: __________________
Favourite activities(活动）:_________________
Best friend:____________________
2. 阅读完成profile

50

Hello! My name is Ann. I am a cute girl. I am ten years old I‟m in
Class 1, Grade 4. I like yellow bananas. They look like a moon. They are
nice and sweet. I like purple grapes too. But I don‟t like pineapples. I
have a pet （宠物）. It‟s a lovely dog. He‟s my best friend. I like dogs. I also
like dolls. I have eight dolls on my bed. They are very beautiful. I like
dancing and skating. I can dance and skate well.
Step 3 Production
Make your friend’s profile
1. 通过问题了解朋友的相关情况
How old are you?
Do you like...? What do you like?
2. 完成P67My friend‟s profile
Name

Like

Have

Can

3. 根据了解的朋友的信息为他她画一幅画。
4. 和好朋友仿照D部分介绍
Look! This is you. You like... You like... You have... You can....
Step 4 Progress
向大家介绍自己的朋友
Look! This is... Heshe likes.... Heshe has.... HeShe can...
★能根据表格说出自己的信息。
★★能根据表格说出自己的信息，并进行适当拓展。
★★★能根据表格说出自己的信息，并进行适当拓展，表达正确流利，语
音语调优美。
Homework
1. 回家向父母介绍自己的朋友

板书设计：
My profile
Name:______________
Age（年龄）:_______________
Class: ______________
Favourite （最喜欢的）fruit: ___________



教后反思
（第篇）









51

课题 My profile 第 3 课时



教学目标
1、语言知识：
1. 能够正确熟练运用所学内容。
2. 能完成补充习题内容。
思考调整
2、语言技能：
熟练掌握赞美词，善于赞美别人。

3、情感态度：
通过互相调查，增进同学间的友谊
教学重点
教学难点
课前准备
教学过程
1. 能够正确熟练运用所学内容。
2. 能完成补充习题内容。

能够正确熟练运用所学内容。
练习题
Step 1 Preparation
1. Greetings
2. Free talk
What do you have ?
How many …？
Do you like…？
Can you …？
Step 2 Presentation and practice
挑战赛
1. 情景挑战赛：
你问别人喜欢什么，可以说：_______________________.
你想问别人有一些玩具吗，可以说：_______________________.
你告诉别人，你不喜欢猪，可以说：_______________________.
你想问别人有多少本书，可以说：_______________________.
你想 告诉别人，你有一些紫色的葡萄，可以说：
_______________________.
你想知道别人是否喜欢马，可以问：_______________________.
你告诉别人，你不会打篮球，可以说：_______________________.
你想请别人试一试，可以说：_______________________.
你想知道别人会干什么，可以问：_______________________.
你想知道别人有什么，可以问：_______________________.
你想告诉别人，你有很多球，可以说：_______________________.

52

你想告诉别人你溜冰留得很好，可以说：______________ _________.
你想请别人吃一个有樱桃的蛋糕，可以说：
____________ ___________.
你想问别人喜不喜欢馅饼，可以说：_______________________.
你想问别人是否想要馅饼，可以说：_______________________.
你想和别人一起做水果沙拉，可以说：_______________________.
你想感谢人家，可以说：_______________________.
你想看一看人家的东西，可以说：_______________________.
2. 填空挑战赛
I have__________(一个）orange and __________(一个）big apple.
You have ___________(一些）bananas and I have ___________(许
多）grapes.
Sam can swim. Bobby can swim __________(也）.
Liu Tao can‟t skate. I can‟t skate_________(也）.
Do you have _____________(一些）toys?
How many ________(玩具熊猫） do you have?
I like ___________ (大象）. But I don‟t like that dirty（脏的）
__________(大象）.
Look at these__________(菠萝）. They__________(be) nice.
Father __________(有）five footballs.
Look at __________(那些）balls. They are __________(我们的）
balls.
I have a ________(好）friend. He can play football ___________(好）.
I can skate, ________（但是）I can‟t ski.
I have _________(十三）pencils, She has ___________(十五）.
3. 赞美词挑战赛
Nice! Good! Cool! Great! Wonderful! Beautiful! How nice! Cute! Lovely!

Step 3 Production and progress
Workbook
A. Listen and number
老师在播放录音前，让学生认真看懂题意，猜测与图片相关的对话内容。
然后听录音，标序号。
B. Listen and match
听第一遍要求弄清楚谁有什么水果，数量多少，连 好线。听第二遍要求检
查核对，如果第一遍没完成的，查漏补缺。
C. Listen and circle
要求仔细听，抓住关键，选出正确图片的序号。
D. Look and say (可以前置)

53

E. Read and tick
要求仔细阅读，用横线划出相应的信息，然后再做题。
F. Look read and order
要求学生读图，看懂对话，认真思考，按照事情发展的顺序标号。
G. Read and choose
要求学生先读句子，试着自己填一填，然后再看选项，做出选择。注 意疑
问句中问与答的一致性，如：can和can‟t, do和don‟t,；注意some与any
的正确运用；注意特殊疑问词的正确运用及名词单复数的运用。
H. Look, read and write
提醒学生注意单复数的名词的正确运用，如：单数瞌睡名词前面可加a或
an,复数可数名词前可加some或any;如果指具体的某一个物品，like后面
可以用名词的单 数形式，如果泛指喜欢某一类物品，则用复数形式。

Homework
1. 回顾巩固本课复习的知识点。
2. 预习下一课的Story time部分内容。















教后反思
（第篇）










54

Unit 5 课题 Our new home 第 1 课时



教学目标
1、语言知识：
1.能初步听懂、会说、会读单词home, sofa, bedroom, kitchen,
living room, come。
2.能用句型Where‟s …? It‟s … Where are …? They‟re …寻找
东西。
2、语言技能：
能听懂、正确地理解并用合适的升降调朗读Story time，能基本表
演课文内容。
3、情感态度：
能通过对Story time的学习，体会到自己的物品要会自己整理和
保管。
教学重点
1.单词home, sofa, bedroom, kitchen, living room, come的
发音和具体运用。
2.句型Where‟s …? It‟s … Where are …? They‟re…的运用。
单复数的正确应用。
挂图、图片、录音机、Su Hai，Su Yang和mum的头饰
Step 1 Preparation
Free talk
T:I like toys. Look! I have many toys. Do you like toys?
Ss:Yes, I do.
T:Look at my toy bird.
Ss:It‟s cute. It‟s very nice.…

Step 2 Presentation and practice
in
T:Look! Where‟s the bird?
Ss:It‟s on the desk.
T:Now, it is not here. Where‟s the bird?
Let‟s sing a song first,OK?
Ss:Sing a song: Where‟s the bird?
words
1)T:Now look at the picture. Where are the birds?
Ss:They‟re in the tree.
2)T:（出示幻灯片：小鸟在沙发上）Who can ask me?
Ss:Where are the birds?
T:They‟re on the sofa.
(Teach:sofa go-so sofa, sofa, on the sofa)
T:Where are the birds?

55
思考调整
教学难点
课前准备
教学过程

SsThey‟re on the sofa.
T:Right. Also we can say :They‟re in the living room.
(Teach:living room liv+ing 注意room的发音要发到位)
T:Look, this is the living room. （图片展开）And this is the
home.
(Teach:home go-so-ho, home)
The home is _____. （教师提示）Big or small? Is it nice?
Ss:The home is bigsmallnicenew…
T:The home is new.
So today we‟ll learn „Unit 5 Our new home‟.
（指着板书，学生跟读）

1)T:Whose new home is it? Who are at home? What are they
doing? Let‟s watch the cartoon, OK?
Ss:OK.
T:First, we should watch and answer two questions.
Task1:Watch and answer.
Q1:Who are at home?
Q2:What are they doing?
Are you ready?
Ss:Go!
Ss watch the cartoon.
Ss answer the questions:They‟re Su Hai, Su Yang and mum.
They are moving house. They‟re looking for something.（板书
贴苏海苏洋头像）
2)T:What are they looking for?
Task2:Listen and circle.
Ss listen to the story, then circle the pictures.
T Check the answer.（板书贴三个物品图片）
3)T:You all did a good job! But how do they look for the things?
Ss:她们问妈妈和姐姐。
T:How do they ask?
Task3:Read and underline.
Ss read and underline the sentences with „___‟.
Check the answer:
Ss:Mum, where‟s my bag?
T:Tips（注意体会寻找东西时的焦急心情）教师播放录音，学生
跟读，体会语音语调。
Ss:Mum, where are my skirts? （多读）
Ss:Where‟s my white cap, Su Hai? （多读）
T:Good!Wonderful! Can you help them?
Ss read and under the sentences with „____‟
Ss:It‟s in your bedroom.
(Teach: bedroom 教师出示bedroom图片贴在黑板上，进行单
词分解教学)
教师带领学生读句子。

56

Ss:They‟re in the living room, on the sofa.
教师带领学生读句子。
Ss:Your cap is in the kitchen!
(Teach: kitchen 教师出示kitchen图片贴在黑板上，进行单词分
解教学)
教师带领学生读句子。
4)T:Now can you match them?
Task4:Read and match.
Ss read the story, then match.
Check the answer.
Ss:Su Hai‟s _____ is in the ______.
Su Yang‟s _____ are in the _____.
T:Su Yang‟s cap is in the kitchen. It‟s in the dog‟s mouth! So
funny!
5)T:You‟re very good!
Task5:Read after the recorder.
教师播放录音，学生跟读，读得不好的地方多读。
Teach:come come and look
Your cap is in the kitchen! It looks so funny!体会语气
6)T:OK. Now the next task:Read in groups.
Three in a group, read or act the dialogue, OK?
Ss work in groups.
Ss 上台展示，注意加动作。教师对表演者给予一定的奖励。
7)T:What have we learned from the story?
Ss say in Chinese.
T:We should be good at collecting and keeping our own
things, to avoid that we can‟t find something, also it can
help our parents. OK?
Ss:OK.

Step 3 Production
Summary
T:通过今天这节课的学习，我们知道了：
1.沙发、客厅、卧室、厨房用英语怎么说：
sofa, living room, bedroom, kitchen.
2.想要询问他人某个东西在哪里，可以这样问：
Where‟s … ?
别人可以这样回答：
It‟s inonunderbehindbeside …
3.想要询问他人某些东西在哪里，可以这样问：
Where are …?
别人可以这样回答：
They‟re inonunderbehindbeside…


57

Step 4 Progress
Exercise:Look, read and write
Su Hai and Su Yang are in their new home.
Su Hai: Where are my pencils?
Su Yang: They‟re _____ the desk.
Su Hai: _____ my schoolbag?
Su Yang: _____ _____ on the bed?
Su Hai: No, it _____.
Su Yang: Oh, it‟s _____the desk. ____ _____ my dolls?
Su Hai: ______ on the bed. Where‟s my toy panda?
Su Yang: Your toy panda is under the _____.
Su Hai: Let‟s tide up（整理）our room.
Su Yang: OK.
Ss do the exercise by self.
Check the answer.全对的同学给予奖励。

Homework
to the tape of Story time, try to imitate the
pronunciation. Then act the dialogue with your friends.
to clean up the rooms with your parents‟ help.
板书设计：
Unit 5 Our new home
A: Where is Where are…? B: It‟sThey are …
A: Is it in …? B: Yes, it is. No, it isn‟t.











教后反思
（第篇）









58

Unit 5 课题 Our new home 第 2 课时



教学目标
1、语言知识：
1. 能理解句型Where‟s Where are…? It‟s They are….的含义，并
能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆
设。
2、语言技能：
能根据实际情况灵活运用交际用语
3、情感态度：
在游戏中快乐学习英语。
教学重点
教学难点
课前准备
教学过程
在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
能理解句型Where‟s Where are…? It‟s They are….的含义，并能
正确运用到实际中进行描述。
图片、画好书上34页4个房间的图。
Step 1 Preparation
eyes
What can you see?
（A bed room, a living room…）
the text.
出示按课文内容所编的小诗，引导学生填所缺的词。
Where, where, where‟s the?
Here, here, in the .
Where, where, where are the?
There, there, in the , on the.
Where, where, where‟s the ?
Sorry, sorry, I don‟t know.
Oh, oh, in the .
5. T: Great! Now can you dub for the story? 你们能来给课文动画配音
吗？
S: 分角色给课文动画配音
思考调整

Step 2 Presentation and practice
Sing the song
1. T: Hello, boys and girls.
S: Hello, ….
T: (出示第一课时中的小卧室) Do you remember this little bedroom?
S: Yes.
T: Let‟s sing the song „I love my bedroom.‟ (播放歌曲，学生唱)

59

2. Change the lyrics
T: We know the little bedroom is nice and clean. Now can you change
your words according to these pictures? 你能根据图片改编歌词唱一唱
吗？Now listen to me. （教师示范演唱第一段）
T: I love my living room. It‟s bright and clean. I love my big living room.
A TV, a sofa, two chairs and a picture. I love my living room. It‟s bright
and clean. I love my big living room.
T: Can you sing it like this? Now here are three more pictures from the
text. (PPT出课文另外三幅图片) Sing them in your groups.
S: Sing the songs. (集体反馈唱歌)

Fun time
1. Review the words
T: 将所学的8个单词按照首字母的不同进行分类记忆。
T: b, b, b--- bathroom, bedroom; k, k, k---clock, kitchen
f, f, f--- fridge; l, l, l--- living room;
s, s, s---sofa; t, t, t---table
2. Play the game
T: 拿出事先画好的图，同桌进行交流。边看图，边说一说。
Ask each other: Where‟s my …? It‟s …
Where are my …? They are …

Step 3 Production
Practice in pairs and act the dialogue.

Step 4 Progress
《补》听力
Homework
1. 说一说Fun time中的对话，听磁带复习Sound time。
2. 模仿Fun time中的对话用Where‟sWhere are my …? It‟sThey
are … 的句子来做一做游戏。

板书设计
Unit 5 Our new home
A: Where‟sWhere are myyour…?
B: It‟sThey are



教后反思
（第篇）








60

Unit 5 课题 Our new home 第 3 课时



教学目标
1、语言知识：
1.能理解卡通的意思。
2.能听懂，会说，会读Where isare…? It‟sThey‟re…
3.能听懂，会说，会读What would you like?I‟d like… How are
you? What about…?
2、语言技能：
能体会cartoon time 中的幽默之处，并快乐地表演。
教学重点 能理解Cartoon time 部分的意思，并能配合此部分内容进行表
达。
教学难点 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位
置
课前准备
教学过程
图片、录音机；头饰
Step 1 Preparation
1. T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: Where is your cap?
S: It‟s …
T: Where are your dolls? How many?
2. Practice in pairs. Ask and answer each other.
思考调整
Step 2 Presentation and practice
Cartoon time
1. Show the four pictures and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. They met a bird. How is the bird? What‟s wrong with it? Let‟s
watch the cartoon. （播放动画）
T: How is the bird?

61

S: It‟s hungry.
T: What would it like?
S: A worm.
3. Read and say ( 注意模仿Bobby和Sam的语气)
T: Now please open your books and read this story. It‟s on your book,
Page… When you are reading, try to remember what they say (阅读
Cartoon time部分，记一记每一幅图中的对话)
（学生阅读Cartoon time）
T: Now close your books. (PPT逐图显示) Who can be Sam Bobbythe
bird?
S1: How are you?
S2: I‟m hungry. ( 指导痛苦、可怜的语气)
S1: Would you like an orange? (指导安慰、同情的语气)
S3: What about a hot dog? (指导安慰、同情的语气)
S2: No! (指导痛苦、可怜的语气)
S1S3: What would you like? (指导和蔼、安慰的语气)
S2: I‟d like that. (指导渴望的语气)
S1S3: Here you are. ( 指导高兴、愉悦的语气)
S2: Thank you. (指导开心、兴奋的语气)
4. T: Now read the story in pairs. (注意语气哦！)
5. Do the dubbing
T: Now can you dub for the whole story together? 你们能为这个故事配音
吗？
S: Yes. (动画角色扮演SamBobbythe bird 配音)
6. Act the dialogue
Step 3 Production and progress
1. Talk about the things in the classroom
This is our classroom. We have … in our classroom.
2. 先引导学生小组讨论并说一说。
3. 再指导学生写一写。在写句子时有拼写问题需要老师帮助的，请 举手！
（三个学生在黑板上写句子，并读出来展示）
Homework
1. 读Cartoon time对话5遍；
2. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来（不会拼
写的单词查字典）
板书设计：
Unit 5 Our new home
A: This is my home.
B: We have … in our home. We have … in the livin


教后反思
（第篇）




62

Unit 5 课题 Our new home 第 4 课时



教学目标
1、语言知识：
1.能听懂，会说，会读This is my home. We have… in …
3. 能正确使用句型Where‟sWhere are …？及它们的答句。
4. 能体会字母k在单词中的发音。
2、语言技能：
能结合所学句型，客观描述自己的家。
3、情感态度：
教学重点
教学难点
课前准备
教学过程
This is my home. We have… in…
能体会字母k在单词中的发音。
图片、录音机
Step 1 Preparation
the song
I love my bedroom
the song and sing
I love my home.

Step 2 Presentation and practice
Sound time
1. Watch the cartoon and answer.
T: What does the boy like to do?
S: He like to fly his kite. He like to ride his bike.
2. 理出单词：like, bike, kite
3. Watch the cartoon again and answer.
T: Where does he ride his bike?
S: Near the lake.
T: An old man is coming. He says to the boy: “It‟s very dangerous.”
The boy thanks to the old man and rides away.
4. 理出单词：lake, thank
5. Read the words after the tape.
6. 总结发音规律：所含的字母k都发k这个音。引导学生举一些含有此相
同发音的单词。
cake, bake, fake, snake, make, wake, jacket, black, back, duck, luck,
pick, sick
（学生小组内讨论，教师板书。）
7. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发

63
思考调整

音k的单词？
S: Three.
T: Can you read them all again?
S: 再读5个单词 （学lake的意思）
T: Now can you tell us the sound of the letter „k‟?
S: k.
T: Good! Now read them like this: k,k, k bike, k, k, k kite…
(学生读单词)
T: Yes. And here are some words with the sound k, can you read them?
(PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence? 你能根
据图片挑选三个单词完成句子吗？ Discuss in pairs. (学生讨论，反馈)

Step 3 Production
Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a
good job for the whole unit 5? Let‟s check it out.
T: What can you talk about?
S: I can talk about my home.
T: What can you say?
S: I can say where my things are.
T: What do you know?
S: I know the sound of the letter “k”.
T: You can see the Chinese meaning here. So now it‟s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you talk about your home? (问几个学生，学生问问题)
T: And the next one, who gets three stars?
Well, let me check. (把东西放在某处) Where‟s Where are…? （检验几
个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound k? (检验几个学
生)
2. Checkout time
A. 先说说自己家的房间摆设
T: How many bedrooms do you have?
S: We have two bedrooms.
T: Where is your bedroom?
S: It‟s near the living room.
T: Where is your bed?
S: It‟s beside the window.
Ask each other and act the dialogue.
B. Show the picture on Page37.
Look at the picture and describe.

64

S: This is my home. We have a bathroom in our home. We have a sofa
and a table in the living room. We have a fridge in the kitchen.
Describe in groups. Act the dialogue.

Step 4 Progress
4. Talk about the things in the classroom
This is our classroom. We have … in our classroom.
5. 先引导学生小组讨论并说一说。
6. 再指导学生写一写。在写句子时有拼写问题需要老师帮助的，请 举手！
（三个学生在黑板上写句子，并读出来展示）

Homework:
to the cartoon after the tape, and try to recite it.
2. Try to use the sentences to introduce the bird‟s home to your
parents, and write it down.
板书设计：
Unit 5 Our new home
This is my home.
We have…in our home.
We have…in the living room.
We have…in the kitchen.












教后反思
（第篇）









65

Unit 6 课题
At the snack bar
第 1 课时



教学目标
1、语言知识：
1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice,
fish, big, snack bar, hamburger, a glass of, noodles, dad,
sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I‟d
like …, please. Anything else?”并会运用所学句型。
3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复
述课文内容。
2、语言技能：
能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意
见。
3、情感态度：
学会有礼貌地点餐
教学重点
1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice,
fish, big, snack bar, hamburger, a glass of, noodles, dad,
sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I‟d
like …, please. Anything else?”并会运用所学句型。
1、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复
述课文内容。
2、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的
意见
人物图片、课件、教师准备一个小纸袋，内装一些本课学习所需
要的食品。
Step 1 Preparation
1、学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的
办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸
袋）
T: Hello, xx. Would you like a pie?
S: No, thank you.
T: What about a hot dog?
S: Yes, please. Thank you.
T: You are welcome.
2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a
sandwich, some noodles”
3. Read the words: ” a hamburger, a sandwich, some noodles”
Practice in pairs. Act the dialogue.

66
思考调整
教学难点
课前准备
教学过程

Step 2 Presentation and practice
1. T: Oh dear. I‟m very hungry. Are you hungry?
S: Yes.
T: Well, let‟s go to a snack bar. 导入课题: ”At the snack bar”.
S: Read the topic together.
T: Would you like some noodles?
S: No, thanks.
T: What would you like?
S: I‟d like some rice.
T: What about you, xx?
S: I‟d like a glass of milk.
询问两、三个学生后，教师板书：What would you like? What about you?
Teach: ”rice, a glass of milk” Read one by one.
Teach: “What would you like? What about you?” Read one by one.
2. 出示图片引导学生问答。
T: What would you like?
S: I‟d like a glass of juice.
T: Anything else?
S: A cup of coffee and a cup of tea.
Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read
one by one.
3. 师生示范串联对话
T: What would you like?
S: I‟d like a hamburger .
T: What about you?
S: I‟d like a sandwich.
T: Anything else?
S: A glass of juice.
T: Here you are .
Work in pairs.
Act the dialogue.
Story time
1. Listen to the tape and think:
T: Where are Mike, Helen and their dad ?
S: They are at the snack bar.
再次揭题：Today we‟ll learn a new lesson “At the snack bar”
S: Read the topic.

67

2. Watch the cartoon and match.
T: Where would Mike like?
S: He‟d like a hamburger and a glass of milk.
T: Where would Helen like?
S: She‟d like some noodles.
T: What would dad like?
S: He‟d like a sandwich and a cup of coffee.
引导学生回答完以后，将相应的图连线。
一个汉堡的图
Helen的图一杯牛奶的图
Dad的图一些面条的图
Mike的图一个三明治的图
一杯咖啡的图

3. Watch the cartoon again and finish the table.
What do they want to eat? 完成信息表格。

Mike
Helen
Dad
S: What would Mike like?
S: He would like a glass of milk and a hamburger.
S: What would Helen like?
S: She would like some noodles.
S: What would Mr. Brown like?
S: He would like a sandwich and a cup of coffee.
4. Listen to the tape and read after it. ( 注意模仿其语音语调。)
5. Read in three. (分角色朗读对话。)
6. Act the dialogue. （小组表演展示对话。）



Food Drinks




Step 3 Production
再次读课文将对话改编成短文进行填空。
Mike, Helen and their father are at the . They are . They would like some
and . Mike would like a glass of and a . Helen would like some . Mr.
Brown would like a and a cup of .

Step 4 Progress

68

模拟场景创编对话。
Show some pictures of food and drinks.
Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对
话。)


Homework:
1.听磁带，读故事3遍；
2. 用What would you like? I‟d like …, please. Anything else? 的
句型来进行点餐。
3. 用所学的句型试着创编对话，进行点餐，课后小组交流。

Blackboard writing:
Unit 6 At the snack bar
A: What would you like ? B: I‟d
like …
like …
A: Anything else? B: I‟d
like …















教后反思
（第篇）









A: What about you ? B: I‟d
Unit 6 课题
At the snack bar
第 2 课时

69

教学目标
1、语言知识：
1. 能理解句型“What would you like? I‟d like …, please. Anything
else?”的含义，能正确运用到实际中进行描述。
2. 能正确诵读歌谣。
2、语言技能：
在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
3、情感态度：

1. 能理解句型“What would you like? I‟d like …, please. Anything
else?”的含义，能正确运用到实际中进行描述。
2. 能正确诵读歌谣。
思考调整
教学重点
教学难点
课前准备
教学过程
在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
图片、光盘、课件等
Step 1 Preparation
Free talk and revision
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It‟s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can‟t.
T: Where isWhere are…? S: It‟sThey‟re…
3. Practice in pairs. Ask and answer each other.
4. Review the text.
A. 引导学生复述课文。
B. T: Great! Now can you dub for the story? 你们能来给课文动画配音
吗？

70

S: 分角色给课文动画配音

Step 2 Presentation and practice
Say the rhyme
1. T: Hello, boys and girls.
S: Hello, ….
T: ( 出示书上42页Rhyme time中的图 ) What would they like?
S: They would like a pie and some rice.
T: What about a pie and some rice?
S: They are all very nice.
2. T: Let‟s say the rhyme „What would you like? ‟ (播放歌谣，学生诵读)
3. Read and recite the rhyme.
4. Change the lyrics
T: We know the pie and the rice are very nice. Now can you change
your words according to these pictures? 你能根据图片改编歌谣读一读
吗？Now listen to me. （教师示范诵读。）
T: What would you like? What would you like?
I‟d like a sandwich.
I‟d like some noodles.
Discuss in groups.
5. Say the rhyme in groups.

Fun time
1. Review the words
T: 将所学的8个词语按照单复数形式的不同进行分类记忆。
T: 可数名词：a hamburger, a sandwich, some noodles
不可数名词：a bowl of rice, a glass of milk, a cup of coffee, a cup of tea
2. Show some pictures.
T: What would you like?
S: I‟d like a sandwich and a glass of orange juice.
T: What about you?
S: I‟d like some noodles and a cup of tea.
T: Anything else?
S: Some cakes and a cup of coffee.
Ask each other and act the dialogue.

Step 3 Production
Play the game
T: 引导学生拿出事先画好的40页的菜单图，每4人一组进行点餐的
游戏。
S1: What would you like?
S2: I‟d like …
S3: I‟d like …
S4: …, please.

71

Play it in groups and act the dialogue.


Step 4 Progress
将所编对话写下来。
Homework:
1.会背并默写Fun time中的句子。
2. 模仿Fun time中的对话用＂What would you like？I‟d like …,
please. …, please.＂的句子来做一做游戏。

Blackboard writing:
Unit 6 At the snack bar
A: What would you like ? B: I‟d like …
A: What about you ? B: I‟d like …
A: Anything else? B: I‟d like …














教后反思
（第篇）








Unit 6 课题
At the snack bar
第 3 课时

1、语言知识：
1. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表

72
思考调整

教学目标
达；
2. 能初步把自己表达的内容在老师的帮助下写下来。
2、语言技能：
能综合运用本单元学到的单词和句型进行点餐活动并会征求别人
的意见。
3、情感态度：
能养成互相尊重的好习惯
教学重点 能理解Cartoon time 部分的意思，并能配合此部分内容进行表
达。
教学难点 能综合运用本单元学到的单词和句型进行点餐活动并会征求别人
的意见。
课前准备
教学过程
图片、课件
Step 1 Preparation
Free talk and revision
1. T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It‟s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can‟t.
T: Where isWhere are…?
S: It‟sThey‟re…
T: What would like?
S: I‟d like …
3. Practice in pairs. Ask and answer each other.

Step 2 Presentation and practice

73

Cartoon time
1. Show the pictures on Page41 and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. What‟s wrong with them? Let‟s watch the cartoon. （播放动画）
T: What‟s wrong with Bobby and Sam?
S: They‟re hungry.
3. Watch the cartoon again and answer. (再次播放卡通片)
T: What would Sam like?
S: Some fish.
T: What would Bobby like?
S: An egg.
4. Read and answer
T: How about the fish and the egg?
S: They are very big.
5. Read and say ( 注意模仿Bobby、大猩猩和Sam的语气)
T: Now please open your books and read this story. It‟s on your book,
Page… When you are reading, try to remember what they say (阅读
Cartoon time记一记每一幅图中的对话)
（学生阅读Cartoon time）
T: Now close your books. (PPT逐图显示) Who can be Sam Bobby大猩
猩?
S1: I‟m hungry. ( 指导有气无力的语气)
S2: Me, too. ( 指导有气无力的语气)
S1: Here‟s a snack bar. I‟d like some fish. (指导惊喜、兴奋的语气)
S2: I‟d like an egg. (指导惊喜、兴奋的语气)
S3: Can I help you? (指导严肃的语气)
S1: Yes. I‟d like some fish, please. (指导渴望、期待的语气)
S2: I‟d like an egg, please. (指导渴望、期待的语气)
S2: What a big egg! ( 指导意外、惊讶的语气)
5. T: Now read the story in pairs. (注意语气哦！)

Step 3 Production
1. Do the dubbing
T: Now can you dub for the whole story together? 你们能为这个故事配音
吗？
S: Yes. (动画角色扮演SamBobby大猩猩配音)
the dialogue

Step 4 Progress
完成《补》听力部分

74

Homework:
1. 读Cartoon time对话5遍；
2. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来（不会拼
写的单词查字典）

Blackboard writing:
Unit 6 At the snack bar
A: What would you like ? B: I‟d like …
A: Can I help you? B: I‟d like …
A: What a big egg! B: …, please.
















教后反思
（第篇）








Unit 6 课题
At the snack bar
第 4 课时




1、语言知识：
1.能综合运用本单元学到的单词和句型进行点餐活动并会征求别
人的意见。
75
思考调整

教学目标 2.能体会字母k在单词中的发音。
3.能对照Ticking time的三个目标进行客观的自我评价；
2、语言技能：
能综合运用本单元学到的单词和句型进行点餐活动并会征求别人
的意见。
3、情感态度：
能客观地对自己和同伴的学习情况做出评价
教学重点
教学难点
能体会字母x在单词中的发音。
能综合运用本单元学到的单词和句型进行点餐活动并会征求别人
的意见。
课前准备
教学过程
图片、录音机、课件
Step 1 Preparation
1. 小组自主表演story time 或cartoon time
2. 即兴表演
在规定时间内，利用手中的食物图片，编一个点餐的对话。要
求将story time 和cartoon time进行整合。

Step 2 Presentation and practice
Sound time
1. Show the picture on Page42. ( 出示Sound time中的图片。)
Ask: What can you see in the picture?
Answer: I can see …
2. 学生自主进行提问，引出”fox”和”box”这两个单词。
3. Watch the cartoon and answer.
T: Where is the box?
S: It‟s behind Mrs. Fox.
4. 给图片丰富些内容，加一些盒子和一辆出租车。
T: How many boxes can you see? S: I can see six.
T: How can Mr. Fox take them? S: He can put them
in the taxi.
5. 理出单词：box, fox, six, taxi
6. Read the words after the tape.
7. 总结发音规律：所含的字母x都发ks这个音。引导学生举一些含有此
相同发音的单词。
fix, exercise, wax, sex （学生小组内讨论，教师板书。）
8. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发
音ks的单词？
S: Two.
T: Can you read them all again?

76

S: 再读另外列举的单词。
T: Now can you tell us the sound of the letter „x‟?
S: ks.
T: Good! Now read them like this: ks,ks, ks box, ks, ks, ks
fox… (学生读单词)
T: Yes. And here are some words with the sound ks, can you read
them? (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence? 你能根
据图片挑选三个单词完成句子吗？ Discuss in pairs. (学生讨论，反馈)


Step 3 Production and progress
Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a
good job for the whole unit 6? Let‟s check it out.
T: What can you name?
S: I can name some food and drinks.
T: What can you order?
S: I can order food.
T: What do you know?
S: I know the sound of the letter “x”.
T: You can see the Chinese meaning here. So now it‟s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you name some food and drinks? (问几个学生，学生问问
题)
T: Can you order food?
Well, let me check. What would you like? (检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound ks? (检验几个学
生)
2. Checkout time
A. 出示书上43页的图片。
T: What food can you see?
S: I can see a cake, a sandwich, a pie, a hamburger, an ice cream and
some noodles.
T: What drinks can you see?
S: I can see a glass of milk and a glass of juice.
B. 播放录音内容，学生边听边连线，完成练习。
c. 通过问答形式核对答案。
T: What would Yang Ling like?
S1: She‟d like some noodles and a glass of juice.
T: What would Wang Bing like?
S2: He‟d like a cake and an ice cream.

77

T: What would Su Hai like?
S3: She‟d like a sandwich and a pie.
T: What would Liu Tao like?
S4: He‟d like a hamburger and a glass of milk.
Practice in pairs and act the dialogue.

Homework:
1. 将所编对话表演给同伴听。
2.
试着用Sound time 中的单词编写句子。

3.
如Ticking time没有达到3颗星的，有针对性地进行练习。

4.
Blackboard writing:
Unit 6 At the snack bar
A: What would you like ? B: I‟d like …
x ks fox box six taxi
Mr. Fox, can you see the box? Yes, yes. I can see the box behind Mrs.
Fox.










教后反思
（第篇）









Unit 7 课题 How much? 第 1 课时




1、语言知识：
1. 通过数字游戏，复习三年级数字单词，学生能够利用数字表达
价钱；
2. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，
78
思考调整

教学目标
socks，umbrella并理解句型How much is itare they?
It‟sThey‟re …yuan.
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复
述、表演课文。
2、语言技能：
能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
3、情感态度：
了解义卖。
1. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，
socks，umbrella并理解句型How much is itare they?
It‟sThey‟re …yuan.
2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复
述、表演课文。
能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
图片、挂图、钱币（假）、录音机
Step 1 Preparation
1. Play a role
The teacher acts as a guest, one student acts as a shop assistant.
T: I‟d like a glass of milk and a sandwich.
S1: OK. Anything else?
T: No, thanks. How much are they is it?
教师在菜单上添加价格，让学生计算出总价后再回答
T: How much is it?
2. Review numbers
Show some clocks and telephone numbers. Then ask the students to
say the numbers.
T: We can use numbers to say the time. We can use them to say the
phone numbers. What else can we do? Today we will use numbers again.
We can use them to buy things.(揭题)
教学重点
教学难点
课前准备
教学过程
Step 2 Presentation and practice
the words about clothes

T: I like shopping. I often buy clothes. What kind of clothes do you
know?
Ask the students to say the words about clothes.
The teacher writes down all the words on the blackboard.
2. 再出示图片：鞋、袜、雨伞
T: What can you see now?
学习单词an umbrella, socks, shoes.
the text

a. Listen to the text and answer the questions

79

Q1: Who are they?
Q2: What are they talking about?
Check out the answers
T: Who are they?
Ss: They‟re Su Hai, Su Yang, Liu Tao, Yang Ling, Mike and Miss Li.
T: Yes, today Su Hai and Su Yang are now students. They‟re shop
assistant(让学生自己说出营业员). How do you know?
引导学生自己说出购物的句型： Can I help you?

b. Read and find out the price 自读课文，找到每件物品的价格
PPT 显示物品，让学生填上价格
Check out the answers
T: How do you know? 引导学生找到书上原句
Read the sentences in role, then ask and answer
Step 3 Production
1. Read the text after the tape
2. Read the text in groups
Step 4 Progress
Act in role
Homework:
a card（为下节课做准备）
具体步骤见Fun time
2. Have an English lesson to your family and friends. （家庭作业除了布置
学生模仿听录音跟读对话外，还布置他们表演对话，培养学生的语感。）
3. Recite the dialogue and the words.

Blackboard writing:
Unit 7 How much？
Can I help you? How much…?
I‟d like …. It‟s They‟re … yuan.
shoes five yuan
umbrella nineteen yuan
socks four



教后反思
（第篇）








Unit 7 课题 How much? 第 2 课时




1、语言知识：
1. 通过数字游戏巩固所学数字单词，能听懂、会说、会读、会写
twenty, thirty, forty, fifty;
2. 在猜测物品价格游戏中，能够听懂、会说、会读、会写句型
80
思考调整

教学目标
How much is it？ How much are they？以及应答句；
3. 通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型
Can I help you? How much …?并能熟练运用数字单词表示物
品价格；
2、语言技能：
能在真实的情景中学会使用How much is it are they ?It‟sThey
are …yuan.
3、情感态度：
培养学生节约的精神。
教学重点
教学难点
课前准备
教学过程
通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I
help you? How much …?并能熟练运用数字单词表示物品价格；
同上
图片、录音机、挂图
Step 1 Preparation
1. Greeting
How old are you?
How many …s do you have?
How many people are there in your family?
2. Play number games
Write down some numbers on the cards, then show the back of the cards.
T: What number is it?
Ss: …
3. Act in role
Ask the students to act out the story

Step 2 Presentation and practice
1. Finish the sentences
Liu Tao would like ______________. They‟re ________yuan.
Yang Ling would like a pair of __________. It‟s _____yuan.
Mike would like this_______ __________. It‟s only
_______yuan.
2. Teach the new words
T: Look at my scarf.
Ss: It‟s nice.
T: I bought it last week. Do you know how much it is?
It‟s fifty yuan. (边说边将价格贴在衣服上)
Teach the new word „fifty‟
T: I have some clothes and toys here. If you want to know the price of
them. Please ask me „How much is it? ‟ or „How much are they?‟
PPT show the things
Ask and answer in two
S1: How much is it?

81

T: It‟s thirty yuan.
S2: How much are they?
T: They‟re forty yuan.
Teach the new words „thirty, forty‟
3. Write down „twenty thirty forty fifty‟ on the blackboard
Ask the students to say the rules

Step 3 Production
Play a game
T: I have some toys here. If you can guess the price, you can get it.
Show a toy dog
e.g.
T: I have a … How much is it?
Ss: It‟s … yuan.
T: (老师将价格一步步缩小，如物品价格为40，学生猜30，老师就说thirty
to forty)
Ss: … yuan.
T: Yes, you‟re right.
4. Play the game in groups
学生拿出自己准备好的卡片，正面画上图片，反面写上价格。互相猜，
猜中就可得到卡片。
S1: I have a …. I have some …s.
How much is it? How much are they?
S2: It‟s … yuan. They‟re … yuan.
S1: … to …
S2:…
游戏结束看谁卡片多

Step 4 Progress
最佳营业员、最佳顾客评比
a. 在教室布置四个商店，分别是食品、服饰、文具和玩具商店，学生分为
营业员及顾客小组。
b. 在相同时间内进行买卖，买到最多东西，及卖到最多物品者获胜。
S1: Hello. Can I help you?
S2: I‟d like … How much is it?
S1: It‟s … yuan.
S2: Here you are.
S1: Thank you. Can I help you?
S3: I‟d like … How much are they?
S1: They‟re … yuan.


Homework:

82

1. Recite the dialogue
2.
把所编对话写下来。

Blackboard writing:
Unit 7 How much？
Can I help you? How much…?
I‟d like …. It‟s They‟re … yuan.
a fan
twenty thirty forty fifty

















教后反思
（第篇）








Unit 7 课题 How much? 第 3 课时




1、 语言知识：
思考调整
1. 通过复习及头脑风暴游戏，学生能够说出关于服装、颜色及数
字的单词；
2.通过图片提示能够预测故事内容；
83

教学目标
3.通过朗读能够理解故事内容并能生动表演。
2、 语言技能：
通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I
help you? How much …?并能熟练运用数字单词表示物品价格；
3、 情感态度：
培养学生合理消费的观念
教学重点
教学难点
课前准备
教学过程
学生能够在日常生活自然流利地运用所学语言。
通过朗读能够理解故事内容并能生动表演。
图片、录音机、挂图，自带义卖品
Step 1 Preparation
1. Review the words and numbers.
What is this ? How much is it?
What are these ? How much are they?
2. 出示挂有价格的衣物、食物，同桌间编对话。
Step 2 Presentation and practice
Cartoon time
1. T: If we want to buy something. Where can we go?
S: Shop
T: Yes. Look at Bobby and Sam. Where are they?
Ss: They‟re in the shop.
T: (出示小猪售货员) This is the shop keeper, Mr Pig.
What will he say?
Ss: …
让学生根据图片想象对话内容
2. Watch the cartoon and answer the questions
a. What would Bobby like?
b. How many bowknots would he like?
c. Who is Tina?
3. 将动画片放至最后一幅图前问学生
T: If you are Tina. What will you say？
Teach “How beautiful!”
4. Read in role
5. Act in role

Step 3 Production
Acting time
每一位学生拿出自己准备好的义卖品，手持100元道具钱，进行买 卖，最
后比出“最牛买家”：购物最多的。

84

S1: Can I help you?
S2: I‟d like a … some….
How much is it are they?
S1: It‟s They‟re … yuan.
S2: Here you are.
S1: Thank you.

Step 4 Progress
选择一个自己与别人交易的场景写下来。
给出关键词句。
Homework:
Cartoon time five times.
2.预习Sound time
Blackboard writing:
Unit 7 How much
A: Can I help you?
B: I‟d like a some…
It‟s They‟re….
How much is it are they?
A: It‟s They‟re … yuan.
B: Here you are.
A: Thank you.








教后反思
（第篇）









Unit 7 课题 How much? 第 4 课时



1、语言知识：
1. 通过复习及头脑风暴游戏，学生能够说出关于服装、颜色及数
字的单词；
85
思考调整

教学目标
2. 通过购物对话，能够熟练准确运用句型Can I help you? How
much…?句型及应答；
3. 通过朗读单词，体会字母v的读音，并能归纳已学含有v发音
的单词。
2、语言技能：
通过改编歌曲体会语言韵律美，体会语言多样性；
3、情感态度：
能快乐地运用英语与同伴展开有效的英语交际活动。
1. 通过购物对话，能够熟练准确运用句型Can I help you? How
much…?句型及应答；
2. 通过朗读单词，体会字母v的读音，并能归纳已学含有v发音
的单词。
教学重点
教学难点
课前准备
教学过程
能客观地评价自己的学习活动
图片、挂图、录音机
Step 1 Preparation
1. Greeting
How much is your pencil?
How much is your …
Introduce the students‟ things
S1: I have a …. It‟s … yuan.
S2: I have some …. They‟re …yuan.
2. Play a game ‟Brain storm‟
Name the clothes in groups
Say colours in groups
Step 2 Presentation and practice
Sing a song
1. Show the picture about the song
2. Listen to the song
3. Sing the song
4. Act out the song
5. Make a new song
Green skirts and T-shirts, brown shoes and black socks..
Sound time
1. Show the picture
T: Look, how many people are there?.
T: Right. They live near the river. They love to swim in summer.
2. Write down the words „five, live, love, river‟, circle the letter „v‟
3. Read the words and v
4. Read the sentences

86

5. Give some other words include v

Step 3 Production
Ticking time
Show the form about ticking time
1. Show some pictures and the prices
T: What is this? What are these ?
S: It‟s a … They‟re …s.
T: How much is it? How much are they?
学生小组内进行购物对话
Step 4 Progress
Check out time
1. Flash cards quickly
T: What‟s this?
Ss: An umbrella.
T: What are these?
Ss: Shoes.
3. Try to guess the price
Ss: How much is the…?
Ss: It‟s … yuan.
4. Listen and choose
5. Check out the answer
Homework:
1. Finish the exercises
2. Know the sound of the letter „v‟
3. Review and recite Unit7.
4. Try to write down a dialogue in shop.
Blackboard writing:
Unit 7 How much
v five live love river

How much…?
A: It‟sThe



教后反思
（第篇）






Unit 8 课题 Dolls 第 1 课时

1、语言知识：
1. 通过歌曲，学生能够理解人体部位单词；

87
思考调整

教学目标
2. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes，
nose，mouth；
3. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理
解会说形容词big， small， long， short；
2、语言技能：
在介绍朋友猜测同学后，学生能够准确运用句型His…is…. Her …
are….
3、情感态度：
培养学生仔细观察的习惯。
1. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes，
nose，mouth；
2. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解
会说形容词big， small， long， short；
在介绍朋友猜测同学后，学生能够准确运用句型His…is…. Her …
are….
图片、玩具、录音机、挂图
Step 1 Preparation
1. Free talk
How are you?
How old are you?
2. Listen to song „Head, shoulder, knees and toes‟
a. Listen to the song and the teacher do the action
b. Listen to the song again and do the action together
3. Play a game „Touch your…‟
T: Touch your nose mouth…
Ss: Do the action
教学重点
教学难点
课前准备
教学过程

Step 2 Presentation and practice
1. Show a doll
T: I have a doll. Look at my doll. What colour is her dress?
Ss: It‟s yellow.
T: Is it cute?
Ss: Yes.
T: (手指着洋娃娃的眼睛。耳朵、鼻子等) Look, this is her
eyesearsnosemouthhair.
Ss: Eyes.
2. Draw two different dolls on the blackboard. Then ask the students to
compare
T: Here are two dolls. This is a girl doll. Her hair is long. Her eyes are big.
Her nose and mouth are small. That‟s a boy doll. His hair is short. His
eyes and nose are small. His mouth is big. His ears are big, too.

88

3. Teacher acts, the students guess
老师做一些形容词的动作，学生分组PK猜测比赛。
4. Watch the cartoon and finish the form
Girl doll：
Hair Long
Eyes big
Nose small
Mouth small

Boy doll：
Hair short Mouth Big
Eyes small Ears big
5. Nose small According to the form to say the sentences
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small.

Step 3 Production
the text after the tape
2. Read the text in groups
3. Act in role
4. Say a rhyme
I have two eyes to see with,
I have two feet to run,
I have two hands to wave with,
And nose I have but one.

Step 4 Progress
1. Describe and guess
教师要求学生选择班级里 的一个同学来描述，其他学生根据描述猜出被描
述的同学是谁。如果班级人数多，为降低难度，可以提示 被描述人所在的
小组。如：
S1: He‟s boy. He‟s short. His eyes are small. His ears are small. His nose
is big. His mouth is big… Who is he?
S2：Is he …?
…
2. Show a picture of friends
学生出示一张好朋友的照片或画一张画像，根据照片或画像来描述朋友的
外貌。
S1: Look! This is my friend. She‟s tall. Her eyes are big. Her ears are big.
Her nose is small.



89

Homework:
the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
4. Draw a doll（为下节课做准备）
5. Write down the words near the doll.


板书设计：
Unit8 Dolls




Girl doll
Boy doll
doll 1
doll 2
hair
Long
short
eyes
big
small
nose
small
small
mouth
small
Big
Ears

big













教后反思
（第篇）









Unit 8 课题 Dolls 第 2 课时

1、语言知识：
1. 通过转述能够养成认真倾听的好习惯，并能尝试运用He‟s…

90
思考调整

教学目标
She‟s …. His …is…. Her…are…等句型介绍别人或自己；
2. 通过比较动物和人，能够听懂、会读、会说、熟练运 用单词fat，
short，thin，tall等形容词；
2、语言技能：
通过描述自己所画人物，能够在真实语境中熟练运用句型He‟s…
She‟s …. His …is…. Her…are…等句型进行描述；
3、情感态度：
通过转述能够养成认真倾听的好习惯.
教学重点 掌握句型：He‟s She‟s … His Her … isare …
掌握词汇：tall, short, eye, ear, small, thin, his
教学难点 能尝试运用He‟s… She‟s …. His …is…. Her…are…等句型介绍别人
或自己；
课前准备
教学过程
录音机，图片，挂图,卡通人物图片
Step 1 Preparation
1. Greeting
2. Introduce yourself
T: I‟m Miss Huang. I‟m short. My hair is long. My mouth is big. My eyes
are big.
Can you introduce yourself?
Ss: I‟m …
再让其他学生转述
Ss: She‟s … She‟s tall….
3. Review story time
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small.

Step 2 Presentation and practice
1. 出示一些卡通动物的图片（大象，兔子，猪，猴子，河马，小鸟）卡通
图片尽量能找出有性别的图片
T：Look at these animals. Can you say something about them?
(Point to the elephant) His nose is long.
Ss: Her tail is short
He is fat.
She is thin.
His mouth is big.
Her mouth is small.
Teach „big, small, fat, thin, long, short, tall, short‟
2. Show two people‟s photo

91

T: Now let‟s take a close look at Mr Black and Mrs Black.现在我们来仔细
观察一下布莱克夫妇，他们也有很多不同的地方。谁能试着来说说看呢？
（PPT,把要教授的“tall, short, thin, fat, long, short, big, small”这些特点以
图片的方式分别体现在布莱克夫妇身上。）（鼓励学 生用英语描述这些特
点。）
T: Right. Mr Black is tall, and Mrs Black is short.
T：Any other differenc
T: Yes, Mr Black is fat, and Mrs Black is thin.
T: Now if you are Mr Black and Mrs Black. How about your hair?
T: Good job. Mrs Black‟s hair is long, and Mr Black‟s hair is short.
3．T: Let‟s make a quick review . Please listen to the tape carefully and try
to repeat the words loudly.
T: Ok! Let‟s play this game now. 在屏幕上会依次出现这些单词，请你读
出这个单词并说出它的反义词
Step 3 Production
1. Show their pictures and try to describe
T: This is …. His … is …. His … are ….
2. Say and draw
老师邀请一个画画比较好的学生在黑板上画雪人。教 师先说出第一句描述，
然后要求其他学生轮流说下面的句子，直至画完雪儿。画完后请画画的学
生向大家完整描述雪人。如：
T: The snowman is tall.
S1: His mouth is big.
S2: His eyes are small.
S3: His nose is big and red.
S4: This is our snowman. He‟s tall. His mouth is big. His eyes are small.
His nose is big and red.
3. Play the game in groups
Step 4 Progress
选一个自己喜欢的卡通人物，小组内交流，用上所学的句型。
Homework
Draw your best friend and describe himher



教后反思
（第篇）







Unit 8 课题 Dolls 第 3 课时


1、语言知识：
92
思考调整

教学目标
3. 通过描述自己所画人物，能够在真实语境中熟练运用句型
He‟s… She‟s …. His …is…. Her…are…等句型进行描述；
4. 能理解cartoon time 里的幽默之处，能初步表演小故事。
2、语言技能：
能运用所学语言熟练进行交际。
3、情感态度：
能够体会故事的趣味性，享受语言带来的愉悦。
教学重点
教学难点
课前准备
教学过程
能理解cartoon time 里的幽默之处
能初步表演小故事。
图片，录音机，挂图
Step 1 Preparation
and say
T:Touch your eyes.
Ss do and say.
ng game
请一个同学来描述班上某一位的特征，其他同学根据描述才出被
描述的人是谁。如：
S1： He‟s a boy. He‟s short. His eyes are small. His ears are
small. His nose is big. His mouth is big. Who is he ?
S2: Is he … ？
…
Step 2 Presentation and practice
Cartoon time
1. Show the picture
T: Bobby and Sam are at a museum. What do they see?
Ss: They see some robots.
2. Watch the cartoon and answer some questions
a. Are the robot‟s eyes big or small?
b. What can the robot do?
c. Is he tall or short?
3. Read after the tape
要求学生跟读模仿，并注意语气的变化，特别是最后机器人长高后语气
的变化。
Step 3 Production
the story.
T:你能给故事加个结尾吗？
学生讨论汇报。
2. 表演故事。
Step 4 Progress

93

《补》U8 听力部分。

Homework:
the dialogue and try to write it after class.

2.预习Sound time

Blackboard writing:
Unit 8 Dolls

fat
He is …
thin
She is…
tall

short
His … is….
Her … are….
big
small
long
short














教后反思
（第篇）








Unit 8 课题 Dolls 第 4 课时


1、语言知识：
94
思考调整

教学目标
1. 通过复习及头脑风暴游戏，学生能够说出关于服装、颜色及数
字的单词；
2. 通过朗读单词，体会字母v的读音，并能归纳已学含有v发音
的单词。
2、语言技能：
通过购物对话，能够熟练准确运用句型Can I help you? How
much…?句型及应答；
3、情感态度：
通过改编歌曲体会语言韵律美，体会语言多样性；
教学重点
教学难点
通过购物对话，能够熟练准确运用句型Can I help you? How
much…?句型及应答；
通过朗读单词，体会字母v的读音，并能归纳已学含有v发音的
单词。
课前准备
教学过程
图片、录音机
Step 1 Preparation
Free talk
2. Brain storm
尽可能多地说出人体部分单词
尽可能多的说出形容词
1. Show some pictures and describe
老师出示一些有明显特征的人，ppt快闪让学生描述
e.g. He is fat.
She is thin and tall.
His eyes are big.
His mouth is small.
Her ears are big. …
Step 2 Presentation and practice
Ticking time
1. Try to guess
学生描述班级中的一名同学，其他同学来猜测
He‟s a boy. He‟ s fatthin. He‟s tall short. His … is… His …are…. Who is
he?
学生尝试描述一种动物
It is big small. It is tall short. Its … is … . Its … are…. What is it?
2. Check out time
a. Show the picture and discuss the picture
S1: Look. What‟s this?
S2: It‟s a dogcat.
S1: Is he fat big?
S2: Yes, he is.

95

b. Try to say the descriptions
c. Finish the sentences on the book
d. Check out the answer
Rhyme time
1. 教师在两个拇指上画出两个胖男孩的头像，引入话题
2. 教师播放歌谣让学生跟读欣赏，同时用两个拇指，配以相应的动作。
3. 教师让学生齐读歌谣，并要求他们用拇指配以相应的动作。
4. 鼓励学生适当地进行替换表演，同时配以其他手指做同样的动作。如：
Two thin girls meet in the rain.
Two tall girls meet in the rain.
Two short boys meet in the rain.
Sound time
1. Show the picture
T: Look, what‟s this?
Ss: It‟s a zebra.
T: Where are the zebras?
Ss: They are in the zoo.
3. 教师板书并领读新单词，用彩色粉笔圈出单词中字母z，让学生体会字
母z在单词中的发音。
4. 教师解释句子意思。如：动物园里的斑马，和你我一起吃苹果。
5. 播放录音一起读
列出一些其他含有z读音的单词

Step 4 Progress
《补》C
Homework:
1. Finish the exercises
2. Know the sound of the letter „z‟
3. Review and recite Unit7.
Blackboard writing:
Unit 8 Dolls
z zebra zoo
The zebras in the zoo.
Eat apples with me and you


教后反思
（第篇）



课题
Project 2 My snack bar
第 1 课时

96

教学目标
1、语言知识：
1、 通过对话操练，复习U5－8的词汇与句型。
2、 熟唱读U5－8的歌曲诗歌。
3、复习U5-8单元重点词汇句型。
2、语言技能：
通过思考、讨论、交流和合作，设计制作一个快餐店。
3、情感态度：
感受英语的妙用。
思考调整
教学重点
教学难点
通过对话操练，复习U5－8的词汇与句型。

根据所制作快餐店的具体场景，综合运用前四个单元所学的词汇、
日常用语与句型等语言知识。
课前准备
教学过程
课件、光盘、纸、笔、剪刀
Step 1 Preparation
1. Greetings.
2. Review Unit 5
T: Let‟s sing: I love my bedroom. Ss do it.
Show some pictures about the home
T: This is my home. I have two bedrooms, a kitchen, a bathroom and a
living room.
How about you?
S1: I have ….
S1(问S2): How about you? S2: I have ….
Chain groups. Ask one by one.
T: Good. Then ask and answer in groups.（同桌操练）
T: Where is the …?
S1: It‟s inonunder the ….
T: Where are the …s?
S1: They‟re inonunder the ….
Ask and answer in groups
T: Let‟s read the words below.（回忆单词）
And check your Revision Paper.（自主预习3）
T：Open your books and let‟s read the story time.
Now, recite by yourselves. (给3分钟时间背诵回忆)
T: Now, let‟s reciteact it.
3. Review Unit 6
T: Let‟s Chant „What would you like?‟. Ss do it.
Show a menu
T: I‟d like a…some…? What would you like? S1: I‟d like ….
T: Anything else? S1: ….
Chain groups. Ask one by one.

97

T: Good. Then ask and answer in groups.（同桌操练）
And then, use these drills: What would you like? I‟d like
a…some….
Anything else? ….
T: Let‟s read the words below.（回忆单词）
And check your Revision Paper.（自主预习3）
T：Open your books and let‟s read the story time.
Now, recite by yourselves. (给3分钟时间背诵回忆)
T: Now, let‟s reciteact it.
1、 Review Unit 7
T: Let‟s sing „The clothes shop‟.
T: Do you have any cakes now? S1: No, I don‟t.
Show some things on PPT
T: Can I help you? S1: Yes. I‟d like …. How much is it?
T: It‟s … yuan. Anything else? S1: I‟d like …. How much are they?
T: They‟re …yuan.
Chain groups. Ask one by one.
T: Let‟s read the words below.（回忆单词）
And check your Revision Paper.（自主预习3）
T：Open your books and let‟s read the story time.
Now, recite by yourselves. (给3分钟时间背诵回忆)
T: Now, let‟s reciteact it.
5、Review Unit 8
T: Let‟s chant „Two fat boys‟.
Show some famous people
Look at himher. His Her … isare …. Who is heshe?
Guess in groups
T: Let‟s read the words below.（回忆单词）
And check your Revision Paper.（自主预习3）
T：Open your books and let‟s read the story time.
Now, recite by yourselves. (给3分钟时间背诵回忆)
T: Now, let‟s reciteact it.


Step 2 Presentation and practice
T: You did a good job. Open your books, and turn to page 56
1、Talk about Part A
2、Talk about the snack bar
A: Where‟s the…?
B: It‟s inonunder the ….
A: Where are the …?
B: They‟re inonunder the ….

Step 3 Production

98

Introduce the snack bar
Model: This is my snack bar. The … is…. The …s are ….
Say in groups.
Step 4 Progress
1、 Write down the sentences.
2、Read in your groups and check the sentences for each other.


Homework
1、抄写没记牢的单词。
2、将课堂上自己的快餐店用英语描述下来。

板书设计
Project 2 My snack bar Date
Where‟s my …? It‟s inonunder the ….
Where are my…? They‟re inonunder the ….
Your… isare….
What would you like? I‟d like …,please.
Anything else?
Can I help you? I‟d like….
How much is it are they?
He‟sShe‟s…. His Her …isare….













教后反思
（第篇）










99

课题
Project 2 My snack bar
第 2 课时



教学目标
1、语言知识：
1、通过对话操练，复习U5－8的词汇与句型。
U5:clock, fridge, sofa, table, bathroom, bedroom, kitchen, living
room
Where‟s my …? Where are my…? Your… isare….
U6: a cup of coffee, a cup of tea, a glass of juice, a glass of milk,
hamburger, sandwich,
noodles, rice
What would you like? I‟d like …,please. Anything else?
U7: fan, umbrella, shoes, socks, twenty, thirty, forty, fifty, tail,
long
Can I help you? How much is it are they? Well done.
U8: big, small, fat, thin, long, short, tall, eyes, ears, hair, mouth,
nose
He‟sShe‟s…. His Her …isare….
2、根据所制作快餐店的具体场景，综合运用前四个单元所学的 词
汇、日常用语与句型等语言知识。
2、语言技能：
根据情景，熟练、正确地使用交际用语。
3、情感态度：
能快乐地购物。
教学重点
教学难点
课前准备
教学过程
通过对话操练，复习U5－8的词汇与句型。
综合运用以上句型，并用来购物。
课件、彩笔、剪刀

Step 1 Preparation
1. Greetings.
2. Sing songs.
3. Let‟s chant.
4．Talk about your favourite star
Model: I like …. He is tall. He is thin. His … is …. His … are….
about your snack bar (上节课作业)
Model: My snack bar is bigsmall. I have… in the … I have some…s on
the….
Read your sentences in group.
Choose the best writing.
思考调整

Step 2 Presentation and practice
1、Read the Cartoon time in U5-8.
2. Show the teacher‟s snack bar

100