英语教案 Numbers
南武中学-整改情况汇报
Module 1 Numbers
Unit 1 seventeen,
eighteen, nineteen, twenty!
一、 教学准备与分析
1、
教学内容
学生用书：第一模块第一单元活动1、2、3、
活动用书：第一模块第一单元活动1、2、3、
2、 教学目标
2．1技能与知识目标
A基本要求
基本能听懂、会说英文数字Numbers
13-20.
基本能听懂、会说句型 This is + adj + one.
B初步要求
使学生初步理解和感知的句型Here’s的用法。
C巩固复习
复习巩固颜色词汇yellow, white, purple, pink, red,
green,blue.
复习英语数字1---12
复习歌曲 “Rainbow” 和
“Ten little fingers”
2.2运用能力目的
通过学习英文数字13---
20，使学生能够灵活运用所学到英文数
字，对自己身边的数字进行正确英语的表达。
2.3素质教育（文化、情感态度、策略）目的
通过对本课的学习，让学生了解如何简
单的用英语数字自己周围
的事物，从中发现学习的规律，让学生从小培养爱学习、会学习
的良
好习惯。
3教学重点
英文数字Numbers 13-20.
4教学难点
“thirteen”和“fifteen”发音
5教学任务
学习任务
学习词汇：英文数字Numbers 13-20.
学习句型：句型
This is + adj + one
运用任务
运用任务一：智力大闯关。
运用任务二：猜猜他多大。
6教学任务
教学卡片、教学用书、录音机、挂图、学生卡片、水彩笔二、 教学
程序
1、热身复习（Warming-up）
(1)新学期开始，向学生问好，并询问一下学生在假期都干了什么？
T: Hello,
how are you?
What do you do everyday in the
holiday?
(2)教师带领学生复习歌曲“Rainbow”,“Ten little
fingers”
并借此机会复习颜色以及英文数字1—12。
T:
What colour is the pencilpenwindowdoor„?
How many redgreenblue pencils„?
2.任务呈现与课文导入
（1） 教师出示一组数字题1+1=？2+1=？3+1=？„，让学生接龙抢
答，比一比，
谁的反映最快？当进行到12+1=？教师将速度放慢，并
请说出数字的同学到前台来给大家清楚的示范
。教师在此时可将单词
卡贴在黑板上。
（2）
教师准备了一个小见面会，——智力闯关游戏，想当大赢家吗？
那么让我们赶快来学习这些英文数字吧！
（3） 听一听，说一说，你听到、看到、想到、知道了什么？
3．课文呈现与操练
（1） 让学生看挂图听音，说一说发生了什么事？
（2）
听音跟读，画出听到的数字和句子，之后进行汇报。
（3） Touch
game：教师请学生看黑板上的单词卡片并请出每组小代
表，教师说英文数字，
小代表们迅速找到数字，谁最快，谁是赢家。
（4） Bingo game: 教师请学生
拿出水彩笔，教师说英文数字，学生
用自己喜欢的颜色立刻相应的阿拉伯数字，之后教师在说带颜色的数
字，如：Fifteen is
blue.如果说的颜色和数字与学生写的一致，就
迅速说Bingo!
（5）
结合学生用书活动三，让四人小组练习Thirteen is red.之
后小组进行汇报。
（6） 句子接龙：教师任意拿起教学用具，比如铅笔，说：This is a
green pencil.在拿起另一个红色的说：This is a red one.
还可用句型“Here is a red one.”
（7）
再次听音或观看VCD，鼓励学生模仿课文。
4．任务完成
（1） 智力大闯关
教师出示四组英文数字的加法算式，让学生通过小组活动，以最快的
速度描述和回答算式。如：13+1
=？（Thirteen and one is fourteen）
之后请获胜组的同学将有资格进入下一关—— 猜猜他多大？
（2） “猜猜他多大”
教师给获胜的同学每人一张年龄卡，之后迅速转身告诉大家
“I am
fourteen.”在立刻转过身来，等七位同学都汇报完毕
教师再任选一位同学发问“How
old is heshe?”回答对的
同学给予奖励。
（2）
让学生看黑板总结数字的学习规律，比一比，哪一组说的最棒！
之后完成活动用书活动1、2、3。
5．家庭作业
（1） 完成活动用书的活动4、5。
（2）
学做调查表（可以是年龄表、家庭事物统计表）
Unit 2 I’ve got twenty-six points.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生学习英语的兴趣。
知识目标：Twenty and one is twenty-one. I’ve got
twenty-six
points.
能力目标：掌握数字相加的英语表达法；在竞赛中计算分数。
Ⅱ
教学重点：学习句型：Twenty and one is twenty-one. I’ve got
twenty-six points.
掌握单词：point
winner
Ⅲ 教学难点: 说出英语数字中twenty-ninety整十的拼写规律。
Ⅳ 辅助资源：
挂图、录音机、磁带、图片
二、教学过程:
I.
Warming up
全班学生依次报数。
告诉学生在课上如果表现好可得到分数卡作为奖励。
II. Revision:
教师出示一些动物图片，请学生说出他们的名字。（通过复习动物名
称为下一步新知识教授作好铺垫。）
III. Presentation:
1. 找几名学生到
前面来，将刚才出示过的动物图片发给每个
人一张，教师可作示范来问其中一名学生：”Have
you got a tiger?”
引导该学生说：Yes, I have.或 No, I
haven’t.
2. 请几名学生来猜猜他们每个人手里分别都有哪些图片。如果
有答对的教师马上给这名学生一张事先准备好的10分数字卡片.并
且告诉他她:”You have
got ten points.” 并引导学生说出句子:”
I’ ve got ten
points.”板书句子。
3.
待全部猜完后每个人报出自己得到的分数，分数高的获胜，
教师对他说：”You’re the
winner.”板书单词winner。
（新知呈现的部分以竞赛的形式出现既能激发学生学习的热情又能
自然地导出新知内容。）
4. 呈现课文：
出示课文挂图，提问学生：Who is the
winner? How many points has
Weiwei
got？放课文录音后，学生回答问题。
（听课文之前教师先给出问题能有效的帮助学生理解课文及巩固刚
学过的重点句型。）
放录音，学生边听边指出句子。
跟录音朗读课文。
学生分角色朗读课文。
IV. Practice:
1. 完成P4练习2。
2.
数字游戏（P4练习3）。
学生两人一组，学生A给出一算式学生B回答并给出另一算
式，再由
学生A回答，两人轮流进行。
（活动中教师讲解数字相加的英语表达法，也可将数学
算式如20+1
写到黑板上以加深学生的印象。）
3. 活动：快速加法问答。
每个学生有一个数字代号。教师从每组中请几名学生为出题员快速出
题如：”twenty
and six is„.”代号数字和答案相同的学生就要起
立并回答，如代号是26的学生起立回答
：”twenty-six.”如果回答
正确并且速度快这名学生将得到10分的卡片，最后统计得分最
多的
小组获胜。
（此活动的目的在于训练掌握数字相加的英语表达法并能在竞赛中
计算分数。）
4.
游戏：6的倍数。
游戏先在全班中进行，全班学生按顺序说数字，如果说到数字6或6
的倍数
就要拍手并且不能说数字，否则就被淘汰。
（此活动目的在于训练学生能快速用英语数数。）
5. 学Chant。
教师首先播放一遍chant录音，请学生边看图边听。
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边模仿学说。
听录音连贯跟读几次，鼓励学生加上动作。
请学生找出整十的数字并说出单词拼写的规律是以-ty为词缀的。
V.
Summary:
总结在这节课中多少学生获得了分数卡，让他们说出自己的分数。
（做到首尾呼应及时总结学生的表现有效地激励学生。）
VI Homework
请将下列算式用英语表达出来。
35+1=36 29+1=30 41+6=47
50+9=59
Module 2 Directions
Unit 1 Go
straight on.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标：学习句型Where’s West
Lake Road, please? Go straight
on. Turn left.
Turn right. Where are you going?
能力目标：培养学生问路、指路的能力。
Ⅱ 教学重点;
1.
学习句型：Where’s „,please? Go straight on. Turn
left. Turn right. Where are you going?
2.
掌握单词及词组：house go straight on turn left turn
rightexcuse me next to supermarket
Ⅲ 教学难点:
掌握表示地点和方位的词
Ⅳ 辅助资源：
挂图、录音机、磁带、图片、课文VCD
二、教学过程:
I. Warming
up
TPR活动。教师边说边做：”Right hand up. Right hand
down.”学
生跟着教师边做边说。
II. Revision:
教师出示一些表示地点的图片如parkzooshopschool等，请学生
抢答出单词。
（通过复习地点单词为练习本课的句型Where’s „,please?做好铺
垫。）
III. Presentation:
教师拿出公园的图片对学生说：”I’m
going to the park this weekend.
Where are you
going this weekend?”学生说出自己的出行计划”I’
m going
to„.”
（为课文教学创设情景）
教师说：”Sam is going to
Daming’s house. Where is Daming’s
house? Is it
in West Lake Road or East Lake Road? Let’s wactch
the VCD.”
学生观看课文VCD，找出答案并回答。
教师提问：”Sam asks the way to the policeman. How
does he ask?”
学生听课文录音，大屏幕上出示Sam的问话。教师指导学生读句子。
所有学生来扮演Sam,教师来扮演policeman，同时在大屏幕上演示出
课文中的路线
图，教师边指图边讲解。教授词组go straight onturn
left turn
right。
教师在大屏幕上出示几种路线图如： 让学生说出路线。
（通过练习及时操练重点词组。）
学生打开书，跟录音朗读课文。
分角色朗读课文。
IV. Practice:
1.
活动：问路。
让学生自己画一幅地图，上面有三条路，分别标有school zoo
supermarket my house. 在地图的某处标有You’re here.
教师请
学生用自己的地图进行两人小组练习，一人问路：”Where’s the zoo,
please?”，另一人指路:”Go straight on and then turn
left”。
（此活动目的在于巩固练习问路及指路的语句，培养学生观察和动手
能力。）
2. 活动：我迷路了。
教师准备一些路线图和要找的目的地单词卡。教师将单词
卡片发给一
些学生，再将路线图发给另一部分学生，那单词卡片的学生作为迷路
者来问路，如：
”I’m lost. Where’s the park?”拿着路线图的学
生帮助他们来指路。
（学生在活动中操练了问路和指路。）
V. Summary:
教师说：”Today we have learned how to ask and show the
way
with Where’s „, please? Go straight on.
Turn left. Turn
right. ” We use them in the
daily life.
VI Homework
请学生画出从家到学校的路线图并英语标注。
Unit 2 It’s at the station.
一、准备阶段:
Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标：
学习句子：The train is going updownpast the hill.
能力目标：能够用英语问路和指路
Ⅱ 教学重点;
1.
学习句型The train is going updownpast the hill.
2.
掌握单词及词组：Trainuphilldownpaststation
Ⅲ
教学难点:掌握表示地点和方位的词
Ⅳ 辅助资源：
挂图、录音机、磁带、图片
二、教学过程:
I. Warming up
TPR活动：教师或一名同学下口令turn lefthands uphands
down
等,全班学生做动作。
II. Revision:
请几名学生展示自己
上节课画的路线图并向大家介绍从自己家到学
校的路线，教师可把学生的路线图用投影放出来。
（此活动既使学生的作业得以反馈，复习了已学过的知识，又为
本课的新内容做好铺垫。）
III. Presentation:
1. 教师准备一涨
有课文背景图案的挂图，将小山、房子、学
校、火车站分别贴在图上，并讲解单词hill和stati
on。
2. 出示火车图片并说：There’s a train from
Beijing to our
is the train going?
将火车贴在山上的位置，引导学
生说出：“The train is going up the
hill.板书该句子。
3. 移动火车到山下的位置问：“Where is the
going now?引导
学生说出：“The train is going down the
hill.
4. 同样方法讲解 It’s going past„.
5.
呈现课文：
出示课文挂图，提问学生：Where is the going
now放课文录音后，
学生回答问题。
（听课文之前教师先给出问题能有效的帮助学生理解课文及巩固刚
学过的重点句型。）
放录音，学生边听边指出句子。
跟录音朗读课文。
IV. Practice:
1. 活动：火车在哪里。
教师将“hill”, ”houses”,
”school”, ”station”,图片交给
学生请他们站在相应的位置。将”train”的
头饰交给另一名学生，
并邀请一些学生乘坐火车。老师请火车开动起来，并请其他同学一起
说出
火车经过了哪些地方。
（此活动的目的在于在活动中巩固、练习表达方位的单词。培养学生
的合作精神。）
2. 完成P8练习3。
学生两人一组，学生A说出路线，学生B根据A的描述找到相应的地
点。学生A：Go straight on, turn left. It’s on your night. 学
生B: Is it the supermarket? 学生A: No, it isn’t.
3. 活动：How can we go to Carrefour?
学生以 小组为单位讨论后设计出从学校到最近的一家Carrefour的
路线图。然后到前面来给全班学生讲 解路线，选出最合理的一组获胜。
4. 学Chant。
教师首先播放一遍chant录音，请学生边看图边听。
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边模仿学说。
听录音连贯跟读几次，鼓励学生加上动作。
5. 学唱歌曲。
教师首先播放一遍歌曲录音，请学生边歌词边听。
学生找出生词，教师解释词义并指导学生读音。
再放录音，逐行停顿，学生边听边学唱。
听录音连贯跟读几次，鼓励学生加上动作。
V. Summary:
请学生总结今天所学的重点句子和单词。
VI Homework
看P8图来描述火车所在位置。
Module 3
Activities
Unit 1 She’s writing a letter.
教学目标
1．Key sentences: This is my sister.
She’s writing a letter.
lary: writing a letter, taking pictures,
talking to
her friends, playing
with a toy train..
教学重难点
Aims 1, 2,3
教学方法
Listen, TPR, communication
教学准备
A recorder some cards wall chart
教学过程
教师活动
学 生 活 动
ask Ss : “What can you
see?”
the tape , get the Ss write down all
the numbers they
hear.
(Plays the tape two
or three times)
some individual student to
say the numbers they heard.
teacher writes
the following words on the board: is are
to the words and say the words.
adds the following word on the board: ‘s
7.
Tell the Ss that this is the short form of
“is
the Ss look at their books, find these
words in the story.
Warmer:
1.
Greetings.
2. Ask and answer:
Who is he?
Who is she?
What is he doing?
What is
she doing?
Call some Ss answer, then get them
work in groups.
and repeat.
1. Teach
the new words: 2. Call some Ss read and spell
the words. writing a letter, taking pictures,
talking to
friends, playing with
a toy train..
3. Practice the words more
times by individual student or
group.
4.
Have the Ss open their books, and look at the
pictures in
books, ask them: “Who are
they?”(Daming, Lingling, Amy, Tom)
“What are
they doing?”(They are talking.) “What are they
talking about?”
学生问好
Ss
repeat
Ss look at the picture and answer the
questions
5. Play the tape, get the Ss
listen.
6. Play the tape again, pause it
after each utterance, get
the Ss repeat.
7. The teacher read the text again, get the
Ss repeat.
8. Call two Ss act the roles in
text.
Step2. Listen and say.
1. Play the
tape, stop the tape after A finishes talking. Tell
the Ss they are B, they can read B’s
sentences.
2. Work in pairs, one is A and
one is B.
book
Ss listen a
Call some
Ss to repeat the sentence they hear
板书设计
MODULE 3 Unit 1
This is my sister.
She’s
writing a letter.
Unit
2 What are you doing?
教学目标
1. Talk about
the pictures.
2．Key sentences: What are you
doing?
I’m watching TV.
lary: listen to, read, do my homework
教学重难点
Aims 1, 2,3
教学方法
视听法、交际法
教学准备
A recorder some cards wall chart
教学过程
教师活动
学生活动
Warmer:
1．
Read the text of Unit 1.
2． Game: Tell me
more
(The teacher writes the following
information on the board
before the lesson).
She’s writing a letter.
She’s taking
pictures,
She’s talking toher friends,
She is playing with a toy train.
3.
Tell the Ss that I’m going to say the pictures and
they
have to point to the correct activities.
4. Work in pairs. One say and one point.
Step1. Look , listen and point.
1. Get the
Ss to open their books of Unit2, look at activity
1, then the teacher points to the pictures,
ask the Ss: “What
can you
see on the
pictures?”
Ss read the text
Ss look at
the picture and answer the questions
(The Ss
tell the teacher what they see).
3. Repeat
the sentences.
4. Now listen to the tape and
point to pictures.
Step2. Ask and answer
some activities on the board, give the Ss some
information about the activities.
What are
you doing?
I’m listening to music.
I’m
watching TV.
I’m reading a book.
What is he doing?
He’s reading a
book.
What is she doing?
She is watching
TV.
2. Ask and answer. The teacher should give
an example first.
3. Work in pairs.
and
repeat. Pay attention to the stress.
and
chant.
exercises of AB book.
Homework:
the words and text of Unit1.
the
words of M1.
Ss reapeat
Ss listen and
point
Ss practise
Ss repeat
Say the
chant
板书设计
MODULE 3 Unit 2 What are you doing?
What are you doing?
I’m listening to
music.
I’m watching TV.
I’m reading a
book.
What is he doing?
He’s reading
a book.
What is she doing?
She is
watching TV.
Module 4 In the park
Unit1 What are they doing?
教学目标
1.
Talking about activities in the park
sentences: Present continuous:
What are they doing?
They
are rowing a dragon boat.
lary: let’s, get on,
lots of, interesting, thing, look
at, people,
park, lake, row, boat, men, chess, drink, hungry
教学重难点
Aims 1, 2,3
教学方法
视听法、交际法
教学准备
A recorder some cards
pictures
教学过程
教师活动
学 生 活 动
Warmer:
1. Greetings and review the activities:
writing a letter,
taking pictures,
talking to friends,
playing with a toy
train..
2. Revise the activities with the
actions.
(writing a letter,
taking pictures,
talking to friends,
playing with a toy train..)
3 The
teacher ask the Ss: “Last lesson we learnt about
the people in the park.
(1)Look at the
people in the park, what are they doing?
(2)Look at the people on the lake,what are
they doing?
(3)Look at the men under
the tree, what are they doing?
(4)Look at the
girls, what are they drinking?
4. Call some
Ss answer.
(1)They are doing taijiquan.
(2)They are rowing a dragon boat.
(3)They
are playing chess.
(4)They are drinking
soybean milk.
Then point to the form on
board, get the Ss say the activities
on it
,and ask them “What are they doing?”
Step1:
Presentation
1. The teacher show 4 pictures,
have the Ss to describe the
pictures
(1)They are doing taijiquan.
(2)They are
rowing a dragon boat.
(3)They are playing
chess.
(4)They are drinking soybean milk.
2. Write the following sentences on board:
What are they doing?
They are rowing a
dragon boat
Ss read the text
Ss look at
the picture and answer the questions
3.
Teacher describe the pictures and get the Ss
listen.
4. Do more examples for Ss,
make them understand the meaning.
lesson
1. Have the Ss open their books, and listen
to the tape, then
find “What are they doing?
They are rowing a dragon boat” in
the text.
2. After listen, check their answers.
3.
Show the cards on board , teach the new words:
let’s, get on, lots of, interesting, thing,
look at, people,
park, lake, row, boat, men,
chess, drink, hungry
4. Practice the words
more times by individual student and
groups.
5. Have the Ss find the new words in text ,
and underline them.
Ss reapeat
Ss listen
and point
板书设计
What
are they doing?
They are rowing
a dragon boat.
Unit
2 What is Amy doing?
一、教学分析(Analyze
teaching)
1、教学内容分析：
本节课主要是学习和运用句型 What
are they doing?
They're doing sth.
What's he she doing? He She is
doing
sth. 让学生学会询问他人正在做什么。
2、教学对象分析：
本节课的教学对象是小
学四年级的学生。在知识掌握上，他们已有初
步的听、说、读、写能力。在教学中教师要抓住学生的这些
特点，通
过运用TPR直观生动的教学方法，激发学生学习兴趣的同时，尽量多
创造让学生“说
”的机会，充分发挥学生的主体地位；使学生获得成
就感，增强自信心。
二、教学目标（Teaching aims）
1、知识目标（Knowledges
aims）
（1）学习单词 : running jumping
（2）学习如何询问他人正在干什么及其应答。
What are they
doing? They're playing„„
What's she he
doing? She He is running„„
（3）学习歌曲《Row
your boat》
2、能力目标（Abilities aims）
（1）使学生能够运用现在进行时，询问回答并描述他人正在干什么。
（2）通过学习，使学生能听懂会唱英文歌曲《Row your boat》
3、情感目标（Feelings aims）
（1）根据学生的实际水平设计教学活动，培养学生积极参与活动的
意识和同学间的合作精神。
（2）通过英语歌曲的学习，有效地激发学生英语学习兴趣，同时培
养学生的想象力和
创造性的思维活动能力。
三、教学重难点
1、教学重点（Keypoints）：能运用 What are they doing?
What's he she doing?
询问别人正在干什么？并根据情况回答
They're doing sth. He She
is doing sth.
2、教学难点（Difficult
points）：学生能根据实际情景，询问描
述正在发生的行为或动作。
四、教学准备（Teaching aids）
多媒体课件（CAI），农村小学英语远程教育资源,简笔画图片等
五、教学方法（Teaching methods）：采用全身活动法，反应法，小
组合作
学习法组织教学，游戏、儿歌、活动贯穿始终，充分调学生学
习积极性和主动性，培养学生创新思维。
六、教学过程（Teaching procedures）：
（一）Warming--
up
ngs.
T:Good morning, boys and
girls.
Ss:Good morning , Ms Wan.
T:How are you?
S1:I'm fine,
thank you. And you?
T: I'm great, thank
you.
T: How’s the weather like today?
S2:It’ sunny today.
English song.
T: Yes, today is sunny, I’m very happy.
Are you happy? Ok,
Let’s sing a song. Head
shoulders ,knees and toes. OK?
some words
and phrases with actions.
eg : playing
football, swimming , watching TV„„
(二）Presentation
(1)Teach
Teacher
does actions and says: Boys and
girls
,what am I doing? Yes, I'm running, running. Then
write
“running” on the blackboard. And read
it several times. Learn
(2)Teach are
they doing? They're playing
basketball.
What is he she doing? He She is
r
makes two boys or girls do action with
“running jumping” Then asks
help Ss
answer: They're runningjumping. Then make a boy or
a
girl does action and asks: What is he she
doing? Make Ss
answer: He She is
playing basketball. While write
these
important drills on the blackboard.
(三)Practice
at the screen (CAI),
Learn say, ask and
answer, and using
the target drills.
What are they doing?
They're playing„„
What's she he doing?
She He is running„„
exercises on page 16.
Look, listen and guess
are Sam and
Daming doing? What is Amy doing?
the
guessing game and have a match between
boys team and girls team .
(四)Learn
the English song
the CAI, enjoy the
song.
the song after teacher and CAI.
the song together as well as do
actions.
some Ss show this song.
(五)Homework
exercise book on page 16 Ex
1, 2
(六)Teaching design.
Module 4
Unit 2: What is Amy doing?
What
are they doing? They're Playing
football.
What is he she
doing? She He's running.