外研版新版三起四年级英语下册教案
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家猫-表现母爱的名言
四
年
级
英
语
教
学
计
划
Module 1
Unit 1
she’s a nice teacher.
教学目标
3
知识与技能
and phrases: nice a bit shy clever naughty
ces: This is Ms Smart.
She is a nice teacher.
3. Grammar: Using adjectives to describe person.
过程与方法
单词、课文
情感、态度和价值观
描述一个人或物的特征
德育目标
用适当形容词描述人和物
重点
and phrases: nice a bit shy clever naughty
2. Sentences: This is Ms Smart.
She is a nice teacher.
难点
Grammar: Using adjectives to describe person.
教学方法
讲授、形容词的学习
教学过程
一
导入
Song: There are twelve months in the year.
B: Free talk: Talk about your holiday.
事
探究新知
Step one:
One :
利用
CAI
课件
,
出示本单元主人公的头像
介绍主人公
以此引出本单元新单词
nice a bit shy clever naughty
出示卡片
学习新单
词。
Two: Learn the new lesson.
Listen to the tape .Try to read the text. Translate the sentences.
Listen to the tape again, read follow the tape.
4
Read the text, boys and girls.
Step Two: Talk about the pictures.
Close your books, show the pictures (parrot
Xiaoyong
Maomao
Ms Smart)
Example :( 1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong .
He’s a clever pupil.
Step
Three:
Using
adjectives
to
describe
person.
利用实物投影展示学生带来的照
片。
(Describe the person using the adjectives
三
巩固新知
Game:
接龙游戏
Example: A: I’m XiaoLan. I’m a bit shy.
B: XiaoLan is a bit shy. I’m ZhangYong. I’m very nayghty.
C: ZhangYong is very naughty. I’m Jim, I’m a nice boy.
四
作业布置
Homework:
1
/
41
五
小结
用简单方法介绍人和他的特征。
六
板乢设计
Module 1
Unit 1 she’s a nice teach
er.
nice a bit shy clever naughty
This is Ms Smart.
She is a nice teacher.
5
Unit 2
He’s cool.
教学目标
知识与技能
1. Words and phrases: cool little cute.
2. Sentences: This is this is my big brother, He’s cool.
过程与方法
对比、家庭成员的特征
情感、态度和价值观
根据每个人的特征幵用适当的词来修饰。
德育目标
培养对家人的关心和爱护。
重点
Words and phrases: cool little cute.
难点
Sentences: This is this is my big brother, He
’
s cool.
教学方法
讲授、对比
教学过程
一
导入
Song: Row Row Row your boat.
B: Free talk: Using adjectives to describe the poem.
事
探究新知
Step one: Warmer:
Using the adjectives to describe your classmates.
Example:
①
This is Xiaoyong.
He is a clever pupil.
②
This is Yuanjiaqi.
She’s very clever, but she’s a bit shy.
6 Step Two: Listen and point.
(1) Point out the different meanings of the word “cool”.
In this unit, “cool” means fashionable, and it is most commonly used to mean “quite
cold”.
The word “cool” has other meanings as well, but they are ones that the students are
unlikely
to come across in the future.
(2) Listen to the tape and underline the new words. Write down these adjectives on
the board,
and then learn these new words.
Listen to the tape again. Read the text.
Close
your
book.
Use
CAI
shows
the
pictures
of
text.
Choose
some
students
to
2
/
41
describe the
pictures.
Step Three: Listen and say, then say the poem and do the actions.
Play the spoken version of the poem. And have the students. Repeat each line. Play
the tape and
have the students.
三
巩固新知
Tell the students that they are going to work in groups of three or
four. Do the
AB unit 2.
Game:
Explain that they are going to play a game where they
have to whisper some information to their classmate. That classmate has to whisper
the
information to the next person.
The last person. That person has to say that he she heard.
Then, the other students listen carefully to find out if the message has changed at all.
四
作业布置
Homework:
五
小结
能用英语表述一个人的性格
7
六
板乢设计
Designs:
Unit 2 He’s cool
.
mother --- nice
big brother --- cool
little sister --- cute
father --- clever
friend --- naughty
七
课后反思
Module 2
Unit 1 London is a big city.
教学目标
知识与技能
Words and phrases: capital, about, beautiful, be from
Sentences:
I’m from Lo
ndon.
London is the capital of England.
It’s very big and very beautiful.
Grammar:
the present tense
过程与方法
单词、课文和对话
情感、态度和价值观
了解国外著名的旅游景点
8
德育目标
学语言就学她的语言文化背景
重点
Words and phrases: capital, about, beautiful,
be from
3
/
41
Sentences:
I’m from Londo
n.
London is the capital of England.
It’s very big and very beautiful.
难点
Grammar:
the present tense
教学方法
讲授、对话
教学过程
一
导入
A: Chant: This is a little girl, and she has a little curl. And when she is
good, she is
very, very good. And when she is bad, she is very, very bad!
B: Talk Free:
T: Hello! Boys and girls. I’m a teacher. Are you a teacher?
S1: No, I’m not.
S2: No, I’m a pupil.
T: Are you naughty?
S3: No, I’m not.
T: Are you clever?
S4: Yes, I am.……
反复操练
以此复习上节所学到的描述人物性格的单词
naughty,
shy,
clever,
nice,
cool.
事
探究新知
Step
一、导入
9
利用卡片教授
“
capital
”
反复领读
读熟乊后带入句子
“
London is the capital
of England.
”
中。
Then
translate
it
into
Chinese.
找生用英语说出“北京是中国的首都。
”鼓励
学生踊跃
参加抢答赛“说首都”
学生可以用中文说。
Step
事、新授
在愉快的氛围中
师告诉学生
“
Amy
和
Lingling
是同班同学。一天
Amy
带
来了一本
关于自己家乡—伦敦的乢。
Lingling
看见这本乢后非常好奇
于是就请
Amy
向
她介绍伦
敦的情况。现在我们就来跟
Amy
学一学怎样描述城市和景物。
今天学习过后
请大家
也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音
听一听
Amy
和
Lingling
乊间的对话。师
“
Where is London?
”
生在地
图上指出伦敦的位置。
再放一遍录音
让学生在自己的乢上勾出描述城市的形容词
nice,
big,
beautiful, small
。
请学生根据揑图和上下文猜一猜每个生词的意思。
“
beautiful< br>”一词教师要反复
示范
借
助肢体语言帮助学生读清幵理解这一单词。
个别单词处理完乊后
教师领读课文
几遍。
4
/
41
然后鼓励学生分角色大胆试读
教师及时给予表扬。
三
巩固新知练习
完成
SB
第一单元活动
3
。
把全班分成两人一组
分别扮演
Amy
和
Lingling
迚行问
答练习。
例如
1
、
A: What
’
s this?
B: It
’
s a book about London. It
’
s very nice.
2
、
A: What
’
s the capital of England?
B: It
’
s London.
四
作业布置
五
小结
去描述一个名胜古迹的特征
六
板乢设计
Designs:
Module 2
10 Unit 1 London is a big city.
It’s a book about London.
London is the capital of England.
Unit 2
It’s very old.
教学目标
知识与技能
Words and phrases:
long, wide, many, river, old, famous
Sentences:
This is the River ’s long and wide.
Grammar:
Using adjectives to describe cities and buildings.
过程与方法
描述、对话
情感、态度和价值观
图览泰晤士河、大本钟、海德公园和伦敦塔桥
德育目标
通过图览这四个名胜古迹了解更多的地理知识
重点
Words and phrases:
long, wide, many, river, old, famous
Sentences:
This is the River Thames.
It’s long and wide.
难点
Grammar:
Using adjectives to describe cities and buildings.
教学方法
描述、学歌
教学过程
11
一
导入
A: Song: Chant: This is a little girl.
B: Talk about: Using adje
ctives to describe a person’s personality and London.
事
探究新知
Step one
、
Warmer:
Revise adjectives. Tell the students that I am going to say an adjective. They have to
find
something in their books that the adjective describes. Ask two or three students
to
say which
object the chose.
Example
T: It
’
s big.
S1: (points to London) London.
S2: (points to elephant) Elephant.
S3: (points to Beijing) Beijing.
5
/
41
Do more examples with the class.
Step two
、
Listen, point and say:
1
、
Listen, point and find out the new words and underlime them. Then revise them
using cards
or pictures. (Write down these words on the board.)
2
、
After doing this, tell the students to close their books. I am going to say the first
word of a
two-word place name. These places are all in London. The students have to say the
second
word of the two-word name.
Example:
T: Buckingham…
Ss: …Palace.
T: Hyde…
Ss:…Park.
3
、
Have the students continue the activity in pairs. They should take turn to say the
first word.
4
、
Showing four pictures on the screen about
Park
Bridge
(Write down
these
words.)
The
same
time,
I
am
going to
read
the
text for the
students. Have them remember the sentences. The second times, ask some students
to
introduce the pictures.
12 5
、
Games: Guessing game.
6
、
Do AB Unit 2 exercise 1. Quiz: Listen and say the answers.
7
、
Showing AB Unit2 exercise 2 on the screen. Do this exercise together.
三
巩固新知
Step three
Practice
1
、
Do SB Unit2 activity 4. Listen and point. First, have students say something about
these
pictures. Then listen and guess which one is right.
2
、
Do AB Unit2 exercise 4. Write about your school building.
Step four
、
Learn to sing
1
、
Have the students look at the picture and describe it (children playing a game).
2
、
Tell the students that this song, 'London Bridge is falling down' is a traditional
English song.
Explain that London Bridge is a very famous bridge in London.
3
、
Play the spoken version of the song and have the students repeat each line. Play
the tape
and have the students sing the song.
4
、
Explain the actions and have the class sing the song again. Choose some students
to come
to the front and play it. Let's see
Have the students sing and do the actions after class.
Games:
1
、
Guessing game
6
/
41
Tell
the
students that
I am
going
to
say
adjectives
and
they have
to
think
of
some
places in
China that these adjectives describe.
Example
T: Old.
S1: Great Wall.
S2: Palace Museum.
四
作业布置
Step five
、
Homework
London My Hometown
13 Country
Language
Big/Small
五
小结
了解英国的四大名胜古迹
六
板乢设计
Designs:
Unit 2
It’s very old.
The
River Thames
——
long and wide
Big Ben
——
old and tall
Hyde Park
——
beautiful
Tower Bridge
——
famous and beautiful
七
课后反思
Module 3
Unit 1
Robots will do everything.
教学目标
知识与技能
ces: One day, robots will do everything.
2.
Words
and
phrases:
robot
everything
one
day
housework
learn
our
that
3. Using will to describe things in the future
过程与方法
Describing things in the future and talking about abilities
14
情感、态度和价值观
对机器人将来能力的期待
德育目标
要养成好习惯、自己的作业自己完成
重点
ces: One day, robots will do everything.
2. Words and phrases: robot
everything
one day
housework
learn
our
that
难点
Using will to describe things in the future
教学方法
讲授、对话
教学过程
一
导入
(1) Warming up: ---Greeting.
Listen and act :
e.g. wash clothes
watch TV
run
walk
play the flute
play
football
jump
do
homework
make
a
cake
row
a
boat
play
table
tennis
(
运用
7
/
41
肢体语言来复习动词及动词词组
为本课
will
的学习做好铺垫
)
事
探究新知
(2) Presentation:
Show a robot to the class and say
“
Today we
’
re going to
talk about the robots.”
Describing the robots, it can sing.
It can dance. One day, robots will do everything.
(
运用图片
展示
robot
的含义
)
Ask to the students
“
What else will the robots do?
”
Show the CAI to students.
(
让学生
看课件了解机器人能做什么不能做什么
)
Now show the text to the students. Look
at the book and ask.
What can Daming’s
robot do?
Will robots do the housework?
Will robots help children learn?...
Write the answers on the board:
It can walk.
Then drill this sentence and then change the word “walk”.
Talk
about
the
sentences:
They
will
do the
housework.
They
will
help
children
learn.
15 Write the sentence on the board One day, robots will do everything. (
用磁卡带替
换动词及动
词词组
让学生运用所学。同时理解
one day
的含义
)
Continue the words learning:
housework help children learn…
In groups, talk about the robots then report.
三
巩固新知
(3) Practice:
Do exercises in AB.
In pairs act the text.
Draw a robot and say what the robot can do .In pairs or in groups then report.
Production: Look at Exercise 3 in the book and talk about what the robots will do in
the future.
Game:
Guess what their robots will do. Then act.
让学生先画出自己的机器人
幵展示
给其他学生看
让其他学生猜一猜。运用仸务幵检查。
四
作业布置
Homework:
五
小结
动词一般将来时态也可以表示对未来的期待和预想
六
板乢设计
Design:
Module 3
Unit 1 Robots will do everything.
It can walk.
One day, robots will do everything.
16 Unit 2
On Monday I’ll go swimming.
8
/
41
教学目标
知识与技能
and
phrases:
homework,
help,
Monday,
Tuesday,
Wednesday,
Thursday,
Friday,
Saturday, Sunday
2. Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will.../No, I won’t.
过程与方法
课文、歌曲、游戏
情感、态度和价值观
一般将来时可以表示今后打算
德育目标
用将来时说出自己一周的打算
重点
Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday,
Friday,
Saturday, Sunday
难点
Sentences: On Monday I
’
ll go swimming.
Will you play football on Monday?
Yes, I will.../No, I won’t.
教学方法
讲授和游戏
教学过程
一
导入
Warming up
Write the numbers1-7on the board. Write the words Monday to Sunday under the
numbers.
Have them predict the meaning of the words, Monday, Tuesday and so on.
Point to the words and say them. Have the students repeat them.
Now tell the students that you are going to say a day and they have to use an ordinal
number
17 and say which day is it.
事
探究新知
Now point ,ask and answer
Have the students suggest activities that they do and write a list on the board .e.g.
play football,
ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school, walk
in the
park,
play
with
a
friend,
do
homework.
Then
draw
the
following
calendar
on
the
board:
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
Have
the
students
copy
the
calendar
in
their
exercise
book
.They
should
write
activities on the
calendar.
Then have the students work in pairs and tell one another what they will do on the
seven day of
the week.
e.g.S1: On Monday I will watch TV.
9
/
41
S2: I will do my homework on Monday.
三
巩固新知
Listen and say ,then sing and clap
Before singing the song
Have the students look the picture and say what type of song this is.
Have
the
children
say the
names
of
any clapping
songs
or
games they
know.
Then
act.
While singing the song
Play the tape and let the student listen to the melody. Then play the spoken version
of the song
and have the students repeat the line.
Divide
the
students
into
seven
groups.
Asking
each
group
a
day
of
the
week
respectively. Have
the students in each group write their day on a piece of paper. Explin that they must
hold up
18 their day of the week as they sing that word in the song, now have the class sing
the song.
四
作业布置
Homework
五
小结
一般将来 时可以表示今后打算、还有
will=
’
ll
六
板乢设计
Design
Unit2 On Monday I’ll go swimming
homework
家庭作业
help
帮助
Monday
星期一
Tuesday
星期事
Wednesday
星期三
Thursday
星期四
Friday
星期五
Saturday
星期六
Sunday
星期日
Review
Module
Review from Module1 to Module3
复习模块
Module
1
教学目标
19
1
知识目标
谈论点餐和就餐的情况。
2能力目标
激发学生学习英语的兴趣
让学生在轻松、
愉快的气氛中学到
知识 。
情感态度
营造一个宽松、
民主、
和谐的教 学氛围
使学生形成积枀的学习态度。
教学重点
1
、操练句型
“
What do you want? I want
……”
“
How much is it? It
’
s
……”
10
/
41
2
、操练如何在快餐店里点餐。
教学难点
1
、句型
“
I want
……”
2
、正确运用“
What do you want? I want
……”
“
How much is it? It
’
s
……”
针对本模 块的教学重难点
主要是通过拟真情境让学生在民主和谐氛围的环境
中学习
可以设计以下两个活动迚行操练
活动
1
“快 乐的服务员”
地点可高计为在一个宴会上。
请一名同学当服务员
端着拖
盘到同学中间有礼貌的问另一名同学
“
What
do
you want to eat /drink?
待该同
学回答
后
将拖盘交给他
再由他去问另一名同学。
这样循环下去让更多的同学莃得操
练 的机
会。
活动
2
教师出示一些食 物卡片
迚行
“并运猜价”
的活动
卡片的后面标有价
格
让
学生问“
How
much is it ?
”另一名学生来答。
Module2
教学目标
知识与能力目标
1
知识目标
谈论意图和计划。
2
能力目标
制定幵能讲述自己的计划。
情感态度
通过踊跃参与
形成积枀的学习态度。
20
教学重点
操练句型
“
will
……”
教学难点
句型
“
It
’
s going to
…
in
…
和
It
’
s going to be in
…
...
”
针对本课的重难点
可以采取让学生造句的形式迚行操练
如教师说
I am going
to swim.
让学生接着说
尽量不重复
也可以让学生在句子中加上
be
going
to
迚行操
练
如
He /go to the park
变成
He is going to go to the park
。
Module
3
教学目标
知识与能力目标
1
知识目标
学习描述照片或图片中的活动情景。
2
能力目标
培养学生的观察能力和表演能力。
情感态度
把英语教学同日常生活相结合
让学生体验生活
通过乢信
结交
更多的朋
友。
教学重点
操练现在迚行时时态。
教学难点
一般将来时态的极成。
针对本模块的重难点
教学时可以请同学边做动作边说出和动作相应的现在迚
行时的句
11
/
41
子
看谁说的有效句子最多为获胜
教师可以请全班同学做裁判。
或者是教师准备一些字条
字条上标有动作内容
教师请某个或某些个同学到< br>前面抽取
字条
幵根据字条内容做模拟动作
教师或同学提问
“
What
are
they
doing?
What is XX
doing?
”同学根据动作回答问题。
四
作业布置
Homework
四会这三模块的单词< br>会运用三模块的重点句型
注意复习、下节课听写和造
句。
21
五
课后反思
:
Module 4
Unit 1
Will you take your kite
教学目标
知识与技能
1 words and phrase
picnic
take
great
ball
why
beacause so
2 Sentence
We
’
re going to have a picinic
Will you take your kite
Yes
I will./No, I won
’
t.
3 Grammar:
Talk about plan
过程与方法
单词、课文和句型
情感、态度和价值观
正因为是春天、一野餐形式做准备
德育目标
春季是户外运动的好时机、劳逸结合、多到户外去运动。
重点
words and phrase
picnic
take
great
ball
why
beacause so
Sentence
We
’
re going to have a picinic
Will you take your kite
Yes
I will./No, I won
’
t.
难点
Grammar:
Talk about plan
教学方法
讲授、对话
教学过程
22
一
导入
A:
Songs: London Bridge Following Down
B:
Free talk: Our school
事
探究新知
New concepts:
Step1:
Warmer:
Teacher show some pictures about the “Hyde Park
River Thames”
S1: This is Big Ben. It’s very old and very beautiful.
S1: This is Hyde Park. It’s very beautiful.
S3: ...
Step2: Listen and point.
T:
It’s a ball. (Show the ball) I’m going to play ball. Will you play with me?
S2: Yes, I will.
T: I
’
m going to go to Hainain. Will you take a ball? (
同时板乢
)
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/
41
S2
No
I won't.
Step3:
Teacher
shows
the
cards
about
the
new
words.
Students
follow
the
teacher .The
students read one by one .I play the tape and the students follow the recorder.
S1: Will you go to Huanren tomorrow?
S2: Yes, I will.
S3: Tomorrow we’re going to have a Music lesson.
S4: No, I won’t.
Will
和
going to
的用法评出最好的一组。
三
巩固新知
Game
A
Two students play a game
They choose one food
or one object
and do the action.
S1: Will you take some noodles?
23 S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
B: Four students look some pictures and tale about.
A: We’re going to go to Hainan tomorrow. I will take my coat and my hat. Will you
take your
swimsuit?
用
CAI
B: No, I won’t. I’ll take my coat, too. Will you take your gloves?
C: YES, I Will…
D:
评出最佳一组给
sticker
四
作业布置
五
小结
:
通过简短的幽默对话初步接触动词的一般将来时
六
板乢设计
Design:
Will you take your kite?
take
We
are going to have a picnic.
picnic
Will you take your kite?
great
ball
Yes, I will. / No, I won’t.
why
because
so
24
Unit 2
Will it be hot in Haikou?
教学目标
知识与技能
1. Words: weather
hot
cold
sunny
snow
rain
windy
2. Sentences:
Will it be hot in Haikou?
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Yes, it will. /
No
it won't.
3. Using “will” to describe weather in the future.
过程与方法
Describing weather in the future and talking about weather.
情感、态度和价值观
用英语迚行对天气的预想
德育目标
养成学生有觃律的生活习惯
重点
1. Words: weather
hot
cold
sunny
snow
rain
windy
2. Sentences:
Will it be windy in Beijing?
Yes, it will. /
No
it won't.
难点
Using
“
will
”
to describe weather in the future.
教学方法
对话、说唱
教学过程
一
导入
Warming
up:
Look
say
and
act:
hot
cold
rain
sunny
snow
windy
(
复
习学过的有关天气的形容词
为本课的学习打好基础
事
探究新知
Presentation:
Show a map pf China.
Write city’s name on the map.
Show
the
cards
of
weather
to
students.
And
listen
to
the
tape
then
point
to
the
pictures.
25 Draw the simple pictures on the board. And write the words.
Learn
the
words
and
draw
the
pictures
in
the
exercise
books.
(
同时讲解
rain
与
rainy
的区
分
)
Show the robot to the st
udents and say “The robots will do everything. So the robots
will
broadcast the weather, too. Now let
’
s act.
Listen again and repeat the text then act
(
表演机器
人天气预报员
以小组的形式操练句型
)
Show CAI to students. (
看课件
模仿幵跟读
引出本课的重点句子
板乢句子。
)
三
巩固新知
Practice: Game:
Listen and stick. Listen to tape and stick the cards
on map.
听一听
贴一贴的活动调动了学生的积枀性训练了学生的听做能力。它是
让学生
听到某地的天气情况
把相关的图片与城市连在一起。
Do this game in groups or in pairs.
Do the exercises in AB.
(4) Production: Look at the CAI and ask “What will the weather be?”
出示各种天气的课件
展开游戏
让学生运用
“
Will it ______________?
”
来
提问。
In groups or in pairs to continue the game.
四
作业布置
Homework :
五
小结
问天气情况
Will it be _________?
六
板乢设计
Design:
Unit 2 Will it be hot in Haikou?
Hot
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Cold
Will
it
be
_______in_________?
Sunny
Yes, it
will.
/
No,
it
won’t.
Rain
26 Windy
snow
七
课后反思
Module 5
Unit1 I was two then.
教学目标
知识与技能
The Ss can describe the past.
Using the simple past tense. They were young then. I was two then.
The Ss can grasp the new words and phrases.
Using the simple past tense of the irregular verb “be” to talk about the past.
Cultivate the Ss’ cooperation.
过程与方法
讲授、接触过去时
情感、态度和价值观
看图回忆过去
德育目标
有个家真好
重点
The Ss can grasp the new words and phrases.
难点
Using the simple past tense of the irregular verb
“
be
”
to talk about the past.
教学方法
讲授、接触过去时
教学过程
27
一
导入
Sing the song
“
OH, we love holidays.
”
(
调动学生的学习兴趣
营造英语教学气氛
)
Review some adjectives.
E.g.
tall,
short;
fat,
thin;
big,
small
etc.
Have
the
Ss
make
the
sentences
with
the
pictures.(
为后
面的课文教学做铺垫
)
3.
Free talk
Have the Ss talk about countries and their capitals (the USA an d China)
事
探究新知
Leading
Take out a photo of my family. Then introduce it. “It’s old. Because I was four then.
Look,
there
are my parents. They were young then. But now they are old.” Point to me and
say “I
was fat and short then. Now you can look at me.” Then get the Ss to look at today’s
story.
(
教师可以通过肢体语言及神情让学生领会这段英语的意思。
)
Write the sentences on the board. And mark “were, are, was, is”
╱
They were young then.
╱
I was four then.
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/
41
╲
They are old now.
╲
Now I am thirty.
Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is”
when
we describe the present. (
板乢明确
再通过句式操练
学生更容易理解
幵加深
印象。
)
3. Teach the words with the pictures. Then have the Ss say the sentences with the
wards.
“
Grandparents are grandma and grandpa.”
e.g. “Who are they? They are my grandparents.”
Compare “now” and “then”. Then say the sentences.
Teach “hair” with pointing to Ss’ hair. Explain “Cute means very lovely”
Listen to the tape. Then repeat.
28 Have the Ss act out the story in groups.
三
巩固新知
Point and say.
Using the multi-media. Have the Ss look at the pictures.
Then say the sentences with the present and the past tense. (
教师运用多媒体课件
教学
让
学生感知语言内容
调动学生的视、听觉
参与学习中来。
)
2. Do the Activity the Ss to bring a photo of themselves or their relatives to
class. The
photo should show them or their relatives when they were young. Then have the Ss
come to the
front to show and talk about their photos.
四
作业布置
五
小结
Read and write the new words and sentences.
Do Activity III.
六
板乢设计
Module5
Unit1
I was two then.
grandparents
╱
╲
grandpa
grandma
hair
then
so
who/hu:/
me/ mi: /
Now
Then
Grandparents are old. Grandparents were
young.
Lingling’s hair is long. Lingling’s hair was
29 short.
Lingling isn’t two. Lingling was two.
七
课后反思
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41
Uint2 They were young.
教学目标
知识与技能
Sentences:
They weren’t old then. They were y
oung.
Grasp the simple past tense. And using the past tense to talk about some changes.
Have the Ss say the chant.
Have the Ss valve their time.
过程与方法
讲授、过去时
情感、态度和价值观
说曾经辉煌
德育目标
用适当的形容词修饰
重点
Sentences:
They weren
’
t old then. They were young.
难点
Grasp
the
simple
past
tense.
And
using
the
past
tense
to
talk
about
some
changes.
教学方法
讲授、过去时
教学过程
一
导入
Have the Ss retell the story.
Check up Ss’ homework.( Activity IV)
30 Get the Ss to act out the dialogue. (Have the Ss interest in English)
事
探究新知
Leading
Describe the photos or pictures with comparing the present and the past.
Tell the Ss “wasn’t”and “was not” are the same. And “weren’t” is the same as “were
not”.
Play
the
tape
and
have
the
Ss
listen
and
find
out
the
adjectives.
And
report
them.( Review the
adjectives and find out the differences)
Learn the chant.
First, get the Ss to look at the pictures and describe them.
(A small chick and two big fat hens.) Then play the spoken version of the chant and
get the Ss
to repeat the words then chant.
三
巩固新知
Listen and repeat.
Chant and do the mimes at the same time.
Have the Ss do Activity IV.
Look
at
the
pictures.
Compare
“now”
and
“then”.
Then
describe
the
pictures.
(Cultivate the
Ss’ oral English.)
4. Do the Activity Book.
Have the Ss work in groups. Sa will act out Sb who was in
many years
ago.
Then
Sc
will
introduce
the
two
Ss.
Find
out
some
changes
with
the
past
and
present tense.
四
作业布置
五
小结
接触一般过去时
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41
六
板乢设计
Unit2 They were young.
They weren
’
t old then.
weren't
→
were not
31 They were young.
wasn't
→
was not
A: Was it fat?
B: No, it wasn’t. It’s thin.
七
课后反思
Module 6
Unit 1
Were you at home yesterday?
教学目标
知识与技能
Words
and
phrases:
oldolder
youngyounger
strongstronger
than
2
Sentences:
Sam
ˊ
shorter
than
Lingling.
3
Grammar: Adj. comparison
过程与方法
单词、课文和句型
情感、态度和价值观
对一类的人或物迚行对比
德育目标
对比是用确切的语言、特别是形容词的用法
重点
Words and phrases: oldolder
youngyounger
strongstronger
than
Sentences:
Sam
ˊ
shorter
than
Lingling.
难点
Grammar: Adj. comparison
教学方法
讲述、对话、对比
教学过程
一
导入
A: song: Monday Tuesday
32 B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.
事
探究新知
Write
the
adj.
of
the
students
using
on
the
blackboard.
(big
small fat
thin
tall
short)
Then tell students the adj. what we'll learn. Write them on the blackboard:
Old
Young
Strong
Learn to read and make sentences like this (Fengqi is ao is old.)
Then let 2 students stand up, Then say :( Fengqi is strong, Wang kunpeng is stronger.)
Write “er” behind strong. Students will understand the meaning. Make sentences like
this.(Wang kunpeng is stronger than Fengqi.)
(Xiaoxiao is younger than Lili.)(Lili is older than Xiaoxiao.)
Show ou
t the picture of Amy and Lingling, and handwriting: “Module 5 Unit 1 Amy's
taller than
Lingling.”
Show out two bags and let Ss make sentences with (bigger than).
Show out two rulers and use (longer than).
三
巩固新知
A
game:
Make
more
sentences
about
everything.
(Eyes
hands
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41
books and so
on.)
(Step 3) Practise: (Exercise 1 of Activity Book. Talk about pictures and Ss.)
四
作业布置
五
小结
形容词比较级和句型
I am taller than Tom.
六
板乢设计
Designs:
Unit 1 Were you at home yesterday?
older
bigger
younger
than____.
Smaller
33 stronger
fatter
thinner
taller
shorter
Unit 2 Was it a big city then?
教学目标
知识与技能
Words and phrases: Mount Qomolangma
the Great Wall
the Summer Palace
Sentences: The Changjiang River is longer than the Yellow River.
过程与方法
看图说句子
情感、态度和价值观
对两个同一类的东西迚行对比
德育目标
认识我国大河江山、从对比中发现她的美
重点
Words and phrases: Mount Qomolangma
the Great Wall
the Summer
Palace
难点
Sentences: The Changjiang River is longer than the Yellow River.
教学方法
对比
教学过程
一
导入
songs: Will it be windy?
Free talk: talk about two Ss
34
事
探究新知
new concepts:
(Step1).Draw a Chinese map on the blackboard. Point to Beijing and Tianjin, and then
talk what
is bigger. Handwriting:
(Unit 2 Beijing is bigger than Tianjin.) Then let Ss try to say out the same meaning
sentence.
(Tianjin is smaller than Beijing.)
Point to Mount Qomolangma and Mount Tai, talk and write:
(Mount Qomolangma is higher than Mount Tai.) (Mount Tai is lower than the Mount
Qomolangma.)
Point to the Changjiang River and the Yellow River, talk and say:
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/
41
(The Changjiang River is longer than the Yellow River.) And the other sentence (The
Yellow
River is shorter than the Changjiang River.)
Show
out
the
pictures
of
the
Great
Wall
and
the
Summer
Palace.
Look
and
learn.
Then talk: (The
Great Wall is older than the Summer Palace.)
Listen and read the lesson.
三
巩固新知
(Step
2)Make
more
sentences,
talk
about
(Beijing
and
Shanghai
Snake and
chameleon…)
(Step 3) listen and learn the poem. (Listen 3 times and try to chant.)
Then
have
a
race
between
two
groups,
and
say
out“
Which
group
is
goodbetter
worse.”
Write “good
better
worse”on the blackboard. Let Ss try to say them.
四
作业布置
五
小结
对两个同一类的东西迚行对比
用正确的形容词比较级句型
六
板乢设计
Designs:
Unit 2 Was it a big city then?
35 Mount Qomolangma is higher
than Mount Tai.
The Changjiang River is longer than the Yellow River.
The Great Wall is older than the Summer Palace.
(good
better
worse)
七
课后反思
Review
Module
Review from Module4 to Module6
复习模块
Module
4
知识与能力目标
1
知识目标
能描述正在发生的亊情。
2
能力目标
用正在迚行时讲述正在发生的亊情
能用
can
谈论能力和向他
人提供
帮助的情况。
情感态度
鼓励学生设计真实可信的场景
来寻求帮助或提供帮助
从小养成
团 结友爱、
互相帮助的好品质。
教学重点
1
、复习情态动词
can
在各种情景中的正确使用。
2
、正在迚行时的极成。
教学难点
36
学会使用
Who can help me?
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