-
Unit 1 My school bag
教学目标:
1
、能听懂、会说文具玩具类单词
a
school
bag,
a
crayon,
a
tape,
a knife. a storybook, a copybook, a
stapler, a toy train .
2
、
能听懂、
会说日常交际用语
What
’
s
this/
that
in/on
…
?
What
’
s
this/
that
in
English?
It
’
s
…
并获得运用语言进行交际的能力,
要求读音正确,语调自然。<
/p>
3
、能使用礼貌用语
Excuse
me.
4
、能正确理解、运用介词
in, on
。
教学重难点:
1
、能听懂、会说文具玩具类单词
a
school
bag,
a
crayon,
a
tape,
a knife. a storybook, a copybook, a
stapler, a toy train .
2
、
能听懂、
会说日常交际用语
What
’
s
this/
that
in/on
…
?
What
’
s
this/
that
in
English?
It
’
s
…
并获得运用语言进行交际的能力,
要求读音正确,语调自然。<
/p>
3
、能正确理解、运用介词
in,
on
。
教学准备:
1
、关于文具玩具类照片、图片。
2
、关于本课时的多媒体课件。
3
、板书准备:写好课题和日期。
教学课时:
3
课时
教学过程:
第一课时
Step 1 Free
talk/ Revision
1.
师生用
Good
morning/afternoon. How are
you?
互相问候。
2.
开火车问答:
A
:
Excuse me,
what's this in English?
B: It's a ...
Step 2 Presentation and practice
1
、
出示本课文具玩具类图片,同桌对话练习:
A: Excuse me, what's this in English?
B: It's a ...
A: Thank you./
Oh, I see.
2
、
讲台上放一只书包
T:
What's that on the desk?
出示词组
on, on the
desk
并领
1
读。
Make some phrases.
T: What's
in the school bag?
S:
It
’
s a storybook.
in, in the school bag
并领读
Make some
phrases.
T: What else are there in the
school bag? Guess!
T
:操练新单词
a copybook, a
stapler, a toy train
3
、
T
:(指一位学生的铅笔盒)
What's that in your pencil-box?
T: What's that on the desk?
T: Can you ask me?
4
、
T
:
Come here, xxx, what's
that on the desk?
S:
It
’
s
a
……
T: Thank you.
出示
come
here
并领读
5
、
Show the toys,
ask and answer.
Step 3 Learn to say
1 Listen to the tape.
2 Read
and repeat the text.
3 Act it.
Step 4 Consolidation
Play a
guessing game: What
’
s in my
school bag?
Sa: It's a...
作业设计
1
、操练新句型。
2
、熟读新单词。
3
、跟磁带熟读课文并背诵。
板书设计
Unit 1 A school bag(A)
A:
What
’
s this/ that
in/on
…
?
B:
It
’
s
…
第二课时
Step 1 Free talk:
1. Free
talk:
2
1.
师生用
Good
morning/afternoon. How are
you?
互相问候。
2.
引导学生用
What's your name?
互问姓名,练习
“
what's
< br>”
。
Step 2
Presentation and practice:
1
、
出示一只书包
T: What's
this? T: It's a school bag.
出示单词
a school bag
并领读
spell: bag
T: What's this in English?
出示词组
in English
并领读
T
:
What's this in
English?
同法教其它文具类单词
(a
crayon, a tape, a knife)
,并板书
2
、
T
:(放
一支蜡笔在讲台上,走远一点)
T: What's
that in English?
帮助区分
this,
that
的用法。
3
、某学生拿一物品在远处
T: Excuse me, xxx.
What
’
s that in English?
出示
excuse me
并领读
,
解释其用法,表示打扰别人。
重复对话,引出
Oh, I see.
4
、出示本课所学的文具、玩具单词,师生问答练习。
Ask and answer in pairs.
S:
同桌操练句型。
Step 3
Look and say
:
1
、
第一幅图:小女孩指着自己手里订书机好奇地问男孩。
A: What
’
s this in
English?
B: It's a stapler.
2
、
第三幅图,小女孩指着近处椅子上的一本故事书问男孩。
A: What
’
s this in
English?/ What
’
s this on the
chair?
B: It's a storybook.
Practise P24
Practise in
pairs.
Step 4 Consolidation
1. Listen to the tape and repeat.
2. Read and spell the new words.
作业设计
1 Read and
spell the new words.
2 Copy the new
words.
板书设计
3
Unit 1 My
school bag
(
BCD
)
p>
a school bag, a crayon,
a tape, a knife
a
storybook, a copybook,
a stapler,
a toy train
A
:
Wha
t
’
s this/ that
in/on
…
?
What
’
s this/ that
in English?
B
:
It<
/p>
’
s
…
第三课时
Step 1 Free talk/ Revision
1.
师生用
Good
morning/afternoon. How are you?
互相问候。
2. Ask and
answer:
A
:
Excuse
me, what's this in English?
B: It's a
...
A: What's this in English?
C: It's a ...
Step 2
Presentation and practice
1:
出示含有介词词组的投影片,同桌对话练习:
A: Excuse me, what's that on the book?
B: It's a tape.
A: Thank
you./ Oh, I see.
2:
T
:
Come here,
…
. What's this in English?
T: Thank you.
…
,
what's that on the ...?
T: Oh, I see.
Make some dialogues like this.
Step 3 Fun house
1. Listen
and circle
Do the exercise.
2. Play a game: Touch and guess
3. Listen to the song
“
ABC
song
”
, then sing the song.
作业设计
Unit 1.
some exercises.
板书设计
Unit
1 A school bag
4
A:
What
’
s this/ that
in/on
…
?
What
’
s this/ that in
English?
B: It
’
s
…
教学后记:
Unit 2 Yes or no
教学目标:
1
、能听懂、会说生活用品类单词:
a
watch
,
a
radio,
a
camera,
a key, a clock, a computer.
2
、
能听懂、
会说日常交际用语学生能
熟练运用一般疑问句
Is
this
/that
…?并能进行肯定和否定的回答
Yes
,
it is . No, it
isn
’
t.
3
、学生能正确地使用
Can I
have a look
?及应答
Sure
,
here you
are.
教学重点
1
、能听懂、会说生活用品类单词:
a
watch
,
a
radio,
a
camera,
a key, a clock, a computer.
2
、
能听懂、
会说日常交际用语学生能
熟练运用一般疑问句
Is
this
/that
…?并能进行肯定和否定的回答
Yes
,
it is . No, it
isn
’
t.
3
、学生能正确地使用
Can I
have a look
?及应答
Sure
,
here you
are.
教学难点
1
、能听懂、会说生活用品类单词:
a
watch
,
a
radio,
a
camera,
a key, a clock, a computer.
2
、
能听懂、
会说日常交际用语学生能
熟练运用一般疑问句
Is
this
/that
…?并能进行肯定和否定的回答
Yes
,
it is . No, it
isn
’
t.
3
、学生能正确地使用
Can I
have a look
?及应答
Sure
,
here you
are.
5
教学准备
1
、教具准备
1
)关于生活用品类照片、图片。
<
/p>
2
)
B/C
部分
的挂图。
3
)关于本课时的多媒体课件。
4
)录音机和磁带。
2
、板书准备:写好课题和日期。
教学课时:
3
课时
教学过程
第一课时
Step 1 Free
talk:
1. Free talk:
1.
师生用
Good
morning/afternoon. How are
you?
互相问候。
2.
开火车问答游戏:
A
:
Excuse me,
what's this in English?
B: It's a ...
A: What's this in English?
C: It's a ...
Step 2
Presentation and practice:
复习句型后
.
由一般疑问句引出这节课要教学的新单词和句型:
T: May I come in?
T: Good
morning everyone.
T: Is this a key?
T: What is it?
T: Is that a
computer? (
教师出示照相机
)
T: It
’
s a camera.
(
出示并领读单词
camera)
每
一组都用
camera
造句。
A: Is this a camera?
B:
Look at my camera.
C:
What
’
s this?
It
’
s a camera.
T:
Look
!
Is this a TV?
(
出示收音机的图片
)
T: You
are right. It
’
s a radio.
(
出示并领读单词
radio)
T: Is that a radio?
(
教师指着学生的文具盒
)
T:
What a nice pencil box!
6
T: Can I have a
look?(
教师用体态语表示要看一下
)
(用
Yes or No
提示。)
T
:
Oh
,
what a nice
pencil box!
T: Here you are.
(
教师把物品还给学生
)
T:
Now show me your beautiful presents. Is this a toy
car?
T: What a nice toy car! Can I have
a look?
T: Sure, here you are.
(
教师帮助学生应答
)
(
在学生明确其意的基础上出示并领读句型
Can
I
have
a
look?
及
应答
Sure, here
you are.)
b
、同法学习其他几个单词
a watch , a key,
a clock,
:在教
师指定的两件物品中
,
学生可任意选择一个画在练习本上
,
然后同桌间
进行问答。
S1: Is this a
…
S2: Yes, it is./No, it
isn
’
t.
S1
:
Can I have a
look?
S2: Sure, here you are.
Step 3 Look and
say
:
1
、第一幅图:
David
看见地上的照相机好奇地问
Gao
Shan
。
David : Is
this your camera?
Gao Shan: Yes, it is
David : Can I have a look?
Gao Shan: Sure, here you are.
David: How nice!
2
、第二幅图,
Yang Ling
在院子里和小朋友围绕一件短裙展开对
话。
Girl: Is that her skirt?
Yang Ling: No, it
isn
’
t.
3
、第三幅图,在
Wang Bing
的家里,
Liu Tao
远远地指着桌上的
电脑问
Wang
Bing
,那是否是
Wang
Bing
的电脑。
Liu Tao: Is that your computer?
Wang Bing: Yes, it is.
Liu Tao:
How nice/pretty!/What a nice computer!
4
、第四幅图,
Helen
一手指着近处的收音机,一手指着另一位男
同学问
Liu Tao
,这收音机是否是那位同学的。
Helen: Is this his radio?
Liu Tao: No, it
isn
’
t.
7
学生分小组操练新句型。
Step
4 Consolidation
1. Listen to the tape
and repeat the new words .
2. Play a
game:
”
游戏规则:教师说本
课单词,不发出声音,仅让学生看口型,学
生根据教师口型猜测是什么单词。此时正好操
练新句型。
作业设计
1
、跟磁带熟读新单词。
2
、操练
C
部分句型。<
/p>
3
、预习课文。
板书设计
Unit 2 Yes
or no (B, C&D)
a watch , a radio,
a camera, a key,
a clock,
a computer.
A: Is this /that
…?
B:
Yes
,
it is . No, it
isn
’
t.
A: Can I
have a look
?
B:
Sure
,
here you are.
第二课时
Step 1 Free
talk/ Revision
1. Free talk
:
1.
师生用
Good
morning/afternoon. How are
you?
互相问候。
2.
开火车问答游戏:
A : Is this your camera?
B:
Yes, it is
A : Can I have a look?
B: Sure, here you are.
A:
How nice!
Step 2 Presentation and
practice
(一名学生稍晚进教室
教师课前指导学生完成)
T:
Come in, please. Sit down, please.
T:
Come in, please.
(教师引导学生应答)
教师创设情境让学生在情境中复习和明确
May I come
in
?
Come
in
,
please.
的意思。在此基础上,教师与学生
表演对话
8
T
:
xxx
,
come
here.
教师与学生耳语后
,
该生走出教室敲门进来。
p>
S
:
May I
come in
?
学生集体应答
Come
in
,
please.
操练句型
May I come in?
Come in, please.
操练句型
Is this a
……
? Yes, it is. / No, it isn
’
t.
)
Look and guess
教师呈现出一些物品的局部
图片
,
让学生看图猜测这个游戏的目
的
在于
巩固一般疑问句
.
T: Yes, it is. No, it
isn
’
t.
T: Yes ,
it is. Look at my toy cat.
T: Thank
you.
Now boys and girls, show me your
beautiful presents
T: How nice. / What
a nice
…
.
两种评价同时穿
插使用让学生
在情境中明白意思是一致的
(
出示并领读句型
What a
nice
…
)
T: There
are many beautiful things in my schoolbag.
Touch this. Is this a
…
?
Step 3 Learn
to say
1
、听课文录音,理解意思。
2
、看课文,教会学生指读课文,理解课文含义。
3
、学生模仿跟读课文,让学生注意新单词和句型的发音
。
4
、师生对话操练。
5
、
分角色朗读
6
、
同桌表演对话
7
、
戴头饰上台表演对话
Step 4
Consolidation
集体游戏
教师拿出一个大盒子
,
里面有许多图片
.
一位同学上台
从里面拿<
/p>
出一张,
另一学生背朝学生进行猜测:
I
s
this
…
?
< br>下面学生进行应答。
背朝学生的学生猜对了就可得到该图片,教师总结活动结果。
作业设计
1:
操练新句型。
2
:熟读新单词。
3
:跟磁带熟读课文并背诵。
板书设计
9
Unit 2 Yes or
no(A)
A: Is this /that
…?
B:
Yes
,
it is . No, it
isn
’
t.
A: Can I
have a look
?
B:
Sure
,
here you are.
第三课时
Step 1 Free talk/ Revision
Free talk
:
1.
师生用
Good
morning/afternoon. How are
you?
互相问候。
2.
开火车问答游戏:
A : Is this your camera?
B:
Yes, it is
A : Can I have a look?
B: Sure, here you are.
A:
How nice!
Step 2 Presentation and
practice
1
、
Play a
game
“
Guessing
game
”
教师出示一些
“
radio, watch, computer,
camera, key
”
等实物
图片
的反面,引导学生运用所学句型进行猜测。
T: Yes
it is. /No, it isn
’
t.
2
、游戏
“
失物招领
”
把学生分成
4<
/p>
小组,每组设有一个失物招领处,教师把在课前预先
搜集的每组学
生的书包,
铅笔盒等物品做
“
失物
p>
”
,
让要认领
“<
/p>
失物
”
的学
生排
队前去认领。
Step 3 Fun house
and judge
a.
先利用这
8
幅进行问答。
T: What
’
s this?
T: Is this a radio?
T: What
a nice radio!
b,
听录音,判断正误。(完成
课文
P16
页上的练习)
and guess.
a
.
Play a game
“
draw and
guess
”
教师在黑板上画一个未
成型的物品,让学生以提问的形式进行猜
测,引导学生用
“
p>
Is this/that a/an
…说出自己的想象物,教师添加
10
几笔后再继续问,直到所画物品明确为止。
< br>b
.利用课本上
6
幅未完成的画
进行猜测问答游戏,鼓励创新思维。
A: Is it a
crayon?
B: No, it isn't.
A:
Is it a camera?
B: Yes, it is.
2. Say a rhyme:<<
It
’
s his key>>
1<
/p>
.教师利用实物做动作,让学生边听录音边理解诗歌的含义,必
要
时可做适当的解释。
2
.边跟录音读
边打节奏,让学生体会句子的重音和语调。
3
.随录音一起有感情地背诵诗歌。
作业设计
1
、能熟练地运用新句型进行对话。
2
、熟读新单词并能运用。
3
、背诵课文。
板书设计
Unit 2 Yes
or
no
(
E
)
A
:
Is this /that
…?
B
:<
/p>
Yes
,
it is . No, it
isn
’
t.
A
:
Can I have a
look
?
B
:
Sure
,
here you
are.
教学后记:
Unit 3 Family
members
教学目标:
1
、
听懂、
会说单词:
grandfather,
grandmother,
father,
mother,
11
aunt
和词组
a family
photo.
2
、能听懂、会说日常交际用语
:
Is this your
…
? This is
your
…
, I think.
Yes, he/she is. No, he/she
isn
’
t.
3
、能正确区别
he
和
she
,并能熟练运用。
教学重点:
1
、能听懂、会说单词:
grandfather, grandmother,
father,
mother,
aunt
和词组
a family photo.
2
、能听懂、会说日常交际用语
:
Is this your
…
? This is
your
…
, I think.
Yes, he/she is. No, he/she
isn
’
t.
3
、能正确区别
he
和
she
,并能熟练运用。
教学难点:
1
、能正确区别
he
和
she
,并能熟练运用。
2
、能正确理解课文对话内容,朗读对话,初步表演对话。
p>
课前准备:
1
、教具准备:
1
)家庭成员照片。
2
)关于本课时的多媒体课件。
3
)录音机和磁带。
2
、板书准备:写好课题和日期。
教学课时:
3
课时
教学过程
:
第一课时
Step 1 Free
talk and revision
1.
师生之间用
Good
morning/afternoon. How are
you?
问候。
2.
指着室内物品用
What
’
s this/that in/on
…
?
It
’
s
…
.
与学生
进行问答。
Step 2 Presentation
1
、
T:(show a
family photo to the students)
Look,
this is my family photo. Is it nice?
S:
Yes, it
’
s nice.
T:(show one
student
’
s family photo to
the students)
Look, this is his/her
family photo.
S: How nice!
(
引出
family photo
家庭照
)
2
、
S1: Look, this
is my family photo.
12
T :
It
’
s nice. Is this your
father? Yes or No?
S1: Yes.
T: Yes, he
is.
(引导完整回答)
(ask
several students)
(
引出
Is this
…
? Yes, he is./Yes, she is.)
3
、
T:(show a photo
to the students)Guess: Who is she?
S1:
Is this your mother?
T: No, she
isn
’
t.
She
’
s my aunt.
Teach
“
aunt
”
(
告诉学生
aunt
p>
不仅可以指阿姨,也指姑母,伯母,
婶母,舅母
)
(
引出
Is this
…
? No, she
isn
’
t. /No, he
isn
’
t.)
4
、
T: (ask one
student)This is your aunt, I think.
S1:
No, she isn
’
t.
She
’
s my mother.
(
引出
I
think
我想,我认为
)
Step
3 Learn to say
出示课文图片
T: What
’
s this?
Ss: It
’
s a family
photo.
T:
Who
are
they?
What
are
they
saying?
Let
’
s
watch
the
cartoon
carefully.
watching, T ask
some questions
(让学生从文中找出
相应答案)
Q1: Is this
Helen
’
s father?
–
Yes, he is.
Q2:
Is this Helen
’
s mother? -
No, she isn
’
t.
She
’
s my aunt,
Mrs. Black.
Q3: Who is the
old man?-He is my grandfather.
(
解释
Grandfather
is
father
’
s
father
.
Grandmother
is
father
’
s
mother .)
Q4: Is this
Helen
’
s grandmother?-Yes,
she is.
3. Read after the tape.(
注意新单词和句型的发音
)
4.
分角色朗读
5.
小组表演对话
Step 4
Consolidation
情景对话:你在公园里遇见了同学的一家人,你们展开
了一段与
课文内容有关的对话。
1、
自由组合对话。
13
2、
上台表演。
作业设计
1.
听录音跟读单词和课文。
p>
2.
用今天所学句型,模仿课文自编对话,介绍家庭成员。
板书设计
Unit 3 Family members
(
A
)
A: Is this your
…
? / This is
…
, I think.
B:
Yes, he /she is.
No, he /she
isn
’
t. He /She is my
…
.
A:
Who
’
s he /she?
B: He
’
s/She
’
s
…
.
第二课时
Step 1 Free talk/ Revision
T: Hi, boys and girls. How are you?
Ss: Fine, thank you. And you?
T: Me, too. Hi
,
…
.
Who
’
s she? / Is this your
…
?
Li :
She
’
s
……
/ Yes ,she is / No ,she
isn
’
t.
She
’
s
…
.
师生之间,学生与学生之间用上节课所学句型对话。
Step 2 Presentation and practice
1. T: Who
’
s
he/she?(
指一学生的全家照
)
S: He
’
s my
father/mother.
Please introduce your
family members to others.
S:
(
走到其他同学面前介绍
) Look, this is
my father .
教师指着一位学生手中的照片:
This is your mother, I think.
S
:
Yes, she is
/No, she isn
’
t.
2. Practice in pairs.
S1:
This is your mother /father /brother /sister
/
…
, I
think.
S2: Yes, she / he is.
No,
she /he isn
’
t. She
’
s/He
’
s
my
…
.
3
、
Learn: daughter
The way: (show a photo of the teacher)
①
T: ( show
Nancy
’
s photo) Who is she?
S1: She
’
s Nancy.
T: Yes. She
’
s Mr.
Black
’
s daughter.
(
引出
daughter)
14
②
read: daughter
4
、
Learn: son
the same way as the above
5
、
Learn: friend
1) T: Nancy is Mr
Black
’
s daughter.
David is Mr
Black
’
s son.
Yang Ling is their friend.
2) friend (
小组
/
p>
开火车
/
个别
)
6
、
Listen to the
tape and read the new words.
Step 3
Look and say
1
、第一幅图:在家门口,
Mr Bl
ack
与同事相遇,那位同事指着远
处的
Nancy
问
Mr Black:
A: Who
’
s she?
B: She
’
s my
daughter, Nancy
2
、
第二幅
图,游玩途中,
Helen
向同学介绍自己的哥哥
Mike.
A: Is he your brother?
B: Yes, he is Mike.
A: Nice to meet you.
B: Nice to meet
you, too.
3
、第三幅图,
Mike
的朋友不认识年轻的
Mr Black
,
Mike
高兴的向
自己的朋
友介绍自己的叔叔。
A:
Who
’
s he?
B:
He
’
s my uncle, Mr Black.
4
、第四幅图,
海滨沙滩上,朋友误将
Helen
当成了
< br>David
的姐姐,
David
予以否认。
A: Is she your sister?
B: No, she
isn
’
t.
She
’
s my friend, Helen.
学生分小组操练新句型。
(
教师不统一标准答案
,只要学生所编对
话符合情景即可,鼓励他们用不同句式来说,越多越好。
)
Step 4 Consolidation
1. Play a game:
”
游戏规则:教师说本课单词,不发
出声音,仅让学生看口型,学
生根据教师口型猜测是什么单词。此时正好操练新句型。<
/p>
2
、
Guessing
game:
投影几位学生把自己带的照片,
运用所学
句型,
请其他学生上去指着猜是谁。
Ex: S1:Who is he?
S2:He
’
s my grandfather.
15
S1: Is this your brother? S2: No,
he isn
’
t.
It
’
s me.
S1: She
is your aunt, I think. S2: Yes, she is.
作业设计
1
、跟磁带熟读新单词并背诵。
p>
2
、操练
C
部分句
型。
3
、预习
D
版块。
板书设计
Unit 3
Family members
A: Is this your
…
?
B: Yes, he
/she is .
No, he /she
isn
’
t. He /She is my
…
.
A:
Who
’
s he /she?
B: He
’
s/She
’
s
…
.
A: Nice to meet you.
C:
Nice to meet you, too.
第三课时
Step 1 Free
talk/ Revision
1
、
Think and guess
(
Review the words of family
members:
grandfather,
grandmother
…)
T:
Father
’
s father. S1:
Grandfather.
T:
Father
’
s brother. S2:
…
2
、
Listen and numb
er.
(做书上第
22
页的听力练习)
本部分的听力练习是利用
This
is my
…
.
将本单元六个单词
集中
进行了操练。要求学生既熟悉新单词,又要熟悉新句型。
3
、
Free talk .
T: (
出示老师的全家福照片
)
Look, this is my family photo.
(
指着照片上的小女孩问
)Who
’
s the girl? Guess! S: Is this
your
sister?
T: No,
it
’
s me.
指照片上男人问:<
/p>
Who
’
s he? S: Is
this your
father?
T: Yes, he
is.
指照片上一妇女,引导学生用
This is
…
..,I
think.
S:
This
is
your
mother,
I
think. T:
Yes,
this
is
my
mother.
拿出一张学生的全家福。
T: Is
this your photo? S: Yes.
16
T:
指着照片上一位老人问
Who
’
s
he? S: He
’
s my
grandfather.
T:
指另一位老人问
She
’
s
your
grandmother,
I
think. S:
Yes,
she is.
T:
指一位妇女问
Is
this
your
aunt?
S:
No,
she
isn
’
t.
She
’
s
my mother
…
.
让学生小组自由谈论各自全家福照片上的人物
:
A: Is this your
…
? B:
……
A:
Who
’
s he/she? B:
…
..
A: This is
…
., I think. B: Yes/
No,
…
.
Step 2
Practice
1
、投影
C
版块的四张图片要求学生看图,运用以下句型进行问答
操练。
Is he/she your
…
? He
’
s/She
’
s my
…
.
Yes, he/she
is. Who
’
s he/she?
No, he/she isn
’
t.
Nice to meet you. Nice to meet you, too.
2
、
可采用不同的形式,
如师生问
答,
同桌操练,
四人一组操练等。
3
、
Look, read and
write
1
)
T: Well
done, boys and girls! Let
’
s
look at this photo.
Who is he?
S: He is
…
.
T: Yes, he is a boy. Can you spell
‘
boy
’
?
2)
教师带领学生拼读三个单词
p>
3)
教师在黑板上的四线三格中进行三个单词的书写示范。
4)
学生在书上临摹
5
)上练习本上,三个单词各写一行,教师巡视指导
Step 3 Fun house
1
、
Make an album.
本部分由五幅图组成,呈现了制作影集的五个步骤,教师在辅导
学生制作的过程中,应注意培养学生的创造力和将所学英语知识运用
于生活的能力。引导
学生边贴照片边用英语互相介绍自己的家庭成员。
1
)让学生根据图片猜测中文意思
2
)教师带读步骤
3)
作为家业布置
2
、
Sing a song
:<
1
)教唱英文歌曲,旨在
激发兴趣,培养语感。教唱时教师不要强
求一步到位,注意教学的反复性和趣味性。
p>
17
p>
2
)
教师让学生边听录音边理解歌的含义,
必要时可做适当的解释。
3
)边跟录音读边打节奏,让学生体会歌曲的意境。
4
)随录音一起有感情地唱歌。
作业设计
1
、听磁带读熟本单元单词及课文并背诵。
< br>2
、操练
C
版块对话。
3
、抄写三个四会单词并会默写。
4
、制作相册。
板书设计
Unit 3
Family members
(
D &
E
)
A: Is this
your
…
? B: Yes, he /she
is.
No, he /she
isn
’
t. He /She is my
…
.
A:
Who
’
s he /she? B: He
p>
’
s/She
’
s
…
.
A: Nice to
meet you. C: Nice to meet you, too.
教学后记:
Unit 4 Time
教学目标:
1
、能听懂、会说数字
seven,
twelve, four, eight.
2
、听懂、会说
日常交际用语
What
’
s the
time? It
’
s
…
Shall
we
…
?
It
’
s time to
…
You can
…
3
、使学
生能正确理解课文,并熟练朗读课文。
教学重点:
使学生在熟练掌握本课词汇和句型的基础上正确理解课文并熟练
朗读课文。使学生理解
Shall
we
…
?
It
’
s
time
to
…
You
can
…的区别。
教学准备:
PPT
、金太阳光盘、图片、头饰、挂钟。
18
教学课时:
3
课时
教学过程:
第一课时
Step
1
、
Warming up
1.
Greeting
2. Sing a song: Family song. <
/p>
Step2
、
Presentation
.
1.T:
First,
let
’
s
play
a
game.
OK?
Please
look
and
guess
what
number is missing?
(
可以用英文或中文猜
)
2.
Teach: four, seven, eight, twelve
3. T:
Now, do you know what it is? Yes,
it
’
s a clock.
Teach: clock.
T: It can tell
us the time. Today, we will talk about the
time. (Teach: time)
Read:
Unit 4 Time
4. T: Now look:
What
’
s the time, please?
(
反复,然后带读
)
T/S:
Oh, it
’
s four.
T: We can also say
“
It
’
s
four o
’
clock
”
. (Read the dialogue.)
5.
T:
Look
at
these
three
clocks.
Can
you
talk
about
the
time
like this? Please ask
and answer in pairs.(
最后出示
7
p>
点
)
6. T: Oh,
it
’
s seven
o
’
clock.
Let
’
s go to school.
S: OK.
T: Shall we go to
school?(
出示并有中文意思
)
S: All right.
T:
It
’
s time to go to school.
(
出示并有中文意思
)
S:
OK.
Read: Shall we go to school?
It
’
s time
to go to school.
Step 3: A Learn to
say:
1. T: Su Hai and Su Yang are
twins. Look, this is Su Hai.
This
is
Su
Yang.
现在,
我们去看一看苏海和苏阳的一天吧!
Wat
ch
the
cartoon.
2. T: Everyday, Su Hai and Su Yang go
to school, go home,
watch
TV,
have
lunch.(<
/p>
边出示图片或中文
,
边让学生复习前三个
词组
,
并教
have
lunch).And they are the time(Read the time)
19
T: What time do they go to schoolhave
lunch? Let
’
s watch
again !
Line the answer.
Read picture 1 and 2.
3. T:
What time do they go home /watch TV? Go on
watching !
Line the next answers.
4. T: When Miss Li asks Su Yang go
home, she says: You can
go home
now.(
出示中文意思及用法
.)
Read: You can go home now.
Practice: You can go home now! OK,
Miss Li.
5. Read the whole dialogue.
6. Choose one of the picture. Practice
to act it.
Step 4 Summary
1.
T:
今天我们学习了第
4
单元
Time A
部分
.
学习了四个新句型
,
也复习了一个旧句型
.
请思考并回答以下问题
:
(1)
如何用英语询问时间并正确回答
?
(2)
提醒别人做某事
,
意思是
”
该干……了
”<
/p>
、
“
是干……的时候了
< br>”
,
可以说:
(3)
表示征询对方意见,可以说:
(4)
允许对方做某事,可以说:
(5)
邀请别人一起干某事,可以说:
2
.
Read the
sentences.
家庭作业
1
.
熟读
A
部分课文。
< br>
2
.预习
B
< br>,
C
部分
板书设计
Unit 4 Time
A: What
’
s the
time, please? B: It
’
s
…
o
’
clock.
A:
Let
’
s
……
. .
It
’
s
time
to
……
. B:
All
right./
OK./
Great!
Shall we
……
.
You can
……
.
B: All right./ OK.
第二课时
Step 1
Greeting.
Step 2 Revision for Part A
20
T: Now let
’
s
listen and read the dialogue.
T: Here
are four pictures. Please try to choose one
picture
to act.
Step 3 B
Look and learn
1.
T:
Now,
we
know
four,
seven,
eight
and
twelve.
Do
you
know
the other numbers on the clock?
Let
’
s study them together.
2. Teach: one, two, three, five, six,
seven, nine, ten,
eleven(
带读单
词
,
强调:注意口形,跟读模仿
)
3. Listen and read the numbers.
4. T: Can you read all the numbers?
你会用英语说这些数字
了吗?请你自己试一试吧!
T: Now, would you like to read all
the numbers after me?
5. Play games
1) Guessing game : Guess, what
number/time is it?
2) Magic eyes
(PPT
快速出现数字或时间,要求学生仔细观
察,说出英语
)
Step 4 Practice C
1. T:
同学们,刚才我们一起学习的本单元的新词,现在
我们来
看看这个单元的重点句型。首先,我们来做一个热身游戏。这是一个
猜时间的游戏,请你根据提示猜猜现在是几点。
1) Time to get up.
2)
Let
’
s go to school.
3) It
’
s time to
go to bed.
4) Shall we watch TV?
5) You can go home now.
(1)
Read the sentences.
(2) Guess: What
time is it?.
2.
小结句型:
What
’
s the time?
It
’
s
…
/It
’
s
…
o
’
clock.
Time to
…
It
’
s
time to
…
Let
’
s
…
Shall
we
…
You can
…
3. Look and say
The students talk in pairs.
4. Check the answer
5.
Choose one or two pictures to act.(
提醒学生
注意使用曾
经学过的句型。
)
Step 5
:
Summary
1
.
T:
今
天我们学习了数字
1-12
,以及相应时间的读法。老师指
p>
21
学生读。
2
.
T
:我们也巩固练习了上节课学习的四个句型,请你们读一读
并讨论他们的用法:
1)Time
to
…
/
It
’
s time
to
…
2)Let
’
s
…
3)Shall we
…
4)You can
…
家庭作业
1.
抄写单词
1-12
,三英一中。
2.
背诵
A
部分课文。
板书设计
Unit 4 Time
A: What
’
s the
time, please? B: It
’
s
…
o
’
clock.
1(one) 2(two)3(three)
A:
Let
’
s
……
. .
4,
5, 6, 7, 8, 9, 10
It
’
s time to
……
. B: All right./
OK./ Great!
Shall we
……
.
You can
……
. B:
All right./ OK.
第三课时
Step 1
Greeting
Step 2 Revision
1
T:
Hello,
boys
and
girls.
Can
you
say
the
numbers
from
1-12?
Let
’
s say
together. OK?
2. T: Now, shall we play
a game? I
’
ll show some
numbers with
my fingers. Please say
them in English.
3. Listen and say the
next number
4. Listen and say the
number before
and write the
numbers(
听并写所听到的阿拉伯数字
)
6.
T:
Now,
you
can
say
the
numbers
very
well.
But
do
you
know
how to
spell them? Look, who can spell
(
one
,
two, three)?
Spell and read : one, two, three
7. T: Now, let
’
s
recite Part A
Step 3 E Fun house
(
一
) Listen and
draw
22
1.T: Now let
’
s do
an exercise: Listen and draw
2 Listen
and draw the time.
the
answer(
以问答形式
)
T:
What
’
s the time? S:
It
’
s
…
dialogues
(让学生选择一个钟面时间根据本单元所
学内
容编一个小对话)
(
二
) Say a rhyme
1
.
T: These clocks
are very nice. Right? Jack has a clock,
too. Look, this is Jack. Jack has a
clock. (
带读
)
He
sits on a rock and looks at the clock.
(
带读
)
There
’
s a chick.
(
带读
chick)
It goes
tick-tock, tick-tock. (
带读
)
2
.我们先来欣赏一下这首儿歌
“
Jack has a
clock.
”
3
.
Read after the
tape.
after the teacher.
5.T: Let
’
s say it
together.
(
三
)
Make and play
1.T: Clocks are very
useful. Do you want to make a clock?
Let
’
s watch how
to make a clock.
Read the sentences
after the teacher.
家庭作业
1.
背诵小诗:
Jack has a
clock.
2.
自己做一面钟。
3
.复习
Unit
4
。并预习
Unit 5.
板书设计
Unit 4 Time
(A)
A: What
’
s the
time, please? B: It
’
s
…
o
’
clock.
1(one) 2(two)3(three)
A:
Let
’
s
……
. .
4,
5, 6, 7, 8, 9, 10
It
’
s time to
……
. B: All right./
OK./ Great!
Shall we
……
.
You can
……
. B:
All right./ OK.
教学后记:
23
Unit 5 Plus and minus
教学目标:
1
、巩固数词类单词
13-20
,能熟练表达
< br>21-99
的数字
2
、
听懂、
会说日常交际用语
What's
…
plus
/minus
…
?
It's
…
That's right/Sorry, you are wrong.
3
、能熟练使用数字表达:时间(半小时以内)和加减法。
教学重点:
能听懂、会说日常交际用语
What's
…
plus
/minus
…
?
It's
…
That's
right/Sorry , you are wrong.
教学难点:
1
、
能听懂、
会说日常交际用语
What's
…
plus
/minus
…
?
It's
…
That's right/Sorry , you are wrong.
2
、能正确理解运用
plus
,minus
进行加减法的运算
课前准备:
1
、教具准备
课前准备数字卡片,加减法的符号
+
-
2
、磁带及录音机,教学挂图。
p>
3
、学生准备数学题目卡(
100
以内)
教学课时:
3
课时
教学过程:
第一课时
Step1. Free
talk:
1
、课前常规训练:
song
2
、数数:
1-20
3
、花样数数:如隔
5
就说:
It's me!
接龙数:说前一个数或后一个数
4
、日常问答:看钟,学生问答(
12
和
24
小时制)
24
正点:
What's the time now?
It's
…
o'clock.
Is it time to
…
?
Yes, let's / No , it's time
to
…
半小时以内:
What's the time ?
It's ( 9:10) nine ten
It's (8:15) eight
fifteen .
Work in pairs : 3:11 4:25
5:16 7:18 8:29 11:05
Step2.
Presentation and practice
1
、学习加法的运算
T: What's ten plus ten?
S: It's twenty.
T:
That's right. What's five plus five?
S: It's ten.
T: That's right.
plus
加
板书:
What's
…
plus
…
. ?
It's
…
.
√
That's right.
Work in groups
2
、学习减法的运算
板书:
100-80= ?
minus
减
板书:
What's
…
minus
…
? It's
…
.
3
、看卡片,问答
T
:
What's _____ plus / minus
_____?
S: It's ______ .
T: That's / You're right.
Work in pairs
Step 3. Learn
to say
1
、
出示本课挂图。生看图听课文录音回答问题并跟读。
2
、
尝试
100
以内的加减法
Step 4. Consolidation
1
、
复习数字:
Can you count from
…
to
…
?
2
、
游戏:将学生分成两大组,相互出题,答对多者为赢
Step 5. Homework
听本课录音
A
和
B<
/p>
部分,跟读单词和课文。
板书设计
Unit 5
Plus and minus
25
What's
…
plus
…
?
It's
…
.
√
That's
right.
10+10=?
5+5=
?
What's
…
minus
…
? It's
…
.
╳
Sorry , you are wrong.
100-80=?
第二课时
Step1. Free talk:
1.T: How
are you?/Good
afternoon./What
’
s the
time?/Are
you
…
?/
What
’
s
your
telephone
number?/How
many
…
can
you
see?/I
can
see
…
.
【分析】:
复习日常对话,以便为以后的学习打下基础。
Step2. Presentation and practice
T: Look, let
’
s
sing a song
《
Twenty green bot
tles
》
/
《
Ten
little Indian
boys
》
T:
Let
’
s play a game. Guess
T: Show the pictures
(17, 15, 18,19,20,11,12..)
Ss:
Guessing.
T:
That
’
s right./ Sorry,
you
’
re wrong.
T:
I
think
spring
is
coming.
All
the
birds
are
coming
now.
Look!
Ss: Look at the TV.
T:
How many birds can you see?
S: I can
see five.
T: How many birds can you
see?
S: I can see eight.
T: What
’
s five plus eight?(
two times)
S:
It
’
s thirteen.
T: plus
Ss: Read together; one by
one.
T: What
’
s
five plus eight?
Ss:
…
.
T: It
’
s thirteen.
Ss:
…
.
S1: What
’
s five
plus eight?
S2:
It
’
s thirteen.
T: Look at the pictures.
T:
What
’
s
…
plus
…
?
26
S:
It
’
s
…
Ss: Do the excises.
T:
让学生自己出题目做。
T:
Say a rhyme.
【分析】:通过课件中春天来了,小鸟飞来了,先飞来五只
,接
着飞来八只,让学生有一个加的印象,为教单词
plus<
/p>
创设了一个情境。
符合小学生的好奇心理,学生很感兴趣。
T: Do you like apples?
S: Yes.
T: Look at this
lovely apple tree.
T: How many apples
can you?
S: I can see twelve.
T: How many apples can you see?
S: I can see twelve
T:
What
’
s twenty minus twelve?
S: It
’
s eight.
T: minus
S: Read the
words.
T:
What
’
s twenty minus twelve?
Ss: Read the sentences.
T: It
’
s eight.
Ss: Read it.
T: Look at the pictures.
(Ask and answer the questions.)
T:
让学生自己出题目做。
【分析】通过苹果树的展现,忽然吹来一阵风,吹走了苹果树树
上的苹果
由原来的
12
只剩下了八只,给学生一个减的概念,接着教
p>
minus
单词时,相对而言容易理解些。
Step2. Presentation and practice
1
、
2:00
14:00
;
3:00
15:00
学习
thirteen
13
fourteen
14
,
fifteen
15
教师帮助学生找到“
teen
”的发音规律。
b
< br>、学生做小老师,教学:
sixteen, seventeen ,
eighteen ,
nineteen.
其他学生跟读
c
、教师教授:
twenty 20
,
twenty-
one
,
twenty-two
学生推理:
twenty-three
,
twenty-four
2<
/p>
、复习
1-24
的数字读法
27
a
、
count
from 1-24
b
、
朗读奇数或偶数
c
、
游戏:“
It's
me
”
.
< br>学生依次数数,但是当数字是
5
,
10
,
15
,
20
的时候说“
It's
me
”
反复评价:
That's right!/Sorry ,
you're wrong.
学生学说:
That's right/You're
wrong.
3
、数字的运用
a
、教师拿出自己的铅笔:
I
have ten pencils. How many do
you have?
学生学说句子:
I have
…
.(
1-20
之间)
教师拿出自己的钥匙,
I have fourteen
keys . How many do
you have?
学生数一数自己的钥匙
b
、填写表格(四人一组,统计小组内的物品总数),选
一名
代表汇报
We have
…
.
books(
书
)
/pens(
钢笔
)
c
、看
Part C ,
看图说话
:What can you see in the
picture?
I can see
…
Where
is it /are they?
On the
…
How
many
…
can you see?
I can see
…
.
(提醒学生名词复数的用法,加
s
)
d
、小组活动:看一看,说一说
I can see
…
That's right/ Sorry, you are wrong.
Step3 Consolidation
1
、观察教室,看一看教室里有什么,数一数有多少
desk chair door window boy girl
pencil pen book rubber ruler <
/p>
其中涉及到几十的数字:教师朗读,学生要求能听懂,并区分十
几
和几十的发音特征:
teen , ty
2
、听录音,朗读数字
3
、教师出示足球或篮球球员的照片,说说他们的衣服是几号
Step 4 Practise
游戏:
Bingo
每人发一张纸,任写5个数字。教师朗读数字,相吻合的打钩,
如果学生的数
字全部被打上钩,
即为赢,
说
教师准备小奖品。
28
Step 5
Homework
听磁带,跟录音读对话。
作业设计
1
、读
U5
单元课文
2
、朗读口头练习内容(字母组合,加减法)
板书设计
Unit 5 Plus
and minus
How many
…
can you see ? thirteen
fourteen fifteen
sixteen
I can see
…
seventeen eighteen nineteen twenty
第三课时
Step 1:
Free talk
1
、
课前常规训练:
Sing a song
“
Twenty green
bottles
”
2
、
复习数字:
a
、百以内数字的背诵
b
、
“
It
’
s me
”
每说到
8
或
8
的倍数就要说
It
’
s me
c
、
说前一个数字,或后一个数字
3
、
说一说家庭成员的年龄
T: How
old are you?
S:
I
’
m .
T: Guess,
how old is Carrie?
S:
(提示学生用
Are you
…)
Are you
…
?
T: Yes, I am/
No, I
’
m not.
I
’
m twenty-four.
T
:
How old is your
…
?
S: (
提示学生用
He
’
s
/She
’
s
…
.)
He
’
s
/She
’
s
…
或者
My
…
. is
…
.
…
Step 2: Presentation and practise
1. Apple trees
T
在
黑板上画一棵苹果树,上面总共有
10
只苹果。
T
:
Oh,
I
’
m very thirsty. I want to
eat 10 apples.
S: Here you are.
T: How many apples on the tree now?
板书:
10-10=?
Who
can ask?
S1:
What
’
s 10 minus 10?
29
T: It
’
s zero.
3. Chant: Minus, minus, minus
What
’
s one minus
one?
It
’
s zero. <
/p>
这里拓展一个数词:
0
。
4
、活动:做一做,说一说
a
、数一数全班共有多少人,男生有多少人
b
、女生共有几人
What
’
s
…
minus
…
?
5
、看卡片,问答
T
:
What
’
s
…
minus
…
?
S:
It
’
s
…
.
T:
You
’
re right.
Work in pairs
Step3
Consolidation
1
、复习加减法
a
、
填入
“
+
”或“
—”
13_____ 7=6 20_____
30=50
11_____4 =15
60_____15=45
7_____14=21
70_____10=60
b
、抢答题:学生分成两大组,教
师自由出题,累计得分
互答题:学生两大组之间互相出题,要求又快又准
2
、听力练习
1) bingo
学生每人发一张纸
,任意写上
5
个
1-20
之间的
数字,老师任意报
出
10
以上的数字,
相吻合的打钩,
全部打上钩以后叫
“<
/p>
Bingo
”
,
教师发奖
品
2
)
(
本题作为实验性听力练习,可以做一些尝试
)
将你听到的数
字填在相应的物品的下面
Pineapples
(
菠箩
)
Keys
(
钥匙
)
Crayons
(
蜡笔
)
Copybooks
(
抄写本
)
30
Watches
(
手表
)
文稿:
Hello. My
name
is
Helen.
I
’
m
an
English
girl.
I
’
m
from
London. This is my
bedroom. I have 10 crayons and 2 watches.
I have 1 key.
It
’
s on the desk .I like
pineapples. I can see two
pineapples on
the table. A copybook is on the table too.
3
)给听到的题编号
13+11=24
(
)
19
—
9=10
(
)
15
—
10=5
(
)
20
—
15=5
(
)
7+13=20
(
)
16
—
14=2
(
)
Check the
answer
3
、
Fun
house
a. Listen and say the next
number.
b. Listen and say the number
before.
c. Talk and colour.
作业设计
1
、读
U5
单元课文
2
、朗读口头练习内容(字母组合,加减法)
板书设计
Unit 5 Plus
and minus
What
’
s
…
miuns
…
?
It
’
s
…
.
100-80=?
√
That
’
s right.
10-10=?
╳
Sorry , you are wrong.
教学后记:
Unit 6 Review and
check
31
-
-
-
-
-
-
-
-
-
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