第一篇:六年级英语上册Unit4教案
牛津英语6A教案 Unit 4 Review and check
盐城市一小
张尊昕
第一课时 教学目标:
通过复习要求学生掌握四会单词,词组。一.Free talk: Give it to me.What day is it today? What date is it today? When’s the teacher’s day?
What would you like as a birthday present? 二.Review: 1.Guess: 猜单词说出意思并拼读,如,出示单词卡的背面,学生猜出单词present,拼出且说出意思为礼物。以此复习所学的四会单词。2.默写这些四会单词。
3.帮学生归纳1~4单元的词组。Unit 1 a football match between and next to in the corner one all go over 一场足球比赛 在 之间 紧靠 在角落 一平越过
in front of 在前面 Unit 2 public sings a lot of questions different things on the wall stay away 公共标志 许多问题 不一样的东西 在墙上 远离 walk on the grass make noise no smoking no littering no parking 在草地上走 制造噪音 禁止吸烟 禁止乱扔垃圾 禁止停车 no cycling keep of keep quite take a walk look around? 禁止骑自行车 使不接近保持安静 散步 向四周看 pick up come up to point to 捡起 走进 指向 Unit 3 Ben’s birthday go home on the 18th of October a birthday present Ben的生日 回家 在10月18日 一个生日礼物
A VCD of Japanese cartoons the fifth of April take off blow out 一盘日本卡通VCD 4月5日 脱下 吹灭 Unit 4 Sports day a running race take some photos look for a moment ago 体育运动日 跑步比赛 拍照片 寻找 刚刚
In my pocket just now on the ground a pair of glasses a roll of film
再我口袋里 刚才 在地上 一副眼镜 一卷胶卷 三.Assignment: 三.Assignment: 写所归纳的词组及意思一遍。
第二课时 教学目标:
1. 复习字母组合在单词中的发音,使学生熟练掌握,并能正确判断。2. 复习Unit 1~4所学句型。一.Free talk: Give it to me.What does it mean? What date is it today? When’s the teacher’s day?
Would you like a yo-yo as a birthday present? 二.Review: 1. 让学生画出表格归纳字母组合的发音。【e】bread breakfast head sweater 【】brother Peter sister tiger 【】dear hear near year 【】bear pear there where 把它们牢记于脑中。
2. 完成几道题目以巩固所学内容。
1.bread read()2.head breakfast()3.pear near()4.brother danger()5.doctor tiger()6.here there()7.dear bear()8.pear bear()9.here hear()3. 让学生就书中每课C,D部分的图片进行同桌问答,然后抽学生两两问答。以检查学生的巩固情况。4. 默写句型。
Give it to me。Don’t give it to him。
What does it mean? It means you houldn’t litter。When is your birthday? My birthday’s on the fifth of May.What would you like as a birthday present? I’d like some flowers.Where’s your bookl?
It’s on the desk.It isn’t there now.It was there a moment ago.They aren’t there now.They were there a moment ago.三. Assignment:
1.书中 A~D的练习, B部分也以书面形式完成。2.让学生就所学的句型表演会话。
第三课时 教学目标:
通过本单元的复习操练,要求学生能综合运用所学的日常交际用语。一.Free talk: Give it to me.What does it mean? What date is it today? When’s the teacher’s day? Where is/are your …? 二.Review: 1. 几组学生表演会话。
2. 让学生四人一组以所学会话进行小组间对话。3. 请学生流利朗读课文对话。评出最佳朗读者。三.Check 1. 请学生讲解A中图画的内容并校对答案。
2. 让学生同桌就B中的图画内容相互问答,然后学生两两问答,检查并巩固会话。
3. 校对C答案并讲解答题要点。
4. 请学生汇报其调查表格的内容。用…’s birthday’s on the …来回答。四. Assignment:
复习巩固1~4课所学的内容。
第二篇:四年级英语上册期Unit4教案
小学四年级英语第一学期Unit4教案
一、教学内容
1、本单元要求会听,说,认读的单词和词组:
study bathroom bedroom living room kitchen phone bed sofa shelf fridge table it’s=it is aren’t=are not they’re=they are
2、本单元要求会听,说的单词和词组:
hey they open the door on the table near the phone in the door
3、帮助学生在掌握单词的基础上造出句子,编出对话,学以致用。
4、培养学生用英语交流的能力,为学生的进一步学习奠定基础。
二、教学要求
1、能听懂、会说,会用每一课会话。
2、掌握本单元出现的生词,词组和字母。
3、会唱本单元的歌曲。
三、教学重点和难点
1、对于较长的单词如bathroom ,bedroom ,living room, kitchen的掌握以及对于第一次出现的介词短语如open the door on the table near the phone in the door的掌握。
2、对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。
3、描述卧室中所有物件,并能据此编出对话。
四、教学时间
本单元共6课时,每周3课时,2周完成。
Lesson
1.Teaching aims To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living room kitchen Practice: This is my home.You can see a bedroom, a living room… 2.Teaching aids A tape-recorder
A picture
Several word cards 3.Important points The pronunciation of the new words 4.Teaching steps 1)Greetings Do some oral work and sing a song.2)New contents At first, the teacher shows Amy’s house using the computer.“What can you see in the picture?”
“I can see a study.” “I can see a bedroom.” …….5.Homework Work
To say the sentences smoothly Listen to the tape and recite the new words.1.Teaching notes
Lesson 1.Teaching content 1)Learn the dialogue and act it out.2)Let them master the sentences 1.Teaching aims Master the phrases: in the living room, in the study, in your desk, in your hand… Use the dialogue smoothly.3.Important points The pronunciation of the new words
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1.Greeting
Sing an English song.Ask the students to introduce their homes.2.Revision
Learn the drills and practice the drills.T: What’s this?
Ss: An eraser.T: yes, what does it like?
S: It looks like a fish.T: Where is my eraser? Is she in the…? Ss: Yes, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful!Where is it? S: This is my bedroom.(This is my
Living-room.This is my bathroom.)T: Is this your..?
S: Yes, it is.(No, isn’t.)Game.-Where is my pen?-Is it in the …?Is it in the …?-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?” Listen to the tape and imitate.Practice in groups and act it out.6.Homework
To say the sentences smoothly Recite the dialogue and listen to tape.2.Teaching notes
Lesson 21 1.Teaching Aims Let them master the words :
home
room
school
classroom
(listening speaking reading and writing)And the sentences
Welcome to my ……home ……
This is my ……room ……
When they see the pictures, they can recognize and say their English names..2.Teaching Aids
a tape recorder cards pictures 3.Important points
4-skill words:
home room school classroom 4.Teaching steps
1).Greeting and organization Sing an English song and do oral work.2).Revision A:Act the dialogue of lesson 21 B: Review these words: Home
room school classroom 3).Presentation
Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework
Spell the words , then write them: Home room
school
classroom 1.Teaching notes
Lesson
1.Teaching Aims Let the students master the words and phrase :
phone bed shelf fridge table sofa Let the students listen and read these drill:
Sit on …
Make …
Watch TV.Answer…
Open…
Set… 2.Teaching Aids a tape recorder cards pictures 3.Important points Learn to say the words: phone shelf fridge table sofa When they see the subject, they can recognize and say their English names..4.Teaching steps
1).Greeting and organization
Sing a song and do a oral work.2).Revision
Review these words:
Home room school classroom 3).Presentation
The teacher shows the phone of the room and points at something one by one, and the students say it in English.In this way, learn to say the new words: phone shelf fridge table bed
sofa
Ask a student come to the front to read all the words, and the others read after him.4).Play a game:
Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice
Listen to the tape, imitate and practice the words:phone…
Read and spell the words.6).Let’s do
Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework
1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes
Lesson 1.Teaching content 1)Drills
A: Are they on the …?
A: Are they near…?
B: Yes, they are.(No, they aren’t.)
2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims Let them master the short sentences:
Open the door
on the table
near the phone
Learn the new drills.Use the dialogue smoothly.3.important points 1).The pronunciation of the new words 2).A: Are they on the …? B: Yes, they are.(No, the are
aren’t)
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1).Greeting and organization Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?
S: It’s on the table(in the desk, near the phone…)
T: Where are the keys(books…)?
S: They are on the table(in the desk, near the phone…)
T: Are they on the table?
S: Yes, they are.(No, they aren’t.)
Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the S answers” to “the S asks, the S answers.”
3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …? S3: No, they aren’t.S2: Are they in the …? S3: Yes, they are.Tell them the different of “Is it…?” or “Are they…?”
Listen to the recorder and imitate.Work in groups and act it out.6.Homework
Recite the dialogue.To say the sentences smoothly 3.Teaching notes
Lesson 24 1.Teaching Aims 1)Let the students master the four-skill words : Window desk door chair bed 2)Let the students read these sentences:
What can you see in my room? I can see…
When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids a tape recorder.3.Difficult words and emphasis:
4-skill letters and words:
Window desk door chair bed 4.Teaching steps 1)Organization
Chant together and do a oral work.2).Revision Spell the word: Window desk door chair bed Phrase: w_nd_w
d_ _r
d_sk
ch___
b_d
3).Presentation
When the teacher point at the subject, the students say the word and spell it.Then write these words.Read the drills smoothly:What can you see in my room? I can see…
Read and choose: Listen to the T and choose A,B,C or 4).Listen to the tape, imitate and read..5).Game
The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework
Spell and write the four-skill words :
第三篇:六年级英语上册UNIT4 LESSON19 教学反思
六年级教学思考
英语课程标准为小学英语教学朗读的目的提出了明确的要求。阅读在听,说,读和写四种技能占据非常重要的位置。培养学生进行广泛的阅读,不仅为学生提供更多的语言输入,还通过阅读来学习更多的课外知识,获得大量的信息,从中获得成就感,增强学习的自信心英语。这是实现这一目标的重要教学内容,从整体出发,结合文本内容,使用合理的手段有效地发展小学生也是一个艰巨而重要的课题,以提高教学的小学英语教科书。本课程是一门话语教学班,在本课设计中,我设计了预读,同时阅读和后读三个阶段。
一,预读整体语境,层次深度
阅读是英语话语教学的主体,我创造了整体语境,为学生设计多维语言使用环境,学生从语言输入到语言输出转换。这是话语教学的本质,但是整体教学不能忽视本地,需要在一步一步深入的基础上做好预读,不会出现混合操作 混乱,重句子忽略整体或过分注意整体问题。在这一点上,我需要更多的思考,设计更贴近学生生活的活动,动员他们参与课堂活动。
三,阅读后-全面实践,运用他们的知识
总而言之,通过贯穿整个上下文的创造和实践活动的全面发展来实施小学英语教学的任务,不仅使学生更好地理解课文的内容,提高英语的运输能力,也让他们对阅读感兴趣,教师设计话语教学策略一定要注意三个要素,未来,我将继续学习,创新和完美。
第四篇:四年级英语上册 Unit4 My Home教案
Unit4 my home
第一课时
教学目标:
1.听、说、认读单词:study, bathroom, living room, bedroom, kitchen。2.能根据指令迅速做出动作
教学重点:听、说、认读单词:study, bathroom, living room, bedroom, kitchen。学习表示指令的词组。
教学难点:单词study, bathroom, bedroom的发音。教学准备:教学课件、录音带、单词卡、图片 教学过程:
一.(Warm-up / Revision)Play a guessing game: 1.2.3.教师一张图片,用一张白纸遮住,让学生猜一猜是什么。
然后教师出示该图,问学生:Is it a beautiful house? Do you like it? 请有能力的学生说一说图中房间的名称。
二、呈现新课(Presentation)
1.教师出示study的图片,手指着书房里的书问学生:What are they? 学生回答:They are books.教师接着自问自答:Where are the books? They are in the study.教读单词 study, 并板书,让学生认读。教师用动作帮助学生理解词义:We read the books in the study.2.教师出示living room的图片,教师问学生:Are there many books here? Is it a study? 学生回答:No.教师肯定学生的回答:Good.This isn’t a study.It’s a living room.We watch TV in a living room.教读单词living room, 并板书,让学生认读。3.教师出示bedroom的图片,问学生:What’s in it? 当学生回答出bed时,教师说:Yes, there is a bed in it.We sleep in a bedroom.(做动作帮助学生理解)This is a bedroom.教读bedroom, 并板书,让学生认读。
4.教师出示bathroom的图片,问学生:Is this a study? Is this a living room? Is this a bedroom? 学生会回答:No.教师告诉学生:This is a bathroom.We take a shower in a bathroom.(用动作帮助学生理解)教读单词bathroom,并板书,让学生认读。5.教师出示kitchen的图片,问学生:Is this a bathroom? 教师可让学生用中文说出这是哪儿。然后教读单词kitchen, 并板书,学生认读单词。教师可请学生看图片说句子:This is a kitchen.1 6.教师把第46页Let’s learn部分的挂图贴到黑板上说:This is my home.How many rooms can you see? What are they? 7.让学生观看本部分教学课件。[使用Unit 4 Let’s learn/A] 8.教师提问:Can you see a bedroom, a living room, a study, bathroom and kitchen? 学生回答:Yes.教师:Oh, you can see a bedroom, a living room„并让学生重复这段话。
9.让学生听录音,跟读课文。
10.教师出示单词卡,让学生认读单词。
11.教师用动作和语言表达句子,让学生说出相应的房间。教师:We watch TV in the_______.We read a book in the _________.We have a snack in the _________.We take a shower in the _________.We have a sleep in the ___________.12.Let’s do:
1)教师播放录音,学生跟唱。
2)教师说前一部分的指令,让学生说后一部分的指令并做出相应的动作。教师:Go to the living room.学生:Watch TV.Go to the study.Read a book.Go to the kitchen.Have a snack.Go to the bathroom.Take a shower.Go to the bedroom.Have a sleep.3)学生小组表演Let’s do部分的内容。4)教师奖励优秀小组。
三、趣味操练(Practice)1.抢读单词
这是训练学生认读单词能力的游戏,教师将全班分成若干小组,然后逐个出示一些单词卡片或图片,学生们举手抢答,教师让最先举手的学生读出该单词并说出其中的意思,或将图片上的单词读出来拼出来,读对说对拼对的给该组记10分,得分最多的组为优胜。2.摸宝说英语
教师准备好本课的单词卡片(有的写中文,有的写英文)和图画。将卡片和图画放入一只不透明的袋子里。游戏开始教师说,袋子里装的是许多宝物,让学生们上来轮流摸宝,如果摸到的是写有英文的卡片,则要英译汉;如果是中文,则要汉译英并拼读出来;如果是图片,则要看图说英语。
3.Let’s sing: 《My Bedroom》
第二课时
教学目标:
通过情境练习,学会句型:Is it in/on/under/„? Yes, it is.No, it isn’t.能在实际情景中运用所学句型并作出相应的肯定回答和否定回答。
教学重点:句型:Is it in/on/under/„? Yes, it is.No, it isn’t.词汇:isn’t 教学难点:发音:it is 连读,isn’t 教学准备:图片study, bathroom, bedroom, living room, kitchen相配套的课件、录音带
教学过程:
(一)热身/复习(Warm-up/Revision)
1.做游戏:教师把图片study, bathroom, bedroom, living room, kitchen放在讲台桌上,让一个学生到前面来看教师指定好的图片,然后向全班同学做出在该房间可发生的动作,让其他同学来猜一猜他看到的是哪张图片。
2.做A部分Let’s do 的游戏。一个同学说指令,让其他同学根据指令做可能发生的动作。3.Sing a song“My bedroom”.(二)呈现新课(Presentation)
1.教师对一个学生说:I have a new eraser.Do you have it? Where is it? 让学生回答以上问题。教师继续对其他学生说:I have„.Do you have it? Where is it? 让学生回答:It’s in/on/under„ 2.教师分别指着书、本、铅笔、尺子、橡皮等实物凭借记忆再次询问以上学生:Is it on your desk? Is it in your pencil-box? Is it in your desk? Is it under your book? 在学生回答出Yes和No的基础上,引导他们用Yes, it is.No, it isn’t 来回答。
3.做猜一猜的游戏。教师告诉学生有一些东西(物体或动物)分别放在家中的各个房间里。让学生猜一猜他们到底在哪个房间中。把学生分为两大组,一组学生必须使用句型Is it in/on/under„?来猜,另一组学生看着图用Yes, it is.No, it isn’t 来回答。教师所给的单词是:desk, bed, cat, chair, TV, sofa, book, bag.4.教师通过叙述故事,导入课文对话。
教师:一天,Sarah来到Chen Jie的家中,在Chen Jie的卧室里,看到她家的猫把她的新橡皮给叼跑了。你知道,猫把橡皮叼到哪里去了吗?可让学生先用句型Is it in„?来猜一猜。
5.让学生观看教学课件。[使用Unit 4 Let’s talk/A]
看完课件后,让学生回答:Where is the cat? 6.听录音,跟读课文对话。7.让学生做对话表演。
(三)趣味操练(Practice)1.做Let’s play部分的游戏。
让一个人蒙上眼睛,其他的人来藏一件物品。然后,让蒙上眼睛的同学猜Where’s„., 蒙上眼睛的同学用Is it in/on/under/„?来猜。其他同学用Yes, it is.No, it isn’t 来判断。如果猜对了,换人继续游戏。如果猜错了,要被罚演节目。
2.猜袋中物
教师从书包中拿出一件东西放入一只不透明的袋子里,由每组的第一名学生轮流猜,可以问:“Is it a banana(an apple, orange)?”猜对了为优胜。
(四)扩展性活动(Add-activities)看图猜词
以每一纵行为一组进行竞赛,教师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名学生轮流猜,可以问:“Is it a plane(bus, bike)?”回答:Yes it is.或No,It isn’t.等。哪个组猜对了就给记10分,然后接着往下猜,第一排的学生猜过后第二排接着猜,最后得分最多的组为优胜。做游戏时,还可以找一位学生来主持,由他让学生们猜。
第三课时
教学目标:
(1)掌握字母u-e的发音
(2)能够听、说、认读由u-e组成的单词:usecuteexcuse 教学重点:(1)掌握字母u-e的发音
(2)能够听、说、认读由u-e组成的单词:usecuteexcuse 教学难点:正确区分u和u-e在单词中的发音。教学准备:录音机、磁带、本课时所需的课件
教学过程:
(一)热身/复习(Warm-up/Revision)(1)Enjoy a phonics song.(2)I say , you say.(字母与音素的对应)
(二)呈现新课(Presentation)
(1)教师把单词呈现出来,让学生看着单词听录音,最后找出规律。
听chant, 并试着说一说听到最多的音素。Which sound do you hear the most? 学生多听几遍后找出带有该音素的单词。(2)体会单词中的音素。(教师和学生通过数单词中有几个音素,让学生体会元音u在单词中的发音。)
(3)出示chant的内容,听音选择或听音连线。(4)尝试说唱chant内容。(5)尝试总结发音相同的单词。(可以不管单词是否正确,只是通过替换的形式练习)在体会长音的发音规律的同时,对比元音字母o的短音发音。(6)完成教材活动,listen,circle and say.(三)Practice(1)通过圈词、词卡的游戏形式进行新词的试拼,操练、巩固元音字母的长短音。(2)Listen, circle and write.第一遍听的时候只是circle,第二遍听的时候write.第四课时 教学目标:
1.能听说认读单词:phone shelf fridge sofa bed table 2.会在实际情境中利用句型询问单词:Where are the „? The are „ 教学重点:掌握词汇:phone fridge sofa bed table 教学难点:发音:phone不要丢掉尾音,bed注意[e]的发音
教学过程:
(一)热身/复习(Warm-up/Revision)
1、复习句型:Where is „? It’s on/in/„
游戏:Guess: “Where is „?”
教师藏起铅笔、书、橡皮、铅笔盒等物。学生闭上眼睛,猜一猜。用:“It’s in/on”来回答。游戏先由教师示范,然后在小组中进行。
2、用学过的句型描述:
学生出示自己设计的房子的图画,用学过的语言进行描述。如:This is my house.It’s big.I have a living room.I have a study„.先在小组里做这个活动,然后请个别同学展示自己的图画,给大家介绍。
(二)呈现新课(Presentation)
1、教师出示Let’s learn的课件(教材配套),提问“What can you see in the picture?”鼓励学生们积极发言,尽量说。
2、学生会说到TV.table.chair desk甚至bed 等词。如果学生说出本课的生词,教师要特别鼓励,并反复的读几遍,加深学生的印象。如果学生指着table说成了desk, 教师可通过图片对比两个单词的不同。
3、针对学生第2项说的情况进行生词的学习:
教师图片出示phone等图,教学生一一学说生词,每个生词示范读后,都请大部分学生试读。注意phone的尾音。
4、教师播放课件,学生跟读学习。
5、游戏:将本课时的单词上下左右贴在黑板上,播放录音,学生听一听,指一指。再次打乱图片顺序,学生根据录音指图片。教师还可请能力强的学生说单词,其他学生指图片。
6、让学生听录音,跟读Let’s learn中生词。然后教师随意说词,学生快速的指出。
(三)趣味操练(Practice)
游戏1:Let’s do(Unit 4/B/let’s do)学生听录音,边听边做。
教师边发出口令,边示范动作。示范后,教师发出口令,学生做动作。教师在黑板上展示Let’s do的图卡,让学生看看图,做一做,说一说。比比谁最快,教师快速出示图卡或者说指令,学生迅速反应,做出动作。游戏2:听一听,摆一摆
教师说词,学生按顺序摆词卡。(小组游戏)
游戏3:布置我的家
学生以小组为单位活动(四人一小组最好),每小组准备一张大图画(由小组成员在上节课共同设计的家),教师用英语描述(如:The table is in the kitchen.The shelf is in the bedroom.)学生用自己的词卡摆一摆。(四)扩展性活动(Add-activities)
捏一捏,说一说 学生以小组为单位活动。学生们准备橡皮泥。每个学生捏一样东西。摆在小组设计的家的图片中。摆完后,用英语描述。(鼓励孩子综合运用本单元的词汇)
第五课时
教学目标:
1、能熟练理解朗读短文。
2、能听说认读句型Where are „? Are they„? Yes, they are./No ,they aren’t并在实际中运用。
教学重点:听说认读句型Where are „? Are they„? Yes, they are./No ,they aren’t并在实际中运用。
教学难点:句型Where are „? Are they„? Yes, they are./ No, they aren’t的掌握
教学准备:书包、铅笔等实物、课件、录音带
教学过程
一、热身/复习(Warm-up/Revision)
Let’s do: 第四课时中的let’s do部分的练习。教师发出口令,学生表演。请学生当小老师发口令。小组中进行游戏。
Guess: 教师让全体学生闭上眼睛,将pen藏在一个学生的课桌里。说:Where is it? 假装问:Is it in your pencil-box? 学生回答:No, it isn’t.直到找到,学生回答:Yes, it is.教师将pencil藏起来,让学生用Is it„?来提问,被问到的学生回答:No, it isn’t./ Yes, it is.(为寻找范围过大,教师可以划定范围。第一组或第一排。)
二、呈现新课(Presentation)
1、教师拿出一个书包,说There are many books in this schoolbag.What are they? Are they notebooks? 引导学生用Are they„? 来猜一猜, 猜出正确答案:They are storybooks.2、出示Let’s talk的课件(教材配套),观看课件中的故事,理解句子的含义。
3、先让学生试着自己读故事。然后学生边听录音(教材配套),边认读句子。
4、小组分角色对话朗读,各小组展示。然后给课件中的角色配音。
5、各小组表演故事。
6、教师出示Let’s chant部分的挂图。告诉学生这是Sarah的一家人。让学生就挂图部分提问,Where is Sarah’s mother/father/brother/sister? Mother is in the living room„..(该练习先由教师和掌握较好的同学做示范,然后小组中进行问答训练,最后各小组来提问回答)
7、听录音,跟读句子,边读边打节奏。边读边指句子。(对mother’s或brother’s学生可能不太理解,教师告诉学生„’s= „ is,不必过多的讲解。)
三、趣味操练(Practice)游戏1: 对话表演比赛
教师让学生根据本课及前面所学内容自编对话,然后让学生到教室前表演他们自己所编的对话,选出最佳剧本奖和最佳演员奖。游戏2 :帮妈妈找钥匙 教师自制大教学挂图:一栋房子,(参考C/task time的图),找一找,Where are mother’s keys? 房子中的任何物品都可以取下(先制作一栋房子的结构,每间屋子的英文名字贴上去,背后有Yes/No的答案。每间屋子中的物品都可摘下。物品背后有答案,找到画有钥匙的部分即为找到)。学生在猜的过程中,运用语言Are they „来提问。教师用Yes, they are./ No, they aren’t来回答
第六课时
教学目标:
1.通过对本单元的学习,能够正确完成Let’s check等的练习。2.学会唱英文歌曲。
3.通过自己阅读,小组交流,教师解疑等方式,能理解Story time.情感目标: 培养学生英语学习兴趣。
教学重点:能够正确完成Let’s check等的练习。
教学难点:通过自己阅读,小组交流,教师解疑等方式,能理解Story time.教学过程:
(一)热身/复习(Warm-up/Revision)1. 指教室中的各个事物复习单词。
2. 游戏:教师念单词的前一个或两个字母,学生迅速从指出并读出单词。3. 几个学生为一组,比赛拍单词。
(二)呈现新课(Presentation)1. 小组合作,完成课本练习。1)自己做
2)组内交流
3)班内回报 2.Let’s check 1)根据图片进行编对话练习2)放录音做练习3)重复核查 4)朗读句子 3. 学唱歌曲 4.Story time 1)自己阅读 2)小组讨论交流 3)回答教师问题 4)看动画 5)跟读句子 6)尝试表演
(三)趣味操练(Practice)游戏1:看谁敲得快
学生准备好铅笔、尺子等可以用来敲打物品的东西,教师说单词学生要用最快的速度去敲击与所听相符的单词或图片,最快最准的获胜。游戏2:猜字母
学生两人一组。一个学生在另一个学生的后背上用手书写字母,让他凭着感觉来猜出书写的是哪个字母。然后相互交换。
第五篇:六年级英语上册教案
Lesson 2 What a nice school
第一课时 一、教学内容What a nice school 二、教学目标
1、理解、掌握对话内容,用正确的语音语调朗读对话,初步表演对话。
2、正确运用日常交际用语Welcome to our school.Who’s that boy? I’m new here.3、能正确的听、说、读 单词 boy, woman, teacher, student, nurse
三、教学重点
能正确理解对话内容,朗读对话,初步表演对话
四、教学难点
流畅地朗读对话,并能在理解对话内容的基础上表演对话
五、课前准备
1、人物图片 Mike(student), Miss Li(teacher),Miss King(nurse),Gao Shan(student)
2、单词卡片 student, teacher, woman, teacher ,boy
六、教学过程
(一)Free talk
1、Hello, nice to meet you.2、How are you ?
(二)Presentation and practice
1、Good morning, boys and girls.Glad to meet you.Welcome back to school.出示 Welcome com to school.理解并领读。
2、I have many pictures here.I like them very much.Do you like them? 出示所有的图片
3、根据出示的图片复习单词 boy , girl,man, woman
4、Do you know these boys and girls?(出示Mike , Gao Shan, David 的图片)
(1)
Who’s this boy?(Who’s that boy?)
He’s _______.He’s a student.(学习新单词student)(2)
Who’s this girl?(Who’s that girl?)She’s _________.She’s a student.5、Do you know these men and women?(出示 Miss Li, Miss King , Mr Green 的图片)(1)Who’s this man?(Who’s that man?)
He’s _________.He’s a teacher.(学习新单词teacher)(2)Who’s this woman?(Who’s that woman?)She’s __________.She’s a nurse.(学习新单词nurse)
(三)Read and say
1、新生与老师对话: A: Hello, I’m … I’m new here.B: Hello, I’m Miss Bi.Nice to meet you.Welcome to our school.学习:
I’m new here.Welcome to our school.2、听录音,跟读。
3、Read the whole dialogue together.4、分段分角色朗读。
5、Work in pairs.1)、老师与学生示范 2)、同桌准备 3)、同桌表演
(四)Act the dialogue
(五)Homework
1、听录音朗读对话。
2、根据课文内容自编小对话,下节课表演。
教学后记:
第二课时
六、教学过程
(一)Listen to the song :Who’s that girl?(二)Review 同桌到讲台表演准备好的对话(三)Presentation and practice
1、示范拼读单词boy, girl, man, woman
2、教单词 doctor 和student, teacher, doctor, nurse的拼读
(1)
出示doctor,teacher, student, nurse 图片,让学生找出老师所说单词的图。
老师首先报:doctor.这个单词没学过,学生通过排除的方法找出医生。
老师拿着图领读 doctor, 抽读。
(2)出示单词卡片:doctor, teacher, nurse, student,让学生把卡片贴在相应的图下面,并拼读单词,正确的给相应小组加五角星。
3、Read the eight words together.(四)Play a game(巩固所学单词)游戏1:What’s missing? 把八张单词卡片贴在黑板上,静听老师说出其中七个单词,然后老师问:What’s missing? 学生立即说出没报的单词。同样的方法复习每个单词。
游戏2:Follow me.(单词卡片贴在黑板上)全班分两大组:
1、一组的一位同学报单词nurse, 另一组的一同学立即拼读:N-U-R-S-E, nurse.2、一组的一位同学拼读B-O-Y,另一组的一同学立即读出单词:boy.回答正确得分,否则另一组得分。最后看谁的分数高。
(五)指导抄写新单词
(六)Homework 朗读、拼读单词。
教学后记:
Lesson 1 I am new here
一、教学内容Lesson 1 I am new here
二、教学目标
听、说、读、写句型Who’s that_______? He’s / She’s _______.He’s/She’s a__.Are you ________? Yes, I am./ No, I’m not.What are you doing?
I am
三、教学重点 句型的听、说、读、写。
四、教学难点 句型的默写 五、课前准备 词组卡片
六、教学过程
(一)Free talk
1、How are you this morning? 2、Nice to meet you.3、Who’s that boy(girl)? 4、Are you a student? 5、Are you a new student?
(二)Review Play two games in order to review the patterns.1、用准备好的八幅让学生猜: A: What picture is this? B: A teacher.A: Yes, you’re right.Can you spell it? B: Yes, T-E-A-C-H-E-R, teacher, A: Are you a teacher? B: No, I’m not.I’m a student.2、把人物职业图分给一同学(不让其他学生看见,把图藏在身后),代替图的人物。
请一同学上台对话:(若学生不会,老师可先示范)A: Excuse me, are you a teacher? B: No, I’m not.A: Are you a nurse? B: Yes, I am.(Yes, you’re right.I’m a nurse.)
(三)Ask and anwer 1.Present a pattern: A:Who’s that …?
B:He’s/ She’s _______.He’s/She’s a__.2.Work in pairs 3.Check
(四)Look and say 看图对话,图见教材,内容略。让学生先同桌准备,然后同桌看图对话。
(五)Exercises
1、听写单词:boy, girl, man, woman, teacher, doctor ,nurse, student, new
2、抄写句型: Who’s that boy? He’s Mike.He’s a student.Who’s this woman? She’s Miss Li.She’s a teacher.Are you a doctor? Yes, I am.Are you a nurse? No, I’m not.(六)Homework
1、预习E:Read and act
2、复习抄写的句型,准备默写。
教学后记:
第2课时、教学过程
(一)Listen to the song: Who’s that girl?(二)Free talk:
1、How are you today?
2、Nice to meet you.3、Excuse me, are you a student? 4、Are you a new student?(三)Listen and repeat
1、出示图及 Walkman, woman, zebra, zoo 四个单词,学生听录音,跟读这四个单词,体会w, z 的发音.2、出示:watch, window, 以便学生更好的体会w 的发音
3、Let Ss try to read the long sentence.(四)Read and act
1、出示书上的图,听录音数遍,回答问题: 1)Who’s the boy in the tree? 2)Please say something to Liu Tao.第一题学生很快会作答。
第二题若有学生说出 Come down, Liu Tao.给与加星。然后边做手势边教读,让学生理解句意。同样的方法教Don’t climb trees again.(可让学生先预习)
2、听录音,读对话。
3、自读,齐读,分角色读。
4、表演对话。
教学后记:
Lesson 3 Happy teacher day
一、教学内容Happy teacher day
二、教学目标
1、理解小故事含义
2、会唱歌曲 the children on a bus
3、进一步复习所学内容
三、教学重点 人人会唱the children on a bus
四、教学难点 通过小故事,提高学生的阅读理解能力
五、教学过程(一)Sing a song
1、Listen to the song.2、教师带唱,并出示新句子:Because she/ he is new.3、Listen again and repeat
4、Sing the song together
5、Choose some students to sing
6、让学生替换歌词演唱,以起到举一反三的作用,如Who’s that girl?She’s „替换为Who’s that woman/man?(二)Fun house : Look and read
1、看图理解课文
2、默读并回答下面问题:
1)Who’s the man over there?
2)Is he a teacher?
3、检查自学情况
(三)Play a game(四)Exercises 1.连词成句
(1)
to, welcome , school, our(2)
you, a , Are , nurse, Yes, am, I 2.默写句子
(1)
Who’s that boy? He’s Mike.He’s a student.(2)
Are you a teacher? Yes ,I am.(五)Homework
熟读本单元课文.第二课时
三、教学过程: Step1 Revision 1.用一些图片和学生们上节课使用的名片来复习上节课所学的句型: What’s your / his / her job ? I’m / He’s / She’s ….在这个过程中注重四会单词的拼读
2.用一些有趣而有效的游戏来巩固新词,并可让学生把自己收集到的其他表示职业的词那出来和大家交流。
Step2 Presentation and practice 1.出示句型 What are their jobs?
They’re …
例如: 让学生各自拿着自己将来的名片, 在进行了关于各自职业的练习之后, 让选择相同职业的学生站在一起, 来引出句型: What are their jobs? 2.安排丰富而有效的各种方法来巩固新句型.安排一些学生做各种不同的动作,让其他学生来猜他们的职业.T: Look carefully and try to guess : What are their jobs?
Are they waiters ? ….Ss: ….Step3 Ask and answer 1.先让学生同桌自由练习、问答.2.组织全班讨论, 分组回答.Picture 1: What’s your job ? I’m a policeman.Picture 2: What’s your job ? I’m a policewoman.Picture 3: What are their jobs ? They’re farmers.Picture 4: What are their jobs ? They’re drivers.Picture 5: What’s his job ? He’s a postman.Picture 6: What’s her job? She’s a waitress.Step4 Look, read and complete 1.先组织学生讨论,帮助学生看懂图意.2.学生分组自由讨论,完成填空.3.教师组织全班讨论,校对正确答案.Is your friend a boy ? No, my friend is a girl.How old is she ? She’s 12.Are her eyes big ? No, her eyes are small.Is her hair long ? Yes, her hair is long.Your friend is Yang Ling, I think.Yes, you’re right.Step5 Assign homework
Try to write down the sentences of C: Ask and answer in your copybook.教学后记:
The Third Period
一、教学内容和目标: 1.学会询问他人的年龄:
How old are you / is he/ she ? I’m / He’s / She’s …
2.能正确、流利、有感情地朗读课文。
二、教学用具:挂图、磁带
三、教学过程: Step1 Free talk T:Hi,what’s your name? How are you? What’s your job?
The teacher talks with several Ss.Step2 Presentation and practice 1.T:How old are you?(示意)S1:I’m …
新授句型:How old are you? 2.T: How old are you?(与一位男生交流)S2:I’m ten.T:How old is he?(ask other Ss)引出:He’s „
3.Teach:How old is she? She’s … in the same way.4.Work in pairs like this: How old are you/ is he/she? I’m/ He’s/ She’s …
Step3 Read and say 1.介绍对话背景:Liu Tao在展览馆与机器人Jack在对话。
T:Hello,boys and girls.Nice to meet you.I’m a robot.I’m Jack.I’m one.I’m a waiter here.2.Listen to the tape and repeat the dialogues.其中,适当讲解What’s your job? I’m a „ What are their jobs? They’re „
3.跟教师读、齐读、分角色读。4.背诵课文,并试着让学生表演。
教学后记:
本课除了学习询问别人的职业,还有一个重要的句型就师学习询问别人的年龄.How old are you ?这个句型,学生学习起来,比较容易.大多数都能正确掌握.在展示这个句型之后,我又把后面的Fun house 部分的一个简短又有一定趣味的小对话提到本课来学习,进一步练习了这个句型.第四、第五课时
The Fourth Period
一、教学目标:
1.反意疑问句的初步了解和使用: It’s cold today, isn’t it? 2.学会使用: Guess!(能熟练朗读E部分的对话,尝试表演)3.语音: 辅音字母组合dr和 tr在单词中的发音.(能听后辨认,会读)
二、教学用具:录音机,磁带,教学挂图。
三、教学过程: Step1 Free talk
Step2 Read and act 1.It’s cold today, isn’t it ?
可以从相互问好开始,进而谈论到天气,教师可以通过自己的肢体语言让学生了解这句句子的意义。然后让学生尝试相互练习,也可以尝试补充一些其他的反意,例如:She is a good student, isn’t she? You like English, don’t you ? 说给学生听,让学生对这种类型的句子有一个初步的印象。
2.听录音,整体呈现对话内容。
(将挂图挂在黑板上,听2-3 遍)回答问题:(1).Who are they?(2).Is it cold today?(3).Who’s the woman in the red sweater ?(4).How old is she? Is she sixty?
在回答问题的过程中,学会使用:Guess!3.说明Which one? The one in the red sweater.中的one是指woman。4.在教师的指导下进行各种形式的朗读对话练习。5.学生相互间结对子操练,并尝试表演对话
Step3 Listen and repeat 1.用卡片的形式出示一些单词, 让学生注意其中红色部分的发音,注意体会.dress, driver, tree, trousers 出示音标:[tr]和[dr],朗读.2.指导学生朗读句子:The driver’s dress and trousers are in the tree.教学后记:
本段对话的第一句It’s cold today, isn’t it?是个反意疑问句,是个难点,学生掌握起来比较困难.不过,每单元的E部分对话是对本课对话的拓展与延伸,分布了一定的新词,对于初学英语的小学生来说是有难度的.所以,在教授本部分对话的时候,只是对本对话的意思有一定的介绍即可,不对学生有很高的要求.在经过一定的练习之后,大多数的学生都能正确的读出对话.并了解其中含义.The Fifth Period
一、教学内容和目标: 1.学会表达: 我将来想做„(职业)
What do you want to be ?
I want to be a/an …
2.能有表情地演唱歌曲They sing happily.二、教学用具: 各种图片, 录音机.三、教学过程: Step1 Sing a song 1.Listen to the tape once more.2.Ss sing after the teacher.3.Sing the song together.4.Compete in groups.Step2 Look and read 1.Look at the picture carefully and understand the story.2.教师适当指点:明明和她的洋娃娃同名同岁正是这个小故事的幽默所在。3.Read the story.Step3 Do a survey 1.复习职业类单词。
2.学习句子: What do you want to be ? I want to be a/an …
3.组织学生调查本小组同学的未来理想, 完成书上的表格.4.组织学生汇报自己的调查结果.Step4 Assign homework 1 拼读并抄写本单元中要求四会的单词和句型。2 熟读对话并自编对话。3 演唱歌曲。
教学后记:
本课为每单元最后G部分 Fun house的教学内容.语句What do you want to be ? I want to be a/an „有一定的难度,不要求学生必须掌握句子的用法,主要是为了在操练句子的过程中对本课所学的单词和句型进行复习和运用.不过,在教授这部分的时候,不少学生表示他们将来想从事的职业没有包括在我们本课的单词里.针对他们这样的心理,乘机对关于职业的单词进行拓展.不必掌握,了解即可.Unit 4 Buying fruit
一、教学内容
1. 词汇 听得懂、会说、会读、会拼写apples, oranges, bananas, peaches, grapes, watermelons, pears, some 2.日常交际用语
听得懂、会说、会读Can I help you? These or those? 3. 句型
听得懂、会说、会读、会写What are these/ those? They’re„.How many kilos? „ kilos, please.4.语音
听读、辨认辅音字母组合th在单词中的发音 5.歌谣
会朗诵
二、教学重点和难点:
1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。
2.能听得懂、会说和会读日常交际用语Can I help you? These or those? 3.能听得懂、会说、会读和会写句型What are these/those? They’re„.How many kilos? … kilos, please.4.初步掌握名词复数的词形和读音的变化。5.了解辅音字母组合th在单词中的两种不同读音。6.能有表情地流利的诵读歌谣《I like fruit》。
三、教材内容分析: 本单元的核心教学内容是“认物”,主要学习句子What are these/ those? They’re„。Book4A中已经出现What’s this/ that? It’s„句型。教学中教师可以采用以旧带新的方法,从单数句式引出复数句式,还可以通过单复数形式比较找出它们之间的区别。本单元主要出现了水果类单词,除lemons, strawberries, grapes三种水果是第一次出现以外,其余八种均在Book3A第三单元中出现过。教师可通过句型Do you like „? Yes, I do./ No, I don’t.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词。本单元出现的是这些单词的复数形式,涉及到词形、读音的变化,是教学中的难点。教师可以对名词复数的词形和读音进行归类。
与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语Can I help you? How many kilos? These or those?等。在教学中教师要注意创设购物情景,让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语,以扩充他们的知识面、锻炼他们的自主学习能力。
四、课时安排: 四课时
五、教学过程设计: Period 1 Teaching aims and difficulties: 1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples。
2.能听得懂、会说、会读和会写句型What are these/those? They’re„.3.学会有表情的朗读歌谣《I like fruit》。Teaching procedures: Step 1.Warming-up 1. Greetings.2. Daily practise.T: Point to the teacher, student, policeman, nurse, doctor, dentist, farmer, etc.S: Teacher, student, policeman, nurse, doctor, dentist, farmer, etc.(do the action while speak out the word)Step 2.Presentation T: Do you like doctors/nurses/ policemen/ farmers/…? S: Yes, I do.(No, I don’t.)
T: Do you like your English/ Chinese/ math teacher? S: Yes, I do.(No, I don’t.)
T: Thank you.Miss Wang likes apples.Do you like apples? S: Yes, I do.(No, I don’t.)T: What do you like, then? S:
I
like pears/bananas/pineapples/watermelons/peaches/oranges/mangoes.Step 3 New words, chant and structures learning 1.New words learning T: Oh, I see.Now, I’ll play a game with you.It is called” Touch and guess”.Who’d like to come to the front and have a try? S: I try.T: XXX, come here.Please touch and guess what these in the bag are? S1: Pears.T: Let me see.Oh, you’re right.Now I’ll change the fruits, please wait a minute.OK, who’d like to try now? S: I try.T: XXX, you please.S2:(touching the fruits)T: What are these? S2: Oranges.T: I’m sorry you’re wrong.Who can touch and guess once again? S: I try.T: OK, XXX, you please.S3: Pears.T: I’m sorry you’re wrong, either.Let me show you: what are these in the bag?(take out the fruits in the bag)Look, they’re grapes.Say after me, grapes.S: Grapes.T: Grapes.(point to one grapes)S: Grapes.T: Grapes.(point to all grapes)S: Grapes.T: OK, boys and girls.What are these in the bag? S: Grapes.T: Yes, you can also say: They’re grapes.S: They’re grapes.(Teach the other words in the same way.)T: OK, now let’s do ‘’point to …” once again, but this time we don’t point to the students act in different jobs, we point to the fruits.Are you ready? 2.New chant learning T: You’ve done a great job just now.OK, it’s time to say a chant.Do you like it? S: Yes.T: OK.Listen to the tape carefully.(play the tape recorder)S:(Learn the chant)T: Now, let’s say the chant by ourselves.S:(Say the chant and clap their hands together.)3.New structures learning T: Very good!Excuse me, what are these in the bag once again? S: They’re grapes.T: Do you like grapes? S: Yes, I do.(No, I don’t.)
T: Thank you.Boys and girls, can you guess what those behind the bookcase are? S1: They’re grapes, too.T: No.S2: They’re oranges.T: No, you’re wrong.OK, I can give you a hint: they’re red and sweet.S3: They’re apples.T: Yes, how clever!You’re right.Do you like apples? S3: Yes, I do.T: Can you guess what are those behind the door? They’re yellow and sweet.S1: They’re pears.T: No.S2: They’re peaches.T: I’m sorry.S3: They’re mangoes.T: Bingo!You’re right.Do you like mangoes? S3: No, I don’t.Step 4.Practice T: Now, please use the fruits you brought here to make a dialogue with your desk mates.If you didn’t bring anything, you can talk about the pictures on page 33 in your English book.Pay attention to use the new drills in your dialogues.Now, I’d like to give you an example.Please listen carefully.Excuse me, what are these? S4: They’re apples? T: Do you like apples? S4: Yes, I do.T: What are those over there? S4: They’re grapes.T: Do you like grapes? S4: No, I don’t.T: Oh, I see.I like grapes..May I havesome? S4: Sure, here you are.T: Thank you.S4: Not at all.S:(Work in pairs.)
T: Ask some pairs to act their dialogues out.T: Take out your books and turn to page 30, let’s read after the tape.S:(Read after the tape, and then read in groups/ pairs.)Step 5.Consolidation T: I know my father and mother like apples.Do you know what fruit do you father and mother like? After class, use the words and sentences we have learnt today to ask your father and mother what do they like.If you don’t know how to say the fruits’ names, you can go and ask the greengrocers or bring them to the school and ask me.Then finish this table.Next class, I’ll check it out.That’s all for this class.Homework Oral work: 1)Read the content on page 30 and 32.2)Practise the chant on page 37 and try to make a similar one.Written work: Copy the new words and finish part E of the workbook.Period 2 Teaching aims and difficulties: 1.能听得懂、会说、会读和会拼写单词some。
2.能听得懂、会说和会读日常交际用语Can I help you? I’d like some„
How many kilos?…kilos, please.渗透询问价格的日常交际用语: How much „? „ yuan.3.能正确表达每重量单位的单价。Teaching procedures: Step 1.Warming-up and revisions 1.Dialy practise: Point to….(Review the new words which are taught in last period)2.1)Say the chant with actions.2)Ask some students to say the chants which are written by themselves.S1: Watermelons, watermelons, red and green.S2: Grapes, grapes, purple and green.Step 2.Presentation T: With the table in your hand, I think we can do some shopping now.We can buy some fruits for our father and mother.Boys and girls, what are these on the desk? S1: They’re apples.S2: They’re bananas.S3: They’re pears.S4: They’re oranges.T: Look, I also put some fruit over there.D o you know their names? If you don’t know, you can ask me.S1: Excuse me!What are those over there? T: They’re sugar canes.S2: What are those over there? T: They’re lichees.S3: What are those over there? T: They’re tomatoes.Step 3.New structures learning 1.重量单位和每重量单位单价的正确认读
1公斤/千克:one kilo(1 Kg)5元/千克:five yuan a kilo(5元/Kg)2.Can I help you? I’d like some….How many kilos? …kilos, please.T: Now, I’m a shop assistant.You can buy fruits from me.Can I help you? S: I’d like apples.T: How many kilos? S: Two kilos, please.T: OK, here you are.S: Thank you.T: I also like to buy some fruits for my father and mother.Who’d like to be the shop assistant? S: I try.T: OK.You, please.S1: Can I help you? T: I’d like some grapes.for my mother.S1: How many kilos? T: One kilo, please.How much are they?(Take out the purse in order to help the student understand the meaning of this sentence.)Step 4.Practice T: Now I’ll divide you into four groups.You can do some shopping in the classroom.The students of group one are the shop assistants in Lianhua supermarket.Group two are the shop assistants in Rt-market.Group three and four are the customers.OK, you can go now.S:(Do the shopping.)T: OK, the students of group one and group two also like to buy some fruits.So let’s exchange now.The students of group three are the shop assistants in Lianhua supermarket.Group four are the shop assistants in Rt-market.Group one and two are the customers.S:(Do the shopping.)Step 5.Consolidation T: Now please open your books and turn to page 31.Let’s read after the tape.Are you ready? S: Yes.T: OK, here we go.S:(Read after the tape, then read in groups/ pairs.)Today we have learnt how to buy fruits in English.That’s all for today.Homework Oral work: 1)Read page 30-32 after the tape.2)利用33页上给出的句型,根据33上四幅图的情景与同桌合作编一个小对话,要求真实可信。Written work: Finish part D of the workbook.Period 3
Teaching aims and difficulties: 1.熟练掌握“四会”单词apples, oranges, bananas, peaches, grapes, watermelons, pears。
2.能听得懂、会说和会读日常交际用语These or those? 3.能结合实际情景正确运用Can I help you? I’d like some„ These or those? How many kilos? „kilos, please.等句型。Teaching procedures: Step 1.Warming-up and revisions 1.Review the chant < I like fruits>.2.Review how to say the kilos and price.T: How much a kilo?(Take out the card: 5元/Kg)S: Five yuan a kilo.T: How much two kilos? S: Ten yuan two kilos.T:(More practise.)Step 2.Presentation T: Some students told me they haven’t bought fruits last class.So let’s give them a chance to continue.XXX, come here, please.T: Can I help you?
S1: I’d like some grapes for my grandmother.T: OK.How many kilos? S1: One kilo, please.T: OK, here you are.S1: How much are they? T: Eight yuan five jiao.S1: OK, here you are.T: Thank you.Step 3.New structures learning 1.How about…? Here’s the money.T: OK, all of us have bought things in the classroom now.I’m very happy.Oh, I forgot one important thing, I haven’t bought things for you, my students.I must buy something for you.Who can be the shop assistant now? S: I try.T: OK, you please.S1: Can I help you? T: I’d like to buy some sugar canes for my students.How much a kilo? S1: Six yuan a kilo.T: En, how about five yuan a kilo? S1: OK.How many kilos? T: Let me see.Five kilos, please.S1: Here you are.T: How much are they? S1: Twenty-five yuan, please.T: Here’s the money.S1: Thank you.Goodbye!T: See you!2.These or those? The … ones, please.T: I have bought some sugar canes for my students, they’re so heavy.I still want to buy some pineapples and grapes.for my students.Who can buy them for me? S: I try.T: OK, you please.T:(Act as the shop assistant.)Can I help you? S2: I’d like to buy some pineapples for my teacher.T: These or those?(Point to the pineapples.)S2:The big ones.How much a kilo? T: The big ones are ten yuan a kilo.S2: Five kilos, please.T: OK, here you are.Fifty yuan, please.S2: Here’s the money.T: Thank you.Goodbye!S2: Bye!Step 4.Practice T: Thank you.You’ve done a good job.Now, class, I’ve opened a company.The customers can book all kinds of fruits in it.I have to buy the fruits for them now.Oh, the telephone is ringing.I have to answer the telephone.Who can buy the fruits on the cards for me now.S: I try.T: OK, this card is for you.…(Give the cards to some students.)Card 1: apples
3元/Kg kilos
Card 2: pears
2.5元/Kg kilos Card 3: grapes.4元/Kg kilo Step 5.Consolidation S: Hand in the fruits to me.T: Thank you very much.The fruits are for you.That’s all for this lesson.Homework Oral work: Read and practise Unit 4 Written work: Copy the new words and drills.Period 4 Teaching aims and difficulties: 1.了解辅音字母组合th在单词中的两种不同读音。
2.能在实际情景正确综合运用Can I help you? I’d like some„ These or those? How much „? „ yuan.How many kilos? „kilos, please.等句型。
Teaching procedures: Step 1.Free talk What are these/ those? How much …? … yuan.How many kilos? … kilos, please.Step 2 Act the chant < I like fruits> Step 3了解辅音字母组合th在单词中的两种不同读音。thin think three thank … th there those that this… Step 4 Listening practise!.Finish the workbook of Unit 4 2.Check the answer.Postscript: 本单元的单词部分对于学生来说,掌握较好。因为水果类单词在3A就已经学习过了,而且学生对于吃的东西的兴趣还是很大的。在课堂上,使用了形象生动的图片,学起来很快。句型也是生活中常用的一些句子,把新句子带入对话和情境中来学习和练习。
Unit 5 Review and check 教学要求:
1、通过复习,要求学生能比较熟练地听、说、读、写已学过的单词和句型。
2、能综合运用所学的日常交际用语。教学重、难点:同教学要求。教材内容分析: 本单元是复习单元,侧重归纳了本册第一至第四单元的主要语言项目。通过看图编号,说说讲讲,完成句子等练习,全面系统复习已学过的词汇、语法和交际用语。在教学中我们要对基础知识和基本技能进行扎实有效的训练,在复习的过程中要着眼于学生运、运用语言能力的提高。
由于本单元复习的内容多,综合性强,我们在课前一定要认真归纳总结前几单元的教学内容,分析学生的歇息现状,根据学生对语言项目的掌握情况,对所出现的词语、日常交际用语和句型进行扎扎实实的复习,用归纳、滚动的方法由点到面作巩固操练。操练中要尽量运用直观教具,结合唱、游、演、画等多种形式,激发学生兴趣,使学生缺有所补,强有所长,不同层次的学生都有进步。
教具准备:图片、单词卡片、幻灯片、录音机、磁带等。课时分配:共6课时 第一课时
Part A Look , read and write Workbook A.Listen, find and circle 第二课时
Part B Look and say
Workbook B Listen and choose 第三课时
Part C Look, read and complete 1
Work book C Listen , number and colour 第四课时
Part C Look, read and complete 2
Workbook D Look and write 第五课时
Part D Look and talk 第六课时
Workbook E.Read, choose and write F.Complete the dialogues.Period 1 教学要求:
1、听得懂、会说、会读第一至第四单元的日常交际用语。
2、听得懂、会说、会读、会写第一至第四单元中的句型。
3、能根据图片所提供的情景,选择相应的日常交际用语,并在气泡中填上序号。
4、能根据录音正确地在图中圈出a或b,培养学生听力和观察能力。教学重点:能根据图片所提供的情景,选择相应的日常交际用语。教学难点:熟练掌握第一至第四单元的日常交际用语和句型。教具准备:录音机、磁带、幻灯片 教学过程:
Step 1 Sing a song:《They sing happily》 Step 2 Free talk:
1.Who’s that boy?(指着班上某一男孩提问)
指名回答后,指着班上某一女孩问大家:Who’s that girl ?(齐答这一问题)2.安排一位新转入的学生与大家问候的情景,复习:I’m new here.Welcome to our school.Step 3 Look, read and write:
1、幻灯出示Look.Read and write 的内容,指示学生看图、读句,并给图片编号。
2、教师校对答案后,让学生看图朗读。
3、以小组为单位,分角色结合图片情景进行交谈。Step 4 Listen, find and circle
1、指导学生观察每组图,了解其意思。
2、鼓励学生大胆地用英语说出每幅图的意思。
3、听录音,圈出a或b。附:录音文字稿:
1、A:What’s that in English?
B: It’s an ear.2、A:What’s this in English?
B: It’s a skirt.3、A:What are these?
B: They’re oranges.4、A:What are those?
B: They’re grapes.5、A:Is he a teacher?
B: No, He’s a driver.6、A:What’s her job?
B: She’s a waitress.Step 5 Assign homework :
1、朗读并抄写第一单元四会的单词和句型2遍。
2、背诵第一单元的对话。
3、根据第一单元对话,改编小对话,同桌互相表演。板书设计:
Unit 5 Review and checkWelcome to our schoolWho’s that„with / in„?He’s / she’s „He’s / She’s a„What are these / those „They’re„
Period 2 教学要求:
1、使学生掌握第一至第四单元中表示人物职业的单词。
2、通过让学生观察具有不同动作,不同服装的人物剪影来猜测他们的职业,从而培养学生的观察能力。教学重点:表示人物职业的单词
教学难点:使学生能正确运用询问人物职业的句型“What’s his/ her job?What are their job?” 并能正确运用“He’s / She’s „ They’re„”来回答相应的问句。
教具准备:录音机、磁带、单词卡片,幻灯片 教学过程:
Step 1 Sing a song: What that girl ? Step 2 Review
1、出示单词卡片,复习表示职业的单词。
2、通过游戏方式复习人物职业。
让学生上台演示具备职业特征的动作,其余学生进行猜测的方法。Step 3 Look and say
1、幻灯出示
Look and say 的内容,在黑板上板书句型: “What’s his / her job? What are their jobs?
He’s / She’s … They’re …”
2、指导学生看图,教师与学生做一示范
3、学生分组练习
4、指名到前面进行问答 Step 4 Listen and choose
1、让学生仔细认清所有词语。
2、听录音,选择正确答案。附:录音文字稿:
1、woman
worker
walkman
2、think
thin
thank
3、these
those
there
4、tree
trousers
tired
5、black
clock
sock Step 5 Assign
homework
1、抄写第一至第四单元有关职业的单词3遍。
2、背诵第二单元对话,同桌分角色表演出来。板书设计:
Unit 5 Review and check what’s his / her job? What are their jobs? He’s / She’s …
They’re…
Period 3 教学要求:
1、掌握“确认”及“购买”水果这两个语言功能项目。
2、掌握:“these、those、peaches、lemons、how many”等词语。教学重点:第一至第四单元水果类单词。教学难点:正确运用这些单词进行语言交际。教具准备:图片、单词卡片、幻灯片、录音机、磁带 教学过程: Step 1 Free talk :
What’s your name ? Nice to meet you? Who’s that boy in blue jacket? Is your father a doctor? Step 2 Review
1、将水果类的图片贴在黑板上。结合句型“What are these / those”进行提问。
2、出示单词卡片,让学生认读这些单词。
3、根据图片写出相应的单词 Step 3 Look, read and complete
1、幻灯出示Look, read and complete 第1题的几幅图,让学生仔细看图。
2、出示填空,让学生根据图意写出空中应填的单词。
3、让学生两人一组根据图片情景进行交谈。
4、要求学生进行对话表演,鼓励学生大胆想象,就对话内容进行扩充与改编。
Step 4 Listen, number and color.1、引导学生观察图,并用英语说出每幅图名称。
2、第一次听录音,边听录音边编号。
3、第二次听录音,记下每幅图的颜色。
4、让学生进行着色。Step 5 Assign homework:
1、抄写第一至第四单元水果类单词3遍
2、背诵并表演第三单元对话。
板书设计: Unit 5 Review and check
What are these / those? They’re…I’d
like some… please.How many kilos? …kilos, please.Period 4 教学要求:
1、熟练掌握第一至第四单元中出现的人物、家庭成员、职业类单词。
2、掌握“确认人物”、“询问年龄”、“询问职业”三个语言功能项目,并能正确回答。
教学重点:第一至第四单元中出现的人物,家庭成员、职业类单词。教学难点:掌握“确认人物”、“询问年龄”、“询问职业”三个语言功能项目并能正确回答。
教具准备:幻灯片、单词卡片、图片 教学过程:
Step 1 Sing a song
边做动作边唱
They sing happily.Step 2 Review
1、出示图片,让学生说出单词。
2、出示单词卡片,让学生说出单词。
3、听写单词。
Step 3 Look, read and complete
1、幻灯出示Look、read and complete 第二题的图,让学生仔细观察,并交流图意。
2、出示填空,引导学生根据图意,填入正确的单词。
3、学生分组根据图片民表景进行交谈/
4、让学生发挥想象,将对话进行扩充和改编。Step 4 Look and write
1、引导学生观察图,说出相应的单词。
2、引导学生作书面练习,教师做抄写指导。对于不会的单词,允许学生到课本中找一找。Step 5 Assign home work
1、抄写第一至第四单元人物、职业、家庭成员类单词3遍。
2、背诵和表演第四单元对话。板书设计
Unit 5 Review and check Who’s that„with„
?She’s / He’s my „?How old „I’m / She’s / He’s „What’s your job?I’m a„
Period 5 教学要求:
1、掌握Part D中各类物品的名称。
2、能将实际用语“Here’s „yuan.What would you like? I’d like„”自然运用到超市购物的场景中。
教学重点:掌握各类物品的名称和“购物”实际运语。
教学难点:能将实际用语“Here’s „yuan.What would you like? I’d like„”自然运用到超市购物的场景中。
教具准备:幻灯片、各类物品的实物、图片、标有价格的卡片 教学过程: Step 1 Free talk :
Nice to meet you.It’s cold today, isn’t it? What
do you want to be? Step 2 Review
1、逐一出示各类物品的实物与图片,让学生用英语说出各类物品的名称。
2、出示标有价格的卡片,让学生用英语说出价格、3、Play a game : 让学生猜每种物品的价格。Step 3 Look and talk
1、出示在超市结伴购物时的常用语 What would you like? I’d like„
2、教师与学生分别扮演母亲与孩子,创设在超市内购物的情景。
3、学生几人一组模拟购物。
4、教师指导学生在一定的金额内购买自己所需的物品。
5、表扬表现出色的小组,并给予奖励。Step 4 Assign homework
1、同桌互编对话,进行购物模拟。
2、陪同妈妈到超市进行一次购物实践活动。
Period 6 教学要求:
1、使学生掌握第一至第四单元的日常交际用语和句型,并能恰当地运用它们。
2、能看懂图意,并能根据图意正确地完成句子。教学重点:第一至第四单元的日常交际用语和句型。教学难点:正确地运用日常交际用语完成练习教学准备:录音机、磁带、单词卡片 教学过程
Step 1 Say a rhyme
I like fruit(结合图片和录音一起诵读)Step 2 Review
Play a game: Flash cards 复习所学过单词。Step 3 Read ,choose and write
1、出示方框中的句子,引导学生读出来。
2、讲清题目要求。
3、领读题目,鼓励学生选择正确的句子填在横线上。
4、学生分组交谈,指名回答各题。Step 4 Complete the dialogues
1、出示图片,让学生仔细观察,明确图中人物及图意。
2、出示对话,让学生根据图意完成句子。
3、师给学生核对答案。
4、学生分组对话,指名表演。Step 5 Assign homework
1、抄写第一至第四单元四会的单词3遍。
2、自编小对话:超市购物。
Postscript: 本单元为复习单元,课本中设置了多有样的习题类型。对单词进行本单元是复习部分,所设置的练习都是前四单元中所要求掌握的单词或句型。在习题的设置上,以形象生动的图片为主,还有一部分习题,把前面所学的知识杂糅到一个题目中,如,一些对话题中,所出现的句子和单词不一定只来自一篇课文,考察了同学们对所学知识的让同学们在练习过程中,对以前所学习的知识有一个系统和整体上的感受。既有听力方面的练习,也有书写和说话的训练,方式很全面。
Unit 6 Let’s go by taxi
本单元教学内容和教学目标
1.词汇:a station,a supermarket, a library, a theatre, a hospital, an airport, by train, by plane, by metro, by motorcycle, by minibus, on foot 2.三会句型: Let's go„ by„
Good idea.How do we go there? How do you go to … ? Are you free now ? 3.四会句型: Shall we go to„ by„ ? All right./ OK.Is this … for… ?
4.语音:了解辅音字母组合sh在单词中的读音 5.歌曲:The wheels on the bus 功能目标:
1.能够用所学句型Let's go to„邀请别人外出。
2.能够用所学句型How do we„ go„ ? Shall we go„ by„ ?与同伴商量外出的交通形式。
3.能够用所学句型How do you go to„ ?了解他人上学,上班等外出交通方式。
4.通过句型Excuse me,is this „ for„ ?询问他人该车是否能到达目的地。情感目标: 1.通过本课学习培养学生与人交往,合作精神。
2.通过在不同地点,情况下运用不同的交通方式,培养学生的生活能力。
3.本课的学习要和学生的生活实际相结合,在学完本课以后,学生对周围的公共场所,交通状况有更多的了解。教学重点:
1.地点,交通工具的表达。
2.句型:Let's go to„ How do we„ ? Shall we go„ by„ ? Is this bus… ? 教学难点:
在实际生活情景中能运用所学句型。教材分析:
本单元的核心教学内容是“邀请别人外出”。要求学生在一定的情景下能正确使用Shall we go to „by „? Is this „for „? 进行交谈。在教学过程中,教师应尽量运用直观教学手段,并通过“任务型”的教学途径,开展一些调查活动,使所学内容与学生的生活紧密结合。要努力做到单词教学与句型操练相结合,以利于学生发展语言技能,提高实际运用语言的能力。
教时安排:4教时
Period 1 教学内容:词汇:by train,by plane,by metro,by motorcycle,by