4英语上全册教案（5篇）

第一篇：4英语上全册教案

Unit 1 Meeting new people

the first class Teaching aims

能听说认读单词：new,morning,classmate,her,sit,his,meet,name.Developing aims 能在生活的真实情景中，熟练运用句型This is—介绍自己或朋友的姓名。

Education aims 增强与他人沟通交流、多交朋友的意识。

Learning readiness FLASH动画，POWERPOINT电子幻灯，卡片。Teaching procedure Pre-task preparations

1、Game:唱反调。

2、Quick response：快速反应练习。

3、口型练习操：感知字母组合在单词中的发音。While-task procedures

1、通过FLASH动画呈现课文内容，激起学生强烈的求知欲，积极开口表现自己。

2、生跟读课文。Post-task activities

1、Game:黄金搭档

2、自编Rhyme。要求学生自编rhyme，根据所学句型进行创造，模仿老师的rhyme，自编成rhyme。

the second class Teaching aims

能听说认读单词：new,morning,classmate,her,sit,his,meet,name.Developing aims 能在生活的真实情景中，熟练运用句型This is—介绍自己或朋友的姓名。

Education aims 增强与他人沟通交流、多交朋友的意识。

Learning readiness FLASH动画，POWERPOINT电子幻灯，卡片。Teaching procedure Pre-task preparations

1、复习上节课所学句型。While-task procedures

1、播放多媒体，生熟悉课文内容。

2、生跟读。

3、教师示范朗读。

4、分角色朗读。Post-task activities

一、选择填空。

（）

1、--Hi,Ben.This is____father.–Hello,uncle.A my

B I

C your（）

2、This is my sister.____name is Wendy.A She

B Her

C His（）

3、____is Jill.A Her

B His

C This（）

4、This is my sister.____is my classmate.A He

B Her

C She

Unit 2 Can you swim? the first class Teaching aims

1、能听、说、读、写run,fast,fly,draw,write,jump,but。

2、能运用can句型去讨论别人的能力。Developing aims 能运用can句型去讨论别人的能力。Education aims 增强与他人沟通交流、多交朋友的意识。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，预习课文。While-task procedures

1、播放多媒体，生熟悉课文内容。

2、生跟读。

3、教师示范朗读。

4、分角色朗读。Post-task activities

一、选择填空。

（）

1、She____super.She can fly.A is

B can’t

C can（）

2、--Can you draw?---Yes,____.A I can

B she can

C she can’t（）

3、Supergirl is super.But she____draw.A can

B is

C can’t（）

4、---Can he run?—No,____.A I can

B he can

C he can’t

The second class Teaching aims

1、能听、说、读、写run,fast,fly,draw,write,jump,but。

1、复习上节课所学句型。While-task procedures

1、播放多媒体，生熟悉课文内容。

2、生跟读。

3、教师示范朗读。

4、分角色朗读。Post-task activities

一、选择填空。

（）

1、She____super.She can fly.A is

B can’t

C can（）

2、--Can you draw?---Yes,____.A I can

B she can

C she can’t（）

3、Supergirl is super.But she____draw.A can

B is

C can’t（）

4、---Can he run?—No,____.A I can

B he can

C he can’t

Unit 3 Look and see

The first class Teaching aims

1、能正确地听、说、读、写词汇rise, go down, shadow, high, sky, noon.2、能正确使用句型The sun …in the…来描述一天中太阳的方位。

3、能用一般现在时的三单正确描述太阳和影子在一天中的变化。

4、通过小组合作形式培养同学之间团结合作的意识。Developing aims 词汇：rise, go down, shadow, high, sky, noon。Education aims 通过小组合作形式培养同学之间团结合作的意识。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、Sing a song: 《Twinkle,twinkle, litter star》活跃气氛。While-task procedures

1、Listening and reading 1)Listen to the tape.2)Listen again and read after it.(注意模仿录音里的语音语调)3)T reads the sentences.4）Ss read them after T.5)Ss read by themselves or in groups.(小组讨论写出每句的关键词，组

长组织好达到人人开口说英语，一定教会不会读的学生)6）展示：Read them point to the Ss.(小组加分来鼓励)

2、Say these important words in each group.Post-task activities

一、Do exercise and check.用moon/sky rise/go down high morning/noon/evening/night填空。

1、The sun _______ in the morning.The shadow is long.2、At ______, the sun is _____ in the _____.The shadow is short.3、The sun goes down in the _________.Look at the shadow.It is long again.4、At ______, the ______ is _____ in the _____.Homework.1、Make a shadow and talk about it.2、Write the new words three times.The second class Teaching aims

1、能正确地听、说、读、写词汇rise, go down, shadow, high, sky, noon.2、能正确使用句型The sun …in the…来描述一天中太阳的方位。

3、能用一般现在时的三单正确描述太阳和影子在一天中的变化。Developing aims 词汇：rise, go down, shadow, high, sky, noon。Education aims 通过小组合作形式培养同学之间团结合作的意识。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、复习上节课所学句型。While-task procedures

1、播放多媒体，生熟悉课文内容。

2、生跟读。

3、教师示范朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、The sun _______ in the morning.A rises B rise C red

2、At____,the moon is high in the sky.A evening B night C morning

3、The sun____down in the evening.A go B goes C going

4、In the evening ,the shadow is ____ A high B short C long

Unit 4

subjects The first class Teaching aims

1、能初步听懂、会说、会读单词：timetable,PE,Science,fun, playground

2、能初步听懂、会说、会读、会写单词：school,subject,see，Chinese,Maths,Art, Music Developing aims 能初步听懂、会说、会读句型： What subjects do you like?以及回答I like…； Education aims 通过小组合作形式培养同学之间团结合作的意识。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、Sing a song While-task procedures

长组织好达到人人开口说英语，一定教会不会读的学生)6）展示：Read them point to the Ss.(小组加分来鼓励)

2、Say these important words in each group.Post-task activities

一、选择填空。

（）

1、---____do you like?---I like robots.A What B Is C Do（）

2、---I like noodles.What ____you?-I like noodles too A from B with C about（）

3、---What do you____?---I have some bread.A have B has C like

The second class Teaching aims

1、能初步听懂、会说、会读单词：timetable,PE,Science,fun, playground

1、复习上节课所学句型。While-task procedures

1、播放多媒体，生熟悉课文内容。

2、生跟读。

3、教师示范朗读。

4、分角色朗读。Post-task activities（）

1、---____do you like?---I like padans.A What B Is C Do（）

2、---I like robots.What ____you?-I like robots too A from B with C about（）

3、---What do you____?---I have some juice.A have B has C like

Unit 5 Sport The first class Teaching aims

1、学生能听、说、读、写单词football,join,tell,basketball.2、学生能听、说、读、写单词及词组play basketball,play football,play volleyball.3、学生会熟练运用句型Does –like playing—去询问他人喜好的运动，并会用Yes,--doesNo,--doesn’t作答。Developing aims 学生会熟练运用句型Does –like playing—去询问他人喜好的运动，并会用Yes,--doesNo,--doesn’t作答。Education aims 要学会合理安排自己的作息时间，劳逸结合。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit 6 Music The first class Teaching aims

1、学生能听、说、读、写单词wonderful,violin,guitar,whose.2、学生能听、说、读、写单词及词组play the violin,play the guitar.3、学生会熟练运用句型Whose –is it?It’s—去寻找物品的主人。Developing aims 学生会熟练运用句型Whose –is it?It’s—去寻找物品的主人。Education aims 了解中外著名的音乐家，并懂得听音乐的好处。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、---___that your bag? A What B Is C Do

2、Whose guitar is this? It’s___ guitar.A Peter B peters C Peter’s

3、--____you swimming?—______ A Yes,it is B Yes,I can C Yes,I can’t

4、--___piano is it?—It’s Kitty’s pianp.A What B Where C Whose

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、---___that your bag? A What B Is C Do

2、Whose guitar is this? It’s___ guitar.A Peter B peters C Peter’s

3、--____you swimming?—______ A Yes,it is B Yes,I can C Yes,I can’

4、--___piano is it?—It’s Kitty’s pianp.t A What B Where C Whose

Unit 7 My day The first class Teaching aims

1、学生能听、说、读、写单词quarter,o’clock,dinner,star,wash.2、学生能听、说、读、写单词及词组have breakfast,go to school,go to bed,have dinner,have lunch.3、学生会熟练运用句型What time do you--?询问和表达一日的生活，能用单数第三人称作主语，表达他人的一日生活。Developing aims 学生会熟练运用句型What time do you--?询问和表达一日的生活，能用单数第三人称作主语，表达他人的一日生活。Education aims 要学会合理安排自己的作息时间，劳逸结合。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、---_____is your ball?—It’s red.A What B What colour C what colour

2、---___ is it?—It’s a rabbit.A What shape B What colour C What

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、There_____a new football club in our school.A am B is C are

2、I like ___ football.A play B playing C plays

3、--____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit 8 Days of the week

The first class Teaching aims

1、学生能听、说、读、写单词Monday,Tuesday,Wednesday,Thursday.2、学生能听、说、读、写单词及词组play chess,at the weekend,be late for.3、学生会熟练运用句型On--,I--去表达和记录自己一周的活动，并能运用单数第三人称作主语来表述他人一周的活动。Developing aims 学生会熟练运用句型On--,I--去表达和记录自己一周的活动，并能运用单数第三人称作主语来表述他人一周的活动。Education aims 要学会合理安排自己的作息时间，劳逸结合。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、_____the weekend,I play chess with my father.A At B On C In

2、My mother ___ fruit and vegetables every day.A have B has C having

3、At seven o’clock,we have dinner____home.A on B at C in

4、On Sunday,Peter plays___basketball in the park.A a B C the

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、_____the weekend,I play chess with my father.A At B On C In

2、My mother ___ fruit and vegetables every day.A have B has C having

3、At seven o’clock,we have dinner____home.A on B at C in

4、On Sunday,Peter plays___basketball in the park.A a B C the

Unit 9 A friend in Australia

The first class Teaching aims

1、学生能听、说、读、写单词China,talk,January,February,Apil.2、学生能听、说、读、写单词及词组every year,yours,hat.3、学生会熟练运用句型How’s the weather in—It’s-并能运用其询问和回答不同地区、不同月份的天气情况。Developing aims 学生会熟练运用句型How’s the weather in—It’s-并能运用其询问和回答不同地区、不同月份的天气情况。Education aims 了解西方国家的圣诞节和中国的新年，知道中西方文化的差异。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、I live_____Shanxi.A in B on C at

2、___ is the first month in a year.A January B February C December

3、There are____months in a year.A four B twelve C seven

4、It’s cool___Sydney____April.A in,on B on,in C in,in

5、We talk___the computer.A to B on C in

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、I live_____Shanxi.A in B on C at

2、___ is the first month in a year.A January B February C December

3、There are____months in a year.A four B twelve C seven

4、It’s cool___Sydney____April.A in,on B on,in C in,in

5、We talk___the computer.A to B on C in

Unit10 My garden

The first class Teaching aims

1、学生能听、说、读、写单词garden,plant,leaf,them,grow.2、学生能听、说、读、写单词及词组water,seed,every,day.3、学生会熟练运用句型I like this plant.It’s—It has—来描述植物各部分。Developing aims 学生会熟练运用句型I like this plant.It’s—It has—来描述植物各部分。Education aims 简单了解植物的生长过程，从小树立热爱自然、保护环境的意识。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、I _____a garden.A have B has C having

2、This plant has small___.A leaf B leaves C a leaf

3、My grandparents water____every day.A them B they C their

4、My plants___small and short.A am B is C are

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、I _____a garden.A have B has C having

2、This plant has small___.A leaf B leaves C a leaf

3、My grandparents water____every day.A them B they C their

4、My plants___small and short.A am B is C are

Unit 11 Children’s Day

The first class Teaching aims

1、学生能听、说、读、写单词song,zoo,cinema,museum,also.2、学生能听、说、读、写单词及词组have a party.3、学生会熟练运用句型On Children’s Day,I can—We can—等关于儿童节活动的句子。Developing aims 学生会熟练运用句型On Children’s Day,I can—We can—等关于儿童节活动的句子。Education aims 了解不同国家儿童节的时间和活动。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、Today is my birthday.I_____a party.A have B has C am

2、--___ you go to the party?—Yes,I do.A do B Does C Do

3、Some children go to the park____you like kites?—No,I don’A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

The second class Teaching aims

1、学生能听、说、读、写单词song,zoo,cinema,museum,also.2、学生能听、说、读、写单词及词组have a party.t

3、学生会熟练运用句型On Children’s Day,I can—We can—等关于儿童节活动的句子。Developing aims 学生会熟练运用句型On Children’s Day,I can—We can—等关于儿童节活动的句子。Education aims 了解不同国家儿童节的时间和活动。Learning readiness 多媒体 Teaching procedure Pre-task preparations 复习上节课内容。While-task procedures

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、Today is my birthday.I_____a party.A have B has C am

2、--___ you go to the party?—Yes,I do.A do B Does C Do

3、Some children go to the park____you like kites?—No,I don’t A Do B Does C Is

4、--___he like playing basketball?—Yes,he does A Do B Does C Is

Unit12 The ugly ducking

The first class Teaching aims

1、学生能听、说、读、写单词ugly,duck,river,baby,into,back.2、学生能听、说、读、写单词及词组ducking,quack,swan,later.3、在图片的提示下，经过小组合作，准确、流利地复述故事。Developing aims 在图片的提示下，经过小组合作，准确、流利地复述故事。Education aims 不要以貌取人，要树立自信心，相信自己是最棒的。Learning readiness 多媒体 Teaching procedure Pre-task preparations

1、听录音，认读单词。

2、听录音，自学课本Listen and say。

3、结合课文图片，听录音，读句子，尝试翻译英语句子。集体交流，小组汇报学习情况。While-task procedures

1、教师做必要的讲解。

2、播放录音，学生边看书边听录音。再放录音，学生边听边跟读。

3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。Post-task activities

一、选择填空。

1、The ducking is big and grey.He is_____.A ugly B big C beautiful

2、I am___ungy ducking.A a B an C

3、____winter it is cold and dry.A In B At C On

4、My mother___a new piano.A have B has C having

The second class Teaching aims

1、播放listen and say录音，生边看图边跟读。

2、教师范读。

3、生朗读。

4、分角色朗读。Post-task activities

一、选择填空。

1、The ducking is big and grey.He is_____.A ugly B big C beautiful

2、I am___ungy ducking.A a B an C

3、____winter it is cold and dry.A In B At C On

4、My mother___a new piano.A have B has C having

第二篇：外研社三年级上英语全册教案

新标准外研版三年级英语上册

教

学

计

划

木兰镇中心校

汪燕

新标准外研版三年级英语上册教学计划

一、教学现状分析

英语是中小学阶段的一门重要学科，而中小学阶段的教育属基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段。小学英语教学应努力为学生的终身发展奠定坚实的语言基础，从而使学生获得必须的英语语言能力和文化素质。以前学生未开设外语课，对外语充满了好奇与兴趣，对此教师要谨慎对待,并注意培养其兴趣，不要挫伤其积极性。小学生的水平参差不齐，需要注意照顾大多数学生。

二、教材分析

一册教材共同分为11个模块，内含一个期末分析模块。每个模块分两个单元。一般，第一单元呈现要学习的语言内容，第二提供任务型练习，包括一首歌谣和小诗。歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性，三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。不常用单词不要求掌握。希望学生结合语用和语词的基本语义，逐步获得最基本的运用英语的能力。课文呈现了一些新的语法内容，但不要求讲解，更不要求学生掌握，只是要求初步运用这些语句。

三、教学目标

通过学习本册教材使学生：

1．逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。

2．能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。

3．能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。

4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。

5．养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。

6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。

7．乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。

四、提高教学质量的措施 1．创造良好的学习气氛。

2．在课堂上尽量的使用英语，适当使用汉语。

3．合理确定教学要求。不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。

4．纠正控制性错误，不纠正非控制性错误。5．多表扬多鼓励。

6．利用录音带、多媒体教学课件、挂图等。

五、教学进度

第一周 Module 1

Greetings 第二周 Module 2

Introductions 第三周 Module 3

Classroom 第四周 Module 4

Colours

第五周 Module 5

Numbers 1-12

第六周 Rest 第七周 Module 6

School

第八周 Middle Review

第九周 Middle Review 第十周 Mid-term examination 第十一周 Module 7

Birthday

第十二周 Module 8

Friends 第十三周 Module 9

Family 第十四周 Module 10

Body 第十五周 Story Time 第十六周 Review Module

第十七周 Final examination

M1 U1 I’m Sam.教学目标：

1.基本能听懂会说:“Hello, Hi, Goodbye, bye-bye” 2.学会运用句型“I’m„”进行自我介绍。

3.通过运用Hello, Hi, Goodbye, Bye-bye进行打招呼，并运用I’m„的句型进行自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。4.培养学生初学英语的兴趣。通过大量的游戏活动让学生充分体会学习英语的乐趣所在。同时教育学生要有礼貌的与人交际，主动与他人沟通，并逐渐建立深厚友谊。教学重点：

1.学会并运用Hello，Hi进行相互间问好打招呼。2.引导学生使用I’m „句型进行自我介绍。教学难点：

1.要求学生注意I’m中m的发音，不要吞音，发音要到位。2.强调Goodbye和Bye-bye的正确发音。教学课时：1课时

1、导入：（5分钟）

（1）课前播放学生熟悉的英文儿歌Hello 或字母歌渲染课堂学习的活跃气氛。（2）教师可以在课前收集一些常用的英文单词或缩略语如：WTO TV，CD，KFC，Best Food让学生了解一些身边的英语，同时也请同学们说一说他们所知道的生活中的英语，这样有助于强化他们亲身经历英语的真实感受。

2、导入：（3分钟）

启发学生当他们在新学期初次见面的时候，他们是如何相互间有礼貌的打招呼问好的呢？当他们在彼此陌生的情况下，是如何相互作自我介绍，互相交流的呢？教师用语：新学期开始了，老师首先欢迎各位新同学的到来，虽然同学们都来自不同的地方，但现在我们就是一家人，那你愿意用自己最友好的方式相互问候和作自我介绍吗？ 3．呈现：（12分钟）

(1)教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。同时也引导学生向教师说Hello , Hi。然后让学生相互间用Hello, Hi 练习问好。（注：教师解释并让学生了解

Hello , Hi 的区别与联系。一般在正式的场合用Hello 为引起对方的注意而问好；而Hi一般是用于对自己亲密的人打招呼。操练时注意避免重复使用。

（2）教师胸前佩带英文的名字卡片进行自我介绍：Hello,I’m Cindy,借助手势让学生理解句子含义。并通过儿童喜爱的任务头饰或面具等作自我介绍，让学生更进一步感知I’m 的含义。（注：教师要注意学生I’m的发音，防止丢音现象。）

（3）邀请几位同学到讲台上来，分别戴上他们喜欢的人物头饰并自我介绍说Hello I’m „然后请同学作真实的自我介绍。（4）介绍班上要来二名新的小朋友，Sam、Amy教师用语：今天，我们Lingling，Daming是怎样来欢迎他们的呢？你们想认识这两位外国小朋友吗？（注：教师多次强调Sam, Amy的发音，以便于学生记住这两个名字。）（5）教师播放动画片，此时不要求学生跟读也不看书，边看边观察动画片中哪两个是Sam，Amy。（注：学生看完动画片后回答问题：动画片中哪两个小朋友是Sam 和Amy？）

（6）教师再次播放动画片，作为初次见面的小朋友，他们之间是怎样打招呼并进行自我介绍的呢？（注：此时要求学生跟读，并要求学生用手指着单词、句子进行认读，力求作到“眼到，手到，口到，心到”，体会其英语句意。）

4、操作与指导：（5分钟）（1）指导学生做课堂活动用书活动1，要求学生仔细听录音，分辨出课本中的四个主人公：Sam，Amy，Lingling，Daming以便学生熟悉这四个小朋友的特征。

（2）四人一个小组操练Hello或者Hi，设置不同的场景恰当地运用Hello或者Hi打招呼，并指导学生做课堂活动用书活动2，要求学生根据录音和图片进一步巩固和加深对Hello或者Hi的理解。

（3）帮助学生理解I’m „，并用I’m „向全班同学做自我介绍。（4）根据课本内容结合实际情况编演小短剧。

5、完成运用任务：（10分钟）运用任务1：

传声筒游戏。游戏规则：将全班分成四组，教师从每组第一名学生开始悄悄说一句问候语Hello或者Hi或者Good bye或者Bye-bye，游戏开始第一名同学将问候语悄声传给第二名同学„„，依次下去，哪一组先传完问候语，哪一组就是获胜组并给予加分奖励。（注：此运用任务操练学生对语言点的熟练程度和准确把握程度。）运用任务2：

学生面向全班同学做真实的自我介绍，运用“亲密接触”的游戏来调动学生主动参与的积极性。游戏规则：教师手拿一个toy并做自我介绍Hello，I ’m Cindy，然后闭上眼睛将toy扔向学生，拿到toy的同学做自我介绍，然后闭眼将toy扔向其他的同学，依次下去。要求学生地做自我介绍。

6、复习总结：（5分钟）

（1）引导学生总结对此课知识点的掌握和运用情况。（2）听录音跟读磁带。

（3）鼓励学生在课下遇到老师、家长、同学时用Hello或者Hi打招呼，分手时用Good bye或者Bye-bye道别，自我介绍时用I’m句型。

七、板书设计： Unit1

I’m Sam.Hello

您好

Good bye再见

Bye-bye再见

Sam萨姆

I’m„„我是„„

Amy艾米

Daming大明 Lingling玲玲

M1 U2 How are you？

教学目标：

1、基本能听懂并说出句型How are you及其回答I’m fine，thank you.2、基本能唱出英文歌曲I’m fine，thank you

3、听懂并说出上一节课所学的问候语hello /hi/ Goodbye。句型I’m„„

4、培养学生从小懂礼貌乐与人交往的情感态度，培养学生大胆活泼自信乐观性格。

5、从简单的日常交际口语中和歌曲中激发学生学习英语的兴趣。教学重点：

基本能听懂并说出句型How are you及其回答I’m fine，thank you 基本能唱出英文歌曲I’m fine，thank you 教学难点：

注意thank中th的发音/θ/教师应注意向学生强调舌尖的位置。教学课时：1课时

1、导入（5分钟）

活动1：师生一起做TPR swim swim swim swim like a fish教师双手作出鱼摆动状 jump jump jump jump like a rabbit两手放于头顶 fly fly fly fly like a bird两臂飞翔向鸟儿状 sit sit sit sit like a dog

活动2：师生相互问候，教师可用hello,(hi)boys and girls向学生问好，教师拿出一玩具熊扔向学生，老师与学生会话：

T：hello, I’m Annie.what’s your name? S：I’m„„

T: Nice to meet you…… S：Nice to meet you 此时学生将熊扔出，学生与学生之间作对话。

2、导入(5分钟)教师教学语言：有一天大清早Annie遇到了比卡丘（请上节课扮演比卡丘的学和下场），大家想知道发生了什么故事吗？（教师与学生分加紧从两处出场，教师揉眼睛，刚睡醒的样子），并问候比卡丘“Hello Bikaqu.Good morning.” S:“Hello Good morning.”

教师转向全班学生Good morning 并引导学生回答Good morning Annie,此时比卡丘也转向学生Good morning，学生回答Good morning比卡丘。

教师出向卡片Good morning附有汉语“早上好”开火车检查学生发音。教师转向比卡丘，how are you!教师出示卡片提示你好！

比卡丘不作答，教师出示卡片，引导比卡丘回答I’m fine thank you 附有汉语教学转向全班学生how are you boys and girls引导学生回答：I’m fine thank you 教师转向比卡丘，比卡丘先生，你也向大家问声好吗？比卡丘：How are you!学生回答：I’m fine thank you.3、操练与指导（10分钟）

活动1：教师将全班分为大组，将句型编成儿歌：“见面问声How are you!你好！我很好谢谢I’m fine thank you.”（一组说上半部分，边拍手边说，另一组说下半部分，双手交叉拍肩膀来回答。）活动2：“快乐转转转”教师将男女生分开，围成2个圈，内圈和外圈，教师播放音乐歌曲，I’m fine thank you 学生开时顺时针走，音乐停止站在内圈的学生与外圈的学生相互问候How are you!活动3：教师教学语言：刚才，大家庭在“快乐转转转”中找到了许多布蒙上眼睛，在座的同学向他打招呼How are you此同学通过仔细聆听推测是谁在向他打招呼，并回答：I’m fine thank you进行3-4组。

M2 U1 I'm Ms Smart.教学目标：

1、基本能听懂、会说、会读How are you ?I’m fine ,thank you.And how are you ?I’m fine ,too.Thank you.的语言结构。

2、能听懂并会说、会读Good afternoon 和What’s your name? I’m x x的句型。能听懂并会说、会读词汇 your, name, afternoon.3、能在不同时间段，正确地向他人问好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?来询问他人姓名。

4、使孩子在英语交流中能理解并尊重他人，做到有礼貌；使学生知道Mr.不仅可以指男教师，还可以表示对男士的尊称； Ms.不仅可以指女教师，还可以表示对女士的尊称。通过歌曲的学习培养孩子的乐感与美感，增强学科间的融合。教学重点：

1、熟练说出句型Hello,I ’m „及学过的简单问候语如How are you ?I’m fine , thank you.2、name 中的 /m/ 与 afternoon中 /n/的发音。

3、能听懂并会说会读Good afternoon!What’s your name? I’m„及词汇your ,name, afternoon.教学难点：

1、使学生初步了解和感知 too 的用法。

2、初步了解感知词汇boys and girls。

3、词汇的girls Ms Smart的发音。

4、了解 Mr.与Ms.的区别。教学课时：1课时

1、启动（4分钟）

活动1.复习演唱第一模块第三单元的歌曲。

活动2.师生互相介绍（由于新学期开始，与学生接触不多，利用前两节课所学内容进行简短的英语交流）

向学生问候Hello , Good morning，I ’m „并握手以示礼貌，学生不必对早上好的问候作出回应，只需初步感知，为下面的内容做铺垫，学生可用第一模块所学的知识进行自我介绍。活动3.游戏

以大组为单位，用Hello Hi I’m „的自我介绍进行传话，哪一组先完成，哪一组获胜，并以示奖励。

2、导入（5分钟）

以复习第一模块第三单元的游戏的方式，选出四位同学，用手帕蒙住一位同学的眼睛，大家向他问How are you?，让他猜测是谁说的，并回应说I ’m fine ,thank you.How are you ?这时候原先说话的同学跳出来说I ‘m fine ,thank you.这时教师要求加入游戏，当学生猜错后，教师作出回应，并反问说And how are you ?让学生作出回答，重复两到三次，让学生感知。教师指出自己的性别I’m a girl,再指一个男生说He’s a boy。然后示意全体女生并说Now girls stand up,please.！以同样的方法示意男生。重复此项活动两至三次。比一比，赛一赛，看谁反应快。教师女生问候How are you ,girls ? I’m fine ,thank you.And how are you ? I ‘m fine ,too.Thank you.，再是男生回答，最后男女生互问互答.与小伙伴互问，检查有没有错误。3.呈现（5分钟）

告诉学生，我们的新朋友Sam Amy Daming Lingling他们也刚开学，让我们来看一看他们开学是怎样的，并且找出和我们相似的地方。将找出的句型How are you ? I ‘m fine ,thank you.And how are you ? I’m fine ,too.Thank you.读出，比一比谁读的又好又对，表扬同学并给予奖励。再次听音、看读，此时学生不跟读。4.操练与指导（4分钟）

找找练练。找出本课重点句型，教师教授两遍，再请小老师教授（可以运用不同方法，由学生自由发挥，如：小老师可将同学分成两大组、或四大组进行开火车游戏。）5.完成运用任务1（8分钟）

让学生模仿动画片中主人公，进行“超级模仿秀大赛”，看谁能获得最佳演员奖。这时播放录音机，让学生模仿，并进行现场表演，让其他同学做小评委，给予点评，指出优缺点。6.巩固复习（4分钟）

游戏“机灵豆”教师喊口令“Girls stand up!Or Boys stand up!”表扬做对的同学，做错的学生依次坐下，看谁是“最机灵的孩子” 7.完成运用任务2（6分钟）

教师对学生的上述活动做以评价，表扬好的学生并鼓励部分学生大胆展现自我，告诉学生还有一轮新的比赛，看谁是最后的胜利。接下来的环节是一个需要全体成员合作共同完成的游戏——找朋友，让学生在班上自由结合，根据今天所学句型，结合自己课外所学的知识，如：What’s your name ? How old are you ?等一些简单日常用语，在最短的时间里找到自己的朋友。比一比，练一练，看谁的朋友最多，谁的对话最有意思。8.复习总结（2分钟）

教师通过提问的方式，来引导学生总结本单元内容跟读录音，复习课文。

安排学生准备下节课的活动。9.家庭作业

大声朗读课文，读给爸爸妈妈听，并记下爸爸妈妈的建议。在生活中，运用所学日常用语结交新的朋友，有记录。

M2 U2 What's your name?

教学目标：

1、技能与知识目标：

（1）能听懂并会说、会读Good afternoon 和What’s your name? I’m x x的句型。（2）能听懂并会说、会读词汇 your, name, afternoon.（3）能利用所学的对话进行语言交流。如：Good morning!/ Hello!/ How are you? I’m fine.And how are you?I’m fine ,too.Thank you.2、运用能力目标：

能在不同时间段，正确地向他人问好。（上午：Good morning!下午：Good afternoon!)能用What’s your name?来询问他人姓名。并可以用I’m x x.对他人的提问进行回答。教学重点：

能听懂并会说会读Good afternoon!What’s your name? I’m„ 及词汇your ,name, afternoon 教学难点： name 中的 /m/ 与 afternoon中 /n/的发音。教学课时：1课时 1.启动

运用所学问候语进行师生间，生生间对话练习。

“Good morning!I’m …” “How are you? I’m fine.And how are you? I’m fine ,too.Thank you.”

同学们今天表现不错，那我们一起来做个游戏吧。当老师说“boys”时男生起立，再说“boys”时男生坐下。同样说“girls”时女生起立，再说“girls”时女生坐下，此活动是帮助学生分清“boys与girls”的用法。活动速度由慢到快，老师指令可交替进行，活动进行一段时间后可让学生来发指令。2.导入（任务呈现）

OK!boys and girls you’ve done a good job.Look老师左右手各持一手偶，通过变换音调来演一段对话，引出本课重点:What’s your name ? 手偶1：Hi, I’m Ms.Li.What’s your name? 手偶2: Hello, I’m Sam.(此活动可进行遍。)3．呈现（2分钟）

同学们现在我是Mr.Li不是Ms.Yu,老师说话的声音变粗。老师将Mr.Li的头饰带在头上与学生对话：

Mr.Li: Hello!Good morning.Ss: Good morning.Mr.Li: what’s your name? Ss: I’m x x.(老师提醒)4.操作指导

放一遍录音，要求学生听录音指图片。再次播放对话，要求学生跟读2—3遍；老师纠正学生的发音。

让学生以小组为单位开始朗读对话内容，并对个体学生进行抽查； 5．完成任务1 传话游戏

同学们大家在班里男女生之间要用礼貌的语言互相问候，下面这个游戏就是看男生与女生谁的礼貌用语说的最好。向学生解释当老师说：“Good morning.”时女孩向男孩问好：“Good morning, boys.”男孩回答说：“Good morning, girls.” 用“Good afternoon”做同样的练习。

解释“Whisper”和“low”的意思告诉全班，当你说“whisper”时，他们就耳语，向别人问好；你说“low”时，他们低声向别人问好。举例：

老师：Girls whisper.女孩：（耳语）Good morning, boys.老师：Boys low.男孩：（低声说）Good morning, girls.用“Good afternoon”做同样的游戏。6.完成任务2 游戏：你是谁？（5分钟）老师站在教室中间说：“I’m Miss Yu.What’s your name? ”，学生集体拍手说“I’m x x.what’s your name?”，老师走到其中一位同学面前问：“what’s your

name?”，学生回答“I’m xx.”如果他/她回答对了，老师就坐在这个学生位子上当学生，这位学生做老师刚才做的活动。

7．完成任务3 歌曲“Good morning!”（5分钟）

同学们今天我们要学习一首好听的英文歌曲“Good morning”。学完后让学生四人小组把歌词进行改可将“Good morning!”改为“Good afternoon”。由四人小组向大家表演改编后的歌曲，评出优秀小组。8．复习总结（4分钟）

让学生将今天所学的新语言进行总结让学生在早起时用英语跟他们的父母问候，比如：“Good morning.”如果他们在下午看见父母，他们应说：“Good afternoon.”恰当地运用“What’s your name?”来向他人询问姓名，并且可以用I’m xx”回答别人的问语。

M3 U1 Point to the door.教学目标：

1.会说本单元的单词和相关句子。

①学习单词the, door, please ,window, blackboard.②掌握句型 Point to the„

2.能说Stand up, please;Sit down, please.;Point to the„please.并正确指认。教学重点：（1）学习并掌握单词the, door, please ,window, blackboard.；词组：stand up, sit down.（2）掌握句型 Point to the 教学难点：正确认读和区分stand up,sit down.教学课时：1课时 1.导入新课

1)Guess 将事先准备好的“door,window,blackboard”等物品的小图只露出一部分。

T：What’s this? 引导学生猜测图片上的物品。学生可以使用中文回答，教师相机教授英文单词，并引导学生用大小声游戏重复练习。

（设计意图：用猜图的方法使学生处于积极思维状态，很自然的引入新课。）

2.感受新知

(1)Point ang say.T: Do you know “point”?(板书Point to the并揭示课题。)let’s point and say.I say “Point to the „”, and you repeat the sentence and point to this thing.(设计意图：三年级的孩子喜欢游戏，保持学生的有意注意。通过从说单词，到边做动作边说句子，将游戏难度渐渐增加，保持学生的挑战欲望。)

(2)Chant

T: Let’s say the chant.Door, door, door, Point to the door.Window,window,window, Point to the window.Blackboard,blackboard, Point to the blackboard.(设计意图：Chant巩固，加深学生对词句的印象,避免机械重复的枯燥。)

(3)Do and say 1)T: Do you know“Stand up”? Let’s do and say.Now let’s “sit down”.(通过动作示范，帮助孩子理解“Stand up”和“sit down”。)2)请个别学生上前当小老师，带领全班练习“Stand up”和“sit down”。全班学生跟着小老师重复句子，同时执行指令。

（设计意图：通过动作的示范，以及小老师的教学，强化对这两个指令的理解。）课文呈现

(1)Listen and think T: Now, let’s listen to the tape, and think: What can you see from the picture?

(2)Listen and repeat T: Read after the tape.Let’s imitate.比一比，哪个组模仿声音最像。

（3）Work in group

小组分角色进行练习，并进行展示。

（设计意图：听音，让学生带着问题去听，有听的目的和动机；跟读，训练学生纯正的语音；小组活动给学生更多的展示机会，也更能了解学生的掌握情况，将教学落到实处。）巩固练习

游戏：“Simon says”.要求：请五位学生上台，根据指令做动作。如果指令带有“Simon says”，五位学生迅速做出动作；如果指令没有“Simon says”，则不能做动作。做错的淘汰下台。

指令由老师先下达，执行指令错误的学生就要被罚为施令者，其他台下同学重复指令并负责监督。

（设计意图：通过游戏的形式来操练词组和单词，激发学生的兴趣，提高操练的效率，一个学生发出指令，另一些学生执行指令，执行指令错误的学生就要被罚为施令者，这样可以有效达到训练的效果，学生也可以很快的掌握所学的东西。)

M3 U2 Point to the desk

教学目标：

①识记单词：window、blackboard、door、desk、chair

②认读句子：基本能听懂、会说、会读，并运用Sit down！Stand up!Point to the„等语句

教学重点：学习chair、desk两个单词和Sit down/Stand up/Point to三个指令性短语。

教学难点：使学生能够透彻理解Sit down/Stand up/Point to三个指令性短语的意思，听懂他人指令并做出正确的反应。教学课时：1课时

Step1: Warm up（5mins）

1、Sing a song.《Good morning，Sam》

2、Greeting.Step2：Revision

1.stand up 和 sit down

2.door、window、blackboard、Point to the„

3.Listen and do

Step 4: Presentation（新知呈现）

1、Learn two new words “desk” “chair”

(卡片呈现、跷跷板游戏)

2.Read after me（desk，chair，window，door，blackboard）

3.小鱼吃泡泡

4.游戏“Simon says”操练“Point to the„”的句型。

5.Listen to the text and emphasize important sentences.“Point to…”

6.Read after the text one sentence by one sentence.7.Students read the text loudly by themselves.8.Read a chant.Step 5 Practice

1.Listen and circle on page18 2.Listen and match

3.Look and tick.Step6 Conclusion（今天我们学了什么？）

今天我们学习了两个新单词“desk”“chair”还有关于“Point to„”的句型。我们在下面的歌曲中来巩固这些句型。

Sing the song “Please stand up”

Step7: Homework

1.读17页课文3遍

2.完成练习卷

M4 U1 It's red!

教学目标：

1、知识与能力目标：学生能听懂、会说、会读：red、blue、yellow、green、black、chameleon、panda等词汇，并能运用句型“It is „”.来准确介绍事物的颜色。

2、情感态度目标：培养学生学习英语的兴趣，鼓励学生敢于开口，积极参与，乐于模仿和表达，在学习中互相帮助，形成合作意识。

3、学习策略目标：通过游戏来学习单词，主动练习和实践所学内容，积极与他人合作，共同完成学习任务。

4、文化意识目标：简单了解中英文中不同颜色所表达意思的不同，了解中西方的颜色文化，提高审美意识。

教学重点：能听懂、会说、会读五种颜色red、blue、yellow、green、black.教学难点：运用It’s+颜色的语句结构介绍事物的颜色。教学课时：1课时 Step 1 warming up

T: Good afternoon, boys and girls.Ss: Good afternoon,Ms Huang.T: How are you? Ss: I’m fine.thank you.And you ? T: I’m fine too.Now, let’sing a song.多媒体呈现歌曲，“Please stand up.” Step2 Presentation and practice 1.老师拿出一些彩纸。

T: Boys and girls ,look at these papers.What colour is it? S;Green/绿色

T: Right.It’s green.(出示单词卡片)Ok, read after me :green green green T: Yes, very good.What colour is it? S;Red/红色

T: Right.It’s red.(出示单词卡片)Ok, read after me : red red red Learn yellow blueand black.(方法同上)

2.T: Ok, boys and girls.Now, I need a student to take out a card, and say out what colour is it.Who can try? S:(学生抽出卡片，并说出此物，然后老师顺着说： Very good, and what colour is it? S:

T:教授新单词，学生可个人操练，小组操练，开火车操练。再用同样的方法呈现另外三种颜色单词。4.Practice

T: OK, boys and girls.Now, I have five colour cards.I will show them , and you should read the colour quickly.T: Now, let’s say a chant.Follow me : Red , red , the apple is red.Green, green the bag is green.Yellow , yellow, the banana is yellow.Blue ,blue ,the pencil is blue.Black, black, the hat is black.)5.进入课文

（1）新单词chameleon.panda

T: Today, I’ll introduce two new friends to you.One friend can change five colours.Do you know what it is? S:变色龙

T: You are right.we can call him “chameleon”(出示卡片，教单词)Please say hello to chameleon.S:

T: Another friend is panda.Her name is Panpan.(出示panda卡片，教单词)Say hello to panda.(2)学习课文

T: Now , let’s have a look what happened between panpan and chameleon? Please look here.First, listen carefully.Second, listen to and find out how did the chameleon change the colours.Third, read them.Step 3 consolidation and extension 1.play a game “looking for things” T: Now ,let’s play a game.2.Now let’s do exersice one(课件)3.Listen and say

OK.Now let’s do exersice two(课件)4.Read the new words（课件）.Step 4 homework

① Read the colour words。

② Find out the colour of the things as many as you can.Step 5 Handwriting on blackboard Module 4 colours Unit 1 It’s red.It’s red.green.yellow.blue.black.M4U2 It is a black dog

教学目标：

1、语言知识目标：

（1）能听懂、会说、会本课的重点单词dog , cat ,cap；

（2）会运用本课的重点句型：It’s a ＋（表示颜色的单词）＋（表示物品的单词）.教学重点：能用所学的句型描述身边物品的颜色。教学难点：激发学习英语的兴趣；通过小组活动培养学生合作学习的意识。教学课时：1课时 Step 1：Warming-up

（教师课前播放歌曲《How are you?》，师生一起边唱边做相应的动作。）

1、Greetings.T：Hello,boys and girls.S:Hello,Ms Liu.T:How are you ? S:I’m fine,thank you.And how are you? T:I’m fine ,too.Thank you.Today we are going to study here.(教师用手指多媒体大教室)Are you happy S：Yes.T: Let’s make effert together, Ok!

师生一起拍手用“Hei,Hei,I'm wonderful！”为自己加油。

3、Guess game.教师在手指上分别戴上红、黄、蓝、绿、黑五种颜色的小帽，教师边戴边说：It’s redyellowbluegreenblack.然后教师脱掉手指上的小帽，用一只手的手指戴上其中的一顶颜色小帽，并用另一只手挡住，向学生提问： what colour is it?，学生猜颜色，猜对的教师送他该颜色的小帽。

4、教师揭示评价方式。

教师把全班分成“red”、“yellow”、“blue”、“green”四个大组，并用相应颜色的圆形磁铁代表本组的笑脸贴在黑板上，表现好的一组可以获得一根头发，比一比哪组获得的头发多。Step 2：Presentation

1、抢答游戏。

多媒体快速出示blackboard、door、chair、desk、bird、window等物品,学生用“It's......”进行抢答。

2、教学单词dog及句型It’s a black dog.1）继续点击课件，出现一只汪汪叫的黑色小狗的图片。

T:What’s this?

S:小狗。有学生会的请他做小老师教读单词。

T:Yes,it’s a dog.课件播放flash动画，教学单词dog，在黑板上画小狗的简笔画，并在四线格上板书单词dog。2）用多种方式操练dog.如：开火车读、分组读、大小声读等。3）小歌谣：Dog,dog,dog.Act like a dog.(师生一起把双手叠在胸前扮演小狗边做边说。)4)（点击课件回到小狗画面）T:What colour is it? S:It’s black.T:Yes.It’s a black dog.教师边说边课件出示句子。板书课题，齐读课题两次。

3、用同样的方法教学单词cat.4、教学单词cap。

1）教师从桌下快速出示一顶红帽子。

T:Look.This is a cap.cap,cap,cap.教师把帽子戴在一学生的头上，带领全班同学指着帽子跟读.教师画帽子简笔画,并在四线格中板书单词cap.教师用嘴型和动作演示cap与cat的读音区别。2）T:Is it a blue cap? S:No.It’s a red cap.6、操练记忆单词。

1）每组请一名同学上讲台前，教师读单词，学生快速指认黑板上的单词，奖励又快又准的同学贴贴画，同时在该小组的笑脸上加一根头发奖励。2）学生看教师的嘴型猜读单词。3）歌谣：

Dog,dog,dog,.act like a dog Cat,cat,cat,act like a cat.Cap,cap,cap,act like a cap.师生一起边说歌谣边做相应的动作。Step 3：Learn the text

T:今天魔术师Panpan有一根魔术棒，他会变出什么呢？Let’s look at the screen.1、教师播放课文动画，并隐藏英语，学生看图听录音。

2、教师呈现句子，学生用笔在书本上圈出新单词dogcat cap。

3、学生跟录音读课文。

4、学生齐读课文。Step 4：Practise

1、Game:“击鼓传帽子”

教师把红黄蓝黑四种颜色的帽子分发给四个组的第一位同学，然后背对学生击鼓，学生快速往后传帽子，鼓声停止时帽子传到的一桌两个同学同时站起来，用It’s a „„描述帽子的颜色，交换帽子继续进行游戏。

2、Chant:（课件出示一只橘黄色的小狗）

T:Now，look!It’s an orange dog.His name is Bob.教师出示一橘黄色小狗玩具，教学单词“orange”。播放歌谣动画，师生一起跟着动画诵唱歌谣： Bob，Bob，Bob is an orange dog.3、Listen exercise.大屏幕出示动画练习题：Listen and colour.学生听录音，按顺序给图片选择颜色。Step 5：Development

1、Group work:

课件呈现九幅不同颜色的小狗、小猫、帽子的图片。学生四人一组用“It’s a „(颜色)„（物品）.”进行描述。也可以描述教室里或自己身边物品的颜色。比一比哪组说的句子最多。奖励说句子最多的一组和个人。

2、播放动画歌曲《A rainbow》，学生在歌声中结束本节课的学习。Step 6：Homework

Draw and say

画一样自己喜欢的动物或物品，然后用学过的颜色加以涂色，并用It's a „„.的句式向家人或朋友介绍。

板书设计：

Module 4 Unit 1

cat

It’s a black dog.（简笔画）

Cap

Module.5 Unit.1 How many

教学目标：

1.能口头运用How many?询问物品的数量并用8以内的数字进行回答。

2.识别单词：many，one,two,three,four,five,six,seven,eight。3.培养学生的听、说、学英语的能力。

教学重点：能口头运用How many?询问物品的数量并用8以内的数字进行回答，识别单词1-8。

教学难点：three、five、seven的发音。教学课时：1课时

一、Warm up

1、Greeting

2、Review（教师出示彩色卡片，让学生说是什么颜色，for example：it is a red dog.）

二、Presentation

1、Now,look at my hand,How many?（师生共数）

2、Now,let’s play a game.Please,look at my right hand,and say how many in my left hand.then ask：how many？

三、New course

1、学习How many

(1)认识How many（板书：how many？多少）。

（2）讲解How many、认识单词many。（板书：many许多）。

2、学习数字one----eight 1）诱导学生进入学习英文数字的情境中。(出示装有硬币的瓶子，猜：how many)2）数，教读，逐个单词认读。四：Practice

1、听（看）数送掌声。

2、游戏：find out the cards and ask：how many？

3、小组活动：(show the fingers and ask：how many？)

4、数数：（数卡片、教室里的各种物品让学生数）

五、学习课文

1、看课文插图，说说Panda做了什么事？过程如何。

2、listen to the recorder three times.1、)listen and point

2、）listen and read

3、）listen and repeat

六、小结、巩固

1、游戏：抽奖

2、用英文数各组所争到的红旗数量，找小组冠军。

M 6 U 1 Happy birthday!

教学目标：

1.学习与生日有关的单词和对话，要求发音准确，语调自然流畅。2.能力目标：联系生活实际，提高学生的语言交际能力。3.知识目标：掌握与生活有关的单词和对话。4.情感目标：创设情景，举行一个课堂生日宴会。

教学重点：birthday ,birthday cake

candles, birthday presents, birthday party 教学难点：理解第一部分的对话内容。以及单词birthday ,birthday cake and candles, birthday presents, birthday party 教学课时：1课时

一、What is it?

1、Greeting and sing

T:“Hi!How are you today? Let us sing the song ”I love you, you love me.“OK?”(Students do actions as they say.)1.Show pictures of a birthday cake(with candles),presents and a party.2.Write the word on the blackboard and ask individual students in Chinese,then in English.“What day is your birthday?”

“Do you have birthday cake,birthday presents ,a party?”

“How do you feel in your birthday?” 3..Practice and act.二、．Today is my birthday 1: look at the picture.listen to the radio

2、Ask some questions.T:What are they doing? S:They are talking.T：Is Jenny happy？

S：Yes.T:Why? Why is Jenny happy? Because is Jenny’s…… S：Birthday.T: How old is Jenny? S: Ten.3、Practice in pairs

One students pretends to be Jenny ,the other pretends to be LiMing.三、Sing “Happy birthday!”song.四、Activity book :L29 N2

五、Class closing.课后习题：

连线：

birthday cake and candles

生日礼物 birthday presents

生日聚会

birthday party

生日蛋糕和蜡烛课后反思：

M6 U2 How old are you?

教学目标：

1、能听、说、读句型：How old are you? I’m „

2、能听懂并跟读书中对话，鼓励学生学会表演。

教学重点：会听、说句型How old are you? I’m„，即学会询问对方年龄的日常交际用语。教学难点：How old are you?的正确发音和正确运用.教学课时：1课时 I、Warm-UP

1、Greeting T: Class begins.Ss: Stand up, please!T: Good morning, boys and girls.Ss: Good morning, ,Miss Chen.T : sit down ,please.2、Chant T:(Stand up)Let’s chant, pen and pencil

（师生站着边拍手边CHANT，两遍）

T：Wonderful!Thank you!Sit down, please.3、Revision(有层次复习数字，由浅入深)1)

T: Now, take out your fingers.Let’s count.(师生一起数数，从0到10，再从10到0)

2）T: Now, count,(教师拍手)，how many?

(教师拍手，让学生数次数，并进行抢答。)

3)T: Now , I say , you clap hands?

(教师说英语数字，学生进行拍手)

4）T: Next, let’s look at the pictures..T: What’s this? /How many boys?

(1 boy , 3 girls, 5 pencils, 4 apples, 8 books)

(通过快速出现数字和以前学过的动物单词、文具单词，然后快速消失，让学生比比谁的记忆力好，来复习数字)

5)猜数字游戏

教师通过呈现数字1 到10 中的任意一笔，让学生猜是哪个数字。

如：画圈，学生可以猜成0，6，8，9（6和9的变化过程通过旋转来渗透）

如：画竖，学生可以猜成1，5，7，T：Do you know , what’s this?

II、Presentation

1、I’m„„

教师戴Sam头饰，跟学生打招呼

T: Hello, everyone!

Ss: Hello, Sam.T: Today is my birthday.Let’s sing a song.（师生一起拍手跟唱一遍）

T: Thank you!Now , look.This is my birthday cake.(这是我的生日蛋糕)

I have birthday candles.How many candles? Let’s count ,OK?(师生一起数蜡烛，复习数字)

T: Seven candles.Yes, I’m nine.（板书I’m seven.）

T: Together, I’m seven.(跟读这个句子，齐读，男女生读)

2、How old are you

T: Look, I’m Sam.Do you know how old is Sam?(你知道Sam几岁了吗？你该怎么问他呢？)

T: Let me tell you.How old are you?(贴”How old are you? 你几

岁了？”)

T: Follow me ,how old are you?(通过和How are you的比较来认识)领读——卡片领读——组读——开火车读

T: Who can ask Sam? How old are you , Sam?

S1: How old are you , Sam?

T: I’m six

T: Together, I’m six.(跟读这个句子，齐读，男女生读)

3、work in pair T: Hello, **,how old are you? Ss: Hello, I’m seven.How old are you?

T: Clever.Now , let’s talk in pairs.(同桌小朋友互相问)„„.T: Which pair? Hands up!(抽几组进行对话操练，进行评价)

T: How old are you?

S2: I’m seven.T: Thank you.Now , who is seven, too? Stand up!

(教师让所有站着的同学说“I’m seven, too.“)Ⅲ、consideration

1、I’m a doctor

T: Hello, I am a doctor now.Open your mouth, please.Let me see.Ah, what’s your name? S1: I’m **.T: How old are you? S1: I’m 8

T: I think you are right.Thank you.S1: You’re welcome.(教师模仿医生，在学生中进行对话练习)

2、Make a interview T: Boys and girls, let’s make a interview.接下来让我们来做一个现场采访。Look, I have a paper.(教师画表格)

T: Now, I want to interview XXX。XXX，stand up!

T: Hello, what’s your name?

S: My name’s XXX。

T: OK.Now , I’ll write down the name.然后把名字写在这里。

T: How old are you?

S: I’m eight.T: Thank you.Sit down.然后在年龄这一栏写上她的年龄。

T: Do you understand? 明白了吗？现在请大家去采访你周围的三个同学，并把调查表填好。

（学生自由活动，教师走下去进行帮助。）

……

(帮助学生上台进行汇报，引导学生用***is ***来进行汇报。)

3、Expand T：Look , this is a big tree.(Tree 跟读黑板上画树)Do you know how old is the tree?谁来问问Tree，你几岁了？

……

T:让你们来问一问吧。

S：Tree, tree, how old are you?

TREE: Hello, boys and girls!I’m a tree.Do you know how to count to my age?你们知道怎么来数我们大树的年龄吗？ Look,1„2„3„How old am I ?”

（，树的年轮, 提醒学生保护环境。）

T: 小朋友们，现在你们知道怎么来数大树的年龄了吧，每一棵大树都是由小树苗慢慢慢慢才长大的，他们也有年龄，所以小朋友们应该好好保护树木，使他们不受到破坏，保护我们的大自然，你们说，对吗？

IV、homework

回家后，跟父母亲进行对话，运用how old are you ？

下节课进行对话。

M7 U1 What's this?

教学目标：

1.能听懂会说本课会话：What's this ?

2.能较好地掌握本课句型What's this ? It's a desk.并能用Let's practise.的词做替换练习。

3.能听说读写单词desk ,chair和句子What's this ? 4.学唱英文歌曲What's that ? What's this? 教学重点：this，that和It's的发音.教学难点：this 和 that的不同的指代用法。教学课时：1课时一问候。

1.师生问候。

T: Glad to meet you , again./ How are you ?

2.介绍客人老师，并问候。

T: Please say “Glad to meet you” to the teachers.3.师生自由对话：How are you ? /What's your name ?(出示头饰机器猫让学生这样回答：My name is Mr / Miss Cat.)

II.复习

1.复习句型：Is that a---? What's that ? 及有关交通工具的单词 boat , ship , bike , bus ,car, jeep , plane(以上是四会单词), taxi , yacht

(只要求听说)

T: Look , Mr / Miss Cat.What's that ? S1 :It's a ship.T: Can you spell the word “ship” ?

S1: Yes.S-H-I-P, ship.T: Is that a ship , too ?

S1: No , it isn't.It's a boat.T: Oh!It's a boat.Can you spell it please? S1 :Yes.B-O-A-T, boat.(让部分学生扮演机器猫，操练plane ,bike , bus , car, jeep)T: Is that a jeep , too ?

Ss: No, it isn't.It's a taxi.T: Now , let's chant.“What's this ? What's this ? ” one , two start.绕口令：What's this ? What's this ?What is this ? It's a taxi.It's a taxi.It's a red taxi.（此时将What's this？卡片粘贴在黑板上)

T: What's this?

Ss: It's a desk.T: Now , let's chant.“What's this ? What's this ? ” one , two start.绕口令：What's this ? What's this ?What is this? It's a desk.It's a desk.It's a white desk.III.新授

1.呈现句型What's ?

T: And what's this in English ?

Ss: It's a desk.跟读单词desk：

T: Desk , desk , desk.D-E-S-K, desk..（二遍并将卡片粘在黑板上）

T: And what's this in English ?

Ss: It's a chair.跟读单词chair:

T: Chair ,chair , chair.C-H-A-I-R, chair.（二遍并将卡片粘在黑板上）(此时将What's this in English ？卡片粘贴在黑板上)

T: Look, what's this ?

Ss: It's a door / clock.（实物）

T: And what's this ?

Ss: It's a picture.（投影片）2.巩固操练句型What's this ?

1)T: Let's look at the picture.(放幻灯)What's this ?

Ss: It's a---.T: Now , please talk like this.(让学生根据幻灯上的内容直接进行操练。)

2)T: Let's play a game.You please come here.(指示他面朝黑板)

What's this in English ?

(让另一位学生举起手中的卡片,其他的学生真真假假地回答。如S: It's a ship / bus.等，最后让第一位学生猜猜到底是什么。)

3.听音, 跟读

(将有书, 钟的两张卡片反贴在黑板上)T: What's that ?

Ss: Is that a---? T: And what's this ?

Ss: Is this a---?

T: Sorry , I don't know.Please listen to the tape.(放录音)(第一遍回答上面问题,第二遍跟读)4.学说英语

T: Please read inpairs.(男女对读;A,B分角色朗读.)IV.巩固操练

1.编说类似课文内容的对话

T：Now you talk together like this.(让最后一组学生用zoo编说对话。)

2.情景对话

T: Great!Let's go to the zoo.Ss: All right.T: What's this ?

Ss: It's a panda.(头饰，让部分学生扮演各种动物)

T: What's that ?

Ss: It's a deer.T: Now please make similar dialogues.(让学生准备二分钟后，进行表演，最后一组以It's a door.结尾。)

M7 U2 What's that?

教学目标：

1、能掌握新单词flag，听懂、会说单词circle, rectangle, square, triangle；

2、能用英文辨别圆形，长方形，正方形，三角形的物体；

3、能认读what’s that和It’s a„的句型，会运用所学知识组织对话。教学重点：学习图形的单词以及句型运用。教学难点：正确认读新单词并进行句型拓展。教学课时：1课时

Step 1 Warming up1、师生问候。T: Good morning, boys and girls.Ss: Good morning，Miss yuan.T: How are you, today? Ss: I am fine, thanks, what about you? T: Oh, I’m fine too, thank you!

2、唱英语歌曲“Hello song”

Step 2 Presentation and drill教师通过给学生设计魔法学校的情境，把学生带入魔法世界，直接吸引了学生的好奇心。

Today, I will take you to a magic school, there is very beautiful and very funny.Do you want to go there?...OK!let’s go!Part one：Magic hands!教师用魔术手比划着各种图形，边比划边用惊奇的语气像在施魔法一样，吸引学生的注意力，让学生边看边认读新单词，并做着同样的手势。T: What’s this? S: It’s circle.T: What’s this? S: It’s a...在魔术手的过程中学习各种图形的单词拼写并带读。然后通过做High & low voice以及转手指游戏操练单词，并分组读单词。

Part two: Magic cord，展示CAI课件，让学生看到屏幕显示的图形，通过魔术绳子的变化，教师引出句型what’s that? 带读，同时让学生看图片回答It’s a„,并再一次巩固新学单词。T: What’s that? S: It’s a circle.T: What’s that? S: It’ a square.T: What’s that? S: It’s a rectangle.T: What’s that? S: It’s a triangle.帮助学生回答，并带读。在魔法绳子环节让学生运用道具绳一起做出各种图形。

Step 3 PracticePart three: Magic words.CAI课件演示，让学生认读What’s that?和It’s„的句型

T：What’s that? S: It’s a triangle...T: Guess, how many triangles are there? S1:...S2:...T: what’s that? S: It’s a ball.T: The ball is a circle Ss:...Step 4 ConsolidationT: What shapes can you see in the classroom? 情景：启发学生从周边熟悉的环境中寻找各种图形的物体，认读，并用英文说出那是什么，同时进行回答。

Step 5 ExpandingPart four: Magic picture

1、展示课件组合图形。创设情景让学生自由绘画，画出新学的各种图形，并组合各种图形。然后运用所学句型介绍图形，教师可以视时间情况适当安排学生表演。

2、评价。

3、作业。

1）找找家里各种图形的物品，并用英文介绍给父母，和家长互动。

M8 U1 Is it a monster?

教学目标：

(1)能听、说、读词汇：or, no, know, kite, new, monster, help.(2）能听懂、能实际运用句型: Is it a...?的语言结构，并会用Yes, it is./ No, it isn't.来进行回答。

教学重点：

1、掌握以下单词：or, no, know, kite, new, monster, help

2、运用Is it a...?来猜测不确定的物品，并用Yes, it is./ No, it isn't.来回答。教学难点：

1、熟练掌握本单元的单词和句型，能在实际生活中灵活运用。

2、创设英语情景，使学生正确运用一般疑问句询问物品的名称。教学课时：1课时

Step

1、Warming up（5min）

1、Sing a song: please stand up.2、Free talk

T: All of you can sing it very well.So I want to give you a present.Look, there are 2 presents.Can you tell me what’s the difference between the 2 presents?(guide the students to say one is new, and the other is old.)T:(show the word card“new”)new,n-n-new.(T makes the students read one by one.)T:Listen carefully and guess, what's in the present?(T plays the sound of cat.)Ss: cat...T:You are so clever!It is a cat!Miao miao miao~~ Can you guess how many cats are there in the box? Ss: 2...3...T: Let's count together.1,2,3...There are 4 cats.OK, now I will divide you into 4 groups, and each cat stands for a group.Let's have a match to see which group can eat the fish, OK? Step

2、Presentation（25min）

T: As we know, on Sam’s birthday party, Sam receives so many presents!Look!So many presents.(T shows presents on the PPT)Do you want to know what’s in the box? If we don’t know, we can say “ I don’t know”.(T shows the card “I don’t know”)OK!Now let’s guess.What’s in the box? Before we guess, let’s learn it together ”Is it a…?”(T writes it on the blackboard, and prctices this sentence pattern by reading in indivisual, by pair, by groups.)T: You read it so loudly.Look, this present is from Daming, can yuou guess what’s in the box? Is it a pencil? Is it a …?(guide the Ss to use “Is it a…?” to ask.)S1: Is it a pen? T: Yes, it is.(T writes “Yes, it is” on the blackboard.)

(T makes Ss guess Daming and Ms Smart’s presents.This is easy for them.)T: This present is from Amy, Can you guess?(This is a little difficult for them to guess)T:OK.Let's see together.Wow, it's a kite!(T shows the word card and teach the word)

T:Look, so many kites, dog kite, cat kite, bird kite and…Look, this is a monster kite,(T teaches “monster”)if we see a monster, we should cry”help!” T：Now, Let’s play a game:magic eyes!Whose has got a magic eyes? Read the word you see, but if you see a monster, you should cry “help!”, clear? T:All of you have a magic eyes!Today Sam takes his kite to the park, and an interesting thing happened,let’s go to have a look!

(T plays the CD-ROM for the first time.)T: Now, listen again, find”Is it…? and underline”… How many “Is it a…?” can you find? Ss:3 T: Good！Can you read it? T:Now show me your finger, listen and point, and read after the CD-ROM.Pay attention to the pronunciation.Step

3、Practice（8min）

T:(show the box)Look, Is it a pen?....Now I put them in the box, I want to ask one student to come here and choose one to guess, using “Is it a…?” and the whole class help him to guess out by answering “Yes, it is/ No, it isn’t”, clear? Step4、Consolidation(2min)T: Let's see what we have learned today.Step5、Homework Play guessing game with your friends, using the sentences pattern: Is it a...? Yes, it is./No, it isn't.Blackboard writing:

Module 8

unit 1 Is it a monster?

Is it a...?

Yes, it is.√

No, it isn't.x

M8 U2 Where's the cat?

教学目标：

通过创设情境让学生积极主动的参与、协作、交流，使学生掌握Where句型及表示方位介词in的用法，在用中学，在学中用，培养运用语言的能力。教学重点：

掌握表示方位介词in的用法及Where句型。教学难点：如何在实际中灵活运用本课句型。教学课时：1课时 Step 1: Warm up and revision 1)Greeting with students T : Hello, boys and girls.S: Hello, Miss cai.T : How are you?

S: I’m fine.Thank you.T: You are welcome.T: What’s your name?

S1: My name is ×× T: How old are you?

S2: I’m ×

[适当的问候语，及时巩固所学的知识，提高语言的使用率，并创设融洽的氛围。] 2)Sing a song:

《What’s this?》 3)Chant : 《pen and pencil》

[唱歌能使学生感到松弛、愉快、满足，产生兴奋情绪。活跃课堂气氛，调动学生情绪，激发学习兴趣，创造学习英语的轻松环境。Chant让学生在愉悦的氛围中复习了本节课所要用的单词。] 4）revision: T:（出示一个blue bag书包）what’s this? S: It’s a bag.T: What color is it? S: It’s blue.It’s a blue bag.T: 今天老师给大家带来了许多present，I put them in it.你们知道是什么吗？ Do you know? What’s in the blue bag? S: I don’t know.T:不知道你们可以猜一猜。现在我们就来猜一猜，比一比，看谁的运气最好，猜得最准。不过在猜的时候我们可要用上这个句子来表示自己的猜测和疑问。（板书：Is it a „„）S: Is it a pen?(Is it a pencil?)T: No, it isn’t.(Yes, it is.)

[结合实物复习上节课的Is it a pen? Yes, it is./ No, it isn’t句型，让学生在轻松愉快的氛围中复习了大量的词汇，有利于学生掌握本课内容，为下一步学习做好铺垫。]

Step2: Presentation 1）、Teach the new word :bag（袋子）

T:(出示一个实物yellow bag)What’s this?（板书bag）Bag可以翻译成书包，也可翻译成袋子。

朗读bag bag 袋子

[让学生边朗读边用手打节奏再加上背袋子的动作，学生手、脑、口并用，有利于更好记忆单词，并且不会觉得单调。] 2）、play a game : look and say(课件依次出现yellow bag green bag red bag blue bag)

T: What’s this?

S: It’s a yellow bag.（并板书yellow green）

[及时对所学的单词进行巩固，扩展，加深，为下面的学习做好铺垫。] 3）、Teach the new word : “in” T：（出示一个实物green bag）what’s this? S：It’s a green bag.T: What’s in the green bag?(板书：in the)你们知道in 是什么意思吗？Do you know? S：I don’t know.朗读in in 在里面(配上节奏和动作)朗读in the yellow bag

in the green bag T: What’s in the green bag? Please guess!S: Is it a cat?(Is it a dog?)T: No, It isn’t.还有谁要来猜？(Yes, It is.)[用学生喜闻乐见的guessing game引出新单词”in”,让学生在真实的情境中理解新单词的意思，并理解它的用法。] 4）、Teach the new word：” Where” and the new sentences: “Is it in the yellow bag?” T:good job!Now I have two bags in different colors and a toy cat.Close your eyes

(put the toy cat in the green bag.)T: Look , the cat is missing.where’s the cat?(板书课题)你们知道Where 是什么意思吗？Do you know? S: I don’t know.朗读Where Where 在哪里（边读边配上相应的动作）。Where’s the cat?又是什么意思呢？（板书：猫在哪里）齐读：where’s the cat? 要猜where’s the cat? 要用上这个句子Is it in the yellow bag?(板书Is it)

齐读新句型：Is it in the yellow/green/red/black bag?

T: Where’s the cat? S: Is it in the yellow bag? T: No, it isn’t.Yes, it is.(It’s in the green bag.)

[结合实物和具体的情景进行新单词和新句型的呈现，可以让学生更好地记忆，及对句型更好地运用。]

5)、play a guessing game.T: What’s this?

S: It’s a dog.T: Please close your eyes,(师把dog放在其中一个袋子里。)Who can ask? S1: Where’s the dog? T: Who can answer? S2: Is it in the yellow bag?

No, it isn’t.Yes,it is.(It’s in the yellow bag.)

[让学生利用实物进行真实的语言交际活动，让学生进一步巩固新学的句型。]

Step3: practice 1）、Do pair work 请同学利用手中的pen pencil book和yellow bag green bag和黑板上的句型同桌两个作对话。

请同学到前面来表演

[结合实物，让学生同桌两个进行语言的操练。学生在完成成任务的过程中不知不觉熟练掌握和运用新句型] 2）、对口令 T : Let’s do an activity.listen to my orders.(Stand up ，sit down , hands up ，hands down, put your book in the desk, put your pencil in the desk，put your pen in the yellow bag., put your book in the green bag.）

[结合本节课所学的知识，进行有趣的活动，活跃气氛，使课堂进入另一个高潮] 3）、Ask and answer 课件显示书本32页的图： S1：Where’s the book? S2： It’s in the red bag.4）、听录音，读课文

[引导学生边听音边指，模仿录音中的语音语调。培养学生的朗读能力。]

Step 4： Assignment 1）Listen to the tape of Module8 Unit2 three times and repeat.2)Play the guessing game with your parents.板书：

Where’s the cat?

(猫在哪里？)

Yellow bag?

Is it in the

Green bag?

Yes , it is./No, it isn’t.It’s in the green bag.M9 U1 This is my mother.教学目标：

1.能听懂会说单词：father/mother/grandpa/grandma/brother/sister.2.能听懂会说This is my „.及答句。3.对学生进行爱家人的教育。教学重点：

运用句型：This is my „ 向别人介绍自己的家庭成员.教学难点：

区分father/mother/grandpa/grandma/brother/sister.教学课时：1课时

一、课文导入

1、学生自读课文，找出是家庭称谓的单词：father、mother、sister、brother、grandma、grandpa.（设计意图：前面单词学生已进行操练，在这里让他们自己找出来，加深了印象，并能帮助学生理解其意思，用多样化的教学方式，使学生轻松愉快的学习单词而不会感到乏味）。

2、出示Smart一家的图片，指着各个人物向学生提问，引导学生识别出Smart一家的成员；边贴 Sam的家庭成员头像边出示相应的单词(形成family tree)。老师扮演Tom给大家介绍自己的全家福，边说、边出示版书： This is my …….She/He is a …….（设计意图：用Smart家的照片导入，不仅能帮学生理解其故事内容，识别Smart家的家庭成员），还用了真实语言情景再现，引出了主句型，呈现了句型的运用渠道）。

二、课文教学

1、听录音

第一遍：学生认真听，对课文的整体故事内容有所感知。

第二遍：学生带着问题“How many people are there in Sam’s family?”听→抽生回答问题。

第三遍：跟读录音。

（设计意图：让学生由总体再到详细不同层次的听录音，逐步帮助学生培养听的技能）。

2、老师再次领读复习生词：“father、mother„„等，再带领学生理清Sam家庭成员之间的关系。

3、学生再听录音，模仿跟读课文→全班齐读课文。

（2、3的设计意图：以免有差生对生词不熟，再次复习听录音，提高全班的学习质量）。

4、四人一小组分别介绍自己的全家福，老师去小组做个别辅导，抽3—5位学生上台介绍自己的全家福，给介绍的好的学生发小贴画给予奖励和表扬。

（设计意图：Module 6已经学习过This is my„„.句型，我们给出了版书做辅助，单词也已练会，这时可以让小组互动去自由练习，给学生自主发挥的权力，给上台说的学生发奖品，可以激起其他学生表现的欲望）。

5.做一个猜一猜的游戏：老师随便拿过一张孩子的照片，用“Is this your „?”来提问，引导学生用“Yes 或No” 来回答。学生之间互相练习。

（设计意图：这是本单元的一个难点，学生一时很难会说，让他们互相猜一猜家庭成员的关系，这会引起他们极大的兴趣。）

三、课堂小结：本节课学习了家庭成员的称谓，单词较多，课后要多加巩固。

四、家庭作业：1.回家用英语称呼自己的家人；

2.课后用英语向自己的好朋友介绍自己的家人。

教后反思：本节课单词较多，但好在是学生感兴趣的内容，贴近学生的生活，；学生能大胆进行尝试，因此课堂气氛活跃，教学效果良好。

M9 U2 He's a doctor.教学目标：

1学生能掌握新单词：doctor, driver, policeman, nurse, farmer, teacher并了解其含义。2能熟练表达句型：He’ s a„/ She’ s a„, 能运用新句型介绍他人的职业。教学重点：

熟练新授单词及句型的表达。教学难点：

能区分使用He’ s与She’ s。教学课时：1课时

（一）热身：

1、Greeting:

T: Good morning boys, How are you? Good morning girls, How are you? Boys: I’m fine , thank you.Girls: I’m fine, thank you.Ss together: And how are you?

T: I’m fine too, thank you..2、Chant：

Sister, sister, This is my sister.Brother, brother, This is my brother.Mother, mother, This is my mother.Father, father ,This is my father.Grandma, grandma, This is my grandma.Grandpa, grandpa, This is my grandpa.(二)导入及新课教授：

1、（1）T: Show the picture of Part 3 in page 52, and say: Who’ s him?...Who wants to be Sam to introduce your family members?...(找两个学生来说进行小组评价，之后全班说一遍。)

（2）T: Good job!Do you know what does Sam’s mother do?

Ss: Teacher.教读teacher，n+1法操练。

2、听警车的声音，T ask: What can you hear? What ‘s the job?

Ss: Policeman.教读，拍手读单词（师生同拍同读，师停生停）操练。

3、Teacher describe the job, Let Ss to guess what’s the job?

T: A person who works in hospital, we go to see him when we are sick.Ss: Doctor.教读doctor, 两两读操练。

4、PPT show a picture, T ask: What does she do?

Ss: Nurse.教读nurse，大小声操练。

5、T do action and say: Look, what’s the job?

Ss: Driver.教读driver, 左右手男女生读操练。

6、图片出示锄子，让学生猜，T: Guess, what does he do?

Ss: Farmer.教读farmer, 接龙操练。

7、整体操练：

（1）看口型，说单词。

（2）游戏What’ s missing?

（3）单词、图片配对比赛。（4）Page54, 听音标号。

8、PPT 看图引入句型：He’s a„ She’s a„

9、Page 53, Listen, answer and read.Q1: What does Daming’ s father do?

Q2: What does Daming’ s mother do? 找生领读，之后齐读。

（三）、拓展：

1、T: When I was a child, I want to be a doctor, Everyone has a dream? What do you want to be?（师问个别生）

T: Let’s do a survey, ask your partner: What do you want to be? 两分钟后叫小组展示对话。

2、情感教育：

Each kind of job is necessary for society.板书设计：Module 9 Unit 2 He’ s a doctor.He’ s a teacher.policeman doctor

driver

farmer

She’ s a nurse.M10 U1 This is his head.教学目标：

1、会认会读 head,arm, hand, leg, foot, his等单词。

2、会用This ishis(my)...这一句型熟练描述自己或他人的身体部位。教学重点：

会认会读head, arm, hand, leg, foot, his等单词，会用This is his(my)...这一句型描述自己或他人的身体部位。教学难点：

形容词性物主代词his的运用。教学课时：1课时

(一)Warming up1、Greetings：

T: Good morning,boysand girls.S: Good morning,teacher.T: Sit down，please.2、Sing a song: Please stand up(齐唱这首英文歌)T:利用 Point to 这一句型说一句话

（二）Lead in and Presentation:

1、T: What’s this?(出示几张动物图片)Ss：It’s a...复习就知识引入新课

T: Today Daming goes to the zoo.What animal doesDaming see? Let’s have a look,ok?Ss：Ok.2.T:(1)Whatdoes Daming see?(大明看到了什么？)(2)What’shis name?(他的名字叫什么？)T: let us listen carefully.Ss：Answer小组合作讨论(1)A panda T: Yes,Daming sees a panda.His name is Panpan.(2)Head(T:领读这个单词.)T: Today we’ll learn M10 Body U1 This is hishead.(板书课题)

3、Teach the words.T: Look at this word.板书单词：his领读这个单词.Ss：his –hisT: his(教师读两遍，学生跟读)T: This is my book.This is his book，This is „(拿学生的铅笔等继续练习his，从而熟悉这个单词)T: Head——head.（做点头动作，领读）

Ss：齐读这个单词T: head head, my head.（指向自己）T:Look!How to read this word? T: arm--arm(伸胳膊，领读)Ss：齐读这个单词T: Look!Can you read this word? 出示handHand--hand(伸出手领读)Ss：...T: This is his leg.Leg--leg(领读次单词)Ss：...T: This is my foot.Foot--foot(跺脚，领读)Ss：...T: Look, this is a panda.This is his body.Body—body（晃动身体，领读）Ss：...开火车练习这几个单词。

5、PracticeLook!This is a panda.（让学生指向熊猫的身体部位练习）This is his„从而练习各个身体部位的单词。(三)跟读录音，感受地道的英语。认真领会录音的语音和语调。1.T: You learnt very well.Now Listen and repeat twice.2.Let’s act.通过跟读录音熟悉单词及句型。练习。老师指着盼盼的身体各部位说：This is his head„练习这个句型，然后俩人一组，分别指着身体部位练习这个句型。(四)

1、Game:利用游戏轻松学习英语。避免课堂的枯燥单一，让学生在乐中学，在学中乐。A:Point to your „教师说，学生指。B: This is my „看谁指的又快又好。

（五）1.选一选，看谁做得又快又好。

你认为下列衣服应该穿在身体哪一部位？ 2.功夫熊猫出示“腿/胳膊/身体”，看图既快又准的指出功夫熊猫的身体部位。

M10 U2 Point to her nose.教学目标：

1．能听懂会说读单词eye, ear, mouth, nose, her；学习目标语句Point to her nose.2．能熟练运用句型Point to her nose.并能根据指令指出正确部位。3．培养学习英语的乐趣。教学重点：

单词eye, ear, mouth, nose, her目标语句Point to her nose.教学难点：

mouth，ear 的发音，物主代词his, her的正确使用教学课时：1课时 1.Warm-up and review Greet to students.用”Hi”“ How are you?” 开火车的形式问候

Review Activity: Body chant “head, head, this is my head;arm, arm, this is my arm;„”边唱边指

2.Presentation and Practice

将眼耳口鼻的图片贴在黑板上，让学生辨认，同时将相应英文写在下面，并解释“This is a nose.” “This is a mouth.” “This is an eye.” “This is an ear.”学生会其意后，让学生Look and Listen注意观察教师口型,然后，Listen and Say.尤其是 “mouth” “ear”的发音，要求学生认真观察教师口型，仔细听，多练习。Activity 1: I point, you say 首先让一名学生指部位，老师说出英文，然后老师指，大家说。最后，同桌互相练习，找几组上台表演，评出最佳拍档。教师拿出男女布偶，saying “This is a boy.This is his nose.This is his mouth.Look, this is a girl.This is her nose.This is her mouth.his nose, his mouth, his ears, his eyes;her nose, her mouth, her ears, her eyes.” 边说边指，让学生领会 “his” “her” 的不同涵义。带领同学们一起 “Point to his nose.Point to her nose.…”

Activity 2: Listen to the tape and repeat Activity 3: “Point to” Game

分6组，每组至少一名男生，一名女生。一名学生发指令，其他同学指出男女同学的身体部位。PK时，哪组说做都正确、流畅者为胜。

3.Learn “Head and shoulders” of the textbook: sing and do the actions.4.Summary and homework Boys and girls, what have you learnt today？选几名学生总结，师生评价。将今天学习的这首歌练熟练，唱给爸爸妈妈听。

第三篇：人教版八年级英语上全册教案

书利华教育网www.xiexiebang.compare.教学后记

Unit 2 What’s the matter ? Teaching goals:

1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.4.文化欣赏，中国文化.Important and difficult points: 1.words.2.How to talk about the health and give the advice.Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)

Today we’ll learn some parts of the body.2.This is my head.Oh ,I have a headache.书利华教育网www.xiexiebang.competition between boys and girls.Write the words you remembered just now on the blackboard.5.Page7,1a.Do this part by the Ss first.Write the correct letter after the name of each body part on the list.6.Check the answers.7.Play a game.All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear ….Let’s see which student do it correctly and quickly.First all the Ss do this game.Then have competitions between boys and girls.5 boys and 5girls to the front to do what the instructor said.if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner.Step 3 While-task SB Page 7, 1b.Listen and check the answers.SB Page 7,1c.Work in pairs and act out.SB Page 8, 2a.1.Point out the eight items in this activity.Read the item to the class.Ss repeat.2.There are different conversations.Listen carefully.people are talking about health problems they have and getting advice.3.Match the problems with the advice.4.Play the tape twice.5.Check the answers.Step 4 Post-task

同桌之间设计一个医生与病人之间的对话.Step 5 Homework

1.Remember the name of your body part.2.Write conversations between the doctor and the patient.教学后记

Period 2 Teaching procedures : Step 1 Leading in

1.Free talk.2.Revise playing the game.3.Practice reading the dialogues.Step 2 Pre-task

SB Page 8, 2b.1.Pay attention to the four pictures.Each of these pictures illustrates one of the conversations.2.Play the tape ,write the missing words on the blank lines.书利华教育网www.xiexiebang.come to the front to act out their onw dialogues.SB Page 9, Part 4.1.Read the instructions and demonstrate what a ―mime‖ is.2.Read the dialogue by the Ss.3.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is.4.Ask one student to give advice.5.Give several students an opportunity to come to the front and mime an illness.Step 5 Homework

1.When you had some problems.please remember what the doctor said.2.Remember the new words.教学后记

Period 3 Teaching procedures : Step 1 Leading in 1.Free talk.2.Play the game :One student mimes an illness , the other students guess the illness and give advice.What’s the matter? Do you have a sore throat ? Step 2 Pre-task SB Page 10 ,1a.书利华教育网www.xiexiebang.come to a bland line.Read the paragraph and fill in the blanks.Step 4 Post-task SB Page 17 , 3c.T: We read about Julia’s vacation and Ben’s vacation.If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans.Give them help if they need.Step 5 Homework Complete the Selfcheck.教学后记

Unit 4 How do you get to school? Teaching goals : 1.Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop.2.Talk about how to get to places(谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk.3.how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4.复习基数词及时间的表示方法.5.了解中外文化的差异.Important and difficult points : 1.how /how far /how long 引导的特殊疑问句.2.乘坐交通工具的表示方法.3.It takes /will take/took sb some time to do sth.Teaching aids: cards and a tape-recorder.Period 1 Teaching procedures :

Step 1 Leading in Greetings and free talk..T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike.Does anyone take the subway ? No , we have no subway.OK ,today we will learn Unit 4.Explain : get to Step 2 While-task SB Page19 ,1a&1c.1.Write down how you get to school.2.Look at the picture.Write down how the students get to school.3.Make dialogues with the phrases.4.Groupwork: Divide the students into groups of three or four.Practice reading the dialogues.书利华教育网www.xiexiebang.come to my party ?

Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals : 1.vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party.2.Patterns: Can you come to my party ?z

Sure, I’d love to.Sorry ,I can’t.I have to ….3.能力目标:学会邀请别人以及回答的方式.4.情感目标:培养学生礼貌用语的习惯.Teaching procedures :

Step 1 leading in

Play the song : Happy birthday.Say ,today it’s Meimei’s birthday.She wants to invite you to her birthday party.Can you tell me what she should say ? Ask students to say.Step 2 Pre-task Page 25 ,1a ,1b.Ask ,Can you come to my party ? Ask some students to answer.Ask the students who say I can’t go to say why.Call attention to the words in Activity 1a.Read together.Say ,look at the picture.Ask Ss to tell what they see in each scene.Match the words with the picture and check the answers.Say ,now listen to the recording.Write the name of each person next to his or her picture.Play the recording.Ask Ss to complete the activity individually.Correct the answers.Step 3 While-task SB Page25 , 1c.Point to the example in the box.Ask Ss to do a practice with partners.Ask some groups to act.Game:

One student invite some students to his/her party.The other students answer.SB Page 26, 2a.Point to the five sentences.Say ,listen to each conversation and then circle the word that makes the sentences correct.Play the recording.Check the answers.SB Page 26 ,2b.Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word ―can‖ or ―can’t‖.Say ,now listen to the recording again.Write the number of the conversation(1 through 3)in front of the reasons.书利华教育网www.xiexiebang.come to your party.Write down their answers.教学后记

Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4.Teaching goals : 1.vocabulary : whom , start , join , practice , math test , mall , calendar.2.Patterns : Can you go to the mall this week ?

Can she/he/they go to movies ? 3.能力目标:学会写请贴，会制做日程表.4.情感目标:学会人际交往的基本常识.Teaching procedures :

Step 1 Leading in

Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer.Step 2 Pre-task SB Page 26 , Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Call attention to ―has to‖ and ―have to‖ , under the words write ―I’m

ing , and she’s

ing.‖ Step 3 While-task SB Page 27 , 3a.Call attention to the invitation.Ask questions about it.eg.What kind of invitation is it ? Call attention to the dialogue.Ask a pair of students to read it to the class ,saying blank each time they come to a blank line.Ask students to fill in the blanks according to the invitation.Check the answers.SB Page 27 , 3b.Ask two students to act the conversation you just completed.Call attention to the blank invitation card.Complete this card.书利华教育网www.xiexiebang.complete activity 1a ,check the answer.Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books.Step 3 While-task

SB Page 28, 1c.Call attention to the example in the box.Ask two students to read it to the class.Ask Ss to work in pairs.Ask :What do you want to do on Monday , Tuesday … ? Write down your answers.Make some conversations with your partner.Ask some Ss to present their conversations.书利华教育网www.xiexiebang.come over to ,till 2.Patterns: Thank you for your invitation.I’m sorry I can’t.I have to ….3.能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4.情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Show an article to the class.Say ,this is a e-mail message.Call attention to the form.Read the article individually.Step 2 Pre-task SB Page 29 ,3a.Say ,there is another e-mail message.Ask a student to read it to the class.Call attention to the blank calendar.Say ,Now read it again.Then complete Sonia’s calendar.Check the answers.Step 3 While-task

SB Page 29 ,3b.Point out the e-mail message.Ask a student to read it aloud.Say ,Fill in the blanks in the e-mail message ,use ―I’m+verb+ing‖ or ―I have to +verb‖.书利华教育网www.xiexiebang.complete the activity on their own.Ask some Ss to present the answers to the class.SB Page 29 ,3c.Say ,now write your own e-mail message to a friend.say why you can’t visit next week , give some reasons you wish.As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class.Step 4 Post-task SB Page 29 ,Part 4.Read the instruction to the class.Complete the calendar on Page 88.Say ,now go around the class.Ask Ss if they can come to your party at the time you are free.Step 5 Exercise Selfcheck Then ask some students to present their answers.Check the answers.教学后记

Unit 6 I’m more outgoing than my sister.Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c.Teaching goals : 1.vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin.2.Pattern: He has shorter hair than Sam.Is Tom smarter than Tim ? 3.能力目标:能对人物的外表进行描绘，个性进行比较.Teaching procedures: Step 1 Leading in

Ask a student to introduce herself/himself.Step 2 Pre-task SB Page 31 , 1a.Show some pictures to Ss.Say ,They are stars.Ask Ss to tell what they see.Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on.Then ask Ss to repeat these sentences : Yao Ming is taller than Ronaldo.Step 3 While-task 书利华教育网www.xiexiebang.complete things using words with three or more syllables ,you use the word more.Practice : happy , outgoing , short , thin , good.Step 3 While-task SB Page 33 , 3a.Call attention to the letter.Ask a student to read it to the class.Say, now read the 书利华教育网www.xiexiebang.complete it.Check the answers.Ask Ss to read the conversation with their partner.SB Page 43 , 3b.Point out the picture.Ask Ss to tell what is happening in each picture.Review the words :popcorn , popcorn popper ,salt , bowl.Ask a student to read the directions in the box.Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn.Step 4 Post-task SB Page 43 , Part 4.Ask Ss to work in teams of three.Read the instructions.Ask Ss to work in pairs.Then ask some pairs to present their questions and answers to the rest of the class.Step 5 Homework 书利华教育网www.xiexiebang.coming to a blank line.Say ,Now write a word in each blank.Check the answers.SB Page 45 , 3c.Read the instructions to the class.Then ask students to write their recipes.As students work ,move around the room offering assistance as needed.Ask students to read their recipes to a partner.Ask some students to read their recipes to the class.Step 4 Post-task

Selfcheck.Ask students to finish the work.Ask some students to present their answers to the class.Check the answers.Step 5 Homework SB Page 45 , Part 4.Ask students to work with a partner.Tell your partner how to make a sandwich with the ingredients in your list.教学后记

Unit 8 How was your school trip ? Teaching goals : 1.words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of.2.Use the past tense to talk about things.3.掌握由there be 结构和行为动词构成的一般过去时.4.掌握规则和不规则动词的过去时.书利华教育网www.xiexiebang.come to a blank line.书利华教育网www.xiexiebang.complete the selfcheck.教学后记

Unit 9 When was he born ? Teaching goals:

1.Learn to use ―be born‖ to ask sb sth

2.掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3.能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.Period 1 Teaching procedures : Step 1 Leading in

Greeting.Ask Ss when they were born and which sports stars they like.Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss

Ask :T: Who’s that ?

S: That’s ….T: When was he born ?

S: She was born in ….Pairwork :make conversations.教

案

正

文随堂记录 Step 3 While-task SB Page 53 , 1b.Look at the pictures.Read the names and the occupation.Make sure what Ss should do.Listen carefully.Complete the exercise.Check the answers.SB Page 53 , 2a & 2b.Point out the columns and read the headings to class.Explain the meaning of the words at the top of each column if necessary.Say ,this time fill in the information under How long.Play the recording, Ss complete activity 2b.Correct the answers.Step 4 Post-task Point to the chart in activity 2a.Point out the fill-in lines in the conversation in activity 2c.Show Ss how to do the activity.Ask Ss to work in pairs.Then make their own conversation.Correct the answers.书利华教育网www.xiexiebang.complete activity 1a.Check the answers.SB Page 59 , 1b.Play the recording.Ss listen and write down the answers.Correct the answers.Step 3 While-task SB Page 59,1c.In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs.SB Page 60 , 2a.Point to the picture.Ask Ss to say what they see.Play the recording.Ss listen and write down the answers.Check the answers.SB Page 60 , 2b.Ask a student to read the sample question and sample answer to the class.Play the recording.Ask Ss to write their answers in the chart.Correct the answers.书利华教育网www.xiexiebang.come to a blank.Ask Ss to fill in each blank with the work make or do.Correct the answers.SB Page 67 , 3b.Ask two Ss to read the sample phrases.Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a.Ask a student to say the name of a chore.Then ask another student to say I like or I don’t like.Then ask a third student to give a reason.Step 4 Post-task SB Page 67 , Part 4.In groups of five , give each group a set of blank cards.Ask Ss in each group to write one core onto a card.In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason.Step 5 Homework

书利华教育网www.xiexiebang.complete the writing on their own.Correct the answers.Step 3 While-task SB Page 68, 1b.Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a.Call several pairs to say one or more of their conversations to the class.SB Page 68, 2a & 2b.Read the instructions and have Ss know what to do.Play the recording and ask Ss to write their answer on their own.Ask two Ss to write their answers on the Bb.Correct the answers.Step 4 Post-task SB Page 68, 2c.Point out the sample conversation and ask two Ss to read it to the class.Then point to the phrases in the box.Ask Ss to ask and answer with a partner.Ask several pairs to say their questions and answers to the class.Correct any incorrect questions or answers.Step 5 Homework

英汉互译: 1.洗餐具

2.处理琐事，干家务3.购物

4.take out the trash 5.make the bed 6.fold your clothes 教学后记

Period 4 Teaching contents: Section B 3a, 3b , 3c, 4 , Selfcheck.Teaching goals : 1.vocabulary :take care of ,feed ,mine ,weren’t=were not

书利华教育网www.xiexiebang.complete the chart.Ask two Ss to write their answers on the Bb.Correct the answers.Step 3 While-task SB Page 69 , 3b.Ask a student to read the beginning of the e-mail message.Have Ss finish the message.Tell them they can look at the Chart in activity 2b for ideas.Ask some Ss to read their message to the class.SB Page 69 , 3c.Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class.Step 4 Post-task SB Page 69 , Part 4.Point out the sample conversation and read the instructions to have Ss know what to do.Divide Ss into groups of three and ask them to make conversations.Ask several groups to say their conversations to the class.Step 5 Homework Finish the Selfcheck.教学后记

Unit 12 What’s the best radio station ?

Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goals : 1.vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station.2.能力目标:掌握一些形容词的比较级和最高级.Difficult points :

特殊形容词的比较级和最高级.Teaching procedures :

书利华教育网www.xiexiebang.comparative forms and superlative forms of some adjectives.Step 2 Pre-task SB Page 71 , 1a.Ask Ss to explain what the word or phrases means in their own words.Then ask Ss to decide which of the things are important or unimportant.Step 3 While-task SB Page 71 ,1b.Ask some Ss to read the sentences, then play the recording.Correct the answers.SB Page 71, 1c.Ask Ss to make a list of real movie theaters they know.In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters.Step 4 Post-task SB Page 72, 2a & 2b.Ask some Ss to read the phrases and sentences.Play the recording ,Ss listen and write down their answers.Check the answers.Step 5 Role play

SB Page 72 , 2c.Have Ss work in pairs.Check the progress and offering help as needed.Ask some pairs to say their conversations to the class.Step 6 Homework Preview the grammar box.教学后记

Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals : 1.vocabulary :teen ,bargain , delight , by bus.2.能力目标:学习进行简单的比较并表达自己的好恶.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives.Step 2 Pre-task SB Page 72, Grammar focus.Ask a student to read the sentences to the class.Say ,these sentences show different grammar points.Explain the two grammar points.Answer questions the Ss might have.Step 3 While-task SB page 73 , 3a.Point to the chart.Ask Ss what they will write in the chart.Ask Ss to read the article on their own.Ask Ss to read the article again and complete the chart on their own.Correct the answers.SB Page 73,3b.Point out the sample conversation and ask two Ss to read it to the class.书利华教育网www.xiexiebang.complete activity 1a on their own.Correct the answers.SB Page 74 , 1b.Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner.Ss work in pairs to talk about the people they know.Ask several Ss to say their sentences to the class.Step 3 While-task SB Page 74 , 2a.Ask Ss what a ―talent show‖ is and ask Ss to tell what people do at talent show.Point to the five pictures.Ask different Ss to say what the people are doing in each picture.Play the recording.Ss listen and write the correct name.Check the answers.SB Page 74 , 2b.Play the recording and ask Ss to write what different people say about the performers.Correct the answers.Step 4 Post-task SB Page 74 ,2c.Ask two Ss to read the sample conversation to the class.Then Ss work in pairs.Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books.教学后记

书利华教育网www.xiexiebang.complete the article on their own.Ask some Ss to read what they wrote to the class.Step 3 While-task SB Page 75, 3c.Ask Ss to say the names of famous performers they might write about.Ask Ss to write their article on their own.Ask some Ss to read their articles to the class.Step 4 Post-task SB Page 75 , Part 4.Point out the chart where the Ss can write the answers.Ask two Ss to read the sample conversation to the class.Ask Ss to interview three classmates.Ask several Ss to read the information from one column to the class.Step 5 Homework Review the grammar focus on Page 72.教学后记

书利华教育网www.shulihua.net精心打造一流新课标资料书利华教育网www.shulihua.net精心打造一流新课标资料

书利华教育网www.shulihua.net精心打造一流新课标资料

第四篇：【教案】六年级上全册教案

1、山中访友

学习目标

1．有感情地朗读课文，把握文章主要内容，背诵自己喜欢的部分。

2．感受作者所描写的境界，激发学生类似体验，培养学生热爱自然、亲近自然的美好情感。

3．学习作者善于运用比喻、拟人、想象等手法来抒发情感的方法。4．掌握本课8个生字，理解新词的意思，摘录好词好句。教学重、难点：

感受作者对山里的“朋友”那份深厚的感情，并体会作者表达情感的方法。教学时间：两课时教学过程：第一课时

一、导入新课

（1）导语：同学们，山清水秀，鸟语花香；青松迎客，寒梅报春——大自然有声有色，有情有意。我们这学期学习的第一组课文，将带领我们投入大自然的怀抱，领略大自然的风姿，倾听大自然的声音，与大自然互诉心声、交流感受。（2）揭题：今天，我们首先跟着一位作家，走进山林，去拜访他的朋友。请同学们一起读课题。

（3）看课题猜猜，作者拜访的会是怎样一位朋友？

二、初读课文，整体感知

（1）作者去山中拜访的朋友到底是谁呢？请同学们自由轻声读课文。（2）读后交流，了解大意。

三、读通课文，学习字词

（1）学生自由读，看谁能把课文读正确，读流畅。（2）谁能把自己读得最流畅的一段读给大家听？

师随机纠正，重点点拨。（相机理解第一自然段）（3）结合课件学习课后生字，比较形近字。

四、拜访古桥，朗读体验

（1）下面，让我们跟着作者，一起去拜访他的第一位老朋友。请同学们一起读课文第3自然段。

（2）一进山，一眼就看到这座古桥，老朋友相见，作者是怎样和他交流，心里默默地对他诉说些什么呢？请同学们再默读课文，在书上画一画。（默读画句，读后交流。）（3）交流感受。

谁知道“德高望重” 的意思？你们是从哪里体会到他的“德高望重” ？师：随着时间一天又一天、一年又一年的流逝，只有他依然如旧，默默地站在这涧水上，为大家服务。难怪作者一见到他，就由衷地赞美他，对他说——（引读：啊，老桥，你如„„）（生齐读）

师：这就是作者拜访的第一位老朋友。在作者心中，古桥就像一位德高望重的老人。作者把老桥当做人来写，用拟人化的手法，把自己对老桥的深厚感情，生动地传给了我们。我们在读课文时，要用心地体会作者表达情感的方法。

五、作业：抄写生字，并读熟课文。第二课时

一、复习并引入新课。

1、上节课我们初步学习了《山中访友》这篇课文。谁来说说这篇课文主要写了什么内容？

2、引入：这节课，我们继续跟随作者，走进山林去访友。

二、读文感悟，体验情感

（1）默读课文第4—7自然段，用横线划出，访问了哪些朋友？

（2）再读课文，找一找，从哪些描写中可以看出“我”和山里的“朋友”有着深厚的感情？

（3）交流感受，随机教学。

师：作者不仅把林中的一切当作自己的朋友，当他进入树林，看到一棵棵树的时候，他把自己也想象成了一棵树，生根长枝。请同学们读一读有关的句子，体会当时作者是怎样的一种感受？

①第4自然段：重点点拨对树的有关句子的体验。读一读，体会作者当时人树相融的感受。感受幻境，体会写法。

②第5自然段：通过朗读，感受与山中朋友的亲热。朗读，读得亲切、热情，像是在对老朋友打招呼。体会写法：排比的句式、拟人的手法。

③第6自然段：难点是体验作者是在用心地感受。

从“一朵落花”“一片落叶”“一块石头”中，让我们感觉到生命的轮回、世事的变迁。这就是大自然的魅力。只有像作者那样用心地去感受，才能感受得到。④第7自然段：一场突如其来的雨，给作者带来了意想不到的惊喜，也使我们感受到大自然真是变幻莫测，令人陶醉。

三、学习首尾，体会写法

（1）再读文章的开头和结尾，你们又感受到了什么？

作者清晨进山，到“带回一路月色”，从这儿看出他在山中整整一天，让我们强烈地感受到了人与自然的那份亲密无间。

（2）体会写法：文章的开头和结尾，首尾呼应，前后两次写到“满怀的好心情”，突出“山中访友”之行充满了好心情。

四、课外延伸，强化体验

在作者的眼里，这一花一树，一鸟一石，一山一水都成了有生命的人。她们能跟我们说话，能跟我们交流，她们成了我们的朋友，难怪作者进山看景，变成了“山中访友”。这也就是作者要以“山中访友”为题目的原因了。这种类似体验，你们也有过吗？和同学交流交流。

五、背诵积累，提升感悟选自己喜欢的句子或段落背下来。

板书设计： 1 山中访友

古桥

物

老朋友

树林

我知己

„„

相

朋友融（情）《山雨》

一、教学目标。

1．有感情地朗读课文，背诵自己喜欢的部分。

2．感受山雨带韵味，体会作者对山雨的喜爱，领略大自然的美。3．学习作者通过联想和想象来表达独特感受的方法。

二、教学重点、难点：

引导学生通过自读自悟，感受语言的优美，体会作者对山雨的情感。

三、教学时间：1课时

四、教学过程

（一）、情景导入，揭示课题

1、（多媒体出示画面）师：我们的大自然像一位神奇的魔术师，他变幻莫测，多彩多姿，有时，让我们沐浴着灿烂的阳光，有时也让我们欣赏皑皑的白雪，当然，有时也让我们享受着蒙蒙的细雨„„ 作家朱自清就曾经这样描写雨，咱们一起来读一读，（多媒体出示语段）“雨是最寻常的，一下就是三两天。可别恼。看，像牛毛，像花针，像细丝，密密地斜织着，人家屋顶上全笼着一层薄烟。树叶却绿得发亮，小草也青得逼你的眼。

2、师：这个地方的雨，是祥和安宁的雨。而有一个地方的雨却是优美动听的，孩子们，想亲自去感受感受吗？

3、咱们今天就跟着作者赵丽宏一起走进山林，去感受山雨的美丽。

（二）、初读课文，理清文脉

1、请同学们先自由地、放声地读读课文，难读的地方多读几遍，并将好词佳句用横线划下来，多读几遍，并将课文读通读顺。

2、交流同学们自主发现的好词，集体品读。

3、课件出示，全班读。

湿润的山风

轻盈的云雾

无字的歌谣

飘飘洒洒的雨丝轻捷柔软的手指

优雅的小曲

水淋淋的嫩绿

清新的绿色

4、刚才你们透过文字和作者一起初次游览了雨中的山林。你愿意用读的方式带着老师到山林中走一走吗？（指名读课文）

5、这篇文章是按什么顺序写的？（教师板书：雨起、雨中、雨后）

（三）朗读赏析，深入感悟

1、默读课文，思考：（1）作者是从哪两方面观察山雨的？（2）你从哪些描写中感受到作者丰富的想象？你从这些描写中体会到作者怎样的思想感情？

2、作者作者是从哪两方面观察山雨的？

3、感悟山雨的音乐美。

（1）指名读写山雨声音的句子.。

（2）你从这些句子的哪些地方感受到作者奇特的想象？你从这些描写中体会到什么？

（3）学生汇报，老师给予指导。①沙啦啦，沙啦啦„„

像一曲无字的歌谣，神奇地从四面八方飘然而起，逐渐清晰起来，由远而近，由远而近„„

a、这里将雨声比作“无字的歌谣”，从这奇特的想象中表达作者对山雨的无比喜爱。）

b体会“由远而近，由远而近„„”的意味：这里连用两个“由远而近”，后面还用了省略号，体会这样表达的妙处。带着体会朗读。

②雨声里，山中的每一块

岩石、每一片树叶、每一丛

绿草，都变成了

奇妙无比的琴键。飘飘洒洒的雨丝

是无数轻捷柔软的手指，弹奏出一首又一首优雅的小曲，每一个音符都带着幻想的色彩。

a、作者把岩石、树叶、绿草比作_____________;将飘飘洒洒的雨丝比作_____________，把雨声比作_____________。b、你从这些描写中感受到什么？

4、感悟山雨的色彩美。_____________（1）读读这些写雨色彩的句子。

（2）你从这些句子的哪些地方感受到作者奇特的想象？你从这些描写中体会到什么？

（3）带着遐想朗读。

（四）、总结全文，拓展阅读。

1、作者是怎样细致观察，用心倾听山雨的？

2、拓展阅读。《雨》（冯剑华）

3、作业：（任选一项）

（1）选择课文中你喜欢的词语写一小段话；

（2）自己试着写一写我们生活中看到的雨景。

雨（冯剑华）

雨，应该是一个阴性名词，她，而不是他。雨，完完全全是女性化的。

春三月的雨，是少女，正值豆蔻年华。

她文静、温柔、清新、羞涩。于人不觉间，她轻轻悄悄地走来，“随风潜入夜，润物细无声”。她如纱如雾，如情似梦，沾衣不湿，拂面不寒。她的裙袂飘过处，天地万物从沉沉昏睡中苏醒过来，种子发出嫩芽，竹林长出春笋，杨柳抽出新枝，睡了一冬的小生灵也伸伸懒腰，走出深深的地穴。

春雨，把青春和生命赠给大地。

春雨，又是一个爱美的姑娘，一个极擅丹青的画师。她手执神奇的画笔，挥洒出一个美丽的天地。

“梨花一枝春带雨”，何等脱俗；“杏花春雨江南”，何等淡雅；而“小楼一夜听风雨，深巷明朝卖杏花”，又是怎样的清幽。这全是春雨的手笔啊。

春雨，遍体芬芳的少女，爱美写美的画师。

夏日的雨，是大嫂，她是个急性子，来也匆匆，去也匆匆，是个利索干净还带着几分泼辣的中年妇女。

比起春雨，夏日急雨少了几分温柔和文静，可你知道，她有那么多的事情要做，她是一位多子的母亲。

江河湖海等待着她补充营养，以丰腴自己的身躯。被太阳烤得口干舌燥的大地渴望着她的滋润。田野上的庄稼禾苗，山坡上的树木果林，像一群群嗷嗷待哺的孩子，急盼着她的乳汁。年复一年地，她用自己充溢的乳汁喂饱了结实的高粱，喂鼓了肥胖的豆荚，喂足了圆滚滚的西瓜，喂熟了沉甸甸的稻穗。有了她，才有果实，才有收获，才有万种生物的生生不息。

夏日的雨，能干的大嫂，慷慨的母亲。秋日的雨，是阅尽沧桑的老妇人。

她见过了许多，经过了许多，也做过了许多。她曾经年轻过，辉煌过。如今，桃花梨花谢了，高粱玉米收割了。她该做的要做的都已做过，便显得有几分落寞。更有那喜欢悲秋的写出“冷雨敲窗”的诗句，发出“一场秋雨一场凉”的抱怨。可她是宽容的，豁达的。她知道，人们不会忘记她的过去，不会忘记她做过的一切。

她并不落寞，她正在描画“红于二月花”的霜叶，绘制出层林尽染、色彩绚丽的秋之图。更何况，不久之后，又有三月春雨，少女般姗姗而来。思考：你从文章哪些描写中感受到作者丰富的想象？

3、草虫的村落教学目标

1．正确读写“静谧、小巷、音韵、勤勉、庞然大物”等词语。2．有感情地朗读课文。抄写喜欢的语句。

3．与大自然为友，感悟自然中花鸟虫鱼、山川草木的生命与灵性，与大自然进行“心灵对话”。

4．体会作者怎样用心观察大自然，怎样通过丰富的想象来表达独特的感受。教学重难点：

1.让学生通过课文的学习，感受作者对大自然、对小生灵的那一片爱恋之情。2.体会作者如何进行观察、并如何运用丰富的想象来表达自己的独特感受。教学时间：两课时教学过程：第一课时

一、谈话导入，揭示课题

同学们，你去观察过虫子吗？那你看到过“草虫的村落”吗？“草虫的村落”是怎样的呢？今天，我们就一起学习新课文。齐读课题。

二、初读课文，整体感知

（1）自由读课文，遇到难读的词语、句子多读几次，把课文读通顺。思考：“草虫的村落”给你留下了怎样的印象？（2）字词检查，并结合课件学习生字词。（3）交流反馈。

三、梳理内容，明确场景

（1）快速默读：把课文分成三个部分，你会怎样分？

（2）自由读课文，想一想：“草虫的村落”在哪儿？你在那里看见了什么？交流反馈：

①它们的村子散布在森林边缘的小丘上。这里，很多的黑甲虫村民，熙熙攘攘地往来。

草虫的村落在“森林边缘的小丘上”。这个森林是在作者的想象中通过放大构成的。

②空间在我眼前扩大了，细密的草茎组成了茂盛的森林。一只小虫，一只生着坚硬黑甲的小虫，迷失在这座森林里。

作者是怎样想象的？（通过交流，让学生明白，作者的想象力很丰富，他把一个草丛边上有甲虫的小土堆想象成了一个“草虫的村落”。）③随着作者的目光，你在“草虫的村落”里看到了什么？交流时，教师相机出示：

“我想它一定是游侠吧„„终于走出一条路。”

“蜥蜴面前围拢了一群黑甲虫，„„到处参观远房亲戚的住宅。”

“甲虫音乐家们全神贯注地振着翅膀，„„这是只有虫子们才能演奏出来的！” 作者为我们描绘出了一个名副其实的“村落”：有建筑，有形形色色的人们，他们还有各自的工作、交往和生活。

（3）再读课文，想一想，作者是怎样发现这个“草虫的村落”的？ ①我目光追随着爬行的小虫，作了一次奇异的游历。（理解“追随”）②今天，我又躺在田野里，在无限的静谧中，忘了世界，也忘了自己。“静谧”是什么意思？从这个词语中你读懂了什么？

“静谧”不但写出了周围环境的幽静，还写出了作者的心境非常平静、人很放松。有这样的环境和心情，才使他忘了世界，忘了自己，才会发现这“草虫的村落”，才会发现──（生齐读）

“我发现了草丛中虫子的快乐天地。我多么得意啊！”

四、总结回顾，布置作业

1、这节课我们跟随着作者在草虫的村落里作了一次奇异的游历，在那里，我们发现了一个草丛中小虫子的快乐天地。为什么说这是个小虫子的快乐天地呢？我们到下节课再去学习。

2、作业：抄写自己喜欢的句子。第二课时

一、复习旧课，导入新课

（1）通过上节课的学习，我们知道作者发现了一个小虫子的快乐天地。作者认为“草虫的村落”是个“快乐天地”？你是从哪儿体会到的？从中你感受到了什么？请大家自由读，一边读一边画出相关的句子。（2）学生自由读，画句子。

二、品读课文，深入探究

（1）从“归来的游侠”中，体悟作者的独特感受。

①我想它一定是游侠吧！你看它虽然迷了路，仍傲然地前进着。它不断地左冲右撞，终于走出一条路。

a作者为什么把黑甲虫称作“游侠”，从中你感受到了什么？ b 你从哪里看出甲虫是勇敢的？

小结：从这位勇敢的小侠客身上，我们体会到了一种成功者的喜悦，他是快乐的。②云游四方，回到家乡，同伴们是怎么招呼游侠的？你感受到它们的快乐了吗？（2）从“村民的和谐生活”中，体悟作者的独特感受。（抓住“驻足痴望”、“攀谈地很投机”体会小甲虫们不但同类之间相处得很好，和异类的关系也十分的融洽。他们在这个小天地中，生活得真是其乐融融。）（3）从“音乐演奏会”中，体悟作者的独特感受。

我的目光为一群音乐演奏者所吸引，它们差不多有十几个吧，散聚在两棵大树下面──这是两簇野灌丛，紫红的小果实，已经让阳光烘烤得熟透了。鼓励学生发挥想象，理解甲虫们所在的音乐厅很美，是“天然”的。

甲虫音乐家们全神贯注地振动着翅膀，优美的音韵，像灵泉一般流了出来。此时，我觉得它们的音乐优于人间的一切音乐，这是只有虫子才能演奏出来的！①联系实际，说说你听到过哪些大自然的音乐家演奏出来的音乐。

①

作者认为甲虫的叫声“优于人间的一切音乐”。在我们看来，这声音似乎还不至于超过“人间的一切音乐”。但作者却这么认为，从中你体会到了什么？

抓住“音韵”、“灵泉”，体会作者丰富的想象力。③小虫们特有的灵性和才智让作者佩服。读好这句话。（4）从“村民的劳动”中，体悟作者的独特感受。

现在它们归来了，每一个都用前肢推着大过身体两三倍的食物，行色匆匆地赶着路。是什么力量使它们这么勤勉地奔忙呢？

是什么力量使甲虫们这么勤勉地奔忙，你读懂了吗？（生活的快乐，以及对家庭的责任，促使甲虫们勤劳地工作着，在劳动的同时，它们也快乐着。）小结：通过交流，我们体会到甲虫们在自己的天地中快乐地生活着，劳动着，也快乐地创造着。

（5）第9自然段，“我还看见了许多许多„„”思考：“我”还会看见些什么？（市场里，甲虫们做买卖；公园里，大甲虫在教小甲虫寻找食物„„）

三、升华情感，进行练笔

小甲虫们不但有生命，还有灵性。这是作者用心观察的结果。

（1）自由读最后两段，说说你读懂了什么？（体悟作者对田野、对大自然充满了喜爱之情。）

（2）只要我们能像作者一样用心去观察，我们也会发现很多，说说你去观察过什么？

（3）请同学们发挥想象，把自己观察过的小虫写下来，写的时候要学习作者的写法，融进自己的感受，等会儿我们看谁写得最生动。（4）交流反馈。

四、作业

1、练习有感情地朗读课文。

2、预习第4课。板书设计： 3 草虫的村落黑甲虫——游侠小圆虫——少女灵泉般的音乐勤勉地劳作

（想象丰富，感受独特）

4索溪峪的“野”

教学目标：

1．认识“赋、淑、撅、叟、涤”5个字。

2．正确、流利、有感情地朗读课文，感受索溪峪风景区天然野性的自然风光。教学过程第一课时

一、复习引入，猜读课题，激发阅读兴趣

1、五年级的时候，我们学习过《迷人的张家界》，这篇课文主要描写什么景物？有什么特点？

2、在学生发言的基础上，教师过渡：是的，仙境般迷人的张家界有着举世罕见的自然风光，实在令中外游客流连忘返。今天让我们一起到张家界市的另一个主要景点——索溪峪去看看好吗？

3、板书课题，引导学生围绕课题提出问题：1）野是什么意思？2）野字为什么要加上双引号？（是“着重”的意思，此时应马上指导学生个别、齐读课题。）3）索溪峪野在什么地方？即课文围绕“野”写了哪些内容？

4、在学生的阅读兴趣被激发后，让学生读“阅读提示”，明确学习要求。二、一读课文，读通读顺，扫清理解的障碍

1、学生自学课文，读正确、读通顺的基础上，思考上述的几个问题。

2、同学们在读的时候，是否发现课文特别多生字词？它们是我们阅读的障碍，我们齐心合力把这些障碍都搬了。（出示课件“我来读读”，检查生词读写：“赋予”“淑女”“撅屁股”“老叟”“荡涤”

指名读，齐读。）

3、这些小石子都踢开了，看这些大石块能不能搬开。（出示词语：断壁悬崖、拔地而起、胆颤、磅礴、千峰万仞、绵亘蜿蜒、浩气长舒、随心所欲、不拘一格、横拦绿水、敢弄倩影、旁逸斜出、崛起、巍巍、斜山、窈窕淑女、怦怦直跳

指名读、齐读）三、二读课文，整体把握，感知索溪峪的“野”

1、这些词放在课文中再读，相信能读得更好，对索溪峪的野会领略得更好。

2、随机抽三个同学合作读课文第二自然段，检查是否收到应有的效果。

3、同学们读得太好了。相信理解得也不错。先看看这些词语在课文中你能不能理解呢？（老师出示图片，有“千峰万仞”“窈窕淑女”“抱伙成团”“直插云天”“绵亘蜿蜒”

让学生用文中的词语加以形容，还可以追问：你为什么能想到是这个词呢？以检查学生的理解和表达能力）

4、词语理解得不错。看看刚才那几个问题都找到答案了没有。

5、指名回答并板书。第二课时一、三读课文，重点探究，读懂索溪峪的“野”

1、刚才，我们已几次进入索溪峪，也谈了自己对课文的理解，老师已把它写在了黑板上，很不错。但是，同学们，如果别人问你对索溪峪的印象如何，你的谈话仅此而已，别人怎能产生身临其境之感？同学们可以从下面的几个问题中选择自己感兴趣的，反复研读课文，把重要的句子读得烂熟于心，肯定能让人无懈可击了。（课件出示）

1）为风光片《索溪峪的山》配音。

2）以索溪水的语气做自我介绍，告诉游人索溪的水是什么样的。

3）现在你就是一名导演，你的任务是以“索溪峪的动物与人”为主题，拍一部影片。制定你的拍摄计划。

4）将各种游人在索溪峪的表现通过表演和旁白加以展现。

2、学生自由组合，选择合适自己的方式研读课文。

3、下面每个组选出一名组长。听清老师的建议。

一、要明确你们的任务是什么。

二、想一想，重点研究课文的哪一部分，可以让你们把工作做得更好。

配音小组到老师使用的电脑前，小组长做好指挥，看画面配音。“水”小组活动，一定要体现你们的创造性。导演小组，你们也要脱离课文，体现你们的创造力。表演组的表演要恰到好处，不要因过分的夸张让人哑然失笑。

4、学生分组练习。

二、演绎索溪峪的“野”

1、刚才，大家兴致很高，都有上佳表现。哪一个小组先汇报一下？觉得他们的汇报有哪些优点缺点随时记录在小本子上，他说完后，大家共同评价。

2、学生汇报完先自己评价，然后让其他学生评价。

三、漫谈感受、总结升华、1、同学们，索溪峪的山美不美，水美不美，猴子和人可爱不可爱。这种美是怎样的美？

2、对，这种美是野性的美，是自然的美，自然的美就是不加修饰的美，就是天然的、质朴的纯真的美。

3、学完课文，有什么感受？

4、总结

口语交际习作一

学习目标

1．通过口语交际，增强学生表达、倾听和乐于与他人交往沟通的能力。

2．学会展开联想和想象，表达自己的独特感受。

3．根据交流的情况，选择一项进行习作。

4．通过交流与讨论，发现作文的不足之处并认真修改自己的作文。

A案

课前准备

教师：准备关于音响的录音。

学生：1．观察一种植物或一种动物，或者是一种自然现象。

2．准备自己游览风景名胜后的照片与及相关文字资料。

3．交流第一项内容的同学可以制作头饰。

教学过程

第一课时口语交际

揭题导入

这一组，我们学习了《山中访友》《山雨》《草虫的村落》和《索溪峪的野》四篇课文，课文带领我们投入大自然的怀抱，领略大自然的风姿，倾听大自然的声音，与大自然互诉心声，交流感受。我们生活在这个有声有色、有情有意的世界中，我们也时时在观察大自然的美景，倾听大自然的各种音响，在观察和倾听的过程中浮想联翩。

今天，我们就一起来说说自己对大自然的独特感受。

自读提示，明确要求

1．自读“口语交际·习作一”各板块的学习提示，整体了解本次口语交际的内容。

说说本次口语交际的主题和内容分别是什么。

2．师生共同确定每一项口语交际的要求和内容。

成为大自然中的一员：想象自己是大自然中的一员，然后把看到的、想象到的和感受到的说清楚。

走进音响世界：说说自己听到的各种各样奇特的大自然的声音。

回顾暑假生活：主要向大家说说自己暑假游览的风景名胜及自己的感受，特别说说在游览欣赏过程中的联想和想象。

分块讨论，组内交流

1．学生自选某一方面内容，按要求进行准备。

2．同桌或分类进行组内交流。

示范带动，交流评价

1．每一组推荐一名学生进行交流。

2．选择同一项内容的同学合作向全班汇报。为增强趣味性，选择第一项的同学可戴头饰合作交流。

3．评议。对向全班交流的同学进行补充、提问等，开展对话，说说听后的感受。

第二、三课时习作

交流谈话，激趣导入

在口语交际课上，同学们交谈兴很浓，仿佛自己走进了神奇的大自然，并融入其中。同学们也有了写的欲望，想把自己的独特感受写下来。

这节课我们就来加工整理自己对大自然的独特感受，选择其中的一项，展开联想和想象，然后写下来，一定能成为一篇佳作。

选材命题，明确要求

（1）选择话题，确定材料。

选择“成为大自然中的一员、走进音响世界、回顾暑假生活”三个话题中的一个，确定写作材料。暑假生活有很多可写的内容，这次主要以浏览风景名胜后对祖国大好河山的赞美为主。

（2）大胆构思，精巧命题。

简单交流本组课文的题目，引发学生的积极思维。

师生共同讨论出一些题目：

我是一棵××树

小树与鸟的对话

雪的自述

大自然的声音

蟋蟀在唱歌

听雨

游×××

„„

（3）习作要求。（投影出示）

学习本组课文的写法，运用到自己的习作中去。

写景的文章，注意选取独特的视角，放飞想象的翅膀。

记事的文章，注意有顺序地把事情的经过记叙详细，表达自己的真情实感。

记叙清楚，语句通顺，感情真切。

试写初稿，进行修改

（1）学生进行习作，教师巡回指导，并对有困难的学生进行个别指导。

（2）学生完成初稿，进行自我修改。

（3）组内互读互改。

朗读赏析，交流评议

（1）每小组推荐一至两位同学，教师作适当调整，分三大类由学生朗读，引导学生进行赏析。

（2）学生交流评议。

（3）教师点评。特别要肯定习作中体现出的“独特感受”，恰当地运用联想和想象。

再次修改，誊抄习作

再次修改自己的习作，清楚认真地抄写在作文本上回顾拓展一

学习目标

1．通过回顾、交流学习本组课文后的收获，引导学生学习作者通过联想和想象来表达独特感受的方法。

2．读背并积累古诗句。

交流平台

（1）回顾本组四篇课文，说一说《山中访友》《山雨》和以前学过的《桂林山水》《观潮》等在表达方法上有什么不同？

本组课文，作者投入大自然的怀抱，领略大自然的风姿，倾听大自然的声音，与大自然互诉心声，交流感受。在表达自己独特感受的过程中，充分运用联想和想象。

（2）联系《草虫的村落》，小组内交流自己的收获和体会，体会联想和想象的魅力。

（3）交流课外阅读中读到过的类似文章，说说自己的体会和感悟。介绍相关的课外阅读文章及书籍。

日积月累

（1）在许多描写景物，赞美祖国大好河山的诗作中，诗人以其独特的视角，大胆想象，抒发情感，留下了光辉的篇章，今天我们就来欣赏其中的几句。

（2）出示日积月累中的句子。（幻灯片）

落红不是无情物，化作春泥更护花。（龚自珍）

造物无言却有情，每于寒尽觉春生。（张维屏）

今夜偏知春气暖，虫声新透绿窗纱。（刘方平）

此夜曲中闻折柳，何人不起故园情。（李白）

卧看满天云不动，不知云与我俱东。（陈与义）

不是花中偏爱菊，此花开尽更无花。（元稹）

a学生自由吟诵。

b尝试理解。

（3）选择其中的几个诗句，体会诗人在写景过程中的联想与想象。

a己亥杂诗（龚自珍）

浩荡离愁百日斜，吟鞭东指即天涯。

落红不是无情物，化作春泥更护花。

落花并非无情无义之物，化成春泥使后来的花更红。这是一种自然现象，但诗人比喻自己不做官并非丧失报国志，而是走另一条路为国效力。

b月夜（刘方平）

更深月色半人家，北斗阑干南斗斜。

今夜偏知春气暖，虫声新透绿窗纱。

夜半更深，在夜寒袭人、万籁俱寂之时，响起了清脆、欢快的虫鸣声。初春的虫声，可能比较稀疏，也许刚开始时还显得很微弱，但诗人敏感地注意到了，而且从中听到了春天的信息。在静静的月夜中，虫声显得分外引人注意。它标志着生命的萌动，万物的复苏，所以它在敏感的诗人心中所引起的，便是春回大地的美好联想。

c菊花（元稹）

秋丛绕舍似陶家，遍绕篱边日渐斜。

不是花中偏爱菊，此花开尽更无花。

菊花在百花之中差不多是最后凋谢的，一旦菊花谢尽，便没有花景可赏，人们爱花之情自然都集中到菊花上来。因此，作为后凋的花，它得天独厚地受人珍爱。诗人从菊花在四季中谢得最晚这一自然现象，引出较深的道理，回答爱菊的原因，表达了诗人特殊的爱菊之情。这其中当然也含有对菊花历尽风霜而后凋谢的坚贞品格的赞美。

（4）背诵并积累这些诗句。有兴趣的同学读读背背原诗。

趣味语文

（1）自由读故事。

（2）同桌自己的理解。

（3）全班交流，体会一字诗的妙处。

第五篇：[英语]仁爱版七年级上英语全册教案

Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a.本课重点活动是1a和2a。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb.with sth., problem, pet, often, want 2.Learn Present Simple to do:(1)—Do you come from the U.S.A.?—No, I don’t.(2)—Do you like Chinese?—Yes, I do.3.Ask for permission and make requests:(1)—Excuse me, could you please tell me your name?—Sure.(2)—Could you help me with it?—No problem.Ⅱ.Teaching aids 教具录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:10分钟)通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。1.(教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。)(通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?)T: Do you have a pen pal, S? 4(板书并要求学生了解。)pen pal S: No, I don’t.T: Do you want a pen pal?S: Yes, I do.44(板书并要求学生掌握。)want 2.(教师通过询问学生个人信息，导入新知识。)T: Excuse me.What’s your name, please? S: My name is … 5 T: How old are you? S: I’m … 5 T: Do you have an English name? S: Yes, I do.5 T: Could you please tell me your English name?S: …

5T: You can say “Sure.My English name is …”.(板书并要求学生掌握。)—Could you please tell me your …? —Sure.(教师示范)1

T: Could you please tell me your age, S?6 S: Sure.I’m … 6 T: Could you please tell me your telephone number? S: Sure.It’s … 6(学生两人一组运用Could you please tell me …?句型询问个人信息。)3.T: I’m an English teacher.I can speak English.Do you speak English after class, S? 7

S: Yes, I do.(帮助学生回答。)7(板书并要求学生掌握。)

speak T: Do you like it?(教师提示此处like作动词。)S: Yes, I do./ No, I don’t.(帮助学生回答)7(学生两人一组操练，运用Do you speak …?和Do you like …?句型及其肯定和否定回答。)4.(教师请一个学生，用not good来引出poor一词。)T: Is your English good? S: No, it isn’t.I can speak some English, but my English isn’t very good.8 T: You can say “My English is poor.”

(板书并要求学生掌握。)

some poor S: My English is poor.Could you help me? 8 T: No problem.I can help you with it after class.(板书并要求学生掌握。)No problem.help … with … T: S, do you like English?S: Yes, I do.99 T: Do you often speak English after class?S: Yes, I do.T:Good!9(板书并要求学生掌握。)

often(通过以上的活动导入1a。)

Step 2 Presentation 第二步

呈现(时间:8分钟)通过听力、教学挂图等形式呈现本课对话，让学生练习使用重要句型，培养学生的听、说能力。1.(教师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。)(1)Where does Jane come from? A.Japan.B.Canada.C.China.(2)Does Jane speak English? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(3)Whose Chinese is poor? A.Jane’s.B.The boy’s.C.Maria’s.(核对答案。)2.(再次播放

录音，学生听并且跟读，注意语音语调。)3.(教师将全班学生分成两组，分角色朗读1a。)4.(展示1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练1a的对话，完成1b。)(1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t.(5)Could you help me with my …?(6)No problem.(教师巡回作指导，然后挑出表现比较好的一组登台表演。)2

Step 3 Consolidation 第三步巩固(时间:10分钟)通过复述对话、做游戏等活动，进一步巩固本课所学知识，培养学生合作精神，增强他们的集体荣誉感，培养学生综合运用语言的能力。1.(教师利用幻灯片出示练习题，要求学生根据1a内容填空。以此展示复述范本。)

The girl’s name is Jane.She comes from Canada.She speaks English.Jane likes Chinese but her Chinese is poor.Li Xiang can help her with her Chinese.(画线部分是要填的词)2.(利用幻灯片，呈现1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话来介绍Jane的情况。教师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。)come from, speak English, like Chinese, poor, help … with … 3.(举行“小组对话大赛”，巩固所学句型。教师先做示范，然后各小组操练。评出优胜组。)T: Excuse me, could you please tell me your name? S: Sure.My name is … 1 T: Do you come from the U.S.A.? S: No, I don’t.I come from … 1 T: Do you like English? S: Yes, I do./ No, I don’t.1… 4.(学生两人一组合作完成1c。核对答案后请两三组学生练习对话。)5.(做游戏。)(方案一)(1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，注意不要让下面的学生看见谁拿到了什么。)(2)(老师问其中的一名学生：Do you have …?并故意问错，学生回答：No, I don’t.老师进而引导其他学生用Do you have …?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。)(方案二)(五个人一小组练习。四件物品摆在桌前。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have …?句型猜四个人手中各拿什么物品。)Step 4 Practice 第四步练习(时间:10分钟)通过练习找笔友，激发学生学习兴趣，提高学生综合运用语言的能力。

1.(做“问答接龙”游戏。从教师开始问第一排第一个学生，第一个学生回答后再问第二个学生，第二个学生回答后再问第三个学生，以此类推。)2.(根据自己的情况回答2a的问题，看谁可以做李伟的笔友。)(两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。)T: Do you like pets?(板书并要求学生掌握。)pet 3.(三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。)4.(自己找笔友，三人一组，一同学向另外两名同学发问，看他们是否可以成为学习上的笔友。完成2b。)Step 5 Project 第五步综合探究活动(时间:7分钟)通过编对话让学生学以致用，通过诗歌吟唱活动培养学生学习兴趣，使他们能积极主动地参与学习活动，提高合作意识和探究精神。1.(假设你的英语成绩不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。)2.(教师帮助学生完成3。教师打节拍，或者放录音，让学生有节奏地跟读。)3.Homework: 3

自编一个对话，运用下面句型：

(1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem.板书设计： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem.—Sure.help … with … —Do you …? —Yes, I do./No, I don’t.Section B

The main activities are 1a and 3.本课重点活动是1a和3。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words:live, say, visit, great, wall 2.Learn some questions and answers with does:(1)—Does he speak Chinese—Yes, he does./ No, he doesn’t.He speaks English.(2)—What does he say in the letter?—He wants to visit the Great Wall.3.Learn some useful sentences:(1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is.(3)—Where does he live?—He lives in England.(4)Kangkang knows me.Ⅱ.Teaching aids 教具图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:10分钟)以问题为线索，引出单词和话题，培养学生的语言表达能力。1.(检查作业。教师请学生登台表演上节课的家庭作业。)T: Now, I’ll check your homework.SS, please, come to the front and perform your dialog.12、2.(师生对话。引入并运用China和Chinese。)T: I come from China.I am Chinese.Ss: We come from China.We’re Chinese.(教师提问一名学生。)T: Where do you come from, S? 3S:I come from China.3 T: Do you speak Chinese? S:Yes, I do.3(学生两人一组互相问答。)(教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!)3.(教师出示一幅长城的图片。)T: Can you say it in English? S:Yes, the Great Wall.(教师帮助回答。)T: Where is it? S:It’s in China.4 T: Do you live in China? S:Yes, I do.(教师帮助回答。)4 4

T: Is China great?

S: Yes, it is.4(板书并要求学生掌握say, wall, live, great；理解the Great Wall。)say, wall, the Great Wall, live, great 4.(教师接着出示第二幅图片。)T: Do you like the Great Wall? S:Yes, I do.5 T: Do you want to visit the Great Wall? S:Yes, I do.5(板书并要求学生掌握。)visit(教师让学生两人一组，运用所呈现的生词编对话。)5.(教师介绍S的情况，然后让学生根据介绍回答问题。)5

T: Slives in China.He/She likes the Great Wall.He/She wants to visit the Great Wall.5(教师请另一位学生，根据这段话回答问题。)(通过以上活动导入1a。)

Step 2 Presentation 第二步呈现(时间:8分钟)根据1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培养学生听说能力和阅读能力。1.(教师呈现1a的教学挂图，与学生谈论。)(教师播放1a录音，让学生听并回答Who is the letter from?)Who is the letter from?(核对答案。)2.(教师再播放一遍1a录音，要求学生根据1a判断正(T)误(F)。)

(幻灯片展示试题。)(1)Sam is Kangkang’s pen pal.()(2)Sam speaks Chinese.()(3)Sam says he wants to visit the Great Wall.()(核对答案。)3.(分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求掌握。)

(1)speak+语言名称=say … in+语言名称

(2)live in …

(3)in the letter(4)—What does he say in the letter? —He wants to visit the Great Wall.4.(根据1a内容，教师随机提问学生，并核对答案，完成1a。)5.(双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。)

Step 3 Consolidation 第三步巩固(时间:7分钟)模仿1a，1b编对话，让学生学以致用，培养学生综合运用语言的能力。1.(教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。)S: What’s that in English? 1 5

S: It’s a letter.2S: Is it yours? 1S: Yes, it’s mine.2S: Who is it from? 1S: It’s from my pen pal, Tom.2S: Does he speak Chinese? 1S: No, he doesn’t.He speaks English.2S: What does he say in the letter? 1S: He wants to visit China.2(画线部分是要填的词。)2.(教师把事先准备好的信封发给各小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：)T: Let’s make a dialog in pairs with the following sentences.(1)—Who is the letter from?—It’s from …(2)—Where does he/she come from?—He/She comes from …(3)—What does he/she say in the letter?—He/She wants to …(教师挑选两组学生表演，掌声鼓励。)3.(双人活动。同桌对话，了解对方笔友的情况。要求运用以下幻灯片中的句型。)

(1)Is it a boy or a girl?(2)

It’s a boy/girl.(3)Does he/she come from …?

(4)Yes, …

does./No, … doesn’t.(5)Does he/she live in China?(6)Yes, … does./No, … doesn’t.(7)Does he/she like China?(8)Yes, … does./No, … doesn’t.Step 4 Practice 第四步练习(时间:10分钟)在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生合作能力。1.(教师播放

2录音，学生听后回答问题，完成2，核对答案。)

T: Listen to the tape of 2 and answer the following questions.Then check the answers.2.(教师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组根据内容编对话。)

T: Please work in pairs to make a dialog according to the sentences on the blackboard.And then act it out.3.(教师引导学生观察

3中的句子，并归纳句子的规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板书下列内容并解释。)Kangkang→knows He→lives/helps/wants She→speaks … 4.(教师播放3录音，让学生跟读，练习(e)s的读音。完成3。)

Step 5 Project 第五步综合探究活动(时间:10分钟)通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。1.(教师鼓励学生探究“动词第三人称单数的读音”，并总结。)

(小黑板展示下列内容。)

lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses，thinks, guesses, finds, helps, tells, meets, wants, visits 6

(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的兴趣。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。每个成员针对词尾s的不同读音进行观察，发现规律并进行归纳总结。接下来，组内成员互相补充，力图达到全面、准确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最后由教师总结，再按读音将幻灯片上的词分类。)2.(问答接龙。参照4，教师让学生八人一组，第一位同学用Do you

…?向第二位同学提问，第二位同学用

Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，完成4。)Example: S: Do you have a ruler? 1 S: Yes, I do./No, I don’t.Does your friend like China? 2 S: Yes, … does./No, … doesn’t.Does … want …? 3 … 3.Homework:(1)根据1a内容写一段话。(四十个单词左右)Example: This is a letter in English.It’s from Sam.Sam is Kangkang’s pen pal.Kangkang lives in China.Sam lives in England.In Sam’s letter, he says he wants to visit the Great Wall.(2)制作卡片，把人称代词的主格宾格分别写在卡片上。板书设计： Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t.want to visit … —What does he say in the letter? —He wants to visit the Great Wall.Section C The main activities are 1a and 3a.本课重点活动是1a和3a。Ⅰ.Teaching aims and demands 教学目标

1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Express preferences:(1)—Do you like …?—Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.Ⅱ.Teaching aids 教具录音机/幻灯片/小黑板/实物或图片/学生自制卡片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:10分钟)通过调查学生对英语和语文的喜欢程度，引出本课新单词，培养学生的语言表达能力。1.(让几名学生朗读上节课布置的家庭作业：根据1a内容改编的短文。)2.(做调查，引出本课新单词，教师在黑板上画出三幅图。)7

very much like … like … a little don’t like … at all

a lot(板书并要求学生掌握。)a little, very much, a lot, not … at all T: Do you like English, S?S:Yes, I like it very much.11 T: Do you like Chinese?S:No, I don’t like it at all.1 T: Do you like English, S?S:No, I don’t like it at all.22 T: Do you like Chinese?S:Yes, I like it a little.2 T: Do you like English, S?S:No, I don’t like it at all.33 T: Do you like Chinese?S:Yes, I like it a lot.3 T: Can you often help them study Chinese?(指向S和S。)S:Yes, I can.123 T: Can you often help them study English, S?S:Yes, I can.11(板书并要求学生掌握。)them, study T: We have many good friends, so we should help each other.(板书并要求学生掌握。)many, so, each other T: I have a good friend.Her name is Jane.Do you want to know something about her? Please follow me.(导入1a的学习。)Step 2 Presentation 第二步

呈现(时间:10分钟)通过听、说、读等形式多样的活动，培养学生口头交际能力、阅读能力及观察、分析问题的能力。

1.教师让学生略读课文1a并回答问题：

(1)Are Jane and I classmates?

(2)Where does Jane come from?(3)Do many students in our class like English?(4)Who often help me study English? 2.(学生再读1a，并画出文中的关键词，然后完成1b。核对答案。)3.(播放1a录音，让学生跟读，注意语音语调。)4.(教师利用幻灯片将文中的关键词展示出来，并简要讲解语言点。)

friend, come from, speak, in the same class, many students, a lot, not … at all, poor，help, Chinese, help each other 5.(要求学生利用幻灯片上的关键词，试着复述课文。先在小组内进行，然后各小组推选一名学生向全班复述。)Step 3 Consolidation 第三步巩固(时间:8分钟)通过练习喜好的表达，培养学生的口头表达能力和交际能力。1.(播放3a录音，让学生听，然后操练喜欢和不喜欢的问句及其答语。)(教师用幻灯片或小黑板将下列内容呈现出来。)(1)—Do you like …? —Yes, I like … a little/very much/a lot.(2)—Does he/she like …? —No, he/she doesn’t like … at all.(教师让两位学生S和S到台前。)12T: S, do you like English? 1S: Yes, I like it very much./ No, I don’t like it at all.1T: S, does Slike English? 21 8

S: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.2(学生三人一组，仿照上面对话进行操练。然后请几组学生表演，掌声鼓励。)2.(做句型练习活动，操练very much/a lot, a little和not … at all。)具体操作：

(1)教师利用幻灯片或小黑板展示苹果的图片，图片旁画有

或

图标；将全班同学分为两人组和三人组若干。

(2)学生看见两个图标说very much/a lot，看见一个图标说a little,看见图标说not … at all。组内其他同学用前一个同学说出的词组各说一个相应的句子。Example:(两人一组)S: a little.S: I like apples a little.34(三人一组)S: very much/ a lot.S: I like apples very much.S: I like apples a lot.567(三人一组)S: not … at all.S: I don’t like apples at all.S: He/She doesn’t like apples at all.8910(教师用同样的方法展示其他已学食物的图片供同学们练习。)3.(教师播放3b录音两遍，让学生完成3b，并核对答案。)

Step 4 Practice 第四步

练习(时间:7分钟)讲解人称代词主格和宾格的用法，完成作业，使目标语言得到强化操练。1.(教师挑选含有人称代词主格和宾格的句子，板书并作简单讲解。要求学生掌握画线部分代词的用法。)She often helps me with it.I help her study Chinese.He wants to visit the Great Wall.Could you help me with it? 2.(两人一组，A说人称代词的主格，B说宾格，轮流进行，然后让学生做2。核对答案，完成2。)3.(学生两人一组朗读2中对话。)Step 5 Project 第五步

综合探究活动(时间:10分钟)通过做游戏，巩固人称代词主格和宾格的用法，培养学生合作精神，激发学生的学习兴趣。1.(教师播放4录音，师生共唱歌曲“The

more we get together.”完成4。)2.(做游戏：找朋友，学生拿出准备好的人称代词卡片。)(1)(教师说“主格”，学生把所有人称代词的主格拿出来。)(2)(教师说出一个人称代词，学生找出这个人称代词和它的主格或宾格形式。)

(3)(教师指定学生拿出相应的人称代词站在黑板前，按要求找朋友。)

For example: ①(“第一人称主格”，手拿第一人称主格的就出列。)②(“第三人称主格和宾格”，手拿第三人称主格和宾格的就出列。)

(4)(教师在黑板上写出一些动词，让学生用手中的卡片完成句子，并翻译。)For example: They help me with English.(他们在英语方面帮助我。)

He gives you some books.(他给你一些书。)

3.Homework：根据1a

内容写一篇短文介绍自己的朋友，题目是

My friend，词数在四十个左右。板书设计： Does he speak Chinese? Section C like … a little I help her study Chinese.like … very much/a lot Do you like …? 9

don’t like … at all Yes, I like it a little/very much/a lot.No, I don’t like it at all.主格：I, you, he, she, it, we, you, they Does he/she like …? 宾格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot.No, he/she doesn’t like it at all.Section The main activities are 1, 2a and 4.本课重点活动是

1, 2a和4。Ⅰ.Teaching aims and demands 教学目标 1.Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2.Learn some new words and a phrase:home, at home, its, dog, any, of 3.(1)Review questions and answers with do/does: ①—Do you want a pen pal?—Yes, I do./ No, I don’t.②—Does he speak Chinese?—Yes, he does./ No, he doesn’t.(2)Review the personal pronouns, including subject pronouns and object pronouns.4.Review the useful expressions:(1)—Excuse me, could you please tell me your name?—Sure.My name is Jane.(2)—Could you help me with it?—No problem.(3)—Do you like English?—Yes, I like it very much/a lot/a little.—No, I don’t like it at all.Ⅱ.Teaching aids 教具信/玩具/录音机/小黑板/幻灯片/图片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:7分钟)复习表达喜欢与不喜欢，导入本课新词，培养学生口头表达能力。1.(师生对话，复习本单元主要句型。)T: Excuse me, could you please tell me your name? S:Sure.My name is … 1 T: Do you come from Shandong? S:No, I don’t.I come from Chongqing.1 T: Who’s the letter from?(学生手里有一封信。)S:It’s from my pen pal, Sam.1 T: Where’s Sam from? S:He’s from England.1 T: Does he like Chinese? S:Yes, he does.But his Chinese is poor.1 T: Is the letter in English? S:Yes, it is.1 T: Do you like English? S:Yes, I do.But my English is poor.1 T: Could you help him with his Chinese? S: No problem.He helps me study English and I help him study Chinese.We can help each other.1 T: Then what does he say in the letter? S:He says he likes China very much and he wants to visit the Great Wall.1 T: Oh, that’s good.We are glad to have him here.2.(教师拿出一个玩具狗，引出本课新单词。)T: What’s this? 10 S:It’s a dog.(帮助学生回答。)2(板书并要求学生掌握。)dog T: Do you like a dog? S:Yes, I like dogs very much.2 T: Do you have a dog? S:Yes, I do.2 T: What is the name of your dog? S:Its name is Huanhuan.2(板书并解释its与it’s的含义与写法，要求学生掌握。)of, its T: I have a pet cat at home.Its name is Mimi.Do you have any cats at home? S:No, I don’t.I don’t like cats at all.2(板书并要求学生掌握。)at home, any T: S has a pet dog.Its name is Huanhuan.He likes it very much.He doesn’t like cats at all, so he doesn’t have a pet 2cat.Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.Step 2 Presentation 第二步呈现(时间:10

分钟)

2a听录音，做阅读理解，培养学生听、说、读的能力。1.(播放录音，让学生回答问题：(1)Is Zhou Lan’s pet a dog?(2)Does she like her pet?)2.(让学生阅读2a，回答小黑板上的问题。)

(出示小黑板上的练习题。)(1)What pet do I have at home? A.A dog.B.A cat.C.None.(2)My pet’s name is.A.Meimei B.Kitty C.Huanhuan(3)How do I like Kitty? A.A little.B.Very much.C.Not … at all.(4)Zhou Lan’s pet is.A.a dog B.a cat C.a toy(5)Does Zhou Lan like Tommy? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(核对答案。)3.(学生朗读课文，判断正误，完成2a。)Step 3 Consolidation 第三步巩固(时间:10分钟)听录音并跟读，掌握四个辅音音素的发音。模仿课文，练习写作，培养学生的书面表达能力。1.(讨论宠物，完成2b。)T: Do you have a pet?S:Yes, I do.1 T: What is your pet?S:It’s a dog.1 T: What’s its name?S:Its name is Linlin.1 T: What color is it?S:It is white.1 T: Does it have long legs?S:Yes, it does.1 T: Does it have long ears.S:Yes, it does.1 T: Does your friend Jack have a pet dog?S:No, he doesn’t.He doesn’t like pets at all.1(教师要求学生根据对话内容改写成一段文章。)Example: 11

I have a pet dog.It is white.Its name is Linlin.I like it very much.It has four long legs.Its ears are long.My friend Jack doesn’t have pet dogs.He doesn’t like pets at all.2.(三人一组讨论宠物，并把讨论内容转述出来。)T: Now, please discuss your pets with your classmates and retell the result.(两分钟后挑几个学生讲述，鼓励优秀者。)3.(学习/tr/和/dr/这一对音素。教师板书。)tree train

trousers(让学生自己读、观察、体会并总结画线部分的读音。教师板书。)tr — /tr/(教师在/tr/的基础上自然引出/dr/。板书。)/dr/ dress drink driver(以同样方法学习/ts/和/dz/这对音素。)4.(教师用小黑板呈现出含有/tr/, /dr/, /ts/和/dz/四个音素的单词，检验学生的拼读能力。)5.(教师播放1录音，让学生跟读。完成1。)Step 4 Practice 第四步练习(时间:11分钟)复习人称代词主格和宾格及本话题重点句型，培养学生综合运用语言知识的能力。1.(教师将人称代词的主格和宾格利用幻灯片呈现出来。领读并简单说明主格与宾格的用法和区别。)

I—me;you—you;he—him;she—her;it—it;we—us;you—you;they—them(然后两人一组，一个学生说主格或宾格，另一个学生说其相应的宾格或主格。)2.(教师将所有人称代词主格、宾格的顺序打乱并将其板书在黑板上，让学生“找朋友”。)Find friends: me he her you it we they him you it I us them she(让一个学生在黑板上连线。核对答案。)3.(教师用小黑板出示下边的练习，要求学生根据括号内的汉语写出英文，完成句子。填对一个词，该同学加一分。)

(1)My English is poor, so(她)often helps(我).(2)Where do(你们)live?(我们)live in Beijing.(3)I don’t know(他们).(4)He wants(我们)to go to his home.(5)What is(它)?(它)is a jacket.(核对答案后，让学生齐读练习并奖励得分高的学生。)4.(出示幻灯片，要求学生根据范例口头做句型转换。改对一个句子加两分。)Change the following sentences according to the example.Example: He speaks Chinese.→Does he speak Chinese? Yes, he does./No, he doesn’t.→He doesn’t speak Chinese.(1)I have a pen pal.(2)Li Hong likes oranges a lot.(3)They often help Wang Fei.(4)Jane wants to visit China.(5)Your pet has blue eyes.(练习完毕，教师点评并奖励得分高的学生。)5.(教师播放3a录音，学生跟读，并模仿语音语调，完成3a。)12

播放3b录音，让学生跟读，然后教师用小黑板呈现下面的内容。)

Complete the dialog: —Excuse me, could you please tell me your name? —Sure.My name is Zhang Lan.—Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shanghai.—Do you like English? —Yes, I like it very much.And you? —No, I don’t like it at all, so my English is poor.—You should(应该)learn(学习)English well.—Yes, you’re right.Could you please help me with my English? —No problem.(以上画线句子是学生要填的句子。学生两人一组操练上面的对话。完成3b。)Step 5 Project 第五步

综合探究活动(时间:7分钟)组织 6.(“英语角”活动，做调查报告和命题作文，锻炼学生综合运用能力和探究能力，体现学以致用原则。1.(教师用图片展示一个关于英语角的通知，让学生根据通知内容展开讨论。)

Welcome to English Corner

Time: 6:00 p.m.Place: Playground(操场)Topic(话题): Like English or not Host: Class 2, Grade 7(要求：在活动中充分练习本话题中所学的重点句式及语言点。)Example: T: Excuse me, could you please tell me your English name? S: Sure.… 1 T: Do you like English? S: Yes, I like it very much.1 T: My English is poor.Could you help me? S: No problem.1…(教师示范后，将每个英语小组设置为English Corner，进行操练。完成4（1）。)2.Homework: Write a passage about one of the topics in 4(2).Finish 4(3).板书设计： Does he speak Chinese? Section D tr—/tr/ dr—/dr/ me he her you it we they ts /ts/ tes him you it I us them she —/dz/ ds Topic 2 What does your mother do? Section A The main activities are 1a and 2a.本课重点活动是1a和2a。13

Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2)Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office 2.(1)Talk about jobs: ①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions: ①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ.Teaching aids 教具名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:10分钟)通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。1.(问答游戏。复习Do you like …?句型及答语。)(1)把学生分成六人一组，每组准备七、八张名词卡片。(2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.来回答。(3)小组内每个学生轮流问答一次后，游戏停止。T: Boys and girls, let’s play a game: Ask and Guess.2.(教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。)T: Nice work!Now please look at these cards.Please use these words to make sentences one by one.Example: T: me S: He often helps me.1 T: they S: They are teachers.2 T: she S: She is my friend.3…(换成学生持卡片，教师造句子，导入新句型。)S: you 4 T: What do you do?(教师讲解。)Ss: We are students.(帮助学生回答。)T:(指着一个男/女生)What does he/she do?

Ss: He/She is a student.(板书学习新句型，并要求学生掌握。)What does he/she do? He/She is a student.T: Do you want to know more jobs? Let’s come to the new lesson.(导入新课)Step 2 Presentation 第二步呈现(时间:13分钟)通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。1.(出示3a图片，教授关于职业的新单词。)T: Look at Picture 1.What does he do? Ss:He’s a driver.(教师帮助学生回答。)14

(板书并要求掌握。)

driver

T: Look at Picture 2.What does he do? Ss:He’s a farmer.(教师帮助学生回答。)(板书并要求掌握。)farmer(以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。)2.(让学生听3a录音，跟读，并注意语音语调。)T: Please listen to the tape and repeat.Pay attention to the pronunciation and intonation.3.(学生两人一组，运用3a的图片，练习What does he/she do? He/She is a/an …句型，完成3a。)T: Please practice in pairs using the pictures in 3a.Then I’ll ask several pairs to act out in the front.4.(师生问答，自然过渡到1a的教学。)T: Nice work!Boys and girls, we learnt so many jobs just now.Do you want to know Kangkang’s families and their jobs? Ss:Yes.T: Please follow Maria, Jane, Michael to Kangkang’s home.(呈现1a的教学挂图，向学生们介绍。)T: Look at this picture.This is Kangkang’s mother.The four kids are Maria, Jane, Michael and Kangkang.(板书并要求学生掌握。)

mother, kid

T: What does Kangkang’s mother say to the kids? Ss: Glad to meet you.T: Good!Then how do the kids reply? Ss: Glad to meet you, too.(板书，教学新单词及新句型，并要求学生掌握。)

glad —Glad to meet you.—Glad to meet you, too.T: These kids are standing at Kangkang’s home.Do you know how to say“就座”in English? Ss:Have a seat.(教师帮助学生回答。)(板书并要求学生掌握。)seat, have a seat 5.(教师放1a录音，让学生跟读并注意语音语调。)T: OK.Please listen to the tape and read after it.Pay attention to the pronunciation and intonation.6.(教师设置一个场景At Kangkang’s home.)T: Suppose you are at Kangkang’s home.Let’s role-play.(教师和四个学生合作，示范表演1a对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成1b。)7.(根据1a的教学挂图，过渡到2a。)

T: Look at the picture.Kangkang’s mother welcomes the kids at Kangkang’s home.What do Kangkang’s parents do? Do you want to know?(板书并讲授parent(s)的含义，引出father，要求学生掌握。)

mom—mother dad—father mother or father—parent mother and father—parents 15

Step 3 Consolidation 第三步

巩固(时间:7分钟)通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。1.(教师播放2a录音，要求学生根据录音回答问题。)T: Please listen to the tape and answer the question: What do Kangkang’s parents do?(核对答案。)2.(再放2a录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。)

T: Listen to the tape again and fill in the blanks on the slide.—Kangkang, what does your do? —She is a.—And your father? —He is a.Michael, what do your do? —They are office workers.(核对答案后分角色朗读2a，然后四人一组操练。完成2a。)T: Read 2a in roles.Then practice in groups of four.3.(让学生独立完成2b。)T: Read 2a again and fill out the table in 2b.(核对答案。)Step 4 Practice 第四步练习(时间:8分钟)通过“职业竞猜”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。1.(做“职业竞猜”游戏，使学生在表演中熟悉职业名称。)

T: Let’s play a guessing game.(1)(活动过程：)①(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver等。)②(活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用Yes或No作答。)例如： S: Are you a doctor?T: No.1S: Are you a teacher?T: Yes.2③(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)(2)(有关说明：)①(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)②(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)2.(教师出示各种职业人士的图片和学生进行对话练习，操练What do/does … do?)T: What do you do? Ss: We’re students.(教师按照图片依次问学生。)T: What does the man do? S: He is a driver.3 T: What does she do? S: She is a doctor.4 T: What does the man do? S: He is an office worker.5(教师应提醒学生注意此句中an的用法并板书。)16

He is an office worker.3.(教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。)

T: Please ask and answer in groups using these pictures.Step 5 Project 第五步综合探究活动(时间:7分钟)通过作调查、填表格和写短文等形式，培养学生综合运用本课目标语言的能力。1.(出示小黑板，学生两人一组，运用3b中的例子，对同伴的家庭成员情况作调查，并填表格。完成3b。)T: Make a survey about your partner’s family after the example in 3b.Then fill out the table.×××’s Family Family member(家庭成员)Job(职业)Mother Father „ 2.(根据表格信息，写一篇小短文对调查结果进行汇报。)T: Please report your partner’s family.3.Homework:(1)学生采访自己的爸爸或妈妈，然后写一篇短文介绍他们工作的具体情况。鼓励学生在作业纸上画一张父亲(母亲)的画或贴一张父亲(母亲)的照片。下节课向全班宣读。(2)准备一个硬纸板，剪成圆形的，直径10cm，制成一个转盘，下节课用。板书设计：

What does your mother do? Section A an office worker —What do you do? Glad to meet you.—I’m a(an)… Please have a seat.—What does… do?

They are both office workers.—He/She is a(an)… Section B The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and a phrase:work, hospital, on, farm, on a farm, drive 2.Talk about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ.Teaching aids 教具图片/教学挂图/小黑板/录音机/幻灯片/自制的转盘 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:6分钟)通过检查家庭作业，问答接龙等形式，复习重点知识，导入新课。1.(师生应用Glad to meet you.相互问候，全体起立。)

T: Good morning/afternoon, class.Glad to meet you again.Ss: Glad to meet you, too.Miss/Mr.… T: Please have a seat.Ss: Thank you.2.(将学生分为五人一组。学生先在小组内宣读上节课布置的家庭作业，然后各小组推选一名学生向全班宣读。)T: Please work in groups of five and introduce your father or mother to your classmates in groups.Then vote a student to report to us.17

3.(运用图片，做“问答接龙”活动，复习What do/does …

do?)

T: What does … do?(教师手持有某职业人员的图片。)S: He/She is a … 1(转向另一个学生)What does/do … do? S: He/She is a …/They are … 2(转向下一个学生)What do/does … do? S: … 3… Step 2 Presentation 第二步呈现(时间:12分钟)运用图片及教学挂图，通过师生、生生问答的形式，引出并学习生词及新句型。1.(教师出示一位医生在医院的图片。)T: Very good.Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor.T: Yes, he’s a doctor.He works in a hospital.(板书并要求学生掌握。)work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital.(教师帮助学生回答。)

(板书并要求学生掌握句型。)

Where does Kangkang’s father work? He works in a hospital.(教师解释in a hospital表示地点，用where提问。)T:(出示一个农民在农场的图片。)Boys and girls, look at this picture.Where’s the farmer? Ss: He’s on a farm.(教师帮助学生回答，并强调“在农场”是“on a farm”。注意介词“on”的使用。)

(板书并要求掌握。)

on, farm, on a farm 2.(利用构词法教授新词drive，板书并要求学生掌握。)(出示小黑板)work（工作）——worker（工人）farm（务农）——farmer（农民）drive（开车）——driver（司机）teach（教学）——teacher（教师）T: Look at the small blackboard and guess the meaning of“drive”.(先让学生仔细观察每组词的变化，再观察汉语意思，然后总结规律。在小组内讨论、探究，达成一致意见后，各小组长向全班汇报。)

(教师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词表示执行这个动词动作的人。教师可以利用学过的动词进行补充，让学生猜测其意。例如：think(思考)——thinker(思想家)；speak(说，讲)

——speaker(演讲者)；visit(参观)——visitor(来访者)等等。)(学生大声朗读教师板书的词。)(导入1a。)3.(教师出示1a教学挂图并谈论。)

T: Look at this picture.The man is a doctor.This is a hospital.He works in a hospital.(教师要求学生看图复述，可以增加更多的内容。)4.(教师放1a录音，学生跟读，然后师生互动，先模仿，后操练。)

T: Listen to the tape and repeat.Then practice 1a in pairs.Step 3 Consolidation 第三步巩固(时间:10分钟)18

通过对话、猜谜等形式，让学生进一步掌握重点句型及生词，完成1b和2。1.(用幻灯片呈现1b中女教师上课的图片。)T: Look at this picture.What does she do, S? 1S: She is a teacher.1 T: Where does she work, S? 2S: She works in a school.2 T: Well done!(教师接着用幻灯片呈现农民干活的图片。)T: Look at this picture.What do the men do? S: They are farmers.3 T: Where do they work? S: They work on a farm.4(教师用幻灯片呈现机关人员工作的图片。)T: Look at the picture.What do they do, S? 5S: They are office workers.5 T: Where do they work? S: They work in an office.52.(学生看1b，两人一组依照范例操练对话，完成1b。然后找几组学生到前面表演。)T: Practice in pairs according to the pictures in 1b after the example.Then I’ll ask several pairs to act out in the front.3.(两人一组做“问答猜谜”活动，教师示范，完成2。)

T: Let’s ask and answer to guess riddles.Example: T: My sister works in a hospital.But she isn’t a doctor.What does she do, S? 6S: I think she is a nurse.64.(教师将Section A，3a中的图片呈现出来，依次和学生进行问答练习。)Step 4 Practice 第四步练习(时间:12分钟)通过听录音回答问题并填空，做调查等形式，继续巩固本课的重点语言项目，完成3和4。1.(教师播放3录音，先让学生口头回答下列问题，然后再听录音填表格，完成3。)

T: Listen to the tape, and answer the following questions orally.Then listen again and fill out the table in 3.(小黑板出示下列问题。)(1)What do David and Paul do?(2)Is Lisa a driver? Where does she work?(3)Where does Danny work?(依次让五名学生回答问题并核对答案，核对3中表格的答案。)2.(做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)

T: Make a survey.Ask your classmates about their parents’ jobs and workplaces.Then fill out the table in 4.First report in groups, then vote a student to report to the class.3.(教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)

T: Please look at the slide and complete the dialog.—Excuse me, could you please tell me your name? —Sure, my name is Da Long.And you? —My name is Li Gang.Glad to meet you, Da Long.—Glad to meet you, too.—What do you do? —I’m a student.—What does your father do? —My father is a worker.—Where does he work? 19

—He works in a factory.(画线句子为学生要填写的。)4.(出示小黑板或幻灯片。让学生把职业和职业特征连接，复习职业类词汇及相关句型。)farmer works in the hospital driver teaches at school cook works on the farm nurse drives a bus doctor works in an office office worker studies English student works in the kitchen(厨房)teacher looks after patients(病人)T: Please match the jobs with the workplaces.Example: doctor—works in the hospital(核对答案。)5.(以幻灯片形式呈现chant的内容，教师领着学生有节奏地读。)T: Let’s chant.Please read after me rhythmically.Work, work, work, work People work every day Fathers work Mothers work Teachers work Nurses work Cooks work Farmers work Work at home Work at school Work everywhere Work, work, work, work Step 5 Project 第五步综合探究活动(时间:5分钟)通过做游戏、写短文等形式，培养学生综合运用语言的能力。1.(教师可以用自制的写有worker, farmer, student等职业名词的转盘向学生演示，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)

T: Let’s play a game: Job Spinning.Now ask and answer in pairs after the example.Example: S: What do you do? 1S: I’m a(an)… 2S: Where do you work? 1S: I work … 2 2.Homework:(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does … do?和 Where do/does … work?(2)写一篇介绍家庭成员职业的文章，词数在四十个左右。(3)让有全家福照片的同学下节课带上，以备下节课使用。板书设计： What does your mother do? Section B 20

in a hospital —What do/does … do? on a farm —He/She is a(an)… /They are …/I am…

in a school —Where does he/she work? in an office —He/She works …

Section C The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标

1.(1)Learn some words about family members and relatives: aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree 2.Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids 教具图片/照片/教学挂图/录音机/小黑板/幻灯片 Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步

复习(时间:10分钟)运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。1.(教师出示各种职业人物的图片，复习有关职业及工作场所的句型。)(教师出示一个医生的图片。)T: What does he do? S: He is a doctor.1 T: Where does he work? S: He works in a hospital.1(教师出示一个女教师的图片。)

(教师出示一个办公室男职员的图片，让学生互相问答。)2.(出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)T: Look at this photo.It’s a photo of Michael’s family.(板书并要求学生掌握。)

family

T:(指着图片上的男孩)The boy is Michael.(指着图片上的女孩)The little girl is his sister, Jane.Michael is Jane’s

brother.(板书，让学生猜其意。然后要求学生掌握。)

brother T: The man in black is Mr.Brown.He is Michael and Jane’s father.The woman in red is their mother.So Jane is the woman’s daughter and Michael is her son.(板书并要求学生掌握。)daughter, son 3.(猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)T:Your father’s brother is your …? 21

Ss: Uncle.(帮助学生回答。)

(板书并要求学生掌握。)

uncle

T: Your mother’s brother is your …? Ss: Uncle.T: S, do you have an uncle? 5S: Yes, I do./No, I don’t.5

T: Your father’s sister is your …? Ss: Aunt.(帮助学生回答。)

(板书并要求学生掌握。)aunt T: Your mother’s sister is your …? Ss: Aunt.T: Your aunt’s son is your …? Ss: Cousin.(帮助学生回答。)(板书并要求学生掌握。)cousin T: Your aunt’s daughter is your cousin, too.Here, cousin means“表姐妹”in Chinese.T: Your parents’ parents are your …? Ss: Grandparents.(帮助学生回答。)(板书并要求学生掌握。)

grandparents(导入新课。)

Step 2 Presentation 第二步

呈现(时间:6分钟)利用师生问答、听录音跟读、分角色朗读等形式，呈现师展示1a

1a内容，学习部分生词。1.(教

1a教学挂图，通过问答形式，学习新单词，理清中的人物关系。)T: This is a photo of Kangkang’s family.(板书)a photo of …(师生问答，允许有不符合原文的回答，为后面的听力打基础。)

T:(手指沙发)Who are they on the sofa?(板书并要求学生掌握。)sofa S: They are Kangkang’s grandparents.5 T: Who is the little girl? S: She is Kangkang’s cousin.62.(听1a录音，核对答案。)3.(再听1a录音并跟读，模仿语音语调。)

T: Listen and repeat.Imitate the pronunciation and intonation.4.(学生分角色朗读，完成1a。)T: Read 1a in roles.Step 3 Consolidation 第三步巩固(时间:10

分钟)通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。1.(学生自读

1a，并找出关键词。教师板书关键词，让学生根据关键词表演1a对话。)T: Read 1a by yourselves and find out the key words.Then act out the dialog according to the key words on the blackboard.(板书)a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— 22

on the sofa —— big family 2.(学生再读1a。根据1a内容，完成1b。并互相核对答案。)T: Please read 1a again.Then fill in the blanks in 1b according to 1a.Then check the answers together.3.(挑选几个学生，展示自己的全家福，并作简单介绍。)

T: Please show us photos of your family.Then introduce them to your classmates.S, please.1 S: This is my … He/She is a(an)… He/She works … 1 S: There are three people in my family.They are my mother, father and I.My mother is a 2 teacher.… …(对于介绍流利，发音准确的学生，给予表扬。)Step 4 Practice 第四步练习(时间:12分钟)

1.(教师出示画在小黑板上康康的家谱。)

Kangkang’s Family Tree T: This is Kangkang’s family tree.(板书并要求学生掌握。)tree, family tree 2.(让学生参照1a内容，完成康康的家谱，核对答案，完成1c。)T: Please complete Kangkang’s family tree according to 1a.Then check the answers together.3.(让学生参照康康的家谱，编对话。两人一组练习，然后找几组到讲台前表演。)

T: Please make conversations after the example according to Kangkang’s family tree.Then practice in pairs.I’ll ask several pairs to act them out in the front.Example: T: Who’s the man in black? S: He’s Kangkang’s father.14.(教师用幻灯片展示一篇短文，学生读后完成家谱，并核对答案。)

My name is Jack.I am a boy.I’m 12 years old.I’m a student.My father is a doctor.My mother is a teacher.My aunt and uncle are both office workers.They have a daughter.I have a little sister.My little sister is four years old.She is at home with my grandparents.T: Nice work.Please read the passage on the slide, then complete the following family tree.(板书)_ _ _’s Family Tree(核对答案。)5.(让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)T : Draw your own family tree and write some information about your family members, such as jobs, age and 23

workplaces.6.(根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)T: Write a short passage according to your own family tree and the questions in 2.I’ll ask several students to read your passages.Example: This is my family.My father is … years old.He is a/an ….He works in/on/at ….My mother is … years old.She is a/an ….She works in/on/at ….My aunt is ….My uncle is ….I am … years old.I am a ….(教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)Step 5 Project 第五步

综合探究活动(时间:7分钟)通过chant、采访和填表格等探究活动，培养学生综合运用目标语言的能力。1.(播放录音，学生跟着chant。在吟唱中复习所学词汇，完成3。)

T: Listen to the tape and have a chant.2.(采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)

T: Suppose you are a journalist and interview your classmates about their family members.Then fill out the table on the small blackboard.Name Relation Age Job Workplace _ _ _’s Family _ _ _’s Family 3.Homework: 收集家人及亲戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。板书设计：

What does your mother do? Section C This is a photo of … on the sofa family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family

Section D The main activities are 1, 2a and 5.本课重点活动是1, 2a和5。Ⅰ.Teaching aims and demands 教学目标

1.(1)Learn the following phonetic symbols:/m/, /n/, /l/

(2)Learn some new words and a phrase:happy, teach, only, after, look after 2.Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?

3.Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.24

Ⅱ.Teaching aids 教具单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:15分钟)放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。1.(方案一)(播放含有职业性对话的录音片断，师生互动。)T: Now, let’s listen to the tape, and answer my questions.(1)(播放医生询问病人病情的录音片断，可以是中文的。)T: What does the man/woman do? S: He/She is a doctor.1(2)(播放教师上英语课的录音片断。)T: What does the man/woman do? S: He/She is a teacher.2

T: He/She teaches English.(板书，教学新单词，并要求掌握。)teacher —— teach(3)(播放学生上课的录音片断。)T: What do they do? S: They are students.3(以同样的方式进行其他“听录音辨职业”训练。)(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)T: Who can you see? S: I can see a teacher.4S: I can see a doctor.5S: I can see a driver.6…(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)2.(看谁演得好:让学生上前表演各种职业的特征，可利用道具。)

T: Nice work!Now I’ll ask some students to act out different jobs and say what you do and where you work.S, 7 please.S: I am a … I work in a …(学生一边说一边做该职业的标志性动作。)7S: I am a … I work in a …(像S一样)87(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)3.(教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。)T: Boys and girls, please look at this photo of my family.This girl is my little daughter.Can you guess how old she is? Ss: She is four years old.(学生猜测女儿的年龄。)T: Yes.She is only four years old, and she is very cute.(板书，教学新单词，并要求学生掌握only；了解cute。)

only, cute

Ss: Yes.T: Do you know who’s looking after my daughter now? Ss: Her grandparents.(板书，并要求掌握。)after, look after T: You are right.I think I have a happy family.25

(板书，学习新单词，并要求掌握。)happy(导入1。)

Step 2 Presentation 第二步呈现(时间:10分钟)运用卡片学习音标；听录音，做阅读理解，掌握目标语言。1.(出示

1中的单词卡，让学生认读单词。)T: Boys and girls, we all know this word, right?(手持family单词卡。)Now I’ll show you more word cards.Please read these words in turn.(手持nurse单词卡)S: Nurse.1(手持apple单词卡)S: Apple.2(手持map单词卡)S: Map.3 … T:(出示mouse, monkey的单词卡。)Well done!Now please look at the two words.Can you read them? The old words can help you.Ss: Mouse, monkey.(教师可帮助学生学会怎样用学过的单词拼读新单词。)2.(让学生把单词卡片归类。教学音标/m/, /n/, /ŋ/, /l/.)T: Good.You are very clever.Now please divide these words according to the pronunciation.(板书)

/m/

/n/ /ŋ/ /l/ 3.(播放1录音，并让学生跟读，直到读准确为止，完成1。)T: Very good!Now please listen to the tape and repeat.4.(由自己家的全家福照片，导入2a。)

T: You know about my family.Today we have a new friend, Peter.Here is a photo of Peter’s family.After listening to the tape, you’ll know about his family.Do you want to know him?(1)(让学生听2a，然后回答小黑板上所列的问题，师生核对答案。)

T: Please listen to the tape.Then answer the following questions.1.How old is Peter? 2.Where is he from? 3.How old is his little sister?(2)(再播放2a录音，完成在小黑板上绘制的如下表格，训练学生的听力。)T: Listen to the tape again.And fill out the table on the small blackboard.Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步巩固(时间:6分钟)通过复述短文和人物访谈，使学生进一步巩固目标语言。1.(学生精读

2a，完成2b，核对答案；并要求同桌之间进行对话。)

T: Read 2a again.Then answer the questions in 2b.Then check the answers with your deskmate.26

2.(板书关键词，让学生复述2a。)T: Please retell the passage according to the key words on the blackboard.Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after(学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)3.(仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。)T: Imitate the passage in 2a and retell the information about your family orally.4.(人物访谈：让两位学生表演，S扮记者，S扮外国明星。)12

T: Let’s have an interview.Suppose S is a reporter, S is a famous foreign star.S interviews S.OK, please!1212S: Welcome to China, Mr./Miss … 1S: Thank you.2S: May I know your family? 1S: Sure.2S: What does your father/mother do? 1S: My father/mother is a(an)… 2S: Do you like China? 1S: Yes.I like China very much.2S: Thank you very much.1S: You’re welcome.2(让学生两人一组练习人物访谈对话。)

Step 4 Practice 第四步练习(时间:8分钟)通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。1.(播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。)T: Listen to the tape for the first time in order to learn about main ideas.Then listen again and mark True or False in 3.I’ll check the answers.2.(重放3录音，学生获取更多信息，并根据对话内容，复述

Jack的家庭情况，完成3。)

T: Listen to the tape again, and try to get more information.Then retell Jack’s family according to the dialog.3.(做游戏：找朋友。课前把4a，4b中的问句和答句写在卡片上，打乱顺序，让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。)

T: Let’s play a game: Finding friends.Here are sixteen cards.I’ll ask sixteen students to draw the cards.Then find out their own questions or responses quickly and act out in the front.Example: Group 1 S:What do your parents do? 1 S:They are both office workers.2 Group 2 S:What do you do? 3 S:I’m a student.4

… 4.(播放4a、4b录音，学生跟读，并注意语音语调。完成4a和4b。)

T: Listen to the tape and repeat.Pay attention to your pronunciation and intonation.5.(教师出示小黑板，学习并操练本单元的特殊疑问句。)T: Let’s do some exercises.Please look at the small blackboard.Fill in the blanks, then check the answers together.对画线部分提问：

(1)My parents are workers.do your parents ?(2)I am a student.27

do you ?(3)The man works on a farm.the man work?(4)They work in a school.they work?(核对答案。)Step 5 Project 第五步综合探究活动(时间:6分钟)通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。1.(听叙述，画家谱。老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。完成5（1）。)

T: Listen to the description of your partner’s family photo.Then draw his/her family tree.And we will decide who draws best.2.(人人都做小记者。学生两人一组相互采访，完成5(2)。)

T: Suppose you are a reporter, interview your partner about his/her family members.Then fill out the table in 5.让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的《英语学习园地》栏。板书设计：

What does your mother do? Section D live with us look after 1./m/, /n/,/ŋ/, /l/ in red 2.My grandparents live with 3.Homework: us and look after Rose at home.on the sofa 3.What do your parents do?

a photo of my family 4.What does the man do?

Topic 3 What would you like to drink? Section A The main activities are 1a and 3.本课重点活动是1a和3。Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn some words about food and drink: fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger(2)Learn some other new words and phrases: yourself/yourselves, help oneself(to), would, about, What about …? all right, for, idea, good idea

2.Talk about having meals and making suggestions:(1)—Help yourselves!—Thank you.(2)—Would you like some …?—No, thanks.(3)—What would you like to eat/drink?—Apple juice, please.—I’d like …(4)—Milk for me, please.—Me, too.(5)—What about some …?—Good

idea.3.Learn countable nouns and uncountable nouns.28

Ⅱ.Teaching aids 教具图片/实物/录音机/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:12分钟)利用图片和实物，通过师生问答的形式，激活学生的英语思维，调动学生的积极性，并导入新课。1.(教师出示图片，复习表示食物的单词。)

T: Hello, boys and girls.I know you learnt many words about food, now look at the pictures.What’s this in English?(图片上为一红色苹果。)S: It’s an apple.1

T: Good.What color is it? S: It’s red.1 T: Do you like it? S: Yes, I do./ No, I don’t.1(教师以同样的方法，复习orange(s), banana(s), egg(s), cake(s)。)2.(教师摆放几个水果，如：oranges, bananas, apples, 引起学生的兴趣。)T:(教师拿一个苹果)I have an apple.T:(教师手捧几个苹果)I have some apples.T:(换成几个橘子)I have some oranges.T:(换成几个香蕉)I have some bananas.(教师引导学生说：I have some …)S: I have some books.2S: I have some friends.3S: I have some pens.4… 3.(教师手拿橘子，请一个学生进行如下对话。)T: S, do you like oranges? S: Yes, I do.55 T: Do you want some oranges? S: Yes, I do.5T:(把橘子给S)Here you are.S: Thanks.554.(学生积极性已被调动，教师趁热打铁。)T: Do you want some oranges? Ss: Yes, I do.T: OK.Now, please look at the blackboard.(板书)

Do you want some oranges?=

T: We can say it like this:(在等号后面板书并领读。)Would you like some oranges?(师生交换角色，引出Would you like some …?的答语。)

T: S, S: Would you like some cakes? 6

T: No, thanks.(教师表扬S并给他/她一个橘子。)6

T: Now, boys and girls.Do you understand? Ss: Yes.T: OK.Let’s try.S, would you like some oranges?

S: Yes, please./No, thanks.77

T: S, would you like some apples? S: Yes, please./No, thanks.88(教师在Would you like some oranges?后面板书。)肯定回答：Yes, please.否定回答：No, thanks.(导入1a。)Step 2 Presentation 第二步呈现(时间:13分钟)利用图片、创设情境以及肢体语言等方式学习生词和新句型。引导学生运用观察、归纳和实践等方法学习语言知识，感悟语言功能。1.(教师出示食物图片，并在食物下方写上英语。)29 please say “would you like some …?” S: OK.Would you like some oranges? 66 T: Yes, please.T: S, would you like some chicken?(教师手持chicken图片。)1 S: Yes, please./ No, thanks.1(教师把图片贴在黑板上，教学该单词，并要求学生掌握。)T: S, would you like some rice?(教师手持rice图片。)2 S: Yes, please./ No, thanks.2(把图片贴在黑板上，教学该单词，并要求学生掌握。)(用同样的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。)(板书)fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger 2.(为学生创设情境，引出句型。)T: S, look!There are many kinds of foods here, are you hungry?(手拍腹部。)3 S:Yes.3 T: What do you want to have?(作吃东西状，提示该学生。)S: I want some … 3(板书)What do you want to have?= I want some …=(教师继续提问。)T: S, there are many kinds of drinks here.Are you thirsty?(作喝水动作，提示该学生。)4 S: Yes.4 T: What do you want to drink? S: I want some … 4(板书)drink What do you want to drink?= I want some …= 3.(让学生观察前面的Do you want some …?部分，引导学生说出以上句子的同义句，并板书。)What do you want to have?=What would you like to have? I want some … =I would like some … What do you want to drink?=What would you like to drink? I want some … =I would like some …(师生互动操练板书的句型。)T: S,what would you like to have? 5 S: I would like some … 5(操练完毕，教师说明I would like通常写成I’d like，板书，领读，并要求学生掌握。)

I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples.(学生模仿)S: I’d like some … 64.(待四个学生操练完毕，教师总结，提问，引出另一句型What about …?)T: Different people like different foods and drinks, S would like …, S would like …, S would like …, S would 6789 like …(教师叫S)What about you, S? 1010 S:I’d like some …(教师帮助回答。)10 T: Would you like some …? S:No, thanks.10 T: What about some …?

S:Good idea.(帮助学生回答。)10

(教师板书，解释What about的用法。)30

What about …? Good idea.5.(看图猜句子，教师展示一幅用餐图片，图中主人正请客人用餐，在主人头上画一云状话语框，用纸片盖住Help yourselves。)

T: Guess, what will he say? S: Do you want some rice? 11S: Would you like some …? 12S: What do you want to have? 13S: What would you like to have? 14S: What would you like to drink? 15…(学生积极发言，教师最后掀开纸片露出Help yourselves。板书并要求学生掌握。)

Help yourself/yourselves.(先让学生猜意思，然后教师解释含义及用法。)(教师拿几个橘子，走到一个学生旁边。)T: Help yourself to some oranges.(教师示意那个学生拿一个橘子。)S: Thank you.16(做同样的活动，直到教师手里橘子被拿完。)6.(播放1a录音，让学生找出所听到的表示食物或饮料的名词，并核对。)T: OK.Listen to the tape and find out the words about food and drink you hear.Try, please.7.(要求学生再听1a录音并跟读，注意语音语调。)

T: Good.Listen and repeat.Please pay attention to the pronunciation and intonation.(用英语解释部分生词并板书，要求学生掌握。)all right=OK Milk for me.=I’d like some milk.Me, too.=I’d like some milk, too.Step 3 Consolidation 第三步巩固(时间:7分钟)通过填表格、观察讨论等活动，培养学生观察力，巩固所学语言知识。1.(读1a，填1b表格，核对答案，完成1b。)T: Please read 1a again.Find out what Michael, Maria and Jane want to have.Then fill out the table.2.(教师出示小黑板，黑板上写有食物和饮料的名称，并按可数名词和不可数名词归类。让学生观察小黑板并讨论，然后说出观察结果，引出可数名词与不可数名词。)Group A: Countable nouns Group B: Uncountable nouns some eggs some fish some cakes some rice some apples some bread some hamburgers some chicken some vegetables some apple juice some oranges some water some bananas some milk T: Now, let’s look at the blackboard together!Who can tell me the differences between Group A and Group B? Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter.T: Well done.But do you know why? Ss:Sorry.We don’t know.(教师稍作解释。)3.(看图找物。教师展示一幅用餐图片，让学生找出所学的食物类名词。)T: Look at the picture.What kind of food can you see? 31

S: I can see some cakes.1S: I can see some vegetables.2S: … 3…(教师提醒学生，注意使用正确形式。)4.(播放3录音，让学生先配对，再按可数名词与不可数名词归类。完成3。)

T: Well done!Now, please listen to 3.Then match the food and drink with the words, next divide them into countable nouns and uncountable nouns.(核对答案。)Step 4 Practice 第四步练习(时间:8

分钟)通过角色表演，听力练习及情景表演，强化训练本节课的功能用语和新单词。1.(角色表演，学生四人一组操练

1a对话，然后教师挑选一组表演该对话。)T: Let’s role-play.Please practice the dialog in 1a in groups of four.Then I’ll choose one group to come to the front and act it out.2.(播放2录音，完成2。)T: Very good.Here’s another conversation about having meals.(教师可以用汉语解释having meals。)Please listen to the tape and write down the words about food and drinks.Are you ready? Please go.(核对答案。)3.(情景表演：晚上你的朋友到你家用餐，请你和朋友一起表演就餐对话。)

T: Nice work.Imagine one of your friends comes to your home to have supper this evening.Can you make a conversation with your friend? You can use these useful expressions: Help yourself!Would you like … ? What would you like …? I don’t like … What about …? Good idea.… Step 5 Project 第五步

综合探究活动(时间:5分钟)通过采访和讨论等活动，把学习英语与学生生活有机结合起来，培养他们的健康意识。1.(采访活动)(1)(教师先示范，然后学生四人一组，进行采访，并填写4表格。)

(2)(汇报结果：教师先展示一个学生的采访结果。然后挑选几个学生朗读他们的调查报告。)

T: In the lesson, we learned some names about food and drink.Now let’s work in groups of four.Ask your three classmates what they would like to eat and drink.Then write them down to fill out the table in 4.You can begin like this: S, what do you like to eat? 1 S: I like some vegetables and fish.1 T: What do you like to drink? S: I like some milk.1 T: Good!I’ll choose some of you to report it like this: X X likes to eat vegetables.X X likes to drink some milk.Do you understand? Please go!2.(讨论：我们应该吃什么食物才是最健康的？)(教师可以设计如下内容，学生讨论后连线。)(教师出示小黑板。)fish make us clever(使人聪明)chicken make us healthy(使人健康)milk make us fat(使人变胖)eggs make us sleep well(帮助入睡)vegetables juice hamburgers T: Let’s look at the small blackboard.Please discuss and match.(核对答案。)3.Homework: 32

(1)熟读1a对话。(2)对自己的家人做一个调查，制作如4表格。板书设计：

What would you like to drink?

Section A Help yourself/yourselves.What about …? I would like … =I’d like … Good idea.Do you want some oranges?=Would you like some oranges? Yes, please./ No, thanks.What do you want to have?= What would you like to have? I want some …=I would like some … What do you want to drink?= What would you like to drink? I want some …=I would like some …

Section B

The main activities are 1a and 2a.本课重点活动是1a和2a。Ⅰ.Teaching aims and demands 教学目标

1.Learn some new words and phrases: usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well 2.Talk about having meals and ordering food:

(1)What do you usually have for breakfast, Michael?(2)May I take your order, sir?

3.Go on talking about offering, accepting and refusing.(1)It’s my favorite food.I like Chinese food very much.(2)—Would you like something to drink? —Yes.A glass of apple juice, please./No, thanks.Ⅱ.Teaching aids 教具图片/录音机/图钉/小黑板/彩色粉笔/实物/菜单 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:6分钟)通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。(玩游戏，复习已学词汇，培养学生速记能力与观察能力。)(方案一)(少了什么？教师准备若干食物卡片，并将这些卡片一一展示，学生逐一读出卡片上的食物名称，然后将卡片抽去一张让学生快速辨认，看少了哪一张，教师可以问What’s missing?学生只需回答单词。)T: Are you ready? Go!(教师先拿出卡片让学生快速看一眼，然后合卡，抽卡，再呈现给学生。)What’s missing? S: Chicken.1(重复活动，复习词汇。)(方案二)(找区别：教师准备A，B两幅相似的用餐图片，让学生快速看一眼A图然后收起来，并出示B图，提问学生What’s the difference?学生可以用I can see some …(a/an …)in Picture A, but I can’t see them(it)in Picture B.教师示范。)T: You can begin like this: I can see an apple in Picture A, but I can’t see it in Picture B.I can see some fish in Picture A, but I can’t see it in Picture B.(对找出最多区别的同学给予表扬。)Step 2 Presentation 第二步呈现(时间:12分钟)33

设置情境，引出新句型。1.(教师戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。)T: Boys and girls, can you guess what I do? Ss: You are a cook.T: No, I’m not a cook.I am a waiter/waitress.(教师解释waiter和waitress。)(然后教师展示一张饭店菜单。)T: What’s this in English? S: It’s an order.(教师帮助学生说出an order，板书并要求学生掌握。)1 order 2.(情景表演：教师请三位同学扮演顾客，到讲台来。教师在课前将讲台桌装饰成餐桌，并在上面放一些食品，如鸡蛋、蛋糕、一杯牛奶、一杯苹果汁„„)T: S, S, S, please come to the front.234S: OK.2,3,4 T: S, would you like some eggs? 2S: Yes, please./No, thanks.2 T: S, what would you like to drink? 3S: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板3 书并要求学生掌握。)

glass

T: S, would you like something to drink?(板书并解释something, 要求学生掌握。)4 something S: A glass of milk.Thanks.43.(教师另请两名男生，到讲台前。)T: S, S, please come to the front.56S:OK.5,6

T: May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)may ,take, sir S: Some eggs, please.5S: Some cakes, please.6 T: Would you like something to drink? S: A glass of apple juice, please.5S: A glass of milk, please.6 T: OK.Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。)

wait a moment 4.(播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。)T: Well, now listen to the dialog, and guess what the woman does.And what the food and drink are mentioned in the dialog.5.(再放2a录音，让学生跟读，注意语音语调。)

T: Good!Now listen again and repeat.Pay attention to the pronunciation and intonation.6.(学生两人一组根据2a对话，画出不懂之处。)T: OK.Now practice the dialog with your partner.Then underline the sentences you don’t understand.7.(教师解答学生疑问，完成2a。)T: Do you know another way of saying“Would you like something to drink?” S: What would you like to drink? 7 S: What do you want to drink? 8(教师板书)What would you like to drink? = What do you want to drink? 34

=Would you like something to drink?(以同样方式让学生说出Would you like something to have?的同义句。)T: Good.Can you tell me another way of saying“Would you like something to have?” Ss: What would you like to have?/What do you want to have? Step 3 Consolidation 第三步巩固(时间:8分钟)通过表演，巩固2a，完成2b。培养学生听说读写的综合语言技能。1.(角色表演：教师挑选几组表演2a对话。)2.(情景剧表演：教师提供几个单词，学生自由发挥，但要运用所学句型。)(小黑板出示。)场所：restaurant(餐馆)人物：Michael, Jane, Kangkang, a waiter/waitress 必用词汇：may, would, chicken, milk, what about, something, wait T: Well done!Now look at the small blackboard.Suppose you are Michael, Jane, Kangkang and a waiter/waitress.You are at the restaurant.Please come to the front and act out.You can use the words on the blackboard and

expressions about offering, accepting and refusing you have learnt, volunteers?(鼓励学生积极参与。)3.(让学生自己先试着填写2b中的空格，画出不懂之处，然后教师解决学生所提疑问。)4.(待学生完成后，核对答案，让学生两人一组表演2b。完成2b。)T: Very good.Let’s check the answers now.Next, please go on acting with your partner.One acts the rabbit, and the other acts the monkey.(教师可以用英语解释Something to drink?=Would you like something to drink?用汉语解释What do you usually have for lunch?)Step 4 Practice 第四步练习(时间:11分钟)学习三餐饮食习惯的表达，进一步巩固所学句型和单词。1.(教师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人吃饭的情景。)T:(出示图片1)It is seven o’clock in the morning.(出示图片2)It is twelve o’clock at noon.(出示图片3)And it is five o’clock in the afternoon.Are you clear?Ss:Yes.T:(手持图片1)Do they wait for a bus?Ss:No.(教师解释wait for …，板书并要求学生掌握。)wait for… T: What do they do?Ss:…(学生会用汉语回答。)T:They have breakfast.(板书，让学生猜测词义，然后领读，要求学生掌握。)

breakfast

T:(出示图片2)They have lunch.(板书，让学生猜测词义，然后领读，要求学生掌握。)lunch T:(出示图片3)They have supper.(板书，让学生猜测词义，然后领读，要求学生掌握。)supper(联系实际，板书学生在校用餐的时间, 并提问。)in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30 T:(手指8:00)What do you do at this time?Ss:We have breakfast.T:(手指12:30)What do you do at this time? Ss: We have lunch.T:(手指5:30)What do you do at this time? Ss: We have supper.35

(提问一名学生)T: I know, you often have breakfast at eight.What do you usually have for breakfast?(手拿些食物做吃饭动作，帮助

have

学生理解。)S: I often

usually。)… for breakfast.1(教师板书解释并领读，要求学生掌握usually, What do you usually have for breakfast?

T: S, what do you usually have for lunch? 2S: I usually have … for lunch.2

T: S, what do you usually have for supper? 3S: I usually have … for supper.3(教师总结。)

T: Different

people like different foods and drinks.I like Jiaozi.It’s my favorite food.(板书并解释food，教学该句并要求掌握。)food It’s my favorite food.T: That means I like Jiaozi very much.(问学生)T: S, what’s your favorite food? 4S: My favorite food is rice/chicken … 4 T: S, what’s your favorite drink? 5S: My favorite drink is milk/juice … 5

T: Well.S, do you know what Michael’s favorite food is? 6S: Sorry, I don’t know.6T: OK.Now let’s come to learn 1a, and then you can find the answer.2.(播放1a录音，完成下列表格，板书。)T: OK.Please listen to the tape.Then fill out the table on the blackboard.Name For Breakfast For Lunch For Supper Michael 3.(重放1a录音，学生跟读，注意语音语调。完成1a。)T: Listen again and repeat.Pay attention to the pronunciation and intonation.4.(学生两人一组根据1a编对话并表演。)

T: Well.Now work in pairs and make a conversation similar to 1a.Step 5 Project 第五步综合探究活动(时间:8分钟)结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。

1.(学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。)T: OK.Now we know what Michael usually have for three meals.Now please ask your classmates about their three meals and fill out the table in 1b.Then I’ll ask some of you to report it like this: X X usually has … for breakfast.He/She usually has … for lunch, and has … for supper.You can ask and answer after the following example.Example: A: What do you usually have for …? B: I usually have ….2.(听3录音，学唱歌曲，拓展食物和饮料类名词。)3.Homework:(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。板书设计：

What would you like to drink? 36

Section B Wait a moment, please.What do you usually have for …? have breakfast It’s my favorite food.have lunch May/Can/Could I …? have supper Would you like something to drink? Yes.A glass of …, please.Section C The main activity is 1a.本课重点活动是1a。Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and phrases: eat, out, eat out, dinner, have dinner, why, Why not …? 2.Learn some useful sentences about having meals and making suggestions:(1)—Would you like to have dinner with me?—Yes, I’d like to.(2)—What would you like to eat?—Let me see.(3)—Why not have some fish and eggs?—Good idea.(4)—Help yourself to some fish.—Thanks.(5)Here you are.Ⅱ.Teaching aids 教具录音机/图片/投影仪/小黑板 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:6分钟)通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。1.(师生共唱歌曲《Old McDonald Had a Shop》，调节课堂气氛，提高学生的学习兴趣。)2.(利用图片，快速复习食物名称。)T: Look at these pictures.Let’s say them out as quickly as possible.S: Rice.(教师出示rice图片。)1

Hamburger.(出示hamburger图片。)2 S: … 3… 3.(让学生两人一组模仿Section B，2a，表演一段就餐对话，导入新课。)

T: Well done!Please make a conversation about having meals with your partner.Then I’ll ask some pairs to act out in

the front.Step 2 Presentation 第二步呈现(时间:14分钟)通过创设情景，师生问答等形式，学习本课新单词及新句型。1.(师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。)

T: What do you usually have for breakfast? S: I usually have … for breakfast.1 T: What about lunch? S: I usually have … 1 T: Do you often eat Jiaozi for supper? S: Yes.I like it very much.1(板书并要求学生掌握。)37

eat T: S, would you like some Jiaozi? 2 S: Yes, please./No, thanks.2 T: S, would you like some vegetables? 3 S: Yes, please./No, thanks.3 T: S, would you like to have breakfast with me?

4S: Yes, I’d like to.(帮助学生回答。)4(板书并要求学生掌握。)—Would you like to do sth.? —Yes, I’d like to.(教师讲解其用法。师生操练。)T: Would you like to have lunch with me? Ss: Yes, I’d like to.T: Would you like to have dinner with me? Ss: Yes, I’d like to.(板书并要求学生掌握。)dinner, have dinner T: Where do you often have dinner? Ss: I often have dinner at home.T: I often eat at home, too.But sometimes I eat out.(板书并要求学生掌握。)eat out T: S, would you like to eat out with me? 5S: Yes, I’d like to.5 T: What would you like to eat? S: I’d like some … 5 T: What about some chicken? S: Good idea.5 T: I can also say“Why not have some chicken?”

(板书并要求学生掌握。)—Why not do sth.? —Good idea.(师生操练。)T: S, why not have some apple juice? 6S: Good idea.6 T: S, why not have some fish? 7S: Good idea.7 T: Very good, sit down, please.S, if you want to ask your classmates to eat apples here.What do you say? 8S: Help yourself to some apples.8 Ss: Thank you./Thanks.T: Good, but you should say: Help yourselves to some apples.(教师应加重语气，强调yourselves。)(然后教师拿起一个苹果递给一个学生说。)T: Here you are.S: Thank you./Thanks.9(板书并让学生猜测句子的意思，要求学生掌握。)Here you are.T: OK.Do you want to know where the children have dinner? Please listen to the tape and find out the answer.2.(播放1a录音，学生听并找出答案。核对答案。)38

Step 3 Consolidation 第三步

巩固(时间:8分钟)通过角色表演，进一步巩固就餐用语。培养学生用所学语言进行交际的能力。1.(重播1a录音，让学生听录音，完成下列问题。)

T: Listen to the tape again and complete the following questions.(1)Do they eat out?(2)What do they eat?(3)Do they have some drinks? 2.(再播1a，让学生跟读，注意语音语调，加深理解。)T: Listen to the tape again and repeat.Pay attention to the pronunciation and intonation.3.(角色表演：学生三人一组，分角色表演1a。然后挑选几组上台表演，并给予鼓励。完成1b。)T: OK.Now please practice the dialog in groups of three.Then I’ll ask some groups to come to the front and role-play.Step 4 Practice 第四步练习(时间:9分钟)通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。1.(看2的图画，对句子进行正确排序，核对答案。完成2。)T: Well done.Next, look at the picture in 2 on Page 74.Can you guess where they are? Ss: They are in the shop.T: And what do they say? Read the following sentences first.Then put them into the correct order to make a conversation.(核对答案。)T: Boys and girls, I’ll divide you into two groups.Boys act the boss.(教师可以用汉语解释boss。)Girls act the customer.(教师用汉语解释customer。)Are you ready? Go.Boys: May I help you, sir? Girls: Yes, two hamburgers, please.Boys: Would you like something to drink? Girls: No, thanks.Boys: OK.16 yuan, please.Girls: Here you are.2.(将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。)T: Look at the pictures on the blackboard.Talk about them in pairs.(1)S: Do you like chicken? 1S: Yes, I like it a little.2S: Do you like hamburgers? 1S: Yes, I like them very much.2(2)S: Do you like fish? 3S: Yes.It’s my favorite food.4S: Do you like bananas? 3S: No, I don’t like them at all.4T: Nice work!Now let’s complete the passage in 3.Then we will check the answers together.(核对答案。)3.(用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)

Step 5 Project 第五步

综合探究活动(时间:8分钟)通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。1.(接力比赛。)(方案一：看谁说得对。)39

(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)(方案二：比一比谁快。)(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)2.(让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)3.Homework:

(1)让学生运用所学的句型自己编一个关于就餐的对话，并写在练习本上。(2)询问亲友，或上网查询本地有哪些名菜。板书设计： What would you like to drink? Section C eat out have dinner/have supper Here you are.Thanks.—Would you like to do …? —Yes, I’d like/love to.—Why not have some fish and eggs? —Good idea.—What about some vegetables? —Good idea.Section D The main activities are 1, 2a and 4.本课重点活动是1，2a和4。Ⅰ.Teaching aims and demands 教学目标 1.Learn some phonetic symbols:/h/, /r/, /w/, /j/ 2.Learn some new words and a phrase:dear, kind, such as, be

3.Review ordering food and having meals.Ⅱ.Teaching aids 教具录音机/单词卡片/多媒体课件/投影仪或小黑板/图片/信封 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:12分钟)通过竞赛、表演、游戏等方式，帮助学生进一步巩固本话题的功能语言。1.(头脑风暴，复习本话题所有的词汇。)

(将学生分成四组，组之间进行抢答。若某一组员回答不上来，组内其他组员三秒内有一次机会给予帮助。若无人帮助，机会转给其他组。答对一次，画一面红旗，评出优胜组，并颁发“最佳团体奖”。培养学生集体荣誉感。)T: Hello, boys and girls.Do you remember all the words in the topic? Now let’s PK.I’ll divide you into four groups.Try your best to speak out the word quickly when I say it in Chinese.The group which get the most red flags will be winner.Are you clear? Please go.(教师示范。)T: 鸡肉 S: chicken 1 T: 鱼肉 S: fish 22.(男女挑战赛，复习本话题的句型。)(把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。)40

T: OK.Now boys can make a challenge for girls by asking and answering.You can use the important sentences in the topic.You can begin like this:(教师和一学生示范。)T: Would you like some eggs? S: Yes, please./No, thanks.3(交换角色。)S: Here you are.T: Thank you.3(教师观察，若本话题所有句型均已提到，且大部分学生已参与，即可停止。)3.(即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的短剧。)4.(给单词贴尾巴，复习可数名词与不可数名词。)(教师把以前所学和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在部分尾巴形的纸板上；另一部分尾巴什么也不写，表示不加s，即不可数名词。给动物贴上正确的尾巴。)5.(教师出示一封信，引入新课题。)

T: What’s this? Ss: It’s a letter.T: Yes, do you know how to write an English letter?(用汉语翻译此句。)Ss: No, we don’t know.T: OK.I’ll teach you how to write an English letter today.(老师做写的动作。)(导入2a。)Step 2 Presentation 第二步

呈现(时间:10分钟)学习2a短文。帮助学生了解并掌握英文信件的书写格式，拓展他们的文化视野。1.(教师用幻灯片出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传阅, 了解英文写作的多样性。)

T: Look at these letters and see how English people write letters.2.(教师用课件或黑板展示英文信件的基本框架。)

Dear

…，×××××××××××××××××××××××××××××××××××××××××××××××××××××××××

Yours, ×××(板书并要求学生掌握。)

dear

T: Do you know this word? Ss: Yes.亲爱的。(随着大众媒体的传播，学生都知道它。)(教师解释。)T: In English letters, we usually use(翻译该词)this word to start a letter, not only say it to young men or young women, but also to old people or kids.(教师举例。)T: Dear …(用班上学生的姓名，有男也有女。)(教师提醒学生注意“Dear … ,”的标点符号。)Dear Sam, √ Dear Sam: ×(教师指着小黑板/课件中信的正文部分。)T: This is the body of a letter.Here you can write something that you want to tell the receiver.(用同样的方法，讲解信的结尾及签名。)T: This part is the end of a letter.People usually use “Yours,” and the writer has to write his/her name here.(教师展示几封内容简短的英语信件，以增强学生印象，了解文化常识。)3.(教师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个小朋友正给一个流浪汉食物。)T: Do you like this man?(出示图片。)Ss:No.We don’t like him at all.T: Neither do I.Because he is not kind.What about the boy?(出示另一图片。)Ss:We like him very much.T: Good.The boy is very kind.(板书让学生猜测词意，然后领读并要求学生掌握。)41

kind(然后教师用

be kind to说出下列四句话，帮助学生加深对kind的理解，以此引出生词be。)例如: T: We should be(用汉语翻译该词)kind to other people.Teachers should be kind to students.We should be kind to our parents.We should be kind to each other.(板书，解释，然后领读，要求学生掌握。)be(am, is, are)(教师用汉语解释be的用法，并举例。)T: I’m glad to be here.I’m happy to be with you.Are you glad to be a student of mine? Do you want to be a teacher when you grow up?(教师在叙述时，应重读be，突出be动词。)4.(播放2a录音，学生跟读，并画出有用的短语。)T: OK.Here’s a letter for Jack.Do you want to know who writes it? Please listen to the tape and repeat.Then underline the useful phrases.(核对答案。)T: Who is the letter from? Ss: Jane.T: Right.We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here.Can you remember them? Ss: Yes.(教师板书such as让学生猜测其意，然后领读并要求学生掌握。)

such as

Step 3 Consolidation 第三步巩固(时间:8分钟)根据关键词，复述2a。完成2b并学习四个辅音。1.(让学生再读短文，回答下面两个问题，加深对2a的理解。)T: Please read 2a again.Then answer the following questions.(1)Does Jane often have dinner with her friends?(2)What does she like to eat?(核对答案。)2.(要求学生根据关键词复述信的内容，完成2a。)

(小黑板出示关键词。)

Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3.(让学生根据2a给自己的朋友写一封信。提醒学生注意格式。教师检查完毕，选几位学生大声朗读自己的信件，完成2b。)4.(教师将1的例词写在黑板上，让学生读出单词，并注意画线部分辅音字母的读音。)/h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5.(播放1录音，学生跟读。)6.(小组活动。把全班同学分成四组，为上述音标补充单词，每一组同学就某个音标补充单词。)T: OK, you do very well.Now let’s add other words to each phonetics.For example, Group 1 adds words to /h/.Group 2 adds words to /r/.Group 3 adds words to /w/.Group 4 adds words to /j/.Do you understand? You can find the words in your books.Ss:Yes.42

T: OK.Let’s begin.… Step 4 Practice 第四步练习(时间:10

分钟)通过听说读写等练习，在不同情境中练习目标语言，展开任务型活动，培养学生综合运用语言的技能。1.(找同义句。在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。)(用小黑板或投影仪，列出下列句子。)(1)Why not have some milk?(2)What would you like to drink?(3)What would you like to eat? A(4)I like Chinese food very much.(5)I want some bread.(6)Would you like to have dinner with me?(7)Would you like some eggs? A.Do you want some eggs?

B.What about having dinner with me? C.I’d like some bread.B D.Chinese food is my favorite.E.Would you like something to eat? F.Would you like something to drink? G.What about some milk? T: Nice work.Well, in the topic we know many same meaning sentences.Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.(学生配对完毕后，教师核对答案并作解释。)2.(口头翻译句子，让学生加深对句型的记忆。)

T: Please change the sentences into Chinese or English orally.S, please.Would you like some milk? 1 S: 你想要点牛奶吗？ 1 T: 你想喝点什么吗？S, please.2 S: What would you like to drink?/Would you like something to drink? 2…(对于表现好的学生要给予表扬，对于有困难者，要给予提示。鼓励他们尽量开口说英语。)3.(播放3b录音，让学生跟读，模仿语音语调，加深巩固。)4.(教师从3b中抽取五个句子听写，完成3b。)T: Now, let’s have a dictation.(1)Would you like something to drink?(2)What do you usually have for breakfast?(3)May I take your order, sir?(4)Help yourself to some fish.(5)Wait a moment, please.5.(学生看3a，朗读单词，掌握可数名词与不可数名词。教师可适当补充，完成3a。)Step 5 Project 第五步综合探究活动(时间:5分钟)通过组织英语角活动，为学生提供实际运用英语的机会，提高学生的学习兴趣和语言运用能力。1.(小小英语角，带着任务去交谈。)(教师把学生分成六人一组，组织一个小英语角，不准用汉语。运用前面所学知识，谈论家庭、食物。教师在各小组间走动，提供帮助，鼓励学生大胆发言，完成4(1)中表格。)T: Boys and girls, would you like to go to the English Corner with me?(可以用汉语解释the English Corner。)Ss: Yes.We’d like to.T: OK.Now I’ll divide you into many groups, six members in a group.Talk about your family members, food and drink at the English Corner using the questions, such as:(1)What does your father/mother/ … do?(2)Where does he/she work?(3)What’s his/her favorite food?(4)What does he/she usually like to drink? … You can only speak English at the English Corner.Then fill out the table in 4(1).2.Homework：(1)找一些自己的玩具、书刊，带到学校，以备下节课使用。43

把本单元所学的食物类名词归类。)第一种方法：按食物和饮料归类。第二种方法：按可数与不可数归类。(3)根据4(1)中谈话内容，写作文，四十个词左右。教师要求作文必须用真实姓名，且必须写其他人，内容要包括他人的个人信息，家庭信息。完成4(2)。板书设计：

What would you like to drink? Section D have… for…(三餐名称)(2)(They are all kind to me.be glad to be here I like Chinese food very much, such as … be kind to sb.I’m very glad to be here.have dinner with sb.something to eat/drink Unit 4 Having Fun Topic 1 What can I do for you? Section A The main activities are 1a and 2a.本课重点活动是1a和2a。Ⅰ.Teaching aims and demands 教学目标 1.(1)Learn some useful words and phrases:

madam, buy, over, there, over there, try, try on, How much …?(2)Learn some new words about numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred

2.Learn some expressions about shopping:(1)—What can I do for you, madam?—I want to buy some clothes for my daughter.(2)—Can I try it on?—Sure.(3)It looks very nice on you.(4)That’s fine.We’ll take it.3.Learn how to express and respond to the thanks: —Thanks a lot.—Not at all.4.Learn how to ask and state prices: —How much is it?—It’s only seventy yuan.5.Learn how to make suggestions: —What about this one?—All right.Ⅱ.Teaching aids 教具图片/彩色粉笔/小黑板/价格标签/录音机/实物 Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:5分钟)由已学过的数字导入新数字，整合教学内容，完成2a。1.(教师在黑板上贴一大张白纸，上面已事先画好一个动物，但线条很浅，在线条上分布0-20之间的数字，直到数字连接完毕，方可显现动物轮廓。)T: Who can help me? 44

S: I can.1 T: Good, listen and match(运用肢体语言，让学生明白match意思是“连接”。)the numbers, OK? S: OK.1 T: Please match number“0”to“20”.(学生连线，从0到20，完毕。教师面向大家。)

T: What can you see

4英语上全册教案（5篇）

第一篇：4英语上全册教案

第二篇：外研社三年级上英语全册教案

第三篇：人教版八年级英语上全册教案

第四篇：【教案】六年级上全册教案

第五篇：[英语]仁爱版七年级上英语全册教案

相关范文推荐

2016新人教版八年级英语_上全册教案

2014年新目标英语八年级上教案(全册)汇总

全册教案

最新科普版小学英语五年级上全册教案

八年级语文上全册教案

《信息技术》第三册(上)教案(全册)（定稿）

六年级音乐上全册教案（汇编）

五年级上书法教案全册（推荐）