第一篇：二年级英语教案(下)
四年级下册英语教案
Lesson One
Going to the farm 【教学目标】
1.学生能够用英语说出farm,zoo,park以及短语hand in hand, arm in arm从而能够说唱歌谣《To the farm》。
2.学生能够初步简单表述：Where are you going? I’m going to… 【教学重点】 Rhyme《To the farm》 【教学难点】
1.Rhyme《To the farm》 2.farm和 arm的正确发音。【教学过程】
一、Warm-up(热身)： 1.Greeting: Good morning!Boys and girls.How are you today?(做OK手势，学生根据手势回答)2．出示不同动物的图片，用动物来导入“farm”的主题来。
T：（pig的图片）What’s this? It’s a pig.Ss: It’s a pig.3．同法展示不同的动物。T：Where are the animals?
Ss:They’re on the farm.教学单词farm.T:：Let’s go and have a look.4．播放歌曲：《To the farm》
二、Presentation(新课导入)：
1.歌曲完毕后，读农场果园的画面，T: Oh, We are here.Here is the farm.What can you see?(给一秒钟时间学生看看，想想)Wow , I can see Hello, Terry,Kay,Mary and Jack.T:They are very happy.they are hand in hand , arm in arm to the farm.2.教学短语hand in hand , arm in arm。
(1)让学生边读边配动作。（2）Game ：High low voice。（3）让学生出来示范。
3．播放Rhyme：《To the farm》，教学Rhyme。（1）Read after the tape.(2)Teach the new word: happy,kid,road.(3)Read the rhyme group by group.(4)Follow me , let’s say and do.(5)让学生边拍手边有节奏地说唱整一首歌谣，并且掌声不断的加快，学生也要相应加速。
(6)Show time, let’s see which group is the best.（设计意图：通过听说演全面巩固歌谣的学习，让学生分小组表演可以发挥学生的独创性与合作精神。）
三、Extension：
1．利用game来教学句型“Where are you going? I’m going to…”
2．Group work:一个学生为发令者，另外三个学生找不同的目的地（farm,zoo,park）出口。活动开始时，发令者问另外三个学生：“Where are you going?”三个学生分别根据自己要到达的目的地用“To the park./To the zoo./To the farm.”来回答。（设计意图：此游戏有练习语言的同时，还可以检测学生的观察和思考能力。）3． Story time
现在我们都知道 Hello和他的伙伴们去农场了。Let’s listen and watch the story.The second time, answer my question: “Does Hello know the farm?”（设计意图：本部分的设计也是对语言输出的检查，从学生对故事的理解程度可以检测到学生对本节课教学内容的掌握情况。）4.Let’s sing a song《To the farm》.四、Summary：
结合板书，让学生说一说“今天我学会了什么？”选出这节课表现最好的哪个组。
五、Homework：
Act and say the rhyme to your parents
Lesson Two
On the mountain
一、教学目标
1.能听懂会唱歌谣：A beautiful scene！
2.能听懂会说单词：beautiful，scene，river，deep，clean，mountain，steep，highway，wide，long。
二、教学重点、难点 1.重点：学会唱歌谣。
2.难点：单词steep，deep，clean和river的发音。
三、教学过程
（一）Warm up 1.全班跟唱歌谣 ：“To the farm”
2.分小组跟唱歌曲“To a farm”，一个小组唱一句或者两句。3.Greeting 出示一幅农场的图片。有山、河、公路等的图片。T:Where are you going? Ss:I’m going to the farm.T:OK.Let’s get on the bus.Let’ s go.看完后老师对动画里出现的风景进行提问。T:What is this/it /that? It’s a hill/bus/….（二）Presentation and practice 1.承接上面的问题用What is this/it /that?引出beautiful，scene，mountain，highway等单词的教学。利用图片和单词卡进行教学。
2.开火车操练beautiful，scene，mountain，highway等单词。
3.指导学生看课本的图让学生说出图中的景物，当学生说river，mountain，highway的时候，老师问小河的水怎样呢? 山怎样呢? 高速公路怎样呢? 引出形容词:deep，clean，steep,wide等单词的教学.4.Learn the rhyme:“A beautiful scene！”
1)Listen and watch the CAI first.And then teacher explain the rhyme.2)Read after the teacher and do the actions.3)Listen to the CAI and read the rhyme together(three times).4)Let’s act the rhyme team by team.5)Ask some students to show the rhyme.5.帮助学生编一首中文歌谣加深记忆:小河,小河,深又净。高山,高山,陡又绿。高速公路, 高速公路,宽又长,快乐的孩子，快乐的歌。
Lesson Three
Meeting the family
一、教学目标：
1.Be able to listen and say the words:family grandma grandpa brother call mama papa bump 2.Be able to understand and say the rhyme
二、教学重点：The rhyme
三、教学难点：“No more monkeys jumping on my head!”
四、教学用具：Tape, word cards，picture
五、教学过程： ㈠Warm up 1.Read the rhyme “To the farm” “ A beautiful scene！”together 2.Sing the song“To a farm” “A happy day” together 3.Greeting
T: What’s this /it? S:It’s a river/highway /mountain.T:Where are you going? S :To the farm/school/park/zoo T:Where are you ?
S: On a river/highway /mountain ㈡、Presentation and practice 1.、Ask the students to bring their family photo to the class.T：Wow!Is this your family? Use “Who is he /she”? to guide “mama papa grandma grandpa brother” And then to teache the new words.2.T:Do you know monkey’s family.Let’s learn the chant.“ A monkey’s family”
3.指导学生看课本的图，并告诉学生这是猴子的一家。老师逐一指图用Who is he /she?来问学生。如果学生能正确用英语回答mama papa grandma grandpa brother等单词并给予表扬。.4.Learn the rhyme“A monkey’s family”
1)Listen to the tape first.And then explain the rhyme 2)Read after the teacher and do the action
3)Listen to the tape and read the rhyme together(three times)4)Let’s act the rhyme team by team.5)Ask some students to read the rhyme.5.Games : Point and say.Lesson 4 Hello’s family
一、教学目标：1.Able to listen and say the words: father mother.2.Able to understand and say the rhyme.3.Able to describe family and relationships.二、教学重点：The words of family : grandpa, grandma, father, mother, brother, sister , family
三、教学难点：The rhyme
四、教学过程：
（一）Greeting T : Class begins!Goodmorning boys and girls.How are you ? Ss: I’m fine,thank you!
（二）Warm up。
1.Let’s sing a song<< Meeting the family>>
2.T:Last lesson we met Marry’s family.Can you tell me how many people in her family? Who are they?
Ss: Grandpa, grandma, brother,sister,mum, dad.T:(出示卡片)Review the words.3.Learn the new words: father , mother
4.Play a game to practice the words(开火车)
5.T: Now ,look at the picture.Do you know who is she?(出示小丸子的图片)
Yes ,this is Xiao wanzi’s family.Let’s meeting her family.This is grandpa / grandma / father / mather / sister.Can you introduce your family?(找两个学生带照片，介绍自己的家庭)
6.Group work:
(4人小组，介绍自己的家庭。老师下去指导)三.New lesson.T: We all know that Hello is come from E-star ,but do you know his family?How about his father ,mother,brother or sister? Do you want to know? Let’s have a look!
1.Play the VCD,listen to the rhyme.2.Ask and answer: How many people in Hello’s family?Who are they?
What are they doing? 3.Check the answer review the words: playing running singing dancing 4.Listen to the rhyme again.5.call some students act the rhyme.6.read the rhyme sentence by sentence.7.Read it together.8.Read it team by team.（四）Homework 1.Listen to the tape 20 minutes.2.Say the rhyme to your parents.Lesson Five I like green fruit 一．教学目标：1.Be able to listen and say the words: watermelon papaya mango peach grape
strawberry orange cherry
2.Be able to understand and say the rhyme
3.思想教育：告诉学生水果对健康有益，要养成吃水果的习惯。
二．教学重点：The rhyme 三．教学难点：Remember the rhyme 四．教学用具：fruit cards，五．教学过程：
（一）Warm up 1．Greeting T: How are you? S: I’m fine ,thank you
T: Who’s he? S: He’s Hello/Jack /Mary/Terry/Kay/ Who’s he? He’s Mary’s grandpa
(老师带上Mother的头饰Now I’m Mary’s mum)Grandpa has a farm let’s go to grandpa’s farm
T: Hello/Jack /Mary/Terry/Kay/,Where are you going? S :To the farm.T:OK.let’s go to the farm together.2.Let’s sing a song: “To a farm”.（二）Presentation and practice 1.T: Here is a farm.Wow ,so many fruit trees there.What fruit can you see? S:Apple /banana /pear 2.引出watermelon papaya mango peach strawberry orange cherry并逐一呈现并板书
3.Learn the rhyme“Fruit” 1)跟读
2)看板书跟老师读 3)Read the rhyme together
4)Read the rhyme and stand up team by team 5)Let’s act the rhyme.4.Play a game:Listen and pick the fruit 5.T: Wow, so many fruit here.Let’s have a party.OK?
S: OK.6.Sing a song:Fruit(《大公鸡》的调)
听一次，然后跟老师唱，齐唱，小组唱 7.Play a game: Guessing game(猜猜课件图、实物的)8.Let’s have a Cat Walk(课件): Fruit show 思想教育：告诉学生水果对健康有益，要养成吃水果的习惯。
（四）Homework: 1.Listen to the tape P7-26 for 15 minutes 2.Read the rhyme（P25）to your parents
Lesson 7 Picking apples(一)、教学目标：
1、能跟旋律朗读Picking apples这首歌谣。
2、初步感知Picking apples这首歌曲。(二)、教学重点和难点：
1、重点：正确认读“quick”、“pick”。
2、难点：正确认读“quick”、“climbing”。
（三）、教具准备： 本课VCD、水果单词图片。
（四）、教学过程：
1、热身、复习(Warm-up/Revision)（1）Greeting.（2）Sing the song《To a farm》.引出本课时的场景on the farm。Teacher: Boys and girls, do you remember the song《To a farm》？ Students: Yes.Teacher: Ok，now let’s sing together.师生一起做动作唱歌。Boys and girls, on the farm，what can Hello see? Hello他们在农场看到了什么呢？
Students:不同的回答。老师在黑板上用简笔画画树和苹果，引导学生回答apple trees。
Teacher: On Mary’s farm, there are many apple trees.There are many apples on the trees.(在简笔画树上贴10个红苹果,为song教学作铺垫)
2、呈现新课(Presentation)（1）教师通过自编的童话故事《小猴子摘苹果》引出：Picking apples的主题。Teacher:今天除了Hello他们来到了Mary’s farm，还有两位神秘的客人。Do you know who are they? Students:？？不同的回答。
Teacher: Now let’s watch the VCD.(播放lesson three VCD rhyme《A monkey’s family》，学生跟读)Teacher: Now do you know who are they?
Students: Monkeys.Teacher:Yes.Monkey’s family are playing.They are very happy.Now they are very tired and hungry.(扮神情)So mother monkey and brother monkey come to Mary’s farm.What are they doing now ?（mother monkey and brother monkey来到苹果园)，引出并教学picking apples（板书课题picking apples）。（2）用故事继续引出 rhyme的内容。
Teacher: Mother monkey said to brother monkey,“Now we are picking apples.We must be quick.”（中文解释，动作教学quick ,quick ,quick），千万不要让Mary的Grandpa发现，否则我们会被他捉住的。Mother monkey 还对 brother monkey说，最大最红的苹果在树顶上，我们要（climbing higher, climbing higher动作教学）才能摘到最好的苹果。Brother monkey听了mother monkey的话，飞快地往树上爬，mother monkey在一边不停地说Be careful!Be careful!Brother monkey 爬到了树顶上，看到了又大又红的苹果，He is very happy.它不停地pick, pick, pick（动作教学pick）。
（3）师生一起做动作并朗诵 rhyme(三次)。动作设计：
Picking apples, picking apples,（右手高举做摘苹果动作两次）Quick!Quick!Quick!（摆臂做快速跑步状）
Climbing higher, climbing higher，（两手向上作攀爬动作）Pick!Pick!Pick!（右手高举连续快速做三次摘动作）（4）学生watch the VCD of the rhyme twice，然后跟读。
（5）全班四大组的学生分成若干小组进行操练rhyme（抽查小组或个人示范）。（6）小组表演比赛。（抽查）
（7）故事继续引入song，初步感知。（课件辅助）
Teacher: Brother monkey is picking apples.He is singing a song too.讲解歌词内容：“Picking apples ,pick , pick , pick.Picking apples ,pick , pick , pick.Pick one, pick two, pick three, pick four…”（摘简笔画树上的苹果，贴在旁边1-4，5-8，9-10各一行）Brother monkey很快把这棵树上的十个大苹果摘完了，No more.Oh no!
Lesson 7 A big dinner
一、教学目标（Teaching aims）：
1、知识目标：
(1)Students are able to say the rhyme and act out it.(2)Students are able to remember some words of foods what they have learned.二、教学重点难点（Teaching key points）:
1、Main points: Be able to say and act out the rhyme.2、Difficult points: Be able to understand the rhyme.三、教学用具（Teaching tools）：tap、pictures
四、教学过程（Teaching procedures）：
1、Warm up(1)Greeting T: Are you happy today?
Ss: Yes, I am happy.T: How are you?
Ss: I’m fine, thank you.T: Nice to meet you.Ss: Nice to meet you,too.(2)T says, Ss do with T.T: Stand up.Touch your nose.… Wash your face.Sit down.(3)T: Lovely boys and girls, I will give you two plates on the blackbroad, which group get more foods, which group is the winner?
2、Presentation(1)Look at the clock.What time is it now?(CAI)
Ss: It’s 12 o’clock.T: Yes,it’s time for lunch.But what is Hello doing after lunch?(CAI)
Ss: Picking apples.T: Yes, you are right.Do you remember the rhyme of picking apples?
Ss: Yes.(Ss say the rhyme together: Picking apples.)(2)T: Hello is hungry now.Look, what time is it now?
Ss:It’s 6 o’clock.T: It’s time for dinner.Grandma is coming.What is she doing ? Let’s watch the
story.(3)T asks some questions.T: There are so many food for dinner.What can you see?
Ss:beef,pork,eggs and potatoes.T:Mmm, they are delicous.This is a big dinner.All the food is good and fine!
I’d like salads for dinner.What would you like?
S: I’d like ….(T shows picutres.)
T: Salads, eggs, fish and meat.Mmm,all the food is good and fine.(Do the action)T: What should we do before dinner time? Stand up or sit down? Ss: Sit down.T: Yes, you should sit in a line.Dinner time, sit in a line.All the food is good and fine!(Ss read and do the action after T in correct rhythm.)(4)T:Oh, so many food here.Salads,eggs, fish and meat.(T points to the pictures and says.)
Ss: Salads,eggs, fish and meat.(5)T: Before you eat, you should wash your hands,ok?(T does the action as she says.)T: Wash your hands before you eat.(Ss read and do the action after T in correct rhythm.)
3、Practice(1)Listen and read after VCD twice.(2)A game: Sentence relay(3)Devide Ss into two groups,each groups say two sentences.(two times)
Group 1: Dinner time, sit in a line.Group 2: All the food is good and fine!
Group 1: Salads,eggs, fish and meat.Group 2: Wash your hands before you eat(4)Some Ss act out the rhyme, and the others say the rhyme.(two times)
4、Consolidation(1)Group work: Make a new chant in groups.Dinner time, sit in a line.All the food is good and fine!Hamburgers,hot dogs, chicken and soup.(Use all the food we have learned to change it.)
Wash your hands before you eat.(2)Sing a song: 《Have your food.》
Ｔ：Hello is full now.He is happy to sing a song.Let’s sing together.５、Homework:
(1)Listen to the tape more than three times and read after the rhyme.(2)Try to say and act out the rhyme for your dad and mom.Lesson 8 A Beehive 一.Teaching contents and analysis.a.Students can enjoy the story and learn the words: b.Learn the song Little Bees.c.Can play the game Stealing Honey.二.Teaching aids: 1)CAI courseware 2)Pictures.3)Material objects 三.Teaching procedures: 1）Free talk: e.g.: How are you today? What is the weather like today? Where is Hello in Lesson 7? 2）Sing a song : Dinner Time 3)Brain storm:
利用图片复习学过的动物与水果单词。
e.g.: pig duck chicken watermelon papaya, etc.4)教师引导学生说出大朗镇出名的水果：荔枝。利用荔枝蜜引出单词：honey flower bee。
5)Watch the CAI of the story.在观看过程中，引导学生注意honey flower bee等单词的发音。
6)录象看完后，向学生提问： a.Where is Hello now.What can Hello see there? What are the bees doing? Why is Hello crying? 在询问问题与学生答题时，允许学生用中文回答。
7）根据刚才的故事，利用实物教授单词honey flower bee，并利用一些常见的游
戏，如：开火车，大小声，盖棉胎等进行训练。8）Game: 两只小蜜蜂。
利用学生熟悉的童谣《两只小蜜蜂》，改编为英语版本，教师教学生吟唱并做动作：
Little bees, little bees,（两臂弯曲，紧贴身体，轻轻拍动，学蜜蜂状）flying in the sun.（两臂伸展，做大幅度飞翔动作）Flying, flying.（做猜拳动作）
这个游戏将学生所熟悉的童谣《两只小蜜蜂》与有趣的猜拳游戏结合起来，非常有效地激发了学生的参与热情，能够吸引所有同学积极的参与到活动中来，并在不知不觉中学习到其中的英语句子。9）Watch the CAI of the song: Little Bees.10)教师引导学生再看一遍，同时一边做动作，让学生跟着做。
11）教师逐句教授歌曲，并教授动作。由于有刚才《两只小蜜蜂》的游戏做铺垫，学生在这里的学习会变得自然、轻松。在这里要注意教授句子：Making honey all the time, busy little bees.12)Game: Stealing Honey.学生四人为一组进行游戏：拿一个粉笔盒当蜜糖罐，A与B扮演小蜜蜂，用食指与中指扮演走路的样子，围绕着蜜糖罐转圈，一边转一边说：We are bees, we are bees.C扮演Timer, 当C 敲响手中的铃铛，A与B就要停下来，扮演偷蜜糖的贼D就要乘着这个空隙，用手指去粘蜜糖吃（拿出里面的粉笔），这个动作可以重复多次，当C再次敲响铃铛时，小蜜蜂A与B就苏醒过来，偷蜜糖的贼D则要快点逃离蜂巢，否则就被蜜蜂蛰了，谁能偷到越多蜂蜜而又不会被蜜蜂蛰到的算赢。13）Summery.14)Homework: Listen to the tape of Lesson 8, learn to say the Rhyme.Lesson9 The pig's family
Teaching content: Kid’s English 4 Lesson 9 The pig’s family A rhyme Teaching Aims:(1)Enable students to understand and say the rhyme.(2)Enable students to study in groups and cooperate with others.Teaching Aids: The animals’ headwearing , picture and CAI.Teaching and Learning Method: TPR教学法，故事教学法，情景教学法。Teaching Procedures: 一． Greeting.T: Class begin!Good morning!Boys and girls!Ss: Good morning!Ellie!T: How are you today? Ss: I’m fine,thank you!二． Warming up.1.Let’s enjoy a song together!Do you like the song ? 2.Guessing game: T: Now let’s play a guessing game What’s this? The dog’s house.The cat’s house.The bee’s house.The pig’s house.(停顿)The pig’s house means“pigsty”
3.Follow me to read the word：“pigsty”。
4.T : A big pigsty.(指大房子，If you are the winner,you can get this big pigsty,ok? Team sun ,do you want to get it? Sun sun ,go!gogo!Team moon,do you want to get it?Moon moon ,go!gogo!)5.Practice the word(分组读；开火车的游戏)三． New lesson.1.Presentation.T:Mother pig and baby pig are talking about their pigsty, listen!(整体呈现A rhyme)2.Teacher tells the story.(I’ll tell you the story: look ,this is mother pig（头饰，学生打招呼）this is baby pig(头饰，学生打招呼）
T:on the farm, Mother pig and baby pig live in a house停顿，not too big(动作指房子)T：“oh!”(动作，猪妈妈叹气)I heard the mother sigh(小猪说，听的动作)T: How we want a big pigsty!(拿猪妈妈头饰说)2.Teacher and students retell the story together.Mother pig and(T)停顿，baby pig（Ss）
Live in a 停顿house(Ss)not too big!“oh!”(动作，T猪妈妈叹气)I heard the mother sigh(Ss小猪说，听的动作)How we want(T停顿)a big pigsty(Ss)3.Practice the difficult sentence.（1）(大小声游戏操练)I heard the mother sigh.T:Oh.Ss: I heard the mother sigh.（分组进行操练。）（2）(大小声游戏操练)How we want a big pigsty.T:Oh.Ss: I heard the mother sigh.T: How we want a big pigsty.（师生的角色对换）
四、Practice.1.Read after VCD.(T做动作)2.Read one sentence by sentence.（twice）3．Role reading.(three times)(1)T acts out the mother pig, Ss act out the baby pig.(2)Team sun : Mother Pig Team moon: Baby Pig.The change.(3)Act out the story.T: They say the rhyme, you do the action.OK?(4 Ss act out.)(4)Ss open the books, and read together.四.Consolidation Show the other animals’ headwearing and chant together.(dog, cat, bee)T: Mothe dog and Baby dog, live in a house not too big.Oh!I heard the mother sigh, how we want a big dog’s house.五．Homework.1.Listen to the tape 20 minutes.2.Say the rhyme to your father and mother.Lesson 10 Chicken farm
教学目标:1.会说hen ,cock, red hen, black cock
2.基本能用动作表演blink your eye, fly fly fly , dip your wing, sing sing sing 重点难点:区分red hen 和black cock 教具:公鸡和母鸡的图片,鸡场的背景图, Mery&Terry的图片
教学过程: 一.Warm up(热身)1.Greeting:
T: Hello boys and girls.How are you? Ss: Fine thank you.How are you? T: I’m fine ,too.Thank you.I’m so happy to see you.Let’s sing a song.2.Sing a song: To a farm(播放歌曲视频)教师带领学生边唱边做动作,加强趣味性.3.Let’s follow Mary and Terry and go to a chicken farm.Boys follow Terry.Girls follow Mary.Let’s see who can get to the chicken first.Let’s go!二.Presentation/ practice(呈现/操练)Wow there are so many chickens in the farm.1.由公鸡和母鸡的叫声引出cock&hen, 并让学生模仿一下cock 和hen的叫声.2.出示图片教授hen ,red hen, cock, black cock,并加插blink your eye, fly, dip your wing,和sing等动作.3.边读边做动作.Red hen, red hen, blink your eye.Red hen, red hen, fly, fly, fly!
Black cock, black cock, dip your wing.Black cock, black cock, sing ,sing, sing!找教案 http://www.xiexiebang.com 3.跟读并做动作:Boys:Red hen, red hen, blink your eye.Girls:blink your eye.Boys: Red hen, red hen, fly, fly, fly!Girls: fly, fly, fly!(做完一次后两组交换)
4.Game(1)Listen and hit the picture;两个学生根据教师读的单词用气锤敲打正确的图片.如:hen, red hen, cock, black cock.(2)Look and say: 快速显示hen 或cock的图片,学生看图后说出单词.(3)Passing game: 教师放音乐, 学生分组传公鸡或母鸡头饰, 边传边说red hen 或black cock.音乐停止时,戴头饰的学生起立,大家用Hello red hen!或Hi black cock!打招呼,该学生
回应按Hello 或Hi后大家发指令让该生做动作,如:Red hen, red hen, blink your eye.该生做对后可获得奖励..5.放A rhyme 的录音,师生起立边读边做动作表演歌谣 6.教学评价.三.Homework Act the rhyme for your parents after class.课后把所学的歌谣表演给父母看.板书设计:
Lesson 11 On the ranch
A rhyme
A story
A game
二、Teaching aims A.Knowledge objects 1.Be able to talk about ranch animals.2.Listen, say and do: ride a horse, milk a cow, feed a lamb, herd a sheep.3.Be able to say the rhyme and act it out.4.Can understand the sentences:
What is he / she doing ?
What’s this ? It’s a ….B.Ability objects To cultivate and improve the students’abilities of using English.三、Teaching key points and difficulties A.Key points : Be able to say the rhyme and act it out.B.Difficulties : Pay attention to the pronuncaition between “cow” and “now”, “sheep” and “deep”.四、Teaching aids
four ranch background(for teaching evaluation),pictures of ranch animals.五、Teaching procedure Step 1 Warm_up
1、Greeting
T: Good morning , boys and girls!
How are you ? S: I’m fine.Thank you.T: I’m happy today.Are you happy?（每堂课前进行对话表演，能提高学生的语言交际能力，让对话变成生活化的交流，消除学生怕开口的心理压力。）
2、Sing a song from Lesson Two : A Happy Day.（歌曲能更好地拉近教师与学生的距离，活跃了课堂的气氛。）
Step 2 Presentation and practice
1、Showing a picture that most of it was covered.（这个活动能训练孩子们的空间想象能力。）T: Look , who’s he ? S: He’s Hello.T: What is he doing ? 找教案
(让学生guess , 学生的答案May be 会出现: picking apples , dancing，jumping等旧知识，让学生尽量多说，这样教师可以顺便复习了前面已学的知识。)
2、圆慢慢扩大，图片整体呈现。T: Oh, Hello is riding a horse.(引出短语ride a horse , 教读 horse , horse.Ride a horse.)
3、T: Can you ride a horse ?
(学生边做动作，边说ride a horse.同时，教师引导学生先说I can do it.学生演完后，教师也及时表扬说：Yes , you can do it.)
4、T: Do you know where is Hello riding the horse ?(Hello和horse 慢慢消失，背景呈现，引出on the ranch.)
（教读短语on the ranch.为引出rhyme作准备。）
5、Teaching evaluation ：We can’t see the animals on the ranch.Because they are in the grass deep.(鼠标指向the grass deep , and the grass动了动，让学生感受到那些animals就藏在那。)Now , here are four groups.Each group has a ranch.Let’s have a look which group will find the most animals.(适当的课堂评价会促进学生学习的积极性。)
6、Show another picture T: Who’s he ? S: He’s Jack.T: What is he doing ?
S: He’s riding a horse.(整体呈现图片)T: Yes.Jack is on the ranch now.找教案 http://www.xiexiebang.com
He has a happy day today.Let’s have a look what’s happen.7、展示ryhme.8、Repeat the ryhme，then通过电脑展示场景教学： T: Look , what is Jack doing ? Milk a cow
feed a lamb
herd a sheep Step 3: Consolidation and extension
9、let’s chant:
Horse, horse, ride a horse.Cow, cow, milk a cow.Lamb, lamb, feed a lamb.Sheep, sheep, herd a sheep.（通过琅琅上口的歌谣，让学生带着愉悦的心情去学习知识。）
10、Freezing game(照像游戏)：教师发口令，学生模仿Jack的动作，当教师说“stop”, 所有的学生都不能再动。
（本游戏有效地操练了短语ride a horse , milk a cow , feed a lamb, herd a sheep，学生也乐在其中。）
11、Listen to the rhyme again and read after it.(适当的机械操练是必须的，可整体跟读，小组跟读，男女分开跟读等，教师应变换形式，提高学生的兴趣，使这种机械练习活动有意义。)
12、Gussing game : Showing the shadows of the animals with computer, the students guess what animal it is。T: What’s this? S1: It’s a sheep.S2: It’s a cow.S3: It’s a horse.T: You’re right.It’s a sheep.（通过观察动物的影子，猜出动物的名称，培养学生细心观察的能力并认识不同动物的特征。）
Step 4 Moral Education T: Wow , you can found so many animals.You are clever.Are they cute ? S: Yes.T: Do you love them ? S: Yes.T: Animals are our friends.We should protect animals.Step 5 Homework 1.Listen to the tape and say the rhyme.2.Tell your parents the animals you have learned.3.Draw your ranch.Lesson 12 In the pond
一、Teaching materials 《儿童英语》Unit 12 In the pond A rhyme A song A story
二、Teaching aims A： 能听懂、会说：Can the „ swim? B： 能模仿录音，有节奏地朗诵 读Rhyme。
三、Teaching key and difficult point
1、Teaching key point：
本课时重点：掌握的句型“Can the „ swim?”
2、Teaching difficult point: 本课时难点：rhyme中句子 Heads are in the water 和Tails are in the air的理解和读音。
四、Teaching aids 动物图片、小鸭子贴纸、道具池塘、10只小鸭子头饰
五、Teaching proceduce Step 1.Warm-up:
1、Greeting.T: Good morning boys and girs!How are you today? Ss: I'm fine, thank you!T: Today Hello is going to Old Macdonal's farm.Let's go with him and sing the song “Old Macdonal's farm”, OK? Ss: OK!
2、Sing the song“Old Macdonal's farm”.3、Introduce the competition.T: Look, what are these on Old Macdonal's farm? Ss: They are ducks.T: See, group
1、group
2、group 3 and group 4.Let's see which group can get more and more ducks, OK? Do you want to know what's happening on Old Macdonal's farm, let's watch!Step 2.Presentation:
1、Watch the story--引出duckling T: The baby ducks are finding their mom and dad.The baby ducks we can call duckling.（拿出一只duck的图片）Look, this is a duck.This is the head, this is the eye, this is the tail(教读几次）.The mother duck can swim, the father duck can swim, too.Can the duckling swim?（提问3 Ss）
T: 刚出生的鸭子也会游泳吗？ Let's look(板书）, here is a pond（T重复读pond几次）。Let's count how many ducklings OK? Ss: 1、2、3„„ 10.T: Yes, ten little ducklings（带读3次）.Let's see, ten little ducklings are swimming.Step 3.Practice the rhyme.1、Watch “rhyme”.a、T一边看一边引导学生做动作.(twice)
2、T say out the rhyme, Ss do the action.3、Game:木头人.T: Wow, you're great.Let's play a game, 木头人，OK? When I say the rhyme, you can move;if I stop, you can't move.Do you understand?
4、Ask some student to act out the ducklie, the whole student say out the rhyme.(T需要用语言加以引导，鼓励他们大胆开口）Step
4、Production
1、教学句型“Can the „ swim?”
A、T:(指着板书）See, there are ten little duckling in the pond, the duckling can swim,(拿出tiger）what's this? Can the tiger swim?(提问一行学生，开火车）S1: No.T: The tiger can't swim.So where we should put the tiger, in the pond or near the pond? T:(做rabbit的动作）Who am I? Ss: Rabbit.T: Can the rabbit swim?（提问几个学生）B、Dog由全班问，S2回答。
C、Monkey and pig由组与组互问互答。D、其他动物由个别学生选后问全班同学。
E、总结。T: You're excellent!The tiger can't swim.The monkey can't swim„„
2、Game:招聘救生员。
全班分为五个小组，小组长是招聘人员。如果回答正确招聘人员的问题，例如“Can you swim?”，组员就可以得到得到一张救生员证，成为救生员。
3、Pair work:四人小组对话并贴动物。
四人小组互相对话，运用句型“Can the...swim?”，贴动物，会游泳的动物贴在池塘里，不会的贴在池塘旁边。
4、展示结果。
Ss: The duckling can swim, the pig can swim,„„ Step 5.Summary.T: You're great, let's sing a song, OK? One little, two little, three little ducklings,„„ten little ducklings swim.OK? T: You're smart.Let's see which group will be the winner.Congratulations!Step 6.Homework.1、听rhyme录音5次，边听边做动作。
第二篇：二年级英语教案(完整)
Lesson one On the bus
目标：Able to show politeness and care．
语言输入：Bus
take rny seat
come here!
Merry Town 所用教具：挂图 录音机 音乐录音带 布娃娃 教学建议：
1．歌谣
这首歌谣描述一群小兔子乘车到快乐城，并邀请小棕兔一起坐车。本歌谣突出“0n the bus’的主题，语言简单，所有语言都属于输入范围。教师可以先让学生看插图，看他们是否明白图意。然后指着图，用“This is„”句型来让学生明白“bus”、“Rabbit Brown”等单词的意思；用动作和手势来表示“come here”、“get on the bus”、“take a seat”。在学生会读这些词和短语后，教师才播放录音。在学生听几遍后，让学生边听边跟着录音朗读整首歌谣，或让他们一句一句跟着录音朗读。教师要着重指导学生注意朗读的节奏。在朗读过程中让学生特别注意用轻快的语调，以体会兔子们的快活。在全体学生都能熟练朗读后，教师可以让学生分组朗读，然后请一些学生在班上表演。等大家熟悉歌谣后，教师可以采取小组朗读的方式，进行比赛。
本歌谣押[ ]韵，教师要指导学生读好“town”、“Brown”和“around”等单词。同时，要引导学生发好歌谣中出现的其他元音，如[ ]和[ ]等，也就是说，注意读好“come”、“bus”、“happy”等单词。
2．歌曲
这是一首情景对话歌。它描述了在公共汽车上因人多，孩子们相互让座的情景。目的是让学生学会如何请别人坐，如何道谢的道德行为。歌曲的语言简单，是课文的主体语言，如：“come here.” “Take my seat.”歌曲旋律轻快，起伏不大，容易上口。教师教唱这首歌时最好挂出歌曲挂图，配上动作，使学生更容易理解歌词和意境。这首歌的歌词包含了丰富的德育内容，教师要利用这一机会培养学生尊老爱幼，互相帮助的意识。学生学会唱挚首歌后，将他们分成四人一个小组边唱边演，最后评出表现最佳的小组。
3．故事
这个故事是说Hello与小朋友们乘车去春游的事情。清晨，Hello和Mary来到学校门口乘车。车上的位置都坐满了。老师给两个小朋友让座，Kay，Jack和Terry也请他们和自己一起坐。Mary高兴地与Kay坐在一起，Hello却手抓拉环，脚钩拉环，吊在车顶上，并说这就是他的座位。这课的重点是关心他人，主要语言输入是让座。在讲述这个故事之前，教师应该先让学生回顾第二册的故事内容，然后问学生Hello要与其他小朋友乘车去春游，如果车上的位置都坐满了，你会怎么办，以导人关心他人的丰题，同时通过肢体语言来解释“take my seat”和“sit with me的意思。然后播放录音或VCD，边播放边配以肢体语言，帮助学生理解。听完故事后，教师可以问学生Hell,这样坐安不安全，我们应该怎样请Hello下来，以暗示学生运用目标语言做出让座擞请。最后，老师可以再次播放录音或VCD，找几个小朋友分别扮演故事里的角色，边听录音，边表演。
4．活动
这项活动是让学生进行角色表演，在表演中学会给老人、小孩和抱小娃娃的母亲让座。其目的是让学生使用“Take my seat, Please.” “Sit here ,please.”进行让座与应答。首先让学生自己选择自己喜爱表演的角色，采用自由组合的方式相互让座，然后父换角色，扮演不同的人物。教师应要求学生一定要用所学的句于来完成对话。最后表演在歌声中结束。教师还可以组织小组进行表演竞赛，看谁说得好、唱得好或表演得好，可以让学生进行互相评价。
5．游戏
这个游戏是根据大家熟悉的听音乐抢凳子游戏改编的。主要练习的内容是：“come here．”“sit with me．”其余的语言教师可根据实际灵活使用，如：“Ready？ go” “ sorry，You are out．”
教学反思：参加游戏的人数可根据实际调整，如果课室的空间比较小，则建议用3张凳子，7位学生参加游戏。为了增加游戏的趣味性和增加热闹的气氛，可以考虑分组比赛的形式，每次一组各派出一名代表参加，看谁的反应快，反应准，坚持到最后的胜利者为该组争得分数。
Lesson Two A running house!目标：Able to describe bus—riding and show excitement.语言输入：slow fast light down boat drive row 所用教具：挂图录音机附页插图彩色画笔 教学建议：
1．歌谣
这首歌谣描述小鸭子的帆船在河上欢快地行驶，时快时慢。本歌谣与单元主题“A running house”相关。单元主题中的“running house”指的是飞跑的汽车，歌谣的“sailing boat”则是指乘风破浪的帆船。歌谣语言简单，所有语言都属于输入范围。教师可以先引导学生看图，弄清楚Duckie在干什么。利用图片让学生明白“Duckie”“boat”、“river”和“sea”等词的意思。用手势表示“fast”“slow”和“down the river，down fhe sea”。教师朗读歌谣或播放歌谣录音的时候，要指导学生留意朗读的节奏，让学生边听边用手打拍子。听了几遍后，让学生一句一句朗读，然后进行连贯朗读。等大家熟悉歌谣后，教师可以采取小组集体朗读的方式，让各个小组轮流朗读，进行比赛。在全体学生都能熟练朗读后，可以让几个学生在班上指着图画表演：
本歌谣押[ ]韵和[ ]韵，教师要指导学生读好“boat”“slow”、“sea”和“be”等词。
2．歌曲
这是一首游戏歌。它讲述了汽车跑得快，船走得慢。目的是让学生在动作、歌曲中学会描述性句子。歌词属于本课输入语言，但在发音上可能会让学生感觉到有点困难，如：“drive”、“row”“run”、“fast”、“slow”，但它们在歌中不断重复，而且学生可以边唱边做，配合歌曲旋律节奏，也是很容易上口的。第一次播放歌曲录音的时候，教师可以同时拍手打节奏，让学生感受轻快的旋律和鲜明的节奏；第二次播放时，就要配上开车、划船、跑步的动作，并且要时快时慢，激起学生的热情，一旦他们学会唱这首歌，就能主动参与唱歌活动。最后，让学生排成四排，集体演唱，气氛会非常的活跃，学生也会更积极投入。在以后的课堂教学中还可以用这首歌调节课堂气氛。
3．故事
这个故事描述Hello与小朋友们在车上的经历。Mr Park让Hello坐在司机身旁，帮他扣上安全带。汽车在公路上飞驰，Hello很兴奋，说这是一座会跑的房子。Miss Lee告诉他这是汽车，但Hello仍坚持他的意见，引得大家都笑了起来。汽车遇到红灯，停了下来。司机告诉Hello遇到红灯要停车。绿灯亮了，汽车又开动了。Mr Park告诉Hello绿灯是通行的信号。Hello很高兴，说原来大家都喜欢绿色。这课的重点是交通安全，主要语言输入是关于交通信号。教师在讲述故事前，可以先问学生乘车时如果坐在前排，应该注意什么，以引入扣安全带的情节。然后问学生在过马路时应该注意什么，以激活红绿灯的背景知识。在播放录音或VCD时，教师可以表演故事情节，帮助学生理解故事内容。播放结束后，教师可以采用提问 的方式，摸查学生是否理解“a running house”、“stop”、“red light”、“green light”的意思。教师还可以问学生为什么Hell0会说“We all like green”?以帮助学生回忆Hello喜欢绿色的特点。最后，教师可以再次播放录音或VCD，找几个小朋友分别扮演故事里的角色，边听录音，边表演。
4．活动
这项活动是让学生根据不同颜色的交通灯所表达的意思，进行TPR活动，从而让学生加强交通安全意识。其目的是让学生使用“look!It’s a red light．”“Red light now．Stop!”“Look!It’s a green light.” “Green light，now．Go!”进行交际。活动开始的时候，教师先让学生举起交通的图片，自己带学生边说边做相应的动作，然后换过来由教师举交通灯图片，由学生边说边做相应的动作，最后，由学生采用同桌或者前后座位互相问答的方式进行交际性的TPR活动。教师应要求学生用所学的句子完成交际。最后，教师还可以抽查几个组看是否已经理解和运用正确。
5．游戏
选出一个学生扮演交通警察，站在比赛场地的中间，手中分别举着表示红灯和绿灯的圆形牌子。另外选出两名参加听口令比赛的学生站在起跑线上，背对着举牌子的学生，他们对面较远处有表示终点的牌子。
游戏开始，扮演交通警察的学生向坐在下面的学生举起绿色的牌子，大家提示参赛的学生说：“Green light，go．”这时，参赛的学生向终点走去。当扮演交通警察的学生举起红牌子时，大家说：“ Red light，stop．”参赛的学生就不能走。最后，没有违反游戏规则，准确作出反应，最快走到终点的学生为胜利者。
教学反思：有时候，听完一些英语课，觉得课堂的确“ 热闹”，气氛活跃，游戏接二连三，但仔细一琢磨，这些游戏多是多，但是只是充斥数量，而无质量，究竟这些游戏起了什么作用呢？不得而知。反而弄得一些学生一头雾水，只知道游戏很好玩，很搞笑。还有的英语课堂中，每天使用的都是那些老游戏，老调重弹。例如，那些看图片猜单词，看口型猜单词，大声和小声等游戏。学生久而久之，对这些游戏失去了兴趣，这些游戏也调动不了任何积极性，学生已熟悉其模式、玩法等，每次也都能拿名次，游戏已没有任何挑战性。因此，我们应设计些形式新颖，学生感兴趣的游戏，应让游戏多变，随教学内容和教学方法而变。游戏活动不可滥，要精，要有的放矢。
Lesson Three To the zoo
目标：Able to give explanation of a place or things． 语言输入：zoo animal tiger lion hippo deer 所用教具：挂图 录音机 动物图片 动物头饰 教学建议：
1．歌谣
这首歌谣的目的主要是为了帮助学生熟悉动物园里动物的名 称。这里提供的动物名称近十种，不一定要求学生全部记住。教 师可以先让学生看课文插图，分别学会或复习“tiger”、“lion”、“happy”、“wolf'’、“monkey”、“rabbit、“deer”、“fox”等动物的名称，然后引导学生看图找出动物们在干什么。教师可以用动作引出“dump'’，“jump”，“bite'’和 3 “fight”的意思。教师在朗读或播放歌谣录音的时候，提醒学生边听边用手打拍子，掌握歌谣的
韵律。在播放一两次录音后，可以让学生一句一句地朗读，或做连贯朗读。熟练后，可让全班学生分组朗读。另外还可以让学生分别选一个动物的名称代表自己，并做一个动作(教师要对学过的动词心中有数，并帮助学生复习)，如：“p1ay”、“eat”、“sing”、“count”、“jump”、“swim”、“fly”、“run”、“bump'’、“bite'’、“fight”等，并辟出教室的一角做个动物园，让这些学生站在里面。其他学生则一齐念小诗，念到某种动物的名字时，代表这种动物的学生站起来，向大家挥手致意。
本歌谣押[ ]韵和[ai]韵，教师要指导学生读好“bump”、“jump”和“bite”、“fight”等词。
2．歌曲
这是一首描述动物园里的动物声音和行为特征的歌曲。目的是教会学生相关的动物名词和动作动词。歌曲诙谐有趣，旋律简单。动词“roar”，“bite”和“jmnp”虽然较难发音，但歌中重复率高，配上歌曲旋律和动作，也会让学生乐此不疲。进行教唱前，教师可以通过图片教学生学习“tiger”、“lion”等，并用提问方式启发学生模仿出老虎、狮子和猴子的叫声后，再教给学生英语的这些叫声是如何发的。这种启发对比式的教学，学生会学得快，记得牢。接着教师可以开始放录音，边教唱，边配上动作。学生学会后，可以让他们4人一组进行表演。
3．故事
这个故事讲述大家向Hello描述动物园的情况。Mr Park告诉Hello。他们去动物园，Miss Lee告诉他动物园就是动物的家。Hello不懂动物是什么，Mary又告诉他猫和狗是动物。Hello以为动物都很小，所以动物园定很小。Kay告诉他有些动物是很大的。说着话，汽车已经来到动物园。动物园的大门是一只猴子的嘴巴，Mr Park说这就是动物园，Hello大吃一惊，原来动物园这么大。这课的重点是通过举例帮助他人了解情况。主要语言输入是提问和回答。教师在讲述故事前，可先问学生Hello他们要去哪里玩，以导人动物园的主题，并复习“cat”、“dog”、“house“、“animal”等单词。播放录音或VCD时，教师可以用肢体语言和表情帮助学生理解故事内容和疑问、吃惊的情节。播放后，教师可以问学生Miss Lee，Mary和Kav是怎样帮助Hello理解“zoo”和“animal”这两个单词的，以引导学生掌握运用背景和已有知识学习新知识的学习策略。最后，教师可以再次播放录音或VCD，找几个小朋友分别扮演故事里的角色，边听录音，边表演。
4．活动
这项活动是让学生通过观察动物不同的家，提高学习的兴趣，复习所学过动物的名称。其目的是让学生使用“what is it?”和“The cat’s house．”进行问答。活动可以采用同桌相互交际或者自由组合进行对练的方式。教师应要求学生一定要用所学的句子完成提问与应答。最后，教师还可以抽查一两个学生与老师进行交际，或相互进行对话，并进行同伴或师生之间的评价。
5．游戏
游戏的目的是利用搭乘汽车的情景练习:“Where' re you going，Little Mouse?”“To the zoo．”操作说明：一个学生扮演司机，边模仿开车的动作，边走向其他学生。其他学生头上分别戴着老鼠、猴子、猫、狗、猪、鸭子的头饰。开车的学生对着一个带着老鼠头饰的学生说：“where're you going，Litlle Mouse?”该学生说：“To the zoo．”开车的学生对他说：“Come on，please．．”戴着老鼠头饰的学生搭着开车学生的肩膀，好像开着车一样继续行走，边走边说：“We're going to the zoo．”如此类推，加入新的学生，队伍越来越长，可有四个或以上的学生搭着肩膀，一起边走边说：“we’re going to the zoo．”
教学反思：在游戏中学习英语，其乐无穷，虽然现在我们进行游戏的种类不是太多，也不够全面，但只要我们不断探索和努力，注重培养学生的参与意识，激发学生的学习兴趣，最大限度地发挥学习的主观能动作用，就一定会促进课堂教学效率的提高，突出英语教学的特色。
Lesson Four A big cat!
目标：Able to describe tiger and lion and make simple comparision 语言输入：mouth teeth big sharp happy sad
所用教具：挂图录音机附页图画动物头饰 教学建议：
1．歌谣
这首歌谣描述小老鼠和大老虎对话的情景，突出本单元“A big cat!”的主题。小老鼠以为大老虎是只大猫，向前讨好似的与它搭讪，大老虎认为老鼠将自己看成是只猫，很不高兴，让小老鼠走开，并声明白己是老虎而不是猫。歌谣语言简单，全部都属于输入范围。教师可以在朗读歌谣或播放歌谣录音之前，用教鞭指着挂图上的老鼠和老虎，让学生辨认“rat”和“tiger”，并让学生比较老鼠和大老虎的异同，如大小、外形、颜色等。播放几次录音后，领学生一句一句地朗读，然后连贯朗读。等大家熟悉歌谣后，教师可以采取小组集体朗读的方式，让两组学生分角色朗读，进行比赛。然后让学生两人一组表演对话，再找几对学生在全班表演，边朗读边做动作，加深学生对歌谣内容的理解。
本歌谣押[ ]韵，教师要指导学生读好“cat”、“sad”、“rat”和“happy”等词。
2．歌曲
这是一首容易引发学生观察和思考的歌曲。目的是为故事教学做铺垫。歌曲的语言风趣、自然，也容易唱。其中的“sharp”、“teeth”还是课文的重点语言。“why is your mouth so big?”“why are your teeth so sharp?”则是新的句型，教师可以通过特定情景和问话帮助学生理解。播放录音前，教师可以领学生朗读几遍，注意学生的发音。歌曲的旋律是电影《卖花姑娘》的插曲，学生可能比较熟悉。3／4拍的节奏与孩子自问自答的意境相符。教师可以多次播放歌曲录音，直到学生能唱后，挑选一些小组代表表演，全班评判谁演唱得最好。
3．故事
这个故事描述小朋友们参观动物园的情景。他们首先看到一只大老虎，张开嘴巴打哈欠，露出尖利的牙齿，Hello还以为这是一只猫，Terry告诉他这是一只老虎。接着，他们听到隔壁的狮子在吼叫，Kay告诉Hello这也是一只大猫，但Hello觉得这不是老虎。Terry告诉他这是狮子。这课的重点是描述动物，主要语言输人是动物名称以及描述嘴巴与牙齿的形容词。教师在讲故事前，可以先帮学生复习“cat”、“mouth”和“teeth”这些单词，然后用图画或肢体语言来解释“tiger”、“lion”、“big'’、“sharp”这四个单词的意思。在播放录音或VCD时，教师可以用挂图或
肢体语言来诠释故事内容。播放后，教师利用挂图让学生再次学习“tiger”、“lion”、“big”、“sharp”这四个单词，并描述老虎与狮子的嘴巴与牙齿。教师还可以利用这个机会帮助学生复习“What’s this?”“What’s that?”“This is„”和“That is„”这些问句与句型。最后，教师可以再次播放录音或VCD，找几个小朋友分别扮演故事里的角色，边听录音，边表演。
4．活动
这项活动是让学生在玩拼图游戏的过程中学会询问和应答。其目的是让学生使用“Where is„”“Its．．．is„”进行问答和交际。活动可以先采用同桌相互竞赛的方式，看谁先把图画拼出来。作为拓展玩法，可以把前后左右座位四个人的拼图合起来玩，难度就会 大一点，好玩些。教师应要求学生一定要用所学的句子完成问答。最后，教师还可以抽查一两个学生，让他们用感叹句描述图画，培养学生的观察力和欣赏力。
5．游戏
这是个借助小孩子熟悉又喜欢的“石头、剪刀、布”输赢开展的游戏。游戏操作简单，为了增加气氛，可以将为“lion”和“tiger”两组比赛，主要练习本课新学习的动和“big、“small”等词。比赛的两个学生边猜拳边说：tiger，I am big”或“Lion，lion，I am big.”赢得多的那组方。如果最后胜方为tiger组，全组同学说：“Yeah，the tiger is big．”教师还可以用学过的词，按上述句型，编新的句子边玩边念。
驰有度”非常重要。教学不可以过度“担忧”和“放任”，把握课堂教学的尺度，让每个学生都参与到课堂教学中，让课堂活而不乱，有的放矢。
Lesson Five He has a long nose！
教学目标 1.new words about our body: ear nose teeth leg
2.new adjective words:big long sharp strong 教学重点1．Able to sing the song:A big animal
2.Able to describe elephant using the new words.教学难点：Able to describe elephant using the new words.教具：教学光盘及自己制作的教学课件
教学过程：
（一）热身活动/复习（Warm up/Revision）
1.Sing the song “The animals in the zoo”
2.Watch the the story of lesson 3.Ss should read after it.T guide the Ss do the body languages of big and small.（二）引入新课（Presentation）
1.Present the picture of elephant step by step.T: What is it? Ss: A nose.A leg/ A mouth/ An eye… Oh, it's an elephant.The elephant is big.Present the picture of hippo step by step.(The same way as above.)
T: Look at them.Elephant’s nose is long.Hippo’s nose is short.(Ss read after the T)2.Practise big and samll, long and short.3.Hello doesn’t know the difference between the elephant and the hippo.Now let’s watch the video.Ss listen to the video for the first time.The second time they read after it..1.Hello went to the zoo with his friends.But can guess what’s in the zoo? Ss:…
The pictures of the animals can be half seen.(hippo, bear, rabbit, deer, fox, wolf, tiger and lion)
4.Ss read the words.(one by one, row by row, loud voice and low voice ect.to practise)
5.Listen to the rhyme and the T does the actions to help them understand the meaning of bump and fight.（三）语音练习（Practice）教学反思：通过几次教学发现让英语游戏有效地在课堂上进行，教学的“张1.T gives the pictures to the Ss the elephant and the hippo.T describes first.Then let the Ss describes them in their group.2.T points to the elephant.Big ears and long nose.Wow it’s a big animal.Ss listen to song.T uses the body langugages to help them understand.3.Ss sing it and do the action.4.Match between groups.（四）巩固及延伸（Consolidation and extension）
1.T gives the other animals’s pictures for the Ss to decribe.(rabbit, deer, fox, wolf, pig ect.)T: Wow, the zoo is very fun.The other animals want to go there, too.They are little mouse, cat, dog, duck, pig and so on.T to be the bus driver.Where are you going, little mouse? S1: To the zoo.T and S1 : We are going to the zoo.…
2.Group work.(4 groups)
3.Sing the song “ The animals in the zoo”
4.Rhyme.作业：Listen to the tape twice and repeat the text.板书设计
Lesson 5 He has a long nose!
ears nose teeth leg big long sharp strong 1 2 3 4 ★
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教学反思：本节课的重点是几个关于身体的单词及几个形容词，通过游戏、不同单词搭配不同动作等不同方式让学生熟记单词，学习目标基本完成，老师可适当多教学生读rhyme 及 song部分，尽量做到学生会读又会唱。
Lesson Six What a long neck!教学目标：1.Able to read the new words：giraffe neck leaves.2.Able to distinguish the differences between “neck” and “leg”.3.Able to say：giraffe giraffe,long long legs.giraffe giraffe, long long neck.教学重点：1.Able to distinguish the differences between “neck” and “leg”.2.Able to say：giraffe giraffe,long long legs.giraffe giraffe, long long neck.教学难点：Able to say：giraffe giraffe,long long legs.giraffe giraffe, long long neck.教具：教学光盘及自己制作的教学课件 教学过程：
（一）热身活动/复习（Warm up/Revision）
1.Sing the song “A big animal”
2.Watch the the story of lesson 5.（二）引入新课（Presentation）
1.Present the picture of giraffe step by step.T: What is it? Ss: A nose.A leg/ A mouth/ An eye… Oh, it's a giraffe.The giraffe is tall.2.Ss describe the giraffe.Its legs are long...T teaches them the word neck.Ss practice the words neck and giraffe.3.Ss listen to the song “ My giraffe ”.They sing after the tape sentence by sentence.4.T gives the picture of giraffe to the Ss.They describe the picture.Then T: Its legs are long.Its neck is long, too.Look!
5.Ss listen the the rhyme.The second time they read after it sentence by sentence.6.Ss read the sentence.(one by one, row by row, loud voice and low voice ect.to practise)
（三）语音练习（Practice）
1.Group work.Ss sing the song with actions.2.Some of them come out to present.3.Ss open the book P35.They colour the animals.4.T makes a model for them first.“ Look at my elephant.Its nose is blue.Look at my monkey.Its eyes are green.5.Group work.Then the T ask some of them to present.（四）巩固及延伸（Consolidation and extension）
1.Ss listen to the story.T uses the body languages to make them understand.2.Sing the song “ My giraffe”.3.Ss colour the animals in P35.4.T makes a model.5.Group work to introduce their animals.6.Ss present.7.Sing the song “ My giraffe”
8.Rhyme.作业：Listen to the tape and learn to sing the song.板书设计：Lesson 6 What a long neck!giraffe giraffe, long long legs.长颈鹿，长长腿
giraffe giraffe, long long neck.长颈鹿，长脖子 1 ★
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教学反思：本节课的重难点giraffe giraffe,long long legs.Giraffe giraffe,long long neck.学生掌握的都不错，只是学生对字母“l”及“n”的发音仍然存在小错误，部分学生不能正确的发音。今后将加强学生对字母及单词的发音。
Lesson 7 An animal show Teaching Aims: 1.Can use the sentences like “Hippos are singing.” for simple description.2.Can say and act the rhyme “An animal show ”.Important points: 1.To show their talent 2.Description Difficult point: Can say and act the rhyme Teaching Tools: Word cards and pictures, teaching cards, headdresses, PowerPoint Teaching Method: Communicative Approach Teaching Procedure: Step1.sing a song: “The animals in the zoo”(CAI)Step 2.Warming-up and Revision a.listen and do :Singing ,dancing , drawing, running , reading , jumping „„(T: sing Ss: Do the action)b.Look and say.(CAI: show the picture Ss: singing)Step 3.Presentation A.T: It’s a fine day today.let’s go to the zoo , OK? Look , here comes the bus.Let’s get on the bus and take a seat.T: Look!Here’s the zoo.Let’s get into it and have a look.B.Look!They are having an animal show: see the story.(CAI)T: What a naughty monkey!How funny!Teach “fun”.C.What is it? a.Quick look(hippo)T: What is it ?(It is a hippo.)T: Yes.Great , who want to be a hippo?(have 2 students act like hippos)(1 hippo ,2 hippos)
T: Hippos are singing.(The 2 hippos do the action of singing)practice : first follow the teacher the read the sentence, then give the microphone to the students to act and say the sentences.b.look and guess(panda)
Teacher show the picture of the panda with asking “what is it?”(it is a panda)T: Who want to be a panda?(Have 2 students act like pandas)(1panda,2 pandas)T: Pandas are dancing.(the 2 pandas dance)practice: put the garland on the kids’ head to make them dance and say the sentence “pandas are dancing”
c.watch and guess(monkey)ask 2 student to act like monkeys ,and the others guess what it is.Ss: monkeys.(1 monkey, 2 monkeys)Monkeys are counting.The 2 monkeys count from 1 to 10 Practice: group 1,2 say “monkeys are counting” group3,4 “ count from 1 to 10”.d.listen and guess(shouting)Show the voice of shouting on the computer, and then make the students guess.Shouting(low and high voice)T: You are shouting.Ss : You are shouting.T: I’m not shouting.All kids are shouting.Practice(say the sentence one by one)Step 4.Practice A.Passing the voice :choose 2 groups of students to pass the voice of the sentences one by one , then the last student say the sentence loudly such as “hippos are singing.” Step 5.rhyme Let’s learn the rhyme “An animal show”(CAI)a.listen to the rhyme and try to follow it.b.Tty to act the rhyme with action.Step 6.consolidation Watch more animals and then learn to describe the picture like this: Elephants are dancing.Birds are flying.Cats are playing.Dogs are running.Ducks are drawing.Fishes are swimming.Bees are singing.Step 7.Talent show(group work: to make a new rhyme)Elephants are treading.hong!hong!hong!Dogs are barking.Wow!Wow!Wow!Cats are playing.Mew!Mew!Mew!Ducks are swimming.Quack!Quack!Quack!这作为一个例子，让学生读一读。Step8.Homework: Act the rhyme on page 37.Make a new rhyme.教学反思：
本节课内容较多，每个环节的教学都必须紧凑，这节课的语言在生活中也 会经常用到，所以，在日常生活中也应多提醒学生运用本节课语言。
Lesson 8 What do they eat?
Teaching Aims:Able to explain what animals eat.Important points: 1.To show their talent 2.Description Difficult point: Can say and act the rhyme Teaching Tools: Pictures, computer, headdresses.Teaching Procedure: A.Warm-up a.Greeting.T: Good morning, boys and girls.I’m Hello.How are you? S:Good morning, Hello.I’m fine, thank you.T: The animals are lovely, let’s go to the zoo, OK? S: OK.T: Sing the songand do the action.b.Play a game: Flashing cards game.(复习动物单词：tiger, cat, panda, monkey, elephant...)T: What animal? S: Tiger.T: Act like a tiger.S: Tiger, tiger, I am a tiger.The students do the action.B.Presentation a.T: I am hungry now.Ding ding dong, ding ding dong, time for lunch.(Watch a story twice)b.T: The monkey likes bananas, but what do the tigers like? Let’s watch the rhyme.c.Teach the sentence: Chicken, beef and other meat.d.Play a passing game.When the music stop, the students ask: “Tiger, tiger, what do you eat?” One student puts on the headdress and answers: “Chicken, beef and other meat.”
e.Teach the sentence: Apples,pears and bamboo leaves.f.Passing game.Ss: “Panpa, panpa, what do you eat? ”S1: “Apples, pears and bamboo leaves.”
g.The whole class read the rhyme after teacher.h.Group 1 act the tiger, Group2 act panda.i.Group work.Act the rhyme in groups.j.Check.C.Extension a.Play a game: Act an animal, then ask and answer.Ss: Monkey, monkey,what do you eat? S1: Bananas, bananas!b.Make a new rhyme like this: Lion, lion, what do you eat? Chicken, chicken.Elephant, elephant, what do you eat? Leaves, leaves.D.Homework a.Act the rhyme with your partner after class.b.Make a new rhyme.教学反思：
本节课的内容较为简单，并且内容较有趣，教师应多设计与课文中相类似的情景，让同学们在情景中学习，这样学生就能在轻松愉快的环境中理解和学习课文中的内容。
Lesson Nine On the boat 目标；Able to show one’s feeling and give instruction on safety.语言输入：hill come back boat 所用教具：挂图 录音机 教学过程： 1.歌谣
歌谣的大意是小魔船像架飞机，飞越河流和湖泊，一群孩子翻山越岭，在奔跑，追着小魔船。歌谣主要暗扣“On the boat”这个主题。歌谣语言简单，全部属于本课语言输入范围。教师先指导学生看懂插图，看他们能否认出Hello的小魔船。指着插图的小魔船问学生：“What is it?”让学生回答：“Magic boat.”学生在第一册中已学过“magic chair”。教师朗读歌谣或播放歌谣录音的时候，让学生边听边用手打拍子。听了几遍后，让学生一句一句朗读，然后进行连贯朗读。等大家熟悉歌谣后，教师进行小组朗读比赛，看哪一组读得整齐、准确，节奏最好。
本歌谣主要押「i」韵和「 」韵，这里教师要着重指导学生读好“hill”、“will”和“low”、“boat”等词。2.歌曲
这是一首以动作为主的游戏歌。这首歌描述了一群孩子划船到公园时的情景。目的是让学生学会如何邀请别人加入活动，如何提出请求。教唱歌曲前让学生看图猜一猜歌曲大意是什么，然后重点朗读一下几个难句，如：“Come and join me on the boat.”“Could you wait for me?” 学生上口后分成3人一组演唱歌曲，或排成行做划船的动作演唱，并用真实名字替换 “Mary”和“Terry”。3.故事
这个故事主要描述孩子们乘船去游乐园的情形。他们在老师的带领下来到湖边，登上游艇。游艇开得很慢，Jack让Hello使游艇开快一些。Hello马上跳到水里，拖起游艇在湖面上飞跑，两个老师急得喊他快上来。这课的重点是交通工具的对比，主要语言输入是交通工具名称以及表示速度的形容词。教师在讲故事前先帮学生复习“bus”、“boat”、“fast”和“slow”等单词，然后解释“come back”的意思。在播放录音或VCD时，教师用挂图和肢体语言描述故事内容。播放后教师通过发口令让学生复习各种动作单词，并用挂图让学生复习“bus”和“boat”。教学反思：
本节课的教学词组为主，相邻的词组间关联性不大，教学难度大，学生接受难度较大，老师上课时应注意节奏。
Lesson 10 On the train
教学内容： Kid’s English Book3 Lesson 10 On the train 教学目标： 理解A Rhyme的内容，能初步听说并表演。
教学重、难点： click-clack、train、track等的正确发音
教学过程：
Step 1：Warm up.1.Free talk.⑴T: Good morning, boys and girls.How are you? Ss: I am fine, thank you.And you? T: I am fine, too.Thank you.Nice to meet you.Ss: Nice to meet you,too.问候个别学生（2个学生）T: Hello!What’s your name? S1: My name’s … T: How old are you? S1: I am…
T: Nice to meet you.Ss: Nice to meet you, too.(Shake hands)
T: Look，The weather is so good.It’s sunny.（将“太阳贴在标题旁边”）简单的带读sunny。T: Let’s do some morning exercises.OK?
（演唱颜色的歌曲.复习颜色.）
2.Revision.⑵(听声音，引出交通工具：汽车。)
A:T: Now, Let’s play a guessing game.There is a kind of transport.Listen carefully!And them tell me what it is.Ok?(屏幕上传来汽 车喇叭的声音)，问学生what is that? What colour is it? 学生回答后,教学The car is yellow.Beep, beep, beep.(升降掉各教学一次)，全班到小组机械练习。
T：The car is going to start.Let’s go now.学生基本掌握后,和学生一起开汽车(画面在路上，随指示路标前进，改变方向), 开车的时候，模仿汽车的声音，增加趣味性。
T:Hello is also going out very early.Let’s see where did he go? And how did he go there? 观看story，第一次看完后，T: They are going to the Kid’s Park.(简单教学并将图片贴在黑板上。)How did he go there? Ss:火车。
教学train，教学标题。
T: Is the train fast? 加动作解释
Ss:Yes.看第二遍提出下面的问题
T: Do you want to go to the Kid’s Park?
Ss:Yes.B:Here comes the train.T: What colour do you like?
Ss: I like…(复习句子What colour do you like? I like…)
T: The train is„
给火车涂上学生喜欢的颜色。逐渐扩展到两种颜色的描述。
例如： The train is blue and black.（为后面的替换练习做铺垫。）Step 2：Presentation.T: The train starts.播放火车开动的画面。Now，let’s be a little train.教学click-clack 全班跟老师做火车开动的动作，然后分小组完成。完成后，出示gif（火车慢慢开动），全班根据火车开动的速度，练习click-clack的发音。
⑴全班练习，小组练习。
⑵练习快慢click-clack，然后全班根据火车开动的速度，练习click-clack的发音。分成两大组，绕着自己的小组实践练习click-clack。
⑶结合句子Click-clack，the train is blue and black.全班演练该句子。T: You did a good job, so you can have your own track.Look, this is the track.（这时将火车轨贴在黑板上）One track, two tracks。Now, your own train is going to be on the track.出示火车，示范和教学on the track, on the track, the train is on the track on the track, on the track, the train is on the track…先总体朗读一次，然后教学该句子，教学动作
(渗透track这个单词，将火车贴在轨道上)
T: Now, here we go.Let’s get on the train.Are you ready? Ss:Yes.T: Let’s go.Step 3：Practice.听、说、读、演rhyme：
听：动画播放第一遍仅仅是听，感受原音，第二遍听时可以轻声跟着读。说：接着，全班小朋友跟老师做动作，尝试把整首rhyme 说出来。读：为了强化，读分为全班齐读、分角色读。⑴全班听2次。⑵老师带读1次。⑶跟录音机读一次。⑷分角色朗读。⑸学生自由朗读。⑹小组表演。⑺Make a train.（每组挑一个同学示范，然后该同学戴上火车头饰，不断邀请同学门加入火车队拨伍，组成一辆火车。）
⑻套用歌曲:开火车,演唱rhyme（哼一次，唱两次）演：全班的同学一起绕自己的小组演唱歌谣。
T：Now, there is another train with different colours.The train is green and yellow.全班替换演唱歌曲。Step 4：Emotion
Sing a song：come and take my seat.交通工具是现代的生活中不可缺少的一个部分，陆地上的汽车，海洋里的轮船，天空中的飞机等等。公共汽车是我们经常搭乘的交通工具，乘坐交通公共汽车的时候，如果遇到下面的情况，你会怎么做呢？
（人们搭乘汽车的场景，老爷爷上公共汽车，没有座位。）教学反思：
本节课的内容较为简单有趣，每个环节都尽量以游戏的方式进行，所以这节课尽量让学生体会在玩中学的快乐。
Lesson Eleven 目标：
1、单词clock.2、通过事物时钟来认识时间。
3、学习歌曲。
4、会经过图意来讲A story中的故事内容。重、难点：
1、对单词clock的认识和掌握。
2、会读并会用肢体语言来表达A rhyme中的内容。
3、教具、录音机、动物头饰等。教学过程：
1、出示clock的事物，教学单词clock。
2、教学A rhyme中的内容。
3、听录音，跟读A rhyme中的内容。
4、放录音，学唱A rhyme中的句型。
5、让学生看图说出A rhyme中的内容，并根据图画说出故事内容。
6、让学生看图说出A task和A game中内容，并学习重要的句子。教学反思：
在本节课中，教学内容相对较少，但A game中的游戏较难掌握，教师须对学生进行较多的指导。
Lesson Twelve 教学目标：
1、单词seesaw ,swing, slide.2、high/low, up/down
3、会经过图意来讲A story中的故事内容。
重、难点：对单词seesaw ,swing, slide的学习和掌握。教学过程：
一、Warm-up
1、Free talk
2、复习前面学过的单词。
3、Sing a Song.二、Presentation.1、出示图片教学单词seesaw。
2、对单词swing, slide的教法例同。
3、教学整首歌谣，并让生听音跟读。
4、利用录音机教学歌谣，在学习歌谣的同时，让学生复习单词seesaw ,swing, slide。
5、让学生看图复述A story中的内容，再教学A story。
6、A task，A game中的游戏。
7、小结，作业。教学反思：
本节课教学内容较为简单，但学生对本节课所要学习的句子较难掌握，在以后的教学中情景，教师需多注意，让生多运用这几个句子。
第三篇：二年级英语教案
Lesson54
吕云
教学内容：FunTime
教学目标：能听，说，会读句子：No pain,no gain。能整体感知课文大意，并简单表述。培养学生热爱劳动的精神，反对不劳而获。
教学重点：No pain,no gain.教学难点：用自己的话复述全文。
教学时间：4月29日
教学过程：
（一）Warm-up
复习本单元单词及一些关于季节的句子。
（二）FunTime
1看图，整体感知课文。
请同学说说你看到了什么？（小鼹鼠和小猴子的故事）具体看1到6幅图，说一说。可加一些修饰性的词语，如：第一幅，一个阳光明媚的早晨，住在一棵大树上的两只小动物（小鼹鼠和小猴子）收到了小天使给的礼物：两粒种子。以此类推。3 教师提示一些单词：
seed 种子pick 找出peanut花生peach 桃子delicious 美味的hungry饿的师生共同总结，解决一些有问题的句子。思考:冬天到了，为什么小鼹鼠有吃的，而且很快乐。而小猴子的近况却是饥寒交迫？
学生分组讨论每组汇报讨论结果解决小猴子的问题。
出示第七幅图的句子：No pain,no gain.，解释：一份耕耘，一分收获。联想：
把“一份耕耘，一分收获”用运到我们的生活学习中。8 请同学试着复述课文。
（三）Conclusion:
通过小鼹鼠和小猴子的故事，我们知道了热爱劳动的重要性，且学到了这样一个真理：一份耕耘，一分收获。让我们大声地对自己说No pain,no gain.。
(四)Homework:
回家向家长讲述鼹鼠和猴子的故事，并告诉他们你学到的真理。
(五)Boarddesign:
Lesson54
No pain,no gain
.一份耕耘，一分收获。
教学反思： 教师给予评价。
第四篇：八年级下英语教案
上课时间：第 1 周星期 2017年2月 14 日 备课节次累计：1
一、内容：Unit 5 Topic 1 SectionA-1a, 1b, 1c, 1d, 2
二、教学目的要求：
（1）学习并掌握新词汇invite，film，smell，disappointed（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。
（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
三、重点：1）感官动词的用法。2）能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(1mins)：Getting students ready for learning Step Teacher activity Student activity
Designing purpose Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage 2（10mins)： Lead-in Step Teacher activity Student activity
Designing purpose
利用目标语言谈论假期生活，让学生充分感知感官动词。导入1a。Stage 3（5mins)：Prelistening Step Teacher activity Student activity
Designing purpose Listen to 1a and match the three parts in 1b.Check the answers.由易到难设置听力任务，进行听力训练。
Post-listening Step Teacher activity 1(Group work)Ask the students to read 1a.巩固感官动词的用法，完成2。为语法的总结做铺垫。
T: “Linking verb + adjective” is a very useful structure.We can use it to express our feelings and opinions.I hope you can use it freely in your daily life.Summarize the basic use of linking verb in groups.鼓励学生学会将词汇按词性分类，并总结归纳语法项目。Stage 5（5mins)： Summarizing and assigning HMK Step Teacher activity Student activity
Designing purpose Student activity
Designing purpose: 1（Class activity)Ask the Ss to summarize and consolidate what we have learnt in this lesson.S8: one of +最高级+ 名词复数 S9:say thanks to S10: a ticket to 1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。(Class activity)Assign HMK.T: For today’s homework, I’d like you to remember the new words and phrases.Please practice 1a and 2 with your partner.And then you should preview Section A-3,4 & Section B-1a,1b,1c.Remark：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.适当的家庭作业有助于巩固课堂所学的知识。
八、板书设计：
九、后记：
上课时间：第 1 周星期 2017年2月 15 日 备课节次累计：2
一、内容：Unit 5 Topic 1SectionA-3,4 SectionB-1a,1b,1c
二、教学目的要求：
本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用Section A-4的活动运用这些形容词编对话，练习系表结构表达情绪的用法。
三、重点：（1）通过听对话判断正误，训练学生抓住关键词和细节信息的能力。
（2）听懂本课表示个人喜好的表达法。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：Getting students ready for learning Stage 2（12mins)：Revision
Write down adjectives about feelings as many as possible.Make sentences with the adjectives on the Bb in group.Stage 3（5mins)：Pre – listening Predict the answers to 1b and the main idea of 1a.通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜测和了解听力文段的大致内容，降低听力的难度。
Stage4（7mins)：While – listening Listen to 1a and mark T or F.Finish 1b.完成1b，核对答案。Listen to 1a again and answer the questions.Stage 5（14mins)：Post-listening Read and practice the conversation in groups.Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups.Stage 6（5mins)：Summarizing and assigning HMK Ss Summarize this lesson.1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。
八、板书设计：
九、后记：
上课时间：第 周星期 2017年2月 16 日 备课节次累计：3 1.内容：Unit 5 Topic 1 SectionB
第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法.2.教学目的要求：
通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
三、重点：
以词汇和语音语调的学习为主。复习导入仍以系动词的基本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(1mins)：Getting students ready for learning
以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学生观察这几个谚语，总结他们的共同点——系表结构，从而导入本节课的内容。所选谚语如果学生不能确切理解，教师要进行解释。Stage 2（10mins)： Lead-in Make sentences according to the situations.引导学生用描述情感的词汇回答，复习感官动词的基本用法。
Stage 3（5mins)：Prelistening Work alone and fill in the blanks in 1b.成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。
Stage 5（5mins)： Summarizing and assigning
Listen and read the words aloud, paying attention to the sounds of the underlined letters.Try to find the rules and add more words.And then listen and try to imitate.认真听录音，大单开口，反复模仿。
Stage 6（3mins)：Summarizing and assigning HMK Summarize the key points.八、板书设计：
九、后记：
上课时间：第 周星期 2017年2月 17 日 备课节次累计：4
一、内容：Unit 5 Topic 1 Section C第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法.二、教学目的要求：学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
三、重点：学生能正确运用“linking verb+ adjective”结构造句。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：Greet as usual and then enjoy the song Do Re Mi.Stage 2（12mins)：Revision
Make sentences to describe the pictures to review “linking verb + adjective”.复习系表结构的用法。
Stage 3（5mins)：Pre – listening Talk about the film The Sound of Music.谈论电影《音乐之声》，导入1a。Stage4（7mins)：While – listening Skim the passage and get the main idea.And then discuss the questions in 1c in pairs.Read the passage carefully and complete the table in 1b.Stage 5（14mins)：Post-listening Retell the passage.Make a conversation between Michael and Mr.Brown.Stage 6（5mins)：Summarizing and assigning HMK Ummarize what they have learned today.Finish the Homework after class
八、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 20 日 备课节次累计：5
一、内容：Unit 5 Topic 1 Section C主要句型和语法是感官动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
二、教学目的要求：
1.学习并掌握新词汇
role, frightened, worried, interested, upset, in the end 2.Skill aims:（1）能熟练运用linking verb + adjective 结构
（2）能综合运用本课短语、句型写出描述不同情绪的短文 3.Emotional aims: 通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。4.Culture awareness: 了解有关京剧的知识。
三、重点：1.Key points: 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。2.Difficult points：
综合运用本话题的语法，词汇，句型描述故事中人物的不同情绪。
四、教法：利用小组间良性的竞争与合作促进学习。
五、教具：多媒体课件/图片/京剧音频或视频/歌曲《说唱脸谱》音频或视频
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Enjoy the song《说唱脸谱》.Stage 2（12mins)：Revision
Enjoy the tape or video of Beijing Opera 《贵妃醉酒——海岛冰轮初转腾》.And then make a conversation using the functions.Stage 3（5mins)：Pre – listening Have a contest to review linking verbs and adjectives.Make sentences according to the linking verbs and adjectives on the Bb.Stage4（7mins)：While – listening Talk about the pictures in 2b and then write a short passage.Stage 5（14mins)：Post-listening Discuss their favorite movie, play or story.Write them down and give a report.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 21 日 备课节次累计：6
一、内容：Unit 5 Topic 1 Section D在综合复习Section A-C的词汇、语法和功能句的基础上，巩固本话题所学的内容。首先，学生将通过1的阅读了解我们的国粹——京剧的历史起源，主要角色，素材来源及艺术特点，进而让学生在感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，关心热爱京剧艺术。第二，通过三个竞赛活动复习感官动词和形容词及系表结构的用法。第三，通过2a 的写作拓展练习，再一次巩固系表结构的用法。在project环节，通过讨论学生最喜爱的艺术形式，延伸学生的学习内容，检测学生综合运用语言的能力。将知识转化成能力，达到学以致用的目的。
二、教学目的要求：通过三个竞赛活动复习感官动词和形容词及系表结构的用法。
三、重点：能熟练运用linking verb + adjective 结构。
四、教法：复习法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage 2（12mins)：Revision
Show some pictures of the roles in Beijing Opera.Introduce Beijing Opera and solve the possible problems in reading.Write down the new words and phrases.Stage 3（5mins)：Pre – listening Have a contest to review the linking verb + adjective.Ask the students to make sentences according to the linking verbs and adjectives on the Bb in a limited time.Stage4（7mins)：While – listening Ask the students to talk about the pictures in 2b and then write a short passage.T: You did better than I believe.I’m sure you can use “linking verb + adjective” correctly and freely.Now work in groups and talk about the pictures with the help of the key works.T: Can you describe the pictures? Each student describes one picture with at least two sentences, please.Stage 5（14mins)：Post-listening Ask the students to introduce their favorite movie, play or story.T: In this topic we mainly talk about movie and Beijing Opera.I think everybody has his favorite movie, play or story.What’s your favorite? Work in pairs and share with your partner.The questions in the form may help you.Stage 6（5mins)：Summarizing and assigning HMK(1)come into being(2)agree with sb.(3)be full of(4)make peace with...(5)in the end(6)be popular with sb.(7)be/become interested in...八、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 22 日 备课节次累计：7
一、内容：Unit 5 Topic 2Section A-2, 1a, 1b, 1c
二、教学目的要求：本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。
三、重点：能够自如地运用以下交际用语进行交流。
Anything wrong?What seems to be the problem?Thank you for telling me.学生在交流中能自如地运用描述情绪和情感的形容词。
学生对...she has no friends to talk with.一句中to talk with的理解。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Get ready for the lesson.Play the tape recording or the video of the song If You Are Happy.Stage 2（12mins)：Revision
Make conversations about the activities during the last weekend to review Linking verb + adjective.Stage 3（5mins)：Pre – listening Talk about pictures to use adverbial clauses of reason.Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.Stage4（7mins)：While – listening Play the tape recording of 1a and show some questions on the screen.1.How many people are there in this conversation? Who are they? 2.Who are they talking about? 3.How does Li Hong feel? T: Listen to the conversation for the first time and answer the questions.T: How many people are there in this conversation? Who are they? T: Who are they talking about? T: How does Li Hong feel? Play the tape recording of 1a and check the answers of 1b.Stage 5（14mins)：Post-listening Ask the students to act out the conversation in 1a.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points
八、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 23 日 备课节次累计：8
一、内容：Unit 5 Topic 2Section A-3 Section B-1a,1b,1c
二、教学目的要求：本节课的课型为听说课。本节课继续上节课有关Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议。语法内容仍然是原因状语从句。复习环节利用造句游戏复习系表结构和原因状语从句。SectionA-3是Helen写给Li Hong的安慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容相关，所以很适合作为Pre-listening的一部分。While-listening的环节依然设置了不同层次的听力练习，由浅入深地理解对话。并通过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目标语言。
三、重点：
1.Knowledge aims：
（1）学习并掌握新词汇和短语。take it easy, fail, someone, feeling, joke（2）能够自如地运用以下交际用语进行交流。2.Skill aims:(1)学会如何安慰情绪低落的同伴。(2)学生如何给情绪低落的同伴提建议。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.Enjoy the song Happy.Let’s enjoy a beautiful song named Happy.Have you ever heard of it? It’s so popular.You can follow it if you are able to sing it.Stage 2（12mins)：Revision
Hand out the pieces of paper.Play a game to review adverbial clauses of reason.Make sentences with words on the pieces of paper.1.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释。
2.教师提前在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句。Stage 3（5mins)：Pre – listening Ask the students to read SectionA-3 and fill in the blanks Play the tape recording of SectionA-3 and check the answers.Lead to 1a and predict the answers of 1b.Stage4（7mins)：While – listening Play the tape recording of SectionB-1a and check the answers in 1b.Listen to 1a and tick the problems and suggestions they hear.Ask the students to read 1a and fill in the blanks in 1c.Stage 5（14mins)：Post-listening Ask the students to practice the conversation in 1a.Show some questions on thescreen.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板书设计：
九、后记：
上课时间：第 3 周星期 2017年2月 27 日 备课节次累计：9
一、内容：Unit 5 Topic 2Section B-2a,2b Section C-2 Section B-3a,3b
二、教学目的要求：本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：复习形容词用法及原因状语从句的基础上了解同级比较句型，即（not）as+形容词/副词+as的运用。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
通过师生交流呈现目标语言并复习系表结构和原因状语从句。Stage 2（12mins)：
RevisionRead SectionB-2a and fill in the blanks Stage 3（5mins)：Pre – listening Listen to the conversation in SectionB-2a and fill in the blanks.And then check the answers.通过师生讨论的方式更深入地理解对话的内容。当答案并不唯一的时候要鼓励学生想出不同的答案。
Stage4（7mins)：While – listening Make conversations in pairs according to the form in SectionB-2b.Make a survey about the students’ feelings with the help of the phrases in SectionB-2b and the form on the screen.Stage 5（14mins)：Post-listening 初步认识形容词和副词的同级比较结构。使语法的学习由浅入深，并给学生一个理解和消化的时间。同时为下一课的阅读做好准备。Stage 6（5mins)：Summarizing and assigning HMK as+形容词或副词的原级+as+比较对象。S6: It depends on the verb.如果动词是系动词，两个as中间就用形容词。如果是实意动词，两个as中间就用副词。
八、板书设计：
九、后记：
上课时间：第 3 周星期 2017年2月 28 日 备课节次累计：10
一、内容：Unit 5 Topic 2 Section C-5,3,1a,1b,1c, 4
二、教学目的要求：本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：（1）能用as…as…和not as/so … as…结构熟练地口头谈论有关两个人或事物同级比较的话题。（2）能用as…as…和not as/so … as…结构规范地写出有关自己和朋友的一些情况的比较的短文。
四、教法：练习教学法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.Enjoy the song It’s a small world.Stage 2（12mins)：Revision
Make sentences according to the form in 3 and review the equal comparison.Stage 3（5mins)：Pre – listening Read the underlined words and phrases in the passage and guess the main idea of it.Learn the new words.通过师生讨论关键词的方式猜测文章大意并学习新词汇。Read the form in 1b and predict the answers.Stage4（7mins)：While – listening Read 1a and complete the table in 1b.And then check the answers.Read 1a again and answer the questions.Stage 5（14mins)：Post-listening Real with the difficult points in the passage.in the passage.Retell the passage according to 1b.Make a table to compare their group members with themselves.And then write a short passage.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points
八、板书设计：
九、后记：
上课时间：第 3 周星期 2017年3月 1 日 备课节次累计：11
一、内容：Unit 5 Topic 2Section D-Grammar and Functions, 1a, 1b, 2,Project
二、教学目的要求：本节课的课型为复习课。在复习环节设置了两个任务，学生需要回顾整个话题的语言知识才能完成，从而系统全面地对本话题进行复习。
三、重点：通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。同时要关心他人，乐于帮助他人，为同伴提出合理的建议。
四、教法：练习教学法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.A student makes a duty report.Stage 2（12mins)：Revision
Make a conversation to review the functions.Think back of Li Hong’s story and write a report to review adverbial clauses of reason and equal comparison.Read the passage and answer the questions in 1b.Stage 3（5mins)：Pre – listening Learn the new words before reading.Write down the new words on the blackboard.Finish 1a.完成阅读任务。
1.精读课文，回答问题。
2.利用师生讨论的方式解决文中的语言点。Stage4（7mins)：While – listening Ask the students to talk about how they deal with sadness.Show some students’ passage on the screen and check them.1.将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。让学生在欣赏和修正他人的书面表达的同时取长补短，提升自己的写作能力。
Stage 5（14mins)：Post-listening Ask the students to have a discussion about their problems.Ask the students to discuss andfind ways to solve the problems Write down thesuggestions.Stage 6（5mins)：Summarizing and assigning HMK Assign the HMK.T: For today’s HMK, I’d like you to remember the new words and phrases.Please try to retell the story of Jeff to your parents and preview Section A-1a, 1b, 1c, 2, 3 of Topic 3.八、板书设计：
九、后记：
上课时间：第 3 周星期 2017年3月 2 日 备课节次累计：12
一、内容：Unit 5 Topic 2本单元以Feeling Excited 为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.二、教学目的要求：主要语法是原因状语从句和同级比较结构的肯定和否定形式。本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。
四、教法：复习法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.T: Now look at this picture.How does the boy feel? What seems to be the problem?
Stage 2（12mins)：Revision
1.New words and phrases:exam, strict, shy, be strict with.Useful expressions: Anything wrong?What seems to be the problem?Thank you for telling me.Stage 3（5mins)：Pre – listening
通过对Section B的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。Stage4（7mins)：While – listening 学生在交流中能自如地运用描述情绪和情感的形容词和提出建议的动词。正确运用原因状语从句。
Stage 5（14mins)：Post-listening Read the Problems and suggestions in 1b.Do you think what problem Li Hong may have and what suggestions Miss Wang will give her.Tick them.Stage 6（5mins)：Summarizing and assigning HMK 1.Some new words:
3.Useful expressions: fail, someone, feeling, joke
How are you feeling today? 2.How to comfort others:
Why don’t you…? Take it easy.Don’t worry.There, there!It’ll be OK.八、板书设计：
九、后记：
上课时间：第 4 周星期 2017年3月 6 日 备课节次累计：13
一、内容：复习Topic1 Topic2
二、教学目的要求：How are you feeling today?How is … feeling today? He/She is feeling…
三、重点：
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
1.2.3.4.5.6.7.Stage 1(2mins)：
How is your winter holidays? What places of interest did you visit? How was the weather there? Who did you go with? How did you get there? What did you do there? Stage 2（12mins)：RevisionHe is very _____(good/well).Thank you.English is _____ _____ my favorite _______(最喜欢的学科之一).David wants to _______(邀请)some friends to his birthday party this Friday evening.I can’t find _____ _____ _____(……的票)Han Hong’s concert(音乐会).You must ______ _____ _____(道谢)him or her if getting one’s help.The _______(气味)of roses is very nice.1.这个主意听起来很不错。(sound)2.学生们看起来非常兴奋。
(look)3.Mr.Brown觉得很失望。
4.这鱼很好吃。
(feel)
(taste)5.那些食物闻起来很香。
Stage 6（5mins)：Summarizing and assigning HMK 1.Linking verbs: be, look, feel, smell, taste, sound Adjectives about feelings:happy, angry, excited, disappointed, upset, frightened
三、板书设计：
四、后记：
第五篇：四年级英语教案(下)
Lesson 22 Do you walk to school?
一、教学目标：
1、知识目标：学生能够掌握（听说读写）和运用四会单词bus;句子How do you go to school? By ____.2、能力目标：通过学习本课，能运用英语简单介绍自己的信息，并能与他人进行沟通与交流，通过这个话题的学习和语言训练，能灵活运用在日常口语交际中。
3、情感目标：为学生提供真实的语言环境，鼓励学生大胆的说，培养学生自我表达和与他人沟通的能力。
二、教学重难点：
1、教学重点：能听懂和运用四会单词bus和其他交通工具；句子How do you go to school? By ____.2、教学难点：在本课中如何用英语介绍自己的信息并能与他人交流，在表达的过程中做到句子流畅、发音标准，表达的清楚准确。
三、教具学具：CAI、word card、radio and tape
四、教学过程：
（一）Warming up and review: Hello, boys and girls.I am happy today, so I want to sing a song.Let‟s sing together, stand up.（review bus、car、bicycle …）
（二）New concept: Step 1:watch a movie(twice)
T: Where are they going? Where do you live? S: I live in a/an ____.T: Is it near school? How do you go to school? Whose house is far from school? Ss: …… Step2: How does Jenny/Danny/Kim…go to school?(1)Listen and fill in the blanks(2)Open the book and find the answer Step3: What day is today? When is Children‟s Day? Where do you want to go? Practise: Where do you want to go? You can use the sentences ask and answer
（三）Ending: Listen and chant.五、板书：
Lesson 22 Do you walk to school? How do you/they go to school? By bus / bicycle.On foot./ I walk to school.课后反思： Lesson 23.Are You Ready for a Quiz? 教学目标： 1.知识技能。
（1）完成本课所涉及的小测试。（2）学生能够读懂故事书中的小故事。2.能力目标：
通过小测试及故事理解，提高学生的阅读及听力理解能力。3.情感目标：
提高英语学习的兴趣。
教学重点：掌握小测试中的6个句子，并能灵活运用。教学难点：听懂并理解故事内容，顺利完成相关练习。教具：录音磁带。
Class Opening and Review.(1)Greeting.(2)Chant and sing the song in this unit.(3)Play “spell” to review the main words in this unit.(4)Finish the quiz.a.Use the quiz as the listening exercise.The students finish it on the paper.Play the tape twice.Then check for understanding.b.Ask them write the answer below each question.Story: Maddy the Monster Listen to the radio and think about these questions 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the classroom? 4.Is she too big or too small for the bus? 5.Where does she live? Discuss these questions then read the story.Use the activity book.No 2.Ask the students to listen carefully.Play the tape twice.板书设计：
Lesson 23.Are You Ready for a Quiz? Story: Maddy the Monster 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the classroom? 4.Is she too big or too small for the bus? 5.Where does she live? 课后反思： Lesson24.Again, Please！教学目标：
知识目标：通过复习本单元的内容，使学生掌握本单元重点单词、句型，并能灵活运用。能力目标：借助重点句型能用英语谈谈本单元学过的相关知识。情感目标：提高英语学习的兴趣。教学重点：I know.(P48)教具准备：图片、写有词组的小黑板、小测验试卷 教学过程：
1.Review the words: apartment, avenue, bus, house, jeans, road, street 2.Write some information about students themselves with this unit knowledge.Like this: How old are you? How tall are you? What is your address? Where do you live? 3.Test present the vocabulary of this unit.then ask the Ss to spell these words.Make sure they can say it correctly.divide Ss into groups of four children.Play“Memorycard”.Ss like to talk using as much English as possible.4.Do Activite Book 课后反思：
Lesson 25 My Favorite Colours Teaching Aims: Key Words: pink orange white black brown green blue Sentence Structure: Is this a…? Yes/No.Key Points: What is your favourite colour?
I like… My favourite colour is…
… is my favourite colour
Teaching Aids: tape tape recorder pigments Teaching stages: Ⅰ.Warming-up 1.Hello boys and girls.Today we will talk about colours.How many colours do you know?(Stimulate students to find out some colours that they have learned)2.Say and Point Teacher: Point something red.Students: Point to something red in the classroom.(invite one volunteer to come to the front and give the orders)Ⅱ.New Concepts 1.Teacher: My favourite colour is blue.What is your favourite colour? Students: My favourite colour is …
I like…
… is my favourite colour
(Show them different ways to response the question)2.Activity Give students 3 minutes to make up dialogues according to the example above.(teacher walk around students to check their work and offer help as long as possible)3.Mix colours
Teacher: Just now, we talked about many kinds of colours.But today I only take five colours with me.They are red, yellow, blue, white and black.(show students the pigments and encourage them to say them in English).We can try to mix any two of them and receive new colours.(give students ten minutes to create new colours with the five colours.After the activity, invite some of them to express how to make green, pink, orange, purple etc.)Result: Red and blue make purple.Red and yellow make orange.Blue and yellow make green.Red and white make pink.4.Listen to the tape Part two : Favourite colours.Before listening to the tape, show students some questions.For instance: What is Danny‟s favourite colour? Do Jenny and Danny like the same colour? 5.Draw and colour T: Please draw a red apple.(teacher draw a red apple on the blackboard.)Is this a red apple? Ss: Yes.T: Draw a green tree.(teacher draw a green tree on the blackboard)Is this a green tree? Ss: Yes.T: Draw two blue chairs.(teacher draw two purple chairs on the blackboard)Are they blue chairs? Ss: No.T: Draw…
(use this way to practice the sentence structure: Is this…?)6.Open the textbook and read try to read part one.5 minutes later check their reading.Ⅲ.Class closing.Homework: Draw a picture and try to use all your favourite colours.Ⅳ.Writing on the blackboard Lesson 25 My Fvourite Colours What is your favourite colour? Is this a …? Yes.I like…/ My favourite colour is… No.… is my favourite colour.课后反思：
Lesson 26 My Favourite Clothes Teaching Aims: Key words: same different Sentence structure: I like...Teaching Aids: tape tape recorder markers clothing pictures Teaching stages：
Ⅰ.Warming-up and revision 1.Draw and colour Teacher give orders and students draw pictures.Orders like: Draw a skirt and colour it blue.Draw a pair of shoes and colour them black.Draw a pair of socks and colour them yellow.Draw a T-shirt and colour it red, etc.2.Ask and answer Teacher: What‟s your favourite colour?(encourage them to answer in three different ways.After answering, this student can go on asking other students this question)Ⅱ.New concepts 1.Teacher:(show students these clothing pictures and say)I like a skirt.My favourite cloth is a skirt Divide students into 3 or 4 groups.Each group has 5 or 8 students.Give students 3 or 5 minutes to discuss their favourite clothes.Then, write down the results and find out.Skirts are my favourite clothes.(write down these sentences on the blackboark)What‟s your favourite cloth?
2.how many of them like the same clothes and how many of them like the different ones.Teacher: I have a red skirt.My sister has a red skirt, too.These two skirts are same.I have a white T-shirt.My sister has a blue one.These two T-shirts are different.Do you know the meaning of same and different? 3.Listen and answer Play the audio tape of the text.Before listening, show students some questiones.For instance: What‟s Jenny‟s favourite cloth?
Do Jenny and Danny like the same clothes? Whets Danny‟s favourite cloth?
After listening, encourage students to discuss those questions and find out difficult points in the text.Then, try to solve these questions by them selves.Ⅲ.Class closing
Home work: Interview at least 3 classmates about their favourite colour and clothes.Ⅵ.Writing on the blackboard Lesson 26 My Favourite Clothes What‟s your favourite cloth? I like …
My favourite cloth is …
… is/are my favourite cloth/clothes 课后反思：
Lesson 27: My Favourite Food
一、教学目标 a、知识目标：
重点单词：breakfast早饭 lunch午饭 supper晚饭
重点句型：What‟ s your favourite food ? 你喜欢什么食物？ I like … 我喜欢…… I don‟t like … 我不喜欢…… b、能力目标
能够了解一些东西方的食物，并能熟练运用句型What‟ s your favourite food ?（你喜欢什么食物？）I like …（我喜欢……）I don‟t like …（我不喜欢……）c、情感目标
通过有效的语言活动，帮助学生逐步掌握所学的语言知识与技能，使学生产生成就感，并自信地参与语言活动，从而使其初学英语的好奇和对活动的喜好转化为持久稳定的学习兴趣。
二、教学准备 录音机、录音带，图片
三、教学过程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: There are many games for you!Do you like to play? C: Yes!T: Ok,let‟s play:Go Fish!
(这个游戏是用来复习第二册中学生所掌握的一日三餐、一天中的三个时间段的单词。利用这个简单的游戏，调动起学生的积极性。)T: OK, very good!When do you have breakfast / lunch / supper ? C: We have breakfast / lunch / supper in the morning / afternoon / evening.(在这一环节中如果学生不能理解的比较彻底，教师可以适当的加大练习的力度。)T: Now, please look here.What are they?(出示书中第一部分的图片，让学生看图回答问题，教师在这个过程中注意学生的单、复数的运用：fruit的单、复数说法是一样的)T: Please listen to the tape and read after it.(这个环节不仅让学生练习听，还要训练学生说的能力。)T: Great!Play “Favourite”whit colour and clothing.We studied clothes last lesson.Do you remember ? C: Yes.We remember.T: Let‟s go!
(这个游戏是用来复习Favourite的，同时也为本课要学习的重点内容做铺垫。在学生回忆起Favourite的用法是教师在这时要不失时机的说)T: What‟ s your favourite food ?
(学生会说出自己喜欢的食物，此时教师利用学生说的这些食物来引导学生做游戏，目的是引出本课重点。)C: I like sandwich / milk / fish …… T: Please draw picture of your favourite food.(让学生画出自己喜欢的食物的图片为后边的学习打基础)(在学生画好后教师用他们的图片进行重点教学)T: I like sandwich and milk.(教师指着图片对学生说，这样可以使学生更容易的理解其意思。同时教师要注意用自己的肢体语言使学生明白like的意思。)T: What‟ s your favourite food ? S1: I like hot dogs and pizza.T: I like hot dogs and pizza,too.S2: I like vegetables.T: I like vegetables,too.S3: I like fruit and chicken.T:: I like fruit and chicken,too.S4: I like …...T: What‟s meaning this word „and‟ ? S5: 和
(通过反复的练习让学生明白的意思，这样使学生的记忆更深刻)T: What is meaning „too‟? C: 也
T: 它放在了什么样的句子中呢？ C: 它放在了肯定句中 T:(教师再次拿起图片)I like sandwich and milk,but I don‟t like fish.(教师边说边用肢体语言演示，让学生明白老师所要表达的意思。如果学生还不能理解，教师可以用不同的食物再演示一遍)T: I like pizza and hamburgers,but I don‟t like soup.What‟s meaning this word „but‟ ? C: 但是
T: What about you ? S6: I like French fries and dumpings,but I don‟t like noodles.T: I don‟t like noodles,either.T: What about you ? S7: I like soup and chicken,but I don‟t like vegetables.T: I don‟t like vegetables,either.T: What about you ? S8: I like sandwich and hamburgers,but I don‟t like sandwich.T: I don‟t like sandwich,either.T: What is meaning „either‟? C: 也
T: 它放在了什么样的句子中呢？ C: 它放在了否定句中
T: Ok,now please listen to the tape, and answer my question.What does Danny like for lunch? What does Jenny like for lunch?(要学生把正确的答案写下来，练习他们写的能力)Listen!(教师放录音，第一遍放学生认真听，第二遍让学生回答问题，然后第三遍订正并朗读。在这个环节中不但训练了学生的听力，还训练了学生听音回答问题的能力，同时，也不能丢了让学生练习读的机会)S9: Danny likes…and…but he doesn‟t like… S10:Jenny likes…and…but she doesn‟t like…(三)、Practice T: Do you want to know what the others favourite food? Please make a dialogue in group, then show your fruit.(让学生在小组内编对话，以次来练习学生说英语的能里)T: I‟m tired!Are you tired? C: We are tired!T: Ok, let‟s have a rest.Play the “Smile , Ftown” game!
(让学生在轻松的氛围中学到知识，并以轻松愉快的心情结束本节课的学习)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I‟m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板书设计
What‟ s your favourite food ? 你喜欢什么食物？ I like … 我喜欢…… I don‟t like … 我不喜欢……
（六）、课后反思： Lesson 28: My Favourite Dessert
一、教学目标 a、知识目标：
重点句型：I have…我有……
I like…我喜欢…… I don‟t like…我不喜欢…… b、能力目标：
能够熟练运用句型I have…（我有……）I like…（我喜欢……）I don‟t like…（我不喜欢……）c、情感目标：
让学生感受成功的喜悦，激发他们学习英语的热情，使他们具有更积极的情感态度。
二、教学准备 录音机、录音带，图片
三、教学过程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: Let‟s sing a song!
(教师拿出事先准备好的甜点图片对学生进行提问，来复习以前学过的甜点的单词)S1: It‟s ______.T: Is it a dount? S2:Yes/No,it‟s____(在学生认识了这些甜品之后让学生听录音，并回答问题)T: What desserts are there in the tape? Please listen!T: Who wants to answer my question? What? S3:_______.S4:_______.S5:_______.S6:_______.(在学生回答完后教师先拿出一些复数甜点，再拿出一些其他物品的复数图片来进行提问，用这个问答练习来复习规则名词的复数形式)T: What are they? S7: They are_____ T: What are they? S8: They are_____ T: Why we say “they are ”but not say “it is ” ? C:因为这些是复数，所以我们说they are而不说it is。T: What‟s your favourite dessert? S1: I like___.T: What‟s your favourite dessert? S2: I like___.(让学生根据图片内容来回答问题。因为这个问答学生都很熟悉了，因此他们回答起来是比较容易的。而教师在这个环节中要做的就是及时发现他们在回答过程中的问题，及时纠正。提醒学生注意单、复数，虽然这不是本节课的重点，但却是容易出错的地方，因此，教师还是应该作为重点来看。)T: Ok, let‟s have a race.There are many cards , please fill in the blank in the group.Then show your fruit.(教师出示需要填空的句子，填的多的并且正确的为获胜组)I like___.(任何一种颜色)I like___s.(任何衣服)I like a ___.(任何衣服)I like___s(任何一种食物)(给学生一段时间填空)T: Which group has finished? Who wants to try?(通过这个游戏看看学生对单词单、复数的掌握情况，并且在总结的时候向同学们展示句中进行单词替换的方法。之后请每个小组的同学读出自己小组的成果)T: Please read it.T: Ok,good!Please ears up!Listen to the tape, and answer my question.① What‟s Danny‟s favourite dessert? ② What desserts do they have?(先放一遍录音让学生听，并试着让学生回答问题。如果不行，可再放一遍，然后订正。)T: Answer my question.S:_________________________.T: Great!Listen to the tape and read after it.Then please make a dialogue in group, then show your fruit.(这个环节是训练学生的说的能力，说是学好英语的重要环节，因此我们要注重培养学生说英语的能力。)(三)、Practice
T: Divide the class into pairs.Please make some sentences with „I like a/an_____and you like a/an____.‟ „I like _____s and you like ____s.‟ and „I like(a/an)_____(s)but you like(a/an)_____(s).‟ Let me see who the first one is.(利用以前学过的词，比如：最喜欢的颜色、衣服、午餐和甜点等造句。比较哪对同学最快、最好。)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I‟m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板书设计 I have…我有…… I like…我喜欢…… I don‟t like…我不喜欢……
（六）、课后反思： Lesson 29: What Do You Like to Do?
一、教学目标 a、知识目标：
重点句型：What do you like to do?你喜欢做什么？
I like to do… 我喜欢做…… b、能力目标：
能够熟练运用句型What do you like to do?（你喜欢做什么？）
I like to do…（我喜欢做……）c、情感目标：
让学生感受愉悦和民主的课堂气氛，使学生的学习兴趣高涨，真正成为学习的主人。
二、教学准备
录音机、录音带，卡片，一个容器
三、教学过程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: I‟m glad to meet you.I want to play a game with you.Do you want to play with me? C: Yes ,we do.T: Ok, please look here,guess!(将一些动词短语的卡片放进一个容器中，再让一名学生从容器中抽出一张卡片，看完后根据短语作出相应的动作，请其他同学猜出短语)S: play basketball / play ping-pang / play football / play on the computer…
(利用这个游戏来复习以前学过的这些动词短语，并使学生了解它们的含义为下边的内容打基础。然后把这些卡片贴在黑板上做为板书的一部分)T: What do you like to do ? I like to _____ ______.(教师指着黑板上的短语卡片，以自问自答的方式，来展示回答的方法，强调I like to _____ ______，如果学生不是很明白，教师可适当再进行1~2组)T: What do you like to do ? I like to _____ ______.(边说边做动作)T: What do you like to do ? S1: I like to _____ ______.T: What do you like to do ? S2: I like to _____ ______.T: What does he like to do ? S2: He likes to _____ ______.(教师边问边用手指着第一个同学，让这个同学说出他的爱好。然后再指着另外一个人进行提问。)T: What does she like to do ? S3: She likes to _____ ______.T: please make a dialogue in group with these sentences, then show your fruit.I like to_____(play)_____(game).I like to_____(play with)_____(a toy / toys).I like to_____(play on)_____(the computer).(在这个过程中教师要提醒学生注意不同的说法。)
T: Ok,good!Please ears up!Listen to the tape, and answer my question.① What does Danny like to do? ② What does Steven like to do? ③ What does Kim like to do? ④ What does Jenny like to do?(请同学们边听边写出正确答案，放两遍录音。这个环节不仅是在训练学生的听力，也是在训练学生的写的能力)T: Who wants to show your fruit? Who is the first one? S:__________________________.(三)、Practice
T: Ok, it‟s time to rest.Play a game „Smile, Frown‟ with “He/She likes to_____(play/play with)_____(game/toys)”
(在这个游戏中我们可以分成两次来做，一次是有关运动项目的如：basketballand ping-pang，另一次是有关玩具的如：doll and skipping rope。这样有助于学生正确地进行替换练习：用play或play with。)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I‟m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板书设计
What do you like to do?你喜欢做什么？
I like to do… 我喜欢做……
（六）、课后反思： Lesson30 My favourite school work Teaching Aims: 1.Know the two words: write, read;Know what are school works..Can explain their favourite school works and asking questions about the others‟ favourite school works;Can sing the song 3.To invent real-world situations to learn so that the students will attend to the lesson and feel inspired to practice.Ss help each other in pairs or groups, the development cooperates the spirit.Important points：write(a story), read(a book)I Am Drawing,(song)Difficult points：My favourite school work is ____ Teaching Tools: Courseware, radio and tape.Teaching steps:
一、Greeting and Warming-up: 1.Greeting: Hello, boys and girls!How are you today ？ 2.Play a game: Can you guess What do I like to do ? What does he/she like to do? S: You/He/she like（s）to________.复习动词词组Play basketball Sing a song Read books Draw a picture ……【设计意图: 本课重点学习喜欢做的学校活动，继续学习巩固sb like（s）to sth 句型, 复习一下动词like，以便更好进行下面教学活动,用游戏的形式营造轻松的英语课堂气氛。】
二、Key Concepts：
3.T: Yes.I like to ______and_____.But my favourite school work is _______.4 Showing the pictures with the courseware, and ask the students what they can see.5.T: Today let‟s learn Lesson30 My favourite school work T: Do you know what about school work? S: ……
T:Tell the class these active are “school works.” Teach “read a book”, “write a story” a few times.T: My favourite school work is to play on the computer.I like to play on the computer.What‟s your favourite school work?
Students should answer follow the teacher‟s demonstrate.(Single.)
Showing the courseware(A girl is reading a book): “What‟s she doing?”【 说说、演演的形式加深了学生对句型的理解，利于他们在现实中运用。】(1)“It‟s you!What‟s your favourite school work?” then practice several times with different students.(2)Ask 4 or 5 students, “What‟s your favourite school work?” they should say “Our favourite school work is to _______.”
(3)Ask the whole class “What‟s their favourite school work?” The students should answer with “Their favourite ________.” 【设计意图:以一条主旋律favourite things贯穿首尾，运用中既有铺垫又有高潮，使孩子们在日常的交流中得到了充分的锻炼，达到了学以至用的目的。】 6.Read the text after the radio.7.Drill: Stuents in the classroom practice to ask and answer the questions each other.To find out who has the same hobbit in 3 minites.8.Learn the song:.Listen to the new song one time.“I am drawing” with the actions.Follow it at the second time.Sing the song together:【用唱歌的形式营造轻松的英语课堂气氛。巩固练习动名词形式，为下一个环节做铺垫。】
9.Practice : Do the ACTIVITY BOOK
三、Class closing.10.Play “Secret Word”with the audiotape of the song to make sure the students hear and understand “reading” and “writing”.Lesson 30 My Favourite School Work What „s your favourite school work?
play basketball / sing a song/ read books/ draw a picture…
My favourite school work is to ______.课后反思：
Lesson31 Are You Ready for a Chant? Teaching Aims: 1.Master vocabulary: our their we they;Learn a chant“I My Chant”and a story “The Diffos”.2.Train the ability of listening, spelling, reading and acting.3.To invent real-world situations to learn so that the students will attend to the lesson and feel inspired to practice.Ss help each other in pairs or groups, the development cooperates the spirit.Important &difficult points：I My Chant Teaching Tools: Courseware, radio and tape.Teaching steps:
一、Class opening and Review: 1.Greeting.2.Sing “I Am Drawing”
二、Key Concepts：
3.Teach the“I My Chant”.Play the audiotape ,Ss follow words and pictures in their students books.Then teach the chant line by line to the students.T sings one line or part of a line and get Ss to repeat after you.Use the pictures in the students book to help Ss remember the words.巩固sb like（s）to sth 句型.Write the words on the blackboard: I , my, you, your, we , our, they, their, he, his, she, her 4.Practice in pairs Make sure the students can say and understand the structure before I let them practice, and then have them practice the structure with some limited substitution.5.Story: “The Diffos”.（1）Prepare to read.Use some questions to prepare, such as: Do you have any unusual likes or dislikes? Do you know anyone who does? Do you think the people in this story are unusual? Why?【阅读前的铺垫，使孩子们在日常的交流中得到了充分的锻炼，也使学生为阅读故事做好准备。】（2）Read
Play the tape of the story and get Ss to listen carefully and rearrange their story all ordingly.Feedback: ask individual s to read out the story in the correct order.（3）Group Discuss Use some questions to reinforce the main idea of the story.What do the Diffos do that‟s different from other people? Would you like to live with the Diffos? Why or why not? In the story, do the other students like the Diffos to sing in the library ? Why not? Do you like this story? Why or why not? 【读故事讨论的形式加深了学生对故事的理解，利于他们在现实中运用所学知识。】
Feedback: hear from a few group spokes people of their group‟s ideas.6.Practice Do the activity book No1 &2
三、Class closing 7.Homework: Role-play about the story.Lesson 31 Are You Ready for a Chant? I , my, you, your, we , our, they, their, he, his, she, her 课后反思： Lesson32 Again, Please Teaching Aims: 1.Aims on the knowledge(1)To review mastery vocabulary of this unit.Sentence Structures: I like_______.I like to ________.(2)To help Ss to finish the survey.2.Aims on the abilities(1)Train the ability of listening, spelling, reading and acting.(2)To foster Ss‟ abilities of communication and their innovation.3.Aims on the emotion(1)To foster Ss‟ consciousness of good co-operation and proper competition.（2）Ss help each other in pairs or groups, so that weaker Ss are not left behind.Key-points of this lesson：
To review mastery vocabulary of this unit.Difficult points：
To finish the test by themselves.Teaching Aids:
A tape, some markers ,some cards about clothes, food, dessert and school things.Teaching steps: Step 1.Warming-up and preview: 1.Free talk between T and Ss about greeting.2.Now, let‟s chant“I My Chant” OK?
Ss: OK!【复习物主our, their，代词they and we】
(While the children say, T draws a Christmas tree on the blackboard Step Step 2.Review.T: Today, let‟s have a race.I‟ll divide you into two groups.One is Yellow Group, the other is White Group.Now, Show us your slogan.（1）T： Let‟s begin.First, Can you write.Each group choose ten pupils to do this.S1: What‟s your favourite colour? S2: My favourite colour is orange.S1: Can you write it?
S2: Yes.（Write this word on the blackboard, if right, then draw a gift on the Christmas tree）得分方法：写对几个得几分，写在黑板上。
【意图：活跃气氛，调动学生学习积极性，激发学生兴趣。】 Present the vocabulary of this unit.Ask the Ss to spell these words.Make sure they can say it correctly.Step 3.Practice（１）In pairs，Play “Memory card”.（２）Divide Ss into groups of four children to present “My Show”.Review vocabulary for colours, food, clothing and activities.I like to ______.I like_________.My favourite colour is _______.My favourite clothes is _______.My favourite food is _______.My favourite dessert is _______.My favourite school work is _______.【设计意图: 本单元重点学习表述个人喜好，继续巩固sb like（s）to sth 句型, 复习一下动词like，用“我秀”的形式营造轻松的英语课堂气氛。】
Step 4.Activity Book Test【Purpose: To check the knowledge Ss have learned in this unit.】 Step 5.Class closing.Sing “I Am Drawing”
Step 6.Homework.Write “My Show”【Purpose: Revision is so important that Ss should speak English as much as they as in class or after class.It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.】 Blackboard Design: Lesson 32 Again, Please black white
brown green
orange yellow pink blue purple red
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