学习数字4和5英语教案（五篇材料）

第一篇：学习数字4和5英语教案

活动名称：英语——numers 2

活动目标：

1、巩固数字1、2、3。

2、继续学习数字4、5的英语。

活动准备：

数字卡一套。

活动过程：

Step 1greetings

T ：hello，boys and girls。

C ：hello，miss yang。

T ：first，let us sing together《hello》《goddnight baby》。Ok，show me your hands，let us do 《one hand，two hands》

Step 2 revision1、T ：I take 3 numbers here，can you say out in english?what are they?(show out pictures)

T ：what is this ?

C ：it is one /two /three。

T ：is it one ?

C ：yes /no。

2、变手指(magic fingers)

3、我说你做。

Step 3 presentation

T ：I also take two numers，look，what is this ?(learn the voice)。Pay attentipn to the voice /f/ /o/ /ai//v/

Use games 《learn my mouth》《catch little mice》。《magic fingers》

Step 4 practice1、answer questipns：what is this ?is it four or five?

2、say out the numbers as soon as quickly。(who is quickest)

3、orders：teacher show out the numbers，children do different actions，for example ：clap hands、stamp feet、nod your head、etc。

4、magic fingers。

Step 5 finishing movement

Lead children to do finger game《one one 小木棍》。

第二篇：2010英语教案4

2010——2011年第一学期英语教案

（四）一 复习歌曲

What would you like？ A Big Wind Blow！Rain rain go away!二 新句型

(1)A: What are you going to do? 你准备做什么？ B: I am going to shave.(2)A: What are you doing now?

你现在正在做什么？ B: I am shaving now.Wait for a bus

等公共汽车

Have lunch

吃午饭 Do our homework

做作业

Watch TV

看电视 Paint this bookcase

漆书架

Sing a song

唱歌 Listen to the stereo

听音乐

Dance

跳舞 Wash the dishes

洗盘子

Go home

回家 Type the letter

打印信件

Cook a meal 做饭 三 复习句型

A: What are you wearing today? B: I am wearing jeans.A: What do you think of my new jeans ? B: You look really fashionable.四 复习字母及单词

（1）复习26个英语字母读音（2）复习句子

A: Can you spell this word in English? B: Yes, I can.P-E-A-C-H peach.A: Can you spell this word in English? B: Yes, I can.W-A-T-E-R water.watermelon

peach

grape

pear breakfast

lunch

supper

meal water

juice

soda 五 歌曲

What is this? This is sofa.This is table.This is sofa.This is table.This is sofa.This is table.Come, let’s sit.Come, let’s eat.目的:复习基本句型和单词。六预习

英语课本2B Unit 2 第二单元 英语课本3B Unit 1 第一单元

第三篇：Unit 4 At the farm 英语教案

Unit 4 At the farm Part A

Let’s learn

Class Type:New Teaching Context:PEP Grade:Four

1、Preparation 1)Analysis of the context 2)It’s the second class of this unit, designed to present some new words and the plural form.Because of that I lay much emphasis on new words learning and practicing sentence patterns.The content is about some vegetables and the plural form of each.3)Analysis of the students The four-grade pupil have approached to English and accumulated certain amount of knowledge towards it.2、Teaching objectives 1)Knowledge To enable students’ abilities to speak,read and listen to the words and phrases: “tomato, tomatoes, potato, potatoes, carrot, carrots, green beans, onions” “look at...”

To let students be able to listen to, speak, read and use the following sentence: “They are...” to describe the features of each vegetable..2)Emotion To get further stimulate students’ passion towards English learning and encourage them to take part in the course activities energetically, creating situations and speaking to their partners actively with the words and patterns they have learned.3)Learning strategy To strengthen their focus on the class and improve their capability of the experience of their daily life.3、Teaching Strategy On the premise of task-based approach, I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the class more vividly so that students won’t be bored but excited during the learning process.4、Teaching Procedure Step1:Warm up Firstly greeting and do a brief introduction to those students.Secondly sing the song If you are happy together.By singing and doing the actions, the classroom atmosphere can be risen up.And in this way, students can change the subconsciousness of Chinese to English and close the distance of a new teacher and those students.Step 2:Presentation A.Setting a situation: A farmer leads students to his farm to introduce some of the vegetables.T: Hello, boys and girls, I am a farmer and welcome to my farm.I have many vegetables on my farm.Are you ready to come with me? let’s go!B.Teacher shows the picture about a tomato and ask students: What’s this? T: tomato tomato tomato Ss: tomato tomato tomato(pick out some of the students to read the new words and if the students perform well, teacher will give students ★.)T: What’s this? Ss: It’s a tomato.T: What are they?(Teacher shows two pictures, and one of them is about a tomato, another is many tomatoes)Ss: They are tomatoes.In the same way, teacher will teach the words: potato, potatoes, green beans, onions.T: Look at the plural form, are they the same? Ss: No, tomato and potato +es and green bean, carrot +s.T: please finish the test paper of the first two questions.T: Now I will give each group a piece of paper and try to develop the dialogues like what we have learned in today’s class.C.Teacher shows the dialogues of this part and let students listen to the radio and follow the radio to develop their dialogues.Teacher shows other pictures and let students try to make a sentence.Step3: Practice T: I think you all did a very good job, now let’s learn a chat to have a relax.(play the radio of let’s chant and let students follow)T: now let’s play a game to check what you have leaned.(memory test)Through T-S and S-S practices,the new words and patterns could be reinforced with the former learned words and sentences.The form of Chant can help students remember the words.T: look at the picture.What can you see? Ss: they are big.Teacher shows some pictures of these vegetables and let students try to say the features of the vegetables.Then teacher gives each group two pieces of paper and let them do a group work after that teacher invites each group to perform.Step 4:Assessment a、The teacher makes a short summary to go over the class and make comments on students performance.b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.

第四篇：四年级英语教案4 （推荐）

潘桂芝

Teaching Plan of Grade__4___

Unit _5__ How much is it?  Topic: shopping  Language systems: 1.Lexis: colorful、pretty、cheap、expensive、sneakers、slippers、sandles、boots 2.Grammar: the plural forms of nouns 3.function: can describe the clothes and shoes in simple words, can talk about the prices, colors and styles.4.phonology: the letter A ’s two different articulation in words  Language skills: 1.Listening: Follow and understand the words in Part A and B.let’s do and the sentences in dialogues.2.speaking: can describe the clothes and shoes in simple words, talk about prices and give evaluations 3.reading: recognize the new words and read the articles about shopping or describing clothes.4.writing: the four-skill words such as apple, banana, pear, orange and the sentence ‚How much is it/are they?‛  Objectives: Ability aim: 1.Can describe the clothes and shoes in simple words, For example: it’s pretty.2.Can talk about the prices, colors and styles.For example: How much is it? Specific target sentences: A pair of …for….What size? How much are they? We’ll take them.Specific functional exponents: 能询问价格并简略评价。Source of material: B Let’s talk Group work C Let’s check Assumptions: Anticipated problems: 学生分析：学生在上一课时已经学习了鞋子的名称，这节课在句型中继续巩固词组a pair of….在这节课中A pair of …for…是难sneakers.Run in the park.Knowledge aim: 1.Can grasp the words in Part A&B and sentences in Read and write 2.Can understand the contents in Let’s chant, Story time, Good to know.Emotion aim: 1.Be polite when relate to others 2.To tell the differences on sizes about clothing from China and other western countries. Evidence:学生在已经学过衣物，水果等词汇。本单元可利用这些词汇开展去商场购物的活动进行教学。 Procedures: 1st Part A let’s learn let’s chant 2nd Part A let’s talk Group work C.Task time 3rd Part A read and write C.story time 4 Part B let’s learn let’s do C.let’s sing 5th Part B let’s talk Group work C.let’s check 6th Part B read and write Good to know C.Prounciation

th

First Lesson Specific vocabulary: colorful pretty cheap expensive Specific target sentences: It’s cheap/pretty/expensive/colourful.Specific functional exponents: able to describe the character of clothing Source of material:

1、本课生词的单词卡片

2、衣服的实物

3、配套的教学课件

4、配套的教学录音带

5、课文配套挂图

Assumptions: 三年级上册U4 B chant : look at the cat.It is fat.Look at ….利用该chant来唤起学生的记忆，练习本课句型Look at that dress, it’s pretty.Anticipated problems: expensive 的读音会比较难读。

Step 1 Warm-up/Revision 1．课前播放三年级上册U4 B chant（温故引新）

2.Talk about the weather，What’s the weather like today? What do you want to wear? Step 2 Presentation 1.引出shopping: Today is Amy’s birthday.Let’s go to her birthday party, OK? But I don’t have a pretty dress.So let’s go shopping, OK? Look!This is a clothes shop.2.操练单词。

1）pretty: A：look at the clothes in the shop.I see a dress.It’s pretty.B：幻灯出示chant: Look at that dress, it is pretty.C：T带读

D：boys/ girls chant E：My skirt is pretty.My sweater is pretty, too.How about

yours?(引导学生说出My---is---这一句型,用上学生自己带的衣服)2）colourful: A：(课件呈现一条裙)Look at the skirt.Red and yellow and pink and green.So many colours!B： 播chant: Colour, colour, colourful, I have a colourful

skirt, you have a colourful skirt.C：句型练习My ….is colourful.3）expensive: A：The skirt is colourful.I like it so much.How much is it? Wow!500yuan.It’s so expensive.B:出示 chant: Look at that skirt , it’s expensive.C：My sweater is expensive.My skirt is expensive.(衣服裙子有标价)Is your dress expensive?(引导学生讲句子)4)cheap: A：The skirt is 500 yuan.It’s expensive.But this jacket is 10 yuan.It’s cheap.5)比较cheap和expensive(出示有标价的两种东西，问which is cheap/expensive?)Step 3 games 1.Games :listening and saying.准备本课单词及衣服单词，同位一份。老师读句子，学生抓单词并说句子，如T says ‚the dress is pretty‛, Ss should catch ‚dress‛ and ‚pretty‛, and stand up.(举得最快的组要读出整个句子)2．Guessing game: Just now I bought a pretty skirt.But I don’t have gift for Amy.Let’s go to the gift shop.Oh, they’re special.Can you guess which one is pretty/expensive?(设置surprise, 古董文物A不好看,但是很贵;女孩背影B很漂亮但实际脸长满皱纹)(有整个小组来讨论,猜出答案)Step 4 Conclusion 1.It’s a pity.The gifts are not good.Em---Yes, I have a great idea!I can send Amy some flowers.(实物)Look!The flowers are colourful and pretty.They’re cheap.They ‘re not expensive.2.sing a song: I send the flowers to Amy.She must be very happy.Look!Amy is pretty.(课件)It’s her birthday.Let’s sing a song for her.(生日歌 + 同样曲子套上本课所学内容)3.Let’ s chant: 3.Today we learn ‚ Unit 5 How much is it ‛ chant 播一次, 用实物来帮助理解, 两组问两组答, 共同完成chant。Step 5 Homework 1.听本课录音3次。2.用本课句子介绍两件自己的衣物。

Second Lesson Specific vocabulary: colorful，pretty，cheap，expensive Specific target sentences: Can I help you? How much is this skirt/...? It's colourful/...‛

Specific functional exponents:

1、听懂会说：Can I help you? How much is this skirt/...? It's colourful/...‛

2、能在实际的情景中运用进行实际交际。

Source of material:

1、配套的教学课件

2、配套的教学录音带

3、课文配套挂图

Assumptions: 学生在第一课时已经学了Look at that …, it is ….为本课的对话学习做了铺垫。

Anticipated problems: can I help ? 在 四年上册U5 B let’s learn 出现过但用法与本课不同。部分学生可能会混淆。

Step 1 Warm-up/Revision 1.Let’s chant 2.Sharp eyes: 看中文或英文价格，用英语读出来，如 12yuan / eleven yuan… 3.How much is that shirt/….? 出示幻灯练习衣物与价格，先师生对话示范再到生生对话。Step 2 Presentation 1.教师在教室中挂上孩子们带来的衣物（背面有价格），围绕教室挂一圈。教师和孩子们进行对话的交流：

T: Look at this shirt.It’s colorful.S: Yes, it’s pretty.T: How much is it?

S(请一个孩子走到背面翻出价格)It’s one hundred yuan.It’s too expensive.2.教师出示教学挂图，让孩子观看图片，预测内容。

3.播放课件(没字幕)，边看边听，回答问题：⑴ How much is the dress? ⑵ Amy likes the dress.Yes or no? ⑶ Mom likes the dress, Yes or no? why? 看2次，解答三个问题。

4.打开书跟读对话，然后分角色朗读。可增加给课件配音，小组练习、表演等活动。

Step 3趣味操练（Practice）Group work 孩子运用自己手中的卡片，进行对话和描述。仿照Let’s talk部分中的对话。Step 4扩展性活动（Add-activities）

购物活动(task time)

教师发给每个孩子100元纸币（孩子自己制作的），把教室分成四部分，组成四个服装店，每个店请一个孩子扮演售货员。

让孩子们仿照课文中的对话，进行购物活动。

活动完成后，小组中交流购物收获。运用How much is this skirt/..? It’s cheap.等句子进行描述。Step 5 Conclusion and Homework 1.听本课录音三次

2.同位合编一组对话，自备衣物或卡片。

Third Lesson Specific vocabulary: big small long short nice Specific target sentences: The shirt is colourful/…, but it’s too….Specific functional exponents: able to describe the character of clothing Source of material:

1、本课生词的单词卡片

2、衣服的实物

3、配套的教学课件

4、配套的教学录音带

5、课文配套挂图 6.句子卡片

Assumptions: 学生已经学过big small long short nice这5个单词，本课只要开展一点游戏来促进学生对单词的记忆。

Anticipated problems: nice 的读音与nine的区别。Step 1 Warm-up/Revision

1、检查上节课作业：同位编对话

2、播放三年级下册U6 A let’s do ：tall，tall，tall.make yourself tall….Step 2 Presentation

1、教师准备好一些大小不一的衣服。说：‚I like this skirt.it is pretty.‛然后教师穿一下，说：‚But it’s too big.‛然后再拿起一件，说：‚This one is nice.It’s fits me well.‛

2、教师请一个孩子上来选衣服，指导孩子运用句子：This … is …, but it’s too….3、然后多请上几个孩子上来说。

4、小组活动: 孩子每人带一件家里人的衣服来，在小组中每个孩子轮流挑选衣服，在这一过程中运用This shirt is …,but it’s too….5、打开书，初读课文，判断对错：⑴ Five animals go shopping together.⑵The shirt is pretty, but it’s too big for Rabbit.⑶ The shirt is good , but it’s too small for Giraffe.⑷ The shirt is nice and fits Zoom well.6、小组认读句子，让孩子逐句认读。找出疑问。

7、两人一小组，一个拼，一个写。单词的抄写练习。

8、出示句子的句卡，然后孩子试读，教师提示学生注意句子第一个单词的第一个字母大写，提示孩子注意标点和占格。

Step 3 games and practice

1、拼一拼，猜一猜

教师读一个单词，让孩子迅速拼出字母，小组竞赛。

2、把单词排列成句子：教师将对话中的句子打印出来，一句话一行，剪开每句话。准备若干份。学生以小组为单位，每组一份对话，重新排列对话顺序并读出来。然后教师仿写句子并指导学生在活动手册上练习。

3、教师请几个孩子穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。运用句子This shirt is …,but it’s too….Step 4 Conclusion 句子书写的注意要点。Step 5 Homework 1.听本课录音3次，读3次。2.抄写一个单词一行，一个句子两遍。并自己默写单词和句子。

Fourth Lesson Specific vocabulary: boots, slippers, sandals, sneakers, a pair of.Specific target sentences: Can I help you? Yes, I want a pair of sneakers.Specific functional exponents: 能听懂并发出简单指令，如：Put on your sneakers.Run in the park…

Source of material: B Let’s learn.Let’s do Let’s sing.Assumptions: Anticipated problems: 学生分析：学生已经在能够简单描述衣服的大小和评论价格，本节课学习鞋子的名称，这节课的词以复数的形式出现，在读音上可能对学生有点难，特别是slippers与sneakers，用a pair of…描述鞋的数量，并在实际情境中运用,这对学生来说也是个难点。Step 1: warm-up

1、Let’ chant P58

2、学生角色表演A Let’s talk复习购物用语。

3、Guessing game 教师将各种标有价钱的衣服放到一个大储物袋中，让学生猜一猜里面有什么，学生猜对后，取出并描述一下大小、价钱等。

（设计意图：首先通过Let’s chant,guessing game活跃课堂气氛，再通过对话复习学过的句型为教授部分做好铺垫。A）Step 2: presentation

1、教师出示大挂图，让孩子结合图说一说What can you see? 引出新的各种鞋的单词，让学生整体认识单词。

2、通过设置去鞋店买鞋的情景，描述图中的各种鞋，引出a pair of…并教学新单词。boots,slippers, sandles, sneakers.在教学单词同时结合Let’s do.(设计意图：创设情境，引入课文的学习。A)

3、学生进行情景表演练习，并熟悉新的单词及a pair of…的用法。

4、听录音，跟读单词。

5、播放课件，理解Can I help you? Yes.I want a a pair of sneakers.6、孩子分角色跟读。

小组表演、各小组展示。

7、①播放Let’s do.②边读边做动作。

③分小组练习。

④老师发指令，学生做动作。

(设计意图：充分利用多媒体手段，展现教学内容，引入入胜，并设计听音答问，跟读，表演等教学内容，使学生进一步了解、掌握课文内容，从而降低学习难度，增强学习效果，提高学习兴趣。R)Step 3: Practice

教师出示各种鞋的图片，然后将一图片藏起，并询问：What are they? 学生猜到后，找到该图片，用学过的知识描述被藏起来的鞋子。

（设计意图：通过游戏，使学生轻松愉快地接受，掌握新知，巩固所学。A）Step 4: add-activities 1．学生运用学过的知识描述自己的鞋或其他同学的鞋。2．同步练习册。Step 5: Homework 1.向家长听、读录音三次。2.描述自己的鞋或其他同学的鞋。

Fifth Lesson Specific vocabulary: size, take, a pair of,son.点，在教学法中要注意。What size? Size ftve.注意英美两国与我国的衣物尺码标记的差异。

Step 1：Warm-up/Revision

1、Let’s do

教师发出口令，孩子听到口令后出示图片并做出相应的动作。

2、学生说唱本单元的歌谣。

（设计意图：用chant调节课堂气氛，让学生在轻松的节奏中感知本单元的知识点。A）

3、出示一些实物复习句型：How much is it? It’s…yuan.再出示一些复数的物品，教学How much are they? They’re….（设计意图：通过复习学过的内容,为新授课作准备。A）Step 2：Presentation :

1、教师出示Let’s learn部分的挂图，让孩子表演图中的情景，教师与学生共同表演对话。教师挑出两双鞋，一双适合自己的脚，另一双或大或小，然后让学生猜哪一双是自己的鞋。学生猜过两三次后，教师告诉学生：I take size 38 sneakers.Which pair is mine? Please guess!学生猜出后，教师问学生：What size do you wear？指导学生回答：Size …。教学What size？Size …。教学再用句型问两、三个同学：

T：What size do you wear？ Ss: Size … T: How much are they ? Ss: They’re…yuan.2、教师指导学生做以上的问答练习，进行小组汇报。

3、出示挂图让学生猜图意。

4、观看课件并回答问题。What size does John wear? How much are they?(设计意图：通过让学生装猜图意，培养学生的猜测能力，通过让学生带着问题听对话，师生问答自然引出新句型，培养学生的听力。R)

5、学生跟录音朗读课文，教师指导学生朗读。学生分角色朗读对话。进行Pair work，分组表演。

(设计意图：通过跟读，小组练习，让学生表演，提高学生学习的兴趣。A)

6、Group work：

教师为学生布置任务，完成书中的表格。学生通过询问小组成员：How much are your jeans/…?的交流活动，在实际的生活中运用语言。学生完成表格后，再以对话的方式向同学们汇报。

(设计意图：通过调查完成表格，对本节课的重点句型进行有效复习，并鼓励学生把听到的对话用自己的语言来转述，对本课的内容进行拓展。R）Step 3 Practice : 活动：买鞋

教师为学生准备写有各种要求的卡片，如：≤50yuan

sandals size 36….活动时，学生两人一组进行，其中一个抽卡片决定要买的鞋，让后运用学过的语言知识进行交际，并买到要求的鞋。描述买到的鞋向大家汇报，买对、并汇报正确的加两分，最后评出优胜组，奖励。

（设计意图：通过这个活动巩固所学的新句型，同时激发学生的学习兴趣。R）Step 4:Add-activities1、Let’s check 2．同步练习册

(设计意图：用Let’s check训练学生的听力，并检测学生对这个单元的掌握情况。C）

Step 5: Homework:

1、2、向家长听、读录音三次。跟你的好朋友表演对话。

Sixth Lesson Specific vocabulary: apple, banana, orange, pear, watermelon Specific target sentences: How much are they? They’re three yuan.Specific functional exponents: 使用购物基本用语并能询问价格。Source of material: B Read and write C Task time Pronunciation Assumptions: Anticipated problems: 学生分析：学生在听、读、说单词、句子的基础上，这节课要求学生正确书写单词和句子，强调学生注意‚They’re‛写法。

Step 1：Warm-up/Revision

1、Listen and show：

教师说单词或相关事物，孩子看想一想，举出相应的单词卡片并重复单词。孩子在小组中做游戏。

2、小组比赛

表演Let’s talk.3、Guessing game：

教师准备许多物品，学生猜一猜物品的价钱？复习How much is it ? It’s ….How much are they? They’re….(设计意图：通过游戏比赛，结合已学句型，操练新学的单词。通过学生间的合作交流，使学生体验到交流的成就感和快乐感。R)Step 2：Presentation

1、教师出示Read and write课文挂图，问：What can you see in the picture? 学生说一说所看到的东西。教师出示学生所说的单词卡片apple, banana, orange, pear,watermalon,并让学生拼写单词。

（设计意图：看图或根据实际进行描述，复习上节课词汇和句型，有图作为依托学生就有话可说，比凭空说好。R）

2、听录音并回答问题：：How many apples does Zoom want to buy? How much are they?

3、学生同桌试读对话。

4、听录音，跟读，纠正语音语调。

5、为录像配音，小组操练熟悉后进行对话表演。

（设计意图：让学生一一认读新句型，逐步让学生掌握正确的读音。通过扮演角色，让学生进一步熟悉对话。R）

6、教师让学生不看书回忆书中要求书写的单词和句子，学生说一个，教师带领书写一个，注意讲解。

7、学生在活动手册中书写，老师指导。

(设计意图：在课堂上完成书写练习，并逐渐培养他们良好的书写习惯。R）Step 3： Practice

Listen and order 教师说一些单词或句子，学生迅速按顺序排列单词卡片，并大声朗读单词。(设计意图：通过游戏活动，进一步巩固单词。R)Step 4： Add-activities

买水果：

教师准备一些水果或学生自己画一些水果, 学生根据实物或水果图片编排购物的场景进行现场交际表演。评出优胜组给予奖励。

（设计意图：让学生进一步运用所学知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感。A）Step 5：Homework 1.抄写单词每个两行，句子两句。2.听、读课文三次。

第五篇：四年级英语教案5

潘桂芝

Teaching Plan of Grade 4

Unit 1  Topic: School things  Language systems: 1.Lexis: playground, canteen, garden, teacher’s office, library, art room, music room, computer room, TV room, gym, wash room 2.Grammar: 一般疑问句的问与答：Is this...? Do you have a...? 3.Function: 能够简单介绍学校校舍分布情况，说出每个教室的不同功能。

4.Phonology: 能够正确朗读出含元音字母a的单词，并能分析出读音规则。

 Language skills: 1.Listening:（1）能听懂学校校舍名称的单词、，（2）能听懂一般疑问句的问与答。

（3）能听懂read and write中的词句，以及Pronunciation中元音字母的发音。

（4）能听懂关于学校规章制度的英语说法。2.Speaking:（1）会说本单元表示校舍及课室功能名称的单词。

（2）会说会运用本课的句子介绍学校校舍分布情况，说出每个教室的不同功能。

（3）会说出含元音字母a的单词。3.Reading:（1）能正确读出本单元关于校舍名称的三会、四会单词，能朗读课文的单词和对话，并能理解对话的内容。

（2）能正确认读出含元音字母a的单词。4.Writing: 能正确书写课室物品名称的单词，并能按英语书写规则写出般疑问句。

 Objectives: 1．能力目标

（1）能够简单介绍学校校舍的分布情况，如：This is the teacher's office．That is my classroom．

（2）能简单说出每个课室的不同功能，如：Go to the library．Read a story-book．

（3）能听懂并回答一些问题，如：Is this the library? Is that the TV room?（4）会唱歌曲‚Our School‛。2．知识目标

（1）掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。

（2）认读A、B部分Let's learn、Let's talk中的单词和句子。（3）理解Let's do、Let's chant等部分的内容。（4）了解Story time、Good to know等部分的内容。3．情感、策略、文化等有关目标

（1）情感态度：能以得体的方式向客人介绍自己的学校。

（2）学习策略：注重合作学习，鼓励学生大胆想象，构思未来学校的蓝图。（3）文化目标：了解在不同场合应该遵守的公共道德，培养学生对学校的热爱之情。 Evidence: 学生能够熟练运用目标语言与他人进行交际活动，能通过操练，独立完成课本、活动手册和同步练习册相关的练习及检测练习，使听、说、读、写技能有所提高。 Procedures: 1st Lesson：A Let's learn Let's do C Let's sing 2nd Lesson：A Let's talk Let's play C Let's sing 3 Lesson：A Read and write B Let's chant C Good to know 4th Lesson：B Let's learn B Let's play C Task time 5th Lesson：B Let's talk C Let's check 6th Lesson：B Read and write C Story time.Pronunciation

rd

First Lesson Specific vocabulary: playground, canteen, garden, teacher’s office, library Specific target sentences: This is....That is....Where is the...? It’s on the 1st floor.Specific functional exponents: 1．能够听、说、认读本课时的主要单词：teacher's office, canteen, garden, playground, library。

2．听懂指示语，并按要求做出相应的动作，如：Go to the garden．Water the flowers．

3、学唱英文歌曲‚Our school‛，培养学生的学习兴趣。

Source of material: 本课时的五张单词卡、录音机、录音磁带

Assumptions: 学生在学习了四年级上册‚My School‛这一主题的知识后，学会了关于学校的居室名称，根据已有的知识背景，展开教学，以旧引新。Step 1: Warm-up 教师播放第三册学生用书第五页的歌谣‚Work and play ‛，让学生跟随录音机说唱。

Step 2：Revision Talk‚What’s in the classroom? A board , two lights , many desks and chairs.‛自然过渡到学习学校各课室的名称。Step 3: Presentation Let’s learn（1）从讨论教室自然过渡到学习学校各课室的名称。教师接着问： How many rooms are there in our school? Where do we have English/ Music/...class? 接下来教师借助单词卡片教授生词。教师在教学过程中引入句型‚Let’s do‛，结合动作使学生进一步明白语义。

（2）通过对学生进行提问：‚Where is the...?‛导入句子‚It’s on the...floor.‛的教学，同时根据学生的回答，拼出校园分布图

（4）通过教师领读和听音跟读，让学生掌握本课时五个生词的正确读音。在练习library 的发音时，可复习已学过的含辅音连缀的单词，如ice-cream , brother , friend , hungry。（5）听，跟做‚Let’s do‛

（6）学生自己通过语音知识，为所给的图片配上英语单词。然后打开书跟读录音并进行检查，教师对于错例要通过音素进行讲解。（7）Listen to the tape again.Step 4：Practice:（1）Let’s do A、要求学生发出及听懂指令，做出相应的动作。（小组竞赛的方式。）B、教师或学生做动作，让其他的学生猜并说出该单词。

Step 5：Extension

1、小组比赛。教师出示一张词卡，如garden，组内学生依次说出与该词有关的其他单词，如：flowers , red , colour , trees 等，这样既复习了学过的单词，也能巩固本课所学知识。

2、完成《同步》的相关练习。Step 6: Homework: 设计自己的学校，并谈谈自己的学校。【板书设计】

Unit 1 Our school Let’s learn playground garden canteen

library teacher’s office

Second Lesson Specific vocabulary: first floor, library Specific target sentences: This is....That is....Do you have lunch at school?.Specific functional exponents:

1、能听懂、会说：‚This is the teacher’s office.That is my classroom.‛并能在实际情景中进行运用。

2、能跟唱歌曲‚Our school‛。

3、了解英美国家关于楼层的不同表达方式。

4、学唱英文歌曲‚Our school‛，培养学生的学习兴趣。

Source of material: 1．教师准备陈杰的头饰。2．教师准备该课时的教学挂图。3．教师准备录音机、录音带或VCD。4．如有条件，学生可以准备金黄色假发套。

Assumptions: 本课时的两部分内容都是通过情景对话来完成的，教师应积极鼓励每一个学生参与对话，为学生创造更多的语言训练机会。在学生积极参与表演对话时，不要求学生都必须按照课文内容表演，可根据实际情况或对基础较好的同学，鼓励他们用学过的相应词汇进行替换，如：两个男孩表演第一个对话时，学生就可以将对话中的Teacher’s office替换成canteen, library等，这样更符合学生的实际，学生更容易进行真实的交流。

为了便于学生更加熟悉两个句型的使用，在课文的基础上有目的地多设计一些交际活动，如：Ask and answer等，为学生提供更广阔的交际空间。Step 1: Warm-up（1）教师播放本课时A部分Let’s do 的录音带，学生听音做动作。（2）教师慢慢出示canteen 等词的图卡，让学生猜出该单词。（3）教师播放本单元歌曲‚Our school‛，先让学生听然后鼓励学生跟唱。

Step 2: Presentation Let’s talk 教师首先和学生进行自由交谈，主题是Why do you like our school ? 鼓励学生用简单的句子作出回答，即使只能说只语片言，教师也要给予表扬。顺着这一话题，教师说：Yes , our school is really very nice.Today some friends from America are coming to see our school.Chen Jie is showing our school.Let’s watch.有此导入新课。

（1）看与听

学生看Let’s talk部分的插图，教师提一些问题，如：How many American friends are there ? What do you do in the playground ? 在提问与回答的过程中，将难点各个击破。

（2）模仿分说，注意指导‚this‛和‚that ‛中‚th‛的发音。（3）和的操练可以在排列卡片、复习单词的过程中渗透，如：也可以让学生听指令排列卡片，如：然后引导学生仔细观察挂图，正确理解和运用短语。

（4）分角色朗读与表演

分组表演 先示范------大众化表演

Step3 Extension（1）完成《同步》的相关练习。（2）和同学一起表演课文对话。

Step 4: Homework: 和爸爸妈妈一起谈谈自己的学校。

【板书设计】

Unit 1 Our school A Let’s talk

This is the teacher’s office.Third Lesson Specific vocabulary: board , light , fan , computer.Specific target sentences: This is my computer．That is your computer Specific functional exponents:

1、能够听、说、读、写单词：board , light , fan , computer.2、能够理解并吟唱出歌谣的内容。

3、了解学校的有关规章制度用英语怎么说。

4、能够在四线格中的正确书写句子。

Source of material: 1．教师准备本课时相应的挂图。2．教师准备一台录音机和录音带。3．教师准备相应的动物头饰。

Assumptions: 既然是阅读部分，就应当让学生自己朗读，借助图画帮助理解。教师应当先给学生足够的时间充分的朗读，使学生先扫除朗读中的障碍，再进行阅读理解，培养学生阅读理解的能力，坚持下去，学生定会在阅读理解文章方面有所收获。

Step 1: Warm-up & Revision

1、学生跟录音演唱C部分的歌曲‚Our school‛。

2、请一组学生表演A部分Let’s talk 的对话，复习所学的新句型

Step 2：Preview

1、引导学生复习第三册学生用书第一单元A部分的let’s learn，巩固学习六个单词并请学生用该部分的句型：What’s in the classroom ? A board ……来介绍自己的教室。

2、播放Book 3 Unit 1 A部分Let’s do 的录音带，引导学生听听、做做。Step 3: Presentation Let’s chant 播放B部分的歌谣，引导学生将学校场馆library , art room , canteen , gym 和动词read , draw , eat , play 对应起来认读。Read and write

1、在跟唱Let’s chant之后，教师对内容进行提问：Where do you read ? Where do you draw? 等等，学生作答后，教师继续提问：Where do you play computer? 学生会比较容易地答出：In the computer room。这时教师可出示挂图说：This is a computer room.2、师生之间对挂图上的内容进行简单的交际性回答后，教师请学生阅读课文并设计几个简单的问题检查学生的理解程度。

3、教师在四线格中示范书写四会掌握单词和句子，并讲解书写规范。(1)句子的打头单词的第一个字母要大写；

(2)句子末尾要加标点。需要特别指出的是英语中的句号为实心点，汉语中的句号是空心小圈。

(3)句子当中的单词间距为一个字母宽。

Step 4：Practice:

1、角色表演。巩固本课时的新句型。

2、听音判断。教师根据图的内容说一些句子，如：There are three computers in the room.请学生根据记忆中的图的内容判断正误。Step 5: Good to know 首先让学生思考：Can we drink in the computer room? Can we eat in the computer room? 由此引出其他的学校常规。Step 6 Homework: 抄写‚四会‛单词和句子。【板书设计】

Unit 1 A Read and write

（四线格）

computer board fan light This is my computer.That is your computer.Fourth Lesson Specific vocabulary: gym, TV room, art room, computer room, washroom, music room.Specific target sentences: Where is the...? It’s on the...floor.Specific function exponent:能询问各功能室的位置并说出各功能室所在的楼层。

Source of material: 1．教师可自己制作该部分的挂图。

2．教师准备相关的词卡。

3．教师准备录音机和录音带或VCD。4．教师准备一幅大楼的框架图。

Assumption and Anticipated problems: 学生在part A Let’s learn 中已经学习了新句型：Where is the canteen? It is on the first floor.本节课继续学习此句型，并在应用句型的同时学习本节课的新单词。Step 1.Warm up Ss sing the song 《Our school》with computer.Step 2.Presentation 1.T: Boys and girls, do you like our school? Yes, our school is so big.Look，this is a map of our school.Let’s see 2.多媒体猜出示学校的地图并介绍学校各功能室。（让学生带着问题听介绍两次。）

Eg: Hello, welcome to our school.This is the music room.We can sing the song in the music room.This is the gym.We can play sports in the gym.This is the TV room.They are on the first floor.That is the art room.That is the computer room.They are in the second.Oh, where is the washroom? It’s on the second floor, too.3.听完介绍后，让学生尝试说出各功能室的名称。老师并用此句子问学生：Where is the....’s room ? 学生尝试回答：It ‘s on the secondfirst floor.4.教师出示单词卡片（出示单词卡片时，把单词卡片的书写部分用卡纸挡住），教授本节课新单词。

5.让学生根据单词的读音猜猜新单词的书写形式。（板书新单词）6.学生听录音、跟读、模仿。Step3 Practice

1、将全班分为2个小组，进行小组竞赛。

（1）教师示范：T: Where do we play Ping Pong? S1: In the gym.(2)小组派代表进行问答。（检查中上生）能正确猜出的可为本小组加分。(3)同桌之间练习(优生带差生)，教师检查。

2.教师把一副教学楼的框架图贴在黑板上，让两名学生站在讲台前。T：The washroom is on the second floor.让学生在讲台上选出washroom 的单词卡，并将它贴在正确的位置。速度快的可为本小组加一分。

3、把贴在黑板上的六张图片分别翻过来并打乱顺序，问学生：Is this the music room? 让学生回答。猜对的可为本小组加分。Step4.Story time 1．出示story time 第四幅挂图让学生猜：Is this the computer?Is this the teacher’s office? 2．学生带着以上的两个问题看本部分的动画。3．学生回答问题，4．再看动画，引导学生注意Is this that 句型在什么情况下用。

5、学生跟读录音后，分角色朗读。Step 5 Consolidation Finish let’s learn.Part B.Activity Book.Step 6.Homework 1.Listen to the tape and read after it.(p7.p13)2.四人小组根据课本第10页设计自己理想的学校。【板书设计】 Unit 1 Our school

Part B Let’s learn art room computer room washroom music room gym TV room

Fifth lesson Specific vocabulary : Specific target sentences: Is this the art room? Yes , it is.Is that the TV room? No, it isn’t.Specific function exponents: 能正确识别句型Is this…和句型Is that …。的不同用法并在真实情景中的正确使用能较好的完成Let’s check 部分的评价活动。Source of materials: 1．教师准备该部分的挂图。

2．教师准备相关的词卡。

3．教师准备录音机和录音带或VCD。

Assumption and Anticipated problems: 学生已经能正确的使用句型This is … 和That is ….进行描绘周边的事物，本节课时让学生在学习这两个句型的基础上学习特殊疑问句:Is this/that …以及它们的肯定回答和否定回答。.Step 1 Warm up 1.Sing the chant(P 7)注意引导学生正确吟唱句子：What a lot of fun.2.Free talk.What’s in our school?(引导学生说出本单元的新词汇并会用以下句子进行描述：This is… That is …It is on the firstsecond….)在学生描述

Step 2.Presentation 1.T: There are many students and teachers in our school.Who is he ?(多媒体出示学校校长的照片)Yes,he is our headmaster.Do you want to be a headmaster? Today Wu Yifan is a headmaster.He has a new school.Do you want to have a look? 2.教师在黑板上画出Wu Yifan 学校的地图框架，让学生观看动画后回答以下问题，并把正确的图片贴在相对应的位置。

（1）Is the art room on the second floor? Where is it?(2): Is the music room on the second floor?(3)Is the computer room on the third floor?(4)Is the library on the fourth floor?(拓展让学生感知third floor 和fourth floor，通过提问题帮助学生理解对话.)3.将六张图卡反面贴在在黑板上，教师指着某张图片问：Is this that… , 让学生翻过来作答.4.呈现教学句子：Is this the library? Yes it is.Is that the art room? No it isn’t.5.Read after the tape.(注意升降调的朗读)6.四人小组练习对话并表演。Step3.Practise 1.让学生把设计好的学校图片拿出并把各功能室用纸条遮住，同桌之间用Is this…Is that…相互询问。2.Let’s check(1)引导学生观察图片并听录音。）(2)Listen and tick.(3)Check the answer.（教会学生的看图听力技巧）Step 4 Add-activities.活动手册配套练习。

（检查学生是否掌握本课学习的内容）

Step5.Homework：Listen to the tape and read the dialogue to parents.【板书设计】

Unit 1 Our school B Let’s talk Is this the library? Is that the art room? Yes, it is.No, it isn’t.Sixth Lesson Specific vocabulary:

Read and write 中的四会单词以及问句Is this a teacher’s desk ? Yes, It is.Specific target sentences:能理并阅读Read and write

正确读出pronunciation中的单词和明白其发音规律。

Specific function exponents:能正确书写本节课的四会单词和句子。

Source of material: 挂图、字母卡、阅读填空材料、录音带和录音机、多媒体。Assumption and Anticipated problems: 学生之前对本节课的单词和句子已经掌握了，而且能正确的读出这些单词和句子，本节课重点是引导学生正确书写这些单词和句子。在教学时要落实中下生的书写。Step1.Warm up Let’s talk 针对课文的一般疑问句展开对话。Step 2.Presentation

设置情景，引出课文内容。（出示Read and write 的挂图）

1.T: Class, I have some friends.Do you want to know who are my friends? Yes, they are ants.What are they talking? 2.让学生发挥想象力，说说他们所说的内容。（引导，鼓励学生用句型：Is this….Is that ….）

3.出示Read and write 的对话，把书写部分空出，让学生阅读对话，并在练习本上完成对话。

4.教师检查答案并板书示范本节课的四会单词和句子。注意：（1，句子开头，特殊单词用大写。2 单词之间有间隔。3.句末句号用实点。）5.让学生听录音并模仿跟读。Step 3.Practise

1.阅读对话根据上下文完成对话。

（1）A：Hello，Ben, Is this your ? B: Yes, It is my picture.I can draw picture（2）A： this your music room ? B: No,.It is my art room.(3)Is the computer on the ? No, it is not on the teacher’s desk.It is on the floor.(4)Is that a bee on the wall? Yes, It is a bee on the.(巩固学生的阅读能力和检测学生的书写情况。)

2、Pronunciation

（1）让学生听录音，感受字母a在单词中的发音。

（2）让学生自己读单词，小组讨论，找出规律，然后向全班汇报。（3）学生根据规律，学生读出其它开音节和闭音节的单词。Step 4.Homework

(1)Listen and read the text 3 times.(2)Activity book EX 【板书设计】 Unit 1 A Read and write

（四线格）