第一篇：[牛津中小学英语网]新教材4BUnit5 Seasons 教案五课时ok(含10个批注,整篇后记)
Unit 5 Seasons第一课时(The first period)
一、教学内容： Story time.二、教学目标: 1.三会掌握词汇spring，summer，autumn，winter，warm，hot，cold，cool，go boating，go swimming，go climbing，go skating，picnic.2.听懂、会说、会读It’s...We...3.在图片、情景等非语言提示的帮助下，合理描述天气状况、个人爱好等。4.熟练朗读并能初步表演对话内容。
三、教学重难点: 1.三会掌握词汇spring，summer，autumn，winter，warm，hot，cold，cool，go boating，go swimming，go climbing，go skating，picnic.2.听懂、会说、会读It’s...We...3.在图片、情景等非语言提示的帮助下，合理描述天气状况、个人爱好等。4.熟练朗读并能初步表演对话内容。
四、教具准备：
1．事先板书好课题Unit 5 Seasons 2．教学图片和卡片。3．磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.T: Good morning, boys and girls.Ss: Good morning, Miss Xu.T: How are you? Ss: I’m fine, thank you.T: Nice to see you.Ss：Nice to see you too.2.复习swim, skate, boat 等词。
学生根据生活经验将四季图片与相符合的感受连线。教师与学生用所学句型相互对话，创设良好的英语学习氛围。
T: What day is it today? Ss: It’s„
T：When can we do these things? Ss: We can„
Step Two: Presentation and practice.1.出示季节图片让学生认读单词, 通过游戏巩固季节单词。教师出示春季游玩图片及相关问题：
1、Who are they?
2、What are they doing? 引导学生填词
In______, it’s ______.We _______ _______.We go _______.（教授go boating）We like 用相同结构描述夏、秋、冬场景。培养学生的小组合作意识及口语表达能力。2.分别出示夏、秋、冬活动图片，教授go climbing，go swimming，go skating。引导学生用动作、表情复述内容。
3.play a game看图片，快速反应季节名称。
T：You did a good job.In different seasons, there are different weather.Now What’s the weather like in spring? T：In spring, it is warm.（师带读两遍)Follow me, please.T: Now Let’s read together with your action, OK? Ss: OK.T：Now What’s the weather like in summer？生答
T：In summer, it is hot.（师带读两遍)生齐读句子加动作。T：Now What’s the weather like in autumn？
T：In autumn, it is cool.（新词，师带读两遍)生齐读句子。T：Now What’s the weather like in winter？
T：In winter , it is cold.(师带读两遍)生齐读句子加动作。
T：Now we know the weather of four seasons.What can we do in different seasons? Look at the pictures and try to say.You try, please.S1: In spring, it is warm.I fly a kite.I go boating.S: In summer, it is hot.I go swimming.I eat ice creams.S: In autumn, it is cool.I have a picnic.I go climbing.S: In winter, it is cold.I make snowmen.I go skating.4.T: Boys and girls, at this lesson.We are trying to do the things: Enjoy the poem.Enjoy our colorful life.Firstly Let’s enjoy the cartoon of the poem and answer the question: What is the cartoon about? 5.T: Now read the poem and underline the activities.T: Have you finished? Let’s fill in the form.Spring warm
fly kites go boating Summer hot eat ice creams go swimming autumn cool
have picnics
go climbing winter cold
make snowmen
go skating T: We do different things in different seasons.This is the whole poem.Step Three: Reading and act out.1.Act it out a, Read fluently 流利的朗读
b, Read fluently and beautifully 流利、优美的朗读 c, Act it out with emotions 有感情地表演 2.Make a dialogue.Step Four: Consolidation Please introduce your favorite season to us.I like ______.It is ______.I__ I.Step Five: Homework 1.Read and recite the poem with emotion.2.Introduce your favorite season to your friend.六、板书设计：
Unit 5 Seasons Spring warm
fly kites go boating Summer hot eat ice creams go swimming autumn cool
have picnics
go climbing winter cold
make snowmen
go skating It’s...we...Unit 5 Seasons第二课时(The second period)
一、教学内容：
Fun time and Vocabulary
二、教学目标: 1.能听懂、会读、会说、会写单词：spring, summer, autumn, winter, hot, warm, cool, cold.2.能听懂、会读、会说句子：We like spring/summer/autumn/winter.In „, it is warm/cool/hot/cold.We „(具体活动)3.自由地表达每个季节的气候特征和在每个季节里通常做的事情。4.仿照书上Fun time 完成“我最喜欢的季节”的英文明信片制作。
三、教学重难点: 1.能听懂、会读、会说、会写单词：spring, summer, autumn, winter, hot, warm, cool, cold.2.能听懂、会读、会说句子：We like spring/summer/autumn/winter.In „, it is warm/cool/hot/cold.We „(具体活动)3.自由地表达每个季节的气候特征和在每个季节里通常做的事情。
四、教具准备：
1本部分内容的教学卡片或幻灯片。2录音机、磁带。
五、教学过程: Step One: Warming up 1.Sing a song: I like four seasons 2.Recite and act the poem of story time with music(上节课没来得及展示的小组进行配乐诗朗诵)Step Two: Presentation 1.T: Boys and girls, I think you all past the first challenge.Let’s go to the next stage--第二阶段：语言表达能力和手脑并用能力 T: Do you have confidence? Our slogan is----Ss: Go, go, let’s go!PPT呈现本节课培训目标与任务
Task One语言表达能力I can talk about the four seasons Task Two手脑并用能力I can make a postcard about seasons.2.Task One--I can talk about the four seasons Read and guess（1）It is warm.We fly kites and have picnics.T: Which season is it? S: It’s spring.T: That’s right.(给出不完全单词_ pr_ _ _)Can you spell spring? S1: S-p-r-i-n-g T: Well done.Let’s spell together.（2）It is hot.We eat ice creams and go swimming.T: Do you know this season? S: It’s summer.T: Good.(给出不完全单词s_ m _ _)Can you spell?
S1: „
(3）It is cold.We make snowmen and go skating.T: Can you guess this season? S: It’s winter.T: Yes.(给出不完全单词_ in _ er)„（4）It is cool.We eat fruit and go climbing.T: The season is„ S: autumn.T: Great.(给出不完全单词_ u _ um _)How to spell? S1: „
T: And we can also call it fall.Ss: Fall.此环节进行过程中完成板书
3.Task two –I can make a postcard about seasons.T: Congratulations!All of you can talk about the four seasons very well.Let’ s go on to make a postcard.Our slogan is----Ss: Go, go, let’s go!
T: Look at this postcard.Is it nice?(呈现书上做好的postcard)Ss: Yes, how nice!T: It’s Tommy’s card.Let’s listen to him.(播放书上Tommy介绍的音频)Which season does Tommy like?(如果学生听不明白does，教师可提示Spring? Winter?)Ss: winter T: Which season do you like? S1,2,3: „
T: Can you introduce your favorite season like Tommy? Tips: Can you introduce(介绍)your favorite(最喜欢的)season? 给出提示语句： It is „ I „ I „ I like „
Step Three: Show time 1.Talk in groups.Invite four Ss to show.2.Make a postcard T: Now let’s make a postcard by yourself or in pairs.We will choose some excellent postcards.最佳美术奖：Who draws the pictures the most beautifully 最佳书写奖： Who writes the introduction of your favorite season without mistakes 最佳表述奖：Who can show us your postcard and introduce your favorite season with emotion Tips: Check these sentences Step Four: Homework 1.巩固诵读Story time诗歌。2.抄写本单元有关季节的四会单词。3.继续完成未完成的明信片绘制。
六、板书设计：
Unit 5 Seasons
Unit 5 Seasons第三课时(The third period)
一、教学内容：
Cartoon time and song time
二、教学目标: 1.学生能够阅读并理解卡通部分的幽默，并能表演故事内容。2.学生能够模仿卡通部分的故事内容续写故事。3.学生能够有感情地演唱歌曲A sunny day。4.学生能够模仿书上的歌曲创编新歌。
三、教学重难点: 1.学生能够阅读并理解卡通部分的幽默，并能表演故事内容。2.学生能够模仿卡通部分的故事内容续写故事。3.学生能够有感情地演唱歌曲A sunny day。4.学生能够模仿书上的歌曲创编新歌。
四、教具准备：
1．教学图片和卡片，多媒体（PPT）2．磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.Show your postcard, introduce and choose excellent postcards.(让上节课没完成postcard制作和介绍的同学展示)T: Your postcards are excellent, whose card are the most beautifully? Who can introduce the season with emotion? Ss: „
Step Two: Revision Show the goals of this lesson--the Science Channel Presenters T: Boys and girls, I’m happy that you come to the last challenge.PPT呈现本节课培训目标与任务 招聘富有创造力的小小科普主持人。I can create a new song I can create a new story and act it.T: Our slogan is „ Ss: Go, go, let’s go!Step Three: Presentation and practice(1)Song time 1.Show the picture of Song time, talk about the picture, learn the new words T: Look at the picture.What can they do? S: They can fly kites.T: Yes, they fly kites, because it’s a sunny day.Learn:(sun 与son同音，图片释义—sunny--sunny day 2.Say a rhyme A sunny day It’s a sunny day.It’s a sunny day.Let’s fly kites.Let’s fly kites.1)Listen and chant 2)Chant in groups 3)Chant together 3.Sing the song T: It’s a funny rhyme and it’s also a nice song, can you sing? Try to sing, please.1)Listen and learn to sing by yourselves 2)Sing the song together 4.Create a new song or rhyme T: We fly kites on a sunny day.What about hot day or cold day? I have a nice rhyme, let me show you A hot day It’s a hot day.It’s a hot day.Gu-li, gu-li.Let’s go swimming.Let’s go swimming Gu-li, gu-li, on a hot day.T: is it funny? It’s your turn..Choose a title and create a new song or rhyme? Go, go, let’s go!给出一些诗歌/歌曲题目供学生选择 A hot day, A cold day, A cool day, A warm day 评价第一项任务：歌曲创造的完成情况（屏幕出示笑脸和掌声，学生自己贴上过关贴画）
T: Great!We can create a new song.Let’s go on to the story.Step Four: Cartoon time Show the picture of a bag with a fish T: Look!What’ s this? S: It’s a green bag.T: Today our story is about the bag.Whose bag is it? Learn: Whose(给出单词who，Chinese)a.Watch the cartoon and get the answer T: Whose bag is this? S: It’s dog’s.b.Show the picture of another bag with a fish T: Look at that bag in dog’s hand.Whose bag is that?(Read the story)S: it’s Sam’s bag.T: How do you know? S: She has my bag!(Learn: has)c.Discuss: What do you think of Sam and the dog? S:（中文回答也可以）粗心，迷糊
出示最后一幅图，It’s my bag!She has my bag!T: How to read the two sentences? Discuss in two.S:（学生讨论揣摩语气并朗读）d.Reading in pairs.T: It’s lucky they find their own bag at last.What will the story continues? Sam和little dog 归还彼此的包时会说什么呢？(让学生大胆想象，随便谈一谈I’m sorry.Here you are.Your bag is nice.It’s a fish on your bag.Our bags are green„)e.Set an example for Ss to act the cartoon.Try to act it in pairs.Step Five: Consolidation Create a new story 1.T: Sam is careless.But Bobby is careful.Look!课件出图：Bobby和爸爸去坐在去park的bus上，捡到一个robot，在辛苦询问了Miss Panda, Mr Tiger之后，最终找到了失主Miss Bird„ 2.你还有其他的创意吗？也可以编一编。
Tips：模仿书上的故事，小组内改编新故事，并把它演出来。3.根据表演情况，评价给星。Step Six: Homework 1.将课上学习的歌曲和故事唱给爸爸妈妈听。2.小组合作给续写的故事配上图片和英语句子。3.完成练习与测试上的部分练习题。
六、板书设计：
Unit 5 Seasons Whose bag is it? It’s my bag!She has my bag!A hot day It’s a hot day.Gu-li, gu-li.Let’s go swimming.Let’s go swimming
Gu-li, gu-li, on a hot day.Unit 5 Seasons第四课时(The fourth period)
一、教学内容：
Sound time, Checkout time and Ticking time
二、教学目标:
1、能够熟练说出本单元有关季节的词汇。
2、能综合运用本单元学到的句型谈论四季。
3、能体会字母i的发音/ai/.4、能对照Ticking time的三个目标进行客观的自我评价。
三、教学重难点:
1、能够熟练说出本单元有关季节的词汇。
2、能综合运用本单元学到的句型谈论四季。
3、能体会字母i的发音/ai/.4、能对照Ticking time的三个目标进行客观的自我评价。
四、教具准备：
1．本单元教学挂图和卡片。2．多媒体电脑（PPT）。3．磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.2.T: Science Life is broadcasting.The title of it focuses on Seasons.Little presenters, are you ready? S: Yes, go, go, let’s go!屏幕显示：Science Life节目开播了，小主持人，你们准备好了吗？我们会在每个节目结束后进行评分，得到★最多的即将当选我们的“金话筒”奖！Step Two: Sing a song / Say a rhyme T: Well done, boys and girls.You have got so many vocabularies about seasons.I think you like all the seasons very much.And it’s time to show your songs or rhymes about different seasons.S: A hot day It’s a hot day.It’s a hot day.Gu-li, gu-li.Let’s go swimming.Let’s go swimming.Gu-li, gu-li, on a hot day.评分规则：
能欢快演唱书上歌曲A sunny day ★ 能演唱或朗诵自创歌曲或小诗 ★★
能加上表情和动作演唱或朗诵自创歌曲或小诗 ★★★ Step Three: Play a game No NG in Thirty Seconds三十秒不NG Tips: 四人小组三十秒内说出有关季节的单词或词组，尽可能多，不要重复 评分规则：五个以下 ★
五至七个 ★★
八个以上 ★★★
Step Four: Presentation and practice.(1)Checkout time 1.出示checkout time 所有图片
T: Boys and girls, let’s have a talk show of seasons.But I’m sorry these pictures are in a mess.Can you match relative ones in one minute? Ss:(Match)Feedback 2.OK, it’s your show time.You can begin your talk show like: It’s spring.It’s „ In spring, I „ You can prepare in four.Tips: 四人小组，每人选择一个季节并根据图片提示来说一说。(2)Sound time T: Your talk show is excellent.I want to have a try too.Listen!T: I like spring.It’s nice.I like to fly a kite.PPT显示句子I like spring.It’s nice.I like to fly a kite.红色标注字母i T: Look at the sentence.These words all have the letter ‘i’, what does ‘i’ pronounced as? S: /ai/ T: Look at my mouth, open it big or small.Try to imitate.S: Read one by one.T: Can you read these syllables? Chi, ki, li, ti, whi, mi T: Can you read these words? Chinese, kite, like, time, white.（在读同时出图释意）
T: Read the sentence.Tom, Mary and Mike.All like the kite.Tips：小组内比赛绕口令，选出口齿最伶俐的和别组PK一下吧。(3)Ticking time 1.出示句子I can talk about the four seasons.2.出示句子 I can talk about activities in each season.3.出示句子”I know the sound of the letter “i”（我知道字母“i”的发音。）让学生说一说哪些单词是这样发音的。学生自评。Step Five: Do the exercise.Step Six: Homework 1.听录音，跟读复习Unit5的内容，模仿语音语调。2.寻找更多字母i发音为 [ai] 的单词，记在书上。3.完成练习册的练习。
六、板书设计：
Unit 5 Seasons It’s spring.It’s„ In spring, I „
i /ai/ Chinese, kite, like, time, white.Tom, Mary and Mike.All like the kite.Checkout time——Match and say
Unit 5 Seasons第五课时(The fifth period)
一、教学内容：
第五单元的复习及完成练习题。
二、教学目标: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
三、教学重难点: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
四、教具准备：
1.所学词汇的图片。2.练习题答案的投影片。3.磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.T: Good morning, class Ss: Good morning, Miss Xu
2.Free talk and work in pairs 3.Song: A sunny day.Step Two: Revision 1.教师快速展示图片，学生认读并拼读本课四会单词。2.出示本课对话投影片，学生看图用英文描述。3.学生表演对话。4.听写本课四会单词。Step Three: Do the exercise A Listen and choose 让学生先读题，再听录音，最后复述。B Listen and number 让学生观察图片，描述图片，再听录音，最后复述。
„
Step Four: Homework.1．完成练习册。
2．小组活动，表演所学的会话内容。
六、板书设计：
Unit 5 Seasons Song: A sunny day.Have a dictation.Do the exercise
A Listen and choose B Listen and number „ 第五单元教学后记：
本单元的主要学习内容是描述不同季节的气候特征，以及在不同季节里人们经常从事的活动。主要句型是：In„, it is„ We„ We„ We like„ 本单元以图片和描述文字的形式呈现了四个季节的气候特征，以及孩子们在这四个季节中通常做的活动，表达了孩子们对自然的热爱。
教师可以通过描述当前季节的气候特征引入话题。教师呈现春天的照片，结合已经学过的句型：What can you see? 和学生进行问答活动，可以加上肢体语言来寓教于乐。教师鼓励学生根据自己的观察，用已有的语言知识来对当天的天气做简单描述。在学习目标词汇和新句型后，让学生进行自主描述，多练多说。在词汇教学中，教师要多利用图片和实物，启发学生联想，教师可以准备冰块、一杯温水、一杯热水、一杯冷水、一把扇子，让学生分别触摸并感觉温度，可以拓展温度类词汇。同时通过Mindmap的游戏，来让学生分组添加每个季节的关键词，复习四个季节，气候特征以及人们从事的活动，寓教于乐，学生参与度高。
Fun time 版块是手工制作活动。要求学生以“我最喜欢的季节”为主题，制作一个明信片。学生要画出自己在这个季节里通常的活动，并附上文字描述。此环节我把学生分组，两人一组合作完成。最后根据学生的作品，设立奖项，学生很感兴趣，课堂气氛活跃。
Cartoon time 呈现的是Sam 和妈妈在下飞机时忘记拿手提包的场景。当空姐拿着一个手提包问Sam 妈妈的时候，另一位乘客却来认领。原来是她错拿了Sam 妈妈的手提包。本版块提前渗透句型：Whose„ is this? 此句型要求学生理解，不展开详细讲解。故事很幽默，学生很感兴趣。
通过学习，大部分学生能正确默写出四会单词和背课文，少部分学生还要加强训练。在做练习题时，学生对单选题、匹配题、连词成句题做的较好，但是对英汉互译、阅读理解等题型还要加强练习。
第二篇：4BUnit6Whose dress is this？ 五课时教案ok(含后记、批注)
Unit 6 Whose dress is this？第一课时(The first period)
一、教学内容： Story time.二、教学目标: 1．能听懂、会说、会读单词dress , trousers, gloves, party, whose。2．能听懂、能理解、会读，表演课文。
3.能使用句型：Whose...is this/are these?询问物主及用It’s/They’re...回答。
4．熟练朗读并能初步表演对话内容。
三、教学重难点: 1．能听懂、会说、会读单词dress , trousers, gloves, party, whose。3.能使用句型：Whose...is this/are these?询问物主及用It’s/They’re...回答。
4．熟练朗读并能初步表演对话内容。
四、教具准备：
1．事先板书好课题Unit 6 Whose dress is this？ 2．教学图片和卡片。3．磁带和录音机。
五、教学过程: Step One: Warming up 1.Review a rhyme.2.Free talk T: Good morning, class.How are you? T: Today we’ll learn a new unit.Look at the teaching aims 揭示教学目标 3.Say a rhyme I’m very happy to see you.So today I wear a new dress.(师指自己连衣裙)Look at my dress.引导生回答
T: I have many nice clothes, please say a rhyme.Learn some new words.T: Here are many nice clothes.I want to go to the Fancy dress party.学习：party I have some party tickets.(出示给学生看)If you want , you must show yourself actively.4.Let’s talk(通过Look at„句型，教授新单词so, too)T: Show your clothes and talk Look at my /your /her /his „
It’s so(如此，这么)„/too(太，过于)„ They’re so„/too„
T：Whose(谁的)„ is this? Whose „ are these? 导入课题 T: Today we will learn Unit6Whose dress is this?(揭题，带读)Step Two: Presentation and practice.Learn story time：
T: We’re having an English lesson and we’re talking about the clothes.Let’s listen to the tape, try to find out the answers.1).Task1----Watch and answer T: Su Hai and Su Yang will go to the party.Watch a cartoon and answer.2).Task2——Read and circle T: Read in groups and circle the answer 板书出现图片dress, trousers, gloves 3).Task.3-----小组内学习“派对前” a.Read and choose(读第1-3幅图，并选择)b.Learn to say（小朋友们，注意语音语调哦！）4).Task.4-----小组内学习“派对上“
a.watch and match(看4-6副图动画，连线。)b.Learn to say（小朋友们，注意语音语调哦！）Step Three: Consolidation 1.Act out the dialogue.2.Try to say（试着用下面的句子说一说）
Read the whole text loudly 3.Dubbing Time T：It’s your show time.Please dub.4.Make a new dialogue T: Work in groups, Please talk about your partners’ Fancy Dress Party.5.In our life we shouldn’t wear too short, too long, too big or too small.The suitable is the best.适合自己的才是最好的。Ticking Time: All together, I’ve got _______ stars.Step Four: Homework 1.Listen and read after the tape 5times.(听、读课文5遍。)2.Try to use the sentences we’ve learnt to talk about your friends’ clothes（试着用所学句子来讨论你朋友的服装。）
六、板书设计：
Unit 6 Whose dress is this？
Look at this„.Look at these„.dress It’s so / too„.They’re so / too„.gloves Whose„is this? Whose „are these? trousers It’s „’s.They’re „’s.go to the party
Unit 6 Whose dress is this？第二课时
(The second period)
一、教学内容：
Fun time and revision
二、教学目标: 1．能听懂、会说、会读、会写单词：dress, coat, shirt, sweater。2．能听懂、会说、会读单词：trousers, gloves，jeans, shorts。3．能用Is it „’s? 询问物主及回答You’re right/wrong.三、教学重难点: 1．能听懂、会说、会读、会写单词：dress, coat, shirt, sweater。2．能听懂、会说、会读单词：trousers, gloves，jeans, shorts。3．能用Is it „’s? 询问物主及回答You’re right/wrong.四、教具准备：
1本部分内容的教学卡片或幻灯片。
2录音机、磁带。
五、教学过程: Step One: Warming up 1.Greetings Good morning./ Nice to see you./ How are you? 2.Free talk What day is it today? What lessons do you have in the morning? What subjects do you like? Do you like Art? Can you draw some clothes? T: Please come to the blackboard and show us how to draw them.Step Two: Revision 1.Review the words Here are more clothes.Let’s say them out loudly.T:最后一张图片出示裙子：
This is a nice dress.Whose dress is this?（1）Read T: Let’s review story time.T: Look at Su Hai’s dress.It’s too short.Su Yang’s trousers are too long.Look, Su Yang’s gloves are too big.They’re her father’s.Helen’s dress is so beautiful.Is it Helen’s? It’s her cousin’s.（2）Recite Su Hai’s is too.Su Yang’s are too.Su Yang’s are so.They’re her.Helen’s is so.It’s her.Step Three: Presentation and practice Learn fun time(1)T: Helen’s dress is so beautiful.Let me try to draw it.Look, is it beautiful? This is Helen’ s dress.I can draw more nice clothes.What’s this? Whose „is this? 出示反面
连续画四张，最后一张不出示反面 T: Whose sweater is this? Guess.(2)Learn: Is it„’s? You can guess like this: Is it„’s? Drill(3)Watch and answer(4)Practice in pairs T: Can you play this game with your partner?(5)Show time Step Four: Consolidation 1.你想知道这件毛衣是谁的，可以问：
Whose sweater is this? 2.回答这件毛衣是丹的可以说：
It’s Dan’s.3.你想知道这条裤子是谁的，可以问：
Whose trousers are these? 4.回答这条裤子是乔的，可以说：
They’re Joe’s.5.想问别人怎么啦，可以说：
What’s the matter? Step Five: Homework 1.Read Fun time three times.2.Finish exercise book period 2.六、板书设计：
Unit 6 Whose dress is this？
Is it „’s? No.You’re wrong.Yes.You’re right.Unit 6 Whose dress is this？第三课时
(The third period)
一、教学内容：
Cartoon time and rhyme time
二、教学目标: 1.能用Whose...is this/are these?询问物主及用It’s/They’re...回答 2.能理解并且流利朗读小诗。
3.能听懂、会说、会读、会运用句型Whose...is this/that? Whose...are these/those? 并且会用It’s/They’re...’s.进行回答。
4．完成部分课时练习。
三、教学重难点: 1.能用Whose...is this/are these?询问物主及用It’s/They’re...回答 2.能理解并且流利朗读小诗。
3.能听懂、会说、会读、会运用句型Whose...is this/that? Whose...are these/those? 并且会用It’s/They’re...’s.进行回答。
四、教具准备：
1．教学图片和卡片，多媒体（PPT）2．磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings Good morning./Nice to see you./How are you? 2.Play a game.Say the names of the clothes.3.Look at the pictures and make a dialogue.A: What’s this? B: It’s a „
A: Whose „ is this? Guess.B: Is it „’s? A: Yes.You’re right./ No.You’re wrong.Step Two: Presentation（1）Cartoon time
Learn cartoon time 导入：由上 出示刺猬的图片
Ss: Whose ball is this? „.T: Is this a ball? Let’s watch the cartoon time, you know the answer.a.Watch the cartoon time Answer: Is this a ball? How do you know? Learn: move b.Read T: Why does Bobby shout? What’s the matter? His hand hurts.c.Read in roles d.Dub for the roles e.Act in two.（2）rhyme time Learn rhyme time T: Look!What’s this? a.看动画回答问题。Whose cake is it? b.试小组内自我学习小诗，找出Where is the cake? c.跟录音试读小诗歌。d.自我创编小诗歌。Step Three: Do the exercise.Step Four: Homework.1.Listen, read and recite Cartoon time.2.做《课课练》习题。
六、板书设计：
Unit 6 Whose dress is this？ Whose...is this/that?
It’s...’s.Whose...are these/those?
They’re...’s.Unit 6 Whose dress is this？第四课时(The fourth period)
一、教学内容：
Sound time, Checkout time and Ticking time
二、教学目标:
1、复习巩固本单元的知识点，在日常交际中熟练运用所学句型。
2、能知道元音字母i在单词中的读音。
3、能在教师的引导下客观地对自己的学习情况做出评价。
4、完成Checkout time的练习。
三、教学重难点:
1、复习巩固本单元的知识点，在日常交际中熟练运用所学句型。
2、能知道元音字母i在单词中的读音。
3、能在教师的引导下客观地对自己的学习情况做出评价。
四、教具准备：
1．本单元教学挂图和卡片。
2．多媒体电脑（PPT）。
3．磁带和录音机。
五、教学过程: Step One: Warming up 1 Free talk A: Whose...is this/that? Whose...are these/those? B: It’s/ They’re...’s 2.Let’s act.1)有感情地模仿Story time 中的对话表演，可以邀请自己的好朋友。2)有感情地模仿Cartoon time 中的对话表演，可以邀请自己的好朋友。3.Let’s ask and answer.1)当你想知道这些橡皮是谁的你会问： 2)你想告诉别人这是王兵的，可以说： Step Two: Sound time Learn sound time a.自读，体会这些单词中字母i的发音。English fish him music pig b.看图读句子，体会含义。
c.学生说说还有那些含有该发音的单词。d.同桌练习一起读。Step Three: Checkout time Read and write S1: Whose(外套)is this? It’s(李老师的).S2: Whose(裙子)is this? It’s(杨玲的).S3: Whose(毛衣)are these? They’re(刘涛的).S4: Whose(衬衫)are these? They’re(麦克的).S5: Whose(裤子)are these? They’re(苏洋的).a.学生先完成填空，再男女生操练。b.同桌练习。Step Four: Ticking time Step Five: Homework 1.完成练习册的练习。2.完成补充习题练习。
六、板书设计：
Unit 6 Whose dress is this？ Whose „ is it/are they? It’s /They’re „’s.English fish him music pig Whose(外套)is this? It’s(李老师的).Whose(毛衣)are these? They’re(刘涛的).Unit 6 Whose dress is this？第五课时
(The fifth period)
一、教学内容：
完成复习及练习题。
二、教学目标: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
三、教学重难点: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
四、教具准备：
1.所学词汇的图片。2.练习题答案的投影片。3.磁带和录音机。
五、教学过程:
Step One: Warming up 1.Greetings.T: Good morning, class Ss: Good morning, Miss Xu 2.Free talk and work in pairs Step Two: Revision 1.教师快速展示图片，学生认读并拼读本课四会单词。2.出示本课对话投影片，学生看图用英文描述。3.听写本课四会单词。
Step Three: Presentation and practice A Listen and number.让学生先读题，再听录音。B Listen and choose.让学生观察图片，描述图片，再听录音。C Look, find and say.D Look, read and write.E Look, read and choose.Step Four: Homework.1．完成练习册。
2．小组活动，表演所学的会话内容。
六、板书设计：
Unit 6 Whose dress is this？ A Listen and number.B Listen and choose.C Look, find and say.D Look, read and write.E Look, read and choose.第六单元教学后记：
本单元通过谈论化妆舞会的服装，呈现了物品的所属关系。教师在教学中可以结合学生的穿着进行反复操练。也可以让学生利用身边的物品进行对话交流。在自然具体的情境下谈论物品的所属关系。
本单元的第一部分呈现了苏海和苏洋姐妹两人准备参加化装舞会的场景。第二部分呈现了孩子们在舞会上谈论各自的装束。课文部分以化装舞会为场景，呈现了服装的主题和名词所有格的语法知识。教师可以结合以前学过的颜色类和其他描述类形容词来让学生练说句型。在教授复数形式的词汇时，可以结合pair 一词的用法。
在教授单词时，我利用实物、图片、幻灯片，结合look at„句型，以旧带新，引入目标词汇。我也和学生讨论自己的穿着和他们的穿着。我着重提醒学生复数形式的词汇，单词后面都要加s或es.Cartoon time 呈现的是Sam 和Bobby在路上偶遇刺猬的趣事。Bobby发现了一个会移动的大刺球，用手去摸，结果刺到了手，痛得大叫，随后发现了大刺球原来是只刺猬。新句型是：What’s the matter? 教师要求学生理解，不做过多的展开。故事很幽默，学生很感兴趣。通过系统的单元学习，大部分学生能正确默写出四会单词和背课文，少部分学生还要加强训练。
第三篇：[牛津中小学英语网]6A U5signs第一课时教案
Unit5 Signs Period 1 Teaching content： Storytime Teaching aims：
1.Ss can listen, read, say and understand the new words and short phrases: wet floor, No littering, No eating or drinking , a restaurant ,No smoking, shopping centre, smell ,careful 2.Ss can listen, read, say and understand the sentence patterns: What does this mean? And answer with “It means …”
3.Ss can understand the text and try to retell it 4.Ss can understand the signs in our daily life and know the importance of signs Teaching important points 1.Ss can listen, read, say and understand the new words and short phrases: wet floor, No littering, No eating or drinking , a restaurant ,No smoking, shopping centre, smell ,careful 2.Ss can listen, read, say and understand the sentence patterns: What does this mean? And answer with “It means …” Teaching difficult points
1.Ss can understand the signs and know how to use them in the daily life 2.Ss can use English to complete the classroom tasks Teaching aids Pictures, cards, PPT Teaching course：
Step1： Warming up 1.Greeting 2.Play a game T: OK.First, let’s play an interesting guessing game.(Rules:在这个游戏中，请你仔细看老师的动作，猜一猜这些动作分别代表什么意思。回答老师提出的问题： What does this mean?(PPT 2 显示操练句型)(指屏幕，重复，慢)请大声跟我读——如果你猜出来了，就可以回答：It means …(指屏幕，重复，慢)请大声跟我读——)Now let’s have a try！T: Now watch me carefully.Twenty years ago my hair was …, now my hair was…
What does this mean? S: Short , long Twelve years ago , I used a … at home to call people(telephone)Thirty years age , I couldn’t…(run)T: Yes!It means ‘swim”.And what about this one?(做跑步状)What does this mean? T: Clever!It means ‘Im running’ T:(做停止手势)What does this mean? S: It means ’Stop”.T:(竖起大拇指)What does this mean? S: It means ’Great”.再次领读句型：What does this mean? 和It means … 3.Enjoy the song
T:(Point to the signs on the picture.)What are they ? They are public signs.领读signs.引出课题：Today we’ll learn Unit5
①Watch the flash ②Choose the pictures 教单词：a shopping centre.restaurant ③Read the book quickly ,and order the places.让学生快速粗略的浏览一下文本，将四个地点排序 2.While-reading ① in the shopping centre a.教师出示课文第一幅图。
T: Look , They are at a shopping centre.What sign can you see in the shopping centre? 教单词：wet floor let –wet door –floor wet floor 教句型What does this sign mean ? It means the floor is wet.b.listen to the tape and fill in the blank.Be _____ ,Tim Can you see that _____? What ____ it _____? It ______ the floor is _____.教单词：careful c.Work in pairs ② in the juice shop a.出示课文第二幅图 T: where are they now ? S: In the juice shop.T: can you look at the picture and make a dialogue by yourself ? 让学生就图面自己先编对话。因为Litter在进入课文前已经学过了。b.Make a dialogue（看图同桌自编对话）。c.Read after the tape.(出示对话内容听录音跟读)③ in the bookshop a.出示第三幅图
T: After they buying juice ,they see a bookshop next to it.Helen wants to go in.教短语：go in 意为“进去”。
b.Read the dialogue and answer the question.T: But can Helen go in ? Why ? read the third paragraph by yourself and answer me.让学生自读寻找答案。S: No.she can’t.T: which sentence tells us the answer.让学生找出答案出处的原句。S: You can’t take your juice into the shop，Helen.当学生说出句子后，教短语：take …into… T: Why？
S: There’s a sign.It means you can’t eat or drink here.T: Yes.The sign here means “No eating or drinking ”.It means you can’t eat or drink here.教单词: No eating or drinking c.Read the dialogue after the tape.④ in the restaurant a.出示第四幅图
T：Now, they are eating some noodles in a restaurant.What happens in the restaurant ? 在餐馆发生了什么呢？look at the picture ,can you guess? 让学生看图片自己先猜测发生了什么？ S: …
如果学生能说出单词，就顺便教单词: smoke , smoking , No smoking 如果学生没说出来，那就在听录音的时候再揭示答案。T: Are you right ? Let’s look.（出示对话内容）
b.Read the dialogue after the tape.在听的过程中教新单词：smell c.Fill in the blank and work in pair Is someone ______? I can _____ it.Please don’t ______ here.Can you see that ______? It means you can’t ______ here.OK._______!把部分词抠掉，让学生对话，主要是为了注意这里面smoke的形式变化。3.After-reading a.Read the story together.b.retell the story c.Read and choose(完成书后P50的练习)d.如果有时间可以让学生续编故事，接下来他们会去哪里呢？又会看到哪些标志呢？自由创编。作业设计：
1.听读课文，并尽量会背。2.跟同桌或者好朋友续编故事。板书设计：
Unit5 Signs Where signs mean a shopping centre wet floor ….a juice shop No littering can’t litter a book shop No eating or drinking a restaurant No smoking
can’t eat or drink can’t smoke
第四篇：[牛津中小学英语网]6BUnit1 第一课时教案、[牛津中小学英语网]6BUnit1 第一课时教案、课件
江苏译林6下 The lion and the mouse
Story time Teaching plan 一.Teaching contents 江苏译林6下 the story time of ‘The lion and the mouse’.二．Teaching aims.a.Aims of knowledge
1.At the end of the class, the students will be able to master the words ‘large, strong, sharp, and weak’ and describe it with their favorite animals.2.At the end of the class, the students will be able to get a basic understanding of ‘verbs+ adverbs’ and through the reading, they can get a basic feeling of it.b.Aims of abilities
1.At the end of the class, the students will be able to read the story fluently and act it through group learning and self learning.2.At the end of the class, the students will be able to solve the problems through group work and pair works like ‘What happened at the end of the story?’
c.Aims of emotions
1.At the end of the class, the students will be able to get the hang of the implication of this story.三．Teaching focus and difficulties
1.At the end of the class, the students will be able to solve the problems through group work and pair works like ‘What happened at the end of the story?’
2.At the end of the class, the students will be able to get the hang of the implication of this story.四．Teaching aids PPT, some pictures about these two animals, prizes for the children.五．Teaching procedure
1.Free talk
T: Good morning, boys and girls, I’m your new English teacher;today we’re going to learn a very interesting story about two animals.They’re
S: The lion and the mouse.T: I like lions, because they’re the king of the forest, they have a strong body, too.So what animals do you like?
S: I like dogs.T: Why?
S: Because they’re cute and lovely.T: What about you?
S2: I like…..Because they’re…… 2.Presentation
1.T: Now I know your favorite animals, let’s talk about today’s animals, lions.S: The lion is large and strong(teach large and strong.)
S2: The lion has sharp teeth.(Teach sharp)T: So at the beginning of the story, there was a lion in the forest,(lead the students to read)he was large and strong.T: What about the mouse? S: The mouse is small.S2: the mouse is afraid of the lion.S3: The mouse is weak.(Teach weak)S4: The mouse also has sharp teeth.2.T: Yes, one day, they met in the forest, how did they meet? Please read part2.S: One day, the mouse walked by and woke the lion up.T: How was the lion?
S: The lion was angry and wanted to eat the lion.T: Yes, let’s read it together.(PPT presents the Chinese meaning of walked…by and woke…up)
T: Here woke is the past form of wake, wake…up.T: We know the lion was angry, look at this picture and was the lion angry?
S: No.S: The lion laughed.T: Yes, the lion laughed loudly, why? Please read part 2 and choose.S: Because the mouse said:” Please don’t eat me, I can help you some day.” But the lion thought it was funny.T: Did you think it was funny?
S: Yes.I thought it was funny.T: Why?
S: Because the mouse was so small and weak, I don’t think he can help the lion.3.T: Yeah, maybe he can or may be not, next let’s read in pairs.T: Did the mouse laugh loudly?
S: No, he said quietly(指导学生朗读quietly)
T: If I was the lion, who can be the mouse?(示范和指导朗读)
T: Now you try.4.T: So at last, did the lion eat the mouse?
S: No, he didn’t, he let the mouse go.T: Yes.The next day, two men caught him with a large net.(PPT presents the net)5.T: Guess what happened next?(PPT presents the three choices)
S: I think C is right.S2: I think maybe A is right.(teach bit, bit is the past form of bite)
T: So let’s open the envelop and read part 3 and tell me which one is right.S: We should choose ‘C’.Someone helped the lion.T: Here someone means…
S: The mouse.T: How did he help? Please read part4.S: The mouse made a big hole in the net with his teeth.(PPT presents the hole)6.T: And the lion(引导学生说出)got out.We know the lion has sharp teeth, so why can’t he make a hole by himself? Please discuss this in groups.S: I think the lion is too large so he can’t make a hole.S2: I think …….7.T: I think you did a good job here, now guess what happened at last? Please discuss in groups and write it on the paper.S: I think the lion and the mouse became friends.I think one day the mouse got caught, the lion helped him.……
8.T: Very good imagination, boys and girls, maybe the lion and the mouse lived happily in the forest, now let’s listen and repeat.3.Consolidation 9.T: Next, it’s the show time;three people get into groups, please pay attention to your pronunciation and intonation.(Showtime)10.T: Well done, boys and girls, last question, what do you learn from this story? S: I think A is right.S2: I think B is right.T: Well, boys and girls, I think ‘A and B’ are good choices, but if there is only one choice, the best choice is C, let’s read C together.The lion and the mouse became friends;let’s see some pictures of animals, did they become friends, too?(PPT presents the pictures).11.T: Thank you, boys and girls, let’s help each other from today.See you!六．Homework 1.Read the story fluently.2.Try to retell the story by yourself.3.Share this story with more people.七．Blackboard Design
Unit1 The lion and the mouse
Dec.11
large, strong, sharp
small, weak, sharp
The lion(picture)
laugh at
The mouse(picture)
two men caught the lion
made a hole
became friends
八．Reflection after class
第五篇：译林版4BUnit4Drawinginthepark五课时教案(含批注和后记)
Unit 4 Drawing in the park 第一课时
(The first period)
一、教学内容： Story time.二、教学目标: 1.能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult.2.能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy.It’s difficult, but I can try.3.能初步用以下句型What can you see? I can see „来对看到的事物进行交流；初步用句型Can you „? 询问会做的事情。4.能正确理解课文内容。
5.能够较准确的朗读课文并在教师的指导下尝试表演。
三、教学重难点: 1.能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult.2.能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy.It’s difficult, but I can try.3.能初步用以下句型What can you see? I can see „来对看到的事物进行交流；初步用句型Can you „? 询问会做的事情。4.能正确理解课文内容。
四、教具准备：
1．事先板书好课题Unit 4 Drawing in the park 2．教学图片和卡片。3．磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.T: Good morning, boys and girls.Ss: Good morning, Miss Xu.T: How are you? Ss: I’m fine, thank you.T: Nice to see you.Ss：Nice to see you too.2.T: Today, we will begin Unit 4.In this unit, we will go to some interesting places.Look!Here they are.(出示Park, Theatre, Amusement park, Zoo四个场景图)Which one will we go first? Let’s listen to a song.3.Enjoy the song: It’s a beautiful day in the park.4.T: Which one we will go first?
Teach: park T: What parks in Nanjing do you know? Ss: Xuan wu Lake Park, Baima park „ Step Two: Presentation and practice.1.Talk about the things in the park.T: We know so many parks.I will draw a picture of it.边画边问：What can you see in the park? S1: I can see a „ T: Yes, it a tall tree.依次教授词语：tree, flower, boat, river注意每个词语教授时和学生拓展交流：What color are the flowers? I can row a boat, can you? „ Can I draw „ well? Yes, it’s easy for me.It’s difficult for me, but I can try.2.Chant
T: Is it a nice park? Let’s chant about it.Listen to me, first.(节奏声)Chant: In the park, I can see.See some trees, over there.In the park, I can see.See some flowers, under the tree.S: Chant together.3.Change some words and try to make a new chant.4.T: What can you do in the park? I can row a boat.S: I can fly kites/ play football/ride bike/ „ Step Three: Story time 1.T: Good, Mike and Tim are in the park now.What do they do? Let’s have a look!(出示图1)T: 出图局部，让学生猜测。
S: They are drawing pictures in the park.Teach: draw, picture(揭题)2.Watch and choose.T: What do they draw?（出示选项：a tree, some flowers, a boat, a river）Let’s watch the story and choose.3.Read and judge.T: Yes, Tim can draw a tree, some flowers and a boat.Can Tim draw all of them very well? Read and judge.2 Tips: 快速浏览故事并判断。（学生自己在书上画一画，如果Tim能画得好则画星，画得不好画三角。）
4.T: Tim can draw the tree and flowers very well, so they’re easy for Tim.Teach: easy
So Tim says: Sure.It’s easy.出示图2.T: 引导学生有感情地朗读该句话。Can you read it? What else can you say? S: So easy!It’s easy for me.T: But he can’t draw the boat, so it’s not easy, it’s difficult for him.Teach: difficult
T: So Tim says: It’s difficult, but I can try.出示图4.T: 引导学生有感情地朗读该句话。
5.T: You read very well.Listen and repeat.6.Read in pairs.7.Read the story together Step Four: Consolidation 1.Make a new dialogue.你和朋友也来到了一个美丽的公园。你们看到些什么？试着模仿今天学的故事，编一段对话吧。课件出示一幅公园图片，有秋千、滑梯、放风筝、骑自行车等。以及参考句型：
What can you see? I can see „ Can you draw / ride/ fly a „? Yes, it’s easy.It’s difficult, but I can try.2.Act the story
★Read fluently 流利的朗读
★★Read fluently and beautifully 流利、有感情地朗读 ★★★Act it out emotionally 有感情地表演 Step Five: Homework 1.听磁带，有感情地模仿熟读课文并尝试背诵。2.试着将课文复述并写下来。3.和同桌编一段在公园里的对话。
六、板书设计：
Unit 4 Drawing in the park
draw, picture, park, flower, boat, river, easy, difficult.Good idea！Sure, it’s easy.What can you see? I can see „ Can you draw / ride/ fly a „? Yes, it’s easy.It’s difficult, but I can try.Unit 4 Drawing in the park 第二课时
(The second period)
一、教学内容：
Fun time and revision
二、教学目标: 1.能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等。
2.能用句型What can you see? I can see a „谈论所见。
3.能用句型What can you do? I can „ 进行调查会做的事情，能用句型He/She can „对他人进行描述。
4.能编写完整小故事：Let’s be friends.并试着表演。
三、教学重难点: 1.能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等。
2.能用句型What can you see? I can see a „谈论所见。
3.能用句型What can you do? I can „ 进行调查会做的事情，能用句型He/She can „对他人进行描述。
四、教具准备：
1本部分内容的教学卡片或幻灯片。2录音机、磁带。
五、教学过程: Step One: Warming up 1.Enjoy the song: Row your boat 歌词：Row, row, row your boat, gently on the stream, merrily, merrily, merrily, life is interesting.2.T: Life is interesting.Last lesson we went to the park.Today, we will go to another interesting place – Dream Theatre.Let’s go.3.T: Look!They need some actors for the new play.Do you want to have a try? T: And we should pass four tests.出示招聘演员条件： 1.表演力测试关。2.表达力测试关。
3.记忆力测试关。4.有一定的特长。
T: Let’s have a try.Step Two: Revision.1.Test 1--Good performance ability.T: To be an actor, you should have good performance ability.T: Do you remember this story? Drawing in the park(课件出示课文图片)Can you act this story? First, let’s dub for it.Dub in groups.2.Act in pairs.3.T: Good job.I think you have good performance ability.Let’s go into the next test.4.T: To be an actor, you should have good expression ability.Try to retell the story according.小组讨论，试着复述该故事，看谁说得完整。
Mike and Tim are in the„ They can see „and a„on the „Tim can draw„very well, it’s easy.But he can’t draw„ It’s „ Step Three: Presentation and practice.1.Test 2--Good memory.T: To be an actor, you should have a good memory.Look, here is a picture.Look carefully.You have 15 seconds to remember what you can see? Are you ready? Go!(15秒的倒计时，记住图中的事物，越多越好！)2.T: What can you see in the picture? S: I can see a „
T: How many „ can you see? What color is it? Where is it? S: I can see „
Check the answer.(出现学生所说的东西：boat, flower, tree, river, hill, lake, 补充：bridge, bench, fountain等)3.T: Now, we know what’s in the park? They are „(指图学生齐说词)T: But how to spell them? Look!How to remember them? Let’s discuss in groups.(小组讨论记忆每个词的方法，教师可以举例，如river-over)T:请同学来说说记忆的方法。
4.T: Can you remember these words? Let’s play a game, Quick response.课件快速闪现新学的单词或图片，学生要很快说出。
5.T: Good job.I think you have good memory.Let’s go into the next test.Step Four: Fun time.——Do a survey.1.T: Look！There are four characters in this play.You can choose one.课件出示角色要求：Amy is good at drawing.Ben is good at sports.Cindy is good at cooking.Dan is good at singing and drawing.T: I can make a cake, but I can’t play football.So I think I can act Role Cindy.Which one can you act? 2.T: Can you draw? S1: No, I can’t.T: What can you do? S1: I can play basketball.T: S1 can play basketball, so he can act Role Ben.3.T: Take out our survey table.Let’s do a survey in groups.要求：1.同桌先互相问并完成。
2.告诉组内其他同学同桌会做的事情，请他们完成表格。
4.Report.T: So in your group, who can act Role Amy? Can he draw? 请学生根据表格的内容来汇报。Step Five: Writing and Act 1.T: I think we all have the right role to act.Now let’s act the short play in groups.The title is: Let’s be friends.2.图1：Amy can draw very well.She is looking for a friend in the park.图2：Amy meets Ben near the river.图中气泡中句子不够完整。Amy: Can you draw? Ben: Sorry, I can’t.Amy: What can you do? Ben: I can play football.图3： Amy meets Cindy under the tree.图中气泡中句子不够完整。Amy: Can you draw? Cindy: No, I can’t draw.Amy: What can you do? Cindy: I can make a cake.图4： Amy meets Dan on the boat.图中气泡中句子不够完整。Amy: Can you draw? Dan: Yes, I can.Amy: I can draw, too.Let’s be friends.Dan: Good.(出示故事图片4幅)T: But the play is not complete.Let’s complete it first.请同学读一读，小组讨论将每幅图中的句子补充完整。
3.T: Act in groups.四人一组上台表演时，其他同学一起说旁白。Step Six: Summary 1.T: Today, we go to the Dream Theatre.Do you like the park? 引导学生用I can „总结今天的学习。S: I can say/ read/ act/ „
2.We can act a short play, we can be a good actor.And we can also be a good writer, too.Step Seven: Homework 1.画一幅公园图，并给图中的物品配上单词，如有不会的词，可以查找资料。2.小组表演短剧Let’s be friends.3.试着写下这个故事。
六、板书设计：
Unit 4 Drawing in the park tree, flower, boat, river, hill, lake What can you see in the picture? I can see a „
How many „ can you see? What color is it? Where is it? Mike and Tim are in the„ They can see „and a„on the „Tim can draw„very well, it’s easy.But he can’t draw„ It’s „
Unit 4 Drawing in the park 第三课时
(The third period)
一、教学内容：
Cartoon time and song time
二、教学目标: 1.复习上节课所学的关于公园物品的单词，能进一步熟练拼读。2.复习上节课所学的句型，能进一步熟练运用。
3.能够阅读并理解卡通部分的幽默，并能表演故事内容。4.能够模仿卡通部分的故事内容续编故事。5.会演唱歌曲：What can you see?
三、教学重难点: 1.复习上节课所学的关于公园物品的单词，能进一步熟练拼读。2.复习上节课所学的句型，能进一步熟练运用。
3.能够阅读并理解卡通部分的幽默，并能表演故事内容。4.能够模仿卡通部分的故事内容续编故事。
四、教具准备：
1．教学图片和卡片，多媒体（PPT）2．磁带和录音机。
五、教学过程: Step One: Warming up 1.Enjoy the song: Row your boat.2.T: Life is interesting.Last lesson we went to the park and the theatre.Today, we will go to another interesting place – Amusement park.Let’s go.课件出示图片。
3.T: If you can get stars when you’re playing.Let’s see which team can get more stars.(学生分成两组)Ready? Go!Step Two: Revision 1.T: Look!It’s a Fun house.We can play games in it.Let’s play Finding Differences first.T: You should find the three differences in these two pictures.课件出示规则：两图中有三处不同，十秒中之内必须找到并说出，才能获胜！一共两组图片。复习词汇：hill, tree, river, lake, flowers, boat.2.T: Let’s play another game.Riddles: Things in the park 每组选择一个序号，如果猜对并准确拼出则可以得到相应的星数。
1.They’re colorful.Bees and butterflies like them very much.2.You want to go across the river(过河), but there is no bridge.What do you need? 3.It is a large area(一大片)of water, surrounded by land.(被陆地包围).4.It is a large stream(一股水流)of water.You can catch fish in it.3.T:得星，评价。Step Three: Presentation（1）Cartoon time 1.T: Look!There is a big box.Sam, Bobby are looking at it.In fact, we call this big box：Peep show.简单介绍西洋镜的一些知识。
(出示图4)Look, is Bobby happy? No, Bobby is frightened.Why? What’s in this box? Let’s guess.学生猜的同时，老师说:Try again.Let’s watch the cartoon and check.2.T: What’s in it? S: A boat, a tiger.3.(出示图4)指导阅读，It’s a tiger!T: If you are Sam, What will you say? 4.Listen and repeat.5.Try to read together emotionally.6.Set an example for Ss to act the cartoon.Try to act it in pairs, you can add some new sentences.根据表演情况，评价给星。（2）Song time 1.教师在树上画一只猴子。What can you see in the tree now? S: I can see a monkey.T: Yes, and I can sing a song.Listen to the song: What can you see? 2.T: Can you sing the song? Let’s try together.3.T: Can you make a new song according to your picture? Let’s try.小组内编唱歌曲。一人根据自己的图片问，其他三人回答。教师用手偶Ken给出评价：Good job！Well done!„ Step Four: Consolidation Rewrite a new story 1.T: Sam is naughty, but bobby is naughty, too.He wants to make a joke with Sam too.Look!课件出图：Bobby告诉Sam他在盒子里看见了鱼。Sam最喜欢鱼了，一听口水都要下来了，结果一看，是一条鲨鱼，吓了一大跳！
2.你还有其他的创意吗？也可以编一编。
Tips：模仿书上的故事，小组内续编新故事，并把它演出来。3.根据表演情况，评价给星。Step Five: Homework.1.指导学生用I can „总结今天的学习。
2.小组合作，将改编的新故事，配上图片和文字，并表演出来。
六、板书设计：
Unit 4 Drawing in the park hill, tree, river, lake, flowers, boat Peep show Try again.Bobby is frightened.Why? What’s in this box? Song: What can you see?
Unit 4 Drawing in the park 第四课时
(The fourth period)
一、教学内容：
Sound time, Checkout time and Ticking time
二、教学目标: 1.能够熟练说出有关公园类的物品词。2.能熟练地运用本单元所学句型进行交际。3.能够掌握元音字母e在单词中的读音。4.能够完成故事A new friend的阅读。
5.能在教师的引导下客观地对自己的学习情况做出评价。
三、教学重难点: 1.能够熟练说出有关公园类的物品词。2.能熟练地运用本单元所学句型进行交际。3.能够掌握元音字母e在单词中的读音。4.能够完成故事A new friend的阅读。
四、教具准备：
1．本单元教学挂图和卡片。2．多媒体电脑（PPT）。3．磁带和录音机。
五、教学过程: Step One: Warming up 1.Enjoy the song: Row your boat(课前就可以播放继续让学生熟悉)2.T: Life is interesting.Last lesson we went to the park, the theatre and the Amusement park.Today, we will go to another interesting place –Zoo.Let’s go.Step Two: Revision.1.T: In the zoo, what can you see? Let’s play a game.Non-stop talking 要求：10秒内小组轮流说：两个关键词：Animals in the zoo, the other things in the zoo.S: I can see„
2.T: Let’s go and have a look.(手偶出示Ken)K: Hi, can I go with you? T: Can Kan go with us? Ss: Sure.T: OK.Let’s go.Step Three: Checkout time 1.（和手偶互动）
T: Look, this is a picture of a zoo.How beautiful!What can you see in this picture? K: I can see„
T: Can you „? How many „can you see? K: Yes, I can.„ T: Look at „
K: How beautiful!...2.结合所给句型，谈论图片。Pair work 教师用手偶Ken给出评价：Good job！Well done!„
3.T: The picture is beautiful, but there is no animals.Let’s draw some animals on the grass, in the river, in the sky or „
让学生拿出笔在图中添画一些动物。
4.T: Animals are very clever.They can do a lot of things.Let’s enjoy some pictures.课件出示一些动物做某事的图片。边欣赏，教师边带着学生说说：„ can „ 最后一图：They can help the others.T: Now we’ll read an interesting story.The animals in it can also help each other.Let’s enjoy it.出示图片，老师说，学生听。Who is the new friend? Read and match.组内读故事，将图片和文字匹配。逐图呈现，校对答案。5.Read the story in five.教师用手偶Ken给出评价：Good job！Well done!„ Step Four: Sound time
1.T: Ken, do you like the zoo? T: Oh, what’s the time?(看表)Oh, Ken, it’s ten to ten, go to bed before ten.2.K: OK.See you.3.T: Look at the sentence.These words all have the letter ‘e’, what does ‘e’ pronounced as? S: /e/ T: Look at my mouth, open it big or small.Try to imitate.（根据Tips: P58的要求）S: Read one by one.T: Read the sentence.4.hen, wet, leg, nest, belt.（在读同时出图释意）
5.T: Last unit, we have learnt another pronunciation of ‘e’, what is it? /i:/ T: What’s the difference between them? When is it pronounced as ‘/e/’, when is it pronounced as ‘/i:/?’
出示：me, he, she, these, bed, pen, red, ten, T:教师讲解：开音节中，发/i:/，重读闭音节中，发/e/。6.Enjoy a song.e的发音。Step Five: Ticking time 1.T: What can we learn from this lesson? S: I can „
2.T: Good, we can do so many things.T: Discuss in groups, see how many stars have you got together? 3.Ticking time: I know the sound of “e”.4.I can use “What can you do?” to ask questions.5.I can talk about things in the park.Step Six: Homework 1.听录音，跟读复习Unit 4的内容，模仿语音语调。2.寻找更多字母e发音为/e/的单词，记在书上。3.完成练习册的部分练习。
六、板书设计：
Unit 4 Drawing in the park bed, desk, pen, red, ten Ken, it’s ten to ten.Go to bed before ten.Checkout time——Ask and answer.Unit 4 Drawing in the park 第五课时(The fifth period)
一、教学内容：
第四单元的复习及完成练习题。
二、教学目标: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
三、教学重难点: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。2.能较熟练地在情景中运用本单元所学的日常交际用语。3.能熟练完成本课的练习题。
四、教具准备：
1.所学词汇的图片。2.练习题答案的投影片。3.磁带和录音机。
五、教学过程: Step One: Warming up 1.Greetings.T: Good morning, class Ss: Good morning, Miss Xu 2.Free talk 3.Song: What can you see? Step Two: Revision 1.教师快速展示图片，学生拼读本课四会单词。2.出示本课对话投影片，学生看图用英文描述。
3.听写本课四会单词。
Step Three: Presentation and practice A Listen and circle.让学生先读题，再听录音，最后选择。B Listen and judge 让学生先读题，再听录音，再画出哭脸和笑脸。C Ask and answer D Look, read and tick.让学生观察图片，描述图片，最后选择。E Look, read and write 让学生观察图片，填写所缺的单词。Step Four: Homework.1．完成练习册。
2．小组活动，表演所学的会话内容。
六、板书设计：
Unit 4 Drawing in the park A Listen and circle.B Listen and judge C Ask and answer D Look, read and tick.E Look, read and write
第四单元教学后记：
本单元的主要学习内容是用I can see„的句型来描述公园里的事物。本单元呈现了Mike 和弟弟Tim 在公园里一边看风景，一边画画的情景。在教学中，我利用图片、幻灯片、电脑课件和电影片段，引导学生理解所学语言。教师也可以将课本中的场景与学生的生活实际联系起来，引导学生运用新的词汇和句型来互相练说。
在教授生词时，我出示准备好的风景图片，图片上包含树木、花朵、山丘、小船、湖泊或河流，要求学生在规定的时间内，尽可能多记住图片上的内容，然后与学生进行问答。我再以黑板为公园场景，要求学生想象一下公园里可能有的树木，学生说，教师画，不断添加，在说说画画的过程中呈现新句型和目标词汇。此环节 寓教于乐，学生很感兴趣，发言积极踊跃。
在小组活动环节，我将学生分成若干小组，要求他们每人画出公园里的一件事物，然后在小组内交换对方的画作，进行问答活动。学生表演的很好，课堂气氛活跃。
Cartoon time 呈现的是小老鼠Bobby 和小猫Sam在看西洋镜的场景。Bobby
第一次看见的是停留在河面上的小船，第二次却看见了一只大老虎，差点吓破胆，而Sam 在一旁偷笑。此环节复习巩固句型: What can you see in it? I can see„ Try again.It’s a„ 故事很幽默，学生很感兴趣。
大部分学生能正确默写出四会单词和背课文，少部分学生还要加强训练。在做练习题时，学生对单选题、匹配题、连词成句题做的较好，正确率高。但是对辨音题、英汉互译、按要求写单词等题型还要加强练习。
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