第一篇：[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
第二篇：[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
第三篇：[牛津中小学英语网]unit9
牛津小学英语5B
Unit8
单词:
国家_____国的____国人（复数）该国语言
ChinaChineseChinese（Chinese）ChineseJapanJapaneseJapanese(Japanese)Japanese(the)UKBritishBritish（British）English(the)USAAmericanAmerican（Americans）
AustraliaAustralianAustralian(Australians)
FranceFrenchFrench(French)
词组:
the English Club英语俱乐部
her American friend她的美国朋友
talk to him和他说话
be from =come from 来自…
be from Australia来自澳大利亚
be from the USA来自美国
an American visitor一个美国来访者
live in New York住在纽约
live in China住在中国
speak English and Chinese说英语和汉语
what country什么国家
the same country同一个国家
different countries不同的国家
Nancy’s brother 南希的兄弟
a big city一个大城市
would like to 想要（做某事）
I’d like to visit it.我想要参观它。
talk to her Chinese friends和她的中国朋友交谈
like teaching 喜欢教书
like Chinese very much非常喜欢汉语 EnglishEnglishFrench
teach English in a primary school在小学教英语
learn …from 某人(宾格)向某人学…
learn Chinese from me向我学中文
learn English from him向他学英语
write stories（stroy的复数）写故事
write stories about them写关于他们的故事
my classmate我的同班同学
a busy housewife一个忙碌的家庭主妇
do all the cleaning and cooking做所有的打扫和做饭工作
go to school and go home together一起上学和回家
eat an ice-cream in the sea在海上吃冰淇淋
come here and meet us过来见我们
the home of Tom 汤姆的家乡
句型:
1．Where are you from? I’m from China.I’m Chinese.你从哪里来？我来自中国。我是中国人。
2．Where is Nancy from? She is from the UK.She’s British.Nancy来自哪里？她来自英国。她是英国人。
3．Where is Ben from? He is from the USA.He’s American.Ben来自哪里？他来自美国。他是美国人。
4．Are they from Australia? No, they aren’t.They are from Japan.他们来自澳大利亚吗？不。他们来自日本。
5．Do you speak Chinese? Yes, I do.I speak English ,too.你说中文吗？是的，我说。我也说英语。
6．Do you speak French? No, I don’t.I speak Japanese and English.你说法语吗？不，我不说。我说汉语和英语。.Does he speak Japanese ? No, he doesn’t.He speaks French.他说日语吗？不。他说法语。
8、I speak … 我说…如：I speak Chinese.我说汉语。
（否定形式）I don’t speak…
He/She speaks… 他/她说
（否定形式）He/She doesn’t speak…他/她不说
知识点解析与应用
1.当我们要询问别人是哪儿人时，我们可以用Be from或come from来表
示。如：
Where are you from? I am from…./ We are from …
你/你们来自哪里？我来自…/ 我们来自…
Where is he / she from? He / She is from…
Where are they from? They are from…
Where is it from? It is from…
－Is she from /Does she come from Beijing?她是北京人吗？
－Yes, she is/she does.是的，她是。
－Are you from Italy?你来自意大利吗?
－No, I’m not.I’m from Australia.不，我来自澳大利亚。
－Where does your friend come from?你的朋友是哪里人？
－He comes from Canada.他来自加拿大。
－What nationality are you?你是哪儿人？
－I’m Japanese.我是日本人。
2.我们可以用Do you speak…? 来询问别人会说什么语言。如：
－Do you speak English?你会说英语吗？
－Yes, I do.是的，我会说。
－Do you speak German?你会说德语吗？
－No, I don’t.I speak French.不，我会说法语。
3、名词的复数
country、family、strawberry、library、study、story、hobby、city等名词
复数变y为i再加es。
Knife、housewife名词复数分别为knives、housewives
练习：
一、Translate the abbreviations and match them 写出下列缩略词的汉语意
思并连线
1.UN____________World Trade Organization
2.CD____________United Nations
3.USA____________Physical Education
4.UK____________United Kingdom
5.PE____________United States of America
6.WTO____________China Central Television
7.CCTV____________Compact Disk
二、Read and complete the dialogue 根据上下文完成对话
A:Hello, Li Qi.B:Hello, Wang Bing.A:my friend, Jason.Jason, this is my friend, Li Qi.C:Glad to meet you, Li Qi.B:too.Excuse me,Jason,________ you come from England?
C:No.I ________France.B:you Chinese?
C:B:Do youChina?
C:Yes.I like it ________ ________.三、There’s a mistake in each sentence, circle it and then correct it in the
blank 圈出句中的一处错误并改正
()1.ABCD
()2.ABCD
()3.ABCD
()4.ABCD
()5.ABCD
()6.ABCD
四、Rewrite the sentences按要求改写下列句子
1.(对话线部分提问)_____________________________________________
(否定句)_____________________________________________
2.She comes from Beijing.(一般疑问句)_____________________________________________
(肯定及否定回答)_____________________________________________
第四篇：[牛津中小学英语网]6BUnit2Goodhabits教学反思
6B Unit2 Good habits 教学反思
1.Story time 的重点是运用一般现在时、动词的三单变化形式，以及副词修饰动词和再次基础上能够复述甚至能够分角色表演对话。本课源于生活，所以学生应该有话可说。从课文的学习中，让学生能了解到好的习惯有哪些，坏的习惯有哪些。教师在教学时要采取多种形式的互动。
2.Grammar time的重点是在对课文理解的基础上归纳出一般现在时动词的变化形式和never构成否定句的形式。Sound time 让学生知道字母组合or的发音，对于基础扎实的学生，还可以让其归纳出or的不同发音。这一课时要归纳总结内容较多，教师可以让学生多去思考。
3.Cartoon time 是学生最喜欢的环节，教师可以以兴趣为导入点，让学生更快地进入到课堂的教学中来。介绍某人或者某物用this is …，本课时有是对教学目标的一次升华，让学生认识好的习惯和坏的习惯。
4.Checkout time 是对这一个单元的总结和归纳，简单的题目可以让学困生来回答，提出的问题难度也尽量适中一些。另外复述课文的时候让优生先做个示范，等大部分学生都理解的时候可以慢慢引导学困生来复述，增强他们学习英语的自信。
第五篇：[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。
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