第一篇：5BUnit10 Review and check 教案五课时(含后记)
Unit 10 Review and check
第一课时
一、教学内容：
5B.Unit 10 A部分Look, read and write，复习第六单元。
二、教学目标：
1．通过复习，学生进一步掌握第六单元的四会单词和句型。
2．通过复习，学生能灵活使用第六单元日常交际用语。
3．完成本单元A部分内容。
三、教学重难点：
1．通过复习，学生进一步掌握第六单元的四会单词和句型。
2．通过复习，学生能灵活使用第六单元日常交际用语。
3．完成本单元A部分内容。
四、课前准备：
1．第六单元图片和挂图。
2．磁带和录音机。
3．本部分内容的投影片。
五、教学过程： Step 1 Warm up 1．师生齐唱歌曲：Do some exercise with me.2．Free talk。Step 2 Revision
1．教师出示第六单元会话挂图，创设情景，学生表演对话。鼓励学生自由创作。
2．教师出示词汇卡片，师生问答复习第六单元词汇和句型：
foot , time, turn, left, right, hand, leg, arm.shoulder, finger, knee, toe, neck.Touch„with„, Put„on„
arm , hand, foot , leg.Let’s do some exercises.Now, listen carefully.Jump up and down.Now, stand up, everybody!Touch„with„, Put„on„, Do this„times„ Touch your head with your hand.3．教师引导学生运用所学词汇和句型，根据实际情况自由交际。Step 3 Look, read and write
How does your brother spend his weekends?
How do you spend your weekends?
Does Miss Rice speak English?
Do you like playing football? 1．教师出示本部分内容的投影片，指导学生朗读句子。
2．要求学生根据图片及句子内容，把图片和句子配对，然后在图下的格子里填上相应句子的英文字母。
3．让学生看图朗读相关的句子，分角色朗读,个别朗读。
4．鼓励学生模仿句型，进行口头练习。
六、作业布置: 1．课后运用所学进行自由交际。
2．抄写第六单元四会单词和句型。
七、板书设计：
Unit 10 Review and check
A Look, read and write
(第六单元单词卡片)
How does your brother spend his weekends?
How do you spend your weekends?
Does Miss Rice speak English?
Do you like playing football?
Unit 10 Review and check
第二课时
一、教学内容：
5B.Unit 10 B部分Look and write, 复习第七单元。
二、教学目标：
1．通过复习，学生进一步掌握第七单元的四会单词和句型。
2．通过复习，学生能灵活使用第七单元日常交际用语。
3．完成本单元B部分内容。
三、教学重难点：
1．通过复习，学生进一步掌握第七单元的四会单词和句型。
2．通过复习，学生能灵活使用第七单元日常交际用语。
3．完成本单元B部分内容。
四、课前准备： 1．第七单元对话挂图和词汇卡片。
2．本单元B部分内容的投影片。
3．磁带和录音机。
五、教学过程： Step 1 Warm up 1．按节奏背诵歌谣：A clock.2．Free talk Step 2 Revision
1．教师出示第七单元对话挂图，学生根据情景表演对话。
2．教师出示词汇卡片，师生问答复习所学词汇和句型：
to, a quarter, past, half.What time is it?
It’s„
past 和to的用法
past：当所给的分钟数小于或等于三十时，to：当所给的分钟数大于三十而小于六十时，分钟数等于六十减去已给的分钟数，而小时数要加一
night, half, past, a face, ready, on duty, quick, a game, a quarter, really What time is it? It’s„
I want to„.Do you want to join me? No, I’m doing„
I want to„.Do you want to join me? I want to play cards..Do you want to join me? S: I want to play cards.Do you want to join me? T: No, I’m doing my homework.T: What time is it? S1: It’s ten past one.S1: What time is it? S2: It’s twenty past five.S2: What time is it? S3: It’s a quarter to nine.教师鼓励学生运用所学句型，自己创设情景进行操练。
Step 3 Look and write 1．教师出示本部分内容的图片，引导学生看图填空。
2．学生根据教师的示范，结合图片同桌讨论。3．上台表演。
Step 4 Consolidation
猜谜游戏（magic eyes）：教师快速闪动一组图片，让学生记住不同的动作。然后提问：What is he doing? 让学生说出动作词组。说对者称他为“magic eyes”。
六、作业布置: 1．根据复习内容，自己创设情景进行交谈。
2．抄写第七单元四会单词和句型四遍。
七、板书设计：
Unit 10 Review and check B Look and write(第七单元单词卡片)（图片1）（图片2）
What is he doing?（图片3）（图片4）
He’s…
（图片5）（图片6）
Unit 10 Review and check
第三课时
一、教学内容：
5B.Unit 10 C部分Look, read and complete, 复习第八单元。
二、教学目标：
1．通过复习，学生进一步掌握第八单元的四会单词和句型。
2．通过复习，学生能灵活使用第八单元日常交际用语。
3．完成本单元C部分内容。
三、教学重难点：
1．通过复习，学生进一步掌握第八单元的四会单词和句型。
2．通过复习，学生能灵活使用第八单元日常交际用语。
3．完成本单元C部分内容。
四、课前准备：
1．第八单元图片和挂图。
2．本单元C部分内容的投影片。
3．磁带和录音机。
五、教学过程： Step 1 Warm up 1．师生齐唱英文歌曲：We know.2．Free talk。Step 2 Revision
1．教师出示词汇图片，师生问答复习所学的单词和词组。
2．接龙游戏复习四会句型：
an ant, a butterfly, a dragonfly, a firefly, a bee, a grasshopper.Do you like...?
Yes, I do./ No, I don't.talk, weekend, spend, very, often, learn…from, sport, catch.How do you spend your weekends?
I often…
learn…from, sport, catch.How does he/ she spend his/ her weekends? He/ She often...Sometimes he/ she...Which insects do you like?
What do you think of insects? Step 3 Look，read and complete
1．教师引导学生仔细看图读句，整体把握对话内容。
2．引导学生根据图意，填入所缺的单词.3．学生两人一组根据图片内容句型交谈。
4．学生在熟练交谈的基础上进行对话表演，并鼓励学生就对话内容进行扩展练习。
六、作业布置: 1．同桌之间做“Listen and act”游戏。
2．抄写第八单元四会单词和句型四遍。
3．课后自由交际。
七、板书设计：
Unit 10 Review and check C Look, read and complete（第八单元单词和词组）
How do you spend your weekends? I often…
learn…from, sport, catch.How does he/ she spend his/ her weekends? He/ She often...Unit 10 Review and check
第四课时
一、教学内容：
5B.Unit 10 D部分Look and talk，复习第九单元。
二、教学目标：
1．通过复习，学生进一步掌握第九单元的四会单词和句型。
2．通过复习，学生能灵活使用第九单元日常交际用语。
3．完成本单元D部分内容。三、教学重难点：
1．通过复习，学生进一步掌握第九单元的四会单词和句型。
2．通过复习，学生能灵活使用第九单元日常交际用语。
3．完成本单元D部分内容。
四、课前准备：
1．第九单元对话挂图和词汇卡片。
2．本单元D部分内容的投影片。
3．磁带和录音机。
五、教学过程： Step 1 Warm up 1．演唱歌曲：Come here and meet us, please.2．Free talk Step 2 Revision
1．创设情景，学生表演对话。
2．教师出示卡片，师生问答复习所学词汇和句型。
China, Chinese, UK, British, USA, American, Australia, Australian, Japan, Japanese, France, French.Where are you from? I’m from… I’m…
British, America, French, city, visit, American, Japan, Japanese, France, England.Where’s he/ she/ it from? He’s/ She’s/ It’s from…
A: Where are you from? B: I’m from… I’m… A: Do you speak…?
B: Yes, I do.I speak…, too./ No, I don’t.I speak… Where’s he/ she/ it from? He’s/ She’s/ It’s from… Is he/ she/ it from…? Yes, he/ she/ it is.No, he/ she/ it isn’t.What country is it? It’s…
3．小组回答，互相问答。
Step 3 Look and talk
1．出示本部分内容的图片，教师指导学生观察图片。
2．让学生仔细看图后，教师示范问答。
3．小组活动，相互问答练习。
4．上台问答练习。
Step 4 Consolidation
小组竞赛的形式，检查学生掌握句型情况
1、教师提问，小组抢答，要求正确并且不能重复。
2、小组连锁问答，比比哪组速度快并且正确率高。
六、作业布置: 1．看本单元D部分图，自由交际。
2．看本单元D部分图，练习写四会句子。
七、板书设计：
Unit 10 Review and check D Look and talk（投影片）A: Where’s he/ she from? B: He’s/ She’s from…
A: Where are they from?
B: They’re from…
Unit 10 Review and check
第五课时
一、教学内容：补充习题
二、教学目标：
1、能熟练掌握六到九单元所学四会单词和句型。
2、能熟练掌握六到九单元所学三会单词，句型和日常交际用语。
3、完成补充习题
三、教学重点：
1、复习六到九单元所学重点句型。
2、在教师指导下完成补充习题。
四、教学难点 ：
1、复习六到九单元所学重点句型。
2、在教师指导下完成补充习题。
五、教具准备
补充习题
六、教学过程： Step 1 Free talk 1.复习导入 2.师生交流
Step 2 完成补充习题
1、看清楚各部分的要求，浏览一下题目，对不明白的地方可提问。
2、补充习题上的的题目多且复杂，教师解释清楚各部分的要求。A Listen, number and write B Listen, read and judge C Look and write
D Look, read and complete E Put the words in the correct order F Read and answer Step 3 Homework 1.复习巩固本单元所学的四会单词和四会句型。2.能熟练朗读本单元会话，并能自编自演一段小对话。完成《练习册》期末测试卷。
3、朗读并背诵课文。
七、板书设计：
Unit 10 Review and check
How do you spend your weekends? I often…
How does he/ she spend his/ her weekends? He/ She often...教学后记: 在做练习前，我先通过Free talk的形式与学生交谈。复习动词短语，还让学生间互相创作对话来表演，然后再回到书本，让学生根据图片和句子内容，完成A 部分的练习。通过分角色朗读,个别朗读等方法，大部分学生掌握的很好。
做练习前，我先和学生进行问答，复习巩固句型：How do you spend your weekends? I often„How does he/ she spend his/ her weekends? He/ She often...用投影片展示具体情境，让学生能利用句型自己造句。做完练习后，让学生根据图片情景进行交谈，在交谈的基础上进行对话表演，并且鼓励学生就对话内容进行改编扩展，让学生有更多说的机会。
课上我先利用投影片显示出不同的国家和具有代表性穿着的人物（单数）。使用句型：Where’s he/ she from? He’s/ She’s from„来让学生互相问答。然后我利用投影片显示出具有代表性穿着的人物（复数），让学生使用句型：Where are they from? They’re from„ 来通过图片进行口语交际，互相问答。整体呈现对话内容，学生掌握的很好，课堂气氛活跃。
通过做练习册,可以看出学生在“选择听到的单词”，“选择听到的句子”，“单项选择题”，“完成对话”等题型上得分率较高;对四会单词的默写还得加强练习。从做“听录音写听到的单词”看,有一部分学生掌握的比较好,做阅读理解比以前有进步，得分率较高。
第二篇：5BUnit9 The English club教案五课时(含后记)
Unit9 The English club 第一课时
一、教学内容：Part B& Part C
二、教学目标：
1.能听得懂、会说、会读、会拼写单词:China, Chinese, UK, British, USA, American, Australia, Australian, Japan, Japanese, France, French.要求读音准确清晰、拼写正确。
2.能听懂、会说、会读、会写句子： Where are you from? I'm from„ I’m„ I speak„Where is he /she/it from? He/She/it is from„ He/She is „ He/She speaks„
3.能正确地理解、掌握对话内容，运用本课所学语言进行以“询问国籍，语言”为内容的对话交际。
三、教学重点：
1.能听得懂、会说、会读、会拼写单词:China, Chinese, UK, British, USA, American, Australia, Australian, Japan, Japanese, France, French.要求读音准确清晰、拼写正确。
2.能听懂、会说、会读、会写句子：Where are you from? I'm from„ I’m„ I speak Where is he /she/it from? He/She/it is from„ He/She is „ He/She speaks„
四、教学难点：
正确地理解、掌握对话内容，运用本课所学语言进行以“询问国籍，语言”为内容的对话交际。
五、教学准备：
多媒体课件 各国旗帜图片
六、教学过程： Step1 Warm up T: Excuse me, do you have any hobbies? S: Yes, I do.I like „ T: What about you? S: I like „
T: Do you know my hobbies? Guess!S: You like „
T: Yes.My hobby is singing Sing a song “Make new friends”
T: I also like making friends.I have many friends.They are from different cities.Let’s see where are they from?(PPT出示各国朋友)Step2: Presentation and drill 1.Teach “China & Chinese” PPT出示Liu Xiang图片
T: I have a friend.Who’s he? S: He’s Liu Xiang.T: Do you want to talk to him ? 让学生问，Where are you from ?（板书出示）
T: Follow me.I’m from China.I’m Chinese.I speak Chinese and English.学生跟说。开火车操练。
T: Boys and girls, we are all from China.Look, this is our national flag.We’re Chinese.We speak Chinese.2.Teach “the USA & American”
T: Do you know him? Ask him and listen to what he say.课件出示布什，并请学生where are you from？音频回答I’m from the UK.I’m British.I speak English.3.Teach “the UK &British” 1)T: Who’s he?/Is he from china? 让学生问：Where are you from ? T:让我们来听一下他的介绍: I’m from the UK.I’m British.I speak English.T: Follow me.I’m from the UK.I’m British.I speak English.学生跟说，开火车操练。
4.Pair work(教师先与一学生示范)A: Where are you from? B: I’m from China.I’m Chinese A: Where is he from?(手指着课件上图)B: He is from the UK.He is British.He speaks English 5.Teach “France & French”
1)T: : Where is she from?(手指着课件上图)B: She is from France.She is French.She speaks French.Where is she from? / She is from France.She is French.she speaks French.（重点提示speaks）
6.同法教授 “Australia，Australian, Japan, Japanese” 提醒：表示来自哪一国家时，字母组合USA和UK前要加the.Step 3 Read and Practice 1)Read 2)出示国旗说出国家的名字。3)完成C部分的对话。Step 4 Homework 1.听读单词2遍。2.抄写单词：每个四遍。3.预习A部分。
七、板书设计：
Unit 9 The English Club China, Chinese, UK, British, USA, American, Australia, Australian, Japan, Japanese, France, French.What are you from? I’m from„ I’m „ What is he from? He’s from„ He’s...What is she from? She’s from„ She’s...Unit9 The English club 第二课时
一、教学内容：Part A& Part D
二、教学目标：
1.能正确地听、说、读、写单词city, club, visit, visitor, New York.2.能正确地听、说、读、写句型 Do you speak...？及其答语Yes，I do./No，I don‘t.I speak...3.能听懂、会说、会读日常交际用语及句型Are you from different countries？ I’d like to visit it.4.能用简单的语言介绍自己的国籍。
5.能正确理解对话内容并能朗读和初步表演对话。
三、教学重点：
1.能正确地听、说、读、写单词city, club, visit, visitor.2.能正确地听、说、读、写句型 Do you speak...？及其答语Yes，I do./No，I don‘t.I speak...3.能听懂、会说、会读日常交际用语及句型Are you from different countries？ I’d like to visit it.四、教学难点：
能比较流畅地朗读对话及正确理解对话内容，并能在掌握对话的基础上分角色表演对话。
五、教学准备： 多媒体课件 录音机
六、教学过程： Step 1 Free talk T: How do you spend your weekends? What do you usually do on Sundays? „
Step 2 Presentation 1.Learn the title: the English club T: Do you want to know my weekends? S: Yes.T: I often surf the Internet.But sometimes I go to the English club.2.Learn: different countries Show the picture of the English club.T: Do you like the English club? S: „
T: I like it very much.Because I can make friends there.And they are from different countries.（出示各个国家的国旗，帮助学生理解different countries 的意思。）Step 3.Presentation(Learn the text.)1.学习文章前言部分
T: Do you want to go to the English club? S: Yes.T: The first, let’s go to see a new friend.Today, the English club has a visitor.Learn: visitor（PPT出示Tony的图片）Look , what’s his name ? Let’s listen to the tape.S: He is Tony White.2.学习课文对话部分
a.T: Where is he from? You know we’re from China.What about him? Do you know? S: „
T: OK, let’s listen to the tape and find the answer.S: He’s from the USA.T: Oh, he’s from the USA, so he’s American, right? T: Does he speak Chinese? S: No, he speaks English.T: And he lives in New York.Learn: New York b.T: There are many students at the English club.Who are they? Please open your books and read the dialogue, then find their names.Please write their names down.c.They are Wang Bing , Nancy , David , Ben and Liu Tao.Where are they from ? Please read again.Then choose the best answer.the UK , the USA , Beijing , Shanghai)_______________ _________________ _______________ _________________ _______________ is from _________________ _______________ _________________ _______________ _________________ d.请学生根据已知讯息，判断每个人物是哪里人，分别说什么语言。
eg: Wang Bing is from Beijing , so he is Chinese , he speaks Chinese.（通过层层递进的方式学习课文，让学生每一次的读课文都有事可做，通过多次阅读，让学生对课文内容印象深刻。）3.Listen, read and act 1.完整播放录音一遍，学生模仿跟读。2.学生自由朗读，教师巡视并给予指导。3.学生分角色朗读对话。4.学生小组操练。Step 4 Look and say 1.T：You did a good job，Tony White speaks English, do you speak English？引导学生回答完整的句型S：No, I don’t.I speak Chinese.2.出示句型 A: Do you speak...？
B: Yes, I do.I speak..., too./No, I don’t.I speak...以及D项图片。学生练习。3.学生表演。
4.如果时间允许可以让学生用第三人称单数进行拓展练习。Step 5 Homework 1.听读课文。2.完成D部分的句型。3.完成练习册第一课时。
七、板书设计：
Unit 9 The English Club A: They are from different countries.visit visitor Are you from different countries？ B： Yes，we are./ No，we aren’t.A： Do you speak...？
B：Yes，I do.I speak...，too./ No，I don‘t.I speak...Unit9 The English club 第三课时
一、教学内容：Part E
二、教学目标：
1.能正确地听、说、读、单词和词组housewife, primary school, write stories，do the cooking and cleaning, learn...from...2.能正确理解短文内容，并能较熟练朗读及初步复述短文的主要内容。3.能灵活运用主语为第三人称单数时动词的变化形式。
三、教学重点： 能正确理解短文内容，并能较熟练朗读及初步复述短文的主要内容。
四、教学难点：
1.能比较流畅地朗读短文，并能在掌握的基础上复述主要内容。2.能灵活运用主语为第三人称单数时动词的变化形式。
五、教学准备： 多媒体课件 录音机
六、教学过程： Step 1 Revision 1.用图片进问答练习。复习巩固C、D部分句型。可以师生之间问答，也可以生生之间问答，还可以小组与小组之间问答。
2.教师模拟本单元E部分作介绍，要学生也作简单的自我介绍，为下面的教学作铺垫。
Step 2 Presentation and practice 1.T: I introduce a new friend to you.He wants to join the English Club.His name is Jim.Let’s meet him first.T: Let’s know more about Jim.Let’s watch a cartoon and then try to fill Jim’s information.播放E部份的教学课件 Watch and answer a.Where does Jim live now？ b.Is his mother from England？
c.Do Jim‘s parents speak English and Japanese？ d.What is Jim’s father‘s job？ 学生带着问题边看边听。
2.学生一一回答以上问题，师对 d问题要进行着重讲解。当学生回答His father is a teacher.时，要紧接着追问 Where does he teach English ？从而引出新的词组primary school，师领读，生跟读 T: Are you in...Primary School？ S: Yes, I am./No，I’m not.T: Does Jim’s father teach English in a primary school？ S: Yes, he is.T: Is Jim’s mother a teacher？
S: No, she doesn’t.She is a housewife.从而引出新词housewife, 师领读，生跟读 T: What do Jim’s parents like？ 引导学生回答：
S: His father likes teaching.S: His mother likes writing stories.注意提示学生：like 后面的动词要加ing，如果like前面的人称是第三人称单数时，like还要加上s.3.Listen, read and act 1）再完整播放课件一遍，学生模仿跟读，注意语音语调。2）学生自由朗读，教师巡视并给予指导。3）让学生分小组竞赛朗读。4）让学生试着针对短文向老师提问。Step 3 Consolidation T: I think Jim is a good English Club member.Do you want to be the club members too? Ss: Yes.T: OK, you must pass some tests.(1)First, you must know something about foreign countries.(中国的情况示范, 其他两个国家一齐看屏幕听录音分析,学生写后进行校对)(2)T: Now, you have passed test A.Next, you should try to speak good English.(给学生准备读的时间,个人读或齐读)(3)T: This is Jim’s self-introduction.If you want to join the English Club, you need to say something about yourself like Jim, just like this...Can you? 让一两个学生做自我介绍。
Good.After class, please write it down.If you can pass all the tests, you can learn English well and you can have fun with English at the English Club.Step 4 Homework 1.听读短文2遍。2.翻译句子：
1）英语俱乐部今天来了一位参观者。2）孩子们正在和他说话。3）我来自美国。我住在纽约。4）他们来自不同的国家。5）你也讲汉语吗？ 6）她讲英语和法语。
3.完成练习册第三课时。
七、板书设计：
Unit 9The English Club
Where does Jim live now？
Is his mother from England？
primary school
Do Jim‘s parents speak English and Japanese？
housewife
What is Jim’s father’s job？
Unit9 The English club 第四课时
一、教学内容：Part F& Part G H
二、教学目标：
1.能正确地听、说、读、写句型: What country is it? It’s„
Is he/she/it from„? Yes, he/she/it is.No, he/she/it isn’t.He/She/It is from„
2.能了解字母组合ea在单词中的读音
3.能正确地诵读歌谣 “Come here and meet us, please”
4.通过游戏、歌谣、竞赛等形式，使学生了解各个国家的文化背景知识，拓展学生的知识面。
三、教学重点：
1.通过阅读、游戏、歌谣等手段能听得懂、会说、会读、会拼写单词；并能听得懂、会说、会读日常交际用语。
2.通过阅读、问答，能熟练运用所学句型谈论国家，并能熟练进行语言交际。
四、教学难点：
通过听，说，读，拼让学生感悟发音规律，再运用规律来读出新单词。
五、教学准备： 多媒体课件 录音机
六、教学过程： Step 1 Lead-in Listen to a song “The more we get together” T: Do you like the English song? Do you like English? Ss: Yes.T: So do you like to go to the English Club? Me, too.I think it’s very interesting.T: Well, what can we do at the English Club? We can / learn English / sing songs / play games / make new friends at the English Club.(出示相应的图片及词组)Step 2 Presentation 1.Part H T: Last time, we have made some new friends at the English Club, do you still remember them? T: Now, come here and meet our friends, please.This is a rhyme, pay attention to the rhymes.2.Part F T: These friends are from different countries.Do you know these countries? Now, let’s play a game.Please try to guess what country it is?（板书跟读）
(1)Look and guess(根据国旗猜国家)(2)T: Now, we know the national flags, let’s know more about these countries.Next, let’s play another game.(规则)T: I will play the music, when you say “stop”, the music will stop, then you will see a number, for example(示范).Now, we can see number 1, then you will see something and answer me some questions.OK? [1](熊猫)Where is it from?（板书）It’s from „Yes, this is a special animal in China.[2](埃菲尔铁塔)Is it from „?（板书）Yes, it is.No, it isn’t.It’s from „It’s very beautiful.[3](一休)Is he from „?（板书）Yes, he is.No, he isn’t.He’s from„ He’s „ He speaks „He’s very clever.I like him.Do you like him? [4](Clare)Is she from „? Yes, she is.No, she isn’t.She’s from„ She’s „ She speaks „
[5](袋鼠)Is it lovely? Do you like it? OK, this is a kangaroo.It lives in Australia.[6](哈利波特)Yes, he is British.Do you know him? His name is Harry Potter.He is very famous.He has magic.[7](赵薇)Do you know who’s she? Yes, she is a famous actress in China.Do you like her? 3． Part G 1）T: Jim likes learning Chinese.He often reads Chinese stories.Look, what is he doing? S: He is reading a book/eating an ice cream/in the sea.2）T: Jim can speak English very well, he can teach us English, we know here ea pronounced [i:], do you have any examples? 3）Now, Jim wants to test you, can you try to read these new words? Well done, this time, please listen and try to spell the new words.学生听录音跟读eat, ice-cream, read.sea这四个单词。
4)结合字母结合ea的读音，教师引导对所学知识归纳整理，如，repeat, please, peach, clean, tea, teach, teacher等。
5)让学生借助动作或图片，理解并朗读句子He’s reading a book and eating an ice-cream in the sea.Step 4 Homework 1.翻译词组：
1)和他谈话 2)来自不同的国家3)做所有的煮饭和清洁活 4)一个大城市5)她的中国朋友 6)写故事7)从他那里学习英语 8)来自日本9)住在纽约 10)在一所小学教英语 11)讲法语 12)一个英语俱乐部13)一名美国来访者 14)来自同一个城市15)一起回家16)在海上 2.完成练习册。
七、板书设计：
Unit 9The English Club What country it is? It’s„
He’s reading a book and eating an ice-cream in the sea.Unit9 The English club 第五课时
一、教学内容：补充习题
二、教学目标：
1．复习并掌握本单元所学的四会词汇和句型。2．完成练习册内容。
三、课前准备： 1．所学词汇的图片。
2．练习册的练习题答案的投影片。3．磁带和录音机。
四、教学过程： Step1：Warm up 1．齐说歌谣Come here and meet us, please.2．Free talk.Step2：Revision 1．猜谜游戏 教师出示一个国家旗子的图片，（背对着学生）学生用Where are you from? I’m from„?句型，猜出是哪个国家。
2．创设情景，用句型Do you speak„?来操练。
Step3：Presentation and practice(完成补充习题上的练习。)A: Listen and judge.让学生看清各幅图和国旗，然后判断录音内容是否语图意相符。
B：Listen and write.先让学生看图，了解其意思，然后听录音，并模仿例句完成其他几题填写关于任务国际的资料。
C：Look and complete.教师指导学生看图，并读所提供的对话，然后在对话内填入所缺的词语，使对话与图意相符。
D：Look, find and write.本项练习趣味性强，通过走迷宫让学生帮助图中的动物找到自己的国家，最后完成句子。E：Look, read and fill in the form.此项练习属于趣味阅读。通过图文结合方法帮助学生正确理解短文。F：Look, read and complete先让学生看图，然后阅读短文，并填入适当的单词，使短文意思完整并符合图意。Step4：Consolidation 出示练习题答案，集体校对。Step5 Homework 1．完成练习册内容。2．创设情景，表演对话。
五、板书设计：Unit 9 The English Club（练习册答案的投影片）
教学后记：
教学时我使用世界地图和多媒体辅助教学来来教授不同国家的名称，让学生能直观形象地知道各个国家的大概地理位置以及相对应的国旗，标志性建筑物等。通过学习，学生们不仅能说出常见国家的名称，如：China, Chinese, UK, British, USA, American, Australia, Australian, Japan, Japanese, France, French.而且还会使用句型：Where are you from? I’m from„ I’m„来造句。
本单元重点是询问某人来自哪个国家是哪国人。使用世界地图，让学生认读国家名称，并自我介绍。如：I’m from Japan.I’m Japanese.I speak Japanese.在教学中通过玩游戏：What’s missing? 的方式，能更好地复习国家名称：China, UK, USA, Australia, Japan, French等，我还让学生互相练说，进行小组操练。一节课下来，学生对句型：Where are you from? I’m from„ I’m„掌握得很好。
在教学D部分时，首先学生根据书里的图，用英语快速说出句子如：T: Do you speak English? S: Yes, I do.I speak English, too.T: Do you speak Japanese? S: No, I don’t.I speak French.完成书上的练习后，我组织学生两人一组根据书里的图, 开展“猜谜游戏”。事先准备好国家旗子的图片，让学生A拿着准备好的图片上台，其他学生说问句：Do you speak „ ? 如猜对，学生A回答：Yes, I do.如猜不对，学生A回答：No, I don’t.这样让学生多说多练，巩固所学句型。学生对选出所听到的单词三选一，按顺序听句子标序号，听对话选出正确的答句，听句子三选一等题型掌握较好，对于听对话填出所缺的单词，短语英汉互译，看图完成对话等题型和以前相比有进步，仍需要强化练习。单项选择题，阅读理解题做的较好，正确率高。学生学习很主动，课堂气氛活跃。
第三篇：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。
第四篇：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。
第五篇：4BProject2 A party 三课时教案(含后记)
Project 2 A Party第一课时
(The first period)
一、教学内容：
A部分
二、教学目标: 1.在情境中帮助学生复习unit6单元主要词句，让学生能充分掌握并灵活运用unit 6单元的单词和句型。
2.以“Whose dress is this”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑性。
3.培养学生的综合语言运用能力，让学生能综合运用unit6单元词句进行交流。
三、教学重难点: 1.在情境中帮助学生复习unit6单元主要词句，让学生能充分掌握并灵活运用unit 6单元的单词和句型。
3.以“Whose dress is this”为主题，让学生运用所学句型进行话题交流，提高语言运用的准确性和逻辑性。
四、教具准备：
1．事先板书好课题Project2 A Party 2．教学卡片和多媒体（PPT）。
五、教学过程: Step One: Warming up 1.Greetings 2.Play a game：看到图片或文字，大声说出来；看到炸弹，大声说“Bomb”。Step Two: Presentation and practice.1、T：Look at the calendar(日历).It is June 1.What day is it? S: It is Sunday.T: Yes.It is a holiday.Do you know it? S: 儿童节。
T：Great!It’s Children’s Day.Happy Children’s Day!
2、T: Our friend ——Tim want to organize a party to celebrate the Children’s Day.Now he asks you for help.Here are four tasks.If you can fulfill a task, you can get a sun.Can you help him? S: Yes.T: Great!Let’s go!
3、Invite friends(1)T: Look, Tim calls his friend Amy.Let’s read after them.(a.跟读录音，学习对话 b.教师领读 c.学生自读)
st
（2）T: Now, it’s your turn.Are you ready? S: Yes.(学生利用对话模板，与同学练习对话)
4、Choose clothes T: Now, open your books and turn to page 69.Choose your clothes for the party and color it.(学生挑选派对服装，上色并裁减下来。)Step Three: Consolidation 1.Guess the owners（1）T: Tim and Amy are playing a game-Guess the owners.They put their clothes together and mix them.Then they guess the owner of the clothes.(看图完成相关练习)（2）T: Do you understand the rules of the game? S: Yes.T: Good.Let’s play the game in a group(3~4 students).(学生以3~4人为小组，一起做游戏。)(3)choose several groups to act.This is a „/ These are „ That is a „/ Those are „ Step Four: Homework 1.默写U6单元四会词句 2.介绍My clothes。
六、板书设计：
Project 2 A party Whose dress is this? June 1——Children’s Day Invite friends Choose clothes Guess the owners
Project 2 A Party第二课时
(The second period)
一、教学内容：
B部分及复习。
二、教学目标: 1.在情境中帮助学生复习5~7单元主要词句，让学生能充分掌握并灵活运用5~7单元的单词和句型。2．培养学生的综合语言运用能力，让学生能综合运用5~7单元词句进行交流。
三、教学重难点:
1.在情境中帮助学生复习5~7单元主要词句，让学生能充分掌握并灵活运用5~7单元的单词和句型。
2.培养学生的综合语言运用能力，让学生能综合运用5~7单元词句进行交流。
四、教具准备：
1．教学卡片和多媒体（PPT）。2．教学挂图。
五、教学过程: Step One: Warming up 1.Show time Sing or say a rhyme in groups.Ss: Choose a song or rhyme, sing or chant in groups, then have a performance Step Two: Presentation.1.Introduce the clothes(1)T: Tim and Amy have already chosen their clothes.They are introducing their clothes to each other now.a.看图完成练习b.跟读录音 c.教师领读 d．学生自读
（2）T: After reading, can you introduce your clothes for party to your friends now? And here are some sentences that you can use：
1、It’s spring / summer / autumn / winter.It’s warm / hot / cool / cold.2、This is / These are my „ for the party.3、This is a „/ These are „（用颜色描述服装）(学生利用所给句子，练习对话)Step Three: Ticking time T:
1、Can you invite your friends?
2、Can you choose the clothes for the party?
3、Can you guess the owners of the clothes?
4、Can you introduce your clothes for the party?(完成一项任务得一个小太阳)If you get 4 suns，I will say “Well done!”.If you get 3 suns，I will say “Great!”.If you get 2 suns，I will say “Good”.If you get 1 sun，I will say “Not bad!”.(评评看，你能得到几颗星？)Step Four: Homework 1.复习Unit 5 ~ Unit 7的单词。2.复习Unit 5 ~ Unit 7的日常交际用语。
六、板书设计：
Project 2 A party Introduce the clothes It’s spring / summer / autumn / winter.It’s warm / hot / cool / cold.This is / These are my „ for the party.Project 2 A Party第三课时(The third period)
一、教学内容：
补充习题。
二、教学目标:
1、创设情景，通过让学生组队进行情景对话的方式，复习“打电话”和“问候身体状况”时的交际用语。
2、用自由会话的形式复习6~8单元的内容，并让学生自己设计对话进行表演。
3、完成练习题。
三、教学重难点:
1、创设情景，通过让学生组队进行情景对话的方式，复习“打电话”和“问候身体状况”时的交际用语。
2、用自由会话的形式复习6~8单元的内容，并让学生自己设计对话进行表演。
3、完成练习题。
四、教具准备：
1.补充习题。2.磁带和录音机。
五、教学过程: Step One: Warming up 1.Brain storm: Give the key words, say some words or phrases 2.Show some topics and talk about what sentence we can use in these topics.Ss: Listing some sentences, then choose a topic to talk about.Step Two：Presentation and practice A.Listen and judge.1.指导学生观察每幅图片。并用所学句型师生问答。2.听录音做题。B Listen and choose.1.教师结合图片向学生提出相关问题，也可以带领学生根据答句猜测问题。2.播放录音做题。C Listen and write D Look and say 1.教师引导学生仔细看图，理解图意并尝试根据所给句子进行口头表述。E．Look, read and choose.F.Read, choose and write G.Read and answer Step Three：Consolidation Design a dreaming party.Give the students some useful phrases and sentence, introduce it in your group.Step Four: Homework 1.熟背Unit5~8 2.默写5~8单元四会词句
六、板书设计：
Project 2 A party A.Listen and judge B.Listen and choose.C Listen and write D Look and say E．Look, read and choose.F.Read, choose and write G.Read and answer Project 2 教学后记：
本单元通过打电话邀请朋友参加时装派对来复习打电话用语。又通过制作服装的手工活动，为派对做准备来寓教于乐，学生很感兴趣。再通过服装展示和介绍来复习句型：Whose„ is this? It’s„ 和 Whose„ are these? They’re„
在作品展示环节，教师要求学生将自己选择剪下的衣服贴在一张A4纸上，同时在衣服下面写出自己的名字。然后教师将所有衣物贴图收集到讲台上，进行展示。再让学生两人一组，练说句型。
本单元通过活动培养学生对所学知识的综合运用能力，既激发培养了学生的兴趣，又提高了学生的口头综合表达能力，学生很感兴趣，课堂气氛活跃。
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