第一篇：4AProject2 教案(含8个批注和教学后记)（范文）
苏教译林版四年级英语上册
Project 2 My snack bar
Project 2 My snack bar
一、教学内容： 第一课时 ABC部分
二、教学目标: 1.复习5个家具物品类单词：bedroom, living room, clock, table, bathroom 2.复习八个家具类单词: a clock, a fridge, a sofa, a table, bathroom, bedroom, kitchen, living room 3.复习句型where’s/where are„及其回答It’s /they are„ 4.复习句型：What would you like?及其回答。5.复习句型：What about...? Anything else?
三、教学重难点: 1.复习5个家具物品类单词：bedroom, living room, clock, table, bathroom 2.复习八个家具类单词: a clock, a fridge, a sofa, a table, bathroom, bedroom, kitchen, living room 3.复习句型where’s/where are„及其回答It’s /they are„ 4.复习句型：What would you like?及其回答。5.复习句型：What about...? Anything else?
四、教具准备：
1．事先板书好课题Project 2 My snack bar 2．教学卡片和多媒体（PPT）。
五、教学过程: Step One: Warming up 1.Sing songs and rhymes.2.Free talk :日常用语
T：Hello, look at the picture.It’s my bedroom.Can you tell me where my bed is? T: Do you like„? T:I can see a „What can you see? 3.Games.小组之间开展单词拼读竞赛，根据老师的要求，拼出相关的单词。Step Two: Revision.A.Magic eyes T：Let’s play a game.苏教译林版四年级英语上册
Project 2 My snack bar
复习相关的单词和句型。B．句型复习
(1).复习where’s/where are„?句型
出示第五单元课文对话，让学生跟读，然后全班读。出示各类学过的物品类的图片
T：Look at the„ where’s/ where are„? S: It’s„ 同桌之间对话练习。
(2)复习What would you like? T: Let’s Chant ‘What would you like?’.Ss do it.Show a menu T: I’d like a„/some„? What would you like? S1: I’d like „.T: Anything else? S1: „.Ask one by one.T: Good.Then ask and answer in groups.（同桌操练）And then, use these drills: What would you like? I’d like a„/some„.Anything else? „.T: Let’s read the words below.（回忆单词）And check your Revision Paper.（自主预习）T：Open your books and let’s read the story time.Now, recite by yourselves.(给3分钟时间背诵回忆)T: Now, let’s recite/act it.Step Three: Presentation and practice.T: You did a good job.Open your books, and turn to page 56
1、Talk about Part A
2、Part B Draw your snack bar.My snack bar a．在投影仪上展示老师画的图片,演示给学生看。b．Draw your snack bar T：Now, it’s your turn.注意指导个别动手能力比较差的学生。
3、Part C Work in pairs.Talk about the snack bar A: Where’s the„? B: It’s in/on/under the „.A: Where are the „? 苏教译林版四年级英语上册
Project 2 My snack bar
B: They’re in/on/under the „.Step Four: Consolidation 1.Introduce the snack bar.Model: This is my snack bar.The „ is„.The „s are „.Say in groups.2.Write down the sentences.3.Read in your groups and check the sentences for each other.Step Five: Homework 1.抄写没记牢的单词。
2.将课堂上自己的快餐店用英语描述下来。
六、板书设计：
Project 2 My snack bar Where’s my „? It’s in/on/under the „.Where are my„? They’re in/on/under the „.What would you like? I’d like „, please.Can I help you? I’d like„.How much is it/ are they? He’s/She’s„.His / Her „is/are„.3 苏教译林版四年级英语上册
Project 2 My snack bar
Project 2 My snack bar
一、教学内容：第二课时 DE部分
二、教学目标: 1.复习四会单词：shoe, sock, twenty, thirty, forty, fifty, eye, small, his, short, ear, thin, tall.2.复习四会句型：Can I help you？How much is it/are they? Well done!3.能熟练听说读第七八单元的交际用语。
4.能熟练谈论话题：asking about prices, describe people.三、教学重难点: 1.复习四会单词：shoe, sock, twenty, thirty, forty, fifty, eye, small, his, short, ear, thin, tall.2.复习四会句型：Can I help you？How much is it/are they? Well done!4.能熟练谈论话题：asking about prices, describe people.四、教具准备：
1．事先板书好课题Project 2 My snack bar 2．教学卡片和多媒体（PPT）。
五、教学过程: Step One: Warming up 1.Sing songs and rhymes.2.Free talk Talk about your favorite star Model: I like „.He is tall.He is thin.His „ is „.His „ are„.3.Talk about your snack bar(上节课作业)Model: My snack bar is big/small.I have„ in the „ I have some„s on the„.Read your sentences in group.Choose the best writing.Step Two: Revision.1.Review Unit 7 T: Let’s sing ‘The clothes shop’.T: Do you have any cakes now? S1: No, I don’t.苏教译林版四年级英语上册
Project 2 My snack bar
Show some things on PPT T: Can I help you? S1: Yes.I’d like „.How much is it? T: It’s „ yuan.Anything else? S1: I’d like „.How much are they? T: They’re „yuan.Ask one by one.T: Let’s read the words below.（回忆单词）T：Open your books and let’s read the story time.Now, recite by yourselves.2．Review Unit 8 T: Let’s chant ‘Two fat boys’.Show some famous people Look at him/her.His / Her „ is/are „.Who is he/she? Guess in groups T: Let’s read the words below.（回忆单词）T：Open your books and let’s read the story time.Now, recite by yourselves.T: Now, let’s recite/act it.Step Three: Presentation and practice.1.Part D How much is the food? Review the key sentences about buying and selling T: If you want to buy or sell something.What can you say? Discuss in groups Can I help you? I’d like a „/some„s.How much is the „? How much are the „s? Here you are.2.Part E Do a role-play with your friends S1: Let’s go to „’s Snack Bar.S2: OK.S1: Good morning.Can I help you? S2: Yes.I’d like a „, please.S1: Anything else? S2: „
S1: How much is „ / are„? S2: „ yuan.S1: Here you are.S2: Thank you.苏教译林版四年级英语上册
Project 2 My snack bar
3.Choose the best customer and the best seller 4.Write down the dialogues on the copybook Check out in groups.Step Four: Homework
1、完成单元复习的书面练习。
2、熟记U5－8单词表内词汇。
六、板书设计：
Project 2 My snack bar S1: Let’s go to „’s Snack Bar.S2: OK.S1: Good morning.Can I help you? S2: Yes.I’d like a „, please.S1: Anything else? S2: „
S1: How much is „ / are„? S2: „ yuan.S1: Here you are.S2: Thank you.6 苏教译林版四年级英语上册
Project 2 My snack bar
Project 2 My snack bar
一、教学内容：第三课时 练习，补充习题。
二、教学目标: 1.能够正确熟练运用所学内容。
2.能熟练听说读第五至第八单元的交际用语。3.能完成补充习题。
三、教学重难点: 1.能够正确熟练运用所学内容。
2.能熟练听说读第五至第八单元的交际用语。3.能完成补充习题。
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.Sing songs and rhymes.2.Games.小组之间开展单词拼读竞赛，根据老师的要求，拼出相关的单词。Step Two: Revision.1.Ask and answer.2.Review story time of U5-U8.3.Review cartoon time of U5-U8.4.Act out in roles.5.单词和句子默写。
Step Three: Presentation and practice A.Listen and tick.老师在播放录音前，让学生认真看懂题意，猜测与图片相关的对话内容。B.Listen and circle.要求仔细听，抓住关键，选出正确图片的序号。C.Listen and number.要求仔细听，抓住关键，标出正确的序号。D.Look and say(可以前置)观察图片，运用句型，互相问和答。E.Look, read and judge.要求仔细阅读，画出哭脸和笑脸。
苏教译林版四年级英语上册
Project 2 My snack bar
F.Read and choose 要求学生先读句子，试着自己填一填，然后再看选项，做出选择。G．Read and tick.要求学生读图，看懂对话，认真思考，画出对应的钩。H.Look, read and write 要求学生先读句子，试着自己填一填，教师再核对答案。Step Four: Homework 1.回顾巩固本课复习的知识点。2.完成《课课练》上对应的习题。
六、板书设计：
Project 2 My snack bar Sing songs and rhymes.Do exercises of workbook.A．Listen and tick.B.Listen and circle.C.Listen and number.D.Look and say E.Look, read and judge.F.Read and choose G．Read and tick.H.Look, read and write
苏教译林版四年级英语上册
Project 2 My snack bar
Project 2 教学后记：
本单元是对第五至第八单元所学知识点的系统复习。要求学生既要掌握这些单元所学过的单词、短语、句型，又要熟练运用所学句型于日常生活交际中。如：“Where is„?”询问人或物所在位置。“How much is„?”询问物品价格。“What would you like?”询问对方需求。“I’d like„”表达自身需求。以及由What等引导的日常交际句型。同时要掌握日常生活中有关食物的单词。
学生对词汇量、重要短语、句型有了一定的积累。本单元主要是复习所学过的旧知识，巩固练习。在教学过程中，难免学生会感到枯燥。所以在教学过程中，教师要注意调动学生的积极性，让学生参与课堂，主动去复习所学知识，并且在课堂上通过各种活动或游戏，让学生享受复习的乐趣。
在教学中注重单词的复习，尤其是食物类和饮料类的单词复习。在对话训练中，教师示范与学生交际结合，让学生能有针对地进行语言训练，熟练掌握所学句型，提高日常交际对话能力。
在整体复习时，一定要花时间让学生先复习重点单词和句型，再让学生进行实际操练，巩固记忆，加强口语训练。学生练说很积极，课堂气氛活跃，表演也很逼真，形象。
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：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。
第四篇：4BUnit 8 How are you教案五课时(含后记、批注)
Unit 8 How are you? 第一课时
(The first period)
一、教学内容： Story time
二、教学目标: 1.能初步听懂、会说、会读、会拼写单词may, hear, take care.2.能听懂、会说、会读come to school, cold, fever.3.能初步听懂、会说、会读、会运用句型This is„ speaking.May I speak to„? I’m sorry to hear that.How are you? I’m fine, thank you.See you tomorrow.See you.4.能正确理解掌握对话内容，准确、流利地朗读课文。
三、教学重难点: 2.能听懂、会说、会读come to school, cold, fever.3.能初步听懂、会说、会读、会运用句型This is„ speaking.May I speak to„? I’m sorry to hear that.How are you? I’m fine, thank you.See you tomorrow.See you.4.能正确理解掌握对话内容，准确、流利地朗读课文。
四、教具准备：
1．事先板书好课题Unit 8 How are you? 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.T：Today, we will learn Unit 8 How are you? 板书揭题 Step Two: Presentation 1.Show a picture of Yang Ling in Story time.T: Look at this girl.Who is she? Where is she? How is she now? Can you guess?
引导学生用Maybe she is...回答。
2.T shows pictures.Look, where is Miss Li? What is Miss Li doing? Can you guess? Yes, she’s calling Yang Ling.But how can we begin a telephone call? Please watch the cartoon carefully.Underline key sentences and discuss in pairs.3.Can you make a phone call to your desk mates? 4.How is Yang Ling? Let’s watch cartoon and find out what’s the matter with Yang Ling? 教读cold，fever出示图片帮助理解。
5.Can you read by yourselves and try to answer them.(1)What can’t Yang Ling do?(2)What does Miss Li say? 6.Look at another picture.Can you guess what happens next? Guess, read and underline.Step Three: Reading 1.Let’s read after the computer.(在跟读中体会语音语调语气，理解并学习I’m sorry to hear that.Take care.See you tomorrow.)2.Read after the teacher.3.Read in roles.逐句跟读，注意语音语调。
以小组为单位，选择一种喜欢的方式读一读课文。Step Four: Consolidation 1.If you are ill, can you make a call to your teacher and classmates? Useful sentences: A：Hello, this is...speaking.May I speak to...? B：This is „ A：....2.Group work.Step Five: Do the exercise Step Six: Homework 1.听录音跟读本课会话。
2.小组进行会话，准备下节课表演。
六、板书设计：
Unit 8 How are you? A: Hello, this is...speaking.May I speak to...? come to school B: This is...cold A: What's the matter? hear B: I have a cold and a fever.tomorrow A: I’m sorry to hear that.Take care.fever
Unit 8 How are you? 第二课时(The second period)
一、教学内容：
Fun time and rhyme time
二、教学目标: 1.能熟练朗读、表演课文，复习课文。
2.能听懂、会说、会读、会用单词cough, headache;句型How are you? Not so good.。
3.能听懂、会说、会读、会运用打电话用语。能根据fun time的道具和情境，有乐趣地进行小组对话。4.会朗诵诗歌《Doctor Wu》。
三、教学重难点: 1.能熟练朗读、表演课文，复习课文。
2.能听懂、会说、会读、会用单词cough, headache;句型How are you? Not so good.。
3.能听懂、会说、会读、会运用打电话用语。能根据fun time的道具和情境，有乐趣地进行小组对话。
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.2.Listen to the rhyme and follow it.3.Show pictures of Story time.The boy is making a telephone call.Yang Ling is calling Miss Li too.Can you tell me what she is talking about? Work in pairs and act.Step Two: Presentation
1.If your desk mate is ill, what can you say to him/her? We can say: How are you? What’s the matter? Are you ill? Do you have a cold? 2.If you are ill, how can you answer these questions? Yes, I’m ill./Not so good.I have a headache...新授单词cough，headache 句型How are you? Not so good.3.Make a dialogue with your desk mates, using the new words and sentences we learned just now.4.Work in pairs.5.We have home-made telephones.Can you make a phone to your classmates? Step Three: Rhyme time 1.Say the rhyme again.2.If your friend is ill.What can you do? 3.Talk about friendship.4.Take care of your friends.(1)欣赏歌曲，让学生掌握基本曲调(2)集体唱，小组唱(3)Show time Step Four: Consolidation 练习与测试: 注意听力题的完成，笔试题目要求学生独立完成，个别难题在学生做完后进行讲解。Step Five: Homework 1.完成练习与测试。
2.Recite Fun time and rhyme time after class.3.Make a real phone call to your friend.六、板书设计：
Unit 8 How are you? A: Hello, this is...speaking.May I speak to...? B: Hello.This is...A: How are you? B: I’m fine, thank you./ Not so good.I have a...Unit 8 How are you? 第三课时
(The third period)
一、教学内容：
Cartoon time and revision
二、教学目标: 1.能听懂、会说、会读、会写词组at school.2.理解cartoon time的乐趣所在，趣味朗读并表演。3.能熟练运用所学句型和单词打电话。4.完成部分课时练习。
三、教学重难点: 1.能听懂、会说、会读、会写词组at school.2.理解cartoon time的乐趣所在，趣味朗读并表演。3.能熟练运用所学句型和单词打电话。
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.T: Good morning, class Ss: Good morning, Miss Xu 2.Free talk How can we make a telephone call? How can we answer a telephone call? 板书 Step Two: Presentation 1.Can you make a telephone call now? Look at the picture.What day is it today? What is Sam doing now? 2.Look at the picture and answer the question.Guess who is Sam calling? How can Sam make a telephone call? Listen to the computer and answer: a.Who is Sam calling? b.Who is answering the phone? c.Why? 新授at school 3.Reading time：
a.Let’s read after the computer.b.read after the teacher.c.read together.4.You can read or perform this story in pairs.5.Work in pairs Step Three: Consolidation 1.Make and act If you are Tina, you are answering Sam’s telephone call, what will you say? Make a new dialogue and act it out.Useful sentences：（出示本单元重点句型）2.做练习与测试。Step Four: Homework 1.完成练习与测试上的部分练习题。2.背诵Cartoon time。
六、板书设计：
Unit 8 How are you?
A: Hello, this is...speaking.May I speak to...?
B: Hello.This is...A: How are you? B: I’m fine, thank you./ Not so good.Unit 8 How are you? 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.能熟练听懂、会读、会拼写本单元单词。2.能熟练听懂、会说、会读、会运用本单元句型。3.复习story time，进行小语段输出。
4.能理解并且会读o的读音，能总结归纳过去所学单词 5.完成Checkout time的练习。
三、教学重难点: 1.能熟练听懂、会读、会拼写本单元单词。2.能熟练听懂、会说、会读、会运用本单元句型。3.复习story time，进行小语段输出。
4.能理解并且会读o的读音，能总结归纳过去所学单词
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.T: Good morning, class Ss: Good morning, Miss Xu 2.Brain storm about “ill”.Ss: cold, fever, cough, headache.Step Two: Revision.Yang Ling is ill, so Miss Li makes a call to Yang Ling.Someone is calling Yang Ling too.Who is she? Open your books and do exercise on P55.Discuss the answers in pairs.Check the answers.Step Three: Presentation(1)Sound time 1.Miss Li and Su Hai make calls to Yang Ling, because she is ill.出示狐狸和小熊的图片Mr Fox is calling Mr Bear, because he wants to have lunch with Mr Bear.Can you make a telephone call with your desk mates? One acts as Mr Fox and the other acts as Mr Bear.2.Mr Fox and Mr Bear are having a picnic now.Sound time 图片。Mr Fox and Mr Bear 图片。3.What can Mr Bear have for lunch? 4.Does Mr Fox like it? 5.But the hot dog is Mr Bear’s lunch.教师让学生说出字母o的发音。
归纳之前学过的单词。注意语音语调，培养学生语感。（2）Checkout time ——Read and order.（3）Ticking time 1.出示句子I can talk about some illnesses.2.出示句子 I can make a telephone call.3.出示句子”I know the sound of the letter “o”（我知道字母“o”的发音。）让学生说一说哪些单词是这样发音的。学生自评。Step Four: 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 8 How are you?
coffee dog hot not sock A: Hello, this is...speaking.May I speak to...? B: Hello.This is...Unit 8 How are you? 第五课时
(The fifth period)
一、教学内容：
第八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 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: Presentation and practice A Listen and circle B Listen and match C Look and say D Read and judge E Read, choose and write 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 8 How are you? A Listen and circle B Listen and match C Look and say D Read and judge E Read, choose and write
第八单元教学后记：
本单元以打电话的形式呈现了老师对学生健康状况的询问和关心。在句型教学方面，教师可以用What’s the matter?来导入，进行新旧知识的衔接与整合。在教授目标词汇时，我借助身体语言，让教学更加直观有趣味。同时我拓展疾病类词汇，加大学生的知识面，学生很感兴趣。
本单元呈现的是Yang Ling 生病在家并两次与Miss Li 通电话的情景。第一个电话是Yang Ling 打给Miss Li 的，告诉老师自己生病了，不能去上学。第二个电话是Miss Li 打给Yang Ling 的，询问病情。本单元的主要句型是： Hello, this is „ speaking.May I speak to„? This is„ 在教学中应该与学生之间的对话练习为主，辅以适当的练习题。
在课文学会的基础上，我和学生听录音跟读课文，模仿正确的打电话语调。然后分角色表演，学生兴趣很高，表演很积极。Cartoon time 呈现的是Sam 给Bobby 打电话的有趣情景。电话中，Bobby假装自己是Tina, 引得Sam 上了当。故事很幽默，学生很感兴趣。
通过系统的学习，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：春批注教案
《春》教案
本单元的主题是“多彩四季”，所选文章均为描摹四季的散文及诗歌。《春》的作者抓住春天的特征，描绘了大地回春、万物复苏、生机勃发、草木花卉竞相争荣的景象，书写了作者热爱春天、憧憬未来的喜悦。
本单元的写作训练是“观察和描写景物的特点”，与阅读教学的内容恰好吻合，因此在阅读教学中，渗透对写作的讲解与指导，为写作教学做必要的准备。
教学设计：《春》这篇写景抒情散文内容浅显，适合学生自主学习。教学过程宜采用教师引导，学生自主合作学习为主。又因该篇节奏感强，具有音乐的美感，故把教学的重点放在诵读上，以读带赏，读赏结合，便于学生更好地领会文章，初步奠定初一学生的鉴赏基础。
第一课时：朗诵课文，引导学生整体感知，划分层次结构
第二课时：逐段朗诵课文，体会美妙的春天的到来及作者精妙的修辞手法的妙处。在教师的带领下完成课文一、二、三段及八、九、十段的学习。
第三课时：自主合作研读春花图、春风图、春雨图段，背诵这是三段课文。
第三课时
教学简案
教学目标：引导学生自主学习、研读文本，探究作者运用了哪些手法来描绘多姿多彩的春天。感受春花的美妙、春风的温柔，春雨的润泽，争取能够背诵下来。教学重点：了解作者运用了哪些方法来描绘多姿多彩的春天，能够把具体的方法落实到对应的句子上，在课文旁做简要的批注。教学难点：作者描写景物的空间顺序及动静相衬的写法
一、导入：检查背诵
总结：背不下来的原因是缺乏咬文嚼字的精神。下面要求同学们一句一句去读课文、体会，同时完成令一个任务。
二、分组研讨：
1按照座位分三组：花之组、风之组、雨之组 2提示描写景物的方法：
运用各种修辞手法，如比喻、拟人、排比等；
从不同的感官角度来描写，如视觉、听觉、触觉、嗅觉等； 按照一定的顺序：高处
低处
远处
近处 其他：想象
衬托
动态描写
静态描写
3要求逐句揣摩，找出各段所运用的修辞方法
三、学生代表展示：
各组代表在投影上做批注，教师提几个相关的问题。针对学生理解的情况随时生成板书。
四、老师总结
学生对空间顺序、动态描写和静态描写大概能够找到相应的句子，为了强化学生的理解，教师引导学生找出关键词语，板书指导。
五、各组代表背诵
经过这一轮读、做批注之后，个别学生已经能够背诵下来，请各组同学分别推选一个代表做示范，有感情地背诵课文。
六、教师评各组表现
针对各组在活动中的表现进行点评。
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