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1、unit onewhats he like?lesson 1一教学内容main scene? part a(lets try? let s talk)二教学目标1 能正确听,说,朗读“who is .?- he/she is.what s he/she like? - he/she is. is he/she?-yes,he/she is. no, he/she isnt.”2. 能 正 确 听 , 说 , 认 读 表 示 人 物 外 貌 与 性 格 特 征 的 形 容 词old ,young,funny,kind,strict,polite,hard-working,clever.3. 能听
2、懂,会说,会表演let s talk的内容并在真实场景中运用。三教学重难点重点:学生能够表演 main scene 和 let s talk 的交际内容,能够根据实际 情况用英语讨论他人外貌与性格特征。难点:用英语准确询问并回答人物特征,如: “ who is ? he/she is whats he/she like? he/she isis he/she ?yes,he/she is. no, he/she isn t. ”? 四课前准备教师自制的单词卡 ?、录音机、录音带 ?五教学过程step1. warming-up1. lets look and say the names.(教师出
3、示本单元通过多媒体播放一些卡通图片, 分别展示年老,年轻,滑稽,有礼貌,工作努力,聪明,严格等外貌与性格特征,让学生认读,说一说这是谁,怎么样。)2. lets listen and sing” who s your teacher?”step2. presentation1. 学习 main scene(1) )出示 main scene中的部分教学挂图,让学生观察。(2) )看图回答问题。dialogue1:whocan you see inthepicture?(wuyifan,amy,oliverand a teacher.)dialogue2: what are they talki
4、ng about?(the teacher introduces classmates to each other.)dialogue2:who is a new student?(oliver)(3) )听录音,模仿朗读,理解对话内容。(4) )教师领读对话,学生模仿,齐读练习,生生对话,小组表演。2. 学习 let s try? lets talk(1) ) listen and tick.听录音,完成探究学习第一题。(2) )创设情境:这节课我们和oliver,wuyifan 一起去了解 mr young。(3) )看 let s talk部分的课文插图,听录音,模仿朗读,理解意思。(4
5、) )根据 lets talk内容尝试分角色朗读对话。(5) )学生两人一组,完成“talk about your teachers.”(6) )学生表演,以检查学生对本课对话的掌握情况,对做得较好的学生予以表扬。 3.make a survey.t: whos your. .?ss:. .t:whats he/she like?step3. consolidation三人一组,发现并用我们学过的句型讨论小组内每个成员的三个优点。s1: who s that. .? s2:. .s1:what s he/she like?s2:he/she iss1:is he/she. .?s2:yes,h
6、e/she is. no,he/she isn t.step4? homework1. 完成课堂检测中的相关习题。2. make a new dialogue and act it out。六板书设计unit one? what s he like?main scene? part a(let s try? lets talk) who is he?- he is our music teacher.whats she like? - shes very kind.is he young?-yes,he is.七教学反思unit one ? what s he like?lesson 2一教学
7、内容part a? let s learn/ ask and answer/ let s spell?.?二教学目标1. 能够正确听,说,朗读“whois? he/she iswhat s he/shelike?he/she isis he/she?yes,he/she is. no, he/she isn t.”等询问某人是谁,外貌或性格怎么样的相关交际用语。2. 能 够 正 确 听 , 说 , 认 读 表 示 人 物 外 貌 和 性 格 特 征 的 形 容 词old,young,funny,kind,strict等词汇。3. 能够听懂,会说,会表演let s learn的内容并在真实场景中
8、运用所学语言进行真实交流和运用。三教学重难点重点: 学生能够表演lets learn的交际内容,能够根据实际情况用英语讨论人物。难点: 用英语准确询问并回答人物特征,如“whois? he/she iswhats he/she like? he/she isis he/she?yes,he/she is. no, he/she isnt.” 等 。 四课前准备单词卡片,录音机,磁带五教学过程step1. warming-up1. sing a song” whos your teacher”2. show pictures and say出 示 一 些 学 科 教 师 图 片 , 让 学 生
9、快 速 说 出 来 , 如chineseteacher/math teacher/english teacher/art teacher/music teacher.t: whos this man/woman? s: he/she is . .step2. presentation1. look and guess.看图片,猜一猜。教师出示刚才展示的教师图片,让学生猜一猜教师是什么性格?t:guess,what s he/she like? s: is he/she strict/funny?t:yes,he/she is.no,he/she isn t.两组示范后,教师将卡片交给学生,进行
10、生生对话。2. 展示 let s learn图片,快速让学生说出mr 还是 miss。3.look at the pictures and say.看图说句子。如: mr young is our music teacher.he is old.4. 播放课本插图,两人一组选择图片讨论。step3 consolidationgroup work:小组讨论任课老师。1. 准备好一张你喜欢的老师的画像,并向你的组员介绍。2. 让学生表演,以检查学生对本课句型的掌握情况,对做得好的学生予以表扬。step4? homework1.copy the words of lets learn. 2.make
11、 a dialogue about your teachers. 六板书设计unit one? what s he like?part a? lets learnask and answerlets spell? oldyoungfunnykindstrictwhos your art teacher?-mr jones.is he young?-yes,he is.七教学反思unit one? what s he like?lesson 3一教学内容part b let s try? let s talk二教学目标1. 继续学习“ who s?he/she iswhat s he/she l
12、ike?” he/she isis he/she?yes,he/she is. no, he/she isn t.”等询问某人是谁,怎么样的相关交际用语。2. 能够听懂,会说,会表演let s talk的内容并在真实场景中运用所学语言进行真实交流和运用。3. 在对话交流中使学生养成用英语交流的习惯,培养良好的语音语调和语感。三教学重难点重点:学生能够表演let s talk的交际内容。难点:能用 who st.”进行真实交际。四课前准备?he/she isishe/she?yes,he/sheis.no, he/sheisn 词卡,课件五教学步骤step1? warming-up1.sing
13、a song” whos your teacher?”3.lets listen and chant.? step2. presentation1. 学习 let s try( 1) listen and tick(2)listen and answer2. 学习 let s talk(1) 教师针对对话设计相关问题,引导学生思考。(3) 听录音,模仿朗读,理解对话内容。(4) 教师领读对话,学生模仿,齐读练习,生生对话,小组表演。3. 学生小组内讨论自己的老师。s1:who is your chinese(math/english/art/pe/music) teacher? s2:mr/m
14、s. .s1:what s he/she like?s2:he/she is . .step3 consolidation student show their dialogue. step4? homework1. read lets talk。2. make a new dialogue and act it out.六板书设计unit one? what s he like?part blet s try? let s talkknowwhat s she like?- she s kind. heris she strict?-yes,sometimes.七教学反思unit one?
15、what s he like?lesson 4一教学内容 part b read and write二教学目标1. 教学要点 ?能听懂、会说句型: he can speak english and chinese. he makes me finish my homework. hes very helpful at home.能够在实际情境中正确应用这些句型;2. 能够正确使用 be 动词;3. 帮助学生养成尊师重教的美德。三教学重难点重点:学生能够理解read and write短文内容。难点:能用 he/she is . .进行真实交际。四课前准备词卡,课件 五教学步骤: step 1
16、warm-up1. review the words.(教师说出汉语,学生说英语,拼写并造句。)2. free talk ( whos your . teacher? is he/ she.?) step 2 presentation1. today i ll introduce a robot. his name is robin. what s robin like? is he strong? is he hard-working? is he he helpful at home? let s meet robin now.2. 请学生认真阅读,然后想一想主人是怎样描述机器人的,要求学
17、生边阅读边完成表格。3. 学生完成表格后,教师用问答的方式核对答案。t:do you know robin?s1:yes,he is a robot.t:is robin. .? s1:yes,he is./no, he isn t.4. 讲解语言难点my grandpa made him.? he make me finish my homework.? robin is short but strong.? he can speak english and chinese.5. 听录音,跟读并理解句意。6. 教师领读,学生模仿,齐读,再请个别学生领读。6. 请学生独立设计一个机器人,先画一
18、张草图然后用语言对机器人的外貌特征加以描述,如:i have a robot. his name isheshestep 3 consolidation(1) 教师播放 story time 视频,请学生四人一组进行讨论,然后回答问题: do they have a new english teacher? who s their new pe teacher? is the new peteacher a football player? what s their pe teacher like?讲解故事大意,跟读故事step 4 homework熟读 read and write.六板书设
19、计unit one? what s he like?part bread and writemake made my grandpa made him.?he make me finish my homework.?七教学反思unit twomy week lesson 1一教学内容 main scene? part a(let s try? lets talk)二教学目标1. 能听、说、读、写单词“monday”,“tuesday”,“ wednesday”,“thursday ”,“ friday ”, “ saturday ”,“ sunday”和“ weekend”。2. 能在创设的实
20、际情景中灵活运用句型“ whatdo you have on?”,“i3. 能完成“ let s play”部分的对话任务。have”。4. 能听懂、会唱歌曲“ days of the week”。5. 激发学生的学习热情,鼓励学生就班级的课程表和同学进行交流。三教学重难点重点:理解 main scene 中的句子 , 会用“ what do we have on fridays?-ihave apeclass.?”“ do you often. .?-no,i don t ”进行场景对话。教学难点:能够听懂,会说,会表演main scene 。四教学准备单词卡,录音机五教学步骤step 1
21、.warm up1. 放两遍歌曲“ days of the week”(p70) 的录音。播放第一遍录音时,学生跟着录音小声唱歌曲;播放第二遍录音时,全班学生跟着录音一起大声唱歌曲,活跃课堂 气氛。2. 教师询问时间,引导学生回答: “ it s . .o clock now.”教师补充 its time for english class.”帮助学生复习课程的英语表达。step 2.main scene t:what day is it today?t:what do you have on mondays?(板书, 理解, 引导学生回答 )ss:i have. .(看本班课程表,根据实际情
22、况回答。)t:do you often play sports?(板书, 理解, 引导学生做肯定或否定回答) ss:yes,i do./no,i dont.通过师生间反复问答感知句型。step 3 .lets trylisten and fill in the blanks.step 4 lets talk(1) 教师针对对话设计相关问题,引导学生思考。(3) 听录音,模仿朗读,理解对话内容。(4) 教师领读对话,学生模仿,齐读练习,生生对话,小组表演。step 5.consolidaion学生用所学句型替换关键词进行对话练习。s1:what do we have on mondays? ss
23、:we have. .step 6 summary师生一起总结本节课学习的词汇和句型。step 7 homework1. 听录音,跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。3. 制作本班英文班课程表。六板书设计unit twomy weekmain scene? part a(let s try? let s talk)- what do you have on mondays?- ihave a pe class.-do you often play sports?(read books )-no,i don t.七教学反思unit twomy week lesson
24、2一教学内容 part a let s learnlet s playlets spell二教学目标1. 能够正确听,说,朗读“what do you have on fridays?-i have ape class.?” “ is it monday?.-yes./no.”等询问某一天课程以及是否是某一天的相关交际用语。2. 能够正确听,说,认读表示星期的名词monday,tuesday,wednesday等词汇。三教学重点重点 : 能 够 正 确听 , 说 , 朗读whatdoyouhaveonwednesdays-ihavechinese,english,maths and music
25、.is it monday?.-yes./no.难点: 能够运用所学句型进行真实场景对话。四教学准备单词卡,日历 , 课程表,录音机五. 教学步骤step 1.warm up(1) 教师放 start部分的歌谣 let s chant录音,学生复习巩固有关星期的新单词和课程名称。(2) 日常口语练习,内容可参考如下:a:what day is it today? b:it's tuesday a:what do you have?b: i have peclass i like tuesdaysstep 2.presentation1. 学习 let's learn( 1)引导
26、学生看 let'slearn部分的课程表,教师扮演 robot,学生扮演 wuyifan,实时提问:t:what do you have on mondays?ss:i have chinese,english,maths an music.( 教师替换问句中的星期名词,针对课程表提问,反复练习句型。)(2)学生两人一组进行对话练习,巩固知识。2. let s play(1) 教师请一位学生站起来与自己示范对话,如:t : you have english, chinese, art and music.ss: is it wednesday? t: no.ss: is it frid
27、ay? t: yes.(2) 学生同桌合作,仿照上面的示例编写类似的对话,练习并展示。(3) 教师请几对学生上讲台表演对话。step 3 consolidation1. 看谁反应快教师用手势表示17 中任何一个数字,学生快速说出相应的星期,如教师用手势表示“ 1”,学生快速说出“ monday”。2. 接龙游戏每 组第 一个学 生问: whatdoyouhaveonmondays?下 一个答: ihave chinese,english,maths and music.答完接着往下问 , 注意替换问句中的星期。回答流畅正确的学生可以坐下,答错的学生先站着。比一比哪知坐着的学生多,哪组赢。3.
28、根据 let s learn的内容编 let s chant让学生读一读。monday,monday,monday,chinese,english,maths,music on monday. tuesday,tuesday,tuesday, maths,science,art on tuesday.wednesday,wednesday,wednesday.onwednesday.thursday ,thursday ,thursday . .onthursday . friday,friday,friday.friday.step 4 summary师生一起总结本节课学习的词汇和句型。st
29、ep 5 homework1. 听录音,跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。3. 制作本班英文班课程表。六板书设计unit twomy week mondaytuesdaywednesdaythursdayfriday saturdaysunday weekend- what do you have on?- i have/ we have七教学反思unit twomy week lesson 3一教学内容part blet s trylet s talk二课时目标1.能 听 、说 、 认 读单 词storybook,readbooks,playfootball,p
30、layping-pong,listen to music”和“ park ”。2. 能听懂、会说句子“ do you often read books in this park?”,“i like this park very much.”,“ me too. ”。3. 能完成“ let s try”部分的听力任务。4. 感知英语在日常生活中的实用性,鼓励学生学习有用的英语。三教学重难点重点: 1.能听、说、认读新词。 2.能听懂、会说句子“ do you often read books in this park?”,“i like this park very much.”,“ me to
31、o. ”。难点:能灵活运用句型“do you often?”询问他人的日常活动并作出相应的回答。四教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生准备人物头饰、画笔和画纸。五教学过程step 1 warm-upstep2. 学 习 let s talk1. 介绍对话情景t: its saturday afternoon. zhang peng and sarah are in the park. theyare talkingnow. let s listentothetape and see what they retalkingabout.2. 针对对话提出相关问题,引导
32、学生阅读,理解对话。 whats that in sarah s hand? does sarah often read books in the park? what does zhang peng often do in the park? do they like the park?answer: it s a story-book. no, she doesn t. he often plays football. yes, they do.3. 播放录音,学生跟读,注意模仿录音中的语音、语调。4. 同桌合作练习表演对话, 然后教师请几对学生上讲台表演,评选出“最佳表演者”。step3
33、 consolidation(巩固)lets try(1) 明确听力任务(2) 第一次播放教学录音,学生根据录音内容完成练习。(3) 第二次播放教学录音,师生一起核对答案。step4.homework(布置作业)1. 听录音,跟读 b. lets talk部分内容。2. 把本节课学习的生词在四线三格内抄写六遍。六板书设计unit twomy weekpart blets trylets talk often-do you often read books in this park?-no,i don t.park- do you often play football here?-yes,i
34、do.i like this park very much.七教学反思unit twomy week lesson 4一教学内容 part blet s learngroup work二课时目标1. 能听、说、认读短语wash my clothes,watchtv, do homework,read books,play football.2. 能够在真实语境中正确运用以上五个词组描述周末活动。三教学重难点重点:能听、说、认读短语 washmyclothes,watchtv, do homework,read books,play football.难点:能灵活运用句型“do you ofte
35、n?”询问他人的日常活动并作出相应的回答。四教学准备录音机、录音带、词卡、挂图。五教学过程step 1 warm-up利用教学挂图呈现 b let s talk 板块的对话情景,学生表演对话,教师请 3 组学生上台表演。最后一组演完之后,教师说: zhang peng often plays football on the weekend.what about amy and chen jie?出示 b let s learn 部分的挂图。step2. let s learn1. 播放 amy 和 chen jie对话录音,询问学生, chen jie周末经常做什么?出示词卡,教学短语wash
36、 my clothes.板书句型:do you often wash your clothes on the weekend?(提问,引导学生回答 )yes,i do./no,i dont.(教师板书)2. 教师提问 what do you do on the weekend?学生自由谈论周末活动。3. 当学生讲到与本节课要学的短语相同的周末活动时,教师出示词卡教学短语,然 后依次将短语washmyclothes,watch tv, do homework,read books,playfootball. 带入句型do you often. .on the weekend?中对不同的学生提问,
37、反复练习重点句型。4. 播放录音,学生跟读。5. 学生两人一组,将短语带入重点句型问答练习。step3.group work1. 教师设置问题: what does wu yifan/chen jie/oliver do on the weekend?学生带着问题看书找答案。2. 教师对学生提问: what do you do on the weekend?3. 学生小组内“开火车”问答,第一个学生提问。whatdo you oftendo on theweekend?第二个学生回答完接着问下一个,以此类推。step4.consolidation“滚雪球游戏”教师对学生提问: what do
38、you oftendo on theweekend?第一名学生回答: ioften do myhomework.第二名学生重复第一名学生的回答后再加上新的词组,如 ioftendo my homework and read books.第三名学生在前面的基础上再加上一个新词组,依此 类推。step5.homework1. 抄写 b. let s learn部分的单词。2. 两人一组练习模仿例句练习对话。六板书设计unit twomy weekpart blet s learngroup work-do you often wash your clothes on the weekend?-ye
39、s,i do.七教学反思unit twomy week lesson 5一教学内容 part bread and write二课时目标1. 能够在图片的辅助下读懂吴一凡和机器人的对话,完成判断信息正误的活动。2. 能够根据提供的信息模仿对话,补全新的对话。三教学重难点重点:能够读懂对话,完成判断信息正误的活动。难点:能够根据提供的信息模仿对话,补全新的对话。四教学准备录音机、录音带、词卡、挂图。五教学过程step 1 warm-up师生间问答,复习本单元的核心句型,引入新课。t:what day is it today? what do you have on.?do you often. .
40、 on.?step2.read and write1. t:whatdoes wuyifanhave on fridays?whatdoes wuyifando on theweekend?do you know?播放录音,要求学生带着问题听录音,并画出相关答句。2. 教 师 利 用blet slearn挂 图 呈 现 一 周 课 程 安 排 表 , 分 别 在chinese,maths,english,art,music等课程下做标记,引导学生注意课程出现的频 率,并联系 often和 sometimes 所表示的频率差别。3. 引导学生用 often和 sometimes 分别谈谈自己的周
41、末活动。4. 教师提问: do you like sports?学生回答后,教师继续问:does wu yifan like sports?吴一凡不喜欢运动,机器人建议他做运动。you should play sports every day.here is a new schedule for you. ( 板书 shouldschedule,带学生认读。)5. 完成活动 tick or cross。step5.homework1. 抄写 b. let s learn部分的单词。2. 两人一组练习模仿例句练习对话。六板书设计unit twomy week part b read and wr
42、iteshouldschedule七教学反思unit threewhat would you like?lesson 1 一教学内容 a. lets learna. role-play 二课时目标1. 能听、说、读、写单词“sandwich ”,“ salad ”,“ hamburger”,“ ice cream”和“ tea ”。2. 能在创设的实际情景中灵活运用句型“what would you like to eat / drink?”, “ i d like”3. 能完成“ role-play”部分的任务。4. 继续保持学生对学习英语的兴趣,激发学生用英语进行交流的热情。三教学重点1.
43、 能听、说、读、写单词“sandwich ”,“ salad ”,“ hamburger”,“ ice cream”和 “ tea ”。2. 能在创设的实际情景中灵活运用句型“what would you like to eat / drink?”, “ i d like”。四教学难点能完成“ role-play”部分的任务。五教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生人物头饰。六教学步骤1. free talkt: good morning, everyone. welcome back to school. how are you today? ss: fine,
44、thank you.t: nice to see you again.ss: nice to see you, too.2. 教师拿出学生以前学习过的食物图,师生进行对话,如:t: what are these? ss: they aret: what s your favourite food?ss: my favourite food is step 2 .preview1. 教师用多媒体课件出示以前学习过的食物单词图片,全班学生说出相应的汉语。2. 学生同桌合作,谈论最喜欢的食物。s1: what s your favourite food?s2: my favourite food i
45、s三、新课呈现( presentation)1. a. let s learn(1) 教学新单词 师生对话。t: what do you like, chinese food of western food? ss: i liket: some like chinese food and some like western food. what western food do you know?ss: .t: today let s learn some popular western food.教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片,引出单词“ sandwich ”,“
46、salad ”,“ hamburger”和“ ice cream ”。t: do you know what english people like to drink? they like to drink tea. 教师把生词写在黑板上, 带领学生读几遍, 然后让学生分组比赛读、 分男女生读。(2) 教师拿出食物图片,与学生进行对话,如:t: what would you like to eat, s1? s1: id like, please.t: here you are. what would you like to eat, s2?s2: id like, please.(3) 第一
47、次播放教学录音,全班学生跟着录音读。(4) 第二次播放教学录音,全班学生分男女生跟着录音读。(5) 学生拿出人物头饰,替换对话中的关键词,重新编写对话,然后教师请两三对学生上讲台表演对话。2. a. role-play(1) 教师请两位学生站起来示范读对话。(2) 学生同桌合作,一人扮演客人,一人扮演服务员,模仿示例表演对话,提醒学生表演时要把客人与服务员该有的表现表演到位。(3) 教师请几组学生上讲台表演对话,并评选出“最佳表演者”.四、巩固延伸( consolidation & extension)1. 句子接龙把全班学生分成八大组, 每组的第一位学生问第二位学生: “what w
48、ould you like to eat?”,第二位学生说:“ i d like”,并问第三位学生“ what do you like to eat?”,以此类推。2. 课堂练习选择与其他不同类的选项:()a. sandwichb. teac. hamburger ()a. saladb. fishc. ice cream()a. teab. waterc. tofu()a. cokeb. juicec. salad3. check the answer b, b, c, c五、课堂小结( summar)y师生一起总结本节课学习的知识,学生说一说还有什么不懂的地方以及自己学习中遇到的困难。、布
49、置作业( homework)1. 将本节课学习的新单词在四线三格内抄写六遍。2. 听录音,跟读本部分内容。3. 在画纸上画出自己今天吃的早餐和午餐。六板书设计unit threewhat would you like? sandwichsaladhamburgerice creamtea- what would you like to eat / drink?- id like七教学反思unit threewhat would you like?lesson 2一教学内容a. let s talklet s try二课时目标1. 能听、说、认读单词“drink ”和“ thirsty”。2.
50、能询问别人想吃(喝)些什么并作出相应的回答。3. 能完成“ let s try”部分的听力任务。4. 提高学生合作学习的能力,能灵活运用所学句型聊关于“饮食”的话题。三教学重难点重点:能听、说、认读单词“drink”和“ thirsty”: 能询问别人想吃(喝)些什么并作出相应的回答。难点:能灵活运用所学句型聊关于“饮食”的话题。四教学准备录音机、录音带、词卡。五教学过程一、课前热身( warm-up) step.1. free talkt: hello, boys and girls. ss: hello, teacher.t: how are you today?ss: fine, tha
51、nk you. and you?t: i m fine, too. what do you have for breakfast? ss: i havefor breakfast.t: its time for our class. here we go!2.教师依次出示上节课学习的新词卡片,全班学生大声说出相应的汉语意思。学生拿出食物词卡,同桌合作,一人问:“what would you like to eat?”,另一人抽取词卡并回答: “i d like”。a. lets talk1. 教学单词(1) 教师做“口渴”的动作,说: “ oh, i mthirsty.”,然后再做“喝水”的动作,说:“i d liketohave somethingtodrink.”,由此引出新单词“ drink”和“ thirsty”。教师也可以用多媒体课件出示“乌鸦喝水”的故事,介绍说:“look, the crow is thirsty now. its looking for some water to drink.”由此引出新单词。(2) 教师用多媒体课件出示几种饮料的图片,如水、橙汁、可乐、茶等,问:“ what would you liketodrink? ”,学生选择自己喜欢的饮料并回答: “i d
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