2015年新版上海版牛津英语四年级英语(上册)教学案全册

1、WORD 资料.可编辑沪教牛津版小学四年级英语教学设计目录Unit1 Meeting new peopleUnit2 Can you swimUnit3 Are you happyUnit4 Do you have any cousinsUnit5 My friendsUnit6 My parentsUnit7 At schoolUnit8 At the shopUnit9 At homeUnit10 Around my homeUnit11 ShapesUnit12 Weather专业技术. 整理分享WORD资料.可编辑Meeting new people课题M1U1 Meeting new

2、 people学情分析学生已经接触了基本的问候打招呼句型，这节课只是复习巩固教学目标与 考点分析掌握本课打关数子的新单词，并会默与数子one-sixteen ；学会如何用 This is . 句型向别人介绍自己的新同学、自己的好朋友；会用can的句型来介绍自己或别人能做什么事。教学重点 难点This is .句型的运用；情态动词can的用法教学方法情景教学法，讲练结合教学法教学过程Warm-up(5 minus)Free talk:跟学生打招呼，问候，相互熟悉。Teacher: Hello! I ' m .51: Hi! I ' m .52: Hello! I ' m

3、. Who are you?53: I ' m .复习数字 one two three four five six seven eight nine ten导入本课数字学习。Presentation and Practice(75 minus)1 ) 单词：eleven twelve thirteen fourteen fifteen sixteen拓展单词： classmate one two three four five six seven eight nine ten2 )基本句型：This is .(介绍用语)这是、See you.再见。-Nice to see you.很高

4、兴见到你。-Nice to see you too.也很高兴见到你。基于课本进行讲解。Part 1: Look and sayGood morning, Peter.Good morning, Kitty.This is my sister. Her name is Sally. SheAnd this is my brother. His name is Paul. HeHi, Sally. Hi, Paul. My name is Kitty. IHi, Kitty.We are going to the park. Goodbye, Kitty.Part 2: Ask and answe

5、rShow a photo of your friend. Then talk about him/ her.This is my friend. His name' s Danny. He 'This is my friend. Her name' s Tracy. SheS: This is my . His /Her name' s .'s twelve.'s only six.'m Peter ' s classmate.s nine. He can ride a bicycle.'s thirteen. She

6、can skip.He ' s/ She ' s . （age）He / She can .3 ）语法：1.形容词性物主代词my, her, his, your在英语中有物主代词，它可以分成名词性的和形容词性的。形容词性物主代词相当于形容词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。例如：This is my brother. His name is Tom.这是我的哥哥。他叫汤姆。形容词性物主代词有人称和数的变化，单数形式：my （我的），your （你的），his /her/its（他的、她的、它的）。复数形式：our （我们的），your （你们的），

7、their （他们的）。练习：1. This is my book. are over there.A. Your B. Yours C. You D. Mine2. Whose pen is it? It ' sA. her B. hers C. she D. his3. bag is new and is new, too.A. Our, he B. Ours, his C. My, his D. My, her4. This room is ours, and that one is.A. they B. them C. theirs D. their5. Whose penci

8、ls are there? They ' re A. my B. me C. mine D. our6. Is the new watch ? Yes, it ' s .A. you, me B. yours, mine C. your, my D. your, mine7. Whose shoes are these? They are .A. me B. mine C. my D. I8. She is a student , name is Han Mei.A. its B. her C. hers D. his9. It ' s a dog. I don 

9、9; t know name.A. its ' B. its C. itD. it ' s10. This ruler isn ' t mine. I think it is A. he B. him C. his D. her11. schoolbag is beautiful. But is more beautiful.A. Jims, my B. Jim ' s, mineC. Jim ' s, me D. Jims ' , I12. am a boy and is a girl.A. My, she B. I, her C. I, sh

10、e D. Mine, she13.I like new dress.A. She B. her C. hers D. his14.I often help mother do housework（ 家务活）。A. me, she B. mine, her C. my, her D. I, hers15.Is that hat? No, it ' s not . It ' s A. your, my, Toms B. you, mine, Tom' sC. yours, mine, Tom D. your, mine, Tom' s2. 情态动词Cancan后的动

11、词必须是原形，否定形式can' t例如： 肯定句： He can swim very fast.否定句： He can' t sing. 疑问句： Can he climb a tree ?回答： Yes, he can. / No, he can ' t. 练习：将下面各组词组成句子1 . (an,aeroplane,hear,Lucy,can )2 .(not,he ,dance,can )3 .? (you,can ,see,what )4 .(can ,see ,not ,we ,you)5 . (I ,can ,help ,you )6 .? (I,can ,

12、do,what)7 .? (you ,can ,hear me)8 .? (you ,can ,dance)3. 名词所有格：所有格的构成方法：(1) 一般情况(包括单数名词和不带词尾s的复数名词)加-'s：children ' s books 儿童图书today ' s paper 今天的报纸(2) 带词尾s的复数名词只加省字撇()： girls ' school 女子学校 the Smiths ' car史密斯家的小汽车 注：带词尾s的单数名词，通常仍加s： the boss ' s plan 老板的计划 the hostess '

13、s worry 女主人的担心(3) 带词尾s带词尾的人名，可加s或只加省字撇()：Dic kens' novels 狄更斯的小说Charles ' s job查理斯的工作注：不带，-s却以噬音结尾者，一律加s却以噬音结尾者，Marx' s works马克思的著作 George' s room 乔治的房间Closure (10 minus )1)带领学生复习总结今天所学单词和句型，一般是提问的方式。2 ）放学前一个一个学生检查今天单词和基本句型的朗读。Unit2 Can you swim课题M1U2学情分析学生在之前已经接触过了情态动词can的用法教学目标与 考点

14、分析学会用can和can' t句型来介绍自己或别人能做什么事情或者不能做什么事情。教学重点 难点情态动词can的用法教学方法交际法，讲练结合法，情景教学法一、教学过程一.Warm-up(5 minus)Free talk: 用之前所学的can句型与学生进行简单的对话，引入今天的课程。T: Can you swim?51: Yes, I can.52: No, I can' t.T: Can your mother cook?53: Yes, I can.54: No, I can' t.二. Presentation and Practice(75 minus)1)单词

15、： paint draw read write swim jumpclimb爬draw 回回paint用颜料回回 swim 游泳read 读write 写jump跳 hop 单脚跳 picture 回图 dream 梦 interview 米访guest嘉宾everyone 大家，每个人 fast 快high 局very 很，非常welcome欢迎both两个都dolphin 海豚wasp黄蜂crisp 薯片2)句型:Can she/ he . ?Yes, she/he can.No, he/she can' t.Welcome to .基于课本的简练Part 1: Listen an

16、d enjoyCan your pong sing?No, he can' t.No, he can' t.Can your fish read?No, he can' t.No, he can' t.Can your cat climb the tree?Yes, he can.Yes, he can.Can your brother count to three?Yes, he can.Yes, he can.Part 2: Look and saySupergirl is coming!She can run fast.She can swim well.

17、She can fly high.Can supergirl paint a picture?No, she can' t, but she can run fast.Can she swim?Yes, she can swim every well.Can you swim, Alice?Yes, I can. I like swimming every much.3） 语法：1. 情态动词can意思是“会，能”，表示会做某事。句子结构：肯定句：主语 + can + do（ 动词原形）否定句：主语 + can + not + do（ 动词原形）一般疑问句：Can you/he/she

18、/they run fast ?特殊疑问句：What can you/he/she/they do ?例如： My friend can ride a bicycle.My brother can hear the bird.I can' t draw flowers.I can' t swim.注：can的否定有两种书写形式can ' t和cannot练习：将下列句子变成一般疑问句并根据要求回答问题Example: Horrible can run .（Yes）Can Horrible run ?Yes , he can .He can run .1、MissVood

19、oo can playping-pong.(No)?2、Jessiecan play thedrum . (Yes)?3、Bobby can sing .(No)?4、Nancycan draw ahouse.(Yes)?5、Petercan playcomputergames .(Yes)?根据划线部分提问Spooky can buy.I can play the violinYou can get pizzasYou can get pizzas.Sandy can give stars.We can wash the vegetables.翻译他会打篮球。我不会买鞋子。他们会游泳。你会写

20、作业吗?我们会走到学校。2. 连词butBut是个表示转折关系的并列连词，意思是“但是，然而" 。例如：I can run, but I can' t swim.我会跑但是我不会游泳。My sister can sing, but she can' t dance.我妹妹会唱歌但是不会游泳。.Closure(10 minus)1)带领学生复习总结今天所学单词和句型，一般是提问的方式。2 )放学前一个一个学生检查今天单词和基本句型的朗读。教学反思专业技术.整理分享WORD 资料.可编辑Unit3 Are you happy?教学目标1、帮助学生学习Look and le

21、arn 中表示感觉的单词thirsty, happy, sad, tired, full,hungry.2、通过猜谜游戏和看图造句活动，帮助学生巩固词汇学习，结合句型I ' m happy/表达感受，为询问别人的感觉打下基础。重点难点：词汇： happy, sad, tired, hungry, full, thirsty句型： I m happy.使用教材构想学生能表达自己的感觉，能询问并转述别人的感觉，能对别人的感觉作出适当的回应。教学过程一、出示目标：1、 能听、 说、 读、 写 Look and learn 中表示感觉的单词thirsty, happy, sad, tired

22、,full,hungry.2、通过猜谜游戏和看图造句活动，巩固词汇学习，结合句型I ' m happy/表达感受。二、导入：1、播放歌曲Are you happy? 让学生欣赏，借助肢体动作帮助学生理解歌曲大意。2、教师边做动作边借助夸张的表情和人物图片来帮助学生理解happy 的意思。三、自学指导：出示课本11 页 Look and learn 的图片，根据人物的表情来理解单词的意思，然后听录音3次。先学一：听录音，学生跟读thirsty, happy, sad, tired ,full, ,hungry.先学后检测练习利用I ' m来表达自己的感觉。教师做出各种表情，学生用

23、You' are来描述老师的感觉。教师的协学措施：学生已学会后教一活动 1、表演：看单词做动作。教师根据学生的表情提问：Are you ?学生做出表情并说一说活动2、分别利用thirsty, happy,sad,tired ,full, 各写一句话来介绍自己的感觉。学生各写一句话活动3、小组活动学生两人一组练习词汇和句型。教学反思本课是选自英语（上海教育出版社）小学三年级起点四年级上册Unit 3Are you happy ?第一课时。在备课的过程中，我根据针对小学生好动、好奇、喜欢亲身经历的心理特征，我利用现有的教学资源进行加工制作了多媒体课件，让学生操练所学过的语言文化知识，转移到

24、学习新知上。现将我对这节课的反思如下：一、歌曲导入，激发兴趣。在Warming up阶段，我播放课件，让学生唱了首歌，If you are happy.学生通过歌曲，马上做好准备，进入英语学习的氛围中。在这一过程中通过课件的利用和图片的直观教学，学生表现出极强的学习兴趣。通过提问Are you happy ?引入课题。并教学 happy。然后通过多媒体课件和TPR活动教学其余的五个单词。二、扩展内容，提升能力。如果按第一课时的安排就讲6 个表示感觉类的单词。我觉得比较枯燥，于是我把教材重新进行整理，将Are you hungry ？ Yes, I am. / No, I m not . Hav

25、e some water. Thank you.也融入课堂中。让学生在对话中自然的学习新单词。学生的学习积极性很高。而且说的很好。另外我还把10 页的课文转变成了一篇阅读内容。通过做阅读判断来检验学生对课文的掌握程度。提高了学生的阅读能力。三、当堂检测，有效巩固。为了检测学生对本节课的掌握程度，我做了一个当堂检测。有三道题。第一是听音标号。目的是检测学生对六个单词的掌握程度。第二是阅读判断，目的是检测学生对课文的理解程度，从而提高学生的阅读能力。第三是一个机动题目。有一点难度。是根据句子的描述来写出对应的单词。第一题正确率为100%。 第二题有个别学生出错。正确率为95%。 效果还不错。专业技

26、术. 整理分享WORD资料.可编辑Do you have any cousins?课题Do you have any cousins?课型第几 课时A课时课时1、帮助学生学习Look and learn中表示家庭成员的单词。教2、通过Culture corner,帮助学生意识到央语国豕对亲属的称谓特点。学3、通过家谱制作和介绍，帮助学生巩固词汇学习，结合句型I have - This is my 介绍目家庭成员。标教学重点与grandparent, grandfather, grandmother, parent, uncle, aunt, cousin难点教学方法与角色表演法，小组合作手段教

27、师行为学生行为课堂变化及处 理P主要环节的效果专业技术.整理分享Ss: He is Jill'S father.Ss:Grandfather.G-R-A-N-D-F-A-T-H-E-R, grandfather.Ss: No. Aunt. A-U-N-T, aunt.3 .在黑板上画出你的家谱，边画边向学 生介绍你的家庭成员，告诉学生你有几个叔 叔、阿姨、侄子、外甥等。学生扮演Jill ,并用学过的句型I have His/Her name's 介绍 Jill 的 家庭成员。S1: I'm Jill.I have one cousin. His name's D

28、an.Pre-task preparations1 .利用多媒体播放一首有关家庭成员的儿 歌，请学生欣赏。播放儿歌的同时，出示单 词卡片 aunt , uncle 和 cousin 。2 .出示Look and learn 中Jill 的家谱，指 着图片中的Jill的父母提问；帮助学生复习 学过的表示家庭成员的单词。T : (point to Jill's father in the picture) Who is he?While-task procedures1-出示Look and learn 中Jill 的家谱，指 着图片中的其他家庭成员逐一介绍或自问自 答，弓 I 出生词 g

29、randfather, grandmother 等。 然后出示单词卡片，让学生跟读和拼读。T. (point to Jill's grandfather) Whois he? He's Jill's father's father. He's Jill's grandfather.(show the flashcard for grandfather) Grandfather.G-R-A-N-D-F-A-T-H-E -R, grandfather.然后，指着家谱图中的人物图片说单词， 让学生快速反应。T: (point to Jill's

30、 aunt) Uncle?2 .在黑板上画出Jill的家谱图，请学生上 来把单词卡片贴在适当的位置上，贴完之后 让全班一起拼读单词。接着教师介绍Jill的 家庭成员。T. (point to the family tree) Jill hasone uncle.His name's John. He's Jill'smother'sbrother教师行为学生行为课堂变化及处 理主要环节的效 果T: Look!I have three cousins. They are Jerry,Mark and Susan.I have two uncles. Who are

31、 they?Ss: They're and接着请个别学生借助照片介绍自己的 家庭成员。SI: I'm - This is my family.I haveHis/Her name'sHe's/She's S1: Who is that? Who is that?4.山本 i大豕挺日g豕谓，升力豕盾甲母位成员与上姓名，要求学生在小组内仿照之前 学的儿歌用chant形式做问答练习。Post-task activitiesIs he your uncle? Yes or no?S2: (act as one family member) He's Ja

32、ck. He's Jack.Yes, he is. He's my uncle Jack.1 .小组活动。将学生分为四人一组。要求 学生在纸土画出各自的家谱。在小组内交 流各自的家谱图，并互相介绍家庭成员。S1: This is my family tree.I have two uncles.They're 2.学生记录同组某个同学的家庭成员(主要是 uncle , aunt , cousin) 信息，向其他 学生介绍。S2: (show Sl's family tree) Look, this is Sl's family tree. He/She

33、has uncle(s)/aunt(s)/cousin(s).His/Her name's 补充板书设计Do you have any cousins?parent,grandfather, grandmother,grandparent,uncle, aunt, cousin作业设计教学后记课题Do you have any cousins?课型第几 课时第二课时课 时 教 学 目标1、通过Lisen and say的对话，帮助学生学习句型Do you have any ？及其回答。2、通过Do a survey 调查活动，帮助学生时子巩固和运用句型Do you have any ？

34、及其回答。教学 重点 与 难点词汇：any family句型：Do you have any cousins?Yes,I have one cousin.教学 方法 与手段师生表演，小组合作教师行为学生行为课堂变 化及处理主要环 一节的效果-Pre-task preparations1.出示Jill的家谱图，让学生看图复习表 示家庭成员的单词。然后提问，要求学生根 据家谱快速回答，学生回答后，教师出示相 关单词，请学生拼读。T: Her hair is long. Who is she?2.和学生做快速问答游戏，帮助学生加深 对家庭成员之间的关系的理解。T: He's your fat

35、her's brother. Who is he?T: She's your father's sister. Who is she?教师小范后，请学生两人 组互相问答。While-task procedures1.出tf Listen and say 的图片，接着教师 根据图片提问并介绍图片。T . Who is the boy?播放Listen and say的录首。1、Who's this man/woman?(He's/She'sJill'sgrandfather/grandmoth er.)2 ) How many aunts

36、and uncles does Jill have?(She has one uncle and one aunt.)3 、What's Jill's cousin's name?(His name's Dan.)再次播放 Listen and say 的录首。接着在黑板上写下核心句型Do you have ?帮助学生理解句型，然后对个别学生提问。T: Do you have any aunts and uncles?然后把挂图贴在黑板上，请两个学生上来根 据图片进行对话S1: She's Jill's aunt.51: He's my

37、uncle.52: She's my aunt.51: He's Jill's cousin.学生看书听录音。听完后，教师提问鼓励学生思考 后回答问题。学生跟读。S1: Yes,I have one uncle andone aunt.SI: Do you have any uncles?52: Yes,l have three uncles.3.学生两人一组，手拿各自的家庭照向同伴 询问和介绍各自的家庭成员，然后请几对学 生上前向全班作介绍。4.让学生看Doa survey栏目的表格和对话, 告诉学生他们将要对同学的家庭成员进行调 查。将学生分为四人一组，要求学生在小

38、组内展开调查。最后请几个小组派代表向全 班汇报。Post-task activitiesl ,对子活动。发给学生两张家谱图（A, B）。两张家谱图中各有部分信息缺失（参见“参 考资料）。让学生两人一组玩游戏。一个学生 拿图A,另一个拿图B,两人通过询问获取信 息，完成家谱。SI: (point to his ph oto) This is a photo of my family. They're my parents. They're my grandparents. I have one uncle. His name'sWhat about you? Do you

39、 have any uncles? S2：51: Do you have a big family or a small family?52: I have a big family.53: Do you have any brothers, sisters or cousins?54: I have no brothers, no sisters, but I have two cousins.55: Do you have any uncles and aunts?S2: Yes, I have two uncles and three aunts2.邀请一个学生手持自己的全家福照片作介

40、绍。51: (have Picture A) Do you have any aunts?52: (have Picture B)Yes,I have one aunt.SI : What's her name?53: Her name's _ Do you have any uncles?S1:S1: Hello, I'm I'm nine years old. Look!This is a photo of my family.Thisis me and these are my parents. .What about you? Do you have a

41、ny uncles and aunts?补充板书设计Do you have any cousins?any familyDo you have any cousins?Yes,I have one cousin.作业设计教学后记课题Do you have any cousins?课型第几 课时第三课时课 时 教 学 目 标1、帮助学生学习字母 e在闭音节中的发音。2、通过Say and act的情景对话，帮助学生遗一步巩固和运用句型Do you have any ？3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。教学 重点 与 难点语音：e (ten,pen)词汇：that句

42、型：Do you have any ？日常用语：How old is he ? He's 11 years old.教学 方法 与 手段小组合作，情境表演教师行为学生行为Pre-task preparations1 .快速提问。要求学生根据实际情况迅速作 出应答。T. Do you have any uncles?T. How many uncles do you have?2 .邀请个别学生走到讲台前做自我介绍， 然后鼓励其他学生向他们提问。While-task procedures接着，播放录音，要求学生跟读。举例说明 日常用语 How old is he? He's ye

43、ars old. 的用法。2.出tf图片，要求学生根据Say and act的图片编对话，教师可以将一些关键的句型和 单词写在黑板上。Who's that man?Do you have any uncles/aunts？Yes,I have./No,I don't.I have uncle(s)/aunt(s).最后，将学生按三人一组分组，并根据对话中的角色进行表演。S1: Yes,I do.SI:I have three uncles.51: Hi, everybody! I'mI have a bigfamily.52: Do you have any cousi

44、ns?SI: Yes,I do.I have three cousins.53: Do you have any uncles?51: Yes.I have two uncles.1 .让学生看Say and act的图片和对话， 然后看图回答问题。(Picture l)Who's this girl?(Picture 2)Who's the boy? What's his name?(Picture 3)How old is the boy?(Picture4)Who's the man? Is heJill's father?51: Hello ,(

45、S20 narne).52: Hello_ Welcome to my home. (show some photos) These are my family photos.53: (point to a photo) Are these your parents?课堂变化及处理主要环节府 果补充板书设计Do you have any cousins?语音：e (ten,pen)词汇：that句型：Do you have any ？日常用语：How old is he ? He's 11 years old.作业设计教学后记My friends课题My friends课型第几 课时第

46、一课时课时教学 目标1、帮助学生学习Look and learn申表tk衣服的单词。2、结合学过的句型I have ，让学生通过介绍自己的物品来巩固和运用所学单词。教理点 与难点T-shirt , short , skirt , dress , shirt教法 与手段小组合作，情境表演教师行为学生行为课堂变化及处 理主要环节的效 果Pre-task preparations1 .让学生朗读学过的儿歌(见 Unit 4 "参 考资料”)，鼓励学生用friend 替换aunt, uncle '用朋友的名字替换儿歌中的人名。一 边念儿歌，一边展示相应的服装图片。Who's

47、that? Who's that?Who's that girl? Who's that?Who's that girlIn the short black dress?That's my friend Tess.2.出示一个布娃娃，扮演布娃娃作自我介绍。 通过介绍布娃娃的服装引出本单元的词汇。帮助他们理解a pair of的含义和用法。T : (hold up a dolI)Hello, I'm Molly. I have a pair of blue trousers.I have a pair of white socks. 然后，让学生说

48、一说自己喜欢哪件pink T-shirt.1 have a red skirt.While-task proceduresnice.1.用多媒体呈现一个服装店的场景。指着图中 的衣服自问自答，或直接介绍，逐个 引出单词T: What's this? It's a skirt.出示Look and learn 的单词卡片，让学生跟 读和拼读单词。2、出示本单元所学的服装类单词卡片，问 全班T : (point to a skirt) What's this? It's a skirt .看看哪些学生穿着这些衣服，请穿着相应衣服的学生介绍他们自己的穿 着。s1:1

49、like the skirt. It's yellow and blue.S2:I like the shorts . They're black They're cool.课堂变化及处理教师行为学生行为主要环节的效:果课题My friends课型第几 课时第二课时课时教学 目标1、通过Lisen and say 的对话，帮助学生学习句型He/She has。2、通过Play a game猜谜活动，帮助学生遗一步巩固和运用句型He/She has。3、通过Think and write 栏目，帮助学生从口头介绍过渡到书面表达。教理点 与难点词汇：brown句型： He

50、has a green T-shirt教法 与手段教师小范，小组合作，游戏练习3 .快速反应游戏。请几个学生在讲台刖站成 一排，给每个学一张衣服的卡片，教师请几个学生上来扮演顾客，根据示范做角色说 单词，请学生快速做出反应。如教师说skirt请手拿skirt卡片的同学往前广步并根据图片内谷说I have a white andblueskirt,谁动作慢，就输掉游戏。 Sl:Ilike this skirt. It's green and white.It's beautiful too。4 . lB/K ,个布娃娃。通过介绍布娃娃在小同 季节穿的衣服，帮助学生进一步理解所学单

51、 词.si ： Look at these skirts! They're nice !S2:I like this skirt. It's red and white. It' beautiful. How about you?补充教师行为学生行为Pre-task preparations1 .播放 Listen and say 的要求学生 边听边做Bingo游戏。发给学生Bingo表格， 让学生在表格中填写本单元的核心词汇，然 后开展游戏，以此帮助学生复习所学单词。2 .出示一张好朋友的照片，请学生看图提问， 从姓名、年龄、喜欢做的事情等方面J解照 片中的人物，以此

52、复习相关句型。T. His/Her name's T : He's/She's 告诉学生照片上的人是你的朋友，引出本 单元的话题。然后请个别学生描述他们在班 上的好朋友，教师和其他学一起提问并猜 一猜。T:This is my friend.His/Hername's He's/She's . Who's your friend,?T: Can he swim?While-task procedures1.出小 Listen and say 的图斤，根据图上 的人物提问，要求学生回答问题，将问题和答案写在黑板上。Picture l:1)

53、What does he look like?2) What colour is his T-shirt?3) What colour are his shorts?4) What can he do?接着播放录音，根据录音提问，检查学生的 理解程度。Who's Joe's friend?( Tom.)Who's Alice's friend? (Peter and Sally.)51: What's his/her name?52: How old is he/she?SI: My friend is a boy. He's tall. He

54、can run fast .51: Yes, he can.52: Is he . (name)?SI: Yes, he is.(He is tall and thin.)(His T-shirt is green.)(His shorts are brown.)(He can skate.)让学生跟着录音朗读课文。课堂变化及处理主要环节府 果教师行为学生行为T. (point to the picture of Tom) What's his name?T: What does he have?请个别学生介绍 Tom, Peter和Sallyo最后，要求全班或个别学生朗读Listen andsay的课文。将核心句型 He/She has与在 黑板上，请学生跟读数遍。然后示范描述几 个学生的衣着。T: Look at (S1'sname). He/She has 然后请几个学生描述班上个别同学的衣着。4.让学生看Play a game的图片和文子，先 和个别学生示范如何做游戏。T: She has a dress. It's