外研版四年级英语上册教案

1、外研版四年级英语上册教案外研版四年级英语上册教案 本文简介： 外研版四年级英语上册教案Unit1Gostraighton一、教学目标：?（一）情感目标：?1通过小组合作，培养学生的合作精神和竞争意识。?2通过学习?go?straight?on?,turn?left,?turn?right等词组为他人指路，培养学生助人为乐的情感。?(二)知识目标?Excus 外研版四年级英语上册教案 本文内容： 外研版四年级英语上册教案Unit1Gostraighton一、教学目标：?（一）情感目标：?1通过小组合作，培养学生的合作精神和竞争意识。?2通过学习?go?straight?on?,turn?left

2、,?turn?right等词组为他人指路，培养学生助人为乐的情感。?(二)知识目标?Excuse?me.?Where?is?the?school,?please?Go?straight?on?.Turn?left.?Turn?right.?（三）能力目标?1培养学生表演对话的能力，提高其运用英语的能力。?2会运用本课的词汇模仿录音语调。?二、教学重点：?1能听懂会说、理解并掌握句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”。?2.?学会运用句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”来解决指路

3、问题。?三、教学难点：?学会运用句子“Turn?left.”,?“Turn?right.”?和“Go?straight?on.”来解决指路问题。?四、教学过程?Step?1?Warm?up?1.Greetings:?2.Play?a?game?Hide-and-seek?(复习上个学期学过的表示方位的词：behind,?left,?right.)?3.?Listen?to?the?tape?and?repeat?the?dialogue?in?activity?1Step?2?Presentation?1.播放儿歌兔子舞，让全体学生起立，带上动作跟唱儿歌。?2.left,?left,?righ

4、t,?right,?turn?around,?go,?go,?go.然后询问：Whats?the?meaning?of?turn?around?接着以同样方式学习turn?left,?turn?right。?3、老师出示这两个词组的卡片，分层次操练词组。?4.引出词组go?straight?on,分层次操练该词组。?5.?Play?a?game:?用形象的动作来学习这几个重点词：go?straight?on,?turn?left,?turn?right.Do?as?I?say：go?straight?on,?turn?left,?turn?right.?Step?3?Listen?and?sa

5、y?1Listen?carefully?and?answer?the?questions.a.?Did?Doudou?find?its?home?b.?Who?help?it?find?its?home?c.?Which?road?does?Doudou?live?in?2Listen?to?the?tape,?pause?after?each?sentence?and?have?the?students?repeat?the?sentence.?3Listen?to?the?tape?for?the?third?times.?当听到课文中的第三句话时，老师出示课件street,并对学生说:?

6、I?live?in?No.2?Park?Street.?讲授live?in（?居住）,?No.=number。?4.?板书超市supermarket，并引出Its?next?to?a?supermarket.让学生领会next?to的含义，并会读。?5.?画出学校附近的地图课件，课件中有一位小女孩站在家门口，她想去学校但不知道该怎么走，接着老师点击课件上的小喇叭，引出句型Wheres?the?_,?please?老师领读句型，然后分层次操练句型。最后让学生用go?straight?on,?turn?left,?turn?righ来为小女孩指路。?Step?4?Practice?Read?the

7、?dialogue.?1.示范读。?2.请学生做小老师领读。?3.小组学习为主，分角色读。?4.?带头饰情景表演:A扮演Amy,?B?扮演Sam，C扮演老爷爷,?D扮演女主人。?5.出示一幅地图，让学生跟同桌相互询问路线，练习对话?A:?Excuse?me.?Wheres?the?,?please?B:?Go?straight?on?Step?5?Summary?1.?总结本节课所学内容。?2.?给获胜小组发放小奖品，肯定和表扬表现好的每一个小组。?Step?6?Homework?画一幅图画，上面有许多的建筑物和道路，用英语说一说如何到想去的地方。?五、板书设计?Module?1?Unit?1

8、?Go?straight?on.?left?turn?left?right?turn?right?A:?Excuse?me.?Wheres?the?,?please?B:?Gostraighton.ThenTurn?left?street?excuse?me?supermarket?next?to?besides?cinema?unit2Itsatthestation一、教学内容:学习问路和指路。二、教学目标（一）知识目标：1.学习单词station/houses/hill/train/up/down/near2.学习句子Whereistrain1?Thetrainisup/downthehi

9、ll.（二）能力目标：1能听说认读单词station/houses/hill/train/up/down2能运用句子Itsatthestation.来描述位置。（三）情感目标：通过学习本课的知识，培养学生礼貌、热心、乐于助人的好习惯。三教学重点、难点：1.认读单词station/houses/hill/train和理解方位介词up/down/near/at,并明白他们表示的方位。2.运用句子Itsatthestation.描述位置四、教学用具：磁带、录音机、课件、单词卡片、市区地图、五、教学步骤（一）Warmingup1.教师板书“supermarket”,学生认读单词；师在黑板上画出本市的平

10、面和标上“supermarket”.T:“Excuseme,whereissupermarket?”S1“Turnright.Gostraightonandturnleft.”S2:“Turnleft.Gostraighton.”师示出“school”学生认读T:“Excuseme,whereistheschool?”S3S4.等回答。（二)Presentation1.T:“LiHongwillgotoGuangZhounextweekExcuseme,whereisthestation?”师示出词卡“station”范读单词，T:“Whereisthestation?”“station”,S

11、5/S6:Turnleft.Gostraighton.Itsnexttothezoo.2.师播放火车轰鸣的声音，T:“Letsguess,whatisthis?”;T:“Oh,itsatrain.train,train.”师教读单词“train”。3.师呈现Thomas上小山的画面,T:“Wheresthetrain?”,T:“Itsupthehill.hill,hill,upthehill.”4.师呈现Thomas驶向山坡下的画面，T:“Wheresthetrain?”,T:“Itsdownthehill.down,down,downthehill.”师教读“down”5Thomas驶向农庄

12、的房屋，T:“Whereisthetrain.?.T:Itsnearthehouse.house.househouse.师教读house.T:“Whereisthetrain?Itsatthestation.”6.师检查学生朗读单词，学生跟随师读短语Up,up,standup.Down,down,sitdown.Near,near,nearthehouse.At,at,atthezoo.(三)Practice1.师播放第二单元的课文录音，学生听音指图，然后跟读课文。2.师画出活动3某市区平面图，标上school,supermarket,house,用“Excuseme,wheresthesch

13、ool?”学生用已学的方位词来向同学指路。(四)Production1.师示出一张公园的平面图，从school,house,station三个方向出发到park,该怎样走，学生分别用Turnleft,turnright,gostraighton说说,比一比哪一位学生是最佳向导。(五)Summary朗读歌谣Whereisthetrain?Itsupthehill.Itsdownthehill.Itsatthestation.(六)Homework回家教父母亲用方向短语说说从自家到超市、市场等该怎样走。(七)板书设计Unit2Itatthestation.WhereisTrain1?Itsupth

14、ehill.Module2Unit?1?Shes?reading?a?book.?一、教学目标：1、全体学生能理解：read,?running,?these,?picture,?take,?take?pictures2、全体学生能运用：?语法：Shes?reading?a?book.?Hes?taking?pictures.?词汇：reading,?running,?taking,?taking?pictures?3、学会谈论图片上正在发生的事情。?二、教学重点：?1、谈论图片上正在发生的事情。?2、掌握单词：reading,?running,?taking,?taking?pictures?

15、三、教学难点：?谈论图片上正在发生的事情。?四、教具学具：?多媒体课件，照片，单词卡片，小盒子五、教学过程:?Step?1?Warm?up?and?lead?in?1.?Greeting.?2.?Read?the?chant?of?last?module?together.?3.?Show?some?pictures?and?ask?the?students?to?say?something?about?the?pictures.?Step?2?Presentation?1.?Learn?the?new?words?Before?we?learn?the?new?text,?we?learn?

16、some?new?words:?these,?reading,?taking?pictures,?watching?TV,?playing?with?a?toy?train.?2Listening?(1)Play?the?tape,?and?ask?the?students?to?listen?carefully.(2)Listen?again?and?ask?the?students?to?point?to?the?sentences?and?find?“-ing”并圈出来。?(3)?Listen?for?the?third?times?and?ask?the?students?to?rep

17、eat?the?sentences.?Try?to?imitate?the?tone?and?the?pronunciation.?3.重点学习：Shes?reading?a?book.?Hes?taking?pictures.?Look,?Im?reading?a?book.?4.Practice?(1)Ask?the?students?to?look?at?the?pictures?on?Page?10?and?listen?to?the?tape,?and?then?repeat?the?sentences.?(2)?Take?out?a?magic?box.?Ask?the?stude

18、nts?to?take?a?picture?from?the?box?and?describe?the?picture.?让学生看图片说出盼盼的活动。Step?4?Summary?Sum?up?what?we?learnt?during?this?period.?Review?the?words:?these,?reading,?taking?pictures,?watching?TV,?playing?with?a?toy?train.And?review?the?sentences:?Shes?reading?a?book.?Hes?taking?pictures.?Shes?watchi

19、ng?TV.?Hes?playing?with?a?toy?train.?Step?5?Homework?1.?Listen?to?the?tape?and?repeat?the?text?for?several?times.?2.?Copy?the?text?with?the?translation.?(六、板书设计:Module?2?Unit?1?Shes?reading?a?book.?reading?Shes?reading?a?book.?taking?picturesHes?taking?pictures.?runningtaking?Unit2Whatareyoudoing？一、

20、教学目标:?情感目标：培养学生学习英语的兴趣。?知识目标：掌握句型Whatareyoudoing?能力目标：能询问别人正在做什么，描述自己在做什么。?二、教学重点;?1.学习句型：Whatareyoudoing?Im?2.掌握词组：Listento及动词的ing形式：doing，listening,watching,reading三、教学难点:?掌握动词的ing形式及读音。?四、辅助资源：?挂图、录音机、磁带、图片?五、教学过程:?（一）Warmingup?（1）Greeting.（2）Revision:?T：Beforeclass，letusplayagame。Iwantfourofyout

21、ocomedifferenthere。Groupone）Theotherslookatthecartsinmyhand，andwesay，theydotheaction。Theonewhocandotheactionfirstwillbethewinner。Iwillgivehimapresent。Clear？?Ss：Yes。?（3）Presentation:?1.在学生做出talktofriends动作时，Whatareyoudoing?Ss：?talktofriend?T：Yes，youaretalkingtofriend。（He/Sheistalkingtofriends。Youaret

22、hewinner。Apresentforyou。Gobacktoyourseat。Today，wewillleantanewlesson。（板书句子）Whatareyoudoing?2.呈现课文?T：（拿起事先做好的图片）Thisisfather。Thisismother。Theyhavethreechildren。Ittimeforbreakfast。Butwherearethechildren？Whathappen？?WhatisSamsfamilydoingnow?Letslistentothetape.T：Listenagain，andanswerthequestions：Whatis

23、Sam/Amy/Tomdoing？?T：NowwhowantstobeSam？Thewholeclassaskhim：whatareyoudoing？?Ss：?whatareyoudoing？?S1：Iamlisteningtomusic。?T：Iamlisteningtomusic。Yesorno？?Ss：Yes。?全班问：whatareyoudoing？?S2：ImwatchingTV！?S3：Imreadingabook！?一一将句子呈现在黑板上。?（4）Practice:?1.依次练习句子ImwatchingTV！Imreadingabook！?2.T：Whowantstobefath

24、erandmother？GrouponeisSam.GrouptwoisAmy。T:Youdidagoodjob。NowwhowanttobeSam，AmyandTom？?请三位学生扮演Sam，Amy，Tom。3.Makeanewdialogue。?Makeanewdialoguewithyourpartner。Iwillgiveyoutwominutestopractice。4.学唱歌曲。?T:Youdidaverygoodjob。Letussingasong。?（5）Summary:?提问学生怎样来询问别人正在做什么，总结全课内容。?（6）Homework?抄写课文。?六、板书设计。?Wh

25、atareyoudoing?Imlisteningtomusic/watchingTV/readingabook.Module3Unit1Whataretheydoing？一、教学目标：（1）学习询问他人正在做什么事情。?（2）描述他人正在做的事情。?（3）学生能够听、说、认boat?chess?row?soybean?milk?drink?hungry?。?二、教学重点难点：教学重点：（1）学说问句What?are?they?doing?（2）掌握句型Theyre?动词+ing?+宾语?教学难点：能清晰准确地发出本课所教的单词的音，?并自如地应用。三、教学方法：直观教学四、教学过程：（一）W

26、arming?up?师生齐唱M2中的小诗，并配以动作。?（二）Revision?1.师板书：read?,?write?,listen?，play?,?talk?2.请学生说这些动词的-ing形式。?3齐读黑板上的动词及其-ing形式。?（三）Presentation?（1）学习新句型?1.T：What?is?he/she?doing?复习Hes/Shes动词+ing?.2.T：What?are?they?doing?后又释然说：Oh.?Theyre?动词+ing?+宾语,并板书。?3.教师指着黑板上的句子，请学生跟说多遍。?4.请学生一起认读黑板上的句子。?(2）学习新动词?1.告诉学生，教师

27、将要模仿一个动作，他们要猜猜教师正在做什么。?2.教师模仿动作后提问：What?am?I?doing?引入句子：Im?doing?taijiquan.。?3.T：What?are?they?doing?引入句子：Theyre?doing?taijiquan.?并板书。?4.用类似方法教Theyre?row?a?dragon?boat.并板书。?5.教说chess,?play?chess。?7.教师做饥饿状说：Im?hungry.?由此教单词hungry（饿的）。?8.教师?边“喝?边说：drink?drink?,?Im?drinking.（四）Consolidation?（1）快速反应?1.请

28、几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。?2.让学生在小组内进行训练。?（2）表演?1.请学生打开课本P15，T：What?are?they?doing?学生应回答：They?are?rowing?a?boat.?2.四人小组中，请学生A?和B向学生C和D模仿一个动作，然后由C和D提问：A?和B在做什么？?3.让小组内学生互换角色。?4.请几位学生到教室前模仿动作，教师提问：What?are?they?doing?然后让全班或个别学生回答。?（3）游戏?1.教师在黑板上贴上正面写有数字，反面写有：?do?taijiquan,?row?a?boat,?play?ch

29、ess等动词词组的卡片。?2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。?3.台上的同学必须用英语Theyre?动词+ing?+宾语来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What?are?they?doing?请求他的朋友，帮忙回答。?（五）Homework?1.抄写单词：row?,?play,?drink,?boat,?milk?2.收集有关人物或动物正在进行某种动作行为的?照片、图片、图案，并用英语说说他们正在做什么？Unit2Whatstheelephantdoin

30、g？一、话题：Animals二、教学内容：A:Whataretheydoing？B：Theyreplayingfootball.A:Whatisitdoing?B:Itsdrawingpictures.三、教学目标：（一）Knowledgeaims:1Enablethestudentstolearnthefourskillsentencesbyheart:Whatisitdoing?Itseatingbananas.Whatisshedoing?Shesjumping.2Enablethestudentstousethesentencestoaskandanswerquestions.3Hel

31、pthestudentstounderstandthesentences:Theelephantisdrinkingwaterwithitstrunk.（二）Abilityaims:1Enablethestudentstousethemainsentencestructuresinauthentic/semi-authenticsituations.2Makethestudentsobservethingscarefullyandhighlighttheirabilityofusingthelanguagecreatively.（三）Emotionaims:1Makethestudentslo

32、veanimals.2Makethestudentsdoeverythingwholeheartedly.五、教学重难点：（一）教学重点：1Enablethestudentstolearnthefourskillsentencesbyheart:Whatisitdoing?Itseatingbananas.Whatisshedoing?Shesjumping.2Enablethestudentstousethesentencestoaskandanswerquestions.（二）教学难点：Helpthestudentstounderstandthesentences:Theelephanti

33、sdrinkingwaterwithitstrunk.（三）课前准备：教师准备录音机与磁带；图画。教学过程：Step1.Warm-upandrevisionTsquestions:Doyoulikeanimals?Whatsyourfavouriteanimal?Whatcantheanimaldo?Canyou?Whatishe/shedoing?Step2.PresentationandpracticeStep3.ConsolidationandextensionPresentation1.Showapictureofaforest.T：Oh!Therearesomanyanimals!C

34、anyoutellmewheretheylive?OK!Letsgototheforest.2.Look,askandanswer.Tshowsabigpictureofaforest.Lookattheforest!Thecatfamilyisfishing.Thetwobabycatsaretalking.Timitatesthetwobabycats.C1:LookattheWhatisitdoing?C2:ItsAskandanswer.T:Whatelsecanyousee?T:Lookatthemonkey.Whatisitdoing?板书：Whatisitdoing?Itsdra

35、wingpictures.PairworkT:Youcanpracticewithyourpartner，usingsentences:LookattheWhatisitdoingorwhatisshedoing?Learnthestructure:Theelephantisdrinkingwaterwithitstrunk.T:Lookattheelephant.Whatisitdoing?T:Howdowedrinkwater?(Wedrinkwaterwithourmouths.)T:Theelephantisdrinkingwaterwithitstrunk.(出示单词duck,mus

36、t,but,trunk来对比，找出发音规律）T:板书Iamwithmy.3.Readandanswer.ReadandanswerT：Hereisapassageaboutthepicture.YoucanlistenandanswertheQs:T：Whatisthemotherkangaroodoing?Readthepassage.First,readafterthetape,thenreadwiththepartner.Listenandfindthedifferences.T:Idliketoreadthispassageforyou.Butsomethingaredifferent

37、,youtrytofindthemout.OK?Readthepassagetogether.Module4Unit1Doyouwantsomerice？一、教学目标?1.知识目标：?(1)学会本课新句型“Do?you?want?some?rice?”关于询问对方的意愿及其回答“Yes,please.”“No，thank?you”。?(2)复习旧句型“Have?you?got?.?”及其回答“Yes，I?have”“No，I?havent”；?复习“What?are?they?doing?”及其回答“They?are?doing?sth.”?（3）掌握单词及词组：Chinesefastfood

38、,want,some,make,nice,chopsticks,difficult，Chinesefastfood,?make?noodles2.能力目标：?（1）使学生能运用句型“Do?you?want?some?rice?”并且在日常口语交际的活动中懂得运用，并懂得回答自己的意愿。?（2）掌握本课的新单词，使学生能够懂得听，懂得说，并且懂得用。?（3）小组合作，完成一个调查报告。?3.情感目标：?（1）提高学生学习英语的兴趣，激发学生学习的热情。?（2）使学生认识到中西方文化的差距。?（3）培养学生的合作竞争意识和良好的竞争感。?二、教学重点?1.学习句型Do?you?want?Yes,p

39、lease./No,thank?you.?Have?you?got?Yes,we?have./No,we?havent.?2.掌握单词及词组：Chinesefastfood,want,some,make,nice,chopsticks,difficult，Chinesefastfood,?make?noodles三、教学难点?单词“difficult”“chopsticks”；培养学生学习英语的热情，学生能在学完本课后，能把所学的知识运用到日常生活中，并能初步的认识到中西方文化的差异性。?四、辅助资源?水果、食物、筷子、课件、单词卡片?五、教学过程:?I.Warming?up：1.演唱歌曲：R

40、ow?you?boat?2.Chant：Noodles?and?rice?II.?Revision:?1、Guess:?T:?Today?I?bring?some?Chinese?food?for?you.?Guess：What?do?I?take?出示单词：noodles,?rice,?cake,?sweets,?peanuts,?meat,?milk,?fish,?apple,?banana,?orange,?pear）?然后用课件展示食物列表复习。?2.复习“Have?you?got?”句型。?T：Ive?got?lots?of?food.?Have?you?got?an?apple?I

41、II.?New?sentences?and?words.?1.T?:Do?you?want?some?apples?S1:?Yes.?T:?Yes,please.T:?Do?you?want?some?noodles?S2:?No?.?T:?No,thank?you.板书：?A:Do?you?want?some?rice？?B:Yes,please./?No,thank?you.?2.引导全班学生齐读问句和答句。?3.Practice：Ask?and?answer:?4.T:Ok,you?are?great.Look,?what?am?I?doing？?Ss：吃面条?T:Yes，I?am?ea

42、ting?noodles.?T:Noodles?are?very?nice.?Its?nice.?5.T:(呈现实物“chopsticks”）How?to?say?this?in?Chinese?Ss:筷子?T：Yes，but?we?can?say?“chopsticks”?in?English.?7.T：make?noodles?is?difficult?or?is?easy?板书：make?noodle（齐读，个别读）?8.fast?food?9.Chant：Do?you?want?some?rice?Yes,please，its?nice.?Do?you?want?some?noodle

43、s?No,thank?you.its?difficult.?IV呈现课文。?1、在上一课的故事中，Daming和Amy在公园里逛了半天，感到有点饿了，所以They?are?eating?Chinese?fast?food?出示课件，提出问题：?1.Does?Amy?want?some?rice?2.Does?Amy?want?some?noodles?3.Has?Amy?got?chopsticks?in?England?4.Has?Amy?got?fast?food?in?England?2、回答教师的问题，并跟录音磁带朗读课文。?3、Chinese?fast?food和English?fa

44、st?food?的区别，待会全班进行交流。汉堡和薯条是English?fast?food的代表，“noodle?and?rice”是Chinese?fast?food的代表。?4、学生分角色朗读课文。?IV.?Practice:?T:?Now?work?in?groups.V.总结T:?今天我们学习了怎样用Do?you?want?some?询问对方需要的食物。You?are?very?good.?Now,?lets?say?a?chant.?Do?you?want?some?rice?No,?thank?you.?No,?thank?you.?Do?you?wantsome?noodles?Y

45、es,?please.?Yes,?please.?.Homework?用“Do?you?want?some?询问家人想吃什么，然后自己试着准备。Unit2Howmuchisit?一、教学目标1、学习本课四个单词colourful?pretty?cheap?expensive。?2、句子：Its?cheap/pretty/expensive/colourful.来描述价格和颜色。?3、根据实际情景运用本课时的四个形容词。?二、教学重点1、单词：colourful?pretty?cheap?expensive?2、句子：Its?cheap/pretty/expensive/colourful.来描

46、述价格和颜色。?三、教学难点：1、单词expensive的读音?2、根据实际情景运用本课时的四个形容词?四、教学过程?（一）热身、复习?(Warm-up/Revision)?1、Talk?about?the?weather?Whats?the?weather?like?today?What?do?you?want?to?wear?2、Show?us?your?clothes孩子们走到台前，介绍一下自己的衣服的颜色，样子。?T：“How?much?is?it?/Oh,?its?cheap./Its?expensive/Its?pretty./Its?colourful.”?（二）呈现新课?（Pr

47、esentation）?1、教师出示几件衣服的实物，并标出价格，说：“Guess,?how?much?is?it?”?教师追问“Is?it?cheap?/Is?it?pretty?”?引导学生自己表述：“Its?cheap/expensive/colourful/pretty.”?师根据学生的回答适时的出示相应的单词cheap/expensive/colourful/pretty.?2、观看课件展示，跟读练习?3、小组活动?孩子两人一组。教师先和一个孩子进行示范（T:?How?much?is?that?colourful?dress?S:Very?expensive.?Its?tenyuan.

48、?T:I?want?to?buy?it.）?（三）Practice?Guessing?game：?How?much?is?it?孩子两人一组，运用一些衣物小卡片，猜测价格。?(四）Homework?用“How?much?is?it?询问家人购买的蔬菜的价格，然后自己试着把对话写下来。Module5Unit1Canyourunfast?一、教学目标?1.知识目标?（1）正确读、说、拼、辩单词?can.?run,?fast.?jump,?high,?far,?ride?（2）正确认读句子?Can?you?run?fast/jump?far/jump?high/?ride?fast?Yes,?I?c

49、an.?/?No,?I?cant.?2.能力目标?（1）能用can句型来询问别人的能力和回答。?（2）能正确朗读、理解课文和表演课文。?3.情感目标?（1）培养学生良好的合作和竞争意识。?(2)培养学生良好的听说读写的学习习惯。?二、教学方法：?小组合作法，英语口语六最训练法（最清晰，最慢速，最大声，最快速，最个性，最会用）?教学过程?1.Greeting2.?Warming?up?:Do?and?say.?a.?The?teacher?says,?the?pupils?repeat?and?do?the?actions.?b.?The?teacher?does?the?actions,?th

50、e?pupils?say?and?do.?3.?Task?1?Words?a.?4个小老师教读单词，教师给予指导?b.?Learn?to?read?in?groups(小组内学习）?c.?Show?in?groups(小组展示）?d.按要求写出单词?run(现在分词）_?jump（现在分词）_?high（同音词）_?ride（现在分词）_can（否定式）_?4.?Task?2?Phrases?a.?Listen?and?find?the?phrases(听音找出词组）?b.?Learn?in?groups（小组内学习）?run?fast跑得快?jump?far跳得远?jump?high?跳得高

51、?ride?fast骑得快?c.?Show?in?groups（小组展示）?(评析：让学生带着任务学习，培养学生学会倾听的习惯。)?5.Task?3?Sentences?a.?Listen?and?find?(听音，找出有关can的问句和答语)?b.?Learn?in?groups?(小组内用自己喜欢的方式学习）?Can?you?run?fast?Yes,?I?can.?Can?you?jump?high?No,?I?cant.c.?Show?in?groups（小组展示）?我是小记者?根据下列词组提示，采访一下你组的成员会干什么事情。?例如：Can?you?play?football?6.?

52、Task?4?Text?a.?Listen?and?repeat?b.?Read?in?groups）?c.?Role?play（?8.?Summary?学生总结本节课所学内容?9.?Homework?a.?听读M6U1课文3遍。?b.?自查课文背诵并记录时间。?c.?回家采访你的爸爸爸妈会干什么。?Unit2CanSamplayfootball?一、教学目标：1.知识目标：通过学习使学生能听、说、认、读单词。2.技能目标：学会使用恰当的句型来评价他人，如You?can?jump?really?high.?3情感目标：使学生能主动表达自己，学会正确地评价自己和别人；培养学生良好的语言学习习惯，

53、让英语课堂真正生活化。?二、重点难点：?重点:?1.can在陈述句和一般疑问句中的用法。?2.课文中表示play?football的一些动词短语。?3.难点：正确运用badly,well评价自己和别人。?三、教具：单词、教学PPT?四、教学过程：?.?Warm-up?教师说一些学过的动词和动词词组，学生重复并做动作。?.Present-task?教师说有关运动的动画片，如灌篮高手、足球小子。问学生是否喜欢看，喜欢片中哪些运动明星？为什么？（出示图片）?S:?They?are?so?cool.?They?play?basketball/football?very?well.T:?Can?you?

54、play?football?well?引出单词：team?组词?football?team/?basketball?team?询问：Do?you?want?to?be?in?our?football?team?意思并单个提问学生。如果不愿意就问Why?引到学生说出答案I?cant?play?football?well.或I?can?play?football?badly.?.While-task?1）open?the?book,听课文录音。?2)生词学习，老师读单词或者短语，学生从课文中划出，并写上汉语意思。?football?team?well?run?fast?control?badly?

55、really?catch?goalkeeper?fantastic?3)再听录音，注意生词的读音。?control?goalkeeper?fantastic?4）学生预习，划出含有can的句子，并试着自己翻译。?5）课件一句句展示课文句子，老师领读，简单解释意思。?6)再读课文，思考问题找到玲玲擅长的运动。?a.Can?Lingling?run?fast?(No,she?cant.)?b.Can?Lingling?control?the?ball？（No,she?cant）?c.Can?Lingling?jump?high?(Yes,she?can.)?d.Can?Lingling?catch

56、?the?ball?well?(Yes,she?can.)?6）把全班同学分成三部分，分角色读课文。?.class-exercise?1.拓展练习，展示刘翔照片?T:Who?is?he?S:He?is?Liuxiang.?让同学描述刘翔，老师总结?He?is?good?at?running.?He?can?run?fast.?He?is?a?fantastic?runner?2小组之间谈论个人喜欢哪些运动健将，为什么以及他们擅长什么项目。教师允许学生使用少量汉语。?示例：?I?like?Tian?Liang.He?can?dive?very?well.?I?like?basketball?ve

57、ry?much.I?like?Michael?Jordan.He?can?jump?very?high?and?run?very?fast.?V.?Homework?1、表演，朗诵对话?2、完成课堂活动用书练习3?教学板书设计：You?can?play?football?well.?well?badly?team?football?team?/?basketball?team?好地?不好地?组?对?fast?high?快的?高的?Can?Yes,?I?can.?No,?I?cant.?Module6Unit1CanIhavesomesweets?一、教学目标：?知识目标：单词：fruit,?b

58、read,?biscuit(s),?soup,?sweets?短语：turn?on?句型：Can?I?have?some?及肯定、否定回答。?能力目标：用英语向他人索要食物的能力。?情感目标：培养学生的合作精神和生存技能。?二、重难点：重点是单词和句型，难点是对句型的应用。三、教学方法：情景教学法、任务型教学法、互动法。四、教学过程?（一）创设情境?由今天是老师的生日，关灯一起开生日聚会为话题导入课题，“Hello,?everybody,?today?is?my?birthday.?Lets?have?a?party?in?our?class?ok?Can?you?sing?Happy?bir

59、thday?for?me?”让学生齐唱“Happy?birthday！”?创设生日聚会的氛围。让学生在最快的时间里投入到真实的情境中，在轻松快乐的氛围中开始本课的学习。?(二)单词的学习?“Thank?you.?Lets?turn?on?the?light.”学生唱完歌以后，打开灯并用其动作引出短语“turn?on”及单词“light”.并对其进行及时的操练。“Look,?my?mum?gave?me?a?present?this?morning.?Lets?see?together,?what?are?they?Oh,?food.”拿出妈妈送的生日礼物（食物）引出本课单词：?fruit,?b

60、read,?biscuit(s),?soup,?sweets。播放幻灯片并通过跟读，男女生读，高低声读，滚雪球读，分小组读的方式学习单词。小组内AD，BC合作识记单词。并通过小厨师的游戏检查单词的认读与识记。最后用最快的速度说出单词，以调动学生的积极性。?(三)句型的学习?老师问学生是否有食物如：“look,?these?are?my?food,?do?you?have?delicious?food?”，让学生们展示自己带的食物，并挑选其中一个，赞美一番，此时老师肚子饿向学生索要食物引出本课句型Can?I?have?some?如师：“Wow,?so?many?delicious?food.?I