沪教牛津小学英语四年级上册全册教案

最新版沪教牛津版小学英语四年级上册全册授课设计(2)最新版沪教牛津版小学英语四年级上册全册授课设计(2)最新版沪教牛津版小学英语四年级上册全册授课设计(2)一．Meetingnewpeople课题M1U1Meetingnewpeople学情解析学生已经接触了基本的问候打招呼句型，这节课可是复习牢固授课目的与掌握本课相关数字的新单词，并会默写数字one-sixteen；学会如何用Thisis...句考点解析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。授课重点Thisis...句型的运用；神情动词can的用法难点授课方法情况授课法，讲练结合授课法一、授课过程Warm-up(5minus)Freetalk:跟学生打招呼，问候，互相熟悉。Teacher:Hello！I’m...S1:Hi！I’m...S2:Hello!I’m...Whoareyou?S3:I’m...复习数字onetwothreefourfivesixseveneightnineten导入本课数字学习。PresentationandPractice(75minus)单词：eleventwelvethirteenfourteenfifteensixteen拓展单词：classmateonetwothreefourfivesixseveneightnineten2）基本句型：Thisis...(介绍用语)这是、、、Seeyou.再见。-Nicetoseeyou.-Nicetoseeyoutoo.

很快乐见到你。也很快乐见到你。基于课本进行讲解。Part1:LookandsayGoodmorning,Peter.Goodmorning,Kitty.Thisismysister.HernameisSally.SheAndthisismybrother.HisnameisPaul.HeHi,Sally.Hi,Paul.MynameisKitty.I

’stwelve.’sonlysix.’mPeter’sclassmate.Hi,Kitty.Wearegoingtothepark.Goodbye,Kitty.Part2:AskandanswerShowaphotoofyourfriend.Thentalkabouthim/her.Thisismyfriend.Hisname’sDanny.He

’snine.Hecanrideabicycle.Thisismyfriend.Hername

’sTracy.She

’sthirteen.Shecanskip.S:Thisismy...His/Hername

’s...He’s/She’s...(age)He/Shecan...）语法：1.形容词性物主代词my,her,his,your在英语中有物主代词，它能够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，后边必定跟一个名词。比方：Thisismybrother.HisnameisTom.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），their（他们的）。练习：1.Thisismybook.areoverthere.A.YourB.YoursC.YouD.Mine2.Whosepenisit?It’s.A.herB.hersC.sheD.his3.＿＿bagisnewand＿＿isnew,too.A.Our,heB.Ours,hisC.My,hisD.My,her4.Thisroomisours,andthatoneis＿＿.A.theyB.themC.theirsD.their5.Whosepencilsarethere?They’re＿＿.A.myB.meC.mineD.our6.Isthenewwatch＿＿?Yes,it’s＿＿.A.you,meB.yours,mineC.your,myD.your,mine7.Whoseshoesarethese?Theyare＿＿.A.meB.mineC.myD.I8.Sheisastudent,＿＿nameisHanMei.A.itsB.herC.hersD.his9.It’sadog.Idon’tknow＿＿name.A.its’B.itsC.itD.it’s10.Thisrulerisn’tmine.Ithinkitis＿＿.A.heB.himC.hisD.her11.＿＿schoolbagisbeautiful.But＿＿ismorebeautiful.A.Jims,myB.Jim’s,mineC.Jim’s,meD.Jims’,I12.＿＿amaboyand＿＿isagirl.A.My,sheB.I,herC.I,sheD.Mine,she13.Ilike＿＿newdress.A.SheB.herC.hersD.his14.Ioftenhelp＿＿motherdo＿＿housework(家务活)。A.me,sheB.mine,herC.my,herD.I,hers15.Isthat＿＿hat?No,it’snot＿＿.It’s＿＿.A.your,my,TomsB.you,mine,Tom’sC.yours,mine,TomD.your,mine,Tom’s2.神情动词Cancan后的动词必定是原形，否定形式can’t比方：必定句：Hecanswimveryfast.否定句：Hecan’tsing.疑问句：Canheclimbatree？回答：Yes,hecan./No,hecan

’t.练习：将下面各组词组成句子1.________________________（an,aeroplane,hear,Lucy,can）____________________________(not,he,dance,can)3.____________________________?(you,can,see,what)4.____________________________(can,see,not,we,you)5._____________________________.(I,can,help,you)6._____________________________?(I,can,do,what)7._____________________________?(you,can,hearme)8._____________________________?(you,can,dance)名词所有格：所有格的组成方法：一般情况(包括单数名词和不带词尾s的复数名词)加-’s：children’sbooks少儿图书today’spaper今天的报纸带词尾s的复数名词只加省字撇(‘)：girls’school女子学校theSmiths’car史密斯家的小汽车注：带词尾s的单数名词，平常仍加’s：theboss’splan老板的计划thehostess’sworry女主人的担忧带词尾s带词尾的人名，可加’s或只加省字撇(‘)：Dickens’novels狄更斯的小说Charles’sjob查理斯的工作注:不带词尾-s却以咝音结尾者，一律加’sMarx’sworks马克思的著作Closure

却以咝音结尾者，（10minus））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。）下学前一个一个学生检查今天单词和基本句型的朗读。Unit2Canyouswim课题M1U2学情解析学生在从前已经接触过了神情动词can的用法授课目的与学会用can和can’t句型来介绍自己或别人能做什么事情也许不能够做什么事情。考点解析授课重点神情动词can的用法难点授课方法交际法，讲练结合法，情况授课法一、授课过程一．Warm-up(5minus)Freetalk:用从前所学的can句型与学生进行简单的对话,引入今天的课程。T:Canyouswim?S1:Yes,Ican.Canyourmothercook?S1:Yes,Ican.S2:No,Ican’t.二．PresentationandPractice(75minus)1）单词：paintdrawreadwriteswimjumpclimb爬draw画画paint用颜料画画swim游泳read读write写jump跳hop单脚跳picture画图dream梦interview采访guest嘉宾everyone大家，每一个人fast快high高very很，特别welcome欢迎both两个都dolphin海豚wasp黄蜂crisp薯片2)句型：

Canshe/he...?Yes,she/hecan.No,he/shecan

’t.Welcometo...基于课本的精练Part1:ListenandenjoyCanyourpongsing?No,hecan’t.No,hecan’t.Canyourfishread?No,hecan’t.No,hecan’t.Canyourcatclimbthetree?Yes,hecan.Yes,hecan.Canyourbrothercounttothree?Yes,hecan.Yes,hecan.Part2:LookandsaySupergirliscoming!Shecanrunfast.Shecanswimwell.Shecanflyhigh.Cansupergirlpaintapicture?No,shecan’t,butshecanrunfast.Cansheswim?Yes,shecanswimeverywell.Canyouswim,Alice?Yes,Ican.Ilikeswimmingeverymuch.语法：神情动词can意思是“会，能”，表示会做某事。句子结构：必定句：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：Canyou/he/she/theyrunfast特别疑问句：Whatcanyou/he/she/theydo比方：Myfriendcanrideabicycle.Mybrothercanhearthebird.Ican’tdrawflowers.Ican’tswim.

)

？？注：can的否定有两种书写形式can’t和cannot练习：将以下句子变成一般疑问句并依照要求回答以下问题Example：Horriblecanrun.(Yes)CanHorriblerun?Yes,hecan.Hecanrun.1、MissVoodoocanplayping-pong.(No)________________________________________________________________?_________________________________________________________________2、Jessiecanplaythedrum.(Yes)________________________________________________________________?_________________________________________________________________3、Bobbycansing.(No)________________________________________________________________?_________________________________________________________________4、Nancycandrawahouse.(Yes)________________________________________________________________?_________________________________________________________________5、Petercanplaycomputergames.(Yes)________________________________________________________________?_________________________________________________________________依照划线部散提问Spookycanbuy.____________________________________________________________________Icanplaytheviolin.____________________________________________________________________Youcangetpizzas.____________________________________________________________________Youcangetpizzas.____________________________________________________________________Sandycangivestars.____________________________________________________________________Wecanwashthevegetables.____________________________________________________________________翻译：他会打篮球。____________________________________________________________________我不会买鞋子。____________________________________________________________________他们会游泳。____________________________________________________________________你会写作业吗？____________________________________________________________________我们会走到学校。____________________________________________________________________连词butBut是个表示转折关系的并列连词，意思是“但是，但是”。比方：Icanrun,butIcan’tswim.我会跑但是我不会游泳。Mysistercansing,butshecan’tdance.我妹妹会唱歌但是不会游泳。三．Closure(10minus)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。）下学前一个一个学生检查今天单词和基本句型的朗读。授课反思Unit3Areyouhappy?授课目1、帮助学生学

Lookandlearn

中表示感的

thirsty,

happy,sad,,tired,

full,hungry.2、通猜游和看造句活，帮助学生牢固学，合句型I’mhappy/⋯表达感觉，人的感打下基。重点点：：happy,sad,tired,hungry,full,thirsty句型：I’mhappy.使用教材构想学生能表达自己的感，能并述人的感，强人的感作出合适的回。授课程一、出示目：1、能听、、、写

Lookandlearn

中表示感的

thirsty,happy,sad,,tired,full,hungry.2、通猜游和看造句活，牢固学，合句型

I’

mhappy/

⋯表达感觉。二、入：1、播放歌曲Areyouhappy?学生欣，借助肢体作帮助学生理解歌曲马虎。2、教造作借助夸的表情和人物片来帮助学生理解happy的意思。三、自学指：出示本11Lookandlearn的片，依照人物的表情来理解的意思，尔后听音3次。先学一：听音，学生跟thirsty,happy,sad,,tired,full,,hungry.先学后利用I’m⋯来表达自己的感。教做出各种表情，学生用You’are⋯来描述老的感。教的学措施：学生已学会后教一活1、表演：看造作。教依照学生的表情提：Areyou⋯?学生做出表情并一活2、分利用thirsty,happy,sad,,tired,full,各写一句来介自己的感。学生各写一句活3、小活学生两人一和句型。授课反思本是自《英》（上海教育初版社）小学三年起点四年上册Unit3Areyouhappy?第一。在的程中，我依照小学生好、好奇、喜身的心理特点，我利用有的授课源行加工制作了多媒体件，学生操所学的言文化知，到学新知上。将我的反思以下：

移一、歌曲入，激趣。在Warmingup段，我播放件，学生唱了首歌，Ifyouarehappy⋯.学生通歌曲，上做好准，入英学的氛中。在一程中通件的利用和片的直授课，学生表出极的学趣。通提Areyouhappy？引入。并授课happy。尔后通多媒体件和TPR活授课其他的五个。二、展内容，提升能力。若是按第一的安排就6个表示感的。我得比无聊，于是我把教材重新行整理，将Areyouhungry？Yes,Iam./No,I’mnot.Havesomewater.Thankyou.也融入堂中。学生在中自然的学新。学生的学极性很高。而且的很好。别的我把10的文成了一篇内容。通做判断来学生文的掌握程度。提升了学生的能力。三、当堂，有效牢固。了学生本的掌握程度，我做了一个当堂。有三道。第一是听音号。目的是学生六个的掌握程度。第二是判断，目的是学生文的理解程度，进而提升学生的能力。第三是一个机目。有一点度。是依照句子的描述来写出的。第一正确率100%。第二有个学生出。正确率95%。收效不。教学目授课重点与点授课方法与手段

4.Doyouhaveanycousins?第Doyouhaveanycousins?几第一型1、帮助学生学Lookandlearn中表示家庭成的。2、通Culturecorner,帮助学买卖到英国家眷的称特点。3、通家制作和介，帮助学生牢固学，合句型Ihave⋯Thisismy⋯介家庭成。grandparent,grandfather,grandmother,parent,uncle,aunt,cousin角色表演法，小合作堂化及理教行学生行主要的收效Pre-taskpreparations1．利用多媒体播放一首相关家庭成的儿歌，学生欣。播放儿歌的同，出示卡片aunt，uncle和cousln。2．出示Lookandlearn中Jill的家，指着片中的Jill的父亲母亲提；帮助学生复学的表示家庭成的。T：(pointtoJill'sfatherinthepicture)Whoishe?While-taskprocedures

Ss:HeisJill'Sfather.1-出示

Lookandlearn

中

Jill

的家，指着片中的其他家庭成逐一介或自自答，引出生grandfather,grandmother等。尔后出示卡片，学生跟和拼。T.(pointtoJill'sgrandfather)Whoishe?He'sJill'sfather'sfather.He'sJill'sgrandfather.(showtheflashcardforgrandfather)Grandfather.G-R-A-N-D-F-A-T-H-E-R,grandfather.尔后，指着家中的人物片，学生快速反。

Ss:Grandfather.G-R-A-N-D-F-A-T-H-E-R,grandfather.T:(pointtoJill'saunt)Uncle?2．在黑板上画出

Jill

的家，学生上来把卡片在合适的地址上，完此后全班一起拼。接着教介Jill的家庭成。T.(pointtothefamilytree)Jillhasoneuncle.Hisname'sJohn.Jill'smother'sbrother

He's

Ss:No.Aunt.A-U-N-T,aunt.学生扮演Jill，并用学的句型Ihave⋯His/Hername's⋯介Jill

的家庭成。S1:I'm

Jill.I

haveonecousin.

Hisname'sDan.．在黑板上画出你的家，画向学生介你的家庭成，告学生你有几个叔叔、阿姨、侄子、外甥等。堂化及理教行学生行主要的收效T:Look!Ihavethreecousins.TheySs:They're⋯and⋯areJerry,MarkandSusan.Ihavetwo接着个学生借助照片介自uncles.Whoarethey?己的家庭成。SI:I'm⋯Thisismyfamily.Ihave⋯His/Hername's⋯He's/She's⋯4．出示一个大家庭的家，并家中S1:Whoisthat?Whoisthat?每位成写上姓名，要修业生在小内模拟Isheyouruncle?Yesorno?从前学的儿歌用chant形式做答。S2:(actasonefamilymember)He'sJack.He'sJack.Yes,heis.He'smyPost-taskactivitiesuncleJack.1．小活。将学生分四人一。要修业生在土画出各自的家。在小内交流各自的家，并互相介家庭成。S1:Thisismyfamilytree.Ihavetwouncles.They're⋯2．学生同某个同学的家庭成(主若是uncle，aunt，cousin)信息，向其他学生介。S2:(showSl'sfamilytree)Look,thisisSl'sfamilytree.He/Shehas⋯uncle(s)/aunt(s)/cousin(s).His/Hername's⋯☆充板☆Doyouhaveanycousins?parent,grandfather,grandmother,grandparent,uncle,aunt,cousin第Doyouhaveany几第二cousins?型1、通Lisenandsay的，帮助学生学句型Doyouhaveany⋯?及其回答。教2、通Doasurvey活，帮助学生一步牢固和运用句型Doyouhaveany⋯?及其学回答。目教学重：anyfamily点句型:Doyouhaveanycousins?Yes,Ihaveonecousin.与点教学方生表演，小合作法与手段堂化及理教行

学生行

主要的收效Pre-taskpreparations1．出示Jill的家，学生看复表示家庭成的。尔后提，要修业生依照家快速回答，学生回答后，教出示相关，学生拼。T:Herhairislong.Whoisshe?S1:She'sJill'saunt.2．和学生做快速答游，帮助学生加深家庭成之的关系的理解。T:He'syourfather's

brother.

Whoishe?T:She'syourfather's

sister.

Who

S1:He'smyuncle.isshe?教示范后，学生两人

_互相答。

S2:She'smyaunt.While-taskprocedures1．出示

Listenandsay

的片，接着教依照片提并介片。T．Whoistheboy?播放Listenandsay的音。1、Who'sthisman/woman?(He's/She'sJill'sgrandfather/grandmother.)

S1:He'sJill'scousin.学生看听音。听完后，教提激励学生思虑后回答。HowmanyauntsandunclesdoesJillhave?(Shehasoneuncleandoneaunt.)3、What'sJill'scousin'sname?(Hisname'sDan.)再次播放Listenandsay的音。接着在黑板上写下核心句型Doyouhave⋯？

学生跟。帮助学生理解句型，尔后个学生提。T:Doyouhaveanyauntsanduncles？尔后把挂在黑板上，两个学生上

S1:Yes,Ihaveoneuncleandoneaunt.来根据片行

SI:

Do

you

have

anyuncles?S2:

Yes,l

have

threeuncles.3．学生两人一，手拿各自的家庭照向伙伴和介各自的家庭成，尔后几学生上前向全班作介。4．学生看Doasurvey目的表格和，告学生他将要同学的家庭成行。将学生分四人一，要修业生在小内张开。最后几个小派代表向全班。Post-taskactivitiesl，子活。学生两家(A，。两家中各有部分信息缺失（参“参照顾）。学生两人一玩游。一个学生拿A，另一个拿B，两人通守信息，完成家。2．邀一个学生手持自己的全家福照片作介。

SI:(pointtohisphoto)Thisisaphotoofmyfamily.They'remyparents.They'remygrandparents.Ihaveoneuncle.Hisname'sWhataboutyou?Doyouhaveanyuncles?S2：～S1:Doyouhaveabigfamilyorasmallfamily?S2:Ihaveabigfamily.S3:Doyouhaveanybrothers,sistersorcousins?S2:Ihavenobrothers,nosisters,butIhavetwocousins.S3:Doyouhaveanyunclesandaunts?S2:Yes,IhavetwounclesandthreeauntsSI:(havePictureA)Doyouhaveanyaunts?S2:(havePictureB)Yes,Ihaveoneaunt.SI：What'shername?S2:Hername's_Doyouhaveanyuncles?S1：⋯S1:Hello,I'm⋯I'mnineyearsold.Look!Thisisaphotoofmyfamily.Thisismeandthesearemyparents.⋯.Whataboutyou?Doyouhaveanyunclesandaunts?☆充板☆Doyouhaveanycousins?anyfamilyDoyouhaveanycousins?Yes,Ihaveonecousin.第Doyouhaveany几第三cousins?型1、帮助学生学字母e在音中的音。教2、通Sayandact的情况，帮助学生一步牢固和运用句型Doyouhaveany⋯?学3、通学任（Task）,帮助学生牢固和运用本元所学的知。目教学音：e(ten,pen)重：that点句型：Doyouhaveany⋯?与平常用：Howoldishe？He's11yearsold.点教学方法小合作，情境表演与手段堂化及理教行学生行主要的收效Pre-taskpreparations1．快速提。要修业生依照情况迅速作出答。T.Doyouhaveanyuncles?T.Howmanyunclesdoyouhave?

S1:Yes,Ido.2．邀个学生走到台前做自我介

SI:Ihavethreeuncles.，尔后激励其他学生向他提。While-taskprocedures

SI:Hi,everybody!I'm⋯Ihaveabigfamily.S2:Doyouhaveanycousins?SI:Yes,Ido.Ihavethreecousins.S3:Doyouhaveanyuncles?S1:Yes.Ihavetwouncles.1．学生看

Sayandact

的片和，尔后看回答。接着，播放音，要修业生跟。例明平常用Howoldishe?He's～yearsold.的用法。2．出示片，要修业生依照Sayandact

(Picturel)Who'sthisgirl?(Picture2)Who'stheboy?What'shisname?(Picture3)Howoldistheboy?(Picture4)Who'stheman?IsheJill'sfather?的片，教能够将一些关的句型和写在黑板上。Who'sthatman?Doyouhaveanyuncles/aunts

⋯？Yes,Ihave./No,Idon't.Ihave

⋯uncle(s)/aunt(s).最后，将学生按三人一分，并根据中的角色行表演。SI:Hello，⋯(S20narne).S2:Hello_Welcometomyhome.(showsomephotos)Thesearemyfamilyphotos.S3:(pointtoaphoto)Aretheseyourparents?☆充板☆Doyouhaveanycousins?音：e(ten,pen)：that句型：Doyouhaveany⋯?平常用：Howoldishe？He's11yearsold.堂化及理教行学生行主要的收效5.MyfriendsPre-taskpreparations1．让学生朗读学过的儿歌（见Unit4“参照资料”），激励学生用friend代替aunt，uncle’用朋友的名字代替儿歌中的人名。一边念儿歌，一边显现相应的衣饰图片。Who'sthat?Who'sthat?Who'sthatgirl?Who'sthat?Who'sthatgirlIntheshortblackdress?That'smyfriendTess.2．出示一个布娃娃，扮演布娃娃作自我介绍。经过介绍布娃娃的衣饰引出本单元的词汇。帮助他们理解apairof的含义和用法。T：(holdupadolI)Hello,I'mMolly.Ihaveapairofbluetrousers.Ihaveapairofwhitesocks．尔后，让学生说一说自己喜欢哪件pinkT-shirt.1havearedskirt.s1:1liketheskirt.It'syellowWhile-taskproceduresnice.

andblue.1．用多媒体表现一个衣饰店的场景。指着图中的衣服自问自答，或直接介绍，逐一引出单词T：What'sthis?It'saskirt．

S2:Ilikeblack.They'recool.

the

shorts

．

They're出示Lookandlearn的单词卡片，让学生跟读和拼读单词。、出示本单元所学的衣饰类单词卡片，问全班T：(point

toaskirt)

What'sthis?It'saskirt

．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。课堂变化及办理教师行为学生行为主要环节的收效3．快速反游。几个学生在台前站成一排，每个学生一衣服的卡片，教几个学生上来扮演客，依照示范做角色，学生快速做出反。如教skirts1：Lookattheseskirts!They're手拿skirt卡片的同学往前走一步并依照片内容Ihaveawhite

and

nice

！blueskirt.作慢，就掉游Sl:Ilikethisskirt.It'sgreenwhite.It'sbeautifultoo。

。and

S2:Ilikethisskirt.It'sredandwhite.It’beautiful.Howaboutyou?4．出示一个布娃娃。通介布娃娃在不同样季穿的衣服，帮助学生一步理解所学.☆充板

☆MyfriendsT-shirt

，short

，

skirt

，dress

，

shirt作教课后第几Myfriends第二型1、通Lisenandsay的，帮助学生学句型He/Shehas⋯。2、通Playagame猜活，帮助学生一步牢固和运用句型He/Shehas⋯。目，帮助学生从口介渡到面表达。3、通Thinkandwrite授课目教学重：brown点句型：HehasagreenT-shirt与点教课方法教师示范，小组合作，游戏练习与手段课堂变化及办理教师行为学生行为主要环节的收效Pre-taskpreparations1．播放Listenandsay的音，要求学生听做Bingo游。学生Bingo表格，学生在表格中填写本元的核心，尔后张开游，以此帮助学生复所学。2．出示一好朋友的照片，学生看提，从姓名、年、喜做的事情等方面认识照片中的人物，以此复相关句型。T．His/Hername's

⋯

S1:What'shis/hername?T：He's/She's

⋯

S2:Howoldishe/she?告学生照片上的人是你的朋友，引出本元的。尔后个学生描述他在班上的好朋友，教和其他学生一起提并猜一猜。T:Thisismyfriend.His/Hername's⋯He's/She's⋯．Who'syourfriend,?T:Canheswim?While-taskprocedures1．出示Listenandsay的斤，依照

SI:MyfriendisHecanrunfast．S1:Yes,hecan.S2:Ishe...(name)?SI:Yes,heis.

aboy.He'stall.上的人物提，要修业生回答，将和答案写在黑板上。Picturel:1)Whatdoeshelooklike?2)WhatcolourishisT-shirt?(Heistallandthin.)3)Whatcolourarehisshorts?(HisT-shirtisgreen.)4)Whatcanhedo?(Hisshortsarebrown.)接着播放音，依照音提，学(Hecanskate.)生的理解程度。学生随着音朗文。Who'sJoe'sfriend?(Tom.)Who'sAlice's

friend?

(Peter

andSally.)堂化及理教行学生行主要的收效T.(pointtothepictureofTom)What'shisname?T：Whatdoeshehave?个学生介Tom,Peter

和

Sallyo

SI:Hisname'sTom.S2:HehasagreenT-shirtandapairofbrownshorts.S1:ThisisPeter.HehasanorangeT-shirtandapairofblueshorts.最后，要求全班或个学生朗Listenandsay的文。将核心句型He/Shehas⋯写在黑板上，学生跟数遍。尔后示范描述几个学生的穿着。T:Lookat(S1's

name).He/Shehas⋯尔后几个学生描述班上个同学的衣着。4．学生看Playagame的片和文字，先和个学生示范如何做游。T:Shehasadress.It'sredand

SI:Lookat(S2'sname).He/ShehasagreenT-shirtandapairofgreyshorts.S2:(S3'sname)hasawhiteshirtandapairofbluetrousers.white.Whoisshe?尔后学生两人一开始游，猜出各自描述的人物分是。

S1：She'sAlice.若允，能够把挂在黑板上，学生依照中的人物张开猜人游。

SI:HehasablueT-shirt.Hehasapairofbrownshorts．Whoishe?S2:IsheBen?SI：Yes．heiS!SI:HehasanorangeT-shirt.Hehasapairofblueshorts，Whoishe?S2：He'SKen．☆充板☆Myfriends：brown句型：HehasagreenT-shirtMyfriends第几第三型教1、帮助学生学字母i在音中的音。学目2、通enjoyastory的故事，帮助学生一步牢固和运用句型He/Shehas⋯。3、通学任（Task）,帮助学生牢固和运用本元所学的知。音：i(kite,bike)授课重点：help与点句型：Hehasbig/smallteeth.授课方法角色扮演小合作与手段堂化及理教行学生行主要的收效While-taskprocedures1．出示Enjoyastory的故事挂图，教师依照图片提问，引导学生经过观察图片猜测故事马虎。l、Whatisthelionlike?2、Whatdoesthelionhave?3、Whatisthemouselike?4、Whereisthelion?Howdoesitfeel?播放Thelionandthemouse故事录音，要修业生听取故事马虎。尔后让学生独立阅读故事，针对故事细节进一步提问以检测他们对故事的理解程度。让学生完成下面的练习：2．出示故事挂图和句子，要修业生将句子和挂图配对。再次播放Thelionandthemouse故事录音，要修业生模拟跟读，同时检测图片和句子配对可否正确。

(Thelionisbigandstrong.)(Hehasbigteeth.)(Themouseissmall.)(Heisinanet.Heisafraid.)Chooaeandwrite1)、Thelion——．A．strongB．thin2)Themousehas_teethA．bjgB.small3)The____isinthenet（网）．Heis_____.A.mouse,afraidB.lion,afraid4)Themouseandthelionare_____A.sadB．happy帮助学生理解生词和短语．如sharp，getout，afraid,help的意思。3．角色扮演。学生两人戴上老鼠和狮子的头饰，扮作老鼠和狮子，尔后依照故事作自我介绍。S1:(putonthemousemask)Hello.I'mamouse.Myname'sMinnie.I'msmall.(pointtotheteeth)Ihavesmallbutsharpteeth.课堂变化及办理教师行为学生行为主要环节的收效S2:(putonthelionmask)Hello.I'malion.Myname'sLeon.I'mbigandstrong.(pointtotheteeth)Ihavebigteeth.4．出示Learnthesounds的语音单词卡片i(kite，bike)，要修业生跟读数遍，感知字母i在单词中的发音。T:i,／aI／,kite;i,／aI／,bike.Ss:i,／aI／,kite;i,／aI／,bike.出示更多含有字母i的单词，让学生跟读。如：nice,fine,child,ice,like,five,hi,I,write,ride,lion。尔后播放Learnthesounds的儿歌录音，要修业生随着录音朗读。最后，出示几组包括字母i的单词，让学生朗读单词，找出字母i的发音与其他几个不同的单词。如：big,pig,pink;hi,five,listen。Post-taskactivities故事表演。让学生四人一组写一个课本剧，激励他们增加角色，如增加表达人或其他动物，尔后分角色表演故事。☆补充设计板书设计☆Myfriends语音：i(kite,bike)词汇：help句型：Hehasbig/smallteeth.作业设计授课目教课重点与点教课方法与手段

6.MyparentsMyparents型1、帮助学生学Lookandlearn中表示的。2、合学的句型Thisis⋯学生通介家人的来牢固和运用所学的。。Busdriverdoctorfiremannurseteacher重复操，小合作堂化及理教行学生行主要的效果Pre-taskpreparations1、出示Listenandenjoy的片，播放儿歌音，学生猜一猜儿歌马虎。尔后学生随着音朗。2．出示Listenandenjoy的儿歌和片，学生仔看真听音，接着教指着片提，引出fireman。Lookatthepeopleinthepicture.Aretheyhappy?Why?Whatcantheydo?Whocanhelpthem?While-taskprocedures1．出示Lookandlearn中busdriver,doctor,fireman,nurse,teacher的卡片，要修业生跟和拼。(showtheflashcardfordoctor)Doctor,D_O-C-T-O-R,doctor.(pointtoyourmotherinthefamilytree)Whoisshe?T:Issheanurse?2．出示一个大家庭的合影，逐一介家庭成，介学生回答。T:Look!Thisis⋯,sfamily.⋯.hasabigfamily.Therearesevenpeopleinhis/herfamily.Thisishis/herfather.He'stallandstrong.Heworksinaschool.Helikeshisstudentsverymuch.Whatdoeshedo?Isheateacher?接着将卡片在黑板上，每个号，教一个，学生快速出的号。T：Fireman．2．出示与所学(如doctor，nurse，teacher，fireman)相关的物品片，如士制服、听器、粉笔、消防盔等，教手指片，引学生出片代表何种。

(No.Theyaresad.)(Thereisafire.)(Callthefirestation.)(Thefiremencanhelpthem.)SI:She'syourmother.SI:Yes,she'sanurse.Ss:Yes,he'sateacher.Ss:Doctor.D_O-C-T-O-R,doctor.SI:It'sNo.5．全班活后，要修业生模拟示范，两人一行操。教行学生行堂化及理主要的收效T：Look!Thisisauniformforadoctor.So,thisuniformisfora⋯(waitforseveralsecondstoencouragethestudentstosaytheword)

Ss:It'sforadoctor

．教能够Whoisthisfor?，引学生看想相关的，并用It'sforafireman／doctor/nurse/.．．来回答。

3．出示你的家，介你的家人和他的。尔后依照介的内容提，鼓励学生做快速回答。T:Look!Thisismyfamilytree.

Thisismyfather.He'sateacher.Thisismymother.She'sanurse.Thisismyuncle.He'sadoctor.Thisismycousin.She'sastudent.Thisisme.I'mateacher.

尔后，学生依照教提看回答，学生可否仔听，并抓住关信息。Ss:

She's⋯’Smother.T.She'sverytall.Whoisshe?T:Sheworksinahospital.Helikeshisstudentsverymuch.Whatdoeshedo?

Ss:She'sadoctor.Post-taskactivities1．要修业生拿出在学

Unit4

完成的家，在每个家庭成名字下方写上他的名称。尔后和同学互相介家人的。能够帮助学生拓展一些表汞其他的。

S1:(showthefamilytree)Thisismymother.She'sthin.She'sadoctor.Thisismyfather.He'sa⋯2．个学生依照前一活认识的信息，向全班介某个同学的家人及其。S1:ThisisS1’sfather.Heistall.Hecandriveabus.He'sabusdriver.☆补充设计板书设计☆MyparentsBusdriverdoctorfiremannurseteacher4A

Unit

7At

school【学习目标】1.能正

确认

读有

关场所的

词汇:school,classroom,library,office,

playground,

toilet2.能正确运用句型Thereis/are...进行表述。阅读故事《动物学校》，理解每一个人都平分秋色的道理。学习字母o的发音。【重点、难点】1.能正

确认

读有

关场所的

词汇:school,classroom,library,office,

playground,

toilet2.能正确运用句型

There

is

/

are

...

进行表述。【学具】录音机，卡片【自主学习】①自学大纲Look

and

learn让学生用英语说出自己所知道的地址名称。拿出卡片，学习相关场所的新词汇。播放录音，学生跟读单词。学生自主朗读词汇。Listenandsay播放录音，学生看书听录音。2.教师用classroom做Thereis/are...Inourclassroom.

示范，引

出句

型学生依照图片做句型练习。小组显现。Learnthesound播放录音，学生感知字母发音。教师领读，学生跟读，帮助学生读好单词。学生自主朗读单词。②自我检测【总结所得】以学生为主，尽量使每个学生都能张口说英语，会用所学句型进行表达，提升学生的英语口语水平。【拓展训练】①基础达标题1.There______somebreadinthebag.A.areB.isC./2.Thereareten________inourschool.A.computers

rooms

B.computer

room

C.computer

rooms【学后】授课目：1．知目：能正

确

相关

所的

：school,classroom,library,office,

playground,

toilet

。能正确理解、会句型Thereis/are...。能正确出字母O的音。2.功能目：能正确运用therebe句型表述身的食品。感情目：在学的程中加深学生学校的认识，激学生校的感情。授课重点：能正确理解掌握句型，并能流利地行运用。授课点：Therebe句型的掌握。授课程：1.Warming-up:singasong.2.Newwords:出示卡片，同学猜猜都是什么地方。播放音，帮助学生有关所的。学生在内新。4.Sentencepattern:教用classroom例，引出型Therebe...inourclassroom.注意：Thereis后跟数名或不能数名；Thereare后跟可数名的复数。5.Practice:学生用其他做句型。6.Consolidation:学生在小内用所学句型介自己的学校，个小做展

句示。7.Homework:Copythe

new

words:

Doa

survey

(P35)板：UnitschoolThere

7Atis

schoolclassroom/are

libraryinmy...

office

playground

toiletUnit8Attheshop授课目1、知目⑴能听得懂，会、会和会拼写：tomato,potato,carrot,soup.⑵能听得懂，会、会和会写句型：Whatwouldyoulike?I’dlike⋯⋯⋯⋯。2、思想感情目培养学生学英的趣，合作，关心别人的精神及运用所学言与别人交流的能力。3、智力展目⑴以游、学的主要形式，激学生学的趣。⑵激极思，掘学生潜能，拓展学用空。四、授课重点⑴听得懂，会、会和会拼写：tomato,potato,carrot,soup。⑵能初步理解和掌握本的平常交用。五、授课点⑴正确朗tomato,potato,carrot,soup。⑵能听得懂，会、会本所学的平常交用。六、教具准物（卜，西柿，土豆），片，卡片，多媒体件。七、授课流程Step1:Warmup1、歌曲“

Ilikeice-cream.

”（生唱随着音造作，入教室，自但是然入学的情境）。2、运用句型Doyoulike⋯⋯,Ilike⋯⋯（学新的句型Whatwouldyoulike?I’dlike⋯⋯⋯⋯作）。（切、自然的交流及体言的运用，学生在松的境下松快乐地学英。）Step2:Presentationandpractice㈠学

tomato,potato,carrot,soup.

和句型

Whatwouldyoulike?I

’dlike⋯⋯⋯⋯。1、学：

tomato出示物（西柿）：What＇sthis?学生回答：It＇sa⋯⋯，拿出一个西柿tomato（要解名复数的组成），，将卡片在黑板上，板tomatoes数遍（直教具的使用，学生造一种传神的言境，有利于学生的形象思。2、学：potato(1)出物potato,tomato（2）用Ilike⋯⋯操句型3）Readloudly,readlowly.3、学新carrot以及句型Whatdoyoulike?⑴出示物（卜）板carrot（、复数分开）。⑵小（一一答）。(3)歌曲Ilikecoffee，Iliketea.Step3:Askandanswer1．Isay“Ilike⋯⋯”,yousay“I’dlike⋯⋯”引出新句型。2.I’dlike⋯⋯拓展句型Whatwouldyoulike?I’dlike⋯⋯。小，生答。4．出示第一幅的投电影。Listentothetapetogether.（生互相操幅的句型）可与一个能力比的学生操幅的句型，其他同学理解意思。示第二幅的投电影同桌之互相操句型（，教能够放手，放手学生自己去，培养学生的言表达能力）。Srep4:Consolidation小合作理解。2、师运用其他实物让学生练习写句型，师巡回指导，牢固所学句型。Step5:AssignhomeworkReadthesenewwords.potato–potatoestomato–carrot–carrots2.ActoutthedialogueonStudent

tomatoes’sBookpage42.9.athomeTeachingaims:Basicaims:1.

能用特别疑句

Where⋯?

地址。

e.g.Where

’sSam?2.能用的去式去的状。e.g.Hewashereatteno3.能用介短表示。e.g.Hewashereateleveno’clock.Educationaims:培养学生心助人的思想。Developingaims:能运用所学的去式描述平常生活中已生的事。Keypoints:1.能用的去式去的状。

’clock.能用介短表示。Difficultpoints:能运用所学的去式描述平常生活中已生的事。Teachingaids:picturecards,toydog,cassette5B,acassetteplayer,etc.Preparation:Makeacopyofphotocopiablepage32.Teachingprocedure:.Pre-taskpreparation:1.Review:Where’s⋯?Showthetoydog.Invitestudentstoguesswherethedogis?2.Askthestudentsiftheyhaveeverlostsomeoneorsomething.Encouragestudentstotelltheirexperiencestotherestoftheclass..While-taskprocedure:1.ShowtheWallpicture.Playthecassette:Lookandsay.Thestudentslistenandfollowintheir通猜的游激学生的学趣，同新授作好。books.用生形象的片引出所要学的2.Playthecassetteagain.The，使学生深刻。studentslistenandrepeat.培养学生正确的音。3.Showthepicturecards:supermarket,flat,policestation是本的重点句型，学生在andconstable,andlearnthesewords.堂上多加操，达到口熟运用的程度。通及掌握新授知，学4.Workinginpairs,thestudentsrole-playthedialogueonpage31ofthe生明确was的详尽运用。Student’sBook.5.Inviteafewpairstorole-playthedialogueInfrontoftheclass.6.Readthenotice:‘lostdog’,andinvitedifferentstudentstorepeatthesentences.Read:Writeareport.Thestudentshelpyoutocompletethereportorally.Askthestudentstotalkabouttheirparents,teachers,etc.e.g.S1:Myfatherwasathomeat6:30.9.DistributeacopyofPhotocopiable32toeachstudent.Explainthetask.Thestudentsfillinthemissingwordstocompletethereport.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary..Post-taskactivities:1.Workbookpage15a.Invitestudentstoreadthewordsatthetopofthetask.b.Invitedifferentstudentstohelpyoutoprovidethecaptionsandcompletethesentencesorally.Promptwherenecessary.c.Studentscompletethetask.d.Invitedifferenttomesofthedayontheboard.Invitedifferentstudentstotellyouwheretheywereyesterdayatthosetimes.e.g.Wherewereyouateleveno’clock?Iwasatschool.,etc..Homework:Listentothecassette.Readthedialogueandnoticeforfivetimes.GrammarPracticeBook5Bpage30.板：Unit3AthomesupermarketHeflatShewashereatteno’clock.policestationItconstableI授课目：1.学新：furniture;rug;mirror;picture.2.掌握：movethefurnitureinto⋯.;moveinthenewhouse;apictureof⋯..;takeapictureof⋯...3.会用一般去句型表达物体的化：Itwas________.Itis_______now.4.牢固各介的用法。会手操作，利用学具部署一个美的居家境，并描述它的化。授课准：教具、学具（两人一套）关于家具授课程：一．Pre-task:1.Dailytalk:What’stheweatherliketoday?Whatdayistoday?Howmanydaysarethereinaweek?Whatarethey?What’sthedatetoday?Whatseasonisitnow?Doyoulikespring?Whotimedoyougetup?Whogoestoschoolbybicycle?WhoteachesyouChinese?Whichsubjectdoyoulikebest?What’syourfavouriteanimal?Whichrulerdoyoulike?2.Revision:(1)Reviewthepreposition:T:Ican’tfindmyruler.Whereisit?It’sinthebook.It’sbehindthebook.(under/on/above/near/beside/infrontof/between⋯..板：between)(2)Writethewords:am;is(去式)_____are(去式)______roll(去式)______said(原形)_______fell(原形)_______hay(复数)______(3)Readoutthephoneticword./l?mp//t?e?//teibl//s?uf?//clok//?elf/二．While-task:1.Alltheseare“furniture”.Read“furniture”.f__n_____(nurse;picture)Nopluralform.somefurniture;apieceoffurniture/twopiecesoffurniture(4)Otherfurniture:bed/desk/cupboard⋯⋯osplmoveinthenewhouseMrsLiismovingthefurniture________thebedroom.MrsLibuysanewflat.Sheisgoingtomove_____thenewhousenextmonth.2.picture(1)What’sthis?It’sapicture.It’sapictureof⋯⋯(2)apictureof⋯⋯takeapictureofsb./splLook!Benis________________ofAlice.Thisis_______________Shanghai.Shanghaiisbeautiful!(3)Here’sapictureofMrsLi’ssitting-room.Isitnice？Whatcanyouseeinthepicture?rugmirror(doctor)Compare:Lookatthemirror.Lookinthemirror.(Asksomeonetoact.)5.Thereissomuchfurnitureintheroom.ButMrsLiisnotsatisfiedwithit.Shemovesthefurniture.Howdoesshemove?Listentothetape.听录音并出示：The_______was_________.Whereisitnow?It’s______________now.Canyoufindoutmoredifferences?Talkinpairs.Writing:Look!ThisisMrsLi’ssitting-room.Thesofawas_____theshelf.Itis___________thewindownow.Thesmalllampwasontheroundtable.Itisonthe______now.Theplantwasonthe______.Itisonthebig_____now.Themirrorwas______therug.Butnowitis_________thepictureandtheshelf.三．Post-task:MrsLiisstillnotsatisfiedwithhersitting-room.Canyouhelphertodesignanewsitting-room?Speaking.(比较第二副图和学生自己摆的图，说说变化。)Canyoutalkaboutthechanges?Fillintheblanks.It____(be)coldyesterday.Butit_____(be)warmtoday._____(be)youtenyearsoldlastyear?No,I___(benot).(3)They______(be)intheclassroomat10:00.Nowthey________(have)lunchathome.(4)Look,thechildren________(sleep).Please_____(be)quiet.(5)Ben_____________(make)ashaker.Pleasegive______(he)somebeans.4.Rewrite:(1)Themirrorisabovetherug.过去时态：___________________________(2)Hewasathomeat6:30.一般疑问句：____________________________否定回答：_______________________________(3)Thesofaswerenearthewindowyesterday.划线提问：________________________________(4)Wewereinthelibrary.划线提问：________________________________四．Homework:Designanewsitting-room.Stickthefurnitureonthepaper.Writedownthechanges.（在纸上设计一个新的客厅。把家具粘贴在纸上。并写下前后的变化。

）AroundmyhomeTopic:LookandlearnLanguageaims:Usingnounstoidentifydifferentplacesinaneighbourhoode.g.supermarket,postoffice,restaurantUsingprepositionstoidentifypositionse.g.nextto,betweenUsingmodelledsentencestodescribeexistencee.g.Therearemanyshopsnearmyhome.Abilityaims:StudentscanusemodelledsentencestodescribeexistenceKeypoints:supermarket,postoffice,restaurant,nextto,betweenThereis⋯/Thereare⋯Difficultpoints:Usingnounstoidentifydifferentplacesinaneigbourhood.Materials:Student’sBook4AP38,Cassetteplayer,powerpointProcedur

Contents

Methods

Purposeesions:

Pre-taskPreparat

1.Song:<Ourschoolwillshinetoday>2.Revision3.Rhyme

Singtogether1.What’sinyourschool?2.Readthechanttogether

快的歌曲将学生快速入英学的氛中。相关内容的复，有利于学生入学状，更好得把握新授知。Havethestudentslistentotherecordingforskes:

While-taProcedur

restaurantsupermarketpostoffice

“Listenandenjoy”onP411.Whatplacescanyouhear?2.Whereisyourhome/theschool?3.Wherearethetrees?4.Read,explainandpractise:nextto,between1.ShowFlowerStreetandintroduce:MyhomeisonFlowerStreet.Thereare

以形式引出新授，激学生的想象力和求知欲。manyplacesonthisstreet.Guess,whatplaceisit?Toelicit:postofficerestaurant合适补充拓展内1.Readand容，培养学生的英语match.能力和拓展他们的视Trytosay:野。Thereis/are____onFlowerStreet.Ican___inMyhomethe___.将前面所学的语3.Knowthenamesof句连成一篇新文本，differentsupermarkets.分别难点，有利于提