汉江路小学2023-2023学年度第二学期英语4B教案

Unit1Anew一、教学要求1．能听懂、会说、会读和会拼写astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2．能听懂、会说、会读日常交际用语Welcometoourschool.I’mnewhere.3．能听懂、会说、会读和会写句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…4．了解辅音字母w,z在单词中的读音5．要求学会“询问别人情况”，或向新学生介绍老师、同学。6．能在口头及书面上正确区分he和she。7．会唱歌曲Who’sthatgirl?二.单元教材分析本单元是四年级下学期的第一单元。经过一年半的学习，学生已有一定的英语基础，渴望通过新学期的学习能获得更多的知识，以丰富自己的交际内容，提高交际能力。教师在教学过程中要注意教材前后编排的连续性，把新旧知识有机结合起来。本单元安排了“向新学生介绍老师、同学”这个语言情景，此话题贴近学生生活，学生易于理解，乐意学习。在教学过程中教师注意多创设情景，让学生在语言情景中理解和操练，力求做到运用自如。此外，教师要充分利用表情和动作，让学生去理解接受，并通过表演去巩固运用。本单元的主要句型是Who’sthat…?He’s/She’s…在Book3B中已经出现过日常交际用语Who’sthatboy?He’s…教师应该利用这一交际用语来引出新句型。在本册接下列的Unit2中继续出现的新句型Who’sthe…with…?He’s/She’s…是本单元句型的延续，建议教师在本单元的教学中适当渗透。三、教学重点1．能听懂、会说、会读和会拼写astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2．能听懂、会说、会读日常交际用语Welcometoourschool.I’mnewhere.3．能听懂、会说、会读和会写句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…4．要求学会“询问别人情况”，或向新学生介绍老师、同学。5．能在口头及书面上正确区分he和she。四、教学难点1．能听懂、会说、会读和会拼写astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2．能听懂、会说、会读日常交际用语Welcometoourschool.I’mnewhere.3．能听懂、会说、会读和会写句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…Unit1（第一课时）一、 教学内容A:Readandsay二、教学目标1．能听懂、会说、会读日常交际用语Welcometoourschool.I’mnewhere.2．初步了解句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…3.学会“询问别人情况”，或向新学生介绍老师、同学。三、教学重点1.初步了解句型：Who’sthat…?He’s/She’s…He’s/She’sa…2.学会“询问别人情况”，或向新学生介绍老师、同学。四、教学难点学会“询问别人情况”，或向新学生介绍老师、同学。五、教学准备1.录音机，磁带2.教学挂图或多媒体课件,要求学生带一张照片。3.板书准备：写好课题和日期。六、教学过程Step1Singthesong:Who’sthatgirl?Step2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?Step3Presentation1、利用A部分的图片，引出句型：Who’sthatboy/girl?He’s/She’s…He’s/She’sastudent.Practiseinpairs.2、老师和学生做一个小游戏，让两个学生到黑板前，老师的眼睛用东西蒙上，然后摸其中一个同学，并问：Excuseme,areyou….?Yes,Iam./No,I’mnot.I’m….Practiseinpairs.Step4Readandsay1.Watchthecartoonandtrytoanswerthequestion:Who’sthenewstudent?2.Readafterthetape.跟读,齐读、分组读、分角色读课文。3.Actoutthedialogue.Step4Consolidation1.Everybodytakeaphotofromhome,nowtalkaboutthepersoninthephoto,usingthepatterninthisunit.七.作业设计1. ReadandrecitePartA.2. CopyandtranslatePartA.八.板书设计Unit1Anewstudent（A）Hello.I’mnewhere.Welcometoourschool.Who’sthat…?He’s/She’s….Excuseme,areyou….?Yes,Iam.No,I’mnot.I’m….九.教后记Unit1（第二课时）一、教学内容BLook,readandlearn&CAskandanswer&Song.二、教学目标1.能听懂、会说、会读和会拼写astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2.能听懂、会说、会读和会写句型：Who’sthat…?He’s/She’s…He’s/She’sa…三、教学重点1.能听懂、会说、会读和会拼写astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2.能听懂、会说、会读和会写句型：Who’sthat…?He’s/She’s…He’s/She’sa…四、教学难点1、能听懂、会说、会读和会写句型Who’sthat…?He’s/She’s…He’s/She’sa…五、教学准备1、教具准备1)单词卡片2）关于本课时的多媒体课件或人物用物品。3）录音机和磁带。2、板书准备：写好课题和日期。Unit1Anewstudent六、教学过程Step1GreetingsBoysandgirls,thisisourfirstEnglishclassofthenewterm.Welcomebacktoschool.Teachthestudentstolearntheword:welcomeTeachthestudentstousetheword:WelcometoNanjing/WelcometoJiangsu/WelcometoChina/Welcometomyhome/WelcometoourschoolThestudentspracticethissentence:Welcometo…Thankyou.Step2Freetalk1T:Haven’tseenyouforalongholiday.Howareyoutoday?S:Fine,thankyou.Andyou?T:I’mOK.Nicetomeetyouagain.S:Nicetomeetyou,too.Step3Presentation如果班上有新学生，便自然指着新生问：Who’sthat…?He’s/She’sanewstudent.如果班上没有新学生，便用图片或多媒体动画引出Who’sthat…?He’s/She’sanewstudent.Step4Look,readandlearn1.Book3A中已经学过aboy,agirl,aman,awoman，教师先复习这些词，重点在读、写方面的指导。2.教师用多媒体动画或让学生装扮成教师、医生、护士，学习Who’sthatman/woman?He’s/She’sateacher/doctor/nurse.3.设计游戏来复习巩固这四个词。教师说出一个职业单词，学生做动作。4.请一学生上台做动作，全体学生说出这个职业单词。运用本课主要句型问答Who’sthatman/woman?He’s/She’sateacher/doctor/nurse.Step5Askandanswer1. 运用书上图片来操练重点句型Who’sthat…?He’s/She’sa…增加介绍人物的姓名He’s/She’s…学生可自由给人物起名，提醒学生姓名前不能加a.2. 运用一些扩展的图片，开阔学生视野，也增强学习兴趣，利用于巩固复习。如：白求恩大夫，南丁格尔护士，学校里的其他一些教师等。3. 猜人游戏来巩固句型。把一学生眼睛蒙起来，让他通过摸一装扮过的学生，猜出他的姓名和装扮的职业，运用本课主要句型问答Who’sthatman/woman?He’s/She’sateacher/doctor/nurse.Step6Consolidationandsong学习歌曲Who’sthatgirl?七.作业设计1.CopythenewwordsofB.2.WritethesentenceofC.八.板书设计Unit1Anewstudent(B&C)Welcometoourschool.A:Who’sthatboy/girl?B:He’s/She’sastudent/ateacheraman/awomanadoctor/anurse九.教后记Unit1（第三课时）一、教学内容DLookandsay&EReadandact二、教学目标1．能熟练听说日常交际用语Welcometoourschool.Who’stheboy/girlinthetree?Comedown/Don’tclimbtrees.2．能听得懂、会说、会读和会写句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…3．能在口头及书面上正确区分he和she.三、教学重点1．能熟练听说日常交际用语Welcometoourschool.Who’stheboy/girlinthetree?Comedown/Don’tclimbtrees.2．能听得懂、会说、会读和会写句型Who’sthat…?He’s/She’s…Areyou…?Yes,Iam.No,I’mnot.I’ma…3．能在口头及书面上正确区分he和she.四、教学难点1．能熟练听说日常交际用语.Who’stheboy/girlinthetree?Comedown/Don’tclimbtrees.2．能听得懂、会说、会读和会写句型Areyou…?Yes,Iam.No,I’mnot.I’ma…五、教学准备1.磁带，录音机2.教学挂图或多媒体课件3.板书准备：写好课题和日期六.教学过程Step1Singthesong:Who’sthatgirl?Step2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girl?He’s/She’s…He’s/She’sastudent.Step3Presentation1. Lookatthepicturesorthescreen.Askandanswer:Who’sthat…?He’s/She’s…Toreviewthewords:student,teacher,doctor,nurse,man,woman,boy,girl…2.Game:Listenandact/LookandguessStep4Readandact1.Watchthecartoon看光碟动画，或看图片，听录音，理解对话意思。2.Readafterthetape.跟读。齐读、分组读、分角色读课文。3.Actthedialogueinthree.三人一组表演，其中一人站到椅子上当做是爬到树上。Step5Lookandsay1.Theteacheraskonestudent:Excuseme,areyou….?S1:No,I’mnot.I’m….T:Areyouastudent?S1:Yes,Iam.T:Areyouadoctor?S1:No,I’mnot.I’mastudent.2.Writethemainpatternontheblackboard:Excuseme,areyou….?Yes,Iam./No,I’mnot.I’m….3.Practiceinpairs.4.Openbooks,lookatthepicturesandtalkaboutthem.七.作业设计1WriteUnit1(D)2ReadthenreciteE,makedialogueofE.八.板书设计Unit1Anewstudent（D&E）A:Who’sthatboy/girlinthetree?B:Letmesee.He’s/She’sastudentateachercomedownadoctoranurseDon’tclimbtrees.Excuseme,areyou….?Yes,Iam.No,I’mnot.I’m….九.教后记Unit1（第四课时）一. 教学内容：FListenandrepeat&GFunhouse复习本单元所学单词、句型、完成练习册。二.教学目标：1．了解辅音字母w,z在单词中的读音2.巩固、运用所学的语言知识。3.通过听力练习，进行听力培养。三、教学重点1.复习单词：astudent,ateacher,adoctor,anurse,aboy,agirl,aman,awoman,new.2.复习巩固句型：Who’sthat…?He’s/She’s…He’s/She’sa…3.了解辅音字母w,z在单词中的读音四、教学难点学会“询问别人情况”，或向新学生介绍老师、同学。五.课前准备1录音机，磁带2练习册3教学挂图或多媒体课件六.教学过程Step1Singthesong:Who’sthatgirl?Step2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girl?He’s/She’s…He’s/She’sastudent.4.Excuseme,areyou….?Yes,Iam./No,I’mnot.I’m….Step3Revision1. Listenandrepeatthedialogue.2. Readandrecitethedialogue.3. Actthedialogue.Step4Funhouse1．让一学生头戴面具，另一学生蒙上眼睛，猜是谁：Who’sthatboy/girl?He’s/She’s…Yes,you’reright.No,you’rewrong.2.Openbooks,lookandread理解连环画的幽默之处，解释难的句子。3. Readaftertheteacher.Step5Listenandrepeat1.Listentothetape,readafterthetape.注意W,Z在单词中的读音，读读，拍拍（节奏）2归纳含有字母w和z的单词/w/word,water,wall/z/these,please,zeroStep6Listenandexercise打开《补充习题》，在教师指导下做听力练习。七.作业设计1.Completetheexercise.2.Reciteandwritethenewwords.3.Recitethewholeunit.八.板书设计Unit1Anewstudent(F&G)A:Excuseme,areyou….?B:Yes,Iam./No,I’mnot.I’m….A:Who’sthat…?B:He’s/She’s…./w/word,water,wall/z/these,please,zero九.教后记Unit2Ataparty一、单元分析：本单元的主要教学内容是“根据特征认人”。“认人”是在第一单元所学句型Who’sthat…?He’s/She’s…基础上进行的拓展学习。本单元的教学重点是让学生根据人的外貌特征及穿着打扮来认人，从而学习掌握Who’sthe…with…?Isthat…your…?Theoneinthe…等句型，及相关的家庭成员、身体部分、颜色、服装等类单词。前几册我们已经学了部分相关类别的单词，如father,mother,brother,sister等家庭成员类单词已在3B中接触到。教学时教师可以用以旧带新的方法来教本单元的新单词，还应结合以前所学的内容，系统整理这些单词。二、教学目标：１、能听懂、会说、会读和会拼写单词grandfather,grandmother,father,mother,brother,sister,aneye,amouth,white,askirt,afriend２、能听懂、会说和会读日常交际用语Nicetomeetyou.We’relatefortheparty.Let’shurry!３、能听懂、会说、会读和会写句型Who’sthe…with…?He’s/She’s…/Isthat…your…?Whichone?Theoneinthe…４、了解辅音字母组合ck在单词中的读音。５、能有表情、有节奏地朗读歌谣Mybrother.三、教学重难点：1．能听懂、会说、会读和会拼写单词grandfather,grandmother,father,mother,brother,sister,aneye,amouth,white,askirt,afriend.2.能听懂、会说、会读和会写句型Who’sthe…with…?He’s/She’s…Isthat…your…?Whichone?Theoneinthe…四、教具准备：录音机、磁带、挂图、单词卡片、家庭照片。五、课时安排：共五课时第一课时教学B部分8个单词sister,brother,hair,ahead,aneye,anear,anose,amouth及A部分前两幅图。第二课时学习七个单词grandfather,grandmother,father,mother,white,skirt,friend及A部分后两幅图，并在巩固单词时利用GFunhouse中的2Drawandask.第三课时教学C部分Askandanswer和D部分Lookandsay,并穿插教学儿歌Mybrother.第四课时教学E部分Readandact,FListenandrepeat，并综合操练巩固本单元的单词句型。第五课时教学GFunhouse中1Lookandread,并完成练习册。第一课时一、教学内容：教学Ｂ部分八个单词sister,brother,hair,ahead,aneye,anear,anose,amouth及A部分前两幅图。二、教学目标：１.掌握所学八个单词，除ahead,anear外其余六个要达到四会要求。２.能运用所学句型进行交际。三、教学过程：Step1Warmup1.Singasong.《Gotoschool》2.Greetings.师生运用以前所学句型进行交际操练。3.Onduty.值日汇报，并进行学生间连锁问答。4.Review.教师利用图片，通过Guessinggame,进行第一单元单词的复习，并利用Who’sthat…?He’s/She’s…进行问答操练。Step2Presentationandpractice.1.介绍单词hair,ahead,aneye,anear,anose,amouth.1)教师拿出一个洋娃娃，指着它的身体部位介绍Thisisher…,从而依次出示单词hair,ahead,aneye,anear,anose,amouth并进行单词的拼读练习。2)单词巩固。a.教师先拿出分别画有hair,ahead,aneye,anear,anose,amouth的图片，让学生进行单词的认读复习，然后出示一张不带五官的面孔，指名几位学生到板前蒙上眼睛进行贴五官的游戏，贴对者，奖励红花。b.Listenanddo.学生根据教师的指令来做动作。Touchyournose/mouth….2.介绍句型Who’sthe…with…?及其答语。１）教师投影出示一长发女孩照片（班级一学生的姐姐）并对学生说：Guess,who’sthegirlwithlonghair?并出示句子Who’sthegirlwithlonghair?让学生明白句意后练读。随后师引导学生作出回答She’s××’ssister.这里教师要强调一下单词sister,引导学生进行拼读练习。２）Practice.教师再投影出示一大眼睛男孩照片（班级一男生的弟弟），指名一生试着问Who’stheboywithbigeyes?并作出回答He’s××’sbrother,并认读brother.３）Consolidation学生间连锁问答用Who’stheboy/girlwith…?He’s/She’s…Step3Shortrest.Singasong《Who’sthatgirl?》Step4Listentothetape.1.投影出示情景图，认识人物。2.Listentothetapeandthinkover:Who’stheboywithbigeyes?3.Lookatthebooks,readafterthetape.4.Actthedialogues.Step5Homework1.听课文录音，并读课文两遍。2.Copythenewwordstwotimes.3.准备家庭照片。四、板书设计：Unit2AtthepartyA:Who’sthegirlwithlonghair?B:She’s…’ssister.A:Who’stheboywithbigeyes?B:He’s…’sbrother.第二课时一、教学内容：学习七个单词grandfather,father,grandmother,mother,white,askirt,friend,Ａ部分后两幅图以及B部分剩下句型，并利用GFunhouse中的2Drawandask进行巩固操练。二、教学目标：1.能听懂、会说、会读和会拼写单词grandfather,father,grandmother,mother,white,skirt,friend.2.能用所学的交际用语进行交际。三、教学过程：Step1Warmup1.Singasong《Who’sthatgirl?》2.Greetings.运用以前所学进行交际。3.Onduty.值日汇报，学生进行连锁问答。4.Reviewa.Listenanddo,Touchyournose/head…...b.出示学生所带照片，运用Who’sthe…with…?He’s/She’s…进行交际练习。Step2Presentationandpractice.一、介绍单词grandfather,father,grandmother,mother,friend.1)教师出示家谱图，在复习中依次出示father,mother,grandfather,grandmother,friend,并进行拼写指导，以求四会。2）由游戏“快速闪动”进行复习服装及颜色类单词，教师要重点指出单词skirt,white,引导学生进行拼写记忆。3)Practice:1.游戏Drawandask.四人一组画像，并相互猜Who’she/she?2.猜谜：Who’she/she?一人说谜，其余人猜，如He’smyfather’sfather.Who’she?3.利用不同颜色服装的图片让学生进行抢答练习，如看到红色的毛衣就快速地说出theredsweater,看到蓝色夹克衫就说thebluejacket等。二、介绍句型Isthat…your…?Whichone?Theoneinthe…1、教师让学生出示自带照片，然后随意和学生打招呼：Isthatboy/girlyourbrother/sister?学生据实作出回答。随后教师出示自已家人的合影，引导学生用句子：Isthat…your…?发问，教师在回答几个人发问后，适时引出句子Whichone?出示领读数遍后引导学生回答Theonein…出示句子并领读。2、Practice.四人一小组利用自带照片进行句型问答操练，师巡回指导。3、找几个小组到前面表演。Step3Shortrest.Singasong《Who’sthatgirl?》Step4Listentothetape.1.投影出示情景图，认识人物。2.Listentothetapeandthinkover:WhichgirlisBen’ssister?3.Lookatthebooks,readafterthetape.4.Actthedialogues.Step5Homework1.仿照课文自编对话两组，并表演出来。2.抄写单词三遍。四、板书设计：Unit2AtthepartyIsthat…your…?Whichone?Theoneinthe…第三课时一、教学内容：教学C部分Askandanswer和D部分Lookandsay,并穿插教学儿歌《Mybrother》二、教学目标：１、巩固并正确运用所学单词、句型。２、在句型的操练中培养学生的口语交际能力。三、教学过程：Step1Warmup1.Singtwosongs《Gotoschool!》《Who’sthatgirl?》2.Onduty.3.Freetalk.综合运用所学句型进行交谈。4.Revision.a.利用单词图片复习单词。Bingo游戏。b.利用自带照片进行句型问答操练。Step2操练CAskandanswer.1.出示挂图，指导学生明确图意和题意。2.教师与一生结合图片进行对话。3.四人一组结合句型讨论书上图片。4.指名小组表演，集体评议。5.学生用此句型讨论自带的家庭照片。Step3操练ＤLookandsay.1.“快速闪动”图片，学生根据所看到的画面说出aredsweater,ablueshirt…2.活动：Who’smybestfriend?（利用照片来讨论）3.教师与一生配合，结合书上图片进行句型操练。4.Pairwork.学生两人一组练习图片内容，进行操练。5.利用头饰进行角色表演。6.教师先用自己的家庭照片与学生进行交谈，然后让学生自己在小组里谈论。Step4教学儿歌《Mybrother.》１、学生听录音，整体感知儿歌。２、教师诵读儿歌，并引导学生明白儿歌大意。３、Listentothetapeandrepeat.４、练读、指名读。５、让学生尝试着替换儿歌中的单词，修改儿歌。如：Who’sthatboyoverthere?Climbingthetrees?Let’sgoandsay“Comedown.”Step5Homework1.熟背儿歌，并把儿歌修改为不同的两首。2.试着默写四会单词。四、板书设计：Unit2AtapartyWho’sthe…with/in…?He’s/She’s…第四课时一、教学内容：教学E部分Readandact.FListenandrepeat,并综合操练巩固本单元的单词句型。二、教学目标：１.借助Readandact培养学生良好的初步的语感和阅读能力，养成良好的阅读习惯。２.了解字母组合ck在单词中的读音。三、教学过程：Step1Warmup.1.Sayarhyme.《Mybrother》.2.检查作业情况，朗读自己修改的儿歌。3.Onduty.4.Review.综合复习一下本单元的单词句型。Step2教学F.Readandact.1.出示对话图片，Whatcanyouseeinthepicture?2.学生听录音跟读数遍后，分给进行朗读训练。对We’relatefortheparty.Let’shurry.作适当讲解。3.指名表演对话，集体评议。4.让学生尝试仿照对话以“上学迟到了”为内容，自编一组对话。5.检查自编对话情况，进行指导修改。Step3教学FListenandrepeat.1.Whatcanyouseeinthepicture?2.结合插图，学生听录音整体感知。3.Listenandrepeat.要求学生边找边听出单词中的相同音素。4.检查朗读情况。5.师生共同归纳一下含有字母组合ck的单词，进一步体会它的发音。如：clock,cock等。Step4反馈检查１.听写本课四会单词。２.背诵儿歌。Step5Homework1.听课文录音两遍。2.仿照EReadandact再编对话两组。第五课时一、教学内容：教学GFunhouse中1Lookandread,并完成练习册。二、教学目标：１.巩固、运用所学语言知识。２．通过听力练习，对学生进行听力的培养。三、教学过程：Step1Warmup1.Singasong《Who’sthatgirl?》2.Onduty.3.Freetalk.围绕本单元的单词句型，综合进行对话操练，进一步培养学生的语言交际能力。Step2Dotheworkbook.教师指导学生进行听力练习，操作步骤：先指导看图，感知图意。再听一遍录音，感知录音内容。边听边完成练习。Step3Homework１、朗读对话三遍。２、预习Unit3。Unit3What’syourjob?一、 教学要求1．能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2．能听懂、会说、会读日常交际用语It’scoldtoday,isn’tit?Whatdoyouwanttobe?Iwanttobe…3．能听懂、会说、会读和会写句型What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…4．了解字母组合dr,tr在单词中的读音5．会唱歌曲Theysinghappily.二.单元教材分析本单元主要围绕“谈论人物”这一话题展开教学，主要涉及询问有关人物姓名What’syourname？年龄Howoldareyou/ishe/she？职业What’syour/his/herjob?等。在教学时教师应注意创设日常生活的情景。本单元出现了不少职业类单词，教师应重点思考采用多种生动活泼的方法来教授这些单词。三、教学重点1．能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2．能听懂、会说、会读日常交际用语It’scoldtoday,isn’tit?Whatdoyouwanttobe?Iwanttobe…3．能听懂、会说、会读和会写句型What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…4．了解字母组合dr,tr在单词中的读音5．会唱歌曲Theysinghappily.四、教学难点1．能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2．能听懂、会说、会读日常交际用语Whatdoyouwanttobe?Iwanttobe…3．能听懂、会说、会读和会写句型What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…Unit3What’syour/his/herjob?（第一课时）一、 教学内容AReadandsay二、教学目标1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…三、教学重点1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…四、教学难点1、能听懂、会说、会读和会写句型What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…五、教学准备1、教具准备1)单词卡片2）关于本课时的多媒体课件或人物用物品。3）录音机和磁带。2、板书准备：写好课题和日期。Unit3What’syourjob?六、教学过程Step1Singthesong:TheysinghappilyStep2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girlwith….?He’s/She’s…He’s/She’sastudent.4.What’syourfather’s/mother’sname?What’shis/herjob?He’s/She’sa…Step3Readandsay1.Watchthecartoonandtrytoanswerthequestion:What’stherobot’sname?2.Readafterthetape.跟读,齐读、分组读、分角色读课文。3.Actthedialogue.Step4Funhouse1. WatchthecartoonofFunHouse,thenreadG1bythestudentsthemselves,understandthemeaning.2.Actthedialogue.七.作业设计1. ReadandrecitePartA.2. CopyandtranslatePartA.八.板书设计Unit3What’syourjob?(A)A:What’shis/herjob?B:He’s/She’sa….A:Arethey…s,too?B:Yes,theyare./No,theyaren’t.九.教后记Unit3What’syour/his/herjob?（第二课时）一、教学内容BLook,readandlearn&CAskandanswer&Song.二、教学目标1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…三、教学重点1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…四、教学难点1、能听懂、会说、会读和会写句型What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…五、教学准备1、教具准备1)单词卡片2）关于本课时的多媒体课件或人物用物品。3）录音机和磁带。2、板书准备：写好课题和日期。Unit3What’syourjob?六、 教学过程Step1Singthesong:Who’sthatgirl?Step2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girlwith….?He’s/She’s…He’s/She’sastudent.4.Isthat…yourfriend?Whichone?Theoneinthe…Yes,he/sheis.No,he/sheisn’t.Step3Presentation1. 拿出从家里带来的全家照片，教师先与一学生示范：T:Who’sthat…with…?S:He’s/She’smy….T:What’shis/hername?S:He’s/She’s….T:Howoldishe/she?S:He’s/She’s….T:What’shis/herjob?S:He’s/She’sa….继而揭示课题Unit3What’syour/his/herjob?Step4Look,readandlearn1.Nowfirstwelearnsomewordsofjobs.Lookatthiswoman,what’sherjob?学习职业单词apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.用单词图片Askandanswer:What’shis/herjob?He’s/She’sa….师生间—生生间,进一步巩固熟悉新学的职业单词。Step5Askandanswer1. 运用书上C部分图片来操练重点句型What’shis/herjob?He’s/She’sa…增加介绍两人的Whataretheirjobs?They’re…Step6Consolidation1.回到每人从家里带来的全家照片，教师与一学生再次示范：T:Who’sthat…with…?S:He’s/She’smy….T:What’shis/hername?S:He’s/She’s….T:Howoldishe/she?S:He’s/She’s….T:What’shis/herjob?S:He’s/She’sa….继而practiceinpairs.Step7LearnthesongListenandlearnthesong:Theysinghappily七.作业设计1.CopythenewwordsofB.2.WritethesentenceofC.八.板书设计Unit3What’syour/his/herjob?(B&C)A:Who’sthat…with…?B:He’s/She’smy….A:What’shis/hername?B:He’s/She’s….A:Howoldishe/she?B:He’s/She’s….A:What’shis/herjob?B:He’s/She’sa….A:Whataretheirjobs?B:They’re…九.教后记Unit3What’syour/his/herjob?（第三课时）一、 教学内容DLookandsay&EReadandact二、教学目标1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…3.能听懂、会说、会读日常交际用语It’scoldtoday,isn’tit?三、教学重点1.能听懂、会说、会读和会拼写apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.能听懂、会说、会读和会写句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…3.能听懂、会说、会读日常交际用语It’scoldtoday,isn’tit?四、教学难点1、能听懂、会说、会读日常交际用语It’scoldtoday,isn’tit?五、教学准备1、教具准备1)单词卡片2）关于本课时的多媒体课件或人物用物品。3）录音机和磁带。2、板书准备：写好课题和日期。Unit3What’syourjob?六、教学过程Step1Singthesong:TheysinghappilyStep2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girlwith….?He’s/She’s…He’s/She’sastudent.4.What’syourfather’s/mother’sname?What’shis/herjob?He’s/She’sa…Step3Revision1.Listenandrepeatthedialogue.2.Readandrecitethedialogue.3.Actthedialogue.4.ReadandspellthewordsofB.Step4Readandact1.Watchthecartoon看光碟动画，或看图片，听录音，理解对话意思。2.Readafterthetape.跟读。齐读、分组读、分角色读课文.3.Actthedialogueinthree.三人一组表演，其中一人穿红毛衣装扮成老奶奶，不说话。Step5Look,readandcomplete1. Theteacherletsonestudenttothinkofhis/herfriend,thenasktheteachertoguesswhoheorsheis.S:Who’smyfriend?Guess.T:Isyourfriendaboyoragirl?Howoldis…?Is…hairlong?Are…eyesbig?...Ithinkyourfriendis….2. Theteacherletsonestudenttothinkofhis/herfriend,thenaskallthestudentstoguesswhoheorsheis.S1:Who’smyfriend?Guess.S:Isyourfriendaboyoragirl?Howoldis...?Is…hairlong?Are…eyesbig?...Ithinkyourfriendis….3. Practiceinpairs.4. Openbooks,fillintheblanksandcompletethedialogue.七.作业设计1WriteDofUnit32ReadandreciteE,copyE.八.板书设计Unit3What’syourjob?(D&E)It’scoldtoday,isn’tit?GuesssixtyeightyIsyourfriendaboyoragirl?Howoldis…?Is…hairlong?.Are…eyesbig?...Ithinkyourfriendis….九.教后记Unit3What’syour/his/herjob?（第四课时）一. 教学内容：FListenandrepeat&GFunhouse复习本单元所学单词、句型、完成练习册。二.教学目标：1．了解辅音字母dr,tr在单词中的读音2.巩固、运用所学的语言知识。3.通过听力练习，进行听力培养。三、教学重点1.复习单词：apoliceman,apolicewoman,awaiter,awaitress,adriver,aworker,afarmer,acook.2.复习巩固句型：What’syour/his/herjob?I’m/He’s/She’sa…Whataretheirjobs?They’re…Howoldareyou/ishe/she?I’m/He’s/She’s…3. 能听懂、会说、会读日常交际用语Whatdoyouwanttobe?Iwanttobe…4. 了解辅音字母dr,tr在单词中的读音四、教学难点学会“谈论人物”。五.课前准备1录音机，磁带2练习册3.教学挂图或多媒体课件六.教学过程Step1Singthesong:TheysinghappilyStep2Freetalk1.Greetings(师生之间常规问好)2.Goodmorning/afternoon,boysandgirls.Hi!/Hello!/Nicetomeetyou.Howareyou?Whatdayisittoday?3.Who’sthatboy/girlwith….?He’s/She’s…He’s/She’sastudent.4.What’syourfather’s/mother’sname?What’shis/herjob?He’s/She’sa…Step3Revision1.Guesswho’smyfriendaccordingtoD.2.ReadandrecitethedialogueofE.3.Actthedialogue.Step4Funhouse1.ReadandrecitethedialogueofG.2.Actthedialogue.3.Dothesurvey:Whatdoyouwanttobe?Iwanttobe…Thentelltheclasshowmanyboysandgirlswanttobe…Step5Listenandrepeat1.Listentothetape,readafterthetape.注意dr,tr在单词中的读音，读读，拍拍（节奏）2归纳含有字母dr和tr的单词Step6Listenandexercise打开《补充习题》，在教师指导下做听力练习。七.作业设计1.Completetheexercise.2.Reciteandwritethenewwords.3.Recitethewholeunit.八.板书设计Unit3What’syourjob?(F&G)A:Whatdoyouwanttobe?B:Iwanttobe…dr/dr/tr/tr/九.教后记4BUnit4Buyingfruit(PartA)TeachingPlanTeachingAims：1.能听懂、会说单词buy,pears,grapes,some。2.能听懂、会说、会读句型Whatarethese/those?They’re…Howmanykilos?…kilos,please.并获得运用所学语言进行交际的能力。要求读音正确，语调自然。Keystoneanddifficulties：1.能正确理解运用句型Whatarethese/those?They’re…Howmanykilos?…kilos,please.TeachingStepsTime：25minsStepOne:WarmupandleadinTime：5mins1.T:Hello,boysandgirls.Nicetoseeyou.T:Look,thisisafruit.What’sthis?Guess!（showashapeofapear）Yes,it’sapear.（出示清楚的图片）T:（呈现问句和三个梨子的图片）Whatarethese?（呈现答句）They’repears.（带读两遍，拼读一遍）2.T:刚才有一个梨子，用什么句子提问的呢？What’sthis?近处有三个梨子，又是怎么提问的呢？出示Whatarethese?（呈现句子，带读两遍，学生看老师口型）在这里，these是“这些”的意思。所以，当我们想知道近处有一些什么东西的时候，我们可以这样问：Whatarethese?回答用的是They’re...它们是（呈现句型，带读两遍）3.T:Boysandgirls,lookthere.（showagrape）What’sthat?It’sagrape.（出示单词卡，带读两遍，拼读一遍）.（showabunchofgrapes）Now,agrape?Yesorno?No,they’regrapes.（出示句子，带读单词两遍，句子一遍）因为那儿不止一颗葡萄，我们该怎么提问呢？Whatarethose?（呈现问句，带读两遍）当我们想知道远处有一些什么东西时，就可以用这个句子进行提问，回答时，依然可以说：They’re...4.T:现在跟老师一起来复习一下我们刚才学习的两组句型。（呈现两组句型，带读一遍）这两组句型都是用来询问一些东西是什么的，区别在于询问近处的物品是什么用Whatarethese?询问远处的物品是什么用Whatarethose?但是它们的回答都可以用They’re…5.T:同学们，你们学会了吗？我们来练习一下吧。（呈现图片，教师带读）Whatarethese?They’reapples.They’repears.Whatarethose?They’regrapes.They’reoranges.Welldone!StepTwo:PresentationTime：15mins1.T:（呈现果园图片）Who’sshe?Yes,she’sMissLi.Today,MissLiisinanorchard.Sheseessomefruit.Whatfruit?（教师讲解）Let’sgoandwatchacartoon.T:Therearesomanyfruit.MissLi看到了哪些水果呢？（分别呈现对话第一、二幅图）Whatarethese?（PPT呈现句子，带读一遍。下同）They’repears.Whatarethose?They’regrapes.2.T:看到这么多水果，MissLi想做什么呢？让我们继续看动画吧（播放三、四两幅图动画）T:WhatisMissLidoing？Yes.She’sbuyingfruit.她在向果农买水果。（呈现画面，带读短语两遍，拼读单词buy一遍，句子一遍）3.T:（呈现填空题）WhatfruitdoesMissLibuy?MissLi买了哪几种水果呢？我们再完整地看一遍动画吧。（再完整播放课文动画）T:？Now,let’schecktheanswertogether.（出示答案）MissLibuyssomepearsandgrapes.因为水果的数量不止一个，所以我们可以用some“一些”来表示。4.T:（出示填空题）Howmanykilosarethey?kilo是一个重量单位“千克”。Sayafterme,please.（看教师口型，带读kilo两遍，Howmanykilos?一遍）Howmanykilosofthepears?买了几千克梨呢？Yes,threekilosofpears.三千克。（出现答案）Andhowmanykilosofgrapes?（出现图“葡萄”）Twokilos.（出现答案）5.T:同学们还记得MissLi想买一些梨时，是怎样表达的吗？（呈现画面，点击后出现句子）I’dlikesomepears,please.果农不清楚她要买多少，问：Howmanykilos?MissLi告诉他要买三千克，说：Threekilos.T:Readafterme,please.（带读句子一遍）6.T:Now,openyourbooksatpage30and31.Followme,please.7.T:Well，let’sactitout!（分别显示课文的四幅图，点击播放MissLi的声音，出示果农的句子让学生齐读）StepThree:ConsolidationTime：5mins1.Studentsactthetextout.2.SummaryT:今天我们学习了两个水果类单词pears和grapes。（呈现图和单词，带读一遍）下节课我们还将接触到更多的水果类单词。T:我们还学习了如何询问一些物品是什么的句型（呈现句型），但是在使用这两组句型时要注意区分物品的远近关系。T:此外，我们还学会如何询问物品的重量Howmanykilos?回答时可以根据物品的千克数来说…kilos.4BUnit4Buyingfruit(PartBCD)TeachingPlanTeachingAims：1.能听懂、会说单词apples,oranges,bananas,peaches,watermelons,pineapples2.能听懂、会说、会读主要句型Whatarethey?They’re…I’dlikesome…,please.Howmanykilos?…kilos,please.Hereyouare.并获得运用所学语言进行交际的能力。Keystoneanddiffi