2015上海牛津版四年级英语下册全册教学设计教案

九年义务教育四年级英语上海教育出版社城子街镇柳溪小学校PAGE78-九年义务教育四年级英语上海教育出版社城子街镇柳溪学校九台市中小学实施标准化教育教学管理教案（2014――2015学年度第二学期）四年级英语星期课程表星期节次年节次年一二三四五123456城子街镇柳溪小学教学进度计划表周次起止月日预定教学进度授课时数实际教学进度超迟原因备注1234567891011121314151617181920

学生成绩考查表年班成绩学成绩姓名姓名号项目项目前期成绩平时平时平时平时平时期中成绩期末成绩总评1234567891011121314151617181920212223

Module1UsingmyfivesensesUnit1Look!Languageskills:Listening:IdentifykeywordsinanutterancebyrecognizingthestressLocatespecificinformationinresponsetosimplequestionsSpeaking:OpenaninteractionbyelicitingaresponseMaintainaninteractionbyprovidinginformationinresponseUseappropriateintonationinquestionsandstatementsWriting:DevelopwrittentextsbyaddingpersonalideasandinformationtowritingDevelopwrittentextsbyputtingwordsinalogicalordertomalemeaningfulphrasesorsentencesDifficultpoints:Prepositions:Behind,beside,in,on,under‘Wh-’question:Where\What\Whose…?Materials:Pictures,recorder,tapesTeachingTimes:FiveperiodsTheFirstPeriodTeachingtasks:Word::brushdofelt-penpaintsleeptalkthinkGrammar:thesethoseWhathaveyougot?Ihavegot…Whose…arethese?Where’s…?Difficultandmainpoints:These…Those…Teachingbreach:Usingthethings,compareandtrytosay.ProcedureContentsMethodPurposePre-taskpreparationSongDailytalkRevisionPssingtogetherT-PP-PWhile-taskprocedureLookandlearnThick/thinThese/thosepaintbrushfeltpenWhathaveyougot?1.T.showthepicturesandlearnthewords.Paint/feltpen/paintMakephrases.BrushbrushesPaintpaintsFeltpenfeltpens2.Comparetwobooks.Show:thinthickLearntheword.Trytosay:E.G.Therubberisthick.Theruleristhin.showthethingsandshow:these/thoseComparetheopposite.Trytosay:Theseare.Thoseare.T:Whathaveyougot?I’vegotthese.T-PP-tP-P通过用事物来引出学习文具,在学习使用中掌握单词.在对事物的比较中引出单词,在对比和使用中学会他的不同含义并灵活运用.Post-taskactivitiesWorkbookpage1P-PaskandanswerListentothetapeandrepeat.Readinrole.HomeworkCopythewordsandsentencesListenandread.Feedback:寓学于乐让学生轻松、快乐、高效地学习地是我们的追求的游戏，是我们的好帮手之一。因此，我在本课设计了findtheword游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读学习用品。TheSecondPeriodTeachingtasksGrammar:Whose…arethese/those?Sounds:-ckTeachingcontents:1.Whosepaintsarethese/those?They’reBetty’spaints.2.-ckDifficultpoints:whosepensarethese?Teachingbreach:Usingthethingstopracticethesentence:Whosearethese/those?ProcedureContentsMethodPurposePre-taskpreparationRevise:myyourhrhisMakephrases.Trytosay:These/thosearemy/your复习前一教时的复数句，以便引出新句型While-taskprocedureAretheseyour/yourbooks?-ck-c-kTask:Aretheseyourbooks?Pupilsanswer.Readthequestions.Practicethesentences.Show:Whosebooksarethese?They’reyour/her.Askandanswer.Compare:Whosebooksarethose?Whosebookisthat?Pairinroles.Listentothecassetteandshowthewords.Readthewords:chickduckthicksockblackbooklookkitecakecockcatcagecream5.Trytosaysomewords.在句型的教学中,不单纯的教书上的句型,通过在使用中使学生学会问答,培养学生会话能力.在辅音字母的发音教学中,注重学生的体会和单词的举例.在平时教学中,注重体会.Post-taskactivitiesWorkbookpage2Copythesentences.Grammarbook2HomeworkCopythewordsandsentencesListenandread.TheThirdPeriodTeachingcontentsUsingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakingTeachingcontentsWhatarethechildrendoing?I’mdoing…What’she/shedoing?He’s/She’s…Areyou…?Yes/No.I’mDifficultandmainpoint:Presentcontinuoustense.Teachingbreach:Actandtrytopractise.ProcedureContentsMethodPurposePre-taskpreparationWhoseAskandanswer.While-taskprocedureSleeptalkRevisethewords:readwritedrawpaintdancesingT.Whatcanyoudo?P~PShowthewordsandrepeat.Tactsandask:WhatamIdoing?I’mreading.Repeat:sleep–sleepingtalk--talkingdraw--drawingwrite--writingcome—cominghave__havingrun--runningput--puttingswim--swimmingsit--sittingT;Whatareyoudoing?PAskandanswer.T:Areyousleeping?Showthequestionandpractice..这一节课主要是学习现在进行时,在教学中,注重在体会中让学生了解时态,不注重语法的传授.在现在分词的朗读上学生有困难,需要及时加强.Post-taskactivitiesWorkbookpage2Listentothecassetteandrepeat.Readinrole.Askandanswer.DoGrammarbook.Homework1.Listenandread.2.CopythewordsandsentencesFeedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"Wearealwaysdoodfriend"这首深情动听的歌曲既能感染学生，调动学生的情绪，歌词中的单词又能为新课学习作铺垫，自然导入新课。2.联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。3.趣味游戏，巩固掌握寓学于乐，让学生轻松、快乐、高效地学习，是我们的追求。游戏，是我们的好帮手之一。因此，我在本课设计了doasIdo,findtheword二个游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读动词。4.反复操练，习得语言。先师生之间进行句型操练，再由学生两两操练，自由操练。针对学生英语基础的差异性，不强求学生用Whatishedoing?I’m...会话，适当降低要求，可以用Whatareyoudoing?I’m…

最后学习新的儿歌”Whataretheydong?”并初步学会根据已有的儿歌编出富于自己个性的儿歌.5.布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。TheFourthPeriodTeachingtargets:AskingWh-questionstofindouttheplaceUsingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakingTeachingcontents:Where’s…?He’s/She’s…Whereare…?They’re…Difficultandmainpoint:Presentcontinuoustense.Teachingbreach:Usingthepicturestopractice.ProcedureContentsMethodPurposePre-taskpreparationSingasong.Dailytalk.Listenandtrytosing.P1~P2~P3调动积极性,训练口头表达和反应能力.While-taskprocedureWhat’sdoing?Whataredoing?T~pWhatareyoudoing?Areyou--?InviteP1actandtasks:WhatisP1doing?Askandanswer:Invitetwopupilsactandasks:Whataredoing?Practice.Showthepicturesandask:WhereisDanny?Whereare?Pairwork.Listentothecassetteandrepeat.Readinrole.Askandanswer..在教学中通过演示使学生学会用英语思维方式思考,在学习中培养自主学习的能力.Post-taskactivitiesCopythesentences.Grammarbook3HomeworkCopythewordsandsentencesListenandreadthetext.Unit2Whatcanyouhear?Languageskills:Listening:IdentifykeywordsinanutterancebyrecognizingthestressLocatespecificinformationinresponsetosimplequestionsSpeaking:OpenaninteractionbyelicitingaresponseMaintainaninteractionbyprovidinginformationinresponseUseappropriateintonationinquestionsandstatementsWriting:DevelopwrittentextsbyaddingpersonalideasandinformationtowritingDevelopwrittentextsbyputtingwordsinalogicalordertomalemeaningfulphrasesorsentencesDifficultpoints:Prepositions:Behind,beside,in,on,under‘Wh-’question:Where\What\Whose…?Materials:Pictures,recorder,tapesTeachingTimes:FiveperiodsFirstperiodContents:Words:piano,recorder,violin,guitar,drum,triangleLanguagefocus:Usingnounstoidentifythingse.g.apianoDifficultpoints:Pronunciation:piano,recorder,violin,guitar,drum,triangleTeachingbreach:Usingthesongstopracticethewords.ProcedureContentsMethodPurposePre-taskpreparationSongDailytalkRevisionPssingtogetherT-PP-PWhile-taskprocedureLookandlearnWhatcanyouplay?Icanplay…T:(showobjects)Look.What’stheshape?P:It’satriangle.Psay‘triangle’T:Look,Icanplaythetriangle.Ting…PsayandactT:Ihavegotadrum.It’snice.Pread‘drum’P(sayandact):Icanplaythedrum.Boom…T:(show)Whosepenisthat?Thesamewaytoteach;piano,recorder.Violin,guitarT:Icanplaythe…Whatcanyouplay?PanswerP-PSingasongtogether在词汇的教学中注重单词发音的体会，帮助学生根据发音规律来记忆单词。并加强在句子的使用中来学习单词。Post-taskactivitiesWorkbookpage4OurnewsongP-PaskandanswerPusethesentencestheyhavelearnedbeforeandwritesimplelyrics由于歌曲容易上口，学生兴趣较浓，学起来较快。HomeworkCopythewordsandsentencesSecondPeriodContents:Sentences:Whose…isthis?It’sEddie’s.Languagefocus:Asking’yes\no’questionstoobtainsimpleresponses.Asking‘wh-‘questiontofindoutwhichpersonsomethingbelongstoUsingpronounstoindicatepossessionsUsingpossessiveformsofnounstoshowpossessionsDifficultpoints:Asking‘wh-‘questionstofindoutwhichpersonsth.belongstoTeachingbreach:Usingthethingstoaskandanswer.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PWhile-taskprocedureLookandsayhearnoiseAskandanswerPracticeT:(tape)Listen,whatcanyouhear?P(read)hearP:Icanhearthe…T:Isitapieceofmusic?It’sjustanoise.P(read)noisePsreadafterthetapeP-PpracticethedialogueActoutAsk:Whose…isthis?Toelicit:It’s.P-PCanyouhearanoise?It’sa…Isityour…?Yes,it’smy…\No,itisn’tmy…在这节课中,情景的创设是很重要的,通过声边的东西来操练句型.,达到复习乐器的目的.Post-taskactivitiesWhoseisit?P-PaskandanswerPusethesentencestheyhavelearnedbeforeandwritesimplelyricsHomeworkCopythewordsandsentencesThirdperiodContents:Words:in,on,under,behind,besideSentences:Where’s…?It’s….Languagefocus:Asking‘yes\no’questionstoobtainsimpleresponsesAsking’wh-‘questionstofindoutwhichpersonsomethingbelongstoUsingpronounstoindicatepossessionsUsingpossessiveformsofnounstoshowpossessionsDifficultpoints:Prepositions:in,on,under,behind,besideTeachingbreach:Putthethingstopracticethewords.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PTshowpicturesPsay:Icanplay…While-taskprocedureLookandlearnin,on,under,behind,besidePointandsayWhere’sKally’sdrum?It’sbehindherchair.LearnthesoundThesmallballisonthewall.T:(showpictures)Where’s…?P:It’son\in\under…Tshow;Istherecorderon\in\underthebox?P:No.T:It’sbesidethebox.It’sbehindthebox.Pread:beside,behindPmakesentenceswiththeseprep.T:kitty’sviolinAlice’srecorderEddie’sguitar….Ppointasquicklyastheycanp-p:AskandanxwerTtapePlistenandread教学中通过摆设文具的位置来学习方位介词,并在此基础上学习使用形容词性物主代词的介词词组.在摆摆放放中学会正确表达.Post-taskactivitiesWorkbookpage5SpotthedifferenceP-PaskandanswerPusethesentencestheyhavelearnedbeforeandwritesimplelyrics在课文的朗读训练上注重学生的语气语调的正确和流畅.HomeworkCopythewordsandsentencesFourthperiodContents:Words:basket,eat,holeLanguagefocus:UsingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakingUsingpredicativeadjectivestodescribefeelingsUsingprepositiontoindicatepositionsDifficultpoints:basket,hole,eating,chasingTeachingbreach:Trytoactoutthestoryanddiscusstheend.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PWhile-taskprocedureReadastoryThecatandthemouseLearnthesoundThesmallballisonthewall.ReadandanswerpracticeT:(showpictures)Whosehouseisit?It’scat’shouse.It’sabasket.PreadTshowpicturesPsaysth.aboutthepictures:Thecatisinthebasket.Itissleeping.Themouseishungry.Itiseating…TtapePlistenandreadP-P:Askandanswerp-p:Actoutthestory在故事教学中注重学生的想象能力的培养,让学生想象结果回如何,让学生叙编故事,并通过体温的形式串联起来,便于学生的复述.Post-taskactivitiesThat’snottheendofthestoryPdrawpicturesandrewritethenewendingHomeworkCopythewordsandsentencesFifthperiodContents:ReviewthewordsReviewthesentencesDifficultpoints:Prepositions:behind,beside,in,on,under‘Wh-‘questions:Where\What\Whose…?Teachingbreach:Usingthequestionstopractice.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PWhile-taskprocedureRecitethewordsandsentencesDotheexercisesT-PCorrectWhosepenarethese?Thosepaintarenew.Whathasyougot?I‘vegotadogs.Whatistheydoing?Theyareread.Whatarehedoing?He’splaying.WhereisPeterandTom?Heisinthehall.在这课中通过对平时作业的批改和总结,找出学生易错的地方进行针对性的练习.HomeworkCopythewordsandsentencesFeedback：联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。Unit3Whatcanyoufeel?Languageskills:Listening:LocatespecificinformationinresponsetosimpleinstructionsReading:LocatespecificinformationinashorttextinresponsetoquestionsPredictthemeaningofunfamiliarwordsbyusingpicturecuesSpeaking:UsemodeledphrasesandsentencestocommunicatewithteachersorotherlearnersWriting:ReviseandeditshortwrittentextsbymakingchangestoincorrectinformationDifficultpoints:Imperatives:feel\Put\Mix\Show\Collect…Invertedorderforquestion:Isit…?Predicativeadjectives:sharp,bluntPossessive’s‘Wh-‘questions:whatisit?Whoseisthis…?Materials:Wordandpicturecards,objects,cassetteandacassetteplayerWorkbook4BTeachingtimes:FiveperiodsFirstperiodContents:Words:donkey,Imperatives:Feel,Put,Mix,ShowLanguagefocus:Usingnounstoidentifyanimalse.g.donkeyUsingimperativestogiveinstructionse.g.Feelthedonkey.Difficultpoints:basket,hole,eating,chasingTeachingbreach:Usingthepicturestoputandsay.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PWhile-taskproceduretailDonkeyLookandsayFeel…Put…TouchandfeelPlayagameT:(showpictures)Thisisahorse…Thisisitshead.Isthisitshead?P:No.T:Thisisitstail.Pread:tail:Isthisahorse?P:No.T:It’sadonkey.Monkey-donkeyPread.TtapePreadafterthetapePsayandactPmatchandfillintheblanks:Thisis\Theseareits.Feelthe.Puttheonthe.p-pp1:I’maduck.Ihaven’tgotanose.P2:Icanhelpyou.Feeltheduck.Putthenoseontheduck.在单词的训练中注重加强和相近字的比较,找出不同点,便于学生记忆.通过自画缺胳膊段腿的动物来操练句型,注重单复数的比较和操练.Post-taskactivitiesWorkbookpage6p-paskandanswerpspracticepsdotheexercisesHomeworkCopythewordsandsentencesFeedback：在教与学的互相推动中，学生才是课堂的主体，老师只是起到了一个引导者的作用。我在课中每进行一个步骤都体现了这一点。在第一个讲授单词的环节中，就充分调动起学生的积极性，由自己表演，来让大家猜出新单词。在学习了词汇，集中与单独读过之后，为了加深大家的记忆，又让同学们来表演每个单词。在while-taskprocedure中，又对主要句型进行了对话训练。在最后的Role-play中，大家踊跃表演，充分练习，发挥了课堂主人翁的作用。SecondperiodContents:Words:sharp,bluntSentences:Isithot?\It’s…Languagefocus:Usingimperativestogiveinstructionse.g.Touchthewindow.Asking‘yes\no’questionstoobtainsimpleresponsese.g.Isithot?Usingpredicativeadjectivestodescribethingse.g.It’sblunt.Difficultpoint:singnounstoidentifyanimalsTeachingbreach:Usingtheoppositewordstodescribethethings.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PGame:Thisisa.Thisis\Theseareits.Feelthe.Puttheonthe.While-taskprocedureMakeandplayT:(showpictures)Describethethings.Psay:Thewaterishot.Theiceiscold.Thestrawberryisrough.Theappleissmooth.The….ect.T:Thispencilissharp.Isthispencilsharp?P:No.T:It’sblunt.PreadPmakesentenceswiththeirownthings:Myfaceissmooth.Mychairishard.Ect.p-ppractice这一课主要是对反义词的复习和使用,通过对事物的描述训练学生表达和对反义词的掌握.AskandanswerPlaythegameinpairsTouchthe…..Feelit.Isithot\cold\…?Tintroduceafewmorepairsofopposites:clean-dirty,old-young,fast-slow….Post-taskactivitiesWorkbookpage7P-PaskandanswerPsdotheexercisesHomeworkCopythewordsandsentencesFeedback：ThirdperiodContents:Sentences:whatisit?\Howdoesitfeel?\Putthe…inthebag.Languagefocus:Usingimperativestogiveinstructionse.g.Danny,putyourpencilinthebag.Asking‘wh-’questionstofindoutwhichpersonsomethingbelongtoe.g.Whoseballoonisthis?Asking‘wh-‘questionstofindoutvariouskindsofspecificinformationaboutAthinge.g.Whatisit?Usingpredicativeadjectivestodescribethingse.g.It’ssmooth.Difficultpoint:UsingimperativetogiveinstructionsUsingpredicativeadjectivestodescribethingsTeachingbreach:Usingthepupils’thingstoaskandpractice.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP:Showsth.:The…is…The…are…While-taskprocedureReadandtickthingT(showabag):Therearesomethingsinmybag.Pread:thingT:Putmyhandsinthebag.Touchonething.Askme‘Howdoesitfeel?’P:Howdoesitfeel?T:It’saballoon.TplaythecassettePslistenandfollow.P-Pactout.在游戏中学会描述事物的不同特征,学生兴趣较浓,表达踊跃.TickthewordsPlayagameP-P:Istheballoonbigorsmall?Istheballoonhardorsoft?Istheballoonsmoothorrough?P-PpracticeP1putthethingsintothebag.P2/P3…:Putyourhandinthebag.P1:touchonething.Hodoesitfeel?P2:It’sbig/smooth/soft…在描述中,鼓励学生用尽量多的词汇来形容,.Post-taskactivitiesWorkbookpage7P-PaskandanswerPsdotheexercisesHomeworkCopythewordsandsentencesFeedback：当有学生回答问题很准确时，教师适时的向对方投去赞许的目光，而当有同学不小心犯了错误时，她会巧妙地绕过这个失误，自己给出正确答案并强调一下。这种教学方式能使学生感到亲切、自然，信心百倍的投入到学习中。FourthperiodContents:Sentences:Whereisit?/Isit…?Languagefocus:Asking‘Wh-‘questionstofindoutthepositionse.g.Where’smyrabbit?Asking’yes/no’questionstoobtainsimpleresponsese.g.Isitunderyourdesk?Difficultpoints:Asking’Wh-‘questionstofindoutthepositionsTeachingbreach:Usingthethingstopractice.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PFillintheblanks:Where’s?It’sin/on/under…While-taskprocedureReadandanswerThingTrueandfalseLearnthesound-ssT(showabag)P:Putmyhandinthebag.Touchonething.It’ssmooth/soft.It’sarabbit.T:It’smyrabbit.Where’smyrabbit?P:It’sonthedesk.It’sinthebag…TplaythecassettePslistenandfollowP-PreadandjudgePsreadtogetherTplaythecassettePslistenandreadPscollectthewordswith‘-ss’Psreadthewords在教学中通过创设情景对地点的不同变化来操练句子.在发音的学习中注重学生体会和对学过单词的发音体会,了解发音规律.Post-taskactivitiesListeningtaskWorkbookpage8Havestudentslookatthepicturesandidentifythepositionsofthedifferentobjects.Havestudentsfinishtheexercises.Inviteindividualstudentstogiveyoutheanswers.Therestoftheclasscheckanswers.TplaythecassettePslistenandmatchT-Ps:Checktheanswers.Homeworka.Copythewordsandsentencesb.ListentothetapeagainFifthperiodContents:RevisionsDifficultpoints:Imperatives:Feel/Put/Mix/Show/Collect…Invertedorderforquestion:Isit…?Predicativeadjectives:sharp,blunt‘Wh-‘questions:Whatisit?Whoseisthis?…ProcedureContentsMethodPurposePre-taskpreparation1.Song2.DailytalkPssingtogetherT-PWhile-taskprocedureRevisionsReviewthewordsdonkeytailfeelputtouchroughsmoothcoldhardsoftbluntthingPsreadtogetherInviteindividualstudentstoreadFillintheblanksisshedoing?She’ssitting.–ishe?He’sTom.rethey?Theyareinthehall.pens?Therearetwo.catisit?It’smycat.istheruler?Twoyuan.WritingFeedback：布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。Unit4Whatcanyousmellandtaste?Languageskills:Listening:RecognizedifferencesintheseofintonationtodifferentiatebetweenquestionsandrespondappropriatelyIdentifykeywordsinanutterancebyrecognizingthestressLocatespecificinformationinashorttextinresponsetoquestionsSpeaking:UsemodeleddialoguetocommunicatewithotherlearnersReading:IdentifythemainideafromadialogueLocatespecificinformationinashortdialogueinresponseoquestionspredictastoryusingpicturecluesWriting:DevelopwrittentextsbyaddingpersonalideasandinformationtowritingwhenamodelorframeworkisprovidedDifficultpoints:Askingaboutdescribingandidentifyingthesmell/tasteofcommonfoodanddrinksVerbs:Ilike/don’tlike…Question:Doyoulike…?Materials:Pictures,objects,tapeTeachingtime:FiveperiodsFirstPeriodContents:Words:cannot,blind,smell,shop,taste,hamburgerLanguagefocus:Usingpredicativeadjectivestodescribepeoplee.g.Heisblind.Usingmodalstotalkaboutabilitye.g.Icansmellbiscuits.Asking‘yes/no’questionstoovtainsimpleresponsewe.g.Isthisafruitshop?Difficultpoints:Usingpredicativeadj.todescribepeopleTeachingbreach:Actanttrytoknowthestory.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PT:Whatcanyoudo?P:Icansmell/taste/feel/touch…While-taskprocedureReadandanswerPlayagameT:cantheboysee?P:No,hecan’t.T:Yes,he’sblind.Pread‘blind’T:Whatcanhedo?P:Hecantouch/smell/taste…TplaythecassettePslistenandrepeatPanswerthequestions:WhatcanDavidsmell?Hecansmell…P-P:Actout(Ben$David)TdividestudentsintogroupsAskthemtoputtheirsnacksonthedeskPusethedialogueinplayagametoplaythissmellinggame通过对盲人的了解来学会帮助别人.学会珍惜自己所拥有的,知道自己的感官的用处.Post-taskactivitiesCanyousmellit?Tdividestudentsintogroups.AskthemtodrawfoodthatgivesastrongsmellandfoodthatgivesalightsmellondifferentsheetsofdrawingpaperHomeworkCopythewordsandsentencesSecondPeriodContents:Withsth..aboutfruitLanguagefocus:Usingpredicativeadjectivestodescribethingse.g.It’srough.Usingimperativestogiveinstructionse.g.Closeyoureyes.Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutapersone.g.Whathaveyougot,Kitty?Difficultpoints:singpredicativeadjectivestodescribethingsTeachingbreach:Tasteandtrytodiscribethefeelings.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PP-PPlayagameP-P:Closeyoureyes.Whatcanyousmell?Icansmell….Isitnice?Yes/No.While-taskprocedureLookandtalkReadandanswerTtape,PlistenandreadTinvitestudentstolistthefoodshowinthepicturesontheboardPguessriddles$sayIt’s(size)It’s(fexture)It’s./It’snice./notnice.It’sa/an.Ttape,Plistenandrepeat.Tdividestudentsintopairs.AskstudentstousethedialogueinReadandanswertoaskandguess.PaskandguessThavestudentsnamethefoodshowinaboutyou.Encouragestudentstocirclethefoodthatsmellnice.通过对事物的描述锻炼学生的写作能力.在通过感官参与的活动中,培养学描述能力.Post-taskactivitiesWorkbookpage9AskingandmatchWorkinpairsCompletethedialoguesHomeworkCopythewordsandsentencesFeedback：小学生学习英语最好的方法就是通过活动来学习，“语言是练会的，而不是学会的。”情景教学通过图画、音乐、演示、多媒体等来设置情景，使学生可以眼看、耳听、鼻闻、手触等各种感官吸收信息，从而获得生动的形象，丰富了具体的知识。今天学生是积极主动的观察、感受、想象，因而充分拓展了学生思维的新奇思路。ThirdperiodContents:ReadastoryLanguagefocus:Usingpredicativetodescribethingse.g.Thegrapesareroundandpurple.Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakinge.g.Afoxislookingatthegrapes.Asking‘wh-‘questionstofindoutvariouskindsofinformationaboutathing/ananimale.g.///whatshapearethegrapes?Whatcolouristhefox?Usingdemonstrativestorefertopeopleorthingse.g.Thosegrapesaresour.Difficultpoints:Retellthestory.Teachingbreach:Usingthepicturestoimaginethestory.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-P(kindsoffruit)T:I’vegotfruit.It’ssmall/big/rough/sweet…While-taskprocedureReadastoryP:It’sa…TshowgrapesPsread:grape,Ilikegrapes.Taskquestionsaboutgrapes.Panswer:Thefox/birdlikesgrapesPsayandactTtape,PreadPretellthestoryT:Atlastthefoxcan’teatthegrapes.在教学中通过观看图片,想象故事的发展,训练学生的想象和会话能力.Post-taskactivitiesAnextendedversionofThefoxandthegrapesDividestudentsintogroups.Encouragestudentstodiscussandritesomenarrativesentencesforthepicturesandfillinthespeechbubbles.Colourthepictures.Actthestory.HomeworkCopythewordsandsentencesFourthPeriodContents:Words:lemonjuice,waterLanguagefocus:Usingnounphrasestoidentifythingse.g.pineapplejuiceDifficultpoints:Sound:-fffluff,cuffTeachingbreach:Usingthejuicetotasteandlearnthewords.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PUncountablenouns:Food:bread,flour,chocolte…Drink:water,juice,Coke,coffee…While-taskprocedureLookandlearnLearnthesoundT:Whatkindofjuicedoyoulike?P:Ilikeapple/orange/banana…juice.Ttape,PfollowinbooksTpouradifferentkindofjuiceintoeachcup,drawatablesimilartotheoneonpage1ofthestudents’book…T:Closeyoureyes.Smellit.TgiveastrawtothestudentT:Tasteit.Whatisit?P:It’s…Ptasteandfinishthetable-ffSomefluffisonthecuff.Psreadafterthetape在教学中通过学生对果汁的品尝中学习词汇,学生对果汁较感兴趣,因此积极性较高,易于接受.Post-taskactivitiesWorkbookpage10PfinishwritingthesentencesinLook,readandwriteAskindividualstudents:Whatdoyoulike?ToelicitIlike(akindlfdrinkfromthefirstexercise)HomeworkCopythewordsandsentencesFifthPeriodContents:Words:kitchen,makeacake,present,clockSentences:WhathaveIgot?Youhavegot….Languagefocus:Asking‘wh-‘questionstofindoutvariouskindsofspecificinformationaboutapersone.g.Whereismum,Kally?Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakinge.g.She’smakingacake.Usingdemonstrativestorefertoobjectse.g.Whosepresentsarethose?Usingformulaicexpressionstoexpressgoodwishese.g.HappyBirthday!Usingimperativestoindicateprohibitionse.g.Closeyoureyes.Usingimperativestoindicateprohibitionse.g.Don’tbelateagain.Difficultpoints:Newwords:kitchen,make,present,clock…Teachingbreach:Makingabirthdaypartytolearn.ProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PBirthdaywishesbirthdaycake/cardP-PWhile-taskprocedureSayandactBirthdaypresentLearnthesoundT:It’sKally’sbirthdaytoday.Weshallgivehersomeflowers,toys.Theyarepresents.Pread:presentTshowapresent:Guess,whatisit?PguessTaskonePtocloseeyesandtouchandguessT:WeshallgiveKallyacake.Buyacakeormakeacake?Pread:MakeT:Whatcanyoumake?P:Icanmakeaplane/cat…Y:Wherecanyoumakeacake?Intheclassroom/fruitshop…?Tshow:kitchenPread:kitchen通过创设这样的情景,使学生体会生日派对的气氛,了解外国人生日的不同表示.,了解中外不同的文化差异.Post-taskactivitiesWorkbookpage11Extendthetaskbyhavingthesamegroupspracticethedialogue,substitutingthetoycar,theboxofchocolatesandtheclockwithotherspresents.Selectgroupstoactoutthenewdialogue.Checkstudent’spronunciation,andcorrectifnecessary.HomeworkCopythewordsandsentencesFeedback：SixthPeriodContents:Modalverbs:cancannotImperatives:Closeyoureyes.Haveabiscuit.PredicativeadjectivesPresentcontinuoustenseDifficultpoints:PresentcontinuoustenseProcedureContentsMethodPurposePre-taskpreparation1.Song2.Dailytalk3.RevisionPssingtogetherT-PPreadandspellthewords.While-taskprocedureSayandactDotheexercisesActoutthestory‘Thefoxandthegrapes’ActthedialogueFillintheblanks:1.Wheremum?isthekitchen.2.What’sthis?aboxofchocolates.3.Whatarethese?arenewpens.arethegrapes?Theyarepurple.Doyoulikelemons?No,I.Thefoxlikeapples.Lookthebananas.arenice.HomeworkReviewUnit4Feedback:培养学生的综合语言运用能力，必须为学生提供语言实践活动的空间。只有在交际性的活动中，才能使学生主动运用拓展所学的内容，提高用英语交际的能力。表演活动是一种行之有效的语言实践活动，本课故事内容单调枯燥，用复述故事的形式会显得呆板，没有趣味，受内容的局限，戴上头饰表演也有困难。我就让学生自己制作好puppets,在小组中用木偶剧的形式表演，鼓励学生加入人物的对话并且可以续编，学生在表演活动中主动参与，创造性地运用语言，使故事情节更完整，内容更具体，语言更丰富，学生在语言实践中体验成功的快乐