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陕西旅游出版社小学英语第三册全册教案1(2)

发布时间:2013-09-18 12:57:54  

Lesson 1

Look at the picture of my family!

一,二册我们学习了个人信息,我的name,我有how old,我在哪家school,我的teacher等。今天我们来了解一下我们的家人。我们家都有什么人哪?爸爸妈妈和我,我来告诉你我叫什么,他们叫什么,同时要学生了解平日里父母有多爱自己的孩子,引导学生也要爱自己的父母。

教学目的及重难点分析:

1.会说会用这些句子:

This is my family

.This is my Dad.His name is….

2.会说会用会写这些单词 family dad mum picture 。

3. 理解会用会写物主代词my his her 。

4. 能够认读Linda Smith Ann Smith Bob Smith.

课前准备:

1.教师准备自己的家庭照片,一些各地名胜的照片或一些名人的照片。的单人照片各一张和一张姚明的照片。

2.学生准备自己的家庭照片,爸妈的单人照片各一张 。

3.老师准备一个Mr Chen 的手偶。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

教师拿出自己家庭的照片,利用手偶进行对话引出话题:

A:Hello. I’m Miss Smith.My name is Linda Smith.

B:I’m Mr Chen.My name is Chen Hua. Nice to meet you.

A: Nice to meet you ,too. What’s that ?

B: Oh. This is a picture.

A: A picture? Let me have a look.

B: OK. Look! This is my family. This is my dad.

A: What’s his name?

B: His name is Chen Gang. This is my mum.

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父母

A: What’s her name?

B: Her name is Wang Chunmei.

2. 新课展示(New Presentation)

对话词汇学习:

教师通过自己的家庭照片和一些各地名胜的照片或一些名人的照片,父母的单人照片等来讲解句型和词汇:

学习单词时要引导学生学会按音节,按基本的读音规则来拼读单词。

1)教师出示主图中的家庭照片,让学生边看,老师边反复说picture picture picture 。 然后让学生和老师一起拍着手或打着节奏读这个单词,引导学生注意这个单词有两个音节: pic-ture, picture ,pic-ture, picture 。板书时同样注意拼写的节奏,如:写出pic 读/pik /,再写出ture 读/ /。板书的同时让学生空书。

接着,老师用准备的各地名胜的照片或一些名人的照片,还有一些熟人的照片向学生作介绍:

This is a picture of Beijing.

This is a picture of my school.

This is a picture of my teacher.

Is this a picture of your brother?

Yes, it is./No, it isn’t.

2)教师拿出自己家庭的照片,教授单词family 。

教师拿着自己家庭的照片,故装神秘的说:

What picture is it?

This is a picture of my family.

然后,声音从大到小,重复五遍family family family family

family 。让学生学着老师重复这个单词。

学生和老师一起拍着手或打着节奏读这个单词,引导学生注意这个单词有

三个音节。

fa-mi-ly family

老师随手收取几个同学的家庭照片,和自己的家庭照片放在一起,再随手拿出一张,问:

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Whose family is this?

某个同学一看是自己的家庭照片 ,立刻站起来回答:

It’s my family.

然后全班同学大声说:

It’s …’s family.

3) 教师再拿出自己的家庭照片,流露出温馨的样子,指着上面的人说:

Look. This is a picture of my family. This is my dad. This is my mum. 拼读拼写单词dad。

教师出示自己父亲的单人照片说:

Is this your dad? No, he isn’t. He is my dad. He isn’t your dad. 不管是 your dad还是 my dad,人称代词都是“他”,用 he来代替 。

比如:He isn’t your dad. He is my dad.

4) What’s his name, do you know? 他叫什么名字?

Bob Smith.鲍勃 ·史密斯。His name is Bob Smith.

拼读 Bob Smith 。

拼读拼写单词his。

his他的。男性“他的” 都用his。老师指着班上任意一男生引导学生理解 he和his.随手用该男生的物品学习应用人称代词和物主代词。

如:He is Li Dong. He is my friend. He is a good boy.

His name is Tom. This is his pen/ his book / his bag.

两个同学一组一一从教室的走道走过,前一个同学先快速走过时, 用手摸摸每一个男同学的头说:he,he,he,he,he…. 等他走完时,第二个同学也走过这个走道,当他快速走过时,也用手摸摸每一个男同学的头说:his , his , his , his , his ….

5)This is my mum. (示主图中的家人照片,指着上面的妈妈说。) Her name is

Ann Smith.安·史密斯

拼读 Ann Smith 。

拼读拼写单词 mum 。

教师出示自己母亲的单人照片对学生说 :This is my mum. Show me your

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mum . Please say ‘ This is my mum.’

让学生们出示自己母亲的照片一起大声说 :This is my mum.

练习活动:

这个活动横排同时进行。每排的第一个学生出示自己母亲的照片 ,向旁边一个同学介绍:

This is my mum. Her name is Wang Ying.

然后指着旁边同学母亲的照片说:

That’s your mum. What’s her name?

旁边同学接着说:

This is my mum. Her name is Wang Ying.

然后再问旁边下一个同学。活动依次进行。

拼读拼写单词 her。

her她的。表示女性“她的”,我们要用her 。

(示白雪公主图片) The girl is very nice. What’s her name,do you know? Her name is Snow White.她的名字叫白雪公主。She is a nice girl. Her name is Snow White.

老师出示另一女教师的照片,引导学生理解 she和her.师生问答:

T: Who is she ?

Ss:She is our teacher.

T:What’s her name?

Ss: Her name is Zhang Xi.

3.小结:

我们熟悉的I you he she 是人称代词(主格),代表某人。我们可以说我,你,他,她是什么,或者怎么样。而 my your his her叫物主代词,用来表示某人的(什么东西)。

板书:

I-my you-your

he-his she-her

4.巩固活动:

(小组游戏练习人称代词和物主代词)

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把学生分成小组围成圈,或直接以座位的竖行为一组进行接龙游戏。过程如下: A: Hello.I am a girl . I am a student. My name is A.(说完后转向后一

人)

B: Hello.I am a boy .I am a student. My name is B.

(对着A )You are a girl 。You are a student. Your name is A.

(对着大家) She is a girl . She is a student.Her name is A.

(说完后转向后一 人 C )

C:Hey. I am a boy .I am a student. My name is C.

(对着A ) She is a girl . She is a student .Her name is A.

(对着B ) You are boy. You are a student . Your name is B . (对着大家) He is a boy . He is a student .His name is B. (说完后转向后一 人D)

D: Hey. I am a girl. I am student . My name is D.

(对着第 B) He is a boy. He is a student His name is B.

(对着 C) You are boy. You are a student . Your name is C . (对着大家) He is a boy . He is a student .His name is C.

… … .

第一个学生只介绍自己。第二个学生介绍自己,同时介绍第一个学生。第三个学生介绍自己,同时介绍第一个学生和第二个学生。。第四个学生介绍自己,同时介绍第二个学生和第三个学生。依次类推。要求学生人称代词和物主代词用得准确熟练。

5.播放Listen and read部分录音。

听,并跟读。注意人名Bob Smith Ann Smith Linda Smith的读音,介绍

这几个人之间的关系。

6. 播放Listen,look and match部分录音。

听并连线,看看哪个句子和哪幅图意匹配。

7.Let’s practice(I)

复习见人问候, 向别人介绍自己的爸爸妈妈,朋友,同学等。

这一部分可以设计一个game。先让前后两张桌子的四个同学为一组,一个同学先和另一个桌子的同学打招呼,然后把自己的同桌介绍给另一个桌子的同

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学,再由他们两个互相打招呼认识对方。如:

A: Hello,B. This is C. C,This is B.

C:Nice to meet you,B.

B:Nice to meet you.

这一部分还可以设计为小组表演活动。两个同学和另外两个同学相遇,其中熟悉的两个人分别介绍自己的同伴与对方认识。

8.Let’s practice(II)

看图说话,看看缺了那些单词,你能写出来吗?

Mum Her, Dad His me My

作业:

板书设计:

教后反思:

Lesson 2

Come to see my uncle’s family!

第一课我们学习了家人,我的Dad,我的Mum,他们都叫什么名字等。今天我们来了解一下我们家更多的人。我的叔叔,婶婶和堂兄妹们。

教学目的及重难点分析:

1.会说会用这些句子:

Who is this ?

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Who is that?

This/That is my dad.

His name is…

2.会说会用会写这些单词who uncle aunt cousin 。

3. 复习物主代词my his her 。

4. 学会认读Sam Smith Nancy Smith Billy Smith.

课前准备:

1.教师准备自家的全家福照片。

2.学生准备自家的全家福照片 。

3.准备who uncle aunt cousin 单词卡片。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

打开课本,让学生看图,引出话题 。

A:Is this your dad?

B:Yes.

A:What’s his name?

B:His name is Bob Smith.

A:Who is that?

B:He is my uncle.

A:What’s his name?

B:His name is Sam Smith.

A:Is that your Mum?

B:No.

A:Who is that?

B:She is my aunt(示图中的人—婶婶).

A:What’s her name?

B:Her name is Nancy Smith.

A:Who is the boy?

B:He is my cousin. (示图中的人—小男孩) His name is Billy. Billy Smith.

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2. 新课展示(New Presentation)

句型词汇学习:

1) Who is that?

“ Who ” is to ask something about a person. Who 是个疑问代词,问人的身份,‘谁’。学习这个单词时,引导学生学习字母组合wh/ h / 的读音。

我们询问某人的身份时会问:Who is this? Who is that?

Who is he? Who is she?

Who is the girl? Who is the boy?等。

The answer can be:

He is …

She is …

2) He is my uncle(指示主图中对应的人).

She is my aunt. (指示主图中对应的人) .

按音节拼读拼写单词:un-cle uncle 注意单词重音。

在英语中,叔叔,伯伯,舅舅等与父母同辈的男性 都是uncle 如: That is my uncle. He my dad’s brother.爸爸的兄弟

This is my uncle,too. He is my Mum’s brother妈妈的兄弟 .

Hello, Uncle Liu.你好,刘叔叔。

老师指着主图中的叔叔问答:

--What’s his name? --His name is Sam Smith.他叫山姆。

板书:uncle--- Sam Smith.

老师指着主图中的婶婶问答:

Who is that? She is my aunt.

师生一起拍着桌子大声读:aunt aunt aunt

出示词卡,拼读拼写单词: aunt

在英语中,婶婶,姨姨,姑姑等与父母同辈的女性都是aunt 。

如:Mum’s sister is my aunt. Dad’s sister is also my aunt. 再指着主图中的婶婶问答:

What’s her name?

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Her name is Nancy Smith.他叫南希。

板书: aunt--- Nancy Smith.

3)Who is the boy? He is my cousin.

向学生出示词卡,师生一起拼读拼写单词: cou-sin cousin

cousin 是堂兄妹 ,children of my uncle and aunt.叔伯家的子女,男孩女孩都叫cousin 。

如: The boy is Billy. Billy is my cousin .

The girl is my cousin,too .Her name is Sue. 比利是我的堂

兄 ,那女孩是我的堂妹,她叫苏。

3.播放Listen and read部分录音.

听,并跟读这些句子。

4. 巩固活动:

1) Ask and answer in pairs.可让学生看着第10页的挂图两人一组进行问答。

Who is this? This is …

Who is that? That is…

Who is he? He is …

Who is she? She is …

Who is the girl?

Who is the boy?

2)游戏活动:

Guess活动。把一个学生蒙上眼睛,班上另一个学生跟他打招呼 “Hello!”,其他同学问:Who is he/she? 让他听声音猜:Is he /she… ? 猜对了,大家给予鼓励“Yes.You are clever.”“You are right.” 猜错了,大家可以给他更多的信息,让他再猜两次 “No.He is tall . Try again.” “Sorry.He has big eyes. Try again.”一次猜对了给3 分,两次猜对了给2分,三次猜对了给1分。

5. 播放Listen,look and match部分录音.

听并连线,看看哪个句子和那幅图意匹配。

6.Let’s practice(II)

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看图说话。读一读这段文字,看她是怎么介绍她的家庭的。

小组活动:

每个同学先把自己的家庭成员的情况列出来,再拿出自己的全家福在小组内把家庭成员给大家逐一介绍。 要尽量多的介绍他们的个人情况,如年龄,职业,高矮,胖瘦等。

Name age what else

I:

Dad:

Mum:

Uncle:

Aunt:

Cousin:

7.Let’s play.

做做玩玩说说:让学生把自己的家庭成员和叔叔家或姑姑家的家庭成员如图那样列出来,写上他们的名字。

My family Uncle’s family

Dad Mum uncle aunt

I cousin

小结:

作业:

板书设计:

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教后反思:

Lesson 3

I love them!

前两课我们学习了my family. 学会了 my dad, my mum,my uncle, my aunt, my cousin,以及他们的names。这一课我们来了解一下我们家还有什么人。当然还有我的爷爷grandpa和奶奶grandma。现在我们有a big family,一大家子人了。 教学目的及重难点分析:

1.会说会用这些句子:

Who are they?

They are kind.

I love them.

2.会说会用会写这些单词grandpa grandma love kind 。

3. 学会用 lovely kind friendly来描述某人怎么样。

4.了解they和them的用法区别,还可拓展到he-him, she-her,I-me的用法。 课前准备:

1.教师准备自家的全家福照片。

2.学生准备自家的全家福照片 。

3.准备grandpa grandma love kind lovely friendly 单词卡片。 教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

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打开课本,让学生看图,教师同学生进行对话引出话题 。

T: Look at this picture again. The girl is lovely. Who is the girl? Ss:She is Linda Smith.

T:Who is the man?

Ss:He is Linda’s dad.

T:What’s his name?

Ss:His name is Bob Smith.

T:The lady is friendly.Who is she?

Ss:She is Linda’s mum. Her name is Ann Smith.

T:Is this lady Linda’s aunt?

Ss:Yes, she is.Her name is Nancy Smith.

T:This is her uncle,am I right?

Ss:Yes. His name is Sam Smith.

T:The boy is lovely.Who is he?

Ss:His name is Billy Smith.He is Linda’s cousin.

2. 新课展示(New Presentation)

学习句型和词汇:

1)老师指着自己全家福上的家人,同学生采取谈话的方式介绍生词: Who is he ? Who are they?

He is my dad .

Who is she?

She is my mum.

Who are they?

They are my mum and dad. They are my parent. I love them.

parent 是父或母中的任意一方。 pa-rent有两个音节。 注意这个单词的读音:第一个音节中的元音字母a 读双元音 / / 。

2)They are friendly.

教单词friendly 时,老师热情的跟几个同学一一握手或拥抱,边做边说: I’m friendly. I’m friendly to A.我和A 同学友好。 等A 同学作出友好地反应后,老师继续说:A is friendly to me.

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再让A和B做出同样的友好的举动,老师说:

A is friendly to B. B is friendly to A. They are friendly. 出示词卡,师生拼读单词:friend-ly friendly 。

学生们已经学过了朋友friend这个单词,这里老师要重点介绍friend 和 friendly 的关系和区别。

friend是名词,朋友。

如:We are your friends . Let us be friends.让我们成为朋友。 friend-ly friendly是形容词,友好的,友善的。

如:Chinese people are friendly .中国人民是友好的。

His Mum is friendly to me.她妈妈对我很友善。

3)教单词 love时, 老师教学生一起用双手作成心形,放在左胸前,口中说

着:I love you. You love me. We love each other.

Dad loves me. Mum loves me .My parents love me.

I love my Dad. I love my Mum. I love my family.

4) Who is the boy?

The boy is Billy .He is my couson. Billy is lovely.

刚刚学过love之后,再学习 lovely ,主要是理解这两个单词的用法区别: love是动词,爱,喜欢的意思。 love-ly lovely 是形容词,意思是 可爱的。

如:The doll is lovely.

These monkeys are lovely.

Is the panda lovely? Yes. It is lovely.

5) Who are they?

They are my grandpa and grandma(老师指着全家福中的两位老人分别介绍)

grandpa and grandma 是两个合成词,这两个词都比较长。教的时候把

他们分成两部分grand 和pa ,就好记多了。 隔辈人常用grand 来合成。如: grand-pa grand-ma, grand-son孙子 grand-daughter 孙女.

6)kind(示词卡)老师作出和蔼可亲的样子对学生,让学生也作出和蔼的

样子,大家一起拼读单词。

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Miss Li is kind to her students. Miss Li 对他的学生和蔼可亲。 She is a kind teacher.

Look at my grandpa and grandma.They are old. They are kind.

3.巩固活动:

1)举例,归纳本课词法:

n. adj.

love lovely

friend friendly

kind

说说做做:

T: Show a lovely way . 让学生作个可爱的样子。大声说 : I’m lovely. T: Show a friendly way . 作出个友好的样子 大声说 : I’m friendly. T: Show a kind way . 作出和蔼的样子 大声说 : I’m kind.

2)归纳代词:

主格 宾格

I me

You you

They them

He (him)

She (her)

填空练习:

(1) Billy is a ____( love, lovely ) boy.

We all ______ ( love, lovely ) ________(he,him).

(2) My grandpa and grandma are old.

______( They,Them ) love ______( I, me) and _____( I, me) Love ______( they,them )

4.播放Listen and read部分录音.

听,并跟读这些句子。

5. 播放Listen,look and match部分录音.

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听并连线,看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

两人一组,指指说说,看着图中的这些人,你能说说他们是谁吗?用:Who is this/that? He/She is…. His/Her name is…. 这些句子。

Pair work.Talk about the family.

A:Look at this picture. (示照片) This is a party on my birthday.All my family are here.

B:Who are they? Let’s say.Oh,I know.This is you.The man is your Dad and this is your Mum.Am I right?

A:Yes.You are right.This is my uncle,Sam.He is friendly. B:Who is that?

A:That’s my aunt Nancy.She is nice.

B:Who is the boy?

A:My couson,Billy.He is lovely.

B:Who are they? They are old.

A:Yea.He is my grandpa and she is my grandma.

B:They look very kind.

A:Yea.They love me.And I love them,too.

7.Let’s practice(II)

看图中的人物都是谁,填出这些空。再把你的家庭成员象这样列成家庭树。 作业:

板书设计:

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教后反思:

Lesson4

How many people are there in your family?

这一课我们通过学习询问家里有多少口人,学习某处有某人或某物的表达。 教学目的及重难点分析:

1.会说会用这些句子:

How many people are there in your family?

There are three people in your family .

2.会说会用会写这些单词people beach cinema

3. 复习10以内数词。 学会用happy描述某人的心情。理解会用代词 each other。

4.会用介词 in. on表示地点 。

课前准备:

1.教师准备自家的全家福照片。

2.学生准备自家的全家福照片 。

3.准备grandpa grandma love kind lovely friendly 单词卡片。 教学方法:讲解、练习等

教学过程:

1. 热身(Warming up)

1)游戏复习数字:

(1) 手指数数:老师扳着手指和学生一起复习10以内数词。

What’s this?

It’s a finger. It’s a finger,too.

fing-er,finger finger

How many ? How many fingers?

Let’s count. One,two,three,four,five,six,seven, eight, nine, ten. There are ten fingers.

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(2) 手指游戏:老师先教学生用一只手表现十个数。然后由老师发指令,学

生做。

Show me one.

Show me four.

Show me seven.

Show me nine….

然后作简单加法:由老师发指令,学生用两只手表现老师说出的两数之和,而且要尽快说出答案。做法如下:

T:Show me two and three.

Ss:It’s five.学生双手分别表现出two and three,并快速说出它们之和。

T:Show me four and two.

Ss:It’s six

T:Show me one and nine.

Ss:It’s ten.

T:Show me eight and two.

Ss:It’s ten.

T:Show me….

3)课本第18页图 ,让学生看图,教师同学生进行对话引出话题 。

T:I have a big family.Do you know them all? Who are they?

Ss: Your grangpa grandma,Dad, Mum,uncle, aunt,cousin and you. T: How many people are there in my family? Let’s count.

Grangpa, grandma,Dad, Mum,uncle, aunt,cousin and me.

One,two,three,four,five,six,seven. There are seven .

How many people are there in your family,A?

Let’s count.

A:My grangpa, grandma,Dad, Mum and me.

T/Ss: One,two,three,four,five. There are five people in your family.

2. 新课展示(New Presentation)

讲解句型和词汇:

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1) 讲解句型

How many people are there in your family?你家有多少人?

many许多,很多。

老师可数着全班男生 说,One,two,three,four,five … .many boys

数着全班女生 说,One,two,three,four,five … .many girls

数着全班学生 说 many ,many students

拿出图片,或拿许多同类型的实物边展示边讲解。

many students ,many monkeys, many elephants, many pencils and pens。 how怎样.如: How are you? Fine .Thank you. 而how many 就成了固定搭配了,用来询问数量,是“多少”的意思。对可数名词的数量进行提问。

老师拿一把钢笔,边数边说:

--How many pens? Let’s count.

--Five. There are five pens in my hand.

之后进行师生对话,让学生根据自己有的东西进行回答。

How many erazers are there in the box? Please guess.

….

There are … in the box.

How many books are there in my bag? Please guess.

….

There are five books in my bag.

板书句型:

How many … are there on / in …?

There are … .

2)讲解词汇:

(1)出示词卡 people : peo-ple ,many men, women and chidren.人,人们。这个词本身是个集合名词,只能表示多人,不能表示单个的人。 读写单词people

让每个学生数数自己的全家福,答出自己家有多少人。

How many people are there in your family?

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Please count.

用21页图片问答:

How many people are there in Tom’s family?

There are….

How many people are there on the beach?

There are … .

(2)用20页图片学单词: beach

Beach 海滩, on the beach 是个介词短语,在海滩上。,

The beach is very nice.

There are three people on the beach.

(3)How many people are there in the cinema?

ci-ne-ma cinema 电影院的意思。 在电影院是 in the cinema We see movies in the cinema.我们在电影院看电影。

There are many people in the cinema. 电影院有很多人。

去看电影可以说:go to the cinema

3.巩固活动:

疑问句How many… are there…?对某处的物品数量提问, 回答用There is/are…

1)把学生分成两组,用教室里的物品进行对抗问答.具体这样做:

老师指向教师里的一样物品,A组先问,B组回答,老师指向教师里的另一样物品组 B来问,A组回答。表现好的组获胜。

所问的物品如下:

How many doors are there in the classroom?

How many windows?

How many blackboards?

How many desks?

How many chairs?

How many teachers?

How many boys are there in our class?

How many girls?

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2)Pair work.先由两人自己问答练习,然后老师请几位同学在全班做。 Ask and answer with your deskmate.

How many pens/pencils/erazers/rulers are there in your box?

How many books are there on your desk?

How many books/boxes in your bag?

只有一个物品时,用There is 这种单数形式。如: There is only one. 有两个以上时用There are这种复数形式。

4.播放Listen and read部分录音.

听,并跟读这些句子。

5. 播放Listen,look and match部分录音.

听并连线,看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

两人一组,指指数数,看着图中有多少只猴子。

7.做Let’s practice(II)。

看图中的人物你还能记得清他们吗?问答。

How many people are there…

Who’s this/that?

Who are they?

What’s his/her name?

作业:

板书设计:

教后反思:

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Lesson 5

My father is an engineer.

前面我们学习了my family,my dad,my mum,my uncle,my aunt,my cousin,my grandpa,my grandma以及他们的名字。这一课我们来看看他们人都怎么样?是干什么的?学习表达某人的身份,职业。

教学目的及重难点分析:

1.会说会用这些句子:

Is that man your father?

What is he ?

He is an engineer.

How old is he?

2.会说会用会写这些单词

engineer girl sister housewife taxi driver

3.会说会用 boy brother

课前准备:

1.师生准备头饰或可表现职业特征的道具 。

2.教师准备engineer girl sister housewife taxi driver 单词卡片。 教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

1)老师与学生A,B各自带一身份牌进行对话引出话题:

老师跟学生A 对话。

T:Hello. Who are you?

A:I’m Chen Hua. Who are you ?

T:I’m Linda Smith. What are you? Are you a teacher?

A: No. I’m not. I’m a pupil .

老师跟学生B 对话。

T:Are you Chen Hua?

B:No, I’m not.

T:Who are you?

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B:I’m Li Dong.

T:What are you? Are you a pupil ?

B:Yes,I am. What are you?

T:I’m a teacher.

2. 新课展示(New Presentation)

讲解句型和词汇:

1)Who are you?

I’m Linda Smith. I’m your friend.

你是谁?Who ,谁,用来问姓名,身份 。

比如你想知道那个人是谁,就问:

Who is the man?

你想得到的回答是:

He is my dad. His name is Wang Jian.

What are you? 你是什么?问职业。

回答是,teacher, pupil,worker, farmer等表示职业的名词。

老师指着自己问:

What am I?

然后反复说:I’m a teacher.

To the students:老师指着学生们大声问:

What are you?

学生们也大声回答:

I’m a pupil .We are pupils。

2) 老师戴起安全帽,手里拿一份图纸,扮工程师的样子,再指着自己跟学

生问答:

T: Am I a pupil?

Ss: No, you are not.

T: Am I a teacher?

Ss: No, you are not.

T: What Am I?

Ss: ???

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T: I’m an engineer.(老师慢悠悠的对学生说)

出示图片,拼读拼写单词:en-gi-neer en-gi-neer

这个单词是多音节词,一定要引导学生先划分音节,再拼读拼写单词,以降低记单词的难度 。我们已经学过,以元音开头的名词单数前用an表示一个。 那么一位工程师 就应该是an engineer 。让学生想想看,还有那些我们学过的但单词是这种情况: an orange一个桔子 an egg一个鸡蛋 ,还有 an apple.

3)示图。

Look at the picture. Who is the man?

He is my dad. 再慢慢的说:He is my father.

老师引导学生分别用声调和降调重复: father father father father 出示词卡,拼读拼写单词: fa-ther,这个单词要让学生发准th / / 的这个音,不要读成/z /.

father ,父亲,虽然和 dad 同指一个人,但要正式的多。

老师再指向图中的Bob Smith 对学生说一遍:

That’s Bob Smith. He is my father.

What is he ?

He is an engineer.

4)老师再指向图中的Sam Smith 继续讲述:

Who is he ?

He is my uncle Sam smith.

What is he? 老师故作神秘的自问自答:

Is he an engineer?

No,he isn’t.

Is he a teacher?

No, he isn’t.

What is he?

老师做开车的动作, 慢悠悠的对学生说 : He is a taxi driver. 出示词卡,拼读拼写单词: taxi driver

分音节朗读:ta-xi taxi dri-ver driver

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老师拿出出租车司机,公交车司机和小车司机的图片,同学生问答: T:What is he?

Ss:He is a bus driver.

T:What is he?

Ss:He is a car driver.

T: What is he?

Ss:He is a taxi driver .

说一说,做一做。Act like a driver. 师生一起做着开车的动作,说 Driver,driver,I’m a bus driver.

Driver,driver,I’m a taxi driver.

Driver,driver,I’m a car driver.

Driver,driver,I’m a good driver.

5)老师再指向图中的Nancy Smith 继续讲述:

Who is that?

That’s my aunt, Nancy.

What is she?

She is a housewife.

老师一边做着做饭,扫地的样子,一边小声不断的说:

I’m a housewife. I’m a housewife.I’m a housewife.I’m a housewife. 出示词卡,拼读拼写单词:housewife

house-wife是个合成词,由house房子,家 和wife妻子 组成。 housewife是家庭妇女

老师提问,让学生试着说回答:

T:What is Nancy ?

Ss: Nancy is a housewife. She is a housewife.

6)老师拿出一个女孩的照片,向学生介绍:

Who is the girl?

She is my sister.

老师引导学生分别用声调和降调重复:sister sister

出示词卡,拼读拼写单词: sis-ter sister

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老师拿出一个女孩的照片,向学生介绍:

Who is the boy?

He is my brother.

He is a pupil ,too.

老师向学生提问,让学生试着回答出真实情况。

Do you have a sister?

What is she?

Do you have a brother?

What is he?

3.巩固活动:

游戏:一个学生面向全班同学站着,另一个同学站在他的身后,老师任意拿出一张身份职业的单词卡片如:给后面站着的同学和全班同学看,后面的同学要根据所看内容作动作,全班同学提问 What is he/she?,面向大家站着的同学猜Is he/she a taxi driver/teacher/housewife…?

全班同学回答:

Yes,he/she is. No, he/she isn’t.Try again.

猜对了给予鼓励,猜错了允许他再猜一次,再错就pass.

4.播放Listen and read部分录音.

听,并跟读这些句子。

5. 播放Listen,look and match部分录音.

听并连线,看看哪个句子和那幅图意匹配。

6.Let’s practice(II)

看看图和文,根据图中的人物选择he还是she, his还是her.

作业:

板书设计:

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教后反思:

Lesson 6

What is your mother?

这一课我们了解更多的身份,职业。

教学目的及重难点分析:

1.会说会用这些句子:

What is your mother ?

She is a nurse.

What are you?

I’m a doctor.

2.会说会用会写这些单词

nurse photo cook barber doctor policeman

课前准备:

1.师生准备更多的头饰或可表现职业特征的道具 。

2.教师准备nurse photo cook barber doctor policeman及以前学过的职业方面的单词卡片和图卡。

3. 准备能体现这些人物身份特点的手偶 。

4.第10页挂图。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

1)看第10页挂图,师生对话复习归纳前几课内容。

T:look at the picture again. How many people are there in Linda’s

family?

Ss:There are eight.

T:Who are thay?

Ss:They are Linda’s grandpa,grandma,her dad,mum,uncle,aunt and her

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cousin.

T:What’s her father’s name?

Ss:His name is Bob Smith.

T:Is he a teacher?

Ss:No. He is an engineer.

T:Do you know their names?老师指示图上其他的人继续问。

Ss:Her mum, Ann Smith.Her uncle,Sam Smith. Her aunt, Nancy Smith. T:What is her uncle?

Ss: He is a taxi driver.

T:Is Nancy a driver?

Ss: No. She is a housewife.

T: What’s the boy’s name?

Ss:Billy. Billy Smith.

T:How old is he?

Ss: He is nine.

2. 新课展示(New Presentation)

老师展示课文插图,利用人物身份特点,讲解句型和词汇:

Look. What’s in my hand?

What is he?

慢速说出句子。

He is a policeman.

1)示词卡,拼读拼写单词:po-lice-man policeman是个合成词,由 police 警察和man男人构成

Who can act like a policeman?

让一个学生做一个警察的代表性动作。

老师出示一名强壮的警察的图片对学生们说:

Look. Uncle Zhang is a policeman. He is tall.

2)看另一幅图:

The girl is my sister. She is a nurse. He is lovely.

示词卡 ,拼读拼写单词 nurse

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(To a girl) Can you cat like a nurse?

让一个学生做一个nurse 的代表性动作。

学用这个单词,说句子:

My sister is a nurse. She is very kind.

3)看另一幅图:

Is he a nurse?

No, he isn’t. He is a doctor. He is kind.

出示单词卡片,拼读单词:doc-tor doctor

Let’s act like a doctor. 让全班学生想象一个doctor 的代表性动作。 师生问答;Is your father/mother a doctor?

Is your aunt/uncle a doctor?

Whose father/mother /aunt/uncle is a doctor?

4)看另一幅图:

Look.Is she a doctor?

No.She is a barber.

示词卡 ,拼读拼写单词 bar-ber barber

出示一barber 的图片.

Mir. Wang is a barber. He is tall but thin. He is friendly.

Let’s act like a barber. 让全班学生想象一个barber 的代表性动作。 再展示另一个手偶人物:

Is that man a barber?

No.He is a cook.

示词卡 ,拼读拼写单词 cook . This cook is fat. He is friendly. Act like a cook. 让全班学生想象一个cook 的代表性动作。

3.巩固活动:

本课生单词多,加上前面学过的有关职业的词汇已有不少,老师可设计游戏集中巩固。

老师先把nurse photo cook barber doctor policeman及以前学过的职业方面的图卡分发到班里任意一些同学手里,然后请一位同学上来,让他在放在一起的所有的单词卡中任意抽出一张,读出这个单词,(比如是barber), 并

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说barber,barber.Who is a barber?班上手里拿相应图卡的同学马上要反映出自己的图卡上就是这个单词,并快速站起来回答:barber,barber.I’m a barber.答完后把此词卡传给周围其他人,以便再次问到这个单词时另一个同学回答 。上面的同学继续抽词卡,读单词,比如这一次是nurse ,他就要说:

nurse,nurse.Who is a nurse? ?班上手里拿图卡的同学马上反映出自己的图卡上是 这个单词,并立刻回答: Nurse,nurse.I’m a nurse.

给表现最好的同学发奖。

4. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

5.做Let’s practice(I)。

Pair work.两人一组读一读的对话,看看他们见面怎么互相了解对方。

6.Let’s practice(II)

是个Quess游戏,由一个同学在后面做动作模仿某种职业的动作,另一个同学坐在前面看不到的地方猜后面做动作的那位是干什么的。

小结:

作业:

板书设计:

教后反思:

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Lesson 7

Welcome!

家庭中孩子们称父母为father,mother或 dad, mum那父母怎样叫自己的儿女呢?复习跟别人打招呼,并能向别人介绍自己的亲人或熟人。

教学目的及重难点分析:

1.会说会用这些句子:

Welcome to ….

Nice to meet you.

This is my daughter,Linda.

I am a puple in Grade Four.

2.会说会用会写这些单词

welcome son daughter classmate

3.理解,会说 deskmate schoolmate

课前准备:

准备welcome son daughter classmate 的单词卡片。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

引出话题,可这样设计对话:

Mrs Green: Hi,Mrs Smith.Welcome to my home. Come in, please.

Mrs Smith: Thank you.This is my son.

Mrs Green: Your son? What a lovely boy! What’s your name?

Tom: My name is Tom.I’m a pupil in Grade Two.

Mrs Green:Nice to meet you,Tom.

Tom: Nice to meet you,too.Mrs Smith.

Mrs Smith: Please come in. Oh.This is my daughter,Linda.Linda,this is

Mrs Smith.

Linda: Nice to meet you,Mrs Smith.Welcome to my home. Please sit down.

Mrs Smith: Thank you.You are really a nice girl. Linda,This is Tom,my

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son.

Tom: Hey,Linda. I’m a pupil in Grade Two.

Linda: I’m a pupil in Grade Four. We are not classmates. Mrs Smith:But you are schoolmates.

Linda/Tom:Is it? How nice!

2. 新课展示(New Presentation)

句型词汇学习:

讲解句型和词汇:

1)Welcome to my home.欢迎到我家来。

示词卡,拼读拼写单词: Wel-come, Welcome

注意这个单词的发音;其中的come 不能读成/ / ,o 读轻音/ / 举例使用这个单词:

Welcome to….欢迎到某处。

Welcome to my home.Come in, please.

Welcome to Beijing,China.

Welcome to our school.

老师可让几个学生作欢迎客人的动作 :

To SA: Can you act to welcome a guest?

老师可让这个学生扮做商店的营业员,作欢迎客人的动作。

教学生说:Welcome !

To SB : Can you act to welcome a guest?

老师可让这个学生扮做一家的主人欢迎来家里的客人 。

教学生说:Welcome to my home.

To SC : Can you act to welcome a guest?

老师可让这个学生扮做一位在车站接人办事员, 迎接本公司的客人 。 教学生说: Welcome to Beijing/Chengdu/Changsha….

2)Come in, please.请进。

这是一个祈使句,也可以把请Please 说在前面。 Please come in. 同样我们可以说:Stand up,please.or Please stand up.

Sit down,please.or Please sit down.

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3)示词卡,拼读拼写单词: son

学着用这个单词:

The boy is my son.

That isn’t my son.He is their son.

His father is Sam .His mother is Nancy. He is their son.

4)介词短语 in Grade Two在二年级。

英文习惯把年级grade放前面,数词放后面。在几班同样把班写前面,数词写后面。班,级作为专用名词需要大写。

in:介词,在的意思. 如:in Grade One, in Grade Two in Class six 等.若班级和年级一起出现时,先写几班,再写几年级,中间用逗号隔开。 如:in Class Two, Grade Three

in Class One,Grade Six

5) -Nice to meet you,Tom.

-Nice to meet you,too.

这是见面的客套话,见面的两人都这样说。

6)This is my daughter, Linda.

示词卡,拼读拼写单词: daugh-ter daughter

这个单词中的augh 发/ /的音,是个长音,要教学生读准确。

学着用用这个单词:Linda’s mother is Ann.Linda is Ann”s daughter.

Bob is her father. Linda is his daughter.

His daughter is a nice girl.

7) They are not classmates.

出示词卡,拼读拼写单词: class-mate

Classmate 是个合成词。由class班级和 mate 同伴构成。

顺便介绍单词 schoolmate,deskmate ,classmate

如:Li Dong is in Class One,Grade Three.I’m in Class One,Grade Three.

I’m his classmate.He is my classmate.We are classmates.

I sit at the desk. He sits at the desk,too.He is my deskmate. I’m in this school.Li Dong is in this school,too.I’m his schoolmate.

3.播放Listen and read部分录音.

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听,并跟读这些句子。

4. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

5.做Let’s practice(I)。

读一读这些对话,看看他们见面怎么打招呼,互相介绍,认识对方。

6.Let’s practice(II)

想想我们跟人见面怎么打招呼,互相介绍,认识对方。

完成这段对话。

Tom:Hello.

David:Hello,Tom.

Tom:This is my friend.His name is Mike.

David:Nice to mee you.

Mike:Nice to meet you,too.

David:Are you a puple in Grade Four?

Mike:Yes.What about you.

David:Me,too.

小结:

作业:

板书设计:

33

教后反思:

Lesson 8

Who is the young woman on the right?

在这一课我们学习方位词。学习用介词短语描述某人或某物的位置。 教学目的及重难点分析:

1.会说会用这些句子:

Who is the young woman on the right?

The old woman on the left is my grandma.

The girl in the middle is me.

2.会说会用会写这些单词

left right middle beautiful

课前准备:

1. 准备第43页挂图。再准备几幅图片:

1)图上有三只动物,猫在左边,狗在右边,兔子在中间。

2)图上 女孩在左边,男孩在右边,小狗在中间。

3)图上爸爸在左边,妈妈在右边,女儿在中间。

4)图上爷爷在左边,奶奶在右边,男孩在中间。

5)一张一二三班教室并排的片。

6)左面是辆吉普车,中间是辆自行车,右面是辆小汽车 。

2.教师准备left right middle beautiful单词卡片。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

老师站在学生A,B中间进行演示,会话,引出话题:

T:Hello,A and B.Nice to meet you again.

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A&B: Nice to meet you,too.

T:Now I’m here. Look.A is on my right. B is on my left.I’m in the middle. 老师与学生A,B调换位置进行会话。

T:Now look. Am I in the middle?

Ss: No.

T:No.I’m not in the middle.A is in the middle. I’m on the left.And B is on the right.

老师与学生A,B再调换位置,继续进行会话。

T:Now , Who is in the middle?

Ss:Now B is in the middle.I’m on the right.And A is on the left.

2. 新课展示(New Presentation)

讲解句型和词汇:

T:I Have some pictures here.

1)示图3:一张爸妈领着孩子的图片:

Look. What a beautiful photo!

示词卡,拼读拼写单词: beau-ti-ful beautiful 老师可拿很多漂亮的物品,也可以指着某个漂亮的女孩,领着学生一起说:a beautiful girl, her beautiful eyes, her beautiful dress

What a beautiful photo! 这是一个感叹句。由What a+ adj+n.构成。例如: What a lovely dog!多可爱的狗啊!

What a nice girl!多漂亮的姑娘!

What a kind old man!多和善的老人啊!

2)示图3:

T:This is a photo of a family.Look. The dad is on the right. The mum is on the left .What about the boy? He is in the middle.男孩在中间。 学习词汇:right left middle :

老师用肢体演示,并让学生一起做:right hand left hand right foot left foot right arm left arm right eye, left eye right ear left ear 游戏:

(1)韵律操:Follow me,please.

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老师先演示:说到left时伸左脚,说到right时伸右脚,说到middle时双脚立正。

left,right, left,right, left middle left

right, left, right, left, right ,middle, right

(2)Listen and do:

Show you right/left hand.

Show you right/left arm.

Show you right/left leg.

Show you right/left foot .

Show you right/left eye.

Show you right/left ear.

此游戏可先由老师发指令,全班学生集体做,指令由慢到快。还可以由两个学生一组,一个人发指令,另一个做,然后再反过来另一个发指令,这个做。

(3)Listen and do:

由老师发指令,全班学生站起来集体做,也可以请一组学生站在前面来做,指令由慢到快。做错的人罚坐下,做到最后的人获胜。指令为:

Turn right.Turn left. Turn right. Turn right. Turn left. Turn right. Turn left. Turn left.Turn right. Turn right. Turn left. Turn right. 指令中Left,right无规律。

此游戏也可以请一组学生站在前面来做,由全班同学看着老师的暗示统一发指令进行。

3)学短语: on the right on the left

让学生看着自己的座位位置问答:Who is on your right?

Who is on your left?

学单词:mi-ddle middle

in the middle

T:(肢体演示)I have two ears. One ear is on the right. Another ear is on the left. (肢体演示) One eye is on the right. Another eye is on the left. What is in the middle?

(肢体演示) Nose. The nose is in the middle.

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3.巩固活动:

1)Talk about the pictures:

每组发一张图,让学生互相问答,然后每组选派两个人在班上示范问答: Which class is in the middle?

Is the car in the middle?

What is on the left?

Who is on the right?

4.播放Listen and read部分录音.

听,并跟读对话。之后让学生两人一组看图问答:

Who is the young woman on the right?

Who is the old woman on the left?

Who is the girl in the middle?

5. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

看着图读一读这些对话,看看谁在哪个位置。

7.Let’s practice(II)

判断错对。看看图,判断下面的句子说得对吗?

小结:

作业:

板书设计:

37

教后反思:

Lesson 9

The family are getting together.

这一课通过家庭宴会谈论食物这个话题,并学习现在进行时态。 教学目的及重难点分析:

1.了解现在进行时态的基本含义,掌握现在进行时态的基本结构。

2.会说会用这些句子:

Li Shan’s family are getting together.

They are having a big dinner.

3. 会说会用会写这些单词

Sunday dinner fruits evening plate

4.理解会说单词和短语,会把这些动词变为-ing式 :

play the violin draw

play football play basketball

have banana have cakes

fish swim

课前准备:

准备Sunday dinner fruits evening plate 单词卡片和图卡。 教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

观察第49页插图,师生进行对话引出话题:

T:Look at this picture .Who is the girl on the right? Ss:(老师给出女孩的名字)She is Li Shan.

T:Who is the man in the middle?

Ss:He is Li Shan’s father.

T:The old man on the left is kind. Is he Li Shan’s grandpa?

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Ss:Yes.He is .

T: What are they doing? Oh.They are getting together.

2. 新课展示(New Presentation)

展示第49页挂图。师生边看边进行句型学习,这是本课的重点:

1) T: What are they doing? Oh.They are getting together.

这个句子中的动词get 用的是它的现在进行时态。

老师先用大量的例句,让学生体验,理解这种时态所表现的意义,然后进行必要的归纳。

老师在黑板上边画画边自问自答:

What am I doing? I’m drawing.

然后要求学生们照着老师的动作做,跟老师一起说:I’m drawing. I’m drawing. I’m drawing.

边写字边自问自答:

What am I doing? I’m writing.

要求学生们照着老师的动作做,跟老师一起说:

I’m writing. I’m writing. I’m writing.

指着听讲的一个学生自问自答:

What is she doing? She is listening.

要求学生们跟着老师一起大声说:

She is listening.She is listening.She is listening.

自己站着自问自答:

What am I doing? I’m standing.

引导学生们说;

You are standing. You are standing. You are standing.

指着坐着的学生们自问自答:What are you doing? You are sitting. 引导学生们说;

We are sitting. We are sitting. We are sitting.

活动后老师进行归纳,也可以引导学生们进行归纳;

be doing 是一种动词的特殊形式,构成了现在进行时态,这种时态用来表示某个动作正在进行。其中的be 动词是个助动词,本身没有意思,用来

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帮助其后面的实意动词构成现在进行时态。be 动词的形式要随着动作者的人称和数进行变化,在句子中就是is am are的形式。

- ing 的加法也可以随着练习的进行逐步教给学生:

(1)一般情况下在词尾直接加ing

如; do doing go going

walk walking play playing

listen listening

(2)重读闭音节的单词,词尾只有一个辅音字母时,双写这个辅音字母,再加ing

如:sit sitting get getting

run running

(3)以不发音的e结尾的单词,去后再加ing

如:write writing ride riding

drive driving

2) 词汇学习:

板书句子: They are getting together. 用彩色粉笔书写 are getting 出示词卡,拼读拼写单词:get together

get together 是个动词短语,聚会,团聚。

如:Our class get together on Sunday.

Our family are getting together .

3) All the people are very happy on the Sunday evening .

出示日历,出示词卡,拼读拼写单词:Sun-day Sunday 。

在周几前用介词on,on Sunday 。

4)出示图卡,词卡,拼读拼写单词: eve-ning, evening

在晚上要说in the evening.但在某天晚上或周几晚上要用介词 on…. 如;on Sunday evening

同样我们也说on Monday morning, on Tuesday afternoon。

5)板书句子: They are having a dinner. 用彩色粉笔书写are having 。 示词卡,拼读拼写单词:din-ner dinner 正餐,一顿饭。

have a dinner 用餐,吃顿饭。have 在这里不是“有”的意思。可当吃,

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喝,用餐讲。如:have an apple 吃个苹果 have some tea喝点茶,have somr fruits吃些水果。

6)What’s on the table?

There are fruits and food on the table.桌上有水果和食物。

出示词卡,拼读拼写单词:fruits

通过问答,让学生回想我们都学过了那些水果。

What fruits do we have?

Apple, pear,pineapple,orange,banana … .

7)The moon in the sky is bright and round. 只要学生看图能懂,并能认读单词,句子。

看图理解,拼读拼写单词:moon sky in the sky bright and round It is like a big plate.

出示图卡 ,词卡,拼读拼写单词:plate

What a happy family!多么幸福的一家人啊!

3.巩固活动:

师生一起熟悉这些单词和短语后。

play the violin draw

play football play basketball

have banana have cakes

fish swim

4.播放Listen and read部分录音.

听,并跟读课文。

5. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

读一读这些句子,再看看图,他们到底在做什么?选择:

She is playing the violin.

They are playing basketball.

He is having banana.

The cat is fishing.

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7.Let’s practice(II)

看图读文。今天有人生日,想让大家聚聚,看大家怎么说。

小结:

作业:

板书设计:

教后反思:

Lesson 10

Where do you live?

本课我们来谈谈我们的居住地。你住在哪儿哪?是在乡村?还是在城镇? 教学目的及重难点分析:

1.会说会用这些句子:

Where do you live?

Do you live in Xi’an?

We live in a new flat .

2.会说会用会写这些单词

village farm flat house

3了解一些中外有名的地方Beijing,Hangzhou,Xi’an,New York,London,Paris 课前准备:

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教师准备village farm flat house 单词卡片和图片。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

出示挂图,师生进行对话引出话题:

T:It’s Sunday again. Look! Our family are getting together.What are we doing?

Ss:You are having a dinner.

T: I have a big family.How many people are there in my family,do you know?

Ss:One, two, three,… .There are eight people in your family.

T:Yes.Eight people in my family. But we are not together every day.My father,mother and I live in the new flat.My grandpa and grandma live on a farm.My uncle,aunt and my cousin live in a village.

2. 新课展示(New Presentation)

讲解句型和词汇:

1)T:Where do you live?

I live in a new flat.

理解,会用:where

where是个疑问副词,常用来提问地点,意思是‘在哪里?’

如果你找不到Tom 了,就这样问:

Where is Tom?汤姆在哪儿?

回答时常用表示地点的介词短语in… on… at… under…

例如: He is in the classroom. 他在教室。

Where is my dog?

It’s in the garden.它在花园里。

Where are the cows?

They are on the farm.它们在农场里。

Where do you live? 你住在哪儿?I live in Beijin.

理解 会认读动词live ,居住,生活。

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理解会说Where do … live?

问某人住在哪?同样要用介词短语回答出地点。

老师拿出一些不同地点人们生活的图片,同学生回答:

如:Where do they live?

They live in Beijing .

老师还可拿一些动物的生活图片,师生进行问答;

Where do the monkeys live?

They live in the mountains.

Where do the fish live?

They live in the sea.

Where do the elephants live?

They live in zoo .

Where do the pandas live?

They live in the mountains.

句子结构只要学生懂了,会说就行,不必讲解。但当学生问起do 的意思时,应告诉学生do 助动词,在这里没有意思,用来帮助其他动词构成疑问句或否定句的。陈述句中不用。否定时可以缩写为don’t

2) 老师拿出一张农场的图片同学生问答:

Where do your grandpa and grandma live?

Do they live in Changsha?

Yes,they do.

Or:No, they don’t. They live in a village.(出示乡村的图片)

My uncle and my cousin don’t live in the flat. They live on a farm. (出示农场的图片)

出示图卡,词卡,拼读拼写单词: flat farm 和 village

老师拿出城市人生活的高楼大厦给学生说短语和句子:

live in a flat

Many people live in the flats in big cities.

老师拿出在农场生活的图片给学生说短语和句子:

live on a farm 住在农场

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注意,在农场的介词要用 on 。

如:What’s on the farm?

There are many apple trees on the farm.

There are many tomatoes and potatoes on the farm.

There are many fruits and animals on the farm.

老师拿出 乡村人生活的 图片给学生说短语和句子:

live in a village 生活在村子里

如: Many people live in the village.

That village is small but beautiful.

游戏:快快回家练习单词。

老师先把flat farm 和 village 的图片贴在教室的不同地方,找三个

同学出来,把flat farm 和 village 的单词卡片分别分给他们,让他们读读,记住自己的单词,然后把单词卡片分别 贴在他们背上,老师再暗示全班同学发指令: I live in the village.

背上贴着village 的同学听候要马上反应,跑向village 的图片贴的

地方,并击打图片,重复句子 I live in the village.

依次做完:

I live on the farm .

I live in the flat.

作的最快的同学获胜。

3.巩固活动:

1)Do a survey.Then talk about it in pairs.

Where do you live?

Where do they live?

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Beijing,Hangzhou,Xi’an,Shanghai,Xinjiang ,New York,London,Paris等,然后 先放一张某地人生活的画面的图片,让学生猜:

Where do they live?

大家一起回答:

They live in Beijing/New York… .

4.播放Listen and read部分录音.

听,并跟读对话。

5. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

看看图,读一读这些句子,这些句子缺了什么?把它们补上。 They live in a village.There are many houses and trees there.

We live on a farm.There are many cows on our farm.

7.Let’s practice(II)

看图说说你住在哪。

I live in Xi’an.

I live in New York.在纽约。

I live in London.在伦敦。

I live in Paris.在巴黎。

作业:

板书设计:

46

教后反思:

Lesson 11

I live on a farm.

在第10课我们谈到我们的居住地。你住在哪儿?是在乡村?还是在城镇?你了解农场吗?在农场你都有些什么呢?这一课我们学习某人有某物的句型。 教学目的及重难点分析:

1.会说会用这些句子:

What do you have?

I have a cow,a dog, a goat,a duck and a hen.

My Grandma has a hen.

2.会说会用会写这些单词

goat duck hen horse farmer

3.会正确使用 have,has

课前准备:

1.准备一幅农场的挂图,画面上要有a cow,a dog, a goat,a duck and a hen 。

2.教师准备goat duck hen horse farmer 的图片和单词卡片。

教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

师生进行对话引出话题:

T:Where do you live,A?

A:I live in a flat/village.

T:Where do you live,B?

B: I live … .

T:I do not live in a flat.I do not live in a village.

(故作神秘的拿出农场的挂图,说,)

Look Where do I live? I live on a farm. (自豪的拍拍自己的胸脯,

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继续说)I’m a farmer. I have many friends there. It is a nice place. Let’s go to my farm together.

Ss: Great.

2. 新课展示(New Presentation)

讲解句型和词汇:

1)I live on a farm. I’m a farmer.

出示图卡,词卡,拼读拼写单词:far-mer

farmer是由farm加er 变来的。

学习运用:The farmer is on his farm.

学过单词farm 再学farmer,自然要给学生一些构词法知识,老师可以通过复习一些类似的单词,帮助学生进行归纳:

teach teacher

drive driver

farm farmer

work worker

play player

… … . -er 加在动词后表示做这个动作的人。

2)The farmer has a horse. ,出示叔叔骑着马的图卡,和学生一起由慢到

快重复单词horse 。

出示词卡,拼读拼写单词:horse 让学生空书。

老师请几个同学上来,对他们说;

Can you ride a horse?

让这几个一起学生做作骑马的动作,看谁做的最好,老师就对大家说: … can ride a horse well.

3)老师神秘地问学生:

What do I have on the farm?

指着农场挂图上的动物一一介绍:

I have many friends there. I have a cow, a dog, a goat,a duck and a hen.

师生一起说说玩玩学单词:

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示图卡,词卡,拼读拼写单词:cow

Who can act like a cow? 让学生学学牛叫或者学学牛慢悠悠地走路 。 示图卡,词卡,拼读拼写单词:dog

Who can act like a dog ?让学生学学狗叫 。

示图卡,词卡,拼读拼写单词:goat

Who can act like a goat ? 让学生学学羊叫 。

示图卡,词卡,拼读拼写单词:duck

Who can act like a duck ? 让学生学学鸭叫 ,学学鸭走路可爱的样子。

示图卡,词卡,拼读拼写单词:hen

Who can act like a hen ? 让学生学学母鸡下蛋后怎样叫 。

3 巩固活动:

2)句型巩固活动:

这一课的重点句型是I have a cow,a dog, a goat,a duck and a hen. 这里 have 是“有”的意思。它表示某人有某物,也就是说某物属于某人所有。而There be句型用来表示某处有某物,这东西并不属于某个人。当我们要说某人有某物时,我们用这个动词have 。主语是单数第三人称时,改用其单三形式has.练习have 和has 的用法,我们做下列活动:

链式游戏:

老师先同学生一起按种类复习过的单词,如:食物,动物,水果,学具,衣物等。然后每组同学选一个种类的物品。活动开始,每组的第一个同学只说自己有某物, 从第二个同学开始不但要说出自己有某物 ,还要说自己前面一个人有某物,而且所说的物品只能是同一种类但不能重复 。

比如:

SA: I have a pen.

SB: I have a pencil. A has a pen.

SC: I have a ruler. B has a pencil.

SD:… .

游戏完成顺利,而且完全符合规则的组都可以加分。

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4.播放Listen and read部分录音.

听,并跟读对话。

5. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

看看图,读一读这些句子,这些句子缺了什么?把它们补上。

In a small village lives an old womam,Mrs Green.She is very kind.She has a lovely dog,four hens,six ducks and eight goats. There are green grass and beautiful flowers. Mrs Green is there every day.She lives in a nice place.

7.Let’s practice(II)

Pair work.看图上你有什么。两人一组一问一答。

小结:

作业:

板书设计:

教后反思:

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Lesson12

This is our new flat.

我有一个新的公寓,我的公寓很漂亮。这一课 我们学习描绘自己的新公寓。 教学目的及重难点分析:

1.会说会用这些句子:

My bedroom is small but nice.

The living room is in the middle.It is big and bright.

The bedrooms are clean and tidy.

2.会说会用会写这些单词

bedroom living room kitchen bathroom clean and tidy

课前准备:

1.教师准备bedroom living room kitchen bathroom clean and tidy 单词卡片。

2. 师生分别准备 bedroom living room kitchen bathroom 的图片。 教学方法:讲解、练习等

教学过程

1. 热身(Warming up)

师生对话引出话题:

T:(to A)Whhere do you live?

A: I live in/on… .

T:(To B)Do you live in a village?

B:Yes/No.

T: (To all the students) Where do I live?

67页图,喜悦地说。I live in a new flat. It is very nice. Welcome to my new flat.

Ss: Thank you.

2. 新课展示(New Presentation)

学习课文词汇:

老师展示准备的67页主图。表现的很热情的样子,对学生们说介绍自己的new flat ,然后进行课文讲解。

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1)Welcome to my new flat.It is on the second floor.

理解会读会认短语:on the second floor.

second 序数词,第二。同时可以提及 第一 first,第三 third ,第四fourth让学生接触,学生能说会用更好。

floor楼层。 on the second floor在二楼。

让学生看看自己的教室是在几楼,老师帮他们说说在这层楼上都有什么。

如:Our classroom is on the second floor.

The teachers’ office is on the second floor. 老师的办公室在二楼。

2)How many bedrooms are there in your flat?

示图卡,词卡,拼读拼写单词:bed-room

bedroom 是一个合成词,提示学生们观察它是由哪两个词构成的。

What do we do in the bedroom?

Have a sleep. We have a sleep in the bedroom.

看挂图描述自己和父母的卧室:

My bedroom is small. It is on the left .My parents’ bedroom is big.

3)The big one is for my parents.

示图卡,词卡,拼读拼写单词:pa-rent, parent, 指father or mother. parents ,指 both father and mother

4)Where is the living room?

出示图卡,词卡,拼读拼写单词:living room

让学生看客厅里的电视机等物品,试着说话:

T:What is in the living room?

Ss:The TV is in the living room.

T:What do we do in the living room?

Ss:Watch TV. We watch TV in the living room.

5)It’s in the middle.It is big and bright. 它在中间。它又大又亮。 Our classroom is big and bright.

6)There is a kitch and bathroom,too.

示图卡,词卡,拼读拼写单词:bath-room

bathroom 也是合成词。由bath(洗澡)和 room(房间)构成。

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问答引导学生学说话。

What do we do in the boathroom?

We wash in the bathroom.

We take a bath in the bathroom.

示图卡,词卡,拼读拼写单词: ki-tchen kitchen

kitchen 是个双音节词,教学生按音节记单词。

问答引导学生学说话。

What do we do in the kitchen?

Cook.We cook in the kitchen.

Where is Mum?

She is in the kitchen. She is cooking the meal in the kitchen .

7) They are clean and tidy.

示词卡,拼读拼写单词: clean tidy

用这两个词描述一下你周围的环境。

Our classroom is clean and tidy.

Is your bedroom clean and tidy?Yes.It is small.But it is clean and tidy.

最后老师感叹地,喜悦地说: What a nice flat! I love it!

3.巩固活动:

1)Do and talk:

Draw a picture of your flat/house.Then talk in pairs.

- How many bedrooms are there in it?

- Where is your bedroom?

- Is it big ?

- Is there a bathroom?

- What do you do in the bathroom?

- Is the living room big and bright?

- What do you do in the living room?

- Where is the kitchen?

- Who cooks in your family?

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- Can you cook a meal?

4.播放Listen and read部分录音.

听,并跟读课文。

5. 播放Listen,look and match部分录音.

看看哪个句子和那幅图意匹配。

6.做Let’s practice(I)。

看看图,根据所给的词汇编对话。

This is my bedroom.It’s small but nice. Is this your bedroom?

Yes,It’s small but nice.

This is my bathroom.It’s nice and clean. Is this your bathroom?

Yes,It’s nice and clean.

This is my kitchen.It’s clean and tidy. Is this your kitchen?

Yes,It’s clean and tidy.

7.Let’s practice(II)

Pair work.看图上的位置。两人一组一问一答。 Where is your bedroom?

It’s in the middle.

Where is your parents’ bedroom?

It’s on the left.

Where is your living room?

It’s in the middle.

Where is your kitchen?

It’s on the right.

Where is your bathroom?

It’s on the left.

作业:

板书设计:

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教后反思:

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