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外研版新版四年级上册英语教案

发布时间:2013-12-02 11:28:58  

Module 1

Unit1 Go straight on

教学目标:

1、让学生掌握turn left \turn right \go straight on。

2、学会用Where's ...? 来问路。

3、在各种活动中培养学生学习英语的兴趣。

教学重点:

1、会用Where's ...? 来打听道路。

2、能听懂turn left \turn right \go straight on。

教学难点: left \ rignt \go straight on 的正确发音。

教学准备:小红旗、糖果、若干卡片、自制小地图、多媒体课件、 简易地图 (学 生每两人一张)

教学过程:

Step1. Warming-up

T: Hello! Boys and girls! Nice to see you!

Ss: Hello! Miss Gao! Nice to see you ,too!

T: I'm happy ! Are you happy?

Ss: Yes!

T: So let's sing a song , ok?

(教学意图:上课前的热身运动,边唱边表演符合小学生的年龄特点,吸引了学生的注意力,稳定了学生的情趣,也活跃了课堂气氛。)

Step2. Presentation

1. T: Sam wants to go to Daming's home , but he is lost , let' s have a look .(播放课件)

2. T: There are some places in the classroom . Can you show me where's the school \ park \zoo \KFC \ supermarket? (事先把几幅相应的图片贴在教室的各个角落)

The Ss point them out

T: Is the school on my left ? (学生听不懂,用中文翻译一遍)

(教学意图:以情境引入教学,并使用多媒体课件辅助,更易使学生快速进入学习意境,以听指的方法来复习学过的单词,既巩固了旧知,又自然地引出了新知:left / right )

3. Teaching the two words : left / right (出示单词卡片)

4. Practicing the two new words:

A.Guessing where's the sweet .(猜对的学生,把那个糖果给他)

B. 踏步练习 :left , right,(分组练习)

T: Let 's do some exercises and we're going to have a competition. The group which does better will get 10 points.

5. 指定一名学生上来再做一组练习后,发出新指令:Turn left ! (学生没有反应,不明白什么意思,教师用肢体语言表示其意)

6.出示卡片:Turn 师带读

7. 贴出标志图:

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Turn left Turn right

8 . Competition.

规则:每组选一名同学上台,听教师指令,做左转、右转,做错的同学淘汰下去,最后一名站在台上的同学就是胜利者,可为自己小组加10分。

(教学意图: 学习新词时,采用猜糖果游戏和踏步练习的形式进行操练,学生兴致极高,课堂气氛非常活跃;同时引入竞争机制,贯穿整个教学过程,使全体学生保持一种学习的积极状态,并培养学生的竞争意识和合作精神。)

9. Teaching the phrase : Go straight on

Show a map and ask the Ss : " If I want to go to the KFC , how can I go there ? " (学生用中文回答: 向前直走)教师给予肯定并用英语说: Go straight on. 并做相应的肢体动作。

10. 出示课题卡片: M2 U1 Go straight on!

11. 贴出标志图,并带读该词组

Go straight on

Step3 . Consolidation

1. 大小声练习.

2. 学生发指令,教师做动作.

3. Playing games : Help the other Ss get the flag.

游戏规则: 请两名学生上来,一个蒙着眼睛,一个用turn left \turn right \go straight on来指方向,帮助找到小红旗.顺利找到者,可各为自己的小组加10分.

4. 出示一张自制地图,指名提问:Where's the ...? 教师根据学生的回答在地图上画出行走路线.

出示词条: A : Where's the ...?

B :

带读两遍.

5. Pair work . 学生拿出课前发的简易小地图,两两合作,一个问,一个答并画出路线. (做完了,请几组学生上台展示)

Step 4. Homework.

Tell your classmates and friends where your home is and how to go there

Unit 2 It’s at the station.

一、教学内容

本课围绕方位展开话题,重点学习四个介词:up,down,near,a,让学生能够用英语表达事物的方位。

二、教学目标

1、知识目标:

1)、词汇:hill,house,station,train,up,down,near.

2)、运用方位介词up,down,near,a.

2、能力目标:

1)、能听懂老师发出的指令,迅速做出反应。

2)、能根据提供的信息,完成新词的学习与训练。

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3)、能运用所学知识进行简单的英语交流。

三、教学的重难点

教学重点:词汇hill,house,station,train,up,down,near.

教学难点:灵活运用方位介词up,down,near,a。

四、说学情

四年级的学生活泼好动、求知欲强,对直观、形象的事物比较有兴趣,喜欢模仿和游戏。对英语的学习积累了一些能力和方法,在三年级已经掌握了少量的介词,如:on,in,under等。并且在第一单元中接触了简单的问路和指路的句型。这些都为本课的学习做了良好的铺垫。

六、教学准备:多媒体教学课件、教学图片、单词卡、贴贴等。

七、说教学过程

(一)、导入设计

1、Warm up:Sing a song.—left foot, right foot, left foot, right…以此把学生带入今天的课堂。这样学生就自然地进入到一个良好的英语氛围,当歌声落下,我热情地和学生打招呼,与学生用英语进行简单的交谈。出示课件和简笔画,用Excuse me. Where is…?进行看图问答,复习问路和指路使用的语言。请全班同学为踊跃举手的同学鼓掌,肯定他们的努力,鼓励他们大胆尝试。

2、Let’s go to a place. Look!Here we are.把本课的hill, station, house,rain等图片展出。使用单词卡片学习单词hill, station ,house, rain。反复操练后,接着开展I can read!活动,检测学生对单词的熟练程度。(二)、新课呈现

1)、用简笔画添上一条铁轨。Let’s go by rain.邀请学生们一起坐着这辆火车去游玩,播放CD-ROM,为了更好地完成课程目标,我给学生下达了任务:让他们注意看图中火车分别进行到什么位置?这些内容用英语又怎样表述呢?为了更好地帮助学生听懂录音,同时把Where is train_? It’s _.写在简图的下方。

2)、儿童的心理特点是好奇的,所以我选在这个时候为学生的疑问对故事中表示位置的介词进行讲解:把火车头对着山顶开,然后说:We are up the hill。然后操练和检测;用同样的方式学习down the hill,near the houses,at the station。

3)、再听一遍录音,带读课文。

(三)、巩固操练

1、活动一:抢答游戏,题型包括:1、Read and match.2、Lisening.3、Read and complete.4、Look and say(SB活动3).

2、活动二:播放课文活动4录音,鼓励学生跟着韵诗唱起来、动起来。

(五)、课后作业

画出从学校到家的路线图,运用本单元学过的知识向同学介绍从学校到家的路线;向家人介绍从家到学校的路线。

Module 2

Unit1. She's reading a book

1、Language knowledge

学习单词和短语"write、letter 、picture 、friend 、take pictures 、talk to 、

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little 、play with"和句型"This is...He's/She's…"

2、Language skills

能够听、说、认读单词,能够讲述正在发生的事情。

3、Sentiment

培养学生学习英语的兴趣,激励学生积极参与活动,逐步养成自觉学习的好习惯。

三、Teaching key points

掌握本课语言结构。能听、说、认读单词和短语,并能熟练运用新知识。

四、Teaching difficult points

灵活运用知识讲述正在发生的事情。

五、Teaching procedure

1、Warming up

Greerings Free talk

老师和学生互相问好。在自由谈话中,随机向不同的学生提问:"What do you do at the weekend?"引导学生使用下列词组:play football、play basketball 、play table tennis 、swimming 、watch TV等。老师要求学生回答问题时带上动作,在他/她做动作的同时,老师向全班同学说:"Look! He's playng football .She's swimming."使用这种方法呈现更多新语言。

2、Presentation

学习单词、短语。

老师釆用“温故而知新”的方法教授新单词和短语。例如:white-write 、lake-take 、walk-talk。让学生自己先试着读,然后结合图画熟练掌握新单词和短语。

3、Learn the text

请学生仔细观察图画,认真阅读课文,帮助学生弄清楚故事内容和情节:Sam正在展示自己的绘画作品,其中有Lingling写信的画,Daming照相的画,Amy打电话的画,还有Tom玩玩具火车的画。

请学生对照着书听录音,老师帮助学生学习本课的语言结构,并使用不同的方式进行练习。例如:模仿录音,个人展示,根据课文内容问题:“What is Amy doing? What is Sam doing? What is Tom doing?”等。

向学生简单说明:在英文中,当描述一个正在发生的动作时,我们要使用现在进行时。现在进行时是“am/is/are”加上动词“ing”形式构成的。

4、Practice

Play a game

玩一个“神算”游戏。在老师给出的图片中,让同学自己选择一张,在选择之前先算一算你能选到哪一张,如果选择的图画与自己算的一样时,那就是“神算”。

5、Production

仿照课文内容,以小组为单位编个小故事,并在班里展示。

6、Cooling down

Review the lesson and end the class.

七、Homework

结合本节课所学的英语知识,画出你的家人正在做事的图画,下节课向全班同学讲述。

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Unit 2 What are you doing?

一、学习目标:

1.知识目标:watching TV, talking to … taking pictures ,reading a book ,writing a letter, playing with ,listening to music, What are you doing? I ' m … What is he/she doing? ---He/She is …

2.情感目标:养成积极主动的学习态度,能大胆开口,积极参与各项学习活动,善于与同学交流。

3.能力目标:用英语进行交流,养成用英语思维的良好习惯,提高学生的创造力和实践能力。

重点难点:

学习如何表述及问答正在发生的动作。

二、预习学案

预习目标:

通过预习能够认读简单的词汇,理解课文内容,了解如何询问正在做的事情。 预习内容:

1.复习上节课学过的内容:talking to … taking pictures , writing a letter, playing with 。

2.根据上节课所学内容,找出本单元所学短语,及正在做的事情,在预习本上作好记录。

三、导学案

(一)交流热身,复习导入

1. 同学做动作.老师问What is she/he doing?多说几遍,找同学回答。

2. 复习上节课学过的内容,出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说.

(二)小组合作,自主学习

1.自主学习单词(Task 1)

(1)Listen and underline the new words and the difficult words.

(2)学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book ./ watchingTV,

(3)小组展示

2.课文学习

(1)Listen and point.播放录音,主要培养学生的认读能力,至少听两遍。

(2)Listen and repeat.再次拨放录音,学生边指边读。

(3)小组对话练习.分角色朗读.

3. 学唱歌曲。

qGr小学资源网(三)归纳探究,词汇点拨

根据上节课学过及新学的词组,句型同桌练习,或者小组练习.根据图片或者动作进行对话练习:如: What are you doing? I’m listening to musicq

(四)反馈,总结评价

1.What is he /she doing ?的问答。

找同学到讲台上每一个人做一个动作不动.其他同学进行问答.

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2.对正在进行的动作进行描述.巩固练习.也可以采取you say I do ,you do

I say ,you say I draw等形式.

3.小结归纳

归纳总结本节课的所学的内容.

What are you doing? I’m listening to musicq

What is he /she doing ?

4.教师、小组、个人评价

四、课堂检测

Ⅰ.写出下列单词的现在分词形式。

do swim take play read listen write

Ⅱ. 下列句子各有一个错误,你能找出来并改正吗?

1. What are he doing?

2. I'm watch TV.

3. This is my father. She is reading a book.

4. I'm doing I homework.

5. What are you doing? I listening to music.

五、课后作业

1. 抄写你喜欢的句子。

六、板书设计

Unit2 What are you doing? G1 G2 G3 G4

I’m listening to music

watching TV

reading a book

Module 3

Unit 1 What are they doing ?

一、学习目标:

1.学习询问他人正在做什么事情。

2.描述他人正在做的事情。

3.学生能够听、说、认boat chess row soybean milk drink hungry 。

4.通过创设和谐的氛围,让孩子们轻松愉快地学习英语,并形成良好的英语语

感。

重点、难点:

1.学说问句What are they doing?

2.掌握句型They’re 动词+ing [+宾语]

3.能清晰准确地发出本课所教的单词的音

二、预习学案

1.预习课文补全单词

b t ch s r s b n milk dr k

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h ry

2.用“ ”标出询问动词的ing形式,反复阅读,理解句子意思。

3.在笔记本上记录自己预习后的疑惑,准备交流。

三、导学案

(一)交流热身,预习导入

1.师生齐唱M2 中的小诗,并配以动作。

2.教师快速向学生出示几组词,每组包含一个动词,请学生说出这个动词。师板书:read , write ,listen ,play , talk …

3.请学生说这些动词的-ing形式。

4. 齐读黑板上的动词及其-ing形式。

(二)小组合作,自主学习

1.告诉学生,教师将要模仿一个动作,他们要猜猜教师正在做什么。

教师模仿动作后提问:What am I doing? (我正做什么?)引入句子: I’m doing taijiquan.。

3.请全体学生一起边做动作,边说:I’m doing taijiquan.

4.自主学习单词(Task 1)

(1)Listen and underline the new words and the difficult words.

(2) Listen and read the new words and the difficult words 3 times.

(3)Read the words by yourself.

5.小老师检查单词(Who can teach?)

6.单词句型运用(Task 2)

以小组为单位,用所学词汇造句,进行运用,找出本模块重点句型what are they doing?进行替换、拓展、对话等情景练习,然后小组进行展示。

(三)归纳探究,词汇点拨

1.请一学生挑选黑板上所提供的任一动词,做出相应的动作。

2.教师通过提问:What is he/ she doing ?复习He’s/ She’s 动词+ing。

3.请该生所在组的成员模仿该生的动作,并做动作边说:I’m动词+ing [+宾语]。

4.教师故作不解状问:What are they doing ? 后又释然说:Oh. They’re 动词+ing [+宾语],并板书。

5.教师指着黑板上的句子,请学生跟说多遍。

6.小组合作挑选黑板上所提供的任一动词(不能重复),做出相应的动作,其他学生回答问题:What are they doing ?

(四)反馈,总结评价

1.请几位学生到教室前,由教师说动词词组,学生模仿动作,比比谁的反应最灵敏。

2.让学生在小组内进行训练。

3.四人小组中,请学生A 和B向学生C和D模仿一个动作,然后由C和D提问:A 和B在做什么?

4.让小组内学生互换角色。

5.请几位学生到教室前模仿动作,教师提问:What are they doing ?然后让全班或个别学生回答。

四、课堂检测

1.选择单词补全句子

riding playing rowing drinking doing

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They’re Taijiquan.

They’re a dragon boat.

They’re chess.

They’re soybean milk.

They’re on a bus.

2.英汉互译

上车 在湖上

under the tree play chess

许多 row a boat

五、课后作业

1. 抄写单词:row , play, drink, boat, milk

2. 收集有关人物或动物正在进行某种动作行为的照片、图片、图案,并用英语说说他们正在做什么?

3. 预习M4 U2课文。

六、板书设计

Unit 1 What are they doing?

What are they doing?

They are rowing a dragon boat. On the lake

They are doing Taijiquan. In the park

They are playing chess. Under the tree

Unit 2 What ’s the elephant doing?

教学目标

a、知识目标:能听懂、会说本课句型―What are they doing? They are… What is Amy doing ? She is…‖

b、技能目标:培养学生听、说、做、读的能力。

c、情感目标:激发和培养学生学习英语的兴趣,使其主动参与课堂实践活动,从而培养他们的合作意识。

4、教学的重点与难点

本课时的教学重点是掌握句型―What are they doing? They are…What is Amy doing ? She is…?‖, 难点是培养学生在实际情景中运用对话的能力,教师抓住这个重点内容,通过大量的 会话练习,做不同人称的 替换训练,进一步突破了难点。

5、教具准备:单词卡片,stickers等等。

三、说教学过程

Step 1 Warm-up.

1、Greetings and sing an English song.

2、Let’s do.

T: doing taijiquan ,rowing a dragon boat,playing chess,drinking soybean..‖

Ss: Do the actions. (师先发指令,生做动作,再利用多媒体课件依次播放图片,让学生看图说出完整的句子, 如:They are doing taijiquan.( rowing a dragon boat,playing chess;drinking soybean.. )

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Step 2 Presentation.(创设情景,引入新课。)

1、师先示范―跑‖的动作,让学生跟着做动作,边做边说:―I’m running.‖师适时

提问:―What is the teacher doing?‖引导学生回答:―The teacher is running .

2、师再分别出示Amy ―跑‖的动作并提问, ―What is Amy doing?‖学生模仿前面

的 句子说:―Amy is running .or she is running .‖

师再分别出示Daming(看电视 ) 的动作并提问,―What is Daming doing?‖ 学生

跟着说―Daming is watching TV.or He is watching TV .‖师同样出示Sam and

Daming (打篮球 )以及Amy and Lingling(打乒乓球 ) 的动作并提问,

T: What are Sam and Daming doing? Ss: They are playingbasketball. Boys: What are Amy and Lingling doing?

Girls : They are playing table tennis .

3、Listen to the tape and answer the questions.

Q1: What are Sam and Daming doing?

Q2: What are Amy and Lingling doing?

Q3: What is Amy doing?

Q4 ―What is Daming doing?‖

Step 3 Practice.

1、Play a game ―I act, you guess.‖

一个学生做动作,另一个学生躲在其身后, 全班齐问What are you doing? S2根据

动作猜出并回答:―I’m…‖教师让全班同学评出最佳默契奖,并以stickers奖励。

2、Play a game again―find your friend.‖

师事先准备好许多动作卡片,分发给学生,以四人一小组为单位,通过在组内对

话,让他们寻找自己的朋友,看谁找得快。

这游戏能让学生在完成任务的过程中,不断操练What are theydoing? They are…,

What is he/she doing ? He/ She is…能极大地激发学生学习英语的兴趣,巩固所

学的新授知识。

Step 4

What is he/she doing ? He/she is …

What’s he doing ? What’s Liuxiang doing

He’s playing football . He’s runnin

What’s Yaoming doing ? What is Dengyaping doing ?

He’s playing basketball. She’s playing table tennis

Module 4

Uint 1 Do you want some rice?

一.教学目标

1. 知识目标

1)掌握并运用单词:Chinese fast food want some make nice chopsticks

difficult

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2) 熟练运用句型:“Do you want some ???” “Yes, please. / No, thank you”、 “Have you got???” “Yes, I have. / No, I haven’t.”

2. 能力目标

能运用所学的语言知识在创设的情境中进行熟练的交际,并在此基础上能将其应用于日常生活之中。

3. 情感目标

通过学习和了解中国和西方的食物和饮食文化差异,激发学生学习英语的兴趣,帮助学生树立学好英语的信心,增强学生的参与意识,引导学生积极与他人合作,共同完成学习任务,并在成功中体会英语学习中的乐趣和跨文化交际的能力。

二、教学重难点:

1.教学重点:掌握句型Do you want some...?Yes, please. No, thank you.并能就食物的选择向他人提问或回答他人。

2.教学难点: chopsticks、difficult的发音及新句型的运用。

三、教学准备

实物图片、磁带、单词卡

四、教学过程

step1、Warming up

1 、Greetings

2、Revision

T: Today we will learn the new lesson. First, let's review some words of food. ( 复习以前学过的食物的单词,全体学生齐读一次。)

3、Free talk

T: Can you tell me what your favorite food is? My favorite food is noodles, what is yours?

S:My favorite foot is chicken.

T: Chicken is very nice. (教学nice)

句型:Have you got _____ in these days? Yes, I have. / No, I haven’t.

(此处的教授要迅速,简明,以免时间不足)

step2、presentation and practice

1、T: I have got some nice food.Look.

(Show the food cards and ask)

T:Noodles、rice、dumplings、hamburgers and hot dogs are fast food.

(Show the card and read “fast food”)And noodles、rice、dumplings are Chinese fast food.(explain “Chinese fast food” )Yes, hamburgers,hot dogs and sandwiches are Western fast food.

2、T: dumplings、noodles and rice are Chinese fast food . Do you like Chinese fast food?

Ss:...教学Chinese / fast food(小火车读)

3、T: Boys and girls, look at me please, what foot I is this?

Ss: Noodles.

T: Yes, you are right. I like noodles. Do you know how to making noodles?

Ss:...

T:(出示图片)Look, what is he doing?

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Ss:…..

T: He's making noodles.(随机教学 making noodles)

4、T: I want some noodles. What do I need? (用体态语帮助学生理解句意,同时拿出筷子)

S:

T: Yep, chopsticks.

教学 chopsticks (把单词为两个部分chops / ticks)告诉学生这个词语用复数

5、T: Chopsticks are difficult. 教学 difficult (个人读,小组读,齐读)

6、教授句型Do you want some...?Yes, please. No, thank you.

T: Do you want some...?

1)板书Do you want some...?

2)引导学生回答Yes, please. No, thank you并板书

7、practice /先个别后整体/

1)老师轮流指着实物图片提问Do you want some...?

2)全班开火车操练

8、听课文录音

Listen to the text and answer the questions:

1. Does Amy want some rice?

2. What is the man doing?

3. Are chopsticks difficult for Amy?

全班跟读3遍,分角色跟读并表演。

Step3 extension

请学生看书上或者挂图上的五幅图,老师指着图问:What’s this? 引导学生学生说出食物的名称,然后指着图单个向学生提问:Do you want some…?要求学生用Yes,please. / No, thank you.回答。最后两人一组练习。

Play a game: Do you want some rice? 食物问答接龙。

饭馆订餐游戏,四个同学一组,每组有两张菜单Chinese fast food and western fast food.创设去饭馆订餐的情境表演对话(一名服务员、三名顾客)学生进行对话: A: Excuse me, can I help you?

B: I want to east fast food.

A: Do you want some _____?

B: Yes, please. \No, thank you.

A: Do you want some _____?

C: Yes, please. \No, thank you.

A: Do you want some _____?

D: Yes, please. \No, thank you.

A: Anything else?

B: That’s all, thank you

A: You’re welcome.

Step4、homework

1) Ask your parents and friends what kind of food they want.

2) Write the new words.

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板书设计:

Module5 unit1 Do you want some rice?

Do you want some_____? Chinese fast food Yes, please. Western fast food No, thank you. Scores

Unit 2 How much is it?

教学内容:Students’ book Module4Unit2

学习任务:What are you doing ? I’m making dumplings/ I’m cooking vegetable.

Do you want some ? Yes , please . / No , thank you .

教具:实物:饺子,蔬菜,勺子,围裙

卡片,磁带,CD-ROM ,录音机

教学过程

一.Warming up

Greeting

二.Chant : left foot ,right foot ,left foot right

三.Review

展示卡片

T:What’s this ?

Ss : cake, rice , noodles , fish(学生快速读出)

T: Do you want some …

Ss: Yes ,please . / No , thank you.

四.实物导入

1.T:老师今天带了二种好吃又有营养的东西,大家猜猜是什么?(学生猜) 师拿出饺子教学dumpling

① 全班读

② 个别读

③ 小组读

2.同法教学vegetable

①唱反调(师大声读单词,生小声;反之师小声生大声)

②全班读单词

五.巩固单词

Play a game猜单词

师把刚刚复习的单词和新授单词的卡片藏起来,给学生三次机会猜猜藏的是哪两张,如果学生两张都猜错了,师说―no‖。如果猜对一张师说―YES‖但是不给学生看卡片,两张都猜对了给学生看卡片读出单词,并给予奖励。

六.情境中学句型

1. I’m making dumplings.

T:今天老师非常高兴,所以要大展厨艺(带上围裙,包饺子),now ,look here ,What am I doing?

想不想知道老师在干什么吗?要用英语怎么问呢?

Ss:What are you doing ?(板书)

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T:I’m making dumplings. Do you want some?(板书)

采用不同形式读句型I’m making dumplings.( 如:师读快,生读慢;师读慢,生读快)

2. I’m cooking dumplings.

T:接下来,老师要展示每二样厨艺,Look here(师抄菜),想知道Miss Lin 正做什么要用英语怎么问

Ss: What are you doing? (板书)

T: I’m cooking vegetables.Do you want some.(板书)

采用不同形式读句型I’m cooking dumplings.(如:男女分开读,小组读)

七.学课文

(1)学生对话第一部分

1.T:Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客,我们来看看Daming 一家做了什么好吃的请他们。(播放CD—ROM)

T:他们来到Daming 家,看到Daming正在making dumplings,他们两个不知道Daming在干嘛,他们是怎么问?

S1:What are you doing ,Daming?

T: Daming 是怎么回答?

S1: I’m making dumplings?

全班跟着CD—ROM读。

2. 情境表演

师去学生家做客,学生正在包饺子

T: What are you doing ?

Ss: I’m making dumplings .

Do you want some ?

T: Yes ,please.

(2)学生第二部分

1.T:Daming家除了Making dumplings 还做了什么好吃的?

Ss: Cooking vegetables.

T: Daming 急匆匆来到厨房里,看到妈妈正在cooking vegetables他是怎么问的? SS: What are you doing?

T: mother是怎么回答的?

Ss: I’m cooking vegetables.

Read after the CD-ROM

2.巩固练习

①师做抄菜动作

Ss: What are you doing ?

T: I’m cooking vegetables. Do you want some ?

Ss: Yes ,please./ No, thank you .

②Play a game

听音乐传花,音乐一停,拿到花的学生做抄菜的动作,其他学生问 What are you doing ?此生回答I’m cooking vegetables. Do you want some ?操练对话。

3. 表演课文对话

小组合作,表演课文对话。

八.扩展练习

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Play a game: Copy 不走样

请几名学生上台,站成一排,师传给第一个学生一句话(如:I’m rowing a boat.),此学生根据这句话做出动作,并把动作一一传下去,等到最后一个学生做完动作,全班问最后一名学生:―What are you doing ?‖此学生根据自己的理解回答,最后师说出答案,给答对的学生奖励。

九.总结

Module 5

Unit 1 Can you run fast?

教学目标

1 知识目标 Knowledge aim

掌握本课主要生词并能熟练的听说认读 run fast jump high jump far ride fast 及听懂理解会说Can you ?的句型和肯定回答Yes, I can. 否定回答No ,I can`t.

2 能力目标 Ability aim

能听懂理解会说Can you? 句型,并在实际情景中进行应用。

3 情感目标 Emotion aim

通过各种活动,使学生之间相互了解。激发其学习英语的兴趣,树立学好英语的信心.

教学重点难点:

教学重点 Teaching Points

会听说认读本课词组 run fast jump high jump far ride fast

教学难点 Teaching difficults

能运用can you 句型进行对话。

动词 run 和 ride 读音上的区分 fast 和 far 在读音上的区分。 教学方法: 游戏法、交际法

师生活动过程:

1. Warming up

师生之间自然地的问好。教师告诉学生I like sports .询问学生是否喜欢sports 。引导学生理解sports 的意思。

2.Teaching process .

点击课件,出现各种学生熟悉的运动。带领学生一起回忆这些运动。并且说出句型can you 就学生熟悉的动作进行询问。引导学生用yes ,I can 或者no, I can’t 进行回答,同时把板书can you 写在黑板上。引导学生回答。根据教师的表情进行肯定和否定的训练。

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图片演示本课中的新词:run fast .教师问学生:can you read it ?引导学生自己读出来。将词组写在黑板上,并让学生跟读。请单个学生进行操练。以行为单位开火车操练。在操练的过程中教师适当对学生的发音进行纠正。

教师边做动作演示run fast 边说“I can run fast ,can you ?”先询问全班同学。再询问个别同学,引导学生回答。并让他问我can you run fast ? 请2到3名自告奋勇的同学接受全体同学的询问。

出示图片演示ride fast .教读该词组。并强调该词组与前面的run fast 在读音上的区别。全班读。叫个别学生读。并适当纠正不标准的读音。教师问全体同学can you ride fast ? 再引导个别同学回答。请回答问题的同学再问其他同学。

图片演示jump far .教师边演示边说I can jump far .can you ?引导学生回答。教读词组。分组读。学生随着教师的手势不断变换声音的大小达到熟练的效果。重点强调far 跟 fast 的区别,让学生注意不要混淆。全班将词组带到句型中读。分组读句子。第一组读大声,第二组读小声。

图片演示jump high .教师边做动作边问学生“I can jump high ,can you ?”并将jump high 写在黑板上。指导学生读。叫自告奋勇的学生读给全班听。教师读大声,学生读小声,并且跟随教师的手势不断变换声音的大小。让自告奋勇的学生来问其他同学。给予奖励。

一二组根据老师手中的图片问三四组,三四组根据老师的表情回答。再变换组。

学生自由问答。要求学生站起来大声地对话。请自告奋勇的学生上来表演。并给予奖励。

3.跟录音读课文。四个小组分别扮演四个角色读。

4.Expand with extension(拓展与外延)

Unit2 Can Sam play football?

学习任务:

1掌握词汇: make a cake ,play the flute,wash clothes,draw a dragon 2掌握句型:Can you …?Yes,I can / No,I can’t.

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教学重点与难点:

使用―Can‖询问他人的能力并讲述自己的能力。

教学用具:

头饰,CD-ROM,图片

教学过程:

I. Warmer

1. Greetings

2. 开展小游戏:

展示动物头饰,学生抢答:tiger,fish,monkey,bird,frog;将头饰发给5名学生,依次问

T:Can you fly, tiger?

Tiger:No, I can’t.

T: Can you fly, bird?

Bird:Yes, I can.

T: Can you swim,monkey?

Monkey:No,I can’t。

T: Can you swim,fish?

Fish:Yes,I can。

T: Can you jump,frog?

Frog:Yes,I can。

引导学生唱自编小诗:I’m a tiger. I can run, run, run, run.

I’m a bird. I can fly, fly, fly, fly.

I’m a fish. I can swim, swim, swim, swim

I’m a frog. I can jump, jump, jump, jump.

I’m a monkey. I can climb, climb, climb, climb.

II. Presentation:

1. 教师做动作,引导学生先后说出:make a cake,play the flute。再由此引出短语wash clothes,draw a dragon板书并教授

2. 教师询问学生:Can you make a cake/ play the flute/…?

3. 同桌互问

4. 开展游戏―互相帮助‖(就自己不能做的事情寻求帮助)

学生A不会洗衣服,要使用Can you wash clothes?向其他同学提问并寻求帮助,直到找到一名Yes,I can 能够帮助他的同学为止。每名同学都要为自己―不能做‖的事情寻求其他同学的帮助。游戏结束。可以请部分学生向全班汇报I can’t make dumplings, but Lanlan can. She can help me. I can cook vegetables, but Maomao can’t. I can help him.

5. 学习歌曲

T:大家想不想做热心的孩子? 别人遇到困难了,伸出你热情的手,说Can I help you ?

1. 播放录音,仔细听,感受节奏和旋律。

2. 进一步对can的用法加深

3. 再放录音,学生跟唱,并做出相应的动作,教师适当指导。

III. 学习课文

1. 打开课本part1教师向学生讲解Sam Amy Lingling Daming不同头像所代

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表的回答。

2. 播放录音,学生听出答案,并在课本上用选出答案所示的头像。

3. 分别扮演Sam Amy Lingling Daming小组四人以他们的口吻进行回答练习

Can you make a cake? Yes, I can/ No, I can’t.

Can you play the flute? Yes, I can/ No, I can’t.

………….

IV. Practice

展示图片的动作:write a letter, row a boat, take a picture,read a book, do taijiquan, make Chinese food, play chess, make soup

1. 四人一组,运用Can you…句型调查谁是多面手,能力强。

2. 选出两组汇报调查结果

V. 小结:

本节课我们同学表现非常出色,很好的运用了―can‖来了解他人的能力,以便对你有所帮助。

VI. 作业:

1将今天所学的歌曲表演给好友或家人。

2收集学过的动词或动词词组,用I can描述自己能做到的,用I can’t描述不能做到的。

Module 6

Unit 1 Can I have some sweets?

一.学习目标:

知识目标:

1. 听读并理解生词soup,sweets,bread,biscuits,fruit,dark,turn on,light在课文中的运用。

2. 能够使用Can I have some? 这类语句。

3. 听懂会读并理解课文。

能力目标:

能够听、说、认读单词,能够用本课的功能用语和他人交流。

情感目标:

培养学生学习英语的兴趣,激励学生积极参与活动,积极与他人合作。 学习重难点:

掌握语言结构Can I have some ...?极其回答Yes, you can./Sorry, you can’t.能听、说、读单词,并能熟练运用新知识与他人对话。

二、预习学案:

我会写(将下列字母组合成正确的单词)。

wsetse derba ibicuts posu

三、导学案:

热身复习:

1、Greeting

2、教师先把全班学生分成两大组,规定回答问题对者得贴画,贴画多的那个小组获胜。培养竞争意识。教师展示图片,一名同学扮演老师大声问:Can you do

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morning exercises/swim/jump/run/wash clothes?小组回答:Yes,I can./No, I can’t.通过此活动复习Can you? ?

自主学习:

1、听录音两遍,边听边圈出生词,并试着读一读。

2、播放录音,回答问题:

Who is on birthday?

How old is Amy?

Can Amy have some food at first?

Can Amy have some food at last?

3、找出课文中含有单词can的问句,并写下来。

合作交流:

1、小组内讨论解决自学中遇到的问题,互相交流,教师评析。

2、播放录音,全班跟读课文,注意语音语调。

3、小组内齐读课文,模仿语音语调,适当加上动作。

4、分角色朗读课文。

5、Chant:

Can I have some soup? Yes, you can. Yes, you can.

Can I have some sweets? Yes, you can. Yes, you can.

Can I have some bread? Sorry, you can’t. Sorry, you can’t.

Can I have some biscuits? Sorry, you can’t. Sorry,youcan’t.

四、课堂检测:

完成配套练习册1.2.3题,小组内讨论订正答案,最后教师评析。

五、课后作业:

听读课文三遍。

Unit 2 Happy Halloween!

教学目标:1、听懂、会说、会读词汇:today, of course

2、 能灵活运用重点句型Can I have some?? Yes, of course. Here you are./ sorry, you can’t.

3、让学生初步了解西方万圣节的习俗

教学重点

词汇:today, of course

第2单元的英语诗。

难点 词汇halloween的发音。

教学过程

一、Warming-up

复习上节课的重点单词oup, sweets, bread, light, biscuit, fruit及句型结构an I have some soup? Yes, you can. / Can I have some sweets?Sorry, you can’t.

二、Leading-in

T:在中国有许多节日,如劳动节、国庆节等等。在西方国家有一个孩子们非常喜欢的节日—万圣节,教师讲解万圣节的传统。

在西方国家,万圣节前夜——10月31日晚上是孩子们尽情玩乐的好时候。这是一个充满神秘色彩的节日。夜幕刚刚降临,孩子们迫不及待地穿上五颜六色的鬼怪衣服,戴上面具,提上一盏“杰克灯”去玩。孩子们会去按邻居的门铃,并按

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传统发出“不请客就捣乱!”的威胁。邻居们总是准备了糖果、点心招待孩子们,而孩子们则把这些一一收入自己的大口袋内。如果不拿出糖果招待孩子们,这些人就要倒霉了

在今天的课文中,我们将看看Tom是怎样过万圣节的?

三、Learn the text

1、学生听录音理解课文内容。

2、教授重点单词halloween

重点句型1. Can I come in ? Yes, of course.

2 . Can I have some sweets? Here you are.

巩固练习句子

3、听录音模仿语音语调。

4分组朗读课文

5、学习歌谣

Can I have some soup?

Can I have some fruit?

Yes, you can.

Yes, you can.

And you can have some rice.

They’re all very nice.

6、Activities

a play a game:SB4

b practice the dialogue

四、Homework

Module 7

Ⅰ.Teaching goals:

1.Aims of Target language knowledge and skill

1)Function: Can use ― There is /are‖ to talk about Photos.

2)The students learn and can listen, read , say and use the sentences:

There is a girl in this photo.She’s riding a horse. I can’t see her face. There are twelve boys on the bike.

3)The pupils can listen, read and say the vocabulary:there is, horse, there are, have a look, sheep, vegetable, climb, face,fruit, chicken, bear,pig

Can use: there is, there are,horse.

2. Aims of emotion and attitude

Pupils can actively participate in class learning activities. 3.Aims of learning strategy

Pupils can Actively cooperate with others to complete the study task

Ⅱ.Teaching important and difficult points.

1. Important points:Ss can listen, read and say the sentences: There is a girl in this

photo.She’s riding a horse. I can’t see her face. There are twelve boys on the bike.

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2. Difficult points:can can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse. I can’t see her face. There are twelve boys on the bike.ect to describe the Pictures or scene .

Ⅲ. Teaching aids

CD-ROM, pictures,cards, courseware

Unit One There is a horse in this photo.

Teaching Procedures

Step One:Warm-up and lead-in.(about 5min)

1. Greeting,then say the chant : ―Can I have some soup?‖

2. Show pictures: playing basketball, running, shipping, and so on.Let’s do asking

and answering like this: What is he/she doing? He is…(激活知识)

3. Show the picture of the text .(Amy is riding a horse) get Ss look at the picture

and ask :What can you see?(Help Ss answer)

4. Watch and listen to the CD-ROM.(整体感知如何描述图画)

5. Watch ,listen and reapeat.(学着说,并提醒学生注意模仿语音语调,感知今天

要学的内容There is …的语用,为新课学习做铺垫)

Learn:horse 注意与house的区别,用图片进行比较。

Step Two:Task presentation(about1min)

向班级推荐手抄报的图片,并用There is .. in the photo. He/She is…描述自己推荐的图片。

Step Three:text learning(about15min)

1. play the CD-ROM. Get Ss watch and listen and thinking :1)What are Sam

and Amy talking about?

2. Ss try to answer the question.(1,2整体感知课文)They talking about

photos.

3. Sam, Amy, Daming are talking about photos. How are they talking about

them? Listen again(进一步感知课文)

4. Show questions, listen and try to answer the questions(带问题听录音,试

着回答,进一步了解课文内容,为学习目标语句打基础)

2What’s in photo 1?

3) What’s in photo 2?

4) What’s in photo 3?

引导学生回答每个问题后连起来描述:There are talking about photos. There is …in photo 1…(板书There is a horse in this photo. There is a sheep in this photo.…)

相机教学单词。

5. Try to say:There is a… in/on/under/…

6. listen and repeat.

7. Work in group: retell the text.(A group of four把打乱顺序的课文句子重

新排列好,强化对课文内容的理解)

Step Four: practise(about10min)

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1. Listen and say(P40 Activty 3) 跟读模仿语音语调

2. Look at the picture.(P40 A4),明确要求后,四人小组用there is…描述图

片内容,共同完成任务。给学生三分钟练习,然后以小组为单位向全班展示。

3. Finish Ex 1,3,4(课堂活动用书),巩固所学知识

Step Five: Task completion.(about 7min)

T show some pictures, Ss talk about them and choose one describe it: There is a…in this photo.She/He is…

1. Ss talk about the Class Paper.(四人小组讨论手抄报的内容,合作画一幅

画或推荐一幅图,作为班级手抄报的图片,并用There is…He is…来描述图片。意在发挥学生的学习主动性,运用所学知识)

2. Ss report.

Step Six Summary and homework(about 2min)

1.Summary together.

2.Finish ―一起作业‖

3.Finish Ex2(AB book)

4.以小组为单位为班级手抄报准备图片

Writing

Unit 2 There are twelve boys on the bike.

Learning: fruit, chicken, bear,pig

There are twelve boys on the bike.

Teaching Procedures

Step One: Warm-up and lead-in(about 8min)

1. Great and say a chant.

1) Great each other.

2) Say a chant.(U1)

2. Rivew:

1) Work in pair:Look at the picture and talk about it.

There is a… in this photo. /There is an…in this photo.

He is…(doing sth)/She is..(doing sth)

3. Lead-in:Listen,point and say.

1)Look and the picture, watch and listen the CD-ROM(整体感知)

2)Watch, listen and point.

3)Watch, listen and repeat.(pay attention to imitate the pronunciation and intonation)

Write the sentences on the blackboard.

There is a boy on the bike.

There are twelve boys on the bike.

Step Two: Task prensentation

Where is Daming? What is he doing?大明正在给大家介绍手抄报的内容。学完课文后我们也要选出班级手抄报的图片,谁的图片将入选呢? Step Three: Text learning.(about 15min)

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1. listen and think.

What are in Daming’s photos?

2. Look at pictures and think how to intruduce them.

3. Listen and point 4. Group work: try to answer the question ―What are in Daming’s photos?‖

5. T Guide the student to answer the question and write them on the

blackboard.

There is a panda in the photo. There are three chickens in the photos

There is bear in the photo. There are eleven pigs in the photo.

6. To compare: There is…, There are…用色笔标出要点

7. Show the pictures and learn the new words: fruit, chicken, bear, pig.

8.Listen and repeat.( (pay attention to imitate the pronunciation and intonation)

9.Work in pair: describe the picture of the text. Then report.

Step Four: Practise(about10min)

1. Point and say.(SB U2 A3)

2. Learn a song.Three Green Parrots

3. Finish SB U2 A5.(remember the pictures quilkly, then say it:There is…

There are…)

4. Finish AB.U2.Ex.1

Step Five: Task completion.(about 7min)

四人小组合作用There is… There are… He/She is… They are…介绍图

片。然后请一人向全班介绍。大家一起选出好的图片,被选中的图片所

在的组每人得一颗星以示鼓励。

Step Six Summary and homework(about 2min)

1.Summary together.

2.Finish ―一起作业‖

Module 8

Unit 1 we’re going to visit Hainan

教学目标

1、知识目标

(1)能听懂、会说并认读下列单词:children,tomorrow,from,China,swim,sea及短语: by plane

(2)能听懂、会说并认读下列句子We’re going to go to Hainan tomorrow. I’m

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going to swim in the sea.

2、能力目标

能听懂并能在图片的帮助下运用―be going to‖句型讲述自己的计划和即将发生的

事情。

3、情感目标

(1)培养学生将学到的知识运用于真实的生活场景中的能力,使学生具有一定

的社会交流意识,引导学生关注生活,热爱生活。

(2)激发学生热爱祖国大好山河的情感。

教学重点;

1 学习运用be going to 句型。

2 掌握单词及词组:

children/ tomorrow/ by plane/ get up/ from China/ swim in the sea/ visit .

教学难点: 能够正确理解运用be going to 句型。

教具准备:

挂图、录音机、磁带、图片、挂历、一张中国地图

教学过程:

I. Warming up

唱歌曲 I can’t do it.

II. Revision:

1.复习以前学习过的动词及词组:run/ ride/ play/ swim?

(复习动词是为了更好的学习本节课be going to句型做铺垫)

2. Do duty report

―What day is today? What is the date today?‖

III. Presentation:

1.教师出示当天的日历,指着的日期说 ―Today is ?‖并出示新的一月份的

挂历对学生说:‖Our

winter holiday is going to be in January. And I am going to go to Hainan in winter

holiday.‖

(复习对比日期,使学生初步了解be going to 的含义)

2. 学习句型 I am going to go Hainan.

(为学生讲解be going to 的含义,并且学说, 同时讲解be going to 的用法。

3. 学生谈论What are they going to do at this weekend ?

4. 出示中国地图,指着沈阳告诉学生 I am going to go to the zoo in

Shenyang this weekend. So I am going to get up at 6 o’clock in the morning.

( 学说 get up)

指着海南说And I am going to go to Hainan. I am going to swim in the sea.

( 出示图片,边做动作边学说swim in the sea)

5.教师出示一张老爷爷的照片,告诉学生I am going to visit my grandpa, too.

( 学说 visit my grandpa)

IV. Practice:

1.猜一猜:What is he\ she going to do tomorrow?

第一组:学生根据图片来猜:可以出示―天安门、石林、泰山、世博园、东方明珠‖

等风景名胜,学生

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可以说出 ― He is going to go to Beijing.‖等句子。

(这个活动不仅能够操练目标语言be going to ,更能够激发学生对祖国大好河山的热爱,加深对中国地

理知识的了解。)

第二组:听声音猜。

播放―游泳的声音、打篮球的声音、跑步的声音、飞机的声音??‖。学生可以说出 :‖ He is going to swim/ play basketball?等

(听录音猜,可以增加活动的趣味性,使学生更加踊跃的参与到课堂教学活动中。另一方面,可以引出

句子?going to go by plane.这个新句型)

2 .学说by plane

3. 放课文录音,第一遍学生听,第二遍学生指书跟读。讲解课文中‖ from China/ children‖ 等语境语。

4. 运用任务:出示中国地图,小组讨论 :

Where are you going to go? What are you going to do there?

( 这个任务活动是有意义的操练本节课的重点语句,学生在真实地语境中运用本节课所学知识,谈论的过程中达到了语言的输出,做到了学以致用,强化记忆。) 在讨论结束后,进行汇报。

5.完成课堂活动用书26、27页。

V. Summary:

Today we have learned the sentence pattern ―be going to?‖ . We can use it when we talk about the plan tomorrow or in the future.

VI Homework

Read text and talk about your plan at this weekend or about the winter vacation with your classmates.

Unit 2 Sam is going to ride a horse

一.教学目标:

1、1知识目标:1)能听懂、会读、会说、会抄写单词stone, camel ,visit

2)能听懂、会读、会说句型:we’re going to do sth.

2、技能目标:能听懂会唱歌曲:―We’re going to go to the zoo.‖

二.教学重点:visit的不同用法

三.教学难点:stone ,camel,visit

四.情感目标:通过对本课的学习,使学生了解有关明陵的历史、地理位置及其概况的知识,激发学生热爱历史、热爱祖国的热情。培养学生认真学语言,乐于用语言的意识,并通过歌曲的学习,促进学科间的交流。

五.教学准备:挂图,录音机,磁带,教学卡片(动物类)

Teaching steps:

Step1: Warmer

1、 Greetings

2、 Sing a song --听Module7 unit2的歌曲并跟着老师做动作。

3、Say a chant: We’re going to We’re going to go to +place

I’m going to I’m going to go to+place

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She is going to She is going to go to +place

He is going to He is going to go to +place

They are going to They are going to go to +place

4、 Lead in: I’m going to check your homework.Who can tell me something about the Ming Tombs.请一两个同学把收集到的有关the Ming Tombs的资料与其他同学分享。

Step2:Presentation

课文呈现:Ms Smart and her students have been to the Ming Tombs. What did theyn see in the Ming Tombs? – Lions, camels and elephants.

T: We’re going to learn the Unit2 We’re going to visit the Ming Tombs. (板书) 小朋友,你知不知道十三陵景区有什么有意思的东西。那里有许多动物的石雕。那么,石雕包括哪些动物?在那里发生了什么样的故事?Please open your books and turn to page 28. And then answer my questions – (1).Who are going to visit the Ming Tombs? Ms Smart and her students. (2).When are they going to visit the Ming Tombs? Tomorrow

交代任务:We can’t visit the Ming Tombs now, but Miss Wang have a good idea——We’re going to go to the zoo and visit animals.

Steps 3 Practice

1、Let’s see some animals.(图片)Teach words: stone ,camel。

操练单词:Game:老师说一种动物,学生做动作模仿,当老师说stone+动物,学生暂停不许动,然后请一到两个同学说动物。

2、体会单词roar,scary,请学生模仿动物的吼叫声,老师说scary请学生作害怕状,可藏在桌子下。

3、听,跟读课文。

4、T:Do you like stone animals or alive animals?

Ss: Alive animals.

T:Let’s see .(出示动物卡片)We’re going to visit animals.教单词visit.

5、操练We’re going to visit +animal的语言结构。在黑板上画动物园,请学生用We’re going to visit+动物的语言结构说句子,说对的学生可得到英语书写的动物卡片,并贴在动物园他们喜欢的位置。

Step 4: Production

1.请学生四人为一组,制定游园路线图,并做汇报。引导学生通过连词then来达到句子的连续性,和完整性。

e.g. A: We’re going to visit the lions.

B: Then we’re going to visit the pandas.

2.Game:邀请同学一起去旅行,几个学生一组,每人想出一个自己想要去的地方,相互询问:―I’m going to go to …Do you want to go with me?‖ 被问到的学生根据自己的喜好回答。每个学生都要努力找到旅伴。

Step5 Sing a song

学唱歌曲We are going to go to the zoo

Step6: Cooler

请同学们总结visit的几种用法。

Homework:

1、朗读课文20分钟,家长签字。

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2、预习Module 8 Unit 1。

3、请有兴趣的同学在课后自由结成小组,开展活动―We’re going to go to the zoo‖,可以在活动时使用相应的动物头饰和卡片。

Module 9

Unit 1 Are you going to run on sports day?

一、教学目标

1、1 技能与知识目标

1)基本能听懂、会说、会读、会写词汇:for, metre , every day , good luck, come on.

2)基本能听懂、会说、会读、会写句型: ―What are you going to do for Sports Day ?

―I’m going to….‖

二、教学重点、难点: 词汇-- for, metre, every day, good luck, come on.

句型—What are you going to do for Sports Day? I’m going to ……

三、教学准备:录音机,磁带,教学卡片,挂图。

Teaching steps:

Step 1:Warmer

1.Greetings

T: Good morning , children. Ss: Good morning, Ms Sun.

T: How are you today? Ss: I’m fine, thanks . And you?

T: I’m great. Thank you so much.

2. Sing a song –―I’m going to go to the zoo.‖

3.Listen and do.

T: The Sports Day is coming soon. Let’s do some training.

Basketball , basketball , play basketball;

Football , football , play football ;

Run , run , run fast ;

Jump , jump , jump high ;

Ride , ride , ride fast .

Step2: Presentation

T: Our Sports Day is coming . I ’ m going to take part in some of the sports games .

What are you going to do for Sports Day?

Ss: I’m going to … (引导学生回答)

S1:I’m going to play football/play table tennis/swim…..[

T:Today we’re going to learn the Module 8 Sports Day Unit1 What are you going to do? (板书)

1) 教师拍手以歌曲形式操练。

―What are you going to do?‖

―I’m going to run.‖ ―I’m going to run.‖

―What are you going to do?‖

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―I’m going to run.‖

T:Oh, I’m going to run the 100 metres.

教授:run the 100 metres

T:Look!(展示挂图,指着挂图上Daming跑步的图) Daming is going to run the 100 metres on Sports Day. Do you want to know who is the winner of the game? Now, let’s learn the text first and try to find it out. Please open your books and turn to page 30. Listen to the tape and then answer my questions.

Q1: What are the children going to have?

Q2:What is Daming going to do on Sports Day?

Q3:What is he going to do for it?

Step3:Practice

Game1:―传卡片‖

T: Boys and girls , let’s play a game,ok? Ss: OK!

A :What are you going to do?

B: I’m going to play football.

进行词卡传递,速度由慢到快,拿到词卡的学生要用句子回答教师及全班的提问。

Game2:―猜猜我要做什么‖

老师请单个学生到教师前面模仿做某事的动作,并提问:―What am I going to do?‖把全班分为男女生两组,使用―You are going to…‖猜测。老师要鼓励学生模仿过去学习过的所有动作。

Step 4: Production

T :―You are super! And now you can do the task. Please work in groups and try to finish the task.‖

(1)学生活动--- 完成运动会报名表。

(2)请部分学生展示对话。

(3)讲解课文。

(4)跟读课文。

(5)学生自由读课文。

(6)全班读课文。

(7)分角色表演课文故事。

Step5: Cooler

T: Class is over. See you next time.

Ss: See you.

Homewok:

1、听磁带跟读课文20分钟,家长签字。

2、抄写第8模块的单词。

3、预习Module 8 Unit 2.

Unit 2 I’m going to do the high jump.

教学目标:

1,能听懂,会用日常交际用语―I’m going to do……‖对―what are you going to do? ‖作出相应的回答。

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2能理解听懂,会说 run the 200 metres 、long jump 、 high jump 等词 教学重点难点:

重点:理解掌握run the 200 metres 、long jump 、 high jump等词的意义并懂得在实际语境中运用。

难点:理解并懂得在日常生活中灵活运用 what are you going to do ? I am going to ….等句型进行交际

教学方法: 游戏法、小组合作探究。

教学过程:

Step1: Warm-up (准备活动)

1 Greet

2 游戏:Guess,Guess You Guess。 老师表演一些关于运动的动作,学生根据表演猜词组。然后老师出示卡片,让学生读词组,高低声音变换读、扬声降调读,男生女生读,指名读 。(play football,play basketball,swim ,run,the 100 metres,the 200 metres )

Step2: Presentation (呈现活动)

出示运动会场景图,指名提问学生:What are you going to do for sports day? 让学生根据刚才出示的卡片回答。几个之后,教师出示― the long jump‖ 、―the high jump‖两张卡片,示范说―I’m going to do the high jump‖― I’m going to do the long jump‖(边说边做动作重复几遍)

Step3: Imitation Practice(模仿性操练)

1 老师带学生读几次句子

2老师拿出运动项目卡片,提问学生―what are you going to do for sports day ?‖,引导学生回答―I’m going to do the high jump‖― I’m going to do the long jump‖ (多提问几个,答得好的给予奖励。)

3让学生在同桌间互相练习,接着让他们开火车组组比赛。最后再请小老师上台提问几位

Step4: consolidation Practice(巩固性操练)

1 Play a game :找一个同学上台看老师的提示作动作,另一人提问―What are you going to do ?‖并猜测答案,三次猜测机会,全班同学当裁判,最后表演者给出正确答案,(―Yes, I’m going to do…… ‖)如不对就换提问者上台表演

2 play a chant : 边放音乐,边教学生读(I’m training for sports day.

I’m training every day. I’m going to run,

and I’m going to win. I’m training every day.

Come on ,come on ! Good luck, good luck!

Good luck on sports day! )

Step5: development(拓展性活动)

1 play a game:让学生们分成5人一组,每人轮流当小记者,去采访组员们:打算参加什么运动项目。然后完成下面表格;

name She/he is going to do……

2 dialogue

A:what can you do ?do

B: I can run fast/jump high/jump long.

A: you are going to run the 200 metres / do the high jump/ do the long jump. B: ok!

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Step6 : 复习歌曲―What are you going to do?‖

Step7: Homework

学生回去列出有关运动的词组,并用―What are you going to do for sports day? I am going to…… ?‖ 造一组对话。

八 、板书设计:

sports day unit2

runthe 100 metres run the 200 metres the long jump the high jump

What are you going to do for sports day ?

I’m going to do the high jump/ the long jump/ run the 200 metres.

Module 10

Unit 1 We have a big family dinner.

授课时数:一课时

教学目标:

Happy New Year!

At Spring Festival, we have a big family dinner.

功能:

表达节日问候以及描述过节时的风俗习惯

教学用具:a recorder, word cards, pictures

教学程序:

1、热身复习

老师出示事先准备好的一些食物卡片,询问学生:“What do you like?”引导学生回答:“I like...”老师根据学生的回答把不同的食物卡片分发给学生。然后询问学生:“What have you got?”引导学生回答:“I’ve got...”或者学生以小组为单位回答:“We’ve got...”

2、课文导入

老师播放过春节的音乐或者爆竹声,带领学生进入课文的主题。等音乐完毕,老师问学生:“What is it about?”学生可以用中文说:“春节”。老师借机教授新单词“Spring Festival”。然后老师继续提出问题:“What do we say at Spring Festival? What do we have at Spring Festival?”请学生以小组为单位进行讨论,然后向全班汇报。

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3、课文教学

1)老师把本课的挂图贴在黑板上,通过播放录音或教学VCD呈现SB Unit1活动1的内容。请学生边看图或动画片边听课文录音,尽可能多地理解课文内容。听过第一遍录音后,老师可以提一些问题,请学生带着问题听第二遍录音,例如:“What’s the book about? What is Spring Festival? At Spring Festival, what do we have?”听过第二遍录音后,请学生试着回答上述问题。听第三遍录音时,请学生打开书,边听边跟读,同时画出新单词。老师讲解新单词,帮助学生理解课文。

2)完成SB Unit1活动2。请学生再听课文录音并逐句跟读,老师注意纠正学生的语音。最后请学生分角色朗读并表演课文。邀请几组学生上前表演课文故事。学生也可以对课文故事进行改编。

3)老师把课文的图片打乱顺序,请学生以小组为单位根据课文内容把图片顺序编号,老师在全班订正答案。然后请几组学生根据图片顺序复述课文内容。

4、课后作业

个别完成

1)听录音,朗读SB Unit1活动1的课文,并试着背诵。

2)收集有关其他节日的图画或者照片,并了解其风俗习惯。例如:中秋节人们吃什么和做什么。下节课前向同学们介绍自己收集了解到的节日知识。

Module 10

Unit 2 Merry Christmas

授课时数:一课时

教学目标:

We have Christmas in England.

We sing songs.

We have a Christmas tree.

We give presents.

We eat peanuts and sweets.

功能:

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表达节日问候以及描述过节时的风俗习惯

教学用具:a recorder, word cards, pictures

教学程序:

1、热身复习

1)请学生到教室前面,拿着自己过春节是场景的图画或者照片向同学描述自己是如何过春节的。

2)请学生展示收集到的关于其他节日的图画,并在全班进行汇报交流。学生可以说:“At...we say...We have...”

2、课文导入

1)老师播放SB Unit2活动4的圣诞歌曲,请学生欣赏。老师也可以在教室里挂一些圣诞小饰物来烘托气氛。欣赏歌曲过后,老师询问学生:“What festival is it?”引导学生回答:“Christmas.”老师教授新单词“Christmas”。

2)假定今天是圣诞节,老师扮演成圣诞老人,向学生问候圣诞快乐,并介绍西方人过圣诞节的风俗习惯。

3、课文教学

1)老师把本课的挂图贴在黑板上,播放录音,呈现SB Unit2活动1的内容。请学生边听录音边指出相应的图画。放第二遍录音前,老师提出一些问题,例如:“What are they? What do they say on Christmas Day? What do they do on Christmas Day?”请学生带着问题继续听录音,试着找到具体的答案。听第三遍录音时,请学生打开书,边听边跟读,同时画出新单词与难点。老师讲解新单词与难点,帮助学生理解并掌握课文内容。

2)老师可以播放录音,每句话后停顿,请学生跟读。老师注意纠正学生的语音。

3)最后请学生以小组为单位分角色表演课文,并在全班展示。

4)完成SB Unit2活动3。把全班学生分成若干个三人小组。老师告诉学生他们将就节日庆祝展开讨论。每组对话都要和一种节日有关。

4、课文学习

1)学习SB Unit2活动4的歌曲。老师出示圣诞节的图片营造出节日的气氛。

2)学习SB Unit2活动6的字母。

3)把字母和单词相结合,编成歌谣并学习。然后请学生进行单词的扩展练习。

5、课后作业

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个别完成

1)听录音,朗读课文。

2)为老师、家人或者同学制作一张节日贺卡,写上节日祝福语,并送出贺卡。

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