小学一年级下册英语的教学计划
任课教师
一、学生情况分析：
根据课堂情况，1（5）班课堂气氛不是很好，很多小同学管不住自己，没有纪律，学习积极性不高，少部分学生学习积极性较高，英语基础较好。
二、教材分析：
本教材是上海教育出版社出版的上海牛津版教材，共有4个单元，每个单元有3个部分，每一部分学习一个问答句，其中新单词也在问答中呈现，单词以名词为主，让孩子们认识动物，了解某些重要动词如hear,write,like,smell等。本教材深入浅出，课文趣味性很强，易于一年级小朋友接受理解。
三、教学内容：
教材内容相比人教版的深奥很多，但是教材的知识性，趣味性很符合一年级朋友，教材注重培养小朋友的英语兴趣，教师在授课时利用多媒体，单词卡片，让学生在游戏中学习英语知识，同时4个单元3个部分可以交叉来讲，首先用歌谣吸引学生，让后用游戏激发学生的学习热情，最后一问一答来了解学生的知识掌握情况。一个单元包含复习可授课时间为1周左右，也就是5个课时左右。
四、教学目标
本课程主要目标是如何让学生学会运用9个句型，48个需要掌握的单词，另外20个需要了解的单词，4个朗朗上口的歌谣，较高要求是让学生学会自由简单的交流。
五、教学要求
多使用多媒体让学生参与角色扮演，运用小场景再现游戏让学生乐在其中。充分调动学生的英语积极性，让学生在课堂上训练听、说、读、写能力。
六、教学措施
采用多媒体课件和游戏，反复训练知识要点。
七、教学重点
本堂课是陈老师执教的北师大版小学英语三年级下册unit 12Review的第一课时, 主要采用本校的“三疑”模式开展课堂教学, 现将观课体会总结如下:
一、教学目标
陈老师的教学目标, 紧紧结合本校“三疑”教学模式, 知识目标上, 让学生在质疑, 探疑, 解疑的学习过程中复习已学的句子表达。技能目标上, 能小组合作质疑、探疑、解疑, 分角色表演读故事。对课标的把握也很准确, 第一课时要求学生听懂, 理解故事内容, 表演读, 注重了对故事的整体理解输入。情感目标上, 告诉学生乘坐火车等交通工具时, 不应该将头和手伸出窗外, 培养安全意识和自我保护意识。在质疑环节, 教师就引导学生提出了一个问题:Is Mocky right?在课文结束时进行了解疑, 就是对情感目标的达成。
二、教学设计
陈老师的教学思路非常清晰, 紧紧结合本校“三疑”教学模式, 在教学设计上大体分为质疑、探疑、解疑三个步骤, 每个步骤却也不是明显分开来的, 在每个环节中不乏各种小组合作学习, 自主学习, 情景设置, 竞赛等方式, 让学生在有趣有竞争有思考的氛围中完成本堂课的学习, 体现出学生的积极性很高, 在小组合作中, 组长的组织能力也很强, 对于老师布置的任务, 能很好地组织组员一起完成, 看出来平时对小组的建设也是花了时间的。并且教师精心准备了很多道具, 很形象地展示出了Mocky和同伴们坐火车游玩的情景, 还让学生利用教具进行对话练习, 对学生的学习帮助很大。平时我们在这一方面做得不够好。因此, 听课时我特别注意了陈老师不同的调动学生的方式。学生积极性调动起来以后, 怎样保持下去也很重要。老师在每个教学环节中对孩子的要求一定要清楚明确, 难易适中。只有孩子清楚的知道自己应该干什么时, 才有可能干好这件事;而问题太难孩子会无从下手, 太易又不用思考, 这都会打击孩子的积极性。
三、教师状态
通过这堂课的观察, 可以发现陈老师善于利用多媒体和身体语言等多种手段辅助教学, 使孩子接触到的知识更立体, 更直观, 更生动。2、有扎实的英语基础知识作为后盾, 词汇丰富, 课堂充实。教态亲切, 表情丰富, 在课堂上能轻松, 活泼, 能及时地对学生的表现做出适当的评价“good boy”、“perfect”、“It doesn’t matter”等等、黑板上的评价也是一直保持进行, 给了学生持续性的竞争与兴趣。
四、学生状态
学生从一开始的热身活动就很积极投入, 大声配合动作唱歌;在质疑环节, 能认真观察图片文字, 提出自己的问题, 敢于在班上大胆提出来;在探疑环节, 组员都能按照老师的时间规定对问题进行讨论, 组长的组织能力强, 即使有小部分学困生, 看的出组长也是有意识地让每个组员挨着进行发言;在解疑环节, 每个组都敢于说出答案, 并上讲台指出找到的答案, 虽然有找错答案的小组, 但也是值得鼓励的。最后情感态度升华的环节, 学生都能很好地意识到Mocky的行为是不对的, 这是值得肯定的。
五、几点建议
1.陈老师在时间的把握上还需要稍微注意, 质疑、探疑、解疑的时间分配可以适当调整, 让学生有更多时间进行探疑, 增加更多的主动性。2.陈老师在第一个质疑环节的引导还可以加强, 让学生能更好地将问题提到与课文相关的问题上, 以增加知识的重点性。3.陈老师在安排小组分角色朗读之前, 可以再多听读一遍, 感觉有极个别学生还不能很好地朗读课文, 这样分角色朗读的效果会更好。
【教材分析】本单元的主要教学内容是“颜色”。通过Look at的句型介绍自己拥有的物品，并能用It’s nice.来进行赞美。
【教学目标】
1.能听懂、会说、会读词汇red， pink， blue， green和balloon。
2.能听懂、会读、会说句型Look at…和It’s red/nice.
3.勇于用英語向他人介绍展示自己的物品。
【教学重难点】
1.能听懂、会说、会读词汇red， pink， blue， green和balloon。
2.能听懂、会读、会说句型Look at…和It’s red/nice.
【教学方式】
主要运用情境教学法，采用任务驱动型课堂教学模式，以教师启发点拨为线，把语言的亲身体验、交际运用贯穿始终，努力做到关注学生个体生命，发展语言运用能力。
【教学过程】
Step1 Let’s sing
T： Look at this rainbow. Some colours are missing. Let’s enjoy a rainbow song and find out the missing colours. （Enjoy the Rainbow Song） It’s red/blue/green/pink. （感知It’s…）Is this rainbow nice？
T： It’s nice！
【设计思路】先借通过Rainbow song，开发学生的音乐智能，体验学习英语的快乐，同时设立任务目标，让孩子们找missing colours，导入颜色的话题，并不断渗透感知句型It’s…再结合彩虹图案渗透课文句子It's nice。
Step2 Presentation
T： Look！ What’s this？ A balloon. （带读几遍） Is it nice？ Let’s make it nice. （描红） What colour is it？ S： （It’s） red.
T： Yes. It’s a red balloon. Read after me. A red balloon.
【设计思路】把新单词balloon和上一环节的颜色单词进行了有机的整合，并反复操练，既起到复习的目的，又能丰富学生的语言。
Step3 Story time
T： Whose balloons are they？ Look！ They are the clown’s balloons. The clown is in a fun world. Who is coming？ Yes， they are Yang Ling…
1） Let’s guess
T： Yang Ling wants to have a pink balloon. What will she say？ （看图说话）
S1： A pink balloon， please.
2） Watch and match
T： Each of them has a balloon. Watch and match the person with the balloon.
3） Listen and answer
T： Well done！ What did Yang Ling say to show her balloon？ S1： Look at my balloon. T： What did Wang Bing say to praise Yang Ling’s balloon？ S2： It’s nice.
【设计思路】
单词句型的教学本身是比较枯燥乏味的，小学生生性好动，具有好胜心理，采用小组比赛的形式，让学生在反复操练中巩固本课的学习重点，从而达到语言学习的运用和交流作用。
4） Let’s read
T： Now， read after the tape. （第一二副图片跟读）
T： Look at the third/forth picture. Why they“Ha！ Ha！”
S1：因为刘涛的气球太搞笑了。
T： Yes. Liu Tao’s balloon is so funny！
【设计思路】
英语朗读教学是语言教学的重要组成部分，模仿和朗读英语是促进小学生认读能力发展的有效方法之一。本单元的story time板块比较突出的语音现象是句子的重度、节奏和语调。在教学中应该给予显性的朗读方法指导。
5） Let’s act
T： Four students in a group. I’m the clown. Each of four students asks me for a balloon first and then act it out.
Step 4 Draw and show
T： Guess！ What will Wang Bing say？ Look at his balloon！ Now， draw your own balloon and show to us. Draw as quick as possible.
最快速完成的前五名小朋友有机会上台展示哦！
【设计思路】
画一画，说一说的活动设计，可以让学生把所学的知识运用到实际生活中，真正达到“学以致用”的目的，真正提高英语口语水平。
Step 5 Home work
跟录音朗读Unit 4 Story time 三遍。
用“A…please”和“Look at my…”造新句子，与家人对话。
【课后反思】
教学内容：A.Let’s learn
我的设计
教学目标：
1.能听说认读单词cold、cool、hot、warm、weather；
2.能听懂并会听句子It’s warm / hot / cold / cool in ….3.培养学生运用所学知识进行实际交际的能力。
教学重点：
1.句型：熟练运用It’s warm / hot / cold / cool in ….。
2.词汇：cold、cool、hot、warm、weather的听、说、认读。
教学难点：
单词weather的发音；熟练运用本课句型进行有关于气的介绍。
教具准备
单词卡片、教师自制的的教学课件、教学过程
一..Warm-up.1．师生一起说儿歌（Let’s chant P31）（呈现课件）
My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shorts are new.（目的是复习衣服）
2．Free talk
T: 教师手指自己的衣服说：I am wearing a sweater.What are you wearing? Ss: I’m wearing a jacket/shirt…
二．Presentation
1．单词导呈
（1）教学weather report
T：（师出示天气预报的课件）Look!This is the weather report.直接引出 1
weather report.Ss:看天气预报。
T: They are watching a weather report.(师板书weather report，教读单词)强调weather和fathermotherbrother发音相同。
（2）教学warm
T: What’s the weather like?(课件出示春天的面)
Ss: 暖和。
T: Yes, It’s warm(师板书并教读，而且指出ar的发音)
What’s the weather like in Beijing?(让学生去猜一猜，教师出示课件展示北京的天气）
T:（点击课件出现）It’s warm in Beijing.（3）教学 cool /It’s cool in Lhasa.T（展示课件）拉萨的景象。
Look!Is it warm in Lhasa?(课件出示拉萨的内容)
Ss: No.T: It’s cool in Lhasa.板书及领读。（告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快）
（4）教学It’s cold in Harbin.A、T: This is Harbin.(课件呈现寒冷的天气情况)
What’s the weather like in Harbin?（师用体态语言帮助生回答）Ss:冷
T:Yes, It’s cold in Harbin.(板书)
B、师领读生跟读
（5）教学It’s hot in Hong Kong
T:（课件呈现香港引导学生说）It’s warm in Beijing.It’s cool in Lhasa.It’s cold in Harbin.What is the weather like in Hong Kong?（师用体态语言帮助生回答）
Ss:热
T: Yes.It’s hot in Hong Kong.2、听读正音。听录音跟读
（1）学生开火车读（出示单词卡片）（2）教师领读（出示课件）
（3）强调反义词（出示课件）
（4）读儿歌（出示课件）
3、合作学习。（以小组为单位读单词及句子.）
三．Practice1、利用课件看地图猜天气。（强化学生认识在同一季节，不同的地点的天气是有差异的）Ss：cool./It’s cool in Lanzhou.（学生根据自己的实际情况说cool或者It’s cool in Lanzhou.）
2、连连看（课件出示）
四．Production
借助上面的环节，让学生分组仿照课文表演一个城市天气预报.Good
morning.This is the weather report.It’s …in…每人预报两个城市的天气。练习后，教师找几个组来在班里表演，并及时做出评价。
五．Progress1、做本单元A Let’s Learn的基训的配套连习。
2、Homework
试一试给朋友、家长预报天气，用到句型It’s warm / hot / cold / cool in…
板书设计
Unit 4It’s warm today.A Let’s learn
This is the weather report.warm
hot
It’s cool
教学目标：
（1）能够听、说、读、写六个有关水果的单词 apple、pear、orange、banana、peach、watermelon
（2）掌握句型 Do you like…? Yes, I do./No, I don’t.教学重点：
单词：Apple、pear、orange、banana、peach、watermelon
句型：Do you like…? Yes, I do./No, I don’t.教学难点：单词和句型的掌握。
教学准备：教师准备实物图片
教学过程：
新课呈现（Presentation）
1.教师出示苹果图片，接着出示单词 apple并领读, 出示一些苹果图片及复数apples。注意：教师课件中的每种水果应为2个以上，以便学生理解并运用单词的复数形式。
2.以同样的方式教师出依次出示梨、香蕉、桃子、西瓜、橙子等图片，接着出示单词 pear、banana、peach、watermelon、orange并领读, 出示一些梨、香蕉、桃子、西瓜、橙子图片及复数pears、bananas、peaches、watermelons、oranges。注意：教师课件中的每种水果应为2个以上，以便学生理解并运用单词的复数形式。
3.学生读、写所学单词的单复数形式
师生互动：巩固练习（Pratices）
出示ppt，教师说英语，学生回答对应水果上的编号。
出示ppt中的各种水果，学生回答英语。
呈现句型：
1.教师出示桃子的图片并问学生Do you like peaches? 引导学生说：Yes, I do.（肯定回答）/ No, I don’t（否定回答），并重点讲解。
学生自主练习句型
教师通过ppt中水果的图片（也可用图片代替）练习句型，先说自己喜爱的水果，再询问对方是否爱吃 Do you like …? 回答语为： Yes, I do./ No, I don’t.为了使学生更好的掌握句型，教师可适当讲解Do you like…? 后面的名词应为复数形式，教师要注意纠正学生的句子，但不要过多讲解语法，让学生从反复练习入手，逐渐形成习惯。2 教师利用水果图片在黑板上进行替换，学生根据教师出示的水果图片进行替换练习。使用以下句型：
A: Do you like apples?B: Yeah, very much.A: Here you are.B: Thanks.或：A: Do you like peaches?B: Yes, I do./ No, I don‘t like peaches.I like grapes.3.学生跟读Let’s talk部分的内容。特别强调Do you like peaches? Yes, I do./No, I don’t.What about pears?I like them very much.Let’s have some peaches and pears.4．小组合作练习，学生分角色朗读对话。
（三）趣味操练（Practice）
1.游戏：Guessing the word
利用水果图片，将学生分组，每组每次一名选手上讲台前，面向大家，教师在两名选手身后出示图片，其他同学说，由讲台前的选手猜单词练习。
（四）家庭作业（Homework）
Learning skills:
Students can sing and act the song freely.
Students know the word: little
Learning materials:
Tape recorder, cards, a paper rabbit, …
Learning course:
Pre-task preparation:
1. Free talk.
How are you?
How old are you?
I see a …What can you see?
Happy New Year!
2. You did a good job. Now let’s listen and act, ok?
Show me your …
Clap one, clap two…
While-task procedure:
1. Can you count from one to ten? Let the students count from one to ten.
2. Teacher acts a bird, a rabbit. Then draw a big rabbit on the blackboard, point and say a big rabbit. Then draw a little rabbit, ask the students:”is it big? No, it’s a little rabbit. Repeat a little rabbit for several times. Today will learn a song about the little rabbit.ok?
3. let the students sing the song follow the teacher sentence by sentence, then paragraph by paragraph with the actions.
4. Play the tape and get the students listen carefully, then teacher act and sing the song with the students.
Post-task activities:
1. Let the students sing the song with actions together.
2. Have a competition within the groups. To see which group is the best one.
Consolidation:
1. Sing the song with actions together.
2. invite some students to sing.
Homework:
Listen and sing the song five times.
Unit 3 colours
Learning targets:
1. Students can read and say the words: red, blue, yellow, green, pink, purple, brown and orange
2. Students can use: how many … to ask questions.
3. Using imperatives to give simple instructions:
E.g. colour the kites.
Pick out the read kite.
4. Students can say the rhyme fluently.
Learning materials:
Tape recorder, pictures, wall chart…
Lesson 1 3.24
Learning skills:
1. students can use imperatives to give simple instructions:
make eight kites.
Colour the kites.
Pick out the red kite.
Learning materials:
Some colour pencils, paper, cards, tape recorder
Learning course:
Pre-task preparation:
1. Free talk
How are you?
I see a … what do you see?
2. Let’s sing, ok? Let’s sing the little rabbit.
While-task procedure:
1. it’s spring now, do you like flying kites. Today, let’s make a kite, ok? Let the students read the phrase: make a kite several times. Invite some students to read.
2. Now, first please take out your paper, and draw a kite. Then ask the students what should we do now?
Yes, we must colour the kites. Get the students read “colour the kites” several times. Invite some students to read.
3. Teacher collects some kites, then ask the students: what colour is it?
Let the students pick out the red kite.
Post-task activities:
1.let the students read follow the tape, sentence by sentence. Then read follow the teacher.
2.have a competition.
To see which group reads best.
Consolidation:
Invite some students to read.
Homework:
Listen and read this page five times.
Lesson 2 3.28
Learning skills:
Students can use adjectives to identify and pronounce the colours: red, blue…
Learning materials:
Some colours, tape recorder, …
Learning course:
Pre-task preparation:
1. Free talk
I see a …what do you see?
How are you?
2. Invite some students to read the sentences on page 12. read these sentences together.
While-task procedure:
1. Show a red apple. Look, I have an apple, what colour is it? It’s red.
2. Show more colours, ask the students what colour are they, if they don’t know, say it without sound, let the students look at the teacher’s mouth to identify the word’s pronounce.
3.put the pictures on the blackboard, let the students read follow the teacher, the read together.
4. Have a competition.
A, Invite one student each group, then to see who is the best reader.
关键词：小学英语,词汇卡片,教学策略
一、小学英语词汇教学的问题
广州市小学一年级英语课程主要学习内容是单词和简短句子,目的是让学生初步接触英语,培养学习兴趣。 但目前词汇教学存在以下若干问题:
1. 新编广州版小学英语教材Success With English单词容量大,对词汇教学的要求高。 据《 广州市义务教育阶段学科学业质量评价标准》 ,小学一年级学生要求听、说掌握词汇105个,小学二年级词汇230个。
2.教学方法主要为反复听、读、背、唱,学生易觉枯燥,降低操练兴趣,遗忘率高,学习效果不够理想。
3.Phonics语音策略本有助于学习英语词汇, 但与汉语拼音互相干扰,因此一年级教学中不适宜采用。
4.课外和家庭中的学习对培养孩子学习习惯非常重要,但家长辅导英语学习的能力、学生自学的能力普遍比较薄弱。
5.市面上缺乏有效学具。
二、词汇卡片策略要符合新课改要求和学生身心发展规律
1．英语课程标准
课程标准倡导“ 体验学习”,提出要根据小学生的生理、心理及发展需要,激发学生学习英语的兴趣,培养学习积极性,建立初步学习英语的自信心。
2.儿童心理学理论
激发儿童学习兴趣往往依赖各种有趣的游戏形式,6、7岁的小学生好奇、好动、爱玩、爱表现,听觉敏捷,模仿力和记忆力强,更易接受直观的形象思维。
词汇卡片结合游戏、竞争、表演、唱歌、画画等活动,调动感官, 能丰富对语言的认识、理解、想象,强化他们的记忆,有助于增强学生的学习兴趣,提升学习效果。
三、应用词汇卡片教学策略效果显著
笔者2013至2014年在所任教学校一年级进行研究实践,设计制作英语词汇卡片,形成在课堂教学、课外使用词汇卡片的策略。 课堂观察发现:实验班学习氛围明显比对照班活跃,学生更愿意投入学习活动。 课后,家长和学生积极主动地参与词汇游戏。 检测数据表明:学生对单词的听读能力和认读水平明显较高,词汇检测笔试实验班优秀率75%,远高于对照班的12.8%,词汇认读口试实验班优秀率80%,也远高于对照班15.4%。
四、词汇卡片的制作和运用
1.词汇卡片的制作
学生卡:采用名片大小硬卡片,方便携带使用。 家长协助制作。 端正书写字母,让学生建立标准正确的字符图像。 卡上加四线,让学生直观感知字母在四线中的具体位置,为写单词打基础。背面标示中文,扩大汉语词汇量。 卡片上画相应图案,增加学习兴趣。
教师卡:一套A4纸张尺寸大卡片,制作方法同上,用于教学展示。
2.词汇卡片在课堂教学中的运用
探索构建了相对固定的课堂教学模式( 见下图) 。
3.词汇卡片游戏
分组游戏活动:“ 音、形、义”教学游戏活动,两个或四个学生一组。
( 1)“ 音”的游戏 — ——石头、剪刀、布。 先抽一张词汇卡片,一边大声读出卡片一边猜拳,谁猜赢了就得这张卡片,卡片越多积分越高。 主要训练词汇的正确发音,在反复朗读中加强对发音的记忆。 ( 2)“ 形”的游戏 — ——盖棉被。 先选出若干生词进行短时认读,一个同学手持若干张卡片派发,边发卡片边两人齐读指定单词,如派发的单词卡片和所读单词一致就迅速用手掌拍那张卡片, 先拍卡片的同学得到那张卡片,卡片越多积分越高。 主要训练对词形的辨认。 ( 3)“ 义”的游戏 — ——钓鱼。 一个学生打开英语词汇的一面,另一学生打开中文意思的一面,先后将词汇的中英卡片进行配对,配对正确数量决定积分。主要训练通过词形掌握词义的能力。( 4)“ 音、形、 义”游戏———PK Words。一个学生派发卡片,另一个学生读出单词、 说出中文意思,以正确数量决定积分。 全体学生一起参与的游戏: 从“ 听、认、说、读”四方面设计。 ( 5)“ 认、读”游戏———Bombom Game。 老师将词汇卡片贴在黑板上,先选一位同学读出。 老师手拿一个“ 炸弹”,当“ 炸弹”移动到所读的卡片时,学生就马上站起来高举双手大声读出该卡片。反应最快又能找准的一组给予课堂加分。 找错的一组相应扣分。该游戏帮助学生快速认读词汇。( 6)“ 听、认” 游戏———Bingo大卡。在硬白色卡纸上划分9个方格,老师读生词, 如“ NO.1 Plane”,学生找出该词汇卡片放到1号方格上,完成者大声说“ Bingo”,老师给予课堂加分。 该游戏训练通过词形记单词,为三年级写单词做铺垫。( 7)“ 认、说”游戏——One By One。 接龙游戏, 全班分成四大组,课前5分钟复习词汇。 老师手拿词汇大卡,快速翻动卡片,每组学生一个接一个读出卡片,能顺利读准的给予课堂积分,读错扣分,其他组纠错,并获得相应加分。 还可让学生进行句型练习,如卡片Red,学生接龙说出句型“ I like red”。
4.词汇卡片在课后复习中的运用
克服遗忘,是词汇卡片学习策略带有心理学色彩的具体表现。 笔者所设计的词汇卡片学习策略注重重复率, 利用记忆周期帮助学生有效复习巩固所学词汇,每次课前几分钟复习上节课词汇,下课前几分钟组织游戏活动, 课后布置学生在第2天、4天、7天、15天进行每天两次的词汇游戏活动,以此类推,再循环记忆一遍,加上同学利用卡片在课后和家里复习,所学词汇不容易遗忘。
五、注意建立有效的激励机制
激励机制能更好地激发和保持学习兴趣, 结合低年级学生爱竞争、爱表现的心理特点,笔者设计了词汇卡片学习课堂积分卡、 游戏积分卡、课后家长积分卡,建立评价机制,制定奖励措施,使学生和家长保持学习热情。
PEP小学英语五年级下册Unit 2 Part A Let’s learn
【目标】
总体目标:对英语学习有持续的兴趣和爱好,能用简单的英语交流有关个人的信息。
分项目标:
【教材分析】
本单元的话题是“天气”,是4年级第4单元教学内容的延续,围绕一年的四个季节展开话题。本单元,在内容上与四年级下册第四单元有相同之处,如描述天气情况的形容词:cool,cold,rainy,windy,snowy,cloudy,sunny等都已经出现过。本单元是对过去的一个提升。因此在学习时,可以以不同的形式反复呈现新知识,从而降低学习难度,唤起他们原有的记忆,去学习新的知识。本课时是一节单词课教学,内容简单,内涵丰富。
【学情分析】
五年级学生已经学过两年多的英语,学生已经有一定的英语学习基础。学生已经有“warm,hot,cold,cool”等的词汇以及句型“What’s the weather like (today/ in...)? It’s...”的积累,是二级目标学习的第二学期。
【教学目标】
1.学生听、说、读、写四会单词spring,summer,fall,winter,season
2.学生建立词汇spring,summer,fall,winter,season和相关事物的联想。
3.学生学习并恰当使用句型“What’s your favourite season?”并交流。
4.学生了解世界不同地域的天气状况,了解中西方在谈论天气时的异同。
【评价设计】
1.通过步骤二1,步骤三1+2达成目标1。
2.通过步骤二1(3),步骤三2达成目标2。
3.通过步骤二2,步骤三3+4达成目标3。
4通过步骤二2(3),步骤四体现目标4。
【教学过程】
一、热身导入,激活所学
1.问候:略
2.歌谣吟唱:4年级4单元歌谣
二、问题引领,学习新知,关注语音,加强模仿
1.词汇教学
根据课标,结合学生英语学习的困惑,力求在词汇教学中能够做到:
注重方法训练,例如:tall→fall,windy→winter, mum→sum→summer
关注词汇外延,例如:fall (秋天、瀑布、落下)
注重词句联想:例如:Fall is golden. Fall is yellow.
本教学设计以板书中的四棵杨树的树叶变化为线索,教师和学生共同完成树叶的绘画,呈现一年四季的变化。以Spring词汇教学为例。
What’s the weather like in Hong Kong/ Harbin/ Kunming?
Which season is it?
(1)听音呈现:播放四季的英语视频,并伴有英语解说,整体感知。
T:What’s the weather?Which season is it?
(2)定格春天图片,学生猜测。
(3)板书呈现:教师板书Spring,并版画树叶。
(4)尝试拼读:ring →pring→spring,
(5)听录音验证,强化模仿
(6)词汇拓展:Spring:春天、泉水
(7)词句关联:Spring is warm.Spring is green. Spring is beautiful.
2.句型教学关注梯度
How many seasons in a year? What’s your favourite season?
season→favourite season→your favourite season
→What’s your favourite season?
(1)师→生问答;生→师问答;生→生问答;集体→个体问答;个体生→个体问答
(2)任务驱动,关注个体:
例如:A: Hi, Sarah.What’s your favourite season?B:Fall.
[Name&Season&Sarah&Fall&…&…&]
3.视频播放,了解文化
播放两段英国人在乘地铁时的交流视频,请学生判断他们是陌生人还是熟悉的人,进而了解中西方在谈论天气时的不同。
三、多种方式巩固所学
1.听歌感知,激趣抢答。播放《铃儿响叮当》《春天在哪里》《知了》《爷爷为我打月饼》英文版歌曲,学生抢答说词语。
2.看图写词,巩固单词书写并描述图片。给出济南市四季的图片,学生书写单词,并针对一幅图描述。
3. 选择图片,学生问答。学生应用What’s your favourite season?进行两两问答巩固所学句子。
4.连句成段,激发表达。学生看图独立阅读,在横线上填写所缺的单词,写出相应的季节。
Seasons in Jinan.
In ________, it’s very hot.In ________, it’s warm and sunny.
In ________, it’s cool and windy.In ________, it’s cold and snowy.
What’s your favourite season?
四、拓展知识,课外延伸
教师指着地图,问学生我国海南的天气状况,是什么季节?对学生进行地域不同,天气不同的地理知识渗透。接着问学生世界各地此刻的天气状况,鼓励学生进行课下了解和探究,并完成某一地的季节描述。
五、课外练习
1.听录音并模仿,试着以“spring,summer,fall,winter”为主题,与以前所学的颜色词汇、天气词汇、服装词汇,用你学过的句型进行简单的描述。
2.以小组为单位调查海南、悉尼、朗伊尔、内罗毕的天气状况,并完成其中一个城市的季节描述。
Unit 1
He’s a doctor.Teaching Aims: Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….” Importance and Difficulties: Distinguish “He’s …” from “She’s …” Students Analysis: “He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids: Tape recorder
tape
a doll
Cards
head ornaments
Teaching Procedures: Step 1: Warming up Sing to greeting.Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?” Let’s count.(From one to twelve.)Step 2: Revision Teacher shows cards and Ss look and say “Father….” Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”
Ss review to say: “This is my school bag….” Learn the word “friend.” Read after teacher.Learn to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling.He’s Daming….” Read “She’s Lingling.He’s Daming.…” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.” Ss learn to say.Teaching Notes:
Module 1:
Unit 2
She’s a nurse.Teaching Aims: 1.Review the points of the module.2.Learn to introduce a people like “She’s…/ She’s a nurse.” 3.Do the exercises of the module.Importance and Difficulties: He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis: We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…
Teaching Aids: Tape recorder a big pencil
a doll
Cards
head ornaments
Teaching Procedures:
Step 1: Warming up Sing to say hello.Review the chant: Where’s the pencil? Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: Revision Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…” Review to say “Let’s count.” Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:
She, she, she.She’s Amy.3 He, he, he.He’s Daming.Read the chant after T.Say your classmates’ name.(She’s… / He’s …)Step 3: Presentation Teacher points several Ss and says “She’s a pupil./ He’s a pupil.” Learn the word “pupil.” Ss read the word.Some Ss stand up, the others look and say “She’s a pupil./ He’s a pupil.” Look at the head ornaments and say “She’s a pupil./ He’s a pupil.” Teacher shows the card and says “He’s a doctor.” Learn the word “doctor.” Step 4: Do the exercises Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2:
Unit 1
Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the text.Review the sentence pattern “A cat is in the box./ Where’s my pen?” Describe the location like “It’s in / on/ under..” Importance and Difficulties: The sentence pattern: “A cat is in the box.” Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids: Tape recorder
tape
a doll Pictures
Cards
Teaching Procedures:
Step 1: Warming up Greeting to Ss with a song.A TPR game: Listen and do.T: “Stand up!Sit down!Open your book!Point to the window.Point to the door….” Step 2: Revision Show four cards.T: “What’s this?” / “This is …” Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.” Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …” Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.5 Read group by group.Step 4: Practice Ss ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change.Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”….Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3:
Unit1 Where is the orange cat? Teaching Aims: 1.Review the sentence pattern “Where’s the orange cat?”
2.Learn to guess the location of object with “Is it under/ in / on…?” Notes: Importance and Difficulties: Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location.Use the same thing to change its location each time will easier to the kids.Teaching Aids: Tape recorder tape a doll book
Cards school bag
box
pen
Teaching Procedures:
Step 1: Warming up Sing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.” Step 2: Revision Answer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card;please guess what the card is.” Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.Where’s the orange cat?
It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.7 Read the four sentences group by group.Step 3: Presentation and practice Teacher hides a school bag, a book, and a box under the table.Then put a pen in one of them.(in the school bag, on the box, or under the book…)Ss try to guess the location of the pen.“Is it …?” Write the two sentences on the blackboard: Is it under the bed?
Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: Consolidation Read the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: Ending
Summarize the class.Sing and say goodbye.Teaching Notes:
Module3:
Unit2
How many green birds? Teaching Aims: Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.” Importance and Difficulties: The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”
Students Analysis: In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids: Tape recorder
tape
a doll
Cards
Teaching Procedures:
Step 1: Warming up Sing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them;Ss say the word T doesn’t read.)Step 2: Presentation and practice A game: Listen and do.(T: “Point to the ceiling.Point to the window.Stand up!Open your book.Sit down!Close your book.Look at the door.”)
T makes gesture to explain the sentence “Look at the door.” Continue to play the game.(Look at the teacher.Look at the ceiling.Look at the floor.Look at the window….)T shows several cards and asks “What’s this?”(tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.9 Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree.So many birds!”
Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.” Teach “Let’s count.”
Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…” Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.” Step 3: Consolidation Read the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4:
Unit 1
This is my head.Teaching Aims: 1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3.Can survey like: This is my head / mouth / …
Importance and Difficulties: 1.The pronunciation of “mouth”.2.Do the survey.Students Analysis: This module is funny, the kids like to show their body.The problem is the three words’ pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids: Tape recorder
tapes
cards CD-ROM
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Sing a song.Step 2: Revision Review some words: Bus, doctor, dress, nurse, driver, coat A game: I do, you say.Read them fast.Review to say: “She’s / He’s ….” Review to say: “This is his / her….” Step 3: Presentation T shows a picture of a head.T asks: “What’s this?” Ss try to answer.(a head)
Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.” Step 3: Practice Read the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…” Step 5: Consolidation Get the Ss to say “This is my pencil./ …”
Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:
Module 4:
Unit 2
These are your legs.Period 1 Teaching Aims: Understand and try to say the sentence: “These are…” Review the words and learn a new body word: leg.3.Learn a song: Heads, shoulders.Importance and Difficulties: 1.The pronunciation of the sentence: “These are…” 2.The English song: Heads, shoulders.Students Analysis: “These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are +-s”, it will be a great help.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Greeting each other.Words game: Ask and answer.Review to say “This is his / her….” Step 2: Revision Review these body words in a game: ask and answer.Review to survey “This is my / your….” Step 3: Presentation T points to an eye and asks: What’s this? Ss: This is an eye.T points to the other eye and asks: What’s this? Ss: This is an eye.T asks: How many eyes do you have? Ss: Two eyes.T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.” Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.” Ss point to their legs and say “These are my legs.” Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.” Step 4: Practice A game: T point, Ss look and say: This is my head./ These are my eyes...T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these? A game: I show, you say.I say, you show.Step 5: Learn the song CD-ROM: Listen to the song
Module 5:
Unit 1
They’re cows.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3.Understand “What are they? They are …”
Importance and Difficulties: 1.Try to speak “What are they? They are…”
2.The pronunciation of the words: chicken and egg.Students Analysis: Animals always the children’s favorite, but today’s animals are not easy to catch.We can make the words into some chant, so that it will be easier to catch them.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Sing the song
T shows some stationery, Ss look and say “This is a pencil…./ These are erasers….” Step 3: Presentation Turn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:
A.Observe picture 2.B.Learn the new word “cow”.C.Get the Ss count “How many cows?”
D.Learn to say “They are cows.”
E.Say it group by group.F.T asks: What are they? Ss answer.G.Learn to say “What are they?”
H.Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A.Chant
B.Left and right Step 4: Practice Page 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:
Teaching Notes:
Module 5:
Unit 2
It’s thin.Period 1 Teaching Aims: Learn the new words.Understand the text.Importance and Difficulties: The new word “thin”.The meaning of the text
Students Analysis: The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting.Sing a song.Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice;Ss guess “What are they?” Step 3: Presentation Observe the wall chart of the text.Learn to say: mother pig, father pig … Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.17 Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: Practice Review the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda.It’s fat.This is a monkey.It’s thin.This is a baby pig.It’s little.This is a father pig.It’s big.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 1
These snacks are short.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion 3.Try to understand and learn “long, short, tall, and short”.Importance and Difficulties: Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis: The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Especially the pronunciation of “giraffe and elephant”.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”
Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)
(The chicken’s family)Step 3: Presentation Lingling and Amy went to the zoo today.Learn the word: zoo
Learn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snake Read the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.Game: Fast reaction Game: I say, you do./ I do, you say.Point and say: They’re snakes.…
Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: Ending Read all the words together.Sing to say goodbye.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 2
They’re little and cute.Period 1 Teaching Aims: Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties: 1.Try to introduce the lion’s family.2.The pronunciation of “isn’t”.Students Analysis: “Cute and scary” are adjective verbs.We can understand their meanings by our activities easily.The difficult point is their pronunciations.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo.They are watching the lions.Learn to express: baby lion Count: “How many baby lions?”
Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.” Read row by row.21 Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute.It’s scary.” Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: Practice Text: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:
Teaching Notes:
第三册Module7 Unit1 There is a cat in this tree.一、教材分析：
本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
二、学生分析：
四年级学生已经接触了一年的英语，大部分学生对英语仍有着浓厚的兴趣，为以后延续这个兴趣建立基础，所以就要让他们积极主动的参与到英语的学习中，通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦，有了成就感有了信心,就能够更好的展示自己.三、教学目标与要求
语言知识目标：全体学生会运用there is,horse.、语言技能目标：全体学生能认读there is,horse.全体学生能说There is a girl in this photo.She’s riding a horse.I can’t see her face.情感态度价值观：通过体验There is 的重音，初步感知中外文化异同。并调动学生积极参与各种课堂教学活动。
四、教学重点与难点
1、重点：初步熟悉句型：There is …
2、难点：课文中大量语句的阅读。
五、教学过程
I．Warm-up 利用课前1分钟，跟学生Free talk.能说出带ing的动词词组。“木头人”游戏用来复习现在进行时句型。选择一名同学躲在讲台桌后，让他做出五个词组的动作，然后，我说：“Freeze！”他就定格好某一个动作。全班同学齐问他：What are you doing？我则让同学们来猜
3.听音找词。通过这个环节，让学生自己来找出老师读到的单词或者词组。生词老师会用字母拼出来，让学生初步认识单词，只要求学生会跟读。词组是学过的，老师会直接读出来。让学生找出来，并做出相应动作。看谁速度快！II.Presentation 1.播放活动一的录音，让学生跟着节奏跟读。你能说出你听到的那些单词吗？ 2.播放活动二的视频，请学生认真看。试着理解课文内容。问学生What are Sam,Amy and Daming doing? 3.师说There are so many photos in ActivityTwo.Let’s see what are in these photos?请学生带着问题再次听录音，同时圈出There is…并试着找出问题的答案。4.播放视频，请学生模仿跟读。
III.Consolidation：
1.自己画一幅某人正在做某事的图片，用There is….和正在进行时进行描述。There is a boy in this photo.He’s swimming.2.Homework：
回家后找一些你家中比较有特点的照片，试着用There is…in this photo.He’s ….进行描述。下节课把那些照片带过来，跟大家分享一下吧！板书设计：
Module7 Unit1 There is a horse in this photo.reading a book
riding a bike
There is _________in this photo.swimming
It’s
playing football
He’s
______________.drinking milk
She’s
Module 8 Unit1 There’s a pair of shorts under that duck.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。家庭作业
听本单元录音，注意模仿语音语调。
Module 8 Unit2 There are two footballs under my desk.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。
Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___.Step 2 闯关游戏：
拯救美亚公主 Animals are our friends.(动物是我们的朋友)Love animals（爱护动物）Protect animals（保护动物）Are they long? Yes, they are.These snakes are short.These snakes are long.The giraffes are tall.I am short.The elephants are very big.Thank you!I’m Mei Ya(美亚公主).* Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?
Step3: watch and answer: listen the passage and number the pictures 听录音，给下面的课文图片排序号。
Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step 5:look and say: Lingling, there’s a basketball under my chair.Oh no!Sorry There are two footballs under my desk.Oh, there are two footballs under my desk.Lingling, there are five ping-pong balls here.Oh, it’s Daming.Ha ha….Let’s read passage and repeat.孩子们让我们来跟读吧！
Step6: Let’s read the passage one by one.孩子们，我们来玩排火车读课文嘞！show time Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step7: look and say: These ____are ___.pencils pencils short long These girls are tall.These girls are short.These pencils are short.These pencils are long.These trees are short.These trees are tall.The tigers are big.The cats are small.勇敢的小朋友们,我们美丽的可爱的美亚小公主正被恶毒的魔王困在阴森的城堡万神殿里,希望聪明,机智, 勇敢,有爱心的你帮帮她吧!时间紧迫，赶快行动吧!第一关 Ｈi，欢迎你来到我神秘的黄金宫殿，我是殿神－－阿比西，想营救公主，先要过我这一个关，想打败我们，那就看看你能不能采集到8朵血木菊。Who can read? 谁会读？ snake elephant giraffe tiger Who can read? 谁会读？ long tall small short 第二关 Ｈi，欢迎你来到我神秘的白金，我是殿神－－古拉齐，想营救公主，看看你的本领,能否说出每组不同类的单词．赢得3朵血木菊。elephant snake zoo long giraffe short they he she 第一关 第三关 Ｈi，欢迎你来到我神秘的紫铜宫，我是殿神－－克里司，想营救公主，还要过我这一个关，想打败我们，那就看看你能不能采到这7朵毒玫瑰。* 家庭作业
听本单元录音，注意模仿语音语调。
Module9:
Unit 1
I like football.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to use the sentence patterns “I like…” and “We like…”
Importance and Difficulties: Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.Students Analysis: I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.)In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Revision:
a.The words of animals.b.The sentence pattern: Let’s…
(Pay more attention on “Let’s sing.” And “Let’s dance.”)Step 2: Presentation T makes some gestures and say: “I like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…”(Sports)Learn to express “I like…”(Color)Express: I like…(animals)
Tell “I like…” to your classmates.T makes some gestures and say: “We like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…”(Sports)Learn to express “We like…”(Color)Express: We like…(animals)
Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: Practice Find “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like… Fast reaction.Game: Look T’s gestures and say the sentences Page 31: Activity three
(Look at the pictures and say sentences.)Blackboard-writing:
Teaching Notes:
Module9:
Unit 2
What’s your favorite sport? Period 1 Teaching Aims: 1.Learn to say “sport, colour, and animal.”
2.Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties: The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?
Students Analysis: After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Sing to greeting.Step 2: Revision 1.Review these sentence patterns: I like football.We like football.They like football.2.CAI: Show some pictures, Ss look and say.3.Page 31: Activity two: Reading.4.Game: Gestures and sentences.Step 3: Presentation Game: Guessing Review some colors.Learn to say the word: color Review some animals.Learn to say the word: animal Review some sports.30 Learn to say the word: sport Game: Who’s calling me?
Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct the pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:
Teaching Notes:
Module 10:
Unit 1
Let’s play football!Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to say the phrases: play football / basketball / ping-pong/ go swimming 3.Can say the right phrase according to the actions or pictures.Importance and Difficulties: The pronunciation of “ basketball”.Students Analysis: Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on.Except learn to say the sports name, I should also tell them: do more exercises after class!Have a good healthy is the most important thing in everyone’s life!
Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures: Step 1: Warming up Sing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: football Introduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voice Learn the new word “basketball” in the same way.Game: T points, Ss read.(group by group)Learn the new word “ping-pong” and “swimming” in the same way.32 Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.Learn the new word: play.Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do./ I do, you say.Page 27: activity 3
(Read the words)
(Look the picture and say the phrase.)Blackboardwriting:
Teaching Notes:
Module 10:
Unit 2
Let’s sing!Teaching Aims: Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties: The pronunciation of “tired.” Use “Let’s sing/ dance” freely.Students Analysis: We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes.And I also will let them know the differences of the word “dance”.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Step 2: Revision 1.Show them some animal cards and ask: “What are they?” “They’re…” 2.Show them the balls, ask: “What’s this? This is …” 3.Stick the pictures of balls on the blackboard.4.T points, Ss read the words group by group.5.T does the actions, Ss look and say the phrase group by group.6.Review to say the whole sentence “Let’s play….” 7.Open the books, read the text on page 26.8.Read the activity 2 on page 27.9.Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.10.Point and say: “Let’s play…./ Let’s go…” Step 3: Presentation 1.T: “Let’s play football.No, I’m hot.”
2.Review to say “No, I’m hot.” 3.Learn to say “No, I’m tired.” 4.Read row by row.5.T shows a picture and teaches the new word “sing.” 6.Get the Ss say: Let’s sing.7.Makes a gesture, and learn to say: “Let’s dance.”
8.Write the sentence on the blackboard: Let’s sing and dance.9.Read after T.Step 4: Practice 1.Turn to page 28, try to read the text.2.Read the text after T.3.Page 29: Chant.(Look and say.)
(Read and chant.)Blackboard-writing:
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