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四年级英语上册全册教案Unit 2 My school bag第一课时教学内容:A Lets talk教学目标:1能听懂会说本课的会话。2能够用正确的语音语调并按照意群朗读对话;能够在情景中运用句型Whats in your schoolbag? An English bookI have a new schoolbag. Its black and white.3能够在语境中理解新词:schoolbag, English book, maths book, storybook的意思,并能正确发音。教学重点:理解对话大意。教学难点:1发音:maths 2在回答句子时颜色前面不用冠词,学生经常会出现Its a red.这样的错误。教学准备:录音机,磁带教学过程:(一)热身复习(Warm-up/Revision)复习上节课内容。(二)呈现新课 (Presentation)1如果在前面做的对话中,有学生说出:I have a new schoolbag。这时教师要利用这一契机追问:Really? What colour is it? 如果没有学生说出与课文相关的句子,教师可进行以下操作:教师手中拿一个书包,说:I have a new schoolbag. Its black and white. 让学生听两遍后,问学生:What colour is it? 如果学生一时回答不出来,教师可用以下句子进行引导:Is it black/red/blue?当学生说出颜色的词时,教师说完整句Its 让学生重复。2让学生用身边的物品做What colour is it? Its的问答练习。(注意颜色前面不能用冠词,对学生说出的句子Its a blue.教师要随时给与纠正)3教师出示一只玩具熊猫,问学生:Whats this? 对能够回答出来的学生进行表扬,如果没有学生能说出来,教师:Its a panda.Its a fat panda。在说句子时,教师要用手势帮助学生理解fat一词。让学生看着熊猫重复教师刚才说的句子。4教师指着书包,与学生做问答。教师:What colour is it? 学生:Its black and white.教师:Whats in your schoolbag? 学生:An English book5让学生模仿着做这组对话。6听录音,跟读并模仿。7让学生分小组表演对话。教师可让学习好的学生在课文的基础上,自编对话。对学习好的同学要提高要求。 (三)趣味操练 (Practice) 游戏 猜颜色两个学生一组。一个学生手拿一件东西放在身后,对另一个学生说:I have另一个学生说:Really? What colour is it? 手拿东西的学生说:Guess! 然后那个学生来猜东西的颜色:Its 手拿东西的学生用Yes/No来判断对错。直到那个学生猜对为止。然后两个学生互换角色继续游戏。(四)作业布置:可结合第一单元所学内容,让学生互相用What colour is it?询问教室里的墙、门窗、黑板、电扇等物品的颜色并做相应的回答。使学生在真实的情景中运用和掌握所学知识。板书:Whats in your schoolbag?An English bookI have a new schoolbag. Its black and white.第二课时教学内容:A Lets learn教学目标:1能听懂会说本课的会话。2能够熟练运用句型Whats in your schoolbag?来回答书包中各书本的名称。3能听说认读本课主要词汇:Chinese book, English book, maths book, storybook, schoolbag教学重点:1句型:Whats in your schoolbag?2词汇:Chinese book, English book, maths book, storybook, schoolbag教学难点:1发音: math book, Chinese book2区别书写形式:notebook, storybook与Chinese book, English book, maths book教学准备:录音机,磁带教学过程:(一)热身复习(Warm-up/Revision)1复习第一单元My classroom所学内容 做游戏:Simon says 教师说simon says: Clean the board.学生根据游戏规则做出动作。看图问答:教师出示一幅画有教室的图片,学生之间根据图片内容做问答练习。 2复习与本课内容有关的单词做游戏:教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener,请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来,让学生把单词和图片配成一对(二)呈现新课 (Presentation)1让学生熟悉句型Whats in your schoolbag?教师手拿出书包,提问:What is this? 教师出示单词卡,引导学生回答:Schoolbag并让学生指一指自己的schoolbag。教师继续提问:Whats in your schoolbag?教师分别出示语文书、英语书、数学书、故事书和笔记本,让学生用英文进行识别。学生在教师的帮助下学习这些单词。6教师出示单词卡,让学生认读单词。学习maths时,教师要注意提醒学生th咬舌尖。指导学生区别带有book这几个单词的不同书写形式。 7学生听录音跟读、模仿。8让学生两人一组,运用所学知识进行扩充和自编对话的练习。如:A: I have a new schoolbag.B: Oh, its nice. Whats in your schoolbag?A: A pencil-case and many books.B: How many books do you have?A: I have 4.An English book, a Chinese book, a manth book and a notebook.10找几组学生汇报成果,共同交流。教师要及时做出评价。(三)趣味操练 (Practice) 游戏Listen and do学生要根据指令做出相应的动作。由教师或某一个学生发布命令,其他学生听懂之后要完成这一动作。看谁做得又对又快。指令为:Put your notebook under your bag.Put your pencil in your desk.Put your pencil-case on your chair.Put your eraser near your pencil-case.Put your English book on your head.(四)作业 朗读单词 板书Chinese book 语文书English book 英语书maths book 数学书storybook 故事书schoolbag 书包第三课时教学内容:A Lets spell教学目标:1感知并归纳i-e在单词中的发音规则。2能够读出符合i-e发音规则的单词;能够根据单词的读音拼写出符合i-e发音规则的单词。3进能够根据单词的读音拼写出i-e发音规则的单词。教学重点:能够读出符合i-e发音规则的单词教学难点:容易与i的短音混淆。教学过程:一、利用拆音法拼读单词1. 教师让学生看图片,风筝被遮住,教师提问:whats he doing?从学生的回答中引导出fly a kite,教师出示风筝图片,板书kite,引导学生拼读/k/-/ai/-/t/-/kait/.2. 教师指着风筝的图片提问:Is the kite nice? 学生回答Yes, it is nice. 并拼读nice。3. 教师继续指着风筝图片提问:what do you see on the kite? 并突出风筝上的9,学生回答nine。教师板书nine,引导学生进行拼读。4. 教师提问:do you like the nice kite? 学生回答 yes, I like it. 教师板书like和nice。5. 教师出示歌谣第一段文字: see the nice new kite, with a big number nine. 学生跟着录音有节奏的朗读。教师关注学生的i-e发音是否到位。6. 完成Read, listen and number的活动。二、强化i-e在单词中的发音。教师出示更多含有i-e结构的单词,比如bite, site, dive, mine, side, time, wide等,让学生尝试拼读出来。三、作业布置(homework)自主读出以下单词:five ride,lick six bib pig pin kiss ink hill第四课时 教学内容:Lets learn教学目标:1、能够听说认读单词:candy key toy notebook2、能够运用句型Whats in your schoolbag?进行问答。熟练描述书包中各种物品的名称。教学重点:1句型:Whats in your schoolbag 2词汇:candy key toy notebook教学难点:名字复数的运用。教学过程:(一)热身复习(Warm-up/Revision)复习上节课内容。 (二)呈现新课 (Presentation)1教师利用课间呈现对话情景,学生分角色朗读。教师请3组学生进行表演。最后一组表演完后,教师提问:What is Zhang Pengs schoolbag? 学生回答 an English book, two toys and a notebook.2. 教师反问:Really?然后呈现B lets learn板块的图片,请学生在张鹏的书包里找出已知的物品,notebook和toy。教师板书notebook,并带读。教师再以课间呈现不同颜色的笔记本,问what colour is it?学生根据事实来回答。3. 教师呈现悠悠球,魔方的实物教学单词toy,提醒学生的单复数形式。引导学生说出更多的句子 the boat is a toy。4. 教师呈现糖果盒钥匙的实物教学单词candy 和key。学生跟读。5. 教师把这些实物装进书包,让学生来摸,根据实际情况来回答教师的问题:whats in the schoolbag?(三)趣味操练 (Practice)游戏 对话表演比赛 教师让学生根据本课及前面所学内容自编对话,然后让学生到教室前表演他们自己所编的对话,选出最佳剧本奖和最佳演员奖。(四)作业布置:Listen to the tape and read after it板书 candy 糖果 key 钥匙 toy 玩具 notebook 笔记本第五课时 教学内容:B Lets talk教学目标:1学生能够理解对话大意,能够用正确的语音语调朗读对话,能够在情景中恰当运用句型what color is it? Its 问答颜色。2. 能够在情景中理解新词lost,toy,notebook的意思并能正确发音。教学重点:1句型:what color is it? Its 问答颜色。2词汇:lost,toy,notebook教学难点:对here it is和here you are的理解。教学过程: (一)热身复习(Warm-up/Revision) 复习Whats in the schoolbag?(二)呈现新课 (Presentation)1. 教师带领学生看图:Sarah和Amy讨论丢失的笔记本的画面。教师指着图片说Sarah lost her notebook. 板书新单词lost,并带读单词。2. 教师继续提问 Is Sarah happy or sad? 请学生注意Sarah 说的话:I like it very much。学生回答She is sad教师继续问 What can she do?3教师指着张鹏说Zhang Peng lost something,too。 Lets go and have a look。4教师出示句子:Zhang Peng lost his English book。请学生完整听一遍对话录音,判断句子正误。学生听完后进行判断,并讲English book更正为schoolbag。5. 教师提问What color is Zhang Pengs schoolbag?板书核心句型:What color is it?学生跟读并听录找答案。听音之前教师给出答案的选项: A. Its black and white. B. Its blue and white.学生听完后选择正确的答案。6. 学生同桌之间互相询问对方书包的颜色,运用句型What colour is it? Its。7. 学生做Lets play板块的活动。8. 教师提问Whats in Zhang Pengs schoolbag?请学生在对话中找出答案: An English book,two toys and a notebook。教师利用单词卡片和实物教学单词toy notebook。(三)巩固操练 (Practice) 1. 教师出示对话板块的板书,播放录音,请学生看图听音后填充句子:Zhang Pengs schoolbag is_and_.2. 学生自由朗读对话,教师提醒学生注意按照意群朗读。作业布置:1、Listen to the tape 2、Read the sentences板书 Lost丢失toy玩具notebook 笔记本第六课时 教学内容:B Read and write Story time教学目标:1能读懂一组句子并选择正确图片的读后任务。2. 能够按意群和正确的语音语调朗读这组句子。3. 能够在有意义的语境中抄写单元的话题词汇并将句子填充完整。4. 能综合运用本单元的核心词句。教学重点:能够按意群和正确的语音语调朗读句子。根据语境选填单词。教学难点:对意群的把握有点难度。教学过程:一、 呈现与操练:1.学生听一遍完整录音,听之前教师提问what is it about? 学生听后回答A schoolbag。2.教师请学生听第二遍录音,听之前教师提问whats in the schoolbag?请学生打开课本,边听边在相关词句下面划线。3. 教师提问:which is the right picture?请学生认真看图,对照句子,圈出正确选项。学生根据划线部分圈出匹配的物品。4. 教师请学生观察另外一幅图,提问:whats in the schoolbag?请学生说一说书包里的物品名称。5. 学习意群朗读。教师手指刚才说过的句子,按照句子的结构和句义在每个意群处下面划一根线,请学生注意按意群来朗读。学生尝试朗读整个句子,可以在每个意群处短暂停顿。6. 学生自主朗读。教师展示Read and write板块的文字内容,学生先自由朗读一遍,确定文字认读过关后,教师播放本板块的录音,请学生跟读,模仿正确的停顿和语音语调。二、巩固与拓展 1. 学生进行“朗读之星”评比活动。 2. 学生完成look choose and write的活动。 三、作业布置:Listen to the tape and read after itUnit Three Friends第一课时教学内容: A Lets talk 教学目标:1能听懂、会说Whats his name? His name is. Hes.2能听、说、认读I have a new friend. A Chinese friend? Whatshis name? His name is.教学重点:1能听懂、会说Whats his name? His name is. Hes. 2.词汇:Chinese, friendly教学难点:Chinese, his的尾音课前准备:1几张班里同学的照片。 2John和他妈妈的图片。 3教材相配套的教学课件Unit 3,Lets talk。 4教材相配套的教学录音带。教学过程:(一)热身复习(Warm-up/Revision)1问答练习:Whos your best friend?2做“猜人”的游戏。让一个学生描述班里某一个同学的模样,其他同学来猜这个人是谁。尽量多做几组,练习句型Whos he/she? He/She is .(二)呈现新课 (Presentation)1 新课导入。教师先自我介绍My names .,然后提问一名男生Whats your name?该名学生回答问题后,教师对大家说:His name is He is教师问学生:Whats his name? 启发学生回答:His name is.教师继续指其他男生,让学生回答:Whats his name? 教师再指另一个男生,让一个学生问Whats your name?另一个学生回答 His name is.(多做几组)2 教师指着一个女生说:Shes Her name is 然后问学生:Whats her name?让学生试着回答:Her name is教师再指几个女生问:Whats her name? 让学生两人一组做Whats her name? Her name is的问答练习。3 教师出示课文人物图片,让学生做问答:Whats his/her name? His/Her name is4 出示班里某个学生的照片,教师说:Look, I have some pictures.Look at this picture, who can tell me his /her name?5 句型His/Her name is6 教师依次出示一些学生的照片,让学生看着照片运用所学知识对这个学生进行描述。例如:His name is Peter. He has short black hair and big eyes. Hes tall and strong.7 教师出示John的图片问:What s his name? 学生回答John.教师再出示他妈妈的图片,说:She is Johns mother. John is talking about his Chinese friend to his mother. 解释Chinese. 教师:We are all Chinese, because we are all from China.(这时教师可以指一指教室里的国旗,帮助学生理解) 教读单词Chinese。8 让学生观看教学课件使用与教材相配套的教学课件Unit 3 Lets talkhttp:/www.xkb 9 让学生就对话内容回答问题。Does John have a Chinese friend?Whats his friends name?Is he tall and strong?10听录音,跟读对话。 11让学生表演课文对话。 (三)趣味操练 (Practice)1 做猜人游戏。与Lets play部分相结合。让一个学生来描述自己的朋友,其他同学要根据描述猜出这个人是谁。如:My friend is a boy. Hes thin. He has short hair. He likes math. Whos he?2听音猜人。教师让猜迷的人到前面来,背对全班,然后让一位学生站起来用英语跟他说一句话。猜的学生要根据说话人的声音判断性别A boy? A girl?其他学生判断Yes或No。如果回答对了,全班同学再问:Whats his/her name? 猜的学生要继续回答出说话人的姓名。全班同学用Yes.或No来判断对错。猜的学生规定有5次机会,如果回答5次还猜不出来,就算输了。(四)Homework: 回家介绍你的朋友给你的爸爸妈妈。板书:Part A Lets talk Whats his name? His name is. Hes.第二课时教学内容: A Lets learn 教学目标:(一)知识目标1. 能听懂会说本课对话:I have a good friend.Hes tall and strong.Who is he?His name is.2. 牢记新词组和单词:tall and strong,short and thin,friendly,quiet1. 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。2. 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。教学重点:1能听懂、会说tall and strong,short and thin,friendly,quiet 教学难点:在句子中运用新词 课前准备:词卡和图片教学过程:(一)热身复习(Warm-up/Revision)X k B 1 . c o m1Greetings. 教师面带微笑,走下讲台与学生握手问候。Whats your name? My name is Whats his name? His name is 2播放歌曲“My friends” Step 2 Presentation(1): 拿出Sarah的头饰,介绍This is Sarah. Shes my friend.强调女孩的时候要用shes继续介绍Shes friendly and cute. (Teach the new words.)Chant: friendly friends , friendly friends, friends are friendly.(2) T :Ask one student: Do you have a friend? Who is he/she?学生跟读。 (3)Ask and answer: (have a train) S1: Do you have a friend? S2: Who is she/he? S3:His/Her name is.(以开火车的形式既巩固了练习了句型。) (4)教学单词short, tall, thin, strong:出示有一高一矮的人物图片:-Hes tall. Whats he like?- Hes short. 出示有一胖一瘦的人物图片,-Hes thin and Hes short .教师要同时用形象的身体语言表述这对反义词和句子的意义,慢慢过渡到描述周围的同学。 (5) 教学单词cute 和quite 结合表情和图片帮助学生理解意义。 He is cute./quite. 让学生想想Who is cute./quite? is cute./quite.(启发学生,具有这种特征的某位老师,父母,爷爷奶奶等家人) 学生学习单词cute./quite。观察和理解单词cute./quite,结合句型进行操练,并能表达出cute./quite的表情,最后结合句型Who is cute./quite? is cute./quite进行巩固。(设计意图:通过学生熟悉的和蔼可亲的人物形象,帮助学生学习新知识,再借助表情,让教师和学生show出cute,quite评出身边可爱的人来。) (6)Listen to the tape and answer the questions. 通过听课文,要求学生完成一定的任务,使学生能够养成良好的听力习惯,为下一步口头交际训练打下基础。I have a good friend.Hes tall and strong.Who is he?His name is.(7):猜一猜:eg: S1:I have a friend. -Shes/Hes (short, tall, thin, strong.) S2: Who is she/he? S3:His/Her name is.(8) Lets chant X|k | B| 1 . c| O |m 跟着录音学唱歌曲,并掌握歌词的意思(9)Chant about your new friend.Homework:跟读B部分Lets talk的内容和Lets chant的内容,边读边做出相应的动作。板书:A lets learn tall strong short thin friendly quiet第三课时 A lets spell教学目标: 1.听说读写词汇nose note Coke Mr.Jones2.在实际情境中灵活运用以上所学词汇。3.培养学生良好的英语拼读习惯。教学重点:听、说、读、写词汇.o的发音 教学准备:录音机教学过程:一、reparation1.播放Lets do的录音,学生边听边说边做此部分的活动.二 2.播放 Lets spell的录音.学生跟读。2 3.学生以“开火车”等多种形式练习nose note Coke Mr.Jone3 4.让学生在小组内互相检查单词的认读 nose note Coke Mr.Jone4 5. 播放read and listen的录音继续巩固四会单词nose note Coke Mr.Jone三 二、Lets write11.教师范写nose (看图 ,说一说,拼一拼)生在英语练习本上仿写三遍.2.以同样的方式读写note Coke Mr.Jone教师要巡视指导学生单词的书写,也可请书写的好的孩子上台展示。作业:练习发音,读熟例词板书:A lets spell nose note Coke Mr Jone第四课时教学内容:B Lets talk 教学目标:1,Knowledge aims:By ending of the class the students will be able to understand ,read and speak“Hes.He has.His shoes are”and can ask “Whos he? Is he?”,Skill aims:The students will be able to describe friends and guess friends by using the sentence structure3,Emotion aim:let them know “make friends in your life make your life colourful”教学重点:1, 能够在实际生活中,结合一定的语言情景描述朋友的特征2,能正确运用he ,his,she,her这些代词与物主代词教学难点:Chinese, his的尾音课前准备:Picture video教学过程:一、warm up1,sing a song about 二、preview and lead in 1,show them some pictures and let them guess “tall or short ; big or small thin or strong” 2,show them my friend s photo and let them guss the characters A boy or a girl? all or short? Look and choose has glasses or not? Who is he /she?三、presentation 1, show them a picture John has a friend lets guess who is he/she? A boy or girl? Tall or short?2,listen to the tape and answer the question Who is johns friend? Wu yifan3,listen to the tape again and answer the question Whats he like? Ss will answer: “Hes a boy .Hes tall and thin .He has glasses . His shoes are blue”4,look at the picture and teach them He has glasses. His shoes are blue She has Her are 5,make a chant about: He has glasses. His glasses are black He has shoes . His shoes are blue She has Her are6.listen the third time and imitate7,work in pairs ask and answer Step four,consolidation 1,work in grops to talk about your friends 2,describe your friends and make a new dialouge by using the key words and the sentence structureStep five,emotion Watch the video about friends and let them know make friends in your life make your life colourful step six,homework 1,copy the dialogue and recite 2,introduce your friends to your family Unit 3 my friendsHe is She isHe has She hasHis Her第五课时 教学内容:B Lets learn 教学目标:听、说、认读短语long hair short hair a green bag blue glasses brown shoes听、说、认读句子My friend has blue glasses.Its Wu Yifan.His glasses are blue.重点:听、说、认读短语long hair short hair a green bag blue glasses brown shoes难点:glasses的发音;短语的灵活组合。课前准备:五位同学的图片 录音机及相应磁带教学过程:一、warming-up/review1.sing a song Colour song(review colours)2.复习三年级下册第三单元的表示形状的反义词。3.free talk Talk about your friends.Hes.Shes.二、Presentation1、借助前面的free talk 教师:I have a good friend.Shes tall.She has long hair.But I have short hair.(指着自己的头发)从而引出long hair、 short hair小组间练习。2、Look!This is Amy .Shes our friend .呈现Amy的图片。教师指着Amy的鞋子,领读shoes.What colour is it ?Its brown.引出brown shoes.课件上呈现不同颜色的鞋子,让学生试着颜色单词和shoes 的组合。小组内互相说说彼此的鞋子。Look!This is Wu Yifan. .Hes our friend ,too.呈现Wu Yifan的图片。教师指着 Wu Yifan的眼镜,教读glasses.强调es的发音。His glasses are blue.强调blue glasses.4、指着班里某位同学的bag,a green bag.小组内说说彼此的书包颜色。5、打开课本28页,让学生跟读短语。三、Practice 教师利用本部分内容,简单描述一个人的外貌,小组内讨论画出大体轮廓。四、Homework 用英语描述自己的一位朋友给家长听。Part B Lets learn long hair short hair blue glasses brown shoes第六课时教学内容:Read and write lets check教学目标:知识目标:xK b1. Co m能听说读写本课时第二部分Look,choose and write中的四会单词,能听、说、认读本课时的重点句型:Whats his/her name?He/She isHe/She has并能在情境中进行运用;能运用所学词汇、句子简单描述一位熟悉的朋友或同学。教学重点:能运用所学词汇、句子简单描述一位熟悉的朋友或同学。教学难点:理解Whats his/her name?和Who is he/she?的区别及联系,以及本节课单词的听说读写课前准备:1、Sarah头像。2、教材内容相关的教学课件、图片。 3、教材相配套的教学录音带。教学过程:课前:播放Lets sing中的歌曲Friends(一)热身复习(Warm-up/Revision) 1听音猜人。教师让猜谜的人到前面来,背对全班,然后让一位学生站起来用英语跟他说一句话。全班同学先一起问:Boy or girl? 猜的学生要根据说话人的声音判断性别。如果回答对了,全班同学再问:Whats his/her name? 猜的学生要继续回答出说话人的姓名。全班同学用Yes或No来判断对错。猜的学生规定有3次机会,如果回答3次还猜不出来,就算输了 。2.Chant:I sayI say以师生讲反义词的形式复习所学词汇。3.做“猜人”游戏。教师手中反拿一张照片:I have a good friend. He is in our class. He is tall and strong. He has glasses.Who is he?然后学生拿着同学或朋友的照片上台描述,其他同学猜,也可以以小组比赛的方式进行。 (二)呈现新课 (Presentation) 4教师出示Sarah 的面具(给学生看面具背面),问学生Boy or girl? 学生答出girl.教师再问:Whats her name? 并让学生试着描述。 5教师出示Sarahs friends:Kate,James,Ben,Ann的画像,让学生们以小组为单位,自选一位人物进行练习。6汇报展示:小组同学描述人物,其他小组猜出是哪位人物形象。8听录音做连线。 9再次听录音跟读课文。 5、 以展示图片的方式引出单词tall,thin,bag,long hair并着重对这几个单词的书写进行指导和练习。四、书写比赛 2Lets check 五、Look and match 教师播放录音学生完成练习。六、Story time 以课前预习和课上表演为主。 (三)扩展性活动(Add-activities)制作“朋友树”,将朋友的画像和自己对他的描述贴在以小组为单位制作的“朋友树”上。HW: 课时作业板书: Unit three Friends Whats his/her name?He/She is He/She hasRecycle 1 第一课时教学内容:Recycle 1 read aloud教学重点:让学生将13单元的中心语言融为一体,在具体情景中能自然运用。教学难点:新出现的句型:She speaks English well. Theyre my friends story-books.教具准备:1单词卡。 2教材相配套的教学录音带。教学过程: (一)热身复习(Warm-up/Revision)1 教师出示单词卡,复习13单元所学单词。2 做游戏Listen and do. 教师把图片摆放在讲台桌上,让一个学生到讲台桌前看图发布命令,另一个学生根据他的命令来做动作。复习第一单元A,第二单元A, 第三单元B的Lets do 部分。 (二)呈现新课 (Presentation)1Free talk. 教师与学生就有关教室、学习用品、朋友的话题做问答练习。Whats in the classroom? Whats in your schoolbag?Whos your friend?2教师通过录像、VCD、教学课件等给学生展示Read aloud对话。3让学生观看后回答问题:Whats in Amys schoolbag? (English book, maths book, notebook, ten storybooks)Whos Amys friend? (Sandy White.) 4听录音带,让学生跟读本部分对话。5让学生表演对话。启发学生用Whos your friend? He/She has,Whats her/his name?表达更多的句子。6根据对话回答问题:Is Amys schoolbag heavy? Whats in it? Are the story-books Amys?(Theyre Amys friends story-books.)教师给学生解释这一句话:Mary is my friend. They are my friends books . It means they are Marys books.7听录音带,让学生跟读本部分对话。8让学生表演对话。9教师出示Sandy White的图片,指着她说:Shes our English teacher. She speaks English well.教师再指一名学习好点的学生说:He/She speaks English well.教师可以向学生提出问题来检查学生是否听懂:Do you speak English well?10让学生看书听录音带,并读出对话。11模仿课文自编对话,可将被猜的人换成同学或父母等。12教师给学生展示第四段对话。并让学生回答问题:Whats Amys teachers name?13让学生听Connect and say录音进行连线。Kate-name-race-lake-game; Mike-nine-fine-time-side; Rose-note-Jones-Coke-hope;这三组重点练习a-e, i-e在单词中的发音,可以给一些生词让学生根据发音规律拼读,如:same, take, bake, hate, hide, wide, bite, those等。Tim-win-big-milk-fit; Bob-dog-hot-Tom-doll;这两组重点学习元音字母i, o在重度闭音节中的发音,可以给出一些生词让学生拼读,如:shop, job, dot等来掌握它们的发音。14播放录音让学生完成Look, listen and write中的内容,进一步练习元音字母的发音:(1). Kate likes to make rice .(cakes)(2). Five mice ride a nice .(bike)(3). Mr Jones phones me at .(home)(三)趣味操练 (Practice)1玩“猜人”游戏。教师描述班中一名学生的样貌、性格、爱好,由学生来猜,猜中一个加10分。2传话。每一纵排为一组,全班分成若干组。教师分别发给每一组最后一排的学生一张纸,上面写一句话,在教师说“开始”后,最后一排的学生即用耳语说纸上的话告诉前面的学生,这位学生再把听到的话告诉前面的学生这样依次进行下去。最后一排的学生把所传的话说给大家听,看一看那组同学最后的答案与老师写在纸上的句子相同或相近。 (四)扩展性活动(Add-activities)让学生选择“谈论教室”、“谈论学习用品”、“谈论朋友”中的任一话题,与同伴进行会话练习。作业 1.朗读第一二单元的单词板书设计: Recycle 1 She speaks English well. Theyre my friends story-books.第二课时教学内容:Recycle 1 Look and find教学重点:1复习巩固描述人物特征的形容词:quiet, friendly, tall, thin, small, long hair;复习巩固用颜色及物品。2复习巩固句型:lets, let me, Whos he/she? Hes/Shes, He/She has, Whats her/his name? 。3. 掌握含有字母a, i o在开闭音节单词中的读音,并对含有相同音素的单词进行归类教学难点:1、用表示人物特征的形容词来描述自己的朋友;2、人称代词及物主代词he, she, his, her 的正确运用。教具准备: 1Read aloud and match the pictures部分的录音。 教学过程:(一)热身复习(Warm-up/Revision)1播放教材第25页Lets chant的录音,复习形容词tall, strong, short, thin, friendly, quiet及人称代词He, She。2播放教材第30页Lets sing的录音,进一步复习描述人物的形容词,通过歌曲来活跃气氛,提高学生学习的兴趣。 (二)呈现新课 (Presentation)1Lets play a guessing game.让我们来玩个猜猜猜游戏:师:I have a good friend. Hes/Shes. Hes/Shes. He/She has. Who is he/she? 通过描述班上一个或几个特征较为明显的学生,让学生通过猜来学习运用本课重点词汇:quiet, friendly, tall, thin, small, glasses, brown shoes, a blue bag, long hair, short hair, he, she等。2出生Look and find部分挂图或Fred, Kate, Ben, Ann等人物图片,通过连线进一步练习句型Hes/Shes. Hes/Shes. He/She has. Who is he/she? 及词汇quiet, friendly, tall, thin, small, glasses,brown shoes, a blue bag, long hair, short hair, he, she等知识。3播放Read aloud and match the pictures部分录音,让学生完成在图片中的标号。4完成Read aloud and match the pictures部分的另两幅图片的对话。参考内容如下:(1) A: Oh, my schoolbag is heavy.B: Whats in your schoolbag?A: I have an English book, a math , a storybook(2) A: Who is he? Hes tall and he has brown hair.B: Hes my friend. Hes new here. A: Whats his name?B: His name is(三)趣味操练 (Practice)1通过猜学生熟悉的动画人物或电影电视明星入手,培养学生综合运用所学知识的能力,如:whats his/her name? His/Her name is;Hes/Shes. H
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