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增城市中小学课时教学设计执教者 年 月 日课题Module 1 (单元备课)课时教学目标教材分析教学过程一、教学内容分析 1、Can ask questions about colours. 2、Can talk about different colours . 3、The children learn the new words very easily because most of the words have leamed,the new words is so few. So its very easy to pupils. The phrase is simple too. 二、教学目标1、认知目标 A 、The vocabulary and dialogue. B 、The structures.2、情感目标 Take pare in the classroom activity.3、发展目标增城市中小学课时教学设计教学过程 Imprae the pupils listening and speaking skills.三、教学重、难点1、教学重点： A 、Vocabulary and dialogue. B 、The key structures.2、 教学难点：3、 Use the key structures.五、教学媒体策略 Tape (recorder ) projectin (drawing) cards.六、课时安排： 7课时板书设计作业设计教学后记 增城市中小学课时教学设计执教者： 年 月 日课题Unit 1 I like red (dialogue)课时1教学目标1、学生能听、说、读单词：blue, white, red, yellow, colour.2、学生能初步运用颜色修饰事物，如：a blue car.3、学生能初步运用询问颜色的句子及其回答。教材分析重点：1、单词的认读。2、句子What colour is . 的理解及初步运用。难点：句型与课文的教学。教具：教学图片、自制图片、录音机、录音带、实物教学过程教学过程（一）Warm up（ 热身运动）播放Rainbow这首歌曲，让学生一起跟唱。（二）Presentation and practice1. 导出本节课的教学内容。T: 你们看到rainbow是由什么组成的？P: 颜色。T: 今天我们就来学习有关颜色的知识，2. 指着rainbow的一种颜色问学生：T: Look, what colour is it?学习单词blue, colour。3. 让学生跟读句子。4.用同样的方法学习其他颜色：red, white, yellow.5. Game：老师说颜色单词，让穿着跟老师说的颜色相同的衣服或裤子的同学站起来。然后让学生指令，对站对的学生对应的小组加分。增城市中小学课时教学设计教学过程6. 学习用颜色描述物品的短语。师举起car，让学生跟老师说a blue car. blue, blue, blue, a blue car.7. 用同样的方法学习a red ball, a yellow boat.8. Do some exercise.9. Sum up10. Homework.板书设计 Unit 1 I like redblue a blue car What colour is it?red a red ball Its .white a white plane yellow a yellow boat作业设计1抄新单词。2听录音读课文3次。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 1 I like red课时2教学目标1、学生能听、说、读单词：go，to，good idea, great2、学生能理解祈使句：Lets go to play.及其回答3、学生能初步运用I like.表过自己喜欢的颜色。教材分析重点：1、单词的认读。2、句子I like . ,祈使句的回答及初步运用。难点：单词的读音及其识记。教具：颜色笔、录音机、录音带、吹塑纸。教学过程教学过程：（一）Warm up（ 热身运动）1. 复习上节课学习的单词，词组。2. 复习句子What colour is it? 及其回答。（二）Presentation and practice1. 学习I like.T: 你们喜欢什么颜色？P:T: 我喜欢红色。 I like red. 学习单词like. 学习句子I like red.2. 学习go,并用动作表达这个意思。3. 学习句子: Lets go to play. 引导学生用Lets be friends.的回答来回答。4.引导学生除了用OK回答，还可以用其他的回答，从而学习Good idea. Great.5. Game：老师先说一些指令性的句子，让学生用刚才学习的句子回答。然后增城市中小学课时教学设计教学过程同学间互相问答。6. 出示课本的句子，让学生自已试读，不会的老师再教读。7. 整体呈现课文，并分角色朗读课文。8. Do some exercise. 根据短文的内容，把句子补充完整。9. Sum up10. Homework.Copy the dialogue.板书设计Unit 1 I like red A: Do you have a?B: Yes,I do./ No,I dont.A: What colour is it?B: Its 作业设计1、4人小组默写颜色单词。2、唱“Colour ”给自己喜欢的人听。（最少唱1次）教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit1 I like red课时3教学目标Can speak objects and sentences with colours.教材分析重点：To improve students listening,speaking,reading and writing abilities.难点：To improve students listening,speaking,reading and writing abilities.教具：字母卡片教学过程教学过程：一、Warming upFree talk:A: What colour do you like? B:I like二、Revision1. Game “Simon says”.2.Read the words and have a dictation. 三、Presentation1、Listen and colour. （听录音按要求给图上颜色。如：a blue ruler,给尺子涂成蓝色。）2、Ask and tick.同桌对话 A:Do you like red? B:Yes,I do.() No,I dont.()在对话的同时完成表格，用Yes回答的画“”，用No回答的画“”。3、Look and say (利用实物或图片做对话)增城市中小学课时教学设计教学过程A: Do you have a?B:Yes,I do. No,I dont.A:What colour is it?B:Its 4、Colour and say（先让学生将物体涂自己喜爱的颜色，再与同桌对话）四、Development1让学生对自己喜爱的颜色作综合的陈述。如：I like red, I like blue, I like yellow, I dont like white五、Sum up 小结本课时的内容。六、Homework:1、家庭听写单词（U1的单词）2、四人小组互相检查听写情况，组长向老师汇报成果。板书设计Unit 1 I like red A: Do you have a?B: Yes,I do. No,I dont.A: What colour is it?B: Its 作业设计1、家庭听写单词（U1的单词）2、四人小组互相检查听写情况，组长向老师汇报成果。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 1 I like red课时4教学目标1.巩固新单词：red, yellow, blue, white, like, great, colour, idea, go, to 2.学会运用句型：What colour is it? Its red.3.学习字母a b c d “a-e” 的发音规律.教材分析重点：1.单词和句型。2.字母的发音。难点：颜色单词前不能用 a ，an 或the等词。教具：小黑板 、录音机 、单词卡片教学过程一、热身与复习：1.Sing a song Colour2.Review:快速出示单词卡片，让学生迅速大声读单词，然后拿掉一张问：“Whats missing?”二、呈现与操练:1. 老师拿出一架玩具飞机问：“Do you have a plane?” 学生答：“Yes, I do.”老师再问：“What colour is it?”学生答: “Its blue.”2. 让学生利用身边实物或文具进行同位操练。3. 让学生出来用颜色在全班同学进行自由问答。4. 以两人一小组进行竞赛。5. 鼓励学生就颜色用英语讲一段话，如：I am Amy. I am a pretty girl. I like red. I like yellow. I like blue. I dont like white.6. 学习字母a, a-e, b, c, d在单词中的自然拼读。7. Rhyme time: 练习a的发音通过rhyme.读时注意音调节奏。增城市中小学课时教学设计教学过程三、巩固运用：1. 归纳学过含有元音a的单词，让学生拼读。2. 出示含有元音a的新单词，尝试让学生去拼读。 3. 让学生总结发音的规律。 四、作业 1读书本P7的sound family, Rhyme.2. 与同桌自编对话。板书设计Unit 1 ColourA: What colour is it?B: Its yellow.作业设计1读书本P7的sound family, Rhyme.2. 与同桌自编对话。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 2 Lets colour it课时5教学目标1.学习新单词：green , purple, orange, brown, black, crayon,funny, hat 2.学会运用句型: Lets colour green/orange/.教材分析重点：1.单词和句型。2.对课文的理解。难点：colour作名词和动词在句中的不同用法。教具：小黑板 、录音机 、单词卡片教学过程一、热身与复习：1用.TPR全身反应复习身体部位单词。2.Review:以开火车形式复习已学颜色单词。二、呈现与操练:1. 老师拿出一张彩色的脸问：“Look at this picture. Whats it?” 学生答：“Its a face.”老师：“Yes. Its a funny face.”引出新单词：“funny”2.以介绍图画的方式引出新单词green,orange,purple,brown,black.3.以游戏的形式操练新单词：把全班分成5个小组，每组给一个colour name，老师手拿5种颜色的转盘，让学生大声喊自己组的名字，老师叫“stop”转盘停在哪种颜色则那个小组胜。4. 新课呈现：（1）看图听录音，理解对话。 （2）老师带读。（3）学生分小组读。（4）学生分角色读。（5）让学生表演对话。增城市中小学课时教学设计教学过程三、巩固运用：1. 让学生运用固定句型与同桌自编对话。2. 拿出图画纸与蜡笔边说边画，把固定句型运用于实际情景中。 四、作业1. 抄新单词。2. 跟录音读课文3次。3. 与同桌自编对话。板书设计Unit 2 Lets colour it green orangeA: Lets colour the nose red . brown blackB: OK. purple 作业设计1抄新单词。2跟录音读课文3次。3.与同桌自编对话。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 2 Lets colour it 课时6教学目标1. can read, listen and write the words of colour. 2. can talk about the colours of things.教材分析重点：1.单词和句型。2.把本课句型运用于实际中。难点：区分What与What colour的不同回答。教具：小黑板 、录音机 、单词卡片教学过程一、热身与复习：1出示某些不同颜色的实物问：“What colour is it?”复习颜色单词。2.Review:以开火车形式复习已学颜色单词。二、呈现与操练:1. 老师拿出一张彩色的脸问：“Look at this picture. Whats it?” 学生答：“Its a face.”老师：“Yes. Its a funny face.”引出新单词：“funny”2.以介绍图画的方式引出新单词green,orange,purple,brown,black.3.以游戏的形式操练新单词：把全班分成5个小组，每组给一个colour name，老师手拿5种颜色的转盘，让学生大声喊自己组的名字，老师叫“stop”转盘停在哪种颜色则那个小组胜。4. 新课呈现：（1）看图听录音，理解对话。 （2）老师带读。（3）学生分小组读。（4）学生分角色读。（5）让学生表演对话。增城市中小学课时教学设计教学过程三、巩固运用：1. 让学生运用固定句型与同桌自编对话。2. 拿出图画纸与蜡笔边说边画，把固定句型运用于实际情景中。 四、作业1家庭听写颜色单词。2.用英语写一段话描述一张图画。 板书设计Unit 2 Lets colour it green orangeA: What colour do you like? . brown blackB: I like Lets colour itA:OK. 作业设计1家庭听写颜色单词。2.用英语写一段话描述一张图画。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 2 Lets colour it课时7教学目标1. To grasp the names of colours.2. To grasp the sentences and expressions.教材分析重点：1.单词和句型。2.把本课句型运用于实际中。 难点：区分What与What colour的不同回答。教具： 黑板 、录音机 、单词卡片教学过程一、热身与复习：1.Free talk.2.Review:出示卡片背面让学生猜出颜色，生问：“Is it blue?”师：“No”让学生不断说出颜色单词，老师适当给出提示：“The first letter is “p”学生根据字母发音说：“purple”，复习单词的同时练习字母的发音。二、呈现与操练:1呈现一些色彩图片，让学生描绘出图片的颜色。2让学生出来，指着教室的物品描述其颜色。3小组合作出示图中某些图片或桌面上的文具互相描述。4边听边做，训练学生英语综合动手操作能力(Listen and colour)P10.5. 边说边做(Colour and say)P106看图说画(Point and say)P11增城市中小学课时教学设计教学过程三、Development：1. 让学生出示某些图片进行综合描述：This is a , Its red/ Ilike it. Do you like it?2.Do the project(P11):可由小组合作制作手工，或用橡皮泥捏造，然后向全班展示并解说。 四、作业1默写颜色单词。2.画一张脸涂上颜色并用英语进行综合描述。 板书设计Unit 2 Lets colour it A: What colour is it? This is a , Its I like it. B: Is it purple?A:Yes,it is. /No,it isnt. 作业设计1默写颜色单词。2.画一张脸涂上颜色并用英语进行综合描述。教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 2 Lets colour it课时8教学目标1. To improve pupils reading, listening, speaking and writing abilities of English.2.把所学单词和句型灵活运用于实际生活中。教材分析重点：1.单词和句型。2.把本课句型运用于实际中。难点：颜色的混合。教具：图片、录音机教学过程一、热身与复习：1.Free talk.2.Sing a song with some action.3.以游戏方式复习颜色单词：小组为单位，接力赛说单词，说得最多最快的小组为胜。二、呈现与操练:1.Story time: Introduce the story by talking about picture1(P12):Who are in the picture? What is Aki saying ? Does Ben like red?2.看图听录音，理解故事。3跟录音读故事。4分角色读对话。5表演故事对话：把各种颜色挂在黑板上，让一学生出来扮演Aki，另一同学问，问到哪种颜色?Aki就站在那种颜色前变成那种颜色。6. Did you know:把各种颜色挂在黑板上，用箭头和标示出两种颜色的混合，让学生猜并动手操作得出答案。增城市中小学课时教学设计教学过程三、Development：1. 玩“变变变”游戏：让学生拿出各种颜色笔混合变色并用英语说：“red and yellow equals（is） orange”等。2以小组合作进行竞赛，在规定时间内说出最多颜色组合为胜。四、作业1听录音读故事3次。2完成活动手册P4-5 。板书设计Unit 2 Lets colour it A:Do you like red?B:Yes,I do.red + yellow = orange 作业设计1听录音读故事3次。2完成活动手册P4-5 。教学后记增城市中小学课时教学设计执教者 年 月 日课题Module2（单元备课）课时教学目标一、 教学内容分析1.The mian topic is about positions .2. The vocabulary is easy to learn .教材分析重点：The dialogue .难点：The vocabulary and the dialogue .教具：Tape projectiun word cords教学过程二. 教学对象分析The dialogue is also very eary,But the children will learn the price from diffcultly. Children will learn the price from diffcultly .三. 教学目标1、 认知目标：The vocabulary and expressions .The price of the positions .2. 情感目标Enjoy the life and love the life .3. 发展目标Practise pupils listening skill.增城市中小学课时教学设计教学过程四. 教学重难点1. 重点: The dialogue .2. 难点: The vocabulary and the dialogue .五. 教学媒体, 策略Tape ( record )Project Card六、课时安排: 8课时板书设计作业设计教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 3 Wheres my car?课时1教学目标1、学生能够运用 Where is the？Is it.? It is. 进行情景 交际活动, 向其他同学询问物体的位置。2、在情境中学生能有礼貌地询问物体位置。3、学生能在情景交际活动中相互合作。教材分析重点：学会询问物体位置，同时灵活运用in, on, under, near 。难点：in, on, under, near回答物体位置。教具：实物、图片 、头饰教学过程I. Warming up1. Greeting2. Song and RhymeII. Presentation and Practise1. The teacher show a box and a toy dog. Ask the students to describe the position. They learnt in, on, under last year. T: Where is the toy dog?S: It is on/ in/ under the box. 2. Play a game. The teacher ask a group of students to stand on the dai and face to the class, while the teacher stands behind with the box and the toy dog.增城市中小学课时教学设计教学过程T+Ss: Where is the toy dog? S1: Its in the box. S2: Its on the box.3. Lets do the exercise 2 in page 16.4. Ask the students to show their answer by reading to the others on the dai.III. Development1. Task: Please describe the positions of the stationery in Exercise 3 in page 17.Ex. The bage is on the desk. The ruler is on the chairIV. Homework1. Try to read the dialogue.2. Copy the new words in Unit 3.Please describe the positions of the stationery in Exercise 3 in page 17 to your parents.板书设计Unit 3 Where is my car? The ruler is on the chair. The book is in the desk.作业设计1.Try to read the dialogue.2.Copy the new words in Unit 3.教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 3 Wheres my car?课时2教学目标1、学生能够理解本课对话意思，并且能够熟练读出课文对话。2、在情境中学生能有礼貌地询问物体位置。3、学生能够很有礼貌地运用英语询问物体的位置。教材分析重点：对课文对话的认读和理解。难点：表演对话时能够摆脱课文的影响，能最大限度地改编。教具：实物、图片 、头饰教学过程I. Warming up1. Greeting2. Song and RhymeII. Presentation and Practise1. Play the game to review the sentence structure they learnt in the last period only to change the toy dog into a doll and a robot to present the new words.2. Ask the students to watch the video twice and learnt to read the dialogue.3. Please read the dialogue in groups. 4. Devide the students into three groups and ask the to have a compitition. Praise the group that reads the best.增城市中小学课时教学设计教学过程III. DevelopmentTask: Ask the students to mimic the diogue and try to make a new dialogue. Ex: A: Lets play a game.B+C+D: OK. A: Where is my doll? B: Is it ? C: Is it ? A: Yes. It is. /No, it isnt.IV. Homework.1. Ask your parents about the position of your stationery.(选做)2. Copy the new words in this unit.3. Read the dialogue.板书设计Unit 3 Where is my car?A: Lets play a game. robotB+C+D: OK. A: Where is my doll? B: Is it ? A: Yes. It is. /No, it isnt.作业设计1.Ask your parents about the position of your stationery.(选做)2.Copy the new words in this unit.3.Read the dialogue.教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 3 Fun with language课时3教学目标1、理解字母e, ee的发音规律。2、学生能够能够用英语熟练完成Fun with language中的任务。3、学生能够在游戏中体会到英语学习的快乐。教材分析重点：掌握字母e, ee, f, g, h的发音规律。难点：让学生把发音规律熟练运用到对单词的发音判断过程中。教具：实物、图片 、头饰教学过程Warming up1. Greeting 2. Song and Rhyme II. Presentation and Practise1. Teach the rhyme in page 19, ask the students to find out the words with the same sound. Red, bed, pen 2. ask the tudents to read out the following wordsme, he, meet, feet and find out the same sounds. 3. Ask the students to sumerize the rule. Then read out the following words.Be heFed bedDeed feed。增城市中小学课时教学设计教学过程4. Ask the students to sumerize the rule. Then read out the following words.Be heFed bedDeed feed5. Ask the students to make more words, ex: teed, weed, ted, get, wet, we6. Do the exercise in page 16 and 17.III. DevelopmentTask: show us the pictures of your bedroom and please describe the position of the things inside.IV. Homework1. Read the dialogue2. Finish the exercise in the activity book.板书设计Unit 3 Wheres my car?Be heFed bedDeed feed作业设计1.Read the dialogue2.Finish the exercise in the activity book.教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 3 Wheres my car ? （复习课） 课时4教学目标1、 复习本课的单词和课文及重点句型，帮助学生巩固与整理本课的知识。2、 指导学生完成相关的练习。教材分析重点：复习本课的单词和课文及重点句型，帮助学生巩固与整理本课的知识。难点：指导学生完成相关的练习。教具：实物、图片 、头饰教学过程I. Warming up1. Greeting2. Song and RhymeII. Presentation and practise1. The teacher show a box and a toy dog. Ask the students to describe the position. They go over in, on, under nearT: Where is the toy dog?S: It is on/ in/ under/ near the box. 2. Play a game. The teacher ask a group of students to stand on the dai and face to the class, while the teacher stands behind with the box and the toy dog.增城市中小学课时教学设计教学过程T+Ss: Where is the toy dog? S1: Its in the box. S2: Its on the box.3. Lets do the exercise 1 in Activity book page 6.4. Ask the students to show their answer by reading to the others on the dai.III. Development1. Task: Please describe the positions of the stationery in Exercise 5 Activity book in page7.Ex. The toy car is on the desk. The doll is in the boxIV. Homework1. Read the dialogue and the new words.2. Do the exercise 1 in Activity book page 6.3. Please describe the positions of the stationery in Exercise 3 in page 17 to your parents.板书设计Unit 3 Where is my car? Where is . ? Its in/on/under/near/ the . Is the . in/on/under/near/ the . ? Yes, it is , / No, it isnt .作业设计Unit 3 Where is my car? Where is . ? Its in/on/under/near/ the . Is the . in/on/under/near/ the . ? Yes, it is , / No, it isnt .教学后记1.Read the dialogue and the new words.2. Do the exercise 1 in Activity book page 6.3. Please describe the positions of the stationery in Exercise 增城市中小学课时教学设计执教者： 年 月 日课题Unit 4 Is it in your bag?课时5教学目标1、学生能够运用 in front of, behind, beside 描述物体位置。2、学生能在情景交际活动中相互合作。3、学生了解不同动物的居住环境。教材分析重点：学习介词in front of, behind, beside表示物体的位置。难点：学习介词in front of, behind, beside表示物体的位置。教具：实物、图片 、头饰教学过程I. Warming up1. Greeting2. Song and Rhyme3. Play a game “ Listen and do”T: Put your pencil on the desk/ in the bag.II. Presentation and Practise1. Play a guessing game to lead in the content. The teacher put a robot inside a bag, ask one students to touch and guess what it is. Then ask the question, T: What is it? S: It is a robot. T: Where is it? S: Its in the bag. T: Yes, its inside the bag. 增城市中小学课时教学设计教学过程2. Put the robot beside, behind and in front of a box and then ask the position to elicit the new words. All: The robot is beside/ behind/ in front of the box.3. Play a guessing gameS: Where is the robot?S123: Is it beside the box?S: Yes, it is. / No, it isnt.III. Development Task: Show a picture of some animals in different positions and ask the students to describe their positions. Ex. The dog is behind the door. The cat is under the desk.IV. Homework1. copy the new words.2. Try to read the dialogue.板书设计Unit 4 Is it in your bag? S: Where is the robot? besideS123: Is it beside the box? In front ofS: Yes, it is. / No, it isnt. behind作业设计1.copy the new words.2.Try to read the dialogue.教学后记增城市中小学课时教学设计执教者： 年 月 日课题Unit 4 Is it in your bag?课时6教学目标1、学生能
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