资源描述
Unit5 My clothesTopic: shopping Language systems: 1. Lexis: shirt skirt dress pants coat socks 2. Grammar: the plural forms of nouns3. Function: can describe the clothes and shoes in simple words, can talk about the prices, colors and styles.4. phonology: the letter A s two different articulation in wordsLanguage skills: 1. Listening: Follow and understand the words in Part A and B. lets do and the sentences in dialogues.2. speaking: can describe the clothes and shoes in simple words, talk about prices and give evaluations 3. Reading: recognize the new words and read the articles about shopping or describing clothes.4. Writing: the four- skill words such as apple, banana, pear, orange and the sentence “How much is it/are they?” Ability aim: 1. Can describe the clothes and shoes in simple words, For example: its pretty.2. Can talk about the prices, colors and styles. For example: How much is it? 3. Can follow and understand the instructions in the text such as Put on your sneakers. Run in the park.Knowledge aim: 1. Can grasp the words in Part A&B and sentences in Read and write2. Can understand the contents in lets chant, Story time, Good to know.Emotion aim: 1. Be polite when relate to others2. To tell the differences on sizes about clothing from China and other western countries. Evidence:学生在已经学过衣物，水果等词汇。本单元可利用这些词汇开展去商场购物的活动进行教学。Procedures:1st Part A lets learn lets chant 2nd Part A lets talk Group work C. Task time3rd Part A read and writes C. story time4th Part B lets learn lets do C. lets sing5th Part B lets talk Group work C. lets check6th Part B read and writes Good to know C. Pronunciation First LessonSpecific vocabulary: colorful pretty cheap expensiveSpecific target sentences: Its cheap/pretty/expensive/colorful.Specific functional exponents: able to describe the character of clothingSource of material: 1、本课生词的单词卡片 2、衣服的实物 3、配套的教学课件4、配套的教学录音带 5、课文配套挂图Assumptions: 三年级上册U4 B chant : look at the cat. It is fat. Look at .利用该chant来唤起学生的记忆，练习本课句型Look at that dress, its pretty. Anticipated problems: expensive 的读音会比较难读。Step 1 Warm-up/Revision1课前播放三年级上册U4 B chant （温故引新）2.Talk about the weather，Whats the weather like today? What do you want to wear?Step 2 Presentation1. 引出shopping: Today is Amys birthday. Lets go to her birthday party, OK? But I dont have a pretty dress. So lets go shopping, OK? Look! This is a clothes shop. 2. 操练单词。1）pretty: A：look at the clothes in the shop. I see a dress. Its pretty. B：幻灯出示chant: Look at that dress, it is pretty. C：T带读 D：boys/ girls chant E：My skirt is pretty. My sweater is pretty, too. How about yours?(引导学生说出My -is-这一句型,用上学生自己带的衣服)2）colorful: A：(课件呈现一条裙)Look at the skirt. Red and yellow and pink and green. So many colors!B： 播chant: Color, color, colorful, I have a colorful skirt, you have a colorful skirt.C：句型练习My .is colorful. 3）expensive: A：The skirt is colorful. I like it so much. How much is it? Wow! 500yuan. its so expensive. B:出示 chant: Look at that skirt , its expensive. C：My sweater is expensive. My skirt is expensive. (衣服裙子有标价) Is your dress expensive? (引导学生讲句子)4) cheap: A：The skirt is 500 yuan. Its expensive. But this jacket is 10 yuan. Its cheap.5) 比较cheap和expensive (出示有标价的两种东西，问which is cheap/expensive?)Step 3 games 1. Games: listening and saying. 准备本课单词及衣服单词，同位一份。老师读句子，学生抓单词并说句子，如T says “the dress is pretty”, Ss should catch “dress” and “pretty”, and stand up. (举得最快的组要读出整个句子)2Guessing game: Just now I bought a pretty skirt. But I dont have gift for Amy. Lets go to the gift shop. Oh, theyre special. Can you guess which one is pretty/expensive? (设置surprise, 古董文物A不好看,但是很贵; 女孩背影B很漂亮但实际脸长满皱纹)(有整个小组来讨论,猜出答案)Step 4 Conclusion1. Its a pity. The gifts are not good. Em-Yes, I have a great idea! I can send Amy some flowers. (实物) Look! The flowers are colourful and pretty. Theyre cheap. They re not expensive.2. sing a song: I send the flowers to Amy .She must be very happy. Look! Amy is pretty .(课件)Its her birthday. Lets sing a song for her. (生日歌 + 同样曲子套上本课所学内容)3. Lets chant: 3.Today we learn “ Unit 5 How much is it ”chant 播一次, 用实物来帮助理解, 两组问两组答, 共同完成chant。Step 5 Homework 1.听本课录音3次。2.用本课句子介绍两件自己的衣物。Second LessonSpecific vocabulary: colorful ，pretty， cheap ，expensiveSpecific target sentences: Can I help you? How much is this skirt/.? Its colourful/.” Specific functional exponents: 1、听懂会说：Can I help you? How much is this skirt/.? Its colourful/.” 2、能在实际的情景中运用进行实际交际。Source of material: 1、配套的教学课件2、配套的教学录音带 3、课文配套挂图Assumptions: 学生在第一课时已经学了Look at that , it is . 为本课的对话学习做了铺垫。Anticipated problems: can I help ? 在 四年上册U5 B lets learn 出现过但用法与本课不同。部分学生可能会混淆。Step 1 Warm-up/Revision1. Lets chant 2. Sharp eyes: 看中文或英文价格，用英语读出来，如 12yuan / eleven yuan 3. How much is that shirt/.? 出示幻灯练习衣物与价格，先师生对话示范再到生生对话。Step 2 Presentation 1.教师在教室中挂上孩子们带来的衣物（背面有价格），围绕教室挂一圈。教师和孩子们进行对话的交流：T: Look at this shirt. Its colorful.S: Yes, its pretty. T: How much is it?S (请一个孩子走到背面翻出价格)Its one hundred yuan . Its too expensive.2.教师出示教学挂图，让孩子观看图片，预测内容。3.播放课件(没字幕)，边看边听，回答问题： How much is the dress? Amy likes the dress. Yes or no? Mom likes the dress, Yes or no? why? 看2次，解答三个问题。4. 打开书跟读对话，然后分角色朗读。可增加给课件配音，小组练习、表演等活动。Step 3趣味操练 （Practice）Group work孩子运用自己手中的卡片，进行对话和描述。仿照Lets talk部分中的对话。Step 4扩展性活动（Add-activities） 购物活动 (task time) 教师发给每个孩子100元纸币（孩子自己制作的），把教室分成四部分，组成四个服装店，每个店请一个孩子扮演售货员。 让孩子们仿照课文中的对话，进行购物活动。活动完成后，小组中交流购物收获 。运用How much is this skirt/.? Its cheap.等句子进行描述。Step 5 Conclusion and Homework 1. 听本课录音三次2. 同位合编一组对话，自备衣物或卡片。Third LessonSpecific vocabulary: big small long short nice Specific target sentences: The shirt is colourful/, but its too. Specific functional exponents: able to describe the character of clothingSource of material: 1、本课生词的单词卡片 2、衣服的实物 3、配套的教学课件4、配套的教学录音带 5、课文配套挂图 6. 句子卡片Assumptions: 学生已经学过big small long short nice这5个单词，本课只要开展一点游戏来促进学生对单词的记忆。 Anticipated problems: nice 的读音与nine的区别。Step 1 Warm-up/Revision1、检查上节课作业：同位编对话2、播放三年级下册U6 A lets do ：tall ， tall，tall. make yourself tall.Step 2 Presentation1、教师准备好一些大小不一的衣服。说：“I like this skirt . it is pretty.”然后教师穿一下，说：“But its too big.”然后再拿起一件，说：“This one is nice. Its fits me well.”2、教师请一个孩子上来选衣服，指导孩子运用句子：This is , but its too.3、然后多请上几个孩子上来说。4、小组活动: 孩子每人带一件家里人的衣服来，在小组中每个孩子轮流挑选衣服，在这一过程中运用This shirt is ,but its too.5、打开书，初读课文 ，判断对错： Five animals go shopping together. The shirt is pretty, but its too big for Rabbit. The shirt is good , but its too small for Giraffe. The shirt is nice and fits Zoom well. 6、小组认读句子，让孩子逐句认读。找出疑问。7、两人一小组，一个拼，一个写。单词的抄写练习。8、出示句子的句卡，然后孩子试读，教师提示学生注意句子第一个单词的第一个字母大写，提示孩子注意标点和占格。Step 3 games and practice1、拼一拼，猜一猜教师读一个单词，让孩子迅速拼出字母，小组竞赛。2、把单词排列成句子：教师将对话中的句子打印出来，一句话一行，剪开每句话。准备若干份。学生以小组为单位，每组一份对话，重新排列对话顺序并读出来。然后教师仿写句子并指导学生在活动手册上练习。3、教师请几个孩子穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。运用句子This shirt is ,but its too.Step 4 Conclusion 句子书写的注意要点。Step 5 Homework 1.听本课录音3次，读3次。 2. 抄写一个单词一行，一个句子两遍。并自己默写单词和句子。Fourth LessonSpecific vocabulary: boots, slippers, sandals, sneakers, a pair of.Specific target sentences: Can I help you? Yes, I want a pair of sneakers.Specific functional exponents: 能听懂并发出简单指令，如：Put on your sneakers. Run in the parkSource of material: B Lets learn. Lets do Lets sing.Assumptions: Anticipated problems:学生分析：学生已经在能够简单描述衣服的大小和评论价格，本节课学习鞋子的名称，这节课的词以复数的形式出现，在读音上可能对学生有点难，特别是slippers与sneakers，用a pair of描述鞋的数量，并在实际情境中运用,这对学生来说也是个难点。Step 1: warm-up1、Let chant P582、学生角色表演A Lets talk复习购物用语。3、Guessing game教师将各种标有价钱的衣服放到一个大储物袋中，让学生猜一猜里面有什么，学生猜对后，取出并描述一下大小、价钱等。（设计意图：首先通过Lets chant,guessing game活跃课堂气氛，再通过对话复习学过的句型为教授部分做好铺垫。A）Step 2: presentation1、教师出示大挂图，让孩子结合图说一说What can you see? 引出新的各种鞋的单词，让学生整体认识单词。2、通过设置去鞋店买鞋的情景，描述图中的各种鞋，引出a pair of并教学新单词。boots,slippers, sandles, sneakers.在教学单词同时结合Lets do.(设计意图：创设情境，引入课文的学习。A)3、学生进行情景表演练习，并熟悉新的单词及a pair of的用法。4、听录音，跟读单词。5、播放课件，理解Can I help you? Yes. I want a a pair of sneakers.6、孩子分角色跟读。小组表演、各小组展示。7、播放Lets do. 边读边做动作。 分小组练习。老师发指令，学生做动作。(设计意图：充分利用多媒体手段，展现教学内容，引入入胜，并设计听音答问，跟读，表演等教学内容，使学生进一步了解、掌握课文内容，从而降低学习难度，增强学习效果，提高学习兴趣。R)Step 3: Practice教师出示各种鞋的图片，然后将一图片藏起，并询问：What are they? 学生猜到后，找到该图片，用学过的知识描述被藏起来的鞋子。（设计意图：通过游戏，使学生轻松愉快地接受，掌握新知，巩固所学。A）Step 4: add-activities1 学生运用学过的知识描述自己的鞋或其他同学的鞋。2 同步练习册。Step 5: Homework1. 向家长听、读录音三次。2. 描述自己的鞋或其他同学的鞋。Fifth LessonSpecific vocabulary: size, take, a pair of, son.Specific target sentences: A pair of for.What size? How much are they? Well take them.Specific functional exponents: 能询问价格并简略评价。Source of material: B Lets talk Group work C Lets checkAssumptions: Anticipated problems:学生分析：学生在上一课时已经学习了鞋子的名称，这节课在句型中继续巩固词组a pair of.在这节课中A pair of for是难点，在教学法中要注意。What size? Size ftve.注意英美两国与我国的衣物尺码标记的差异。Step 1：Warm-up/Revision1、Lets do教师发出口令，孩子听到口令后出示图片并做出相应的动作。2、学生说唱本单元的歌谣。（设计意图：用chant调节课堂气氛，让学生在轻松的节奏中感知本单元的知识点。A）3、出示一些实物复习句型：How much is it? Itsyuan.再出示一些复数的物品，教学How much are they? Theyre.（设计意图：通过复习学过的内容,为新授课作准备。A）Step 2：Presentation : 1、教师出示Lets learn部分的挂图，让孩子表演图中的情景，教师与学生共同表演对话。教师挑出两双鞋，一双适合自己的脚，另一双或大或小，然后让学生猜哪一双是自己的鞋。学生猜过两三次后，教师告诉学生：I take size 38 sneakers. Which pair is mine? Please guess! 学生猜出后，教师问学生：What size do you wear？指导学生回答：Size 。教学What size？Size 。教学再用句型问两、三个同学：T：What size do you wear？Ss: Size T: How much are they ?Ss: Theyreyuan.2、教师指导学生做以上的问答练习，进行小组汇报。3、出示挂图让学生猜图意。4、观看课件并回答问题。What size does John wear? How much are they?(设计意图：通过让学生装猜图意，培养学生的猜测能力，通过让学生带着问题听对话，师生问答自然引出新句型，培养学生的听力。R)5、学生跟录音朗读课文，教师指导学生朗读。学生分角色朗读对话。进行Pair work，分组表演。(设计意图：通过跟读，小组练习，让学生表演，提高学生学习的兴趣。A)6、Group work：教师为学生布置任务，完成书中的表格。学生通过询问小组成员：How much are your jeans/?的交流活动，在实际的生活中运用语言。学生完成表格后，再以对话的方式向同学们汇报。(设计意图：通过调查完成表格，对本节课的重点句型进行有效复习，并鼓励学生把听到的对话用自己的语言来转述，对本课的内容进行拓展。R）Step 3 Practice :活动：买鞋教师为学生准备写有各种要求的卡片，如：50yuan sandals size 36.活动时，学生两人一组进行，其中一个抽卡片决定要买的鞋，让后运用学过的语言知识进行交际，并买到要求的鞋。描述买到的鞋向大家汇报，买对、并汇报正确的加两分，最后评出优胜组，奖励。（设计意图：通过这个活动巩固所学的新句型，同时激发学生的学习兴趣。R）Step 4:Add-activities1、Lets check2同步练习册(设计意图：用Lets check训练学生的听力，并检测学生对这个单元的掌握情况。C）Step 5: Homework:1、 向家长听、读录音三次。2、 跟你的好朋友表演对话。Sixth LessonSpecific vocabulary: apple, banana, orange, pear, watermelon Specific target sentences: How much are they? Theyre three yuan .Specific functional exponents: 使用购物基本用语并能询问价格。Source of material: B Read and write C Task time PronunciationAssumptions:Anticipated problems:学生分析：学生在听、读、说单词、句子的基础上，这节课要求学生正确书写单词和句子，强调学生注意“Theyre”写法。 Step 1：Warm-up/Revision1、Listen and show：教师说单词或相关事物，孩子看想一想，举出相应的单词卡片并重复单词。孩子在小组中做游戏。2、小组比赛表演Lets talk.3、Guessing game：教师准备许多物品，学生猜一猜物品的价钱？复习How much is it ? Its . How much are they? Theyre.(设计意图：通过游戏比赛，结合已学句型，操练新学的单词。通过学生间的合作交流，使学生体验到交流的成就感和快乐感。R) Step 2：Presentation1、教师出示Read and write课文挂图，问：What can you see in the picture? 学生说一说所看到的东西。教师出示学生所说的单词卡片apple, banana, orange, pear,watermalon,并让学生拼写单词。（设计意图：看图或根据实际进行描述，复习上节课词汇和句型，有图作为依托学生就有话可说，比凭空说好。R）2、听录音并回答问题：How many apples does Zoom want to buy? How much are they?3、学生同桌试读对话。4、听录音，跟读，纠正语音语调。5、为录像配音，小组操练熟悉后进行对话表演。（设计意图：让学生一一认读新句型，逐步让学生掌握正确的读音。通过扮演角色，让学生进一步熟悉对话。R）6、教师让学生不看书回忆书中要求书写的单词和句子，学生说一个，教师带领书写一个，注意讲解。7、学生在活动手册中书写，老师指导。(设计意图：在课堂上完成书写练习，并逐渐培养他们良好的书写习惯。R）Step 3： PracticeListen and order 教师说一些单词或句子，学生迅速按顺序排列单词卡片，并大声朗读单词。(设计意图：通过游戏活动，进一步巩固单词。R)Step 4： Add-activities买水果：教师准备一些水果或学生自己画一些水果, 学生根据实物或水果图片编排购物的场景进行现场交际表演。评出优胜组给予奖励。（设计意图：让学生进一步运用所学知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感。A）Step 5：Homework1. 抄写单词每个两行，句子两句。2. 听、读课文三次。备注：教学步骤请注明设计目的/理论支撑,教学活动注明ARC类型。Unit _6_Shoppingl Topic: At a farml Language systems:5. Lexis:农场的常见的牲畜和蔬菜。6. Grammar:包含名词复数的一般疑问句，名词单复数。7. function:能运用句型Are they ? How many? What are these/those?询问动物和蔬菜名称。能描述农场的动物和蔬菜。8. phonology:these/those，No,they arent.的发音，tomato potato的复数形式及tomato英美两种不同读音。总结五个元音字母的读音规律。l Language skills:5. Listening:能听懂农场的常见的牲畜和蔬菜名称和听懂别人介绍农场牲畜和蔬菜;能听懂与农场相关的简单指令。6. speaking:能向别人描述农场牲畜和蔬菜，能发出与农场相关的简单指令7. reading:读懂有关谈论农场牲畜和蔬菜的对话或短文。8. writing:能根据图片，写出农场常见的牲畜名称，A、B部分Read and write的单词和句子。l Objectives:能力目标：1. 能够区分农场的常见的牲畜和蔬菜。2. 能够运用句型Are they?How many?询问动物和蔬菜名称。3. 能听懂并发出与农场相关的简单指令。4. 能根据图片，写出农场常见的牲畜名称。知识目标：1. 掌握A、B部分的单词和句子并能做到会听、说、读、写。2. 听、说、认读A、B部分Lets learn Lets talk中的单词和句子。3. 理解Lets do Lets chant等部分内容。4. 了解Story time、Good to know等部分内容。情感目标：1. 情感态度：能以得体的方式与人交际。2. 学习策略：主动询问、合作、沟通。3. 文化目标：了解几条由动物名称构成的英语谚语。l Evidence:1. 利用Lets play检测学生掌握包含名词复数的一般疑问句和特殊疑问句。2. 利用Task time检测学生掌握单词的情况和运用句型介绍农场。3. 利用各种小游戏和Lets do 的指令检测学生询问动物和蔬菜名称。4. 利用Lets check检测学生对本单元的单词和句型掌握情况。l Procedures:The 1st lesson: A Lets learn，Lets do，C Good to know，Lets singThe 2nd lesson: A Lets talk A Lets play The 3rd lesson: A Read and write C PronunciationThe 4th lesson: B Lets learn Lets chant C Task timeThe 5th lesson: B Lets talk B Lets play C Story timeThe 6th lesson: B Read and write C Lets checkFirst LessonSpecific vocabulary: hen，sheep，cow，horse，goat，lamb及其复数形式的认读。Specific target sentences: What are they? They are s.Specific functional exponents: 能够听、说、认读单词：sheep，hen，cow，horse，goat，lamb（2）了解单词sheep，hen，cow，horse，goat，lamb的复数形式。Source of material: 1、本课生词的单词卡片2、配套的教学课件3、相配套的教学录音带Assumptions:学生在三年级时已掌握了一些动物名称，他们在听说方面有一定的基础，仍处于低龄阶段，对动物有一定的好奇心。Step 1 Warm-up1.Today, there is a sports meeting at the farm. Do you want to have a look?.T：But first of all, Lets learn the song Mary has a little lamb但是你们在听完后要回答老师：Whats in the song?设计意图：创设轻松的情景,以歌曲调动情绪。RStep 2 Presentation1.T：First, let me introduce the players to you：This is Mr Horse.学习新单词horse 以及hen，sheep，cow， goat，lamb设计意图：以运动会选手来教授单词,激起学生学习的兴趣。R2.PPT显示所有参赛选手T：Now lets welcome our players: Mr Horse，Cow, Hen， Lamb, Goat and Sheep. Lets see, Their fans are coming, too.The players have fans, too. Look! They are coming. What are they? They are horses |iz|, cows |z| , goats |ts|, sheep lambs |z|, hens |z|.教师边按PPT边板书复数的单词卡。设计意图：通过参赛选手的支持者fans自然引出单、复数的变化, 再引申到句子What is it?与What are they?的区别。R3.T：What are they? They are教师先拿图片用horse做例子，自问自答：What are they? They are horses. 然后教师问，学生回答, 再分组问答，双方交换问答的形式学习新句型。R设计意图：通过创设学生意想不到的情景,激发学生的好奇心,抓紧他们的注意力。4.T：那些动物举行了运动会，我们也进行一次比赛。把学生分成两组。T：Now Lets have a warming up exercises.活动一：Please read as fast as you can. 跟电脑比速度（学生们一看到电脑上闪现的单词马上读出来）活动二：flashing game What are they? They are?（操练句型） T：one group asks, the second group answers, and the third group judges. If they are right, you say：YES YES YES . And if not, you say： NO NO NO.设计意图:将机械的操练赋予有趣的游戏中,充分调动学生学习积极性,加上一次比一次快的速度,具有紧迫感和刺激性，让学生连分散注意力的机会都没有。CStep 3 practice1.What can you do at the farm?T： What can you do at the farm? Can you ? Lets try it. OK?学习Lets do.设计意图:四年级的学生有表演欲望,并且在同学面前表演会更有优越感,在初步体验成功喜悦的同时，树立学好英语的信心。C2.Who can guess?T：The monkey is clever. Guess, in our class, who is as clever as monkey? S： is as clever as a monkey .T：The second question：(图) look, Mike is running, he runs very fast. We can say: Hes as fast as a （抢答） T：Look, the boy is strong. Hes as strong as an?(出示图)T: Look, the girl is gentle. Shes as gentle as a . ?(出示图)T: We have finished the tasks. Now Lets see who is the winner.设计意图：这个环节的任务是将新单词融入到句型训练中,内容贴近学生生活实际,在他们易懂的言语中自然地运用。CStep 5 Homework:1. 听Lets learn、 Lets do录音三次，读Lets learn、 Lets do两次2. Introduce the players to your parents and dance for themSecond LessonSpecific vocabulary: arent donkeys hundredSpecific target sentences: Are theys? Yes, they are./ No, they arent.Specific functional exponents: 能听懂Are they?How many? 并能在情景中进行运用。Source of material: 1、本课生词的单词卡片2、配套的教学课件3、相配套的教学录音带Assumptions: 在学习本课前,学生已掌握主要句型:Whats this? Its a 能够认知从单数转化为复数，能听懂课堂简单指令并根据指令做事情.Step 1 Warm-up1. Lets do2. Free talk: What is this/that? What are they? Are they s?How many s do you have? 设计意图：从旧知到新知，过渡自然，学生乐于接受，并且学生能在轻松的 Free talk 中不知不觉地提高听说能力。AStep 2 Presentation1. How many students are there in our school? (引出one hundred的教学）教师板书 hundred 并教学 one hundred, 拓展教学 two hundreds, three hundreds.设计意图：让学生通过自己班级和学校的人数来引出新单词hundred，拉近了生活与课堂教学之间的距离，自然地引出了新单词的学习。A2.Lets talk（1）Mike visits the farm. Look at the picture.(出示课文图片)，What are they talkingabout ? 由学生猜测图中人物可能会说些什么。（教师板书）（2）听录音，印证答案。（3）再听录音，回答问题a. Are they horses? b. How many cows are there?（3）将文中图片与文本分开，并将其配对。（4）听录音，跟读三次。（5）同桌互读，小组分角色读。设计意图：让学生带着问题听录音，能提高学生听录音的效率。图片与文本配对，更能调动学生的各种感官参与学习活动，加深对对话的理解程度。跟录音朗读有助于学生模仿地道的语音、语调，也能为学生说好英语打好基础。C（6）启发学生替换有关动物单词，创新对话。设计意图：让学生自主选择以前学过的单词创编对话，体现了教学的开放性，并且给学生提供了一个运用语言的机会。CStep 3 Practice1、教师拿起几支笔握在手中，不要露出笔尖。引导学生用Are they来猜猜是什么笔, 教师根据实际回答：Yes, they are. No, they arent.2、 Lets play:组织学生分组利用自己所画的动物图片问答 3、 学生汇报练习情况，教师要接着问：How manydo you have？引导学生答出相应的数量。设计意图：积极参与游戏，调动学生开口说英语，增加趣味性的同时可让学生巩固句型。AStep 4 Homework1.听Lets talk 录音三次，读两次。Third LessonSpecific vocabulary: cat，rabbit，pig，duck，dog, Specific target sentences: Are they ducks? No, they arent. What do you see in the picture? I see What are these? What are those?Specific functional exponents: 听、说、认、读、写本课时的主要单词 cat，rabbit，pig，duck，dog,以及句型Are they ducks? No, they arent.能听懂,会说What can you see in the picture? I see What are these? What are those? Source of material: 1、本课生词的单词卡片2、配套的教学课件3、相配套的教学录音带Assumptions: 在学习本课前,学生已掌握主要句型：What are they? They are ? Are they? 能够掌握从单数句型转化为复数句型。Step 1 Warm-up1.Sing a song: Mary Has a Little Lamp 2. Showing pictures, 露出图的小部分，引导学生用Are they ?猜图片内容，教师根据实际用Yes，they are.或No, they arent.回答。出示Read and write部分的挂图，组织学生进行小组问答练习。设计意图：在短时间内活跃课堂气氛并激活学生的原有知识。AStep 2 Presentation1.Play the video and ask the questions:What do you see in the picture？ Are they ducks？ Are they horses？ How many cats can you see？ How many rabbits can you see？How many pigs can you see？ How many geese can you see？2.让学生观看VCD，第二遍时重复对话中的语句。3.连词组句活动：将单词卡cats，dogs，rabbits，ducks，pigs，they，are，arent，No，yes分别发给几个学生，然后说句子：Are they ducks？ No，they arent.Are they rabbits? Yes, they are.Are they pigs? Yes, they are.Are they dogs? No, they arent.4.学生根据自己手中的单词和听到的句子迅速找到自己的位置，然后全班同学一起朗读排好的句子，并判断正误。设计意图：通过不同的活动，使学生对一般疑问句掌握得更牢固。R5. 学生在本上书写句子：Are they ducks？No，they arent.教师巡视指导。设计意图：培养学生的书写能力。RStep 3 pronunciation1.请学生大声读出教材P77 Pronunciation部分单词。教师提供含有此音素的单词2.学生四人一组讨论这些单词共同音素。3.教师启发学生说说5个元音字母在重读开、闭音节中的发音规律。设计意图：通过多种不同形式的练习。让学生对元音字母a e i o u 的发音掌握得更加牢固。CStep 4 practice1. Bingo 游戏2. 听P73儿歌，教师适时出示蔬菜卡片，为下节课内容进行铺垫。设计意图：利用趣味游戏练习单词和句型，巩固所学内容。RStep 5 Homework1. 抄写Read and write 的单词和句型，单词每个一行，句子两次2. 读72页Read and write 、77页Pronunciation 两次。Fourth LessonSpecific vocabulary: tomato、cucumber、potato、onion、carrotSpecific target sentences: Theyre fresh! The potatoes are big.Specific functional exponents: 能听、说、认、读本课时的主要单词： potato tomato onion cucumber carrot.能简单描述蔬菜的颜色和特点。能理解，跟说Lets chant的内容。Source of material: 1、本课生词的单词卡片2、配套的教学课件3、相配套的教学录音带Assumptions: 在学习本课前,学生已掌握主要句型: What are they? They are ? Are they? 能够掌握从单数句型转化为复数单词与句子。Step 1 Warm-up1.Lets sing: 教师放歌曲的录音，学生看图欣赏。学生跟录音哼唱歌曲。2.请学生欣赏Lets chant部分歌谣，教师要根据歌词适时举起相应的图片设计意图：在短时间内活跃课堂气氛并激活学生的原有知识，为本课作铺垫。AStep 2 Presentation1. Where are the vegetables in the chant? Do you know? Yes, theyre at the farm.（呈现农场的情景）Lets go to the farm.2.What can you see at the farm?（学生说出看到的蔬菜，中文也可以）3.教师手举一个西红柿，说：I like tomatoes. Do you like tomatoes?引导学生用I like 或I dont like根据自己的实际情况表达。4.教师再拿起一根黄瓜，边说边完全呈现：Oh，its long and green. Its a cucumber. Do
展开阅读全文