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Lesson 1:Skirt and Pants教学目标:知识: 1)掌握本课的新词汇: skirt blouse pants shirts weater2)理解句型: What is heshe wearing? HeShe is wearing .能力: 教会学生正确地用英语描述人们的穿着。情感:让学生在课堂教学中体会学习的快乐,敢于用英语表达自己想说的内容,发展学生综合语言运用的能力。教学重、难点:重点:掌握本课所学的新词汇:skirt blouse pants shirts weater难点:理解并运用句型What is heshe wearing? HeShe is wearing .教具、学具:教师词汇卡片、录音机、教学磁带。教学过程:一、开始上课和复习1、师生互致问候2、唱歌:Stand up Sit down3、操练:老师板书What is heshe doing? HeShe is .带领全班进行问答练习。T:(指一名学生)Stand up please.(指站起来的学生)What is heshe doing?Ss:HeShe is standing.提醒学生_ing意思是此时此刻正在做某事。如:We are_ing.我们正在干或正在做某事。比较: Li Ming gose to school everyday.Li Ming is going to school now.4、操练:用问答的形式复习颜色名称What color is it? Is it _? Is it _or_?二、新授1、skirt blouse pants shirts weater1)示范:老师出示各种衣服的卡片或指学生穿的衣服来介绍skirt blouse pants shirts weater并与学生一起重复读几遍上述单词2)播放录音No.1 What is it?让学生看书跟读。3)讲解pants这个词在英语中是一个有趣的词,指一件东西却是复数形式。这和以前我们曾经接触过的单词scissors(剪刀)是一样的。4)操练:老师指着班上所穿的衣服带领学生做如下问答练习 Is this a _? YesNo. What is this?Its a _.Is this a _or a_? Its a _. 当学生很有把握的回答这些问题后,在句型中加入表示颜色的词.如让学生看书中的图画,带领他们做下面的练习T: What are they?(指pants) Ss:They are pants.T: What color are they? Ss:They are blue.T: Yes.They are blue pants.Blue pants.用其他衣服联系单数形式T: What is it?(指衬衣) Ss:Its a shirt.T: What color is it? Ss:Its white and yellow.叫几名学生到前面,带领学生继续操练T:(指学生穿的衬衣) What is it? Ss: Its a shirt.T: What color is it? Ss: Its a _.T:Oh yes. Its a_shirt.2、What is heshe doing?1)示范:用汉语解释wear的意思为“穿”或“戴”。板书wear,用手指着这个单词领学生读若干遍。wearing表示“正穿着”,再指某个学生所穿的衣服做对话练习。T:(指一学生穿的衣服)What is heshe wearing? HeShe is wearing a_.(领学生读此句)Ss: HeShe is wearing a _.T:(指另一学生) What is heshe wearing?Ss: HeShe is wearing a _.T:(再指一学生) What are you wearing?S:Im wearing a _.T:(指自己的衣服) What am I wearing?S:You are wearing a _.2)播放录音No.2 Whats he wearing? Whats shewearing让学生先静听两遍然后再看书跟读2-3遍后让学生自己将句子译成汉语.3)练习:把学生分成若干小组,让他们根据所穿的衣服用下列句型进行轮流问答.What is heshe wearing? HeShe is wearing a .What are you wearing? Im wearing a _.4)表演:请几组学生向全班表演他们所练习的对话三、检查理解情况四、结束课堂教学:1、做活动手册2、布置课外作业3、Say“Goodbye!”to the students.板书: Lesson1 Skirt and Pants skirt blouse pants shirts weater wearwearing What is heshe wearing? HeShe is wearing .课后反思:Lesson 2:New and old 一、教学目标:1、知识目标:使学生能够正确地听、读、写、用下列词汇:new , old;使学生能够用I like表达情感。2、能力目标:通过游戏、表演等活动,培养学生语言运用能力,通过学习语言知识,培养学生对知识的迁移能力和发散思维能力。3、情感目标:让学生体会英语学习中的乐趣,敢于表达自己的情感。二、教学重点、难点:1、新单词:new old2、句型:I like your_.Its nice三、教具、学具:师:新旧衣服、文具及其它用品;Li Ming和Jenny的图片;衣服模型(纸剪的);一套标有新旧物品的单词卡片。生:新旧衣物及其它用品。四、教学过程:一、以情激趣,复习旧知。1、师生问候:T:Good morning , my boys and girls.S:Good morning , teacher!T:Are you happy?S:Yes.2、唱英文歌曲“If Youre Happy and You Know It ”师生一边唱,一边做相应的动作。(设计意图:师生共同边唱边舞,既亲切活泼,又激发了学生的学习兴趣, 吸引了学生的注意力,让学生在轻松的气氛中进入学习英语的意境。)3、用“穿衣服”的游戏复习衣服名称和句型“Whats he /she wearing?”教师把Li Ming, Jenny的画像贴到黑板上,出示纸剪衣服模型。T:Whats this ?What colour is it ?S: It is a skirt. Its blue.(提问六到八名学生)教师把衣服模型搭配到以上人物身上:T: What is he wearing ?S:He is wearing a green sweater.全班分成两组抢答,答对最多组为胜。(设计意图:竞赛型游戏, 既让学生巩固了知识,又使他们集中注意力,振奋精神。 )二、整体输入,感受新知。1、用新旧不同的物品(如衣服、文具等)相对比引出新词new, old.T: This is a new blouse, that is an old blouse.This is a new ruler, that is an old ruler.学生猜出new, old的意思。出示新旧物品对比照片,让学生试着描述。2、教师走到学生中间,指着一名学生的裙子:I like your skirt. Its nice. Is it new? (分别问穿新旧不同衣服的学生若干。)引导学生用thanks来回答。板书并领读。三、完成任务,巩固新知。1、听第一部分录音,学生跟读。、玩“呼相同词”游戏。规则:教师准备一套新旧物品词汇卡片,每个单词有两张,打乱顺序,学生人手一张,教师说Go!所有学生开始在教室里来回走动,一遍遍的说他们手中词汇卡上的单词。发现同他说一样单词的同学后,两人站到一起,都找到伙伴后,师提问每一组:Whats this?两人一起回答:New sweater / Old chair /、“我看见了某物”游戏。规则:一名自愿的学生面对大家,教师从他身后举起一张新、旧衣服卡片,全体学生一起拍手说:I see something new /old. I see something new / old.这名学生试着猜,猜中为止。在换其他同学猜。(设计意图:充分发挥学生视觉、听觉、动觉的协同作用,做到了全员参与,锻炼了全体学生运用语言的能力。)2、听第二部分录音,跟读。“开火车”游戏,操练第二部分所学句型:“I like yourIs it new?/ Are they new?”游戏方式如下:S1:I like your Its nice.S2:Thanks.S1:Is it new ? / Are they new?S2:Yes./ No. I like yourIts nice.S3:Thanks.S2:Is it new ? / Are they new?S3:Yes. / No.以此类推,为保证游戏效果,教师先与一个学生做示范。(设计意图:有意操练旨在培养学生对知识的迁移能力,并为交际活动做铺垫。)四、设置情境、活用交际。学生利用从家带来的新旧衣物或其它物品,任意创设情境编对话。(设计意图:使学生在活动中提升对新知识的感悟和理解,培养学生的发散思维能力。)五、活动总结,给予鼓励。评价学生在本节课活动情况,表扬每一名学生,并适当发小红星给予鼓励,激励每个学生更加努力。(设计意图:激发学生成就感,引导他们对英语产生持久、稳定的兴趣。)六、布置作业、适时反馈。1、录音:让学生把自己认为读的最精彩的一段录下来。(设计意图:巩固本课所学知识,调动学生课下学习英语的兴趣。)五、板书设计: Lesson 2:New and Old new A:I like yourIts nice.old B:Thank you . A:Is it new ? /Are they new ? B:Yes ./ No .六、练习检测:七、课后反思:Lesson 3 Coat and Scarf教学目标:知识:1)四会掌握单词coat、hat 2)口头运用单词scarf、gloves和boots 3)初步学会使用句型Whose is this?Is this your ?能力:正确的用英语来描述人们的穿着。情感:进一步培养学生学习英语的积极性形成持久的学习兴趣。教学重、难点: 重点:掌握和运用new、old这对反义词,口头运用单词scarf、gloves和boots 难点:学会使用本课句型Whose is this?Is this your ?教具、学具:各种衣服的课件、教师词卡、录音机和教学磁带。教学过程:一、开始上课和复习1、师生互致问候2、唱歌,让学生挑选一首他们喜欢唱的英文歌曲3、操练,用Whats this?/What are they? Its a_./They are_ _.句型来复习有关衣服、颜色的词汇。告诉学生回答时应该说出衣服的颜色和名称。练习一段时间后变换一下方式,用Whats he/she wearing. He/She is wearing (a)_ _.二、新授1、coat hat scarf gloves boots1)示范:老师出示上述衣物的词汇卡片,在和学生反复说出这些衣服名称时举起相应的卡片并将单词写在黑板上,然后老师指着这些单词与学生反复朗读。 2)播放录音,学生看书跟读3)老师让一名穿着比较新的衣服的学生到前面做角色表演T:(指这名学生的衣服)I like your_. S:Thanks.T:Is it new?(Is it old?) S:Yes its new./No its old. T:Its nice. S:Thanks.让学生两人一组到前面仿照老师与这名学生所做的对话,任选衣服用他们所掌握的词句相互称赞对方的衣服。4)做活动手册 2、Whose_is this? Is this your_?1)老师从学生桌子上拿起一件物品装作不知道这个物品是谁的,向全班提问T:Is this your_? S1:No.T:Is this your_? S2:No. T:Is this your_?(领读) Ss:Is this your_? T:(指物主)Is this your_? S3:Yes(its my_). 2)老师拿起学生的另一物品装作找它的主人 T:Is this your_? S1:No. T:(装作很困惑)Whose_is this?(领读) Ss: Whose_is this? T:Very good!(指物主)Whose_is this? Is this your_? S2:Yes(its my_).3)播放录音,在播放录音之前先让学生猜测在Miss Zhang和Danny之间的对话中发生了什么事,老师注意提醒学生,提问问题时语调要用升调。播放录音,让学生看书跟读。4)练习:学生自由结伴大声朗读书上Miss Zhang和Danny的对话,每个学生扮演一个角色,然后轮换。三、检查理解情况1、老师提问:Is this Dannys hat? Are these Dannys gloves?Why do you know?2、让几对学生朗读Miss Zhang和Danny的对话四、结束课堂教学1、布置课外作业2、Say“Goodbye!”to the students.板书:Lesson3 Coat and Scarfcoat hat scarf gloves bootsWhose_is this? Is this your_?Is this Dannys hat?Are these Dannys gloves?Why do you know?课后反思:Lesson 4:Shoes and Socks教学目标:知识目标1识记生词shoes, socks, dress, shorts等。2理解背诵熟练运用句子:Are they his shorts? Is this her dress?技能目标:能熟练应用所学单词和句子进行对话。情感态度价值观:给学生的友好合作创造良好的氛围。教学方法:讲解法,游戏练习法。教学重难点:1识记生词shoes, socks, dress, shorts等。2理解背诵熟练运用句子:教学用具:卡片,图片,录音机教学过程:1师生互相问候。学唱英文歌曲唱 DO THE HOKEY POKEY.(借以复习 his 和 her)播放录音,与学生一起跟着录音边唱边做动作。然后快速复习唱歌时做的动作。教师:(对单个学生)Stand, please. Wave your arm.(对全班)Whats he /she doing?全班:He/Shes waving his /her arm.教师:(对另一名学生)Stand, please. Shake your leg.全班:He/She s shaking his / her leg.用图片装扮,把讲桌设计为一服饰店。教师扮演导购员,对商品进行解释并提问.例如:教师:This is a clothes shop. The name of the shop is PREETY BABY”. Here we have many beautiful clothes. Look!(指着一件蓝色的裙子)What is it?学生:Skirt.教师:What colour is it?学生:Blue.2教授新单词-Shoes,socks,dress,shorts.教师继续扮演导购员,对大家进行新品介绍。(介绍新单词)教师: Here are new brand on sale!(新品上市)How nice! Look!What is it? Its a dress. Dress. Dress. Class, say it ,please!学生:Dress, dress.教师:Very good! Its a dress.用同样方法介绍shoes,socks,dress,shorts.播放录音,让学生看书跟读。3做游戏用问答方式复习 :Whose is this? Is this your_?教师:(拿起已带到班上的衣服)Whose is this?全班:I dont know.教师:Is this your _?全班:No.教师:(像一位学生要一条围巾或一件毛衣,拿着它问这位学生)Whose isthis? Is this your_?学生:Yes.教师:(问一位不是物主的同学)Is this your_?学生甲:No.教师:(指着物主)Is this his ?her _?学生甲:Yes.教师:Yes, its his /her _. Say it , please, class.全班:Yes, its his /her_.教师:Whose _is it? Whose _is it ?全班:Its his /her_.教师:Very good!4播放录音,让学生看书跟读。课堂练习:让学生画线连接单词和图画。Is this his / her _?Are these his / her_?板书: Lesson 4: Shoes and Socksshoes, socks, dress, shortsIs this his / her ?Are these his / her ?布置作业:完成活动手册中的习题。课后反思:Lesson5 Days of the week教学目标:知识与技能:正确地说、读、写,用星期名称单词。过程与方法:能够观察出有关星期单词的特征,在合作学习中把握有关星期的单词。情感态度、价值观:了解东西方文化差异,继续产生并保持对英语的爱好。教学重点:1、学生能说、读、写、用星期名称单词2、学唱Hes Wearing Red Pants的歌曲教学难点:1、区分 Tuesday和Thursday2、学唱Hes Wearing Red Pants的歌曲教 具:单词卡片 录音机教学课时:一课时教学过程:一、Greeting.二、新授:1、T:There are seven days of the week ,the first day is ?Ss: Sunday.Show them seven pictures about days of the week.Ss: Sunday Monday Tuesday Wednesday Thursday Friday Saturday.T: Now lets sing a song Days of the week,and pass the pictures one by one.音乐停止,手拿图片的同学到前面来(唱到谁,谁来),全班再唱一遍,把图片贴在黑板上。2、Read these days by the ways they likea. 按顺序读。b. 倒读。c. 挑自己喜欢的读。3. What day is it today?Its通过各种拍手的节奏来练习句子。4. 听录音。5. 跟读课文录音。6. 教授歌曲Hes Wearing Red Pants。a.指读单词。b.学唱。三、练习。a.传纸球。准备七张写有一周七天的纸,把他们揉成一个纸球,一边唱歌一边传,停到哪里那个同学把纸球打开看一下,全班问:“What day is it today?”那个同学回答:“Its”b.每人手里一张卡片,一人问一人猜,猜对了可以赢得这张卡片,最后看谁赢得最多。四、作业。设计一份自己喜欢的课程表:把日期填好,然后设计自己喜欢的课程。五、板书设计: Lesson5: Days of the WeekSunday Monday Tuesday Wednesday What day is it ?Thursday Friday Saturday Its课后反思:Lesson7Bettys Clothes教学目标: 知识目标:认识会读单词wear favourite soft;会用句型What shall I wear ?I will wear 能力目标:能听说读写本课所学单词;能运用本课所学句型描述该穿戴何种衣服。 情感目标:培养参加集体活动的积极乐观态度。教学重点、难点: 能运用本课句型;培养学生积极参加集体活动的信心与勇气教学准备:文中衣服的头饰。教学过程:1. 师生问候2. 复习上一节课的知识3. 介绍本课生词:party today soft wait wear favourite学生指读字母发音特点,尝试读单词,教师指正。领读,学生跟读;小组读,个人读。4.以小组为单位,读课文,互相纠音,尝试翻译。小组内讨论,互相朗读课文。小组展示讨论成果,优秀的小组给予加分奖励。5.听录音,纠音,及句子的语气重音。教师领读,学生跟读课文。6.讲解句子,What shall I wear ?I will wear 7.小组讨论回答Talk and act 中问题,小组展示回答。8.鼓励学生积极参与,八个同学一组,分角色演出这个故事。 对表现好的小组和同学给予鼓励。课堂练习及作业:活动手册第7课板书: Lesson7 Bettys Clothesparty today What shall I wear ?soft wait I will wear wear favourite课后反思:Again, please !一、教学目标:1、 知识方面:使学生能说、读、写、用词汇skirt , blouse , pants , shirt , sweater ,coat , hat , shoes ,dress , socks ; too big , too small ; new ,old ; Sunday , Monday , Tuesday , Wednesday , Thursday , Friday , Saturday2、能力方面:(1)能把所学单词运用到日常口语交流当中,在适当的情境中能灵活运用。(2)能用英文描述人们的衣着、一周7天的名称。3、情感态度、价值观:通过游戏激发学生学习兴趣,通过创设情境角色表演调动学生积极参与性,通过鼓励树立学生学习英语的信心。二、教学重点、教学难点:(1)教学重点:使学生能说、读、写、用词汇skirt , blouse , pants , shirt , sweater ,coat , hat , shoes ,dress , socks ; too big , too small ; new ,old ; Sunday , Monday , Tuesday , Wednesday , Thursday , Friday , Saturday(2)教学难点:a.能把所学单词运用到日常口语交流当中,在适当的情境中能灵活运用。b.英文描述人们的衣着、一周7天的名称。三、教具、学具:单词卡片、衣服实物、多媒体课件。四、教学过程:1、师生问候:T:Good morning , my boys and girls.S:Good morning , teacher!(1)Sing a song:“Hes wearing red pants .”2、复习旧知(1)、教师拿出单词卡片共做Whats missing 游戏。(设计思路:通过Whats missing的游戏复习本单元所学单词,使学生在娱乐中巩固所学知识。)(2)、将第一部分单词分类。教师在黑板上画两个大圈,其中一个写上“a pair of”,令外一个写上“a”学生把卡片帖到对应的位置。(设计思路:学生不仅动口说,动脑想,并且还动手做,调动多种感官,有效地调动了学生的积极性,同时,还对“a”和“a pair of”进行了区分。)(3)、用“穿衣服”的游戏复习衣服名称和句型“Whats he /she wearing?”将全班分成两组进行抢答比赛,答对最多组为胜组。T: What is he wearing?S: He is wearing a green sweater, but it is too big.(4)、Dialogue.(课本P16)以此类推,为保证游戏效果,教师先与一个学生做示范,并在课间上呈现,以降低难度。(设计意图:有意操练旨在培养锻炼学生口语交际能力。)(5)、设置情境、活用交际。学生利用身上穿的新旧衣物或其它物品,任意创设情境编对话。(设计意图:培养学生对知识的迁移能力使学生在活动中提升对知识的感悟和理解,培养学生的发散思维能力。)3、class closing .Now, Lets chant!一个星期有七天,大家都来数数看,星期一,是Monday,背着书包去学习,星期二,是Tuesday, 小伙伴们齐努力,星期三,是Wednesday, 学好本领为自己,星期四,是Thursday, 天天取得好成绩,星期五,是Friday, Saturday 我们做游戏,星期日,是Sunday, 早把作业做完哩。4、Homework: (1)继续编排情境表演,下节课展示五、板书设计: Lesson 8 Again,Please!a pair of: pants 、socks、 shoes、 glovesa : skirt , blouse , shirt ,sweater ,coat, hat , dress ,六、Exercises1,补全单词Sun Tues day FriM day Thurs2,写出下列单词c_ _t sh_ _s dr_ _ _ gl_ _ _s sc_ _f h_t s_ _ks课后反思:Lesson7:Homework一、教学目标:1、 知识方面:能在听说读写方面掌握和运用四个词组:do my homework /read a book/write a story /draw a picture。2、 能力方面:能够在日常生活中灵活运用所学的词汇和句型。3、 情感态度,价值观:运用大量游戏激发学生学习英语的兴趣,小组、同桌合作学习培养学生合作精神。二、 教学重难点:do my homework /read a book /write a story /draw a picture三、教具学具:短语卡片、磁带、录音机、教科书及故事书四、教学过程:(一) Class openingGreeting Hello , boys and girls ! How are you today ? Hows the weather ?. Sing a song (This is the way we walk to school /write with pencils/draw with markers). Review (Guess ,guess, guess )(游戏规则:教师准备一小纸盒,里面放一些纸条,内容为:write with pencil / draw with marker / walk to school / do my homework / cut with scissors / open the door)(二) New ConceptPresentation.read a bookPlay a game : 做“击鼓传花”的游戏,问学生:“What do you do in the evening?”花传到谁手里,就答:“In the evening ,I - .”最后,特意安排传到老师的手里,说:“In the evening ,I read a book.”(同时做出动作)。强调“read”的读法与“red”的不同,与“meat tea”读音的相同点。Drill: Say it and do the action. Say it in pairs .write a story.(Take out a story book):This is a story book.举出几种故事名称。白雪公主is a story , 拇指姑娘is a story 让学生说说自己最喜爱的故事:My favourite story is通过学生猜(老师先告诉一个学生,其做动作)展示Write A story . Let the students say it .draw a picture.Take out a story book. Point to some pictures ,let the students find out some pictures from the English book.(师耳语,生动作)show : draw a pictureLet the students say with the actions .Play a game : whats missing ?(游戏规则:把本课学的短语卡片贴在黑板上,所有学生闭眼,教师趁机摘下一个,再让学生睁眼,让学生猜缺了哪个词。)listen to the tape and repeat . (第一遍,先让学生听;第二遍,跟读 。并在此解释“for”的意思 。)Play a game :一个同学说自己晚上做什么,其他同学都跟着做动作。. PracticePlay a game: 木头人(游戏规则:找35名同学到前面随意做动作,其余同学一起喊:onetwothree木头人 ,前面的同学快速停住动作,然后其他人猜他们做的是什么动作。)Play a game :go-stop (当喊到stop 时 ,互相谈论In the evening , I _ .)五、课堂练习。(1)英汉互译。Read a book 做作业 dry the clothes 画一幅画 fold the clothes 在晚上Wash the clothes write a story(2)单选题。1I draw a picture_my story.A. for B. to2. We wash the clothes _a Sunday morning.A. at B. on3. I do_ homework in the evening.A. your B. my4. We sit_rest on a Saturday morning.A. and B. with六、作业安排1Remember new words and sentences。2Recite the text.七、板书设计: Lesson10:Homeworkdo my homework read a bookwrite a story draw a picture八、教学反思: Lesson 8:TV and Telephone一、教学目标:1. 知识方面:通过本课的学习,学生应掌握(说、认识和口头运用)下列词汇:TV telephone computer radio;要求学生练习并能认识下列词汇:watch TV talk on the telephone play on the computer listen to the radio2.能力方面:(1)能把所学单词运用到日常口语交流当中,在适当的情境中能灵活运用。如:在家看电视、打电话等等。(2)培养良好的生活习惯,不能过晚睡觉,要养成早睡早起的良好习惯。3情感、态度、价值观:通过创设情景发掘学生学习兴趣,通过角色扮演来调动学生的积极参与性。二、教学重难点:掌握及运用TV telephone computer radio三、教具学具:教具:单词卡片录音带CAI课件 学具:英语课本 活动手册四、教学过程:(一)Class Opening and ReviewGreetingT: Hello, everyone!S: Hello, Miss Lian!T: How are you, today?S: Im fine, thanks. And you?T: Im very well, Thank you!(二)、Key Concepts TV,telephone, computer, radioa.教科书教师分别出示TV,telephone, computer, radio的卡片。问学生:What is it?带领学生一起学习这四个单词。如果学生已经知道TV这个单词,教师就可以告诉他们这个单词的全称television。向学生解释加拿大人常把telephone这个单词缩称为phone。让学生打开教科书,再次大气朗读这些单词。还可以向学生提出诸如此类的问题:Do you have a TV at home?Do you like TV?What else do you recognize in the photographs?b.学习Chant:What is it? What is it? What is- it? TV,TV,T-V.What is it? What is it? What is- it? Computer, computer, computer.What is it? What is it? What is- it? Radio, radio, ra-dio.What is it? What is it? What is it? What is-it? Telephone, telephone, tele-phone.c.播放录音,让学生看书跟读。d.操练开展一个小竞赛,让学生在教科书上的照片中快速地指出读到的每件物品,激发学生的学习兴趣。e.活动手册:第一题:让学生画线连接图片和单词。2Watch TV, talk on the telephone, play on the computer, listen to the radio.a.示范 问学生:Whats Li Ming doing? (打电话)Whats Li Ming doing?(看电视)Whats Li Ming doing?(打电脑)Whats Li Ming doing?(听收音机)教授这些短语,并伴以相应的动作。教师要指出,当一个人拿起电话拨号时,他就是calling someone。当人们通过电话谈话时,他们就是talk on the telephone。b.操练 让一名自告奋勇的学生站到前面,选出一幅黑板上的图画,然后表演规定的动作。带领学生做问答练习:T: (指着自告奋勇的学生挑选的黑板上的图画)Whats this?C: A .或Its a .T: Good, He/she is ing(on the /to the).say it, please,class.C: He/shes ing(on the/to the) .T: Very good! (对自告奋勇的学生说)What are you doing?S: Im ing(on the /to the) .T: Very good! Do you like ing(on the/ to the)?S: Yes, I like ing(on the/to the) .或No,I like ing(on the/ to the) .如果需要,可以用答案提示学生。出示CAI课件,讨论Jenny的图画,向学生提问:When does Jenny leave school?What Jenny will do the first when she gets home?What Jenny will do after supper?What Jenny will do when she goes to bed?学生试着回答。再次看课件,让学生跟着朗读。(3) Class Closing活动手册五、板书: Lesson11:TV and TelephoneWalk home watch TV(television) talk on the telephone(phone)play on the computer listen to the radio课后反思: Lesson 9:In the Bedroom教学目标:知识:学会表达方位的单词above below beside across from能力:初步会形容物体的方位情感:养成良好摆放生活物品的习惯教学重难点:方位词及数字教学课型及时数: 新授, 一课时教学设计过程:开始上课及复习与学生一起拍手唱服装秀的歌曲(Hes wearing-on a Monday)让学生展示自己喜爱的服饰,以此来激发学生学习兴趣 ,播放录音歌曲(I love you)与学生一起唱并做动作,创造一个轻松愉快的课堂氛围,唱到Family学生自然想到家里有Bedroom,从而卧室里的物品大家会回忆一下,为复习卧室里的物品做准备问候:Good morning ,girls and boys. How are you? Nice meet you. Im happy, are you happy?Sit down, please.复习卧室里物品的单词卡片:bed dresser slippers TV picture 等为新课做准备。用铅笔及书复习介词on, in, under新授:1运用 teddy bear on the bed来引出新词above,并运用铅笔及书演示方位词above与on的不同,解释 on是物体接触而above是上方,让学生跟着教师的指令用书练习这两个方位词 例如:师:Put your book on your head, put your book above your head ,put your book on the desk, put your book above the desk, 用同样的方法教授并练习 below ,解释below与under的不同,用铅笔与书表达 beside 并加以练习,例如: Miss Liu is beside Yan Xin. Yan Xin is beside Wu Hao.等,以此方法教授 across from , 并把这些词写在黑板上事先画好的简笔画的相对位置上.播放录音学生跟读,然后两人或小组练习,老师进行巡视 并检查练习情况操练:教师放置物体,让学生练习方位词above below beside between across from on under小组活动:找出课本中第三部分两幅图的区别,并表达出来不同物体所处的位置。板书: Lesson 12:In the Bedroom on under Whats in your bedroom?above below There is/arebeside between across from 教学反思: Lesson 10:Brush and wash教学目标:知识目标: 掌握单词和词组:Comb, brush, soap, toothbrush,brush teeth, comb hair,wash face, take a shower, put on clothes.能力目标:1). 掌握并运用词组.2). 培养学生养成讲究卫生的良好习惯。情感目标:learn to sing the songThis is the way we brush our hair来提高学生学习英语的兴趣。教学难点分析:正确掌握并运用重点词组。教学课时:一课时教学过程:1、复习练唱,让学生回顾一下上次学的歌曲,引起学生的兴趣2、带领学生进行问答训练,谈一谈让学生感性却的话题。拿卧室中的物品卡片,T: what is this in the bedroom?Ss: Its a_.3、出示浴室大图片,让学生讨论,T: What can you see?Ss: I see_.引出本课重点单词:brush, comb, soap and toothbrush, 并运用实物交给学生单词的读音及用法。4、游戏:听听,说说,做做(教师手拿实物演示动词词组,eg:brush my hair,brush my teeth, comb my hair, wash my hands, wash ,my face, take a shower,然后学生小组进行练习)5、学唱第二部分歌曲:首先,边做动作边讲解歌曲内容。其次,跟音乐学唱歌曲(因为学生对这首歌的旋律已经熟悉,所以歌曲应该很容易接受)最后,邀请个别同学到前面边做动作边唱歌。6、作业: 根据歌曲旋律创编歌曲板书设计:lesson 13:Brush and CombBrush brush teeth Comb comb hairSoap wash faceToothbrush put on clothes课后练习:课后反思: Lesson 11:Toys教学目标:1、知识目标:要求学生学会单词:Ball doll kite skipping rope。要求学生熟练掌握本课短语:play with a ball play with a doll.fly a kite skip with a skipping rope并能在实际情景中运用
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