全册（学历案）-2023-2024学年人教PEP版英语四年级下册

小学英语四年级下册学历案 课题名称 Unit1 My school A Let’s talk 课时 第1课时 授课时间 课标要求 能够听说认读本课时对话，语音语调标准，语气自然； 能够根据对话内容进行简单的角色扮演活动. 学习目标 1）能够听、说、认读句型：Where is the teachers’ office? It’s on the second floor. Is this the teachers’ office? Yes , it is./ No, it isn’t. The teachers’ office is next to the library. 能够在图片和教师的帮助下理解对话大意. (2) 能运用句型 “Where is the…? It′s on the…floor.”来询问或描述学校某设施、场所的大体位置。同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。 评价任务 小组评价和个人评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本课时的授课对象是四年级学生。通过上册第一单元My classroom学习，他们已经掌握了一些简单与学校设施相关的词汇如: classroom，computer, teacher’s desk等,能够用所学的知识对学校熟悉的事物进行简单描述，为新课学习奠定了基础。 （一）重点:使学生能够在情景中运用句型Where is ...?It’s on the ...　 来询问或描述学校某设施、场所的大体位置。使学生通过独立朗读、同伴朗读，小组合作，提高自主探究、合作学习的能力。 （ 二）难点：涉及序数词和基数词的区分及如何正确使用序数词。 所需条件：教学PPT、头饰等。 板书设计 Unit1 My school Where is the ...? It’s on the...floor. Is this the...? Yes, it is./No,it isn’t. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 1 My school A Let’s talk 题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1)利用学生自己的教室，两人之间进行问答练习或一人描述。 A: What’s in the classroom？ B: Many desks and chairs. 2. Presentation （1） Let’s enjoy a song “our school” （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：Look at the picture, Where is it? Help Ss answer: This is our school. It’s so beautiful. (2) Look at the picture, whose school is it? It’s very clean and beautiful. Let’s go and have a look. Look, is this the library? Yes, it is. (板书这两个句型并教授。） Then show the objects of pen, books and ruler, and let the students try to fill in the blanks, which is used to consolidate the two new sentences. (3) Can you tell me: Where is Mike? He is in the teachers’ office. (让学生根据图片，试着和老师一起说出来。） (4) 学习词组next to. T: 教师播放课件，边播放边介绍：Class One, Grade One is next to Class Two, Grade One. The teachers’ office is next to Class One, Grade One. The library is next to the teachers’ office. 板书next to, 并让学生说说它的意思，带读next to. （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） 学 习 过 程 (5) T: T: Boys and girls, let’s play a game. Ok? 活动方式：教师播放事先制作好的课件，展示一幢两层教学楼的中的各个教室及功能室，展示完毕后，有教师发问，学生抢答，教师为回答正确的所在组加分。如： T: Where is the classroom1? T: Where is the library?Who can fill in the blanks?.并进一步操练上述句型。 Step III. To learn first and then teach (先学后教) (20分钟左右)   1.Listen and answer.（第一次先学后教） Mike is in his school now. Listen and answer my question, where is Mike going? （出示自学指导一） 2. Listen and fill .（第二次先学后教） (1).Show the question and play the tape. In this picture, listen and find the answer. （出示自学指导二） 设计意图：先听录音，然后学生根据所听的录音内容回答问题，再出示文本，最后学生进行朗读训练。 (2) Listen and find the answers with books closed. T: Check the answers. 3. The second picture. （第三次先学后教） 出示自学指导三） Ss: Listen and fill the answers with books closed. T: Check the answers. 5 . Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 6.Act in roles. Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。） Step IV Production 拓展提升（5分钟左右） Your good friend or your family will visit our school. Please make a brief introduction to them according to the picture. Show in class（适时评价）. 学 习 过 程 Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.) 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右) 1. Let’s check: Try to make a new dialogue and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1.Try to act the dialogue in groups next lesson. 2. 根据情景: 朋友邀请你参观他的新家…… Try to talk with your friends use： -Where is the...? -It’s …. (与你的朋友用今天所学的句子交谈) 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit1 My school A Let’s learn 课时 第2课时 授课时间 课标要求 能够听说认读本课时词汇，并在实际情境中运用。 学习目标 （1）能够听、说、认读2个学校场馆词语library, teachers’ office以及2个地点短语first floor, second floor。 （2）能运用句型 “Where is the…? It′s on the…floor.”来询问或描述学校某设施、场所的大体位置。同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 一、背景分析。本课时的授课对象是四年级学生。通过上册第一单元My classroom学习，他们已经掌握了一些简单与学校设施相关的词汇如: classroom，computer, teacher’s desk等，为新课学习奠定了基础,并且他们学习英语兴趣浓厚，模仿力强，好奇心强，善于表现自己,因而我注重以学生为主体，激发学生的学习兴趣，引导学生积极参与，注重学生的感知能力培养。 二、学习流程。能够听说认读本课时词汇，并在实际情境中运用。 三、学习重点、学习难点。 （一）重点:本课时的教学重点是听、说、认读表示学校设施及活动场所的相关单词：first floor, second floor, teachers’ office, library和句型“Where is the…? It′s on the…floor”，能够在情景中运用句型询问并回答某个地方在哪儿并确认是否是某个地方. （ 二）难点：本课时的教学难点是让学生注意单词library中辅音连缀的发音和灵活询问或描述学校某设施、场所的大体位置。 四、所需条件。教学PPT，单词卡。 板书设计 Unit1 My school Where is the library? It’s on the first floor. teacher’s office library first floor second floor 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 1 My school A Let’s talk. First let’s see the learning aims on the screen, please. (多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） 1. Show in class ( 1) 1.Show a picture of our school by the multimedia. T: Hello, boys and girls. Look! What’s this? T: Yes, This is our school, it’s beautiful. I like it very much.Do you like our school? T: Can you describe our school for me? 让学生简单描述（可用汉语，老师也可适当给提示） 2. Presentation (1) Let’s enjoy a song “our school” （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：Look, Where is it? Help Ss answer: This is our school. It’s so beautiful. (2) Chen Jie and Amy ’s school is also beautiful. Look! What are Chen Jie and Amy doing ? Let’s go and have a look. T:Chen Jie and Amy are looking at the model of the school. How many floors are in the picture? Ss: Two. T: You did a good job. T: Look! The library is on the first floor. Teach “first floor” “second floor” 引导学生：It’s on the … floor. (板书) （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） (3) 学习单词teachers’ office. T: 教师播放课件,边播放边介绍：What can can you see in the picture? 帮助学生回答：Many desk and chairs, computers. T: Teachers work in a place, we call it teachers’ office. 板书teachers’ office T: OK. Let’s chant together: go to the teachers’ office, say hello. 学 习 过 程 (4) 教学：library T: Boys and girls, I have a hobby, I like reading very much, and can you tell me where should I go? T：Yes, you are right. Follow me to read “ library”. 板书library, 并让学生说说它的意思，带读library. T：Where is our library?（板书） Ss: It’s on the first floor. T: OK. Let’s chant together: go to the library, read books. （5）教学：garden T：Spring is coming，many flowers open soon，please look at following picture T： Can you guess where the place is?The teacher teaches students read this word“garden” T: OK. Let’s chant together: go to the garden, water the flowers. （6）教学：playground T：I also like playing basketball, can you tell me where I should go？ T：You are right; Do you know how to express it in English? (展示图片) The teacher teaches students read this word“playground”. T: OK. Let’s chant together: go to the playground, play football. Step III. To learn first and then teach (先学后教) (20分钟左右)   1.Listen, look and answer.（第一次先学后教） Listen look and answer my questions, what is on the second floor? what is on the second floor?（出示自学指导一） 2.Listen and repeat.（第二次先学后教） (1).Show the question and play the tape. In this picture, listen and find the answer. （出示自学指导二） (2) Listen and find the answers with books closed. T: Check the answers. 3.Listen and have match. （第三次先学后教） 4.Pair work 5.Read in roles. 学 习 过 程 Step IV Production 拓展提升（5分钟左右） Your good friend or your family will visit our school. Please make a brief introduction to them according to the picture. Show in class（适时评价）. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） Try to act the dialogue in groups next lesson. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点句型和词汇，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 1 My school A Let’s spell 课时 3 授课时间 课标要求 能够听说认读本课时重点词汇，掌握er,在单词中发[ə] 的发音规则，并能够拼读相应的单词。 学习目标 (1）学生能感知并归纳er在单词中的发音。能够准确读出含有er字母组合的单词water, tiger, sister, computer, dinner。 （2）能够通过听例词发音，观察例词结构中共有的特征，学习er在单词中发/ə/的规律；能够跟着录音说唱歌谣，强化记忆er的发音规则。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 经过三个学期的学习，四年级的学生已经完全掌握了26个字母的发音和大小写的书写形式，也知道了辅音字母最简单的发音规则以及五个元音字母短音的发音规则。他们能够通过自然拼读法拼读简单的单词，学生积极性很高，很乐于学习语音知识，只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。（一）重点:本课时的教学重点能够通过看图、听录音、写单词活动学习按发音规则拼写单词，填充短语或句子，并进一步强化在四线格中正确书写单词。能在掌握语音规律的过程中体会成就感，强化学习动机。 （ 二）难点：本课时的教学难点是能根据er的发音规律拼读单词、拼写单词。积极思考，善于发现语言的规律。 所需条件:教学PPT 单词卡。 板书设计 Unit1 My school water sister tiger dinner computer 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 1 My school A Let’s spell. 题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) 设计意图： 本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1) 1.Show some words by the multimedia. Read the words as quickly as they can. T: Hello, boys and girls. Read these words quickly. T: Yes! You did a good job! Look at these words, What are the similarities? 让学生简单描述（可用汉语，老师也可适当给提示） 设计意图：通过这个活动，既可以激活学生大脑和已有知识储备，让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。 2. Presentation （1） Let’s enjoy “let’s do” 唱完后教师提问：Where is Amy? What does she do? Help the Ss answer: She is in the garden. She waters flowers. （课件展示动画，师生一起拍手跟唱。） 设计意图：通过听、唱旋律优美的歌曲，给学生创造一个开放宽松的环境，营造和谐的英语学习氛围，使学生怀着轻松愉快的心情投入学习。同时引出了本节课的新授内容。 (2) Look! There is some water on the computer. T: How should we say in another way? 学 习 过 程 帮助学生回答：No water near the computer. T: You did a good job. (3) T: 教师播放课件，边播放边介绍：What can can you see in the picture? 帮助学生回答：My sister is playing the computer. A tiger is on the computer. The water is on the desk. 板书这几个单词 并让学生说说它的意思，带读. （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） T: OK. It’s 7 o’clock. I’m hungry. It’s for dinner. Then write down the words: sister, computer, dinner, water, dinner. And let the students try to find the same point, then try to consolidate how to pronounce the letters “er” . T: Look at these words, they have a same letter. What is it? Ss: “er”. T: What’s the sound of “u-e” in each word? Summarize → The letter y has the / ə/ sound in this word. (4) Listen and chant. T: Look, here’s a chant. Can you read it? （教师和学生一起试着读一遍。然后让学生整体听一遍。） T: Listen carefully. （教师利用动画视频，让学生一句句跟读） (2)T: Great! Look at the screen. Find out the sound of “er” from the words. （让学生说出所圈的单词，并领学生读一遍chant.）归纳出er的发音后，教师播放字母组合er发音的歌谣，学生边看边跟唱，教师再示范带学生用新单词进行chant，然后学生自由练习，最后每大组比一比谁最大声整齐。 设计意图：学生通过看课件，在教师创设的语境中感知、理解并学习新单词，培养学生对语言的理解及应用能力，同时可以激发学生的学习兴趣，提高学生学习英语的积极性。通过游戏“开火车”一问一答轮练的形式突破本课核心知识点，训练学生的综合语言运用能力。 学 习 过 程 Step III. Practice (20分钟左右) 1.Let’s read. Look at the PPT and read these words loudly. 设计意图：教师结合以er为结尾的特点，指导学生通过多多的练习，便于学生更好地掌握单词发音，从而培养学生的听力水平。 2. 请找出以-er为结尾的单词，然后大声进行朗读。 设计意图：学生进一步巩固-er的单词发音，进行朗读训练。 (2) Listen and find the answers with books closed. T: Check the answers. 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help 作 业 内 容 Step VII Homework（布置作业） 1.I can write: dinner, sister, tiger, water, computer. 2.Let’s circle and try to read(圈出含有er的单词，小组内读一读，说说其意思。) 3.Try to read the chant. 一 致 性 学生能够听说认读本课时词汇，并够准确读出含有er字母组合的单词，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 1 My school B Let’s talk 课时 4 授课时间 课标要求 能够听说认读本课时对话，并在实际情境中运用句型。 学习目标 1.能够听、说、认读句型：Is that the computer room？No，it isnt . Do you have a library? yes, we do. 能够在图片和教师的帮助下理解对话大意. 2.能运用句型 “Is that the computer room？No，it isn’t . Do you have a library? yes, we do.” 在生活中能主动提问，并对别人的询问能热情应答 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 （一）重点:使学生能够在情景中运用句型Do you have a library? yes, we do.”来询问或描述学校某设施、场所的大体位置。使学生通过独立朗读、同伴朗读，小组合作，提高自主探究、合作学习的能力。 （ 二）难点：“Is this…?/ Is that…?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。 板书设计 Unit 1 My school B Let’s talk Is that the computer room? No，it isn’t . Do you have a library? Yes, we do. 学 习 过 程 Step I. Show the learning aims. T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 1 My school B Let’s talk 题). First let’s see the learning aims on the screen, please. Step II. Show in class and Presentation 1. Show in class ( 1)利用给学生展示的图片，两人之间进行问答练习或一人描述。 A: Where is the …？ B: It’s on the ... floor. 2. Presentation （1） Let’s enjoy a song “our school” Look at the picture, Where is it? Help Ss answer: This is our school. It’s so beautiful. (2) Look at the picture, our school is really very nice. Today a friend from America is coming to see our school. Let us showing them around school. Let’s go and have a look. How can we greet him? Let Ss practice one by one. (3) Look，our school is really very nice ，this way ,please. (4) 学习句型Do you have…? T: There are many computers. Yes, this is a computer room. Do you have a computer room?（板书） Ss: Yes, we do. T：Where is it? S1：It’s on the second floor. 5.区分this 与that. T：Look at the picture，this is our classroom. That is the library And then let Ss fill the blanks. Step III. To learn first and then teach   Step III. To learn first and then teach   1.Listen and answer. Today Mr. Wu will visit Chen Jie’s school. How about Chen Jie’s school? Now, Let us showing them around school. Let’s go and have a look. Show the first picture and play the tape.What are they talking about? How does Chen Jie greet? 2 .The first picture. (1).Show the second picture and play the tape. 学 习 过 程 In this picture, What are they talking about？Is this the teacher’s office? Now, listen and find. (2) Listen and find the answers with books closed. T: Check the answers. 3. The second picture. T: Listen and find the answers with books closed. T: Check the answers. 4.The third picture. Listen to the whole dialogue, answer my questions. Then check the answers. 5 . Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. T: Compare which group behaves the best. 6.Act in roles. Ask some groups to act in roles. Step IV Production Your good friend or your family will visit our school. Please make a brief introduction to them according to the picture. Show in class Step V Summary 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 学 习 过 程 当 堂 检 测 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 1.Try to act the dialogue in groups next lesson. 2.Introduce your school to your family. 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 1 My school B Let’s learn 课时 5 授课时间 课标要求 能够听说认读本课时重点词汇，并在实际情境中运用本课时重点词汇和句型。 学习目标 （1）能够听、说、认读4个有关学校教室、场馆的单词或词组：computer room, music room, art room, playground。 （2）能够在情景中运用句型Do you have a …? Yes，we do.It’s on the …. 确认是否有某处教室、场馆或描述学校某设施、场所的大体位置。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 1.重难点:本课时的教学重点是能够听、说、认读4个有关学校教室、场馆的单词或词组：computer room, music room, art room, playground. 能够在情景中运用句型Do you have a …? Yes，we do.It’s on the …. 确认是否有某处教室、场馆或描述学校某设施、场所的大体位置。 2.教学PPT，图片，单词卡片等辅助工具。 板书设计 Unit 1 My school B Let’s learn ---Do you have a music room/...? ---Yes, we do. It’s on the ...floor. computer room art room music room playground gym 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 1 My school B Let’s learn。 First let’s see the learning aims on the screen, please. Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class.Show a picture of our school by the multimedia. T: Hello, boys and girls. Look! What’s this? T: Yes, This is our school, it’s beautiful. I like it very much. Do you like our school? T: Can you describe our school for me? 2. Presentation （1） Let’s enjoy “let’s do”.(2) John and Wu Yifan ’s school is also beautiful. Look! What are John and Wu Yifan doing ? Let’s go and have a look. T:Chen Jie and Amy are looking at the model of the school. What can you see inn the picture? T: You did a good job. (3) 学习单词computer room. T: 教师播放课件，T：What can can you see in the picture? Ss：Many desk and chairs, computers.T: What can you do in this room?. 板书computer room, 并让学生说说它的意思，带读computer room. T: OK. Let’s chant together: Go to the computer room，play computer games.T: Do you have a computer room?Ss: Yes, we do. It’s on the second floor. (4) 教学：art room T: Boys and girls, I have a hobby, I like painting very much, and can you tell me where should I go? T：Yes, you are right. Follow me to read “art room”. 板书art room, 并让学生说说它的意思，带读art room. T: OK. Let’s chant together: Go to the art room, draw a picture. T: Do you have an art room?Ss: Yes, we do. It’s on the first floor. （5）教学：playground T：I also like playing basketball, can you tell me where I should go？T：You are right; Do you know how to express it in English? The teacher teaches students read this word“playground”. T: OK. Let’ 学 习 过 程 s chant together: go to the playground, play football. T: Do you have a playground? Ss: Yes, we do. Use the same way to teach and practice the other words. Step III. To learn first and then teach (先学后教) (20分钟左右)   1.Listen, look and answer.（第一次先学后教） Listen look and answer my questions, what is on the second floor? what is on the first floor?（出示自学指导一） 2. Listen and repeat.（第二次先学后教） (2) Listen and find the answers with books closed.T: Check the answers. 3. Let Ss practice “Let’s do” by themselves, then show in class. 4.Pair work 5 . Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. T: Compare which group behaves the best.（适时评价） Step IV Production 拓展提升（5分钟左右） Your good friend or your family will visit our school. Please make a brief introduction to them according to the picture. Show in class（适时评价）. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage.several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 学 习 过 程 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1. Listen to the tape and repeat the words and sentences. 2. Introduce our school to your parents.. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点词汇和句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit2 What time is it?A Let’s talk 课时 第1课时 授课时间 课标要求 能够听说认读本课时对话，语音语调标准，语气自然； 能够根据对话内容进行简单的角色扮演活动. 学习目标 1. 语言知识目标： （1）能够听、说、认读句型：What time is it? It’s …../ It’s time for ……. （2）能理解句子School is over. Let’s go to the playground. Let’s go. 2. 语言技能目标： 能够在情境中运用句型What time is it?去询问时间，并用It’s …../ It’s time for ……来回答。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 四年级的学生活泼好动，有效注意时间较短，虽然模仿能力较强，但记忆以短时记忆为主，而且灵活运用能力较弱，在实际运用方面会遇到一些困难。因此，在活动设计上我采用一些趣味性的游戏来调动学生的积极性，及时调整学生的学习状态，导入学习时间的表达方式以及句型，练习句式，拓展一些新的单词和句子，让学生将所学内容与实际生活联系起来，真正运用到生活中去。 （一）重点：能够掌握有关学生日常生活活动的单词，如, go to the playground , go home , dinner等。 （二）难点：能够在情境中运用句型What time is it?去询问时间，并用It’s …o’clock. / It’s time for ……来回答。 所需条件：教学PPT、时间贴纸、日常生活活动的图片。 板书设计 What time is it ? It’s ...o’clock. It’s time for dinner . 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 2. What time is it? A Let’s talk (书写课题) First let’s see the learning aims on the screen, please. Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class Let’s count from one to twenty. Draw a clock on the blackboard. 2. Presentation （1）教师出示图片并且提问：What time is it? Help the Ss answer: It’s ... o’clock. Teach to read. （2） Boys and girls, look at the picture, can you tell me “What time is it? And what are these kids doing?” It’s 4 o’clock.School is over. Step III. To learn first and then teach (先学后教) (20分左右) 1. Listen and answer.（第一次先学后教） Boys and girls, there are many students on the playground. Look at the picture and answer my question, who are in the picyure? （出示自学指导一） 2. Look listen and answer.（第二次先学后教） （1）Show the second picture and play the tape. Look at the picture, “Where are they?” Now, listen and find. （3） Listen and find the answers with books closed. T: Check the answers. 3.The third picture. （第三次先学后教） （动画效果：John 和Wu Yifan正在打篮球。出示自学指导三） 学 习 过 程 Guide3. Look and answer What time is it? Ss: Listen and find the answers with books closed. T: Check the answers. 4. Listen and repeat. （第四次先学后教） 5. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 6. Act in roles. Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。） Show in class（适时评价）. Step IV Production 拓展提升（5分钟左右） 1.The students fill in the blanks according to the text. 2. 给出两组图片，一组是表示时间的钟表图片，一种是学生的日常活动。让学生以小组为单位，用It’s…./ It’s time for…/ It’s time to do….这三种句型进行对话练习。 3. Let’s play. -Where are you? -I am in New York. -In Beijing,it’s 8:10 p.m. What time is it there? -It’s 7:10 a.m.It’s time to go to school. Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 学 习 过 程 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 当 堂 检 测 1. Fill in the blanks. 2. Look and write. What time is it? It’s ... o’clock. 作 业 内 容 ☆:一星级:录音，仿读对话； ☆☆:二星级:背诵课文并表演对话； ☆☆☆:三星级:和你的朋友一起根据对话内容创编新对话。 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit2 What time is it? A Let’s learn 课时 第2课时 授课时间 课标要求 通过语境、自然拼读学习、卡片、音频、学习资源包等，能听出、会说、正确拼读、规范书写单词,能模仿范例书写词句，提高语言运用能力。 学习目标 1. 语言知识目标： （1）能够听、说、认读本课时的单词和词组：breakfast、English class、lunch、music class、PE class、dinner. （2）能够在情境中运用句型What time is it? It’s.../It’s time for...做简单问答。 2. 语言技能目标： 能听懂指示语，并根据指令做出相应的动作。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本课时的授课对象是四年级学生。对于时间的表达方式，教材在编排上第一次面向全体学生，所以学生具有很大的新鲜感。而从难易程度上来讲，本课的教学设计基本上符合四年级学生英语学习的特点，大部分学生是能接受的。本课在设计时将时间与事件及地点相结合，呈现给了学生一个个短小的事件体系。将简单的时间表达进行了深入的挖掘，让学生在本课学习上不感到单调。同时，也给予了不同的学生不同的学习起点，并提出了不同的要求。 （一）重点：能够听、说、认读本课时的单词和词组：breakfast、English class、lunch、music class、PE class、dinner. （二）难点：能够灵活运用句型：What time is it? It’s.../It’s time for... 所需条件:教学PPT、图片等 板书设计 What time is it ? It’s ...o’clock. It’s time for breakfast/ lunch/dinner. English class/music class/PE clas. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 2 What time is it? A Let’s learn.(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Presentation （1）Let’s enjoy a song “It’s twelve o’clock” （课件展示动画，师生一起拍手跟唱。） 唱完后教师引导学生：The song is about time.(lead to today’s lesson naturally.) （2） Now, Let’s do a game(Magic Eyes).课件展示数字，学生抢答。 Then show the pictures of clock,teach the students the word clock. （3） Then, lead to the key sentences: What time is it? It’s one o’clock. （重点强调一下o'clock） （4） Students look at the clock, answer the questions. What time is it? ( 板书） Ss: ______o’clock. T: Who can tell me the answer? T:What time is it? Ss: Two o’clock. （5） Now, let’s look at John’s day. John doing different things in different time. （6） Show different time, let ss look about John’s day.(通过展示不同时间，引出不同时间做的不同的事情，操练Let’s do) Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Fill in John’s timetable.（第一次先学后教） 学 习 过 程 We just looked about John’s day. Can you use the information to fill in John’s timetable. Now , Let’s try. （出示自学指导一） 2. Look and say.（第二次先学后教） Show pictures and make new sentences. （出示自学指导二） Guide 2 Look and say It’s... It’s time for... Step IV Production （5分钟左右） 1. Listen and follow to read. 2. Let’s do. 3. Students use the word bank to fill in the blanks. Show in class（适时评价）. Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2. Let’s see which group is the best. (The best group must behave better and got more scores than any other group.) 学 习 过 程 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1.Listen to the tape of P15 and repeat three times. 2.Make a timetable（时间表）of yourself. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点句型和词汇，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit2 What time is it? A Let’s spell 课时 第3课时 授课时间 课标要求 能够听说认读本课时重点词汇，掌握ir,ur在单词中发[ə:] 的发音规则，并能够拼读相应的单词。提高拼读、拼写能力。 学习目标 1. 语言知识目标： （1）学生能感知并归纳ir,ur在单词中的发音。能够准确读出含有ir, ur字母组合的单词girl, bird, nurse, hamburger。 （2）能够通过听例词发音，观察例词结构中共有的特征，学习ir, ur在单词中发[ə:]的规律；能够跟着录音说唱歌谣，强化记忆ir, ur的发音规则。 2.语言技能目标： （1） 能够通过看图、听录音、写单词的活动进一步强化ir, ur的发音规则和正确的书写规范。 （2）在练习的过程中总结规律，并能举一反三、将规律运用到生词的试读中。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结. 资源 与建议 经过三个学期的学习，四年级的学生已经完全掌握了26个字母的发音和大小写的书写形式，也知道了辅音字母最简单的发音规则以及五个元音字母短音的发音规则。他们能够通过自然拼读法拼读简单的单词，学生积极性很高，很乐于学习语音知识，只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。 （一）重点:本课时的教学重点能够通过看图、听录音、写单词活动学习按发音规则拼写单词，填充短语或句子，并进一步强化在四线格中正确书写单词。能在掌握语音规律的过程中体会成就感，强化学习动机。 （ 二）难点：本课时的教学难点是能根据ir, ur的发音规律拼读单词、拼写单词。积极思考，善于发现语言的规律。 PPT 图片 单词卡 板书设计 g-ir→girl b-ir→bird ir, ur [ə:] n-ur→nurse b-ur→burger→hamburger 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 2 What time is it？ A Let’s spell. 题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1) 1.Show some words by the multimedia. Read the words as quickly as they can. T: Hello, boys and girls. Read these words quickly. T: Yes! You did a good job! Look at these words, What are the similarities? 2. Presentation （1） Let’s chant. Sister,sister. Can you see? A hungry tiger on the TV. Tiger,tiger. Can you see? Dinner for you, dinner for me. (2) Listen and chant. T: Look, here’s a chant. Can you read it? （教师和学生一起试着读一遍。然后让学生整体听一遍。） T: Listen carefully. （教师利用动画视频，让学生一句句跟读） (2) T: Great! Look at the screen. Find out the sound of “ir” “ur”from the words. （让学生说出所圈的单词，并领学生读一遍chant.）归纳出“ir” “ur”的发音后，教师播放字母组合“ir” “ur”发音的歌谣，学生边看边跟唱，教师再示范带学生用新单词进行chant，然后学生自由练习，最后每大组比一比谁最大声整齐。 (3) Show each word to students. 学 习 过 程 g-ir→girl b-ir→bird n-ur→nurse b-ur→burger→hamburger Step III. Practice (20分钟左右)   1.Let’s play. （出示自学指导一） 两个人石头、剪刀、布，赢的同学说数字，输的同学读出单词。 Look at the PPT and read these words loudly. 2. Listen and circle.(出示自学指导二) 学生认真听录音，并圈出听到的单词。Listen and find the answers. 设计意图：学生进一步巩固“ir” “ur”的单词发音。 T: Check the answers. 3.listen and write.(出示自学指导三) 设计意图：能够通过看图、听录音、写单词活动学习按发音规则拼写单词，填充短语或句子，并进一步强化在四线格中正确书写单词。 4.Chant together. Chant to consolidate the knowledge. Step IV Production 拓展提升（5分钟左右） Read and choose.(小组活动：读一读，选一选) Students do the exercise by themselves. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 学 习 过 程 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1. Listen and read P16 twice. (听读第16页) 2. Try to find and read more words with “ir” or “ur”. (找一找，读一读更多含有 ir，ur的单词） 一 致 性 学生能够听说认读本课时词汇，并够准确读出含有ir, ur字母组合的单词，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit2 What time is it?B Let’s talk 课时 第4课时 授课时间 课标要求 能够听说认读本课时对话，语音语调标准，语气自然； 能够根据对话内容进行简单的角色扮演活动. 学习目标 1. 语言知识目标： （1）能够听、说、认读句型：It’s time to... （2）能理解句子：Breakfast is ready. I’m ready. Hurry up! 2. 语言技能目标： 培养学生的听、说能力和交际能力。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结. 资源 与建议 通过听、唱旋律优美的歌曲，给学生创造一个开放宽松的环境，营造和谐的英语学习氛围，使学生怀着轻松愉快的心情投入学习。同时引出了本节课的新授内容。教师结合现行小学英语教材图文并茂的特点，指导学生通过听录音来回答问题，便于学生更好地了解语言材料，通过一个个问题，让学生理解整个文本的内容，降低学习难度，为下一步学习运用做准备。每个问题的设置都是按照一定的顺序。首先教师提问问题，接着播放录音，让学生通过听到的录音来回答问题，然后出示文本校对答案，最后对学生进行朗读训练。 （一）重点：能够在情景中运用句型It’s time to...和It’s time for...。 （二）难点: 能够正确区to和for的用法。 板书设计 What time is it ? It’s ...o’clock. It’s time to get up . It’s time for English class . 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 2 What time is it. B Let’s talk(书写课题) 题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的图片，两人之间进行问答练习或一人描述。 A: What time is it? B: It’s ... 2. Presentation （1）Let’s enjoy a song “It’s twelve o’clock” （2）Show students a clock.Students use the information in the picture to make sentences. What time is it? It’s ______. It’s time to ______. Then show the pictures of go to school, go home and go to bed, and let the students try to fill in the blanks, which is used to review. Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Look and say. We just talk about time. What about Mike? Let’s go to Mike’s home to have a look. Listen to the tape and answer my question, what’s the dialogue talking about? 2. Listen and answer.（第一次先学后教） （1）Show the dialogue and play the tape. Now, let’s listen to the tape, and find the answer. （出示自学指导一） 学 习 过 程 Guide 2 listen and answer What time does Mike get up? Does Mike have English class at 8:00? （2）Listen and find the answers with books closed. T: Check the answers. 2. Listen and repeat. （第二次先学后教） Students listen to the tape and read by themselves.(老师适时纠正发音，提示学生注意语音和语调。) 3. Read and act. （第三次先学后教） 1.Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 2.Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。） 同学分角色扮演，小组间朗读对话。 3.Fill in the blanks. （第四次先学后教） （展示Let’s talk的对话，学生通过图片提示完成空白部分。出示自学指导三） Guide3. Listen and fill Ss: Listen and find the answers with books closed. T: Check the answers. 4. The third picture. （第四次先学后教） Uncle Dan shows these yellow tomatoes to Mike. Read and choose. What does he say? 5. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 6. Act in roles. Ask some groups to act in roles. 学 习 过 程 Step IV Production 拓展提升（5分钟左右） 当 堂 检 测 The students fill in the blanks，students can use the useful words to complete the blanks . Show in class（适时评价）. Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1.Listen to the tape and read the dialogue. 2.Make your father or mother's timetable , and talk about with your friends 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit2 What time is it?B Let’s learn 课时 第5课时 授课时间 课标要求 能够听说认读本课时重点词汇，并在实际情境中运用本课时重点词汇和句型。 学习目标 1. 语言知识目标： （1）能够听、说、认读动词短语：get up、go to school、go home、go to bed （2）能够在情境中运用句型What time is it? It’s …../ It’s time for ……..等描述时间。 2. 语言技能目标： 能够在情境中运用动词短语和句型来描述时间。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结. 资源 与建议 本课时学习目标是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。利用学生自己带的钟表图片，两人之间进行问答练习或一人描述。 要求学生到讲台上说；做好小组评价。以小组和个人形式计入评价。通过这个活动，既可以激活学生大脑和已有知识储备，让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。 （一）重点：能够在情景中运用句型What time is it? It’s …../ It’s time for ……..询问时间。 （二）难点：正确区分“It’s time to...”和“It’s time for...”的不同用法。 所需条件:PPT 图片 单词卡 板书设计 What time is it ? It’s... It’s time to get up . go to school go home go to bed 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 2 What time is it?. B Let’s learn(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的钟表图片，两人之间进行问答练习或一人描述。 A: What time is it? B: It’s.... 2. Presentation （1）Let’s enjoy a song “It’s twelve o’clock” （课件展示动画，师生一起拍手跟唱。） 唱完后教师引导学生：The song is about time.(lead to today’s lesson naturally. （2） Show the pictures of clocks. Let the students do the ask and answer. A: What time is it? B: It’s 6 o’clock. Then show the other pictures, and let the students try to fill in the blanks, which is used to review. （3） I can read.（这部分可让学生根据前面所学，试着和老师一起说出来。） （4）Show Mike’s day, let students fill the blanks according to the picture. It’s . It’s time to . ( 板书并教授新句型。） （5）Show the tips to the students,(帮助学生区分“It’s time to...”和“It’s time for...”的不同用法) 学 习 过 程 Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and imitate.（第一次先学后教） Students follow the tape sentence by sentence. （出示自学指导一） 2. Pair work.（第二次先学后教） （1）Show the pictures and do the dialogue.. A: What time is it ? B: It’s … . It’s time to … . （出示自学指导二） Show in class. 3. Show Bob’s timetable to the students. （第三次先学后教） （出示自学指导三） Let students design their timetable. (学生通过自己设计自己的作息表，更加加深对文本的理解。) 4. Read in roles.（第四次先学后教) Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. T: Compare which group behaves the best.（适时评价）. 5. Act in roles. Ask some groups to act in roles. Step IV Production 拓展提升（5分钟左右） 1.students chant together; 学 习 过 程 2. T: Write about their own timetable. Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.) 当 堂 检 测 Step VI Test in class（训练达标） Let students design their timetable. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1. Finish the timetable, and prepare to introduce it. (完成表格，并准备好下节课介绍) 2.听录音并跟读3遍以上. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点词汇和句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 3 Weather A Let’s talk 课时 第1课时 授课时间 课标要求 能够听说认读本课时对话，并在实际情境中运用句型。 学习目标 1. 语言知识目标： （1）能够听、说、认读句型：Can I go outside now?　Yes, you can. / No, you can’t. It is cold outside. （2）能够在情境中运用句型Can I ....?/ It is cold/warm/cool/hot.等描述不同天气的特征。 2. 语言技能目标： 能够在情境中运用句型Can I ....?/ It is cold/warm/cool/hot.等描述不同天气的特征。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 一、背景分析。本课时的授课对象是四年级学生。他们对天气变化并不陌生，因为我们每天都在不知不觉中感受天气变化，教师仅需抓住他们好奇心重等特点合理引导，孩子们一定会对本单元“天气”这一话题表现出浓厚的兴趣。 二、学习流程。能够听说认读本课时对话，并在实际情境中运用句型。 三、学习重点、学习难点。 （一）重点：能够在情景中运用句型Can I go outside now?　Yes, you can. / No, you can’t. It is cold outside.能够正确描述不同天气的特征。 （二）难点：一般疑问句的问与答：Can I ....?/ Yes, you can./No, you can’t. 四、所需条件教学。PPT、天气贴纸、小组天气预报图等。 板书设计 What time is it ? It’s ...o’clock. Can I go outside ? No, you can’t. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3 Weather. A Let’s talk(书写课题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的图片，两人之间进行问答练习或一人描述。 A: What time is it? B: It’s three o’clock. A: Can I have some bread? B: No, you can’t. It’s time for English class. 2. Presentation （1）Let’s chant. （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：Is it cold today? Help the Ss answer: Yes, it is./No, it isn’t.. （2）I like winter. Because I can make a snowman. Look at picture. T:It is cold.Can I go outside? Ss:No, you can’t. It is cold outside. (板书这两个句型并教授。） Then show the pictures of cold and warm, and let the students try to fill in the blanks, which is used to consolidate the two new sentences. （3）I also like summer. Because I can eat ice cream. Can I have some ice cream? No,you can’t. It is cold. Can I have some vegetables?Yes, you can.Can I have some soup?Be careful!it is very hot. ( 板书并教授新句型。) （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） 学 习 过 程 Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and answer.（第一次先学后教） It’s seven o’clock. It’s time for English class. How about Mike? Now, let’s go and see. Listen to the tape and answer my question, Who are they in the picture? （出示自学指导一） 2. The first picture.（第二次先学后教） （1）Show the first picture and play the tape. In this picture, where are Mike and his mother? Now, listen and find. （出示自学指导二） Guide 2 listen and answer What does Mike say?What time is it now? Can Mike go out now? （2）Listen and find the answers with books closed. T: Check the answers. 3. The second picture. （第三次先学后教） （动画效果：Mike and Mike’s mother走着进入第二幅图。出示自学指导三） Guide3. Listen and fill, They are talking about_______ Mike would like some __________ Ss: Listen and find the answers with books closed. T: Check the answer 4. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 5. Act in roles. Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。） Step IV Production 拓展提升（5分钟左右） Students make a new conversation use the sentences patterns in this class.s. 学 习 过 程 Show in class（适时评价） Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1. Try to act the dialogue in groups next lesson. 2. Draw some pictures of weather then describe them using the words and sentences you have learned today. 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit3 Weather A Let’s learn 课时 第2课时 授课时间 课标要求 能够听说认读本课时重点词汇，并在实际情境中运用本课时重点词汇和句型。 学习目标 语言知识目标： (1)能够听、说、认读4个描述天气的单词：cool, cold, hot, warm, weather. (2)掌握句型 It’s warm in Beijing today. 能在图片的帮助下听懂指令并做出相应的动作。 2. 语言技能目标： （1）能够在语境中正确运用这4个单词描述天气状况；能够在语境中理解weather report的意思，并能正确发音。 （2）能在图片的帮助下听懂并跟读歌谣；能替换关键词编创新的歌谣。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 一、背景分析 学生进入四年级以后，所学的知识逐渐加深、扩展，已有了一定的知识基础，英语学习兴趣浓厚，具有良好的小组合作的习惯，而且对现实生活中的英语情境都很感兴趣。他们虽然生活经验不足，很少关注天气的自然变化规律，但是他们对天气变化并不陌生，因为我们每天都在不知不觉中感受天气变化，教师仅需抓住他们好奇心重等特点合理引导，孩子们一定会对本单元“天气”这一话题表现出浓厚的兴趣。 同时，经过三年级和四年级上半学期的学习和积累，学生已经掌握了一部分的英语单词，有一定的基础知识且一般疑问句式的学习，都为本部分的学习做好了语言铺垫。 二、教学重难点 重点： (1)能够听、说、认读4个描述天气的单词：cool, cold, hot, warm, weather. （2)掌握句型 It’s warm in Beijing today. 能在图片的帮助下听懂指令并做出相应的动作。 难点： （1）我国各地的天气状况是学生的认识难点； （2）单词weather report的发音； 三、所需条件：教学PPT、天气贴纸、小组天气预报图等。 板书设计 It’s warm. cold hot cool 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3 Weather A Let’s learn(书写课题) First let’s see the learning aims on the screen, please. (多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） Warm up&presentation 1. Enjoy a song: What’s the weather like? （课件展示动画，师生一起拍手跟唱。） Then have a free talk with students about the weather. T:The weather is different everyday.What’s the weather like today? Help the students answer:It is cold. 2. Presentation （1） Guess the pronunciation of “ther” and teach: weather T:Show a picture of father and mother.Let students read and try to find the pronunciation of “ther”, then let students try to read the word “weather”. 语音拓展：Brother father mother （2）T:I have a friend. She is Dora.Dora will go to four cities.(带读这四个城市名，尤其是Hong Kong这个城市名)The weather is different in China. Before traveling, Dora needs to check the weather. Let’s turn on the TV. What program is it? Ss: This is the weather report. （3）播放《渔舟唱晚》天气预报背景音乐，学生猜测并引出weather report,教授This is the weather report.(板书并教授) 3.T：In Hong Kong, the temperature is 28 to 36. So it’s hot in Hong Kong.(学生模仿老师做擦汗状，说句子。) a.Read the word “hot” b.Choose little teacher to teach. Spell it. c.Read it group by group. （出示单词卡片，学生看到正面读单词，看到反面说汉语意思或者穿插声音节节高的游戏练习单词。）Ss read after T like this: Hot, hot, it’s hot. It’s hot in Hong Kong. d.Ask and answer in pairs: 学 习 过 程 -What’s the weather like in Hong Kong? - It’s hot in Hong Kong. S1：What’s the weather like in Hong Kong? S2：It’s hot in Hong Kong. e. Let’s chant: Hot, hot, it’s hot in Hong Kong. chant: Hot, hot, it’s hot in Hong Kong. Can you read: hot god hot-dog box (语音渗透) （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） （4） T: Oh, now I’m hot. Are you hot? Who can help me? 老师做扇扇子状，很自然的引出单词cool. T: Wow. It’s cool! I went to Lhasa on May Day. I wore a sweater in Lhasa. What’s the weather like? It’s cool. Practice “cool” in the same way. Can you read: cool fool tool(语音渗透) Fill in the blanks: It’s cool___ Lhasa. Pair work: It’s cool in Lhasa. Let’s chant: Cool, cool, it’s cool in Lhasa. （5）T: Is it hot? Is it cool? (播放寒风呼啸的声音，学生猜测The next city is Harbin.) Oh, it’s cold. (语音渗透) Can you read: old, cold, gold, fold, Practice the word in the same way. Let’s chant: Cold, cold, It’s cold in Harbin (6)What about Beijing? (老师播放春暖花开的鸟叫声) (教师做温暖状，出示单词卡warm) Warm ,warm, it’s warm. Practice in the same way. Let’s chant: warm, warm, it’s warm in Beijing (7) Let’s chant together: Practice the chant and clap the hands. Step III. To learn first and then teach (先学后教) 1. Listen and answer.（第一次先学后教） Now let’s look at our book and see what’s the weather like in these cities.（出示自学指导一） Ss ask together: What’s the weather like? 学 习 过 程 S1 guess: It’s hot. S2: It’s cold. S3：It’s cold. I can wear a sweater. S4: It’s cold. I can wear a jacket. 2. The first picture.（第二次先学后教） （1）Show the first picture and play the tape. In this picture, how many cities are they talking about? Now, listen and find. （2）Listen and find the answers with books closed. T: Check the answers. Step IV Practice Group work: Weather report. Step IV Production 拓展提升（5分钟左右） Step V Summary（归纳小结）（1分钟左右） 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 作 业 内 容 Step VII Homework（布置作业） Listen to the tape and read the text. Act the text with your partner without book. Make a new weather report. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点词汇和句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit3 Weather A Let’s spell 课时 第3课时 授课时间 课标要求 能够听说认读本课时重点词汇，掌握ar,al在单词中的发音规则，并能够拼读相应的单词。 学习目标 1. 语言知识目标： （1）能够理解ar和al字母组合在单词中的发音，并且能够感知和归纳他们在单词中的发音规则。 （2）能够根据他们的发音规则，拼读出相应的单词。 2. 语言技能目标： 能够根据他们的发音规则，选出并拼写出相应的单词。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 一、背景分析。经过三个学期的学习，四年级的学生已经完全掌握了26个字母的发音和大小写的书写形式，也知道了辅音字母最简单的发音规则以及五个元音字母短音的发音规则。他们能够通过自然拼读法拼读简单的单词，学生积极性很高。因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。 二、学习重点、学习难点。 （一）重点：能够理解ar和al字母组合在单词中的发音，并且能够感知和归纳他们在单词中的发音规则。 （二）难点：能够根据他们的发音规则，选出并拼写出相应的单词。 三、所需条件 PPT 图片 单词卡 板书设计 g-ir→girl b-ir→bird ir, ur发[ə:] n-ur→nurse b-ur→burger→hamburger 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3 Weather. A Let’s spell(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class Let’s sing：A is for apple Students sing together. Read the words: apple… Students try to read the words, and review the pronunciation of letter”a” 2. Presentation （1）Play a game ： Sharp eyes (2)Can you read？ Show the words ,let Ss try to read. And then find the same. Ss read the words and find the same . (3)Let’s try Show some words include “al” ,let Ss try to read. Ss try to group the words. (4)Look and find the same Use the same way to teach “ar” 学 习 过 程 Let’s try (5).Group the words. Show some words ,let the Ss find their home. Step III. Practice Read,listen and chant 学生跟读并准确模仿ar和 al的发音。 2.Read, listen and number. Show the video on the PPT , let the Students try to do the exercises. 学生尝试听音. Step IV Production 拓展提升（5分钟左右） Look, listen and write. 教师先请学生观察图片，猜测要写什么内容，然后播放录音，让学生先说出听到的单词，然后写到四线三格上。教师可以给出更多符合规律的单词让学生尝试听音。 Students ask the group members and write it down. Then make a report. 学 习 过 程 Show in class（适时评价）. Step V Summary（归纳小结）（1分钟左右） 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 作 业 内 容 Step VII Homework（布置作业） 1.I can write: wall,arm,car,card,ball 2. I can read． 一 致 性 学生能够听说认读本课时词汇，并够准确读出含有ar, al字母组合的单词，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 3 Weather B Let’s talk 课时 第4课时 授课时间 课标要求 能够听说认读本课时对话，并在实际情境中运用句型。 学习目标 1. 语言知识目标： （1）能够听、说、认读句型：What’s the weather like in New York? /It’s rainy. It’s 26 degrees. （2）能够在情境中运用句型What’s the weather like in New York?/It’s rainy. It’s 26 degrees.等描述不同天气的特征。 2. 语言技能目标： 能够在情境中运用句型What’s the weather like in New York? /It’s rainy. It’s 26 degrees.等描述不同地区天气的特征。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 1、 背景分析。本课时的授课对象是四年级学生。他们对天气变化并不陌生，因为我们每天都在不知不觉中感受天气变化，教师仅需抓住他们好奇心重等特点合理引导，孩子们一定会对本单元“天气”这一话题表现出浓厚的兴趣。 同时，经过三年级和四年级上半学期的学习和积累，学生已经掌握了一部分的英语单词，有一定的基础知识且一般疑问句式的学习，都为本部分的学习做好了语言铺垫。 2、 学习流程。能够听说认读本课时对话，并在实际情境中运用句型。 3、 学习重点、学习难点。 （一）重点：能够听、说、认读句型：What’s the weather like in New York?/It’s rainy. It’s 26 degrees.能够在情境中运用句型What’s the weather like in New York?/It’s rainy. It’s 26 degrees.等描述不同天气的特征。 （二）难点：能够在情境中运用句型What’s the weather like in New York?/It’s rainy. It’s 26 degrees.等描述不同地区天气的特征。 四、所需条件。教学PPT、图片等。 板书设计 What’s the weather like in New York ? It’s rainy. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3Weather. B Let’s talk(书写课题) First let’s see the learning aims on the screen, please. (多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带图片，两人之间进行问答练习或一人描述。 A: Can I go outside now? B: Yes, please./No, you can’t. It is .... 2. Presentation （1）Let’s enjoy a song “Thunder” （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：What’s the weather like? Help the Ss answer: It’s rainy. （2）Show some pictures to students and ask them: What’s the weather like ? It’s snowy/rainy. (板书这两个句型并教授。） （3）I like sunny.Because I can go outside and play with my friends. How about Chen Jie? Let’s go and see. Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and answer.（第一次先学后教） I like sunny.Because I can go outside and play with my friends. How about Chen Jie? Let’s go and see. Listen to the tape and answer my question, Who are they in the picture? （出示自学指导一） 2. The first picture.（第二次先学后教） （1）Show the first picture and play the tape. In this picture, What’s the weather like in New York ? Now, listen and find. 学 习 过 程 （出示自学指导二） Guide 2 listen and answer What's the weather like in New York? （2）Listen and find the answers with books closed. T: Check the answers. 3. The second picture. （第三次先学后教） Guide3. Listen and answer, What's the weather like in Beijing? Ss: Listen and find the answers with books closed. T: Check the answers. 4. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 5. Act in roles. Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。） Step IV Production 拓展提升（5分钟左右） 1. Make an order. 2. 2.Let’s play Show in class（适时评价）. 学 习 过 程 Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group). 当 堂 检 测 作 业 内 容 Step VII Homework（布置作业） 1.Listen to and repeat the dialogue 2.Try to make a new dialogue in groups according to “Let’s talk”. 一 致 性 学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit3 Weather B Let’s learn 课时 第5课时 授课时间 课标要求 能够听说认读本课时重点词汇，并在实际情境中运用本课时重点词汇和句型。 学习目标 1. 语言知识目标： （1）能够听、说、认读单词：rainy/snowy/windy/cloudy/sunny （2）能够在情境中运用句型What’s the weather like in Sydney?/It’s rainy/cloudy/sunny/snowy/windy等描述不同天气的特征。 2. 语言技能目标： 能够在情境中运用句型What’s the weather like in Sydney?/It’s rainy/cloudy/sunny/snowy/windy等描述不同天气的特征。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 一、背景分析。本课时的授课对象是四年级学生。他们对天气变化并不陌生，因为我们每天都在不知不觉中感受天气变化，孩子们一定会对本单元“天气”这一话题表现出浓厚的兴趣。 学生已经掌握了一部分的英语单词，有一定的基础知识且一般疑问句式的学习，都为本部分的学习做好了语言铺垫。 二、学习流程。能够听说认读本课时重点词汇，并在实际情境中运用本课时重点词汇和句型。 三、学习重点、学习难点。 （一）重点：能够听、说、认读单词：rainy/snowy/windy/cloudy/sunny.能够在情境中运用句型What’s the weather like in Sydney?/It’s rainy/cloudy/sunny/snowy/windy等描述不同天气的特征。 （二）难点：能够在情境中运用句型What’s the weather like in Sydney?/It’s rainy/cloudy/sunny/snowy/windy等描述不同天气的特征。 四、所需条件。PPT 图片 单词卡 板书设计 What’s the weather like in...? It’s rainy/snowy/windy/sunny/cloudy. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3 Weather. B Let’s learn(书写课题) First let’s see the learning aims on the screen, please. (多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class Role play A: Hi, Chen Jie! This is Mark. B: Hi, Mark! What’s the weather like in New York? A: It’s rainy. How about Beijing? Is it cold? B:No, it isn’t. It’s 26 degrees. A:26 degrees! That’s cold! B:Huh? No,it’s not. It’s warm! 2. Presentation （1）Let’s chant “What’s the weather like?” （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：What’s the weather like? Help the Ss answer: It’s rainy/cloudy/windy. （2） Let’s review A:What’s the weather like? B:Help the Ss answer: It’s rainy/cloudy/windy. 【设计意图】从前面的歌曲里引出描述天气的单词：hot, warm, cold.目的是复习学过的句子，为呈现新句型做铺垫。 （3）There are different weathers in different season. And I like sunny day very much, because I can travel around the world. Today is sunny in Zaozhuang. But what’s the weather like in other countries? Let’s go and see. What’s the weather like in Sydney? It’s sunny.( 板书并教授新单词。） （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） 学 习 过 程 （4）Show another picture to learn “windy”. What’s the weather like in Beijing? It’s windy.( 板书并教授新单词。） （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） （5）Show another picture to learn “cloudy”. What’s the weather like in Singapore? It’s cloudy.( 板书并教授新单词。） （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） I will use the same way to teach other words. 【设计意图】出示多种天气图片，进行情感提升：不同的地区，不同的天气，不同的但是它们都有各自的美，我们应该在不同的天气做不同的活动。 Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and answer.（第一次先学后教） Listen to a weather report and answer my question, what is the weather like in Sydney? （出示自学指导一） 【设计意图】教师结合现行小学英语教材图文并茂的特点，指导学生通过听录音来回答问题，便于学生更好地了解语言材料，从而培养学生的听力水平。 2. The first picture.（第二次先学后教） （1）Listen again and answer What’s the weather like in Singapore? （出示自学指导二） Guide 2 listen and answer What’s the weather like in Singapore? 【设计意图】这三个问题是一步步呈现的，先听录音，然后学生根据所听的录音内容回答问题，再出示文本，最后学生进行朗读训练。 （2）Listen and find the answers with books closed. T: Check the answers. 3. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the conversation aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 4. Act in roles. Ask some groups to act in roles. 学 习 过 程 Step IV Production 拓展提升（5分钟左右） Let’s play. (P28) Show in class（适时评价）. Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.). 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 作 业 内 容 Step VII Homework（布置作业） 1.Listen and repeat “Let’s learn”. 2.Make sentences using “It's ... and ...”. 3.Talk about the weather in groups. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点词汇和句型，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 4 At the farm A Let’s talk 课时 1 授课时间 课标要求 英语是基础教育阶段的必修课程。四年级学生在学习一个学期的基础上，在下册学习中应达到的学习目标有: 1.能听，说，认读54个单词和31个句子(包括学校，时间，天气，农场服装、询问价格等几个话题)要求能在真实语境中正确运用并能读懂简短对话。 2.能听，说50个单词。 3.能通过各种任务型语言活动巩固所学知识，提高学生综合运用语言的能力。 4.玩，演，试听以及文化。 学习目标 语言知识目标： （1）能够听、说、认读句型：Are these carrots?　Yes, they are. / No, they aren’t.　What are these? They’re tomatoes. （2）能够在情境中运用句型They’re big/yellow/good/yum等描述不同蔬菜的特征。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本课时的授课对象是四年级学生。他们虽然生活经验不足，很少了解蔬菜的生长过程，但是他们对蔬菜并不陌生（蔬菜几乎每天都会出现在他们的餐桌上），教师仅需抓住他们好奇心重等特点合理引导，孩子们一定会对本单元“在农场”这一话题表现出浓厚的兴趣。（一）重点：能够在情景中运用句型Are these...?Yes,　they are. What are these? They’re ...询问物品的名称并回答。能够从形状、颜色和味道等不同的角度正确描述蔬菜等物品的特征。 （2） 难点：涉及名词复数形式的特殊疑问句和一般疑问句的问与答，复数指示代词these,　they等指代复数名词的正确运用。 所需条件：教学PPT、水果和蔬菜贴纸、小组农场图、信等。 板书设计 Are these carrots?　 Yes, they are. / No, they aren’t.　 What are these? They’re tomatoes. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 4 At the farm. A Let’s talk(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) 【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的水果或图片，两人之间进行问答练习或一人描述。 A: What’s this / that? B: It’s an apple. A: Look at the apple. It’s red. 【设计意图】要求学生到讲台上说；做好小组评价。以小组和个人形式计入评价。通过这个活动，既可以激活学生大脑和已有知识储备，让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。 2. Presentation （1）Let’s enjoy a song “Apple round, Apple red （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：What’re the apples like? Help the Ss answer: They’re red, round and sweet. 【设计意图】通过听、唱旋律优美的歌曲，给学生创造一个开放宽松的环境，营造和谐的英语学习氛围，使学生怀着轻松愉快的心情投入学习。同时引出了本节课的新授内容。 （2）I like apples. I like all kinds of fruits. I have a fruit QQ farm. There are many fruits there. Let’s go and have a look. Look at these ______. They’re red, round and sweet. (板书这两个句型并教授。） Then show the pictures of watermelons, strawberries and bananas, and let the students try to fill in the blanks, which is used to consolidate the two new sentences. 学 习 过 程 （3）As we know, the apples are red, round and sweet. The watermelons are green, round and juicy. The strawberries are small, sour and sweet. The bananas are yellow long and good.（这部分可让学生根据前面所学，试着和老师一起说出来。） 【设计意图】从前面的歌曲里引出描述苹果的单词：red, round, sweet.然后出示农场里苹果、西瓜、草莓和香蕉。让学生一步步地试着从颜色、形状和味道三方面描述西瓜、草莓和香蕉。目的是复习学过的句子，为呈现新句型做铺垫。 （4） I like all kinds of fruits. And I like vegetables, too. I also have a vegetables QQ farm. Look at these. Are they red? Are they round? Are they apples? What are these? ( 板书并教授新句型。） Ss: They’re______. T: Who can fill in the blanks? S1: They’re red, round and yummy. S2: They’re brown, round and good. （采用齐读、男女生读、小组读及个读等形式有效巩固新知。） 【设计意图】出示第一幅西红柿图学习句型：What are these? They’re....出示第二幅图 进一步操练上述句型并进行运用。通过游戏“开火车”一问一答轮练的形式突破本课核心知识点，训练学生的综合语言运用能力。（5）The tomatoes and potatoes are round. Are they round? Ss: No, they aren’t. T: Are these____? Ss: Ye s, they are. （板书并教授新句型。） Who can fill in the blanks? S1: They’re green, long and yummy. S2: They’re orange, long and nice. 出示第一幅四季豆图学习句型：Are these...?Yes, they are. 出示第二幅图学习句子：No, they aren’t.并进一步操练上述句型。 （6）What other vegetables do you know? My QQ farm also has some other vegetables. T: Look at these bitter melons. Are they red? 学 习 过 程 Ss: No, they aren’t. T: Are they round? Ss: No, they aren’t 当 堂 检 测 Step VI. Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help.. 作 业 内 容 Step VII. Homework（布置作业） 1. Try to act the dialogue in groups next lesson. 2. Write five words and four sentences about the fruit and vegetables. 一 致 性 教学评一致性 学 后 反 思 课题名称 Unit 4 At the farm A Let’s learn 课时 2 授课时间 课标要求 1.能听，说，认读54个单词和31个句子(包括学校，时间，天气，农场服装、询问价格等几个话题)要求能在真实语境中正确运用并能读懂简短对话。 2.能听，说50个单词。 3.能通过各种任务型语言活动巩固所学知识，提高学生综合运用语言的能力。 4.玩，演，试听以及文化。 学习目标 语言知识目标： （1）能够听说认读本课时主要单词tomatoes, potatoes , carrots, green beans,onions. （2）能够听说认读本课句型：Look at the green beans. They are long. Yes. And the potatoes are big. 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 经过三年级和四年级上半学期的学习和积累，学生已经掌握了相关表形状、颜色和味道等的描述性词汇，都为本部分的学习做好了语言铺垫。（一）重点：掌握单词：tomatoes, potatoes , carrots, green beans, onions.和句型：Look at the green beans. They are long. Yes. And the potatoes are big.  （二）难点：单词potato，tomato的复数形式以及green beans，carrot,onions的读音。 所需条件：1.教学PPT 2.Let’s learn A和Let’s chant部分的录音。 3．相关的单词卡片。 4．所学蔬菜的实物 板书设计 tomatoes, potatoes , carrots, green beans, onions. Look at the green beans. They are long. Yes. And the potatoes are big. 学 习 过 程 Step I. Show the learning aims. T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 4 At the farm. A Let’s learn(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) 【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Show in class and Presentation 1.Show in class （两人一组对话练习）A: What’s this/ that? B: It’s a ... A: Do you like...? B: Yes, I do. / No, I don’t. 2. Presentation (1)Set the groups: “Happy farm” and “Green farm”. (2)Let’s enjoy a song “Apple round, Apple red （课件展示动画，师生一起拍手跟唱。） 【设计意图】首先唱一首欢快的歌曲，活跃课堂气氛，本歌曲当中有关于表达事物特 征的表达法，同时为复习下一个环节的复习水果，打下基础。 （通过上个环节的图片）T: Look ,what’s this? Ss: It’s an apple. （出示多个苹果图片）T: Look at the apples, they’re round and red. Do you like apples? Ss: Yes, I do. （出示水果图片）T: Now I’ll give you 1 minute , look at the pictures, ask and answer in your groups. A: Look at the oranges. They’re ...Do you like oranges? B: Yes, I do./No, I don’t. 【设计意图】通过欢快明朗的歌曲及相关水果特征的复习，既可以尽快调动学生的学习兴趣，又可以起到温故而知新的作用，为本课新授学习做铺垫。 (3)T: Boys and girls , I know we like oranges , watermelons , grapes and so on. What about Mr Rabbit? What does Mr Rabbit like? (出示小兔子图片）Please listen carefully. 学 习 过 程 Ss listen and answer: Carrots. 出示实物 one carrot , two carrots, three carrots...（手控书写，自然拼读法操练单词）。 Say in English.T: Look at the carrots. They’re so long. Chant: A: Carrots , carrots , do you like carrots? B: Carrots , carrots, I like carrots. T:I like carrots. So I want to plant carrots, let’s go now. 【设计意图】通过设计Mr Rabbit喜欢吃什么的音视频活动的方式导入新授。采用课堂实物、图片、手控书写、自然拼读、小组合作操练及自编Chant等灵活有效的形式，描述本课时carrot特征，操练句型，引入场景——想去农场种胡箩卜，进而进入下几个单词的学习。 (4) tomato（开车去农场，经过西红柿地） T: Wow! Look , what are they? They’re red .They are round. (Guide) Ss: They’re tomatoes. 出示实物 one tomato, two tomatoes, three tomatoes... （手控书写，自然拼读法操练单词）。 Say in English.T: Look at the tomatoes. They’re... Chant: A: Tomatoes, tomatoes, do you like tomatoes,? B: Tomatoes, tomatoes, I like tomatoes. T:I like tomatoes. So I want to plant tomatoes, let’s go. (5) Potatoes （继续开车）T： Look, what are they? They are brown, they are big , guess ,what are they? （Guide) Ss: potatoes. T: Clever! They are potatoes. 出示实物 one potato, two potatoes, three potatoes... （手控书写，自然拼读法操练单词）。 Say in English.Look at the potatoes. They’re... Chant: A: Potatoes, potatoes ,do you like potatoes? B: Potatoes, potatoes , I like potatoes. T:I like potatoes. So I want to plant potatoes, let’s go. (6) green beans (继续开车） T: Look ,what are they? They are green ,they are long 学 习 过 程 (Guide)Ss: They’re green beans. 出示实物 手控书写，操练单词。 Say in English. Look at the green beans. They’re... 当 堂 检 测 Step VI. Test in class 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII. Homework 1.Draw a picture of your own farm, introduce it to your family or friends. 2.Write a small passage about your own farm. 一 致 性 教学评一致性 学 后 反 思 课题名称 Unit 4 At the farm A Let’s spell 课时 3 授课时间 课标要求 1.能听，说，认读54个单词和31个句子(包括学校，时间，天气，农场服装、询问价格等几个话题)要求能在真实语境中正确运用并能读懂简短对话。 2.能听，说50个单词。 3.能通过各种任务型语言活动巩固所学知识，提高学生综合运用语言的能力。 4.玩，演，试听以及文化。 (1) 能听懂，会跟唱6首歌曲，能通过开朗，欢乐的歌曲复习巩固所学语言。 （2)能听懂，会吟唱6首歌谣。 学习目标 语言知识目标： （1）能够读出Read ,listen and chant的单词，知道字母组合的发音规则，即一般情况下or or /ɔ:/. or 在辅音字母w后经常发/3:/ （2）能够根据or的发音规则读出生词；能够听录音圈出听到的单词，巩固学习or的音—形对应关系。 2. 语言技能目标： 能够通过听例词发音，观察例词结构中共有的特征，学习or的规律；能够跟着录音说唱歌谣，强化记忆or的发音规则。并进一步强化在四线格中正确书写单词。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本单元的主题是围绕“farm”展开的，本节课是一节语音课，其设计意图是先通过听例词发音，让同学们观察例词结构中共有的特征，能够总结出字母组合or在单词中的发音规则，然后通过说唱歌谣等活动强化记忆并巩固or的发音规则,学习在单线上正确、工整地书写单词和句子。一、重点：字母组合or的发音规则。 2、 难点：理解单词的结构特点，总结字母组合or的发音规律，认读更多的于此结构类似的单词。 所需条件：教学PPT、词卡等 板书设计 or horse fork homework world map 学 习 过 程 Step I. Show the learning aims. (示标示导) T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 4 At the farm. A Let’s spell(书写课题) 题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Presentation 1. Warm-up (1) Greetings. T: Hello， boys and girls. I will divide you into two groups. This group, you are the yellow horse and that group, you are the pink horse. Game: What can you see? T: There is a letter in my hand. Please look, children, children, what can you see? T: Yes! ‘r’ has many friends. He invites his friends to our class. Please look, they are coming. ① T: Who is he? Ss: a. “ a” and” r” are good friends. So ar ar /a:/ /a:/ /a:/. Ss: ar ar /a:/ /a:/ /a:/. T shows some words. Ss read the words quickly. Ss: arm, farm, card 【设计意图】利用可爱的卡通元音字母吸引学生的眼球。告诉学生字母r有很多好朋友了,以此引出且复习了一、二、三单元语音课中以字母组合ar、er, ir 和ur的单词及其发音/ə/和/ 3:/ ，为学习字母组合or在单词中发长音/ɔ:/做好铺垫。 ②T: oh! “e” is coming.er er /ə//ə//ə/Please read it together③T: Hello! I am “i”. ir ir /3:/ /3:/ /3:/Please read it aloud. ④ T: Please look, “ u “ is coming. ur ur /3:/ /3:/ /3:/ T: Can you read? 2、Presentation (1) Watch the video. 学 习 过 程 T: But “r” has another friend. Who is he? Please watch the video and tell me. Ss watch the video and try to find the answer. T: OK. Boys and girls, from the chant we know: Look at the word on the screen and try to read out. Sn: storyT: Can you find “r’s” friend? Ss: o T: Great. So or or /ɔ:/ /ɔ:/ /ɔ:/. 【设计意图】先从听入手，让学生感知“story”的发音，目的是逐步引出引出本课主题，层层递进，步步深入。 (2)Learn the new words. Ss: horse. T: Let’s read it together.Ss: Look at the screen and read it together.Listen and repeat the words. So or or /ɔ:/ /ɔ:/ /ɔ:/ T: Can you read? T shows the words.Try to read the words out. for fork forks form born corn horn cork pork 【设计意图】通过让学生自己读词，慢慢感知or的发音，并自己总结规律，这样印象会更深刻。 (2) Learn another sound. or or /3:/ /3:/ /3:/ T: Boys and girls, we know: Please watch the video again and tell me the answer. Ss watch the video again and try to find the answer. T: Do you know? Ss: work Work? Can you spell it? Ss: W-O-R-K Wonderful! Who can read it again? Let’s read it together. T: From the”work”, we know: or or /3:/ /3:/ /3:/ Try to read: Ss try to read: homework, world map 【设计意图】当学生比较熟练的掌握or or /ɔ:/ /ɔ:/ /ɔ:/ 的发音时，进一步引入or 的另一种发音。让学生看视频，听关键词逐步感or 发 学 习 过 程 音的变化，既不失兴趣，还能让学生开动大脑，活跃思维，自己总结。 (4) T: Can you find something different?什么情况下or 经常发/3:/？Try to read:Ss: Read them quickly.Word, worm, worse, worst. 当 堂 检 测 Step VI. Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 1、 I can read. 2、 I can chant. 3、 I can write.. 一 致 性 教学评一致性 学 后 反 思 课题名称 Unit 4 At the farm B Let’s talk 课时 4 授课时间 课标要求 1.能听，说，认读54个单词和31个句子(包括学校，时间，天气，农场服装、询问价格等几个话题)要求能在真实语境中正确运用并能读懂简短对话。 2.能听，说50个单词。 3.能通过各种任务型语言活动巩固所学知识，提高学生综合运用语言的能力。 4.玩，演，试听以及文化。 (1) 能听懂，会跟唱6首歌曲，能通过开朗，欢乐的歌曲复习巩固所学语言。 （2)能听懂，会吟唱6首歌谣。 (3) 能理解6个滑稽小故事，能合适扩展本单元语言，加大信息输入，讲述趣味故事并表演。 (4)能完成一项综合运用所学语言的任务型语言活动。 学习目标 1. 语言知识目标： (1) 能够听、说、认读句型： What are these/those? They’re ….Are they…? Yes, they are. /No, they aren’t. 2. 语言技能目标： (1) 能够理解对话大意；能够用正确的语音语调朗读对话. (2) 能在情景中正确运用What are these/those? They’re …询问并回答动物的名称。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本课时的授课对象是四年级学生。他们活泼好动，对本课所学动物有着极大的学习热情，教师仅需抓住他们好奇心重等特点合理引导，孩子们一定会对本单元“在农场”这一话题表现出浓厚的兴趣。1、重点：：使学生掌握Are they…? Yes, they are. /No, they aren’t. What are these/those? They’re ….等基本句型。 2、 难点：帮助学生理解these和those的读音和意义的区别。 所需条件：教学PPT、动物贴纸、小组农场图等。 板书设计 What are these/those? They’re ….Are they…? Yes, they are. /No, they aren’t. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 4 At the farm. A Let’s talk(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标） 【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class Act the dialogue in groups. A: What are these? B: Are they...? C: No,they aren’t. B: Are they...? C: Yes, they are. 【设计意图】要求学生到讲台上表演；做好小组评价。以小组和个人形式计入评价。通过这个活动，既可以让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。 2. Presentation （1）Listen to the song .Revise the names of the animals. （课件展示动画，师生一起拍手跟唱。） 唱完后教师提问：What kinds of animals can you listen in this song? Let the students answer. 【设计意图】通过歌曲对学习过的有关动物的单词进行复现，为本节课的交流提供单词储备。 （2）复习These are ... .呈现Those are cows . T:Look at these ,these are ducks. T:What about those?Can you say: ________are dogs. _________are cats. 学 习 过 程 【设计意图】简单的对话，是对本单元A部分所学句型These are...的复习。同时又呈现了本课时的重点单词those及Those are... 。在情景中区分These are...及Those are...的用法。 (3) Teach :What are these?What are those?They ‘re... T: Thank you ! You did a good job. I like animals,so I have a QQ farm.There are a lot of animals.（引出难点句型)Do you want to have a look? （教师指着奶牛）T:Look here ,What are these? Ss: They’ re cows. （教师指着马）T: Look at those.What are those?（板书） Ss :They are horses.（板书） （教师指着绵羊）T: What about these? Who can ask and answer? S1:What are these? S2: They’ re sheep. （教师指着母鸡）T: Look at those. What about those?Who can ask and answer? S1:What are those? S2: They’ re hens. 【设计意图】 通过创设去我的QQ农场情景，为下面的教学活动赋予了一定的情景激发了学生的兴趣。复习:What are these? They’ re ....呈现了本课时的重点单词及句子What are those?及答语They’ re horses. (4) Teach:Are they...? Yes,they are. No, they aren’t. （教师指着鸭子）T:Look,what are these?Are they hens? Ss:No, they aren’t. They’re ducks.（板书并教授） （教师指着绵羊）T: Look ,Are they sheep? Ss: Yes, they are. （板书并教授） 【设计意图】在情景中呈现了本课时的重点单词及句子Are they...? Yes,they are.No, they aren’t. Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and answer.（第一次先学后教） Do you like my QQ farm? Uncle Dan has a farm ,There are a lot of animals ,too.Do you want to have a look? Now we are at the farm.Look ,who’s on the Uncle Dan ’s farm ?Mike and Sarah visit the farm ,too.出示自学指导一） Guide 1 listen and answer Who’s on the Uncle Dan ’s farm? What are they talking about? 学 习 过 程 T:Now,listen and try to answer my questions. 【设计意图】教师结合现行小学英语教材图文并茂 的特点，指导学生通过听录音来回答问题，便于学生更好地了解语言材料，从而培养学生的听力水平。 2. The first picture.（第二次先学后教） （1）Show the first picture and play the tape. In this picture, What does Mike say? Listen please. （出示自学指导二） Guide 2 listen and answer What does Mike say? What are those? How many horses does Uncle Dan has? 当 堂 检 测 Step VI. Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII. Homework（布置作业） 1. Listen to the tape and repeat. 2. Draw your own farm and your favorite animals, then make a new dialogue with your partner. 一 致 性 教学评一致性 学 后 反 思 课题名称 Unit 4 At the farm B Let’s learn 课时 5 授课时间 课标要求 1.能听，说，认读54个单词和31个句子(包括学校，时间，天气，农场服装、询问价格等几个话题)要求能在真实语境中正确运用并能读懂简短对话。 2.能听，说50个单词。 3.能通过各种任务型语言活动巩固所学知识，提高学生综合运用语言的能力。 4.玩，演，试听以及文化。 (1) 能听懂，会跟唱6首歌曲，能通过开朗，欢乐的歌曲复习巩固所学语言。 （2)能听懂，会吟唱6首歌谣。 学习目标 1. 语言知识目标：（1）能够听说认读本课时主要单词horse，cow，hen和sheep及其复数形式（2）能够听说认读本课句型：These are sheep. Wow! They’re so cute. 2. 语言技能目标：(1) 能够在实际情景中灵活运用句型：These are... Wow! They’re so .... Are these…? Yes, they are./No, they aren’t. They are….讨论农场动物。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结 资源 与建议 本课时的授课对象是四年级学生。他们虽然生活经验不足，很少见到这几种动物，但是他们与生俱来的对学习动物表现出极大的学习热情，再加上本课内容并不难，因此学生学起来比较轻松。（一）重点：掌握单词：horse，cow，hen和sheep及其复数形式.和句型：These are sheep. Wow! They’re so cute.（二）难点：horse，cow，hen和sheep及其复数形式。 所需条件：1.教学PPT。2.Let’s learn B部分的录音。3．相关的单词卡片。 板书设计 Horse cow hen sheep These are sheep. Wow! They’re so cute. 学 习 过 程 Step I. Show the learning aims. T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 4 At the farm. B Let’s learn(书写课题) First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) 【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的。本课时五维目标（即语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标）齐全，较好地体现了目标的人文性与工具性。 Step II. Show in class and Presentation 1.Show in class Ask some groups to act the dialogue. 2. Presentation (1)Let’s enjoy a song “Old MacDonald had a farm”（课件展示动画，师生一起拍手跟唱。） 【设计意图】首先唱一首欢快的歌曲，活跃课堂气氛，通过播放歌曲，自然引入到本单元要谈论“农场”这一话题，同时活跃了课堂气氛，激发了学生的学习兴趣。 T: What’s this song about? Ss: It’s about a farm. T: Yes, It’s about the Old MacDonald ’s farm. He has a big farm.There are so many animals in his farm. Do you want to have a look?Now let’s go to Old MacDonald ’s farm. 【设计意图】通过欢快明朗的歌曲，教师及时根据歌曲内容来提问，从而引入本课要学习的主要内容。导入的自然贴切，极大的调动了学生的好奇心。 (出示小猫图片)T: Boys and girls , Look,what’s this? Ss: It’s a cat.Oh, yes,it’s a cat. （出示许多小猫图片）T: What are these? Ss: They are cats.（出示小鸟图片）T: Look,what’s that? Ss: It’s a bird.（出示许多小鸟图片）T: What are those? Ss: They’re birds.（接着出示许多鸭子和猪的图片）T: Can you ask and answer like this?S1: What are these? S2: They’re ducks. S1: What are those? S2: They’re pigs. Let the students ask and answer in groups. 学 习 过 程 【设计意图】利用之前学过的动物单词，分别从单数过渡到复数，从近到远，一步一步让学生明白this,that,these,those这四个词之间的关系，可以起到温故而知新的作用，又为本课新授学习做铺垫。 (3)Old MacDonald ’s farm also has other animals.Let’s have a look. T: Listen! What’s this? Ss:马！ T：Yes, you are right. Let the students follow to read”horse,horse. It’s a horse.”（手控书写，自然拼读法操练单词）。or horse = h + or +se (Show PPT) T: What are these? Ss: They are horse. T: No, they aren’t. They are horses. 【设计意图】采用图片、手控书写、自然拼读、小组合作操练及自编Chant等灵活有效的形式，教师用有效的声音刺激学生大脑皮层的听觉中枢,让学生感知语音所传递的信息,进行猜测、体会将要学习的关于动物的新单词。对重点句型进行操练，引导学生理解和运用目标语言。 (4)T: Now,let’s see another animal.What’s that? Ss:母鸡。 T: Yes,you’re clever. It’s a hen. hen = h +en. Let the students follow to read”hen,hen. It’s a hen.”（手控书写，自然拼读法操练单词） T: Can you read more words with “en”? Let’s try. pen Ben end (Show PPT) T: What are these? Ss: They are hens. (5) The next animal.Let’s guess together. It’s an animal(动物). It’s black and white. We can get milk from it. T:What’s this? Ss: 奶牛。T: Yes, it’s a cow. cow =c +ow. Let the students follow to read”cow,cow. It’s a cow.”（手控书写，自然拼读法操练单词）T: Can you read more words with “ow”? Let’s try。 how now wow 学 习 过 程 (Show PPT许多绵羊) T: Are these cows? Ss: No, they aren’t. T: What are these? Ss: They’re sheep. T: Wow,Old MacDonald ’s farm has many sheep.Let’s count together. One sheep, two sheep,three sheep,four sheep, five sheep,six sheep,seven sheep.He has seven sheep. 【设计意图】通过创设情境，一步步的教授本课重点词汇及句型。词汇的呈现分别通过采用听动物叫声和猜谜语等形式，接着利用图片、手控书写、自然拼读、小组合作操练及自编Chant等灵活有效的形式进行操练，集知识性、娱乐性于一体，学生易于接受、体验，乐于学习、操练。 当 堂 检 测 Step VI. Test in class 1、Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2、 Show the keys to the test. 3、 Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII. Homework 1、Read P42. 读42页所学内容。 2、Design your own farm and talk about it in groups. 设计自己的农场，在小组里介绍一下。 一 致 性 教学评一致性 学 后 反 思 课题名称 Unit 5 my clothes A let's talk 课时 1 授课时间 课标要求 本单元的主题是围绕“clothes”展开的，学生可以在真实的情境中学习，因此，很容易激起学生学习的兴趣。本部分教材的设计意图是这学习描述各种类型衣服的名称和单、复数的使用习惯，同时会询问衣服的主人，而且通过本节课的学习，让学生简单了解服装与颜色、大小等话题,培养他们用英语表达的兴趣和热爱生活的美好情感。 学习目标 （1）能够理解对话大意；能够用正确的语音、语调朗读对话； （2）能够在情景中运用句型Are these yours? Yes, they are./ No, they aren't. Is this John's? Yes, it is./ No, it isn't. （3）能够在情景中运用句型询问并回答物品的主人； （4）能够用正确的语音、语调朗读对话，并能进行角色表演。 评价任务 小组评价，个人评价，口头评价 资源 与建议 教学重点、难点 （一）重点: 句型：Are these yours? No, they aren't. Is this John's? No, it isn't.使学生通过独立朗读、同伴朗读，小组合作，提高自主探究、合作学习的能力。 （ 二）难点：指导学生正确使用名词所有格。 板书设计 Unit5 My clothes Are these yours? Yes, they are./ No, they aren't. Is this John's? Yes, it is./ No, it isn't It’s Mike’s. They are Chen Jie’s 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 5 My clothes A Let’s talk. First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1)利用衣服卡片，让学生复习上节课单词。 T: What’s this？ S1: Hat. 2. Presentation （1） Let’s enjoy a song “This old hat” 唱完后教师提问：Look at the picture, what do you wear in sunny day? Help Ss answer: We wear shorts. (2) Look at the picture, I show a picture of John’s shoes and ask: T: These are ...shoes. T: Are these yours,...? S: No, they aren’t 2.Let Ss guess who's the owner of it, Guide the student to use the sentence: T: Whose shoes are those? S1: Are they...’s? S2: Are they...’s? T: They are John’s. Let Ss pronounce the word yours according to the hint of phonics. (4) 4Present a picture of a hat. T: What’s this in English? T: Whose hat is this? Is this ...’s Ss: No, it isn’t. It’s Mike’s. (5) Presents several items of students, Let Ss make the new dialogue (Lost and Found.) S1: Is this yours? S2: Yes, it is. S1: Is this yours? Step III. To learn first and then teach (先学后教) (20分钟左右) 学 习 过 程 1. Task1：Read by yourself and answer the questions:第一次先学后教） 2. Listen and answer.（第二次先学后教） (1).Show the question and play the tape. In this picture, listen and find the answer. (2) Listen and find the answers with books closed. T: Check the answers. 3. Fill in the blanks and read by yourself. （第三次先学后教） T: Listen and fill the answers with books closed. T: Check the answers. 5 . Read in roles Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 6.Act in roles. Ask some groups to act in roles. Step IV Production 拓展提升（5分钟左右） Make a new dialogue. Show in class（适时评价）. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). Step VI Test in class（训练达标）(10分钟左右) 1. Let’s check: Try to make a new dialogue and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. Step VII Homework（布置作业） Try to act the dialogue in groups next lesson. 学 习 过 程 当 堂 检 测 排序: ① this, Is, yours, (?) ② aren't, No, they (.) ③ these, yours, Are(?) 作 业 内 容 Homework（布置作业） 1.Try to act the dialogue in groups next lesson. 2. 与你的朋友用今天所学的句子交谈 一 致 性 及时进行教学评一致性，及时给予评价多加鼓励 学 后 反 思 课题名称 Unit 5 my clothes A let's learn 课时 2 授课时间 课标要求 能够听、说、认读5个有关服装单词： clothes，hat，pants，dress，skirt 能够熟练运用句型: I like…表达自己对某件衣物的喜好。 学习目标 1. 语言知识目标： （1）能够听、说、认读5个有关服装单词： clothes，hat，pants，dress，skirt （2）能够熟练运用句型: I like…表达自己对某件衣物的喜好。 2.语言技能目标： （1）能够在语境中正确运用这5个词语来描述不同的衣服。 （2） 能在图片的帮助下听懂指令并做出相应的动作。 （3）能够用正确的语音、语调朗读对话，并能进行角色表演。 评价任务 小组评价 个人评价 口头评价 资源 与建议 （一）重点: 能够听、说、认读5个有关服装单词： clothes，hat，pants，dress，skirt，能够在情景中表达我喜欢某件颜色的衣服. （二）难点：本课时的教学难点是让学生注意单词clothes中辅音连缀的发音 板书设计 Unit5 My clothes I like… clothes，hat pants，dress skirt 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 5 My clothes A Let’s learn . First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1)Free talk. T：What’s the weather like today ? Ss: It’s warm. T:What can you wear ? Ss:Dress,shirt… T:What colour is your shirt ? S1:It’s yellow.让学生简单描述（可用汉语，老师也可适当给提示） 2. Presentation （1） Let’s say (2) 学习单词hat和cap，讲解两者区别。 T：The weather is so cold. When I ride a bike,I need a …. Ss: Hat T: You did a good job. (学习单词hat和cap，讲解两者区别) (3) 学习单词shirt. T: 教师播放课件，边播放边介绍：Wu Yifan likes this white hat with this pink shirt. What would you like in the picture? T: OK. Let’s chant together: Put on your shirt. (4) 教学：skirt T: Boys and girls, Look and find :What would sarah like? T：Yes, orange hat, white shirt, green skirt.T：What would you like? Ss: I like… T: OK. Let’s chant together: Wash your skirt. （5）教学：clothes and dress T：Read and have a match，please look at following picture T：What can you see in the picture? T:Yes,many clothes.（板书并带读） （6） 教学：pants T：What colour are they？ 学 习 过 程 Ss：Those pants are red.(引导学生去说). （板书并带读） T: Ok,let’s read these sentences loudly. Step III. To learn first and then teach   1.Listen, look and answer.（第一次先学后教） Listen look and answer my questions, Who are they? what are they talking about 2. Listen and repeat.（第二次先学后教） (1).Show the question and play the tape. In this picture, listen and find the answer. What does Sarah and Amy like? (2) Listen and find the answers with books closed. 4.Pair work 5 . Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. T: Compare which group behaves the best.（适时评价） Step IV Production 拓展提升（5分钟左右） Introduce your wadrobe to your best friend. Show in class（适时评价）. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. Step VII Homework（布置作业） 1.回到家打开衣橱，和你的好朋友或者家长一起说出衣橱里衣服的英文名称。 学 习 过 程 当 堂 检 测 小组一起读一读，看谁读的又快又好！ 1.I like hat. 2.I like hat and pants. 3. I like hat，pants and dress. 4. I like hat，pants，dress and skirt. 作 业 内 容 Homework（布置作业） 1.回到家打开衣橱，和你的好朋友或者家长一起说出衣橱里衣服的英文名称。 2.默写描述衣服的四会单词和句型。 一 致 性 及时进行教学评一致性，及时给予评价多加鼓励 学 后 反 思 课题名称 Unit 5 my clothes A let's spell 课时 3 授课时间 课标要求 学生能感知并归纳了le在单词中的发音。 能够准确读出含有le字母组合的单词table, apple, people。 能够通过听例词发音，观察例词结构中共有的特征，学习le在单词中发/l/的规律 学习目标 1. 语言知识目标： （1）学生能感知并归纳了le在单词中的发音。能够准确读出含有le字母组合的单词table, apple, people。 （2）能够通过听例词发音，观察例词结构中共有的特征，学习le在单词中发/l/的规律；能够跟着录音说唱歌谣，强化记忆le的发音规则。 评价任务 小组评价 个人评价 口头评价 资源 与建议 （一）重点:本课时的教学重点能够通过看图、听录音、写单词活动学习按发音规则拼写单词，填充短语或句子，并进一步强化在四线格中正确书写单词。能在掌握语音规律的过程中体会成就感，强化学习动机。 （ 二）难点：本课时的教学难点是能根据le的发音规律拼读单词、拼写单词。积极思考，善于发现语言的规律。 板书设计 Unit5 My clothes le /l/ table, apple, people bottle, uncle , vegetable 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 5 My clothes A Let’s spell. First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class ( 1) Sing a song: Apple round, apple red. 2. Presentation （1） 听完歌曲后提问：What do you see in this song?引出歌曲中出现的水果“apple”，并用图片比较呈现单词：little,接着讲授：The apple is little. （2）通过：Where is the little apple? 呈现table. （3） 通过苹果和桌子的比较，教授“The table is big. The little apple is on the big table.”接着用句型：Whose table is it?引出：Uncle Dan’s.并讲授uncle. Let’s enjoy “let’s do” （4）Show some words by the multimedia. Read the words as quickly as they can. T: Hello, boys and girls. Read these words quickly. T: Yes! You did a good job! Look at these words, What are the similarities? (5) Listen and chant. T: Look, here’s a chant. Can you read it? T: Listen carefully. T: Great! Look at the screen. Find out the sound of “le” from the words. Step III. Practice (20分钟左右)   1.Let’s read. Look at the PPT and read these words loudly. 2. 请找出以-le为结尾的单词，然后大声进行朗读。 3. Listen and find the answers with books closed. T: Check the answers. 3. Let Ss practice by themselves, then show in class. 4. Read, underline and say 5 . Look, listen and write. 学 习 过 程 Step IV Production 拓展提升（5分钟左右） Show in class（适时评价）. Step V Summary (归纳小结) (1分钟左右) 1.Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourageseveral Ss to sum up. If necessary, the teacher gives much more advice in details. 2.Let’s see which group is the best (The best group must behave better and got more scores than any other group.). Step VI Test in class（训练达标）(10分钟左右) 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. Step VII Homework（布置作业） 1.I can write: dinner, sister, tiger, water, computer. 2.Let’s circle and try to read(圈出含有er的单词，小组内读一读，说说其意思。) 3.Try to read the chant. 学 习 过 程 当 堂 检 测 判断画线部分读音是否一致 ( ) 1.little leg ( ) 2.apple table ( ) 3.cool candle ( ) 4.puzzle school ( ) 5.uncle lemon ( ) 6.little uncle 作 业 内 容 Homework（布置作业） 1.I can write: dinner, sister, tiger, water, computer. 2.Let’s circle and try to read(圈出含有er的单词，小组内读一读，说说其意思。) 3.Try to read the chant. 一 致 性 及时进行教学评一致性，及时给予评价多加鼓励 学 后 反 思 课题名称 Unit 5 my clothes B let's talk 课时 4 授课时间 课标要求 能够听、说、认读主要句型 Whose … is this? It’s ... Whose … are these/those? They’re ….并在实际情境中正确运用 学习目标 1. 语言知识目标： （1）能够听、说、认读本课时主要句型Whose … is this? It’s ... Whose … are these/those? They’re …. （2）能够运用已学单词熟练地进行主要句型的替换练习。 2. 语言技能目标： 培养学生的听、说能力和交际能力。 评价任务 小组评价 个人评价 口头评价 资源 与建议 1．本课时的重点是句型Whose … is this? It’s ... Whose … are these/those? They’re ...的表达与运用。 2．本课时的难点是句型Whose … is this? It’s … Whose … are these/those? They’re …在实际情境中的正确运用。正确运用物主代词mine, your father’s等进行描述也是一个难点，人名+’s的表达需注意。 板书设计 Unit5 My clothes Whose … is this? It’s ... Whose … are these/those? They’re …. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 5 My clothes. B Let’s talk(书写课题) First let’s see the learning aims on the screen, please. Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class A: What time is it? B: It’s ... 2. Presentation （1）Let’s enjoy a song “This old hat” （2）Show students a clock.Students use the information in the picture to review words. Then show the pictures of clothes, and let the students try to familiar of this topic, which is used to review. Step III. To learn first and then teach (先学后教) (20分钟左右) 1.Look and say. 2. Listen and answer.（第一次先学后教） （1）Show the dialogue and watch. Now, let’s watch the video, and find the answer. Guide 1 listen and answer Is this Mom’s coat? T: Check the answers. 3.Watch and answer. （第二次先学后教） Students listen to the tape and answer question. Q: Whose pants are those? They are ----- 4.Read and act. （第三次先学后教） 1.Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 2.Ask some groups to act in roles. 3.Free talk. （第四次先学后教） Whose ...... is this? It’s......’s / mine. Whose ..... are those? They are .....’s / mine. 4. Let’s chant. 学 习 过 程 Step IV Production 拓展提升（5分钟左右） The students do exercises . Show in class（适时评价）. Step V Summary（归纳小结）（1分钟左右） 1. Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.). Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. Step VII Homework（布置作业） 1. Listen and repeat . 2 Put away your used things and make a recycling list. 学 习 过 程 当 堂 检 测 1. John 1. Mike 1. Lucy 1. Sarah 1. Mary 1. Amy 1. Kate 1. Lisa Find out and free talk Whose ...... is this? It’s......’s / mine. Whose ..... are those? They are .....’s / mine. 作 业 内 容 Homework（布置作业） 1. Listen and repeat . 2 Put away your used things and make a recycling list. 一 致 性 及时进行教学评一致性，及时给予评价多加鼓励 学 后 反 思 课题名称 Unit 5 my clothes B let's learn 课时 5 授课时间 课标要求 能听，说，读coat,shirt, jacket,shorts,socks,sweater六个新单词。 能熟练运用句型Where are my new socks?What colour are they?就衣物的位置和颜色等展开问答。 学习目标 1. 语言知识目标： 能听，说，读coat,shirt, jacket,shorts,socks,sweater六个新单词。能熟练运用句型Where are my new socks?What colour are they?White.就衣物的位置和颜色等展开问答。 2. 语言技能目标： 培养学生积极参与游戏、唱歌、表演等丰富多彩的活动，提高学生听、说、读、演的能力，养成动脑、动手的好习惯，启迪思维，让学生成为学习的主体。 3. 情感目标： 提醒学生养成及时整理个人物品的好习惯。并能通过活动、游戏使学生产生学习英语的兴趣。 评价任务 小组评价 个人评价 口头评价 资源 与建议 本课时的教学重点是：学会六种衣物的单词，会灵活运用Where are my new socks?What colour are they?White.的句型进行口语交际。难点是：单词“jacket”的读音；及如何结合实际生活, 创设语言环境 , 拓展学生对所穿服饰的应用,让学生学以致用。 板书设计 Unit5 My clothes Where are my new socks? coat,shirt What colour are they? jacket,shorts socks,sweater 学 习 过 程 Step I. Show the learning aims. T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 5 My clothes. B Let’s learn.First let’s see the learning aims on the screen, please. Step II. Show in class and Presentation 1. Show in class Put on your shirt. Hang up your dress. Take off your hat. Wash your skirt. Put away your pants. 2. Presentation （1）Let’s see a picture. The Sun and The Wind. Ask: What colour is it? （2） I tell a story to my students. The Sun and the Wind have a competition. Let’s go and have a look. Then show the pictures of Winds, the boy feel cold when the wind blows. So he put on his coat. Says : It’s so cold. I want to wear my coat. （3）show students pictures, let students fill in the blanks. They should try to show their ideas.（4）Show the Sun to the students. In the picture, the girl feel hot, so she want to wear her dress. Look at these. Is he cold? What do you want to wear? Ss: I want to wear the______. T: Who can fill in the blanks? S1: I want to wear the sweater. S2: I want to wear the hat. （5）Show the guide2, let students fill in banks Who can fill in the blanks? S1: It’s hot. I want to wear my shorts. S2: It’s hot. I want to wear my T-shirt and shorts. （6）Tell students the story. They should be warm to your friends. Just like the sun. Step III. To learn first and then teach 1. Game time. Show students some pictures, let students do the guess game. 2. Let’s go on a trip. （1）Show the picture and try to make new dialogue. A: Let’s go to Hangzhou ! B: OK! A: What’s the weather like in Hangzhou ? 学 习 过 程 B: It’s warm in Hangzhou. A: I want to wear my new shirt. B: What colour is it ? A: Look, it’s green. B: Wow, so beautiful ! Step IV Production Students try to show their ideas in their own words. Show in class Step V Summary 1. Do self-evaluation. Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details. 2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.). Step VI Test in class 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. Step VII Homework 1.Read the new words three times. 2.Copy the new words four times. 3.Check your closet, match some suits of clothes, talk about it and then write them down. 学 习 过 程 当 堂 检 测 Have a try.(自己试着说一说 ) Let’s go to _____ . What’s the weather like in ______ ? I want to wear ______. What colour is it/are they ? Wow, so cool/nice/beautiful… 作 业 内 容 1.Read the new words three times. 2.Copy the new words four times. 3.Check your closet, match some suits of clothes, talk about it and then write them down. 一 致 性 及时进行教学评一致性，及时给予评价多加鼓励 学 后 反 思 课题名称 Unit 6 Shopping! A Let’s talk 课时 1 授课时间 课标要求 能够听说认读本课时对话，并在实际情境中运用。经过三年级和四年级上半学期的学习和积累，学生已经掌握了相关表天气、颜色等的描述性词汇以及用于询问的特殊疑问句式和一般疑问句式，都为本部分的学习做好了语言铺垫。 学习目标 1. 语言知识目标： （1）能够在情境中运用句型Can I help you? Can I try ...on? Size... please。（2）能够在情景中运用句型These ... are nice. They’re too... 描述某物品，能够在语境理解try on, size, of curse, too,just的意思，并能正确发音。 2. 语言技能目标：能够在情境中运用句型These ... are nice. They’re too... 等描述不同服装的特征。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。 资源 与建议 （一）重点：能够在语境中正确运用这4个单词描述物品；能够在语境中理解try...on的意思，并能正确发音。 （二）难点：掌握 Can I help you? Can I try … on?句型，并能在图片的帮助下进行单词分类。 所需条件：教学PPT、图片等 板书设计 Unit 6 Shopping ! Part A Let’s talk --Can I help you? --Yes.These shoes are nice. --Can I try them on? --Of course.Here you are. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 6 Work quietly! A Let’s learn.First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的图片，两人之间进行问答练习或一人描述。 A: What’s this / that? B: It’s a hat. A: Can I try it on? B: Yes, you can. 2. Presentation （1）Let’s enjoy a song “Apple round, Apple red” T：What’re the apple like? Ss : They’re red, round and sweet. （2）I want to buy a pair of shoes.Let’s go to the shoe store and see. These shoes are nice. Can I____? Of course._____________ (板书这两个句型并教授。） （3） Explain the word size for students,then tell students the different from China and America. Step III. To learn first and then teach (先学后教)(20分钟左右) 1. Watch the video and choose.（第一次先学后教） I have bought a pair of shoes. How about John? Now, John and his mother are in a shoes stores. Let’s go and see.First let’s watch thevideo and choose the correct answer. （出示自学指导一） 2. The first picture.（第二次先学后教） （1）Show the first picture and play the tape. In this picture, what kinds of vegetables are they talking about? Now, listen and find. （出示自学指导二）Guide 2 listen and choose 1.The shoes of size six are _____.The shoes of size seven are_____. （2）Listen and find the answers with books closed. T: Check the answers. 3. The second picture. （第三次先学后教） 出示自学指导三 Guide3:Have a dialogue Assistant(售货员）: Can I help you? 学 习 过 程 当 堂 检 测 Step VI Test in class（训练达标）(10分钟左右） 1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes. 2. Show the keys to the test. 3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help. 作 业 内 容 Step VII Homework（布置作业） 1.1.Listen to part A and recite the dialogue. 2.Act the dialogue in groups. 一 致 性 学生能够听说认读本课时词汇，并在实际情境中运用本课时重点句型和词汇，教学目标与学生本课所学知识运用一致。 学 后 反 思 课题名称 Unit 6 Shopping! A Let’s learn 课时 2 授课时间 课标要求 能够听说认读本课时词汇，并在实际情境中运用句型。在活动设计上我采用一些趣味性的机械操练来调动学生的积极性，及时调整学生的学习状态，深入学习时间的表达方式以及句型，学生在练习句式的同时，深化延伸一些新的单词和句子，让学生将所学内容与实际生活联系起来，真正运用到生活中去。 学习目标 1. 语言知识目标： （1）学习4个描述物品的单词：sunglasses、scarf、umbrella、gloves （2）掌握 Can I help you? Can I try … on?句型，并能在图片的帮助下进行单词分类。 2. 语言技能目标：（1） 能够听、说、认读4个描述天气的单词： sunglasses、scarf、umbrella、gloves。 （2）能够在语境中正确运用这4个单词描述物品；能够在语境中理解try...on的意思，并能正确发音。 （3）能在图片的帮助下进行单词分类。 评价任务 小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行汇总。 资源 与建议 （一）重点：能够在语境中正确运用这4个单词描述物品；能够在语境中理解try...on的意思，并能正确发音。 （二）难点：掌握 Can I help you? Can I try … on?句型，并能在图片的帮助下进行单词分类。 所需条件：教学PPT、图片、实物等。 板书设计 Unit 6 Shopping A Let’s learn --Can I help you? --Yes.The gloves are nice. ---Can I try them on? --Sure. 学 习 过 程 Step I. Show the learning aims. (示标示导) （1分钟） T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 6 Shopping. A Let’s learn(书写课题). First let’s see the learning aims on the screen, please.(多媒体呈现学习目标) Step II. Show in class and Presentation （展示导入） （五分钟） 1. Show in class 利用学生自己带的图片，两人之间进行问答练习或一人描述。 2. Presentation （1）Let’s enjoy a song “This old hat” （课件展示动画，师生一起拍手跟唱。） (2) Teacher asks the students “What’s the weather like in the song?” Students: It’s sunny day. T:It is a sunny day. I want to wear my sunglasses(板书并教授新单词). Let students read the word one by one,read in group,read together. Then teacher show a picture of rainy day. Teacher asks the students “What’s the weather like?” Students: It’s rainy day. T:It is a rainy day. I want to wear my umbrella.(板书并教授新单词). （4）I will teach the other words in the same way.(gloves/scarf) Step III. To learn first and then teach (先学后教) (20分钟左右) 1. Listen and answer.（第一次先学后教） I have lots of beautiful clothes. John also wants to buy some new clothes. Now he is in the store.Let’s go and see.（出示自学指导一） Guide1:John is in a shop. He is talking with the salesperson.What are they talking about? 2. Show the picture.（第二次先学后教） （1）Show the picture and play the tape. In this picture, what does John want to buy? 学 习 过 程 （出示自学指导二） Guide 2 listen and answer What does John want to buy? （2）Listen and find the answers with books closed.T: Check the answers.3. Read in roles. Show the guidance to Ss and have the Ss cooperate to read the dialogue aloud in groups in 2 minutes. (齐读、小组读，男生读、女生读等多种形式反复强化朗读) T: Compare which group behaves the best.（适时评价）. 4. Act in roles. Ask some groups to act in roles.（各小组代表戴头饰分角色表演对话。在真实语境中复$$