最新广州版小学四年级上册英语教案(含练习设计)

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目录

Unit 1  What’s in your room?. 3

Unit 2 They are the windows. 11

Unit3   Welcome to my house. 17

Unit4 I live in a big house. 22

Unit 5 Let me show you our new school 29

Unit6 How many classrooms are there in your school?. 30

Unit 7 How many stars does each group have?. 33

Unit 8  I like English best. 36

Unit 9 Look at this T-shirt. 38

Unit10 Can I help you?. 45

Unit 11  I want to be a paniter. 52

Unit12 What’ s your father’s job?. 57

 


Unit 1  What’s in your room?

1、 词汇      Want / next to…/ between

2、 重点句型

1)询问某物里面有什么的句型—-What’s in…?

句型结构:What’s in + 其他?

重点解析:此句型是由what引导的特殊疑问句。疑问词what意为“什么”,介词in             意为“在…里面”。答语为“There is/are +  + in + 其他.”,也可以直接回答             物品名称。

例如:What’s in your room?

—There is a bed, a desk and a chair in my room.

What’s in your bag?  —There are some books and a pen.

2)问颜色—-What colour…?

句型结构:What colour is/are + 物品?

例如:What colour is your computer? —It’s pink.

What colour are they? —They are green.

3、 方位介词

On表示“在…上面”。 (强调两者互相接触)例如:I put my pen on the desk.

In表示“在…里面” 例如:The ball is in the box.

Near表示“在…附近”  例如:He lives near the river.

Over表示“在…上面”. (不与物体接触)例如:There is a bridge over the river.

Under表示“在…下面” 例如:There is a pair of shoes under the bed.

Behind表示“在…后面” 例如:There is a river behind the house.

In front of表示“在…前面”  例如:There is a big tree in front of the house.

Next to…在旁边  例如:There is a bed next to the window.

Between 在(两者)之间  例如:There is a chair between the door and the window. 4、语法:be动词的用法和区别

there be句型和have/has的用法区别

  • Be动词

Be动词:am、 is、 are

口诀:我用am, 你用are, is用在他她它,复数全用are。

例题:

  1. I ______ a boy. ______ you a boy? No, I _____ not.
  2. The girl______ Jack’s sister.
  3. The dog _______ tall and fat.

4.The jeans ______ on the desk.

(一)、有be动词的肯定句和否定句

I am from London.               I am not from London.

He is a teacher.                  He is not a teacher.

She is in the dining room.         She is not in the dining room.

My hair is long.                 My hair is not long.

Her eyes are small.               Her eyes are not small.

归纳:在有be动词的句子中,改否定句时只要在be动词______加上_____。

(二)、有be动词的一般疑问句

Am I a Chinese?          Yes, you are.     No, you aren’t.

Are they American?       Yes, they are.    No, they aren’t.

Is the cat fat?             Yes, it is.        No, it isn’t.

(三)、综合练习

用恰当的be动词填空。

  1. The man with big eyes _______ a teacher.
  2. ______ your brother in the classroom?
  3. Where _____ your mother? She ______ at home.
  4. How _______ your father?
  5. Mike and Liu Tao ______ at school.
  6. Whose dress ______ this?
  7. Whose socks ______ they?
  8. That ______ my red skirt.
  9. Who ______ I?
  10. Here ______ a scarf for you.
  • There be
  • :there be 句型基本认识
  • 定义:There be句型表示某处存在某物或某人。

2、结构:(1) There is +单数可数名词/不可数名词+ 地点状语.

(2) There are +复数名词+地点状语.

注意事项:  there是引导词,在句中不充当任何成分,翻译时也不必译出。句子的主语是某人或某物,谓语动词be要与主语(某人或某物)的数保持一致。当主语是两个或两个以上的名词时,谓语动词要与跟它最近的那个名词一致。如:

① There is a bird in the tree.   树上有一只鸟。
② There is a teacher and many students in our classroom.  我们教室里有一位老师和许多学生。
③ There are two boys and a girl under the tree. 树下有两个男孩,一个女孩。

  • : there be 句型的常考点

1:变成否定

There be句型的否定式的构成和含有be动词的其它句型一样,在be后加上not即可。例如:
例1: There are some pictures on the wall.

=There aren’t any pictures on the wall.

例2:There is a bike behind the tree.

= There isn’t a bike behind the tree.

2:变成一般疑问句

There be句型的一般疑问句变化是把be动词调整到句首,再在句尾加上问号即可。但同时要注意:当肯定句中有some时,要将其改为any(否定变化也一样)。

some 用于肯定句, any用于否定或疑问句。

There is some water on Mars. → Is there any water on Mars?
There are some fish in the water. →Are there any fish in the water?

3:特殊疑问句

对主语提问:当主语是人的时候,则用who 引导,当主语是物的时候,则用what 引导。注意:无论原句的主语是单数还是复数,对之提问时一般都用be的单数形式(回答时却要根据实际情况来决定)。如:
There are many things over there. →What’s over there?
There is a little girl in the room.→Who is in the room?
对地点状语提问:则用where 引导。如:

There is a computer on the desk. → Where is the computer?
There are four children on the playground. →Where are the four children?

对数量提问:般有两种句型结构:
How many+复数名词+are there+介词短语?
How much+不可数名词+is there+介词短语?

  • Have / has
  • 定义:指的是主观上的“拥有;持有”,表示某人拥有某物,是一种所属关系

2、结构:主语 + have(第三人称单数用has)+ 物品

例如:I have some apples.

My mother’s has some friends.

  • have/has跟主语的搭配

第一人称:我,我们 I, we

第二人称:你,你们 you

第三人称:除第一、第二人称之外的其他人称

第三人称单数:he, she, it, Kitty, Alice, Ben

have(第三人称单数)——has

语法练习:

  • 、用“have, has” or “there is , there are”填空

 

  1. I________a good father and a good mother.
  2. ____________a telescope on the desk.
  3. He_________a tape-recorder.
  4. _____________a basketball in the playground.
  5. She__________some dresses.
  6. They___________a nice garden.
  7. What do you___________?
  8. ______________a reading-room in the building?
  9. What does Mike___________?
  10. ______________any books in the bookcase?
  • 单项填空。
    (   )1. There___ not ____ milk in the cup on the table .
    are, many    B. are , much    C. is ,many      D. is ,much
    (     )2.How many ___ are there in the room ?
    A. apple     B. students    C. milk      D. paper
    (    ) 3.How many boys ____ there in Class one?
    A. be        B. is         C. are       D. Am
    (    ) 4.There ____ a lot of good news in today’s newspaper.
    A. is     B. are   C. was   D. Were
    (  )5.There __ pencil-box, two books and some flowers on the desk.
    A. is a    B. are some    C. has a    D. have some
    (   ) 6.There ___ an apple and ten bananas in the basket. You can take

any of them.
A. are    B. is    C. has    D. have

(   ) 7.My toy dog         big ears.

  1. have    B.has     C.there is      D.there are

(    ) 8. ____ any flowers on both sides of the street?
A.Is there   B.Are there   C.Has   D.Have
(    ) 9. There is no air or water on the moon. Is there?
____.
A. Yes, there are    B. No, there isn’t
C. Yes, there isn’t   D. No, there is
(    ) 10. ____ any flowers on both sides of the street ?
A. Is there     B. Are there      C. Has      D. Have

课后练习:

一、判断语音是否一致

  • game hat (   )   2、can  face (   )    3、short English (   )

4、car  park    (  )   5、may  play (  )   6、sand  safe (  )

二、英汉互译

  • 紫色的花_____________ 在门后面_____________

3.在床下面_____________   4.两只棕色的猫_______________

5.一张大床_______________ 6.next to the computer_________________

7.on the wall_____________  8.在床上___________

三、选择

(   )1、I want you ______ your bedroom.  A.draw    B.to draw   C. drawing

(   )2、Look at my books. ______ on my desk.   A.They   B.It’s   C.They’re

(   )3、______ in your room?    A.What    B.What’s     C.Where

(   )4、There is a map  ______  the  wall.    A.on    B.in    C.under

(   )5、There ____ two  brown cats under the bed.   A.is    B.are  C.has

(   )6、_______ Picture 2,there is a bed.   A.In     B. At     C.On

(   )7、There is a big bed next ______ the window.  A.in    B.to     C.at

(   )8、What  colour ________ the window?   A.is     B.are      C.in

(   )9、There is a small bed in my bedroom,_______ .  A. too    B. also   C. and

(   )10、There is a chair ______  the door and the window.

  1. next to B. between      C.near

四、连线

1、What’s in your room?             A.It’s next to the window.

2、What colour is your pen?          B.In my room,there is a big bed.

3、Where is your bed?                C.My name is Shape.

4、Open the window,please.           D.OK.

5、What’s your name?                E.It’s pink.

五、阅读判断对错 T  F

Look! This is our classroom.Let’s go and have a look. There are some flowers on the teacher’s desk.There is  a blackboard(黑板)on the wall. There are forty-seven students in our class,twenty-three boys and twenty-four girls.There are two English girls. Their names are Lily and Lucy.They are twins.They are ten.Our classroom is big and bright.We love it.

(   )1、There is a blackboard in the classroom.

(   )2、There are some flowers on the teacher’s desk.

(   )3、There are forty-five students in our class.

(   )4、There are three English girls.

(   )5、Our classroom is big and bright.

教学反思:

 

 

Unit 2 They are the windows

教学目标:

1.技能目标:

(1)通过学习故事,学生能够正确理解故事内容并朗读课文。

(2)能够运用所学方位词正确描述事物的位置。

2.知识目标:

(1)词汇:正确认读名词rock  ground;动词短语:look for

疑问词where;

方位词 on、 under、 in、 behind、 in front of;

(2)句型:能够掌握询问和描述事物位置的基本句型,并正确进行描述。

Where is the ……?

on……

under……

It’s       in……

behind……

in front of………

3.情感目标:

(1)在学习过程中培养学生的合作意识和良好的英语学习习惯。

(2)通过学习故事,培养学生拾到物品应归还失主、朋友需要帮助时要

伸出援助之手的意识。

教学重点:

理解故事内容,正确朗读课文。

教学难点:

正确运用方位介词描述事物的具体位置。

教具准备:

CAI、书、图片、单词卡片、自制ppt课件

教学过程:

(呈现PPT1  板书标题)

导入语:Children,this class,let’s study Unit4 together. Where is it?

它在哪?Can you read the title with me?

学生:Read after the teacher:Unit4 Where is it?

一、导入

一)Guessing game   PPT2

T :Children,now I have a riddle for you. Please guess. What’s this?

Please look,listen and guess.

It’s brown.   It’s yellow.   The squirrel likes it very much.

S: Look,listen and guess.  It’s a nut.

T:Yes,it’s a nut. I like nuts. Do you like them?

S:Yes.

  • 新授

(一)故事引入:图片引入   PPT3

过渡问题:

T:Please look at this picture. Can you find any nuts?

Yes,they’re here. So many nuts in the tree.

What other things can you see?

S:look and say:a bird,a snake,a frog……

T:Very good,children. You did a good job.

Look at our old friend Bobby. He is looking at the nut.

Maybe he wants a nut. Let’s enjoy the story“Finding a nut”.

Before watching it,I have two questions for you:       PPT4

 Question1Who are in the story

Question2Where are they

(二)Play CAI:播放故事动画

(三)Answer the questions:回答问题

Question1    PPT5

过渡语:

T:Now,it’s time for us to answer the questions.

Q1:Who are in the story?Do you remember?Who can answer?

S:Lulu,Mocky,a bird,a snake,a frog,a squirrel.

T:Yes,they’re Lulu,Mocky and some other animals.

Question2    PPT6

过渡语:But where are they?It’s a little difficult. Maybe this picture can help you.

(四)Tell the story:讲故事

Picture1:   PPT6

1、学习方位介词:

T:Look,this is a…..  The bird is on the rock.

出示单词卡片on,领读单词on,贴黑板,领读句子。

(用同样的方法完成under,in,behind,in front of方位介词的学习)

2、复习方位介词:

过渡语:Boys and girls.  It’s a very useful picture.

We can get a lot of information from it.

让我们一起来朗读这些表示方位的名词吧。

领读顺序:on    —— on the rock    —— The bird is on the rock.

under —— under the rock —— The snake is under the rock.

in    —— in the water    —— The frog is in the water.

behind………………………………………………………….

in front of……………………………………………………….

3、回答问题:(小组之间说句子)  PPT7-11

Children, can you answer where are they now?

学生按小组尝试运用所学方位介词回答问题2.

Picture2:   PPT12

过渡语:

Mocky climbs up the tree,he has a nut. But the nut falls down.

He is worried and he says:

“播放录音Oh,no!My nut!”

你能模仿Mocky的语音语调读一读吗?

再次播放录音,学生模仿Mocky着急的心情进行跟读。

Picture3:   PPT13

过渡语:

The squirrel has Mocky’s nut.  He likes the nut very much.

So he says:“播放录音I like nuts.”

The squirrel has a nut. He is very happy. Can you read it happily?

再次播放录音,学生模仿进松鼠高兴的心情进行跟读。

Picture4:   PPT14

T: Who comes?

S:Lulu

T:Yes,Lulu comes. Lulu is Mocky’s good friend. Lulu asks:

“播放录音What are you looking for?”解释look for的意思

S:跟读句子

T:Mocky can’t find his nut. So he says: “播放录音My nut. Where is it?”

Can you say like Mocky?

S:像Mocky一样跟读句子。

T:But Lulu doesn’t know it. So he says:“播放录音I don’t know.”

学生分组扮演MockyLulu分角色朗读对话.

Picture5:   PPT15

过渡语:

Lulu is really a good friend. She helps Mocky.

They go to find the nut together.

They are near the river. Mocky says:“播放录音Is it in the water?”

The nut isn’t in the water. So Lulu says:“播放录音No,it isn’t.”

Picture6:   PPT16

过渡语:

Now,they’re near the rock. Mocky says:

“播放录音It isn’t on the ground.”

Let’s listen to Lulu:“播放录音No,it isn’t.”

学生分组扮演MockyLulu分角色朗读图片5和图片6中的对话.

Picture7:   PPT17

过渡语:

Look,this is the squirrel. He has Mocky’s nut. Lulu sees the nut.

She is very happy. So she shouts:

“播放录音There’s your nut,Mocky.”

Can you say it happily?

学生用高兴的心情跟读句子。

Picture8:   PPT18

过渡语:

The squirrel wants to give the nut to Mocky. And he says:

“播放录音Is this your nut?”

Mocky finds his nut. He is happy now. So he says:

“播放录音Yes,it is. Thank you.”

男女生分组扮演Mocky和松鼠分角色朗读图片8中的对话.

  • 巩固练习

(一)Watch the story again. 再次观看故事动画

(二)Read after the tape. 跟读故事       PPT19

教师在学生跟读句子的同时对每幅图进行描述,增加故事的完整感。

P1:直接跟读。

P2:Mocky climbs up the tree,he has a nut. But the nut falls down.

He is worried.   播放,学生跟读

P3:The squirrel has Mocky’s nut.   播放,学生跟读

P4:Lulu comes to help Mocky.      播放,学生跟读

P5:They’re near the river.          播放,学生跟读

P6:They’re near the rock.          播放,学生跟读

P7:Lulu sees Mocky’s nut.         播放,学生跟读

P8:The squirrel wants to give Mocky’s nut back.  播放,学生跟读

小结:同学们,在这个小故事里,Mocky在Lulu的帮助下顺利找到了丢失的坚果,让我们再次来回忆一下Lulu帮助Mocky找坚果的过程吧。

活动:教师叙述故事内容,学生贴图。

Lulu is really a good friend.老师有一句话要送给你们:     PPT20          “A friend in need is a friend indeed.患难见真情”

(一)Play a game:Find the nut.

过渡语:Now,let’s help Mocky to find the nut. Can you see it?  PPT21

练习方式:师问生答

(二)Let’s chant:PPT22

Where is the nut? It’s on the rock.

Where is the nut? It’s under the rock.

Where is the nut? It’s in the water.

Where is the nut? It’s in front of the tree.

(三)Let’s practice:PPT23——28

过渡语:Children,you can help Mocky to find the nut.

But do you really understand the story?

Let’s choose A or B.

出示练习题:

做题要求:认真观察图片,朗读句子,做出正确的选择。

五、小结

同学们,今天我们学习了Where is it?这个小故事,并且学习了5个表示方位的介词,同学们都能够运用这些介词描述故事事物的具体位置,但是你能运用所学方位介词来描述他们的位置吗?              出示PPT29

六、作业PPT30

1、Read the story.

2、尝试运用所学方位介词描述图中人物的位置。

 

教学反思:

 

 

 

 

 

 

 

 

 

Unit3   Welcome to my house

一、教学内容

  1. 主题课文:

Lingling: Welcome to my house! Let’s go to my bedroom.

Maomao: Your room is tidy. You have a big bookcase.

Guoguo: You have a nice chair.

  1. 四会词汇: house, bedroom,  room,  tidy,  chair
  2. 功能句型: You have a big bookcase.

Welcome to my house.

二、教学目标

(一)知识与技能目标

  1. 能听懂会说“You have a big bookcase.” 并能在实际情景中运用。
  2. 能听、说、读house, bedroom等5个单词。
  3. 正确朗读对话、表演课文。

(二)过程与方法目标

  1. 通过复习第一人称I have…句型,采用转述的方法过渡到第二人称You have…;通过复习形容词,引导学生运用不定冠词+形容词+ 名词的表达方式。
  2. 借助图片,在句子问答中呈现单词。
  3. 听录音,跟读磁带,模仿语音、语调,培养语感。

(三)情感态度与价值观目标

能用英语描述他人物品,了解如何招待客人以及去别人家做客的礼仪文化。

三、教学重难点:

(一) 教学重点

  1. 表示第二人称有You have… 句型,能用a+adj.+n.表达方式对他人物品进行描述。
  2. 人称代词you 和your 用法
  3. 句型Let’s do sth.的表达方式

(二)教学难点:

  1. 表示欢迎的句型 “Welcome to my house ”的表达方式,单词welcome中 [w]和[m]的发音.
  2. 句型Your room is tidy中的物主代词your 和人称代词you 的表达, 可以用You have a tidy room 来表达。

四、教具准备

录音机、教学挂图、单词卡片、关于房子和各个房间PPT课件

五、教学过程:

  • Warming up

活动一:唱英文歌曲This is my house 选自:金太阳儿童歌曲

活动目标:我选择了唱“This is my house”作为热身.轻快的旋律引领学生进入英语氛围。

实施方法及师生预设语言:

  1. 师生互致问候,听歌曲This is my house

T: Hi,Boys and girls! Nice to meet you!

S: Good morning!

T: At first, I’ll invite you to listen to a nice English song. This is My House.

  1. 师生齐唱歌曲

T: Ok, how about the song? Can you sing it? Let’s sing the song together!

S: A nice/beautiful song!

(二) Presentation and Practice

活动一:了解房子与各个房间的名称

活动目标:通过教师介绍,学生重复的方式,使学生对房子的布局有个整体印象,为本单元话题作铺垫

实施方法及师生语言预设:

  1. 教师用课件向学生展示房子的图片,教师向学生介绍出房子单词,并请学生重复“house.”

T: Look, This is a house. Please read after me.

S: House.

T: Perfect! It’s a house.

  1. 教师出示各个房间的图片,教师向学生用英文介绍各个房间的名称,并请学生重复。给学生对房子的结构布局有一个整体印象,为本单元房子话题做铺垫

T: There are so many rooms in the house. What are they? Let’s have a look.

T: This is a bedroom/a sitting room/bathroom/kitchen. Please read after me.

S: A bedroom/a sitting room/bathroom/kitchen.

  1. 利用先锋版教材三上第四课练习题的第三题,检测学生对各个房间名称的掌握情况。

活动二:词汇学习以及课文对话学习

活动目标:先呈现新单词,然后通过游戏选择单词,训练学生学生的听力,练单词。

实施方法及师生预设语言:

1.引导学生看本课对话中的图片(出示主题图PPT)

T: Look, this is a bookcase. Please repeat.    Ss: A bookcase.

T: Very good. It’s a bookcase. There are so many books in the bookcase.

T: This is a chair.  S: A chair

T: Next, this is a computer.

S: A computer.

T:Who are they? Where are they?(听录音一遍) How is the room?(再听一遍)(此时出示PPT10-12讲单词“tidy” )What does lingling have?(听录音第三遍出示PPT13-P17)

  1. 听录音,看课文,跟读对话。学生模仿录音中的语音、语调跟读对话。第一遍整体听,第二、三遍进行逐句跟读。

T: Let’s listen to the tape. Please listen to it carefully and try to copy its pronunciation and intonation.

  1. 让学生3人一组,分角色朗读课文,教师巡视,指导有困难的学生。

T: Please work in group and read the dialogue.

  1. Performance: 请学生以小组为单位表演对话。

T: Which group wants to make the role play?

S: Let’s try.

活动三:学习功能句型 (请你跟我学)

活动目标:复习I have… 句型迁移到You have.. 句型。

实施方法及师生预设语言:

  1. 教师出示一张图片,上面有不同的物品,教师向学生描述图片。通过提问的方式让学生用You have…来转述。

T:I have a bed. I have a chair. I have …What do I have? You can use ‘You have…’

S1: You have a bed.

S2: You have a chair.

S3…

  1. 学生根据自己的学习用具,小组内进行句式的训练。

T:Let’s do group work with your stationery. For example. A says ‘ I have a pencil.’ B should say ‘ You have a pencil.’ Are you clear?

S: (Group work)

设计意图:通过转述教师的语言,使学生初步了解You have的含义。通过小组训练进一步巩固“I have”“You have”的功能句,为学习主题课文做铺垫。

(三)学习效果评价(检测题)

检测目标和意图:通过练习题考察学生本课知识点的掌握情况,为下一步学习提供参考。

一、Match (把图片与对应的单词连起来)

 

 

kitchen        sitting room     bedroom       bathroom

二、Filling the blanks(根据课文内容选词填空)

 

 

 

  1. ________ to my house! Let’s go to my _______.
  2. You have a ______ chair. I like it so much.
  3. Your room is ____. You have a big ______.

(四) Homework

  1. 写本课四会单词,每个单词写一行
  2. 听本课录音并朗读对话

教学反思:

 

 Unit4 I live in a big house

教学目标:1、掌握好一般疑问句的变化方法

2、 学习如何表达自己喜欢做某事

教学重点:1.如何表达自己喜欢做某事。(like的用法)

  1. Have/has的区别。
  2. 一般疑问句的变化方法。

教学难点:一般疑问句的变化方法。

  • 词组

like to      after school   in a flat    play computer games

take a shower    have meals    watch TV    read books

do one’s homework     grow flowers   Let’s = let us   have a bath

  • 单词辨析
  • some / any的用法区别

Any和some都有“一些”的意思,它们既可以修饰可数名词复数,又可以修饰

不可数名词。但是,它们在用法上有所区别

  1. Some常用在肯定句种,而any常用于否定句中和疑问句中。

例如:I have some books. 我有一些书.(肯定句)

I can’t see any juice. 我没看见果汁.(否定句)

Do you have any friends at school? 你在学校有朋友吗(疑问句)

  1. 在表示请求、邀请、语气委婉、希望得到对方肯定回答时,多用some不

用any。此时,句中常出现情态动词can, may, could, would等。

例如:Would you like some soup? 你想要一些汤吗?

  1. any也可以用于肯定句中,此时后面接可数名词单数,意为“任何一个”,

起强调作用。

例如:Any student can answer this question. 任何一个学生都能回答

这个问题。

Some, any用法歌诀

肯定句,用some,否定、疑问用any.

但有两点特殊记:

若表请求、邀请或委婉,疑问也要用some.

若表“任何一个”接单数,肯定也要用any.

  • have / has (有)的用法区别

第一人称:我,我们 I, we

第二人称:你,你们 you

第三人称:除第一、第二人称之外的其他人称

第三人称单数:he, she, it, Kitty, Alice, Ben

have(第三人称单数)——has

  1. I _______a dog.
  2. He _______a cat.
  3. You ________ a pen.
  4. I ________ a bicycle and Ben ______a bicycle, too.
  5. You _____ two new friends and I ______one.
  6. Alice ______ long hair and I _____short hair.
  7. We ______ two new pens.
  8. They _____ three books.
  9. Ben and Peter ____ three apples.
  10. A ladybird ___ six legs.
  • too 和also的用法区别

课文应用:Do you live in a flat, too?

重点解析:also和too意义上没有区别,都是“也”的意思;用法一般都是用于

肯定句中;also放句子中间或句首,但不能放句末;too只能放句末。

例如:We also can do it. / Also, we can do it.

Me too. / I am so happy, too!

三、句型

(一)如何表达自己喜欢做某事—I like to…

课文应用:Yes, I like to play here after school.是的,我喜欢放学后在这里玩。

句型结构:I like to + 动词原形 + 其他。

重点解析:此句型用于表达自己喜欢做某事。Like意为“喜欢”,如果后接动作,要用to加上动词原形。

例如:I like to swim, but Mary doesn’t like. 我喜欢游泳,但是玛丽不喜欢。

四、语法:

简介一般疑问句

课文应用:Do you live in a flat, too? 你住在一个公寓里吗?

一般疑问句有以下三种情况:

  • 由be动词开头的一般疑问句:

其结构为:Be动词 + 主语 + 其它?其中be动词的形式由其主语的人称和数来决定。其答语为:Yes,主语 + be动词./ No,主语 + be动词 + not.

例如:—Is Mary your sister?玛丽是你妹妹吗?

—Yes,she is.是的,她是。

—Are they your friends? 他们是你的朋友吗?

—No,they aren’t.

2)由助动词引导的一般疑问句:

其结构为:Do/Does + 主语 + 动词原形 + 其它?当主语是第三人称单数时用does;当主语是其他人称时用do。其答语为:Yes,主语 + do / does./ No,主语 + don’t/doesn’t.

例如:—Do you like apples? 你喜欢吃苹果吗?

—Yes,I do. 是的,我喜欢。

—Does she like painting? 她喜欢画画吗?

—No, she doesn’t.不,她不喜欢。

3)由情态动词 + 主语 + 动词原形 + 其他?其答语为:Yes,主语 + 情态动词。/ No,主语 + 情态动词 + not。

例如:—May I come in? 我可以进来吗?

—Yes, you may. 是的,你可以。

—Can you speak English? 你会说英语吗?

—No, I can’t. 不,我不会。

 

一般疑问句的变化规则

一般疑问句并不难,谓语调到主语前。

大写、小写有变化,句末要把问号添。

第一人称变第二,以上规则要记全。

课后练习:

  • 把下面的字母组成单词,并写出其汉语意思。
  1. o, m, c, e ____________________ (               )
  2. c, o, l, o, s, h       ____________________  (               )
  3. l, v, e, o ____________________ (               )
  4. e, i, l, v ____________________ (               )
  5. e, a, u, t, f, u, l, b, i ____________________ (               )
  • 给下列短语选择合适的译文。

(       ) 6. have meals

(       ) 7. read a book

(       ) 8. do one’s homework

(       ) 9. take a shower

(       ) 10. watch TV

  1. 淋浴 B. 看电视       C. 用餐
  2. 读书 E. 做家庭作业
  • 单项选择。

(   ) 11. I like _____ here.

  1. stay B. stays          C. to stay

(   ) 12. —Where are my books?

—__________________

  1. No, they aren’t B. They are on the desk.

C.I am on the bed.

(   ) 13. —What’s in your room?   —_____________________

  1. There is a small desk in my room.
  2. They are on the desk
  3. It’s a computer

(   ) 14. I live _____ a big house.

  1. on B. in          C. to

(   ) 15. There _____ some toys in the room.

  1. is B. are         C. be

(   ) 16. She _____ two sisters and a brother.

  1. have B. has         C. there is

(   ) 17. Do you have ______ new toys?

  1. any B. some        C. a

(   ) 18. Is there ____ orange window in your house.

  1. a B. an          C. The

(   ) 19. ______ rabbits _______in the living room.

  1. How many; is there B. How many; are there
  2. How much; are there

(   ) 20. _____ she _____ a dog?

  1. Do; have B. Do; has      C. Does; have
  • 根据首字母填空
  1. You can cook and eat in the k________.
  2. There is a swimming pool in the g_________.
  3. You can read a book in the s___________.
  4. There are three sofas and two chairs in the l_______________.
  5. W___________ to our school.
  • 选择合适的选项完成对话。

A:________ do you live?

B: I live _______ a house.

A: Is your house large or small?

B: It’s _________.

A: How many ________ are there?

B: Five.

A: Do you have a garden?

B: Yes, I do. I like to ______ flowers in it.

  1. grow B. where    C. large    D. rooms     E. In

七、阅读短文,判断正(T)误(F)

My name is Kate. There are four people in my family. They are my father, mother, brother and me. My father is a doctor. My mother is a nurse. My brother is a policeman. I am a pupil. I want to be a reporter. I want to get news for people.

(    ) 1. There are four people in Kate’s family.

(    ) 2. Kate’s father is a cook.

(    ) 3. Kate’s mother is a nurse.

(    ) 4. Kate’s brother is a writer.

(    ) 5. Kate wants to be a reporter

 

教学反思:

 

 

 

 

 

 

Unit 5 Let me show you our new school

教学目标:

学习策略:1.通过图片、动作、语音教学方法让学生记忆单词。

  • 通过小组合作等多种形式对所学知识进行整合提高综合运用语言的能力。
  • 教学重、难点:

1).重点:四会掌握12个新单词,句型

2)I like to难点:1library; playground, opposite这三个单词发音、单词记忆。(2)句型I like to…容易读成I like…

教学媒体:教学软件。

教学资源:图片、电脑。

教学过程:

一、Leading-in

1.TPR

about prepositions

  • Look and say .

二、Presentation and Practice

  1. Sing a song ( Our school )

2.PPT: Present new words.

用情景呈现和语音操练

2个新单词。

(library , playground )

3.Look at the map of our school and say .( Welcome to our school )

Where is…? It’s…I / We like to…(板书)

4.Practice in groups.

5.情境引出Is  there…? Yes,there is./No, there isn’t ./Are there…?Yes, there  are /No,  there  aren’t.

三、Development

1.Talk about your school.

My name is…

In our school there are …

The classroom is….I like to…

  • Consolidaiton
  • Read the passages choose the right
  • Summary

总结今天复习的内容,小组评价。

  • Homework 。

 

教学反思:

 

Unit6 How many classrooms are there in your school?

教学目标:

  1. 学习数词 11-19的单词,在学习过程中巩固句型How many…..? There are …
  2. 学习整十数的单词,再学习过程中引出并学习100以内一步加法的表达方法;
  3. 在巩固学习100以内一步加法的表达方法时,引出学习几十几的表达方法。

教学重点:本课数词和加法算式的表达

教学难点:thirteen /thirty /fifteen /forty/fifty /eighteen/eighty的构成。

教学过程:

一、 复习旧知识

  1. 看图回答问题,复习数词1-10:

How many –s are there in the picture? There are …

二、 学习新知识

1.看图,用How many –s are there in the picture? There are …的句型引导学生学习新单词eleven\twelve\thirteen\fourteen\fifteen\sixteen;

2.引导学生根据thirteen\fourteen\fifteen\sixteen的构词规则写出17,18,     19的单词;

seven→ seventeen    eight → eighteen    nine →nineteen

3.学习加法算式:

10+4=?     What is ten and four ?

=14        It’s fourteen

10+4=14    Ten and four is fourteen.

  1. 当堂练习:7+8=15 9+10=19
  2. 由算式10+10=?引出学习twenty,由20+10=?引出学习thirty,由20+20=?引出学习forty, 由30+20=?引出学习fifty;
  3. 引导学生根据twenty\thirty\forty\fifty的构词规则写出60,70,80,90的单词;six →sixty    seven →seventy   eight →eighty   nine →ninety
  4. 学习22和36的表达方法,并口头表达57,84,91

三、 巩固新知

  1. 回顾新单词11-19和20-90的整十数
  2. 小结100以内的数词的构成规则:

(1)1-12没有规则,需要大家逐个背;

(2) 13-19都以teen/ti:n/结尾;

(3) 20-90的整十数都以ty/ti/结尾;

(4) 几十几的的表达是整十数加个位数,中间用—连接。

  1. 做周报

四、布置作业。

五、板书

 

 

堂上练习

  1. 根据thirteen\fourteen\fifteen\sixteen的构词规则写出17,18,19的单词;

three→ thirteen      four →fourteen       five →fifteen

six→ sixteen                   seven→  ______________

eight →  ______________    nine → ________________

  • 根据twenty\thirty\forty\fifty的构词规则写出60,70,80,90的单词;

two → twenty        three →thirty        four →forty five →fifty

six →____________

seven →_________

eight →___________

nine →_____________

  1. 用英语表示下面的2条算式:

7+8=15   _____________________?   _______________

9+10=19  _____________________?   _______________

  1. 用英语表达下面的数字。

57____________ 84_________________ 91________________

  1. 回顾这节课学过的单词填写下面的规则:

(1) 1-12没有规则,需要大家逐个背;

(2) 13-19都以______________结尾;

(3) 20-90的整十数都以___________结尾;

(4) 几十几的的表达是 _________—________ ,中间用     ________连。

 

  1. 填写下表。

 

 

Unit 7 How many stars does each group have?

教学目标:

(1)“四会”掌握下列单词和短语:twenty, thirty, forty, fifty, eighty.

(2)“三会” 掌握15-100,和100以上的数字。数字用阿拉伯数字来写。

(3)组织与课文内容相类似的对话,并能应用于实际之中。

(4)完成Let’s learn Together, Fun with Language。

教学过程:

一、Warming up:

1) Read and act.

2) Sing a song: The more we get together

二、新课呈现与操练:

1)呈现:唱完后,问:10之后的英文数字有怎样说呢?我们现在就来学习其他数字,板书:

复习twelve     对比“四会” 掌握twenty,  twenty-one

复习 thirteen  对比“四会”掌握 thirty,   thirty-two

复习fourteen  对比“四会”掌握 forty,    forty-three

复习 fifteen   对比“四会”掌握 fifty,    fifty-four

学习 sixteen    对比“三会” 掌握sixty,     sixty-five

学习 seventeen对比“三会” 掌握seventy,   seven-six

学习eighteen  对比“四会”掌握 eighty,   eighty-seven

学习nineteen  对比“三会” 掌握ninety,  ninety-eight

请学生总结,找规律:

  1. 十几十几,大部分是以teen结尾。
  2. 几十几十,大部分以ty结尾。特殊的用红笔板书。提醒学生发音上的区别:

teen [ti:n],  ty [ti]。

c.让学生发现:几十几的表达是:几十和几的中间加“-”“四会”掌握One hundred。

2)操练:

①用数字卡进行口算练习。老师从口袋里拿出钱,口头做书本上的练习

P5 Ex.1.Read the numerals and do the sum in groups.

②做完练习,老师说:Miss Liu has so much money, I want to buy some clothes. They are colourful. Do you know what colour they are? Now, listen and colour the clothes. 做练习P6, Fun with language. Ex1.Listen and colour the clothes.

③涂完颜色后,老师拿一些漂亮的图画上黑板,检查它们的颜色涂得对不对。然后说:They are nice clothes, I want to buy them. But how much are they? Are they dear or cheap? 他们太美丽了,我想买它们,不知道价钱贵不贵?请听听录音带:Listen to the tape and fill in the price.做练习 (P5 Let’s learn Together.) Let one pupil write on the blackboard.

3)写完价钱,对答案。 The teacher says: I like them very much.

I want to buy a T-shirt. Who wants to be the shop assistant?做练习 P5.Ex.2.Bring clothes to the class. Take turns to be the shop assistant and the customer.要求每位同学带有特色的衣服,要穿的。买衣服的时候可以买自己的,也可以买别人的衣服。

先老师示范,再在学生之间进行操练。

Pupil 1: Can I help you?     Teacher: I’d like a T-shirt. How much is it?

Pupil 1: It’s 25 yuan.         Teacher: Here you are.

Pupil 1: Thank you.          Teacher: You are welcome.

  1. a) 买完衣服后,把衣服穿上。老师赞美:The pupils put on their new clothes, so beautiful! Now children! Come to the blackboard. Let’s play the game. Guessing game 1:

Pupil 1: He is wearing a blue T-shirt, a pair of white socks and a

pair of grey sport shoes. Which boy is it?

Pupil: It’s Zhang Ling.

Teacher: You are right. You get two points.(评价)

先老师示范,再在学生之间进行操练。

Guessing game 2: 根据上一节课布置的作业猜学科(检查作业)

三、布置作业:

1) Activity Book: P4. Ex6.

2) Act out the story of Activity Book: P 4.Ex6.

3)选做:和父母对话:P5 Ex.2. P6.Ex 2.

 

教学反思:

 

 

 

 

 

 

 

Unit 8  I like English best.

教学内容:Unit8I like English best.

一、内容

I like English best.

  • 语言特点

Vocabulary: like English best.

Sentence Structure : What’s your favourite subject? I like…

How many subject do you have?I have…

  • 任务:听说、认职业单词,熟练运用所学句型到交际中。

四、教学过程

(一)Leading-in

Sing a song “The more we get together”

(二)      Pre-task

Guessing Game

让学生根据听力材料(有关maths,art,music,PE,science,English,Chinese)

比一比,看谁最快猜出他们喜欢的学科。

出示图与单词检查学生猜的结果,并作评价。

Listen and number( Fun with language 1)

Listen and show the sticker.

Stick the picture.(Let’s learn together 1)

Guessing game

猜猜门后是谁(电脑显示)

让学生同位用2种方法谈论Let’s learn together 1; Fun with language 1图中人物的职业.

(三)While-task

老师指着一幅图,先问学生:What’s your favourite subject?

学生答:I like maths.

师:How many subject do you have?

生:I have…

让学生比较一下两个句型,引导学生明白这是的区别.

学生利用Let’s learn together 1; Fun with language 1的图同位练习句型.

比赛: 看谁最快认出他们的职业

找2个或2个以上的同学出来抽签做不同职业的动作,让下面的同学猜.

全班分成8小组,每小组围成一圈,以 “红领巾”的游戏形式,组长打鼓, 其中一人拿着职业画,听鼓声围着小组跑,在跑的过程中悄悄地把画放在组中一人的后面,鼓声停即停,并让其他人猜

小结游戏结果.

让学生完成Fun with language 2和<<活动手册>>Unit 8 五

(四)Pro-task and Check

检查评讲练习.

让学生将答案读一次.

总结学生在本节课的表现和所学的内容.

(五)Homework

1、<<活动手册>>P21-22。

2、复习书P29的职业单词,下节课听写。

教学反思:

Unit 9 Look at this T-shirt

教学内容分析:

本课主要任务是学习各种衣物的英语名称,学习如何用英语购买衣物以及为下一个Module描述人们的穿着作铺垫。主要语法点是名词的单、复数形式及名词所有格的应用。

教学对象分析:

四年级学生经过三年的英语学习,有了一定的口语表达能力,但对语法知识的理解运用有一定难度。在教学过程中,通过情景的创设、实物的运用及信息的反复输入,使学生通过运用英语购买到衣物体会到成功感,从而愿意开口多说英语。

语言知识目标:

1)按“四会”、“三会”要求分别掌握本单元单词。

2)本单元句型:购物用语、数字的加法。

语言技能目标:

1、说14个关于衣服的名词。

2、模拟环境下运用购物用语。

3、能理解与课文相关或类似的短文。

学习策略:

本单元采取情景教学、直观教学和游戏教学相互结合的教学方法,利用实物、图片、录音、投影及言语等创设生动、直观的情景,使学生多个感官同时作用于练习内容。

情感态度目标:

通过课堂上的小组活动培养学生合作精神,树立对学习的自信心。

在学习中培养如何询问他人问题,相互交流获得信息,扩大知识面的能力。懂得待人真诚,有能力交往。

文化意识目标:

通过了解外国民族的特色服装,了解外国的风土人情。

教学重点、难点:

1.、购物用语.I’d like to buy…   How much is it /are they?

2、单数和复数句型的区别: :How much is it ?  It’s….  I’ll take it.

How much are they?  They are…..  I’ll take them.

3.数词的理解和记忆。

4.记忆和运用加法运算。

5.各种服装与颜色以及人物所属的搭配表达。

句型:Whose is/are…? It’s/They’re…

课时安排:3课时

The First Period

教学内容:Unit 9Dialogue

教学目标:

1、“四会”掌握下列单词和短语:

shorts, shirt , shoes, T-shirt, skirt, dress, socks, coat, blouse, pair, a pair of …

2、“三会”掌握单词:

clothes, jacket, 3、能明白与课文相关或类似的短文。

教学过程

一、复习准备

投影歌词,放录音,复习歌曲What is this ?

二、新课呈现与操练

1、 宣讲教学目标:

T: 同学们平时穿的衣服、鞋、帽五颜六色,  各式各样,非常漂

亮,那么,各式各样的衣服鞋帽怎样用英语表达呢?今天我们就学习

这方面的内容。

2 、板书 clothes 。

3、边出示各式衣服的图片,边用英语介绍各式衣服的名称,然后说:They are clothes.。

4 、学习clothes 的读音。

5、 学习单词 shirt 。

1) 放歌曲 What’s this ? 的音乐,出示 shirt的图片, 学生指着图片唱:Look at the picture , what is it ? 教师接着唱:It’s a shirt , it’s a shirt .

2) 用蓝色粉笔在黑板上画 shirt的简笔画,学习单词 shirt的拼读。

3)师生问答:

T: What’s this ?      Ps: It’s a shirt .

T:  Is it blue?      Ps: Yes, it’s blue .

6、用学习shirt的方式学习单词T-shirt , skirt , dress

( 画简笔画时分别用白、红、绿三种颜色的粉笔)。

7、让穿着shirt, skirt, dress, T-shirt 的同学站起来说:(老师先做示范)

This is my shirt / skirt /dress / T-shirt. It’s white / blue / … . It’s nice / new / …

8 、学习单词coat。

1) 把事先准备好的装有大衣的黑袋子拿起来说:

Guess, what is in the bag ? Is there a shirt in the bag ?

2) 让学生伸手到袋子摸后回答,学生大都会答错,这时老师可纠正说:No , there isn’t . But there is a coat in it . 并把大衣拿出来给学生看(如果学生答对,老师则说:Yes, there is a coat .)。

3)学习coat的拼读,边学边把形似大衣的写有 coat的图片贴在黑板上。

4)两人小组问答:(老师先与一学生做示范)

Do you have any coats ? →Yes ,I have . /  No, I haven’t .

How many coats do you have ?→ I have two /… .

9、以学习 coat的方式学习blouse,sweater, jacket 。

10、猜物游戏:把四个黑袋编好号(1—4号),

把jacket, sweater, blouse, coat分别放在袋子里, 让学生在短时间内记住,然后打乱顺序问学生:Is there a … in bag 2(4、1、3)?

11、学习单词 pair和词组 a pair of shoes 。

1)老师拿着一双鞋子说:This is a pair of shoes .问学生pair和shoe的中文意思, 待学生明白后学习pair和 shoe这两个单词的拼读。

2)板书并学习 a pair of 这个词组 ( 可用 one by one的方法练读 ) 。

3)学习并操练词组 a pair of shoes , 边学边把鞋的简笔画画在黑板上, 提示学生鞋是成双出现的,通常用复数形式shoes 。

4)听指令做动作:

Put the shoes /socks /boots in the corner ( on /under… )

12、用上一步的方式学习单词 sock, boot和词组 a pair of socks, a pair of boots 。

13、把投影仪的清晰度调低,分别把 boots, socks,shoes的图片放在投影仪上让学生猜,老师再把清晰度调好,判断学生的答案是否正确。

14、学习单词jeans和词组 a pair of jeans。

找一个穿着牛仔裤的同学到讲台前,老师指着其牛仔裤说:He/ She has a

pair of jeans . They are very beautiful.问学生jeans

的中文意思。

学习jeans和 a pair of jeans的读音,并把形似牛仔裤的图片贴在黑板。

两人小组问答:( 老师先与一个同学做示范)

Is this a pair of jeans / … ?→Yes, it is . / No, it isn’t .

15、 以同样的方式学习单词shorts, trousers和词组 a pair of shorts , a pair of trousers。

16、同学用刚学过的词组介绍自己穿着的或拥有的东西:

I have a pair of …

三、四人小组讨论、总结

讨论前老师可作适当的指导,如本节课所学的单词中哪些读音相似,哪些形态相近,哪些一定要用复数形式,哪些能套用词组 a pair of… , 讨论后老师可把结果归纳总结,并简单写在黑板上。

四 、巩固发展

完成P2的贴图游戏。

五、作业

1、 听录音,跟读今天学的单词。

2 、抄写四会单词和短语:short, shirt, shoes, T-shirt skirt, dress, socks, coat, blouse, pair, a pair of…。

3 、活动手册Page1第一题。

4、完成调查表:

   项目

衣服

Do you have … ? How many … do you have ?
shirt Yes. / No . Three.

 

 

教学反思:

 

 

 

 

 

The Second Period

教学内容:dialogue

教学目标:

1、完成本课课文朗读和理解.

2、理解本课句型并运用于日常对话中.句型: Can I help you? Yes, please. I’d like to buy….?

How much is it ? / How much are they? → It’s/They are……

I’ll take it/them.

教学过程:

一、热身部分:

1.小诗练习

What is this?   It is a jacket. It is for me.

What is that ?   That is a dress. That is for her.

What are these ?    These are jeans. They are for him.

What are those?     Those are coats. They are for us.

2.歌曲“I Have A Dress”

二、新课呈现部分:

1、复习上节课单词,数字,价钱.(出示卡片朗读并纠正发音).

2、老师戴头饰自我介绍:I am from China.I am Chinese. I am wearing a blouse, a shirt and a pair of blue shoes.

3、投影图片,介绍图画并回答问题Book 3 Page 13.Picture2 ) She is from Japan. She is Japanese. She is wearing a dress and a pair of red shoes. She is holding a fan.

Questions: Where is she from?

What is she wearing? What is she holding?

4.听课文录音,学第一课课文部分.

5、根据角色反复朗读课文。

归纳售货员和顾客用语.:

Shop assistant:  Good morning. Can I help you?

It is ninety yuan. They are forty yuan.

Customer:    Yes please .I’d like to buy that dress.

How much is it? How much are they?

  1. I’ll take it. / I’ll take them.

6、板书本课文句型,利用图片进行句型操练.

对话形式展示购物用语句型。

板书设计:

help, buy, yuan, them, ninety, shop assistant; I’ll take it ;

句型:I’d like to… ;  I’d like to buy……

How much….? It’s … yuan . / They’re … yuan .

7、完成第3页填空练习(价钱,选项自定)

* 师生之间,学生之间(三至四组)进行实物替换练习巩固句型.*

发展部分:

1、图示介绍国籍服饰练习

2、学生之间介绍对方服饰。学生之间尝试购买对方服饰巩固句型。

布置作业:

1、活动手册 同课抄写练习。

2、搜集2-3个国家的服饰并进行描述。

教学反思:

 

 

 

 

 Unit10 Can I help you?

一、教学目标

(1)知识目标

1,能听懂、会说、初步认读衣服类单词:sweater,T-shirt,shirt,blouse,做到发音准确。

2,能听懂、会说Can I help you?并用I’d like …作出回答。

3,通过Good to known. 让学生慢慢懂得讲礼貌的重要性。

(2)能力目标

1,能在实际生活中运用英语表达熟悉和喜爱的衣服。

2,培养学生根据情景正确运用语言的能力。

(3) 情感态度目标

1,在活动中培养学生的协作精神。

2,培养学生认真、积极、大胆的学习态度。

3,学生慢慢懂得了讲礼貌的重要性。除了在购物时要讲礼貌,我们要在任何时间任何地点都要讲礼貌,讲礼貌还体现在相互帮助相互团结上,上一阶段日本大地震,在地震中我们看到了人与人之间的相互帮助相互团结,都在尽所能帮助需要帮助的人们。

二、教学重难点

1,能听懂、会说、初步认读衣服类单词:sweater,T-shirt,shirt,blouse,提高学生对单词的听、说、认、读能力。

2,听懂、会说Can I help you?并用I’d like …作出回答。通过活动复习巩固本单元的重点句型,让学生能灵活的运用所学的句型进话。引导学生用完整的英语句子来表达自己的观点,提高学生对句子的组织能力和运用语言的能力,以及对知识的拓展能力。

三、课前准备

教材,练习纸,水果类、玩具类以及衣服类的图片单词卡片,PPT课件,网络等。

四、教学步骤

Step 1: Warm-up and review

(1)Greeting

T: Good morning ,boys and girls!

S: Good morning,Miss Xu!

T(教师边说边做动作):In class,we should do eye,S:look;

T:ear, S:listen;

T:mouth, S:say

(2)Ask and answer

T:Look at the key words:how and what.Now I’ll ask you some questions.

T:How are you?

S:I’m fine,thank you.

T:What do you like?

S1:I like apples.

T:What can you see?

S2:I can see a pencil.

(3)Count numbers

T:Let’s count the number from one to twelve.

S:One,two,…twelve.

T:Ok,well done.This time let’s see what’s the number?

S:Three.(课件中通过快闪方式呈现以下数字7,9,5)

Step 2: Presentation and practise

(1)呈现王兵生日,引入主题。

1,T:It’s five.WangBing is five years old.First let’s go to the fruit shop.Ok?

S:Ok.

(2)Fruit shop

1,T:What can you see?

S1:I can see four mangoes.

课件中次环节有5张桌子,分别放了不同数量的水果,另外分别是five bananas,eight pears,some apples,seven oranges.

T:What can you see?

S:I can see five bananas.

T: What do you like?

S:I like bananas.

2, T:What do you like?

S:I like pears

T:I like pears,too.

I’d like a pear.“

教授新句型:I’d like a/an …

根据水果类单词,运用新句型造句。

3, T:(教师把营业员卡片贴在胸口)

Now I’m a shop assistant.Welcome to my shop.Can I help you?

S1:I’d like a…

课件中有5样水果,分别是:apple,mango,banana,pear,peach,让学生任意选择。

S:I’d like a…

T:This time I want to buy a banana.Who can ask me?

S2:Can I help you?

T:I’d like a banana.

教授新句型:Can I help you?

4,Work in pairs

课件呈现:A:Can I help you?

B:I’d like a/an …

(设计意图:通过小组操练的形式来培养同学们大胆开口说英语的好习惯,培养了同学们的口头表达能力。)

(3)Toy shop

1, play a game:Magic eyes.

T:Well done.We’ve bought a lot of fruit for WangBing.This time let’s go to the toy shop.First let’s play a game,look carefully,and guess what is it?

T:What’s this?

S:It’s a yo-yo.

课件中有4样玩具,分别是:yo-yo,jeep,doll,train.

游戏规则:如果正确了,说明你们很棒哦!你们将为你们小组赢得一颗星。

2,T(教师手拿实物yo-yo) :There are many toys,what happened? Yo-yo is missing.Where’s my yo-yo?Oh,it’s in my hand.Who want to buy? Can I help you?

S1:I’d like a yo-yo.

T:Here you are.

S1:Thank you.

3,Work in pairs

课件呈现:A:Can I help you?

B:I’d like a/an …

A: Here you are.

B: Thank you.

根据jeep,doll,train这几个单词,运用上面的句型造句。

4,T:This time I want to buy something for WangBing.Who can ask me?

S1: Can I help you?

T: I’d like a jacket.

课件出示单词mango,根据单词中a的发音,让学生试着读出新单词jacket。

5,Say a chant
T:Let’s say a chant,listen to me,then you read together.

Help, help, can I help you?

I’d, I’d, I’d like a jacket.

OK, OK. Here you are.

Thank you. Thank you. Thank you.

S:(学生齐读)

T:I read it again.(歌谣中划线部分发生了改变,变成了a dress,教授新单词dress)

6,T:Oh,I’ve bought a jacket and a dress for WangBing.

(4)Clothes shop

1,T:These are all clothes.So let’s go to the clothes shop.You see every cloth has a number.Which one do you want to choose?

课件中展示一个衣架,上面有4件衣服,分别标好序号,让学生自由选择,然后教授两个新单词:shirt,blouse.

T:The shirt is for boys.

The blouse is for girls.

2,Play a game

拼图游戏,游戏规则:把任意衣服分成几小块,然后点击后一步步拼成一件衣服,让学生猜是哪个单词,如果你能很快的认出是什么单词,请举手大声读出单词;如果你能很快说出来,你们小组将得到一颗星奖励,如果你能很快地拼读出这个单词,你们小组将得到两颗星。加油哦!

T:Try to guess?

S:It’’s a …

3,Do some exercise

  • Read and match
  • Read and write

4,Watch a carton

T:Very good.This time let’s have a rest and  watch a carton,then answer a question.

T:What would WangBing like to buy?

S:He would like a jacket.

5,Show time:超级模仿秀

Tips:Attention to imitate the pronunciation intonation.

A:Can I help you?

B:I’d like a jacket.

超级模仿秀规则:根据学生读句子的语音语调,评选出朗读英语好的学生,即该小组获得一颗星。

6,Listen and tick

7,Let’s go shopping

给学生一个场景,让学生操练购物用语。

(设计意图:让学生们在愉快的情景下,提高自己的英语口语表达能力。)

8,Good to know

Through this class study,we learned a lot of truth.In addition to polite when shopping at any time we want any site to polite.Polite also reffected in help each other mutual unity.There was the super earthquack happened in Japan this year.In the earthquack we see the interpersonal mutual help,a lot of medical personnel and soldiers,and volunteers in everything they could to help the earthquack need help people.

(设计意图:这个环节通过课件,向同学们呈现了今年日本大地震的场景,让学生们了解了讲礼貌的重要性,人与人之间的相互帮助以及都在尽所能帮助需要帮助的人们。这些知识的了解对于学生来说是一种额外的收获,对所学知识拓展的同时,使学生获得了学习成功的喜悦感和自豪感,激发学生兴趣的同时也增强了学生学习英语的自信心。实现小学环境教育在英语课中的渗透,培养学生的跨文化意识。)

Step 4: Homework

  1. Listen and read Part A&B for 5 times.
  2. Copy the 4 words in the copybook.

教学反思:

 

 

 

 

 

Unit 11  I want to be a paniter

Teaching aims:

1. 学会不同工作的英文表达方式。

2. 了解同学父母的工作。

3. 学会简单的介绍自己将来的理想。

Key words:teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police

Key sentences:

1.What do you do?    I am a teacher.

What does she do?   She is a teacher.

What does he  do?   He is an engineer.

2. What do you want to be?     I want to be a teacher.

What does she want to be?    She wants to be a singer.

Step 1 Introduction and lead-in

  • Greeting

T:Good evening,class.

S:Good evening,Miss Wang.

T:Before we take up the new lesson,I want to play a small game with you .There are four papers in my hand, and I wrote something about some jobs.So I hope you can listen carefully and guess the job.Ok?(开始做游戏并复习有关工作方面的单词,自然的导入新课。)

  • Review

T:Ok.Just now we knew some jobs in the game.As we all know ,there are so many jobs in the real life ,I guess some of them you learned them when you were in primary school, so can you tell me other kinds of jobs?

S1:Teacher.     S2:Doctor.     S3:Lawyer.

T:Oh,you are great.

3.So today our new lesson is about jobs.

So please turn to page 18 .Unit 4  I want to be an actor.

First,look at the section A .there are some pictures about some jobs.

Explain the picture 1 and use the sentence ” what is the job?” to ask the students the job in the picture 1,and then talk about other picture ,and use new sentence”what does she/he do?”to ask them.Then introduce the new sentence to ask jobs.

Step 2 Presentation

1.Write these sentences on the blackboard.

What do you do?   I am a teacher.

What does she do?  She is a teacher.

What does he do?  He is an engineer.

  • Get the student to repeat after you.

Step 3 Pair-work

  • Give them three minutes to practice these sentences with their partners.
  • Ask several groups to drill the questions and answers.

Step 4 Presentation

  • Introduce my ideal job. I want to be a painter.
  • Ask the student what they want to be ?
  • Explain the new sentences and write them on the blackboard.

What do you want to be?     I want to be a teacher.

What does she want to be?   She wants to be a singer.

Step 5 Group-work

  • Ask the students work in groups,four students in a group,interview your classmates what they want to be .
  • Choose several groups to act out their conversations.

Step 6 Summary

  • Key words about jobs:teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police.
  • Key sentences:What do you do? I am a teacher.

What does she do?   She is a teacher.

What does he do?    He is an engineer.

2.What do you want to be?     I want to be a teacher.

What does she want to be?    She wants to be a singer.

Step 7 Homework.

  • Make a survey about your classmates’ dream jobs.
  • Find out other ways to ask jobs from the books and on the Internet as much as possible.

教学反思:

 

 

 

 

 

 

 

 

 

 

 

Unit12 What’ s your father’s job?

 

一、教学内容:

B  Look, read and learn. C  Ask and answer

 

二、教学目标:
1. 会询问他人的年龄: 句子: How old are you / is he/ she ? I’ m / He’ s / She’ s ….

  1. 复习日常交际用语What’ s his/her job? He’ s /She’ s a… 能听懂、会说、会读 What are their jobs? They’ re…
  2. 能把本课句型用到恰当的情景中,根据情景进行自由会话。
  3. 听懂、会说、会读单词:they, their,可以熟练运用职业类单词。

 

三、教学重点:
1. 运用本课问答职业的几个句型,并能把职业类单词熟练地替换进去。

  1. 能分清his job和 her job,能用 He’ s a… She’ s a…正确回答;
  2. 能正确运用名词的单复数。

 

四、教学准备:

  1. 教具准备:单词图片及单词卡片,人物图片,录音机、磁带和转盘;
  2. 学生准备:自己设计的名片

 

五、教学过程:
Step 1 Free talk1.

T: Good morning, boys and girls. How are you today?

T: Now please take out the name card of your parents. First of all: please tell me: What is your father’s or mother’s name? What’s his or her name? ( 先把你给爸爸或妈妈设计的名片拿出来, 首先: 请你告诉我,你爸爸或妈妈名字。)

Are you ready now? OK. Now let’s try to talk about them. Please take them out.

Ss: My father’ s / mother’ s name is ….

His / Her name is ….He’ s /She’ s a teacher. He’ s /She’ s

T: What’ s his/ her father’ s/ mother’ s name?    S: …

T: What’ s his / her/ job?                   S: He’ s / She’ s a …

T: How old is he/ she?                     S: He’ s /She’ s …

学生介绍,老师提问,学生回答。

2.OK, now please take out the name card of yourself, let’ s talk about you after twenty years.(我们来说说二十年后的自己。)

T:Hello, everybody. I’ m Miss Wu. I’ m 46. I’ m still an English teacher here. How are you? How old are you? How old is he/she? What’ s your job?

 

Step 2 Presentation

  1. 教学新句子:

How old are you (in your card)?  I’ m ….(新授)

T: Now tell me: How old are you?          Ss: I’ m ….

T: How old is he/ she? ( 同桌或周围同学)  Ss: He’ s / She’ s ….

  1. T: OK, let’ s go on. What do you want to be in the future? Would you tell me please: What’s your job (in your card)? (你将来打算做什么呢? 你能告诉我们你的名片上写的工作吗?) 复习操练: What’ s your job ? I’ m a / an …

3.灵活掌握上述句型, 在适当的时机复习单词: a policeman, a policewoman, a waiter, a waitress, a driver, a worker,a farmer, a cook (大量的操练,一大组之内连锁式问答,男女生之间互问互答,问好朋友。)

4.转盘游戏:给书本上长大了的五个人物找工作。

5.在学生们对表示职业类的词汇较熟悉的基础上,新授句型: What are their jobs?           They’ re ….例如: 让学生各自拿着自己将来的名片, 在进行了关于各自职业的练习之后, 让选择相同职业的学生站在一起, 来引出句型: What are their jobs?

①安排丰富而有效的各种方法来巩固新句型.例如: 可以安排一些学生做各种不同的动作,让其他学生来猜他们的职业.

T: Look carefully and try to guess: What are their jobs?   Are they waiters? ….

Ss: ….

②回到课本,模仿练习.

 

Step 3 Homework

  1. Read and act the dialogue in pairs.
  2. Copy the structures four times each.
  3. Fill in the blanks: What’ s your father’ s job? He’ s a …

What’ s your mother’ s job? She’ s a …

What’ s your grandfather’ s job? He’ s a …

What’ s your grandmother’s job? She’ s a       .

 

教学反思:

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