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外研版三年級(jí)小學(xué)起四年級(jí)小學(xué)上英語(yǔ)教案
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復(fù)習(xí)英語(yǔ)數(shù)字1---12
復(fù)習(xí)歌曲 “Rainbow” 和 “Ten little fingers” 2.2運(yùn)用能力目的
通過(guò)學(xué)習(xí)英文數(shù)字13---20，使學(xué)生能夠靈活運(yùn)用所學(xué)到英文
四年級(jí)上冊(cè)英語(yǔ)教案(第3冊(cè))
Module 1 Numbers
Unit 1 seventeen, eighteen, nineteen, twenty!一、 教學(xué)準(zhǔn)備與分析 1、 教學(xué)內(nèi)容
學(xué)生用書(shū)：第一模塊第一單元活動(dòng)1、2、3、 活動(dòng)用書(shū)：第一模塊第一單元活動(dòng)1、2、3、 2、 教學(xué)目標(biāo) 2．1技能與知識(shí)目標(biāo) A基本要求
基本能聽(tīng)懂、會(huì)說(shuō)英文數(shù)字Numbers 13-20.
基本能聽(tīng)懂、會(huì)說(shuō)句型 This is + adj + one. B初步要求
使學(xué)生初步理解和感知的句型Here’s的用法。 C鞏固復(fù)習(xí)
復(fù)習(xí)鞏固顏色詞匯yellow, white, purple, pink, red, green,blue.
數(shù)字，對(duì)自己身邊的數(shù)字進(jìn)行正確英語(yǔ)的表達(dá)。 2.3素質(zhì)教育（文化、情感態(tài)度、策略）目的
通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生了解如何簡(jiǎn)單的用英語(yǔ)數(shù)字自己周圍的事物，從中發(fā)現(xiàn)學(xué)習(xí)的規(guī)律，讓學(xué)生從小培養(yǎng)愛(ài)學(xué)習(xí)、會(huì)學(xué)習(xí)的良好習(xí)慣。 3教學(xué)重點(diǎn)
英文數(shù)字Numbers 13-20. 4教學(xué)難點(diǎn)
“thirteen”和“fifteen”發(fā)音
5教學(xué)任務(wù) 學(xué)習(xí)任務(wù)
學(xué)習(xí)詞匯：英文數(shù)字Numbers 13-20. 學(xué)習(xí)句型：句型 This is + adj + one 運(yùn)用任務(wù)
運(yùn)用任務(wù)一：智力大闖關(guān)。 運(yùn)用任務(wù)二：猜猜他多大。 6教學(xué)任務(wù)
教學(xué)卡片、教學(xué)用書(shū)、錄音機(jī)、掛圖、學(xué)生卡片、水彩筆二、 教學(xué)程序
1、熱身復(fù)習(xí)（Warming-up）
(1)新學(xué)期開(kāi)始，向?qū)W生問(wèn)好，并詢問(wèn)一下學(xué)生在假期都干了什么？
T: Hello, the little fingers” 并借此機(jī)會(huì)復(fù)習(xí)顏色以及英文數(shù)字1—12。 T: What colour is the pencilpenwindowdoor?? How many redgreenblue pencils?? 2.任務(wù)呈現(xiàn)與課文導(dǎo)入
（1） 教師出示一組數(shù)字題1+1=？2+1=？3+1=？?，讓學(xué)生接龍搶答，比一比，誰(shuí)的反映最快？當(dāng)進(jìn)行到12+1=？教師將速度放慢，并請(qǐng)說(shuō)出數(shù)字的同學(xué)到前臺(tái)來(lái)給大家清楚的示范。教師在此時(shí)可將單詞卡貼在黑板上。
（2） 教師準(zhǔn)備了一個(gè)小見(jiàn)面會(huì)，——智力闖關(guān)游戲，想當(dāng)大贏家嗎？那么讓我們趕快來(lái)學(xué)習(xí)這些英文數(shù)字吧！
（3） 聽(tīng)一聽(tīng)，說(shuō)一說(shuō)，你聽(tīng)到、看到、想到、知道了什么？ 3．課文呈現(xiàn)與操練
（1） 讓學(xué)生看掛圖聽(tīng)音，說(shuō)一說(shuō)發(fā)生了什么事？
（2） 聽(tīng)音跟讀，畫(huà)出聽(tīng)到的數(shù)字和句子，之后進(jìn)行匯報(bào)。 （3） Touch game：教師請(qǐng)學(xué)生看黑板上的單詞卡片并請(qǐng)出每組
小代表，教師說(shuō)英文數(shù)字，
小代表們迅速找到數(shù)字，誰(shuí)最快，誰(shuí)是贏家。
（4） Bingo game: 教師請(qǐng)學(xué)生拿出水彩筆，教師說(shuō)英文數(shù)字，學(xué)生用自己喜歡的顏色立刻相應(yīng)的阿拉伯?dāng)?shù)字，之后教師在說(shuō)帶顏色的數(shù)字，如：Fifteen is blue.如果說(shuō)的顏色和數(shù)字與學(xué)生寫(xiě)的一致，就迅速說(shuō)Bingo!
（5） 結(jié)合學(xué)生用書(shū)活動(dòng)三，讓四人小組練習(xí)Thirteen is red.之后小組進(jìn)行匯報(bào)。
（6） 句子接龍：教師任意拿起教學(xué)用具，比如鉛筆，說(shuō)：This is a green pencil.在拿起另一個(gè)紅色的說(shuō)：This is a red one. 還可用句型“Here is a red one.”
（7） 再次聽(tīng)音或觀看VCD，鼓勵(lì)學(xué)生模仿課文。 4．任務(wù)完成 （1） 智力大闖關(guān)
教師出示四組英文數(shù)字的加法算式，讓學(xué)生通過(guò)小組活動(dòng)，以最快的速度描述和回答算式。如：13+1=？（Thirteen and one is fourteen）
之后請(qǐng)獲勝組的同學(xué)將有資格進(jìn)入下一關(guān)—— 猜猜他多大？ （2） “猜猜他多大”
教師給獲勝的同學(xué)每人一張年齡卡，之后迅速轉(zhuǎn)身告訴大家 “I am fourteen.”在立刻轉(zhuǎn)過(guò)身來(lái)，等七位同學(xué)都匯報(bào)完畢
教師再任選一位同學(xué)發(fā)問(wèn)“How old is :
教師出示一些動(dòng)物圖片，請(qǐng)學(xué)生說(shuō)出他們的名字。（通過(guò)復(fù)習(xí)動(dòng)物名稱為下一步新知識(shí)教授作好鋪墊。） III. Presentation:
1. 找?guī)酌麑W(xué)生到前面來(lái)，將剛才出示過(guò)的動(dòng)物圖片發(fā)給每個(gè)人一張，教師可作示范來(lái)問(wèn)其中一名學(xué)生：”Have you got a tiger?”引導(dǎo)該學(xué)生說(shuō)：Yes, I ’t.
2. 請(qǐng)幾名學(xué)生來(lái)猜猜他們每個(gè)人手里分別都有哪些圖片。如果有答對(duì)的教師馬上給這名學(xué)生一張事先準(zhǔn)備好的10分?jǐn)?shù)字卡片.并且告訴他她:”You points.” 并引導(dǎo)學(xué)生說(shuō)出句子:”I’ ve got ten points.”板書(shū)句子。
3. 待全部猜完后每個(gè)人報(bào)出自己得到的分?jǐn)?shù)，分?jǐn)?shù)高的獲勝，教師對(duì)他說(shuō)：”You’re the winner.”板書(shū)單詞winner。 （新知呈現(xiàn)的部分以競(jìng)賽的形式出現(xiàn)既能激發(fā)學(xué)生學(xué)習(xí)的熱情又能自然地導(dǎo)出新知內(nèi)容。） 4. 呈現(xiàn)課文：
出示課文掛圖，提問(wèn)學(xué)生：Who is the winner? How many points . 一、準(zhǔn)備階段: Ⅰ 教學(xué)目標(biāo):
情感目標(biāo)：培養(yǎng)學(xué)生樂(lè)于助人的品質(zhì)。
知識(shí)目標(biāo)：學(xué)習(xí)句型Where’s West Lake Road, please? Go
straight on. Turn left. Turn right. Where are you going? 能力目標(biāo)：培養(yǎng)學(xué)生問(wèn)路、指路的能力。
Ⅱ 教學(xué)重點(diǎn);
1. 學(xué)習(xí)句型：Where’s ?,please? Go straight on. Turn left. Turn right. Where are you going?
2. 掌握單詞及詞組： turn left turn rightexcuse me next to supermarket Ⅲ 教學(xué)難點(diǎn):
掌握表示地點(diǎn)和方位的詞 Ⅳ 輔助資源：
掛圖、錄音機(jī)、磁帶、圖片、課文VCD 二、教學(xué)過(guò)程: I. Warming up
TPR活動(dòng)。教師邊說(shuō)邊做：”Right .”學(xué)生跟著教師邊做邊說(shuō)。 II. Revision:
教師出示一些表示地點(diǎn)的圖片如parkzooshopschool等，請(qǐng)學(xué)生搶答出單詞。
（通過(guò)復(fù)習(xí)地點(diǎn)單詞為練習(xí)本課的句型Where’s ?,please?做好鋪墊。）
III. Presentation:
教師拿出公園的圖片對(duì)學(xué)生說(shuō)：”I’m going to the park this weekend. Where are you going this weekend?”學(xué)生說(shuō)出自己的出行計(jì)劃”I’m going to?.” （為課文教學(xué)創(chuàng)設(shè)情景）
教師說(shuō)：”Sam is going to Daming’s West Lake Road or East Lake Road? Let’s wactch the VCD.” 學(xué)生觀看課文VCD，找出答案并回答。
教師提問(wèn)：”Sam asks the way to the policeman. How does ，同時(shí)在大屏幕上演示出課文中的路線圖，教師邊指圖邊講解。教授詞組go straight onturn left turn right。
教師準(zhǔn)備一些路線圖和要找的目的地單詞卡。教師將單詞卡片發(fā)給一些學(xué)生，再將路線圖發(fā)給另一部分學(xué)生，那單詞卡片的學(xué)生作為迷路者來(lái)問(wèn)路，如：”I’m lost. Where’s the park?”拿著路線圖的學(xué)生幫助他們來(lái)指路。 （學(xué)生在活動(dòng)中操練了問(wèn)路和指路。） V. Summary:
教師說(shuō)：”Today we . Turn left. Turn right. ” We use them in the daily life. VI Homework
請(qǐng)學(xué)生畫(huà)出從家到學(xué)校的路線圖并英語(yǔ)標(biāo)注。
教師在大屏幕上出示幾種路線圖如： 讓學(xué)生說(shuō)出路線。 （通過(guò)練習(xí)及時(shí)操練重點(diǎn)詞組。） 學(xué)生打開(kāi)書(shū)，跟錄音朗讀課文。 分角色朗讀課文。 IV. Practice:
1. 活動(dòng)：?jiǎn)柭贰?/p>
讓學(xué)生自己畫(huà)一幅地圖，上面有三條路，分別標(biāo)有school zoo supermarket my and then turn left”。
（此活動(dòng)目的在于鞏固練習(xí)問(wèn)路及指路的語(yǔ)句，培養(yǎng)學(xué)生觀察和動(dòng)手能力。）
2. 活動(dòng)：我迷路了。
Unit 2 It’s at the station. 一、準(zhǔn)備階段: Ⅰ 教學(xué)目標(biāo):
情感目標(biāo)：培養(yǎng)學(xué)生樂(lè)于助人的品質(zhì)。
知識(shí)目標(biāo)： 學(xué)習(xí)句子：The train is going updownpast the is going updownpast the uppaststation Ⅲ 教學(xué)難點(diǎn):掌握表示地點(diǎn)和方位的詞 Ⅳ 輔助資源：
掛圖、錄音機(jī)、磁帶、圖片 二、教學(xué)過(guò)程:
I. Warming up
TPR活動(dòng)：教師或一名同學(xué)下口令turn left:
請(qǐng)幾名學(xué)生展示自己上節(jié)課畫(huà)的路線圖并向大家介紹從自己家到學(xué)校的路線，教師可把學(xué)生的路線圖用投影放出來(lái)。
（此活動(dòng)既使學(xué)生的作業(yè)得以反饋，復(fù)習(xí)了已學(xué)過(guò)的知識(shí)，又為本課的新內(nèi)容做好鋪墊。） III. Presentation:
1. 教師準(zhǔn)備一漲有課文背景圖案的掛圖，將小山、房子、學(xué)校、火車站分別貼在圖上，并講解單詞hill和station。 2. 出示火車圖片并說(shuō)：There’s a train from Beijing to our city.Where is the train going? 將火車貼在山上的位置，引導(dǎo)學(xué)生說(shuō)出：“The train is going up the is going down the ”,圖片交給學(xué)生請(qǐng)他們站在相應(yīng)的位置。將”train”的頭飾交給另一名學(xué)生，并邀請(qǐng)一些學(xué)生乘坐火車。老師請(qǐng)火車開(kāi)動(dòng)起來(lái)，并請(qǐng)其他同學(xué)一起說(shuō)出火車經(jīng)過(guò)了哪些地方。
（此活動(dòng)的目的在于在活動(dòng)中鞏固、練習(xí)表達(dá)方位的單詞。培養(yǎng)學(xué)生的合作精神。） 2. 完成P8練習(xí)3。
學(xué)生兩人一組，學(xué)生A說(shuō)出路線，學(xué)生B根據(jù)A的描述找到相應(yīng)的地點(diǎn)。學(xué)生A：Go straight on, turn left. It’s on your night. 學(xué)生B: Is it the supermarket? 學(xué)生A: No, it isn’t.
3. 活動(dòng)：How can we go to Carrefour?
學(xué)生以小組為單位討論后設(shè)計(jì)出從學(xué)校到最近的一家Carrefour的路線圖。然后到前面來(lái)給全班學(xué)生講解路線，選出最合理的一組獲勝。 4. 學(xué)Chant。
教師首先播放一遍chant錄音，請(qǐng)學(xué)生邊看圖邊聽(tīng)。 學(xué)生找出生詞，教師解釋詞義并指導(dǎo)學(xué)生讀音。 再放錄音，逐行停頓，學(xué)生邊聽(tīng)邊模仿學(xué)說(shuō)。 聽(tīng)錄音連貫跟讀幾次，鼓勵(lì)學(xué)生加上動(dòng)作。 5. 學(xué)唱歌曲。
教師首先播放一遍歌曲錄音，請(qǐng)學(xué)生邊歌詞邊聽(tīng)。 學(xué)生找出生詞，教師解釋詞義并指導(dǎo)學(xué)生讀音。 再放錄音，逐行停頓，學(xué)生邊聽(tīng)邊學(xué)唱。 聽(tīng)錄音連貫跟讀幾次，鼓勵(lì)學(xué)生加上動(dòng)作。 V. Summary:
請(qǐng)學(xué)生總結(jié)今天所學(xué)的重點(diǎn)句子和單詞。 VI Homework
看P8圖來(lái)描述火車所在位置。
Module 3 Activities
Unit 1 She’s writing a letter. 教學(xué)目標(biāo)
1．Key sentences: This is my sister. She’s writing a letter.
2.Vocabulary: writing a letter, taking pictures, talking to .. 教學(xué)重難點(diǎn) Aims 1, 2,3 教學(xué)方法
Listen, TPR, communication 教學(xué)準(zhǔn)備
A recorder some cards wall chart 教學(xué)過(guò)程 教師活動(dòng) 學(xué) 生 活 動(dòng)
ask Ss : “What can you see?”
7. Tell the Ss that this is the short form of “is", now the story. Warmer: 1. Greetings. 2. Ask and answer:
Who is get them work in groups. Step1.Listen and repeat.
1. Teach the new words: 2. Call some Ss read and spell the words. writing a letter, taking pictures, talking to
friends, playing with a toy train..
3. Practice the words more times by individual student or group.
4. Have the Ss open their books, and look at the pictures in books, ask them: “Who are they?”(Daming, Lingling, Amy, Tom) “What are they doing?”(They are talking.) “What are they talking about?” 學(xué)生問(wèn)好
2.Play the tape , get the Ss write down all the numbers Ss repeat the board: is are
5.Point to the words and say the words.
6.Then adds the following word on the board: ‘s
Ss look at the picture and answer the questions 5. Play the tape, get the Ss listen.
6. Play the tape again, pause it after each utterance, get
the Ss repeat.
7. The teacher read the text again, get the Ss repeat. 8. Call two Ss act the roles in text. Step2. Listen and say.
1. Play the tape, stop the tape after A finishes talking. Tell the Ss they are B, they can read B’s sentences. 2. Work in pairs, one is A and one is B. Step3.AB book Ss listen a
see on the pictures?” Ss read the text
Ss look at the picture and answer the questions (The Ss tell the teacher what they see). 3. Repeat the sentences.
4. Now listen to the tape and point to pictures. Step2. Ask and answer
1.Write some activities on the board, give the Ss some information about the activities.
What are you doing? on the board before the lesson). She’s writing a letter. She’s taking pictures, She’s talking toher friends,
She is playing with a toy train.
I’m listening to music. I’m watching TV. I’m reading a book. What is example first. 3. Work in pairs.
3. Tell the Ss that I’m going to say the pictures and Step3.Listen and repeat. Pay attention to the stress. pairs. One say and one point. Step1. Look , listen and point.
1. Get the Ss to open their books of Unit2, look at activity 1, then the teacher points to the pictures, ask the Ss: “What can you
Step4.Listen and chant.
Step5.Finish exercises of AB book.
Homework: 1.Read the words and text of Unit1. 2.Recite the words of M1. Ss reapeat
Ss listen and point Ss practise Ss repeat Say the chant 板書(shū)設(shè)計(jì)
MODULE 3 Unit 2 What are you doing? What are you doing? I’m listening to music. I’m watching TV. I’m reading a book.
What is the park
Unit1 What are they doing? 教學(xué)目標(biāo)
1. Talking about activities in the park 2.Key sentences: Present continuous: What are they doing?
They are rowing a dragon boat.
3.Vocabulary: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, .. 2. Revise the activities with the actions.
(writing a letter, taking pictures, talking to friends, playing with a toy train..)
3 The teacher ask the Ss: “Last lesson we learnt about the people in the park.
(1)Look at the people in the park, what are they doing? (2)Look at the people on the lake,what are they doing? (3)Look at the men under the tree, what are they doing? (4)Look at the girls, what are they drinking? 4. Call some Ss answer. (1)They are doing taijiquan. (2)They are rowing a dragon boat. (3)They are playing chess.
(4)They are drinking soybean milk.
Then point to the form on board, get the Ss say the activities on it ,and ask them “What are they doing?” Step1: Presentation
1. The teacher show 4 pictures, . (2)They are rowing a dragon boat. (3)They are playing chess.
(4)They are drinking soybean milk.
2. Write the following sentences on board: What are they doing?
They are rowing a dragon boat Ss read the text
Ss look at the picture and answer the questions
3. Teacher describe the pictures and get the Ss listen. 4. Do more examples for Ss, make them understand the meaning.
Step2.New lesson
1. Have the Ss open their books, and listen to the tape, then find “What are they doing? They are rowing a dragon boat” in the text.
2. After listen, check their answers.
3. Show the cards on board , teach the new words: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, text , and underline them. Ss reapeat
Ss listen and point
板書(shū)設(shè)計(jì)
What are they doing? They are rowing a dragon boat.
Unit 2 What is Amy doing? 一、教學(xué)分析(Analyze teaching) 1、教學(xué)內(nèi)容分析：
本節(jié)課主要是學(xué)習(xí)和運(yùn)用句型 What are they doing? They're doing sth. What's . T:How are you?
S1:I'm fine, thank you. And you? T: I'm great, thank you.
T: How’s the weather like today? S2:It’ sunny today. 2.Sing English song.
T: Yes, today is sunny, I’m very (1)Teach " running, jumping "
Teacher does actions "running" and says: Boys and girls ,what am I doing? Yes, I'm running, running. Then write “running” on the blackboard. And read it several times. Learn "jumping" in the same way.
(2)Teach "What are they doing? They're Module 4 Unit 2: What is Amy doing? basketball. What is with “running jumping” Then asks "What are they doing?” And make a boy or a girl does action and asks: What is the blackboard. (三)Practice
What are they doing? They're Playing football.
What is ?? 引導(dǎo)學(xué)生回答Yes, I ’t.
T: Glad to meet you. answer, and using the target drills. What are they doing? They're playing??
(用Free Talk的形式,讓學(xué)生置身于真實(shí)的英語(yǔ)交際環(huán)境,盡快融入到英語(yǔ)氛圍中來(lái)。同時(shí)，在師生交流的過(guò)程中引導(dǎo)學(xué)生回顧相
關(guān)的語(yǔ)言知識(shí)，也為本課的教學(xué)做好鋪墊。) are Sam and Daming doing? What is Amy doing?"
Step 2 Presentation
1．（Free Talk結(jié)束后，教師環(huán)顧全班同學(xué)，面帶欣慰的微笑，） team .
(四)Learn the English song "Row your boat" 1.Play the CAI, enjoy the song.
2.Learn the song after teacher and CAI.
3.Sing the song together as well as do actions. 4.Make some Ss show this song. (五)Homework
1.Do exercise book on page 16 Ex 1, 2 2.Sing "Row your boat" for family. (六)Teaching design.
T： Class, let’s chant. （拍手齊說(shuō)） Noodles and rice are very very nice. Mmm, Mmm, very very rice.
Ginger and spice are not very nice, Mmm, Mmm, are not very nice. T：Very good.
(later on) T: Do you like noodles? Ss: Yes.
T: Do you want some rice? 引導(dǎo)學(xué)生說(shuō)出Yes,please.
T: Do you like rice? T: Yes.
T: Do you want some rice? Ss: Yes, please.
T: Do you want some soup? 引導(dǎo)學(xué)生說(shuō)出 Ss: No, thank you.
T:Noodles and rice are very nice. They are Chinese fast 2. show the cards ,learn the words : fast food 指名讀,分組讀。 齊讀。 T:Do you want some rice? Ss: Yes, please.
T: Do you want some noodles? Ss: No,thank you.
CAI 操練此句型。顯示各種食物的名稱。 Do you want some ?？ Yes，please. No, thank you. 3 Ask and answer: 看課件，讓學(xué)生回答:
指名回答，師引出回答：引出本課新句型： Do you want some ?？ Yes, please. No, I don’t. 利用多媒體操練此句型:
T: Please look at the pictures, (多媒體顯示快餐店和快餐食品)
T: Do you want to some to the tape and read the text
Unit 2 I am making dumplings 教學(xué)目標(biāo)：
1. 知識(shí)目標(biāo)：
What are you doing ? I`m making dumplingscooking vegetables. Do you want some? Yes, please. No, thank you. 2. 能力目標(biāo)：
能運(yùn)用核心內(nèi)容比較中西方飲食方面差異，并用英語(yǔ)向外國(guó)朋友介紹一些中國(guó)的食物。 2. 文化意識(shí)：
了解中西方飲食方面的文化，并引導(dǎo)學(xué)生比較差異。在學(xué)習(xí)過(guò)程中，努力發(fā)展學(xué)生跨文化交際的意識(shí)和能力。
教學(xué)重點(diǎn)：
核心句式Do you want some? Yes, please. No, thank you. 教學(xué)難點(diǎn)：
1.真實(shí)運(yùn)用任務(wù)的設(shè)計(jì)
2. What are you doing ?和 Do you want some?兩種不同句式的綜合運(yùn)用。
教學(xué)用具：錄音機(jī)、卡片、圖片、頭飾、課件 教學(xué)過(guò)程： 一、熱身復(fù)習(xí)
1、師生表演唱英文歌曲—I`m listening to music.
2、聽(tīng)聲音猜測(cè)Amy和Sam正在做的事情（What is food）,并相機(jī)引出生詞—dumpling 和vegetable,并通過(guò)領(lǐng)讀、點(diǎn)讀、伴聲音讀（跺腳讀）等多種方式進(jìn)行練習(xí)。
4、學(xué)習(xí)生詞過(guò)程中，教師邊做動(dòng)作邊適時(shí)呈現(xiàn)核心句型,并板書(shū)—I`m making dumplingscooking vegetables.Do you want some? 二、任務(wù)呈現(xiàn)和課文導(dǎo)入
在復(fù)習(xí)環(huán)節(jié)后，教師向?qū)W生布置本節(jié)課的任務(wù)：（教師邊指黑板上食物圖邊布置任務(wù)）Noodles,rice,, you all will ,who are they ? 三、任務(wù)準(zhǔn)備 （一）學(xué)習(xí)短文
1、聽(tīng)音回答問(wèn)題（1）：Who are they ? 設(shè)計(jì)意圖：通過(guò)讓學(xué)生回答
Daming is making
dumplings.Daming`s mother is cooking vegetables. 幫助學(xué)生初步了解短文內(nèi)容。
2、聽(tīng)音回答問(wèn)題（2）Do Sam and Amy want dumplings ? Do they want vegetables ?
設(shè)計(jì)意圖：通過(guò)回答復(fù)雜問(wèn)題，檢測(cè)學(xué)生對(duì)文章理解能力。 3、聽(tīng)音、指詞、模仿
4、自由練習(xí)對(duì)話、分角色表演
5、學(xué)生抽食物卡片，重點(diǎn)練習(xí)Do you want some? Yes, please. No, thank you.
設(shè)計(jì)意圖：由于青島的學(xué)生沒(méi)有學(xué)習(xí)這個(gè)句型，所以在此重點(diǎn)練習(xí)此句型，為后面的完成任務(wù)做好準(zhǔn)備。 （二）學(xué)習(xí)韻律詩(shī)
1、觀察韻律詩(shī)中的圖（一人正在把平底鍋的蛋糕放入烤箱中），并回答：What is the 平底鍋.)學(xué)習(xí)pan一詞。并引導(dǎo)學(xué)生注意pan和pen發(fā)音方面的區(qū)別。 2、初次聽(tīng)，教師做動(dòng)作幫助理解。 3、再次聽(tīng)，引導(dǎo)學(xué)生模仿。 4、邊說(shuō)邊做動(dòng)作（由慢到快） 設(shè)計(jì)意圖：增強(qiáng)韻律詩(shī)的趣味性。
（三）做課堂用書(shū)上的題
通過(guò)做題引導(dǎo)學(xué)生將聽(tīng)說(shuō)讀寫(xiě)四項(xiàng)技能有機(jī)結(jié)合，培養(yǎng)學(xué)生語(yǔ)言綜合運(yùn)用能力。 四、任務(wù)完成
本課設(shè)計(jì)的任務(wù)是向英國(guó)的小朋友介紹自己最喜愛(ài)的食物。 （一）師生示范
教師自己先抽取一圖片，并向事先以安排好的戴著頭飾的Sam和Amy 介紹自己最喜愛(ài)的食物。I`m making noodles. Do you want some ?
（二）學(xué)生自由介紹 五、家庭作業(yè)
教師引導(dǎo)學(xué)生總結(jié)本節(jié)課學(xué)習(xí)內(nèi)容。同時(shí)布置課外作業(yè)----把自己喜愛(ài)的中西方食物介紹自己的父母
Module 6 Abilities Unit 1 Can you run fast ?
Teaching material: Module 6, Unit 1.
Teaching aims: 1.Ask and answer about abilities using “Can you?.?” “Yes, I can. \No, I can’t .”
2.Learn the new words in this unit : can, jump ,, fast, far, ride .
Teaching important points: Can you ?..? Yes, I can. \No, I can’t .
Teaching difficult points: ride , can’t ,run . Teaching procedures: Step 1. Warm-up
T: In 2008, the Olympic Games will be Beijing. So, now most of the people like sports(運(yùn)動(dòng)). I like sports,too. Do you like sports. Ss: Yes.
T ” and say “I can play table tennis. And you?” S1: I can?.. S2: I can?..
T: Sam, Amy, Daming and lingling like sports,too. What can
they do ? Let’s look at the text . Underline the new words. Step2. Look, listen and learn.
1. Ss say out their questions. T explains. Then let the students try to translate the text. 2. Teach the new words:
(1). Can, can’t . Make sentences. For example, I can make noodles. I can’t make cakes. Ss:??
take pictures and so on.
2. Make dialogues. T and a good student act first , then get some students to try.
3. This lesson we can ask some questions. For example, Can you ??? And we can answer them using the structure “ Yes, I can. \ No, I can’t .” We studies very well. Class is over.
(2). Run, jump, ride,fast, Ss practice in pairs. And Can you run fast? and repeat three times.
4. T teaches the difficult word and sentences. 5. Ss practice in groups of five. 6. Get some groups to act it out . 7. Ask and answer about text: Q1: Can Sam \Amy run fast?
Q2: Can Sam\ Daming jump Sam\ Lingling jump far? Q4: Can Sam\ Daming ride fast? Some students answer these questions. Then T says “ Sam can run fast\ jump ’t ride fast .
Step3. Review and act .
1. Review some expressions: Play basketball\ football\
Can you run fast?
Can you jump . \ No, I can’t. Can you jump far? Can you ride fast?
Unit 2 Yes, I can. 教學(xué)目標(biāo)：
1. 知識(shí)目標(biāo)：Can you make a cake? Yes, I can. No, I can’t.
2. 能力目標(biāo)：使用＂can＂詢問(wèn)他人的能力并講述自己的能力。 3 、教學(xué)重點(diǎn)：
核心句式Can you -----?
table tennis. Make noodles\ cakes\ dumplings. Write a Yes, I can. No, I can’t.
4、教學(xué)用具：錄音機(jī)、卡片、圖片、頭飾、 教學(xué)過(guò)程：
Step 1: 老師和學(xué)生進(jìn)行簡(jiǎn)單的交流，針對(duì)能力向?qū)W生提出問(wèn)題。 Can you -----?
Yes, I can. No, I can’t.
2、請(qǐng)學(xué)生完成AB Unit 2 練習(xí)1。聽(tīng)音做出響應(yīng)的動(dòng)作。 Step 2:Presentation
1、 課文導(dǎo)入：出示課文中的掛圖，告訴學(xué)生：大家要聽(tīng)一聽(tīng)Daming、Lingling 、Amy 和Sam之間關(guān)于能力的對(duì)話。請(qǐng)聽(tīng)錄音。并回答下面的問(wèn)題： Daming、Lingling 、Amy 和Sam能做什么和他們不能做什么？
2、 Read after the tape. 3、 Practises in pairs.
4、 Play games:1 調(diào)查一下咱們班Who can make---?如果你能請(qǐng)回答＂Yes, I can.” 不能請(qǐng)回答＂No, I can’t.”2、
讓學(xué)生在兩張紙上分別畫(huà)出哭臉和笑臉，然后兩人一組，進(jìn)行對(duì)話。被詢問(wèn)一方要舉起畫(huà)有哭臉和笑臉的紙，然后進(jìn)行口頭回答。3、開(kāi)展“互相幫助”游戲。 Step 5 Homework
Listen and repeat at least five times.
Module 7 Travel
Unit 1 We are going to go to Hainan. 一、 教學(xué)準(zhǔn)備與分析 1、教學(xué)內(nèi)容
學(xué)生用書(shū)：第七模塊第一單元活動(dòng)1、2、3、 活動(dòng)用書(shū)：第七模塊第一單元活動(dòng) 3、 2、教學(xué)目標(biāo) 2．1技能與知識(shí)目標(biāo) A．基本要求
基本能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)詞匯： tomorrow, by plane, from, swim, sea,
基本能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句型: We’re going to ? I’m from? B．初步要求
初步掌握詞匯：bedtime, swimsuit, 初步掌握句型：I’m going to ? C．鞏固復(fù)習(xí)
復(fù)習(xí)詞匯: children, get up, China, England.
復(fù)習(xí)句型：名詞所有格的表達(dá)方式“Xiaoyong’s bag”及時(shí)間的
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