第 一 单 元 教 学 概 要 说 明 主备人 教 材 简 析 本单元共8部分。它们分别是: 1. Listen and find out what time is it? 2. Listen and point and say. 3. Listen and draw. 4. Match and color. 5. Listen and sing the song. 6. Listen and read,and draw. 7. Listen and fill in the numbers. 8. Language puzzle. 通过听和说学习时间，然后用读、画、猜和演等多种形式操练，最终学会时间的表达并会写。 1.大部分学生能做到课上认真听讲，认真听录音并努力模仿跟读，敢于大声朗读、回答问题和表演，有的学生还敢于提出疑问。 2.多数学生课后能认真完成作业，有较强的自觉性和积极性。 3.个别学生能做到课前预习。 知识与技能: Words: half, past, watch,clock,o’clock. What time is it?= What’s the time? It’s half past three/ four o’clock. What time do you...? 过程与方法: L earn and talk about time. 情感态度与价值观: We should treasure time. Train the ability of working together. 1.根据课文特点和学生实际情况，用图片、歌曲和表演等激发兴趣法，循序渐进引导法，听读感悟法进行教学。 2、通过情境展示，引导学生听读自悟。 3、为学生提供多种形式的听说读写训练并进行适时评价，促使学生熟练掌握所学知识并不断提高听说读写能力。 学 情 分 析 目 标 导 向 教 法 与 学 法 课 时 安 排 第一课时：part1a,1b 第二课时：part2,3 第三课时：part6 第四课时：part4 第五课时：part7,8 第六课时：part5a,5b
课 题 主备人 主讲人 授课日期 缺课学生 Unit 1Times 教 学 目 标 重 点 难 点 教 法 教 具 准 备 设计理念 知识与技能 过程与方法 情感态度 价值观 Words:clock, watch, o’clock,half,past,correct. What’s the time?=What time is it? It’s seven o’clock/half past eight. What time do you.....? I .....at+time. 通过小组合作探究、解决学习中的疑惑。 We should treasure time. Words: clock,watch,o’clock,half,past, correct. What’s the time?=What time is it? It’s seven o’clock/half past eight. What time do you.....? I .....at+time. Listen, read and write. Tape ，pictures and flash . 突破 方法 突破 办法 学法 Listen, read and repeat. The teacher leads to work together 听读、自读、质疑、交流合作相结合。 Six 课时 本设计旨在体现教师引导，学生自主、交流合作、探究的学习方式；提高全体学生的运用英语交流的水平。 Unit 1 Times What time is it? = what’s the time? 板 书 设 计 It’s half past eight. It’s seven o’clock. What time do you get up? I get up at six o’clock. What time do you ...? I ... at +time. 教 师 导 引 Unit 1 Time（period 1） Step1: Warming up. T takes a clock into the classroom . Step2: Presentation. Play games. T can change the time and ask Ss: “What time is 学 情 预 设 observe it carefully hour hand, minute hand, second hand and timetable 实 际 生 成 it?” It’s …. Read after the teacher. Step3: Practice. 1. Listen to the tape, and finish the task 1a. 2. Listen again and check your answers. Do it by yourselves. Step4: Consolidation. Check the answer. Ask Ss to recognize the time on the any clock. Step5：Application. Talk about your schedule. Unit 1 Time（period 2） Step1: Warming up. Play games. T can change the time and ask Ss: “What time is it?” Step2: Presentation. T speaks out some time in It’s …. numbers Step3: Practice translate into English. 教 师 导 引 1. Listen to the tape, and write down every clock’s time. 学 情 预 设 实 际 生 成 2.Draw the hour hand and Ss draw the clock on the minute hand according to the time. Step4: Consolidation. black board. 1. Ask Ss to recognize the time Color the correct answers, on the every clock, and write down the time. Step5：Application. Speak out the time on your watch. Unit 1 Time（period 3） Step1: Warming up. T shows the flash cards to review the words of time. and then read following Tape. Step2: Presentation. 1. Let Ss look at the pictures for 20 seconds, and then remember as many things as they can. 2. Ask Ss to speak out the things appeared on the S1：Clock. picture. T: OK! What’s the time? T: Well! How do you know?
教 师 导 引 3. Read the sentences and find the right clock, and check your answers with your partner. 4. Finish the puzzle. Step3: Practice. Play games. Ask Ss to draw out the time on the first four clocks. Step4: Consolidation. T shows a picture, and asks Ss to describe the clocks in the 学 情 预 设 实 际 生 成 T: Which clock or watch in Toby’s room shows the correct time? pictures . Step5: Application. Guess. Let Ss have a look at the clock quickly, and then guess. Unit 1 Time（period 4） Step1: Warming up. Individual works. Retell the story in the class. Step2: Presentation. 1. Listen carefully. sing after it. 3. T presents the key words and difficult sentences. 2. Listen to the tape again and Students sing. 教 师 导 引 Step3: Practice. Group works. Step4: Consolidation. Listen and sing the song: My crazy clock Step5：Application. Sing and act the song. Unit 1 Time（period 5） Step1: Warming up. T speaks out the time. Step2: Presentation. 1. Listen to the tape. 学 情 预 设 Choose which group is best. 实 际 生 成 Sing the song guess what happens. 2. Listen again and try to understand the story. Step3: Practice. Read the story following the T, check your understandings. Learn the key words and key sentences. Step4: Consolidation. 1. Roll plays. Group work. Find out the best actor 2. Discussion. Q1: How do you think of Mike?… Step5：Application. Individual works. Retell the
教 师 导 引 story in the class. Unit 1 Time（period 6） Step1: Warming up. Say the chant.Listen and fill in the time Step2: Presentation. 1.Pair works. 2. T teaches the new words and key phrases. Step3: Practice. Group works. Step4: Consolidation. 学 情 预 设 实 际 生 成 Read the sentences. Group1 and Group2 read the dialogue. Choose one pair to act the dialogue, and choose which one is the best. Step5：Application. T gives Ss some teaching aids, The student who covers the four and makes the dialogue clocks first is the winner. following 5b. 教 学 反 思
第 二 单 元 教 学 概 要 说 明 主备人 教 材 简 析 本单元共7部分。它们分别是: 1. Listen and sing the song. 2. Listen and write the names. 3. Healthy food. 4.subjects. 5. Learn about Steve’s best friend. 6. Read John’s text. Then write it. 7. A story. 通过听、唱和说学习介绍朋友，然后用读、画、猜和演等多种形式操练，最终学会介绍朋友并会写。 1.大部分学生能做到课上认真听讲，认真听录音并努力模仿跟读，敢于大声朗读、回答问题和表演，有的学生还敢于提出疑问。 2.多数学生课后能认真完成作业，有较强的自觉性和积极性。 3.个别学生能做到课前预习。 知识与技能: Words: afternoon, chicken, give, music. Introduce friends. He likes… she likes… Who/when/How old… 过程与方法: L earn and try to introduce our friends. Talk about one’s best friend. 情感态度与价值观: We should treasure friendship. Train the ability of working together. 1.根据课文特点和学生实际情况，用图片、歌曲和表演等激发兴趣法，循序渐进引导法，听读感悟法进行教学。 2、通过情境展示，引导学生听读自悟。 3、为学生提供多种形式的听说读写训练并进行适时评价，促使学生熟练掌握所学知识并不断提高听说读写能力。 第一课时：part 3 第二课时：part4 第三课时：part1 第四课时：part2,6 第五课时：part5a,5b 第六课时：part7 学 情 分 析 目 标 导 向 教 法 与 学 法 课 时 安 排
课 题 主备人 主讲人 授课日期 缺课学生 Unit 2 Friends 教 学 目 标 重 点 难 点 教 法 教 具 准 备 设计理念 知识与技能 过程与方法 情感态度 价值观 Words: fruit,vegetables, subjects. Introduce friends. He likes… she likes… Who/when/How old… 通过小组合作探究、解决学习中的疑惑。 We should treasure friendship. Words: fruit,vegetables, subjects. Introduce friends. He likes… she likes… Who/when/How old… Listen, read and write. Tape ，pictures and flash . 突破 方法 突破 办法 学法 Listen, read and repeat. The teacher leads to work together 听读、自读、质疑、交流合作相结合。利用课内外资源，通过合作、交流突破。 Six 课时 本设计旨在体现教师引导，学生自主、交流合作、探究的学习方式；提高全体学生的运用英语交流的水平和写作的水平。 Unit 2 Friends I like apples, I like pears, too. I like English. What subject do you like? Who’s your best friend? How old is she? When is her birthday? What’s her favourite food?
板 书 设 计
教 师 导 引 Unit 2 friends（period 1） Step1.Warm-up 1. Greeting. Step2. Presentation & Drills 1.Talk about Talk about my favourite colour . 2.Look at part 3. Read the words. Then write them. 3.Look at the picture and recite the words and make dialogues. Step3. Consolidation make dialogues. Unit 2 friends（period 2） 学 情 预 设 I like red. What is your favourite col our? What is your favourite fruit/vegetable? 实 际 生 成 Step1.Warm-up Greeting. Step2. Presentation & Drills 1. Talk about Talk about my favourite fruit and vegetables . 2.Look at part 4. Read the words. Then write them. 3. Look at the picture and recite the words and make dialogues. What is your favourite Step3. Consolidation subject? make dialogues. Unit 2 friends（period 3） Step1.Warm-up Three pupils introduce: I’m… 1. Greeting. I like… 2. Introduce yourselves My favourite… Step2. Presentation 1. Introduce the new words: Look at the pictures and learn. Music, sport, spider, rat 2. Open the books and read the song. 3. Listen and sing the song: My best friends. 4. Circle what the children like 教 师 导 引 (Linda: Terry :) Unit 2 friends（period 4） Step1.Warm-up 1. Greeting. Step2. Presentation & Drills 1. Talk about Talk about the best friend. 2.Look at part 6. Read John’s text. Then write it. 3. Look at the pictures in part 2.Play the tape. Step3. Consolidation Unit 2 friends（period 5） 学 情 预 设 the new words. Read after the teacher. a. Listen to the song. b. Listen and sing the song following the tape. c. Sing the song together. Do it by yourselves. Check the answer. Greeting in daily Talk about the best friend. 1). Read the words in the boxes. 2). Read the sentences. 3). Fill in the blanks with the words in the boxes. 4). Check the answers. Ask several pupils to talk about their friends by the questions. 实 际 生 成 Step1.Warm-up 1. Free talk T： Talk about your friend. What’s your best friend’s name?（板书Name） How old is he/she? （板书Age） When is his/her birthday? （板书Birthday） What does he/she like? （板书Likes） What’s his/her favourite (food)? （纠正并强调he/she; his/her的用法。） Step2. Presentation & Drills 1. Look at the page 58 and answer teacher’s questions. 1) How many children are there? 2) Who are they? (The teacher writes in the board.) 3) Where are they from? 2. Listen to the tape about part 3. Find their age, birthday, likes. 教 师 导 引 1). The teacher writes the key words in the board. 2）.The teacher leads pupils to repeat Chen’s name, age, birthday, likes. T: His name is Harry. He is nine years old. His birthday is in September. He likes pets and books. (The same the others) Read the text 1). Find the other information. T writes the key words in the board 2). Find the new words and teach: Step3.Practice & Consolidation Repeat the texts. Unit 2 friends（period 6） 学 情 预 设 Answer teacher’s questions. Listen to the tape carefully and find their age, birthday, likes. Greeting in daily Listen to the tape. Listen again and answer the questions. Check the answers. Read the story after the teacher. Find the questions out and ask. Solve questions. Repeat the story each other. Play the story in group. 实 际 生 成 Step1.Warm-up 1. Greeting. 2.Talk about the best friend. Step2. Presentation 1. Play the tape about A story—Emma, Jackie and Diana. 2. Play the tape again and ask some questions. 3. Open the books at page 59. Play the tape again. 4. Read the story. 5. Read the story by yourself Step3. Drill 1. Repeat the story. 2. Play the story. 3. Turn to page 65.Read and writes the numbers. 4. Check the answers.
教 师 导 引 Step4. Consolidation 学 情 预 设 Fill in the blanks in group. Read and play the story. 实 际 生 成 教 学 反 思
第 三 单 元 教 学 概 要 说 明 主备人 教 材 简 析 本单元共7部分。它们分别是: 1. Listen and fill in the number. 2. Write the names of the animals. 3. Listen and play the games. 4. Read and tick the correct words. 5. Look at the animals and write the missing letters. 6. The animal guessing game. 7.A story-The clever pig. 1.大部分学生能做到课上认真听讲，认真听录音并努力模仿跟读，敢于大声朗读、回答问题和表演，有的学生还敢于提出疑问。 2.多数学生课后能认真完成作业，有较强的自觉性和积极性。 3.个别学生能做到课前预习。 知识与技能: Words: cow /duck/ elephant/ farm/ fat/ fox /lion/ pig /sheep Introduce animals. Does it…? Has it…? Is it…? Can it…? 过程与方法: Talk about the animals . 情感态度与价值观: We should love and look after animals. Train the ability of working together. 1.根据课文特点和学生实际情况，用图片、歌曲和表演等激发兴趣法，循序渐进引导法，听读感悟法进行教学。 2、通过情境展示，引导学生听读自悟。 3、为学生提供多种形式的听说读写训练并进行适时评价，促使学生熟练掌握所学知识并不断提高听说读写能力。 第一课时: Part1a,1b,Part2 第二课时: Part3a，3b，Part4 第三课时: Part5 第四课时: Part6 第五课时：Part7a，7b 学 情 分 析 目 标 导 向 教 法 与 学 法 课 时 安 排
课 题 主备人 主讲人 授课日期 缺课学生 Unit 3 Animals 教 学 目 标 知识与技能 过程与方法 情感态度 价值观 The new words. Words: cow /duck/ elephant/ farm/ fat/ fox /lion/ pig /sheep. Guess the animals: Does it…? Has it…? Is it…? Can it…? Look, listen and say We should love and look after animals. 重 点 难 点 教 法 教 具 准 备 突破 方法 突破 办法 Listen, read and repeat. Use Does it…? Has it…? Is it…? Can it…? Listen, read and say. The teacher leads to work together Work together. 学法 Tape ，pictures and flash . 课时 Five 设计 本设计旨在体现教师引导，学生自主、交流合作、探究的学习方式；提高全理念 体学生的听说读写的能力和运用英语交流的水平。 Unit 3 Animals 板 书 设 计 line pig cow hippo fox wolf sheep snake duck Does it live on a farm…? Has it got…? Is it…? Can it…? Does it eat…? Is it a…?
教 师 导 引 学 情 预 设 实 际 生 成 Unit 3 Animals（period 1） Step1.Warm-up 1. Greeting. 2. Ask and answer. Step2. Presentation 1. Introduce the new words with flash: cow /duck/ elephant/ farm/ fat/ fox /lion/ pig /sheep. 2. Open the books at page 66. Part 1. Listen and fill in the numbers. 3. Listen again and check. 4. Play the tape again. 5. Guess the animals Step3. Drill 1.Look at part 2. Write the names of the animals. 2.Which animal is missing? Step4. Consolidation Unit 3 Animals（period 2） Step1.Warm-up 1. Greeting. 2. Ask and answer. Step2. Presentation 1.listen to the tape and guess the animal. 2. Listen again and check. 3. Analyze the text. 4. Play the tape again. Step3. Drill 1.Look at part 3b. Write the names of the animals. 2.Read the small texts. Step4. Consolidation Unit 3 Animals（period 3） Step1.Warm-up 1. Free talk T:Talk about your favourite animals. Step2. Presentation Greeting in daily. Have you got a pet? What is it? Look at the pictures and learn the new words. Listen to the tape and fill in the numbers.Read the words after the tape. Look at the back of the pictures and guess, say the name of the animals Find the missing animals. It’s fox. a.Recite the new words: cow /duck/ elephant/ farm/ fat/ fox /lion/ pig /sheep. b. Write the new words. Greeting in daily. Have you got a pet? What is it? Read the text. Recite the texts. -Have you got a pet? -Yes. I have. -What is it? -It’s a … Read the chant: My favourite animal. Listen and fill in the words.
教 师 导 引 学 情 预 设 实 际 生 成 1. Listen to the tape about part 5. 2. Explain the questions. Step3. Practice Look at the group work. 1 . Read the dialogue in pairs. Ask some questions. Step4. Consolidation Play the dialogue in pairs. Work in pairs. Guess my favourite animals. Unit 3 Animals（period 4） Step1.Warm-up 1. Greeting. 2.Talk about Step2. Presentation & Drills 1. Open the books at part 5. The animal guessing game. 1. Look at part 6. 2. Mimic the part 6,Write the questions. Step3. Practice & Consolidation 1).Go over the sentences: Has it got four legs? Does it live on a farm? Does it eat other animals? Is it a hippo? Is it green? Unit 3 Animals（period 5） Step1.Warm-up 1. Greeting. 2.Talk about Step2. Presentation 1. Play the tape about A story-The clever pig. 2. Play the tape again and Listen again and check the answer. Read again and guess what animal it is. Draw the animal. Guess my favourite animals in front of the class. Greeting in daily Talk about the animals. 1).Listen and tick. 2). Listen again and check the answer. Greeting in daily Talk about an animal. Listen to the tape Listen again and answer the questions. Check the answers. Read the story after the teacher 教 师 导 引 学 情 预 设 实 际 生 成 ask some questions. 3. Play the tape again. Find the questions out and 1. Read the story. ask. 2. Read the story by Solve questions. yourself Step3. Drill Repeat the story each other 1. Repeat the story. Step4. Consolidation Read and play the story. 教 学 反 思
第 四单 元 教 学 概 要 说 明 主备人 教 材 简 析 本单元共七部分。 1. Listen and fill in the numbers. 2. Mime the action story. 3. Listen and say the chant. 4. Where are the book, pencil, ruler and erasers? 5. Find the ten hidden words. 6. True or false. 7. A story-The sofa. 通过听和找引出新单词，然后通过听说读写和故事等活动巩固新词。最后用所学的知识写句和短文。 1.大部分学生能做到课上认真听讲，认真听录音并努力模仿跟读，敢于大声朗读、回答问题和表演，有的学生还敢于提出疑问。 2.多数学生课后能认真完成作业，有较强的自觉性和积极性。 3.个别学生能做到课前预习。 知识：1. 四会单词：lamp mirror picture sofa wardrobe; 2. 学会句子：How much is (the lamp)? Where’s my pencil case? 3.学会理解：You’re reading a book. A bee lands on your book. You climb on the wardrobe. You look behind the curtains. The bee is on your nose. 技能: Listen, say, read, mime and write. 情感态度:Train the ability of Listen, say, read, and write. Train the spirit of working together. 1.根据课文特点和学生实际情况，用图片和动作等激发兴趣法，引导法，听读感悟法进行教学。 2、通过情境展示，引导学生听读自悟。 3、为学生提供多种形式的听说读写训练并进行适时评价，促使学生熟练掌握所学知识并不断提高听说读写能力。 教学时间建议6课时。 第一块内容：1a、1b、5、6、 四个部分。（2课时完成） 第二块内容： 3、4、部分。（2课时完成） 第三块内容：2a、7、部分。（2课时完成） 学 情 分 析 目 标 导 向 教 法 与 学 法 课 时 安 排
课 题 主备人 主讲人 授课日期 缺课学生 Unit 4 My room 教 学 目 标 知识与技能 Learn to use: mirror, picture, wardrobe, curtains, window, TV, table, sofa, and lamp. How much is (the lamp)? Where’s my pencil case? The pencil case is on/under/ behind/in front of /in ..... Listen and filling in the numbers. Sing the chant. Learn the story and text, then write the sentences and My classroom To love our room. 重 点 难 点 教 法 教 具 准 备 过程与方法 情感态度 价值观 The new words. Mime the story. 导引法。 突破 方法 突破 办法 学法 Look, listen, say and write. 利用课内外资源，通过合作、交流突破。 在教师的引导下自读自悟、质疑探讨相结合。 Six Pictures, tape and flash 课时 设计 本设计旨在体现引导学生运用自主、合作、探究的学习方式；结合课文形式，理念 体现英语教育的特点；致力提高全体学生的英语素养。 Unit 4 My room mirror wardrobe picture window 板 书 设 计 curtains TV table sofa lamp Where’s my pencil case? The pencil case is on/under/ behind/in front of /in .....
教 师 导 引 Unit 4 My room （period 1,2） Step1.Warm-up Step2. Presentation 1. Teach the words: 2. Present the following vocabulary using the pictures or flash. Look at the picture and describe in the introduction: Mirror , wardrobe, picture curtains, window, TV, table, sofa, and lamp. Step3. Drill 1.Look at the picture and read the words one by one. 2.Look at the picture and guess the words 3.Play the tape. 4. Open the books and write the words. 5. Finish the part 5,part6. Step4. Consolidation Unit 4 My room （period 3,4） Step1. Warm-up 1. Greeting. 2. Review the words of the room. 3. Guess the words Step2. Presentation Listen and say the chant. 2. The teacher read the chant to class. 3. The teacher reads again 4. Play the tape Step3.Drills 1. Tell the pupils to look atthe picture of part4 for a minute and try to find the missing objects. Close the books and ask “Where’s the ruler?” 学 情 预 设 1.Review the words of the classroom. 1. Describe my classroom. Review the structure “there is/are....on /in /in front of/ behind/ under....” a. Read the words and spell. b. Listen to the tape. a. Listen to the tape again and write the numbers. b. In order to find out what is in the box. Do it in groups a. Read the words and spell. b. Listen to the tape. c. Recite the words and write. Ask and answer in daily. Look at the picture and say words one by one. Look at the picture and guess the words 1. Read the chant by themselves or in groups . Look at the books and listen. Look at the books and read 实 际 生 成
教 师 导 引 “Is the pencil under the table?” “Where’s the eraser?” “Is it on the clock?” Step4. Consolidation Say the sentences using The … is in/on/under/behind the ... in groups Unit 4 My room （period 5） Step1. Warm-up 1. Review the chant. 2. Say the sentences what they wrote. Step2. Presentation 1. Draw a bee and teach bee. 2. Do “jump up” and teach it. 3. Play the tape of the action story. 4. Play the tape again and ask some questions. 5. Play the tape again and do the action story. Step3.Drills 1. Play the tape and fill in the number. Step4. Consolidation Unit 4 My room （period 6） Step1. Warm-up A story-The sofa Review How much is it? How are they? Step2. Presentation 1. Teach How much is the lamp/sofa? Using the pictures. 2. Introduce Please, give it to 学 情 预 设 after the teacher.Read the chant following the tape. 1.Listen and say the chant. 2.Write the sentences using The … is in/on/under/behind the ... Say the chant. Read the sentences what they wrote one by one. Look and learn bee. Read and do “jump up” Listen to the action story with closing the books. Listen again and answer the questions. Listen and mime the action story. Listen and fill in the number. Check the answers. Listen and mime the action story. Look at the teacher and answer the questions. Look and say after the teacher. 实 际 生 成
教 师 导 引 us. I can’t find… We don’t like. 3. Show the flash and play the tape. 4. Play the tape again. Show some questions. 5. Read it by yourselves and find the questions 6. Explain the questions they point Step3.Drills Choose the picture the teacher gave to play Step4. Consolidation Three teams to play 1. Listen to the story. 2. Play the story. 学 情 预 设 Look and learn following the teacher. Look at the flash picture and listen to the tape. Try to understand the meaning of the story. Listen again and answer the questions. Read after the teacher. Ask some questions that they don’t understand Other pupils explain the questions. 实 际 生 成 教 学 反 思
第 五单 元 教 学 概 要 说 明 主备人 教 材 简 析 本单元共7部分。它们分别是: 1. Read Carlos’s poster. 2. Talk about learning English. 3. Find out the words and write them. 4. Listen and fill in the blanks. 5. Listen ,find and describe. 6. Read and match. 7.A story-The dog. 学 情 分 析 1.大部分学生能做到课上认真听讲，认真听录音并努力模仿跟读，敢于大声朗读、回答问题和表演，有的学生还敢于提出疑问。 2.多数学生课后能认真完成作业，有较强的自觉性和积极性。 3.个别学生能做到课前预习。 知识与技能 1.能根据听到的单词skirt,shirt,tie,blouse,sweater,cardigan,shoes,socks, trousers,blazer,school uniform,jacket指认图片或实物，并能根据图片认读、说出、写出单词。 2.能根据听到的句子Tracy is wearing a blue skirt.等识别人物，并运用句子She/He is wearing …等描述人物服装。 3.能听懂对话Have you got your school uniform? Yes,a tie…and black shoes .等，并在图片的提示下完成对话 过程与方法 1、通过复习旧句型来学习新单词。 2、采用自主合作、探究学习的方法。学生在学习和练习活动中，发现问题，独立或合作解决问题。 情感态度与价值观 学生在英语课堂活动中养成听、爱讲、爱读英语的情感；在小组活动合作学习、共同讨论解决问题的过程中形成的团结友爱的情感。 本单元的教学以学生主体学习为主，结合实践性原则、开放性原则、和自主性原则，强调学生自我学习；发现学生，鼓励学生自主选择和主动探究，将学生的需要、动机和兴趣置于核心地位。启动互动式教学策略，情感激励的教学策略等，能有效地促进教学活动，同时也注重培养学生的学习策略。 目 标 导 向 教 法 与 学 法 课 时 安 排 教学时间建议5课时。 第一块内容：Part 1、Part 2（2课时完成） 第二块内容：Part 3、Part 4、Part 5a、Part 5b、Part 6（2课时完成） 第三块内容：Part 7（1课时完成）
课 题 主备人 主讲人 授课日期 缺课学生 Unit 8 School life 教 学 目 标 知识与技能 Words: sweater /blouse/ cardigan/ shoes/ trousers/ tie /socks.. Describe the school life . She/ He is wearing..... 重 点 难 点 教 法 教 具 准 备 设计理念 过程与方法 情感态度 价值观 The new words. Look, listen and say We should love our school life and protect animals. She/ He is wearing..... Listen, read and say. Tape ，pictures and flash . 突破 方法 突破 办法 学法 Listen, read and repeat. The teacher leads to work together Work together. Five 课时 本设计旨在体现教师引导，学生自主、交流合作、探究的学习方式；提高全体学生的听说读写的能力和运用英语交流的水平。 Unit 8 School life 板 书 设 计 cardigan shirt tie sweater T-shirt blazerblouse dress He/She is wearing ... 教 师 导 引 学 情 预 设 实 际 生 成 Unit 5 School life（period 1,2） Step1.Warming up Greeting Sing a song”Happy New Year” Sing a song”Happy New Year” Step2. Presentation 1. Learn to say the Clothes words:sweater,shoes,shirt,blou se,cardigan,socks,trousers,tie,s kirt,blazer 2. Write the words 3. Talk about colours of the clothes 4.using “...is wearing ....” describes your clothes. Step 3.Consolidation 1. Listen and complete the dialogues. Listen and check the answer. 2. Listen,Find Tracey and Chris 3.practice the ...is wearing... 4.match pictures with letters in groups. Unit 5 School life （period 3,4） Step one: Warning up. 1. Greeting. The words about clothes 2. Review. ...is wearing.... Step two: Presentation. Look at my pictures. Learn the new words: the songs, the chants, the stories, the games, the videos, Toby the tiger. Step3 Drill. What do you like best? Ask and answer. I like ... best. Learn to the text. introduce the Carlos. Step4 Consolidation Write about yourself.
教 师 导 引 学 情 预 设 实 际 生 成 Unit 5 School life （period 5） Step one: Warming up. 1. Greeting. 2. Review. Step two: Presentation. 1. Look at the picture. On the way to school. 2. Listen to the tape. The poor dog. Step three: Drill. You stupid dog. 1. Introduce the story. He needs food, water and 2. Listen and read follow me. love. Step four: Consolidation We must look after animals! Read the story. Role play 教 学 反 思
第 六 单 元 教 学 概 要 说 明 主备人 教 材 简 析 第六单元虽然主题是Holiday,但是真正的重点却是现在进行时。而现在进行时则以短语、句子和故事的形式来体现。尤其是故事，以假期为开头，加以引人入胜的情节，把表示现在进行时的几个句子不露痕迹的揉在故事里。这样，学生学习故事的热情高涨，而故事结尾又教育了学生，可谓一举两得。 学 情 分 析 这个单元对四年级的学生来讲，基本上能够掌握。但一部分学生对现在进行时的结构还不能完全掌握，表达句子的时候容易把be doing结构丢掉一个，或是把doing表示成do。 目 标 导 向 知识与技能 1、能听、说、读、写单词、短语和句子。 2、能读懂故事，理解故事内涵。 过程与方法 1、通过查阅资料和其他辅助手段，体会文章的情感。 2、采用自主合作、探究学习的方法。学生在具体的课堂活动中，发现问题，独立或合作解决问题。 情感态度与价值观。 1、学生在英语课堂活动中养成听、爱讲、爱读英语的情感； 2、培养学生遇事沉着冷静，开动脑筋想办法求助及自救的意识。 1、运用TPR和创设情景来学习现在进行时。 2、本单元教学可指导学生重点感受故事情节，体会现在进行时的运用。 3、通过故事告诉学生遇事要沉着冷静，开动脑筋想办法求助并要有自救的意识。 教学时间建议5课时。 第一块内容：Part 5a、Part 5b、Part 3、Part 2、Part 6（3课时完成） 第二块内容：Part 1、Part 4（2课时完成） 教 法 与 学 法 课 时 安 排
课 题 主备人 主讲人 授课日期 缺课学生 Unit6 Holidays 教 学 目 标 知识与技能 过程与方法 情感态度 价值观 1. Master the new words and phrases. 2. Say and write the sentences. 3. Can talk about the holiday. 循序渐进教学法和TPR. To keep healthy every day. Have a nice holiday. 重 点 表示现在进行时和假期活动的句子。 突破 方法 重点单词讲解 重点句型操练。 难 点 表示现在进行时和假期活动的句子 突破 办法 小组合作，通过练习、交流突破。 教 法 教 具 准 备 设计理念 循序渐进教学法和TPR. 学法 教师引导和学生合作相结合。 卡片、CAI 课时 Five 本设计旨在体现引导学生运用自主、合作、探究的学习方式；体现英语学习的特点；致力提高全体学生的英语听说读写能力。 Unit6 Holidays 板 书 设 计 Nick is riding a bike. Pam is swimming. Jill is eating…. Tony and Cathy are playing football. Tim and Simon are playing table tennis.
教 师 导 引 The first lesson 一 Warm up 二 Presentation 三 Practice Homework: 学 情 预 设 1. Listen/sing a song. 1. Actions. 2. Revise the old phrases. 1. Guess what the children are doing in part 5a. 2. Write sentences using phrases from the box below. 3. Say the sentences. 4. Check your guesses. Cut out the pictures on page 82. Glue them on to the pictures in 1. 1. Make sentences about you. 2. Ask for each other. Make sentences 实 际 生 成
教 师 导 引 The second lesson 一 Warm up 二 Presentation Now let’s learn part 1 Children from all over the world talk about their holidays. Tell the pupils to ask their classmates questions about the photographs holidays and leisure time in general, for example :Do you like this girl？ Can you serf？ Guide the pupils to a certain extent. But you are guided by the pupils’ interests, too. 三 Practice The third lesson 一 Warm up Teach them to know: The moon is bright, there’s a party tonight. The lion and the duck are dancing rock’n’roll. 学 情 预 设 1. Sing a song. 2. Actions. 1. A-guessing game: What am I doing? 2. Make the sentences using be doing. The pupils talk about and compare them with the information provided by the children in the photographs. Read and write the sentences. 1. Listen and sing the song. 2. Read and sing the song again. 实 际 生 成
教 师 导 引 二 Presentation Learn the part 8. 1. Let the pupils look at the pictures. Then ask ： What is he/she doing? What are they doing? Teach them to use: She / He is doing…. They are doing…. Notice: ride——riding have----having dance----dancing write----writing swim----swimming put-----putting Let the pupils look at the pictures. Then ask ： What is he/she doing? What are they doing? The fourth lesson 一warm up 1. Greeting Hello, Nice to meet you. 2. Free talk Do you like holidays? What do you do in holidays? 学 情 预 设 1. Watch and read. 2. Look at the pictures and answer. 1. Answer the questions. Laura is painting a picture. Martin is eating spaghetti. Jane is watching TV. Lisa is singing. Maria and Dan are swimming. Tom and Sue are playing. She is writing. He is playing the piano. He is skiing. 2.Write the sentences 3. Copy the sentences. Nice to meet you, too. 实 际 生 成
教 师 导 引 二 lead in 学 情 预 设 实 际 生 成 1. Look, what’s this? Yes, it’s a big house. It looks very nice. Let’s go and have a look, OK? Oh, there are many rooms in this house, what are they? 三Presentation 2. Teach: bathroom、bedroom、living room、kitchen Spell: kit ch en ba th What can we do in the bathroom/bedroom/living room/kitchen? 3. Teach new phrases: have a bath, wash the dishes by TPR. 4.Show the picture of writing “sweet home”. It’s really a nice house. I hope this is my home, sweet home. 5. Today we will learn a story-The monster. All the things take place in this house. Please read this story silently. Try to understand it. Show the question: What is this story talking about? (1). Learn part one of the story. It’s a house. OK. Let’s go! Read after the teacher. We can…in the…. Learn new phrases. Say: home, sweet home Read the story silently. Intensive reading
教 师 导 引 Read picture one loudly. Show: Whose house is it? What are the mouse and the hamster going to do? (2). Learn part two of the story. The mouse and the hamster are going out for their holidays, only the rabbit left at home. Let’s watch the pictures. Show: What will happen? Four big animals rush into the house, who are they? What are they doing in the house? What is the hippo doing? What is the lion doing? What are the fox and the snake doing? What is the rabbit doing? Look at the four big animals, how are they feeling now? What about the rabbit? Whose house is it at this time? They are robber (强盗). 学 情 预 设 Read picture one loudly. It’s the mouse、hamster and the rabbit’s. They’re going for their holidays. They are hippo, lion, fox and snake. Read the text loudly. In the bathroom a hippo is having a bath. In the bedroom the lion is watching TV. In the living room a fox and a snake are playing table tennis. In the kitchen the rabbit is washing the dishes. Practice the sentences. They are very happy. The rabbit is sad/ tired…. The four big animals’. How are you feeling now? 实 际 生 成
教 师 导 引 学 情 预 设 实 际 生 成 Let’s find a good way to help Let them talk about freely. the small animals. （3）Learn part three of the story. The hamster and the mouse are angry, too. They have got an idea. OK, let’s look! Look at the picture. Show: What’s the idea? When the big animals look at They are scared. the crocodile, how are they feeling? What do they say? Who’s knocking? The big Who is it? crocodile. Help! Help！ Is it a crocodile? Whose house is it at last? The mouse and hamster. What the clever animal! No. Which animal do you like best The mouse, hamster and in this story? Why? rabbit’s. we are in danger, We should Say it freely. get help from others or help Read and act the story. ourselves. I believe you can. Class is over, good bye. Bye –bye. 教 学 反 思
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