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1、精选优质文档-倾情为你奉上Unit 1 How are you?Period 1教学目标能听懂、会说本课会话；能运用“How are you?”进行问候，并对此做出回应；力求在第一课堂就激发学生学习英语的兴趣。二、教学重点及难点重点：自我介绍， 运用“How are you?”向他人询问情况。难点：根据自身的实际情况回答“Im fine, thank you.”、“No, Im not very well.”三、教学步骤：Step 1 Warming up师生问候。T: Good morning, boys and girls. S: Good morning, Miss Zhang.用中文或
2、动作帮助学生回忆、理解。Step 2 Presentation and drillT: Hello, boys and girls. I am your English teacher. I am Miss Zhang.用动作帮助写生回忆、巩固“I am ”的意义。T: Today well learn Unit 1 “How are you?”板书课题及主题句。带读单词“unit”、“one”.会话教学先教单词fine.教师指着自己对学生说:Im fine today. 用表情来表示出自己今天很好(指身体)。并把fine一词写在黑板上，可向学生用汉语解释fine一词意思是身体好。3.教师反复
3、带读fine一词并检查学生的发音.4. 教师和一个学生打招呼:Hello, how are you? 然后指着黑板上fine 一词,启发学生回答:Im fine, thanks或 Im fine, thank you.5. 教师再和另一位学生重复刚才的会话.6. 让一个学生向老师打招呼并问候,如:S: Hello, Miss Howareyou?T: Fine ,thanks.教师接着问候学生:How are you启发学生回答,同时教Im fine, thank you.7. 教师把very well.写在黑板上.解释very well意思是身体好.8. 教师带读very well ,并检查
4、学生发音.9. 师生之间进行打招呼问候,如T: Morning, boys and girls.Ss: Morning, Mr. Zhang. How are you?T: Fine, thanks. How are you?Ss: Very well, thank you.10. 同桌两人或前后两人进行会话练习.11. 听会话录音,模仿语音语调.。T: Hello, Im Miss Zhang.放慢速度，强调口型，帮助学生理解“How are you?”并能根据自身实际情况估出回答。12听课文A部分录音，跟读。Step 3 Practice游戏A little actor准备一个纸盒，装入写
5、有Anne, Lingling, Peter, Mingming等人名的纸条。学生抽中谁，就扮演谁，进行角色表演。游戏Dragon gameStep 4 Consolidation创设情境，自由会话。评价。练习：练习册P1Period 2教学目标能听懂、会说本课会话；能运用“How are you?”询问对方情况，并对此问候做出相应的回应；根据自身的实际情况选择性问答：“Im fine, thank you.”“No, Im not very well.”教学重点及难点:根据自身实际情况回答。注意在不同场合、面对不同对象的语气要有所不同。二、重点：能运用“How are you?”询问对方情况
6、，并对此问候做出相应的回应；根据自身的实际情况选择性问答：“Im fine, thank you.”“No, Im not very well.”难点：根据自身实际情况回答。注意在不同场合、面对不同对象的语气要有所不同。三、教学步骤Step 1 Warming up师生问候。复习句型。师生会话示范。自由练习。分角色表演。Step 2 Presentation and drill教师走到任意学生面前，很关心的询问“How are you?”。T：How are you?板书句型，带读，帮助学生理解并回答：“How are you?”然后全班集体练读，分组练读，单个练读。教师扮成学生，与班上同学对
7、话。T：Hello! How are you?S1：Im fine, thank you.T: Hello! How are you?S2: Im not very well.通过几次对话帮助学生理解How are you?和在不同情况下的选择性回答。Step 3 Practice教师做口型，学生根据口型大声说出单词或句子。听课文B、C部分录音，看课文，理解意思，然后有感情的朗读。Step 4 Consolidation创设情境，自由会话。Im fine, thank you.Im not very well.Bad! Very bad!评价。练习。练习册P2-4Period 3教学目标能掌握
8、字母Oo的读音和书写，了解Oo在单词中的发音；能唱歌曲“Sing and act.”通过唱唱玩玩，培养学生学习英语的兴趣。二、教学重点及难点重点：字母Oo及在单词中的发音；歌曲“Sing and act.”难点：理解新单词，朗读句子。三、教学步骤Step 1 Warming up师生问候。自由会话和角色表演。Step 2 Presentation and drill出示字母卡片Nn。带读；教学生书写Nn, 分辨字母大小写，然后让学生按照范例正确书写字母，个别检查和辅导。让学生用身体语言来表演Nn，激发学生的学习兴趣。出示新单词的卡片，强调字母Nn在单词中的发音，并让学生跟读体会。T: Nn,
9、Nn, Nn, banana,Nn, Nn, Nn, noodles,Nn, Nn, Nn, net,听课文E部分录音，跟读字母，单词，句子，理解句子大意。Step 3 PracticeSong: 教师根据活力英语中的歌曲How are you.改编Hello, Tom. Hello, TomHow are you?How are you?Im fine, thank you.Im fine, thank you.And you? And you?鼓励学生自由创设情境，大胆进行会话。评价。Unit 2 What number is your car?Period 1教学目标能听懂，会说新单词“
10、number/five/seven/nine”.能掌握课文大意。能运用句型：“What number is” Its Number”.教学重点与难点重点：运用 “What number is”进行询问号码，并用 Its Number”进行回应。难点： “Im sorry. I dont know.”意义和用法。三、 教学步骤Step 1 Warming up.T: Good morning. Boys and girls. How are you? Ss: Im fine. Im not very well. How are you?T: Im fine, thank you. Lets si
11、ng the song. “Ten little Indian boys.”Step 2: Lets learnT: Whats this?S: Its a car.T: Yes, its my car. Today, we will have a model car race. Look! My car is Number Seven. What number is your car?S: Learn to say “ My car is Number Five/Seven/ Nine.”Step 3: Lets playT: Lets play a chain game.S1: What
12、number is your car? S2: My car is NumberStep 4: Lets learnT: Please listen to the tape. Listen and learn to say.S: Learn to say “Im sorry. I dont know.”Period 2教学目标能听懂会说单词“desk/count/one/two/three/four/six/eight/ten.”.听懂，会说本课对话能运用“How are you?”问好，并用“Im fine. / Im not very well.”做出回应。运用 “What number
13、is”进行询问号码，并用 Its Number”进行回应。能看懂并理解课文D部分。能运用句型：二、 教学重点与难点重点：熟练运用对话与他人交流。难点：理解课文D部分。三、 教学步骤Step 1: Lets singT: Lets listen and learn to sing the song “Hello, teacher.”S: Sing the song together.Step 2: Lets learnT: (Draw an apple tree) Whats this?S: Its a tree.T: Yes, its a big apple tree. Lets count
14、them One.Yes, five apples.S: Learn to read “count/one/two/three/four”T: Whats this?S: Its a desk.T: Whats on the desk?S: Two pens. Six oranges.Step 3: PractiseT: Lets act Part C.【Writing on the blackboard】Unit 2 Whats your number?desk/count/one/two/three/four/six/eight/ten. One desk two pens three b
15、ooks four rulersFive erasers six boys seven girls eight balls Nine oranges ten apples countPeriod 3教学目标能掌握字母P在单词中的发音。能读出由含有字母P的单词组成的句子。能掌握字母P的书写。能表演唱课文F部分的英语歌曲。教学重点与难点重点：字母P在单词中的发音。难点：理解新单词，朗读句子。四、 教学步骤Step 1: Lets playT: Please write down the numbers as quickly as you can.S: Listen and write.Step 2
16、: Lets learnT: Please look at the cards and read the words.S: Learn to read “pocket/stop/pie/top”T: Learn to write the letter “p”Step 3: Lets playT: Lets play “Magic eyes”. Please read the words as quickly as you can.S: Read as quickly as possible.【Writing on the blackboard】Unit 2 Whats your number?
17、Pp pocket stop pie topUnit 3 How old are you?Teaching Aims（教学目标）Knowledge Aim（知识目标）Words: old, how old, look Functions:A:How old are you?. B: Im nine. Youre nine,too.Ability Aim（能力目标）To make Ss ask and answer with “How old are you?”.To cultivate Ss abilities of listening, speaking.Moral Aim（情感目标）To
18、arouse Ssinterest in English,Main points（重点）:To make Ss master the new words and functions.To make Ss ask and answer with “How old are you?”. Difficult Points(难点): To make Ss ask and answer with “How old are you?”. Teaching Materials（教具）: flash，age badgs，word cards，papers Teaching Procedure（教学过程）： S
19、tep 1：Warming-up（热身运动）Greetings.Review the numbers 1 to 12. T: What are you going to do on June 1st , 2008/August 8th , 2008?Ss: Im going to .教师通过自制日历，分别翻页呈现6月1日和8月8日这两个日期，和学生进行自由交谈，用“be going to”句式分别说出自己在这两天的计划和打算，为本课的学习做好铺垫。Step 2: Presentation（呈现新知）Lead-in：Teach the new phrase “middle school”.继续翻
20、日历，呈现9月1日，教师询问学生：What are you going to do on this day?从而引出本课新短语：middle schoolShow a question, listen and find the answer. Lead in the title. Write it on the blackboard.让学生带着一个问题：What language are Sam and Amy going to speak? Step 3:New structures learning（新授）Listen to the tape again, underline the se
21、ntences with “be going to”.Explain the future tense through the sentences in the dialogue.Write the function on the blackboard:Are you going to go to middle school this September?Teach the new words “study, practise” in sentences .Teach the new word “worry” in a real situation. Compare worry and sor
22、ry .Show some questions about this dialogue. Explain these questions to pupils, then let the students read this dialogue carefully and find out answers. They can help each other.Then ask and answer them with pupils. At the same time, write functions on the blackboard.Im really excited.Ill miss you.A
23、ll of these can help pupils understand the dialogue .Listen to the tape and follow it.Step 4:Practice（练习）Remember new words by heart then have a dictation .Pupils only have one minute to remember these words in their own way , then theyll have a dictation . Have a dictation: listen and write.Read se
24、ntences , pay attention to the time and say “Yes “or “No”.句子：Are you going to go to middle school this September? 然后点击时间状语this September，时间状语将进行变换：last year, tomorrow, next year, this afternoon, yesterday等等，让学生判断这些时间状语运用be going to句式是否正确，使学生更加明确be going to句式的用法。Read sentences and choose “am going to
25、, is going to , are going to”.句子：Hego to middle school this September. 点击人称代词He将进行变换：I，she, we, Daming, you, Sam and Amy等，让学生选择“am going to, is going to , are going to”填空，使学生能熟练掌握be动词在不同人称下的变换形式，达到灵活运用。Step 5: Consolidation（巩固）The topic is about this Sunday.Talk in pairs.Talk in whole class.First, T
26、 gives a model, then ask Ss mime it and say the whole passage.Step 6: Homework（作业）Write: This Sunday, Im going to. T: Thats all for today. Class is over. (Pupils all stand up.) We have a happy time this class . But its time to say goodbye . T: Ill miss you.Ss : Ill miss you , too . 在真实情境中再次呈现本课功能句：I
27、ll miss you.Unit 4 How many are there?教学目标：语言功能：用“How many are there?”询问物品的数量，并用“There are”对询问做出回答。语言结构：How many are there? There are词汇：ruler、book教学重、难点：教学重点：用“How many are there?”询问物品的数量，并用“There are”对询问做出回答。教学难点：语言结构：How many are there? There are教学目标能熟练地运用英语数数；能用“How many?”就物品的数量提问，并用“There are”对该
28、询问做出回答。二、教学重点及难点教学重点：用英语数数。教学难点：用“How many?”就物品的数量提问，并用“There are”对该询问做出回答。三、教学准备打印有“How”、“many”、“are”、“there”五个单词的纸片。四、教学步骤Step 1 Warming up师生问候。Lets count。（数数游戏）引导学生从0数至10，再从10数到0。不断地用“Lets count”发出命令，反复两次，让学生慢慢体会到单词count的中文意思：数数。为下段教学做好铺垫工作。Step 2 Presentation and drill向学生分别出示手中的实物：书及尺子。T：Hello,
29、everyone! I have many things in my hand. Whats it? 如果学生说对了就示意全体同学拍手鼓励。T: Whats this?S: Rulers.T: Yes, there are some rulers.T: How many rulers?S: One ruler/Two ruler/T(尺子在手中出示)：Please count there rulers. Who can cout?S: One, towfive.T: How many rulers are there?S: Five rulers.板书并教学句型：“How manyare th
30、ere?”。出示课文A部分教学挂图（或多媒体课件）。听课文A部分录音，了解课文大意。听录音，跟读。分组练读并表演。Step 3 Practice游戏Blowing up the blockhouse (炸碉堡)黑板上简单地勾画出几座山和几座桥，假设这是红军长征的必经之地。将画有各种不同数量物品的图片背面朝外贴在“关卡”处，作为敌方的“碉堡”，要过“关卡”，必须先将“碉堡”炸掉。将本班学生分成两组进行游戏，每组五名“红军战士”，回答教师所提问“How many rulers/pens/pencils?”,一次或两次答对的代表“炸掉一个碉堡”，三次没答对则该名“战士”牺牲，换下一个上。通过全部“关
31、卡”后“战士”牺牲少的一方为胜。Step 4 Consolidation创设情景，自由会话。情景：学校开展向边远山区小朋友献爱心活动，同学们纷纷踊跃捐献学习用品。各班上交前需将所有物品进行统计，教师要求学生先分小组统计。每小组选一名学生当统计员。S1: How many pens are there?S2: three pens.S1: How many bags?S2: Four bags. 评价。对学生在活动中的表现给予肯定和鼓励，提高学生学习英语的兴趣。练习。（见练习册P13P14）家庭作业。熟读并背诵课文A部分。识记本课新单词。Period 2教学目标能熟练地运用“How manyar
32、e there?”. “There are”就物品的数量提问和回答；能理解、会读课文C部分英语韵律小歌谣；理解课文D部分故事；培养学生的阅读理解能力。二、教学重点及难点教学重点：运用“How manyare there?” “There are”就物品的数量提问和回答。理解并朗读课文C部分英语韵律小歌谣。三、教学准备：文具若干、教学磁带等四、教学过程Step 1 Warming up师生问候。唱已学的英语歌曲。Step 2 Presentation and drill出示一个文具盒T: Whats this?S: Its a pencil-box.T: Whats in it?S: Pens/
33、Pencils/Rulers/T: How many pens/pencils/rulersare there?S: There are five pens/two pencils/four rulers/（引导学生回答）让学生 们自由交读，谈论各自的文具。听课文B部分录音，跟读。利用人物头饰表演对话。Step e Practice游戏Whispering(悄悄话)分组进行游戏。教师将写有“There are six pens./There are two books. /There are seven pencils.”等句子的纸条发给每组最后一名同学，该学生将这句话小声地往前传，依次前传，
34、第一名学生将这句话大声说出来。传得又快又准的一组为胜。听课文C部分录音，教师解释单词和句子的含义，然后让学生们跟读模仿。挑选读得好的学生充当小老师带读。Step 4 Consolidation课文D部分。阅读短文，回答问题。How many stars are there?解释“twinkle”“I wish there could be more.”的含义，帮助学生理解短文大意。听录音，跟读模仿说故事。分角色表演。评价。对学生在活动中的表现给予肯定和鼓励，培养学生的表达能力。练习。（见练习册P15-P16）家庭作业。背诵课文D部分。Period 3教学目标能掌握字母R r在单词中的发音；能读
35、出由含有字母R r 的单词组成的句子；能掌握字母R r的书写；能诵读课文F部分的趣味歌谣。教学重点及难点教学重点：字母R r在单词中的发音。教学难点：朗读课文E部分句子。教学准备：字母卡片、单词卡片、教学磁带等教学步骤Step 1 Warming up师生问候。配上动作表演课文C部分英语韵律小歌谣。Step 2 Presentation and drill将第14单元E部分含有不同字母的单词卡片打乱分发给学生，让学生们将含有相同字母的单词归为一类，并读出这些单词，剩下的为含有字母Rr的新单词。听课文E部分录音，感知单词的发音。听课文E部分录音，跟读。Step 3 Practice听课文E部分录
36、音，跟读句子。详细讲解句子的发音，帮助学生理解句子的含义。自由练习朗读句子。教授字母Rr的书写。Step 4 Consolidation课文F部分：解释说明各句含义，并详细讲解其发音。自由练习朗读。有节奏地诵读。挑选若干学生上台边画边诵读，可举行小型竞赛。评价。对学生在活动中的表现给予肯定和鼓励，提高学生学习兴趣。家庭作业。熟读并背诵课文。朗诵课文F部分趣味歌谣给爸爸妈妈听。Unit 5 Whats the time?教学目标：语言功能：用“Whats the time?”询问时间，并用“Its”对该询问做出回应。语言结构：Whats the time? Its词汇：掌握词汇：a clock,
37、 oclock, day, night, please, time理解词汇：show, sun, sail, sand, sea, seashells, shine, seashore, ship, dock,ran up, struck ran down语法：字母S s在单词中的读音和书写。教学重、难点：教学重点：用“Whats the time?”询问时间，并用“Its ”对询问做出回答。教学难点：语言结构：Whats the time? Its Period 1教学目标能听懂、会说新单词a clock, oclock, please, time；能用“Whats the time?”询问
38、时间，并用“Its”对该询问做出回应；向学生渗透礼仪教育。二、教学重点及难点教学重点：用“Whats the time?”询问时间，并用“Its”做出回应。教学难点：时间的表达。三、教学准备：一面闹钟、狼的头饰、学生自制闹钟模型、教学挂图、教学磁带等。四、教学步骤Step 1 Warming up师生问候。唱有关数字的英语歌曲。Step 2 Presentation and drill播放一段录音（说话的声音、各种动物的叫声、闹钟的滴答声等）T: What can you hear?S1: I can hear a dog.S2: I can hear a cat.Sn: I can hear
39、 a clock.T: Yes, this is a clock. (出示闹钟)Look at the clock, please. Whats the time?Ss：Its two oclock. (帮助学生回答)板书并教学单词clock, oclock, time, please。 板书并教学句型：“Whats the time?”“Its oclock.”游戏Quick response （快速反应）教师将闹钟拨到不同的时间，学生用最快的速度回答，看谁反应最快。T: Whats the time?S: Its one/four/five/ten/oclock.然后让学生用自己的闹钟模型
40、分组进行游戏，操练句型。听课文A部分录音。理解并复述内容，跟读。Step 3 Practice分角色表演课文A部分。游戏老狼老狼几点了？教师戴上大灰狼的头饰扮演老狼，学生扮演小动物，将教室划为若干区域，选定一处为小动物的家。老狼十点出洞觅食。学生问“Whats the time?”老狼答“Itsoclock.”当回答“Its ten oclock.”时，“老狼”开始抓“小动物”，“小动物”可往“家”逃跑，如果被抓，则回答老狼的问题“Whats the time?”。答对的可放生，否则就被吃掉。Step 4 Consolidation创设情景，自由会话。情景：上学路上，同学遇见，询问时间。S1:
41、 Good morning, S2.S2: Good morning, whats the time, please?S1: Its seven oclock.S2: Thank you.S1: Youre welcome.让学生们自己创设情景会话或表演课文A部分情景。评价。对学生的表演进行评价，给予肯定和鼓励，激发学生说的欲望。练习。见练习册P17家庭作业。听磁带，读课文。Period 2教学目标能听懂、会说新单词eleven, twelve, night, day;能熟练地运用句型“Whats the time?”“Its oclock.”谈论时间。能阅读、理解课文D部分内容。教学重点及难
42、点教学重点：用句型“Whats the time?” “Its oclock.”谈论时间。教学难点：单词show的含义和用法。教学准备：自制钟模型或大钟、单词卡片、教学磁带等。教学步骤Step 1 Warming up师生问候唱英语歌曲。游戏Dragon game(接龙游戏)S1: Whats the time?S2: Its oclock. Whats the time?S3: Step 2 Presentation and drill出示一面钟。T: Whats this?Ss: Its a clock.T: Whats the time?Ss: Its one/two/three/ocl
43、ock.将时间拨到11点。T：Whats the time?Ss: Its eleven oclock. (帮助学生回答)板书并教学单词eleven。用同样的方法教学单词twelve.出示单词卡片night, day, 教学单词。单个、分组读，读得好的充当小老师带读。Step 3 Practice听课文B部分录音，跟读。游戏Quick response (快速反应)教师将两个自制的钟模型固定在黑板上，将全班学生分为两组，每轮游戏每组选一名代表上台进行比赛。按照教师的指令做出正确而迅速的反应。T: Show five/six/seven/eight/nine/tenoclock. （解释show
44、的含义）可让学生们自由组合进行游戏。Step 4 Consolidation课文D部分阅读短文，理解故事大意。听录音，跟读。分角色表演。（或鼓励学生自由创设情景进行表演）评价。对学生的表现进行评价，给予肯定和鼓励，培养学生的英语交际能力和表达能力。练习。见练习册P18-20家庭作业。朗读课文。Period 3教学目标能掌握字母Ss在单词中的发音；能读出由含有字母Ss的单词组成的句子；能掌握字母Ss的书写；能唱课文F部分英语歌曲。教学重点及难点教学重点：字母Ss在单词中的发音。教学难点：朗读句子。教学准备：教学磁带等。教学步骤Step 1 Warming up师生问候。唱已学的英语歌曲。Step 2 Presentation and drill听课文E部分录音，感知单词的发音。听课文E部分录音，跟读单词。游戏Whats missing?(眼力大地考验)教师板书单词sun, sail, sand, Sally, seashells,让一学生背对黑板迅速地说出教师擦掉的单词。Step 3 Practice听课文E部分录音，详细讲解句子发音，帮助学生理解句子含义。学生自由练读句子。示范书写字母Ss，学生自由练习，注意字母的大小写。Step 4 Consolidation课