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1、 Lesson 1 Look!教学目的：1 学问目的：要求学生驾驭四会单词：look, see, point 体会表演looking, seeing, pointing；稳固食物名称单词和动物单词；2 实力目的：能敏捷运用句子 I see _.能运用所学英语词汇和句式解决描绘视察中所看到东西。3 情感目的：培育学生视察实力，进步学生对事物探究爱好。教学重、难点：要求四会单词look, see, point和要求驾驭句式I see _.。教具、学具打算：1 单词卡片。2 录音机或课件。教学过程：Class Opening and Review1. 做嬉戏：“Colour point 老师提早在黑
2、板上放上不同颜色纸，指明几个学生到前面做嬉戏，其他学生一起说歌谣，指颜色。(设计意图：这个环节设置既复习了一些颜色，又引出了本课中提到颜色。)2. 做嬉戏“Name it 老师说出颜色名称和表示词汇类别，如Rde:food,这时学生必需写下他们所能想起来红色食品。如：肉，苹果，草莓谁写最多就算赢。老师拿出打算好一些食物，说：“Im hungry. I want to eat some bread. I like to eat some bread. What do you like to eat “I like to eat_.复习表示实物名称词汇。利用单词卡片Whats your favou
3、rite food My favourite food is _.也可用此句型复习动物词汇。(设计意图：这个环节设置用来复习以前学过食物词汇和动物词汇，同时复习Whats your favourite _这个句式。) 3. 老师指着教室中某个物品，说Look, I see _. (引出新概念。) New Concepts1 本课新概念look, see, point学生曾屡次接触，比较熟识，让其表演looking, seeing, pointing.老师要向学生说明look和point区分，look表示看动作，see表示看见，是看结果。让学生多运用这些单词说句子。2 学生熟识句式后，再利用实物
4、和单词卡片学习。让学生看卡片，练习句型，Look! I see a _. 3 运用实物进展练习。让学生向四周或窗外看，练习句型Look! I see a _. _is piointing.4 两人一组做问答练习。 What do you see Look! I see _.(设计意图：利用已有学问引出新学问，减小教学难度，同时可以放手让学生自己说出自己视察到，老师加以指导就可以了，通过练习稳固新知。)5 听录音两遍，留意语音语调。第一遍听后答复以下问题，What does Jenny/ Danny/ LiMing see第二遍跟读，让学生足以仿照录音中语调。6.两人一组自编对话。学生自创情景，
5、火车上，飞机上，操场上，教室里 老师先找一个口语较好学生作一下示范。然后让学生分组练习，激励学生多说些知道句子。如： Hello! How are you How do you feel Are you hungry / thirsty (出示一幅图画) What do you see7.利用实物或单词卡片汇报演出。设计意图：熬炼学生自己创建性，可以结合以前学过句型和词汇，并利表演出来，运用于实际生活中。Class ClosingActivity book板书设计：Lesson 1 Look! look, see, pointlooking, seeing, pointingLook! I s
6、ee a _.课后反思： 课后习题：一 找出不同类一个单词。( )1. chicken dumplings noodles school( )2. cow rice sheep goat( )3. bus train airplane kite( )4. fruit vegetable bicycle meat 二 连词成句see a I cow brown _school red see I a small_Lesson 2 What Are you doing 教学目的：1. 要求学生驾驭四会单词：行为动词draw sleep 和形容词quiet loud2. 理解并可以运用短语： dra
7、wing a picture looking out the window singing a song sleeping reading a book3. 句型what are you doing I am _ing. What is he (she) doing He (She) is _ing . 教学重点：本课四会单词： draw sleep quiet loud教学难点：本课难点在于对课文理解和句型敏捷运用。教学用具：录音机、教学卡片、实物等。教学过程：一、 Class opening and review(复习行为动词) 1. 唱歌曲：“I am Drawing找一名唱好学生到前面
8、做动作领唱。2. 学生已学过，walk run jump sit stand 这几个行为动词，老师可以用自问自答形势，借助体态语言说出下面话What am I doing -I am standing . What are you doing -you are sitting .What am I doing -I am walking .What am I doing -I am seeing.What am I doing -I am pointing.(设计意图 标提倡“以旧引新,在这个环节中，老师自己做动作，让学生借助形体语言理解句子，并复习学过行为动词，为这一课教学作好铺垫)二、Ke
9、y concepts(新授) 1学习单词：draw, sleep接着上一环节动作，What am I doing -I am drawing.让学生猜老师在做什么。What am I doing -I am sleeping.利用单词卡片学习这两个词汇，并练习拼读、造句。2.给全班发指令，运用新旧词汇，特殊留意draw和sleep，开始时，老师边发指令，边做动作，然后只发指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做动作学生，提问并出示句子 What are you doing I am _ing. 两人一组做动作练
10、习以上句型。 指名到前面表演并练习对话。3.学习单词 quiet, loud When I am drawing, I am quiet.这时把食指贴在嘴唇上作“别出声状，重复quiet, quietBut when I am singing ,I am loud。这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很简洁理解这两个词了。并板书单词 利用卡片学习新词，提示学生这是一对反义词。 结合前面学过句型练习这两个词，可以老师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you doing I am _ing. 4. 课文
11、阅读1听第一部分录音答复以下问题：In the morning. Who is quiet Who is loud What is Jenny /Danny/ LiMing doing 2跟读课文加深理解。学生提出不懂地方，全班学生一起探讨解决。 3分角色大声朗读。文章第二部分“In the afternoon教法根本同上留意理解now这个词意思。让学生猜测是什么意思。老师指正。设计意图：新课程提倡“任务型教学和“目的性听、读课文由开始设置疑问到学生在听课文过程中有重点有目地理解课文，再到听完课文后答复以下问题，学生经验了从带着爱好新奇心想去理解课文到与课文完全接触和初步理解，最终最终解决疑问
12、找到答案探究发觉过程。5. 表演课文对话，可以让学生比照课本进展表演。给学生一些时间进展表演前打算。三、Class ClosingActivity book板书设计： Lesson 2 What Are you doing draw drawing a picturepoint quiet singing a songsleep loud reading a book see looking out the windowsleeping课后反思： 课后习题：1. 把单词补充完好，并连线。q _ i _ t 睡觉 l_ _ d 宁静s l _ _ p 画画d r _ w 看见s _ _ 吵闹p
13、_ _ n t 指让学生小组合作，创设一个随意情景，要求利用 quiet, loud, sleep, draw, 然后进展表演。Lesson3 Who Is singing教学目的：A. 学问目的：对本课单词baby man woman; 句型Who is this This is a man.做到听说读写四会。 能听懂说出认读单词their 可以理解并表演第二部分：Who is singingB. 实力目的：通过学习本课，能驾驭相关词汇；用简洁语言描绘人物，描绘人物活动，表达自己感受；用如今进展时描绘。C. 情感目的：通过和Li Ming, Jenny, Danny在火车上活动，增加学生视察
14、力，增加生活情趣，更加酷爱生活。教学重点：本课四会单词： man, woman, baby 句型：Who is _ Its _.教学难点：本课难点在于对课文理解和句型敏捷运用。教学用具：录音机、教学卡片、实物等。教学设计：Class Opening and Review1. 用Simon Says嬉戏复习所学动词或动词短语，也可以猜词。看卡片做动作教学意图：也可利用其它嬉戏或歌曲复习所学动词或动词短语，主要是与前一节课连接。New Concepts1. 出示图片，教授单词 man woman baby 老师示范利用图片描绘。可以给他们起名字This is Tim. He is a father
15、.How old is he He is _ years old. He is a man.在让学生依例描绘图片，也可以手写。让学生描绘woman 和baby.教学意图：依据第一部分教学内容，充分利用直观教具和多媒体创建各种语言情景，让学生利用各种感观参加英语学习理论活动，加快对语言材料汲取和运用，进步学生运用语言实力。通过嬉戏稳固新词。可以老师描绘，让学生猜词。如：He is a father.How old is he He is _ years old. He is a 。也可以让学生做动作表演，其他学生猜词。2. 老师领读课文第一部分。给学生一些卡片，让学生仿照课文进展描绘。然后让学生
16、仿照Li Ming 描绘自己家庭。可以先让学生画一画自己家庭，然后再介绍。老师最好给一个示范。教学意图：学生利用自己家庭实际状况描绘，使英语更贴近生活，更便于学生之间运用。3.复习句型：She/He is _ing. 创设情景，复习正在进展时。板书学生提出动词短语，加上ing并朗读。增加本课须要驾驭动词短语：sing cry talk sleep4.变换问题： What is he doing What is she doing What are they doing引导学生做出正确答复。5.小组合作学习，操练句型。可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学语言。设计意
17、图：合作操练以稳固学问为主，也可让学生拓展练习。6.自读课文，说说理解到了哪些信息。7.答复以下问题：Who is singing Who is crying Who is talking Who is sleep8.小组合作读课文，提出不懂地方，相互扶植解决。 教学意图：熬炼学生阅读实力，使学生学会用多种学习方式学习，增加学习策略方式。读课文。情景表演。可以让学生借助课本进展对话表演。教学意图：依据学生实力，可进展情景小表演，分组或其他形式。Class ClosingActivity book课后反思： 板书设计：Lesson3 Who is Singing man woman baby s
18、inging cryingWho is _ Its _. talking sleeping课后习题：1. 填入所缺字母。m _ n b _ b _ w _ m _ n s _ n g c r _ t _ l k s l _ _ p 2. 画一张自己家庭全家像，给每个人分别标上 mam, womam, baby, girl, boy.并写出描绘家庭关系单词mother, father, son, cousinLesson 4 Who Is Thirsty .教学目的：1.学问与技能：驾驭词汇quick now理解并敏捷运用以下句型 :Who is_ What would you like to
19、drink Would you like _ Yes, please./No,thanks.2.过程与方法: 采纳情景交际法和分组对话表演法3.情感看法教化: 学会与别人合作和关切别人.教学重点、难点: 敏捷运用句型Who is_ What would you like to drink Would you like _ Yes, please. / No, thanks. 教具学具打算1. 录音机和磁带2. 水,一大杯茶,一杯牛奶,一瓶汽水和假设干一次性纸杯. 教学过程Step1. Greetings and review以教室里同学们活动为主要情境,复习操练Who is _,形成师生互动,
20、生生互动.(设计意图: 简洁问候以及小对话操练,在上课开始就给孩子们营造一种轻松开心课堂气氛,增进师生之间情感沟通,使学生进入一种自然而真实语言状态.)Step2. New concepts1. T: (作干渴状) Well, I am very thirsty now. I would like to drink something. Look! There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展示给学生) But what would I like to drink Would I like s
21、ome pop No! Would I like some milk No. Or some tea No. Some water Yes. I would like some water(倒一些水,然后喝了). Wow, so good!(设计意图: 老师投入,甚至夸张表演及意想不到实物展示一下子吸引了孩子们留意力, 他们会聚精会神地观看和倾听老师表演, 甚至会幻想假如让自己选择, 他会喜爱喝哪一种饮料. 此时, 他们进入了一种自然真实语言环境.)2. T: Who is thirsty too now (重复Who is thirsty 边说边写在黑板正上方 ) S1: I am. S2:
22、 I am thirsty, too.T: Would you like some sth to drinkS1: Yes.T: What would you like to drink(板书)(To S1): Would you like some tea (板书)S1: Yes, please.T: Here you are.(倒一些茶给他)(To S2:) Would you like some teaS2: No.T: Would you like some milkS2: No.T: What would you likeS2: Some pop, please.T: Ok. Her
23、e it is! (倒一些汽水给他)(设计意图:创设一种开放, 和谐, 主动互动语言活动气氛, 努力产生一种融入式真实语言环境. 让学生体验用英语做事欢乐和骄傲感. 从而自然地不知不觉地沉醉其中, 增加语感, 同时也浸透了本节课重点内容)3. ListeningLi Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing Are they thirsty Listen to the tape and lets see who is thirsty.
24、 (设计意图: 听录音为学生供应地道语言材料和标准语音语调, 有助于学生正确仿照, 强化记忆, 以便形成良好语言素养, 同时, 有了前面师生对话铺垫, 这一环节扶植学生更好理解课文) (Ss answer the question: “Who is thirsty)4. Reading ComprehensionRead the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink (板书)(Ss answer the questions)乘胜追击, 进一步检查学生对课文理解, 提出问题.Why
25、 are Jenny and Li Ming slow Their tea is too hot to drink. (板书)Is Danny slow, too No, he is quick. (板书)(设计意图:通过阶梯性目的性阅读, 让学生在逐步加深对文章整体理解同时, 有重点地去捕获有效信息, 进步了学生阅读理解实力, 从师生对话到听课文录音再到此时大声朗读课文, 难点句型也不在是难点, 在不知不觉中被易化了.)Step 3: Practice 1. Read the text in group of five and role-play it.(At least two group
26、s)2. Suppose you and your friends are at a restaurant, ordering. Make up a dialogue.3. Act out the dialogue. (At least two groups)(设计意图:分角色朗读, 设定情景编对话及对话表演, 这一系列操练活动, 始终以学生为主体, 他们始终是课堂主人, 老师只是一个引导者, 一个助手, 或者说一个导演, 学生们在朗读中学习并搜集材料, 在既定情景中自由创作. 在对话表演中体验共同创作欢乐, 真正起到了 “用中学, 学后用 和 “乐中学, 学中乐 绝佳教学效果.)Step 4
27、: Homework1. Get ready for the dialogue-acting.2. Do the exercises in the Activity-book.板书设计:Lesson4 Who Is Thirsty1. Who is thirsty What would you like to drink Li Ming, Jenny and Danny Would you like 2. What would Li Ming A cup of tea.Jenny like to drink Some tea, tooDanny Some pop.3. Why are Jenn
28、y and Danny slow Their tea is too hot to drink.3. Is Danny slow too No. Danny is quick.课后反思： Lesson 5 Who Is Hungry.教学目的：1.学问与技能：理解并敏捷运用以下句型 :Who is hungry What would you like to eat Would you like some_ Yes, please./No,thanks. May I have some2.过程与方法: 情景沟通及对话表演3.情感看法教化: 学会与别人合作和关切别人.教学重点、难点:Who is h
29、ungry What would you like to eat Would you like some_ Yes, please./No,thanks. May I have some. 教具学具打算录音机和磁带一些袋装小吃和一些图片. 教学过程Step1. Greetings and review(表演上节课布置情景对话)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do Yes, when you are hungry, you
30、 eat. Then what do we eat every daySs: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks Whats a snack Look, these are snacks.(show them to the class).出示单词卡片，
31、教学生认读这个词。引导学生利用新词说句子。如I like / dont like snakes. 师：Do you like them Do you think Danny, Li Ming and Jenny like them Ok, lets listen to the tape.( Play the tape and Ss answer the question： Do you think Danny, Li Ming and Jenny like them)Step3. Reading1. Read the text and answer the question “What wou
32、ld Jenny, Li Ming and Danny like to eat on the train ( Write the question on the blackboard)-( Ss read the text and answer the questions)激励学生提出更多问题，并让其他学生答复。2. Read the text after the teacher to understand it better.3. Read the text aloud in groups and try to make it into a dialogue.Step4.Optional-
33、practiceSs can read the text in groups or practise the dialogue in groups找表演好小组到前面进展表演。Step5. Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3. Do the exercises in the Activity Book. 板书设计 Lesson5 Who Is HungryDo Jenny, Li Ming and Danny like a snackW
34、hat would Jenny Li Ming like to eat on the train Danny 课后反思： Lesson6 What Are They Doing？.教学目的：1.学问与技能：理解并敏捷运用以下句型 : What is _ doing - He/She is _ing What are you doing - Im _ing What are they doing Theyre _ing 2.过程与方法: 情景沟通及对话表演3.情感看法教化: 学会细心视察,与别人合作和关切别人.教学重难点: 理解课文并可以娴熟运用下面句型What is _ doing - He/
35、She is _ing What are you doing - Im _ing What are they doing Theyre _ing .教具学具打算录音机和磁带,多媒体课件.教学过程Step1. Greetings and review 可以做动作，让学生猜词语，如hungry, thirsty, sleep,draw 等。然后出示卡片，复习这些词。Step2. Leading-in and listenShow some pictures to the class by ppt.(幻灯片)and present the sentences: What is he doing He
36、 is running./ What is she doing She is singing./ What are they doing Theyre playing.(To the class) What are you doing C: Were looking and listening.T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train What are they doing ( Write the question on the blackboard)领学生多读几遍。 Ok,
37、lets listen and find the answer. What are Jenny,Li Ming and Danny doing on the train播放录音，第一遍听，第二遍跟读，之后让学生答复以下问题。What are Jenny,Li Ming and Danny doing on the trainStep3. Reading comprehensionRead the text and fill the chartWho What is he/she doingThe baby The womanThe three menDanny 检查学生完成状况，进展指导。Step4. PracticeDo