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1、Lesson 1:Fathers Mothers Brothers and Sisters一、教 学 目 标：1、知识目标：学生能熟练的掌握家庭成员的英文名字。并且能掌握older/younger than 句型。2、能力目标：能在情景中灵活运用词汇和句型，简单介绍自己的家庭成员。3、情感目标：让学生了解做任何事情前，都应想想他人的感受，学会关心别人,培养学生喜欢用英语交流的兴趣。二、教学重难点：教学重点：使学生能够正确地认识本课生词，并 能 掌 握 older/younger than句型。教学难点：older/younger than句型的灵活的运用。三、教学准备：录音机，卡片。四、教学过
2、程：Class Opening and ReviewSing The Family in Our House to review members of the family mastered in Level Key ConceptsI am older/younger than _INTRODU CEShow a picture of my family.Introduce my family to the students.T:Look,this is my father and mother.My father is fifty-seven yearsold.This is my mot
3、her.She is fifty-five years old.Are they young?(No,they are old.)T:Look,Who are they?Can you guess?Yes,they are my grandfather and my grandmother.Teach these two words.Are they old?(Yes,they，re very old.)T:Who is she?G uess.She is my sister.Yes,I have one sister.I don，thave brothers.Ask:Do my father
4、 and mother have sons?How many daughters do they have?My sister is thirty.I m twenty-eight.Who is older?My sister.Mysister is older than me.I m younger than my sister.T:My father is older than me.My mother is older than me.Older,what s meaning.Younger,what s meaning.Make up the sentencesAsk the stud
5、ents to make up the sentences with older/younger than.USE THE STUDENT BOOK AND AUDIOTAPEAsk the students to look at the books.Discuss the pictures:How many people are there in Li Ming s family?Who are they?Explain Why Li Ming has two grandfathers and grandmothers.Does Li Ming has brothers and sister
6、s?Look at the Smith family.Discuss:Where does Jenny s family live?Who are in Jenny s family?How old are they?Play the audiotape as the students follow in their student book.SING A SONGJenny is twelve.Bob is twenty.Bob is older than Jenny.Bob is olderthan Jenny.Lynn is eight.Lynn is eight.Lynn is you
7、nger than Jenny.Lynn is younger than Jenny.PRACTICEA sk the students to introduc e their fa mily in groups.P R E S E N TU S E T H E A CT I V I T Y B O O KCla ss Closing可向同学们介绍知识窗：同学们你们知道fa mily的由来吗？F a mily就是F a ther a nd mother,I love you.这句话的每一个单词首字母组合而成的。在国外，小朋友们起床以后的第一件事就是对父母说这句话。五、板书设计L esson 1
8、:F a thers M others B rothers a nd S istersgra ndfa thergra ndmotherfa thermothersonda ughter(b rother)(sister)六、练习：（一）、用家庭成员填空。I ha ve two and.My a n d ha ve one son,he is my.M y sister is my fa ther a nd my mother s.（二）、写一写：用older/younger tha n各写两句话。L esson 2 :A unts,U nc les a nd Cousins-、教学目标：1
9、知识目标：掌握家庭成员词汇a unt unc le c ousin。2、能力目标：通过情景创设，让学生理解句意，并在情景中学习单词，培养自主学习的能力，获得与同学交流的方法，在日常生活中正确使用以上词汇。3、让学生了解做任何事情前，都应想想他人的感受，学会关心别人，培养学生喜欢用英语交流的兴趣。二、教学重难点：能听懂、会说、会读和会写本课四会单词和句型。三、教学准备：录音机、家庭成员树状图四、教学过程：（一）、Class opening and review1、G reeting：Hello!How are you today?Nice to meet you!How is the weath
10、er?（轻松的课前交流，给学生创设愉悦的英语语言氛围）2、Song:The family in our house”.（选择学生喜欢的歌曲和儿歌，激发学生的学习兴趣）3、G ame：Play“Letters“to review the words.（二）、New ConceptsFamily members：aunt uncle cousin.（1）show the family s picture of LiMing.1 Introduce the words“wife and“husband”.T:Li Ming s father is Li Ming s mother,s husband
11、.What is“husband?Can you guess?S:Yes,丈夫 read it please.T:Li Ming s mother is Li Ming s father s wife?What is wife”?Can you guess?S:Yes,妻子 read it please.T:You re very clever2、show Li Ming s mother s sister and brother.T:Li Ming motherJ s sister is aunt.Can you guess“aunt”?S:Yes 姨 read it please.T:Li
12、 Ming s mother s brother is uncle.Can you guess“uncle”.S:Yes 舅 read it please.T:Very good（用英语介绍重点单词叔叔、阿姨，使学生更容易理解他们和爸爸、妈妈之间的关系。另外，这种方式小学生更喜欢，他们愿意更主动地猜测其中的人物。）3、提问What s Li Ming s aunt?s name?Who is her husband?Who is his wife?（提出问题帮助学生理解课文内容，培养学生良好的阅读习惯。）4、Let the Ss introduce Li Mings fathers siste
13、r and brotherby themselves.Prictice with“cousin”.（通过课文的学习，可以用这种方法检查学生的理解情况，培养学生口头表达能力。）5、U se the student book and audiotape,practice their listenin g 6、Dra w i ng :Dra w i ng y ou r fa mi ly a nd i nt rodu c e t h e me mb e rs ofy ou r fa mi ly .(学生会对这样的活动感兴趣，既培养了学生运用新学知识的表达能力，又锻炼了学生听的能力。)(三)、Cla s
14、s c losi ng五、板书设计Le sson 2 :Au nt s,U nc le s a nd Cou si nsa u nt (mot h e r s si st e r/fa t h e r,s si st e r)u nc le (mot h e r?s b rot h e r/fa t h e r s b rot h e r)c ou si n(u nc le s/a u nt s c h i ld)六、练习：(一)、猜单词。例：My mot h e r(s si st e r(a u nt )1.My fa t h e r s b rot h e r()2.My fa t h
15、e r s fa t h e r()3.My a u nt s son()4.My u nc le (s da u g h t e r()(二)、改错：My u nc le i s t a ll t h a n my a u nt .My si st e r i s olde r t h a n my mot h e r.My c ou si n sh ort e r t h a n my a u nt .Le sson 3：W h a t Do T h e y Look Li k e?一、教学目标：1.说出并且听懂下列词汇Long short straight curly（hair）2.会读
16、、写、说出并且听懂下列词汇：gray hair,glasses（复数概念）,e y e s。3.读出或是背诵一些描述hair eyes的简单句子，同学之间可以进行简单的口语交 际。4.在原有基础上更好的掌握比较级。二、教学重点：如何用英语描述外貌三、教学过程：（一）、Class opening and reviewStep 1：Lead a dialogue like this:T:How tall are you?SI:metres tall.T:How tall are you?S2:_ metres tall.T:Is he/she taller/shorter?S:He/she is
17、taller/shorter.Step 2:导入新课一、利用图片卷发、直发、长发、短 发 4 种不同的发型，并涂上颜色复习staight hair,curly hair,long hair,short hair 以及 blond,red,brown,black.并画上不同颜色的眼睛。二、猜单词：根据英语表达（如 father s brother）猜出单词，获胜的同学可以随意挑选发型、眼睛、来组成自己这个组的人物标志，为下一步教学做铺垫。（二）：新授一、描述各组的人物标志如：She has short,curly,blond hair.Her eyes are brown.（分层教学，学生自由选
18、择：A：能流利地用英语描述一个人物B：能参照课本描述出一个人物C：能用英语短语说出这个人物最基本的特征。这样可以使每个阶段的学生得到练习）二.描述自己的特征。三、猜猜看。请学生用英语说出一个同学的特征，其他同学猜猜是哪位。四.自学课文1、自学课文第二部分，找出重点。2、w e a r g la sse s,g ra y.以实物讲解单词，开火车拼读单词，比比谁能最先默写出来。3、赛读课文。以小组为单位赛读课文，一人读一句，比比哪个小组的课文读地最流利，发音最准确。4,跟读。五、让学生自己介绍自己的家庭（自己说，让学生学以致用）（三）、C l a ss c l osi n g五、板书设计Le ss
19、on 3:W h a t D o T h e y Look Li k e?Gr a yg l a ss-g l a sse s六、练习仿照课文写一篇小练笔，介绍自己的家庭。（写之前学生已经在课上进行了口头表达）七、课后反思：Lesson 4 Do They Work?-、教学目标：A.知识目标1 .掌 握 句 型：He i s a .S h e i s a _ _ _ _.学生须掌握表示职业的单词，如d r i v e r等。（在听说的基础上研究到音写，山对于写单词不做具体要求，根据学生的个体差异，个别对待）2 .说出并且灵活运用重点句型W h a t d o t h e y d o?How
20、d o t h e y g o t o wor k?掌握一般疑问句的两种回答方式。3培养学生正确使用本课所学句型，来介绍人们的各种职业。B,能力目标能用本课重点句子和职业名称互相问答，并能简单介绍父母及家人的工作。C.情感态度价值观在教学过程中培养学生的学习兴趣，并向学生渗透尊重父母的劳动，劳动最光荣的意识。二、教学重点：充分掌握句子 He i s a_ _ _.S h e i s a三、教学难点：让学生感知主语是第三人称单数时，谓语动词需加s或 加e s四、教具学具：单词卡片，电脑光盘五、教学过程：(一)C l a ss Ope n i n g a n d Re v i e w(1)Gr e
21、 e t i n g wi t h e a c h ot h e r(2)Pl a y a g a m e:S i m on S a ys（复习几种交通方式）d r i v e a c a rr i d ea b i c yc l et a k e a b u swa l kt osc h ool(3)S a y t h e wor d s q u i c k l y（复习职业词汇）b u si n e ssm a n ,wa i t e r ,t e a c h e r ,of f i c e r ,c a sh i e r ,wa i t r e ssd r i v e r ,d oc t
22、 or ,c a r pe n t e r c l e r kn u r se ,pol i c e(二)Ne w C on c e pt sS t e p 1 :D e m on st r a t e:T：I a m a t e a c h e rsc h ool b y b i c yc l e .Iwor k i n a sc h oolI g o t oT ：W h a t d o t h e y d o?How d o t h e y g ot o wor k?S t e p 2 Li st e n a n d D i sc u ss出示光盘课文第一部分内容,听看录音两遍 然后师生讨
23、论：P i c t u r e 1 :W h o i s t h i s?H o w d o e s h e g o t o w o rk?W h a t i s L i M i n g s f a t h e r?P i c t u r e 2 ：T h e s a m e a s P lP i c t u r e 3 ：W h o i s t h i s?W h a t i s W a n r o n g?W h e r e d o e s s h e w o r k?H o w d o e s s h e g o t o w o r k?S t e p 3 F o l l o w t o
24、 r e a d P a r t 1S t e p 4 L e a d t o P a r t 2T ：D o y o u r m o t h e r a n d f a t h e r w o r k?W h a t d o t h e y do?Q u e s t i o n s :1.D o e s y o u r m o t h e r w o r k?2.Is she a_?3 Does your father work?4.Is he a_?Step 5.Talk about：T：Do your mother and father work very tired?Do they w
25、ork hardly or easily?How to do with us?Step 6.Sing a songOh,what do you do?I am a teacher.(H)Class ClosingHomework：Write down some sentences to introduce your parents.板 书：Lesson 4:Do They Work?What do you do?How do you go to _?My father is a businessman.He drives to workMy mother is a doctor.She goe
26、s to work by bicycle.课后反思:L e s s o n 5:W h a t d o t h e y l i k e t o d o?-、教学目标:1、知识技能：复习有关I l i k e t o .及相关动词词组，培养学生语言运用能力。2、过程方法：通过情景创设，让学生理解句意，并在情景中学习，培养自主学习的能力，获得与同学交流的方法。3、情感态度价值观：树立学生学好英语的信心，鼓励学生用英语进行表达；培养学生在小组活动中积极与他人合作，相互帮助的态度。二、教学重点、难点：复习有关I l i k e t o .及相关动词词组。三、教学准备：单词及词组卡片、录音机及录音带。四
27、、教学过程：一、C l a s s o p e n i n g a n d r e v i e w:复习：1、利用词汇卡片提示进行操练，复习人称代词和有关家庭成员的词汇。2、游戏：找同学到前面表演，学生猜动词或动词短语。二、K e y c o n c e p t s:1、角色表演：师生问答练习W h a t d o y o u l i k e t o d o?I 1 i k e t o _.（板书问答句，让学生利用句型复习，并培养学生的语言表达能力，并为这节课的新授做一个铺垫，让学生能够顺利地说出后面的句型及相关结构。）2、小组练习:a、描述小组内成员喜欢的活动。利用以下句型：（姓名）l i
28、k e s t o .H e/S h e l i k e s t o .（姓名）a n d （姓名）a r e t h e s a m e.（姓名）a n d （姓名）a r e t h e d i f f e r e n t.（本环节可用来练习动词在单三人称中的变化，通过练习，让学生巩固学习过的知识，生动有趣。）b、猜活动游戏。教师说出一类家庭成员的称谓，学生甲向学生丙介绍描述学生乙。学生乙表演相应的人物，学生丙正确描述这项活动。可使用如下词汇：T h i s i s m y .M y l i k e s t o .（本活动直接应用了本节课中所学的内容，并使学生学会在生活中使用语言，在生活中
29、运用语言。将本课教学推向高潮。）3 问答活动：D o y o u l i k e t o _ _ _?及回答。学生利用手中的卡片互相问答并结合以上知识进行练习。（本环节为下课前的最后一个活动，充分考虑到了学生的个性特点，让学生自主选择喜欢的活动，将本节课从课上延伸到了课下，给学生以充分的自由空间，使学生意犹未尽。）三、U s e t h e a c t iv it y b o o k.四、Cl a s s c l o s in g.板书设计:Lesson 5:What do they like to do?What do you like to do?I like to.Do you like
30、 to?Yes,I like to.No,I don t like.课后练习：1、连线题：下围棋 go for a walk去散步 play checkers用电脑 work on the computer打乒乓球 watch TV看电视 read the newspaper读 才 艮 纸 play ping-pong2、回答问题：What do you like to d o?（以 打 电 脑 回 答）Do you like to read books?（肯定回答）Does your cousin like to skip?（否定回答）What does your mother like t
31、o d o?（以“读报纸”回答）3、连词组句：my uncle,work,on the computer,likes to,go for a work,they,in the evening,like to课后反思:Lesson 6 Having Fun Together一、教学目标a、知识与技能:孩子们掌握并能充分运用词语:watch a movie(the animals),have supper,fly kites,buy clothes,play badminton.b、过程与方法：通过小组合作等形式，能够准确的理解并练习We go to the一to.Do you go to the
32、 to?进行口语交流。c、情感态度价值观：通过体验、合作、创设去情景等途径，使学生参与其中，乐于学习。二、教学重、难点说出并且灵活运用重点句型We/I go to the to.My family likes to go to the to.三、教具学具准备教学卡片、图片收音机 磁带四、教学过程Class OpeningFirst.G reetingsHello,boys and girls.How are you today?How is the weather today?可以让所有学生来回答或个别学生。Second.小组 讨 论“What do you like to d o?”然后两人
33、一组进行对话。Third.Listen to the tape-recorder“What do you like to do?”New Concepts（）W e like to have fun together.1.通过 Chant 导入新课，u What does your family like to do?”Do youknow?今天让我们一起看看Li M i n g 的家人喜欢做什么-Have fun together那么去什么地方一起娱乐呢？（教师或学生领读）G o to the movie theatre to watch a movieG o to a restaurant
34、 to have supperG o to the park to fly kites让我们帮着想一想还有什么地方？（教师领读）G o to the zoo to watch the animalsG o to the store to buy clothesG o to the gym to play badmiton2.Show the teaching pictures and ask the students to make sentences:We/I go to the to.3.STU DENT BOOK:L6 N1Play the tape and the class foll
35、ows.Hold up the pictures and read after the radio.4.DRILL句 型:We/I go to to下 面 让 我 们 自 己 说 晟 在 么 施 而 什 么，小组讨论之后，每组找两个人说。（二）What does your family like to do?My family likes to go to the to.What does your family like todo?Do you go to the to?让学生练习回答。Practice in pairs学生自由结组练习问答播放录音，充分利用全班读、男同学读、女同学读等多种方
36、式，慢慢过渡到背诵。（.三）Let t chantPlay the tape and the class listens.Play the tape again and the class follows.The class chants with their action.Class Closing把学生分成小组，各小组自己选择图片，练习情景表演。如：表 演1：（几个同学在去公园的路上遇见）A:Hello.Where do you go?B:Hi.We go to the park to fly kites.My family likes to have fun together.A:Hav
37、e a good time!B：Thanks!.五、板书设计Lesson 6：Having Fun TogetherWe/I go to the to.Do you go to the to?六、随堂练看图对话:A:We/I go to the to.B:Do you go to the to?Lesson 7:Are You Ready for a Quiz?教学目标：1、知识与技能：使学生读、写、说出并听懂词汇：aunt,uncle,cousin,gray hair,eyes,glasses,We/I go to the to.用 than 的比较结构。2、过程与方法：在教学中运用测试、阅
38、读等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。教学重点：aunt,uncle,cousin,gray hair,eyes,glasses,We/I go tothe t o,用than的比较结构。教学难点：充分理解故事内容，并能有简单的语言进行复述。教学准备：录音机、教学卡片等。教学过程：1.Class opening and review:U se the quiz in the stu
39、dent book as review.2.Story:“Maddy s family”Prepare to read:Questions:Do you remember Maddy?Is Maddy big or small?These are pictures of Maddy s family.What is Maddy s family like?Read.Discuss:What does Maddy s brother like to do?Is Maddy older or younger than her sister?Does her mother work?Does her
40、 father work?Where do Maddy s cousins live?What do her cousins like to play?Did you like this story?Why or why not?3.Class closing.课后习题：复述故事Maddy s family板书设计：Lesson 7:Are You Ready for a Quiz?M a d d y s f a m i l yQ u e s t i o n s:D o y o u r e m e m b e r M a d d y?I s M a d d y b i g o r s m a
41、l l?T h e s e a r e p i c t u r e s o f M a d d y s f a m i l y.W h a t i s M a d d y s f a m i l y l i k e?课后反思:L e s s o n 8:A g a i n,P l e a s e!一、教学目标：1、知识与技能：复习词汇：a u n t,u n c l e,c o u s i n,g r a y h a i r,e y e s,gl a s s e s,W e/1 g o t o t h e _ t o _.用 t h a n 的比较结构。2、过程与方法：在教学中运用游戏、歌谣等
42、多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。二、教学重点：a u n t,u n c l e,c o u s i n,g r a y h a i r,e y e s,g l a s s e s,W e/I go t o t h e _ t o _.三、教学滥泉 熟练掌握t h a n的比较结构。四、教具学具：录音机、教学卡片，单词卡片等。五、教学过程：（一）.C l a s s o p e
43、n i n g a n d r e v i e w:1.G r e e t i n g2.r e v i e w t h e w o r d s:a u n t ,u n c l e ,c o u s i n,g r a y h a i r,e y e s,g l a s s e s.3.G a m e:G u e s s t h e o c c u p a t i o n.A s k f o r a v o l u n t e e r t o a c t,a n d t h e o t h e r s g u e s s.F o r e x a m p l e:t e a c h er,p
44、o l i c e o f f i c e r,c a s h i e r 4.L e t s c h a n t:爸爸的弟弟叫 U n c l e ,U n c l e U n c l e U n c l e妈妈的妹妹叫A u n t ,A u n t A u n t A u n t他们的孩子叫 C o u s i n ,C o u s i n C o u s i n C o u s i n5.P r a c t i c e:I a m t a l l e r t h a n J i n g.W e g o t o t h e _ t o _.6.E x p a n d:D r a w t
45、h e “F a m i l y t r e e”.A s k e v e r y s t u d e n t t o d r a w a “F a m i l y t r e e”,t h e n s h o w i t t o t h e c l a ss,a n d d e s c r i b e i t.（三）C l a s s c l o s i n g.E x e r c i s e：背写单词 a u n t,u n c l e,c o u s i n,g r a y h a i r,e y e s,g l a s s e s,板书设计：L e s s o n 8:A g a i
46、n,P l e a s e!L e t s c h a n t:爸爸的弟弟叫 U n c l e ,U n c l e U n c l e U n c l e妈妈的妹妹叫A u n t ,A u n t A u n t A u n t他们的孩子叫 C o u s i n ,C o u s i n C o u s i n C o u s i nPractice:I am taller than_.We go to the _ to _.Lesson 9:Let s Look at a Map!教学目标：1.知识目标：学生可以读，写，说出并听懂词汇map,country,north,south,e
47、ast 和 west 02.能力目标：学生能正确指认英，美，中，澳，加几个国家的位置并能说出英语名称；能用英语表达生活中和地图中的方向；能演唱英文歌曲。3.情感目标：培养学生与人合作，互相帮助的情感态度和国际意识。教学重难点：宏观上初步掌握五个国家的位置，名称，并用英语正确描述方向。教学准备：学生准备：课前查资料（关于讲英语的国家有哪些，基本情况如何）教师准备：世界地图，录音机，卡片，五个国家形状的彩色贴图。教学过程：一、复习T:Hello,boys and girlsS:Hello,teacherT:Today,I take two gifts for you.This is the fir
48、st one,look at th i s（出示一张班内学生的全家福）S:It s a picture.T:Yes,who are they?S:This is This is her mother,This is T:Yes,That s right.How do they feel?S:They are very happy.T:Do you like my gifts?S:Yes,we like it.（教师在一开始上课便设计了“送礼物”这一情景，吸引学生的注意力，通过一张相片师生展开交流、讨论，在教师的引导下鼓励学生大胆的说英语，用英语，这种师生、生生交流体现了英语的交际性原则。）T:
49、0k.Look at the second gift.It s a riddle（谜语）If you can guess it,I will show you.S o l i st e n c a r e f u l l y:I t s a p i e c e o f p a p e r （纸.）W e c a n f i n d m a n y p l a c e s o n i t .W h a t i s i t?S:是地图？T :W e l l d o n e.T h a t,s a m a p.N o w,t o d a y we wi l l l e a r n L e sso n
50、 9:L e t s l o o k a t a m a p.（在前面复习环节中教师设计的情景“送礼物”吸引了学生的注意力，接下来的第二个“礼物”抓住小学生好奇心强的特点，更是调足了学生的口味。第二个“礼物”猜“谜语”让学生积极的用英语思维去思考，当学生猜出答案“地图”时，教师马上可以自然导入到新内容到sso n 9:L e t s l o o k a t a m a p 同时也使学生在积极思考的同时体验到了学习语言的快乐）二、新授1 c o u n t r i e s：C h i n a,C a n a d a,U n i t e d st a t e s,A u st r a l i a,