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1、U n i t 1 W h a t s h e l i k e?TopicUnit Theme Whats he like?A 部分 Lesson 1Aims1 .知识与能力目标句型：能够听、说、读、写句型：I s h e y o u n g/f u n n y?Y e s,h e i s./No,h e i s n*t.W h a t s s h el i k e?Sh e s k i n d.能够在情景中运用句型 I s h e/s h e y o n g/？W h a t s h e/s h e l i k e?H e/Sh e i s k i n d/询问并回答某人的性格或外貌特征能够
2、在语境中理解单词k n o w 和句子D o y o u k n o w M r Y o u n g?的意思，并能正确发音。能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演词汇能够听、说、读、写单词：o l d,y o u n g,f u n n y,k i n d,s t r i c t能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征能够在有意义的语境汇总运用这些单词写出句子H e/Sh e/I t i s 2 .情感态度、文化意识、学习策略目标树立正确的审美观，避免以貌取人Key Points掌握s t r i c t
3、 的运用与发音熟 练 运 用 句 型：I s h e y o u n g/f u n n y?Y e s,h e i s./No,h e i s n t.W h a t s s h el i k e?Sh e,s k i n d.Difficult Points掌握s t r i c t 的发音一般疑问句：I s h e y o u n g/f u n n y?肯定回答：Y e s,h e i s./否定回答：No,h e i s n t.AidsC o mp u t e r,r a d i o,b l a c k b o a r dTaskI n t r o d u c e y o u r
4、t e a c h e r s t o y o u r f r i e n d sB l a c k b o a r d D e s i g nUnitl Whats he like?Part A Lets talk and lets learnA:Who s your teacher?B:Mr/MissA：Is he/she young/old/funny/kind/strict?B:Yes,he/she is./No,he/she isnt.ProceduresContentsMethodsPurposesSteplWarm-upStep2PresentationLet s talk&le
5、arn1,Greetings2,Enjoy and sing a song:Who s your teacher?3,Groups Division4,Introduce Oliver,then Let s try.1,教师呈现教材中和现实中教师的图片。Who,sthis b o y/g irl?操练 Do you know*?No,Idon t.Who s he/she?He/She is Miss/Ms/Mra/your/new,teacher.2,指着图片继续问：Is he young?操练young.紧接着下一张图片，图片显示教师是。Id.两者进行对比，操练。3,教师呈现人物图片提问：
6、Is he/she young/old?学生回答：Yes,he/she is.No,he/she isn,t.最后呈现 Mr Young,问：Do you know Mr Young?引导学生提问Is he?总结他的外貌或性格特征。引出 He is funny,too.教学funny,通过拆音方式教学并提醒单词中有两个n。4,教师呈现书中各种教师表情，进行句型的操练。5,教师问：What kind of teachers do you like?学生回答：I like funny/young teachers.6,教师问：What kind of teachers does he like?听
7、录音，选择7,教师问：Does Oliver know Mr Young?Is Mr Youngan English teacher?听录音,回答。歌曲热身，活跃课堂气氛,为新知识铺垫引入小组竞赛机制激发学习兴趣Let s try 为 Let sta lk 做铺垫Old new对比通过各种方式操练单词让学生听音模仿，掌握Step3PracticeStep3ProductionStep4SummaryStep5Homework8,l i s t e n a n d i mi t a t e9,W e k n o w M r Y o u n g i s a mu s i c t e a c h e
8、 r?W h o i sZ h a n g P e n g s s c i e n c e t e a c h e r?M i s s G r e e n.I ss h e？引出k i n do1 0,M r L i i s a ma t h s t e a c h e r.I s h e？弓|出 s t r i c t1 1,T a l k a b o u t y o u r t e a c h e r s a n d A s k a n d a n s w e r1 2,反义词大比拼:课件一次呈现两个单词,如果两个单词是反义词,学生就大声读出，反之,不读.将学生分为两组,一组读一个单词.1
9、 3,拼单词:呈现一些打乱顺序的单词,学生比赛最快拼出单词.14,教师举现实生活中的例子进行句型操练.完成任务：I n t r o du ce y o u r t eacher s t o y o u rfr ien ds 根据教师提供的图片;分小组运用今天所学句型，自行对话。总结今天所学的内容和德育渗透：树立正确的审美观，避免以貌取人。评出胜利小组。1,L is t en an d im it at e L et s t al k&l ear n2,C o p y n ew w o r ds fo r fo u r t im es an d s en t en cesfo r t w o t
10、 im es.3,I n t r o du ce y o u r t eacher s t o y o u r fr ien ds.正确的意群及语音、语调通过现实生活中的例子操练加强印象德育渗透：树立正确的审美观，避免以貌取人。作业分层教后反思U n it 1 W hat s he l ike?TopicUnit Theme Whats he like?A 部分 Lesson 2Aims1.能够掌握字母-y的发音规则，即-y在单词词尾发/i/2.能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词3.能够在单线上完成抄写句子的活动，做到书写规范Key Points能够掌握
11、字母-y的 发 音 规 则，并读出符合-y发音规则的单词Difficult Points掌握和运用发音规则拼写单词AidsComputer,radio,blackboard,cards,chalksTask能够掌握字母-y的发音规则，并读出符合-y发音规则的单词Blackboard DesignUnitl Whats he like?Part A Lets spelly/i/ProceduresContentsMethodsPurposesSteplWarm-upStep2Presentation1,Greetings2,Free taik:WhoJ s your Chinese teache
12、r?Ishe/she strict?Is he/she funny?Who is funny inyour class?1,教师呈现一张图片：一个动作滑稽可爱的小娃娃。教师引导学生说little baby,并采用自然拼读法进行操练。2,师生看图对话：What s this?It s a littlebaby.Is he/she funny?Yes,he/she is.教师再呈现一个伤心娃娃，让学生尝试描述图片，复习旧知运用现在新教材倡导的自然拼读法Step3PracticeStep3ProductionStep4SummaryStep5T he l it t l e baby is hap p
13、 y.I am s o r r y.3.教师问：W hy I am s o r r y?L is t en an d fin d o u t.N ocan dy fo r t he baby.学生根据已学发音规则尝试写出单词。教师引导观察can dy,hap p y,s o r r y,baby 这几个单词，寻找他们在词性和发音上的共同点，帮助学生发现：T he l et t er y s ay s/i/in t hes e w o r ds.4,教师再次播放歌谣录音，学生找出还有字母y发/i/的单词。学生学唱。5,教师引导学生说出已学过y发/i/的单词。B o dy,s u n n y,r
14、ain y,s n o w y,cl o u dy,m an y 等。1,教师呈现书本中l is t en ,n u m ber an d s ay 部分，学生用拆音法拼读单词。以小组竞赛方式，流利准确者获胜。2,读一读，辨一辨。教师一次呈现两张含有字母y的单词卡片，请学生以小组比赛形式。b教师呈现几幅图片并给出与本课所学有关的单词，让学生进行对话。2,完成书本l is t en,w r it e an d s ay。听录音根据图片将正确的单词写在横线上。补全句子后，可以自行选择自己最喜欢的一句抄写在横线上，并注意知道学生在单线上抄写英语句子的规范格式。请学生总结：字母-y 的发音规则，即-y
15、 在单词词尾发/i/完成活动手册相应部分字母-y 的发音规则，即-y 在单词词尾发/i/拓展旧单词，增加印象增强音形义间的联系最后落实到写。强调书写三大规则总结回顾Homework教后反思U n i t 1 W h a t s h e l i k e?TopicUnit Theme Whats he like?B 部分 Lesson 1Aims1.知识与能力目标句型：能够听、说、读、写句型：What s W u Yifan like?He s hard-working.回答某人的性格或外貌特征能够在语境中理解M s W ang will be our Chinese teacher.的意思，并
16、能正确发音。能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演词汇能够听、说、读、写 单 词:polite,hard-working,helpful,clever,shy能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征能够在有意义的语境汇总运用这些单词写出句子He/She/It i s 3.情感态度、文化意识、学习策略目标树立正确的审美观，避免以貌取人Key Points掌握hard-working的书写，shy的发音熟 练 运 用 句 型：What s W u Yifan like?He s hard-working.Di
17、fficult Points掌握hard-working的书写,shy的发音熟练运用句型：Whats Wu Yifan like?Hes hard-working.AidsComputer,radio,blackboardTaskIntroduce your friendsBlackboard DesignUnitl Whats he like?Part B Lets talk and lets learnA:W h a t?s ,l i k e?B:H e/S h e,s .ProceduresContentsMethodsPurposesSteplWarm-upStep2Presentat
18、ionL e tr s ta l k&l e a r n1,G r e e ti n g s2,E n j o y a n d s i n g a s o n g:W h o s y o u r te a c h e r?3,G r o u p s D i v i s i o n4,通过课件复习P a r t A的知识1,复习旧知识引导到M s W a n g,M s W a n g i s a n e wte a c h e r.利用课件解释M i s s与M s的区别。并提问：W h a t s s h e l i k e?2,播放L e t s tr y.学生回答。3,教师问：W h a
19、 t s s h e l i k e?播放 L e t s ta l kA:S h e l i k e s C h i n e s e a n d m u s i c.B:S h e i s k i n d,b u t s o m e ti m e s s h e i s s tr i c t.揭晓答案并正确朗读句子，教授s o m e ti m e s o4,根据实际情况询问学生新教师，H e/S h e i sa ,te a c h e r.H e/S h e w i l l b e y o u r n e w te a c h e r.教授w i l l b e5,l i s te n
20、a n d i m i ta te6,M s W a n g w i l l b e J o h n s n e w C h i n e s ete a c h e r.J o h n m e e ts M s W a n g i n th e m o r n i n g.W h a ta r e th e y ta l k i n g a b o u t?W h a t s J o h n l i k e?引导学生H e i s p o l i te.操练并进行德育渗透。7,出示助人为热的图片，W h a t,s h e l i k e?H e,s歌曲热身，活跃课堂气氛,为新知识铺垫将M i
21、 s s与M s进行区别对比新教师情况贴近学生生活德育渗透：有礼貌，帮助人Step3PracticeStep3ProductionStep4SummaryStep5Homeworkh e l p f u l.操练8,对读音准确的同学夸奖，Y o u a r e c l e v e r.操练9,教师呈现两张图片T o m i s c l e v e r.J a c k i sc l e v e r,to o.T o m g e ts 1 00 i n th e te s t,b u t J a c kg e ts 60,w h y?引导学生回答h a r d-w o r k i n g.注意a
22、r,o r 的发音。10,复习上节课y/i/的发音，W h o i s s h y i n t h epi c t u re?操 练 s h y11,l i s t e n a n d i m i t a t e12,s h a rp e y e s13,观看图片，师生问答:W h a t s W u Y i f a n l i k e?H e s .14,完成教材中的m a t c h a n d s a y每个同学根据自己实际情况运用今天所学单词和句型向小组同学介绍自己的朋友。总结今天所学的内容和德育渗透：做一个有礼貌，努力，上进的人。评出胜利小组。1,L i s t e n a n d
23、i m i t a t e L e t s t a l k&l e a rn2,C opy n e w w ord s f or f ou r t i m e s a n d s e n t e n c e sf or t w o t i m e s.练习巩固新知作业根据学生情况进行分层3,I n t rod u c e y ou r f ri e n d s.教后反思U n i t 1 W h a t s h e l i k e?TopicUnit1 Theme Whafs he like?B 部分 Lesson 2Aimsb能够在图片的帮助下读懂日记的内容2,能够在语境中理解新单词rob
24、ot,m a d e,s pe a k,f i n i s h的意义3,能够按照正确的意群及语音、语调和语气朗读日记内容4,能够完成读后练习5,能够设计一个机器人并写出三个描述其特征的句子Key Points读懂文章，仿写句子Difficult Points仿写句子AidsC om pu t e r,ra d i o,b l a c k b oa rd,c h a l k sTaskUnitl Whafs he like?Part B Read and write&lefs checkProceduresContentsMethodsPurposesI,Pre-readingII.While-
25、readingW a rm u pRead&write1,G re e t i n g s2,I k n ow a pe opl e.H e l i k e s t o s a y “T h a n ky ou”.H e c a n h e l p h i s pa re n t s s w e e p t h e f l oor.H e c a n s pe a k C h i n e s e a n d E n g l i s h h.H e i s v e ryc l e v e r.教师引导学生理解s pe a k,C a n y ou s pe a kC h i n e s e a
26、n d E n g l i s h?3,W u Y i f a n h a s a f ri e n d.H e c a n s pe a k C h i n e s e通过g u e s s i n g形式让学生引起兴趣介绍新型机器人III.Post-readingV.Summary&homeworkRead&writeLets checkLets wrap itupSummaryHomeworka n d E n g l i s h.W h o i s h e?教师呈现 R ob i n,教学rob ot.4,W h o m a d e h i m?W h a t?s h e l i k
27、e?R e a d a n d a n s w e rm y qu e s t i on.学生找到第一幅图：M y g ra n d pa m a d eh i m.教授 m a d e。第二幅图：R ob i n i s s h ort b u ts t ron g.句型：_ _ _ _ _ i s _ _ _ _ _ b u t _ _ _ _ _.5,教师呈现第三幅图片，请学生说出这幅图片中R ob i n 的特点。6,第四幅图片：W h a t s R ob i n l i k e i n t h i spi c t u re?W h a t d oe s h e d o?教学句子:H
28、 e m a k e sm e f i n i s h m y h om e w ork.7,播放录音跟读，注意意群、语音、语调和语气。1 完成读后活动 R e a d a n d t i c k or c ros s.2,自己设计机器人，将它画出来，并向同桌描述它的特点。3,仿写句子描述机器人特点。4,完成 L e t s c h e c k5,L e t s w ra p i t u p.教师先让学生感知人称代词的用法。引导学生观察i s,a re 分别和h e/s h e 和w e/y ou/t h e y 搭配的规则。I ,w e ,y ou,i t 的搭配的规则。进行相应练习1.复习
29、 Read&write2,完成练习册相应部分3,自主学习Storytim e部分教授阅读技巧，画重点注意意群、语音、语调和语气。语法小知识为新加部分，应与学生详细介绍教后反思U n i t 2 M y w e e kTopicUnit _ 2_ Theme_ My week A 部分 Lesson 1Aims4.Learn the new words:Monday,Thuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend.5.Learn the key sentences:1)What do you have on Thursdays
30、?/2)I havemaths,English and music./.6.Enable students to use the key sentences to talk about their school timetable.Key Points1.能听、说、读、写单词“Monday，Tuesday”，uWednesdayv“Saturday，Sunday 和“weekend”。2.能在创设的实际情景中灵活运用句型What do you have on.“Thursday”,Friday”，?v,uI haveDifficult Points1.表示星期的单词的学习。2.单 词weeke
31、nd”的含义。AidsThe tape recoder,tape,word cards and PPTTaskTalk about the school timetable(有时间完成)Blackboard DesignUnit 2 My week Part A Lefs talk&lefs learn What do you have on in this park/on the weekend?do homework、watch TV,Yes,I do./No,I dontProceduresContentsMethodsPurposesI.Warm-up1.The song:Days o
32、f theweek2.ReviewListen to the tape and sing the song together.Sharp eyes:book,clothes,TV,football活跃课堂氛围，复习巩固学过单词。回顾已学单词，为新词组的教授做铺垫。II.Previewsome wordsLets try1.Free talk:Do you like weekend?What do you do on the weekend?2.Listen and tick:What does Oliver do onthe Saturdays?让学生感知lefs talk的核心句型“Do y
33、ouoften Yes,I do./No,I dont.”为新知识的教授做准备.HI.PresentationLets talk1.Listen and answer the question:Does Sarah通过听音回答问题，既是对学生听力的训练，often read books in this park?2.Listen again and choose:What does Zhang同时又引出本节课的核心句型及新词组readbooks,play football,Peng often do here?do homeworkA.play football B.do homework3.
34、Listen and repeat.Pay attention to thepronunciation and intonation.Lets learn4.Role play the conventionTalk about students9 weekend activities and通过谈论学生的周末活动来学习新单词，与学learn the rest new phrases:wash my clothes,watch TV生生活贴切，较容易引起学生的学习兴趣，同时巩固了核心句型N.PracticeNew words1.Game:high voice and low voice,one
35、by通过不同的方式训练更能激发学生的兴趣one,group by group,do the action and say thewordsKey sentences2.Listen and repeat1.Pair work:Look at the picture and make a训 练 学 生 口 语 能 力，同 时 巩 固 核 心 句 型，convention with your partner by using the key提 高 学 生 合 作 能 力。sentences.Group work2.Task:Do a survey of your classmates9weeken
36、d activities.（有时间完成）提高学生语用能力和 合 作 能 力，促进彼此 间 的 了 解。V.Summary&honeworkSummarySay a chant together通 过chant的方式更有 趣，巩固所学知Homework1.Copy the new phrases,5 times for each识，加深学生印象phrase.2.Copy the key sentences,3 times for eachsentence.3.复 习、熟读 lets talk&lets leam 部分4.完成练习册相应部分教后反思U ni t 2 M y w e e kTopic
37、Unit 2 Theme My week B 部分 Lesson 4Aims1.能读懂“Read and write”部分的对话并完成相应练习。2.了解星期一到星期天英文表达的缩写形式。3.能听懂“Lets check”部分的录音，并完成标号任务。Key Points1.能读懂“Read and write”部分的对话并完成相应练习。2.了解星期一到星期天英文表达的缩写形式。3.能听懂“Lets check”部分的录音，并完成标号任务。Difficult Points1.激发学生复习和操练的兴趣。2.能就他人的日常活动提出有益的建议。AidsThe tape recoder,tape and
38、PPTTask根据自己的教学设计决定取舍B l a ckb o a r d D es ignUnit 2 My week Part B Read and write&lefs checkWhat do you have on.?一I have.-What do you often do on the weekend?I often.Sometimes I.ProceduresContentsMethodsPurposesI.Pre-readingII.While-readingWarm-up1.Sharp eyes:read books,wash my clothes,watch TV,pla
39、y football,do homework2.Free talk:Talk about your weekend activities巩固复习，活跃课堂氛围，并为新课教授做铺垫。通过猜测提高学生III.Post-readingV.Summary&homeworkRead&writeRead&writeLets checkSummaryHomework1.Guess:What does Wu Yifan have onFridays?Listen and find the answer.2.Listen again and underline the answer:Whatdoes Wu Yi
40、fan often do on the weekend?3.Read by yourself scilently,and then finishthe practice of Tick or cross.4.Practice the key sentences by interviewingsome students.5.Listen and repeat.Pay attention to thepronunciation and intonation.Finish the part of“Look at the schedule aboveand complete the dialogue
41、below.”1.Listen and number2.Read and cicleLets see what we have learnt today.1.复习 Read&write2.自主学习Story-time部分3.完成练习册相应部分阅读兴趣。提高学生听音答题能力。提高学生自主阅读能力。提高学生的语用能力。培养学生按意群阅读的能力，提高学生的语音语调。使学生了解星期一到星期天英文表达的缩写形式，提高学生的书写规范。复习小结，加深印象教后反思U n it 3 W ha t w o u ld y o u like?TopicUnit 3 Theme W ha t w o u ld y o
42、u like?A 部分 Lesson 11.能听懂、会说、认读单词“sandwich，“salad，“hamburger，“ice cream”和“tea”。Aims2.能在创设的实际情景中灵活运用句型“What would you like to eat/drink?”，“Fdlike.o o3.能完成“Role-play”部分的任务。sandwichj baladj|hamburger|ice cream4.继续保持学生对学习英语的兴趣，激发学生用英语进行交流的热情。Key Points1.能听懂、会说、认读单词“sandwich,salad”,“hamburger,“ice cream“
43、tea,drink”“eat”和“thirsty”。2.能在创设的实际情景中灵活运用句型“What would you like to eat/drink?”及uTdlike.Difficult Points1 灵 活 运 用 所 学 句 型 聊 关 于“饮 食”的 话 题。2 能 听、说、认 读 单 词“drink”和“thirsty”。Aids1.教 师 准 备 多 媒 体 课 件、录 音 机、磁 带、单 词 卡 片；2.学 生 人 物 头 饰。Blackboard DesignUnit 3 What would you like?A.Lets learn A.Role-playWhat
44、would you like to eat/drink?-Td like.A.Let9s try A.Let5s talkthirsty drinkIm thirsty.What would you like to eat/drink?Id like.Here you are.ProceduresContentsMethodsPurposes1热 身、复习(Warm-up/Revision)i.i 复 习 词句，由旧引新。一、课 前 热 身(Warm-up)1.Free talkT:Good morning,everyone.Welcomeback to school.How are you
45、today?Ss:Fine,thank you.2、呈现新课(Presentation)1.2课 前 预 习(Preview)2.1L ea din g-in:S ho w s o m efo o d ca r ds2.2 学 习L et sT a lkT:Nice to see you again.Ss:Nice to see you,too.1.2.1教师拿出学生以前学习过的食物图卡片，并借助多媒体课件出示以前学习过的食物单词图片，全班学生说出相应的汉语。师生进行对话，如：T:What are these?Ss:They are.1.2.2学生同桌合作，谈论最喜欢的食物。T:Whats y
46、our favourite food?S1:My favourite food is.S2:My favourite food is.2.1.1教学单词(1)教师做“口渴”的动作，说：“Oh,rmthirsty.，然后再做“喝水”的动作，说：Tdlike to have something to drink.”,由此引出新单词“drink”和“thirsty”。教师也可以用多媒体课件出示“乌鸦喝水”的故事，介绍说：“Look,the crow is thirstynow.It5s looking for some water to drink.”由此引出新单词thirsty”.(2)教师用多媒
47、体课件出示几种饮料的图片，如水、橙汁、可乐、茶等，问：“What wouldyou like to drink?”,学生选择自己喜欢的饮料并回答：Id like to drink some”。(3)学生同桌合作，谈论自己想喝些什么饮料，如：SI:Im thirsty.S2:What would you like to drink?创设轻松课堂氛围。为新授学习铺垫，对比教学。由旧引新。在教学生词的过程时，有意识的将单词带到语言交流中进行，让学生在对话中掌握词汇。2.3 L i s t e nt o t h e t a p eSI:Td like some water.S2:Here you ar
48、e.(4)课件依次出示三文治、沙拉、汉堡包和冰激凌的图片，引出单词“sandwich，“salad”，“hamburger”和“icecream”。SI:Tm hungry.S2:What would you like to eatSI:Td like a sandwich.S2:Here you are.2.3.1 Listen to the tape for the fist time.2.3.2 Listen to the tape for the second timeand then answer the following questions:Who hungry?What wou
49、ld Father like to eat?(3)What would Father like to drink?2.3.3 Check the answers:Father.A sandwich.(3)Some water.2.3.4 Listen to the tape for the third time andimitate the dialogue.2.3.5教师拿出食物图片，与学生进行对话，如：T:What would you like to eat,SI?SI:Td like please.T:Here you are.What would you like toeat,S2?S
50、2:rd like please.2.2.6学生拿出人物头饰，替换对话中的关键词，重新编写对话，然后教师请两三对学生通过“趣味操练”使学3趣 味 操 练(Practice)4.巩 固 延 伸(Consolidation&Extension)5.课 堂 小 结(Summary)3.1 操练巩固词句“Whal woldyou like toeat/drink?3.2Role-play4.1 Letstry A5.1Key上讲台表演对话。3.1.1 教师请两位学生站起来示范读对话。3.1.2 学生同桌合作，一人扮演客人，一人扮演服务员，模仿示例表演对话，提醒学生表演时要把客人与服务员该有的表现表演到