›牛津译林苏教版三年级下册（新版）全册教案

译林版《英语》（三年级下册） 研讨课
Project 2 A magic clock
（执教：南京市北京东路小学赵蔚）
Type of the lesson 课型
Project
Teaching aims and learning objectives 教学目标
1. 能听懂、会说5—8单元的农场动物类、水果类的单词、数词以及介词等。
2. 能听懂、会读、会说5—8单元日常用语：What’s the time It’s … It’s time for … Where is the … It’s on/in/under/ … What are these/those They are … Are these … Yes, they are. No, they are …。
3. 能读懂魔法钟的制作步骤，并能根据步骤正确制作出自己的魔法钟。
4. 能初步运用5—8单元词汇和日常用语结合魔法钟进行游戏。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能在老师的帮助下有序归纳5—8单元重点词汇与句型。
教学难点：能正确地理解并运用日常用语内容，在老师的引导和帮助下尝试运用语言进行交际、解决问题。
Teaching procedures 教学过程
Step 1 Free Talk
T: Hello, I’m Wendy.
S1: Hello, I’m …
T: Nice to meet you.
S1: Nice to meet you.
T: How old are you
S1: I’m …
T: First, let’s say something about ourselves. (PPT呈现课件)
What’s your name How old are you What’s your favourtie food What’s your favourite colour
S: Prepare in groups or pairs.
Step 2 Drill
T: Today, we’ll have a magic lesson. And in this lesson, you’ll try to have magic ears, magic eyes and even a magic mirror. Do you want to try
Http://www. Http://www. T: Oh, you all have magic ears. Now I’ll show you some numbers. Look at them and try to remember them quickly. (PPT呈现课件)
S: Yes!
T: Now let’s try to have the magic ears.
Step 3 Magic ears
T: Now listen, what are they (播放动物的声音) What can you hear
(Students listen and try to find out.)
S1: Pig, cow.
S2: Duck, chicken.
S3: …
T: Good. Now listen to this. (播放牛叫声) What’s this
S1: It’s a cow.
T: What about this (播放狗叫声) What’s this
S2: It’s a dog.
T: Good. And is this a dog (播放猪叫声)
S3: It’s a pig.
T: Good. What are these (播放鸭子叫声)
S4: They’re ducks.
T: Excellent. Are they ducks (播放小鸡的叫声)
S5: They’re chickens.
T: Good. Where can we see them
S6: On the farm.
T: Good. Can you say something about this farm You can say …
(学生在老师的引导下归纳句子)
S1: What’s this It’s a …
S2: What are these They’re …
(老师根据学生的回答进行板书)
S: Talk about the animals in pairs.
(同座位学生说完后，老师再请几组学生反馈)
Step 4 Magic eyes
(学生试着记住看到时数字和时间)
T: What are they
S1: 1.
S2: 2.
S3: 7.
S4: …
T: Good. Look at the last two! Are they numbers
S: No.
T: They’re time. Let’s read them together.
(Students read them together.)
T: Good. You can remember them very well, now can you use them Please choose one or two
Http://www. Http://www.
numbers or time, and make up dialogues with them. For example, how old are you (将问句与学生的答句板书)
S1: I’m nine.
T: Are you clear
S: Yes.
(学生组内进行对话创编)
Step 5 Magic mirror
T: Good. You have magic ears and magic eyes. Now use them to look at this magic mirror. What can you see in the mirror
S1: A man.
T: Who’s the man
S2: He’s Yang Ling’s uncle.
T: What can you see now
S3: A woman.
T: Who’s she
S4: She’s Yang Ling’s aunt.
T: Good. And is this a woman now
S5: No, this is a girl.
T: Who’s she
S6: She’s Yang Ling.
T: Who can you see now
S7: A boy.
T: Who’s the boy
S8: Maybe he’s Yang Ling’s friend.
(通过PPT课件将四个人完整呈现于“魔镜”中）
T: Good. Now can you talk about the picture in the mirror
(学生成对进行操练)
T: When we’re talking about the people, we can say …
S: Who’s he/she He/She is …
(老师板书句型)
Step 6 Magic clock
T: Good. We have magic ears, magic eyes and magic mirror, now we’ll have a magic clock. Look, is this a clock (将魔钟模型贴到黑板上)
S: Yes./No.
T: Not yet. How to make a magic clock Let’s read the instructions. Step one, draw twelve pictures. Have you finished
S: Yes.
T: Oh, I haven’t finished. Can you help me
S: Yes.
T: Show the pictures. Let’s ask and answer quickly. Where’s the apple
S: It’s behind the basket.
Http://www. Http://www.
T: Who’s the old man
S: He’s my grandpa.
T: Who can ask the question
S3: Where’s the pencil case
T: It’s on the table.
(老师问，学生答；学生问，老师答；或学生个体问，集体回答，多种形式穿插起来，快速复习12幅画，并把图片贴到黑板上)
T: Now let’s cut the twelve doors. (老师做示范) Do you understand
S: Yes.
T: Have you cut the doors
S: Yes.
T: Now stick the doors on. Let’s listen and stick. Listen to my order and stick the correct doors on. Door 12
S: (找出12号门，贴到钟面正确的位置上)
S1: Door 6.
S: (找出6号门，贴到钟面正确的位置上)
S2: Door 8.
S: (找出8号门，贴到钟面正确的位置上)
(老师或学生给出指令，将12个门都在钟面上贴好)
T: Good. Now cut out the hand. Can you find it
S: Yes. (开始剪时针)
T: Good. Now pin the hand on and pin on a rubber. (做示范)
S: (跟着老师一起做)
Step 7 Play the magic clock
T: Now show your clocks to each other. Now let’s play the magic clock. What’s the time
S1: It’s five o’clock.
T: Oh, it’s five o’clock. Here’s the door. What can you say
S1: Open the door, please.
T: Good. (老师根据图片内容提问)
S : (根据图片内容回答)
T: Good. Play the clock in pairs.
Teaching aids 教学准备（含板书设计）
教学准备: 卡片、剪刀、胶水等
板书设计： Project 2 A magic clock
Magic clock
Magic ears:
What is this It’s a …
What are they They are …
Magic eyes:
址：南京市湖南路1号B座818室 How old is he/she He/She is …
How old are you I’m …
What time is it It’s …
Magic mirror:
Who’s he/she He/She is …译林版《英语》（三年级下册） 研讨课
Unit 4 Where’s the bird
（第一课时）
Teaching contents 教学内容
Story time Song time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind。
2. 能听懂、会读、会说日常用语Where’s … It’s not here. It’s on/in/under/behind… 。
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
5. 能正确演唱歌曲。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点：能初步运用本课所学的词汇和日常用语谈论物品的位置。
Teaching procedures 教学过程
Step 1 Greeting &Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, May.
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
T: Do you like singing
S: Yes.
T: I like singing very much. Let’s learn to sing a new song. OK
S: OK.
T: First, listen and watch carefully. You may follow it if you want.
(播放歌曲一遍)
T: Do you like the song
Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作)
T: This time, let’s try to sing and do some actions together.
(再次播放歌曲，学生加上动作一起唱)
Http://www. Http://www. (播放课文动画核对答案)
Step 2 Presentation
Play a game and learn the new words
T: (手中拿着一只折起来的小鸟) Now boys and girls, look, what’s in my hand now Guess!
S: …
T: Look, it’s a bird. (板书bird)
Look, where’s the bird (把小鸟放在书上)
S: It’s on the book.
T: Where’s the bird now (把小鸟放在书下)
S: It’s under the book.
T: Good! And where is it now (把小鸟放在书里)
S: It’s in the book.
T: Now let’s play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Where’s the bird Guess!
S: …
T: Look, it’s in the desk. (板书desk，贴图，带读in the desk 并示意)
Now let’s play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) Where’s the bird Guess!
S: …
T: Look, it’s on the chair. (板书chair，贴图，带读on the chair 并示意)
Step 3 Story time
1. Listen and choose
T: (老师再让学生闭上眼睛，然后把小鸟藏起来) Where is the bird now Is it in the park In the classroom In the tree Here is a story about the bird. Please listen carefully, and then choose the right answer.
(播放课文录音)
T: Where is the bird
S: It’s in the tree.
T: Is it in the tree Let’s watch the cartoon and check your answer.
T: Is the bird in the tree
S: Yes!
2. Listen and stick
T: The bird stops in many places. Look, it’s here and here. (PPT 红圈显示1、7 两幅图中鸟网站地址：南京市湖南路 1 号B 座818 室 凤凰学习网 联系电话：400-106-6600 Mail：admin@ 凤凰教育网联系电话：025-83657815 Mail：admin@
Http://www. Http://www.
的位置) But look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。) Now, please take out your working sheet. Let’s listen and stick the birds on the paper. Please work in pairs.
(播放课文录音, 学生两人合作完成)
T: Let’s watch the cartoon again.
(播放课文动画，在每个需要完成的画面上暂停核对)
3. Read the story
T: Finished Now boys and girls, check your pictures. Let’s read the story together, OK (出第一幅图) Picture1. Let’s read it together.
S1&S2: …
T: (出示小提示：注意读出故事中人物的情绪) Let’s try again.
Beautiful means nice! (出中文意思，读beautiful和How beautiful!)
T: And Picture 2, look, where’s the bird
S: It’s under the desk.
T: Yes. It’s under the desk. (PPT出现单词卡under，读under）
Now who can read this (PPT中出现对话)
S1: Where’s the bird
S2: It’s under the desk.
(继续每一幅图逐图教学：第二幅图教under，第三幅图教behind，第四幅图教It’s not here.， 第五幅图教on，第六、七两幅图教in)
T: OK. Now we have read the story together. Now open your books, turn to Page 13, and read the story by yourselves. (请打开书，同桌合作读一读全文)
4. Tell the story
T: You did a good job. Now, look at the blackboard. (拿出小鸟的图片) Look! A bird!
S: How beautiful!
(老师把小鸟放在黑板上不同位置，带领学生一起复述)
T: Where’s the bird
S: It’s under the desk.
T: Now, it’s …
S: Behind the door.
T: Oh, It’s not here. It’s …
S: On the chair.
T: Where’s the bird now
S: It’s in the desk.
T: Oh, look, now it’s ….
S: In the tree.
T: It’s your turn now. Can you tell the story like this You can work in pairs.
Http://www. Http://www.
(老师让同桌学生之间根据图片复述课文，请1至2组学生到黑板前复述）
Step 4 Sing a song
1. Say a rhyme
T: (拿出另外两只小鸟放在黑板的树上) Look, how many birds are there in the tree now
S: Three.
T: Yes. They are her friends. Try to say this rhyme. First read it in two.
(把歌词变为韵律诗，学生互相说一说)
T: Let’s try to say it together.
(教 little和all)
T: Say it all together again.
2. Sing the song
T: This is a nice song. Let’s listen to it.
(播放歌曲动画)
T: Can you try to follow it
(学生跟唱)
T: Good! Let’s sing it with some actions.
(老师带学生边做动作边唱)
Homework 家庭作业
1. 听磁带，读故事5遍。
2. 用Where is … It’s … 的句型来说说物品的位置。
3. 搜集一些on，in，behind，under这样的介词短语，说一说。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、自制的动物图片。
板书设计：
Unit 4 Where’s the bird
（执教：南京市北京东路小学林丽）
译林版《英语》（三年级下册） 研讨课
Unit 4 Where’s the bird
（第二课时）
Teaching contents 教学内容
Fun time Sound time
Teaching aims and learning objectives 教学目标
1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
3. 能体会字母d的发音[d]。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能通过游戏进一步正确运用介词on，in，under，behind。
教学难点：能体会字母d的发音[d]。
Teaching procedures 教学过程
Step 1 Revision
1. Sing the song
T: Hello, boys and girls.
S: Hello, May.
T: (出示第一课时中的小鸟) Do you remember this little bird
S: Yes.
T: Let’s sing the song “Where is the bird ”
(播放歌曲，学生唱)
2. Change the lyrics
T: We know the little birds are in the tree. Now can you change your words according to my picture 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段)
T: Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups .
S: (集体反馈唱歌3段)
3. Review the story
T: Great! Now can you dub for the story 你们能来给课文动画配音吗？
S: (集体给课文动画配音)
Http://www. Http://www.
Step 2 Fun time
1. Review the words
T: OK. Now after the text, let’s review some of the new words. Can you read them (PPT出示4个介词)
S: On, in, under, behind.
T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me.
S: Use games to help remember words. Here’s the Chinese meaning.
T: Boys and girls, do you like games
S: Yes.
2. Play the game
T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图)
Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box.
T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try
(一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜)
Ss: Where is the pencil
S1: Is it in/on/under/behind the pencil box
Ss: Yes./No.
T: Good. And now let’s change this game a little bit. Look, what’s this (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)
S: It’s a book/school bag/ pencil box/pencil.
T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)
T: Now open your eyes.
S: Is it …
T: Yes./No.
3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书)
(学生在小组内玩此游戏)
Step 3 Sound Time
Http://www. Http://www. T: Good! It seems you play the games very well. And we have three more words in this unit, and that is——(PPT出示3个单词)
1. Say the sentences
Ss: Desk, chair and bird.
T: Good. And look, the bird is flying away. Where is it now (PPT显示Sound time图) Oh, it’s here.
T: Look, the boy is saying something. Can you try to read
S: Bird, bird, don’t fly away. (PPT显示fly away的中文意思)
T: Good! And can you read this Read in pairs.
S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK
T: Can you tell us the Chinese meaning
S: …
2. Read the words
T: How many Ds can you find 在这句话中你能找到几个含有字母D的单词？
S: Seven.
T: Can you read them all again
S: 再读7个单词 (学stand的意思)
T: Now can you tell us the sound of the letter “d”
S: [d].
T: Good! Now read them like this: d, d, desk, d, d, stand …
(学生读单词)
T: Can you find more words like them Discuss in your groups now.
S: (学生列举，教师板书)
T: Yes. And here are some words with the sound [d], can you read them (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.
(学生讨论，反馈)
Step 4 Task
T: Look, this is another beautiful bird. Whose bird is this 你们知道她的主人是谁吗？
S: No.
T: Well, if you want to know, you’ll have to find four things in a room. (PPT显示要找的东西的单词)
S: Milk, egg, ice cream and key.
T: Yes. Please remember to use “Where’s … It’s…” (PPT显示图) Work in pairs, please.
S: Where is the milk S: It’s on the desk.
S: Where is the ice cream S: It’s behind the car.
S: Where is the key S: It’s under the table.
S: Where is the egg S: It’s on the chair.
(教师根据学生回答，点出相关物品的位置)
T: Look! Who is her master
Http://www. Http://www.
S: Mike.
T: Well done. You did a good job.
Homework 家庭作业
1. 读Fun time对话，听磁带复习Sound time。
2. 模仿Fun time用Where is … It’s … 的句子来做一做游戏
3. 自己设计不同的游戏复习学过的单词。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡，自制卡片。
板书设计：
Unit 4 Where’s the bird
（执教：南京市北京东路小学林丽）
译林版《英语》（三年级下册） 研讨课
Unit 4 Where’s the bird
（第三课时）
Teaching contents 教学内容
Cartoon Time Checkout time Ticking time
Teaching aims and learning objectives 教学目标
1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
2. 能对照Ticking time的三个目标进行客观的自我评价。
3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。
4. 能初步把自己表达的内容在老师的帮助下写下来。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
教学难点：能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
Teaching procedures 教学过程
Step 1 Warm up
Hide-and-seek
T: Hello, boys and girls.
S: Hello.
T: How are you today
S: Fine, thanks.
T: Boys and girls, today let’s play a game. It’s called hide-and-seek.
(PPT显示游戏名和使用的句子)
T: Who wants to hide first
(挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师)
Step 2 Cartoon time
1. Watch the cartoon
T: Boys and girls, do you like this game
Http://www. Http://www.
S: Yes.
T: Well, we have two friends. They like this game, too. (PPT 显示cartoon time P1) Look, who are they
S: They are Bobby and Sam.
T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right So where is Bobby Let’s watch the cartoon.
(播放动画)
T: (停在最后一个画面) So where is Bobby now
S: It’s on the table.
T: Who wins 谁赢了呢？
S: Sam.
2. Read and say
T: Yes. Sam wins. Now please open your books and read this story. It’s on your book, Page … When you are reading, try to remember what they say. (阅读cartoon time 部分，记一记每一幅图中的对话)
(学生阅读Cartoon time)
T: Now close your books. (PPT 逐图显示) Who can be Sam/Bobby
S1: One, two, three …
S2: Where’s Bobby
S3: Ah, he’s behind the door. (指导兴奋的语气)
S4: OH, it’s not Bobby. (指导失望的语气)
S5: Where’s he
S6: Wow! A cake! (指导兴奋的语气)
S7: Ha! Ha! Here you are, Bobby! (指导得意的语气)
T: Now read the story in pairs. (注意语气哦！)
3. Do the dubbing
T: Now can you dub for the whole story together 你们能为这个故事配音吗？
S: Yes.
(动画角色扮演Sam 配音)
4. Act the dialogue
T: Sam wins. So, it’s Bobby’s turn to seek Sam. What happens now Can you imagine their words and act it out
(PPT 显示连环画，学生为连环画配话并汇报) 网站地址：南京市湖南路 1 号B 座818 室 凤凰学习网 联系电话：400-106-6600 Mail：admin@ 凤凰教育网联系电话：025-83657815 Mail：admin@
Http://www. Http://www. 1. Self assessment
Step 3 Ticking Time & Checkout time
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit Let’s check it out. Look! (PPT显示3个目标及中文) We have three targets in Unit 4. They are …
S: I can use “where” to ask questions.
S: I can use “in”, “on”, “under” and “behind”.
S: I know the sound of the letter “d”.
T: You can see the Chinese meaning here. So now it’s your ticking time. Please open your books and turn to Page 29 and tick it.
T: Finished Who gets three stars
(部分学生举手)
T: OK. Now can you ask some questions using where
(问几个学生，学生问问题)
T: And the next one, who gets three stars
Well, let me check. (把东西放在某处) Where’s … （检验几个学生）
T: And the third one, who gets three stars
Well, can you remember any words with the sound [d]
(检验几个学生)
2. Listen and draw
T: OK. Stop. Now it’s checkout time. 让我们通过练习来检查自己是否真的达到了目标。Open books on Page 29—Checkout time. A Listen and draw. Let’s listen and draw on the book. Take out your pencils and rubbers. Ready Go.
(利用课件进行听和反馈)
3. Look, find and say
T: Books closed. After the exercise, let’s play a memory game. I’m going to show you a picture, and you have 5 second to remember where things are. (下面是一个记忆游戏，5秒钟记住图中物品的位置) Ready
(学生5秒钟看图）
T: Now here are the questions. Ask and answer in pairs, and I will show you the right answers later.
(学生同桌互相问答)
T: Now let’s check if you have the right answers.
(利用课件进行人机对话)
Step 4 Task
1. Talk about the things in the classroom
T: Boys and girls, you’ve learnt very well in Unit 4. Let’s see if you can use them very well. It’s time to talk about some real things, like the things in this classroom.
T: What can you see here
Http://www. Http://www.
S: …
T: Well, let’s talk about the things her, OK Here’s what you can say. (PPT显示句子)
(小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句)
2. Write about the things in the classroom
T: Now it’s time to write about the things in the classroom. Here I have three examples. Try to finish them now.
T: Now it’s your turn to write. If you need any help, just put up your hands, and I will help you with the spelling. 在写句子时有拼写问题需要老师帮助的，请举手！
(三个学生在黑板上写句子，并读出来展示)
Homework 家庭作业
1. 读Cartoon time对话5遍。
2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
Teaching aids 教学准备（含板书设计）
教学准备：图字卡，自制卡片等。
板书设计：
Unit 4 Where’s the bird
（执教：南京市北京东路小课时Period 第一课时 教学内容Teaching Contents Story time
教学目标Teaching Aims
1、通过歌曲环节学习单词these, those，并对比与this，that的区别。2、通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。3、通过学习Story time，能正确地听懂、会说、会读单词 pigs, cows , apples, pears.4、能在真实的情景中运用What are these / those Are these / those… 和日常交际用语Nice to meet you, Mike. Welcome to my farm. 进行交流。
教学重点Teaching Key Points
能正确理解掌握对话，并能朗读表演。
教学难点Teaching Difficult Points
１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
２、能在真实的情景中运用What are these / those Are these / those… 和日常交际用语Nice to meet you, Mike. Welcome to my farm. 进行交流。
教具准备Teaching Aids 光盘、PPT、头饰、大树道具
课前自主预习Independent Preview Before Class
1. 通过自主阅读，勾画出生词，查字典理解含义。2. 听磁带，试着跟读课文。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm upSing a song 《These are apples》Listen to a song Teach the new wordsPPT出现一幅图，图中有歌曲flash中一个苹果的画面和一些苹果的画面.图下: This is an ___________. These are ___________.Teach’an apples, apples, these’PPT之后出现一幅图，图中有歌曲flash中一个橘子一些橘子面.图下: That is an ___________. Those are ___________.Teach’an orange, orange, those’C. Try to sing the song Step2 : Presentation准备一些小动物头饰，再准备一幅农场的图画和歌曲《Old MacDonald had a farm》T:（播放歌曲）Let’s listen to a song first.Ss：（听歌曲）T: (教师指着农场对学生说) Look, this is a farm. It’s Old MacDonald’s farm. What’s on the farm (出示课题) 教师领读 on the farm.(播放鸭子的叫声) Listen! What are these They are ducks. (教师边说边把几只鸭子的图贴到农场上去)Ss: (学生在教师指导下，戴上头饰，边做着小鸭子的动作边学边说单词)T: (老师指着一组戴头饰的小朋友，运用What are these 提问，引导学生回答They’re ducks.) 教师可以通过同样方式逐步引出其余三个小动物2. Wathc and answer Q: (PPT出示题目)What do Mike and Liu Tao see A. animals B. toys C. fruit D.friends3. Listen and putT：On the farm, we can see some aniamls and fruit on the farm. What are the animals What are the fruit. Let’s listen to the tape then put the pictures on the blackboard.. （课前布置学生每人画一张Story time中自己喜欢的动物或水果图片，涂上颜色并剪好带到课堂）教师拿出课前准备剪好的三棵大树的图片，并用粉笔在黑板上画出farm的轮廓T: What’s on the farm Please put them on the picture.老师指着空白处，一边询问，一边渗透新句型T：What are these？S1: They’re …s. (一边贴图，一边说)T：指着远处的一块问：What are those Are those pigs Ss: No. They are cows. (贴图)继续参观果园T: Are thse apples / oranges… S1: Yes, they are. / No, they aren’t.4. Look at the picture and answer出示课文图T: Look, who are they？Ss: They are Liu Tao, Mike and grandpa.T: What are they talking about Can you guess Ss: Hello,…. This is ….Teach’Welcome to my farm.’(教授时重点指导welcome的发音，教师引导学生模仿爷爷的口气说话。还可以提示学生想象一下还有什么场景可以使用。)Step3 Consolidation1.Read the dialogue after the tapeRead in role Read in groups Act out the storyAct Grandpa to introduce the farmT: Now, you’re grandpa. Can you introduce your farm Ss: I’m Grandpa. I’m happy to see you. Welcome to my farm. Let me show you around my farm. Look, these are…. Those are… They’re…..
（分层）作业设计 Homework
A. Homework.1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.3. Copy the new words. B. Homework.1.To know more words about fruit and apples.2.Using the sentence’These are…. Those are….’to introduce Grandpa’s farm.3. Recite the dialogue and the words.
板书设计Blackboard Writing
Unit 7 On the farm What are these / those？ Are these / those … They’re…s. 农场图 Yes / No. They’re….
教后反思 Teaching Reflection After Class
课时Period 第2课时 教学内容Teaching Contents Fun time, Cartoon time
教学目标Teaching Aims
1、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。2、通过自然拼音法的拼读，让学生自己尝试拼读单词chicken， pencils。 3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this 4、通过培养学生学英语的兴趣，运用英语的意识。
教学重点Teaching Key Points
通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
教学难点Teaching Difficult Points
１、能比较流畅地朗读对话，并能运用所学对话描述短文。２、通过自然拼音法的拼读，让学生正确拼读单词chicken
教具准备Teaching Aids 多媒体，PPT
课前自主预习Independent Preview Before Class
1. 听磁带，试着跟读Cartoon time，通过自主阅读，了解故事内容。2. 勾画出生词，查字典理解含义。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm up1. Greeting Sing the son The teaches show some pigs and cows on PPT, then ask the students to sina a new song.2. Free talka. Act Story time (1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Act in role.b. Play a game ‘Touch and guess’T: Now let’s play the game ‘Touch and guess”. I have some things in the bag. What are they Let’s touch and guess.Ss: Touch T: What are these / Are these … Ss: They’re…. Yes / No.小组内开展“摸一摸，猜一猜”的游戏。以四人小组为单位，每个小组发一个不透明的塑料袋（也可用书包），里面装有水果或其他物品。组长负责组织其他组员将手伸进袋子里，组员通过触摸向组长提问。Step 2 PresentationFun time出示B部分图片的一部分，让学生猜测、T: Let’s play a game’Look and guess’(教师出示苹果局部图) What’s this Guess.S1: It’s an apple.T: What are these Guess!S2: They’re oranges.T: What are those S3: They’re cows在猜谜的过程中，教师不断强化名词的复数形式，让学生在玩中学，在玩中用Teach’chicken, duck, pear’教师带着学生一起看看数数Fun time中图片内容 T: Look at the picture. What can you see S1: I can see…T: How many pears Let’s count.Ss: One pear, two pears, three pears.师生示范游戏学生分组游戏教师可以自制游戏模板，将游戏格中的内容进行调整，添加一些前几个单元中学过的内容。Say a rhymeThese are apples. Those are pears.Apples and pears, they’re very sweet.These are pigs. Those are cows.Pigs and cows, they’re very cute.Read togetherRead with actionsMake a new rhymeCartoon timea.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处T: Look, this is Bobby. What’s in Bobby’s hand They’re pictures.(教授pictures)T: Bobby has three pictures. What are they Read the story.b. 学生通过阅读初步理解故事内容c. T: Is Bobby good at drawing Ss: No, he isn’t. T: So, Sam puzzled. 出示第一张图片 T: Who can act Sam to read (指导学生读出Sam困惑的语气，指导学生在真实的情景下朗读)学生在小组内开展趣味朗读活动，加入动作表情，读出趣味
（分层）作业设计 Homework
A Homework1. Read Cartoon time five times. B Homework1. Recite the dialogue and try to write it after class.
板书设计Blackboard Writing
Unit 7 On the farm A: What are these / those B: They’re …s. A: Are they… B: Yes / No. They’re….
教后反思 Teaching Reflection After Class
课时Period 第3课时 教学内容Teaching Contents SSound time、Song time、Checkout time and Ticking time
教学目标Teaching Aims
1、通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教学重点Teaching Key Points
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教学难点Teaching Difficult Points
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教具准备Teaching Aids 多媒体，PPT
课前自主预习Independent Preview Before Class
1. 读熟本单元内容。2. 背本单元单词和短文。3. 尝试朗读sound time中的词句和song time中的歌谣。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm up
1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...Step 2. Song time1. Play the song < Old MacDonald’s farm>T: What animals are in the song 播放动物的叫声，让学生猜测是什么？(Play 小猪的叫声) T: What are these Ss: Are these … T: Yes / No. Pigs on the farm go ‘oink, oink.’之后学生猜出其他动物，老师渗透歌词’… on the farm go …’学生猜到动物后，老师将动物图片贴在黑板上，并写上叫声单词2. Learn the songa. T: Listen, here’s a song. What animal is it Ss: Pigs.b. Sing the song togetherc. Make a new song (老师课前布置学生做好头饰，学生戴着pig, cow, duck等小动物的头饰进行表演唱)T: (让同样小动物的学生站在一起)指着戴着头饰的学生问：What are these / those Ss: They are chickens, ducks, cows, pigs…T: Yes, you’re right. Can you say some nouns have an ‘s’at the end Ss: Yes.完成Ticking time 第二项打星部分Step3 Read and write1. T: Now you know so many animals. Look at this picture. (书49页) It’s a farm. Can you talk about the picture.S1: What’s this S2: It’s a….S1: What’s under the tree S2: It’s a….S1: What are these S2: They’re ….S1: What are those under the tree S2: They’re….2. T: Wow, you can say well. But can you write Let’s try.3. Check out the answer (Chicken, oranges, cow, apples)老师在校对时，可以教会学生一些拼读方法4. T: Can you talk about things on the farm S: Yes.T: I think you can say well about farm. So let do the ticking time.完成Ticking time 第一项打星部分Step3: Sound time1.Listen and repeat T: Next, let's look at these words: farm, ice cream, make, mum, welcome. What’s the same letter Ss: M.Read these words after the teacher.T: Ok. Let's read these words together.Ss: farm, ice cream, make, mum, welcomeT: Great! Read after me"/m/". Ss: /m/ T: m, m, m, /m/ , /m/, /m/ farm ice cream make Ss: m, m, m, /m/ , /m/, /m/ farm ice cream makeT: m, m, m, /m/ , /m/, /m/ mum welcomeSs: m, m, m, /m/ , /m/, /m/ mum welcomeT: 同学们，想想看，还有那些也是发这个音呢？ Ss: ... T: Good！You are so clever. Look at the picture ,"Clever Tom f rom the farm makes ice cream for his mum." What's the meaning of "make ice cream" Ss: 做冰激凌 T: How to say 来自于农场的聪明汤姆？Ss: Clever Tom from the farm makes ice cream. T: Follow me" Clever Tom f rom the farm makes ice cream for his mum.." Ss: Clever Tom f rom the farm makes ice cream for his mum.教师强调读句子是字母m的发音/m/T: Can you say the sound of the letter ‘m’ 完成Ticking time 第三项打星部分Step3 consolidation1、做相关的补充习题或评价手册上的内容。2、Listen to me (Summary)。
（分层）作业设计 Homework
A Homework1.Finish the exercises2.know the sound of the letter ‘m’ B Homework1. Finish the exercises2. Know the sound of the letter ‘m’3. Review and recite Unit7.4. Recite, write the words and sentences.
板书设计Blackboard Writing
Unit 7 On the farm M farm, ice cream, make, mum, welcome Clever Tom f rom the farm makes ice cream for his mum.
教后反思 Teaching Reflection After Class课题Final-revision
课型 Revision 课时 Period 1 教学日期
教学要求 制作木偶并通过木偶剧表演复习5至6单元的所学的词汇，日常用语和句型等语言知识。2. 根据所制作木偶穿戴的服装和具体场景，运用5-6单元的相关语言知识，开展游戏活动。
教学重难点 复习单词lovely, nine, eight, our, five, six, seven, ten，并理解单词的意思能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are. 复习单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思；能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it It’s … o’clock. It’s time for … . 及 Hurry up.
教具学具 1. 通过介绍自己的穿着，复习日常用语和句型： look at my.......,It’s nice. /It’s great./How great./Great.2. 通过创设情景复习句型Would you like.... Yes, please./No, thank. you.3.通过单词卡片复习服装类，颜色类，食品类单词
Step l Warm up1．Free talk(T-S)T．Good morning，…S1: Good morning, Miss...Step 2 Practise　完成《练习与测试》期末A卷 Greetings and free talkReview lettersLearn to sing GreetingTeach and guide GreetingWarming-up
课题Final-revision
课型 Revision 课时 Period 2 教学日期
教学要求 1. 通过全家福照片及纸偶复习7至8单元的所学的词汇，日常用语和句型等语言知识。2. 根据通过全家福照片及纸偶，运用7-8两个单元的相关语言知识，开展游戏活动。
教学重难点 1.复习单词these, those，并对比与this，that的区别。2.能在真实的情景中运用What are these / those Are these / those… 和日常交际用语Nice to meet you, Mike. Welcome to my farm. 进行交流。3.通过全家福照片及纸偶的展示学习句型Who’s she / he Who’s that girl / boy He’s / She’s….。4、复习单词aunt, twins, we’re。
教具学具 1. 通过介绍自己的穿着，复习日常用语和句型： look at my.......,It’s nice. /It’s great./How great./Great.2. 通过创设情景复习句型Would you like.... Yes, please./No, thank. you.3.通过单词卡片复习服装类，颜色类，食品类单词
Step l Warm up1．Free talk(T-S)T．Good morning，…S1: Good morning, Miss...Step 2 Practise　完成《练习与测试》期末B卷 Greetings and free talkReview lettersLearn to sing GreetingTeach and guide GreetingWarming-up
课题Final-revision
课型 Revision 课时 Period 3 教学日期
教学要求 1.制作木偶并通过木偶剧表演复习5至6单元的所学的词汇，日常用语和句型等语言知识。2. 根据所制作木偶穿戴的服装和具体场景，运用5-6单元的相关语言知识，开展游戏活动。
教学重难点 1. 复习单词lovely, nine, eight, our, five, six, seven, ten，并理解单词的意思能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are. 复习单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思；4. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it It’s … o’clock. It’s time for … . 及 Hurry up.
教具学具
Step l Warm up1．Free talk(T-S)T．Good morning，…S1: Good morning, Miss...Step 2 Practise　完成期末专项测试卷 Greetings and free talkReview lettersLearn to sing GreetingTeach and guide GreetingWarming-up
课题Final-revision
课型 Revision 课时 Period 4 教学日期
教学要求 通过全家福照片及纸偶复习7至8单元的所学的词汇，日常用语和句型等语言知识。2. 根据通过全家福照片及纸偶，运用7-8两个单元的相关语言知识，开展游戏活动。
教学重难点 1. 复习单词lovely, nine, eight, our, five, six, seven, ten，并理解单词的意思能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are. 复习单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思；4. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it It’s … o’clock. It’s time for … . 及 Hurry up.
教具学具
Step l Warm up1．Free talk(T-S)T．Good morning，…S1: Good morning, Miss...Step 2 Practise　完成期末专项测试卷 Greetings and free talkReview lettersLearn to sing GreetingTeach and guide GreetingWarming-up
课题Final-revision
课型 Revision 课时 Period 5 教学日期
教学要求 1 Ss review the words and structures of Unit 1 to Unit 4.2.Ss review the dialy speech of Unit 1 to Unit 4. Ss can make a puppy according to the method on Page 30.Ss can make dialogues by using their puppy and have a puppy show.
教学重难点 复习单词 door, window ,blackboard , stand up, sit down, open, close.
能在真实的情景中正确运用e in/和日常交际用语I’m sorrySs can make dialogues by using their puppy and have a puppy show.
教具学具
Step l Warm up1．Free talk(T-S)T．Good morning，…S1: Good morning, Miss...Step 2 Practise　完成期末综合模拟测试卷 Greetings and free talkReview lettersLearn to sing GreetingTeach and guide GreetingWarming-up
PAGE
5课时Period 第一课时 教学内容TeachingContents Unit 6 What time is it Story time
教学目标Teaching Aims
能初步感知、体验单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思；能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it It’s … o’clock. It’s time for … . 及 Hurry up.3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4 能初步运用本课所学的词汇和日常交际用语谈论时间。
教学重点Teaching Key Points
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
教学难点Teaching Difficult Points
能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it It’s … o’clock. It’s time for … . 及 Hurry up.
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 教学光盘、课件、图片等
课前自主预习Independent Preview Before Class
听录音，跟读课文，理解课文大意。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1. Greeting and warm up 1. Greetings.T: It’s time for class. Hello, boys and girls.S: Hello, ...T: Nice to see you.S: Nice to see you, too.T: Last lesson, we learned the numbers. Can you count from one to ten Ss: Yes! (Ss count from one to ten, PPT show the numbers at the same time.)T: Please look and guess what number is missing Ss: Eleven, twelve. (Teach ‘eleven, twelve’)T: Do you know what it is Yes, it’ s a clock. It can tell us the time. Today, we will talk about the time. (Teach: time) Step 2．Presentation and practice . 1. T: I have a clock here. What time is it (反复，然后带读) Oh, it’s four. We can also say “It’s four o’clock”. (带读)2. T: Look at these three clocks. Can you talk about the time like this Please ask and answer in pairs.3. T: What’s the time Ss：It’s ten o’clock. T：It’s time for class. (重点教句型) We can do different things at different time.Step 3. Learn to say .
教师出示自己一天的主要作息时间表，引导学生谈论时间和相应活动T: Look at tha clock. What time is it (时间拨到7点)Ss：It’s seven o’clock.T: Yes, it’s time for breakfast. T: What time is it Ss: It’s twelve o’clock.T: Yes. It’s time for lunch.T: And look, is it twelve o’clock Ss: No, it isn’t. It’s six o’clock.T: Yes, it’s time for dinner. This is my day.T: Now ,look at this picture. Who’s he Ss: He’s Liu Tao. 1.Watch the cartoon 初步感知课文 T: Let’s watch the cartoon and try to choose a title about the story.A. Liu Tao’s Day B. Liu Tao’s weekend2. T: This is Liu Tao’s Day. Can you help to finish Liu Tao’s timetable Listen to the dialogues and find out the timeNameClock time Time forLiu Tao3. Read after the tape and try to complete the activitiesNameClock time Time forLiu Tao7:008:006:009:00出示课文P1 Listen and complete: Wake up, Taotao.（板书 Wake up） 引导学生填空 ____ _____ is it, Mum It’s seven ______ . It’s time ______ breakfast. (新授 breakfast ) T：Now I’m Liu Tao’s mum and you’re Liu Tao. Let’s act.Ss act in roles.4.同样的方法教授P2-P3 5. 出示P4，让学生自己尝试说对话。 T: Look at this picture, what time is it What are Liu Tao and his Mum saying Discuss in two, and try to say. Show ‘bed’, learn‘ time for bed’6. Read and act in roles7. Try to retell the story.Step 4 ConsolidationMake a new dialogue. 引导学生在习得课文语句的基础上进行对话创编： T：Now. Look at the clock . (在实物钟上拨一个时间) What time is it Ss: It’s … o’clock. It’s time for… . Practise in pairs.学生在小组内开展对话练习与创编。 N
（分层）作业设计Homework
A 1.Read the dialogues after the tape and imitate the pronunciation.
2. Read and recite Story time. B Make a clock and try to make dialogues.
板书设计Blackboard Writing
Unit 6 What time is it A: What time is it B: It’s … o’clock. It’s time for …
教后反思Teaching Reflection After Class
课时Period 第二课时 教学内容TeachingContents Unit 6 What time is it Fun Time& Cartoon Time
教学目标Teaching Aims
1. 在第一课时基础上，能进一步建立单词class, bed, OK, eleven, twelve, wake up, mum, o’clock, breakfast, dinner,的音、行、义的联系。2. 能理解句型What time is it It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。3.学生能初步听懂、会说、会读单词these, here’s=here is ，能初步听懂并会说句型What are these 能理解cartoon time 的幽默之处。
教学重点Teaching Key Points
1. 能理解句型What time is it It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。2.学生能初步听懂、会说、会读单词these, here’s=here is ，能初步听懂并会说句型What are these 能理解cartoon time 的幽默之处。
教学难点Teaching Difficult Points
学生能熟练地谈论整点时间，培养学生珍惜时间，热爱生活的良好品德。
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 图片、课件
课前自主预习Independent Preview Before Class
预习Cartoon time,尝试朗读故事并理解意思。完成Fun time手工制作。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1 Free talk and motivation
1. Free talk T: Hello，boys and girls.S: Hello.T: How are you today S: Fine, thanks.2. Brain storm T：Can you count from one to twelve Show a long hand and a short hand. What’s this Ss: It’s a clock. T: Can you tell me the time quickly (快速出示钟面时间，学生抢答)3. Review Part A T：What time is it Ss: It’s seven o’clock. T: Liu Tao wakes up and starts his day. Can you retell his day Step 2 Presentation 1. T：I’ll do something. Please guess what time I do it. (做吃饭的动作) What time is it S1: It’s eleven o’clock. T: No. S2: It’s twelve o’clock. T: Yes. It’s time for lunch. Now you can play this game in groups. Ss: (小组内开展活动)2. 教师出示一个钟面，钟面朝着老师，老师拨完时间，让学生猜测 T: What time is it Ss: It’s … T: Yes. / No. It’s time for….(做动作) T: Who wants to show us your clock (让学生拿出自己设计的钟面) S1: What time is it Ss: It’s ….Ss show their clocks （小组合作游戏） A: What time is it B: It’s … o’clock. (渗透非整点时间表达法) It’s time for … . Learning tip: Use ‘please’ to be polite.Step 3 Cartoon time T: Liu Tao wakes up at seven. How about Bobby （出示图2）What time is it Ss: It’s eight o’clock. T: Bobby is late for school. What happened 1、播放动画片What time is it Where is Bobby Ss: Answer.T: Bobby is very worried. 2、自读课文：What he can’t find Ss: pencil and book. -------Where’s my book/ pencil T: 指导朗读T: Why Ss: He takes the wrong bag.3、再读课文：Whose bag is it Ss: It’s Tina’s.T: How do you know that Ss: Bobby! That’s my bag! Here’s your bag.T: What’s in her bag Ss:中文回答。T: Teach “What’s this What are these ”指导朗读T: Now let’s read in groups and see who reads the best. (帮助学生理解课文中Bobby着急的心情)4.学生开展小组内阅读，理解情节并领会幽默之处。5. Read after the tape. 在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句,领会幽默之处。T : You should wake up at time . Don’t be late for school. What do you want to say to Bobby Ss: Don’t be late again.6.Act in roles.Step 4 Consolidation Are you late sometimes Try to make a new dialogue in four.
（分层）作业设计Homework
A Read Cartoon time five times. B 1. Read Cartoon time five times. 2.According to Cartoon time, try to make a new dialogues.
板书设计Blackboard Writing
Unit 6 What time is it What time is it, please It’s … o’clock. What’s this What are these
教后反思Teaching Reflection After Class
课时Period 第三课时 教学内容TeachingContents Unit 6 What time is it Sound time Rhyme time Checkout time& Ticking time
教学目标Teaching Aims
1、 能正确地听、说、读、写本课单词。2、 能熟练地在情景中运用日常交际用语What time is it It’s … . It’s time for … .3、能感悟、体验字母Tt的发音/ t /. 4、会诵读小诗Wake up, Eddie.
教学重点Teaching Key Points
1、 能正确地听、说、读、写本课单词。2、 能熟练地在情景中运用日常交际用语What time is it It’s … . It’s time for … .3、能感悟、体验字母Tt的发音/ t /.
教学难点Teaching Difficult Points
能熟练地在情景中运用日常交际用语What time is it It’s … . It’s time for … .并获得运用所学语言进行交际的能力，要求读音正确，语调自然。
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 图片、课件
课前自主预习Independent Preview Before Class
1.听录音，跟读小诗，并注意节奏。 2.尝试用本单元所学知识谈论时间。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1 Free talk and motivation .
1. Greetings
2. Play a game What time is it
（利用学生之前做的钟表）T: It’s … . Ss: (拨钟)通过“拨时间快速抢答”的活动让学生迅速反映时间。T:（拨钟）
Ss : It’s … .
3. Guessing game: It’s time for breakfast/lunch/dinner. What time is it
(渗透时间的另一种问询方式： What’s the time )
Step 2 Revision
1. Listen and draw
听录音，在钟面上画出时间。
根据画好的时间复述对话。
2. Look and say
根据 第一项已经画好的钟表进行第二项问答S1: What time is it S2: It’s …. It’s time for….T: Boys and girls, can you talk about time Ss: Yes.T: Let’s finish Ticking time.完成Ticking time第一，二项
Step 3 Sound time
1. T: Look at this clock. What time is it It’s time to …
出示图片2 It’s time to eat. 新授eat (指导朗读t, t, eat)
2. T: The clock goes ‘Tick-tock’.
Now what’s the time
Ss: Ten o’clock.
T: It’s time to meet. 新授meet (指导朗读t, t, meet)
3. 出示完整的语音句子，诵读。
4. 出示单词，读，感知字母Tt/ t /的发音,新授get
5.引导学生回忆：你还学过哪些包含字母t, 在单词中发音相同的单词。
6. Can you try to make a rhyme like this
完成Ticking time 第三项
Step 4 Rhyme time
T: I like rhymes, and I want to share a rhyme with you.
1.Listen to the rhyme
2. T: Who is late Ss: Eddie is late.
T: Breakfast is ready. （新授ready）
T: What’s for breakfast Ss: Milk and cake.
指导学生欣赏其中的韵律／i／ / eit /
3.呈现歌谣，引导学生跟则节奏说歌谣，也可配以相应的动作，感知歌谣的含义。
4．Try to make a new rhyme by yourselves.
（分层）作业设计Homework
A 1. Finish the exercises.
2. Know the sound of the letter ‘t’. B Read and spell the new words which include /t/.
板书设计Blackboard Writing
Unit 6 What time is it
Tt / t / eight time eat tick-tock eat ten meet
教后反思Teaching Reflection After Class课时Period 第一课时 教学内容TeachingContents Unit 5 How old are you Story Time
教学目标Teaching Aims
能初步感知、体验单词lovely, nine, eight, our, five, six, seven, ten，并理解单词的意思能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are. 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。4. 能初步运用本课所学的词汇和句型 ，询问年龄。
教学重点Teaching Key Points
1. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are.2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。
教学难点Teaching Difficult Points
用学过的数词来谈论年龄。
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 人物图片、课件
课前自主预习Independent Preview Before Class
1. 通过自主阅读，了解课文大意。2. 勾画出生词，试着了解其发音和意思。3. 听磁带，试着跟读课文。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1. Greeting and warm up T: …, please close the door. …, please close the window. T: Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, Miss Cui. T: …, can you count from one to ten 学生试着说。 What’s this number (呈现数字8) Ss: Eight. (T教eight,以同样的方法教nine,ten) Step 2．Presentation and practice . T：（出示Mike, Helen, Tim的图片）Look, this is Mike.Mike is nine. And how old are you Ss: I’m eight/nine /ten .新授句型，引导学生问答。T: Good. Helen is Mike’s sister.And how old is Helen Guess! （引导学生猜测Helen的年龄）She’s … .Step 3. Learn to say .
出示图片T：This is a museum. Mike and his family are in a museum. What can you see Ss: Toys.T: Yes, and what are they going to do Let’s have a look.观看动画，整体感知课文：Do they see toys in the museum How do they feel Find the sentence: Look！How lovely!提出问题，让学生带着问题再听一遍录音：How old is Mike How old is Helen How old is Tim 学生操练：How old are you I’m nine/eight/two.仔细读课文，找出: What is for Mike/Helen/Tim 并找出工作人员将玩具给小朋友时说的句子 出图片3 ：This is for you. Thank you. 出图片4 ：Here you are . Thank you.4.Read after the tape.逐句跟读，注意语音语调。Read together. 注意人物的表情和动作。Read in roles.让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。 Act in roles. 4人小组进行表演。Step 4 ConsolidationMake a dialogue. 引导学生在习得课文语句的基础上进行对话创编： T：Now I’m the worker at the Toy Museum. Look at the toys . Ss: How lovely! T: Hello! How old are you S: I’m … . T: This …is for you./Here you are.学生在小组内开展对话练习与创编。
（分层）作业设计Homework
A 1.Read the dialogues after the tape and imitate the pronunciation.
2. Read and recite Story time. B
板书设计Blackboard Writing
Unit 5 How old are you A: How old are you B: I’m … . 人物图片 年龄 礼物A: This is for you./Here you are.B: Thank you. /How lovely!
教后反思Teaching Reflection After Class
课时Period 第二课时 教学内容TeachingContents Unit 5 How old are you Fun time & Cartoon time
教学目标Teaching Aims
1、在第一课时基础上，能进一步建立单词nine, eight, four, five, six, seven, ten的音、行、义的联系。2、能理解句型How old are you I’m … . How lovely! Here you are.的含义，并能应用到实际中进行描述。3.学生能初步听懂、会说、会读单词right, out, want，能初步听懂并会说句型What a …! Make a wish.能理解cartoon time 的幽默之处。
教学重点Teaching Key Points
1. 能理解句型How old are you I’m … . How lovely! Here you are.的含义，并能应用到实际中进行描述。2.学生能听懂、会说、会读单词right, out, want，能初步听懂并会说句型What a …! Make a wish.能理解cartoon time 的幽默之处。
教学难点Teaching Difficult Points
能熟练掌握数字，进一步建立单词nine, eight, four, five, six, seven, ten的音、行、义的联系，并尝试在日常生活中使用这些数词。
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 图片、光盘、数字卡片、课件等
课前自主预习Independent Preview Before Class
预习Cartoon time，尝试朗读故事并理解意思。提前做好数字卡片。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1 Free talk and motivation
1. Free talk
T&S. S&Ss: Good morning .How are you How old are you
2. Review the numbersPPT shows some special numbers, ask the Ss to read（PPT: 110, 119, 电话号码，车牌号等）3．Brain stormPut some number cards on the blackboard, then ask some students come to the front.(将数字卡片贴在黑板上，请两名同学上台比赛，老师报数字，学生找到拿下来) 在游戏中相机教授 right , out .4. Fun time (课前布置孩子完成数字卡片)T: Let’s play a game. ‘Who are my friends ’ I’ll give you a number, then you tell me the number after it and before it . Don’t forget to lift up your number cards.T: Nine.Ss: Seven and ten(一边说一边举牌)小组合作：小组内完成游戏Step 2 Presentation 1. T：Are you happy I’m happy because the game is funny. Sam is happy, too. Why Show the picture of a cake.——He’s having a birthday party. T: What a nice cake! Ss reads after the teacher.2. Watch and answer: Look, this is Sam. How old is he 学生观看动画：He’s two. 3. T： It’s Sam’s birthday, he makes a wish. 新授 Make a wish. . T: What does Sam want 学生开展小组内阅读，理解情节并领会幽默之处。出示图4 和图5; I want a _______ . I want a _______. 继续出示 I want … 出示Bobby 的表情,指导朗读：It’s time for the cake.Read after the tape. 在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句。 领会幽默之处：Bobby is hungry. But Sam make a lot of wishes.Act in roles.Step 3 Consolidation T: Sam had a good time at his birthday party. How old are you What do you want Please make a new dialogue with your friends.Key sentences: Happy birthday!How old are you Make a wish! I want a … . It’s time for the cake.
（分层）作业设计Homework
A 1. Read Cartoon time five times. B 1. Recite the dialogue and try to write it after class.
板书设计Blackboard Writing
Unit 5 How old are you You are right/out. Happy birthday!How old are you Make a wish! I want a … . It’s time for the cake.
教后反思Teaching Reflection After Class
课时Period 第三课时 教学内容TeachingContents Unit 5 How old are you Sound time Rhyme time Check out time& Ticking time
教学目标Teaching Aims
能正确地听、说、读、写本课单词。能对照Ticking time的三个目标进行客观的自我评价；3、 能熟练地在情景中运用日常交际用语How old are you I’m … . What about you 4、能感悟、体验字母Ss的发音/ s /. 5、会诵读小诗 Don’t be late again .
教学重点Teaching Key Points
能正确地听、说、读、写本课单词。2、 能熟练地在情景中运用日常交际用语How old are you I’m … . What about you 3、能感悟、体验字母Ss的发音/ s /.
教学难点Teaching Difficult Points
能熟练地在情景中运用日常交际用语How old are you I’m … . What about you 并获得运用所学语言进行交际的能力，要求读音正确，语调自然。
教学准备Teaching Preparation
学情分析Students Analysis
教具准备Teaching Aids 图片、课件
课前自主预习Independent Preview Before Class
1.听录音，跟读小诗，并注意节奏。 2.尝试用本单元所学知识谈论学习用品。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step 1 Free talk and motivation .
1. Greetings
2. Free talk. How old are you What’s your telephone number What’s one and one 大量复现本单元出现的数词。 Step 2 Revision
1. Magic eyes 快速闪现学过的单词或句子2. 准备1-10 的数字卡片，每四人一组。学生在小组内通过抽签说数字来进行相互检测并进行评价。3. Play a game ‘What’s missing ’ 教师在PPT中打出一组数字，请学生记忆若干秒后重新再出一组数字，让学说说少的是哪一个数字。T: Now, I think you can say the numbers well. 完成Ticking time第一项4. Look and saya. 复习How old are you T: How old are you Ss: I’m …T: Very good.b. 观察书上图片：T: It’s our friend’s birthday. How many candles can you see on the cake Ss: He’s six. How about you Please ask and answer in pairs.A：I’m five. How old are you B: I’m … . What about you (让学生感悟体会这句话的意思) 学生小组内进行问答。完成Ticking time第二项Step 3 Sound time T: After the cake. It’s time for a game. What are the boys doing Look, the boys turn round and round. 新授round ,turn, turn round and round.T: What do you want to say Don’t fall to the ground. 新授 fall，ground, fall to the ground 出示完整的语音句子，诵读。出示单词，读，感知字母Ss/ s /的发音引导学生回忆：你还学过哪些包含字母s, 在单词中发音相同的单词。T: I think you know the sound of the letter ‘s’.完成Ticking time 第三项 Step 3 Rhyme time看图、讨论交流。T：What can the boy say Sorry, I’m late.从而引出 Time for class, but you’re late.T: What do you want to say to the boy 引出Don’t be late again. Don’t be late for class again.3.呈现歌谣，引导学生跟则节奏说歌谣，也可配以相应的动作，感知歌谣的含义。4．听录音，读小诗；教动作，表演小诗； 比一比，赛一赛，谁说的好，做的好。
（分层）作业设计Homework
A 1. Finish the exercises.2. Know the sound of the letter ‘s’. B Read and spell the new words which include /s/.
板书设计Blackboard Writing
Unit 5 How old are you Ss / s / seven sister six sorry this
教后反思Teaching Reflection After Class　
第 三 单元 单元分析
序号 内容 个 人 设 计 备课组集体讨论意见
一 单元教材分析 本单元教材以Mike和同学们在教室寻找铅笔的事情为话题，掌握文具类词汇，让学生学会如何用一般疑问句句型“ Is this/that your ... ”并作出相应的回答：“ Yes, it is/ No, it isn’t.”。通过学习，使学生树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。 本单元以以教室里发生的事情为话题，让学生掌握一般疑问句和肯定及否定回答，培养学生正确的价值观。
二 单元目标要求 1. 能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes,it is. No, it isn’t.2.能听懂、会说、会读写词汇:school bag, pen, pencil,crayon.,ruler,rubber,pencil case,lunch box3. 能听懂、会说、会用物主代词my, your。4. 会诵读歌谣：A ruler 5. 能听懂、会说、会读、字母r发：/r/6、能熟练表演文中的小故事。7、能读懂动画中的幽默之处。 1、能正确地朗读相关单词。2、能熟练运用本单元所学的一般疑问句和肯定及否定回答3、能诵读歌谣“A ruler ”。4、能发现和朗读辅音字母“r”的发音规律。5、能熟练表演文中的小故事。6、能读懂动画中的幽默之处。
三 单元设计意图 通过本单元一般疑问句句型和肯定与否定回答的学习，培养他们总结出学习知识规律的能力和运用规律解决问题的能力。发展学生语言能力，让学生在教师的指导下，把所学知识与生活实际紧密结合在一起，学以致用。培养助人为乐的精神，培养正确的价值观和人生观，同时发挥自主能动性，发展学生自主学习能力和创新能力。 通过本单元的学习，培养学生学习英语的持久兴趣，培养良好的英语学习习惯，提高学生运用语言的能力，把所学一般疑问句句型与生活实际紧密结合，学以致用。培养助人为乐的精神，培养正确的价值观和人生观。
四 单元目标达成分析
课题 3B Unit 3 Is this your pencil 教时 第 1 课时
日期 月 日
一、教学目标：1. 能初步听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2. 能初步听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case3. 能初步听懂、会说、会用物主代词my, your。4. 树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。 重点与难 点 能听懂、会读、会运用单词school bag, pen ,pencil,crayon.,ruler,rubber,pencil case,lunch box, 并正确运用一般疑问句和做相应的回答。
教 学 过 程
时间 活动板块 活动内容与呈现方式 学生活动方式 交流方式
5 Step1.Warming up 1.GreetingT：Hello, boys and girls!Ss：Hello, Miss Li.T: You are good boys and girls. So don’t talk in class, OK Ss: OK, Miss Li.Sing a song “Don’t talk, Tom！”T：Great! Let’s sing a song, girls sing Tim’s part, boys sing Tom’s part. Let’s PK! 师生交流歌唱男女比赛 用前一单元所学祈使句“Don’t talk”课前对话，引导到歌曲，活跃气氛。
25 Step2. Presentation Pre-task：句型和词汇 教授一般疑问句 Is this/that ...及肯定回答Yes, it is和否定回答No, it isn’t. a. Free talkT: Look! What’s this (拿一本学生的英语书）Ss: It’s a book.T：Is this an English book Ss: YesT: What’s that (拿一本学生的语文或数学书）Ss: It’s a book, too. T: Is that an English book Ss: No.b. 教授句型出示句型---一般疑问句：Is this/that a/an ... 肯定回答：Yes, it is.否定回答：No, it isn’t. 老师出示所学单词卡片进行操练PPT出示图片，根据图片同桌练习句型c. Free talkT: xxx. Is this your English book S1: No, it isn’t.T: Oh,xxx. Is this your English book S2: Yes, it is.T：Boys and girls, is this his/her book Ss: Yes, it is.T: Here you are.S2: Thank you.d. 教授句型出示句子----一般疑问句：Is this/that your/his/her... 回答： Yes, it is. No, it isn’t.PPT出示图片，根据图片同桌练习句型(√--Yes × No)教授词汇T： Is this your rubber S: Yes it is. T: What else do you have on your desk S:.... 教授词汇：ruler, pencil Show a schoolbag and ask student: T:What’s this ...Yes, it’s a schoolbag.教授schoolbag school+bag= schoolbag 比较hot+dog= hotdogT: What’s in my school bag xxx, please come here and open it. Touch, take out and say!S: ... 教授pencil case, pen, crayon. Read words- high and low voice.拼读老师拿讲台上从书包里拿出来的学习用品，让学生大声说。Practice 出示模板：A:What’s this/that B: It’s a ... A: Is this/that your/ his/ her... B:Yes, it is/No, it isn’t. A: Here you are. B. Thank you.T: Now, collect your stationaries in a group. 师生对话同桌练习师生对话同桌练习师生对话跟读，齐读，开火车读如果老师大声读，学生小声读小组练习 从特殊疑问句引入到一般疑问句操练Is this/that a/an... Yes, it is. No, it isn’t.从对话引入句型操练Is this/that your/his/her... Yes, it is. No, it isn’t.学习身边的文具类英语单词，用直接询问、对比、游戏等方式。调动学生积极性，集中注意力，达到巩固效果。老师在一个组内找同学做示范，组内收集文具做对话练习
10 Step3While-reading story time T: Look! Mike is nervous. Let’s watch the cartoon and answer the questions:1. What is Mike looking for 2. Did he find out at last a..Watch the cartoon and answerb. Read after it.c. Read in a group 观看映像个别回答跟读小组读 播放影像资料交流问题逐句跟读，注意语音语调鼓励加入感彩分角色朗读
Homework 1. coppy new words 3+1 2. Read story time
板书 Unit 3 Is this your pencil Is this/that a/an/your/his/her... schoolbag pen pencil pencil caseYes, it is. crayon rubber ruler No, it isn’t.
交往互动式教学设计
交往互动式教学设计
课题 3B Unit 3 Is this your pencil 教时 第 2 课时
日期 月 日
一、教学目标：1.能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2.能听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case, lunch box3. 能初步听懂、会说、会运用句型where’s… 4. 能读懂动画中的幽默之处。 重点与难 点 1. 能初步听懂、会说、会运用句型 where’s… 2. 能读懂动画中的幽默之处。
教 学 过 程
时间 活动板块 活动内容与呈现方式 学生活动方式 交流方式
3 Step1.Warming up Greeting and free talkT: Good morning, class.Ss: Good morning, Miss Li.T: Hello/Hi!/ How are you S: Hello/Hi/ Fine, thank you.T: What’s this/that (手指着学生的文具）S:It’s a pen, pencil, crayon, ruler, rubber, pencil case...T: Is this your/ his/ her... S: Yes it is/ No, it isn’t. 师生交流 交流中回顾句型和词汇。
15 Step2Revision Revision- story time Game time a. Guess timeT: Look, I have a new schoolbag. Please guess, What’s in it 请一位内容掌握的较好的同学到前面掏，让同学们猜他摸到的，回答正确的小组加分。Ss: Is that a pen, ... S1: No, it isn’t.Ss: Is that a ... S1: Yes, it is.事先把个别学生的文具也放进书包里，猜正确后，进行插入式问答。T: This isn’t my pencil case. Is this your... S2: Yes, it is./ No, it isn’t.T: Here you are.S2: Thank you.b. Magic eyesT: Now, let’s play another game.-magic eyes.（快速闪现图片）S: pen, pencil...c. Spell time呈现所有文具在一起的图片和相应的词汇，练习拼读。2. Review story timeT: Mike’s friends are very helpful. They look for his pencil for Mike.Let’s read the story time.1）read after the tape 2）act outT: Yang Ling is very nice. I hope everyone can be helpful to your classmates. 学生猜文具生生对话师生对话看图回答拼读词汇跟读小组分角色表演 通过游戏环节巩固所学文具类词汇和交际用语及句型 Is this/ that a.... Yes, it is No, it isn’t. 游戏环节增加了趣味性，吸引学生的注意力。设置Magic eyes和Spell time教学环节逐步巩固和掌握词汇提醒和注意三个角色的语气。培养学生乐于助人的精神。
17 Step3 While-reading Cartoon time T: Look! What’s this in English 呈现图片-午餐盒Watch the cartoon and answer the question.S: It’s a lunch box.教授lunch boxb. Watch the cartoon again and answer the questions.What’s the meaning of “Where” 什么 B. 哪里 C 为什么Where’s Sam’s lunch box A. It’s over there. B. It’s here.3) What’s in Sam’s lunch box A. pies B. Bobby C. cakes 4) Will Bobby eat cake A. Yes B. No T: Bobby doesn’t want the cake. Why S: ... c. Watch the cartoon again and repeat the sentences:d. Show time 看映像回答问题跟读看映像回答问题分析内容，回味幽默之处听录音反复跟读小组角色扮演朗读 带着问题看映像请学生模仿三个角色的三种句型，注意语音语调，角色的感情变化，了解幽默之处。
5 Step4 consolidation Fun timeT: Let’s play a game in a group. A student closes his/her eyes and guess.Open your books on Page 20. 小组内游戏 复习巩固所学内容，强化交际能力。
Homework 1. Recite story time 2. Read cartoon time 3. Recite new words and write 2+1
板书 Unit 3 Is this your pencil Is this/that ... luch box Yes, it is Where’s ... No, it isn’t. It’s over there.
交往互动式教学设计
课题 3B Unit 3 Is this your pencil 教时 第 3 课时
日期 月 日
一、教学目标：1.能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2.能听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case, lunch box3. 能掌握字母r在单词中的发音。4. 拓展单词has和have, 学生能初步听懂和读懂小诗。 重点与难 点 拓展单词has, 学生能初步听懂和读懂小诗。拓展have让学生初步理解和has的区别
教 学 过 程
时间 活动板块 活动内容与呈现方式 学生活动方式 交流方式
5 Step1.Warming up Sing a songT: Let’s listen to a song-- “Pen and pencil”2. Greeting and free talkT: Hello, boys and girls.Ss: Hello, Miss Li.T: How are you, xxx.S: Fine, thank you. And you T: I’m fine, thanks.T: Look at my new ruler/pen...（拿出提前准备的文具）S1: It’s nice/great. /How nice/Great.T: What colour is my ruler/pen... S1: It’s ... T: Oh, is that your ruler (手指那位同学的文具） S1: Yes, it is.T: Your ruler is nice, too.S1: Thank you.T: Look at his/her...S2:... 欣赏和跟唱师生交流个别交流 通过点点唱唱帮助学生复习文具类单词，活跃课堂气氛练习口语交际能力，结合3A所学句型复习旧知。
15 Step2. Revision Review words and cartoon time Make a dialogueT: Now, open your schoolbag and pencil case, talk about your stationaries with your friend. 模仿刚才师生对话，生生进行对话交流。Show the dialogue.Game timeT: Good! You have so nice stationaries. Let me see your nice stationaries. Put it up quickly when i say the stationary.老师说文具类英语单词，学生迅速反应并把相关文具举高。Review cartoon timeT: What’s this 呈现饭盒Ss: It’s a lunch box.T: Where’s Sam’s lunch box and what’s in it？ S: ...T: OK. Let’s review the cartoon time.a. Read after tape.b. Act out 同桌交流表演对话学生参与游戏师生交流跟读小组表演 让学生把学到的句子“活”起来，运用于实际。游戏的方式帮助学生对单词促进记忆。老师看学生表演时鼓励和及时订正学生发音
15 Step3 While-reading Sound time T：You did well. Look! It’s a robot.图片下方出示robot. T: What colour is this robot Ss: It’s red.2. robot 前 呈现red 我们还学了哪些单词带r字母的呢？Ss: ruler rubber run…教授字母r的发音 出示r：ruler rubber run…跟读单词学单词have 和hasT: I have a nice robot Do you have 出示have 跟读，开火车读T: Yes. He has a robot, too. 出示has 跟读， 开火车读*Learning tip: 两者意思是相同的，都表示有，但have用于第一人称（I, we)，第二人称(you), 及第三人称复数（they）或复数名词；has用于第三人称单数（he, she, it)或单数名词。Study the sentenceT: My robot has some stationaries. What are they Listen and answerRead after it. 师生交流跟读跟读，开火车读读一读思考和回答跟读 感知r的发音跟读的过程寻找发音规律。明快的旋律朗朗上口，师生间交流帮助学生对句子的理解
5 Step4 Checkout time T: Great. Now, let’s do exercise.Open your books and turn to page 23. Read and write. 完成23页的练习。 核对答案。 笔头练习
Homework 1. Recite Cartoon time. 2. Read Sound time 3. Recite new words and write 2+1
板书 Unit 3 Is this your pencil r：r：ruler rubber runhave 有 I/you/复数名词+ havehas 有 she/he/it/单数名词+ has
交往互动式教学设计
课题 3B Unit 3 Is this your pencil 教时 第 4 课时
日期 月 日
一、教学目标：1. 熟练掌握文具类单词。2. 熟练掌握：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.3. 学生能会唱本单元歌谣《A ruler》。5. 能初步理解单词floor和介词on, beside，读懂歌词的含义。 重点与难 点 1. 学生能会唱本单元歌谣《A ruler》。2.能初步理解单词floor和介词on, beside，读懂歌词的含义。
教 学 过 程
时间 活动板块 活动内容与呈现方式 学生活动方式 交流方式
3 Step1.Warming up 1. GreetingT：Class begins!Ss：Stand up!T: Good morning, class.Ss: Good morning, Miss Li.T: Sit down, please.Sing a song---”Pen and pencil” Sing the song together 师生交流跟唱，齐唱
10 Step2. Pre-reading Revision Play a gameT: Show me your nice stationaries. Listen carefully and put up the stationary what I said. Are you ready You have a black pen.Review Sound Timea. T: Boys and girls, let’s read Sound time with the tape.回顾r的发音和规律，练习读句子。b. T: Now, read in a group. 听指令，把听到的符合要求的相关颜色的文具高举。跟读小组读 举正确的同学老师发小萜星。小组比赛读准读快读齐。
13 Step3 While-reading Song time 听歌曲T: Now, let’s enjoy a rhyme.教授歌曲出示图片，介绍人物T: What can you see in this picture S: I can see a girl and a man. A door, a ruler...T: Yes. This is Mr Fuller. Read Mr Fuller with pare with ruler. T: Where’s ruler 呈现floor 和door 出示 It’s on the floor, 在...上面 Just beside the door. 在...旁边Learning tip：just 就，就是，有加强语气的作用。T: Ok. Let’s learn this rhyme now. Its name is A ruler.出示歌名出示歌词逐句跟唱齐唱 欣赏童歌谣观察和发言跟读与比较跟读与比较扩充词汇师生互动 欣赏歌谣感知ler的发音规律感知oor的发音规律帮助学生初步理解介词on, beside,理解歌词的含义。
13 Step4 Consolidation 复习单词T：We have learnt these words, let’s read together and spell it. 出示所学单词复习课文T：Now, let’s read story time and cartoon time together.Do exercisesT: Open your exercise book. 完成补充习题的练习 跟读和拼读齐读课文做练习 跟读、拼读和朗读的方式复习单元内容 进行实际笔头练习。
1 Step5 Ticking time T: Open your book on P23 and tick it.老师引导学生完成。
Homework Say the Rhyme timeFinish the exercises
板书 Unit 3 Is this your pencil Fuller rulerfloor dooron besidejust课题 3B Unit1 In class
课型 New 课时 Period1 主备人 窦海蓉 教学日期
教学要求 1.能力目标1)能正确理解、掌握对话内容,并能朗读对话。
2)能正确地听、说、读单词 door, window ,blackboard , stand up, sit down,open, close.
3)能在真实的情景中正确运用e in/和日常交际用语I’m sorry
2、策略目标:能与别人相互合作，共同完成学习任务。
3、情感目标：培养学生学英语的兴趣，运用英语的意识。
教学重、难点 1.能正确理解掌握对话，并能朗读表演。
2.能比较流畅地朗读对话，并能运用所学对话描述。
3.能正确朗读单词door, window ,blackboard , stand up, sit down, open,close.
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up
1. Greeting T: The bell is ringing. The teacher is coming. Please be quiet and class is begin. I’m Kitty. (Show ‘Hello Kitty’) If you say: “Hello , Kitty , I love you!” I will give you a Hello Kitty.Step2 : Presentation
1. Teach: stand up/sit downT: Class begins.
SS: Stand up.
T: (出示板书Stand up .) 带读，做up的动作。
Good morning, boys and girls.
SS: Good morning, Miss ….
GreetingHave a free talk Greeting出示板书Stand up .) 带读，做up的动作。
GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Sit down , please. (出示板书Sit down .) 带读，做down的动作。
Can you read “stand up”/“sit down” (出示板书read)
SS: Practice in pairs.(One student reads, the other acts.)
（对在Free talk和Practice in pairs中表现出色的学生，奖励一个苹果贴画。）
2. Teach: open, close, door, window, T: It’s winter now . The wind is blowing ‘Hoo, hoo’. It’s very cold outside. I’m cold . Can you close the door /window for me (learn : close)(2) T: It’s too cold . Let’s do some exercise. Jump 20 times. Jump 20 times quickly. I’m so hot now . Can you open the door / window for you (learn: open)
T: Look here, they’re the new words. Let’s read the new words.
SS: Read after the teacher.
Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Ask a student to read the new words and then the other students read after him/her.
Step3: Play games.
1. Do orders
T: Stand up, boys and girls.
Sit down, boys.
Sit down, girls.
Please open the door.Please close the window.
SS: Do according to the orders.
S1: Say the orders instead of the teacher.
Step3: Read and say.
1.教授课题 In class
T: (出示Mike和Mr Green的头像) Who’s he
They’re our old friends. Boys and girls, we’re in the classroom. We’re in class. We’re in the English class. Do you know where our old friends are. Look at the screen, and then answer “Where are they ”
2. Teach: I’m sorry. Come in.
SS: Watch the cartoon about Picture 1, 2 ,3 ,and then answer “Who’s late ”
students read after him/her.
Play games.
Read and say.
通过听,表演学习I’m e in. (教授并板书)
Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
3. Read the dialogues.
4. Read in a role and act.(分为两部分)
Picture 1~2---Practice in pairs and show.
Picture3~4-Practise in groups and show.
Step6: Consolidation.
T : You all did very well . We’ve learnt lots of orders of class.
Maybe you can be a teacher now.
PracticeStand up.
Sit down, please. Please open the door.Please close the window.
SS: Practice in pairs and show.
Step7: Homework.
1.Read the dialogues after the tape and imitate the pronunciation.
2. Have an English lesson to your family and friends. Lear to readPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
板书设计：
Unit1 In class
Open the door/window/book
Close the door/window/book
Stand up,please. Sit down ,please.
课题 3B Unit1 In class
课型 New 课时 Period2 主备人 窦海蓉 教学日期
教学要求 1、能力目标1)能正确理解、掌握对话内容,并能表演对话。
2)能正确地听、说、读单词rubber, parrot 3)能在真实的情景中正确运用Don’t listen to the parrot.和日常交际用语what’s this It’s ---
2、策略目标:能与别人相互合作，共同完成学习任务。
3、情感目标：培养学生学英语的兴趣，运用英语的意识。
教学重、难点 1.能正确理解掌握对话，并能表演表演。
2.能流畅地朗读对话，并能运用所学对话描述。
3.能正确朗读单词Rubber parrot
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up
1. GreetingStand upGood morning ,classGood morning, Miss… Sit down, please2.Free talka.复习单词，句子接龙出示单词，学生利用单词造句：例如：doorI can see a door.Please open the doorPlease close the door b. Read Story time (1)Read after the tape.(2)Read it together. GreetingHave a free talk Greetingplay a gamesummary复习window(同上) GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(3)Try to read by yourself(注意语音语调)c. Listen and judgeThey’re having a classStep 2 Presentation1.Cartoon timea.介绍故事人物T：Look, our friends are coming. Who are they S: They are Bobby and Sam.b.故事情节介绍T: They are having a class.Now look at the blackboardTeach: look at the blackboard(1)Read one by one(2)Read together(3)Read with the teacher出示图片：what is this It’s a robotWhat is this It’s a rubber.Let’s watch the cartoon together.(看动画)T(再次出示问题): What is this Ss: It’a robot.It’s a rubber T(出示橡皮)：Look ,this is a rubber.教师出示rubber，教读单词。 Learn to readWork in pairsAct the dialogue out. 介绍故事人物Read with the teacher Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
What’s that It’s a parrotTeach: parrotNow listen to me Teach: listen toListen to the parrot.Listen to the father.We are having a class.Listen to me.Don’t listen to you.Teach: don’t举例；Don’t listen to you.Don’t listen to me.Don’t listen to the mother.Don’t open the door.b. Watch the cartoonT: Now, let’s watch the cartoon together. Try to answer my questions.What can you see on the blackboard 引导学生回答：I can see a robot. I can see a rubber.c. 让学生说说这个故事的幽默点是什么？d. Read Cartoon timee. Retell the story.Step 4 Homework1.Read Cartoon time.2.Write the dialogues after class. Lear to readWork in pairsRead the dialogue . ReadGuideGuide and judge Practice the sentenceWatch the cartoon
课题 3B Unit1 In class
课型 New 课时 Period3 主备人 窦海蓉 教学日期
教学要求 1.能正确地听、说、读单词 door, window ,blackboard , stand up, sit down,open, close.
2.能在真实的情景中正确运用e in/和日常交际用语I’m sorry 3.能会读、会说小诗Open the window4.能掌握字母Bb的发音。
教学重、难点 1.能正确理解掌握对话，并能表演表演。2.能掌握字母Bb的发音。
3.能正确朗读单词door, window ,blackboard , stand up, sit down, open, close.4.能会读、会说小诗Open the window
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up
1.Greetinga.全班打招呼T: Good morning/afternoon, class.Ss: Good morning/afternoon, Miss ….b.个别打招呼T：Good morning/afternoon, xx.S1: Good morning/afternoon, Miss ….Step2: Presentation 1. Listen and repeat T: Next, let's look at these words: black happy hat rabbit ball, what's the meaning GreetingHave a free talk Greetingplay a gamesummary GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Ss: 球. T: Read after me "black". Ss: black. T: This one is "birthday". Read after me "birthday". Ss: birthday.T: birthday, what's the meaning Ss: 生日. T: Next is book. What's the meaning Ss: 书. T: Follow me "book". Ss: book. T: The last one is robot". Robot, what's the meaning Ss: 机器人. T: Ok. Let's read these words together.Ss: ball birthday book robot T: Great! Read after me"/b/". Ss: /b/ T: ball birthday Ss: ball birthday T: book robot Ss: book robot T: 同学们，想想看，还有哪些也是发这个音呢？ Ss: rubber, bag, bag, brother big... Learn to readWork in pairs ReadLearn words 归纳字母b 在单词中的发音规则 Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Good！"big books, big books. Bob has two big, big books" What's the meaning of "big books" Ss: 大书 T: How to say 鲍比有两个大书？Ss: Bob has two big books T: Follow me" big books, big books. Bob has two big, big books." Ss: big books, big books. Bob has two big, big books T: 你们有没有发现，这些单词都发什么音呢？ Ss: /b/2. Say a rhymeLet's listen to a rhyme first "open the window ”Step3 consolidation1、Do some exercise.2、Listen to me (归纳本节课所学的单词和句型)Step 4 Homework1.Finish the exercises2.know the sound of the letter ‘b’ ReadGuideGuide and judge Consolidation
课题 3B Unit1 In class
课型 New 课时 Period4 主备人 窦海蓉 教学日期
教学要求 1. 能熟练掌握对话内容,并能表演对话。
2. 能熟练听、说、读单词 door, window ,blackboard , stand up, sit down,open, close.
3. 能在真实的情景中熟练运用e in/和日常交际用语I’m sorry 4. 能熟练掌握小诗Open the window
教学重、难点 1、能熟练地朗读对话，并能运用所学对话描述。
2、能熟练朗读单词door, window ,blackboard , stand up, sit down, open, close.3、能熟练朗诵小诗Open the window
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Ss: Thank you.Step 2: Warm upFree talkSing a songSay a rhyme GreetingHave a free talk GreetingSay a rhymesummary GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 3: Presentation
1. Checkout timeLook and say复习动作单词：sit down ,stand up, close ,open用please 说7幅情景对话T：Can you say something about the pictures Open the window, please.Please open the e in, please.Please come in.Stand up, please. Please stand up.Look at the blackboard, please.Please look at the blackboard.…2. Ticking time先让学生理解三句话的意思。understand 理解say instructions 说指令use 使用the sound of the letter 字母的读音WorkbookStep 4: HomeworkFinish workbook.Recite storytime and cartoon time. Learn to read ReadGuideGuide and judge Present the new sentences.Consolidation
课题 3B Unit1 In class
课型 New 课时 Period5 主备人 窦海蓉 教学日期
教学要求 1. 复习本单元所学日常交际用语。2. 复习本单元所学单词。3. 复习小诗。
4. 复习字母Bb在单词中的发音。5. 完成本单元相关测试。
教学重、难点 1. 能正确理解、掌握对话内容,并能朗读对话。
2.能正确地听、说、读单词 door, window ,blackboard , stand up, sit down,open,close.
3.能在真实的情景中正确运用e in/和日常交际用语I’m sorry
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Step 2: Revision1.Say a rhymeOpen the window2.Play games(1) Follow me游戏规则:听老师的口令把动作表演出来。 GreetingHave a free talk Greetingplay a gamesummary GreetingWarming-up
教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(2) Opposites游戏规则:做与老师的口令相反的动作。3.To be a better reader比赛，看谁读的好，看哪一组读的好。(1)Story timeT: Now, let’s read story time.(2)Cartoon timeT: Our friends, Bobby and Sam are so lovely. And we have a new friend now. It’s a parrot. Let’s review the cartoon together.Step 3: Test完成第一单元相关测试 To be a better reader Read Consolidation
板书设计：
Unit1 In class
What’s this
It’s a…
Look at the blackboard.
Don’t …
板书设计：
Unit 1 In class
/b/ ball birthday book robot
blue box…..
"big books, big books.
Bob has two big, big books"
板书设计：
Unit 1 In class
(1) Open the window, please.
Please open the window.
(2) Come in, please.
Please come in.
(3) Stand up, please.
Please stand up.
PAGE
18课时Period 第一课时 教学内容Teaching Contents Story time
教学目标Teaching Aims
1、通过全家福照片及纸偶的展示学习句型Who’s she / he Who’s that girl / boy He’s / She’s….。2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。3、.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。4、能在真实的情景中运用Who’s she / he Who’s that girl / boy He’s / She’s….进行交流。
教学重点Teaching Key Points
能正确理解掌握对话，并能朗读表演。
教学难点Teaching Difficult Points
１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
２、能在真实的情景中运用Who’s she / he Who’s that girl / boy He’s / She’s….进行交流。
教具准备Teaching Aids 光盘、PPT、头饰、大树道具
课前自主预习Independent Preview Before Class
1. 通过自主阅读，勾画出生词，查字典理解含义。2. 听磁带，试着跟读课文。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm up（课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。）T: Look, this is a girl.This is a boy. This is a man. This is a woman.通过介绍纸偶学习girl, boy, man, womanT: Who are they Let’s listen to a song.Listen to a song T: This is me. Welcome to my family. Look! Who’s he 指着爸爸的纸偶S1: He’s …T: Yes, he’s my father. Hello, boys and girls. Nice to meet you.Ss: Nice to meet you too. Who’s this girl 指着画有妹妹图像的纸偶S1:She’s…同法引出其他家庭成员，渗透文中主要句型学生出示自己的全家福T：This is the finger family. Who wants to show us your family photo？(投影) Who’s this man / woman / boy / girl S1: She’s / He’s my…Ss：Who’s this man / woman / boy / girl S1: She’s / He’s my…Step2 : Presentation出示学校场景图，引导学生整体理解对话内容T: Today is Open Day. The children and their families are at school. Who are they Look at the picturee and listen to the tape.Ss: 学生整体听录音初步理解课文内容2. 从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系T:（指着Mike）Who’s this boy S1: He’s Mike.T: （指着Yang Ling）Who’s that girl S2: She’s Yang Ling.T: (指着Su Hai) And who’s this girl S3: She’s Su Hai.T: (指着Su Yang) Is this Su Hai S4: No, she’s Su Yang.T: Yes, they’re twins. (Teach‘twins’)T: 继续出示课文中另外两个成年人物图 Who’s she Who’s he Let’s listen and matchSs: 听录音，连线T：Who is he Ss: （引导学生回答）He’s Mike’s uncle. So Mike says’He’s my uncle.’此环节时，将人物图片贴在黑板上3. 引导学生认识理解man, woman, boy, girl等词T: Who are in the playground Ss: Mike, Yang Ling, … (看着黑板一一复述)T: I have some words here. Can you help them to find friends （事先将单词也做好，让学生将单词及人物配对，Mike —— boy）Step3 Consolidation1.Read the dialogue after the tapeRead in role Read in groups Act out the story2. 布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论
（分层）作业设计 Homework
A. Homework.1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.3. Copy the new words.4. Make the family tree(参照Fun time) B. Homework.1. Recite the dialogue and the words.2.Using the sentence’ Who’s she / he Who’s that girl / boy He’s / She’s….’to talk about your family.3. Introduce your familyThis girl is my …. This man is…. …
板书设计Blackboard Writing
Unit 8 We’re twins Who’s this / that … Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman
教后反思 Teaching Reflection After Class
课时Period 第2课时 教学内容Teaching Contents Fun time, Cartoon time
教学目标Teaching Aims
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。3、通过小短文的学习，让学生能在真实的情景中正确运用Who’s this This is my….4、通过培养学生学英语的兴趣，运用英语的意识。
教学重点Teaching Key Points
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
教学难点Teaching Difficult Points
1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
教具准备Teaching Aids 多媒体，PPT
课前自主预习Independent Preview Before Class
1. 听磁带，试着跟读Cartoon time，通过自主阅读，了解故事内容。2. 勾画出生词，查字典理解含义。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm up1. Greeting 让学生带一些自己小时候的照片，老师上课用投影呈现T: Who’s this girl？Ss: She’s …T: Who’s that boy Ss: He’s … (老师呈现一些明星) T: Who’s this man Ss: He’s…T: Who’s that woman？Ss: She’s …2. Free talka. Act Story time (1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Act in role.Step 2 PresentationFun time出示老师的全家幅T: Who’s this baby Ss: It’s your…(daughter).T: Yes, this baby is my daughter. Teach ‘baby’T: Who can ask me some questions S1: Who’s this woman T: Can you guess Ss: She’s your…T: Yes, she’s my mother.以此方式教学巩固单词man, woman, girl, boy, baby, aunt, uncle教师用剪贴画在黑板上呈现一张家谱，从家谱书顶部画起，边画边让学生猜猜人物是谁T: Now I want to draw my family tree. Look, who’s he Ss: He’s your father.T: Who’s this woman Ss: She’s my mother.…T: Look, what’s this It’s a tree. It’s a family tree. Who’s this Ss: He’s / She’s …家谱设计大赛T: This is my family tree. Do you want to show me your family tree. Firstly, please talk about your family tree in groups. Every group chooses the best one.投影呈现小组优秀家谱树，小组内同学问，该同学回答S1： Who is he S2: He’s my father.S3: Who is she S4: She’s my aunt.Cartoon timea.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处T: Look, Bobby and Sam are watch Sam’s family photoes. Who’s John Let’s read the story.b.学生通过阅读初步理解故事内容Ss: Sam’s grandpa, Sam’s father, Sam’s cousin are John.T: Oh, they all named John. That’s funny.c.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味
（分层）作业设计 Homework
A Homework1. Read Cartoon time five times. B Homework1. Recite the dialogue and try to write it after class.
板书设计Blackboard Writing
Unit 1 In class A: Who’s he / she B: He’s / She’s …. A: Who’s this / that boy/girl/man/woman B: He’s / She’s….
教后反思 Teaching Reflection After Class
课时Period 第3课时 教学内容Teaching Contents SSound time、Song time、Checkout time and Ticking time
教学目标Teaching Aims
1、通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.2、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 3、通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm4、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教学重点Teaching Key Points
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教学难点Teaching Difficult Points
1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教具准备Teaching Aids 多媒体，PPT
课前自主预习Independent Preview Before Class
1. 读熟本单元内容。2. 背本单元单词和短文。3. 尝试朗读sound time中的词句和song time中的歌谣。
教 学 过 程Teaching Procedures 修改或反思Adjustment or Reflection
Step1: Warm up
1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...Step 2. Rhyme time教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my finger puppet. Who’s that little boy Listen to the tape.Play the rhymeSs: His name is Robbie Roy.T: Is he tall Ss: No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)T: 教师指着另两个纸偶问 Who’s this Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)教师出示歌谣，学生尝试认读Read after the teacherRead in groupsStep3 Read and write1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, who’s this boy Ss: He’s Mike.T: Yes. Do you know Mike’s family Who can be Mike, and introduce your family.Ss: This is … / This … is …T: Ok, you did a good job. Let’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are. 把Mike 一家的图片反过来对着学生T：Who can ask S1: Who’s he / she Ss: He’s …T: You can use ‘who’to ask questions.完成Ticking time 第二项打星部分2. 出示55页图片a. T: Wow, you know Mike’s family well.Look at the picture carefully. Can you talk about it （小组讨论）S1: Who’s this boy S2: He’s Mike. S3: Who’s that man S4: He’s Mike’s uncle. …b. T: If you are Mike and his friend, how to talk about the picture （小组讨论）S1: Is he your… S2: Yes/ No. He’s…c. Finish the dialogue on P55d. Checkout the answer uncle, aunt, girl, sister完成Ticking time 第一项打星部分Step3: Sound time1.Listen and repeat T: Next, let's look at these words: man, new, nine, twin, woman. What’s the same letter Ss: N.Read these words after the teacher.T: Ok. Let's read these words together.Ss: man, new, nine, twin, womanT: Great! Read after me"/n/". Ss: /n/ T: n, n, n, /n/ , /n/, /n/ man, new, nineSs: n, n, n, /n/ , /n/, /n/ man, new, nineT: n, n, n, /n/ , /n/, /n/ twin, womanSs: n, n, n, /n/ , /n/, /n/ twin, womanT: 同学们，想想看，还有那些也是发这个音呢？ Ss: ... T: Good！You are so clever. Look at the picture ,"Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." What's the meaning Ss: 尼克九岁。南茜十岁。尼克有本书，南茜有只钢笔。T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." Ss: Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.教师强调读句子是字母n的发音/n/T: Can you say the sound of the letter ‘n’ 完成Ticking time 第三项打星部分Step3 consolidation1、做相关的补充习题或评价手册上的内容。2、Listen to me (Summary)。
（分层）作业设计 Homework
A Homework1.Finish the exercises2.know the sound of the letter ‘m’ B Homework1. Finish the exercises2. Know the sound of the letter ‘m’3. Review and recite Unit8.4. Recite, write the words and sentences.
板书设计Blackboard Writing
Unit 8 We’re twins N man new nine twin womanNick is nine. Nancy is ten. Nick has a book. Nancy has a pen.
教后反思 Teaching Reflection After Class
Family tree课题 3B Unit4Where’s the bird
课型 New 课时 Period 1 主备人 秦凤玲 教学日期
教学要求 1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind。2. 能听懂、会读、会说日常用语Where’s … It’s not here. It’s on/in/under/behind… 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。5. 能正确演唱歌曲。
教学重、难点 1. 能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。 2. 能初步运用本课所学的词汇和日常用语谈论物品的位置。
教具学具 图字卡、自制的动物图片。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Greeting &Warm up 1. Greeting T: Hello, boys and girls. S: Hello, May. T: Nice to meet you. S: Nice to meet you, too. 2. Sing a song T: Do you like singing S: Yes. T: I like singing very much. Let’s learn to sing a new song. OK S: OK. T: First, listen and watch carefully. You may follow it if you want. (播放歌曲一遍) T: Do you like the song Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作) T: This time, let’s try to sing and do some actions together. GreetingHave a free talk Greeting播放磁带Where’s the bird GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(再次播放歌曲，学生加上动作一起唱) Step 2 Presentation Play a game and learn the new words T: (手中拿着一只折起来的小鸟) Now boys and girls, look, what’s in my hand now Guess! S: … T: Look, it’s a bird. (板书bird) Look, where’s the bird (把小鸟放在书上) S: It’s on the book. T: Where’s the bird now (把小鸟放在书下) S: It’s under the book. T: Good! And where is it now (把小鸟放在书里) S: It’s in the book. T: Now let’s play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Where’s the bird Guess! S: … T: Look, it’s in the desk. (板书desk，贴图，带读in the desk 并示意) Now let’s play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) Where’s the bird Guess! S: … T: Look, it’s on the chair. (板书chair，贴图，带读on the chair 并示意) Step 3 Story time 1. Listen and choose T: (老师再让学生闭上眼睛，然后把小鸟藏起来) Where is the bird now Is it in the park In the classroom In the tree Here is a story about the bird.. Please listen carefully, and then choose the right answer. Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(播放课文录音) T: Where is the bird S: It’s in the tree. T: Is it in the tree Let’s watch the cartoon and check your answer. T: Is the bird in the tree S: Yes! 2. Listen and stick T: The bird stops in many places. Look, it’s here and here. (PPT 红圈显示1、7 两幅图中鸟的位置) But look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。) Now, please take out your working sheet. Let’s listen and stick the birds on the paper. Please work in pairs. (播放课文录音, 学生两人合作完成) T: Let’s watch the cartoon again. (播放课文动画，在每个需要完成的画面上暂停核对) 3. Read the story T: Finished Now boys and girls, check your pictures. Let’s read the story together, OK (出第一幅图) Picture1. Let’s read it together. S1&S2: … T: (出示小提示：注意读出故事中人物的情绪) Let’s try again. Beautiful means nice! (出中文意思，读beautiful和How beautiful!) T: And Picture 2, look, where’s the bird S: It’s under the desk. T: Yes. It’s under the desk. (PPT出现单词卡under，读under） students read after him/her.
Play games.
Read and say.
通过听,表演学习beautiful (教授并板书)
Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Now who can read this (PPT中出现对话) S1: Where’s the bird S2: It’s under the desk. (继续每一幅图逐图教学：第二幅图教under，第三幅图教behind，第四幅图教It’s not here.， 第五幅图教on，第六、七两幅图教in) T: OK. Now we have read the story together. Now open your books, turn to Page 13, and read the story by yourselves. (请打开书，同桌合作读一读全文) 4. Tell the story T: You did a good job. Now, look at the blackboard. (拿出小鸟的图片) Look! A bird! S: How beautiful! (老师把小鸟放在黑板上不同位置，带领学生一起复述) T: Where’s the bird S: It’s under the desk. T: Now, it’s … S: Behind the door. T: Oh, It’s not here. It’s … S: On the chair. T: Where’s the bird now S: It’s in the desk. T: Oh, look, now it’s …. S: In the tree. T: It’s your turn now. Can you tell the story like this You can work in pairs. (老师让同桌学生之间根据图片复述课文，请1至2组学生到黑板前复述） Step 4 Sing a song 1. Say a rhyme T: (拿出另外两只小鸟放在黑板的树上) Look, how many birds are there in the tree now Lear to readPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
S: Three. T: Yes. They are her friends. Try to say this rhyme. First read it in two. (把歌词变为韵律诗，学生互相说一说) T: Let’s try to say it together. (教 little和all) T: Say it all together again. 2. Sing the song T: This is a nice song. Let’s listen to it. (播放歌曲动画) T: Can you try to follow it (学生跟唱) T: Good! Let’s sing it with some actions. (老师带学生边做动作边唱) Homework 家庭作业1. 听磁带，读故事5遍。2. 用Where is … It’s … 的句型来说说物品的位置。3. 搜集一些on，in，behind，under这样的介词短语，说一说。 Learn to readLittle allPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
板书设计：
Unit4 Where’s the bird
Where’s …
It’s not here.
It’s on/in/under/behind…
课题 3B Unit4Where’s the bird
课型 New 课时 Period 2 主备人 秦凤玲 教学日期
教学要求 1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。2. 能通过游戏进一步正确运用介词on，in，under，behind。3. 能体会字母d的发音[d]。
教学重、难点 1. 能通过游戏进一步正确运用介词on，in，under，behind。2. 能体会字母d的发音[d]。
教具学具 图字卡、自制的动物图片。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Revision 1. Sing the song T: Hello, boys and girls. S: Hello, May. T: (出示第一课时中的小鸟) Do you remember this little bird S: Yes. T: Let’s sing the song “Where is the bird ” (播放歌曲，学生唱) 2. Change the lyrics T: We know the little birds are in the tree. Now can you change your words according to my picture 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段) T: Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk. GreetingHave a free talk Greeting播放磁带Where’s the bird GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups . S: (集体反馈唱歌3段) 3. Review the story T: Great! Now can you dub for the story 你们能来给课文动画配音吗？ S: (集体给课文动画配音) Step 2 Fun time 1. Review the words T: OK. Now after the text, let’s review some of the new words. Can you read them (PPT出示4个介词) S: On, in, under, behind. T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me. S: Use games to help remember words. Here’s the Chinese meaning. T: Boys and girls, do you like games S: Yes. 2. Play the game T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图) Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box. T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(板书游戏可用的句型) Who wants to try (一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜) Ss: Where is the pencil S1: Is it in/on/under/behind the pencil box Ss: Yes./No. T: Good. And now let’s change this game a little bit. Look, what’s this (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔) S: It’s a book/school bag/ pencil box/pencil. T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔) T: Now open your eyes. S: Is it … T: Yes./No. 3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书) (学生在小组内玩此游戏) Step 3 Sound Time And we have three more words in this unit, and that is——(PPT出示3个单词) 1. Say the sentences Ss: Desk, chair and bird. T: Good. And look, the bird is flying away. Where is it now (PPT显示Sound time图) Oh, it’s here. T: Look, the boy is saying something. Can you try to read S: Bird, bird, don’t fly away. (PPT显示fly away的中文意思) students read after him/her.
Play games.
Read and say.
通过听,表演学习beautiful (教授并板书)
Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Good! And can you read this Read in pairs. S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK T: Can you tell us the Chinese meaning S: … 2. Read the words T: How many Ds can you find 在这句话中你能找到几个含有字母D的单词？ S: Seven. T: Can you read them all again S: 再读7个单词 (学stand的意思) T: Now can you tell us the sound of the letter “d” S: [d]. T: Good! Now read them like this: d, d, desk, d, d, stand … (学生读单词) T: Can you find more words like them Discuss in your groups now. S: (学生列举，教师板书) T: Yes. And here are some words with the sound [d], can you read them (PPT显示单词，学生读) T: And can you choose three of them to complete this sentence 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs. (学生讨论，反馈) Step 4 Task T: Look, this is another beautiful bird. Whose bird is this 你们知道她的主人是谁吗？ S: No. Lear to readPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Well, if you want to know, you’ll have to find four things in a room. (PPT显示要找的东西的单词) S: Milk, egg, ice cream and key. T: Yes. Please remember to use “Where’s … It’s…” (PPT显示图) Work in pairs, please. S: Where is the milk S: It’s on the desk. S: Where is the ice cream S: It’s behind the car. S: Where is the key S: It’s under the table. S: Where is the egg S: It’s on the chair. (教师根据学生回答，点出相关物品的位置) T: Look! Who is her master S: Mike. T: Well done. You did a good job. Homework 家庭作业1. 读Fun time对话，听磁带复习Sound time。2. 模仿Fun time用Where is … It’s … 的句子来做一做游戏3. 自己设计不同的游戏复习学过的单词 Learn to readLittle allPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
板书设计：
Unit 4 Where’s the bird
bird
desk Bird, bird, don’t fly away.
door Stand on my desk,
stand Under And be my friends, OK
课题 3B Unit4Where’s the bird
课型 New 课时 Period 3 主备人 秦凤玲 教学日期
教学要求 1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。2. 能对照Ticking time的三个目标进行客观的自我评价。3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重、难点 1.能理解Cartoon time部分的意思，并能配合此部分内容进行表达。2.能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教具学具 图字卡、自制的动物图片。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Warm up Hide-and-seek T: Hello, boys and girls. S: Hello. T: How are you today S: Fine, thanks. T: Boys and girls, today let’s play a game. It’s called hide-and-seek. (PPT显示游戏名和使用的句子) T: Who wants to hide first (挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师) Step 2 Cartoon time 1. Watch the cartoon T: Boys and girls, do you like this game S: Yes. T: Well, we have two friends. They like this game, too. (PPT 显示cartoon time P1) Look, who are they GreetingHave a free talk Greeting播放磁带Where’s the bird GreetingWarming-upPresent the new sentences.
S: They are Bobby and Sam. T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right So where is Bobby Let’s watch the cartoon. (播放动画) T: (停在最后一个画面) So where is Bobby now S: It’s on the table. T: Who wins 谁赢了呢？ S: Sam. 2. Read and say T: Yes. Sam wins. Now please open your books and read this story. It’s on your book, Page … When you are reading, try to remember what they say. (阅读cartoon time 部分，记一记每一幅图中的对话) (学生阅读Cartoon time) T: Now close your books. (PPT 逐图显示) Who can be Sam/Bobby S1: One, two, three … S2: Where’s Bobby S3: Ah, he’s behind the door. (指导兴奋的语气) S4: OH, it’s not Bobby. (指导失望的语气) S5: Where’s he S6: Wow! A cake! (指导兴奋的语气) S7: Ha! Ha! Here you are, Bobby! (指导得意的语气) T: Now read the story in pairs. (注意语气哦！) 3. Do the dubbing T: Now can you dub for the whole story together 你们能为这个故事配音吗？ Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
S: Yes. (动画角色扮演Sam 配音)4. Act the dialogue T: Sam wins. So, it’s Bobby’s turn to seek Sam. What happens now Can you imagine their words and act it out (PPT 显示连环画，学生为连环画配话并汇报)Step 3 Ticking Time & Checkout time T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit Let’s check it out. Look! (PPT显示3个目标及中文) We have three targets in Unit 4. They are … S: I can use “where” to ask questions. S: I can use “in”, “on”, “under” and “behind”. S: I know the sound of the letter “d”. T: You can see the Chinese meaning here. So now it’s your ticking time. Please open your books and turn to Page 29 and tick it. T: Finished Who gets three stars (部分学生举手) T: OK. Now can you ask some questions using where (问几个学生，学生问问题) T: And the next one, who gets three stars Well, let me check. (把东西放在某处) Where’s … （检验几个学生） T: And the third one, who gets three stars Well, can you remember any words with the sound [d] students read after him/her.
Play games.
Read and say.
通过听,表演学习behind (教授并板书)
Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
(检验几个学生) 2. Listen and draw T: OK. Stop. Now it’s checkout time. 让我们通过练习来检查自己是否真的达到了目标。Open books on Page 29—Checkout time. A Listen and draw. Let’s listen and draw on the book. Take out your pencils and rubbers. Ready Go. (利用课件进行听和反馈) Homework 家庭作业1. 读Cartoon time对话5遍。2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典） Lear to readPractice in pairs and showt. Read the dialoguesRead PracticeGuide and judge Consolidation
板书设计：
Unit 4 Where’s the bird
one
two
three
Where’s Bobby
Ah, he’s behind the door.
Ha! Ha! Here you are, Bobby.
课题 3B Unit4Where’s the bird
课型 New 课时 Period 4 主备人 秦凤玲 教学日期
教学要求 1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind。2. 能听懂、会读、会说日常用语Where’s … It’s not here. It’s on/in/under/behind… 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。5. 能正确演唱歌曲。
教学重、难点 1.能理解Cartoon time部分的意思，并能配合此部分内容进行表达。2.能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来
教具学具 图字卡、自制的动物图片。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Greeting &Warm up 1. Greeting T: Hello, boys and girls. S: Hello, May. T: Nice to meet you. S: Nice to meet you, too. 2. Sing a song T: Do you like singing S: Yes. T: I like singing very much. Let’s learn to sing a new song. OK S: OK. T: First, listen and watch carefully. You may follow it if you want. (播放歌曲一遍) T: Do you like the song Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作) T: This time, let’s try to sing and do some actions together GreetingHave a free talk Greeting播放磁带Where’s the bird GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
3. Look, find and say T: Books closed. After the exercise, let’s play a memory game. I’m going to show you a picture, and you have 5 second to remember where things are. (下面是一个记忆游戏，5秒钟记住图中物品的位置) Ready (学生5秒钟看图） T: Now here are the questions. Ask and answer in pairs, and I will show you the right answers later. (学生同桌互相问答) T: Now let’s check if you have the right answers. (利用课件进行人机对话) Step 4 Task 1. Talk about the things in the classroom T: Boys and girls, you’ve learnt very well in Unit 4. Let’s see if you can use them very well. It’s time to talk about some real things, like the things in this classroom. T: What can you see here S: … T: Well, let’s talk about the things her, OK Here’s what you can say. (PPT显示句子) (小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句) Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
2. Write about the things in the classroom T: Now it’s time to write about the things in the classroom. Here I have three examples. Try to finish them now. T: Now it’s your turn to write. If you need any help, just put up your hands, and I will help you with the spelling. 在写句子时有拼写问题需要老师帮助的，请举手！ (三个学生在黑板上写句子，并读出来展示) Homework:Copy the wordsRead the dialogue students read after him/her.
Play games.
Read and say.
通过听,表演学习beautiful (教授并板书)
Consolidation
板书设计：
Unit 4 Where’s the bird
Where’s Bobby
He’s behind the door
It’s not Bobby.
Where’s he
Here you are.
课题 3B Unit4Where’s the bird
课型 New 课时 Period 5 主备人 秦凤玲 教学日期
教学要求 1. 复习本单元所学日常交际用语。2. 复习本单元所学单词。3. 复习歌谣。
4. 复习字母Dd在单词中的发音。5. 完成本单元相关测试。
教学重、难点 能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教具学具 图字卡、自制的动物图片。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Step 2: Revision1.Say a rhymeOpen the window2.Play games(1) Follow me游戏规则:听老师的口令把动作表演出来。 GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
2To be a better reader比赛，看谁读的好，看哪一组读的好。(1)Story timeT: Now, let’s read story time.How beautiful!Where’s the bird It’s behind the doorIt’s on your chair.It’s in the tree.(2)Cartoon timeWhere’s Bobby He’s behind the door.Let’s review the cartoon together.Step 3: Test完成第一单元相关测试 Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuideGuide and judge Consolidation
板书设计：
Unit 4 Where’s the bird
in your desk
on your chair
under the chair
behind the door
Where’s ….. It’s …..
PAGE
8课题 3B Project2A Magic Clock
课型 New 课时 Period 1 主备人 秦凤玲 教学日期
教学要求 1. 能听懂、会说5—8单元的农场动物类、水果类的单词、数词以及介词等。2. 能听懂、会读、会说5—8单元日常用语：What’s the time It’s … It’s time for … Where is the … It’s on/in/under/ … What are these/those They are … Are these … Yes, they are. No, they are …。3. 能读懂魔法钟的制作步骤，并能根据步骤正确制作出自己的魔法钟。4. 能初步运用5—8单元词汇和日常用语结合魔法钟进行游戏。
教学重、难点 1. 能在老师的帮助下有序归纳5—8单元重点词汇与句型。2. 能正确地理解并运用日常用语内容，在老师的引导和帮助下尝试运用语言进行交际、解决问题。
教具学具 卡片、剪刀、胶水等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free Talk T: Hello, I’m Wendy. S1: Hello, I’m … T: Nice to meet you. S1: Nice to meet you. T: How old are you S1: I’m … T: First, let’s say something about ourselves. (PPT呈现课件) What’s your name How old are you What’s your favourtie food What’s your favourite colour S: Prepare in groups or pairs. Step 2 Drill T: Today, we’ll have a magic lesson. And in this lesson, you’ll try to have magic ears, magic eyes and even a magic mirror. Do you want to try some numbers. Look at them and try to remember them quickly. (PPT呈现课件) S: Yes! GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
T: Now let’s try to have the magic ears. Step 3 Magic ears T: Now listen, what are they (播放动物的声音) What can you hear (Students listen and try to find out.) S1: Pig, cow. S2: Duck, chicken. S3: … T: Good. Now listen to this. (播放牛叫声) What’s this S1: It’s a cow. T: What about this (播放狗叫声) What’s this S2: It’s a dog. T: Good. And is this a dog (播放猪叫声) S3: It’s a pig. T: Good. What are these (播放鸭子叫声) S4: They’re ducks. T: Excellent. Are they ducks (播放小鸡的叫声) S5: They’re chickens. T: Good. Where can we see them S6: On the farm. T: Good. Can you say something about this farm You can say … (学生在老师的引导下归纳句子) S1: What’s this It’s a … S2: What are these They’re … (老师根据学生的回答进行板书) S: Talk about the animals in pairs. (同座位学生说完后，老师再请几组学生反馈) Step 4 Magic eyes (学生试着记住看到时数字和时间) T: What are they S1: 1. S2: 2. S3: 7. S4: … Learn to readWork in pairsListen and try to answer questions. ReadGuide and judgeGuideGuide and judge Consolidation学生间问答复习方位介词，PPT图片闪现核对。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Good. Look at the last two! Are they numbers S: No. T: They’re time. Let’s read them together. (Students read them together.) T: Good. You can remember them very well, now can you use them Please choose one or two numbers or time, and make up dialogues with them. For example, how old are you (将问句与学生的答句板书) S1: I’m nine. T: Are you clear S: Yes. (学生组内进行对话创编) Step 5 Magic mirror T: Good. You have magic ears and magic eyes. Now use them to look at this magic mirror. What can you see in the mirror S1: A man. T: Who’s the man S2: He’s Yang Ling’s uncle. T: What can you see now S3: A woman. T: Who’s she S4: She’s Yang Ling’s aunt. T: Good. And is this a woman now S5: No, this is a girl. T: Who’s she S6: She’s Yang Ling. T: Who can you see now S7: A boy. T: Who’s the boy S8: Maybe he’s Yang Ling’s friend. (通过PPT课件将四个人完整呈现于“魔镜”中）T: Good. Now can you talk about the picture in the mirror (学生成对进行操练) .
Play games.
Read and say.
教师准备好不同话题，两人一组讨论，并学生带好自己puppy上前选择一话题并表演。话题：寻找物品、在图书馆或教室、询问物主、打招呼等，复习1到4单元话题。 比比谁能描述的多，Tips：描述图片时注意条理性，可以从左到右，从上到下，从整体到局部等。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: When we’re talking about the people, we can say … S: Who’s he/she He/She is … (老师板书句型) Step 6 Magic clock T: Good. We have magic ears, magic eyes and magic mirror, now we’ll have a magic clock. Look, is this a clock (将魔钟模型贴到黑板上) S: Yes./No. T: Not yet. How to make a magic clock Let’s read the instructions. Step one, draw twelve pictures. Have you finished S: Yes. T: Oh, I haven’t finished. Can you help me S: Yes. T: Show the pictures. Let’s ask and answer quickly. Where’s the apple S: It’s behind the basket. T: Who’s the old man S: He’s my grandpa. T: Who can ask the question S3: Where’s the pencil case T: It’s on the table. (老师问，学生答；学生问，老师答；或学生个体问，集体回答，多种形式穿插起来，快速复习12幅画，并把图片贴到黑板上) T: Now let’s cut the twelve doors. (老师做示范) Do you understand S: Yes. T: Have you cut the doors S: Yes. T: Now stick the doors on. Let’s listen and stick. Listen to my order and stick the correct doors on. Door 12 t. Guide and judge Consolidation
S: (找出12号门，贴到钟面正确的位置上) S1: Door 6. S: (找出6号门，贴到钟面正确的位置上) S2: Door 8. S: (找出8号门贴到钟面正确的位置上) (老师或学生给出指令，将12个门都在钟面上贴好) T: Good. Now cut out the hand. Can you find it S: Yes. (开始剪时针)T: Good. Now pin the hand on and pin on a rubber. (做示范) S: (跟着老师一起做) Step 7 Play the magic clock T: Now show your clocks to each other. Now let’s play the magic clock. What’s the time S1: It’s five o’clock. T: Oh, it’s five o’clock. Here’s the door. What can you say S1: Open the door, please. T: Good. (老师根据图片内容提问) S : (根据图片内容回答) T: Good. Play the clock in pairs. Learn to readWork in pairsListen and try to answer questions. ReadGuide and judgeGuideGuide and judge
板书设计：
Magic clock
Magic ears: What is this It’s a …
What are they They are …
Magic eyes:
课题 3B Project2A Magic Clock
课型 New 课时 Period 2 主备人 秦凤玲 教学日期
教学要求 1. 能听懂、会说5—8单元的农场动物类、水果类的单词、数词以及介词等。2. 能听懂、会读、会说5—8单元日常用语：What’s the time It’s … It’s time for … Where is the … It’s on/in/under/ … What are these/those They are … Are these … Yes, they are. No, they are …。3. 能读懂魔法钟的制作步骤，并能根据步骤正确制作出自己的魔法钟。4. 能初步运用5—8单元词汇和日常用语结合魔法钟进行游戏。
教学重、难点 1. 能在老师的帮助下有序归纳5—8单元重点词汇与句型。2. 能正确地理解并运用日常用语内容，在老师的引导和帮助下尝试运用语言进行交际、解决问题。
教具学具 卡片、剪刀、胶水等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free Talk T: Hello, I’m Wendy. S1: Hello, I’m … T: Nice to meet you. S1: Nice to meet you. T: How old are you S1: I’m … T: First, let’s say something about ourselves. (PPT呈现课件) What’s your name How old are you What’s your favourtie food What’s your favourite colour S: Prepare in groups or pairs. Step 2 Exercises 完成期末A卷 GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
课题 3B Project2A Magic Clock
课型 New 课时 Period 2 主备人 秦凤玲 教学日期
教学要求 1. 能听懂、会说5—8单元的农场动物类、水果类的单词、数词以及介词等。2. 能听懂、会读、会说5—8单元日常用语：What’s the time It’s … It’s time for … Where is the … It’s on/in/under/ … What are these/those They are … Are these … Yes, they are. No, they are …。3. 能读懂魔法钟的制作步骤，并能根据步骤正确制作出自己的魔法钟。4. 能初步运用5—8单元词汇和日常用语结合魔法钟进行游戏。
教学重、难点 1. 能在老师的帮助下有序归纳5—8单元重点词汇与句型。2. 能正确地理解并运用日常用语内容，在老师的引导和帮助下尝试运用语言进行交际、解决问题。
教具学具 卡片、剪刀、胶水等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free Talk T: Hello, I’m Wendy. S1: Hello, I’m … T: Nice to meet you. S1: Nice to meet you. T: How old are you S1: I’m … T: First, let’s say something about ourselves. (PPT呈现课件) What’s your name How old are you What’s your favourtie food What’s your favourite colour S: Prepare in groups or pairs. Step 2 Exercises 完成期末B卷 GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
PAGE
7课题 3B Unit 2 In the library 教时 第 1 课时
教者 杨 军
一、教学目标：1.能初步会听、说、读并拼写单词：shout eat run talk sleep library 2.结合动词，听懂、会读、会运用祈使句的否定句: “Don’t …”，并会用“I’m sorry.”来回答。3. 能初步听懂，会说，会拼读词组 in the library4. 使学生树立公共场合基本文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 重点与难 点 能听懂、会读、会运用单词shout eat run talk sleep 并在适合的场合正确运用祈使句。
教 学 过 程
时间 活动板块 活动内容与呈现方式 活动方式 备注
Step1.Warming up 1.GreetingT：Class begins!Ss：Stand up!T: Good morning, class.Ss: Good morning,Mr Yang.T: Sit down, please.2. Free talk 师生交流个别交流
Step2. Pre-reading Pre-task：感知新词汇 let’s play.I tell you a story—a rabbit and a tortoise.why didn’t I win He asks Yang Ling for help. But where is YangLing 跟读回答 教学 shout 和shh教学新的单词
Step3While-reading 经典点拨 1.导题Unit 2 In the library2. what happened in the library 3.watch and circle4. listen and circle5.Read and underline6.story time a. check time b. acting time c. reading time 跟读跟读小组分角色读 教授in the library播放影像资料交流问题逐句跟读，注意语音语调鼓励加入感彩分角色朗读
Step3 效果呈现 白兔想要第二次比赛，但是他得找到第一次失败的原因。但是要闯关a Happy trainb. 配音 c.找茬3.杨玲给出致胜秘诀
Step4 Summary 1. We learn five new words…2. 叫别人不要做某事：3.我们学会了。 学生自己总结
Step5 Homework 1.朗读并背诵story time的课文内 容。2.背诵课文里的新单词: eat.run .talk3. 试着用英语给家长说说龟兔赛跑的故事。
板书 Unit 2 In the librarytalk shoutDon’t eat sleep I’m sorry. run课题 3B Project1 My puppy
课型 New 课时 Period 1 主备人 秦凤玲 教学日期
教学要求 1 Ss review the words and structures of Unit 1 to Unit 4.2.Ss review the dialy speech of Unit 1 to Unit 4. Ss can make a puppy according to the method on Page 30.Ss can make dialogues by using their puppy and have a puppy show.
教学重、难点 Ss can make dialogues by using their puppy and have a puppy show.
教具学具 剪刀、彩笔、线、胶水、PPT等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free talkT: Hello, boys and girls.Ss: Hello…T: Nice to see you.Ss: Nice to see you, too.T: How are you today Ss:…T: What’s this / that S1: It’s a…T: Is this your … S2: Yes, it is. / No, it isn’t.T: Where’s the … S2: It’s in / on / under / behind the ....Ask Ss to make a similar dialogues in pairs to review the structures.Step 2 Presentation1. Introduce a new friend.T: Look we have a new friend today. GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
T: Look we have a new friend today. She’s Amy. Let’s say hello to her.Ss: Hello, Amy.T: Would you like to go to Amy’s home Ss: Yes.T: Let’s go.PPT出示Part A图片。2. Say sth. about the picture.T: Look there are many things in Amy’s room. What are they S1: It’s a desk.S2: It’s a …S3: …3. A game: Good memory.T: OK. Now I’ll give you 1 minute to remember where they are.PPT图片消失。T: Where’s the book S1: It’s on the desk.T: Who’d like to ask questions like this …4. New word: puppyT: You all have good memory. But Amy lost her puppy. Do you remember where it is T: What’s a puppy A puppy is a small dog. ( To teach the word)Ss read. Learn to readWork in pairsListen and try to answer questions. ReadGuide and judgeGuideGuide and judge Consolidation学生间问答复习方位介词，PPT图片闪现核对。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Where’s the puppy （出示选项）S: It’s behind the door.5. PracticeT: Can you describe the picture like this The… is on / in / behind / under / near the…Ss describe it.eg: The chair is on the floor. The ball is near the chair. …Step 3 A puppy show 1. Make a puppy.T: Amy has a puppy. Do you like the puppy Let’s make a puppy. And give your puppy a name.(也可以让学生在预习时做好)T: Now introduce your puppy.S1: This is my puppy, Joe.S2: This is my puppy, …2. A puppy show.T: Look here’s a puppy house. There are some food. Please come here and choose one.eg: In the classroomS1: This is my puppy, Joe.S2: Don’t shout in the classroom, Joe.S1: Woof, woof. （作奔跑状）S2: Don't run in the classroom.S1: … .
Play games.
Read and say.
教师准备好不同话题，两人一组讨论，并学生带好自己puppy上前选择一话题并表演。话题：寻找物品、在图书馆或教室、询问物主、打招呼等，复习1到4单元话题。 比比谁能描述的多，Tips：描述图片时注意条理性，可以从左到右，从上到下，从整体到局部等。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
3. 评选出最佳表演小组。Homework 1、两人一组选择1到4单元所学的话题组织对话。2、完成补充习题Revision的练习。 t. Guide and judge Consolidation
板书设计：
Project 1 My puppy
The … is in/ on/ under/ behind/ near the …
puppy
课题 3B Project1 My puppy
课型 New 课时 Period 2 主备人 秦凤玲 教学日期
教学要求 1 Ss review the words and structures of Unit 1 to Unit 4.2.Ss review the dialy speech of Unit 1 to Unit 4. Ss can make a puppy according to the method on Page 30.Ss can make dialogues by using their puppy and have a puppy show.
教学重、难点 Ss can make dialogues by using their puppy and have a puppy show.
教具学具 剪刀、彩笔、线、胶水、PPT等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free talkT: Hello, boys and girls.Ss: Hello…T: Nice to see you.Ss: Nice to see you, too.T: How are you today Ss:…T: What’s this / that S1: It’s a…T: Is this your … S2: Yes, it is. / No, it isn’t.T: Where’s the … S2: It’s in / on / under / behind the ....Ask Ss to make a similar dialogues in pairs to review the structures.Step 2 Test 完成期中试卷A卷 GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
课题 3B Project1 My puppy
课型 New 课时 Period 3 主备人 秦凤玲 教学日期
教学要求 1 Ss review the words and structures of Unit 1 to Unit 4.2.Ss review the dialy speech of Unit 1 to Unit 4. Ss can make a puppy according to the method on Page 30.Ss can make dialogues by using their puppy and have a puppy show.
教学重、难点 Ss can make dialogues by using their puppy and have a puppy show.
教具学具 剪刀、彩笔、线、胶水、PPT等
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Free talkT: Hello, boys and girls.Ss: Hello…T: Nice to see you.Ss: Nice to see you, too.T: How are you today Ss:…T: What’s this / that S1: It’s a…T: Is this your … S2: Yes, it is. / No, it isn’t.T: Where’s the … S2: It’s in / on / under / behind the ....Ask Ss to make a similar dialogues in pairs to review the structures.Step 2 Test 完成期中试卷B卷 GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
PAGE
5课题 3B Unit 7 On the farm
课型 New 课时 Period 1 主备人 周玉芬 教学日期
教学要求 能初步听懂、会说、会读日常用语和句型：What are these/those/ They’re..... Are these/those..... Yes,they are./ No,they aren’t.2. 能初步听懂、会说、会读写词汇:farm, pig, they, those, cow, apple ,pear, chicken, duck ,orange, picture, who3. 能初步了解英语中的名词单复数。
教学重、难点 句型What are these/those Are these/those... 的语调和用法。词汇farm,they,those,chicken,apple,pear,orange的读音；a 和an用法的区别；名词复数形式。
教具学具 单词卡、小动物图片，水果图片，多媒体课件。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up T：Good morning, boys and girls!Ss：Good morning, Miss Zhou.T: It’s time for English class,today we’ll learn a new unit . Now, let’s sing a song , OK Ss: OK, Miss Zhou.Step2. PresentationPre-task：教师把准备好的各种小动物图片和水果或实物图片带到课堂，分别放在近处的讲台上合稍远一些的地方。教师通过谈论单个的物品，逐步向谈论复数物品过渡，注意由近及远，有层次地呈现。如:T:look, What’s this S: It’s a duck.T: duck.How many ducks can you see on the desk Let’s count. GreetingSing a song Greeting师生对话唱歌 GreetingWarming-up一起回顾幸福课程时学习的歌曲，复习阿拉伯数字1-10，同时让学生边唱边打手势，为下面的学习热身。
T:(请有苹果图片的同学也将图片贴到书上） What are these Are these apples Ss: Yes, they’re apples.同法引出 pears,orangesStep3While-reading 1 教师以带领学生去农场参观的方式，呈现情景，引入话题。T: Look! It’s a farm.We can se some animals and fruit on the farm. Let’s go to the farm together.T(指着一群小猪）W hat are these Ss They’re pigs.T (指着远处一群小牛)W hat are those Are these pigs too Ss No, they’re cows.T (继续参观果园） Are these apples/oranges... Ss Yes,they are.或 No, they aren’t.2 学生听课文录音，学习对话。3 指导学生听课文录音，模仿正确的语音语调，小组内分角色朗读。4 引导学生进行角色体验，教师示范扮演爷爷，运用 These are.../ Those are..../They’re....介绍自己的农场。5 教师也可以引导学生根据课文场景，分角色表演对话。在表演的过程中之一引导学生去体会，模仿不同人物说话时的语气和表情。 Step4 after-reading1 引导学生运用本课所学句式谈谈身边的东西。如；T What are these S1 They’re rulers.T What are those S2 They’re crayons.T Are these rubbers S3 Yes ,they are.2 利用幻灯片或图片为学生提供一个动物园，水果店或其他类似场景，请学生观察内容，然后互相问答。 师生对话跟读分角色朗读 操练What are these They’re...学习家禽和水果类英语单词，用直接询问、对比、游戏等方式。调动学生积极性，集中注意力，达到巩固效果。 Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
3 小组内开展“摸一摸，猜一猜”游戏。以四到六人小组为单位，每个小组发一个不透明的塑料袋，里面有水果或其他物品。组长负责组织其他组员将手伸进袋子，组员通过触摸以向组长提问的方式猜测袋子里面的东西。Step5 Homework1 听读第七单元课文部分15分钟，要求熟读。2 抄写书后单词表四英一中。 游戏，巩固 指导学生分组活动 Consolidation
板书设计：
Unit 7 O n the farm
What are these They’re ....
What are those They’re.....
Are these/those... Yes, they are./ No, they aren’t.
课题 3B Unit 3 O n the farm
课型 New 课时 Period 2 主备人 周玉芬 教学日期
教学要求 1.能初步听懂、会说、会读日常用语和句型：What are these/those/ They’re..... Are these/those..... Yes,they are./ No,they aren’t.2. 能初步听懂、会说、会读写词汇:farm, pig, they, those, cow, apple ,pear, chicken, duck ,orange, picture, who3.能初步听懂、会说、会运用句型who’s this… This is.....4. 能读懂动画中的幽默之处。
教学重、难点 1. 能初步听懂、会说、会运用句型 who’s… This is....2. 能读懂动画中的幽默之处。
教具学具 多媒体课件，图片
教 学活动 内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up Greeting and free talkT: Good morning, class.Ss: Good morning, Miss Z hou.T: Hello/Hi!/ How are you S: Hello/Hi/ Fine, thank you. step2 Revision TRevision- story time1．Game time a. Guess time: What’s this/that (教师出示苹果局部图）S:It’s an apple.T: What are these / those S: They’re oranges. T: What are those S: They are cows GreetingHave a free talk GamesRevision Greeting通过游戏环节巩固所学家禽和水果类词汇和交际用语及句型Are these / those... Yes, they are. No, they aren’t 游戏环节增加了趣味性，吸引学生的注意力。 GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
在猜谜的过程中，教师不断地强化名词的复数形式，让学生在学中玩，玩中学 Review numbers T: (学生用书第46页游戏图）Look at the picture. What can you see S1: I can see... T: How many pears Let’s count.Ss: One pear,two pears,three pears.... 师生示范游戏。 学生分组游戏。 教师可以自制游戏模板，将游戏中的内容进行调整，添加一些前几个单元中学过的内容。step3 While-reading1 整体呈现对话内容，理解故事大意，体会故事的幽默。T Look, this is Bobby. What’s in Bobby’s hand They are pictures.( 教授picture.)T Bobby has three pictures. What are they Read the story.2 学生通过阅读初步理解故事内容。3 检测学生的理解情况。T （ 指着第一张画） What’this？S I t’s a chicken.同法引出Bobby 手中的另外两幅图。T What are these in the second picture S They’re peccils.T Who’s this in the third picture S She’s Tina.4 Watch the cartoon and read after it. Learn to readWork in pairsListen and try to answer questions.跟读表演 带着问题看录像呈现新单词提醒和注意两个角色的语气。关注学生的表情复习巩固所学内容，强化交际能力。 Consolidation请学生模仿两个角色的句型，注意语音语调，角色的感情变化，了解幽默之处。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step4 Homework1 听读卡通部分10分钟,要求背诵.2 要求背诵书后单词表.
板书设计：
Unit 7 On the farm
What’s this picture
It’s a...
What are these
They’re .....
Who’s this
This is....
课题3B Unit 7 On the farm
课型 New 课时 Period 3 主备人 周玉芬 教学日期
教学要求 1.能初步听懂、会说、会读日常用语和句型：What are these/those/ ？ They’re..... Are these/those..... Yes,they are./ No,they aren’t.2. 能初步听懂、会说、会读写词汇:farm, pig, they, those, cow, apple ,pear, chicken, duck ,orange, picture, who3. 能掌握字母m在单词中的发音。4. 拓展词组 make...for ...
教学重、难点 1. 能掌握字母m在单词中的发音。2. 拓展词组 make...for ...,
教具学具 图片卡，多媒体课件
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up Greeting and free talkT: Hello, boys and girls.Ss: Hello, Miss Zhou.T: How are you, xxx.S: Fine, thank you. And you T: I’m fine, thanks.T: Look at my picture.（拿出提前准备的图片）S1: It’s nice/great. /How nice/Great.T: What’s this (指着图画上的苹果）S1: It’s an apple. T: Oh, is that an apple (手指另外一幅图） GreetingHave a free talk师生交流 Greeting练习口语交际能力，结合3A所学句型复习旧知。 GreetingWarming-upPresent the new sentences.
S1: No,it’s an orange.........Step2. Revision Review words and cartoon time1 magic eyes老师快速呈现家禽和水果类的图片，学生迅速反应并说出相对应的英语表达。2 Review cartoon timeRecite togetherb. Act outStep3 Sound timeT：You did well. Look! Who’s this boy S Tom.T Yes,he’s Tom. He’s from the farm.出示单词Tom from farm我们还学了哪些单词带m字母的呢？Ss: ice cream mum welcome...1. 教授字母m的发音 出示ice cream mum welcome...跟读单词学词组make ..for....出示中文意思 为。。。。做。。。Make a card for the teacherMake a kite for Tom gamesListen and try to act it out表演对话学生参与游戏师生交流教授字母 m的发音规律 游戏游戏的方式帮助学生对单词促进记忆。鼓励学生找出含有该字母的单词，越多越好。 Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Study the sentenceClever Tom from the farm, makes ice cream for his Mum.a. Listen and answerb. Read after it.4 Find out more words with the letter“m”Step4 Checkout timeT: Great. Now, let’s do exercise.Open your books and turn to page 49. Read and write. 完成49页的练习。 核对答案。Step5 Homework 1. Read Sound time 2. Recite new words and write 2+1 跟读Listen and answer读一读,做一做 感知m的发音跟读的过程寻找发音规律。 Consolidation
板书设计：
Unit 7 On the farm
m：my grandma family milk
Make.....for.... 为。。。。做。。。。
课题3B Unit 3 Is this your pencil
课型 New 课时 Period 4 主备人 周玉芬 教学日期
教学要求 1. 熟练掌握家禽和水果类单词。2. 熟练掌握： What are these/those They’re... Are these/those.../ Yes, they are.3. 学生能会唱本单元歌谣《on the farm》。
教学重、难点 学生能会唱本单元歌谣《on the farm》。
教具学具 图字卡、实物
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up1. GreetingT：Class begins!Ss：Stand up!T: Good morning, class.Ss: Good morning, Miss Zhou..T: Sit down, please.Step2. Pre-reading RevisionPlay a gameT: Show the pictures of animals and fruits fast and let the students tell their names quickly. GreetingHave a free talk快速呈现单词图片，考考学生的反应能力 Greeting复习学过的日常交际用语小组比赛读准读快读齐。 GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Review Sound Timea. T: Boys and girls, let’s read Sound time with the tape.回顾 m的发音和规律，练习读句子。b. T: Now, read in a group. Step3 While-readingSong time听歌曲T: Now, let’s enjoy a song.教授歌曲教师播放歌曲中小动物的叫声，让学生来猜猜是什么？学生猜出小动物后，带领学生学歌词，按歌曲节奏做儿歌练习。T What is it (播放小猪叫声）S It’s a pig.T Yes. You’re right. Pigs on the farm go “oink , oink.”(出示并教授该句歌词）教师播放歌曲，学生整体感知歌曲。教师带读歌词，逐句教唱。教师也可以布置学生课前做好头饰，学生戴着pig, cow,, duck等小动物的头饰，进行表演唱。Step4 Consolidation复习单词T：We have learnt these words, let’s read together and spell it. 出示所学单词 回顾 m的发音和规律小组读欣赏童歌谣观察，猜一猜整体感知逐句学唱表演唱师生互动 小组比赛读准读快读齐。Guide and judge播放歌曲教师逐句教唱 Consolidation欣赏歌谣感知 m的发音规律
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
复习课文T：Now, let’s read story time and cartoon time together.Do exercisesT: Open your exercise book. 完成补充习题的练习Step5 Ticking timeT: Open your books on P49 ,要求1 能谈论农场上的实物。2 知道如何正确表达一些名词的复数形式。3 知道 m在单词中的发音。老师引导学生完成。Step6 Homework:Review the songFinish the exercises 跟读和拼读齐读课文做练习自我评价 跟读、拼读和朗读的方式复习单元内容 进行实际笔头练习。指导学生客观自我评价 Consolidation
板书设计：
Unit 7 On the farm
On the farm
Under the tree
go oink
课题3B Unit 7 On the farm
课型 New 课时 Period 5 主备人 周玉芬 教学日期
教学要求 1. 复习本单元所学日常交际用语。2. 复习本单元所学单词。3. 复习歌谣。
4. 复习字母m在单词中的发音。5. 完成本单元相关测试。
教学重、难点 能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教具学具 图字卡、实物。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Step 2: Revision1.Sing a songOn the farm. GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
2.Play games(1) Are these/those… Yes, they are .No, they aren’tWhat are these/those... They’re....2 Story timeT: Now, let’s read story time together.3 Cartoon timeLet’s review the cartoon together.Step 3: Test完成第7单元相关测试 Learn to readWork in pairs测试 ReadGuide and judge Consolidation
板书设计：
Unit 7 On the farm
What are these/those ...
They’re.....
Are these/those..
Yes, they are. No, they aren’t.
PAGE
1课题 3B Unit 3 Is this your pencil
课型 New 课时 Period 1 主备人 李珍 教学日期
教学要求 1. 能初步听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2. 能初步听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case3. 能初步听懂、会说、会用物主代词my, your。4. 树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。
教学重、难点 能听懂、会读、会运用单词school bag, pen ,pencil,crayon.,ruler,rubber,pencil case,lunch box, 并正确运用一般疑问句和做相应的回答。
教具学具 图字卡、学习用品。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up 1.GreetingT：Hello, boys and girls!Ss：Hello, Miss Li.T: You are good boys and girls. So don’t talk in class, OK Ss: OK, Miss Li.2. Sing a song “Don’t talk, Tom！”T：Great! Let’s sing a song, girls sing Tim’s part, boys sing Tom’s part. Let’s PK!Step2. PresentationPre-task：句型和词汇1. 教授一般疑问句 Is this/that ...及肯定回答Yes, it is和否定回答No, it isn’t. a. Free talk GreetingHave a free talk Greeting师生交流歌唱男女比赛 GreetingWarming-up用前一单元所学祈使句“Don’t talk”课前对话，引导到歌曲，活跃气氛
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Look! What’s this (拿一本学生的英语书）Ss: It’s a book.T：Is this an English book Ss: YesT: What’s that (拿一本学生的语文或数学书）Ss: It’s a book, too. T: Is that an English book Ss: No.b. 教授句型出示句型---一般疑问句：Is this/that a/an ... 肯定回答：Yes, it is.否定回答：No, it isn’t. 1）老师出示所学单词卡片进行操练2）PPT出示图片，根据图片同桌练习句型c. Free talkT: xxx. Is this your English book S1: No, it isn’t.T: Oh,xxx. Is this your English book S2: Yes, it is.T：Boys and girls, is this his/her book Ss: Yes, it is.T: Here you are.S2: Thank you.d. 教授句型出示句子---- Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judge从特殊疑问句引入到一般疑问句操练Is this/that a/an... Yes, it is. No, it isn’t.从对话引入句型Guide and judge Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
一般疑问句：Is this/that your/his/her... 回答： Yes, it is. No, it isn’t.PPT出示图片，根据图片同桌练习句型(√--Yes × No)2. 教授词汇T： Is this your rubber S: Yes it is. T: What else do you have on your desk S:.... 教授词汇：ruler, pencil Show a schoolbag and ask student: T:What’s this ...Yes, it’s a schoolbag.教授schoolbag school+bag= schoolbag 比较hot+dog= hotdogT: What’s in my school bag xxx, please come here and open it. Touch, take out and say!S: ... 教授pencil case, pen, crayon. a. Read words- high and low voice.b. 拼读c. 老师拿讲台上从书包里拿出来的学习用品，让学生大声说。3. Practice 出示模板：A:What’s this/that B: It’s a ... A: Is this/that your/ his/ her... B:Yes, it is/No, it isn’t. A: Here you are. B. Thank you.T: Now, collect your stationaries in a group. 同桌练习师生对话跟读，齐读，开火车读如果老师大声读，学生小声读小组练习 操练Is this/that your/his/her... Yes, it is. No, it isn’t.学习身边的文具类英语单词，用直接询问、对比、游戏等方式。调动学生积极性，集中注意力，达到巩固效果。老师在一个组内找同学做示范，组内收集文具做对话练习 Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step3While-reading T: Look! Mike is nervous. Let’s watch the cartoon and answer the questions:1. What is Mike looking for 2. Did he find out at last a..Watch the cartoon and answerb. Read after it.c. Read in a groupStep4 Homework1 听读第三单元课文部分15分钟，要求熟读。2 抄写书后单词表四英一中。 观看映像个别回答跟读小组读 播放影像资料交流问题逐句跟读，注意语音语调鼓励加入感彩分角色朗读 Consolidation
板书设计：
Unit 3 Is this your pencil
Is this/that a/an/your/his/her... schoolbag pen pencil pencil case
Yes, it is. crayon rubber ruler
No, it isn’t.
课题 3B Unit 3 Is this your pencil
课型 New 课时 Period 2 主备人 李珍 教学日期
教学要求 1.能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2.能听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case, lunch box3. 能初步听懂、会说、会运用句型where’s… 4. 能读懂动画中的幽默之处。
教学重、难点 1. 能初步听懂、会说、会运用句型 where’s… 2. 能读懂动画中的幽默之处。
教具学具 图字卡、学习用品。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up Greeting and free talkT: Good morning, class.Ss: Good morning, Miss Li.T: Hello/Hi!/ How are you S: Hello/Hi/ Fine, thank you.T: What’s this/that (手指着学生的文具）S:It’s a pen, pencil, crayon, ruler, rubber, pencil case...T: Is this your/ his/ her... S: Yes it is/ No, it isn’t.Step2Revision Revision- story time1．Game time a. Guess timeT: Look, I have a new schoolbag. Please guess, What’s in it 请一位内容掌握的较好的同学到前面掏，让同学们猜他摸到的，回答正确的小组加分。 GreetingHave a free talk Greeting通过游戏环节巩固所学文具类词汇和交际用语及句型 Is this/ that a.... Yes, it is No, it isn’t. 游戏环节增加了趣味性，吸引学生的注意力。 GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Ss: Is that a pen, ... S1: No, it isn’t.Ss: Is that a ... S1: Yes, it is.事先把个别学生的文具也放进书包里，猜正确后，进行插入式问答。T: This isn’t my pencil case. Is this your... S2: Yes, it is./ No, it isn’t.T: Here you are.S2: Thank you.b. Magic eyesT: Now, let’s play another game.-magic eyes.（快速闪现图片）S: pen, pencil...c. Spell time呈现所有文具在一起的图片和相应的词汇，练习拼读。2. Review story timeT: Mike’s friends are very helpful. They look for his pencil for Mike.Let’s read the story time.1）read after the tape 2）act outT: Yang Ling is very nice. I hope everyone can be helpful to your classmates.Step3 While-readingT: Look! What’s this in English 呈现图片-午餐盒Watch the cartoon and answer the question.S: It’s a lunch box.教授lunch boxb. Watch the cartoon again and answer the questions.What’s the meaning of “Where” 什么 B. 哪里 C 为什么 Learn to readWork in pairsListen and try to answer questions.看映像回答问题跟读看映像回答问题 设置Magic eyes和Spell time教学环节逐步巩固和掌握词汇提醒和注意三个角色的语气。培养学生乐于助人的精神。带着问题看映像 Consolidation带着问题看映像
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Where’s Sam’s lunch box A. It’s over there. B. It’s here.3) What’s in Sam’s lunch box A. pies B. Bobby C. cakes 4) Will Bobby eat cake A. Yes B. No T: Bobby doesn’t want the cake. Why S: ... c. Watch the cartoon again and repeat the sentences:d. Show timeStep4 ConsolidationFun timeT: Let’s play a game in a group. A student closes his/her eyes and guess.Open your books on Page 20.Step5 Homework1 听读卡通部分10分钟,要求背诵.2 要求背诵书后单词表. 分析内容，回味幽默之处听录音反复跟读小组角色扮演朗读小组内游戏 请学生模仿三个角色的三种句型，注意语音语调，角色的感情变化，了解幽默之处。复习巩固所学内容，强化交际能力。 Consolidation
板书设计：
Unit 3 Is this your pencil
Is this/that ... luch box
Yes,it is Where’s ...
No, it isn’t. It’s over there.
课题3B Unit 3 Is this your pencil
课型 New 课时 Period 3 主备人 李珍 教学日期
教学要求 1.能听懂、会说、会读日常用语和句型：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.2.能听懂、会说、会读写词汇:school bag, pen, pencil, crayon, ruler, rubber, pencil case, lunch box3. 能掌握字母r在单词中的发音。4. 拓展单词has和have, 学生能初步听懂和读懂小诗
教学重、难点 1.拓展单词has, 学生能初步听懂和读懂小诗。2.拓展have让学生初步理解和has的区别
教具学具 图字卡、学习用品。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming upSing a songT: Let’s listen to a song-- “Pen and pencil”2. Greeting and free talkT: Hello, boys and girls.Ss: Hello, Miss Li.T: How are you, xxx.S: Fine, thank you. And you T: I’m fine, thanks.T: Look at my new ruler/pen...（拿出提前准备的文具）S1: It’s nice/great. /How nice/Great.T: What colour is my ruler/pen... S1: It’s ... T: Oh, is that your ruler (手指那位同学 GreetingHave a free talk欣赏和跟唱师生交流个别交流 Greeting通过点点唱唱帮助学生复习文具类单词，活跃课堂气氛练习口语交际能力，结合3A所学句型复习旧知。 GreetingWarming-upPresent the new sentences.
的文具） S1: Yes, it is.T: Your ruler is nice, too.S1: Thank you.T: Look at his/her...S2:...Step2. Revision Review words and cartoon timeMake a dialogueT: Now, open your schoolbag and pencil case, talk about your stationaries with your friend. 模仿刚才师生对话，生生进行对话交流。Show the dialogue.Game timeT: Good! You have so nice stationaries. Let me see your nice stationaries. Put it up quickly when i say the stationary.老师说文具类英语单词，学生迅速反应并把相关文具举高。Review cartoon timeT: What’s this 呈现饭盒Ss: It’s a lunch box.T: Where’s Sam’s lunch box and what’s in it？ S: ...T: OK. Let’s review the cartoon time.a. Read after tape.b. Act out Learn to readWork in pairsListen and try to answer questions.同桌交流表演对话学生参与游戏师生交流跟读小组表演 ReadGuideGuide and judge让学生把学到的句子“活”起来，运用于实际。游戏的方式帮助学生对单词促进记忆。老师看学生表演时鼓励和及时订正学生发音 Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step3 While-reading Sound timeT：You did well. Look! It’s a robot.1. 图片下方出示robot. T: What colour is this robot Ss: It’s red.2. robot 前 呈现red 我们还学了哪些单词带r字母的呢？Ss: ruler rubber run…1. 教授字母r的发音 出示r：ruler rubber run…跟读单词2. 学单词have 和hasT: I have a nice robot Do you have 出示have 跟读，开火车读T: Yes. He has a robot, too. 出示has 跟读， 开火车读*Learning tip: 两者意思是相同的，都表示有，但have用于第一人称（I, we)，第二人称(you), 及第三人称复数（they）或复数名词；has用于第三人称单数（he, she, it)或单数名词。3. Study the sentenceT: My robot has some stationaries. What are they a. Listen and answerb. Read after it.Step4 Checkout timeT: Great. Now, let’s do exercise.Open your books and turn to page 23. Read and write. 完成23页的练习。 核对答案。Step5 Homework 1. Read Sound time 2. Recite new words and write 2+1 师生交流跟读跟读，开火车读读一读思考和回答跟读 感知r的发音跟读的过程寻找发音规律。明快的旋律朗朗上口，师生间交流帮助学生对句子的理解 Consolidation
板书设计：
Unit 3 Is this your pencil
r：r：ruler rubber run
have 有 I/you/复数名词+ have
has 有 she/he/it/单数名词+ has
课题3B Unit 3 Is this your pencil
课型 New 课时 Period 4 主备人 李珍 教学日期
教学要求 1. 熟练掌握文具类单词。2. 熟练掌握：This isn’t my pencil. Is this /that your pencil Yes, it is. No, it isn’t.3. 学生能会唱本单元歌谣《A ruler》。5. 能初步理解单词floor和介词on, beside，读懂歌词的含义。
教学重、难点 1. 学生能会唱本单元歌谣《A ruler》。2.能初步理解单词floor和介词on, beside，读懂歌词的含义。
教具学具 图字卡、学习用品。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1.Warming up1. GreetingT：Class begins!Ss：Stand up!T: Good morning, class.Ss: Good morning, Miss Li.T: Sit down, please.Sing a song---”Pen and pencil” Sing the song togetherStep2. Pre-reading RevisionPlay a gameT: Show me your nice stationaries. Listen carefully and put up the stationary what I said. Are you ready You have a black pen. GreetingHave a free talk听指令，把听到的符合要求的相关颜色的文具高举。跟读小组读 Greeting举正确的同学老师发小萜星。小组比赛读准读快读齐。 GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Review Sound Timea. T: Boys and girls, let’s read Sound time with the tape.回顾r的发音和规律，练习读句子。b. T: Now, read in a group. Step3 While-readingSong time听歌曲T: Now, let’s enjoy a rhyme.教授歌曲出示图片，介绍人物T: What can you see in this picture S: I can see a girl and a man. A door, a ruler...T: Yes. This is Mr Fuller. Read Mr Fuller with pare with ruler. T: Where’s ruler 呈现floor 和door 出示 It’s on the floor, 在...上面 Just beside the door. 在...旁边Learning tip：just 就，就是，有加强语气的作用。T: Ok. Let’s learn this rhyme now. Its name is A ruler.出示歌名出示歌词逐句跟唱齐唱Step4 Consolidation复习单词T：We have learnt these words, let’s read together and spell it. 出示所学单词 听指令，把听到的符合要求的相关颜色的文具高举。跟读小组读欣赏童歌谣观察和发言跟读与比较跟读与比较扩充词汇师生互动 举正确的同学老师发小萜星。小组比赛读准读快读齐。Guide and judge Consolidation欣赏歌谣感知ler的发音规律感知oor的发音规律帮助学生初步理解介词on, beside,理解歌词的含义。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
复习课文T：Now, let’s read story time and cartoon time together.Do exercisesT: Open your exercise book. 完成补充习题的练习Step5 Ticking timeT: Open your book on P23 and tick it.老师引导学生完成。Step6 Homework:Say the Rhyme timeFinish the exercises 跟读和拼读齐读课文做练习 跟读、拼读和朗读的方式复习单元内容 进行实际笔头练习。通过听,表演学习beautiful (教授并板书)
Consolidation
板书设计：
Unit 3 Is this your pencil
Fuller ruler
floor door
on beside
just
课题3B Unit 3 Is this your pencil
课型 New 课时 Period 5 主备人 李珍 教学日期
教学要求 1. 复习本单元所学日常交际用语。2. 复习本单元所学单词。3. 复习歌谣。
4. 复习字母Rr在单词中的发音。5. 完成本单元相关测试。
教学重、难点 能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教具学具 图字卡、学习用品。
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Step 2: Revision1.Say a rhymeA ruler2.Play games(1) Is this your … Yes,it is .No,it isn’t. GreetingHave a free talk Greeting GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
2To be a better reader可鼓励学生结合重点句式设计新的游戏方式并介绍给其他同学。(1)Story timeT: Now, let’s read story time together.(2)Cartoon timeLet’s review the cartoon together.Step 3: Test完成第一单元相关测试 Learn to readWork in pairsListen and try to answer questions. ReadGuideGuide and judgeGuide and judge Consolidation
板书设计：
Unit 3 Is this your pencil
Is this/that ...
Yes,it is Where’s ...
No, it isn’t. It’s over there.
PAGE
17课题 3B Unit8 We’re twins!
课型 New 课时 Period1 主备人 吴晓茜 教学日期
教学要求 1、通过全家福照片及纸偶的展示学习句型Who’s she / he Who’s that girl / boy He’s / She’s….。2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。
教学重、难点 １、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。
２、能在真实的情景中运用Who’s she / he Who’s that girl / boy He’s / She’s….进行交流。
教具学具 光盘、PPT、头饰、大树道具
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up（课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。）T: Look, this is a girl.This is a boy. This is a man. This is a woman.通过介绍纸偶学习girl, boy, man, womanT: Who are they Let’s listen to a song.Listen to a song T: This is me. Welcome to my family. Look! Who’s he 指着爸爸的纸偶S1: He’s …T: Yes, he’s my father. Hello, boys and girls. Nice to meet you. GreetingHave a free talk GreetingShh! Don’t talk. Guess! What am I saying
复习旧知Warming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Ss: Nice to meet you too. Who’s this girl 指着画有妹妹图像的纸偶S1:She’s…同法引出其他家庭成员，渗透文中主要句型学生出示自己的全家福T：This is the finger family. Who wants to show us your family photo？(投影) Who’s this man / woman / boy / girl S1: She’s / He’s my…Ss：Who’s this man / woman / boy / girl S1: She’s / He’s my…Step2 : Presentation出示学校场景图，引导学生整体理解对话内容T: Today is Open Day. The children and their families are at school. Who are they Look at the picturee and listen to the tape.Ss: 学生整体听录音初步理解课文内容2. 从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系T:（指着Mike）Who’s this boy S1: He’s Mike.T: （指着Yang Ling）Who’s that girl S2: She’s Yang Ling.T: (指着Su Hai) And who’s this girl S3: She’s Su Hai.T: (指着Su Yang) Is this Su Hai Learn to read 听课文录音，进一步理解课文内容，理清人物关系 Listen and try to answer questions.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
S4: No, she’s Su Yang.T: Yes, they’re twins. (Teach‘twins’)T: 继续出示课文中另外两个成年人物图 Who’s she Who’s he Let’s listen and matchSs: 听录音，连线T：Who is he Ss: （引导学生回答）He’s Mike’s uncle. So Mike says’He’s my uncle.’此环节时，将人物图片贴在黑板上3. 引导学生认识理解man, woman, boy, girl等词T: Who are in the playground Ss: Mike, Yang Ling, … (看着黑板一一复述)T: I have some words here. Can you help them to find friends （事先将单词也做好，让学生将单词及人物配对，Mike —— boy）Step3 Consolidation1.Read the dialogue after the tapeRead in role Read in groups Act out the story2. 布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论Step4. Homework.1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.3. Copy the new words.4. Make the family tree
Do the exercise by themselvesRead the dialogue .
听课文录音，进一步理解课文内容，理清人物关系
板书设计：
Unit 8 We’re twins!
Who’s this / that …
Mike Uncle Yang Ling Su Hai Su Yang Aunt
boy man girl woman
课题 3B Unit8 We’re twins!
课型 New 课时 Period2 主备人 吴晓茜 教学日期
教学要求 1通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯
教学重、难点 1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he She’s / He’s my….2、通过小短文的学习，让学生能正确理解、掌握对话内容,并能朗读对话。
教具学具 多媒体，PPT
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up1. Greeting 让学生带一些自己小时候的照片，老师上课用投影呈现T: Who’s this girl？Ss: She’s …T: Who’s that boy Ss: He’s … (老师呈现一些明星) T: Who’s this man Ss: He’s…T: Who’s that woman？Ss: She’s …2. Free talka. Act Story time (1)PPT出示图片及空气泡，让学生填写(注意语音语调)(2)Act in role.Step 2 PresentationFun time出示老师的全家幅 GreetingHave a free talk Greetingplay a gamesummary GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
T: Who’s this baby Ss: It’s your…(daughter).T: Yes, this baby is my daughter. Teach ‘baby’T: Who can ask me some questions S1: Who’s this woman T: Can you guess Ss: She’s your…T: Yes, she’s my mother.以此方式教学巩固单词man, woman, girl, boy, baby, aunt, uncle教师用剪贴画在黑板上呈现一张家谱，从家谱书顶部画起，边画边让学生猜猜人物是谁T: Now I want to draw my family tree. Look, who’s he Ss: He’s your father.T: Who’s this woman Ss: She’s my mother.…T: Look, what’s this It’s a tree. It’s a family tree. Who’s this Ss: He’s / She’s …家谱设计大赛T: This is my family tree. Do you want to show me your family tree. Firstly, please talk about your family tree in groups. Every group chooses the best one.投影呈现小组优秀家谱树，小组内同学问，该同学回答S1： Who is he？S2: He’s my father.S3: Who is she S4: She’s my aunt. Learn to readWork in pairsAct the dialogue out. Read with the teacher Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step3 Cartoon timea.整体呈现对话内容，出示图片，教师用语言引导学生通过上下文理解对话，体会幽默之处T: Look, Bobby and Sam are watch Sam’s family photoes. Who’s John Let’s read the story.b.学生通过阅读初步理解故事内容Ss: Sam’s grandpa, Sam’s father, Sam’s cousin are John.T: Oh, they all named John. That’s funny.c.学生在小组内开展趣味朗读活动，加入动作表情，读出趣味Step4 Homework1. Read Cartoon time five times.2.Recite the dialogue and try to write it after class. Lear to readWork in pairsRead the dialogue . ReadGuideGuide and judge鼓励学生加动作表演 Practice the sentenceWatch the cartoon
板书设计：
Unit 8 We’re twins!
A: Who’s he / she
B: He’s / She’s ….
A: Who’s this / that boy/girl/man/woman
B: He’s / She’s….
课题 3B Unit8 We’re twins!
课型 New 课时 Period3 主备人 吴晓茜 教学日期
教学要求 1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教学重、难点 1、通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those They’re…. Are these / those… 2、通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音。
教具学具 多媒体，PPT
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step1: Warm up
1.GreetingT: Good morning / afternoon, class.Ss: Good morning / afternoon, Miss ...Step 2. Rhyme time教师制作歌谣中三个角色的手指纸偶，让学生来猜猜纸偶上的人物是谁？T: Look at my finger puppet. Who’s that little boy Listen to the tape.Play the rhymeSs: His name is Robbie Roy.T: Is he tall Ss: No. Robbie Roy is not very tall. (教师重点指导该句子的朗读)T: 教师指着另两个纸偶问 Who’s this GreetingHave a free talk Greetingplay a gamesummary GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Ss: A cat. / A mouse.T: Yes. His cat and mouse are also small. (教师重点指导该句子的朗读)教师出示歌谣，学生尝试认读Read after the teacherRead in groupsStep3 Read and write1. 出示三上Mike的全家福T: Robbie Roy is our new friend. Look, who’s this boy Ss: He’s Mike.T: Yes. Do you know Mike’s family Who can be Mike, and introduce your family.Ss: This is … / This … is …T: Ok, you did a good job. Let’s play a game. Look at the pictures on my hands. They are back to you. Let’s guess who they are. 把Mike 一家的图片反过来对着学生T：Who can ask S1: Who’s he / she Ss: He’s …T: You can use ‘who’to ask questions.完成Ticking time 第二项打星部分2. 出示55页图片a. T: Wow, you know Mike’s family well.Look at the picture carefully. Can you talk about it （小组讨论）S1: Who’s this boy S2: He’s Mike.S3: Who’s that man S4: He’s Mike’s uncle. … Now, please open your books and try to act in a group. 请一位同学到前面，老师站教室后面提示，让他/她做动作，让其它同学猜。
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
b. T: If you are Mike and his friend, how to talk about the picture （小组讨论）S1: Is he your… S2: Yes/ No. He’s…c. Finish the dialogue on P55d. Checkout the answer uncle, aunt, girl, sister完成Ticking time 第一项打星部分Step3: Sound time1.Listen and repeat T: Next, let's look at these words: man, new, nine, twin, woman. What’s the same letter Ss: N.Read these words after the teacher.T: Ok. Let's read these words together.Ss: man, new, nine, twin, womanT: Great! Read after me"/n/". Ss: /n/ Ss: 尼克九岁。南茜十岁。尼克有本书，南茜有只钢笔。T: Follow me" Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen." Ss: Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.教师强调读句子是字母n的发音/n/T: Can you say the sound of the letter ‘n’ 完成Ticking time 第三项打星部分 教授字母N的发音 ReadGuideGuide and judge Consolidation
板书设计：
Unit 8 We’re twins!
N man nine
new twin woman
Nick is nine. Nancy is ten.
Nick has a book. Nancy has a pen.
课题3B Unit8 We’re twins!
课型 New 课时 Period4 主备人 吴晓茜 教学日期
教学要求 1.能诵读歌谣Who’s that little boy 2.能听懂、会说、准确发字母n在单词中的读音。3.能熟练运用本单元学习词汇、语句。
教学重、难点 1.能诵读歌谣Who’s that little boy 2.能听懂、会说、准确发字母n在单词中的读音。3.能熟练运用本单元学习词汇、语句。
教具学具 多媒体、挂图、Cartoon time部分句子卡片，学生带一些自己幼时的照片
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1 Warm up1. GreetingT：Class begins!Ss：Stand up!T: Good morning, class.Ss: Good morning,…….T: Sit down, please.2. Say Cartoon time齐读Cartoon time小组读Cartoon timeAsk some pairs to act it out Step2. Revision 1.引导学生运用所学语句介绍自己及左邻右桌的同学。请一名学生示范：S: Hello, my name is . . . She is . . . He is . . .学生小组活动，介绍巡视。 GreetingHave a free talk GreetingSay a rhymesummary GreetingWarming-upPresent the new sentences.
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
2.出示学生幼时照片，让学生猜是谁T: Who is this baby Guess!S1: She / He is . . . . . . . . .3.出示句子卡片，学生认读。4.播放Cartoon time动画画面，学生配音Step3 Rhyme time1.出示Rhyme time图片，指导学生看图T: Look at this picture. Who’s that little boy Listen to the tape.Ss: His name is Robbie Roy.T: Is he tall (引导学生观察比较)Ss: No.T: Robbie Roy is not very tall.（指导学生朗读）T: What is this Ss: A cat.T: Yes. It’s Robbie Roy’s cat. And what’s this Ss: It’s Robbie Roy’s mouse.T: His cat and mouse are also small.（指导朗读）2.出示歌谣，学生尝试认读。3.教师范读，学生跟读。 Learn to read ReadGuideGuide and judge Present the new sentences.Consolidation
教学活动内容 教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step4 Sound time1.出示单词new, nine, man, twin, woman,学生认读，体会字母n在单词中的读音。2.教师范读，引导学生观察老师口型并跟读，进一步体会读音。3.结合图片指导学生朗读句子：Nick is nine. Nancy is ten. Nick has a book. Nancy has a pen.4.学生把句子绕口令读，比赛谁读得又快又好。5.学生试读nice, no, not, an, pen, 进一步体会读音。Step5 Homework1.听录音跟读Sound time, Rhyme time.2.默写本单元四会单词。 完成补充习题的练习 ReadGuideGuide and judge Consolidation
板书设计：
Unit 8 We’re twins!
Who is she / he
She’s my ……
He’s my ……
Is she/he your ……？
课题3B Unit8 We’re twins!
课型 New 课时 Period5 主备人 吴晓茜 教学日期
教学要求 1. 复习本单元所学日常交际用语。2. 复习本单元所学单词。3. 复习小诗。
4. 复习字母Nn在单词中的发音。5. 完成本单元相关测试。
教学重、难点 1. 进一步掌握一般疑问句的使用方法。2. 学生能会说本单元诗歌《Who’s that little boy 》3. 能初步理解 This is me,并初步会使用
教具学具 卡片，PPT，单词小图片（用来奖励学生以及句型单词复习用）
教学活动内容 教学活动内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
Step 1:GreetingsT: Class begins.Ss: Stand up.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss…T: Sit down, please.Step 2: Revision1.Say a rhymeWho’s that little boy 2.Play games Follow me游戏规则:听老师的口令把动作表演出来。 GreetingHave a free talk Greetingplay a gamesummary GreetingWarming-up
教学活内容与主要问题的设置 学生活动方式 教师活动要点 教学意图
3. Reviewa.把家庭成员人物图片按家谱图的形式贴在黑板上1） 教师提问T: Who’s this / that Ss: This / That is . . .T: Who’s he / she Ss: He / She is . . . . . . . . .2)教师抽取其中一张，学生猜抽取的是谁T: Now guess. Who’s missing S: . . .2. 学生拿出带的照片，小组内用Who’s this /that 进行交流。Step3 Checkout time1.出示Checkout time挂图，引导学生观察图中人物。2.指导学生读P55对话，结合上下文，说出所缺内容。3.学生独立完成练习。4.请学生以Mike的口吻介绍图中人物。Step4 Do exercise参照教师用书《补充习题》教学建议，指导学生完成本单元练习。Step5 Ticking time指导学生结合练习情况，对本单元的学习进行自我评价。 To be a better reader Read Consolidation
板书设计：
Unit 8 We’re twins!
Who is she / he
She’s my ……
He’s my ……
Is she/he your ……？
Yes / No.
Who is that ……？
Family tree
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