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牛津译林版英语 四年级下册 全册教案（unit1-8）
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这是一份小学英语新版-牛津译林版四年级下册本册综合教案，共42页。教案主要包含了教学内容，教学目标，教学重点，教学难点，教学过程等内容，欢迎下载使用。
Unit 1 教案 1
一、教学内容
Story time.
二、教学目标
1.能初步听懂、会读单词cat，dog，elephant，horse，lion，monkey，panda，tiger。
2.能听懂、会说、会读句型Do you like…?并且会用Yes, I do.和No, I don’t.来回答。
3.能明白并理解名词的复数形式,理解like的后面用可数名词的复数形式
4.情感教育：动物是人类的好朋友，要保护动物。
三、教学重点
1.能初步听懂、会读单词cat，dog，elephant，horse，lion，monkey，panda，tiger。
2.能听懂、会说、会读句型Do you like…?并且会用Yes, I do.和No, I don’t.来回答。
四、教学难点
能初步理解名词的复数形式,理解like的后面用可数名词的复数形式
五、教学过程：
Step 1 Presentation
A.Watch the cartoon:
1.What are they going to talk about?
They are talking about toy animals.
揭示课题：toy animals。
2.Try to say
Listen to the radio.
Listen to the teacher.
Read together.
B. Listen and tick.
Listen to the tape and tick the animals they are talking about.
Check the answers: cats, dogs, pandas.
C. Read and find.
1.Read the story, find out their favorite animals.
自读故事，找出各自喜欢的动物
Yang Ling says “ I like cats.”
Su Hai and Liu Tao says “We like dogs.”
Mike says “I like pandas.”
(学生初步感知like后面跟可数名词的复数形式)
2.Try to say
a.圈出like后面的名词，提醒学生用名词复数形式，关注读音的变化。
b.根据第四幅回答问题：
-Why does Mike like pandas?
-Because they are cute and fat.
教授单词cute（可爱的，机灵的)
3.Read Story time
a.注意语音语调，播放录音，学生跟读
Read after the tape.
Read it together.
Step 2 Consolidation
1.Let’s chant.
Cute, cute dogs!
Do you like dogs?
Sorry, sorry, I don’t.
I don’t like dogs!
你也可以根据课文内容改编小诗哦！
eg. Fat, fat pandas!
Do you like pandas?
Yes, yes, I do. I like pandas!
2.Act it out.
a.Read fluently.
b.Read fluently and beautifully.
c,Act it out with emotions.
根据课文图片和板书试着复述课文。
3.Learning tips.
a.How many animals can you name?
我们已经学了一些动物的单词，大家比一比，看谁说得又多又快。
b.Happy Animal Family: Do you like them?
Talk about the animals.
和你的伙伴们谈一谈你喜欢或不喜欢的动物吧！
Unit 2 教案 1
一、教学内容
Story time.
二、教学目标
1.能初步听懂、会读、会拼写单词banana，grape，mango，pineapple；复习水果类单词orange， peach， pear， apple。
2.能听懂、会说、会读、会运用句型Do you have …?并且会用Yes, I do.和No, I don’t 来回答。
3.初步理解some和any的使用方法。
4.了解西方国家的饮食文化。
5.充分利用学生已有的知识和生活经验，创设生活化的真实情境，引导学生在运用语言中学习语言，在学习新的语言知识后创造性地运用语言。
三、教学重点
1.能初步听懂、会读、会拼写单词banana，grape，mango，pineapple；复习水果类单词orange， peach， pear， apple。
2. 能听懂、会说、会读、会运用句型Do you have …?并且会用Yes, I do.和No, I don’t 来回答。
3.充分利用学生已有的知识和生活经验，创设生活化的真实情境，引导学生在运用语言中学习语言，在学习新的语言知识后创造性地运用语言。
四、教学难点
初步理解some和any的使用方法。
五、教学疑点
学生能否理解some和any的使用方法，渗透的语法知识能否完全掌握？
六、教学过程
Step 1 Greeting and warm up
1.Greeting
T: Hello, boys and girls. How are you?
S: I’m fine, thank you. And you?
T: I’m well.
2.Warm up
Play a game----Fast response
游戏规则：快速闪现问题，抢答
例如：What can you see?
I like monkeys, What do you like?
Do you like monkeys?
What colour is the …?
Step 2 Presentation
1.Play a game----Magic bag
游戏规则：收口的口袋里装些玩具和水果。
一个学生摸，其他学生问Is that an animal/a friut?
Is that a/an …?
最后展示摸到的物品，并且说This is a/an …?
例如：
Ss：Is that an animal/a fruit?
S1: Yes/No.
Ss: Is that a/an …?
S1: Yes/No.
This is a/an…
T: Look, this is a magic bag. There are many animal toys and fruit in it.
出示单词：animal, fruit,并且教读fruit
当最后展示的时候教师还可以复习第一单元所学的句型。例如：
T：Do you like …？
S：Yes, I do. /No, I don’t.
T: What do you like?
S: I like …
2.Lead in and teach the name of the fruits
把袋子里的水果都拿出来:a banana，a grape，a mango，a pineapple，an orange，a peach，a pear，an apple并且板书。
T: I have some fruits. Let’s name them.
Look , this is a /an …
3.出示课题
T: Here are so many fruits. We can make a fruit salad. OK?
S: OK.
出示课题：Unit 2 Let’s make a fruit salad.
4.Story time
(1)出示课文图片
T: Miss Li and her students are making fruit salad.
Watch the cartoon, and answer the question.
What fruit can you see?
I can see a /an/ some …
(2)教授Story time 句子（注意语音语调的纠正）
Picture 1:
T：Who can read?
板书：Do you have a /an …?
Yes, I do./ No, I don’t.
教授单词have。
T: Let’s try to read the sentences.
T: Mike has a mango and an orange. Look at Miss Zhang. I have two mangoes and two oranges.
出示mango，orange复数 mangoes，oranges。
Picture 2: Listen to the tape
Su Yang: Do you have any bananas?
Yang Ling: No, I don’t. I have some grapes.
教读：any，板书：any。
some any都表示一些，后面可以跟可数名词的复数形式，也可以跟不可数名词的原形。
但是，some一般用在肯定句中，而any多用在疑问句或否定句中。
教读：some grapes
T: I can say ‘I have some grapes’. What can you say?
让学生造句。
Picture 3&4
T: Who can read Picture 3&4?
thanks = thank you
Picture 5:
教读great，板书：great。
Picture 6:
教读： our PS：we的物主代词
(4)Read Story time
a.注意语音语调，播放录音，学生跟读
T：Let’s read after the tape.
b.学生齐读
T：Let’s read it together.
c.学生自读
d.角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 3 Consolidation
1.Puzzles (fill in the blanks)
根据单词提示，或是图片提示拼写单词
例如：a yellow banana
some purple grapes
2.Work in pairs
用身边带来的水果进行对话练习：
对话提示：
S1：Do you have a/an/any …?
S2: Yes, I do./ No, I don’t.
S1: Here you are.
S2: Thanks./Thank you.
S1：Let’s make a fruit salad.
S2: Great/Good/OK/All right.
让学生懂得分享自己的水果，培养学生的团结合作意识。充分利用学生已有的知识和生活经验，创设生活化的真实情境。
3.Summary
让学生说说这节课学了什么，让学生自己来总结。
复习单词
(1)水果类的单词
出示的时候单数、复数以及音标共同出示。
(2)some any great our
复习句型
句型：I have a/an/some …
对话句型
S1：Do you have a/an/any …?
S2: Yes, I do./ No, I don’t.
S1: Here you are.
S2: Thanks./Thank you.
S1：Let’s make a fruit salad.
S2: Great/Good/OK/All right.
Unit 3 教案 1
一、教学内容
Story time
二、教学目标
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
3. 培养学生乐于分享的良好品德。
三、教学重点
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
3. 培养学生乐于分享的良好品德。
四、教学难点
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
五、教学过程
Step 1 Greeting and free talk
1. Greeting
2. Say rhymes
看图提示说Rhyme。
例如，出示1、2、3，学生就说Numbers
出示rice, 学生就说I like rice.
3. Free talk
抛绣球。
目的：练习使用“What do you like?” “I like …”以及一些学过的句型（Do you like/have …?)。
道具：沙包
方法：
1. 学生坐在座位上，或者站成一队，老师站在学生前面，背向学生抛球，球离手后转身面对学生。
2. 谁接到球就和老师进行对话练习。对话结束后，由他取代老师的位置，上前抛球继续游戏。
3. 此方法可扩展到其他需要两个人进行对话练习的语言点。
设计意图：改变以往的Free talk比较枯燥的模式，通过这个游戏让学生争着说英语，爱上说英语，减轻学生学习英语的思想负担，在游戏中进行对话练习，激起学生的学习兴趣。
例如：
T: I have a book. Do you have a book?
S: Yes, I do./No, I don’t.
T: What do you have?
S: I have…
Step 2 Presentation
1.Story time导入
教师出示一辆玩具小汽车
T：Hey, look. What’s this in English?
S: It’s a toy car.
T: Do you like this toy car?
S: Yes, I do./No, I don’t.
T: Do you have a toy car?
S: …
教师出示课文图片
T：Here are many toy cars. How many toy cars?
（PPT出示这两个问题）
Let’s learn Unit 3 How many? (出示课题）
2. Watch the cartoon and try to find the answers
（1）How many toy cars?
Thirteen √ Fourteen Fifteen
Learning tips:
three-thirteen
four -fourteen
five -fifteen
让学生看这三组单词的共同点是什么，发现“十几”的规律。
出示另几个单词，让学生试着读读看，猜是什么意思。
sixteen seventeen eighteen nineteen
除了13、15、18，剩下的四个单词都有相同的规律，让学生努力在上课的时候记住这些单词。
3.Read and try to match
让学生分成小组一起阅读课文，完成连线的练习题。培养学生的团结合作能力。让成绩好的学生帮助后进生，防止后进生在这个环节中懒得思考等答案。
I’m .I have .
fifteen nice stickers
thirteen beautiful toy cars
完整的句子：
I’m Mike. I have thirteen nice toy cars.
I’m Helen. I have fifteen beautiful stickers.
让学生试着读句子。
4.Play a game-快速反应
（1） 教师出示扑克牌，让学生说数字。
红心 hearts 黑桃 spades
方块 diamonds 草花 clubs
（2）让学生抽出数字，并且读出来。
T: How many … do you have? 板书
How many+可数名词的复数形式
重点教读此句型。这个句型学生在二年级的时候已经学过了，在这节课中重点教授句子的使用方法。
（3） 教师把两位学生抽出来的扑克牌放在一块做加法：…and…is…
5. 出示课文中的两句How many 的句子，让学生读。
6. 听录音，完成对话填空
Mike: Look at my toy cars.
Liu Tao: They’re nice. How many cars do you have?
Mike: Thirteen.
Yang Ling: Do you have any cars?
Helen: No, I don’t.
Yang Ling: What do you have?
Helen: I have some stickers.
Yang Ling: Can I have a look?
Learning tips:
have a look 看一看 have a look at看一看…
Can I …? 我能……？
Helen: Yes.
Yang Ling: They’re very beautiful. How many stickers do you have?
Learning tips:
very 非常，很
Helen: I have fifteen stickers.
Yang Ling: Can I have one?
Learning tips:
我能拿一个吗？
have 有(让学生体会两个have词组意思上的区别）
7.Read Story time
（1）注意语音语调，播放录音，学生跟读
T：Let’s read after the tape.
（2）学生齐读
T：Let’s read it together.
A. 学生自读
选择自己喜欢的方式读书：
自己读，和伙伴分角色朗读，齐读
（3）角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 3 Consolidation
1.Fun time ---- Do a survey
A：What do you have?
B: I have some stickers.
A: How many stickers do you have？
B: I have eighteen stickers.
2. Summary
让学生说说这节课学了什么，让学生自己来总结。
3. 复习单词
(1)数字类的单词
(2)知道十几的数字表达规律。
4. 复习句型
What do you have?
How many … do you have？
Can I have a look?
Can I have one?
Unit 4 教案 1
一、教学内容
Story time.
二、教学目标
1. 学习如何询问他人是否会做某项运动，要求学生会说一些体育运动及一些表示动作的单词basketball，football，jump，skate，swim等。
2. 要求学生能够运用句型Can you...? Yes, I can. No, I can’t. Can he...? Yes, he can. No, he can’t.
3. 学生要学会使用“well”和“good”。
4. 要求学生理解What about you? Have a try. 能够运用各种不同的表达如Nice! Cool! Great! 等来赞美。
三、教学重点
1. 学习如何询问他人是否会做某项运动，要求学生会说一些体育运动及一些表示动作的单词basketball，football，jump，skate，swim等。
2. 要求学生能够运用句型Can you...? Yes, I can. No, I can’t. Can he...? Yes, he can. No, he can’t.
3. 学生要学会使用“well”和“good”。
4. 要求学生理解What about you? Have a try. 能够运用各种不同的表达如Nice! Cool! Great! 等来赞美。
四、教学难点
理解如何使用“well”和“good”。
五、教学过程
Step 1 Greeting and warm up
1.Greeting
T: Hello, boys and girls. How are you?
S: I’m fine, thank you. And you?
T: I’m fine, too.
2.Warm up
T: Play a game “ Do and guess”
（复习run, play table tennis等，引出新词skate, swim）
T: (做动作)I can run. Can you run?
T: (做动作) I can swim. Can you swim?
(Help the students to answer) Yes, I can. (No, I can’t)
Drill: I can swim. (Teach: swim)What can you do?
(show the cards ,put them on the blackboard.)
The way: Use the stationery to ask and answer.
Step 2 Pre-reading
1. Drill: Can you...? Yes, I can. No, I can’t.
Check: T: Can he/she...? (让学生除了会运用Can you...?Yes, I can. No, I can’t.之外，对Can he/she...?Yes, he/she can. /No, he/she can’t.也有所了解。 )
2.Teach: play basketball
T: (show a picture) Look at the picture.
T: What can he do?
T: Wonderful! (show the phrase: play basketball, basketball篮球, basket篮子, ball球)
T: I have a basketball. What colour is it?
T: Is it big?
T: (拍篮球) Look, I can play basketball. Can you play basketball?
T: Come here and have a try. (过来试一试)
T: Can you play basketball？
T: Have a try....
The way: T-S /half/teams/pair work./ act it out.
3.Teach: have a try 试一试
(T-S /half/ pair work./ act it out.)
Step 3 While-reading
1.Here’s a picture for you. Look, who are they? Where are they?
T: Yes, they’re in the playground. So what can they do? (Guess)
T: Yes, play basketball
Today we will learn Unit 4 I can play basketball
(PPT: Show the picture of Story time)
2. Watch the cartoon, and answer the question.
Who can play basketball?
T: Now, do you know the answers? Who can play basketball? Where can we find? (Put the pictures on the blackboard. P1,P2)
Teach : Well
3.Let’s watch the cartoon again, then tell me, Can Liu Tao play basketball?
T: Let’s talk! Can Liu Tao play basketball? Why?
Show P3 and P4 （文本对于Liu Tao是否会打篮球并没有像Mike 和Wang Bing那样明确，这里通过让同桌两人联系生活实际讨论一下Liu Tao是否会打篮球，部分孩子子会发现Liu Tao只是比较幸运投进了一球，并不算是真正的会打篮球，在这里渗透情感教育，要积极帮助和鼓励身边有困难的人。 ）
4.T: So boys and girls, who can play basketball best?
Read the story again, and circle the key words. (Put the pictures on the blackboard.)
Mike can play basketball very well.
Wang Bing can play basketball
5.Read Story time
T: It’s time for reading. Let’s read after the tape one by one. Please pay attention to the stress, rising and falling tone.
Lead the students try to sign the sound.
T: Look at this sentence. Let’s listen! Rising or falling tone? Who can try? Please read. Let’s follow the tape.
Lead the other sentences in the same way.
6.T: This time let’s read after the tape again.
7.Let’s read and act Please look at Picture1.
Can Wang Bing play basketball?, so how does he feel? Is he happy?
S: Yes.
T: Who can read happily?
S: (Read happily)
T: Let’s look at Picture3. Can Liu Tao play basketball well? How does he feel? Is he happy? How can we read?
T: Let’s look at Picture4. “Yeah” How can we read?
Lead the other pictures in the same way.
8. T: Let’s act this story. Before acting, I will ask some friends to make a model. Then I will ask some groups to act out this story.
Step 4 Post-reading
1. Make a short play
Rules(规则):Work in groups of 4
Requirement(要求):
Make a short play with the story
Roles(角色):1 narrator(旁白), 3 actors(演员)
Tips: Narrator(旁白语言提示):
开头：It is … o’clock in the afternoon. Mike, WB and LT are in the … They want to …
结尾: After a try, now Liu Tao … He’s so …
And they are all … because they can …
2.Compare “well” with “good”
(做什么事情做得好用well，说一说：我跳舞跳得好。我游泳游得好。我打篮球打得好。我溜冰溜得好。Good指形容东西或人很好。说一说：a good boy，a good friend，a good story，a good bag)
3. Summary
（1）当你想知道对方会不会打篮球时，可以问：……
（2）当你想鼓励对方尝试一下时，可以说：……
（3）当你告诉别人你游泳很好时，你可以说：……
4. Do a survey
Talk with your partner about what you can do.
S1: Hello, ....Can you...?
S2: Yes, I can.
S1: Nice!/ Cool! /Great! /Wonderful!
S1: Hello, ....Can you...?
S2: No, I can’t.
S1: What can you do?
S2: I can...
S1: Nice!/ Cool! /Great! /Wonderful!
Unit 5 教案 1
一、教学内容
Story time
二、教学目标
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
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。
三、教学重点
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
四、教学难点
1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
五、教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
Where is the bird?
T: Do you like singing?
S: Yes.
T: I like singing very much. Can you answer my question? Where’s the bird?
S: It’s in the tree.
T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home.
Let’s play a game. Where is the bird?
Step 2 Presentation
1. 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, guess, where is the bird?
S: Is it in the bedroom?
S: Is it in the bathroom?
S: Is it in the living room?
T: Teach “bedroom, living room, bathroom”
S: Is it in the kitchen?
T: Yes, it’s in the kitchen. (Teach “kitchen”) But where is it? Can you find it?
It’s on the table.
Now it’s on the fridge.
Now it’s behind the clock.
Now it’s on the sofa. It’s beautiful.
Teach “table, fridge, clock, sofa” Read after the tape. Read one by one.
2. Show the pictures.
Example: Where is the bird?
It’s in the living room, on the sofa.
(展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge)
Step 3 Story time
1. Listen to the tape and think:
T: Where are Su Hai and Su Yang?
S: They are in their new home.
揭题：Today we’ll learn a new lesson “Our new home”
S: Read the topic.
2. Watch the cartoon and match.
T: Where is Su Yang’s bag?
S: It’s in Su Yang’s bedroom.
T: Where is Su Yang’s white cap?
S: It’s in the kitchen.
T: Where are Su Yang and Su Hai’s skirts?
S: They are in the living room.
3. Watch the cartoon again and finish the exercises.
Where is ? It’s
Where are ? They are
Where’s ? It’s
4. Listen to the tape and read after it. ( 注意模仿其语音语调。)
5. Read in three. (分角色朗读对话。)
6. Act the dialogue. （小组表演展示对话。）
7. 引导学生将课文变成歌谣，进行诵读。
Where, where, where’s the bag?
Here, here, in the bedroom.
Where, where, where are the skirts?
There, there, in the living room, on the sofa.
Where, where, where’s the cap?
Sorry, sorry, I don’t know.
Oh, oh, in the kitchen.
Step 4 Consolidation
1. Match and say.
引导学生将对话中的人物. 相关物品和房间位置进行搭配，然后用完整的句子进行表述。
skirt bedroom
Su Yang white cap living room
Su Hai bag kitchen
2. 四人（a, b, c, d）一组，b, c, d询问a家中的摆设，a要回答b, c, d每人提出的问题。b, c, d再根据a的回答，画出他/她家的摆设, 看谁画的最像，评选出优秀的一人。
Unit 6 教案 1
一、教学内容
Story time
二、教学目标
1. 通过游戏活动，能初步感知. 体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3. 能正确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学会点餐及征求别人的意见。
三、教学重点
1. 通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
四. 教学难点
1. 能正确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。
2. 能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
五、教学过程
Step1 Greeting & Warm up
1. 学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）
T: Hello, ... Would you like a pie?
S: No, thank you.
T: What about a hot dog?
S: Yes, please. Thank you.
T: You are welcome.
2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger，a sandwich，some noodles”。
3. Read the words: “a hamburger, a sandwich, some noodles”
Practice in pairs. Act the dialogue.
Step 2 Presentation
1. T: Oh dear. I’m very hungry. Are you hungry?
S: Yes.
T: Well, let’s go to a snack bar. 导入课题: “At the snack bar”。
S: Read the topic together.
T: Would you like some noodles?
S: No, thanks.
T: What would you like?
S: I’d like some rice.
T: What about you, …?
S: I’d like a glass of milk.
询问两、三个学生后，教师板书：What would you like? What about you?
Teach: “rice, a glass of milk”. Read one by one.
Teach: “What would you like? What about you?”. Read one by one.
2. 出示图片引导学生问答。
T: What would you like?
S: I’d like a glass of juice.
T: Anything else?
S: A cup of coffee and a cup of tea.
Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read one by one.
3. 师生示范串联对话
T: What would you like?
S: I’d like a hamburger.
T: What about you?
S: I’d like a sandwich.
T: Anything else?
S: A glass of juice.
T: Here you are .
Work in pairs.
Act the dialogue.
Step 3 Story time
1. Listen to the tape and think:
T: Where are Mike, Helen and their dad?
S: They are at the snack bar.
再次揭题：Today we’ll learn a new lesson “At the snack bar”.
S: Read the topic.
2. Watch the cartoon.
T: Where would Mike like?
S: He’d like a hamburger and a glass of milk.
T: Where would Helen like?
S: She’d like some noodles.
T: What would dad like?
S: He’d like a sandwich and a cup of coffee.
2. Watch the cartoon again and finish the table.
What do they want to eat? 完成信息表格。
Food
Drinks
Mike
Helen
Dad
S: What would Mike like?
S: He would like a glass of milk and a hamburger.
S: What would Helen like?
S: She would like some noodles.
S: What would Mr. Brown like?
S: He would like a sandwich and a cup of coffee.
3. Listen to the tape and read after it. ( 注意模仿其语音语调。)
4. Read in three. (分角色朗读对话。)
5. Act the dialogue. （小组表演展示对话。）
Step 4 Consolidation
1. 再次读课文将对话改编成短文进行填空。
Mike, Helen and their father are at the . They are . They would like some and . Mike would like a glass of and a . Helen would like some . Mr. Brown would like a and a cup of .
2. 模拟场景创编对话。
Show some pictures of food and drinks.
Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对话。)
Unit 7 教案 1
一、教学内容
Story time.
二、教学目标
1. 通过数字游戏，复习三年级数字单词，学生能够利用数字表达价钱；
2. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella
并理解句型How much is it/are they? It’s/They’re … yuan.
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，询问价格，进行购物买卖。
三、教学重点
1. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella并理解句型How much is it/are they? It’s/They’re … yuan.
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。
3. 能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
四、教学难点
1. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella并理解句型How much is it/are they? It’s/They’re … yuan.
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。
3. 能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
五、教学过程
Step 1 Warm up
1 Review numbers
Show some clocks and telephone numbers. Then ask the students to say the numbers.
T: We can use numbers to say the time. We can use them to say the phone numbers. What else can we do? Today we will use numbers again. We can use them to buy things. (揭题)
2. Number games （接龙游戏）
Play the game in groups
3. Review the words about clothes
T: I like shopping. I often buy clothes. What kind of clothes do you know?
Ask the students to say the words about clothes.
The teacher writes down all the words on the blackboard.
Step 2 Presentation
1. Play a role and teacher the new sentences
The teacher acts as a guest, one student acts as a shop assistant.
T: I’d like a glass of milk and a sandwich.
S1: OK. Anything else?
T: No, thanks. How much are they/ is it?
教师在菜单上添加价格，让学生计算出总价后再回答
T: How much is it?
S1: It’s … yuan.
2. Give the menu and price
先要求学生认知单价，之后进一步要求学生算出两种或两种以后食品的总价，达到操练句型和目标数字词汇的目的。
T：I’d like some noodles. How much is it?
Ss: It’s fifteen yuan.
T: I’d like two hamburgers and a cup of coffee. How much are they?
Ss: They’re forty yuan.
3. Show the menu on PPT, ask the students make dialogues in pairs.
S1: I’d like a hamburger and a glass of juice? How much are they/is it?
S2: They’re / It’s …yuan.
4. Teach the text
a. Listen to the text and answer the questions
Q1: Who are they?
Q2: What are they talking about?
Check out the answers
T: Who are they?
Ss: They’re Su Hai, Su Yang, Liu Tao, Yang Ling, Mike and Miss Li.
T: Yes, today Su Hai and Su Yang are now students. They’re shop assistant(让学生自己说出营业员). How do you know?
引导学生自己说出购物的句型：Can I help you?
b. Read and find out the price 自读课文，找到每件物品的价格
PPT 显示物品，让学生填上价格
Check out the answers
T: How do you know? 引导学生找到书上原句
Read the sentences in role, then ask and answer
T: How much are the shoes?
Ss: They’re five yuan.
T: How much are the socks?
Ss: They’re four yuan.
T: How much is the umbrella?
Ss: It’s 19 yuan.
Step 3 Consolidation
1. Read the text after the tape
2. Read the text in groups
3. Act in role
4.最佳营业员、最佳顾客评比
a. 在教室布置四个商店，分别是食品、服饰、文具和玩具商店，学生分为营业员及顾客小组。
b. 在相同时间内进行买卖，买到最多东西，及卖到最多物品者获胜。
S1: Hello. Can I help you?
S2: I’d like … How much is it?
S1: It’s … yuan.
S2: Here you are.
S1: Thank you. Can I help you?
S3: I’d like … How much are they?
S1: They’re … yuan.
Unit 8 教案 1
一、教学内容
Story time
二、教学目标
1. 通过歌曲，学生能够理解人体部位单词。
2. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
3. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
4. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
三、教学重点
1. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
2. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
3. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
四、教学难点
1. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
2. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
3. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
五、教学过程
Step 1 Warm up
1. Free talk
How are you?
How old are you?
2. Listen to song ‘Head, shoulder, knees and toes’
a. Listen to the song and the teacher do the action
b. Listen to the song again and do the action together
3. Play a game “Touch your…”
T: Touch your nose / mouth …
Ss: Do the action
Step 2 Presentation
1. Show a doll
T: I have a doll. Look at my doll. What colour is her dress?
Ss: It’s yellow.
T: Is it cute?
Ss: Yes.
T: (手指着洋娃娃的眼睛。耳朵、鼻子等) Look, this is her eyes/ears/nose/mouth/hair.
Ss: Eyes.
2. Draw two different dolls on the blackboard. Then ask the students to compare
T: Here are two dolls. This is a girl doll. Her hair is long. Her eyes are big. Her nose and mouth are small. That’s a boy doll. His hair is short. His eyes and nose are small. His mouth is big. His ears are big, too.
3. Teacher acts, the students guess
老师做一些形容词的动作，学生分组PK猜测比赛。
4. Watch the cartoon and finish the form
Girl doll:
Hair Long
Eyes big
Nose small
Mouth small
Boy doll：
Hair short
Eyes small
Nose small
Mouth big
Ears big
5. According to the form to say the sentences
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small.
Step 3 Consolidation
1. Read the text after the tape
2. Read the text in groups
3. Act in role
4. Say a rhyme
I have two eyes to see with,
I have two feet to run,
I have two hands to wave with,
And nose I have but one.
Step 4 Practice
1. Describe and guess
教师要求学生选择班级里的一个同学来描述，其他学生根据描述猜出被描述的同学是谁。如果班级人数多，为降低难度，可以提示被描述人所在的小组。如：
S1: He’s boy. He’s short. His eyes are small. His ears are small. His nose is big. His mouth is big… Who is he?
S2: Is he …?
…
2. Show a picture of friends
学生出示一张好友的照片或画一张像，根据照片或画像来描述朋友的外貌。
S1: Look! This is my friend. She’s tall. Her eyes are big. Her ears are big. Her nose is small.
Unit 1 教案 1
一、教学内容
Story time.
二、教学目标
1.能初步听懂、会读单词cat，dog，elephant，horse，lion，monkey，panda，tiger。
2.能听懂、会说、会读句型Do you like…?并且会用Yes, I do.和No, I don’t.来回答。
3.能明白并理解名词的复数形式,理解like的后面用可数名词的复数形式
4.情感教育：动物是人类的好朋友，要保护动物。
三、教学重点
1.能初步听懂、会读单词cat，dog，elephant，horse，lion，monkey，panda，tiger。
2.能听懂、会说、会读句型Do you like…?并且会用Yes, I do.和No, I don’t.来回答。
四、教学难点
能初步理解名词的复数形式,理解like的后面用可数名词的复数形式
五、教学过程：
Step 1 Presentation
A.Watch the cartoon:
1.What are they going to talk about?
They are talking about toy animals.
揭示课题：toy animals。
2.Try to say
Listen to the radio.
Listen to the teacher.
Read together.
B. Listen and tick.
Listen to the tape and tick the animals they are talking about.
Check the answers: cats, dogs, pandas.
C. Read and find.
1.Read the story, find out their favorite animals.
自读故事，找出各自喜欢的动物
Yang Ling says “ I like cats.”
Su Hai and Liu Tao says “We like dogs.”
Mike says “I like pandas.”
(学生初步感知like后面跟可数名词的复数形式)
2.Try to say
a.圈出like后面的名词，提醒学生用名词复数形式，关注读音的变化。
b.根据第四幅回答问题：
-Why does Mike like pandas?
-Because they are cute and fat.
教授单词cute（可爱的，机灵的)
3.Read Story time
a.注意语音语调，播放录音，学生跟读
Read after the tape.
Read it together.
Step 2 Consolidation
1.Let’s chant.
Cute, cute dogs!
Do you like dogs?
Sorry, sorry, I don’t.
I don’t like dogs!
你也可以根据课文内容改编小诗哦！
eg. Fat, fat pandas!
Do you like pandas?
Yes, yes, I do. I like pandas!
2.Act it out.
a.Read fluently.
b.Read fluently and beautifully.
c,Act it out with emotions.
根据课文图片和板书试着复述课文。
3.Learning tips.
a.How many animals can you name?
我们已经学了一些动物的单词，大家比一比，看谁说得又多又快。
b.Happy Animal Family: Do you like them?
Talk about the animals.
和你的伙伴们谈一谈你喜欢或不喜欢的动物吧！
Unit 2 教案 1
一、教学内容
Story time.
二、教学目标
1.能初步听懂、会读、会拼写单词banana，grape，mango，pineapple；复习水果类单词orange， peach， pear， apple。
2.能听懂、会说、会读、会运用句型Do you have …?并且会用Yes, I do.和No, I don’t 来回答。
3.初步理解some和any的使用方法。
4.了解西方国家的饮食文化。
5.充分利用学生已有的知识和生活经验，创设生活化的真实情境，引导学生在运用语言中学习语言，在学习新的语言知识后创造性地运用语言。
三、教学重点
1.能初步听懂、会读、会拼写单词banana，grape，mango，pineapple；复习水果类单词orange， peach， pear， apple。
2. 能听懂、会说、会读、会运用句型Do you have …?并且会用Yes, I do.和No, I don’t 来回答。
3.充分利用学生已有的知识和生活经验，创设生活化的真实情境，引导学生在运用语言中学习语言，在学习新的语言知识后创造性地运用语言。
四、教学难点
初步理解some和any的使用方法。
五、教学疑点
学生能否理解some和any的使用方法，渗透的语法知识能否完全掌握？
六、教学过程
Step 1 Greeting and warm up
1.Greeting
T: Hello, boys and girls. How are you?
S: I’m fine, thank you. And you?
T: I’m well.
2.Warm up
Play a game----Fast response
游戏规则：快速闪现问题，抢答
例如：What can you see?
I like monkeys, What do you like?
Do you like monkeys?
What colour is the …?
Step 2 Presentation
1.Play a game----Magic bag
游戏规则：收口的口袋里装些玩具和水果。
一个学生摸，其他学生问Is that an animal/a friut?
Is that a/an …?
最后展示摸到的物品，并且说This is a/an …?
例如：
Ss：Is that an animal/a fruit?
S1: Yes/No.
Ss: Is that a/an …?
S1: Yes/No.
This is a/an…
T: Look, this is a magic bag. There are many animal toys and fruit in it.
出示单词：animal, fruit,并且教读fruit
当最后展示的时候教师还可以复习第一单元所学的句型。例如：
T：Do you like …？
S：Yes, I do. /No, I don’t.
T: What do you like?
S: I like …
2.Lead in and teach the name of the fruits
把袋子里的水果都拿出来:a banana，a grape，a mango，a pineapple，an orange，a peach，a pear，an apple并且板书。
T: I have some fruits. Let’s name them.
Look , this is a /an …
3.出示课题
T: Here are so many fruits. We can make a fruit salad. OK?
S: OK.
出示课题：Unit 2 Let’s make a fruit salad.
4.Story time
(1)出示课文图片
T: Miss Li and her students are making fruit salad.
Watch the cartoon, and answer the question.
What fruit can you see?
I can see a /an/ some …
(2)教授Story time 句子（注意语音语调的纠正）
Picture 1:
T：Who can read?
板书：Do you have a /an …?
Yes, I do./ No, I don’t.
教授单词have。
T: Let’s try to read the sentences.
T: Mike has a mango and an orange. Look at Miss Zhang. I have two mangoes and two oranges.
出示mango，orange复数 mangoes，oranges。
Picture 2: Listen to the tape
Su Yang: Do you have any bananas?
Yang Ling: No, I don’t. I have some grapes.
教读：any，板书：any。
some any都表示一些，后面可以跟可数名词的复数形式，也可以跟不可数名词的原形。
但是，some一般用在肯定句中，而any多用在疑问句或否定句中。
教读：some grapes
T: I can say ‘I have some grapes’. What can you say?
让学生造句。
Picture 3&4
T: Who can read Picture 3&4?
thanks = thank you
Picture 5:
教读great，板书：great。
Picture 6:
教读： our PS：we的物主代词
(4)Read Story time
a.注意语音语调，播放录音，学生跟读
T：Let’s read after the tape.
b.学生齐读
T：Let’s read it together.
c.学生自读
d.角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 3 Consolidation
1.Puzzles (fill in the blanks)
根据单词提示，或是图片提示拼写单词
例如：a yellow banana
some purple grapes
2.Work in pairs
用身边带来的水果进行对话练习：
对话提示：
S1：Do you have a/an/any …?
S2: Yes, I do./ No, I don’t.
S1: Here you are.
S2: Thanks./Thank you.
S1：Let’s make a fruit salad.
S2: Great/Good/OK/All right.
让学生懂得分享自己的水果，培养学生的团结合作意识。充分利用学生已有的知识和生活经验，创设生活化的真实情境。
3.Summary
让学生说说这节课学了什么，让学生自己来总结。
复习单词
(1)水果类的单词
出示的时候单数、复数以及音标共同出示。
(2)some any great our
复习句型
句型：I have a/an/some …
对话句型
S1：Do you have a/an/any …?
S2: Yes, I do./ No, I don’t.
S1: Here you are.
S2: Thanks./Thank you.
S1：Let’s make a fruit salad.
S2: Great/Good/OK/All right.
Unit 3 教案 1
一、教学内容
Story time
二、教学目标
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
3. 培养学生乐于分享的良好品德。
三、教学重点
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
3. 培养学生乐于分享的良好品德。
四、教学难点
1. 能初步听懂、会读、会拼写thirteen，fourteen，fifteen，sixteen，seventeen，eighteen， nineteen。
2. 能初步听懂、会说、会读、会运用本单元句型：How many … do you have? /What do you have? I have …/Can I …?
五、教学过程
Step 1 Greeting and free talk
1. Greeting
2. Say rhymes
看图提示说Rhyme。
例如，出示1、2、3，学生就说Numbers
出示rice, 学生就说I like rice.
3. Free talk
抛绣球。
目的：练习使用“What do you like?” “I like …”以及一些学过的句型（Do you like/have …?)。
道具：沙包
方法：
1. 学生坐在座位上，或者站成一队，老师站在学生前面，背向学生抛球，球离手后转身面对学生。
2. 谁接到球就和老师进行对话练习。对话结束后，由他取代老师的位置，上前抛球继续游戏。
3. 此方法可扩展到其他需要两个人进行对话练习的语言点。
设计意图：改变以往的Free talk比较枯燥的模式，通过这个游戏让学生争着说英语，爱上说英语，减轻学生学习英语的思想负担，在游戏中进行对话练习，激起学生的学习兴趣。
例如：
T: I have a book. Do you have a book?
S: Yes, I do./No, I don’t.
T: What do you have?
S: I have…
Step 2 Presentation
1.Story time导入
教师出示一辆玩具小汽车
T：Hey, look. What’s this in English?
S: It’s a toy car.
T: Do you like this toy car?
S: Yes, I do./No, I don’t.
T: Do you have a toy car?
S: …
教师出示课文图片
T：Here are many toy cars. How many toy cars?
（PPT出示这两个问题）
Let’s learn Unit 3 How many? (出示课题）
2. Watch the cartoon and try to find the answers
（1）How many toy cars?
Thirteen √ Fourteen Fifteen
Learning tips:
three-thirteen
four -fourteen
five -fifteen
让学生看这三组单词的共同点是什么，发现“十几”的规律。
出示另几个单词，让学生试着读读看，猜是什么意思。
sixteen seventeen eighteen nineteen
除了13、15、18，剩下的四个单词都有相同的规律，让学生努力在上课的时候记住这些单词。
3.Read and try to match
让学生分成小组一起阅读课文，完成连线的练习题。培养学生的团结合作能力。让成绩好的学生帮助后进生，防止后进生在这个环节中懒得思考等答案。
I’m .I have .
fifteen nice stickers
thirteen beautiful toy cars
完整的句子：
I’m Mike. I have thirteen nice toy cars.
I’m Helen. I have fifteen beautiful stickers.
让学生试着读句子。
4.Play a game-快速反应
（1） 教师出示扑克牌，让学生说数字。
红心 hearts 黑桃 spades
方块 diamonds 草花 clubs
（2）让学生抽出数字，并且读出来。
T: How many … do you have? 板书
How many+可数名词的复数形式
重点教读此句型。这个句型学生在二年级的时候已经学过了，在这节课中重点教授句子的使用方法。
（3） 教师把两位学生抽出来的扑克牌放在一块做加法：…and…is…
5. 出示课文中的两句How many 的句子，让学生读。
6. 听录音，完成对话填空
Mike: Look at my toy cars.
Liu Tao: They’re nice. How many cars do you have?
Mike: Thirteen.
Yang Ling: Do you have any cars?
Helen: No, I don’t.
Yang Ling: What do you have?
Helen: I have some stickers.
Yang Ling: Can I have a look?
Learning tips:
have a look 看一看 have a look at看一看…
Can I …? 我能……？
Helen: Yes.
Yang Ling: They’re very beautiful. How many stickers do you have?
Learning tips:
very 非常，很
Helen: I have fifteen stickers.
Yang Ling: Can I have one?
Learning tips:
我能拿一个吗？
have 有(让学生体会两个have词组意思上的区别）
7.Read Story time
（1）注意语音语调，播放录音，学生跟读
T：Let’s read after the tape.
（2）学生齐读
T：Let’s read it together.
A. 学生自读
选择自己喜欢的方式读书：
自己读，和伙伴分角色朗读，齐读
（3）角色扮演
模仿语音语调，比比谁读的好，角色扮演。
Step 3 Consolidation
1.Fun time ---- Do a survey
A：What do you have?
B: I have some stickers.
A: How many stickers do you have？
B: I have eighteen stickers.
2. Summary
让学生说说这节课学了什么，让学生自己来总结。
3. 复习单词
(1)数字类的单词
(2)知道十几的数字表达规律。
4. 复习句型
What do you have?
How many … do you have？
Can I have a look?
Can I have one?
Unit 4 教案 1
一、教学内容
Story time.
二、教学目标
1. 学习如何询问他人是否会做某项运动，要求学生会说一些体育运动及一些表示动作的单词basketball，football，jump，skate，swim等。
2. 要求学生能够运用句型Can you...? Yes, I can. No, I can’t. Can he...? Yes, he can. No, he can’t.
3. 学生要学会使用“well”和“good”。
4. 要求学生理解What about you? Have a try. 能够运用各种不同的表达如Nice! Cool! Great! 等来赞美。
三、教学重点
1. 学习如何询问他人是否会做某项运动，要求学生会说一些体育运动及一些表示动作的单词basketball，football，jump，skate，swim等。
2. 要求学生能够运用句型Can you...? Yes, I can. No, I can’t. Can he...? Yes, he can. No, he can’t.
3. 学生要学会使用“well”和“good”。
4. 要求学生理解What about you? Have a try. 能够运用各种不同的表达如Nice! Cool! Great! 等来赞美。
四、教学难点
理解如何使用“well”和“good”。
五、教学过程
Step 1 Greeting and warm up
1.Greeting
T: Hello, boys and girls. How are you?
S: I’m fine, thank you. And you?
T: I’m fine, too.
2.Warm up
T: Play a game “ Do and guess”
（复习run, play table tennis等，引出新词skate, swim）
T: (做动作)I can run. Can you run?
T: (做动作) I can swim. Can you swim?
(Help the students to answer) Yes, I can. (No, I can’t)
Drill: I can swim. (Teach: swim)What can you do?
(show the cards ,put them on the blackboard.)
The way: Use the stationery to ask and answer.
Step 2 Pre-reading
1. Drill: Can you...? Yes, I can. No, I can’t.
Check: T: Can he/she...? (让学生除了会运用Can you...?Yes, I can. No, I can’t.之外，对Can he/she...?Yes, he/she can. /No, he/she can’t.也有所了解。 )
2.Teach: play basketball
T: (show a picture) Look at the picture.
T: What can he do?
T: Wonderful! (show the phrase: play basketball, basketball篮球, basket篮子, ball球)
T: I have a basketball. What colour is it?
T: Is it big?
T: (拍篮球) Look, I can play basketball. Can you play basketball?
T: Come here and have a try. (过来试一试)
T: Can you play basketball？
T: Have a try....
The way: T-S /half/teams/pair work./ act it out.
3.Teach: have a try 试一试
(T-S /half/ pair work./ act it out.)
Step 3 While-reading
1.Here’s a picture for you. Look, who are they? Where are they?
T: Yes, they’re in the playground. So what can they do? (Guess)
T: Yes, play basketball
Today we will learn Unit 4 I can play basketball
(PPT: Show the picture of Story time)
2. Watch the cartoon, and answer the question.
Who can play basketball?
T: Now, do you know the answers? Who can play basketball? Where can we find? (Put the pictures on the blackboard. P1,P2)
Teach : Well
3.Let’s watch the cartoon again, then tell me, Can Liu Tao play basketball?
T: Let’s talk! Can Liu Tao play basketball? Why?
Show P3 and P4 （文本对于Liu Tao是否会打篮球并没有像Mike 和Wang Bing那样明确，这里通过让同桌两人联系生活实际讨论一下Liu Tao是否会打篮球，部分孩子子会发现Liu Tao只是比较幸运投进了一球，并不算是真正的会打篮球，在这里渗透情感教育，要积极帮助和鼓励身边有困难的人。 ）
4.T: So boys and girls, who can play basketball best?
Read the story again, and circle the key words. (Put the pictures on the blackboard.)
Mike can play basketball very well.
Wang Bing can play basketball
5.Read Story time
T: It’s time for reading. Let’s read after the tape one by one. Please pay attention to the stress, rising and falling tone.
Lead the students try to sign the sound.
T: Look at this sentence. Let’s listen! Rising or falling tone? Who can try? Please read. Let’s follow the tape.
Lead the other sentences in the same way.
6.T: This time let’s read after the tape again.
7.Let’s read and act Please look at Picture1.
Can Wang Bing play basketball?, so how does he feel? Is he happy?
S: Yes.
T: Who can read happily?
S: (Read happily)
T: Let’s look at Picture3. Can Liu Tao play basketball well? How does he feel? Is he happy? How can we read?
T: Let’s look at Picture4. “Yeah” How can we read?
Lead the other pictures in the same way.
8. T: Let’s act this story. Before acting, I will ask some friends to make a model. Then I will ask some groups to act out this story.
Step 4 Post-reading
1. Make a short play
Rules(规则):Work in groups of 4
Requirement(要求):
Make a short play with the story
Roles(角色):1 narrator(旁白), 3 actors(演员)
Tips: Narrator(旁白语言提示):
开头：It is … o’clock in the afternoon. Mike, WB and LT are in the … They want to …
结尾: After a try, now Liu Tao … He’s so …
And they are all … because they can …
2.Compare “well” with “good”
(做什么事情做得好用well，说一说：我跳舞跳得好。我游泳游得好。我打篮球打得好。我溜冰溜得好。Good指形容东西或人很好。说一说：a good boy，a good friend，a good story，a good bag)
3. Summary
（1）当你想知道对方会不会打篮球时，可以问：……
（2）当你想鼓励对方尝试一下时，可以说：……
（3）当你告诉别人你游泳很好时，你可以说：……
4. Do a survey
Talk with your partner about what you can do.
S1: Hello, ....Can you...?
S2: Yes, I can.
S1: Nice!/ Cool! /Great! /Wonderful!
S1: Hello, ....Can you...?
S2: No, I can’t.
S1: What can you do?
S2: I can...
S1: Nice!/ Cool! /Great! /Wonderful!
Unit 5 教案 1
一、教学内容
Story time
二、教学目标
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
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。
三、教学重点
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
四、教学难点
1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
五、教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
Where is the bird?
T: Do you like singing?
S: Yes.
T: I like singing very much. Can you answer my question? Where’s the bird?
S: It’s in the tree.
T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home.
Let’s play a game. Where is the bird?
Step 2 Presentation
1. 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, guess, where is the bird?
S: Is it in the bedroom?
S: Is it in the bathroom?
S: Is it in the living room?
T: Teach “bedroom, living room, bathroom”
S: Is it in the kitchen?
T: Yes, it’s in the kitchen. (Teach “kitchen”) But where is it? Can you find it?
It’s on the table.
Now it’s on the fridge.
Now it’s behind the clock.
Now it’s on the sofa. It’s beautiful.
Teach “table, fridge, clock, sofa” Read after the tape. Read one by one.
2. Show the pictures.
Example: Where is the bird?
It’s in the living room, on the sofa.
(展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge)
Step 3 Story time
1. Listen to the tape and think:
T: Where are Su Hai and Su Yang?
S: They are in their new home.
揭题：Today we’ll learn a new lesson “Our new home”
S: Read the topic.
2. Watch the cartoon and match.
T: Where is Su Yang’s bag?
S: It’s in Su Yang’s bedroom.
T: Where is Su Yang’s white cap?
S: It’s in the kitchen.
T: Where are Su Yang and Su Hai’s skirts?
S: They are in the living room.
3. Watch the cartoon again and finish the exercises.
Where is ? It’s
Where are ? They are
Where’s ? It’s
4. Listen to the tape and read after it. ( 注意模仿其语音语调。)
5. Read in three. (分角色朗读对话。)
6. Act the dialogue. （小组表演展示对话。）
7. 引导学生将课文变成歌谣，进行诵读。
Where, where, where’s the bag?
Here, here, in the bedroom.
Where, where, where are the skirts?
There, there, in the living room, on the sofa.
Where, where, where’s the cap?
Sorry, sorry, I don’t know.
Oh, oh, in the kitchen.
Step 4 Consolidation
1. Match and say.
引导学生将对话中的人物. 相关物品和房间位置进行搭配，然后用完整的句子进行表述。
skirt bedroom
Su Yang white cap living room
Su Hai bag kitchen
2. 四人（a, b, c, d）一组，b, c, d询问a家中的摆设，a要回答b, c, d每人提出的问题。b, c, d再根据a的回答，画出他/她家的摆设, 看谁画的最像，评选出优秀的一人。
Unit 6 教案 1
一、教学内容
Story time
二、教学目标
1. 通过游戏活动，能初步感知. 体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3. 能正确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学会点餐及征求别人的意见。
三、教学重点
1. 通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
四. 教学难点
1. 能正确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。
2. 能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
五、教学过程
Step1 Greeting & Warm up
1. 学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）
T: Hello, ... Would you like a pie?
S: No, thank you.
T: What about a hot dog?
S: Yes, please. Thank you.
T: You are welcome.
2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger，a sandwich，some noodles”。
3. Read the words: “a hamburger, a sandwich, some noodles”
Practice in pairs. Act the dialogue.
Step 2 Presentation
1. T: Oh dear. I’m very hungry. Are you hungry?
S: Yes.
T: Well, let’s go to a snack bar. 导入课题: “At the snack bar”。
S: Read the topic together.
T: Would you like some noodles?
S: No, thanks.
T: What would you like?
S: I’d like some rice.
T: What about you, …?
S: I’d like a glass of milk.
询问两、三个学生后，教师板书：What would you like? What about you?
Teach: “rice, a glass of milk”. Read one by one.
Teach: “What would you like? What about you?”. Read one by one.
2. 出示图片引导学生问答。
T: What would you like?
S: I’d like a glass of juice.
T: Anything else?
S: A cup of coffee and a cup of tea.
Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read one by one.
3. 师生示范串联对话
T: What would you like?
S: I’d like a hamburger.
T: What about you?
S: I’d like a sandwich.
T: Anything else?
S: A glass of juice.
T: Here you are .
Work in pairs.
Act the dialogue.
Step 3 Story time
1. Listen to the tape and think:
T: Where are Mike, Helen and their dad?
S: They are at the snack bar.
再次揭题：Today we’ll learn a new lesson “At the snack bar”.
S: Read the topic.
2. Watch the cartoon.
T: Where would Mike like?
S: He’d like a hamburger and a glass of milk.
T: Where would Helen like?
S: She’d like some noodles.
T: What would dad like?
S: He’d like a sandwich and a cup of coffee.
2. Watch the cartoon again and finish the table.
What do they want to eat? 完成信息表格。
Food
Drinks
Mike
Helen
Dad
S: What would Mike like?
S: He would like a glass of milk and a hamburger.
S: What would Helen like?
S: She would like some noodles.
S: What would Mr. Brown like?
S: He would like a sandwich and a cup of coffee.
3. Listen to the tape and read after it. ( 注意模仿其语音语调。)
4. Read in three. (分角色朗读对话。)
5. Act the dialogue. （小组表演展示对话。）
Step 4 Consolidation
1. 再次读课文将对话改编成短文进行填空。
Mike, Helen and their father are at the . They are . They would like some and . Mike would like a glass of and a . Helen would like some . Mr. Brown would like a and a cup of .
2. 模拟场景创编对话。
Show some pictures of food and drinks.
Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对话。)
Unit 7 教案 1
一、教学内容
Story time.
二、教学目标
1. 通过数字游戏，复习三年级数字单词，学生能够利用数字表达价钱；
2. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella
并理解句型How much is it/are they? It’s/They’re … yuan.
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，询问价格，进行购物买卖。
三、教学重点
1. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella并理解句型How much is it/are they? It’s/They’re … yuan.
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。
3. 能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
四、教学难点
1. 情境呈现顾客营业员买卖过程，学生能够读准单词：shoes，socks，umbrella并理解句型How much is it/are they? It’s/They’re … yuan.
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。
3. 能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。
五、教学过程
Step 1 Warm up
1 Review numbers
Show some clocks and telephone numbers. Then ask the students to say the numbers.
T: We can use numbers to say the time. We can use them to say the phone numbers. What else can we do? Today we will use numbers again. We can use them to buy things. (揭题)
2. Number games （接龙游戏）
Play the game in groups
3. Review the words about clothes
T: I like shopping. I often buy clothes. What kind of clothes do you know?
Ask the students to say the words about clothes.
The teacher writes down all the words on the blackboard.
Step 2 Presentation
1. Play a role and teacher the new sentences
The teacher acts as a guest, one student acts as a shop assistant.
T: I’d like a glass of milk and a sandwich.
S1: OK. Anything else?
T: No, thanks. How much are they/ is it?
教师在菜单上添加价格，让学生计算出总价后再回答
T: How much is it?
S1: It’s … yuan.
2. Give the menu and price
先要求学生认知单价，之后进一步要求学生算出两种或两种以后食品的总价，达到操练句型和目标数字词汇的目的。
T：I’d like some noodles. How much is it?
Ss: It’s fifteen yuan.
T: I’d like two hamburgers and a cup of coffee. How much are they?
Ss: They’re forty yuan.
3. Show the menu on PPT, ask the students make dialogues in pairs.
S1: I’d like a hamburger and a glass of juice? How much are they/is it?
S2: They’re / It’s …yuan.
4. Teach the text
a. Listen to the text and answer the questions
Q1: Who are they?
Q2: What are they talking about?
Check out the answers
T: Who are they?
Ss: They’re Su Hai, Su Yang, Liu Tao, Yang Ling, Mike and Miss Li.
T: Yes, today Su Hai and Su Yang are now students. They’re shop assistant(让学生自己说出营业员). How do you know?
引导学生自己说出购物的句型：Can I help you?
b. Read and find out the price 自读课文，找到每件物品的价格
PPT 显示物品，让学生填上价格
Check out the answers
T: How do you know? 引导学生找到书上原句
Read the sentences in role, then ask and answer
T: How much are the shoes?
Ss: They’re five yuan.
T: How much are the socks?
Ss: They’re four yuan.
T: How much is the umbrella?
Ss: It’s 19 yuan.
Step 3 Consolidation
1. Read the text after the tape
2. Read the text in groups
3. Act in role
4.最佳营业员、最佳顾客评比
a. 在教室布置四个商店，分别是食品、服饰、文具和玩具商店，学生分为营业员及顾客小组。
b. 在相同时间内进行买卖，买到最多东西，及卖到最多物品者获胜。
S1: Hello. Can I help you?
S2: I’d like … How much is it?
S1: It’s … yuan.
S2: Here you are.
S1: Thank you. Can I help you?
S3: I’d like … How much are they?
S1: They’re … yuan.
Unit 8 教案 1
一、教学内容
Story time
二、教学目标
1. 通过歌曲，学生能够理解人体部位单词。
2. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
3. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
4. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
三、教学重点
1. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
2. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
3. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
四、教学难点
1. 通过洋娃娃介绍，学生能够听懂、会说、会读单词hair，eyes， nose，mouth。
2. 通过对比外貌迥异的娃娃以及看动作猜测游戏，学生能够理解会说形容词big， small， long， short。
3. 在介绍朋友猜测同学后，学生能够准确运用句型His … is … Her … are …。
五、教学过程
Step 1 Warm up
1. Free talk
How are you?
How old are you?
2. Listen to song ‘Head, shoulder, knees and toes’
a. Listen to the song and the teacher do the action
b. Listen to the song again and do the action together
3. Play a game “Touch your…”
T: Touch your nose / mouth …
Ss: Do the action
Step 2 Presentation
1. Show a doll
T: I have a doll. Look at my doll. What colour is her dress?
Ss: It’s yellow.
T: Is it cute?
Ss: Yes.
T: (手指着洋娃娃的眼睛。耳朵、鼻子等) Look, this is her eyes/ears/nose/mouth/hair.
Ss: Eyes.
2. Draw two different dolls on the blackboard. Then ask the students to compare
T: Here are two dolls. This is a girl doll. Her hair is long. Her eyes are big. Her nose and mouth are small. That’s a boy doll. His hair is short. His eyes and nose are small. His mouth is big. His ears are big, too.
3. Teacher acts, the students guess
老师做一些形容词的动作，学生分组PK猜测比赛。
4. Watch the cartoon and finish the form
Girl doll:
Hair Long
Eyes big
Nose small
Mouth small
Boy doll：
Hair short
Eyes small
Nose small
Mouth big
Ears big
5. According to the form to say the sentences
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small.
Step 3 Consolidation
1. Read the text after the tape
2. Read the text in groups
3. Act in role
4. Say a rhyme
I have two eyes to see with,
I have two feet to run,
I have two hands to wave with,
And nose I have but one.
Step 4 Practice
1. Describe and guess
教师要求学生选择班级里的一个同学来描述，其他学生根据描述猜出被描述的同学是谁。如果班级人数多，为降低难度，可以提示被描述人所在的小组。如：
S1: He’s boy. He’s short. His eyes are small. His ears are small. His nose is big. His mouth is big… Who is he?
S2: Is he …?
…
2. Show a picture of friends
学生出示一张好友的照片或画一张像，根据照片或画像来描述朋友的外貌。
S1: Look! This is my friend. She’s tall. Her eyes are big. Her ears are big. Her nose is small.
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