1、 一Meeting new people課題M1U1 Meeting new people 學情分析學生已經接觸了基本的問候打招呼句型，這節課只是復習鞏固教學目標與考點分析掌握本課有關數字的新單詞，并會默寫數字one-sixteen；學會如何用This is .句型向別人介紹自己的新同學、自己的好朋友；會用can 的句型來介紹自己或別人能做什么事。教學重點難點This is .句型的運用；情態動詞can 的用法教學方法情景教學法，講練結合教學法 一、 教學過程Warm-up(5 minus)Free talk: 跟學生打招呼，問候，相互熟悉。 Teacher: Hello！Im . S1: H

2、i！Im . S2: Hello! Im . Who are you? S3: Im .復習數字one two three four five six seven eight nine ten 導入本課數字學 習。 Presentation and Practice(75 minus) 1) 單詞：eleven twelve thirteen fourteen fifteen sixteen 拓展單詞：classmate one two three four five six seven eight nine ten 2）基本句型：This is . (介紹用語) 這是、 See you. 再

3、見。 - Nice to see you. 很高興見到你。 - Nice to see you too. 也很高興見到你。 基于課本進行講解。 Part 1: Look and say Good morning, Peter. Good morning, Kitty. This is my sister. Her name is Sally. Shes twelve. And this is my brother. His name is Paul. Hes only six. Hi, Sally. Hi, Paul. My name is Kitty. Im Peters classmate

4、. Hi, Kitty. We are going to the park. Goodbye, Kitty. Part 2: Ask and answer Show a photo of your friend. Then talk about him/ her. This is my friend. His names Danny. Hes nine. He can ride a bicycle. This is my friend. Her names Tracy. Shes thirteen. She can skip. S: This is my . His /Her names .

5、Hes/ Shes . (age) He / She can . 3）語法： 1. 形容詞性物主代詞 my, her, his, your 在英語中有物主代詞，它可以分成名詞性的和形容詞性的。形容詞性物主代詞相當于形容 詞，置于名詞前，在句子中用于修飾名詞，做定語，后面必須跟一個名詞。 例如：This is my brother. His name is Tom. 這是我的哥哥。他叫湯姆。 形容詞性物主代詞有人稱和數的變化， 單數形式：my（我的），your（你的），his /her/its（他的、她的、它的）。 復數形式：our（我們的），your（你們的），their（他們的）。練習：1.

6、 This is my book. are over there. A. Your B. Yours C. You D. Mine2. Whose pen is it? Its . A. her B. hers C. she D. his3. bag is new and is new, too. A. Our, he B. Ours, his C. My, his D. My, her4. This room is ours, and that one is . A. they B. them C. theirs D. their5. Whose pencils are there? The

7、yre . A. my B. me C. mine D. our6. Is the new watch ? Yes, its . A. you, me B. yours, mine C. your, my D. your, mine7. Whose shoes are these? They are . A. me B. mine C. my D. I8. She is a student , name is Han Mei. A. its B. her C. hers D. his9. Its a dog. I dont know name. A. its B. its C. it D. i

8、ts10. This ruler isnt mine. I think it is . A. he B. him C. his D. her11. schoolbag is beautiful. But is more beautiful. A. Jims, my B. Jims, mine C. Jims, me D. Jims, I12. am a boy and is a girl. A. My, she B. I, her C. I, she D. Mine, she13.I like new dress. A. She B. her C. hers D. his14.I often

9、help mother do housework(家務活)。 A. me, she B. mine, her C. my, her D. I, hers15.Is that hat? No, its not . Its . A. your, my, Toms B. you, mine, Toms C. yours, mine, Tom D. your, mine, Toms 2. 情態動詞Can can后的動詞必須是原形， 否定形式cant 例如：肯定句：He can swim very fast. 否定句：He cant sing. 疑問句：Can he climb a tree？ 回答：

10、Yes, he can. / No, he cant.練習：將下面各組詞組成句子1._（an,aeroplane,hear,Lucy,can ） 2. _ (not,he ,dance,can )3._? (you,can ,see,what )4._(can ,see ,not ,we ,you)5._. (I ,can ,help ,you )6._? (I,can ,do,what)7._? (you ,can ,hear me)8._? (you ,can ,dance) 3. 名詞所有格： 所有格的構成方法： (1) 一般情況(包括單數名詞和不帶詞尾s的復數名詞)加 -s： chil

11、drens books 兒童圖書 todays paper 今天的報紙 (2) 帶詞尾s的復數名詞只加省字撇()： girls school 女子學校 the Smiths car 史密斯家的小汽車 注：帶詞尾s的單數名詞，通常仍加s： the bosss plan 老板的計劃 the hostesss worry 女主人的擔心 (3) 帶詞尾s帶詞尾的人名，可加s 或只加省字撇()： Dickens novels 狄更斯的小說 Charless job 查理斯的工作 注:不帶詞尾-s卻以咝音結尾者，一律加s卻以咝音結尾者， Marxs works 馬克思的著作 Closure（10 minu

12、s） 1）帶領學生復習總結今天所學單詞和句型，一般是提問的方式。 2）放學前一個一個學生檢查今天單詞和基本句型的朗讀。Unit2 Can you swim課題M1U2學情分析學生在之前已經接觸過了情態動詞can的用法教學目標與考點分析學會用can 和cant 句型來介紹自己或別人能做什么事情或者不能做什么事情。教學重點難點情態動詞can 的用法教學方法交際法， 講練結合法，情景教學法 一、 教學過程1 Warm-up(5 minus)Free talk: 用之前所學的can 句型與學生進行簡單的對話, 引入今天的課程。 T: Can you swim? S1: Yes, I can. S2:

13、No, I cant. T: Can your mother cook? S1: Yes, I can. S2: No, I cant.2 Presentation and Practice(75 minus)1）單詞：paint draw read write swim jump climb 爬 draw 畫畫 paint 用顏料畫畫 swim 游泳 read讀 write 寫 jump 跳 hop單腳跳 picture畫圖 dream夢 interview 采訪 guest嘉賓 everyone大家，每個人fast 快 high高 very 很，非常 welcome歡迎 both兩個都 d

14、olphin海豚 wasp黃蜂 crisp薯片2) 句型：Can she/ he . ? Yes, she/he can. No, he/she cant. Welcome to . 基于課本的簡練 Part 1: Listen and enjoy Can your pong sing? No, he cant. No, he cant. Can your fish read? No, he cant. No, he cant. Can your cat climb the tree? Yes, he can. Yes, he can. Can your brother count to th

15、ree? Yes, he can. Yes, he can. Part 2: Look and say Supergirl is coming! She can run fast. She can swim well. She can fly high. Can supergirl paint a picture? No, she cant, but she can run fast. Can she swim? Yes, she can swim every well. Can you swim, Alice? Yes, I can. I like swimming every much.

16、3) 語法： 1. 情態動詞can 意思是“會，能”，表示會做某事。 句子結構： 肯定句：主語 + can + do(動詞原形) 否定句：主語 + can + not + do(動詞原形) 一般疑問句：Can you/he/she/they run fast？ 特殊疑問句：What can you/he/she/they do？ 例如：My friend can ride a bicycle. My brother can hear the bird. I cant draw flowers. I cant swim. 注：can 的否定有兩種書寫形式 cant 和 cannot練習：將下列句

17、子變成一般疑問句并根據要求回答問題Example：Horriblecanrun.(Yes)CanHorriblerun?Yes,hecan.Hecanrun.1、MissVoodoocanplayping-pong.(No)_?_2、Jessiecanplaythedrum.(Yes)_?_3、Bobbycansing.(No)_?_4、Nancycandrawahouse.(Yes)_?_5、Petercanplaycomputergames.(Yes)_?_根據劃線部分提問Spookycanbuy._Icanplaytheviolin._Youcangetpizzas._Youcanget

18、pizzas._Sandycangivestars._Wecanwashthevegetables._翻譯：他會打籃球。_我不會買鞋子。_他們會游泳。_你會寫作業嗎？_我們會走到學校。_ 2. 連詞 but But 是個表示轉折關系的并列連詞，意思是“但是，然而”。 例如： I can run, but I cant swim. 我會跑但是我不會游泳。 My sister can sing, but she cant dance. 我妹妹會唱歌但是不會游泳。3 Closure(10 minus)1）帶領學生復習總結今天所學單詞和句型，一般是提問的方式。 2）放學前一個一個學生檢查今天單詞和基本

19、句型的朗讀。教學反思Unit3 Are you happy?教學目標1、幫助學生學習Look and learn中表示感覺的單詞thirsty, happy, sad, tired, full, hungry.2、通過猜謎游戲和看圖造句活動，幫助學生鞏固詞匯學習，結合句型Im happy/表達感受，為詢問別人的感覺打下基礎。重點難點：詞匯：happy, sad, tired, hungry, full, thirsty句型：Im happy.使用教材構想學生能表達自己的感覺，能詢問并轉述別人的感覺，能對別人的感覺作出適當的回應。教學過程一、出示目標：1、 能聽、說、讀、寫Look and le

20、arn中表示感覺的單詞thirsty, happy, sad, tired ,full, hungry.2、通過猜謎游戲和看圖造句活動，鞏固詞匯學習，結合句型Im happy/表達感受。二、導入：1、播放歌曲Are you happy?讓學生欣賞，借助肢體動作幫助學生理解歌曲大意。2、教師邊做動作邊借助夸張的表情和人物圖片來幫助學生理解happy的意思。三、自學指導：出示課本11頁Look and learn的圖片，根據人物的表情來理解單詞的意思，然后聽錄音3次。先學一：聽錄音，學生跟讀 thirsty, happy, sad, tired ,full, ,hungry.先學后檢測練習-利用I

21、m來表達自己的感覺。教師做出各種表情，學生用Youare來描述老師的感覺。教師的協學措施：學生已學會后教一活動1、表演：看單詞做動作。教師根據學生的表情提問：Are you?學生做出表情并說一說活動2、分別利用 thirsty, happy,sad,tired ,full,各寫一句話來介紹自己的感覺。學生各寫一句話活動3、小組活動學生兩人一組練習詞匯和句型。教學反思本課是選自英語（上海教育出版社）小學三年級起點四年級上冊Unit 3Are you happy ?第一課時。在備課的過程中，我根據針對小學生好動、好奇、喜歡親身經歷的心理特征，我利用現有的教學資源進行加工制作了多媒體課件，讓學生操練

22、所學過的語言文化知識，轉移到學習新知上。現將我對這節課的反思如下：一、歌曲導入，激發興趣。在Warming up 階段，我播放課件，讓學生唱了首歌，If you are happy .學生通過歌曲，馬上做好準備，進入英語學習的氛圍中。在這一過程中通過課件的利用和圖片的直觀教學，學生表現出極強的學習興趣。通過提問Are you happy？引入課題。并教學happy。然后通過多媒體課件和TPR活動教學其余的五個單詞。二、擴展內容，提升能力。如果按第一課時的安排就講6個表示感覺類的單詞。我覺得比較枯燥，于是我把教材重新進行整理，將Are you hungry？Yes, I am. / No, Im

23、 not. Have some water. Thank you.也融入課堂中。讓學生在對話中自然的學習新單詞。學生的學習積極性很高。而且說的很好。另外我還把10頁的課文轉變成了一篇閱讀內容。通過做閱讀判斷來檢驗學生對課文的掌握程度。提高了學生的閱讀能力。三、當堂檢測，有效鞏固。 為了檢測學生對本節課的掌握程度，我做了一個當堂檢測。有三道題。第一是聽音標號。目的是檢測學生對六個單詞的掌握程度。第二是閱讀判斷，目的是檢測學生對課文的理解程度，從而提高學生的閱讀能力。第三是一個機動題目。有一點難度。是根據句子的描述來寫出對應的單詞。第一題正確率為100%。第二題有個別學生出錯。正確率為95%。效果

24、還不錯。4.Do you have any cousins?課 題Do you have any cousins?課型第 幾課時第一課時課時教學目標1、 幫助學生學習Look and learn中表示家庭成員的單詞。2、 通過Culture corner,幫助學生意識到英語國家對親屬的稱謂特點。3、 通過家譜制作和介紹，幫助學生鞏固詞匯學習，結合句型I haveThis is my介紹家庭成員。教 學重 點與難 點grandparent, grandfather, grandmother, parent, uncle, aunt, cousin教 學方 法與手 段角色表演法，小組合作教師行為學

25、生行為 課堂變化及處理 主要環節的效果Pre-task preparations1利用多媒體播放一首有關家庭成員的兒歌，請學生欣賞。播放兒歌的同時，出示單詞卡片aunt，uncle和cousln。2出示Look and learn中Jill的家譜，指著圖片中的Jill的父母提問；幫助學生復習學過的表示家庭成員的單詞。T： (point to Jills father in the picture) Who is he?While-task procedures1-出示Look and learn中Jill的家譜，指著圖片中的其他家庭成員逐一介紹或自問自答，引出生詞grandfather, gr

26、andmother等。然后出示單詞卡片，讓學生跟讀和拼讀。 T. (point to Jills grandfather) Who is he? Hes Jills fathers father. Hes Jills grandfather. (show the flashcard for grandfather) Grandfather.G-R-A-N-D-F-A-T-H-E -R, grandfather. 然后，指著家譜圖中的人物圖片說單詞，讓學生快速反應。 T: (point to Jills aunt) Uncle? 2在黑板上畫出Jill的家譜圖，請學生上來把單詞卡片貼在適當的位置

27、上，貼完之后讓全班一起拼讀單詞。接著教師介紹Jill的家庭成員。 T. (point to the family tree) Jill has one uncle.His names John. Hes Jills mothersbrother 3在黑板上畫出你的家譜，邊畫邊向學生介紹你的家庭成員，告訴學生你有幾個叔叔、阿姨、侄子、外甥等。 Ss: He is JillS father.Ss:Grandfather. G-R-A-N-D-F-A-T-H-E-R, grandfather.Ss: No. Aunt. A-U-N-T, aunt.學生扮演Jill，并用學過的句型 I haveHis

28、/Her names介紹Jill的家庭成員。S1: Im Jill.I have one cousin. His names Dan.教師行為學生行為 課堂變化及處理 主要環節的效果T: Look!I have three cousins. They are Jerry,Mark and Susan.I have two uncles. Who are they?4出示一個大家庭的家譜，并給家譜中每位成員寫上姓名，要求學生在小組內仿照之前學的兒歌用chant形式做問答練習。Post-task activitiesSs: Theyreand 接著請個別學生借助照片介紹自己的家庭成員。SI: Im

29、This is my family.I haveHis/Her namesHes/ShesS1: Who is that? Who is that? Is he your uncle? Yes or no?S2: (act as one family member) Hes Jack. Hes Jack.Yes, he is. Hes my uncle Jack.1小組活動。將學生分為四人一組。要求學生在紙土畫出各自的家譜。在小組內交流各自的家譜圖，并互相介紹家庭成員。 S1: This is my family tree.I have two uncles.Theyre2學生記錄同組某個同學

30、的家庭成員(主要是uncle，aunt，cousin)信息，向其他學生介紹。 S2: (show Sls family tree) Look, this is Sls family tree. He/She hasuncle(s)/aunt(s)/cousin(s). His/Her names板書設計Do you have any cousins?parent,grandfather, grandmother,grandparent,uncle, aunt, cousin 補充設計 課 題Do you have any cousins?課型第 幾課時第二課時課時教學目標1、通過Lisen a

31、nd say的對話，幫助學生學習句型Do you have any ?及其回答。2、通過Do a survey調查活動，幫助學生進一步鞏固和運用句型Do you have any ?及其回答。教 學重 點與難 點詞匯：any family句型: Do you have any cousins?Yes,I have one cousin.教 學方 法與手 段師生表演，小組合作教師行為學生行為 課堂變化及處理 主要環節的效果Pre-task preparations1出示Jill的家譜圖，讓學生看圖復習表示家庭成員的單詞。然后提問，要求學生根據家譜快速回答，學生回答后，教師出示相關單詞，請學生拼讀

32、。 T: Her hair is long. Who is she? 2和學生做快速問答游戲，幫助學生加深對家庭成員之間的關系的理解。 T: Hes your fathers brother. Who is he? T: Shes your fathers sister. Who is she?教師示范后，請學生兩人_組互相問答。While-task procedures1出示Listen and say的圖片，接著教師根據圖片提問并介紹圖片。 TWho is the boy? 播放Listen and say的錄音。 1、Whos this man/woman? (Hes/ShesJills

33、grandfather/grandmother.) 2) How many aunts and uncles does Jill have? ( She has one uncle and one aunt.) 3、Whats Jills cousins name? (His names Dan.)再次播放Listen and say的錄音。接著在黑板上寫下核心句型Do you have？幫助學生理解句型，然后對個別學生提問。T: Do you have any aunts and uncles？然后把掛圖貼在黑板上，請兩個學生上來根據圖片進行對話S1: Shes Jills aunt.S1:

34、 Hes my uncle.S2: Shes my aunt.S1: Hes Jills cousin.學生看書聽錄音。聽完后，教師提問鼓勵學生思考后回答問題。學生跟讀。S1: Yes,I have one uncle and one aunt.SI: Do you have any uncles?S2: Yes,l have three uncles.3學生兩人一組，手拿各自的家庭照向同伴詢問和介紹各自的家庭成員，然后請幾對學生上前向全班作介紹。 4讓學生看Do a survey欄目的表格和對話，告訴學生他們將要對同學的家庭成員進行調查。將學生分為四人一組，要求學生在小組 內展開調查。最后請

35、幾個小組派代表向全班匯報 。Post-task activitiesl，對子活動。發給學生兩張家譜圖(A，B)。兩張家譜圖中各有部分信息缺失（參見“參考資料）。讓學生兩人一組玩游戲。一個學生拿圖A，另一個拿圖B，兩人通過詢問獲取信息，完成家譜。 2邀請一個學生手持自己的全家福照片作介紹。 SI: (point to his ph oto) This is a photo of my family. Theyre my parents. Theyre mygrandparents. I have one uncle. His namesWhat about you? Do you have an

36、y uncles?S2：S1: Do you have a big family or a small family?S2: I have a big family.S3: Do you have any brothers, sisters or cousins?S2: I have no brothers, no sisters, but I have two cousins.S3: Do you have any uncles and aunts?S2: Yes, I have two uncles and three auntsSI: (have Picture A) Do you ha

37、ve any aunts?S2: (have Picture B)Yes,I have one aunt.SI：Whats her name?S2: Her names _ Do you have any uncles?S1：S1: Hello, ImIm nine years old. Look!This is a photo of my family. This is me and these are my parents.What about you? Do you have any uncles and aunts?板書設計Do you have any cousins?any fam

38、ilyDo you have any cousins?Yes,I have one cousin. 補充設計課 題Do you have any cousins?課型第 幾課時第三課時課時教學目標1、幫助學生學習字母e在閉音節中的發音。2、通過Say and act的情景對話，幫助學生進一步鞏固和運用句型Do you have any ?3、通過學習任務（Task）,幫助學生鞏固和運用本單元所學的知識。教 學重 點與難 點語音：e (ten,pen)詞匯：that 句型：Do you have any ?日常用語：How old is he？Hes 11 years old.教 學方 法與手

39、段小組合作，情境表演教師行為學生行為 課堂變化及處理 主要環節的效果Pre-task preparations1快速提問。要求學生根據實際情況迅速作出應答。 T. Do you have any uncles? T. How many uncles do you have? 2邀請個別學生走到講臺前做自我介紹，然后鼓勵其他學生向他們提問。 While-task procedures 接著，播放錄音，要求學生跟讀。舉例說明日常用語How old is he? Hesyears old.的用法。2出示圖片，要求學生根據Say and act的圖片編對話，教師可以將一些關鍵的句型和單詞寫在黑板上。

40、Whos that man? Do you have any uncles/aunts？ Yes,I have./No,I dont. I haveuncle(s)/aunt(s). 最后，將學生按三人一組分組，并根據對話中的角色進行表演。S1: Yes,I do.SI:I have three uncles.SI: Hi, everybody! ImI have a big family. S2: Do you have any cousins? SI: Yes,I do.I have three cousins. S3: Do you have any uncles? S1: Yes.I

41、have two uncles.1讓學生看Say and act的圖片和對話，然后看圖回答問題。 (Picture l)Whos this girl? (Picture 2)Whos the boy? Whats his name? (Picture 3)How old is the boy? (Picture 4)Whos the man? Is he Jills father?SI: Hello，(S20 narne). S2: Hello_ Welcome to my home. (show some photos) These are my family photos.S3: (poi

42、nt to a photo) Are these your parents?板書設計Do you have any cousins?語音：e (ten,pen)詞匯：that句型：Do you have any ?日常用語：How old is he？Hes 11 years old. 補充設計5.My friends教師行為學生行為 課堂變化及處理 主要環節的效果Pre-task preparations 1讓學生朗讀學過的兒歌（見Unit 4“參考資料”），鼓勵學生用friend替換aunt，uncle用朋友的名字替換兒歌中的人名。一邊念兒歌，一邊展示相應的服裝圖片。Whos that? Whos that?Whos that girl? Whos that?Whos that