牛津版英语四年级上册教案备课【下载】

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【导读】此基础上引出了our,classmate这两个新单词,正好两个班级中都有新同学,

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【正文】 TEACHINGPLANFOROXFORDENGLISH4A
BOOK4AMODULE1GreetingtoKnowYou
UNIT1HelloagainLook
PERIOD1
AIMS:(letters):my,his,her,our,friend,classmate
2.Structures:possessiveadjectives
3.Functions:Greetingpeopleandrespondinggreetings
Introducingsomeonetoanother.
LANGUAGEFOCUS:Howtointroducesomeone
DIFFICULTPOINTS:Usingpossessiveadjectives:
.:Thisis____.His/hernameis____.
AIDS:Book4AP2
Cassetteandacassetteplayer
WorkbookP1
Picturesofanimals(dogcatparrotbird)
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Presentation
Rhyme
Quickresponse
:
Goodmorning!
Howareyou?
His/Hernameis___.
your
friend/classmateto
someone
Ss
T&S
1)Greetingindividualstudent
toelicit:I‟mfine,thanks.
2)changewithstudents
3)workinpairs
1)drawafamilytreetoreview
familymembersand“my,our”
2)introduce“classmate,
friend”intheclass
3)say
4)practice:Thisismy/our___.
1)Tinviteonestudent:Isthis
your___elicit:What‟shis/her
name?His/Hernameis___.
2)say
3)workinpairs
1)makeamodel:Hi,thisis
my/our
is___.
2)Dosubstitutionswithtoy
Consolidation
Assignment
Listenandreadthe
text
1.Makedialogues
accordingtothe
text.
2.Exercises:
WorkbookP1
bookP1
andpractice
dialogueafterclass
3.Bringafamily
phototoclass
animals
3)Performance
Practiceandperformance
EXERCISES:Fillintheblankswith“my,your,his,her,our”
1.Thisisacat._____nameisGinger.
2.Thatisadog._____nameisSam..
3.Maryisinthepark.______motheriswithher.
4.What’s____name?MynameisBen.
5.We’regoodfriends._____petsaregoodfriends,too.
6.Hehasgotabicycle._____bicycleisnew.
板书:M1U1Helloagain
Thisis____________.Imy
Her/Hisnameis_________.youyour
Goodbye.Seeyou.hehis
sheher
weour
classmatedeskmate
课后反思:
本节课是四年级的第一节新课,在很大的篇幅上是对三年级内容的复习,在
此基础上引出了our,classmate这两个新单词,正好两个班级中都有新同学,
对于这两个单词的理解与运用学生能比较自然,对于物主代词的运用也能得心
应手。
PERIOD2
AIMS:(letters):(swim,fly,cook,run,jump)dive,cancan‟t
2.Structures:modelcan(can‟t)+verb
1.Functions:Usingmodalstotalkaboutability:
.:Supergirlcan_____.
LANGUAGEFOCUS:Talkaboutability:
DIFFICULTPOINTS:Identifykeywordsbyrecognizingthestress.
AIDS:Book4AP3
Cassetteandacassetteplayer
GrammarbookP1
Wallchart,photocopiableP1
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Presentation
Consolidation
Rhymeorsong
Quickresponse
:dive,can,
can‟t
can/can‟t_____
thesound
aboutyour
superfriend
1.Workbook
bookP2
2.Grammar
Ss
T&S
1)Tactstoreviewthe
previouswords:swim„
andputatickorcrosson
thechart,thenelicit“dive”
2)Say:Ican/can‟t____.
3)Sayandact
1)Showthewallchart:Look
andguesswhatsupergirl
can/can‟tdo.
2)Learn:super,supergirl.
3)say
4)Listenandcheck(TorF)
5)Listenandread.
6)Express
1)Playthecassette,students
listen
2)Listenagain,trytosay
3)practice
PhotocopiableP1
AssignmentbookP2
3.Talkabout
yourparents
or
grandparents.
板书设计:Readastory
Ilike___________.super,can,can‟t,run,
jump
She/Heis__________.swim,dive,fly,
cook
She/Heis___________.

Butshe/hecan‟t________.
课后反思:
这堂课学习的是can句型的肯否定形式及一些动词,我利用讲故事的方式外
加动作演示的方法,使学生对于知识的掌握能比较轻松自如,在随后学生自己
操练过程中,学生能掌握的比较好,对于单词dive的发音,学生还存在一些困
难。
PERIOD3
AIMS:(letters):sing,paint,write,draw
2.Structures:Canyou„?Yes,Ican./No,Ican‟t.
:Askingaboutability.
LANGUAGEFOCUS:Talkaboutabilityandaskandanswersimpleresponses
DIFFICULTPOINTS:verbs
AIDS:Book4AP4
Cassetteandacassetteplayer
WorkbookP2
PhotocopiableP2
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Presentation
Consolidation
Rhyme
and
saying
about
yourparents‟
ability
:sing,
paint,write,
draw.
you___?
and
answer
4.Readafter
thetape
Ss
Oneactsandtherestsay:He/She
can/can‟t_____
S
1)Askindividualstudents:Can
you___?Toelicitwords
2)Saythenewwords
3)Express:Ican/can‟t_____.
1)Askandanswertoelicit“Yes,I
can./No,Ican‟t.”
2)Practice:T&S
3)Workinpairs
1)Listentothetape,answer
questions:
.,Howmanypupils?
Whoarethey?
CanKitty/Eddie____?
Say
Assignment
bookP2
p2
Grammarbook
2.Copynew
words
3.Doasurvey
Write
Askyourfriendswhatthey
can/can‟tdo.
CHART:
NAMEMay
run
jump
swim
dive
fly
cook
paint
draw
read
sing
板书设计:Lookandsay
Canyou。。。?sing,paint,write,
Yes,Ican。draw,read
No,Ican‟t.
课后反思:
由于本堂课是建立在前一堂课的基础上的,故学生学起来就更为容易些,
利用动作的演示教学,学生感到比较亲切,学起来比较轻松,但单词的容量较
大,学生一时还记不了太多,有待于课后进行巩固。
UNIT2Howoldareyou?
PERIOD1
AIMS:(letters):numbers:1----11,birthday
2.Structures:Howoldareyou?I‟m_____.
Howoldishe/she?He‟s/She‟s_____.
:Askingandgivingone‟sownage.
LANGUAGEFOCUS:Usingnounstoidentifything:It‟smybirthday.
Asking“How”questionstofindouttheage
Usingdailyexpressionstoexpressgoodwishes:Happy___.
DIFFICULTPOINTS:identifynumbers
Asking“How”questionstofindouttheage
AIDS:Book4AP5
Cassetteandacassetteplayer
WorkbookP3
PhotocopiableP3
Somebirthdaycandles
Somepictures;Alice,Peter
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Rhyme:A
farmerandten
chicks
response
Ss
T&S
Showthecandlestoreviewthe
numbers
Say:I‟m_____.(accordingtoone‟s
ownage)
Askandanswer:Howoldareyou?
I‟m____.
1)DrawAlice‟sfaceanda
birthdaycaketoelicit:birthday
2)Say:
1)review:Howoldisshe?To
elicit:She‟snine.
2)Say
3)Workinpairs
4)ChangeAlice‟sfacetoreview:
Howoldishe?ToelicitHe‟s
eleven.
5)Say
6)Workinpairs,dosubstitutions
(P2)
1)Playthecassette,listenand
follow.
2)Workinpairs
3)performance
Listentothetape
Trytosay
contest
Presentation
:
birthday
oldis
she/he?
She‟s/He‟s___.
and
say
5.Learnthe
sound
Consolidation
Assignment
Doasurvey
WorkbookP3
Grammarbook
P3
Doasurvey
PhotopiableP3,findoutfourboys
andfourgirls,askandwritetheir
names,ages
Reportback.:Benisnine.
Readandwrite
Askallthestudentstheiragesand
writedown,sumup:howmany
boys/girlsarenine/ten/elevenyears
old(chartonstudentbookP5)
板书设计:Unit2Howoldareyou?
Howoldareyou?Howoldisshe/he?
I‟m________today.She/Heis________.
Happybirthdaytoyou.
Thankyou.
Today,birthday
课后反思:
这节课的内容比较通俗易懂,学生的学习兴趣比较的浓厚,利用过生日的形
式进行一问一答的方式,学生掌握的比较好,个别学生对于单词birthday的发
音不够到位。

PERIOD2
AIMS:(letters)fold,blow
2.Structures:Fold/Draw/Blow,____.
3.Functions:Usingimperativestogiveinstruction
LANGUAGEFOCUS:Usingimperativestogiveinstructions
.;Blow,Alice
Useappropriateformatandconventionstowriteabirthdaycard.
DIFFICULTPOINTS:Identifymainideas(listeningtask)
AIDS:Book4AP6
Cassetteandacassetteplayer
WorkbookP3
PhotocopiableP5,6
Cards,candles,matches,knife,cake,crayons,envelope
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Presentation
Consolidation
Tonguetwist
(sounds)
Listenandact
Alice‟s
birthdayparty
:blow,
cut
tothe
tape
task
Makea
birthdaycard
Copy
Ss
T&S(Usingimperatives)
1)ShowthepictureofAliceanda
cake
2)IntroduceAlice
3)Write“Alice‟sbirthdayparty”
4)Say
5)Whatdoyoueatonyour
birthday?
1)Whatcanyoudoonyour
birthdaybeforeyoueatabirthday
cake?
2)Elicit:blow,cut
1)listenandfollow
2)trytoact
listen,writeandtick
1)Tmakeamodel
2)studentsmake(photocopiable
P5)
fold___,draw___,write___,put
__into___

Assignmentnumbers&
Howoldis
he/she?How
oldareyou?
板书设计:Lookandsay
Abirthdaypartyto
Here‟syour_______.cut
Hereyouare.blow
dear
Makeabirthdaycard
thecard.
onthecard.
Dear…
HappyBirthday!
From…
课后反思:
利用生日聚会的形式来学习本节课的内容,学生兴趣十足,在随后的自由
组合进行对话中也表现较好。对于做生日卡的过程,让学生在动手中学习,使
的学习与生活实际相联系。

PERIOD3
AIMS:(letters)ride
2.Structures:Isthisyour___?Yes,itis./No,itisn‟t.
3.Functions:Usingimperativestogiveinstruction
LANGUAGEFOCUS:Usingimperativestogiveinstructions
.;Comehere,please.Rideyourbicycleontheplayground.
DIFFICULTPOINTS:Usinginterrogativestoelicit“YesorNo”responses
AIDS:Book4AP7
Cassetteandacassetteplayer
WorkbookP4
PhotocopiableP7
Someobjects
PROCEDURESCONTENTSMETHODSNOTES
Warmingup
Revision
Presentation
Consolidation
Rhyme
Quick
response
:ride
thisyour
___?Yes,it
is./No,itisn‟t.
andact
I.practice
dialogues;
Giveoutthe
Ss
T&S
1)Askstudents:Canyou___?To
elicit“ride”
2)Say:ride,rideabicycle
1)Expressyourobjects:Thisis
my__.It‟s___.
2)Askstudents:Isthisyour____?
ToelicitYes,it‟smy____./No,it
isn‟tmy____.
3)Trytosay
4)Workinpairs
5)Dosubstitutions
1)Listentothetape
2)Workinpairs
3)Act
WorkbookP4:Lookandsay
1)Model
2)Act:.Hello,isthisyour
birthdaycard?
Assignment
birthdaycards
Photocopiable
P7
Readandact
studentbook
P7
Yes,itis./No,itisn‟t.
Happybirthdaytoyou.
Howoldareyou?
Goodbye.
板书设计:Sayandact
Isthisyourbicycle?ride
What‟syourname?
Howoldareyou?
Isthisyour…?
Yes,it‟smy…
Rideyourbicycleintheplayground.
课后反思:
利用询问别人的东西引出今天学习的内容,学生能很快进入主题,对于内容
的接受比较快,对于最后一句的朗读存在着一些困难,在今后的朗读练习中要
加强巩固。
Module1Unit3Whatareyou?
Period1
Teachingcontents:P8
Teachingaim:1.Recognizealliterativeandrhymingwords.
2.Openaninteractionbyelicitingaresponse.
3.Predictthemeaningofunfamiliarwordsbyusingcontextorpictureuses.
4.Developwrittentextsbyaddingpersonalideasandinformationtowriting
whenamodelisprovided.
Teachingdifficult:Asking„wh-„questionstofindoutaperson‟sidentify.
Teachingfocus:Usingnounphrasestoidentifypeople,animals,events,objects
andactivities.
Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards.
Teachingprocess:
ProcedureContestMethodsNotes
Pre-task
preparation
studentsinto
groups.Askthemto
lookatpicturesofthe
firemenfighting
againstthefire.Walk
aroundtheclassand
say:
Lookatthepeople.
Aretheyhappy?Are
theysad?
Write:Firesarebad.
Lookatthepictureand
discuss.
While-task
procedure
thewordand
picturecardsto
introduce:afireman,
apoliceman.
themtopay
attentiontothese
people‟suniforms.
theWord&
picturecardsto
introduce:afireman,
apolicewoman,an
ambulanceman.
Writethemonthe
board.
thecassette.
Stayingroups.Toelicit
thenewwords.
Learnthewordswell.
Findoutallthefiremen
andpolicemeninthe
books.
Payattentiontothe
singlenounformand
thepronounform.
(Onlytherhyme.)
studentsto
workoutthe
meaningsoffireand
engine.
:telephone
bythewordand
picturecard.
thecassette
again.
groupsof
studentstoreadthe
rhymealoud.
thecassette.
(dialogueonly)
10.
:Countthe
firemen/ambulance
men.
Ask:Howmany
firemen/ambulance
men?
Listenandfollowin
theirbooks.
Listenandrepeat.
Listenandfollowin
theirbooks.
Usethedialoguetoask
andanswerabout
people‟sjobsonP8.
Post-task
activity
Homework
Anewrhyme.
Writetherhymeonthe
board.
Underlinethelasttwo
lines.
GrammarBookP9
Rewritetherhymein
groups.
Board-design
Firesarebad.
policemanpolicewomanfireman
ambulanceman
policeman——policemen
policewoman——policewomen
ambulanceman——ambulancemen
课后反思:
利用儿歌的形式引出今天所学的内容,并且通过一些手势来模仿这些职业进
行教学,学生对于意思基本能理解。但由于本课单词比较难读,如ambulance
man,engine,policewoman学生掌握不是很好,在接下来的操练中要加强。
Module1Unit3Whatareyou?
Period2
Teachingcontents:P9
Teachingaim:1.Recognizedifferencesintheuseofintonation.Discriminate
betweenwordswithdifferentinitial/finalsounds.
2.Openaninteractionbyelicitingaresponse.
Teachingdifficult:Asking„Wh-„questionstofindoutaperson‟sidentity.
Teachingfocus:Usingnounphrasestoidentifypeople,animals,events,objects
andactivities.
Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards,
workbook4AP5~6
Teachingprocess:
ProcedureContestMethodsNotes
Pre-task
preparation
Review:What‟she?
He‟sapoliceman
/fireman.
While-task
procedure
1.Introduce:ateacher,
adoctor,adentist,a
shopassistant,a
waiter,awaitress,a
cook,abus-driver
andapostman.
individual
studentstoeto
theboardandtake
awayonepicture
cardeachtime.
individual
studentsetothe
front.Giveapicture
cardtothestudent
whoisgoingtodothe
matchinginsteadof
allowingthestudents
tochoose.
awayallthe
wordandpicture
cards.Holdupa
picturecardoneata
timeandask:Who‟s
she?
Repeatafterthe
teacher.
Learnthewords.
Theotherstudentstry
theirbesttoremember
whichwordcardpairs
whichpicturecard.
Chooseapicturecard
andmatchitwitha
wordcard.
Sheisanurse.

theclassinto2
groups.Groupa
keepsallthepictures
cardswhilegroupB
keepsalltheword
cards.
studentsinto
groupsof4.Makethe
wordandpicture
cardsaccordingto
thestepsonP11.
ThestudentinGroupA
taketurnstochoosea
picturecard,holditup
andask:Who‟she/she?
Thendotheaskand
answerwork.
Post-task
activity
Homework
thecassette.
itagain.
individual
students.
2.WorkbookP5
WorkbookP5
Listenandfollow.
Listenandrepeat.
Readaloud.
Board-design
PicturecardsWordcardsWhat‟sshe/he?
…………She/Heis…
课后反思:
本节课是关于职业的单词,我利用情景与图片的形式进行单词的教学,使得
单词的学习不在枯燥无味,利用学生扮演职业的形式来巩固所学单词.学生的学
习兴趣还是比较浓厚,只是在单词的发音上还是存在一定的困难,waitress,shop
assistant,dentist因为这节课的单词较多,而且有点难度.在接下来的朗读中要加
强。
.
Module1Unit3Whatareyou?
Period3
Teachingcontents:P10
Teachingaim:1.Useappropriateintonationinquestionsandstatements.
2.Openaninteractionbyelicitingaresponse.
Teachingdifficult:Asking„Wh-„questionstofindoutvariouskindsofspecific
informationaboutaperson.
Teachingfocus:Usingnounstoidentifypeople.
Teachingaids:Cassette4Aandacassetteplayer,wordandpicturecards,
workbookP7.
Teachingprocess:
ProcedureContestMethodsNotes
Pre-task
preparation
differentjobs
usingthewordand
picturecards.
upapicture
cardandask:What‟s
he/she?
Readthewords.
Toelicit:He‟s/She‟s…
Practisethesentence.
While-task
procedure
mystudentswhat
myparentsdo.
Say:Myfather‟sa…
Mymotherisa…
aroundthe
class,askindividual
students:Whatdoes
yourfatherdo?
(mother)
Askafewguided
questionstohelp
studentsunderstand.
.Isshe/hea
doctor?
thecassette.
thecassette.
pairsof
studentstodoitinfront
oftheclass.
asurveyonP10.
Formoreablestudents,
introducesomemore
monjobs..
manager,factory
worker,clerk,
accountant.
Listenandfollowin
theirbooks.
Workinpairstodothe
role-play.
Maywalkoutfrom
his/herdeskand
interviewtheother
studentsbyusingthe
sentences.
Post-task
activity
Homework
WorkbookP7.
GrammarBookP10
Board-design
Whatdoesyourfather/motherdo?
1.Myfather/motheris…
2.He‟s/She‟s…
课后反思:
这节课是在上节课的基础上对单词进一步熟悉与巩固,在此基础上学习对于
职业询问的另一种方法,学生对于新学知识的询问很容易遗漏do,而且还是习惯
用上节课的知识来提问,在下面的课文学习中要让学生用新知识来操练.

Module1Unit3Whatareyou?
Period4
Teachingcontents:P12
Teachingaim:1.Recognizedifferencesintheuseofintonation.
2.Useappropriateintonationinquestionsandstatements.
3.Developwrittentextsbyreproducingsentencesorputting
thewordsinalogicalorder.
Teachingdifficult:Askingsimplequestionstoobtain„Yes/No‟responses.
Teachingfocus:Usingnounsphrasestoidentifypeople,animals,events.
Teachingaids:Cassette4Aandacassetteplayer.
Teachingprocess:
ProcedureContestMethodsNotes
Pre-task
preparation
apostman/a
cook,etc.
:WhatamI?
Say:Yes,I‟ma…
/No,I‟mnota…
Performanceit.
Toelicit:You‟rea…
While-task
procedure
thewordand
picturecardsandput
themonmydesk,
facedown.
3.
LookatP11.Makeand
play.
S1choosesacard.S1
andS2usethe
following.Don‟tletS2
seethecard.S1andS2
followingdialogueto
startandguess:What
amI?
Areyoua…?Yes,I‟m
a…/No,I‟mnota…
Playtheguessinggame
ingroupsoffour..
S1:WhatamI?
S2:Areyou…?
S1:Yes,I‟m…
No,I‟mnot…
Post-task
activity
Whatishe/she?
studentsinto
groups.(game)
2.
Eachgroupchooses
threejobsandcollects
picturesofpeoplewho
dothejobsandpictures
ofthingsthesepeople
useatwork.
Stickthepicturesina
sketchbook.Forless
Homework
GrammarP11
ablestudentstryto
write.Foraverageand
moreablestudents,try
towritecaptionsfor
someofthepictures.
Formoreablestudents,
trytoknowthenameof
theobjectsthosepeople
useandcopythewords
downunderthe
pictures.
Board-design
WhatamI?You‟rea…
Areyoua…?Yes/No,I‟m
(not)…
课后反思:
这节课是在前面的基础上对于职业单词的复习与巩固,以做游戏的形式进行
猜谜游戏,学生兴趣浓厚,学得非常的起劲,对于知识的运用也能比较得心应手.还
强烈要求再玩这游戏。
Module1Unit3Whatareyou?
Period5
Teachingcontents:P12
Teachingaim:1.Locatespecificinformationinresponsetosimpleinstructionsor
questions.
2.Openaninteractionbygreetingpeersusingappropriate
formulaicexpressions.
3.Provideinformationinresponseto„yes/no‟questions.
Teachingdifficult:Asking„yes/no‟questionstoobtainsimpleresponses.
Teachingfocus:Asking„Wh-„questionsand„How‟questionstofindouta
person‟sinformation.
Teachingaids:Cassette4Aandacassetteplayer.
Teachingprocess:
ProcedureContestMethodsNotes
Pre-task
preparation
students
questionsto
encouragethemto
talkabouttheir
friends.
.Who‟syourbest
friend?Howoldis
he/she?Whatdoes
he/shelike?Whatcan
he/shedo?
individual
studentsquestions
abouttheirfatheror
motherorother
familymembers.
Interviewtheother
students.
Practicetheoral
practice.
Describetheirparents
orrelatives.
While-task
procedure
thedialogueon
thecassette.
thedialoguein
fourparts.
studentsinto
pairstoactoutthe
dialogue.
pairstoactthe
dialoguetotheclass.
Followintheirbooks.
Followthetapeand
repeat.
Voteforthebestgroup.
Post-task
activity
thetaskby
havingthesamepairs
practisethedialogue.
3.Selectpairstoact
themodified
Substitutingthepersons
inthephotographwith
otherfamilymembers.
Homework
dialogue.
Workinpairs
Board-design
Who‟she/she?
Howoldishe/she?
Whatdoeshe/shedo?
Whatcanhe/shedo?
课后反思:
以问答形式进入今天学习的内容,在学生的回答中进行课文的学习,然后让
学生以自编对话的方式来巩固所学内容,学生掌握的较好,在对话表演中能运用
自如.

Module2Me,myfamilyandfriends
Unit1Anewclassmate
PeriodOne
Teachingcontents:Sayandact
Usingmonexpressionstointroduceoneself.
AIMS:1)Tolearnthenewwords:classmate,shoulder,knee,toe.
2)Tolearnthesentence:Youcancallme...
3)Usingnounstoidentifydifferentpartsofthebody.
.shoulders
4)Usingmonexpressionstointroduceoneself.
.YoucancallmeKally.
Languagefocus:Usingnounstoidentifydifferentpartsofthebody.
.shoulders
Usingmonexpressionstointroduceoneself.
.YoucancallmeKally.
Difficultandkeypoints:
1)Usingnounstoidentifydifferentpartsofthebody.
2)Usingmonexpressionstointroduceoneself.
Teachingaids:somemasks,acassetteplayer.
WordandPictureCards:differentpartsofthebody.
Teachingprocedure:
ProceduresContentsMethodsnotes
Warming-up
1.Listentoa
song.
2.Dailytalk.
Ss以自我
介绍的
内容为
主进行
日常对
话练习。
Revision
Introduce
oneself.
S
Presentation
1.Youcan
call
me___?
Showamask.:
1)Whoising?
Howdoesshe
introduceherself?
2)Listentothetape
andlearn:Youcan
callme…
and
answer
2.Practice
Introduce
partsofbody
3)Let‟sgreether,
toelicit:
Hello/Hi…,
Kally.
Kallyisournew
classmate.Whatdid
MissFongsay?Please
listentothetape.
Wehaveanew
classmate.
Askandanswer.
.What‟sthe
nameofthenew
classmate?
Playthecassette
again.Studentslisten
andrepeat.
3.Dividestudents
intogroupsoffour.
Havestudentsdo
therole-playin
groups.
4.Invitegroupsof
studentstoactin
frontoftheclass.
5.Toshowthe
studentsabouta
boyoragirl‟s
pictures.Label
differentpartsof
thebody.
Introduce:head,
shoulder,knees
andtoeswiththe
helpoftheWord
andPictureCards.
Formoreable
students,review:
eyes,nose,mouth
andearsbyasking
themtolabelthese
parts.
Consolidation
1.Playa
gamewith
your
students
song
Havestudentstouch
differentpartsoftheir
bodyasyouread
aloud.Forlessable
students,demonstrate
theactionsaswell.Put
allthewordsand
PictureCardswhich
showdifferentpartsof
thebodyontheboard.
Formoreable
students,askthem
sometimestotouch
oneeye,sometimes
touchbotheyes,etc.
Havestudentsclose
theirbooks.
Encouragestudentsto
recitethesong.
游戏比
较简单,
可以适
时让学
生来进
行下口
令。
Homework
1.Distributeacopyof
Photocopiable
page14toeach
student.Playthe
songagain.Have
studentswriteinthe
orderofdifferent
partsofthebody
mentionedinthe
song.Havethem
findoutthepartsof
thebodywhichhave
beenmentioned
most.
2.Recitethewords
andthedialogue.
Board-design
Unit1Anewclassmate
Wehaveanewclassmate.
Youcancallme…
headshoulderkneetoe
课后反思:
这节课是对宾语的初步认识,学生对于me的用法能接受并且领会,而
对于其他宾语的用法就有点乱,在练习中混淆的很多,对于后面的歌曲及其中
的单词,利用老师说,学生边说边指的形式,学生掌握较好。
Module2Me,myfamilyandfriends
Unit1Anewclassmate
Period2
Teachingcontents:Lookandsay
TeachingAims:
AIMS:
1)Tolearnthewordsandphrases:round,ahead,anear…
2)Tolearnthestepsofmakingapuppet.
3)Tolearnthesentences:My…is/are…
Languagefocus:Usingnounstoidentifydifferentpartsofthebody
.Myfaceisround.
Difficultandkeypoints:Usingnounstoidentifydifferentpartsofthe
body
Teachingaids:1)acassetteplayer,
2)WordandPictureCards:differentpartsofthebody
3)Photocopiablepages8and9
4)Scissors,somestringsandsomestickytape
Teachingprocedure:
ProceduresContentsMethodsnotes
Warming-up1.Dailytalk.Ss
Revision
1.song
2.Practice
Reviewpartsofthe
bodybyasking
studentstosingthe
songagain.
Introduce:arm,finger,
legandfootbypointing
atdifferentpartsofthe
body.Askstudentsto
matchtheWordand
PictureCardswhich
showdifferentpartsof
thebodyontheboard.
Studentsworkinpairs
toasktheirpartnerto
pointatdifferentparts
oftheirbody.
Presentation1.MakeaDistributeasheetof
puppet.
2.Introduce
yourown
puppet.
about
yourpuppet
drawingpapertoeach
student.Havethem
draw,cutoutandmake
theirownpuppet.
Remindstudentstouse
differentcoloursforthe
eyesandhairofthe
puppet.
Writethesentenceson
theboard.
Myhairis___.
Myeyesare___.
Myearsare____.
Mynoseis___.
Mymouthis___.
Myfaceis___.
Inviteindividual
studentstointroduce
theirpuppettothe
class.
Dividestudentsinto
groups.Askeach
studenttogiveaname
tohis/herpuppet.They
thentaketurnsto
introducetheirown
puppettotheother
groupmembers.
在介绍木
偶的基础
上进行自
己的介绍
和第三人
称他人的
介绍。
ConsolidationListenand
colour
Distributeacopyof
Photocopiablepage15
toeachstudent.First,
studentslistenand
identifytheclowns.
Thenstudentslisten
andcolourtheclowns
accordingly.
Homework1.Copythe
newwords
and
expressions
.
2.Say
something
aboutyou.
Board-design
Makeapuppet
1.acard
2.Drawaroundheadandabody.
3.Drawaface.Drawarmsandlegs.
4.Cut.
5.Stickthestring.Usetape.
课后反思:
在上课过程中,我利用简笔画的形式在黑板上边画边进行一些单词的教
学及做一个木偶过程的演示,随后用边指边说的过程进行复习,学生掌握良好,
也能按照范例进行自我简单的介绍,收获较好。

PeriodThree
Teachingcontents:Lookandsay
AIMS:1)Tolearnthenewword:block
2)Tolearnthenewsentence:That‟s…‟s…
2)UsingPossessiveadjectives
.That‟smyfather‟scar.
Languagefocus:UsingPossessiveadjectives
.That‟smyfather‟scar.
Difficultandkeypoints:Introduceyou,yourpuppetsandyourparents.:
UsingPossessiveadjectives
Teachingaids:sometoys,aball,acassetteplayer,somemasks
Teachingprocedure:
ProcedureContentsMethodsnotes
Warming-up1.Singasong.
2.Dailytalk.
Ss
Revision1.Introduceyou,
yourpuppets
andyour
parents.
2.Listenand
answer
S
Ask:Who‟sKitty‟s
newclassmate?
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