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新版-牛津译林版四年级上册Unit 8 Dolls教案
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这是一份新版-牛津译林版四年级上册Unit 8 Dolls教案，共33页。
课堂教学设计方案
总计第 17 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
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。
教学重点、难点
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。
教具准备
PPT、cards
教学设计
个性化设计
Step1 Greeting & Warm up
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?
Step2 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)
Step3 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。）
Step 4 Consolidation
1. Match and say.
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。
Step 5 Sing a song
Say a rhyme
T: （拿出一个卧室的图片）Look, what’s in the bedroom?
S: A sofa, a chair, a desk, a window, a door and a bed.
T: Yes. It’s nice and clean. I love my bedroom. I love my little bedroom. 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.
T: Say it all together again.
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)
Step6,Homework
1.听磁带，读故事3遍并试着背一背。
2. 用Where is /Where are…? It’s/They are … 的句型来说说物品的位置；
3. 试着复述课文。
板书
设计
教学
反思
课堂教学设计方案
总计第 18 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
教学目标
1. 能理解句型Where’s /Where are…? It’s /They are….的含义，并能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
3. 能体会字母k在单词中的发音。
教学重点、难点
1. 能理解句型Where’s /Where are…? It’s /They are….的含义，并能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
教具准备
PPT、cards
教学设计
个性化设计
Step1 Free talk and revision
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It’s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can’t.
3. Practice in pairs. Ask and answer each other.
4. Review the text.
出示按课文内容所编的小诗，引导学生填所缺的词。
Where, where, where’s the ?
Here, here, in the .
Where, where, where are the ?
There, there, in the , on the .
Where, where, where’s the ?
Sorry, sorry, I don’t know.
Oh, oh, in the .
Step 2 Sing the song
T: Hello, boys and girls.
S: Hello, ….
T: (出示第一课时中的小卧室) Do you remember this little bedroom?
S: Yes.
T: Let’s sing the song ‘I love my bedroom.’ (播放歌曲，学生唱)
Step 3 Sound time
1. Watch the cartoon and answer.
T: What does the boy like to do?
S: He like to fly his kite. He like to ride his bike.
2. 理出单词：like, bike, kite
3. Watch the cartoon again and answer.
T: Where does he ride his bike?
S: Near the lake.
T: An old man is coming. He says to the boy: “It’s very dangerous.” The boy thanks to the old man and rides away.
4. 理出单词：lake, thank
5. Read the words after the tape.
6. 总结发音规律：所含的字母k都发/k/这个音。引导学生举一些含有此相同发音的单词。
cake, bake, fake, snake, make, wake, jacket, black, back, duck, luck, pick, sick
（学生小组内讨论，教师板书。）
7. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发音/k/的单词？ S: Three.
T: Can you read them all again?
S: 再读5个单词 （学lake的意思）
T: Now can you tell us the sound of the letter ‘k’? S: /k/.
T: Good! Now read them like this: /k/,/k/, /k/ bike, /k/, /k/, /k/ kite…
T: Yes. And here are some words with the sound /k/, can you read them? (PPT显示单词，学生读)
Step4,Homework
1. 说一说Fun time中的对话，听磁带复习Sound time。
2. 模仿Fun time中的对话用Where’s/Where are my …? It’s/They are … 的句子来做一做游戏。
板书
设计
教学
反思
课堂教学设计方案
总计第 19 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
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. 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
3. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、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家中物品摆放的位置
教具准备
PPT、cards
教学设计
个性化设计
Step1 Free talk and revision
1. T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It’s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can’t.
Step2 Cartoon time
1. Show the four pictures and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. They met a bird. How is the bird? What’s wrong with it? Let’s watch the cartoon. （播放动画）
T: How is the bird?
S: It’s hungry.
T: What would it like?
S: A worm.
3. Read and say ( 注意模仿Bobby和Sam的语气)
T: 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/the bird?
4. T: Now read the story in pairs. (注意语气哦！)
5. 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/Bobby/the bird 配音)
6. Act the dialogue
Step3,Homework
读Cartoon time对话5遍；
板书
设计
教学
反思
课堂教学设计方案
总计第 20 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
教学目标
1. 能对照Ticking time的三个目标进行客观的自我评价；
2. 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
3. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、难点
能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
教具准备
PPT
教学设计
个性化设计
Step1 Free talk
Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
Step2 Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 5? Let’s check it out.
T: What can you talk about?
S: I can talk about my home.
T: What can you say?
S: I can say where my things are.
T: What do you know?
S: I know the sound of the letter “k”.
T: You can see the Chinese meaning here. So now it’s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you talk about your home? (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 /Where are…? （检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /k/? (检验几个学生)
2. Checkout time
A. 先说说自己家的房间摆设
T: How many bedrooms do you have?
S: We have two bedrooms.
T: Where is your bedroom?
S: It’s near the living room.
T: Where is your bed?
S: It’s beside the window.
Ask each other and act the dialogue.
B. Show the picture on Page37.
Look at the picture and describe.
S: This is my home. We have a bathroom in our home. We have a sofa and a table in the living room. We have a fridge in the kitchen.
Describe in groups. Act the dialogue.
Step3 Task
1.Talk about the things in the classroom
This is our classroom. We have … in our classroom.
2.先引导学生小组讨论并说一说。
3.再指导学生写一写。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）
Step4,Homework
如Ticking time没有达到3颗星的，有针对性地进行练习。
板书
设计
教学
反思
课堂教学设计方案
总计第 21 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
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学会点餐及征求别人的意见。
教学重点、难点
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。
教具准备
PPT、Cards
教学设计
个性化设计
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, xx. 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.
Step2 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, xx? 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.
Step3 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 and match.
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.
3. 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.
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。）
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。)
Homework:
1.听磁带，读故事3遍；
2. 用What would you like? I’d like …, please. Anything else? 的句型来进行点餐。
3. 用所学的句型试着创编对话，进行点餐，课后小组交流。
板书
设计
教学
反思
课堂教学设计方案
总计第 22 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
教学目标
1. 能理解句型“What would you like? I’d like …, please. Anything else?”及其回答的含义，能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
3. 能正确诵读歌谣：What would you like?
教学重点、难点
1. 能理解句型“What would you like? I’d like …, please. Anything else?”的含义，能正确运用到实际中进行描述。
2. 能正确诵读歌谣：What would you like?
教具准备
PPT、Cards
教学设计
个性化设计
Step1: Free talk and review
1. T: Are you hungry now?
How are you today?
What would you like?
Would you like…?
What about you?
2. Review:
T: What would Mike like?
S: He would like a glass of milk and a hamburger.
T: What would Helen like?
S: She would like some noodles.
T: What would Mr. Brown like?
S: He would like a sandwich and a cup of coffee.
T: Let’s read the story.
Let’s dub for the story.
Step 2 Say the rhyme
1. T: Hello, boys and girls. S: Hello, ….
T: ( 出示书上42页Rhyme time中的图 ) What would they like?
S: They would like a pie and some rice.
T: What about a pie and some rice? S: They are all very nice.
2. T: Let’s say the rhyme ‘What would you like? ’ (播放歌谣，学生诵读)
3. Read and recite the rhyme.
4. Change the lyrics
T: We know the pie and the rice are very nice. Now can you change your words according to these pictures? 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。）
T: What would you like? What would you like?
I’d like a sandwich. I’d like some noodles.
Discuss in groups.
5. Say the rhyme in groups.
Step 3 Fun time
1. Review the words
T: 将所学的8个词语按照单复数形式的不同进行分类记忆。
T: 可数名词：a hamburger, a sandwich, some noodles
不可数名词：a bowl of rice, a glass of milk, a cup of coffee, a cup of tea
2. Show some pictures.
T: What would you like?
S: I’d like a sandwich and a glass of orange juice.
T: What about you? S: I’d like some noodles and a cup of tea.
T: Anything else?S: Some cakes and a cup of coffee.
3. Play the game
T: 引导学生拿出事先画好的40页的菜单图，每4人一组进行点餐的游戏。
S1: What would you like? S2: I’d like …
S3: I’d like … S4: …, please.
Play it in groups and act the dialogue.
Homework:
1.会背并默写Fun time中的句子。
2. 模仿Fun time中的对话用＂What would you like？I’d like …, please. …, please.＂的句子来做一做游戏。
板书
设计
教学
反思
课堂教学设计方案
总计第 23 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
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. 能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。
教学重点、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进行点餐活动并会征求别人的意见。
教具准备
PPT
教学设计
个性化设计
Step1: Free talk and review
1. T: Are you hungry now?
How are you today?
What would you like?
Would you like…?
What about you?
2. Review rhyme time
Say the rhyme together.
Recite the rhyme together.
Make a new rhyme.
Step2 Cartoon time
1. Show the pictures on Page41 and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. What’s wrong with them? Let’s watch the cartoon. （播放动画）
T: What’s wrong with Bobby and Sam?
S: They’re hungry.
3. Watch the cartoon again and answer. (再次播放卡通片)
T: What would Sam like?
S: Some fish.
T: What would Bobby like?
S: An egg.
4. Read and answer
T: How about the fish and the egg?
S: They are very big.
5. Read and say ( 注意模仿Bobby、大猩猩和Sam的语气)
T: 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/大猩猩?
S1: I’m hungry. ( 指导有气无力的语气)
S2: Me, too. ( 指导有气无力的语气)
S1: Here’s a snack bar. I’d like some fish. (指导惊喜、兴奋的语气)
S2: I’d like an egg. (指导惊喜、兴奋的语气)
S3: Can I help you? (指导严肃的语气)
S1: Yes. I’d like some fish, please. (指导渴望、期待的语气)
S2: I’d like an egg, please. (指导渴望、期待的语气)
S2: What a big egg! ( 指导意外、惊讶的语气)
5. T: Now read the story in pairs. (注意语气哦！)
6. 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/Bobby/大猩猩配音)
1. Act the dialogue
Homework:
1.Act cartoon time;
2.Copy cartoon time.
板书
设计
教学
反思
课堂教学设计方案
总计第 24 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
教学目标
1. 能体会字母k在单词中的发音
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进行点餐活动并会征求别人的意见。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、难点
1. 能体会字母k在单词中的发音
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进行点餐活动并会征求别人的意见。
教具准备
PPT
教学设计
个性化设计
Step1 Free talk
1. T: Are you hungry now?
How are you today? What would you like? Would you like…?
What about you? How is Bobby? What would Bobby like?
How is Sam? What would Sam like?
Step2 Sound time
1. Show the picture on Page42. ( 出示Sound time中的图片。)
Ask: What can you see in the picture? Answer: I can see …
2. 学生自主进行提问，引出”fox”和”box”这两个单词。
3. Watch the cartoon and answer.
T: Where is the box? S: It’s behind Mrs. Fox.
4. 总结发音规律：所含的字母x都发/ks/这个音。引导学生举一些含有此相同发音的单词。 fix, exercise, wax, sex （学生小组内讨论，教师板书。）
5. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发音/ks/的单词？ S: Two.
T: Can you read them all again? S: 再读另外列举的单词。
T: Now can you tell us the sound of the letter ‘x’? S: /ks/.
T: Good! Now read them like this: /ks/,/ks/, /ks/ box, /ks/, /ks/, /ks/ fox… (学生读单词)
T: Yes. And here are some words with the sound /ks/, can you read them? (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence? 你能根据图片挑选三个单词完成句子吗？ Discuss in pairs. (学生讨论，反馈)
Step3 Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 6? Let’s check it out.
T: What can you name? S: I can name some food and drinks.
T: What can you order? S: I can order food.
T: What do you know? S: I know the sound of the letter “x”.
T: You can see the Chinese meaning here. So now it’s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you name some food and drinks? (问几个学生)
T: Can you order food?
Well, let me check. What would you like? (检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /ks/? (检验几个学生)
2. Checkout time
A. 出示书上43页的图片。
T: What food can you see?
S: I can see a cake, a sandwich, a pie, a hamburger, an ice cream and some noodles.
T: What drinks can you see?S: I can see a glass of milk and a glass of juice.
B. 通过问答形式核对答案。
T: What would Yang Ling like?
S1: She’d like some noodles and a glass of juice.
T: What would Wang Bing like?S2: He’d like a cake and an ice cream.
T: What would Su Hai like?S3: She’d like a sandwich and a pie.
T: What would Liu Tao like?S4: He’d like a hamburger and a glass of milk.
Homework:
1. 用学过的语言自己编一段点餐对话；
2. 复习今天所学的内容。
板书
设计
教学
反思
课堂教学设计方案
总计第 25 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
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。
教学重点、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。
教具准备
PPT
教学设计
个性化设计
Step1 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)
1. Number games （接龙游戏）
Play the game in groups
2. 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。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.
Step5Homework
1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
板书
设计
教学
反思
课堂教学设计方案
总计第 26 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1. 通过数字游戏巩固所学数字单词，能听懂、会说、会读、会写twenty, thirty,forty,fifty;
2. 在猜测物品价格游戏中，能够听懂、会说、会读、会写句型How much is it？/ How much are they？以及应答句；
3. 通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I help you? How much …?并能熟练运用数字单词表示物品价格；
4. 通过图片提示能够预测故事内容；
5. 通过朗读能够理解故事内容并能生动表演。
教学重点、难点
1. 通过数字游戏巩固所学数字单词，能听懂、会说、会读、会写twenty, thirty,forty,fifty;
2. 在猜测物品价格游戏中，能够听懂、会说、会读、会写句型How much is it？/ How much are they？以及应答句；
通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I help you? How much …?并能熟练运用数字单词表示物品价格；
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
How old are you? How many people are there in your family?
2. Play number games
Write down some numbers on the cards, then show the back of the cards.
T: What number is it? Ss: …
Step2.Presentation
1. Finish the sentences
Liu Tao would like ______________. They’re ________yuan.
Yang Ling would like a pair of __________. It’s _____yuan.
Mike would like this_______ __________. It’s only _______yuan.
2. Teach the new words
T: Look at my scarf. Ss: It’s nice.
T: I bought it last week. Do you know how much it is?
It’s fifty yuan. (边说边将价格贴在衣服上)
Teach the new word ‘fifty’
T: I have some clothes and toys here. If you want to know the price of them. Please ask me ‘How much is it? ’ or ‘How much are they?’
PPT show the things
Ask and answer in two
S1: How much is it? T: It’s thirty yuan.
S2: How much are they? T: They’re forty yuan.
Teach the new words ‘thirty, forty’
3. Write down ‘twenty thirty forty fifty’ on the blackboard
Ask the students to say the rules
4. Play a game
T: I have some toys here. If you can guess the price, you can get it.
Show a toy dog
T: I have a … How much is it? Ss: It’s … yuan.
T: (老师将价格一步步缩小，如物品价格为40，学生猜30，老师就说thirty to forty)
Ss: … yuan. T: Yes, you’re right.
Play the game in groups学生拿出自己准备好的卡片，正面画上图片，反面写上价格。互相猜，猜中就可得到卡片。游戏结束看谁卡片多
S1: I have a …. / I have some …s.
How much is it? / How much are they?
S2: It’s … yuan. / They’re … yuan.
S1: … to … S2:…
游戏结束看谁卡片多
Step3 Cartoon time
1. T: If we want to buy something. Where can we go?
S: Shop
T: Yes. Look at Bobby and Sam. Where are they?
Ss: They’re in the shop.
T: (出示小猪售货员) This is the shop keeper, Mr Pig.
What will he say?
Ss: …
让学生根据图片想象对话内容
2. Watch the cartoon and answer the questions
a. What would Bobby like? B. How many bowknots would he like?
c. Who is Tina?
3. 将动画片放至最后一幅图前问学生
T: If you are Tina. What will you say？
Teach “How beautiful!”
4. Read in role and act in role
Step4 Acting time
每一位学生手持100元道具钱，并准备若干图片。进行买卖，最后比出“最牛买家”
S1: Can I help you? S2: I’d like a … / some….
How much is it /are they?
S1: It’s / They’re … yuan. S2: Here you are. S1: Thank you.
Step5Homework
1. Read Cartoon time five times.
2. 1. Recite the dialogue and try to write it after class.
板书
设计
教学
反思
课堂教学设计方案
总计第 27 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1.通过复习及头脑风暴游戏，学生能够说出关于服装、颜色及数字的单词；
2.通过改编歌曲体会语言韵律美，体会语言多样性；
3.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
4.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词
教学重点、难点
1.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
2.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
How much is your pencil?
How much is your …
Introduce the students’ things
S1: I have a …. It’s … yuan.
S2: I have some …. They’re …yuan.
2. Play a game ’Brain storm’
Name the clothes in groups
Say colours in groups
Step2.Presentation
1. Show the picture about the song
T: What can you see in the picture?
S1: I can see a pair of socks.
S2: I can see a skirt.
S3: I can see a T-shirt.
S4: I can see a pair of shoes.
2. Listen to the song
T: What can you find in the clothes shop?
S1: Blue skirts and T-shirts.
S2: Yellow shoes.
S3: Red socks.
T: How are these things?
S4: They’re very cheap.
S5: They’re very good.
3. Sing the song
4. Act out the song
5. Make a new song
Green skirts and T-shirts, brown shoes and black socks..
They are very nice and they are very good.
You can try them on…
Step3 Cartoon time
Show the form about ticking time
1. Show some pictures and the prices
T: What is this? / What are these ?
S: It’s a …/ They’re …s.
T: How much is it? / How much are they?
S: It’s … yuan. / They’re … yuan.
2. Show their own things to be a shop assistant
T: How to be a shop assistant? What can we say?
Ss: …
学生小组内进行购物对话
Step4 Check out time
1. Flash cards quickly
T: What’s this? Ss: An umbrella.
T: What are these? Ss: Shoes.
1. Try to guess the price
Ss: How much is the…?
Ss: It’s … yuan.
2. Listen and choose
3. Check out the answer
Step4 Acting time
1. Show the picture
T: Look, how many people are there? Ss: Five.
T: Where are they? Ss: They’re in the river.
T: Right. They live near the river. They love to swim in summer.
2. Write down the words ‘five, live, love, river’, circle the letter ‘v’
3. Read the words and /v/
4. Read the sentences
Five men live near the river. 五个男士住在河边。
They love to swim in summer. 他们喜欢在夏天游泳。
4. Give some other words include /v/
Step5Homework
1. Finish the exercises
2. Review and recite Unit7.
板书
设计
教学
反思
课堂教学设计方案
第 28 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1. 能听懂能听懂、会说、会读、会写单词shoe, sock, twenty,
thirty, forty, fifty；
2. 通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
3. 能利用Ticking time, 对自己的学习效果做出正确评价。
教学重点、难点
1.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答。
2.相互检测完成Ticking time.
教具准备
pictures, cards, tape，配套软件
教学设计
个性化设计
教学过程：
Step1.Review
1.Greeting.
2.Sing a song.《Ten little Indians>
Free talk.
Count1—10；
Spell20--50,
Introduce yourself
My name.....
I’m ten.
I like...
I have...
Step2：Presentation
Checkout time
Flash cards quickly
闪卡游戏。
T: What’s this?
S1:It’s a umbrella.
T: What are these?
S2:They’re shoes.
S3:They’re socks.
2. Try to guess the price
3. Listen and choose
4.Check out the answer
5.Make a dialogue.
Work in pairs.
S1:Can I help you?
S2:I’d like ...
It’s / They’re….
How much is it / are they?
S1: It’s / They’re … yuan.
Here you are.
S2 : Thank you.
Step3:Ticking time
Show the form about ticking time
Show some pictures and the prices.
Count 20--50
Show their own things to be a shop assistant
Check with your partner and tick.
Step4,Homework
1.Recite the story & cartoon time.
2.Spell the words.
板书
设计
教学
反思
课堂教学设计方案
总计第 29 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
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….
教学重点、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….
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Free
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 Mouth Big
Eyes small Ears big
Nose small
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.
Step4 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
学生出示一张好朋友的照片或画一张画像，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.
Step5Homework
1.Read the dialogues after the tape and imitate the pronunciation.
2. Copy the new words.
板书
设计
教学
反思
课堂教学设计方案
总计第 30 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1.通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2.通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4.通过欣赏动画，表演动画，能够体会故事的趣味性，享受语言带来的愉悦。
教学重点、难点
1.通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2. 通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3. 通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述。
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
2. Introduce yourself
T: I’m Miss Huang. I’m short. My hair is long. My mouth is big. My eyes are big.
Can you introduce yourself?
Ss: I’m …
再让其他学生转述
Ss: She’s … She’s tall….
3. Review story time
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small
Step2.Presentation
1. 出示一些卡通动物的图片 （大象，兔子，猪，猴子， 河马， 小鸟）卡通图片尽量能找出有性别的图片
T：Look at these animals. Can you say something about them?
(Point to the elephant) His nose is long.
Ss: Her tail is short
He is fat.
She is thin.
His mouth is big.
Her mouth is small.
Teach ‘big, small, fat, thin, long, short, tall, short’
2. Show two people’s photo
T: Now let’s take a close look at Mr Black and Mrs Black.现在我们来仔细观察一下布莱克夫 妇，他们也有很多不同的地方。谁能试着来说说看呢？
（PPT,把要教授的“tall, short, thin, fat, long, short, big, small”这些特点以图片的方式分别体现在布莱克夫妇身上。） （鼓励学生用英语描述这些特点。）
T: Right. Mr Black is tall, and Mrs Black is short.
T：Any other differenc
T: Yes, Mr Black is fat, and Mrs Black is thin.
T: Now if you are Mr Black and Mrs Black. How about your hair?
T: Good job. Mrs Black’s hair is long, and Mr Black’s hair is short.
3．T: Let’s make a quick review . Please listen to the tape carefully and try to repeat the words loudly.
T: Ok! Let’s play this game now. 在屏幕上会依次出现这些单词，请你读出这个单词并说出它的反义词
Step3 Consolidation
1. Show their pictures and try to describe
T: This is …. His … is …. His … are ….
2. Say and draw
老师邀请一个画画比较好的学生在黑板上画雪人。教师先说出第一句描述，然后要求其他学生轮流说下面的句子，直至画完雪儿。画完后请画画的学生向大家完整描述雪人。如：
T: The snowman is tall.
S1: His mouth is big.
S2: His eyes are small.
S3: His nose is big and red.
S4: This is our snowman. He’s tall. His mouth is big. His eyes are small. His nose is big and red.
3. Play the game in groups
Step4 Cartoon time
1. Show the picture
T: Bobby and Sam are at a museum. What do they see?
Ss: They see some robots.
2. Watch the cartoon and answer some questions
a. Are the robot’s eyes big or small?
b. What can the robot do?
c. Is he tall or short?
3. Read after the tape
Act in role
Step5Homework
1. Recite the dialogue and try to write it after class.
2. Draw your best friend and describe him/her
板书
设计
教学
反思
课堂教学设计方案
总计第 31 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1. 通过复习及头脑风暴游戏，学生能够说出关于肢体的单词；
2. 通过改编歌曲体会语言韵律美，体会语言多样性；
3.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4. 通过朗读单词，体会字母z的读音，并能归纳已学含有/z/发音的单词。
教学重点、难点
1.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
2. 通过朗读单词，体会字母z的读音，并能归纳已学含有/z/发音的单词。
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Free talk
2. Brain storm
尽可能多地说出人体部分单词
尽可能多的说出形容词
1. Show some pictures and describe
老师出示一些有明显特征的人，ppt快闪让学生描述
e.g. He is fat.
She is thin and tall.
His eyes are big.
His mouth is small.
Her ears are big. …
Step 2 Ticking time
1. Try to guess
学生描述班级中的一名同学，其他同学来猜测
He’s a boy. He’ s fat/thin. He’s tall/ short. His … is… His …are…. Who is he?
学生尝试描述一种动物
It is big/ small. It is tall/ short. Its … is … . Its … are…. What is it?
2. Check out time
a. Show the picture and discuss the picture
S1: Look. What’s this?
S2: It’s a dog/cat.
S1: Is he fat/ big?
S2: Yes, he is.
b. Try to say the descriptions
c. Finish the sentences on the book
d. Check out the answe
Step3 Rhyme time
1. 教师在两个拇指上画出两个胖男孩的头像，引入话题
2. 教师播放歌谣让学生跟读欣赏，同时用两个拇指，配以相应的动作。
3. 教师让学生齐读歌谣，并要求他们用拇指配以相应的动作。
4. 鼓励学生适当地进行替换表演，同时配以其他手指做同样的动作。如：
Two thin girls meet in the rain.
Two tall girls meet in the rain.
Two short boys meet in the rain
Step4 Sound time
1. Show the picture
T: Look, what’s this?
Ss: It’s a zebra.
T: Where are the zebras?
Ss: They are in the zoo.
3. 教师板书并领读新单词，用彩色粉笔圈出单词中字母z，让学生体会字母z在单词中的发音。
4. 教师解释句子意思。如：动物园里的斑马，和你我一起吃苹果。
5. 播放录音一起读
列出一些其他含有/z/读音的单词
Step5Homework
1. Know the sound of the letter ‘z’
2 Try to describe your best friend.
板书
设计
教学
反思
课堂教学设计方案
总计第 32 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1、通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2、通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3、通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4、通过欣赏动画，表演动画，能够体会故事的趣味性，享受语言带来的愉悦。
教学重点、难点
1. 通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
2. 通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述。
教具准备
pictures, cards, tape，配套软件
教学设计
个性化设计
教学过程：
Step1 Review
1、Greeting
Introduce yourself
T: I’m Miss Huang. I’m short. My hair is long. My mouth is big. My eyes are big.
Can you introduce yourself?
Ss: I’m …
再让其他学生转述
Ss: She’s … She’s tall….
2、Review story time
Step2 Presentation
1、Show the picture
T: Bobby and Sam are at a museum. What do they see?
Ss: They see some robots.
2、Watch the cartoon and answer some questions
a、Are the robot’s eyes big or small?
b、What can the robot do?
c、Is he tall or short?
3、 Read after the tape
4、 Act in role
Step3:Consolidation
1、Show their pictures and try to describe
T: This is …. His … is …. His … are ….
2、 Say and draw
老师邀请一个画画比较好的学生在黑板上画雪人。教师先说出第一句描述，然后要求其他学生轮流说下面的句子，直至画完雪儿。画完后请画画的学生向大家完整描述雪人。如：
T: The snowman is tall.
S1: His mouth is big.
S2: His eyes are small。
S3: His nose is big and red.
S4: This is our snowman. He’s tall. His mouth is big. His eyes are small. His nose is big and red.
3、Play the game in groups
Step4 Homework
1.Recite the story & cartoon time.
2.Spell the words.
板书
设计
教学
反思
课堂教学设计方案
总计第 17 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
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。
教学重点、难点
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。
教具准备
PPT、cards
教学设计
个性化设计
Step1 Greeting & Warm up
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?
Step2 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)
Step3 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。）
Step 4 Consolidation
1. Match and say.
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。
Step 5 Sing a song
Say a rhyme
T: （拿出一个卧室的图片）Look, what’s in the bedroom?
S: A sofa, a chair, a desk, a window, a door and a bed.
T: Yes. It’s nice and clean. I love my bedroom. I love my little bedroom. 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.
T: Say it all together again.
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)
Step6,Homework
1.听磁带，读故事3遍并试着背一背。
2. 用Where is /Where are…? It’s/They are … 的句型来说说物品的位置；
3. 试着复述课文。
板书
设计
教学
反思
课堂教学设计方案
总计第 18 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
教学目标
1. 能理解句型Where’s /Where are…? It’s /They are….的含义，并能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
3. 能体会字母k在单词中的发音。
教学重点、难点
1. 能理解句型Where’s /Where are…? It’s /They are….的含义，并能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
教具准备
PPT、cards
教学设计
个性化设计
Step1 Free talk and revision
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It’s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can’t.
3. Practice in pairs. Ask and answer each other.
4. Review the text.
出示按课文内容所编的小诗，引导学生填所缺的词。
Where, where, where’s the ?
Here, here, in the .
Where, where, where are the ?
There, there, in the , on the .
Where, where, where’s the ?
Sorry, sorry, I don’t know.
Oh, oh, in the .
Step 2 Sing the song
T: Hello, boys and girls.
S: Hello, ….
T: (出示第一课时中的小卧室) Do you remember this little bedroom?
S: Yes.
T: Let’s sing the song ‘I love my bedroom.’ (播放歌曲，学生唱)
Step 3 Sound time
1. Watch the cartoon and answer.
T: What does the boy like to do?
S: He like to fly his kite. He like to ride his bike.
2. 理出单词：like, bike, kite
3. Watch the cartoon again and answer.
T: Where does he ride his bike?
S: Near the lake.
T: An old man is coming. He says to the boy: “It’s very dangerous.” The boy thanks to the old man and rides away.
4. 理出单词：lake, thank
5. Read the words after the tape.
6. 总结发音规律：所含的字母k都发/k/这个音。引导学生举一些含有此相同发音的单词。
cake, bake, fake, snake, make, wake, jacket, black, back, duck, luck, pick, sick
（学生小组内讨论，教师板书。）
7. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发音/k/的单词？ S: Three.
T: Can you read them all again?
S: 再读5个单词 （学lake的意思）
T: Now can you tell us the sound of the letter ‘k’? S: /k/.
T: Good! Now read them like this: /k/,/k/, /k/ bike, /k/, /k/, /k/ kite…
T: Yes. And here are some words with the sound /k/, can you read them? (PPT显示单词，学生读)
Step4,Homework
1. 说一说Fun time中的对话，听磁带复习Sound time。
2. 模仿Fun time中的对话用Where’s/Where are my …? It’s/They are … 的句子来做一做游戏。
板书
设计
教学
反思
课堂教学设计方案
总计第 19 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
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. 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
3. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、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家中物品摆放的位置
教具准备
PPT、cards
教学设计
个性化设计
Step1 Free talk and revision
1. T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. T: Do you like your home?
S: Yes, I do.
T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It’s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can’t.
Step2 Cartoon time
1. Show the four pictures and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. They met a bird. How is the bird? What’s wrong with it? Let’s watch the cartoon. （播放动画）
T: How is the bird?
S: It’s hungry.
T: What would it like?
S: A worm.
3. Read and say ( 注意模仿Bobby和Sam的语气)
T: 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/the bird?
4. T: Now read the story in pairs. (注意语气哦！)
5. 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/Bobby/the bird 配音)
6. Act the dialogue
Step3,Homework
读Cartoon time对话5遍；
板书
设计
教学
反思
课堂教学设计方案
总计第 20 课时 主备人 投放日期 年 月 日
课 题
Unit5 Our new home
课 型
New
教学目标
1. 能对照Ticking time的三个目标进行客观的自我评价；
2. 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
3. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、难点
能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
教具准备
PPT
教学设计
个性化设计
Step1 Free talk
Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
Step2 Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 5? Let’s check it out.
T: What can you talk about?
S: I can talk about my home.
T: What can you say?
S: I can say where my things are.
T: What do you know?
S: I know the sound of the letter “k”.
T: You can see the Chinese meaning here. So now it’s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you talk about your home? (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 /Where are…? （检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /k/? (检验几个学生)
2. Checkout time
A. 先说说自己家的房间摆设
T: How many bedrooms do you have?
S: We have two bedrooms.
T: Where is your bedroom?
S: It’s near the living room.
T: Where is your bed?
S: It’s beside the window.
Ask each other and act the dialogue.
B. Show the picture on Page37.
Look at the picture and describe.
S: This is my home. We have a bathroom in our home. We have a sofa and a table in the living room. We have a fridge in the kitchen.
Describe in groups. Act the dialogue.
Step3 Task
1.Talk about the things in the classroom
This is our classroom. We have … in our classroom.
2.先引导学生小组讨论并说一说。
3.再指导学生写一写。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）
Step4,Homework
如Ticking time没有达到3颗星的，有针对性地进行练习。
板书
设计
教学
反思
课堂教学设计方案
总计第 21 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
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学会点餐及征求别人的意见。
教学重点、难点
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。
教具准备
PPT、Cards
教学设计
个性化设计
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, xx. 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.
Step2 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, xx? 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.
Step3 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 and match.
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.
3. 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.
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。）
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。)
Homework:
1.听磁带，读故事3遍；
2. 用What would you like? I’d like …, please. Anything else? 的句型来进行点餐。
3. 用所学的句型试着创编对话，进行点餐，课后小组交流。
板书
设计
教学
反思
课堂教学设计方案
总计第 22 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
教学目标
1. 能理解句型“What would you like? I’d like …, please. Anything else?”及其回答的含义，能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
3. 能正确诵读歌谣：What would you like?
教学重点、难点
1. 能理解句型“What would you like? I’d like …, please. Anything else?”的含义，能正确运用到实际中进行描述。
2. 能正确诵读歌谣：What would you like?
教具准备
PPT、Cards
教学设计
个性化设计
Step1: Free talk and review
1. T: Are you hungry now?
How are you today?
What would you like?
Would you like…?
What about you?
2. Review:
T: What would Mike like?
S: He would like a glass of milk and a hamburger.
T: What would Helen like?
S: She would like some noodles.
T: What would Mr. Brown like?
S: He would like a sandwich and a cup of coffee.
T: Let’s read the story.
Let’s dub for the story.
Step 2 Say the rhyme
1. T: Hello, boys and girls. S: Hello, ….
T: ( 出示书上42页Rhyme time中的图 ) What would they like?
S: They would like a pie and some rice.
T: What about a pie and some rice? S: They are all very nice.
2. T: Let’s say the rhyme ‘What would you like? ’ (播放歌谣，学生诵读)
3. Read and recite the rhyme.
4. Change the lyrics
T: We know the pie and the rice are very nice. Now can you change your words according to these pictures? 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。）
T: What would you like? What would you like?
I’d like a sandwich. I’d like some noodles.
Discuss in groups.
5. Say the rhyme in groups.
Step 3 Fun time
1. Review the words
T: 将所学的8个词语按照单复数形式的不同进行分类记忆。
T: 可数名词：a hamburger, a sandwich, some noodles
不可数名词：a bowl of rice, a glass of milk, a cup of coffee, a cup of tea
2. Show some pictures.
T: What would you like?
S: I’d like a sandwich and a glass of orange juice.
T: What about you? S: I’d like some noodles and a cup of tea.
T: Anything else?S: Some cakes and a cup of coffee.
3. Play the game
T: 引导学生拿出事先画好的40页的菜单图，每4人一组进行点餐的游戏。
S1: What would you like? S2: I’d like …
S3: I’d like … S4: …, please.
Play it in groups and act the dialogue.
Homework:
1.会背并默写Fun time中的句子。
2. 模仿Fun time中的对话用＂What would you like？I’d like …, please. …, please.＂的句子来做一做游戏。
板书
设计
教学
反思
课堂教学设计方案
总计第 23 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
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. 能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。
教学重点、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进行点餐活动并会征求别人的意见。
教具准备
PPT
教学设计
个性化设计
Step1: Free talk and review
1. T: Are you hungry now?
How are you today?
What would you like?
Would you like…?
What about you?
2. Review rhyme time
Say the rhyme together.
Recite the rhyme together.
Make a new rhyme.
Step2 Cartoon time
1. Show the pictures on Page41 and think :
What are they saying? Discuss in groups.
小组讨论，自主提问，猜猜他们在说什么？
2. 看看你猜的和他们说得一样吗？Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. What’s wrong with them? Let’s watch the cartoon. （播放动画）
T: What’s wrong with Bobby and Sam?
S: They’re hungry.
3. Watch the cartoon again and answer. (再次播放卡通片)
T: What would Sam like?
S: Some fish.
T: What would Bobby like?
S: An egg.
4. Read and answer
T: How about the fish and the egg?
S: They are very big.
5. Read and say ( 注意模仿Bobby、大猩猩和Sam的语气)
T: 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/大猩猩?
S1: I’m hungry. ( 指导有气无力的语气)
S2: Me, too. ( 指导有气无力的语气)
S1: Here’s a snack bar. I’d like some fish. (指导惊喜、兴奋的语气)
S2: I’d like an egg. (指导惊喜、兴奋的语气)
S3: Can I help you? (指导严肃的语气)
S1: Yes. I’d like some fish, please. (指导渴望、期待的语气)
S2: I’d like an egg, please. (指导渴望、期待的语气)
S2: What a big egg! ( 指导意外、惊讶的语气)
5. T: Now read the story in pairs. (注意语气哦！)
6. 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/Bobby/大猩猩配音)
1. Act the dialogue
Homework:
1.Act cartoon time;
2.Copy cartoon time.
板书
设计
教学
反思
课堂教学设计方案
总计第 24 课时 主备人 投放日期 年 月 日
课 题
Unit6 At the snack bar
课 型
New
教学目标
1. 能体会字母k在单词中的发音
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进行点餐活动并会征求别人的意见。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点、难点
1. 能体会字母k在单词中的发音
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进行点餐活动并会征求别人的意见。
教具准备
PPT
教学设计
个性化设计
Step1 Free talk
1. T: Are you hungry now?
How are you today? What would you like? Would you like…?
What about you? How is Bobby? What would Bobby like?
How is Sam? What would Sam like?
Step2 Sound time
1. Show the picture on Page42. ( 出示Sound time中的图片。)
Ask: What can you see in the picture? Answer: I can see …
2. 学生自主进行提问，引出”fox”和”box”这两个单词。
3. Watch the cartoon and answer.
T: Where is the box? S: It’s behind Mrs. Fox.
4. 总结发音规律：所含的字母x都发/ks/这个音。引导学生举一些含有此相同发音的单词。 fix, exercise, wax, sex （学生小组内讨论，教师板书。）
5. Read the sentence.
T: How many words can you find? 在这句话中你能找到几个含有相同发音/ks/的单词？ S: Two.
T: Can you read them all again? S: 再读另外列举的单词。
T: Now can you tell us the sound of the letter ‘x’? S: /ks/.
T: Good! Now read them like this: /ks/,/ks/, /ks/ box, /ks/, /ks/, /ks/ fox… (学生读单词)
T: Yes. And here are some words with the sound /ks/, can you read them? (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence? 你能根据图片挑选三个单词完成句子吗？ Discuss in pairs. (学生讨论，反馈)
Step3 Ticking time & Checkout time
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 6? Let’s check it out.
T: What can you name? S: I can name some food and drinks.
T: What can you order? S: I can order food.
T: What do you know? S: I know the sound of the letter “x”.
T: You can see the Chinese meaning here. So now it’s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you name some food and drinks? (问几个学生)
T: Can you order food?
Well, let me check. What would you like? (检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /ks/? (检验几个学生)
2. Checkout time
A. 出示书上43页的图片。
T: What food can you see?
S: I can see a cake, a sandwich, a pie, a hamburger, an ice cream and some noodles.
T: What drinks can you see?S: I can see a glass of milk and a glass of juice.
B. 通过问答形式核对答案。
T: What would Yang Ling like?
S1: She’d like some noodles and a glass of juice.
T: What would Wang Bing like?S2: He’d like a cake and an ice cream.
T: What would Su Hai like?S3: She’d like a sandwich and a pie.
T: What would Liu Tao like?S4: He’d like a hamburger and a glass of milk.
Homework:
1. 用学过的语言自己编一段点餐对话；
2. 复习今天所学的内容。
板书
设计
教学
反思
课堂教学设计方案
总计第 25 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
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。
教学重点、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。
教具准备
PPT
教学设计
个性化设计
Step1 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)
1. Number games （接龙游戏）
Play the game in groups
2. 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。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.
Step5Homework
1. Read the dialogues after the tape and imitate the pronunciation.
2. Try to recite the dialogue.
3. Copy the new words.
板书
设计
教学
反思
课堂教学设计方案
总计第 26 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1. 通过数字游戏巩固所学数字单词，能听懂、会说、会读、会写twenty, thirty,forty,fifty;
2. 在猜测物品价格游戏中，能够听懂、会说、会读、会写句型How much is it？/ How much are they？以及应答句；
3. 通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I help you? How much …?并能熟练运用数字单词表示物品价格；
4. 通过图片提示能够预测故事内容；
5. 通过朗读能够理解故事内容并能生动表演。
教学重点、难点
1. 通过数字游戏巩固所学数字单词，能听懂、会说、会读、会写twenty, thirty,forty,fifty;
2. 在猜测物品价格游戏中，能够听懂、会说、会读、会写句型How much is it？/ How much are they？以及应答句；
通过小组合作游戏及购物游戏，学生能够熟练运用买卖句型Can I help you? How much …?并能熟练运用数字单词表示物品价格；
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
How old are you? How many people are there in your family?
2. Play number games
Write down some numbers on the cards, then show the back of the cards.
T: What number is it? Ss: …
Step2.Presentation
1. Finish the sentences
Liu Tao would like ______________. They’re ________yuan.
Yang Ling would like a pair of __________. It’s _____yuan.
Mike would like this_______ __________. It’s only _______yuan.
2. Teach the new words
T: Look at my scarf. Ss: It’s nice.
T: I bought it last week. Do you know how much it is?
It’s fifty yuan. (边说边将价格贴在衣服上)
Teach the new word ‘fifty’
T: I have some clothes and toys here. If you want to know the price of them. Please ask me ‘How much is it? ’ or ‘How much are they?’
PPT show the things
Ask and answer in two
S1: How much is it? T: It’s thirty yuan.
S2: How much are they? T: They’re forty yuan.
Teach the new words ‘thirty, forty’
3. Write down ‘twenty thirty forty fifty’ on the blackboard
Ask the students to say the rules
4. Play a game
T: I have some toys here. If you can guess the price, you can get it.
Show a toy dog
T: I have a … How much is it? Ss: It’s … yuan.
T: (老师将价格一步步缩小，如物品价格为40，学生猜30，老师就说thirty to forty)
Ss: … yuan. T: Yes, you’re right.
Play the game in groups学生拿出自己准备好的卡片，正面画上图片，反面写上价格。互相猜，猜中就可得到卡片。游戏结束看谁卡片多
S1: I have a …. / I have some …s.
How much is it? / How much are they?
S2: It’s … yuan. / They’re … yuan.
S1: … to … S2:…
游戏结束看谁卡片多
Step3 Cartoon time
1. T: If we want to buy something. Where can we go?
S: Shop
T: Yes. Look at Bobby and Sam. Where are they?
Ss: They’re in the shop.
T: (出示小猪售货员) This is the shop keeper, Mr Pig.
What will he say?
Ss: …
让学生根据图片想象对话内容
2. Watch the cartoon and answer the questions
a. What would Bobby like? B. How many bowknots would he like?
c. Who is Tina?
3. 将动画片放至最后一幅图前问学生
T: If you are Tina. What will you say？
Teach “How beautiful!”
4. Read in role and act in role
Step4 Acting time
每一位学生手持100元道具钱，并准备若干图片。进行买卖，最后比出“最牛买家”
S1: Can I help you? S2: I’d like a … / some….
How much is it /are they?
S1: It’s / They’re … yuan. S2: Here you are. S1: Thank you.
Step5Homework
1. Read Cartoon time five times.
2. 1. Recite the dialogue and try to write it after class.
板书
设计
教学
反思
课堂教学设计方案
总计第 27 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1.通过复习及头脑风暴游戏，学生能够说出关于服装、颜色及数字的单词；
2.通过改编歌曲体会语言韵律美，体会语言多样性；
3.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
4.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词
教学重点、难点
1.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
2.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
How much is your pencil?
How much is your …
Introduce the students’ things
S1: I have a …. It’s … yuan.
S2: I have some …. They’re …yuan.
2. Play a game ’Brain storm’
Name the clothes in groups
Say colours in groups
Step2.Presentation
1. Show the picture about the song
T: What can you see in the picture?
S1: I can see a pair of socks.
S2: I can see a skirt.
S3: I can see a T-shirt.
S4: I can see a pair of shoes.
2. Listen to the song
T: What can you find in the clothes shop?
S1: Blue skirts and T-shirts.
S2: Yellow shoes.
S3: Red socks.
T: How are these things?
S4: They’re very cheap.
S5: They’re very good.
3. Sing the song
4. Act out the song
5. Make a new song
Green skirts and T-shirts, brown shoes and black socks..
They are very nice and they are very good.
You can try them on…
Step3 Cartoon time
Show the form about ticking time
1. Show some pictures and the prices
T: What is this? / What are these ?
S: It’s a …/ They’re …s.
T: How much is it? / How much are they?
S: It’s … yuan. / They’re … yuan.
2. Show their own things to be a shop assistant
T: How to be a shop assistant? What can we say?
Ss: …
学生小组内进行购物对话
Step4 Check out time
1. Flash cards quickly
T: What’s this? Ss: An umbrella.
T: What are these? Ss: Shoes.
1. Try to guess the price
Ss: How much is the…?
Ss: It’s … yuan.
2. Listen and choose
3. Check out the answer
Step4 Acting time
1. Show the picture
T: Look, how many people are there? Ss: Five.
T: Where are they? Ss: They’re in the river.
T: Right. They live near the river. They love to swim in summer.
2. Write down the words ‘five, live, love, river’, circle the letter ‘v’
3. Read the words and /v/
4. Read the sentences
Five men live near the river. 五个男士住在河边。
They love to swim in summer. 他们喜欢在夏天游泳。
4. Give some other words include /v/
Step5Homework
1. Finish the exercises
2. Review and recite Unit7.
板书
设计
教学
反思
课堂教学设计方案
第 28 课时 主备人 投放日期 年 月 日
课 题
Unit7 How much?
课 型
New
教学目标
1. 能听懂能听懂、会说、会读、会写单词shoe, sock, twenty,
thirty, forty, fifty；
2. 通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答；
3. 能利用Ticking time, 对自己的学习效果做出正确评价。
教学重点、难点
1.通过购物对话，能够熟练准确运用句型Can I help you? How much…?句型及应答。
2.相互检测完成Ticking time.
教具准备
pictures, cards, tape，配套软件
教学设计
个性化设计
教学过程：
Step1.Review
1.Greeting.
2.Sing a song.《Ten little Indians>
Free talk.
Count1—10；
Spell20--50,
Introduce yourself
My name.....
I’m ten.
I like...
I have...
Step2：Presentation
Checkout time
Flash cards quickly
闪卡游戏。
T: What’s this?
S1:It’s a umbrella.
T: What are these?
S2:They’re shoes.
S3:They’re socks.
2. Try to guess the price
3. Listen and choose
4.Check out the answer
5.Make a dialogue.
Work in pairs.
S1:Can I help you?
S2:I’d like ...
It’s / They’re….
How much is it / are they?
S1: It’s / They’re … yuan.
Here you are.
S2 : Thank you.
Step3:Ticking time
Show the form about ticking time
Show some pictures and the prices.
Count 20--50
Show their own things to be a shop assistant
Check with your partner and tick.
Step4,Homework
1.Recite the story & cartoon time.
2.Spell the words.
板书
设计
教学
反思
课堂教学设计方案
总计第 29 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
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….
教学重点、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….
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Free
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 Mouth Big
Eyes small Ears big
Nose small
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.
Step4 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
学生出示一张好朋友的照片或画一张画像，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.
Step5Homework
1.Read the dialogues after the tape and imitate the pronunciation.
2. Copy the new words.
板书
设计
教学
反思
课堂教学设计方案
总计第 30 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1.通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2.通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4.通过欣赏动画，表演动画，能够体会故事的趣味性，享受语言带来的愉悦。
教学重点、难点
1.通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2. 通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3. 通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述。
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Greeting
2. Introduce yourself
T: I’m Miss Huang. I’m short. My hair is long. My mouth is big. My eyes are big.
Can you introduce yourself?
Ss: I’m …
再让其他学生转述
Ss: She’s … She’s tall….
3. Review story time
G1: Her hair is long.
B1: His hair is short.
G2: Her eyes are big.
B2: His eyes are small
Step2.Presentation
1. 出示一些卡通动物的图片 （大象，兔子，猪，猴子， 河马， 小鸟）卡通图片尽量能找出有性别的图片
T：Look at these animals. Can you say something about them?
(Point to the elephant) His nose is long.
Ss: Her tail is short
He is fat.
She is thin.
His mouth is big.
Her mouth is small.
Teach ‘big, small, fat, thin, long, short, tall, short’
2. Show two people’s photo
T: Now let’s take a close look at Mr Black and Mrs Black.现在我们来仔细观察一下布莱克夫 妇，他们也有很多不同的地方。谁能试着来说说看呢？
（PPT,把要教授的“tall, short, thin, fat, long, short, big, small”这些特点以图片的方式分别体现在布莱克夫妇身上。） （鼓励学生用英语描述这些特点。）
T: Right. Mr Black is tall, and Mrs Black is short.
T：Any other differenc
T: Yes, Mr Black is fat, and Mrs Black is thin.
T: Now if you are Mr Black and Mrs Black. How about your hair?
T: Good job. Mrs Black’s hair is long, and Mr Black’s hair is short.
3．T: Let’s make a quick review . Please listen to the tape carefully and try to repeat the words loudly.
T: Ok! Let’s play this game now. 在屏幕上会依次出现这些单词，请你读出这个单词并说出它的反义词
Step3 Consolidation
1. Show their pictures and try to describe
T: This is …. His … is …. His … are ….
2. Say and draw
老师邀请一个画画比较好的学生在黑板上画雪人。教师先说出第一句描述，然后要求其他学生轮流说下面的句子，直至画完雪儿。画完后请画画的学生向大家完整描述雪人。如：
T: The snowman is tall.
S1: His mouth is big.
S2: His eyes are small.
S3: His nose is big and red.
S4: This is our snowman. He’s tall. His mouth is big. His eyes are small. His nose is big and red.
3. Play the game in groups
Step4 Cartoon time
1. Show the picture
T: Bobby and Sam are at a museum. What do they see?
Ss: They see some robots.
2. Watch the cartoon and answer some questions
a. Are the robot’s eyes big or small?
b. What can the robot do?
c. Is he tall or short?
3. Read after the tape
Act in role
Step5Homework
1. Recite the dialogue and try to write it after class.
2. Draw your best friend and describe him/her
板书
设计
教学
反思
课堂教学设计方案
总计第 31 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1. 通过复习及头脑风暴游戏，学生能够说出关于肢体的单词；
2. 通过改编歌曲体会语言韵律美，体会语言多样性；
3.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4. 通过朗读单词，体会字母z的读音，并能归纳已学含有/z/发音的单词。
教学重点、难点
1.通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
2. 通过朗读单词，体会字母z的读音，并能归纳已学含有/z/发音的单词。
教具准备
PPT
教学设计
个性化设计
Step1 Warm up
1. Free talk
2. Brain storm
尽可能多地说出人体部分单词
尽可能多的说出形容词
1. Show some pictures and describe
老师出示一些有明显特征的人，ppt快闪让学生描述
e.g. He is fat.
She is thin and tall.
His eyes are big.
His mouth is small.
Her ears are big. …
Step 2 Ticking time
1. Try to guess
学生描述班级中的一名同学，其他同学来猜测
He’s a boy. He’ s fat/thin. He’s tall/ short. His … is… His …are…. Who is he?
学生尝试描述一种动物
It is big/ small. It is tall/ short. Its … is … . Its … are…. What is it?
2. Check out time
a. Show the picture and discuss the picture
S1: Look. What’s this?
S2: It’s a dog/cat.
S1: Is he fat/ big?
S2: Yes, he is.
b. Try to say the descriptions
c. Finish the sentences on the book
d. Check out the answe
Step3 Rhyme time
1. 教师在两个拇指上画出两个胖男孩的头像，引入话题
2. 教师播放歌谣让学生跟读欣赏，同时用两个拇指，配以相应的动作。
3. 教师让学生齐读歌谣，并要求他们用拇指配以相应的动作。
4. 鼓励学生适当地进行替换表演，同时配以其他手指做同样的动作。如：
Two thin girls meet in the rain.
Two tall girls meet in the rain.
Two short boys meet in the rain
Step4 Sound time
1. Show the picture
T: Look, what’s this?
Ss: It’s a zebra.
T: Where are the zebras?
Ss: They are in the zoo.
3. 教师板书并领读新单词，用彩色粉笔圈出单词中字母z，让学生体会字母z在单词中的发音。
4. 教师解释句子意思。如：动物园里的斑马，和你我一起吃苹果。
5. 播放录音一起读
列出一些其他含有/z/读音的单词
Step5Homework
1. Know the sound of the letter ‘z’
2 Try to describe your best friend.
板书
设计
教学
反思
课堂教学设计方案
总计第 32 课时 主备人 投放日期 年 月 日
课 题
Unit8 Dolls
课 型
New
教学目标
1、通过转述能够养成认真倾听的好习惯，并能尝试运用He’s… She’s …. His …is…. Her…are…等句型介绍别人或自己；
2、通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
3、通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述；
4、通过欣赏动画，表演动画，能够体会故事的趣味性，享受语言带来的愉悦。
教学重点、难点
1. 通过比较动物和人，能够听懂、会读、会说、熟练运用单词fat，short，thin，tall等形容词；
2. 通过描述自己所画人物，能够在真实语境中熟练运用句型He’s… She’s …. His …is…. Her…are…等句型进行描述。
教具准备
pictures, cards, tape，配套软件
教学设计
个性化设计
教学过程：
Step1 Review
1、Greeting
Introduce yourself
T: I’m Miss Huang. I’m short. My hair is long. My mouth is big. My eyes are big.
Can you introduce yourself?
Ss: I’m …
再让其他学生转述
Ss: She’s … She’s tall….
2、Review story time
Step2 Presentation
1、Show the picture
T: Bobby and Sam are at a museum. What do they see?
Ss: They see some robots.
2、Watch the cartoon and answer some questions
a、Are the robot’s eyes big or small?
b、What can the robot do?
c、Is he tall or short?
3、 Read after the tape
4、 Act in role
Step3:Consolidation
1、Show their pictures and try to describe
T: This is …. His … is …. His … are ….
2、 Say and draw
老师邀请一个画画比较好的学生在黑板上画雪人。教师先说出第一句描述，然后要求其他学生轮流说下面的句子，直至画完雪儿。画完后请画画的学生向大家完整描述雪人。如：
T: The snowman is tall.
S1: His mouth is big.
S2: His eyes are small。
S3: His nose is big and red.
S4: This is our snowman. He’s tall. His mouth is big. His eyes are small. His nose is big and red.
3、Play the game in groups
Step4 Homework
1.Recite the story & cartoon time.
2.Spell the words.
板书
设计
教学
反思
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