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  • 2021-11-20 发布

冀教小学英语三年级下册

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Lesson 1教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:farm, farmer, pig, cow, sheep ‎ 2. 能理解并口头运用句子:What’s this? It’s a ______.‎ ‎ 3. 能唱本课歌曲。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎(四)文化意识目标:知道一些西方国家农场及农场主与中国的不同。‎ 二、教学重点: 1. 词汇:farm, farmer, pig, cow, sheep ‎ 2. 句型:What’s this? It’s a ______.‎ 三、教学难点:熟练而正确地拼写五个单词。‎ 四、教学过程:‎ I. Warm up Greetings:‎ Hello, Glad to see you again. How are you?‎ ‎ What did you do on your holiday? ‎ ‎ (因为是开学后的第一节课,教师询问学生的假期情况,可允许他们用汉语回答,或英汉混用,这样可以活跃气氛,拉近距离,让学生以愉悦的心情进入下面的学习。)‎ II. New Concept ‎1.T: Today let’s go to a farm. (简单用汉语介绍一下西方国家的农场,体会中西方的差异)‎ 观看教学光盘,思考 What’s on the farm? ‎ Watch again, follow to read, introduce the new words. (教师用卡片或图片逐一介绍新词汇,并与句型结合。)‎ What’s this? It’s a ______.‎ farm----farmer work-----worker drive------driver teach------teacher ‎ (让学生仔细观察四组词,从中发现一些规律:末尾加er 就成了从事这项工作的人。)‎ pig, big, sit, six ‎ cow, how, now ‎ sheep, three, knee, feel ‎(让学生试着读这些词,体会划线部分的发音,简单了解一些字母的发音及字母组合的拼读规则。)‎ ‎1.T: What color is the pig/ cow/ sheep?‎ S: It’s _______.‎ T: black sheep 害群之马 40‎ T: What animal do you like? pig, cow or sheep, why?‎ ‎(学生可以用汉语回答为什么,这样使交流更真实更有意义,)‎ ‎1.Listen to the song and follow to sing.‎ ‎(教师可以先教给学生各种动物不同的叫声,让学生模仿。)‎ III. Practice 1. Point to the words:五张单词卡片贴到黑板上,男女生比赛,各派代表听老师指令,看谁最快指出来。‎ 2. 猜字游戏:单词卡片设计成有立体效果的,各队派代表,用手触摸卡片,其他学生问:What’s this? 该学生回答:It’s a _____. 最后在规定时间内,哪个队猜对的多即获胜。‎ 3. Role-play: 学生四人一组,选择自己喜欢的动物头饰戴上,然后来到农场,自编自演,看哪个组演的最有创意。(此活动可允许有部分汉语)‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: write the five words. ‎ ‎ Sing the song.‎ 板书设计: ‎ ‎ Lesson 1: On the Farm ‎ farm.‎ ‎ farmer.‎ ‎ What’s this? It’s a pig.‎ ‎ cow.‎ ‎ sheep.‎ Lesson 2教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:cat, dog, chicken, duck.‎ ‎ 2. 能理解并口头运用句子:Is this a ______?‎ ‎ Yes, it is./ No, it isn’t.‎ ‎ 3. 能唱本课歌曲。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:cat, dog, chicken, duck.‎ ‎2. 句型:Is this a ______?‎ ‎ Yes, it is./ No, it isn’t.‎ 40‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ What’s this? It’s a ____.(farm, farmer, pig, cow, sheep)‎ II. New Concept ‎1.T: Today let’s go to a farm again.观看教学光盘,‎ 思考What can you see on the farm? ‎ Watch again, follow to read, introduce the new words. (教师用卡片或图片逐一介绍新词汇,并与句型结合。)‎ What’s this? It’s a ______.‎ cat hat fat bat sat fat cat指“富人,有钱的人”。‎ dog hot pop hop top Love me, love my dog. “爱屋及乌”。‎ It rains cats and dogs. “倾盆大雨”。‎ ‎ chicken 鸡 chick 小鸡rooster 公鸡 hen 母鸡。‎ KFC, Kentucky Fried Chicken 肯塔基州炸鸡 duck desk door dog doctor ‎2. 教师在介绍后面的词汇时,可以加入句型,Is this a ____?‎ ‎ 如:学习dog 后,指着dog的图片,ask: Is this a cat? No, it isn’t. (follow to read) Is this a dog? Yes, it is. (follow to read)‎ ‎3. T: What animal do you like? Why?‎ ‎(学生可以用汉语回答为什么,这样使交流更真实更有意义,)‎ Listen to the song and follow to sing.‎ III. Practice 1. 猜词游戏:拿东西遮挡住单词,然后一点一点地往外露,边做便问:What’s this?‎ 看谁能猜对。‎ 2. 猜谜语:‎ T: It’s our friend. It says “Woof! Woof!” What is it?‎ T: It likes to eat fish. It says “ Meow! Meow!” What is it ?‎ 3. 翻牌游戏:两人一组,卡片朝下,甲问:Is this a ____?‎ 乙答: Yes, it is. / No, it isn’t.‎ 4. Listen to the song and follow to sing.‎ IV: Production 宠物秀:小组活动,学生们扮演自己喜欢的动物,摆出各种姿势,发出动听的叫声,用优美的语言介绍自己等,看哪一组表演的最好。‎ V. Homework 40‎ ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Sing the song.‎ ‎ write the four words.‎ 板书设计: ‎ ‎ Lesson 2: Cats and Dogs ‎ Cat.‎ ‎ dog.‎ ‎ What’s this? It’s a chicken.‎ ‎ duck.‎ ‎ Is this a ______?‎ ‎ Yes, it is. / No, it isn’t.‎ Lesson 3 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:bird, fish, swim, fly, dance and sing.‎ ‎ 2. 能理解并口头运用句子:I can_____.‎ ‎ Can you ____? Yes, I can./No, I can’t.‎ ‎ 3. 能唱本课歌谣。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:bird, fish, swim, fly, dance and sing.‎ ‎2. 句型:I can_____.‎ Can you ____? Yes, I can./No, I can’t.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 用动物卡片,先师生问答What’s this? It’s a ____.然后两人组练习此句型。‎ 2. 教师用东西遮盖住卡片,让学生猜是什么动物,‎ S: Is this a _____?‎ T: Yes, it is. / No, it isn’t.‎ 40‎ 然后指名学生来做小老师,由师生问答变为生生问答。‎ II. New Concept 1. 学生观看教学光盘,在情境中理解can 的含义,can, “能,会。”‎ can cat cake cold cool (渗透拼读规则)‎ 再次观看光盘,说一说你看到的人物各有什么本领?‎ 教师用手偶,学生用头饰,用第一人称介绍:I can ____.‎ 然后先师生问答:Can you ______?‎ ‎ Yes, I can./ No, I can’t.‎ 接着生生问答:Can you ______?‎ ‎ Yes, I can./ No, I can’t.‎ 2. Listen to the song and follow to chant.‎ III. Practice 1. 看图片做动作,边做边说:I can______.‎ 2. 双簧表演:两人一组,一个学生在前面演,另一个学生在后面说:I can____.‎ 3. Pair work: I can_____. Can you ______?‎ ‎ Yes, I can./ No, I can’t.‎ IV: Production 1. Make a survey.调查同学会做什么?Can you _____?‎ ‎ Yes, I can./ No, I can’t.‎ ‎2. 动物辩论会:分男女生两队或小组之间比赛,各种动物畅谈自己的本领,运用句型:I can____. Can you _____? Yes, I can./ No, I can’t.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Sing the chant.‎ ‎ write the six words.‎ 板书设计: ‎ ‎ Lesson 3: Fish and Birds fish bird ‎ swim ‎ fly Can you dance ?‎ ‎ sing 40‎ Yes, I can. / No, I can’t.‎ Lesson 4 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:horse, run. ‎ 能听懂、会说、认读词汇:rabbit, jump.‎ ‎ 2. 能理解并口头运用句子:What animals can ____? ‎ ‎____ can ____.‎ Can a____ ____? ‎ Yes, it can. / No, it can’t.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:horse, run. ‎ ‎2. 句型:What animals can ____? ____ can ____.‎ Can a____ ____? ‎ Yes, it can. / No, it can’t.‎ 三、教学难点:熟练运用所学句型进行交际交流,能区分I 与it 的不同用法。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 用动物卡片,先师生问答What’s this? It’s a ____.然后学生两人组练习此句型。‎ 2. 教师用东西遮盖住卡片,让学生猜是什么动物,‎ S: Is this a _____?‎ T: Yes, it is. / No, it isn’t.‎ 然后指名学生来做小老师,由师生问答变为生生问答。‎ 3. Pair work: Can you _____?‎ ‎ Yes, I can. / No, I can’t.‎ II. New Concept 1. 学生观看教学光盘,介绍词汇horse, rabbit, run, jump horse, hot, hair, hand, head run fun sun(渗透拼读规则)‎ 2. Horses can run. What animals can run?‎ ‎ Dogs can run. Pigs can run. Sheep can run.‎ 40‎ ‎ Rabbits can jump. What animals can jump?‎ ‎ Dogs can jump. Cats can jump.‎ ‎ Pair work: What animals can ______?‎ ‎ _____ can ________.‎ 1. T: A bird can fly. Can a horse fly? No, it can’t.‎ A fish can swim. Can a duck swim? Yes, it can.‎ ‎ Pair work: Can a _____ _____?‎ ‎ Yes, it can. / No, it can’t.‎ III. Practice 1. 看动物图片做动作,边做边说:A ____ can ______.‎ 2. 双簧表演:两人一组,一个学生在前面演,另一个学生在后面说:A ____ can ______.‎ 3. Pair work: What animals can ______?‎ ‎ _____ can ________.‎ ‎ Can a _____ _____?‎ ‎ Yes, it can. / No, it can’t.‎ IV: Production ‎“动物导购员”招聘会:分男女生两队或小组之间比赛,教师给出范例让学生参考,两名招聘人员,两三种动物,对话如下:‎ S1: Can a horse fly? S2: No, it can’t. Horse: I can run.‎ S1: Can a duck swim? S2: Yes, it can. Duck: Yes, I can swim.‎ S1: I think the horse is good. S2: Ok!‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Make the animal cards.‎ 板书设计: ‎ ‎ Lesson 4: Horses and Rabbits ‎ What animals can run? rabbit ‎ Horses can run. jump ‎ Can a _____ _____?‎ ‎ Yes, it can. / No, it can’t.‎ Lesson 5教学设计 40‎ 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:in, on, ‎ 能听懂、会说、认读词汇:under ‎ 2. 能理解并口头运用句子:Where is the _____? ‎ It’s _____ the _____.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:in, on, under ‎ ‎2. 句型:Where is the _____? ‎ It’s _____ the _____.‎ 三、教学难点:熟练运用所学句型进行交际交流.‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 教师用东西遮盖住卡片,让学生猜是什么动物,‎ T: Is this/it a _____?‎ S: Yes, it is. / No, it isn’t.‎ 然后指名学生来做小老师,由师生问答变为生生问答。‎ 2. Pair work: Can a ____ _____?‎ ‎ Yes, it can. / No, it can’t.‎ II. New Concept 1. 学生观看教学光盘或图片,教师自制活动的教具等方式,介绍词汇in, on, under.‎ T: Where is the cat/rabbit?‎ It’s in/ on/ under the box.‎ ‎ 教师将准备的毛绒玩具放置于教室的不同地方,提问学生:‎ ‎ T: Where is the monkey?‎ ‎ S: It’s in/on/under the desk/chair.‎ ‎ 指名学生到前面来放置玩具,然后生生问答:Where is the ______? ‎ It’s ____ the _____.‎ 2. Letters and sounds 学生跟着光盘读这些单词,尤其关注标注的字母的发音及规律,并试着想想学过的类似的单词,如:‎ m: farm, arm, mother n: nine, nice, name 40‎ l: left, look, fly i: nice, hi, white III. Practice 1. 看图片,生生问答:Where is the ______? It’s _____ the _____.‎ 2. Play a game: “Hide it”.请一名同学到门外,其他学生藏好一个东西,然后该生进入教室,其他学生问他:Where is the _____? 该生猜:It’s ____ the _____.看看谁能在最短的时间内猜对。‎ IV: Production Guessing game: ‎ S1: What’s in/on/under the box/desk/chair?‎ ‎ S2: It’s an animal.‎ ‎ S1: Is it a ____? S2: Yes, it is./No, it isn’t.‎ ‎ S1: Can it _____? S2: Yes, it can./ No, it can’t.‎ ‎ S1: Oh, I see! It’s a ______.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ ‎ 板书设计: ‎ ‎ Lesson 5: Where?‎ ‎ Where is the ______?‎ ‎ It’s in / on/ under the ______.‎ Lesson 6 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂故事。‎ ‎ 3. 学生能在图片和教师的帮助下表演故事。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂故事。‎ 三、教学难点:学生能在图片和教师的帮助下表演故事。‎ ‎ 四、教学过程:‎ I. Greetings 40‎ Talk about some films or stories about the animals.‎ ‎ (说一说你看过的有关动物的电影或故事)‎ ‎ II. Pre-reading (prepare to read)‎ ‎ 1. Lead in: What animals do you like?‎ ‎ Why? (你喜欢什么动物,为什么?)‎ 2. Talk about the pictures.‎ ‎ 讨论书中的图画,学生看图,能说出关于故事的哪些情况?在故事中会发生什么事 情?教师要鼓励学生推测故事的发展。‎ ‎ Where is the rabbit in picture 1?‎ ‎ Who can you see in picture 2?‎ ‎ What is the farmer doing in picture 3?‎ ‎ What animals can you see in picture4--9?‎ ‎ What do they say?‎ ‎ Where is the rabbit in picture 10? ‎ ‎ III. While-reading (read the story)‎ ‎ 阅读前,教师提出一些任务,让学生带着任务去阅读,以体现阅读策略及阅读理解情况。‎ ‎ 1.What happened with the rabbit?‎ ‎ (兔子怎么了)‎ ‎ 2. Who helps the rabbit?‎ ‎ Please write in order.‎ ‎ (请按顺序写出来)‎ ‎ ______, _____, ____ and ______,‎ ‎ ______ and ______.‎ ‎ 3. What do they say ?‎ ‎ ________________? (What happened?)‎ ‎ _________________? (Can I help you?)‎ ‎ IV. Post-reading (after reading)‎ ‎ 1. 讨论故事:Do you like the story? Why?‎ ‎ 2. 续编故事: What will happen next? (后面将会发生什么事呢?)‎ ‎ 3. 表演故事 V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the story.‎ 40‎ ‎ Act out the story.‎ ‎ ‎ 板书设计: ‎ ‎ Lesson 6: Can I help you?‎ ‎ 教师板画:一只坐在泥中的兔子,后面依次画出farmer, cow, horse and pig, duck and mouse.旁边配上文字:‎ ‎ Help!‎ ‎ What happened?‎ ‎ Can I help you? Pull!‎ ‎ I’m stuck.‎ ‎ I’m out.‎ Lesson 7 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇: zoo, panda, monkey, elephant, big, small, thin.‎ 能听懂、会说、认读词汇:fat.‎ ‎ 2. 能理解并口头运用句子:The _____ is _____.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:zoo, panda, monkey, elephant, big, small, thin, fat.‎ ‎2. 句型:The _____ is _____.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 用农场的动物卡片,先师生问答What’s this? It’s a ____.然后学生两人组练习此句型。‎ 2. What color is the _____(农场动物或文具)?‎ The ____ is ______.(颜色)‎ II. New Concept 学生观看教学光盘或教师录制的游览动物园短片,介绍新词汇:‎ Let’s go to the zoo. I see many animals at the zoo. Look! This is a panda. The panda is fat. It’s a monkey. The monkey is thin. Look! I see an elephant. The elephant is big. This is a bird. The bird is small.‎ 40‎ 学生多听多看几遍,然后提出问题,‎ What animals we see at the zoo?‎ Is the panda/elephant… fat/ small…?‎ 与学生一起交流探讨,期间引入新词汇,同时渗透拼读规则等知识。‎ zoo, too, room, school, cool, moon, ‎ ‎ panda, What color is the panda? What else do you know about the panda? ‎ ‎ fat, cat, bat, sat, hat Monkey, donkey. A monkey is clever. What can a monkey do?‎ ‎ Elephant. An elephant 一头大象 What does an elephant look like?‎ ‎ big, dig, pig, hit, fit ‎ all, mall, small, tall, fall, ‎ III. Practice 1. 看动物图片描述:The _____ is ______.‎ What else do you know? 让学生拓宽思维,多角度应用这两组对应词表述。‎ 如:_____’s eye is big. ______’s eye is small.‎ My ______ (衣服) is big. My ____ is small.‎ 2. Listen and draw.‎ 3. Let’s do it.(Part 3)‎ IV: Production Group work:‎ 教师给出两个地点farm, and zoo,各组选择一个地方去游览,描述所见所闻。如:‎ Let’s go to the _____. I see a _____. The _____ is _____.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ 板书设计: ‎ Lesson 7: At the Zoo ‎ 教师板画动物园的大门,进入后依次画出这些动物,在画的旁边板书单词,(画的时候要突出动物们的fat, thin, big, small的特征,更加形象直观。)‎ Lesson 8 教学设计 一、教学目标:‎ 40‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:tiger, bear, long, short.‎ 能听懂、会说、认读词汇:wolf, snake.‎ ‎ 2. 能理解并口头运用句子:It’s long/short.‎ Its _____ is/are long/short.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:tiger, bear, long, short, wolf, snake.‎ ‎2. 句型:It’s long/short.‎ Its _____ is/are long/short.‎ 三、教学难点:It’s 与its 的区别。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. Play a game“ Simon says” to review the parts of the body.‎ 2. Look at the cards of the animals, talk about them.‎ What’s this? It’s a/an ______.‎ Look at the _____. The ____ is big/small/fat/thin.‎ II. New Concept 学生观看教学光盘或教师录制的游览动物园短片,介绍新词汇:‎ Let’s go to the zoo. I see many animals at the zoo. Look! This is a tiger. It’s big. Its tail is long. Look! I see a wolf. The wolf is big. This is a bear. It’s brown. Its tail is short. Look! This is a snake. It’s long. I like the zoo. It’s fun.‎ 学生多听多看几遍,然后提出问题,‎ What animals we see at the zoo?‎ Is the ______long/ short?‎ 与学生一起交流探讨,期间引入新词汇,同时渗透拼读规则等知识。‎ tiger, five, fine, like, bike, kite, ‎ ‎ bear, pear, fear, hear, near,‎ snake, make, cake, lake, take III. Practice 1. Look at the pictures and say(课件):‎ It’s long/short.‎ 2. ‎ Show the cards of some animals, talk about them.‎ e.x. Look at the _____. Its ____ is _____.‎ 3. Sing a song (part 2)‎ 40‎ 1. Play a guessing game (part 3)‎ IV: Production Group work:‎ 教师给出三个地点farm, school and zoo,各组选择一个地方去游览,描述所见所闻。如:‎ Let’s go to the _____. I see a _____. The _____ is _____.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ 板书设计: ‎ ‎ Lesson 8: Tigers and Bears 教师板画动物园的大门,进入后依次画出这些动物,在画的旁边板书单词,‎ ‎ Tiger wolf bear snake ‎ It’s long/short.‎ ‎ Its _____ is/are long/short.‎ Lesson 9 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:one, two, three, four, five, six, seven, eight, nine, ten.‎ ‎ 2. 能理解并口头运用句子:How many ____ are there?‎ ‎ There are ____ _____s.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:one, two, three, four, five, six, seven, eight, nine, ten.‎ ‎2. 句型:How many ____ are there?‎ ‎ There are ____ _____s.‎ 三、教学难点:正确运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 40‎ 1. What’s it? It’s a _____. (Review the animals)‎ 2. How many? (Review the numbers from 1 to 10)‎ II. New Concept ‎1.学生观看教学光盘呈现新知。‎ 学生多听多看几遍,然后提出问题,‎ Look at the pictures:‎ How many ducks/ fish/ birds/ pandas are there?‎ ‎2.Let’s chant.‎ ‎ Look at the pictures and discuss.‎ ‎ Pair work: How many ____ are there?‎ ‎ There are _____ _____s.‎ ‎ Listen to the chant and sing it.‎ III. Practice 1. Use the number cards to say the numbers, who is fast?‎ 2. Look at the pictures and say(课件):‎ Pair work: How many ____ are there?‎ ‎ There are _____ _____s.‎ 3. Listen and draw, then talk about our pictures:‎ ‎ How many ____ are there?‎ ‎ There are _____ _____s.‎ IV: Production Group work:‎ 四人一组,共同完成一幅画,然后讨论图画中的动物或其他东西等,运用今天所学的句型,也可以加入以前学的知识。如:‎ How many ____ are there? There are ____ ____s.‎ Look at the _____. It’s _____.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: sing the chant.‎ ‎ Fill in the blanks (课件)‎ ‎ 学生之间用不同方式练习数字。‎ 发现你身边的数字如门牌号,车次等。‎ 板书设计: ‎ ‎ Lesson 9: How Many?‎ 40‎ ‎ one, two, three, four, five ‎ six, seven, eight, nine, ten.‎ How many _____ are there?‎ There are _____ ________s.‎ Lesson 10 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:river, tree, grass.‎ ‎2. 能认读、理解并使用句式:‎ ‎ Where does a ____ live?‎ ‎ In a _____.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:river, tree, grass.‎ ‎2. 句型:Where does a ____ live?‎ ‎ In a _____.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 用动物卡片,先师生问答What’s this? It’s a ____.然后学生两人组练习此句型。‎ 2. Where is the book? ‎ It’s in the desk.‎ II. New Concept ‎1.What’ s this?‎ 学生观看教学光盘,教师介绍新词汇:‎ What’s this? It’s a forest.‎ What’s in a forest?‎ Look at the pictures, 依次介绍三个新词:‎ river, fish, swim, thin, big.‎ What’s in a river? Fish live in a river.‎ Tree, three, sleep, green What color is the tree? What animals live in a tree?‎ 40‎ A bird lives in a tree.‎ grass, what color is the grass?‎ Do you like a forest? Why?‎ ‎2.Where does it live?‎ ‎ Talk about the pictures, then listen to it, follow to read.‎ III. Practice 1. Part 3: Let’s do it.‎ 2. Pair work: Where does a ____ live? In a ______.‎ IV: Production Group work:四人一组,画一幅森林图画,或拿出事先准备好的森林图画,进行讨论,尽量用到所学的知识。教师可给出部分框架,如:‎ This is a forest. This is a river. Fish live in a river. Look at the bird. Where does a bird live? In a tree. This is the grass. It’s green.‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ 板书设计: ‎ ‎ Lesson 10: Where Do They Live?‎ ‎ fish ‎ bird ‎ Where does a panda live?‎ ‎ river.‎ ‎ tree.‎ Lesson 11 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 能听懂、会说、认读和书写词汇:banana ‎ ‎2. 能认读、理解并使用句式:What do they eat?‎ ‎3. 了解字母s, z, x 和o在单词中的发音及其规则。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 二、教学重点: 1. 词汇:banana ‎2. 句型:What do they eat?‎ 40‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings and review.‎ 1. 用动物卡片,先师生问答What’s this? It’s a ____.然后学生两人组练习此句型。‎ 2. Pair work: Where does a ____ live? In a ______.‎ II. New Concept 1. What do they eat?‎ Look at the pictures: What can you see?‎ ‎ What are they doing?‎ 教师做出“吃”的动作,介绍eat. 拿出带来的banana, 介绍新词,并做出eat banana的动作。‎ 观看教学光盘,跟读句子,然后问答练习:‎ What do the monkeys eat?‎ They eat bananas.(师生问答两组后,就让学生生生问答。)‎ ‎3.Letters and sounds ‎ 学生观看教学光盘,或教师出示词卡,学生跟读单词如:bus, snake, zoo, zero…并注意体会彩色标注的字母如:s, z,x, o的发音。教师鼓励学生回忆学过的有类似发音规律的单词,如:‎ ‎ swim, sing, seven,‎ ‎ cold, nose, open.‎ III. Practice 1. Part 2: Let’s do it.‎ 2. Pair work: (动物卡片) What is it? What does it eat?‎ IV: Production Group work:四人一组,choose an animal, introduce it to others.‎ ‎ 如: This is a monkey. It’s brown. Its tail is long. It lives in ‎ ‎ a tree. It eats bananas.(学生如果没有加s,教师也不要过多纠正,要鼓励他们说更多的信息去描述一种动物。) ‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ 板书设计: ‎ 40‎ ‎ Lesson 11: What Do They Eat?‎ ‎ ‎ ‎ monkeys bananas.‎ ‎ tigers meat.‎ ‎ What do the cats eat? They eat fish.‎ ‎ cows grass.‎ ‎ ‎ ‎ In a forest.‎ Lesson 12 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂事。‎ ‎ 3. 学生能在图片和教师的帮助下朗读、表演故事。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 二、教学重点: 1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂故事。‎ 三、教学难点:学生能在图片和教师的帮助下朗读、表演故事。‎ ‎ 四、教学过程:‎ I. Greetings ‎ What animals do you like? Why?‎ What animals you don’t like? Why?‎ ‎ II. Pre-reading (prepare to read)‎ ‎ 1. Lead in: If someone asks you for help, will you help them? Why?‎ ‎2.Talk about the pictures.‎ ‎ 讨论书中的图画,学生看图,能说出关于故事的哪些情况?在故事中会发生什么事 情?教师要鼓励学生推测故事的发展。‎ ‎ Who is in the picture? What does the wolf say?‎ ‎ What does the wolf want the sheep to do?‎ ‎ What promise does the wolf make to the sheep? Do you think the wolf will keep his promise?‎ ‎ What is the sheep doing?‎ 40‎ ‎ What happens when the wolf is out of the hole?‎ ‎ Who comes along? What does the monkey do?‎ ‎ What is the hole again? Do you think the monkey was really smart? Do you think the wolf will ever get out of the hole?‎ ‎ III. While-reading (read the story)‎ ‎ 阅读前,教师提出一些任务,让学生带着任务去阅读,以体现阅读策略及阅读理解情况。‎ ‎ 1.What happened with the wolf? (狼怎么了)‎ ‎ 2. Who helps the wolf? Why?‎ ‎ 3. Who helps the sheep? Is this a bad or good wolf?‎ ‎ 4. Follow to read the story. ( The students can do actions while reading).‎ ‎ IV. Post-reading (after reading)‎ ‎ 1. 讨论故事:Which do you like , monkey, sheep or wolf?‎ ‎ What do you think the sheep should have done when he saw the wolf in the hole?‎ ‎ If it were you, would you help the wolf?‎ ‎ What is the main lesson we can take from this story?‎ ‎ (Be careful about who you trust.)‎ ‎ 2. 续编故事: What will happen next? (后面将会发生什么事呢?)‎ ‎ 3. 表演故事: 三人一组,分角色表演故事。‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the story.‎ ‎ Act out the story.‎ Lesson 13 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎1.能听懂、会说、认读和书写词汇:food, eat, drink, juice, I .‎ ‎2. 能理解并口头运用句子: I’m hungry. I want to eat.‎ ‎ I’m thirsty. I want to drink.‎ Let’s eat.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 40‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 1. 词汇:food, eat, drink, juice, I .‎ ‎2. 句型:I’m hungry. I want to eat.‎ ‎ I’m thirsty. I want to drink.‎ ‎ Let’s eat.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up T: Talk about your family. What does your family like to do?‎ ‎ What do they like to eat?‎ II. New Concept ‎1.学生观看教学光盘,介绍新词汇:‎ Look at this family, where are they? what are they doing?‎ What can you see? ‎ Introduce: table take, make, name, snake,‎ ‎ food foot, book, good eat meat, seat, beat ‎ drink ink sink pink ‎ Are you hungry? Let’s eat! (让学生边说Let’s eat.边表演吃东西。)‎ ‎2.教师用筷子和盛有果汁的水杯,边做动作边介绍新句型:‎ ‎(摸着胃部说)I’m hungry. I want to eat.‎ ‎(摸着喉咙说) I’m thirsty. I want to drink.‎ 拿起筷子说:Let’s eat.‎ 端起果汁水杯,介绍juice. This juice is good.‎ 教师演示完后,找几组学生边说边表演。‎ III. Practice 1. Let’s sing: “Drink and Eat”‎ 2. Let’s do it. (part 4)‎ 3. Play a game:双簧表演。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ 40‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 13: I’m Hungry!‎ ‎ table food juice ‎ I’m hungry. I want to eat.‎ ‎ I’m thirsty. I want to drink.‎ ‎ Let’s eat.‎ Lesson 14 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎1. 能听懂、会说、认读和书写词汇:noodles, dumplings, rice, soup ‎2. 能理解并口头运用句子: Would you like some_____?‎ ‎ Yes, please. No, thanks.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 1. 词汇:noodles, dumplings, soup, and rice ‎2. 句型:Would you like some_____?‎ Yes, please. No, thanks.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review the words in lesson 13. What is it? It’s ______.‎ T: What do you like to eat / drink? ‎ ‎ Who cooks in your home? Do you know how to cook?‎ Today let’s have fun learning about eating and drinking.‎ II. New Concept ‎1.学生观看教学光盘,介绍新词汇:‎ Look at this family, where are they? what are they doing?‎ Where are they sitting? Who is there?‎ Introduce: noodles, dumplings, soup, ‎ 40‎ ‎ rice, nice, mice, nine, fine 1. Let’s chant!‎ 2. 学生观看教学光盘,介绍新句型:‎ What does Li Ming’s mother say?‎ What does Jenny say?‎ Would you like some ______? Yes, please. No, thanks.‎ III. Practice ‎1.Play a guessing game to practice the four words.‎ ‎2.Let’s do it. (part 4)‎ ‎3. Group work: 让几位自告奋勇者坐到已经准备好的桌子旁,表演对话,然后小组内表演。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 14: Would you like some soup?‎ ‎ noodles ‎ dumplings Would you like some soup ?‎ ‎ rice ‎ Yes, please. No, thanks.‎ Lesson 15 教学设计 一、 教学目标:‎ ‎(一)知识与技能目标:‎ ‎1. 能听懂、会说、认读和书写词汇:chicken, fish, fruit, vegetables ‎2. 能理解并口头运用句子: I like_____. I don’t like _____.‎ ‎ What’s your favorite food? ‎ My favorite food is ______.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ 40‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 1. 词汇:chicken, fish, fruit, vegetables ‎2. 句型:I like_____. I don’t like _____.‎ What’s your favorite food? ‎ My favorite food is ______.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review :What is it? It’s ______.‎ T: I like _____. I don’t like _____.(做出夸张的动作,表示自己喜好什么,不喜欢什么,便于学生理解)‎ How about you?‎ Today let’s have fun learning about the food you like and you don’t like.‎ II. New Concept ‎1.学生观看教学光盘,介绍新词汇:‎ What does Jenny like to eat? What does she not like to eat?‎ ‎ Introduce: chicken, fruit, vegetables fish, swim, big, river ‎ Jenny says: I like ____. I don’t like _____.‎ ‎ How about you?‎ ‎ 学生运用此句型表达自己的喜好:I like ____. I don’t like _____.‎ Do you know what _____ likes/ doesn’t like?‎ ‎(此环节,一是为了培养学生认真倾听他人发言的好习惯,二是渗透一点第三人称的表达)‎ She / He likes _______. She / He doesn’t like _______.‎ 1. Let’s do it!‎ 2. 学生观看教学光盘,介绍新句型:‎ What does Li Ming like? What does he not like? ‎ Introduce “favorite” 最喜欢的。‎ What is Li Ming’s favorite food?‎ His favorite food is ________.‎ What is your favorite food?‎ My favorite food is _________.‎ 学生之间问答完后,教师可以问:What is _____’s favorite food?‎ ‎(一是为了培养学生认真倾听他人发言的好习惯,二是渗透一点第三人称的表达) 引导学生回答: Her / His favorite food is _______.‎ 40‎ III. Practice 1. What is it? It’s ______. (词汇卡片巩固词汇)‎ 2. Let’s play. (part 4)‎ ‎3. Pair work: What is your favorite food?‎ My favorite food is _________.‎ ‎4. Make a survey: 小组内调查同学的喜好,以表格形式呈现,喜欢的食物画笑脸,不喜欢的画哭脸。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 15: What's Your Favourite Food? ‎ ‎ chicken, fish, fruit, vegetables ‎ I like _______. I don’ like _______.‎ What is your favorite food?‎ My favorite food is _________.‎ Lesson 16 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:能听懂、会说、认读词汇:morning, afternoon, evening, breakfast, lunch, and dinner.‎ ‎(二)情感目标:乐于模仿,敢于开口。 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 词汇:morning, afternoon, evening, breakfast, lunch, and dinner.‎ 三、教学难点:熟练表达所学句型。‎ 四、教学过程:‎ I. Warm up Greetings: Good morning./ Good afternoon.‎ Review : What is it? It’s ______.‎ T: What did you have to eat today?‎ ‎ What did you eat at home last night?‎ 40‎ Today let’s learn how to talk about eating.‎ II. New Concept 1. 学生观看教学光盘,介绍新词汇:‎ Picture 1: What is Jenny doing? (waking up)‎ ‎ What’s the time?‎ Picture 2: Where is Jenny? What’s the time?‎ Picture 3: Who are they? Where are they? What is Jenny wearing?‎ ‎ What’s the time?‎ Introduce: morning, afternoon, evening.(教师可以用汉语解释三个时间段具体是什么时间)‎ T: What do you do in the morning/ afternoon/ evening?‎ ‎(学生可以用汉语回答,如: In the morning, I _________.)‎ 2. 学生观看教学光盘,介绍新句型:‎ Picture 1: What time is it?‎ ‎ What does Li Ming do in the morning?‎ ‎ What is he eating?‎ ‎(同样的方法介绍第二、三幅图。)‎ Introduce: breakfast, lunch, dinner.‎ In the morning, we have breakfast.‎ In the afternoon, we have lunch.‎ In the evening, we have dinner.‎ What else can you do?‎ Introduce: go to school. read a book.(做动作)‎ Follow to read.‎ ‎ 3. Let’s sing : “It’s time for lunch”‎ III. Practice ‎1.Play a guessing game to practice the six words.‎ ‎2. Match. (课件显示)‎ ‎3. 双簧表演:一个学生说第二部分的句子,另一个学生表演。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 40‎ 板书设计: ‎ ‎ Lesson 16: Breakfast, Lunch and Dinner ‎ morning breakfast.‎ ‎ In the afternoon I have lunch.‎ ‎ evening dinner.‎ Lesson 17 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎1. 能听懂、会说、认读和书写词汇:milk, egg, bread.‎ ‎2. 能理解并口头运用句子: What’s for _____?‎ ‎ I like _____ for _____.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 1. 词汇:milk, egg, bread. ‎ ‎2. 句型:What’s for _____?‎ ‎ I like _____ for _____.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review the food: What is it? It’s ______.‎ T: In the morning, we have ______.‎ ‎ In the afternoon, we have ________.‎ ‎ In the evening, we have ________.‎ Today let’s learn about what’s good to eat for breakfast.‎ II. New Concept 1. 学生观看教学光盘,介绍新词汇:‎ T: Breakfast is a very important meal, why?‎ ‎ What do you like to eat for breakfast?‎ ‎ What is good to eat for breakfast?‎ Introduce: milk, river, swim, big 40‎ ‎ egg, red, seven, yes. ‎ ‎ (强调:一个鸡蛋an egg.)‎ ‎ bread, head, dead.‎ ‎ T: Do you like milk/ egg/bread?‎ ‎ S: Yes, I like____. No, I don’t like _____.‎ Pair work to practice.‎ 1. Let’s chant. 学生可以几人一组,围成一个圈,边说歌谣边做动作。‎ 2. 学生观看教学光盘,介绍新句型:‎ T: What does Li Ming/ Jenny / Danny / Kim like for breakfast?‎ S: He/ She likes _____ for breakfast.‎ T: Who likes milk and bread? Who likes soup?....‎ T: What about you? What’s for your breakfast?‎ S: I like _____ for breakfast.‎ T: What’s for lunch/ dinner?‎ S: I like _____ for lunch/ dinner.‎ Follow to read part 3.‎ 3. Letters and sounds 学生观看教学光盘,或教师出示词卡,学生跟读单词hungry, hand, worker, window…并注意体会彩色标注的字母h, w, r, u的发音。教师鼓励学生回忆学过的有类似发音规律的单词,如:happy, head, horse; walk, warm; red, right, rice; ‎ III. Practice 1. Play a guessing game to practice the words about food.‎ 2. Pair work: What’s for ______?‎ ‎ I like _____ for _____.‎ ‎3. Group work: 让几位自告奋勇者坐到已经准备好的桌子旁,表演对话,谈论他们喜欢的早餐,然后小组内表演。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 17: What’s for Breakfast?‎ ‎ What’s for breakfast?‎ 40‎ ‎ I like milk, egg and bread for breakfast.‎ Lesson 18 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂故事。‎ ‎ 3. 学生能在图片和教师的帮助下朗读、表演故事。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 积极参与各种活动。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ ‎ 二、教学重点: 1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下读懂故事。‎ 三、教学难点:学生能在图片和教师的帮助下朗读、表演故事。‎ ‎ 四、教学过程:‎ I. Greetings ‎ What do you like to eat? Who cooks for you? Can you cook? How to cook?‎ ‎ II. Pre-reading (prepare to read)‎ Talk about the pictures.‎ ‎ 讨论书中的图画,学生看图,能说出关于故事的哪些情况?在故事中会发生什么事 情?教师要鼓励学生推测故事的发展。‎ ‎ Picture 1: Why is the old woman sad?‎ ‎ Is there any food in their bowls?‎ ‎ Picture 2: Who is walking in front of the house?‎ ‎ What does he have?‎ ‎ Picture 3: What does the stone do?‎ ‎ Picture 4-6: What does the boy do?‎ ‎ What do they bring to the soup?‎ ‎ Picture 7-8: Is the soup good to eat?‎ ‎ Does the boy take away the stone?‎ ‎ What does he say when he leaves?‎ ‎ III. While-reading (read the story)‎ ‎ 阅读前,教师提出一些任务,让学生带着任务去阅读,以体现阅读策略及阅读理解情况。‎ 40‎ 1. Why the woman is sad?‎ 2. What can the magic stone do?‎ 3. What do the people bring to make soup?‎ 4. Who makes the soup? What’s the meaning of “You are the magic”?‎ ‎ 5. Follow to read the story.‎ ‎ IV. Post-reading (after reading)‎ 1. 讨论故事:Is there any magic? What is the magic?‎ ‎(教师要引导学生说出两个关键词:分享share, 帮助 help.生活中如果每个人都将自己拥有的付出一点,很快“美味的汤”就能做好可以享用了。)‎ ‎ 2. 续编故事: What will happen next? (后面将会发生什么事呢?)‎ ‎ 3. 表演故事: 小组内分角色表演故事。‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the story.‎ ‎ Act out the story.‎ Lesson 19 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎ 1. 能听懂、会说、认读和书写词汇:apple, orange, eleven, twelve,‎ ‎ thirteen, fourteen, fifteen.‎ ‎ 2. 能听懂、会说并口头运用句子: What do you like?‎ ‎ I like ______.‎ ‎ 3. 能唱歌曲:Delicious Food ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ ‎ 对所学内容能够主动归纳,发现规律。‎ 二、教学重点: 1. 词汇:apple, orange, eleven, twelve, thirteen, fourteen, fifteen.‎ ‎ 2. 句型: What do you like? I like ______.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ 40‎ I. Warm up Greetings Review the food: What is it? It’s ________.‎ Review the numbers: How many?‎ Today let’s have fun learning about fruit and more numbers..‎ II. New Concept ‎1.学生观看教学光盘,或用图片、实物介绍新词汇:‎ ‎ apple, an apple ,cat, fat, sad, happy ‎ ‎ pear, bear, hear, wear ‎ orange, an orange ‎ watermelon water 水, melon 哈密瓜 ‎ 针对这些词汇,教师可以提问:What color is ______?‎ ‎ It’s ________.‎ ‎ Is it sweet (甜的)?‎ ‎ Do you like ______?‎ ‎ What’s your favorite fruit?‎ ‎ Let’s look at again. What does Li Ming like? ‎ ‎ What does Jenny/ Danny like?‎ ‎ S: He/ She likes ______.‎ ‎ T: What do you like?‎ ‎ S: I like _______.‎ ‎ (师生问答两三组后,就变为生生问答,给学生更多的说的机会。)‎ 1. Let’s sing! What fruit can you hear?‎ 2. 学生观看教学光盘,或教师自制的数字张贴画,介绍数字:‎ ‎ eleven, twelve, thirteen, fourteen, fifteen.‎ ‎ Follow to read. Can you find something?‎ ‎(鼓励学生善于观察,总结规律,13-15末尾都有“teen”; 另外数量是多少个,物品后面都加“s”。)‎ III. Practice ‎1.利用单词卡片,play a guessing game, What is it?‎ ‎ 2. 利用图片或实物,pair work: What do you like? I like _____.‎ ‎ 3. Let’s play! (Part 4 )‎ ‎ 4. Listen and draw. 听音,画出相应数量的物品。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ 40‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 19: I Like Fruit!‎ ‎ apple. eleven ‎ What do you like? pear. twelve ‎ ‎ I like orange. thirteen ‎ watermelon. fourteen ‎ fifteen Lesson 20 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎ 1. 能听懂、会说、认读和书写词汇:ice cream ‎ 2. 能听懂、会说、认读词汇:hamburger, hot dog, donut ‎ 3. 能听懂、会说并口头运用句子: What would you like? I’d like ______.‎ ‎ 4. 能说歌谣:What would you like?‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点: 1. 词汇:hamburger, hot dog, donut, ice cream ‎2. 句型:What would you like? I’d like ______.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Sing the song: Delicious Food Review the food: What is it? It’s ________.‎ Today let’s find out how to order some food in Canada.‎ II. New Concept ‎1.学生观看教学光盘,或用图片、实物介绍新词汇:‎ Who is in the picture? What do Jenny and Li Ming want to do?‎ 40‎ What does the woman say?‎ Introduce the sentence: What would you like?‎ What food would they like?‎ ‎ Introduce the words: hamburger, hot dog, donut, ice cream ‎ 针对这些词汇,教师可以提问:Do you like_____?‎ ‎ These are Western food. What else do you know?‎ ‎(教师可以向学生介绍其他一些西方的食物,如:sandwich, French fries, pizza等,让学生了解一下即可。)‎ ‎2.Let’s chant! What food can you hear?‎ ‎3.学生观看教学光盘, What does Danny want ? What does he say?‎ ‎ What does Jenny say?‎ Introduce: May I have _____? Sure!‎ ‎ Thanks / Thank you. You are welcome.‎ III. Practice ‎1.利用单词卡片,play a guessing game, What is it?‎ ‎ 2. pair work: What would you like? I’d like _____.‎ ‎ 3. Let’s play! (Part 4 )‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 20: Hamburgers and Hot Dogs ‎ hamburger.‎ ‎ What would you like? hot dog. ‎ ‎ I’d like donut. ‎ ‎ ice cream. ‎ Lesson 21 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:能听懂、会说、认读和书写词汇:sixteen, seventeen, eighteen, nineteen, twenty.‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ 40‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ ‎ 对所学内容能够主动归纳,发现规律。‎ 二、教学重点: 1. 词汇:sixteen, seventeen, eighteen, nineteen, twenty.‎ ‎ 2. What would you like? I’d like ______.‎ 三、教学难点:熟练运用所学数字进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review the food: What is it? It’s ________.‎ Review the numbers: How many chairs/ pencils/ tables…?‎ Today let’s have fun learning more numbers and see how to order food in a restaurant.‎ II. New Concept ‎1.学生观看教学光盘,或教师自制的数字张贴画,介绍数字:‎ Let’s count. How many?‎ sixteen, seventeen, eighteen, nineteen, twenty.‎ ‎ Follow to read. Can you find something?‎ ‎(鼓励学生善于观察,总结规律,16-19末尾都有“teen”; 另外数量是多少个,物品后面都加“s”。)‎ ‎2.What would you like?‎ 学生观看教学光盘, Where are they? ‎ ‎ What would they like?‎ Introduce: tea, water.‎ 指名学生到教室布置好的小餐馆,和教师一起做角色扮演,如何点餐?‎ ‎ T: What would you like?‎ ‎ S1: I’ d like _______.‎ ‎ S2: I’d like _______.‎ ‎ S1: Would you like some _____?‎ ‎ S2: Yes, please. / No, thanks. I’d like some ______‎ III. Practice ‎ 1. Listen and draw. 听音,画出相应数量的物品。‎ ‎ 2. Let’s play! (part 2)‎ ‎ 3. Read and match. (课件显示)‎ ‎ 4. Let’s act! (Part 4 )‎ 40‎ ‎ 学生分小组进行角色扮演,菜单可以课前就准备好,也可以课上小组成员一起完成(根据时间而定),然后看着菜单就可以点餐了。学生表演时,教师可以播放歌谣What would you like? ‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 21: In the Restaurant ‎ sixteen ‎ seventeen ‎ How many? eighteen ‎ nineteen ‎ twenty Lesson 22 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎ 1. 能听懂、会说、并口头运用句子: How much is it?‎ ‎ I’ll take twelve, please.‎ ‎ 2. 能唱歌曲:Do you know the donut man?‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎ 在小组活动中能与其他同学积极配合。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ 二、教学重点:How much is it?‎ ‎ I’ll take twelve, please.‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review the food: What is it?‎ 40‎ Review the numbers: How many?‎ Today let’s go shopping for some food.‎ II. New Concept ‎1.学生观看教学光盘,介绍新句子:‎ ‎ How much for one donut/ hot dog?‎ ‎ How many donuts does Li Ming take?‎ ‎ How many hot dogs does Jenny take?‎ ‎ 教师使用其他的食物重复类似的对话练习:‎ ‎ How much is a hamburger? _____ yuan.‎ ‎ How much is an ice cream? _____ yuan.‎ ‎ How much for the rice? ______ yuan.‎ ‎ I’ll take _____, please.‎ ‎ 2. Let’s act!‎ ‎ 教师可以先做示范,然后学生分组角色扮演。(利用教室张贴的食物海报或学生自己制作的食物海报练习)‎ ‎3. Let’s sing!‎ 教师要注意不断变换形式去演唱歌曲,如:男女生分唱,分行、列演唱, 分声部演唱等。‎ III. Practice Group work: S1: What would you like?‎ ‎ S2: I’d like ________. How much is a ______?‎ ‎ S1: ______ yuan.‎ ‎ S2: I’ll take _____, please. ‎ ‎ S1: Here you are.‎ ‎ S2: Thanks.‎ ‎ S1: You’re welcome.‎ ‎ 仿照此对话,学生1(扮演售货员) 再与小组内的其他同学交流。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 22: How Much Is It?‎ ‎ How much is a _____?‎ ‎ How much for one _____?‎ 40‎ ‎ ______ yuan.‎ ‎ I’ll take ______, please.‎ ‎ Thanks.‎ ‎ You’re welcome.‎ Lesson 23 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:‎ ‎ 1. 能听懂、会说、认读和书写词汇:please, thanks, welcome ‎ 2. 能听懂、会说并口头运用句子: How much are they?‎ ‎ 3. 了解字母c 和y 在单词中的发音规则。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 对各种英语学习活动有兴趣,能积极参与。‎ ‎ 在小组活动中能与其他同学积极配合。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ ‎ 注意发现语音规律,并能运用规律认读单词。‎ ‎ 二、教学重点:How much are they?‎ 三、教学难点:熟练运用所学句型进行交际交流。‎ 四、教学过程:‎ I. Warm up Greetings Review the food: What is it?‎ Review the numbers: How many?‎ Review: How much is a _____?‎ Today let’s go shopping for some fruit.‎ II. New Concept ‎1.学生观看教学光盘,介绍新句子:‎ What does Li Ming want to buy?‎ How much are the apples? ‎ ‎ How many apples does Li Ming take?‎ What does Jenny want to buy?‎ How much are the oranges? ‎ ‎ How many oranges does Jenny take?‎ ‎(教师在介绍新句型时,要让学生多看、多听、多观察,注意今天所学与上节课的区别:How much is a _____? How much are the _____s?)‎ ‎ 教师使用其他的食物重复类似的对话练习:‎ 40‎ ‎ How much are the bananas? _____ yuan.‎ ‎ How much are the dumplings? _____ yuan.‎ ‎ How much are the eggs? ______ yuan.‎ ‎ 播放录音,学生跟读,然后指名三个学生分角色朗读给大家听。‎ ‎2. Let’s act!‎ ‎ How much is a hot dog? How much are the oranges?‎ ‎ 播放录音,学生跟读,教师可以先做示范,然后学生角色扮演。(利用教室张贴的食物海报或学生自己制作的食物海报练习)‎ ‎3. Letters and sounds 教师出示词卡,学生读单词,体会字母c 和 y 的不同发音。教师鼓励学生 回忆学过的有类似发音规律的单词,如:‎ ‎ C: nice, face, y: yes, you, your cat, cool, can ‎ III. Practice ‎1.Fill in the blanks with “is” or “are”.(课件显示)‎ ‎2. Group work: ‎ S1: How much is a ______?/ How much are the ____s?‎ S2: ______ yuan.‎ S1: I’ll take _____, please. ‎ S2: Here you are.‎ S1: Thanks.‎ S2: You’re welcome.‎ 仿照此对话,学生们利用食物张贴画与小组内的其他同学交流。‎ IV. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the text.‎ ‎ Write the words.‎ ‎ Do the exercises.‎ 板书设计: ‎ ‎ Lesson 23: How Much Are They?‎ ‎ How much are the _____s?‎ ‎ ______ yuan.‎ ‎ I’ll take ______, please.‎ ‎ Thanks.‎ ‎ You’re welcome.‎ 40‎ Lesson 24 教学设计 一、教学目标:‎ ‎(一)知识与技能目标:1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下理解故事。‎ ‎ 3. 学生能在图片和教师的帮助下朗读、表演故事。‎ ‎(二)情感目标:乐于模仿,敢于开口。‎ ‎ 积极参与各种活动。‎ ‎(三)学习策略目标:注意倾听,积极思考。‎ ‎ 积极运用所学英语进行表达和交流。‎ ‎ 二、教学重点: 1. 学生能在图片和教师的帮助下听懂故事。‎ ‎ 2. 学生能在图片和教师的帮助下理解故事。‎ 三、教学难点:学生能在图片和教师的帮助下朗读、表演故事。‎ ‎ 四、教学过程:‎ I. Greetings Do you like playing? Do you help your parents, when?‎ ‎(可以和学生谈一谈有关责任的问题,告诉他们在玩的同时要肩负责任,玩的时间总会有,但首先要做好自己应该做的事。)‎ II. Pre-reading (prepare to read)‎ Talk about the pictures.‎ ‎ 讨论书中的图画,学生看图,能说出关于故事的哪些情况?在故事中会发生什么事 情?教师要鼓励学生推测故事的发展,必要时师生都可以用汉语。‎ ‎ Picture 1: Who is in the tree? What’s the matter with them?‎ ‎ Picture 2-3: What does the third monkey do for the young monkeys?‎ ‎ Picture 4-8: What fruit does the monkey see?‎ ‎ Picture 9-10: Who comes? What do the monkey and the rabbit do?‎ ‎ Picture 11: Does the monkey have fruit for the young monkeys?‎ III. While-reading (read the story)‎ ‎ 学生跟着录音机、光盘或教师,大声朗读故事,多读几遍,然后小组内轮流读故事给其他学生听。或者阅读前,教师提出一些任务,让学生带着任务去阅读,以体现阅读策略及阅读理解情况。‎ ‎1.The two monkeys are ____.‎ ‎ A. hungry B. thirsty ‎2. The monkey sees ___, ___ and ____.‎ ‎ A. apples, bananas and melons 40‎ ‎ B. apples, oranges and watermelons ‎3. The monkey play with the ____.‎ ‎ A. rabbit B. sheep ‎4. Does the monkey get any fruit?‎ ‎ A. Yes. B. No. ‎ ‎ IV. Post-reading (after reading)‎ ‎1.讨论故事:Why the monkey has no fruit for the young monkeys?‎ ‎ Do you think the monkey is a bad monkey? Why or why not?‎ ‎ 2. 续编故事: What will happen next? (后面将会发生什么事呢?)‎ ‎ 3. 表演故事: 小组内分角色表演故事。‎ V. Homework ‎ 1. What do we learn from this lesson?‎ ‎ 2. Do you have any questions?‎ ‎ 3. homework: Read the story.‎ ‎ Act out the story.‎ 40‎