冀教小学英语三年级下册 40页

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