小學英語 課程教案
周 次
第三周
課次
1
授課課題
Unit 2 At a party內容
B. Look read and learn C. Ask and answer.目的和要求1. 能聽得懂、會說、會讀和會拼寫單詞grandfather, grandother, father, other, brother, sister. 2. 能正確運用nose, outh, head, ear等詞匯，描述人的外貌特征, 培養學生實際運用英語進行交流的能力和樂于與人交流、合作的個性。 3. 能結合已學詞匯,正確地聽、說、讀、寫和運用句型 He’s/She’s y… 4. 能正確地聽、說和讀日常交際用語Who’s the…with…?教學重點及難點1. 能正確地聽、說、讀、寫單詞grandfather, grandother, father, other, brother, sister. 2. 能正確地聽、說、讀、寫句型 He’s/She’s y… 3. 能正確地聽、說和讀日常交際用語Who’s the…with…?教學方法及手段通過圖片，讓學生初步了解五官的說法學法指導指導學生了解五官的說法。集體備課
個性化修改
預習
B部分單詞教
學
環
節
設
計
Step One: Waring-upT: Boys and girls, are you ready for English class? First let’s sing a song. Ps: Sing the song “Who’s that girl?” ：此處配一動畫閃動著的不同的男孩和女孩的照片。歌曲結束，出現有明顯特征的男孩和女孩的背影照片。 Step Tw Presentation1. 教授生詞：outh, nose, head, ear及句型Who’s the … with…? He’s/She’s…復習已學單詞：hair, eyeT: Boys and girls, look! That’s a girl. She has long hair. This is a boy. 引導學生說：He has short hair. 師對比教單詞hair及詞組long hair, short hair. T: Who’s the boy? Who’s the girl? Let’s guess. Here’s soe inforation for you. The girl has a sall outh and a big nose. ：顯示一張嘴巴和一個鼻子。師教授單詞outh和nose，并要求學生拼讀這兩個單詞。師做手勢教短語：big outh, sall outh, big nose, sall nose. T: OK. The girl has a sall outh and a big nose. Who’s she? ：顯示幾位具有不同特征的女孩照片，人物下方配有姓名。 P1: She is Ann. T: Yes, Ann’s outh is sall. But who’s the girl with big outh? P2: She’s Yang Ling. T: Yes, you’re right. (師指著男孩的背影)Who’s the boy? Oh, he has a big head and two sall ears. ：顯示一個頭和一只耳朵。師教授單詞head和ear，并要求學生拼讀。師做手勢教短語：big head, sall head, big ear, sall ear, two big ears, two sall ears. T: Who’s the boy? Guess, please. ：顯示幾位具有不同特征的男孩照片，人物下方配有姓名。 P3: He is To. T: Yes, he’s To. Look, there are five boys here. They’re To, David,… 師帶領學生熟悉上的人物和名字，然后人物下方的名字消失。 T：Who’s the boy with sall eyes?（出示該句型，劃線部分用不同顏色） P4: He’s David. P5: He’s Ben. T: Who’s right? Let’s have a look. Oh, he’s Ben. 師教授句型：Who’s the ... with …? He’s/ She’s … 并將with重點教，用學生做模特，作一些替換練習，如：the boy with big eyes, the girl with long hair, … ：將一些有明顯特征的明星的照片展示給學生，操練句型：Who’s the ... with …? He’s/ She’s … T: Now, look at these photos. Who’s the woan with big eyes? P6: She’s Zhao Wei. T: Who can ask e? P7: Who’s the an with sall eyes? T: He’s Feng Gong. Now you ask and answer in pairs with these photos. 教師要求學生利用提供的照片，用所學句型兩兩討論，然后一到兩組學生展示。 2. 復習鞏固以前學過的家庭稱謂類的單詞：grandfather, grandother, father, other, brother, sister. 并進一步運用句型：Who’s the ... with …? He’s/ She’s …T：OK. The lovely girl is Ann. The lovely boy is To. They’re brother and sister. ：出現brother和sister這兩個單詞，師要求學生拼讀這兩個單詞。 T：To and Ann have a big faily. This is their faily photo. Let’s have a look. ：出現一張全家福照片。 T: The girl with sall outh is Ann. The boy with big head is To. But Who’s the woan with long hair? Perhaps she’s Ann’s other. (師操作，人物旁邊出現單詞other) I’ right. Who’s the an with sall ears? Ps: Perhaps he’s Ann’s father. (師操作，人物旁邊出現單詞father) T: Yes, you’re right. 用同樣的方式呈現單詞grandfather and grandother, 要求學生說出家庭稱謂名稱，并拼讀單詞。 Step Three: Practice 1、 Listen to the tape.T: You know these words, now open your books and turn to page 16. Please read after the tape. ：出示書p16頁上的圖和單詞，學生跟讀。 2、Talk about the teacher’s faily photo.T: Ann has a big faily. And I have a big faily, too. ：出示教師自己的全家福照片。 T: Look, who’s the girl with long hair? It’s e. Who are they? Do you know? Ask e, please. P8: Who’s the boy with a sall head? T: He’s y brother. 學生自由問，老師作答。也可學生間一問一答。 Step Four: Consolidation1. Talk about soe faily photos.T: Boys and girls, you have any faily photos. （指名）Show us your faily photo please. (將一學生的全家福照片放在實物投影下給大家看) T: Who’s the girl/boy with long/short hair? Wang Tong: She/He’s y sister/brother. T: Children, you ay ask her/hi soething about her/his faily. P9: Who’s the boy with big ears?(He’s y brother.) … T: Please take out your faily photos. Talk about your faily in groups. (學生四人組成一個小組，互相詢問照片上的人物。然后請一小組學生到前面展示照片，回答大家的問題) P10: Who’s the woan with red outh? P11: She’s y other. … 2. Do the exercise of Part C.T: OK, we talked about our faily photos just no But what are Helen and her friend talking about? Let’s look at picture 1. ：出現C部分第一幅圖并配有對話，請兩個學生扮演角色，朗讀一遍。然后出現第二、三、四幅圖。要求學生看圖完成下面的對話。 2. Who’s the _______ with _______ _______? 3. _____ the _______ with _______ _______? She’s y _________. ______ y ________. 4. ______ _____ ______ ______ ________ _______? ______ _______ ________. 請學生兩兩對話，檢查答案。作 業
1. Listen to part B three ties.2. Copy and recite the words of part B three ties.板書設計
Unit 2 At a party
Who’s the … with …? grandfather grandotherfather other
He’s/She’s y… brother sister執行情況
與教學反思
小學英語 課程教案
周 次
第三周
課次
2
授課課題
Unit 2 At a party教學
內容
A. Read and say. D. Look and say.教學目的和要求1. 能聽、說、讀、寫單詞： friend, white. 2. 能正確地聽、說、讀和寫句型Is that …your …? The one in the… 3. 能正確理解、掌握對話內容，能用正確的語音、語調朗讀并表演對話。 4. 能正確地聽、說和讀日常交際用語：Nice to eet you. Which one?5. 能運用所學句型編演對話，通過合作表演培養團結協作的精神，增進師生間的情感交流。教學重點及難點1. 能聽、說、讀、寫單詞： friend, white. 2. 能正確地聽、說、讀和寫句型Is that …your …? The one in the…; 3. 能正確理解、掌握對話內容，能用正確的語音、語調朗讀并表演對話教學方法及手段通過圖片，讓學生初步了解五官的說法,要求會讀會拼。學法指導指導學生了解五官的說法，并會讀會拼。集體備課
個性化修改
預習
C、D部分句型。教
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節
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Step One: Free talkT: Hello, I’ iss … P1: Hello, I’… T: Nice to eet you. P1: Nice to eet you, too. T: Who’s that boy with big eyes? P1: He’s… T: Now you ask and answer in pairs. Ps: Ask and answer freely. Step Tw Presentation T: Oh, he’s … (師指著屏幕) Who’s that boy with yellow hair? ：呈現人物Ben的圖片。 Ps: He’s Ben. T: Yes, he’s y friend. (出示friend單詞卡) Follow e, please. “Friend f-r-i-e-n-d friend”.（請一小組學生拼讀單詞friend） T: Ben is y good friend. （預先設置好，這時手機鈴響） T: Hello, this is iss …(：出現Ben在打電話) Ben: Hello, iss … T: Oh, you’re Ben! Ben: There’s a party at hoe. Would you like to coe here? T: Great! I’ll be there. Bye-bye. (老師掛掉手機) T: Boys and girls, there’s a party. (：出現party的熱鬧場面)Would you like to go with e? Ps: Great! T: Let’s go. But how? Ps: By bus. T: Good idea! Let’s go there by bus. ：Flash歌曲: The wheels on the bus. 歌曲停，出現party的熱鬧場面。 T: We are at a party no(教授短語At a party，并貼上板書) There are so any people here. Look! Who’s the boy with big eyes? (老師用教棒指著所說的男孩) ：呈現書中對話的第二幅圖。 T: Who’s the boy with big eyes? I don’t kno Let’s ask Ben.（老師引導學生一起問：Ben, who’s the boy with big eyes? ） 指名問：Ben, who’s the boy with big eyes? T: Let’s listen. : He’s y brother. T: Oh, he’s Ben’s brother. Three beautiful girls are over there. What are they wearing? ：呈現書中對話的第三幅圖。師引導學生說：green dress，blue skirt，white skirt, 并拼讀單詞white和skirt. T: Who’s Ben’s sister? Perhaps she’s the one in the white skirt. (出示句型并板書，請一組學生朗讀，并引導他們做替換練習。The one in the green dress. The one in the pink shirt. …) T: Who’s Ben’s sister? T: Which one is Ben’s sister? Let’s listen. 錄音: Is that girl your sister? Which one? The one in the white skirt. Yes, she is. T: Who’s Ben’s sister? Ps: The one in the white skirt. T: Yes? Let’s ask Ben. Ben, is that girl your sister?(師教授該句型，請一些學生問該句型并板書) ：Which one? P2: The one in the white skirt. ：Yes, she is. T: I see, she’s Ben’s sister. Read after e, please. (師領學生讀剛才對話中的句型，然后小組分角色讀。) T: This tie you work in pairs, one acts as Ben, one acts as Ben’s friend, OK? Ps: OK.(學生兩兩練習這段對話后，師請一至兩組學生表演) T：I see. The girl in the white skirt is Ben’s sister. But who’s Nancy’s father? Let’s have a look. ：顯示D部分的第一幅圖，圖片下配有如下句型： 1. A: Is that an your father? B: Which one? A: The one in the purple shirt. B: Yes, he is. T: Which an is Nancy’s father? Ps: The one in the purple shirt. T: There are three pictures here. What are they talking about? Please look at the pictures and fill in the blanks. (要求學生小組內討論，做出下列對話的答案，最后一起核對正確答案) 2. A: Is that ______ your ______? B: Which one? A: The one in the _____ _____. B: _____ , she isn’t. 3. A: Is that ______ _____ ______? B: ______ one? A: The ____ in the _____ _____. B: _____ , ____ is. 4. A: ____ that ______ _____ ______? B: ______ _____? A: The ____ ____ the _____ _____. B: _____ , ____ _____ . Step Three: Practice.1. Listen to the tape.T：You know that old woan isn’t Helen’s grandother. Helen’s grandother is at the party. Helen’s brother, ike is at the party too. He’s talking with Ben. Let’s listen. Ps: Listen to the tape. ：依次出現書中A部分對話圖，并配有錄音。 T: Now open your books and turn to page14. Unit 2 A. Read and Say. Follow the tape, please. The pupils read after the tape. 2. Read in roles.T: Now let’s read in roles.(師引導學生參與不同角色朗讀,使學生更加熟悉課的句型) Step Four: Consolidation.1. Perfor the dialogue. T: Boys and girls, look! This is Ben’s faily. I’ Ben’s friend, ike. Hello Ben! P3: Hello! ike. T: Who’s the boy with sall eyes? P3: He’s y brother. T: Is that your sister? P3: Which one? T: The one in the red jacket. P3: Yes! She is. u, this is y friend, ike. P4: Nice to eet you, ike. T: Nice to eet you, too. (教師要求學生發揮創造力，扮演Ben一家表演對話。表現棒的小組可以每人得一個名星的人物面具。) 2. Have a party.T: Boys and girls, we will have a party here. Your faily ebers and soe faous stars are here, too. ：顯示周杰倫的照片 T: Look, who’s the an with sall eyes? Ps: He’s Zhou Jielun. T: Do you like hi? Ps: Yes. T: Now, I’ Zhou Jielun. (師戴上周杰倫的頭飾，指著第一組學生) 師和第一組學生做如下示范: T: Hello! I’ Zhou Jielun. What’s your nae? P5: y nae’s Wang Bing. Nice to eet you. T: Nice to eet you, too. Who’s the girl with big eyes? P5: She’s y sister, Wang Fang. She likes your songs. T: Thank you. Who’s the woan in the red dress? P5: She’s y aunt. She likes dancing. Do you like dancing? T: Yes, I do. ：顯示一些大家熟悉的明星照片，給學生自由選擇。 T：Now you ay choose the star you like best. Please work in groups. Ready? Go. 學生以小組為單位，綜合運用已學知識進行一次情景對話。最后，師請一至兩組學生表演他們的對話。作 業
1. Listen, read and perfor the dialogue of Part A. 2. Copy and recite the words: friend and white.3. Copy and use the sentences: Is that… your…? The one in the…板書設計
Unit 2 At a party Is that … your …? friend Which one? white The one in … skirt Yes, he/she is.執行情況
與教學反思
小學英語 課程教案
周 次
第三周
課次
3
授課課題
Unit 2 At a party教學
內容
E. Read and act. F. Listen and repeat.教學目的和要求1） 復習本單元所學習的家庭成員和身體部位單詞及相關句型。 2） 能聽得懂、會說和會讀日常交際用語：We’re late for the party. Let’s hurry! 3） 了解輔音字母組合ck的發音教學重點及難點1） 能聽得懂、會說和會讀日常交際用語：We’re late for the party. Let’s hurry!2） 了解輔音字母組合ck的發音。教學方法及手段聽錄音，了解輔音字母組合ck的發音。學法指導交際法，情景教育法。集體備課
個性化修改
預習
G . Fun house教
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環
節
設
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T: Boys and girls, let’s listen and do, OK? Ps: OK. T: Touch your nose, touch your outh, touch your eyes, touch your ears, touch your hair… Ps: Do the actions. Step Tw Play gaes.Gae 1: Guessing gaeT: Let’s play a guessing gae. I’ll choose six pupils here, and then I’ll cover one pupil’s eyes. We’ll ask hi “Who’s the boy with big eyes?” or “Who’s in the red coat?” He’ll guess who he/she is. (師選六名學生到講臺前，用布蒙起一位學生的眼睛，讓他根據其他五個同學的特征，猜猜說的是誰？) Ps: Who’s the girl with long hair? P2: She’s Nancy. Ps: Yes, she is. P3: Who’s the boy in the blue jacket? P2: He’s Ben. Ps: No, he isn’t. … Gae 2: Look and sayT：Now please take out your photos. （出示一些學生的家庭生活照片。） Excuse e, who’s the woan with short hair? P3: She’s y aunt. T: Where’s your aunt?（師指著照片） P3: She’s a teacher. She’s at school. T: Is that woan your other? P3: Which one? T: The one in the blue skirt. P3: Yes, she is. T: Where’s she? P3: She’s at hoe.T: Now you talk about your photos with your friends. 師給學生三到四分鐘討論他們的照片, 展示一至兩組。 Step Three: Presentation and Practice.：出示教師自己父親的照片。 T：Look, this an is y father. He’s a teacher. Where’s he now? Guess, please. P4: He’s at school. T: No, he isn’t. P5: He’s at hoe. T: No, he’s at the party. ：出示父親在聚會上的圖片。 T：We will go to the party, too. What’s the tie now? P6: It’s eight thirty-four. T: Oh, we’re late for the party. Let’s hurry. 師教授這兩個句子，請學生兩兩站起朗讀，可用低、中、高音練習，增加趣味性。同時，引導他們做替換練習： We’re late for school. Let’s hurry./We’re late for class. Let’s hurry.等。 T: y father is at the party. But where’s your friend, David? Let’s have a look. ：出示David在汽車里的圖。 Ps: He’s in the car. T: Where is he going? Oh, he’s going to the party with his other and sister. ：出示書中E部分對話的圖。 T: What tie is it? Let’s listen! ：播放書中E部分對話，出示書中的對話。 T: What tie is it? P6: It’s six o’clock. T: They’re late for the party. Now open your books, let’s listen and repeat. Ps: Read the dialogue after the tape. Step Four: Consolidation1. Work in pairs. Ps: Read and act the dialogue in roles. 2. Work in groups.T: (指兩名學生)What tie do you go to school every day? P7: Seven fifteen. T: Suppose it’s seven thirty no You’re late for school. Can you ake a new dialogue? (師在學生能較流利地朗讀對話的基礎上，以“上學要遲到”為內容，小組討論，自編對話。)兩名學生做示范如下： P1: Hello, … P2: Hello, … P1: Excuse e, what’s the tie? P2（看表）: It’s seven thirty. P1: Oh, we’re late for school. P2: Yes, let’s hurry. 師給學生一定的練習時間，然后進行對話表演比賽。在上出示聚會用的彩色氣球以示對表演好的學生的獎勵。 Step Five: Listen and repeat.：出示彩色氣球，上面配有書上F部分的四個單詞。 T: Boys and girls, the colourful balloons are so nice. There are soe words on the. Can you read? Try, please. Ps: Black, clock, jacket, sock. T: Can you find the sae aong the? P9: They all have “ ck ”. T: Yes. We pronounce it [k]. Here’s a sentence for you. Let’s listen and repeat. ：出示用氣球和單詞排在一起的句型，并播放該句錄音。 Tape: His socks, jacket and clock are black. Ps: Repeat the sentence. 為增加趣味性，師要求學生用不同的聲調和語氣朗讀該句子。作 業
1. Listen to the tape of part E and part F. 2. Write a short passage about your faily.板書設計
Unit 2 At a party We’re late for the party. Let’s hurry! black clocacket sock His socks, jacket and clock are black.執行情況
與教學反思
小學英語 課程教案
周 次
第四周
課次
4
授課課題
Unit 2 At a party教學
內容
G . Fun house教學目的和要求1、 復習本單元所學的家庭稱謂和人體部位的單詞。 2、 進一步掌握句型 Who’s he/she? He’s/she’s y… Is this/that…your…? Yes, he/she is. No, he/she isn’t. 3、 學習A rhye.教學重點及難點1、 復習本單元所學的家庭稱謂和人體部位的單詞。 2、 較熟練地運用句型Who’s he/she? He’s/she’s y… Is this/that…your…? Yes, he/she is. No, he/she isn’t. 3、 能熟練地在情景中運用本單元所學的句型和日常交際用語，并能圍繞“認人”這一主題編演對話。 教學方法及手段通過聽寫，讓學生了解五官的寫法和用法學法指導指導學生會拼寫職業。集體備課
個性化修改
預習
教
學
環
節
設
計
Step One: Free talk.T: Hello!What’s your nae? P1: y nae is … T: Who’s the boy with a big nose? P1: He’s … T: …，Nice to eet you! P1: Nice to eet you too! Step Tw Revision.T: I have soe word cards here. You choose one fro the, then you’ll read and recite the word, OK? P1: OK! T: Wang Tong, you choose one please! Wang Tong: Grandfather, g-r-a-n-d-f-a-t-h-e-r, grandfather. T: You are right! Here is a card for you. Wang Tong: Thank you. 同樣的方法將本單元的生詞復習一遍。 T: Good! Now let’s play a gae: What’s issing?（師每次呈現五張詞卡，從中抽出一張，請學生拼寫被抽去的這張詞卡的單詞。） P3: Ear e-a-r ear. T: Yes, you ’re right. Here’s a card for you. P3: Thank you. （用同樣的游戲復習其他的單詞） Step Three: Look, read and answer.T: Boys and girls, you’ve done a good job. Now let’s listen and answer. There are four questions for you. Please listen carefully. You’ll answer the questions one by one. Questions: 1. Your father’s father. Who’s he? 2. Your father’s other. Who’s she? 3. Your father’s brother. Who’s he? 4. Your father’s sister. Who’s she? 師要求學生聽問題。回答正確時，師引導全體學生說：Yes, you’re right. 回答錯誤時，師引導全體學生說：Sorry, you’re wrong. 利用這樣的問題，一可以增加學生的學習興趣， 又可以將本課單詞再復習一遍。問題結束后，要求學生聽、讀Part G第2部分的對話。根據此內容，學生兩兩對話。如： A: He’s Li Ping’s father’s brother. Who’s he? B: He’s Wu Yan. A: Sorry, you’re wrong. B: He’s Wu Fan. A: Yes, you’re right. Step Four: Say a rhye：出示第21頁Say a rhye的圖片。 T: Children, look! This is John’s brother, Joe. Where’s Joe? Ps: He’s sitting on the chair. T: A rhye for you. The first tie, you just listen. The second tie, you ay read after it. ：播放rhye的錄音。學生跟讀結束后，顯示John的阿姨在書房讀書圖，旁邊并配有如下字： y aunt阿姨在書房
讀書圖
Who’s that woan over there, reading in the study? She’s y aunt, Ann. Let’s go and say “Hello”! 師引導學生朗讀變換后的rhye ：變換幾個不同的場景，讓學生在圖片提示下能夠替換其中的單詞，從而變成一首新兒歌. Step Five: Look and readT: Excellent. Let’s watch a funny video. ：出示書第20頁的內容，同時播放上面的對話錄音。 T：First you just watch and listen. Then you should read after it. ：學生跟讀結束后，屏幕上句型中的一些單詞消失如下。要求學生根據圖示內容將其補充完整。 A：Who’s ______? B：She’s y ________. A：Is this ______ ______? B：_____, _____ is. A：_____ _____ your _____ ? B：No, _____ ______. A：_____ he? B：______ y ________. 學生將所缺的單詞填好后，再一起朗讀一遍。給學生一定的時間練習表演該對話。對話表演時，學生可根據自己的想法創新。作 業
1. Listen to the tape of Part G. 2. Practice the sentences and the dialogue of Part G. 3. Say a new rhye according to the rhye: y brother.板書設計
Unit 2 At a party y brother Who’s that boy over there, Sitting on the chair? He is y brother, Joe. Let’s go and say “Hello”!執行情況
與教學反思
小學英語 課程教案
周 次
第四周
課次
5
授課課題
Unit 2 At a party教學
內容
復習整個單元教學目的
和要求
1、 能按四會和三會要求掌握所學單詞。2、 能運用日常交際用語，活用四會句型，進行簡單的交流，并做到大膽開口，發音正確。教學重點
及難點
1、句型的聽、說、讀、寫。2、能按四會和三會要求掌握所學單詞。3、 能運用日常交際用語，活用四會句型，進行簡單的交流，并做到大膽開口，發音正確。教學方法
及手段
通過練習，讓學生了解五官的寫法和用法，以及重要句型。學法指導
指導學生通過五官問人物。集體備課
個性化修改
預習
教
學
環
節
設
計
1、 復習本單元四會單詞，聽寫，訂正。2、 復習本單元重要句型：（1）Who’s the … with …? He’s/She’s y… （2） Is that … your …? Which one? The one in … Yes, he/she is 3、 做練習冊聽力部分并講解。4、 訂正練習冊筆試部分。作 業
訂正練習冊板書設計
Unit 2 At a party（1）Who’s the … with …? He’s/She’s y… （2） Is that … your …? Which one? The one in … Yes, he/she is執行情況
與教學反思
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