资源简介

题目： Unit 1 Making friends
教学内容： Part A How do we greet friends Let’s talk, Sing and role-play
教学目标： 1.语言能力：能听懂、会说句型“Hello/Hi, I’m... ”“My name is ...”“Nice to meet you.Nice to meet you too.” 2.文化意识：能了解日常英语对话，并在日常情景中运用； 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：能运用所学句型进行口语交际。
教学重难点： 1.能听懂、会说句型“Hello/Hi, I’m...”“My name is ...”“Nice to meet you.Nice to meet you too.”并能在日常情景中运用； 2.能在日常生活中熟练地运用重点句型。
课时安排 第一课时 教学准备 人物头饰、眼罩、课件。
教学设计 复备
Step 1 Warm-up Enjoy a song 教师播放歌曲Hello，引导学生一起欣赏，老师和学生边唱边做打招呼动作。 Meet mew friends (1)教师PPT呈现Sarah, John, Mike, and Chen Jie图片，用不同的声调和语气对人物进行介绍。 T: Hello, boys and girls. Today we’re going to meet some other friends！Who are they (提问引起学生好奇心) T: Hello, I’m Sarah. Hello, I’m John. Hello, I’m Mike. Hello, I’m Chen Jie. (2) Let' say Hello/Hi to them. Ss: ( 出现引导学生说) Hello/Hi, Sarah/John/Mike/Chen Jie. Step 2 Presentation&Practice Lead in.（课前引入） T: The bell rings. Let’s go into the classroom. （创设情境上课铃声响，学生进教室上课） Presentation.（对话学习） 1. Let’s talk (1)展示上课图片，并对人物进行提问。 T: Look at the picture, they’re having a class. Who are they Ss: Mike and Wu Binbin...（回答部分） (2)看视频回答问题。 T: Let’s watch the video and answer. Who are they Ss: Sarah, Wu Binbin and Miss White. (3)带领学生听音频点读对话，稍后分角色朗读对话。 T: OK. Let’s follow and repeat. (4)结合操练讲解句型。 T: Let’s look and say.（分页呈现 Wu Binbin和Mike图片） Ss: Hello/Hi, I’m __________. Practice.（单词/句型操练） 1. Let's say hello to each other T: Hello, I’m ... Ss: Hello, I’m ...（老师先和一位学生进行示范） T: Nice to meet you. Ss: Nice to meet you too. Step 3 Consolidation&Extension 1. Let’s play (1)教师请一名女生上台，给她戴上Liu Xin的头饰，师生进行对话。 T: Hello, I’m ... S1: Hello, I’m Liu Xin. (2)学生两人一组，仿照课本对话进行练习。稍后教师请几组学生上台表演对话。对于表现好的小组，教师给予表扬。 (3)看视频跟读对话。 Step 4 Summary&Homework (1)小结: Hello/Hi, I’m ... (2)作业。
板书设计
Unit 1 Making friends Hello/Hi, I’m ... Nice to meet you. Nice to meet you too.
课堂作业新设计
一、选择正确的名字，将其序号写在头像的下面。 A. Mike B. John C. Wu Binbin D. Miss White E. Chen Jie F. Sarah _________ ______ ______ ________ _______ ________ 二、判断下列句子是否与图片相符，相符的打√，不符的打×。 ( ) 1. I’m Miss White. ( ) 2. I’m John. ( ) 3. I’m Wu Binbin. ( ) 4. I’m Sarah.
教学反思
题目： Unit 1 Making friends
教学内容： Part A How do we greet friends Let’s learn, Listen and do
教学目标： 1.语言能力：能听、说、认读ear, eye, mouth, hand和arm这五个表示身体部位的单词；并能介绍自己的五官。能熟练运用句型：“I ‘m... My name is ...”介绍自己。 2.文化意识：能了解日常英语对话，了解不同的身体部位，教育学生要学会保护眼睛，注意口腔健康。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.能听、说、认读单词ear, eye, mouth, hand和arm；能熟练运用句型：“I ‘m... My name is ...”介绍自己。 2.掌握ear和mouth两个单词的发音。
课时安排 第二课时 教学准备 录音机、录音带、课件。
教学设计 复备
Step 1 Warm-up Greeting (1)师生之间打招呼（Say hello to the Ss） T: Hello, boys and girls! S: Hello/Hi, teacher! Enjoy a song (Let's sing and dance) 教师播放歌曲If you are happy，引导学生一起欣赏，老师带领学生边唱边做相应动作。 Review (Meet friends) T: Who are they, do you remember (PPT呈现人物图片） Ss: Wu Binbin, Sarah, Chen Jie, Mike和Sam (课件呈现人物名字。） T: Yes, let's introduce our friends, okay Ss: This is.... And this is ... Step 2 Presentation&Practice Lead in.（课前引入） (1)教师呈现Zoom阴影图片 T：Look at the picture. Guess: Who is it Ss: Zoom(Students may have different answers.) T：Yes! It’s Zoom. Let’s say hello to Zoom.(课件呈现Hello, I’m Zoom.) Ss: Hello, Zoom. T：Great! Let’s have a close look at Zoom! Presentation. 1. Let’s learn（单词/对话学习） (1)教授单词ear, eye, mouth, hand, arm (2)肢体语言教授Listen and do的句子。 Wave your hand. Hello! Look into my eye. Hi! Wave your arm. Bye! Point to your ear. Listen! Point to your mouth. Smile! (3)实物指读。Point to different students’ eyes and say“eye”. Ask students to read the word in different ways. (4)板书单词。 (5)句型呈现。Write down the sentences “Point to your ear. Listen!” on the blackboard. Let students do the actions. （课件出示：依次显示字母ear, eye, mouth, hand, arm 的相关内容，教学步骤基本同上，略有变化） (6)五个单词学完之后，整体进行单词复习。 T: Look and say. Look at me! This is ... (7)教师呈现课文动画。 The teacher plays the video. Let students read after the recording and pay attention to the pronunciation and the intonation. (8)教师呈现Let's learn中课本图片。 T: Look and say. Lead the students read again. Practice.（单词/句型操练） 1. Introduce yourself邀请同学上台自我介绍。 2. Look and say. Step 3 Consolidation&Extension 1. Listen and do Now boys and girls, let’s watch and do. (呈现动画视频) (1) T: Watch the video, then follow it. (第一遍) (2) T: Let’s learn by body language.（逐个图片呈现） (3) T: I say, you do/ I do, you say. (Game time) (4) T: Look and fill. Step 4 Summary&Homework (1)小结:ear, eye, mouth, hand, arm.
板书设计
Point to your mouth. Smile! Unit 1 Making friends Part A How do we greet friends ear, eye, mouth, hand, arm. Wave your hand. Hello! Look into my eye. Hi! Wave your arm. Bye! Point to your ear. Listen!
课堂作业新设计
一、选择正确的单词补全句子，将其序号填入题前括号内。 ( ) 1. ______ is your name A. What B. How C. What colour ( ) 2. ______ are you A. What B. How C. What colour ( ) 3. I ____ fine. A. is B. am C. are ( ) 4. Let’s _____ to school. goes B. going C. go 二、为下列问句选出合适的回应，将其充号填入题前括号内。 ( ) 1. Good morning. A. How are you B. Good morning. ( ) 2. Nice to meet you. A. Good morning. B. Nice to meet you. ( ) 3. How are you A. I’m fine. B. How are you
教学反思
题目： Unit 1 Making friends
教学内容： Part A How do we greet friends Letters and sounds
教学目标：能听、说、读、写字母Aa，Bb，Cc和Dd；能听懂、会说课本上以字母Aa，Bb，Cc和Dd开头的单词。 2.文化意识：能了解26个英文字母。 3.思维品质：培养学生对英文字母的认知能力和辨别能力 4.学习能力：培养学生要良好的学习习惯和书写习惯。
教学重难点： 1.掌握字母Aa，Bb，Cc和Dd的规范书写。 2.掌握字母Aa—Dd的笔顺以及课本上以这四个字母开头的例词的发音
课时安排 第三课时 教学准备 字母卡片，录音机、录音带、课件。
教学设计 复备
Step 1 Warm-up Greetings 师生之间互相问候。 Enjoy a song—ABC song 教师播放歌曲视频，教师和学生一起跟唱字母歌。Sing ABC song with students. Show the alphabet chart and review the capital letters and small letters. T: Look! The letters are big. They are capital letters. T: Look! The letters are small. They are ... Ss: Small letters. T: Very good! They are small letters. 【设计意图】用歌曲营造愉快的学习氛围，同时也为新课的学习做铺垫。通过展示观察字母表，激发学生的学习兴趣，进而导入新课。 Step 2 Presentation&Practice Lead in.（课前引入） (1)提问导入字母学习。 T: What’s the first letter of in the alphabet A, B, C or D (Use body language to explain “the first letter”.) Ss: A. T: You are so great! Presentation.（字母学习） 1. Learn the letters (1)教授新字母Aa。Show the letter card “A”. T: Look at the card. I see “A”. Follow me, please. A, A, A!(Let students follow the teacher.) T: This is letter Aa. (Point to the letter A) This is letter Aa. Ss: This is letter Aa. (2)老师带领学生学习拼读字母Aa对应单词，并让学生跟读操练。 Ask students to find out A-shaped things in their daily life. T: Can you say something that looks like “A” (Students can answer in Chinese.) S1: 宝塔。 S2: 金字塔。 … T: You are so clever! Now, look at the pictures and the words. Try to find the letter “Aa”. T: A, A, A! A is for apple! A, A, A! A is for ant! Can you find the similarity of the two words (Students can answer in Chinese.) T: Yes! The pronunciation of the letter “a” in the two words is the same. It pronounces “/ /”. / /, / /, / /, apple. / /, / /, / /, bag. Let students read after the teacher and practice several times. (字母Ab, Bb, Cc, Dd的教学步骤基本同上) 【设计意图】将字母教学和单词教学相结合并融入语音知识，引导学生自主探究字母在单词中的发音规则。 通过让学生寻找生活中与字母形状相同的物品来加强学习的趣味性，强化学生对字母知识的记忆。 2. Listen, repeat and chant Play the recording. (课件出示：教材P6 Listen, repeat and chant的音频) Let students read after the recording and pay attention to the pronunciation and the intonation. Show the chant of “Listen, repeat and chant” on the PPT. Play the recording again.（出示课件） T: Turn to page 6. Let’s listen and chant together! Practice.（字母操练） 1. Listen and circle. （1）Show the pictures of “Listen and circle the first sound”. (课件出示：教材P6 Listen and circle的图片) Let students observe the pictures and try to predict the key words. (2) Play the recording. (课件出示：教材P6 Listen and circle的音频) Let students listen and circle the letters. （3）Check the answers with students. Step 3 Consolidation&Extension Consolidation. 1. Write and say 教授单词书写。(1) Write down the letters “Aa, Bb, Cc, Dd” on the blackboard step by step. Ask students to write them down in their exercise books. Choose some students to write on the blackboard. Let students pay attention to the correct stroke order and writing form of the letters. Prepare the cards of the four letters. Choose one student to come to the podium. Let the student hold up the cards one by one, and the other students read the corresponding letters quickly. 【设计意图】通过认真观察四线三格中字母的笔顺和正确的书写格式来培养学生规范的英文书写习惯。 2. Let’s play(Chain letters) 单词拼读游戏。Show the game on the PPT. Let students try to spell the words. T: Let's try to spell the word. / b// / / g/... Ss: bag... Step 4 Summary&Homework (1)小结: A-D (2)作业
板书设计
Unit 1 Making friends Part A How do we greet friends Aa - apple, bag Bb- bed, Bob Cc - cat, can Dd - dog,sad
教学反思
题目： Unit 1 Making friends
教学内容： Part B How can we be a good friend Let’s talk, Look and match
教学目标： 1. 能够听懂、会说、认读句式：Oh no! We can share! Thank you. It’s OK. 2. 能够理解并能正确认读课文对话，发音准确，语调自然。 3. 能够在真实的语境中运用句型。 4. 能够在真实或虚拟的场景中运用句子Oh no! We can share! Thank you. It’s OK.
教学重难点： 1.重点： 能够听懂、会说、认读句式：We can share! Thank you.能够理解并能正确认读课文对话，发音准确，语调自然。 2. 难点： 能够在真实的语境中运用句型Oh no! We can share! Thank you. It’s OK. 能够在真实或虚拟的场景中运用句子。
课时安排 第四课时 教学准备 多媒体课件、姓名卡
教学设计 复备
Step 1 Warm up 1. 展示教材中主人公的图片，请学生根据其姓名齐唱韵句。 Teacher：Look, this is John. Let’s chant together. Step 2 Lead in 1.呈现教材图片，讲授单词can， share。 Teacher：Let’s read them together, can, share.（板书单词） Read it one by one, please. Step 3 Presentation 1. 展示课本图片，请学生猜测他们的对话内容。然后播放对话录音，请学生通过录音发现答案。 Teacher: Look at these two boys. What are they doing？How can we be a good friend Listen to the tape. Then find out. 2. 再次播放录音，学生跟读。 Teacher: Listen to the tape again. This time please say with it. Step 4 Practice 1. 练习读对话内容。学生以自己喜欢的方式练习读课文。 Teacher: Read the text freely. You can read it in pairs or in groups. 2. 分角色读课文。先男女生分角色，再请三个学生分角色表演读。 Teacher: Let’s read the dialogue in roles. Let’s read. 3. 链式问答。 4. 教师走到某一个学生面前，先向他/她打招呼，再询问他/她的姓名，最后告别，将本课时及之前学过的重点句式组合成对话。 5. 出示姓名卡，学生先读一读卡上的姓名，再利用卡上的姓名进行问答练习。 Teacher: Let’s play a game. Look, I have some cards. Read the sentences please. Choose one and make a dialogue with it. Step 5 Summary 1. 呈现自编韵句，再现本课重要内容, 学生认真看、听。 Teacher：Let’s chant. Look at and listen to the chant first. 2. 齐说韵句，结束课程。 Teacher：Let’s say the chant together. Teacher: Time’s up. It’s time to say goodbye. Goodbye, boys and girls.
板书设计
Unit 1 Making friends Part B How can we be a good friend Oh no! We can share! Thank you. It’s OK.
课堂作业新设计
一、为下列句子选择正确的回应，将其序号填入题前括号内。 ( ) 1. Hello. A. Bye. ( ) 2. Goodbye. B. Nice to meet you too. ( ) 3.Nice to meet you. C. Hi.
教学反思
题目： Unit 1 Making friends
教学内容： Part B How can we be a good friend Let’s learn, Listen and chant, start to read
教学目标： 1.语言能力：能听、说、认读smile, listen, help和share这四个单词；能熟练运用句型：“I ... ”介绍自己。 2.文化意识：能了解日常英语对话，表达自己的情绪。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点： 能够听懂、会说、认读单词smile, listen, help和share。 能够在真实或虚拟的语境中正确使用以上单词 2. 难点：能够听懂以下指令，并做出正确反应。
课时安排 第五课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 1.播放歌曲：Hello. Teacher: Boys and girls, let’s sing together.. Step 2 Lead in 1.出示课文主图，教学四个表示动作的单词。 smile, listen, help和share（板书单词） Step 3 Presentation 1. 导读，引出课文内容，播放课文录音，学生倾听。 Teacher: How can we be a good friend Listen to the tape. 2. 展示教材图片，讨论内容，使学生深入了解教材内容。 Teacher: Yeah，if we want to be a good friend, we can smile,listen, help, and share. 3. 再次播放录音，学生跟读。 Teacher: Listen to the tape again. Follow it, please. Step 4 Practice 1. 以游戏操练单词。 （1）我指你说。教师指向黑板上的单词，让学生快速读出。 Teacher: Let’s play a game. I point you say. When I point to the word, please read it as quickly as you can . （2）猜单词。教师展示单词卡片的背面，让学生猜出单词名称。 Teacher：What’s this （展示动作卡片，请学生一一读出单词。) （3）猜单词。展示文具的部分图片， 请学生猜出单词名称。 Teacher：Now, look, what’s in the bag We can see a part of them. Please guess. （4）猜单词。以乱序呈现组成单词的字母，请学生猜出单词。 Teacher：Look，these are some letters. Put the letters in order, we can see a word. What is it Yes, it’s a ruler. Please guess like this. 2. 以指令活动操练单词。教师说出指令，请学生做出相应的动作。 3. Listen and chant. Am I a good friend Yes, I am. I listen and say “Hi” I smile too. Am I a good friend Yes, I am. I help and share. I play fair too. Start to read. I say “Hi” and “Goodbye!” I listen with care. I share my toys. I help my friends. I am nice to my friends. Step 5 Summary 呈现文具类图片，请学生一一读出其英语名称，再播放韵句：I have a pen. Me, too. 学生齐唱韵句，再请学生自己编制韵句，演唱韵句。
板书设计
Unit 1 Making friends Part B How can we be a good friend smile, listen, help, share Am I a good friend Yes, I am. I listen and say “Hi” I smile too. Am I a good friend Yes, I am. I help and share. I play fair too.
课堂作业新设计
Chant to your classmates. Am I a good friend Yes, I am. I listen and say “Hi” I smile too. Am I a good friend Yes, I am. I help and share. I play fair too. 二、完成书上P9的习题。
教学反思
题目： Unit 1 Making friends
教学内容： Part C Project: Make a mind map of making friends.
教学目标： 1.语言能力：能听、说、认读本单元相关词语和句型。 2.文化意识：能了解日常英语对话，了解不同的身体部位，了解如何表达自己，结交朋友。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点： 能够在真实或虚拟的语境中正确使用本单元的单词和句型。 难点： 头脑风暴，完成思维导图。
课时安排 第六课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 游戏导入。Teacher: Boys and girls, let’s play a game. 游戏环节开启新课，在游戏二点过程中复习旧知，总结本单元所学的单词和句型。 Step 2 Lead in 1.出示课文主图，引出本节课任务：Make a mind map of making friends. 。 2. 提问并思考：关于Making friends 学习了哪些内容。 Step 3 Presentation How can John make friends at school Listen and circle. 播放课文录音，学生倾听。 Teacher: How can John make friends at school Listen to the tape. 2. 展示教材图片，讨论内容，使学生深入了解教材内容。 Teacher: What do you do with your friends Discuss in your group. I smile. I say “Hi”. I listen. I help. I share. I am nice to my friends. ... 3. 根据活动二制作你的思维导图。 Teacher: We can do so many things. Now, please use activity 2 to make your mind map. 4.Share your ideas in class. Step 4 Practice Self assessment. I can greet people and introduce myself. 2. I can say the names of body parts. 3. I can say how good friends get along. 4. I can read, write and say Aa, Bb, Cc and Dd. Step 5 Summary
板书设计
Unit 1 Making friends Part C Project: Make a mind map of making friends. I smile. I say “Hi”. I listen. I help. I share. I am nice to my friends.
课堂作业新设计
制作思维导图。
教学反思
题目： Unit 1 Making friends
教学内容： Reading time
教学目标： 1.语言能力：能听懂、理解故事内容，并且能大致复述故事。 2.文化意识：能了解日常英语对话，知道如何用英语表达和结交朋友。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯。 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点：能听懂、理解故事内容，并且能大致复述故事。 2.难点：能了解日常英语对话，知道如何用英语表达和结交朋友。
课时安排 第七课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 播放歌曲：ABC songs。学生一起跟唱。 Teacher: Let’s listen to a song. Sing the song together. Step 2 Lead in 1. 你能发现什么？呈现一幅图片，让学生从中找出字母，看他们能找到多少。 Teacher：Look at this picture. Can you find the letters Say them. Say them. 2. 乱序出示组成单词的字母，请学生猜出单词。最后呈现Zip和Zoom的名字。 Step 3 Presentation 1. 导读，引入故事，播放故事视频，学生认真观察。 Teacher: Where is Zip and Zoom Let’s watch a story about Zip. Watch carefully. 2. 展示故事图片，与学生讨论故事的内容。 Teacher: Can you see Zip What does Zip say 3. 再次播放故事，学生跟读，提醒学生注意语音及语调。 Teacher: Watch the story again. Read with it. 4. 学生自由读故事。 Teacher: Read the story freely. Step 4 Practice 1. 两人合作，表演故事。 Teacher: Now, let’s act the story out. We’ll find the best pair. 2. Let’s sing. 学唱歌曲。 Teacher: We know Zoom and Zip. It’s time to say hello. Let’s listen to the song first. Listen carefully. Teacher: Sing the song together, please. 3. 请学生自编歌曲。 Teacher: Now try to sing hello to your friends. Change the name. Practice then show me you song. 4. 完成Let’s check中的Listen and number。 Teacher：Zoom says hello to you, too. Let’s listen. Look at these pictures. You should number them with 1, 2, 3... according to what you hear. 5. 完成Let’s check中的Look and match。 Teacher: （指向图片）This is a ____. （用这种形式，让学生说出图片的英文名称，补全句子） 6. 完成Start to read活动。 Teacher: There are so many words about the stationery. Can you count the words There are two pens. So we write 2 here. Please count the words. Then write the numbers in the blanks. Step 5 Summary 总结升华： Smile and say hello to make friends. Good friends share, help and listen with care. 2.播放歌曲Hello，学生齐唱。 Teacher: Let’s say hello to the letters. Let’s sing the Hello song to the letters.
板书设计
Unit 1 Making friends Reading time Zip Zoom Smile and say hello to make friends. Good friends share, help and listen with care.
课堂作业新设计
了解故事大意，尝试读故事。 分享如何交朋友。
教学反思
题目： Unit 2 Different families
教学内容： Part A Who lives with you Let’s talk, Sing and play
教学目标： 1.能够听懂、会说句型：This is … 2.能够听懂、会读对话，并能分角色表演。 3.能够在真实或模拟的情景中正确使用句型来介绍自己的朋友或家人。 4.培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点 能够听懂、会说句型：This is ... 能够听懂、会读对话，并能分角色表演。 2. 难点 能够在真实或模拟的情景中正确使用重点句型，并乐于在活动中进行交流。
课时安排 第一课时 教学准备 多媒体课件、学生的照片或图片
教学设计 复备
Step 1 Warm up 播放第一单元歌曲, 学生齐唱。 Step 2 Lead in 1.展示教材人物图片，通过问答的方式进行介绍，引出本课重点句式：This is ... Teacher: Look at this boy/girl. Who’s this He/She is our friend Wu Binbin/ Amy. Who’s this girl Who’s this boy Step 3 Presentation 1. 展示陈洁的父母的图片，让学生猜测图中男人的身份，先使其理解新单词dad的含义，再顺利引出问句：Who’s that man Teacher：This is my dad . Read after me, please, this is my dad .学生尝试猜测图片中上年纪的男人和女人的身份。 2. 播放对话录音，学生找出答案。 Teacher：Now, let’s listen to the dialogue. Listen carefully. You can find out. 听完录音后，请学生说出自己的答案。 Teacher: Now, please tell me. Who is that man and that woman 学生听录音后回答：This is my grandma/grandpa. Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 Teacher: Now, who wants to be Chen Jie Who wants to be Sarah Who wants to be Chen Jie’s dad Who wants to be Chen Jie’s grandma and grandpa Let’s act the dialogue out. 3. 请学生戴上头饰来扮演对话的角色，表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 4 小组活动。请根据Who is… 两个句型编一个小故事，并到前边表演，评选出表现最优的小组。 Teacher: Let’s do a group work. Please make a dialogue or story. You can use the sentence Who is… Then show it. Let’s find which group is best. Sing and play. 手指绘图不同人物，然后学唱歌曲《Family fingers》 Step 5 Summary 教师指向班里任意学生，由学生根据他们的姓名来完成韵句。 This is ...
板书设计
Unit 2 Different families Part A Who lives with you This is ...
课堂作业新设计
一、为下列问答选择正确的答句，将序号填入题前括号内。 ( ) 1. Nice to meet you. A. Good morning. B. Nice to meet you, too. ( ) 2. Who’s that man A. He is my dad. B. She’s my mum. ( ) 3. Who’s that boy A. He is my dad. B. He is my friend. ( ) 4. This is my friend, Amy. A. Nice to meet you. B. Who’s that girl.
教学反思
题目： Unit 2 Different families
教学内容： Part A Who lives with you Let’s learn, Listen and do
教学目标： 1. 能够听懂、会说、认读单词：father(dad), mother(mum), grandfather(grandpa), grandmother(grandma), me,sister. 2. 能够在真实或虚拟的情景中听懂、会说句式：I’m ... This is my ... 3. 能够了解中华传统文化中家庭的相关知识。
教学重难点： 1.重点： 能够听懂、会说、认读单词：father(dad), mother(mum), grandfather(grandpa), grandmother(grandma), me,sister. 能够在真实或虚拟的情景中听懂、会说句式：I’m ... This is my ... 2. 难点： 能够正确掌握并区分grandfather(grandpa), grandmother(grandma)。
课时安排 第二课时 教学准备 多媒体课件、家庭的照片或图片
教学设计 复备
Step 1 Warm up 1.开始课程前，将学生分成四组，在黑板上给每组画一棵树。他们表现良好的话，就在每组树上画一个果子。课程结束时，哪组树上的果子多哪组获胜。 Teacher: I’ll divide you into four groups. Each group has a tree. We call it “group tree”. If you did well, you will get an apple on the tree. The group that gets more apples is better. Step 2 Lead in 1. 出示Mike的家庭树，学生根据家庭树猜测人物之间的关系。 Teacher：Look, this is a “tree”, too. But on this tree, there is no fruit. There are family members. We call it family tree. And this family tree is for Mike. Look at this family tree. Please guess who they are. Step 3 Presentation 1.播放课文录音，学生认真倾听，检验自己猜测的答案。 Teacher：Now listen to Chen jie. Let’s check our answers. 2. 检验学生答案的同时，板书本课重点单词，学生跟读、拼写。 Teacher：The girl is Chen jie’ s sister. Say with me, sister. Spell with me. s-i-s-t-e-r. This old woman is Chen jie’ s grandmother. And we can say grandma. Read after me, please. Grandmother. Grandma. This old man is Chen jie’ s grandfather. And we can say grandpa. Say it together, please. Grandfather, grandpa. This woman is Chen jie’ s mother. And we can say mum. Read after me, please. Mother, mum. This man is Chen jie’ s father. And we can say dad. Say it together, please. Father. Dad. Step 4 Practice 1. 游戏：我来指，你来说。教师指向家庭树中的成员，学生快速说出单词。 Teacher: Let’s play a game. I point, you say. I point to the person on the family tree. You should say the correct word. If you are right, you will get an apple for you group. Listen and do. This is my mum. This is my grandma. Hello, hello, hello! Nice to meet you. This is my dad. This is my grandpa. Hi, hi, hi! How do you do This is my sister. How are you 3. 播放课文录音，学生跟读。注意发音。 4. 绘制自己的家庭树，向组内同学介绍自己的家人。 5. Letters and sounds. Step 5 Summary 统计小组树的产量，评选最优小组。
板书设计
Unit 2 Different families Part A Who lives with you sister me brother mother father mum dad grandmother grandfather grandmother grandfather grandma grandpa grandma grandpa This is my family. This is my…
课堂作业新设计
一、选出下列各项中不是一类的单词，将其序号填入题前括号内。 ( ) 1. A. he B. she C. who ( ) 2. A. friend B. grandma C. grandpa ( ) 3. A. my B. that C. your ( ) 4. A. yes B. no C. that ( ) 5. A. teacher B. brother C. sister 二、阅读短文，判断正（T）误（F）。 This is my family. This old woman is my grandmother. This old man is my grandfather. He is tall. This is my mother. She is beautiful. This is my father. He is tall, too. I’m a boy. I’m not so tall. I love my family. They love me, too. We love each other. ( ) 1. My grandmother is old and tall. ( ) 2. My grandfather is old and tall. ( ) 3. My mother is beautiful and tall. ( ) 4. My father is tall. ( ) 5. I love my father and mother.
教学反思
题目： Unit 2 Different families
教学内容： Part A Who lives with you Letters and sounds
教学目标： 能听懂、会说课本上以字母Ee，Ff，Gg和Hh开头的单词；能听、说、读、写字母Ee，Ff，Gg和Hh。 2. 培养学生对英语字母的认知能力和辨别能力。 3. 教育学生要养成良好的学习习惯和书写习惯。
教学重难点： 1.重点： 掌握字母Ee，Ff，Gg和Hh的规范书写。 2. 难点： 掌握字母Ee—Hh的笔顺以及课本上以这四个字母开头的例词的发音。
课时安排 第三课时 教学准备 字母卡片录音机、录音带、课件。
教学设计 复备
Step 1 Warm up Greetings Let’s chant 教师播放歌曲音频，老师和学生一起跟唱歌谣。 Let’s play(Who is fast ) 教师在PPT上动画呈现图片，学生看图片说出单词。 【设计意图】激发学生学习英语的兴趣和愿望。 Step 2 : Lead in.（课前引入） (1)展示26个英文字母图片，并进行提问。 T：Look at the picture. There are 26 letters in English. We’ve learned 4 letters. What are they？ Ss: A, B, C, D. T：Yes, great! Today let’s meet some new letters. Step 3 Presentation.（字母学习） 1. Learn the letters (1)教授新字母Ee，课件展示字母Ee的卡通图片，并呈现字母Ee的大小写形式，引导学生注意区分大小写。 T: Look! This is letter E e. Please follow me, E e, E e, E e, this is letter E e.... Ss: E e, E e, E e, this is letter E e.... (2)老师带领学生学习拼读字母Ee对应单词，并让学生跟读操练。 T: Look at the pictures, what is it (The teacher points to the egg or elephant.) Ss: (Students can answer in Chinese.) ... T: Yes! Egg, nest. Now, look at the pictures and the words. Can you find the similarity of the two words T: Yes, E, E, E! E is for egg! E, E, E! E is for nest! Ss: … T: The pronunciation of the letter “E e” in the two words is the same. It pronounces “/e/”. /e/, /e/, /e/, egg./e/, /e/, /e/, nest. (3)老师教授字母Ee书写(字母占格以及笔顺)和字母韵律。 a. 图片展示字母笔顺，播放视频展示具体写法。 b. 播放动画加强字母Ee的拼读训练。 c. 总结字母发音，跟唱歌谣。 T: E is for /e/ , /e/ /e/, egg. /e/ /e/, nest. I see an egg in the nest. (字母Ff, Gg, Hh的学习步骤基本同上) 2. Listen, repeat and chant (1) T: Listen and repeat (第一遍，老师播放视频，学生跟读) (2) T: Watch and read the words.(第二遍，学生独立唱) (3) T: Let’s chant together. (第三遍，跟随节奏边拍手边唱歌) 【设计意图】听说读写四个方面来进行学习，引导学生总结字母的发音，培养学生的自主学习能力，激发学生的学习积极性。利用图片及单词卡片辅助教学，并让学生打着节拍吟诵chant，增强趣味性的同时还能培养学生的节奏感。 Step 3 : Practice.（字母操练） (1)Listen and circle the first sound. a. Show the pictures on the PPT. （课件出示Listen and circle部分的图片）Help students say the corresponding words according to the pictures. b. Let students read the letters below the pictures correctly. c. Play the recording. Let students listen and circle. Then check the answers together. d. Let students fill in the blanks. Step 4 : Consolidation. 1. Write and say Play the cartoon.（课件出示Write and say的视频）Let students watch it carefully. Remind them to pay attention to the stroke order and other tips. Then ask students to write the letters in the correct stroke order in their books. 2. Let’s play(Chain letters) 要学生一个一个说出字母，后一个学生需要在前一个学生基础上增加一个，以此类推。 【设计意图】提醒学生注意字母在四线三格内的书写顺序。游戏的方式让学生在玩中学。
板书设计
Unit 2 Different families Part A Who lives with you Ee - egg, nest Ff - fish, beef Gg - girl, pig Hh - hot, hat
教学反思
题目： Unit 2 Different families
教学内容： Part B How are families different Let’s talk, Ask and answer
教学目标： 能够听懂、会说句式：You have a big family. Is this your… Is that your… Yes, it is. No, it’s my cousin. 2. 能够理解并能正确认读课文对话，发音准确，语调自然。 3. 能够在真实的语境中运用本课的句型来询问或回答家庭成员的身份。
教学重难点： 1.重点： 能够听懂、会说句式：You have a big family. Is this your… Is that your… Yes, it is. No, it’s my cousin. 能够理解并能正确认读课文对话，发音准确，语调自然。 2. 难点： 能够在真实的语境中运用本课的句型来询问或回答家庭成员的身份，做到语调自然、准确，表达流畅。
课时安排 第四课时 教学准备 多媒体课件、学生的家庭照片
教学设计 复备
Step 1 Warm up 1. 播放chant They are a family。 Step 2 Lead in 1. 出示教师家人照片，请学生猜一猜家庭成员。 Teacher: They are a family. I have a happy family, too. Look at the picture of my family. Guess, who are they 板书句子：Who’s this boy/man/woman Is he your… 引导学生使用句型来猜测家庭成员名称。 Step 3 Presentation 1. 展示教材中的某一幅图片，引导学生猜测其身份。 Teacher：Now, look at this picture. What can you see in this picture Who is this man Guess. You can say like this: Is he … 2. 播放课文内容，学生认真倾听，找到答案。 Teacher：Now listen to the dialogue, try to find who the man is. Listen carefully. Step 4 Practice 1. 播放课文内容，学生跟读，注意发音、语调。 Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2. 出示课文中的图片，根据课文内容与学生进行交流。 Teacher: Who’s that boy Is this Sarah’s brother Is that woman Sarah’s mother Is that man Sarah’s father 3. 自由读对话内容，分角色表演课文。 Teacher：Read the dialogue freely. Then I will ask you to act it out. Let’s find the best pair. 4. 游戏：猜猜他是谁。请一个学生站到前面，背对大家。其他同学中找出一个来打招呼。前边的学生需要猜是男生还是女生，姓名是什么。 Teacher: Now, let’s play a game: Who is he I want a volunteer to come to the front. Then a student will say hello to you. You should guess who he is. Say like this: Is he a boy Is she a girl Is he…(名字) Is she…(名字) Step 5 Summary 自编韵句，再现本课重要内容，结束课程。 Boy, boy, who’s that boy Who’s that boy Is he your brother Yes, he is. Yes, he is. Woman, woman, who’s that woman Who’s that woman Is this your mother No, it isn’t. This is my teacher.
板书设计
Unit 2 Different families Part B How are families different You have a big family. Is this your… Is that your… Yes, it is. No, it’s my cousin.
课堂作业新设计
一、连词成句。 1. that who is boy ( ) ________________________________________________ 2. your father he is ( ) ________________________________________________ 3. is my she teacher (.) ________________________________________________ 二、为下列问句选出正确的答句。 ( ) 1. Who’s that boy A. She’s my mother. B. He’ s my brother. ( ) 2. Is she your mother A. This is my mother. B. Yes, she is. ( ) 3. Is he your teacher A. No, he isn’t. B. She is my teacher. ( ) 4. Who’s that woman Yes, she is. B. She is my new teacher.
教学反思
题目： Unit 2 Different families
教学内容： Part B How are families different Let’s learn, Listen and chant, start to read
教学目标： 1.语言能力：能够听、说、认读单词和词组brother，cousin，uncle，aunt和baby brother；能用句型“My family is big. I have a ...”简单介绍自己的家庭。 2.文化意识：注重培养同学热爱家庭、热爱生活的美好情感。 3.思维品质：理清家庭成员之间的关系，能将称呼与人物对应. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 重点:掌握表示家庭成员的词汇并能简单介绍自己的家庭成员。 难点：理清家庭成员之间的关系，能将称呼与人物对应。
课时安排 第五课时 教学准备 课件；关于家庭称谓的单词卡片
教学设计 复备
Step 1 Warm-up & Revision 播放视频《Finger family》，师生共唱。 复习关于家庭称谓的名词及介绍人物的形容词。 复习关于家庭称谓的名词。出示关于家庭称谓的单词卡片如mother，father，sister等，学生认读。随后课件出示一家人的图片，通过询问，学生将人物图片与称谓匹配并大声说出来。 复习介绍人物的形容词。教师让学生说出学过的描述人物的形容词，并自由讨论，用所学的形容词描述身边的人。 Step 2 Presentation & Practice Lead in. T：Who is she （课件出示Let’s learn部分的图片）Ss：She is Sarah. T：Here are three photos of her family. Let’s go and see! Let’s learn. （1）教学词汇及词组brother，baby brother，uncle，aunt和cousin。 ① brother. T：Who’s the boy （课件出示第一幅照片） Ss：He’s Sarah’s brother. ② baby brother. T：Listen!（播放婴儿哭声的音频）What can you hear Ss：... 课件出示第三幅照片。 教师重点教学baby brother是baby和brother组合而成的词组。 拓展：baby duck/ baby bird/ baby cat... ③ uncle和aunt.课件出示第二幅照片，依次教学uncle及aunt。让学生了解中文里舅父、叔父、伯父、姑父、姨父在英文中统称为uncle；姑母、姨母都统称为aunt。 ④ cousin.课件出示第三幅照片，教师着重强调uncle或aunt的女儿或儿子都统称为“cousin”。 Look and say.课件出示Let’s learn部分完整的图片，学生根据图片说出对应的家庭称谓的词汇或词组。 Listen and repeat.教师带领学生用升降调读Let’s learn 板块的录音，理解情景语“Hi. Meet my family!”。 3.单词游戏。课件出示拼图卡片，学生快速并大声读出的单词。 Step 3 Consolidation&Extension Listen and chant I have an uncle. I have an aunt. I have two cousins too. I have a brother. And a baby sister. They can play with me. Start to read. （1）阅读课本P21内容，思考并完成阅读理解。 （2）D师生检测答案并分享观点。 Step 4 Summary&Homework Summary. 重点单词：brother，cousin，uncle，aunt，baby brother Homework. （1）将自己的全家福照片用英语介绍给家长或朋友。 （2）完成本课时配套练习。
板书设计
Unit 2 Different families Part B How are families different brother cousin uncle aunt baby brother My family is big. I have a ...
课堂作业新设计
教学反思
题目： Unit 2 Different families
教学内容： Part C Project: Make a family tree.
教学目标： 1.语言能力：能听、说、认读本单元相关词语和句型。 2.文化意识：能了解日常英语对话，了解不同的家庭成员，学会用英语介绍自己的家庭成员。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点： 能够在真实或虚拟的语境中正确使用本单元的单词和句型。 难点： 头脑风暴，完成思维导图。
课时安排 第六课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 游戏导入。 Teacher: Boys and girls, let’s play a game. 游戏环节开启新课，在游戏二点过程中复习旧知，总结本单元所学的单词和句型。 Step 2 Lead in 出示课文主图，引出本节课任务：Make a family tree 2. 提问并思考：关于family 学习了哪些内容。 Step 3 Presentation 1.Which is Li Na’s family Listen and tick. 播放课文录音，学生倾听。 Teacher: Complete the family tree about Li Na’s family. 2. 完成后师生分享并讨论。 3. 根据活动二制作你自己的家庭树。 Teacher: Make your family tree.Use the words we learned in this unit. father(dad), mother(mum), grandfather(grandpa), grandmother(grandma), me, sister, brother, cousin , uncle, aunt, baby brother 4.Share your family tree in class. This is my family tree. This is my ... Step 4 Practice Self assessment. 1. I can introduce my family to others. 2. I can describe different families. 3. I can say how families are the same and different. 4. I can read, write and say Ee, Ff, Gg and Hh. Step 5 Summary
板书设计
Unit 2 Different families Part C Project: Make a family tree. father(dad), mother(mum), grandfather(grandpa), grandmother(grandma), me, sister, brother, cousin , uncle, aunt, baby brother
课堂作业新设计
教学反思
题目： Unit 2 Different families
教学内容： Reading time
教学目标： 1.语言能力：能听懂、理解诗歌内容。 2.文化意识：能了解日常英语对话，知道如何用英语介绍自己的家庭。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯。 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 能听懂、理解诗歌内容。 2.能了解日常英语对话，知道如何用英语介绍自己的家庭。
课时安排 第七课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm-up & Revision Revision. 复习学习过的表示家庭成员的词汇。 课件出示家庭成员图，学生根据关系框架说出相应的英文名称。 复习表示职业的单词及询问职业的句型。 Let’s sing.教师播放该部分Let’s sing的歌曲，师生共唱。 Step 2 Presentation & Practice 1. Pre-reading （1）Look and say.课件出示该部分的图片（模糊图），教师让学生猜测图中的人数，随后出示清晰图。 （2）Look and predict.学生观察该部分的图片，猜测图中人物分别是哪些家庭成员。 2. While-reading （1）Listen and circle.教师播放该部分的录音，学生先将表示家庭成员的单词圈出来，随后在表示职业的单词下面画横线。 （2）Read and match.学生再次认真仔细阅读课文，将家庭成员及图片连线。 （3）Read and tick(√)or cross (×).学生根据短文下方所提的问题判断对应的图片是否正确，完成相应练习后，核对答案。 3. Post-reading学生根据该部分的图片，根据提示，复述阅读部分的内容：This is my _____. I play with my ______. We ________. We ______ with care . I have a _____family . I love my _____family . Step 3 Consolidation&Extension 1.出示该部分的第一幅图片。教师介绍故事背景：Animals also have a big family. Who are they Let’s have a look. 2.Watch and answer .教师出示书上的几张照片，学生先观察他们分别是谁谁的家庭。 3.Listen and fill in the blanks.教师播放录音，学生听录音。教师随后询问：What can they do with their families 4.Read and act.教师播放音频，学生跟读、模仿并分角色扮演。 Step 4 Summary&Homework Summary： Families can be big or small. Family members love each other. （1）复习本单元所学的家庭成员词汇。 （2）复习谈论家中有几位家庭成员的句型。 2.Homework：（1）收集家人的照片，制作“亲情树”，在“亲情树”中用英文标注出家人的身份及职业。 （2）完成本课时配套练习.
板书设计
Unit 2 Different families Reading time Families can be big or small. Family members love each other.
课堂作业新设计
一、了解诗歌大意，尝试熟读诗歌。 二、分享家庭树，并向好朋友介绍你的家庭团成员。。
教学反思
题目： Unit 3 Amazing animals
教学内容： Part A What pets do you know Let’s talk, Do a survey
教学目标： 能够听懂、会说、认读句型：I like ... Do you have a pet No, I don’t./Yes, I do. 2. 能够在真实或模拟的情景中正确使用Do you have a pet No, I don’t./Yes, I do. 来问答。 3. 能够大胆表达，乐于使用英语与他人进行交流。
教学重难点： 1.重点 能够听懂、会说、认读句型：I like ... Do you have a pet No, I don’t./Yes, I do. 2. 难点 能够在真实或模拟的情景中正确使用Do you have a pet No, I don’t./Yes, I do. 来问答。
课时安排 第一课时 教学准备 多媒体课件、教材人物头饰、手偶
教学设计 复备
Step 1 Warm up 1.出示教材中小主人公的图片，请学生向他们打招呼。 Teacher：Look at the picture. Who’s this She is Sarah. Please say hello to Sarah. Hello, Sarah. And He is Mike. Say Hello to Mike, please. 2. 齐说韵句：Hello, Sarah, hi, hi, hi. 教师出示教材中人物的图片，学生据此向他们打招呼。 Step 2 Lead in 1.以《生日快乐歌》的曲调，演唱Good morning. Good morning to you. Good morning to you. Good morning, boys and girls, good morning to you. 2. 出示Chen Jie 的图片，请学生向她打招呼。 Teacher：Who’s this Please say good morning to her. Step 3 Presentation 1. 展示教材图片，讨论图片人物，请学生猜测人物的身份。播放课文内容，学生倾听。 Teacher：This is Chen Jie. What’s this Yes, It’s a dog. Who’s this It’s Chen Jie’s. What are they talking about Listen to the tape and find. 2. 讨论对话内容。 Teacher：What are they talking about Yes. They are talking about pets. (板书单词) pets,了解大意：宠物。 And please think about it : What pets do you know (dog, cat, fish ...) Step 4 Practice 1. Read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 操练本课时基本句型： I like ... Do you have a pet No, I don’t./Yes, I do. Do a survey. 小组成员之间讨论并完成调查表格。 Step 5 Summary 1. Teacher: Let’s play a game. I point you say. Look at the blackboard, please. I will point to the words in the sentences. Please read it quickly. 2. 与老师对唱How are you。 Teacher：Let’s sing the song—how are you. I sing it first. Then you answer.
板书设计
Unit 3 Amazing animals Part A What pets do you know I like ... Do you have a pet No, I don’t./Yes, I do.
课堂作业新设计
一、选择正确的单词补全句子，将其序号填入题前括号内。 ( ) 1. ______ you have a pet A. Do B. Does C. Did ( ) 2. ______ are you A. What B. How C. What colour ( ) 3. I ____ your dog. A. like B. am C. are ( ) 4. I _____ a cat. A. have B. had C. has
教学反思
题目： Unit 3 Amazing animals
教学内容： Part A What pets do you know Let’s learn, Listen and do
教学目标： 1. 能够听懂、会说单词：fish, cats, birds, rabbits, dog . 2. 能够听懂、会说句型：I like ... 3. 能够在真实或模拟的情景中正确使用句型来表达自己喜欢的动物。 4. 能够正确朗读对话，并能够表演对话。 5. 能够乐于和同学一起用英语进行交流。
教学重难点： 1.重点 能够听懂、会说单词：fish, cats, birds, rabbits, dog . 能够听懂、会说句型：I like ... 2. 难点 能够在真实或模拟的情景中正确使用重点句型来表达自己喜欢的动物。
课时安排 第二课时 教学准备 多媒体课件、动物图片
教学设计 复备
Step 1 Warm up 1.播放字母歌，学生齐唱。 Teacher: Boys and girls, let’s sing the ABC song together. 2. 随机出示字母，学生快速读出字母名称。 Teacher: Look at the letters. What’s this Step 2 Lead in 1.乱序排列字母，让学生猜出单词，先复习家庭成员类的单词。 Teacher: Look at these letters. This is a word. What is it Guess. 呈现动物图片，请学生说出动物名称。 Teacher: Look at the Pictures of the animals. What’s this Yes, it’s a fish. What’s this Yes, it’s a dog . ... Step 3 Presentation 1. 导读，引起阅读兴趣，播放课文录音，学生认真倾听。 Teacher：Do you want to know more animals Listen and watch. How many animals do you hear 2. 播放课文录音，学生跟读。 Teacher：Listen to the tape again. Read with it this time. 3. 展示课文中出现的图片，请学生尝试说出动物的名称。 Teacher: Look at this picture. What’s this Yes, it’s a fish. （板书单词）Read after me, fish. What’s this It’s a cat. (板书单词) Say it together, cat. I like cats. What’s this It’s a bird. (板书单词) Say it together, bird. I like birds. What’s this It’s a rabbit. (板书单词) Say it together, rabbit. I like rabbits. What’s this It’s a dog. (板书单词) Say it together, dog. I like my dog. Step 4 Practice Listen and do. 听录音，跟着读，并做出相应的动作。 Run, run, run like a dog. Sleep, sleep, sleep like a cat. Sing, sing, sing like a bird. Hop, hop, hop like rabbit. Swim, swim, swim like a fish. 2. （1）听动物声音，猜出动物单词。 Teacher：I will show the sounds of the animals. Guess the animal, please. （2）教师说单词，请学生模拟动物的声音。 Teacher: This time I will say the words of the animals. Please show me the sound of the animals. Step 5 Summary 齐唱韵句，总结再现重点词汇和句式。 Teacher: Let’s chant together.
板书设计
Unit 3 Amazing animals Part A What pets do you know fish, cats, birds, rabbits, dog . I like ...
课堂作业新设计
一、 将下列字母按正确顺序排列组成单词，并写在相应序号的下方。 1.i r d b 2. s h i f 3. c t a 4. o d g 5. r b i a b t 二、、判断以下各句与图片内容是（√）否（×）一致。 ( ) 1. The cat is fat. ( ) 2. The dog is on the book.
教学反思
题目： Unit 3 Amazing animals
教学内容： Part A What pets do you know Letters and sounds
教学目标： 1.能听、说、读、写字母Ii , Jj，Kk和Ll；能听懂、会说以字母Ii , Jj，Kk和Ll开头的单词。 2. 培养学生对英文字母的认知能力和辨别能力。 3. 教育学生要养成良好的学习习惯和书写习惯。
教学重难点： 1.重点 掌握字母Ii , Jj，Kk和Ll的规范书写。 2. 难点 掌握字母Ii , Jj，Kk和Ll的笔顺以及课本上以这四个字母开头的例词的发音。
课时安排 第三课时 教学准备 字母卡片、录音机、录音带、课件。
教学设计 复备
Step 1 Warm up 1.播放字母歌，学生齐唱。 Teacher: Boys and girls, let’s sing the ABC song together. 2. 随机出示字母，学生快速读出字母名称。 Teacher: Look at the letters. What’s this Step 2 Lead in Step 2 : Lead in.（课前引入） 复习并展示已学字母，引出新课内容。 T：Look! This is the letter’s family. We’ve learned some letters. What are they？ Ss: A, B, C, D, E, D,.. T：Yes, great! What’s the next Today let’s meet some new letters. Ss: ... Step 3 Presentation 1. Learn the letters (1)教授新字母Ii，课件展示字母Ii的卡通图片，并呈现字母Ii的大小写形式，引导学生注意区分大小写。 T: Look! This is letter I i. Please follow me,I i, I i, I i, this is letter I i... Ss: I i, I i, I i, this is letter I i... (2)老师带领学生学习拼读字母I i对应单词，并让学生跟读操练。 T: Look at the pictures, what is it (The teacher shows a picture of kid and points to it.) Ss: (Students can answer in Chinese.) ... T: Cool! This is a kid. / / / /, kid! / / / /, kid! Students follow the teacher and practice. T: Look, the kid is ill. / / / /, ill. / / / /, ill. The pronunciation of the letter “I i” in the two words is the same. It pronounces “/ /”. I i, I i, I i, / /, / /, / /, ill, kid.(课件呈现图片) Students read after the teacher and practice several times. (3)老师教授字母I i书写(字母占格以及笔顺)和字母韵律。 a. 图片展示字母笔顺，播放视频展示具体写法。 b. 播放动画加强字母Jj的拼读训练。 c. 总结字母发音，跟唱歌谣。 T: I i is for / /, / / / /, ill. / / / /, kid. The kid is ill. (字母J j, K k, L l的学习步骤基本同上) 2. Listen, repeat and chant (1) T: Listen and repeat (第一遍，老师播放视频，学生跟读，注意发音和语调) (2) T: Watch and read the words.(第二遍，学生看图独立说出单词) (3) T: Let’s chant together. (第三遍，跟随节奏边拍手边唱歌) Step 4 Practice (1)Let’s play. Show the game on the PPT. Turn and students say the letters quickly. T: Now, everyone. Let’s play a game. You should say the letters quickly in groups. Ss:... (2)Listen and circle. a.Present the pictures and talk about them.（课件出示：教材P30 Listen and circle的图片） b.Play the recording.（课件出示：教材P30 Listen and circle的音频） c.Check the answers with students. Step 5 : Consolidation. 1. Write and say Play the cartoon.（课件出示视频）Let students watch it carefully. Remind them to pay attention to the stroke order and other tips. Then ask students to write the letters in the correct stroke order in their books. 2. Let’s play.(Kangaroo jump) Show the game on the PPT.Click the kangaroos and students say the letters quickly. T: Now, everyone. Let’s play a game. You should say the letters quickly in groups. Ss:...
板书设计
Unit 3 Amazing animals Part A What pets do you know I i -- ill, kid J J -- job, jet K k -- Kim, kite L l -- leg, lion
教学反思
题目： Unit 3 Amazing animals
教学内容： Part B What wild animals do you know Let’s talk, Play with the shadows.
教学目标： 1. 能够听懂、会说、认读句式：What’s this What’s that It’s a ... 2. 能够听懂、会说单词：panda, cute 3. 能够理解并能正确认读课文对话，发音准确，语调自然。 4. 能够在真实的语境中运用本课的句型来询问物品的英语名称。
教学重难点： 1.重点： 能够听懂、会说、认读句式：What’s this What’s that It’s a ... 能够理解并能正确认读课文对话，发音准确，语调自然。 2. 难点： 能够在真实语境中运用本课的句型询问动物或物品是什么。
课时安排 第四课时 教学准备 多媒体课件、动物图卡
教学设计 复备
Step 1 Warm up 1.播放韵句：Look at the cat。学生齐唱。 Teacher: Let’s listen to the chant 《look at the cat》. Say it together, please. Step 2 Lead in 1. 展示手里的动物图卡，询问动物名称，再指向大屏幕上的动物，询问动物名称。 Teacher: What’s this Yes, It’s a cat. Look, what’s that Yes, it’s a dog. （展示更多的动物图片，复习之前学习过的动物） Step 3 Presentation 1. 展示教材中打扮奇特的熊猫的图片，讨论图片，引出课文内容。 Teacher：Look at that picture. What’s that Guess. Teacher: Now listen to the tape to find the answer. 2. 讨论对话内容，展示重点词汇及重点句式。 Teacher: What’s that Is it a bear No, it’s a panda. （板书单词）Read it together, panda. （展示正常熊猫的图片，对比教材中的图片）Look, this panda is cute. （展示可爱的熊猫图案，让学生感受cute的含义）Are they cute Yes, they are cute. Look at the fox. Is it cute Do you like it Do you like the cute dog Do you like the cute panda Step 4 Practice 1. 播放课文内容，学生跟读，注意发音、语调。 Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2. 自由读对话内容，分角色表演课文。 Teacher：Read the dialogue freely. Then I will ask you to act it out. 3. 学生以肢体语言来模仿某个动物，其他学生尝试猜出。 Teacher: Who can act as an animal It’s funny, right Guess what’s that Do you like ... 4.展示动物图片，与学生进行对话练习，然后请学生进行两人小组对话。 5. Play with the shadows. Step 5 Summary 1. 倾听、学习韵句。 Teacher: It’s time for a chant. Listen carefully. What’s that What’s that It’s a panda. It’s a panda. It’s cute. It’s cute. I like it. I like it. Teacher: Please say the chant after me. 2. 自编韵句，展示韵句，总结本课主要内容。 Teacher: Now please make a chant like this and show it.
板书设计
Unit 3 Amazing animals Part B What wild animals do you know What’s this What’s that It’s a ...
课堂作业新设计
一、根据图片内容选择正确的回答。 ( ) 1.What’ s that A. It’s a panda. B. It’s a bear. ( ) 2. What’s that A. It’s a dog. B. It’s a cat. ( ) 3. What’s that It’s a pig. B. It’s a duck. 二、连词成句。 1. a it is panda (.) _________________________________________________________ 2. that is what ( ) _________________________________________________________ 3. it like I (.) ________________________________________________________
教学反思
题目： Unit 3 Amazing animals
教学内容： Part B What wild animals do you know Let’s learn, Listen and chant, start to read
教学目标： 1. 能够听懂、会说、认读句式：What’s this What’s that It’s a ... 2. 能够听懂、会说单词：panda, monkey, tiger, elephant, lion 3. 能够理解并能正确认读课文对话，发音准确，语调自然。 4. 能够在真实的语境中运用本课的句型来询问物品的英语名称。
教学重难点： 1.重点： 能够听懂、会说、认读句式：What’s this What’s that It’s a ... 能够理解并能正确认读课文对话，发音准确，语调自然。 2. 难点： 能够在真实语境中运用本课的句型询问动物或物品是什么。
课时安排 第五课时 教学准备 多媒体课件、动物图卡
教学设计 复备
Step 1 Warm up 1. 播放歌曲：ABC song。 Step 2 Lead in 1.展示创意字母设计，请学生猜出字母名称。 Step 3 Presentation 1. 展示手影，让学生理解其含义，引发学生的阅读兴趣，出示对话内容。 Teacher: （展示手影图片）What’s this It’s a shadow of our hands. And it’s a kind of animal. What’s this Let’s Listen to the dialogue and find. Please listen carefully. Teacher：（展示教材中出现的几种手影询问学生）What’s this It’s a panda. （出示熊猫的图片）Look, it’s a panda. Read after me, panda. （板书单词） （出示猴子、老虎、大象、狮子的图片，询问并板书单词）What’s this Yes, it’s a monkey. Boys read it, please. What’s this It’s a tiger . Girls read it, please. What’s this It’s an elephant . Girls read it, please. What’s this It’s a lion . Girls read it, please. Step 4 Practice 1.播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 自由读课文。 Teacher：Read the dialogue freely. If you have any questions, raise your hand and ask me. 播放动物的叫声，学生猜测动物名称。 Teacher：This time, listen to the sound and guess what it is. What’s this Listen and chant What's this It's an elephant. What's this It's a monkey. What's this lt's a panda. What's this It's a lion! What's this It's a tiger! Run! 5.Start to read. （1）阅读课本P33内容，了解不同动物的特点。 （2）Circle the animals you see in the pictures.Then group all of the animals with big,small, tall or fast. （3）师生检测答案并分享观点。 Step 5 Summary 1. 将本课的重点内容总结为韵句，先让学生听，再进行练习。 2. 学生加入动作模仿动物，表演韵句。
板书设计
Unit 3 Amazing animals Part B What wild animals do you know panda, monkey, tiger, elephant, lion
课堂作业新设计
一、根据图片选择正确的句子。 ( ) 1. A. It’s a bear. B. It’s a cat. C. It’s a dog. ( ) 2. A. It’s a bear. B. It’s a duck. C. It’s a dog. 二、连词成句。 1. it What this ( ) ________________________________________________________ 2. a dog It is (.) _____________________________________________________ __
教学反思
题目： Unit 3 Amazing animals
教学内容： Part C Project: Make an animal picture book
教学目标： 1.语言能力：能听、说、认读本单元相关词语和句型。 2.文化意识：能了解日常英语对话，了解不同的动物名称单词，了解如何表达关于动物的相关话题。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯. 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点： 能够在真实或虚拟的语境中正确使用本单元的单词和句型。 难点： 头脑风暴，完成动物图片书。
课时安排 第六课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 游戏导入。 Teacher: Boys and girls, let’s play a game. 游戏环节开启新课，在游戏的过程中复习旧知，总结本单元所学的单词和句型。 Step 2 Lead in 出示课文主图，引出本节课任务：Make an animal picture book。 提问并思考：关于animals 学习了哪些内容？你知道哪些动物的英文单词？ What wild animals do you know What pets do you know Step 3 Presentation What animals do the children like Listen and circle. 播放课文录音，学生倾听。 Teacher: What animals do the children like Listen to the tape. 2. 展示教材图片，讨论内容，使学生深入了解教材内容。 Teacher: What animals do the children like Discuss in your group. Rabbits lion fish monkey bird Elephant cat dog ... 3. 思考并分类。 Teacher: We know so many animals. Are these animals different Think and group them. 出示课本页面，让学生讨论，并将动物分类。 4.Share your ideas in class. 5. Make your animal picture book. 6. Share your animal picture book in class. 并尝试用本单元所学句型介绍。 Step 4 Self assessment. 1. I can tell others about my pets. 2. I can ask about wild animals and describe them. 3. I can group different animals. 4. I can read, write and say l i, J j, K k and L l. Step 5 Summary 课堂小结并展示作品。
板书设计
Unit 3 Amazing animals Part C Project: Make an animal picture book Rabbits lion fish monkey bird Elephant cat dog ...
课堂作业新设计
制作动物图片书。 用英语向同学或家长介绍你的图片书和你喜欢的动物。
教学反思
题目： Unit 3 Amazing animals
教学内容： Reading time
教学目标： 1.语言能力：能听懂、理解故事内容，并且能大致复述故事。 2.文化意识：能了解日常英语对话，知道关于动物的相关表达。 3.思维品质：激发学生学习英语的兴趣，培养学生良好的学习习惯。 4.学习能力：培养学生的表演能力和实际运用英语的能力。
教学重难点： 1.重点：能听懂、理解故事内容，并且能大致复述故事。 2.难点：能了解日常英语对话，知道关于动物的相关表达。
课时安排 第七课时 教学准备 多媒体课件、图卡
教学设计 复备
Step 1 Warm up 1. 播放歌曲：Old MacDonald. 学生认真倾听，尝试跟唱。 Teacher: Let’s listen to a song, Old MacDonald. Please watch the video carefully，and try to sing with it. Step 2 Lead in 1.询问学生在歌曲中听到的动物名称，让学生尝试说出更多的动物名称。 Teacher: What animal did you hear in the song？ Teacher: What else do you know Say the animals, please. Step 3 Presentation 1. 播放故事，初步感受。 Teacher: You know so many animals. Let’s watch a story about the shark. You can know many animals, too. Please watch it carefully and find what animals they are.
2. 再次播放故事，通过与学生交流，使其理解故事的内容。 Teacher: Watch the story again. Teacher: Do you like the story Yes, we can know that so many animals are amazing. Animals can be big, small, fast or slow. Step 4 Practice 1 播放故事，学生认真观察并跟读。 Teacher: Watch the story again. Follow it. Read the story, please. 2. 分角色朗读故事。 Teacher：Now let’s read the story in roles. 3. 表演故事，鼓励学生们增加动物。 Teacher: Let’s act the story out. You can act as more animals. Have a try. 4. 完成读一读、数一数练习，并根据图片内容进一步进行对话练习。 Teacher: You know animals well. Now look at the pictures. I will show you more animals, and you can introduce them in your way. 5. 完成Let’s check练习。 Teacher: You did a very good job. Look at this picture. The animals have a race. Who is the first Step 5 Summary 1.齐唱字母韵句。 Teacher：Boys and girls, follow me, please. Let’s say the chant about the letters. Let’s say from A to L. Some animals are wild. Some others live with us. Animals can be big, small, fast or slow. They are all special.
板书设计
Unit 3 Amazing animals Reading time Some animals are wild. Some others live with us. Animals can be big, small, fast or slow. They are all special.
课堂作业新设计
一、了解故事大意，尝试读故事。 二、分享不同的动物有什么特点。
教学反思
题目： Unit 4 Plants around us
教学内容： Part A What do we get from plants Let’s talk, Ask and answer
教学目标： 1. 能够听懂、会说单词：apple, bananas, fresh 2. 能够听懂、会说句型：Do you like ... Yes, I do. / No, I don’t. I like ... 并在真实或模拟的场景中使用句式询问他人对水果的好恶 3. 能够理解对话大意，并用正确的语调朗读对话 4. 能够在重点句式中正确使用名词的复数形式。
教学重难点： 1.重点 能够听懂、会说单词：apple, bananas, fresh 能够听懂、会说句型：Do you like ... Yes, I do. / No, I don’t. I like ... 能够理解对话大意，并用正确的语调朗读对话 2. 难点 能够在真实或模拟的情景中正确使用重点句型Do you like ... 来询问他人对水果的好恶。 能够在重点句式中正确使用名词的复数形式。
课时安排 第一课时 教学准备 多媒体课件、单词卡片
教学设计 复备
Step 1 Warm up 1. TPR：Bounce the ball. Teacher：Boys and girls, Let’s do some actions. Do and say with me. Bounce, bounce, bounce the ball, bounce, bounce, bounce. Row, row, row the boat, row, row, row. Drive, drive, drive the car, drive, drive, drive. Read, read, read a map, read, read, read. Step 2 Lead in 1. 展示球的图片，和学生进行交流，谈论他们的好恶。 2. 画一个苹果，和学生进行交流，教授新词汇和句式： Teacher: Look at this, is it a ball No, it’s an apple. Boys read it, please. Now, girls, please. It’s an apple. Do you like apples Yes. Good. Apples are very good for you. Step 3 Presentation 1. 接着画香蕉简笔画，或呈现香蕉的图片，教授新单词，并谈论其对于香蕉的好恶。 Teacher: What’s this Is it an apple No, it’s a banana. Read it one by one, please. Do you like bananas Say with me: bananas. Do you like bananas What about you Teacher: Apples and bananas are fruit. Do you like fruit 2.播放教材对话录音，学生认真倾听，寻找答案。 Teacher：Most of you like fruit. What about Mike Does Mike like apples Listen and find the answer. Teacher: Now, who can answer my question Does Mike like apples Yes, he does. Attention, please. Does Binbin like apples No, he doesn’t. He likes bananas. Step 4 Practice 1.播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 自由读课文，针对对话内容进行交流。 Teacher：Who are they Where are they Does Mike like pears Does Binbin like bananas 3. 分角色朗读课文。 Step 5 Summary 出示水果图片，学生复习水果名词。同时询问其对这一种水果的好恶，复习总结本课时重点句式。
板书设计
Unit 4 Plants around us Part A What do we get from plants apple, bananas, fresh Do you like ... Yes, I do. / No, I don’t. I like ...
课堂作业新设计
一、连词成句。 1.I bananas like (.) ______________________________________________ 2. you like Do apples ( ) ______________________________________________ 3. apples like I (. ) ___________________________________________
教学反思
题目： Unit 4 Plants around us
教学内容： Part A What do we get from plants Let’s learn, Listen and chant
教学目标： 1. 能够听懂、会说、认读单词：apples, bananas, grapes, oranges。 2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Do you like ... Yes, I do. / No, I don’t. 3. 能够在与同学合作对话和唱一唱、说一说等活动中掌握重点词汇及句式。
教学重难点： 1.重点： 能够听懂、会说、认读单词：apple, banana, pear, orange 能够在真实或虚拟的情景中听懂、会说、认读句式：Do you like ... Yes, I do. / No, I don’t. 2. 难点： 能够准确使用重点句式及重点词汇来询问他人对于水果的好恶。
课时安排 第二课时 教学准备 多媒体课件、水果图片、水果实物、单词卡片
教学设计 复备
Step 1 Warm up 1. 播放歌曲Apple tree。学生先听，再歌唱。 Step 2 Lead in 1. 展示苹果图片，与学生针对苹果进行交流，并引出另外一种水果，初步展示词汇和重点句式。 Teacher: What’s this Yes, it’s an apple. （板书单词）A sounds / /. It has two ps. Let’s spell and read it together, a-p-p-l-e, apple. Do you like apples Step 3 Presentation 1. 播放课文录音，回答问题。 Teacher：What does Wu Binbin like Let’s listen to the tape. Listen carefully and try to find the answer. Teacher: Now, show me your answer, please. 2. 播放课文录音，学生跟读。 Teacher：Listen to the tape again. Read with it this time. 3. 展示课文中出现的图片，指向水果，学生说出单词，并进行交流。 Teacher: Look at the picture. What do you see Who is she Who is he What’s this Say with me, pear. We can see an ear in the grape. Let’s spell it, g-r-a-p-e, grape. What’s this Yes, it’s a banana. How many as in it How many ns in it Let’s spell it together, b-a-n-a-n-a, banana. Do you like bananas Step 4 Practice 1. 以游戏操练单词。先出示四种水果的图片，再突然消失其中一个，请学生说出消失的水果是哪一种。练习几次之后，变成出示四种水果的单词，再随机使其中一个消失，请学生说出消失的是哪个单词。 Teacher：Let’s play a game. What’s missing Now, look at these four pictures. What are they Good, you know them all. Oh, now there are three pictures. What’s missing Put up your hands and say your answer. Teacher: This time, we can see four words. Can you read it one by one Now, watch carefully. What’s missing Can you say the word Can you spell it 2. 游戏：猜单词。仍然分两个轮次。将apple, orange, grape, banana, fruit五个单词卡的背面朝向学生，打乱顺序，请学生猜测是哪个单词。 3. Let’s chant. 播放韵句，观察教材中图片，用动作使学生理解韵句的内容。 Grapes are small. Bananas are long. Apples and oranges make you strong. Trees grow and give us things: Fresh air, flowers and leaves in spring. 4. 再次播放韵句，学生跟读。 Teacher: Let’s listen to the chant again. This time please follow it. 5. 学生练习说唱韵句，并表演。 Teacher: Practice the chant freely. Then please show it. You can do it yourself. And you can do it in groups. Let’s find the best one. Step 5 Summary 出示本课中的四个重点水果词汇及韵句中出现的葡萄，共五种水果，老师出示的数字，学生读相应的遍数，并齐说、齐答句子。
板书设计
Unit 4 Plants around us Part A What do we get from plants apples, bananas, grapes, oranges Do you like ... Yes, I do. / No, I don’t.
课堂作业新设计
一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。 p p l e a a n b a n a r a o n g e 二、根据图片提示，选择正确的回答。 ( ) 1. Do you like grapes A. Yes, I do. B. No, I don’t. ( ) 2. Do you like apples A. Yes, I do. B. No, I don’t. ( ) 3. Do you like bananas A. Yes, I do. B. No, I don’t. ( ) 3. Do you like fruit A. Yes, I do. B. No, I don’t.
教学反思
题目： Unit 4 Plants around us
教学内容： Part A What do we get from plants Letters a

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