沪教牛津英语四年级上(精选7篇)
沪教牛津英语四年级上 第1篇
2017-2018学年第一学期四年级教学计划
一、学情分析:
随着年龄的增长以及学习常规的训练,孩子们学习纪律性和自觉性增强。同时,学习能力伴随着生理的发育和心里素质的完善发展起来。感知能力的发展,记忆力的提高为学习创造了良好的条件。
这一届孩子对英语学习兴趣普遍较高,课堂表现积极,语言表达能力较好。存在的不足是:观察能力不够,缺少发现问题的眼睛;类比、推理的思维能力较弱;规范书写的习惯有待加强,同时存在个别学习困难的孩子。
二、教材分析:
本册教材包含了4个模块,每个模块包括三个新授单元和一个复习单元。新授单元主要由这几个板块组成: Listen and say 中的句型是每个单元的教学重点;Look and learn 主要呈现词汇;Say and act是情景对话板块。该板块通过情景会话,着重训练学生的听说技能,提高会话能力。Read a story的任务是培养学生初步的语感、阅读能力和良好的阅读习惯;Learn the letters:本册集中学习5个元音字母的发音;Culture corner: 创设情景感受文化差异,关注中外文化的异同。
与三年级不同的地方: 本册教材在个别单元加了Play a game/Do a survey的环节,作为句型练习的辅助环节。本套教材按“话题—功能—结构—任务”体系编写,设计和安排大量真实语境、语言实践活动,让学生在“做中学”,提高语言的运用能力。
三、教学目标:
能保持对英语的兴趣;能运用基本的英语学习的方法和基本的思维方式进行有效的学习;能听懂简单的对话以及简短语段中的关键信息;能清晰、准确地读课文,并运用重点句型描述自己身边的人和事。能运用最常用的日常套语(问候、致歉、告别、致谢);能读懂故事和小短文,掌握阅读故事的基本方法,并能运用这些方法读其他课外阅读(大意、部分关键信息);能正确规范书写句子。
四、具体措施:
1、注重学习方法以及思维方式的培养。
2、采用分层教学的方法,尊重学生的差异性,调动学生的学习积极性。
3、改进课堂管理方法,使学生养成遵守规则的习惯。
4、继续左海潜能生帮扶工作;
5、固定英语阅读时间,拓宽知识面。
6、布置教室环境,创建英语学习氛围。
崔慧娟 2017、8、15
沪教牛津英语四年级上 第2篇
(七年级上册牛津版)
I. Choose the best answer. (选择正确的答案)
( ) 1.The vet has __________ MBA(企业硕士管理), Now he wants a doctorate(博士学位).
A. aB. an C. the D.
( ) 2. I saw you put something in your pocket just now. What __________?
A. are they B. is it C. were they D. was it
( ) 3. We can help the homeless dogs __________ sending them to the SPAC.
A. by B. for C. at D. on
( ) 4. Bears often sleep in winter in ___________.
A. garagesB. caves C. water D. jugs
( ) 5. They stopped the elephant _________ running across the busy street.
A. in B. off C. from D. without
( ) 6. Dad was worried all the week. His dog was ___________
A. losing B. missing C. missed D. losted
( ) 7. It is strange that the goose can ___________ our farm.
A. guide B. guard C. hunt D. chew
( ) 8. I had no time to feed my rabbit yesterday evening. I ___________ my homework.
A. was doing B. have doneC. do D. will do
II. Complete the sentences with the given words in their proper forms.(用括号中所给单词的适当形式填空)
1. He forgot where he ___________ (missing) his mobile.
2. The boy showed great ___________ (care) in everything he did.
3. Monica is a warm, ___________ (society) person.
4. ___________ (cruel) to a children or animal is a crime in some countries.
5. He didn’t have breakfast and he is as hungry as a _______________ (hunt).
III. Rewrite the following sentences as required. (按要求改写句子)
1. These lost pets have something to eat and something to drink. (改为否定句)
These lost pets have ___________ food ___________ water.
2. I’d like to buy some special dog food.(就划线部分提问)
___________ _________ you like to buy?
3. My puppy prefers biscuits to cakes. (保持句意基本不变)
My puppy _____________ biscuits better _________ cakes.
4. We should try to keep animals from harm and danger. (保持句意基本不变)
We should try to _____________ animals ____________ harm and danger.
5. China says she will be more open and friendly to the outside world. (保持句意基本不变)
China ___________ _________ be more open and friendly to the outside world.
IV. Reading
(A)
Birds are animals with feathers(羽毛) on their bodies. They have many different types of feather. Some are small and fluffy, and others are long and flat. Feathers come in many different colors. Birds have no front legs but instead they have a pair of wings. They use their wings to fly. But the wings of some birds are small and stubby. These Birds cannot fly.
The two back legs of a bird bear a few toes which end in claws. Some birds which swim, such as ducks and swans, have webs of the skin between their toes. There are scales on the legs of birds too. The body of a bird is made up of a head, a neck, a trunk and a tail.
True or False.
( ) 1. Different birds have different feathers.
( ) 2. Birds have wings instead of front legs.
( ) 3. All birds use their wings to fly.
( ) 4. Web here is something to help swim.
( ) 5. Peacocks and peahens(孔雀) have no trunks.
(B)
Choose the words or expressions to complete the passage.
Last month we bought a little dog for our four-old daughter. There are not many children of her age in this place and we thought a dog would make her 1. We were right. They play tighter happily all day. Our daughter now smiles and laughs 2 more than before. Now it is 3 two children in the house. Neither of them can keep clean, and they cry when they can’t get what they want. But the dog is 4 to look after my daughter. He always eats his food and we don’t have dirty clothes to wash for him. My wife is also very happy because I have given up smoking. The dog doesn’t like the 5.
( ) 1. A. more lonely B. less lonely C. lonelier D. much lonelier
( ) 2. A. a lot B. so C. very D. quiet
( ) 3. A. like to have B. like have C. like having D. as having
( ) 4. A. harder B. more difficult C. more easily D. easier
( ) 5. A. feel B. taste C. sound D. smell
答案:
I. 1. A 2. B 3. A 4. B 5. C 6. B 7. B 8. A
II. 1. missed 2. carelessness 3. social 4. Cruelty 5. hunter
III. 1. no, or 2. What would 3. like, than 4. protect, from 5. promise to
IV. (A) 1. T 2.T 3. F 4. T 5. F
沪教牛津英语四年级上 第3篇
1. 语言知识的扎实把握
应试教育的根本缺陷在于: 它难以解决我们时代面临的问题。儿童所受的痛苦不只是身体上的, 在智力活动方面也受痛苦……毫无童年时期快乐可爱的景象[2]。学生作为活生生的人, 是具有创造性和审美旨趣的。教师只有激发学生的潜能, 使其热爱学习, 才能达到教育的目的。死记硬背会使儿童变得迟钝和愚蠢, 既有害于学生的健康, 又不利于其智力发展[3]。教师应当采取适合自己学生的教学方法, 以新颖的方式, 赢得学生对英语的浓厚兴趣。
( 1) 语境中教学。把生词理解放置在具体语境中, 让学生领会及运用生词语境。如, 先不给“expository”下定义, 而通过课文结构层层解剖得出含义。
( 2) 原型理论模型对教学的启发。词汇的教学应先让学生对基本词有原型的认识, 再引导学生在具体的语境中领悟词的衍生义, 由已知推导未知。如, “get sth across”的含义由“across”这个小品词“越过”的原型义决定。
( 3) 充分激发学生的隐喻思维。Lakoff[4]提到隐喻能力是普遍生活中每个人所具有的认知能力。如“zip”原型义为“拉上拉链”, 但在“A sportscar zipped past us”[5], 将该动作快速的特征运用于新的语境中, 则意为“奔驰而过”。
语言与人类普遍的认知能力密不可分。词汇是与社会文化相互作用后, 经历史的洗涤而成的文化结晶。英语教师把握这一点, 便能很好地激发学生的学习乐趣, 使其不断钻研。
2. 批判性思维的切实培养
在学生的脑力劳动中, 摆在第一位的不是教书, 不是记住别人的思想, 而是让学生本人进行思考[6]。批判性思维的认知技能主要包括解释、分析、评判和解决问题。批判性思维是创新思维能力的关键。教师运用批判性思维释解课文尤为重要。
说明文中教师讲解课文的深度决定学生的思维走向。如, 公益广告与商业广告有无明显界限? 商业广告是否都是陷阱? 此类问题是培养学生批判性思维的关键。阅读科技文时, 技术进步为人类带来更大的利或弊? 科技的创新应怎样做到以人为本? 未来的科技改革发展的方向? 此类问题可培养学生的实践能力和创新精神。
3. 人文关怀意识的培养
教学的艺术不在于本领的传授, 而在于激励、唤醒、鼓舞。英语教学过程中要体现这种意识与精神, 爱护学生纯洁美好的天性, 给予学生人文思想的熏陶。广告主题中, 我们必须运用自己的智慧, 不要做广告的奴隶[7]。思考: 公益广告与商业广告的区别何在? 公益广告“益”处何在? 如何在各种商业广告的诱惑中作出理智的选择? 在教育过程中, 如何塑造学生正确的世界观、价值观、人生观?
运动主题中, 学习课文不仅是了解奥林匹克的发展, 更是学习运动员不断挑战自我, 成为一名合格的世界公民。同时, 也可激励学生加强自身修养、肩负振兴祖国的责任。
科技主题中, 由于计算机和网络技术的应用, 人们的学习速度在不断加快, 这要求我们的教育管理模式也要适应新的特点和新的模式。当代学生需要为未来在学习、生活、工作中所面临的挑战做好充足的准备。
教师的教育观决定着教师对课堂的设计和对教育的长远规划。先进的教育观能激发学生学习兴趣, 帮助教师建立以学生为本的思想, 促使教师精心加工语言基本知识, 提升学生思维能力, 传达人文关怀以促进学生成为合格公民。教师不能穷尽知识的海洋, 但能够帮助学生在学习中找到方法, 培育其健全的理智和美丽的心灵, 以应对未来的挑战。
参考文献
[1]孙俊三, 雷小波.教育原理[M].长沙:湖南教育出版社, 2007.
[2]刘铁芳.教育如何走向哲学[J].教育研究, 2005 (04) .
[3][6] (前苏联) 苏霍姆林斯基.给教师的建议[M].杜殿坤译.北京:教育科学出版社, 1984.
[4]George Lakoff, Mar k Johnson.Met aphors we live by[M].Chicago:University of Chicago press, 2003.
沪教牛津英语四年级上 第4篇
关键词: 《牛津高中英语》 Project 教学设计
Project板块是《牛津高中英语》的特色,是课堂教学的延伸,属于典型的探究式学习,旨在“发展学生综合语言运用能力”(教育部,2003),但也是英语课堂教学难点。2005年秋季,江苏全省使用这套教材,笔者在听课和访谈中发现,不少教师对Project的教学设计存在困惑。《牛津高中英语》Project通常先呈现一到两篇阅读材料,为学生完成特定课题提供形式和内容的范例。学生在接下来讨论、调查、专访、文献检索等一系列活动中,用英语完成任务,从而获得综合英语知识,并发展综合语言运用能力。这一理念符合美国著名实用主义教育家杜威提出的“做中学”,杜威指出“唯一的真正教育是通过对儿童能力的刺激而来的”,“儿童自己的本能和能力为一切教育提供了素材,并指出了起点”(赵祥麟,1981)。
Project的目标定位很好,但因教材信息量大、课时紧,且Project活动和高考无直接联系;学生压力大时间少,Project活动的“性价比”不高。其实不然,教师可选择并设计适量Project活动,进而促进英语教学。笔者将以《牛津高中英语》Module 4 Unit 2的Project为例,探讨Project课型各个教学环节的设计。
一、调整处理课文,完成课题Planning
模块四第二单元的主题是“Sporting events”。教师有必要一开始浏览整个单元,带领学生初步了解单元内容。本单元Project难度低,笔者决定提前进行Project教学,用一课时处理课文,让学生按要求分工、确定课题,提前进入Planning阶段。
(一)课文导入设计
在本课导入中,笔者同时呈现Madrid,Istanbul和Tokyo三座城市的申奥照片,提问:“Which city won the bid to host 2020 Olympic Games?”,学生很感兴趣,异口同声地答:“Tokyo!”紧接着,笔者问:“What Olympic sports do you know?”进行奥运会运动词汇的Brainstorming,全班气氛热烈,“swimming,running,long jump”等词泉涌而出。笔者接着呈现生词“power boating,Tae kwon do,rugby”,同时展示相关图片,配以简单英文解释。
首先,本课导入有趣简洁,立刻吸引住学生。其次,和主题相关,避免画蛇添足。再次,图文并茂,气氛渐入佳境;同时,处理生词。因此整个导入起到了很好的启下作用。
(二)课文内容分析
Project共两篇文章。处理Passage 1奥运会相关说明文时,笔者分两步:第一步处理文章大意,了解文章梗概;第二步处理局部信息,深入学习文章内容。处理Passage 2这篇与体育精神相关的短故事时,笔者主要处理局部信息。
快速阅读Passage 1,完成选择题,帮学生把握主旨。
Passage 1 talks about ?摇?摇 ?摇?摇.
A.what sports are out from the Olympics
B.what sports are now in the Olympics
C.how a new sport can enter the Olympics
D.what other sports will probably be in
寻找passage 1局部信息,判断对错。
1.Baseball is out because it has become less popular.
2.Rugby has been in the Olympics for many years until now.
3.Tae Kwon do, now popular, was first included in the Olympics in 2004.
4.Wushu is likely to get into Olympics in the near future.
两个练习不仅帮助学生理解局部信息,而且促进学生把握主旨。
下面涉及和Passage 2的衔接问题。两篇文章,从文体到内容,看似不太相关。为了能无缝对接上,笔者设计了以下问题:“What is the most important thing in sports?”鼓励学生各抒己见,最后抛出问题:“Is winning the most important thing in sports?”同时展出林丹和李宗伟巅峰对决时的照片,组织学生小组讨论,最后代表发言。这一设计不但从内容上衔接了两篇文章,而且从让学生在读Passage 2前就对体育精神有了较深思考。
处理Passage 2课文时,笔者分两步走。首先,处理浅显局部信息。其次,处理较复杂信息。
处理浅显局部信息时,笔者要求学生回答:
How many tournaments are mentioned?
What teams are mentioned?
处理较复杂信息,有两个任务:
第一个任务问两次锦标赛各队伍排名;第二个任务分别问:“What is Eagle’s attitude towards winning?”“What is Kangaroo’s attitude towards winning?”最后得出结论:
For Eagles,winning is(everything).
For Kangaroos,winning (isn’t) everything.They found(friendship),(honor) and (respect) finally.(注:斜体部分是要求学生填写的内容。)
以上练习帮助学生深层次理解文章,对文章主旨理解有质的升华。
(三)如何Make a speech
在学习了两篇文章后,学生已积累了不少奥运会、体育精神等的英语知识。笔者按教学要求,让学生做相关研究,并鼓励学生套用文章中的好词句,以做到学以致用。该环节任务:假设A和B两所中学进行篮球赛比赛,就该比赛进行一次演讲,内容涉及比赛过程、结果及演讲者对结果的态度。
对于正式英语演讲,很多学生仍然没有概念。笔者给学生做了相关训练,首先给学生提供一个演讲的基本框架,即beginning, body, ending。
Beginning部分,要有招呼、自我介绍、演讲主题等。如:“Good morning,ladies and gentlemen. As a student from High School A, I feel happy to stand here and give a speech about ‘winning isn’t everything’。”
Body部分,要亮出态度,摆事实讲道理。如:“We played a basketball match against High School B.Do you know the result?We failed. We got 58 points,and they got 60 points. However, we still believe winning isn’t everything. Reasons are obvious. I will give three examples...”在讲道理时,要求学生必须引用名言警句,具体数据,并和观众互动。如引用Michael Jordan的一段话:“I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.”和观众互动方法很多,如眼神接触、向观众提问。这些技巧的使用,无疑让演讲更生动、真实,更能与听众产生共鸣。
Ending部分,演讲者需要有一个总结,言简意赅地带着听众回顾演讲内容。
(四)课题的Planning
第一课时最后,笔者安排了课题的Planning,让学生当场确定分组、确定课题、安排分工。最后笔者以PPT的形式,清楚明确地给出“Make a speech about sport”课题的各方面要求。
二、调研完成课题,妥善利用资源(Preparing & Producing)
在了解单元梗概及提前学习Project后,学生已明白最终的演讲任务。在Project第一课时,学生有了明确的计划和分工。在学习本单元其他内容的过程中,学生会接触到更多相关信息,且有时间搜集其他渠道信息,如网络、报纸、杂志、收音机、图书馆等。学生也有精力讨论,增删信息,写演讲稿,各司其职。
小组成员反复讨论、修改草稿,同时组间可交换草稿并互改。笔者跟进学生每日进展,督促检查学生,并提出意见,保证学生在截止时间之前定稿。
三、展示课题成果,进行多元评价(Presenting)
展示课题成果方式多元,不是一成不变的。比如“Make a speech about sport”,可以在课堂上做一些简单的成果汇报,也可以举办一场演讲比赛,比赛地点可选择在报告厅。
笔者提倡评价方式多元,进行班级演讲比赛,挑选部分学生代表作为评委,制定评分细则,涉及演讲内容、结构、台风、课件等;算分去掉最高分和最低分,算平均分,做到公平公正;提前公布规则,让所有学生做到心中有数;教师点评要有激励性,充分肯定各组成果,让学生体验成功感;当堂隆重颁奖,主持人全程英语主持,模仿奥运会,播放音乐,奖品多元,让学生们身心得到鼓舞。这时教师不是唯一的评价者,不是唯一的权威,不再居高临下,师生感情更融洽。
四、结语
Project课型设计应该灵活,可以弹性安排课时,在处理课文的基础上,帮助学生深入了解课题主题,制订课题计划,鼓励学生调动各方面资源,准备课题材料,完成课题任务,展示课题成果。各学习环节的优化有力促进了学生对课文内容迁移性输出,促进了学生英语综合能力的提高。
参考文献:
[1]教育部.通高中英语课程标准(实验)[M].北京:人民教育出版社,2003:6.
沪教牛津英语四年级上 第5篇
沪教牛津版四年级上册英语
Module4 The natural world
Unit 3 A day in the park
The third period
Knowledge objectives:
1.Be able to use simple present tense to express interests;feelings and opinions:I like footballs.2.Be able to ask “Wh-“questions to find out the owner: Whose ….is this?
3.Be able to use imperatives: Don’t….4.Be able to express apologies: We’re sorry.Skill objective:
Be able to talk about interests with others.Emotion objective:
Educate the students to obey the rules in the classroom or in the school.I.Pre-task
1.Chant
2.Quick response:
(1)Clean the desk, please.(2)Don’t pick the flowers.(3)I’m thirsty.(4)Hi, I’m Danny.(5)I can sing well.What about you?
(6)Can you fly a kite?
(7)Do you go to school on foot?
3.Revision:
(2)Rewrite the sentences:
Here’s a new football.(复数句子)
Here ______ some new _______.Walk on the grass.(否定句)
_____ _____ on the grass.We can climb the trees.(一般疑问句)
_____ you _____ the trees?
They’ve got(划线部分提问)
_____ ______ they got?
That isdress.(划线部分提问)
______ ______ is that?
II.While-task
1.football
(1)Guess: It is round ,It is big.It’s black and white.I can play it with my foot.What is it?(footballfoot+ball)
(2)I like footballs.Do you like footballs?
I can play football.Can you play football?
2.What are these?
(1)Show the things: basketball(basket +ball);yo-yo;rope;hoop;ping-pong…
(2)Read after teacher: play_____; skip rope
3.Danny and Peter are classmates.They have got a football.What are they talking about? Listen to the tape.4.True of False:
()Danny has got a new football.()Peter likes footballs.()Peter can’t play football.()They can play football in the classroom.5.6.Listen and follow the tape.Act out the dialogue.7.Make a new dialogue with other things.(yo-yo, rope, hoop and so on)III.Post-task
1.Match the sentences:
(1)Open the door.A.That’s all right.(2)Thank you very much.B.All right.(3)Give me a pen, please.C.That’s right.(4)I’m sorry.D.You’re welcome.(5)We can’t draw on the wall.E.OK.Here your are.2.Choose the best answer:
()(1)We like _______.A.footballB.footballsC.a football
()(2)Don’t play ______ in the classroom.A.footballB.footballsC.the football
()(3)I can play _______well.A.pianoB.pianosC.the piano
()(4)Don’t run.You can run ____ the playground.A.onB.inC.at
()(5)Here_____ some sugar and here_____ some sweets.A.are…areB.is…isC.is …are
3.Rules for our classroom or for our school.Homework:
沪教牛津英语四年级上 第6篇
对四年级英语上学期同步练习题牛津版小学你了解多少呢,看看下文吧,希望您读后可以有所收获!
一、按要求完成句子。
1.It’scool.(改为一般疑问句)
2.have,I,close,to,the,window(.)(连词成句)
3.我们去踢足球吧!(翻译成英文句子)
4.It’srainytoday.Let’sflythekite.(改错句)
5.Mysweaterisblue.(就划线部分提问)
二、根据给出的字母组词。
e,s,k,d(desk)a,e,e,t,h,r,w
m,s,c,i,u()t,h,a,m()
i,n,e,c,s,e,h()b,a,o,d,r()
沪教牛津英语四年级上 第7篇
英语的起始单元。小学生对学习英语大多怀有好奇、兴奋、期待的心情。英语学习的起始阶段,教师应在帮助学习进行知识积累的同时,特别重视激发和保护学生学习英语的热情,培养学习运用所学英语进行交际的意识和勇气。本着这一宗旨,本单元安排了“自我介绍”和“询问对方姓名”的功能项目,并在词汇教学中,选择了较易激起小学生学习兴趣的动物类单词。这样安排有助于消除学生学习新语言的焦虑心理。进而激发学生参与教学的热情和信心。
教学要求:
1.能听懂、会说以下日常交际用语,并能运用所学交际用语进行自我介绍及询问对方姓名。
Hello/Hi ,I’m „
What’s your name?
要求读音正确,语调自然。特别要注意I’m 和name 的正确读音。2.培养学生运用所学英语进行交际的意识和勇气。
3.认识五个人物: David ,Liu Tao ,Yang Ling ,Mike ,Nancy.4.能听懂、会说以下八个动物类单词:
a dog, a cat , a bird , a tiger ,a monkey , a zebra , a panda ,an elephant。要求读音正确。5.会唱歌曲 Hello!6.理解冠词 a /an 之间的区别。教学重点:
见教学要求1、2、4。教学难点:
见教学要求:1、4、6。教具准备: 录音机(带)、动物卡片、人物头饰。课时安排: 共四课时。
第一课时: A
Learn to say.第二课时: B
Look and learn.第三课时: C
Look and say.第四课时: D
Fun house.Unit 1 Hello.The first period: A Learn to say.TEACHING CONTENTS: 1.Vocabulary :David ,Liu Tao ,YangLing ,Mike ,Nancy.2.Pattern : Hi /Hello ,I’m „ What’s your name ?
Good morning.TEACHING AIMS : 1.The Ss can understand and say the communion parlance : Hello /Hi ,I’m..What’s your name? Good morning.2.To know five persons : David ,Liu Tao, YangLing ,Mike ,Nancy.1 3.To encourage the Ss to talk in English.TEACHING AIDS : Cassette ,recorder ,masks(David ,Liu Tao ,YangLing ,Mike ,Nancy)TEACHING PROCEDURES: Step 1: Warm-up
1.Introduce : Allow me to introduce myself.My name is „,You can call me “Mr /Miss ××.”This semester I teach you English.I hope we could get along with each other.First ,let’s say “Hello!”
2.Greetings: Hello!Hi!Good morning/Good afternoon.Step2 Presentation and practice.1.Learn to say :Hi /Hello ,I’m „
a.T: If you want to introduce yourself to others ,you should say : Hi ,I’m „/Hello ,I’m„ b.Read after the T.Hi ,I’m„ /Hello ,I’m„ c.Practice : T& S
S&S
Group work.Work in pairs.d.Check.2.Learn to say:What’s your name? a.The teacher wears the mask(David): Hello,I’m David ,What’s your name? The student answers :Hello ,I’m„
b.Read after the T: What’s your name? Pronounce : name [ei]
c.Ask and answer :
What’s your name?
Hi,I’m„
d.Check.Step 3 Break : Listen to the song “Hello!” Step4 Consolidation: 1.The T shows the masks(David ,Liu Tao, YangLing ,Mike ,Nancy): Please introduce yourself to them and ask“What’s your name?” e.g
Hi ,I’m „ ,What’s your name?
Hello, I’m „
2.Play a game: What’s your name? The Ss are divided for several groups.In each group ,the Ss ask and answer one by one.e.g Sa: Hi ,I’m „ What’s your name? Sb: Hi ,I’m „(Sa&Sb clap their hands)Sb :Hi, I’m „ What’s your name? Sc: Hi ,I’m „
2(Sb&Sc clap their hands)3.Listen to the tape and repeat.Step5 Relax :Listen to the song “Hello!”;Try to sing together(老师做简单律动,学生跟做,试唱)Step 6 Homework Listen to the tape and read aloud.Say “Goodbye.”
POSTSCRIPT: Phonetic symbol
The second period :B Look and learn.TEACHING CONTENTS : Vocabulary : a dog ,a cat ,a bird ,a tiger ,a monkey , a zebra ,a panda ,an elephant.TEACHING AIMS: 1.To understand and say the words :a dog ,a cat ,a bird ,a tiger ,a monkey ,a zebra ,a panda ,an elephant.2.To understand what’s the difference between “a.”and “ an.”
3.To encourage the Ss to learn English.TEACHING PROCEDURES : Step 1 Warm-up.1.Greetings: Hello ,everyone!Hello,I’m „What’s your name? 2.Introduce.Please introduce yourself to others(Prtactice in groups).3.Check.Step2 Presentation and practice.1.Learn to say the new word: a dog.a.Show the card(dog)T: Hi ,boys and girls ,I’m Dog.(Please say “Hello”to Dog)Ss: Hello,Dog.b.Practice and check.c.Imitate “Dog”(Use body language)2.Look at the picture and say “Hello ,Dog/Cat /..” 3.听录音做动作。师:Monkey.生做猴子爬山状。师:Tiger.生模仿老虎吼声,并展示自己强壮的双臂。4.小组活动。
一人模仿小动物的动作或声音,其余学生猜,说出相应的动物单词。
5.对比练习:仔细看题板,找出每组词中表示“一”的单词。a cat a panda an elephant.提醒学生注意“a”和“an”的用法不同。Step3 Consolidation.1.Listen to the tape and repeat.2.Play a game: Go hunting(Teacher’s Book Page5)3.Workbook : B Listen and draw.3 Step4 Homework: Listen to the tape and repeat 3.Design: Unit 1 Hello 图1
a dog
图5 a monkey 图2
a cat
图6 a zebra 图3
a bird
图7 a panda 图4
a tiger
图8 an elephant.The third period : C Look and say TEACHING CONTENTS : 1.C Look and say : Hi ,„Hello „ I’m
What’s your name? 2.Workbook.A Listen and judge.TEACHING AIMS: 1.The Ss can inquire about someone’s name and introduce themselves.2.The Ss can talk in English.They like to speak in English.3.The Ss can sing a song “Hello!” TEACHING AIDS: Recorder ,cassette ,teaching pictures ,masks.TEACHING PROCEDURES : Step1 Warm up
1.Greetings.2.Free talk.3.Sing“Good morning to you.” Step2 Prsentation.1.Show the masks(animals),Please say “Hello.”to dog /cat /„
2.Ss practice by using “Hi ,„Hello ,„I’m „ What’s your name „ Woof!”
3.Show the teaching pictures(C Look and say)Look at the pictures.Q: 1)How many people are there in the picture ?(Five)
2)Who are they ?(David ,YangLing, Nancy ,Liu Tao ,Bobby)
3)What are they talking about ? 4.Discuss.5.Practice(By using masks)David : Hello ,I’m David ,What’s your name ? YangLing : Hello ,I’m Yang Ling, What’s your name ? Nancy: Hello ,I’m Nancy ,What’s your name? „„
Step3 Learn to sing “Hello!”
1.Listen to the song.2.Read after the T.3.Learn to sing(Sing and dance)Step4 Do the workbook.Page 1 Unit 1 Hello.A Listen and judge.Listen to the tape and look at the pictures.,then mark ,If it’s true ,please draw a smiling face.If it’s false, please draw a crying face.KEY: 1.J
2.L
3.J 4 J Step5 Consolidation.1.Listen to the tape.(PartA PartB)2.Read after the tape.3.Sing a song “Hello!” Step 6 ENDING.DESIGN
Unit Hello Hello ,I’m „What’s your name ? Hi ,I’m „
The fourth Period : D Fun house.TEACHING CONTENTS: 1.Listen and circle.2.Act and guess.TEACHING AIMS: 1.Go on learning the new words and the new sentences.2.To encourage the Ss to learn English and use it.TEACHING PROCEDURES :
Step 1 Warm up.1.Sing two songs : 《Good morning to you!》
《Hello!》
2.Greetings.3.Do what I do.Singing.crying , drinking ,watching TV, walking ,writing „(学生跟着教师模拟各种动作,把学生带到英语氛围中。)4.Free talk.Step2 Presentation.1.Show the cards(animals).Please say “Hello”to
them.2.Read the words.3.Listen and circle.e.g When you heard “a panda.”
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