Lesson 4 How do you come to school.docx

1、Lesson 4 How do you come to schoolLesson 3 How do you come to school?教学目标及重难点分析：8. 能够听、说、读、写单词:bike, bus, foot, car, taxi.9. 能听懂、会说单词：come, about10. 能够听说读写并熟练运用词组：by bike, by bus, by car, by taxi, on foot.11. 能熟练掌握句型: I go to by/onLets go toby/on并能初步掌握on和by的区别用法。How do you come to school?Do you come

2、 to school by bus?No, I come by taxi.How about you?12. 初步掌握询问他人所使用的交通工具的表达方式，并能学会做替换练习，在生活中自如运用。课前准备:12. 教师准备bike, bus, foot,car, taxi的教学图片，以及其他相关的教学卡片，如：train, plane, subway, etc.。13. 快节奏音乐二或三首，玩具小熊一个。14. 学生准备水彩笔和A4纸一张。教学过程：6. 热身(Warming up)教师可出示Lesson 3中出现的schoolmate, classmate, friend等图片，通过flash

3、cards的形式和学生一起边复习上节课所学内容并进行本节课的热身活动。2. 新课展示(New Presentation)a. 教师通过同学们喜闻乐见又非常熟悉的两个卡通人物Jerry，Tom和Mr. Sun, Alice的对话引出本课重点句型和词汇学习。(早上，校门口, Tom , Jerry, Mr.Sun, Alice四人相遇了)Tom：Look! Our schoolmate, Alice!Jerry&Tom: Good morning, Alice!Alice: Morning! How do you come to school?Tom: I come to school by bi

4、ke. How about you?Alice: I come to school by taxi. And how about you, Jerry?Jerry: I come to school on foot! Oh! Look! Mr. Sun!Tom&Jerry&Alice: Good morning, Mr. Sun.Mr.Sun: Good Morning, Students!Jerry: How do you come to school?Mr. Sun: Sometimes I come to school by car and sometimes by bus.b. 教师结

5、合一些教学实物或者教学图片进行讲解本课重点句型I go toby/on;Lets go toby/on; How do you come to school? Do you come by bus? How about you?及短语by bike/bus/ car/taxi, on foot的学习：教师先拿着课前准备好的bike卡片问道：“Whats this?” 学生回答说: “Its a bike.” 教师再说出: “Yes, its a bike.”同时将school的教学图片贴在黑板上，教师拿着bike的卡片走到教室的后方，然后做出骑自行车的动作，边做动作边向黑板前的school卡片

6、移动，嘴上不断重复I come to school by bike.学生会结合教师的动作以及教师手中的卡片来理解该句子的含义。紧接着教师再通过同样的方式来引出新的短语，by bus, by car, by taxi, on foot.在此，教师要特别给学生强调是on foot不是by foot.此为固定搭配用法。在教师向学生展示自己如何来学校的同时，可以向身边的同学发问：How do you come to school? Do you come to school by/on?引导学生回答，向学生说明问题的内容，另外要告诉学生我们也可以直接用How about you?来表达How do y

7、ou come to school?这是用于代替同样的问题，免于重复。c. 接下来，教师可以通过以下歌曲和学生进行娱乐、巩固和复习：Lets go homeLets go home. Lets go home. Go on foot.Go on foot.Have luinch, have lunch. Lets have lunch.We have a big cake.Lets go home. Lets go home. Go by bus.Go by bus.Have luinch, have lunch. Lets have lunch.We have a big cake.(这里建

8、议教师可以和学生一起加入动作边唱边复习。)3.巩固活动：(小组游戏)1)Flash cards教师拿出课前准备好的单词卡片，在学生面前或快速或慢速的闪动，让学生一起说出该单词或相应的短语。对反应较快的学生教师要提出表扬和鼓励。这里教师可以先以较慢的速度依次展示，然后随机快速闪动，充分调动学生的积极性，有利于学生注意力的有效集中，但该活动不宜占用太多时间。2) 击鼓传花这个游戏需要教师和孩子们共同完成。教师先将孩子们安排围圈坐好，教师播放快节奏的音乐，学生传递小熊玩具，音乐停止时，谁刚好拿到小熊将需要站起来回答老师提出的How do you come to school?问题。3)Listen

9、and draw.这一部分练习，教师可以根据学生对本课知识的掌握程度进行练习，教师说一些简单的对话，学生边听对话边画出自己所听到的交通工具，比一比，看看谁画的又快又好。4)猜猜看教师拿出早已准备好的写着句子的纸条，叫一些自愿的同学上来抽纸条，看纸条上的句子并用动作表演出交通方式，如果表演能力强，可以表演出交通方式和所要去的地方，让其他同学猜句子。例如抽到句子：I go to the cinema by bike.就表演在电影院看电影的动作，再做骑自行车的动作，让其他同学猜出短语by bike并试着说出句子： I go to the cinema by bike.若动作不像，则找另外学生上来帮忙

10、表演。对表演好、猜单词快的学生要进行表扬，加以鼓励!4. 听录音学习课文，并跟读：(1)Listen, look and repeat,(播放该部分的录音)(2)Listen, look and say()(播放对话部分录音)A: Do you come to school by bike?.B: Yes, I come by bike.(2) Listen, look and say()(播放对话部分录音)A: How do you come to school?B: I come to school on foot. How about you?A: I come by bus.通过本部分

11、的学习学会How do you? I by/on的问答，能在句型的使用中熟练运用所学单词，了解他们的固定搭配，能在日常生活中自如运用。5.课后作业(Homework)：练一练。做Lets practise.请同学两人一组根据Lets practise部分进行问答练习。S1: How do you come to school?S2: By bus. Do you come to school by bus, too?S1:No, I come to school by taxi.学生两两一组，或者放学后和懂英语的家长通过看图进行问答，使学生能更加自如的运用所学单词和句型。第一课Language

12、 focus:Using nouns to identify parts of bodye.g.eye,mouth,nose,ear,hand,arm,toe.Using pronouns to refer to particular things .e.g.This is my hand.Using imperatives to catch peoples attention.e.g. Look!Using possessive adjectives to express possessione.g. This is my arm.Using imperatives to give simp

13、le instructions.e.g. Wave your hand. Touch your nose.Language skills:Listening:Locate specific information in response to simple instructions.Indentify key words in an utterance by recognizing stress.Speaking:Prounce words properly.Use modelled phrases to communicate with other learners.Materials:St

14、udents Book 1A Pages 17-19Cassette 1ACassette playerWorkbook 13Some picturesTeathing method: 交际法，全身动作反应法，演示法.Teathing Procedure:Pre-task preparation1.Revise the classroom instruction language students have learnt,e.g: Stand up, please. Give me. Raise your hand. Put it down, etc. Ask the students to

15、listen and act.2.Greetings with boys ang girls,e.g.:What do you like? Do you have a.? How old are you?Then sing a song:Read,read,I can read.Ask the weather of today,get the ss to draw on the board.Teather draws an eye on the suns face,invite one student to finish drawing(the other eye),teach the wor

16、deye.3.Draw a boy and a girl(not finshed),ask: Whats missing? Teach the wordsmouth, nose,ear in the same way. Get the ss to do the actions like these: Open /Close your mouth /eye.(朗读时声音起伏变化，由低到高，或听掌声的次数朗读单词.)4.Have a match between boys and girls-Listen and touch the word. Put the boy and girls pictu

17、res on the Bb,get the ss to listen to the commands and touch the pictures.If any of them wins, he/she can get a red star,e.g.: T: Eye!/Mouth!/Ear!/Nose!While-task procedure1.Ss do the actions after the tescher: Touch your ear/nosr/mouth/hand! Teach the wordhand,ask: How many hands are there? One han

18、d, two hands. Review Raise your hand, Teach Wave your hand,explain the meaning of the expression in English(Good-bye).2.Teach the words arm/toe in the same way . Ask :How many arms/toes are there? Get the ss tocount them. Ss look at the Bb,listen and repeat the seven new words.3.Play the tape for th

19、e ss to listen and do the actions for twice.(注：灵通少儿英语中富有节奏chant激发了学生很强的表演欲，使学生在欢乐中体验英语的趣味与巩固新知识 )5.Work in pairs. Ask the ss to do the actions in pairs. One student give a command, the other student does the action, then change the roles. Finally, get some individual ss to order in the front.Play th

20、e tape for the ss to listen and repeat.Post-task activities1.Teacher points to her nose and says-Look! This is my nose ./ Look ! This is my eye /toe/hand! Ask the ss read togdther when they do the actions.Pay attention to pointing their body first when they say.2.Work in pairs for some minutes. Then

21、 ask individual ss to show in the front.Consolidation:Workbook page 13: Listen and draw the part of the body.Draw the missing parts on the face, then ask them to talk about itHomework: Listen and repeat Unit 4 on pages 17-19WritingUnit 4 My bodyhand arm toeeye ear mouth英语三年级下册Myfamily第一课时【教学重点】1句型：W

22、hosthatman(boy)?Hesmy.Whosthatwoman(girl)?Shesmy.2词汇：father,mother,mom,woman,man【教学难点】he和she的意义区分及发音。【教具准备】1教师及学生的家庭照片。2教材相配套的教学课件。3教材相配套的教学录音带。【教学过程】（一）热身复习（Warm-up/Revision）1播放Unit1BLetstalk动画，让学生模仿表演。2学生3人一组做对话表演。（二）呈现新课（Presentation）1教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：Whatsyourname?引导这个女生回答：Mynames(D

23、iana).教师对其他学生说：Shes(Diana).并示意学生跟着重复这句话。2教师指着离自己稍远的女生问：Whosthatgirl?引导学生回答：Shes.3用同样的步骤问一个男生，用he代替she。4教师指着离自己稍远的男生问：Whosthatboy?让学生回答：Hes.5让学生指着班里的同学做问答：Whosthatgirl?Shes.Whosthatboy?Hes.6教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Whosthatman?Whosthatwoman?引导学生回答：HesMr.ShesMiss/Mrs.7.教师可向学生出示几张明星的照片或图片，让学生做W

24、hosthatman?Whosthatwoman?的问答练习。8教师出示自己的家庭照片说：Thisismyfamily.Doyouknowwhotheyare?鼓励学生对照片中的人物提问，教师用Shesmymother.Hesmyfather.来回答，并重复单词father,mother。教师再次用mom,dad代替mother,father进行回答，向学生指出mom和dad更多地用于日常口语中。9让学生观看教学课件或VCD展示Letstalk的内容。10让学生看书听录音，跟读课文对话。11让学生分组表演课文并展示。（三）趣味操练（Practice）1Whosfamilyisthis?教师先收

25、集几张学生的全家福，出示其中一张问：Whosfamilyisthis?引导该家庭的学生迅速反应：Thisismyfamily.然后让其他同学对照片中的人物发问，该生回答。2猜人请一名学生到前面，蒙上他她的眼睛，再叫一名学生说几句英语，让全班学生问：Whosthatboy/girl?猜的人说：Hes./Shes.猜对了，就蒙住说话学生的眼睛，继续游戏。（在游戏过程中播放英语歌曲，创设愉快氛围。）（四）扩展性活动（Add-activities）Drawyourbestfriend.发给学生每人一张图画纸，让学生以最快的速度画出自己的父母或好朋友。以小组为单位，根据画的画做句型练习：Whosthat

26、boy/girl/man/woman?Hes.Shes.My family 第二课时教案课题Unit 2 My family教学重点单词:father (dad), mother (mom), grandfather(grandpa), grandmother (grandma), man, woman教学难点家庭成员单词的认读教具预备1.有关家庭成员的图片2.单词卡3.教材相配套的教学录音带教学过程一 热身/复习(Warmup/Revision)1.教师让学生拿着自己的家庭照,通过实物投影展示给大家,并指着其中的人物做介绍:Hes my father. Shes my mother.2. 让

27、学生两人一组面对面站着,举起自己的家人照片做问答练习:Whos that man? Whos that woman?二 呈现新课 (Presentation)1.教师出示Chen Jie的图片问学生:Whos this girl?让学生回答:Shes Chen Jie.并把图片贴到黑板上。2.教师分别出示father, mother的图片,问学生:Whos that man (woman)?引导学生说出:Hes Chen Jies father(dad). Shes Chen Jies mother (mom).并把图片贴到黑板上。3.出示单词卡,让学生认读father, dad, mothe

28、r, mom, man, woman, 让学生把这些单词卡贴到黑板上相应的图片下。4.教师:There are 4 people in Chen Jies family, too. Do you know who are they?可先让学生猜,再出示图片教读单词:grandfather (grandpa), grandmother(grandma), brother, sister, 并把图片贴到黑板上,形成family tree.注:教师向学生说明grandpa, grandma多用于口语中。brother, sister不是本课内容,稍带即可。5.教师出示单词卡,让学生先试着把单词gar

29、andfather (grandpa), grandmother(grandma), brother, sister贴到相应的图片下,再教读单词。6.让学生看黑板。教师:This is a family tree. How many people in Chen Jies family? Who are they?7.播放Lets learn A部分的视频, 学生边观看边跟读。再让学生扮演Chen Jie介绍自己的家庭成员:This is my family. Hes my Shes my8.让学生拿着自己的家庭照片向大家介绍自己的家庭成员。当学生介绍到父母时,教师可问:Do you love

30、 your father and mother? I love my father and mother. What about you?9.播放歌曲“Father and mother”的视频文件,学生反复学唱。10.鼓励学生把其他家庭成员也编成歌曲,并表演给大家看。三 趣味操练 (Practice)1.Listen and show教师说:Show me the picture of your mom.学生马上高举Mom的照片说:Shes my mom.举错的退出游戏。2.Listen and choose教师请一名学生读出黑板上的单词,另一个学生要根据所听到的从黑板上拿下该单词卡,直到黑

31、板上只剩下图片为止。3.Make a family tree以小组为单位,让学生看着黑板上的图片位置,用自己的单词卡在图画纸上粘贴family tree.四 扩展性活动(Addactivities)出示Lets learn(A)部分的课件,向学生展示。请学生上台操作动画,问:Whos this/that man/woman? 其余学生回答。最先答出来的学生应及时给予奖励。板书设计Unit Two My family由图片和单词组成的一个family tree.My family 第三课时教案课题Unit Two My family教学重点 正确认读和书写字母Ff, Gg; 学习单词fish, goose, girl, father。教学难点 字母印刷体与手写体的区别。教具预备1. 图片fish, goose, girl, father 2. 写有大小写Ff, Gg的字母卡3. 教材相配套的教学录音带课题Unit Two My family教学重点 正确认读