滬教牛津小學(xué)英語(yǔ)四年級(jí)上冊(cè)全冊(cè)

1、 一Meeting new people課題M1U1 Meeting new people 學(xué)情分析學(xué)生已經(jīng)接觸了基本的問(wèn)候打招呼句型，這節(jié)課只是復(fù)習(xí)鞏固教學(xué)目標(biāo)與考點(diǎn)分析掌握本課有關(guān)數(shù)字的新單詞，并會(huì)默寫(xiě)數(shù)字one-sixteen；學(xué)會(huì)如何用This is .句型向別人介紹自己的新同學(xué)、自己的好朋友；會(huì)用can 的句型來(lái)介紹自己或別人能做什么事。教學(xué)重點(diǎn)難點(diǎn)This is .句型的運(yùn)用；情態(tài)動(dòng)詞can 的用法教學(xué)方法情景教學(xué)法，講練結(jié)合教學(xué)法 一、 教學(xué)過(guò)程Warm-up(5 minus)Free talk: 跟學(xué)生打招呼，問(wèn)候，相互熟悉。 Teacher: Hello！Im . S1: H

2、i！Im . S2: Hello! Im . Who are you? S3: Im .復(fù)習(xí)數(shù)字one two three four five six seven eight nine ten 導(dǎo)入本課數(shù)字學(xué) 習(xí)。 Presentation and Practice(75 minus) 1) 單詞：eleven twelve thirteen fourteen fifteen sixteen 拓展單詞：classmate one two three four five six seven eight nine ten 2）基本句型：This is . (介紹用語(yǔ)) 這是、 See you. 再

3、見(jiàn)。 - Nice to see you. 很高興見(jiàn)到你。 - Nice to see you too. 也很高興見(jiàn)到你。 基于課本進(jìn)行講解。 Part 1: Look and say Good morning, Peter. Good morning, Kitty. This is my sister. Her name is Sally. Shes twelve. And this is my brother. His name is Paul. Hes only six. Hi, Sally. Hi, Paul. My name is Kitty. Im Peters classmate

4、. Hi, Kitty. We are going to the park. Goodbye, Kitty. Part 2: Ask and answer Show a photo of your friend. Then talk about him/ her. This is my friend. His names Danny. Hes nine. He can ride a bicycle. This is my friend. Her names Tracy. Shes thirteen. She can skip. S: This is my . His /Her names .

5、Hes/ Shes . (age) He / She can . 3）語(yǔ)法： 1. 形容詞性物主代詞 my, her, his, your 在英語(yǔ)中有物主代詞，它可以分成名詞性的和形容詞性的。形容詞性物主代詞相當(dāng)于形容 詞，置于名詞前，在句子中用于修飾名詞，做定語(yǔ)，后面必須跟一個(gè)名詞。 例如：This is my brother. His name is Tom. 這是我的哥哥。他叫湯姆。 形容詞性物主代詞有人稱(chēng)和數(shù)的變化， 單數(shù)形式：my（我的），your（你的），his /her/its（他的、她的、它的）。 復(fù)數(shù)形式：our（我們的），your（你們的），their（他們的）。練習(xí)：1.

6、 This is my book. are over there. A. Your B. Yours C. You D. Mine2. Whose pen is it? Its . A. her B. hers C. she D. his3. bag is new and is new, too. A. Our, he B. Ours, his C. My, his D. My, her4. This room is ours, and that one is . A. they B. them C. theirs D. their5. Whose pencils are there? The

7、yre . A. my B. me C. mine D. our6. Is the new watch ? Yes, its . A. you, me B. yours, mine C. your, my D. your, mine7. Whose shoes are these? They are . A. me B. mine C. my D. I8. She is a student , name is Han Mei. A. its B. her C. hers D. his9. Its a dog. I dont know name. A. its B. its C. it D. i

8、ts10. This ruler isnt mine. I think it is . A. he B. him C. his D. her11. schoolbag is beautiful. But is more beautiful. A. Jims, my B. Jims, mine C. Jims, me D. Jims, I12. am a boy and is a girl. A. My, she B. I, her C. I, she D. Mine, she13.I like new dress. A. She B. her C. hers D. his14.I often

9、help mother do housework(家務(wù)活)。 A. me, she B. mine, her C. my, her D. I, hers15.Is that hat? No, its not . Its . A. your, my, Toms B. you, mine, Toms C. yours, mine, Tom D. your, mine, Toms 2. 情態(tài)動(dòng)詞Can can后的動(dòng)詞必須是原形， 否定形式cant 例如：肯定句：He can swim very fast. 否定句：He cant sing. 疑問(wèn)句：Can he climb a tree？ 回答：

10、Yes, he can. / No, he cant.練習(xí)：將下面各組詞組成句子1._（an,aeroplane,hear,Lucy,can ） 2. _ (not,he ,dance,can )3._? (you,can ,see,what )4._(can ,see ,not ,we ,you)5._. (I ,can ,help ,you )6._? (I,can ,do,what)7._? (you ,can ,hear me)8._? (you ,can ,dance) 3. 名詞所有格： 所有格的構(gòu)成方法： (1) 一般情況(包括單數(shù)名詞和不帶詞尾s的復(fù)數(shù)名詞)加 -s： chil

11、drens books 兒童圖書(shū) todays paper 今天的報(bào)紙 (2) 帶詞尾s的復(fù)數(shù)名詞只加省字撇()： girls school 女子學(xué)校 the Smiths car 史密斯家的小汽車(chē) 注：帶詞尾s的單數(shù)名詞，通常仍加s： the bosss plan 老板的計(jì)劃 the hostesss worry 女主人的擔(dān)心 (3) 帶詞尾s帶詞尾的人名，可加s 或只加省字撇()： Dickens novels 狄更斯的小說(shuō) Charless job 查理斯的工作 注:不帶詞尾-s卻以咝音結(jié)尾者，一律加s卻以咝音結(jié)尾者， Marxs works 馬克思的著作 Closure（10 minu

12、s） 1）帶領(lǐng)學(xué)生復(fù)習(xí)總結(jié)今天所學(xué)單詞和句型，一般是提問(wèn)的方式。 2）放學(xué)前一個(gè)一個(gè)學(xué)生檢查今天單詞和基本句型的朗讀。Unit2 Can you swim課題M1U2學(xué)情分析學(xué)生在之前已經(jīng)接觸過(guò)了情態(tài)動(dòng)詞can的用法教學(xué)目標(biāo)與考點(diǎn)分析學(xué)會(huì)用can 和cant 句型來(lái)介紹自己或別人能做什么事情或者不能做什么事情。教學(xué)重點(diǎn)難點(diǎn)情態(tài)動(dòng)詞can 的用法教學(xué)方法交際法， 講練結(jié)合法，情景教學(xué)法 一、 教學(xué)過(guò)程1 Warm-up(5 minus)Free talk: 用之前所學(xué)的can 句型與學(xué)生進(jìn)行簡(jiǎn)單的對(duì)話(huà), 引入今天的課程。 T: Can you swim? S1: Yes, I can. S2:

13、No, I cant. T: Can your mother cook? S1: Yes, I can. S2: No, I cant.2 Presentation and Practice(75 minus)1）單詞：paint draw read write swim jump climb 爬 draw 畫(huà)畫(huà) paint 用顏料畫(huà)畫(huà) swim 游泳 read讀 write 寫(xiě) jump 跳 hop單腳跳 picture畫(huà)圖 dream夢(mèng) interview 采訪(fǎng) guest嘉賓 everyone大家，每個(gè)人fast 快 high高 very 很，非常 welcome歡迎 both兩個(gè)都 d

14、olphin海豚 wasp黃蜂 crisp薯片2) 句型：Can she/ he . ? Yes, she/he can. No, he/she cant. Welcome to . 基于課本的簡(jiǎn)練 Part 1: Listen and enjoy Can your pong sing? No, he cant. No, he cant. Can your fish read? No, he cant. No, he cant. Can your cat climb the tree? Yes, he can. Yes, he can. Can your brother count to th

15、ree? Yes, he can. Yes, he can. Part 2: Look and say Supergirl is coming! She can run fast. She can swim well. She can fly high. Can supergirl paint a picture? No, she cant, but she can run fast. Can she swim? Yes, she can swim every well. Can you swim, Alice? Yes, I can. I like swimming every much.

16、3) 語(yǔ)法： 1. 情態(tài)動(dòng)詞can 意思是“會(huì)，能”，表示會(huì)做某事。 句子結(jié)構(gòu)： 肯定句：主語(yǔ) + can + do(動(dòng)詞原形) 否定句：主語(yǔ) + can + not + do(動(dòng)詞原形) 一般疑問(wèn)句：Can you/he/she/they run fast？ 特殊疑問(wèn)句：What can you/he/she/they do？ 例如：My friend can ride a bicycle. My brother can hear the bird. I cant draw flowers. I cant swim. 注：can 的否定有兩種書(shū)寫(xiě)形式 cant 和 cannot練習(xí)：將下列句

17、子變成一般疑問(wèn)句并根據(jù)要求回答問(wèn)題 Example：Horrible can run .(Yes)          Can Horrible run ? Yes , he can . He can run .  1、 Miss Voodoo can play ping

18、-pong.(No)  _?  _  2、 Jessie can play the drum . (Yes)  _?  _  3、 Bobby can sing . (No)  _?  _ 4、 Nancy can draw a house .(Ye

19、s)  _?  _  5、  Peter can play computer games .(Yes)  _?  _      根據(jù)劃線(xiàn)部分提問(wèn) Spooky can buy.  _ I can play the violin .  _&#

20、160;You can get pizzas .  _  You can get pizzas.  _  Sandy can give stars.  _  We can wash the vegetables.  _  翻譯 ：他會(huì)打籃球。  _  

21、;我不會(huì)買(mǎi)鞋子。  _  他們會(huì)游泳。  _  你會(huì)寫(xiě)作業(yè)嗎？  _  我們會(huì)走到學(xué)校。_  2. 連詞 but But 是個(gè)表示轉(zhuǎn)折關(guān)系的并列連詞，意思是“但是，然而”。 例如： I can run, but I cant swim. 我會(huì)跑但是我不會(huì)游泳。 My sister can sing, but she cant dance. 我妹妹會(huì)唱歌但是不會(huì)游泳。3 Closure(10 minus)1）帶領(lǐng)學(xué)生復(fù)習(xí)總結(jié)今天所學(xué)單詞和句型，一般是提問(wèn)的方式。 2）

22、放學(xué)前一個(gè)一個(gè)學(xué)生檢查今天單詞和基本句型的朗讀。教學(xué)反思Unit3 Are you happy?教學(xué)目標(biāo)1、幫助學(xué)生學(xué)習(xí)Look and learn中表示感覺(jué)的單詞thirsty, happy, sad, tired, full, hungry.2、通過(guò)猜謎游戲和看圖造句活動(dòng)，幫助學(xué)生鞏固詞匯學(xué)習(xí)，結(jié)合句型Im happy/表達(dá)感受，為詢(xún)問(wèn)別人的感覺(jué)打下基礎(chǔ)。重點(diǎn)難點(diǎn)：詞匯：happy, sad, tired, hungry, full, thirsty句型：Im happy.使用教材構(gòu)想學(xué)生能表達(dá)自己的感覺(jué)，能詢(xún)問(wèn)并轉(zhuǎn)述別人的感覺(jué)，能對(duì)別人的感覺(jué)作出適當(dāng)?shù)幕貞?yīng)。教學(xué)過(guò)程一、出示目標(biāo)：1、 能

23、聽(tīng)、說(shuō)、讀、寫(xiě)Look and learn中表示感覺(jué)的單詞thirsty, happy, sad, tired ,full, hungry.2、通過(guò)猜謎游戲和看圖造句活動(dòng)，鞏固詞匯學(xué)習(xí)，結(jié)合句型Im happy/表達(dá)感受。二、導(dǎo)入：1、播放歌曲Are you happy?讓學(xué)生欣賞，借助肢體動(dòng)作幫助學(xué)生理解歌曲大意。2、教師邊做動(dòng)作邊借助夸張的表情和人物圖片來(lái)幫助學(xué)生理解happy的意思。三、自學(xué)指導(dǎo)：出示課本11頁(yè)Look and learn的圖片，根據(jù)人物的表情來(lái)理解單詞的意思，然后聽(tīng)錄音3次。先學(xué)一：聽(tīng)錄音，學(xué)生跟讀 thirsty, happy, sad, tired ,full, ,

24、hungry.先學(xué)后檢測(cè)練習(xí)-利用Im來(lái)表達(dá)自己的感覺(jué)。教師做出各種表情，學(xué)生用Youare來(lái)描述老師的感覺(jué)。教師的協(xié)學(xué)措施：學(xué)生已學(xué)會(huì)后教一活動(dòng)1、表演：看單詞做動(dòng)作。教師根據(jù)學(xué)生的表情提問(wèn)：Are you?學(xué)生做出表情并說(shuō)一說(shuō)活動(dòng)2、分別利用 thirsty, happy,sad,tired ,full,各寫(xiě)一句話(huà)來(lái)介紹自己的感覺(jué)。學(xué)生各寫(xiě)一句話(huà)活動(dòng)3、小組活動(dòng)學(xué)生兩人一組練習(xí)詞匯和句型。教學(xué)反思本課是選自英語(yǔ)（上海教育出版社）小學(xué)三年級(jí)起點(diǎn)四年級(jí)上冊(cè)Unit 3Are you happy ?第一課時(shí)。在備課的過(guò)程中，我根據(jù)針對(duì)小學(xué)生好動(dòng)、好奇、喜歡親身經(jīng)歷的心理特征，我利用現(xiàn)有的教學(xué)資源

25、進(jìn)行加工制作了多媒體課件，讓學(xué)生操練所學(xué)過(guò)的語(yǔ)言文化知識(shí)，轉(zhuǎn)移到學(xué)習(xí)新知上。現(xiàn)將我對(duì)這節(jié)課的反思如下：一、歌曲導(dǎo)入，激發(fā)興趣。在Warming up 階段，我播放課件，讓學(xué)生唱了首歌，If you are happy .學(xué)生通過(guò)歌曲，馬上做好準(zhǔn)備，進(jìn)入英語(yǔ)學(xué)習(xí)的氛圍中。在這一過(guò)程中通過(guò)課件的利用和圖片的直觀教學(xué)，學(xué)生表現(xiàn)出極強(qiáng)的學(xué)習(xí)興趣。通過(guò)提問(wèn)Are you happy？引入課題。并教學(xué)happy。然后通過(guò)多媒體課件和TPR活動(dòng)教學(xué)其余的五個(gè)單詞。二、擴(kuò)展內(nèi)容，提升能力。如果按第一課時(shí)的安排就講6個(gè)表示感覺(jué)類(lèi)的單詞。我覺(jué)得比較枯燥，于是我把教材重新進(jìn)行整理，將Are you hungry？Y

26、es, I am. / No, Im not. Have some water. Thank you.也融入課堂中。讓學(xué)生在對(duì)話(huà)中自然的學(xué)習(xí)新單詞。學(xué)生的學(xué)習(xí)積極性很高。而且說(shuō)的很好。另外我還把10頁(yè)的課文轉(zhuǎn)變成了一篇閱讀內(nèi)容。通過(guò)做閱讀判斷來(lái)檢驗(yàn)學(xué)生對(duì)課文的掌握程度。提高了學(xué)生的閱讀能力。三、當(dāng)堂檢測(cè)，有效鞏固。 為了檢測(cè)學(xué)生對(duì)本節(jié)課的掌握程度，我做了一個(gè)當(dāng)堂檢測(cè)。有三道題。第一是聽(tīng)音標(biāo)號(hào)。目的是檢測(cè)學(xué)生對(duì)六個(gè)單詞的掌握程度。第二是閱讀判斷，目的是檢測(cè)學(xué)生對(duì)課文的理解程度，從而提高學(xué)生的閱讀能力。第三是一個(gè)機(jī)動(dòng)題目。有一點(diǎn)難度。是根據(jù)句子的描述來(lái)寫(xiě)出對(duì)應(yīng)的單詞。第一題正確率為100%。第二題

27、有個(gè)別學(xué)生出錯(cuò)。正確率為95%。效果還不錯(cuò)。4.Do you have any cousins?課 題Do you have any cousins?課型第 幾課時(shí)第一課時(shí)課時(shí)教學(xué)目標(biāo)1、 幫助學(xué)生學(xué)習(xí)Look and learn中表示家庭成員的單詞。2、 通過(guò)Culture corner,幫助學(xué)生意識(shí)到英語(yǔ)國(guó)家對(duì)親屬的稱(chēng)謂特點(diǎn)。3、 通過(guò)家譜制作和介紹，幫助學(xué)生鞏固詞匯學(xué)習(xí)，結(jié)合句型I haveThis is my介紹家庭成員。教 學(xué)重 點(diǎn)與難 點(diǎn)grandparent, grandfather, grandmother, parent, uncle, aunt, cousin教 學(xué)方 法與

28、手 段角色表演法，小組合作教師行為學(xué)生行為 課堂變化及處理 主要環(huán)節(jié)的效果Pre-task preparations1利用多媒體播放一首有關(guān)家庭成員的兒歌，請(qǐng)學(xué)生欣賞。播放兒歌的同時(shí)，出示單詞卡片aunt，uncle和cousln。2出示Look and learn中Jill的家譜，指著圖片中的Jill的父母提問(wèn)；幫助學(xué)生復(fù)習(xí)學(xué)過(guò)的表示家庭成員的單詞。T： (point to Jill's father in the picture) Who is he?While-task procedures1-出示Look and learn中Jill的家譜，指著圖片中的其他家庭成員逐一介紹或自

29、問(wèn)自答，引出生詞grandfather, grandmother等。然后出示單詞卡片，讓學(xué)生跟讀和拼讀。 T. (point to Jill's grandfather) Who is he? He's Jill's father's father. He's Jill's grandfather. (show the flashcard for grandfather) Grandfather.G-R-A-N-D-F-A-T-H-E -R, grandfather. 然后，指著家譜圖中的人物圖片說(shuō)單詞，讓學(xué)生快速反應(yīng)。 T: (point to

30、 Jill's aunt) Uncle? 2在黑板上畫(huà)出Jill的家譜圖，請(qǐng)學(xué)生上來(lái)把單詞卡片貼在適當(dāng)?shù)奈恢蒙?，貼完之后讓全班一起拼讀單詞。接著教師介紹Jill的家庭成員。 T. (point to the family tree) Jill has one uncle.His name's John. He's Jill's mother'sbrother 3在黑板上畫(huà)出你的家譜，邊畫(huà)邊向?qū)W生介紹你的家庭成員，告訴學(xué)生你有幾個(gè)叔叔、阿姨、侄子、外甥等。 Ss: He is Jill'S father.Ss:Grandfather. G-R-A-

31、N-D-F-A-T-H-E-R, grandfather.Ss: No. Aunt. A-U-N-T, aunt.學(xué)生扮演Jill，并用學(xué)過(guò)的句型 I haveHis/Her name's介紹Jill的家庭成員。S1: I'm Jill.I have one cousin. His name's Dan.教師行為學(xué)生行為 課堂變化及處理 主要環(huán)節(jié)的效果T: Look!I have three cousins. They are Jerry,Mark and Susan.I have two uncles. Who are they?4出示一個(gè)大家庭的家譜，并給家譜中每位

32、成員寫(xiě)上姓名，要求學(xué)生在小組內(nèi)仿照之前學(xué)的兒歌用chant形式做問(wèn)答練習(xí)。Post-task activitiesSs: They'reand 接著請(qǐng)個(gè)別學(xué)生借助照片介紹自己的家庭成員。SI: I'mThis is my family.I haveHis/Her name'sHe's/She'sS1: Who is that? Who is that? Is he your uncle? Yes or no?S2: (act as one family member) He's Jack. He's Jack.Yes, he is. He

33、's my uncle Jack.1小組活動(dòng)。將學(xué)生分為四人一組。要求學(xué)生在紙土畫(huà)出各自的家譜。在小組內(nèi)交流各自的家譜圖，并互相介紹家庭成員。 S1: This is my family tree.I have two uncles.They're2學(xué)生記錄同組某個(gè)同學(xué)的家庭成員(主要是uncle，aunt，cousin)信息，向其他學(xué)生介紹。 S2: (show Sl's family tree) Look, this is Sl's family tree. He/She hasuncle(s)/aunt(s)/cousin(s). His/Her name

34、's板書(shū)設(shè)計(jì)Do you have any cousins?parent,grandfather, grandmother,grandparent,uncle, aunt, cousin 補(bǔ)充設(shè)計(jì) 課 題Do you have any cousins?課型第 幾課時(shí)第二課時(shí)課時(shí)教學(xué)目標(biāo)1、通過(guò)Lisen and say的對(duì)話(huà)，幫助學(xué)生學(xué)習(xí)句型Do you have any ?及其回答。2、通過(guò)Do a survey調(diào)查活動(dòng)，幫助學(xué)生進(jìn)一步鞏固和運(yùn)用句型Do you have any ?及其回答。教 學(xué)重 點(diǎn)與難 點(diǎn)詞匯：any family句型: Do you have any cou

35、sins?Yes,I have one cousin.教 學(xué)方 法與手 段師生表演，小組合作教師行為學(xué)生行為 課堂變化及處理 主要環(huán)節(jié)的效果Pre-task preparations1出示Jill的家譜圖，讓學(xué)生看圖復(fù)習(xí)表示家庭成員的單詞。然后提問(wèn)，要求學(xué)生根據(jù)家譜快速回答，學(xué)生回答后，教師出示相關(guān)單詞，請(qǐng)學(xué)生拼讀。 T: Her hair is long. Who is she? 2和學(xué)生做快速問(wèn)答游戲，幫助學(xué)生加深對(duì)家庭成員之間的關(guān)系的理解。 T: He's your father's brother. Who is he? T: She's your father

36、's sister. Who is she?教師示范后，請(qǐng)學(xué)生兩人_組互相問(wèn)答。While-task procedures1出示Listen and say的圖片，接著教師根據(jù)圖片提問(wèn)并介紹圖片。 TWho is the boy? 播放Listen and say的錄音。 1、Who's this man/woman? (He's/She'sJill'sgrandfather/grandmother.) 2) How many aunts and uncles does Jill have? ( She has one uncle and one aun

37、t.) 3、What's Jill's cousin's name? (His name's Dan.)再次播放Listen and say的錄音。接著在黑板上寫(xiě)下核心句型Do you have？幫助學(xué)生理解句型，然后對(duì)個(gè)別學(xué)生提問(wèn)。T: Do you have any aunts and uncles？然后把掛圖貼在黑板上，請(qǐng)兩個(gè)學(xué)生上來(lái)根據(jù)圖片進(jìn)行對(duì)話(huà)S1: She's Jill's aunt.S1: He's my uncle.S2: She's my aunt.S1: He's Jill's cousin.

38、學(xué)生看書(shū)聽(tīng)錄音。聽(tīng)完后，教師提問(wèn)鼓勵(lì)學(xué)生思考后回答問(wèn)題。學(xué)生跟讀。S1: Yes,I have one uncle and one aunt.SI: Do you have any uncles?S2: Yes,l have three uncles.3學(xué)生兩人一組，手拿各自的家庭照向同伴詢(xún)問(wèn)和介紹各自的家庭成員，然后請(qǐng)幾對(duì)學(xué)生上前向全班作介紹。 4讓學(xué)生看Do a survey欄目的表格和對(duì)話(huà)，告訴學(xué)生他們將要對(duì)同學(xué)的家庭成員進(jìn)行調(diào)查。將學(xué)生分為四人一組，要求學(xué)生在小組 內(nèi)展開(kāi)調(diào)查。最后請(qǐng)幾個(gè)小組派代表向全班匯報(bào) 。Post-task activitiesl，對(duì)子活動(dòng)。發(fā)給學(xué)生兩張家譜圖(A

39、，B)。兩張家譜圖中各有部分信息缺失（參見(jiàn)“參考資料）。讓學(xué)生兩人一組玩游戲。一個(gè)學(xué)生拿圖A，另一個(gè)拿圖B，兩人通過(guò)詢(xún)問(wèn)獲取信息，完成家譜。 2邀請(qǐng)一個(gè)學(xué)生手持自己的全家福照片作介紹。 SI: (point to his ph oto) This is a photo of my family. They're my parents. They're mygrandparents. I have one uncle. His name'sWhat about you? Do you have any uncles?S2：S1: Do you have a big fam

40、ily or a small family?S2: I have a big family.S3: Do you have any brothers, sisters or cousins?S2: I have no brothers, no sisters, but I have two cousins.S3: Do you have any uncles and aunts?S2: Yes, I have two uncles and three auntsSI: (have Picture A) Do you have any aunts?S2: (have Picture B)Yes,

41、I have one aunt.SI：What's her name?S2: Her name's _ Do you have any uncles?S1：S1: Hello, I'mI'm nine years old. Look!This is a photo of my family. This is me and these are my parents.What about you? Do you have any uncles and aunts?板書(shū)設(shè)計(jì)Do you have any cousins?any familyDo you have an

42、y cousins?Yes,I have one cousin. 補(bǔ)充設(shè)計(jì)課 題Do you have any cousins?課型第 幾課時(shí)第三課時(shí)課時(shí)教學(xué)目標(biāo)1、幫助學(xué)生學(xué)習(xí)字母e在閉音節(jié)中的發(fā)音。2、通過(guò)Say and act的情景對(duì)話(huà)，幫助學(xué)生進(jìn)一步鞏固和運(yùn)用句型Do you have any ?3、通過(guò)學(xué)習(xí)任務(wù)（Task）,幫助學(xué)生鞏固和運(yùn)用本單元所學(xué)的知識(shí)。教 學(xué)重 點(diǎn)與難 點(diǎn)語(yǔ)音：e (ten,pen)詞匯：that 句型：Do you have any ?日常用語(yǔ)：How old is he？He's 11 years old.教 學(xué)方 法與手 段小組合作，情境表演教師

43、行為學(xué)生行為 課堂變化及處理 主要環(huán)節(jié)的效果Pre-task preparations1快速提問(wèn)。要求學(xué)生根據(jù)實(shí)際情況迅速作出應(yīng)答。 T. Do you have any uncles? T. How many uncles do you have? 2邀請(qǐng)個(gè)別學(xué)生走到講臺(tái)前做自我介紹，然后鼓勵(lì)其他學(xué)生向他們提問(wèn)。 While-task procedures 接著，播放錄音，要求學(xué)生跟讀。舉例說(shuō)明日常用語(yǔ)How old is he? He'syears old.的用法。2出示圖片，要求學(xué)生根據(jù)Say and act的圖片編對(duì)話(huà)，教師可以將一些關(guān)鍵的句型和單詞寫(xiě)在黑板上。 Who'

44、;s that man? Do you have any uncles/aunts？ Yes,I have./No,I don't. I haveuncle(s)/aunt(s). 最后，將學(xué)生按三人一組分組，并根據(jù)對(duì)話(huà)中的角色進(jìn)行表演。S1: Yes,I do.SI:I have three uncles.SI: Hi, everybody! I'mI have a big family. S2: Do you have any cousins? SI: Yes,I do.I have three cousins. S3: Do you have any uncles? S1

45、: Yes.I have two uncles.1讓學(xué)生看Say and act的圖片和對(duì)話(huà)，然后看圖回答問(wèn)題。 (Picture l)Who's this girl? (Picture 2)Who's the boy? What's his name? (Picture 3)How old is the boy? (Picture 4)Who's the man? Is he Jill's father?SI: Hello，(S20 narne). S2: Hello_ Welcome to my home. (show some photos) Th

46、ese are my family photos.S3: (point to a photo) Are these your parents?板書(shū)設(shè)計(jì)Do you have any cousins?語(yǔ)音：e (ten,pen)詞匯：that句型：Do you have any ?日常用語(yǔ)：How old is he？He's 11 years old. 補(bǔ)充設(shè)計(jì)5.My friends教師行為學(xué)生行為 課堂變化及處理 主要環(huán)節(jié)的效果Pre-task preparations 1讓學(xué)生朗讀學(xué)過(guò)的兒歌（見(jiàn)Unit 4“參考資料”），鼓勵(lì)學(xué)生用friend替換aunt，uncle用朋友的名字替換兒歌中的人名。一邊念兒歌，一邊展示相應(yīng)的服裝圖片。Who's that?