【文章內(nèi)容簡介】 r, card, ball, tall, wall，學習字母組合ar、al的發(fā)音和句子Is it sunny ? Yes, it , it isn’’s play部分的內(nèi)容，會說Let’s chant，會唱歌曲《Thunder》。過程與方法：運用自然拼音法和字母組合的發(fā)音規(guī)律，教會學生記憶單詞的進一步的方法，逐步培養(yǎng)學生用音節(jié)的方式記憶單詞。通過角色扮演的形式讓學生表演對話，扮演天氣預報員，培養(yǎng)學生用英語做事情的能力。情感態(tài)度與價值觀：，培養(yǎng)學生熱愛自然、愛護地球的優(yōu)秀品質(zhì)。、唱歌等形式，提高學生的審美情趣。，培養(yǎng)學生觀察世界和轉(zhuǎn)換思維的習慣，培養(yǎng)世界意識?！痵 learn教學目標, cool, hot, warm, weather五個單詞；：It’s?in來介紹不同地方的天氣狀況。重點能聽說讀寫cold, cool, hot, warm, weather五個單詞 難點運用功能句：It’s?in? 來介紹不同地方的天氣狀況 教具教學光盤，圖片，單詞卡 教學過程 up ：It’s warm today.(指窗外)So we wear I want to go to ’s the weather like in Beijing? Let’s watcha weather Let’s ，T：Look!Do you know him/her? Yes, he/she is a weather 。 the now word: ，板書weather，強調(diào)th發(fā)音。，指著四個地點依次問：Where is it? 引導生答：It’s Harbin/Beijing/Hong Kong/，T：Is it hot in Harbin? Ss: No, it isn’: What’s the weather like in Harbin? Ss: It’s cold in ’s?in?，并說：I’m in Hong Kong ’s the weather like in Hong Kong? Ss: It’s hot in Hong ，注意t的尾音。、拉薩天氣景觀圖，比較各圖，T: What’s the weather like in Beijing? 板書warm、cool, 比較兩詞的詞義。 work: 組長帶讀、齊讀，結(jié)對讀，個人讀 ，開火車式讀單詞?！痵 play, 并pair work 組織對話。： 聽錄音，跟讀單詞五遍，自己讀3遍；完成同步練習Unit3 ’s learn部分 板書設計：Unit 3 Weather A Let’s learncold cool warm hot It’s?in?教學反思：利用畫中國地圖方式展示北京、哈爾濱、香港、拉薩四個城市的天氣狀況，學生好奇心較強，在以后教學中，應多應用簡筆畫輔助教學?！痵 talk教學目標；：Can I go outside/have some soup? 來征求對方許可，并用Yes, you can./No, you can’：用正確的語音語調(diào)來朗讀對話，能在情境中運用句型：Can I go outside/have some soup? 來征求對方許可，并用Yes, you can./No, you can’：can/ can’t 的用法 教具：教學光盤、單詞卡片 教學過程： up : What time is it? What classes do you have today? Can you go to the playground? ，引出話題weather。It’s time for want to play asks his mother for did his mother say? What’s the weather like outside? ：How many people are there in the picture? Who are they? What are they talking about? 引導生答： are Mike and his are talking about the weather and the 。：What did Mike say？ 引導生答：Can I go outside now? 師板書句型，并提問：Why didn’t his mother allow him to go outside? 觀看動畫后，引導生答：It’s cold 。 else did Mike ask? Can I have some soup? Oh!His mother said “yes, you 。 完整聽完一遍對話錄音后，跟讀，注意語音語調(diào)。 work 角色扮演 ’s play 圖片，引導生用Can I go outside/have some milk? Yes, you can./ No, you can’。 看圖，選擇正確的答句,圖略（） I go outside？, you , you can’t.() I have some rice? , you , you can’t.（） time is it？’s 7:’s 6: 聽A Let’s talk 錄音3遍，并模仿跟讀。板書設計：Unit 3 Weather A Let’s talkCan I go outside/have some soup?Yes, you can./No, you can’：該節(jié)課課堂氣氛較為活躍，學生積極主動，課堂上，學生學會分段朗讀和背誦。第三課時 A Let’s spell教學目標：：總結(jié)歸納ar/al 在單詞中的發(fā)音規(guī)律 難點：讀出符合ar/al 發(fā)音規(guī)則的單詞 教具教學光盤、單詞卡片 教學過程： up talk ，T：What’s this? Ss: It’s a , ar用紅色筆標記。’s chant 回答：Where is the car？ Ss: The car is on the car is near the , ar/al 紅筆書寫，強調(diào)al 的發(fā)音。：Can you draw a picture on the blackboard according to the chant? Ss: 根據(jù)歌謠內(nèi)容在黑板上畫墻、卡片、和小汽車的位置。T: What else can we see on the card? 引導Ss：A , 紅筆標記al。，并提問：It’s this a big ball? 引導生答：No, it isn’’s a small ，師出示籃球，問：What’s this? Ss: It’s a : Who is playing basketball? 出示姚明圖片，用手勢比畫姚明的身高，吟唱歌謠。 ：讀一讀，找一找（Read, listen and chant） 我會找規(guī)律 我會讀（harm, art, bark, dark, all, call, fall, hall等） Look, listen and write 讀一讀Let’s spell 里含有ar/al的單詞，并找找還有哪些，與同伴分享。板書設計：Unit 3 Weather A Let’s spellcard car wall ball tall 教學反思學生基本掌握課本A Let’s spell里出現(xiàn)的單詞，學會區(qū)分兩者不同發(fā)音部位。但學生對拼讀新單詞方面出現(xiàn)困難，因此，應加強學生的拼讀能力。Unit5 My clothes B Let’s learn教學目標, shirt, jacket, sweater, shorts, ：Where are my new socks? What colour are they? 。重點：單詞coat, socks ,jacket , , sweater,單、復數(shù)形式區(qū)分與應用。難點：能熟練運用句型Where are my new socks? What colour are they? 就衣物的位置和顏色展開問答。教具：衣物及顏色的單詞卡片，配套錄像； 教學過程：教師使用上節(jié)課學生畫的圖畫來引入對所學句型的鞏固操練，Is this your skirt? Yes, it that your Tshirt? No, it’s 、學生以小組接力賽的形式，復習鞏固單詞的認讀和拼寫。 and practice：教師出示Let’s learn部分的掛圖。問學生What can you see?學生說出學過的單詞，教師指著圖讓學生觀察，導出單詞的復數(shù)形式，讓學生說一說。呈現(xiàn)Let’s find 。T: Amy is going to ’s hot in Hainan, what can she wear? Ss: She can wear her dress?T: Can she wear the pants? What about the shorts? 談話中出示圖片教學shirt/shorts /socks ，sweater，socksw W K b o MT: T: Zhang Peng is going to ’s cold in Harbin, what canhe wear? 教師問：“Where are the socks??”讓學生們到前面來指。當遇到學生們陌生的詞，教師出示新詞的復數(shù)形式，讓學生讀一讀，強調(diào)結(jié)尾“s”讓學生注意。教師在黑板上貼出所有衣物的圖片和單詞，引導學生體會“s”的意義。（jeans pants shorts socks shoes等詞都是成對出現(xiàn)的，沒有單數(shù)形式。而skirt等詞則不同，指導學生理解）pair work，就課文的圖問一問、指一指。 work 師提供兩組場景：參加生日晚會和爬山。小組一起用英語討論需要準備哪些衣物，最后完成一個衣物清單。并用句型：I want to wear my?來表達出來。 根據(jù)圖片或漢語提示完成句子，每空一詞。 are the _____?(裙子)：What colour is the_____?(襯衫)B：It’s _____.(藍色的)：Is this your _____?(連衣裙)B：No, :Whose_____(襪子)are these? B: My ____(爸爸的) 板書設計：Unit 5 My clothes B Let’s learncoat shirt jacket sweater shorts socks Where are my new socks?They are ?教學反思：學生難以區(qū)分shirt/skirt，shorts/socks 第五課時B Let’s talk教學目標：能理解對話大意；能用正確的語音語調(diào)朗讀對話；能夠在情境中恰當運用核心句型就某物的主人展開問答。能在語境中理解新詞mine的意思，并正確發(fā)音。能根據(jù)具體的情景運用所學知識進行對話，培養(yǎng)學生的交際能力 重點：準確理解圖和對話的內(nèi)容，并掌握句型 Whose coat is it? It’s pants are those? They are your father’，做到語調(diào)自然，語音準確。難點：能在語境中理解新詞mine的意思，并正確發(fā)音。教具: 光盤、單詞卡 教學過程： Let’s sing K b m歌后，教師出示自己的帽子進行free talk,復習what’s this ? What colour? Whose is it ? Is this yours? 、Guessing game（突破重點句型）出現(xiàn)本冊人物圖片，蓋住臉部，T: Look at the is it? S: It’s ? ’s find these Mike’s or Sarah’s? ’s talk 1)Talk about the pictures of let’s talk T: look at picture 4, who is the boy?(Sam, Sarah’s brother).How do you feel?(funny), Why?(The coat is big and long)Whose is it?(Let’s watch the cartoon.)2)教師播放教學視頻，讓學生觀看故事，理解內(nèi)容。3)在看一邊，邊看邊模仿故事中人物的語氣 跟讀對話。4)齊讀 5）Group work 小組朗讀，角色扮演 Step3 Consolidation1)Let’s find out(Are these Mike’s or Sarah’s?)A: Whose hat is this? B: It’s Sarah’: Whose pants are those? B: They’re Mike’)Exercise ①補全對話Sarah，______________________________,!________________________________? It’s those? Whose pants are those? , no!Sam!__________________________.②根據(jù)圖片及提示回答下列問題。 pants are these?(Ben)________________________ colour is the dress?(黃色) this your hat? Amy?(John)________________________________ shirt is this?（Sarah）___________________________________ Step4 Summery Step5 Homework Let’s talk 錄音3遍。板書設計Unit 5 My clothes B Let’s talk Whose coat is it?It’s pants are these? They’re y