【導讀】在教學過程中，樹立人本主義的教育理念，以學生為主體，始終將學生視為語言學習的中心。針對學生學的實際情況，選擇、安排教材，設計活動，引導學生自主學習；以活動為主線，本教材共有4個module，1個project，每個module圍繞主題展開，分成3個unit，每個unit. 通過lookandsay、lookandtalk、readastory、sayandact、learnthesounds等若干部分。教材中有部分內容三年級已經(jīng)學習過或有所涉及，但在本冊教材中加以整理歸類或賦。每個unit都有配套的練習和語法訓練，幫助學習鞏固，以便于教師了解學生學習情況。另外，每個module都附有一份學生的自我測試，便于學生及時掌握自己的學習情況。project將英語學習與實驗、調查等活動結合起來，既增加趣味性，又體現(xiàn)了英語的交際功能。對一些常用句型做到“四會”。6）、祈使句的肯定句及否定句。7）、tohave句型的用法。

　　

【正文】 . 2. Using nouns to identify people, animals and objects. II. Difficult Point: Read the words correctly. III. Culture: 了解不同職業(yè)的作用，明白職業(yè)不分貴賤。 IV. Teaching aids: pictures V. Teaching Procedure: 學習目標 導學方法 課后反思 能進入學習英語的準備狀態(tài)。 I. Pretask preparation 1. Read the rhymes. 2. Ask and answer. 能初步感知性單詞。 能根據(jù)單詞的發(fā)音規(guī)則拼讀單詞。 能用瑯瑯上口的小詩運用單詞。 能練習生活實際運用單詞。 能根據(jù)職業(yè)的不同作用猜職業(yè)。 II. Whiletask procedure 1. Words: doctor, dentist, nurse A. Show the picture of the hospital. What can you see in the hospital? Doctor, dentist, nurse B. Read the words. Dog—doctor Deskdentist Pursenurse C. Talk about the doctor, nurse, dentist. Doctor, doctor, a clever doctor. Nurse, nurse, clean nurses. Dentist, dentist, brave dentists. D. What can they do? 2. Words: shop assistant, waiter, waitress, busdriver A. You want to buy something. Who can help you? You‘re hungry. You want 能正確朗讀單詞。 不同的 職業(yè)用不同的招呼語。 能熟練運用句子。 在運用中拓展職業(yè)的單詞。 to eat something. Who can help you? B. Read the words. Rain, again, waiter, waitress.—actor, actress C. Say something about them. D. What can you say to them? 3. Ask and answer. What is your father?... (learn the words: worker, clerk, engineer, manager) 快速問答，能熟練運用單詞及句子。 能正確朗讀音標。 能在課外高能鞏固所學內容。 III. Posttask activities 1. Quick response. What‘s he/she? 2. Do a survey. Talk about your family. 3. Learn the sounds. Ph/f/ photo, telephone, Philip, phone. Wh/w/ what , where, white, whale, which 4. Homework A. Listen and read on page 9. B. Copy the words and sentences. C. Talk about the professions with your friends. Period 3 I. Teaching Contents: 1. Word: put … on 2. Sentence Structure: What does your mother / father do? She/He is … 3. Language Function: 1) Asking ?wh‘ questions to find out various kinds of wpecific information about a person. 2) Using nouns to identify people. II. Difficult point: 1. Ask and answer the questions. III. Teaching aids: Pictures , recorder. IV. Teaching procedure. 學習目標 導學方法 課后反思 能復習舊知，引入新授。 I. Pretask preparation 1. Quick response. 2. Talk about your family. 在舊句型中引入新句型。 能熟練運用句型。 在調查中掌握句型，學以致用。 能初步感知新單詞。 在做做，動動中運用單詞。 II. Whiletask procedure 1. Sentence Structure. What does your father/mother do? A. What‘ s your father? What‘s your mother? What does your father do? What does your mother do? B. Read the sentences. Sounds and tones. C. Practice in pairs. D. Practice in groups. Hello. Hello… 2. Listen and read on page 10. 3. Do a survey. What does your mother do? What does your father do? What does your uncle do?... 4. Word: put ..on A. You have got many pictures . Please put them on the desk. B. Read . C. Act and say. Put the book on the desk. Put my pencil in the pencilbox. Put your ruler in the desk… 在游戲中綜合運用所學內容。 能在課外鞏固所學內容。 III. Posttask activities. 1. Make and play with the cards. Choose a card and act. What am I ? Are you a policeman? Are you a busdriver? Yes. I am. No. I‘m not. 2. What is he/she? Divide students into groups. Have each group choose three jobs and collect pictures of people who do the jobs and pictures of things these people usually use at work. 3. Homework A. Listen and read on page 10. B. Play a game with your classmates or friends. C. Copy the sentences. Period 4 I. Teaching Contents: 1. words and phrases: photo, photograph, * take a photo, * colourful photograph, * black and white photograph, * photographer, * hobby, * hobby group, * the same hobby, * different hobbies 2. Sentence Structure: * What’s your hobby? My hobby is______. 3. Language Function: II. Difficult point: 1. Read the words and phrases correctly. 2. Be able to ask the other’s hobby. III. Culture: Knowing the other people’s hobbies. And share hobbies each other. IV. Teaching aids: multimedia , photograph. V. Procedure: 學習目標 導學方法 設計說明 在談談自 己中復習舊知，進入學習英語的學習狀態(tài)。 I. Pretask preparation 1. Daily talk. About you. 2. Ask and answer. 能初步感知新單詞。 能正確朗讀單詞。 能在教師的引導下，運用所學單詞。 能聯(lián)系生活實際，學習與生活有關的單詞。 能在句型中運用單詞。 能根據(jù)錄音內容，回答問題，鍛煉學生的聽力能力。 能正確朗讀對話。 II. Whiletask procedure 1. Words: photo, photograph A. Have you got a brother? I have a brother. He’s clever. Where is he? He’s not here. He’s in Shanghai. But I have his photo. B. Read the word. Photo photograph (the sounds of photograph, different between two letters “o”) C. Act and say. What am I doing? Take a photo Can you take a photo? Can you tell me what color is the photograph? Color photograph, black and white photograph (read the words.) Which photograph have you got? I have color photograph. I have some black and white photograph. Who can take a photo very well? Your father , you? The photographer can . 2. Say and act on page 12. A. Alice has got a photograph, too. B. Listen and answer. Who’s in the photograph? How is the photograph? How old is he? What does he do? What can he do? C. Listen and read. 在自然和諧的問答中引入新授單詞。 根據(jù)單詞的發(fā)音規(guī)則拼讀單詞，培養(yǎng)學生的拼讀單詞能力。 利用肢體語言，教學詞組，加深學生的印象，增加感悟能力。 照片的顏色，學生很清晰，教師巧妙的點撥，使學 生 掌 握新 詞組。讓學生體驗到成功的喜悅。 帶著問題，聽錄音，讓學生學習內容，有目的的學習。學生能集中精力，事半功倍。 能初步感知新單詞。 能根據(jù)讀音正確朗讀。 能運用單詞。 能根據(jù)問答，理解和朗讀新 詞組。 能正確運用新句型