牛津幼儿英语4A教案
苏教版译林牛津英语4A全册教案
苏教版译林牛津英语4A全册教案一、教学内容Unit 1 Our SchoolUnit 2 My FamilyUnit 3 My FriendsUnit 4 At the ZooUnit 5 My ClothesUnit 6 Let’s Make a Phone Call!详细内容包括：学校设施介绍、家庭成员描述、朋友特征描绘、动物园动物认知、衣物归属识别及电话用语。
二、教学目标1. 掌握并运用描述学校、家庭、朋友、动物园、衣物及电话交流相关的词汇和句型。
2. 能够运用一般现在时描述人物和事物的特征，运用一般将来时讨论计划。
3. 提升听说能力，能够在实际情景中进行简单交流。
三、教学难点与重点教学难点：一般现在时和一般将来时的正确运用。
描述性词汇和句型的拓展使用。
教学重点：核心词汇和句型的记忆及实际应用。
口语交流能力的培养。
四、教具与学具准备教具：PPT展示、卡片、挂图、录音机、磁带。
学具：练习本、彩色笔、单词卡片。
五、教学过程1. 导入（5分钟）实践情景引入：通过展示学校图片，引导学生用英语描述学校设施。
例题讲解：以Unit 1 Our School为例，讲解如何使用一般现在时描述学校场景。
2. 新课内容展示（20分钟）通过PPT和挂图，介绍Unit 2至Unit 6的核心词汇和句型。
例题讲解：分别针对每个单元，给出实际语境，引导学生使用新学词汇和句型。
3. 随堂练习（10分钟）分组活动：学生分组，根据所学内容进行角色扮演，模拟实际交流场景。
个人练习：完成练习本上的词汇填空、句型匹配等任务。
教师引导学生回顾本节课所学内容，进行口头复习。
六、板书设计核心词汇和句型以卡片形式贴在黑板上，方便学生记忆和复习。
各单元主题以图表形式展示，清晰呈现教学结构。
七、作业设计1. 作业题目：Write about your family and friends using the words and sentences we learned today.Make a conversation about visiting the zoo with your classmates.答案示例：My family has four members. My father is a teacher. My mother is a doctor. I have a younger sister. Her name is Lily. We all like animals. Next weekend, we plan to visit the zoo.I want to see the pandas and lions.2. 课后拓展练习：设计一份关于衣物的调查问卷，用英语采访同学，了解他们的衣物喜好。
苏教版译林牛津英语4A全册教案
苏教版译林牛津英语4A全册教案教学内容
本教案围绕苏教版译林牛津英语4A全册设计，内容涵盖了从学校
生活到天气、时间的认识，再到兴趣爱好和情感表达等多个主题。
每
个单元都整合了词汇学习、语法点讲解、功能句型的实践，以及听力、口语、阅读和写作的技能训练。
教学目标
通过本册教材的学习，学生不仅要掌握必要的英语词汇和语法知识，更要在听、说、读、写各方面得到均衡发展。
我们还将引导学生
透过语言学习，了解不同文化，培养他们的跨文化交流能力。
教学难点与重点
在本册教材中，学生将面临一些挑战，如时态和被动语态等语法
点的理解和应用。
这些难点需要通过大量的练习和实际应用来掌握。
教具与学具准备
为了提供最佳的学习体验，教师需准备一系列教具，包括黑板、
多媒体设备、图表和卡片等。
学生的学习工具则包括课本、练习册、
单词卡片和录音机等。
教学过程
板书设计
板书设计简洁明了，旨在通过关键词汇和语法点的突出显示，帮
助学生更好地记忆和理解。
作业设计
作业设计考虑到了词汇、语法、听力和口语等多个方面，旨在巩固课堂所学，并提高学生的实际应用能力。
课后反思及拓展延伸
课后，教师将反思教学效果，并提供拓展阅读材料，鼓励学生自主学习，进一步深化对英语的理解和运用。
苏教版译林牛津英语4A全册教案
苏教版译林牛津英语4A全册教案一、教学内容详细内容：1. Unit 1 Our School: 学习描述学校和教室的词汇，掌握一般现在时的用法。
2. Unit 2 My Family: 学习家庭成员的词汇，用一般现在时介绍家人。
3. Unit 3 My Friends: 学习描述人物特征的词汇，用一般现在时描述朋友。
4. Unit 4 I Like Animals: 学习动物类词汇，掌握一般现在时表达喜好。
5. Unit 5 My Clothes: 学习衣物类词汇，用一般现在时描述衣物。
6. Unit 6 Let's Make a Phone Call: 学习电话用语，练习一般现在时。
二、教学目标1. 掌握本册书中的重点词汇和句型，能运用一般现在时进行简单描述。
2. 提高学生的听说读写能力，特别是口语表达和听力理解能力。
3. 培养学生合作学习、自主学习的能力，激发学习英语的兴趣。
三、教学难点与重点1. 教学难点：一般现在时的用法，词汇的扩展运用。
2. 教学重点：重点词汇和句型的掌握，口语表达能力的培养。
四、教具与学具准备1. 教具：PPT课件、卡片、录音机、磁带。
2. 学具：英语课本、练习册、字典、彩色笔。
五、教学过程1. 导入：通过PPT展示与单元主题相关的图片，引导学生讨论。
2. 新课：讲解重点词汇和句型，结合实践情景进行例句展示。
3. 例题讲解：针对难点和重点，设计相关例题进行讲解。
4. 随堂练习：让学生进行小组合作，完成随堂练习，巩固所学知识。
六、板书设计1. 重点词汇和句型2. 一般现在时的结构3. 例句展示七、作业设计1. 作业题目：a. 根据本节课所学的词汇，写一篇关于学校的短文。
b. 录制一段和家人介绍自己朋友的对话。
c. 选择一种动物，用一般现在时描述其特征。
2. 答案：见附件。
八、课后反思及拓展延伸2. 拓展延伸：a. 组织英语角活动，让学生运用所学词汇和句型进行交流。
牛津英语4A 教案全册
牛津4A——Unit 1 May I have …?教材简析：本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。
安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。
在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。
教学目的：1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day !3．能听懂、会说、会读、会写句型May I have …?This …is for …..4．了辅音字母b 和c 在单词中的读音。
5．训练学生用所学英语知识做简单的调查统计。
6．能诵读歌谣A little book .教学重点：1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .2、能听懂、会说、会读、会写句型May I have …?This …is for …..3、训练学生动用所学英语知识做简单的调查统计。
上海版牛津英语4A课程教案
Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty’s my classmate.ing demonstratives to refer to people. e.g. This is my …ing possessive adjectives. e.g. This is our dog.2. Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond togreetings, introduce others and take leave.c.Free talk.cation aims: Greet people and introduce oneself politely. Difficult and key points:1. Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. e.g. run, swim, jumping modals to talk about ability. e.g. She can run.ing connectives to link contrasting ideas e.g. But she can’tcook.d.Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’-questions to obtain simpleresponses. e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations withyour classmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know youUnit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answer Teaching aims:1.Basic aim: 能听懂，会说，会读本课对话. E.g. How old …? Happybirthday. Thank you.2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
上海牛津英语 4AM2U3 P1 teaching plan 公开课 教案
Oxford English 4A M2U3 I have a friend School:Teacher:一、教材内容：【语用任务】在欣赏Kitty介绍朋友的语境中，能够介绍他人在不同季节时穿的不同的服装，并且对服装做出简单的描述，能够描述他人。
内容完整，表达流利，拼写及语法基本正确。
●语言知识与技能1、能够正确认读、理解和运用核心词汇coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts等服饰类单词，做到音、形、义的统一；能关注服饰的季节性以及性别属性。
2、能用I have... , He / She has a / a pair of…来合理表达他人的衣着情况，关注数量的不同。
3、能用相关形容词（如颜色、新旧、大小、长短、厚薄等）来进一步描述服饰.4、能够听辨字母组合“br- ”和“cr-”在单词bread, ice cream等词汇中的正确发音。
●语言情感通过学习了解四季的不同服饰，激发学生热爱生活的情感，引导学生体会“Differe nt peop le like different clothes. Different clothes for different season.”, “It’s nice to have friends. I like my friends. ”这一道理，有一颗包容之心。
●学习策略通过学生欣赏、对话、Chant及Rhyme、小组活动、作文等多种形式，完成语段输出，达到语言运用的目的。
三、学情分析：这个班级的学生英语能力参差不齐，有一些能力较强的同学有着英语学习的自主性，而班级中也有6到7名学生在英语学习方面有一定障碍，课堂的接受能力也较弱。
因此在备课中应更加注重激发孩子们的学习兴趣，以学生们熟悉的情境来创设语境，锻炼学生的口语表达能力和交际能力。
4AM2U3 I have a friendKitty's best friend (Period 1)一、第一课时文本主体文本I have a friend. Her name is Jill. She is short and thin. She is ten years old. Her student number is sixteen. Summer is hot. She has a T-shirt for summer. It’s yellow. She has a skirt too. It’s short and yellow. She can dance.I have a friend. Her name is Jill. Winter here is very cold. She has a sweater and a coat for winter. The sweater is very soft. The coat is thick. She has a scarf, a pair of blue jeans and a pair of gloves too. They can make her warm. She can ski. She is happy.I have a friend. Her name is Jill. Spring is warm. She has a blouse for spring. It’s yellow. Sometimes it is rainy. She has a jacket for the rainy days. It’s long and brown. She can ride a bicycle.I have a friend. Her name is Jill. It is autumn now. Autumn is cool. She has a …It’s…She has a …It’s…She can …预设输出语言：I have a friend.His/ Her name is …He/ She is …(short/thin/tall/small…)He/ She is …(ten/eleven…)It is …(season)He/ She has a … for …(season)It is …He/ She can …二、第一课时教学过程三、第一课时课堂练习设计。
牛津4A第4单元教案
1.复习this和that的用法。指着自己的玩具说This is a…示范数遍后请学生介绍他们所带的玩具This is a…,此时教师模拟玩偶的声音指着学生的玩具说That is a…
2.教师指着自己的玩具，问What’s this in English ?模拟玩具的声音回答It’s a…替换不同的物品，示范问答。
Ss: I can see a key (a desk ,two chairs ,a purse…)
2.T: Where’s the key ?
S: It’s on the box?
T: Where’s the box ?…
3.T: Now work in pairs ,please .先放手让学生同桌对照图自由练说，随后再指名几组板前操练。
2、分小组，请学生在组内做游戏。
3、失败的学生朗诵Fly ,fly my kite .
五、Assign homework .
1.抄写本单元所学的单词和句型并能默写。
2.背诵并表演Read and act .
3.创设情景自编对话。
三、Look and read
1、仔细观察画面，并结合全文了解趣味故事大意，体会其中的幽默含义。
2、学生先听录音，再读故事。
四、Assign homework .
1、默写本单元所学的单词。
2、用Do you like…?去了解老师及同学及其周围朋友对某种物品是否喜爱。
板书设计
Ｕnit 4 I like
教学难点
能听懂、会说、会读和会写句型What’s this/that in English ?It’s a…Do you…? Yes /No .
牛津版4A 全册教案
牛津4A——Unit 1 May I have …?教材简析：本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。
安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。
在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。
教学目的：1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day !3．能听懂、会说、会读、会写句型May I have …?This …is for …..4．了辅音字母b 和c 在单词中的读音。
5．训练学生用所学英语知识做简单的调查统计。
6．能诵读歌谣A little book .教学重点：1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .2、能听懂、会说、会读、会写句型May I have …?This …is for …..3、训练学生动用所学英语知识做简单的调查统计。
牛津4A第7单元教案
S: I get up /go to school…at…
b.小组内完成。
c.交流、反馈。
Step 5 Homework .
用What time do you…的句型了解家人一天的作息时间。
Step 6课堂作业：
eleven one two twelve twenty
thirty thirteen three four fourteen forty
fifty fifteen five six sixteen sixty
seventy senventeen seven eight eighteen eighty
4.学习其他十位数词的构成方法。
师示范twenty-one ,twenty –two ,twenty –three ,学生自己寻找规律，并能迅速说出一些数词. 54, 38, 69 , 72 ,98….
Step 4 Listen to the tape and repeat .
Step 5 Consolidation .
3．认识句型It’s late .
a.师拨动教具钟指向8：00，然后问What’t the time?生答It’s eight.师提起书包便跑，边跑边说：Oh ,It’s late ,see you .
b.认读句型It’s late .See you .
Step 4 Read and say .
1.出示A部分插图，生先自己观察图画，明白图意。
Step 5 Home work .
1.Listen to the tape of partA three times .
牛津英语4A教案备课及教学计划
教学计划一、指导思想：在教学过程中，树立人本主义的教育理念，以学生为主体，始终将学生视为语言学习的中心。
针对学生学的实际情况，选择、安排教材，设计活动，引导学生自主学习；以活动为主线，让学生在听听、说说、唱唱、玩玩的动态学习过程中得到语言训练，激发学生学习英语的兴趣，寻找与生活的结合点，培养学生在交际中运用语言的能力，为今后进一步的学习打好基础。
二、教材地位分析:本教材共有4个module，1个project，每个module围绕主题展开，分成3个unit，每个unit 通过look and say 、look and talk 、read a story 、say and act 、learn the sounds等若干部分展开，重点在于语音、单词、句型的教学和操练，同时通过游戏、儿歌、故事等加以巩固与扩展。
教材中有部分内容三年级已经学习过或有所涉及，但在本册教材中加以整理归类或赋予它们新的含义，在教学中对于此类内容除了巩固外，还应加以扩展，并与新授内容联系起来。
每个unit都有配套的练习和语法训练，帮助学习巩固，以便于教师了解学生学习情况。
另外，每个module都附有一份学生的自我测试，便于学生及时掌握自己的学习情况。
1个project将英语学习与实验、调查等活动结合起来，既增加趣味性，又体现了英语的交际功能。
三、主要教学内容（重点和难点）：见教材首页contents.1、语音：能熟练掌握5个语音字母的开闭音节，能熟练掌握辅音字母的发音规则。
2、单词：能熟练掌握word list中列出的单词，对picture dictionary中的单词做到“四会”，能根据发音拼出简单的单词。
3、句型：能掌握课文中出现的句型，能用这些句型进行简单的表述，与别人进行简单的交际。
对一些常用句型做到“四会”。
4，教学重点、难点1）、区别字母本身的发音和在单词中的发音规则，掌握辅音字母及组合的发音规则。
2）、介词in 、on 、under 、into的用法。
上海版 牛津英语4A 教案
Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. . Kitty’s my classmate.ing demonstratives to refer to people. . This is my …ing possessive adjectives. . This is our dog.2. Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond to greetings,introduce others and take leave.c.Free talk.aims: Greet people and introduce oneself politely.Difficult and key points:1. Introducing someone to someone else.adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. . run, swim, jumping modals to talk about ability. . She can run.ing connectives to link contrasting ideas . But she can’t cook.d.Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answer Teaching aims:aims:a. Using verbs to describe actions. . paint, readb. Using interrogatives to ask ‘yes/no’ -questions to obtain simpleresponses. . Can you swim?c. Using modals to talk about ability.. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.aims: Talking about ability to establish friendly relations with your classmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know youUnit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answerTeaching aims:1.Basic aim: 能听懂，会说，会读本课对话. . How old …? Happybirthday. Thank you.2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
牛津4AM1U3教案
4A Module 1 Getting to know youUnit 3 How do you feel?第一部分：单元整体教学设计■ 教材分析（学习内容与要求分析表）■ 单元目标●知识技能目标1. 学习各类词汇：(1）学习happy, sad , hungry , full , thirsty, tired 等单词，会用这些感觉类的单词表达自己或他人的感觉。
拓展afraid, surprised , angry 等单词。
(2）能掌握相关反义词和反义词组，能在语境中感受与理解这些词的意思。
(3）能掌握词汇crow , biscuit , then , back等。
2. 在语境中学习、理解并运用下列句型结构：(1）How do you feel ？I’m / We’re …用来询问对方的身体感受，回答时后面加happy, sad 等形容词来描述自己的感觉。
(2）Are you …? 后面加tired , thirsty 等形容词来询问他人的感受，并能回答。
(3）能用Have some … 吃、喝些… 等祈使句叫别人干什么，发出一些指令。
(4）there be 句型，并能简要区别have 句型。
●方法情感目标1. 学会询问他人的身体感受，学会关心他人。
2. 通过询问，及时了解他人的需求，并及时提供帮助。
3. 通过对话互动，培养学生间的友谊，学会互相照顾。
●学习策略目标通过看、听、说等师生、生生交互活动，在模仿---操练---巩固中，熟练地运用所学句型及单词进行交际性的操练，达到学以致用的目的。
第二部分：单课教学设计1. My ______ day （横线上填形容词来描述你的一天）第三部分：本课时教学设计Period 11. 本课时教具准备多媒体PPT，板书。
2. 本课时教学过程Period 2 1. 本课时教具准备多媒体PPT，板书。
2. 本课时教学过程Period 3 1. 本课时教具准备多媒体PPT，板书。
(完整word版)上海版牛津英语4A教案
Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty’s my classmate.b. Using demonstratives to refer to people. e.g. This is my …c. Using possessive adjectives. e.g. This is our dog.2. Developing aims:a. Using possessive adjectives to show possession.b. Using formulaic expressions to greet people and respond to greetings,introduce others and take leave.c. Free talk.cation aims: Greet people and introduce oneself politely.Difficult and key points:1. Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1. Basic aims:a. Using verbs to describe actions. e.g. run, swim, jumpb. Using modals to talk about ability. e.g. She can run.c. Using connectives to link contrasting ideas e.g. But she can’t cook.d. Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses.e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations with yourclassmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know you Unit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answerTeaching aims:1.Basic aim: 能听懂，会说，会读本课对话. E.g. How old …? Happybirthday. Thank you.2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
上海版牛津英语4A教案(可编辑修改word版)
Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty’s my classmate.b. Using demonstratives to refer to people. e.g. This is my …c. Using possessive adjectives. e.g. This is our dog.2. Developing aims:a. Using possessive adjectives to show possession.b. Using formulaic expressions to greet people and respond to greetings,introduce others and take leave.c. Free talk.3. E ducation aims: Greet people and introduce oneself politely.Difficult and key points:1. Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1. Basic aims:a. Using verbs to describe actions. e.g. run, swim, jumpb. Using modals to talk about ability. e.g. She can run.c. Using connectives to link contrasting ideas e.g. But she can’t cook.d. Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1. B asic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses.e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations with yourclassmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know you Unit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answerTeaching aims:1.Basic aim: 能听懂，会说，会读本课对话. E.g. How old …?Happybirthday. Thank you.cation aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
上海版牛津英语4a教案全册
Model 1 Greeting to know youUnit 1 On the farmTeaching designing:Teaching aids:A.Words: my his her our this sister brother friend classmate can can‟tB.Structures: …can‟(ability)+write/swim/jump/cook/sing/dive/paint/runCan you …? Yes, I can. /No, I can‟t.C.Functions: Greeting people; Introducing somebody; talk about ability. Material:1.Student‟s Book 4 page 2-42.Cassette 4A3.Wallpictures4.Workbood 4A P1-25.Grammar Practice Book 4A P1-36.Picturs fo dogs and cats,cards.Teaching times:3 timesLearning targets:A.B asic aims:1.Be able to greet others2.Be able to introduce somebody using He‟s /She‟s/It‟s.3.Be able to talk about ability: I can,,,/Can you …?/4.Be able to write the sentence: Can you …? Yes, I can. / No, I can‟t.5.Learn the sound:ch-B.Further aims:ing more information to introduce somebody.2.Ask …yes/no‟question to obtain simple responses: Can he/she …? Language focus:ing demonstratives to refer to people: This is my …ing modals to talk about ability: She can run.ing interrogatives to ask …yes/no‟questions to obtain simple responses: Can youswim?ing modals to talk about ability: Yes, I can.Period 1Teaching focus:Using formulaic expressions to greet people and respond to gretings, introduceothers and take leave.Using demonstratives to refer to people. Using nouns to identify people. Teaching steps：Period 2Teaching focus:Using modals to talk about ability Using verbs to describe actionsUsing connectives to link contrasting ideas Teaching steps：Period 3Teaching focus:Using modals to talk about abilityUsing interrogative s to ask …yes/no‟ questions to obtain simple responses Teaching steps：Unit 2 How old are you? Teaching design:This unit tell the students how to ask the ages. So, at first I‟d like to let the students to know when they need to know the ages and why they want to know. Teaching aids:D.Words: old, happy birthday, blow, cake, rideE.Structures: How old are you? I‟m…F.Is this your…? Yes, it‟s…/No, it isn‟t…G.Functions: Asking questions to find out the ageMaterial:7.Student‟s Book 4A page 5-78.Cassette 4A and a cassette player9.Photograph page 3-710.WorkbookTeaching times:3 timesLearning targets:C.Basic aims:Asking ‟How‟ questions to find out your ageing interrogatives to elicit ‟yes/no‟ responseE.Further aims:Asking questions to find out the ageing imperatives to give instructions and directions Language focus:ing nouns to identify thingsing daily expressions to express good wishesing imperatives to give instructions and directionsing possessive adjectives to show possession Period 1Teaching focus:Using nouns to identify thingsAsking questions to find out the ageUsing daily expressions to express good wishes Teaching steps：Period 2Teaching focus:Writing:Use appropriate format and conventions to write a birthday card Listening:A Identify main ideas (listening task)B Locate specific information in response to simpleC Instructions or questions (listening task)Teaching steps：Period 3Teaching focus:Speaking:Maintain an interaction by using formulaic phrases to acknowledge, agree and disagree, ask questions and replyListening:Identify key words in an utterance by recognizing the stressTeaching steps：Unit 3 What are you?Teaching designing:Teaching aids:H.Words: teacher doctor dentist nurse shop assistant waiter waitress cookbus-driver policeman fireman postmanStructures: What‟s he/she? What does your father/mother do?He‟s/She‟s a(an)…Are you …? Yes, I‟m …/No, I‟m not …I.Functions: …Wh-‟questions to find out a person‟s identity;As king simple questionsto obtain …yes/no‟reponsesMaterial:11.Student‟s Book 4 page 8-1212.Cassette 4A13.Wallpictures14.Pictures for occupation15.Teaching times:3 timesLearning targets:F.Basic aims:ing nouns to identify people, and events.7.Asking …Wh-‟questions to find out a person‟s identity.8.Asking simple questions to obtain …yes-no‟responses.G.F urther aims:3.Know more words for occupation.4.Try to describe one job‟s character.Language focus:10.U sing nouns to identify people,and events: She‟s a policewoman.11.Ask ing …Wh-‟questions to find out a person‟s identity: What‟s she?12.A sking simple questions to obtain …yes-no‟responses: Are you a fireman?13.U sing noun phrases to identify people: yes, I‟m a fireman.Period 1Teaching focus:Using nouns to identify people, and events. Asking‟Wh-‟questions to find out a person‟s identity Teaching steps：Period 2Teaching focus:Using nouns to identify people, animals and objects Asking‟Wh-‟questions to find out a person‟s identity Teaching steps：Period 3Teaching focus:Asking‟Wh-‟questions to find out various kinds of specific informantion about a person.Using nouns to identify people.Teaching steps：Period 4Teaching focus:Using noun phrases to identify peopleAsking simple questions to obtain ‟yes/no‟responses Teaching steps：Period 5Teaching focus:Using formulaic expression to greet people Using …Wh-‟que stions to find out a specific thing Asking‟How‟questions to find out a person‟s age Asking‟Wh-‟questiongs to find out a person‟s job Asking‟yes/no‟questions to obtain simple responses Teaching steps：BOOK4A UNIT2PERIOD1DATE/ / Teaching aims:Speaking:1.U se modelled phrases and sentences to communicate with other learns2.U se appropriate intonation in questions and statementsListening:1.Locate specific information in response to simple questions2.Identify key words by recognizing the stress3.Recognize language patterns previously encountered in new spoken textsWritingDevelop written texts by putting words in a logical orderBOOK4A UNIT2PERIOD2DATE/ / Teaching aims:Listening: 1. I dentify key words by recognizing the stress 2. R ecognize differences in the use of intonation to differentiate between questions and statements Speaking:1. Use modelled words and phrases to communicate with other learners2. Ue appropriate intonation in questions and statements3. Open an interaciton by eliciting a response4. Maintain an interaction by providing information to factual questions Reading: 1. P redict the meaning of unfamiliar words by using context or picture cues 2. L ocate specific information in a short text in response to questions Writing:Use the basic conventions of written English to combine letters to form wordsBOOK 4A UNIT2 PERIOD3 DATE / / Teaching aims:Listening: 1. D iscriminate between words with different initial sounds Speaking: 1. P ronounce correctly words with initial diagraphs cr- and br- in an utterance Reading:1.Recognize familiar words in unfamiliar contextsBOOK 4A UNIT 3 PERIOD 1 DATE / / Teaching aims:Listening: 3. R ecognize differences in the use of intonation between questions and statements and respond appropriately 4. I dentify key words by recognizing the stress 5. L ocate specific information in response to simple questions Speaking:1. Open an interaction by eliciting a response2. Maintain an interaction by providing information in response to factual questions Writing:1. Gather and share information, ideas and language2. Develop written texts by putting words ina logical order to make meaningful phrases and sentencesBOOK 4A UNIT 3 PERIOD 2 DATE / / Teaching aims:Listening: 1. I dentify key words in an utterance by recognizing stress e.g. 2. R ecognize language patterns previously encountered in new spoken texts Speaking:1. Use modelled words and phrases to communicate with other learners2. Use appropriate intonation in questions and statements3. Open an interaction by eliciting a response4. Maintain an interaction by providing information in response to factual questions Reading:1.Predict the meaning of unfamiliar words by using picture cuesBOOK4A UNIT3PERIOD3DATE/ / Teaching aims:Listening:3.D iscriminate between words with different initial soundsSpeaking:1.Pronounce correctly words with initial digraphs gr-, fr and tr- in an utteranceWriting:1. Reproduce sentences from printBOOK 4A UNIT 3 PERIOD 4 DATE / / Teaching aims:Listening: 1. L ocate specific information in response to simple instructions 2. I dentify key words by recognizing the stress 3. R ecognize language patterns previously encountered in new spoken texts Reading:Predict the meaning of unfamiliar words by using the picture cuesBOOK4A UNIT3PERIOD5DATE/ / Teaching aims:Listening:1.L ocate specific information in response to simple instructions or questions2.I dentify key words in a structure by recognizing the stressSpeaking1.Open an interaction by asking questions and eliciting a responseUnit 2 More insects and plants Teaching designing:Teaching aids:Listening:3.R ecognize rhyming words.4.L ocate specific information in response to simple questions5.R ecognize and discriminate words with different initial’s’blends ‘sm-’sp-’’’st-’Speaking1.Produce simple phrases and sentences involving repetition or listse modeled phrases and sentences to communicate with teachers or other learners.3.Pronounce correctly words with different initial’s’blends in an utteranceWriting:1.Develop written texts by adding personal ideas and information to writing when a model or framework is providedMaterial:16.Student‟s Book 4 page 39-4117.Cassette 4A18.Wallpictures19.Workbood 4A20.G rammar Practice Book 4A21.Picturs for plantsTeaching times:3 timesLearning targets:H.Basic aims:9.learners sing a song about frogs and make a model10.Learners compare different parts of plants and trees.11.Learners in pairs play a guessing game about plants and trees.12.Learners make their new plants by using the pictures givenI.Further aims:5.Learners write short texts to describe some given plants by followingdescriptions and framework given.?Language focus:14.C ountable nouse: flies,mothes, frogs, trunk, branches, ladybirds15.“Wh-”question: What do … like? They like…16.A ttributive adjectives17.I nverted word order for a question: Is it a …?Period 1Teaching focus:Speaking:6.U se modelled phrases and sentences to communicate with other learns7.U se appropriate intonation in questions and statementsListening:4.Locate specific information in response to simple questions5.Identify key words by recognizing the stress6.Recognize language patterns previously encountered in new spoken textsWritingDevelop written texts by putting words in a logical orderTeaching steps：Period 2Teaching focus:Listening:2.D iscriminate between words with different initial soundsSpeaking:2.P ronounce correctly words with initial diagraphs cr- and br- in an utterance Reading:1.Recognize familiar words in unfamiliar contextsTeaching steps：Unit 3 A day in the park Teaching designing:Teaching aids:Listening:3.L ocate specific information in response to simple instructions or questionsReading:8.R ecognize familiar words in unfamiliar contextsWriting:1.Develop written texts by adding personal ideas and information to writing when a model or framework is providedMaterial:22.S tudent‟s Book 4 page 42-4523.C assette 4A24.W allpictures25.W orkbood 4A26.G rammar Practice Book 4A27.P icturs for toys.Teaching times:3 timesLearning targets:J.B asic aims:13.Learner act the dialogue about possessions14.Learners talk and write about possession of different objects withreference to photographs given15.Learners in groups make a spinner and play the board game in groups.K.Further aims:6.Learner play a memory game in pairs and write down the answers on the tasksheets.Language focus:18.…Wh-‟question: Whose … is it?19.I mperatives: Make/Write/Don‟t/Sp in/Have20.Questions: How many … are there? Do you like …?21.I nverted word order for questions: Can you see … ? Is there a …?Period 1Teaching focus:Listening:6.R ecognize differences in the use of intonation between questions and statements and respondappropriately7.I dentify key words by recognizing the stress8.L ocate specific information in response to simple questionsSpeaking:3.Open an interaction by eliciting a response4.Maintain an interaction by providing information in response to factual questionsWriting:3.Gather and share information, ideas and language4.Develop written texts by putting words in a logical order to make meaningful phrases andsentencesTeaching steps：Period 2Teaching focus:Listening:4.I dentify key words in an utterance by recognizing stress e.g.5.R ecognize language patterns previously encountered in new spoken texts Speaking:e modelled words and phrases to communicate with other learnerse appropriate intonation in questions and statements7.Open an interaction by eliciting a response8.Maintain an interaction by providing information in response to factual questions Reading:1.Predict the meaning of unfamiliar words by using picture cuesTeaching steps：Period 3Teaching focus:Listening:6.D iscriminate between words with different initial soundsSpeaking:2.Pronounce correctly words with initial digraphs gr-, fr and tr- in an utterance Writing:1. Reproduce sentences from printTeaching steps：Unit 1 In the schoolTeaching designing:Teaching aids:Listening:1.Locate specific information in response to simple instructions or questions.2.Recognize language patterns previously encountered in new spoken texts.3.recognize and discriminate words with different initial‟r‟blends …dr-‟and …pr-‟. Speaking:1.Open an interaction by eliciting a response2.Pron ounce correctly words with different initial‟r‟blends in an utterance Writing:1.Develop written texts by putting words in a logical order to make meaningful phrases and sentences.Material:28.S tudent‟s Book 4 page 24-2629.C assette 4A30.W allpictures31.Workbood 4A32.G rammar Practice Book 4ATeaching times:3 timesLearning targets:L.Basic aims:1.Learners practise numbers 11 to 20 by counting classroom objects.2.Learners make a set of number cards3.Learners practise numbers 11 to 20 by doing additions and subractions4.Learners talk about the number of objects and people in the playgournd inthe picture given.M.Further aims:7.Learners in pairs talk about the number of different shapes in the picturegiven.8.learners make a shape and colour book.Language focus:ing demonst ratives to refer to people: This is my …ing modals to talk about ability: She can run.ing interrogatives to ask …yes/no‟questions to obtain simple responses:Can you swim?ing modals to talk about ability: Yes, I can.Period 1Teaching focus:Listening:4.L ocate specific information in response to simple instructions or questions5.I dentify key words by recognizing the stressSpeaking:9.U se appropriate intonation in questions and statementsTeaching steps：Period 2Teaching focus:Listening:1.L ocate specific information in response to simple questions2.I dentify key words by recognizing the stress3.R ecognize differences in the use of intonation to differentiate between questions and statements4.R ecognize language patterns previously encountered in new spoken textsSpeaking:1.U se modelled words and phrases to communicate with other learners2.U se appropriate intonation in questions and statementsWriting:1.Develop written texts by putting words in a logical order to make meaningful phrases and sentencesTeaching steps：Period 3Teaching focus:Listening:1.L ocate specific information in response to simple instructions and questions2.I dentify key words by recognizing the stress3.D iscriminate between words with different initial soundsSpeaking:1.U se modelled phrases and sentences to communicate with teachers and other learners2.U se appropriate intonation in questions and statements3.O pen an interaction by eliciting a response4.P ronounce correctly words with initial digraphs dr- and pr- in an utteranceWriting:Develop written texts by: putting words in a logical order adding personal ideas and information to writingTeaching steps：Unit 2 Food Teaching designing:Teaching aids:J.Words: foodsStructures: What have you got? I‟ve got…K.Functions: Talking about indeterminate amounts of food. Material:33.S tudent‟s Book 4 page 27-2934.C assette 4A35.W allpictures36.W orkbood 4A37.G rammar Practice Book 4A P38.P icturs for foodsTeaching times:3 timesLearning targets:N.Basic aims:ing appropriate quantifiers for countable and uncountable nouns.17.Quantifiers: a packet of … a bottle of …18.Identify key words in an utterance by recognizing the stress.19.Opening an interaction by eliciting a response.O.Further aims:ingshopping formula10.Indefinite determiner:some(with uncountables)Language focus:26.imperatives: Put …/ Take …27.Learners talk about prices and sizes of different food items.28.Opening an interaction by eliciting a response.29.Pronounce corredctly words with different initaiqal blends in and utterance. Period 1Teaching focus:Listening:6.L ocate specific information in response to simple instructions or questions7.I dentify key words by recognizing the stressSpeaking:e appropriate intonation in questions and statementsTeaching steps：。
牛津幼儿英语4A教案
《牛津幼儿英语》4A教学周计划表教学周次课时教学目标备注Week 1 Lesson 1 学习单词glass、cup、water。
熟悉句型Give me a cup of…Lesson 2 学习单词beer、tea、juice。
熟悉句型Give me a cup of…Week 2 Lesson 3 情景表演，模仿点餐Give me a cup o…，Here you are的表达。
Lesson 4 学习歌谣《Drinks》Week 3 Lesson 5 学习drink some water和pour some juice的表达，并会做相应动作。
Lesson 6 学习歌曲《Where Has My Little Dog Gone?》Week 4 Lesson 7 学习歌曲《Where Has My Little Dog Gone?》Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 5 Lesson 1 学习食物rice、noodles、soup。
熟悉We have…的表达。
Lesson 2 学习食物chicken、fish。
熟悉What is for lunch? We have…的表达。
Week 6 Lesson 3 学习进餐时候的日常用语的表达，熟悉句型We have…Lesson 4 学习歌谣《Fish》Week 7 Lesson 5 学习smell the chicken和eat the rice的表达，并会做相应动作。
Lesson 6 学习歌曲《Row, Row ,Row Your Boat》Week 8 Lesson 7 学习歌曲《Row, Row ,Row Your Boat》Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 9 Lesson 1 学习反义词big和small、short和tall，并学会用它们来比较。
【免费下载】牛津幼儿英语4A教案
Lesson 7学习歌曲《Five Little Monkeys》
提示：glass就是玻璃杯，圆柱形状的。
而cup是小型的，有把3分钟
It’s time to say bye-bye.3分钟
在角色扮演中，教具要采用真实的物品，小朋友身临其境更能感觉到点餐的乐趣，也有助于
提醒小朋友beer是不能给小朋友喝的，在游戏中也可以少用beer。
复习热身活动里面的律动。
3分钟
们把大灰狼需要的食物给它，当听到大灰狼说I have sheep
复习热身活动里面的律动。
3分钟
请班上一半小朋友手拉手围成一个圈，像一个池塘，另一半小8分钟视频点播教学
Oxford English for Kids 以拿出noodles的卡片，请小朋友来eat，以此操练这几个单
Oxford English for Kids 1、课前播放音乐，让小朋友熟悉歌曲旋律。
15分钟视频点播教学
Oxford English for Kids 1、老师在黑板上画上boat，然后做划船动作，引导小朋友说15分钟视频点播教学
1、老师在黑板上画两条鱼，一大一小，然后问：What are 12分钟卡片、粉笔、
1、快速复习单词big和small。
请小朋友找一找身边的物体，并12分钟卡片、视频点
Oxford English for Kids
Oxford English for Kids
Oxford English for Kids。
上海版牛津英语4A教案
Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty’s my classmate.ing demonstratives to refer to people. e.g. This is my …ing possessive adjectives. e.g. This is our dog.2. Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond to greetings,introduce others and take leave.c.Free talk.cation aims: Greet people and introduce oneself politely.Difficult and key points:1. Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. e.g. run, swim, jumping modals to talk about ability. e.g. She can run.ing connectives to link contrasting ideas e.g. But she can’t cook.d.Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses.e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations with yourclassmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know youUnit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answer Teaching aims:1.Basic aim: 能听懂，会说，会读本课对话. E.g. How old …? Happybirthday. Thank you.2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。
牛津4A第6单元教案
Try this one on . a pair of gloves
The…are too…a pair of socks
Try this pair on . a pair of shoes
教后记
总课题
Unit 6 Whose gloves ?
总课时
32
a.生看图，师说：Look at her dress.Oh ,it’s too long .Whose dress is this ?
引导学生猜测，作出回答。
b.出示图a-d，学生看图，指名认读句型，理解句意。
2.师领读句型。
六、Home work .
1、自制漫画，配上英语。
2、听录音，朗读Ｅ部分对话。
1.Greetings.
2.Sing two songs《We are happy bees》《Colour songs》.
3.Free talk .围绕服饰、文具、动物类单词进行日常交际。
二、Practice and presentation.
1.复习单词big ,small ,long和short .
师准备一支很短的铅笔和一支长铅笔，根据对话内容演示。
b.看图听录音，了解对话意思。
3．师引导学生明白对话的大意。
4．Listen and repeat .
在对话时可利用实物作适当演示。Don’t worry的意思让学生用上手势，并在适当的时候使用这句话。
5．Act .
同桌练习表演，注意使用实物进行。
B教The…are too…Try this pair on .
a.师出示一条长裤子，并引导学生读a pair of jeans .请一名学生试穿，后对他说：The jeans are too long.Try this pair on .说着，再拿出一条jeans,并引导学生读a pair of jeans .
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《牛津幼儿英语》4A教学周计划表
教学周次课时教学目标备注Week 1 Lesson 1 学习单词glass、cup、water。
熟悉句型Give me a cup of…
Lesson 2 学习单词beer、tea、juice。
熟悉句型Give me a cup of…
Week 2 Lesson 3 情景表演，模仿点餐Give me a cup o…，Here you are的表达。
Lesson 4 学习歌谣《Drinks》
Week 3 Lesson 5 学习drink some water和pour some juice的表达，并会做相应动作。
Lesson 6 学习歌曲《Where Has My Little Dog Gone?》
Week 4 Lesson 7 学习歌曲《Where Has My Little Dog Gone?》
Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 5 Lesson 1 学习食物rice、noodles、soup。
熟悉We have…的表达。
Lesson 2 学习食物chicken、fish。
熟悉What is for lunch? We have…的表达。
Week 6 Lesson 3 学习进餐时候的日常用语的表达，熟悉句型We have…
Lesson 4 学习歌谣《Fish》
Week 7 Lesson 5 学习smell the chicken和eat the rice的表达，并会做相应动作。
Lesson 6 学习歌曲《Row, Row ,Row Your Boat》
Week 8 Lesson 7 学习歌曲《Row, Row ,Row Your Boat》
Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 9 Lesson 1 学习反义词big和small、short和tall，并学会用它们来比较。
Lesson 2 学习反义词fat和thin，学会用胖瘦来比较身边的人或者物。
Week 10 Lesson 3 学会运用反义词对事物进行比较。
Lesson 4 学习歌谣《Big and Small》
Week 11 Lesson 5 学习brush my teeth和comb my hair的表达，并会做相应动作。
Lesson 6 学习歌曲《The Bear Song》
Week 12 Lesson 7 学习歌曲《The Bear Song》
Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 13 Lesson 1 学习形状triangle、circle的表达。
熟悉句型It is…
Lesson 2 学习形状square、heart的表达。
熟悉句型What shape is it? It is…
Week 14 Lesson 3 熟悉句型What shape is it? It is…
Lesson 4 学习歌谣《What Shape Is It?》
Week 15 Lesson 5 学习make a circle和make two lines的表达，并学会做相应动作。
Lesson 6 学习歌曲《Happy New Year》
Week 16 Lesson 7 学习歌曲《Happy New Year》
Lesson 8 《Let’s m ake》+《Practice》系统复习本单元学过的内容。
Week17 Lesson 1 学习动作cook、clean、drive的表达。
熟悉句型I am ---ing的表达。
Lesson 2 学习动作read、write、sleep的表达。
熟悉句型I am ---ing的表达。
Week18 Lesson 3 学习使用句型What are you doing? I am ---ing进行问答。
Lesson 4 学习歌谣《What Are They Doing?》
Week19 Lesson 5 学习go to sleep和clean up的表达，并学会做相应动作。
Lesson 6 学习歌曲《Five Little Monkeys》
Week20 Lesson 7 学习歌曲《Five Little Monkeys》
Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
4A Unit 1 Let’s Look 活动一
Teaching Aims 教学目标能听懂、会说单词glass、cup、
water，学习a glass （cup）
of water的表达
Contents
教学内容
glass、cup、water，
a glass of…
a cup of…
Steps 上课流程Teaching Steps
教学过程
Time
时间
Props
教具
Greeting 打招呼T: Hello children.
C: Hello teacher.
T: Nice to meet you.
C: Nice to meet you, too.(和小朋友热情打招呼)
1分钟
Warm-up
热身律动《Baby Bird》
Baby bird, baby bird,
Out comes his head, Out comes his wings.
Out comes his feet, Out comes his tail.
Baby bird, baby bird, fly-fly-fly,
And down-down-down, boom-boom-boom.
2分钟动作示范详见
课件4A的
《warm-up》
Topic 呈现+操练1、老师准备glass和cup放进魔法盒里面，请一个小朋友来
摸，感受物品的形状，并告诉大家是什么。
老师取出物品用
点读笔点贴码处，电视机里播放glass，请小朋友跟读。
老师
拿出glass的卡片与之配对。
引导小朋友说单词glass。
采取
分组和逐个操练的形式至熟练。
2、再请一个小朋友来摸cup，并请他描述所摸到的物体的特
征。
老师取出cup，用点读笔点贴码处。
（呈现方法同上）
3、老师拿出glass和cup，请小朋友仔细看，并区分它们，
引导小朋友说单词。
4、老师拿出一瓶矿泉水，并说water，请小朋友跟读，操练
至熟练。
老师把水倒进glass里面，并说a glass of water，
12分钟魔法盒、玻璃
杯、带手柄水
杯、矿泉水一
瓶、教学卡片、
视频点播教学
系统等
引导小朋友说出短语。
在黑板上写上a of 把相应的卡片贴在横线处，引导小朋友说出短语。
5、老师再把水倒进cup里面，引导小朋友说a cup of water。
Games 游戏抓大灰狼：老师请全体小朋友站起来，然后老师背对着小朋
友出示单词卡片的时候小朋友读出卡片上的单词，并向前走
一步，当老师出示wolf头饰的时候，小朋友快速跑回自己的
座位。
8分钟大灰狼头饰
Ending 结束提示：glass就是玻璃杯，圆柱形状的。
而cup是小型的，有
把手，通常和杯垫一起的杯子。
It’s time to say bye-bye.
复习热身活动里面的律动《Baby Bird》快乐结束。
3分钟4A Unit 1 Let’s Look 活动二
Teaching Aims 教学目标能听懂、会说单词beer、tea、
juice，学习a glass （cup）
of water的表达
Contents
教学内容
beer、tea、juice，
a glass of…
a cup of…
Steps 上课流程Teaching Steps
教学过程
Time
时间
Props
教具
Greeting 打招呼T: Hello children.
C: Hello teacher.
T: Nice to meet you.
C: Nice to meet you, too.(和小朋友热情打招呼)
1分钟。