广州版小学英语四年级上册精品教案全册

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广州版四年级英语上册教案（精选五篇）

广州版四年级英语上册教案（精选五篇）第一篇：广州版四年级英语上册教案广州版四年级英语上册教案Unit7 Our Future Jobs教学设计一、教学内容分析本节课是Module3中Unit7的第一课时，整篇对话以谈论学生的理想职业为主题，语言知识点不多。

关于职业的话题在二年级的时候，学生曾经学习过，所以有关职业的单词学生是比较熟悉的。

而有关话题的内容在三年级是没有展开学习过的，只是在三年级三会学习过单词teacher，上个单元学习了shop assistant、cook和movie star。

因此，老师就从简单复习上个单元英雄话题入手，从英雄的职业引出今天的主题。

本节课最大的难度是单词、句子的朗读、理解和运用。

所以，老师在授课时，注重创设各种活动让学生练习和运用。

同时适当地采取小组合作的形式，让学生有更自由的空间、更充足的时间去练习、运用、互帮和合作。

二、教学对象分析本班的学生学习习惯比较好，学习英语的积极性比较高，乐于开口说、乐于表演。

因此，老师可以抓住他们的特点，开展游戏、动手贴、念诗、阅读、表演等活动，从各方面充分调动他们的积极性，让学生运用所学的语言积极进行交流，以提高语言运用的能力。

三、教学目标（一）语言知识目标：1.“四会”掌握单词：want、be、when、up、nurse、doctor、job、driver“三会”掌握单词：grow、grow up、postman、bank、manager2.句型：What do you want to be when you grow up？I want to be a ….（二）语言技能目标：1.能正确地询问和回答有关志愿的问题。

2.能理解课文意思，用正确的语音语调流利地朗读课文并表演课文。

（三）学习策略目标通过课文的学习，提高学生自主学习的能力。

同时，通过小组活动提高学生与人交流合作的能力。

（四）情感态度目标1.通过各种活动让学生体现学习的乐趣，从而增强英语学习的信心。

广州版英语四年级上册教案全册

广州版英语四年级上册教案全册Module 1 ClothesUnit 1 Buying ClothesUnit 2 Different ClothesUnit 3 DevelopmentModule 2 PeopleUnit 4 FriendsUnit 6 DevelopmentUnit 5 Our Heroes And HeroinesModule 3 OccupationsUnit 7 Our Future JobsUnit 8 My family members’ jobsUnit 9 DevelopmentModule 4 People Who Help UsUnit 10 The New NeighboursUnit 11 They Can Help UsModule 5 TimeUnit 13 Our ArrangementUnit 14 Time to go to schoolUnit 15 DevelopmentModule 6 Days of the weekU16 Games we playRevision ⅠⅡⅢLong-Term ObjectivesSuccess with English aims to help pupils to achieve the following objectives:●To enjoy learning English;●To be motivated to learn English;●dent learners and users of English;●To want to be able to continue learning English after the course;●●●●●●●Module 1 ClothesI. Objectives(目标)1. Language skill (Listening speaking reading writing)(1) know about clothes in English(2) can talk about clothes and ask the price of the clothes I want to buy.2. Language knowledge(1) Vocabulary:4 skills: shirt, blouse, dress, skirt, coat, pair, a pair of …., shoe, shorts, shop, can, help, I’d liketo buy… much, how much, yuan, forth, them, twenty, thirty, fifty, eighty, hundred,T-shirt, sock, pound, whose3 skills: clothes, jacket, sweater, trousers, jeans, assistant, shop assistant, take, I’ll take it, sport,sport shoe, sir, bye, madamDrills(2) * Can I help you, sir / madam?* I’d like to buy a pair of shoes.* How much is the T-shirt?* It’s twenty yuan.* How much are the trousers?They’re forty pounds.* Whose is the coat?It’s John’s.* Whose are the long socks?They’re my sister’s.(3) sub-topic:Unit 1: Buying clothesUnit 2: Different clothesUnit 3: Development3. Affect(1) To give pupils chances to share their knowledge.(2) To increase pupils’ confidence & self-esteem(3) To provide challenges(4) To have fun(5) To develop cultureal awareness(6) To open the pupils’ minds(7) To promote imagination4. Learning Strategy(1) Cognitive strategy(2) Regulating strategy5. Cultural Consciousness(1) The Eskimo woman wears her fur coat in winter in order to keep warm.(2) The Japanese w oman wears her kimono at ceremonies because it’s traditional.(3) The African woman wears her grass skirt when she is dancing. This is because it’straditional and it keeps her cool.II. focal points:1.Can I help you sir / madam?2.I’d like to….3.How much is / are…?It’s / They’re…4.Whose is / are…?III. Difficult pointsage of “a pair of ….”2.Practice in numerals.IV. Schedule: 8 long-periodsV. Materials: Textbook, Activity book, Tapes, Teacher’s book, word cards.Unit 1 Buying ClothesI. Subjects1. vocabulary:can, help, buy, much, yuan, dress (4 skills)shop assistant, clothes, take (3 skills)2. Can I help you? I’d like to buy….How much is it? It’s….3. Culture: “yuan”——外来语，单复同形II. Focal and difficult pointsCan I help you? I’d like to….How much is it? It’s…I’ll take itIII. Processes1. Leading inA. Review numeralsTen, twenty… ninety →ninety yuan (show) “yuan” 外来语，单复同形B. P1T: Guess! Which one is worth 90 yuan?Yes, the dress. (教dress pl dresses)2. PresentationA. P2 T: Now, the woman is shopping at the shop.→T分饰两角，重复对话两次配合动作让生了解对话。

2020年广州版小学英语四年级上册全册教案(word版,51页)

2020年精编广州版英语资料Unit 1 What’s in your room?1、词汇Want / next to.../ between2、重点句型1）询问某物里面有什么的句型----What’s in...?句型结构：What’s in + 其他？重点解析：此句型是由what引导的特殊疑问句。

疑问词what意为“什么”，介词in 意为“在...里面”。

答语为“There is/are + + in + 其他.”，也可以直接回答物品名称。

例如：What’s in your room?---There is a bed, a desk and a chair in my room.What’s in your bag? ---There are some books and a pen. 2）问颜色----What colour...?句型结构：What colour is/are + 物品？例如：What colour is your computer? ---It’s pink.What colour are they? ---They are green.3、方位介词On表示“在...上面”。

（强调两者互相接触）例如：I put my pen on the desk. In表示“在...里面” 例如：The ball is in the box.Near表示“在...附近” 例如：He lives near the river.Over表示“在...上面”. (不与物体接触）例如：There is a bridge over the river.Under表示“在...下面” 例如：There is a pair of shoes under the bed. Behind表示“在...后面” 例如：There is a river behind the house.In front of表示“在...前面” 例如：There is a big tree in front of the house. Next to...在旁边例如：There is a bed next to the window.Between 在（两者）之间例如：There is a chair between the door and the window. 4、语法：be动词的用法和区别there be句型和have/has的用法区别一、Be动词Be动词：am、is、are口诀：我用am, 你用are, is用在他她它，复数全用are。

广州版小学英语四年级上册精品教案全册

广州版小学英语四年级上册精品教案全册Module 1 ClothesUnit 1 Buying ClothesUnit 2 Different ClothesUnit 3 DevelopmentModule 2 PeopleUnit 4 FriendsUnit 6 DevelopmentUnit 5 Our Heroes And HeroinesModule 3 OccupationsUnit 7 Our Future JobsUnit 8 My family members’ jobsUnit 9 DevelopmentModule 4 People Who Help UsUnit 10 The New NeighboursUnit 11 They Can Help UsModule 5 TimeUnit 13 Our ArrangementUnit 14 Time to go to schoolUnit 15 DevelopmentModule 6 Days of the weekU16 Games we playRevision ⅠⅡⅢLong-Term ObjectivesSuccess with English aims to help pupils to achieve the following objectives: ●To enjoy learning English;●To be motivated to learn English;●To become independent learners and users of English;●To want to be able to continue learning English after the course;●To become accurate users of English;●To become fluent users of English;●To become appropriate users of English;●To become effective users of English;●To become effective listeners of English;●To become effective speakers of English;●To become effective writers of English.Module 1 ClothesI. Objectives(目标)1. Language skill (Listening speaking reading writing)(1) know about clothes in English(2) can talk about clothes and ask the price of the clothes I want to buy.2. Language knowledge(1) V ocabulary:4 skills: shirt, blouse, dress, skirt, coat, pair, a pair of …., shoe, shorts, shop, can, help,I’d like to buy… much, how much, yuan, forth, them, twenty, thirty, fifty,eighty, hundred, T-shirt, sock, pound, whose3 skills: clothes, jacket, sweater, trousers, jeans, assistant, shop assistant, take, I’lltake it, sport, sport shoe, sir, bye, madamDrills(2) * Can I help you, sir / madam?* I’d like to buy a pair of shoes.* How much is the T-shirt?* It’s twenty yuan.* How much are the trousers?They’re forty pounds.* Whose is the coat?It’s John’s.* Whose are the long socks?They’re my sister’s.(3) sub-topic:Unit 1: Buying clothesUnit 2: Different clothesUnit 3: Development3. Affect(1) To give pupils chances to share their knowledge.(2) To increase pupils’ confidence & self-esteem(3) To provide challenges(4) To have fun(5) To develop cultureal awareness(6) To open the pupils’ minds(7) To promote imagination4. Learning Strategy(1) Cognitive strategy(2) Regulating strategy(3) Communicative resource strategy5. Cultural Consciousness(1) The Eskimo woman wears her fur coat in winter in order to keep warm.(2) The Japanese woman wears her kimono at ceremonies because it’s traditional.(3) The African woman wears her grass skirt when she is dancing. This is becauseit’s traditional and it keeps her cool.II. focal points:1.Can I help you sir / madam?2.I’d like to….3.How much is / are…?It’s / They’re…4.Whose is / are…?III. Difficult pointsage of “a pair of ….”2.Practice in numerals.IV. Schedule: 8 long-periodsV. Materials: Textbook, Activity book, Tapes, Teacher’s book, word cards.Unit 1 Buying ClothesI. Subjects1. vocabulary:can, help, buy, much, yuan, dress (4 skills)shop assistant, clothes, take (3 skills)2. Can I help you? I’d like to buy….How much is it? It’s….3. Culture: “yuan”——外来语，单复同形II. Focal and difficult pointsCan I help you? I’d like to….How much is it? It’s…I’ll take itIII. Processes1. Leading inA. Review numeralsTen, twenty… ninety → ninety yuan (show) “yuan”外来语，单复同形B. P1T: Guess! Which one is worth 90 yuan?Yes, the dress. (教dress pl dresses)2. PresentationA. P2 T: Now, the woman is shopping at the shop.→ T分饰两角，重复对话两次配合动作让生了解对话。

广州版四年级英语上册全册教案

Scheme Work Module:1Unit: oneTarget for Grade : 4Task description:Task 1：Lesson PlanKey stage TargetsLanguage focusLanguage Skills: Listening, speaking, reading, writing Support MaterialProcedure:Step:1 Presentation of background knowledgeStep2: story telling with pictures and mimeStep3:Retelling story encouraging class partictipation Step4: Consolidation of vocabulary with various activities Step5: Class retelling of story, guided by teacherStep6: Acting out the storyStep7: Guided creative writingUnit 2 Shirts Dresses and TrousersWork with Language一、教学内容分析本Module的topic是clothes，主要任务是学习各种衣物的英语名称，学习如何用英语购买衣物以及为下一个Module描述人们的穿着作铺垫。

主要语法点是名词的单、复数形式及名词所有格的应用。

Unit 2 work with language主要是练习名词所有格用法。

重点句型是 Whose T-shirt is it? It’s Xiaoling’s.二、教学对象分析四年级学生经过三年的英语学习，有了一定的口语表达能力，但对语法知识的理解运用有一定难度。

在完成前面三课时的学习后，虽然他们已经学习了关于衣服和购买衣服的表达方法，但是对裤子与鞋子单复数表达仍然经常出错。

【广州市】小学四年级英语上册牛津版全册教案

《 Unit1 Meeting new people 》第（1 ）课时《 unit1 Meeting new people 》第（ 2 ）课时《 Unit2 Can you swim 》《 Unit2 Can you swim ? 》第（ 2 ）课时《 Unit3 Are you happy 》《Unit 3 Are you happy? 》第（2 ）课时《 Unit4 Do you have any cousins 》第（ 1 ）课时《Unit4 Do you have any cousins》第（ 2 ）课时《 Unit5 My freind 》《Unit5 My friend》第（2 ）课时《 Unit6 My parents 》pairs.2、Reading extensively /In put活动目的 Train students to get specific information through reading .教师活动 1).Ask students to read and answer individually.2). Ask them to check with a partner .3).Call back the answers from the whole class ,asking the students to read the statements and then say “true”or “false”.学生活动 1).Read and answer individually, then check with a partner .2).Check the answers in class and share the learning strategy .3)Correct the false sentences .3、Reading intensively/Practice活动目的 1) Use the words they have just learned in real life .2)Teach students writing skills .教师活动 1).Ask the students to read the passage in activity 2 again and to fill in the table with correct information .2) .Check the answers with wholeclass ,then with individual students .3). Ask students to describeDaming .Lingling .andWang hui by themselves,then ask some students to the front to talk about them .学生活动 1) .Read the passage carefully again and do activity 3—complete the table.2). Check the answers with apartner ,then with the whole class .3).Try to say something about Daming,Lingling ,and wang hui.First,prepare by themselves thentry to talk about them to the front .4、Writing /Out put活动目的 1).Train Ss writing skills .2).Review the knowledge learned教师活动 1).Ask a few student to try to say something about Jiang li ,then write down the sentences about jiangli .《Unit6 My parents 》第（ 2 ）课时《 Unit 7 At school 》《Unit 7 At school》第（ 2 ）课时。

【广州市】PEP四年级英语上册全英教案全册

通册备课一、教学内容: BOOK 3本册书共六单元，课本内容共分六部分：Unite 1 My ClassroomUnite 2 My SchoolbagUnite 3 My FriendsUnite 4 My HomeUnite 5 What Would You Like?Unite 6 Meet My Family!二、教材分析为确保良好的教学效果，在教学新内容时要强调听准，辩清，观察，模仿，练习运用。

即：听音——仔细静听; 辩音——辨清发音;观察——注意观察; 模仿——认真模仿；练习——积极练习; 运用——实际运用；课堂练习A----活动手册它是本套教材教科书的主要组成部分，与课本同步进行。

B----单元练习每单元课后用一课时巩固前面内容。

录音带，投影片和教学挂图，音标卡片，字母卡片，教学图片。

这些辅助材料，均为配合课本的系列辅助材料，不仅可以帮助教师有效的进行教学，而且可以活跃课堂气氛，增加学生学习英语的兴趣。

三、教学目的1、对于有一年学习基础的学生要求进一步提高，加强儿童对英语的感性知识，激发他们学习英语的兴趣和培养能力，使学生敢于大胆开口说英语，在理解的基础上表演英语。

2、打下较好的语音，语调和书写基础。

3、养成良好的书写习惯，根据单词的拼写和发音规则认读和拼写单词。

四、重点难点：1、“四会”单词的教学。

2、每一课的会话的表演。

3、四会单词的拼写。

五一、教学内容1、本单元要求会听，说，认读的单词：window board light picture door floor classroom computerwall teacher’s desk fan what in the we have new go where2、本单元要求会听，说的单词和词组：many our seat near classmate cleanhave a look good idea all right good job3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。

【广州市】人教版四年级英语上册教案全册

人教版四年级英语上册教案课题： Unit One My classroom第一课时导学稿教学目标：1．能听懂、会说：What's in the classroom? Aboard, two lights, many desks and chairs.并能在实际情景中运用。

2．能听、说、认读本课主要单词：classroom, window, door, picture, board, light, 3．能听懂并能按照指令做事情。

教学重点：学习What's in the classroom?及相关单词：classroom, window, door, picture, board, light。

教学难点：1． window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。

2．在回答"What's in the classroom?"时，注意单词复数的读音。

教具准备：1．教材相配套的教学课件［Unit 1 Let's learn/A］2．教材相配套的教学录音带3．教师自制的单词卡4．一张画有教室的大图教学过程：（一）热身、复习（Warm-up / Revision）1．教师播放第一册Recycle 1单元中得"Chant and find"部分，学生跟着录音一起说。

2．教师出示与chant内容相符的图片，问："What's in the picture?"让学生进行回答。

Picture一词由这里引出。

3．复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon, pen 等单词。

4．引导学生用以上单词做问答练习，如：What's in the bag? What's in thepencil-case ?5．在学生回答出问题后，教师可再追问：How many pencils/pens…?使学生能用复数进行回答。

广州版英语四年级上册教案备课

Drills (2) * Can I help you, sir / madam?
* I ’ d like to buy a pair of shoes. * How much is the T-shirt? * It ’ s twenty yuan. * How much are the trousers?
5. Cultural Consciousness
(1) The Eskimo woman wears her fur coat in winter in order to keep warm.
(2) The Japanese woman wears her kimono at ceremonies because it
(5) To develop cultureal awareness
(6) To open the pupils
’ minds
(7) To promote imagination
’ d lik
4. Learning Strategy (1) Cognitive strategy (2) Regulating strategy (3) Communicative resource strategy
Module 5 Time
Unit 13 Our Arrangement
Unit 14 Time to go to school
Unit 15
Development
Module 6 Days of the week
U16 Games we play
Revision Ⅰ Ⅱ Ⅲ
Long-Term Objectives
SWE 四年级 (上)教案
Module 1 Clothes

新版广州小学四年级上册英语教案5篇2022

新版广州小学四年级上册英语教案5篇2022本教材的教学目标是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心;培养学生装一定的语感和良好的语音、语调，书写基础，以及良好的学习习惯;使他们形成初步用英语进行简单交流的能力，同时，培养学生的观察、记忆、思维和创造的能力。

以下是小编带来的新版广州小学四年级上册英语教案内容，感谢您的阅读，希望能帮助到您!新版广州小学四年级上册英语教案11.能够听、说、认、读单词rice, noodles, fish, beef, soup, vegetable。

2.能在实际语境中运用句型：Can I have some...please? Sure.Here you are.3.初步掌握句型：What would you like for dinner? I'd like some...重点：句型：Can I have some …, please? Sure.Here you are. 单词：rice, fish, beef, soup, noodles, vegetable 难点：能够正确读单词vegetable。

教具准备：1.教师准备有关食物、饮料的图片。

2.教材相配套的教学录音带[第一册Unit 5 Let’s sing/A 和本册Unit 5 Let’s learn/3.学生准备一套有关食物、饮料的卡片。

4.单词卡教学过程(一)热身/复习(Warm-up/Revision)1.Sing a song教师放录音[使用本套教材第一册Unit 5, Let’s sing/A部分]，师生一起唱歌曲“Let’s havea picnic today”.2.Listen and do教师发布口令，学生听到之后做出相应的动作。

(可借助于学生自己的单词卡)Pour the water.Smell the coffee.Taste the tea.Show me the milk.Drink the juice.Cut the bread.Make the cake.Eat the hot dog.Show me the hamburger.Smell the chicken.Make the cake.Pa me the French fries.(二)呈现新课 (Presentation)1.教师出示Let’s learn部分的挂图，让学生说出图上食物和饮料的名称。

广州版小学英语四年级上册全册教案(word版,51页)

Unit 1 What’s in your room?1、词汇Want / next to.../ between2、重点句型1）询问某物里面有什么的句型----What’s in...?句型结构：What’s in + 其他？重点解析：此句型是由what引导的特殊疑问句。

疑问词what意为“什么”，介词in 意为“在...里面”。

答语为“There is/are + + in + 其他.”，也可以直接回答物品名称。

（强调两者互相接触）例如：I put my pen on the desk. In表示“在...里面” 例如：The ball is in the box.Near表示“在...附近” 例如：He lives near the river.Over表示“在...上面”. (不与物体接触）例如：There is a bridge over the river.Under表示“在...下面” 例如：There is a pair of shoes under the bed.Behind表示“在...后面” 例如：There is a river behind the house.In front of表示“在...前面” 例如：There is a big tree in front of the house. Next to...在旁边例如：There is a bed next to the window.Between 在（两者）之间例如：There is a chair between the door and the window. 4、语法：be动词的用法和区别there be句型和have/has的用法区别一、Be动词Be动词：am、is、are口诀：我用am, 你用are, is用在他她它，复数全用are。

2019秋广州版小学英语四年级上册全册教案(51页)【精品】

Unit 1 What’s in your room?1、词汇Want / net to.../ between2、重点句型1）询问某物里面有什么的句型----What’s in...?句型结构：What’s in + 其他？重点解析：此句型是由what引导的特殊疑问句。

疑问词what意为“什么”，介词in 意为“在...里面”。

答语为“There is/are + + in + 其他.”，也可以直接回答物品名称。

例如：What’s in your room?---There is a bed, a des and a chair in my room.What’s in your bag? ---There are some boos and a pen.2）问颜色----What colour...?句型结构：What colour is/are + 物品？例如：What colour is your computer? ---It’s pin.What colour are they? ---They are green.3、方位介词On表示“在...上面”。

（强调两者互相接触）例如：I put my pen on the des. In表示“在...里面”例如：The ball is in the bo.Near表示“在...附近”例如：He lives near the river.Over表示“在...上面”. (不与物体接触）例如：There is a bridge over the river. Under表示“在...下面”例如：There is a pair of shoes under the bed.Behind表示“在...后面”例如：There is a river behind the house.In front of表示“在...前面”例如：There is a big tree in front of the house.Net to...在旁边例如：There is a bed net to the window.Between 在（两者）之间例如：There is a chair between the door and the window.4、语法：be动词的用法和区别there be句型和have/has的用法区别一、Be动词Be动词：am、is、are口诀：我用am, 你用are, is用在他她它，复数全用are。

广州版小学英语四年级上册全册教案

广州版小学英语四年级上册全册教案目录MODULE1 CLOTHES《Unit1 Blouses and Jeans》 (2)MODULE1 CLOTHES《Unit2 Shirts, Dresses and Trousers》 (5)MODULE1 CLOTHES《Unit3 Let’s Go Further》 (7)MODULE2 PEOPLE《Unit4 Friends》 (11)MODULE2 PEOPLE《Unit5 Our Heroes and Heroines》 (15)MODULE3 OCCUPATIONS《Unit7 Our Future Jobs》 (19)MODULE3 OCCUPATIONS《Unit8 My Parents’Jobs》 (24)MODULE4 PEOPLE WHO HELP US《Unit10 My New Neighbours》 (30)MODULE4 PEOPLE WHO HELP US《Unit11 The Fireman Can Help》 (33)MODULE5 TIME《Unit13 Time to Eat》 (40)MODULE5 TIME《Unit14 Time for School》 (45)MODULE6 DAYS OF THE WEEK《Unit 16 Games We Play》 (50)MODULE1 CLOTHES《Unit1 Blouses and Jeans》1教学目标1、知识目标:①、能够听说认读单词: child, draw, bedroom, nex t, next to, window, door, computer, pink,flower,map,between, wall; ②、能熟练运用句子:What’s in your bedroom?There is a….../There are …..in/on/between..and…/next to……2、技能目标:能用What’s in your bedroom?提问和用There is a….../There are …..in/on/between..and…/next to……描述房间里有的物品及其位置;能运用I want you to draw….表达自己的愿意3、情感与态度目标:培养学生要关心和爱护自己的房间。

(完整)四年级英语上册全册教案新版广州版,推荐文档

Unit10 Can I help you? 一、教学目标（1）知识目标 1，能听懂、会说、初步认读衣服类单词：sweater，T-shirt,shirt,blouse,做到发音准确。 2，能听懂、会说Can I help you？并用I’d like …作出回答。 3，通过Good to known. 让学生慢慢懂得讲礼貌的重要性。（2）能力目标 1，能在实际生活中运用英语表达熟悉和喜爱的衣服。 2，培养学生根据情景正确运用语言的能力。（3）情感态度目标 1，在活动中培养学生的协作精神。 2，培养学生认真、积极、大胆的学习态度。 3，学生慢慢懂得了讲礼貌的重要性。除了在购物时要讲礼貌，我们要在任何时间任何地点都要讲礼貌，讲礼貌还体现在相互帮助相互团结上，上一阶段日本大地震，在地震中我们看到了人与人之间的相互帮助相互团结，都在尽所能帮助需要帮助的人们。二、教学重难点 1,能听懂、会说、初步认读衣服类单词：sweater，T-shirt,shirt,blouse，提高学生对单词的听、说、认、读能力。 2，听懂、会说Can I help you？并用I’d like …作出回答。通过活动复习巩固本单元的重点句型，让学生能灵活的运用所学的句型进话。引导学生用完整的英语句子来表达自己的观点，提高学生对句子的组织能力和运用语言的能力，以及对知识的拓展能力。三、课前准备教材，练习纸，水果类、玩具类以及衣服类的图片单词卡片，PPT课件，网络等。四、教学步骤 Step 1: Warm-up and review (1)Greeting T: Good morning ,boys and girls! S: Good morning,Miss Xu! T(教师边说边做动作):In class,we should do eye，S:look; T:ear, S:listen; T:mouth, S:say (2)Ask and answer T:Look at the key words:how and what.Now I’ll ask you some questions. T:How are you? S:I’m fine,thank you. T:What do you like? S1:I like apples. T:What can you see? S2:I can see a pencil. (3)Count numbers T:Let’s count the number from one to twelve. S:One,two,…twelve. T:Ok,well done.This time let’s see what’s the number? S:Three.(课件中通过快闪方式呈现以下数字7，9，5) Step 2: Presentation and practise (1)呈现王兵生日，引ve years old.First let’s go to the fruit shop.Ok? S:Ok. (2)Fruit shop 1,T:What can you see? S1:I can see four mangoes. 课件中次环节有5张桌子，分别放了不同数量的水果，另外分别是five bananas,eight pears,some apples,seven oranges. T:What can you see? S:I can see five bananas. T: What do you like? S:I like bananas. 2, T:What do you like? S:I like pears T:I like pears,too. I’d like a pear.“ 教授新句型：I’d like a／an … 根据水果类单词，运用新句型造句。 3, T:（教师把营业员卡片贴在胸口） Now I’m a shop assistant.Welcome to my shop.Can I help you? S1:I’d like a… 课件中有5样水果，分别是：apple,mango,banana,pear,peach,让学生任意选择。 S:I’d like a… T:This time I want to buy a banana.Who can ask me? S2:Can I help you? T:I’d like a banana. 教授新句型：Can I help you? X Kb1 4,Work in pairs 课件呈现：A:Can I help you? B:I’d like a／an … (设计意图:通过小组操练的形式来培养同学们大胆开口说英语的好习惯，培养了同学们的口头表达能力。) (3)Toy shop 1, play a game:Magic eyes. T:Well done.We’ve bought a lot of fruit for WangBing.This time let’s go to the toy shop.First let’s play a game,look carefully,and guess what is it? T:What’s this? S:It’s a yo-yo. 课件中有4样玩具，分别是：yo-yo，jeep,doll,train. 游戏规则：如果正确了，说明你们很棒哦！你们将为你们小组赢得一颗星。 2,T(教师手拿实物yo-yo) :There are many toys,what happened? Yo-yo is missing.Where’s my yo-yo?Oh,it’s in my hand.Who want to buy? Can I help you? S1:I’d like a yo-yo. T:Here you are. S1:Thank you. 3,Work in pairs课件呈现：A:Can I help you? B:I’d like a／an … A: Here you are. B: Thank you. 根据jeep,doll,train这几个单词，运用上面的句型造句。 4,T:This time I want to buy something for WangBing.Who can ask me? S1: Can I help you? T: I’d like a jacket. 课件出示单词mango,根据单词中a的发音，让学生试着读出新单词jacket。 5,Say a chant T:Let’s say a chant,listen to me,then you read together. Help, help, can I help you? I’d, I’d, I’d like a jacket. OK, OK. Here you are. Thank you. Thank you. Thank you. S:（学生齐读） T:I read it again.(歌谣中划线部分发生了改变，变成了a dress,教授新单词dress) 6，T:Oh,I’ve bought a jacket and a dress for WangBing. (4)Clothes shop 1,T:These are all clothes.So let’s go to the clothes shop.You see every cloth has a number.Which one do you want to choose? 课件中展示一个衣架，上面有4件衣服，分别标好序号，让学生自由选择，然后教授两个新单词：shirt,blouse. T:The shirt is for boys. The blouse is for girls. 2,Play a game 拼图游戏，游戏规则：把任意衣服分成几小块，然后点击后一步步拼成一件衣服，让学生猜是哪个单词，如果你能很快的认出是什么单词，请举手大声读出单词；如果你能很快说出来，你们小组将得到一颗星奖励，如果你能很快地拼读出这个单词，你们小组将得到两颗星。加油哦！ T:Try to guess? S:It’’s a … 3,Do some exercise ●Read and match ●Read and write 4,Watch a carton T:Very good.This time let’s have a rest and watch a carton,then answer a question. T:What would WangBing like to buy? S:He would like a jacket. 5，Show time:超级模仿秀 Tips:A

【广州市】新人教版四年级上册英语教案全册

Unit One My classroom教学目标与要求：1、能听懂、会说：What's in the classroom? Let’s go and see One blackboard, one TV, many desks and chairs…以及Where is it? It’s near the window. Let’s clean the classroom .OK .Let me clean the…Let me help you.并能在实际情景中运用。

2．能听、说、认读本课主要单词：classroom, window, door, picture, blackboard , light,computer, teacher's desk, fan, wall, floor。

A部分第一课时一、教学内容与分析1、Let’s talk本部分主要是会话学习。

通过Sarah与张鹏去看新教室的情景，让学生感知教室里有什么，什么东西在哪里的语义及语用情境。

2、Let’s play本部分让学生在游戏活动中熟练运用所学问句Where is it及回答。

二、教学步骤【一】热身（Warm-up）师生自由会话进入课堂。

【二】新课展示（Presentation）1、Where is…?话轮的呈现与操练（1）师生利用教师中的文具物品进行问答。

教师出示一本新书，提问：What’s this?并将该物品放在课桌或椅子的不同位置，再提问：Where is it?学生根据实际所见逐一回答。

教师接下来将新书放在桌子上的一个铅笔盒或一张图片旁边，教学near the pencil box/picture,及时板书重点句子和词汇。

（2）捉迷藏（Hide and seek）游戏教师将一只新钢笔藏起来，提问Where is my pen?学生猜测位置，最后教师出示钢笔并揭示答案。

学生根据教师的示范，两人一组进行游戏。

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广州版小学英语四年级上册精品教案全册Module 1 ClothesUnit 1 Buying ClothesUnit 2 Different ClothesUnit 3 DevelopmentModule 2 PeopleUnit 4 FriendsUnit 6 DevelopmentUnit 5 Our Heroes And HeroinesModule 3 OccupationsUnit 7 Our Future JobsUnit 8 My family members’ jobsUnit 9 DevelopmentModule 4 People Who Help UsUnit 10 The New NeighboursUnit 11 They Can Help UsModule 5 TimeUnit 13 Our ArrangementUnit 14 Time to go to schoolUnit 15 DevelopmentModule 6 Days of the weekU16 Games we playRevision ⅠⅡⅢLong-Term ObjectivesSuccess with English aims to help pupils to achieve the following objectives: ●To enjoy learning English;●To be motivated to learn English;●To become independent learners and users of English;●To want to be able to continue learning English after the course;●To become accurate users of English;●To become fluent users of English;●To become appropriate users of English;●To become effective users of English;●To become effective listeners of English;●To become effective speakers of English;●To become effective writers of English.Module 1 ClothesI. Objectives(目标)1. Language skill (Listening speaking reading writing)(1) know about clothes in English(2) can talk about clothes and ask the price of the clothes I want to buy.2. Language knowledge(1) V ocabulary:4 skills: shirt, blouse, dress, skirt, coat, pair, a pair of …., shoe, shorts, shop, can, help,I’d like to buy… much, how much, yuan, forth, them, twenty, thirty, fifty,eighty, hundred, T-shirt, sock, pound, whose3 skills: clothes, jacket, sweater, trousers, jeans, assistant, shop assistant, take, I’lltake it, sport, sport shoe, sir, bye, madamDrills(2) * Can I help you, sir / madam?* I’d like to buy a pair of shoes.* How much is the T-shirt?* It’s twenty yuan.* How much are the trousers?They’re forty pounds.* Whose is the coat?It’s John’s.* Whose are the long socks?They’re my sister’s.(3) sub-topic:Unit 1: Buying clothesUnit 2: Different clothesUnit 3: Development3. Affect(1) To give pupils chances to share their knowledge.(2) To increase pupils’ confidence & self-esteem(3) To provide challenges(4) To have fun(5) To develop cultureal awareness(6) To open the pupils’ minds(7) To promote imagination4. Learning Strategy(1) Cognitive strategy(2) Regulating strategy(3) Communicative resource strategy5. Cultural Consciousness(1) The Eskimo woman wears her fur coat in winter in order to keep warm.(2) The Japanese woman wears her kimono at ceremonies because it’s traditional.(3) The African woman wears her grass skirt when she is dancing. This is because it’straditional and it keeps her cool.II. focal points:1.Can I help you sir / madam?2.I’d like to….3.How much is / are…?It’s / They’re…4.Whose is / are…?III. Difficult pointsage of “a pair of ….”2.Practice in numerals.IV. Schedule: 8 long-periodsV. Materials: Textbook, Activity book, Tapes, Teacher’s book, word ca rds.Unit 1 Buying ClothesI. Subjects1. vocabulary:can, help, buy, much, yuan, dress (4 skills)shop assistant, clothes, take (3 skills)2. Can I help you? I’d like to buy….How much is it? It’s….3. Culture: “yuan”——外来语，单复同形II. Focal and difficult pointsCan I help you? I’d like to….How much is it? It’s…I’ll take itIII. Processes1. Leading inA. Review numeralsTen, twenty… ninety →ninety yuan (show) “yuan” 外来语，单复同形B. P1T: Guess! Which one is worth 90 yuan?Yes, the dress. (教dress pl dresses)2. PresentationA. P2 T: Now, the woman is shopping at the shop.→T分饰两角，重复对话两次配合动作让生了解对话。

B. 第三次边说边板书，并教新单词：T: 带读重难句：Can I help you?Yes, please. I’d like to buy that dress.How much is it ?I’ll take it.C. P s try to listen to the tape after teacher’s guide, then read after the tape (2 times)3. PracticeA. read in pairsB. ask students to readC. use coat, shirt, skirt, jacket, instead of dress (teach the new words) (P3 dialogue 3A)4. Summing upA. Whole class read the new wordsB. 请生总结购买单数物品的说法Homework:1.①完成对话2.recide the dialogue3.P5 Ex.1Shop assistant: Good afternoon Can I help you?Lily: Yes, please. I’d like to buy that jacket.How much is it?Shop assistant: It’s eight-five yuan.Lily: OK. I’ll take it.板：Module 1 Unit Buying Clothes10 S a: Good morning. Can I help you? Much12 20 W: Yes, please. I’d like to buy that dress. Can13 30 How much is it? Help14 40 S a: It’s ninety yuan dress15 50 W: OK. I’ll take it take16 60 boat coat17 70 shirt18 80 skirt19 90 yuanUnit 1 Buying ClothesI. Objectives1. vocabularyjeans, them, trousers, shorts, shoes, socks, a pair of2. How much are they? They’re….I’ll take them3. Focal pointsa pair of …How much are they? They’re…4. Difficult pointsa pair of shoes / trousers…I’d like to buy those jeansII. Processes1. Leading in(1) listen to the tape and read the dialogue (A)(2) Try to retell dialogue (A)(3) role play2. Presentation(1) T: I have 49 yuan (show) I’d like to buy a dress. What can I say?(2) Ask 2 students try to act out after teacher’s guide.(3) T: I don’t want to buy the dress now.Please turn to P1. Guess, what else I want to buy?T: Yes, jeans. (教读jeans)(4) 牛仔裤有两条裤管，一直要用复数jeans(5) 那么，怎样表达“一条牛仔裤”？use: a pair of jeans.(6) 在P1找出要用a pair of 表示“一条/ 一对/ 一双”的物品：教：trousers, shorts, shoes, boots, socks读音→拼写→记忆(7) T: Now, I’m the customer(顾客) in the shopI want to buy those jeans. (show)And you’re the shop assistant.What will you say? (Guide)根据上节的板书，边说边把板书部分改为：that + dress →those jeansis it →are theyIt’s →They’reI’ll take it →I’ll take t hem(8) read the dialogue after the teacher(9) read after the tape(10) read in pairs(11) (Guide) Try to retell the dialogue (4 pairs)3. Summing up今天学习了购买什么样的物品的说法？4. Practice and developmentP3 3. complete the dialogue BHomework:1.copy the new words2.recide the dialogue3.act out the dialogue in pairs板：Unite 1 Buying Clothes----- Good morning. Can I help you? A pair of jeans----- Yes, please. I’d like to trousersbuy those jeans. shortsHow much are they? shoes ----- They’re forty-nine yuan boots----- OK. I’ll take themUnit 1 Buying ClothesI. Objectives1. Let’s learn together2. V ocabulary, twenty, thirty, fifty, eighty, hundred, osport shoes, sweater, jacket3. review: How much is it / are they?I t’s / They’re…II. Processes1. Leading in(1)Role play: dialogue 2 (A) & (B)2. Presentation(1)count the numbers (以前学过,不作为难点)(板) 11 eleven 10 ten12twelve 20 twenty13thirteen 30 thirty14fourteen 40 forty15fifteen 50 fifty16sixteen 60 sixty17seventeen 70 seventy18eighteen 80 eight19nineteen 90 ninety100 hundnd(2) P5. Let’s karn together 1 (check)Ask ps to write their answers on the bl.(板) * thirty—nine (连接符号书写)(3) P5. Ex. 2.Teach: sport shoesT: For example – How much is the shirt?-- It’s 30 ynan-- How much are the jeans?-- They’re 220 yuanA.do by themselvesB.check the answers. (one by one)(4) P6. Fun with EnglishFor exampleT: Look at picture A. The boy’s shirt is black and his shorts are red. His sport shoes are yellow and white. His long socks are green.Homework:1.copy the new words (and remember)2.P6. Ex. 1 Fun with English3.《活》P3 Ex.4 Ex.5 (师要先举例)4.Listen to the tape Unit 1 (3 times)Unit 2 Different ClothesI. Objective1.V ocabulary: sir, madam, bye2.Here you are All rightII. Processes1.Reviciv(1) read the rocabularies(2)dictationclothes, shirt, skirt, jacket, sweater, blouse, dress, skirt, coat(3)下列单词，哪些可以跟a pair of 连用表示一对…. / 一双…./ 一条… ? 哪些不可以？A pair of : trousers, jeans, dress, shirt, socks, shoes coat(都是穿下身的，都有两条管或两只的衣物)2. Presentation(1) T: today, we’ll learn Unite 2 Different Clothes.(教学different)(2)Listen to the tape, try to understand the dialogue (first two parts)(3)Open the books, listen again find out the new words.Sir （区别香港人的读法），除表示先生还可表示警官Madam （观察单词的字母结构，帮助记忆）Bye ----------- by -------------- buyBye-bye by the river I’d like to buy….(4)game: Here you are（以小组为单位，把笔从前往后传，一生说Here you are 另一生说Thank you, 先传完的小组胜）(5)All right = OK(6)Read after the tape(7)Practice in pairsHomework:1. 抄生词，准备听写2. 技P1 Ex3.43. 读背P7 dialogue4. 改正②,每错改3次板Unit 2 Different Clothessir madam a pair of trousersdressHere you are coatjeansBye ----------by------------------buy shoesshirtBye bye by the river I’d like to buy…shortssocksUnite 2 Different ClothesI. Objectives1. V ocabulary: pounds2. Do you have any?What about….?3. Usage of pound £ & yuan ￥4. Dialogue 2 & Let’s learn together 1II. Difficult point:1. £ & ￥2. What can I do…?III. Processes1. Revision(1) whole class read the new words.(2) dictation:trousers, shoe, jeans, shorts, shop assistant, pair, a pair of(3) whole class read U2 (the first 2 parts)(4) role play (3 pairs)2. Presentation(1) T: Do you have any dresses?No?OK. Let’s go shopping to buy a dress?(2) 一人分饰两角---- Good morning. Can I help you, madam?---- I’d like to buy a black dress.Do you have any (dresses)? Dresses 可省略---- Yes, madam. Here you are.---- How much is it ?---- £ 95（引起兴趣，疑问）区别￥Ninety-five pounds yuan(3) retell the dialogue, ask ps try to retell(4) ---- What about the red one ? (repeat 3 times)---- It’s thirty pounds---- That’s all right. I’ll take that one---- Here you are---- Thanks, bye(5) listen to the tape: U2(6) read the dialogue after the tape(7) (Guide) Try to read by themselves(8) Practice in groups(9) role play (2 groups)3. PracticeP 10Let’s learn together 1Homework:1. recide (listen to the tape)2. copy the new words. （下节听写）3. 改正听写本4. 活P2.Ex. 3 P4. Ex. 6板：Unit 2 Different ClothesDo you have any (dresses)?(That’s ) all right.I’ll take that oneUnit 2 Different clothesI. Objectives1. Dialogue 22. Let’s learn together3. V ocabulary whoseII. Difficult points:1.What can I do for you?2.whose is …? It’s…’s.whose are ….? They’re…’s.III. Processes1.Leading in(1) read the new words(2) dictationcan, help, buy, I’d like to buy… much, how, much, yuan, take, I’ll take it (3) role play U22. Presentation(1) P8 dialogue 2 (A) (提醒第一幅图用￥，第二幅图用£)(2) P8 2 (B)Can I help you? →What can I do for you?Ask students try to act out the dialogue.(3) Song: Hi Hello Little girl→Who are you ? →new word: whose(4) T: Where is the T-shirt?P: It’s on the desk.T: Good! Whose is the T-shirt?(T-shirt上有名字引导学生明白whose)Ps: David.T: It’s David’sT带读2次(5) 用所知衣服和人物的单词作替换练习，师抽查(6) show a pair of sport shoes.T: Whose are the sport shoes? （鞋上有名）Ps:They’re Ben’s.(T) 用shorts, socks 等做替换练习，请生两两对语3. Summing up问物品归属？（单、复）Can I help you? →What can I do for you?4. Practice & development《活》P6 Ex.2 先自做再核对homework:1.copy the new words and remember2.课Ex.13.技：P3.Ex.三P4. Ex.四4.copy: What can I do for you?Whose is the pair of jeans? It’s Jiamin’sWhose are the sport shoes? They’re Ben’s.板：Can I help you ? →What can I do for you?Who whoseWhose is the T-shirt? It’s David’sWhos e are the sport shoes? They’re Ben’s.Unit 3 DevelopmentI. Objective1. Story time2. Did you know (Cultural Consciousness)3. Review: Can I help you?Whose is / are… ? It’s / They’re… ‘s.II. Processes1. Leading in(1) Scene 1:Show some clothes (a shop)---- Can I help you? / What can I do for you ?---- I’d like to buy….---- How much…. ?---- It’s / They’re…---- OK. I’ll take…---- Here you are.---- Thank you.(2) Scene 2 (At a fri end’s home)-- Hello-- Hello-- Whose is / are… ?-- It’s / They’re….’s(3) dictation forty – soprt, shoe2. Presentation(1) show some pictures, explain the pictures one bye one.(2) repeat the sentences:it’s got…w hy are you…?What do you mean?(3) P12 listen to the tape(4) read after the tape twice(5) read in groups(6) act out the story(7) P13 Did you knowThe Eskimo woman wears her fur coat in winter in order to keep warm.The Japanese woman wears her kimono at ceremonies because it is traditional.The African woman wears her grass skirt, when she is dancing. This is because itis traditional and it keeps her cool.3. Practice and development(1) 活P8 Ex. 5 （先对个别题指导→自做→校对）(2) 活P7Ex. 3 Ex.4Homework:1. 活P5Ex.1 P60 – P62 U2单词2. 改正听写3. 听录音读Module 1 3次Module 1 ClothesI. Objectives1. Review: Clothes in English2. Can talk about clothes and ask the price of the clothes I want to buy.3. Do some exercises.II. Processes1. dictation: (read the words first)sir madam bye pound whose2. act out Unit 1 in groups3. (1) whole class read Unit 2(2) ask students to act out U24.game(1) 从苹果权吉找出与a pair of 配对的苹果skirt, dress, shoes, jeans, trousers, blouse, socks, boots(2) 把苹果正确分类后，请生按自己的喜好买苹果用上：---- Can I help you ? / What can I do for you?---- I’d like to buy…---- How much….---- It’s / They’re…---- I’ll take(3) 各生把苹果买回校后，打乱顺序，请他人猜---- Whose is / are….?---- It’s / They’re…’s.5.《技》P1. Ex.一Ex.二P3. Ex.一. 二Homework:1.技P2. Ex. 五. 六P4. Ex. 五. 六2.听录音，预习Unit 4 (词)3.自学P14Additional wordsModule 2 PeopleI. Objectives1. Language skill(1) Can describe my friend(2) Know the words to describe people2. Language knowledge(1) V ocabulary4 skills: cap, hat, wear, be wearing, thin, heavy, young, today, talk, about, kind,funny, both, great, cook, well, everyone, true, friendly, round3 skills: mean, hero, heroine, hardworking, patient, handsome, movie, star, homest,parents, feed, ugly, weak(2) Drills* You mean the short boy?* She’s wearing a pair of black shoes.* The woman is very thin.* Who’s your hero?* She kind and hardworking(3) Sub-topic:Unit 4 : FriendsUnit 5 : Our Heroes and HeroinesUnit 6: Development3. Affect:(1) To arise the pupil’s awareness of the three structures for describing people’s appearance.(2) To reinforce, in a fun way, pupils’ understanding of adjectives that describe people.(3) To develop creativity and imagination by drawing.(4) To raise awareness of how friends can help each other than to compete.4. Learning strategy(1) Cognitive strategy(2) Regulation strategy(3) Communicative Resource strategy5. Cultural ConsciousnessTo introduce some great person whom are comsidered as heros or heroines.e.g. Gandhi, Mother Teresa, Lai feng, Zhang HaidiII. Focal points:1.be wearing2.The three structures for describing people’s appearance (Noun + Verb + Adjeetive)e.g. The man is very heavy.(Noun + has + Noun)e.g. the woman has white short hair.(Noun + verb + wearing)e.g. The man is wearing a cap.3. Who’s your hero / herine?III. Difficult points1.be wearing2.adjective for describe person alityIV. Schedule : 6 long-periodsV. Materials:Text book, Activity book, Tapes, Teacher’s book, word cardsUnit 4 FriendsI. Objectives1. V ocabularymean, cap, wear, hat, be wearing2. You mean that short boy with a black cap be wearing.3. Difficult points(1) be wearing(2) difference between hat and cap.II. Processes1. Leading inKiKi and CoCo are friends, Today, we’ll learn Friends2. Presentation(1) Look, KiKi has a cap. “cap ” ←catCoCo has a hat. “hat”(2) T: KiKi is wearing a black cap.“wear” ear 加上饰物→wear →is wearing →are wearing →be wearing (3) show the picture of P16T: acts out the dialogue on P16 once.Teach “mean” (feedback)(4)look at the picture and listen to the tape(5)read after the tape. (twice)(6)role play(7)dialogue 2. P16A.Students do by themselvesB.Read it out3. summing up(1) read the new words, and dialogue(2) take notesHomework:1.copy the new words.2.听、读、背P16Layout: Unit 4 Friends---- You mean the short boy cat capwith a black cap? Hat---- No, he’s not short and ear wear “be wearing”he’s not wearing a black meancap He’s wearing ayellow T-shirt and a brown hat .Unit 4 FriendsI. Objectives1. V ocabulary:thin, heavy, young, weak, ugly2. You mean that tall girl in a red coat?3. The man is old and thin. He is wearing a hat and a coat.II. Processes1. Revision(2) Whole class read P16(1) act out the dialogue.2. Presentation(1). T: Now Mr. Chen and Tomoko are talking about the girl over there. (show the picture)(2) Imitate Tomoko & Mr. Chen act out the dialogue* in a red coatwith long blonde hair(3) listen to the tape(4) read after the tape (twice)(5) whole class read the dialogue3. Show pictures P15 teach adj.(1) weak, ugly, heavy, thin, young(2) show picture one by one (feedback) 4. Let’s learn together P19(1) Look at the pictures(2) Ask students to read the sentences(3) Put a tick or a cross after reading(4) whole class read the sentences5. Summing up(1) read the new words and dialogue(2) take notes.Homework:1.copy the new words and dialogue2.listen read recide P173.review new words of U4Layout Unit 4 Friends With long blonde hairIn a red coatA pair of brown shoesAn Australian girlUnit 6 DevelopmentI. Objectives1. story time2. did you know3. additional words4. sing along. P21 My friendII. Process1. Revision(1) Whole class read U4(2) Recide the dialogue(3) Act out the dialogue2. Presentation(1) P26 Story timeA. Listen to the tapeB. Explain the storyC. Read after the tapeD. Try to act out the dialogue(2) P27. Did you knowTo introduce some great person whom are considered as heroes or heroines.(3) P28 Additional wordsA. Explain the wordsB. Tell the students. The rules to find out their opposite words.(4) P23 Sing along : My FriendA. Teach the new words:Kind, honest, funny, hand wordingB. listen to the tapeC. singina low voiceD. sing aloudHomework: （国庆长假）1.P19 Ex. 22.活P9 Ex.1 Ex.23.④家听U1 单词（名）4.改正听有作业薄5.预习U5（词）背U1 U2 U4（名）LayoutKindHonestFun funnyHard + working hard workingSweetRichHand + some hand someUnit 5 Our Heroes And HeroinesI. Objective1. V ocabulary:hero (heroes) heroine (heroines) today talk, about, kind, hardworking, patient 2. Who is your heroMy hero is my father. He is kind and hardworking3. Usage of who & whose.II. Processes1. Warmming up(1) song: My friend(2) review the wordskind, honest, funny, hardworking, handsome2. Presentation(1) show a pictureT: whose is the picture? Guess!It’s Miss Zhou’s. This is my father and this is my mother.My father is my hero. “hero” →heroesMy mother is my heroine heroine →heroines(2) A. My father is kind and hardworkingMy mother is patient and she’s kind too.B. Read the sentences after the teacher.(3) T: Who is your hero?My hero is…. He’s…T: Who is your heroine?My heroine is ….. She’s….(4) Listen to the tape teach: today, talk about(5) read after the tape(6) whole class read the dialogueHomework:1.copy the new words2.listen read recide the dialogue3.家听U2单词（名），准备堂听4.补活P9Ex.1 Ex.2Layout Unit 5Our Heroes and HeroinesWhose…? Who is your hero? Hero heroes谁的谁是heroine heroinesmy hero is… patienttodaywho is your heroine? Tall talkmy heroine is…. aboutUnit 5 Our Heroes And HeroinesI. Objective1. V ocabulary:handsome, movie star, parents, both, great, cook, feed, well, everyone, true 2. My hero and heroine are my parents!They’re both great cooks and feed me well!3. Difficult points:(1) vocabularyII. Processes1. Revision(1) Dictation(2) Whole class read P21(3) Ask students to recide the dialogue2. Presentation(1) show the pictures one by one(2) Try to explain the dialogue and teach the new words.Handsome (read →remember →feedback) starMovie starParents ( father & mother )Both, great, cook, feed, well, everyone, true(3) whole class read the new words and phrases after the teacher(4) listen to the dialogue(5) read after the tape(6) read the difficult words again(7) whole class read the dialogue(8) take notes3. Summing up(1) Read the new words and phrases(2) Look at the pictures and try to retell them4. P24 Let’s learn together Ex.2T read from A to D Students write the letter.Homework:1.copy the new words. Read for dictation2.活P10-12. 153.Recide U54.改①.②.③.④活Layout handsome bothStar greatMovie star cook cooks Father feet feedWall wellMother very everyoneTree trueUnit 5I. Objectives1. Review U4-U62. Let’s learn together3. V ocabulary: round, ugly, weak, friendly4. Difficult pointDescribe a person in one or two sentences.II. Processes1. Revision(1) Dictation(2) Whole class read:P2. U1, P7. U2, P10, P16. U4, P19, P21. U5 2. Presentation(1) P25 opposite wordsA. Read after the teacherB. Read by themselves.(2) P24. Let’s learn together 1A. teach: friendly friend →friendlyB. fill in the formC. Tell their friends their answers(3) Let’s learn together 2A. show pictures one by oneB. Read the description according to the pictureC. teach: round ugly weakD. whole class read A. B. C. D(4) Exercise A: Describe the picture in one or two sentencesB: Exercise paper* You mean the short mean with a red hat?She is wearing a yellow skirtAre you an honest man?He has short black hairHomework:1.copy P24. Ex.22.改活练习纸3.认真复习，准备测验LayoutFriend friendlyPound round round faceSquare faceBaby faceLong faceweakModule 3 OccupationsI. Objectives1. Language skill(1) Know about jobs in English.(2) Can talk about what I want to be in the future.(3) Can talk about relatives’ jobs.2. Language knowledge(1) V ocabulary:4 skills: nurse, doctor, driver, want, be, when, up, job, factory, worker, soldier,farmer, policeman, policemen3 skills: postman, postmen, bank, manager, grow, grow up, fireman, firemen,athlete, cleaner, waiter, waitress, lawyer, clerk, bank clerk(2) DrillsWhat do you want to be when you grow up?I want to be a teacher.What’s the lady’s job?She’s a nurse.What does he do?He’s a policeman.(3) Sub- topic:Unit 7: Our future jobsUnit 8: My family member’s jobUnit 9: Development3. Affect:(1) To help pupils to start thinking about occupations.(2) To help pupils enjoy the learning experience(3) To provide practice in using set phrases connected to future occupation to expresspersonal wish.(4) To build confidence in using English(5) To encourage creativity4. Learning strategy(1) cognitive strategy(2) regulating strategy(3) communicative resource strategy5. Cultural Consciousness(1) To introduce outstanding people in different occupations.(2) To stimulate interest in occupations.II. Difficult Points(1) What do you want to be when you grow up?I want to be a teacher.(2) What’s….. job?He / She is a ….(3) What does he / she do?He / She is a …..III. Schedule:5 long- periodsIV. MaterialsTextbook, activity book, tapes, teacher’s book, word cardsUnit 7 Our Future JobsI. Objectives1. V ocabularypostman, postmen, nurse, doctor, driver, bank, manager, want, be, when, grow, grow up2. I want to be…3. Difficult point:I want to be…“when”II. Processes1. revisionWhole class read U1 – U22. Presentation(1) P32. song, I want to be…teach: want, to be (remember →feedback )when (read after the teacher →read one by one →spell →feedback )grow up (eg. Sally is a little girl now. when she grows up. She will be a pretty woman. )( whole class read →feedback )repeat “ when I grow up” (action)teach: doctordriver river →driver →driver the bus(2) listen to the song(3) sing in a low voice(4) sing aloud(5) teach: doctor, nurse, bank manager, postman (postmen )( read →spell →remember →feedback )(6) P30 Dialogue 1eg. Who is the postman?A is the postman.3. Summing up(1) Whole class read the new words.(2) words game4. ExerciseMake a sentence withI want to be a …. When I grow up.Homework:1.copy the new words2.sing the songLayout Unit 7 Our Future JobsI want to be…. When I grow upRiver driver driver the busDoctor nurse cookBank manager postcard postman postmenUnit 7 Our Future JobsI. Objectives1. V ocabularyjob, factory, worker, soldier, farmer, fireman, firemen, policeman, policemen2. Let’s learn together 13. Difficult point(1) What do you want to be when you grow up?I want to be….II. Processes1. Warmming up(1) sing the song: I want to be…2. Presentation(1) T: 如果你要问你的朋友长大想当什么？应该怎么问？（把I want to be … when I grow up改为what do you want to be when you grow up?）(2) How do you answer this question?I want to be a…(3) Practice: 请问你的同桌长大以后要当什么？What do you want to be when you grow up?I want to be…(4) P31 listen to the dialogue then repeat(5) Whole class read the dialogue(6) read in groups(7) take notes(8) P33 Let’s learn together 1teach: farmer, soldier, factory worker, fireman, policeman( read →spell →remember →feedback )3. Summing upread the dialogue & new words.4. Development:game: 问你的好朋友他长大了想当什么？Homework:1.copy the new words and dialogue2.活U7 listening3.read & recide U7Layout Unit 7 out future jobs---- what do yu want to be farm farmerwhen you grow up? Old soldier---- I want to be… work worker factory workerfire fireman firemen (pl.)police policeman policemen(pl.) Unit 8 My family members’ jobsI. Objectives1. V ocabularyjob, athlete, cleaner, lawyer, waiter, waitress, bank, clerk2. What’s his job? He’s a….3. What does he do? He’s a….4. Difficult pointWhat’s his job? He’s a ….What does he do? He’s a …5. Let’s learn together 1II. Processes1. Warmming up(1) review words of jobs(2) recide Unit 72. Presentation(1) T：我们已学过这么多职业，那怎么问他人的职业是什么呢？职业：job(2) What’s his job? (男性)He’s a ..( read after the teacher )(3) What’s her job? (女性)she’s a …(4) Practice:What’s… job?He’s / She’s…(5) T: 就跟say hello 和hi一样，问他（她）的职业是什么？除了问What’s his / her job?还可以问What does he do?Teach “does”(6) PracticeWhat does he / she do?He’s / She’s a...(7) P35 listen to the tape then read(8) take notes(9) P35 complete the dialogue(10) whole class read the dialogue(11) P38 let’s learn together 1learn the words one by one( read →spell →remember →feedback )IV. summing up1.read the dialogue2.read the new words.Homework:。

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