湘教版四年级下册英语教案全册

湘教版四级下册英语教案全册文件编码（008-TTIG-UTITD-GKBTT-PUUTI-WYTUI-8256）1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

1W h e r e’s m y n e w c a p?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White you,’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

湘教版四年级下册英语教案全册文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58-1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人,并用“It’s in …”“They areunder …”“your …is on …”做出回应.二、教学重点难点重点：能运用“Where’s my new …”询问别人,并用“It’s in …”“They areunder …”“your …is on …”做出回应.难点：灵活地运用“in、on、under、”等词语表达物体(de)具体方位.一、教学准备两个动物指偶、教学挂图、教学磁带等.二、教学步骤Step 1 Warming up1、师生问候.2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨,猫妈妈和小白猫在家里,小白猫准备上学了.White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音,跟读.4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演,或放一段无声动画片,学生用所学(de)问候语根据情景配音.评出最佳配音奖游戏——Make friends学生离开座位找朋友,用所学(de)问候语进行问候.看看谁在最短时间找到最多(de)朋友.Step 4 Consolidation1、创设情景,自由对话情景1：老师(de)书、粉笔、本子、钢笔、铅笔等不见了,请小朋友帮忙找找看.情景2：同桌之间表演对话.让学生们大胆发挥想象,创设其他情景进行对话练习.师生共同表演学生同桌互相表演学生代表上台表演2、评价.对学生在活动中(de)表现给予肯定和鼓励,培养学生(de)英语交际能力.Period 2一、教学目标1、能掌握本单元新单词及词组;2、能熟练使用句型“Where is/are my …”“It’s /they are…”.询问物体(de)位置,并回答； 3、能阅读理解课文C、D部分.二、教学重点难点重点：复习单词和句型；难点：理解课文C、D部分.三、教学准备一个抽屉、一条新领带、一双棕色皮鞋、学生自己(de)画、教学磁带等.四、教学步骤Step 1 Warming up1、师生问候.2、唱英语歌曲“colour song”Step 2 Presentation1、出示一条领带T:What’s thisS:It’s a tie.T:Is it old or newS:It’s new.T:Yes,it’s a new tie. Where is the tieS:It’s in the drawer.2、出示一双棕色皮鞋T:What are theseS:They are shoes.T:Where are my brown shoesS:Your brown shoes are in the cupboard.3、拿出一副眼镜戴在头上T：Where are my glassesS:They are on your head.Step 3 Practice游戏——Ask and answer将全班学生分成两组,就上一课时布置(de)画画作业进行问答比赛.一组学生提问,另一组学生根据画作答课文D部分1、让学生们自己阅读一遍,标出不懂(de)单词或句子2、听录音,小声跟读3、回答问题Step 4 Consolidation1、创设情景,自由对话情景：Lingling和Chen Dong想穿上自己最喜欢(de)衣服去参加Mary(de)生日晚会,可他们不知道妈妈把衣服放哪儿了,于是询问妈妈.2、评价3、练习4、家庭作业听磁带、读课文、记单词.Period 3一、教学目标1、能掌握字母组合all在单词中(de)发音,并理解词汇wall,fall,ball,tall,small,stall.2、能理解并读出由含有字母组合all(de)单词组成(de)句子.3、巩固复习本单元单词和句型.二、教学重点难点重点：字母组合all在单词中(de)发音；难点：情景对话.三、教学准备字母卡片b、f、s、m、t、w及all,教学磁带等.四、教学步骤Step 1 Warming up1、师生问候.2、唱英语歌曲“colour song”.3、自由对话（就学生文具提问, 可让学生充当小老师提问）.Step 2 Presentation and drill 课文E部分1、出示字母卡片b、f、t、w,让学生读出该字母在单词中(de)发音.2、出示卡片all,教学all(de)读音.3、组合成单词,请学生拼读.4、听录音,跟读单词.5、听录音,跟读句子.Step 3 Practice游戏——Matching game在黑板两侧分别写上字母 b、f、t、w及字母组合all,将学生分成两组,每组轮流选出一名学生看卡片念单词,两组在各派一名学生听音连线,看谁连得又快又准.Step 4Consolidation1、课文F部分请一名学生扮演Linging寻物,其余学生根据图片帮助Lingling找东西.Lingling:Where is my dressS:It’s under the bed.2、创设情景,自由会话.3、评价.4、家庭作业）听磁带,朗读课文 2）抄单词和句型2 Can you read and writePeriod 1一、教学目标1、能听懂、会说新单词read ,write,climb,letter.2、能理解并复述本课课文.3、能运用句型“Can you …”询问某人能否做某事,并用“Yes,I can .””No,Ica n’t .”对询问做出回答.二、教学重点难点重点：掌握四会单词难点：正确使用能动词can.三、教学准备一张画有狮子、鸟、猴子、青蛙、鸭子(de)动物图片,人物卡片,教学挂图,教学磁带等.两个动物指偶、教学挂图、教学磁带等.四、教学步骤Step 1 Warming up2、师生问候.3、做热身操Step 2 Presentation1、出示画有狮子、鸟、猴子、青蛙、鸭子(de)动物图片.T:What can you see in the pictureS:I can see a lion/bird/monkey/frog/duck.T:Can it run/fly/jump/swim/climbS:Yes,it can ./No,it can’t.T:Can you run/fly/jump/swim/climbS:Yes,I can./No,I can’t.……4、依次出示单词卡片,带读.Run,run,run,I can run.Jump,jump,I can jump.Swim,swim,swim,I can swim.Climb,climb,climb,I can climb.Fly,fly,fly,I can fly.5、贴出动物图片,滚动单词卡片.T：Run,run,run,can a lion runS：Yes,it can.游戏——Dragon game将学生分成两组,教师出示单词卡片,两组学生轮流一问一答. S1：Swim,swim,swim,can a bird swimS2：No,it can’t.Fly,fly,fly,can a monkey fly6、出示一本书T；What’s thisS：It’s a book.T：Can a lion read a bookeS：No,it can’t.T：Can you read a bookS：Yes,we can.T：Can you read ,S1S1：Yes, I can.T: He/She can read.板书单词read ,边写边带读T:Can you write,S2S2: Yes, I can…T:Can you write in English S2: Yes, I can.板书单词write,边写边读：Write,write,write in English.T:Can Lingling read and write in EnglishOpen your books at Page 5. Let’s look and listen.7、听课文A部分录音,跟读并回答刚才(de)问题.8、同桌两人分角色自由练读,然后让几组学生分角色朗读.9、听课文B部分录音,跟读.Step 3 Practice游戏——Take a chance.将全班学生分成两组进行游戏.每组选一名学生,分别从单词卡片和动物、人物两套卡片中各取一张,用can 提问,肯定(de)回答可加一分,否定(de)回答则扣一分.Step 4 Consolidation1、创设情景,自由对话情景：班上准备开辟一个“英语角”.老师要选出一些同学写主题词,布置教室,还要选出两名主持人,你能帮老师选选吗2、评价,对学生在活动中(de)表现给予肯定和鼓励,培养学生(de)英语交际能力.3、练习4、家庭作业听磁带,背课文.Period 2一、教学目标1、能掌握本单元新单词及词组2、“Can you …”询问某人能否做某事,并用“Yes,I can .””No,I ca n’t .”对询问做出回答.3、能阅读理解课文C、D部分.二、教学重点难点重点：复习单词和句型难点：理解课文C、D部分三、教学准备单词和动物卡片、教学磁带等.四、教学步骤Step 1 Warming up1、师生问候.2、游戏——Dragon game 将全班学生分成两组进行游戏.看卡片对歌,一组问一组答Step 2 Presentation and drill 游戏——Listen game教师出示单词卡片,一名学生根据卡片任意挑一名同学提问,该同学根据自己(de)实际情况回答,并做出相应动作.听课文D部分录音,回答问题. Can Tim fly Can Dino fly Can Tim climbCanDino add numberStep 3 Practice游戏——Dragon game 选出8位学生到讲台前站成一排,就动词read,write,fly,climb,jump,eat,clap,add用能动词can回答.没有回答上或提问重复(de)要把这8个动词说出来,并边说边做动作.Step 4 Consolidation1、创设情景,自由对话情景：Lingling和Chen Dong各有一个机器人,他们在比较谁(de)机器人更能干.2、评价3、练习4、家庭作业听磁带、读课文、记单词.Period 3一、教学目标1、掌握字母组合ool在单词中(de)发音,并理解词汇zoo,moon,swimming,pool,broom,spoon;2、能理解并读出由含有字母组合 oo(de)单词组成(de)句子.3、巩固复习本单元单词和句型.二、教学重点难点重点：字母组合oo在单词中(de)发音.难点：句子留念高度朗读.三、教学准备单词卡片、动物园图片、教学磁带等.一、教学步骤Step 1 Warming up游戏——Quik response. 看卡片,读单词,做动作,看谁反应快.游戏——Guess,guess,guess 两人一组进行游戏,教师出示卡片,一人根据卡片所给单词做动作,另一人猜单词,一分钟内看哪组猜得多.Step 2 Presentation and drill1、出示动物园图片T:What’s thisS:It’s a zoon.T:Yes,it’s a zoo,板书并带读单词,让学生自己拼读.2、写出其他单词,让学生自己拼读.听课文E部分录音,跟读两遍,Step 3 Practice游戏——Listen and do.教师唇语单词,学生读唇辨读单词.另选两名学生到讲台上抢拍所听到(de)单词,先拍到(de)得分.1、描摹写单词read 和write2、听课文F部分录音,跟读.游戏——Two –sided performingStep 4 Consolidation1、创设情景,自由会话. 情景：Tim和Dino在路上遇到了大雄和机器猫,Dino跟机器猫比比谁(de)本领大.2、评价3、练习4、家庭作业 1）听磁带,朗读课文 2）抄单词和句型3 Are you making a kitePeriod 1一、教学目标1、能听懂、会说新单词make kite mess boat pie；2、学习对话“Are you making a kite/pie /boat Yes./No.”3、理解词组make a kite/boat/pie(de)含义.二、教学重点及难点重点：学习对话“Are you making a kite/pie /boat”询问他人在做什么,并用“He/She ismaking...”做出问答.难点：理解“He is making...”(de)含义.三、教学准备教学挂图、教学磁带等.四、教学步骤step 1 Warming up1、师生问候.2、唱已学(de)英语歌曲.step 2 Presentation and drill1、走到学生中间.T（问一名男学生）：HelloWhat is it (show the kite)B: It is...T（问全班学生）：What's this(show the boat)Ss: This is...板书并教学句型“Are you making a kite”“I am ...”游戏——guess,guess,guess（猜一猜）将全班同学分成两大组进行比赛.老师出示一些折纸玩具,如cake boat mess,学生利用图片练习说句子.两组派代表轮流猜,在规定时间内说对(de)次数多(de)一方获胜.T:I like making some toy.（出示kite(de)图片）：T: Are you making a boat.S:NO ,I am making a kite .T（出示cake (de)图片）：Are you making a kiteS:No ,I am making a cake.T（出示mess(de)图片）：Are you making a kiteS:No ,I am making a mess.2、听课文A部分录音,理解课文大意.step 3 Practice1、听课文A部分录音,跟读.2、分小组练读.3、分角色表演.step 4 Consolidation1、创设情景,自由会话.情景一：周末,小朋友在自己做玩具,妈妈问他在做什么.分角色演一演.2、评价.对学生在活动中(de)表现给予肯定和鼓励,培养学生(de)英语交际能力和表达能力.3、家庭作业.熟读并背诵课文A部分.Period 2一、教学目标1、能听懂、会说新单词 piano bake draw fish bird music;2、能熟练地用英语说出图片上(de)动作；3、能理解、看懂课文D部分故事；4、能熟练地运用句型“be doing sth.”“I am doing sth.”.二、教学重点及难点重点：能熟练地运用句型“be doing sth”“I am doing sth”.难点：能熟练(de)用英语描述一幅图片上(de)情形.三、教学准备：图片、单词卡片、教学磁带等.四、教学步骤step 1 Warming up1、师生问候.2、唱英语歌曲“Ten little Indian boys”.3、自由会话,复习所学内容.Q：Are you making a kite.A:No ,I am making a cake.Q：Are you making a kite.A:No ,I am making a piestep 2 Presentation and drill1、出示图片.T:What is he/she doingSs:He/She is doing …….2、听课文B部分录音,回答问题.Ask and answer: what are you doingLook at the picture ,then try to say: She is playing the piano;He is baking a cake; He is making a kite/making a pie/making a mess.step 3 Practice1、出示一张照片.T:What is the girl doingS: She is ……T:What is the man doingS: He is ……引导并鼓励学生们运用所学知识,大胆进行会话练习.2、课文C部分.T:What can you see in the picture让学生三人一组观察图片,并根据图片进行交谈,相互介绍图中(de)人物正在做什么.S1:Ｗhat is the girl doingS2:She is drawing a fish.S3:No,she is drawing a bird.step 4 Consolidation1、课文D部分.1）看图猜一猜,回答问题.Ｗhat is Dino doing2）帮助学生理解短文,找到答案.3）听录音,跟读.4）分角色朗读.5）分组分角色自由朗读.6）分角色表演.2、评价.对学生在活动中(de)表现给予肯定和鼓励,培养学生(de)英语交际能力和表演能力.3、练习.4、家庭作业.1）识记本课新单词.2）读课文D部分.Period 3一、教学目标1、能掌握字母组合ay在单词中(de)发音；2、能读出由含有字母组合ay(de)单词组成(de)句子；3、能掌握单词making a kite(de)书写；4、学着制作F部分(de)纸飞机二、教学重点及难点：重点：字母组合ay在单词中(de)发音.难点：学着制作F部分(de)纸飞机,猜测fold(de)意思.三、教学准备：教学磁带等.四、教学步骤step1 Warming up1、师生问候.2、唱已学(de)英语歌曲.step 2 Presentation and drill1、听课文E部分录音,感知单词(de)发音.2、听课文E部分录音,跟读. away holiday spray3、练习读句子Go away(走开) Tomorrow is holiday(明天放假)The man is spraying.(给花儿喷水.)4、听课文E部分录音,帮助学生理解句子(de)含义,并详细讲解其发音.5、自由练习朗读句子.6、尝试读句子Rain,rain,go away;We would like to play todaye again another day7、学习书写 making a kite(注意：先仿写,中间部分要对齐)step 3 Consolidation1、听课文F部分录音,学着制作F部分(de)纸飞机,猜测fold(de)意思2、评价.对学生(de)表现给予肯定和鼓励,培养学生猜测词意(de)能力.3、练习.4 Peter is writingPeriod 1教学目标1.能熟练地运用句型:somebody is doing something;2.读准单词(de)发音,注意ing (de)发音.教学重点与难点重点:能熟练地运用句型:somebody is doing something难点:用she is doing 看图说话教学准备图片,教学磁带等.教学步骤step1 Warming up1.师生问候.2.游戏——Dragon game(接龙游戏)师展示图片,学生练习句型:she is doing something.playing the pianobaking a cake making a kitemaking a pie making a messmaking a boatstep 2 Presentation and drill1.拿着一个神秘(de)盒子,走进教室.T(摇晃盒子):Hello,everyone I'm a magician.I have a lot of magic things in my bag.What's in it Please guessIf you are right,I'll give you a gift.若学生猜对了,教师出示该物品,并奖励一张小卡片或其他小奖品.T:What is he doingS:He is …….T:Great ,you are right.T(将卡片翻过来,让学生看着中文说英语)板书并教学句型"Ling ling is sleeping"2.出示课文A部分教学挂图.听课文A部分录音,了解课文大意.3.听录音,跟读.4.分组练读并表演:Peter's mother is cooking. Anne's mother is sweeping. Ling ling's brother is sleeping. Ling ling is painting.step 3 Practice游戏——看图猜测词意 read after mesleeping working sweeping cooking paintingstep 4 Consolidation1.创设情景,自由会话.情景:想象在周末,一家人会做什么.用学过(de)句型表达出来.My mother is …… My brother is……My father is …… I am ……要求用上学习过(de)单词2.评价.对学生在活动中(de)表现给予肯定和鼓励,提高学生学习英语(de)兴趣.3.对话练习.4.家庭作业.1)熟读并背诵课文A部分.2)识记本课新单词.Period 2学目标:1.能掌握本单元新单词；2.能熟练地运用现在进行时进行会话；3.理解课文C,D部分；4.培养学生(de)阅读理解能力.教学重点与难点重点:复习单词和句型难点:情景会话教学准备:单词卡片,教学磁带等.教学步骤step 1 Warming up1.师生问候.2.看卡片读单词.3.看口型读单词.step 2 Presentation and drill游戏:Guess,guess,guess(猜一猜)教师做动作,并提问;学生猜,并回答.T:What am I doingS:You are sleeping.T:Yes,I am sleeping./No,I am ……step 3 Practice游戏——Best partner(最佳拍档)学生两人一组自由组合,一人抽卡片做动作,另一人猜,看哪组最有默契.阅读课文D部分,回答问题.What is Tim doingWhat is Dino doingstep 4 Consolidation让学生四人一组,描述各自在家里画(de)画.评价.对学生(de)描述进行评价,给予肯定与鼓励,激发学生说英语(de)欲望. 练习.Period 3教学目标1.能掌握字母组合OO在单词中(de)发音;2.能读出由含有字母组合OO(de)单词book wood food cook took firewood, 并读出有关(de)句子;3,复习巩固本单元单词和句型.教学重点与难点:字母组合OO在单词中(de)发音.区别字母组合OO(de)长,短音.教学准备单词卡片,教学磁带等.教学步骤step 1 Warming up1.师生问候.2.游戏:Act and chant (做做唱唱)请八名学生上台来,轮流根据单词卡片做动作,其余学生有节奏地吟唱.Writing ,writing ,A is writing.Sleeping, sleeping,B is sleeping.Working, working, C is woring.step 2 Presentation and drill1.让学生读E部分(de)单词；2.板书单词 book ,标出字母组合OO,教授其读音,并与其它单词进行比较；3.板书E部分其它单词 wood took food firewood cook , 让学生拼读；4.听录音,跟读单词.step 3 Practice1.听课文E部分录音,跟读句子；2.打节拍,读句子；3.边读边写 reading and writing；4.听课文F部分录音,学唱英语歌曲.Unit 5 What’s Anne doingPeriods:Language Function:Getting to know somebidy is doing something.Language structure:What’s Anne doingShe is skipping.Vocabulary:The word should be grasped: hopping, running, dancing, digging, playing basketball, skipping, swimming.Understanding words:making the cat angry, rain, rail, train, nail, paint, tail, pail, sail, Spain.Sounds:Know the ai-’s sound in the words.How to write: playing basketballPeriod 1Basic aims of this lesson:understand and say the new words “hopping, running, dancing, digging, playing b asketball, skipping, swimming”retell the Part A.can ask and say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can ask and say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Sunday morningStep 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is running.T: Look, what am I doingS: …Let a student run.T: What are you doingS: I’m running.T: What is S doingSs: He/ she is …ing.Show the wall picture.T: Look, this is Anne. What is Anne doingSs: Peter is skipping.T: What’s the boy doingSs: He is hopping.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is skipping.…Step 4. Consolidationfree talk.Assessment.Exercises book P17-18.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action. Step 3 PracticeGame:Magic eyes.Let 2 Ss come to the front, others act the action.S1: What’s A doingS2: A is hopping.…Listen to the tape of Part D.3. Act the story wear the headwear as Dino and the cat.Step 4. ConsolidationFree talk.Assessment.Exercises book P19-20.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ai-”, and understand the words “rain, rail, train, nail, paint, tail, pail, sail, Spain.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ai-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “rain” on Bb, let Ss read.Mark “ai”, let the Ss find the rule.Write other words with “ai”, rain, rail, train, nail, paint, tail, pail, sail, Spain.Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “playing basketball” on book.Learn to sing “Are you sleeping”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Unit6 Where are you goingPeriod 1一、教学目标1、能听懂、会说新单词going coming a post office a holiday；2、能理解并复述课文；3、能用“where + 现在进行时”询问某人(de)去处,并对该询问做出回应二、教学重点能用“where+现在进行时”询问某人(de)去处,并对该询问做出回应.三、教学难点会说新单词.四、教学准备图片,玩具狗,单词卡片,教学磁带.五、教学步骤Step 1 Warming up1、师生问候2、唱第四单元所学(de)英语歌曲Step 2 presentation and drill1、出示学校(de)图片,贴在黑板上.What is this It is school.Where are you now I am at school...How do you come to school By bus/car...I walk to school.板书单词： walk,带读.2、出示小狗玩具,带读句子.The dog is going. The dog is coming.板书单词： going coming ,带读.3、将玩具狗放在讲台上.T:where is the dog nowS: the dog is on the table .让小狗做走路状.T:what is the dog doingS:The dog is walking.假设小狗朝学校走.T：where is the dog goingS: The dog is going to school.4、让学生扮演小狗.T:Hi, little dog ,where are you goingS:I am going to school.板书句子,带读.然后让学生两人一组表演,一问一答.5、板上贴上邮局(de)图片,假设玩具狗朝邮局方向走.T: Where is the dog goingT/S: The dog is going to the post office.Step 3 practice1、教师指图片,让两组学生一问一答.Where are you goingI am going to school/the post office.2、听课文A部分录音,理解课文大意,并跟读.3、听课文B部分录音,跟读.Step 4 consolidation1、三人小组表演课文A部分2、评价.对学生表演进行评价,给予肯定与鼓励,激发学生说英语(de)欲望.3、练习.Period 2一、教学目标1、能掌握本单元新单词.2、能运用所学句型进行会话.3、能理解课文C、D部分.二、教学重点及难点1、复习单词和句型.2、情景会话.三、教学准备四、教学步骤Step1 Warming up1、师生问候2、唱第四单元所学(de)英语歌曲3、诵读英语儿歌“the dog is coming”Step2 presentation and drill在黑板上贴上学校、房子、邮局(de)图片T:what is thisS:It is school /house /the post office.T:(出示玩具狗):Where do you think the dog is going toS:It is going to school / the house / the post office.T(扮演小狗):I am going to the post office.Look ,I have a letter topost.Step 3 Practice游戏：Guess,guess,gues教师将房屋图片放在讲台上,拿着玩具狗在图上走,让学生齐声说：“Littledog ,walk ,walk ,walk”说完,教师停下玩具狗,让学生猜它停在哪个房间,并大声说出房间(de)名称.猜中(de)同学代替老师提问.S:Little dog ,walk ,walk ,walk.S: Where do you think the dog is goingS: It is going to the bedroom.阅读课文D 部分,回答问题.Who is Dino writing toStep４Consolidation1、创设情景,自由会话.情景：星期天(de)早晨,两位同学在路上相遇,他们互相打招呼,并询问彼此(de)去向.2、评价.对学生(de)表演进行评价,给予肯定与鼓励,激发学生说英语(de)欲望.3、练习.Period 3一、教学目标1、能掌握字母组合ea在单词中发音,并理解seal ,meal , meat ,eat.2、能读出由含有字母组合ea(de)单词组成(de)句子.3、巩固复习本单元(de)单词和句型二、教学重点与难点1、字母组合ea (de)发音2、灵活地运用本单元单词和句型自由会话.三、教学准备小动物头饰、教学磁带四、教学步骤Step1 Warming up1、师生问候2、唱学过(de)英语歌曲Step 2 presentation and drill1、读课文E部分中认识(de)单词,并找出字母组合ea 在单词中(de)发音规律.3、听课文E部分录音,跟读单词和句子.Step 3 practice1、读句子比赛.2、边读边写“coming and going”3 、完成课文F部分连线练习.Step 4 consolidation1、创设情景,自由会话.情景：动物园团长决定把小动物放回大自然,他们会去哪里（自由选择角色和伙伴表演对话）2、评价.对学生(de)表演进行评价,给予肯定与鼓励,激发学生说英语(de)欲望.3、家庭作业：听磁带,背课文,记单词.Assessment 1教学目标1.复习所学方位介词(de)用法；2.考察学生(de)听力；3.培养学生(de)课堂活动能力.教学重点难点重点：帮助学生系统地复习前几单元(de)知识,进一步进行巩固加深.难点：前几单元(de)语法知识.教学准备单词卡片,教学磁带等.Step 1 Warming up1）师生问好2）唱已学过(de)英语歌曲Step 2 Exercise and feedback1）A部分.选择正确(de)介词填入空格中.B部分.听音,判断正误.C部分.我能…… 如果你能做就画一个笑脸,不能,就画一个哭脸.2) 两人一组按题目要求提问并回答.3) 选择一些学生作答.4) D部分,我喜欢…如果你喜欢,就画一个笑脸,不喜欢,就画一个哭脸.找出本月生日(de)学生,同学们为他们唱生日歌.折纸船、纸飞机等.Step 3 Consolidation1)四人小组自由选择主题进行会话.2)评价.3)家庭作业.将1—7单元课文读一遍,认为自己读得很好(de)就画五角星,一般(de)画钩,不好(de)画叉.unit7 peter is happy todayPeriod 11、能听懂,会说新单词Sunday, Monday, Tuesday, Wednesday, Thursday,Friday,Saturday, today,tomorrow;2、能理解并复述本课课文；3、能正确表述今天是星期几.二、教学重点及难点重点：能正确表述今天是星期几.难点：掌握新单词.三、教学准备一个笑脸面具,一幅日历,一个生日蛋糕,一根蜡烛,一个打火机,单词卡片（星期一至星期五）,教学挂图,教学磁带.四、教学步骤Step 1 warming up1、师生问候2、听学过(de)英语歌曲Step 2 presentation and drill1、出示笑脸面具.鼓励学生大胆猜测.然后出示有蜡烛(de)生日蛋糕.（师生问答）板书单词Sunday, Monday, Tuesday, Wednesday, Thursday,Friday, Saturday,带读.2、点燃生日蜡烛.学生唱生日歌,教师许愿,吹灭蜡烛.3、出示教学挂图.学生看图,教师播放录音,边听边读边理解.Step 3 practice游戏——（快速反应）教师说今天星期几,学生快速说出明天星期几；教师说明天星期几,学生说出今天星期几,看谁反应快.1、听课文A部分录音,跟读.3、听课文B部分录音,跟读.Step 4 consolidation1、让学生抽取星期卡片,讲述peter (de)一天.2、评价.3、练习.4、家庭作业：听磁带,背课文,记单词.Period 2教学目标1、能掌握本单元新单词.2、能结合星期谈论天气.3、能理解课文D部分.教学重点及难点重点：复习单词和句型.难点：情景会话.教学准备日历,教学磁带等.教学步骤：Step 1 warming up1、师生问候2、认读星期几(de)单词卡片3、唱学过(de)英语歌曲Step 2 presentation and drillT：what day is yt todayStep 3 practice1、完成课文C部分表格.2、阅读课文D部分,判断正误.Step 4 consolidation1、创设情景,自由会话.2、评价.3、练习.4、家庭作业：听磁带,背课文,记单词.Period 3一、教学目标.1、能掌握字母组合ee(de)单词中(de)发音,并理解单词tree, weep, sweep, knee;2、能读出由含有字母组合ee(de)单词组成(de)句子；3、巩固复习本单元(de)单词和句型.二、教学重点及难点重点：字母组合ee(de)发音.难点：自由会话.三、教学准备星期(de)单词卡片、日历,教学磁带等.四、教学步骤Step 1 warming up1、师生问候.2、唱学过(de)英语歌曲.3、认读星期几(de)单词卡片.1、板书课文E部分单词,让学生认读.2、让学生们找出其他含有字母组合ee(de)单词.3、让学生归纳出字母组合ee(de)发音规律.4、听课文E部分录音,跟读.Step 3 practice1、读句子比赛.2、边读边写“today and tomorrow”.3、听课文F部分录音,学唱歌曲“days of a week”.Step 4 consolidation1、四人小组自由创设情景,进行对话.2、评价.3、家庭作业：听磁带,背课文,记单词.Unit 8 Spring is warm and nicePeriod 1一、教学目标1、能听懂、会说新单词weather ,spring ,wummer ,autumn ,winter ;2、能听懂、会说本课对话；3、能运用“Spring is warm and nice”“It’s cold in winter”等句型描述四季.二、教学重点及难点1、重点：能正确表述四季及不同天气.2、难点：理解不同地方(de)四季有不同(de)天气状况.三、教学准备单词卡片、教学挂图,教学磁带等.。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

湘教版四年级下册英语教案全册The final revision was on November 23, 20201 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White you,’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

湘教版四年级下册英语教案全册湘教版四年级下册英语教案全册公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

Unit 1 It’s on your head !Period 1一、教学目标1、能听懂、会说新单词shirt ,coat, bed, cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is4、能用on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation w W w .x K b 1.c o M1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat: Good morning, Mum .Mum: Good morning, daughter.White cat :Where’s my new cap?Mum: It’s on the bed.White cat. Thank you, Mum. Where’s my new pencils?Mum: They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

湘教版四年级下册英语教案全册公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

湘教版小学英语四年级下册全册教案Unit 1: My FamilyLesson 1: My Family Members- Objectives:- To introduce family members in English.- To practice using possessive pronouns "my" and "your".- Procedure:1. Introduce the topic by asking students about their families.2. Present and teach new vocabulary: mother, father, sister, brother, grandparents.3. Use flashcards or real pictures to help students associate the words with the family members.4. Model sentences using possessive pronouns: "This is my mother. She is beautiful." and "This is your father. He is tall."5. Have students practice saying the sentences using different family members.6. Play a game of "Who's missing?" where one student closes their eyes and tries to guess which family member is missing.7. Reinforce the lesson with a worksheet or a group activity where students have to match pictures with the correct family member.Lesson 2: My Family Tree- Objectives:- To review and reinforce vocabulary related to family members.- To introduce the concept of a family tree.- Procedure:1. Review the vocabulary learned in the previous lesson.2. Introduce the concept of a family tree and explain how it shows the relationships between family members.3. Show examples of family trees and explain the labels for each family member.4. Have students create their own family tree using illustrations and labeling the different family members.5. Allow students to share their family trees with the class, explaining the relationships between each family member.6. Play a game of "Guess the Family Member" where students describe a family member on their family tree and others have to guess who it is.[continue with lessons and units as desired]。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

1 Where’s my new cap?Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。

二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“They are under …”“your …is on …”做出回应。

难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。

一、教学准备两个动物指偶、教学挂图、教学磁带等。

二、教学步骤Step 1 Warming up1、师生问候。

2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。

White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。

4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。

评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。

看看谁在最短时间找到最多的朋友。

Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。

Unit 1 Where’s my new cap?Periods:Language Function:Where’s …?Language structure:Where’s my blue shirt, Munny?Your blue shirt is in your drawer.Vocabulary:Understanding words: For my students: articles as “a duawer, a pair of new shoes, behind, a new shirt, an old dress, a new tie.”grammar should be grasp: where’s …, where are….Sounds:Know the all-’s sound in the words.Chant of greetings.Period 1Basic aims of this lesson:Can listen and say: Where ‘s my blue shirt?Finish the task the teacher given in the lessons.Can understand the conversation the text given.Can speak and say Part A and Part B.Can art with others with part C.Teaching difficulties:Where’s …? Where are …?Teaching points:Where’s my blue shirt? Your blue shirt is in your drawer.Where are my brown shoes? Your brown shoes are in the cupboard.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:Listen to songs: Good morning to you.How are you?Step 2 Presentation and drill· Greeting with the students.· Task 1:Teacher let the children introduce their dress.Speak: My cap is on my head./ My tie i s in my hand./…· Task 2：Guess: Where is it? (With the given picture on the text.)Good morning,How are you?Good afternoon.Good evening.Where is my blue shirt? / Where are my brown shoes?Cultivate their openness thinking. The more sentence they can speak, the higher points the teacher give the group.· Task 3:Matching game on dress、shirt、 shoes、coat、cap.Step 3. Practice· Listen to the tape.· Retell the text A、B according to what they hear.· Read after the tap e· Read in different role.· Read in different group.Step 4. Consolidation· Do the act according to Part C.· Teacher give the assessments.· Do the Part A、B in the Exercise.· Homework: Listening to the tape, recite the text.Blackboard drawings:Whe re’s my blue shirt, Mummy?Your blue shirt is in your drawerWhere are my brown shoes, Mummy?Your brown are in the cupboard.Teaching NotesPeriod 2Basic aims of this lesson:1. Finish the task the teacher given in the lessons.2. The ability to read Part D with the given picture.3. Retell the story on Part D.4. The ability to know the sound in “all-”.5.The ability to read the sentence.6.The ability to write the word in correct form7.The ability to say the sentence, P4.8.The ability to identify “where’s …? Where are …?”Teaching difficulties:Find the ruler of the sound in “all-”.Help the student cultivate their reading ability in Part D. Teaching aids:Type-recorder, picture, computerStudent’s aids:Everyone make a picture of dinosaur , Tim and a book..Step 1 Warming up:Sing the song “who is wearing red today?”Step 2 Reading·Task 1: Everybody listen the tape and arrange the picture.·Task 2: Retell the story in groups.Retell in class.Step 3 Practice· Task 3: Read the words aloudball, wall, fall, tall, call.Then find the ruler, who will find it will be the winner. · Task 4: Read the sentence.It’s a small, small, stall after all.Who read it right and quick who gets the blue ribbon. Step 4. ConsolidationDo the writing part.Do the role-play on tongue twist.Teacher give the assessments.Do the Part C、D in the Exercise.· Homework: 1. Listening to the tape, recite the text.2. act the story with the partents.Blackboard drawings:Where’s my new cap?ball, wall, fall, tall, callIt’s a small, small, stall after all.Teaching NotesUnit 2 Can you read and write?Periods:Language Function:Getting to know “can you …?”Language structure:Can you …?Yes, I can .Vocabulary:Understanding sentences: For my students: He can read. He can climb.She can write. Jimmy can eat a lot. It can fly. It can’t swim. Sounds:Know the oo-’s sound in the words.Tongue twisters.Period ⅠBasic aims of this lesson:1. Can listen and say shapes in the text.2.Finish the task the teacher given in the lessons.3.Can understand the conversation the text given.4.Can speak and say Part B.5.Can act with others with part C.Teaching difficulties:Can Dongdong do it for me ?Teaching points:Can you write in English?Teaching aids:Type-recorder, picture, computerStep 1 Warming up:Task 1: action as “read, climb, write, eat, fly, swim”Task 2: a game: listen and do.Step 2 Presentation and drill· Task 3:Teacher let the children make the pictures as “read, climb, write, eat, fly, swim.”· Task 4：Guess: What do they do? (With the given picture on the text.)Cultivate their openness thinking. The more sentences they can speak, the higher points the teacher give the group.Step 3 Practice· Listen to the tape.· Retell the text A、B according to what they hear.· Read after the tape· Read in different role.· Read in different group.Step 4. Consolidation· Do the act according to Part C.· Teacher give the assessments.· Do the Part A、B in the Exercise.·Task 5: Finish the pictur e.Say it aloud.· Homework: 1. Listening to the tape, recite the text.2. act the story with the partents.Blackboard drawings:Can you read and write?Can you write in English? Yes, I can. grandmotherCan Dongdong do it for me ? you can ask him.Period ⅡBasic aims of this lesson:1. Finish the task the teacher given in the lessons.2. The ability to read Part D with the given picture.3. Retell the story on Part D.4. The ability to know the sound in “oo-”.The ability to read the sentence.The ability to write the word in correct formThe ability to say the chant.The ability to introduce the picture that the students draw.Teaching difficulties:Find the ruler of the sound in “oo-”.Help the student cultivate their reading ability in Part D. Teaching points:Language sounds as in tongue twister and chantTeaching aids:Type-recorder, picture, computer.Student’s aids:Everyone draw pictures about the story, Part D, P7.Step 1 Warming up:Task 1: do the acting and guess.Task 2:Students draw a picture according to the teacher’s given words.Step 2 Reading·Everybody listen the tape and arrange the picture.·Task 3: Retell the story in groups.Retell in class.Step 3 Practice· Task 4: Read the words aloud zoo, swimming pool, the moon, stool, broom. Then find the ruler, who will find it will be the winner.Have a match between groups.· Task 5: Read the sentences.The boy on the moon eats with a spoon, while the witch zooms past on her broom.Step 4. ConsolidationDo the writing part.Do the role-play on chant.·Teacher give the assessments.Do the Part C、D in the Exercise.· Homework: 1. Listening to the tape, recite the text.2. Make a picture of dinosaur and a dog.Blackboard drawings:Can you read and write?zoo, swimming pool, the moon, stool, broomThe boy on the moon eats with a spoon, while the witch zooms past on her broom.t Teaching Notes:Unit 3 Are you making a kite?Periods:Language Function:Getting to know something is doing now.Language structure:Are you making a …?Vocabulary:The word should be grasped: making a kite, playing the piano, baking a pie, a paper boat, a mess.Understanding words: noise, noisy, hooray, holiday, away, spray, mask, funny. Sounds:Know the ay-’s sound in the sentences and the words. Go away, I say! Hooray! Tomorrow is a holiday! sprayHow to write: making a kite.Period 1Basic aims of this lesson:1. Can listen and say jobs in the text.2.Finish the task the teacher given in the lessons.3.Can understand the conversation the text given.4.Can speak and say Part B.Teaching difficulties:Grasp the four-skill words.Corret use “I am making…/ You are making … / Are you making …?”Teaching aids:Type-recorder, picture, computer, verb cards (run, jump, swim, climb, reat,write, cut)Step 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drillShow the verb cards.T: Look and read the words.Ss: Run / Jump / Swim …Let the Ss do the action.Show a paper boat.T: Look, it’s a paper boat. Can you make a paper boat?S: …Show the wall picture.T: Who is making the paper boat?Ss: Ann is making a paper boat.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: Guess, guess, guess,Let a student come to the front and do the action. Others use “Are you …?” guess what is he/she doing?Ss: Are you baking a pie?S1: No. I’m baking a cake.Step 4. Consolidationfree talk.Assessment.Exercises book P9-10.Homework.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence“what are you making?Are you …?Yes, I am.No, I’m …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. sing a song “Sunday morning.”Step 2 Presentation and drillTeacher draw a triangle.T: What am I doing?Step 3 PracticeGame: Guess, guess, guess.Let a student draw a picture on Bb, others guess “What is he/she doing?”Listen to the tape of Part D.3. Act the story wear the headwear as Dino and Tim.Step 4. ConsolidationFree talk.Assessment.Exercises book P11.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1. The ability to know the sound in “ay-”, and understand the words “away, say, hooray, holiday, spray”2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ay-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “play” on Bb, let Ss read.Mark “ay”, let the Ss find the rule.Write other words with “ay”, say, way, away, ray, hooray, holiday. Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentences3. Write “making a kite ” on book.Step 4. ConsolidationGroup in 4 act Part F.Exercises book P12.Free talk.Homework.Teaching NotesUnit 4 Peter is writing.Periods:Language Function:Getting to know somebidy is doing something.Language structure:Peter’s mothre is cooking.He is sleeping.Vocabulary:The word should be grasped: writing, sleeping, working, reading, sweeping, cooking, painting, playing.Understanding words:book, wood, hood, hook, cook, merry-go-round, let others. Sounds:Know the oo-’s sound in the words.How to write: reading and writing.Period 1Basic aims of this lesson:understand and say the new words “writing, sleeping, working, reading, sweeping, cooking, painting, playing.”retell the Part A.can say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is sweeping.T: Look, what am I doing?S: …Show the wall picture.T: Look, this is Peter. What is Peter doing?Ss: Peter is writing.T: What’s Peter’s mother doing?Ss: She is cooking.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is writing.…Step 4. Consolidationfree talk.Assessment.Exercises book P13-14.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understant Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action.Step 3 PracticeGame: Guess, guess, guess.Let a student draw a picture on Bb, others guess “What is he/she doing?”Listen to the tape of Part D.3. Act the story wear the headwear as Dino and Tim.Step 4. ConsolidationFree talk.Assessment.Exercises book P15-16.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “oo-”, and understand the words “book, wood, hood, hook, cook2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “oo-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeac her write “book” on Bb, let Ss read.Mark “oo”, let the Ss find the rule.Write other words with “oo”, wood, hood, hook, cook …Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “reading and writing ” on book.Learn to sing “Are you sleeping?”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Teaching NotesUnit 5 What’s Anne doing?Periods:Language Function:Getting to know somebidy is doing something.Language structure:What’s Anne doing?She is skipping.Vocabulary:The word should be grasped: hopping, running, dancing, digging, playing basketball, skipping, swimming.Understanding words:making the cat angry, rain, rail, train, nail, paint, tail, pail, sail, Spain.Sounds:Know the ai-’s sound in the words.How to write: playing basketballPeriod 1Basic aims of this lesson:understand and say the new words “hop ping, running, dancing, digging, playing basketball, skipping, swimming”retell the Part A.can ask and say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can ask and say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Sunday morningStep 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is running.T: Look, what am I doing?S: …Let a student run.T: What are you doing?S: I’m running.T: What is S doing?Ss: He/ she is …ing.Show the wall picture.T: Look, this is Anne. What is Anne doing?Ss: Peter is skipping.T: What’s the boy doing?Ss: He is hopping.Learn Part B.Listen to the tape (Part A, B), read after the tape. Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is skipping.…Step 4. Consolidationfree talk.Assessment.Exercises book P17-18.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action. Step 3 PracticeGame:Magic eyes.Let 2 Ss come to the front, others act the action.S1: What’s A doing?S2: A is hopping.…Listen to the tape of Part D.3. Act the story wear the headwear as Dino and the cat.Step 4. ConsolidationFree talk.Assessment.Exercises book P19-20.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ai-”, and understand the words “rain, rail, train, nail, paint, tail, pail, sail, Spain.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ai-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “rain” on Bb, let Ss read.Mark “ai”, let the Ss find the rule.Write other words with “ai”, rain, rail, train, nail, paint, tail, pail, sail, Spain.Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “playing basketball” on book.Learn to sing “Are you sleeping?”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Teaching NotesUnit 6 Where are you going?Periods:Language Function:Getting to ask and answer “Where are you going? I’m going to …” Language structure:Where are you going?I’m going to school.Peter is walking to the playground.They’re stating at home.Vocabulary:The word should be grasped: going, coming, staying, standing, a school, a house, a post office, a holiday, an envelope.Understanding words: miss, bean, cream, seal, meal, meat, seat, read. Sounds:Know the ea-’s sound in the words.How to write: coming and going.Period 1Basic aims of this lesson:understand and say the new words “going, coming, staying, standing, a school, a house, a post office, a holida y, an envelope”retell the Part A.can ask and say “Where are you going? I’m going to …”Teaching difficulties:Grasp the four-skill words.Can ask and say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Are you sleeping?Step 2 Presentation and drillShow a picture of a school.T: What’s this?Ss: It’s a school.T: Where are you now?Ss: How do you come to school? By bus/ car/ on feet/ …?T: I walk to school.Teach: walk.Show a toy dog.T: The dog is going. The dog is coming. The dog is staying. The dog is standing. Let Ss read after teacher.let a student act as a dog.T: hi, little dog, where are you going?S: I’m going to school / …Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe.Ss: … is skipping.…Step 4. Consolidationfree talk.Assessment.Exercises book P21-22.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “Where are you going? I’m going to …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillStick the pictures of school, house, post office on Bb.T: What’s this?Ss: It’s a school / ….Step 3 PracticeGame:Magic eyes.Let a student come to the front, act the action.S1: Where’s A going?S2: A is going to ….…Listen to the tape of Part D.3. Act the story wear the headwear as Dino and the cat.Step 4. ConsolidationFree talk.Assessment.Exercises book P23-24.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ea-”, and understand the words “b ean, cream, seal, meal, meat, seat, read.”.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ea-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “cream” on Bb, let Ss read.Mark “ea”, let the Ss find the rule.Write other words with “ea”, bean, cream, seal, meal, meat, seat, read. Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “coming and going” on book.sing the song “Are you sleeping?”Step 4. ConsolidationGroup in 4 discuss and complete Part F.Free talk.Homework.Teaching NotesUnit 7 Peter is happy today.Periods:Language Function:Getting to know “days of a week”Language structure:What day is today? It’s / today is Tuesday.Tomorrow is my birthday.It is Peter’s birthday. Peter is happy today.Vocabulary:The word should be grasped: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday, a calendar, today, tomorrow, a football game, a candle. Understanding words: three, tree, bee, see, weep, sweep, sweet, feet. Sounds:Know the ee-’s sound in the words.How to write: today and tomorrow.Period 1Basic aims of this lesson:understand and say the new words “Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday, a calendar, today, tomorrow, a foo tball game, a candle”retell the Part A.can say “Today is Wednesday / Friday / Saturday.”Teaching difficulties:Grasp the four-skill words.Can describe “Today is Wednesday / Friday / Saturday.”Teaching aids:Type-recorder, words cards , a calendar, a candle, a birthday cake.Step 1 Warming up:Greetings.Song: Days of a weekStep 2 Presentation and drillTeacher is happy.T: I’m happy today. Today is my birthday.Show a calendar.Learn: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday,Learn to sing: Days of a weekLearn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and point to calendar. others describe the days Ss: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday,…Step 4. Consolidationfree talk.Assessment.Exercises book P25-26.Homework: Which day do you like best, why?Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “Today is Tuesday. It is Dino’s birthday.”3. Understanding words: sunny, cloudy, rainy, windy.4.Understant Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. sing the song: Days of a week.3. Look the cards and read the words.4. Look the mouth and guess the words.Step 2 Presentation and drillStick the “Weather Chart” on the Bb.T: What day is today?T: What’s the weather like today?Learn : sunny, cloudy, rainy, windy.Complete the table “weather chart”Step 3 PracticeGame:Magic eyes.Let a student come to the front, act the action.S1: Today is Tuesday. It is Di no’s birthday.S2: Wow, a present. I like the present.…Listen to the tape of Part D.3. Act the story wear the headwear.Step 4. ConsolidationFree talk.Assessment.Exercises book P27-28.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ee-”, and understand the words “three, tree, bee, see, weep, sweep, sweet, feet.”.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ee-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Days of a week.”Step 2 Presentation and drillTeacher write “tree” on Bb, let Ss read.Mark “ee”, let the Ss find the rule.Write other words with “ee”, three, tree, bee, see, weep, s weep, sweet, feet. Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “today and tomorrow” on book. sing the song “Days of a week”Step 4. ConsolidationPart F: sing the song “Happy birthday.”Free talk.Homework.Teaching NotesUnit 8 Spring is warm and nice.I. Teaching aims and materialsLearn some new words and the use of some sentence structures to discribe the weather and the temperature. Such as “It is nice and warm ! The l owest/highest temperature is…”II.Teaching procedure第一课时Step1. Revision(6 min)Pratice the dialogue in section A with the whole class to review the new words and sentence structures we have learned last period.A: What’s the weather like in spring?B: It’s warm. It is a good time to go hiking.A: What’s the weather like in summer?B: It’s hot. It is a good time to go swimming.A: How is the weather in autumn?B: It’s cool. We can go to climb the mountain.A: How is the weather in winter?B: It is very cold. But we can make snowmen .Ask some pairs of students to make up new dialogues by using the sentence structures above.Step 2. Presentation (teaching new words 15min)1) Draw some clouds on the blackboard, and say “ it’s a cloudy day today, there are many clouds in the sky. So it is very dark , after without clouds, it will become bright. Guess the meaning of cloudy and bright.”2) Draw a snowman on the blackboard, and say “only on a snowy day ,we can make snowmen ,but on that day it is very cold, it is quite cold, then can you guess what snowy and quite mean ?”3) Use a picture which describes a girl is watering the trees in the sun ,and say “do you think it is very hot on a sunny day? In summer, almost everyday is sunny day, everywhere is very dry, so we must water the trees to survive them. Guess the meaning of sunny and dry.”4) Let the students see a video, two cars are crashed to each other on a foggy day, because the drivers can not see each other clearly. And say “on a foggy day, we can not see others far away from us, so it is very dangerous for drivers to drive the cars. Guess the meaning of foggy”.5) Use a flash on which the wind blows, and the leaves fall down from the trees, say” on a windy day, because the wind blows, the leaves fall down. Guess the mean ing of windy”.6) Take a thermometer to the classroom ,point it and say “today’s temperature is 20 degree centigree. In winter, the temperature is often below 0 degree centigree. Then who can tell me what temperature means?”All those above can ask different groups to answer .the group who guess right will get some presents from the teacher.Ask the students to do the exercise of 1b to consolidate the new words ( match the pictures with the words)第二课时Step3.Drill(8min)(1)ListeningLet the students listen to the tape and make sure whether the following sentences are right or not.1) a boy is flying a kite .2) the weather today is nice and cold.3) The weather here yesterday is cloudy.There is a difficult point in the dialogue : the phrase “nice and”doesn’t mean 又好又…Through an example , maybe we can know it。