上海版 小学牛津英语 4BM1U3教案

4BM1Unit 1 What can you smell and taste? (主备人1、单元教学任务分析4BM1U1的教学主题是What can you smell and taste?以“嗅觉和味觉”为话题，通过让学生闻一闻、尝一尝水果、甜点等感受不同食物带给人们的感觉。

本单元可以结合学生已经学习过的水果、食物类单词拓展新授水果类词汇watermelon, grape等，扩大学生的词汇量。

通过“闻与尝”的活动结合已学句型Smell…/ Taste…/ How does it taste/ sm ell? It’s …等引入新句型—选择疑问句：Is it… or? It’s…的问答，使学生能够尝试询问对方的感觉与喜好。

本单元可以通过组织学生进行实物体验、对话交流、小组调查等方式开展教学，使学生在互动与交流的过程中学习并运用语言知识，体验学习英语的乐趣。

值得一提的是本单元的语篇阅读“The fox and the grapes”，改编自伊索寓言中为大家所熟悉的寓言故事“狐狸与葡萄”。

语篇结合了本单元的新授知识，使学生在阅读语篇的过程中了解“酸葡萄心理”，明白“在经历了许多尝试而不能获得成功的时候，有些人往往故意轻视成功，以此来寻求心理安慰”的寓意。

2、单元教学任务一览Look and learn:核心学习内容，主要进行词汇学习watermelon, grape, plum, cherry, strawberry.Look and say:核心学习内容，主要进行句型学习，选择疑问句Is it… or…? It’s…Ask and answer:初步运用Look and say中的核心句型，结合旧知（Smell… / How does it taste?/ What is it?等）进行问答，了解对方对某类食物的感受。

Say and act:对核心句型的情景运用，通过阅读、理解、表演情景对话巩固对Look and say中核心句型的理解和使用。

牛津小学英语4B全册教案Unit 3 hat’s ur b?教案Unit3hat’surb?一、教学要求．能听懂、会说、会读和会拼写apliean,apliean,aaiter,aaitress,adriver,arer,afarer,a2．能听懂、会说、会读日常交际用语It’sldtda,isn’tit?hatduanttbe?Ianttbe…3．能听懂、会说、会读和会写句型hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…Hldareu/ishe/she?I’/He’s/She’s…4．了解字母组合dr,tr在单词中的读音会唱歌曲Thesinghappil二单元教材分析本单元主要围绕“谈论人物”这一话题展开教学，主要涉及询问有关人物姓名hat’surnae？年龄Hldareu/ishe/she？职业hat’sur/his/herb?等。

在教学时教师应注意创设日常生活的情景。

本单元出现了不少职业类单词，教师应重点思考采用多种生动活泼的方法来教授这些单词。

三、教学重点．能听懂、会说、会读和会拼写apliean,apliean,aaiter,aaitress,adriver,arer,farer,a2．能听懂、会说、会读日常交际用语It’sldtda,isn’tit?hatduanttbe?Ianttbe…3．能听懂、会说、会读和会写句型hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…Hldareu/ishe/she?I’/He’s/She’s…4．了解字母组合dr,tr在单词中的读音．会唱歌曲Thesinghappil四、教学难点．能听懂、会说、会读和会拼写apliean,apliean, aaiter,aaitress,adriver,arer,afarer,a2．能听懂、会说、会读日常交际用语hatduanttbe?Ianttbe…3．能听懂、会说、会读和会写句型hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…Hldareu/ishe/she?I’/He’s/She’s…Unit3hat’sur/his/herb?（第一时）一、教学内容AReadandsa二、教学目标能听懂、会说、会读和会拼写apliean,apliean, aaiter,aaitress,adriver,arer,afarer,a2能听懂、会说、会读和会写句型：hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…Hldareu/ishe/she?I’/He’s/She’s…三、教学重点能听懂、会说、会读和会拼写apliean,apliean,aaiter,aaitress,adriver,arer,afarer,a2能听懂、会说、会读和会写句型：hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…Hldareu/ishe/she?I’/He’s/She’s…四、教学难点、能听懂、会说、会读和会写句型hat’sur/his/herb?I’/He’s/She’sa…hataretheirbs?The’re…五、教学准备、教具准备)单词卡片2）关于本时的多媒体或人物用物品。

Oxford English 4B Module 1Unit 3 Look at my shadows!(3 periods)一、课时划分Period 1: The tree’s shadow< Look and learn& Look and say & Make and say >Period2: Alice’s shadow<Say and act& Listen and enjoy>Period3: A story about the shadow--- Henry the dog<Read a story& Learn the sounds>二、单元整体教学目标：(一) 知识目标：1、在语境中，学习、理解、运用本单元核心词汇：hill, lawn, path, bench, sun, moon, shadow, rise, go down, at noon等单词和词组。

并在语境中正确运用所学词汇。

2、在语境中，学习、理解、运用主语是第三人称单数时的一般现在时表达：It …(does)3、在语境中，运用所学单词，结合句型，对某事物的方位进行正确描述。

4、正确掌握元音字母组合“-ee, -ea, -eer, -ear”的发音。

（二）能力目标：1、学生能掌握一般现在时（主语是第三人称单数时）的表达It …(does).2、学生能在语境中正确运用所学单词、句型，以一般现在时对某事物的方位进行正确描述。

3、学生能运用所学句型简单描述在不同时刻，影子的方位变化。

4、运用字母组合--ee, -ea, -eer, -ear发音规则进行语音训练。

（三）情感目标：培养学生细心观察身边事物，探索大自然的奥妙。

再构文本：第一课时文本：Alice: Wow! What a nice park! I can see a hill. It’s small. I can fly a kite on the hill. I can see a lawn beside the hill. It’s green. I can have a picnic on the lawn. I can see a bench. It’s beside the path. I can sit on it. How beautiful!Danny: Look, what’s this? It’s black. It’s so big. Is it a tree?Alice: No! It’s the tree’s shadow. Look at the sun. In the morning, it rises behind the hill. The tree’s shadow is long. At noon, the sun is high in the sky. The tree’s shadow grows short. It is on the bench. The sun goes down in the evening. The tree’s shadow grows long again.第二课时文本：Hello, I’m Alice. This is my shadow. She is also my friend.My shadow often goes with me. It sings with me. It dances with me. It runs with me. It reads with me. It writes with me.Sometimes my shadow stays behind me. Sometimes my shadow walks in front of me. Sometimes my shadow grows short and small. Sometimes my shadow grows big and strong. Sometimes my shadow is on the wall. Sometimes my shadow is on the floor.When the lights goes off. You will not see it anymore.I like my shadow.第三课时文本：It is a beautiful sunny day. Henry the dog walks down the road. “What’s that? Is it a big black dog?” Henry hears a sound. He looks back and sees a black shape behind him. “ Please don’t bite me!” Henry is afraid. “This black dog runs very fast.”Henryruns away, but the black shape follows him. “Wait! You’re like me. You are my shadow! Henry stops. He looks at t he black shape. It stops too. He is not afraid now. “Let’s play together.” Henry likes his new friend. He likes playing with it.四、教学设计：4B M1U3 Look at my shadow! 1stTeaching Aims:Knowledge objectives:1. To learn the words and expressions:hill, lawn, path, bench, rise, go down, grow short, at noon2. To learn the sentences, e.g.1) The sun goes down in the evening2) It is on the lawn.3. To learn the new text: Look and learn& Look and say &Make and saySkill objectives:1. Be able to master the words.2. Be able to use prepositions to indicate positions.3. Be able to make a shadow and say.Emotion objectives:Explore the mystery around. (探索大自然的奥秘。

Module 3 Things around usUnit 1 Colours and placesPeriod OneLook and readTeaching aims:To learn the new words: afternoon, eveningUsing prepositions to indicate time and position.(e.g. in spring, in the afternoon, on a rock)Using adjective to describe colour. (e.g. It is red in the evening.)Emotion aims:培养学生热爱大自然，热爱我们生存的地球。

Teaching Process:Step One: Warming-up1、Sing a song2.Daily talkS1:How many seasons are there in the year? S2:There are four.S1:What season is it now? S2:It’s summer.S1:Which season do you like best? S3:I like …Step Two: Revision1. Review the words of colours2.Describe the picturesStep Three: Presentation1.(Show two pictures of the same tree at the different time)Learn Picture 1a & 1bAsk “What’s this?” to elicit “It’s a tree.”Ask “What colour are the leaves?” to elicit “They’re green/brown/yellow.”As you know, there are four seasons in a year. The leaves have different coulours when the season changes. Prompt the students to come to a conclusion: the leaves are green in spring. They’re bro wn and yellow in autumn.Read the two sentences:1a The leaves are green in spring.1b They are brown and yellow in autumn.2.Learn Picture 2a & 2ba.Learn the new words: afternoon, eveningb.Why the sun has different colours?Ask students to think of some animals that can change their colour. Discuss with the students why they change their colour.(e.g. Some animals want to protect themselves.)Ask students what else things in the natural world can change their colour.Step Four: Consolidation1.Listen to the tape and read after it together.2. Grammar Practice Book 4B, page 283. Do an experiment for the students: First take out some paints and a bowl. Andput some red paint in a bowl. Then add some green paint. After that mix these colours. Let students guess what colour it is now. Then show them the bowl.4.Ask students to finish the exercises at the bottom of Page 32 of the Students’Book.5.Do the experiment in groups of 4 or 5. then check the answer if their guesseswere correct.Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.Do the experiment with the parents.Period TwoLook and readTeaching aims:1. To learn the new words: beach, collect, sail,2. Using the present continuous tense to describe an action taking place at the timeof speaking (e.g. Dad’s sailing his boat.)3.Asking “wh-“questions to find out various kinds of specific information about an event. (e.g. What are the boys doing?)Emotion aims:培养学生热爱祖国的大好河山Teaching Process:Step One: Warming-up1. Chant “The family”2. Daily talkS1:Where are you? S2:I am in the classroom.S1:Where is Mr Li? S2:He’s …S1:What are you doing? S2:We are …S1:What is your sister doing? S2:She’s…Step Two: Revision1.Review the words of the actions2.Describe the picturesStep Three: Presentation1. (Show the wallchart) Look and ReadThis is a picture of the Tan’s family. Ask “Where are they?”They are playing near the sea.We can also say they are at the beach.What season is it?What’s the weather like?What can you see in the sky?Who is at the beach?(Peter, Jane, Mr Tan, Mrs Tan, some boys)What are they doing?Learn the new words: collect, sail.Learn the phrases: collect shells, sail his boat, play football.Say and act.2. Listen to the tape and read after it together.Read the text individualStudents work in pairs to ask and answer the questions in Read and answer orally. Step Four: Consolidation1. Ask the students to take out their family photographs and talk about their own photographs.2. Workbook page 183.Grammar Practice Book 4B, page 294.Learn the soundNew word& expressions: toast, post officePlay the recording. Students listen, read and follow in their books.The postman is eating some toast in the post office.Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.Period ThreeLook and readTeaching aims:1.To learn the new words: above, top, near, between, temple, benching prepositions to indicate positions.(e.g. the aeroplane is above the mountain.)3.Asking “wh-“questions to find out various kinds of specific information about an event. (e.g. Where’s the aeroplane? What colour is it?)Emotion aims:能用英语准确地说出事物所在的位置Teaching Process:Step One: Warming-up1. Chant2. Daily talkS1:Where is your book? S2:It’s on \in \under…S1:Where are the cats? S2:They are on \in \ under…Step Two: RevisionReview the preposition wordsDescribe the picturesStep Three: Presentation1. (Show the wallpicture of page 34) Look and readAsk “What’s this?” to introduce the new words: temple, bench(write) temple, benchAsk “Where is the aeroplane?” To elicit “above”(write) aboveCompare the two words: on, above2.Ask “Where is the tree?” To elicit “near”(write) near3.Ask “Where is the bench?” To elicit “between”(write) betweenCompare the two words: near, between4.Ask “Is the temple on the mountain?” To elicit“ at the top of”Compare the two words : on , at the top of5. Listen to the tape and read after it together. Read the text5.Students work in pairs to ask and answer the questions in Ask and answerStep Four: Consolidation1. Workbook page 191) Ask the students to look at the picture and to read the incomplete sentences2) Complete Read, look, write and colourComplete Read,look and write2. Grammar Practice Book 4B, page 30Dstribute a copy of Potocopiable page 30 to each student. Ask them to listen to the recording and to draw the objects mentioned in the correct position on the tasksheet. Ten check the answer.Step Five: Assignment1. Listen to the tape and read the text for several times2.Copy the new words and the sentences.Period FourRead a storyTeaching aims:1. To learn a new story2. Using prepositions to indicate position. (e.g. In the cage, there is a bird.)3. Using the present continuous tense to describe an action taking place at the time of speaking .Asking “wh-“questions to find out various kinds of specific information about anevent. (e.g. Where’s the cage? )Emotion aims:生动有趣的英语故事，培养学生的口语和学习兴趣Teaching Process:Step One: Warming-up1.Sing a song2. Daily talkS1: Where are the pupils? S2:They are …S1: Where is the temple? S2:It’s…S1: What are you doing? S2: We’re …S1: Who is standing near Ben? S2: …Step Two: Revision1.Review the preposition words2.Describe the picturesStep Three: Presentation1.(Show the picture of a story)Answer the questions according to the picture How many animals are there in the story? (3)What are they? (They’re the bird, the cat, the dog.)Where is the bird? (It’s in the cage.)Where is the cage? (It’s beside the house.)Where is the cat? (It’s under the cage.)Where is the dog? (It’s behind the cat.)What’s the cat doing? What’s the dog doing? What’s the bird doing? What’s happening then?Is the bird flying away at last?Who is the man?2. Listen to the tape and read after it together.3.Tell the story before the classStep Four: ConsolidationWorkbook page 20Workbook page 21Workbook page 22Grammar Practice Book 4B, page 31,32Step Five: Assignment1. Listen to the tape and read the text for several times2. Copy the sentences.3.Tell the story to your parentsModule 3 Things around usUnit 2 Listen!Period OneSing a songTeaching aims:1. To learn the new words: half, past, o’clock2. Using phrases to indicate time (e.g. It’s half past six.)ing imperative to give instructions (e.g. Get up, Kitty.)2.Asking “wh-“questions to find out the time( e.g. What time is it? )Emotion aims:培养学生养成早起的好习惯Teaching Process:Step One: Warming-up1. Chant2. Daily talkStep Two: Revision1. Review the words of numbers2. (Show a picture of three kinds of clock) Tell students that one clock is grandma’s, one is mum’s and the other is Kitty’s.3.Listen to the song and follow in the books.4.Sing the song togetherStep Three: Presentation1.(Show a clock) What time is it? It’s …o’clock.(It’s half past …)Ask “What’s this?” to elicit “It’s a clock.”What can the clock do? It can tell us the time.Look! What time is it? It’s one o’clock.Turn the pointer of the clock and do asks and answers about the time.2.(Show a clock) What time is it? It’s half past…Ask “Is it one o’clock?” to elicit “No, it’s half past one.”Turn the pointer of the clock and do asks and answers about the time.3. Tell the students that they are going to listen to a story about Kitty. Her mothertells her the time and asks her to get up.4. Play the recording. Students try to understand the meaning.It’s six o’clock in the morning , mother asks Kitty to get up. But she doesn’t get up till eight o’clock. So she is late.5. Listen and repeat.Step Four: Consolidation1. Act out the dialogue2. Game: “Wolf , Wolf, what time is it?”3. Say something about your daily routine.4. Workbook page 23 and Page 245.Grammar Practice Book 4B, page 33Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.Talk the daily life with your parentsPeriod TwoLook and talkTeaching aims:ing imperative to give instructions. (e.g. Come and eat.)ing impersonal ”it” to express time (e.g. It’s one o’clock.)ing “wh-“ questions to find out the time. (e.g. What time is it?.)i ng formulai expressions to express apologies. (e.g. I’m sorry. )Emotion aims:培养学生良好的学习习惯和生活习惯Teaching Process:Step One: Warming-up1.Sing a song2. Daily talkS1:What time is it? S2:It’s …o’clock.S1:What time is it? S2:It’s half past …Step Two: Revision1.Review the time expressions.2.Act out the dialogue3.Say something about your daily life.S: I’m… I get up at …I go to school at… I have lunch at…I do my homework at… I watch TV at…I have dinner at… I go to bed at…Step Three: Presentation1.(Show the pictures of page 37)Ask the students to look at the pictures and find out the time in each picture.(write) nine o’clock half past elevenhalf past twelve five o’clockhalf past nine seven o’clock2. Divide the students into groups. Ask them to complete the dialogue orally.3.Groups take turns to act the dialogues in front of the class.4.Write down the time in their books5:00__________ 12:00__________7:30__________ 9:30___________Step Four: Consolidation1.Listen to the tape and read after it together.2.Workbook page 253.Grammar Practice Book 4B, page 284.Listening comprehension(match the following):7:00 8:00 11:30 4:00 5:30 7:30watch TV wash the face play football eat go to school do homework( Danny is my good friend. It’s half past six in the morning. He’s getting up. He is washing his face at seven o’clock. He is going to school at eight o’clock. It is half past eleven. Danny is eating in the dining room. It is four o’clock in the afternoon. Danny is playing football with his classmates. It is half past five. He is at home. He is doing his homework. After dinner, he is watching television at half past seven. He is going to bed at half past eight.)Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.Write down your daily life.Period ThreeSay a rhymeTeaching aims:1.To learn the new words: typhoon, thundering imperative to give instructions. (e.g. Listen to the wind.)ingnouns to identify events. (e.g. Listen to the thunder.) Emotion aims:培养学生善于观察周围的事物Teaching Process:Step One: Warming-up1.Sing a song3.Daily talkStep Two: Revision1.Review the time expressions.What time is it? It’s ….o’clock.It’s half past …..2.Say something about your daily routinesStep Three: Presentation1.(Show a picture of a rainy day)1)What’s weather like? It’s rainy.2)What can you see in the picture?3)What can you hear? I can hear wind. It goes Whoo-Whoo!4)We can also hear the thunder. It goes crack-crack.5)New words: typhoon, thunderRead after the teacher.(write) typhoon, thunder3.How do you feel when there is a typhoon?4.What do you need when there is a typhoon?5.What noises can you hear when there is a typhoon?Invite individual students to make those noises.6.Playing the recording.Students listen and follow in their books.7.Play the recording again. Students listen and repeat.8.Groups take turn to act out the rhyme in front of the class.Step Four: Consolidation1.Learn the soundThe moth is in the bath.1)Play the recording. Students listen and follow in their books.2)Play the recording again. Students listen and repeat.3)Invite individual students to read sentence.Step Five: Assignment1.Listen to the tape and read the rhyme for several times2.Copy the new words and the sentences.Period FourListen and writeTeaching aims:1.To learn the onomatoeic words: pitter-pat, rustle-rustle, crash-crash, splash-splash,honk-honk and etc.2. Using imperative to give instructions. (e.g. Listen to the wind.)Emotion aims:继续培养学生观察周围事物的能力Teaching Process:Step One: Warming-up1.Sing a song2.Say a rhyme3.Daily talkStep Two: Revision1.Say the rhyme on page 38of the Students’ book2.Make the noises when there is a typhoon. Writhe the words on the blackboard:rain --- pitter-patwind --- whoo-whoothunder—crack-crackStep Three: Presentation1.(Show the picture) Talk about the picture1)What can you see?I can see a boy in his room.2)What can the boy hear in his room?3)Imitate the cries of the bird and cat.4)What can the boy hear out of the room?5)Is the sun shining?Is it raining?3.Write the nouns and ontomatopoeic words on the blackboard.tree – rustle-rustle water –- splash-splashwaves –crash-crash cars – honk-honkbirds — tweet-tweet cats – miao-miao4.Divide students into groups of four. Tell students that they are going to write apoem similar to the one on page 38. Ask the groups to choose any three items from the list to think of a scene. Encourage them to draw a simple drawing of it.5.The groups write poems about their drawings, based on the model provided onpage 39.Step Four: Consolidation1.Workbook Page 26, page 272.Act out the rhyme in front of the classStep Five: Assignment1.Write a poem2.Copy the new words and the sentences.Module 3 Things around usUnit 3 WeatherPeriod OneLook and sayTeaching Aims:ing nouns to refer to months.e.g. January2.Asking ‘wh-’ questions to find out various kinds of specific information about an evente.g. What’s the weather like in January?ing adjectives to describe weathere.g. In January, it’s cloudy, windy, cold and dry.Emotion aims:培养学生热爱大自然的情怀。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit3 What can you feel?The First PeriodContent: Look and say.Education Aim: Helping each other.Teaching Aims:1、Basic Aims:(1)、Use nouns to identify animals. e.g. donkey(2)、Use imperatives to give instructions. e.g. Feel the donkey.2、Developing Aim: Free talkTeaching Aids: cassette player, word and picture Cards.Teaching ProcedurePre-task preparation Purpose1、Song 歌曲能使学生集中注意力，迅速进入学习状态。

2、Ask and answer:(1)、What's this? It's a monkey. (lion, dog, cat, rabbit...) 通过学习问答，帮助学生复习所学的内容，并为新课作铺垫。

(2)、Where's its nose?(mouth ,face) It's here.Where're its eyes?(ears ,legs) They're here.While-task procedure:1、This is its...These are its...(1)、T: This is a dog. This is its tail 通过老师引导，学生学说，引出新授内容，接着让学生P: This is a rabbit. This is its tail. 互相操练，活用句型。

Teaching Plan for Oxford English 4BModule 1 Using my five sensesUnit 1 Look!Look and learn& say and act At the bookshopThe First PeriodContents:Look and learn& say and act At the bookshop (P2)1、Basic Aims:⑴Using Predicative adjectives to describe objects.⑵Using nouns to identify objects.⑶Using demonstratives to refer to objects.⑷Asking “Wh-”questions to find out specific information about a person .2、Developing Aims:⑴To learn the new word: paint brush.⑵Free talk.Education Aims: To take care of your books, paints…Teaching main points:1、These /Those…are…2、They’re…3、What have you got? I’ve got…Teaching Procedure: 教学意图一、Warming-up.1、A Children’s Rhyme. 活跃课堂气氛，2、Sing an English song. 创设学习氛围。

二、Pre-task preparation1、Read the following:∣I∣ thin thick milk this 加强语音训练，∣eI∣ plane make paint eight 培养学生语感，∣∣ bus rubber cut brush 在巩固旧知的同∣e∣ desk hen pen felt 时学习新知。

Module 3 Things around usUnit 2 Listen!Period OneSing a songTeaching aims:1. To learn the new words: half, past, o’clock2. Using phrases to indicate time (e.g. It’s half past six.)ing imperative to give instructions (e.g. Get up, Kitty.)2.Asking “wh-“questions to find out the time( e.g. What time is it? )Emotion aims:培养学生养成早起的好习惯Teaching Process:Step One: Warming-up1. Chant2. Daily talkStep Two: Revision1. Review the words of numbers2. (Show a picture of three kinds of clock) Tell students that one clock is grandma’s, one is mum’s and the other is Kitty’s.3.Listen to the song and follow in the books.4.Sing the song togetherStep Three: Presentation1.(Show a clock) What time is it? It’s …o’clock.(It’s half past …)Ask “What’s this?” to elicit “It’s a clock.”What can the clock do? It can tell us the time.Look! What time is it? It’s one o’clock.Turn the pointer of the clock and do asks and answers about the time.2.(Show a clock) What time is it? It’s half past…Ask “Is it one o’clock?” to elicit “No, it’s half past one.”Turn the pointer of the clock and do asks and answers about the time.3. Tell the students that they are going to listen to a story about Kitty. Her mothertells her the time and asks her to get up.4. Play the recording. Students try to understand the meaning.It’s six o’clock in the morning , mother asks Kitty to get up. But she doesn’t get up till eight o’clock. So she is late.5. Listen and repeat.Step Four: Consolidation1. Act out the dialogue2. Game: “Wolf , Wolf, what time is it?”3. Say something about your daily routine.4. Workbook page 23 and Page 245.Grammar Practice Book 4B, page 33Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.Talk the daily life with your parentsPeriod TwoLook and talkTeaching aims:ing imperative to give instructions. (e.g. Come and eat.)ing impersonal ”it” to express time (e.g. It’s one o’clock.)ing “wh-“ q uestions to find out the time. (e.g. What time is it?.)ing formulai expressions to express apologies. (e.g. I’m sorry. )Emotion aims:培养学生良好的学习习惯和生活习惯Teaching Process:Step One: Warming-up1.Sing a song2. Daily talkS1:What time is it? S2:It’s …o’clock.S1:What time is it? S2:It’s half past …Step Two: Revision1.Review the time expressions.2.Act out the dialogue3.Say something about your daily life.S: I’m… I get up at …I go to school at… I have lunch at…I do my homework at… I watch TV at…I have dinner at… I go to bed at…Step Three: Presentation1.(Show the pictures of page 37)Ask the students to look at the pictures and find out the time in each picture.(write) nine o’clock half past elevenhalf past twelve five o’clockhalf past nine seven o’clock2. Divide the students into groups. Ask them to complete the dialogue orally.3.Groups take turns to act the dialogues in front of the class.4.Write down the time in their books5:00__________ 12:00__________7:30__________ 9:30___________Step Four: Consolidation1.Listen to the tape and read after it together.2.Workbook page 253.Grammar Practice Book 4B, page 284.Listening comprehension(match the following):7:00 8:00 11:30 4:00 5:30 7:30 watch TV wash the face play football eat go to school do homework( Danny is my good fri end. It’s half past six in the morning. He’s getting up. He is washing his face at seven o’clock. He is going to school at eight o’clock. It is half past eleven. Danny is eating in the dining room. It is four o’clock in the afternoon. Danny is playing football with his classmates. It is half past five. He is at home. He is doing his homework. After dinner, he is watching television at half past seven. He is going to bed at half past eight.)Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.Write down your daily life.。

牛津小学英语4B全册教案Unit 3 What’s your job?教案Unit 3 What’s your job?一、教学要求1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waa driver, a worker, a farmer, a2．能听懂、会说、会读日常交际用语It’s cold today, isn’t it?What do you want to be ? I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job? I’m/He’s/She’s a…What abs? They’re …How old are you/is he/she? I’m/He’s/She’s … 4．了解字母组合dr, tr在单词中的读音5．会唱歌曲 They sing happily.二. 单元教材分析本单元主要围绕“谈论人物”这一话题展开教学，主要涉及询问有关人物姓名What’s your name？年龄How old are you/is he/she？职业What’s your/his/her job?等。

在教学时教师应注意创设日常生活的情景。

本单元出现了不少职业类单词，教师应重点思考采用多种生动活泼的方法来教授这些单词。

1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waa driver, a worker, a farmer, a2．能听懂、会说、会读日常交际用语It’s cold today, isn’t it?What do you want to be ? I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job? I’m/He’s/She’s a…What abs? They’re …How old are you/is he/she? I’m/He’s/She’s … 4．了解字母组合dr, tr在单词中的读音5．会唱歌曲 They sing happily.四、教学难点1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waa driver, a worker, a farmer, a2．能听懂、会说、会读日常交际用语What do you want to be ? I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job? I’m/He’s/She’s a…What abs? They’re …How old are you/is he/she? I’m/He’s/She’s … Unit 3 What’s your/his/her job?（第一课时）A Read and say二、教学目标能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waa driver, a worker, a farmer, a2. 能听懂、会说、会读和会写句型：What’s your/his/her job? I’m/He’s/She’s a… What abs? Th ey’re …How old are you/is he/she? I’m/He’s/She’s …三、教学重点能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waa driver, a worker, a farmer, a2. 能听懂、会说、会读和会写句型：What’s your/his/her job? I’m/He’s/She’s a… What abs? They’re …How old are yo u/is he/she? I’m/He’s/She’s …四、教学难点1、能听懂、会说、会读和会写句型What’syour/his/her job? I’m/He’s/She’s a… What abs? They’re …五、教学准备1、教具准备1) 单词卡片2）关于本课时的多媒体课件或人物用物品。

Unit 3 What’s your job一、教学要求1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waitress, a driver,a worker, a farmer, a cook.2．能听懂、会说、会读日常交际用语It’s cold today, isn’t itWhat do you want to be I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job I’m/He’s/She’s a…What are their jobs They’re …How old are you/is he/she I’m/He’s/She’s …4．了解字母组合dr, tr在单词中的读音5．会唱歌曲 They sing happily.二. 单元教材分析本单元主要围绕“谈论人物”这一话题展开教学，主要涉及询问有关人物姓名What’s your name年龄How old are you/is he/she职业What’s your/his/her job等。

在教学时教师应注意创设日常生活的情景。

本单元出现了不少职业类单词，教师应重点思考采用多种生动活泼的方法来教授这些单词。

三、教学重点1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waitress, a driver, a worker, a farmer, a cook.2．能听懂、会说、会读日常交际用语It’s cold today, isn’t itWhat do you want to be I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job I’m/He’s/She’s a…What are their jobs They’re …How old are you/is he/she I’m/He’s/She’s …4．了解字母组合dr, tr在单词中的读音5．会唱歌曲 They sing happily.四、教学难点1．能听懂、会说、会读和会拼写a policeman, a policewoman, a waiter, a waitress, a driver, a worker, a farmer, a cook.2．能听懂、会说、会读日常交际用语What do you want to be I want to be…3．能听懂、会说、会读和会写句型What’s your/his/her job I’m/He’s/She’s a…What are their jobs They’re …How old are you/is he/she I’m/He’s/She’s …Unit 3 （第一课时）一、教学内容B Look, read and learn &C Ask and answer & Song .二、教学目标1. 能听懂、会说、会读和会拼写a policeman, a policewoman,a waiter, a waitress, a driver, a worker, a farmer,a cook.2. 能听懂、会说、会读和会写句型：What’s your/his/her job I’m/He’s/She’s a… What are their jobs They’re …三、教学重点1. 能听懂、会说、会读和会拼写a policeman, a policewoman,a waiter, a waitress, a driver, a worker, a farmer,a cook.2. 能听懂、会说、会读和会写句型：What’s your/h is/her jobI’m/He’s/She’s a… What are their jobs They’re …四、教学难点1、能听懂、会说、会读和会写句型What’s your/his/her jobI’m/He’s/She’s a… What are their jobs They’re …五、教学准备1、教具准备1) 单词卡片2）关于本课时的多媒体课件或人物用物品。