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Unit 8 This is my brother’s painting.Teach aims and demands1.Learn to ask and answer the things’ owner.2.Learn to use this sentence structure: Is this your brother’s painting? Yes,it is. No, it isn’t.3.Learn some new words: a painting, a photo, a photo alb um, an exit, Dino’s father,mother, grandmother, grandfather.4.Learn the pronunciation of the letters “fr”.Teach difficultiesCompare painting and photo.Teach aidsColour pens, paper, word cards, tapes.Teach time(two periods)Teach steps and contentsPeriod 1Warmer1.Greetings between the teacher and the students. The teacher ask some questionsabout the weather or date.2.Sing the two color songs, one is I can sing a rainbow. The other one is Who iswearing yellow today?3.Revise the words of the colors, such as: red, green, yellow, black, white, blue,brown, pink, purple, orange, indigo.Presentation1.The teacher show them words cards of Dino’s family.T: Look! Do you remember Dino?This is Dino’s family.Hi! I’m Dino. Glad to see you again.Ss: Hello! Dino, nice to see you again.T: This is my family photo.This is my mother and my father, and that is my grandfather and my grandmother.How about you? Do you have a family photo?Please show me your family photo, and introduce your family member.2.Let the students show the family photo and introduce their family member.3.The teacher write these words on the blackboard, and lead to read. The difficultwords the teacher should ask the students to pronounce them one by one.4.Ask the students to read the dialogue in Part A, and listen to the tape. Thenask some students to translate it into Chinese sentence by sentence.5.Read after the tape sentence by sentence, then practice by themselves. Then actthe dialogue in groups.Consolidation1.The teacher show the word cards, let the students read them quickly.2.Play a game. The teacher take some things from the students. Then ask them whoseruler is this?Period 2Warmer1.Greetings between the teacher and students.2.The teacher show the word cards of Part B, let students read them quickly.Presentation1.At first, let the students read the story in Part D, and at the same time askthem to circle the difficult words and sentence.2.Then ask the students to read it and translate it into Chinese. Then read afterthe tape. The teacher should explain the difficult sentence: We write to each other very often.3.The teacher play the tape of Part E, and let the students read after the tape.4.Play a game. Let’s draw and introduce. Ask the students to draw a thing of theirfather or mother, or grandparents. Then introduce it one by one.Consolidation1.Do the exercises in Part F.2.Do the exercises in their exercises book.Teach note。
Unit 8 This is my brother’s painting.Teach aims and demands1.Learn to ask and answer the things’ owner.2.Learn to use this sentence structure: Is this your brother’s painting? Yes,it is. No, it isn’t.3.Learn some new words: a painting, a photo, a photo alb um, an exit, Dino’s father,mother, grandmother, grandfather.4.Learn the pronunciation of the letters “fr”.Teach difficultiesCompare painting and photo.Teach aidsColour pens, paper, word cards, tapes.Teach time(two periods)Teach steps and contentsPeriod 1Warmer1.Greetings between the teacher and the students. The teacher ask some questionsabout the weather or date.2.Sing the two color songs, one is I can sing a rainbow. The other one is Who iswearing yellow today?3.Revise the words of the colors, such as: red, green, yellow, black, white, blue,brown, pink, purple, orange, indigo.Presentation1.The teacher show them words cards of Dino’s family.T: Look! Do you remember Dino?This is Dino’s family.Hi! I’m Dino. Glad to see you again.Ss: Hello! Dino, nice to see you again.T: This is my family photo.This is my mother and my father, and that is my grandfather and my grandmother.How about you? Do you have a family photo?Please show me your family photo, and introduce your family member.2.Let the students show the family photo and introduce their family member.3.The teacher write these words on the blackboard, and lead to read. The difficultwords the teacher should ask the students to pronounce them one by one.4.Ask the students to read the dialogue in Part A, and listen to the tape. Thenask some students to translate it into Chinese sentence by sentence.5.Read after the tape sentence by sentence, then practice by themselves. Then actthe dialogue in groups.Consolidation1.The teacher show the word cards, let the students read them quickly.2.Play a game. The teacher take some things from the students. Then ask them whoseruler is this?Period 2Warmer1.Greetings between the teacher and students.2.The teacher show the word cards of Part B, let students read them quickly.Presentation1.At first, let the students read the story in Part D, and at the same time askthem to circle the difficult words and sentence.2.Then ask the students to read it and translate it into Chinese. Then read afterthe tape. The teacher should explain the difficult sentence: We write to each other very often.3.The teacher play the tape of Part E, and let the students read after the tape.4.Play a game. Let’s draw and introduce. Ask the students to draw a thing of theirfather or mother, or grandparents. Then introduce it one by one.Consolidation1.Do the exercises in Part F.2.Do the exercises in their exercises book.Teach note。
Unit 8 This is my brother’s painting.Teach aims and demands1. Learn to ask and answer the things’ owner.2. Learn to use this sentence structure: Is this your brother’s painting? Yes, it is. No,it isn’t.3. Learn some new words: a painting, a photo, a photo alb um, an exit, Dino’s father,mother, grandmother, grandfather.4. Learn the pronunciation of the letters “fr”.Teach difficultiesCompare painting and photo.Teach aidsColour pens, paper, word cards, tapes.Teach time(two periods)Teach steps and contentsPeriod 1Warmer1. Greetings between the teacher and the students. The teacher ask somequestions about the weather or date.2. Sing the two color songs, one is I can sing a rainbow. The other one is Who iswearing yellow today?3. Revise the words of the colors, such as: red, green, yellow, black, white, blue,brown, pink, purple, orange, indigo.Presentation1. The teacher show them words cards of Dino’s family.T: Look! Do you remember Dino?This is Dino’s family.Hi! I’m Dino. Glad to see you again.Ss: Hello! Dino, nice to see you again.T: This is my family photo.This is my mother and my father, and that is my grandfather and my grandmother. How about you? Do you have a family photo?Please show me your family photo, and introduce your family member.2. Let the students show the family photo and introduce their family member.3. The teacher write these words on the blackboard, and lead to read. The difficultwords the teacher should ask the students to pronounce them one by one.4. Ask the students to read the dialogue in Part A, and listen to the tape. Then asksome students to translate it into Chinese sentence by sentence.5. Read after the tape sentence by sentence, then practice by themselves. Then actthe dialogue in groups.Consolidation1. The teacher show the word cards, let the students read them quickly.2. Play a game. The teacher take some things from the students. Then ask themwhose ruler is this?Period 2Warmer1. Greetings between the teacher and students.2. The teacher show the word cards of Part B, let students read them quickly.Presentation1. At first, let the students read the story in Part D, and at the same time ask them tocircle the difficult words and sentence.2. Then ask the students to read it and translate it into Chinese. Then read after thetape. The teacher should explain the difficult sentence: We write to each other very often.3. The teacher play the tape of Part E, and let the students read after the tape.4. Play a game. Let’s draw and introduce. Ask the students to draw a thing of theirfather or mother, or grandparents. Then introduce it one by one.Consolidation1. Do the exercises in Part F.2. Do the exercises in their exercises book.Teach note*************************************。
湘少版四年级英语上册教案Unit 8 this is my brother’s paintingTeaching Aims:1.Enable the students to master the new wordsand phrases of this unit, such as photo,album, painting, frog，frown, fresh fruit, etc.2.Enable the students to master thenew sentence models of this unit, suchas“Ihavea photo album”,“let me show you my photo”,“could you show me your photos”, etc.3.Enable the students to introduce their photo albums to their friends in English fluently.4.Enable the students to sing the English song.Teaching Difficulties:It’s difficult for the students to masterthe new sentence models and to introduce theirphotos in English fluently.Teaching Importances:Firstly, the students have to master the new words and thenew sentencemodels.Secondly, the students should be required to express themselves in English as much aspossible.Teaching Aids:Courseware, word cards, photo album, camera, some pictureof his family and onepainting.The students should be ordered to take a photo of their family in advance.Teaching Steps:Ⅰwarm-up1.Greeting.T: good morning, boys and girls.Ss: good morning sir/madame.T: how are you doing recently?Ss: fine. It’s just like usual.( or the students tell something interesting or unusual thathappens recently)2.Sing the English song.ⅡPresentation and Drill1. T: how is the weather today?Ss: it’s good. Warm and cool. It’s a good day.T: yeah. The sunshine is warm. Thesky is blue. The flower is red. The grass is green.What a wnderful picture. If you can stay in this blues and reds,that will bemuchmorewonder ful. So, boys and girls, would you like to take a photo?( show thestudents the camera so that they can understand what you mean.)( the teacher and the students go out. There, they can have a view of the wonderfulpicture and then the teacher should take a photo of the students.PS: this shouldn’ttake too much time, maybe in just a few minutes.)After that, the teacher shoule show the students the photo on thescreen.Thestudents shoule be encouraged to describe the photo.2. Next, the teacher should show the students some photo of his/her family andintroduce the photo to the students. Maybe it can go on like this.T: guys, tell me what this is.Ss: a photo.T: yeah, it’s a photo of my family. In this photo, there are my parents, my sisters, mybrothers and I. Look, what a smile on our faces!Ss: yeah.T:now,anyoneofyouwouldliketoshowusyourfamilyphotoandhaveadescription of it.S1:….S2:………The teacher should teach the words“album, frame, photo”at the same time.3.show the students the painting.T:what’s this?Ss:a picture.T: what’s the difference between our family photo and this picture.Ss: picture是画的，photo是照相机照的。
新湘少版英语四年级上册：Unit8 She wears a white and blacksweater 教学设计一、教学目标1.学生通过本节课的学习，能够理解和正确使用句型“I wear a…”和“She wears a…”。
2.学生能够掌握单词sweater、white、black、blue、green的拼写和读音。
3.学生能够理解和表述形容词的用法。
二、教学内容与安排1. 导入（5分钟）1.教师问学生：“Do you like wearing sweaters?”2.学生回答是或不是，并阐述原因。
3.通过提问增加学生对话题的兴趣，为本节课的学习做铺垫。
2. 学习新知（30分钟）1.呈现单词sweater、white、black、blue、green，并给予发音和拼写练习。
2.运用图片和实物演示衣服颜色，并使用句型“I wear a…”和“She wears a…”来描述（例如：I wear a white sweater. She wears a blue sweater.）。
3.通过场景设置和模拟，引导学生理解使用形容词的目的，并对相应的颜色进行描述（例如：The sky is blue. My hair is black.）。
3. 练习与巩固（15分钟）1.学生在教师的带领下，进行口语练习，通过问答的形式锻炼语言表达和理解能力。
2.分组进行绘画活动，让学生自由发挥，利用所学知识描述自己和他人的穿着颜色和款式，并相互交流。
4. 总结与反思（10分钟）1.教师引导学生回忆本节课所学的知识点，并复述重点句型和单词。
2.学生分享在课堂上的收获与体会，教师对学生表现进行评价，并指出需要提高的地方。
三、教学方法1.情境法：通过场景的模拟和对话，让学生更好地理解学习内容。
2.合作学习：通过小组绘画活动，利用同侪间的互动和交流促进学生更好地理解与巩固。
3.讨论法：通过提问和回答的方式，让学生表达自己的想法，更好地参与到课堂中来。
Unit8 单元教材分析一、教学目标二、单元分析1. 学习链接（1）词汇①有关颜色的词汇，如white, black已在三年级下册第三单元B部分的单词学习环节出现。
②有关服装的词汇，如coat, d ress已在三年级下册第四单元B部分的单词学习环节出现。
（2）句型①句型“Look at…”已在3年级下册第四单元A部分中出现过。
②询问名字的句型“What’s your name?”已在三年级上册学过。
③句型“Here’s a...for you.”已在三年级上册第十二单元学过。
2. 话题解读本单元话题为颜色(Colours)。
本单元呈现的单词，是学生熟悉的服装及颜色单词，与学生生活联系紧密，在教学中教师可以创设多种情境，如时装秀、新同学介绍等进行教与学，让学生能运用本单元的词汇和句型来进行简单的谈论。
3. 难点分析学生能使用句型“ He/She wears”对他人的服装进行描述。
三、课时安排四、本单元知识拓展英美服饰习俗在穿戴上，英国人是最讲究的，在交际应酬中非常重视“绅士” “淑女”之风。
在参加宴会时，男士要穿燕尾服，头戴高帽，手持文明棍或雨伞，这是他们的标准行头。
女士要穿深色套裙或是素雅的连衣裙，庄重、肃穆的黑色服装是首选。
在英国参加正式的宴会时要避免：四个着装错误：1. 打条纹式的领带；2. 不系长衬衫袖口的扣子；3. 穿凉鞋；4.浅色皮鞋配深色西服。
崇尚自然，偏爱宽松，讲究着装体现个性，是美国人穿着打扮的基本特征。
虽说美国人穿着比较随便，但并不等于他们穿戴不讲究。
在美国着装要注意以下几点：1. 注意服装的整洁；2. 拜访美国人时，一进了门一定要脱下帽子和外套，这是一种礼貌；3. 女士不穿黑皮裙；4. 出席公共场合时不能浓妆艳抹，大庭广众下不能化妆、补妆；5. 在室内要摘下墨镜。
Unit 8She wears a white and black sweater教学设计教材分析:本单元话题是为结合颜色主题进行事物特征描述，并能在生活情景中进行语用，实现语言目标。
教学目标：1.能听懂、会说单词socks, sweater, skirt, shoes, white and black, brown and grey。
2.能用句型“She wears a…”等描述物体的属性和颜色。
3.掌握字母Uu在单词中的发音。
4.学生能在真实的情景中灵活运用句型对含有复杂颜色的事物及其属性进行描绘。
培养学生大胆想象、合理预测的思维品质。
教学重难点：重点：用“a white and black sweater, a brown and grey skirt”等描述物体的属性和颜色。
难点：用She wears a…说话。
教学准备：教师准备：智慧课堂系列电子资源、单词卡片等。
学生准备：智慧平板听读本单元语音部分教学步骤：课前预设：收集生活中的色彩图片。
听英语歌曲“Color song”。
【设计意图】收集生活中的色彩图片和听英语歌曲“Color song”，复习颜色内容，并初步构建用颜色来表达物品，能为本单元含有复杂颜色的事物及其属性进行描绘，作好了课前学习铺垫。
课中：Step 1 Warming up1.师生问候。
2..游戏：Let’s play a guessing game【设计意图】通过转盘游戏，复习颜色词汇为本单元色彩事物及其属性进行描绘作好铺垫。
Step 2 Presentation1.通过热身环节的竞猜，习得本单元新授词汇：white and black，brown and grey。
并讨论：引出语言结构：It’s...I like..T出示服装图片T：.What is this? It's a _____ .What colour is it?引导学生表达：It’s a pink skirt.同样的方式引导学生进行更多的色彩事物及其属性进行描绘2.游戏：Guess!Who is he/she?T：Look!I wear a pink dress.She wears a green T-shirt.Who is she?引导学生快速梳理所学新知，进行着装思考并表达。
Unit 8 She wears a white and black sweater
Period 3
教学目标：
1、操练字母U在单词中的发音
2、巩固B部分的单词，能读懂E部分的单词friend .
3、能正确书写句型
教学重点难点：
1、能综合运用本单元的单词和重点句型描述自己或他人的服饰。
2、正确书写单词
教学准备：
单词卡片、教学图片、多媒体课件
教学过程：
Step 1 Warm-up
1、Greetings
2、Free talk
3、Play a game: Who is he?
4、教学单词friend 并引出D部分短文：Lily has three good friends. Who are you?
Step 2 Let’s read and write
1.感知短文：老师播放录音
2.人物展示
3.完成短文并完成表格
4.短文默读与问题解析
Step 3 Let’s chant
Step 4 Let’s have fun
Mix two colours. What colours do you get?
Step 5 Let’s write
Step 6 Homework
抄写单词5遍。
四年级新湘少版英语上册教案全册第一章：Unit 1 My Classroom教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语简单描述教室的布局和物品。
3. 培养学生的观察能力和表达能力。
教学内容：1. 生词：classroom, desk, chr, blackboard, window, door, teacher, student等。
2. 重点句子：What's this? It's a/an What's that? It's a/an教学步骤：1. 热身活动：让学生描述自己的教室，激发学生的兴趣。
2. 引入新词：展示教室的图片，引导学生说出相应的词汇。
3. 学习句子：通过情景模拟，让学生练习重点句子。
4. 小组活动：学生分组，用英语描述教室的布局和物品。
5. 总结：教师点评学生的表现，强调本节课的重点。
第二章：Unit 2 My Body教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语简单描述自己的身体部位。
3. 培养学生的观察能力和表达能力。
教学内容：1. 生词：head, eye, ear, nose, mouth, arm, leg, body等。
2. 重点句子：Where is your? It's here.教学步骤：1. 热身活动：让学生描述自己的身体部位，激发学生的兴趣。
2. 引入新词：展示身体部位的图片，引导学生说出相应的词汇。
3. 学习句子：通过情景模拟，让学生练习重点句子。
4. 小组活动：学生分组，用英语描述自己的身体部位。
5. 总结：教师点评学生的表现，强调本节课的重点。
第三章：Unit 3 My Family教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语简单介绍自己的家庭成员。
3. 培养学生的观察能力和表达能力。
教学内容：1. 生词：father, mother, brother, sister, grandma, grandpa等。
优质资料---欢迎下载湘少版四年级上册Unit 8 She wears a white and black sweater教学设计执教单位：梅田镇梅溪小学执教教师：肖拯黎【教材分析】《She wears a white and black sweater》这一课的主要语言功能是用颜色描述服装；学习重点为：结合所学新单词运用句型“He/ She wears……”来描述服装的颜色。
【教学目标】（一）知识目标1、能听懂、会说、认读新词wear,brown, grey, shoes, socks, sweater, skirt等；2、能结合所学单词运用“He/ She wears……”来描述服装。
3、能适当的进行人称转变来描述他人的服装。
（二）能力目标能简单向同伴告知自己的服装,描述他人的服装。
（三）情感目标懂得世界是五彩的，生活中处处都是美。
【教学重难点】（一）教学重点单词：wear,brown, grey, shoes, socks, sweater, skirt的认读。
句型：运用“He/ She wears……”来向他人描述服装。
（二）教学难点进行第三人称转变来描述服装。
【教学准备】课件、新授单词的图片、词卡、四线格磁性贴、大组竞赛道具、教学音频等。
【教学方法】情境教学法、游戏法、拼读教学、小组合作【教学过程】Step 1 Warm-up/ Revision1.Greetings.2.Enjoy the song:Colour SongsStep 2 Presentation1.Learn words（1）Spelling words, reading up and down,practicing.（2）Practice the words into the sentence patterns.2.Practise（1）Read words after video and teacher.（2）Read words by all students.（3）A Game: Whack a MoleAsk students to say the words according to the pictures as quickly as possible. Step3 Consolidation1.Look and SayShow some pictures, ask 3 students to say the sentences according to the pictures.2.Read part C after the tape.3.Little Desginer!Panel discussion and show on stage.Step 4SummaryLead students to sum up what they have learned. Step 5Homework1.Copy and recite part B.2. Describe the clothes of others after class with friends. 板书设计。
