教师授课案4年级下第一课牛津英语

苏教牛津版四年级英语下册《A New Student》Lesson 1 教案设计一、教学目标1.通过听说读写的多种方式，学生能认识并记忆本课的四个新单词：new, student, classroom, name。

2.学生能听懂并运用本课对话内容，询问和告诉他人自己的名字、年龄、班级和老师。

3.学生能口头表达出自己的基本个人信息。

4.培养学生的积极向上的心态，表现出对新同学和新事物的欢迎和好奇。

二、教学重难点1.重点：新单词的认识和记忆，对话内容的听懂和口头表达。

2.难点：听懂和运用英语对话进行交流。

三、教学过程（一）预设情境1.让学生想象一个新同学来到了他们的班级，他将跟他们一起学习和玩耍，但他不认识他们，也没有朋友。

我们要帮助他了解一下大家的名字、年龄、班级和老师，让他快速融入班级大家庭中。

2.提问：有没有遇到过新同学？他们来到了你们的学校，你们都做了些什么呢？（二）导入新词汇1.创设场景：老师写出四个新单词（new, student, classroom, name）后，向学生介绍新同学来了，让大家用这四个词语来描述新同学。

如：–他是一名 new student。

–他坐在教室 classroom 里。

–老师问他What’s your name？他告诉老师他的 name 是 Tom。

2.跟读练习：学生跟读四个单词，注意发音和语音语调。

（三）对话练习1.听录音：播放课本 CD，让学生跟读和模仿对话内容。

重点关注询问和告诉自己的名字、年龄、班级和老师的内容。

2.小组对话：把学生分成四个小组，每个小组是一位学生。

让学生跟同组的“新同学”进行对话，相互介绍自己的情况，运用本课所学的英语句型进行交流。

3.分角色表演：每组的“新同学”和另一个学生进行表演，让其他同学观摩和评价，鼓励他们进行合理改进。

（四）巩固练习1.练习册：引导学生在练习册完成相关练习，加深对单词和句型的理解和掌握。

2.口语练习：结合实际情况，让学生自由练习口语对话，鼓励他们敢于开口、自信表达。

教师授课案Module one :Using your five sensesLesson one: what can you smell and taste?第一部分：上节知识点回顾一、提问二、听写1. 单词：2.词组、句型：good morning/ good afternoon/ good evening/ stand up/ sit down/ what is your name?/ how old are you?/ who is your firend/ my hair is long/ where is my classroom/ how many apples/ what colour is it/ what is this/ what is that三、其它固定句型、对话的练习第二部分：本节内容提纲一、词汇二、课文跟读 1.课文翻译三、课文内容详解2.重点音标四、课堂练习 3.重点句型4.重点语法第三部分：本节新知识点（包括课堂训练）一、词汇：1.watermelon [ˈwɔ:təˌmelən] 西瓜复数：WatermelonsEgI have a big watermelon. 我有一个大西瓜。

My mother bought a sweet watermelon. 我妈妈买了一个甜西瓜。

My friend knows how to pick out the best watermelons.我的朋友知道如何挑选最好的西瓜。

2. grape [ɡreip]葡萄复数：grapes• a bunch of grapes•一串葡萄•Grape wine•葡萄酒•grape vine•葡萄藤He put a grape into his mouth.他把一粒葡萄放入嘴里Grape juice is a lady's drink.葡萄汁是小姐们喝的。

The grapes are so sour.这些葡萄太酸了。

Unit 1 Our school subject 教案一、教学目标1.能熟练地听懂、会说、会读、会写单词：school, subject, see, Chinese, Maths, Art, Music，timetable, PE, Science, fun, playground.2.能熟练地听懂、会说、会读句型：What subjects do you like? 以及回答I like…; What lessons do we have?及回答We have…3.能总结归纳Aa的发音/ei/4.能会读小诗:Subjects二、教学重难点1.能熟练地听懂、会说、会读、会写单词：school, subject, see, Chinese, Maths, Art, Music，timetable, PE, Science, fun, playground.2.能熟练地听懂、会说、会读句型：What subjects do you like? 以及回答I like…; What lessons do we have?及回答We have…三、教学过程Step 1 Greeting and free talk1.GreetingT: Good morning, class.S: Good morning, Teacher.2.Say a rhymeLet’s learn3.Free talkT: What subjects do you have?S: We have…T: What subjects do you like?S: I like…T: What about …?T: What lessons do you have this morning / afternoon?S: We have…Step 2 Reading time1. Story time2. Cartoon time注意语音语调，要求学生尽量背诵。

M3U1 Colours and places< 1 > ( )Teaching aimsBasic aims1.To learn the new words: afternoon, eveninging preposition to indicate time and position.e.g. in spring, in the afternoon, on a rock. Developing aimsUsing adjective to describe colour. e.g. It is red in the evening.Education aims:Educate the pupils to love the nature and globe.Important points:1.To learn the new words: afternoon, eveninging preposition to indicate time and position.Difficult points:Using preposition to indicate time and position.Teaching aids Cassette, mediaProcedures:Pre-task presentation:1. Sing a song with S.2.Ask questionse.g. How many seasons…? What season is it? Which season do you like best?3.Review the words of colour.4.Ask S to describe the pictures.While-task procedure:1. Show media.(same tree at the different time)Learn Picture 1&2 Ask: What is this? What colour are the leaves? T: As you know, there are four seasons in a year. The leaves have different colours when the season changes. Show two sentences.2. Learn Picture 3&4 Learn: afternoon, eveningAsk S think of some animals that can change colours. Discuss with S why they change their colour.e.g. Some animals want to protect themselves.)3.Ask S what else things in the natural world can change their colour. Post-task activity1.Play the cassette.2. Do grammar Practice book 4B P28.3.Do an experiment for the students:Homework1.Listen to the tape and read the text for several times.2.Copy the new words and the sentences.板书设计Look and readin spring/summer/autumnin the afternoon/eveingon the rockM3U1 Colours and places< 2 > ( )Teaching aimsBasic aims1.To learn the new words: beach, collect, sailing the present continuous tense to describe an action taking place at the beach of speaking.3. Asking ’wh’ questions to find out various kinds of specific information about event.e.g. What are the boys doing?. Developing aims.Using the present continuous tense to describe an action taking place at the beach of speaking.. Education aims:Educate the students to love motherland .Important points:. 1.To learn the new words: beach, collect, sailing the present continuous tense to describe an action taking place at the beach of speaking.Difficult points:Describe the picture in English .Teaching aids Cassette, pictures.Procedures:Pre-task :1. Say a chant with S.2.Ask S to work in pairs.3.. Review the words of actions.e.g. swim4.Ask S to describe the pictures.While-task :1. Show the picture of Tan’s family.2.Ask: Where are they?/What season is it?What’s the weather like?/ What cay you see?Who is at the beach?/ What are they doing?3.Teach: collect, sail collect shells, sail his boat, play football4.Play the cassette.Post-task activity1..Ask S to take out their family photographs and talk about their own photographs.2. Do exercises.3. Learn the sounds. st /st/The postman is eating some toast in the post office.4. Learn the new word:Toast, post office5.Play the cassette.Homework1.Listen to the tape and read the text for several times.2.Copy the new words and the sentences.板书设计Look and read.The Tan family at the beach.collect shells / sail his boatM3U1 Colours and places< 3 > ( )Teaching aimsBasic aims1.To learn the new words: above, top, near, between, temple, bench2. Using prepositions to indicate positions.E.g. The aeroplane is above the mountain.3. Asking ‘wh’ questions to find out various kinds of specific informationabout an event.E.g. Where’s the aeroplane? What colour is it?Developing aimsUse modelled phrases and sentences to communicate with teachers and other learners .Important points:ing prepositions to indicate positions2.Asking ‘wh’ questions to find out various kinds of specific information about an event.Difficult points:Using prepositions to indicate positionsTeaching aids Cassette, picturesProcedures:Pre-task presentation1. Say a chant with S.2. Ask S to work in pairs.3. Review the preposition words.4. Show the picture and ask S describe the picture.While-task procedure:1.Show the picture of P34. Ask: What is this?Elicit: temple, bench . Ask: Where is the aeroplane? Elicit: above. Compare the two words: on, above2.Ask: Where is the tree? Elicit: near3.Ask: Where is the bench? Elicit: between pare the two words: near, between4.Ask: Is the temple on the mountain? Elicit: at the top of pare two words: at the top of, on5. Play the cassette.6. Ask S to work in pairs.Post-task activityWorkbook page 191.Ask S to look at the picture and read the incomplete sentences.2plete Read, look, write and colour.Homework1.Listen to the tape and read the text for the several times.2.Copy the new words and the sentences.板书设计Look and readtemple bench mountainon near betweenat the top of underM3U1 Colours and places< 4 > ( )Teaching aimsBasic aimsing prepositions to indicate position.ing the present continuous tense to describe an action taking place at the time of speaking.3.Asking ‘Wh-‘ questions to find out various kinds of specific information about an event.4.Asking ‘Wh-‘ questions to find out the place..Developing aimsWith imagination to say sth. about the story.Education aims: Protect the birds.Important points:ing prepositions to indicate position.ing the present continuous tense to describe an action taking place at the time of speaking.Difficult points:Retell the story in English .Teaching aids MediaProcedures:Pre-task presentation1. Read a chant with S.2.Ask S to watch movie and ask questions.While-task procedure :1. Ask S to watch and listen to the story.2.T ask questions. e.g. T: What can you see? Where is the cage? Elicit picture 1.3. sk S to listen. T: Who is coming? Where is the cat? What is behind the cat? Ask S to imagine.4 T: What’s the cat doing?5.Ask S to imagine, what will be happen?6.Ask S to say sth. about the picture.7. Give S some questions and ask S to say sth. about the picture.8.Ask S to imagine, “Where is the bird?”Post-task activity1.Ask S to listen and repeat.2.Ask S to imagine and say sth. about the story with own words.3.Ask S to look at the pictures and fill in the missing words. HomeworkRetell the story .板书设计The bird, the cat and the dogcage at the top of fallM3U2 Listen< > ( )Teaching aimsBasic aims1.To learn the new words: half, past, o’clock2. Using phrases to indicate time.E.g. It’s half past six.Developing aimsing imperative to give instructions. E.g. Get up, Kitty.2.Asking ‘wh’ questions to find out the time. E.g. What time is it?Education aims: Educate the students to sleep andget up early .Important points:ing phrases to indicate time.2.Asking ‘wh’ questions to find out the time.Difficult points:Using phrases to indicate time.Teaching aids a cassette player, some pictures.Procedures:Pre-task presentation1. Say a chant with S.2. Ask questions.3. Review the words of numbers.4. Show a picture of three kinds of clock. Tell S that one clock is Grandma’s, one is Mum’s and the other is Kitty’s. Listen to the song.While-task procedure:1.Show a clock and ask:What is this? Elicit: It’s a clock. What can the clock do? What time is it? It’s one o’clock.2.Show the time of 2:00, 4:00, 5:00, 9:00…3.Show a clock and ask: What time is it? It’s half past one.Teach: half, past Show the time: 3:30 4:30 5:30 6:30 11:30 7:30 9:30 2:304.Play the cassette.5.Play the cassette again.Post-task activity1.Ask S to act out the dialogue.2. Play a game.“wolf, wolf, what time is it?”3. Ask s to say sth. about Daily Life. e.g. It’s six o’clock. I am getting up. ….4. Workbook P23 and P24Homework1.Listen to the tape and read the text for several times.2.copy the new words and the sentences.3.Talk the daily life with your parents.板书设计Unit 2 Say and act.What time is it?It’s three o’clock.What time is it?It’s half past three.M3U2 Listen< > ( )Teaching aimsBasic aimsing 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?Developing aimsing 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?Education aims: Foster the pupils’habit to learn .Important points:Using impersonal ‘it’ to express time.Using ‘wh’ questions to find out the time.Difficult points:Retell “ Kitty’s Day “Teaching aids Cassette, clockProcedures:Pre-task presentation:1. Sing a song with S.2. Ask S to work in pairs.3. Review the time expression.4. Ask S to say sth. About daily life.While-task procedure :Show the pictures of P37.1. Ask S to look at the pictures and find out the time.2.Divide the students into groups. Ask S to complete the dialogue orally.3.Ask S to act out the dialogue.. 4.Ask S to write down the time.5:00 12:00 7:30 9:30Post-task activity1.Play the cassette.2.Workbook P25.3. Grammar Practice.4.Listening comprehension.HomeworkRecite the dialogue .板书设计Look and talkWhat time is it?It’s … o’clock.What time is it?It’s half past …M3U2 Listen< > ( )Teaching aimsBasic aims1.To learn the new words: typhoon, thundering imperative to give instructions. E.g. Listen to the wind.ing nouns to identify events. E.g. Listen to the thunder.Developing aims:Describe typhoon,thunderin English.Education aims: Foster Ss to observe the things around us .Important points:ing imperative to give instructions.ing nouns to identify events.Difficult points: typhoonTeaching aids CassetteProcedures:Pre-task presentation:1.Sing a song with S.2. Ask questions.3. Review the time expressions.4.Say sth. about Daily life.While-task procedure:1.Show a picture of a rainy day .Ask: What’s the weather like?/ What can you see? What can you hear? Elicit: typhoon, thunder2. How do you feel when there is a typhoon?3. What do you need when there is a typhoon?4. What noise can you hear when there is a typhoon?Invite individual S to make that noise.5.Play the cassette.6.Ask S to act out the dialogue.Post-task activityLearn the sound. The moth is in the moth.1.Play the cassette.2.Invite individual S to read sentences.HomeworkListen to the tape the rhyme for several times.Copy the new words and sentences.板书设计Say a rhymethunder Crack-crackwind Whoo-whoorain Pitter-patM3U2 Listen< > ( )Teaching aimsBasic aims1.To learn the words: pitter-pat, rustle-rustle, crash-crash, splash-splash, honk-honk and etc.ing imperative to give instructions. E.g. Listen to the wind.Developing aimsWrite a rhyme with these noises .Important points:1.To learn the onomatoeic wordsing imperative to give instructions.Difficult points:Write a rhyme with these noisesTeaching aids Cassette, picturesProcedures:Pre-task presentation:1.Sing a song with S.2.Say a rhyme with S.3.Ask questions.4.Make the noises when there is a typhoon. Write the words on the blackboard.rain --- pitter-pat wind --- whoo-whoo thunder --- crack-crack While-task procedure:1. Show the picture. What can you see? What can the boy hear?Is the sun shining? Is it raining?2. Write the nouns and ontomatopoeic words on the blackboard.tree --- rustle-rustle water – splash-splash waves – crash-crashcars – honk-honk birds – tweet-tweet cats – miao-miao3. Divide S into groups of four. Ask S to choose any three items from the list to think of a scene. Encourage them to draw a simple drawing of it.4. Write the poems about their drawings.Post-task activityAct out the rhyme.HomeworkWrite a poem.Copy the new words and the sentences.板书设计Listen and writeListen to the …! …!…!Listen to the !…! On my …!M3U3 Weather< > ( )Teaching aimsBasic aims1. Asking ‘wh-‘questions to find out various kind of specific information about an event. E.g. What’s the weather like in …?ing adjectives to describe weather. E.g. In …, it’s cloudy.Developing aims: Act as a weatherman.Education aims: Having interest in weather.Important points:1.Asking ‘wh-‘questions to find out various kind of specific information about an event.ing adjectives to describe weather.Difficult points:.Using adjectives to describe weather.Teaching aids MediaProcedures:Pre-task presentation:1.Say rhymes with S.2.Sing a song with S.3.Ask questions.E.g. How’s the weather today? How many seasons? What season do you like?While-task procedure:1. spring1) Ask S to say sth. about spring.2) Show: warm, wet, sunny, rainy3) Ask: What’s the weather like?2. summer1)Ask S to listen and ask. What can you hear?2)Show:Sunny, rainy, hot, wet3)Ask S to work in pairs.4)T: What can you do in summer?5) Show the picture and ask.What’s the date? What’s the festival?3.autumn1) Show signs and ask.2) windy3) T: Which fruit do you like?Autumn is rich with fruit and grain. We should remember:No pains, no gains.4. winter1)T: Spring is the best season. Summer is the hottest season.Autumn is the harvest season. What season is the coldest?2)Show: cloudy, windy, cold, dry.3)What can you see in winter?4)Show: snowy, foggy T: When you are in a foggy day. We should walk slowly, ride a bicycle slowly …Post-task activity1.Guessing game What’s season is it?2.T: I can know about the weather from the newspaper. How about you?3.T make an example. Ask S to act as a weatherman.HomeworkTalk about the weather.板书设计Unit 3 WeatherWhat’s the weather like in…… ?It’s sunny / rainy / …… .M3U3 Weather< > ( )Teaching aimsBasic aimsing the simple present tense to express simple truth. E.g. I live in China.ing nouns to refer to seasons. E.g. In winter, it is sunny, windy, cold and dry.ing adjectives to describe weather.E.g. In autumn, it is sunny, windy, cool and dry.Education aims:Make friendship by writing a letter each other .Important points:ing nouns to refer to seasons.ing adjectives to describe weather.Difficult points:Using nouns to refer to seasons. E.g. In winter, it is sunny, windy, cold and dry.Teaching aids: Cassette, picturesProcedures:Pre-task presentation1. Sing a song with S.2. Ask questions. E.g. How many seasons are there in a year?/ What are they? What’s the weather like in January?/ Where do you live?/ Where are you from?3.Review the words of twelve months.(January, February, March …December)4. Review the words of the days: Sunday, Monday, Tuesday, Wednesday, …5.Look at the chart, then ask: What’s the weather like?While-task procedure :1. Show a letter.2. Play the cassette.3. Ask questions. E.g. Who’s Helen’s pen-friend? Where does she live? What’s the weather like in China? /Do you like China?/Has she got a brother?4. Play the cassette.5. Ask S questions Which months make the spring?/Which months make the summer?/ Which months make the autumn?/Which months make the winter?Post-task activity1. Ask S to listen to the tape.2.Observe and record.3.Ask S to do exercises.Homework1.Listen and repeat.2.Do a survey.板书设计Read and writeSeason Month of the yearSpring March April MaySummer ……Autumn ……Winter ……M3U3 Weather< > ( )Teaching aimsBasic aims1.To learn the new story: The ugly duckling.ing the simple present tense to express simple truth. E.g. It is summer.3.Asking ‘wh’ question and find out a person’s identity. E.g. Who areyou?Developing aims:Tell the story in English .Important points:ing the simple present tense to express simple truth.2.Asking ‘wh’ question and find out a person’s identity.Difficult points:Using the simple present tense to express simple truth.Teaching aids Cassette, picturesProcedures:Pre-task presentation1. say rhyme with S.2.Ask questions. What’s the weather like?/How many months are there ina year?/Which season do you like?Why do you like spring?3. Review the words of months: January …December4. Review the words of days:Sunday, Monday, … Saturday5. Ask S to describe the animals.E.g. I like … Ithas got…While-task presentation1.Show the pictures.Ask: What’s in it?2. Play the cassette.3.Ask questions.E.g. What are the ducks doing?What’s mother duck doing?/How are the eggs? The small duck is duckling. How is the duckling? Who’s the ugly duckling’s mother? How is its mother?4.Play the cassette again.Post-task activityPlay the cassette.Ask s to act out the story.Learn the sound. -ch, -tch The bench is beside the church. The match is on the watch.HomeworkListen to the tape and read the story for several times.Copy the phrases.板书设计The ugly ducklingSpring: swim in the pond make a nestSummer: open the eggs beautiful ducklingAutumn: sit on mother’s back, happyswim in the pond find its motherM3U3 Weather< > ( )Teaching aimsBasic aimsAsk‘yes/no’questionstofindoutabout preferences. E.g. Do you like spring,Peter?Using the simple present tense to describe the four seasons. E.g. Plants grow and grow.Using adjectives to describe weather. E.g. Very good, Kitty.Developing aimsUsing the simple present tense to describe the four seasons. E.g. Plants grow and grow.Education aims: Educate the students to love nature.Important points:Ask ‘yes/no’ questions to find out about preferences.Using the simple present tense to describe the four seasons.Difficult points:Describe the season you favorite in English .Teaching aids : cassette , pictures ,word cardsProcedures:Pre-task :1.Sing a song with S.2.Ask questions. E.g. How many seasons? / What are they?Which season do you like?/ What’s the weather like in spring?3.Review the words of seasons. Spring, summer, autumn, winter4.Describe four seasons. It’s spring. It’s warm. It’s green…While-task :1.Show the pictures of four seasons.Ask: How many seasons are there in a year? What are they?Which season do you like best? What’s the weather like in spring?What can you see in spring? What can you do in spring?2.Play the cassette.3.Divide four groups ask questions. E.g. Do you like …? Post-task activity1. Ask S to listen to the tape.2. Ask S to act out the dialogue.3. Ask S to describe the season they like best. HomeworkListen to the tape and read the text for several times.Copy the new words and the sentences.板书设计Four seasonsSpring warm wetSummer hot wetAutumn cool dryWinter cold dry。

苏教版牛津英语四年级下册教案Unit 1 A new student第一课时一、教学内容:Unit 1 A: Read and say.二、教学目标:1. 理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。

2. 正确运用日常交际用语Welcome to our school. Who’s that boy? I’m new here.3. 能正确的听、说、读单词boy, woman, teacher, student, nurse三、教学重点:能正确理解对话内容，朗读对话，初步表演对话。

四、教学难点:流畅地朗读对话，并能在理解对话内容的基础上表演对话。

五、课前准备:1．人物图片Mike ( student ), Miss Li( teacher ) Miss King ( nurse) Gao Shan (student )人物头饰Ben2．单词卡片student, teacher, woman, teacher ,boy六、教学过程：（一）Free talk1．Hello, nice to meet you.2．How are you ? / How are you this morning?3．Are you happy today?4．Welcome back to school.5．Good morning. Glad to meet you. Welcome back to school.（二）Presentation and practice: Ask and answer1. Good morning, boys and girls . Glad to meet you . Welcome back to school. 出示Welcome back to school. 理解并领读。

2．I have many pictures here .I like them very much. Do you like them? 出示所有的图片3．根据出示的照片复习单词boy , girl，man, woman4．Do you know these boys and girls? (出示Mike , Gao Shan, Nancy David, Helen 的照片）：(1) Who’s this boy? (Who’s that boy?)He’s _______. He’s a student. (学习新单词student )(2) Who’s this girl? (Who’s that girl?)She’s _________. She’s a student.5．Do you know these men and women?( 出示Miss Li, Miss GaoMiss King , Mr Green, Mrs Green 的照片）(1) Who’s this man? ( Who’s that man?)He’s _________. He’s a teacher.(学习新单词teacher)(2) Who’s this woman?(Who’s that woman)She’s __________. She’s a nurse. （学习新单词nurse?）（三）Play a game (通过游戏复习并学习新的日常交际用语)1．闭上眼睛猜一猜：(1) A: Who’s that ______?B: He’s(She’s) ________.A: He’s (She’s) a _________.B: You’re right. ( You’re wrong)(2) A: Excuse me. Are you _______?B:: No, I’m not.A: Are you _________?B: Yes , I am.2．让一学生戴上Ben 的头饰让另一学生猜T: Who’s this boy?S: He’s ________.T: No, you’re wrong.S: Are you ________?B: No, I’m not.S: Are you _________?B: No, I’m Ben.（四）Work in pairs1．Ben与老师对话:A: Hello, I’m Ben. I’m new here.B: Hello, I’m Miss Li. Nice to meet you.Welcome to our school.学习：I’m new here.Welcome to our school.2．学生与Ben 对话（五）朗读课文1．听录音，跟读。

Unit 1 《Touch and feel》教案一、教材分析本单元的语言功能工程How does it feel? It’s ____. Is it a/an ____? Yes, it is./No, it isn’t.主要话题是Feelings。

本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比拟接近实际的情景中听说，从而培养他们运用英语进行交际的能力。

二、学情分析本课的教学内容和学生的实际生活息息相关，因而本课的教学内容对学生来说并不难理解，关键单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。

教学中通过游戏活动创设情景，和小组合作完成任务等教学活动引导学生学习三、教学目标：1.能听说认读单词：soft , hard, rough, smooth,并能准确运用这些词汇来表达物体的性状。

2.能在生活的真实情景中，熟练运用句型“How does it feel? It’s hard/soft/smooth/rough.〞去询问和表达对物品的感受；能运用句型“Is it a/an…? Yes,it is./No,it isn’t. It’s a/an…〞去询问和表达物品是什么四、教学重点：单词：soft, hard, rough, smooth,句型：Is it a/an…? Yes,it is./No,it isn’t.五．教学过程：1. Warm upGreetings唱一首关于反义词的歌曲。

2. Presentation〔1〕通过实物呈现水果菠萝〔pineapple〕和气球〔balloon〕，再引导学生通过触摸并用“How does it feel？〞提问，不断解决问题，在答复中学习新词hard、soft。

同时学习单词thick、thin这样就把单词活化，同时也稳固了旧句型，让学生在动感中快乐地接受新知识。

T: Look at this pineapple. Who want to touch it?S1: Me.T: OK! How does it feel?S2: It’s…T: You can say it’s very hard.同样的方式通过触摸气球学习soft, 通过幻灯片听音、跟读。

Module1 Using my five sensesUnit1 Touch and feel第一课时一、教学目标1.帮助学生学习表示感觉的单词Look and learn中的单词2.学生用已学的句型描述物品的触觉；3.能用What is it? It’s ….来确认事物的名称；二、教学重点：词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音。

三、教学难点1.如何短时间背thick , thin, hard, soft这四个单词。

2.能用句型：How does it feel? It’s…. 来询问并描述物品的触觉；四、教学栏目：Look and learn, Ask and answer五、教学准备：各种实物、录音机、单词卡、玩具六、教学过程：(一) 导入活动1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry.T: What do you want? S1: I want a cake\ some bread.可用中文回答。

(二)呈现新课(Presentation)1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。

2、提问学生生活中具有这些触觉的物品还有哪些。

把学生说到的物品写在相关的形容词旁边。

3、快速反应。

（对子活动）4、让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。

(三) 趣味操练(Practice)1、速读单词。