2019春四年級(jí)英語(yǔ)下冊(cè) 全一冊(cè)教案2 科普版.doc

《2019春四年級(jí)英語(yǔ)下冊(cè) 全一冊(cè)教案2 科普版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019春四年級(jí)英語(yǔ)下冊(cè) 全一冊(cè)教案2 科普版.doc（58頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

全一冊(cè) 校長(zhǎng)寄語(yǔ) 小學(xué)階段是人一生中的重要階段。人生的理想在這一階段樹(shù)立，學(xué)習(xí)習(xí)慣在這一階段養(yǎng)成，美好的童年生活在這一階段度過(guò)。親愛(ài)的老師們，我們的工作就是為學(xué)生的一生可持續(xù)發(fā)展作奠基工程。在實(shí)踐這一偉大而神圣的工程中請(qǐng)遵循： 育人原則： 千教萬(wàn)教，教人求真； 千學(xué)萬(wàn)學(xué)，學(xué)做真人。 育人目標(biāo)： 情感、態(tài)度、價(jià)值真觀。 學(xué)習(xí)方式： 自主、合作、探究。 培養(yǎng)模式： 學(xué)思結(jié)合、知行統(tǒng)一、因材施教。 小學(xué)英語(yǔ)課程標(biāo)準(zhǔn) 根據(jù)全國(guó)小學(xué)英語(yǔ)課程發(fā)展的實(shí)際，以及2001年出臺(tái)的《英語(yǔ)課程標(biāo)準(zhǔn)》對(duì)小學(xué)英語(yǔ)教學(xué)的指導(dǎo)性不夠突出，對(duì)小學(xué)英語(yǔ)的具體學(xué)習(xí)內(nèi)容目標(biāo)要求得不夠具體，小學(xué)階段詞匯表、語(yǔ)法項(xiàng)目沒(méi)有分別列出；對(duì)小學(xué)英語(yǔ)教學(xué)和評(píng)價(jià)指導(dǎo)力度不夠，缺乏可操作性建議和案例，等等問(wèn)題，修訂后的英語(yǔ)課程標(biāo)準(zhǔn)在小學(xué)階段主要體現(xiàn)如下特點(diǎn)： 一、理念更先進(jìn) 1．更符合社會(huì)發(fā)展對(duì)人才的需求。修訂稿中首次將英語(yǔ)課程的性質(zhì)界定為具有工具性和人文性雙重性質(zhì)。語(yǔ)言學(xué)習(xí)不僅是為了培養(yǎng)學(xué)生交流、溝通的能力，更重要的是在語(yǔ)言學(xué)習(xí)的過(guò)程中，加強(qiáng)人格品質(zhì)和道德情操的修養(yǎng)。一個(gè)人如果具有較強(qiáng)的語(yǔ)言交際能力、較高的綜合人文素養(yǎng)，他會(huì)更快地適應(yīng)社會(huì)變化，更好地服務(wù)于社會(huì)。工具性與人文性并重的理念符合社會(huì)發(fā)展對(duì)人才培養(yǎng)的需求。 2．更符合語(yǔ)言學(xué)習(xí)的規(guī)律。修訂稿在面向全體學(xué)生、突出學(xué)生主體、尊重個(gè)體差異的基礎(chǔ)上，更注重了語(yǔ)言學(xué)習(xí)的漸進(jìn)性和持續(xù)性。不僅體現(xiàn)在基本理念的調(diào)整上，也體現(xiàn)在了課程內(nèi)容的設(shè)置和各級(jí)目標(biāo)的描述中。語(yǔ)言學(xué)習(xí)是一個(gè)長(zhǎng)期積累的過(guò)程，學(xué)生的學(xué)習(xí)必然經(jīng)歷由淺入深、由易到難的漸進(jìn)深入過(guò)程。修訂稿強(qiáng)調(diào)了語(yǔ)言學(xué)習(xí)的漸進(jìn)性和持續(xù)性，更符合語(yǔ)言學(xué)習(xí)的規(guī)律。 二、目標(biāo)更清晰 就小學(xué)英語(yǔ)教學(xué)而言，修訂稿在對(duì)原有語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)目標(biāo)微調(diào)的基礎(chǔ)上，在技能教學(xué)參考中，對(duì)各項(xiàng)技能教學(xué)的目的、技能要求以及主要活動(dòng)都給予了分級(jí)描述，還明確了小學(xué)階段語(yǔ)法教學(xué)的內(nèi)容與要求，列出了小學(xué)階段應(yīng)掌握的423個(gè)基本詞匯，這些也是以往教學(xué)中老師們感到比較模糊或困惑的地方，這次課標(biāo)的修訂能使老師們?cè)诮虒W(xué)中更好地把握教學(xué)目標(biāo)。 三、方法更具體 課標(biāo)對(duì)于一線老師而言，不僅是理念的引領(lǐng)，也是方法的指導(dǎo)，老師們看了后知道做什么、怎么做。如實(shí)施建議中對(duì)教學(xué)和評(píng)價(jià)都給出了具體的、符合實(shí)際的建議，同時(shí)評(píng)價(jià)方式與方法的舉例非常詳盡，不僅例舉了各項(xiàng)技能不同級(jí)別的評(píng)價(jià)方案，還有對(duì)評(píng)價(jià)方案的評(píng)析，對(duì)老師們?cè)诮虒W(xué)中的評(píng)價(jià)操作具有很強(qiáng)的指導(dǎo)性。再如修訂稿中的課堂教學(xué)用語(yǔ)更具體、更符合實(shí)際教學(xué)需要，語(yǔ)言也更具有時(shí)代氣息。 備課要求 1、教學(xué)過(guò)程的四大環(huán)節(jié)：設(shè)疑自探、解疑合探、質(zhì)疑再探、運(yùn)用拓展四個(gè)環(huán)節(jié)后必須有時(shí)控，并且每個(gè)環(huán)節(jié)旁邊必須有自己的個(gè)性化設(shè)計(jì)（添加或刪去），并且每個(gè)環(huán)節(jié)要體現(xiàn)師生互動(dòng)、生生互動(dòng)，不能太簡(jiǎn)單；質(zhì)疑再探環(huán)節(jié)要有問(wèn)題預(yù)設(shè)；運(yùn)用拓展環(huán)節(jié)有學(xué)生自編題。添加的內(nèi)容寫在每個(gè)課時(shí)教學(xué)過(guò)程邊留的空白處，要注意排版整齊、美觀、成行、不斜。 2、教學(xué)反思分“教師的教”和“學(xué)生的學(xué) ”“改進(jìn)措施”三個(gè)方面寫，如： ①教師的教 ②學(xué)生的學(xué) ③改進(jìn)措施 每個(gè)方面結(jié)合“三疑三探”教學(xué)實(shí)踐過(guò)程中成功、不足和改進(jìn)來(lái)寫，具體對(duì)照西峽縣“三疑三探”課堂評(píng)價(jià)標(biāo)準(zhǔn)內(nèi)容進(jìn)行反思，每個(gè)方面至少兩行。 3、備課修改一律用黑色筆跡。 教學(xué)計(jì)劃 小學(xué)四年級(jí)英語(yǔ)下冊(cè)教學(xué)計(jì)劃 一、教學(xué)目的 　　1、激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)他們學(xué)習(xí)英語(yǔ)的積極態(tài)度，使他們初步建立學(xué)習(xí)英語(yǔ)的自信心； 　　2、培養(yǎng)學(xué)生具有一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)書(shū)寫基礎(chǔ)，以及良好的學(xué)習(xí)習(xí)慣； 　　3、使他們初步具備用英語(yǔ)進(jìn)行簡(jiǎn)單日常交流的能力。 　　4、同時(shí)培養(yǎng)學(xué)生的觀察、記憶、思維、想象和創(chuàng)造能力。 5、適當(dāng)介紹中西方文化，培養(yǎng)學(xué)生的愛(ài)國(guó)主義精神，增強(qiáng)世界意志，為學(xué)生的進(jìn)一步學(xué)習(xí)奠定良好的基礎(chǔ)。 二、教材分析 本教材的設(shè)計(jì)和編寫體現(xiàn)了外語(yǔ)教學(xué)思想的繼承和發(fā)展。在分析、研究許多種國(guó)內(nèi)外小學(xué)英語(yǔ)教材的基礎(chǔ)上，取其精華，博采眾長(zhǎng)，形成了本套教材特有的編寫體系。同時(shí)，有吸收了當(dāng)今國(guó)內(nèi)外英語(yǔ)作為外語(yǔ)教學(xué)的理論和成功經(jīng)驗(yàn)，把這些教學(xué)理論和實(shí)踐經(jīng)驗(yàn)同我國(guó)的小學(xué)外語(yǔ)教學(xué)實(shí)際相結(jié)合，以形成我國(guó)小學(xué)英語(yǔ)的外語(yǔ)教學(xué)模式和教學(xué)方法。 本冊(cè)教材具有以下幾個(gè)特點(diǎn)： 　　1、注重學(xué)生語(yǔ)言運(yùn)用能力的培養(yǎng)，突出語(yǔ)言的實(shí)踐性和交際性，同時(shí)也突出語(yǔ)言的真實(shí)性和實(shí)用性。 　　2、注重學(xué)生自學(xué)能力和學(xué)習(xí)策略的培養(yǎng)，為學(xué)生的進(jìn)一步學(xué)習(xí)或終身學(xué)習(xí)奠定基礎(chǔ)。 　　3、注重中外文化的雙向交流，使學(xué)生通過(guò)學(xué)習(xí)，培養(yǎng)未來(lái)跨文化交際所需要的能力。 　　4、注重學(xué)生學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度的激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。 　　5、注重融合學(xué)科內(nèi)容，加強(qiáng)學(xué)科之間的整合和滲透，讓學(xué)生通過(guò)英語(yǔ)學(xué)習(xí)來(lái)獲得其他學(xué)科的知識(shí)。 　　6、注重教材的靈活性和可操作性，以滿足不同層次的學(xué)生的需求。 　　7、注重教學(xué)資料的配套，為學(xué)生提供良好的英語(yǔ)學(xué)習(xí)環(huán)境，幫助學(xué)生拓展自我發(fā)展的空間。 　　8、注重中小學(xué)各階段的銜接，以保證各學(xué)段的順利過(guò)渡，全面提高中小學(xué)英語(yǔ)教學(xué)的整體質(zhì)量。 　　三、教學(xué)措施 　　1、認(rèn)真?zhèn)湔n，鉆研教材，抓緊課堂教學(xué)，做到當(dāng)堂內(nèi)容當(dāng)堂掌握。 　　2、運(yùn)用各種不同的肢體語(yǔ)言來(lái)輔助教學(xué)。 　　3、在課堂上多開(kāi)展一些有趣的活動(dòng)、游戲讓學(xué)生在活動(dòng)中學(xué)習(xí)英語(yǔ)，在生活中學(xué)習(xí)英語(yǔ)。 　　4、多為學(xué)生營(yíng)造一些學(xué)習(xí)氛圍，如：創(chuàng)設(shè)英語(yǔ)角等等。 　　5、要求學(xué)生在課余時(shí)間盡量的運(yùn)用已經(jīng)學(xué)習(xí)的英語(yǔ)進(jìn)行對(duì)話。 　　6、多看英語(yǔ)畫報(bào)，多讀英語(yǔ)故事，多看英語(yǔ)書(shū)籍。 　　7、多與學(xué)生交流，進(jìn)行口語(yǔ)交際訓(xùn)練。 四、主要教學(xué)目標(biāo)： 　　1、能聽(tīng)懂、會(huì)說(shuō)12組會(huì)話，并能進(jìn)行簡(jiǎn)單的交流。 　　2、能聽(tīng)、說(shuō)、認(rèn)讀60個(gè)單詞和詞組并能聽(tīng)、說(shuō)、讀、寫61個(gè)單詞和24個(gè)句子（包括學(xué)校、時(shí)間、衣服、天氣、購(gòu)物、農(nóng)場(chǎng)動(dòng)物、數(shù)字、顏色等幾個(gè)話題），并簡(jiǎn)單運(yùn)用。 　　3、能聽(tīng)、做6個(gè)TPR活動(dòng)。 　　4、能學(xué)會(huì)3個(gè)小制作。 　　5、能唱8首歌曲。 　　6、能聽(tīng)、說(shuō)、唱7首歌謠。 　　7、能完成6個(gè)自我評(píng)價(jià)活動(dòng)。 　　8、能聽(tīng)懂6個(gè)幽默小故事。 9、能了解6項(xiàng)簡(jiǎn)單的中西方文化知識(shí)。 五、方法措施 1、認(rèn)真?zhèn)湔n，鉆研教材，進(jìn)行課堂的有效教學(xué)，提高課堂效率，做到當(dāng)堂內(nèi)容當(dāng)堂掌握。 2、創(chuàng)新運(yùn)用各種不同英語(yǔ)教學(xué)法來(lái)輔助教學(xué)，如：情景教學(xué)法、直接教學(xué)法和TPR全身反應(yīng)法，并開(kāi)展一些有趣的活動(dòng)、游戲讓學(xué)生在輕松的氛圍中學(xué)習(xí)英語(yǔ)。 3、創(chuàng)設(shè)英語(yǔ)情景和環(huán)境，使學(xué)生們?cè)谝欢ǖ挠⒄Z(yǔ)語(yǔ)言環(huán)境里習(xí)得“第二語(yǔ)言”。做到“生活中有英語(yǔ)，英語(yǔ)中有生活”。 4、鼓勵(lì)學(xué)生大膽說(shuō)英語(yǔ)，相信希望生的進(jìn)步，樹(shù)立學(xué)生的信心，培養(yǎng)學(xué)生朗讀和書(shū)寫的習(xí)慣。 5、注重教材的靈活性和可操作性，以滿足不同層次的學(xué)生的需求。幫助英語(yǔ)基礎(chǔ)不好的學(xué)生，提升英語(yǔ)基礎(chǔ)好的學(xué)生。 6、練習(xí)形式多種多樣，手、腦、眼、肢體并用，靜態(tài)、動(dòng)態(tài)結(jié)合，基本功操練與自由練習(xí)結(jié)合，單項(xiàng)和綜合練習(xí)結(jié)合。通過(guò)大量地實(shí)踐，使學(xué)生具有良好地語(yǔ)音、語(yǔ)調(diào)、書(shū)寫和拼讀地基礎(chǔ)，開(kāi)展學(xué)生簡(jiǎn)單的日常用語(yǔ)交流活動(dòng)。 六、班級(jí)情況分析 四年級(jí)從上個(gè)學(xué)期的情況來(lái)看在英語(yǔ)學(xué)習(xí)上掌握較好，主要表現(xiàn)為學(xué)習(xí)成績(jī)層次上很均勻，英語(yǔ)學(xué)習(xí)興趣很高，口語(yǔ)朗讀上較為扎實(shí)。在教學(xué)上我最多的是在個(gè)別輔導(dǎo)之余引導(dǎo)他們分組相互學(xué)習(xí)，師徒結(jié)隊(duì)，共同進(jìn)步。 - 教學(xué)進(jìn)度表 時(shí)間 計(jì)劃進(jìn)度 實(shí)際進(jìn)度 備注 四年級(jí)英語(yǔ)(下冊(cè))教案 第一課時(shí) 1 Teaching Topic: Lesson 1 Whose watch is it? Goal request:（教學(xué)目的） New words : watch whose think man ask beautiful right remember Some useful expressions : - Whose watch is it? -I think it’s that man’s watch. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: watch whose think man ask beautiful right remember And master these useful expressions : - Whose watch is it? -I think it’s that man’s watch. Teaching times: （教學(xué)課時(shí)） 1 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : watch whose think man ask beautiful right remember, let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（10 minutes） let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : - Whose watch is it? -I think it’s that man’s watch. Step 3 解疑合探（10 minutes） 1 When we learned about this part , we master these useful expressions and words: (1) - Whose watch is it? -I think it’s that man’s watch. (2) New words： 2 Practice the dialogue and act in pairs. useful expressions : - Whose watch is it? -I think it’s that man’s watch. Step 4 質(zhì)疑再探（7 minutes） 1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ? 2 Can you use “watch whose think man ask beautiful right remember? 3 Please act out the dialogue with your partner . Step5 運(yùn)用拓展（8 minutes） Show some exercises on the blackboard,let the students finish it. Bb writting desgin:（板書(shū)設(shè)計(jì)） Lesson 1 Whose watch is it? watch whose think man ask beautiful right remember - Whose watch is it? -I think it’s that man’s watch. 教后反思 第二課時(shí) Lesson 1 Whose watch is it? Goal request:（教學(xué)目的） New words : watch whose think man ask beautiful right remember Some useful expressions : - Whose watch is it? -It’s Tom’s watch. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: watch whose think man ask beautiful right remember And master these useful expressions : - Whose watch is it? -It’s Tom’s watch. Teaching times: （教學(xué)課時(shí)） 2 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : watch whose think man ask beautiful right remember ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（10 minutes） let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: - Whose watch is it? -It’s Tom’s watch. In this part , let the Ss master these useful expressions . Step 3 解疑合探（10 minutes） 1 When we learned about this part , we master these useful expressions and words: - Whose watch is it? -It’s Tom’s watch. The new words: watch whose think man ask beautiful right remember 2 Practice the dialogue at Page 2 and act it out in pairs . Step 4 質(zhì)疑再探（7 minutes） 1 In this part, let the Ss look at the part 1, let’stalk : - Whose watch is it? -It’s Tom’s watch. 2 Please act out the dialogue with your partner . 3 Let’s sing .Sing the song 《Fishes, where are you?》 Step5 運(yùn)用拓展（8 minutes） Choose the right answer: 1 - _____watch is it? -It’s Tom’s watch. A. Where B. Who C. Whose 2 - ___ this your watch? - Yes, it is. A. That B.Is C. Whose 3 –Are they in the box? - No,they ______. A. are B. aren’t C. am Bb writing desgin:（板書(shū)設(shè)計(jì)） Lesson 1 Whose watch is it? watch whose think man ask beautiful right remember - Whose watch is it? -It’s Tom’s watch. 教后反思 第三課時(shí) 1 Teaching Topic: Lesson 1 Whose watch is it? Goal request:（教學(xué)目的） New words : watch whose think man ask beautiful right remember Some useful expressions : - Whose watch is it? -It’s Tom’s watch. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: watch whose think man ask beautiful right remember And master these useful expressions : - Whose watch is it? -It’s Tom’s watch. Teaching times: （教學(xué)課時(shí)） 3 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : new classroom grade way glass they table behind . Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（10 minutes） 1 Let the Ss look at pictures on page 2 and ask：Whose watch is it?Then get the Ss try to read the text and try to answer these questions : (1) Whose watch is it? (2) Whose cup is it? (3) Whose basket is it? Give the Ss five minutes to read the text and answer these questions . - Whose ___ is it? –It’s __’s ____. 2 In this part , let the Ss master these new words and useful expressions : watch whose think man ask beautiful right remember - Whose watch is it? -It’s Tom’s watch. Lucy’s cup Jim’s basket Eve’s bottle their desk our clock Step 3 解疑合探（10 minutes） let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage: Let the Ss master the following useful expressions; Lucy’s cup Jim’s basket Eve’s bottle their desk our clock Step 4 質(zhì)疑再探（7 minutes） 1 In this part, let the Ss practise in pairs. - Whose watch is it? -It’s Tom’s watch. 2 Let’s act . Step 5 運(yùn)用拓展（8 minutes） Show some exercises on the blackboard,let the students finish it. 1 -The glasses are on _____ nose. A. your B. you C. yours 2 - ________ can you see? - Three. A. How many B. What C. Who Bb writting desgin:（板書(shū)設(shè)計(jì)） Lesson 1 Whose watch is it? - Whose watch is it? -It’s Tom’s watch. 教后反思 第四課時(shí) Lesson 2 What colour are the trousers? Teaching material analysic:（教材分析） 1. In this text, let the Ss master these new words: shirt trousers hair sock his shorts orange shoe - Teaching material analysic:（教材分析） 1. In this text, let the Ss master these new words: 2.Master these new words： shirt trousers hair sock his shorts orange shoe Goal request:（教學(xué)重點(diǎn)） 1.Master these new words : shirt trousers hair sock his shorts orange shoe 2. Master these useful expressions: -What colour are the trousers? -They’re blue. Key difficulty：（教學(xué)難點(diǎn)） Master these new words and these useful expressions. Teaching times:1（教學(xué)課時(shí)） Teaching method：（教學(xué)方法）three doubts three searches Teaching preparation and method:（教學(xué)用具） cards, radio Teaching process: Step 1 Warmer（5 minutes） Good morning，first let the Ss look at these cards : shirt trousers hair sock his shorts orange shoe -What colour are the trousers? -They’re blue. Let the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 設(shè)疑自探（10 minutes） 1.First , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’t read and understand.The teacher collect them and write tnem on the Bb, next solve these problems together. 2. Ask them to understand the problems in their groups first. Step 3 解疑合探（10 minutes） 1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out. 2. Get some of the Ss to try to ask and act in pairs. 3. Practise in different ways. 4.Get some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps. Step 4質(zhì)疑再探（7 minutes） The teacher asks: Do you have any questions? If they have some, help them to solve it. Step5運(yùn)用拓展（8 minutes） 1.Let the Ss to finish the part 2: Let’s learn: -What colour are the trousers? -They’re blue. 2.Help the Ss practise it. 3. Practise in pairs. 4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板書(shū)設(shè)計(jì)） Lesson 2 What colour are the trousers? -What colour are the trousers? -They’re blue. 教后反思 第五課時(shí) Lesson 2 What colour are the trousers? Teaching material analysic:（教材分析） In this text, let the Ss master new words ,then let the Ss master the useful expressions . shirt trousers hair sock his shorts orange shoe -What colour are the coats? -They’re blue. Key difficulty:（教學(xué)重點(diǎn)） Let the Ss can use the main dialogue. -What colour are the coats? -They’re blue. Teaching times: （教學(xué)課時(shí)） Teaching method:（教學(xué)方法） three doubts three searches Teaching preparation and method:（教學(xué)用具） cards,radio Teaching process: Step 1 Warmer（5 minutes） Ask the Ss to say the Chinese meanings of the following words: shirt trousers hair sock his shorts orange shoe Then let them read these words and try to remember them. Step 2 設(shè)疑自探（10minutes） 1. Ask them to listen to the tape for two times,underline the words, phrases and sentences they don’t know and understand. Then collect their questions and write them on the Bb,next help them to solve it. 2. Let the Ss try to recite the dialogue: -What colour are the trousers? -They’re blue. Step 3 解疑合探（10 minutes） 1. Get some Ss to solve the problems. 2. Go through the Chinese meanings in different groups. Ask some groups to present them to the whole class. Pay attention to add their evaluations. If they have any questions, please give them more helps. 3. Let the Ss master the following new words: shirt trousers hair sock his shorts orange shoe Step 4質(zhì)疑再探（7 minutes） Let the Ss know the meaning of this dialogue, and let the Ss can use it. then let the Ss practise the dialogue several times. Step 5運(yùn)用拓展（8 minutes） Show some exercises on the blackboard,let the students finish it. 1. -What colour __ the trousers? -They’re blue. A. is B. are C. of 2. –I can’t find my dog._____ is it? A. What B. Where C. Who Bb writting desgin:（板書(shū)設(shè)計(jì)） Lesson 2 What colour are the trousers? -What colour are the coats? -They’re blue. 教后反思 第六課時(shí) Lesson 2 What colour are the trousers? Teaching material analysic:（教材分析） In this text, let the Ss master these new words and main dialogue: shirt trousers hair sock his shorts orange shoe -What colour are the trousers? -They’re blue. Goal request:（教學(xué)重點(diǎn)） In this text, let the Ss master the main dialogue: -What colour are the trousers? -They’re blue. And master the new words: shirt trousers hair sock his shorts orange shoe master these :（教學(xué)難點(diǎn)） Let the Ss master the dialogue and can use it. Teaching times:（教學(xué)課時(shí)）3 Teaching method: （教學(xué)方法）three doubts three searches Teaching preparation and method:（教學(xué)用具）cards,radio Teaching process: Step 1 Warmer（5 minutes） Ask and answer like this : A: -What colour are the trousers? B:-They’re blue. C: -What colour are the coats? D:-They’re red. Step 2 設(shè)疑自探（10 minutes） Give the Ss three minutes to read the text: Look at the pictures on page 8 9 &10 ,what do you want to ask ? And then get the Ss try to answer these questions like this : A: -What colour are the trousers? B:-They’re blue. C: -What colour are the coats? D:-They’re red. Step 3 解疑合探（10 minutes） 1 The teacher give the Ss five minutes to read the text and try to answer these questions . 2 Do you understand the dialogue? 3 Talk about these sentences and try to understand them . 4 Help the Ss act the dialogue. Step 4 質(zhì)疑再探（7 minutes） 1 Give the Ss five minutes to read the dialogue, and let the Ss can use it. 2 Let the Ss act the dialogue. Step 5運(yùn)用拓展（8 minutes） Excises in class: 1. -What colour are the __? -They’re blue. A. coats B. coat C. cat 2.- Miss Zhang is a teacher.She works _____ a school. A. in B. on C. at Bb writting desgin:（板書(shū)設(shè)計(jì)） Lesson 2 What colour are the trousers? shirt trousers hair sock his shorts orange shoe -What colour are the trousers? -They’re blue. 教后反思 第七課時(shí) 1 Teaching Topic: Lesson 3 They are in class three Goal request:（教學(xué)目的） New words : class behind grade glass glasses Some useful expressions : A: What class are they in? B: They are in class three. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: class behind grade glass glasses And master these useful expressions : A: What class are they in? B: They are in class three. Teaching times: （教學(xué)課時(shí)） 1 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : class behind grade glass glasses ,let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（10 minutes） let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : A: What class are they in? B: They are in class three. Step 3 解疑合探（10 minutes） 1 When we learned about this part , we master these useful expressions and words: (1) A: What class are they in? B: They are in class three. (2) New words：class behind grade glass glasses 2 Practise the dialogue and act in pairs . useful expressions : A: What class are they in? B: They are in class three. Step 4 質(zhì)疑再探（7 minutes） 1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ? 2 Can you use “class behind grade glass glasses ? 3 Please act out the dialogue with your partner . Step5 運(yùn)用拓展（8 minutes） Show some exercises on the blackboard ,let the students finish it. Bb writting desgin:（板書(shū)設(shè)計(jì)） Lesson 3 They are in class three A: What class are they in? B: They are in class three. 教后反思 第八課時(shí)Lesson 3 They are in class three Goal request:（教學(xué)目的） New words : class behind grade glass glasses Some useful expressions : A: Are they in Grade Four? B: Yes, they are. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: class behind grade glass glasses And master these useful expressions : A: Are they in Grade Four? B: Yes, they are. Teaching times: （教學(xué)課時(shí)） 2 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : class behind grade glass glasses ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（10 minutes） let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: A: Are they in Grade Four? B: Yes, they are. In this part , let the Ss master these useful expressions . Step 3 解疑合探（10 minutes） 1 When we learned about this part , we master these useful expressions and words: A: Are they in Grade Four? B: Yes, they are. The new words: class behind grade glass glasses 2 Practise the dialogue at Page 2 and act it out in pairs . Step 4 質(zhì)疑再探（7 minutes） 1 In this part, let the Ss look at the part 1, let’stalk : A: Are they in Grade Four? B: Yes, they are. 2 Please act out the dialogue with your partner . 3 Let’s chant . 《Are you in Class One?》 Step5 運(yùn)用拓展（8 minutes） Choose the right answer: 1 -Who is she? -Sorry, I _____ know. A. am not B. don’t C. isn’t 2 - Welcome to Luoyang. - ___________ . A. OK B. Yes C. Thank you. 3 A: What class __ they in? B: They are in class three. A. are B. is C. of Bb writing design:（板書(shū)設(shè)計(jì)） Lesson 3 They are in class three A: Are they in Grade Four? B: Yes, they are. 教后反思 第九課時(shí) 1 Teaching Topic: Lesson 3 They are in class three Goal request:（教學(xué)目的） New words : class behind grade glass glasses Some useful expressions : A: What class are you in? B: I’m in Class 1,Grade 4. Key difficulty:（教學(xué)重難點(diǎn)） Master these words: class behind grade glass glasses And master these useful expressions : A: What class are you in? B: I’m in Class 1,Grade 4. Teaching times: （教學(xué)課時(shí)） 3 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : class behind grade gla