1、Unit1 单元练习一、读一读，按字母表顺序写出下列字母的相邻字母。1. _ b _ 2. _ d _3. _ c _ 4. _ f _二、给下面的单词选择正确的译文。 ( ) 1. your A. 你；你们 B. 你的；你们的( ) 2. name A. 你好B. 名字( ) 3. my A. 我的 B. 我( ) 4. Miss A. 女孩 B. 小姐( ) 5. what A. 什么 B. 是三、单项选择。( ) 1. _ name is Aggie.A. My B. I C. Im( ) 2. Nice to meet you, _.A. to B. too C. are( ) 3.
2、_ your name?A. Hello B. Hi C. Whats( ) 4. I _ Alice.A. are B. is C. am( ) 5. -_, Miss White!-Bye-bye, Colin!A. Goodbye B. Hi C. Hello四、情景交际。( ) 1. 去上学时，你在校门口遇见了你的好朋友，你会说：A. Hello! B. Goodbye!( ) 2. 在朋友的生日聚会上，你向陌生人介绍自己，你会说：A. Goodbye, Tom! B. Hi! Im Tom.( ) 3. 放学了，你会向你的女老师说：A. Hello, Miss Wang! B. Go
3、odbye, Miss Wang!( ) 4. 想知道对方的姓名，你可以说：A. Whats my name? B. Whats your name?五、你问我答连连看。(1) Hello! A. My name is Liu Zhaoyang.(2) Whats your name? B. Bye-bye!(3) Nice to meet you. C. Hi!(4) Goodbye! D. Nice to meet you, too.(5) Im Alice. E. Nice to meet you.参考答案一、1. a; c 2. c; e 3. b; d 4. e; g二、1-5 BB
4、ABA三、1-5 ABCCA四、1-4 ABBB五、(1)-(5) CADBEUnit 5 Lets eat第四课时l 课时内容B. Lets talk; Lets playl 课时分析 本部分在A部分的单词及句型学习的基础上，继续学习如何表达自己想要的食物。在Lets talk部分，Wu Yifan, John和Chen Jie在野餐。Wu Yifan在向John表示自己想要喝些水，引出句式：Can I have some water, please? 通过John的回应，引出如何提供给别人食物的句式：Here you are. 以及如何回应别人的感谢：Youre welcome. Lets
5、 play 学生使用食物类的图片，进行重点句式的问答练习。重点操练句式：Can I have? Have some Thank you. Youre welcome. 在课上，可以采用两人小组活动或者链式问答活动来进行操练，让学生既熟悉如何提出需求，又知道如何去适当地回应。在本课的图片中，还可以发现蛋糕等其他食物，在实际教学中，可以补充更多的食物类词汇，以扩充学生的词汇量，丰富他们的表达，使他们的交流更真实，更符合他们真实的需求，从而真正提高他们的口语表达能力。l 课时目标1. 能够听懂、会说、认读句式：Can I have some? Here you are. Thank you. You
6、 are welcome. 2. 能够听懂、会说单词：water 3. 能够理解并能正确认读课文对话，发音准确，语调自然。4. 能够在真实的语境中运用本课的句型来表达自己想要吃的食物，以及对别人的感谢表示回应。l 课时重难点1.重点：能够听懂、会说、认读句式：Can I have some? Here you are. Thank you. You are welcome. 能够理解并能正确认读课文对话，发音准确，语调自然。2. 难点：能够在真实的语境中运用本课的句型来表达自己想要吃的食物，以及对别人的感谢表示回应。l 教学准备1. 多媒体课件、录音机、磁带。2. 食物图卡l 教学过程 Ste
7、p 1 Warm up1.做字母操，复习学习过的字母。Teacher: Let s do exercises about letters. A, A, A, / /, / /, / . B, B, B, /b/, /b/, /b/. . T, T, T, /t/, /t/, /t/.设计意图：通过身体来展示字母的写法，并复习其发音，为接下来的学习服务。 Step 2 Lead in1. 展示字母Ee, Ff, Jj, Rr, Bb, Mm, 学生认读字母。Teacher：What letter is this? Please say it loudly. 2. 请学生说出以这些字母为首字母的食
8、物类单词。Teacher：Which word begins with these letters? Can you say a kind of food? E is for egg. What about f? Can you say a word that starts with M? 设计意图：以首字母引出食物类单词，复习学生已知的知识，并为下一环节的学习做好铺垫。 Step 3 Presentation1. 展示教材中的图片，讨论图片，引出课文内容。Teacher：Look at that picture. Who are they? What are they doing? They
9、 are having a picnic. What would Wu Yifan like? Teacher: Now listen to the tape to find the answer. 设计意图：通过提问让学生对于对话发生的背景有基本的了解，再通过对话引起他们的阅读兴趣，带着问题去认真倾听课文内容。2.播放课文内容，学生尝试回答问题。Teacher: Now can you answer the question? What would Wu Yifan like? Yes, he would like some water. Look, this is water. （展示水的
10、图片）Read after me, water.（板书单词）What else can you see? Can you see some cake? This is cake. （展示蛋糕图片）Read after me, cake. （板书单词）Can you see an egg? Can you see some bread? What would you like？ (引导学生用句式：Can I have some., please?来回答问题) （和学生进行一个小对话）Student：Can I have some., please?Teacher: Here you are.St
11、udent: Thank you. Teacher: You are welcome. Teacher：Read after me, welcome. You are welcome. （板书句子）设计意图：讨论课文对话内容，使学生注意到对话的细节，更深入地理解对话的内容。通过图片和对话等直观的方式，使学生能够理解对话中出现的新单词的意思， 以及新句式的意思。 Step 4 Practice1. 播放课文内容，学生跟读，注意发音、语调。Teacher：Now read the dialogue with the tape. Please read it carefully and loudly
12、. Pay attention to the pronunciation.2. 自由读对话内容，分角色表演课文。Teacher：Read the dialogue freely. Then I will ask you to act it out. Lets find the best group. 设计意图：通过跟读，保证学生能够正确朗读对话内容。分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。3. 游戏：猜猜它是谁。出示食物物的部分图片，请学生猜猜是什么食物。Teacher: Look，we can see a part of the food.
13、Whats that? Guess. 设计意图：通过猜测来激发学生的参与热情。学生在不断地猜中熟悉本课的重点单词。4. 展示食物单词卡片，学生快速读出单词。Teacher: Look at these cards. Ill show you the word. And you should read it as quickly as you can. 5. 展示单词卡片的背面，让学生猜单词。Teacher: Look at the back of these words. Guess what it is. （把卡片递给猜对的学生）Here you are. （引导学生表示感谢，老师用Your
14、e welcome来回应）6. 请学生运用手中的单词卡片来编制对话。教师先进行示范。Teacher: Can I have some juice, please?Student: Here you are. Teacher: Thank you. Student: Youre welcome. Teacher：Do it in pairs, please. You can choose the food you like. Teacher: Show your dialogue, please. Lets find the best pair. 设计意图： 先用两个活动使学生充分熟悉食物类单词
15、，为他们的对话活动做好词汇上的准备。再通过单词卡片练习对话，让学生在虚拟的语境中进行语言交流，从而真正理解并掌握本课重点内容。 Step 5 Summary1. 倾听、学习韵句。Teacher: Its time for a chant. Listen carefully. Can I have some water? Can I have some water?Yes, yes, here you are. Yes, yes, here you are. Thank you, thank you. Thanks for the water. Youre welcome. Youre welc
16、ome. Teacher: Please say the chant after me. 2. 自编韵句，展示韵句，总结本课主要内容。Teacher: Now please make a chant like this and show it. 设计意图：将课文主要内容总结为韵句，先进行示范，让学生掌握韵句的节奏和编写规则，然后再自己替换单词进行改编，从而起到总结、巩固本课重点句式和单词的作用。l 课堂作业一、 根据图片内容选择正确的选项补全句子。( ) 1.Can I have some _, please? A. juice B. water ( ) 2. Can I have some
17、_, please? A. bread B. cake( ) 3. Can I have some _, please? A. juice B. eggs 二、将下列句子按正确的顺序排列成一段对话，将序号按顺序写在横线上。1. Can I have some bread, please? 2. Im hungry.3. Youre welcome. 4. Thanks.5. Have some milk, too.6. Here you are._三、为下列句子选择合适的回应，将其序号填入题前括号内。 ( ) 1. Thank you. A. Thanks. B. Youre welcome.
18、( ) 2. Im hungry. A. Have some bread. B. Have some juice.( ) 3. Here you are. A. Thank you. B. Id like some eggs. 答案：一、1. A 2. A 3. B 二、2, 1, 6, 5, 4, 3三、1. B 2. A 3. A l 板书设计Unit 5 Lets eat!B. Lets talkCan I have some . please?Here you are. Thank you.You are welcome. Module8 Unit 2 Daming flies a k
19、ite in the park.一、选出不同类的一项。() 1. A.desk B. toyC. chair() 2. A. behindB.bedroomC. under() 3. A. parkB. lakeC. play() 4. A. rain B. underC. snow() 5.A. fly B. walkC. tree二、写出下列短语的中文含义。() 1. on the box() 2. go fishing () 3. go swimming() 4. play table tennis() 5. fly kites() 6. in the box () 7. under t
20、he tree() 8. in the lake三、单项选择。 () 1. _ Its in the bag. A. Whats this?B. Where is my English book?C. Who is that?() 2. Happy birthday to you! _A. Happy birthday to you! B. Goodbye!C. Thank you!() 3. _ Its a pen. A. Where is my pen?B. Whats that?C. Where is the pencil?() 4. In winter, he walks _ the
21、snow. A. inB. underC. at() 5. The pen _ on the desk. A. amB. isC. are四、给下列句子找出相应的答语。 () 1. Where is my toy? A. Its a pen.() 2. Whats this? B. No, I dont.() 3. Do you play football in the afternoon? C. Thank you. () 4. What do you do in spring? D. Its in the box.() 5. A present for you!E. We fly kite
22、s in spring.五、情景交际。() 1. 你想告诉朋友盒子在包下，你可以说：A. The box is under the bag. B. The box is on the bag. C. The box is in the bag. () 2. 好朋友在你生日时说“Happy birthday to you! ”，你应该这样说：A. Here you are. B. Happy birthday to you，too. C. Thank you. () 3. 你想告诉朋友那只猴子在树上，你应该这样说：A. The monkey is under the tree. B. The m
23、onkey is in the tree. C. Where is the monkey?() 4. 你想表达“我的书在书桌后面。”时，你可以说：A. My book is on the desk. B. My book is under the desk. C. My book is behind the desk. () 5. 当你的玩具不见了时，你可以这样问妈妈：A. Where is my toy?B. Where is my book?C. Wheres the boy?参考答案一、1. B2. B3. C4. B5. C二、1. 在盒子上2. 去钓鱼 3. 去游泳 4. 玩乒乓球5
24、. 放风筝6.在盒子里 7.在树下 8.在湖里三、单项选择。1. B 2. C 3. B 4. A 5. B四、给下列句子找出相应的答语。 1. D 2. A 3. B 4. E 5. C 五、情景交际。1. A 2. C 3.B 4. C 5. AUnit 4 We love animalsPart BLets talk&Lets play【教学目标】1.在A部分学习“Whats this?” “Its a .”的基础上，学习“Whats that?“ ”A bear?” “No, its a panda.” “Cool! I like it.”等扩展的新语言。2.复习巩固所学的动物单词，并
25、能把它们运用到所学的新对话中。3. 培养学生大方交流、热爱生活的情感。【教学重难点】重点：学习“Whats that?“ ”A bear?” “No, its a panda.” “Cool! I like it.”等扩展的新语言。难点：“this”和“that”的比较和对应。【课前准备】1. 教学挂图；2. 教学光盘或其他录音机设备；3. 教学课件；4. 人物头饰。【教学过程】Step 1： Warming up and presentation（1）教师出示动物玩具和学生进行对话，复习句子Whats this？Its （2） 教师准备道具，请同学上讲台表演A. Lets talk 的对话。
26、（3）找学生上台默写大小写字母“Aa”到“Nn”，教师点评。Step 2： Learning and practice（1）教师拿出一只蜡笔，放在讲台，并问：“Whats this?”“Its a crayon.”引出“Whats this?”和“Whats that?”并介绍相同点和不同点，重点强调“this”和“that”。（2）通过问近处和远处不同的物体，对比提问，并让学生理解：“Whats this?”和“Whats that?”的区别。（3）教师利用课件展示自己宠物狗的图片：T：Whats that? Ss: Its a dog. T:Yes,its a dog. Its cool.
27、 I like it.引出“cool”“I like it.”解释并教读。说到喜欢的玩偶，教师可以自然引入Cool! I like it.让学生理解之后学着运用。（4）播放“Lets talk”录音，学生根据对话理解大意，并跟读，学习模仿正确的语音语调。（5）二人一组戴上人物头饰合作表演对话。Step 3：Project完成“Lets play”部分的任务。学生先自己读对话，理解大意。然后教师先找一位较为优秀的学生上台和教师创设情景完成“Lets play”对话，并通过对话让学生理解“guess”的意思；学生同桌模仿师生对话，练习对话。Step 4：Homework 跟家长对话或给家长读课文【教学反思】本课时主要学习一些新句型，教师通过所学句型Whats this?对比学习引入新知识，在学习新知识时，要创设情景，通过对话交流，让学生学习、理解、运用句子。另外，在学习其余的新句型时，教师借助图片，吸引学生眼球，引出新句型，帮助理解。
