全册教案
第一课 【教材分析】学生已经学会了 26 个英文字母,并且已经懂得英文字母的书写要求。从本课 起,学生要在原有基础上,学会句子的书写方法,要明确句子的书写要求。因此,从本课开 始, 教师除了让学生能够 “四会” 即听说读写句型外, 还应布置大量的句子让学生练习抄写。 这样, 才能使学生尽快实现从汉语拼音书写过渡到英文句子书写的转变, 在英语句子书写要 求中,对于大小写及标点符号的使用与汉语拼音句子书写不同,教学中要格外注意。
Teaching aims:
Knowledge aims:
  1. Enable the Ss to use the sentence patterns freely in real life: Today we have two new students./I’m from ….
  2. Enable Ss to understand and speak the characters’ names and the countries: Tom, Takuya, Yuan Yuan, Joker, England, Japan, Australia.
  3. Make sure students can listen, speak, read and write the new sentence patterns: I’m Helen./I’m in
Class
  1.
Ability aims:
  1. To develop the students’abilities of speaking and listening.
  2. To train the students’ ability of working in groups. Emotion aims:
  1. To improve their culture feelings about other countries by learning the flags.
  2. To develop the students’interest in English.
Important points and difficult points:

  1. Make sure Ss can not only use the sentence pattern “I’m Helen./I’m in Class
  1.”freely, but also write them correctly.
  2. To train Ss express the countries correctly by using the pattern “ I’m from ….”
  3.To make Ss understand the differences between student and students.
Teaching aids:
PPT photos recorder tape flags
Teaching methods:

  1. Student-centered teaching
  2. Task-based learning
  3. Communication through learning
Teaching procedure
Step
  1. Lead in
  1. Make greetings. T: Hello, children. How about your holiday? Do you have a good time?
Ss:Yes! T: Do you miss me? Ss:Yes! T: Really?(夸张语气) Ss: Yes!(声音十分响亮) T: Me too. Nice to see you again, Group1! G1: Nice to see you, too. T: How are you, Group 2? G2: I’m fine, thank you. T: Glad to see you, Group 3! G3: Glad to see you, too. T: Good morning, Group 4! Ss: Good morning, Miss Li.
  2. sing a song: Letter Song T: Would you like to sing a song with me? Ss: Yes. T: Thank you . OK. Letter Song. ……
  3. Free talk. T: Today is our first class. So we’ll learn Lesson… Ss: One. T: Great. Lesson One.(板书) Step
  2. Presentation, drills and consolidation
  1. Listen, Read and Write T: Do you remember the old friends about 《Fun With English》? Now let’s visit them. Who is she? Ss: Linda. T: Good memory. Who is she? Ss: Yuan Yuan. T: That’s right. Now look at me.(老师带上头饰扮演 Yuan Yuan) I’m Yuan Yuan. I’m in Class
  3. I’m from China. Can you translate them into Chinese? S1: “我是圆圆,我是三班的,我来自于中国。 ” T:Wonderful. Give your group 1 mark. We’ve learnt the patterns before. But we don’t know how to write. Today let me introduce how to write the sentences.
  1. 开头字母要大写,第一人称单数“I”永远大写。
  2. 句末要有标点。英语中句号为“.”即实心点,而汉语则是“。 ”空心点。
  3. 像 class 这样的单词,当后面有具体数字表达具体班级的时候要注意 class 的大写状态, 并且数字相当于大写字母,要求数字与 class 中的大写字母“C”要写一样大,既高矮 一样。
  4. 强调单词之间要保持一个小写字母“a”那样大的距离,以保证在辨认上不相混淆。
  5. 以四线三格为基本书写格式。
T:Now you can have a try to write the sentences like me. Let me see which group is the most careful. …… T: Oh, I have to give every group 1 mark. You are all careful. Today we have two new friends. New friends, old friends. Do you understand? They are from other countries. Would you like to make friends with them? Ss: Yes. T: For the distance, we can’t meet them, but they sent e-mails for us. Let’s read together. Base on the passages to answer my question . Is she (图片)from England?/ Is he (图片)in Class 1? Let me see which group is best? Ss: Yes. Passage1 Hello, I’m Takuya.(Send a photo.) I’m in Class
  1. I’m from Japan. (Send a picture of Japanese flag.) Welcome to Japan. Passage 2 Hello. My name is Tom. (Send a photo.) I’m from England. (Send a picture of English flag.) I’m in Class
  2. Welcome to England. T:Now look at the screen and answer my question: Is she (图片)from England?/Is he (图片)in Class 1? S2: No. T: You’re right. Give your group 1 mark. Follow me.(出示头饰卡片) Tom, I’m Tom. I’m in Class
  2. (出示班级卡片) from England. (出示国旗) Takuya, I’m Takuya. (出示头饰) I’m in Class I’m
  1. (出示班级卡片) I’m from Japan. (出示国旗) I’m Yuan Yuan. . (出示头饰) I’m in Class
  3. (出示班级卡片) I’m from China. (出示国旗)(repeat again) …… Drills: 让每小组长带上头饰领读 Consolidate the new words and patterns
  1. Look at the cards and flags, then read.
  2. Let’s have a match. Each group has a set of cards, you should put one’s information together with your group members. Look, which group is the quickest? …… T: Oh, Group 4 is the quickest. Add 1 mark.
  3.T: Now shall we play a game? Ss: OK, let’s. T: Who wants to come here and guess who it is? You should face to Ss when I show a picture on your head. You can ask two questions like this: Are you from Japan? Are you in Class 2?Other Ss should answer “Yes” or “No”. Clear? Ss: Yes. …… T: Which group is best? Ss: Group
  3.
  4.T: I agree with you. OK, give this group 1 mark. Can you introduce the two friends on your notebook like this: I’m Yuan Yuan. I’m in Class
  3. Ss: Yes.
T: Try your best to do it. …… T: Now who wants to be the new friends, and introduce yourself to every one? S3: I’m Tom. I’m in Class
  2. I’m from England. T: Good. Give your group 1 mark and give you an English flag. Anyone else? S4: I’m Takuya. I’m in Class
  1. I’m from Japan. T: (国名拓展)Good job. Give your group 1 mark and give you a Japanese flag. Now look at the picture. Do you know them? Ss: Kangaroo. T: Ha ha, you are right. Do you know which country has so many kangaroos? Ss:…… T: Show the Australian flag. 澳大利亚, follow me. Australia. Let’s count One Two. Games: Count One Two. (The teacher says “one”, the students face to face to read. The teacher says “two”, the students back to back to read.) …… T: Can you make a sentence with “Australia”? S4: I’m from Australia. T: I enjoy your pronunciation. Wonderful, give your group 1 mark and give you an Australian flag. Step
  3. New text. Learn to Say (
  1). Listen and solve the question Today there are two new students in Miss Lin’s class. Two students, clear? (折图片跟老师 读)One student--two students, One student--three students, One student--four students.(加深难 度)One new student, two new students. Ss: One new student, two new students, three new students, four new students. T: I like your opinion. Now listen again, today there are two new students in Miss Lin’s class. Do you want to know who they are? Ss: Yes. T: Now listen to the tape, and answer my question: Who are they? Ss: Helen, Takuya. T: Correct answer. (
  2). Follow the tape to read. T: Now follow the tape to read and answer another question: Where is Helen from? Ss: England. (
  3). Practice the text by themselves Consolidate the text: read and act the text group by group. Let’s act: Group work Learn Let’s act by themselves and circle the difficulties, then solve them together, at last act 【设计思路】由于本节课是开学的第一堂课,所以上课前老师和学生进行问候沟通,问他 们假期过的怎么样,紧接着唱字母歌曲,让他们复习上学期的 26 格英文字母,拉近老师和 学生的距离,更重要的是调动课堂气氛,为上好这节课埋下伏笔。由于本节课的句型 “I’m…,I’m in Class….”在以前已经作为三会句型学过,所以在操练的时候适当地把握尺度, 根据创设情景来导入两个人物 Tom 和 Takuya.他们作为我们的笔友身份出现, 通过阅读他们
的电子邮件来学习新知,让学生和他们从交朋友做起,介绍人物,创建情感教学。巩固新知 时, 通过动手让他们把人物和国家还有相对应的班级放在一起, 让学生手脑并用, 在玩中学, 在乐中学。通过猜一猜,让他们更加熟练的掌握人物和国家及班级最终达到教学目标。 Step
  4.. Extension: England /China /Australia /Japan , Yuan Yuan/Tom/ Takuya, Class 1/ Class 2/ Class 3 根据所给信息,给你的两个外国小朋友写封信,介绍自己的名字,和他们问好,告诉他们你 自己所在的班级,来自于哪个国家。 【设计思路】 由于前面两个人物 Tom 和 Takuya 作为笔友的身份出现, 那么我们接下来顺理 成章的给他们通过回信来交流情感, 而且正好能用上本节课的新知, 使情感教学和知识教学 相结合。 Step
  5.Homework
  1. To write we’ve learnt patterns again: “I’m …./ I’m in Class ….”
  2. Recite Learn to Say.
  3. Read the letter to your parents. 【设计思路】 让学生课后巩固四会句型,背诵课文,让学生掌握课文内容,通过给家长读信树立孩子的自 信心!
Teaching ideas and notes:
本堂课以小组合作的方式学习, 培养他们的合作意识, 教师多元化的评价提高了学生的学习 效率。但是应注意课后的巩固,实践证明学生的遗忘速度很快,所以应在下节课前以提问的 方式对学生的学习情况进行了解,做到让学生把知识学牢。
第二课 【教材分析】本课是快乐英语第四册的第二课。主要讲授的内容是单词 China,Japan, America,England,要求达到三回;四会句型 I’m from England,提高英语运用能力,解决 实际问题。同时了解异国文化,增强跨文化交流意识。
Teaching aims:
Knowledge aims

  1. Be able to use “This is my new friend” and “Where are you from?/I’m from….”
  2. Enable the students to listen, say and read “China/ Japan/ America/ England”.
  3. Make sure the students can listen、read、speak and write sentence “I ’m from England .”
Ability aims

  1. Be able to make short dialogues with the help of the teacher.
  2. To train Ss to sing the song “Where Are You from?” Emotion aims To enhance cross-cultural awareness, foster patriotic spirit .
Important point and difficult point:

  1. To write “I ’m from…” correctly.

  2. To train Ss to use “Where are you from?/ I ’m from…” in real life.
  3. The pronunciation of “America”.
Teaching methods:
Situational approach. Communicative teaching methods. Games approach.
Teaching procedure:

  1、 Lead in 、
  1. Greetings T :Good morning , everybody. Ss :Good morning ,teacher. T :How are you today? Ss :Fine, thank you
  2. Sing a song “Where Are You from?” 【设计思路】活跃课堂气氛,增进师生感情。欢快的英文儿歌把学生们带到了充满快乐气氛 的英语课堂,同时也为本课知识目标的学习打下良好的基础。
  2、 Presentation ,drills and consoliation A .dialogue and new words (
  1). T : I have a new friend. Do you want to know him? Ss :Yes. T : OK. I will introduce to you.. Look .This is my new friend, Fuwa Bei Bei.(拿出头饰) B :Hello, my lovely friends. Nice to meet you. Ss :Nice to meet you ,too. T :Where are you from, Bei Bei? B :I’m from China. A very beautiful country. T :Oh, Bei Bei is from China. I’m from China, too.S1, where are you from? S1: I’m from China.(Writing on the blackboard) S2 : S3: ┊ T :Now, practice writing on your exercise book like this, and pay attention the writing rules. Ss :... T : So, we are all from China, we live in a big family and we should love our country, right? Ss :Yes. T : Very good. Look, this is China.(Show the world map and take out of the card) Read after me: China. Ss: China (together-- group by groupone by one) (
  2). T: Today ,Bei Bei wants to take us to travel around the world. Are you happy? Ss :Yes. B : I’m very happy to travel with you , so, let’s go.
Ss : OK. B: Wu, wu, wu, let’s go, (show the picture)do you know : what’s this? Ss : 富士山 B: Great , do you know which country we’ve arrived? I’m sure you can speak in Chinese. Ss 日本 T: Right! This is Japan (Point to the world map and take out of the card) Drills: One finger you say Japan , two fingers you say Japan ,Japan ,three fingers you say 日本 T :Good.. Who can speak “我来自日本” in English.(find 4 or 5 students) T : I’m from Japan,(Writing on the blackboard)I think all of you can say this sentence. But can you write it correctly . Ss :Yes. T: Really? Let’s have a try.(教师指导) You are so clever! (
  3). B :Ha ha! Continue our travel ,OK? Ss : OK. B :Leave Japan, We will fly to another country. Oh ,we are coming. Look, this is 白宫. So, the country is … Ss :美国 T: Right, it’s America (Point to the world map and take out of the card) Read after me America Ss :America (
  1.together-- group by groupone by one
  2.Game: 扔炸弹, 当老师把 “炸 弹”扔向某一名学生时,该名学生前后左右的学生
 

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