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Lesson（精简16篇）

四年级英语下一篇：Unit5 Review and check（精简16篇）

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更新时间：3周前

Lesson（精选16篇）

Lesson 第1篇

　　lesson 36class opening1. greeting.2. duty report.3. ask volunteers to act out the dialogue in lesson 38.4. chant “how do you go to school?’5. ask and answer.student a: (to b) do you go to school by bus?student b: yes, i go to school by bus. ( to c) do you go to school on foot?student c: no, i go to school by bike. (to d) do you go to school by bike?student d: yestriangle, circle, square, line.always , usually , sometimes, never.step1: presentationdraw the pictures to show shapes or use real objects.step2: practice1. drill1). teacher: this is a triangle.students: this is a line.teacher: this is a line.students: this is a circle.teacher: square.2). teacher: i always come to school by bike.students: i always come to school by bike.teacher: sometimes.students: i sometimes come to school by bike.teacher: usually.3) teacher: let’s put a circle for usually.students: let’s put a circle for usually.teacher: a square for sometimes.student: let’s put a square for sometimes.teacher: a triangle for always.2. play the audiotape as the students follow along in their student books.3. practice in groups, make a chart like this lesson and make a survey. brainstorm some questions the students can use to make their charts and write the questions on the blackboard.4. play “never never”. instead of check marks, ask the students to draw the shape you call out . for example: i sometimes walk to school. circle! (the students draw a circle in fewer than half the boxes and xs in the rest.)class closing1. finish off the activity book.2. sing “the snow is falling”.3. preview lesson 39.

Lesson 第2篇

　　Teaching Objects

　　1.Learn new words about clothes.

　　2.Teaching the expression of objects’ possession by using possessive pronouns.

　　Teaching Aids

　　objects, record, cards, clothes

　　Teaching Procedures

　　Step I Revision

　　First revise the content about last unit, like ask and answer What color is your pencil-box? It is white. What color is your bag? It is black. What about your hat? It is black, too. The teacher can lead the Ss to the topic of this unit clothes.

　　Step II Presentation

　　Go on with the question about color of the clothes, like ask the Ss What color is the dress by pointing to a picture of a dress, the Ss can answer the right color, and get the meaning of the word dress, other new words of clothes as sweater, shirt, skirt, blouse, trousers and gloves can also be taught in this way.

　　Step III Practice

　　Let the students practice in pairs upon the easy sentence structure: What color is A’s sweater? It’s light brown. What color are B’s trousers? They are dark blue. Remind the students pay attention to the using of light and dark.

　　Step IV Act

　　Let the Ss act before the class about the color of their clothes, like Part 2, lesson 53 in pairs. Be sure they can use the possessives correctly, and encourage them as much as possible. In this way the Ss practice the new words and can keep them in mind easily at the same time.

　　Step V Presentation

　　The teacher practice with the Ss on dialogues first about clothes then discuss about the possession of the clothes like:

　　T: Hello A, what color is your shirt?

　　S: It’s white.

　　T: Then what color is B’s blouse?

　　S: It’s yellow.

　　T: Whose blouse is red?

　　S: C’s (blouse) is red…

　　And the other Ss begin to practice this dialogue in pairs, teacher can check them by acting in front of the class.

　　Step VI Presentation

　　After the practice of the key sentences, the teacher change the sentence Whose is this shirt into Whose shirt is this. Tell the Ss Whose can be either followed with a noun or nothing, but the meanings are the same, that is to say it is used first as an adjective or then a noun.

　　Step VII Listen, read and say

　　Play the tape about Part 2, make the Ss repeat and after that, let them answer some easy questions about the dialogues, like Whose is this shirt? Is it Li Lei’s? Whose shirt is this on earth? Be sure the Ss grasp the point view of the dialogue, and let them practise it in pairs, then get several groups of the Ss to act before the class. Encourage the Ss who act well.

　　Step VIII Listen, read and say

　　SB Page 67, Part 2, do the same as Step VII. Add a new content, that is the use of the phrase put … on, a noun can be use either before on or after on, but a pronoun can only be used before the word on

　　Step IX Practice and act

　　Divide the class in half. Let the Ss in one of the class work in pairs to practise the dialogue in Part 1. The Ss in the other half can practise the dialogue in Part 2. After they have had a few minutes to prepare, get some pairs from each half to present to the class, without books this time. Encourage them to put expression in their voices, to use appropriate actions and to use real items for props. They should act, not just say!

　　Step X Listening

　　Listening Cassette Lesson 54. Name the four characters in the dialogue for the Ss- Mr. Wang, Jim, Li Ming, and Lucy. Play the tape twice. The Ss listen and then answer the questions in Wb Lesson 54, Ex1.

Lesson 第3篇

　　lesson 14class opening1. greeting.2. duty report.3. act out the dialogue in lesson 13.4. play “who am i?5. play “whisper”.loud, loudly.step1: presentationtalk about the pictures in this lesson.what is danny doing?what is the man doing?what is the baby doing?step2: practice1.drillteacher: he is very loud.students: he is very loud.teacher: he is snoring loudly.students: he snoring loudly.teacher: the salesman is too loud.students: the salesman is too loud.2. play the audiotape as the students follow in their books.3. practice in groups.4.ask several groups to act out the dialogue.5.make u a similar dialogue.divide the class into small groups . ask each group to make up a dialogue about buying and selling things.class closing1. finish off the activity book.2. practice the dialogue in this lesson.3. preview lesson15.

Lesson 第4篇

　　Step 1 Revision

　　Write up on the board： Lesson Ten, the____ lesson. Get a student to write in the missing word. Check the homework.

　　Revise the comparative forms in Lesson 9. Get the Ss to compare objects using the comparative forms of adjectives they know.

　　Step 2 Presentation

　　Review the story in Lesson 9. Ask Where are the twins going? What food is there to eat? What day is it?

　　Show the Ss some pictures of food(or bring the real thing if possible). Ask What's this in English?

　　Teach hungry with a gesture. Ask Ss Are you hungry? Help them to answer Yes, a little/very! Then ask What would you like to eat? Get them to say I'd like a/some/one o those….

　　You may bring peanuts or walnuts into class to teach the word nut.

　　Step 3 Reading

　　SB page 10, Part 1. Ask What does Lucy have to eat? Lei the Ss read the dialogue silently to find the answer. Let them guess the meaning of round and Have one! (=Eat a mooncake!)

　　Speech Cassette . Play the tape for the Ss to listen and repeat, then practise the dialogue in pairs.

　　Get some pairs to act it out, with appropriate gestures and actions.

　　Step 4 Presentation

　　Ask three Ss to come to the front： they should all be quite tall. Say A is tall. B is taller than A. C is the tallest of all. Say it again; the Ss listen and repeat. Point out the use of the and of all in the tallest of them all. Ask three other Ss (D, E and F) to come to the front and teach short/shorter than/the shortest of all in the same way.

　　Use objects to give other examples for comparison.

　　Step 5 Drill

　　Get the six “tall”and“short”Ss to stand at the front of the class. Call out their names as a drilling cue:

　　T：B

　　Ss：B is taller than A.

　　T：C

　　Ss：C is the tallest of all.

　　T：D

　　Ss：D is short. etc.

　　Step 6 Read and learn

　　SB page 10, Part 2. Speech Cassette .Play the tape. Ss listen and repeat. Allow the Ss a minute or two to learn the sentences, then say Books closed! Tell me about Jim's box/cake, etc. Ss must say Jim's box/cake is the heaviest/biggest of all.

　　Step 7 Read and act

　　SB page 10, Part 3. Speech Cassette .

　　Books closed! Ask Which mooncake is the nicest of all? The Ss listen to the tape to find the answer. Books open! Read. through the dialogue with the Ss. See if they can guess the meaning of delicious. Explain that people say Mmm! when they see or hear about delicious food. Let them practise in pairs. Then ask Whick mooncakes do you like? Help them answer I like mooncakes with nuts/an egg.

　　Step 8 Workbook

　　Wb , E.1, 2 and 3. Do these exercises orally in class. Get Ss to act out their dialogues in Ex. 2.

　　Ex. 3 is optional. If time permits, get the Ss to read the dialogue in pairs and act it out.

　　Homework

　　Do Wb , E. 1 and 2. Learn the words in Ex. 1 and write out a dialogue for Ex. 2.

Lesson 第5篇

　　lesson 12teaching aims and demands : to demand ss to hear and speak and read these words correctly : review the words about food and vegetablesto demand ss to hear and speak the sentences correctly :can i help you ? what do we need ?.here’s the change.teaching materials : tape recorder ; some cardsteaching steps : step 1 greetingst: good morning, boys and girls. glad to meet you.step 2 presentationplay a guessing game (1)t: what am i going to buy? what do i want? just guess and say: "you want ..."(2)t= the teacher c= the computer ss= the studentsc: can i help you?(learn to say: "can i help you?")t: i want a sweater, sir. c: how about this one? ss: it's too small.c: how about this one? t: the size is ok, sir. but i don't like this color.c: what's your favorite color?t: (take out a purple sweater)i like this purple sweater. how much is it?c: it’s ...yuan (2) play a game: guess the price of the sweater.ss: how much is it?s1 : ...yuan .(if the price s1 guess is too low, the teacher will say: "up, up, up."; if too high, the teacher will say:'' down, down, down." each students has three chances to guess.)after the students guess the price right, the teacher puts on the purple sweater and asks the students "am i cool?"step 3 practice(1)listen to the dialogue.t: what have you heard in the dialogue?(2)listen to the dialogue and repeat it sentence by sentence.(3)practice in groups of three.step 4 consolidation(1)divide all the students into 4 groups: toy shop, clothes shop, fruit shop and food shop. put some goods in eachshop. get the students to do the shopping in groups. (2)ask the students to go to different shops and buy different things. step 5 homework listen to the tape & repeat for some times .finish off the activity book of lesson 12.

Lesson 第6篇

　　Step 1 Revision .

　　Draw the same map on the Bb as in Lesson 33, Step 1 and Step 2 of the TB.

　　Practise the words and phrases in Lesson 33. Dictate the 4-skill words in SB Lesson 33. Call a student to write on the Bb. Check the spellings with the class.

　　Step 2 Presentation

　　Expand the map like this：

　　Tell the Ss You are here and point to x on the map. Say You want to go to the hospital. Walk along the road and take the third turning on the left . Trace the route in chalk, counting the turnings as you pass. Explain the meaning of turning. Repeat the directions. Ss listen and repeat. Give directions to other places on the map. Ss listen and repeat. Then ask Excuse me, is there a hospital near here? Help the Ss to give instructions . Repeat for other places .

　　Step 3 Practice

　　SB page 34. Speech Cassette . Listen to the first dialogue, then read it with the Ss. Let them practise it in pairs . They can draw a map as described in the dialogue.

　　Step 4 Practice

　　1 Listen to the tape of the second dialogue and practise it in the same way. (Note You'd better.... =You had better.... )Then talk about your own town or neighbourhood. Ask Is there a post office/park/hospital near here? Only ask about places which are far away!

　　Explain the meaning of need .

　　2 Present and practise the third dialogue in the. same way .

　　Step 5 Practice

　　Pairwork. Ss ask and answer about places on the map on colour page iv of the SB. One student asks Excuse me, is there a... near here? The other gives directions or says I'm sorry. I don't know....

　　Step 6 Workbook

　　Wb , E . 1-3 (oral work ) .

　　Practise a model answer with the class before the Ss work in pairs.

　　The answers to Ex . 2 are： 1 along, first, on; 2 turn, left; 3 road, third.

　　The answers to Ex. 3 are： 1 A： How heavy is the fish? B： It's about 2 kilos . 2 A： How long is the river? B： It's 910 kilometres . 3 A： How heavy is the machine? B： It's 15 kilos .

　　4 A： How tall is the tree? B： It's 6 metres .

　　Homework

　　Finish off the Workbook exercises .

　　Revise the dialogues on page 34 of the

　　Students' Book.

　　Write down the dialogues in Wb Ex. 3.

Lesson 第7篇

　　一.教学目的

　　1.掌握四会句型和短语：There is a map on the wall in the classroom. a man of China, Let’s look at the map. Where is/are + 介词短语？a map of, in China, on the wall（注意介词on, in, of的用法）。

　　2.掌握四会单词：China, let, us, Let’s＝Let us，三会词turn, now和三会句型It’s your turn now.

　　3.掌握字母e在开音节和闭音节读音规则，以及辅音k，g，s，z的发音。

　　二.本课重点

　　l.课文第一部分句子：There is a map on the wall in the classroom.It’s a map of China. Let’s look at it.

　　2.on the wall, in the wall, a map of, look at, in China.掌握介词的用法。

　　3.讲解地点名词的拼写方法。

　　三.本课难点

　　1.It’s a map of China. China是专有名词，开头字母必须大写。of China是介词短语作定语，修饰名词map, of表所属关系。

　　2.Let’s＝Let us

　　3.字母e在开音节和闭音节读音规则，以及辅音k, g, s, z的发音。

　　四.教师教法

　　本课可以利用图表进行实际的交际训练。选择一些城市，用图表显示出分别在哪个省，让学生根据图表进行问答，也可以询问学生特别熟悉的城市进行问答，形成真实交际的感受。

　　五.教具

　　录音机、幻灯、地图、图片。

　　六.教学设计

　　Step 1 Revision

　　1.Duty report.根据值日生报告提出几个问题，叫其他学生回答，或者让值日生本人提问其他学生。

　　2.Free all根据39课第三部分内容，利用实物自编自演对话。（检查家庭作业）

　　3.运用图片复习单词wall，clock，flower，blackboard，chair…和介词in/ on/ behind可以通过以下对话进行：

　　T：What’s this in English？/ What are these in English?

　　S：It’s a …/ They are some…

　　T：Where is it? Where are they？

　　S：It’s / They’re on/ in/ behind under…

　　Step 2 Presentation

　　教师把一张标有本省本市的地图挂在墙上，说：This is a map.It’s a map of China.

　　Now let’s look at the map.（板书并解释China是专有名词，Let’s＝let us，是缩略形式，讲解a map of）领读这几个句子。指着地图上几个地点说：This is Beijing.This is Daqing and we are here.然后叫起一名学生问答：

　　T：Where is Beijing？

　　S1：It’ here.（用手指着地图）

　　T：（问所有学生）Is that right or wrong?

　　Ss：It’s right.

　　（叫起另一名学生问）

　　T：Where is Daqing？

　　：It’s here.

　　T：Where are we？

　　：We are in Daqing.

　　Step 3 Practice

　　1.合上书（听课文第一部分录音），问下列问题：Where is the map？Is it a map of China？放录音，第一遍听，注意语音、语调，第二遍跟读，模仿语调，听完录音后，找学生回答问题。

　　2.打开书齐读第一部分课文（解释Class Three是指三班全体学生，a map换成the map的原因），把全班分成两组（男生一组，女生一组）朗读并背诵课文。

　　3.让学生根据班级的实际情况，争取说出下列话语：There is a tap on the wall in our classroom.It’s a map of china.

　　Step 4 Presentation

　　打出幻灯，显示图表（一些城市名称和省名称），看地图，叫一名学生和教师进行示范对话：

　　T：Where’s Shenzhen？Do you know？ Harbin → Heilongjiang

　　S：It’s here. Guilin → Yunnan

　　T：Er, is it near Chinese Taiwan? Guangzhou → Guangdong

　　S：No, it’s near Hong Kong. Chengdou → Sichuan

　　T：Where is Macao? Shenyang → Liaoning

　　S：Is it in Guangdong? Wuhan → Hubei

　　T：Oh, no, it’s an SAR.

　　（讲解地名的拼写方法和汉语拼音方式相同，所有地名像人名一样，第一个字母要大写）

　　Step 5 Practice

　　1.给学生几分钟时间，根据图表和地图，按照上面对话进行分组练习，然后叫两组表演。

　　2.放课文第二部分录音，先让学生听，注意语音、语调，打开书，再放一遍录音，学生跟读，注意模仿语音、语调，然后齐读。

　　3.两人一组朗读对话并交换角色。

　　4.给学生两分钟时间，指图自由问答各省、市位置，然后叫几组表演。

　　Step 6 Listen, read and say

　　1.教师出示一组单词卡片让学生朗读，然后板书he these see jeep e [i:]

　　再出示下组单词卡片让学生朗读，然后板书：egg desk pen spell e [e]

　　引导学生总结两组单词读音规则，然后写出音标[i:] [e]。讲解字母e在开音节和闭音节中的读音规则。打乱卡片次序，让学生读准单词。

　　2.幻灯显示下列两组单词，用对比的方法教学字母k，g与t，d的发育［k］［g］与[t][d]，并指发育要领。打乱单词顺序，出示卡片，让学生朗读，并纠正错误发音。

　　Step 7 Listen and answer

　　1.对学生说：Open your workbook at Page 139, Listen.

　　2.先放两遍录音，回答问题，然后再放录音，让学生跟读。

　　3.找学生答出正确答案。

　　Step 8 Presentation

　　教师把一块表放进文具盒里说：This is my watch.Now it is in the pencil－box.然后叫一学生到讲台和老师进行下列对话：

　　T：Where’s the watch? Is it under the bag？

　　S：No, it isn’t. It’s in the pencil – box.

　　T：（把表拿出来放到书包下面）Is it in the pencil-box, now？

　　S：No, It isn’t. It’s under the bag.

　　蒙住该学生的眼睛，用玩具猫和鱼缸进行上面对话。然后板书并领读句子。

　　Step 9 Checkpoint

　　和学生一起讨论复习要点，如有疑难问题解答。

　　Step 10 Consolidation

　　放幻灯片

　　翻译下列词组：

　　1.三班的学生__________ 2.他们教室的墙___________

　　3.他们教室的门_________ 4.在中国_________________

　　5.两张中国地图_________ 6.窗下___________________

　　7.在河北______________ 8.在门后________________

　　9.在墙上______________ 10.看一看图片___________

　　Step 11 Summary

　　让学生总结本课所学四会词和四会句型：There is a map on the wall in the classroom，a map of China，Let’s look at it.fish bowl，如有漏掉，教师补充。

　　Step 12 Homework

　　1.笔头作业：Workbook Ex. 5 and 6. 做在作业本上，其他的直接写在练习册上。

　　（Key：Ex 5 I can’t/No/ No; Ex 6 in the box/ on the floor/ on the/ desk/ near the door/ under the bed/in the book/ in the toilet/ on the hill

　　2.口头作业：（l）根据本课对话，按照地图，两人一组自由谈论各地位置。（2）根据本单元所学课文，两人一组或三人一组自编对话。

　　七.板书

　　Lesson 40 (I)

　　New words:

　　This is a map.

　　china It a map of China.

　　let Let’s look at the map.

　　us a map of

　　let’s =let us in China

　　Macao look at

　　SAR fish bowl

　　watch

Lesson 第8篇

　　Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Revise the language points of the whole unit

　　Properties: Tape recorder, Overhead Projector

　　Language focus: /k/ c k ck /kw/ qu /f/ f ph

　　Teaching Procedures：

　　I. Revision

　　Ask the Ss to say something about Ann in the last period with the help of the time line.

　　II. Listening

　　1. Ask the Ss to summarize the rules of letter combinations with the sounds/k/ /kw/ and /f/and give some examples

　　2. Listen and repeat after the tape

　　III. Speaking

　　1. Read Mr. Mott’s diary by the Ss themselves.

　　2. Retell what happened to Mr. Mott from Apr. 10 to Apr. 13.

　　3. Opinion show

　　What do you think of Mr. Mott? Do you think a person like him can be a successful person?

　　IV. Reading and Writing

　　1. Finish Ex. 4 in the book.

　　2. Check the answer

　　3. Read aloud

　　4. Retell the diary.

　　V. Relaxation

　　Word puzzle game

　　VI. Go over the language points of the unit

　　VII. Exercise in class

　　Finish the dialogue between Mr. Mott and his wife according to Mr. Mott’s diary of Apr. 11 and 12.

　　S: What did you do on the morning of April 11?

　　M: 1 .

　　S: What’s the name of the place?

　　M: 2 .

　　S: Did you meet a lot of teachers?

　　M: Yes, I met a lot of teachers from 3 , but 4 .

　　S: How about April. 12? What did you do?

　　M: 5 .

　　S: What did you talk about?

　　M: 6 .

　　S: How about other teachers? Do you still remember what they said?

　　M: 7 .

　　S: Oh, what did you attend the meeting for? Didn’t you want to learn something from others? You still need the robot to remember everything for you.

　　M: Oh, __8__.

　　Keys:

　　1. I went to a place.

　　2. I forget/I can’t remember.

　　3. England, America, Canada and Hong Kong.

　　4. I can’t remember their names.

　　5. We had a meeting all day.

　　6. I talked about English teaching in Japan.

　　7. NO, I can’t.

　　8. (Open answer) I hate that machine. /terrible…

　　VIII. Homework

　　1. Wb.

　　2. Review the whole unit.

　　IX. The design of the blackboard

Lesson 第9篇

　　一、教学目的

　　（1）blouse, dress, skirt, shirt, trousers.

　　（2）Whose…is this? Whose…are these?

　　（3）形容词性物主代词和名词性物主代词

　　二、本课重点

　　1.继续巩固Whose 句型。

　　2.What about…?

　　三、本课难点

　　1.区别形容词性物主代词和名词物主代词及用法。

　　2.区分本单元五个音标的发音，注意长、短音的不同。

　　四、教师教法

　　运用学生的学习用品和服装继续演练本单元重点句型。

　　五、教具

　　实物：学习用品、服装、幻灯片。

　　六、教学过程

　　Step 1 Revision

　　1.让学生分别扮演角色表演第55课Part 3的对话（2-3组）。

　　2.把学生的学习用品和服装，包括coat, sweater等拿到教室前教师的讲桌上，让学生表演，在内容中反复呈现Whose句型、形容词性物主代词的和名词性物主代词。2-3组的学习中应包括学习较差的学生，学习较好的学生和学习较差的学生同在一组表演。激发学生的学习积极性。

　　Step 2 Listen, read and say

　　1.教师用幻灯片显示单词：car are class father让学生朗读，找出他们所含有的共同音素，并观察是哪一个字母或哪一些字母，即字母组合发此音，教师总结，板书并领读。

　　让学生看书跟录音读音标及单词。做Ex.1，教师领读，学生齐读，并找出2-3名学生朗读。

　　Step 3 Find the words!

　　1.教师提问：What can you see in the picture?（I can see a shirt.）

　　Whose is it? （I think it’s Li Ming’s.）

　　学生不知衣服属于谁，他们可以猜想，没有固定答案。

　　2.给学生2-3分钟，让他们按顺序填上单词，然后找学生说出答案，教师纠正。因为学生以前做过类似的字谜，不会有太多困难，然后大家齐读两遍。

　　Step 4 Play games

　　首先学习What about…？可由教师开始，面对一名学生，T：My coat is black. What colour is yours? What about yours?（两个句子紧跟，让学生感觉What about…？的含义，并写到黑板上，让他们译成汉语。用What about…？分别提问几名学生，然后让学生回答教师的问题。My coat （Mine）is blue （red, yellow, dark brown, light purple, etc.）

　　Action chain.操练课本第三，第四部分。

　　Step 5 Practice

　　做WB Page162 Ex.1, 2.

　　Step 6 Summary

　　1.用幻灯片打出代词一览表，让大家朗读，包括代词的主格、宾格、形容词性的物主代词，空出名词性物主代词，让学生填空，进一步强调名词性物主代词。学生齐读2-3遍。

　　2.让学生总结本单元的重点句型、实用型短语、表达方法并造句：Whose…？Let me have a look, please. Put on…I think…You must…Whose? Jim’s? the twins’, Come here, please. Here you are. It looks like yours. On Mrs. Green’s clothes line. What about…?

　　Step 7 Exercises

　　Ⅰ.选出画线部分读音与其他三个不同的单词。

　　（）1.A. car B. father C. that D. are

　　（）2.A. how B. window C. brown D. trousers

　　（）3.A. ruler B. brother C. sister D. skirt

　　（）4.A. kite B. fine C.light D.his

　　（）5.A. put B.us C. cup D.plus

　　Ⅱ.完成下列各句

　　1.My coat is black. What colour is_______（你的）？

　　2.Her gloves are green________ ________ ________（他的呢）？

　　3.__________（谁的）shoes are these?

　　4.The coat is yours. _______ it _______（穿上），please.

　　5.Please _______（拿走）them to the classroom.

　　Step 8 Homework

　　1.做课堂未做的书后习题。

　　2.WB Page 162 Ex 3, 4, 5, 6.

　　七、板书

Lesson 第10篇

　　一.教学目的

　　1.掌握四会单词一个：find, 三会单词一个：broom.

　　2.四会掌握以下句型及短语：I can’t find the …. Can you see it/ them?

　　Is it under the teacher’s desk? I know, it’s behind the door.

　　3.听懂一会短语：Close your eyes./Open your eyes.

　　二.本课重点

　　课文第一部分的句子：I can’t find the broom.Can you see it？

　　Is it under the teacher’s desk？

　　三.本课难点

　　句型：I can’t find the …It’s over there, under the desk.

　　四.教师教法

　　本课口语训练要注重实际交际活动，可以采取创设实际情景进行教学。教师可事先有意将自己的物品（笔、书、尺等）放到教室某处，最好不引起学生注意。在进行训练时，可以故意表示找不到所需要的物品，然后询问：“Where is my…？”请学生根据实际情况进行回答。也可以根据教室的实际情况进行提问，让学生如实回答。创设这种真实的情景，学生有真实的生活体验，这样才能自由问答，才能达到训练的目的，收到良好的教学效果。

　　五.教具

　　录音机、幻灯、图片、笔（或书、尺、橡皮、文具盒）等实物。

　　六.教学过程

　　Step 1 Revision

　　1. Duty report.根据值日生报告，提出问题，然后叫其他学生问答，使学生养成集中精力听课的习惯，同时训练学生的听力。

　　2.Free talk.叫几组学生根据所学知识自编对话进行表演。（检查作业完成情况）

　　3.利用教室的实物，通过下列对话复习What can you see…？Can you see…？句型和介词in/on/under/ behind的用法。

　　教师先叫起一名学生问答，T：What can you see in the classroom?

　　：I can see a / some…

　　再叫起另一名学生问答， T：Can you see the…？

　　：Yes，I can.

　　T：Where is it？/ Where are they?

　　：It’s / They’re in/ on…

　　给学生时间，让学生按上面的对话四人一组分组练习（学生练习对话时，教师将笔、书和尺等分别放到地板上、学生的桌子上和椅子下面，做好下一步准备工作）。然后叫起两组学生表演。

　　Step 2 Presentation

　　1.教师从桌子下面拿起一把扫帚自问自答：What’s this？It’s a broom.板书broom并领读。把broom放到门后。然后教师说：“Oh, where is my pen？I can’t find my pen!”叫起一名学生问：“Can you see it？”让学生找到笔，然后说：“Yes，it’s here.”接着练习找书、尺等。板书：I can’t find…Can you see it？并领读。

　　2.叫起一名学生问答：

　　T：I can’t find the broom. Can you see it?

　　S：I’m sorry, I can’t.（帮助学生回答）

　　T：Is it under your desk？

　　S：No, it isn’t.

　　T：Is it under that window？

　　S：No，it isn’t.Oh，I know.It’s behind the door.

　　T：（向门后看一看，拿出来）Yes，you’re right. It’s behind the door. Thanks.

　　板书：I can’t find the broom.

　　Can you see it？

　　Is it under the window?

　　Yes，you’re right. Thanks.并领读。

　　Step 3 Read and act

　　1.Now listen to the tape carefully. Then answer my questions. 放录音带之前提出问题：Where’s the broom？Who can find it？接着学生听录音，告诉学生注意语音、语调；再放一遍录音，让学生跟读，模仿语音语调，然后叫学生回答所提问题。

　　2.打开书，先齐读课文，然后把班级分成两组交换角色朗读课文。

　　3.给学生时间，两人一组分角色朗读并表演对话（当学生练习对话时，教师将书、笔、扫帚、文具盒等物品放到教室的不同地方，并确保一些学生能看见老师放东西的动作）。

　　4.叫几组学生表演。

　　Step 4 Drills and practice

　　1.叫起一名学生和老师进行示范问答，然后做连锁问答：

　　T：I can’t find my book.Can you see it？

　　：Yes，I can.It’s on your desk.

　　（让问）Where’s the teacher’s pen？Can you see it？

　　：Sorry，I can’t.Oh, yes. It’s on the floor.（to ）.Can you see the raincoat?

　　：Yes，I can.It’s behind the door.（to ）I can’t find….Can you see…？

　　2.打开书，看本课第二部分，教师先和一名学生示范对话，然后领读一遍。

　　3.让各行学生连锁操练对话（练习表格里的替换词）。

　　4.叫几组学生站起来分别问答一遍。

　　Step 5 Look, ask and say

　　1.打开书，领读第三部分对话，解释Do you know？然后齐读对话。

　　2.让学生三人一组或四人一组看幻灯设置情景，根据第三部分内容自编自演对话。

　　3.叫几组表演。

　　Step 6 Consolidation（Exercises for ）

　　I.英汉词组互译。

　　1.一些书包_____________ 2.在墙上_____________

　　3.在那窗下面_____________ 4.在门后_____________

　　5. On the blackboard_____________ 6.near the window_____________

　　II.句型转换

　　1.I can find the broom.（改为否定句）

　　2.It’s under the teacher’s desk.（改为一般疑问句）

　　3.We can see our football under the table.（改为一般疑问句）

　　4.I can see some flowers near the desk.（就画线部分提问）

　　5.The books are in the box. （就画线部分提问）

　　Step 7 Workbook

　　Ex.2，先举例和学生一起做第1小题，接着让学生独立完成其他几道题，然后叫四名学生朗读自己的答案。

　　Steps 8 Summary

　　教师看黑板上所写句型，总结本课内容，并让学生重复，然后全班齐读黑板上句型，加深记忆。

　　Step 9 Homework

　　1.背写本课单词和句型，背诵表演第一部分对话。

　　2.根据本课句型自编对话。

　　3.笔头作业，把Workbook.Ex.3抄写到作业本上。

　　七.板书

　　Lesson 39

　　New words:

　　I can’t find the broom.

　　Can you see it?

　　broom [brum] n. Is it under the window?

　　find [faind] vt. Yes, you’re right! Thanks.

　　Do you know?

Lesson 第11篇

　　Period: The Second Period

　　Content:

　　Properties: Computer / Recorder; Overhead Projector; Pictures, Sounds.

　　Teaching Objectives:

　　1. Understanding the Past Perfect Tense.

　　2. Learn some useful expressions.

　　Language Focus: on line, make a decision, so that, click on the screen, places of interest

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Get the students to watch a video about shopping and practise the dialogues again and present some dialogues that the sentences written for homework.

　　III. Leading in

　　Get the students to look at the picture of shopping online and describe it in English. Look the exercise below,

　　1. What did Sato Miyoko decide to buy online?

　　2. Why didn’t she buy it in a store?

　　3. What did her father think of her choice?

　　4. What did they do after a form appeared on the screen?

　　5. When did she receive what she had ordered?

　　Then lead students watch the video / listen the tape of Shopping online.

　　IV. Watch and Listen

　　Watch the flash / listen the tape of Shopping online (which is offered) three times.

　　After the first time, answer the questions above, and show the right answers to them:

　　1. She decided to buy a camera online.

　　2. Because she lives out in the country.

　　3. Her father thought that her choice is right.

　　4. They filled in the form and typed credit card number, telephone number, address and e-mail address.

　　5. A week later she received what she had ordered.

　　After the second time, do the listening exercise about text, such as filling the blanks. (show flash Shopping online )

　　After the third time, tell the students to read the text more carefully and check their answers, find the sentences of The Past Perfect Tense appeared in this text. Such as:

　　1) She had searched the Internet for two hours when she found an ad for the Canon digital camera.

　　2) After she had found more information, she asked her father if she could buy it.

　　3) After he had checked out all the information about different kinds of cameras, he believed his daughter had made a good decision.

　　…

　　V. Explain and Practice

　　Explain the Language Focus of the text, for example, online, so that, as well, make a decision, etc. The main point is:

　　1. shopping online（互联）网上或在线购物

　　2. take pictures of this trip在旅游中照相

　　3. as 是连词，作“由于，因为”解，引导原因状语从句。

　　4. so that意思是“以便，为了 ”，常常引导结果状语从句。“so (such) …that”引导结果状语从句，作“这么……，以至”或“所以”解，so接形容词、副词或分词，而such则接名词。

　　5. had searched 是过去完成时。

　　6. ad是缩短词，也可写成advertisement。

　　7. as well意思是“亦；也；又；同样”。

　　8. different kinds of 不同种类的。

　　9. click on the screen 点击屏幕

　　10. she had ordered在这里修饰the camera，指她所订购的那台相机。

　　* Show the pictures about clothes and some words, such as:

　　cost so much, cost so little, cheap, expensive, long, small; he，she，we，they，John，I

　　Ask students make sentences with so that.

　　The jacket cost so much that he didn't buy it.

　　These trousers are so long that I can't wear them.

　　…

　　VI. Work in pairs

　　Look the Chinese translation of text (which is offered in text.exe ) and think about what the writer could tell us. Divide the students to four parts. Show the topic below, and let them prepare this in groups.

　　Simulate you will do shopping online, what should you do and what will be appeared to you? Could you speak out the process in English?

　　Sum up the points of shopping online or show the answers to the class. Otherwise finish the exercise Lead you shopping online which is offered.

　　VII. Homework

　　1. Review the contents of the lesson and retell the story. Pay attention to telling students that the most important thing is the main idea, is not the whole text itself.

　　2. Go shopping at spare time, and write a dairy about shopping.

Lesson 第12篇

　　lesson 45class opening1. greeting.2. duty report.3. play “i see something” to review adjectives.shake , hang.funny, nervous.step1: presentation.teacher: (shaking hands )my hands are shaking. i’m nervous.step2: practice1. drill1) teacher: shaking./students: shaking.teacher: my hands are shaking.students: my hands are shaking.teacher: nervous.students: nervous.2) teacher: can anyone guess what this is?student1: can any one guess what this is?student2: can anyone guess what this is?student3: can anyone guess what this is?2. books closed! ask some questions: what’s in li ming’s hand? what does li ming give to lenny? listen the audiotape.3. check the answers.4. play the audiotape again as the students follow in their books.5. practice the dialogue.6. make up a similar dialogue.divide the class into small groups. ask each group to make up a dialogue about spring festival.class closing1. finish off the activity book.2. practice the dialogue in this lesson.3. preview lesson 46.

Lesson 第13篇

　　Teaching Objectives:

　　Students should be able to make suggestions in three ways.

　　Properties: Overhead projector, recorder

　　Language Focus: Review the three ways of giving suggestions.

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting and a duty report

　　Ⅱ. Revision

　　1. To review the animal names.

　　2. To suggest sth to your friend.

　　III. Practice

　　Ask students to write out the three ways of giving suggestions, then students work in pairs to make suggestions, agree and disagree, if they disagree, they have to make another suggestion. Call some pairs to do it in front of the class.

　　Then students find the answers in the book.

　　Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.

　　IV. Reading and writing

　　Students read the dialogue and fill in the blanks, then check the answers.

　　The answers:

　　① Yes, I am./② Yes, ( sure)/③ Shall I get your house? / ④⑤ No definite answers ⑥ finish (do)⑦ a little later ⑧I like dumplings ⑨ See you then (Thank you)

　　Teacher draws pictures on the blackboard to teach the word "dumpling". Explain "seafood" is fish or animals in the sea that can be eaten, "have. …to do" eg. "I have many clothes to wash." "He has some questions to ask" etc.

　　V. Practice

　　Students go round the classroom to ask about their future arrangements and the students having the same future plans form one group, they go on to talk about more details, then say it in front of the class.

　　VI. Exercises in class

　　1. Complete the sentences.

　　① The teacher has many lessons ____ ____

　　② The boys have some words ____ _____

　　③ I don't have anything ____ ____

　　④ There are many games ____ ___

　　⑤ I have a lot of food ____ ____

　　2. Complete the dialogue.

　　① A: Would you like to see a film with me?

　　B: Yes, I___. When____?

　　A: ____ meet at 8:00 tomorrow evening.

　　② A: Would you like to go skating with me?

　　B: ____, I can't. I have many things to do.

　　…

　　3. Rewrite the sentence without changing its meaning.

　　①Why not go to the park?

　　______ ______ ______ go to the park?

　　②Shall we go to the cinema?

　　______ ______ going to the cinema?

　　③Shall we go and see the monkeys?

　　Shall we go and ______ ______ ______ ______ the monkeys?

　　④Are you free today?

　　______ you ______ ______ today?

　　⑤They often have breakfast at 5: 15.

　　They often have their ______ ______ at ______ ______ _____.

　　⑥The dolphin is the most interesting animal of all.

　　The dolphin is ______ ______ ______ any other animal.

　　⑦Would you like to go boating?

　　______ you ______ to go boating?

　　Answers:

　　1. ① to prepare ②to say ③to do ④to play ⑤to eat

　　2. ① 'd love to, Shall we meet, Let's ② Sorry/ I'm afraid.

　　3. ①Why don't you ②What/How about ③have a look at ④Do, have time ⑤morning meal, a quarter past five ⑥more interesting than ⑦Do, want

　　VII. Homework

　　To make up a dialogue.

　　VIII. The design of the blackboard

　　Shall we …?

　　Why not meet…?

　　Work must come first.

Lesson 第14篇

　　一.教学目的

　　1.复习Is there…？Yes，there is./No，there isn’t.

　　2.掌握四会句子：Are there any animals in the picture？

　　Yes，there are.

　　No，there aren’t any.

　　How many boats are there in the picture？

　　二.本课重点

　　1.教学Are there any…？句型及其肯定与否定回答。

　　2.复习How many…？句型。

　　三.本课难点

　　1.在Are there any…？中，向学生指出any用在疑问句，如Are there any boats in the river？或者用在否定句中，例如：There aren’t any flowers in the room. 比较Is there a…？和for there any…？两个句型。向学生指出：a + singular noun and any + plural noun用法。

　　2.在How many…？句型中，复习How many后应接可数名词复数，如How many students are there in your class？

　　四.教师教法

　　运用名词的复数形式，指着实物，教学Are there any…？句型。让学生用Yes，there are. 来回答，先教师问，学生齐答；然后让学生根据挂图，两人一组、一问一答。待学生熟练上口后，再练习用否定回答。

　　五.教具

　　录音机、挂图、投影片、4支钢笔、桌子及其他实物。

　　六.教学过程

　　Step l Revision

　　1.Duty report.

　　2.Free talk即检查昨天留的口语作业，运用Is there…？句型，但可以扩展，运用更多学过的句型。

　　3.复习上一课所学的句型，运用挂图、实物练习Is there…？句型。

　　Step 2 Presentation

　　拿出一些物品，并把它们堆放在课桌上说：Look at this desk，we can see many things on it.然后提问Is there a pen on the desk？帮学生回答，接着问 Are there any pens on the desk？（引出There be句型的一般疑问句的复数形式），帮助学生做肯定回答和否定回答，Yes， there are./No，there aren’t.

　　Step 3 Practice

　　1.让学生两人一组，根据桌子上的实物和上面的句型进行问答练习。

　　2.看书第 54页的图，教师问Are there any…in the picture？学生回答。（可以让全体学生一起回答，也可以让个别学生回答）

　　3.学生用书第47课第1部分，让学生先听录音并跟读，然后两人一组进行练习，待熟练上口后，合上书，让学生看图进行问答练习。

　　Step 4 Presentation

　　指着教室问Are there any windows and desks in the classroom？让学生回答Yes，there are./Yes，there is one.再问Are there any birds in the classroom？让学生回答No，there aren’t.

　　教师可以指着教室里的物体，按教师一全班一半班一组进行问答练习，待熟练上口后，两人一组一问一答。

　　Step 5 Practice

　　学习用书第58页第2部分。两人一组进行问答练习。待学生熟练后，脱离课本，根据教师提供的挂图，进行问答练习，要注意学生对any用法的理解。

　　Step 6 Presentation

　　利用实物来复习How many…？句型，指出How many之后要接可数名词复数形式的用法。

　　例如：T：How many boys are there in the classroom？

　　S: There are…

　　T: How many teachers are there?

　　S: There is only one.

　　Step 7 Practice

　　1.首先帮助学生回答课本第58页第3部分的一些问题，然后两人一组进行练习。

　　2.把课本的3个部分合在一起，运用所学的句型Are there any…? How many…?

　　学生两人一组编一个自己的对话，例如：

　　A: Look at the picture. Are there any birds /…in the picture?

　　B: Yes, there are.

　　A: How many birds /… are there in the picture?

　　B: There are…/There is only one. / There aren't any.

　　Step 8 Consolidation

　　Ⅰ.句型转换。叫几个学生到黑板做，大家一起检查。

　　Model: There are some boats in the river. (five)

　　Are there any boats in the river?

　　Yes, there are. / No, there aren't.

　　How many boats are there in the river?

　　There are five.

　　1. There are some old men under the big tree. (nine)

　　2. There are some boxes in the car. (twenty)

　　3. There are some jeeps near the house. (twelve)

　　4. There are some cups on the table (eight)

　　II.句型转换

　　1. There are some boats on the river. (改为否定句)

　　2. There are some houses in the picture. (改为一般疑问句并肯定回答)

　　3. There are three people in my family. (对画线部分提问)

　　4. Are there any apples on the tree? (改为单数形式)

　　5. There are some hills in the picture. (与trees构成选择疑问句)

　　Step 9 Workbook

　　1.练习册第47课练习1，口头做，然后留书面作业，落实在笔头。

　　2.练习三，教师先和个别学生口头问答一、两幅图，然后让学生两人一组进行问答。

　　Step 10 Summary

　　1.让学生总结本课的句型Are there any…? How many…? 并提醒学生any的用法和How many后应接可数名词复数。

　　Step 11 Homework

　　1.口语作业：准备Free talk，运用句型Are there any…？How many…？

　　2.书面作业：练习册里的第1、2题。

　　七.板书

Lesson 第15篇

　　Step 1 Revision

　　1 Revise the dialogue and picture in SB page 23, Part 2.

　　2 Revise the dialogue in Lesson 23, Step 2 and add a further suggestion using Why not…?

　　A： Shall we go to the zoo?

　　B： No, let's go to Zhongshan .Park!

　　A： OK! Why not ask the twins too?

　　B： Good idea!

　　Step 2 Word families

　　SB page 24, Part 1. Speech Cassette .

　　Ss listen and repeat. Remember that, for each group, the pronunciation is the same but the spelling varies： toilet, boy. Practise the individual sounds and the words with flashcards in the usual way.

　　Wb , Ex. 1. The answers are： meal, twin, toilet, from.

　　Step 3 Stress and intonation

　　SB page 24, Part 2. Speech Cassette .

　　Ss listen and repeat. Get them to use gestures to show the stress and intonation as they speak.

　　Step 4 Reading

　　Ask What animals live in a zoo? Make a list of the Ss' answers on the Bb.

　　SB page 24, Part 3. Ask Which animals do Lin Tao and Jim see? Get the Ss to read the dialogue quickly to find the answer. Then the Ss do Wb , Ex . 2 in pairs . Check the answers with the whole class .

　　Speech Cassette . Play the tape. Ss listen and repeat.

　　Step 5 Acting

　　Ss practise the dialogue in pairs in the usual way. Get some pairs to act it out dramatically (using books for reference only ) .

　　Step 6 Checkpoint 6

　　Go through Checkpoint 6 and explain any problems arising.

　　Practise telling the time.

　　Step 7 Test

　　1 Dictate the following words and expressions：

　　a quarter past nine, half past eleven, ten minutes to four, a little earlier.

　　2 Write the following on the Bb：

　　1 A： ______?

　　B： No, thank you .

　　2 A： ______?

　　B： I would love to.

　　3 A： ______?

　　B： All right .

　　Get the Ss to complete the above dialogues.

　　Step 8 Workbook

　　Do Wb , Ex . 3, if time permits .

　　Do Ex . 3 in writing first, then the Ss practise the dialogues in pairs .

　　The answers are:

　　1 Would/Could; Yes/Certainly; Shall;

　　Good idea .

　　2 is going; great/good; Shall; Let's; All right/OK/Great .

　　Homework

　　Learn the contents of Checkpoint 6.

　　Revise the language items in this unit .

Lesson 第16篇

　　Properties: Recorder, Overhead Projector, Pictures.

　　Teaching Objectives:

　　1. Listening Practice.

　　2. Learn some useful words and expressions.

　　Language focus:

　　be asleep, be busy with something/ be busy doing something, is if, break in two, at sea, shout to/ at. . . ,grab. . . ,in one's mouth, at least

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Check homework first, practise some sentences using the Infinitive and ask some students to make up a dialogue.

　　III. Listening

　　Tell the students that there is something wrong with somebody in the listening; the doctor gives him diagnosis Prescription and some other suggestions. Listen to the text then do Exercise I in the workbook, read through the questions, play the tape again and find the answers, finally, check the answers with the whole class.

　　IV. Presentation

　　Tell the students today we are going to read a story about how the dog saves the baby .First the students read the text quickly, and find out what happened in the text. Then read the passage carefully, answer right or wrong. Correct the wrong statements.

　　V. Reading aloud

　　Play the tape for the students to listen and repeat. Explain some language points.

　　1. be busy with / be busy doing

　　I am busy with my homework.

　　I am busy doing my homework.

　　2. as if She felt as if she was in a storm.

　　Get the students to do Exercise 3 in the workbook.

　　VI. Practice

　　Ask the students to read the proverbs below and understand the meanings of them, suggested infinitives to make your own proverbs.

　　VII. Write

　　Workbook Exercise 4. Write a report about what your parents do. First give the students an example, then ask them to do it.

　　VIII. Checkpoint