Lesson 篇一

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 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 篇二

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. A(www.kaoyantv.com）sk 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 篇三

lesson 45class opening1.      greeting.2.      duty report.3.      play “i see something” to review adjectives.shake , hang.funny, nervous.step1: : (shaking hands )my hands are shaking. i’m nervous.step2: practice1.      drill1) teacher: shaking./students: : my hands are shaking.students: my hands are : 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 篇四

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 篇五

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 : this is a line.students: this is a : square.2). teacher: i always come to school by bike.students: i always come to school by : sometimes.students: i sometimes come to school by : usually.3) teacher: let’s put a circle for usually.students: let’s put a circle for : a square for sometimes.student: let’s put a square for : 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.