外研版四年级上册英语第3册全册教案及教学反思

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5．教师通过提问：Where are the people doing taijiquan?
引出词组 in the park板书并教说。提问Where are the people rowing a dragon boat? 引出词组 on the lake板书并教说。提问Where are the men playing chess? 引出词组 under the tree 板书并教说。
6．学生打开课本，跟说句子。
四、Consolidation
1．分别由教师和全体学生朗读Daming和Sam对话内容。
2．把全班分为两个大组，朗读对话。
3．请学生两人一组，练习朗读。
4．请几对学生表演课文内容，或看着动画配音。
五、Homework
1．听课文录音，熟练认读课文。
2．用英语写3个句子，说说自己的家庭成员正在做什么。（最好配上图）
第三课时  Unit 2 What is Amy doing ?
教学内容：Unit 2 What is Amy doing ?
教学目的：学生能够看图正确描述不同人称所正在发生
的行为和动作，并能够正确运用。  
教学重难点：学生在运用现在进行时的时候，能根据不
同的人称正确选用“be”   
教学准备：图片，录音机，小星星  
教学过程：   
  一、 热身活动      
学生分组表演SB Unit1中的故事，评出“最佳表演小组”和“最佳语言奖”，由老师给予奖励。
二 、复习
1．老师把以前学习过的一些动词写在黑板上，请学生把他们改为的形式 如do, play ,row, drink, cycle, swim, jump, help, listen, watch, run, walk等，特别要学生注意cycling, swimming, running的拼写。      
2．开展“猜猜看”的游戏。老师请几组两人或多人小组到讲台上，学生根据老师展示给他们的图片做出相应的动作，老师可向学生提问：“What are they doing?”，请下面的学生回答：“They are…….”，以此复习上节课的内容。
三、 课文教学      
1．老师在黑板上画四幅简笔画：
1） Amy正在跑步。2）大明正在跳。3）Amy正在听音乐。4）大明正在看电视。然后指着画，向学生提问：“What is Amy doing?/What is Daming doing?”，引导学生一起回答“She is running./He is jumping./She is listening to music./He is watching TV.”。  
2.老师告诉学生，将随意指出其中一幅画，要求学生根据画的内容进行回答。老师问：“What is she doing?/What is he doing?”，学生用：“She is……/ He is……”回答。      
3．老师要求学生同桌之间针对简笔画的内容进行问答活动，如：“What is she doing?” “She is running.”等。     
4．老师向学生说明：除了用眼睛看，我们还可以通过用耳朵听来判断正在发生的事情，请学生把书翻到SB Unit2活动1。根据录音判断书上的人物正在做什么事情，然后通过播放活动2的录音进行核对。如果学生程度较好，老师可以先放一遍录音，请学生们听，然后再放录音，
在每一个问题后停顿，请学生试着回答问题。老师需要注意的是；由于
汉语的习惯，学生学习现在进行时的时候容易忽略“be”，老师要及时纠正学生的错误。     
5．确定学生能够正确并熟练运用现在进行时来描述正在发生的行为和动作时，老师可以出示课前准备好的许多个人活动的图片，要求学生看图进行“猜猜看”的游戏。老师说：“She is running.”，请学生以小组为单位来回答：“It is Amy.”等，答对一题的小组奖一颗小星星，星星越多的小组就获胜。        
6．SB Unit2活动4是一首古老的英国歌曲。歌曲以划船为主题，表现了生活的美好。它旋律优简单，节奏欢快，非常上口。老师可以引导学生也边唱歌边做动作。      
7．老师放录音，让学生看着插图听一遍慢速的歌词朗读，向学生讲解歌词中他们不明白的内容。例如：gently, merrily, stream, dream等单词。播放歌曲录音，让学生看着书听，并试着跟唱。老师可以多放几遍录音，同时帮助学生编排适当的动作。      
四、总结         
   老师与学生共同回顾今天所学习的内容，要求学生能够掌握并且正确使用不同的人称来描述正在发生的行为和动作。      
五 家庭作业         
1．复述课文内容。         
2．唱英语歌曲。
Module 5
教学的重点和难点
重点：
单词
句型的运用
1） Do  you  want  some…?
       Yes, please. / No, thank you.
2）Have you got…?
        Yes, we have.   / No, we haven’t .
     难点:
        1.问题提出后如何回答，学生易混淆。
        2.如何将三个主要语言点综合掌握应用。
           Do you…?;  Have you got…?
          What ’s  he (are you) doing ?
重、难点的突破
1. 多读、多听。
2. 多样的句型练习方式。
    如：课件上展示食物图片让学生用Do you      
       want…?  循序渐进来提问,师问生答,生问生答。
       Have you got ….?
3. 创设情境,在语境中理解与练习。
     通过学生小组合作，分角色来练习。
     将What are you doing ?  I’m…..  Have you got …?
          Do you want some…? 等句型综合起来灵活运用。
4. 书面练习要跟上。
A:---What  are you  making?
B:---I’m  making  dumplings.

        Do  you  want  some?
A:---Yes, please . I love dumplings.
B:---Have you got chopsticks?
A:---No, I haven’t.
B:---Here you are.

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A:---Thank you.
教学环节设置: (按三课时)
第一课时:
        新单词
          句型
     Do you want some…?
     Have you got …?
理解课文大意
第二课时:
     复习单词
     Unit 2
   听力训练
第三课时:  整合内容
总结前两课的语法重点
2. 灵活应用  (小组编对话)
3. 书面练习（配合activity book）
在学习本模块时,应将以前学生学过的食物单词复习再现,以帮助新授句型的学习.

Module5
unit1 Do you want some rice?
一．教学目标
1）能听说读写单词：Chinese、fast food、chopsticks、difficult 、want、make,some
2)能使用句子：Do you want some...?且能做出正确回答Yes,please.No,thank you.
3)掌握并能运用句型：Do you want some...?
二、教学重难点：
1.教学重点：掌握句型Do you want some...?Yes,please.No,thank you.并能就食物的选择向他人提问或回答他人。
2.教学难点： chopsticks、difficult的发音及新句型的运用。
三、教学准备
实物图片、磁带、单词卡
四、教学过程
step1、Warming up
1 、Greetings
2、 Play a game: gussing game
T:Hello,boys and girls.
Ss:...
T:Today we will learn the new lesson Module5 Food. First, let's play a guessing game.( 复习以前学过的食物的单词)引导学生要用句型：Have you got _____? Yes ,I have. No, I haven’t.
step2、presentation and practice
1、Do  you like the food? I like noodles and rice. I like Chinese food. 教学Chinese (小组读，个人读)
2、T:duplings、noodles and rice are Chinese fast food . Do you like Chinese fast food?
Ss:... （教学fast food）小火车读
Do you want some rice?(引出课题)
用duplings、noodles 替换rice练读句型Do you want some...?并让学生用此句型向老师提问。老师回答Yes,please.No,thank you.
3、T:I like noodles. But I don't know making noodles.Do you know making noodles? Ss:...

T:（出示图片）Look, he's making noodles.(随机教学 making noodles)
4、T:I'm hungry. I want to eat some noodles.I need chopsticks.(用体态语帮助学生理解句意，同时拿出筷子)
教学 chopsticks (把单词为两个部分chops \ticks)告诉学生这个词语永远要用复数
5、T:Chopsticks are easy for me. But chopsticks are difficult for Amy.(出示图片) 教学 difficult （个人读-小组读，齐读）
6、教授句型Do you want some...?Yes,please.No,thank you.
T:Mm,the food is very nice. Do you want some...?
1）板书Do you want some...?
2）引导学生回答Yes,please.No,thank you并板书
7、practice
1）老师轮流指着实物图片提问Do you want some...?
2）全班开火车操练
8、听课文录音
全班跟读3遍
分角色跟读
step3 extension
创设去饭馆的情境表演对话（一名服务员、两名顾客） 让学生进行对话：
A: Excuse me , can I help you?
B: I want to east fast food.
A: Do you want some _____?
B: Yes, please. \No, thank you.
A: Anything else?
B: That’s all, thank you
A: You’re welcome.
step4、eluvasion
step5、homework
1)    Ask your parents and friends what kind of food they want
2)write the new words
板书设计：
Module5 unit1 Do you want some rice?
                 Do you want some_____?
                   Yes, please.
                   No, thank you.

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Unit2  I’m making dumplings.
学习任务：What are you doing ? I’m making dumplings/ I’m cooking vegetable.
          Do you want some ? Yes , please . / No , thank you .
教具：实物：饺子，蔬菜，勺子，围裙
卡片，磁带，CD-ROM ，录音机
教学过程
一．Warming up
Greeting
    Good morning .
    How are you ?
    Can you …?
二．Chant : left foot ,right foot ,left foot right
三．Review
展示卡片
T：What’s this ?
Ss : cake, rice , noodles , fish(学生快速读出)
T: Do you want some …
Ss: Yes ,please . / No , thank you.
四．实物导入
1.T：老师今天带了二种好吃又有营养的东西，大家猜猜是什么？（学生猜）
师拿出饺子教学dumpling
①全班读  ②个别读  ③小组读
2．同法教学vegetable
      ①唱反调（师大声读单词，生小声；反之师小声生大声）
      ②全班读单词
五．巩固单词
Play a game猜单词
师把刚刚复习的单词和新授单词的卡片藏起来，给学生三次机会猜猜藏的是哪两张，如果学生两张都猜错了，师说“no”。如果猜对一张师说“YES”但是不给学生看卡片，两张都猜对了给学生看卡片读出单词，并给予奖励。
六．情境中学句型
1．  I’m making dumplings.
T：今天老师非常高兴，所以要大展厨艺（带上围裙，包饺子），now ,look here ,What am I doing?
      想不想知道老师在干什么吗？要用英语怎么问呢？
   Ss：What are you doing ?(板书)
   T：I’m making dumplings. Do you want some?(板书)
   采用不同形式读句型I’m making dumplings.( 如：师读快，生读慢；师读慢，生读快)
2．  I’m cooking dumplings.
T:接下来，老师要展示每二样厨艺，Look here(师抄菜)，想知道Miss Lin  正做什么要用英语怎么问
Ss: What are you doing? (板书)
T： I’m cooking vegetables.Do you want some.(板书)
采用不同形式读句型I’m cooking dumplings.（如：男女分开读，小组读）
七．学课文
(1)学生对话第一部分
1．T：Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客，我们来看看Daming 一家做了什么好吃的请他们。（播放CD—ROM）
T：他们来到Daming 家，看到Daming正在making dumplings,他们两个不知道Daming在干嘛，他们是怎么问？
S1：What are you doing ,Daming?
T: Daming 是怎么回答？
S1： I’m making dumplings?
全班跟着CD—ROM读。
2．  情境表演
师去学生家做客，学生正在包饺子
T： What are you doing ?
Ss: I’m making dumplings .
Do you want some ?
        T: Yes ,please.
   （2）学生第二部分
     1．T：Daming家除了Making dumplings 还做了什么好吃的？
        Ss: Cooking vegetables.
        T: Daming 急匆匆来到厨房里，看到妈妈正在cooking dumplings 他是怎么问的？
        SS: What are you doing?
        T: mother是怎么回答的？
        Ss: I’m cooking vegetables.
        Read after the CD-ROM
     2.巩固练习
       ①师做抄菜动作
         Ss: What are you doing ?
         T: I’m cooking vegetables. Do you want some ?
         Ss: Yes ,please./ No, thank you .
       ②Play a game

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听音乐传勺子,音乐一停，拿到勺子的学生做抄菜的动作，其他学生问 What are you doing ?此生回答I’m cooking           
         Vegetables. Do you want some ?操练对话。
3．  表演课文对话
小组合作，表演课文对话。
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Module 6   Abilities
Unit 1   Can you run fast ?
一、Teaching aims
（一）Aims on the knowledge
1、能听、说、认读单词：can, run, fast, jump ,high, far, ride
2、能听、说、认读并运用句型：1) I can run fast/jump high /…
2) ------Can you run fast /jump high/jump far/ ride fast …?
------Yes , I can ./No, I can’t .
（二）Aims on the abilities
培养学生自主合作学习能力和运用在具体语境中正确进行交际的能力。这也是本课的难点。
（三）Aims on the emotion
让学生通过能力的谈论，了解自己的优点。引导学生在学习中体验成功、感受快乐，树立学习的自信心。
二、      教学步骤：
Step1  Warmer
1、 Sing the song  “ Row the boat ”
2、 chant :  Make a cake
3、Do and say   Tell the students: Let’s have a match in groups .I’ll do some actions . Please look and say them quickly : play football/swim /play basketball /…
Then do and teach the new words:  run ,jump ,high ,far ,ride  
Have the students practice in pairs .
Step 2  Presentation
1、Let the groups do the actions that  the teacher says . Teach “can ”by this way : Oh ,look ! Group A can do it well . Explain the meaning of “can ”
2、Do the actions and say : I can swim/run fast/ jump high /… Do some examples and let the students practice in pairs .Then ask some pairs to act it out .
3、After acting ,do and say like this :I can jump high . Can you jump high ? Help the students answer : Yes , I can ./ No, I can’t .
Step 3 Listen ,find and say
1、Show the picture and tell the students :Our friends : Amy Sam and Daming are having a match .Now look at the picture and listen : Who is the winner ?
2、Play the tape for the students to listen and find the answer .
3、Have the students look at their book ,listen and repeat .
4、Then let them practice reading in pairs or groups .
Step 4  Consolidation
Do Activity book Exercise 1 and 2 .
Step 5 情感教育
Tell the students : We can do many things .But we can’t do a lot of things ,either . So we must learn carefully .OK?
Step 6  Homework
1、Listen and read this Unit .
2、Act the dialogue with your partner .
3、Make a dialogue with your parents using :Can you …?

Unit 2  Yes , I can .
一、Teaching aims
（一）Aims on the knowledge
1、能听、说、认读单词：flute, wash, clothes, draw
2、能听、说、认读并运用句型：
1) ------Can you play the flute /wash clothes/…?
  ------Yes, I can ./No, I can’t.
2) I can write a letter/…
  I can’t row a boat /…
（二）Aims on the abilities
培养学生运用询问他人的能力并讲述自己的能力，并培养他们自主合作学习及互相帮助的能力。
（三）Aims on the emotion
让学生通过能力的谈论，了解自己的长处及不足。引导学生在学习中体验成功、感受快乐并能取长补短。
二、     Teaching steps
Step 1 Warmer

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1、 chant :  Make a cake
2、Revise the phrases by doing actions: play football/run fast /jump high / jump far /ride fast /…
3、Do and teach the new words : play flute/ draw/wash clothes   Then let the students practice in pairs .
Step 2 Presentation
1、 The teacher does the action and say the sentence : I can play the flute .Can you play the flute ,_____? Asks one student to answer . Make more with some individual students .
2、 Have the students to ask and answer in pairs using the new phrases.
3、Ask some pairs to act out .
Step 3 Listen point and say
SB P24 Part 1  
1、let the students look at their books and listen to the tape to draw the right picture .
2、Check the answer with the whole class .
3、Play the tape again for them to listen and repeat .
  4、Have the students to read in pairs .
Step 4 Listen point and say  
SB P25 Part 4
1、Have the students to look at the pictures first .Then play the record for them to listen and choose .
2、Check the answer together .
3、Let the students look at the picture and say about themselves like this : I can …/I can’t…
Step 5 Listen and say ,then sing and do the actions.
SB P25 Part 3
1、Read the words with the students together .It’s easy for the students to read .
2、Play the tape for the students to listen to the song first . Then have them to sing after the tape.
3、Let the students sing and do the actions together .(We can have a match .)
Step 6 Consolidation
Do Activity book Exercise 4 and 5
Step 7 情感教育
Tell the students : We can do many things .But we can’t do a lot of things ,either . So we must help each other .
Step 8  Homework
1、Listen and read this Unit .
2、Make a dialogue with your partner using : I can/can’t …  
Can you …?
MOULE 7 Travel
一、准备阶段:
Ⅰ 教学目标:
情感目标：激发学生热爱祖国的大好山河。
知识目标：学习句型 We are going to …tomorrow.         
能力目标：培养学生使用be going to 讲述自己的计划和即将发生的事情。
Ⅱ 教学重点:
1 学习运用be going to 句型。
2 掌握单词及词组：children/ tomorrow/ by plane/ get up/ from China/ swim in the sea/ visit
Ⅲ 教学难点:       
能够正确理解运用be going to 句型。
Ⅳ 辅助资源：
挂图、录音机、磁带、图片、挂历、一张中国地图
二、教学过程:
I. Warming up
唱歌曲 I can’t do it.  
II. Revision:
1. 复习以前学习过的动词及词组：run/ ride/ play/ swim…
（复习动词是为了更好的学习本节课be going to句型做铺垫）
2. Do duty report
“What day is today? What is the date today?”
III. Presentation:
1.  教师出示当天的日历，指着的日期说 “Today is …”并出示新的一月份的挂历对学生说：”Our winter holiday is going to be in January. And I am going to go to Hainan in winter holiday.”  
（复习对比日期，使学生初步了解be going to 的含义）
   2. 学习句型 I am going to go Hainan.
（为学生讲解be going to 的含义，并且学说, 同时讲解be going to 的用法。）
3. 学生谈论What are they going to do at this weekend ?
4. 出示中国地图，指着沈阳告诉学生 I am going to go to the zoo in Shenyang this weekend. So I am going to get up at 6 o’clock in the morning.
ＩＶ 　ｌｅａｄ　ｉｎ
　I. Get four large pieces of paper and write the following words on them.
　　Chinese
　　English
　　Japanese
　　American
　　2.Place the words on the walls around the class.
　　3.Tell the ss that you are going to call out the names of the countries and　they have to point and say the adjectives.
　　Examples 　

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　　T:England.
　　Ss:English.
　　T:China.
　　Ss:Chinese.
　　4.This will help the ss with the listening passage in the next section.
　　II.Listen and point.
　　1.Tell the ss to close their books.
　　2.Now tell them that you are going to play the tape and they have to listen　and write down the names of the countries they hear.
　　Teaching tip
　　Always try to find a simple activity to introduce the listening to the ss . We　call these “gist activities”.They get the ss to focus on the listening but not　to listening the ss have to listen for the names of countries.
　　3.Now get the ss to open their books and to follow the story.
　　4.Tell the ss to look at the story carefully. On the board write the following　things.
　　Hainan         5 o'clock
　　by plane        Grandpa
　　5.Tell the ss to say sentences from the dialogue using these key words.
　　Examples
　　T:Hainan.
　　Ss:We're going to Hainan tomorrow.
　　T:Grandpa.
　　Ss:I'm going to visit my grandpa.
　　6.Continue like this.It will get the ss to focus on the key language.
　　III. Point and say.
　　1.You may want to extend this activity.Tell the ss to think of one thing they　are going to do tomorrow and to draw a simple picture of it.
　　2.Now call out the names of the ss and get them to stand up and say what they　are going to do tomorrow.
　　3.They should hold up their pictures .If anyone else has drawn the same thing　,they should stand up and say the same sentence, but add the word “too”.
　　Examples
　　T:Maria.
　　Maria:I'm going to play tennis.　　Ss(with the same picture):I'm going to play tennis,too.
　　Taul.
　　Paul:I'm going to ride my bike.
　　Ss(with the same picture):I'm going to ride my bike ,too.
　　4.This is a good activity for helping the ss to understand the word “too” and　for practising the future with “be going to”.
　　Unit 2  We're goin to visit the Ming Tombs.
　　I. Warmer.
　　Extension Activity one.
　　1.Tell the ss to write the word “too”on one piece of paper.
　　2.Now tell the ss some things you are going to do tomorrow and they have to　listen and hold up “too”if they are going to do the same thing,then they don't　have to do anything.
　　Examples
　　T:I'm going to swim.
　　SsHold up “too”if they are going to do the same.)
　　T:I'm going to visit my grandpa and grandma.
　　SsHold up “too”if they are going to do the same.)　II. listen ,point and say.
　　1.Before you start,write the names of some animals on the board but miss out　the first letter.
　　__ions        __igers          __lephants
　　__amels       __andas
　　2.Tell the ss that you are going to call out the names of different animals　and they have to call out the missing letter.
　　3.This will revise spelling and letters and will also remind them of some　animals.
　　Example
　　Tandas.
　　Ss:P.
　　T:Elephants.
　　Ss:E.
　　4.Continue like this.The revision will be useful for the rest of the unit.
　　III. Listen and say ,then sing.
　　1.To make the song more fun,draw pictures of some animals and put them on the　board.You can use pictures from a magazine or flashcards if you wish.
　　2.When the children sing the song and say the word “zoo”they can point at the　pictures of the animals.
　　When they say the words “and you”they can point at each other.
　　Teaching tip.
　　Always try to add some type of activity to the song.It makes the song more　memorable and helps them to learn and understand the vocabulary.In the activity　above ,for example,the ss have to point at the pictures of the animals when they　say the word “zoo”and point at each other when they say “and you”.

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MOULE 8 Sports Day

（一)   教学内容分析
本课出自外研社小学新标准英语（三年级起点第三册）四年级上册第八模块。在第七模块中，学生已经基本掌握运用“be going to…”表达自己或他人的计划和将要发生的事，本模块将围绕校园“Sports Day”为主题，展开系列教学活动，首先让学生学会用英语表达一些运动项目，通过创设情境，在情境中更加熟练地运用“be going to…”表达自己或他人的计划和将要发生的事，能运用“What are you going to do?”询问他人的计划、打算。同时通过这一课的学习，激发孩子们对体育运动的热爱之情,培养他们合理安排自己的学习和生活的良好习惯。
（二）教学目标
     1、Knowledge of the language (语言知识与能力目标)
        a. Master the new words: Sports Day\high jump\ long jump \ run the 100 metres
b. Master and use the sentence pattern：
What are you going to do? I’m going to     .
2、Emotion attitude（情感目标）
a. Through experiencing, participate in, practice steps on the activity, encourage the students to have good cooperation with each other and learn from each other. 通过交流与合作，培养学生的互助精神与合作学习能力。
b. Raise their interest to learn English. 提高学生对英语的学习兴趣。
（三）教学重点难点
a. Master and use the new words: Sports Day\ high jump\ long jump \ run the 100 metres
b.Master and use the sentence pattern：What are you going to do? I’m going to…通过本课教学，使学生能运用What are you going to do? 询问他人的计划、打算，并能用“be going to…”表达自己或他人的计划和将要发生的事。
c. 在真实的情境中，运用What are you going to do? 询问他人的计划、打算，并能用“be going to…”表达自己或他人的计划和将要发生的事。
（四）教学策略与教学方法
以活动教学为主，小组合作学习。采用了直观教学法、全身反应法、情景教学法等。教学设计遵循学生的认知特点及规律，以活动教学为主线，动静结合，听说领先。遵循外语教学的层次性原则：理解层次、操练巩固层次和交际层次。在课堂教学中合理优化配置各个层次，以及教师与学生角色的必要变更，充分发挥学生的主题地位。为学生创设生动有趣的语言学习情景，在尊重学生个性发展，面向全体学生全面发展的基础上，唤醒学生的主体意识，从而调动学生的学习积极性。侧重运用情景交际和小组讨论法，使整个教学从知识的内化到外显呈现出一种动态、和谐的发展过程。运用电脑多媒体辅助教学，以活化交际情景，多感官刺激学生，充分开发和调动学生的多种智力潜能参与学习活动，从而达到学习新知、培养技能、和谐个性、启迪智慧的教育目标。
(五)教学过程设计
     A、Warming up. (热身)
a. Greeting—Sing the song<How are you?>
T:Nice to see you boys and girls! Today we’re going to learn module 8. We are going to chant first, do you remember the chant?
b. Revision. Chant and act.
My name is Jack, hip hip hooray!
I’m going to have a nice day!
I’m going to run,
I’m going to jump,
I’m going to watch TV,
I’m going to swim!
【设计意图：通过歌曲进行师生之间的问候，愉快、轻松而融洽。
通过唱读富有节奏和韵律的童谣作为热身活动，能集中孩子们的注意力，激发学习兴趣，将他们带入一个轻松和谐的英语学习氛围中。帮助孩子们在愉快中复习所学的动词，为本课的语言学习和输出做好铺垫。】
   B．Presentation and Practice( 新知呈现与操练)
a. Lead-in.（导入）
T: Good job! Today we are going to talk about“Sports”.What’s the meaning of“Sports”? Do you like sports?
Ss: Yes!
T：I like sports.I can play table tennis.What sports can you do?
S1: I can play basketball.
S2: I can swim.
…
T: You are good at sports, and my students like sports too. Look! What are they doing? (CAI: 校运会场景)
Ss: They are running…
T: Yes. They are having Sports Day. Read after me: Sports Day.
Ss: Sports Day!（板书课题，学习生词 Sports Day）
【设计意图：呈现运动会场景图片，课堂导入形象直观，让学生明确主题。】
b. New words.
1、生词的呈现
T: （点击CAI，教师陈述自己的运动会计划，课件逐一展示老师要参加的运动项目---即本课生词，陈述完后，电脑屏幕同时展示三幅图） We are going have a Sports Day next month. I can run fast, so I’m going to run the 100 metres; I can jump far, I’m going to do the long jump, and I can jump high, so I’m going to do the high jump.
(板书：教师表达自己计划的同时，边说边在句子“I’m going to   .”后逐一呈现生词（图文卡片）：run the100 metres、long jump、 high jump)
【设计意图：教师用学过的句子“I’m going to…” 引出新单词，以旧带新，由浅入深，循序渐进，学生易于接受。让学生在句子中学习单词，词不离句。借助课件呈现生词，集中注意力的同时帮助学生直观理解词义。】
2、生词的操练
（1）机械操练：
从板书上摘下词条，教师手持词条，逐一教学单词。采用模仿动作、声音高低变化等形式，由面到点的进行全班、小组、个别的操练。
【设计意图：TPR全身反应教学法，帮助学生直观地、生动的理解与学习生词，避免了机械操练的枯燥。符合小学生好动、乐于模仿的年龄特征。】
（2）游戏教学：
听说练习---〈Listen and do>规则： 老师说词语，学生做动作---老师做动作，学生说词语---学生a做动作，全班说词语。(课件逐个展示各运动项目。)
认读练习---<Do it quickly>准备生词卡片，规则：请学生a上到讲台，教师站在该生后面，手持单词卡片，由全班同学说出这个词语，学生a立即做动作，做对了即可获得奖励。
教师引导学生也用这个句子说说自己打算要参加的项目。
词句整体练习---Chant.(唱读板书词句,“\”为节奏分隔符号)
Metres、\metres，\100 metres，
I’m going to run\ the 100 metres;
Jump、\jump,\ do the long jump,
I’m going to \do the long jump,
Jump、\jump，\do the high jump，
I’m going to \do the high jump.